MAORIS AND THE LAND.

Gisborne Times, Volume XXV, Issue 2052, 12 April 1907, Page 1

MAORIS AND THE LAND.

AGRICULTURAL COLLEGES.

The Hon. J. Carroll, Native Minister, in the course of an interview at Christchurch, explained what was being done by the natives on tile East Coast of the North island in the way of sheep and dairy farming. “That all shows,” added Mr. Carroll, “a fresh inspiration in the Maori mind to get' on to the land, just like Europeans, and make the. best of it. A considerable number of them must, according to tbo evidences now visible, become excellent farmers and useful members of society.”

“Is the example sot by those natives li'kely to be followed by others?” the Minister was asked. “Yes, I think so,” said Mr. Carroll. “I notice in tile press this morning a telegram stating that at

a conference of former and present Te Auto ' students a resolution was passed urging the Maoris to occupy their own land, and to manage it and devote themselves to farming, to use tlie land for their own benefit, to profitably utilise land now idlo. •This shows that the example set is ‘catching on,’ and hero we have a test of the Maoris’ capability to farm and work land the same as Europeans, and so satisfactorily that it acts as a stimulant to the younger generation who find themselves,

after they leave school, as it were, adrift and likely to lead aimless lives. The movement on their part is one to raise themselves in the social scale, and establish true objects in life to look forward to, and work up to.” “What they want,” concluded the Minister eloquently, “and what they will press for, is for ready facilities to ho afforded them to get on the land and work the same to their advantage. In working out their own living in this way they would have occupation, and would avoid a life of idleness. They would be clothed with the responsibilities tliat would make them better men. It is the true sequence which should follow their "eTllit’anon. ——r-iitri —complain nT a~gcn-~ eral way that tlio education given in our European schools and universities is of no lasting benefit to them, if there are no ways of life or careers opened up for them after they leave school, ways whereby they can make themselves useful, and at least have a chance of keeping themselves by their own efforts. We must recognise, however, that all the natives cannot get on to the land, and all cannot be successful in farming or in making a profitable use of the lanfl, and the time has arrived when tlio question should be considered as to the establishment of technical schools and agricultural colleges. In technical schools you can teach the Maori youths tlio various trades which should equip them for the battle of life, and in the agricultural colleges they will be taught the science of agriculture. Those who desire to go oil to the land to farm will he taught agricultural chemistry and the latest methods of farming. I .do not think

I shall have any difficulty in persuading the natives to set aside areas of lands as endowments for the purpose of establishing colleges for these ends. On the West Coast of the North Island, where the lands are under the administration of the Public; Trustee, the rents would amount to over £20,000. It would he a good idea if, say, £2OOO was set aside each year to support an agricultural college for the education of the natives on the West Coast. In other parts of the colony the assistance required would of course have to depend on what endowments the natives would make in the wav of land. In that case it would he reasonable for the State to give it's assistance. In my opinion this is a really good, workable scheme.”