among the old teachers of the indigenous schools, who, from interested motives, naturally did not fail to foment the apprehensions at first entertained by some, that he intended to convert them to Christianity. His wise and conciliatory measures, however, soon removed distrust from their minds, and satisfied them that he meditated no interference with their religious opinions. The objection of the school-masters did not long exist, for the extension of the Branch Schools on the new principle ultimately created a demand for additional teachers, who were in many cases provided from the class above mentioned. Although the opposition alluded to was ultimately overcome, it must not be supposed that the establishment of the schools was achieved without considerable difficulty: the introduction alone of a new plan of education among an ignorant people, notorious for their indolence, apathy, and attachment to established habits, involving frequent journies, visits, and conferences, effected in an hostile climate, and with very imperfect accommodation, required no common exertion of patience, self denial, fortitude and perseverance. Add to this the labour of superintendance, and Mr.
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