The Superintendent-General of Education, already quoted, in a supplementary Report published in 1884, speaks of the general opposition he has had to meet as coming from two classes of people--one which describes the schools as worthless and decries educated natives as useless, and another which describes the aborigines as getting a better education than white people and denounces the system as consequently increasing the competition in industrial employments. And then he appeals to such evidences of progress and success as: "The large interchange among natives of letters passing through the Post-Office; of the utilization of educated natives as carriers of letters, telegrams and parcels; of the hundreds who fill responsible posts as clerks, interpreters, school-masters, sewing-mistresses; and of the still larger number engaged in industrial pursuits, as carpenters, blacksmiths, tin-smiths, wagon-makers, shoe-makers, printers, sail-makers, saddlers, etc., earning good wages and helping to spread civilization amongst their own people." This is a good record, and there is no doubt that amongst the million natives of Cape Colony the influence of the system is steadily spreading. There is the natural defect, however, of the refusal of the white population to mix with the black either in school or elsewhere, outside of politics. The native schools and the native system are things apart and isolated, although, throughout the Colony, there are wealthy and influential Kaffirs, many of whom are substantial owners of property. And, as a matter of fact, there are more negro children now attending Government schools than there are pupils of white extraction.