[Note 107:

"Mr. Gunter expressed very decidedly his opinion, that the blacks do not like Mr. Watson, and that they especially do not like him, SINCE HE HAS TAKEN CHILDREN FROM THEM BY FORCE:

He would himself like to have some children under his care, IF HE COULD PROCURE THEM BY PROPER MEANS." - Memorandum respecting Wellington Valley, by Sir G. Gipps, November 1840.]

A third, and a very great evil, is that, after a native boy or girl has been educated and brought up at the school, no future provision is made for either, nor have they the means of following any useful occupation, or the opportunity of settling themselves in life, or of forming any domestic ties or connections whatever, save by falling back again upon the rude and savage life from which it was hoped education would have weaned them. It is unnatural, therefore, to suppose that under existing circumstances they should ever do other than relapse into their former state; we cannot expect that individuals should isolate themselves completely from their kind, when by so doing they give up for ever all hope of forming any of those domestic ties that can render their lives happy.

Such being the very limited, and perhaps somewhat equivocal advantages we offer the Aborigines, we can hardly expect that much or permanent benefit can accrue to them; and ought not to be disappointed if such is not the case. [Note 108 at end of para.] At present it is difficult to say what are the advantages held out to the natives by the schools, since they have no opportunity of turning their instruction to account, and must from necessity relapse again to the condition of savages, when they leave school. Taken as children from their parents, against the wishes of the latter, there are not means sufficient at the schools for keeping them away from the ill effects of the example and society of the most abandoned of the natives around. They are not protected from the power or influence of their parents and relatives, who are always encouraging them to leave, or to practise what they have been taught not to do. The good that is instilled one day is the next obliterated by evil example or influence. They have no future openings in life which might lead them to become creditable and useful members of society; and however well disposed a child may be, there is but one sad and melancholy resource for it at last, that of again joining its tribe, and becoming such as they are. Neither is there that disinclination on the part of the elder children to resume their former mode of life and customs that might perhaps have been expected; for whilst still at school they see and participate enough in the sports, pleasures, or charms of savage life to prevent their acquiring a distaste to it; and when the time arrives for their departure, they are generally willing and anxious to enter upon the career before them, and take their part in the pursuits or duties of their tribe.

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