The large
towns, to which the Aborigines have an interest in resorting in large
numbers for food and money, the formation of schools of a lasting
character will be for some time a work of doubt and of difficulty."]
There are two other points connected with the natives to which I will
briefly advert: the one, relative to the language in which the school
children are taught, the other, the policy, or otherwise, of having
establishments for the natives in the immediate vicinity of a town, or of
a numerous European population.
With respect to the first, I may premise, that for the first four years
the school at the location in Adelaide was conducted entirely in the
native tongue. To this there are many objections.
First, the length of time and labour required for the instructor to
master the language he has to teach in.
Secondly, the very few natives to whom he can impart the advantages of
instruction, as an additional school, and another teacher would be
required for every tribe speaking a different dialect.
Thirdly, the sudden stop that would be put to all instruction if the
preceptor became ill, or died, as no one would be found able to supply
his place in a country where, from the number, and great differences of
the various dialects, there is no inducement to the public to learn any
of them.
