EVOLUTION OF MENTAL CHARACTERS 389 



equality, and we may note the current opinion in those regions 

 with regard to their respective intellectual capacities. 



All the evidence regarding the Australians agrees in attributing 

 to them a relatively high level of intellect. ' Most observers ', 

 says Thomas, ' agree that up to the age of puberty, possibly 

 longer, they have an extraordinary facility in the acquisition of 

 knowledge.' 1 Speaking of the aborigines of Victoria, Smyth 

 records that ' black children brought up in the schools learn 

 very quickly, and in perception, memory, and power to dis- 

 criminate, they are, to say the least, equal to European children. 

 A missionary, the Eev. F. A. Hagenauer, a gentleman of great 

 ability, who has control of the aboriginal station at Lake Welling- 

 ton, reports that the examination made by the Government 

 School Inspectors shows that the aboriginal pupils taught by 

 him are quite equal to the Whites. In his last report he states 

 that the whole of the fifth class in his school has passed the 

 standard examination (that appointed for children in State 

 schools) and that they had received certificates.' 2 Spiller has 

 collected a large number of such opinions, 3 and Semon says 

 that ' on examining the accounts of missionaries who have had 

 occasion to instruct children of Australian natives, it will be 

 found that nearly all of them come to the conclusion that at 

 the onset of instruction hardly any difference between faculties 

 of black and white children in grasping the elements is to be 

 remarked. There is such a capability of memory and sharpness 

 of the senses that in reading, writing, drawing, topography, and 

 geography they at first even excel the whites.' 4 Nearly all 

 observers agree that there comes a point when the faculties of 

 aboriginal children cease to develop. Thus Smyth says that 

 4 WitlTkeen senses, quick perceptions, and a precocity that is 

 surprising, he stops just short of the point where an advance 

 would lead to a complete change in the characters of his mind ', 5 

 and Mathew who remarks that ' in schools it has been observed 

 that aboriginal children learn quite as easily and rapidly as children 

 of European parents ', goes on to say that ' while among Europeans 

 the range of mental development seems almost unbounded, with 

 the blacks its limit is soon attained '. 6 



1 Thomas, Natives of Australia, p. 25. 2 Smyth, Aborigines, vol. i, p. 22. 



3 Spiller, ' Mentality of Australian Aborigines ', Soc. Rev., vol. vi. * Semon, 



Australian Bush, p. 78. 6 Smyth, loc. cit., vol. i, p. 22 6 Mathew, 



Eaglehawk and Crow, p. 78. 



