SYSTEM OF INSTRUCTION. 
439 
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, there- 
fore, 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 some- 
what 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. # At present 
* The importance of a change in the system and policy 
adopted towards the Aborigines, and the urgent necessity for 
placing the schools upon a different and better footing, appears 
from the following extract from a despatch from Governor Hutt to 
Lord Stanley, 21st January, 1843, in which the difficulties and 
failure attending the present system are stated. Mr. Hutt says 
(Parliamentary Reports, p. 416), “ It is to the schools, of course, 
that we must look for any lasting benefit to be wrought amongst 
the natives, and I regret most deeply the total failure of the 
school instituted at York, and the partial failure of that at 
Guilford, both of which at first promised so well. The fickle 
