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OBJECTIONS TO TEACHING 
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 differ- 
ences of the various dialects, there is no inducement 
to the public to learn any of them. 
Fourthly, that by the children being taught in 
any other tongue than that generally spoken by the 
colonists, they are debarred from the advantage of 
any casual instruction or information which they 
might receive from others than their own teachers, 
and from entering upon duties or relations of any 
kind with the Europeans among whom they are 
living, but whose language they cannot speak. 
Fifthly, that, by adhering to the native language, 
the children are more deeply confirmed in their 
original feelings and prejudices, and more tho- 
roughly kept under the influence and direction of 
their own people. 
Amongthe colonists themselves there have scarcely 
been two opinions upon the subject, and almost all 
