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.  Boys usually leave school about fourteen, to join in the chase, or learn the practice of war.  Girls are compelled to leave about twelve, through the joint influence of parents and husbands, to join the latter; and those only who have been acquainted with the life of slavery and degradation a native female is subject to, can at all form an opinion of the wretched prospect before her.

[Note 108:  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 disposition of these people, in youth as in older years, incapacitate them from any long continued exertions, whether of learning