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- 5. Progress Report of the Royal Commission on the Aborigines 1913
- 12. Conference Of Commonwealth And State Aboriginal Authorities
- PROGRESS REPORT OF THE ROYAL COMMISSION
- Memo from Dir. of Ed. to Min. of Ed. 23.6.1920
- Oral and Written Composition
- History Grades V to VII Stories on the lines set out for Grade IV in other schools. Geography
- Music, Morals, Physical Education
- Number of lessons to be given each week in Grades V to VII
- CONFERENCE OF COMMONWEALTH AND STATE ABORIGINAL AUTHORITIES
APPENDICES
Walker (1862) Report to House of Assembly on visit to Pt McLeay, 17 – 23 July 1862. ‘During the absence of the Superintendent [for health reasons] the duties of his office were satisfactorily performed by Mr. Stapley a young man appointed about three months ago, assistant teacher (without salary) by the Committee of the AFA. In conducting the business of the institution, the following is the course pursued during the winter season. ‘The bell rings at 7 a.m., when inmates of the institution rise from their beds, and the old and infirm people leave their wurleys and assemble at the storeroom to receive their daily allowance of food provided by the Government; at the same hour the natives engaged in daily labour take breakfast, and afterwards go to their respective employments. ‘At 8.30 the children have breakfast; then morning prayers follow. ‘From 9 to 12.30 school is open; and an hour after closing, which is devoted to play, the children and laborers dine together. ‘The school re-opens at 2 pm and closes at 3.30 after which the Superintendent visits the wurleys for the purpose of administering to the spiritual and temporal wants of the sick. ‘At 5.30 the children and laborers have supper, and at 6.30 there is evening prayer, after which the former retire to bed and their rooms are locked; the latter remain in school until 8 o’clock. ‘On Saturdays the girls are employed in cleaning the rooms, and the boys in carrying firewood during the hours devoted on other days to school. ‘On Sunday there is morning worship at 11 am and school from 2 pm till 4 pm after which there is Divine Service for the benefit […], and evening worship at the usual hour. ‘The scale of rations for the children is 1 lb of bread, 1/2 lb of meat, soup, rice or pudding, 1/4 oz of tea, and 2 ozs sugar per diem; which judging from their excellent state of health and their contented looks, appears an ample allowance. ‘The number of native children living at the Institution and attending school, is twenty-five. They are divided into three classes, and each class receives instruction in reading, spelling, scripture history, writing and arithmetic – the first having also lessons in geography. ‘The objects kept in view by their teachers, are to secure to these poor children an education which will qualify them for the ordinary business of life, and especially to communicate to them the knowledge and bring them under the power of religious truth, which is their only safeguard against the corrupting and degrading influences to which they will hereafter be exposed.’ Etc. re-read. Re use of language: translations of the gospels in order to reach old people: ‘much good would be accomplished amongst the old people were the children able to read the Bible to them in their own language.’ Buildings far too small: ‘many children have been refused admittance because of the want of accommodation – as many, it is said, as thirty during the first quarter. The Wellington blacks have often expressed a desire to send their children but they see there is not room.’ ‘ .. The young men are anxious to obtain work on the station, that they may still enjoy the benefits of instruction in the evenings when their labor is over.’
Numbers on the station
List of Children Who Have Been at Our School showing What Became of Them [in 1865 Report, modified up to 1867] BOYS - April 1865 1. Waukeri Died of consumption 2. Koolmatere Living with the tribe 3. Jimmy Klaesman Living with the tribe 4. ippoo Living with the tribe 5. Weellee Living with tribe 6. J. Sumner In situation - Dr. Walker's 7. J. Muinke 8. David Living with tribe. (Dead) 9. W. Mak Hughes At school 10. Koolmateriol Living with tribe. 11. Pompey In situation - Mr. Babbage's 12. Wullumme In situation - Mr. Young's 13. Wullumol Dead - Hydrocephalus 14. Katyirene Dead - Consumption 15. Tippuol Dead - Brain Disease 16. Ewilare Dead 17. Mokooni Dead - Inflammation 18. Pantuni Living with tribe 19. Bulpuminne at school - Dead 20. Mikeriol - Employed at Campbell House 21. Mewiltare Living with tribe 22. Yerarapinyeri Living with tribe 23. John Wilkin Apprenticed 24. Harry Wilkin At school 25. Ben At school 26. Ngiampinyeri Dead 27. Turtle Dead 28. Takkuri Mak With tribe 29. J. Bulpuminne With tribe 30. Pethuwenunkar With tribe 31. George With tribe. [added in 1867] 32. Allan Macfarlane 33. Archie 34. Antar 35. Melcombenderu 36. Sam Dodd 37. Richard 38. Jim 39. Daniel 40. Willie 41. Proctor 42. Eli Chulker 43. Willie Bewes 44. Archie Harding 45. Bradley 46. Alexander 47. Alfred (Spender) 48. Edward Norman 49. Bertie (Tripp) 50 Reuben Jordan 51. Benbow 52. Crofton (Giles) 53. Karloan 54. Ben Woolford 55. Phillip 56. Mark 57. Fred 58. Samuel 59. Frank 60. Pewemmine 61. Arthur 62. Denis 63. Tim.
3. Nourailinyeri Married 4. Petembitepiri Married 5. Jean Parry Married Baptized 6. Petembitepirri Married 7. Nyitinyeri Married 8. Maratinyeri Married 9. Hannah Married 10. Lumba Lumbe Dead - Consumption 11. Annie Married 12. Theloinyeri married 13. Nymbulda With tribe 14. Nahraminyeri With tribe 15. Charlotte At school 16. Kuldinyeri With tribe 17. Susan Wilkin At school 18. Eliza Wilkin At school 19. Lizzy Wilkin Married 20. Munyuninyeri With tribe 21. Turulartumme With tribe 22. Landiture At school 23. Christina With tribe 24. Isabella At school 25. Minminare With tribe 26. Tungkungutte Dead 27. Annie Waukowere Dead 28. Wilhelmina With tribe 29. Maggie Married 30. Lizzie Proctor at School 31. Louisa With tribe 32. Neurilinyeri With tribe 33. Ellen Married
36. Inyelooke With tribe 37. Waldaninyeri 38. Becky 39. Maggie 40. Amy 41. Bessie 42. Lisha 44. Fanny Cooke 45. Aggie 46. Eva 47. Priscilla 48. Sally 49. Werungara 50. Minukulare 51. Sarah 52. Kundiuwe 53. Lizzie 54. Margaret 55. Alice 56. Clara 57. Ringgarte 58. Lily 59. Jenny 60. Jane 61. Eva Reed 62. Rose 63. Alice 64. Mary Jane 65. Ngerumme Letter from David Blackwell, Superintendent, to Secretary: AFA, 8 October 1892 8 October 1892 Dalton
I feel it my duty to suggest getting a more suitable person as Teacher in place of Mr. Gregory. While giving credit for his store keeping, there is a great lack of interest in the general welfare of the Station, which may be caused by his age and deafness. Now would be a fitting time to organise a change, if you agree. Ordinary Daily Routine at Point McLeay Native School and Store. 1st Bell. 6.30 in Summer, 7 AM in winter, calls children to rise and dress. Master attend to store etc. Viz. issue rations to cottagers (bread) daily. On Saturday morning, tea, sugar, rice, kerosene, soap, as per scale allowed for the week. 2nd Bell. 7.45 a.m. Calls children to morning prayer in schoolroom, after which they have breakfast. 3rd Bell. 9 a.m. The Master having dispatched the mail, begins the school work. From 10.30 to 11 is allowed for recess, controlled only by the master’s whistle. 4th Bell. 12 a.m. Dinner. 5th Bell. 2 PM School till 3.30. 6th Bell. Evening meal for children and master attend to store. Following these duties evening prayers for children. When there is a meeting [2] in the church the children attend under the care of the master. If the Superintendent is away or deterred by other duties it is usual for the Master to issue the Government rations to any who are entitled to receive any. This is done from about 9.30 am on Saturday. Or by mutual arrangement the farm overseer may do it. On Sunday morning the master rings the bell at 7 am and gives out clean clothes to children, and should see that order is maintained until 7.45 when he rings the bell for prayers and breakfast. Sunday School at 2.30 pm is presided over by the master. The children attend the services under the control of the master, 11 am and 6.30 pm. Public Worship: Occasionally in the absence of the Supt it [is ] desirable that the master shall conduct the services in the church. The master is expected to [3] work in union with the matron in all matters of discipline & order, and to uphold her in controlling the children & servants. The matron sees that the meals are cooked & served on to the tables, the master being responsible for the conduct of children & young men during mealtimes. The master living close to the school buildings should at all times have authority to check rowdy behaviour, or bad language therein. At 9 PM each night he should take away the lights from [the] children’s room. The order and details of these rules may be altered by the superintendent as need may require. D. Blackwell Supt A.F.A. Point McLeay Novr 5th 1892 Hughes [16] Principals since the inception of the School (from E. Leta Padman, The Story of Narrung.) G. Taplin [1859-1866] J. A. Ophel [1866-1874, 1875-1886] Mr Gellert [1875] Walter Hutley [1887-1889] Charles Gregory [1889-1892] William Holman [1892-1902] William Chapman [1903] Patrick W. Francis [1904-1914] Wilfred T. Lawrie [1914-1951] R. A. Lawry B.J. Kearney E. C. McDougall R. Zoerner L. Cutting I. McArthur A. Buckingham I. Quirke J. Thilthorpe D. Huppatz A. Hoft
M. Sankey J. Bishop PROGRESS REPORT OF THE ROYAL COMMISSIONON THE ABORIGINES 1913. POINT MCLEAY. 4. The largest Mission Station in South Australia, from the point of view of population, is that of Point McLeay, where there are (including land on the Coorong) aboriginal reserves of a total area of 5,513 acres, which are at present vested in the Aborigines’ Friends’ Association. This Association was established in 1858 and incorporated in 1879, and its principal aims are-- (1) To instruct the natives in such industrial pursuits as may make them useful on the land, and enable them to earn their own living. (2) To encourage and assist native families in forming civilized homes. (3) To instruct them in the doctrines, precepts, and duties of the Christian religion. (4) To maintain a boarding school, where the children of the natives may receive gratuitously the ordinary elements of an English education, and be trained in civilized habits.
Cockburn 1890 Playford 1893 Kingston (Radical Liberal) 1899 Holder 1905 Price (Labour-Radical Liberal) 1909 Peake 1912 Peake 1915 Vaughan 1920 Barwell 1922 Barwell 1927 Butler 1930 Hill 1938 Playford 1945 Playford 1965 Walsh (Labour) 1968 Steele (LCL) 1970 Dunstan (Labour) 1979 Corcoran (Labour) 1980 Tonkin (Liberal) 1982 Bannon (Labour) 1992 Arnold (Labour) 1992 Brown (Liberal) 1996 Olsen (Liberal)
Suggestions to the Advisory Council of Aborigines. Subject: Education of half-caste and Aboriginal children of Point McLeay. 1.a. That the school at Point McLeay be for Native children only. As there is another school 21/2 miles distant, there is no necessity for white children to attend the Point McLeay School. White children would be likely to suffer morally and physically by daily association with the natives. That white pupils would work to a different standard and a different timetable, thus the teacher could not devote himself entirely to the greater problem.
Tests conducted by Dr. G. Halley and Mr. Porteus in 1915 suggested that Aboriginal children are 11/2 to 2 years below the white children’s average intelligence for age. Thus at 14 years of age, these children cannot be expected to have attained a fair standard of education. At present native children leaving school at 14 years, go to casual employment and in most cases soon tire of their occupations and then wander aimlessly about, sowing seeds of indolence and undisciplined habits. 14 – 16 are two important and impressionable years which could be better spent under proper control and training.
aim of teaching the boys a trade and the girls domestic arts.
[2]
[3] Curriculum, 14 to 16 years: Boys Carpentry and Joinery Plumbing
Ironwork Building
Saddlery Bootmaking Girls Domestic Training Dressmaking Hygiene and care of the sick
GRG 18/2/1725/1920Memo from Dir. of Ed. to Min. of Ed. 23.6.1920Forming Enclosure to ED, No. 1725, 1920. Memorandum to the Honorable the Minister of Education. Point McLeay School. I visited the school at the Point McLeay Aborigines Station on Friday the 18th instant, and was much pleased with the work being done by Mr. W.T. Lawrie, the teacher, and his wife. These people are eminently suited for this special work; they are interested in it, and possess the true missionary spirit so essential to the successful handling of this class of children. Two problems occur to me in connection with the school which should not be difficult to solve –
INSTRUCTIONThe school consists of from 50 to 60 children, a very few full-blooded blacks, and the majority half-castes, quadroons and octoroons. It is generally conceded that the mentality of such children is two years below that of English children. Their position in the scheme of things after the age of 14 years must be that of hewers of wood and drawers of water. The instruction given in the school should, in my opinion, be based on this assumption, less time being given to formal instruction, and more to the development of manual dexterity. The children of both sexes should be taught reading, writing, spelling, arithmetic and drawing up to the standard of the Fifth Grade, and after the age of 11 years, their afternoons should be devoted entirely to manual work – the girls should be taught needlework, cookery, housewifery, laundry work, etc., and the boys to handle tools in woodwork, and in the school garden. So far as the boys are concerned the necessary equipment of two benches with tools for both woodwork and gardening are already supplied. All that needs to be done is to extend the scope of the work, and after a time to give the wood models a utilitarian character. In the case of the girls, however, no manual work but needlework is attempted. If the Aborigines Department would find a suitable room, say 20’ x 16’, and this room were equipped with the necessary wood stove, tubs etc., Mrs. Lawrie, or some other suitable person could be appointed to undertake the necessary tuition in all subjects mentioned above, in addition to the needlework. At the age of 14 years the children could be boarded out in accordance with the scheme already under consideration. Training such as is indicated above would render them useful, and they would surely be sought after to a greater extent than the neglected children who are at present boarded out by the State Children’s Department, if only because of the suitable training they would receive. STATUS OF THE TEACHER. This school is graded as “Special” under Regulation XXXIII, Clause 18, but the salary has never been fixed by the Minister as provided in that Regulation. This fact unsettles Mr. Lawrie who is constantly on the lookout for promotion to some other school. If he gains it his special gifts and talents will be lost to the State. Mr. Lawrie was offered Blyth School in October, 1919, but representations were made by the Protector of Aborigines and others, to the effect that he was practically indispensable at the Station, and he was allowed to remain at the school. Had he accepted the Blyth School he would now be in receipt of £ 240 per annum, with a prospect of rising to £ 230 per annum. He is receiving at present £ 230 per annum. It appear to me fair that the salary for this school should be fixed at £ 250 - £ 300 so long as Mr. Lawrie remains in charge. The work and responsibilities are quite worth this amount. Mrs. Lawrie at present teaches needlework, and is paid in accordance with Regulation XI, Clause 23. She draws a total of about £ 10 per annum, for one afternoon’s work per week. As a matter of fact she does much more than she is paid for, and works in the school for more than the prescribed time. If the ideas mentioned above in regard to the curriculum were carried out, employment could be found for Mrs. Lawrie for at least three afternoons each per week. A fair salary would be £ 12 per annum per afternoon. Having regard to all the circumstances of the case, I recommend - (1) That the Aborigines Department be asked to provide suitable accommodation for the teaching of cookery and laundry work to the girls. (2) That the Education Department provide the necessary equipment at a probable cost of £40.
W. T. McCoy, Director of Education. 23rd June, 1920. Note appended: Approved except No. 4 which is to stand over for general revision of salaries by Govt. G.R., M.E., 23/6/20. South Australia AGREEMENT FOR SERVICE MEMORANDUM of AGREEMENT made this day of 19 , in pursuance of the Aborigines Act, 1911, between of Adelaide, Chief Protector of Aboriginals, acting in his capacity as the Legal Guardian of the Employee hereinafter mentioned (hereinafter called “the Guardian”) of the first part: [Full name of aboriginal or half-caste] of [ Address ] [ Occupation ] (hereinafter called “the Employee’) of the second part: and [ Full name of Employer ] of [ Address ] [Occupation] (hereinafter called “the Employer”) of the third part: WHEREBY it is agreed as follows, that is to say:-- 1. In consideration of the agreements hereinafter contained on the part of the Guardian and the Employee, the Employer hereby agrees with the Guardian and with the Employee: (a) that the Employer will employ the Employee [as a farm labourer, domestic helper, shop assistant, carpenter-apprenctice] in or upon the Employer’s [farm or house of business of ….. ] at from the date of these presents until the Employee attains the age of 21 years, at the following wages:- For the first year per week For the second year per week For the third year per week For the fourth year per week For the fifth year per week For the sixth year per week For the seventh year per week
During the first year per week During the second year per week During the third year per week During the fourth year per week During the fifth year per week During the sixth year per week During the seventh year per week Shall be paid to the Employee for clothing and for pocket money, and the balance (less the cost of any medical or surgical attention and medicine procured for the Employee as hereinafter mentioned) shall be paid monthly to the Guardian, or his appointee, to be paid by him, applied as hereinafter mentioned; SECOND PAGE MISSING and medicine procured for the Employee by the Employer as hereinbefore mentioned. (c) that all such wages with the interest thereon paid to the Guardian by the Employer as aforesaid shall be held by the Guardian, or his appointee, and be applied FIRSTLY for the benefit of the Employee when and in such manner as the Guardian from time to time deems advisable, and SECONDLY any balance (subject as hereinafter provided) shall be paid to the employee upon the Employee attaining the age of 21 years.
4. It is hereby agreed by and between the parties hereto as follows: (a) the Employer shall, with the consent in writing of the Guardian first had and obtained, have the right at any time during the currency of this agreement, if the Employee is guilty of such misconduct as would justify a master in dismissing a servant without notice, or for any other reason which appears good and sufficient to the Guardian, to dismiss the Employee; (b) that the Guardian, and every Protector of Aboriginals appointed under the Aborigines Act, 1911, and every person appointed from time to time in that behalf by the Guardian, shall have authority to visit the employee at all reasonable times, and to enquire as to whether the Employee is being well treated, and as to whether the Employer is observing the provisions of this agreement, and, in the case of Protectors and persons so appointed, to report to the Guardian thereon, and the Employer shall not in any way interfere with the Guardian, or any such Protector or person, in the exercise of such authority but shall allow him or them every facility necessary for the exercise thereof; (c) if, at any time, during the currency of this agreement the Employer fails to observe the provisions of this agreement, or any of them or is not properly treating the Employee, the Guardian may terminate this agreement and may withdraw the employee from the service of the employer, and the Employer shall have no redress or remedy whatever for such withdrawal or for loss of service in consequence thereof. If the agreement is so terminated or otherwise become of no eff4ect the Guardian may by order in writing signed by him require the Employee forthwith to return to any place or institution to be named in the Order, and the Guardian may, by the same or a separate Order, require the employer forthwith to deliver the employee to some person therein named. Upon the receipt of any such order the employer shall forthwith deliver up the Employee to the person named in such order, and the employee shall forthwith return to the place or institution named in such order; (d) Any dispute which may arise between the parties hereto in connection with this agreement shall be referred to the Minister of the Crown to whom the administration of the said Aborigines Act, 1911, is for the time being committed by the governor; and the decision of such Minister shall be final and binding on all parties; (e) For the purposes of this agreement the age f the Employee shall be deemed to be 14 years of age on the day of 19 .
in his capacity as Legal Guardian of the Employee as aforesaid SIGNED by the said In the presence of SIGNED by the said In the presence of
2. That full-blooded aborigines receive full consideration in the allotment of cottages and in employment [i.e. at PM] 3. That the aged full-blood aborigines receive consideration in grants of rations and articles of clothing. 4. That the store be extended rather than reduced in its activities. 5. That the rails already on the Station should be laid on the jetty. 6. In our opinion it is necessary to connect the station by telephone in case of illness. 7. That now a suitable jetty with plenty of depth of water alongside has been erected at the station, the mail boat from Milang should be required by the Govt to call here. This would be of immense saving of time, vehicles and cost to the Station.
ReadingGrade I to page 30 of First Primer and similar sentences – all in script Grade II Complete First Primer and do similar from Blackboard & Charts Grade III Second Primer and similar stories Grade IV Introductory Reader and similar stories Grade V & VI First and Second Adelaide Readers and Fourth Grade Ch. Hour Grade VII Gateways to History Bk IV; Ch. Hour Grade V Writing Full standard for other schools SpellingGrades I, II & III From Reading Books Grade IV Reader, and Adelaide Spelling Bk No. I. Grades V & VI From Readers and A.P. Spelling Bk. For Grade IV. Grade VII From Readers and A.P. Sp. Bk. For Grade V. Oral and Written CompositionGrades I to IV As set out for Grades I to III in other schools. Grades V, VI & VII As set out for Grades IV and V in other schools with the addition of letter writing.
the scope of the children.
HistoryGrades V to VII Stories on the lines set out for Grade IV in other schools. GeographyGrades I to IV As set out for Grades I to III in other schools Grades V to VII As set out for Grades IV & V in other schools. In the woodwork and domestic classes, a certain amount of geography will be taught, e.g. the origin etc., of materials used.
Girls: Attempt the course for Domestic Art Centres in Primary Dept. in Housewifery, Cookery & Laundry work.
Money: 1/2’, 1’, 3’, 6’. 1/2 and 1/4 concretely. Grade II Nos 1 to 10, operations, internal counting. Coins, yard & foot, days of week, etc. Grade III Nos 1 to 20, operations, and suitable tables, coins, fractions, etc. Grade IV Nos 1 to 100, operations, as for Grade II. Multiplication and Division Tables 10 x 10. Measuring. All tables for Grade II.
Reading 6 Copy Books 1 Music 11/2 Spelling 5 Trans. 2 Moral 1/2 Dictation 1 Arithc 8 Drill 1 Oral and Written Compn 4 Geography 2 Drawing 1 Poetry 1 History 1 Manual & Domestic 10 Total 45 June 7th 1922 W.T. Lawrie. Appendix 1: CONFERENCE OF COMMONWEALTH AND STATE ABORIGINAL AUTHORITIES-- APRIL, 1937. AGENDA. (1) Opening speech by Minister for the Interior [Mr John McEwen].
(3) Matters put forward by Queensland. (a) Uniform policy to be adopted, broad enough to cover the different conditions in the various States, briefly on the following lines:- (i) protection of the nomadic tribes, their gradual development to self-independence and restoration of racial pride and confidence; (ii) control, relief and protection of the detribalised; (iii) moral protection of females, check on miscegenation; (iv) upliftment of superior crossbreed; (v) health control, nutrition, medical care; (vi) sympathetic government - defence of primitive offenders. (b) Uniform legislation for suppression of abuses, protection from exploitation, check of traffic in drink, drugs and prostitution. (c) co-operation between the State Administrations be aimed at in the matter of controlling migrations, return of absconders, wife deserters and stranded natives. (d) A definite sum be made available by the Commonwealth Government for capital expenditure on development of Aboriginal institutions towards self-support. (4) Matters listed by New South Wales. (a) The recent decision of the Commissioner for Maternity Allowances to reject claims for the bonus submitted by women of aboriginal blood living on Reserves; (b) Supply of liquor to New South Wales aboriginals in Victoria. (c) Desirability of establishment of some control of New South Wales aboriginals camped in Victoria, with particular reference to sanitation, and medical treatment for eye troubles and other diseases.
(a) Destiny of the race -- legislation bearing upon; (b) Commonwealth financial aid; (c) Maternity allowances; (d) Old age pensions; (e) Coast patrol; (f) Cost of means of meeting leper menace; (g) Trans-line natives;
(6) Matters raised by Commonwealth. (a) Question of representation at future Conferences of bodies interested in aboriginal welfare work;
(b) Policy in regard to economic development of Aboriginal Reserves; (c) Subsidies to missions; (d) Control by Government of activities of missions; (e) Education of aboriginals; (f) Policy in regard to half-castes; (g) Employment of aboriginals - work on which they may be engaged; payment of wages; (h) Aboriginal women - protection of; (i) Compellability of female aboriginal witnesses; (j) Special Court for native offenders; (k) Chaining of aboriginal prisoners; (l) Police as Protectors; (m) Women Protectors; (n) Policy in regard to - myalls
semi-detribalised fully-detribalised. (o) Corporal punishment. 1938: Summary or Native Requests Summary of Requests made by Natives during Official Inspection by the Advisory Council [of Aborigines] on March 23rd and 24th, 1938.
10a. That any new cottages to be built should contain not less than three rooms.
Submitted to the ACA meeting, 5.4.1938 Appendix 2: Commonwealth and States Native Welfare Conference, August 1951 (Copy sent by Menzies to Playford, and passed on to Penhall) AGENDA 1. CITIZENSHIP STATUS
after the commencement of this Act shall be an Australian citizen by birth.’ - including Aborigines, depending on effects of State Acts. - ‘a coloured person should be given the option to be classified as Aboriginal or not.’ - Exemption does not mean full citizenship (since revocable).
views of human rights.’ - Definitions: in S.A., all with Aboriginal blood are Aboriginal. - SA: exemptions issued by A.P.B. - unconditional declaration of exemption non-revocable. - made automatically after three years of conditional exemption, if not made before. - children born after unconditional declaration are not Aboriginal from birth, i.e. do not come under the Act.
- Aborigines should be entitled to all benefits if exempt from Act. 3. HEALTH 4. EDUCATION Native education presupposes an ultimate objective, and agreement on that objective, plus how to cater for native needs, therefore the best means to be employed.
understand the way of life in which he is to participate, but also to take his place as a self-supporting individual of the general community, contributing his fair quota of work and talent to its economic life and accepting its standards of conduct and general obligations.’ - so, what action procedures, and what sort of individual programmes: ‘no single programme ... can be devised to meet all circumstances.’ + juvenile, adolescent and adult education. Long-term objective of native education: education for living in the European community: - spiritual, cultural and for work. - ‘wherever practical and convenient, participation in the normal facilities of the European community will be permitted the aboriginal ... ‘ - ‘at the same time, it is assumed that the aboriginal who is capable of participation in the normal educational facilities of the white community will not be denied the right, if he so chooses, to attend a special school established for his race, if that school is suitable to and fitted to his needs. The question of companionship may assume some importance.’ - missions to continue to provide as before. - hostels if necessary for rural youth in secondary education and employment training. - ‘need for training in rural occupations must not be overlooked.’ - education for some level of self-sufficiency; note aboriginal suitability for outdoor occupations.
rural economy.’ - much rural training can still go on on Missions and Government Stations. - Special Aboriginal rural training should be established for youths. - specialised training of teachers of Aborigines: for absorption into the economy, especially the rural economy. - ‘questions to be considered: - special and/or separate schools ?
life will be spent on stations or farms ?’ - ‘secondary education: especially technical training, domestic sciences and trades should be given prominence.’
- shouldn’t focus on the same wage scale:
special provisions have to be made. If the latter, still a need for protection from exploitation, therefore still a role for boards like the Aborigines’ Protection Board. - or for some special native labour employment agencies. - wages etc. should be such as encourage Aborigines to work, not live in indolence. 6. MISSIONS. - Assimilation as long-term objective. - Aborigines still kept separate from whites. - should be proper preparation for assimilation.
themselves out of a job, or into a different kind of job.’
staff? - meanwhile, Aborigines should be trained for work, initially to work on the Missions themselves. - Questions: - Assimilation or Segregation ? - special staff recruitment and training ?
- needs to be uniformity across Australia. - if Aborigines have voting rights, then these rights should be compulsory [as for other Australians] - Special Aboriginal member(s) of Parliament: too many objections. Yüklə 151,48 Kb. Dostları ilə paylaş:
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