en?

[Note 107: "Mr. Gunter expressed very decidedly his opinion, that the
blacks do not like Mr. Watson, and that they especially do not like him,
SINCE HE HAS TAKEN CHILDREN FROM THEM BY FORCE: he would himself like to
have some children under his care, IF HE COULD PROCURE THEM BY PROPER
MEANS."--Memorandum respecting Wellington Valley, by Sir G. Gipps,
November 1840.]

A third, and a very great evil, is that, after a 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, therefore, 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 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