Aboriginal Institutions 1814-1838
In the early 19th century, Aboriginal children were institutionalised under Governor Regulations. This broke their ties to language and culture.
In 1815, Governor Macquarie established the ‘Black Native Institution’ at Parramatta under the Rules & Regulations of the Aborigines, 1815 (). The object of the institution was the ‘Civilization of the Aborigines of both sexes.’ Thirty-seven children were institutionalised between 1815 to 1820.
While the children were enrolled in the Institution, by 1818 many had run away or were taken back by their parents. The numbers dropped sharply thereafter, as many Aboriginal parents refused to entrust their children to a place that experienced waves of illness and death (). The adult Aboriginal population were fearful about their children being taken away and incarcerated in the Institution even though it was supposed to be voluntary ().
The Rules & Regulations of the Aborigines determined that the Aboriginal children placed in the Institution were put under the immediate ‘care’ of a manager or Superintendent and taught reading, writing and arithmetic. Boys were also taught agriculture and mechanical arts and girls were taught needlework.
No child was allowed to leave or be taken away from the Institution (whether by parents or other relatives) until they were 14 (for girls) or 16 (for boys). Children were kept segregated from their parents and were only allowed to see them once a year (). The speaking of their languages at the Institution was forbidden ().
In 1822 Governor Brisbane established the ‘Blacktown Native Institution’ under Governor Macquarie’s Rules & Regulations of the Aborigines (). Children remaining at the Parramatta Institution were transferred to Blacktown. It is one of the first known sites where Aboriginal children were relocated from their parents and communities, including under duress and deceitful methods ().
Some Aboriginal parents and family members went to the Blacktown Institution to take their children back. It became apparent within a few years to Aboriginal parents that the purpose of the Institution was to distance the children from their families and communities (). This separation invariably meant that Aboriginal children were not able to learn their language and were instead taught English by missionaries.
By 1833 the Institution was abandoned and Aboriginal children were placed in the ‘care’ of missionaries without consent from their parents, many chronically ill with malnutrition and inflicted with venereal disease ().
In 1838 the NSW Legislative Council received evidence on attempts to ‘educate and civilize’ Aboriginal people. The Report from the Committee on the Aborigines question () included first-hand experiences from missionaries who taught Aboriginal children English and other members of the public. One participant said, ‘I do not believe any course of education capable of civilizing these natives, short of total separation from all intercourse with their race, from the earliest infancy’.
Case studies and discussion/analysis documents in this subject provide further details on Aboriginal children who were placed into Institutions.