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            a) In 1788, Aborigines were hunted down and by the early part of the 20th century reduced to desperate poverty. They were thought of to be a race that served no useful purpose, the government had decided to eliminate all traces of Aborigines and their culture. Aboriginal children who were "half-caste" (half-aboriginal and half Australian) would be removed from their families and placed in mission or welfare homes, to provide them with a better standard of living and an education. Governments and missionaries also thought it would be advantageous to teach the Aboriginal children European values and work habits in order to make them more valuable. These children were hoped would then assimilate and intermarry.
             b) The attempt at establishing the "Protectorate System" failed. The survival of the Indigenous people was put into question as they were forced off their land and became dependent on government rations, and battled malnutrition and disease. Their state made them an embarrassment to the Europeans and to the Government. The Government's response was to reserve land for the use of the aborigines and to name a Chief Protector, whose responsibility was the welfare of the Aborigines. But what the Legislation considered to be beneficial to the Indigenous people was completely self-serving. The rights of the parents were transferred to the Chief Protector and the police thus removing any control or freedom from the Aborigines enforced this legislation.
             c) On Australia day in 1938, 150 years exactly after white settlement instead of celebrating their holiday some of the aborigines protested about their how they were being treated in white Australia. A gathering over 100 indigenous men and women came together to mourn for all the land that have been taken by the white settlements and to protest for normal human rights like all the other white inhabitance. This activity of protesting was inevitable to happen as for the position and restrictions placed on the aborigines at that time.

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