Reprint of the original, first published in 1882.

Reprint of the original, first published in 1882.

Report of a Tour undertaken to survey the Northern Territory - people, settlements - examination of the mineralogical, geological and botanical features etc.; Includes assessment of Aborigines comparison between Wilwonga and Larrakeryah; Comparison of physical appearance between coastal and Daly River tribes - aggressiveness of Melville Bay tribes (e.g. Fort Dundas); Description of customs - corrobborees - body decoration - love of singing and mimicking; Decorated stones marking tribal boundaries; Health - state of eyes syphilis; Reason for ill-will between natives and settlers - misuse of Aboriginal women; Nature of employment of natives - domestics, guides etc.; Tour of mainly N.W. Arnhem Land; From Sydney - Cape York, Thursday Island - (pearling and trepang trading) Port Essington, Melville Bay, Port Darwin, Southport, Pine Creek, Daly River, Adelaide River, Palmerston.

No-one covers the Northern Territory like Lonely Planet: from cosmopolitan Darwin to remote Borroloola, this guidebook tackles it all. Take us along as you adventure through the Top End and Red Centre, and discover outback land-scapes, unique wildlife and the Territory's distinct culture.

This book provides the first detailed history of the Bilingual Education Program in the Northern Territory of Australia. This ambitious and innovative program began in 1973 and at different times it operated in English and 19 Aboriginal languages in 29 very remote schools. The book draws together the grassroots perspectives of Indigenous and non-Indigenous practitioners and researchers. Each chapter is based on rich practitioner experience, capturing bottom-up aspirations, achievements and reflections on this innovative, yet largely undocumented language and education program. The volume also makes use of a significant collection of ‘grey literature’ documents to trace the history of the program. An ethnographic approach has been used to integrate practitioner accounts into the contexts of broader social and political forces, education policy decisions and on-the-ground actions. Language in education policy is viewed at multiple, intersecting levels: from the interactions of individuals, communities of practice and bureaucracy, to national and global forces. The book offers valuable insights as it examines in detail the policy settings that helped and hindered bilingual education in the context of minority language rights in Australia and elsewhere.