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Mitchell River Mission, at Trubanaman, was established by the Church of England in 1905. Children living on the Mission were separated from their parents and housed in segregated dormitories for the purposes of education. This practice was also viewed as a means of isolating the children from their culture. In 1918 the mission relocated to a site on Magnificent Creek and was given the name Kowanyama (however, for many years after this move it was still referred to as Mitchell River Mission). In 1966, the Anglican Church approached the government to take control of the mission and responsibility for the mission was handed over to the Queensland Government on 1 May 1967. The mission became a government administered reserve known as Kowanyama. Source: www.findandconnect.gov.au/ref/qld/biogs/QE00958b.htm

From 1905 the Barambah Aboriginal Settlement (from 1934 Cherbourg) in the South Burnett, first established in 1901, came under complete government control and operation. It was considered a more successful venture and gave the government confidence to establish more Aboriginal settlements.[1][5][8][9] By segregating Aboriginal people from the rest of the community, the removals process was highly effective in fulfilling the government's objectives of increased control and regulation of the state's Aboriginals, enforced on settlements through a range of administrative and disciplinary measures. While humanitarian concerns were used as a justification for removal by advocates of the reserve system, Aboriginal people were forcibly removed for a wider range of reasons including illness; lack of employability or refusal to work; old age; as punishment; and after a jail sentence had been served.[20] While many groups had already been moved off their traditional land and were residing in fringe camps at settlements and stations, the removals program further severed many Queensland Aboriginals' capacity to maintain connections to country and traditional customary practices. Social and family networks were also profoundly altered, with children taken from their parents, wives from husbands and families split up and sent to different reserves.[1] Source: www.wikiwand.com/en/Taroom_Aboriginal_Settlement

Prior to the 1960s, state governments had sole responsibilities for Aboriginal affairs, thus Aboriginal education policies differed across Australia. There was, however, a perception common to all state policies that Aboriginal people were inherently inferior and should receive minimal schooling. This perception was consistent with the general policy of excluding Aboriginal people from contact with non-Aboriginal people and the specific policies in some states of excluding Aboriginal children from government-run schools which persisted into the 1950s. Indeed, estimates suggest that only a very small proportion of Aboriginal children in Australia in the 1940s were being educated in state schools. In total, only about a quarter were receiving any sort of formal education, mostly in institutions and particularly in Christian missions. It has been well documented that the educational experiences of Aboriginal children in missions were far from ideal. Education often had a greater focus on Christian principles than formal education, with very little attention given to Aboriginal culture and languages. Source: Chapter 2 Educating Aboriginal Children – Issues, Policy and History www.telethonkids.org.au/globalassets/media/documents/abor...