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In 1959, during a Matriculation weekend conference, a group of international students spoke about the theme 'One World'. Their message inspired a Carey student to ask how Australian students could help their 'Asian neighbours'. In response, the international students posed a different question: “What are you doing to help Australian Aborigines, who should be your first responsibility?” This led to the formation of a dedicated committee to explore the issue.
The committee decided to provide an Aboriginal student with the opportunity to attend Carey. They raised funds through concerts, talent shows, and drives to establish a stable financial foundation. In 1963, they found a suitable candidate, Vincent Law (OCG 1966), through the Harold Blair Holiday Scheme. Vincent attended Carey from 1964 to 1966, successfully completing his studies and launching a promising career.
Though some criticized the scholarship for requiring Aboriginal students to leave their homes, the committee believed that many would benefit from the opportunity, especially if their homes were close to Melbourne. With more eligible students than available scholarships, Carey distributed application forms, highlighting the growing demand.
Initially, fundraising was done through traditional student activities like concerts and paper drives. A 'work day' was introduced, where students would work for a day and contribute their earnings. This raised about $1,300 annually, allowing the committee to focus on organising the scholarship rather than continuous fundraising.
In 1965, the committee had enough funds to consider adding another student. This led to the creation of the Aboriginal Education Incentive Scholarship Fund (AEISF), which aimed to improve educational opportunities for entire Aboriginal communities rather than just individuals. The initiative began at Framlingham and expanded to Swan Hill, significantly raising the academic achievements of Victorian Aboriginal students.
In 1966, Carey introduced 'work camps' on Aboriginal reserves, where small groups of students would spend a week working alongside Aboriginal communities. These camps helped break down prejudices, build friendships, and foster understanding between Aboriginal people and Carey students. The emphasis was on working with the community, not imposing external solutions.
