MAORI PROBLEM.

Auckland Star, Volume LXVI, Issue 238, 8 October 1935, Page 5

MAORI PROBLEM.

PLACE IN SOCIETY.

URGENT QUESTIONS RAISED.

EDUCATION AT FATJXT 7 Some more specific enunciation of steps proposed to be taken in an effort to help the Maori race than the mere statement of the formation of q, Maori Rotary Club would be required before good could be done or the sustained interest of the Maori captured, said a prominent Maori worker in Auckland this morning, referring to the message from Hastings announcing the formation of a native Rotary Club. In making constructive criticism and sugges-, tions, he raised the whole problem of the Maori's place in modern society, and predicted the emergence in the near future of a serious native problem, unless steps were taken to prevent it. "The formation of such a club is all right, but unless a definite aim and a, definite way of fulfilling that aim is, stated, the Maori will not be interested,"! said the "Star's" informant. "Of course i what is published from Hastings is probably not a full account, but the. mere forming of a club is too vague. Unless there is something to show the Maori what the benefit to him will be, he will not be interested. In what direction do they intend to work for the benefit of the Maori? A Rotary Club on the same lines as a pakeha club would be no good. What specifically does the club intend to start with?" Education System Criticised. He stressed the need for something of permanent value, the. necessity for getting right to the root of the matter. In discussing the place of the Maori in society, he criticised the worth of the present system of education. "What is the use of a secondary school- and a University education to a Maori as things are at present?" he asked. "A Maori is intelligent enough to be able

to go through the courses and pass the examinations, but what happens to him afterwards? There are no avenues open to him. There is nothing for him to do." There was needless discrimination between Maoris and pakehaa when it camo to giving employment. Maoris were not given the chance for which their education had fitted them. They were not given the chance to prove their capability. The position was true not only in Auckland, 'but also in many places throughout New Zealand, and, what was more, it was not becoming less true as the years went on. The I Maoris could not get positions. | "If that is the position, and I know j that it is so, of what avail is it to teach Maoris in the way they arc being ' taught in the pakeha schools? As it is, I they have no future, and tliey have no I prospects of a future. Why not let tlie Maori learn something about farming, because on the land lie might have some sort of a chance? That at least is practical." The "Star's" informant made strong criticism of the fact that the teaching of Maori was frowned on in native schools. "Surely the value to a race of its language is obvious?" he asked. It seems strange that the Maoris are not encouraged to learn their own tongue. It is their own; they think most naturally in it; it is part of a racial heritage. It should be spoken in the pa by the children's parents; but the reason that they in their turn speak English goes back at least partly to the same reason—that they themselves when children were not given an incentive to learn Maori. To revive the use and knowledge of Maori could be one definite aim of the club. Major Problems. Three major problems he mentioned as worthy of investigation. They, were: (1) The economic position of the Maori generally; (2) Maori education; (3) Maori fixing conditions. Conditions and causes of Maori unemployment needed investigation. The difference between their rate* of relief pay and pensions and those of pakehas should be inquired into. "There is discrimination between Maori and pakeha in many ways, and ' the sooner it is realised the better," lie added. The third problem was conj stantly before the eyes of Maori leaders. The standard of housing was deplorable I in many instances. ,