NATIVE PROBLEMS

New Zealand Herald, Volume LXXIV, Issue 22628, 16 January 1937, Page 14

NATIVE PROBLEMS

POSITION OF THE MAORI NEED FOR UNDERSTANDING OVERCOMING CULTURE CLASHES A paper which created a particularly deep impression was that on the education and future of the Maori by Dr. i. L. G. Sutherland, recently appointed Professor of Philosophy at Canterbury University College. It was read by Dr. C. E. Bee,by at the joint session on native education.

The story of Maori contact with the white race was one of tragic misunderstanding through the. impact of white on aboriginal, and the survival of the native race was due to iis own quality rather than to any special treatment at European hands, it was stated. Interest in the Maori was increasing, but this was not due altogether to European altruism. There, was a change in the Maoris themselves and they were now more self-aware and critical. There was a great need for goodwill and understanding of their problems.

The statement that New Zealand bad no racial problem was true only for the pakeha. Eminent men from overseas had remarked on the harmony between the races, but from the Maori standpoint the story was a different one. Since the Maori Wars there had been a heritage of mistrust, especially in Taranaki and tho Waikato, although it had now been overcome to an appreciable extent. Many [Maoris in these districts were now prosperous farmers, but by contrast the poor housing and consequent bad health of those in the North was becoming a serious problem. Future on the Land Dr. Sutherland was in favour of a vigorous land settlement policy, and pointed to the success that had already been achieved in this direction. There was no future for the people as a whole except on the land. Farm schemes should bo linked with agricultural training schools, but provision should also exist for technical and professional training. All [Maoris should not be farmers. Their old love of the sea might be revived. The need for a renewal of the social forms represented by the old arts and crafts was stressed. The meeting houses had been symbols of this social life, which bad made for the mental and moral stability of the race, and it was a heartening sign that new buildings of the kind were being planned. It was no solution of the colour problem to Europeanise the Maori, as such attempts usually ended in failure. The Maoris must be given a fuller consciousness of their own culture, which must always be kept distinct, even if their economic life became on a. par with that of the pakeha. Teaching Reforms Urged

The degrading effect of treating the Maoris as a tourist attraction was emphasised. No one with the welfare of the race at heart could see it exploited in this wav.

Maori education should be determined by social and cultural needs, Dr. Sutherland stated, in suggesting ways to overcome the problems mentioned. The form of education provided so far at Government schools was unsuitable and was now beins changed. Traditions and crafts should have a place and teachers should have special training, including the native language as well as practical s-übjects like agriculture. Special provision should bo made for Maoris at secondary schools to remedy the present lack of leadership. Present boarding schools wore out of touch with the real needs of the race. Adult education was also required, but it must be controlled by the Maoris themselves.

It was certain that if the present Maori renaissance lost its effect through lack of understanding and active encouragement. if the new hope was not confirmed, then the race would take its revenge. It would not be done actively, nor even by becoming extinct. It would be a long, slow revenge of wretchedness, of the development of a race of paupers, a charge on the white population which had placed it on one side.

Adolescent Training

Further aspects of Maori education

were dealt with by Mr. Patrick Smyth, of St. Stephen's College, Bombay. The most serious lack was in the adolescent years, he said. At least five years of post-primary work were needed. The present two-year period was merely harmful. The pupil received a glimmer of light only. Primary schools were progressing in the teaching of the Maoris to overcome the lack of confidence that had been engendered and in training them to stand on their own feet, butscant attention was being given to the adolescent. Many of thorn had latent qualities of leadership which could be developed with proper training. The pioneers had set out to educate but they had neglected the Maori heritage. New Zealanders to-day were ilnder trust and must exert themselves to tho full to foster the .advancement of the race by a sympathetic attitude to the Maori, by studying the people and by teaching, them. Importance of Anthropology In an introductory paper to the subject sent by the Rev. Dr. A. P. Elkin, Professor of Anthropology at Sydney University, the whole question was surveyed in the light of conclusions reached at a six weeks' conference on the education of Pacific races held at Honolulu last year. The paper showed the tremendous complexity of the problem and the vast number of local difficulties j that had to be overcome in educating i particular peoples to their best ad- j vantage. An earlier conference at Yale University had .demonstrated that it; was necessary for educators among i native peoples to possess a knowledge i of social anthropology and that import- I ance must be attached to the simple j things in education, namely, health, j family life, use of environment, recreation and religion. It was declared that there was "but one education worth giving and getting—one based on character, culture and religion."

At the Honolulu conference it was agreed that there should be, some form of clearing-house for those concerned in native education —some means of keeping in touch with aims, methods and results in the various regions. Blending of Cultures

Professor Klkin considered that education might do much to lessen the harmful effects of a first period of contact between primitive and civilised peoples and to ease the process of adjustment and adaptation. A balance had to be •struck,, or a blend made, between the old indigenous culture and the new. Objective values must be sought, related to the life of the native people and their problems. This meant a study of social anthropology and it seemed clear that anthropologists must contribute much to (lie new educational policies as they affected native races. Results of' investigations in New Guinea were given in a further paper contributed by .Mr. \V. C. Groves, re- i search fellow in social anthropology under the Australian Nat ion aj, Research Council.