DEFINITE OBJECT IN EDUCATION

Poverty Bay Herald, Volume LIII, Issue 16475, 20 October 1927, Page 12

DEFINITE OBJECT IN EDUCATION

PLEA FOR MAORI BOYS

NATIVE MASTER’S LECTURE

“Maori boys will follow a good leader anywhere. Give them a definite object in education. Nothing pleases a Maori more to believe that be is working on a partnership basis.” A plea for a better understanding of the Maori lad in the educational scheme of New Zealand, so that lie might, on reaching manhood, take his proper place in the rational life, was made by Mr. Patrick Smvthe, senior assistant at St. Stephen’s Maori College, in an address in Auckland under the auspices of the To Akarana Maori Association.

Some people were inclined to the view that it was dangerous to set foot where angels fear to tread, said Air. Smytlie, in reference to his subject. Yet as the son of an Irish father and a Ngapuhi mother, he did not eonsidet himself either a fool or an angel, and felt at perfect, liberty to speak. (Laughter.) For the last 15 years Mr. Smvthe, who is also the association's secretary, has devoted himself to Maori education. The ideas that the Maori lad was uneducated before the arrival of the pakeha was quickly dismissed. Mr. Smytlie explained the curriculum of the ancient wharekura, or schools of learning, open only, however, to the sons of chieftains or priests. Birth was an essential entrance qualification. Then came that torrential downpour upon the Maori environment —the arrival of the Europeans. Consternation reigned when the missionaries attacked the ancient laws of tapu, the sheet, anchor of the Maori social system. The Maori mentally was ignored and not understood. An advanced culture was rushed all too quickly upon the bewildered Maori.

After tracing the development of Maori education since the missionary days, and subsequent legislation, Mr. Smythe said : “The question has often been asked, ‘What is the use of educating the Maori? Ho will only go back to tho mat.’

“If the example of Sir Apirann in gala, who for years lias done so much for his East Coast people, can be termed ‘going back to the mat,’ T hope that hundreds of Maoris will do likewise!” (Applause.)

Tn 1923, 7046 Maori students were attending 124 public schools and 19 private establishments for natives. This represented 13 per cent of the tota> Maori population. WEAK IN ENGLISH. From inquiries lie had made, de dared Mr. Smytlie, he had found that tho native scholars were, invariably weak in English. “Yet what can you expect?” he asked. “English is not their tongue, and T hope that, it never will be.”

On the other hand they excelled in drawing, writing, mathematics and manual arts and handicrafts. One teacher had remarked that the Maoris would benefit from “a technical rather than a literary form of education.” If taken early enough, be saw no reason why the Maori pupils should not compete on an equal footing with the European scholars in matriculation and other examinations.

It was Mr. Smythe’s contention that I lie teacher of Maoris should preferably be one of Maori extraction. Ho should qualify in Maori tradition and nisiory in order to understand and appreciate good Maori mentality.

The greatest stumbling block was the English language. Often the honest efforts of a Maori boy were bold up to ridicule. A sure road toward success was for the teacher to be a student with bis pupils. “There is no color line in New Zealand, yet there is some hesitation in certain directions to promote the Maori or to give him greater responsibility.” The young Maori must be given sympathetic encouragement, said Mr. Smytlie. and a definite object in education if be was to become, a useful member of tile community.

The average young Maori scholar when asked what work of life lie intended entering on leaving school invariably answered : “I do not know.”