EDUCATION PROBLEMS

Taranaki Daily News, 20 January 1930, Page 13

EDUCATION PROBLEMS

MAORI POINTS OF VIEW answers to questionnaire teachers and schools required The result of an exhaustive questionaire on the education of the Maori were embodied in a lecture delivered by Mr. P. Smyth at tho summer school at New Plymouth on Saturday. The replies, all from Maoris, elucidated the Maori point of view on a matter which is the subject of special study at the school. The Maoris aver, said Mr. Smyth, that the attitude of the Europeans towards them varies. Some of the Europeans were friendly; some were very antagonistic. The Maori who thought deeply°did not cry out about a “colour line” —he simply said, “Is this not of the same nature as the dilferent social levels among the ultra-civilised” The Maori argued that he was a good worker, provided tho wages were sullicient. It was said the Maoris in the North of Auckland were noted for their industry and their faithfulness and loyalty to their European employers. In some instances exploitation was evident, particularly exploitation of the stupid and poor Maoris; not so much in tho ease of the uneducated Maori who, it was reported, often proved too clever lor both tho educated Maori and the European. The .Maoris at the present time seemed very keen to farm their lands, but they were handicapped through lack of finance. They had a strong preference for dairying which had a monthly cream cheque system. Sheep farming was followed to a much less extent according to answers to a questionaire the speaker sent out. The consolidation scheme had given a great impetus to farming in the North of Auckland, as tho land had been individualised in many districts; lurthermore, dairy factories supplied the .Maoris with dairy cows and deducted one-third of the cream cheque per month towards the payment for the cows. Some Maoris were very keen, but they said they did not get sufficient Government assistance. ANSWERS FROM MAORIS. The answers to the question, "What do the Maoris desire most that their children should bo taught in their schools?” gave food for much thought. Some of the answers were: “To. be clearminded beings; to be good thinkers and to respect and cling to their Maori race; agriculture; farm mg and dairying; to get knowledge as the Europeans get it; °o lit them lor railway work; law; the knowledge of the European and the good traditions of the Maori; to become well educated; the English language; the ways of the European and the best points of the Maori.” That the Maori language be taught in the schools was desired earnestly by some of the oid women, old men and the parents of the children.

The Maoris were sure that their children were quick to learn, but they could not say definitely that they were as quick as the European children. The statement tnat “the Native school system is making Maoris bad pakehas rather than good Maoris” was ridiculed by the Maoris, some of whom stated that tho greatest Maori leaders received their early education in the native schools. Tho Maoris would welcome a representative of their own race in the Education Department. He would be an invaluable adviser, for the parents, since only a Maori could understand the Maori mind and could clearly see what- Maori children required. With regard to the stressing of the practical side of education one Maori summed the question up rather pertinently when ho wrote: "It is not only a poor step, for the schools to adopt but also a dangerous one to our Maori race. To tie. our young people to one particular kind of work (that is, manual work) is not right. Some of our young people do. very well in some of the professions, some do well in some of the trades, and others again do well on tlio land. I am anxious that the children should know practical work, but if they become proficient academically so much the better.” Many Maoris declare the education of the children was hindered by too much play, entertainments and practical outdoor work; that the home facilities did not encourage the children to do homework; that dances, pictures and entertainments, often lasting all night, make tho children listless and unreceptive; that some teachers did not show enough consideration for the children and wasted time.

GOOD HOME CONDITIONS. To overcome the difficulties in educating the Maori children the Maoris stated that in many cases better teachers were required and more English should be taught; homework should bo encouraged and the teachers should know both English and Maori. Good home conditions and good food were necessary to improve, educability. Lpng distance travelling should be discouraged by more provision of facilities for education. Tho Maoris would like to see more Maori teachers, and the children kept at scliool regularly with a minimum of practical outdoor work and play. That the native school teachers should know the Maori language was considered by tho Maoris to be a most vital question. This would be very helpful to both teacher and child; Maori names would not suffer mutilation in pronunciation; there would.be less danger of faulty Maori being taught tho children; the teacher would find it easier to teach the little ones;.it would help the teacher in explaining points in English and the teacher would have more control over speech writing and correspondent? of the pupils. Questioned on their opinion of the Maori secondary schools, tho majority thought it would be a splendid idea to have more schools like St. Stephen’s and To Ante, some saying that one at Kaikoho in the North would be the salvation of tho North Auckland Maoris. Ono of the questions asked was “Would the Maoris prefer Maori teachers for tho schools?” One Maori stated: “We do not mind the colour of the teacher but we caro for his or her education status and ability to teach,” Other' statements were: “Some Europeans, some Maoris,” and, “both Europeans and Maoris make good teachers for Maori children.” The Maoris required that Maori teachers should have high academic attainments. They felt sure that if tho Maori has tho knowledge ho would be the right teacher. It was noted that in the education of both boys and girls tho general desire of tho Maoris was that tho children be trained to compete successfully in a European environment as well as in a Maori environment.