MARAE AND COLLEGE

Te Ao Hou, April 1956, Page 8

MARAE AND COLLEGE by Ngata P. Pitcaithly E.D., M.A., Dip.Ed., A.N.Z.I.C. The post-primary education of the Maori, especially in those areas where there is a predominantly Maori population, is a problem which has exercised the minds of both educationalists and Maori leaders for many years. It would now appear that the greatest benefit will be derived by educating Maori pupils during the adolescent stage alongside their pakeha brothers and sisters. This has proved very successful for many years at Rotorua High School and at Dannevirke High School. In 1947, in the centre of the Ngapuhi country at Kaikohe. Northland College was established to provided academic, technical and agricultural education for the whole of Northland. The district had been served by a District High School which comparatively few Maoris attended. There was but slight realisation by the Maori people concerned of the advantages which education might bring their children, and of the opportunities which awaited the educated Maori in the professional and business communities, and in the skilled trades. The first step therefore was the education of the Maori elders. There was only one place where this could be done—on the marae, by someone who understood the Maori people and who was acceptable to them. The principal of the college visited each marae and spoke to large and enthusiastic gatherings. Many of these were practically all day affairs, quite often occupying all Sunday. The Maori people, with their traditional hospitality and deep interest in any matters which so seriously affected their own welfare attended the meetings in full numbers. At these meetings the people and the college agreed as to exactly what the responsibility of the tribal committees, the parents, the women's welfare leagues and the college would be. It was certainly made clear that the college expected the tribal committees to accept the responsibility for the moral and social welfare of all college pupils under its jurisdiction. This responsibility was gladly accepted by the committees with the chairman being personally responsible to the principal. In all these talks the Maori Welfare Officers of the Maori Affairs Department took a prominent part. There was thus established the closest possible link between the marae and the college. In many areas the head teachers of the Maori schools were also closely linked. The personal contact with the marae was able to give the Maori people first hand guidance on the problems of parental responsibility without in any way disturbing customs, thus dispelling the fear that was rife that education would turn Maori pupils into pakehas by insisting that education would merely make them better Maoris, well able to earn a comfortable living in a pakeha economy. It was also soon made clear that many Maori communities needed instruction on fundamental things—things which most Europeans simply take for granted. It is, however, in the follow up work that the greatest benefit has been seen. The fact that the principal has appeared on the marae and has met people on their own terms has broken down the reluctance of Maori parents to come and see him and discuss problems on his “marae”—the school. The greatest advantage has been seen in the treatment of delinquency and unsatisfactory behaviour. It has been found that in many cases delinquency and unsatisfactory behaviour is a

direct result of poor home circumstances and parental control. The college can have but little direct control over these circumstances but the tribal committee and the Maori welfare officers have a direct and positive influence. The full circumstances of any case are therefore reported in writing to the chairman of the tribal committee and to the Maori welfare officers. The chairman then calls a meeting (either full or tribal committee) at which the welfare officers are present. The whole matter is thoroughly discussed and the tribal committee, through its chairman, makes recommendations to the principal concerning the future of the child. The principal usually adopts the committee's recommendations. The strongest factor in this system is that the committee exercises its powers in welfare work. It is brought forcibly to realize that it has a responsible duty to the young people. It has been found, without exception, that the Committees welcome these often unpleasant duties and the results achieved have been nothing short of remarkable. One of the key factors in this scheme is the close co-operation of the Maori welfare officers who not only acts as a liaison between the college and the marae but who also report to the principal and advise conditions which may exist in any home or locality. The principal and staff are then able to react with a full knowledge of these conditions. On many occasions the Maori welfare officers have attended staff meetings at the college where their knowledge has been readily made available, and a deeper understanding of individuals has been obtained. The marae-college relationships at Kaikohe are probably unique, but over a period of nine years a pattern has been evolved upon which could be developed a similar organisation in other districts. I would suggest that there are three main factors which would influence its application elsewhere. 1. That the person representing post-primary school should have a knowledge of Maori customs, aspirations and history. There is no question of a pakeha going on to the marae as a superior being. I have learned much from my experiences on the marae—the relationship must be one of mutual benefit. The college representative must however be firm regarding his requirements. 2. The Maori people must accept the college representative with more than customary courtesy. He should be regarded as one of their own elders and matters brought up on the marae should be discussed in truly Maori fashion—not just accepted as words from a distinguished visitor—accepted in silence in his presence and then discussed and criticised after his departure. I have gained a deeper insight into the requirements of the Maori pupils after hours of such discussion. 3. The Maori welfare officers must realise the great importance of this youth work and be prepared to spend many hours investigating, observing, advising, reporting and being a quietly efficient advisory body to the college. The results which Mr Eru Pou and Miss Mate Toia have been able to achieve have resulted from their realisation that they are as much a part of Northland College as the pupils, prefects or staff.