The Maori Portion of The Church.

Waiapu Church Gazette, Volume 36, Issue 6, 1 September 1945, Page 6

The Maori Portion of The Church.

Christian Order and The Maori People.

The following are the views expressed by a. lady mission worker:— Question 2: I think on the whole tribal loyalty is a good thing. However, the Church should exercise her authority and see that the leaders are trained m Christian principles m order that they may be able to keep their people together, and lead their people m loyalty to Church and State. 3. Most certainly Maori and pakeha should worship together m one Church. Most Maoris understand the English language well enough to fol- . low the services. The Maori clergy take the services most reverently and beautifully m English, creating a very decided spiritual atmosphere. There is no reason, as far as I can see, why the services should not be partly m English and partly m Maori m cases where a Maori clergyman is officiating. The pakeha should know his Church services well enough to follow, and m the case of a pakeha the Maoris can quite well understand English. It would be a great saving of time and transport where several churches are served by the same vicar, if alternate Sundays could be arranged instead of a Maori and a pakeha service going on at the same time m the same place. Besides convenience how can we expect true brotherhood between the two races, if m the very place where all differences should cease, we are separated. 4. The many sects are one cause of decline of Mjaoris m their adherence to the Church. More definite Church teaching is needed among the young people, and some Church social life, so that they don't feel that religion is a thing apart from everyday life. Needed m the Cities. 5. Maori hostels and social centres under Christian management are greatly needed m our cities. There the young people could meet together and have their recreation away from the evils usually surrounding such recreations. 6. No doubt Social Security has m some cases, encouraged laziness and thriftlessness. Many have had too much money, with no idea of its value, or the best way of spending it. It takes away too much of the responsibility of the father m providing for the family, and too often the family are no better off. It tends to

foster the spirit of "grab all you can" but don't give anything yourself. The children and young people need to be encouraged to put their best into whatever job they are doing and to be independent and self-sup-porting. Here the church can take a lead, m teaching those . principles as part of the Christian religion. Question 9. With a view to preparing young Maori people to 6 take an adequate place m the"" new world that lies ahead of them, what essential principles should guide their education? (a) By the State? (b) By the- Churches? Finding — (a) By the State. (i.) The primary requirement is character training. Instruction ifi theoretical and practical "facts" is inadequate unless the personality is integrated and well founded on a sound philosophy of life. (ii.) There should be provision of sufficient knowledge for young Maoris to comprehend, appreciate and criticise constructively our contemporary institutions and mode of life. Social studies should be sufficiently wide m their scope to prevent an insular outlook, but related sufficiently to- the local situation fn this country to give a "living" appeal to the students. (iii.) Thus, alongside of general instruction m New Zealand history, the Maori side- should be carefully taught and emphasised. Appreciation of Maori history traditions, lore, language and crafts should be developed by genuine study, not a mere acquisition of items for entertainment. Guarding Against Dangers. (iv.) A great number of Maoris and other New Zealanders should be. naturally bi-lingu'al, but care should be taken to guard against the dangers inherent m bi-lingualism, particularly that of dabbling m each language with an inadequate equipment of vocabulary m either, for purposes of real thought. Inevitably English will be the major language required for ease of movement m the modern world, and thoroughly train--ing should be given m ability to give expression, both oral and written, m fluent and grammatical English. (v.) Education should include encouragement of self-expression, as a

result of instruction and practice m. music and handicrafts! (vi.) Vocational guidance as a recognised feature of modern education is particularly necessary for the young Maori m his confusing newworld, but it should follow only a sound general education. . (viii.) As a basis for the development of strong self-control and personal discipline the, young Maori should be given instruction m the principles governing national and individual physical fitness. (viii.) In view of the fact that the majority of Maori girls will marry young and establish homes, there should be close identification of the education of girls with training m homecrafts and infant welfare. This should be basic for all girls, even for those whose special aptitudes qualify them for further training for careers other than homemaking: (ix<) Similarly, among boys there should be a basic element of training m the use of tools and facility m handicrafts to fit them for those activities which will chiefly claim them, particularly rural life and skilled trades. Again, this should be basic even for some who find their way into certain professions, as no man can be considered well educated who has not learned to use his hands. (b) By the Churches. Education by the Churches, if m Church schools, should be governed by all the above principles so as to fit Maori pupils for constructive citizenship. " At the Centre. Religion should be at the centre, not brought m from the margin of the education; the schools should be organised and led as Christian units, and staff should be chosen equally for their ability to live and teach the Christian faith as for their scholastic attainments. By personal example m every, phase of life Christianity should be taught and demonstrated as the force that has been behind our best and most beautiful 'achievements and the only hope for the future fulfilment of our best ideals. The test of all Maori education should be its ability to equip Maori young men and women to react constructively to. their environment, with poise and dignity, always remembering with pride that they are Maoris. We would affirm the principle that Church boarding schools for Maori youth should be maintained as specifically Maori boarding schools for the training of as many Maori young

people as possible m stable temperamerit and character, closely related to their Maoridom. Such schooling should be on the highest possible level of education, with a strong practical emphasis. This should be looked on as part of the total educational system of the Dominion, and it should thereby provide especially for those young people who might otherwise lose their Maoridom. Practical Steps. We strongly recommend the establsihment of a chair, m Polynesian ethnology m one of the colleges of the New Zealand University and the thorough training of a group of chosen student teachers, pakeha and Maori, m the Teachers' Training Colleges m Maori language, history and culture. This should be the commencement of a national policy for bringing qualified instruction m these matters into the whole of our educational system. We also recommend as a measure of immediate improvement that Maori culture be made a compulsory section of the "social studies" m the primary and ' intermediate schools from Form 1 onwards.