ADULT EDUCATION AND THE MAORI.

Waiapu Church Gazette, Volume 36, Issue 6, 1 September 1945, Page 7

ADULT EDUCATION AND THE MAORI.

A Memorandum by G. I. Laurenson. If this were a completely separate thesis it would require the inclusion .. of many aspects of the theme of Adult Educaton which are common to any study. As this is, however, part of a" larger statement, only those aspects which are essential to the particular theme below, are included. The Old-Time Maori and Adult Education. Formal education as we know it, m classes or lectures, was unknown to the old-time adult Maori. Initiates into tribal membership, especially those qualifying for status as Tohungas, passed through a course of instruction m a form of class work. His oral traditions and ancient lore, however, were contained m a mass of material which formed a source of endless enquiry upon the part of the general Maori people, and a constant mine of information for the Tohungas to use m giving instruction and entertainment to the many gatherings of the people. Such learning was a continuous process for the adult Maori as for the initiates into the tribal life. By debate and eager discussion, truth was established and by chants and stories the record was handed on. Thus the Maori gained two. attitudes — one of respect for the informed teacher, the other of recognition of the value of words. Their language was rich m its flexibility, and it abounded m poetical and-ab-stract allusions. Knowledge of many factors affecting their agriculture, as well as facility m the arts of war and peace, all provided a sphere of constant learning. Tribal codes of conduct, and aspects of tribal and inter-tribal government prompted constant enquiry and. discussions. Forest lore, seasonal and climatic variations, seeking and obtaining of foods from forest and sea, all had their associated mass of accumulated knowledge' m which adult Maoris were able to grow expert. The lack of a written language intensified the significance of the oral tradition, and of the power of accurate memory. - The Maori of To-day. The coming of the pakeha disrupted the older Maori framework, and not the least of the disrupting influences was the mass of new knowledge embodied m a new language. For many of . the present-day Maoris, the biggest problem is that .of language. There are many Maoris who were brought up m a community already losing its coherent unity and

culture. They retained a. knowledge of utilitarian Maori words and phrases, and lost much of their power of expressing abstract ideas m that language, while on the other hand they gained only a utilitarian knowledge of English without gaining any facility m the use 6f abstract English. The present writer feels that this is largely the explanation of the difficulty experienced by many young Maoris m past years, m passing beyond Standard Four m Arithmetic, where they began to need reasoning m simple abstract terms. They could hold their own with Pakeha children m rote learning, but laboured heavily under the handicap of abstract language. It is not a question of capacity, as has been shown by the increasing number of young people to-day reaching secondary school and university. The aftermath of the Maori Wars also resulted m some districts having a whole generation of young people growing up without schooling— the middle-aged parents m those districts to-day. These are factors to be taken into account m studying the question of adult education and the Maori. Instruction needs to be largely visual, practical or graphic and simple m expression for a large section of the Maori people. For others again it must be given m a mixture of English and Maori by speakers who understand certain concepts that it is desired to teach. The Nature of Adult Education for the Present-day Maori. Speaking generally, it may be safely claimed that there are many Maori people who are capable of benefitting equally with pakehas from any well-organised system of adult education. However, there are many others who require a special approach to a .course, designed to meet their racial and cultural needs of the moment and to prepare them for more adequate enjoyment of life m the future. The nature of the education will be decided by the aim of such a course. All education should aim at enabling the persons to react constructively to their environment and to develop their personalities so that they may find fullest enjoyment of fellowship with their neighbours m their cultural heritage. The Content of the Education Required for the Present-day Maori. This will of necessity be governed by urgent utilitarian considerations. (a) He needs instruction m methods of making the best possible use of his land, which is iisually limited m both quantity and quality. (b) He needs guidance m providing the home conditions m which his

children can be trained Jto face the changing world lying ahead of them. Housing problems remain acute for them. (c) Much instruction is needed m health, preventive medicine and remedial medicine, and m sanitation. Health and hygiene and perennial problems which remain acute owing to inadequate training which must be altered. • . (d) The rural Maori needs considerable instruction m animal husbandry and the choice and care of quality stock. (c) Allied to (a) above is need for training m .co-operative projects, while at the same time learning necessary elements of self-reliance and individualism. „ - (f) To give the Maori poise of mind there is need for some revival of native handcrafts, arts and culture and a thorough training m both English and Maori languages. Especially is there a need for training m fluent, graphic and abstract English, both written and spoken. , In connection with the first of these more practical matters, credit should be paid to such present organisations as the Women's Institutes (Maori branches) and Women's Division of the Farmers' Union (Maori branches) for their helpful work. (g) For those capable of benefitting from such a course provision should be made for some training m elementary civic, and some knowledge of social and racial problems of the wider world, especially the Pacific area. (h) Constant instruction is required m the development of .a sense of responsibility and the power to handle finances wisely. (i). Some guidance m repair and maintenance of house and farm equipment, with instruction m general use of tools, would also benefit many. The Vehicle of Such Education. Owing to the varied capacities" of Maori adults with respect to literacy and general development of their intellectual gifts, a very varied programme must be planned. In this place must be found for lectures, assisted by still pictures, diagrams • and, if possible, moving pictures, together with practical demonstrations. Pictorial and graphic literature, simply phrased, should have a prominent place. Not least of the useful media is that of radio. It is remarkable the extent to which radio has come into the home life of the Maori. Special sessions at an early hour m the evenings should be provided on the main stations at selected periods, directed chiefly towards the meeting of Maori need. These could "be m both Maori and English lan-

guage, and could be given by experts m their particular realms. There is no doubt that these would be eagerly followed by a great proportion of the Maori people. There is great need for a Maori section of the Country Library Service, with specially selected books aiming at meeting the special needs outlined above. Who Should Organise Such a Programme? One cannot emphasise too strongly that the success of any such plan would depend "entirely on the cooperation of the Maori people themr selves. The present mood of the people is one of great pride m their own powers and achievements. It would go a long way to ensure the success of such a project if it were known that it was being largely planned and directed^ by a group of capable, educated Maoris, who would also nominate pakehas who would be capable of giving instruction without alienating the sympathies of the Maoris by a patronising attitude that is so easily assumed unconsciously. Wherever possible, the course should be presented by Maoris, with European experts m the background, guiding the selection and collection of suitable material. A national scheme of 16 m.m. films of educational value, interspersed with suitable entertainment films, taken to the Maori settlements, would be well supported and would go a long way towards holding the Maori youth m their own home areas and providing both instruction and entertainment so largely lacking for the Maori of to-day.