schools, scholarships and maori tradition

Te Ao Hou, Winter 1952, Page 57

schools, scholarships and maori tradition Next to housing, education was the great theme of the conference. Most of the discussions on health, child welfare and employment were really centred around the problem of the growing Maori child, with whose physical, social and spiritual lot delegates were above all concerned. Several talks on education were given by outside speakers: Mr C. M. Bennett (Asst. Controller Maori Social and Economic Advancement), Mr Sawer (Ad. Ed.) and Mr W. Parsonage, Senior Inspector of Maori schools. Chairwoman of the committee was Mrs M. Logan. Mr Parsonage said it is the job of the Maori schools to transmit two cultures. The child has to be taught English and the basic skills required in this society and also a good deal of Maori culture. Mr Parsonage commended the cleanliness in Maori schools which could compare with any others. Emphasis was laid in Maori schools on practical work such as homecrafts for girls and handiwork for boys. This was done because it was necessary to ensure that every child, Maori or Pakeha, should have this knowledge, and also, because it was a way of overcoming the language difficulty. Last year 2710 Maori children entered post primary schools said Mr Parsonage. This represented 64% of the children qualified to enter as against a pakeha figure of 91%. This figure was too low, but a greater problem perhaps than getting Maori children to enter post-primary schools was that of keeping them there at least until they had their school certificates. Mr Parsonage announced that under the new policy there are now 330 scholarships held by Maoris all for four year post-primary courses, subject to satisfactory progress. The difficulty was that many of the scholars leave school without getting their four years education, letting the Education Department down. It was the parent's job to see that the children stay at school. As for university scholarships, there were six each year for Maoris only. The number of applicants for these scholarships was distressingly small. Sometimes not even six who are eligible apply. After the address a vote of thanks was passed to the Education Department with much applause. Conference felt that one of the main reasons for the poor secondary education figures was economic hardship. Remits asked for the grant of more scholarships: By the Education Department: 120 instead of 90 annually. By Maori Trust Boards, whose present generosity however was commended. By funds to be raised by Tribal Committees. It was decided to recommend to the Minister of Maori Affairs to subsidise money raised by Maori communities for scholarships £ for £. Mr Ropiha, commenting on this proposal in his closing address, suggested that such money should be paid into a national fund subscribed to by all parts of the country and scholars should be assisted according to merit without regard to the source of the donations. He did not think that the government would subsidise such I hereby remit ten shillings (10/-) four shillings (4/-)* as a subscription to ten four* issues of Te Ao Hou (New World) Magazine for the Maori people, beginning with the nextlast * issue published. Name:……………………. Address:……………………. Name and Address of Donor (if subscription is paid for another person): ……………………. ……………………. *Please cross out what is not desired. This slip, together with money, should either be handed to an office of the Maori Affairs Department, who will issue an Official Receipt, or sent to Te Ao Hou, Department of Maori Affairs, Post Office Box 2390, Wellington, C.I. Subscriptions are also sold at 200 post offices in Maori districts.

scholarships if the money were to go to individual tribal committees. Remits also asked for official information on scholarships and bursaries. This will be supplied by Te Ao Hou in its next issue (August 1). Parents were to be urged to make their children follow a full postprimary course wherever practicable. One of the most important activities of the League will be to press for more education on Maori language and culture. At this Conference delegates demanded some practical measures to ensure the preservation of Maori arts and crafts and the Maori language. Every attempt was made to have the conference itself conducted in Maori in spite of the many outside speakers who were Pakehas. When during the Education debate which had mainly been in English one lady rose and announced that she would ask her own question in Maori, deafening applause followed. The great enthusiasm with which the hakas were performed, the enormous trouble taken to organise a crafts exhibition from many branches at the conference, they were all symptomatic of the earnestness with which the League desires to preserve Maori culture. It was decided to ask the Education department for improvements in the facilities for spreading this knowledge. Recommendations were: Maori language to be a compulsory subject for teachers' ‘C’ Certificate. Teachers of Maori to be appointed to all training colleges. Maori Arts and Crafts to be incorporated in the Training College Arts and Crafts courses for the ‘C’ Certificate. A woman specialist in Maori Arts and Crafts to be attached to Adult Education in the Auckland and Victoria University Districts; local experts to assist the appointed tutor. Parents were also to be earnestly requested to assist by encouraging children to speak Maori at home.