A NEW APPROACH TO LEARNING MAORI

By J. B. PALMER

We Speak Maori, First Lessons in the Maori Language, price 3/6, with a Teachers' Manual (price 15/-) by S. M. Mead. A. H. & A. W. Reed, Wellington, 1959.

Interest in the learning and teaching of the Maori language is increasing. At the adult level there are numerous textbooks, classes and records to help the student. The initial age group however is the primary school level which has been neglected until now. The appearance of We Speak Maori, with the Teachers' Manual and accompanying record, has at last given the teacher something tangible to work with. There is no reason why teachers with even a moderate background of Maori should not try to launch the subject in their own classrooms with the aid of these books.

There has been some debate whether the teaching of Maori should start at the primary or secondary level. In my personal view it is better to start as early as possible because the subject would tend to become too academic if solely tied to the prescription for School Certificate.

Mr Mead's books however are also perfectly useable if it is decided to start the teaching of Maori in the third form of secondary school or if the course is one for adult beginners.

The books are clear and concise with grammatical rules kept to a minimum and introduced painlessly. The story approach will probably appeal to children particularly when used in conjunction with the record. Mr Mead strongly believes that Maori language “should be presented in wholes.” The stories in the text and spoken by Rev. K. M. Ihaka on the record are simple and clear with subject matters of interest to younger children.

It is fair to state that many teachers look with suspicion on activity books. They tend, so they believe, to restrict children and make them conform. The bright, imaginative child is equated with the slower learning one, the only difference being the speed with which they may, or may not work through the book. Moreover, activity books are not transferable when completed. One is reminded of these objections on P.5 of the Teachers' Manual where a ‘General method of Attack’ is recommended, together with the outline of a 15 minute lesson. However admirable the attack and outline are in this case, it does seem a matter of regret that all teachers and pupils of Maori will tend to follow a set pattern in their approach to language teaching and learning.

There is scope in the Teachers' Manual for other activities, methods and ideas which need not appear in the children's book. Teachers should be encouraged to make Maori a living subject as Mr Mead stresses on P.5 of the Manual: “Teaching methods must be alive and effective.” He does mention flash cards, tape recorders and hand-games but there is scope for other ideas as well; simple Maori news broadcasts over the school or class “radio”; items about children in a Maori section of the wall newspaper; crossword puzzles in Maori made up by the teacher or bright pupils and word-building games of various kinds. The range of ideas should be sufficient to enable a teacher to select and vary methods of approach. One would like to see Mr Mead extending his valuable work so that he might suggest in any future Manual ways by which these first steps in Maori could be incorporated in the school Social Studies syllabus.

One of the difficulties in teaching Maori is the question of showing length of vowels. Mr Mead puts the case for vowel doubling in the Teachers' Manual and in the introduction of the children's

book. At a later stage, in Lesson Six (P.54), the author is forced to explain standard usage to children and he introduces them to macrons. He, in effect, has to undo some of his previous teaching since the standard reference work, Williams, A Dictionary of the Maori Language, avoids vowel doubling. Admittedly, learners have to be helped and Mr Mead is correct in giving positive guidance to beginners but advanced readers of Maori should not have the same need for this. From an aesthetic point of view some words, phrases and passages look ugly when vowel doubling is used. The great problem then for teachers is what method should be used for vowel length. If printers do not stock macrons, they most certainly would do so if it meant increased business. If vowel doubling is agreed upon then teachers should press for an immediate reprinting of Williams in the new form. Confusion only can be the result of a dual system of spelling It is educationally unsound, wasteful in terms of time and space, and a hindrance to the future of written Maori. Until such time as Williams is reprinted it may possibly be better to use standard spelling with vowel length shown for teachers in the manual.

Mr Mead's book will, however, provide a challenge to New Zealanders to do something about learning the Maori language. Good intentions are not enough if Maori is to survive. Now is the time for action and Mr Mead has provided

the means for groups and individuals to make a start. The difficulties presented by isolation and lack of a suitable teacher can, to some extent, be overcome by the books and record under review.

The Hato Paora College of Paorangi has won the Riddiford Cup, an annual award for the most efficient cadet unit in the Central Military District.

Judging for the cup covers every phase of cadet training including shooting and ceremonial parading. A special selection panel inspected each school nominated for the award during a normal training day.

The Hato Paora College scored 29 points out of 30 for the ceremonial parade. Top marksman for the college was Kevin Rongonui, who scored two possibles.