THE SOCIAL AND ECONOMIC SITUATION OF HAURAKI MAORI AFTER COLONISATION
Community interest
4.16 Though the ethos of the native school system was assimilationist, some Hauraki Maori communities showed a keen sense of identity with their schools. When in 1890 it was proposed to transfer the Kirikiri school to the Education Board, Hoani Nahe (who, with W.H. Taipari and Hori Matene, had applied for a school in the early 188os) protested vigorously to James Pope, the Department's inspector: 'This is my word to you ... and the Minister for Education your turning this school into a European one is wrong, as is also your taking away of the Maori mana over it.' (BAAA IOW 285c). Nahe was sure that Maori children did better at native schools than at public schools, where (he said) they were neglected. Some had gone to Te Aute and to 'the Auckland school' (St Stephen's?) from Kirikiri. None had from the public schools.
4.17 Kirirkiri school was not transferred to the Education Board until 1894; there were considerable wrangles over payment for the site. In 1893 Kirikiri Maori offered to hand over the school to the Board 'on condition that the children were taught as at present, and that some natives were elected on the school committee'. The Board replied that it would run the school 'on the same lines as other public schools' and pointed out that Maori could vote at elections for school committees (Thames Advertiser, ro May 1893). The Maori community clearly wished to preserve the character of the school and an element of control over it.
4.18 Twenty years later the people of Puketui applied (unsuccessfully) for a native school, arguing that the neighbouring public school, located at a mining settlement, presented an unfavourable environment: 'It is entirely due to the unfriendly and hostile attitude of the Pakeha children towards the Maori children attending that school, that the Maori children, through fear, ceased to attend the Wharekawa school.' (BAAA I00I 487b; this was neither the native school nor a later public school of that name.)
4.19 It is clear that some Maori parents valued their schools and identified with them; that they resisted transfer to Board control and the loss of their own mana; and that they believed that their children suffered when they had to attend predominantly Pakeha schools. They also chafed at the delays experienced even after the Department had agreed that a school should be set up. Their situation contrasts sharply with the speed with which public schools followed the spread of settlement. As the Auckland Education Board (responsible for the Hauraki district) put it in 189o: 'the Board has found it necessary to build and maintain schools in places where there is only a small population, in order that the settlement of the country may not be impeded. ...' (AJHR 1890 ED.
4.20 For their part, Maori communities had to make sacrifices and to work hard to make their needs known to the Department. They frequently failed in their efforts or suffered from long delays. They had to ask for a school by a petition signed by at least ten people; provide a suitable piece of land for a site from their own shrinking estate (usually of two
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