Ko Wiriwiri rāua ko Kina
Ko Wiriwiri rāua ko Kina
Ngāpuhi
E pā ana tēnei rauemi ki te whakatūtanga i te kura tuatahi i Aotearoa i Rangihoua i Pēwhairangi, i te tau 1816. Ko Ngāti Torehina me Ngāpuhi ngā tino tāngata o tēnei pakiwaitara.
E arotahi ana te pakiwaitara nei ki ngā āhuatanga i pā ki tētahi tokorua i tō rāua tīmatatanga tahi ki te kura, me tō rāua ako ki te tuhi i ā rāua kupu tuatahi i te reo Māori. Ko Wiriwiri (e 7 pea ōna tau), ko Kina (e 9 peā ōna tau). I tīmata rāua ki te kura i te Ākuhata o te 1816. Kāore ngā kōtiro nei i te tino mōhiotia. He kōrero pohewa tēnei. I puāwai ake ngā mahi nei mai i te pānui i ngā hītori me ngā tuhinga kōrero o mua.
Ko Wiriwiri rāua ko Kina
Developer: Nā Ruth Lemon mātou ko Waldo Houia ko Katarina Edmonds
- He kōrero timatanga
- Te hononga Marautanga
- Ngū ngohe-mua
- Me pēhea te whakaako: Te raupapa o te whakaako me te ako
- He aha ētahi atu mōhiohio e pā ana ki tēnei pakiwaitara
- Ko ngā tohutoro
- He whakamāramatanga tene tūhono ki tēnei rauemi
He kōrero timatanga
Te Whakamahi i te Rauemi
He pūmanawa tautono pāhekoheko tūtahi tēnei rauemi. Ka taea e ngā IOS me ngā waea/papa Android te whakamahi. Ka taea te tuku iho kore utu mai i te toa App me te Tākaro Google i te pū ‘Te Aho Ngārahu). Kia tuku ihotia ka taea te huaki me te tiki atu i te pūmanwawa tautono ahakoa kāore he hononga ipurangi.
He nui ngā tūāhua pāhekoheko a te pūmanawa tautono. Kua oti te hanga hei hiki i ngā mahinga o ngā mahi me ngā māramatanga. Kei te pū ‘Te Aho Ngārahu’ tētahi ataata e whakaatu ana me pēhea te whakamahi i te pūmanawa tautono. Kia huaki koe i te pūmawana tautono, kei reira anō tētahi whakaakoranga e taea ai te tiki atu mai i te whakaahua iti i te rārangi mahi. Kua oti te hanga kia ihumanea ai.
Ngā take whakaako: Ngā hua mō te kaiako/ākonga
Mā te ākonga
Ka tautokotia ngā akoranga o te ākonga e pā ana ki ngā tīmatanga kura mā tētahi pakiwaitara o Pēwhairangi ake, e whai pānga ana ki te hītori o te mātauranga ki Aotearoa Niu Tīreni.
Mā te kaiako
Ka tautokonā ngā akoranga o te kaiako e pā ana ki ngā kura me ngā hitori o Pēwhairangi, e whai pānga ana ki te hitori o te mātauranga ki Aotearoa Niu Tīreni nei.
Ko te whakapapa o te pūrākau
I pupū ake te ariā o te pakiwaitara mai i ngā rangahau a ngā Ahorangi, a Alison Jones rāua ko Kuni Jenkins me tā rāua pukapuka, He Kōrero, Words between us – First Māori-Pākehā conversations on paper (2011)
Ko te tika o ngā hītori nā Ahorangi Alison Jones. Nā Waldo Houia rātou ko Katarina Edmonds ko Hēmi Dale ngā whakamāoritanga, me te whakapakaritanga o ngā kaupapa Māori.
Ko te pakiwaitara i rangahaua, i tuhia e Ruth Lemon, tētahi Tuatangata Kaiako Ngaio kei Te Puna Wānanga o te Kura Māori me te Mātauranga Taketake o Te Whare Wānanga o Tāmaki Makaurau.
Te hononga Marautanga
Ka āhei te whakamahi i te rauemi nei i roto i te au Māori, au Pākehā hoki, me tōna hāngai ki ngā Marautanga 2 - 4. Kua whakahoahoatia he mahi mā ngā tauira kei ngā Tau 5 – 10, heoi anō, māmā noa iho te whakarerekē mā ngā tauira ririki ake, pakeke ake rānei.
Ngā Hononga ki Te Marautanga o Aotearoa
Tikanga-ā-Iwi
Te Ao Hurihuri
Whāinga Paetae
Taumata 2
- Ka whakamārama i ngā take me ngā huarahi e whakaaro nuitia ai e te tangata ngā wā o mua.
Taumata 3
- Ka whakamārama i te whakaawenga o ngā whakaaro me ngā mahi a te tangata i te oranga o ētahi atu i ngā wā o mua.
Taumata 4
- Ka tautohu i ngā pūtake me ngā otinga o ngā tūāhua kua waihanga i te oranga o te tangata.
- Ka whakaahua i ngā huarahi e tuhia ai, e maumaharatia ai ngā mahi o mua.
Links to the New Zealand Curriculum
Social Sciences
Social sciences strands
- Identity, Culture, and Organisation
- Continuity and Change
Achievement objectives
Students will gain knowledge, skills, and experience to:
Curriculum level 2
- Understand how time and change affect people’s lives.
- Understand how people make significant contributions to New Zealand’s society.
- Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.
Curriculum level 3
- Understand how people remember and record the past in different ways.
- Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.
Curriculum level 4
- Understand how exploration and innovation create opportunities and challenges for people, places, and environments.
Ngū ngohe-mua
- Ko te tikanga, kia taea e ngā ākonga te whakahua tika i ngā kupu Māori, ngā ingoa o ngā tāngata me ngā wāhi hoki.
- Te tautuhi i ngā mōhiotanga o mua mā te ōhia manomano: he aha tēnei mea te kura? He aha e rerekē ai ki tētahi pūnaha mātauranga? He pūtahi ahurea ngā kura, e whakamahi ana i te whakatakotoranga (kore mōhio) o te ākonga e anga atu ana ki te kaiako (mōhio ana), ko te reo matatini te whāinga matua. He maha ngā pūnaha whakakapi tūāhua ako o te mātauranga.
- Tautuhitia ngā kupu matua me mātua whiwhi ngā ākonga kia taea ai e rātou te ako. Kei raro nei tētahi kape o te tuhinga kōrero i te reo Māori me te reo Ingarihi. Whakamahia hei tautuhi i ngā kupu e tauhou ana ki ngā ākonga.
Te Tuhinga
Wiriwiri rāua ko Kina nā Ruth Lemon māua ko Hēmi Dale |
Wiriwiri and Kina By Ruth Lemon and Hēmi Dale |
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Ko te hiahia o taku whanaunga, a Kina, kia noho-tahi māua ki te kura Pākehā. “Ka nui te reka o te kai! Me haere tāua Wiriwiri. Ka kai parāoa Pākehā tāua, me te ako ki te pānui me te tuhi.” “He aha te pānui me te tuhi?” Ka whakaatu mai ia i te tuhi, kātahi ka hanga māua i ētahi tohu ki te oneone. |
My cousin Kina wanted me to come to live with her at the Pākehā school. “Auē, the food is delicious! Let’s go, Wiriwiri. We’ll eat Pākehā bread and learn to read and write.” “What’s read and write?” She showed me writing and we made marks in the dirt. |
“Kia horo e Kina!” taku karanga. I oma hohoro atu māua ki te kura. Tokomaha tonu ngā tāngata i reira. He rangatira ētahi, he hāwini ētahi. I noho māua ko Kina ki muri. I kī mai tētahi tangata Pākehā, “Ko Te Kenara ahau.” Ka whakatata mai ia, ka homai i tētahi mea parauri ki a māua ko Kina. “He pukapuka tēnei,” ko tāna. |
“Hurry up Kina!” I yelled. We sprinted to school. There were heaps of people there. Some were chiefs, some were servants. Kina and I sat at the back. A Pākehā man spoke, “I am Te Kenara.” He approached us and gave me and Kina a brown thing. “This is a book,” he said. |
Wī, nā te kaha tini o ngā tohu i runga i te pukapuka kāhore i taea te tatau i ēnei. I tohu atu te kaiako ki tētahi whārangi, ka kī mai, “Ngā reta nohinohi”. Ka whakahua mātou i tāna i kī ai, “Ngā reta nohinohi”. I tuhi ia i runga i tētahi tereti. “a, e…” “r, t, ng…” Kātahi, ka tārua mātou i tāna. Nā tētahi kapekape mārō, i rakurakuhia he reta i runga i te tereti. |
Whoa, I couldn’t even count all the marks on this book! The teacher pointed to a page and said, “Ngā reta nohinohi”. We followed him, “The small letters”. He wrote on a slate. “a, e…” “r, t, ng…” Then, we copied. We scratched with a hard stick on a slate. |
Hūrei! Nā te kaha paki o te rā, ka oma māua ko Kina ki waho. “Hoki mai, hoki mai ki te ako!” te karanga a Te Kenara. “Kāo, Te Kenara. Ko te wā mahana te wā pai ki te tākaro. Kāpuapua ana, ka hoki māua ki te ako.” Kātahi māua ka oma atu ki tātahi. |
Hooray! Because it was so sunny today, Kina and I ran outside. “Come back, come back to your lessons!” Te Kenara called. “No, Te Kenara. It’s time to play because it’s warm. We’ll come back to learn when Ranginui is cloudy.” We ran down to the beach. |
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We were playing at the beach. I was dancing. Kina was scratching in the sand. All of us children were singing. Te Kenara sat down next to Kina to see if she was drawing her letters. I danced over and grabbed his hat. Kina and I played a game with it. Te Kenara laughed. |
I kī atu a Te Kenara ki a Kina, “Tuhia ētahi reta.” I tuhia e Kina he ‘a’ ki te onepū ki tana rākau. “Ka pai tēnā!” te kī a Te Kenara. “Wiriwiri, ka taea hoki e koe he ‘a’ te tuhi?” I nanaiore ahau ki te tuhi i tētahi ‘a’ engari i wareware au ki tōna āhua. |
Te Kenara said to Kina, “write some letters”. Kina drew an ‘a’ in the sand with her stick. “That’s good!” said Te Kenara. “Wiriwiri, can you draw an ‘a’ too?” I tried but I couldn’t remember the shape very well. |
Nā Kina tētahi atu tohu i tuhi ki te onepū. “Titiro mai Te Kenara, ka taea e au te tuhi i te ‘p’.” “Ka taea e koe tētahi kupu te tuhi ināianei, e Kina! Honoa ngā reta e rua ka mahia he kupu!” I tuhia e Kina he ‘p’ me te ‘a’. “Ka pai,” te kī a Te Kenara, “kua tuhia e koe te kupu ‘pā’! Tino pai ō mahi tuhituhi.” |
Kina made another mark in the sand. “Look, Te Kenara, I can make a ‘p’, too.” “You can write a word now Kina! Put those two letters together to make a word!” Kina wrote a ‘p’ and an ‘a’. “Good,” said Te Kenara, “you have written the word ‘pa’! Great writing!” |
“He rawe tā kōrua mahi! Meanei.” Kātahi ka homai e Te Kenara he matau ki tēnā, ki tēnā o māua! Wuu-huu! I karakia mātou. Kātahi mātou ka kai parāoa Pākehā. Hāhā marika ana te parāoa nei! He rawe te kura ki ahau. |
“Great work! Here,” and Te Kenara gave us a fish-hook each! Woo-hoo! We said a karakia. We ate some Pākehā bread. Scrumptious! I love school. |
Horekau he parāoa i te kura i te rā nei hei kai mā mātou. Nō reira, i haere mātou ngā tamariki ki te kohikohi kaimoana. Ka kohia he pipi, he tuangi hoki hei tunu, hei kai hoki mā mātou. I aru a Te Kenara i a mātou. I noho ia i tātahi. I whakamātau ia ki te whakaako i a mātou i reira. E kaingākau ana ia ki a mātou, ki ā mātou mahi whakangahau. |
There was no bread to eat at school today. So, us children left to gather kaimoana. We gathered pipi and cockles to cook and eat. Te Kenara followed us. He stayed at the beach. He tried to teach us there. He likes us and he likes our fun. |
I te kura, i whakaohongia mātou katoa e te karanga a tētahi, “Kua tae mai tēnei i Rānana!” I maranga au i taku whāriki moe, ka oma atu kia kitea ai te tuemi kātahi anō ka tae mai. He pouaka rākau tino nui! “Ko ngā kākahu, ngā kākahu kura!” I harikoa tā mātou kanikani. |
We all woke at school to someone calling, “It’s come from London!” I jumped up off my sleeping mat and ran to have a look. There was a big wooden box! “The clothes, it’s the school clothes!” We danced with joy. |
Tino pai tēnei kura ki ahau. He maroke, he mahana hoki a konei. Noho tahi ai mātou ko aku hoa me tōku whānau, ao noa, pō noa hoki. Wātea ana au ki te hoki ki te kāinga ki te kite i ōku mātua ina hiahia. He pai ki a Te Kenara tana noho tahi ki a mātou... Ā, he pārekareka hoki te kura. |
I like this school. It’s dry and warm. I am with my friends and family, night and day. I can go home to see my parents when I want. Te Kenara enjoys being with us.... And it is fun. |
Me pēhea te whakaako: Te raupapa o te whakaako me te ako
Ka taea e ngā kaiako te tiki atu i ngā raupapatanga mai i te taha reo Māori, reo Ingarihi rānei.
English-medium Option |
Kōwhiringa Māori |
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Introduction The story explores the dynamics between the missionaries and Māori people and addresses a common misunderstanding that missionaries were the ones who established schooling for Māori. Rather, Māori were active partners in the establishment of the first school, which the Pākehā saw as a ‘mission school’ (because they were funded and taught by the church and by missionary societies). Many new ways of doing things were needed in this first of a kind school including written Māori language, and teaching and learning approaches prior to Pākehā contact. |
Te Takinga Tūhura ai te pakiwaitara i ngā rerengā kētanga i waenganui i ngā mihinare me te iwi Māori. Ā, ka urupare hoki ki ngā kuaretanga e mōhio whānuitia ana pēnei i te pōhēhē nā ngā mihinare i whakatū ngā kura Māori. Ehara kau. Ko Māori tonu te hoa i kaha ki te whakatū i te kura tuatahi. Heoi anō, hei tā te Pākehā he ‘kura mihinare kē’ nātemea nā ngā hāhi me ngā hapori mihinare i utu, ā, ko rātou anō ki te whakaako. He nui ngā tūāhua hou hei mahinga i tēnei tūmomo kura, tae noa ki te tuhi i te reo Māori, te whakaako, me ngā huarahi ako o mua i taenga mai o te Pākehā. |
Introductory Tasks Invite students to reflect on their first day at school, what they were expecting and what happened.
Invite students to compare their first day of school and how they imagine it would have been for Wiriwiri and Kina starting at the school. What would it be like to be starting school with older cousins and aunties or uncles up to 20 years of age?
Use a map to locate Rangihoua in the Bay of Plenty. This is where the first school opened in 1816. |
Ngā mahi hei tīmata Tono atu ki ngā ākonga kia whakaarotia ō rātou rā tuatahi ki te kura. He aha ngā āhuatanga i whakaaro rātou kia kite rātou?
Tono atu kia whakataurite rātou i te rā tuatahi i te kura, me te whakaaro anō i pēhea rā ki a Wiriwiri rāua ko Kina te tīmata i te kura. I pēhea rā te haere ki te kura ki te taha i ō rātou tuākana, tāina rānei, ngā whaea, ngā mātua kēkē, 20 tekau pea te pakeke ake i a rātou?
Whakamahia te mahere o te whanga o Rangihoua i Pēwhairangi. I whakatuwheratia te kura tuatahi ki konei i te tau 1816. |
Individual and Group Tasks |
Ngā mahi takitahi, takirōpū |
The following is a description of the school at Rangihoua taken from 'New Zealand’s first school opens', URL: New Zealand History, (Ministry for Culture and Heritage).
"The simple building measured about 10m x 6m and included an area for Māori students to sleep... It was constructed of kahikatea boards pit-sawn by mission workers. A fireplace with a brick chimney provided for heating and cooking."
As a class measure out and reconstruct a life-size replica of what the first school was like.
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He whakaahuatanga tēnei o te kura i Rangihoua mai i te ‘New Zealand’s first school opens’, URL: New Zealand History, (Ministry for Culture and Heritage).
“He kāuta noa iho te whare, 10m x 6m pea, he wāhi mō ngā ākonga Māori ki te moe... I hangaia ki te papa kahikatea i kania mai e ngā kaimahi o te mīhana. He wāhi ahi me tētahi tumera pereki he wāhi whakamahana, he wāhi tunu kai hoki.
Me ine, me hanga koutou o te akomanga i tētahi whare rite te rahi ki tērā o te kura tuatahi.
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In a 2016 article commemorating the 200th anniversary of the Rangihoua school Alison Jones wrote the following: "The settlers and the Maori had different motives. The former sought to bring the message of salvation to a heathen people; their hosts were embarking on a strategic alliance that would advantage them over rival tribes."
What do you think the motives were for the settlers on the one hand and the Māori people on the other to support the establishment of schools? Who do you think benefited and how?
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I te tau 2016 i puta tētahi ātikara whakanui i te huringa 2 rautau o te kura o Rangihoua. I tuhi a Alison Jones i ēnei kōrero e whai ake nei: "The settlers and the Maori had different motives. The former sought to bring the message of salvation to a heathen people; their hosts were embarking on a strategic alliance that would advantage them over rival tribes."
Ki ō koutou whakaaro he aha ngā hiahia o te hunga whakamarumaru? He aha hoki ngā whakaaro o te iwi Māori mō te tautoko i te whakatūtanga i ētahi kura? Ko wai i whaihua? Ā, i pēhea te whaihuatanga?
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Thomas Kendall was the missionary who opened the first school at Rangihoua in 1816. Research and prepare a timeline of his life and efforts to record Māori in writing. |
Ko Thomas Kendall te minita nāna i whakatuwhera te kura tuatahi i Rangihoua i te tau 1816. Me rangahau, ka whakarite ai i tētahi ihinga wā o tōna wā me āna mahi hei rekoata i te Māori e tuhi ana. |
Find out the location of the different schools that were set up in New Zealand and mark them on a map. Include their names and the year they were opened and closed. The He Tohu exhibition may support this activity.
If you have difficulties locating this information, conduct case studies of Rangihoua, Kerikeri, Paihia, Kaeo and other schools in Māori communities, making sure to explore all of the different positions regarding Pākehā schools.
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Rapua te wāhi o ngā kura i whakatūria ki Aotearoa, ka tohu ai ki runga i tētahi mahere. Whakaurua ngā ingoa me te tau i tuwhera, i kati hoki. Tērā pea kei te whakaaturanga He Tohu he mahi tautoko i tēnei.
Mehemea ka uaua ki a koe te tiki atu i ēnei mōhiohio, whakahaeretia ētahi rangahau iti o Rangihoua, Kerikeri, Paihia, Kaeo me ētahi atu kura kei ngā hapori Māori. Me āta tūhura hoki ngā tūranga rerekē o ngā kura Pākehā.
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Interview a kaumātua about their experience at school. What was their day like? How were they treated at school? How was it different to schooling today? |
Uia ētahi pātai ki tētahi kaumātua o tōna wā i a ia i te kura? I pēhea te rā? I pēheatia rātou i te kura? He pēhea i rerekē ai i ngā kura o ēnei wā? |
Thomas Kendall wrote the first book with Tuai’s support. This first book in Māori language was titled: A korao (korero) no New Zealand; or, the New Zealander's first book; being an attempt to compose some lessons for the instruction of the natives. It was a challenge to get this and other books published. Find out what happened, who supported Kendall and who didn't. Why is Kendall’s name the only name listed as author?
Present your information in a poster or digital format. Look at A Korao online and get students to engage with the language. How were Māori sounds first written down using the English alphabet? List what words were important and why. In what ways were Māori and English understandings and worldviews written into these texts? How did Māori students and teachers refine written Māori language (Binney, Bassett & Olssen, 1990; Jones & Jenkins, 2011; Moon & Biggs, 2004)?
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I tuhia e Thomas Kendall te pukapuka tuatahi, ā, nā Tuai i tautoko. Ko te ingoa o tēnei pukapuka tuatahi i te reo Māori ko te: A korao (korero) no New Zealand; or, the New Zealander's first book; being an attempt to compose some lessons for the instruction of the natives. He wero nui kia tāngia tēnei me ētahi atu pukapuka. Rapangia atu ngā nekeneke, ko wai a Kendall i tautoko, ko wai kāore i tautoko atu. He aha te take ko te kaituhi i whakaingoatia ko Kendall anake?
Whakaaturia ō mōhiohio mā tētahi pikitia kōrero, mā te whakatakotoranga matihiko rānei. Tirohia te Korao ki te ipurangi, ka whakamahi ai i ngā ākonga kia titiro ki te reo. I pēhea te tuhinga tuatahi o ngā oro mā te whakamahi i te tātai Ingarihi. Rārangitia ngā tino kupu. He aha i whakanuia ai? I pēhea te tuhinga i ngā tirohanga Māori me ngā tirohanga Ingarihi ki ēnei pukapuka? I pēhea te whakamātautanga a ngā ākonga Māori me ngā kaiako i te reo Māori (Binney, Bassett & Olssen, 1990; Jones & Jenkins, 2011; Moon & Biggs, 2004)?
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Kendall was supported by the famous and powerful Ngāpuhi chief Hongi Hika to set up the first school and to publish the first Māori schoolbook. Why do you think Hongi Hika was supportive and why was this important to the establishment of the school? |
I tautokona a Kendall e tētahi rangatira rongonui, kaha hoki o Ngāpuhi, a Hongi Hika. Nāna, nā Hongi Hika i whakatū te kura tuatahi, ā, nāna anō hoki i tā te pukapuka Māori tuatahi o te kura. Ki tōu whakaaro, he aha te take i tautoko ai a Hongi Hika, ā, he aha hoki i tino whai take ai te whakatūtanga o te kura? |
Draw the ways these early Pākehā groups were reliant on local Māori chiefs and communities and the ways in which Māori became reliant on certain Pākehā things.
Make models of Ruatara or Hika’s pā and their Pākehā group’s buildings (Belich, 1996; Binney, Bassett, & Olssen, 1990; Condon & Taggart, 2014c; King, 2003; Salmond, 1997). |
Tāngia ngā mahi i whakawhirinaki atu ai ngā ropū Pākehā ki ngā rangatira Māori o ngā rohe me ngā hapori. Nā te aha hoki a Māori mā i whakawhirinaki atu ai ki ngā āhuatanga Pākehā?
Hangaia ētahi tauira o ngā pā o Ruatara rāua ko Hika me ngā whare o ngā Pākehā (Belich, 1996; Binney, Bassett, & Olssen, 1990; Condon & Taggart, 2014c; King, 2003; Salmond, 1997). |
He aha ētahi atu mōhiohio e pā ana ki tēnei pakiwaitara
E toru ngā tuhinga kōrero mātauranga kua tuhia e Anne Salmond mō tēnei kaupapa, ā, he nui hoki ngā pikitia me ngā hītori, ngā mahere me ētahi atu taputapu e tautoko ana i te titiro ki ēnei hītori, arā:
- Between worlds: early exchanges between Māori and Europeans 1773-1815
- Tears of Rangi: experiments across worlds
- Two worlds: first meetings between Māori and Europeans 1642-1772 (although this last text technically falls outside the period, it covers the initial meetings, talked about in the background information on pages 15-16)
Anne Salmond has written three academic texts in this area that contain a lot of historical imagery, maps and other artefacts supporting engaging with the histories:
- Between worlds: early exchanges between Māori and Europeans 1773-1815
- Tears of Rangi: experiments across worlds
- Two worlds: first meetings between Māori and Europeans 1642-1772
Tamsin Hanly’s critical histories series, particularly Unit 3:
Two Worlds Meet.
Te Pāka Rangihoua Heritage. He ihinga wā pāhekoheko me ōna mōhiohio whānui hei tautoko i ētahi mahi whakaako me te ako. Rangihoua Heritage Park.
An interactive timeline containing such a comprehensive range of information that it will support a range of teaching and learning experiences.
Te Papa Atawhai e kōrero ana mō te Teihana Mīhana o Oihi me te karinga whaipara tangata.
Department of Conservation talking about Oihi Mission Station and the archaeological dig.
E whakaatu ana tēnei ataata He Tohu i te nohoanga tuatahi. Ka tīmata mai te ihinga wā korikori mai i te whakamarumaru tuatahitanga i a Aotearoa, heoi anō, kia pau te 3 meneti, ka tīmata tēnei kōrero whai pānga.
This He Tohu video shares initial settlement. The animated timeline starts from initial settlement of Aotearoa, but, about 3 minutes in, the time period this text focuses on, starts.
He matapakinga kōrero o te maiki Te Boyd
Discussion of The Boyd Incident.
A Samuel Marsden i roto i te Australian Dictionary of Biography.
Samuel Marsden in the Australian Dictionary of Biography.
Australian dictionary of Biography
Te mahere pāhekoheko a Heritage New Zealand. Kimihia ngā teihana mīhana i konei.
Heritage New Zealand’s interactive map.
Te kōrero o Te Ara: Missions and Missionaries. Rapua a Te Ara mō ētahi atu mōhiohio e pā ana ki a Rangihoua, ngā mīhana whakamarumaru, te kura tuatahi, te kura tuatahi hoki i whai mai.
Te Ara story: Missions and Missionaries. Search Te Ara to find lots of other information around Rangihoua, missionary settlers, the first school and those that followed.
E hono ana tēnei ki te haurongo mō Thomas Kendall, heoi anō, arā noa atu te tini haurongo hei tautoko i ngā mahi a ō ākonga, tae noa ki ērā mō Tuai, Hongi Hika, Ruatara, Te Pahi me ētahi atu.
This links to Thomas Kendall’s biography, but there are hundreds of in-depth biographies to support your students, including those of Tuai, Hongi Hika, Ruatara, Te Pahi and more.
New Zealand’s First School. Kei tēnei tuhinga whai mana tētahi tauira o te kapinga kōrero pāpāho ipurangi e pā ana ki a Rangihoua. Rapua ētahi atu kōrero. He aha rā, āu kitenga?
New Zealand’s First School. This Noted article is an example of online media coverage relating to Rangihoua.
Tā Archive NZ's flickr album e arotahi ana ki ‘Northland’. Ko ētahi pikitia hītoria me ētahi mahere.
Archive NZ's flickr album focusing on ‘Northland’. A range of historical imagery and maps.
He kohinga pikitia nā Digital NZ o te 'Bay of Islands'.
Digital NZ image collections for the 'Bay of Islands'.
He whakaaturanga ātaahua o te A Korao no New Zealand – he kōrero matihiko nā Te Whare Taonga o Tamaki Makaurau.
The beautifully digitised version of A Korao no New Zealand - an Auckland Museum digital story.
He kōrero nā tētahi kairangitaki i kaingākau ki ngā whakaputanga tā onamata o Aotearoa (ngā Antipodes)
A blogger that is interested in early printing in New Zealand (the Antipodes).
NZ History. Āta tirohia ngā mōhiohio o tēnei wāhi ipurangi.
NZ History. Make sure to search to see what other information this site holds.
Ko ngā tohutoro
Calman, R. (2012). Māori education – mātauranga. In Te Ara - the Encyclopedia of New Zealand. Retrieved from: Te Ara
Elder, J. R. (1932). The letters and journals of Samuel Marsden, 1765-1838, senior chaplain in the colony of New South Wales and Superintendent of the Mission of the Church Missionary Society in New Zealand. Dunedin, New Zealand: Coulls, Somerville Wilkie, and A.H. Reed.
Elder, J. R. (1934). Marsden's lieutenants. Dunedin, New Zealand: Coulls, Somerville Wilkie, and A.H. Reed.
Hanly, T. (2015). Two worlds meet. A critical guide to Māori and Pākehā histories of Aotearoa (vol 3.). Auckland, New Zealand: printing.com.
Jones, A., & Jenkins, K. (2011). He kōrero- Words between us: First Māori-Pākehā conversations on paper. Wellington, New Zealand: Huia.
Lee, J. (1996). The Bay of Islands (2nd ed.). Auckland, New Zealand: Reed.
Moon, P. (2016). Ka ngaro te reo: Māori language under siege in the nineteenth century. Dunedin, New Zealand: Otago University Press.
Parkinson, P. G. (2003). Our infant state: the Māori language, the mission presses, the British crown and the Māori, 1814-1838 (Vol 1) (Unpublished doctoral dissertation). Victoria University, Wellington, New Zealand.
Petrie, H. (2006). Chiefs of industry: Māori tribal enterprise in early colonial New Zealand. Auckland, New Zealand: Auckland University Press.
Stock, E. (1899-1916). The history of the Church Missionary Society : its environment, its men and its work. London, UK: Church Missionary Society.
He whakamāramatanga tene tūhono ki tēnei rauemi
He whakapapa o te kura tuatahi i Aotearoa
1769: Ka tūtaki ki te Pākehā: ko Kāpene Kuki rāua ko Tupaea
I te hī ika mātou, ka kite mātou e toru manu nunui, e māunu mai ana. He kararehe atua, i te tuarā e noho ana!Otirā, ka tūtakitaki tahi, ko tētahi e tuhituhi ana i runga mea mā. He tauhou kē, he tauhou kē, e mātaki atu ana, e mātaki mai ana.
1781: Te Huihuinga Waka Hēra Tuatahi me ngā kainoho mauherehere
Tekau-mā-tahi ngā waka whai hēra i ahu atu ki Ahitereiria, heoi anō ko te wāhi i whiriwhiria e Kāpene Kuki hei wāhi tū kāore i te pai. Ka haere tonu atu te Waka Hēra Tuatahi ki kō atu, ki Poihākena. Kāore tētahi o rātou i mōhio me pēhea te whakatupu kai. He wera, he maroke, ā, kāore te kotahi i mōhio ki ngā tupu o tēnei rohe e pai ana ki te whakatupu…. Nā wai rā, ka timata ō rātou kākahu ki te pirau haere!
1793: I kāhakina a Tuki rāua ko Huru mō tō rāua mōhio ki te raranga
I kitea e Kāpene Hanson te raruraru e pā ana ki ngā kākahu pirau. I kākahina e ia a Tuki rāua ko Huru me te mau atu i a rāua ki te motu o Norfolk... engari, ehara rāua i te wahine! Kāore i pērā rawa te mōhio o rāua mō tēnei mea te raranga, engari i whakaatu atu rāua i tā rāua i mōhio ai. Nā, ka noho hoa rāua ki a Kāwana King, ā, he nui ngā wā i noho-piri ana.
He huhua anō ngā kaipatu tohorā me ngā kaipatu kekeno i taetae mai ki Pēwhairangi
He kaipukahu ngā tāngata mai i ngā tōpito o te ao, i haramai ki te whaiwhai wēra me te kekeno. He nui ngā Māori i piri ki ngā kairōpū waka o ngā waka o rāwāhi me te tira haere i te ao i runga i ēnei poti. Ko te whiwhi mana i runga i ngā waka nei i ahu mai i te mōhio ki te tuhituhi me te pānui. Ko ngā mea kāore i a rātou ēnei pukenga, kāore i whai mana
1805: I haere a Te Pahi ki Poihākena
Ko Te Pahi, he rangatira o Ngāti Torehina o te Tai Tokerau. I rongo ia mō ngā koha mai i a Kāwana King ki a Tuki. I haere ia ki Ahitereiria me ana tama tokowhā ki te mihi atu ki te rangatira Pākehā mō ōna poaka me ōna rīwai. I te tino hiahia a ia ki te rangatiratanga me te mōhio ki ngā whakahaerenga hei whakatūturu i te whanonga o ngā Pākehā manuhiri ka peka atu ki Pēwhairangi.
1809: Tūtaki atu a Te Pahi i a Mātene
Ko Te Pahi rātou ko ana tama e kaha ana ki te ako mō te pāpori o Kāwana Kīngi hei kōrero ki tō rātou hapū. Ka ako rātou i ngā pūkenga Pākehā pēnei i te āhuatanga kāmura, te mahi pāmu me te mātai ahumāra, te raranga me te whiriwhiri miro. Tūtaki atu ai a Te Pahi i a Mātene ki Parramatta me te ui pātaitai i a ia mō ngā āhua o te atua Karaitiana. Wehi ana a Mātene me te tono ki a Te Pahi kia haramai ki te kite i tōna pāmu.
Ko Ruatara tētahi o ngā manuhiri a Mātene
Ko Ruatara tētahi o ngā manuhiri. He whanaunga-tata a ia ki a Te Pahi. E whā tau a Ruatara e harakoakoa ana, ki te anga kaha ki te tūtakitaki i a Kīngi Hori te Tuatoru, me te puta atu anō ki te whaiwhai tohorā me te patu kekeno. Heoi anō, ka pā mai he raruraru ki a Ruatara. Kua tīmata a ia ki te whakamaremare toto ake, ā, ka kitea e Hāmuera Mātene i a ia i runga i te kaipuke Ani. Ka tono anō a Mātene kia noho taha a Ruatara i a ia ki Parramatta.
Ka tono a Ruatara ki a Mātene kia tuku kaiako ake ki Rangihoua
I tino pārekareka ki a Ruatara ki te ako i ngā whakaputanga-ā-mihini me tana whakaaro he moumou noa iho tēnei huarahi mō te hanga tōkena noa nei. I pirangi a ia ki te whakatū pākihi mō tana hapū ki te whakatupu witi. Ko tētahi o ōna aronga ko te ako i ngā āhuatanga e pā ana ki ngā whakariteritetanga o tēnei mea te tāone. Heoi anō ko te mea nui rawa, ko te tono a Ruatara ki a Mātene kia tukua ake he kaiako kia mōhio ai te hapū ki te pānui me te tuhi.
Ka kimihia e Mātene a Kendall hei kaiako i oatia e ia ki a Ruatara
Kua tīmata kē a Mātene ki te whakarite i tētahi mīhana karakia ki Aotearoa. Ka kimi kai-kāmua ia, a William Hall. Ka kimi anō ia i tētahi kaihanga hū, a John King. Ka tae mai anō hoki ngā whanau a William rāua ko John. Nō muri mai, ka whai mai a Thomas Kendall, i te mutunga iho ōna i te ako kaiakotanga i Ingarangi. Ka ahu atu a Thomas rātou ko tōna whanau ki Ahitereiria ki te tūtaki i a William rāua ko John.
1814: I te hiahia anō a Ruatara ki ētahi kainoho Pākehā?
He rangatahi kaiarahi a Tūai nō te kāinga-tata o Ngare Raumati. Ki ngā mea o te Pēwhairangi, ko te whiwhi Pākehā tētahi mea kāre ārikarika, hei whakatau i ngā raruraru i waenganui i a rātou me ētahi anō o ngā hapū, tētahi painga. Ka tono a Thomas, a Wīremu me Tūai ki Rangihoua hei kite atu mehemea i te hiahia anō a Ruatara ki ētahi kainoho Pākehā i muri mai i te raruraru e pā ana ki te kaipuke Boyd. Ka mauria mai he koha tī, he koha parāoa me te hoatu ki a Ruatara. I te pirangi tonu a Ruatara kia haramai tonu rātou engari i te āwangawanga a ia mehemea he mahi pai ki te tuku mai i ngā Pākehā ki Rangihoua? Ka noho-pai rānei, ka noho-kino rānei?
Ka haere tahi atu a Tūai rātou ko Korokoro, ko Hongi Hika, ko Ruatara hei hoa mō ngā Pākehā ki Rangihoua
Kua tae atu ki te rā! Ka whakarite a Tuai, rātou ko Korokoro, ko Hongi Hika, ko Ruatara. Ka whakarite ngā whanau Pākehā e toru kua noho mai. Ka whakarite anō rātou i ā rātou poaka, hōiho, hipi me ngā kau. Ka haria katoatia ā rātou mea ki runga i te poti, ā, ka whakaangi atu te poti turituri kikī ki Rangihoua o Aotearoa.
1814: Ko te ‘kauwhau Karaitiana’ tuatahi o te Kirihimete
Ka Kirihimete. E hiahia ana a Mātene ki te kōrero mō Ihu Karaiti mā te reo Pākehā. Kua whakamāoritia e Ruatara te kōrero mō te whānautanga mai o tētahi pēpi i Peterihema? Kua whai tikanga anō rānei te kōrero nei ki te Māori? Tērā pea rānei, kua whakamōhio atu a Ruatara ko wai ōna Pākehā me te whakamārama i ngā painga o ēnei Pākehā mō te hapū, arā, he taonga! I te tiaki kē ake ia i tēnei taonga.
Ngā Kainoho Pākehā – he wetewetenga tētahi ki tētahi
Noho tahi ai rātou katoa i tētahi rūma roroa i te taha o te puke, e tatari ana mō ngā kāinga motuhake hei kāinga mō rātou ake te noho ki roto. Ngāeheehe noa i te matatupu-kore, whēorooro kau i te kōpātanga. Ka hanga whare a Wiremu mō tōna whanau, kāore i te hiahia ki te hanga whare anō mō tētahi atu. Hanga hū ai a John mō tāna whanau, engari kāore ia i te hiahia ki te hanga anō mō tētahi atu. Kāore i te pai a Wiremu rāua ko Hone ki a Te Kenara, nō te mea whakaaro ai rāua ko tana mahi he māmā rawa, ko tōna Whakaari ko ia te ariki nui.
1815: Ko te pukapuka tuatahi i whakaputaina ko te He Korao, i whakaputaina i Poihākena
Mahi-tahi a Kendall rāua ko Tuai ki te hanga i te puka kura tuatahi hei whakamahi i rō kura. Ko te He Korao No New Zealand tōna ingoa. He taitara mikirapu rerekē tēnei o te reo Māori me te reo Pākehā. Ko te kupu Māori mō te ‘kōrero’ i aua rā ko te koraro… Auē! He hapa i te uhi o te puka kura tuatahi!
1816: Ka tuwhera te kura i te 12 o Here-turi-kōkā
Ka hoko pū hoata a Wiremu hei hoko paraki mō te whare o te kura. He mahi werawera i waenga i te raumati, engari… hei tōna wā, ka oti pai! Ko te whare o te kura ka noho hei kura, hei kāinga hoki. Ko ētahi o ngā ākonga noho ai i reira.
Kuhu ai ngā tamariki i ō rātou ake huarahi o te noho i te kura. Kāore i whakaaea te whakapapaki!
Ko Tōwai (Towha) te tama 17 te pakeke o Te Pahi. Ka noho kaiako kaiāwhina a Tōwai. Ka kōrero ngā kaiako. Ka tāruarua atu ngā ākonga. Whakaako ai ngā ākonga mā te pūmaharatanga. He tata ōrite katoa tēnei ki ngā kura Ingarangi i taua wā, heoi anō kotahi noa te rerekētanga nui. Kāhore he whakapapakitanga i whakaaetia. Utu ai ngā kaiako i ngā ākonga mā te hoatu kotakota noa.
Kāore he kai = ko te kino o te taetae mai ki te kura.
He mea nui te kai mō te akoako, arā ake, i a koe e ako ana i ngā mea hira. Ki te kore te maha o te kai, ka tokoiti ngā ākonga i roto o te akomanga. Kāore ngā hoa o Mātene o te ope CMS i Rānana i te mārama ki tēnei. Kāore rātou i te mōhio ko te hoko pū hoata ka utua ki te kai. Kāore rātou i te mōhio ka āhei ngā tamariki ki te whiwhi kai mai i te whenua, engari ka hia kē rātou i te pihikete me te parāoa Pākehā. Whakaaro ai rātou ko te kura me ngā whanau Pākehā noho tuatahi, kua tae kē ki te wā kia motuhake ai rātou ki te tiaki i a rātou ake i tēnei wā, nā reira, he iti noa a rātou āwhina ki Rangihoua.
1818: Ka aukatia te kura i muri tonu mai o te rua tau noa iho…
Ka katia te kura i muri tonu o te rua tau, i te iti o te kai kia tae tonu mai ai ngā tamariki ki te kura. Ko wai te tino ākonga rawa atu? Ko te kaiako! Nā ngā hapū a Thomas Kendall ki te kōrero i reo Māori. I ako anō a ia i ngā tikanga, me te tōrangapū tae atu ki ngā mātauranga Māori. I tēnei wā ka piripono pūmau ia ki a Hongi Hika… Kua whakamāoritia e te Pākehā? Kua noho tika anō ai ngā Pākehā? Ko wai ka mōhio…?
About this resource
Wāhanga Ako: Te reo Māori, Tikanga ā-iwi
Taumata: Taumata 7, Taumata 8,
Kaupapa: Te Aho Ngārahu
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