BREAKING NEW GROUND—Part 5 the Koiari School_ Bisiatabu

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BREAKING NEW GROUND—Part 5 the Koiari School_ Bisiatabu Powered By Docstoc

                                       BREAKING NEW GROUND—Part 5
                                  the Koiari School, Bisiatabu, Papua New Guinea

     ALFRED CHAPMAN            Synopsis: After being largely instrumental in     pearance and behaviour an object lesson
                               establishing and developing Adventist work in     of what a Christian school could do. Sec-
                               the Solomon Islands, G F Jones came to Papua.     ondly, he took notice of village events.
                               There he visited 30 villages and began a more
                               aggressive work among the Koiari people by        From one village three boys had come to
                               encouraging youth to attend the Bisiatabu         school. When sickness struck the village
                               School.                                           the schoolboys were sent home crying
                                                                                 bitterly. When they returned their mothers
                               Enrolling Students                                came with them. One mother said, “I

                                   T      HE SUCCESS    G F Jones had in
                                          opening up a school for the
                               Koiari people was cause of favourable com-
                                                                                 thank you for sending my little boy home,
                                                                                 he prayed to Jesus for me and I am
       Alfred G Chapman                                                          healed.” Commenting, Jones says, “This is
                               ment on the part of some officials so that        the first fruits of the mission school's
      MA, was a graduate
      of Avondale College      an approach by Jones for medicines for his        work.” This is what a mission school
      & the universities of    work in the Koiari area was met with an           should do. First it should exert an influ-
      Western Australia &      agreement by the government to pay half           ence on the students attending it and then
          Queensland. He       the cost.1 This school at Bisiatabu began to
      taught in Lederville,                                                      it should through them offer to the people
        Bickley & Victoria     find favour with the people. Jones notes          in the villages a new and improved way of
     Park schools in West-     how the Koiari people were now beginning          life.
      ern Australia before     to show signs of a desire to have their chil-           The close sympathy existing between
     going to PNG for 20       dren come to the mission school.
               years.                                                            Jones and the Koiari people is brought to
      He was the principal        It was a touching scene to see the boys,       view in his description of an effort made
     of Bautama in Papua,         not all small ones either, clinging to their   in 1922 to obtain students for the school.
         1950-55, CSUM            mothers that they might not go. Some           He let the people know that he would like
      College (Kabiufa) in        were braver and came, but with tears.
        the Eastern High-
                                                                                 them and their children to come to a feast
                                  Broad shouldered, naked men, with their        “which is the usual thing in these places”.
          lands 1956-57,
     Balepa Central School        faces painted and savage looking would         So the people came “and they brought
       in the Papuan Gulf         have great tears running down their
                                                                                 their children.” He says gleefully, “We got
       1958-61. He was a          cheeks as for the first time they felt they
                                                                                 over twenty children at that feast to stay
        teacher at Kabiufa        must part with their boys.2
          from 1961-69.                                                          on our mission, and the people gave them
     Alfred’s wife Betty did   What was it that formed this pressure on          willingly.”4 A year later, Jones wrote again
          medical work at      the Koiari men to send their children to          of the “twenty young people and children”
     Balepa & then taught      school? It seems that the influence of the        still attending school so that a rather more
         Dressmaking and
                               mission had been good on the nearby peo-          encouraging picture emerges.5 Not only
      Home Economics at
             Kabiufa.          ple. Especially had the personal influence of     are young people willing to forgo the ex-
      The Chapmans have        Jones been something they could put confi-        citements and pleasures, with the inde-
       three children, Ken-    dence in. The constant program of visiting        pendence of their village life for the disci-
        neth, Margaret &       the people carried out by Jones and by the        pline and routine of a school program, but
       Alfred passed to his    earlier missionaries had created a favourable     they are beginning to see themselves as
     rest on 18 April 1983.    climate. Speaking of one tour, Jones says:        having a responsibility to be mission
      This article is an ex-         “With Mitieli, our Fijian worker, and       teachers.
        cerpt from his MA      three school boys, I...called at twenty-seven
       thesis entitled: Sev-
                               villages.”3 Jones was careful not to cut the      Education-How Much and What For?
        enth-day Adventist
     Mission Education in      school children off from contact with their            Here we discern the dilemma which
      Papua New Guinea ,       people. He describes two aspects of this.         faced and still faces, the mission educators
            1908-1914.         Firstly, he took occasion to visit the homes      as they began to get their program func-
     His wife Betty lives in   of the people taking with him school boys         tioning. On the one hand was the possibil-
      Cooranbong, NSW.
                               who could present in their attractive ap-         ity of fostering in the pupils a desire to
educate themselves to the highest possible standard,         was taught in the school, it is difficult to establish any
spending years of effort on comparatively few people.        very specific idea. Writing of the pupils after they had
On the other hand was the possibility of fostering in        been in attendance at school for seven months Jones
the pupils a sense of urgency which would press them         mentions three aspects of formal education—some
to pass on to others as soon as possible, as much as         arithmetic, reading in the Koiari tongue, and Bible sto-
they could of what they could learn in a much more           ries.10 The arithmetic doubtless was heavily weighted
limited time. It seems that the latter has generally been    with rote learning for the pupils are said to have been
the line chosen, so that an observer tends to see mis-       able to “count in hundreds, do additions, subtractions,
sion education as largely an unfortunate system in           some multiplication tables and also simple divisions.”
which untrained or poorly trained people try to teach        Reading was taught phonetically after the missionary
something that they do not themselves understand. By         had established an alphabet to suit the Koiari language.
1923, this situation was beginning to arise in Papua in      Sentences were put on the black board so that there
connection with Seventh-day Adventist education. The         might be something to read and in reporting on condi-
pupils were beginning to look forward to being mission       tions at the end of the seven months, it is said that,
teachers. The mission leaders were mindful of the            “they are now beginning to read.” The third aspect of
places where people were beginning to desire teachers.       the curriculum was Bible stories, which were taught
The people back in the villages were beginning to be         every day and which were said to be greatly enjoyed by
conscious that schools had something for them. So we         the pupils. The missionary was looking primarily for a
find Jones reporting, “It looks as if it will not be long    change in attitudes and behaviour rather than in scho-
before we can place some of them [the twenty-one             lastic or academic achievements. The work of educa-
schoolboys] in villages as primary teachers”6. He re-        tion is seen by the Seventh-day Adventist Church to be
ports the bigger boys as saying, “We want more school        essentially a matter of character development and with
that we may be mission teachers before Jesus comes.” 7       this is associated the mental development that is more
The desire of the people for a school and teacher is         generally looked upon as the role of education. So a
thus expressed “These people accepted what I told            good deal of the comment made by Jones on the work
them as they wanted a school. They selected the land         of the school bears on this, point. The youth of the
and are now at work on the school building”.8 This was       Koiari people are described as “a wild lot. They have
reinforced a year later by the further report, “The peo-     full charge over their parents...They have never been
ple four days in the mountain interior from here, to         corrected...These people are from the Koiari tribe, a
whom we promised a missionary, and who in anticipa-          wild people who are the terror of the peoples around
tion built a school house one year ago, are still wait-      them...Some of the young men gave us a lot of trou-
ing.”9 It is easy to see from this that the education of     ble.”11 “They were unruly and almost unmanageable,
the first Papuan Seventh-day Adventist Mission teach-        sometimes, running away in gangs for merely nothing
ers was not to be a long drawn out affair. When the          but more often from downright home-sickness and for
alternative is considered— village people in disappoint-     the freedom of their old life.12 A picture emerges of the
ment turning their backs on the opportunities they           Koiari young man, undisciplined, self-willed, ready for
were once ready to welcome; students isolated so long        violence, steeped in ideas of sorcery, yet with attractive
from the society they should be ready to help that they      qualities also evident for he was subject to homesick-
are foreigners among their own people; and the mis-          ness and felt quite strong ties of family affection. Jones
sion stagnating because it gives no work and responsi-       was not unaware of this aspect in the lives of his schol-
bility to its converts for many years—there is little        ars for he wrote, “I had supposed they were a thought-
question that it is right to allow the unready teachers to   less, unloving people, but am now convinced to the
do what they can for their people. This may be the time      contrary.”13 He saw signs of family affection on the
to suggest that there could, perhaps, have been an at-       part of both children and parents as he moved among
tempt to catch the best of both sides by more actively       them to enrol pupils for his school. He was at pains to
encouraging certain of the more capable students to          foster this family feeling, sending pupils home at times
gain a fuller education than was generally offered, so       when their parents were sick and taking pupils from the
that there would have been a group of workers capable        school with him when he went to visit in their villages
of providing leadership at an earlier date. However, it      so that parents might not lose touch with their chil-
would have required a very keen eye to detect this need      dren.
in 1922 in the conditions then prevailing.                         The close link between the school and the reli-
                                                             gious or spiritual aspects of the mission program is
The School and its Effects on the Pupils                     pointed out by Jones when, after relating some of the
   When we wish-to know just what subject matter             trouble he had had with the Koiari students he said,
          “When they first came to school we began to               now are at work on the school building. They are wait-
     teach them to work. Then we taught them to pray and            ing for a missionary to go right up into the moun-
     the worst of it was over.”14                                   tains.”16 Later he wrote, “The people four days in the
          Again he notes the change beginning to develop            mountain interior from here to whom we promised a
     by saying, “the Bible stories which are taught every day       missionary and who in anticipation built a school house
     are much enjoyed by them and they are not as unruly            a year ago are still waiting.”17
     and unmanageable as they were at first”15
                                                                    1 Missionary Leader, Jul 1922, vol 10, no 7, p l.
     Looking Out from Bisiatabu                                     2 ibid, vol 10, no 12, pp 1, 2.
          Having succeeded in invigorating the school pro-          3 Australasian Record, 30 Oct 1922, p 67.

     gram at Bisiatabu, having won the confidence of the            4 ibid. 22 Oct 1923, p 3.
                                                                    5 ibid
     Koiari people so that they were willing to send their          6 ibid, 30 Oct 1922, p 92.
     young people along to the school and having begun to           7 ibid, 22 Oct 1923, p 3.
                                                                    8 ibid, 30 Oct 1922, p 68.
     develop a group of young people into prospective
                                                                    9 ibid, 22 Oct 1923, p 3.
     teachers or missionaries, Jones next began to look             10 ibid, 30 Oct 1922, p 92.
     more definitely for further locations where he might           11 ibid, p 62.
                                                                    12 ibid, p 92.
     establish schools. As early as October 1922, Jones re-         13 Missionary Leader, Dec 1922, vol 10, no 12, pp 1,2.
     ported on contacts he made with the more inland peo-           14 Australasian Record, 30 Oct 1922, p 67.

     ple. He said, “These people accepted what I told them          15 ibid, p 92.
                                                                    16 ibid, 23 Oct 1922, p 68.
     as they wanted a school. They selected the land and            17 ibid, 22 Oct 1922, p 3.

     L     ETTERS      & WHAT READERS           ARE   SAYING
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     List of missionaries in Fiji
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     note that the correct order of names in the front row of       “Keep up the good work.” W M also C M—NSW
     the picture is: Stratford, Wilkinson, Dyason, & Gray.
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                                                                    now.” C D (LLU)—USA
     A Formidable Task
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                                                  The Keeper of Our Heritage

                        The South Pacific Division Avondale College Heritage Collection has received some
                        interesting items which I must tell you about:
                        * Some wood and nails from the HMS ‘Bounty’. (The ‘Bounty’ was in the sea for 143
                        years from 1790 until the rudder was discovered and raised in 1933.)
                        * Two CDs which include details and photographs of Pastor Len Barnard’s early
                        days at Mt Hagen Hansenide Colony and work in PNG.
       Rose-lee Power * A Fijian hymnal (Nai Vola ne Sere) and a Samoan hymnal (I Viiga Le Atua).
                        * ‘Advent Radio’ and ‘Voice of Prophecy’ radio scripts (1943-1950).
        Over the end of the year we have been very busy housing over five and a half thousand 35mm slides
     and numerous film strip sets. By the time you read this we will have housed most of the 35mm nega-
     tives. The next step will be to identify each item. This may take some time!
        To everyone who has sent us documents, photographs and other items a very big “Thank you”.
     Please keep sending us material because the heart of an organisation's memory is in its Heritage Collec-
     tion. If you would like to contact me please write to:
     SPD Avondale College Heritage Collection, PO Box 19, Cooranbong, NSW 2265, Australia
     E-mail:       Phone: 61 2 49 802 133    Fax 61 2 49 802 137

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