Church initiated and operated Maori secondary boarding schools have existed in Aotearoa in various forms since the arrival of the missionaries in the early 19th century. Since their inception, they have contributed significantly to the development of Maori society, particularly in the production of dynamic Maori leaders who have had a compelling influence on their communities, wider Maori society and in some instances on the nation state. This thesis will examine the Society of Mary�s establishment of Hato Paora College, Feilding, as an example of a Maori Catholic secondary boarding school. The first part contains four general chapters that provide relevant background information to the establishment of Hato Paora. The first identifies key aspects of a Maori Catholic world view and Maori Catholicism. Chapter two traces the arrival, and subsequent development, of the Catholic Church in New Zealand as a mission to Maori. The next chapter looks more specifically at the history of the Society of Mary in New Zealand and the development of the Diocese of Wellington, particularly their Maori missions, under their authority. Finally, Chapter four chronicles the situation of Maori within the New Zealand education system since its inception. Part two of this thesis contains eight chapters that present a detailed case study of Hato Paora. The exploration of the type of educational environment provided by Hato Paora College begins in Chapter six with the examination of its foundation. Chapters seven and eight look at the philosophies and administration of each of the six rectors. The two succeeding chapters describe the defining characteristics of the school, its Maori character and its Catholic character. Chapter eleven evaluates how this school has influenced the boys who attended, using interviews with a representative sampling of old boys. Chapter twelve concerns the relationships that the College early established with the Maori communities that it belongs to. In the final chapter, a model will be presented as a plan for the future of the school. This philosophical model attempts to provide a guide for Hato Paora, using Kaupapa Maori theory as the basic framework, while still retaining the ideals and philosophies of the College�s Marist founders.

Church initiated and operated Maori secondary boarding schools have existed in Aotearoa in various forms since the arrival of the missionaries in the early 19th century. Since their inception, they have contributed significantly to the development of Maori society, particularly in the production of dynamic Maori leaders who have had a compelling influence on their communities, wider Maori society and in some instances on the nation state. This thesis will examine the Society of Mary�s establishment of Hato Paora College, Feilding, as an example of a Maori Catholic secondary boarding school. The first part contains four general chapters that provide relevant background information to the establishment of Hato Paora. The first identifies key aspects of a Maori Catholic world view and Maori Catholicism. Chapter two traces the arrival, and subsequent development, of the Catholic Church in New Zealand as a mission to Maori. The next chapter looks more specifically at the history of the Society of Mary in New Zealand and the development of the Diocese of Wellington, particularly their Maori missions, under their authority. Finally, Chapter four chronicles the situation of Maori within the New Zealand education system since its inception. Part two of this thesis contains eight chapters that present a detailed case study of Hato Paora. The exploration of the type of educational environment provided by Hato Paora College begins in Chapter six with the examination of its foundation. Chapters seven and eight look at the philosophies and administration of each of the six rectors. The two succeeding chapters describe the defining characteristics of the school, its Maori character and its Catholic character. Chapter eleven evaluates how this school has influenced the boys who attended, using interviews with a representative sampling of old boys. Chapter twelve concerns the relationships that the College early established with the Maori communities that it belongs to. In the final chapter, a model will be presented as a plan for the future of the school. This philosophical model attempts to provide a guide for Hato Paora, using Kaupapa Maori theory as the basic framework, while still retaining the ideals and philosophies of the College�s Marist founders.