Wanganui Collegiate School - Early History

Early History

The first head of the school was Rev. Charles Henry Sinderby Nicholls, who remained at the school from 1854 until 1860. At the time of the Rev. Mr. Nicholls advent, the greater part of the Wanganui Industrial estate-250 acres (1.0 km2) fronting Victoria Avenue, and within ten minutes' walk of the post office was a wilderness of swamp, and hills, scrub, fern ‘toe-toe’, and flax.

It was originally intended as a training school and educational establishment for the poor and indigent natives and half castes of both races in New Zealand and the islands adjacent thereto, but at the very beginning the school was beset by various problems. Not least were the problems of the local community as it found its feet in the new land. The Pākehā and Māori relationship was no worse in Wanganui than elsewhere in the north island, but the cultural differences did affect the early school and the later Māori Land wars certainly curtailed potential growth in the boarding.

There were also sharp differences of opinion amongst the local leading personalities, not only concerning the land development on which the school was sited, but concerning the function of the school itself. There is little doubt that Richard Taylor and Governor Sir George Grey envisaged that the school’s primary function was to be a Native School for Christianizing the Māori. On the other hand, George Augustus Selwyn and Nicholls, laid equal stress on the Industrial Nature of the proposed school, and these two concepts, the Industrial and the Native, tend to clash. The industrial aspect demanded a considerable amount of manual labour, which the Māori resented, and, it is reported, many of the Pākehā colonists objected to their children working alongside the Māori.

One of the main problems which led to the failure of the school only six years after its opening, was the basic philosophy reflected in its original name, ‘The Church of England Native and Industrial School’. Nicholls and Selwyn both appear to have concurred that the school should embrace a variety of concepts and popular ideas originating from the Swiss born Heinrich Pestalozzi (1746–1827) in that they were establishing a school for destitute children of a self-supporting type based on agricultural means. However the Māori inhabitants did not appreciate the industrial philosophy, Nicholls was also accused of exceeded the work/labor aspect and it was accused that he saw the pupils too much in the light of cheap labour. As early as 1853, when concerned about the enormity of the labour required in preparing the school land, he wrote to Selwyn that matters would improve “when we get the labor of the pupils”. Richard Taylor wrote that “the Bishop of New Zealand introduced the industrial or self-supporting system, but it did not succeed. The parents as well as the scholars got the idea that there was more labour than teaching, and that they gave more than they gained.

Nicholls' concept of the industrial school, together with the demands of converting swamp and barren sand ridges to building and agricultural land, undoubtedly clashed with the expectations and demands of the native aspect of the school’s title. This basic interference of one philosophy with another, together with the characters involved sowed the seeds of the troubles for the school in its opening years.