Professional Documents
Culture Documents
Full Download pdf of (eBook PDF) Foundations for Health, Science and Sport in Aotearoa New Zealand all chapter
Full Download pdf of (eBook PDF) Foundations for Health, Science and Sport in Aotearoa New Zealand all chapter
http://ebooksecure.com/product/management-in-new-
zealand-2-australia/
http://ebooksecure.com/product/ebook-pdf-foundations-of-physical-
education-exercise-science-and-sport-20th-edition/
http://ebooksecure.com/product/ebook-pdf-foundations-of-physical-
education-exercise-science-and-sport-18th-edition/
http://ebooksecure.com/product/foundations-of-physical-education-
exercise-science-and-sport-19th-edition-ebook-pdf/
(eBook PDF) Business Law in New Zealand: An
Introduction
http://ebooksecure.com/product/ebook-pdf-business-law-in-new-
zealand-an-introduction/
http://ebooksecure.com/product/ebook-pdf-psychology-australia-
and-new-zealand/
http://ebooksecure.com/product/original-pdf-health-assessment-
physical-examination-australian-new-zealand-edition-2nd-edition/
http://ebooksecure.com/product/ebook-pdf-moral-issues-in-
business-3th-australia-new-zealand/
http://ebooksecure.com/product/ebook-pdf-pharmacology-in-nursing-
australian-new-zealand-edition-2nd-edition/
Foundations for Health,
Science and Sport in
Aotearoa New Zealand
Hauora Maori and Environment MAOH501
Health and Environment HEAL504
Lifespan Development and Communication HEAL507
2
READING 1
CHAPTER 4
CHAPTER 3
A Māori Worldview
Environmental Worldviews
ROBERT HOGG
W. LI N D S E Y W H I T E
Robert Hogg 1
This chapter aims to unpack ‘a’ Te Āo Māori whakaaro (Māori worldview). So to begin this
process, it is essential to start with a mihimihi (a speech of greeting):
Robert Hogg 3
everything within it, past, present and future, and finally sets the context. It is then essential
and appropriate for me as the kaituhi (author) to have opened this chapter with a mihimihi. I
did this by starting with a tauparapara (incantation), which depicts one of the many exploits
of Tānenuiārangi or Tāne (God of the forest and all that dwell therein), who ascended to the
uppermost heaven, Manono, where he received the baskets of knowledge from Io-Matua-
Kore. Equipped with this knowledge, Tāne returned to Earth and created Māori.
It is through this very adventure that Tāne is attributed as being the progenitor of
Māori. At some stage during a mihimihi (usually towards the beginning), the kaikōrero
(speaker) will say the words ‘Tihei Mauri Ora’, which when translated means ‘I sneeze,
there is life’. The significance of this phrase is likened to the first sneeze that a newborn
baby makes as he or she takes his or her very first breath, symbolising an arrival to Te Āo
Mārama (the world of life and light). During a mihimihi, the kaikōrero uses this phrase to
announce that he is about to speak, as he is present with life. When introducing oneself,
it is uncommon for Māori to begin with the family name, as we would not exist without
the voyaging encounters of our tūpuna (ancestors). So my pepeha begins by citing my
Polynesian lineage to the ancestral canoe Mataatua, which transported my tūpuna to
Aotearoa (New Zealand) from Hawaiiki (the ancestral home of Māori). I further reference
to the ancestral mountain Putauaki, a majestic and proud entity that provides shelter, food
and protection for its people; the awa, Rangitaiki that provides water, food and land access
for its people; and finally the people who form my iwi, Ngāti Awa, and hapū, Te Pahipoto.
I mention my name last to acknowledge that my immediate whānau is the smallest political
unit within the wider Māori social grouping (Papuni & Bartlett, 2006). I then finish my
pepeha with the whakataukī (proverb) ‘e kore au e ngaro, he kākano i ruia mai i Rangiātea’,
which when translated means ‘I will not be lost, I am a seed sown from Rangiātea’.
As mentioned previously, it was Tāne that acquired ngā kete o te wānanga (the baskets
of knowledge), which in turn were the catalysts for the creation of Māori. However, the
tauparapara does not indicate ‘where’ in Manono the baskets were retrieved. It is thought
that each basket was suspended in a whare (building) called Rangiātea. Many Māori believe
that Rangiātea was the very first whare wānanga (higher place of learning) for Māori.
I make special reference to this whakataukī, as it begins to unpack Māori ontology and
epistemology through whakapapa, and the attainment of knowledge, for it is whakapapa
that ensures a sense of identity, belonging and safety.
I continue by paying homage to Io-Matua-Kore, Ranginui (sky father) and
Papatūānuku (Earth mother), as an acknowledgment of our whakapapa connection to the
spiritual realm. I then remember those loved ones that have passed on, and have returned to
the ancestral home of Māori, Hawaiki. I then acknowledge you, the leaders of tomorrow and
through the words of the whakataukī, I encourage you to strive for excellence in everything
you attempt, and if you are unsuccessful, let it be to a challenge that is unconquerable.
I then finish by making reference to the four winds, which is acknowledging North, East,
South and West by welcoming one and all. So, welcome, welcome, welcome.
I have a faint suspicion that Māori is a term coined by the Pākehā to bring tribes together.
Because if you cannot divide and rule, then for tribal people all you can do is unite and rule.
Because then they lose everything by losing their own tribal histories and traditions that give
them identity (Rangihau, 1975).
ROBERT HOGG
Robert Hogg 5
has already happened. Rahui acknowledges Mana Atua, Mana Whenua and Mana
Tangata by ensuring that dignity and worth of all things, celestial or mortal, are respected,
treasured and not belittled. Tapu diminished by acts of violation or discrimination is mana
diminished, and consequently restricts the potential for personal authority and the power
to achieve. Tapu is about holding and honouring the many journeys of life as we grow and
develop from fertility to death. Protection of tapu often requires the implementation of
rahui, to ensure that clear boundaries, limits and restraints are implemented to maintain
relationships of respect and safety. Finally, to abuse tapu is to violate whakapapa (R. Davis,
personal communication, 2 March 2012).
ROBERT HOGG
Robert Hogg 7
presents an account of how the cosmos was created, and how we as Māori (the human
element) were fashioned. The Māori creation story has several versions, each with its own
diverging nuances, some subtle, while others are more obvious. However, key themes and
characters tend to frequent most versions, thereby maintaining a sense of homogeneity
between the varying accounts. Remember, Te Āo Mārama challenges us to evaluate the
cosmos, and then determine what is important and what is real. Te kōrero ōrokotīmatanga
is the genesis of my belief structure; therefore it dictates in part how I negotiate this world
of life and light.
mā Tāne and Haumia-tiketike before eating; and invoking protection from Tāne and
Tangaroa before entering into each of their respective domains. Additionally, the exercise
of kaitiakitanga (guardianship) by Māori over the natural world and everything within it
further recognises our connection and obligation to supporting the Gods in their role to
command the physical domains, but more importantly, it signifies our commitment (as ira
tangata) to protect our primordial mother, Papatūānuku.
In summary, Te kōrero ōrokotīmatanga proposes that all Māori descend from the
same common origin (Hine-titama), whose father/partner is a God (Tāne) and a mother
(Hine-ahuone) who was formed from the bosom of mother-earth (Papatūānuku). And so
I believe that my toto (blood) and therefore my genetic makeup connects me to the spiritual
world through Tāne, nature through Papatūānuku, and all Māori through Hine-titama.
This is why the root of my belief structure is centred in Mana Atua, Mana Whenua and
Mana Tangata.
Āhutanga Māori—Whakapapa
For Māori, whakapapa is the creation story of all living things from the Gods to us in
the present day, and is one of the most prized constructs of knowledge to Māori (Barlow,
1991). Whakapapa establishes our own whakapapa and how we are connected to others
by way of ngā kōrero tuku iho (history, stories of the past, traditions) (Bishop, 1998).
Hemara (2000) emphasises that ‘whakapapa distinguishes Māori from any other race,
nationality, or community’ (p. 33). Māori may exist in the present, but our tūpuna are
forever beside us (Hook et al., 2007). Walker (1990) contends that Māori are people who
walk backwards into the future. This reference signifies the importance of seeking guidance
from one’s ancestors as a means to develop future generations (Paki, 2007). Knowing
one’s place, connections, obligations and history helps to develop a sense of pride and
belonging through acknowledging and understanding that very history (Papuni & Bartlett,
2006). Exploring whakapapa identifies the important connections between both the
spiritual and physical realms, and consequently the creation of human beings. Whakapapa
represents the interconnections to self, other and nature, and reflects the complex systems
ROBERT HOGG
Robert Hogg 9
that are intertwined from a common origin. It is for this reason that, regardless of each
individual’s tribal strata, all Māori are connected to the same spiritual beginning, that is,
Io-Matua-Kore. Unfortunately, there are many Māori who do not know their whakapapa
(Walker, 1989) or have a person through whom whakapapa connections can be maintained
and sought (Nikora, 1995). Although this situation is unfortunate, Timoti Karetu offers
a slightly different perspective by stating that Māori identity is not dictated by blood
quantum; rather it is determined by the upbringing one has had in observing all the rites of
passage in a Māori way (Karetu, 1990).
Āhutanga Māori—Whānau
According to Durie (1994), the whānau arena was the place where initial teaching and
socialising occurred, which was inevitably based on kinship to the hapū and iwi. A single
whānau unit often consisted of three to four generations (Papakura, 1986). This allowed
for tuakana-teina (older–younger) relationships to manifest, where the older and more
experienced generation(s) would mentor the younger generation(s) to ensure, among
many other features, an accurate and meaningful sense of one’s identity (Turner & Helms,
1983). The whānau environment encouraged a sense of collective affiliation, maintenance
of collaborative relationships, reciprocal obligatory roles and responsibilities and the
importance of kotahitanga (uniting people as one) (Moeke-Pickering, 1996). Individuals
who were considered to have special talents were nurtured and developed by kaumātua
(an elderly man or elderly woman), who are regarded as repositories of hōhonu (deep)
knowledge and wisdom. The attitude was to develop the individual to benefit the wider
whānau (Hook, 2007). Whānau provided a place where meaningfulness and belongingness
to the tribal strata’s could be nurtured, and subsequently formed a pathway for the
establishment and sustenance of Māori identity (Moeke-Pickering, 1996). A whakataukī
that is relevant here is ‘he waka eke noa’ (a canoe that we are all in, with no exception).
Essentially, whānau creates and promotes a sense of collective oneness, the notion that we
are all moving together in the same direction by the same rhythm.
Āhutanga Māori—Whakawhānaungatanga
In traditional Māori settings, learning was conducted within a structure of
whakawhānaungatanga (Ka’ai, 1990). Whakawhānaungatanga is critical because it
underpins all Māori understandings of human development and learning through a
sense of belonging to and relating to others within a context of collective identity and
shared responsibility (Macfarlane et al., 2008). Furthermore, Russell Bishop argues that
whakawhānaungatanga has a significant impact on the sharing of power and control
within the whānau, iwi and hapū (Bishop, 1996). Whakawhānaungatanga presents
multiple opportunities for kanohi ki te kanohi, which in turn provides multiple possibilities
for wairua ki te wairua through the hongi (Māori greeting, by pressing noses and
foreheads) process. While the act of hongi is physical in nature, it is the inhaling of the
‘hā’ that truly unites ira tangata by connecting us back to Tāne, and therefore back to ira
atua. Kia kite a kanohi (a face that is seen) is a demonstration of tautoko (support), by
being present at an event both physically and spiritually. Kanohi ki te kanohi continues
to strengthen associations by connecting individual’s waka, maunga, awa, iwi and hapū.
Whakawhānaungatanga elaborates on those imperative interactions and connections that
link all involved within a given paradigm. Whakawhānaungatanga is about whakapapa.
A whakataukī that is relevant here is ‘ko au ko te whānau, ko te whānau ko au’ (‘I am the
family; the family is me’). To explain the meaning of this whakataukī, I draw on the concept
of empathy. Empathy can be described as ‘the ability to comprehend another’s feelings
and to re-experience them oneself ’ (Salovey & Mayer, 1990, p. 194). In order for me to
develop whānaungatanga (right relationships), I must first understand my own emotions,
and then comprehend the emotions of others. If I am the family, I will understand the
family. Whakawhānaungatanga presents multiple opportunities to begin to craft and forge
relationships, even those that may be delicate or fragile.
ROBERT HOGG
Robert Hogg 11
from my ancestors’). Although whakapapa is very definitive and localised to Māori, all
things (animate and inanimate) have genealogy, and therefore have tapu and mana. It is for
this very reason that I believe we, as ira tangata, should demonstrate manaaki and aroha in
all aspects of our life, through the execution of whakawhānaungatanga.
There are many artefacts that identify the Māori culture, such as wharenui (traditional
meeting house), whakairo (carvings), tā moko (Māori tattoo designs), waiata (songs) and
haka (ceremonial performance); however, it is te reo rangatira (the Māori language, the
language of chiefs) that truly differentiates Māori from any other race. There is a whakataukī
that states ‘ko te reo te tāhuhu o tēnei whare’ (‘the language is the ridgepole of this house’).
I selected this whakataukī to express the importance of the Māori language, the
ridgepole of Māori identity, a feature that is unequivocally unique to Māori. Being able
to converse in te reo Māori allows one, among many other things, the ability to engage in
ngā kōrero tuku iho. A survey on the health of the Māori language in 2001 indicated that
approximately 29 000 (9 per cent) of Māori adults were very fluent in te reo Māori. However,
many of the very fluent Māori speakers are over the age of 50 (He korero mo te reo Māori,
2009), which invites the question, ‘Are we (as Māori) at risk of losing the most important
artefact that defines us, as our elders pass on’?’ I quote the kīwaha (colloquialism): ‘Tōku
reo, tōku ohooho’ (‘My language is my awakening’). Māori are becoming more urbanised,
which has led (in many instances) to us prioritising the attainment of material possessions
over learning te reo rangatira. A consequence of urbanisation is that a number of Māori do
not organise themselves primarily around their iwi, hapū and whānau (Moeke-Pickering,
1996), which significantly reduces the opportunity to speak the language and engage in hui
(gatherings). The challenge for Māori is to create communities within the cities that allow
Māori to practise those tikanga and āhuatanga Māori that inevitably define us.
Last but not least, as a Māori, I cannot ignore the effect of the processes of colonisation,
capitalism and assimilation, which have rapidly reduced the primacy of those āhuatanga
Māori that are meaningful to Māori (Ministerial Advisory Committee for the Department
of Social Welfare, 1988; McKinley et al., 1992). The complexity of de-fragmenting the
ideals of the Pākehā culture is to unpack ‘patriarchy, racism and ethnocentrisms’ and to
encourage the ‘empowerment of intercultural diplomacy’ (Battiste et al., 2002, p. 84). When
reflecting on Te Āo Hurihuri, one has no choice but to consider the impact of the current
socioeconomic lifestyle characteristics, changing demographic patterns and political
realities that now influence the modern Māori sense of identity (Durie et al., 1995).
A quote by Manuhuia Bennett in the 1970s concluded that modern Māori will prioritise
non-neutral things (such as a car, TV or house) over the things that are happening within
their Marae (meeting area for whānau or iwi) and/or papa kāinga (original home) (Bennett,
1979). The end result for most Māori has been one of disillusionment, disengagement
and disbelief. This is aptly exemplified by Smith (2000), who states that Māori occupy
some of the worst categories of social statistics (lower average incomes, a greater prevalence
ROBERT HOGG
Robert Hogg 13
Metaphorically, taonga tuku iho refers to the tapu and mana of each person, especially the
child. Bishop (2003) suggests that the images and practices created within these Māori-
medium settings can be utilised to address power relationships in mainstream education,
rather than continuing to propagate the existing deficit discourse.
Now that I am nearly at the end of this journey, I have come to the realisation that
–
‘a’ Te Ao Ma–ori whakaaro is not actually singular, as evidenced by the many authors that
have contributed to this body of work. Nga – mihi nui ki a koutou (acknowledgments
–ori, I am privileged to learn my culture and
to you all). Finally, I am proud to be Ma
–
I am excited for my children who will grow up appreciating ‘a’ Te Ao Ma–ori whakaaro.
I have enjoyed using whakataukı- to express thoughts and ideas; there is much to learn
from these beautiful words of wisdom. So with that said, I conclude with the following
whakataukı- by Waereti Tait-Rolleston (as cited in Moeke-Pickering, 1996), ‘E taku mo–
– poto noa koe i waenganui i te wa
kai, he wa – kua hipa, ki te wa
– kei te tu mai’ (‘You are but
a speck in the moment of time, situated between two eternities, past and future. Make
use of that time so that you may use this moment wisely and for the benefit of your
people’).
CRITICAL QUESTIONS
Cultural lens
• What is meant by the term dominant discourse?
• Where do we find support to implement change?
Social lens
• Is there room for ethnic-specific health pathways?
• What effect do the current social structures have on whānau?
• Where does social change begin?
• Who is responsible for the existing social structures?
Gender lens
• Is status confused with role?
Political lens
• Do strategic policy documents lose sight of the finer details?
• What position would Tāngata whenua have if there were no Treaty of
Waitangi?
Moral lens
• Can diverse understandings of right and wrong operate in harmony?
• Can a tikanga framework operate within a mainstream environment?
Media lens
• Why is it that negative social norms typically dominate the media?
REFERENCES
Barlow, C. (1991). Tikanga Whakaaro: Key Concepts in Maori Culture. Auckland: Oxford
University Press.
Battiste, M., Bell, L. & Findlay, M. (2002). Decolonizing education in Canadian universities:
an interdisciplinary, international, indigenous research project. Canadian Journal of Native
Education, 26, 82–95.
Bennett, M. (1979). He Matapuna. Wellington: New Zealand Planning Council.
Bishop, R. (1996). Whakawhānaungatanga: Collaborative Research Stories. Palmerston North:
Dunmore Press.
Bishop, R. (1998). Freeing ourselves from neo-colonial domination in research: a Maori
approach to creating knowledge. International Journal of Qualitative Studies in Education,
11(2), 199–219. doi:10.1080/095183998236674.
Bishop, R. (1999). Kaupapa Maori research: an indigenous approach to creating knowledge.
In L. Nikora & N. Robertson (eds), Maori Psychology: Research and Practice (1–6). Hamilton:
Department of Psychology, University of Waikato.
ROBERT HOGG
Robert Hogg 15
Bishop, R. (2003). Changing power relations in education: Kaupapa Māori messages for
‘mainstream’ education in Aotearoa/New Zealand. Comparative Education, 39(2), 221–238.
Bishop, R. & Glynn, T. (1999). Culture Counts: Changing Power Relation in Education.
Palmerston North: Dunmore Press.
Denison, D. & Mishra, A. (1995). Toward a theory of organizational culture and effectiveness.
Organization Science, 6(2), 204–223.
Durie, M.H. (1994). Whanau/families and healthy development. Paper presented at Fifth
Annual Conference, New Zealand College of Clinical Psychologists. Hamilton: Massey
University, Department of Maori Studies.
Durie, M.H., Black, T.E., Christensen, I.S., Durie, A.E., Taiapa, U.K., Potaka, U.K.J. &
Fitzgerald, E. (1995). Te hoe nuku roa Framework: A Maori Identity Measure. Wellington:
Association of Social Science Researchers.
Fitzsimons, P. & Smith, G. (2000). Philosophy and indigenous cultural transformation.
Educational Philosophy and Theory, 32(1), 25–41.
Fraser, D. (2004). Secular schools, spirituality and Maori values. Journal of Moral Education,
33(1), 95–97.
Goia, D. & Pitrie, E. (1990). Multi-paradigm perspectives on theory building. Academy of
Management Review, 15(4), 584–602.
He korero mo te reo Māori (2009). Q3. How Many People Speak Maori? <http://www.
maorilanguage.info/>.
Hemara, W. (2000). Maori Pedagogies: A View from the Literature. Wellington: New Zealand
Council for Educational Research.
Henry, E. & Pene, H. (2001). Kaupapa Maori: Locating Ontology, Epistemology and Methodology
in the Academy. London: Sage Publications.
Hook, G.R. (2006). A future for Māori education: Part I: The dissociation of culture and
education. MAI Review, 1, 1–14.
Hook, G.R. (2007). A future for Māori education: Part II: The reintegration of culture and
education. MAI Review, 1, 1–17.
Hook, G.R., Waaka, T. & Raumati, L.P. (2007). Mentoring Māori within a Pākehā framework.
MAI Review, 3(1).
Ka’ai, T. (1990). Te Hiringa Taketake: Mai i Te Kōhanga Reo ki te Kura: Māori Pedagogy: Te
Kōhanga Reo and the Transition to School. Auckland: Department of Education, University of
Auckland.
Karetu, T. (1990). The clue to identity. New Zealand Geographic, 5, 112.
Keesing, R. (1974). Theories of culture. Annual Reviews, 3, 73–97.
Koltko-Rivera, M.E. (2004). The psychology of worldviews. Review of General Psychology, 8(1),
3–58. doi:10.1037/1089-2680.8.1.3.
Macfarlane, A.H., Glynn, T., Grace, W., Penetito, W. & Bateman, S. (2008). Indigenous
epistemology in a national curriculum framework? Ethnicities, 8(1), 102–127.
doi:10.1177/1468796807087021.
McKinley, E., Waiti, P.M. & Bell, B. (1992). Language, culture and science education.
International Journal of Science Education, 14(5), 579–595.
McNicholas, P. & Barrett, M. (2005). Answering the emancipatory call: an emerging research
approach ‘on the margins’ of accounting. Critical Perspectives on Accounting, 16, 391–414.
doi:10.1016/S1045-2354(03)00098-4.
Marsden, M. & Henare, T.A. (1992). Kaitiakitanga: A Defnitive Introduction to the Holistic World
View of the Māori. Wellington: Ministry for the Environment.
Mead, M.M. (2003). Tikanga Māori: Living by Māori Values. Wellington: Huia Publications.
Ministerial Advisory Committee for the Department of Social Welfare (1988). Puao-te-Ata-
Tu: Daybreak. The Report of the Ministerial Advisory Committee of a Maori Perspective for the
Department of Social Welfare. Wellington: Department of Social Welfare.
Moeke-Pickering, T. (1996). Maori Identity within Whanau: A Review of Literature. Hamilton:
University of Waikato.
Morrison, A. (1999). Space for Maori in Tertiary Institutions: Exploring Two Sites at the University
of Auckland. Auckland: University of Auckland.
Nikora, L.W. (1995). Race, culture and ethnicity: organisation of Maori social groups.
In L.W. Nikora & T.M. Moeke-Pickering (eds), Maori Development and Psychology
(pp. 20–24). Hamilton: Waikato University.
O’Connor, M. & MacFarlane, A. (2002). New Zealand Maori stories and symbols: family value
lessons for Western counsellors. International Journal for the Advancement of Counselling, 24,
223–237.
Ogbonna, E. & Harris, L. (2000). Leadership style, organizational culture and performance:
empirical evidence from UK companies. International Journal of Human Resource Management,
11(4), 766–788. doi:10.1080/09585190050075114.
Paki, V.A. (2007). Kimihia, Rangahaua Nga Tikanga Heke Iho. He Taonga Huahua e Riro Mai:
Exploring Whakapapa as a tool towards a Kaupapa Maori assesment framework in early
childhood education. Unpublished Masters thesis. Hamilton: University of Waikato.
Papakura, M. (1986). Makereti: The Old Time Maori. Auckland: New Women’s Press.
Papuni, H.T. & Bartlett, K.R. (2006). Maori and Pakeha perspectives of adult learning in
Aotearoa/New Zealand workplaces. Advances in Developing Human Resources, 8(3), 400–407.
Rangihau, J. (1975). Being Maori. In M. King (ed.), Te Ao Hurihuri: The World Moves On: Aspects
of Maoritanga. Auckland: Hicks Smith.
Ratima, M. & Grant, B. (2007). Thinking about difference across and within mentoring.
MAI Review, 3.
Robinson, S.T. (2005). Tohunga: The revival: Ancient Knowledge for the Modern Era. Auckland:
Reed Publishing.
Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality,
9(3), 185–211.
Schein, E. (1990). Organizational culture. American Psychologist, 45(2), 109–119.
Shirres, M. (1997). Te Tangata: The Human Person. Auckland: Accent Publications.
Smircich, L. (1983). Concepts of culture and organizational analysis. Administrative Science
Quarterly, 28(3), 339–358.
Smith, G.H. (2000). Maori education: revolution and transformative action. Canadian Journal
of Native Education, 24(1), 57–72.
Smith, G.H. (2004). Mai te Maramatanga, ki te Putanga Mai o te Tehuritanga: from
conscientization to transformation. Journal of the College of Education/University of Hawai‘i at
Manoa, 37(1).
Strauss, C. & Quinn, N. (1997). A Cognitive Theory of Cultural Meaning. Cambridge: Cambridge
University Press.
ROBERT HOGG
Robert Hogg 17
Omnia quæ sunt uxoris sunt ipsius viri: non habet uxor potestatem
suæ, sed vir.
All things which belong to the wife, belong to her
husband; the wife has no power herself, but the
husband.
Parum proficit scire quid fieri debet, si non cognoscas quo modo sit
faciendum.
It is of little avail to know what ought to be done, if you
do not know how it may be done.
Perjuri sunt qui servatis verbis juramenti decipiunt aures eorum qui
accipiunt.
They are perjured who observing the words of an oath,
deceive the ears of those who hear them.
Populus Anglicanus nemini servire aut consuevit aut debuit nisi Deo
et legibus.
The people of England have been accustomed to be
subject to nobody, nor ought they; but to God and the
laws.
Populus Anglicanus non nisi suis legibus quas ipse elegerit tenetur
obtemperare.
The people of England are bound to obey only their
own laws, which they themselves have chosen.
Possessio contra omnes valet, præter eum cui jus sit possessionis.
Possession is valid against all, except him who has the
right of possession.
Principiis obsistendum.
We must resist principles.