TE AO HOU THE NEW WORLD

Te Ao Hou, Spring 1954, Page 1

TE AO HOU THE NEW WORLD published quarterly for the maori purposes fund board by the maori affairs department No. 9 (Vol. 3 No. 1) Spring, 1954 In memory of Te Rangihiroa much of this issue has been devoted to a subject he himself would have agreed is most appropriate—the education of the Maori child. The acceptance by New Zealand of the most modern principles of education was a great boon to the Maori people. Instead of being mainly academic in aim, the schools have become far more widely interested in the child, improving their methods of teaching practical skills, and, most important of all, concentrating more on developing the child's whole personality. The great advance in the educational level of Maoris over the last fifteen years can be attributed largely to these new methods. Unfortunately, however, statistics and experience suggest that many Maori children are even now not educated to the full extent of their capabilities. This is probably mainly due to economic causes, because economically education is a far greater burden on Maori parents than on Europeans. Proportionately more Maoris live at awkward distances from high schools, more are on very modest incomes, and in addition, family units are far larger. Children who show obvious signs of academic brilliance are given boarding bursaries by the State, but many others, also talented and likely to benefit from further education, stay behind. Parents have an obligation to do what they can to prepare their children for life as well as possible. The government is trying to help by making subsidies available to tribal bodies willing to help children. This scheme is still in an experimental stage and government and people will need to collaborate to help tribal committees and excutives meet one of their greatest challenges. Another problem to be faced is the features of Maori culture still remaining in the Maori child. If normal and healthy development of the Maori child's personality is the aim, then these distinctive cultural features must be developed also. In work with adults it has become quite clear that nothing is achieved by ignoring or under-emphasising such features. It is gratifying that the Maori Schools Branch has recently made striking progress in incorporating in its curriculum activities that allow these ingrained cultural patterns to be developed and expressed. It is the policy of this magazine to give every encouragement to cultural development for Maori children by providing suitable material, both in English and in Maori, for their study.