MAORI CULTURE IN SCHOOLS

Te Ao Hou, October 1958, Page 19

MAORI CULTURE IN SCHOOLS Maori culture is part of the ordinary classroom teaching of many an isolated Maori school. Let us describe a typical scene in such a classroom. Two Maori assistant teachers are in attendance and in front of the class is a Maori elder explaining the connection between a certain waiata and the historical event with which it is associated. The children are intent, their faces show it; they forget that they are the children of modern millworkers, but become conscious of their inheritance, of belonging to a proud race. Such a race must not discard its language and again Maori District High Schools, Maori Colleges and one or two post-primary schools have done much to encourage Maori children to a knowledge of their native tongue. A new and more vigorous approach to the teaching of of Maori is necessary. The Refresher Course held at Whakarewarewa in May has helped to show the way. (This Course is described on page of this issue.) To a great proportion of Maori people their native tongue can no longer be the At refresher courses, teachers exchange notes on Maori crafts. Here carving designs are copied, to be later used in classroom work in Maori schools. (Photo: Peter Blanc.)

One part of Maori culture now widely taught in Maori schools are stick games. Sticks, often made by the children themselves, are a popular part of this Northland school's equipment. (Northern Advocate Photograph) everyday means of communication but it will remain part of their cultural heritage. In another corner of the North Island a small group of people is at work—some are Maori, several are European. A piece of their work is before me. It consists of instructions designed to enable any teacher to give guidance in the performance of several poi dances. Illustrated and very clearly set out it should enable many more Maori children and indeed Europeans too to participate in this most graceful, most relaxed rhythmic dance. Among these efforts is one that reaches schools and children indirectly—it is the excellent point of view and background expressed in the pages of Te Ao Hou. Indeed the actual work of children from the schools is given a place in these pages and the magazine is greatly valued in many of our schools. The graciousness, warmth, and strength of Maori personality are revealed through many of these cultural activities. As happens in Teachers' Colleges and in Maori schools where European joins Maori in cultural activities, could not all European children learn something of Maori culture, not through history alone, but through direct participation in song and dance, in art and craft? In this way they could absorb something of the best that an older Maori culture can give to a developing New Zealand culture.