Maori e takataka auau ana nga mahita i waenganui o nga matua ka taea e ia te korero atu ki a ratou nga makenu o nga tamariki. Ka haere nga tamariki ki nga kura o runga ki te wahi uaua ake nga mahi a e roa ana te ra, ka piki ake hoki nga uauatanga. Kei nga apiha toko i te ora etahi awhina. Ma ratou e haere hei takawaenga i nga komiti, i nga ropu o nga matua me nga kura. Kei a ratou etahi awhina penei me te awhina a Te Tari Maori ki te tapiri i nga moni e kohia ana e nga komiti-a-iwi hei awhina i nga matua ki te tuku i a ratou tamariki ki nga kura. Ka whakapau nga komiti i o ratou kaha kia mohio iho ai nga tamariki kei te kaha o ratou matua kia whiwhi ratou i tetahi o nga tino taonga kei tenei ao i te matauranga. Ma te mahi tahi o nga komiti whakahaere i nga kura me nga mahi toko i te ora ka taea te whakamahea nga uauatanga penei me to pangia o nga tamariki e te mate, te ngaro poko noa i te kura, te kore moni me era atu mea. Ko ta nga apiha toko i te ora he takawaenga mo te katoa o nga komiti. KO TE WHAKANOHONOHO KI NGA MAHI ME TE WHAI WHARE He aha te Maori i aro ake ai ki te whai i te matauranga? He ai hoki ki te korero a Peneti “E tika ana kia horapa te Maori ki nga mahi katoa.” Ara ia mehemea e tika ana te Maori hei takuta he aha i waiho ai ki nga mahi a ringa. Otira he tokomaha o te Maori kei te penei. Kei te he ra tenei ki te kore e tutuki nga Maori pai o ratou na hinengaro ki nga taumata e rite ana, ka pohara te Maori i te takuta me era tu tangata. E piki nui ai te Maori ki enei taumata me whakapai te noho a nga matua. Ka nui te mahi ma nga komiti me nga apiha toko i te ora ke te taha whare mo te iwi Maori. Ma ratou e tirotiro te ahua o te noho a te tangata, a ma ratou e whakamarama ki nga mea kei te noho he nga huarahi e whiwhi ai ki nga awhina whare. He aha ra te Kawanatanga i hone ai i enei kaupapa e toru hei arawhata mo te iwi Moari i te matauranga, i te whai whare, i te whai mahi totika. Kei te awangawanga etahi ki te tokomaha rawa o te Maori kei te taka ki te he, kei te whakawaia e te waipiro, a me te matemate o te tamariki. He mea kore noaiho enei? Ko te whakautu, ka piki te matauranga, ka pai te noho a te tangata i roto o ratou na whare, ka whiwhi i nga mahi totika ka ngaro enei tu makenu. KO TE MAORITANGA: Ka pehea hoki te Maoritanga? Ko ta te Tari Maori he pupuri i te ha o te Maoritanga. Ko ta nga apiha toko i te ora he awhina i te iwi Maori ki te manaaki i nga taonga o tona Maoritanga. Kei waenganui i te matotorutanga o te iwi Maori te tokomaha o nga apiha toko i te ora e noho ana, e takataka ana ma ratou e tirotiro haere nga Nonetheless, the new welfare policy guides activities of Maori Welfare Officers and it is there fore bound to influence deeply much social work among the Maori people. The government programme regards as most urgent the need to see that young Maoris are (a) well educated (b) placed in good jobs, and (c) well housed. These are basic essentials for a happy life under the conditions of today. Also, if we can achieve these three aims, the other special problems of the Maori people will be solved far more easily. For that reason the government has decided to place these needs above all others. This is not of course to the exclusion of cultural and other work with Maori groups. Some people may ask why we need social workers to achieve aims such as these. Why can't we leave the job to school-teachers, employers and housing officers? EDUCATION: In education, naturally the job of teaching the children at school is the teacher's. Yet he may find that some of his pupils do not progress according to their intelligence, that they could learn more than they do and are in danger of fore-going their place in modern society because of troubles outside his control. Perhaps it is weariness, irregularity, poor homework, or bad health. He realises that these things are not the fault of the child, nor entirely the fault of the parents but by himself he can do little to help. The difficulties increase when children go to high school where the standards are so much higher, and the school day often very long. Where children go to Maori schools, the teachers often know the Maori community very well. There is close contact between them and the parents and elders. Often some of the parents take a very active interest in the school welfare and contribute generously to the upkeep of grounds and installing of new facilities. This is less common where Maoris go to European schools and high schools. Social workers can ensure that the links between school and community become closer, and this can be done specifically through school committees, Parent-Teacher Associations, inducing parents to take an interest in school affairs, and also through full use of the educational subsidy scheme operated by the Department of Maori Affairs. The purpose of such community work is to show the children in a practical way the high value the community attaches to education. A welfare officer's task will be to attend to difficult cases, and to help local Maori organisations plan their educational work. EMPLOYMENT AND HOUSING: Why should the raising of educational standards be the concern of Maori communities? In Mr