such an opportunity of expressing their views and shared in the making of policy at the highest level. The committee now known as the “National Committee on Maori Education” met a year later in 1956, and again in October 1957. At each of these meetings matters of importance to the future of Maori Education have been dealt with. In this article no more than an outline can be given of this “new look” in Maori education. Later articles in Te Ao Hou will give fuller detail of the more important developments.

THE FUTURE OF THE MAORI SERVICE The committee discussed very fully the pros and cons of retaining the Maori Service Schools under the direct administration of the Department. It agreed that ultimately there should be one system of primary education under one form of administration, that of the Education Boards; it also expressed the view that some time would elapse before the Maori people would be ready for such a change and that full consultation with the Maori people themselves would precede any proposal for transfer of control. The Maori Schools were established to meet the special needs of Maori children; where those special needs no longer exist schools should become ordinary public schools. The strong traditional ties that bind many Maori school districts to Departmental administration are recognised.

OFFICER FOR MAORI EDUCATION The Department and the Committee realised that something should be done to cater for the special needs of Maoris attending public schools. Indeed the education of Maori children sometimes becomes a really acute problem where there is a small minority group in a large school. It was therefore agreed that the Senior Inspector of Maori Schools sould also act as Officer for Maori Education in which capacity he would be responsible to the Director of Education for “the content and effectiveness of Maori education in both Maori and public schools”. Work in public schools would be done through liaison with District Senior Inspectors and with the assistance of Education Board sub committees on Maori education. Encouraging progress has been made in meeting the special needs of Maori children in a large number of public schools.

MAORI CULTURE In terms of the Committee's recommendation the Officer for Maori Education is requested to “make every effort, using such means as school publications, in-service training, etc, to strengthen Ideas about school education may change, but the core remains the daily work in the classroom. By and large, teaching is successful when the class is animated and can answer the teacher's questions, as in this secondary class at Ruatoki Maori District High School (Charles Hale Photograph)