TE AO HOU THE NEW WORLD published quarterly for the maori purposes fund board by the maori affairs department No. 22 (Vol. 6 No. 2)

Education and the Community The setting up of a ‘Maori Education Committee’ to sit yearly in Wellington has proved to be a milestone in the history of Maori education. As from 1955, when the first meeting was held, Maori representatives have had a voice in the making of education policy on the highest level. An article by Mr K. Robertson in this issue tells the story of what happened after the meeting of 1955. Very briefly, it seems that there have been three developments: an attempt to give teachers of Maori children a new and broader outlook on Maori life and culture; strengthening of the instruction in Maori language and culture in both Maori and Board schools; and the developing of closer links between schools and the Maori community. We understand that this is only a beginning of the intended changes. Although much of this is still in the blueprint stage, the effect can already be seen. The changes are being enthusiastically received by Maori communities who are keen to come closer to the school and see their children learn about Maori things. In several communities groups of parents are actively helping the schools in their work, providing experts—in one case they have written Maori texts and made tape recordings. Such collaboration between school and community is tremendously valuable. It means that parent and teacher find it far easier to understand each others’ problems and that the whole education of the child—in every subject, and also outside the school—is improved. Maori communities can do a good deal to help by bridging where necessary the gap between school and parents. In many places it is customary to welcome a new teacher on the marae. This is valuable as an opening to further contacts. It is not the desire of the Education Department that teachers of Maori children should be aloof from the community; on the contrary it is wished that they are part of it. The best teachers have always been in this happy position. Under the new policy, the special needs of Maori children will be met in Board schools in the same way as they are in the Maori schools. In both types of school, it is most important that the child does not feel in a foreign world; the best parts of the Maori culture will now, if the new policy succeeds, be carried into the schools—and it is to be hoped that local Maori effort will help to the utmost.