Training Colleges. It should entail a closer and fuller study of other races, discussions on race relations, where they fail and how to improve them, discussions on the problems of different peoples and informal lectures by people of different races, all aimed at fostering a deeper and healthier understanding between races. I have seen this carried out to some extent very admirably at Wellington Teachers' College, but not all European students were involved; it affected only those who had Maori students in their groups or who chose to specialise in Maori studies. At Training College I knew many European students who had never even conversed with a Maori before they attended the College (and not solely because no Maoris lived in their district). After mixing freely with us for two years they knew much more about us, and were not so quick to condemn. If all teachers were thus educated, they would pass on their knowledge and understanding to children who in their turn, would transmit their wisdom to another generation.

Should Try More Systematically Of course this is an impossible ideal; it would naturally be impossible to mass-produce an entire generation of enlightened teachers. But it would help if we were to try more consciously and systematically to achieve this end. Children learn their early prejudices mainly from parents, but also from other adults and from their own peers. They may observe these people's expressions of distaste for someone or something, or they may be subject to constant warnings—don't associate or play with those Maoris—don't mix with those Maoris or they'll eat you—or keep away from them or you'll catch sores or nits. Subject to such influences, the child's vulnerable and impressionable mind is likely to develop permanent prejudices.

Social Contact is Important Teachers should consciously watch for such attitudes and should do what they can to eradicate them. It is especially important to encourage as much social contact as possible between the different races, both in the classroom and in the playground. They should be intermingled during school projects, sports etc., and so far as possible, they should not sit in separate groups in the classroom. The teacher should ensure that all children are treated equally; when some do need more attention than others, this should be done as smoothly and naturally as possible. This is necessary in order to prevent a connection being made—as can frequently happen—between a particular child's weaknesses and his race or colour. Teachers should also impress upon children that basically and collectively all are equal, although individually some may not be up to the standard of the ideal citizen.

Teaching and Discussion Children should be taught as much Maori culture as possible. By this I don't mean just how they lived in the stone-age or last century but how they live today, and what problems they still have as a group. Quite important in any democratic classroom, children should be given the chance to discuss what they believe or have been led to believe about other races. This will give them the chance to analyze their beliefs, and through more sober observations and objective reasoning and discussion with other children, they should be able to arrive at more truthful (not necessarily glowing) conclusions about other races.

Help Him to Understand A middle-aged couple were inspecting a a house for sale next to ours a couple of weeks ago. The woman talked quite cheerfully and politely for a while about the house they were looking at, and ended her conversation by saying, ‘Oh well, at least it's nice to know we'll be living next to white people.' (Needless to add, I appear more European than Maori.) A child once wrote in an essay: ‘Maoris are dirty. They never wash and they have sores on their legs. They are always in the pub and they come out drunk. They always eat fish and chips, they eat like pigs, and their houses are like pig-sties. I hate Maoris…’ Well, I don't see that lady or many thousands like her contributing anything worthwhile to a bi-racial society. They live with their prejudices and they will die with them. But what of the child? For his own good, and our country's good, is it wise that he should grow up with these ill-informed and semi-true opinions of the Maori race, because of a few Maoris he has seen or been told about? And what of those Maoris who are increasingly lifting themselves above the boy's criticism, or those equally culpable Pakehas whom he has forgotten about? I say, help him now, to understand and see the truth, before his numbers increase, before it is too late.