MAORI IN SCHOOLS

Hokitika Guardian, 20 December 1930, Page 6

MAORI IN SCHOOLS

Probably the most-sensible reply the present Minister of Education has yet given to a deputation was his recent announcement of opinion in answer to the teachers who urged that the Maori language should be included in the subjects prescribed lor teachers examinations. Mr Atmore was in complete sympathy with the views of those who advocated that more attention should be given in the schools to the tongue which was native to the soil ahei which was increasing in importance with the increase of the Maori population. Ilis remark that Maori is more important than French is in New Zealand is an obvious truth. A great deal of time and trouble is at present given to the teaching of French which is absolutely wasted. School French is notoriously of little practical use. Maori is a tongue spoken by tens of thousands of New Zealanders and once the foundations of the language are laid by competent teachers it is a pleasure to continue the study and to practice the speaking of the tongue. A study of Maori unlocks the door to a treasury ol poetry and legend and to an understanding of the . wealth of meaning in the innumerable native place names. Inter-related, too. is the fa-scinating study of the Polynesian language and traditions and a move sympathetic understanding of the South- Sea peoples under New ; Zealand’s flag,is a likely result. Even- if schooling in Maori did not extend beyond a proper pronunciation of native words and place names ft would be worth while. Our teachers j ilt any rate should all be required to i pronounce Maori words and names eor- ; reetly, so that they may be able to .pass on the knowledge to their pupils j There is fortunately a growing appreciation of the value of Maori as a popular stiVly. Tl|e, time surely has come '■when ignorance ol the rudiments ol the |language should be accounted a discredit io a New Zealander, and especially jto a New Zealand-born. A small proportion of the time devoted to French or German in our colleges would produce excellent results if given to Maori for most of our young people would be .disposed to regard it as a matter of pride and pleasure rather than a task. And it inay here be remarked that oiu secondary, schools generally would be the better;for .a more sympathetic appreciation of 'New Zealand subjects..

] have"' in my mind one or two large colleges whose pupil come home with their minds well crammed with data concerning the habits and customs and deeds of ancient heroes of Europe and with wise tags from the classics, but with only tlie vaguest notions of the story of Now 'Zealand and the Pacific Islands. - To reproduce the stereotyped traditions of the English public

school is’tlvQfaiubitioh and aim'oif some of our college; principals (the dear old ICnglish custcfiri of fagging, by lie way has been introduced); the study of the tilings that are peculiarly and typically New Zealand is considered of little educational worth. 1 have been astonished at the ignorance of their own ou 11 try exhibited by youths who have completed their schoolings at certain big and expensive colleges. Mr ATmore’s announcement of his intention to promote the study ol Maori gives a lead by which these colleges as well as the ordinary Government schools, primary and second ary. should profit.— .1. C. in the Auckland “Star.”