Figure 1.--Lake Gunn on South Island as seen on the way to Milford Sound. |
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New Zealand is a land of spectacular scenery and an energetic, pragmatic people. Its tranquil green pastures, reminding one of Ireland, are framed by seemingly incongruous snow-covered peaks and volcanos. It was the last significant landmass in the world to be settled by humans. The native flora and fauna include many exotic and increasingly threatened species. The country in many ways seems is a bit of Britain transplanted to the South Pacific. It has adopted a Westminster parliamentary system and is in fact the world's most southerly located parliamentary democracy. It is peopled largely by British immigrants and an indigenous Polynesian people--the Maoris. Despite the importance of their British heritage, New Zealanders have developed their own distinctive character. They retain little of the hierarchial social attitudes of the British. They are a physical, outgoing people relishing outdoor activity. Their pragmatic attitude led them to develop the prototypical welfare state to address the problems of the Great Depression and with equal innovation to turn to free market reforms to meet the needs of the coming century. The country's European and Maori population is now addressing the problems of developing a multi-cultural society and integrating itself in the expanding economy of modern Asia.
New Zealand's native vegetation is extremely varied as a result of the wide climatic range-- varying from semi-tropical in the far north of North Island to South Island's temperate climate. The country was originally heavily forested, including the cowry?? tress--exceeded in size only by the redwood trees of North America. About 75 percent of the country's native forest has been cut by loggers and suitable terrain cleared for livestock and agriculture. Native grasslands have been replanted with European pastures. Many European trees and plants have been introduced for agriculture, so much that some areas of the country appear like a little England. More than 2,000 plants have been introduced, mostly from England Few native plants are currently used in agriculture or are of economic importance. Extensive areas of formerly forested land now are vast treeless expanses of grazing areas for sheep and cattle, reminding one of Scotland. Immense areas of forests have been replanted with fast growing pines and other imported trees which are the mainstay for the country's important forestry industry.
New Zealand's isolation has left the country with a populations of unique animals. Some were exterminated by the Maori, such as giant flightless birds such as the moa. Other unique creatures are becoming increasingly endangered, such as the kiwi, a bird which occupies an environmental niche occupied by rodents in other countries. Other unique birds include the ???? (a flightless parrot) and the emu. Some introduced species are causing great damage to the country's flora and competing with native wildlife. The possum introduced from Australia to found a native fur industry has proven an environmental disaster and is now New Zealand's major environmental threat. The animals currently consume about 20 tons of leaves and other vegetation every night.
Charming introdutions to New Zealand have been provided by the children themselves. It is interesting to note how they view their own country and what they see as important to tell others about New Zealand. They have conducted exchanges with other schools on the internet. They have also prepared descriptions as part of school projects.
One of the fascinating features of modern education is the ability of students to communicate with students in other countries and exchange information on their countries. New Zealand schools and libraries are well equipped with computers and many teachers promote these exchanges. The exchanges back and forth between the students is fascinating and often humerous.
New Zealand students of all ages have prepared descriptions of their countries. Some of the descriptions are quite predictable. Others are a little surprising, even humerous. What children and teenagers see as important is often different from what adults believe to be important. Of course the teachers have provided guidance in preparing this material, but the responses are still fascinating. The various descriptions, however, provide a fascinating glimpse intp the minds of New Zealand school children and their schools.
