(2) Achievements in Maori Education The Auckland Education Board has expressed publicly its determination to give Maori children in board schools the best possible education. This aim recognises the special needs of Maori children, conforms with the trend in modern education which is to concentrate on the needs of the individual child, and implies a policy of cultivating mutual respect and understanding between Maori and pakeha. One of the main concerns of the board is that 12,000 Maori children in Maori schools under the Department are receiving an education designed for their needs, while 20,000 children in board schols are being denied this advantage. Already something has been achieved in a small way, but much more remains to be done. Whatever personal views may be held on the future of the administration of Maori schools, no doubt was left in the minds of those who attended the last meeting of the board that it was aware of its responsibilities toward the large number of Maori children under its care. Senior inspector of primary schools of the Auckland Education Board is Mr W. Parsonage, who is well-known to the Maori people as a former Senior Inspector of Maori schools. The Board has appointed a special committee to deal with Maori education. Mr J. C. Henare of Motatau is the Maori representative on this committee. Two inspectors, Mr K. J. Hayr, in the eastern district, and Mr A. F. Budd in the western, have been instructed to take a special interest in the Maori children. Both inspectors have taught in Maori schools and Mr Budd was headmaster of several, including Te Kaha Maori District High School. Mr Parsonage recalled that 32 board schools have between 26 and 50 per cent Maori pupils; 25 schools, 51 to 75 per cent; and seven, 76 to 100 per cent. He advised the board to concentrate its efforts on the 32 schools which contain mainly Maori pupils. As well as insisting on the highest standards of personal cleanliness and tidiness, the board hopes to foster Maori history, arts and crafts, games, music, social organisations and the language in the schools. It also aims to give special instruction to Maoris in the English language. Maori parents are urged to co-operate as closely with the board schools as they do with those run by the Department and every encouragement is to be given trained Maori teachers to take appointments under the board. Mr Parsonage considers it is essential for teachers to be sympathetic toward the Maori people and help them deal with various problems. He sees in the work ahead of the board “one of the greatest challenges today” which he regards as an opportunity to show the rest of New Zealand what can be done in educating Maoris in board schools. Some of the achievements were outlined by Mr Parsonage. He said a grant toward medical supplies at Towai had benefited the health of the children considerably. At Hikurangi the senior girls were given a special course in homecraft and Plunket work. Maori arts and crafts had been introduced at other schools. One difficulty here was that board schools did not always have people qualified for the work. However, the Maori people had co-operated by coming into the schools and teaching these things themselves. The same difficulty was encountered in teaching the Maori language, but, with the language compulsory in district high schools and Maoris entering the training colleges, there would be more instructors available to teach the language. At Moerewa the emphasis was on teaching English. Great success was achieved in a few months in encouraging the children to take library books home and to look after them. Mr Parsonage said the good use which both parents and children made of the books was very pleasing.