few years, more workrooms, cookery rooms, etc., have been erected at individual schools. A new development (made possible by improved methods of transport) has been to convey children to handicraft and homecraft centres, where they are taught these desirable skills by specialist teachers. In some cases (e.g. at Whakarewarewa, Manutahi, Tikitiki, Te Araroa, Te Kaha, Ruatoki and Rangitahi Schools) special handicraft and homecraft centres have been built to cater specifically for the senior pupils of Maori schools within a convenient radius of the centres. The most modern facilities have been installed in these centres. To encourage the development of practical work in relation to farm work and horticultural pursuits a special grant has been made available to Maori schools for each of the past four years. This grant has been used to encourage club work, the experimental side of which has Practical education in home management is a feature of the curriculum at the Ruatoria Maori District High School. PHOTOGRAPH, JOHN ASHTON resulted, in some districts, in distinct improvements to the quality of stock on the farms. The third avenue of development has been in connection with Maori culture. In the past the emphasis was on the actual acquisition of skill in selected arts and crafts. More recently this has broadened to include: (1) A greater appreciation of the fundamental symbolism and significance of selected Maori arts and crafts; and, (2) A study of the less material aspects of Maori culture. Not every Maori child can acquire a satisfactory degree of skill to be a carver or a weaver, but every Maori child can and should be given the opportunity to understand and appreciate the works of master craftsmen (and craftswomen) and to acquire a reasonable kno ledge of the customs, history and achievement of the Maori race. With the rapid increase the number of trained Maori teachers engaged in Maori schools during the past few years, there should be a definite improvement in the quality of the work done in connection with the study of Maori culture. It is in this field that Maori teachers can be expected to make a distinct and valuable contribution to New Zealand education generally. The emphasis given to these practical pursuits has in no way diminished the importance attached to proficiency in reading, writing, and speaking, to arithmetic and the study of desirable aspects of European culture. It is realised that Maori boys and girls are going in increasing numbers to post-primary schools and university and that Maori adults are being required to take an increasingly active part in our national way of life. Consequently, we must ensure that education does not fail in any respect to prepare the Maori for his growing responsibilities. In this respect it is interesting to note the development of Maori post-primary education in the past 14 years. Prior to 1940 the post primary education of Maori children was provided almost entirely by the various Maori Mission Colleges. The increasing demand for post-primary facilities resulted in the establishment of the first three Maori District High Schools in 1941. Since then a further seven Maori District High Schools have been founded. The total enrolment in the post-primary departments of the ten Maori District High Schools is now 655. While this indicates a very desirable growth of interest, further effort is required. Approximately 92 per cent. of pakeha pupils in Form 2 proceed to post-primary education, as against 72 per cent. of Maori Form 2 pupils. * * * A member of a distinguished Maori family, Mr M. T. Te Punga, lecturer in geology at Victoria University College, was awarded a Nuffield Foundation Fellowship for the 1954-55 academic year. The fellowship enables him to undertake advanced studies and research in Britain, and he intends to work at London University. Mr Te Punga graduated M.Sc. from Victoria University College in 1943 and is now preoaring a thesis for the degree of Doctor of Philosophy. Several other members of his family are university graduates.