tino rekanga o nga mahi a nga tupuna, ka matau ki te tino mauri o te Maori. — Me ata whakahau ki tona tutukitanga, te puripuringa ringaringa o te Pakeha me te Maori. — Me ata ako marika te tamaiti Maori ki te reo Pakeha, ara, ki tona tuhituhinga tika, he mea tino nui hoki tenei, e taea ai nga taumata o te Ao Pakeha, ina koeke ia, e pakari ai, e u ai ki te reo. — Ahakoa kei hea ia, me ata arahi te tamaiti Maori ki te mahi e tika ana mana, me ata tohutohu hoki ki te matauranga tika e riro mai ai taua mahi. — Ahakoa ko wai tamaiti i hapa, Maori, Pakeha ranei, i te he o te kainga, me ona nohonohoanga, me ata apuru aua tapepatanga ki aua mea totika hei tokonga i tona ora, ki etehi atu ahua ranei e rite ana. — He tino tautoko ta te komiti i te whakahau kia whaia ki tona mutunga mai, te ako i te reo Maori. He whakataunga nunui enei hei aratakinga i era whakaputaputanga e hiahiatia ana mo nga kura Maori. Engari he ata hanga ano te whakatau hiahia, a, he hanga ke te whakamananga. Ko te hikoinga tuatahi he hikoi nui, ara, ko ta te Minita i amine mai ra, ko te whakatu i tetehi Apiha mo nga Kura Maori, hei whakatutuki i nga hiahia ki nga ahuatanga e pa ana ki te matauranga o te Maori, i ro kura Maori, kura Pakeha hoki. Te Apiha mo tenei turanga, ko te Kai-Tirotiro Matamua Hou o nga Kura Maori, mana nei e tohutohu, e arahi, te Kai-whakahaere mo nga Kura, i nga take katoa, kia tika ai te whakatere i te matauranga ki a tatau tamariki Maori i nga kura e rua nei. Kaore he manukanukatanga mo te matau o nga kura Maori, ki te titiro i te hinengaro o te tamaiti Maori, e u ai te tamaiti hai painga mo te iwi, kotahi pea e rua ranei o nga kura e hapa ana, engari no mua mai ra ano tenei ahua. He ahakoa ra, tekau-ma-rua mano anake nga tamariki Maori kei o tatau kura, e rua tekau mano rawa kei o te Pakeha, engari kaore i tau riterite ta ratau whakatutuki i nga hiahia o enei tamariki. Tera pea tetehi kura Pakeha, e rua ranei, i rite mai ki a te kura Maori whakaako, heoi, kaore i nui rawa, i te kuare o nga Kai-whakaako, o nga Kura matuta ki nga ahuatanga e pa ana ki te nohonoho a te Maori. Kei te koingo te ngakau, hei aha, koira anake ano, i te ata kuare tetehi, i te toko maha tonu o nga tamariki Pakeha hei akoranga tetehi. Koi nei tetehi mahi ma te Apiha mo nga Kura Maori, he whata i te tawha, kei te aroaro o nga kura Pakeha, kia ata tirohia e ratau, nga hiahia maha o te tamaiti Maori, e taea ai e ia, te tutuktanga o tona matauraga. Ko tetehi komuhumuhu he a etehi pakeha, ara, ko te Maori anake e whakawhiwhia ana ki etehi atu ahuatanga. Ko te mahi ma nga tohunga waihanga i te matauranga mo te tamaiti Maori, ara, he ata whakapakari ki te matauranga e tika ana mo tona ahua katoa. Kei nga tamariki ano i tawhitiwhiti nga rereketanga mai o muri, me rereke ano hoki te whakamatau. and hygiene, or in any other way deemed necessary. = The committee supports the teaching of the Maori language and recommends that everything possible be done to implement it. These resolutions are very valuable as a guide to some changes that are needed in Maori Education. But it is one thing to pass resolutions as to what is desirable and quite another to find practical ways of introducing fairly fundamental changes. The first practical step, and a very important one, approved by the Minister, is the appointment of an ‘Officer for Maori Education’. The duty of the officer will be to see that the special educational needs of the Maori people are met, not only when children go to Maori schools but also if they go to Board schools. This officer will be the present Senior Inspector of Maori Schools and his new duties will be to ‘advise the Director of Education on all matters relating to the content and effectiveness of Maori education in both Maori and public schools’. There is no doubt of the ability of Maori schools to understand the Maori child and be a vital force in a Maori community. There may be one or two Maori schools which fail to maintain this close contact with Maori life, but it is part of the long tradition of the Maori service and is evident in the great majority of schools. However only some 12,000 Maori children go to these Maori schools, with 20,000 attending schools run by Education Boards. At these Board schools Maori needs are met in varying degrees. In some cases, the same understanding exists between school and Maori people as is typical of the Maori service. However, these cases are necessarily a minority. Many teachers and head teachers have no particular knowledge and experience of Maori conditions. Mostly they feel keen sympathy, but also a need of some guidance about the specially Maori problems and besides, they have many Europeans also needing to be taught and requiring much of their energy. The ‘Officer for Maori Education’ will have the task to help these Board schools teachers to come to grips with the specifically Maori needs in education. Some Europeans have been heard complaining that the Maoris are given an unfair advantage; we do not think this is a just suggestion. The problem for educationalists is the development of the personality and latent ability of every child and where there are children of a widely different cultural background one may expect that the approach has to be different in a few details. One recommendation asks that the Officer for Maori Education make every effort using such means as school publications, in-service training, etc., to strengthen the teaching of Maori history, legends, songs, and art and crafts in all schools. Again, the Committee favoured appointments of Maoris to lecturing staffs of the Teachers' Training Colleges, when suitable qualified applicants are available. In addition to their normal duties