entrance and availability of courses. Maori children must take their place along with their pakeha friends. The education system requires that the programme of primary education include English, Arithmetic, Geography, History, Drawing, Handwork (including needlework for girls), Nature Study and Elementary Science, Vocal Music, Physical Instruction, Health Education, Civics and Moral Education. However, the liberal allowances made in the syllabus have given scope for many primary school headmasters and teachers to impart knowledge of Maori culture, especially when there is a Maori school teacher on the staff. Under the guidance of such teachers as Mr J. Tapiata, Mr R. Manihera and many others, children are taught stick games, Maori choir songs, handgames, legends and even elementary carving. these teachers are able to give the children valuable insight into Maoridom of old and at the same time supply an essential part of the child's development. A few teachers (Maori and pakeha) have used the special education on radio programmes which includes some aspects of Maori culture. Others have used tape recordings made by various student clubs in Auckland. Another interesting feature of the Auckland education system is the generous work on the part of the Auckland Teachers' Training College Maori Club to put on a concert at various schools. Of course, it is up to the schools to invite them along to perform at the school and this is done with the help of the Parent-Teachers' Association. For example, at one school one Saturday a big Maori festival was held which included a number of large hangis and a two-hour concert programme by the Teachers' Maori Club. This proved such a success that other schools have taken advantage of this offer. Of course this idea is only in its embryonic stage, but it is so promising that it is hoped that other schools will invite and use these student teachers. Another aspect pertaining to education is the increasing interest taken at Auckland Teachers' Training College, in Maori culture. At the college there is a Maori lectureship in which potential teachers Maori, and pakeha, are taught different aspects of Maori culture so that they are able to give the Maori children some knowledge of their own heritage. These student teachers are taught action songs, hakas, waiatas, string games, Maori myths and legends, elementary Maori language and aspects that are valuable to a teacher and to the child. Other organisations are hoping that Maori language could be taught in primary schools where there are quite a number of Maori children, but there are a number of problems that are encountered in organising this. There are 1,330 registered Maori children in the metropolitan area. The greatest number of Maoris seem to be concentrated at the longer-settled areas of Auckland. The distribution of Maori children over the schools ranges from 0 to 120 Maori children. Generally the children do not go to a particular school because of better educational facilities, but because of the proximity of the school to their homes. There are about 46 primary schools in Auckland which have Maori children. The following figures will show the Metropolitan schools where there is the greatest concentration. In addition, it will show what percentage of the total population are Maoris and how many there are attending the school at the beginning of the school year 1958. Napier St. 314 120 38.2 Glen Innes 704 84 11.9 Orakei 544 83 15.3 Tamaki 639 66 10.3 Parnell 478 63 13.2 Mangere Bridge 419 54 12.7 Pt. England 647 54 8.3 Te Papapa 590 49 8.3 Newton Central 424 47 11.1 Beresford St. 368 46 12.5 Avondale 641 43 6.7 May Rd. 699 31 4.4 Panmure 448 29 6.5 Onehunga 494 29 5.9 Kelston 532 28 5.3 3 Kings 373 21 5.6 Pt. Chevalier 546 19 3.5 Mt. Albert 659 19 2.9 Ponsonby 406 19 4.7 Titirangi 497 17 3.4 Richmond Rd. 595 16 2.7 Edendale 628 16 2.5 Fairburn Rd. 324 16 4.9 Newmarket 156 13 8.3 Grafton Rd. 155 13 8.4 Mt. Roskill 424 11 2.6 Te Atatu 333 10 3.0 Victoria Ave. 216 10 4.0 Auckland Hospital 46 10 21.7 Others — 93 — Unfortunately, the Board does not always place the available Maori teachers in those schools where the Maori roll is highest. Yet this might be helpful in the future. Such teachers would naturally not officially help the Maori children, but they would be on the spot if problems arose or if Maori culture lessons were needed.

THE INTERMEDIATE AND TECHNICAL SCHOOL After the children complete Standard 4 they have a choice of going to an intermediate school for another three years or continuing at the primary school for another two years. The aim of the intermediate school is “to provide a period of expansive, realistic and socially integrative education that will give all future citizens a common basis of experience and knowledge.” It is designed to introduce all children gradually and sympathetically to the world of industry, commerce and