ing speaker was Heather Smith, the girls' head prefect. She wants to study political science when she leaves school. ‘To which college will you go?’ I asked. ‘To Victoria College,’ she said, ‘I want to be able to watch Parliament.’ Heather Smith gave me so many useful tips about what should go into Te Ao Hou, that I was on the point of offering her my job. Current news on Maori literature; on interesting films; features on New Zealand history—in short, she said, the things on which Maori culture rests. More feminine interests were shown when she also suggested Maori cooking recipes. I forget now who asked me for stories on pa life today, and ‘little interesting anecdotes showing sidelights of Maori life.’ It was a great experience. We had a good deal of discussion on the extent to which Maori culture flourished today. Some suggested that it was all dying, and the language, too. We asked the head prefect, Albert Wharemate, which language seemed to him the most suitable for expressing his deepest and most fundamental utterances, and this boy—whose achievements in the pakeha world so far have certainly left nothing to be desired—answered without hesitation, ‘Maori, definitely.’ Yet the Taranaki community from which he comes contains many successful farmers, and is more modern in outlook than the average. So this very satisfying discussion ended. As Mr Burton wisely pointed out to me afterwards, if there is a racial problem in New Zealand, it develops mainly after the children leave school. When a child moves into adult society and has to find work, housing and companions, he is exposed to dangers and difficulties not found at school. The most important job now is to see that the Maori child does not lose his sense of security on leaving. That, Mr Burton thinks, is the root of the problem. At this stage the Maori child has to be helped to find apprenticeships and accommodation. When we left the headmaster in his attractive, spacious school buildings and looked back on the generous, fertile grounds, we realised that the enormous influence which these schools have on the Maori children is mainly due, not to the learning they accumulate there, but to the comfort and security they provide.

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