Maioha. He presented a greenstone ear pendant which belonged to his grandfather Haoni Te Maioha, to Mr J. Matheson, president of the Southland Amateur Athletic Association, with a wish that the heirloom should return to its birthplace, Te Waipounamu. Mr Riri Maihi Kawiti, O.B.E., J.P., paramount Nga Puhi chief, reached those heights of oratory for which he is noted in the message which he delivered on behalf of his people to the residents of Southland. “The close of Southland's first century,” he said, “has now been reached. Metaphorically you stand on the lofty peak of Aorangi (Mount Cook). As you turn your backs to the past you look forward into the dark valleys and plains of the future—a future bristling with uncertainties. However, the accomplishments of yourselves and those early settlers will inspire those generations yet unborn to carry on where you leave off. As the old century dies, the new century will take over, reminding me of my people's ancient proverb, ‘The old net is cast aside and the new net goes fishing.’ The Southland athletic and centennial officials praised the enthusiasm and co-operation shown by the Maori people in helping to make the relay a great and truly national event.

MARAE AND COLLEGE by Ngata P. Pitcaithly E.D., M.A., Dip.Ed., A.N.Z.I.C. The post-primary education of the Maori, especially in those areas where there is a predominantly Maori population, is a problem which has exercised the minds of both educationalists and Maori leaders for many years. It would now appear that the greatest benefit will be derived by educating Maori pupils during the adolescent stage alongside their pakeha brothers and sisters. This has proved very successful for many years at Rotorua High School and at Dannevirke High School. In 1947, in the centre of the Ngapuhi country at Kaikohe. Northland College was established to provided academic, technical and agricultural education for the whole of Northland. The district had been served by a District High School which comparatively few Maoris attended. There was but slight realisation by the Maori people concerned of the advantages which education might bring their children, and of the opportunities which awaited the educated Maori in the professional and business communities, and in the skilled trades. The first step therefore was the education of the Maori elders. There was only one place where this could be done—on the marae, by someone who understood the Maori people and who was acceptable to them. The principal of the college visited each marae and spoke to large and enthusiastic gatherings. Many of these were practically all day affairs, quite often occupying all Sunday. The Maori people, with their traditional hospitality and deep interest in any matters which so seriously affected their own welfare attended the meetings in full numbers. At these meetings the people and the college agreed as to exactly what the responsibility of the tribal committees, the parents, the women's welfare leagues and the college would be. It was certainly made clear that the college expected the tribal committees to accept the responsibility for the moral and social welfare of all college pupils under its jurisdiction. This responsibility was gladly accepted by the committees with the chairman being personally responsible to the principal. In all these talks the Maori Welfare Officers of the Maori Affairs Department took a prominent part. There was thus established the closest possible link between the marae and the college. In many areas the head teachers of the Maori schools were also closely linked. The personal contact with the marae was able to give the Maori people first hand guidance on the problems of parental responsibility without in any way disturbing customs, thus dispelling the fear that was rife that education would turn Maori pupils into pakehas by insisting that education would merely make them better Maoris, well able to earn a comfortable living in a pakeha economy. It was also soon made clear that many Maori communities needed instruction on fundamental things—things which most Europeans simply take for granted. It is, however, in the follow up work that the greatest benefit has been seen. The fact that the principal has appeared on the marae and has met people on their own terms has broken down the reluctance of Maori parents to come and see him and discuss problems on his “marae”—the school. The greatest advantage has been seen in the treatment of delinquency and unsatisfactory behaviour. It has been found that in many cases delinquency and unsatisfactory behaviour is a