direct result of poor home circumstances and parental control. The college can have but little direct control over these circumstances but the tribal committee and the Maori welfare officers have a direct and positive influence. The full circumstances of any case are therefore reported in writing to the chairman of the tribal committee and to the Maori welfare officers. The chairman then calls a meeting (either full or tribal committee) at which the welfare officers are present. The whole matter is thoroughly discussed and the tribal committee, through its chairman, makes recommendations to the principal concerning the future of the child. The principal usually adopts the committee's recommendations. The strongest factor in this system is that the committee exercises its powers in welfare work. It is brought forcibly to realize that it has a responsible duty to the young people. It has been found, without exception, that the Committees welcome these often unpleasant duties and the results achieved have been nothing short of remarkable. One of the key factors in this scheme is the close co-operation of the Maori welfare officers who not only acts as a liaison between the college and the marae but who also report to the principal and advise conditions which may exist in any home or locality. The principal and staff are then able to react with a full knowledge of these conditions. On many occasions the Maori welfare officers have attended staff meetings at the college where their knowledge has been readily made available, and a deeper understanding of individuals has been obtained. The marae-college relationships at Kaikohe are probably unique, but over a period of nine years a pattern has been evolved upon which could be developed a similar organisation in other districts. I would suggest that there are three main factors which would influence its application elsewhere. 1. That the person representing post-primary school should have a knowledge of Maori customs, aspirations and history. There is no question of a pakeha going on to the marae as a superior being. I have learned much from my experiences on the marae—the relationship must be one of mutual benefit. The college representative must however be firm regarding his requirements. 2. The Maori people must accept the college representative with more than customary courtesy. He should be regarded as one of their own elders and matters brought up on the marae should be discussed in truly Maori fashion—not just accepted as words from a distinguished visitor—accepted in silence in his presence and then discussed and criticised after his departure. I have gained a deeper insight into the requirements of the Maori pupils after hours of such discussion. 3. The Maori welfare officers must realise the great importance of this youth work and be prepared to spend many hours investigating, observing, advising, reporting and being a quietly efficient advisory body to the college. The results which Mr Eru Pou and Miss Mate Toia have been able to achieve have resulted from their realisation that they are as much a part of Northland College as the pupils, prefects or staff.