discussed and organized Play Centre interest at Omaio Bay, Tikitiki, Ruatoria, Tokomaru Bay, Patutahi, Mangapapa, Whatatutu, Matawai, Maungatapu, and Matapihi.

Enthusiastic Parents Play Centre has only one magical quality about it—the enthusiasm of parents for the welfare of their children. All the rest is sound common sense. Parents of pre-school aged children find a suitable local hall, meeting-house or house. The mothers and fathers make most of the equipment they need, from working drawings supplied by the Play Centre Association. They raise the money, from as little as £15 to as much as they can acquire. They discuss the basic Play Centre information contained in four booklets, or on long-playing gramophone or tape recordings. They bring forward three, four, five or six parents to qualify as Helpers; either one, two or three of these Helpers go on to qualify and become the holders of an Assistant's Certificate, and one or two to continue to qualify and become the holders of a full Supervisor's Certificate. An affiliated Play Centre runs for 20 children, two or three half days a week, under a parent who is fully trained and certificated for this age-group of children.

For Any Parents, Anywhere Play Centre can be for any group of parents anywhere. It is for Maoris and pakehas. It is designed for children as a place where they can learn by playing with other children. It is designed for parents as a place where they can become the kinds of parents they want to be with their children. It is designed for the community as a place where adults co-operate in building a service for youth that leads on to the welfare of the citizens of tomorrow. Out of seven New Zealand cadets who graduated from the Officer Cadet School at Portsea in Australia recently, the two highest placings were gained by Maoris. They were Second Lieutenant A. R. Kiwi of Raurimu, who was third in a class of 43, and Second Lieutenant T. K. Tapuke of New Plymouth, who was sixth. The Adjutant-General, Brigadier W. S. McKinnon, said that when the new officers returned to New Zealand, they will be posted to Waiouru for post-graduate training, and they will be attached to the National Military Unit for further experience. Later, those in the Infantry Corps can expect to see service in Malaya.

Maori Education Foundation Policy: Two Categories The work of the Maori Education Foundation will fall into two broad categories—helping the re-school child and assisting students already at school or university. This was stated recently when the chairman of the foundation's board of trustees, Mr D. G. Ball, announced the policy of the board. The board defined this under the headings of home and parents, pre-school education, primary education, post-primary education, university education, apprenticeships, adult education and research. Mr Ball emphasised that applications for assistance at all levels of education would be considered.

Home and Parents Under the heading of home and parents the board seeks active co-operation with all organisations which have influence with the Maori people. It will issue a pamphlet to inform Maori parents of vocational opportunities for their children, and the educational requirements for such vocations, and it will ask the Minister of Education to have a Maori teacher made liaison officer between the Maori Education Foundation, Maori District Council, district educational advancement committees and Maori communities. It will also seek the help of the New Zealand Libraries Association and the National Library Service in a campaign to encourage reading among the Maori people. The Maori Women's Welfare League will be asked to arrange for each branch to appoint a member as a local education publicity officer. Under the heading of pre-school education the board will ask the New Zealand Free Kindergarten Union and the New Zealand Play Centre Federation to encourage the enrolment of Maori children, and it will help in setting up new play centres. The Minister of Education will be asked for a suitable Maori teacher or kindergarten supervisor to work on strengthening the pre-school stage of the child's development, and to develop a type of play centre equipment that would be readily familiar to Maori children.