greatest ally in teaching Maori. At each stage one must show him that he is succeeding— proceed at such a rate that he does succeed— make it live so that he gets a kick out of it. Interest may be aroused and maintained by varying teaching techniques, individual research and talks, visiting speakers, letter writing, discussions and by the presentation of a well-balanced programme of language, society and culture. Such an approach needs energy, patience, persistence and good teaching techniques, bound together with faith in the students.

Comments on Language Study Local diction. A teacher of Maori must have a fair knowledge of local speech, colloquialisms and dialectal variations, and be able to differentiate between slovenly Maori and the correct idiomatic Maori of the tribe. Dialectal variations, such as synonyms in vocabulary exercises, variations in expression and pronunciation, can be taught as the lesson progresses. Direct Method. This is the best of all methods, the students modelling their speech on the teacher's. At all times his enunciation and idom must be clear. In every session this may take the form of five minutes' spontaneous and brisk conversation, oral reading, oral comprehension, recitation and vocabulary exercises, prepared talks and dictation. Another method that I use when working from a set textbook is to issue all instructions in Maori—by speaking slowly and repeating what is required several times, if necessary using sign language at the same time. Vocabulary. All new words must be heard, spoken, seen and spelt. Every lesson is a vocabulary lesson, though at the beginning of each session five minutes must be set aside for revision exercises based on learnt vocabulary and for the introduction of new words. I suggest that this time be used also for the introduction of dialectal variations and colloqualisms, e.g. motuka (motoka—East Coast); enei (wenei — East Coast, weneki — mid-North Island); mauria—haria; kei roto i te wai—kai ro wai; riwai—taewa—parareka. Most words are more readily appreciated in whole sentences, phrases or passages which may be memorized. Proverbs or whakatauaki with brief explanatory notes could be used for this purpose also, for example at the end of the lesson or in the discussion period. Note though that frequent revision is very important. Dictation. Much attention must be given the mechanics of written Maori. It is essential to do this before serious translation and writing is attempted. Connected prose can be given periodically, but it is wise to present isolated sentences, using learnt vocabulary, in each teaching session during or after the vocabulary period. They may also be used to illustrate or introduce a new rule and to reveal such common errors as the linking of prepositions and articles (i/te); the linking of the particle ‘a’ and prepositions with the personal pronoun ‘ia’ (a/ia) (i/a/ia); passive terminations and causative prefix disconnected from their bases (karanga-tia, whaka-hoki); omission of particles ([ko] te mea nui ke), and prepositions and articles (ki runga [i] te [i/te] whare). Dictated prose may be either the teacher's own compositions, excerpts from suitable books, or else corrected paragraphs from the work of students. A typical dictation lesson may take the following form. The teacher reads the extract twice then students begin writing on the third reading. Students read the sentences while at the same time the teacher writes the piece on the blackboard, then students mark their own work, passing it afterwards to a neighbour for checking. There may be a group reading of the extract, and if suitable students may memorize or translate it. Translation. This must be taken regularly at all stages, the quantity and quality varying with the class. As with dictation, sentences should cover the vocabulary and grammar taught at each stage. For elementary classes, translation work is best confined to sentences or simple connected prose. The following procedure may well be adopted by advanced classes: read the passage several times to understand it and to get the spirit of it, and underline any difficult word and link it with some stem or root. Do not translate word for word, but translate whole thoughts or sentences. Choose the best word possible to convey the spirit of the original into the receiving language; do not be tied to specific words so long as the meaning is transmitted into the receiving language. Beware of flowery language; use natural English. Do not translate into the work something that is not in the original. In Maori, particles should not be omitted or inserted in incorrect places. Grammar. Should be introduced as the need arises. Do not always insist on the logic being understood before the construction is used, as