very often the logic behind a grammatical approach is seen quite some time after the operation has been mastered. Teachers who are not fluent in oral Maori generally put their faith in the maximum use of grammar. ‘No substantial transfer of grammatical knowledge to written or spoken English [Maori] is proven.’ (Post Primary syllabus, 1955—p. 11.) However, the teacher will achieve most through methods in which he has confidence. Comprehension. Plenty of oral and written comprehension is recommended. On a selected passage there may be based comprehension questions, extracts for dictation and memorization, vocabulary exercises, parts of speech (grammar, etc.) and passages for translation. Composition. Subject-matter of essays must appeal to students' natural interests; weekly events or local history with which they are familiar are among the subjects which may be suitable. At first, the teacher may have to demonstrate to beginners how to express in Maori a few plain facts briefly, clearly, concisely and accurately. Reading and discussions would supply the necessary background to a topic. The following procedure might be adopted: jot down all ideas as they occur, rearrange in sequence, write best literary Maori naturally and sincerely. Neat writing and setting out are essential; watch spelling, omission of particles and prepositions, etc. Marking written work. A variety of marking methods are essential: tick, initial or an encouraging comment, or an assessment. Corrections. These can be gone over with each student once in a while (though this may be impracticable with a big class). However, the study of corrections will be a valuable means of revision for the student. Exercise books. One for Maori history, society and culture; one for vocabulary, model sentences, dictation pieces for memorization, corrected passages, essays proverbs, etc.; one as a work book for translation work, etc. Teacher's notebook. As the human memory is not infallible, it is advisable to keep a teacher's notebook in which may be written such things as local district idioms, colloquialisms for elimination in written work, common grammatical errors, vocabulary notes, students' weaknesses, copies of short revision tests, and certain expressions for memorization. Mr Dewes added a most useful bibliography to this article. Unfortunately lack of space makes it impossible to publish it here, but it will appear in a later issue of ‘Te Ao Hou’. ? One of the main topics at this year's conference of the N.Z. Federation of Maori Students, held last May in Wellington, was the contribution which Maori culture can make to modern New Zealand society, and the practical steps which must be taken to bring about a wider appreciation of our cultural heritage. In particular, remits passed at the conference urged a greater emphasis on the teaching of Maori studies and the Maori language in all schools and Teachers' Training Colleges. The conference also asked the N.Z.B.C. to consider devoting greatly increased time on radio and TV to items of Maori cultural interest. Eddie Durie was elected the new president of the Federation, Mac Burt as secretary and Ari Paul as treasurer. It was interesting to see that a large number of those who attended the conference where non-Maoris.

ADVERTISER'S ANNOUNCEMENT “Kaua e whakatauhou tetahi ki tetahi. Ko koutou nga hua o te rakau kotahi, ko koutou hoki nga rau o te manga kotahi.” Baha'u'llah. “Me whakakotahi te rawhiti me te uru kia whiwhi tahi ai tetahi ki tetahi i nga rawa e hapa ana. Ma tenei hononga e taea ai te nohoanga tuturu o te tangata i tenei ao, a, ma te taha tinana hoki ka kitea te taha wairua.” Abdu'l-Baha. “Regard ye not one another as strangers. Ye are the fruits of one tree, and the leaves of one branch.” Baha'u'llah. “The east and west must unite to give each other what is lacking. This union will bring about a true civilization, where the spiritual is expressed and carried out in the material.” Abdu'l-Baha. BAHA'I FAITH BOX 1906 AUCKLAND