wahine, i a Hineatauira. Na mahana ka tae atu ki raro, ki te po; kopikopiko noa atu. Mana ka tae ki te whare, ka ui atu ki te poupou o te whare. Kahore hoki he waha kia ki mai. Ka ui atu ki te maihi o te whare; kahore hoki he waha kia ki mai. Ka mate tera i te whakama, ka nunumi, ka tawhe ki te tara o te whare.—Na ka ui mai te tangata o te whare: ‘E haere ana koe, e Tane, ki whea?’ Ka kiia atu e Tane: ‘E whai atu ana ahau ki ta taua tuahine.’ Ka ki mai te tangata o te whare: ‘E hoki, e Tane, ki te ao, Hei whakatupu mai i a taua hua. Tukua tonu au ki te Po Hei kukume i a taua hua nei.’ long time in a lone, dim, shadowy night. At last he came to a house, but saw no living being. All was still. He spoke towards the pillar of the house, but received no answer, he spoke toward the gable of the house, but received no answer. Then, when he went confused and ashamed along the wall of the house, he heard someone inside the house, calling out to him: ‘Where, Tane, art thou going?’ ‘I am following our sister,’ he replied. Then that one inside said:— ‘Go back, Tane, to the world of light, To train up our children. Leave me here, in the world of night, To draw down our children.’

PUNGA-HARURU Activities of a Maori Educational Centre The Whanganui Educational Advancement Committee takes a practical interest in all fields of education and its influence extends from pre-school to the universities. Much of its time is devoted to helping individual students and families with problems that affect the children's education. However, it also believes in long-term planning to foster in Maori communities the kind of cultural and intellectual climate which will encourage their children to make the most of their abilities and to become useful and well-informed citizens. Its main venture in this sphere revolves around Punga-haruru, Mr and Mrs Ted Waitere's little cottage at Putiki which has become the headquarters of the Advancement Committee and where three linked activities are now in progress: story hours, a study and coaching centre, and a community library.

Stories In May, 1964, the Advancement Committee in collaboration with members of The Friends of the Alexander Public Library was planning a weekly afternoon story hour for primary children at Punga-haruru. It was to be ostensibly for entertainment only, its educational purpose cunningly concealed beneath the choice of the very best stories and the very best illustrations, and weekly borrowing of the very best books, from a collection lent by the School Library Service. It was meant chiefly for Primers 3–4 and Standards 1–2, but any interested child was welcome to come. By the time these classes ended for the year in November there were 37 children on the roll, their ages ranging from four to twelve years. The intention was to give the children extra experience with language—to encourage them both to listen and to talk, and to foster in them a love of books. A co-opted member of the Advancement Committee, Mr G. Turner, headmaster of Castlecliff School, asked whether such a scheme could be extended to some of his pupils. Castlecliff has a high proportion of seasonal and migrant workers. Many of these are relocated Maori families from country areas. Mr Turner described the plight of children beginning primary school handicapped by poverty of ideas and language. They had not been read to, had not attended any pre-school centre and were shy and inarticulate. They were an extreme case of the ‘two years’ edu-