Panel at League Conference Eight pupils from Tauranga's four secondary schools discussed and answered questions put to them by Mr M. Te Hau, during the M.W.W.L. conference held there last July. They were Diane Faulkner and William Andrews of Otumoetai College, Gregory Tata and Grey Whaanga of Tauranga Boys' High School, Leslie Moffatt and Erica Rolleston of Tauranga Girls' High School and Kathryn Bluett and Buddy Mikare of Mount Maunganui College. These pupils, all with Maori ancestry, showed by their excellent answers that they had a balanced and confident outlook on problems their elders were seeking to solve. The best answer to the first question—How would you define a Maori?—was … ‘A Maori is usually defined as a Polynesian, but a real Maori is a Polynesian with his culture.’ Next came a question on integration—What do you understand by integration? Do you consider Maoris should be fully integrated in the New Zealand Society? If not, why not? The answer given by Leslie earned almost an ovation, and other members of the panel could add almost nothing to it. We quote it here in full: ‘Integration, to me, is the combining, the affiliation of two peoples—not the takeover of one group by another, but a free intermingling of different parts into one essential whole. ‘I think we must realise here that different groups have a heritage, a vibrant history, customs and beliefs, past and present, of their own. An integrated nation does not overlook certain aspects but collects all parts, all different customs and history and displays all as its proud heritage. ‘Different customs must be retained to preserve pride and self respect but should not interfere with goodwill. Integration is the intermixing. Integration is tolerance. ‘Thus as I see it, integration is when different ideas, different coloured skins, different beliefs are accepted—and a man is judged only by his worth, being given equal opportunity with everyone else to show it. ‘Integration is also the joining of people, ideas, customs, and beliefs, freely.’ ‘Now for the second part of the question: ‘The important phrase here is N.Z. Society, Maoris are New Zealanders and as such Maoris should be fully integrated in the New Zealand Society. The phrase wasn't European Society, or Maori Society, but New Zealand Society. The Maori has an important contribution to make. The Maori is a person, and deserves the opportunity to show his worth, deserves equal opportunities and advantages in our New Zealand life. Integration means this. Integration gives man, all men, the change to contribute to our common good. Thus the Maori should be fully integrated into New Zealand Society.’ To the third question—What do you think are the main difficulties that face Maoris in an urban situation such as Tauranga?—there was a variety of answers, among them, ‘Maoris have a feeling of shyness and a sense that the Pakeha has a condescending attitude towards them’, ‘the difficulty of the non-existence of informal social interactions between the two races, apart from an occasional “Hello” or a beer in the pub’, ‘a lack of idea about money’. The general opinion was that if everyone went half-way, these problems would be gradually overcome. Question four—With the rise in Maori population do you consider there is a likelihood of a worsening in race relations in New Zealand? If so, why?—looked as though it could be a ‘sticky one’, but was treated with aplomb by the pupils, some of them giving instances of a growing Pakeha interest in Maori things, and of being asked by schoolmates to explain Maori things to them. Do Maoris require special attention at school? If so, why?—the fifth question—aroused some disagreement. Diane thought this depended on Maori children's abilities, their attitude to work, their social background, and their upbringing. She thought that many Maori children who had ability had their opportunities ruined by a lack of interest on their own or their parents' part. The attitude to work was more easygoing, and because a Maori mixed most easily with other Maoris, he found he couldn't chat with Pakehas about common interests. She felt that the ‘gap’ in fluency and the shyness of the young Maori child starting school was slowly being overcome by the play centre movement. Leslie suggested that improvement should begin in the home, that special attention should