not be given at school because this obviously set up a barrier between Pakeha and Maori. In answering question six—What part do you consider education should play in the total life of Maori Society?—it was said that ‘The Maori's place in today's society depends entirely on the standard of education he has attained’. Reference was again made to the average Maori child's handicaps on beginning school, because the standard of English at home was poor, there was little preschooling, and usually no literature around the house. This stemmed basically from the oral historical tradition of the Maori. Lack of finance to keep children at school, and the temptation for Maori children to leave when they saw their friends earning ‘big money’ were also mentioned. Verbal intelligence tests, resulting in the streaming of most Maori children into low classes, thus giving them the feeling ‘I'm a dumb Maori’ was seen as one of the answers to question seven—What do you consider are the special problems facing Maori children in Secondary schools? Another was that ‘there is nothing in the European education system which can be called Maori, and this causes a lack of identification by young Maoris’. The teaching of the Maori language in secondary schools was advocated and a plea made for more who could teach Maori to serve as part-time teachers in schools that were eager to add Maori to their list of options but could find no teachers. Stressing this, Kathryn said, ‘A language does not survive only because it is useful. A language survives if the people care for it enough. The teaching of Maori culture is not a substitute for teaching the Maori language. Anyone can twirl a poi or stamp in a haka, but the best poi dancers, the best haka men, are those who know what they are shouting. You can dress up like an ancient Maori, know the stories of old Maori times, enjoy Maori food, but if you cannot speak like a Maori, you do not know what is in his heart.’ She asked that Maori be taught at least at 5th and 6th form levels. This was further emphasized when Gregory answered the last question—What elements of Maoritanga should be retained in our Society today? How do you consider these can be extended to meet today's needs?—the Maori language being the basis of Maoritanga. He said that the music, crafts, and oratory should also be retained, and the language was the only thing that made these meaningful. The Maori marae too should be kept for a place of reunion for tangis and celebrations, and the only way to retain all these was to use them continuously. He spoke of theatrical and operatic productions, the art and poetry of young Maoris, and the Maori oratory contest as modern extensions meeting today's needs, and drew prolonged applause when he said a national Maori language public speaking contest should be instigated, to give incentive to pupils and further the use of Maori. Questions from the audience revealed that some of these pupils, although keenly advocating the retention of all the elements of Maoritanga, had little experience of some of them, and all were invited to Ngata College to meet the pupils there and see for themselves their strong retention of Maoritanga.

To Be A Teacher It is exciting but not easy to go straight from school to Teachers' Training College, not only because you are changing from the receiving end to the giving end of education, but because there is a far greater degree of freedom, in choice of schools, courses and clubs. I remember on the first day at college being bombarded with books, with forms to fill in, with course-requirements and options, and then on the second day visiting the various ‘areas’ of the college and choosing the one that seemed the most attractive. This was difficult: some of my friends had already decided to do art, which consisted of painting, pottery. carving, printing and sculpture, together with a course of study on the arts in New Zealand—but I was attracted by the Social Sciences area, especially as they were taking the Pacific as a theme, with a special look at ‘New Zealand today’. I liked the idea that most of the staff in this area had first-hand knowledge of Maori or Pacific peoples, having worked in the field—so I settled for Social Sciences. I could have gone to the English and Language area: but no matter what area I chose for my first year, I would be studying English and three other ‘core’ or compulsory subjects—Education, Physical Education and Music. We all did some art too, so although we were not specialising in art, we weren't missing out entirely. Our area consisted of about 90 students and six lecturers. A lot of work was done in mass