ērā tamariki iti atu i te rima tau. Riro kē mā te Maori Education Foundation e tāti, e rapu he moni hei whakahaere. Ehara kē tēnei i te mahi pai mā ngā moni nei. Pā atu ia ki te Waetford-Pritchard Rīpoata, ki ngā whenua. Ka haere āna kōrero, ā, ka kī ia, ‘Me mahi tātou ināianei. Ehara āpōpō, ā tērā tau rānei, ēngari ināianei. Kaua e tukuna mā te Pākehā e kōrero ō whakaaro. Māu anō, mā ō tamariki Māori, me tohetohe koe ki ngā iwi Pākehā, ki ō kaumātua pēnei i ngā iwi tamariki i haere mai nei i ākarana e kore nei e pai kia haere a tātou ki Āwhirika ki te purei whutupaoro.’ Na, ka mutu āna kōrero. Ngenge ana mātou i te nohonga, e mate ana hoki ētahi o mātou mō te kapu tī me te hikareti. Pau atu te hāora me te hāwhe i a ia. Miss Christensen: Tēnei wahine nō Pōneke nei, he wahine mōhio ki ngā mahi e pai ana mā ngā tamariki nonohi, arā, e toru tau tae noa ki te rima. Ētahi o ngā kōrero i puta mai i ā ia i pai hoki ki aku taringa ko ēnei: 1. Me kite koe i a ia, te tamaiti, ehara i ana roro, i tana āhua rānei. 2. Akongia ki te ārahi, ā, ki te whakarongo noki. 3. Ki te tipu mātau ki ngā mea I mua, i muri, i te taha rānei ōna, ki te karametau o ngā ringa, kanohi, waewae, tinana hoki. I mea a Phil Amos, tātou he iwi kōrero, tuhituhi. E mea ana au he tika. Tini ana ngā kōrero kua puta mō tēnei taha o ā tātou tamariki. Kua kōrero kē anō ahau ki tēnei mea i roto i tēnei pukapuka i ērā atu tau. Na, heoi mō tēnei. Ka haere mātou ki te kai, na kī ana ō mātou puku. Ka tini haere ngā hoa kōrero. I te ahiahi, ka kōrero a Hāmuera Eruiti, he kaiwhakaako i te Kāreti o Waikato mō ngā Kura Māhita. rāua ko tētahi tangata, Mr F. MacPherson, he māhita — taku mohio — nō te Kāreti o Tipene. I kōrero a Hāmuera mō ngā tamariki i roto i ngā kura mai i te rima tau, ā, haere noa ki te kāreti, nā tana hoa hoki, mō te taha kāreti. I te tini o ngā take i puta mai i taua ahiahi nei, ngaruru pai taku mātenga. Tēnā pea nā te hiamoe noki me te mamae o taku example, Pre-School education. The M.E.F. initiates or encourages the raising of money and administers the fund. This is not the best use for these monies. Mr Amos also referred to the Waetford-Pritchard report on land problems and went on to say, ‘We must work on now. Not tomorrow, or next year, but now. Don't let the Pakeha do your talking for you. Do it yourself. The young educated Maori of today — voice your protests, both to the Pakeha and to your elders. Be like these Auckland delegates that are against the proposed football tour to South Africa.’ And so he came to an end. We were all tired from sitting on hard chairs and, of course, were dying for a cup of tea and a cigarette. Mr Amos spoke for an hour and a half. Miss Christensen: She is from Wellington here; a woman who knows the advantages of pre-school education, that is from 3–5 years. Some of the things she said with which I fully agreed, were: 1. You must see the child as he is, not how clever he is. 2. Teach them to be leaders and also to obey, or follow instructions. 3. To grow physically he must learn from things around him (environmental) to master skills of the hands, feet or muscles. Phil Amos said in his lecture that we are a society of talkers and writers. I agree. Many things have been written and said about this field. Even I have written about pre-school education for this same publication in past years. So I shall not write more. We all went for lunch, and had a wonderful filling meal. Many friends were made over the table. After lunch, Mr Sam Edwards, a lecturer from the Teachers' College of Hamilton spoke, along with Mr F. Macpherson, a secondary school teacher from St Stephens. Sam spoke about the primary school field and Mr Macpherson spoke about the secondary school. There was so much spoken this afternoon, that my head was left spinning. Of course it could be that I was so tired physically, that I wasn't quite