In recent issues of the Journal Mr. Spalding has stimulated us to think about the ways in which we teach about Aboriginals. In this article Mrs. Lippmann offers concrete suggestions which will help teachers in their attempts to promote better race relations through education.

The twin issues of education and employment are inextricably bound together for all Australian school students. In a recent issue, Mr. Hall discussed how Aboriginal students at Port Augusta High School are dealing with the problem; and he suggested that schools should engage in a program of pre-employment trainging.

In this article, Mr. Lewis discusses the employment opportunities for and aspirations of Aboriginal school leavers in New South Wales. Most importantly, he tells us how his Department can assist these students to find the positions which they want.

Mr. Barker has built upon an element of the Van Leer approach to provide a stimulating and meaningful set of lesson experiences for his students of all ages. The program has had unexpected and delightful results both in and out of school.

Most Australian states have expressed concern about effective ways in which they can meet the educational needs of Aboriginal adolescents who are not oriented to a formal academic high school program. Western Austtalia has for some years experimented with one particular approach and I am sure that teachers in other states will find much of interest in the following report.

Increasing numbers of schools arrange excursions for their Aboriginal pupils. Excursions such as the one described by Mr. Scheiwe can be a delight to both pupils and teachers. The gains are varied.

Perhaps teachers who have tried other approaches would like to share their experiences with readers of the Journal.

Mrs. Cusack writes about the activities and results of a club for young Aboriginal girls and comments in her covering letter that the teachers felt that “we had to train ourselves to look for progress, to have confidence in the girls’ potential and always to be optimistic in our own outlook”.

Not surprisingly, teachers and students have found the experience very worthwhile.

In the last issue, Dr. Collins and Mr. Fielding discussed the art education of fringe-dwelling Aboriginal children. Here, Mrs. Lendon provides insights into the art of a group of traditionally oriented children and assesses the impact that the European culture has had on their artistic expression.

In her letter, Mrs. Lendon particularly mentioned that she should be pleased to hear from any readers who have noticed interesting features in the art of rural or urban Aboriginal children.

The Cognition Seminar was held over two days in Canberra, May 27th. and May 28th.

A wide range of papers was presented by Australian psychologists. Also we were fortunate to have the stimulation of a number of overseas speakers.

The overseas visitors who are well known in studies involving various minority groups were Professor R.W. Brislin and Professor T. Ciborowski from the East-West Centre at Hawaii, Professor H.C. Triandis from the University of Illinois, U.S.A., Professor U. Pareek from India and Professor L.W. Doob from Yale University.

Teachers will, I think, be interested to see the variety of issues that were discussed at the two-day symposium. The program for the two days indicates this diversity

Some publications in the field of Aboriginal studies.