EDUCATION: NATIVE SCHOOLS. [In continuation of E.-2, 1906.]

Appendix to the Journals of the House of Representatives, 1907 Session I, E-02

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1907. NEW ZEALAND.

EDUCATION: NATIVE SCHOOLS. [In continuation of E.-2, 1906.]

Presented to both Houses of the General Assembly by Command of His Excellency.

No. 1. EXTRACT FROM THE THIRTIETH ANNUAL REPORT OP THE MINISTER OP EDUCATION. At the end of 1906 there were one hundred village schools, as against ninetyfive at the end of 1905. Five new schools were opened during the year, at the end of which all the schools, with the exception of two, were in full operation. The new schools opened were Tautoro, in the Bay of Islands district; Oparure, in the King Country ; Kaiwhata, east coast of Wellington ; Waimarama and Tuhara, in Hawke's Bay. Owing to decreased attendance one school— Waiotapu —was closed. In several schools increased attendance has necessitated building additions, and at the present time four new schools—Tuhara, Motiti Island, Wharekawa, and Mataora —are in hand. The total roll number on 31st December, 1906, was 4,174, as against 3,863 in 1905; the average attendance for the year being 3,607 —an increase of 179 on that of the previous year. In at least one-third of the schools the average attendance exceeded 90 per cent, of the roll number, while the average obtained by all the schools—Bs-2 per cent. —is to be regarded as very satisfactory when bearing in mind the peculiar conditions attaching to Maori schools. In addition to the village schools there are six mission schools which are annually inspected and examined by the Department's officers. These are Otaki, Putiki, Te Hauke, Matata Convent, Tokaanu, and Waerenga-a-hika. The roll numbers at the time of the Inspector's visit were: Otaki, 34; Putiki, 30; Te Hauke, 29; Matata, 36; Tokaanu, 28 ; and Waerenga-a-hika, 43. For the higher education of Maori boys and girls the Department avails itself of six boarding-schools under the control and management of various church authorities viz., Te Aute College and St. Stephen's School, for boys; Hukarere, St. Joseph's, Queen Victoria, and Turakina Girls' School, for girls. The Government offers 123 scholarships, tenable at one or other of the boarding-schools, to such children of predominantly Maori race as qualify for them in the village schools. At the end of 1906 forty of these scholarships were held by boys and forty by girls. A number of scholarships is also offered to Maori children attending public schools who pass at least Standard V before reaching the age of fifteen. -The holders of these may attend a secondary school or become apprenticed to a suitable trade. Three of these scholarships were current at the end of the year —one boy attending a secondary school and two boys being apprenticed. Three boys who formerly attended Native schools were also, at the end of the year, learning trades under this arrangement,

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Six Maori girls are at present being trained as nurses for work among their own people. Of these, three hold senior scholarships and are probationers on the staffs of various hospitals, while three hold junior scholarships, or day-pupil-ships, and attend the hospitals daily from their respective schools. Of the six University scholarships offered by the Government to the most promising youths from secondary schools, three are at present held—two in law and one in medicine. A former scholarship holdei has just succeeded in qualifying for the degree in medicine and surgery of the New Zealand University, he being the second to so qualify under the Department's scheme. Instruction in woodwork is given in thirteen schools, and in several schools the girls are taught practical dressmaking and plain cookery with simple appliances. A scheme of cottage gardening as a branch of handwork is beingprepared; in several schools a beginning has already been made. In the majority of schools some form or other of elementary handwork is taken with success. A new scale of staffs and salaries approximating to the " colonial scale " was issued, to come into operation at the beginning of 1907. While reducing a few of the higher salaries, this scale will increase those of a large percentage of the other teachers. The total expenditure on Native schools during the year was ,£29,755, which includes £111 paid from Native school leserves and £2,000 from the Civil List for Native purposes. Deducting £74 recoveries from various sources, the result is a net cost of .£29,681, as against £24,041 in 1905. Included in this amount is £5,641 for new buildings and additions; on secondary education (including boarding-school fees for holders of scholarships from village schools, apprenticeships, nursing scholarships, University scholarships, and travelling expenses of scholarship holders), £2,477. The staff of the village schools included seventy-six masters, nineteen mistresses in charge, ninety-seven assistants, and eleven sewing-teachers. Of the 4,174 children attending Native schools at the end of 1906, 80-3 per cent, were Maori or nearly Maori; 6-33 per cent, were half-castes, speaking Maori in their homes; 422 per cent, were half-castes or nearly so, speaking English in their homes; and 9 - 15 per cent, were Europeans. The standard classification of pupils at the end of the year 1906 was : Preparatory classes, 1,618 ; Standard I, 568 ; Standard 11, 646 ; Standard 111, 545; Standard IV, 452 ; Standard V, 241 ; Standard VI, 101; Standard VII, 3. Twenty-four certificates of competency and twenty-nine of proficiency in Standard VI were issued during the year, the majority to European children. Of the children of Maori or mixed race attending public schools 63 - ll per cent, were of Maori race, 534 per cent, were of mixed race living as Maoris, and 3155 per cent, were of mixed race living as Europeans. No statistics are available showing the standard classification of the Maori children in public schools, and thus no idea can be formed of the degree of attainment reached by Maori children in these schools. By 3,952 children coming under this category sixteen certificates of competency and thirteen certificates of proficiency were, however, obtained during the year. Jn many parts of the colony the Native school is the only means of education, and attending Native schools are some 380 European children. Included in this number are the children of the Native school teachers. Facilities for higher education offered by the provisions under the Education Act for free places in secondary schools are afforded these children, of whom several during the year have qualified as required by the regulations.

No. 2, The Inspector op Native Schools to the Inspector-General of Schools. Sir, — Wellington, 31st March, 1907. In accordance with instructions, I have the honour herewith to place before you my report on the general conditions of the Native schools and the work done by them during the j'ear 1906. At the end of 1905 there were in operation ninety-five Maori village schools. During the year five new schools were opened, making a, total of 100 schools in operation at the end of 1906.

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New Schools, etc., 1906. The new school at Tautoro, near Kaikohe, Bay oi' Islands, was opened in June quarter, 1906, and has so far proved a great success, the accommodation being already so fully taxed that additions are contemplated. Oparure School, situated some four miles from Te Kuiti, King-country, was opened in March quarter, and has made a fair beginning, though not so many children have presented themselves as was hoped. Kaiwhata School, near Homewood, Wellington, a small school opened in September quarter, has so far done very well, though I doubt whether it will have a very long life. Waimarama School, Hawke's Bay, opened in March quarter, has been unfortunate in coming into existence when the people were divided by land troubles. Tiihara School, near Wairoa, Hawke's Bay, has so far been conducted in temporary buildings only, and has thus been to a large extent handicapped. Plans have been prepared and tenders invited for the erection of suitable buildings. ■ Proposals fob New Schools. The following is the position with regard to those cases which have been investigated : — W'harekawa. —A promising case has been made out here for the establishment of a small school. A site has been obtained, and plans are being prepared. Mutaora Bay. —Plans are also being prepared for a small school to be established here. MoJcai. —The Auckland Board of Education having opened a school here, the Department decided to take no further action. Euatahuna. —Nothing has been settled with regard to the site, over which the people are divided. It seems to me that while the new prophet holds sway in Urewera it is futile to attempt to open new schools there. Taemaro and Waimahana, near Mangonui, are two small settlements which at the time of my visit were practically denuded of people. Under the circumstances, I could not recommend action to be taken. Further inquiries have since been made, and the application has been declined. Waihapa, near Whangaroa Harbour, is a similar case; the people are migratory in their habits, being mostly engaged in gum-digging. The preliminary visit was not promising, but the facts ascertained by a more recent visit seem to show that this is a deserving case. Te Awaroa, Kawhia, appears to be identical with Opewa. The children promised in this case live at great distances apart, and it seems doubtful whether it would be possible to fix upon a central position to suit all of them. Kohanga, Waikato, was visited twice during the year with a view to getting the Maoris interested to agree to dispose of a site chosen outside of the Church Trust Estate. Though the site is in every way suitable for a school, is the most convenient for all the children of the several kaingas, and has access to a main road—a hitherto insuperable difficulty—the Maoris have not seen their way to agree. My conclusion is that they are more desirous of regaining a part of the estate than they are of having a school for their children. The people interested have since expressed a desire for another visit to discuss the site, and the Department has agreed. Motiti Island, Tauranga, Bay of Plenty. The tenders received being too high, fresh tenders are being invited for the erection of buildings on a modified plan. Motuti, Hokianga.—Further application has been made in this case, and a visit is to be paid. I doubt whether there are sufficient children to warrant the establishment of an independent school here. Waikare, Bay of Islands. —A new school is to be erected here, and the preliminary arrangements for it are already in hand. Beporua, East Coast, is not far from Tuparoa Native School. The children have been for a long time in the habit of attending Tuparoa School, and I cannot see any special reason for the erection of a separate school at Reporua. Tβ Tit, Mangonui, near Purerua, Bay of Islands.—The needs of the children here have been met by the establishment of a ferry by which they may attend Purerua Public School. Other cases which have not yet been investigated are Kawa (Great Barrier), Port Albert, Kakanui, Te Huruhi, Glorit (Kaipara), Waiharakeke, Taharoa, Te Maika (Kawhia), Aohanga (Wellington), Pukehou, Rahotu, Maraetai, Tauwhare, Waimaha, Makaka, Reweti, Arapaoa, Wcdtoki, Hauturu, Mangamulta Valley, Hauturu. At several of these places the information at the disposal of the Department leads one to the conclusion that there are not enough children to warrant the establishment of a school. They have therefore to wait while visits are paid to more promising cases. The applications for schools at Orauta, near Scoria Flat, and Qtawhiwhi (Bowentown) were renewed this year, but the cases do not seem to be favourable ones. The same remark applies in the case of Port Levy, Banks Peninsula, where I understand an aided school has been opened. The requirements of Matapihi would be met by ferrying the children across Tauranga Harbour to the public school at Tauranga, where several are already attending. This suggestion has been therefore referred to the Auckland Board of Education. Whareroa cannot be regarded as of any moment, as the settlement is practically deserted. Maori Village Schools at Work during the Year 1906 or some Portion op it, and examined ob inspected or both. Group I. — The Far North (Parengarenga, Mangonui, and Whangaroa). The following are the schools situated in this district: Hapua, Tekao, Paparore (Waipapakauri), Ahipara, Pukepoto, Paniapuria, Rangiawhia, Parapara, Peria, Eenana, Te Pupuke, Touwai, Whakarara.

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New school-buildings have been erected at Paparore and Bangiawhia, and have proved a very great boon to the teachers and pupils who have for several years worked under very adverse conditions in temporary buildings. The Inspector-General of Schools performed the opening ceremony at Bangiawhia. He expressed his satisfaction with the work of the children, with the regularity of their attendance, and with the surprisingly clean state in which he found the school furniture, &c. The attendance at these schools has been very satisfactory. Especially has this been the case at Te Kao School, where, as I have mentioned in previous reports, the children travel very long distances on foot with a commendable degree of regularity. Hapua and Ahipara Schools received several checks during the year through an epidemic of sickness which led to the closing of both schools for some time. The cleanliness of these schools, with one or two exceptions, leaves little to be desired, and the methods of instruction and results obtained are on the whole satisfactory. One still finds, however, in this group a few schools in which children cannot do without the use of fingers in arithmetic, and others where the teachers have made no advance beyond the pattern lesson in reading taken for their instruction by the Inspector. In these particular schools the standard of efficiency is much below that of the other schools in the group. The workshop at Pukepoto, erected on the " selfhelp " system by the teacher and people, has made a successful beginning, and will doubtless prove of much value to the progressive Maoris of this district. I regret, to record the death of Mr. W. O. Duthie, of Whaharara School, who, though not long in our service, had already by his enthusiasm and attachment to duty succeeded in infusing new energy and life into the school. Group II. — Hokianga District. The Hokianga schools are: Whangape, Matihetihe, Whakarapa, and Lower Waihou, Mangamuku, Maraeroa, Motukaraka, Waimamaltu, Whirinaki, Omanaia, Waima, and Otaua. I have again to express my appreciation of the interest shown in these schools and the services rendered by Mr. T. L. Millar, of Rawene, who acts as local visitor. During the year increased accommodation has been provided at Mangamuka and Waima Schools, while Matihetihe School has progressed to such an extent that the Department will probably have to make better provision for the children attending it. Special interest attaches to this school, inasmuch as it has reached a high stage of efficiency under the charge of its present teacher, herself a Maori. With the exception of two schools, where the attendance is little short of discreditable, the children have attended very regularly indeed. The schools are also in a satisfactory condition as regards efficiency, the majority of them being really first-rate. There are now four workshops attached to the schools of this district. Handwork of various forms is done in most of them, cookery classes have been successfully established in some, and instruction in practical dressmaking and the use of the sewing-machine is given in others. During the year Mr. and Mrs. C. H. Brown, of Whirinaki, and Mrs. E. Anderson, of Maraeroa, who have done valuable work in the service of the Department, resigned their positions. Group 111. — Bay of Islands, Wlmngarei, and Kaipara. The schools in these counties are: Kaikohe, Tautoro, Oliaeawai, Te Ahuahu, Oromahoe, Karetu, Whanqwruru, Te Bawhiti, Poroti, Takahiwai, and Otamatea. Tautoro School, opened in June, has made an exceedingly gratifying start, and promises to be a most successful school. , ..,,,., The phenomenal success of Kaikohe has continued during the year, and it is still the largest Native school. .The additional accommodation has now been provided. With regard to Te Ahuahu and Ohaeawai, I think that the time is not far distant when these will be merged in one central school for the European and Maori children of the district. It is noteworthy, however, that at Ohaeawai the second generation of children, most of whom are very young, are now attending, making this school now much larger in numbers than it has been for irS The faults observed in these schools last year are now no longer so prominent, though one finds still a reluctance on the part of some of the teachers to try new methods, especially in the teaching of reading and arithmetic. The cleanliness of the children and also of the buildings leaves little room for complaint. ~-,., t i. f n At Takahiwai School there is now a workshop, and cooking classes have been successtully established. , , , , c I regret to have to record the death of Mr. J. Patrick, who had completed many years of faithful service at Whangaruru School. Group IV. — Thames, Hot Lakes, Waikato, and King-country. There are in this group the following schools: Manaia (Coromandel), Te Kerepehi, Bakaumanga, Parawera, Te Kopua, Mangaorongo, Oparure, Hauaroa (Taumarunui), Te Waotu, Banana, Wai-iti, Whakarewarewa, and Waiotapu. _ Manqaoronqo School, closed temporarily last year, has since been reopened with fair success. Oparure School, situated some four miles from Te Kuiti, began operations in the early part of the year but has not proved so successful as regards numbers as was anticipated. Additions are in hand at Umwnui. It seems likely, however, that this school will not remain much longer a Native school, but be transferred to the Auckland Board of Education. Waiotapu School has gradually fallen away owing to the Maoris leaving the place to seek work elsewhere, and will therefore be closed for the present.

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Children, Parents, and Teachers, Karioi Native School.

Children and Teachers, Wai-iti Native School, Rotorua.

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This group contains several schools which are in all respects most creditable to the Department. They are thoroughly efficient as regards the instruction given and thoroughly satisfactory as regards cleanliness and general appearance. 1 regret to have to record another loss from our ranks amongst the schools of this group. Mr. Walter, who was really the founder of the school at Manaia, and who had been in charge of it since its inception, died after a very short illness in July. In March, 1907, the Hey. D. T. Hailey, of Wai-iti School, who in spite of indifferent health of Ion"- standing had made his school one of the most efficient, and had also earned for it a widespread reputation for cleanliness and general appearance, passed away. Group V. — Tuhoe and Urewera District. The schools in this district are: Te Teko, RuatoM, Waimana, and Te Whaiti. On the whole the schools of this group cannot be regarded as very satisfactory, a state of things due to the habits of the people themselves, and not to the teachers of the Department. Superstition binds the Ureweras more closely than it does any other tribe with whom we have to deal, and they are consequently easily imposed upon. The attendance of these schools has been seriously affected by the withdrawal of the children to await the coming of the King, or to escape the great disaster threatened by the new prophet whose doings have attracted attention lately. It is to be feared that matters will beoome even worse in the future. The Department has learned that the present intention of the prophet is to gradually draw the children away from our schools and enlist them under his banner. Unless something can be done to prevent this the effects are likely, therefore, to be serious, though, of course, they may be only temporary in character.. At all events, it is impossible to proceed with the establishment of new schools in Urewera at present, and the proposed school at Euatahuna must await the turn of the tide. Regarding the actual condition of the schools as disclosed during inspection, I regret to note that in one or two there was a want of cleanliness among the children. The children of one of the most isolated schools, Te Whaiti, were remarkably clean both in their habits and persons, and there would seem therefore to I*. no reason why the children in the other schools should not be clean also. Faulty methods and undue haste in promotion are still to be noticed here, and some teachers have yet to appreciate the advantages of teaching the sound values of the consonants and of making consistent use of this method. I may add here that there seems every probability that EoJeako School, in the east part of Urewera, may be reopened shortly. The school, which began with a large number of children, fell away suddenly. Owing to the fact that many children died, the people came to look upon the school as being a source of makutu, and withdrew their children. There are now in the district some forty children, all of whom are young. It is to be hoped that they will not come under the influence of the prophet, but will attend the school, from which the tapu has now been removed by the elders of the tribe. (Since this was written the numbers have been reduced by the influence of the prophet. The school is, however, to be conducted temporarily as an aided school.) Group Vl. — Western Bay of Plenty. There are seven schools in this group—viz., Te Kotukutuku, Paeroa, Papamoa, Te Mated, Matata, Otamauru, and Poroporo. These schools are now in a prosperous condition, and the attendance has during the year been very satisfactory. Poroporo and Te Matai Schools are, indeed, overcrowded, and steps are being taken to provide additional accommodation. With the exception of the teaching of reading in one or two schools, the methods in general use may be regarded as very satisfactory. There is further ample evidence of a very healthy tone in nearly all the schools, while the cleanliness of the children is very pleasing. These good results are achieved by improved management, and in most cases the discipline is such that corporal punishment is not necessary. Arrangements are in hand for the establishment of a school on Motiti Island, the people living there having for years had to board out their children with friends on the mainland. Group VII . — Eastern Bay of Plenty. The schools included here are: Waioweka, Omarumutu, Torcre, Omaio, Tekaha, and Eaukokore. The condition of the schools of this group as revealed during the examination visit is such as reflects very great credit on the teachers, and should give every satisfaction to the Department. The attendance, except in the case of Waioweka, where the influence of the prophet referred to above has also been felt was throughout the year very good, and the interest taken by the people in their schools speaks well for the efforts of the teachers. In nearly every school the cleanliness of the children and the schoolroom was beyond reproach. The results were uniformly good. In the case of Omaio and Te Kaha they were nothing short of excellent. A special feature was the excellent English and other work done in the preparatory classes of Omaio School, the master of which, Rev. H. Young, retired to enjoy a well-earned rest during the year. The workshop at Te Kaha School has been very successful, and is evidently much appreciated by the people, who are most loyal in support of their school. Eaukokore School, the teacher of which, Mr. J. Mulhern, also retired during the year, was not examined, the school being vacant at the time of the Inspector's visit. Additional accommodation has been provided at this school, which was reopened in December quarter with promising prospects.

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Group VIII. — East Coast, Gisborne. The East Coast schools are: Wharekahika, Te Ararou, Rangitukia, Tikitiki, Waiomatatini, Tuparoa, Hiruharania, Whareponya, Tokomaru Bay, Whangara, Nuhaka, and Tuhara. The last-named school was opened in a temporary building in October, and preparations for erection of school-buildings were made at the end of the year. In two of the smaller schools exception could be taken to the appearance of the children; but in all the others the cleanliness of both the buildings and the children themselves left nothing to be desired. The attendance has been throughout the year very good indeed. Tuparoa School has increased in numbers so that additional accommodation is necessary. In nearly all these schools the people take a great interest in the work, and in some cases the children attend from long distances with commendable regularity. Two of the schools were somewhat below the standard of efficiency that ought to be reached; in the others the work done at the examination was very good indued. So far as 1 have been able to ascertain, the parents of the European children attending these schools during the year were satisfied with the progress their children made and with the general conduct of the schools. Additional accommodation has been provided at Nuhaka School, which continues to be a successful school. The fact that many of the Maori children attending it are engage-d in milking cows to supply milk to the local factory supports the opinion of the Inspector, who reports that the children are clean. The interest and enthusiasm shown by parents and children in Whangara School still continues, and excellent results were again obtained. During the year the master of this school suffered a severe blow through the loss of his wife, a valued servant of the Department, whose death I deeply regret to have to record. Group IX. — Hawke's Bay, Taupo, Wanganui, Taranaki, and Wairarapa. The following schools are included in this group: Tangoio, Te allaroto, Oruanui, Waitaluinui, Tokaanu, Karioi, Pipiriki, Pamoana, Puniho, Kaiwhata, and Turanganui. The new schools, Oruanui and Waitahanui, have been a decided success, and the number of children attending each has rendered enlargement necessary. The inspection of evening classes at the former school formed a very interesting feature of my visit. They were attended not only by the adults of all ages, but also by the children, who apparently would rather go to school than do anything else. Indeed, the committee earnestly requested me to pass a law making the children stay at home during night-school hours. A workshop has been erected here by the people and the teacher, and classes in domestic instruction for girls have been very successfully inaugurated. Kaiwhata (Homewood) School, a small school on the East Coast, Wellington, has made a fairly good beginning during the year. The settlement is, however, not a populous one. In two of these schools — Pipiriki and Puniho —the number of European children is becoming proportionately larger than that of the Maori children, and it seems, therefore, not unlikely that, in accordance with the ride of the Department, these schools will not be retained as Native schools much longer. Turanganui, a small aided school in South Wairarapa, will be closed shortly owing to there being no more children available. Group X. — South Island Schools. The Native schools in the South Island are: Waikawa, Wairau, Mangamaunu, Kaiapoi, Little "River, Aroirhenua, Waikouaiti, The Neck, and Ruapuke. I have in previous reports referred to the marked difference in the nature of the South Island schools as compared with those of the North Island. These schools are hardly Native schools from the Department's point of view, inasmuch as the children, though of Maori or mixed race, are European in thought and habits. In the case of one or two the only reason for their separate existence appears to be the objection of European parents to the presence of Maori children in the Board schools. Ruapuke and The Neck Schools are examined in February, after which time the schools are closed for the mutton-bird season. In the majority of these schools the results obtained during the examination were not up to the standard hitherto attained, and as regards three of them one can only remark that they were unsatisfactory. In one or two the want of systematic instruction in reading and in the first principles of arithmetic is still abundantly evident. Handwork is done in several of these schools, Kaiapoi and Waikouaiti exhibiting some very creditable specimens of various branches of this subject. The attendance has also fallen below the standard, and it seems to me that the Department should consider whether some, at any rate, of these schools should not be transferred to the Board of Education of their districts. Mission Schools. The following mission schools were, at the request of their controlling authorities, inspected and examined during the year : Maori Mission School, Otaki; The Mission School, Putiki, Wanganui; Matnta Convent School, Bay of Plenty; Waerenga-a-hika Mission School, near Gisborne; Tokaanu Roman Catholic Mission School, Tokaanu; and Te Hauke Mission School, Hawke's Bay. The reports on the schools show that the children attending them are clean and tidy in appearance, and with the exception of one school they are also clean in habits.

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The attendance is not in all cases as regular as can be desired. There is a marked improvement in the efficiency of several of these schools, and in some the results are exceedingly satisfactory. At Otaki and Waerenga-a-hika advance has been made, particularly in the work of the lowest classes. In the case of the latter school I regret that the excellent facilities afforded there of giving instruction in carpentry and agriculture have not yet been taken advantage of. The two newcomers into this group— Tohaanu Roman Catholic Mission School and Te Hauke Mission School —made a very fair beginning, though the number of children that first attended the latter was not maintained during the year. Boarding Schools. There are six institutions affording the means of higher or secondary education for Maori boys and girls —viz., Te Aute College, Hawke's Bay; St. Stephen's Native Boys' School, Parnell, Auckland; Hukarere Protestant Girls' School, Napier; St. Joseph's Soman Catholic Girls' School, Napier; Queen Victoria School for Maori Girls, Auckland; and Turakina Maori Girls' School, Wanganui. Owing to my being unable through unforeseen difficulties to overtake the work, the greater part of the examination of Te Aute College was conducted by the Assistant Inspector-General of Schools. The following remarks contain the principal features of the report: St. Stephen's Boys' School, Parnell. —The work here has been arranged practically in accordance with the requirements of the Public School Regulations, and has been carried out in a very satisfactory manner. The work of the lower school, which follows in the main the Native School Code, was exceedingly creditable, that in the English, arithmetic, and geography being excellent. In the higher school, the work in English and arithmetic was very good indeed, the boys showing themselves capable of dealing with the questions set in the Department's examination-cards in a very satisfactory manner. As regards extra subjects, the boys received instruction in elementary practical agriculture, and appeared to take an intelligent interest in this work. They exhibited a fair knowledge of the first principles, and produced a fine display of vegetables for inspection. A feature of the training given at St. Stephen's is the instruction in woodwork, in which subject a well-arranged course was being followed. Practical instruction in bandaging and dressing wounds is given by the matron —a very useful work. Singing is well taught on the tonic-sol-fa system, and is a very enjoyable item of the examination-work. The physical training of the boys is in the hands of Professor Potter, of Auckland, and I am in a position to testify to the good effects that the system has had upon the physique of the boys. Te Aute College, Hawke's Bay. —Generally in the school there is ample evidence that the work of instruction is pursued with commendable industry on the lines adopted, and though the progress made in point of attainment varies greatly in the classes and the average result, a proportion of very promising members notwithstanding, cannot be regarded as high, no question can be entertained that the teachers' efforts do much to overcome the natural difficulties with which they are confronted, or that the school exercises a valuable influence over the character of the boys in attendance. Within the necessarily limited experience of an examiner's visit a more pleasing general tone could scarcely be manifested. The scheme of instruction pursued adheres closelyto traditional lines. The course is largely determined, as far as the upper classes -are concerned, by the requirements of matriculation, in the interests of occasional bright students who may be prepared to do justice to a university course, but considerable doubt may be expressed whether a material alteration in this respect might not be made with general advantage. With the view so far adopted in the school management much industry has been expended on Latin, apparently to little good purpose, and it may be suggested that the time and energy devoted to this subject would be much more profitably applied in other directions. The natural genius of the Maori in the direction of manual skill and his natural interest in the concrete would appear to furnish the readiest key to the development of his intelligence, and better progress, with the accompaniment of increased interest, might fairly be expected if the course pursued followed more closely the stream of tendency. Natural science and manual training (for the latter it is understood steps have already been taken to provide a workshop) thus naturally suggest themselves as matters of primary consideration, while in language ample scope is provided by English, in which, notwithstanding the laudable attention generally given to points of comprehension and oral paraphrase in connection with the English reading lessons, there is at present great room for a common improvement. The range of the English reading, it may be noted in this connection, strikes the examiners as exceedingly limited (it is understood to have been made so designedly), and some of the matter selected — e.g., in the Civil Service division—is admittedly unsuitable, as being of too difficult a character for appropriate treatment. For pupils whose mother-tongue is English a much wider range of reading, largely determined by the interest of the matter, would be regarded as essential, and it is hard to believe that where English is not the native speech a similar principle could not be applied with material profit. For further language lessons in addition to English the study of a classical specimen of Maori literature, with some inquiry into the structure of the Maori tongue, might be suggested as specially appropriate in a secondary school for pupils of the Maori race. St. Joseph's Roman Catholic Girls' School, Napier. —ln this school, as in all secondary schools for Maori girls, the work in the classes above Standard IV is based upon the syllabus of work for public schools, that of the lower classes following more upon the lines of the Native School Code. In St. Joseph's School, however, the programme of work in the lower classes really exceeds the requirements, and the children were quite competent to be examined upon the public schools syllabus. The work throughout the school is, in my opinion, really excellent, the degree of proficiency being uniform from the prepnratory classes upward. A feature of the work is the excellent

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reading, in which the enunciation, expression, modulation of voice, and comprehension of the subject matter are remarkable. The extra subjects also showed exceptional merit, the singing being a source of great pleasure. The practical training of the girls is also duly provided for, and dressmaking in all its branches, cooking, laundry-work, and training in domestic duties receive regular attention. The manners of the girls, the excellent tone and spirit which pervades the school are matters on which the authorities are to be congratulated. ffukarere Protestant Girls' School, Napier. —The work in the lowest standards, which follow the syllabus of the Native Schools Code, was exceptionally good. In the higher classes the examination was based upon the public schools syllabus of work, and the results were on the whole very satisfactory, though" the writing was much below the standard. The extra subjects here also receive careful attention, the singing being delightful. Of the training of the girls in domestic duties I formed a high opinion. Some capital specimens of various plain dishes cooked by the girls were shown and tested ; the specimens in ironing and laundry-work appeared tome to be thoroughly satisfactory, while the sewing, dressmaking, ice., was excellent. Not the least important feature of the school is the change wrought in the character and general appearance of the girls by the training they receive. As lam personally acquainted with the Government scholars, at any rate, prior to their entering I am in a position to testify to the excellent work done in this respect by the authorities and teachers of the institution. ' Tural-ina Native Girls , School, Wanrjanui. —ln this school also the work of the higher classes follows very closely the syllabus of the public schools, that of the lower classes following the Native Schools Code The work of the various classes was on the whole very satisfactory, though the arithmetic was an element of weakness. The girls here receive a thorough training in all branches of domestic economy, including cooking, laundry-work, nursing, and the care of infants, lhey have also had practical instruction in gardening, and there was a very fine show of vegetables as the result of their labours. The extra subjects also receive due attention; the singing was exceedingly enjoyable, and the specimens of work in dressmaking, kc, appeared to me to be very pood indeed! A thoroughly good tone pervades the school, and the relations between pupils and teachers are extremely cordial. I think that this state of things is due in a great measure to the fact that the school, which is not large in point of numbers, is managed on practically a family system. Thus, the cooking is arranged so that teachers and pupils sit down together to the meal which has been cooked by the girls under supervision of the matron. Queen Victoria School for Maori Girls, Auckland.— ln this school also a very full programme of work embracing practically the whole of the public schools syllabus for Standards 111 to VI, was offered Tn the lower classes the work was, except perhaps in English, very satisfactory. In the higher classes the English composition did not appear to be up to the standard required though in the other English subjects and arithmetic the results were very good. In the highest class the work was exceedingly-creditable throughout, The extra subjects are here also features of the school work, the singing being very enjoyable, while the drill, which includes free exercises dumb-bell and club drill, was exceptionally good. Plain sewing is taught as an ordinary school subject and dressmaking as an advanced subject, the instruction being in my opinion thoroughly well eiven The "-iris all receive training in domestic duties, cooking, laundry-work, he, and from the work submitted and the meal provided I should say that in this also the instruction is well given There is nlso a school jjardon, through which the girls get an insight into the elementary principles of agriculture, combined with a due amount of practical training. The teaching had borne vorv satisfactory results. Ambulance-work is taken in connection with physiology, and the senior girls showed their ability to render first-aid in a business-like manner. This training should prove most useful to them, as most Maori women are very helpless in cases of accidents. The manners and general behaviour of the girls during my visit were all that one could desire. Tβ Makarini Scholarships. These scholarships are provided by Mr. R. D. Douglas McLean, Hawke's Bay in accordance with the views and wishes of his father, the late Sir Donald McLean, and in remembrance of him. There are three scholarships-two junior and one senior. They are of the annual value of £35 per annum and are tenable for two years at Te Aute College. P The examinations were held on the 10th and 11th December 1906, at the following centresviz Waiomaiatini, Towvcti, Napua, and Omaio Native Schools, St. Stephen s Native Boys School, Auckland and Te Aute College, Hawke's Bay. There were six entries for the senior scholarship id eSt'for the junior, the former candidates coming from St. Stephen's and Te Aute Schools, the latter from the Far North, Bay of Plenty, and East Coast districts. The senio™ scholarship was won by George Bertrand, Te Aute College, who gained 74 per cent and he junior scholarships by Tepana Taurere, of Tekao Native School, and Albert Turei, of EmgUukm Native School, who gained 608 per cent, and 58"6 per cent, The perSSe of marks gained by the various candidates is, on the whole lower than that obtained last rear Tho question* were somewhat more difficult, especially so, perhaps, in writing and dictation : in the lasilned the spelling of the candidates was weak. The candidates also lost marks through their inability to answer questions on the comprehension of the wading matter. I have before remarked upon what, in my opinion, is the unsuitably of the test in English, which as-a matter of fact is an examination in Maori. Whatever changes the trustees make m their syllabus, provision ought to be made for an examination in English, even though it may seem advisable to them to retain the examination in Maori as well, advisable to them qnes ti onS in Biblical knowledge were not well answered^ The arran~nt of the present syllabus by which New Zealand history, B.bhca knowledge and the laws of health are grouped to'form a heterogeneous mixture in one paper evidently results in the candidate attaching insufficient importance to each of these subjects.

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A Gumfield School—Te Pupuke, Kaeo.

Hauaroa Native School, Taumarunui, showing Recent Additions.

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Practical Dressmaking in the Far North— Hapua.

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Statistics.

A statement of expenditure in connection with Native schools will be found in Tables 1 and 2of the Appendix, the former table giving details that are summarised in the latter. The expenditure for 1906 has exceeded that of 1905 by £5,641. This increase is due in a large measure to the expenses in connection with the erection of new schools and providing additional accommodation at existing schools and to an increase in the amount of salaries paid to teachers due to the fact that there are more schools this year, and the results obtained under the pass-mark system have reached a higher stage than in former years. Table No. 3 gives the ages and race of the children attending Native schools in December, 1906. There is an increase of nearly 150 in the number of children under ten years and an increase of about the same in the next group, while there is also a small increase in the number of those of fifteen years and over. In the Native School Code there is no definition of school age, and one finds occasionally adult pupils attending school. This is most common in new schools, where the opportunities of education have come late in life and the school is a novelty. This has, of course, some effect in the direction of raising the average age, but the Department has never seen fit to object to the presence of such scholars. Table No. 4 shows that the working average for 1906 was 3,607 as against 3,428 in 1905, while the regularity of attendance (percentage of weekly roll) is 852, an increase of I' 6 per cent, upon that of last year —836. The average attendance for the year has thus increased by 179, while there are 311 more pupils on the roll. Thirty-two schools reached over 90 per cent. —a splendid average, and one which speaks well for the efforts of the teachers and the interest of the parents. Table No. 5 sets forth the race of the children attending Native schools. There is an increase in the number of children mostly Maori, and an increase in the number of European children. With regard to the half-caste children and those of mixed race, the classification for Native school purposes must be based upon consideration of the language spoken. Thus, for the purposes of this table a child of European parents brought up entirely by Maoris and speaking Maori as his mothertongue in the home would properly be classified as a Maori. Reference to the summary of the table will show that 9 per cent, of the children attending Native schools are Europeans—an increase of a little over 1 per cent, since last year. Table No. 6 sets forth the results of inspection during the year. It was found possible this year to pay unannounced visits of inspection to a large number, at any rate, of the schools. The judgment formed in these cases, as indicated by the marks awarded, shows that the teachers are as a whole making gratifying progress in methods, while the organization of the schools, which includes cleanliness, is very satisfactory indeed. Table No. 7 shows the results of the examination of the schools as distinct from inspection, with which it was formerly combined. The individual pass system is still in vogue in Native schools, but provision will be made in the new code for a modified form of freedom of classification, which will place in the hands of the teacher the classification of the children in the lower standards. In view of the fact that it is often stated that the Native-school syllabus makes no provision for standards higher than the Fourth, it is noteworthy that seventy-five children passed Standard V and fifty-three passed Standards VI and VII during the year. Table No. 8 shows the classification of the pupils on the roll as regards race and the standards in which they were placed at December, 1906. This table is somewhat different in form from that given in last year's report, the information being set forth in greater detail. The summary attached shows that there is a large increase in the preparatory classes, which is due probably to the opening of the new schools. Table No. 9 shows the classification as regards ages and standards, besides giving the number of certificates of competency and proficiency issued during the year. This table gives similar information to that supplied in last year's table, but the ages are brought up to the end of the year instead of being taken as at the examination of the school. Table No. 10 shows the standards passed by European children attending Native schools during 1906. Table No. 11 shows the number of children of Maori and mixed race attending public schools. It will be seen that, although in several districts there are many Maori children attending, evidently very few of them pass the highest standards of the public schools. It would be interesting to have a return showing the complete standard classification of all Maori children attending the public schools in all the education districts. Table No. 12 shows what has been done during the year in the way of providing higher education for Maoris, and gives information as to the scholarships held at secondary schools, university scholarships, industrial scholarships, and nursing scholarships. There are 290 children receiving instruction in secondary schools, four Maori students attending university classes, five Maori boys apprenticed to various trades, and five girls being trained as nurses, three of them being on the regular staff of the hospital. General. The following paragraphs contain some remarks on the general efficiency of the various subjects taught in the schools, which may prove useful to teachers. Information is also given on various other matters connected with Native schools, which may give some light on their working. Beading. —A very satisfactory advance has been made in reading during the year, and in almost every school the children have been accustomed to use two books, which moreover are of a higher grade than those formerly submitted. There is still, however, much room for improvement, and this in at least three directions. First, the children should be taught to phrase correctly, in order to avoid the habit of saying one word at a time, which, after all, is not " reading " but only

2—E. 2.

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"saying" the lesson. Next, I wish teachers would endeavour to get the children to modulate their voices—to read with expression. There are very few schools indeed in which this is done to any extent. That it can be done is abundantly evident from the reading at Te Kaha and Whakarewarewa Schools, and also at St. Joseph's Convent School, Napier, the last-named being remarkable for the excellent expression with which the reading is rendered. Lastly, I think that much more attention should now be paid to comprehension of the subject-matter of the reading-lesson and to the meaning of the various words and phrases occurring therein. This has been forcibty brought home to me in connection with the examinations for the Makarini Scholarships, the questions on the comprehension of the reading-matter being very poorly answered. A few minutes devoted to this work at the end of the reading-lesson would be time well spent, and the instruction would serve as a valuable aid to the English lessons. There are still some schools in which the teaching of reading in the lowest classes is not at all satisfactory. Some of the teachers appear to value very lightly the attempts made to assist them in securing better methods, and still follow their own lines. Others again regard the model lesson given by the Inspector as the omega as well as the alpha of the process, and make no attempt to advance beyond it. When, therefore, they are asked to give a lesson in reading to a preparatory class they almost invariably reproduce the pattern lesson given by the Inspector, and feel aggrieved when their'methods are afterwards reported as "having made no advance." Teachers should not be satisfied until they understand the method which is being illustrated to them. After that they should think out and elaborate the scheme for themselves. I hope to be able to supply shortly reading-sheets, which will give those teachers who require it assistance in following out the method of teaching reading I have been advocating. The number of schools at which libraries have been established, books being granted in recognition of the committees having supplied firewood during the year, has increased, and the children derive much pleasure and benefit from their reading. Spelling. —There has been a very marked advance in this subject, especially in the lowest classes, and, indeed, children in the preparatory and First Standard classes are quite able to manage words that two or three years ago were commonly required of children in a higher class. The infants can write fairly well from dictation, and word-building exercises, within a reasonable range, are accomplished without much difficulty. Oral spelling is not used so much as formerly. In most of the Native schools, as in public schools, spelling is learned by the children rather than taught by the teacher. Some systematic teaching of spelling and word-building on the lines set forth in Wood's "Word-building and Composition " (Macmillan) is very much required, and two lessons a week would prove of great benefit in this subject. Writing. —The quality of the writing in the schools varies very much indeed. In only a few schools can it be described as excellent. In some it is nothing short of bad, that of the higher standards being relatively worse than that of the lower ones. This subject is one also in which the children are largely left to their own responsibilit}-. In only a few does writing receive the amount of teaching that is required, and I doubt whether some teachers even give a blackboard lesson before the actual practice begins. The copy-books are in some cases not taken proper care of, and there is in them no evidence to show that the mistakes have been corrected. It is a pleasant relief to turn from such books to those of a school like Whakarewarewa, where the books are clean and the work uniforml} - excellent. English. —Considerable advance has been made in English during the year, and, on the whole, this subject is now very well treated. I have again to express my satisfaction at the work of the lowest classes, in which is to be found the greatest progress. Indeed, the necessity for teaching young Maori children English from the very first is the principal reason for the provision in the new scale of an assistant in schools comparatively small in numbers. But here again there is a tendency on the part of some teachers to restrict the vocabulary year in and year out to practically the same list of objects or scenes. Teachers should endeavour to secure that a fair number of new words and phrases, arranged in sets and connected with some definite action, should be acquired by the children during the course of each month. This, of course, involves preparation beforehand by the teacher, a matter which as yet does not receive due attention. The principal fault in the written English consists of what has been aptly described as "breathless narration." There is a want of punctuation and a consequent stringing together of sentences in a kind of endless chain. If the composition lessons were taught more from the blackboard and the punctuation illustrated thereby, this objectionable style would soon disappear. From the experience of the year's work I feel convinced that most of the children who have engaged in English conversations have never seen the sentences they have made written on the board. In a very few schools teachers are to be found who use Maori in teaching English as well as other subjects. It is remarkable that in these schools the English shows a distinct weakness in comparison with that of schools even more isolated. Even the Maori people themselves recognise the danger of the practice, and at one place a request was made to an Inspector that a teacher should be sent who would teach in English. It is to be hoped that the teachers who follow the practice referred to will be advised in time and discard Maori altogether. Arithmetic. —ln the infant classes the teaching of this subject again shows much improvement, and I think a fairly sound foundation is being laid. Children are able to deal with the first twenty numbers in a pleasing fashion, and in only a very few schools do they invoke the aid of their fingers. The gain to the oral work in arithmetic as well as to their comprehension of questions in English is very noticeable. I find, to my disappointment,' that some teachers have made so far practically no use of the Manual of Elementary Arithmetic which was supplied for their benefit, and hope that it will yet prove a valuable guide to them in their work. In the standard classes the ordinary public-school examination-cards do not prove on the whole a too difficult test, a fact which ought to prove that the work has made much progress. Oral work is, however, still necessary in the standard classes.

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Geography. —During the year the tendency towards modern methods in geography has become more marked, and already the transition to nature knowledge has taken place in several schools. The beginning of geography must be approached not through maps or by word of mouth in the form of definitions learned and recited by heart, but by getting the children to observe the phenomena and geographical features of the neighbourhood as they actually appear to their eyes. In one school in the Hot Lakes district the children had made capital models in plasticine showing the physical features of the surrounding country, and their knowledge of the subject was very full. With regard to the knowledge of other countries, 1 feel that the illustrated papers supplied to most of the schools could be made very useful, much more so, indeed, than they are at present. I was very much impressed by an ingenious contrivance made by one of our teachers for using these pictures. It consisted of a shallow box having inside a roller at each end, one being fitted with a handle. Over these rollers the pictures were passed, and the result was a kind of endless chain of illustrations of all kinds—an invaluable aid in not only geography, but also in reading and English. Sewing, —This subject continues to be well taught in nearly all the schools, and the amount of practical work done has greatly increased, till in the majority of the schools one finds garments of some kind or other being made. Cutting-out is taught in connection with this work, while in six schools regular instruction in dressmaking is given, the people willingly supplying the material. A class for adults has been arranged by the mistress at Tekerepehi, and is very much appreciated. The reports on the work forwarded to the International Exhibition, Christchurch, are not yet to hand, but I have learned that the gold and silver medals for the best-dressed doll were won against all comers by Maori girls belonging to W hangape Native School, which has for some years past earned the highest praise for this kind of work. Extra Subjects —Singing, drawing, and drill : The singing is in many schools a most enjoyable feature of the work; in nearly all schools it is well taught. The faults observed in last year's report —harshness and bad pitch—were not so noticeable this year, and a better class of songs was found. In nearly all the schools, part songs are taken, and Ido not think the work can be regarded as satisfactory unless this is done. I should be glad, however, if all teachers were to make an effort to present five or six new songs ever} , year. We have heard some songs so often that they no longer afford us much pleasure. Drawing is still more or less unsatisfactory in the majority of the schools, being meagre in quantity and poor in quality. Blackboard instruction is not given as it should be, and the children are often set merely to reproduce as well as they can the copy on the chart. It is most likely that, in the new scheme of drawing, the chart will be of much less avail, and the work will consist of drawing from natural objects. Drill: Physical exercises of various kinds, including exercises with wands, dumb-bells, or clubs, still form the greatest part of the drill in vogue in our schools, and in many of them the work is remarkable for the precision and regularity of the movements. There are still, however, several schools in which the work is not regarded with the importance that it should be, and I doubt whether regular practice is given. Ten minutes dailj r before school-work begins, or even less if that amount of time cannot be afforded, would be the best arrangement for this subject. This plan has already been followed in a few schools with marked effect. Handwork. —The various elementary manual occupations—paper-work of all kinds, modelling in cardboard and in plasticine—receive very satisfactory treatment in those schools where they are taken, and a very interesting display is generally made at the examinations. School gardens have also been established at a few schools, and a general scheme of elementary practical agriculture is in course of preparation. The classes for instruction of girls in. domestic duties, including cooking and laundry-work, are increasing in number and are proving the means of imparting very useful training. The apparatus supplied so far consists merely of a camp-oven or two and some bread-tins, with about 200 lb. of flour in the year—not a very elaborate outfit, but one which is similar to that which is possessed by the people. It would be of little use teaching elaborate cookery with up-to-date appliances. The fact that these are not procurable in the kainga would at once dishearten a girl accustomed to them from trying to cook anything without them. There are now fourteen workshops established in connection with Native schools. Of these six were provided at the expense of the Government, two were established mainly through the efforts of the teachers, and six were provided mostly by the Maoris themselves, the Department having to find practically nothing but tools. The workshops have, on the whole, been productive of much good, and the work done in some of them has been much admired by competent judges. I wish again to impress upon teachers in charge of workshops the necessity of insisting upon the proper care of the tools. Indeed, I feel that, in a school where this important part of the training is not adequately provided, the teacher lacks one of the first qualifications that should be required by the Department from a teacher in charge of a workshop. Higher Education. There are six institutions available for the purpose of affording higher education specially to Maori boys and girls. All of these are controlled by various religious bodies, the Government offering the following numbers of free places: Te Aute College, Hawke's Bay, 10; St. Stephen's, Auckland, 30; Queen Victoria School for Girls, Auckland, 20; Hukarere Girls', Napier, 20; St. Joseph's Girls', Napier, 33; and Turakina Girls', Wanganui, 10. Though the present regulations provide that candidates who have passed the Fourth Standard are eligible for a scholarship, the Department has been able in making selections to choose boys and girls that have passed Standards V, VI, or VII. There are still more free places provided for girls than for boys, and I am of opinion that steps should be taken to remedy the defect, which,

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however, has at present the advantage of giving the Department the opportunity of obtaining among the boys a better class of candidates. In any case, there should be, I think, a special examination of candidates for free places in higher schools, and this 1 hope to have arranged for in the new code. The syllabus of work adopted in all the schools, with the exception of Te Awte College, follows closely upon the lines of the public-schools syllabus. To this is added, as will be seen from previous paragraphs, training in such manual occupations as are likely to fit the boys and girls to take their places as members of the Maori community. This, indeed, is the most important feature of the higher education given to Maoris, and it is therefore receiving more attention than formerly. Unless a Maori girl is destined to become a teacher, as some have done with great success, or to seek training as a nurse, it seems to me that there is no need for her to spend time in studying the various rules in arithmetic excepting those which are likely to be of immediate use to her in her ) iome e.g., the compound rules and bills of accounts. Her time had far better be devoted to acquiring those accomplishments which every woman should possess and which go so far to make the home comfortable, European Children in Native Schools. Reference to the tables will show that there are 201 boys and 181 girls attending Native schools in various parts of the colony. So far as lam aware, their parents are well satisfied with the progress the children are making, and in many instances they have expressed their satisfaction to me. Ten certificates of competency in Standard VI and twenty-two certificates of proficiency have been issued during the year. Maori Children in Board Schools. In order to give to Maori children attending Board schools the same opportunities as are open to the scholars of Native schools, scholarships are offered carrying similar privileges as the ordinary Native schools scholarships. At present the standard of attainment is Standard V, but the majority of candidates present certificates of competency or proficiency in Standard VI. The number of applicants for such scholarships is not very great, and I think that in the new arrangements with regard to free places for Maori boys and girls the candidates from Board schools should be required to pass a special examination identical with that which I propose in the case of the Native schools. The standard classification of Maori and half-caste children attending Board schools during 1906 is not shown by the returns at present supplied by the various Boards. The number of Maori children who passed Standard VI, gaining either a certificate of competency or proficiency, were: Auckland 21, Wang-anui 1, Wellington 6, North Canterbury 1. None appear to have been gained in the other education districts where Maori children attend —viz., Taranaki, Hawko's Bay, Marlborough, Nelson, Grey, Westland, South Canterbury, Otago, and Southland. Apprenticeships. At the end of 1906 there were six Maori boys apprenticed to various trades at the instance of the Department. Of these, four came from Native schools and two from public schools, the Department offering children from the latter schools similar privileges to those enjoyed by children from our own schools. In answer to inquiries satisfactory reports as to the conduct and progress of the apprentices were received. In only one case has there been a defection, and this was due to influence such as few Maoris can resist. I think that it would be a better arrangement to give an apprenticeship as a kind of senior free place tenable after the boy has had a year or so at a secondary school. Nursing Scholarships. Under the system fully described in my last annual report, there is now one probationer holding a senior nursing scholarship at the Wellington, Napier, and Auckland Hospitals respectively, while there are two day-pupils or junior scholars at the Napier Hospital and one at the Auckland Hospital. Inquiries made at these institutions go to show that the girls are, on the whole, doing very well, though it is found that the examinations which they are required to pass in common with the European nurses on the staff prove very difficult to Maori girls. It might be possible to arrange a special curriculum adapted to the particular needs of Maoris, with a special form of certificate. During a visit to a Maori village in which one of our former nursing scholars now resides I was glad to learn that good use was being made of her knowledge and skill, and that she was proving of much service to the people there. University Scholarships. Six scholarships are provided for Maori youths who have passed with credit the entrance examination to the University. Of these, three are reserved for those who wish to study medicine, and the other three for students taking the course in arts, science, or law. The Maori youth who held a scholarship in medicine last year has been successful in passing the examination qualifying him for the medical profession, this being the second case of a Maori's doing so in New Zealand. Another scholarship in medicine was granted early this year (1907) to a promising young Maori who had passed the preliminary medical examination, and he is now attending classes at Otago University. Two scholarships are being held in law at Auckland University College, and the reports received by the Department from the authorities of the College are so far very satisfactory.

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Highest Altitude, 2,000 ft., near Ruapehu: Karioi Native School.

Turakina Maori Girls' Boarding-school, Wanganui.

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School Attendance. The percentage of regularity of attendance during the year 1906 is 852, as against 836 during 1905. Reference to Table No. 4 shows that in thirty-two schools it was over 90 per cent. The long distances Maori children often travel, the absence of any kind of road, and the fact that they are in many instances poorly clad and fed make their regularity all the more creditable to them and to their teachers. In the case of European children (and of Maori children also) attending Board schools situated at a distance from their homes, the Government is prepared to arrange wherever possible for their conveyance. No such provision has been made in the case of Maori children attending Maori school's, and only in a very few instances has it ever occurred to the Maoris to ask for aid in this direction. In not a few places where there is no school the parents arrange to board their children with relatives who live near a school, and this sometimes falls rather hardly upon the latter. Surely this goes to show that, in spite of what one often hears said to the contrary, the Maori appreciates the value of education. It has therefore been necessary in only a very few cases to take steps to compel attendance, and the lesson taught in these has proved salutary. The coming of a new prophet amongst the Urewera Maoris has led to the withdrawal of many children whose parents have adopted the new faith, and the effect is likely to become more serious in time until the new idol is shattered. s )* '^\|/0, In the other districts, however, there has been a gratifying increase in the attendance, and already applications for increased accommodation are before the Department. ■\ Obdbr and Cleanliness. Maori children are, as a rule, well behaved and not difficult to manage. It follows that the order in the schools as a whole is very satisfactory, and I have every reason to think highly of the general behaviour of the children. The discipline is mild, and there is no doubt that the vast majority of the teachers exert a good moral influence which forms an effective instrument in the formation of character. As regards the cleanliness of the children, I may say that there have been very few cases in which it has been found necessary to complain. Though on the occasion of unannounced visits paid during the year the children may not have presented that trim appearance as to dress which characterizes the examination-day, no great fault iias been observed as to the cleanliness of their persons or their habits. Further confirmation of this fact is lent by the cleanliness which prevails in nearly all the schools without exception, a state of things which a small amount of reflection will show cannot be produced at a moment's or a week's notice. Visits paid to schools by disinterested persons, some of them thoroughly competent judges, have earned high commendation for the school as regards cleanliness. Indeed, one of our highest educational authorities has stated that, though he had visited hundreds of schools in New Zealand, he had seen none equal to a Native school which he had seen on a recent journey. On this account I feel it my duty to express my gratitude to the teachers and children for their efforts in the past in this direction, and to express the hope that they will continue to maintain the good reputation they have gained. In December, 1906, the Department decided to award certificates of good attendance in terms of the provisions of section 129 of the Education Act. As teachers have been asked to refer all claims to the Inspector on his visit, many schools have not yet had the opportunity of doing so. At one school having a roll number of less than thirty, twelve first-class and five second-class certificates were granted. I have no doubt that very many children will qualify for certificates this year. School Committees. Various opinions are held as to the value of the School Committees composed mainly of Maoris, elected annually in connection with each Native school. One finds it very commonly believed that they are of no account whatever. Of course, instances are not wanting where similar opinions have been held regarding Public School Committees. It is probably only those who have had experience of both kinds who are in a position to say what really valuable assistance may be rendered to the teacher by his Committee. With special regard, however, to the Maori School Committees, I can say from fairly intimate knowledge of the case that the Department owes a great deal to their enthusiasm, interest, and support. I grant that there are Committees who seem to be altogether inert, but this is not so in the majority of cases; indeed, one has to put a restraining hand on some. I have before me at present a letter, the writer of which informs me that some of the members of his committee are lazy and set a bad example, as their children are irregular in attendance. He asks that they may, therefore, be removed without further delay, and that he and a friend of his who is noted for his energy may take their place. In another school, the Chairman, to whom lam greatly indebted for valuable assistance in many ways, acted first and reported afterwards. The Committee that had been duly elected at the end of the year proved to be lazy; he had therefore dissolved it, and elected a new one, which was working much better. I have already mentioned cases in which the erection of workshops has been voluntarily carried out by the School Committee; there are other cases where assistance has been given in other directions, such as fencing, erection of bridges, &c. From such evidence, one can conclude that it is quite possible in almost every case for teachers to find their Chairman and his Committee very valuable allies, and the tactful teacher is not slow to recognise this fact. The duties of Native School Committees are not very extensive, consisting chiefly of making arrangements for a supply of fuel, and for the cleaning of the school, and, in addition, seeing that the attendance of the children is regular. No capitation is payable to the Committees for any

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purpose, though the Department, in recognition of their keeping up the supply of fuel, makes a grant towards providing recreation for the children. The matter of seeing to the attendance is generally one for the Chairman, who, in the few cases in which extreme action is found necessary, acts as Truant Officer and serves notices upon negligent parents. In addition, the Committee exercises a due amount of supervision over the conduct of the school, and when the occasion arises the Chairman is not slow to report to the Department, or to lay his grievances before the Inspector. In most schools the Committee, as well as the parents, attend on the day of examination and follow the proceedings with much interest. At the conclusion of the work, and this by the way means after a long day, for the work connected with the inspection an-d examination of even a small Native school cannot be accomplished in an hour or two, the Chairman and members of Committee bring forward any business they may desire to have settled. Nor do they hesitate to speak their minds in their characteristic way. As showing the keen interest evinced by some Committees, I may state that in spite of the strong counter-attraction offered by the unveiling of the Cook Memorial in Gisborne, a function to which nearly all the Maoris of the district were attracted, the Committee of the Whangara Native School held that it was their business to be present at the examination of the school, which took place on that day, and they and the parents attended in a body. From this short account of Hie doings of Native School Committees, it will be seen that, so far from being useless, they may play a very valuable part in the welfare of the school. As it has been represented to the Department that in places where there are European children attending it may be advisable to have some Europeans directly elected as members of the School Committee, steps are now being taken to provide for this. Conclusion. It must be evident to all who have known the Native schools since the olden days when the education of the Maori was in its infancy that the swaddling clothes have for years been laid aside. Even since my own connection with the schools, I am conscious of the fact that very great progress has been made and that the credit of this progress is due to the teachers who, remote from the comforts and advantages of civilization, pursue their duty with a loyal devotion that is a credit to them. From the nature of the case, it is necessary that the persons in charge of Native schools shall be such as can be relied upon to carry on the work of their school at all times, and while it would be futile to expect that every teacher should possess the same degree of teaching ability or show the same degree of efficiency in the management of his school, there is now no room in the service for tliose who may, by neglect of duty and unbecoming conduct, lower the good name of the Native school teachers as a whole and the prestige of the Department. Much valuable assistance has been rendered during the year, both to myself and to the teachers, by Mr. J. Porteous, M.A., Assistant Inspector, and I wish to take this opportunity of expressing my appreciation of his services. A few photographs accompany this report. William W. Bikd.

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APPENDIX.

Table No. 1. List of the Native Village Schools, and Schools at which Native Children are maintained by the Government of New Zealand, with the Expenditure on each and on General Management, during the Year 1906; and the Names, Status, and Emoluments of the Teachers as in December, 1906.

V the colunin " Position in the School," HM means Head Master; H F, Head Mistress; M, that there is a Master only; F, Mistress only; A M, Assistant Male Teacher; A F. Assistant Female Teacher; S, Sewing-mistress. County. Schools. Buildings, House other Ordinary Sites, Fencing, Allowances. Expenditure. and Furniture. Expenditure during 1906. Total. Teachers of Village ! Schools at the End ol the Year. 2S 50 .a si o a< Pi Remarks. Mangoaui .Hapua £ s. d. 219 5 0 £ s. d. IS 11 2 £ s. d. 24 9 11 £ s. d. 275 6 1 Greensmith, E. Greensmith, Mrs. I. .. Ablett, C. W. Ablett, Mrs. E. E. Foley, Mips S. P. V. .. Beresford, Miss M. .. Taua, W. H. David, Miss S. Matthews, E. W. I). Matthews, Miss E. .. Crene, P., jun. Crene, Mrs. E. Matthews, F. H. S. Matthews. Miss M. E. Paul, P. E. Paul, Mrs. S. F. Rayner, H. H. Bayner, Mrs. F. White, H. H. White, Mrs. I. Holden, W. E Holden, Mrs. E. L. Duthie, Miss E. E. Duthie, Miss B. G. Housley, B.C. Housley, Mrs. E. M. South, M. .. South, Mrs. E. S. Irvine, Mrs. L. M. Irvine, Mies D. Irvine, Miss M. S. Irvine, Miss M. Hulme, Mrs. M. Hulme, H. R. Paul, Miss H. Lie. H M AF H M A F H F AP HM A P H M AP HM AP H M AP H M A P HM A F H M A P HM AP HP A P H M AF HM AF HP AP A P A F HF AM P £ s. d. 166 12 6 35 17 2 175 3 5 37 14 9 101 8 0 25 13 0 143 11 10 19 5 0 139 18 2 32 0 6 168 10 6 47 3 6 155 14 9 23 6 3 115 6 2 15 6 4 122 15 10 15 7 4 181 12 0 34 13 9 150 3 9 43 8 9 100 0 0 100 0 0 144 0 0 24 19 0 288 12 4 50 0 0 140 16 5 18 9 6 50 0 0 30 0 0 160 0 0 40 0 0 94 12 0 Te Kao 220 1 5 20 11 3 240 12 8 Lie. Paparore.. 113 15 10 22 15 2 498 18 8 635 9 8 Lie. Bangiawhia 159 1 8 7 15 8 553 6 3 720 3 7 Lie. With allowance for horse-keep at £10 pei Pamaputia 146 19 3 5 2 6 152 1 9 Lie. annum. Ahipara .. 207 17 7 18 0 209 5 7 Lie. With house allowance at £26 per annum. With allowance for horse-keep at £10 pel Pukepoto.. 205 1 1 14 4 0 219 5 1 Lie. Kenana 129 2 0 3 18 6 18 10 0 151 10 6 Lie. annum. Parapara 98 15 11 26 12 2 125 8 1 Lie. Peria 217 9 4 1 11 0 219 0 4 Lie. Whangaroa Te Pupuke 171 3 0 30 15 0 7 2 3 209 0 3 Lie. Whakarara 204 0 7 56 8 4 9 9 3 269 18 2 Hokianga Touwai Whangape .. 167 2 5 22 8 10 189 11 3 361 1 9 89 1 2 186 6 6 636 9 5 E2 With allowance for conveyance of goods at £10 per annum. { Whakarapa 171 4 8 5 3 6 176 8 2 Lie. Lower Waihou (side school) 100 0 0 0 11 6 100 11 6 Maraeroa 190 1 5 26 9 9 216 11 2 Lie. Matihetihe 91 19 0 2 10 0 94 9 0

16

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Table No. 1— continued. Expenditure, &c., on Native Schools for Year 1906— continued.

Schools. Expenditure during 1906. Buildings, Salaries and other Ordinary ! Sites, Fencing, House Expenditure, i and Allowances. F Furniture. Expenditure during 1906. Teachers of Village ichools at the End of the Year. ■£,2 5O ■H O O Remarks. County. Total. Bay of Islands iokianga — eontd. Whirinaki Waima .. Omanaia .. Motukaraka Mangamuka Waimamaku Otaua £ s. d. 321 9 6 236 14 3 183 14 7 106 1 2 220 12 9 145 12 6 104 5 2 £ s. d. 52 4 6 10 6 0 0 12 6 18 12 0 4 16 2 37 2 9 0 11 0 £ s. d. 129 17 11 1 10 0 19 17 0 £ s. d. 373 14 0 376 18 2 184 7 1 124 13 2 226 18 11 182 15 3 124 13 2 Brown, C. H. Brown, Mrs. 0. J. Coughlan, W. N. Coughlan, Mrs. M. .. Price, Miss J. Mnir, A. Muir, Mrs. B.J. Danaher, T. J. Danaher, Miss W. Wilding, 0. B. Wilding, Mrs. M. Broughton, J. H. Broughton, Miss M... Gordon-Jones, Miss J. Gordon-Jones, Mrs. A. Adkins, J. .. Adkins, Mrs. E. Woods, G..E. Weaver, Miss S. Grace, G. W. Grace, Mrs. I. Gallagher, Miss E. .. Wi Hongi, Miss M. .. Kellv, P. .. Kelly, Mrs. W. Johnson, Miss S. H. .. Kirkpatrick, Miss F. Vacant Lie. E2 Lie. Lie D3 Lie. Lie. Lie. Lie. HM AP H M A F AP HM AP H M A F HM AP HM AP H P S HM A F HM AP H M A F AP AP HM A P HP AP £ s. d. 233 7 9 50 0 0 187 5 4 50 0 0 22 3 9 156 0 2 27 11 9 95 0 6 10 17 0 165 0 2 50 0 0 153 10 8 18 15 0 100 0 0 7 2 0 160 0 0 29 7 6 109 2 6 19 3 9 3-22 15 4 50 0 0 40 0 0 30 0 0 165 0 0 46 13 2 •108 14 0 11 12 0 With allowance for conveyance of goods at £5 per annum. Oromahoe 132 12 6 42 14 6 175 7 0 Lie. Ohaeawai 138 4 3 4 0 6 142 4 9 Lie. Kaikohe .. 391 7 0 133 3 1 284 1 9 808 11 10 Lie. Tautoro .. 106 5 9 40 1 6 851 2 2 997 9 5 With lodging allowance at £30 per annum. 134 Karetu .. 115 8 11 115 8 11 Lie. Sotaool closed. Whangaruru Taumarere Tβ Ahuahu 120 19 7 04 0 5 8 0 120 19 7 0 4 0 85 12 5 Pringle, W. J.J. Pringle, Mrs. A. Welsh, A. E. Welsh, Mrs. C. E. A. Malcolm, G. H. Malcolm, Mrs. E. A. Thompson, R. H. Thompson, Mrs. A. .. I Lloyd, Miss K. B. Creighton, Miss A. .. 1 Vacant HM AP HM AP H M AP HM AF H F AP 99 0 0 13 5 3 102 5 10 9 11 6 155 14 5 32 14 9 148 11 4 21 11 9 120 0 0 21 12 6 80' 4 5 J Te Rawhiti 121 5 2 6 10 127 6 2 246 13 4 E3 With allowance for conveyance of goods at £5 per annum. Takahiwai 187 12 6 44 0 10 15 0 0 Lie. Hobson Poroti 180 16 10 2 12 6 183 9 4 119 13 11 99 8 10 Lie. Otamatea 118 14 0 0 19 11 Lie. Manaia .. 95 13 9 8 15 1 • ■

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17

iaglan.. .. J Te Kerepehi 108 3 0 7 7 5 115 10 5 Lisle, P. Lisle, Mrs. M. P. D. Cummins, H. C. Cummins, Mrs. N. .. HM AP H M A P 144 0 0 30 0 0 157 3 1 39 1 3 Hakaumanga 200 17 1 5 16 3 206 13 4 Lie. Tokikuku Tβ Kopua 104 13 4 15 4 5 39 3 9 131 8 0 146 12 5 143 17 1 Wylie, Miss L. Wylie, Miss M. Lyall, J. H. Lyall, Mrs. P. Scanton, T. C. Stanton, Mrs. J. Molntyre, J. Molntyre, Mies E. J. Mclntyre, Miss K. .. Herlihy, P. .. Herlihy, Mrs. M. Burns, A. Burns, Mrs. J. Hayman, P. J. Hayman, Miss N. Hayman, Mrs. M. A. Woodbead, A. Wood head, Miss P. .. Woodhead, Mrs. K. .. Wykes, P. R. Wykes, Mrs. B. Lundon, Mies C. J. .. Williams, Miss B. M. Williams, J. W. Williams, Mrs. M. G. Baker, Miss P. E. E. Baker, Miss H. A. Flood, R. P. Flood, Mrs. P. L. Brown, C. C. Brown, Mrs. CM. Burgoyne, H. W. Burgoyne, Miss G. .. Burgoyne, Miss C. Hailey, D. T. Hailey, Mrs. E. Kelly, Miss A. M. .. Church, Miss L. Sinclair, D. Sinclair, Mrs. M. Haultain, Miss P. Lie. H P A P H M AP HM A P H M AP AP H M AP HM A P H M AF S H M A F S HM A P H P AP H M A F HF A F H M A P H M AP HM AF AP HM A P HF AP H M AP P 60 0 0 40 0 0 99 0 0 15 5 6 140 0 7 23 4 3 181 10 0 40 0 0 25 1 4 206 16 3 50 0 0 104 11 8 25 11 3 153 3 6 39 6 3 12 10 0 173 7 11 49 9 2 12 10 0 114 17 2 21 10 9 124 15 6 30 13 8 158 7 10 31 3 9 192 5 10 49 16 0 196 0 7 50 0 0 155 15 10 26 18 7 277 17 0 50 0 0 21 0 6 157 0 8 32 0 0 125 11 7 23 0 0 210 13 11 50 0 0 100 0 0 School not yet opened. I Mangaorongo 62 19 0 15 18 5 78 17 5 d Kawhia.. ■ • i Oparure .. 140 8 3 9 18 0 820 9 11 979 16 2 Lie. Hauaroa (Taumarunui) 257 16 1 26 18 2 0 8 0 285 2 3 El Piako .. .. Parawera 249 15 2 3 0 0 7 6 8 260 1 10 i)i With allowance for conveyance of goods at £15 per annum. Bast Taupo Te Waotu 126 19 1 36 0 0 162 19 1 Lie. .. Ornanui .. 201 0 10 40 6 3 0 9 3 241 16 4 E3 Waitahanui 200 11 3 . 35 8 4 10 17 0 246 16 7 l>3 With allowance for conveyance of goods at £15 per annum. West Taupo .. Tokaanu 138 4 6 5 18 3 144 2 9 Lie. With allowance for conveyance of goods at £15 per annum. Tauranga Papamoa 147 9 7 9 7 6 156 17 1 Lie. .. Te Kotukutuku .. 184 13 5 12 3 4 196 16 9 Lie. With a llowance for conveyance of goods at £10 per annum. Paeroa 241 4 8 1 10 6 2 10 0 245 5 2 Dl Botorua Te Matai.. ■ ■ Banana 235 19 4 190 11 4 0 9 0 9 8 0 236 8 4 199 19 4 Lie. Lie. Whakarewarewa .. 339 13 C 16 2 8 118 2 10 473 18 6 Lie. Whakatane Wai-iti .. 182 4 5 22 4 8 204 9 1 Lie. ■ ■ Matata 143 15 2 3 10 3 399 19 0 547 4 5 Lie. Te Teko 254 6 5 9 5 0 263 11 5 Lie. Waiotapu 85 17 10 5 0 0 90 17 10 Dl Te Whaiti 128 17 8 60 4 0 189 1 8 Judkins, Mrs. A. Judkins, L. El HP A M 118 8 0 24 2 9 With allowance for conveyance of goods at £10 per annum. With allowance for conveyance of goods at £20 per annum. School closed. Te Houhi Otamauru 50 0 0 114 12 10 17 2 50 0 0 116 0 0 Nisbet, R. J. Nisbet, Mrs. J. Harrison, H. Harrison, Mrs. E. M. Lie. HM AP H M AP 101 17 10 23 7 3 144 17 8 50 0 0 Poroporo 184 11 3 ' 25 19 0 210 10 3 Dl

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Table No. 1 — continued. Expenditure, &c., on Native Schools for Year 1906— continued.

County. Schools. Salaries and other Ordinary Si ? e ffe g , AllSSSSSe-. Expenditure. Expenditure during 1906. Teachers of Village Schools at the End of the Year. o -2*1 Remarks Total. £ s. d. 326 18 9 £ s. d. 3 2 4 £ e. d. £ s. d. 329 16 1 £ s. d. 245 3 0 50 0 0 41 9 0 116 13 2 32 10 0 182 18 3 26 2 4 18 15 0 197 4 7 35 0 0 7 18 142 6 2 38 5 9 135 7 8 27 7 0 12 10 C 202 16 2 40 1 9 132 17 2 99 15 0 12 7 9 100 15 10 250 14 11 50 0 0 50 0 0 14 12 0 199 19 1 40 0 0 12 4 6 126 9 11 17 16 6 278 1 8 50 0 0 33 8 3 142 14 10 35 4 4 188 0 4 47 17 0 201 9 7 50 0 0 187 11 4 Whakatane — contd. Ruatoki .. Lee, J. B. .. Lee, Mrs. E. E. Lee, Miss H. J. Hamilton, H. R. W... Hamilton, Miss E. .. Levert, Miss M. L. Levert, Miss L. 0. Levert, Mrs. J. Cotton, A. H. Woodford, Miss I. .. Cotton, Mrs. A. Drake, A. G." Drake, Mrs. R. K. .. Young, Miss B. Young, Miss R. Young, Mrs. M. Hope, J. Hope, Mrs. A. Saunders, W. S. Douglas, R. A. Douglas, Mrs. A. Beattie, Miss J. E. Hamilton, H. A. Hamilton, Miss H. .. Robertson, Miss M. .. Hamilton, Mrs. H, .. Geissler, H. W. Geissler, Mrs. I. P. Geissler, Miss A. Tobin, W. H. J. Tobin, Mrs. L. Broderick, H. W. Broderick, Mrs. J. S. Rangi, Mrs M. Baigent, Miss B. F. .. Baigent, Miss I. E. Downey, M. Downey, Mrs. J. Sigley, H. C. Robertson, Mies C. .. Frazer, W. .. McGavin, J. McGavin, Mrs. J. McGavin, Miss D. C. Prentice, Miss C. Lie. H M A P AP H M AP HP AP S HM AP A P HM AP HP A P S H M AP M H M S P HM A F AP S H M AP A P H M AF H M AP A F HF A P H M AF H M A F M Waimana 166 19 11 6 12 6 173 12 5 E3 Waioweka 231 11 2 28 6 0 259 17 2 Lie. Omarumutu 265 13 10 5 3 10 67 0 0 337 17 8 E2 Torere 173 15 1 2 10 0 176 5 1 With allowance for horse-keep at £10 pei annum. Lie. Omaio 205 13 8 3 5 10 208 19 6 Te Kaha .. 239 0 5 3 15 7 242 16 0 Lie. E2 Lie. D5 Raukokore Wharekabika 149 5 1 108 14 2 21 0 6 5 18 158 5 0 328 10 7 113 15 10 Waiapu.. Te Araroa Rangitukia 152 15 6 361 7 0 8 8 11 47 2 2 161 4 5 408 9 2 El Tikitiki.. 243 5 2 4 17 9 248 2 11 Lie. Waiomatatini 152 3 0 152 3 0 Dl Tuparoa .. 353 5 10 5 17 8 359 3 6 Lie. E2 Whareponga 164 1 6 I 212 1 6 48 0 0 Lie. Hiruhara a 236 13 5 3 5 10 239 19 3 Lie. Tokomaru Bay 255 8 8 59 9 3 314 17 11 Dl Whangara Nubaka .. 211 6 10 408 15 10 5 11 9 14 19 0 427 9 3 216 18 7 851 4 1 Lie. Lie. El airoa j- 355 17 9 The teachers work conjointly. A F AP 25 0 0 15 8 3

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19

Wairca — contd. i Tuhara 27 8 5 23 13 9 30 10 0 81 12 2 Heenan, G. C. Heenan, Mrs. M. B. .. Alford, E. H. M. Alford, Mrs. F. MoFarlane, T. C. Gillespie, Mrs. M. D. Godwin, H. P. B. Godwin, Mrs. M. E. .. Clemance, P. H. Clemance, Miss G. .. Clemanee, Mrs. E. D2 I H M .. H M Lio. ! H M .. AF Lio. H M AF D2 H M A F S 100 0 0 23 9 6 149 19 8 25 1 6 116 13 10 17 12 8 134 10 0 20 1 0 147 14 7 13 4 8 12 10 0 With house allowance at £20 per annum. '20 per annum. Hawke's Bay .. Te Haroto 174 11 10 2 4 0 " 176 16 4 Tangoio 127 19 9 1 11 8 129 11 5 Waimarama 129 0 8 23 17 10 152 18 6 School closed. Egmont.. .. Puniho 175 12 7 I 0 13 4 1 13 0 177 18 11 Patea .. .. Pariroa Wanganui .. Pamoana 25 0 0 ! 114 16 10 6 19 10 13 7 31 19 10 116 0 5 Greenwood, H. M. Greenwood, Mrs. M... Robinson, C. W. Robinson, Mrs. M. L. Lawton, H. W. Lawton, Mrs. P. Thirtle, H. L. Thirtle, Mrs. G. Hubbard, C. C Greensill, Mrs. L. Moss, Mrs. M. E. Comerford, W. H. Nordstrom, Mrs. A. .. Cossgrove, D. Gossgrove, Miss S. Gossgrove, Mrs. S. Lyon, C. A. Tikao, Miss M. Jennings W. H. Jennings, Mrs. F. C... Reeves, W. H. Reeves, Mrs. W. Blathwayt, H. A. W. Blathwayt, Miss M. .. Horan, T. .. Lie. H M S Lie. i H M AF .. , H M .. ! AF .. HM S B2 M F E3 F El ; HM .. AF Dl H M .. i AF S Lio. : H M .. AF E4 HM .. i A F Lio H a .. AF Lie. H M AF E2 M 105 6 2 6 6 0 159 7 9 49 0 9 138 18 10 15 10 0 93 7 9 9 3 0 36 0 0 100 0 0 130 0 0 123 0 0 18 15 0 176 14 4 28 5 i 12 0 0 123 13 6 14 7 3 160 0 0 21 6 3 141 18 10 27 0 4 165 14 7 32 13 3 95 13 4 Pipiriki 166 19 4 56 1 0 23 16 7 246 16 11 Karioi 137 10 1 1 10 6 139 0 7 Wairarapa ... Kaiwhata 38 10 9 32 10 5 789 9 1 860 10 3 Turanganui Marlborough .. Waikawa "Wairau Kaikoura .. Mangamaunu 36 0 0 '•■ 100 0 0 115 18 7 i 137 10 6 3 12 0 15 10 1 2 0 6 ! 36 0 0 103 12 0 131 8 8 139 11 0 .. Ashley .. .. Kaiapoi 215 9 8 13 5 3 228 14 11 Akaroa .. .. Rapaki Little River 138 16 7 174 4 0 7 14 9 30 18 2 146 11 4 j 205 2 2 With house allowance at £26 per annum. Levels .. .. Arowhenua 198 7 4 6 2 6 3 15 0 j 208 4 10 Waikouaiti .. Waikouaiti 199 2 8 5 8 1 40 19 1 245 9 10 Stewart Island .. Ruapuke 95 13 1 6 12 0 : 102 5 1 With allowance for conveyance of goods al £5 per annum. The Neck 90 9 6 20 14 1 111 3 7 ; Millar, W. M. Lio. M 100 0 0 Boarding-schools — | Queen Victoria, Auokland.. St. Stephen's, Auckland .. Turakina, Wanganui Te Aute, Hawke's Bay Hukarere, Hawke's Bay St. Joseph's, Hawke's Bay Inspection Manual-instruction classes Other miscellaneous expenditure not chargeable to particular schools (aohool-books and material, scholarships, &c.) 707 10 0 160 0 0 380 0 0 760 14 0 180 0 0 I 175 0 0 290 0 0 J 235 1 0 529 2 2 186 4 11 •• •• __ 380 0 0 760 14 0 180 0 0 175 0 0 290 0 0 235 1 0 1,236 12 2 346 4 11 i J .. i 1,192 4 1 1 13 6 1,193 17 7 Totals .. 18,450 3 0 5,660 14 3 5,644 12 10 29,755 10 !• I 17,936 11 0 i * Including jElll Os. 8d. paid from Native reserves funds, and £2,000 from Civil List, Native Purposes. Deducting recoveries, .£74 6s. 5d., the result is a net expenditure o( £29,681 8s. 8d.

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Table No. 2. Classified Summary of Net Expenditure on Native Schools during 1906. £ s. d. Teachers'salaries .. .. .. .. .. .. .. .. .. •• 17,519 8 3 Teachers' house allowances .. .. .. .. .. .. .. .. • • 63 4 9 Teachers' allowances for conveyance of goods, &o. .. .. .. .. .. .. 121 0 0 Teachers' removal allowances .. .. .. ■. • • .. .. ■ • 402 19 3 Books and school requisites .. .. .. .. .. .. . • • • ■ • • 594 3 2 Warming school-rooms (fuel, &o.) .. .. .. .. .. .. .. .. 141 7 8 Ferrying school-ohildren .. .. .. ■ • .. .. .. .. ■ • 131 14 1 Technical-instruction classes (including material for workshops) .. .. .. .. .. 336 2 0 Inspector's salaries .. .. .. .. .. .. .. .. .. • • 707 10 0 Travelling-expenses o* Inspectors and others .. .. .. .. .. .. .. 531 010 Boarding-school fees .. .. .. .. .. .. .. .. .. 2,031 10 0 Travelling-expenses of scholars sent to boarding-schools .. .. .. .. .. 73 3 8 University scholarships .. .. .. .. .. .. .. .. . ■ 243 12 7 Nursing scholarships .. .. .. .. .. .. .. .. • • 68 12 6 Apprenticeship charges .. .. .. .. .. .. .. .. • ■ 60 0 0 Maintenance of buildings, repairs, and small works .. .. .. .. .. .. 756 19 2 New buildings, additions, furniture, &c. .. .. .. .. .. .. •■ 5,641 210 Advertising for teachers .. .. .. .. .. .. . • • • • • 94 0 4 Sundries (including sewing material and musical instruments) .. .. .. .. .. 163 12 7 Total .. .. .. .. .. .. •■ •■ £29,681 3 8 Note.—Of the above total, £111 os. Bd. was paid from Native reserves funds, and £2,000 from Civil List, Native Purposes.

Table No. 3. Classification as regards Ages and Race of Children belonging to Native Schools at the end of December Quarter, 1906.

•„• M, Maori; M Q, between Maori and half-caste; H, half-caste; E Q, between nal E-caste an< iuropean; luropean. Race. Of Mixed Race. H and E Q. Totals. Ages. Of Maori Race. M and M Q. Speaking English. Speaking iaori. Europeans. I g P-I li. G. Total. B. a. Total. J B. G. Total. I!. G. Total. Ii. G. 'otal. 5 and under 6.. 6 „ 7.. 7 „ 8.. 8 „ 9.. 9 „ 10.. 10 „ 11.. 11 „ 12.. 12 „ 13.. 13 „ 14.. 14 „ 15.. 15 years and over 149 183 203 221 207 230 199 159 116 79 102 159 152 165 174 184 158 158 1 133: 101 66 54 308 335 368 895 391 388 357 292 217 145 13G 8 8 12 13 11 8 7 9 10 6 2 7 9 5 9 10 10 9 10 3 7 3 15 17 17 22 21 18 16 19 18 18 5 12 14 14 11 16 16 14 18 5 6 6 10 11 15 11 19 15 16 14 11 2 8 22 25 29 ■A2 35 31 :-iO 82 16 8 14 16 20 26 25 20 29 23 14 14 9 5 14 18 22 21 17 23 19 23 14 7 3 30 38 48 46 37 52 42 37 28 16 8 185 225 255 270 254 283 243 200 145 100 115 190 190 207 215 230 206 202 180 129 82 68 375 415 462 485 484 489 445 380 274 182 183 8-98 9-94 1107 11-62 11-60 11-72 10-66 9-10 657 4-36 4-38 Totals .. 1,848 1,504 3,352 94 82 176 132 132 201 181 382 2,275 1,899 4,174 100-0 2G4 iUMM. .KY if Table No. 3. Age. Boys. Girls. I Total. Percentage, 1906. Percentage for 1905. 'rom five to ten years „ ten to fifteen years .. „ fifteen upwards Totals •• r 1,189 971 115 2,275 1,032 799 68 2,221 1,770 183 53-2 42 5 4-3 55-3 40-6 4-1 2,275 1,899 4,174 100-0 100-0

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E.—2.

Table No. 4. List of the Native Village Schools, with the Attendance of the Pupils for the Year 1906.

[In this list the schools are arranged according to regul larity o: ,ttem lance in tl .as oo. lumi Schools, ■2 II 21 b °*> 11 School-] II ■oil. flj \\\ I 01 Q l! % o> o Jss 13 a> c3 <n <& 3 6 e3-P c o "o o I 1 '6 >, ¥ 111 ■Sga d Oh Paeroa Torere Rangiawhia Macihetibe Omaio Otaniauru Wharekahika .. Waima Whangaruru( e ) .. Wai-iti ' .. Parapara( l ) Tβ Kao Whareponga Te Kaha Tuparoa Waitahanui Takahiwai Whakarewarewa Kenaua Otamatea Peri a .. Kaikohe Whakarara Kaiwhataf) Kaiapoi Raukokore( 6 ) Waikouaiti Oromahoe Arowhenua Tβ Haroto Tangoio Parawera Pukepoto Poroti Karetu Whirinaki Tβ Pupuke Manaia(") Tβ Whaiti Waiinarama( 2 ) .. Poroporo Tuhara(') Tikitiki Oparure(2) Pamapuria Hapua Ruapuke Ran ana Mangamuka Tβ Kopua Hiruharama Nuhaka Ruatoki Tautoro( 4 ) Rangitukia Waioweka Karioi Touwai Wbangara Tβ Teko Omanaia Wairau Turanganui Maraeroa Mangaorongo( 3 ).. Pipiriki Te Ahuahu Waiomatatini .. Matata Paparore Te Kotukutuku.. Paparnoa Ahipara Omarumutu Rakaumauga Motukaraka ../ 54 37 25 20 49 26 18 61 36 33 48 40 41 79 48 37 63 22 26 41 103 45 41 45 42 33 36 35 25 51 29 38 23 89 39 29 32 12 12 5 9 1 9 4 22 5 12 25 4 10 15 16 26 6 35 9 14 14 29 36 7 21 24 52 12 26 13 11 9 15 12 4 5 11 30 7 20 40 25 44 18 36 27 38 2 "31 9 8 23 27 33 55 13 17 12 19 10 20 21 9 8 8 31 36 9 6 9 19 18 14 17 13 26 3 12 5 4 4 7 7 1 10 41 8 10 10 10 13 9 4 25 6 10 12 1 14 5 1 23 50 14 20 15 7 9 10 7 12 7 34 17 36 21 8 14 0 8 1 5 38 4 33 12 5 10 31 22 4 11 13 12 26 14 11 19 14 5 15 4 21 4 12 9 9 17 8 10 19 19 5 54 44 26' 25* 43 28 21 73 37 25 42 40 46 82 65 39 73 25 30 43 28 125 47 20 42 47 40 39 34 39 25 56 34 30 21 66 52 31 32 65 44 59 35 42 41 11 38 63 19 65 95 96 51 71 57 28 34 36 66 37 17 10 42 27 56 - 24 30 33 32 41 43 55 60 48 23 50-25 4005 24-75 23-75 43-50 2800 20-75 65-00 33-00 37-00 23-33 43-50 41-50 44-75 81-50 56-00 38-75 70-25 23-75 26-00 42-25 2500 123-25 44-75 17-50 49-25 48-30 38-50 34-25 36-50 36-50 25-50 52-25 34-50 34-50 23-50 78-75 51-75 31-50 32-75 32-75 55-75 33-00 58-25 27-50 36-75 51-25 12-75 41-75 64-00 21-00 59-75 99-75 95-25 40-60 71-50 57-00 28-50 39-25 37-00 62-25 38-50 20-50 7-25 43-50 25-50 47-75 20-75 33-00 32-00 30-75 40-75 40-75 55-75 65-75 48-50 23-75 50 40 24 23 42 27 20 62 32 35 22 41 39 42 76 52 36 65 22 24 39 .23 113 41 16 45 44 35 31 33 33 23 47 31 31 21 70 46 25 29 29 49 29 51 24 32 44 11 36 55 18 51 85 81 34 60 48 24 33 31 52 32 15 6 36 21 39 17 27 26 25 33 33 45 53 39 19 50 40 24 23 42 27 20 62 32 35 22 41 39 42 76 52 36 65 22 24 39 23 113 41 16 45 44 35 33 33 33 23 47 31 31 21 70 46 25 29 29 51 29 51 24 36 44 11 36 55 18 51 85 81 44 62 48 24 33 31 52 32 15 6 36 21 40 17 27 26 26 33 33 45 53 39 19 5 4 2 2 5 3 1 7 8 4 2 5 4 5 8 6 4 7 a 2 4 2 9 5 1 5 5 4 4 4 4 2 r> 3 3 ■i 7 6 2 3 3 G 8 6 2 4 5 0 4 6 1 0 8 8 5 7 5 2 4 3 (J 3 0 0 4 2 4 1 3 3 3 4 4 B 6 4 1 99-50 98-70 96-96 96-80 96-50 96-40 96-30 95-30 95-20 94-60 94-30 94-00 93-90 93-80 93-25 93-04 92-90 92-50 92-50 92-30 92-20 92 00 91-60 91-60 91-40 91-37 91-10 90-90 90-50 90-42 90-40 90-19 89-95 89-85 89-85 89 34 88-88 88-88 88-88 88-55 88-55 88-34 87-87 87-50 87-20 86-39 86-34 86-27 86-22 85-91 85-70 85 35 85-21 85-04 84-48 84-20 84-20 84-20 84-00 83-80 83-50 83-10 82-90 82-70 82-70 82-30 82-20 81-90 81-80 81-25 82-15 80-98 80-98 80-74 80-60 80-40 80-00 54 "w 20 41 13 40 66 16 52 99 85 69 53 28 41 40 57 35 22 7 49 41 19 36 33 22 40 37 48 66 41 25

E.-2.

22

Table No. 4- continued. List of the Native Village Schools, with the Attendance of the Pupils, &c.—continued.

Table No. 5. Race of the Children attending the Native Village Schools on 31st December, 1906.

Schools. So Is 1! sta£ ! I 1M3 ■SB ! a' S School-ri ill. CUD g ■ pa a> I s S?a 5* 1! O o T3 © ill If! 3 I I 5 OX §! ■§* II! Jli Mangamaunu Rapaki The Neck Oruanui Tokomaru Bay .. Te Kerepehi Whangape Tokaanu Te Waotu Te Matai Te Rawhiti Puniho Ohaeawai Pamoana Little River Te Araroa Hauaroa Waikawa Waimana Otaua Waiotapu Whakarapa Lower Waihou (side) 26 27 14 60 58 29 93 37 i 34 53 30 41 35 24 36 50 89 21 57 23 25 35 28 17 16 3 26 43 27 20 22 28 33 4 11 11 8 17 9 55 6 24 17 25 33 19 12 18 4 24 35 26 25 21 23 21 10 11 12 9 16 14 59 9 30 18 40 31 20 31 25 13 62 66 30 88 38 39 65 24 41 34 23 37 45 85 18 51 22 10 37 27 31-25 28-75 13-75 64-25 69-75 25-50 88-25 36-00 31-75 67-75 26-00 42-75 38-75 22-75 37-75 50-00 87-50 18-75 56-75 23-75 15-25 49-75 31-25 25 23 11 51 55 20 . 69 28 24 51 20 32 29 17 28 37 64 14 40 16 10 31 19 25 23 11 51 S5 23 69 28 27 51 24 32 29 17 28 37 64 It 17 12 2 2 0 6 6 2 7 3 3 6 2 3 3 1 3 4 7 i i 0 80-00 8000 80-00 79-38 78-80 78-40 78-10 77-70 75-60 75i!8 75-00 74-85 74-80 74-70 74-10 74-00 7356 72-00 69-78 67-30 67-25 62-30 61-60 ! « _M Totals for 1906 3,808 1,837 1,471 4,174 3,863 4,235-38 4,097-10 3,607 I 85-20 Totals for 1905 3,123 1,870 1,130 3,428 8367 (i) Not open Marcl) quarter. (2) First opened i arch quarti r une quarter. ( 5 ) First opened September quarter. (6) Not oi a. (t )en Deei i) Not op 3inber qi ien Man uarter. ill or Juni (7) Fin 3 quartw it openei ■s. (■ I Decen i) First iber qi opened larter.

V M, Maori; M ietween :aori f-caste; H, :aste; E Q, between ha: [f-caste and European; E, European. Of Mix« H an< id Race. IB Q. Of Maori Eaoe. M and M Q. Europeans. Totals. Schools. Speaking English. Speaking Maori. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Hapua Te Kao Paparore Ahipara Pukepoto Pamapuria Rangiawhia Parapara Peria Kenana Te Pupuke Whakarara Touwai Whangape Matihetihe Whakarapa Lower Waihou .. Motukaraka Mangamuka Maraeroa Waimamaku Whirinaki Omanaia Waima Otaua Kaikohe Tautoro Ohaeawai Tβ Ahuahu Oromahoe Karetu 12 27 10 28 16 18 15 12 12 12 27 23 20 88 9 21 15 6 27 28 11 38 19 38 13 fi7 26 8 10 16 7 11 15 9 19 12 17 11 6 8 11 24 22 12 34 10 14 12 7 34 18 13 28 13 34 5 48 20 17 9 11 3 23 42 19 47 28 35 26 18 20 23 51 45 32 72 19 35 27 13 61 41 27 66 32 72 18 115 46 25 19 27 10 3 13 16 2 0 2 17 27 15 32 19 22 15 15 24 13 28 23 21 49 12 23 15 12 29 28 15 38 20 39 17 73 28 13 12 24 13 24 15 17 22 15 20 11 10 19 12 2-1 24 13 89 13 14 12 11 34 14 13 28 17 34 5 52 23 21 12 15 8 41 42 32 55 34 42 26 25 43 25 52 47 34 88 25 37 27 23 63 42 28 66 37 73 22 125 51 34 24 39 21 3 1 4 2 1 3 2 3 3 2 7 2 3 2 9 5 6 4 "2 1 "3 6 5 1 ii 1 "l "0 "o "l 1 "l 3 5 1 1 0 1 11 1 2 4 6 0 0 2 7 11 1 1 2 1 16 2 2 2 2 4 5 1 0 ' 6 4 io "0 ' 0 "l "1 "2 2 1 0 1 .0 1 1 1 1 4 2 3 0 0 0 4 1 4 2 2 "3 "3 "3 "5 6 2 2 2 2 2 4 1 3 1 3 1 4 3 5 3 5 3 8 6 2 "3 1 "9 3

23

E.—2.

Table No. 5—continued. 5 — continued. Race of the Children attending the Native Village Schools on 31st December, 1906— continued.

Of Mix( H am id Kaoe. IB Q. Of Maori Race. Euro] Totals. Schools. Speaking English. Speaking Maori. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Tβ Bawhiti Whangaruru* Takahiwai Poroti Otamatea Manaia* Tβ Kerepehi Eakaumanga Parawera Tβ Kopua Mangaorongo Oparure Hauaroa Tβ Waotu Tβ Kotukutuku .. Paeroa Papamoa Te Matai Banana Wai-iti Wbakarewarewa Waiotapu Oruanui Waitahanni Tokaanu Tβ Whaiti Tβ Teko Matata Otamauru Poroporo Buatoki Waimana Waioweka Omarumutu Torere Omaio Tβ Kaha Baukokore Wharekahika Tβ Araroa Bangitukia Tikitiki Waiomatatini Tuparoa Hiruharama Whareponga Tokomaru Bay .. Whangara Nuhaka Tuhara.. Tangoio Tβ Haroto Waimarama Kaiwhata Turanganui Puniho Pamoana Pipiriki Karioi Waikawa Wairau Mangamaunu Kaiapoi Bapaki Little Biver Arowhenua Waikouaiti Ruapuke The Neok 7 14 21 0 1 1 1 1 2 8 16 24 24 9 12 12 6 11 36 15 23 1 "0 1 4 3 4 3 8 6 1 4 0 2 1 3 6 1 25 18 15 14 12 15 39 30 30 13 22 20 9 14 10 17 12 25 14 21 32 16 17 33 7 18 33 21 17 21 14 12 32 53 29 16 26 21 16 23 26 9 23 29 32 10 34 27 21 39 14 51 25 15 20 19 6 2 7 9 21 12 2 24 22 3 13 8 13 11 15 23 16 23 19 15 37 3 24 28 8 10 36 13 13 34 33 17 15 31 15 26 20 13 10 15 30 25 7 26 31 16 24 11 33 13 9 16 6 8 5 1 13 9 7 15 46 42 12 27 18 30 23 40 37 37 55 35 32 70 10 4-2 61 29 27 57 27 25 56 86 46 31 57 36 42 43 39 19 38 59 57 17 60 58 37 63 25 84 38 24 36 25 14 7 8 22 30 19 "2 4 0 3 6 "e "2 1 "2 2 1 0 10 "2 "2 "2 4 °6 1 3 16 "e 4 "3 5 4 2 0 2 4 1 4 "2 2 2 2 3 7 9 3 2 0 3 1 1 1 "l4 "2 1 2 2 2 5 15 8 6 2 3 3 5 2 18 4 3 4 4 5 12 5 1 9 0 1 21 0 7 3 3 1 1 3 0 4 2 2 3 0 9 1 0 1 5 I 1 23 j 1 4 1 4 "o "l 1 1 2 0 1 2 3 5 2 2 11 2 14 1 1 44 1 11 4 7 1 2 4 1 6 2 3 5 3 14 3 2 20 23 29 13 14 17 46 18 25 25 26 35 18 21 35 7 23 36 27 19 27 18 14 37 56 32 32 27 21 16 26 30 11 25 35 32 16 47 31 22 41 18 59 28 15 22 24 9 4 25 9 32 15 8 13 16 27 12 14 23 17 7 7 10 25 27 6 13 18 39 21 16 29 17 30 20 16 38 3 39 29 11 12 39 15 14 28 40 19 25 33 23 27 20 17 10 20 36 27 14 35 34 18 25 18 36 16 10 17 8 11 6 16 14 24 13 10 4 15 15 13 23 11 23 4 6 30 48 56 19 27 35 85 39 41 54 43 65 38 37 73 10 62 65 38 31 66 33 28 65 96 51 57 60 44 43 46 47 21 45 71 59 30 82 65 40 66 36 95 44 25 39 32 20 10 41 23 56 ■28 18 17 31 42 25 37 34 40 11 13 0 0 2 4 3 1 0 3 3 1 2 7 "0 3 "3 1 0 1 "0 1 1 "2 "0 2 "l 3 "2 3 "3 6 1 "3 4 3 0 2 7 2 1 3 2 1 5 1 2 6 2 3 12 3 3 "3 3 "4 0 "7 3 1 3 2 2 4 2 3 • 7 4 2 5 0 1 2 1 3 7 1 2 2 3 3 0 0 I 2 3 1 6 1 2 1 1 2 2 3 8 4 5 1 1 4 5 "a 0 "2 3 0 2 "0 1 3 1 3 '2 "3 5 .. 16 0 7 12 1 13 28 1 20 "3 1 *2 1 5 2 2 i 8 0 5 10 1 7 18 12 13 12 6 10 17 6 4 12 5 9 19 10 10 16 25 17 15 29 27 16 '14 2 "9 1 23 3 "4 6 •4 1 8 7 1 3 1 4 0 3 1 3 1 6 2 7 5 7 4 "1 4 'ii 11 8 "e "7 13 3 2 5 •• ! Totals for 1906 Totals for 1905 1,848 1,715 1,504 1,405 8,352 3,120 94 50 82 I 35 j 176 85 132 182 132 152 264 334 201 171 181 153 382 324 2,275 2,118 1,899 1,745 4,174 3,863 Difference .. 133 99 232 44 47 91 ! -50 -20 -70 30 28 I 58 157 154 311 * Closed tem] loraril;

8.—2.

24

Summary of Table No. 5.

Table No. 6. Results of Inspection, 1906.

1906. Kace. Total. Percentage. Boys. Girls. laori, and between Maori and half-caste .. [alf-caste, and between half-caste and European, speaking Maori [alf-caste, and between half-caste and European, speaking English luropeans 1,848 1,504 132 132 3,352 264 80-30 6-33 94 82 201 181 2,275 1,899 176 4-22 382 9-15 Totals 4,174 100-00

[In this table the schools are arranged ad :ording to the mar] itainei lee last co^ lUmn. Schools. §11 111 o o"2 SfS A •Jβ g .o a go ° II ,3Ph h .S§ J-t Cβ OH) Cβ c≤ 0 ft gs.s 1! 32|£ 'I O a a Sβ (Total MarksMaximum 50. Rangitukia Whirinaki Te Kaha Maraeroa Pukepoto Peria .. Bangiawhia Whangara Tokaanu Hapua TeKao.. Tuparoa Omaio .. . Parawera Waima .. Whareponga Kaikohe Poroporo Nuhaka Rakaum anga Banana Wai-iti Tikitiki Paparore Tokomaru Bay Whakarewarewa .. Waioweka Mangamuka Oruanui Waimana Matihetihe Torere Matata Te Araroa Whangape Hiruharama 10-0 10-0 9-8 100 9-8 9-8 10-0 10-0 100 10-0 9-8 9-8 9-6 100 9-8 100 9-6 10-0 94 100 9-8 9-8 9-8 9-4 100 70 10-0 96 8-3 10-0 9-0 8-8 9-5 100 9-8 96 10-0 10-0 9-8 9-5 9-8 8-5 9-3 10-0 9-2 9'3 9-6 9-3 9-5 100 10-0 9-8 9-5 100 9-6 10-0 10-0 10-0 100 9-8 9-5 9'8 10-0 9-3 9-6 9-75 9-5 9-25 9-3 9-8 9-5 9-8 9-7 9-0 9-5 9-8 9-3 10-0 9-8 9-0 9-5 9-3 9-5 9-0 90 9-8 9-0 89 98 9-0 9-3 8 ; 5 8-3 8-9 8-25 9-6 95 8-8 100 10-0 10-0 10-0 10-0 10-0 10-0 100 10-0 9-8 10-0 9-8 100 9-5 10-0 10-0 9-75 100 100 8-8 8-8 9-5 9-8 9-5 9-5 100 90 9-5 10-0 7-8 9-5 9-8 9-5 9-3 8-8 8-5 9-0 9-0 9-5 95 8-8 9-0 9-0 9-3 10-0 9-3 9-5 9-0 8-7 10-0 10-0 10-0 10-0 100 10-0 10-0 10-0 10-0 9-9 99 100 95 10-0 9-5 8-5 100 90 100 10-0 10-0 100 90 100 9-0 100 9-0 90 90 90 90 90 8-0 8-5 9-0 9-0 80 8-5 8-5 9-0 9-0 9-0 9-0 9-0 8-5 9-0 80 8-0 8-0 100 100 97 9-7 9-3 9-7 90 9-0 8-7 9-3 9-5 90 90 8-0 8-8 93 8-2 8-7 8-5 90 8-6 8-0 8-3 8-0 9-0 10-0 8-6 8-7 8-5 9-0 90 8-8 90 80 8-7 90 83 8-5 7-7 6-5 7-7 8-3 8-3 7-0 7-0 7-7 67 70 7-5 50'0 50-0 49-3 49-2 491 49-0 49-0 49'0 48-7 48-1 48-1 48-1 47'9 47'5 47-4 47-4 47-3 47-2 47-1 47-1' 47-0 46-8 4G-7 46-6 46-5 46-5 46-4 46-1 45-8 45-6 45-5 45-4 45-3 45-3 .45-3 45'1 45-1 45-0 44-4 44-3 44-3 44-1 44-1 43-6 436 43-5 43-4 42'8 42-5 Pamoana Omanaia Takahiwai Oromahoe Te Teko Buatoki Te Kopua Karioi Te Whaiti Omarumutu Poroti .. Waiomatatini Kenana..

25

_.—2.

Table No. 6 — continued. Results of Inspection, 1906 — continued.

4—E. 2.

Schools. • 'si 111 - 0Q CD S°a.2 T3 0! CD.O o 5 Q EH sis P3jft CD 0.3 £ . Offl g ai o3 w 03 jj jj §1| S § Pfll o II ■~ s - CD a. 9 -B p t»T> is d g CD ft SS.g III! f a & u Q a ■B'S Total MarksMaximum 50. i -! 1 I 55 i2 ° a c Waikouaiti Te Kotukutuku Oparure Waimarama Ofcamauru Pipiriki Waitahanui Kaiwhata Parapara Wharekahika Te Ahuahu Otamatea Karetu .. Touwai,. Wairau Whakarara Whaogaruru Mangamaunu Paeroa .. Te Rawhiti Waimamaku Puniho Te Matai Ofcaua .. Tangoio Rapaki .. Tβ Kerepehi Whakarapa Hauaroa Te Haroto Manaia.. Papamoa Ahipara Te Waotu Ohaeawai Arowhenua Waiotapu Pamapuria Te Pupuke Motukaraka Turanganui Kaiapoi Waikawa Ruapuke Lower Waihou The Neck Little River(i) Mangaorongo( 2 ) Raukokore( 2 ) Tautoro( 3 ) Tuhara( 2 ) 8-5 8-3 9-5 10-0 9-0 9-8 90 8-8 9-0 9-4 90 8-3 7-8 8-4 9-5 9-6 9-6 88 7-8 85 7-8 96 7-5 9-3 7-0 7-8 7-5 7-3 8-5 6-5 8-3 7-5 8-8 6-3 8-6 4-5 6-5 7-4 8-2 8-0 8-0 00 5-3 7'8 60 73 7'5 8-0 9-0 9-0 8-8 9-5 8-6 9-0 8-3 8-8 8-4 925 9-0 94 8-9 8-5 7-75 7-8 8-0 91 8-8 8-0 8-0 8-0 7'8 7'8 7-8 8-0 7-3 6-5 7-3 7-8 7'8 70 7-75 7-3 7-5 6-8 5-4 7'0 5-3 7-0 7-8 6-8 67 53 80 8-5 8-8 95 8-5 8-3 8-9 9-8 90 80 9-9 9-5 9-5 9-3 9-0 8-5 9'75 7-8 7-3 9-5 85 7-8 70 7-6 8-0 6-8 8-0 8'7 6-5 7-8 6-8 60 6-7 7'8 6-9 6-0 68 6-5 6-9 6-8 7-8 6-7 6-8 6-8 6-8 6-8 9-5 9-0 8-0 75 80 8-0 8-0 8-0 7-5 80 7-5 8'0 8-5 7-0 7-0 70 7-0 80 8-0 60 7-0 7-0 8-0 6-0 8-0 7-5 7-0 6-0 7-0 7-0 60 60 5-0 6-0 6-0 80 70 6-5 4-0 50 6-0 9-0 6-0 60 6-0 6-0 9-0 8-6 7-0 6-3 7-7 6-3 7-3 6-0 7-8 7-0 6-7 5-8 6-0 6-7 6-0 6-7 5-2 6-8 8-0 5-8 6-7 55 7-3 6-2 5-8 63 5-7 5-3 5-6 7-0 6-3 7-3 6-0 7-0 4-7 7-5 5-3 5-7 7-7 5-3 5-0 92 58 4-7 55 20 42'5 42-4 42-3 42-3 42-0 41-9 41-8 416 41-6 41-2 40-9 40-8 40-8 40-8 40-4 40-3 39-3 39-2 39-1 38-9 38-8 37-9 37-8 371 36-6 362 36-0 35-3 34-9 34'8 34-7 34'6 34-3 34-1 33-9 33-3 33-1 32-9 32-2 32-1 32-1 31-9 31-7 81-6 30-5 27-4 (>) Examined only. P) Neither inspected nor examined. (8) Opened Ju; ie quarter, [either inspected nor ixamined.

E.—2.

26

Table No. 7. Results of Examination, 1906.

US scl 100! s are arrangei in on ler 0: ie peroen: ;age o ;ainei Schools. a |I II Pa VII. VI. Passes of Pupils examined. asses V. of Pupils examined. IV. III. II. I. _ Examination Percentage. fSfj 1 ■§! 0 o ft Q The Neck Whakacewarewa Whangara Parapara Omaio Te Kaha Pukepoto Waikouaiti Hapua Tuparoa Karioi Wai-iti Rangiawhia Maraeroa Oromahoe Peria Omauaia Nuhaka Tokaanu Waiomatatini .. Kaikohe Tikitiki Torere Waioweka Turanganui Te Kotukutuku .. Paoroa Kaiapoi Kangitukia Te Kopua Tokomaru Bay .. Te Teko Parawera Papamoa Paparore Te Kao Takahiwai Matihetihe Mangamaunu Oruanui Poroti Whirinaki Ranana Whareponga Whakarara Waima Otamauru Wharekahika Hiruharama Puniho Waimarama Waimamaku Touwai Whangape Eapaki Ruatoki Karetu Rakaumanga Waiotapu Te Matai Matata Te Rawhiti Te Kerepehi Kenana Te Haroto Poroporo Ahipara Te Whaiti Mangamuka Omarumutu Te Ahuahu Pamoana Ruapuke Wairau Whakarapa Waitahanui Whangararu Te Araroa Arowhenua Otaua Te Waotu Motukaraka Ohaeawai 13 66 35 24 43 43 34 36 43 81 27 36 15 41 29 41 30 87 86 31 122 58 41 53 5 38 55 41 69 20 57 61 49 37 34 41 39 24 31 51 38 67 35 45 45 56 27 21 61 40 31 27 34 86 23 88 20 43 10 59 27 27 13 23 37 52 54 32 61 65 17 22 13 16 33 51 33 49 34 20 22 22 32 1 3 v> 1 1 1 1 3 2 1 1 1 2 2 4 2 5 3 1 24 10 2 6 8 4 2 1 11 3 2 3 1 5 4 6 7 3 3 6 2 2 3 2 4 3 6 1 4 2 6 1 3 3 4 1 3 10 10 2 7 7 4 6 4 10 1 5 4 7 13 4 13 2 4 9 7 10 4 1 3 10 4 5 2 10 13 8 5 5 5 4 6 7 5 4 4 3 11 1 6 . 3 9 6 3 6 19 1 6 14 10 5 10 1 10 4 5 4 0 4 7 11 17 11 2 4 5 6 4 14 9 100-0 100-0 100 0 99-5 96-8 96-6 95-97 93-78 93-5 93-25 92-9 92-88 92-3 91-35 91-33 90-7 89-26 86-67 86-6 86-0 84-0 83-18 83-05 83-0 82-7 82-2 81-9 81-45 80-0 79-5 78-7 78-6 78-0 77-6 76-9 76-13 76-07 75-7 75-58 74-51 74-36 73-94 73-65 73-6 720 71 27 70-83 70-72 70-69 70-4 70 34 70-2 69-94 69-8 69-23 69-2 68-42 67'1 669 66-5 66-0 65-82 65-71 65-25 65-21 64-8 64-59 64-17 61-77 61-63 58-5 57-9 57-74 57-4 56-9 55-4 55-0 54-93 54-23 53-91 53-57 51-95 51-67 '2 1 1 1 6 4 1 1 1 1 1 2 1 1 1 2 1 1 1 2 4 19 7 6 6 1 8 7 4 9 1 10 6 1 4 8 8 2 1 7 10 4 <) 2 2 9 10 5 6 7 5 10 1 1 2 2 2 1 '2 2 1 5 1 2 4 2 1 8 2 2 2 2 2 1 2 4 6 2 3 1 1 1 1 5 4 3 1 2 4 6 4 6 2 6 1 3 8 2 11 7 5 8 2 6 9 6 4 4 6 9 S 5 3 3 7 3 7 5 4 4 2 5 2 1 2 1 11 4 6 5 5 i 8 2 I 2 '2 1 1 i 1 1 2 1 4 2 2 5 2 2 0 5 1 5 3 2 6 2 9 4 11 1 4 8 2 1 1 1 i 1 4 0 1 1 1 4 1 4 1 5 7 2 5 2 2 2 5 8 11 3 3 8 12 4 11 1 10 4 12 3 2 4 8 6 5 11 4 4 1 6 3 1 4 3 1 2 1 3 8 l 2 i 1 2 1 2 1 2 3 6 3 4 5 8 15 2 2 2 4 1 1 i 1 1 2 3 2 3 3 3 2 3 2

27

E.— 9,

Table No. 7— continued. Results of Examination, 1906 — continued.

Table No. 8. Classification as regards Standards and Race of Pupils on the School Rolls at the End of December, 1906.

Schools. a P I 1 VII. VI. Passes of Pupils examined. V. IV. III. II. I. % CD o . Examination Joot S«--2 Percentage. So|g go = 3 SoS,S S 8-3 O O P-i Otamatea Lower Waihou .. Tangoio Hauaroa Waikawa Te Pupuke Waimana Pipiriki Pamapuria Little River Manaia Oparuref 1 ) Kaiwhata( 2 ) Mangaorongo( 2 ) .. Raukokore( 2 ) Tautoro( 2 ) Tuhara(2) 26 20 27 7:i 18 52 r>1 88 41 88 92 29 16 27 47 51 44 3 1 1 2 4 2 3 1 1 4 2 i 2 3 3 6 8 3 5 ■2 7 3 51-35 51-3 50-3 50-12 49-5 45-9 "4505 45-34 41-77 40-6 294 3 1 3 5 2 1 1 1 i i 1 3 1 1 (l)Mi irks not given. ( a : Not exi tmined.

Race. Standards. Of Maori Race. M and M Q. Of Mixed Race. H and B Q. Speaking English. Speaking Maori. Of Mixed Race. H and E Q. Europeans. Totals. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Preparatory class Standard I Standard II .. Standard III .. Standard IV .. Standard V .. Standard VI .. Standard VII .. 722 637 264' 199 295 220 220: 208 200! 151 112! 72 35 17 1,848 1,504 I 1,359 463 515 428 351 184 52 28 15 15 12 16 4 4 17 13 15 14 15 6 2 45 28 30 26 31 10 6 58 18 19 13 15 7 2 58 15 24 13 12 8 2 116 53 33 16 43 35 26 38 27 20 15 19 4 19 1 I 264 201 45 28 23 27 23 13 20 2 98 44 58 65 43 32 39 3 861 313 364 283 251 142 60 1 757 255 282 262 201 99 41 2 1,618 568 646 545 452 241 101 3 I I Totals 3,352 94 82 176 132 132 181 382 2,275 1,899 4,174 Note. -M, Maori mrposes of this class i; M Q, betiwee: iiflcation the Ian >n Mao: aguage t L-i and half-caste; H, half-i spoken in the home is taken. caste; E Q, between half-caste an nd European. 'or the SUMM. [ARY C if Table showing St 'Andakd Classification. Standards. Boys. Girls. Totals 1906. Totals 1905. Preparatory classes Class for Standard I n „ 1 ni - ; i V TV » i Hat■-. 7,-J - 1 v ,,' Bfcl? ■ i v VI . eBw.ay 11 . . .ia.3 mc» Totals 861 313 364 283 251 142 60 1 757 255 282 262 201 99 41 2 1,618 568 646 545 452 241 101 3 1,223 728 629 574 439 162 80 28 2,275 1,899 4,174 3,863

E.—2

28

Table No. 9. Classification as regards Ages and Standards of Pupils at End of December, 1906.

Standards. Certificates.* Class P. Sta' dard I. Standard II. Standard III. Standard IV. Standard V. ard VI.* Standard VII.* Ages. Boys. JGirls. Total. Boys.' Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. I Girls. Total. Boys. Girls. Total. Boys. Girls. ITotal. Boys. Girls. Total. Competency Proficiency. 5 and under 6 years .. 173 178 I 351 1 1 2 •• .. .. , •■ I 6 „ 7 „ 209 176 385 12 14 26 0 2 2 .. I 7 „ 8 „ .. 179 152 J 331 56 39 95 14 11, 25 39 J 98 1 1 2 2 0 2 8 „ 9 „ 135 94 229 65 57 122 59 11 24 35 2 3 5 i • 9 „ 10 „ 74 - 139 63 54 117 76 I • 62 ' 138 35 39 74 6 10 16 1 1 2 . 10 „ 11 „ 40 I 3 7 77 44 37 81 83 49 132 90 55 145 30 28 58 j 12 8 J 20 11 „ 12 „ 14 Iβ 30 36 19 55 49 , 60 i 109 50 J 47 97 70 47 117 17 20 37 2 1 3 ! 24 29 12 „ 13 „ 20 16 36 15 20 35 86 32 ! 68 49 47 96 57 44 101 25 21 46 20 ! 9 29 1 1 I I 13 „ 14 „ 5 9 14 12 3 15 19 12 i 31 22 28 50 42 39 81 j 30 15 45 " 10 21 14 „ 15 „ 3 8 H 5 i 7 12 "15 9 24 U io: 24 22 I 20 20 10 I 251 201 42 i 26 19 45 12 11 23 I 10 25 .. I I 15 over 9 6 J 15 4 ; 4 8 13 6 19 11 ii 22 30 31 15 46 15 1 1 * Totals — 861 757 1,618 313 255 568 364 282 > 646 283 262 545 452 142 ! i 99 241 I 60 41 : 101 1 2 3 24 29

29

8.—2.

Table No. 10. Standards passed by European Children attending Native Schools examined during the Year 1906.

Table No. 11. Children of Maori and Mixed Races attending Public Schools, December, 1906.

Table No. 12. (a.) Number of Maori Pupils receiving Higher Education, &c., at the End of 1906.

5-E. 2.

Standards Passed. Certificates Certificates of Proficienoy. Education Districts. I. II. III. IV. V. VI. VII. Competency. Auckland Taranaki Wanganui Hawke's Bay .. North Canterbury Otago 30 5 1 3 34 2 1 1 21 1 1 5 16 3 2 5 1 2 11 4 15 1 7 9 2 2 1 9 3 _Ll_L 27 5 *3 9 1 3 2 2 Totals 39 40 30 29 20 10 22

Of Mixed Bace living as Maoris. Of Mixed Race living as Europeans. Total. Number of Certificate granted. Of Maori Kace. Iducation Districts. Schools Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. attended. Competency. Proficiency. Boys. Girls.! Total. Auckland Taranaki Wanganui Wellington Hawke's Bay Marlborough Nelson.. Grey Westland North Canterbury South Canterbury Otago .. Southland 792 31 187 114 276 Q O 6 584 26 113 83 168 3 1 5 6 I 10 I 24 1,376 57 300 197 444 12 9 1 14 25 15 44 46 5 13 15 17 3 40 5 j 5 14 18 3 86 10 18 29 35 6 360 23 20 44 92 13 14 334 21 26 35 73 12 10 694 44 46 79 165 25 24 1,198 59 220 173 385 24 20 958 52 144 132 259 19 13 1 5 26 12 41 54 2,156 111 364 305 644 43 33 1 14 59 22 83 117 229 21 47 36 47 8 5 1 3 14 2 14 21 11 i 4 10 o 9 I » 5 20 I 14 5 19 53 20 2 13 44 34 7 32 97 9 33 10 42 63 1 3 10 4 10 "7 20 Totals for 1906 Totals for 1905 1,467 1,398 1,027 961 2,494 2,259 112 119 99 106 211 225 657 687 590 615 1,247 1,302 2,236 2,104 1,716 1,682 3,952 3,786 448 406 16 18 Difference 169 66 235 -7 -7 -14 -30 -25 166 -55 132 84 42

Governmi int Pupils. School. Scholarshipholders formerly attending Native Schools. Temporary. Private Pupils. Totals. ioar ding-schools — Si. Stephen's (boys), Parnell, Auckland ... Te Aute (boys), Hawke's Bay ... Hukarere (girls), Napier St. Joseph's (girls), Napier Queen Victoria (girls), Auckland Turakina (girls), Wanganui 29 11 + 10 3 20 7 6 10 31* 60J 45 25 19 10 60 71 61 38 39 20 3 Totals ... 80 19 190 289 • Including 1 Niue Islander and 1 European. Europeans. t Including 1 boy from Chatli im Islands. Including

E.—2

30

Table No. 12 continued. (b.) Number of Maori Pupils, formerly attending Primary Schools, holding Scholarships at High Schools or Colleges at the End of 1906.

(c.) Number of Maori Students, formerly attending Native Schools and College, holding University Scholarships at the End of 1906.

(d.) Number of Maori Pupils, formerly attending Native Schools, holding Industrial Scholarships at the End of 1906.

(e.) Number of Maori Pupils, formerly attending Primary Schools, holding Industrial Scholarships at the End of 1906.

(f.) Number of Maori Pupils, formerly attending Native Boarding-schools, holding Hospital Nursing Scholarships at the End of 1906.

Approximate Cost of Paper. —Preparation, nil; printing (1,800 copies), i>26 16s.

Authority : John Mackay, Government Printer, Wellington.—l9o7.

Price Is .l

Number. High School or College at which Scholarship is held. Primary School. M. P. 1 Woodhill Auckland Grammar School.

Number. University Course. University at which Scholarship is held. 1 2 1 Medicine ... Law Arts ... University of Otago. ... Auckland University College. ... Canterbury College.

Number. Native School. Trade to which Scholars are apprenticed. District. 2 1 1 Kangitukia Tikitiki Whirinaki ... Blacksmith ... Builder ... Builder ... Bast Coast, Gisborne. ... Auckland. ... Auckland.

Number. Primary School. Trade to which Scholars are apprenticed. District. 1 1 Maraetaha Tolago Bay ... Builder ... Engineer ... ... Gisborne. ... Gisborne.

Number. Kind of Scholarship. Boarding-school. District Hospital. 1 1 1 1 1 Day-pupil Day-pupil Probationer Probationer Probationer ... Hukarere ... Queen Victoria ] ... Napier Hospital. ... Auckland Hospital. Napier Hospital. Wellington Hospital. Auckland Hospital.