EDUCATION : NATIVE SCHOOLS. [In continuation of E.-2, 1908.]

Appendix to the Journals of the House of Representatives, 1909 Session II, E-03

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1909. NEW ZEALAND.

EDUCATION : NATIVE SCHOOLS. [In continuation of E.-2, 1908.]

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

No. 1. EXTRACT FROM THE THIRTY-SECOND ANNUAL REPORT OF THE MINISTER OF EDUCATION. Thk number of Native village schools in operation at tl nd of I!><»7 was ninety-nine. During the year 1908 seven were opened, five were transferred to the control of the Education Boards of their respective districts, and four were closed, thus leaving a total of ninety-seven schools in operation at the end of 1908. The number of children on the rolls of these schools at the 31st December, 1908, was 4,217, as against 4,183 at the close of the preceding year. The average attendance for the year was 3,781, the percentage of regularity being 84-4, an increase of about 2 per cent, on that of the previous year. The average weekly roll-number for the year was 1,179. which is the highest yet reached. There were at the 31st December 215 children on the rolls of the various Native mission schools and 303 others on the rolls of the secondary Native schools, all of which are inspected by officers of the Education Department. This shows that there were at the end of 1908 1,735 children attending Native schools of one kind or other, the gross average weekly roll being 4,986 and the gross average attendance being 4,249. The new schools opened during the year—viz., Waiuku, Manukau Harbour ; Wharekawa and Mataora Bay, Thames County ; Kakanui, in Kaipara district; Ngongotaha, near Rotorua ; Motiti Island, Bay of Plenty ; and Taemaro, near Mangonui—have made a very promising beginning, though some are being conducted in temporary buildings at present. The steady increase in the attendance", and the frequent applications received for the establishment of new schools, point to the appreciation by the Maori people of the advantages offered them, and an increasing desire on their part for education. Information will be found in the Inspector's report with regard to the applications that are now under consideration. Reference to the Inspector's report will show that the standard of efficiency of the schools is satisfactory ; in many cases it is very high indeed. It must be remembered in this connection that there has been a very consiflerable increase during the past five years in the standard requirements, which are now practically on a level with those of the ordinary country school. The new syllabus provides for some form of manual training in every school. In many schools elementary practical agriculture is taken up, and useful experimental work is being done. There were fifteen workshops in operation during the year, and much useful work continues to be done by them. At the six boarding-schools—St. Stephen's and Tc Aute for boys ; Queen Victoria, Hukarere, St. Joseph's, and Turakina, for girls—the Government provides a number of free places tenable for two years to Maori children qualified under the regulations. One hundred and three free places were held at the end of 1908. One University Scholarship was being held at the end of the year by a Maori youth studying medicine at Otago University, and there were five boys apprenticed to suitable trades. There were during 1908 three nurses holding day-pupil scholarships, and four probationers on the staffs of various hospitals. Of these latter, two have passed the examination qualifying them for registration as nurses, and they have since attended for further training at St. Helens Maternity Hospital, where one has gained a certificate in midwifery. The total expenditure on Native schools during the year, including £52 6s. lOd. paid from Native school reserves, was £33,307 2s. 4d. Deducting recoveries', £72 3s. 3d., the result is a net expenditure of £33,234 19s. Id., as against £31,492 Is. 4d. in 1907. Included in this amount is the sum of £4,773 18s. sd. expended on new buildings and additions ; £2,583 14s. Bd. on secondary education including fees for holders of free places in secondary schools, industrial or technical scholarships for boys, nursing scholarships for girls, and University Scholarships,

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Head teachers of Native schools now receive salary at the same rate as do head teachers of public schools, and the payments are subject to similar conditions. Prior to the revision of the salary scheme the amount paid in salaries for 1906 was £17,519, for 1908 it was £20,292, and under the revised scale coming into force this year a further increase is effected. The average salary paid to head teachers of Native schools for the year 1908 was El6B Us. 7d. The staffs of the village schools included seventy-six masters and nineteen mistresses in charge, one hundred and six assistants, and five sewing-teachers. At the end of the year the standard classification of the children in the village schools was as follows :— Class P.. .. .. .. .. .. .. 1,939 Standard I . . . . .. . . . . .. . . 465 Standard II .. .. .. .. .. ..524 Standard 111 .. .. .. .. .. ..536 Standard IV .. .. .. .. .. .. 376 Standard V .. .. .. .. .. .. .. 246 Standards VI and VII . . .. .. .. .. 131 Six certificates of proficiency and twenty-four of competency were gained in these schools during the year. The number of European children in Native schools at the end of the year was 410, of whom 376 were in the preparatory class and lower_ standards, and 34 in Standards VI and VII. Two certificates of proficiency and seven of competency were gained by European children during the year. The classification according to ra«e of the children at the 31st December, 1908, was as follows: — Maori or nearly so .. .. .. .. 80-5 per cent. Half-castes speaking Maori .. .. .. .. 7-9 ~ Half-castes speaking English .. .. .. .. 1-9 „ Europeans .. . . .. .. . . .. 9-7 ~ There were 4,429 children of Maori or mixed race attending public schools : of these, 63-51 per cent, were Maori, 6-25 per cent, of mixed race living as Maoris, and 30-21 per cent, of mixed race living as Europeans. Twenty-six certificates of proficiency and fifteen of competency were gained during the year by Maori children in public schools. So far as statistics are available the number of persons in New Zealand of Maori and of mixed race receiving instruction at the end of the year 1908 may be summarised as follows (omitting Maoris attending secondary schools and Maoris at certain schools not under Government inspection, of whom no separate return is made) : —■

No. 2. The Inspectors of Native Schools to the Inspector-General of Schools. Sir,— Wellington, 22nd March, 1909. In accordance with instructions, we have the honour herewith to place before you our report on the general condition of the Native schools and the work done by them during the year 1908. New Schools, kit., 1908. At the end .if fche year 1907 there were ninety-nine village scl Is in operation. During the year 1908 seven new schools were opened, live were transferred to Education Boards, and four were closed, so that there were ninety-seven schools working at the end of 1908. The new schools opened during the year were — Waiuku, Manukau Harbour ; Mataora Bay, neai W'aihi, Bay of Plenty ; Wharekawa, near Tairua, Bay of Plenty; Ngongotaha, near Rotorua ; Moliti Island, near Tauranga, Bay of Plenty ; Taemaro, near Mangonui ; and Kakanui, in Kaipara district. At four of these places— Waiuku, Ngongotaha, Taemaro, and Kakanui —school is being conducted for the present in temporary buildings, The following schools were transferred to the Boards of Education in their respective districts : ■ Puniho, in Taranaki; The Neck, in Southland ; Little River, Rapaki, and Kaiapoi, in North Canterbury.

Actual Number. Number per 10,000 of Maori Population at Consus of 1900 (47,731). I. Primary schools—■ (a.) Government Native schools (6.) Mission-schools (c.) Public schools 4,217 215 4,429 883-5 I .VI i 927-9 II. Secondary schools II. Special technical training 8,861 303 13 1,856-4 63-5 2-7 Totals . . 9,177 1,922-6

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The schools at Whangape, Mangaorongo, Rakaumanga, and Motukaraka, in the Auckland District, werejjclosed. The following is the position with regard to the most promising applications for the establishment of new schools :— Rakaunui, Kawhia. —A site has been acquired here: unforeseen difficulties having prevented the Department from carrying out the proposal to remove the Raorao buildings, it will he necessary to make other provision. Taharoa, Kawhia. —The Maoris promised to decide upon a suitable site, but up to the end of the year they had not communicated their decision to the Department, and no further action was therefore possible. (Since the beginning of the current year, however, they have agreed upon a suitable site, and the matter is now being dealt with.) The case is a promising one. Waitapu, Hokianga —An application was made for the reopening of this school, and the request is to be acceded to Whangape, Hokianga. —After a considerable delay it has been decided to provide two schools to meet the requirements of this district. One has already 1 n opened in temporary buildings on the northern side of the harbour, and the old school buildings are to be removed to Pawarenga to serve the southern side. Te Huruhi, Waiheke Island.—A visit paid to the place showed that there is need for a small school. No reply has yet been received to the Department's enquiry as to securing a site. Kawa, Great Barrier Island. —A half-time school has been opened here by the Auckland Board of Education. Orauta, near Kawakawa, Bay of Islands. —A very good case exists for the establishment of a school here, and the matter of acquiring a site is now in hand. Rangitahi, near Galatea.—This case would be met by the removal of the old Awangararanui buildings. There is little doubt that a school is required. A site has. however, to be formally acquired before further action is possible. Waiohau, Urewera. —This is a very difficult case, owing to the want of unanimity among the people and to their migratory habits. The Department's experience of Urewera tribes makes caution necessary here. Okerc, near Rotorua. —The investigations made do not so far show any urgency in the matter, and further inquiries are therefore to be made when an opportunity occurs. Ngamatea, near Raetihi, appears from recent inquiries to be a case for an aided school. About half the children available are Europeans, and the matter is being referred to the Wanganui Board of Education. Waimiha, King-country.—The Department has under consideration a proposal to open a small school in temporary buildings at this place. No progress can be reported in the case of Te Reinga, Poverty Bay District. Oruaivharo and Arapaoa (Kaipara district), Waihapa and Taupo (near Whangaroa), Te Takapu (near Rangiriri, Waikato), Maungatapu (near Tauranga), and Waituhi (near Gisborne) are to be further investigated as early as possible. Application has been renewed in the case of Te Tit-Mangomti, Bay of Islands, which is to be inquired into early this year, and preliminary steps have been taken in the case of Pakiri, near Frasertown. There are many causes tending to create delay in the establishment of schools and the erection of the buildings which are not apparent to outside observers. It is not always convenient for an officer to proceed to a particular locality immediately upon receipt of an application : the case must wait until he next visits the district. The survey of the site of three or four acres is frequently delayed from a similar cause, and the formal acquisition of the site, after survey has at length been completed, takes up considerable time. There can be no doubt that the delay I hat has occurred in several instances has militated against the success of the school. The Department cannot, however, proceed with the erection of buildings until a clear title to the site has been obtained, and for this reason, in the cases mentioned above, recourse has been had to temporary buildings, an arrangement which, though very inconvenient to teachers and children, certainly tends to maintain the interest in the school. To avoid delay in the erection of the buildings, and the carrying out of necessary repairs, the Department has during the year engaged a foreman builder, and matters have been considerably expedited in consequence. General Remarks. Reading. —ln this subject the work of the year is marked by a gratifying amount of improvement, and the standard of the schools has been raised considerably. In former years the readers were of a grade lower than the grade of the particular class in which they were used ; children in Standard IV, for instance, using Royal Crown Reader No. 3, and so on throughout the school. Now, as the result of improved methods, and the avoidance of too hasty promotion in the lower part of the school, the children are well able to cope with the difficulties of the books prescribed for the various standards, and in many cases the use, as tests, of reading passages previously unseen was attended with good results. It is desirable, however, that intelligent comprehension should be secured, and this is the point which now requires careful attention. There can be no intelligent comprehension of a passage which contains words meaningless to the reader, and, while it is not desirable that children should be able to give synonyms for every strange word they meet, they should be able to reproduce in their own words the ideas contained in the passage read. Another defect in the reading is the want of phrasing, absence of which results in the passage being read, not as a series of notions, but as a succession of words. " Words have to be grouped into notions, and the various relations of these groups have to be vocally indicated. Hence the phrasing or proper grouping of the words involves a proper understanding and translation of punctuation. There can be no good reading without frequent and sometimes long pauses. They convey an effort of spontaneity which rivets the attention of the hearer ; while unbroken fluency will never sustain

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attention, because it is manifestly accompanied with little or no thought on the part of the reader. Appropriate pausing will lead the reader to think, and to exercise his judgment as he reads." (Bell.) With regard to the other features of good reading correcl pronunciation, good enunciation, and good articulation the progress made generally is very satisfactory indeed. The cockneyisms that are only too marked among the children of the Dominion do not appear in most of OUT schools, a result due partly to the care with which the first steps in reading are taught ill the preparatory classes, and partly to the natural aptitude of the Maori child for acquiring correct sounds. With the increase in power to read is growing also the increase in desire to do so. and applications for library books have become more frequent. Libraries have now been established in at least onethird of t he schools. The recitation practically a new feature in the syllabus has not so far been of much merit :in many cases it has degenerated into mere repetition, and has not risen above monotonous sing song. Recitation is a great aid to a good vocal delivery and intelligent reading, and teachers apparently do not yet realize its value. The choice of poetry for recitation is not always a happy one. The iact that a poem occurs in the reading-book should not be regarded as indicating its suitability for the purpose. It may be too difficult of understanding, or it may be uninteresting to the child. In recitation, as in reading, before an intelligent rendering of a passage can be given, t he child must lie able to make mental pictures of the various ideas contained therein. Spelling. In the lower classes there is on tin- whole little to find fault with ill this subject, as the children ate fairly able lo write correct Iy such words as tliey can read intelligently, and these are all that they should he required to spell. Children are frequently set to learn the spelling of lists of words a work involving more or less waste of time. The confusion of " their" with " there." " where" with were" or " wear, " will never be overcome by spelling-drill. The children should be trained to use these words in oral lessons, then to observe their written forms, anil finally to use them in writing. Transcription still Buffers from carelessness and from insufficient Supervision. There is no excuse for either of these; indeed, unless the transcription is corrected, it had better not he given at all. Similar remarks apply in many instances to the dictation, which involves more than mere accurate reproduction of words and punctuation-marks. Intelligent comprehension of the passage by tin 1 child will prevent many mistakes in the spelling, and will, with practice and comparison with the passage as printed in the reading-book, enable him to overcome the difficulties in punctuation. Writing. —The writing is still very far from satisfactory, and the delects are due solely to want of proper teaching of the subject. The difference between the work of the- lower classes and that of the higher is very marked, from which one can only infer that writing receives much less attention in the higher classes than in the lower ones. Copybooks with headlines are being supplied this year, and it is to lie hoped that by their use the writing will be materially improved. Bui it must not be understood that the placing of a copybook in the hands of a Third or Fourth Standard child will vpto facto teach him to write-. Even though the exigencies of the school require that the upper standards be grouped together. all using the same copybook, a definite lesson should precede the writing and untiring supervision should follow each step. Too much importance cannot be placed on the correct holding of the pen and the correct posture of the body, and yet in very many instances these are quite overlooked. Indeed, children are allowed to write in attitudes which render good work impossible, and are probably harmful to them physically. It has been frequently stated that .Maoris have a natural aptitude for writing, but it is not safe to rely upon this in all cases. In the few schools where writing is well taught the children certainly write an excellent hand; good teaching rather than natural ability has played the most important part in producing this result. English. —The English work of the preparatory and lower standards is relatively much better than that of the higher ones, and we are forced to the c liision that the amount of oral teaching diminishes as the higher standards .ire reached. It is impossible to place too high a value on oral composition as a means of teaching English in Maori schools. Indeed, so far as we are aware, there is no other way of teaching it, and it cannot therefore be neglected or discarded at any stage in the child's career. Unless he is made to use English directly as the mode of expressing his ideas he cannot make progress. One frequently finds specimens of absurd mistakes " howlers" as they are called—quoted as illustrating the futility of teaching English to Maori children. The true explanation of these is that i In- child's mind is working in two directions at the one time. He thinks as a Maori, and attempts to speak as a pakeha. A striking illustration of this occurred during one examination. A boy, who was asked the meaning of the expression "angry foes," replied. '• Angry foes are friends to fight with." His answer was. of ecu use. a literal t ranslation of the Maori Ima riri he was still a Maori in habits of thought. Until by constant use of English in oral composition, as well as in reading and other subjects of the school course, a child has acquired the habit of thinking in English and of not translating from Maori as he goes, he will be liable to errors such as those referred to. This. then, is the problem that the teacher must solve. A fair amount of improvement has been shown during the year in the correlation of reading and English, and it is not uncommon to find Maori children who can readily tell in their own words a story which they have read, or reproduce a piece of poetry in which they have been interested. It would be wise if no lesson in reading were put aside as done with until the children had shown their comprehension of it by their ability to reproduce it in their own language, first orally, and then in writing. Again, it is necessary to impress upon teachers the necessity of keeping on lists some record of the 1 topics upon which composition-lessons have been given during the year. Through neglect on the part of the teacher to do this, the children arc kept, unintentionally perhaps, circling round the same path, and their range of ideas is limited to its circumference. Attention is very necessary also in the higher classes to the writing of all kinds of letters. Those that we get at the examinations and in the ordinary course show the need for better training, and great

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1. Group of Pupils, Whakarewarewa Native School. 2. Pupils and Temporary Building, Ngongotaha Native School, Rotorua. 3. Oruanui Native School, Taupo.

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1. Waitahanui Native School, Taupo. 2. Motiti Island Native School, Bay of Plenty. 3. Wharekawa Native School, Thames County.

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improvement might I Sected in this important matter with little effort. Some time ago we were Very much interested in the correspondence that had passed between the Maori children of one of outbest schools and European children at school in Australia. We do not know whether the correspondence is kepi up. but we certainly think the plan might be well adopted by our teachers its benefits are obvious to every one. Arithmetic. Tin Department should have every reason to be satisfied with the work clone in the preparatory classes in the majority of our schools, in many of which the degree of efficiency attained lea \es little to be desired. The benefits arising from the teaching of infant chile I ret ly such numbers as are within their Comprehension, and bom the large amount of oral work necessary in the lowest classes, are making themselves felt, and there is no doubt t hat when these- children come- to t he standard classes their ability to grapple with the more difficult processes will be- largely increased. For, after all, there is nothing in arithmetic but the- four processes; beyond that it is merely a question of interpretation of language a study in English. Far too much stress is laid on " rulc-s " in the higher classes, and this, combined with inadequate appreciation by the child of the language in which sums are stated, leads him into confusion, lie can work with accuracy sums that an- purely mechanical, but is puzzled if tin- questions are set in problem form ;he cannot see how his " rules" apply. The oral exercises ill the class books afford teachers ample- opportunity of inculcating the principles involved in steps of easy gradation by means of examples that ca,n be worked mentally, but these' exercises an- frequently ignored in favour of the mere statement ol a rule. Of course, the latter method is easier for the teacher : indeed, some teachers can teach simple- interest in one lesson where we ourselves should take several. It is important, too. that great attention should be paid to setting out el.-ally the several slips in the working of examples a mStter which is frequently reduced to a minimum, or omitted altogether. in assigning marks in cases when-, though the process is correct tin- answer may be- wrong, the explanation of the steps is indispensable. In all cases of practical arithmetic, such as bills of accounts, neatness and style should count for much more than they do. and typical examples may well serve for exercises in transcription. In very few schools can one find attempts being made to make thework in arithmetic a matter of actual experience. Children learn the \ arioiis tables, and talk of chains, miles, meters, and kilometers, but have had no opportunity of realising what these- distances actually represent in connection with their own districts. The number of miles from one place to another is still in man)' places a matter of the staying-power or speed of your horse. " G I horse, two miles ; bad horse, too far." is the answet given in connection with distances as great as thirty miles. At one school the children have placed on tin- roadside pens marking the mile and the kilometer, one on either side of t In- si ■ I I. and both of these distances are by this means made real to them ; but such laudable practices are by no means common. Actual measurements can easily be carried out even in theearliest classes, anil no table should be committed to memory until its constituents have been made a matter of personal experience in the case of each pupil. Elaborate and expensive appliances are not necessary ; the ingenious teacher will quickly find means to make- such as he needs, or. better, get the children to make them. Thus, lor example-, a piece- of wire, string, or rope can be marked off as a chain measure by means of which distances can be- measured and areas computed by tin- children. Small bags of sand can be used to represent the different weights, and articles can be- weighed. Tin- principle thus laid clown may be extended to all the tables with which the child is concerned during his school career, and thus the weights and measures would have connection with realities, and the tables would no longer be- a Btring of mere wore Geography. —A fair amount 88 has been made- in this subject, though most of the schools are in the transition stage between the old and the new syllabus of work. There can be no doubt that the alteration has led the children to observe more carefully natural phenomena as they appear in the neighbourhood of tin- school. Few teachers have made satisfactory schemes o! work, but have apparently followed rigidly the details of the syllabus without following its methods; they attempt too much, and have not time Io teach it properly. Nor does it sce-m that in every case " direct observation furnishes the method of approach." One or two lessons will suffice for the rough determination of the north and south line, the position of the sun at noon and similar phenomena. Models in sand or plasticine can easily be made' by the- children to illustrate the geographical features seen within a short distance of the school. In one school in the Hot Lakes district an excellent model in relief was exhibited showing the principal hot springs, the lakes, and the volcanic peaks. We have- no doubt that such methods will become general as teachers appreciate their value, and the- change is being made gradually. With regard to the political geography, a programme of the work co\en-<l should be available on tin- examination day. There is quite a large- store of geographical matter contained in tin- readingbooks and the School Journal from which such programmes can be formed. Sewing. This subject continues to be- well taught throughout the schools, and the practical side of the work receives careful attention at the hands of the assistant teachers, whose efforts in this direction are worthy ol every commendation. An increase has been made in the number of schools at which the use of the sewing machine is taught, and a large amount of useful work is done thereby, the women in some places attending the- class of instruction. Drawing uml Handwork. Elementary manual training in some form or other is taken in nearly all schools, and the results achieved are on the whole very lair. I'aper-weu-k of various kinds is done in the infant classes, but there is not, so far, much correlation of handwork with drawing, and the- work is therefore deprived of the greater part of its value-. The opportunity it affords of giving practice in English is also neglected to a large extent. Under these circumstances handwork becomes neutral; the mere- manipulation is of little or no value. Exercises in cardboard furnish means of teaching measurement to scale, and thus have a special value, but want of exactness spoils much of the work. In plasticine modelling excellent work is to be found in many schools, reproductions of natural objects being faithfully done.

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The drawing is still of poor quality, and will continue to be so until more systematic attention is given to it. In some schools teachers have made an excellent beginning in making use of nature itself, and in one school particularly good work was exhibited, showing how drawing can be correlated with elementary agriculture. Then- are still many teachers who have not yet learned to discard the Hat copies and drawing-charts in favour of nature itself. Elementary Practical Agriculture. —School gardens have been now established in fifty-one schools, in some cases with remarkably good results. Maoris hold manure of whatever kind in abomination, and cannot be brought to recognise its value or to use crops that have- b i grown by its agency. The result is that in places like- Te- Kaha, where crops of maize have been grown every year continuously for upwards of thirty years, the ground has become exhausted, and poor crops are obtained. In such circumstances the school garden may furnish an object-lesson not only to the school-children, but also to the community. An interesting report on experiments in potato-growing as carried out by tinchildren is supplied by one teacher. Twenty-eight pounds of seed were put into five plots, each 7 ft. by 21 ft. ; artificial manures were applied in four of the plots, and 205 lb. weight of potatoes were obtained. The teacher states that there was an inclination on the part of the boys to favour the unmanured plot, but the results, which were closely watched and checked by the class, were convincing the unmanured plot returning only 17 Ib. as against 651b. produced in that in which a little superphosphate, sulphate- of ammonia, and sulphate of potash had been used. He adds that the experiment was watched by a number of the adults, and that no sign of blight was seen m the school crop, though its presence was reported in the village. It is impossible to overestimate the value of such work, and we hope that teachers in various localities will see their way to carry out similar experiments with other crops. Even in places where the land has been pronounced to be useless, it has been surprising to find what cultivation and energy have been able to produce. Two places in the Far North offer striking examples of this, and flourishing gardens appear where previous teachers hail made no attempt to cultivate what had seemed to them the unkindly soil. Woodwork. During the year there were in operation fifteen workshops attached to village schools, and these afford the means'of imparting valuable instruction. The- people continue to show their appreciation of the workshops, and are not slowto take advantage of them either by purchasing readily the articles mad.- in them, or by coming themselves to share in the work. At Oruanui the pupils who have been trained in the school' workshop have built cottages for both European and Maori residents. Domestic Duties. Training in domestic duties continues to be given with success in several of the schools, and the specimens of the work done by the girls and submitted at the examination bore ample testimony both to the excellence of the instruction and to its practical nature. It must be understood that no special cookery-rooms have been provided, nor is the outfit of an elaborate nature. Two hundred pounds of flour per annum, a few bread-tins and pans, a camp-oven, and a sympathetic woman willing to devote the time and even the use of her kitchen to the purpose, and there you have a cooking-class established in a Native school. Singing. The singhi". has again been a matter of considerable enjoyment to us. and is on the whole very well taught. The sight tests that we have used were gone through by the children with comparatively little- difficulty, which shows that theyare acquiring the power to sing at sight. A greater variety of songs would be more- acceptable to us, and we certainly think that new songs should be submitted every year in every school. It is a pity that a better seie-ction of tonic sol-fa booksis not available. Those we have are! in the case- of many schools, not up to the Standard of the children's abilities. Drill. I ilea thin- exercises now form an integral part of the drill in vogue- in Native schools, an.l a handbook of physical exercises has recently been issm-d to teachers. There are still signs of neglect to engage in physical exercises with the- regularity that the subject demands, and we are afraid that in some schools dull is postponed until the annual inspection draws near. Five or ten minutes' practice daily throughout the- year before- the pupils enter school would achieve better results than those obtained at present. New Syllaih The proposed course of instruction in Native schools which was laid before teachers in 1007 has now I n adopted as tin- syllabus to he followed, though it is probable that in the compilation of the code some modifications will be effected. The subjects of instruction in Native schools are now English, arithmetic, handwork:, nature-study, morals singing, and physical drill. If is interesting to compare this syllabus with that which existed when Native schools fust came into being. The system of education followed in the earliest times was to impart instruction to the- Maoris in their own language in establishments where great numbers of all ages were congregated, and where they were not only educated, but housed, clothed, and fed. Some of thes, establishments contained more than a hundred Natives, and the cost of maintenance was considerable. By the- Native- Schools Act of 1868 a grant of £7.ihx> per annum was provided for a term of seven years 'in aid of schools for th,- ,-ducat i.,n of the- aboriginal Native race, whether children or adults. Grants from this fund were mail.- periodically to the respective managers of schools aided under the let in proportion to the- number of scholars, the rate of capitation being not less than £5 and not neater than ElO per head. Instruction in the English language and in the ordinary subjects of primary English education and industrial training., formed a necessary part of the system pursued in every school that received Government aid. The Native Schools Amendment Act of 1867 provided for the formation of education districts and lor the granting of subsidies towards the cost of buildings and teachers' salaries. The Act required that instruction should be carried on in the English language as far as possible. Before the Act could be brought into effectual operation the North Island became- involved in war, and it was not until the year 1871 that a strenuous effort could be made to construct a workable scheme of Native education.

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The. objects desired by the Government in passing the Native Schools Act of IS7I were as follows : — Firstly, the establishment of village schools wherever a sufficient Native population and other circumstances rendered it possible; secondly, the instruction of the Natives in the English language only except in cases where the location of an English teacher might be found impossible : thirdly, the working of the village sel Is through the agency of the Maoris themselves associated with and aided by such Europeans as might be willing to work with them on School Committees; fourthly, the contribution by the Natives of such proportion of the expense of schoo' buildings anil schoolmaster's salary as might be agreed upon; and, fifthly, the careful inspection and supervision of all schools receiving Government aid. There were no fixed standards of education, every master teaching what he thought best. The syllabus of instruction in vogue seems to have been very simple, and necessarily so English, arithmetic, spelling, writing, and geography. The accommodation was more or less unsatisfactory, the- equipment poor and unsuitable, and in general the attendance was very irregular, but in spite of such difficulties and shortcomings the influence of such schools was undoubted. Under this rigime our oldest Native village schools, many of them still in flourishing condition, were established—Tokomaru Hay. Tuparoa. \\ aiomatatini, Matata, Ohaeawai, Kaikohe. Waima, Pukepoto, Ahipara—and to-day the sons, by their loyal support and hearty appreciation of the schools, show that the seed planted by their fathers thirty-five years ago has borne generous fruit. During these years the Native- schools were; under the direct control of the Native Department. They were transferred to the Education Department at the end of the year 187.). and with the transfer came the first definite arrangement of a curriculum. The Native Schools Code of 1880 provided for the establishment of schools, the"appointment of teachers, tin- conduct of the school, and Native-school standards of education. Of these there were four, the subjects of instruction being English, reading, writing, spelling, geography, arithmetic, and sewing for girls. The central ideal in early Native education was, to quote from a report of Mr. Pope, late Inspector of Native Schools, " to bring an untutored but intelligent and high-spirited people into line with our civilisation by placing in Maori settlements European school buildings and European familie-s to se-rve as teachers, and especially as examples of a ne-w and more desirable mode of life. This admirable ideal, remarkable alike for its thoroughgoing effectiveness and its simplicity, was fully operative when the Department took over the-Native schools, and in a statement of the advances made by the Education Department it is only right to acknowledge that the- leading idea which governs Native-school work was in full operation when we took the- schools over." Since tlie-n. though the mode of payment of salarie-s and the amount payable have been varied from time to time, no radical changes have been made in the syllabus except that amendments have been made and additional provisions inserted as they became necessary. The code in force before the present revision took place—that of 1897—defined a syllabus of work for four standards, the subjects comprised being reading, spelling, writing. English, arithmetic, and sewing, to which were added health, drawing, singing, and drill. Pupils above the Fourth Standard of the Native Schools Code were expected to be able to attempt the work prescribed for Standards V and VI of the public schools. The standard of exemption was then Standard IV, and from this and from the fact that no syllabus had been definitely arranged for standards above IV arose the impression that still obtains in many places—namely, that in the Native schools children do not go beyond the Fourth Standard. The principal changes involved in the new syllabus are made- necessary by the general pro of the schools, by modern ideas in education, and b\ various alterations in method that experience has shown to be desirable. There is no subversion of the principles laid down in the Act of 1871. Handwork, including under that term such industrial training as it is possible to give in primary schools of the kind, represents the new factor. The changes in mode of life that have occurred amongst the Maoris since 1880, and the advance made by the schools since 1897, have rendered it necessary that the syllabus of instruction in Native schools should approximate much more closely to that in public schools, and for this reason the new syllabus follows closely the syllabus of work prescribed for public schools by the regulations of 1901. There is an additional reason for this approximation : in the majority of our Native schools are to be found European children for whom it is desirable that educational facilities shall be provided that, in the- absence- of a European school in the district, shall place them at no disadvantage. We claim that the European child attending a Native school can attain therein the standard of proficiency of the public school of similar size and similarly situated, and we have to shape our syllabus of instruction accordingly. This is all tin- more imperative from the fact that the policy of the Government has always been in the direction of coeducation of the races: separate schools are not contemplated. It is interesting to note that the American Government, upon acquiring possession of the Philippine Islands, set about the task of educating t heFilipinos in manner almost identical with that prescribed for our Native schools. " The aim has been and still is, to place the elements of an English education within the reach of every social class in every municipality and every hamlet of the archipelago. During tin- past year [ 1901 | a course of study has been prescribed lor the primary schools by the General Superintendent, which includes instruction in the English language, arithmetic, geography (nature-study), singing, drawing, handwork consisting of school gardening and simple tool work for tin- boys, sewing and elementary housekeeping for the girls, physical exercises, and tin- training of character. The Filipino language is not allowed to be used in the public schools even by the Filipino teachers, primary instruction, with the exception of a very few schools, being conducted entirely in the English language. More than this, the conversation of the class-room is in English, which is taught even to the small beginner without tin- assistance of translation, the first steps of the pupil being so arranged as to obviate its employment, and the choice of the Filipino people is at present overwhelmingly in favour of English instruction."—(Report of General Superintendent of Education, Manila, 1901.)

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8

Up to the present time promotion of children from class to class has depended upon an " individual pass examination " held by the Inspector. Teachers have, however, for some time been free to classify tin- pupils at their discretion, the Inspector examining each pupil according to the class in which he has been placed. This system has had, no doubt, many disadvantages. It has been irksome to pupils, teachers, and Inspector, the examination being often prolonged in the larger schools till evening, and we have no doubt that it has frequently led to apparently harsh decisions in which only the- conditions present at the time were considered. It has also had the effect in many cases of checking a pupil's progress, as when the teacher did not promote any who " failed." a year elapsed before the child could try again to pass the examination. This, however, was not an unmixed evil, for in the times when salaries were affected by lesults. " passes " were apt to be aimed at rather than good solid education, and sometimes children passed who. tin- teacher knew, were not fit to be promoted. But there were some- points in favour of the system. It set a standard, and showed the teacher what was expected from him : it encouraged a spirit of emulation amongst pupils and teachers, and it gained the interest of the parents, to whom the "pass" was the- hall-mark of the progress of tleir children. Under the revised regulations the promotions will be determined upon the result of periodical examinations held at the end of each term by tin- head teacher of the school. In the case of the upper standards, IV, V, and VI. the old system will for the present be- followed. In short, the Native schools are now to enter upon a modified system of freedom of classification. We feel that the proposed change is in the right direction : but teachers must re;niember. however, that freedom of classification imposes greater responsibility on them, anil that the greatest care must be exercised in making promotions of children from class to class on grounds of merit and proficiency alone. It has been clearly demonstrated during the past five years that hasty promotion iii tin- lower classes, especially from the- preparatory division into Standard I. has invariably led to disaster in the higher classes, and the import a nee- of a t borough foundation in the wink of each standard cannot be too si long Iv urged. Important changes in regard to the payment of teachers have also been made during the- past two years. Prior to 1907 the salaries of teachers were liable- to a considerable fluctuation, depending on the average attendance and the results of the examination. Tin- scale of salaries introduced in 190" brought an approximation to that provided in the case- of teachers of public schools, and caused an increase of £3,650 on tin- total amount paid in salaries. Amended regulations have this year been issued by w Inch teachers of Native schools are- place-el practically on the same- looting as those of publicschools. The increase in the- total amount paid in salaries affected bj tin- change is about £2,500 — that is to say. to bring the salaries of the teachers of Native scl Is into line with those of public schools has meant an increase of £6,000. The benefits have accrued not to those head teachers who under the old system wen- In receipt of g I salaries, but to those who under the former scheme were the- most poorly paid, and also to t heassistant teachers, whose valuable weak at length receives more adequate recompense. ruder the provisions of tin- Public- Service Classification and Superannuation Amendment Act of 1908 all teachers of Native schools may now become contributors to the Teachers' Superannuation Fund, and share in its benefits iii common with the other ten hers in the- Dominion. Mission SCHOOLS. There ate six mission schools engaged in the education of Maori children under the auspices of various denominational bodies. These schools are the Maori Mission School. Otaki; the Mission School. Plltiki. Wanganui: Matata Convent School. Pay of Plenty; W'ai-religa ,i hika Mission School, Gisborne; Tokaanu Roman Catholic Mission School, Tokaanu; and Te Hauke Mission School, Hawke's Bay. These schools are inspected and examined by the officers of the Department, and their syllabus of work is in conformity with the requirements of the Native Schools Code. The total number of children on the rolls of these schools at the end of December. 1908, was 215, the- average for the quarter, being 179. Some- of these schools have reached a gratifying stage of efficiency, and the work generally is of a satisfactory nature-. The discipline is good, and the teachers arc zealous in tin- discharge- of their duties. The attendance is not so good as it should be in all cases, and the waul of local interest is manifest. In one or two schools we found, upon inquiry, that no committ r local visitors of any kind have been appointed, and the teacher receives no help or advice from any one. unless it be the Inspector. It has been remarked by visitors to the Dominion that the local interest in schools made possible under the School Committee system is one of the salient features of the scheme of education ill New Zealand, and it is to be regret ted that SO valuable a factor is ignored by the aul lenities connected with the schools referred to. Apart from this, it is not right that the teacher should be placed iii a position where the whole welfare of the school is dependent upon him. During the- year the school at Waerenga-a hika has been reorganized, and industrial training will, lor the.flit lire, form the principal feature of the syllabus of work I here. An excellent opportunity is afforded here of offering practical instruction in all subjects that are likely to be of service, to Maori boys, and this school will in future be- regarded as a seani'lurg Native school. Boarding-schools. There are six institutions which afford higher education to .Maori boys and girls viz.. Te Ante College, Hawke's Bay; St. Stephen's Native Hoys' School. Parnell. Auckland: Queen Victoria School for Maori Girls, Auckland : Hukarere Protestant Girls' School. Napier: St. Joseph's Roman Catholic Girls' School. Napier : and Turakina Maori Girls' School. Wanganui. To these have- been added during the present year (1909) the Native IJovs' ( ollege- at Waerenga a hika. near Cisborne; the- Convent School. Otaki: St. Patrick's College. Wellington; and the Te- Waipounamu College for Maori (oris at Ohoka, near Christchurch, The number of pupils on the rolls of the six first named schools at the

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1. Workshop and Woodwork Class, Waitahanui Native School. 2. Mataora Bay Native School, Ohinemuri County. 3. Children of Tokaanu Native School, Lake Taupo.

8.—3

1. Ruapuke Island Native School, Foveaux Strait. 2. Children of Whakarewarewa Native School. 3. House erected by Pupils, Oruanui Native School.

9

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end of 1908 was 303, the average attendance being 289. These schools are not Government institutions : they are established by various denominational bodies and maintained by revenues derived from lands held in trust or by funds provided directly for the purpose by the churches interested. There- being no secondary schools specially established by the Government for the higher education of Maori children, a limited number of free places is provided by the Department at the above-named institutions. These free places are open to Maori children attending any school, and the regulations in connection with them have been issued in an amended form during the year. The syllabus of weak for holders of junic free- places or scholarships has been designed to see lire such industrial training as is most desirable in tin- case of Maoris elementary practical agriculture and woodwork for boys, and domestic science (including cooking, laundry-work, housewifery, dressmaking, and health) for girls. Maoris in learning English have already taken one foreign language; to put them, therefore, on an e-cpial looting with European candidates Maori is included among the optional subjects In the Civil Service Junior Examination. For this reason, and also because it is desirable to foster the study of their own language h\ educated Maoris, the Maori language and literature are- included in the syllabus of the- Native secondary schools. With the exception of Te Ante College all tin- secondary schools have for some time past engaged in the work now defined by the syllabus prescribed by the regulations. The various girls' schools have reached a very high stage of efficiency, and the value of the training afforded by all of them is undoubted. The examination results were uniformly most satisfactory: in several cases they were excellent. A uniform dress of a serviceable nature has been adopted in some of the girls' schools during the year, and the making of the dresses forms a part of the instruction in sewing an arrangement which is at once useful and economical. In addition to the- practical instruction which they get in their own schools, the girls of llukarere and St. Joseph's Schools receive training in cookery at the Napier Technical School: while a class in home-nursing and hygiene is conducted by the Wanganui Technical School for the pupils attending Turakina Maori (oils' School. In short, in these institutions the training offered to Maori girls comprises all that experience and wise judgment havedemonstrated as being necessary to give them a sound practical education which shall be to their immediate benefit, and which must ultimately have- a far-reaching effect on the race-. In a similar way the boys' schools. St. Stephen's and Te Ante College, are doing work of an important nature. The former scl 1 offers the means of a good manual training. It has a well equipped workshop, in which the boys are taught woodwork under a capable instructor. Elementary agriculture is also taught in a practical manner. Te Ante College has lor years occupied itself more with classical than with industrial education, and aims at producing candidates lor the public examinations. Recently, howeve-r. a distinct change has been made in t In- school curriculum, and woodwork now forms an important subject at the school, the amount of literary instruction having been in somedegree- curtailed. No one will deny that the Maori boy should have ae-ce-ss to the highest degree of education to which it is possible for him to attain, but few will assert that such education is necessary or even desirable for every one-. In fact, in the- process of getting a few Maori boys through the Matriculation Examination the whole- usefulness of a school may In- considerably impaired. Much has been said in support of giving Maori youths such education as will fit them for the higher walks in life : unfortunately, however, these walks the- great majority an- destined never to tread in our opinion Maori boys and girls would be better occupied in learning something of the dignity of labour. In these days the education of the Maori, as indeed that of the European, should be in tin- direction of fitting him lor his work in life. It would undoubtedly be of greater service to them to know the principles and practice- of a culture, the elements of dairy-farming, wool-classing, and the management of stock, than the- declension of Latin nouns and verbs. From the report of Ihe General Superintendent of Education, Manila. Philippine Islands, we may here' quote the- following : " Training in the English language- and literature supplies the- place in the Philippine system of the classical studies of the- American school programme. The great need of Filipino national life is precisely in the direction of effort to acquire material benefits. Thy graces of the- culture studies may well await later lessons. The crying need now is for a stimulus which environment and racial history have- for centuries denied a stimulus to practical activity. It is with that training which gives the most tangible benefits that our secondary and specialized education purposes to concern itself." The Sherman Institute United States Indian School, with a capacity for 550 students, was founded in California in 1901 to meet the needs of the advancing Indian youth of Southern California. The school is graded with the- city schools, with special attention given to the correlation of the class room work with that of the industrial departments. To quote from the report, "The school ranch is a little training school in itself. On the 110 acres irrigation and general farming as raising grain, alfalfa. and wheat hay, the care of the dairy herd, dairying, and the raising of hogs and poult ry are- thoroughly taught. Vegetable-gardening is emphasized with the result that large quantities of vegetables are supplied to the school proper throughout the yar. Girls receive instruction and training in all that pertains to the duties of ranch-housekeeper, such as caring for the home, cooking, kitchen-gardening, care of poultry on a small scale, care of milk, and butter-making. No department of Sherman is morepopular for its valuable opportunities and instruction than the ranch. As part of the school-plan the outing system is practised each year. Students have no difficulty in securing positions, the girls in the best families of Southern California, and the boys on ranches and in other industrial lines." It seems to us that these principles might well be applied, if not in whole, at least in great part, to our scheme of secondary training for Maoris. Scholarships. In addition to the free places available at the- various boarding-schools previously referred to, the Department makes provision for industrial, nursing, and University scholarships. Industrial scholar ships or apprenticeships are now regarded as senior free places. The original arrangements for appren-

2—B. 3.

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ticing Maori boys were made at a time when the Native-school system was in its infancy. The best qualified boys who had passed through the village-school course had the option of either a free place or an apprenticeship. The results obtained under this system have not been entirely unsatisfactory, but there wen- without doubt a good many failures. Nor is this to be wondered at when one considers that in most cases the boy was transferred from a Native settlement right into the civilized life of a town or city. The new scheme provides an opportunity of his becoming acquainted with civilization during the time lie- is holding a junior fie.- place, and it is only when he has satisfactorily completed this course and has had. in addition, the opportunity of showing his aptitude during a year's training in technical work, that he becomes eligible for an apprenticeship. Several boys who have passed through St. Stephen's School have- been apprenticed to learn suitable trades, and so far the new arrangements appear to be producing satisfactory results. Nursing Scholarships. In the case of girls, senior free places take the form of hospital scholarships. It is a somewhat difficult matter for the Department to get hospital authorities to accept Maori girls as junior probationers. \t present there are only two hospitals, Napier and Auckland, at which the day-pupilship is possible. This allows of four new girls being admitted for training every year; but when these have completed the year much difficulty is found by the Hospitals Department in obtaining positions lor them on tin- staff of suitable- hospitals. The two Maori girls who held the first nursing scholarships under the present conditions have successfully passed the State examination qualifying them for registration as nurses, and have received further training iii a maternity home, where one of them, Miss Akenehi Hei, has been su.eessful in obtaining a certificate in midwifery. Her services should, according to the scheme- agreed upon in 1907, now be available to the Native branch of the Health Department for work among hfir own people, and just now there is very urgent need for her aid in three or four Maori settlements. Six University Scholarships have- hitherto been provided for Maori youths who have passed with credit the entrance examination to the University. Three of these were reserved for those who wished to study medicine, tin- remainder being devoted to arts, science, or law. The record of the University Scholarship scheme for Maoris is not encouraging, and tin- tesults have not in any way been commensurate with the expense. In recent years the candidates have- shown themselves to be lacking in application and to be- unworthy of scholarships. To such a degree was this apparent that the Department decidc-d that the scheme should remain in abeyance-, and no University Scholarships will therefore, for the present, be awarded. Te Makakixi Scholarships. The examinations for the Te Makarini Scholarships were held on the 7th and Bth December. 1908. There were five candidates for the senior scholarship and nine- for the junior, the former sitting either at Auckland or Te Aute College, and the latter at various Native schools. The examinations were conducted under the revised regulations, which in many ways mark a considerable advance on the former ones. For the first time English appeared as a definite subject, with very gratifying results. Especially was this the case in the work of the junior candidates, a fact which bears testimony to tin- advance made in English in the village schools. To encourage the study of Maori in its best form, the questions set for the examination in this subject were based on passages selected from set portions of the Maori version of the Scriptures. The result showed that candidates had studied the language, and were able to use it in their answers, thus securing purer Maori than that used formerly. Reading and comprehension also showed advance in the quality of work. In arithmetic the work of the junior candidates was relatively more proficient than that of the seniors. The junior candidates also showed to better advantage in geography, in the general paper the work of the senior candidates was only moderate in quality, and their knowledge of the Bible was not of very high merit. History was rather poor, and in laws of health the answers of the senior candidates lacked the common-sense aspect displayed in those of some of the juniors. Neatness in arrangement and in the written work should receive greater attention, and we propose to make an allowance of twenty-five marks-for general neatness in next year's papers. None of the senior candidates succeeded in gaining the number of marks required by the regulations to pass the examination, and no senior scholarship was therefore awarded. The junior scholarship was awarded to Pekama Kaa. of Kangitukia Native School, East Coast, who gained 535 marks, and the junior open scholarship to Daniel Kingi. Ranana Native School, Rotorua, who gained 527 marks out of a possible 1,000. School Attendance. The constant increase in the number of children attending Native schools and the regularity with which as a general rule the pupils attend serve to show that the appreciation of education by the Maori people is becoming widespread. The fact that the Department is constantly receiving wellfounded applications for the establishment of schools affords further testimony on this point. The average weekly roll-number in the village schools for the year 1908 was 4,479, and the average attendance for the year was 3,781, the average percentage of regularity being 84-4, as against 824---for the preceding year. At the end of the year there- remained on the rolls 4,217 children, five schools with a roll-number of 179 having been transferred, and three with 95 children closed during the year. To the number of children in the village schools must be added the number on the rolls of the Mission and the secondary Native schools inspected by officers of the Department. This gives a total of 4,735 children of Maori or mixed race belonging to the schools at the end of the year, an average weekly roll 0f4,987. and an average yearly attendance of 4,249. i a few schools where the attendance was irregular it was found necessary to take action under the' compulsory clauses of the Education Act, which apply equally to Maori and European children attending Native schools. At twenty-six schools the average attendance during the year was over 90 per cent., three schools obtaining 99-3, 99-2, and 98-9 per cent, respectively. At Rangiawhia,

11

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a school having a roll-number of twenty-four, fourteen first-class and seven second-class certificates were awarded on account of good attendance recorded during the year. When it is remembered that, as iii this case, Maori children travel considerable distances, sometimes undermuch^ difficulty, to reach school, it will be admitted that such a record is deserving of high commendation. In terms of the Education Act Amendment Act of 1907, Native schools arc for the purposes of compulsory attendance deemed to be public schools, and the attendance regulations respecting children in Native schools have during the year been brought into line with the compulsory clauses of the Act. Our experience has been, however, that the most potent factor in securing regularity of attendance consists in the personal influence of the teacher on both the children and the parents, and we are certain that the rapid increase that has recently taken place in the number of children attending several schools is due to no other cause. In such cases the need for enforcing attendance by law s never arises ; the teacher's devotion to duty and to the interests of the people commands their whole-hearted support, and so strong is the bond of sympathy and affection between them that it would be difficult to prevent the children from attending school. We have in mind a case where a father rode ninety miles to be present at the examination at which his two children, who were only in the preparatory class, were presented. Instances of the determination of children to get to school in spite of bad roads and long distances are well known ; in a Far North school many of the children had during the week of the Inspector's visit completed a distance of one hundred and twenty miles. European Children in Native Schools. During the year 1908, 410 children of European parents were in attendance at various Native schools. On account of the spread of settlement there an- very few schools in which European children arc not found, and even where tju-re ate no other Europeans, the children of the teacher form the white element. At the end of the year 1908 the standard classification of the European children in Native schools was—Standards VII and VI, 34 ; Standard V, 42 ; Standard IV, 44 ; Standard 111, 53 ; Standard 11, 51 ; Standard I, 47 ; and Class P. 139. Two certificates of proficiency and seven of competency were gained by Europeans in Native schools during the year, and these- children are thus under no disability in regard to education. Demands for the establishment of separate schools are occasionally met with in various parts of the North Island, and an agitation of this kind arose during the year in the case of Taumarunui. This was met by the transfer of the Hauaroa Native School to the Auckland Education Board. In such cases as this the fact that there is no authority under the law for refusing admission to a child on account of his race or colour is generally overlooked, and the steps that would be taken to maintain the schools as separate are not very evident. In the only two places where to our knowledge separate schools exist, children of both races may be found in each, European children attending the Native school and Maori children attending the European one. The policy of the Department is that, when the preponderating majority of the children'injattendance at a Native school consists of Europeans, the school shall be handed over to the control of the Board of Education for the district. It would be very unwise therefore to build separate schools in places where the community con ists of Maoris and Europeans. It would involve a considerable waste of public money, would not secure the desired segregation, and would kindle feelings of discord amongst the people. " One king, one flag, two schools ! " exclaimed an old Maori in an East Coast township, where separate schools exist. During the year five Native schools were transferred to Boards of Education—viz., Hauaroa, referred to above, and Puniho, in the North Island ; and Kaiapoi, Rapaki, and Little River, in the South Island. There seemed no reason why the three last-named schools should not take their place with the public schools of the district, seeing that while the children attending were Maori in descent they were European in habit and speech. In short, these schools had done their work, and their separate existence could be justified no longer. The visit paid to the Native schools by the Hon. the Minister of Education and his expression of satisfaction with their general condition has done much to remove the misconceptions that have existed in some places, and has given a firmer standing to the schools in others. Maori Congress. A congress of representative Maoris and others interested in and connected with Maori work generally was held in Wellington in July, 1908. It was attended by leading men from all parts of New Zealand, from the North Cape to the Bluff. Various resolutions affecting the education of Maoris were passed, amongst them the following : " That this congress, recognising that education is one of the greatest factors in the uplifting of the Maori race, wishes to express to the Native Schools Department, and through it to the Native-school teachers and Inspectors, its high appreciation of and confidence in the work instituted and being carried out by the Department." From all who are engaged in Native-school work an amount of self-sacrifice not apparent to the casual observer is demanded, and it should be a source of considerable gratification to all the teachers to know that their efforts meet with the cordial approval of those who are in the best position to judge, and whose interest are most closely concerned. In conclusion, we desire to place on record our appreciation of the keen interest shown by the teachers in their work, and their loyal and whole-hearted devotion to duty. William W. Bird, M.A., Jno. Porteous, M.A., Inspectors of Native Schools.

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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 1908; and the Names, Status, and Emoluments of the Teachers as in December, 1908.

APPENDIX.

,* In the column "Position in the School," H M meal County. Schools. ib Head Master; H F, Head Mistress; If, that there is a Master only: F, Mistress only; A M, Assistant Male Teacher; A F. Assistant Female Teacher; S, Sewing-mistress. Expenditure during 1908. S / — '~ Teachers of Village fj= •S'S $ 2(m «.,_,.:„..„ j Buildings, Schools nt thi'End of the -a a ~2 ._~~ Remarks. House 0 F ] * r ° r i|"" y 8i *~vE«.oing. Total. v ""' |j Allowances. ExpendUure. j I j j = Sa Sp'° d Other Ordinary Al.oiances. Expenditure. Expenditure daring 1908. Remarks. Mangonui Hapua * Te Kao Paparore Ahipara .. Pukepoto.. _ Pamapuria Rangiawhia Parapara Kenana £ s. d. 227 7 4 166 13 4 184 0 0 262 11 2 200 0 0 177 16 4 204 0 0 200 0 0 150 0 0 £ s. d. 45 3 10 17 0 2 5 7 0 27 17 1 22 0 0 9 1 (i 1 5 6 67 18 0 5 9 0 3 8 6 22 14 0 9 5 0 2 9 9 6 8 0 5 19 11 41 10 0 4 4 7 £ s. d. 100 0 0 9 2 9 4 9 6 £ s. d. 272 11 2 Law, H. .. .. D 2 HM Law, Miss N. M A F 183 13 6 Rogers, H. .. . HII Rogers, Mrs. E. E. .. D 3 A F 189 7 0 Foley, Mies S. F. V H F Richards, Miss II A F 390 8 3 Williams, J. W HM Williams, Mrs. M. O. .. A F Murray, Miss S A F 222 0 0 Matthews, F. H. S H M Busby, Miss J. .. A F 186 17 4 Crene, P. .. .. .. H M Crene, Mrs. E. .. A P 205 5 6 Taua, W. H. .. .. H M David, Miss S. .. .. AP 267 18 0 Rayner, H. H H M Rayner, Mrs. F A F 155 9 0 Paul, F. E. .. .. H M Paul, Mrs. S. F A F 223 8 6 White, H. H. .. .. HM White, Mrs. I AF 95 6 9 Burns, R. N. .. .. HM Marchant, Mias 8 A F 196 6 8 Vacant. 230 0 0 Houslev, B.C. .. Lie. H M King, MissK. A A F 226 19 3 Duthie, Miss E. E H F Duthie, Miss B. G A F 6 8 0 Vacant. 18116 7 Paul, Miss H. .. .. HF Paul, Miss M. J A F 170 0 10 Murdoch, F. .. .. HM Murdoch, Mrs. M. 8. .. S 219 4 7 Irvine, Mrs. L. M H F Irvine, Miss M. .. .. AF 72 18 4 Irvine, Miss M. S A F Irvine, Miss L. .. .. A F £ s. d. 165 0 0 55 0 0 160 0 0 40 0 0 144 0 0 30 0 0 180 0 0 60 0 0 55 0 0 144 0 0 30 0 0 130 0 0 20 0 0 144 0 0 60 0 0 160 0 0 40 0 0 130 0 0 20 0 0 165 0 0 55 0 0 160 0 0 70 0 0 Including £30, lodging-allowance. With house allowance at £26 per annum. Including £30, lodging-allowance. Peria 220 0 0 Including'£30, lodging-allowance. Taemaro 68 10 0 Whangaroa Te Pupuke Touwai 187 1 8 230 0 0 160 0 0 70 0 0 165 0 0 55 0 0 Whakarara 220 0 0 Including £30, lodging-allowance. Hokianga Whangape Matihetihe 175' 16 8 130 0 0 50 0 0 110 0 0 4 0 0 180 0 0 25 0 0 60 0 0 25 0 0 Including £30, lodging-allowance. Waimamaku 128 10 10 Whakarapa Lower Waihou (side school) 215 0 0 72 18 4

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13

Motuti Motukaraka Mangamuka 110 0 0 115 0 0' 240 0 0 0 7 6, 1 10 0 9 6 1 1 18 0 45 12 6 74 8 3 26 4 1 54 11 8 6 8 3 2 17 0 50 18 0 5 14 0 14 1 7 12 1 0 201 3 5 1 19 0 8 7 0 395 5 8 1 18 11 56 8 10 8 1 6 0 5 0 21 18 3 22 6 2 132 13 8 Hubbard, C. C. .. E 2 M 110 0 0 116 10 0 .. .... 249 6 1 Wilding, C. B H M 180 0 0 Wilding, Mrs. M AF 60 0 0 201 18 0 Hulme, Mrs. M. .. Lie. H F 160 0 0 I Inline, R. H. .. AM 40 0 0 335 12 6 Hamilton, H. A. .. El HM 195 0 0 Hamilton, Miss H AF 65 0 0 Hamilton, Mrs. H AF 30 0 0 257 14 11 Nisbet, R.J. .. .. HM 160 0 0 Nisbet, Mrs. J A F 40 0 0 15 0 317 9 1 Coughlan, W. N HM 195 0 0 Couphlan, Mrs M AF 65 0 0 Price, Miss 3. .. .. A F 60 0 0 234 11 8 Gordon-Jones, Miss J. .. HF 130 (I 0 Leef, Miss K. .. .. AF 50 0 0 439 11 7 Grace, 0. W. .. .. 'HM 225 0 0 Grace, Mrs. I. .. .. A F 75 0 0 Matthews. Miss M. E. .. AF 70 0 0 Lawson, Miss L A F 60 0 0 362 11 7 64113 7 Kellv, F. .. .. D2 HM 180 0 0 Kelly, Mrs. W AF 60 0 0 Wynvard, Miss H AF 55 0 0 224 18 0 Woods, G. E. .. .. H M 144 0 0 Weaver, Miss S AF. 30 0 0 150 0 0 Pringle, W. J. J H M 130 0 0 I'ringle, Mrs. A A F 20 0 Ol 200 14 0 Adkins, J. .. .. C 4 H M 160 0 0 Adkins, Mrs. E A F 40 0 0 130 0 0 Johnson, Miss S. H HF 130 0 0 937 10 8 1,166 12 8 Hamilton. H. H. W. .. E3 HM 160 0 0 Hamilton, Miss E AF 40 O 0 151 2 4 Welsh, A. E. .. E 3 H M 130 0 0 Welsh, Mrs. C. E. A S 5 10 0 329 0 3 733 11 5 Mackay. G. .. .. HM 160 (I 0 Reilly, Miss R. M A F 70 0 0 20119 0 Thompson, R. H HM 160 0 0 Thompson,MissE.D.F. .. AF 10 0 0 208 7 0 Malcolm, G. H HM 160 0 O Malcolm, Mrs. E. A. .. AF 10 II II 605 15 8 Lyon, C. A. .. .. HM 144 0 0 Lvon, Mrs. L. C AF 90 0 0 37 18 11 Liovd, Miss K. B F 144 0 0 30 7 0 320 6 6 McGavin, J. .. .. HM 100 (I II Church, Miss L AF 70 0 0 208 1 6 Greensmith, E HM 160 () 0 Greensmitli, Mrs. I AF 40 0 0 150 5 0 Lisle, F. .. .. H M 130 (I 0 Lisle, Mrs. M. F. D. .. AF 20 0 0 151 4 9 290 3 0 Lyall, J. H. .. .. HM 144 0 0 Lyall, Mrs. F AF 30 (I 0 School closed. With allowance for conveyance of goods at £5 per annum. Including £30 lodging-allowance. Including £30, lodging-allowance. Including £30, lodging-allowance. Including £30, lodging-allowance. Including £30, lodging-allowance. With allowance for conveyance of goods at £5 per annum. Including £30, lodging-allowance. With house-allowance at £20perannum,and allowance for horse-keep at £10 per annum. Including £30, lodging-allowance. Maraeroa.. 200 0 0 Whirinaki 290 0 0 Omanaia .. 183 6 8 Waima .. 320 0 0 Otaua 180 0 0 Bay of Islands Kaikohe .. 433 3 4 Tautoro .. 276 5 0 Ohaeawai 174 0 0 Te Ahuahu 150 0 0 Oromaboe 195 0 0 Karetu Waikare .. 130 0 0 215 0 0 Te Rawhiti 139 0 10 Whangaruru 203 7 9 Whangarei Poroti 200 0 0 Otamatea Takahiwai 200 0 0 Otamatea 210 10 0 Kakanui .. Waiuku .. 36 0 0 233 10 8 Coromandel Manaia .. 200 0 0 Thames.. Te Kerepehi 150 0 0 Wharekawa 114 0 0

E.—3

14

Table No. 1— continued. Expenditure, &c., on Native Schools for Year 1908— continued.

County. Schools. Expenditure during 1908. Salcrioa and Buildings, h™L Otber Ordinary Sites, Fencing, ,„"™* Expenditure. and Allowances. Furniture. Teachers of Village Schools at the End of the Total. Year C d aS *-*"o Remarks. • frfl SOS co a, o . Ohinemuri Raglan .. West Taupo Waitomo West Taupo Mataora Bay Rakaumanga Rawhitiroa Parawera Te Kopua Rakaunui Mangaorongo Oparure Waimiha " io; - Hauaroa .. £t~5 .. £ s. d. £ s. d. £ s. d. 81 2 3 23 7 5 760 9 3 90 9 9 22 11 7 150 0 0 24 13 5 11 10 10 262 2 6 5 13 0 48 10 9 104 9 7 20 4 5 8 5 0 43 6 8 174 0 0 2 19 5 0 6 0 290 0 0 8 0 9 174 0 0 3 17 0 110 13 4 10 11 5 11 4 4 290 0 0 28 1 9 200 0 0 56 8 0 192 4 7 37 14 4 £ s. d. 81 2 3 90 9 9 150 0 0 262 2 6 104 9 7 43 6 8 174 0 0 290' 0 0 £ s. d. 23 7 5 22 11 7 24 13 5 5 13 0 20 4 5 2 19 5 0 6 0 8 0 9 £ s. d. 864 18 11 Handoock, Miss G. .. 113 1 4 186 4 3 Dale, F. A... Dale, Mrs. M. L. 316 6 3 Herlihy.P. .. Herlihy, Mrs. M. Herlihy, Miss E. 124 14 (i Zimmermann, J. E... Zimmermann, Mrs. E. 8 5 0 43 6 8 176 19 5 Read, A. H. Read, Mrs. A. E. 0 6 0 298 0 9 Mclntyre, J. Mclntyre, Miss K. .. Shepherd, Mrs. E. J. 177 17 0 Burns, A. .. Burns, Mrs. J. 132 9 1 Kinder, Mies J. Tamihana, Miss R. .. 318 1 9 Burgoyne, H. W. Burgoyne, Miss A. .. Burgoyne, Miss C. 256 8 0 Brown, C. C. Brown, Mrs. CM. 229 18 11 Munro, J. B. £ s. d. F 110 0 0 School closed. H M 130 0 0 E 3 A F 20 0 0 D 1 H M 180 0 0 AF 60 0 0 ... A F 25 0 0 H M 110 0 0 With allowanoe for conveyance of goods at 8 6 0 0 £3 per annum. School not yet opened. School closed. H M 144 0 0 D 3 A F 30 0 0 School not yet opened. El H M I 195 0 0 A F 65 0 0 A F 30 0 0 H M 144 0 0 A F 30 0 0 D 3 H F 144 0 0 With house-allowance at £20 per annum. A F 60 0 0 Including £30, lodging-allowance. H M 195 0 0 AF 65 0 0 A P 30 0 0 HM 160 0 0 A F 40 0 0 H M 160 0 0 With allowance for conveyance of goods at £10 per annum. A F 40 0 0 El H F 144 0 0 With allowance for conveyance of goods at £20 per annum. AM 30 0 0 D 3 H M 180 0 0 With allowance for conveyance of goods at £15 per annum. AF 60 0 0 A F 25 0 0 H M 144 0 0 With allowance for conveyance of goods at £15 per annum. A F 30 0 0 E 2 H M 180 0 0 ! With allowance for conveyance of goods at A F 60 0 0 £15 per annum. A F 25 0 o West Taupo Te Waotu 174 0 0 3 17 0 Rotorua Ngongotaha 110 13 4 10 11 5 Whakarewarewa .. 290 0 0 28 1 9 Ranana 200 0 0 56 8 0 Whakatane Wai-iti .. 192 4 7 37 14 4 East Taupo Te Whaiti Waitahanui Tokaanu 174 0 0 21 0 10 265 0 0 22 19 4 40 6 1 174 0 0 17 0 3 265 0 0 17 1 4 174 0 0 265 0 0 174 0 0 21 0 10 22 19 4 17 0 3 Munro, Mrs. F. M. .. 195 0 10 Judkins, Mrs. A. Judkins, L. 328 5 5 Woodhead, A. Woodhead, Miss C. .. Woodhead, Mrs. K. .. 191 0 3 Wykes, F. R. Wykes, Mrs. B. 282 1 4 Hayman, F. J. Hayman, Miss N. Hayman, Mrs. M. A. Oruanui 265 0 0 17 1 4

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15

Tauranga .. | Te Kotukutuku "I 195 12 8 | 49 13 5 245 6 1 241 16 -1 Tobin, W. H. J. .. Dl Tobin, Miss C. H. G. Baker, Miss F. E. E. D 1 Baker, Miss H. A Lundon. Miss C. J Hennessev, Miss E. M. Flood, R."P. Flood, Mrs. F. L Smith, H. P. .. C 3 H M 160 0 0 AF 40 0 0 HF 165 0 0 A F 55 0 0 H F 160 0 0 A F 70 0 0 H M 180 0 0 AF 60 0 0 H M 160 0 0 With allowance for conveyance of goods at £10 per annum. go< Paeroa 220 0 0 21 16 1 Papamoa 230 0 0 1 13 0 231 13 0 Including £30, lodging-allowance. Te Matai.. 240 0 0 I 33 18 8 273 18 8 Motiti Island 56 2 2 19 16 5 694 18 6 770 17 1 Smith, Mrs. A. E Wylie, Miss L. Wylie, Miss M Sinclair, D. Sinclair, Mrs. M Needham, Miss K Millar, W. McK. .. Lie. A F 40 0 0 H F 144 0 0 A F 30 0 0 H M 180 0 0 A F 60 0 0 A F 55 0 0 M 144 0 0 With allowanoe for conveyance of goods at £20 per annum Whakatane .. Matata .. 198 17 9 18 5 9 217 3 6 Te Teko .. 290 8 4 25 8 0 315 16 4 Including £30, lodging-allowance. Otamauru 168 1 8 i I 34 2 7 202 4 8 Poroporo .. Ruatoki .. 305 0 0 288 9 5 40 10 0 4 9 1 345 10 0 292 18 6 Harrison, H. D 1 King, Mrs E. Harrison, Mrs. E. M. Lee, J. B. .. Lee, Mrs. E. E Lee, Miss H.J. H M 180 0 0 A F 90 0 0 A F 25 0 0 H M 215 0 0 A F 70 0 0 A F 25 0 0 Including £30, lodging-allowance. Waimana 10 0 10 0 .. School handed over to the Auckland Education Board in March, 1908. Opotiki .. Waiapu.. Waioweka Omarumutu Torere Omaio Te Kaha .. Raukokore .. Wharekahika 246 6 5 255 0 0 200 0 0 I 263 5 1 220 0 0 250 0 0 135 0 0 3 4 6 29 5 4 0 10 0 37 16 11 5 0 10 110 13 6 12 8 16 10 0 249 10 11 300 15 4 200 10 0 301 2 0 225 0 10 360 13 6 Levert, Miss M. L Levert, Miss L. C Ablett, C. W. Woodford, Miss I. C. Drake, A. G. Drake, Mrs. R. K Muir, A. Muir, Mrs. E. J. .. D 3 Erueti, Miss M. Robinson, C. W Robinson, Mrs. M. L. Saunders, W. S McLachlan, Miss A Douglas, R. A. Douglas, Mrs. A Downey, M. Downey, Mrs. J Hope, J. Hope, Mrs. A. E 2 Te Raina, Miss E Geissler, H. W Geiesler, Mrs. LP Geissler, Miss A Lumsden, Miss A. .. Lie. Gibbons, Miss L Moss, Mrs. M. E. .. E 3 H F 105 0 0 AF 55 0 0 H M 165 0 0 A F 90 0 0 H M 160 0 0 A F 40 0 0 H M 180 0 0 A F 60 0 0 AF 25 0 0 H M 165 0 0 A F 55 0 0 H M 165 0 0 A F 85 0 0 H M 130 0 0 S 5 0 0 II M 165 0 0 A F 55 0 0 H M 195 0 0 A F 65 0 0 A F 55 0 0 H M 180 0 0 A F 60 0 0 A F 25 0 0 H F 130 0 0 AF 50 0 0 F 144 0 0 Inoluding £30, lodging-allowanoe. Including £30, lodging-allowance. 136 2 8 Te Araroa 220 10 0 16 12 9 237 2 9 Rangitukia 309 12 6 21 14 11 331 7 5 296 18 3 Including £30, lodging-allowance. Tikitiki.. Waiomatatini 265 0 0 161 13 4 29 11 1 103 5 10 2 7 2 264 19 2 Including £30, lodging-allowance. Reporua .. 202 5 4 3 2 3 432 6 6 637 14 1

E.—3.

16

Table No. 1— continued. Expenditure, &c, on Native Schools for Year 1908 — continued.

County. Schools. i Expenditure during 1903. 0 i ■ j Buildings, KIfi_f U Other Ordinary Sites, Fencing, Alliances. Expenditure. a . 2 b i .2 s « 3 3 TcMusher8 of Village %a —o aojai* Schools at the Hud of the cc § ~J -"o Remarks. Total. Y ~ r p SSs I I I Waiapu- contd. .. Tuparoa .. Hiruharama Whareponga Tokomaru Bay Cook .. .. Whaugara Wairoa .. .. Nuliaka Tuhara Tangoio Hawke's Bay .. Te Haroto Waimarama Waimarino .. Karioi Pipiriki .. Pamoani £ 3. d. £ s. d. £ e. d. 354 1 4 28 5 8 260 6 8 6 1 10 219 7 4 33 19 0 374 12 4 140 13 3 174 0 0 17 4 2 10 0 0 433 0 8 39 5 0 231 13 4 10 19 4 815 19 3 180 0 0 3 3 0 200 0 0 16 5 204 0 0 0 6 0 150 0 0 36 12 11 201 13 4 44 3 5 110 0 0 17 4 £ s. d. . £ s. d. 382 7 0 Broderick, H. W HM 215 0 0 Broderick, Mrs. J. S. E2 AF 70 0 0 Todd, Miss K.M AF 65 0 0 Including £30, lodging-allowance. 266 8 6 Mahoney, C. .. 0 1 H M 180 0 0 Mahoney, Mrs. H. J. E 4 A F 60 0 0 Mahoney, Miss CD. .. A F 25 0 0 253 6 4 Baigent, Miss B. F H F 160 0 0 Waitoa, Miss E , A F 70 0 0 Including £30, lodging-allowance. 515 5 7 Coventry, H. .. D2 HM 195 0 0 Robertson, Miss C A F 95 0 0 Including £30, lodging-allowance. Mulligan, Miss M AF 00 0 0 Including £30, lodging-allowanoe. 201 4 2 Frazer, W. .. .. .. H M 144 0 0 Shaw, Miss N. .. .. A F 30 0 0 472 5 8 South, M. .. .. E 2 H M 21-5 0 0 South, Mrs. E. S AF 70 0 0 Jamieson. Miss M AF 65 0 0 Including £30, lodging-allowance. Aranui, Miss N AF 55 0 0 Including £30, lodging-allowance. 1,058 1111 Brown, C. H. .. .. HM 180 0 0 Brown, Mrs. C. J. .. E2 AF 60 0 0 183 3 0 McFarlane, C. T H M 130 0 0 Gillespie, Mrs. M. D. .. AF 50 0 0 Including £30, lodging-allowance. 201 6 5 Alford, E. H. M H M 160 0 0 Alford, Mrs. F AF 40 0 0 204 6 0 Godwin, H. P. E HM 144 0 0 Blathwavt, Miss E A F 60 0 0 Including £30, lodging-allowance. 186 12 11 Miller, D. W. .. .. HM 180 0 0 Miller, Mrs. E. .. E3 AF 20 0 0 245 10 9 Clemance, P. H. .. D 2 H M 165 0 0 Clemance, Miss G A F 55 0 0 111 7 4 Horneman, Mrs. A .. E3 F 110 0 0 Taranaki .. Puniho Masterton .. Okautete Marlborough .. Waikawa Kaikoura .. Mangamaunu Ashley .. .. I ICaiapoi .. 43 10 0 10 7 3 114 5 0 6 14 1 24 16 6 171 0 0 4 14 2 128 6 8 8 6 10 53 17 3 - .. .. .. .. School handed over to the Taranaki Education Board on the 1st April, 1908. 120 19 1 Thirtle, H. L. .. .. HM 110 0 0 'Hurtle, Mrs. G S 4 0 0 24 16 6 .. .. .. .. School handed over to the Marlborough Education Board in 1907. 178 14 2 Comerford, W. H. .. El H M 144 0 0 Nordstrom, Mrs A AF 30 0 0 186 13 6 .. .... .. School handed over to the North Canterburj Education Board on the 31st July, 1908

E.—3

17

3—E. 3.

-2§Ja§ a « i-* <u _- 2 « ,,*a P fl >»c3 u a « o'fl •« r3 " A « d ° § ° § s H"J H-C r O H O U ° > d t. d is O O O O o -B-Ms rS a£ a * clc.2§ d ■"> d hj 3 -3 g-0 g 9 O 3 o 3~ o o " — j= h a m - oo co > d 3 ■a H «-. * rH ° 3 ,- ° S 3 « oo 1^ f A io a --c o O „ ° r-s o o 2 s o'2 2 =fl « d C a 3 c? S *« 0 d n S m* fl 1 B-s o •3 a §S > en o o o o o o o o o o o o rH O 5 i ■ - _ «3 Soooo Hf CD -* o » SfeSfifl^ x<x<* • • • - H > £ - _ . W X S S r." > > _ d S %££ o B-^S-9 9 - -5 "3 n i- '£ i > c o B E M a o 5 i Q o o CO O rH O <M CO CM CN rH o rH CO co «5 ooioooocococo OCOOOOrHCOt-CO rH rH rH rH rH SCOOOO-fOHtN ODCDiOOCJC-COCD Tt<_-fHrH-<*fM(Mi.0CO * o CO CO CO TO o o o oo o O O >0 W ■"* Gfl rH '-I 51 *# CO -* t- O r-4 o te rH OOJOOOOOiCO OtOOOOHWHW rH ~H i-i rH 8CO©©©Tf1iOCOCO QOCOOOPOHt--^tt-rHrHTUCN-HHCOCO -<* rH o 00 ■^ 00 o rH o ao © ■* rH CO O 00 00 O rH O 00 O / a a te ■ > | I ft ■ 5 ■- _ ■i - r. m ? H }t 3 a o o o o o so ■M o o o o >o 1—I fl—I Oi 00 CO Q © CO Ir» iO <N © © O <N <N rH O rH CO ' ' '. I * * o 00 fc» GO CM rH CI — _ .-38158 ■3 -2 -S 5 S. * a .-s 2 £ 3 _ 03 J -u £ B H 13 a £ a *« a M cc < O -> CO CO Qi ' .—. <D la * &>£ .11 a o 9-9 . . u ~- ..:... . . o g 1 S' Si 5C >, =3 M oo 3 c»^_ n r « * CS C CO u 3 2 g * © -S • .2 ® § . ■c tt - * S rf* o g "-a '■§ § S S § o § .W -%- - gd-S* ~?a,a i_ §- '_■ 8-2.8 'SO'coHHMco sSjjS'C S to- as -S co k5So 00 o H

E.—3.

18

Table No. 2. Classified Summary of Net Expenditure on Native Schools during 1908. £ s. d. Teachers'salaries .. .. .. .. .. .. .. •■ •• •• 20,292 2 2 Teachers' house allowances .. .. .. .. .. .. .. • • • • 96 13 8 Teachers' allowances for conveyance of goods, &c. .. .. .. .. . ■ ■ • 101 6 2 Teachers'removal allowances .. .. .. .. .. •• •• 518 16 0 Books and school requisites .. .. .. .. .. • • • • • • 518 10 9 Warming schoolrooms (fuel, &o.) .. .. .. .. .. ■• ■• •• 92 7 5 Ferrying and conveyance of sohool-ohildren .. .. .. .. .. • • 36 610 Technical-instruotion classes .. .. .. .. .. .. . • ■ • 528 12 6 Inspectors' salaries .. .. .. .. .. .. .. • • • • 780 0 0 Travelling-expenses of Inspectors .. .. .. • ■ .. • • • • • • |87 16 0 Boarding-school fees .. .. .. .. .. .. .. •• 2,211 7 9 Travelling-expenses of scholars to and from hoarding-schools .. .. .. 87 211 University Scholarship .. .. .. .. .. ■ ■ .. • • • • 84 13 5 Hospital Nursing Scholarships .. .. .. .. .. . • • • • • 150 12 7 Apprenticeship charges .. .. .. •. • • • • • • • • 49 18 0 Compensation to teaoher for loss of office .. .. .. .. ■ • • - 508 12 9 New buildings, additions, furniture, <fee. .. .. .. ■• •• •• 4,773 18 5 Maintenance of buildings, repairs, and small works .. .. .. .. .. .. 1,800 6 Sundries .. .. .. .. .. .. .. .. •• •• 120 15 8 Total ' £33,234 19 1 Note.—Of the above total, the sum of £52 6s. lOd. was paid from Native reserves funds.

Table No. 3. Classification as regards Ages and Race of Children belonging to Native Schools at the end of December Quarter, 1908.

Summary of Table No. 3.

V M, Maori; M Q. between laori and hal If-casl ,v: mil f-casi i6i •etweeu ml [caste tini luropean; luropean. Race. Ages. of laori Race, and M Q. Of Mixed Race. H a iii.I E QTotals. w 8 M a V 6 G B Pm i-: iropoai QS. Speaking English. Speal king 5 laori. B. G. Total. B. G. | Total. B. G. I ! Total B. (i L . . _ Total. B. O. Total. 5 and under 6.. 6 . 7.. 7 „ 8.. 8 . 9.. 9 „ 10.. .0 „ 11.. .1 „ 12.. 12 „ 18.. 13 „ 14.. A . 15.. .5 years and over 155 173 208 203 204 221 198 179 166 93 89 11H 273 IIS 291 189 897 173 376 177 381 170 391 164 362 152 331 110! 276 75, 168 61 j 150 4 3 6 7 7 7 6 3 2 3 1 3 3 4 4 1 1 4 4 3 4 7 6 10 11 8 8 10 7 5 7 1 10 15 22 28 19 22 25 10 18 8 15 16 27 17 15 13 19 14 6 9 :i 25 :tl I'.l 15 34 85 11 21 21 17 3 30 16 21 22 22 24 22 31 20 7 2 19 27 20 34 13 24 16 15 14 4 7 49 43 41 56 35 48 38 46 34 11 9 199 207 257 260 252 274 251 223 206 111 92 155 164 240 228 206 208 203 185 133 92 71 354 371 497 488 458 482 454 408 339 20.) 163 8-4 8-8 11-8 115 10-9 11-4 108 9-7 80 4-8 39 Totals .. 1,889 1,507 3,396 49 31 80 177 154 331 217 193 410 2,332 1,885 4,217 1000

Age. 'rom five to ten years ten to fifteen years .. fifteen upwards Totals Boys. 1.175 L,068 1)2 2,332 I ( Girls. 993 821 71 1,885 i Total. 2,168 1,886 163 1,217 Percentage, 1908. 51-4 44-7 8-9 1000 Percentage, 1907. 52-1 44-7 8-9 1000 2,332 1,885 4,217 1000 1000

19

E.—3.

Table No. 4. List of the Native Village Schools, with the Attendance of the Pupils for the Year 1908.

[In this list the schools are arranged according to regularity of ittendance in tl last co lumi Schools. a o '3>&o II ~ a u ■* z s "2 £ * - QC 9 3 fi School-i 8 ° !3 .3 » u M « 3 = 3 ■oil. CI =e c « £ o <D O |-a <d t 0 5 o < is °s <s I? E 3 +4 O a © s V at — a 13 4) 1 > II ■a. a! 09 »"§ » ?, « -I" ~ Q O >,23 O id £'.£ - — X U o 1 2, o <s 1 5 o3 a, a* 5 S»ii if* .■SOS t* 0> c £ « Taemaro( 2 ) Otamauru Rangiawhia Wh«.rekawa(') .. Manaia Torere Whangaruru " ; .. Mataora .. Raukokore Takahiwai Reporua Omarumutu Kenana Omaio Kakanui( a ) Parawera Watma Okautete Te Kao Whangara Waiomatatini Paeroa Matihetihe Te Kaha Tuhara Waiuku(») Ahipara Poroporo Tuparoa Te Haroto Te Rawhiti Whareponga Tautoro Kaikohe Whinnaki Motiti Island( 2 ).. Tangoio Waikare Otamatea Parapara Whakarewarewa Arowhenua Te Teko Pukepoto Touwai Ngongotaha(') .. Te Ahuahu Oparure Motuti Wai-iti Rangitukia Pamoana Whakarara Omanaia Poroti Karetu Peri a Pamapuria Hiruharama Waikouaiti Waimamaku( 8 ) .. Mangamuka Waitahanui Hapua Ruapuke Tikitiki Te Whaiti Ran ana Nuhaka Oromahoe Te Waotu Te Kerepehi Te Araroa Rawhitiroa Waioweka 'in 26 31 33 27 36 • 34 30 46 20 56 54 62 18 32 25 17 47 23 46 44 53 56 64 28 21 39 56 120 82 25 46 28 39 63 31 57 28 24 42 2 31 15 10 7 28 9 8 8 28 7 2 88 7 49 7 5 16 32 15 8 9 35 49 56 81 16 9 7 6 11 22 24 45 17 11 15 5 34 14 22 21 10 52 12 12 8 27 42 9 13 32 7 6 12 9 20 8 17 9 18 22 2 13 26 11 37 28 11 12 20 12 20 1 2 2 ! 3 5 5 4 2 10 6 10 7 5 4 5 16 1 6 12 8 16 11 6 8 4 2 14 30 20 3 10 4 5 16 22 13 11 5 8 19 8 14 1 15 17 8 10 It; 14 2 18 8 25 13 7 s 26 13 1 10 24 17 24 11 7 16 8 7 12 41 16 24 31 35 11 38 27 42 37 33 70 25 48 88 55 101 18 32 37 44 46 30 49 67 41 93 76 74 29 24 43 53 112 si; 42 32 38 28 75 32 68 44 26 33 26 25 21 50 85 22 51 55 32 18 42 22 56 29 28 51 50 53 13 60 15 43 86 47 33 20 63 29 39 41 17 25 27 32 37 31 22 89 38 32 64 23 56 29 57 83 18 34 36 37 47 29 49 61 40 80 69 72 30 23 42 58 120 89 40 34 51 35 33 71 34 64 42 29 33 25 28 21 45 75 24 52 47 38 18 53 25 60 34 24 52 60 53 12 63 17 48 85 50 34 23 62 29 33 40 17 25 26 32 36 30 21 37 36 31 61 21 53 27 53 77 16 31 33 83 42 26 44 55 36 89 62 64 27 20 38 51 105 79 35 29 44 31 29 62 29 55 86 25 29 21 24 18 38 64 20 44 40 32 15 45 21 50 28 20 48 49 44 10 51 14 38 69 ■10 27 18 49 23 26 40 17 25 28 32 37 30 21 37 37 31 61 21 53 27 53 77 16 31 33 33 43 26 44 55 36 82 62 64 27 20 38 51 105 79 34 29 44 29 29 62 29 55 36 25 28 21 24 18 38 64 20 44 40 32 15 45 21 51 28 18 43 49 44 10 51 14 38 69 40 27 18 49 23 26 IV* IIa III) III III IVa III Hi. IVa IVa III IVb Hb IVb III IVb IVb Ha 111 III III IVa III IVa IVb IVa V IVf. IVb III IIa IVa IVb V IVb 111 III IVa III III IVb III IVb IVa Hb III Hb IIb IIa IVa IVb IIa IVa IVa III I IVa He IVa III IIa IVa IVa IVa I IVb I IVa IVb IVa III Ha IVa IIb HI 99-3 992 98-9 98-7 98-6 97-8 960 96-6 94-9 94-8 94-6 94-5 94-4 98-7 931 930 92-5 914 912 91-0 90-5 904 'JO.:; 902 901 900 89-9 89'4 89-2 89 2 B8-9 88-7 88-7 881 87-9 87-5 87-3 87-2 872 871 86-9 866 86-3 86-2 862 860 85-7 856 855 85-4 853 85-1 851 84'9 84-7 84-5 84-3 840 836 836 82-5 822 82-0 817 813 81-2 81-2 80-5 804 80-1 801 80-0 79-7 791 786 22 27 19 38 60 21 48 39 39 14 48 21 61 34 18 50 58 44 12 57 13 49 73 30 29 24 51 24 31

B.— 3.

20

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

(!) Opened second quarter, 1908. (-> Opened third quarter. (3) Opened December quarter. ( J ) Closed second quarter, 1908. ( 5 ) Transferred to North Canterbury Board end first quarter. (6) Transferred to Southland Education Board end second quarter. (?) Transferred to North Canterbury Board after second quarter. («) Closed temporarily, December, 1908 (9) Opened first quarter, 1908. (*0) Transferred to Taranaki Education Board end first quarter, 1908.

Schools. 1! * £ la 2s is ?? II 11 55 2 School-n 111. fa is I 5 1 Is ■- a < •a s» a s If I! it i§i £ > g.aac i P 1 s~u S M| ! Ill I 111 Wharekahika Ruatoki Otaua Te Kopua Tβ Kotukutuku.. Matata Maraeroa Waimarama Paparore Oruanui Papamoft Hauaroa Tβ Pupukef , ) Ohaeawai Tokomaru Bay Whakarapa Mangamaunu Tβ Matai Karioi Tokaanu Pipiriki Lower Waihou .. Mangaorongo( 4 ) Little River( 6 ) .. Rakaumanga( 4 ) Motukaraka(') The Neek(") Rapakip) Kaiapoi(') Puniho( !u ) 22 39 29 17 37 31 32 25 !- 4o 44 83 43 32 58 35 31 50 29 42 55 29 13 35 44 28 12 24 38 34 11 ! :ll 31 10 15 18 20 14 12 14 • 13 81 1G 8 43 12 16 23 29 33 26 11 11 15 ; 7 16 10 14 11 5 15 19 58 16 3 21 16 16 23 26 33 37 10 13 44 48 34 12 27 55 41 24 59 45 ■20 36 39 38 ' 28 83 44 45 106 43 37 80 31 81 i 50 32 42 44 30 -. 27 50 40 20 42 37 40 26 30 52 49 113 37 37 82 37 34 60 36 52 50 32 13 41 50 27 12 25 48 37 21 21 39 39 32 32 16 16 32 32 29 31 31 31 20 20 23 23 89 39 37 37 84 84 27 86 28 28 60 60 27 26 24 24 18 43 25 26 35 37 33 37 20 20 11 28 34 .. 21 11 ■21 42 29 21 39 32 16 32 31 31 20 23 39 37 84 86 28 60 26 24 43 26 37 37 20 lip. I Vα III Hα HI III HI Hα Hβ IVa IVa; V IVa III IV li III Hβ IVa III IVa IVa Hα 78-3 78-3 78-2 77-8 77-7 77-0 76-9 76-7 76-6 75-4 78-8 742 73-9 73-8 781 71-6 71-1 70-8 69-4 67-1 66-2 61-4 9 4 6 •■ •■ , 3 17 7 Totals for 1908 3,700 1,893 1,376 4,217 4,479 3,781 .. 844 •• Totals for 1907 .. * 4,714 1,779 1,772 4,183 4,321 3,561 82-4 2. Mission Schools subject to inspection by the Education Department— Otaki Piuiki Mataia Convent Tokaanu Convent Waerenga-a-hika Tβ Hauke not g i v e n 39 31 44 54 21 30 35 31 44 54 21 30 33 31 42 52 ■21 30 30 29 89 44 21 16 898 93-8 94-6 89-1 1000 54-0 Totals for 1908 215 215 I 209 179 3. Secondary (Boarding) Schools — St. Stephen's Boye' Queen Victoria Girls' Hukarere Girls' St. Joseph's Convent Girls' Turakina Girls' Te Aute College |, I 59 37 62 38 21 66 28 17 18 20 13 24 21 30 18 13 8 20 66 34 62 45 26 70 66 34 62 45 26 70 65 35 62 40 26 70 64 33 69 40 25 .. 68 - 289 [ .. .. 98-5 94-3 951 99-2 961 97-1 Totals for 1908 388 120 ! 100 303 303 298 Grand totals for 1908 4,735 4,735 4,986 4,249 852

21

E.—3.

Table No. 5. Race of the Children attending the Native Village Schools on 31st December, 1908.

%* M, Maori ; M Q, between Maori and half-caste; H, half-ci aste; Ji Q, between h tal F-caste and European; E, I European. Schools. Of Mixet Of Maori Race. H and M and M Q. d Race. IEQ. Europeans. Totals. Speaking English. Spei ikinn Maori. Boys. Girls. Total. Boys. Girls. Total. Total. Boys. Girls. Total. Boys. Girls, j Total. | Boys. Girls, j Total. Hapua Te Kao Paparore Ahipara Pukepoto Pamapuria Rangiawhia Parapara Kenana Peria Taemaro Te Pupuke Touwai Whakarara Matihetihe Waimamaku Whakarapa Lower Waihou .. Motuti Mangamuka Maraeroa Vv'hirinaki Omanaia Waima Otaua Kaikohe Tautoro Ohaeawai Te Ahuahu Oromahoe Karetu Waikare Te Rawhiti Whangaruru Poroti Takabiwai Otamatea Kakanui Waiuku Manaia Te Kerepehi Wharekawa Mataora Rawhitiroa Parawera Te Kopua Oparure Hauaroa Te Waotu Ngongotaha Whakarewarewa Rana-na Wai iti Te Whaiti VVaitahanui Tokaanu Oruanui Te Kotukutukn .. Paeroa Papamoa Te Matai Motiti Island Matata Te Teko Otamauru Poroporo Ruatoki Waioweka Omarumutu Torere Omaio Te Kaha Raukokore Wharekahika Te Araroa Rangitukia Tikitiki Waiomatatini 26 21 12 41 16 11 11 15 16 11 21 21 16 28 13 16 15 15 10 24 21 48 22 54 26 67 24 12 12 18 6 32 10 5 7 25 11 11 13 16 11 14 14 12 23 8 9 24 12 3 32 18 25 7 21 18. 16 20 14 16 31 26 11 22 6 40 31 3 31 18 23 23 14 10 26 48 31 17 ■1-2. 11 6 27 17 9 13 i 7 9 20 22 10 23 15 3 10 L6 7 is 10 35 21 17 15 40 22 17 9 11 2 19 12 5 4 11 11 19 10 10 5 6 10 11 20 7 5 16 9 7 84 20 23 7 20 10 19 14 19 20 13 15 14 35 10 25 25 2 36 20 21 21 11 13 22 28 23 10 48 32 18 68 33 20 24 22 23 20 41 43 26 51 28 lii 25 30 17 42 37 83 43 101 41 107 40 29 21 29 8 51 22 10 11 36 25 30 29 32 16 20 24 26 43 15 14 40 21 10 66 38 48 14 47 34 35 34 33 36 44 41 25 57 16 65 56 5 66 38 47 44 28 23 48 71 54 27 3 1 8 "2 1 4 2 1 2 1 3 1 4 1 ".5 2 1 4 5 "2 2 7 1 3 3 4 3 2 3 2 4 15 2 1 3 5 2 10 "5 1 4 5 1 4 1 1 5 1 8 4 3 4 4 17 1 4 4 9 1 7 3 4 2 9 1 23 6 1 6 "9 11 "3 2 11 6 1 20 2 5 2 1 "6 "4 4 3 1 3 1 ".5 4 6 2 1 1 9 1 2 "l 4 3 io 1 1 6 3 2 2 1 1 1 8 24 1 3 7 "2 2 2 1 6 3 1 2 5 5 4 5 4 1 7 2 8 1 1 6 "2 "7 4 1 1 2 3 1 10 8 11 2 "« 2 10 "l 2 3 12 4 1 16 1 2 1 13 "7 8 a 3 4 3 12 1 57 1 3 7 3 6 3 2 9 5 3 0 8 "7 ■3 28 1 2 1 2 9 0 2 29 21 20 52 22 13 11 17 17 24 21 21 16 28 15 20 20 15 10 28 21 49 26 54 29 68 27 18 15 30 11 32 11 20 17 26 17 13 20 17 12 21 15 13 31 11 11 53 17 21 40 21 26 8 23 22 22 21 23 23 33 27 15 29 6 45 31 24 33 20 24 27 23 11 31 56 35 23 21 11 12 41 22 9 13 11 8 is 20 22 10 23 15 8 II 15 11 23 17 37 2! I 47 10 44 20 10 11 17 7 21 13 13 15 11 21 20 21 IS 8 10 12 10 21 9 14 53 10 12 35 22 24 7 27 20 22 15 23 22 17 15 24 30 10 31 23 15 37 21 24 22 19 13 32 20 25 21 53 32 32 93 44 22 24 28 25 42 41 43 26 51 30 28 31 30 21 51 38 86 55 101 45 112 53 37 26 47 18 53 24 33 32 37 38 33 41 35 20 31 27 29 55 20 25 106 33 33 75 43 50 15 50 42 44 36 46 45 50 42 39 68 16 76 59 39 70 41 48 49 42 24 63 85 60 44 "7 "4 2 "2 1 "2 2 1 2 3 1 15 1 3 1 1 1 9 3 4 1 ■2 3 1 7 "3 10 '33 5 1 2 1 2 ■> 4 3 4 1 1 "2 1 1 4 1 1 3 2 2 "2 2 3 5 "2 1 7 D "2 "2 4 "3 4 3 12 1 "3 *3 "2 2 1 1 1 3 3 1 "2 1 5 9 6 17 16 2 1 1 4 "3 1 1 5 1 5 2 1 5 1 ' 2 3 "2 4 3 5 5 2 11 "3 1 4 4 6

E.—3.

22

Table No. 5—continued. Race of the Children attending the Native Village Schools on 31st December, 1908. — continued.

Summary of Table No. 5.

Table No. 6. Results of Inspection, 1908. [In this table the schools are arranged according to the marks obtained. See last column.]

Of Mixc II ani td Race. 1 EQ. Totals. Schools. Of Maori Race. M ami U 1.1. Speal Boys. Girls. Total. Boys cing English. Speaking Maori. Europeans. Boys. Girls. Total Girls Total. Boys. Girls. Total. Boys. Girls. Total. Reporua Tuparoa Hiruharama Whareponga Tokomaru Bay .. Whangara Nuhaka Tuhara.. Tangoio Te Haroto Waimarama Karioi Pipiriki Pamoana Okautete Mangamauuu Arowhenua Waikouaiti Ruapuke 14 11 25 ' 5 31 26 57 26 1 22 48 21 19 40 37 20 57 17 10 27 i 51 27 78 35 21 56 .. 18 12 30 15 11 26 14 2 16 15 12 27 18 7 20 9 10 19 H 7 15 6 7 13 2 1 17 8 25 ' .. 0 8 14 T 9 4 13 8 8 .. 6 2 7 8 6 1 1 7 2 8 7 5 2 9 1 1 13 7 2 16 4 6 2 1 7 3 4 "2 1 5 3 2 4 2 1 2 1 9 3 2 8 "2 1 2 3 5 1 3 1 11 4 1 1 7 6 2 9 2 2 5 2 20 3 2 11 l'.l 14 33 39 35 74 28 28 56 22 21 43 49 31 80 23 14 37 59 27 86 40 27 67 20 12 32 17 12 29 23 5 28 18 14 32 25 19 44 12 10 22 io 8 18 15 31 21 11 32 14 15 29 9 4 13 14 35 28 21 31 14 27 27 12 12 5 14 19 10 8 15 11 15 4 33 74 56 4:! SO 37 86 67 32 29 28 32 II 22 IS 31 32 29 13 "l 1 »• 1 'l "7 !! 3 4 2 3 1 8 2 '7 6 3 9 Totals for 1908 Totals for 1907 1,889 1,507 3,396 49 1,808 ,1,484 3,292 81 31 \ 80 177 62 143 171 -31 -68 6 154 160 331 331 217 220 198 197 410 417 2,332 1,885 4,217 2,280 1,903 4,183 1,885 1,903 4,217 4,183 Difference .. 81 23 104 j -32 -6 1 0 -3 -4 52 -18 34 -18 -7 34

19C8. 1;.ii-i j i'.c.ys. Girls. Total. taori, and between Maori and half-caste .. 1,889 1,507 3,390 lalf-caste, atid between half-caste and European, 177 154 331 speaking Maori lalf-caste, and between half-caste and European, 49 31 80 speaking English ,uropean8 .. .. .. .. 217 193 410 Totals .. .. .. I 2,332 1,885 4,217 j Percentage. Percentage. 1908. 1907. 80-5 78-8 7-9 7-9 1-9 3-4 9-7 9-9 I 1000 1000

Schools. 2ii sga rgOSH S— CD O OJ3 £ °*" OH M BP, h_cc co a 2 co .23 » . *& 9 Cj — §532 o O 2 S'S !l A 2— A »r O .I.CTOB A ■-•3 2 _ O a* B 3 (» en o htO S d -3 g, d c, q d .5 a-o B°i 5 B •d s 3CH l-s A 3 d CD CO 3 B .2 O a >, — Jh *a *- a ~ • =•§1.3 .2-3 d 9 9rLA U.9 9 O ■-a 3 I o a co'-aia _< O •i-'^ "S u _ +* ai__ _<_-. — +3 S.O 'i d E - a 3d LS go Si. H d Total MarksMaximum 50. Whakarewarewa Rangitukia Rangiawhia Whirinaki Waima Paeroa Kaikohe Ahipara Te Kaha Pukepoto Peria Tautoro Tokaanu Ranana Torere Matihetihe Whareponga Manaia.. Omarumutu 10-0 100 100 100 100 100 10-0 100 9-4 100 9-8 100 100 100 9-4 9-4 9-4 100 100 100 100 9-5 100 100 100 100 100 9-8 100 9-5 100 100 9-9 9-5 100 100 9-6 9-8 100 100 100 100 100 100 100 100 100 100 100 100 100 9-8 100 100 100 9-8 9-8 100 100 100 100 100 100 100 100 100 10.0 100 90 100 100 100 100 90 100 100 100 9-5 100 9-3 90 90 90 90 9-7 8-7 9-3 9-5 8-5 8-8 9-3 8-7 9-3 8-2 80 500 49-5 49-5 49"-3 490 490 490 490 48-9 48-7 48-6 48-5 48-5 48-5 48-2 481 47-7 47-6 47-6

23

8.—3.

Table No. 6— continued. Results of Inspection, 1908— continued.

Schools. 2±± Sga £— CD O 0,3 __& — 1- <D "5 ° a ® T3 9 9£> a _ 5"" ■3 rg A..2 K 2 — %A ° o-a<3ja A An 9 on s « d CCr, S d 9 o . U H "3 - 9 a) © O 3 « flH-a 2 fl d§ = «ig "3 ™ a id S2S-5& o .2 B TJ 3 30, _ SI ..* a — -2o3 Q d*!l Sa 3 it"" ■-_g « a 9 ? d IBS' 521" 3 C 3 ~ • - 8 ao a c* d C P tB a 'Si a [1 SO iJ-3 Total MarksMaximum 50. Waiomatatini Parawera Waimarama Te Kao.. Tikitiki Omaio .. Whangara Oruanui Waikare Takahiwai Tuhare Okautete Wai-iti .. Hiruharama Omanaia Te Haroto Whaogaruru Parapara Maraeroa Waioweka Karetu .. Whakarara Te Araroa Paparore Pamoana Waikouaiti Nuhaka Matata Reporua Waitahanui Te Teko Otamauru Tuparoa Touwai.. Poroporo Mangamuka Te Kerepehi Raukokore Karioi .. The Neck Tangoio Keuana Otamatea Te Matai Motuti .. Otaua .. Wharekawa Mangamaunu Oromahoe Te "Kotukutuku Poroti .. Te Whaiti Oparure Rawhitiroa Te Kopua Te Rawhiti Ruatoki Papamoa Mataora Bay Tokomaru Bay Waimamaku Wharekahika Te Waotu Te Pupuke Hauaroa Ohaeawai Pamapuria Arowhenua Hapua Whakarapa Pipiriki Ruapuke Te Ahuahu Motukaraka ( :1 ) Waiuku f 1 ) Rapaki ( 2 ) Kaiapoi ( 2 ) Little River (-) Taemaro (') 9-5 10.0 100 10-0 100 100 100 9-6 9-8 , 9-8 9-8 9-4 93 9-4 9-8 100 100 9-3 100 9-8 9.9 9-8 9-2 8-4 9-4 8-5 90 9-6 90 90 9-3 9-8 9-0 100 9-8 9-6 9-8 9-5 8-5 9-5 9-2 90 90 9-3 100 8-8 9-3 9-3 9-3 90 8-8 8-3 8-4 80 8-4 90 8-8 8-3 91 8-5 7-4 9-4 90 8-5 3-5 9-2 80 8-4 8-6 80 6-5 6-8 5-3 7-6 8-0 9-5 5-3 7-0 8-8 90 93 9-8 9-3 98 9-8 9-5 100 9-6 9-4 9-4 96 100 90 9-8 9-5 8-5 8-6 8-9 9-8 90 9-5 8-5 9-3 8-8 8-5 8-8 8-3 8-8 8-8 90 8-6 8-8 9-5 8-8 8-5 80 90 8-9 80 8-8 8-9 8-3 8-9 8-6 8-8 9-8 8-9 9-3 90 9-8 90 8-9 9-3 8-5 8-4 8-5 8-4 7-9 70 7-5 8-3 80 7-0 8-3 7-8 7-5 5-3 8-3 5-7 5-3 6-6 7-0 6-3 80 8-4 7-3 7-0 8-5 100 100 100 100 100 9-8 9-8 9-8 9-8 9-5 9-8 100 9-8 9-3 9-5 100 9-8 100 9-5 9-3 9-8 9-3 8-5 9-8 9-8 93 90 8-5 90 8-8 8-8 9-6 80 8-3 8-8 7-6 9-4 9-3 91 9-3 91 90 85 8-6 8-8 8-5 9-8 8-4 8-3 8-5 90 100 83 7-8 80 8-9 7-3 6-6 8-3 7-8 7-8 6-5 8-9 6-3 7-9 7-0 7-8 6-5 5-8 6-S 60 6-6 6-5 5-3 7-3 80 65 60 90 9-5 100 100 90 '.1-0 90 90 9-0 8-5 90 90 90 8-5 9-5 8-5 8-5 90 . 90 8-0 90 90 8-0 90 90 80 9-0 o-o 85 8-5 8-5 90 8-5 90 8-0 80 8-5 8-5 8-5 8-0 90 8.0 8-0 80 8-5 60 80 8-5 80 7-5 80 70 8.0 7-5 80 75 70 80 7-5 7-0 7-5 7-0 7-0 60 80 80 7-0 70 6-5 50 50 7-5 60 60 40 8-0 7-5 80 7-0 80 9-5 8-2 7-6 90 8-3 8-3 8-5 8-3 90 8-7 8-3 8-0 8-2 8-5 80 7-5 80 80 8-5 70 7-8 80 9-3 so S-3 90 8-3 8-7 80 8-0 7-0 6-3 80 7-0 7-3 8-5 70 60 7-7 6-3 7-0 7-2 7-7 6-2 80 7-3 40 6-6 6-6 6-5 6-3 5-0 7-0 6-3 6-7 5-5 6-2 7-6 5-7 6-3 7-6 5-5 1 3 6-8 7-7 3-6 40 6-8 68 60 40 50 5-6 47-5 47-5 47-4 47-3 47-1 46-9 46-8 46-7 46-7 46-4 46-3 460 45-8 45-7 456 45-5 4-53 44-9 44-9 44-9 44-6 44-6 44-5 44-5 44-3 44-3 44-1 43-6 43-3 43-1 431 42-8 42-8 42-8 42-7 42-7 42-7 42-3 42-2 42 1 421 42-1 41-5 41 -5 41-4 111 41-4 41-2 410 41-0 40-9 40-3 401 394 391 38-8 38-8 38-4 38-0 37-1 36-8 36-7 36-2 361 35-4 31-6 34-3 380 31-8 800 29.8 28-8 (') Not examined, (2) Transfei ed to Boi ,rd. (■■) Closed sei :ond quai ■ter,

E.—3.

24

Table No. 7. Standard Classification, 31st December, 1908.

Schools. a ii PilSSC" P. I. II. of Pupils examined. VI. VII. co £ . o, dSo-O "Sal On 9 3 ■-. *J to *-*«- 9 co So a9 -n _ 9 9 l_|-g C3 o o 3 3 O" r, 0.2 o a. III. IV. V. Hapua Te Kao Paparore Ahipara Pukepoto Pamapuria Rangiawhia Parapara Kenana Peria Taemaro Te Pupuke Touwai Whakarara Matihetihe Waimamaku Whakarapa Lower Waihou .. Motuti Mangamuka Maraeroa Whirinaki Omanaia Waima Otaua Kaikohe Tautoro Ohaeawai Te Ahuahu Oromahoe Kciretu Waikare Te Rawhiti Whangararu Poroti Takahiwai Otamatea Kakanui Waiuku Manaia Te-Kerepeln Wharekawa Mataora Rawhitiroa 53 32 32 93 44 22 24 28 25 42 41 43 26 51 30 28 31 30 21 51 38 86 55 101 45 112 53 37 26 47 18 53 24 33 32 37 38 33 41 35 20 31 27 29 55 20 25 106 33 33 75 43 50 15 50 42 44 36 46 45 50 42 39 68 16 76 59 89 70 41 Ai 49 42 24 63 85 60 44 33 74 56 43 32 5 9 6 8 8 9 8 5 41 8 13 22 .. 2 10 2 3 4 5 9 2 3 7 2 8 6 4 8 41 15 7 18 12 3 13 8 14 18 5 .. 15 4 14 3 4 16 8 6 "7 11 1 28 3 13 16 8 3 37 13 12 24 7 8 72 4 9 29 7 55 21 17 32 9 7 17 9 5 14 6 3 23 S 7 4 5 3 33 20 11 5 3 19 2 1 18 4 1 18 .. 3 23 2 1 32 33 4 2 18 3 »5 9 .. 4 26 .. 3 23 2 29 20 .. 1 9 1 1 11 4 39 27 11 14 6 7 21 7 5 84 .. 4 11 16 3 19 2 6 9 3 12 8 9 20 .. 7 25 10 16 6 1 14 6 5 10 9 9 27 4 5 16 7 8 14 6 6 27 6 7 2 .. 3 36 8 8 2i o 8 : 14 5 3 32 12 8 20 3 3 11 7 8 18 .. 7 14 5 10 10 5 2 28 1 16 43 5 8 22 9 25 .. 9 13 5 4 37 8 8 22 7 7 13 .. 9 5 6 4 11 6 2 8 4 7 7 5 4 5 5 6 1 5 2 2 5 2 8 5 2 2 5 1 2 i 7 4 4 1 7 2 4 2 6 6 1 2 7 1 8 5 5 2 3 2 1 2 1 2 2 6 4 9 4 12 4 10 5 4 3 5 4 1 5 7 7 4 1 7 1 3 3 4 2 1 5 1 1 i ■2 3 I 2 3 1 9 4 2 3 i 2 5 5 7 7 2 1 i 1 2 3 4 1 1 6 2 1 1 1 8 3 8 10 5 1(1 3 2 8 9 3 4 3 5 Parawera Te Kopua Oparure Hauaroa Te Waotu Ngongotaha Whakarewarewa Ranana Wai-iti Te Whaiti Waitahahui Tokaanu Oruanui Te Kotukutuku Paeroa Papamoa Tc; Matai Motiti Island Matata Te Teko Otamauru Poroporo Ruatoki Waioweka Omarumutu Torere Omaio Te Kalni Raukokore Wharekahika Te Araroa Rangitukia Tikitiki Waiomatatini .. Reporua Tuparoa Hiruharama Whareponga 9 6 9 3 14 7 2 5 4 8 9 6 4 9 4 10 15 4 14 s 8 6 2 5 13 11 2 3 9 14 7 6 1 9 5 2 5 3 5 3 2 1 2 11 6 9 3 6 3 3 6 4 I 4 9 III 13 6 5 6 3 9 11 1 7 4 4 2 2 1 4 7 4 2 4 4 4 1 4 3 2 1 7 7 8 3 15 1 1 4 1 5 2 1 3 4 1 i 3 3 1 5 *3 1 4 4 4 2 2 6 2 3 2 1 i 2 i 2 '2

E.—3.

Table No. 7-continued. Standard Classification, 31st December, 1908— continued.

Table No. 8. Classification as regards Standards and Race of Pupils on the School Rolls at the End of December, 1908.

Summary of Table showing Standard Classification.

4—E. 3.

25

Schools. Sr, JO J>3S 3,3 r'. I. Il ! iii. Passes of Pupils examined. IV. v VI. VII. _ * . . _ n >> ■ _ H ot3 c o a © '■£*-©_ i ". r "5 s g . d 9"a 9 .£ 9 •So o 3 A TJ 9 u OS 9 r. O Pfl P. Tokomaru Bay.. Whangara Nuhaka Tuhara Tangoio Te Haroto Waimarama Karioi Pipiriki Pamoana Okautete Mangamaunu .. Arowhenua Waikouaiti Ruapuke 80 37 86 67 32 29 28 32 44 22 18 31 32 29 13 36 13 41 46 13 lo 10 15 15 13 8 11 9 6 4 6 13 15 4 6 11 1 18 4 8 2 5 3 5 5 4 4 7 4 7 8 9 8 1 4 8 4 2 8 6 10 4 1 5 8 ..... 3 465 524 536 561 580 531 -96 -56 5 8 7 1 11 13 9 1 i 2 2 1 5 ' 1 2 . G '4 3 3 6 3 2 1 2 6 4 'a 6 1 i -- i 2 '2 i Total for 1908 Total for 1907 4217 4183 34 1939 1711 376 246 ] 422 254 1 -46 -8 120 113 7 120 11 113 11 11 11 24 12 6 8 Differenoe 218 12 -2

Race. I Standards. Of Maori Race. M and M Q. Of Mixed Race. H and E Q. Speaking English. Speaking Maori. Totals Europeans. Preparatory classei Standard I .. Standard II .. Standard III .. Standard IV .. Standard V .. Standard VI .. Standard VII .. I 879 204 238! 240 164: 110 Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. 879 728 1,607 14 9 23 91 79 204 164 368 9 4 13 22 15 238 193 431 4 1 5 21 16 240 187 427 12 6 18 15 23 164 13.2 296 5 8 8 12 16 110 68 178 6 6 9 12 5 1 728 164 ! 193 187 132 68 1,607 368 431 427 296 178 14 9 23 9 4 13 4 1 5 12 6 18 5 8 A 6 y Total. Boys. 170 76 37 21 37 25 38 24 28 25 17 30 Girls. Total. Boys. 68 139 1,060 26 47 I 256 26 51 288 29 53 291 19 44 206 12 42 155 18 34 I 76 193 410 2,332 Girls. I 879 209 I 236 245 170 91 Total. 1.939 465 524 536 376 246 I « I 54! 35 89 2 2 4 4 .. 35 89 2 2 4 4 16 55 131 Totals .. 1,889 1,889 1,507 3,396 49 j 31 80 177 154 1,507 3,396 49 j 31 80 331 217 ! 1,885 4,217 Note. —M, Maori mrposes of this clasc ; M Q, betwee cincation the lai m Mao: IIC'IIUKC ! •i and half-caste; K ipoken in the borne ii . half-caste; E Q, betwee: c taken. half-caste and Euri ipean. For tbe

Standards. Boys. Girls. Totals 1908. Totals 1907. 'reparatory classes )lass for Standard I II III IV V VI VII 1,060 256 288 291 206 155 879 209 236 245 170 91 1,939 465 524 536 376 246 1,711 561 580 531 422 254 I 76 55 131 124 Totals 2,332 1,885 4,217 4,183 I

E.—3

26

Table No. 9. Classification as regards Ages and Standards of Pupils at End of December, 1908.

I ■ ■SSg tec a CHCl 85cd *o o fl r. OrHCU a ," S a'. s ?: H M rH CM rH H rH rH I .0,2 a r. r. 5 - S — Sr-O = so oo 03 5 a o CO Ol CC rH si rH rH rH rH -DC ■* CM « O M a CM CM CO rH CO rH H CM CO CO ~. _ t* _ _ _ _ b co co cm Oi os ao oo rH rH Ol rH rH rH rH S ErH OS rH ao ao 3 1 s IOl 5 _ - 3 i-O rH H rH CM o CM CO CO rH ■*1 CM O rH rH -r rH -»* i"I 3 1 1 rCO rH tH OS rH CO CO CM 00 -co CM CM CM 01 M CM 01 rH O 8 l 2 rH LrH CM Hi 00 >» O EQ S •M CO CI » o CO -O 1-t CM CM CM 54 -H CM CM rH CO a CM tCM I ■ a a s r-l CJ OJ CO rH C~ CO r-i io l ca i rCO H rH CO t»o 00 rH CO rH z a CO X CO o CM -m s CC ■* 01 CM CO cp i S H3 CC rH i a 1 m CC _ O _ o ai pi H m a cm i-i trH ■** t35 CO H SO i-H rH C^ OS _s CO CO CO o CM CO CM OS IOl iO Ol ■* «—I CO CO I—< a fl-H o rH CM rH o CO OS r—I J. I | - 8 M o «o fl a 3 a jj Be c 1a _ Im rH CM H* CO CO CM rH -H 2 C3 X U0 CO CM co O CM -O S ico _ O 8 CN H CO IO 00 CO CM CO CM rH rH I ■a 3 cc ai rfll O CO HtC CO O TtC CO CM CM tco rH CM 5 CO -r -M H CM -O CM O *<*. CM H I i o sz; si ix o a a CO CO HJ. rflfl CO L— ■HC CO HJI ■Hfl Ol rH Hjl I CM CO -co o —< en CN s -* CO CO tCM CM M rH CO rH CM rH ■rjfl ■* CO CO CM CO CO CO O CM —i •a E s CO CO si CM CM -* CM rH CO CM o -r -Ol IQ S rH tCO rH 00 CO o TH o CO CO rH tOl CO CO CM on -M K I-H o »o _■ CM 0 g fern IQ cm CM CO rH CM tH CO t00 CO X HH" s □ j 2 H rH CO CI a rH o. CO lO CM CO CO rH rH rH LCO CO CM «5 CO CN ■8 rS r? CO m CM tCM HtC CM CM rH w~t CM 5 a a | „ rH CO CO oi HH CO s CM CO CM CO CM CO CO 00 CO CO gl C4 g a a H Ol rH CO CM t00 rH r-l CO CO en CO CD >. o ffl a CO t00 rH o tHCM 01 rH rH CO CO HtC 00 Ol g 1 rH H | 8 Tlfl rH CO rH o CO CM I-1 CO CO CD Li I CO tu 9 C s * r _ a 1 io co ao tecs I CO o a o Ol CO * $ rH CM CO ft o IB fl 1 ao E 1 8 t-> o < H 0 H

27

E.—3.

Table No. 10. Classification of European Children attending Native Schools at end of Year 1908.

Table No. 11. Children of Maori and Mixed Races attending Public Schools, December, 1908.

Table No. 12. (a.) Number of Maori Pupils receiving Higher Education, &c., at the End of 1908.

St, idard Classes. Education Districts. p. I. II. III. IV. V. VI. VII. Certificates of Competency. Certificates of Proficiency. Auckland Taranaki Wanganui Wellington Hawke's Bay .. North Canterbury Otago 110 38 39 37 6 7 2 1 34 31 '.. 2 1 5 6 3 1 1 2 27 6 1 9 5 3 1 7 13 4 4 _______ 139 47 5 1 1 1 1 1 Totals 51 53 44 42 34 7 2 ______

„.-..,. Of Mixed Race Of Maori Kace. liviug a8 Maoris . Of Mixed Race living as Europeans. Total. Number of Schools Certifii grant mites ted. Education Districts. >yB. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. attende In, Competency. Proficiency. BoyB. Auckland Taranaki Wanganui Wellington Hawke's Bay Marlborough Nelson.. Grey Westland North Canterbury South Canterbury Otago Southland 881 j 45 200 ; 126 268 25 16 6 40 0 16 1 668 1,534 .: l 76 124 324 98 224 186 454 23 48 9 25 e is :'.r. 76 9 15 6 22 1 1,1842,814 1,0022,422 I 182 392 j ._ 56 61 117 6 6 11 30 20 18 I 33 35 18 H 21 37 26 19 45 90 28 5 .. 6 8 3 1 1 2 37 5 7 3 10 36 15 12 27 70 149 I 128 277 ' 700 181 108 234 700 18 25 43 343 23 36 40 (il 21 2 :;i 7 25 47 668 71 77 151 49 5 3 71 12 61 117 1,263 1,056 2.319 81 59 111) 255 173 128 170 162 384 see 53 44 97 24 11 88 9 9 18 7S 71 149 II 16 27 59 34 98 86 i 59 145 243 20 59 34 46 14 7 2 18 S 15 26 2 3 6 1 9 1 2 5 1 1 2 3 2 2 1 Totals for 1908 Totals for 1907 1,630 1 1,420 'l 689 632 1,338 1,332 2,479 1.950 2,251 1.737 4,429 3,988 489 462 15 17 26 80 Difference .. : L I 210 ! 228 213 111 27 -2 -4

Governme int Pupils. School. Scholarshipholders formerly attending Native Schools. Temporary. Private Pupils. . Totals. loarding-schools— St. 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), Auckland 30 11 20 5 19 i 10 36* 59+ 41 30* 15 17 66 70 62 45 34 26 9 Totals... 85 EU5 20 198 303 * Including 1 European. t Including 4 Europeans.

E.—3

28

Table No. 12— continued. (b.) Number of Maori Pupils, formerly attending Primary Schools, holding Scholarships at High Schools or Colleges at the End of 1908.

(c.) Number of Maori Students, formerly attending Native Schools and Colleges, holding University Scholarships at the End of 1908.

(d.) Number of Maori Pupils, formerly attending Native Schools, holding Industrial Scholarships at the End of 1908.

(e.) Number of Maori Pupils, formerly attending Primary Schools, holding Industrial Scholarships at the End of 1908.

(f.) Number of Maori Pupils, formerly attending Native Boarding-schools, holding Hospital Nursing Scholarships at the End of 1908.

Approximate Cost of Paper— Preparation, not given ; printing (1,950 copies, including illustrations), £39 16s.

Authority : John Mackay, Government Printer, Wellington.—l9o9.

Price Is.]

Number. Primary School. High School or College at which Scholarship is held. M. 1 1 P. i Woodhill Maraetaha Waipiro Bay ... Auckland Grammar School. ... Te Aute College. ... Hukarere Native Boarding - school, Napier.

Number. University Course. University at which Scholarship is held. 1 Medicine ... ... Otago University. w

Number. Native School. Trade to which Scholars are apprenticed. District. 1 1 1 1 Hapua Whirinaki Rangitukia ... Blacksmith ... Saddler ... ... Builder ... ... Saddler ... ... Auckland. ■ • • ti ... ,,. ... „

Number. Primary School. Trade to which Scholars are apprenticed. District. 1 Hukerenui South ... Government Railway Auckland. Workshops

Number. Kind of Scholarship. Boarding-school. District Hospital. District Hospital. Day-pupil Queen Victoria St. Joseph's, Napier Hukarere, „ it " St. Joseph's, „ Hukarere, „ Auckland. ... | Napier. ... Wanganui. ... Hamilton. ... St. Helens Maternity Hospital, Christchurch. ... St. Helens Maternity Hospital. Wellington. » ••. Probationer a ••• a ... 1 i, •••