EDUCATION: NATIVE SCHOOLS. [In continuation of E.-3, 1909.]

Appendix to the Journals of the House of Representatives, 1910 Session I, E-03

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LABOU 1910. NEW ZEALAND.

EDUCATION: NATIVE SCHOOLS. [In continuation of E.-3, 1909.]

I'rexcnted to both Houses of the Ge?ieral Assembly by Command of His Excellency.

CONTENTS. Page Ari'UNDix:— Page Part I. -Extract from Report of Minister .. 1 Table No. 1. List of Schools .. .. ..9 2. Net Expenditure .. .. .. 14 Part ll—Report of Inspectors:— 3. Age and Race of Children .. .. 14 New Schools, &c 2 4. Attendance at Schools .. ..15 5. Race of Children .. .. .. 17 General Remarks .. .. ..3 a t ™ i b. Inspection Results .. .. 18 New Syllabus .. .. .. 5 7. Standards .. .. 20 Mission Schools .. .. .. 6 s - Standards and Race .. .. 21 ■a ,a;„„ „i i„ c 9 - Standards and Ages .. ..22 Boarding-schools .. .. ..6 ~, ~, 10. European Children .. ..23 Scholarships .. .. .. 7 11. p ub ]i 0 Schools: Attendance of Maoris 23 Attendance .. .. 7 12. Higher Education .. ..24 No. 1. EXTRACT FROM THE THIRTY-THIRD ANNUAL REPORT OF THE MINISTER OF EDUCATION. The number of Maori village schools in operation at the end of the year 1909 was ninety-four. During the year three new schools were opened —viz., Whangape, Pawarenga, and Waitapu—all in the Hokianga district; and two schools —flauaroa or Taumarunui, in the King-country, and Ruapuke Island, Foveaux Strait —were transferred to the control of the Education Boards in their respective districts. The school at Ngongotaha, Rotorua, and the side school at Lower Waihou, Hokianga, were closed during the year ; while the schools at Pamoana, Wanganui River, and Te Kopua, King-country, were closed temporarily for want of teachers. On the rolls of the ninety-four schools at the 31st December, 1909, there were 4,121 children, as against 4,217 at the end of 1908. The average attendance for the year was 3,680, the percentage of regularity being 85-4, an increase of 1 per cent, on that of the previous year. The average weekly roll number shows a slight falling-off, being 4,308, as against 4,479, a result due largely to the transfer of the schools above referred to. The number of pupils on the rolls of the six Native mission schools was 231, and on those of the secondary Native schools 360. At the end of the year, therefore, the total roll number of all the Native schools inspected by officers of the Department was 4,712, the average weekly roll being 4,898, and the gross average attendance being 4,213. The number of institutions that offer secondary education to Maori boys or girls has been increased this year, and now amounts to nine, at eight of which the Government provides a number of free places tenable for two years by children who have qualified under the regulations. The number of free places

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held at the end of the year 1909 was 124. In addition to the provision under the Senior Scholarship Regulations for apprenticing Maori boys to various trades, arrangements have been made in the regulations issued during the year by which boys, as the holders of agricultural scholarships, may receive a practical training in general farming. The scheme for the training of Maori girls as nurses has now matured, and the two girls who were the first to qualify as registered nurses are now following their profession amongst their people. The new regulations relating to Native schools, which were compiled and issued to teachers during the year, are now in operation. The syllabus of work therein will be found to follow closely that prescribed for the public schools of the Dominion, a fact which bears testimony to the advance made by the Native schools in recent years. The total expenditure on Native schools during the year, including £29 10s. (id. paid from Native reserves funds, was £32,917 His. Deducting recoveries, £137 175., the net expenditure amounts to £32,779 I.is.. ns againsl £33,234 19s. Id. in 1908. Included in this is the sum of £3,509 9s. 2d. expended on new buildings and additions. £2. 704 12s. 3d. on secondary education, including boarding-school fees for holders of scholarships from village schools, industrial scholarships, and nursing scholarships. The staffs of the village schools included seventy-six masters, eighteen mistresses in charge, 104 assistants, and five sewing-teachers. The total amount paid in salaries for 1909 was £22,177 lis. 9d.. the average salary of the head teachers being £169 12s. 4d. At the end of the year the standard classification of the children in the village schools was as follows :— Class P.. .. .. .. .. .. .. .. 1,902 Standard 1.. .. .. .. .. .. .. .. 493 Standard II .. .. .. .. .. .. .. 444 Standard 111 .. .. .. .. ..448 Standard IV .. . . .. .. 455 Standard V . . .. .. . . .. . . 229 Standard VI .. .. .. .. .. 121 Standard VII .. .. .. .. .. .. .. 29 Nineteen certificates of proficiency and thirty-eight of competency were gained by children in the village schools during the year. There were 391 European children in attendance at Native schools. 355 of whom were in December, 1909, in the Preparatory classes and lower standards, and thirty-six in Standards VI and VII. Four certificates of proficiency and ten of competency were gained by European children during the year. Of the 4,121 children on the rolls of the schools in December, 1909, 86-7 per cent, were Maoris speaking Maori in their homes, 3-8 per cent, were Maoris speaking English, and 9-5 per cent, were Europeans. In connection with this classification and with the tables that accompany this report, it is to be noted that the term " Maori " as now defined applies only to children who are by birth full Maori, three-quarter Maori, or half-caste, and excludes children who are three-quarter European. In various public schools in the Dominion there were at the end of 1909 4,434 children of Maori or mixed race. Tables 11 and 11a show the classification of these children according to districts, ages, and standards respectively. Twenty-one certificates of proficiency and four of competency were gained by Maori children in public schools. So far as can be ascertained from the statistics obtainable the number of children of Maori or mixed race (omitting Maoris attending public secondary schools and Maoris at schools not under Government inspection, of whom no separate return is made) is as follows : —

No. 2. The Inspectors of Native Schools to the Inspector-Gkxeral ok Schools. Sir— Wellington, 22nd April, 1910. In accordance with instructions, we have the honour to place before you our report on the general condition of the Native schools and the work done by them during the year 1909.

Actual Number. Number per 10,000 of Maori Population at Census of 1906 (47,731). I. Primary schools — (a.) Government Native schools (b.) Mission schools (c.) Public schools 4,121 231 4,434 863-4 48-4 928-9 II. Secondary schools Special technical training 8,786 360 13 1,840-7 75-4 2-7 Totals 9,159 1,918-8

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Te Kao Native School.-Committee and Children.

Waitapu Native School (reopened 1909).

Waima Native School.

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New Schools. ETC., 1909. At the end of 1908 there were ninety-seven village schools in active operation. During the year 1909 three new schools were opened, four were closed, and two were transferred to Education Boards, so that there were ninety-four schools working at the end of 1909. The new schools opened during the year wen- Whamgape, on the north side of Whangape Harbour ; Pawarenga, on the south side of Whangape Harbour; and Waitapu. near the mouth of Hokianga Harbour. The schools at Ngongotaha, Rotorua ; Lower Waihou (side school), Hokianga; Pamoana, Wanganui River; and Te Kopua, King-country, were closed; the two last named, however, being closed temporarily only. The schools at Hauaroa (Taumarunui), King-country, and Ruapuke Island, in Foveaux Strait, were transferred to the Auckland and Southland Education Boards respectively. There is a good prospect of establishing schools at the following places, viz. : Rakaunui and Taha/toa (Kawhia); Te Huruhi, Waiheke Island; Orauta, near Eawakawa, Hay of Islands ; Waiomio, also near Kawakawa, Bay of Islands ; Rangitnhi. Galatea, Hot Lakes District, and I'nkiri. near Frasertown, Hawke's Bay. The matter of acquiring the site is now in hand in all these cases. As the result of investigations made, no act inn is To he taken in the case of W nihil pn and Taupo, near Whangaroa, and of Te Tii-Mangonui, Hay of Islands. Further inquiries are to be made at the earliest convenient opportunity into the following proposals, viz. : Horoera, East Cape ; Whakaki, Hawke's Bay; Pukehina, Maketu. Hay of Plenty: Orvatvhdro, Port Albert, Kaipara; Maungatapu, Tauranga, Bay of Plenty ; and Mangatuna, East Coast. Less promising eases appear to be Mangatnniji. Waikato ; Okere, Rotorua ; Pakowhai, Gisborne ; and Hanga, Waikato. We have again to call attention to the delay that is under present conditions unavoidably caused in the acquisition of school-sites. We have no doubt that the prospects of new schools are seriously impaired, and the enthusiasm of the people damped by the delay. General Remarks. Reading. —The reading in our schools continues to show steady improvement, and may be Tegarded as generally satisfactory. The weak element is the want of comprehension of the language and the subject-matter. It is true that in most schools the children know the meaning of individual words, but they fail to realise the mental pictures which the reading of an interesting story should create in their minds : they are merely saying words. Another drawback, and one quite as serious perhaps as the former, is that we seem to make very little progress in inculcating a love for reading. Apart from the ordinary School Reader and the School Journal, Maori children, as a rule, have nothing to read, and read nothing. It is true that in many of the schools the teachers have endeavoured to stimulate the love for reading by establishing school libraries ; but the Maori pupils, with few exceptions, do not seem generally to be very eager to read the books thus supplied. We feel sure that this is a very great drawback indeed, and shall be glad if teachers will give this matter their earnest attention. If the teacher were to read to the children at stated intervals simple stories of an interesting character, much good would ensue. Indeed, in the infant classes the telling or reading of nursery stories and fairy tales should be regarded as an essential part of the work in English. Any device on the part of teachers that will create, along with the ability to read, the desire to read will be gladly accepted. The infant classes, as a whole, are making good progress on sound lines. Their pronunciation is generally very good, though in not a few schools we find that the children do not speak out as loudly as they should. The method of teaching reading has greatly improved during the past few years, and the use of the look-and-say and phonic methods in combination is now general. The amount of reading covered by the primer classes in some of the schools is not, however, reasonably sufficient in proportion to the time during which the pupils have been at school. Reference to some of the class lists submitted to us during recent visits of inspection shows that pupils who have been from three to six months at school have made practically no advance in reading during that time, and, in the case of a few schools, comparison of the class lists of one year with those of the previous year shows that pupils whose names appear on both lists, and who, therefore, have completed a full year at school, have not got beyond the simplest look-and-say words —which, we venture to say, could be thoroughly taught in a month. This is a matter which we, think requires serious attention. We have generally laid it down that before promotion is made to P. 3, both primers should be read, and before a child enters Standard I he should have read both Infant Readers. The whole of this preparatory work can be done by the best of the children under good teaching in two years : at the most, it should not take more than three. We note a decided improvement in the recitation, and find also that the children are taking much interest in it; the pupils in the lowest classes are especially fond of it, and do not regard their examination as being complete without it. Indeed, in one school they came back after being dismissed to demand that the Inspector should hear their recitation. The parents, too, have frequently expressed to us their appreciation of their children's learning poetry, and they derive much pleasure from it. Apart from the pleasure that the recitation of poetry thus affords, it has already been shown to play a very useful part in connection with English, and it therefore deserves greater attention as a subject of the school course than it has hitherto received. Spelling. —There is little to find fault with in the work of the lower classes. As is only to be expected, children who have been taught consistently from word-building and sounds write words from dictation with very few mistakes. We do not find in these classes the confusion between " pig " and " big," " road " and " load," &c, that was formerly so common, though we find, in the case of pupils admitted from schools where the obsolete alphabetic method is still in vogue, that the simplest words are misspelt. With regard to the dictation in the higher classes, we think that teachers might well

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devote some attention to the teaching of punctuation, which, inasmuch as it demands an intelligent comprehension of the subject-matter, forms an important factor in the teaching of English. As regards the spelling itself, we consider that steady improvement continues to be made. Writing. — In comparatively few schools can the writing be regarded as excellent, and it seldom attains to a higher degree of efficiency than is indicated by the mark " satisfactory." The children in the Preparatory classes still write much better, relatively speaking, than those of the upper classes, where the teaching is probably less careful, and the work is not so thoroughly supervised. It is not sufficient that tin' teacher should merely give out copybooks and instruct the children to go on writing while he takes another class, leaving the writing to teach itself. The copybooks are intended to be used only during the time that the writing is being actually taught. Moreover, as we have remarked in former reports, the benefits of the teaching are often undone by allowing children to write carelessly when doing other written work. The pupils should he expected to write with care, and to follow the style that is set in the copybooks from which they are taught. Further, we should like to see more attention paid to the position in which the children sit to do their writing. We have again and again had instances brought before our notice where the way in which the pupil sits to write has precluded all hope of expecting good writing from him. English. —In this subject the improvement is less pronounced, and we feel that even yet the extreme importance of the subject is not fully appreciated by many of our teachers. We do not find that the subject is neglected, but we are inclined to think that there are not enough definite lessons given, and that consequently there is insufficient practice in both oral and written composition. We hope that in drawing it]) their schemes of work teachers will give the fullest consideration to the claims of English. Already we mite a marked improvement in the work of the children in schools where teachers have done so, and we find that the extra practice in writing English required by the new syllabus has had a marked effect. In the highest standards written compositions are generally too short, a defect which can be readily overcome by teachers setting essays on similar subjects, aiding the children at first by skeleton schemes embracing all the topics to be included in the essay. Further attention should be given to instruction in the correct methods of commencing and terminating various forms of letters. At least one letter should be written quickly, as an exercise in either composition or transcription. The exercise-books supplied will serve for this purpose. The value of correlating the reading and recitation with the English composition should be apparent to all teachers, and it is gratifying to find that even in the lowest classes in some of the schools the children are thus acquiring the power to draw upon their reading-lessons and poetry for ideas from which to express their thoughts. Arithmetic. —In the majority of our schools we find that the Preparatory classes are well taught. Indeed, in several cases, a very high degree of proficiency has been attained, and the pupils are able to work oral examples correctly with surprising rapidity. In the schools where less satisfactory results are obtained it seems that teachers do not fully comprehend the principles involved in the teaching of number, which they confuse with signs or figures. TheTe is too much anxiety to get the children to use figures and to work sums before they are made familiar with the fundamental ideas and elementary processes. In a few schools the rate of progress in the lower infant classes is surprisingly slow, and causes us to doubt whether the teaching has been as vigorous and constant as it should be. It is not too much to expect that a child shall in a year be made familiar with the composition of the first ten or twelve numbers, yet we have found several instances where barely half this amount of work has been covered. In the higher classes the work is fairly satisfactory, the weakest standard being generally Standard V. In these classes the arithmetic suffers from the same cause as the English subjects — i.e., there is not enough oral work. In all cases new rules should be taught from easy oral examples capable of mental solution, and not from the mere statement of rule by the teacher. The arrangement of the work leaves much to be desired, and marks have frequently to be deducted for want of system or method. The holding of periodical examinations as required by the regulations, and the additional practice in setting out the work involved therein, should go far to make some improvement in this respect. It is necessary to discourage teachers from using examination test-cards in place of the ordinary class-books in arithmetic. These test-cards are intended only for examination purposes, and the arithmetic of the standard cannot be taught by using them exclusively. There is still evident in many schools the need for making the children appreciate the reality of the facts which they learn in the various tables. The use of actual weights and measures is a sine qua non of successful teaching in this particular part of the arithmetic, and, as we have before pointed out, it is not a difficult matter for the teacher to provide simple apparatus for the purpose. Children in the upper classes have been known to estimate the weight of a large school-book as 1 oz. or 1 stone, and to judge the height of the school-table as many feet. Some practice in estimating the weight or length of various objects, followed by verification on the part of the children themselves, would soon result in at least a reasoned estimation being given in place of a mere guess. Geography and Nature-study. —Teachers are gradually adopting the new methods in this subject, and fair progress is being made in it. In several of the schools we found that records of the observations taken during the year had been kept, and the note-books contained much interesting information which had been obtained by the pupils themselves. It seems to us that Maori children are not such keen observers of nature as European children are, and even if they know the facts, they simply take them for granted, without troubling to seek the reason. Indeed, we have met instances in which the explanation of natural phenomena is regarded by the older people as mere invention of the white man. To them the earth is still flat, being bounded by cliffs over which the sun drops every evening. It was not until the adults had actually witnessed the metamorphosis of a butterfly shown in the naturelessons taken in a Hokianga school that they were prepared to accept the teacher's statement as being correct. It is more than likely that the children imbibe old-fashioned ideas from their elders, and

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Tautoro Native School.—The New Pupils.

Ohaeawai Native School. — Combined Residence and School (built 1873).

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there is on that account the greater need for observation work carefully directed by the teacher. Clear and correct mental images can be built up only as the result of clear and correct observation, and the value of nature-study lies not only irr getting the children to understand why the thing is so, but in getting them to desire to know more about the thing. We find in a few schools that there is little or no observation work, and children still determine the points of the compass by their right or left hand, only to be perplexed beyond recovery when they are placed in an unaccustomed position. It would be a good plan if teachers were to take the children outside much oftener than they do at present, and to have them make notes of the observations taken. With regard to the political geography, the programmes submitted are in some cases too comprehensive to admit of careful teaching, frequently containing no matter of value or interest, while in other schools they arc very meagre indeed. Handwork. — (a.) Sewing : There has been an increase in the amount of practical work done in the schools during the year, and we regard this subject as being generally well treated. In many schools we find that the elder girls are being taught to make useful garments ; in the best schools sewingmachines have been supplied with good results. Classes for the adult women arc still maintained in three or four schools, and prove of much benefit. (b.) Drawing : The work in drawing in most schools may be described as fair, although in a few schools it reaches a high standard. Teachers have not yet given full attention to the syllabus of work defined in the regulations for Standards IV, V, VI. The opportunity of correlating the drawing with the nature study is not taken very frequently, and drawing from flat copies instead of from natural objects is still too prominent. In the former, even though the pupils' attempts at reproduction be crude, there is a distinct gain in the cultivation of the observational powers, and in the arousing of interest ; in the latter, the work is mere imitation, calling for very little mental effort. (c.) Elementary .Manual Training: Elementary manual training still continues to receive a. good deal of attention. For the lowest classes paper-folding, we think, is most suitable, as it can be made to assist both the English and the drawing. There are few teachers, comparatively speaking, who avail themselves of the opportunity thus offered for making the handwork and the drawing of mutual advantage. Frequently, too, we fear that in the desire to make a large display for inspection, the training of the pupils in habits of careful observation and exactitude, and in neatness of manipulation, is lost sight of. It is not necessary that teachers should take up a great number of forms of handwork, nor is it desirable that they should do so. The intention of the syllabus is that manual training in some form or another shall find a place in the curriculum of every Native school, not that all forms of handwork must be taken. The various forms of handwork are specified in order that the children may be given a change after they have been engaged with one particular branch for a considerable time. (d.) Woodwork : Fourteen workshops have been in active operation during the year, and they continue to afford useful instruction to the pupils as well as material benefit to the people. The boys were taught to make various useful articles - such as tables, cupboards, dressers, bedsteads, boxes, stools, gates, &c. Houses for both Europeans and Maoris have also been built. Hoys who have had some preliminary training in the school workshop show that they have acquired an undoubted advantage thereby, and make the best of our apprentices. (c.) Elementary Practical Agriculture : This subject is not yet receiving so much attention as it deserves, and, except in the case of a very few schools, makes but slow progress. It is very desirable that every school should have not merely a flower-plot but also a garden where experimental and observational work can be done, and it is most important that observations made by the pupils shall be carefully recorded by them in note-books kept for the purpose. No doubt many teachers are loth to venture into this branch of the work, owing to their feeling comparatively ignorant of the subject. The only course open in such cases is for them to learn from their failures ; knowledge derived in this way will be much deeper than if gained from text-books. In places where the teachers have made a success of agriculture the school garden has undoubtedly offered a splendid object-lesson to the parents of the district, who have been forced to admit that their own methods of cultivation of various crops are capable of being vastly improved. We shall be glad to see a much wider appreciation of this subject, and trust that teachers will do the best they can, making an honest effort to deal with a subject the importance of which cannot be overestimated. (/.) Domestic Duties : Instruction in domestic duties, including lessons in plain cookery, practical needlework, and, as far as possible, housewifery, continues to be given in several of the schools, with very satisfactory results. Drill and Physical Instruction. —The handbook of physical exercises supplied by the Department has not yet come into general use, though, of course, in every school physical instruction is given. We see no objection to each teacher's exercising his own choice in the matter, provided that a suitable set of exercises is adopted. But if physical instruction is to be of the slightest value it must be given regularly, and must be pursued with vigour. We feel bound to state that in a few schools the exercises are done in so perfunctory a manner as to be almost barren of results. Further, it is not unreasonable to expect that after a year's practice the elder pupils, at least, should be able to perform the exercises without having to be instructed by the teachei, or led by a fugelman on the day of inspection. A high degree of excellence is attained in this subject in several schools, where the drill is performed with with great precision and energy. Singing. —ln some of our schools the singing is excellent, and in a very large number of them it is very creditable indeed, while in the remaining few it is of inferior quality. In the last case, the inferior results are due to inferior teaching. In many quarters ability to sing is iegarded as a natural gift peculiar to Maoris, and it is hence inferred that good singing is heard in all schools where there are Maoiis. Our experience does not lead us to this conclusion ; we have heard vile singing in Maori schools, and in no Maori school where the singing is not well taught have we heard good singing. Further, we find

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generally that wherever the teacher uses an organ or other instrument to "help" the singing poor results are obtained, due, no doubt, to the fact that correct methods of teaching singing have been i cd. An intelligent grasp of the sol-fa notation and the teaching of songs from well-graded books, such as those now supplied, have done much to improve the quality of the singing in our schools, and these means cm never lie replaced by the use of any instrument. As a result of this training, most of the pupils who pass out of our schools aie tolerably well acquainted with the sol-fa notation, being able to sing at sight with commendable precision, and choirs composed of these ex-pupils can sing partsongs, hymns, glees, and anthems with surprising skill and charming expicssion. New Syllabus. The compilation of the regulations relating to Native schools was completed during the year 1909, and the new regulations have for some time been in the hands of teachers. The schools are now examined and inspected according to these revised regulations, though we have found that so far the teachers have not generally availed themselves of the right to classify their pupils, hut have preferred to leave the matter to the Inspector. It must be remembered that the examination of the pupils by the teachers themselves involves a considerable amount of work, but we have no doubt that the holding ol periodical examinations will b3 of much service to the schools generally by showing the teachers and pupils where their weaknesses lie. In the schools whine the examinations have been duly carried out. we find a tendency on the part of the teachers to assign higher marks than we ourselves should give. It is not uncommon to find, for instance, full marks awarded for reading —a subject in which, from the nature of the ease, excellence is not frequently attained in Native schools. Unless this tendency is carefully watched, teachers will find that the standard of proficiency on which their promotions have been made is too low, and this will have a serious effect when the pupils reach the higher classes. We strongly advise teachers, therefore, to exercise the greatest care in allotting marks for efficiency, especially in English subjects and arithmetic. Generally speaking, it is very desirable that both teachers and assistants should make themselves thoroughly familiar with the regulations as soon as possible, and every member of the staff should have a copy available in the school. We not uncommonly find not only assistants hut also head teachers who are not aware of the provisions of the regulations under which they work, with regard not only to the syllabus, but also to the general conditions. Hence it arises that the. instructions and suggestions as to methods are frequently ignored. The drawing-up of schemes of work is a matter that must receive much greater attention. We find that some teachers are not clear as to what is required ; others present schemes much too extensive in character : while others think the best way is to leave it to the Inspector. The drawing-up of a scheme of work for a quarter involves a. careful review by the teacher of the work prescribed by the syllabus, and so gives occasion for a greater amount of consideration of what is required and how it shall he taught. Moreover, it brings the head teacher of a school more directly into touch with the assistants, whose work not infrequently receives too little attention and direction from him. Above all. it tends to make teachers think about their work before they proceed to teach it. and anything that will foster the preparation of the work beforehand will certainly nave a far-reaching effect on the teaching generally. For we are convinced that many of our teachers fall into the error of thinking that a successful lesson may Ik- given on the spur of the moment, without preparation. Those teachers who achieve most success, and whose, schools consequently rank highest in point of efficiency, we know to be the most assidious in arranging their work and preparing their lessons beforehand. In dealing with this matter, it seems desirable that we should make some reference to those schools where Maori girls are acting as assistants. We find that, as a rule, the Maori girl, like many of her European comperes, lacks initiative and originality. If, therefore, she is placed in charge of a division, and is expected without further ado to blossom forth as a capable teacher, she is almost certain to prove a failure. And more than that, she has become disheartened before she has failed. The girls who are appointed to our schools after they have completed their course at one of the secondary schools have many accomplishments which should make them useful additions to the staff. For instance, they are quite capable of taking a large part in the singing, sewing, and physical instruction a fact which we found is frequently overlooked by the head teacher. With regard to the actual teaching, of course, they require to be shown how to ptoeeed, and where this has been done we are certain that the head teachers, almost without exception, have found that the Maori girl makes a satisfactory junior assistant. Speaking from our own observation, we have no hesitation in saying that some of the most competent assistants in the service are Maori girls, the whole of whose knowledge of teaching has been derived from instructions given them either by their head teachers or by ourselves. Mission Schools. There are six mission schools engaged in the education of Maori children, which are inspected and examined by officers of the Department. These are the Maori Mission School, Otaki ; the Mission School, Putiki, Wanganui ; Matata Convent School, Bay of Plenty ; Tokaanu Convent School, Tokaanu ; Ngongotaha. Mission School, Rotorua ; and Te Hauke Mission School, Hawke's Bay. The total number of children on the rolls of these schools at the end of the year 1909 was 231, the average attendance being 187. The standard of efficiency reached by these schools has been well maintained, and they all compare very favourably with the ordinary Native school in this respect. The attendance in most of them is below the average, which, in view of the work done by the teachers, not only in the school but also among the people, is much to be regretted. The reorganization of the Maori Mission School at Otaki,

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Ahipara Native School.-Teachers and Pupils.

Pukepoto.—Gathering at Annual Visit.

Pukepoto School Committee.

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and the opening there of the very line new buildings, has led to an increase in the number of children, many of whom, however, are in the Preparatory classes. This school would, in our opinion, have a far greater influence as a secondary school at which Maori youths who had passed a certain standard at one or other of the public or Native schools in the district should have facilities afforded them for receiving instruction in practical agriculture. As a matter of fact, the district had no need for another primary school. HOARDIXO-SCHOOLS. There are now nine schools providing secondary education for Maori boys and girls. These are : Te Aute College, Hawke's Bay ; St. Stephen's Boys' School, Parnell, Auckland ; Queen Victoria Girls' School. Auckland; Ilukarere Protestant Girls' School. Napier; St. Joseph's Roman Catholic Girls' School, Napier ; Turakina .Maori Girls' School, Wanganui ; Te Waipounamu College, near Christchurch ; Waerenga-a-hika College, Gisborne; and Hikurangi College, Clareville, Wairarapa. Provision is also made for the. admission of a limited number of Maori boys to St. Patrick's College, Wellington. The number of pupils in attendance at the nine first-mentioned institutions at the end of the year 1909 was : Boys, 169; girls. 191: total, 360. The total yearly average attendance was 316. of whom fifty-one hoys and seventy-three girls were holding free places. These schools continue to make steady progress, and year by year we note increased efficiency. In the case of the boys, each school is gradually adopting a uniform dress, a step which has so far proved very successful, and which has undoubtedly been instrumental in increasing the esprit de corps. Industrial training, probably the most important feature of the school curriculum, is receiving due attention. The boys at St. Stephen's rendered material assistance in rebuilding part of the school during the year. Hoys who have passed through this school, and who have found employment at various trades, are doing well, and it is due to the headmaster to recognise here his personal efforts in finding positions for them. The instruction in woodwork given at Te Aute College is proving also to be a great success, and is, indeed, quite the feature of the school-work. The Waerenga-a-hika and Hikurangi Colleges have made a good beginning. In the curriculum of each industrial training bulks very largely, comprising instruction in woodwork, practical agriculture, bee-keeping, dairying, and ambulance-work, in addition to the ordinary English subjects and arithmetic. Each school affords capital opportunities for giving the boys such training, and. though the work yet requires some organization, we consider that the syllabus is based on sound principles. The secondary schools for girls continue to do capital work. In all of them every branch of domestic instruction receives much attention, and from our own observations we are able to state that the training afforded forms a considerable factor in the efforts being made to uplift the race. In all the girls' schools instruction is given in health and hygiene. In some cases the senior pupils attend classes in ambulance-work and nursing, and several girls from the Ilukarere School gained certificates in the examination held under the auspices of the St. John's Ambulance Association in Napier last year. More than this, girls who have attended these classes have, on their return home, been able to demonstrate in practical ways their acquaintance with the principles of first aid and nursing, and have been complimented by medical men whom they have assisted in cases of accident. It is to be regretted that there are not more frequent opportunities for employment for these girls, until such time as they settle down in homes of their own. Beyond the rare opportunities that occur for employment as teachers, or, rarer still, as nurses, the Maori girl has few prospects before her. Scholarships, etc. The number of scholarships or free places open to Maori children was 144, of which I 19 were held during the year by scholars from Native schools, and five by Maori scholars from various public schools. Six industrial scholarships or apprenticeships were held by Maori youths, who are making good progress at various trades, and the new arrangements are working exceedingly well. In addition to these apprenticeships, agricultural scholarships have been provided for. These are available for suitably qualified Maori boys who desire to learn some branch of farming approved of by the Department. They are tenable for two or for three years, either in the service of it farmer or at a farm under the control of the Agricultural Department, as may he arranged. Nursing Scholarships. —Under this scheme seven Maori girls were attached to various hospitals during the year, four being day-pupils, and three probationers, all of whom appear to he making very satisfactory progress. The difficulty of finding for those who have completed the day-pupil course positions as probationers on the staff of suitable hospitals has not yet been altogether overcome, and in spite of the valued co-operation of the Hospitals Department the day-pupils have frequently to wait some time in consequence. Of those nurses who have qualified under the scheme we hear excellent reports. The Maoris in the districts where they have been from time to time placed speak of them in the highest terms of praise, and have stated their opinion that the arrangement is one of the greatest boons the Government has yet granted to the Maori race. (At the present time —May, 1910 —bothnurses are stationed at Hiruharama, Wanganui River, where a severe epidemic of typhoid fever has broken out, and we have learnt that they are rendering valuable service to the people there.) Te Makarini Scholarships. —The examination for the Te Makarini Scholarships was held on the 6th and 7th December. There were eight candidates from various Native village schools for the junior scholarship, and twelve candidates from St. Stephen's School, Auckland, and Te Aute College for the senior. The work of the junior candidates was, on the whole, very fair. Of the English subjects, the composition was not of high merit ; the reading appears to have been good, though the comprehension was weak. The dictation and writing, the former of which was somewhat difficult, cannot be regarded as very satisfactory. The arithmetic was much better than that of former years,

E.—3

8

while the Maori was very creditably done. The work of the senior candidates showed an advance on that of last year. With regard to the English subjects, the written essays in the composition were not of high merit. The results in biblical knowledge, &c, were in many cases disappointing, while the arithmetic was, on the whole, poorly done. The paper in the Maori language was somewhat difficult in character, but the results were fairly good. A tendency on the part of candidates to write " pidgin" Maori is occasionally to be noticed, and marks are lost in consequence. Neatness of work and arrangement and careful writing arc not achieved by all the candidates. The senior scholarship was awarded to Taare Korimete, of Te Aute College, who gained 608 marks, or 61 per cent of the total, and the junior to John Williams, of Papamoa Native School, Tauranga, who obtained 670 marks, or 67 per cent, of the total. It has been decided by the trustees that, for the future, the age-limit in the case of the candidates for the junior scholarship shall be fourteen years instead of fifteen, and that in the case of the senior scholarship the examination shall be based upon the requirements of Standard VI instead of Standard V, as hitherto provided by the regulations. Attendance. The number of pupils on the rolls of the Native village schools at the end of the year 1909 was 4,121 ; at the mission schools there were 231, and at the secondary schools there were 360 ; making in all a total of 4,712, as against 4,735 in the previous year. The average weekly roll number was 4,898, and the average attendance for the year was 4,213, the percentage of regularity being 86. When the circumstances under which Maori children attend school are taken into account the attendance is very good indeed. In Manaia Native school, near Coromandel, the average roll number of which is 36, eighteen first-class and five second-class certificates were gained, the average percentage of regularity reached by the school being 98-8. One hundred and twenty-nine children qualified for certificates of attendance of the first class and 150 for certificates of the second class. Conclusion. Looking back on the year's work, we feel that the Department has every reason to feel gratified with the continued efforts and devotion to duty of the teachers in its service. From our own experience and knowledge of the facts we can say that most of our schools are well able to hold their own in point of efficiency with the public schools similarly situated. More than this, the Native school affords in many places the only means of placing before the Maori people a pattern of European civilization — t he teacher being I he only friend to whom the people can look for advice —and, though it is only rarely that this aspect of Native-school work receives any recognition,the influence thus exercised has always played a very important part in uplifting the Maori race, and is still continuing to do so. William W. Bird, M.A., John Porteous, M.A., Inspectors of Native Schools.

Returning Homeward.

E.—3

Karetu Native School.—Teacher and Pupils.

9

E.—3

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 1909; and the Names, Status, and Emoluments of the Teachers as in December, 1909.

APPENDIX.

2—E. 3. .

, A y; ssisl 'emal 'end er; iewing-misl ;ress. County. Schools. a~i» • »«j Buildings, Hnn»£ other Ordinary Sites, Fencing, House Expenditure. and Allowances. Furniture. Expenditure during 1909. Teachers of Village g.s -5 "3 Schools at the End of tile q S =2 Year. 'S* .So 5° I Remarks. Total. Mangonui Hapua Te Kao .. Paparore .. Ahipara .. Pukepoto.. Pamapuria Rangiawhia Parapara Kenana .. £ s. d. 250 0 0 210 0 0 184 0 0 431 10 11 275 5 0 160 0 0 214 0 0 210 0 0 160 0 0 £ s. d. 20 9 1 32 19 5 3 13 4 15 14 11 2 5 9 11 9 8 1 14 0 a 17 o 9 11 0 £ s. d. 142 8 1 £ s. d. 270 9 1 242 19 5 187 13 4 589 13 11 277 10 9 171 9 8 215 14 0 212 17 0 169 11 0 Law, H. .. .. D 2 H M Law, Miss N. M A P Rogers. H. .. ; Lie. H M Rogers, Mrs. E. E. .. D 3 A F Foley, Mies S. F. V H F Richards, Miss H. E. J. .. i A F Williams, J. W H M Williams, Mrs. M. G. .. A F Kereama, Miss Matire .. A F Matthews, Miss E AF Matthews, F. H. S. .. | .. H M Busby, Miss J. .. .. A F Crene, P HM Crene, Mrs. E A F Taua, W. H. .. .. H M David, Miss S A F Rayner, H. H H M Rayner, Mrs. F A F Paul, F. E. .. .. HM Paul, Mrs. S. F. M A F White, H. H. .. .. H M White, Mrs. I A F Burns, R. N. .. .. H M Marchant, Miss S. R. .. AP Mclntyre, J. .. E 1 H M Mclntyre, Miss K A F Housley, B. C HM AF ! Duthie, Miss E. E HP Duthie, Miss R A F Lisle, F. .. .. .. H M Lisle, Mrs. M. F. D. .. A F McKerchar, Mrs. E SF McKerohar, J. .. ..AM Paul, Mies H. .. .. H F Paul, Miss M. J AF Cummins, H. C M Judkins, Mrs. A. ..El H F Judkins, L... .. .. AM, £ s. d. 185 0 0 65 0 0 165 0 0 45 0 0 149 0 0 35 0 0 220 0 0 80 0 0 65 0 0 50 0 0 185 0 0 65 0 0 135 0 0 25 0 0 149 0 0 65 0 0 165 0 0 45 0 0 135 0 0 25 0 0 185 0 0 65 0 0 185 0 0 95 0 0 180 0 0 60 0 0 149 0 0 185 0 0 60 0 0 180 0 0 60 0 0 180 0 0 60 0 0 155 0 0 70 0 0 120 0 0 150 0 0 30 0 0 Including £30, lodging-allowance. With house allowance at £25 per annum. Including £30, lodging-allowance. Peria 244 11 8 27 8 0 271 19 8 Including £30, lodging-allowance. Whangaroa Taemaro .. Te Pupuke 280 0 0 220 0 0 20 2 0 73 12 4 24 9 6 324 11 6 293 12 4 Hokianga Touwai Whakarara ■• 208 11 8 246 5 0 1 12 4 208 11 8 247 17 4 Vacant during December. Whangape 200 0 0 26 6 5 1,082 9 2 1,308 15 7 "Pawarenga 44 10 4 19 16 6 504 16 6 569 3 4 Matihetihe 225 0 0 3 15 10 555 0 11 783 16 9 Including £30, lodging-allowance. Waimamaku Waitapu .. 120 6 5 98 0 0 115 1 8 216 14 4 235 8 1 314 14 4 Opened 1st June, 1909.

10

E.—3

Table No. 1— continued. Expenditure, &c., on Native Schools for Year 1909— continued.

County. Schools. Buildings, Other Ordinary Sites, Fencing, Expenditure. and Furniture. Expenditure during 1909. Expenditure du er Ordinary Si penditure. iring 1909. Buildings, ites, Fencing, and Furniture. H " >> " 11 §1 M Hemark.. is il IH Total. Teachers of Village *a Schools at the End of the « § Year. S » CB tH 5° Salaries and House Allowances. - Hokianga — contd. Whakarapa Motuti Motukaraka Mangamuka Maraeroa.. Whirinaki Omanaia . Waima .. Otaua Bay of Islands .. Kaikohe .. " £ s. d. 249 3 4 125 0 0 254' 3 4 210 0 0 325 0 0 250 0 0 370 16 8 ■225 0 0 437 6 5 £ s. d. 242 15 0 2 16 0 0 12 0 5 0 0 1 18 0 4 6 10 21 11 4 4 19 0 3 5 3 4 3 0 4 0 6 0 13 0 11 15 1 24 5 3 3 10 1 5 19 8 25 11 5 8 14 9 22 0 10 £ s. d. 57 7 8 381 16 2 £ s. d. £ s. d. 491 18 4 Irvine, Mrs. L. M H F 185 0 0 Irvine, Miss M. S A F 65 0 0 185 3 8 Hubbard, C. C. .. E 2 M 125 0 0 0 12 0 .. .. •• •• Closed. 259 3 4 Wilding, C. B H M 185 0 0 Rainbow, Mrs. M. E. .. A F 90 0 0 ( Including £30, lodging-allowance. 211 18 0 Hulme, Mrs. M H F 165 0 0 Hulme, R. H AM 45 0 0 329 6 10 Hamilton, H. A. .. El H M 215 0 0 Hamilton, Miss H AF 75 0 0 Hamilton, Mrs. H AF 35 0 0 271 11 4 Nisbet, R. J. .. .. H M 185 0 0 : Nisbet, Mrs. J AF 65 0 0 757 11 10 Coughlan, W.N H M 215 0 0 Coughlan, Mrs. 1. 1. M. .. A F 75 0 0 Millar, Miss R A F 50 0 0 Including £30, lodging-allowance. Green, Miss E A F 50 0 0 Including £30, lodging-allowance. 228 5 3 Gordon- Jones, Miss J. .. H F 155 0 0 Leef, Miss K. .. .. A F 70 0 0 Including £30, lodging-allowance. 441 9 5 Grace, C. W. .. .. H M 230 0 0 Grace, Mrs. I AF 80 0 0 A.F. .. Vacant during December. Beresford, Miss M A F 65 0 0 Including £30, lodging-allowance. 315 0 0 Kelly, F. .. .. D 2 H M 185 0 0 Kelly, Mrs. W A F 65 0 0 199 0 G Woods, G. E. .. .. HM 155 0 0 Weaver, Miss S A F 40 0 0 160 13 6 Pringle, W. J. J HM 135 0 0 Pringle, Mrs. A A F 25 0 0 201 15 1 Adkins, J. .. .. C 4 H M '■ 185 0 0 Adkins, Mrs. E A F 65 0 0 104 5 7 Tawhiri, Riwai H. .. D 5 M 105 0 0 274 6 9 Hamilton, H. R. W. .. E 3 H M 185 0 0 Hamilton, Miss I. H. .. A F 65 0 0 146 12 2 Welsh, A. E. .. E 3 M 135 0 0 Welsh, Mrs. C. E. A S 5 10 0 253 7 6 Mackay, G... .. .. HM 165 0 0 Mackay, Mrs. J A F 35 0 0 218 14 9 Thompson, R.H HM 165 0 0 Thompson.MissE.D.H. .. AF 45 0 0 224 10 10 Miller, D. W. .. .. H M i 180 0 0 Miller, Mrs. E. .. E 3 A F 60 0 0 Tautoro .. .. 315 0 0 Ohaeawai 195 0 0 _ .. . Te Ahualiu " 160 0 0 Oromahoe Karetu Waikare .. Te Rawhiti Whangaruru Whangarei .. Poroti 250 0 0 80 0 4 270 16 8 140 12 G 227 16 1 210 0 0 Takahiwai 202 10 0 l

11

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Otamatea Otamatea Kakanui Waiuku 28 9 8 8 6 0 G 7 0 23 0 0 a' i 9 208 14 G Lyon, C. A. Lyon, Mrs. L. C. 191 0 1) Lloyd, Miss K. B. .. 325 10 G McGavin, J. Church, Miss L. 8 6 0 211 8 G Greensmitb, E. Greensmith, Mrs. I. C. 174 2 10 Vine, H. G. Vine, Mrs. W. M. .. 202 17 G Lyall, J. H. Lvall, Mrs. F. L. G. 170 9 10 Handoock, Miss G. .. Handcock, Miss M. A. 1G6 8 10 Dale, F. A. .. Dale, Mrs. M. L. 285 18 0 Herlihy, P. .. Herlihy, Mrs. M. Herlihy, Miss E. 80 2 4 2 19 186 1 7 Read, A. H. Read, Mrs. A. E. XX ill AF F HM AF 40 0 0 155 0 0 185 0 0 95 0 0 155 0 0 305 0 0 7 11 6 20 10 6 With £20, house allowance. With £25, house allowance. Including £30, lodging-allowance. Coromandel Te Huruhi Manaia 210* 0 0 l' 8 G D2 H M AF M S H M AF H F A F H M A V H M A F A F 165 0 0 45 0 0 120 0 0 5 0 0 155 0 0 40 0 0 135 0 0 20 0 0 135 0 0 25 0 0 185 0 0 65 0 0 30 0 0 Thames.. Te Kerepehi 131 1 0 43 1 10 Wharekawa 195 0 0 1 10 G Ohinemuri Mataora Bay 146 13 4 0 16 6 Raglan .. West Taupo Rawhitiroa Parawera 160 0 0 280 0 0 6 8 10 5 18 0 ESDI Vacant December. Not yet opened. Waitomo Te Kopua Rakaunui Oparure 55 10 10 24 11 6 West Taupo 184' 0 0 2 1 7 D3 HM A F 149 0 0 35 0 0 Hauaroa 25 0 0 0 16 G 25 1G G [ School handed over to the Auckland Educa tion Board on the 31st January, 1909. Rotorua Te Waotu 195 0 0 9 6 G 7 0 0 79 18 2 16 10 0 66 10 0 8 0 0 14 0 10 204 6 6 Burns, A. .. Burns, Mrs. J. 159 12 1 305 8 -7 Burgoyne, H. W. Burgoyne, Miss A. .. Burgoyne, Miss C. 254 1 9 Brown, C. C. Brown, Mrs. CM. .. 347 9 9 Munro, J. B. Munro, Mrs. F. M. .. 175 18 11 Zimmerman, J. E. .. Zimmerman, Mrs. E.E 275 12 8 Woodhead, A. Woodhead, Miss C. .. 290 5 G Wykes, F. R. Wykes, Mrs. B. 271 9 8 Hayman, F. J. Hayman, Miss N. 289 14 -2 Whelan, E. J. Whelan, Mrs. S. 253 4 0 Baker, Miss F. E. E. Baker, Miss H. A. 307 15 6 Lundon, Miss C. J. Hennessy, Miss E. M. 27S 7 10 Godwin, H. P. E. Blathwayt, MissE.E.C 249 14 0 Smith, H. P. Smith, Mrs. A. E. 213 1 3 Wylie, Miss L. Wylie, Miss M. H M AF 150 0 0 40 0 0 Ngongotaha Whakarewarewa .. 151 11 3 299 3 4 1 0 10 6 5 3 Closed 30th September, 1909. Whakatane East Taupo Tauranga Ranana Wai-iti .. Te Whaiti Waitahanui Tokaanu Oruanui .. 250 0 0 250 0 0 122 11 8 254 3 4 250 0 0 252 1 8 4 19 17 11 7 53 7 3 21 9 4 23 15 6 19" 8 0 D3 E2 H M AF AF H M AF HM AF M S H M AF HM AF H M AF H M AF HF AF H F AF H M AF HM A F HF AF 200 0 0 70 0 0 35 0 0 185 0 0 65 0 0 185 0 0 65 0 0 105 0 0 4 0 0 185 0 0 65 0 0 185 0 0 65 0 0 185 0 .0 G5 0 0 150 0 0 35 0 0 185 0 0 65 ii 0 185 0 0 95 0 0 180 0 0 90 0 0 165 0 0 45 0 0 155 0 0 40 0 0 Te Kotukutuku 202 5 2 20 19 0 Paeroa 250 0 0 3 4 0 d'i Papamoa.. 280 0 0 27 15 6 Te Matai.. 244 11 8 25 16 2 Including £30, lodging-allowance. 08 Including £30, lodging-allowance. Motiti Island 210 0 0 25 13 2 Matata .. 195 0 0 18 1 3 Whakatane

E.—3

Table No. 1— continued. Expenditure, &c., on Native Schools for Year 1909— continued.

12

Expenditure luring 1909. li I / - .- L 00 £ S»iS Ji i-H a *ro County. Schools. Buildings, Sites, Fencing, and Furniture. Teachers of Village Schools at the End of the Year. Remarks. Salaries and House Allowances. Other Ordinary Expenditure. Total. Whakatane— conlo. Te Teko .. £ 3. d. 295 16 8 £ s. d. 28 8 4 £ s. d. £ 8. d. 324 5 0 Sinclair, D. W. E Sinclair, Mrs. M Raureti, Miss I Millar, W. McK Millar, Mrs. J. M Harrison, H. .. D 1 Harrison, Mrs. E. A. Savage, Miss H Lee, J. B. .. Lee, Mrs. E. E Ratema, Miss Mere Levert, Miss M. L Levert, Miss L. C Ablett, C. W. Woodford, Miss I. C. Dormer, Miss H. I. A. 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. Emanuel, Miss A Downey, M. Downey, Mrs. J Hope, J. Hope, Mrs. A. .. E 2 Tamihere, Miss Roka Geissler, H. W. .. Geissler, Mrs. LP Geissler, Miss A. M Lumsden, Miss A. .. Lie. Gibbons, Miss E.M.L. Moss, Mrs. M. E. • ■ E 8 £ s. d. H M 185 0 0 A F 65 0 0 A F 50 0 0 M 149 0 0 S 5 0 0 H M 200 0 0 A F 60 0 0 AF 50 0 0 H M 185 0 0 AF 65 0 0 AF 50 0 0 H F 170 0 0 AF 45 0 0 H M 200 0 0 AF 100 0 0 A F 50 0 0 HM 185 0 0 A F 65 0 0 H M 185 0 0 A F 65 0 0 AF 30 0 0 H M 185 0 0 A F 65 0 0 H M 185 0 0 AF 95 0 0 H M 135 0 0 AF 50 0 0 H M 185 0 0 AF 65 0 0 H M 200 0 0 AF 70 0 0 A F 50 0 0 H M 185 0 0 AF 65 0 0 A F 30 0 0 H F 165 0 0 AF 75 0 0 H F 155 0 0 AF HM 215 0 0 A F 75 0 0 A F 65 0 0 Otamauru 151 17 2 1 7 G 168 4 8 Including £30, lodging-allowance. Poroporo .. 312 1 8 2 5 7 314 7 3 Including £30, lodging-allowance. Opotiki Ruatoki .. 274 0 7 25 5 3 299 5 10 Waioweka 224 12 6 10 19 0 235 11 6 Including £30, lodging-allowance. Omarumutu 341 13 4 7 9 6 0 9 0 349 11 10 Including £30, lodging-allowance. Including £30, lodging-allowance. Torere 250 0 0 5 12 6 255 12 G Omaio 280 0 0 1 17 9 281 17 9 Waiapu.. Te Kaha .. 250 0 0 31 17 0 281 17 0 Including £30, lodging-allowance. Raukokore 280 0 0 13 8 281 3 8 Wharekahika 178 19 2 25 9 0 204 8 2 Te Araroa 250 0 0 21 10 9 271 10 9 Including £30, lodging-allowance. Rangitukia 295 2 11 Q4 16 10 319 19 9 Including £30, lodging-allowance. Tikitiki.. 280 0 0 38 2 1 318 2 1 Waiomatatini 240 0 0 79 14 8 319 14 8 Including £30, lodging-allowance. Reporua .. 187 10 0 7 8 6 510 5 10 705 4 4 Vacant. Tuparoa .. 359 16 2 146 13 0 506 9 2 Broderick, H. W Broderick, Mrs. J. S. El Kawa, Miss M. K t Including £30, lodging-allowance.

13

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Hiruharama .. .. I 275 0 0 82 14 1 Mahoney, C. .. I Mahoney, Mrs. H. J. Mahoney, Miss C. D. Baigent, Miss F. B. .. j Robertson, Miss M. .. Coventry, H. Robertson, Miss 0. .. Robertson, Miss A. Frazer, W. .. Shaw, Miss H. B. South, M. .. South, Mrs. E. S. Jamieson, Miss M. .. Brown, C. H. Brown, Mrs. C. J. Aranui, Miss N. McFarlane, C. T. Gillespie, Mrs. M. D. Alford, E. H. M. Alford, Mrs. F. Horneman, Mrs. A .. Lamont, J. .. Lamont, Mrs. M. M. T. Clemance, P. H. Clemance, Miss G. .. E4 : .... Whareponga Tokomaru Bay .. Cook .. .. I Whangara .. .. i Wairoa .. .. Nuhaka Tuhara 273 0 0 361 5 0 210 0 0 359 11 8 305 0 0 17 11 0 2 13 11 1 16 10 10 14 7 12 14 0 17 19 8 290 11 0 Baige Kobei 363 18 11 Cover Robei Robei 211 1G 10 Fraze bhaw 370 6 8 Soutl: Soutt Jamil 335 13 8 Brow Browi ent, Mis irtson, J\ ntry, H irtson, 5 irtson, 5 er, W. . v Afica 1 r, Miss J h, M. . h, Mrs. ieson, M m, C. H m, Mrs. . Da .. E2 •• A F AF HF AF H M AF A F H M A F H M A F A F H M AF AF H M AF H M AF F H M AF H M A F 65 0 0 25 0 0 185 0 0 90 0 0 200 0 0 100 0 0 50 0 0 165 0 0 45 0 0 215 0 0 75 0 0 65 0 0 185 0 0 65 0 0 60 0 0 155 0 0 70 0 0 1G5 0 0 45 0 0 125 0 0 150 0 0 35 0 0 185 0 0 65 0 0 Including £30, lodging-allowance. Including £30, lodging-allowance. Including £30, lodging-allowance. Including £30, lodging-allowance. E 2 l Including £30, lodging-allowanoe. Tangoio 225 0 0 6 0 9 Aram 231 0 9 McFa ftillac mi, Miss arlane, i nnift ATi •• Including £30, lodging-allowance. Hawke's Bay .. Te Haroto 210 0 0 1 18 7 unlet 211 IS 7 Alforc Alfort spie, Mi d, E. H •d. Mrs - Waimarama Waimarino .. Karioi 163 19 2 194 2 9 13 18 1 35 5 5 Alton 177 17 3 Horn. 229 8 2 Lame TiA.TYH •a, Mrs. leman, ] ont, J. . iont. Mr E3 I Vacant. Pipiriki .. .. 250 0 0 2 5 11 Li ami 252 5 11 Clemi P.lftmi iont, Mr lance, P in.nc.ft A1 D*a Pamoana Masterton .. Okautete 93 15 0 129 0 0 1 5 5 6 7 8 Ulerni 95 0 5 135 7 8 Thirt Thirt Thirtle, H. L. Thirtle, Mrs. G. Comerford, W. H. .. Nordstrom, Mrs. A. .. Reeves, W. H. Reeves, Mrs. W.' Blathwayt, H. A. W. Blathwayt, Miss M. de V. W. iance, jw tie, H. I hlfi. Mrs M S HM AF H M A F H M AF 125 0 0 5 0 0 149 0 0 35 0 0 165 0 0 45 0 0 165 0 0 45 0 0 Kaikoura .. Mangamaunu 184 0 0 15 15 9 199 15 9 Come Nnrdf tie, Mrs. erford, > El With £20, house allowance. Geraldine .. Arowhenua 231 10 0 4 15 8 riorai 236 5 8 Reev< istrom, ■es, W. ] Waikouaiti .. Waikouaiti .. 210 0 0 11 15 10 ±teevi 221 15 10 Blath Blatr. 'es, Mrs, hwayt, ] hwayt, I " I Southland .. Ruapuke 82 10 0 4 14 0 V. 87 4 0 W. Sohool handed over to the Southland Education Board on the 30th September, 1909. Cook Islands .. Alofi (Niue Islands) 187 10 0 j 187 10 0 Malci Malcolm, George H... :olm, G< M 250 0 0 Boarding-schools — Queen Victoria, Auckland St. Stephen's, Auckland Turakina, Wanganui Te Aute, Hawke's Bay Hukarere, Hawke's Bay .. St. Joseph's, Hawke's Bay Waerenga-a-hika Inspection Manual-instruction classes Other miscellaneous expenditure not chargeable to particular schools (school-books and material, scholarships, &c.) - " 400 0 0 782 16 0 180 0 0 190 0 0 470 0 0 322 5 0 50 0 0 470 14 7 112 18 10 910 12 3 09 0 400 0 0 782 16 0 180 0 0 190 0 0 470 0 0 322 5 0 50 0 0 1,270 14 7 376 5 6 911 1 3 800 0 0 263 6 8 23,389 0 0 33,917 16 0* 22,068 10 0 Totals .. 5,991 1 6 3,537 14 6 Includini £29 10s. 6d. -aid from Native reserves funds. Deductini recoveries, £137 17s., the net ex] .enditure is £32,779 19s.

E.—3.

14

Table No. 2. Classified Summary of Net Expenditure on Native Schools during 1909. £ s. d. Teachers'salaries .. .. .. .. .. .. .. .. .. .. 22,177 14 9 Teachers' house allowances .. .. .. .. .. .. .. .. .. 77 11 8 Teachers'allowances for conveyance of goods, &c. .. .. .. .. .. 134 18 1 Teachers' removal allowances .. .. .. .. .. .. .. .. 258 8 7 "Books and school requisites .. .. .. .. .. .. .. .. 608 16 5 Fuel, and rewards for supplying fuel .. .. .. .. .. .. .. .. 89 17 3 Ferrying and conveyance of ohildren .. .. .. .. .. .. 65 5 3 Technioal-instruotion classes .. .. .. .. .. .. 364 4 3 Inspectors' salaries .. .. .. .. .. .. .. .. .. 800 0 0 Inspectors' travelling-expenses .. .. .. .. .. .. 470 9 7 Boarding-school fees .. .. .. .. .. .. .. 2,404 16 0 Travelling-expenses of scholars to and from boarding-schools .. .. .. 177 11 8 Hospital Nursing Scholarships .. .. .. .. .. .. .. 94 9 7 Apprenticeship charges .. .. .. .. .. .. .. .. 27 15 0 New buildings, additions, &c... .. .. .. .. .. .. .. .. 3,509 9 2 Maintenance of buildings, repairs, and small works .. .. .. .. 1,442 7 2 Sundries .. .. .. .. .. .. .. .. .. 76 4 7 Total .. .. .. .. .. .. .. .. £32,779 19 0 Note.—Of the above total, the sum of £29 10s. 6d. was paid from Native reserves funds.

Table No. 3. Classification as regards Ages and Race of Children belonging to Native Village Schools at the end of December Quarter, 1909.

Summary of Table No. 3.

Race. Race. Ages. ."> and under 8 0 >> 7 .. 7 „ 8 .. 8 „ !• .. 9 „ 10 10 „ 11 .. 11 „ 12 .. 12 „ 13 .. 13 „ 14 .. 14 „ 15 .. 15 years and over .. Maoris. Speaking English Speaking Mai in the Home. in the Homi B. G. Total. B. G. 4 4.8 135 | 118 j 4 9 13 182 ! 157 I 6 5 11 215 150 i 9 5 14 233 223 3 12 15 234 189 15 9 24 215 190 ..10 7 17 218 160 8 8 16 204 151 .10 8 18 140 115 9 4 13 121 I 80 1 6 7 76 68 Maoris. I I Totals. El iropeai IS. ,ri !. Total. B. G. Total. B. G. Total. I 253 339 365 456 423 405 378 355 255 201 144 16 32 17 17 24 19 22 25 20 10 4 15 16 29 22 30 12 27 17 10 li 1 31 48 46 39 54 31 49 42 30 16 5 155 218 238 259 261 249 250 237 170 140 81 137 182 184 250 231 211 194 176 133 90 75 292 400 422 509 492 460 444 413 303 230 156 Totals .. .. 79 j 77 I 156 1,973 1,601 3,574 206 185 391 2,258 1,863 4,121 I i Note.—For the purpose of this caste and Maori are reckoned as Mi European. return iori, ai , half id ohi [-caste o' ildren in bildren i itermedii md chili ite in bl inn :ood interm letweei ediate n hal: in bloi !-caste i id betwc md Eur ■en balfopean as

Age. Boys. Girls. Total. Percentage, 1909. I Percentage, 1908. •om five to ten years .. „ ten to fifteen years „ fifteen upwards 1,131 1,046 81 984 804 75 1,863 2,115 51-3 51-4 1,850 44-9 44-7 156 3-8 3-9 4,121 100-0 1000 Totals 2,258 2,258

15

8.--3.

Table No. 4. List of the Native Village Schools, with the Attendance of the Pupils for the Year 1909.

[In this list the schools are arranged according to regi ilarity of attendance in the li ,st coli imn.] School-re School-n ,li. If l| I? o o ■3° 1« 13 V p S CO > s in >»pq c O 5S s 1 QQ o to 1 & 5) >t P a? ill 3 S C If* K .5° 2 * II IS |i Schools. S3 e r* &t» **s If If a ..s a; si ttf<« a o I! Si IS si ■<-■ i i > ■e I s≥ II S5 : "3 o jj if S3 p a> s S5 1 a> α-u? as 3 5 ■A 'A Y, I I Manftia .. .. .. ..35 14 11 Otamauru .. .. .. 15 5 3 Taemaro .. .. .. 41 11 4 Rangiawhia .. .. .. 20 6 4 Mataora .. .. .. 14 10 3 Matihotihe .. .. .. 2:! 6 5 Reporua.. .. .. .. 28 8 9 Torero .. .. .. .. 41 5 2 Kakanui .. .. .. 32 10 12 Oparure . . .. .. 24 15 10 Omarumutu .. .. .. i>7 !i 15 Waimamakii(') .. .. .. 24 12 7 Rawhitima .. .. .. 23 10 5 W'lmrcjkawa .. .. .. 27 10 6 Tβ Kaha .. .. .. 42 17 14 Karetu .. .. .. .. 16 9 2 Takahiwai . . .. .. 30 15 9 Whirinaki .. .. .. 84 14 Iβ Omaio .. . . .. .. 40 15 21 Tangoio .. .. .. .. 30 12 4 Touwai .. .. .. .. 24 18 9 Paeroa .. .. .. .. 43 23 18 U'hangara .. .. .. 32 (> 5 Haukokore .. .. .. 39 15 7 Okautete .. .. .. I 17 9 6 Parawcra .. .. .. 48 IS 8 Whakaraia .. .. .. 47 10 10 Matata .. .. .. .. 31 11 8 Waitapu(-) .. .. .. .. 33 8 Waiomatatini .. . . .. 40 14 8 Tuparoa .. .. .. 64 18 21 Whangape( lu ) .. .. .. .. 68 10 Arowhenua .. .. .. 32 13 7 Te Haroto .. .. .. 27 12 4 Hiruharama .. .. .. 53 21 14 Waima .. .. .. .. 91 19 11 Kenana .. .. .. .. 22 8 4 Poroti .. .. .. .. 30 13 7 Motuti .. .. .. .. 16 14 9 Te Rawhiti .. .. .. 21 4 2 Pamapuria .. .. .. 21 17 3 Poroporo .. .. .. 62 28 25 Kaikohe .. .. .. 100 17 11 Whareponga .. .. .. 39 15 10 Wai-iti .. .. .. .. 40 23 14 Waikare .. .. .. 44 15 8 Whakarewarowa .. .. .. 65 27 26 Ahipara .. .. .. .. 85 41 22 Tautoro.. .. .. .. •">! 21 18 Waikouaiti .. .. .. 26 14 6 Whangaruru .. .. .. 33 14 9 Ranana .. .. .. .. 41 20 20 Parapara .. .. .. 27 3 8 Omanaia .. .. .. 50 5 22 Nuhaka .. .. .. .. 78 28 19 Waiuku .. .. .. .. 39 13 12 Motiti Island .. .. .. 37 11 10 Tuhara .. .. .. .. 64 19 26 Ruatoki .. .. .. 58 42 15 Pukepoto .. .. .. 42 11 10 Tikitiki .. .. .. 59 10 11 Maraeroa .. .. .. 30 14 8 Waitahanui .. .. .. 41 14 11 Te Ahuahu .. .. .. 21 18 10 Te Teko .. .. .. 66 19 25 Waioweka .. .. .. 35 14 15 Rangitukia .. .. ..81 19 21 Pawarenga(') .. .. .. I 50 Mangamuka .. .. .. 50 5 11 TeKao 31 11 9 Te Araroa .. .. .. 55 25 11 Te Whaiti .. .. .. 15 21 12 Hapua .. .. .. .. 45 8 7 Te Kerepebi .. .. .. 19 18 9 35 15 41 20 14 23 28 41 32 24 67 24 23 27 42 16 30 84 40 30 24 43 32 39 17 48 47 31 40 64 32 27 53 91 22 30 16 21 21 62 100 39 40 44 65 85 51 26 33 41 27 50 78 39 37 64 58 42 59 30 41 21 66 35 81 50 31 55 15 45 19 14 5 il 6 10 6 8 5 10 15 !> 12 10 10 17 9 15 14 15 12 18 23 6 15 g 18 10 11 33 14 18 68 13 12 21 19 8 13 14 4 17 28 17 15 23 15 27 41 21 14 14 20 3 5 28 13 11 19 42 11 10 14 14 18 19 14 19 50 5 11 25 21 8 18 11 3 4 4 3 5 9 2 12 10 15 7 6 6 14 2 9 Iβ 21 4 9 18 ~> 7 5 8 10 8 8 8 21 10 7 4 14 11 4 7 9 2 3 25 11 10 14 8 26 22 18 6 !) 20 8 22 19 12 10 26 15 10 11 8 11 10 25 15 21 38 17 48 22 21 24 27 44 30 29 61 29 28 31 45 23 36 82 40 38 33 48 :s:s 47 21 ;>s 47 34 25 46 61 58 38 35 60 99 26 36 21 23 36 66 10(i 44 49 51 66 104 54 34 38 41 22 33 87 40 38 57 85 43 58 36 44 29 60 34 79 50 44 33 69 24 46 28 36 18 4!l 23 20 2."> 27 44 32 28 I).') 29 24 34 48 21 34 84 50 36 30 48 :il 47 21 59 49 30 28 45 67 57 39 35 61 99 26 35 21 24 36 69 111 45 54 16 (ill 104 54 30 39 45 25 43 84 42 40 62 75 46 60 35 44 31 67 34 80 48 48 35 69 24 52 25 35 18 48 22 20 24 2(1 41 30 27 ill 27 22 31 44 19 31 77 46 32 27 13 31 43 19 63 45 27 25 40 60 50 34 31 54 87 23 30 18 21 32 60 96 39 46 39 .")!) 90 46 26 33 38 22 37 71 36 34 53 64 39 49 29 37 26 56 29 66 39 39 30 57 20 43 20 30 18 48 22 20 24 26 41 30 26 (il 27 22 31 44 19 31 77 46 32 27 43 31 43 lit 53 45 27 25 40 60 51 34 31 54 87 23 30 18 22 32 60 96 39 46 39 :>!) 90 46 26 33 38 22 37 71 36 34 53 64 39 49 29 41 26 57 29 86 39 39 30 57 20 43 20 IVa Hα IVa I In Hα Hit Ill IVa III III IVb III 111! Ill IVa Hα III IVb IVa HI III IVa III IVa I Iα IVb IVa III III IVa IVb IVb III III IVb V 11b 111 11a Hβ III IVb V IVa IVa IVa IVb V IVa III III IVa 111 IVa IVb IVa HI IVb IVb IVa IVa III IVa III IVb III IVb IVa IVa III IVb Hα IVa IU 98-8 97-7 97-0 96-5 951 94-2 94-0 93-9 98-6 93-3 931 92-ti 92-4 92-2 91-6 91-5 91-3 91-2 91-0 91-0 90-7 90-3 90-3 90-1 90-0 90-0 89-9 89-9 89-8 89-6 89-3 88-8 88-8 87-9 87-8 87-8 87-2 87-0 86-9 86-7 86-6 86-5 86-4 86-4 86-2 86-1 85-9 85-9 85-8 85-7 85-5 85-5 85-4 85-0 84-9 84-8 84-8 84-6 84-4 84-2 83-9 83-8 83-4 83-0 82-8 82-8 82-6 82-1 81-9 81-6 81-5 811 81-1 80-9 11 9 11 12 7 9

E.—3.

16

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

(!) Reopened first quarter, 1909. ( 2 ) Opened second quarter, 1909. (») Opened fourth quarter, 1909. (') Closed second quarter, 1909. ( 5 ) Transferred to Southland Education Hoard at end of third quarter. 1909. (») Closed temporarily, September, 1909. (') Closed temporarily, June, 1909. (") Transferred to Anckland Education Board first quarter, 1909. l»l closed first quarter, 1909. (io) Opened first quarter.

Schools. School-roll &DH- — ±> li Is ss 8« U "r S S3 =„« 33 3= -<8>H Srs BiO Z g Z 28 7 8 31 13 12 38 24 10 20 32 20 21 I 14 12 42 34 20 78 ■■ 24 18 32 15 12 44 20 12 33 22 14 43 14 9 41 18 10 44 4 5 38 32 29 27 18 13 42 12 10 31 8 16 34 6 9 30 31 20 39 25 17 29 9 38 12 ; 2 14 21 5 26 I 17 3 20 bO Or" %<~ a o am ' A >. a. ai SS.H 9 "is lA < ■§£ ' I It -S-c §« <= T%U <°%9 9 O £ j ° >ta 1-=° ° 01 . >-H C aog -r a , oi as5 Sax. ■ a 0 © Ol u o "o 0 "o 3! O CS 3 O a* 01 Jt 9 fe»3 S 'ill - — X Waimarama Mangamaunu Peria ... Karioi Wharekahika Te Matai Tokomaru ( Mamatea Papamoa Te Kotukutiiku .. (riuanui Te Pupuke(i) Oromahoe Tokaanu Paparore Otaua Te W'aotu Ohaeawai Whakarapa Pipiriki .. Ngongotaha( 4 ) Ruapuke( s ) PamoanaC') Te KopuaC) Hauaroa( s ) Lower Wailiou(") 27 32 52 32 23 56 84 35 62 41 is 49 43 41 32 44 23 31 41 47 30 32 53 32 22 54 85 34 53 42 51 50 44 50 34 43 30 34 50 43 30 32 53 32 22 54 85 34 53 42 51 50 44 50 34 43 30 34 .,11 43 37 14 19 20 24 24 26 26 43 43 26 29 18 18 43 43 68 68 27 27 41 41 32 32 40 40 39 39 34 34 38 38 26 2G 33 33 22 22 26 25 36 36 30 34 24 26 43 26 18 43 68 27 41 32 40 39 34 38 26 33 22 26 36 30 25 11 15 16 24 26 43 29 18 43 68 27 41 32 40 39 34 38 26 33 22 25 36 34 III. Ill IVa III IIa IVa IVb 111 IVa III IVa IVa III IVa III III III III IVa IVa III. Ill IVa III IIa IVa IVb 111 IVa III IVa IVa III IVa III III III III IVa IVa 80-9 80-7 8(1-4 80-4 80-2 80-1 79-11 78-0 77-6 77-4 77-4 77-0 76-9 76-8 7.V.-I 74-9 711 74-2 72-2 69-8 80-9 80-7 8(1-4 80-4 80-2 80-1 79-11 78-0 77-6 77-4 77-4 77-0 76-9 76-8 75-5 74-9 711 74-2 72-2 69-8 25 11 • • 15 16 ! Totals for 1909 3,704 1,582 1,166 4,121 4,308 j 3,680 85-4 Totals for 1908 3,700 1,893 1,376 4,217 4,479 3,781 84-4 2. Mission Schools subject to inspection by the Education Department— Putiki To Hauke Ngongotaha Matata Convenl Tokaanu Convent Otaki Mission College 26 30 12 7 31 12 12 5 4 8 1 12 12 s 34 34 30 36 Hi is 31 34 29 37 47 51 25 21 23 35 43 40 82-3 64-2 79-4 93-8 91-5 71-4 30 49 51 Totals for 1909 192 7!l Id 231 229 | 187 81-7 Totals for 1908 215 209 179 85-6 3. Boarding-schools affording secondary education — St. Stephen's Hoys' Queen victoria Girls' Hukarere < lirls' St. Joseph's Convent (.iris' Turakina < lirls' Te Waipounamu College (lirls' Te Ante College Waerenga-a-hika College Clareville (lollege 34 32 II 26 18 (i ."it 15 6 34 16 25 34 III I 28 10 25 5 III 8 G ii 3 17 7 7 63 38 iil 54 31 7 65 is 23 .63 37 59 51 30 8 70 21 22 62 35 56 50 28 7 67 20 22 98-5 9.5-1 94-0 97-4 93-0 94-7 96-3 95-7 98-8 Totals for 1909 234 195 69 360 361 346 95-9 Totals for 1908 283 120 100 303 298 289 96-9 Grand totals for 1909 . . 4,130 1,866 1,271 1.712 4,898 4,213 860 Grand totals for 1908 .. 4,736 4,986 4,249 S.V2

17

E.—3;

Table No. 5. Race of the Children attending the Native Village Schools on 31st December, 1909. For the purposes of this Return, half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori, and children intermediate in blood between half-caste and European as European.

3—E. 3.

Race. I . [aoris. aoris. Totals. Schools. Schools. Sneaking English in the Home. Speaking Maori in the Home. Europeans. Hapua TeKao Paparore Ahipara Pukepoto Pamapuria .. Rangiawhia .. Parapara Kenana Peria Taemaro Te Pupuke .. Touwai Whakarara .. Whangape Pawarenga Matihetihe Waitapu Waimamaku Whakarapa .. Motuti Mangamuka .. Maraeroa Whirinaki Omanaia Waima Otaua Kaikohe Tautoro Ohaeawai Te Ahuahu .. Oromahoe Karetu Waikare Te Rawhiti .. Whangaruru Poroti Takahiwai Otamatea Kakanui Waiuku Manaia Te Kerepehi . . Wharekawa .. Mataora Rawhitiroa .. Parawera Oparure Te Waotu Whakarewarewa Ranana Wai-iti Te Whaiti .. Waitahanui .. Tokaanu Oruanui Te Kotukutuku Paeroa Papamoa Te Matai Motiti Island Matata Te Teko Otamauru Poroporo Ruatoki Waioweka Omarumutu .. Torere Omaio Te Kaha Raukokore Wharekahika Te Arafoa Rangitukia .. Tikitiki Waiomatatini Heporua .. I " Boys. Girls. | Total. "5 3 "8 "l "2 "3 ..' :: ..' 3 2 5 "2 '.'. "2 4 1 5 1 '.'. 1 "l 2 :. "5 "4 2 "e "1 "3 "4 "3 v. "3 4 3 "7 3 3 6 ! 3 3 6 3 4 "7 "2 :: "2 15 15 30 '4 I 5 II 2 Boys. Girls Total I "I 23 22 45 j 19 14 33 12 11 23 50 45 96 12 ! 13 25 15 18 33 li 13 19 11 5 16 15 8 23 17 11 28 24 24 48 22 23 45 18 14 32 25 22 47 27 17 44 22 26 48 11 11 22 10 10 20 j 18 7 25 21 18 39 12 5 17 24 20 44 . 20 ,15 35 48 33 81 13 10 23 52 47 99 28 13 41 I 63 38 101 29 25 54 12 13 2.") 10 12 22 19 11 30 12 9 21 28 17 45 9 13 22 23 II 37 9 8 17 22 10 32 11 16 27 10 17 27 16 I 14 30 20 16 35 11 6 17 18 13 31 14 7 21 15 13 28 25 18 43 ii 16 25 9 6 15 26 35 61 21 20 41 26 23 49 13 11 21 18 23 11 19 j 17 36 22 22 44 21 20 41 1-1 24 38 20 25 4.", 36 ! 14 50 21 17 38 8 II 19 23 33 50 7 10 17 32 26 58 49 34 83 5 6 11 15 15 30 18 22 40 ! 22 17 39 20 24 44 23 13 36 10 13 23 32 27 59 44 j 2G 70 34 21 55 26 20 46 15 11 26 , Boys, j Girls. Total. I .. I :i ii "9 j 3 li !l 1 li 10 2 .. 2 "1 "1 "5 1 2 J 3 II S 19 2 2 "4 I .. 1 "7 "7 14 1 I 2 "2 "2 "4 1 1 2 1 3 4 1 "l G 4 10 3 .: "3 "3 "4 "7 8 5 13 2 :. 2 2 2 1 .. 1 1 .. 1 5 11 16 2 2 4 2 li S 2 I 3 2 1 3 1 2 3 2 3 r, !! li 'is ■1 .. 4 2 .. 2 0 .. .1 2 1 "3 2 3 :> 3 1 4 7 3 10 5 2 7 3 3 6 "l "7 "8 2 2 4 ".'! "4 7 2 2 I io 11 21 1 1 4 .. 1 1 .. 1 1 .. i 2 4 G 3 5 8 6 3 9 2 I 3 1 .. 1 Boys. Girls. 24 22 19 14 15 17 53 51 21 22 17 18 7 IT, 13 9 16 In 31 21 24 24 24 25 19 14 2.-1 22 34 24 23 27 13 11 14 I 11 20 9 22 19 13 8 24 20 20 16 4!) 33 19 14 52 47 31 13 65 41 29 25 16 15 13 16 27 1G 14 9 29 22 J 10 13 24 14 17 19 I 24 12 13 22 j 12 18 22 18 21 17 16 12 18 13 14 7 15 13 34 24 13 16 14 9 31 35 21 20 26 23 13 11 20 24 21 20 25 23 21 20 21 27 ■ 25 27 39 17 21 17 12 22 j 25 35 7 10 35 30 49 3G 17 17 30 31 22 22 23 17 21 24 29 IS 10 13 36 33 50 2!) 36 22 26 20 16 11 Total. 16 3.'! 32 104 13 35 22 22 20 52 48 49 33 47 58 ."ill 24 2ii 29 41 21 44 3G 82 33 99 44 106 54 31 29 43 23 51 23 38 36 36 35 30 40 38 28 31 21 28 58 29 23 66 41 49 24 44 41 48 41 48 52 56 38 34 60 17 65 85 34 61 44 40 45 17 23 li!' 7!l 58 46 27

B.—a

18

Table No. 5— continued. Race of the Children attending the Native Village Schools on 31st December, 1909.— cont.

Summary of Table No. 5.

Table No. 6. Results of Inspection, 1909.

Race. Schools. Mi Speaking English in the Home. aoris. Speaking Maori in the Home. Boys. ; Girls. . Total. Europeans. Boys. Girls. Total. . I Totali. Tuparoa Hiruharama . . Whareponga . . Tokomaru Bay Whangara Nuhaka Tuhara Tangoio Te Haroto Waimarama . Karioi Pipiriki Okautete Mangamaunu Arowhenua .. Waikouaiti .. Hoys. I io 6 Girls. Total. 3 5 2 2 i3 23 i2 is 32 27 59 32 27 59 21 22 43 ! 48 31 79 23 7 30 55 31 86 30 20 60 20 13 33 17 15 32 ' 21 I 22 15 8 23 14 8 22 10 9 111 23 15 38 3 1 I 2 2 1 .. 1 1 .. 1 3 2 5 3 .. 3 i| 1 .. 1 3 4 7 4 1 5 I 2 3 3 2 5 I 3 4 I 12 II 23 I I 2 5 4 9 "l "5 12 Boys. Girls, j Total 32 29 61 33 27 60 22 22 44 51 33 84 26 7 33 56 31 87 33 24 "57 24 14 38 18 17 35 24 3 27 18 14 32 26 21 47 11 10 21 15 17 32 23 15 38 16 18 34 Totals for 1909 Totals for 1908 79 49 77 31 156 80 1,973 1,601 2,066 1,661 I 3,574 3,727 2011 217 185 391 193 410 2,258 1,863 2,332 1,885 4,121 4,217 Difference 30 46 76 -93 -60 -153 -11 -8 -19 -74 -22 -96

Race. Boys. Girls. 1909. Total. Percentage, j Percentage, 1909. 190b. Maoris speaking Maori in the home Maoris speaking English in the home .. Europeans 1,973 1,601 79 77 206 185 3,574 156 391 86-7 88-4 3-8 1-9 9-5 9-7 , I Totals 2,258 1,863 4,121 100-0 100-0 I I 100-0

[In this tab Sohc [In this table the sohools are arranged accordini ble the soi lOOls. jhools are 3 arranged 1 accorclin i°f 8|S I: 1 - ng i I to the marks obtained. See last column. fji , e s ::: Hi Ot3 -sit! i .* Total Mark*--Ss3, »=|",- il-s Max T m S« , l«jij fill ill] fsJU i E| Hi Hi 3 ? " 2 Q « Sohools. Z^S; Ahipara Rangitukia Pukepoto Waikouaiti Paeroa Rangiawhia VVhakarewarewa .. Tautoro Waima Waioweka Hiruharama Ranana Parawera Peria M n hi in Tokaanu Whareponga Te Kaha Kawhitiroa Oninimi . . Motiti Island Te Kao .. Okautote.. Kaikohe .. ,, 100 100 100 100 10-0 10-0 9-8 9-8 10-0 9-8 9-8 10-0 10-0 10-0 10-0 10-0 10-0 9-8 9-8 10-11 10-0 10-0 tO-0 0-8 10-0 10-0 100 40-0 10-0 10-0 10-0 40-0 10-0 10-0 10-0 40-0 10-0 10-0 100 40-0 10-0 10-0 10-0 40-0 10-0 10-0 10-0 400 10-0 10-0 10-0 39-8 10-0 Hid 10-0 39-8 10-0 9-8 10-0 39-8 10-0 ' 10-0 10-0 39-8 10-0 10-0 10-0 39-8 9-8 10-0 10-0 39-8 10-0 9>6 10-0 39-5 100 9-6 10-0 39-5 10-0 9-5 10-0 39-5 10-0 10-0 !)•;> 39.5 9-8 9-5 100 39-3 9-5 10-0 10-0 39-3 10-0 9-0 101) 39-3 100 10-0 '.HI 39-0 lo-o lo-O (1-0 39-0 10-0 loo y-o 39-0 9-8 10-0 9-0 38-8 10-0 10-0 9-0 38-8 /

19

R.—3

Table No. 6 — continued. Results of Inspection, 1909— continued.

C) Closed temporarily. (») Transferred to Board. ( 8 ) Not inspected. (*) Closed second quarter.

School!. d o a ■j, OS ■aa *22 cd a <d .2 " » - 3 <D *> 01 ■3-°"a §S35 o &0 •—• ag as las o a © •3|3 2° 2 ■ na *ii ■- o -p tHi!S a - 9 "g 2-gSl Q oa* ;HrQ rQ rQ m d H- *.' a a a a H"° n" * a a >, §■ "13 00 S»S 2 ? £ « S Sax = =■£« -on* « -'3 +ji OV3D01 — 41 .r J, « :lSog gE-tSg SHObt&i*, n°° H i __ Total MarksMaximum 40. Omaio Taemaro Parapara.. Tuhara .. Whangara Whangaruni Maraeroa Whirinaki Tikitiki .. Waiuku .. Omarumutu Paparore Pamoana(') Takahiwai Wai-iti .. Te Pupuke Te Haroto Waimamaku Wharekawa Whakarara Torere Waiomatatini Oparure .. Reporua .. Touwai .. Matihetihe Poroti Matata .. KarioiJ Te Kopua(i) Mataora Bay Otamatea Te Teko Waikare .. Pamapuria Raukokore Waitahanui Waimarama Te Rawhiti Oromahoe Karetu .. Ruatoki .. Te Whaiti Poroporo.. Te Kerepehi ' Te Kotukutuku Arowhenua Tangoio .. Kenana .. Omanaia Papamoa Kakanui Tuparoa . . Nuhaka .. Otaua Mangamaunu Mangamuka Otamauru Motuti Tokomaru Bay Te Araroa Te Matai.. Pipiriki .. WharekahikaJ Te Waotu | Ohaeawai Hapua .. Te Ahuahu Ruapuke(-) Whakarapa Whangape( 3 ) Pawarenga( ;l ) Waitapu(») Hauaroa( 2 ) Ngongotaha( 4 ) • - i .. I '■'■ I 10-0 10-0 9-5 10-0 10-0 10-0 10-0 10-0 10-0 9-3 10-0 9-5 8-9 9-8 90 9-8 9-0 10-0 10-0 9-8 8-6 9-5 9-5 9-8 10-0 7-5 9-3 10-0 9-3 8-9 9-3 9-3 9-5 90 9-0 8-8 9-0 9-0 8-8 9-8 8-8 8-8 8-3 9-8 9-0 9-3 8.0 8-8 9-0 6-8 7-8 7-5 7-8 8-.". 8-5 8-0 8-8 8-0 8-3 7-5 6-3 6-3 8-9 7-5 8-1 8-8 8-5 6-5 7-3 5-0 9-8 10-0 100 10-0 9-5 10-0 9-8 9-3 9-5 10-0 9-3 100 10-0 10-0 9-5 9-5 10-0 9-5 10-0 9-2 9-8 10-0 9-8 9-5 9-0 10-0 9-8 8-8 10-0 9-8 9-3 8-3 8-5 8-5 9-3 8-5 8-8 8-0 9-0 7-5 8-5 8-3 8-3 7-8 8-4 7-8 8-5 8-3 8-5 8-2 6-9 8-0 7-8 8-1 7-3 8-5 6-3 7-3 8-0 7-8 8-0 7-3 30 6-5 7-6 5-3 5-3 6-8 6-9 6-6 9-8 9-0 10-0 8-5 100 9-0 9-5 9-0 10-0 9-0 8-8 9-5 9-5 9-0 10-0 9-0 9-8 9-0 9-0 10-0 9-0 10-0 9-5 90 10-0 9-0 9-0 9-0 100 9-0 9-7 8-5 10-0 8-5 8-0 10-0 10-0 7-5 10-0 8-5 9-5 9-5 8-8 9-0 10-0 80 9-3 8-5 9-5 8-0 10-0 9-0 9-5 7-5 8-5 8-5 7-9 8-5 9-0 8-0 9-3 7-5 9-5 8-0 9-0 8-0 10-0 7-5 9-0 7-5 8-8 8-5 8-8 8-0 9-3 8-0 9-0 7-5 8-9 8-0 9-3 7-5 7-9 9-0 9-3 80 8-5 7-8 9-5 70 8-5 8-0 8-7 8-0 9-8 6-0 8-5 6-0 8-5 8-0 9-3 7-5 8-0 8-0 7-8 8-0 7-0 7-5 7-3 8-0 8-5 5-8 8-6 7-0 7-0 8-0 7-0 6-5 7-0 7-5 8-8 6-5 8-3 7-0 9-0 7-5 7-3 6-8 7-3 5-0 7-8 6-0 8-8 5-0 6-8 7-5 6-5 5-5 4-5 4-0 .. 38-6 38-5 38-5 38-5 38-5 38-3 38-3 38-3 38-3 38-3 38-3 38-0 37-9 37-8 37-5 37-5 37-5 37-5 37-5 37-5 37-4 37-3 37-3 37-1 36-5 36-5 36-1 35-8 35-7 35-7 35-4 35-1 35-0 35-0 34-8 34-6 34-6 34-3 34-3 34-2 34-1 340 33-9 33-9 33-9 33-6 33-2 32-9 32-0 31-5 31-5 31-5 31-4 31-1 311 30-8 30-6 30-3 29-8 29-8 29-6 28-9 28-4 28-1 28-0 27-9 27-6 27-6 26-2 20-0 I

E.—3.

20

Table No. 7. Standard Classification, 31st December, 1909.

Schools. a 32 Classification of Pupils. co y.~ ... 9 f 9 o 5 g S?« d grrj ti oan o^.2« «£ oi a a o a = — Hi HI CC 2 (Q 01 S-s 9.2 k o.2 o o £ p. I. i. II. II. III. IV. V. VI. VII. l_ Hapua Te Kao Paparore Ahipara Pukepoto Pamapuria Rangiawhia Parapara Kenana Peri a Taemaro Te Pupuke Touwai Whakarara Whangape Pawarenga Matihetihe Waitapu Waimamaku Wliakarapa Motuti Mangamuka Maraeroa Whirinaki Omanaia Waima Otaua Kaikolie Tautoro Ohaeawai Te Ahuahu Oromahoe Karetu Waikare Te Rawhiti Whangararu Poroti Takahiwai Otamatea Kakanui Waiuku Manaia Te Kerepehi Wharekawa Mataora Rawhitiroa Parawera Oparure Te Waotu Whakarewarewa Ranana Wai-iti Te Whaiti Waitahanui Tokaanu Oruanui Te Kotukutuku Pacroa Papamoa Te Matai Motiti Island .. Matata Te Teko Otamauru Poroporo Ruatoki Waioweka Omarumutu Torero Omaio Te Kaha Raukokore Wharekahika .. Te Araroa Rangitukia Tikitiki Waiomatatini .. Reporua Tuparoa Hiruharama Whareponga Tokomaru Bay.. 46 33 32 104 43 35 22 22 26 52 48 49 33 47 58 50 24 25 29 41 21 II 36 82 33 99 44 106 54 31 29 43 23 51 23 38 36 36 36 30 40 38 28 31 21 28 58 29 23 66 41 49 24 44 41 48 41 48 52 56 38 34 60 17 65 85 34 61 44 40 45 47 23 69 70 58 46 27 61 60 44 81 30 13 14 i 53 21 14 3 4 10 18 1 32 22 * 11 . 8 36 36 11 9 "' 17 10 ! 22 21 37 18 62 28 38 37 18 18 21 10 40 9 25 21 19 20 23 27 23 16 20 10 18 31 14 7 '28 8 16 16 12 19 30 16 16 15 30 19 15 24 4 32 41 16 81 14 18 19 16 12 30 32 20 19 11 29 21 10 34 3 3 4 11 4 7 1 1 8 2 18 5 9 8 4 10 4 11 8 5 13 9 11 4 12 7 2 4 1 2 8. •2 6 5 4 '.) 3 10 4 12 9 9 2 4 7 9 6 6 8 1 3 3 9 15 3 10 8 2 8 6 6 12 10 10 5 7 7 3 9 7 8 5 9 3 8 2 1 5 1 6 4 9 8 4 5 5 2 9 10 7 6 11 7 5 4 18 6 3 5 4 7 10 6 2 7 2 3 3 3 2 7 i 3 7 3 13 2 3 G 7 3 6 I 4 7 3 3 2 4 1 3 4 1 6 5 12 6 9 1 2 9 6 8 4 5 3 9 4 4 5 3 6 8 1 10 11 4 8 8 2 2 7 4 11 1 12 . 7 4 5 2 1 3 1 5 o "i 3 5 1 3 4 11 6 4 a 5 5 8 1 4 7 5 4 i 8 a a 15 8 5 14 4 1 1 6 3 1 8 2 2 8 1 2 5 5 1 1 a 3 4 3 2 4 1 8 1 6 1 8 6 i 2 3 2 1 9 1 2 1 4 8 5 1 4 1 2 6 5 1 2 i 2 1 1 2 3 i l i 2 1 i 6 4 3 3 1 "i •■ ■i 2 2 i 4 1 3 1 4 i 1 2 5 5 II) 7 7 6 i 1 11 8 8 3 9 4 2 ■i 7 6 5 3 3 9 3 9 16 a 10 5 6 6 6 3 4 11 4 2 a 9 12 8 18 3 4 1 2 5 4 1 2 4 8 10 1 7 3 6 11 6 6 6 7 5 8 8 3 7 4 9 6 11 2 11 8 4 9 4 9 8 10 13 3 a 3 I 2 4 2 i i 2 1 3 1 1 2 2 1 i l i i i 2 9 5 4 3 5 1 4 1 1 1 1 4 5 8 5 4 2 3 5 2 i i •2 1 1 7 3 a i i i 2 4 3 1 l 8 2 5

21

E.—3.

Table No. 7—continued. Standard Classification, 31st December, 1909— continued.

Table No. 8. Classification as regards Standards and Race of Pupils on the School Rolls at the End of December, 1909.

Summary of Table showing Standard Classification.

Schools. Whangara Nuhaka Tuhara Tangoio Te Haroto Waimarama Karioi Pipiriki Okautete Mangamaunu .. Arowhenua Waikouaiti a o_ 1* ~7 $S p. i 33 6 87 39 57 33 38 20 35 10 27 11 32 , 16 47 20 21 7 32 14 38 14 34 7 I. 8 11 13 II. 4 h 3 Clai isitlcation of Pi III. 9 7 3 6 3 2 10 4 IV. 6 11 3 6 8 6 7 2 3 7 4 4 ipils. V. 1 7 2 IS I VI. VII. 12 .. 6 1 CO ~1 (0 >, « . . oi o d a o re' d S id .So as £*.■-& Crj oi 3 o=o » = CD ° W* « iU 1 ' 5 :: i 3 5 3 7 a 5 5 5 6 3 2 2 2 5 2 5 2 1 .. 3 4 '8 7 1 .. 1 5 Total for 1909 Total for 1908 Difference .. 4121 1902 .. 4217 1939 .. -96 -37 493 465 444 524 448 536 455 376 229 246 121 120 29 11 38 24 19 6 28; -80 -88 79 -17 18 11 18

Kace. Maoris. Totals. Standards. Europeans. ing Maori i n the Home. Speaking English Speaki in the Home. I Boys. Girls. Total. Boys. Girls, i Total. Boys. Girls. I TotalJ ' Boys. I Girls. > Total. Preparatory (lass .. .. 17 20 37 942 Standard I .. I 9 6 15 240 ■Standard II .. 9 9 18 221 Standard 111 .. .. 13 16 29 200 Standard IV .. .. 18 14 32 201 Standard V .. 8 6 14 102 Standard VI .. ..257 55 Standard VII 3 1 4 12 784 I 1,726 203 443 168 389 167 367 169 370 74 176 33 88 3 15 G7 20 I!) 27 29 21 17 6 72 139 15 35 18 37 25 52 24 53 18 39 9 26 4 10 1,026 269 249 240 248 131 74 21 876 224 195 208 207 98 47 8 1,902 493 444 448 455 229 121 29 Totals .. .. 79 77 156 1,973 156 1,973 1,601 3,574 206 185 391 2,258 1,863 4,121 Note. —Eor the purpose of this Return, half-caste chil and Maori arc reckoned as Maori, and children intermediate i half-caste children and cliildrer intermediate in blood between i intei half- ( •mediate in blood be! laste and European a tween ha is Europi Jf-caste Ban.

Standards. Boys. Girls. I Totals, 1909. Totals, 1908. t 'reparatory classes !lass for Standard I H 111 IV V VI VII 1,026 269 249 240 248 131 74 21 876 224 195 208 207 98 47 8 1,902 493 444 448 455 229 121 29 1,939 465 524 536 376 246 120 11 Totals 2,258 1,863 4,121 4,217

E.— 3.

22

Table No. 9. Classification as regards Ages and Standards of Pupils at End of December, 1909.

Class P. Standard IV. Standard V. Standards V 1 and VII. Kace Totals. Standard I. Standard II. Standard III. Totals. **"* Boys. Girls. Boys. Girls. Boys. Girls. Girls. Boys. Hoys. Girls. Boys. Girls. Total. Boys. Girls. Boys. Girls. Boys. Girls. M. E. M. M. E. M. 1-:. M. E. M. E. E. M. M. E. M. E M. E. M. E. M. .'il. E. U. i-:. M. If. E. 5 and under 6 years .. 15 139 15 122 .... 1 I ! 15 122 1 ! ■• -• " .. .. .. .. 16 139 155 137 291 i " 6 „ 7 „ .. 29 185 16 165 7 . 8 ... 12 204 23 140 8 „ 9 ... 6 181 7 169 w 10 ... 6 121 7 95 3 4 l .. 14 6 1 11 1 2 .. 3 .. - 1 • - 1 - .. .. .. .. 32 186 .. .. 17 221 26 166 29 155 •22 228 30 201 218 238 182 184 400 422 5 39 5 65 4 35 G 1m 7 21 1 40 6 32 8 51 2 40 6 3 3 8 1 .. .. 17 242 259 250 509 - .. .. 24 237 1 .. 19 230 10 „ 11 „ .. 1 57 1 59 11 . 12 34 3 24 5 1 1 55 .. 41 .. 16 .. 51 44 26 G 3 3 47 2 30 8 38 .. 24 3 10 50 58 8 5 3 20 41 32 7 4 1 15 35 4 2 12 I 40 6 45 5 29 0 2 13 1 1 5 9 2 6 22] 228 4 6 25' 212 12 199 27 167 261 249 250 231 | 211 194 492 460 444 1 12 '. 13 . • • i ■ ■ 24 -. 17 I u 41 4 38 9 66 4 18 5 14 8 9 17 159 10 123 287 176 i 413 is . 14 „ ..;..[ o'.. G 6 I .. 13 11 1 16 1 29 2 29 5 53 2 28 4 13 8 14 1 12 20 150 170 : 133 | 303 J 14 „ 15 „ .. .. I 4 .. 1 15 years and over .. .. 1 .. 6 Total .. .. 67 959 72 1804 1,026 876 1.902 6 .. . 6 7 _ 15 .. 7 .. 8 .. 4 .. 11 10 11 8 2 2 32 1G 25 3 2G .. 34 15 2 23 1G 5 2 28 21 4 11 IO] 130 17 4 77 6 84 1 74 140 81 90 75 230 156 6 .. •• •• " 249 15 —I — i 18 42 206 2,052; 20 [209 j 230 j 18 177 27 213 25 183 29 219 24 183 . 21 i IllO 18 I SO 23 I I 72 2062, 052] 1851,678 2,258 1,863 4,121 1851,678 19 n oko i oiio 1,026 i 876 269 22 14 2 140 195 240 208 248 207 131 98 95 55 2,258 1,863 1.902 498 £t , 4UO A , QUO 4\121 444 448 455 229 150 455 Noti:.— l-'or the purpose of this return, half-caste childreu and children ii itermcdiate in blood between half-caste and Maori are reckoned as Maori !M), aud childreu intermed iate in blood between half-caste and European as Europeau (El.

E.—3

23

Table No. 10. Classification of European Children attending Native Schools at the end of Year 1909.

Table No. 11. Maori Children attending Public Schools, December, 1909.

N.B.—For the purposes of this return, half-caste children and children intermediate in blood between half-caste and Maori are to be reckoned as Maori.

Table No. 11a. Classification of Maori Children attending Public Schools, December, 1909.

N.B.—For the purposes of this return, half-caste children and children intermediate in blood between half-caste and Maori are to be reckoned as Maori.

Education Districts. I. II. Standard Classes. ' III. | IV. Standard Classes. V. . Certificates Total. of yj yjj Competency. Certificates of Proficiency. P. Auckland Wanganui Wellington .. Hawke's Bay North Canterbury Otago Totals, 1909 Totals, 1908 .. 105 9 17 4 4 139 139 21 , 30 35 37 ' 33 6 ! 1 7 1 2 11.. 6 14 8 11 2 1 .. 2 1 2 .. 1 2 1 18 1 4 1 2 8 *2 287 27 2 54 9 12 10 8 1 35 | 37 52 53 39 47 j 51 53 44 42 26 I 10 I 391 410 10 7 4 2

Maoris. ! Certificates granted. Education Districts. Boys. Girls. Total. Competency. Proficiency. Auckland ... Taranaki ... Wanganui Wellington Hawke's Bay Marlborough Nelson L,294 99 250 174 346 45 19 1,042 77 186 154 258 43 12 I 2,336 176 436 328 604 88 31 2 1 ... 8 ■1 6 I Grey Westland... North Canterbury ... South Canterbury ... Otago Southland 9 81 9 56 79 13 74 9 41 64 22 155 18 97 143 ... 1 1 1 Totals for 1909 ... Totals for 1908 ... 2,461 2,479 2,461 2,479 1,973 1,950 23 4,434 4,429 5 4 15 -11 21 26 Differences -18 -18 28 -5

By Ages. By Standard Classes. Years. Boys. Girls. Total. Classes. Boys. Girls. Total. Average Age 5 and under 6 6 „ 7 7 „ 8 8 . 9 9 „ 10 .0 „ 11 1 „ 12 .2 „ 13 -3 „ 14 .4 „ 15 5 years and over 169 238 299 318 298 289 270 236 196 106 42 170 222 250 265 231 246 206 174 122 59 28 339 460 549 583 529 535 476 410 318 165 70 Class P. „ S. 1 „ S. 2 „ S. 3 „ S. 4 , S. 5 „ S. 6 „ S. 7 1,316 1,136 2,452 345 274 619 272 214 486 231 163 : 394 153 99 252 90 57 147 47 27 74 7 3 10 : Yrs. mos. 8 1 10 3 11 8 11 10 12 10 13 6 13 10 14 10 4,434 J 2,461 I 1,973 4,434 12 1 Totals ... 2,461 1,973

E.—3

24

Table No. 12. (a.) Number of Maori Pupils receiving Higher Education at the End of 1909.

(b.) Maori Pupils holding Industrial Scholarships at the End of 1909.

(c.) Maori Pupils, formerly attending Native Boarding-schools, holding Hospital Nursing Scholarships at the End of 1909.

jpjjroximate Cost of Paver. -Preparation, no t given ; printing (-2,100 copies, including illustrations). £41 15s.

By Authority: John Mackay. Government Printer, Wellington.—l9lo.

Price Is.'

Gc )V( '« srnment Pi Government Pu iils. Schools. Formerly attending Native Schools. Formerly attending Public Schools. Private Pupils. Totals. Temporary " I I loarding-schools— St. Stephen's (boys), Auckland ... Te Aute (boys), Hawke's Bay ... Waerenga-a-hika (boys), Gisborne Clareville (boys), Carterton Hukarere (girls), Napier St. Joseph's (girls), Napier Queen Victoria (girls), Auckland ... Turakina (girls), Wanganui) Te Waipounamu (girls), Canterbury 30 13 3 15 15 18 5 2 i 1 2 10 4 "4 38* 50t 13 23 35 35 20 21 7 J 63 65 18 23 61 54 38 31 7 99 4 4 20 237 i 360 [igh School — St. Patrick's College (boys), Wellington ... 1 1 1 Totals 99 5 20 237 361 • Including 1 European. 1 Inclui ling 3 Europeans.

Number. School. School. Trade to which Scholars are apprenticed. District. Hapua Native School it Whirinaki Native School Rangitukia Native School Hukerenui Public School Tokorangi Public School ... Blacksmith ... Saddler ... Builder ... Saddler ... Government Railway Workshops ... Builder Auckland. it Wanganui.

Number. Nature of Scholarship. Hoarding-school. Hospital. 2 2 1 1 1 Day-pupil Probationer ... Hukarere, Napier ... Napier. ... Queen Victoria, Auckland Auckland. „ „ Napier. ... Hukarere, Napier ... Wanganui. ... St. Joseph's, „ ... Palmerston North.