EDUCATION: NATIVE SCHOOLS. In continuation of E.-3, 1912.]

Appendix to the Journals of the House of Representatives, 1913 Session I, E-03

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1913 NE W ZEALAND.

EDUCATION: NATIVE SCHOOLS. In continuation of E.-3, 1912.]

[•restated to both Houses of the General Assembly by Command of His Excellency.

CONTENT S.

Page No. 1. Extract from Report of Minister .. .. 2 | No. 2 -Report of Inspectors : — 5 New Schools. &c. .. .. .. 6 Attendance, &o. .. .. 6 Mission Schools .. ■ • .. 6 General Remarks .. .. .. 6 Organization .. • • .. 8 School Buildings and Grounds . 9 Secondary Education .. . .. !) Scholarships, &c. .. ■ ■ .. 10 Increase of Expenditure .. ..11 Conclusion .. .. ■ • .11

Appendix :— PP c" Table Hl. Native Schools and Teachers .. 12 H2. Attendance at Schools .. .. 19 H3. Higher Education .. .. .. 21 H4. European Children at Native Schools 22 H5. Maori Children at Public Sohools .. 22 Hsa. Classification of Maori Children at Public Schools .. .. .. 28 H6. Race of Children .. .. ..23 H6a. Ages and Race of Children.. .. 25 H6b. Standards and Race of Children .. 25 H7. Standard Classification .. ..26 HB. Ages and Standards .. .. 28 H9. Summary of Expenditure .. ..99

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No. 1. EXTRACT FROM THE THIRTY-SIXTH ANNUAL REPORT OF THE MINISTER OF EDUCATION. Number of Schools. At the end of 1911 there were 104 Native village schools in operation. During the year 1912 five new schools were opened, and one was. transferred to the Auckland Board of Education. The number of village schools in operation at the 31st December, 1912, was thus 108, which is the highest number yet reached since the inception of the system. In addition to these schools, there were four mission schools giving primary instruction to Maori children, and 569 public schools at which Maori scholars were in attendance, while there were nine boarding-schools specially concerned with the secondary education for Maori boys and girls. Thus, the total number of schools giving instruction to Maori children was — Native village schools .. .. .. .. . . .. 108 Native mission schools subject to inspection by the Education Department .. I Public schools at which Maori scholars were in attendance. . . . . . 569 Total number of primary schools .. .. .. .. 681 Native boarding-schools affording secondary education to Maoris .. .. 9 690 The following table shows the number of Native village schools in each grade, as compared with the number for the previous year : — Table H.—Number of Native Village Schools in each Geade. 1911. 1912. Grade I (9-15) .. . . .. .. .. . . 1 Grade Hα (16-20) .. .. .. .. .. 5 8 Grade Hβ (21-25) .. .. .. .. .. ..10 13 Grade 111 (26-35) .. .. .. .. .. .. 35 32 Grade IVa (36-50) .. .. .. .. .. ..33 34 Grade IVb (51-80) .. .. .. .. .. ..17 16 Grade V (81-120) .. .. .. .. .. 3 5 Totals .. .. .. .. ..104 108 Attendance. The number of pupils on the rolls of the Native village schools at the end of the year 1912 was—Boys, 2,536 ; girls, 2,158 : total, 4,694. Included in these numbers are 265 boys and 255 girls who are Europeans. (See Table H4 in the Appendix). The average daily attendance, in actual numbers and as a percentage of the average weekly roll number, for each of the years 1911 and 1912 was as follows : — Actual Attendance. Per Cent, of Roll. 1911. 1912. 1911. l<ll2. First quarter .. .. .. .. 3,932 3,943 87-0 85-7 Second quarter .. .. .. .. 3,893 4.063 86-2 89-0 Third quarter .. .. .. .. 3.849 4.068 86-9 86-6 Fourth quarter .. .. .. .. 3.836 4.092 84-2 86-8 The following are some of the figures in regard to the attendance at Native village schools for 1912, the corresponding figures for 1911 being inserted for purposes of comparison :- mi Number on rolls at end of year .. .. .. .. 4.557 l.fi'.H Average weekly roll number .. .. .. ..4 621 1.644 Average yearly attendance .. .. .. .. 3,990 1.042 Percentage of regularity of attendance . . . . . . S(Wi 87-0 If the Native village schools are added to the Native secondary schools, we have the following figures for 1911 and 1912 respectively : — Mill. 1912. Number on rolls of Native village schools . . . . .. 4 .557 1,694 „ mission schools .. .. .. 230 174 „ boarding-schools .. .. 387 369

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1911. 1912. Combined rolls of Native schools .. .. .. .. 5,174 5,237 Combined average weekly roll number .. .. .. 5,245 5,241 Combined average yearly attendance .. .. . . 4,563 4,588 Percentage of regularity of attendance .. .. .. 86-8 87-5 The increase in the development of the Native village schools since the year 1881, when they were transferred to the control of this Department, is shown in the following table : —

Table Ha. —Schools, Attendance, and Teachers.

It will be seen that there has been an increase of 80 per cent, in the number of schools, and this does not take into account many schools which have been transferred to the various Boards of Education during the period covered by the table. The average attendance has risen from 1,406 to 4,090. while the average percentage of regularity (86-9) is the highest yet reached. In this connexion it is worthy of note that in forty-two schools an average of over 90 per cent, was reached. Table H 2, in the Appendix, supplies detailed information in regard to the roll number and average attendance. The number of Maoris attending public schools on the 31st December, 1912, as compared with the number attending at the 31st December, 1911, was — 1911, 4,685 ; 1912, 4,193. Details are to be found in Table H5. The total number of children of Maori or of mixed race on the rolls of primary Native schools, public schools, Native mission schools, and secondary Native schools, together with such pupils as were receiving special technical training at the end of the year 1912, is given in the following schedule :—

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Year. 1881 1886 1891 1896.. 1901.. 1902 1903 1904 1905 1906 1907.. 1908 1909 1910.. 1911 .. 1912 Number of Teachers. -Number Average °' Mean of Average Attendance s . ch o°' a Average "'SS™ 1 ! B "", Teachers in Charge. Assistant Teachers. ctEnd ] weekly Boll. wh ° le , Percentage Sewing . ,, ' ; iir , ? t» „ mistresses. Ye » r - I | Weekly EoU. Mn|e FenlaJe Male Fcmale I I I 60 1,406 .. 54 6 .. 4 48 69 2.343 2,020 86-2 60 9 .. 26 30 66 2.395 1,837 76-7 59| 8f 1 26 37 74 2,874 2,220 77-3 64f lit .. 61 16 89* 3,257 2,592 79-6 70f 18f .. 09 15 98* 3,650 i 3,005 82-3 77f 20t .. 83 11 97* 3,805 3,012 79-2 76f 20f .. 79 13 95* 3,794 3,083 81-3 73f ! 21t .. 85 11 95 4,097 3,428 83-7 74f i 22f .. 87 15 98 4,235 3,607 85-2 78t 21f 2 94 11 99 4,321 3,561 82-4 82f 18f 2 105 3 95 4,479 3,781 84-4 76 19 2 104 5 .. 94 4,308 i 3,680 85-4 76 18 3 101 5 .. I 99 4,325 3,714 85-9 78 21 3 106 4 .. | 104 4,621 3 990 863 81 22 3 119 3 ..108 1 702 i 090 86-9 86 22 4 122 2 48 30 37 16 15 11 13 il 16 II 3 5 5 4 3 2 * Includes two subsidised schools. t Includes two teachers jointly in charge of one school.

I Actual Number. Number per 10 000 of -Maori Population at Census of 1911 (49,829). T. Primary schools — (a.) Government Native schools (b.) Mission schools .. (c.) Public schools 1,694 174 1,918 942-0 35-0 985-9 II. Secondary schools II. (Special technical training — 9,781 369 16 1,962-9 740 3-2 Totals 10,166 2.040-1

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Classification of Pupils. Tables H 6, H 6a, and H 6b give full information as to the races and classification of pupils on the rolls of the Native schools. As will be seen, 86-7 per cent, were Maoris speaking Maori in their homes, 2-3 per cent, were Maoris speakingEnglish in their homes, and 11 per cent, were Europeans. A reference to Table H 8 will show the classification of pupils, grouped according to ages, standards, and races. The following is a summary :— Maoris. Europeans. Totals. "' Class P.. .. .. .. 2.003 180 2. 102 16-7 Standard I .. .. .. .. 549 75 624 13-3 Standard II .. .. .. .. 512 50 562 12-0 Standard 111.. .. .. ..434 f>2 196 10-6 Standardly.. .. .. ..300 58 358 7-6 Standard V .. .. .. ..211 -14 255 5-4 Standard VI.. .. .. .. 121 30 151 3-2 Standard VII .. .. .. 44 12 56 1-2 Secondary Education. From the tables it will be seen that there were 369 children receiving secondary education. Of this number, 103 were holders of free places provided by the Government. Information at the Department's disposal goes to show that there is on the part of the Maoris an increasing appreciation of vocational training, and the secondary schools are making fuller provision for it. Detailed information in respect to Maori children receiving higher education will be found in Tables H 2 and H 3 of the Appendix. Results of Inspection. The report of the Inspectors of Native Schools indicates that the classification of village schools, according to the degree of efficiency recorded at the annual visit, is as follows : — Number of Schools. Very good to excellent . . .. .. .. . . . . 26 Satisfactory to good .. .. .. .. .. .. 69 Inferior to weak . . . . . . . . . . .. ..10 Three schools were not inspected, two of them having begun operations after the visit to the district had taken place, and one having been closed temporarily owing to an epidemic of sickness. Staffs and Salaries. As shown in Table H 1, the staffs of the village schools included 86 masters, 22 mistresses in charge, 126 assistants, and 2 sewing-teachers. The total amount paid in salaries during the year was £25,656 4s. lid. According to the rate paid in December, 1912, the average salary of the head teachers was £171 Is. 7d.—Males, £176 6s. 6d. ; and females, £150 11s. 7d. The average salary of assistants was £50 Bs. 9d. Lodging-allowances at the rate of £30 per annum were paid to 42 assistants. Expenditure. A reference to Table H 9 will show that the total net expenditure on Native schools during the year ended 31st December, 1912, was £39,805 7s. 6d., included in which amount is a sum of £2,080 paid out of revenues from endowment reserves. The increase in the net expenditure for the year is £3,923 18s. 2d. Of this increase, teachers' salaries absorbed £1,216 16s. lid., while new buildings and additions accounted for £2,205 15s. 7d.

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No. 2. REPORT OF INSPECTORS. The Inspectors of Native 'Schools to the Inspector-General of Schools. Sir,— 19th February, 1913. 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 1912. New Schools, etc. At the end of the year 1911 there were 104 Native-village schools in operation. During the year new schools were opened at Whakaki and Waihua (near Wairoa, Hawke's Bay), Horoera (near the East Cape), Eanguahi (near Galatea, Hot Lakes District); while the school at Te Kopua (Waikato) was reopened. One school—viz., Te Ke.repeehi, in Piako County—was handed over to the Auckland Board of Education. The number of village schools open at the 31st December, 1912, was thus 108 —the highest number yet reached. Tenders have been accepted for the erection of schools at Pukehina, Maungatapu, and Matal>ihi, in the Bay of P.lcnty district, and these schools should be opened before the end of autumn. The buildings at Mangatuna (East Coast), Kirioke and Waiomio (Bay of Islands), and Te Karae (Hokianga) are to be put in hand as soon as possible. The buildings at Waiorongomai (East Coast) were completed by the end of the year, and the school opened at the beginning of the current year. New buildings have also been provided during the year at Taemaro (Mangonui district) and Tikitiki (East Coast); and it is intended to replace the present buildings at Ohaeawai (Bay of Islands), which were erected in 1874, and which are practically worn out, by structures of modern type. As far as our experience goes there has never been so great a demand for the erection of schools, and, despite the Department's efforts to expedite the work, we regret that unavoidable delay has occurred in several cases. With regard to proposals now before the Department, the most promising appear to be Parikino (Wanganui River), Te Reinga (near Wairoa, Hawke's Bay), and Ruatahuna and Waiohau (Tuhoe country). Investigations have been made into the claims of Korohe (Lake Taupo) and Wairahi (near Whananaki); in the former case without prospect of success, and in the latter with the result of awakening the local authorities to a sense of their responsibility with regard to the fairly huge number of Maori children concerned. Further inquiries have ye( h> In- made in the case of the following: Awnron (Kawhia County), Taungatara (Coromandel County), Waim.aha (Tuhoe country), and Taheke (Rotorua). It has to be borne in mind that the Department requires in general a prospective average attendance of twenty five children of school age before a proposal for the establishment of a school can be agreed to. We are, however, aware that there are scattered over the north many kaingas with a smaller dumber of Maori children for whose education no provision lias yet been made. It is true that in their desire that their children should receive some instruction the parents arrange to board them with relatives in settlements possessing a school, and we have found many instances where this is being done. But it does nut always prove satisfactory, imposing on the relatives the necessity of maintaining the children and upon the parents a strain nil their affections, while the children themselves suffer in mi small degree from home-sickness. We have therefore recommended that an experiment be made in establishing household schools in these small kaingas, in charge of Maori girls who have had experience as junior assistants in other Native schools, and have done satisfactory work there. This will also afford the opportunity of finding employment in the service for a greater number of Maori girls who have completed their course at the various secondary Native schools. Though success cannot be guaranteed in all eases, we think that the experiment is worth a trial, offering as it does the means pf some education to a large number of Maori children who otherwise must remain untaught. Attend ance,_ etc. The number of children on the rolls of the village sel Is at the -'ilst December, 1912, was —Maoris, 4,174; Europeans, f>2o : total, 4,694. The average number of Maori children in each school was 386, and that of European children 4"8. This shows thai the Native school still maintains its character as providing more especially for Maoris. 'I , he average weekly roll of the schools for the year was 4,702, and the average attendance 4,090, the average percentage of regularity of attendance being 869. In forty-two schools an average of over ill) per cent, of the possible attendance for the year was attained, the schools reaching the highest mark being Motiti Island and Maiiaiii, with 989 and 986 per cent, respectively. Fifty-four schools are classed as having attained from 80 to 90 per cent., while the attendance in the remaining twelve, ranging downwards from 78"3 to 69"8 per cent, of the possible, cannot be regarded as being satisfactory. In justice to some of these particular schools it must be stated, however, that the difficulties experienced by many of the pupils in getting to school are exceptional—long distances and bad roads prevent a higli record; in others, however, we are satisfied that great improvement could be made, and we urge the teachers to take steps to raise the standard of regularity during the coming year. For the assistance and guidance of teachers the Department has issued a summary of the provisions of the Education Act, 1908, and the Education Amendment Act. 1910, relating to school attendance so far as they affect a Native school and the children in its vicinity. The Department has also had the ready co-operation of the Police Department in taking action in

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cases where there has been a well-defined breach of the law in respect to attendance, and in several instances proceedings have been successfully instituted against offending parents. There is therefore no reason why children should be allowed to absent themselves for a considerable period upon insufficient grounds. As a matter of fact, they arc required by law to obtain a certificate of exemption before being absent, and this can be issued only for specific reasons. But, as we have stated in former reports, we do feel that, apart from compliance with the requirements of the law, the most potent factors in securing regular attendance are the inherent attractions of the school and the personality of the teachers. Mission Schools. In addition to the Native-village schools there are four denominational schools —viz., Otaki, Vutiki, Toltaanu Convent, and Matata Convent —engaged in the education of Maori children, which are inspected by us. At the end of the year there were 174 children on the rolls of these schools, the average weekly roll number being 174, and the percentage of regularity of attendance being 884. The mission school formerly existing at Ie Hauke, Bawke's Bay, was closed during the year, and we understand that a public school is being established in its place. The number of pupils on the rolls of the secondary schools, named under Boarding-schools, at the 31st December was 369 ; the average weekly rool number was 366, and the percentage of regularity of attendance 94'•_'. There were 122 schools affording instruction to Maori children and subject to inspection by the Department's Inspectors, the total number of children on the rolls being 5,237, as compared with 5,174 at the end of the previous year. General Remarks. The following paragraphs contain a summary of our views with respect to the proficiency attained in the various subjects of the school curriculum : — 1. English.— (a.) Reading: This continues to show steady progress. As regards the pro nunciation the mistakes made by Maori children are not connected with the mispronunciation of vowel sounds as in the case of Europeans. We never hear "time" pronounced " taime " or " toime," or " take " pronounced " tike." The difficulties we have to meet are those arising from confusion to the consonantal sounds, causing the children to say " dime " for " time," and so on. Thanks to the training in phonics which has been in vogue in Native schools Eor some years past. and which, we are glad to learn, is now to be provided for in the public-scl Is syllabus, these difficulties have been largely overcome, and the enunciation is, on the whole, very satisfactory indeed. Indeed, it has been publicly stated thai the must perfect English accent that the speaker had ever heard was among the Maoris.* The reading, however, is still lacking in distinctness, and we accordingly again direct the attention of teachers to this weakness. Modulation and expression also leave a good deal to be desired, for we do not find that these have advanced to the same extent as the power of comprehension. The present miscellaneous readers have now been in use for some years, and we think that the introduction of a new scries should not be longer delayed —indeed, we hope to have them in the schools during the latter part of the current year. We suggest that the miscellaneous readers lie replaced by continuous leaders, the School Journal, in our opinion, meeting all the requirements of the former. Libraries have been established in a greater number of schools, and have done much to enlarge the children's stock of ideas and to encourage them to read for themselves. Recitation is still far from being satisfactory except in a comparatively small number of schools. There has been little improvement in the selection of pieces to be learnt, and we cannot recall any single oa&e in which a prose passage has been chosen. The need of a text-book of poems suited to our requirements is much felt. In spelling a fair amount of success is achieved. For some lime past we have discarded oral spelling, combining the teaching of the subject with practice in word-building, instinct ion in phonics, and dictation. We consider that the improvement manifest during the past four or five years has justified the method so far as our schools are concerned. The mistakes referred to in former reports —viz., misuse of "were" for "where," "there" for "their." &c, and conversely—are still very frequently met with, as fa also the tendency to .unit the final "s" and " ed'." The writing in the schools is on the whole satisfactory. The copybooks, however, do not seem to serve the useful purpose that it was anticipated they would, and unless systematic instruction is given in connexion with them they have little value as an aid to the teaching of writing. In several schools remarkably good results have been achieved in a comparatively short time by the adoption of an uprighi style, which, experience lias shown, i< readily acquired and easily taught. We propose to introduce this method to the notice of all teachers, and we are satisfied that the headline copybook will soon be again discarded. In English, though some progress is evident, we feel that much more must be done before the subject can be regarded as altogether satisfactory. The infant classes and lower standards have indeed made great strides in English during tin- past few years, but the upper classes arc. in a measure, still marking time, and will continue to do so until more life is thrown into the leaching of the subject. Not that the ability of the children to speak English has not improved very considerably; it undoubtedly has done so. The written work is yet meagre and "scrappy," and often consists of a heterogeneous mass of undigested statements, which show that the pupil has not assimilated the information supplied, and that he has not been trained to deliver in

*See "Report of the Imperial Conference of Teachers' Associations, 1912."

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simple sentences of his own the ideas which he himself has formed on the subject concerning which lie is writing. No value can be attached to any composition which is merely a more or less correct repetition of the teacher's wends, and rightly so, for the child is in such cases merely a phonographic machine, able to reproduce only given records. As an instance, we have seen an unfortunate boy, asked to write on " The Uses of Railways " (and there is a railway in his district), attempt t" work in paragraphs which appeared to be connected with "The Benefits of Education " or something of that sort, with painful though ludicrous results. Lessons on pictures, imaginative stories, reproductions of his own experiences, of stories he has read in prose <m verse, the life-histories of animals with which he lias first-hand acquaintance—these should provide ample material for written composition. Nor i.s there anything to prevent the pupils of the lower classes from attempting written work on such topics; indeed, in the best schools this is done iTi a very satisfactory manner. We feel that we cannot impress ion thoroughly upon all teachers the .importance to their pupils of a good training in this subject. As a matter of fact the standard of education attained in every Native school depends solely upon its proficiency in English, which is, moreover, the only subject of the curriculum that offers to the public a criterion upon which the merits of a school may be judged. It may be interesting to teachers to know that in other countries where the problem of teaching English to pupils that do not speak that language on entering school presents itself, the methods employed are practically identical with those adopted in our Native schools. As an illustration, it may lie worth while to set forth in this report the following scheme outlined l>\ Norman F. Black, M.A., of the Collegiate Institute, Regina, Saskatchewan, Canada, and submitted for our opinion during the year : — " Stayes or Types of Lessons. " First: The names of common subjects of interest in and around the schoolroom are taught. " Second: Employing names previously learned, and making free use of gestures to make clearer the meaning and to show its comprehension; sentences are then introduced based on such forms as the following: ' This is '; ' That is '; ' 1 have '; ' You have '; 'He has '; ' 1 see '; &c. " Third: Definite drill follows on use of common prepositions. Special emphasis is thrown on the preposition till its meaning is clearly grasped, and where possible systematic use is made of contrast — e.g., ' The table is on the floor '; ' The book is on the table '; ' The bell is on the book '; ' The hat is on the bell '; &c. ' The bell is under the hat,' &c. "Fourth: As early as possible systematic drill is introduced in the performance of actions in response to commands. These include all ordinary class tactics. Such drills are often transformed into amusing games by introducing humorous commands. Actions are described by teacher and pupils. "Fifth: Oral composition based on pictures forms staple from now on. The pictures are used first to suggest names of common objects previously overlooked or omitted, and then to develop the 'story. . Illustrated catalogues and other advertisements provide material of special value, the ' stories ' then generally taking the form of telling what the things represented are for, or ' do.' Lessons are frequently based on pictures drawn by pupils. "Sixth: Free conversation. Reproduction of interesting tales, nursery rhymes, and other humorous and standard verse or prose. Reports of experiences and observation at home, &c. Written composition. Letter-writing is introduced earlier than for children from Englishspeaking homes. "General Observations. —Language lessons are made as informal and merry as possible. The teacher frequently laughs with her pupils, but never at them (in their presence). Very free use is made of chorus answering, especially at first. Pupils are encouraged to assist and correct each other. Praise is used freely. Every lesson (arithmetic, drawing, writing, ifcc.) is made a language lesson. Singing is used to cultivate correct articulation. Teacher frequently accompanies pupils on walks to answer c|iiestinns and encourage free expression." 2. Arithmetic. —The teaching of arithmetic tw the children of the preparatory classes is very successful—-indeed, it is one of the strongest points in our schools. We find, as a rule, that the pupils are able to work examples orally with considerable accuracy, and, in the best schools, with such rapidity that we occasionally find ourselves at a loss to contrive new questions to keep time with them. The effect of the oral work — and from classes Pto SI, inclusive, only oral work is taken—on the English is very marked, and the result is that the higher classes show increasing ability to ileal with " problems." At the same time we should prefer to see in these classes more time devoted to oral and mental work, for, as we have stated in former reports, that is the arithmetic of every-diiy life, and we intend if possible to take the necessary steps during the current year to secure this, as we feel that the infant divisions may now be left safely to the assistant teachers. 3. Geography ami Nature-study may in- regarded as only fairly well treated. They do not give us the satisfaction that we could wish, imr are the schemes of work well designed. We would again refer teachers who find difficulty in drawing up schemes in this subject to the " Suggestions for the Consideration of Teachers," page 102, ci seq., where a wide range of subjects that would be very suited to our needs is presented. 4. Handwork. Of tin handwork subjects the sewing is undoubtedly the best, and in many schools the work reaches n high degree of efficiency. Dressmaking and cutting-out are taught successfully in many of the largest schools, in which the girls are also taught the use of the sewingmachine. Formerly sewing was taught in most Native schools to boys as well as girls, but this

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practice has ceased except in perhaps one or two cases. It is worthy of note that sewing is now being recognized as a branch of manual training for boys in European schools, and we may therefore find it taking its old place in our curriculum. Woodwork: During the year there were in operation fifteen workshops in which instruction was given in woodwork and carpentry. These have all done successful work, and have proved to be a means of valuable training to the senior boys and young men of the settlement. They certainly play an important part in bringing the Maori into touch with European comforts, anil thus contribute both to his civilization and physical well-being. In Whakarapa School, for instance, there was a keen demand for bedsteads with wire-woven mattresses, which the boys were constructing in the workshop, and in the houses of the other settlements in which workshops exisi one finds that the greater part, if not all, of the furniture has been procured in this way. Elementary practical agriculture still languishes, and it will do m> until we have some means of providing instruction for the teachers. A few of the teachers are enthusiasts in the matter, and the results achieved by them are very gratifying, affording object-lessons of the most useful kind to both pupils and parents. We may mention here that arrangements are in hand to give instruction in dairying at Nuhaka Native School, the pupils of which are largely interested in dairy-farming. The drawing is generally only lair in quality, there being comparatively few schools in which a high standard of excellence is attained. Reproductions of Hat copies from diagrams is still much in evidence, and though the work is done with care and accuracy its value is comparatively small when compared with that derived from the drawing of natural objects as practised in the best schools. In some cases a beginning has been made with briishwork. and as the children find pleasure in using colours we think that this brunch of drawing should be encouraged to a greater extent. In othei handwork the pupils show a considerable amount of natural aptitude, and exercises in modelling in plasticine, canllmard-werk. and various forms of paper-work are well done. In the i'cu schools where instruction in cooking is given to the senior girls valuable work is done, and the specimens submitted for our inspection show that the subject has been well taught. The lessons are highly appreciated by the girls, and we should like to see arrangements made to provide this instruction in a much greater number of schools. The expense likely to be incurred is not very great, as the aim should be to show the girls how to get the best out of what they have, and better ways of doing what they have to do. The chief object is to improve the home life; and any work that is of a standard unattainable by the girl in her own home, even though it may make a good showing in the class, is not desirable. 5. SINOING in the schools has maintained a high standard, and continues to be taught very satisfactorily. In most of the schools the pupils have a good knowledge of the sol-fa notation, and even the infants can read simple songs at sight without difficulty. We consider that a fewminutes daily would be more effective than one or two half-hours each week, and recommend teachers to make a trial of this suggestion. It should be remembered, too, that with few exceptions the compass of the voices in a class or school will be much the same, and in part-songs the alto should not be too low. •' The altos of one day should be the trebles of the next, for to set apart certain children always to sing alto will have a disastrous effect, since the ' head ' voice is the proper voice to be cultivated, and it is almost impossible for a child to sing alto in it." (i. Physical INSTRUCTION. —As far as the present system goes, the results appear to us to be very satisfactory, the exercises being performed with commendable precision and vigour. Recent developments in this branch of education will no doubt lead to the introduction of newschemes into the Native schools, and we shall be glad to have any assistance in this important subject that the Department may be able to afford us. Meanwhile we would again urge upon the teachers the advantages to be derived by the children from organized games during the winter months, and from swimming, where the opportunity offers, in the summer months. Organization. In many of the schools the organization —arrangement of time-tables and of schemes of work, and the methods of teaching—is exceedingly well designed, and the work proceeds without obstacle and on well-defined lines. We find that where grouping is necessary it is made with sound judgment, and with good results. There are instances, however, in which the contrary would appear ti. be tin , case. It is impossible, for instance, to group effectively Maori children of various standards lor instruction in arithmetic, and equally impossible to group them for English, and yet we have noted eases in which this is proposed on the time-table. We fully recognize the difficulty of the problem, and that the time at the teacher's disposal is necessarily limited. But we I'eel that the time-honoured custom of allowing half an hour for each lesson has much to do with the faulty grouping such as we refer to. We believe that shorter periods would enable the teacher to handle his classes for separate instruction, and that in no case should the children of the lowest classes be kept at the same fixed occupation for more than fifteen or twenty minutes. The schemes of work are, on the whole, fairly satisfactory; but, as in previous years, we must call attention to the fact that English language ami composition require systematic treat ment more than any other subject of the curriculum. In remarking upon the organization we feel it incumbent Upon us to draw the attention of teachers to the delay frequently observed in the promotion of children from the infant classes to the standards. It is true that the pro motion of the child should depend upon his proficiency and upon local circumstances, but we are inclined to think that in a great number of instances children are kept far too long in the infant division. With the advance in methods and the increased efficiency of the schools, two years should suffice for the preparation of the average child for the work of Standard I.

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Dressmaking Class, Hukarere Girls' School, Napier.

Cookery Class, Hukarere Girls' School, Napier.

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Collecting Firewood for the School, Reporua, East Coast.

New School, Waiorongomai, Hawke's Bay.

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Infant Children, Nuhaka, Hawke's Bay.

New School, Horoera, East Cape.

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New Buildings, Hukarere Girls' School, Napier.

School-Gardens, Te Aute College, Hawke's Bay.

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Applicants for a Household School, Taupo, Whangaroa.

New School, Waihua, Wairoa, Hawke's Bay.

Chairman of School Committee, Teachers, and some Parents, Rangiahua, Wairoa, Hawke's Bay.

E.—3:

At the-present time the number of children in the preparatory division is nearly 47 per cent, of the roll, and, while this percentage is considerably lower than that of the Maori children included in the preparatory divisions in public schools, to whom English is probably much more familiar, we consider that it is too high, and this owing to the reasons we have above drawn attention to. We find that with the large number of schools and the increased demands upon our time arising from the expansion of the work, we have little opportunity for giving teachers the practical assistance in methods of teaching and organization that is evidently much required. While we are always prepared to do what we oan on the occasion of the annual visits, we often wish that we had much more time to give instruction to such teachers as most require it, especially to assist and advise those newly appointed to the service. With a view to encouraging all uncertificated head teachers to become certificated, the Department has agreed to assist by contributing towards the expenses they may incur in obtaining tuition. We are glad to find that several of the teachers have qualified for teachers' certificates during the year. The following table shows how we should classify the village schools according to the degree of efficiency recorded at the annual visit : — Number of Schools. Very good to excellent ... ... ... ... ... 26 Satisfactory to good ... ... ... ... ... 69 Inferior to weak ... ... ... ... ... ... 11 Three schools were not inspected, two of them having begun operations after the annual visit to the district had taken place, and one having been closed temporarily owing to sickness. School Buildings and Grounds The Department requires that the School Committee shall make provision for the cleaning of the school, and this is usually carried out by the senior pupils under the supervision of the teachers. The results, so far as the interior of the buildings is concerned, are generally very satisfactory indeed. Many of the schools are kept spotlessly clean, and the children take a pride in keeping them so. There still remains a good deal to be done in beautifying the grounds by planting suitable trees for shelter and ornament, and by forming flower-gardens. Even where there is no organized instruction in agriculture we should like teachers to endeavour to make the appearance of their school and its grounds the most striking feature of the landscape. The Department has not been unwilling to help in the matter, and the only explanation that can be given for the uninviting appearance of some of the schools is want of enthusiasm —we had almost said laziness—on the part of the teacher. We wish that such teachers could have the opportunity of seeing such school-grounds as those at Wai-iti, Oparure, Waioweka, Rangitukia, Tikitiki, Paeroa, Hapua, Te Kao, Ahipara, Karetu, Te Whaiti, Oruanui, Tokaanu, Torere, and Taemaro, in order that they might realize what can be done in the direction of improving the general appearance of their surroundings. And not the least important aspect of the subject is its contribution to the education of the pupils. Secondary Education. There are now nine institutions controlled by various denominational authorities which offer the means of providing secondary education to Maori boys and girls. They are :Te Aute College, Hawke's Bay; Hukarere Girls' School, Napier; St. Joseph's Convent School, Napier; St. Stephen's Boys' School, Auckland; Queen Victoria Girls' School, Auckland; Turakina Girls' School, Wanganui; Hikurangi Boys' College, Clarcville, Wairarapa; Te Waipounamu Girls' School, North Canterbury; and Waerenga-a-hika College, Gisborne. Four free places were also provided at the Sacred Heart College, Auckland, and one at the Auckland Girls' Grammar School. The number of pupils on the rolls of these schools at the 31st December, 1912, was—Boys, 167 ; girls, 202 : total, 369. Of these, forty-eight boys and forty-four girls held free places provided by the Department for the benefit of scholars from primary village schools or from ordinary public schools. The schools are inspected and examined annually by us, and we are pleased to note the steady increase in general efficiency. The results of our examination were again exceedingly satisfactory. All the secondary Native schools make provision for vocational training in some form or another, and in a way each school has its speciality. Except in a few cases, where promising pupils with a view to the Civil Service Junior Examination undertake the work of the Seventh Standard, there is no provision for more advanced subjects. As a matter of fact, in none of the secondary Maori schools at the present time is there any attempt or desire to give what is usually understood by a " college " education. Generally speaking, the girls' schools afford further training in English subjects and in various branches of domestic duties—cooking, sewing and dressmaking, housewifery, nursing and hygiene; the boys' schools, in English and manual training—woodwork, elementary practical agriculture, and kindred subjects; and that is all. At St. Stephen's Boys' School the training in woodwork has undoubtedly proved of great value, and it is much easier now to find openings for the best of the boys in suitable trades. At Te Aute also the establishment of -woodwork classes has been followed with marked success, and the results obtained constitute a striking feature of the work of the college. As an example, we may mention that the school furniture required for the new Hukarere Girls' School was made by the boys at Te A\ite, and its construction reflects great credit upon them and their instructor.

2—E. 3.

9

E.—3.

Instruction in elementary practical agriculture is also afforded in nearly all the boys' schools; and at Te Aute especially, where there is plenty of ground available for the work, there has been considerable progress. We hope in this case to see further expansion in this important subject, and trust that the authorities will provide for instruction in dairying as soon as possible, thus further enhancing the value of the institution. We feel that pupils now leave at the completion of their term much better equipped than formerly for the battle of life. Further, they evince the desire to work, and we have many applications for certificates of competency and proficiency from boys who are seeking employment. A number have succeeded in passing the Civil Service Junior Examination, subsequently obtaining cadetships in some branch or other of the Government Service. From inquiries made occasionally, we learn that they give satisfaction in the performance of their duties, and it is interesting as well as gratifying to note that several have attended technical schools in their spare evenings with the view of continuing their studies. At the same time we think that the number of suitable openings in the Public Service for the most promising Maori boys is comparatively limited, and we should much prefer to see them choosing other vocations than that of clerks. The girls, too, show themselves to be very anxious to obtain employment. In their case the field is more limited, for, like the European girl, they do not seem much inclined to enter domestic service, though, under favourable conditions, they prove themselves to be very efficient and satisfactory in that capacity. For obvious reasons it would be unwise for them to take up such occupations as tailoring, dressmaking, &c, in large centres, though we know of cases where they have done this successfully. Positions as nurses or as teachers are available to only a few, and there is no other course open to the majority than to return to their homes, where, in spite of the many drawbacks and disabilities, the knowledge they possess must have some uplifting influence among their people. While discussing the subject of secondary education for Maoris we have to record that the Tuhoe Maoris, through their chief, Numia Kereru, of Ruatoki, recently transferred to the Crown a block of land containing 1,000 acres as a reserve for secondary Native-school purposes. Scholarships. One hundred and fifty free places, each of the value of £20 and tenable for two years, are available for Maori boys and girls. Of these, 103 were current at the end of the year 1912, ninety-two being held by pupils from Native schools, and eleven by scholars from various public schools. The time has now arrived when a standard of attainment higher than that prescribed in the early days of Native schools should be demanded, and we suggest that a certificate of competency in Standard V should be the minimum qualification. As a matter of fact, at the present time the majority of the applicants for free places have at least this qualification, many of them indeed having a certificate of proficiency or of competency in Standard VI. Senior Free Places or industrial scholarships are available to those who have obtained a certificate of proficiency and have also received not less than one year's training in some branch of technical work. This arrangement enables promising Maori boys who have shown special aptitude to learn some mechanical trade, or some branch of farming, while it also provides means for training Maori girls to be nurses. At the end of the year there were nine boys apprenticed to various trades — e.g., carpentry, blacksmithing—while one boy held an agricultural scholarship. We consider that the results that have followed this scheme have been most satisfactory. The boys have in nearly every case fully justified their selection, and they have given every satisfaction to their employers. Six Maori girls held positions as probationers on the staff of various hospitals during the course of the year, of whom one —Nurse Ellen Taare —passed the examination qualifying her for registration as a nurse. There were also three girls attached to various hospitals as day pupils, with the view to their proving their fitness for training as probationers when vacancies arise. The thanks of the Department are due to the officials of the Health Department for their hearty co-operation and assistance in connexion with the scheme for training Maori girls as nurses. Without their aid it would not have been possible to find so many openings for Maori nurses. We much regret to say that Nurse Tiramate Paraone, who had formerly held a nursing scholarship at Napier Hospital, and was on the staff of the Gisborne Hospital, died there towards the end of the year. This is tha second instance where one of our Maori trainees has contracted a fatal illness in the performance of her duty. Te Makarini and Butter Scholarships. —Examination for these scholarships, founded out of private bequests for the purpose, was conducted as usual by the Department towards the end of the year. For the senior Te Makarini Scholarships there were twenty candidates; for the junior, five. The work of the candidates generally showed a steady advance in quality, particularly in arithmetic, which was distinctly creditable. The work of the candidates for the junior scholarship was very fair, except perhaps in English, which was only moderate in quality, the composition being poor. The paper on health was intelligently treated by most of the candidates. The senior scholarship was awarded to Te Rua Ngata, of St. Stephen's Boys' School, Parnell, who gained 674 marks, or 67"4 per cent., and the junior scholarship to Henare Tangaere, of Rangitukia Native School, who obtained 595 marks. Of the other senior candidates, Makarini T. Ngata, of Te Aute College, and, of the juniors, John Greaves, of Parapara Native School, deserve honourable mention for the position they obtained. Three or four of the candidates presented did not satisfy the condition as to age, and we have therefore to take this opportunity of reminding teachers that the age-limit was reduced some years ago, making: the junior scholarship open to boys not over the age of fourteen, instoad of fifteen as formerly.

10

E.—3.

For the Buller Scholarship there were seven candidates, six of whom were pupils of St. Stephen's School, Auckland, the remaining one being a pupil of Te Aute College. The questions set for examination were fairly difficult, and we consider that the results were very creditable. We were able to take nearly the whole of the examination on the occasion of our annual visit to the secondary schools, and we were well satisfied with the work done. Of the English subjects the reading was exceptionally good; the composition was in many cases spoiled by lack of originality. Makarini T. Ngata, of Te Aute College, who obtained 1,026 marks out of a possible 1,400, was highest, and the scholarship was therefore awarded to him. Increase of Expenditure. During the past twenty years there has been a considerable increase in the yearly expenditure on Native schools, and the following table, prepared originally for the Royal Commission on Education, and showing the increases for each period of five years from 1891 to 1911, is given here to explain how this has been brought about: —

Table of Increases for each Period of Five Years, 1891—1911.

The information above set forth may be summarized as follows : In the twenty years under consideration the number of schools increased by thirty-eight, although many schools in pursuance of the Department's policy have been transferred to Education Boards in various districts. The increase in the cost of buildings has amounted to £4,256. Better buildings are now provided for schools, and the teachers' residences are larger and more convenient, and in many instances increased accommodation has been provided. Building is also more expensive :in 1872, for instance, six schools and residences combined were built on the east coast for a total cost of £948 10s. Further, with a larger number of buildings there is the increase in the cost of maintenance, especially in the case of the older schools. The increase of £14,170 in salaries paid to teachers shows that they have received the greater part of the total increase. Ibis is due *n part, of course, to the increased average attendance, but the new scale of salaries introduced in the last five-yearly period led to a considerable rise in the expenditure under this heading. In the early part of the period under review there was only one officer, whose duties were confined solely to the inspection of Native schools. It would be impossible for one man to cope with the work under present conditions. An increase in the amount of travelling has also been brought about; in some years, for instance, the distance covered by an Inspector has to between eight and nine thousand miles. With the progress of the schools it has become necessary to make fuller provision for secondary training in the case of those who had completed the primary course, and the increase of £1,329 for this purpose, which includes industrial and nursing scholarships, does not seem to be unusually high when the period of time and the increased demands are considered. Manual training was first introduced in 1901, and the cost of its inception was £720. The self-supporting character of the workshops brings the present expenditure on their account to a comparatively small amount, and the increase of £403 in ten years does not seem to show extravagance for such a laudable purpose. Though the attendance during the period mentioned increased by 268 per cent., there was practically no increase in the cost of school-supplies, a fact which bears testimony in no small degree to the care exercised by the teachers over the Department's property. Included under this heading also is the expenditure on conveyance, ferrying, &c, which has been found necessary in certain instances, and which is comparatively new in connection with Native schools. Conclusion. During the past few years the efficiency of the schools has increased in a very marked degree : the appreciation and interest shown by the parents have become much keener, while the large number of well-founded applications for new schools show that the Maoris realize more fully the benefits to be derived from the establishment of a school in their midst. We believe that the Native school constitutes an essential feature of human life in the neighbourhood, more so, we think, than any other school with which we are acquainted. We again feel, therefore, that we should place on record our appreciation of the earnestness and devotion to duty of the teachers and their efforts in promoting the welfare of the people amongst whom they are placed. William W. Bmn, John Poisteous, The Inspector-General of Schools. Inspectors of Native Schools.

11

Period. In Number of Schools. In Cost of Building and Maintenance. In In Teachers* 0 * 018 ' Salaries Salaries. and Expenses. In Secondary In Manual Education, and Nursing and Technical Industrial Instruction. Scholarships. In School : , Requisites „ ... and Con- Expenditure. veyance. .891-1896 :896-1901 901-1906 .906-1911 8 15 9 6 £ 2,185 1,348 1,617 -894 £ 722 2,126 4,235 7,087 £ 259 358 -31 58 £ 259 99 487 484 £ Nil 720 -384 67 £ -142 156 348 -330 £ 3,283 4,807 6,272 6,472 Totals 38 4,256 14,170 644 1,329 403 32 20,834

E-.—3

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APPENDIX.

Table H1. NATIVE SCHOOLS AND TEACHERS, WITH CERTAIN DETAILS OF EXPENDITURE. 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 1912; and the Names, Classification, Status, and Emoluments of the Teachers as in December, 1912.

In the column " Position in the School," H M means Head Master; H F, Head Mistress M, that there is a Master only; F, Mistress only; A M, Assistant Male Teacher; A F, Assistant Female Teacher S, Sewing-mistress. 1. *■ 2- *• . Annual Rates of Payment ■a 2 2 Expenditure for the Year. Names, Classification, and Status of Teachers. during Last Month of l *.£,§ Year. 2. if. tc o S Names, Classification, and Status of Teachers. Expenditure for the Year. Name of School. County. „-o)_ w3-2 ea wo in 4. 5. 6 7. 8. 9 10. 5 •2_; For Salary, g § including Lodging3 ~ allowances. * 11 (Schools are entered in the Order of Grades and in Alphabetical Order in each Grade.) Salaries and House Allowances. Other Items, including Buildings, Sites, Ac. Total. Teachers on the Staff at the End of the Year one Oj o £ t- — Grade Ha. Mangamaunu Motuti Okautete Otamauru Pamoana Kaikoura Hokianga Masterton Whakatane Waimarino .'. 18 13 18 24 17 £ s. d. 170 0 n 128 6 8 113 10 0 108 0 0 117 12 6 £ s. d. 1 12 6 3 18 6 0 18 3 1 14 0 6 13 10 £ s. d. 171 12 6 132 5 2 114 8 3 109 14 0 124 6 4 Moss, Mrs. Mary Emma Hubbard, Charles C. Taylor, Annie Gibbons, Elisabeth Mary Lena Walker, Henry MeNeish Walker, Mrs. E. C. Chaplin, Charles Samuel Chaplin, Mrs. M. A. Cameron, Rae Cumberland Nicholson, Mrs. Euphemia Ethel I E2 .. E2 II 4 M F F M S M S M F £ 8. d. 170 0 0 140 0 0 112 10 0 108 0 0 112 10 0 4 10 0 112 10 0 4 10 0 108 0 0 108 0 0 £ Port Waikato Waiuku 18 130 16 8 27 14 0 158 10 8 Te Kopua Waimiha Waitomo West Taupo 16 54 0 0 107 10 8 7 5 0 165 1 9 61 5 0 272 12 5 15 Geade 11b. Karetu Bay of Islands .. 20 176 5 0 55 13 8 231 18 8 Tawhiri, Riwai Hiwinui Tawhiri, Mrs. M. W. Pollock, Cecil Gifford Laurenson Pollock, Mrs. Minnie Church, Lilian .. Raureti, Isabel Kendall, Mrs. Hilda E. Matini, Roharima Clemance, Philip Henry Clemance, Grace Anna Dora Taua, Wiremu Hoani Taua, Jane Clark, Mrs. Catherine Elizabeth Clark, Herbert Edward Woodhead, Ambler Woodhead, Caroline Kate .. 03 :: D2 '.'. I) 2 H M AF H M A F HF AF H F AF H M A F HM AF HF A M HM A F 130 0 0 20 0 0 112 10 0 25 0 0 108 0 0 *50 0 0 160 0 0 20 0 0 200 0 0 80 0 0 150 0 0 30 0 0 120 0 0 20 0 0 180 0 0 50 0 0 Kenana Mangonui 24 137J0 0 15 19 0 153 9 0 Mataora Bay Ohinemuri 25 158 11 8 15 12 9 174 4 5 Matihetihe Hokianga 25 1 183 18 8 7 3 6 191 2 2 Pipiriki Wanganui 21 280 0 0 11 0 0 291 0 0 Rangiawhia Mangonui 25 180 0 0 12 13 3 192 13 3 Rawhitiroa Raglan 16 140 0 0 1 11 0 141 11 0 Tanoa Otamatea 25 230 0 0 45 2 2 275 2 2

E.-3

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Te Haroto Te Huruhi Te Whaiti Wairoa Waiheke Island .. Whakatane 21 23 19 170 0 0 | 198 13 4 132 2 7 21 15 10 4 10 7 135 6 4 191 15 10 203 3 11 267 8 11 Manning, William Henry Manning, Mrs. May Smith, Mrs. Lucy R. Hill, Joanna Scammell, Scammell, Mrs. Agnes E. .. Handcock, Georgina Handcock, Martha Anne Homeman, Mrs. Agnes Hone, Mihi .. | HM .. I AF HF AF HM AF HF AF E2 HF .. i AF 135 0 0 35 0 0 139 10 0 •50 0 0 108 0 0 20 0 0 140 0 0 25 0 0 140 0 0 *60 0 0 Waihua Wairoa 24 153 15 0 530 6 5 684 1 5 Waimarama Hawke's Bay 26 200 0 0 3 2 4 203 2 4 Gbadi III. East Cape 30 91 13 4 1,158 15 11 1,250 9 3 Horoera Kakanui Karioi Manaia Matata Motiti Island Ohaeawai Opoutere Pamapuria Paparore Helen sville Waimarino Coromandel Whakatane Tauranga Bay of Islands .. ThameR Mangonui /. 23 24 36 29 24 29 27 28 29 23 210 0 0 158 19 10 260 0 0 230 0 0 197 8 11 210 0 0 170 0 0 195 0 0 195 0 0 220 0 0 0 19 6 15 17 11 189 13 4 13 2 1 20 12 0 5 0 0 8 8 4 35 18 8 9 1 4 210 19 6 174 17 9 449 13 4 243 2 1 218 0 11 215 0 0 178 8 4 195 0 0 230 18 8 229 1 4 Lloyd, Kate Bruce .. , . Irwin, Beatrice May Judkins, Mrs. Anne Judkins, Samuel Lucas Foley, Hugh Mahon Foley, Mrs. A. Greensmith, Edwin Greensmith, Mrs. Isabella Cleland Wylie, Mabel Ward, Violet May Maunder, Francis Bell McLeod, Delia Woods, George E. Weaver, Sarah Grindley, George Grindley, Mrs. Catherine Crene, Pereival Crene, Mrs. E. Foley, Susan Fanny Vuglar Richards, Hilda Ellen Isabel Rayner, Henry Hirst Ravner, Mrs. Flora Wills, Caleb Percy Wills, Mrs. Isabella Mair Hamilton, Hugh Richard William Hamilton, Edith Agatha Constance .. Guest, Joseph John Emanuel, Agnes Watt, Bertha Frances Mauriohooho, Sarah Miller, David Walter Miller, Mrs. Ethel MacArthur, Arthur Duncan MacArthur, Mrs. Elizabeth Graham . . Flood, Robert Patrick Flood, Mrs. Frarces Louisa Melntyre, John Matthews, Emily Barnett, David Kirkland, G. .. Lie. H F AF .. El HF AM .. B 3 I HM .. AF D2 JHM .. | AF .. | HF AF D4 HM AF HM AF .. ! HM .. i AF H M AF HF AF .. .. HM .. I .. AF D3 HM .. j D2 AF .. E 3 H il A F .. C 2 H il AF HF AF Hil .. E2 AF .. ' D5 HM .. .. AF .. Lie. H M AF .. Dl HM .. : AF .. Lie. H M 150 0 0 •70 0 0 165 0 0 45 0 0 180 0 0 35 0 0 190 0 0 70 0 0 150 0 0 *65 0 0 160 0 0 *65 0 0 160 0 0 50 0 0 135 0 0 36 0 0 150 0 0 45 0 0 150 0 0 45 0 0 170 0 0 50 0 0 155 0 0 40 0 0 180 0 0 50 0 0 180 0 0 *75 0 0 135 0 0 *65 0 0 180 0 0 50 0 0 180 0 0 35 0 0 142 10 0 35 0 0 195 0 0 *90 0 0 142 10 0 35 0 0 Parapara Rakaunui Kawhia 22 195 0 0 2 12 6 197 12 6 Rangitahi Whakatane 25 145 16 8 931 1 6 1,076 18 2 Reporua Waiapu 31 238 10 0 74 2 6 312 12 6 Taharoa Kawhia 39 167 10 0 73 13 1 241 3 1 Takahiwai Whangara 26 230 0 0 6 6 0 236 6 0 Tangoisi Wairoa 25 231 13 4 29 7 0 261 0 4 Te Ahuahu Bay of Islands . . Whangaroa 27 185 4 5 283 15 0 2 0 6 2 10 2 187 4 11 286 5 2 Te Pupuke 30 Te Rawhiti Bay of Islands . . 28 175 15 10 _ 59 8 8 235 4 6 * Includini £30 lc S-allwoance.

E.—3.

Table H 1.— continued. Native Schools and Teachers, with certain Details of Expenditure— continued.

14

1. 2. Name of School. 3. so Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Rates of Payment during Last Month of Year. - C C CC *■ cc 1 4. .,. 6 7. 8. 9 1 9. JZ ij 10. I 11. For Salary, ~Z gj a including Iodizing- So* allowances. Hjo r C < (Schools are entered in the Order of County. Grades and in Alphabetical Order in each Grade.) Other Items. Salaries and Including Total House Allowances. Buildings, Sit s, * Ac. Teachers on the Staff at the End of the Year. Geade IIb — continued. Te Waotu .. .. .. I West Taupo i I I I i i Waikouaiti .. .. .. Waikouaiti Waimamaku .. .. Hokianga I Waiotapu .. .. .. Whakatane Waioweka .. .. .. Opotiki • I _ Waitahanui .. .. East Taupo Waitapu .. .. .. Hokianga •• i ••! 29 22 28 32 29 22 30 £ s. d. £ s. d. £ s. d. 172 16 10 62 13 5 235 10 3 .„ - . ... _ 181 13 4 2 14 183 14 8 216 13 4 62 0 8 278 14 0 185 0 0 235 3 6 420 3 6 233 15 0 27 7 6 261 2 6 257 3 4 49 16 11 307 0 3 195 9 11 0 205 2 3 Stacey, Vernon Stacey, Mrs. Millicent Annie Lucinda Murray, David Merrie, Thomas Merrie, Ethel Zimmerman, Johannes Ehrenfried Zimmermar, Mrs. E. C. Levert, Minnie Lucy Torrens, Agnes McFarlane, Charles Thomas Gillespie, Mrs. il. D. Askew, Mrs. Laura Louise Askew, James Weniyss Welsh, Alfred Ernest Welsh, Mrs. Constance Elizabeth Annie .McKenzie, Kenneth •McKenzie. .Mrs. B. Frazer, William Shaw, Helen Begg.. Kemahan, Richard Irwin Kemahan, Mrs. F. A. A. Howarth, Oswald John Howarth, Mrs. Elenor Anne HM D4 AF M D2 HM AF C4 HM AF HF AF HM .. j AF D2 HF AM E 3 HM AF .. EM AF .. ; H M .. i AF H il .. ; a f C3 HM AF £ s. d. £ 162 0 0 35 0 0 150 0 0 180 0 0 35 0 0 150 0 0 35 0 0 175 0 0 *65 0 0 160 0 0 *80 0 0 155 0 0 35 0 0 155 0 0 20 40 0 0 135 0 0 35 0 0 170 0 0 ♦SO 0 0 139 10 0 40 0 0 200 0 0 65 0 0 Waiuku .. .. .. Waiuku 19 215 0 0 ! 11 13 8 226 13 8 Whakaki .. .. .. Wairoa 31 141 6 10 1,096 12 11 1,237 19 9 Whangara .. .. Cook .. 30 245 0 0 2 3 11 247 3 11 Wharekahika .. .. Waiapu 28 176 7 8 94 0 5 270 8 1 Whareponga .. .. .. „ 26 265 0 0 18 16 5 i 283 16 5 Grade IVa. Arowhenua .. .. .. Geraldine 45 265 0 0 121 19 7 j 386 19 7 Reeves, William Henry Reeves, Mrs. Winifred Vine. Henrv Grafton Vine, Mrs. W. M. .. Smith, Hugh Parker Smith, Mrs. Alma Effrisino Malcolm, George Henry Malcolm, Mrs. Edith A. Hulme, Mrs. Maggie Hulme, Russell Hedley McLauchlan, Joseph McLauchlan, Mrs. Margaret C2 HM AF D4 H M AF C2 HM .. ! AF HM AF Lie. H F AM C2 HM AF 180 0 0 25 60 0 0 171 0 0 60 0 0 180 0 0 I .. 60 0 0 210 0 0 60 0 0 171 0 0 60 0 0 185 0 0 65 0 0 Hapua .. .. .. Mangonui 52 242 6 8 43 8 11 285 15 7 ! Kokako .. .. .. Wairoa 63 240 0 0 69 16 8 309 16 8 Mangamuka .. .. .. Hokianga i 47 I I I 274 3 4 i 94 15 10 | 368 19 2 Maraeroa .. .. .. „ 41 231 0 0 1 11 6 232 11 6 Omaio .. .. .. Opotiki 47 250 0 0 10 6 5 260 6 5

E.—3

15

Omanaia Oparure Oromahoe Oruanui Otaua Taeroa Papamoa Peria Poroporo Poroti Pukepoto Ranana Rangiahua Taemaro Tautoro Te Kaha Hokianga Waitomo Bay of Islands .. East Taupo Hokianga Tauranga Tauranga Mangonui Whakatane Auckland Mangonui Rotorua Wairoa Mangonui .. Bay of Islands .. Opotiki 34 38 34 37 40 51 36 31 51 43 43 27 47 37 39 40 270 0 0 222 0 0 266 13 4 295 0 0 270 5 0 280 0 0 306 0 0 145 16 8 214 18 5 239 18 4 275 0 0 256 10 0 229 11 8 285 0 0 253 11 6 250 0 0 3 3 10 3 11 2 29 17 0 10 0 8 10 6 11 5 0 0 13 13 10 54 5 10 49 3 6 3 14 0 40 9 8 217 9 7 I 324 15 3 Nisbet, Robart John Nisbet, Mrs. Janet 225 3 10 Read, Alfred Henry Read, Mrs. Annie E. 270 4 6 Adkins, John Adkins, Mrs. E. .. 324 17 0 Hayman, Frederick .lames McBeath, Fannv 280 15 8 Purnell, Mrs. Janel Leef, Kathleen 290 6 11 Baker, Frances Elizabeth Eling Baker, Henrietta Anne 305 0 0 Lundon, (Mara Josephine Hennessey, Ellen Mary 159 10 6 Warburton, Abel .. ' Warburton, .Mrs. Sarah Elizabeth 269 4 3 Hyde, Henry John Etyde, Mrs. Emma Grace 289 1 10 Thompson, Richard Henry Thompson, Elizabeth Deane Freeman 278 14 0 Matthews, Frederick Herbert Selwyn Busby, Dorothy Matthews. E. W. .. 296 19 8 Thirtle, Herbert Lestor Wikiriwhi, Kuini 447 1 3 ; Alford, Edward Henry Micklethwait. . Alford, Mrs. Florance 972 18 6 Bums, Robert Nelson Marchant, Alice Gertrude .. 294 2 5 England, Walter England, Mrs. E. . . 270 14 4 Cameron, Duncan Cameron. Mrs. Margaret 253 10 7 Banks, Joseph Banks, Mrs. Anna.. 259 19 6 Whelan, Edward John Whelan, Mrs. Sarah 342 2 11 Broderick, Henry Wan-en Broderick, Mrs. Jessie Sugden 319 19 0 Sinclair. Donald William Edward Sinclair. Mr. Martha 299 17 11 Wykes. Frederick Read Wykes, Mrs. Bessie 274 2 0 Drake, Armine George Drake. Mrs. R, K... 273 13 6 Housley, Benjam Cresswell Hodson, Susan 320 9 0 Brown, Charles Hawksworth Brown. Mrs. ('lara Jane 280 4 9 Munro, John Bain Munro, Mrs. Florence May .. HM AF HM D2 AF .. C 3 ; H M A F E2 H M A F HF .. I .. A F .. I D 1 H F AF HF .. . . A F C 2 ■ H M AF .. D2 HM .. AF .. Lie. H M AF H M AF AF Lie. H M AF Lie. H M AF HM AF D4 HM AF D 3 H M AF HM AF HM AF HM .. E 1 AF .. ! .. HM AF HM AF HM .. .. AF H il AF HM E2 AF HM AF 190 0 0 80 0 0 162 0 0 60 0 0 200 0 0 80 0 0 200 0 0 '95 0 0 175 15 0 *95 0 0 200 0 0 80 0 0 190 0 0 *110 0 0 180 0 0 60 0 0 180 0 0 60 0 0 175 15 0 65 0 0 190 0 0 25 20 0 0 40 0 0 .. 175 15 0 .. *90 0 0 171 0 0 60 0 0 190 0 0 '95 0 0 180 0 0 60 0 0 185 0 0 65 0 0 162 0 0 60 0 0 166 10 0 65 0 0 210 0 0 90 0 0 190 0 0 80 0 0 190 0 0 80 0 0 190 0 0 80 0 0 162 0 0 •90 0 0 190 0 0 80 0 0 190 0 0 80 0 0 687 18 6 40 10 11 20 14 4 Te Kao .Mangonui 55 223 13 11 30 2 8 Te Kotukutuku Te Teko Tikitiki Tokaanu Tauranga Whakatane Waiapu East Taupo 39 51 48 39 231 10 0 301 13 4 269 11 8 270 0 0 28 9 6 40 9 7 50 7 4 29 17 II Torere Opotiki 43 270 0 0 i 2 0 ' Touwai Tuhara Whangaroa Wairoa 36 51 237 0 0 270 0 0 36 13 6 50 9 0 Wai-iti Rotorua 44 270 0 0 10 4 9 I * Including £30 lodging-allowance.

E.—3.

Table H1.— continued. Native Schools and Teachers, with certain Details of Expenditure— continued.

16

Name of School. (Schools are entered in the Order of Grades and in Alphabetical Order in each Grade.) z. County. ill * EDO a 3.5 Ex] Salaries and House Allowances. Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Bates of Payment during Last Month of Year. 5. 6 7. 8. § 9. 10. " •2 _; For Salary, g § including Lodging-: V3 -g allowances. II. Other Items, including Buildings, Sitra, 4c. Total. Teachers on the Staff at the End of the Year. <o o > M — Geade IVa — continued. Waikare Whakarara Whangaruni Grade IVb. Hiruharama Omarumutu Orauta Parawera Bay uf Islands . . Whangaroa Bay of Islands . . Waiapu Opotiki Bay of Islands .,. West Taupo Hokianga Waiapu Opotiki Whakatane Waiapu Tauranga 36 36 39 56 62 63 52 52 81 51 62 61 58 £ s. d. I 274 6 7 j 250 0 0 266 13 I 315 0 (I 352 10 (I 302 10 (I 315 0 (I 337 Its 4 341 10 4 355 0 0 328 10 0 300 0 0 330 0 0 £ s. d. 33 7 2 53 0 1 102 1 11 14 10 3 8 9 ii 16 6 9 3 7 9 7 5 7 189 0 3 23 12 9 13 0 11 II 7 0 3 1 2 £ s. d. 307 13 9 Law, Henry Hall. Annie Elizabeth 303 0 1 Duthie, Eva Emilie Duthie. Barbara Grace 368 15 3 Maekay, Gordon Mackay, Emily .May 329 10 3 Mahoney, Cornelius Mahoney, Mrs. Harriet Isabella Mahoney, Cornelia Desmond 358 19 6 Ablett, Charles William Robertson, Margaret Lawson, Mihi Tepene 318 16 9 Kelly, Felix Kelly. Mrs. Winifred Ngakuru, Pare 318 7 9 Herlihy, Patrick Herlihy, Mrs. Mary Herlihv, Eileen 345 3 11 Bennett, John William Paul, Maungatai Julia Parker, Eleanor Emma 530 10 7 Hope, John Hope, Mrs. Agnes ((eissler, Aimee Margaret 378 12 9 Saunders, William Simon .McLachlan, Annie Savage, Hilda 341 10 11 Lee, John Bateman Lee, Mrs. Elizabeth Ellen Te Wao, Ema 311 7 0 Downey, Michael .. Downey, Mrs. Julia Downey, Lydia Gwendolyn 333 1 2 Godwin, Horace Pern Evans Blathwayt, Ellen Elizabeth Constance Tamihana, Maire .. D2 H M .. | .. A F .. .. H F .. AF D 2 H il AF .. C 1 H il E3 AF AF Lie. H M AF AF D 1 HM AF .. AF D 1 HM AF AF C 3 H M AF AF .. ! HM El AF AF .. HM .. AF AF .. ! HM AF AF HM .. .. AF AF HM AF AF t 8. d. 200 0 0 '90 0 0 190 0 0 60 0 0 185 0 0 •90 0 0 200 0 0 80 0 0 35 0 0 205 0 0 *105 0 0 *60 0 0 200 0 0 80 0 0 '50 0 0 200 0 0 80 0 0 35 0 0 200 0 0 *90 0 0 '50 0 0 205 0 0 85 0 0 '50 0 0 190 0 0 *110 0 0 '60 0 0 193 10 0 80 0 0 *55 0 0 190 0 0 80 0 0 30 0 0 180 0 0 *100 0 0 •50 0 0 £ Pawarenga Rangitukia Raukokore Ruatoki Te Araroa Te Matai

17

E.^3

3—E. 3.

Tokomaru Bay I'nl Waiapu .. 74 325 0 0 | 11 7 3 336 7 3 Coventry, Harry .. Jamieson, .Mary Pewhairangi, Ani Kiri White, Hamilton Hedley White, ills. Isabel Milner, Keriana Dale, Francis Albert Dale, Mrs. Florence Ethel .. Kaua, Matekino Hoana Burgoyne, Henry William .. Burgoyne, Annette Burgoyne, Constance Lisle. Frank Lisle. Mrs. Marion Felicia Dennis Hamilton, Hans Alexander Hamilton. Harriet A. Hamilton, Lilian Jane Hamilton, Evelyn Hope D2 HM AF AF HM AF AF HM AF AF HM AF AF HM AF HM AF AF AF 210 0 0 *90 0 0 20 0 0 190 0 0 80 0 0 '50 0 0 180 0 0 60 0 0 *65 0 0 205 0 0 85 0 0 35 0 0 185 0 0 75 0 0 215 0 0 90 0 0 20 0 0 20 0 0 Tuparoa .51 i 315 8 7 452 15 9 768 4 4 Waiomatatini • - 46 294 16 8 52 17 1 347 13 9 C4 Whakarewarewa Rotorua .. 60 324 11 8 13 |9 2 338 0 10 Whangape Hokianga .. 42 305 0 0 4 1 5 309 1 5 Whirinaki 68 342 18 4 10 6 1 353 4 5 El Grade V. 460 16 7 Ahipara Mangonui .. 85 401 9 2 59 7 5 Williams. Joseph Walter Williams, Mrs. Mary G. Latimer, Julia Kerehoma, Apikaira Grace, Charles Woodhouse .. Grace, Mrs. Inez Parrell, Evelvn Gertrude Parrell, R. [Smith, Moses South, Mrs. Emma Sarah . . Aranui, Naomi Whai, Erena Rogers, Herbert Rogers, Mrs. Ethel Emmeline Callaway. Christina Padlie, Florence Johrston, George .. Johnston, Mrs. Mary Elizabeth Callaway, Elizabeth Williams, Miranda H M AF AF AF HM AF AF AF HM AF AF AF HM AF AF AF HM AF AF A F 225 0 0 90 0 0 *65 0 0 20 0 0 235 0 0 90 0 0 *65 0 0 '50 0 0 215 0 0 90 0 0 *70 0 0 20 0 0 210 0 0 75 0 0 *70 0 0 *55 0 0 199 10 0 75 0 0 *65 0 0 *55 0 0 Kaikohe Bay of Islands .. 96 448 9 4 13 8 4 461 17 8 Xuhaka Wairoa .. 88 390 8 1 70 16 5 461 4 6 E2 Waima Hokianga .. 82 420 0 0 14 15 3 434 15 3 D2 D2 Whakarapa 85 394 10 0 2 10 1 397 0 1 Lie. D2 Schools not open on 31st December, 1912— Te Kerepeehi Waikouaiti Kirioke Waiorongomai Waiomio Pukehina Te Reinga Mangatuna Maungatapu Matapihi TahekThames Waikouaiti Bay of Islands Waiapu Bay of Islands Tauranga Cook .. Waiapu Tauranga Tauranga Rotorua 62 8 4 0 3 0 9 12 (l 630 1 9 16 3 11 33 11 11 15 2 2 2 11 0 19 17 2 19 18 8 4 5 6 62 11 4 9 12 0 630 1 9 16 3 11 33 11 11 15 2 2 2 11 0 19 17 2 19 18 8 4 5 6 f * Including £30 lodging-allowance.

E.-3.

Table H 1.— continued. Native Schools and Teachers, with certain Details of Expenditure— continued.

18

1. Name of School. (Schools are entered in the Order of Grades and in Alphabetical Order in each Grade.) 2. County. 3. &o"3.e aj ceo TC **+a ! 4. Expenditure for the Year. nditure for the Year. Other Items, including Buildings, Sites, Ac. ■'. Total. Names, Classification, and Status of Teachers. 7. I Teachers on the Staff at the End of the Year. 2 Annual Rates of Payment during Last Month ol Year. -_; For Salary, ■§ S 1 § g including Lodging- Sol 3 H= allowances. H|Do Salaries and House Allowances. Boarding-schools — Hukarere .. .. .. Hawke's Ba Queen Victoria .. .. Eden St. Joseph's .. .. Hawke's Bay St. Stephen's.. .. Eden Te Aute .. .. .. Hawke's Bay Te Waipounamu .. .. Eyre Turakina ... .. .. Rangitikci Waerenga-a-hika .. .. Cook inspection ilanual-instruction classes .. )ther miscellaneous expenditure not chargeable to particular schools (school-books, material, &c.) i £ s. d. 905 0 0 £ s. d. 355 0 0 i 468 15 (i 248 3 0 ; 767 12 6 265 0 0 ; 45 0 0 135 0 0 | 110 0 0 j 318 4 3 ! 426 14 11 865 11 3 £ s. d. 355 0 0 468 15 0 248 3 0 767 12 6 265 0 0 45 0 0 135 0 0 110 0 0 1,223 4 3 426 14 11 855 11 3 I £ s. d. £ £ l L 26,100 15 0 85 l Totals.. 26,647 0 3 13,181 10 10 f39,828 11 1 * Includes £30 lod| [-allowance. t Including £2,080 paid from national-endowment reserves revenue; deducting recoveries, £23 3s. 7d., the net expenditure is £39,805 7s. 6d.

X.—3

19

Table H2. List of the Native Village Schools, with the Attendance of the Pupils for the Year 1912.

[In this list the schools are arranged according to regularity oi atteni lance in lasi col lumn. 1. Number belonging at Beginning of Year. 2. Number admitted during Year. School-roll. 3. Number who left during Year. 4. 5. Number Ave rage belong! ng weekly at End of Numbcr . Year. 6. ■"! • 2^S B > <u » *§£ °3 « a a p $2& a 7. "sfp§g« ?Ph2 . >> a> u *> 0)0) "B te* P P — P Schools. Motiti Island .Manaia Mataora Bay Te Haroto Omanaia Taharoa Omaio Rangiahua Takahiwai .... Kakanui Wharekahika Te Kao Otamauru Reporua Kokako Te Huruhi Oparure Horoera( 3 ) Rangiawhia Tuparoa Whangara Kenana Te Rawhiti Raukokore Torere Rangitukia Te Hapua Whakarara Omarumutn Taemaro Opoutere Mangamuka Karetu Wai-iti Waitahanui Waihua(') Whangaruru Whakaki(') Arowhenua Paeroa Tikitiki Parawera Kaikohe Whirinaki Te Teko Poroporo Waioweka Whakarewarewa Waiomatatini Tuhara Waima.. Te Pupuke Te Kotukutuku Motuti Port Waikato Touwai Waitapu Waikouaiti Te Waotu Orauta Poroti .. Bangitah^ 2 ) Tokomaru Bay .. Okautete Oromahoe Mangamaunu TeKopua( 3 ) Matihetihe Whakarapa Te Whaiti Ohaeawai Tanoa Maraeroa '.', I '" i 25 32 19 22 35 35 47 36 26 22 25 46 20 28 54 22 41 26 53 27 26 31 53 40 64 39 39 58 33 20 51 20 48 19 43 6 15 12 5 5 8 0 24 5 9 12 10 12 8 23 8 14 37 1 6 10 4 0 8 8 54 30 II 20 14 10 13 7 19 23 33 14 51 14 22 22 22 23 14 23 22 17 27 20 23 14 14 15 5 13 19 6 4 32 41 12 37 25 11 8 11 21 5 24 9 6 16 17 6 10 5 6 4 7 6 5 5 7 1 1 2 2 5 15 1 5 7 9 " 8 1 14 2 10 14 li 7 18 4 I!) 8 0 16 12 4 10 8 15 11 26 6 10 14 20 23 12 41 6 11 2 9 14 2 2 18 23 9 iZ 9 9 12 2 1 22 6 8 6 8 25 37 26 21 36 43 46 54 26 26 30 61 31 34 75 25 40 37 26 54 30 21 26 53 47 104 07 40 64 u 29 40 23 48 34 27 41 39 49 58 56 57 101 72 61 64 32 66 45 02 57 38 43 15 21 40 36 26 40 70 47 30 80 20 37 18 19 30 95 20 32 35 48 24 37 25 22 35 41 49 49 27 25 29 59 26 34 07 24 40 32 26 55 32 24 31 55 47 89 57 39 68 n 29 52 22 49 24 27 43 32 49 56 56 58 105 : 76 j 57 57 33 65 52 ; 57 72 36 44 15 21 41 35 24 33 72 49 21 85 21 39 21 19 29 97 22 33 28 48 24 36 24 21 34 39 47 47 26 23 28 55 24 31 62 23 38 30 25 51 30 22 29 51 43 81 52 36 62 37 26 47 20 44 22 23 39 29 44 51 51 52 94 68 51 51 29 58 46 51 64 31 39 13 18 36 30 21 29 63 42 18 74 18 34 18 16 25 84 19 29 24 41 98-9 98-6 980 97-7 96-4 96-3 95-9 95-4 95-4 94-9 94-8 94-4 94-1 94-0 93-9 93-7 93-7 93-7 93-4 93-1 92-9 92-9 92-0 92-2 91-9 91-8 91-6 91-6 91-5 91 >4 91-3 90-8 90-8 90-7 90-0 90-5 90-5 90-5 90-3 90-2 90-2 90-1 89-9 89-7 89-0 88-0 88-5 88-4 88-4 88-2 88-2 880 88-0 87-9 87-9 87-6 87-6 87-4 87-1 87-1 871 87-1 87-0 86-7 86-6 86-6 86-5 86-2 86-0 860 85-7 85-8 85-4 39 52 42 50 89 83 44 52 29 58 48 51 84 30 39 12 17 35 32 24 26 52 44 74 18 38 19 26 93 17 34 25 39 (i) Opened first quarter. (2) Opened second quarter. (S) Opened third/ uarter.

E.—3.

Table H2 — continued. List of the Native Village Schools, with the Attendance of the Pupils, etc. — continued.

20

Schools. 1. Number belonging at Beginning of Year. 2. 3. 4. Number Number Number admitted ' who left belonging during during at End of Year. Year. Year. School-roll. 5. ' Average Weekly Number. 6. «< o M r* ca<*-oc fc- C -H s r. v cc a co c8 ggo g-Sey a 7. §5(§ £» < g >> ocjS >. $ s- .- •■g.g ■a s I Tangoio Pawarenga Matata Pamoana Otaua Tautoro Whareponga Waimamaku Te Ahuahu Te Kaha Parapara Whangape Rakaunui Peria Nuhaka Hiruharama Karioi Pamapuria Pukepoto Te Araroa Ahipara Papamoa Waimarama Te Matai Rawhitiroa Waimiha Ranana Ruatoki Waikare Waiuku Waiotapu Paparore Tokaanu Pipiriki Oruanui Te Kerepeehi( 4 ) 22 54 32 19 36 38 25 28 25 44 24 47 24 36 96 53 23 30 47 62 94 45 29 68 24 20 42 78 38 21 28 36 48 23 48 26 20 23 15 5 23 16 16 12 18 6 11 7 3 5 38 30 23 10 11 31 33 5 10 26 6 11 16 28 25 19 34 32 21 24 17 4 12 30 12 65 13 34 9 15 13 46 9 45 S 33 5 35 7 36 4 46 17 18 10 44 9 18 3 38 26 108 15 68 11 36 9 31 9 49 19 74 30 97 li 44 10 29 19 75 12 18 5 26 27 31 39 67 9 54 17 23 11 51 32 36 26 43 20 27 12 53 30 29 61 34 20 47 46 32 33 32 47 27 49 22 39 104 67 29 34 53 75 104 45 32 74 21 24 35 82 48 25 43 41 54 30 51 25 52 29 17 40 39 27 28 27 39 22 41 18 32 87 50 24 28 43 61 84 36 26 58 16 19 27 62 36 19 32 30 39 21 37 85-2 85-2 85-1 85-0 84.6 84-3 84-2 84-2 84-1 84-0 83-9 83-7 83-7 83-7 83-6 83-5 82-7 82-2 81-6 81-0 80-7 80-5 80-4 78-3 77-3 77-3 76-4 76-1 75-7 75-7 75-4 72-8 72-6 72-0 69-8 Totals for 1912 .. 4,079 1,815 1,200 4,694 4,702 4,090 86-9 Totals for 1911 .. 3.832 1,883 I.I5S 4,557 4,621 3.990 86-3 Mission schools subject to inspection by the Education Department— Tokaanu Convent Matata Convent Putiki Otaki Mission College Te Hauke 33 43 27 66 34 14 17 14 23 6 41 16 44 14 27 27 62 34 36 45 35 58 35 41 30 48 96-5 92-6 85-6 82-8 Totals for 1912 .. 203 68 97 j 174 51 230 174 154 88-5 Totals for 1911 .. 196 85 230 196 85-2 Boarding-schools affording secondary education— Hikurangi College Waerenga-a-hika College Te Aute College St. Stephen's (boys) Queen Victoria (girls) Te Waipounamu (girls) Hukarere (girls) Turakina (girls) St. Joseph's Convent (girls) Sacred Heart College .. Auckland Girls' Grammar School 25 9 43 44 48 11 39 19 36 7 8 31 20 27 7 36 II 31 4 1 4 28 5 12 8 66 7 57 31 44 3 15 14 61 3 27 3 54 4 1 20 13 65 59 46 17 56 27 57 4 1 19 12 63 56 44 16 52 26 51 4 1 98-7 98-0 96-9 96-5 95-0 94-0 93-7 93-5 91-1 Totals for 1912 .. 274 183 88 369 365 344 94-2 Totals for 1911 .. 241 214 68 387 394 377 95-9 Grand totals for 1912 4,556 2,066 1,385 5,237 5,241 4,588 87-5 Grand totals for 1911 4.269 2.182 1,277 5,174 5,245 4,563 86-8 (>) Transfer! to Auckland Board, secoi id quarter.

E.— 3

21

Table H3. (a.) Number of Maori Pupils receiving Higher Education at the End of 1912.

(b.) Maori Pupils (10) holding Industrial Scholarships at the End of 1912.

(c.) Maori Pupils (6), formerly attending Native Boarding-schools, holding Hospital Nursing Scholarships at the End of 1912.

Government Pui ill s. Schools. Formerly attending Native Schools. Formerly attending other Sohools. Private Pupils. Totals. Temporary. 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 Waipounaniu (girls), Canterbury Sacred Heart College, Auckland Auckland Girls' Grammar School 29 18 4 14 5 22 3 2 92 1 3 l 3 2 1 11 28 53 8 28 46 46 22 23 12 57 66 12 28 61 54 44 27 15 4 1 Totals 266 369

Number. School. Trade to which Scholars are apprenticed. District. Whangaruni Native School .. Blacksmith ... ... ... I Auckland. Manaia Native School ... Builder ... ... ... „ Torere Native School ... Sheep-farmer ... ... ... Waiapu. Rangiawhia Native School ... Government Railway Workshops... Auckland. Paeroa Native School ... Builder ... ... ... „ Whakarewarewa Native School ' „ ... ... ... „ Touwai Native School ... Bootmaker ... ... ... „ Tokorangi Public School ... Builder ... ... ... Wanganui. Hukerenui S. Public School ... Government Railway Workshops... Auckland.

Number. Nature of Scholarship. Boarding-school. Hospital. 2 1 1 1 1 Probationer Day pupil ... Hukarere, Napier ... Napier. Hamilton. ... Queen Victoria, Auckland Palmerston North. „ „ Auckland. ... Hukarere, Napier ... Napier.

E.—3.

Table H4. Classification of European Children attending Native Schools at the End of Year 1912.

Table H5. Maori Children attending Public Schools, December, 1912.

22

Education Districts. Standard Classes. Total. Certificates Certificates of of Competency. Proficiency. P. I. II. III. IV. v. vi. vii. Auckland Wanganui Wellington .. Hawke's Bay North Canterbury South Otago 136 5 2 40 3 1 2 52 4 2 14 1 30 1 16 2 40 18 2 1 1 40 4 1 12 29 2 11 1 1 21 1 6 "2 7 4 1 355 15 7 121 9 5 8 9 5 2 10 4 "2 1 "l Totals, 1912 189 75 50 62 58 4-1 30 12 520 16 14 Totals, 1911 199 45 72 47 49 43 j 41 22 518 13 11 in inte: :mediate in ilood bi tween hi I ,lf-caste and Note. —For the pur] •eokoned as European. loses if this iturn, childn European are

Maoris. Certificat is granted. Education Districts. No. of Schools. Auckland ... Taranaki ... Wanganui ... Wellington... Hawke's Bay Marlborough Nelson Grey Westland .., North Canterbury South Canterbury 292 26 68 41 51 18 8 2 ! 4 12 6 21 20 i Boys. 1,497 101 284 184 430 40 11 2 11 63 5 46 47 Girls. 1,223 88 212 163 276 40 11 2 12 69 13 40 • 43 Total, Competency. ■ i 2,720 189 1 496 347 706 2 80 1 22 | 23 '.'.'. 132 L8 1 86 90 Proficiency. 5 4 4 4 1 I - 1 1 1 2 ! Otago Southland ... Totals for 1912 ... Totals for 1911 ... 569 551 2,721 2,568 2,192 2,117 4,913 4,685 5 5 23 29 Differences is 153 75 228 - 6 Note.—For the purposes of this ri and Maori are reokoned as Maori. iturn, half-caste children and children intermediate in blood bef reen half-caste

E.—3.

Table H5a. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1912.

Table H6. Race of the Children attending the Native Village Schools on 31st December, 1912. 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.

23

Class P. s. 1. s. Years. - . I . . I j ta oo oo 00 >. *2 >. { 'u >* O -S O ■ - O a o cc | o as II. S. III. rn rjj t» *E >> T, O ffl CD S. IV. I 8. V. S. VI. S. VII. IT. 00 OS ■ * 00 CO & 3 & : a & 3 cc s oa j a n o o 5 Total. CD >. O p5 5 and under 6 166 142 .. 1 6 . 7 265 212 2 2 : .. 7 „ 8 345 262 15 15 8 , 9 293 250 53 52 2 9 . 10 195 174 78 71 40 10 . 11 121 104 96 68 80 11 „ 12 54 46 60 50 87 12 .. 13 43 50 40 32 48 13 „ 14 21 34 18 30 36 14 , 15 | 7 6 3 11 10 15 years and over! 6 13 10 Totals .. 1,5161,281 368 333 309 Note.—For the purposes of this return, he and Maori are reckoned as Maori. i ii 40 7 8 ; 40 35 27 I 55 64 48 j 41 73 49 19 48 28 11 20 11 1 4 2 2 5 28 54 39 24 10 8 1 1 21 1 2 34 12 12 30 28 23 9 27 12 ! 1 11 11 103 80 61 :: :: :: :: 14 1.. 10 8 .. .. 13 6 1 .. 6 3 3 1 i 30 21 5 1 166267 360 348 322 338 294 272 200 105 49 143 214 278 313 293 248 222 222 172 66 21 219 251 173 162 i 2,721 la, 192 I tlf-caste children md chi ildren intermediate in blood between half-caste

Race. Schools. Maoris. Europeai Speaking English Speaking Maori in the Home. in the Home. Boys, j Girls. Total. Boys. Girls. Total. Boys. Girls. is. Totals. Total. Boys. ! Girls. Total. Hapua Te Kao Paparore Ahipara Pukepoto .. Pamapuria .. Rangiawhia Parapara Kenana Peria Taemaro Te Pupuke .. Touwai Whakarara . . Whangape .. Pawarenga .. Matihetihe .. Waitapu Whakarapa.. Motuti Mangamuk Maraeroa Waimamaku Whirinaki .. Omanaia Waima Otaua Kaikohe Tautoro Ohaeawai .. Te Ahuahu Oromahoe .. Orauta Karetu Waikare Whangaruni Te Rawhiti Poroti Takahiwai .. Tanoa Kakanui Te Huruhi .. Waiuku Port Waikato Manaia Opoutore Mataora Bay Rawhitiroa .. Parawera .. Te Kopua .. .. •• I 12 2 1 I 4 3 3 1 2 5 1 4 3 3 2 2 3 I l(i 5 4 1 6 2 (i 4 I 2 ■■ 1 .. I .. io 1 2 38 29 22 45 13 16 ii 10 15 11 24 14 20 24 27 30 14 8 43 10 24 22 19 39 17 28 26 (i.-: 24 16 16 15 25 7 30 28 13 Hi 15 22 9 II 9 10 20 I I 14 8 32 7 26 30 II 31 16 13 16 4 6 11 17 24 18 16 I 14 29 13 13 ( -:' .6 21 IS S 33 14 29 16 36 is 13 16 HI 24 III 17 10 13 (i 10 II 12 12 li II II 5 II 10 18 10 I 63 59 33 76 29 29 22 14 21 22 41 38 38 40 41 59 27 21 88 15 45 41 27 72 31 57 42 99 42 29 32 25 49 17 47 38 26 22 25 33 21 23 15 21 31 16 25 18 60 17 2 I 2 6 2 5 I 1 1 6 3 1 1 2 2 2 2 2 3 9 3 II 1 "2 3 4 6 2 3 4 2 3 5 15 2 3 ie 2 3 1 9 7 1 7 4 5 40 29 23 59 21 18 7 11 15 16 24 14 21 24 28 34 15 17 46 10 25 23 24 39 19 28 28 64 25 16 17 22 39 II 34 29 13 29 15 23 12 12 14 10 22 17 14 8 35 8 27 32 13 38 28 13 19 7 (i 22 17 24 19 Hi 16 31 15 19 49 5 21 25 II 33 17 29 IS 37 2(1 Hi 19 15 31 12 20 12 13 IS II 12 14 13 9 II 15 12 12 Ml 22 11 67 61 36 97 49 31 26 18 21 38 41 38 40 40 44 65 30 36 95 15 46 48 35 72 36 57 46 101 45 32 36 37 70 23 54 41 26 47 26 35 26 25 23 21 37 29 26 18 57 19 2 1 1 7 14 2 4 1 2 1 2 3 3 5 7 2 3 1 4 2 3 3 3 12 21 4 7 2 1 13 1 3 1 5 12 1 1 2 I 2 25 1 2 5 2 7 " I 5 1 2 I 1 2 (i 3 1 3 4 7 j

E.—3.

Table H6 — continued. Race of the Children attending the Native Village Schools on 31st December, 1912— continued.

24

Race. 1 1 Maoris. TntH.lK Totals. Schools. Europeans. Schools. Europeans. Speaking English Speaking Maori in in the Home. the Home. Schools. Mi SpeakingEnglish in the Home. Europeans. Totals. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Girls. Total. Boys. Girls. Total. Boys. ' j I l_ Rakaunui .. 8 10 18 8 10 18 Taharoa .. 24 19 43 24 19 43 Oparure .. 1 .. 1 12 17 29 9 1 10 22 18 40 Waimiha L5 9 24 2 2 15 11 26 TeWaotu .. 10 13 23 10 7 17 20 20 40 Whakarewarewa 24 30 54 6 5 11 30 35 65 Ranana .. 19 11 30 1 1 19 12 31 Wai-iti .. 26 22 48 26 22 48 Rangitahi .. 12 18 30 12 18 30 TeWhaiti .. .... 2 2 9 8 17 1 .. 1 10 10 20 Waiotapu .. .. 2 .. 2 22 23 45 4 .. 4 28 23 51 Waitahanui.. 17 13 30 2 2 4 19 15 34 Tokaanu .. .... 2 2 20 Is 38 I 2 3 21 22 43 Oruanui .. • • 25 24 49 4 .. 4 29 24 53 TeKotukiitukii ....... .. 22 21 43 22 21 43 Paeroa .. 2(1 26 Hi 7 5 12 27 31 58 Papamoa .. I!' 22 II 2 I 3 21 23 44 Te Matai . . .. | 39 29 68 7 7 39 36 75 Motiti Island 12 13 25 12 13 25 Mat-ata 11 L2 23 9 2 11 20 14 34 ToTeko .. 30 2S 58 1 2 3 31 30 61 Otamauru .. 10 16 26 3 2 5 13 18 31 Poroporo .. ■■' 25 62 1 1 2 38 26 64 Ruatoki .. ...... .. 39 25 64 1 2 3 40 27 67 Waiowoka .. 2 6 8 10 14 24 12 20 32 Omarumutu 27 36 63 I 1 27 37 64 Torere .. .. 112 23 19 42 2 13 26 21 47 Omaio .. 26 17 43 3 3 26 20 46 To Kaha .. 17 27 44 2 2 17 29 46 Raukokore.. 24 18 42 5 6 11 29 24 53 Wharekahika 14 13 27 1 2 3 15 15 30 Te Araroa .. 39 22 61 5 8 13 44 30 74 Horoera 10 25 35 2 2 10 27 37 Rangitukia .. 54 45 99 4 1 5 58 46 104 Tikitiki 27 22 49 5 2 7 32 24 56 Waiomatatini .. 1 4 5 j 21 II 35 3 2 5 25 20 45 Reporua .. 17 14 31 1 2 3 18 16 34 Tuparoa .. .. 3 1 I 28 20 48 2 .. 2 33 21 54 Hiruharaim. 30 33 63 3 2 5 33 35 68 Whareponga 2 .. 2 17 13 30 1 .. 1 20 13 33 Tokomani Bav 40 34 74 2 4 6 42 38 80 Whangara .. 18 5 23 4 3 7 22 8 30 Nuhaka .. 58 41 99 6 3 9 64 II 108 Whakaki .. 17 19 36 2 1 3 19 20 39 Tuhara .. 30 21 51 5 6 11 35 27 62 Rangiahua .. 24 24 48 3 3 6 27 27 54 Kokako .. , •• 43 30 73 2 .. 2 45 30 75 Waihua .. 3 5 8 10 9 19 13 14 27 Tangoio .. 10 12 22 5 3 8 15 15 30 Te Haroto .. 11 9 " 20 .. I 1 11 10 21 Waimarama 22 4 26 2 1 j 3 24 5 29 Karioi .. 12 10 22 8 5 13 20 15 35 Pipiriki ..112 14 9 23 1 I 2 16 11 27 Pamoana .. 6 9 15 6 9 15 Okautete .. 9 4 13 4 3:7 13 7 20 Mangamaunu .. 3 6 9 .. .. .. 4 5 9 7 11 18 Arowhenua 25 19 44 4 1 5 29 20 49 Waikouaiti.. .. 7 11 18 3 5 8 10 16 26 1 "2 9 1 10 2 2 10 7 17 6 5 11 1 1 1 .. 1 4 .. 4 2 2 4 1 2 3 4 .. 4 7 5 12 2 I 3 7 7 9 2 11 1 2 3 3 2 5 1 1 2 1 2 3 10 14 24 1 1 2 I 3 3 3 2 2 5 6 11 1 2 3 5 8 13 2 2 4 1 5 5 2 7 3 2 5 1 2 3 2 .. 2 3 2 5 1 .. 1 2 4 6 4 3 7 6 3 9 2 1 3 5 (i 11 3 3 6 2 .. 2 10 9 19 5 3 8 I 1 2 13 8 5 13 1 I 2 8 24 22 15 20 30 19 26 12 10 28 19 21 29 22 27 21 39 12 20 31 13 38 40 12 27 26 26 17 29 15 44 10 58 32 25 18 33 33 20 42 22 64 19 35 27 45 13 15 11 24 20 16 6 13 7 29 10 10 19 18 11 20 35 12 22 18 10 23 15 22 24 21 31 23 36 13 14 30 IS 26 27 20 37 21 20 29 24 15 30 ' 27 46 24 20 16 21 35 13 38 8 44 20 27 27 30 14 15 10 5 15 11 9 7 11 20 16 18 43 40 26 40 65 31 48 30 20 51 34 43 53 13 58 44 75 25 34 61 31 64 67 32 64 47 46 46 53 30 74 37 104 56 45 34 54 68 33 80 30 108 39 62 54 75 27 30 21 29 35 27 15 20 18 49 26 4 3 7 4 5 9 4 1 5 3 5 8 Totals for 1912 .. 56 55 111 ! 2,215 1,848 4,063 265 255 520 2,536 2,158 4,694 Totals for 1911 .. 59 43 102 2,159 1.778 3,937 286 232 518 2,504 2,053 4,557 265 255 520 286 232 518 255 232 520 518 2,536 2,504 2,158 2,053 4,694 1,557 i Difference .. -3 +12 +9 +56 +70 +126 -21 +23 , +2 +32 +105 +137 - -21 +23 +2 + 23 +2 +32 + 105 + 137 I Summary op Table H6. ABLE 6. 1912. Race. j j j Boys. Girls. Total. Percentage, j Percentage, Maoris .speaking Maori in the homo .. 2,215 1,848 4,063 86-7 86-4 Maoris speaking English m the home .. .. 56 55 111 2-3 2-2 Europeans.. .. .. .. 265 255 520 110 11-4 Totals .. .. .. .. 2,536 2,158 1.694 1000 1000 I J I.. ' 1912.

E.—3.

Table H6a. Classification as regards Ages and Race of Children belonging to Native Village Schools at the End of December Quarter, 1912.

Table H6b. Classification as regards Standards and Race of Children on the School Rolls at the End of December, 1912.

4—E. 3.

25

Race. Maoris. Totals. Ages. Bn uropcani is. Speaking Ei In the Hoi aglish Sp me. ii Speaking Maori in the Home. I Boys. Girls. Total. Boys. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. 5 and under 6 6 „ 7 .. 7 „ 8 .. 8 „ 9 .. 9 „ 10 10 „ 11 .. 11 „ 12 .. 12 „ 13 13 „ 14 .. 14 „ 15 .. 15 years and over .. 3 1 10 4 3 3 3 7 3 12 8 3 10 5 6 10 3 4 3 4 I 2 4 141 14 i 190 6 , 269 10 282 16 253 11 246 15 228 16 210 7 191 7 122 6 83 111 : 2,215 106 198 205 240 206 213 207 190 137 91 55 247 388 474 522 459 459 435 400 , 328 213 I 138 25 23 35 36 37 33 22 , 22 18 9 5' 18 27 32 36 25 28 28 25 20 9 7 43 50 67 72 62 61 50 47 38 18 12 169 223 307 321 293 287 260 238 212 134 92 125 229 240 283 243 244 240 225 161 104 64 294 452 547 604 536 531 500 463 373 238 156 Totals 56 65 1,848 4,063 265 255 520 2,536 2,158 4,694 Note.—For the purpos caste and Maori are to be n as Europeans. Note.—For the purposes •aste and Maori are to be reck is Europeans. ises o nsckoi :>f >n :if this meil ai f this return, halt led as Maori, and return, half-caste children and children Maori, and children intermediate in bloi f-caste children and c I children intermedial children intermediate in blood between halfte in blood between half-caste and European Summa: Summary of Table H6a. iRY of Table H6 )A. Age. From five to ten years .. „ ten to fifteen years „ fifteen upwards Totals Age. Boys. 1,313 1,131 92 2,536 Girls. 1.120 974 64 2.158 -.„»-, Percentage, Percentage, 10tal - 1912. 1911. 2,433 51-8 50-9 2,105 44 9 45-5 156 3 3 3 6 4,694 limn 100 0

Race. Maoris. Totals. Stan<l anls. Speaking English Speaking Maori in the in the Home. Home. iropeanB. Boys, Girls. Total. Boys. Girls. Total. Girls. I Total. Boys. | Girls. Total. Boys. I 27 1.083 1(1 279 23 263 17 224 12 165 13 112 7 66 2 23 Preparatory olass Standard 1 II 111 IV V VI VII Hi II 27 1,083 893 1,976 5 5 10 279 260 539 II 12 23 263 226 489 8 9 17 224 193 417 7 5 12 165 123 288 8 13 112 86 198 3 4 7 66 48 114 I I 2 23 19 42 893 260 220 193 123 86 48 19 1,976 539 489 417 288 198 114 42 101 38 23 36 30 IS 15 4 88 189 37 75 27 60 26 62 28 58 26 44 15 30 8 12 1,200 322 297 268 202 135 84 28 992 302 265 228 156 120 67 28 2,192 624 562 496 358 255 151 56 Totals 56 55 111 2.215 1.848 1,063 111 2.215 1.848 1,063 205 255 520 2.536 2.158 4,694 i Note. —For the purposes of this return, half-caste ch caste and Maori are to be reckoned as Maori, and children as European. lildren and children intermediate in blood intermediate in blood between half-caste bet wee and En ■n halfiropean

E.—3.

Table H6 b— continued. Summary of Table H6b, showing Standard Classification.

Table H7. Standard Classification, 31st December, 1912.

26

Standards. Boys. CirlB. Totals, 1912. Totals, 1911. 'reparatory classes] !lass for Standard I II UI IV v VI VII '• _ 1.200 322 297 268 202 135 84 28 992 302 265 228 156 120 67 28 I 2,192 2,207 ¥"624 509 ?562 564 496 429 358 341 6255 280 151 179 SS 56 48 Totals .. "I 2,536 2.536 2.158 2.158 4,694 4.557 4,694 4,657

Schools. a 11 z II. III. IV. | V. Classification of Pupils. n> , CO o "So; 8 suss aoog S-gg.2 S o.s eg O & co * — O O Ph I. VI. VII. Hapua Te Kao Paparore Ahipara Pukepoto Pamapuria Rangiawhia Parapara Kenana Peria Taemaro Te Piipuke Touwai Whakarara Whangape Pawarenga Matihetihe Waitapu Whakarapa Motuti Mangamuka Maraeroa Waimamaku Whirinaki Omanaia Waima Otaua Kaikohe Tautoro Ohaeawai Te Ahuahu Oromahos Orauta Karetu Waikare Whangararu Te Rawhiti Poroti Takahiwai Tanoa Kakanui 'Te Huruhi Waiuku Port Waikato .. Manaia Opoutere Mataora Hay Rawhitiroa Parawera Te Kopua Rakaunui Tahaioa Oparure Waimiha Te Waotu Whakarewarewa Ranana Wai-iti 67 40 61 23 36 8 97 37 49 17 31 7 26 9 18 10 21 10 38 18 41 12 38 17 40 19 40 12 44 21 65 34 30 ! 1-2 36 12 95 44 15 5 46 16 48 28 35 17 TI 31 36 12 57 33 46 28 101 48 45 23 32 17 36 23 37 17 70 53 23 11 54 31 41 21 26 15 47 20 26 10 .. ' 35 20 26 11 25 14 23 11 21 13 37 11 29 12 20 7 18 9 57 35 19 8 18 11 43 29 40 , 12 26 15 40 27 65 32 31 12 48 ' 25 7 7 14 10 2 2 5 7 5 5 5 3 13 17 2 3 16 3 8 8 6 9 6 6 4 15 8 3 3 6 12 3 9 3 2 4 3 3 3 4 5 10 '» 9 4 '7 7 5 10 2 6 12 7 8 9 5 i 7 13 1 16 8 6 9 1 6 3 1 1 1 4 3 5 8 3 7 3 4 6 4 1 3 7 7 3 3 9 5 8 10 1 10 5 2 5 5 3 6 12 4 7 5 5 5 7 10 2 4 5 7 3 6 4* 1 3 1 3 4 9 4 4 7 5 8 7 3 5 6 2 3 7 10 1 3 1 3 4 6 10 4 11 5 2 5 5 2 6 7 6 4 6 6 7 7 4 5 1 1 2 6 9 5 5 4 7 1 4 2 2 3 4 4 2 4 1 2 5 2 3 4 1 3 1 1 1 1 2 .. 1 •• 6 9 1 6 6 2 4 2 3 6 3 5 2 3 1 6 6 6 6 3 'a 5 5 ! 5 I 1 5 2 I s 3 1 4 1 7 4 2 1 4 2 3 1 11 3 4 4 3 1 4 1 1 1 1 I I 1 5 5 1 • 8 2 2i 4 2 3 2 i 4 4 1 2 2 4 2 :: i 3 i 2 I 2 4 1 2 1 1 2 8 2 l 2 4 0 .. 1 4 5 6 6 5 ; 2 2 1 2 3 3 2 2 3 2 5 5

B.—B.

Table H7—continued. Standard Classification, 31st December, 1912 — continued.

5—E. 8.

27

Schools. a o_: S>o g* 5 s z Classificatii >n of Pupils. VI. VII. « o a © S >> « I* (fa's « s •- g tdB £ 0.2 « u u a, 1. II. III. IV. V. Rangitahi Te Whaiti Waiotapu Waitahanui Tokaanu Oruanui Te Kotukutuku Paeroa Papamoa Te Matai Motiti Island Matata Te Teko Otamauru Poroporo Ruatoki Waioweka Omarumutu 30 27 20 4 51 31 34 19 43 17 53 26 43 19 58 23 44 8 75 35 25 3 34 14 61 37 31 12 64 31 67 39 32 7 64 29 47 19 46 20 10 18 53 22 30 11 74 28 37 25 104 56 56 27 45 17 34 9 54 17 68 32 33 22 80 30 30 14 108 36 39 30 ' 62 27 54 36 75 61 27 13 30 11 21 8 29 9 35 25 27 14 15 7 I 20 6 18 4 49 16 26 6 1 6 7 2 5 10 5 6 3 11 13 4 7 ! 7 17 8 4 8 7 9 7 5 4 17 4 7 4 5 5 7 8 2 11 1 3 7 5 9 3 3 7 8 5 2 3 4 4 4 9 7 9 4 5 6 6 11 18 4 8 4 6 9 3 12 5 20 8 11 4 3 2 4 7 1 4 5 8 3 \ 3 3 3 6 8 5 6 8 12 4 5 2 7 4 5 8 5 3 6 3 3 7 * 8 ! 7 4 ; 10 4 ii 3 12 1 9 2 3 5 6 2 6 2 2 3 3 3 : 3 2 3 1 4 1 8 5 7 6 2 3 1 3 6 5 7 7 7 5 6 1 7 1 8 7 4 5 7 7 4 7 6 13 1 3 2 3 1 3 2 4 1 '2 4 1 3 1 1 2 8 8 4 6 3 2 4 1 1 4 1 1 3 1 3 2 2 1 3 ■j 1 1 1 1 i 1 4 i 1 1 3 1 2 3 4 3 7 i 3 Torere Omaio Te Kaha Raukokore Wharekahika Te Araroa 2 2 1 ■2 3 4 5 4 Horoera Rangitukia Tikitiki Waiomatatini .. Reporua Tuparoa Hiruharama Whareponga Tokomaru Ba\ . Whangara Nuhaka Whakaki Tuhara Rangiahua Kokako Waihua Tangoio Te Haroto Waimarama Karioi Pipiriki Pamoana Okautete Mangamaunu .. Arowhenua Waikouaiti 7 5 3 1 4 5 2 3 2 3 2 4 6 i 5 1 1 1 5 5 i i i ii 5 1 2 2 6 1 8 6 10 5 3 7 8 2 1 3 2 4 2 2 i i • • i 3 3 i 4 9 2 5 2 5 4 1 2 10 5 4 1 2 1 3 1 Totals for 1912 Totals for 1911 4,694 2,192 4,557 2,207 624 ! 509 562 564 496 429 358 341 255 280 151 179 56 48 57 41 35 22 Difference 4-137 -15 + 115 -2 +67 + 17 -25 -28 + 8 + 16 + 13

E.—3

Table H8. Classification as regards Ages and Standards of Children at End of December, 1912.

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Class P. ! A S es - Europeans. Maoris. Euroj B. G. B. : G. I B. ~T ! Standard I. Standard II. Standard III. Standardly. Standard V. Standard VI. Standard VII. Race Totals. peans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. G. I B. ! G. B. G B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. B G. B. G. B. G B. ! G. I B. G. 1s. Europeans.! Maoris. 1 Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Bo\ Totals. ys. Girls. •ans. G. B. G. B. G. 1 6 113 4 31 3 4 8 12 33 5 11 21 26 27 5 7 36 22 | r ™.„. „. r ~-.. ,. r ; j j : Boys. Girls. Total. B. G. j B ! G. B. G. B. G B. ! G. j B. G. .. .. 25 18| 144 107 169 125 294 23 27 200 202 223 ! 229 452 I 35 32 272 208 307 240 547 36 36 285 247 321 283 604 37; 25 256 218 293 243 536 33; 28 254 216' 287 244 531 4 .. 1 .. 1 .. .. 22 28 238 212 260 240 500 4 2 8 10 1 1 .. 1 22' 25 216 200 238 225 463 5 4 21 15 1 1 3 5 18 20 194 141 212 ' 161 ' 373 G. G. B. G. ■ B. 5 and under 6 years .. 25 18 144 107 .. 6 . 7 . .. 22 36| 199 199 1 25 18| 144 10' 1 1 8 23 27 200 20; 1 1 3 12 10 1 1 1 2 44 57 4 10 20 18 j 5 1 2 2 .. .. ........ .. )7 If )2 25 69 125 133 229 7 . 8 „ .. 26 18 259 196 8 „ 9 ... 17 14 219 170 10 13 12 10 1 1 1 2 .. .... .. j 35 32 272 201 I 11 j 44 57 4 10 20 18 j 5 1 2 2 : 36; 36 285 24' 13 )8' 3( 17 3! 107 240 121 283 , .. 11 9 „ 10 . 7 7 123 98 9 . 5 75 58 9 7 45 45 8 5 11 16 4 1 2 1 37; 25 256J 211 5 75 58 9 7 45 45 8 5 11 16 4 1 1 2 1 10 6 1 1 3 31 31 8 4 8 39 33 ; 5 11 21 : L8 2! 198 243 10 „ 11 . .. 4 3 70 67 7 11 . 12 48 28 2 4 63 56* 5 5 j 74 50 11 11 34 33 5 4 10 6 1 1 3 1 33; 28 254 211 3 39 34 2 2 ! 61 47 8 6 51 59 7 8 31 31 3 4 8 12 .. 4 .. 1 .. 1 .. .. 22 28 238 21! 4 8 63 56 5 5 74 50 11 11 34 33 5 4 39 34 2 2 61 47 8 6 51 59 7 8 32 29 1 1 38 89 2 2 65 46 8 6 12 11 1 .. i 29 16 2 .. 33 30 4 8 4 8 . 4 .. .. 1 2 .. 4 16 2t 12 2( 187 244 !60 240 12 „ 13 2 18 16 1 13 . 14 . 11 15 .. .. 32 29 1 1 33 39 2 2 65 46 8 6 39 33 ; 5 11 21 26 4 2 8 10 1 1 .. 1 I 22 : 25 216 20 .. 12 11 1 .. 29 16 2 .. 33 80 4 8 49 27 I 5 7 j 36 22 5 4 21 15 1 1 3 5 18 20 194 14 6 | 26 4 2 X) 2: ti 2: !38 225 119 161 8 49 27 I 5 7 36 ! 22 J . 14 . 15 . .... .. 5 4 .. . . I , . , n-, -, o « , \ rtr. C/\ : ., 1 .-,/.; .-.I I . « . . , .-. « r. r, i.-, .r O 4 5.. 1 i 14 „ 1 a It 2 1 29 20 8 1 26 20 8 8 23 12 1 2 18 7 9 9 125 9, . . . . I . .,. .„ i .. . 4 5 .. 1 4 I 14 .. ! 1 21 ! 13 2 1 1 29 20 8 1 20 : 20 3 1 20 20 8 >' 8 8 28 12 1 2 18 7 9 9 125 95 134 104 23* J5 11 .34 104 ' I - ... ........ ...... i L. . . . in 3 a . . _ .... 10 1 2 28 10 28 18 26 117 94 1 ~~ii~~ 2lT~ 3 3 17 14 1 3 8 7 5 7, 87 57: 92 64 156 15 15 69 52 4 ' 8 24 20 265 255]2271,1,903J2,536 2,158 4,694 ~30 ""12 ~44~ 15 years and over 3 4 .. Total .. .. 101' 881099 904 38 ' 189 2,003 7 2,192 88 I 87 ! 75 2 2 j .... j 7 j 7 .... 15 3 .... 12 | 10 ! 1 2 23 ID .) 2 17 14 1 3 8 7 5 7 87 5' ' 37 284 265 23 ' 27 274 j 238 36 26 232 202 30 28 172 'l28 : 18 26 117 94 15 ' 15 69 52 4 8 24 20 265 255;22711,90: r5 549 50 512 62 434 58 300 44 2U~~ ~30 121 12 ~44 520 4,174 624 562 "~496~ 35sT~ 255 151~~ ~ 56 ~~4^694 | 2 | 2 .. .. 7 7 .... 15 3 .. .. 284 ! 265 23 27 274 '238 36 ' 26 232 202 30 28 549 50 512 62 434 58 12 10 1 2 23 172 'l28 ; 18 ' 26 117 ' < 300 ~~ii~~ 211 94 15 15 j 57 i )3J2,5i 92 64 S36 2,158 512 30 121 12 44 520 4,174 ' ** 21J av izi ±z 4* ozu s,m 624 562 496 358 255 151 56 4,694 Note. —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, and children intermediate in blood between half-caste and European as European.

E.—3.

Table H9. Summaky of Expenditure on Native Schools duking 1912. & s. d. Teachers'salaries .. .. .. .. .. .. .. .. 25,656 4 II Teachers' house allowances .. .. .. .. .. .. .. 85 15 4 Teachers in isolated districts—special allowances .. .. .. .. 136 11 1 Teachers' removal allowances .. .. .. .. .. .. 814 3 6 Books and school requisites .. .. .. .. .. .. .. 712 6 1 Fuel, and rewards for supplying fuel .. .. .. .. .. .. 64 14 7 Conveyance of children .. .. .. .. .. .. .. 217 8 '.' Manual-instruction classes—Village schools, £301 14e. lid.; Seooodary schools, £125 426 14 11 Inspectors' salaries .. .. .. .. .. .. .. .. 905 0 0 Inspectors' travelling-expenses .. .. .. .. .. .. 318 4 3 Secondary-school fees .. .. .. .. .. .. .. 2,394 10 6 Travelling-expenses of scholars to and from secondary schools .. .. .. 95 19 1 Hospital Nursing Scholarships .. .. .. .. .. .. 76 5 0 Apprenticeship charges .. .. .. .. .. .. .. 126 10 2 New buildings, additions, &c... .. .. .. .. .. .. 5,656 14 8 Maintenance of building*, including repairs and small works .. .. .. 2,085 1 6 Advertising.. .. .. .. .. .. .. .. .. 16 19 10 Planting sites .. .. .. .. .. .. .. .. 18 2 6 Sundries .. .. .. .. .. .. .. .. .. 21 4 5 39,829 11 1 Less recoveries .. .. .. .. .. .. .. .. 23 3 7 Total net expenditure .. .. .. .. ..£39,805 7 6 Note. —Of this total, the bum of £2,080 was paid from national-endowment reserves revenue.

Approximate Cotl of Paper. —Preparation, not given ; printing (1,750 copies, including illustrations), £42 aid.

Price 9d.}

By Authority : John Mackay, Government Printer, Wellington.—1913.

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