EDUCATION: NATIVE SCHOOLS. [In continuation of E.-3, 1913.]

Appendix to the Journals of the House of Representatives, 1914 Session I, E-03

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1914. NEW ZEALAND.

EDUCATION: NATIVE SCHOOLS. [In continuation of E.-3, 1913.]

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

CONTENTS.

Page No. I.— Extract from Report of Minister .. .. 2 No. 2—Report of Inspectors : — New Schools, &c. .. .. .. 5 Attendance, &c. .. .. .. 5 Native Village Schools .. .. 5 Mission Schools .. .. .. 5 Secondary Native Schools .. .. 5 General Remarks .. .. .. 6 Organization .. .. 10 School Buildings and Grounds .. 11 Secondary Eduoation.. .. 11 Scholarships, &c. .. .. .. 12 Concluding Remarks.. .. 13

Appendix :— Page Table HI. Native Schools and Teachers .. 14 H2. Attendance at Schools .. 19 H3. Higher Education .. .. .. 20 H4. European Children at Native Schools 21 H5. Maori Children at Public Sohools .. 21 Hsa. Classification of Maori Children at Public Schools .. .. .. 22 H6. Race of Children .. .. ..22 H 6a. Ages and Race of Children.. .. 24 H6b. Standards and Race of Children .. 24 H7. Standard Classification .. ..25 HB. Ages and Standards .. ..27 H9. Summary of Expenditure .. ..28

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No. 1. EXTRACT PROM THE THIRTY-SEVENTH ANNUAL REPORT OF THE MINISTER OF EDUCATION. Native Schools. At the end of 1912 there were 108 Native village schools. During the year six new schools were opened, and one was transferred to the Otago Board of Education. Two schools were closed permanently, and four were closed temporarily. The number of schools in operation at the 31st December, 1913, was thus 107. In addition to these schools, there were three mission schools giving primary instruction to Maori children, and 565 public schools at which Maori scholars were in attendance, while there were ten 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 .. .. .. .. .. .. .. 107 Native mission schools subject to inspection by the Education Department .. 3 Public schools at which Maori scholars were in attendance.. .. .. 565 Total number of primary schools .. .. .. .. 675 Native boarding-schools affording secondary education to Maoris .. .. 10 Total .'. .. .. .. .. ..685 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 Grade. 1912. 1913. Grade I (9-15) Grade Hα (16-20) .. .. .. .. .. .. 8 9 Grade Hβ (21-25) .. .. .. .. .. .. 13 14 Grade 111 (26-35) .. ..32 30 Grade IVa (36-50) .. .. .. .. .. ..34 30 Grade IVb (51-80) .. .. .. .. .. 16 20 Grade V (81-120) 5 4 Totals .. .. .. .. ..108 107 Attendance. The number of pupils on the rolls of the Native village schools at the end of the year 1913 was—Boys, 2,459; girls, 2,188: total, 4,647. Included in these numbers are 258 boys and 257 girls who are Europeans. The average daily attendance, in actual numbers and as a percentage of the average weekly roll number, for each of the years 1912 and 1913 was as follows : — Average Attendance. Per Cent, of Roll. • 1912. 1913. 1912. 1913. First quarter .. .. .. - .. 3,943 4,201 85-7 874 Second quarter .. .. .. .. 4,063 4,297 89-0 871 Third quarter .. .. .. .. 4,068 4,068 86-6 83-1 Fourth quarter .. .. .. ..4,092 4.000 86-8 850 The following are some of the figures in regard to the attendance at Native village schools for 1913, the corresponding figures for 1912 being inserted for purposes of comparison:— 1912 m 3 Number on rolls at end of year .. .. .. .. 4,694 4,647 Average weekly roll number .. .. .. .. 4,644* 4,835* Average yearly attendance .. .. .. .. 4,042* 4,142* Percentage of regularity of attendance .. .. .. 87 85 - 7 * The mean ot the four quarters.

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If the Native village schools are added to the Native secondary schools, we have the following figures for 1912 and 1913 respectively:— 1:12. 1913. Number on rolls of Native village schools .. .. 4,694 4,647 „ mission schools .. .. .. 174 116 „ boarding-schools .. .. 369 419 Combined rolls of Native schools .. .. .. .. 5,237 5,182 Combined average weekly roll number .. .. .. 5,241 . 5,362 Combined average yearly attendance .. .. 4,588 4,621 Percentage of regularity of attendance .. .. .. 87-5 862 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 4,142. The decrease in the percentage of average attendance is the result of the outbreak of smallpox, which, as is well known, was, in the main, confined to the Native population. Table H2 supplies detailed information in regard to the roll number and average attendance. The number of Maoris attending public schools on the 31st December, 1913, as compared with the number attending at the 31st December, 1912, was 1912 4 913 • 1913, 4,791. 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 1913, is given in the following schedule :—

■> ,- Year. Number . ° f , Mean of Schools Average at End Wee ki y Boll. of Year. Average Average Attendance Attendance: as Whole Percentage Year. o f Weekly Boll. Teachers in Charge. Number of Teacl Assistant lere. 'eachera. sewingMale. Female. Jstresses. Male. Female. 1881 .. 1886 .. 1891 .. 1896 .. 1901 .. 1902 .. 1903 .. 1904 .. 1905 .. 1906 .. 1907 .. 1908 .. 1909 .. 1910 .. 1911 .. 1912 .. 1913 .. 60 69 2,343 66 2,395 74 2,874 89* 3,257 98* 3,650 97* 3,805 ! 95* 3,794 95 4,097 98 4,235 99 4,321 95 4,479 94 4,308 99 4,325 104 4,494$ 108 4,644 107 4,835 60 69 66 74 89* 98* 97* 95* 95 98 99 95 94 99 104 108 107 1,406 2,020 86-2 1,837 76-7 2,220 77-3 2,592 i 79-6 3,005 82-3 3,012 79-2 3,083 81-3 3,428 83-7 3,607 85-2 3,561 82-4 3,781 84-4 3,680 85-4 3,714 85-9 3,878$ 86-3 4,042 87 4,142 85-7 54 60 59f 64f 70f 77t 76f 73f 74f 78f 82f 76 76 78 81 86 86 6 9 8f lit 18f 20t 20f 21f 22f 21f 18f 19 18 21 22 22 21 1 4 26 26 61 69 I 83 79 85 87 94 105 104 101 106 119 122 118 48 30 37 IB 15 11 13 11 15 11 3 5 5 4 3 2 4 2 2 2 3 3 3 4 4 led schools. d schools. t Includes two teachers jointly in chi trge of one g ichool. 1911 flgui • Includes two subsidii ■es amended.

Actual Number. Number per 10,000 of Maori Population at Census of 1911 (49,829). I. Primary schools —• (a.) Government Native schools (b.) Mission schools .. (c.) Public schools 4,647 116 4,791 933 23 961 II. Secondary schools II. Special technical training 9,554 419 13 1,917 84 3 Totals 9,986 2,004

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Classification of Pupils. Tables H6, H6a, and H6b give full information as to the races and classification of pupils on the rolls of the Native schools. As will be seen, 87 per cent, were Maoris speaking Maori in their homes, I*9 per cent, were Maoris speaking English in their homes, and 11-1 per cent, were Europeans. A reference to Table H8 will show the classification of pupils, grouped according to ages, standards, and races. The following is a summary : — Maoris. Europeans. Totals. TlMl Class P.. .. .. .. 1,980 173 2,153 46-3 Standard I .. .. .. 576 66 642 13-8 Standard II .. .. .. 482 63 545 11-9 Standard 111 .. .. .. 452 52 504 10-8 Standard IV .. .. .. 307 62 369 7-7 Standard V .. .. .. 197 54 251 5-6 Standard VI .. .. .. 117 33 150 3-2 Standard VII .. .. 21 12 33 0-7 Secondary Education. From the tables it will be seen that there were 419 children receiving secondary education. Of this number, 108 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 H2 and H3 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 .. .. .. .. .. .. .. 30 Satisfactory to good .. . . .. .. .. .. '.. 64 Inferior to weak .. .. .. .. .. .. 11 Three schools were not inspected, one of them having begun operations after the visit to the district had taken place, and two having been closed temporarily, owing to the outbreak of smallpox. Staffs and Salaries. The staffs of the village schools as in December, 1913, included 86 masters, 21 mistresses in charge, 122 assistants, and 4 sewing-teachers. The average salaries of head teachers was £171 17s. 7d. —males £178 7s. and females £145 Is. sd. The average salary of assistants was £52 14s. 7d. Lodging-allowances at the rate of £30 per annum were paid to 39 assistants. Expenditure. A reference to Table H9 will show that the total net expenditure on Native schools during the year ended the 31st March, 1914, was £44,722 10s. 9d., included in which amount is a sum of £2,534, paid out of revenue from endowment reserves. The increase in the expenditure as compared with that of the previous year was £3,652.

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No. 2. REPORT OF INSPECTORS. The Inspectors of Native Schools to the Inspector-General of Schools. Sir,— 10th Februray, 19H. 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 1913. New Schools, etc. At the end of the year 1912 there were 107 Native village schools in operation. During the year new schools were opened at Maungatapu and Matapihi, near Tauranga; Waiorongomai and Mangatuna, East Coast; and Te Beinga, near Wairoa, Hawke's Bay. An experimental school was opened at Taupo, Whangaroa, in the early part of the year, but had only a brief existence. The school at Waikouaiti, Otago, which was established in the seventies, was handed over to the control of the Otago Education Board, and Waiuku School was closed at the end of March. Four schools— Te Whaili, Kenana, Tuhara, and Kaikohe —were not open at the end of the year, the first three owing to the want of teachers, and the last owing to the epidemic of smallpox. There were thus 107 village schools open at the 31st December, 1913. The buildings at Waiomio and Kirioke, in the Bay of Islands district, Fari/cino, on the Wanganui River, and the Pukehina, Bay of Plenty, have been completed since the end of the year, and these schools are therefore to be added to the above number, so that as the schools which were not open at the end of the year have since been reopened, there are, at the time when this is being written, 115 Native-village schools in operation. During the year investigations were made into applications for schools at the following places: Buatahuna and Maungapohatu, Urewera country; Hiakaitupeka, near Taumarunui, King-country; Oriiawharo, near Port Albert; Moerangi, near Raglan; Kaitaha, near Tuparoa, East Coast; Waiohau, near Galatea, Urewera country; Bewatu, near Kihikihi; Kaikou, near Whangarei; Kaiuku, near Te Mahia, Hawke's Bay; Taungatara, near Whangamata, Bay of Plenty; Orira, Hokianga; Waimahana, near Waiotapu, Rotorua; Whangaparaoa, Bay of Plenty; Waipapa, near Mohaka; and Awaroa, Kawhia. The establishment of schools has been decided upon at Buatahuna, Htakattupeka, Kaitaha, Kaikou, and Whangaparaoa, and proceedings for the acquisition of the sites are now in hand. The Department still finds a difficulty in getting the survey of the land put in hand. Thus we are informed in the case of Buatahuna, where a school is urgently required, that it is impossible to say when a surveyor will be free to undertake the work, and nothing can be done in the meantime as the Department will not proceed with the erection of buildings until the acquisition of the site is complete. Decision was postponed until after another visit in the case of Oruawharo, Moerangi, and Waiohau; negotiations are still proceeding in the case of Orira and Whangaparaoa; the reports on Taungaiara and Awaroa were unfavourable. The request for a school at Waimahana was met by the conveyance of the children to Waiotapu School, while it was found that Bewatu was within not unreasonable distance of public schools in the district. An application for a school at Waipapa, near Mohaka, had to be declined on similar grounds. The case of Kaiuku, Te Mahia, apparently requires further consideration. The establishment of a school there is likely to have a serious effect upon the Board school at Opoutama, which many of the children concerned attend. Visits of investigation are yet to be made into the following cases : Pekapekatahi, Whakatane; Waimaha, Urewera; Waikeri, near Ahipara; Otangaroa, near Whangaroa; Bangiwaea, near Tauranga; and Tanehiha, Raglan. Attendance, etc. 1. Native. Village Schools, The number of children on the rolls of the village schools at the 31st December, 1913, was : Maoris, 4,132; Europeans, 515: total, 4,647. The average number of Maori children in each school was 386, and that of European children 4"8, showing practically no difference on last year's figures. The average weekly roll of the schools for the year was 4,746, and the average attendance 4,069, the average percentage of regularity of attendance being 857, as against 869 last year. An average of over 90 per cent, was attained in thirty schools, those reaching the highest mark being Manaia (98 - 9 per cent.) and Te Kao (979 per cent.). In fifty-six schools the average reached from 80 to 90 per cent.; in the majority of the remaining cases the attendance was so seriously affected by epidemics that the low average cannot be taken as a true indication of the degree of regularity reached. 2. Mission Schools. There were three mission schools established by various denominational bodies and inspected by us at work during the year—viz., Tokaanu Convent School, Matata Convent School, and Putiki Mission School. At the 31st December, 1913. the roll number of these schools was 116, the average weekly roll 118, and the percentage of regularity 898. 3. Secondary Native Schools. Ten schools affording secondary training for Maoris were in operation during the year-— viz., St. Stephen's Boys' School, Auckland: Te Aute College. Hawke's Bay; Waerenga-a-hika College, Gisborne; Otaki College, Wellington; Hikurangi College, Clareville, Wairarapa; Queen

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Victoria Girls' School, Auckland; Hukarere Girls' School, Napier; St. Joseph's Convent School, Napier; Turakina Girls' School, Wanganui; Te Waipounamu Girls' School, Canterbury. The number of pupils on the rolls of these schools at the end of the year was 419, the average weekly roll 409, and, the percentage of regularity ,91'2. Free places were also held by Maori pupils at the Sacred Heart College, Auckland, and at the Boys' and Girls' Grammar Schools, Auckland. The following table shows the position as to the schools affording instruction especially to Maoris, and subject to inspection by officers of the Department, at the end of 1913 :—

Proceedings to enforce the compulsory clauses of the Education Act have been instituted in several cases, and in most of these with good effect. Two important amendments to the Act have become law during the year—the first providing that a child who has been forbidden to attend school for want of cleanliness may not be absent on that account for a longer period than is necessary in order to remove the cause for which he was forbidden to attend, and the second that where a child who is required to be enrolled on the register of a school is not so enrolled the parent is liable without notice to a fine (sections 9 and 10, Education Amendment Act, 1913, No. 60). In this connexion it may be remarked that the summary of the provisions of the Act issued last year for the information of teachers is now being revised and will be circulated shortly. There are still many Maori children in the North Island who are receiving no education, or who attend school at such irregular intervals as to render any progress impossible. Wherever there is a school, even though at a considerable distance, the children attend, as we have said, with commendable regularity, but there are many small settlements which are quite unprovidedfor. No satisfactory solution has been found to the problem presented by the case of those who with their parents lead a nomadic life on the gumfields of the far north. Dressed in the veriest rags, unkempt and filthy, half-starved, and housed in structures hardly fit for dogs, these children, some of them mere babies, are compelled to live and work under conditions that are appalling. The parents migrate great distances away from their own settlements and do no cropping. Hence during the winter they are forced to contract, with the various gumfields storekeepers, debts which it costs a summer of slavery to work off, and in this the children have to bear their part. Other aspects of gumfields life —the wine-drinking, dance meetings, and the accompanying evils—we need not refer to here, except to point out that they must exert a very bad influence on the young Maori. From the nature of the occupation there is, of course, no reliability on the permanence of any gum camp, and it is impossible to provide schools; but we think that some action should be taken by the authorities to see that the children, even though they are Maoris, are not allowed to work under the conditions which we have described. '..'.' ~. General Remarks. The following remarks are offered in respect to the work done in the various subjects of the curriculum in Native schools during the year : — 1. English.—(a.) Beading: The principal defect in the reading consists of lack of distinctness. It seems impossible to get some children to speak out so that they can be heard without .effort. Without the reading-book before him one cannot possibly follow much of what is being read. Shyness cannot be the cause, for in the schools where the teachers themselves are Maoris the pupils never fail to make themselves heard; as a matter of fact, they are occasionally inclined to overdo it. It seems to us that when the pupil enters school he accepts the fashion in vogue, and the habit of reading clearly and distinctly should therefore be inculcated from the very first. Similar remarks apply to the recitation of poetry :in many of the schools it becomes a mere jumble. Lack of comprehension and appreciation of the ideas underlying the subject-matter is evidenced by the word-by-word style which is still too common. The mere saying of the words does not constitute reading, and in no way assists the child to acquire the power of expressing himself in English. As Dr. Montessori* says: "What I understand by reading is the interpretation of the idea from the written signs. The child who has heard the word pronounced, and who recognizes it when he sees it composed upon the table with , the cardboard letters, and who can tell what it means, this child reads. The word that he reads has -the same relation to written language as the word which he hears bears to articulate language. Both serve to receive the language transmitted to us by others. So until the child reads a transmission of ideas from the written word, he does not read." Further, the child should read a passage as he would speak it, and this involves such an intelligent comprehension of the subject-matter as will enable him to group together words that are connected together in thought. We consider that, owing to neglect of this, the progress made in the power of expression is quite disproportionate to the amount of reading covered

* The Montessori Method, p. 296. "

Schools. Number. Average Weekly Boll Number. Average ■ . Percentage of Regularity. I Native village .'. Native mission .Schools affording secondary instruction 107 3 10 4,835 118 409 4,142 106 373 I 85-7 89-8 91-2 .'. Totals .. 120 120 5,362 4,621 86-2

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during the year, and. that a valuable aid to the child in the acquisition of English is thus lost. Understanding the thought is more difficult in oral than in silent reading, since- in the former the reader must direct some of. his attention to the proper pronunciation of the wards instead of devoting practically the whole of it, as in the latter, to grasping the sense; and, as the pupils tend to get rid of the difficulty by ceasing to trouble very much about the meaning, the teacher must so much the more be on guard and adopt methods to prevent this neglect. Silent reading should, we think, have more time allotted to it, and the amount should be gradually increased. The books employed for the purpose should not, however, be the pupils' ordinary school-books. Books from the school library will be especially useful in this connexion, and we therefore recommend an extension of the library whenever it is possible. Arrangements are now complete for the introduction of a series of continuous readers iiv place of the miscellaneous readers that have been in use for some years. Three readers, each containing a complete story in an abbreviated form, will be supplied—one serving for each term of the year. The place of the miscellaneous readers will be taken by the School Journal, which provides lessons on "current topics' and supplies fresh reading-matter every month. In several new schools libraries have been established during the year, and it is interesting to know that the books are widely used by the children, who in many cases translate them for the edification of their parents. In spelling a reasonable amount of progress is evident, and it is not too much to say that in the lower classes a muchhigher degree of accuracy is now achieved. The small words continue to prove more fruitful sources of error than the large ones,, a fact which shows that there is a tendency to overlook these difficulties in the early stages. They should never be allowedi to reach the standards. In offering these remarks we are referring chiefly to the spelling ordinarily used by the pupils in their own written work, their composition, &c., and not so much to the spelling of tests of isolated words, which we have no doubt they could manage well enough were they set to do it. The writing is again generally satisfactory, especially in those schools where the teacher has broken away from the copybook in order to teach the subject. This is due to the fact that in such circumstances the writing is taught rather than allowed to teach itself. The use of paper in place of slates : in the higher classes, combined with the more frequent use of exercisebooks, has done a great deal to improve the writing, and indeed we have before us specimens of work that are highly creditable to both pupil and teacher. We are not yet convinced, however, that the Maori child is a born writer, as is so often stated,, and a good deal of care is necessary in the early stages of the subject before the best results can be achieved. In consideration of the pupils' work, his comfort, and his health, teachers should have more regard to the position he adopts when writing. The old attitude of " left arm into the desk" is totally wrong, and not only, prevents the child from writing well, but may even lead to serious physical injury. He should sit erect, near the desk without leaning on it. and should face it directly. The style of writing which we have recently introduced to teachers requires this attitude, and we hope that it will become general in the schools. English: The quality of this subject varies very considerably in the schools. In a few it may readily be described as excellent; in many it ranges from fair to good;, but there are still many in which it can only be described as poor. It has been truly remarked that fair comparison of one school with another is difficult. The environment certainly plays an important part in regard to progress in the language. Pupils learning English do so more rapidly if they have opportunities of mingling freely with English-speaking playfellows and class-mates. But we agree also with those who consider that the absence of such conditions is insufficient to account for the comparatively slow progress made in many schools. In some of the most remote sohools the English is far better than it is in schools near European influence. The fact is- that the measure of the children's progress is the teacher's skill in teaching the subject. The weakness is not so evident in the case of the oral work : as a matter of fact, the children as a whole speak very well. It is the written work that leaves so much yet to be desired, and we have no doubt that this arises from imperfect preparation by means of oral composition, which in the standard classes is made but little use of. Conversation based upon pictures is commonly taken in classes up to S2 or even S3, but we are inclined to think that in many cases it stops there. Free conversation based upon reports of the child's own experiences and story-telling by individual children are valuable aids to the writing of English that are frequently overlooked, while a correlation of the English lesson with other lessons, especially-with reading, should be practised much more extensively than it is. At the end of an ordinary language-lesson the teacher should have collected and arranged for oral reading from, the blackboard a series of connected! sentences* growing out of it. As the sentences are developed the spelling and punctuation should be corrected by the class, and the sentences will then- serve as a convenient basis for written work such as transcription or dictation. The form of composition which the pupils are likely to require most of all in their after career is that used in ordinary correspondence, and it is- advisable therefore that almost all the written compositions should take the form of letters. Some teachers still find it difficult to secure anything like correct punctuation, even of the simplest kind, and "breathless narration , " is accordingly commonly met with. To overcome this the following suggestions, taken from a Report of Committee on . Teaching of English, Chicago, 1911, may be found helpful: "Children should be allowed to write their sentences on the board under the supervision of the teacher. The sentences should be short and simple : the teacher will see that the capitals and periods are used. At a later stage the children should' be encouraged to write a short paragraph, each one expressing his own ideas of a story that l has been told or of some incident that has taken place under his observation. The teaoher can , ask

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the child to select one thought and indicate the sentence which expresses it, and can thus lead him to capitalize and punctuate the sentence, at the same time setting him to thinking about the correct forms of expression. Other children whose work is not on the board will readily notice what is going on, and many will correct their mistakes through the correction of the work of this one child. The older custom of carrying home the papers and indicating the errors upon them is not so effective as this correction under the personal supervision of the teacher. Parallel with this work there should be a certain amount of dictated work, possibly taken from the reader. The children should be led to observe the sentences in the book, the spelling, punctuation, and capitalization, and they should be held to account after a reasonable degree of practice for the reproduction of such work in a correct manner." Teachers must all feel that English language is the most difficult subject which they have to teach in the school. Yet reference to the time-tables will show that in nearly every case five hours per week—in some schools even more —are devoted to arithmetic, and two hours and a half to English. The difficulty experienced in teaching arithmetic is largely a matter of language, and we are confident that an increase in the time allotted to English, with a corresponding reduction in that devoted to arithmetic, would react beneficially on both subjects. 2. Arithmetic. — Except in comparatively few schools, the work of the junior divisions continues to give us much satisfaction, and reflects credit upon the assistant teachers who are chiefly concerned in teaching it. There is just one point concerning which we find some misapprehension, and that is in regard to the use of tables. It should be clearly understood that we do not object to the learning of tables by heart after the facts have been made patent to the child through his having realized their truth by actual experience with objects. That is to say, the tables should be taught bit by bit to the child, not learned, by repetition ad nauseam of the whole table written on the board or set out in the table-book, otherwise his knowledge of the work is merely a matter of mechanical memory and becomes no more than recitation. Having acquired the table, the child should be led to apply it at once, for that indeed is the purpose for which he was taught it. In the higher divisions the arithmetic is fairly satisfactory, and we consider that a steady advance is being made. We have met with not a few instances where the pupils have found their knowledge of arithmetic of practical use in their every-day life, and it is important that the teaching should be directed to achieve this as widely as possible. Thus in connexion with the teaching of the compound rules, practice should be afforded to the children in " keeping shop " ; the bills of accounts should be made as typical of local conditions as possible, and each child should have the opportunity of making up bills according to his own experience. To quote the new syllabus, "If the practical and utilitarian aspects of arithmetic are constantly kept in view, it will be a much more effective instrument for developing and disciplining the intellect than if it is taught merely in an abstract manner." This, of course. involves a considerable amount of mental and oral work which are yet made much too little use of in the majority of our schools. We have seen cases in which three hours per week devoted to this subject, mostly taken orally, produced far better results than the five or six hours commonly allotted for the most part to book-work with examples, many of which are quite foreign to the children's experience. To quote again from the new syllabus : "At all stages in the elementary school the mental and oral work should, as far as the staffing and the circumstances of the school permit, predominate over the written sums, the written work being designed mainly to teach the child to express clearly the several steps in his calculations, and thus lead to clear thinking, and also at the latter stages to enable him to solve questions involving somewhat higher numbers than the ordinary child can manage without the aid of paper. The difficulty experienced in cases where the teacher has several classes to attend to no doubt precludes in some degree the extension of oral work. But even in arithmetic grouping may be resorted to, for with questions concerning matters within the children's experience and dealing with the facts of everyday life it is not beyond the capability of the lower-standard class to deal with at least some of the work ordinarily prescribed for the higher standard. The so-called " rule of three," for instance, which forms part of the work prescribed for Standard V can be quite easily taught by the unitary method to children of Standard II; similarly, the work required in connexion with proper fractions in Standard IV is not beyond the children of the lower classes. In regard to the written work itself, we should like to draw attention to the need of better arrangement. How some of the pupils arrive at the answer we are often quite unable to make out, except after a protracted examination. They should be trained to set out the work so that the various steps in the process of reasoning may be followed without difficulty. The use of paper in place of slates has led to some improvement in this respect, but there is still room for more. Finally, we should like to see a more extensive use of simple apparatus and diagrams for explaining arithmetical processes. The first sets of problems in area, for instance, shoxild be first worked out by the children as exercises in ruled drawing; the teaching of mensuration should be preceded by the drawing and cutting out of the figure dealt with; exercises in finding the cubic content should be preceded as far as possible by the actual making of the figures in paper or cardboard; weights and measures should be actualities. 3. Geography and Nature-study show practically no advance on the whole. There are, of course, many schools in which exceedingly good work is done, but in a good many instances the idea of the syllabus is not fully realized, and schemes of work presented show that the old habits still cling closely. Geography properly handled will train the children to observe carefully, and hence is combined with nature-study. From the observations made deductions may be drawn and the reasoning-powers exercised and strengthened. Pictures, descriptions of foreign countries, and stories of adventure and discovery may assist in cultivating the imagination of

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the children and in widening their sympathies. This can never be achieved by the mere learning of long lists of useless names and facts. The treatment of the subject should follow the scientific method, proceeding from the near to the far, from the particular fact to the general idea, from the concrete to the abstract, and this is the principle on which the syllabus is based. Much of the work should be done out-of-doors, but we doubt whether it is so taken. No amount of oral description can replace actual observation, which should therefore have first place in teaching the first ideas in geography. Apparatus for observing the course of the sun, the direction of the wind, the temperature of the air, &c, is easily made, while relief models, even though crude in character, will serve to give a more correct notion of the country than can be obtained from a flat map. Stories of other lands, myths and legends connected both with our own country and with others, will serve to excite the curiosity of the children and to stimulate their imagination. Few of us have failed to note how eagerly Maori children listen to such stories, and how interested they are in the peoples of other lands. i. Handwork. —The simpler branches of handwork —paper-work generally, modelling, &c.— are treated in a satisfactory manner in the lower divisions of the schools, but the subject is not so efficiently taught in the higher ones. Cardboard-modelling should train the pupils in precision, accuracy, and care. It should be allied with the drawing, and should serve to make scale and model drawing matters of reality. In this way, too, the handwork will prove of considerable help in teaching arithmetic. Brushwork has been taken up in a few schools, and the results that have been achieved make us prepared to recommend the supply of necessary apparatus whenever teachers wish to take up this subject. We consider that brushwork, cardboard-work, and modelling in plasticine are the most suitable branches of handwork for our purpose, and suggest that in the future teachers should confine their attention to these only. The sewing in the schools continues to be very successfully taught. In recognition of special excellence of the work and of the interest shown by the teachers sewing-machines have been supplied during the year to several more schools, and the girls are taught to make their own garments and other useful articles. In this connexion we may mention that in some schools a uniform dress lias been adopted, the girls doing all the work—a matter of pleasure to themselves and of satisfaction to their parents. With regard to the sewing submitted for inspection we have to remind teachers that it is necessary that the girls should show acquaintance with every kind of stitch prescribed by the syllabus, and they should also receive instruction concerning the proper uses of such stitch. Apart, therefore, from the garments usually presented, we desire to see in each case a sampler showing the stitches specified for the particular standard. The parents should be encouraged to supply the necessary material for garments, as the special object in the course is to teach the children to make clothes for themselves. Instruction in woodwork is given in thirteen workshops, and the results are generally very satisfactory. The boys are trained to apply the principles in the construction of useful articles for which there is usually a keen demand on the part of the parents. Many of the workshops are in a large measure self-supporting, the working-expenses being covered by the returns from the sale of the articles made during the year. It is necessary, however, that teachers should not overlook the importance of drawing plans from which the pupils' work is to be done. In a recent conversation we learned from a young Maori who had been taught his carpentry in the workshop of a Hokianga school that he had recently built" five dwellinghpuses in various parts of the district, and that the only difficulty he had experienced in the work was in connexion with the plans. Several boys who learned their first steps in carpentry in our workshops have since become apprenticed to the trade, and have done well at it. Very little progress is made in practical agriculture, except in the case of perhaps a dozen schools. The most surprising results have been achieved at Te Kao and Hapua, in the gum lands of the far north, where the operations in the school-gardens have been an object-lesson to the community. Special mention is merited also in the case of Okautete School, where the lady teacher in charge has achieved particularly good results. The work in the majority of the schools is confined to the growing of a few flowers, and even this does not seem to be taken up very enthusiastically. Good work is still done in cookery, the pride of place being held by Ahipara School, where the subject is taught with much success. The subject is being taken up in an increased number of schools, especially the larger ones, and should in time find a place in the curriculum of all the schools from Grade 111 upwards. It is important that the interest of the family in the work should be secured, and for this reason the girls should occasionally take home the food prepared in the school. It is also desirable that the food should be sometimes served in the school in orderto furnish the occasion for teaching table manners as we understand the term. While the Department is prepared to assist in maintaining a supply of material, it is preferable for the girls to furnish it as far as possible. This gives them an additional interest in the work, makes them careful not to waste material, and, most of all, teaches them to be self-reliant. It has been said that the ideal way of teaching the girls would be to work in the individual homes, but as this is not practicable the utensils and equipment generally, as well as the foods prepared, should lie in keeping with the requirements and resources of the average Maori home. 5. Singing.—ln this subject the usual high standard has been well maintained during the year. In almost all the schools the pupils have a fair working knowledge of sol-fa notation, and find no difficulty in singing at sight ordinary school songs and pieces. There is a tendency in not a few cases to harshness or straining, tone and expression being overlooked. The selection of songs also leaves a good deal to be desired ; music-hall ditties and ragtime music should not find a place in the school. The song-books supplied contain a variety of suitable songs, most of them well within the compass of the children's ability, and many of them containing appropriate words.

2—B. 3.

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Additional songs are to be found in the School Journal, and it is surprising xo find teachers overlooking these sources of supply in favour of the trashy stuff above referred to. It is a great pleasure to us to have presented at our annual visit such lists as we receive at Waima, Ahipara, Te Kao, Whakarapa, Whakarewarewa, Waiomatatini, Rangitukia, and Nuhaka schools, where the rendering of high-class glees and part songs is a matter of keen enjoyment to ourselves and of credit to both teachers and children. As an illustration, we may take the opportunity of placing on record the programs of part songs and glees presented in two of the northern schools : School No. 1, (1) Who is Sylvia? (2) Home, Sweet Home; (3) Sweet and Low; (4) Hail Smiling Morn! (5) Oh! Who will o'er the Downs; (6) Hearts of Oak; (7) Ye Mariners of England. School No. 2 : (1) Hark! the Lark; (2) It was a Lover and his Lass; (3) Where the Bee sucks; (4) Ye Spotted Snakes; (5) Song of the Rose; (6) Fair Tinted Primrose; (7) Sweet and Low; (8) The Jovial Smith; (9) The Harp that once; (10) Blithely sings the Lark. In just a few schools the singing is taught by ear —a very arduous task, and one which, however well accomplished, leaves the children just where they were as far as power to tackle new songs goes. In some cases the teacher's knowledge of the song is by no means accurate, and the result is not very satisfactory. Indeed, the variation of the air is so extensive that it is difficult for us sometimes to recognize the original. Our experience of songs taught in this way leads us to advise teachers to lose no time in replacing their present method by teaching one or other of the systems of musical notation, thus relieving themselves of the drudgery that must be associated with teaching by ear. 6. Physical Instruction. —Since last year the new system of physical training has been introduced into some of our schools with marked success. Arrangements are now being made for teachers in the Hokianga district to attend a camp of instruction, and it is proposed to make similar arrangements for all our schools, so that by the end of 1914 our teachers with few exceptions will have received instruction in the new system. The sj'stem that has been in vogue for some years has not been entirely without benefit; indeed, there can be no doubt that much good work has been done. The free exercises and breathing-exercises performed regularly have made considerable difference in the physique of the children, while the life-saving drill as taught at Waima and Te Kao constitutes a very valuable asset in the pupils' knowledge. It has been proved conclusively in other countries that properly directed play and exercise are as essential factors in the development of school boys and girls as any of the other subjects in the curriculum. In the Philippine Islands the Bureau of Education, recognizing the value of physical training and sports for the schools, has from the beginning fostered such school activities, and has given its assistance in connexion with simple competitive games within the schools. In New Zealand the Native schools in the East Coast district have for some years past held such gatherings, and we hope that similar ones will be arranged for by teachers in other districts. In the separate schools, however, a beginning should be made with organized games, such as tag, follow the leader, hide and seek, wolf, rounders, basket-ball, skipping, jumping, leap-frog, twos and threes, fox and geese, &c. It is essential, of course, that these games shall be played in the open air under the supervision of the teacher, who should explain them thoroughly to the pupils and see that they are carried out in a proper spjrit. Organization. On the whole there is a good deal to be said in praise of the organization of our schools, though it is yet far from being entirely satisfactory. Examination of the time-tables reveals the fact that they do not always make sufficient provision for the most important subjects, that they include groupings which are in our opinion unworkable, and, in a few cases, that they are out of date. Teachers have informed us that the time-table, having suited for former years, may therefore be accepted as the best arrangement possible. As we have pointed out before, the timetable may require readjustment at the end of each term in accordance with the teacher's estimate of the proficiency attained by the pupils as shown by the term examination. Some improvement in the drawing-up of schemes of work is noticeable though it cannot be said that they are quite satisfactory. Especially is this the case in the provision for the teaching of English, the instruction in which is still more or less haphazard, except in a few notable instances. In schools where there is an assistant the head teacher should see that the details of his schemes are properly carried out by the assistant. We are inclined to think that in too many cases the assistant is left to work out her own salvation. Only in a few cases do the head teacher's interest themselves as they should, give their staff directions in methods of teaching, and exercise due STipervision over their work. Especially is this necessary in the case of Maori assistants, who enter upon their duties with nothing to guide them but the traditions of the school in which they themselves were taught. With proper assistance and direction from the head teacher they do very creditable work ; without it they cannot be expected to make rapid progress. It would be a good thing if the head teacher were to exchange classes occasionally with his assistants in order that he might ascertain the effectiveness of their instruction, and he should certainly assign the teaching of various subjects of the curriculum to those members of his staff who may have special qualifications in these subjects. This is already done in the case of sewing, and there is no reason why similar arrangements should not be made with respect to other subjects e.g., writing, singing, &c. With regard to the methods of teaching in vogue in the schools, we may summarize our remarks by saying that they follow on the whole the methods generally recognized as being the most natural and effective. English language is taught by the "natural method" which is adopted by all the leading authorities who have similar problems to meet; reading by the " phonic method," which is that followed in England and America, and which, "associating the sound

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which is heard with the graphic sign which represents it, lays a most solid foundation for accurate spelling."* The teaching of writing appears to some extent to lack methodical treatment, though the writing cannot be regarded as wholly unsatisfactory. The teaching of number (or arithmetic) is in accordance with the principles enunciated in the public-school syllabus, and the method of instruction in the early stages —each number being taught separately and all processes explained by the actual observation and handling of suitable objects—is that generally recognized as being the most rational and sound. In a similar way the Native school does not lag behind the public school in the treatment of the remaining subjects of the curriculum; and though many of our teachers have not had the advantage of attending training colleges or other educational institutions, they have acquired in the school of experience a degree of skill of which we have every reason to be proud. With the increased number of schools and the extension of the work in various directions, we find that we are not able to devote much time to the practical assistance of teachers. When a new teacher enters upon his duties we should like to be able to visit his school at once in order to assist him in the arranging of his work, and to initiate him in our methods of teaching if necessary. Under the present conditions it is impossible for us to do so, and the teacher has therefore to wait until the school is visited in the ordinary course of inspection, by which time he has, in a measure, adapted himself to the conditions. The system inaugurated last year of assisting teachers in obtaining tuition in order that they may qualify for certificates has had good results, and is again in operation this year. The number of certificated teachers in our service in now showing a gratifying increase. Efficiency of Schools inspected. The following table shows our estimate of the efficiency of the village schools inspected during the year 1913 :— Number of School*. Very good to excellent ... ... ... ... ... 30 Satisfactory to good ... ... ... ... ... 64 Inferior to weak ... ... ... ... ... ... 11 Three schools were not inspected, one having begun operations after the visit to the district had taken place, and two having been closed temporarily owing to sickness. New Syllabus. The new syllabus which was discussed at the last conference of Inspectors is now being introduced into the public schools of the Dominion, and in order that the Native schools may not lag behind we consider it advisable to revise the syllabus which was arranged for the Native schools in 1908. In doing this we propose to follow the public-schools syllabus so closely as practically to adopt it entirely in regard to those subjects which form its essential pai'ts. Nor do we anticipate any difficulty for our teachers in the matter, as we are convinced that they are quite as capable of meeting the demands made upon them as the teachers in public schools of the same grades. School Buildings and Grounds. We have every reason to be well satisfied with the cleanliness of the buildings, particularly as regards the interior of the schoolrooms. The furniture, though in many cases in use for fifteen or twenty years, is kept very clean indeed, and in many of the schools the floors are scrupulously clean. The fact that the schoolrooms are not allowed to be used for dancing no doubt contributes largely to their present cleanliness, but recognition must be given also to the care bestowed by teachers and children upon their school. Much might be done to brighten the walls by means of suitable pictures, &c.; these, however, we find it difficult to get. A trial order has been sent Home for some pictures granted in recognition of the Committees' having supplied fuel during the year, and these should come to hand shortly. The appearance of the grounds should also receive more attention. Remarkably good work in this direction is done at many schools, the most striking perhaps being those situated in the least promising locality—Hapua and Te Kao, in the far north. At Karetu School, also, the teacher has put an immense amount of labour into making what was formerly a barren piece of land into a well-cultivated fruit-orchard with over two hundred fruit-trees. His object in doing so was to show that "it is the easiest thing in the world by digging a little in the morning and a little in the evening to make a beautiful home "for himself and his family, to raise funds for school prizes, &c, and to teach the Maoris how to make use of their lands and beautify their homes." Secondary Education. The following are the institutions, established by various denominational authorities, which offer the Department the means of giving secondary training to Maori boys and girls : Otaki College, Wellington; 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, Clareville, Wairarapa; Te Waipounamu Girls' School, Canterbury; and Waerenga-a-hika College, Gisborne. The total number of pupils on the rolls of these schools at the end of the year was 419. Of these forty-five boys and fifty-four girls held free places provided by the Department for the

* The Montessori Method (Maria Montessori) pp. 283-4.

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benefit of Maori scholars from primary schools, iNative and public. In addition to these five free places were held by boys at the Sacred Heart College, Auckland, three at the Boys' Grammar School, and one by a girl attending the Girls' Grammar School, Auckland. The inspection and examination of the denominational schools above referred to showed that a high standard of efficiency is maintained, much excellent work being done. In the South Island a Junior National Scholarship was gained by a pupil of Te Waipounaiuu Girls' School. There is a growing tendency on the part of both the controlling authorities and the pupils themselves to recognize the importance of vocational training. The effect of this is undoubtedly evident in the after-career of the pupils. There are a good many Maori girls —ex-pupils of these schools —who are now acting as assistant teachers in various village schools; a few have taken up nursing under the scheme referred to later on in this report; many fill positions as domestics, and a few have gone into business. it has been frequently stated that the superior training afforded to Maori girls in these institutions unfits them for work. We are always ready to receive suggestions for the improvement of the system in vogue, as are also the authorities of the schools, but those who offer the above criticism make no suggestion in the direction of remedying the alleged defect. As a matter of fact, the training follows as far as possible the lines dictated by common-sense and appreciation of the circumstances of the Maori, and few girls leave the secondary schools without making an effort to obtain employment. Indeed, it is a matter of much regret to us that we are unable to find openings for all that make applications :it is very hard to have to turn them away. We have no hesitation in saying that these girls are well equipped by their training to take any position amongst Europeans for which a Maori girl is suitable, and even though the opportunity of proving themselves in this way is denied many of them, we are sure that every strong, capable girl that the schools produce becomes a power for good amongst her own people. In a similar manner the boys who leave the secondary schools show a keen desire to obtain employment, many of them, indeed, being disinclined to return home. They obtain situations at carpentry, blacksmithing, engineering, farming, and fruitgrowing. A few are employed in the lower grades of the railway service; others who have passed the Public Service Examination have found positions in the Public Service. There is no doubt that their views of life have been materially changed by their residence at the secondary school, and that the industrial training there, imperfect though to some extent it may be, has given them a bias towards one or other branches of industry. Otaki College is equipped with a fine workshop for instruction in carpentry, and makes some provision also for agricultural work. At the present time the question of adding to the curriculum of St. Stephen's School a course of instruction in metal-work is being considered. At Te Aute College considerable advance has been made in agriculture, and, in spite of serious drawbacks encountered at the beginning of the year in the form of various epidemics of sickness, systematic instruction in agriculture has been successfully inaugurated. A considerable area of land has been put into cultivation by the boys, and instruction in dairying is being commenced; the College now possesses the nucleus of a fine dairy herd and a suitable dairy, which has been well constructed by the boys of the woodwork class. Here, too, we note that the result has been to turn the attention of the boys to agricultural pursuits, and we have several instances of young Maoris from the College taking their place as farmers in their own districts. Scholarships. One hundred and eight free places, each of the value of £20 and tenable for two years, were current at the end of the year. Those held at St. Stephen's Boys' School, Auckland; Hukarere and St. Joseph's Girls' Schools, Napier; and Te Aute College were first granted many years ago —long before the free-place sj-stem became general in the Dominion. The others have been granted as the new institutions intended for the purpose of affording special training to Maori boys or girls in the various districts have come into being. These free places are offered upon the condition that the syllabus adopted in the school is in conformity with the Department's requirements. The standard of attainment has now been raised, and in the future candidates to receive first consideration will be required to possess certificates of proficiency or of competency in Standard VI, the minimum requirement being a certificate of competency in Standard V. There were nine Senior Free Places or industrial scholarships current at'the end of 1913, the holders being apprenticed to carpentry, blacksmithing, engineering, farming, or bootmaking. The lad apprenticed to the bootmaking is, owing to an accident in his childhood, unable to follow any other than a sedentary occupation. Reports received from the persons under whom the boys are apprenticed show that the scheme is working successfully, and that the young Maori can adapt himself to any form of manual labour when he receives encouragement. Under the Senior Free Place system provision is made whereby Maori girls may be trained as nurses. For the first year, the girls follow what is known as a day-pupil course, attending the hospital during the day, but living at the secondary school from which they have been awarded the free place. Upon their having completed this year's course in a satisfactory manner, the Health Department seeks positions for them on the staff of hospitals, the governing bodies of which are prepared to fall in with the scheme. The Education Department thus receives from the Health Department a great deal of valuable assistance, which we wish again to acknowledge. We also desire to express our appreciation of the interest and patience shown towards the Maori trainees by the Matrons of the hospitals in question. At the present time there are three girls following the day-pupil course, while there are also two Maori probationers, whose training is nearly completed. Nurses Ormsby and Te Au have successfully passed the examination qualifying them for registration as nurses, the latter

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having since been appointed assistant Native health nurse at Otaki. During the recent epidemic, the Maori nurses who had been trained under this scheme were called up to take charge of temporary hospitals and fever camps, and acquitted themselves with credit. Te Makarini and Butter Scholarships. —The examinations in connexion with these scholarships conducted by us under regulations made by the trustees of the funds were held as usual towards the end of the year. The Te Makarini Scholarship Trustees offered two scholarships for the year, one senior and one junior, the latter open to Native boys attending a Native school or schools under the control of the Education Department (not public schools), and the former open to Maori boys under sixteen years of age attending any school. For the Junior Scholarship there was only one candidate—Joe Tararua, of Tokomaru Bay Native School—who having qualified by gaining 606 per cent, of the total marks, was awarded the scholarship. There were seventeen candidates for the Senior Scholarship, and a fairly high standard was reached in the English subjects, work in arithmetic being, however, less satisfactory. The papers on Biblical knowledge show r ed some degree of improvement, and the work in Maori was also very satisfactory. For the Buller Scholarship, open to all boys of predominantly Maori blood who are not over the age of sixteen, there were five candidates —three from St. Stephen's School, Auckland, and two from Te Aute College, Hawke's Bay. The work submitted by four of the candidates was very creditable, the English subjects showing marked improvement as regards originality and independence of thought. One candidate took mathematics as his optional subject, the others taking woodwork, the highest marks in which were obtained by a Te Ante boy. In the other subjects satisfactory work was done, the translation of Maori presented by the leading boys being very good. The highest marks were obtained by William Panapa, of St. Stephen's, but he declined the scholarship, which was then offered to Hiko Savage, who was next in order of merit. The trustees find that considerable delay takes p|ace in awarding the scholarship owing to their having to obtain the necessary information as to the age and parentage of the candidates. We propose, therefore, to issue forms of application to candidates, who will be required to furnish proof of their age and of their being of predominantly Maori blood, as demanded by the regulations. Concluding Remabks. 1. During the year the work of many of the northern schools was interrupted by the epidemic of smallpox which broke out about the middle of the year. Several schools were closed for considerable periods, the buildings in some instances being placed at the disposal of the Health Department for use as hospitals. The apparent susceptibility of the Maoris to the disease caused a great deal of alarm amongst the Europeans in the districts affected, and, even in localities where there was no sign whatever of the epidemic, the Maori children were indiscriminately forbidden to attend school. 2. A more serious effect, so far as the education of Maori children is concerned, has been the intensification of the racial antipathy and prejudice exhibited towards the Maori in many parts of the North Island, and even in some parts of the South. This has led in some cases to an attempt on the part of the local authorities to turn the Maori children out of school, which has in some places actually been accomplished. Probably in none of these cases is the number of Maori children concerned sufficient to maintain a separate school, even if the Government were inclined to reverse the hitherto invariable policy of treating both races alike, and it follows that these children are reduced to the position, of outcasts. This question is one, therefore, that demands the earnest consideration of the authorities. 3. " The truly conscientious teacher will often feel discouraged in his work. The ideals set before him appear to be above the realities and the possibilities of life : he meets opposition where he should find help." These words apply with peculiar force to the Native-school teacher, who finds that his work, from its very nature, involves many disappointments, and who frequently receives more scorn and ridicule than sympathy and appreciation. The ignorance of the general public in regard to what is being done is remarkable. Some of the strongest criticism comes from persons who, although they may have had the fullest opportunity for visiting and inspecting the work of the schools, have never entered them; in other cases the opposition seems to be inspired by jealousy. Nevertheless, it is a fact that when people, including visitors from other countries who are competent judges, have taken the trouble to seek the truth at the fountainhead, they have expressed a high appreciation of the work in Native schools. As for the Maoris themselves, we can state positively that if there is one thing done by the Government on their behalf that they appreciate more than all the others, it is the provision made for the education of their children by means of the Native-schools system. For our part, when reviewing the work of the teachers, while we are conscious of the imperfections in it, as are the teachers themselves, we feel that we cannot speak too highly of their earnestness and devotion in promoting the welfare of the communities in which they are placed, and of the splendid results they have achieved in the schools. William W. Btod, ) T , John Portesus. [Im The Inspector-General of Schools.

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APPENDIX.

Table H1. NATIVE SCHOOLS AND TEACHERS. List of Native Village Schools during the Year 1913, and the Names, Classification, Status, and Emoluments of the Teachers as in December, 1913.

In the column "Position in the School," HMmi L M. Assistant Male ' ;ans Heat Ceacher; 1 Master; H I , , Head Mistress; M, that there is a Master on] A F, Assistant Female Teacher ; S, Sewing-mistress. iy; [istress on] iy; Name of School. (Schools arr. entered in the Order of Grades and in Alphabetical Order in eacli Grade.) County. IS S3 * a> o (3.) Teachers on the Staff at the End of the Year. (40 Names, Classification, and Status of Teachers. 4> I .5 . J g| i i* (5.) (6.) Annual Rates of Payment during Last Month of the Year for Salary, including Lodgingallowances. (I.) (2.) (7.) Geade Hα (.16-20). Karetu Mangamaunu Motuti Okautete Pamoana Port Waikato Bay of Islands Kaikoura Hokianga Masterton Waimarino .. Waiuku 19 14 17 16 14 16 Tawhiri, Eiwai Hiwinui Tawhiri, Mrs. M. W. Johnston, Miss Tristiana E. N. Hubbard, Charles C. Barnes, Mrs. Ellen Louisa Walker, Henry McNeish Walker, Mrs. Ethel Clara Chaplin, Charles Samuel Chaplin, Mrs. M. A. Welsh, Alfred Ernest Welsh, Mrs. Constance Elizabeth Annie Cameron, Rae Cumberland Cameron, Mrs. Martha Elaine Nicolson, Mrs. Euphemia Ethel C3 E2 D4 M S F M F M S M S M S HM AF F £ s. cl. 135 0 0 4 0 0 120 0 0 145 0 0 108 0 0 130 0 0 3 10 0 117 0 0 4 0 0 150 0 0 4 0 0 112 10 0 20 0 0 108 0 0 Rawhitiroa Raglan 16 E3 To Kopua Waitomo 27 Waimiha West Taupo .. 15 Grade Hβ (2.1-25). Kakamii Helensville .. Smith, Leonard Hedley Smith, Mrs. Phoebe May .. ■ Church, Lilian McLeod, Delia Paul, Maungatai Julia Matini, Roharima Gibbons, Elizabeth Mary Lena Gibbons, Isabel .. Rayner, Henry Hirst Rayner, Mrs. Flora j Clemance, Philip Henry Clemance, Grace Dora Anna Wills, Caleb Percy , Wills, Mrs. Isabella Mair J Taua, Wiremu Hoani Hetaraka, Roiho Hamilton, Hugh Richard William .. Hill, Joanna Woodhead, Ambler Woodhead, Caroline Kate Manning, William Henry Manning, Mrs. May Jamison, Mary Mauriohoohoo, Sarah Wright, Herbert Percie ■ Wright, Mrs. Rebecca I Handcock, Georgina I Handcock, Martha Ann HM AF H F AF HF AF HF AF HI AF HM AF HM AF HM AF HM AF HM AF H M AF HF AF HM AF HF AF 108 0 0 20 0 0 112 10 0 *t>5 0 0 108 0 0 f30 0 0 112 10 0 20 0 0 170 0 0 50 0 0 205 0 0 85 0 0 160 0 o 45 0 0 150 0 0 20 0 0 180 0 0 *50 0 0 180 0 0 50 0 0 139 10 0 40 0 0 108 0 0 *65 0 0 135 0 0 35 0 0 150 0 0 30 0 0 22 Mataora Bay Ohincmuri . . 14 Matihetiho Hokianga 25 Owhataitai Whakatano .. 30 Parapara Mangonui 22 Pipiriki Wangaimi 20 D 2 Rakauuui Kawbia 8 D3 D2 Rangiawhia .. Mangonui 24 Rangitahi Whakatane .. 31 E3 Tauoa Otamatea 29 D2 To Haroto Wairoa 23 Te Huruhi Waiheke Island 26 Te Eeinga Cook 24 Waihua Wairoa 23 1)3 Grade 111 (26-35). Horoera East Cape Lloyd, Kate Bruce Irwin, Beatrice May Foley, Hugh Mahon, B.A. Foley, Mrs. Anstice Josephine Wholan Scammell, William Henry Scammell, Mrs. Agnes Elizabeth Clark, Mrs. Catherine Elizabeth Clark, Herbert Edward Wylie, Mabel Ward, Violet May Lie. 152 0 0 *75 0 0 180 0 0 35 0 0 135 0 0 35 0 0 150 0 0 35 0 0 150 0 0 *70 0 0 Karioi Mangatuna Waimarino .. Waiapu 29 26 31 B3 HF AF HM AF HM AF HF AM HF AF Matapihi jTauranga 29 E2 Matata Whakatane .. 27 lodl Jins [-allowance £30 >er annum. t Includes lodging-allowance £5 per anni un.

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15

Table H1— continued. List of Native Village Schools during the Year 1913, etc. — continued.

Name of School. (Schools are entered in the Order of Grades and in Alphabetical Order in each Grade.) County. £ 111 <ti to™ >?P3 2 (3.) Teachers on the Staff at the End of the Year. (4.) _ Names, Classification, and Statue of Teachers. I f I || 1 |« (50 «■>■) Annual Rates of Payment during; Last Month ot the Year for Salary, including Lodsongallowitnccs. (1.) (2.) (7.) Gbade III — continued. Motiti Island Clench, Charles McDakin Clench, Mrs. Mary Isabel Young, James Young, Mrs. Alice Gertrude Nisbet, Robert John JSTisbet, Mrs. Janet Grindley, George Grindley, Mrs. Catherine Crene, Percival .. Crene, Mrs. Edith Foley, Susan Fanny Vuglar Richards, Hilda Ellen Isabel Thirtle, Herbert Lestor Wikiriwhi, Kuini McLean, Neil Milner, Hannah Miller, David Walter Miller, Mrs. Ethel MacArthur, Arthur Duncan MacArthur, Mrs. Elizabeth Graham Flood, Robert Patrick Flood, Mrs. Frances Louisa Mclntyre, John Matthews, Emily.. Barnett, David Barnett, Mrs. Sarah Hannah Stacey, Vernon .. Staceji, Mrs. Millicent Annie Lucinda Hodson, Susan Ngakuru, Pare Aute Horneman, Mrs. Agnes Mane, Maora Guest, Joseph John Guest, Mrs. Lilian Rose Zimmerman, Johannes Ehrenfried .. Zimmerman, Mrs. Emma C. Levert, Minnie Lucy Torrens, Agnes McFarlane, Charles Thomas Gillespie, Mrs. Mary Dinah Askew, Mrs. Laura Louise Askew, James Wemyss McKenzie, Kenneth Falkner, Violet .. Frazer, William Te Kura, Rangi .. Kernahan, Richard Irwin Kernahan, Mrs. Frances Ada Autridge Howarth, Oswald John Howarth, Mrs. Elenor Anno HM AF HM AF HM AF HM AF HM AF HF AF H M AF HM AF HM AF HM AF HM AF H M AF HM AF H M AF HF AF HF AF HM AF HM AF HF AF HM AF HF AM HM AF HM AF HI AF HM AF £ s. d. 135 0 0 35 0 0 142 10 0 36 0 0 190 0 0 85 0 0 139 10 0 40 0 0 159 0 (I 50 0 0 150 0 0 50 0 0 180 10 0 *95 0 0 165 0 0 35 0 0 180 0 0 50 0 (I 180 0 0 35 0 0 142 10 0 35 0 0 200 0 0 *96 0 0 1.47 5 0 40 0 0 162 0 0 35 0 0 135 0 0 35 0 0 150 0 (I *65 0 0 180 0 0 35 0 0 155 0 0 35 0 0 184 0 0 *70 0 0 160 0 0 *80 0 0 160 0 0 35 0 0 150 0 0 *65 0 0 170 0 0 35 0 0 144 0 0 45 0 0 205 0 0 70 0 0 Tauranga 22 Ohaeawai .. Bay of Islands 38 Lie. C3 Omanaia Hokianga 25 Opoutere Thames 14 Pamapuria Mangonni 26 Paparore 38 R,anana .. .. Rotorua 30 Lie. Reporua Waiapu 2!) D4 Takahiwai Whangara 27 E2 D4 Tangoio Wairoa 31 Te Aim Ahn . . Bay of Islands 25 Lie. Te Pupuke Whangaroa .. 31 d'i Te Rawhiti Bay of Islands 24 Lie. Te Waotn West Taupo .. 33 1)4 Waimamaku Hokianga 32 Waimarama .. Hawke's Bay 22 e'i Waiorongomai Waiapu 28 Cl Waiotapn Whakatane .. 46 C4 Waioweka Opotiki 36 Waitahanui .. East Taupo . . 29 Waitapu Hokianga 25 D2 Whakaki Wairoa 40 6 4 Whangara Cook 27 Wharekahika Waiapu 31 WharepQnga 23 6 2 Grade IVa (36-50). Arowhenna .. Geraldine Reeves, William Henry Reeves, Mrs. Winifred Greensmith, Edwin Greensmith, Mrs. Isabella Cleland .. Malcolm, George Henry Malcolm, Mrs. Edith A. .. Hulme, Mrs. Maggie Hulme, Russell Hedley Baker, Henrietta Anne Geissler, Aimee Margaret McLauchlan, Joseph McLauchlan, Mrs. Margaret Read, Alfred Henry Read, Mrs. Annie E. Adkins, John Adkins, Mrs. E. .. Hayman, Frederick James McBeath, Fanny Purnell, Herbert Francis .. Leef, Kathleen f 18/5 0 0 65 0 0 195 0 0 75 0 0 210 0 0 65 0 0 166 10 0 65 0 0 180 0 0 *90 0 0 190 0 0 70 0 0 166 10 0 65 0 0 205 0 0 85 0 0 205 0 0 *100 0 0 180 0 0 *!00 0 0 44 C2 HM AF HM AF HM AF HF AM II l< , AF H M AF HM AF HM AF HM AF HM AF Manaia Coromandel .. 37 D2 Mangamuka .. Hokianga 43 Maraeroa 43 Mavmgatapu Tauranga 42 T)'l Omaio Opotiki 42 0 2 Oparure Waitomo 41 Oromahoe Bay of Islands 33 C2 Oruanui East Taupo .. 33 E2 Otaua Hokianga 12 1)4 * Includes lodging-allowani :e £30 pel annum. t Also house allowance £25 pi er annum.

E.—3

16

Table H1— continued. List of Native Village Schools during the Year 1913, etc. — continued.

Name of School. (Schools are entered in the Order of Grades and in Alphabetical Oilier in each Grade.) County. i| p > a , r >>« S i Names, Classification, and Status of Teachers. ; ~ ~ ""■■ "' i i I Teachers on the Staff at the End J of the Year. ■& 5 (5.) I II p (6.) Annual Kates ! of Payment j during j Last Month of the Year for Salary, including Lodgingallowances. O.)_ __ (2-1 3 (4.) (5.) (7.) Gbadh IVa — continued. Papamoa Peria Poroti Pukepoto Rangiahua Taemaro Taharoa Tautoro Tc Kaha Tauranga Mangonui Auckland Mangonui Wairoa Mangonui Kawhia Bay of Islands Opotiki 35 38 43 40 46 20 43 42 4! Lundon, Clara Josephine .. Hennessy, Ellen Mary Warburton, Abel.. ' .. .. C2 Warburton, Mrs. Sarah Elizabeth Thompson, Richard Henry .. Lie. Thompson, Elizabeth Deane Freeman Matthews, Frederick Herbert Selwyn Latimer, Julia Alford, Edward Henry Micklethwait Lie. Alford, Mrs. Florence Harper, Arthur Sepping .. .. Lie. Harper, Mrs. Maud Mary .. .. ... Watt, Mrs. Bertha Frances Watt, Archibald Hume England, Walter .. .. C 3 England, Mrs. Eva Emma Cameron, Duncan .. .. D 3 Cameron, Mrs. Margaret Whelan, Edward John Whelan, Mrs. Sarah Sinclair, Donald William Edward Sinclair, Mrs. Martha Wykes, Frederick Read Wykes, Mrs. Bessie Drake, Armine George Drake, Mrs. Rosalind Kitty Patience, Frederick Patience, Mrs. Evelyn Gertrude Munro, John Bain Munro, Mrs. Florence May Law, Henry .. . . .. D2 Hall, Annie Elizabeth Dale, Francis Albert .. .. C 3 Dale, Mrs. Florence Ethel .. .. C5 Duthie, Eva Emilie (Vacant) Lisle, Frank Lisle, Mrs. Marion Felicia Dennis Mackay, Gordon .. .. .. D 2 Mackay, Miss Emily May C 2 Lie. Lie. Lie. 0 3 D 3 HF A! H M AF II M AF HM AF HM AF HM AF HF AM HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HF AF HM AF HM AF £ s. d. 190 0 0 *]15 0 0 185 0 0 65 0 0 180 10 0 70 0 0 tl90 0 0 *90 0 0 175 15 0 65 0 0 171 0 0 60 0 0 162 0 0 60 0 0 185 0 0 60 0 0 190 0 0 70 0 0 171 0 0 70 0 0 190 0 0 85 0 0 190 0 0 85 0 0 190 0 0 85 0 0 162 0 0 60 0 0 190 0 0 85 0 0 205 0 0 *90 0 0 180 0 0 60 0 0 190 0 0 Te Kotiikntvikii Taiiranga 31 Tikitiki Waiapu 56 Tokaanu East Taupo .. 42 Torero Opotiki 52 Touwai Whangaroa .. 38 Wai-iti Rotoraa 40 Waikaie Bay of Islands 39 1)2 Waiomatatini Waiapu 36 C3 C5 Whakarara .. Whangaroa .. 33 Whangape Whangarnru .. Hokianga Bay of Islands 52 37 D 2 185 0 0 80 0 0 190 0 0 *95 0 0 Grade IVb (51-80). Mangonui Vine, Henry Grafton . . .. D4 Vine, Mrs. Winifred Mary Vine, Effie Louisa Lee, John Bateman Lee, Mrs. Elizabeth Ellen Te Wao, Ema Smith, Hugh Parker .. .. CI Smith, Mrs. Alma Effrisina Ablett, Charles William .. .. Lie. Robertson, Margaret Lawson, Mihi Tipene Kelly, Felix .. .. .. D 1 Kelly, Mrs. Winifred Ngawati, Enerata Baker, Frances Elizabeth Eling .. D 1 Baker, Henrietta Anne Callaway, Christina Herlihy, Patrick .. .. .. D 1 Herlihy, Mrs. Mary Herlihy, Eileen Bennett, John William .. . . C 3 Parker, Eleanor Emma Te Wake, Josephine Ryde, Henry John .. . . D 2 Ryde, Mrs. Emma Grace . . Ryde, Grace Emma .. Saunders, William Simon . . MoLachlan, Annie Savage, Hilda 185 0 0 65 0 0 20 0 0 190 0 0 94 0 0 *60 0 0 185 0 0 65 0 0 205 0 0 *110 0 0 *65 0 0 205 0 0 85 0 0 *50 0 0 205 0 0 85 0 0 *65 0 0 205 0 0 94 0 0 35 0 0 205 0 0 *90 0 0 *50 0 0 180 0 0 60 0 (I 20 0 0 190 0 0 ♦115 0 0 *65 0 0 Hapua S2 D4 HM AF AF HM AF AF HM AF HM AF AF HM AF AF H F AF AF HM AF AF HM AF AF HM AF AF HM AF AF Hiruharama Waiapu 15 Kokako Wairoa 73 c'i Omarumutu Opotiki 62 Lie. Oranta Bay of Islands 58 1)1 Paeroa Taiiranga 53 d'i Parawera West Taupo .. 58 d'i Pawarenga Hokianga 55 0 3 Poroporo Whakatane .. 58 1)2 Raukokore Opotiki 48 • Incli idea lodging-allowam Jβ £30 pel annum. t Abo house allowance £25 pi nannum

17

E.—3

Table H 1—continued. List of Native Village Schools during the Year 1913, etc. — continued.

3—E. 3.

Name of School. [Schools are entered in the Order of Grades and in Alphabetical Order in each Grade.) County. _ (20 P !l in si» o> o 5 if I" (3.) Teachers on the Staff at the End ol the Year. _______ (4.) Names. Classification, and Status of Teachers. I L I §8 1 P 5 n, (6.) (6.) Annual Rates of Payment during Last Month of the Year for Salary, including lodgingallowances. (1.) (7.) Geade IVb — continued. Ruatoki Whakatane .. 99 Mahoney, Cornelius Mahoney, Mrs. Harriet Isabella Mahoney, Cornelia Desmond Mahoney, Flora L. M. Downey, Michael.. Downey, Mrs. Julia Downey, Lydia Gwendolyn Banks, Joseph Banks, Mrs. Anna Henry, Miriam Godwin, Horace Pern Evans Blathwayt, Ellen Elizabeth Constance Tamihana, Maire Broderiok, Henry Warren Broderick, Mrs. Jessie Sugden Broderick, Mary .. ., Coventry, Harry Taylor, Annie Pewhairangi, Ani Kiri White, Hamilton Hedley White, Mrs. Isabel Milner, Keriana Rogers, Herbert Rogers, Mrs. Ethel Emmeline Padlie, Florence Burgoyne, Henry William Burgoyne, Annette Burgoyne, Constance Hamilton, Hans Alexander Hamilton, Harriett A. Hamilton, Lilian Jane CI E3 HM AF AF AF HM AF AF HM AF AF HM AF AF HM AF AF HM AF AF HM AF AF HM AF AF HM AF AF HM AF AF £ s. d. 205 0 0 85 0 0 35 0 0 20 0 0 190 0 0 94 0 0 35 0 0 166 10 0 65 0 0 *50 0 0 180 0 0 *105 0 0 *55 0 0 210 0 0 99 0 0 20 0 0 210 0 0 *120 0 0 25 0 0 190 0 0 85 0 0 *55 0 0 210 0 0 75 0 0 *60 0 0 205 0 0 90 0 0 35 0 0 215 0 0 90 0 0 25 0 0 Te Araroa Waiapu 67 Te Kao Mangonui 58 Te Matai Tauranga r>0 Te Teko Whakatane .. ;">(> e'i Tokomaru Bay Waiapu 70 d'i Tuparoa >> • • 63 Waima Hokianga .~)4 D 1 Dl Whakarewarewa Rotorua 65 Whirinaki Hokianga 66 e'i Grade V (81-120). Ahipara Mangonui Williams, Joseph Walter Williams, Mrs. Mary Gauvine Kerehoma, Apikaira Topia, Ellen South, Moses South, Mrs. Emma Sarah .. ... Greening, Mrs. Bessie Whai, Erena Hope, John Hope, Mrs. Agnes Clarke, Rosa Kaua, Matekino Hoana Johnston, George Johnston, Mrs. Mary Elizabeth Callaway, Elizabeth Williams, Miranda 225 0 0 90 0 0 35 0 0 *50 0 0 220 0 0 90 0 0 35 0 0 25 0 0 205 0 0 90 0 0 *65 0 0 *65 0 0 204 5 0 80 0 0 *70 0 0 *60 0 0 Nuhaka Rangitnkia Wairoa Waiapu 81 87 86 E2 HM AF AF AF HM AF AF AF HM AF AF AF HM AF AF AF El Whakarapa Hokianga 81 Lie. D2 Schools not open on 31st December, 1913 — Teachers on leave of absence— Tuhara (Vacant) Brown, Mrs. Clara Jane DixoH, Hannah Grace, Charles Woodhouse Grace, Mrs. Inez (Vacant) Guerin, Annie Marguerite Kaikohc Wairoa Bay of Islands E2 ri'i HM AF AF HM AF AF AF 85 0 0 *65 0 0 240 0 0 99 0 0 20 0 0 Totals 26,608 15 * Includes lodging-allowance £30 per annum.

E—3.

Table H2. List of the Native Village Schools, with the Attendance of the Pupils for the Year, 1913.

18

[n ti iis ist tl ie sc] tools ai •e arrangei aooon ling to regu' larity oi atteni lance in the las it column. ] Schools. Number belonging at Beginning of Year. Average Number Number Number Weekly admitted who left belonging Number, during during i at End of (Mean of the Year. Year. Year. Pour Quarters.) (3.) (4.) (6.) (6.) School-roll. *!■ M ih casHO Oh a c 3 g-So-(V.) ■a &~ If ?Sn3 . •& g S 'C " fe * fSol (2 (8.) (10 (20 Manaia Tβ Kao Wharekahika Rangiahua , .. Motiti Island Omaio . . Te Haroto Te Rawhiti Omarumutu Whirinaki Te Hapua Te Kopua Raukokore Pamoana Taharoa Whakarara Kokako Wai-iti Whangape Oparure Kakanui Waima Torere Te Teko Whareponga Te Kaha Mangamuka Whakaki Takahiwai Rangitnkia Rangiawhia Whakarewarewa Te Waotu Waiomatatini Matihitihi Otamauru Tuparoa Tangoio Oromahoe Waitapu Tanoa Pamapuria Waitahanui Paeroa MangatunaC) Waioweka Whangarum Ohaeawai Waiorongomai( 2 ) Poroporo Horoera Arowhenua Te Huruhi Poroti . . Karetu Tokaanu Te Reinga( 3 ) Pawarenga Maungatapu( 1 ) Ruatoki Whakarapa Tikitiki Touwai Waihua Okautete Nuhaka Reporua Port Waikato Matata Ahipara Parawera Pukepoto Mataora Bay Waimarama 34 55 27 47 22 43 19 24 57 72 65 16 46 14 42 33 73 45 37 37 23 51 46 53 25 43 43 39 26 92 22 63 33 39 27 26 47 28 36 29 34 26 31 53 15 10 13 5 4 7 14 13 18 7 33 22 15 7 8 Iβ 15 13 37 27 4 22 17 18 10 8 14 20 13 15 12 32 36 15 10 13 40 15 13 12 6 9 14 29 38 17 7 29 42 29 8 12 9 25 2 26 28 27»62 102 28 30 22 15 5 30 14 9 6 28 33 14 4 12 10 6 6 4 2 11 7 12 6 12 7 9 10 8 4 9 7 19 21 22 3 23 4 13 14 5 11 15 7 17 7 20 34 18 8 5 9 6 12 11 10 5 14 29 3 5 8 16 9 16 5 11 4 23 4 9 39 59 34 48 24 39 2;> 2"i 69 67 91 29 51 13 46 40 81 39 53 42 24 50 59 58 2! 46 46 44 32 90 27 75 35 36 2?) 34 78 37 37 30 30 30 31 53 35 42 37 45 33 72 33 49 30 45 20 55 28 58 46 133 88 67 46 26 19 105 33 16 31 100 51 57 13 26 38 59 32 47 23 44 24 28 65 70 87 28 51 15 46 35 80 43 56 44 24 56 *">7 61 25 45 47 44 30 95 23 73 37 40 20 33 7! 35 37 28 33 30 33 58 33 4! 41 44 33 68 33 50 30 47 22 49 28 65 47 116 92 65 44 27 18 103 35 18 32 94 58 55 17 26 37 58 31 46 22 42 23 24 62 66 82 27 48 14 43 33 7:; 4(i 52 41 22 52 52 56 22 I! 43 4(i 27 86 21 65 33 35 2,-» 2!) 63 31 33 25 29 26 29 51 2!! 36 35 38 28 58 2!) 43 26 4i 19 42 24 55 40 99 78 56 38 23 15 87 29 15 27 79 49 46 14 22 98-9 97-9 96-5 96-4 96-3 96-0 95-3 95-1 94-7 94-5 94-1 93-5 93-4 93-0 92-9 92-7 92-4 92-4 92-3 92-1 91-9 91-8 91-4 91-3 910 90-7 90-5 90-4 90-3 90-1 89-8 89-8 89-4 89-2 89-1 88-7 88-7 88-4 88-4 88-3 87-9 87-6 87-5 87-4 87-4 87-1 87-1 87-0 86-7 86-5 86-4 86-4 86-3 85-9 85-8 85-7 85-7 85-6 85-5 85-3 85-3 85-2 85-2 84-8 84-8 84-6 84-6 84-5 84-5 84-0 83-5 83-4 82-4 82-3 30 38 32 59 30 48 25 43 22 38 59 62 90 54 37 25 15 96 26 18 30 81 53 48 17 23 28 16 31 30 17 13 14 1 21 7 11 Q 35 5 8 9 (») Opened second quarter. ( ') Opened first quarter. (3) Opened December qi tarter.

E.—3.

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

19

Schools. Number belonging at Beginning of Year. Number admitted during Year. School-roll. Number who left during Year. Number belonging at End of Year. Average Weekly Number. (Mean of the Four Quarters.) 41 °p fl C rj IS (7.) If! g>3 ojr, I (8.) (1.) (20 (3.) (4.) (5.) (6.) Te Araroa Opoutere Waimamaku Waiotapu Motuti Te Pupuke Matapihi( x ) Taemaro Rawhitiroa Tokomaru Waikare Peria Papamoa Otaua Te Kotukutuku Mangamaunu Ranana Parapara Maraeroa Karioi .. Hiruharama Te Matai Rangitahi Paparore Tautoro Orauta .. Pipiriki Omanaia Whangara Waimiha Oruanui Te Ahuahu Rakaunui Kaikohe(») " . . Te Whaiti( 2 ) . . Tuhara( 2) Kenana(2) Waiuku( 3 ) Waikouaiti( 4 ) Taupo( B ) 64 17 34 46 14 34 38 18 71 47 37 43 44 38 J7 2(1 18 41 33 60 63 26 32 42 64 26 33 26 22 48 32 16 98 19 56 14 23 26 25 6 6 34 13 17 4] 6 II 29 10 17 13 18 10 !) 26 23 24 22 23 21 35 36 13 19 17 6 10 5 24 8 1 21 2 8 1 4 12 7 24 6 11 9 11 10 20 10 8 17 17 9 9 13 16 14 21 28 23 25 16 23 33 14 7 6 5 29 22 8 119 21 64 15 23 26 14 85 I I 33 56 21 -Id 32 33 19 80 47 46 39 45 39 17 39 2:> 51 HI 55 61 3d 52 32 50 2<) 32 30 22 43 18 9 82 17 39 57 20 38 36 36 19 86 47 47 43 50 40 18 38 27 46 34 59 65 41 50 48 65 27 34 30 22 47 36 14 67 14 32 40 17 31 29 29 16 70 38 38 35 39 31 14 30 22 36 26 45 r>o 31 38 36 49 20 25 22 14 30 22 7 81-9 SI -7 81-7 81-7 81-7 81-6 81-5 81-2 81-2 810 81-0 80-7 80-6 79-3 79-3 79-3 78-9 78-9 77-8 77-1 76-8 76-3 76-2 75-3 75-2 • 74-4 73-9 73-7 73-2 66-4 64-3 62-1 52-0 14 Totals for 1913 4,248 2,033 1.634 4,647 4,746* 4,069* 85'7* Totals for 1912 4,079 1,815 I ,200 4,694 4,702* 4,000* 86-9* Mission schools subject to inspection by the Education Department— Tokaanu Convent Matata Convent Putiki Mission 36 ! 44 25 18 12 7 7 15 4 47 41 2« 45 45 28 44 38 24 97-7 86-0 85-5 Totals for 1913 105 37 2(1 116 118 106 89-8 • Totals for 1912 203 (18 97 174 174 154 88-5 Boarding-schools affording secondary education — ' Otaki College(') St. Stephen's (boys) Queen Victoria (girls) St. Joseph's Convent (girls) Te Waipounamu (girls) Hikurangi College Hukarere (girls) Te Aute College Turakina (girls) Waerenga-a-hika College Sacred Heart College Auckland Grammar School 62 25 43 25 7 23 46 46 17 10 \ I 21 12 18 14 37 28 11 4 3 3 25 3 20 4 1 6 8 J7 11 3 58 63 41 33 24 31 75 57 17 !] 5 4 58 60 39 33 20 27 77 (il 21 13 47 59 37 31 19 25 71 56 18 10 81-7 98-5 94-7 94-2 94-0 93-2 91-4 90-5 84-9 81-6 Totals for 1913 307 210 98 419 409 373 91-2 Totals for 1912 274 183 ss 369 365 344 I 94-2 irtei". i included in i the text, for I jh Native sen ( 4 ) Transfern nission schools ■eil to Otago ( l ) Opened second quarter. (■) Not open at end of year. Education Board at heginning of year. (•) Opened and closed Juiu • Tin: totals do not agree with the figures relating to roll numbi •eprescuts the average attendance and average roll number for the mean ihe latter the mean of the combined quarterly totals of all schools. (') ClO! 3 quarter. sed March qu (•) Fomiorrj mce given in [uarters of oat the reason tha , lool taken sep. tt the former jarately, and ;r and attends of the four q

E.—3

20

Table H3. (a.) Number of Maori Pupils attending Secondary Schools at the End of 1913.

(b.) Maori Pupils (10) holding Industrial Scholarships at the End of 1913.

(c.) Maori Pupils (6), formerly attending Native Boarding-schools, holding Hospital Nursing Scholarships at the End of 1913.

Governmi >nt Pupils. Schools. [ Formerly attending Native Schools. Formerly attending other Sohools. Private Pupils. Totals. Otaki College, Wellington St. Stephen's (boys), Auckland ... Te Aute (boys), Hawke's Bay Waerenga-a-hika (boys), Gisborne Clareville (boys), Carterton Hukarere (girls), Napier St. Joseph's (girls), Napier Queen Victoria (girls), Auckland ... Turakina (girls), Wanganui Te Waipounamu (girls), Canterbury Sacred Heart College, Auckland Auckland Grammar School (boys) (girls) 30 13 23 3 23 2 1 1 i 58 32 43 11 81 51 30 18 13 24 58 63 57 11 31 75 33 41 17 24 5 3 1 2 4 1 3 1 Totals 98 10 311 419

Number. School. Trade to which Scholars are apprenticed. District. 1 1 1 2 1 1 1 1 Whangaruru Native School .. ] Blacksmith Manaia Native School ... Builder Paeroa Native School ... „ Whakarewarewa Native School „ Touwai Native School ... Bootmaker Wai-iti Native School ... ' Sheep-farmer ... St. Stephen's Boarding-school Engineer Tokorangi Public School ... j Builder ... Auckland. ... f t ... J Waiapu. ... Auckland. ... Wanganui.

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

E.—3.

Table H4. Classification of European Children attending Native Schools at the End of Year 1913.

Table H5. Maori Children attending Public Schools, December, 1913.

21

Education Districts. P, I. J II. Standard Classes. III. IV. Standard Classes. V. j VI. I VII. i I Certificates Total. of Competency. Certificates of Proficiency. Auckland Wanganui Wellington .. Hawke's Bay North Canterbury South 138 3 52 1 12 50 1 35 2 1 13 1 43 "2 I 16 j "l j 38 1 'l5 25 1 1 5 9 390 8 5 106 2 4 10 7 1 SI 1 12 "2 1 °2 1 "l "1 i Totals, 1913 I 173 66 63 52 62 58 54 44 10 33 12 515 12 Totals, 1912 ! 189 75 50 62 30 12 520 16 14 Note. —For the pur] reckoned as European. loses of this •eturn, ohildri in intermediate in blood between ha a,l£-oaste and European are

Maoris. Certificates granted. Education Districts. No. of Schools. Boys. Girls. Total. Competency. Proficiency. Auckland ... Taranaki ... Wanganui ... Wellington.. Hawke's Bay Maryborough Nelson 292 28 66 43 54 12 4 2 4 14 4 19 23 1,371 104 243 201 463 36 17 2 14 64 3 57 65 1,129 92 179 197 318 32 16 2 13 54 10 52 57 2,500 196 422 398 781 68 33 4 27 118 13 109 122 3 6 1 1 5 5 1 -A Grey Westland ... North Canterbury South Canterbury 1 2 "'- Otago Southland ... 2 It. 2 1 1 Totals for 1913 Totals for 1912 565 569 2,640 2,721 2,151 2,192 4,791 4,913 7 5 26 23 Differences _ 4 -SI - 41 - 122 ! 2 3 Note.—For the purposes of this r. ind Maori are reckoned as Maori. iturn, ha ilf-oaste childn sn and childn in intermediati in blood bet' ■eon half-caste

E.-3.

Table H5a. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1913.

Table H6. Race of the Children attending the Native Village Schools on 31st December, 1913.

22

Class P. S. I. S. II. S. III. S. IV. S. V. S. VI. 8. II. Total. Years. tfl 00 0Q ffl 3 B I 161 122 .. 266 210 1 279 1 254 19 2981 233 52 209 166 95 106 108 79 65 60 44 35 31 28 13 13 22 1 10 4 r 4 4 3 1,437:1,211 347 as . 3 f>3 I s « £ ffl s B 3 Cβ m S ■ 1 5 and under 6 6 . 7 7 , 8 8 , 9 9 . 10 .0 . 11 .1 . 12 .2 . 13 .8 „ 14 .4 . 15 .5 years and over i 18 37 76 86 42 32 22 6 1 15 37 70 81 61 29 12 2 1 2 11 41 56 58 42 20 13 3 1 3 4 6 35 33 62 43 63 41 50 31 22 9 7 2 10 28 51 56 27 9 '' 22 ! 41 31 16 2 20 27 23 9 1 4 2-1 17 4 i ;: l'-6 14 11 11 9 161 267 298 366 345 300 288 259 203 104 49 122 212 274 284 290 284 229 198 147 84 27 2 1 4 • ■ 2 2 Totals .. 321 307 247 244 168 181 113 86 61 81 26 7 4 2,640 2,151 Note. —For ind Maori are r< the purposes of shis ret' ickoned as Maori. irn, hi ,If-ca8te children i ,nd oh ildren inte ■mediate in bli iod between hal ! -eaete

For the purposes of this return, half-caste children and children intermediate in blood betw< are reckoned as Maori, and children intermediate in blood between half-caste and Euroj an half-caste and ien as European. :aori Race. ioris. Schools. Speaking English in the Home. Boys. Girls. Total. E iropea] s. Totals. Speaking Maori in the Home. Boys. Girls. Total. ' t Boys. Girls. Total. Boys. Girls. Total. Te Hapua .. Tβ Kao Paparore Ahipara Pukepoto .. Pamapuria .. Rangiawhia Parapara Peria Taemaro Tβ Pupuke .. Touwai Whakarara .. Whangape .. Pawarenga .. Matihetihe .. Waitapu Whakarapa.. Motuti Mangamuka Maraeroa .. Waimamaku Whirinaki .. Omanaia Waima Otaua Tautoro Ohaeawai .. Tβ Ahuahu .. Oromahoe .. Orauta Karetu Waikare Whangaruru Tβ Rawhiti Poroti Takahiwai .. Tanoa Kakanui Tβ Huruhi .. Port Waikato Manaia Opoutere Mataora Bay Rawhitiroa .. Parawera .. Te Kopua .. Rakaunui .. Taharoa Oparure 7 4 1 3 4 2 2 I 3 8 3 2 3 3 1 10 12 3 1 5 7 5 2 49 26 25 48 11 18 5 12 10 20 16 22 22 31 29 6 12 40 12 21 29 20 36 17 22 26 13 20 10 12 24 10 31 24 13 18 16 17 9 13 7 16 6 7 8 30 12 5 231 16 38 31 16 36 16 ]1 17 8 12 13 24 22 14 18 24 14 10 40 9 23 16 11 31 10 28 15 11 14 4 6 J2 11 12 8 12 10 10 13 9 18 1 6 10 19 16 4 23 10 87 57 41 84 27 29 22 20 22 40 14 4(» r>:; 20 22 80 21 44 45 31 67 27 50 41 24 :S4 17 25 4:S 16 43 35 26 26 28 27 19 26 16 34 7 13 18 49 28 9 46 26 2 1 2 3 6 1 1 7 "] 1 I 4 2 3 2 3 1 8 o 1 8 3 12 I 4 17 2 3 4 1 2 4 3 3 ] 2 3 1 6 2 2 2 4 2 10 6 18 I 2 4 24 2 4 4 2 3 8 2 6 5 51 27 27 58 2.1 1.9 6 13 17 20 10 22 23 31 32 11 15 44 12 23 32 22 36 19 22 29 18 28 10 18 29 12 33 26 13 28 18 19 13 14 7 18 8 7 9 31 13 5 23 25 40 32 25 42 36 11 21 12 29 13 24 24 17 22 26 18 15 44 9 23 19 11 31 13 28 16 14 17 8 19 21 8 14 11 12 17 14 11 11 16 9 21 3 6 10 20 16 4 23 17 !)l 5! I 52 100 57 30 27 25 46 33 40 4(i 40 53 58 2!) 30 88 21 46 51 33 67 32 50 45 32 45 18 37 50 20 47 37 25 45 32 30 24 30 16 39 11 13 19 51 29 9 46 42 4 i 5 6 5 2 2 2 4 3 11 1 12 7 4 4 2 10 2 2 4 1 9 2 1 1 3 19 4 3 5 4 2 2 3 2 5 4 1 1 1 1 1 2 1 9 7 i6

8.—3.

Table H6 — continued. Race of the Children attending the Native Village Schools on 31st December, 1913— continued.

Summary of Table H6.

23

Race. boris. Totals. Schools. Speaking English in the Home. Speaking Maori in the Home. Ei aropeans. Boys. Girls. Total. Boys. Girls. I Boys. Girls, i Total. Boys. J Girle. Total. Total. I I I Waimiha Te Waotu .. Whakarewarewa Ranana Wai-iti Rangitahi .. Waiotapu .. Waitahamii Tokaanu Oruanui Te Kotukutukn Paeroa Papamoa Te Matai Motiti Island Maungatapu Matapihi Matata Te Teko Otamauru Poroporo Ruatoki Waioweka . . Omarumutu Torere Omaio Te Kaha .. Raukokorp .. Wharekahika To Araroa Horoera Rangitukia Tikitiki Waioraatatini Reporua Tuparoa Waiorongamai Hiruharama Whareponga Tokomaru Bay Mangatuna.. Whangara Nuhaka Whakaki Te Reinga .. Rangiahua FCokako Waihua Tangoio Te Haroto .. Waimarama Karioi Pipiriki Pamoana Okautete Mangamaunu Arowherma 10 4 32 19 24 11 20 18 26 14 19 14 18 31 9 18 21 9 29 13 37 73 6 31 23 24 21 21 17 44 11 42 29 18 20 42 15 24 12 42 11 14 59 17 12 23 45 6 14 11 19 15 18 6 9 10 7 4 14 32 31 19 16 24 15 11 22 20 26 18 9 26 22 14 24 19 20 14 24 18 21 31 26 9 13 18 21 21 11 9 10 29 29 13 14 37 27 73 58 6 11 31 36 23 30 24 13 21 24 21 13 17 13 44 32 11 22 42 42 29 32 18 17 20 13 42 24 15 14 24 28 12 8 42 33 11 12 14 7 59 34 17 22 12 16 23 20 45 36 6 3 14 16 11 14 19 6 15 13 18 8 6 7 9 5 17 18 63 35 39 33 46 27 48 38 39 38 39 57 22 39 32 19 58 27 64 131 17 67 53 37 45 34 30 76 33 84 61 35 33 66 29 52 20 75 23 21 93 39 28 43 81 9 30 25 25 28 26 13 142 11 4 ] 3 5 6 17 8 12 3 4 12 15 36 20 24 i 12 29 20 30 18 19 22 18 31 10 23 21 18 29 17 41 74 17 31 27 24 21 29 18 49 11 45 34 18 20 51 16 25 13 44 15 19 65 20 12 25 45 15 17 11 19 20 19 6 11 7 28 10 20 39 19 15 24 27 11 25 25 20 31 21 30 14 23 11 13 29 17 31 59 25 38 32 15 25 22 16 36 22 45 33 18 13 27 17 30 8 36 20 11 40 24 16 23 36 11 20 15 7 14 10 7 8 10 21 22 35 75 39 39 36 56 31 55 43 39 53 39 61 24 46 32 31 58 34 72 133 42 69 59 39 46 51 34 85 33 90 67 36 33 78 33 55 21 80 35 30 105 44 28 48 81 26 37 26 26 34 29 13 19 17 49 2 1 2 .1 1 7 2 4 4 2 3 1 8 2 4 2 6 1 5 8 7 15 1 1 5 4 4 1 1 2 7 9 3 ' 12 "2 1 3 4 4 1 11 2 3 7 4 8 1 2 14 25 2 2 1 3 2 2 J 1 9 17 3 4 4 9 8 1 5 3 5 3 6 1 6 1 1 3 1 1 4 6 1 1 1 2 3 5 6 3 2 8 3 4 2 3 1 3 5 2 5 4 9 4 10 2 5 6 7 "2 2 '2 3 "5 9 3 8 J 17 4 7 1 1 1 1 1 I 6 1 2 1 1 5 1 5 1.0 15 25 25 20 45 2 2 3 "3 "5 2 1 4 Totals for 1913 Totals for 1912 .. 41 56 46 55 87 111 2,160 2,215 2,160 1,885 2,215 1,848 4,045 4,063 258 265 257 J 515 255 520 2,459 2,536 2,188 2,158 4,647 4,694 Difference -15 -9 -24 -55 -55 +37 -18 — 7 + 2 — 5 -77 + 30 -47

1913. Race. Boys. Girls. Total. 2,160 1,885 4,045 41 46 87 258 257 515 2,45!) 2,188 4,647 Percentage, Percentage, 1918. 1912. I i 87-0 86-7 1-9 2.3 111 110 1000 1000 Maoris speaking Maori in tho home Maoris speaking English in tho home Europeans Totals 1000 1000

E.—3.

Table H6a. Classification as regards Ages and Race of Children belonging to Native Village Schools at the End of December Quarter, 1913.

Summary of Table H6a.

Table H6b. Classification as regards Standards and Race of Children on the School Rolls at the End of December, 1913.

24

Race. Maoris. Totals. Ages. Speaking English Speaking Maori in the Home. in the Home. Europeans. Boys. J Girls, i Total. Boys. Girls. Total. I j Boys. Girls. Total. Boys. Girls. Total. 5 and under 6 6 „ 7 .. 7 „ 8 .. 8 „ 9 .. 9 „ 10 .. .0 „ 11 .. 1 „ 12 .. .2 „ 13 .. .3 „ 14 .. .4 „ 15 .. 5 years and over .. 3 4 5 3 2 4 5 10 3 2 4 11 8 4 5 2 4 4 2 5 138 8 ! 220 16 ! 236 11 ! 264 6 j 273 9 ; 245 7 ! 212 14 i 222 7 j 174 2 107 2 J 69 87 j 2,160 139 197 227 233 240 200 178 195 133 94 49 277 417 463 497 513 445 390 417 307 201 118 36 29 33 29 36 25 20 17 14 4 21 20 39 29 27 29 28 31 20 9 4 36 56 68 62 56 65 53 51 37 23 8 156 260 270 300 304 285 242 252 194 121 75 162 I 318 221 I 481 277 547 270 570 271 I 575 234 ! 519 208 450 230 482 157 351 105 226 53 128 2 Totals 41 46 1,885 4,045 258 257 515 2,459 2,188 ! 4.647 Note.—For the purpose < ?aste and Maori are to be reekoi if this retun led as Maori. i, half-caste children and children intern iediat< in bloi id between half

:'. Ages. Boys. Girls. Total. Percentage, 1918. Percentage, 1912. 'rom five to ten years „ ten to fifteen years „ fifteen upwards Totals 1,290 1,201 2,491 1,094 934 2,028 75 53 128 2,459 ! 2,188 j 4,647 _[ J_ 53-6 43-6 2-8 1000 _J 51-8 44^9 3-3 1000

Race. Maoris. Totals. Standards. Europeans. Speaking English in the Horoe. Speaking Maori in the Home. Hoys. Girls. Total. Boys, j Girls. Total. Boys. Girls. Total. Boys. Girls. | Total. I 'reparatory class Standard I II III IV V VI VII 13 4 4 7 5 *\ 22 6 4 5 1 I 1 35 10 8 12 6 9 6 1 1,028 298 250 234 167 111 61 11 917 268 224 206 134 77 50 9 1,945 565 474 440 301 188 111 20 92 29 34 23 33 27 14 6 81 173 37 ! 66 29 63 29 52 29 ! 62 27 I 54 19 I 33 6 12 257 J 515 1,133 331 288 264 205 144 77 17 1,020 311 257 240 164 107 73 16 2,153 642 545 504 369 251 150 33 Totals , I 41 I 46 87 2,160 1,885 4,045 258 2,459 2,188 4,647 Note.—For the purpose of mate and Maori are to be reckon this Led as ■etun Maoi i, half-caste children ai Ld childi ren intermediate in blood betwei m halfi.

E.—B.

Summary of Table H6b, showing Standard Classification.

Table H7. Standard Classification, 31st December, 1913.

4 -E. 3.

25

I Standards. Boys. Girls. Totals, 1918. Totals, 1912. Preparatory classes for Standard I II III IV V VI VII 1,133 331 288 264 205 144 77 17 i 1,020 311 257 240 164 107 73 16 2,153 642 545 504 369 251 150 33 2,192 624 562 496 358 255 151 56 Totals .. 2,459 2,188 4,647 4,694

Schools. a o • Oq3 II P. IZ Cla II. Classificatii as: >n of Pupils. ski. a=11 _o o p< III. IV. V. VI. VII. Tβ Hapua Te Kao Paparore Ahipara Pukepoto Pamapuria Rangiawhia Parapara Peria Taemaro Te Pupuke Touwai Whakarara Whangape Pawarenga Matihetihe Waitapu Whakarapa Motuti Mangamuka Maraeroa Waimamaku .. Whirinaki Omanaia Waima Otaua Tautoro Ohaeawai Tβ Ahu Ahu Oromahoe Orauta Karetu Waikare Whangamru Tβ Riwhiti Porofci Takakiwai Tanoa Kakanui Tβ Huruhi Port Waikato .. Manaia Opoutere Mataora Bay .. Rawhitiroa Parawera Te Kopua Rakaunui Taharoa Oparure Waimiha Te Waotu Whakarewarewa Ranana Wai-iti Rangitahi Waiotapu Waitahanui Tokaanu Oruanui 91 59 52 100 57 30 27 25 46 33 40 46 40 53 58 29 30 88 21 46 51 33 67 32 50 45 32 45 18 37 50 20 47 37 25 45 32 30 24 30 16 39 11 13 19 51 29 9 46 42 22 35 75 39 39 36 56 31 55 43 55 18 26 34 22 8 13 14 18 9 18 27 10 37 38 15 11 35 7 22 28 17 22 11 26 25 16 23 14 19 32 8 25 15 15 16 7 16 10 14 9 15 7 7 9 34 18 4 16 16 11 17 30 16 16 29 30 17 20 20 7 8 6 17 5 7 4 3 7 3 5 5 4 7 8 6 15 10 12 10 4 15 6 9 3 2 10 7 5 4 5 5 6 4 12 5 3 1 4 2 7 3 4 6 '1 3 2 1 2 I 1 2 2 'i I "i 2 1 1 3 6 3 6 11 10 1 5 3 4 5 7 3 3 2 3 7 2 3 6 3 12 4 5 7 2 3 2 1 3 4 4 2 2 1 6 2 1 8 1 1 2 ■ 2 : :: i 1 i 9 4 2 L'J 4 1 7 1 11 3 6 5 7 9 1 6 9 3 13 10 2 13 4 8 7 4 9 5 4 5 3 4 7 4 3 8 2 5 6 8 3 3 4 6 4 5 3 1 2 1 3 4 4 3 3 2 2 2 3 4 1 1 3 1 2 1 4 1 6 7 4 3 4 1 5 3 2 2 2 2 9 2 2 1 3 3 3 2 4 5 6 6 1 6 3 'a i i i i 4 1 2 1 2 1 7 7 3 2 6 4 5 2 II 1 4 8 2 5 2 4 1 8 6 7 3 2 2 4 4 4 2 6 1 3 2 1 1 4 1 3 5 3 4 2 1 1 1 1 1 3 1 3 12 4 2 13 IS 6 7 3 10 10 7 2 10 3 7 5 4 1 2 6 4 8 4 3 2 6 4 1 1 3 2 7 3 5 3 5 4 5 1 1 2 4 i i 2 ■2 i *9 10 6 3 7 5 2 1 1 i 1

8.—3.

Table H7— continued. Standard Classification, 31st December, 1913 — continued.

26

Schools. Classification of Pupils. VI. VII. ID in _o 1 & i si L II. III. i IV ' v. Te Kotukutuku Paeroa Papamoa Tβ Matai Motiti Island .. Maungatapu .. Matapihi Matata Te Teko Otamauru Poroporo Ruatoki Waioweka Omarumutu Torere Omaio Te Kaha Raukokore Wharekahika .. Tβ Araroa Horoera Rangitukia Tikitiki Waiomatatini .. Reporua Tuparoa Waiorongomai .. Hiruharama Whareponga Tokomaru Baj 7 .. Mangatuna Whangara Nuhaka Whakaki To Reinga Rangiahua Kokako Waihua Tangoio Tβ Haroto Waimarama Karioi Pipiriki Pamoana Okaufcete Mangamaunu .. Arowhenua 39 14 53 25 39 10 61 18 24 4 46 30 32 25 31 8 58 30 34 19 72 45 133 87 42 18 69 28 59 29 39 17 46 18 51 23 34 15 85 44 33 21 90 48 67 33 36 13 33 18 78 28 33 18 55 25 21 7 80 31 35 29 30 17 105 28 44 22 28 25 48 18 81 29 26 10 37 18 26 10 26 6 34 20 29 16 33 7 19 3 17 7 49 12 8 5 5 11 5 10 2 8 12 4 5 3 13 8 2 5 6 6 2 2 1 5 7 4 6 6 2 5 4 2 I 6 3 8 1 1 3 5 7 6 14 10 2 8 7 7 5 3 7 13 4 3 11 3 ■ 4 4 11 9 9 4 5 4 2 3 5 5 6 4 2 5 2 2 4 1 1 1 2 G 5 5 7 7 2 4 1 8 1 2 1 8 8 1 i 13 5 5 8 8 4 8 5 9 6 3 2 10 5 8 6 9 i 8 1 3 4 2 4 i 1 1 5 6 4 7 5 10 10 6 5 2 3 5 3 2 8 3 1 2 5 4 8 12 "l i i 8 6 4 6 11 5 6 5 4 9 1 3 7 1 2 1 6 18 8 18 24 6 4 5 4 8 2 3 3 1 6 12 2 11 5 12 8 1 11 15 6 4 4 3 14 2 2 22 5 2 4 5 3 6 4 5 5 1 1 5 . 3 8 7 3 11 1 2 5 4 6 1 4 2 3 'a '2 i 2 2 1 1 i i i i i i 3 3 3 1 8 2 1 i i 7 2 1 3 7 3 i •• 4 2 2 5 1 1 7 1 3 4 Totals for 1913 Totals for 1912 4,647 2,153 |4,694 2,192 642 624 545 562 504 496 369 358 251 255 150 151 33 56 85 57 15 85 Difference -47 -39 + 18 -17 + 8 + 11 -4 -1 -13 -22 -20

E.—3

27

Table H 8. Classification as regards Ages and Standards of Children at End of December, 1913.

Standard VI. Standard VII. Class P. Standard I. Standard II. Standard III. Standard IV. Standard V. Kace Totals. Totals. Ages. ,Euroj Maoris. Europeans. Maoris. iEuro] leans. Mai iris. JEUTO] leans. Maoris. jBuro] Maoris. Euro] Maoris. :Euroj Maoris. Europeans. Maoris. Europeans, i Maoris. leans. leans. leans. leans. B. G. B. G. B. G. B. G. B. G. I B. G. B. G. B. a. B. G. B. G. B. G. B. G. B. G. B G. B. J G. B. G. B. G. B. G. 5 and under 6 years .. 15 21 141 141I 15 36 29 21 20 39 141| 141 156 162 I 318 - I • • 6 „ 7 „ .. 33 19 223 201 3 1 1 224; 201 j 260 221 481 •• 7 „ 8 „ .. 20 24 223 218 6 11 17 19 3 i 1 1 241 238 270 277 547 •• 8 „ 9 „ .. 14 9 213 182 10 8 43 44 7 9 11 13 2 3 2 33! 29 267 241 j 300 ! 270 570 9 „ 10 „ .. 6 5 130 101 5 f 78 77 11 7 I 44 49 4 9 19 16 3 1 3 1 1 29j 27 275| 244 304 271 575 •■ 10 „ 11 „ .. ! 3 56 47 2 7 77 57 9 5 I 60 48 8 5 46 39 9 8 8 13 4 1 2 1 1 ct 36J 29 249 205 285 234 519 11 . 12 „ .. 1 34 22 2 3 36 32 2 3 62 57 5 5 49 « 9 11 29 21 5 5 5 1 1 2 2 25j 28 2171 1801 242 208 j 450 2 1.... 12 „ 13 [ 13 „ 14 14 „ 15 17 4 16 4 - - 1 2 1 29 15 3 23 7 12 2 1 j 39 25 9 29 18 7 3 j 3 2 74 27 19 53 J 38 13 j 6 3 3 8 1 49 48 21 50 27 20 6 5 6 10 5 4 20 37 34 21 25 18 5 2 G 9 3 4 17 20 7 14 18 7 .. 3 14 2 1 18 3 2 54 6 6 •• 4 1 ■■ 4 3 20 17 14 31 20 9 232 199 177! 137 96! 252 194 J 121 230 157 105 482 351 226 .. o 15 years and over .... 2 3 3 3 6 2 7 14 3 ! 1 2 18 10 2 20 13 6 3 4 4 71 49 75 53 128 ■• •■ i Total .. .. 92l 81 10411 939 1,980 29 37 302 I "~57 274 34 I 29 j254 I '228! 23 ' 29 241 I "aii 33 29 172 185 27 I 27 117 I 80 I 14 I 19 63 I 54 11 '■ 10 258: 257 220ljl,931 2,459 2,188 4,647 17 63 482 52 452 62 307 54 197 33 117 12 21 515 4,132 i 2, 53 642 545 504 369 150 33 4,647 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

28

Table H9. Summaky 08 , Expenditure on Native Schools during the Year ended 31st Makch, 1914. Teachers'salaries .. .. .. .. .. .. .. .. .. 27,086 Teachers' house allowances .. .. .. .. ■. .. .. .. 62 Teachers in isolated districts —special allowances .. .. .. .. .. 120 Teachers' removal allowances .. .. .. .. .. .. .. 510 Books and school requisites.. .. .. .. .. .. .. .. 579 Fuel, and rewards for supplying fuel.. .. .. .. .. .. .. 138 Conveyance and ferrying of children.. .. .. .. .. .. .. 354 Manual-instruction classes —Village schools, £266 ; Secondary schools, £125 .. .. 391 Inspectors' salaries.. .. .. .. .. .. .. .. .. 945 Inspectors' travelling-expenses .. .. .. .. .. .. .. 392 Secondary-school fees .. .. .. .. .. .. .. .. 2,100 Travelling-expenses of scholars to and from secondary schools .. .. .. .. 83 Hospital Nursing Scholarships .. .. .. .. .. .. .. 60 • Apprenticeship charges .. .. .. .. .. .... .. 116 New buildings, additions, &o. .. .. .. .. .. .. .. 8,358 Maintenance of buildings, inoluding repairs and'small works .. .. .. .. 3,394 Advertising .. .. .. .. .. .. .. .. .. 56 Planting sites .. .. .. .. .. .. .. .. .. 24 Sundries .. .. .. .. .. .. .. .. .. .. 59 44,827 Less recoveries .. .. .. .. .. .. .. .. .. 104 Total net expenditure .. .. .. .. .. ..£44,723 Note. —Of this total, the sum of £2,534 was paid from national-endowment reserves revenue. Approximate Cost of Paper.— Preparation, not given ; printing (1,150 copies), £27 10s.

By Authority : John Maokay, Government Printer, Wellington.—!9l4. Price 9d.]