EDUCATION OF MAORI CHILDREN. [In continuation of E.-3, 1916.]

Appendix to the Journals of the House of Representatives, 1917 Session I, E-03

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1917. NEW ZEALAND.

EDUCATION OF MAORI CHILDREN. [In continuation of E.-3, 1916.]

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

CONTENTS. Page Pane No. 1, —Extract from Report of Minister . . .. 2 No. 3.—Extracts from tho Reports of the Inspectors No. 2—Report of the Inspector of Native Schools: — of Schools on tho Education of Maoris in New Schools, &o. .. .. ..6 Public Schools .. .. ..12 Attendance, &c. .. .. .. 7 Native Village Schools .. .. 7 Appendix :— Mission Schools .. .. .. 7 Table HI. Native Schools and Teachers .. 15 Secondary Native Schools .. ..7 H2. Attendance at Schools .. .. 19 Classification .. .. .. 7 H3. Higher Education .. .. 21 School Buildings and Grounds .. .. 7 H4. Maori Children at Public Schools .. 21 Organization .. .. .. 8 H5. Classification of Maori Childron at Inspection of Schools .. . . .. 8 Public Schools .. .. 22 General Remarks .. .. . . 8 116. Race of Children .. .. 22 Secondary Education . . ..II H 6a. Ages and Race of Children .. 24 Scholarships .. .. ..11 H 6b. Standards and Race of Children .. 24 Native Schools and the War . . ..II H7. Ages and Standards . . . . "25 Concluding Remarks .. .. ..12 HB. Summary of Expenditure .. ..26

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No, 1. EXTEACT FEOM THE FORTIETH ANNUAL REPORT OF THE MINISTEE OF EDUCATION, Education of Native Children. Number of Schools. There were 118 Native village schools, including two side schools, in operation at the end of the year 1916, as compared with 117 for the previous year. During the year three new schools (of which one was a part-time school) were opened; one school was reopened and three were closed, two temporarily and one permanently. In addition to the Native village schools, three primary mission schools for Maori children and ten boarding-schools affording more advanced education to Maoris were inspected by the Inspectors of Native Schools. Throughout the Dominion there were 501 public schools at which Maori children were in attendance, this number being fifty less than the corresponding number for the previous year. Thus the total number of schools under inspection where Maori children were receiving instruction was— Native village schools ... ... ... ... ... ... 118 Native mission schools subject to inspection by the Education Department 3 Public schools at which Maori scholars were in attendance ... ... 501 Total number of primary schools ... ... ... 622 Native boarding-schools affording secondary education to Maoris ... 10 Total ... - ... ... ... ... ... 632 The following table shows the number of Native village schools classified according to grade for the years 1915 and 1916 : — 1915. 1916. Grade I (average attendance 9-15) ... ... ... 14 13 ~ Hi (average attendance 21-25) ... ... ... 15 16 ~ Ilii (average attendance 26-35)) ... ... 28 25 ~ lITaI (average attendance 36-50) ... ... ... 34 39 ~ 111 ai i (average attendance 51-80) ... ... ... 19 16' ~ lIIb (average attendance 81-120) ... .. ... 6 7 IVa (average attendance 121-160) ... ... ... 1 2 117 118 New Buildings. New school buildings at Te Horo (Whangarei) and at Whakarewa (Te Mahia) were completed in the early part of the year, and teachers' residences were built at Pukepoto and Motuti. The erection of new school buildings at Moerangi (Raglan) and at Pamapuria (North Auckland) has also been decided upon, and arrangements are in train for the establishment (with the assistance of the Maoris) of schools at Ruatahuna and Maungapohatu (Urewera). Owing to the increased attendance at several schools it will be necessary to provide further additional accommodation. Roll Number and Attendance. The number of pupils on the rolls of Native village schools at the end of 1916 was —Boys, 2,743; girls, 2,389 : total, 5,132. Included in these numbers are 295 boys and 277 girls who are Europeans, leaving 4,560 Maori children— 83 less than in 1915. The following are some figures for the years 1915 and 1916 in connection with the attendance at Native village schools :— 1915. 1916. Number on rolls at end of year ... ... ... 5,191 5,132 Average weekly roll number ... ... ... ... 5,232* 5,190* Average yearly attendance ... ... ... ... 4,604* 4,504* Percentage of regularity of attendance ... ... ... 88-0 868 * The mean of the four quarters.

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A small falling-off in the figures in 1916 of both roll and average attendance, as compared with 1915, is noticeable. Expressed as a percentage of the average weekly roll the average attendance in the public schools for the past year was 88-6 per cent., and compared with this figure the percentage of 86 8 in Native schools, in view of the special conditions applicable to them and the somewhat adverse circumstances common to both classes of schools during the year, is sufficiently good. Of the 119 schools, thirty-six gained over 90 per cent, in regularity of attendance, while nineteen failed to reach 80 per cent. The number of pupils on the rolls of the Native mission schools at the end of 1916 was 120, and on the rolls of Native boarding-schools 457. The total number of children on the roll, at the end of the year, of Native village, mission, and boarding-schools visited and inspected by the Inspectors of this Department was therefore 5,709. The following are the figures for the years 1915 and 1916 in respect of the three classes of Native schools mentioned : — 1915. 1916. Combined rolls of Native schools .. .. .. ..5,753 5,709 Combined average weekly roll number .. .. .. 5,773 5,789 Combined average yearly attendance .. .. .. 5,119 5,051 Percentage of regularity of attendance .. .. .. 887 87 3 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 : —

Native Village Schools.—Number, Attendance, and Teachers.

No account is taken in the above table of a number of schools that have from time to time been transferred to the various Education Boards. Table H2 supplies the information for each school in regard to roll number and average attendance. In addition to the Maori children in attendance at the schools specially instituted for Natives, there were 4,628 Natives attending 501 public schools in December, 1916. This number has been decreasing during the last two years. In 1914 there were 4,905 Maoris at 566 public schools, and in 1915 there were 4,731 at 551 public schools. There appears to be some cause to fear that a certain number of Native children are escaping attendance at public schools, and that their presence is not only not always insisted upon, but is sometimes not desired. If anything of this nature does exist it is earnestly to be hoped that those responsible for so undesirable an attitude will speedily recognize the grave injustice to members of the Native race that may thus arise. Details as to examination, age, and classification of Native children attending public schools are given in Tables H5 and Hsa. 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

Year. Number of Schools at End Of Year. Mean of Average Weekly itoil. Average Attendance : Whole Year. Nun Average Attendance ~ „ as , Teachers in Charge. Percentage of Weekly aoll. Male- Female. Nai iber of Teachers. Assistant Teachers. Sewingmistresses. Male. Female. 1881 .. 1886 .. 1891 .. 1896 .. 1902 .. 1907 .. 1912 .. 1914 .. 1915 .. 1916 .. .. 60 69 66 74 98 .. 99 .. 108 115 .. 117 118 2,343 2,395 2,874 3,650 4,321 4,044 5,053 5,232 5,190 1,406 2,020 1,837 2,220 3,005 3,501 4,042 4,3S5 4,604 4,504 54 i 6 86-2 60 9 76-7 59 8 77-3 64 11 82-3 77 20 82-4 82 18 87 80 22 86 7 87 27 88-0 81 33 868 79 37 i 2 4 4 7 S 4 26 26 61 83 105 122 122 123 123 ■18 30 37 16 11 3 2 3 2 !

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Native schools, together with such pupils as were receiving special technical training, at the end of the year 1916 was as follows : — I. Primary schools— (a.) Government Native schools .. .. .. 4,560 (b.) Mission schools . . . . . . . . . . 120 (c.) Public schools .. .. .. .. .. 4,628 ——| 9,308 11. Secondary schools .. .. .. .. .. . • 458 111. Special technical training .. .. .. .. . . 2 Total .. .. .. .. .. 9,768 Classification of Pupils. Tables H6, H6a, H6b, and 117 give full information as to the races and classification of pupils on the rolls of the Native schools. As will be seen, 85-1 per cent, were Maoris speaking Maori in their homes, 3-8 were Maoris speaking English in their homes, and 11-1 per cent, were Europeans. The percentage of Maoris speaking Maori in the home is 2-7 less than in 1915, of Maoris speaking English in the home 2-1 per cent, more, and of Europeans 0-6 more than in the previous year. In comparing Native schools and public schools with respect to the percentages of children in the various classes it will be found that in Native schools there is a larger percentage in the lower classes. The proportion of children at the various ages corresponds, however, very closely in the two classes of schools. The following table shows in a summary form the classification of pupils in Native schools, the percentages of pupils in the various classes in public schools being also shown for comparison : —

Efficiency of the Schools. The work of inspection and examination of Native schools was carried out in 1916 in the Hawke's Bay District under the supervision of the Senior Inspector of the district (formerly Senior Inspector of Native Schools); in other districts' the work was undertaken by the Inspector of Native schools, assisted by the departmental Inspectors stationed in those districts, to whom was assigned a certain proportion of the schools. It is gratifying to note that the reports of Inspectors, who had not previously visited Native schools, indicated generally a very satisfactory degree of efficiency. The following figures give an estimate of the efficiency of the schools, as judged by the Inspectors for the years 1915 and 1916 :— Number of Schools. 1915. 1916. Very good to excellent ... ... ... ... ... 35 39 Satisfactory to good ... ... ..." ... ... 71 65 Inferior to weak ... ... ... ... ... ... 10 11 The number of certificates of proficiency awarded was twenty-eight, and of competency (S6) twenty-six.

Percentage of Roll. Classes. Maoris. ! Europeans, Totals. Native Public Schools. Schools. Preparatory Standard I II III IV IV VI VII 2,033 641 627 509 376 247 116 11 193 67 69 70 65 57 45 6 2,226 708 696 579 441 304 16] 17 43-4 35-48 13-8 12-76 13-6 12-26 11-3 11-86 8-5 10-91 5-9 9-27 3-2 6-14 0-3 1-32

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Satisfactory reports are made on the progress effected during the year in the teaching of the ordinary subjects of the curriculum. Woodwork and cookery are taught in some of the schools, with good results. In one section of the Auckland District the pupils of the Native schools attend a manual centre established by the Education Board for the instruction of public-school pupils in those subjects. Arrangements have also been made for the inclusion, where possible, of Native schools in the scheme of agricultural instruction adopted by the Auckland Education Board for public schools. A special class in the subject for Native-school teachers was held at Tauranga during the year, beingattended with good results by teachers from twelve Native schools. There is a necessity for affording further opportunity for Native-school teachers to receive instruction in the physical exercises now in vogue in the public schools. In many schools where the teachers have not received instruction the old system is still followed, the work being performed, however, very satisfactorily. Lifesaving drill and the Boy Scout movement have been introduced with much success into a few schools. Natives attending Public Schools. From the reports of Inspectors of Schools in the districts where the number of Maoris attending public schools is large it appears that the Natives suffer to some extent from the fact that the methods of teaching employed, especially of teaching English, are not suited to their requirements. Better results are obtained in this subject when a combination of the look-and-say and phonic methods is adopted. Unfortunately, however, a large number of Maori pupils attend small schools staffed by inexperienced and often inefficient teachers, under which circumstances the work is backward and progress unsatisfactory. The trouble of not having mastered the language thoroughly in the lower classes becomes a severe handicap to the Maori in the upper classes, making nearly all the subjects of the curriculum much more difficult for him than they would otherwise be. The result is that only a small proportion of the Maori scholars beginning in the preparatory classes in public schools reach the upper standards or do work there equal to that of the Europeans. From results obtained in Native schools it appears that the fault does not lie in lack of intelligence on the part of the Maori pupils, but in the unsuitable methods of the earlier teaching. Irregular attendance, nomadic habits, and want of class-books are also mentioned as factors tending to hinder their progress, the general opinion being that under uniformly favourable conditions the Maori would become a credit to the education system in public schools as he has already done in Native schools. Secondary Education and Free Places. Continuative education for Maori boys and girls is provided at ten institutions established by various denominational authorities. The Government subsidizes these institutions by providing a number of free places, each of the value of £20 and tenable for two years, to all Maori pupils who have qualified in terms of the regulations. There were 457 pupils on the rolls of these schools at the end of 1916, of which number forty-three boys and fifty-eight girls held free places. The standard of the Public Service Entrance Examination represents the limit of the curriculum of the schools, several pupils who entered for the examination being successful in passing. Attention is given more especially, however, to the industrial and domestic branches of education, the aim being to equip the Maori children for the work in life for which they are best suited. Two Makarini and one Buller Scholarship were awarded to Native scholars at the end of the year. Senior free places are provided for boys in the form of industrial scholarships, which enable the holders to be apprenticed to suitable trades. These scholarships have not of late been eagerly sought after, the boys finding that they can secure higher wages in other ways, and no scholarships were held in 1916. Senior free places for girls take the form of nursing-scholarships. Four

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girls are training, or about to begin their training, as nurses in public hospitals under this scheme. Staffs and Salaries. The staffs of Native village schools in December, 1916, included 79 male and 37 female head or sole teachers and 131 assistants. The average salary of male head or sole teachers was £196 7s. 6d., of female head or sole teachers £154 7s. 6d., and of both combined £182 19s. 7d. These figures show an advance on the average salaries for the previous year, which were £189 16s. 2d., £150 15s. 2d., and £179 lis. respectively. The average salary of the 123 female assistants was £80 2s. Id., and of the eight male assistants £65 12s. 6d. The total expenditure on Native-school teachers' salaries and allowances for the year ending 31st March, 1917, was £32,334, the corresponding figure for the previous year being £31,019. In common with other public servants Native-school teachers were paid a war bonus in addition to their usual salaries, amounting to £15 in the case of married persons and £7 10s. in the case of those unmarried. Expenditure. Preference to Table H8 will show that the total net expenditure on Native schools during the year ended the 31st March, 1917, was £41,792. The chief items of expenditure are teachers' salaries and allowances, £32,334; new buildings and additions, £2,687; maintenance of buildings, repairs, &c, £1,294; secondary education, £2,465; books and school requisites, £1,076.

No. 2. REPORT OF INSPECTOR OF NATIVE SCHOOLS. Sir,— 31st May, 1916. I have the honour to place before you the following report upon the general condition of the Native schools and colleges of the Dominion and the work done by them during the year 1916:— New Schools, etc. At the close of the year 1915 there were in active operation 117 village schools, including one side-school. During the year 1916 new schools were established at Te Iloro, Whangarei District; and at Waikeri, Herekino; while liakaunui, Kawhia, which had been closed temporarily, was reopened. A part-time school worked in conjunction with the Waiotapu Native School was opened at Waimahana, Waikato River, Hot Lakes District. Two schools, Wharekahika, East Coast, and Te Whaiti, Urewera Country, were closed temporarily towards the end of the year, and the school at Te Kopua, Waikato, was closed permanently. The number of schools which were in operation at the end of the year 1916 was thus 118. The schools at Waikeri and at Waimahana were opened in buildings provided by the Maoris of those settlements. At Te Iloro, Whangarei, and at Whakarewa, Te Mahia, the erection of school buildings was completed in the early part of the year, and teachers' residences at Pukepoto, North Auckland, and at Motuti, Hokianga, were also built during the year. The erection of the necessary school buildings at Moerangi, Raglan, where temporary buildings have been used as a school and residence, and the replacement of the old buildings at Pamapuria, North Auckland, by up-to-date structures have been decided upon. In the case of the application for a school at Kaitaha, East Coast, arrangements have been made to meet the requirements by opening a school in buildings provided by the Maoris. With regard to Ruatahuna and Maungapoliatu, Urewera Country, no definite progress in the direction of erecting buildings has been made; an effort is now being made, however, to establish schools in those places in temporary buildings. During the year applications for schools at Manutahi, East Coast, and at Kopua and Karakanui, Kaipara Harbour, were received by the Department, and negotiations in connection with these applications were commenced. In the case of Manutahi a fine site of 5 acres of valuable land, together with a monetary contribution of £200, has been offered by the Maoris concerned. Applications for schools were also received from the Maoris of Paewhenua, Mangonui, and from Purerua, Bay of Islands, but as it was considered that the children concerned could reasonably be expected to attend schools at no great distance the applications were accordingly declined. Owing to an increase in the attendance at several schools, it will be necessary to provide additional accommodation.

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Attendances, etc. 1, Village Schools. The number of pupils on the rolls of the 118 village schools on the 31st December, 1916, was—Maoris, 4,560; Europeans, 572: total, 5,132: a decrease of 59 on the roll number of the previous year. The average weekly roll number for the year was 5,237, and the average attendance 4,546, the average percentage of regularity being 86"8, compared with 876 in the preceding year. In thirty-six schools an average of over 90 per cent, of the possible attendance for the year was attained, Manaia school again gaining the distinction of first place in the list. Sixty-three schools are shown as having attained between 80 and 90 per cent, of the possible attendance, the remaining nineteen schools failing to reach 80 per cent. During the year the attendance in many schools was affected by sickness amongst the pupils. Good-attendance certificates wore gained by 570 pupils of the village schools. 2. Mission Schools. Three mission schools— Tokaanu Convent School, Matata Convent School, and Putiki Mission School —were inspected during the year. The total roll number of these schools at. the end of the year was 120, the average roll number was ]33*58, and the average percentage of regularity was 88-4. 3. Secondary Schools. The ten secondary schools which have been established by various denominational bodies in the Dominion for the purpose of affording advanced training to Maori girls and boys wen; visited and inspected during the year. The combined roll number of these schools at the end of the year 1916 was 457, the average roll number was 465*19, and the average percentage of regularity was 93. The following table summarizes the facts in connection with the attendance of the foregoing classes of schools :—

Classification, The classification of the pupils in the Native primary schools (including the three Mission schools) as at the 31st December, 1916, is shown as follows : — Classes. ' Number on Roll. Standard VII ... ... ... ... 17 VI ... • ... ... 168 V ... ... ... 314 IV ... ... ... ... ... 448 111 ... ... ... '.. ... 600 II 707 I ... ... ... ... ... 725 Preparatory ... ... ... ... ... 2,273 Totals ... ... ... ... ... 5,252 School Buildings and Grounds. Only in a comparatively few schools has it been found necessary to report unfavourably upon the conditions of the buildings as regards cleanliness, the condition of the schools as a whole in this respect being distinctly creditable. It has to be remembered that in this connection no funds are supplied for school-cleaning purposes as in the case of public schools, and the cleaning is done principally by the school-children under the supervision of the teacher. One school was described by a public-school Inspector as the cleanest school he had ever seen. It is necessary to refer again to the cheerless and unattractive appearance of the interior of some of the schoolrooms, and to the resultant deadening influence upon the children. In other schools this matter receives particular attention, and it is a great pleasure to enter such schoolrooms and note their attractive appearance, their tidiness, and their orderly neatness. Some improvement is noticeable in regard to the school-grounds in some of those schools referred to in adverse terms in last year's report and in previous reports, but much more requires to be done. A general survey of the grounds and buildings affords a very fair index of the efficiency and discipline of a school, and likewise of the personality of the teacher. The teacher who possesses the necessary enthusiasm and tact can do much in encouraging local effort,

Schools. "ative villages "ative mission 'ative secondary. . Totals Roll Number Average Number. at the End of Weekly Roll Year. Number. 118 5,132 5.237 3 120 134 10 457 465 131 5,709 5.836 Average Attendance. 4,546 118 432 5,096 Percentage of Regularity. 96-8 88-4 930 87-3

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and it is pleasing to record that in several schools under new teachers the Committee and the people have contributed liberally in the direction of making improvements in various ways. Under such teachers school funds have been successfully established, the purpose of which being to benefit the schools. In this important matter of environment teachers will do well to bear in mind that in considering claims for promotion the effect of their influence upon the environment of their schools carries very considerable weight. Oboanization. Under this heading are included management and control, construction of time-tables, preparation of schemes of work, methods of teaching, &c, in connection with which the remarks made in last year's report are still applicable to a considerable number of schools. With regard to the methods of teaching it is pleasing to observe that a satisfactory improvement is noticeable, and that the teachers as a whole willingly adopt suggestions that are made from time to time. More particular reference to the methods is made in the general remarks upon the various subjects of the school course. Inspection of Schools. In accordance with the scheme adopted in the early part of the year in. connection with the examination and inspection of Native schools, the work connected with the schools in the Hawke's Bay Education District (twenty-four schools) was carried out under the supervision of Mr. Bird, Senior Inspector of Schools, while in the other districts the work was undertaken by the Inspector of Native Schools, who was assisted by the departmental Inspector stationed in those districts. It is gratifying to note that the reports of those Inspectors who had not previously visited Native schools indicated generally an exceedingly satisfactory degree of efficiency—a condition of affairs that for some reason or other they had not anticipated. The following table gives an estimate of the efficiency of the Native village schools inspected during the year 1916:— Number of Schools. Very good to excellent ... ... ... ... 39 Satisfactory to good ... ... ... ... 65 Inferior to weak ... ... ... ... ... 11 Four schools were not inspected—one which was opened for the first time after the visit to the district had been made, and three which were closed temporarily. During the year twentyeight certificates of proficiency and twenty-six of competency were gained by pupils attending the village schools. General Remarks. With regard to the various subjects of the school course the following remarks are submitted : — English. —Reading : As far as mechanical accuracy is concerned there are few schools where the reading may not be described as good; still there are many teachers who are satisfied with this accomplishment alone, and who fail to recognize that reading is thinking, and not the mere pronunciation of words. Consequently it is frequently found that the lack of comprehension and of appreciation of the ideas underlying the subject-matter read constitutes one of the chief defects of the reading, if not the chief defect. The unnatural and monotonous tone of many of the pupils in reading clearly indicates that their attention is absorbed in form, and form alone, and that there is little or no free thought-action. Where there is this free thought-action it is generally reflected in the style of reading. Reading should continually serve as a means of enhancing thought, since it has to be borne in mind that the real use of words is to arouse educative thought. Unless great care is taken it is just possible that the pupils may never acquire the habit of thinking by means of words. The power to do so is more difficult in the case of oral reading than in that of silent reading, since in the former too much attention is devoted to the form of words and too little to the thought, and teachers must be careful to adopt methods which encourage to the utmost thought-action. Pupils should therefore have frequent practice, both oral and written, in expressing the thought evolved from what they read, either orally or silently. " The demand thus made is, then, that from the beginning to the end the child shall think; that the action of his mind shall be upon the thought which he most needs for his own growth and development; that symbols shall act upon his mind immediately, attracting to themselves the least possible attention; that he shall early form fixed habits of thinking what he reads and of never fancying that he is reading unless he is thinking. Thus reading may be made, next to observation, the greatest means of mental and moral development." Reading taught in accordance with the principles thus enunciated would be a valuable factor in the acquisition of English by the Maori child, and his power of expression would be benefited accordingly. To the non-recognition of these principles must be attributed, in part at least, the disproportion that so often exists between the progress made in the language and the amount of reading covered. Recitation of verses in quite a large number of schools is exceedingly well done, while in others it is not of high merit. In many schools where the copybook has been discarded and the subject is taught from the blackboard the writing is excellent. The poor writing that is not infrequently met with is an unmistakable sign of defective teaching. One of the most potent reasons for the indifferent writing is the fact that the teachers themselves do not write well, and will not take the trouble to learn. By constant and careful practice it is possible for them to write with a satisfactory

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degree of perfection on the blackboard, and thus set before their pupils a good ideal to which they can work. In some cases it is found that insufficient attention is paid to the correct method of holding the pen and pencil, and to the proper position of the body. A good rule to follow is " Never allow any careless work." In spelling and dictation the work is on the whole of a satisfactory nature. In dictation in the higher classes much more attention should be paid to punctuation. In previous reports oral spelling has been discouraged, and in this connection the following remarks are instructive and interesting : " Spelling is making the forms of words correctly, it is writing correctly, and should include capitals and punctuation. Oral spelling is not spelling per se, it is a description of the word. . . . We learn to do a thing by doing it; by doing it repeatedly; by doing it right every time; by doing it until it is well done. It follows, then, that we learn to make a word by making it; to make it accurately by making it accurately; to make it easily by making it many times. In order to know how a word looks we must see it, and the best means of seeing a form is to draw it, therefore drawing (or copying) words is the best means of receiving distinct mental impressions of written words. If I spell a word orally the names of the letters recall their forms and you combine them in your imagination. It is just as absurd to try to learn drawing by oral description as it is to try to learn how to spell a word from hearing it spelled orally. The proper function of oral spelling is to describe word-forms already on the mind : not to bring them into the mind by acts of the imagination. The most natural and economical way of learning to spell is to write words until we can write them automatically." English language : For many years past the importance of this subject in Native schools has been emphasized in the annual reports, and many suggestions and hints have been put forward from time to time. Still, while distinct improvement in the methods of dealing with this exceedingly difficult subject has been observed in many schools, there is a considerable number of schools in which the teachers either fail fo recognize the principles necessary to deal with the problem or apply mechanically and unintelligently the methods recommended and explained for their benefit, the consequence being that the English of their pupils seldom reaches a moderate standard of proficiency. On the other hand, there are many schools where the subject is well taught, and the results are surprisingly good. In these schools the schemes of work in languageteaching are evidence of the thought and preparation that have been brought to bear upon the problem and the methods of dealing with it, and the results bear testimony to the quality of the methods. The written compositions in the higher standards are frequently too short : this defect can be readily overcome by teachers setting essays on similar subjects, aiding the children at first by skeleton schemes embracing all the topics that are to be included in the essay. More attention is very necessary in these classes to the writing of all kinds of letters. The letters written at the examinations show the need of better training, and improvement in this respect should be effected with little effort. This subject generally was dealt witli fairly exhaustively in last year's report, and the attention of teachers is again directed to the remarks contained therein. In a previous report a reference was made to some notes of lessons in English which had been prepared by the late Director of Education in Tonga, and as it was considered that they would prove of assistance to teachers in systematizing their work, the hope was expressed that it would be possible to issue them to teachers. The notes will be issued to teachers in due course. In this connection, however, a word of caution as to their use may be necessary. The lessons are not being issued with a view to supplanting the teachers' own schemes of work in English, nor should they be slavishly followed in the drawing-up of a scheme in language-teaching. In one school a teacher advanced as an excuse for the absence of a scheme of work in English that he had expected to receive the notes of lessons which had been referred to in the annual report. The notes of lessons are more or less suggestive in material and method, and should, if intelligently used, prove of much assistance to those teachers whose methods of dealing with tht problem involved have been the subject of criticism in this and former reports. Arithmetic. —A satisfactory advance in the methods of teaching this subject is noted from year to year, and in quite a large number of schools the subject is well taught. There are too many schools, however, in which it is not sufficiently recognized that arithmetic is a much more effective instrument for developing and disciplining the intelligence of the pupils when the practical and utilitarian aspects of the subject rather than its abstract treatment are never lost sight of. " This abstract treatment of the subject is a snare and a delusion, and produces more vague, meaningless, and stupid work in arithmetic than the teaching of the letters does in reading. Pupils in the higher classes are frequently unable to reason in arithmetic because they attempt to reason upon words instead of things." The sjdlabus suggests that the heuristic method or the method of discovery should be largely employed. Too much is done for the pupils by their teachers—there is over-explanation. There is not one thing in the science of numbers, no definition, rule, or process, that cannot be discovered by the child under the proper leading of the skilful teacher who knows what he is teaching. ' The pupils can discover in this way every thought; the language, of course, must be given them. Definitions, rules, processes, and problems may be an excellent means of mental growth if each and all are discovered by the pupils for themselves and by themselves. They are generally, as learned and applied in the pattern fashion, a great means of concealing thought and increasing stupidity. The arithmetic of the future will contain not one rule, definition, or explanation of a process. Education is the generation of power. " Never do anything for a pupil that he can be led to do for himself ! How often these old truths have been repeated, and still one of the great evils, if not the greatest, is that we do too much for the pupils. Instead of leaving them to help and control themselves, instead of cultivating their powers of attention

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and concentration, we try to make them passive, innocent recipients of stores of knowledge without the movement on their part of a mental muscle. Explanation is often one of the very best means of preventing mental action." The importance of " mental " and oral work not merely in the preparatory stages, but in all the stages of the school, is not thoroughly appreciated in many schools, and this fact no doubt accounts to a large extent for the moderate success achieved in arithmetic in them. Geography and Nature-study. —The number of schools in which very satisfactory work is done is increasing, and the schemes of work show that the subject is receiving more intelligent treatment. There are schools, however, where observation of natural phenomena does not play an important part in the methods of teaching, and to these schools the remarks made in last year's report are still applicable. The important source of topics furnished by the war has not been overlooked, and in this connection the School Journal and the illustrated papers have been found extremely valuable. For a more comprehensive treatment of the subject generally the attention of teachers is directed to a study of the suggestions contained in the syllabus of instruction. Handwork and Manual Training. —Many schools make a feature of the sewing, and in these very fine work is done. In addition to specimens of work many articles of practical use are presented for inspection, and it is not uncommon to find that the dresses worn by the girls have been made in school, where they have received instruction in cutting out and in the use of the sewing-machine. The difficulty in many instances of inducing the parents to supply the necessary material precludes an extension of the practice. Many of the schools continued throughout the year to send forward articles which are found needful for the soldiers at the front. In the treatment of drawing some improvement is noticeable, and a greater number of teachers are realizing that drawing is a mode of expression, and that the pupils' work, in whatever form it is expressed, must be the direct representations of natural and fashioned articles— records of their own impressions, not those of some one else. In quite a large number of schools the drawing, including brushwork, is very good. Free-arm drawing on the blackboard is gradually being introduced. In those schools where workshops have been established useful instruction is imparted to the boys of the upper classes, and material benefit is afforded to their parents, who readily purchase at cost all the useful articles made, comprising cupboards, tables, boxes, dressers, stools, gates, tables, bedsteads, &c. The results of this instruction are to be seen in the improved houses in many of the settlements. Sometimes the work of a class extends beyond the settlement, and the work of building is undertaken. One feature connected with this work is that the workshops are practically self-supporting. In most of the schools where instruction, in cookery is given the results are highly successful, and some very fine displays of the girls' work have been seen at the annual visits. The girls are taught plain cooking of all kinds, and also various invalid and infant foods. There is no elaborate equipment, the cookery-room being the teacher's kitchen. In some cases the materials necessary are supplied at small cost to the Department; frequently the girls themselves supply them. This branch of instruction is very popular with the girls, who no doubt benefit much from it. In connection with woodwork and cookery it should be mentioned that advantage was taken of the facilities offered by the establishment by the Auckland Education Board of a manualtraining centre at Tauranga, in the Bay of Plenty, and an accredited number of pupils from Native schools in the vicinity were permitted to attend the classes and receive instruction in these subjects. In elementary practical agriculture the need for proper organization has long been felt, and arrangements have been made for the inclusion of Native schools where possible in the scheme of agricultural instruction adopted by the Auckland Education Board for the public schools. By this means it is expected that the instruction will be systematized, and in schools that have been approved of by the Department an agricultural class will be formed, which will be under the supervision of the Board's Instructor in Agriculture. With a view to putting the scheme into practice in a section of the schools a special course of instruction for teachers was held at Tauranga in February of the current year, and was attended by teachers from twelve Native schools. The report of the instructor stated that many of the teachers gave evidence of considerable practical experience and interest in gardening, which experience, in conjunction with the work covered in the course of instruction, should provide some tangible results. From time to time provision will be made for the inclusion in the scheme of other sections of schools. Singing continues to be well taught in a very large number of schools. The chief defects are due to an insufficiency of voice-training exercises. Physical Instruction. —No further convenient opportunity so far has presented itself for providing for a course of instruction in the new system for the teachers in the districts referred to last year. In their schools accordingly the old system is still in vogue, and includes sets of free exercises and breathing-exercises, and generally the work is performed very satisfactorily. The importance of organized games does not appear to be as generally recognized as it should be, and only in a comparatively small number of schools is it found that attention is given to this branch of the subject. In future some explanation will be required in the cases of those schools where there is no system of organized games. Life-saving drill and the Boy Scout movement have been introduced with much success into a few schools,

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Secondary Education. The institutions—schools and colleges—which have been established by various denominational bodies afford a secondary training for Maori girls and boys; and free places for Maori pupils possessing the necessary qualifications are provided by the Government at the following : Te Waipaunamu Girls' School, North Canterbury; Turakina Maori Girls' School, Wanganui; Te Aute College, Hawke's Bay; Hukarere Girls' School, Napier; St. Joseph's Convent School, Napier; Queen Victoria Girls' School, Auckland; and St. Stephen's Boys' School, Auckland. The following schools are also inspected and examined: Hikurangi Boys' College, Clareville; Otaki College; and Waerenga-a-hika Boys' College, Gisborne. The number of pupils on the rolls of all the foregoing schools at the end of the year 1916 was —Boys, 218; girls, 239 : total, 457. Of these pupils, 101 were free-place holders —forty-three boys and fifty-eight girls. A free place was also held by one boy at the Auckland Grammar School. Prominence is given to industrial training in one form or other in all the schools : cookery, sewing and dressmaking, health and hygiene, nursing and first aid for girls, and woodwork and agriculture for the boys. The reports upon the annual examinations of the various schools show that much good work was done during the year. Several pupils who entered for the Public Service Entrance Examination were successful in passing the examination. The controlling authorities are fortunate in having teachers in charge of the institutions who throw their heart and soul into their work, and who take the keenest interest in the welfare of their pupils. Scholarships. Under the regulations relating to Native schools provision is made for granting a certain number of free places each of the value of £20 and tenable for two years to Maori boys and girls who possess the necessary qualifications. These free places are tenable at the schools referred to in the previous section. At the end of 1916 there were 102 free places current, ninety-two being held by pupils from Native village schools and ten by pupils from public schools. Senior free places for boys take the form of industrial scholarships, and are available for boys desirous of learning a trade. These scholarships have not of late been eagerly sought after, as the boys find that they can secure higher wages in other ways. Nursing scholarships are offered to Maori girls who are anxious to take up nursing, and who comply with the necessary conditions. One girl completed her day-pupiiship at Napier Hospital, and will now become a probationer on the staff; another girl has been recommended for a day-pupilship in the same hospital. Arrangements have also been completed for two girls to commence their training as nurses in the Auckland Hospital. In this connection the Health Department affords much useful assistance. Te Makurini and Butler Scholarships. —The examinations for these scholarships, which are conducted by the Department, were held in December. Three Makarini Scholarships tenable at Te Aute College were offered by the trustees for competition—one senior and two junior scholarships. Of the junior scholarships, one was reserved for competition among boys from the village schools, the other being open for competition amongst boys from any school. Seven candidates, three from Te Aute College, three from St. Stephen's School, and one from Hikurangi College, presented themselves for the senior examination, and the work of the candidates was distinctly creditable. William Saddler, of St. Stephen's School, gained the highest marks in the examination, and was awarded the scholarship. For the junior scholarships there were six candidates, five from the village schools and one from one of the secondary schools. In connection with these scholarships it would appear that the teachers of Native schools show a great lack of interest since there are so few candidates. The standard of work required, particularly in the junior examination, is not a high one, and if teachers only took sufficient interest in the matter there should be no dearth of candidates. Two at least of the candidates who competed did so at the suggestion of the Inspector. As only one candidate qualified in accordance with these regulations, one junior scholarship was awarded. The winner of the scholarship was Julian Waretini, of Whakarewarewa Native School. For the Buller Scholarship there were five candidates, two from Te Aute College and three from St. Stephen's School, the successful candidate being Te Uri Jury, of Te Aute College. The work of the candidates, with the exception of that of one candidate, was very good indeed. Native Schools and the War. The interest shown by the pupils of the village schools, and also by their parents, in the Great War remains unabated, and the contributions made towards the various patriotic funds show that in patriotic endeavour the schools have not in any way lagged behind the public schools. The appeal made to the children of New Zealand on behalf of the Belgian Children Fund met with an excellent response from the children of the Native schools, several schools of between forty and fifty pupils contributing upwards of £20 each. In connection with the Wounded Soldiers Fund many schools continue to make weekly contributions; in one school a Queen Carnival Competition was run by the children, the results of which meant an addition to the fund of upwards of £200. Gifts and comforts in considerable quantities have been contributed regularly by several schools since the beginning of the war. In inculcating feelings of loyalty and patriotism among the young Maoris, and even among the adults, the Native schools are undoubtedly doing very important work, and if any test is required as to the ultimate results

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that have been obtained through the operations of the schools, it is to be found in the magnificent efforts the people as a whole have made in response to appeals for patriotic purposes, and in the number of young men who have answered the call of the Empire. Concluding Remarks. The Native village school, as has been pointed out in previous reports, constitutes an essential feature of human life in a Maori settlement, and there is abundant evidence that the schools exercise a potent influence in the gradual upl.fting of the race. Those who are connected with the work of educating the Maori are in a position to appreciate the difficulties of the tasks confronting the teachers, and the many disappointments they experience in their work, and consequently the opinion expressed in some quarters that Native-school work has nothing special in its character, may be dismissed as the outcome of a lack of knowledge of the problem. During the past year the very satisfactory standard of efficiency of the schools has been well maintained, and from various sources high appreciation of the work done in Native schools has been expressed. The teachers, apart from their ordinary duties, perform valuable work in the community in which they live, and when it is borne in mind that they are situated in some of the most remote and isolated parts of the Dominion, and their work is carried on often under great disadvantages, it is only right and proper that appreciation of their services should be thus recorded. Jno. Porteous, The Director of Education. Inspector of Native Schools.

No. 3. EXTRACTS FROM THE REPORTS OF THE INSPECTORS OF SCHOOLS ON THE EDUCATION OF MAORIS ATTENDING PUBLIC SCHOOLS. Auckland. The progress of these pupils varies from good to unsatisfactory, the factors determining its quality, as in the case of other pupils, being mainly the personality and efficiency of the teacher. A large number of the Native children, however, live in remote localities where they are frequently compelled to attend schools staffed by inexperienced and often inefficient teachers. Under these circumstances work is backward and progress unsatisfactory. Where conditions are more favourable the pupils concerned respond readily to teaching influence and show pleasing knowledge of programmes studied and gratifying appreciation of methods employed. Briefly, under uniformly favourable conditions there is much to indicate that the Maori could and would rise to be a distinct credit to our efforts and system. There are still serious difficulties to contend with in the matter of training these children, amongst which may be mentioned those arising from irregularity of attendance, imperfect knowledge of spoken English, and inability, real or assumed, to provide suitable class-books.. These matters were referred to in our report for last year, and continue to demand attention. With regard to the subjects of instruction and the progress made therein, much that we have already said in our annual report applies; the following additional remarks have special reference to the pupils we are considering. The English subjects present the same difficulties as heretofore. Reading shows improvement in those schools where a combination of the "look and say" and phonic methods is adopted, and where variety of reading-matter is provided. This is specially noticeable in the lower classes, where the continuous reading-book is arousing interest and to no small-extent is assisting the teacher. The upper classes find greater difficulty with the subject-matter of lessons than do the lower classes, but few of the pupils in the former being able to reproduce with reasonable fullness and accuracy the meaning of much of what they have been reading. Composition: Here again the chief obstacle is the grammar and structure of the language in which the pupil is compelled to express his thoughts, and the precise meaning of the words he is forced to employ, to which may be added the limited range of interests comprising his environment and the paucity of ideas on all but the most simple subjects. We cannot detect any improvement on former results. Spelling is another difficult subject for Maori pupils, who experience considerable trouble in mastering the sound-values of our alphabet, so that it is an uncommon experience to find a Maori pupil who is able to express himself in writing with reasonable fullness without an unduly large number of mistakes in spelling. Writing, as a rule, is a strong feature, as also is drawing. In the case of recitation the pieces chosen are generally all accurately committed to memory, but the meaning of much of the text is frequently not understood.

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Arithmetic is very satisfactory up to about Standard IV, especially those portions of the subject in which mechanical accuracy plays an important part. In the two upper classes the problem work presents more or less serious difficulties, so that but few pupils are able to deal effectually with the work of Standard VI. Handwork in general is highly commendable, pupils entering into the various occupations with genuine interest and a good deal of zest. We would be glad to see an extension of handwork, and look forward to a wider use of this method of fraining when the results of the classes for teachers now being held begin to declare themselves. Many teachers have a strong prejudice against the use of plasticine, one of the most valuable of all handwork materials, in that the prevalence of skin-diseases makes its use highly undesirable, if not positively dangerous. Though we cannot help feeling that there is much truth in this contention, we are of opinion that efforts should be made to remove all cause for restricting its use in order to take advantage of the many benefits certain to follow its introduction as a handwork accessory. The keeping of each child's material in a separate labelled box, and the disinfecting of the material at short intervals, so far as that is possible, would do much to ensure safe conditions of use. History and geography are very fair. The language difficulty operates here with considerable retarding effect, and the absence of tradition reinforced by home influence, is also a contributing cause to want of thoroughness. Pupils generally are well behaved, readily amenable to discipline, courteous and respectful in demeanour, and under favourable conditions careful in the discharge of duties, and industrious in application to work. Wanganui. We have little to add to our last report on this subject. In only seven of the public schools do the Maori pupils form a large proportion of the roll. Here the bilingual difficulty is a real one, and some allowance on this score has to be made to the Maori pupil right through his course. The difficulty of conducting a mixed school with Native and pakeha elements is further increased by unwillingness of many of the Maori guardians to take much trouble with the dress and personal cleanliness of the children. Teachers frequently complain, too, that it is very difficult to induce some of the Maori parents to provide school-books. Another great drawback, which affects not only the progress of the Maori pupils but in some cases also the establishment or continuance of schools, arises from the Maori custom of moving the children from place to place, from guardian to guardian. Three of our schools in particular —Moawhango, Kakatahi, and Wangaehu—have from this cause been reduced almost to vanishingpoint. Hawke's Bay. In 1916 Maori children were enrolled in fifty-four schools in the Hawke's Bay District. The total number returned as belonging to the schools in December was 742, the average number of Maori children per school being thus fourteen. In only eleven out of the fifty-four schools referred to were Maori children presented in Standard VI, the total number thus classified being twelve. Four of these gained certificates of proficiency and three certificates of competency at the end of the year. Of the other children the great majority consists of pupils in Class P, SI, or S2, their ages varying from between five and six to between fifteen and sixteen. From my observations in those schools which came directly under my notice I am of opinion that the methods of teaching are not well suited to the needs of Maori children. Especially is this the case in regard to English language, the absence of systematized instruction in which subject, while it affects adversely the European children in the school, is a fatal bar to the progress of the Maoris. The absence of a definite series of oral lessons in English as contemplated in the syllabus, and the consequent want of regular practice in speech, deny to the children the opportunity of acquiring as soon as possible an acquaintance with the simplest forms of the language and of expressing themselves in it. Further, my experience has convinced me that only some kind of phonic teaching—preferably the use of the " look and say " combined with phonic method —is likely to give the Maori child the power to read, with satisfactory pronunciation and good enunciation, in a reasonably short time. The alphabetic method, though generally regarded as obsolete, is followed in many of the schools under review, and this has undoubtedly led to retardation and unsatisfactory work. While it is true that more individual attention is necessary in the case of Maori children, it is a mistake to think that entirely different methods are required or that Maori children cannot be taught until they have spent some considerable time in school. It is owing to such mistaken ideas that Maori children are to be found who have been nearly five years in Class P, and others who after being seven years at school have not succeeded in reaching Standard 11. The only other possible explanation for such cases is that no interest is taken in them. The work of the more advanced pupils shows the same unstable foundation, and in the English subjects a corresponding weakness is manifest. With regard to the regularity of attendance, I have to report that the Board takes due precaution to see that the provisions of the Act are duly carried out, and teachers are instructed accordingly. There have been several cases in which the parents have been proceeded against for breaches of the regulations. Where, however, the children are made to feel that some interest is taken in them, and they are progressing in their work, no difficulty is experienced. It must be realized, however, that in various parts of the district where Maoris live there is a marked objection on the part of the Europeans to the comingling of the children of both races in the one school. In two instances this has led to the provision of separate schools, a

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course which the Education Act of 1914 now renders impossible. Various reasons are alleged for the objection to Maori children, lack of personal cleanliness and general bad behaviour being the most frequent. These are matters which can be dealt with largely by the teacher himself, and I am inclined to think that complaints under this heading arise more from prejudice than from serious cause. Wellington. In the Wellington District (excluding the Marlborough Ward) 328 Maoris are distributed among thirty-seven schools in the following classes: P, 128; SI, 46; S2, 55; S3, 41; S4, 33; S5, 19; S6, 12; S7, 4: total, 338. With the exception of Okautete, which has twelve Maoris out of a roll of fourteen, the proportion of Maoris to the roll is in most of these schools very small. In Gladstone, Kahautara, and Ohau about one-third are Maoris, in Waikanae about one-fourth, in Otaki one-sixth, and in such places as Levin and Greytown less than one-twelfth. The identity of the Maori is thus lost, and it is difficult to report on his progress in such cases. The figures given above, however, show that many of the Maori children leave school before reaching S5, and up to this standard the average age of the Maori is, roughly, about one year in advance of that of the European in these classes. Of the twelve Maoris in S6, four obtained proficiency and two competency certificates. Marlborough Ward. —Three schools, with a roll number of fifty, are purely Native schools. During the year two of the teachers received better appointments, and their places have been most difficult to fill. Their long experience made them specially qualified to deal with the Native temperament. The work has been somewhat retarded by change of teachers, but it may be classed as satisfactory. The handwork and the singing in two of the schools were good, and an excellent exhibition of dumb-bell and physical exercises was given at the annual visit. Nelson. Comparatively few Maori children are attending the schools in this district. In all there were nine boys and twenty-four girls in attendance, distributed throughout the schools, the largest number being nine at AVhangarae. Fifteen were in Class P, seven in SI, four in S3, four in S4, two in S5, and one in S6. It will be seen that the majority of these pupils are in the preparatory division, few reaching the higher standards. Their general progress is satisfactory, though less rapid than that of other pupils. English is usually a weaker subject than arithmetic. Most of them excel in the various branches of handwork. Canterbury. There are not a great many Maori children in the public schools of this district. Their conduct is mainly good, and where they form a small percentage of the school roll their progress is equal to that of the average European child. In schools, however, where the Maoris predominate composition, presents difficulties, and the same may be said with regard to subjects requiring considerable concentration of thought. In handwork and subjects involving a certain amount of mechanical operations the Maori pupils make a good appearance. Recitation and singing are distinctly good. Otago. In this district the education of the Maori is carried on in mixed schools. Teachers find that in the preparatory and junior classes the Native pupils are well able to keep pace with the European pupils, but in the senior classes the language difficulty seems to handicap many of the Maori children. This is specially noticeable in composition, both written and oral. In colour work, drawing, and handwork much work of a very satisfactory character is met with, and we note a material improvement in the attitude of the senior boys to garden-work and physical instruction. The general behaviour of the Native children has been in the main very good.

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APPENDIX.

Table H1. NATIVE SCHOOLS AND TEACHERS. List of Native Village Schools and the Names, Classification, Status, and Emoluments of the Teachers as in December, 1916.

n the oolumn " Posh A M, Assistant M in E.-l, Appendi tion in the School, I ale Teacher; A F, ixB. II M means .dsitftaut Fe] Head M tale Tea* aster; H F, Head Mistress; M, that there is cher. The names of teachers absent with tli a Mastt 10 Exped: ?r only; Ltidaary F, Mistress oniv ; Forces are shown Name of School, County Grade a 01 Teaohers on the Staff at End of Tear. p o a o S m % O o o J o QQ a a o 5 Oh *- Of*- 1 J. " ? -S i J S ge53iSgl Ahipara .. ! Mangonui Arowhenua .. i Goraldino Hapua .. ! Mangonui III B IIlAi IVa 81 36 119 Williams, Joseph W. ... Williams, Mary G., Mrs. Evans, Winifred E, Williams, Catherine B. O. Bremner, Hannah A. A. Brcmner, Esther P. N. N. Vino, Henry G. Vine, Winifred M., Mrs. Vine, Effie L. .. Norman, Nellie Lee, John B. . . Lee, Elizabeth E., Mrs. .. Kaua, Matekino H. Vacant Grace, Charles W. Grace, Inez, Mrs. Guerin, Annie M. Guerin, Nellie Bush, Lyoncl J. S. Bush, Margaret 11., Mrs Johnson, Ida V. C, Mrs. Vacant Clarke, Rosa Hepotema, Alice Minchin, Zara Graliame, Bruce Grahame, Mabel, Mrs. Smith, Hugh P. Smith, Alma E., Mrs. .. Groi nsmith, Edwin Gree.nsmith, Isabella C, Mrs. Barnes, Ellen L., Mrs. Cameron, Di nean Cameron, Margaret, Mrs. Sdammeli, William H. Scammell, Acnes E., Mrs. Hulme, Maggie, Mrs. • . . Hulmo, Russell H. Patience, Frederick Patience, Evelyn G., Mrs. Hall, Annie E.' Clark, Catherine E., Mrs. Clark, Herbert E. Horneman, Agnes, Mrs. Vacant Paul, Maungata.i J. Paora, Elizabeth Roach, Patrick Roach, Ruby, Mrs. Benjamin, Julia Clench, Charles Mel). Clench, Mary I. Leef, Kathleen Matini, Roharima South, Moses South, Emma S., Mrs. Mane, Maora Arthur, Jessie S. D4 1)4 D3 HM AF AF AF II F AF HM AF AF AF HM AF HF AF H M AF AF AF HM AF H F AF HF AF F HM AF HM AF HM AF F HM AF HM AF HF AM H M AF F II F AM. HF AF II F AF II M AF F H M AF HF AF HM AF AF AF £ s. d. 225 0 0 105 0 0 60 0 0 40 0 0 *200 0 0 85 0 0 260 0 0 110 0 0 85 0 0 40 0" 0 207 0 0 115 0 0 135 010 Hiraharama .. ' Waiapu IIlAi 45 Horoera .. j East Cape .. II ii 21 Kaikohe .. j Bay of Islands IIIb 93 hi 250 0 0 115 0 0 55 0 0 40 0 0 126 0 0 40 0 0 170 0 0 Kakanui .. Helensville .. II ii 23 Karetu .. Bay of Islands II ii 24 C2 Karioi .. Waimarino . . II ii 26 f)4 150 0 0 75 0 0 130 0 0 199 10 0 85 0 0 215 0 0 95 0 0 225 0 0 115 0 0 126 0 0 220 0 0 100 0 0 ] 89 0 0 95 0 0 193 10 0 95 0 0 189 0 0 95 0 0 110 0 0 180 0 0 00 0 0 180 0 0 Kenana .. Mangonui Kirioke .. Bay of Islands I IIIa i 20 40 m Lie. Kokako .. Wairoa IIIa ii 67 CI Manaia .. Coromandel .. IIlAi 36 l')2 Mangamaunu .. Kaikoura Mangamuka .. Hokianga I IIlAi 17 40 D3 Mangatuna .. Waiapu IliAi 42 Maraeroa .. Hokianga IIlAi 48 Matangirau .. Whangaroa .. IIIa i 36 Mataora Bay .. Ohinemuri .. Matapihi .. Tauranga I II ii 10 27 E2 Matata .. Whakatane .. Hi 25 El Matihetiho .. Hokianga Maungatapu .. Tauranga Moorangi .. Raglan Motiti Island .. Tauranga Hi IIlAi Hi Hi 21 51 25 23 CI 135 0 0 60 0 0 230 0 0 95 0 0 126 0 0 162 0 0 50 0 0 135 0 0 90 0 0 250 0 0 105 0 0 85 0 0 60 0 0 Motviti .. Hokianga II ii 26 Nuhaka .. Wairoa IIIb 96 E2 * Als. £30 hi iuso allowance.

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Table H1— continued. List of Native Village Schools, etc. — continued.

Ntime of School. County Grade. 9 o a a >< Teachers on the Staff at End of Year. a 5 % v 2 1/J o o S3 o a a o 0 c6 c „„«a ££**S.2 -t Ohacawai .. Bay of Islands Ohautira .. Baglan Okautetc .. Masterton .. j Omaio .. Opotiki Omanaia .. Hokianga Omarumutu .. Opotiki Oparure .. Waitomo IIlAi I I IIlAi IIlAi IIIa ii IIIa ii 37 14 15 48 42 61 53 Young, James Young, Alice G., Mrs. .. Thompson, Carnott J. .. Ward, Violet Coughlan, William N. .. Coughlan, Isabella A. M., Mrs. Nisbct, Robert J. Nisbet, Janet, Mrs. Mackay, Gordon Torrcns, Agnes Hamiora, Rangikahuawe Timbers, Arthur D. Timbers, Joaquina Q., Mrs. Timbers, Doris R. Grindley, George Grindley, Catherine Mrs. Kelly, Felix Kelly, Winifred, Mrs. .. Adkins, Join Adkins, E., Mrs. Hayman, Frederick J. .. Clorgh, Boris E. Matthews, Emily Gulb, Lester F. Padlie, Florence Gibbons, Elizabeth M. L. Vacant Baker, Frances E. E. Baker, Henrietta A. Crene, Percival Crene, Edith, Mrs. Hanson, Helen D. Lundon, Clara J. Hennessey, Ellen M. Richards,' Hilda Ellen I. Richards, Yerea I. M. Church, Lilian Tana, Jane Herlihy, Patrick Herlihy, Eileen Walker, Henry McN. .. Walker, Ethel C, Mrs. .. Foley, Hugh M., M.A. .. Foley, Anstico J., Mrs. .. Merrie, Thomas Keremeneta, Rangirangi Ryde, Henry J. Ryde, Emma G., Mrs. .. Ryde, Grace E. Thompson, Richard H. .. Thompson. Elizabeth D. F. Chaplin, Charles S. Burgoyne, Annette Burgoyne, Constance Clark, Olive J. M., Mrs. Clark, William M. Yells, Alfreda H. Thirtle, Herbert L. Goissler, Aimee M. Alford, Edward H. M. .. Alford, F. Jane, Mrs. Taua, Wiremu H. Burgoj ne, Henry W. Lie. i)2 m HM AF M F HM AF HM AF HM AF AF HM AF AF HM AF HM AF HM AF HM AF F HM AF HF AF HF AF HM AF F HF AF HF AF HF AF HM AF 11 M AF HM AF HM AF HM AF AF HM AF M HF AF HF AM F HM AF HM AF M HM temp. AF H M AF AF AF £ s. d. 199 10 0 95 0 0 110 0 0 117 0 0 189 0 0 95 0 0 209 0 0 100 0 0 220 0 0 110 0 0 70 0 0 210 0 0 95 0 0 25 0 0 175 15 0 40 0 0 230 0 0 105 0 0 210 0 0 90 0 0 210 0 0 75 0 0 110 0 0 199 10 0 117 0 0 153 0 0 Upoutere .. Thames II ii 33 Lie. Orautu .. Bay of Islands IIIa i 38 Dl Oramahoe .. Bay of Islands II ii 27 C2 Oruanui .. East Taupo .. Hi 27 E2 Otangaroa .. Whangaroa .. Otaua .. Hokianga I IIlAi 17 51 Lie. Owhataitai .. Whakatane .. II ii 36 Paeroa .. Tauranga IIIa i 45 Dl 230 0 0 105 0 0 181 0 0 70 0 0 110 0 0 190 0 0 120 0 0 189 0 0 35 0 0 135 0 0 75 0 0 230 0 0 95 0 0 210 0 0 95 0 0 210 0 0 95 0 0 150 0 0 85 0 0 210 0 0 95 0 0 40 0 0 209 0 0 100 0 0 135 0 0 135 0 0 50 0 0 *200 0 0 85 0 0 III) 0 0 198 0 0 117 0 0 193 10 0 95 0 0 153 0 0 126 0 0 Pamapuria .. Mangonui in 23 Pamoana .. Waimarino .. Papamoa .. Tauranga I ii ii 19 36 Paparorc .. Mangonui .. j j IIlAi 37 Parapara . . Mangonui n i 25 Parawera .. West Taupo .. IIlAi 49 Dl Parikino .. Wanganui .. IIlAi 22 D4 I'awarenga .. Hokianga IIlAi 23 113 Pipiriki .. Wanganui .. II ii 32 1)2 Poroporo .. Whakatane .. IIIa ii 63 D2 I'oroti . • Auckland IIIa i 26 Lie. Port Waikato .. Waiuku l'ukehina .. Rotorua I 11 ii 8 27 Pukepoto . . Mangonui IIlAi 47 B2 Rakaunui .. Kawhia Ranana .. Rotorua I IlLvi : 10 30 Rangiab.ua .. Wairoa IIlAi j 48 Rangiawhia .. Mangonui Rangitahi .. Whakatano .. Hi II ii 17 35 Rangitukia .. Waiapu IIIb 86 Te Wao, Ema Hope, John Hope, Agnes., Mrs. Webb, Doris M. Horimetc, Janie Lie. El 85 0 0 232 15 0 105 0 0 75 0 0 35 0 0 Rangiwaoa side sc hool (see under T Raukokoro .. Opotiki c Hotutu 111a i ku) 46 Saunders, William S. McLachlan, Annie Riwai, Hurinui Milnor, Keriana HM AF HM AF 207 0 0 126 0 0 140 0 0 75 0 0 Reporua .. Waiapu II ii 36 * Also £30 house allowance.

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Table H1— continued. List of Native Village Schools, etc .— continued.

3—E. 3.

Name of School. County. Grade. 0> o S Teachers on the Staff at End of Year. 00 = a o d u 2 | "o o S3 e) to a p o "3 o "p's&.if V So j ■S-o %w a =3 9 .„« K * S * Sf £ gfc,3|H.S.S Ruatoki Whakatano .. IVa .115 Mahoney, Cornelius Mahoney, Harriet I, Mrs. Mahoney, Flora M. L. Vacant Carter, Eva N., Mrs. Garter, Georgo W. Rayner, Henry H. Rayner, Flora, Mrs. Miller, David W. Miller, Ethel, Mrs. Arthur, Cyril«L. Arthur, Ethel, Mrs. Woodhead, Ambler Woodhead, Florence M.. . England, Walter England, Eva 10., Mrs. . . Edmonds, Dora E. M., Mrs. 01 E2 31 02 L)2 E2 >2 J3 i>4 33 34 jic. E>8 Ac. Ac. jl Dl ii i)4 HM AF AF AF HF AM II M AF II M AF HM AF H M AF HM AF HF acting AM HM A.F AF AF HF AM HM AF . HF AF HM AF AF HM AF AF HM AF AF HF AF H M AF AF HM HF acting AF temp. HM AF HM ! AF AF HF AM AF HM AF AF AF HM AF HM AF AF HM AF AF HM AF AF HM AF AF F £ s. (1. 270 0 0 125 0 0 85 0 0 Taemaro Mangonui 1)2 150 0 (J 40 0 0 189 0 0 95 0 0 189 0 0 95 0 0 126 0 0 25 0 0 190 0 0 50 0 0 215 0 0 95 0 0 126 0 0 II ii 19 Taharoa Kawhiu IIlAi 26 'l.'akahiwai Whangarei ... II ii " 24 E2 Tangoio Wairoa Hi 21 Tanoa Otamatea iii 23 D2 Tautoro Bay of Islands IIlAi 28 C3 Te Ahuahu Bay of Islands II ii 28 Te Araroa To Haroto Te Horo To Huiuhi Te Kaha Te Kao Waiapu Wairoa Whangarei .. Waihoko Island Opotiki Mangonui IIIb Hi II ii Hi IIIa i IIIa ii 87 26 32 19 61 03 Edmonds, E. T, Whitehead, Arnold A. .. Whitehead, Rachel E., Mrs. MoLachlan, Linda Puha, Jaiie Owen, Sarah A., Mrs. .. Owen, Henry West, William E. West, Annie M. W., Mrs. Jamison, Mary Maurihoohoo, Sarah Cato, Anson H. Cato, Netty F. L., Mrs... Pakewa, Lucy Watt, Archibald II. Watt, Bertha, F., Mrs. . . Henry, Miriam Whelan, Edward J. Callaway, Elizabeth Whelan, Sarah, Mrs. Handcock, Georgina Handcock, Martha A. . . Godwin, Horace P. E. .. Blathwayt, Ellen E. C. .. Hill, Joanna Cumber, Kenneth M. H. Barnctt, Sarah H., Mrs... D4 1)3 1)4 Lie. Lie 40 0 0 210 0 0 95 0 0 75 0 0 25 0 0 150 0 0 35 0 0 190 0 0 60 0 0 161 10 0 85 0 0 190 0 0 85 0 0 25 0 0 180 0 0 105 0 0 75 0 0 198 0 0 110 0 0 100 0 0 210 0 0 95 0 0 202 10 0 126 0 0 75 0 0 133 0 (I 166 10 0 Te Kotukutuku and Rangiwaoa (side school) Te Mania Tauranga IIIa ii 48 Wairoa 111A i 36 1)3 To Matai Tauranga IIIa ii 54 To Pupuke Te Rawhiti Whangaroa .. Bay of Islands II ii II ii 30 28 Lie. Te Reinga Cook ✓ Kirkland, Jessie E. E. 85 0 0 IIIA i 36 Wright, Percy Wright, Rebecca, Mrs. . . Broderick, Henry W. Parker, Eleanor E. .:, Broderick, Mary, Miss .. Proctor, Florence M., Mrs. Proctor, William Jones, Effio Irene Sinclair, Donald W. E. Sinclair, Martha, Mrs. .. Walker, Elizabeth, Mrs... Needham, Winifred E. .. Wykes, Frederick R. Wykes, Elva H. Molntyre, John Robertson, Margaret Haorewa, Areta Drake, Armine G. Drake, Rosalind K. Mrs. Ratema, Rangitiara Guest, Joseph J. Guest, Lilian R., Mrs. .. Guest, Frances L. White, Hamilton H. White, Isabel, Mrs. Couper, Dorothy E. W. Sohultz, Mary .. 180 0 0 85 0 0 218 10 0 117 0 0 40 0 0 200 0 0 85 0 0 25 0 0 207 0 0 105 0 0 75 0 0 00 0 0 207 0 0 85 0 0 200 0 0 126 0 0 75 0 0 207 0 (I 105 0 0 70 0 0 210 0 0 95 0 0 35 0 0 207 0 0 105 0 0 25 0 0 110 (I (l Te Toko Whakatane .. IIIa ii 51 Lie. Te Waotu West Taupo IIIa ii 52 CI Tikitiki . Waiapu IIIb 86 Tokaanu East Taupo .. IIIa ii 41 Tokomaru Bay Waiapu IIIa ii 65 Dl Torero Opotiki IIIa ii 48 Tuhara Wairoa IIIa ii 49 ci Tuparoa Waiapu IIIa ii 63 Waihua Wairoa I 15 Hi

8.—3

18

Table H1— continued. List of Native Village Schools, etc. — continued.

Name of School. County. Grade. 6 v a a rrj'G i S3 2 * Teachers on the Staff at End of Tear. « .5 2 a 2 2 (O IS £ 3 o P0 a o >>» 'S a o v w oS S.I5 2 "-■Ss "3 P*> U P * Scn^x.S.s Wai-iti Waikare Rotorua Bay of Islands IIIa ii IIIa i 52 51 Munro, John B. .. .. D2 H M Munro, Florence M., Mrs. .. .. A F Sullivan, Andrew J. .. .. 03 H M Sullivan, Martha A. A., Mrs A F Topia, Ellena . . .. .. .. H F Topia, Jane H. . . .. . . A F Bennett, John W. .. .. C2 11 M Nisbet, Mary M. .. .. .. A F £ s. d. 230 0 0 105 0 0 210 0 0 95 0 0 120 0 0 40 0 0 230 0 0 110 0 0 Waikeri Hokianga 11 ii 30 Waima Hokianga IIlAi 41 Waimahana sido school (see under Waiotapu). Waimamaku Hokianga Hodson, Susan. . .. .. .. HF Ngakuru, Pare. . .. ■ • • • A F Anderson, William . . . . . . H M Anderson, Mabel, Mrs. .. .. .. AF Dale, Francis A. . . 03 H M Dale, Florenoe E„ Mrs. .. .. 08 A F Lloyd, Kate B. . . . . Lie. H F Irwin, Beatrice M. . . .. . . A F Welsh, Alfred E. . . .. E3 H M Welsh, Constance E. A., Mrs A F Zimmermann, Johannes E. .. 03 H M Zimmermann, E. O, Mrs. .. .. A F 153 0 0 60 0 0 126 0 0 25 0 0 210 0 0 95 0 0 199 10 0 ' 117 0 0 180 0 0 55 0 0 210 0 0 95 0 0 • Waimarama Waiomatatini .. Waiomio Hawke's Bay Waiapu Bay of Islands 11 ii Hi IIlAi IIlAi 33 24 39 36 08 C5 Lie. HF AF HM AF HM AF HF AF HM AF HM AF Waiorongomai . . Waiapu 11 ii 29 E3 Waiotapu and Waimahana (side school) Waioweka Whakatane . . IIIa i 39 03 Opotiki IIlAi 38 Watkin, Arthur A. .. D4 H M Watkin. Mary A.. Mrs. .. .. .. A F McFarlane, Charles T. .. .. .. HM Gillespie, Mary . . .. .. A F Lisle, Frank ' • . . .. . . H M Lisle, Marian F. I). Mrs. .. .. A F Jack, James . . .. . . D3 H M Mackay, Emily Mary .. . . .. A F Johnston, George .. . . .. HM Johnston, Mary E., Mrs. .. D2 AF Blair, Susan . . .. . . .. A F Dargaville, Martha .. .. .. A F Marcroft, Louisa F., Mrs. .. 02 i H F Marcroft. Henry D. . . . . ..JAM Banks, Joseph . . . . .. I H M Banks, Anna, Mrs. . . . . D2 A F Callaway, Christina .. . . .. A F Irwin, Ellenor A. . . .. .. A F Savage, Hilda, .. . . .. F Smith, Leonard H. .. . . ( .. I H M Smith, Phoebe M., Mrs. . . .. .. A F Frazer, William .. .. . . H M Hinaki, Manu .. .. .. .. A F Harper, Arthur S. .. . . D3 H M Harper, Maud M., Mrs. .. .. .. A F Woodley, Frederick T. .. .. .. H M Woodley, Georgina, Mrs. . . . . A li' Hamilton, Hans A. .. .. El HM Hamilton, Harriet .. .. .. A F Hamilton, Lilian J. .. .. .. AF D4 HI AF HM AF HM AF HM AF HM AF AF AF HF AM H M AF AF AF F H M AF HM AF H M AF HM AF HM AF AF 200 0 0 85 0 0 180 0 0 110 0 0 171 0 0 40 0 0 200 0 0 117 0 0 232 15 0 105 0 0 25 0 0 25 0 0 200 0 0 85 0 0 193 10 0 95 0 0 85 0 0 60 0 0 110 0 0 180 0 (1 85 0 0 171 0 0 40 0 0 210 0 0 95 0 0 135 0 0 40 0 0 230 0 0 105 0 0 40 0 0 Waitahaniii East Taupo . . IIlAi 38 Waitapu Hokianga Hi 16 Whakaki Wairoa IIlAi 40 D3 Whakarapa Hokianga, III Ah 73 D2 Whakarara Whangaroa IIIa i 02 26 Whakarewarewa I Rotorua IIIb 95 D2 Whangaparaoa.. Whangapo Opotiki Hokianga, I IIlAi 10 41 Whangara Cook II ii 23 Whangaruru Bay of Islands IIlAi 36 D3 Wharoponga Waiapu iii i 24 Whirinaki Hokianga II 1a ii 58 El Total .. .. 31,603 15 0

E.—3

Table H2. List of the Native Village Schools, with the Attendance of the Pupils for the Year 1916.

4— E. 3.

19

| In this list the schools are arrangod ace iording to regularity of attendance, shown in the last col rmn.] c rt o fi« S§o£M ft (6.) Schools. School Boll. Average Number Number Weekly belonging belonging Number, at End of at End of (Menu of the Year 1915. Year 1810. Emir Quarters.) J (2.) (3.) (40 i = br< .h £o2 > O r/> g-So-a (5.) OJ Manaia .. Pamoana(') Te Kao Motiti Tsland Te Reinga Whakarowarowa Omanaia Kakanui Te Kaba Moorangi.. Waikeri( 2 ) Hapua Wai-iti Rangiawhia Tangoio .. Waimahana( 3 ) Omaio Takahiwai Pukopoto Matapihi Okautete To Waotu Karetu Whakaki Parikino Rangiahua Ohaewai Waiomio Omarumutu Parawera Waitapu(«) Maraeroa Reporua Waiomatatini Kokako Paoroa Maungatapu Raukokoro Whareponga Ahipara Arowhonua Waitahanui Opoutere Tuhara Kirioke Orauta Pipiriki To Rawhiti Taharoa Waimarama Nuhaka Whirinaki Motuti Te Teko Waikarc To Mahia(!) To Ahuahu Tikitiki Mataora Bay Kaikoho Kenana Poroporo Whakarara :*7 40 37-22 20 23 19-72 67 59 64-11 24 22 23-48 41 39 37-66 107 98 98-5! 40 45 43-52 26 26 24-60 51 65 64-10 29 36 25-03 35 28-10 127 127 125-55 61 54 55-20 20 18 18-31 22 20 22-19 22 21-90 50 52 51-45 25 26 25-41 46 47 50-07 31 28 28-33 21 13 15-95 56 55 56-00 25 28 25-55 44 46 42-98 27 22 24-13 54 49 52-25 44 44 40-25 41 39 38-93 66 64 66-48 58 52 53-56 24 16 17-27 50 50 53-11 35 43 37-33 46 45 43-39 76 71 74-12 47 58 49-38 54 57 56-56 49 52 51-30 25 26 27-21 95 90 89-23 42 43 38-60 42 42 42-53 32 32 37-35 59 53 55-00 47 46 45-07 44 44 43-01 31 34 36-68 33 34 31-39 35 23 27-94 26 25 26-43 103 104 107-94 75 02 ' 65-46 24 33 28-27 64 54 56-74 50 59 56-43 43 40 40-78 38 30 31-55 92 96 97-63 12 10 1P66 97 106 106-32 22 22 23-06 63 62 71-93 39 27 29-68 25 29 28-57 19 11 17*49 33 32 30-63 53 52 54-41 44 42 41-17 92 134 101-16 98 95 99-06 31 49 42-13 56 60 61-80 45 47 47-73 54 54 59-90 24 17 19-53 23 23 28-79 36-52 19-23 62-52 22-73 36-26 94-67 41-68 23-50 61-00 23-70 26-57 118-65 52-10 17-26 20-84 20-57 48-26 23-80 46-79 26-35 14-83 52-00 23-62 39-68 22-24 48-09 37-00 35-76 60-74 48-84 15-67 48-07 33-77 39-15 66-83 44-42 50-85 45-94 24-35 79-75 34-50 37-99 33-21 48-89 39-99 38-11 32-50 27-80 24-73 23-38 95-46 57-84 24-96 50-09 49-73 35-96 27-69 85-64 10-20 92-82 20-13 62-75 25-78 24-87 15-16 26-53 47-07 ' 35-52 87-22 85-39 36-23 53-15 40-93 51-30 16-72 24-62 98-1 97-5 97-5 96-8 96-3 96-1 95-8 95-5 95-2 94-7 94-5 94-5 94-4 94-3 93-9 93-9 93-8 93-7 93-4 93-0 93-0 92-9 92-4 92-3 92-2 92-0 91-9 91-9 91-4 91-2 90-7 90-5 90-5 90-2 90-2 90-0 89-9 89-6 89-5 89-4 89-4 89-3 88-9 88-9 88-7 88-6 88-6 88-6 88-5 88-5 88-4 88-4 88-3 88-3 88-3 88-2 87-8 87-7 87-5 87-3 87-3 87-2 86-9 86-7 86-7 86-6 86-3 86-3 86-2 86-2 86-0 86-0 85-8 85-6 85-6 85-5 Parapara Waihua Oromahoe To Kotukutuku (Rangiwaoa, side school) Matangirau Te Araroa Rangitukia .. .. Owhataiti Oparuro Whangapo Otaua Mangamaunu Te Haroto (') Closed first quartor. ( ') Opened 29tli May, 1910. (■) Opened fourth quarter. (») Closed second quartor.

E.—3

20

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

Schools. Number belonging at End of Year 191.'j. School Roll. Number belonging at End of Year 1910. Average Weekly Number. (Mean of the Four Quarters.) J8 < o SoS s > <o tp -rf o p a v "o£" BJ3 (5.) S3* £ P iJ " te M (6.) (!■) (2.) (8.) JtL Te Huruhi Ohautira Papamoa.. Karioi Ruatoki Mangamuka Torere Te Pupuko Whangaparaoa Whangara Waimamaku Otangaroa Waiorongomai Rakaunuil 1 ) Mangatuna Tanoa Hiruharama .. ... Ranana Waioweka Tuparoa Te Horo( 2) Pamapuria Whangaruru Matata Whakarapa Matihetihe Poroti Tokomaru Bay Waima Pukehina Rangitahi( 3 ) Tautoro Port Waikato Oruanui 18 19 37 29 145 47 58 39 10 25 33 17 32 59 31 44 50 43 74 25 45 25 91 33 33 75 54 31 42 36 12 24 33 32 46 72 58 55 32 33 11 12 i 17 17 45 23 129 49 56 39 II 28 32 18 31 13 49 26 63 35 42 72 44 26 39 33 83 22 26 81 46 37 44 30 9 33 23 26 40 05 43 28 31 i 22-20 15-98 42-05 29-06 136-78 47-95 57-30 35-75 11 -48 27.33 36-62 20-07 35-23 12-60 50-98 28-11 55-50 36-36 46-45 78-07 38-0] 28-22 44-30 30-65 91-57 25-75 30-78 81-73 52-93 33-91 45-17 35-61 9-89 35-40 25-16 27-95 49-79 73-78 57-12 34-17 35-18 18-94 i.3-62 35-53 24-54 114-83 40-23 48-05 29-97 9-56 22-71 30-36 17-12 29-01 10-37 41-89 22-96 45-25 29-60 37-76 62-93 31-01 22-65 35-40 24-47 73-06 20-53 24-52 65-02 40-75 26-71 35-32 30-23 7-67 27-28 19-16 21-26 36-67 53-46 40-57 22-74 22-95 85-3 85-2 84-5 84-5 84-0 83-9 83-9 83-8 83-3 83-1 82-9 82-8 82-3 82-3 82-2 81-7 81-5 SI-4 SI -3 80-6 80-3 80-3 79-!) 79-8 79-8 79-7 79-7 79-6 78-9 78-8 78-2 77-9 77-6 77-1 76-2 76-1 73-6 72-5 71-0 66-5 65-2 Taemaro Horoora Paparore To Matai Tokaanu Waiotapu Pawarenga Wharekahika Te Kopua Te Whaiti Totals for 1916 5,191 5,132 5,237-40t 4,546\l2f 86-8* Totals for 1915 5,072 5,191 5,250-OOf 4,597-OOf 87-6* Mission schools subject to inspection by tho Education Department: — Matata Convent Pukiti Mission Tokaanu Convent 55 21 62 56 25 3!) 59-95 20-10 47-53 54-89 22-75 40-39 91-6 87-2 85-0 Totals for 1916 141 120 133-58 118-03 88-4 Totals for 1915 127 141 137-00 126-00 91-9 Boarding schools affording secondary education — St. Joseph's Convent (girls) St. Stephen's (boys) Waerongaahika Colloge (boys) Hukarere (girls) Queen Victoria (girls) Hikurangi College (boys) Te Waipounamu (girls) Turakina (girls) Te Aute (boys) Otaki Collego .. .. Auckland Grammar School Sacred Heart College 58 59 77 45 26 20 17 62 57 1 6 55 64 37 so IS 28 13 22 62 is 1 51-19 61-93 31-55 82-30 48-68 30-00 15-15 21-61 65-98 56-80 50-81 61-35 30-88 78-01 46-33 28-30 13-85 19-60 58-91 44-11 99-3 99-1 97-9 95-5 95-2 94-3 91-4 90-7 89-3 77-7 Totals for 1916 428 458 465-19 432-75 93-0 Totals for 1915 440 428 404-00 389-00 96-0 (') Reopened second quarter. (*) Opened second quarter. (*) Closed lirs * The totals do not agree with the figures relating to roll number an 1 attendance given in tho reason th it the former represent the avenge attenlance and average roll number for the mean of tl school taken separately, and th* latter the mean of the combined quarterly totals of all schools. st quarter. report to the ft he four quarters linister, for the of each Native

B.—B.

Table H3. (a.) Number of Maori Pupils attending Secondary Schools at the End of 1916.

(b.) Maori Pupils, formerly attending Native Boarding-schools, holding Hospital Nursing Scholarships at the End of 1916.

Table H4. Maori Children attending Public Schools, December, 1916.

•21

Governme Govemmi int Pupils. Schools. Formerly attending Native Formerly attending Native Schools. Formerly attending other Schools. Private Pupils. Totals. Schools. i I Otaki College, Wellington... St. Stephen's (boys), Auckland Te Aute (boys), Hawke's Bay Waerengaahika (boys), Gisborne Clareville (boys), Carterton Hukarere (girls), Napier ... St. Joseph's (girls), Napier Queen Victoria (girls), Auckland Turakina (girls), Wanganui Te Waipounamu (girls), Canterbury Auckland Grammar School (boys) ... '.'.'. 26 13 .." 23 12 16 2 i 3 i i 48 37 46 37 2H 56 42 32 L8 12 48 64 63 87 28 80 58 48 22 18 1 2 1 1 Totals 92 10 356 458

Number. Nature of Scholarship. Boarding-school. Hospital. 1 1 Day pupil Probationer ... Queen Victoria ... liukarere ... Napier. ... Napier.

a o.ss X^iJ £.ss Number of Maori Pupils. S6 Certificates granted. Education District. Number examined in 86. Proficiency Certificates. Enc Cert of Com dorsett ;iflcates upetency. Com] Certl petoncy i flea tes. i Boys. Girls. Totals. Number. P F" centage. M umber. Per- | centage. Number. Percentage. Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland 223 44 57 54 47 10 27 20 19 1,327 190 215 368 222 9 89 37 61 1,008 163 157 354 188 24 117 55 44 2,335 353 372 722 410 33 200 92 105 21 5 2 10 13 9 ; 37-50 5 j 100-00 2 ' 100-00 5 : 50-00 4 30-77 i 10-00 6 i i 25-00 10-00 30-77 1 3 4 1 I 33-33 4 ! 100-00 I 33-33 Totals for 1916 Totals for 1915 501 551 2,518 2,593 2,110 2,138 4,628 4,731 62 30 I 42 48-39 1 1-61 12 10 19-35 Difference -50 -75 -28 -103 -12 Note. —For th< and Maori are roekc 3 purposes of this return, half-oaste ohildren and ohildren intermediate in blood between half-oaBte mod as Maori.

E.—3,

Table H5. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1916.

Table H6. Race of the Children attending the Native Village Schools on 31st December, 1916.

22

Years. Class P. s. I. B. ii. s. II. S. IV. s. S. VI. S. VII. Total. CO CO o .9 CO o CO 3 CO t-. O m CO 73 Cfi >, O m CO .a a E0 o BO s CO O ffl 3 » 2 o .3 35 O CO CO co CO ° ■% 5 and under 6 6 . 7 7 „ 8 8 „ 9 9 . 10 10 „ 11 11 , 12 12 „ 18 13 „ 14 14 , 15 15 „ 16 16 years and over 130 110 255 203 306 220 255 204 181 171 167 91 6:1 55 89 24 16 10 5 3 2 17 67 97 76 69 28 16 7 25 49 86 81 53 36 14 6 1 7 47 76 82 70 35 7 1 1 10 38 71 60 37 33 1 i .. 7 ! 12 33 29 62 53 57 ! 42 82 33 10 16 2 2 4 33 35 31 13 6 ! 1 '.. 8 .. 14 3 43 15 43 28 9 25 3 7 8 11 29 11 4 2 .. 130 110 257 203 .. | 823 I 245 .. ! 330 I 264 .. ! 335 307 .. I 290 . 280 .. | 312 , 243 248 | 194 172 178 1 1 88 61 1 ! 27 20 1 5 5 3 14 14 7 4 1 16 15 6 2 2 4 3 Totals, 1916 Totals, 1915 1,360 1,091 1,406 1,162 -46 -71 380 386 851 825 326 300 252 261 204 187 213 179 122 156 121 78 128 95 65 52 42 32 40 29 6 5 3 ! 2,518 12,110 7 2,593 [2,138 -4 -75 -28 Difference .. -6 26 26 -9 -9 8 -34 -2 -17 13 10 U 1 Note.—For and Maori are re tho purpose sckoned as i is of il laori. lis reti urn, hi !ilf-cas ite ohildren t ,nd c. lildren intei rmed iate in bit nod b l letween half-caste

For the purposes of ' are reckoned as ;his return, half-caste children and children interim i Maori, and children intermediate in blood between tdiate in blood between balf-oaste and Europe half-caste and Maori in as European. L ltaco. Hchools. Totals. iaorla. Europeans. Speaking English In the Homo. Speaking Maori in the Homo. Boys. Girls. Total. Boys. , Girls. Total. Boys. Ghls. Total. Boys. Girls. Total. Ahipara Arowhenua 4 26 4 16 8 42 I 38 37 75 4 2 3 1 4 1 7 1 6 1 - I -- 46 26 66 29 13 57 14 13 14 15 22 45 16 7 25 24 28 23 5 18 21 7 32 16 12 16 59 28 12 9 36 23 40 30 21 23 16 16 9 38 24 28 44 17 61 34 13 49 12 15 9 7 24 26 24 10 24* 25 22 19 5 10 12 15 25 20 10 17 45 16 5 4 16 22 24 24 11 21 16 17 9 16 25 30 90 43 127 63 26 106 26 28 23 22 46 71 40 17 49 49 50 42 10 28 33 22 57 36 22 33 104 44 17 13 52 45 64 60 32 44 32 33 18 54 49 58 Hapua Hiruharama Horoora Kaikohe Kakanui Karetu Karioi Kenana Kirioke Kakako Manaia Mangamaunu Mangamuka Mangatuna Maraeroa Matangirau Mataora Bay Matapihi Matata Matihetihe . . Maungatapu Moerangi Motiti Island Motuti Nuhaka Ohaowai Ohantira Okautoto Omaio Omanaia Omarumutu Oparure Opoutere Orauta Oromahoe Oru'anui " .. '"'.'.' Otangaroa Otaua Owhataiti Paoroa 64 29 13 46 11 8 11 15 22 44 14 57 33 13 32 12 13 8 7 23 26 21 121 62 26 78 23 21 19 22 45 70 35 11 3 5 3 'l7 2 1 28 3 7 4 0 7 13 21 14 26 17 5 18 15 3 21 13 11 13 57 20 12 8 34 20 35 16 12 21 12 12 6 23 23 19 23 18 19 15 5 10 5 12 13 18 10 8 44 10 5 4 13 19 24 12 5 17 12 17 5 7 22 22 44 32 45 32 10 28 20 15 34 31 21 21 101 30 17 12 47 39 59 28 17 38 24 29 11 30 45 41 I 2 1 4 3 1 6 1 3 3 1 1 2 4 1 1 5 4 5 4 3 10 7 1 "6 1 ia 2 3 3 6 6 1 11 3 7 12 2 13 1 23 5 1 3 9 1 12 "2 3 5 "2 6 1 3 3 9 "2 6 2 9 1 2 3 5 18 3 2 4 4 "7 1 9 3 3 12 3 4 4 5 3 8 1 5 6 5 30 6 6 8 4 3 3 8 4 4 7 12 12 4 17

E.—3.

Table H6— continued. Race of the Children attending the Native Village Schools on 31st December, 1916, — continued.

23:

B,ace. M >ri Total. M 101I3. Schools. Totals. Speaking English in the Home. Speaking Mai in the Homi Buropeans. 1 V' 1 Girls. Total. Girls. Total. Boys. Girls. ] Total. — ~. . Boys, j Girls. Boys. Boys. Pamapuria Pamoana Paparaoa Paparoro Parapara Parawora Pari kino Pawarenga Pipiriki Poroporo Poroti Port Waikato Pukehina Pukepoto Rakaunui .. ... Ranana Rangiahua Rangiawhia. . Rangitahi Rangitukia Rangiwaoa (sido school to Te Kotukutuku) Raukokore Reporua Ruatoki Tacmaro Taharoa Takahiwai Tangoia Tanoa Tautoro Te Ahuahu To Araroa To Haroto To Horo To Huruhi To Kaha To Kao Te Kotukutuku (see also Rangiwaoa, sido school) T9 Mahia To Matai TePupuke.. To Rawhiti.. To Reinga To Toko Te Waotu Tikitiki Tokaanu Tokomaru Bay Torero Tuhara Tuparoa .. Waihua Wai-iti Waikaro Waikori Waima Waimahana Waimamaku Waimarama Waiomatatini Waiomio Waiorongomai Waiotapu Waiowoka Waitahanui Waitapu Whakaki Whakarapa. . Whakarara Whakarewarowa Whangaparaoa Whangapo Whangara Whangaruru Wharsponga Whirinaki 6 8 "2 3 6 2 9 14 18 13 17 20 : 10 30 10 16 , 16 I 35 8 . 5 15 12 ' 9 17 26 7 I 21 j 53 [ 11 17 17 68 ! 7 11 15 10 10 16 14 59 12 15 5 33 25 8 8 10 20 7 13 21 11 15 17 25 3 3 13 25 2 16 16 9 20 41 12 20 17 60 14 II 8 6 15 10 16 47 9 10 1 32 32 21 26 23 37 27 23 51 21 31 33 60 II 8 28 37 II 33 42 16 41 94 23 37 34 128 21 22 23 16 25 26 30 106 21 25 6 65 57 29 3 4 2 I 1 I 8 3 5 1 1 3 3 1 8 1 1 2 1 1 1 12 2 1 6 "2 5 9 4 1 1 7 I 6 5 1 1 4 7 0 1 I .1 3 3 16 4 5 '8 13 6 1 1 I 2 15 1 9 10 2 2 7 3 1 . 15 I 2 I 3 4 1 4 28 2 5 11 "2 18 13 20 24 12 31 10 16 17 36 16 5 18 17 10 18 29 7 24 54 11 25 23 69 8 11 .17 11 11 17 14 71 14 24 11 33 27 8 8 10 25 Hi 17 21 12 15 17 26 HI 4 19 30 3 17 20 11 2(1 41 12 27 20 6(1 15 12 9 9 15 13 16 63 9 20 6 32 32 21 26 23 45 40 29 52 22 31 34 02 26 9 37 47 13 35 49 18 44 95 23 52 43 129 23 23 26 20 26 30 30 134 23 44 17 65 59 29 3 1 4 13 33 17 19 14 29 16 41 14 47 ! 19 ! 22 j 42 ! 2 30 36 19 25 9 18 12 25 19 13 11 9 21 7 22 41 16 49 3 24 13 22 14 26 18 30 20 13 25 25 14 51 19 34 32 21 22 2 22 22 16 16 13 11 7 20 18 17 6 9 16 9 23 34 11 30 8 18 7 13 12 29 31 63 37 32 39 54 30 92 33 81 51 43 64 4 52 58 35 41 22 29 19 45 37 30 17 18 37 16 45 75 27 79 11 42 20 35 26 55 1 4 2 2 5 2 2 2 17 33 17 21 14 29 31 43 19 47 24 26 46 5 32 37 19 26 9 19 15 25 21 13 16 21 23 7 23 46 16 58 3 26 19 24 14 31 23 32 22 13 25 25 2-1 53 24 34 32 27 26 6 22 22 16 20 13 13 10 20 18 18 12 21 I!) 9 23 37 11 10 8 21 9 15 12 31 40 65 39 34 39 54 55 96 43 81 56 53 72 11 54 59 35 46 22 32 25 45 39 31 28 42 42 16 46 83 27 98 11 47 28 39 26 62 j 2 "2 "2 15 2 5 10 2 3 25 4 8 3 3 j 2 4 4 3 2 1 6 4 4 2 10 8 7 2 1 1 4 "5 1 1 "2 3 1 2 3 5 2 1 4 I) 3 2 1 9 16 5 5 2 3 "2 8 5 7 2 1 5 3 1 8 2 1 3 7 "9 '16 1 1 "2 1 6 2 2 2 2 3 8 4 "5 "2 7 Totals 103 87 190 2,345 2,025 4,370 295 277 572 2,743 2,389 5,132

E.-3.

Summary of Table H6.—Race of Children attending Native Village Schools.

Table H6a. Classification as regards Ages and Race of Children on the Native Village School Rolls at the End of December, 1916.

Table H6b. Classification as regards Standards and Race of Children on the Native Village School Rolls at the End of December, 1916.

21

1916. Race. Maoris speaking Maori in the homo Maoris speaking English in the home Europoans Boys. .. j 2,345 103 295 Girls. 2,025 87 277 Total. 4,370 190 572 Percentage. 85-1 3-8 11*1 Totals : _ 2,743 2,389 I 5,132 100-0

Eace. Maoris, Totals. Ages. Europeans. Speaking English in the Home. Speaking Maori in the Home. Total Maoris. Boys. Girls, Total, Boys. Girls. Total. Boys, Girls. Total. Boys. Girls. Total. Boys. Girls. Total. j 5 and undor 6 6 „ 7 7 '„ 8 8 „ 9 9 „ 10 10 „ 11 11 „ 12 12 „ 13 13 „ 14 14 „ 15 15 years and ovor 5 6 13 4 11 6 7 7 12 ! 8 13 15 16 13 12 10 8 ! 9 6 | 6 .. 3 11 17 17 14 20 28 29 22 17 12 3 118 243 250 301 302 267 282 229 179 109 59 106 199 223 286 246 237 238 203 151 83 53 224 442 479 587 548 504 520 432 330 192 112 123 256 267 308 314 280 298 241 187 115 59 112 203 229 293 2 4 252 251 213 160 89 56 235 459 496 601 508 532 549 454 347 204 115 is 36 26 37 37 36 31 28 27 i;> 4 13 38 10 37 20 32 31 23 20 10 4 31 71 66 74 66 68 62 51 17 25 8 141 292 293 345 351 316 329 269 214 130 63 125 241 269 330 283 284 282 236 180 99 60 266 533 562 675 634 600 611 505 394 229 123 Totals 103 j 87 190 J2.345 2,025 4,370 2,448 2,112 4,560 295 277 572 2,743 2,389 5,132 Note.—For tl saste and Maori «r< io purposes i reckoned a of th's refcu:' ,8 Maori. ■n, half-caste chillrea and ohildren inten leliate in bloc in blood between hilfod 1 between h: Summary of Table H6a. Ages. Boys. Girls. Total. Percentage, 1910. i Percentage, 191J. From five to ten years .. „ ton to fifteen yoars „ fiftoon upwards Totals .. .. ; 1,422 1,258 63 2,743 1,248 2,670 I,081 2,339 60 123 2,389 5,132 52-0 45-6 2-4 521 44-8 31 1000 1000 I I

Race. Maoris. Totals. Europeans. Standards. Speaking English In the Home. Speaking Maori In the Home. Total Maoris. & 4 3 o .y o M C5 H A I e3 O H 00 A i i O i i 3 O S3 o M » | E-t i. o M 1 •M O H Ai a 8 'reparatory class Itandard I II .. III . . IV . . V .. VI .. VII .. 39 24 18 9 16 21 ; 10 7 : 11 11 , 5 9 ' 4 5 I •• 1 63 1,059 27 323 37 303 17 279 22 . 196 14 , 125 9 51 1 | 9 190 2,345 911 291 287 213 158 108 56 1 1,970 1,098 614 ' 341 i 590 319 492 289 354 < 207 233 '. 130 107 55 10 9 4,370 2,4:48J 935 ; 300 I 308 220 169 117 61 2 2,033 I 641 627 509 376 247 116 II 99 32 36 41 31 25 27 4 94 35 33 29 34 32 18 2 193 67 69 70 65 57 45 6 1,197 373 355 330 238 155 82 13 i 1,029 !2,220 335 ! 708 341 696 249 579 203 ! 441 149 304 79 161 ! 4 17 ; 43-4 13-8 13-6 11-3 8-5 5-9 3-2 0-3 Totals 103 87 2,025 2,112 14,560 295 277 2,743 2,389 5,132 100-0 572 Note.—For the purposi Maori arc reckoned as . of this return, half-caste children and cluldron r : inter .edii te in blood between half-caste

25

E.—B.

Table H 7. Classification as regards Ages and Standards of Children on the Native Village-school Rolls at the End of December, 1916.

Class P. Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Race Totals. Grand Totals. Ages. :Euro] leans. Maoris. iEuroi leans. Maoris. Euro] :ans.| Maoris. Euroj leans. Maoris. iEuro] ians. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans.: Maoris. ! Europeans. Maoris. I B. G. B. i G. B. G. B. G. B. G. i B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. j O. B G. B. j G. B. G. i ! B. G. B. G. .1 I j I 1 ! ! 18 13 123j 112| 141 125 I 266 36 38 256 ; 203| 292 241 | 533 26 40! 267 229] 293 269 562 37 37 308j 293] 345 330 675 37 29 314 251 351 283 634 861 32 2S0 252 316 284 j 600 31 31 298 251 329 282 j 611 28 23 241 213 269 236 I 505 5 and under 6 years .. 18 ib 123 112 ■■ •• I •■ 6 ., 7 , .. 31 34 256 202 3 4 1 2 ■ - - ■■ ■■ 7 . 8 „ .. IS 28 244 206 5 9 19 20 3 3 4 3 - - 8 „ 9 , 16 IS 213 201 12 10 75 69 6 11 20 22 3 2 1 1 .. .. - - 9 „ 10 . 10 5 151 104 6 7 80 75 10 8 J67 64 9 5 16 11 1 4 1 1 I ! --!-•• - •• ; ! " 1 10 . 11 „ .. i 59 62 4 3 87 70 7 8 I 70 71 12 11 53 33 6 7 11 13 3 3 3 .. 1 .. j .. ! •• 11 . 12 „ 33 28 1 2 42 40 3 2 82 74 9 7 91 62 10 13 32 j 39 6 7 18 7 1 1 .. .. I " I •■ 1 ' •■ : 12 „ 13 „ 91 10 1 25 12 3 j 45 41 8 3 65 58 6 6 I 57 50 4 10 25 36 • i 1 6 ! 4 14 I 6 '.. .. 13 . 14 „ 14 . 15 „ 15 years and over 1 1 '8 1 4 5 10 3 11 2 1 1 1 26 ! 4 I i21 8 j 4 1 38 I 19 7 30 17 8 5 2 1 3 47 45 15 43 17 7 ! 6 4 1 7 3 2 45 23 19 33 23 15 12 j 6 2 6 6 2 j 12 17 12 r is 8 1 • 17 1 1 i I 19 j .. j .. 61 : 4 i 2 116 1 6 2 x ! 5 27 20 187 160 214 180 394 15 10 115 89 130 99 229 2 4 4 59 56 63 60 123 2 295- 2772448,2,1122, 743 2,389 5,132 1 572 4,560 j 5032 I -• ! •• - " •• •■ ■• Totals .. i 1 9 9 i 94 1098' I 935 32 35 311 1300 36 33 319 I 308 41 29 289 I !220 31 I 34 207 'l69 I I 25 ' 32 130 I 117 27 ' I 18 55 I 9 1 193 2,033 67 641 69 627 70 509 65 376 57 247 45 2, 126 708 696 579 441 161 17 57i32 5,132 For the purposes of this table, half-caste ohildren and ohildren intermediate in blood between half-caste and Maori are reckoned as Maori, and ohildren intermediate in blood between half-caste and Euro] lean as Euro] ieau.

B.—B

26

Table H 8. Summary of Expenditure on Native Schools during the Year ended 31st March, 1917. £ Teachers' salaries and house allowances ... ... ... ... 32,219 Teachers in isolateel districts —special allowances ... ... ... 115 Teachers' removal allowances ... ... ... ... ... 501 Books and school requisites ... ... ... ... ... 1,076 Conveyance and board of children ... ... ... ... 496 Manual-instruction classes: Payment of instructors, material, (fee. ... 248 Inspector's salary ... ... ... ... ... ... 502 Inspector's travelling-expenses ... ... ... ... ... 164 Higher education : Scholarships, apprenticeships, travelling-expenses, efec. 2,165 New buildings, additions, &c. ... ... ... ... ... 2,687 Maintenance of buildings, including repairs and small works... ... 1,294 Sundries: Advertising, planting sites, sanitation, (fee. ... ... 42 41,809 Less recoveries ... ... ... ... ... ... 17 Total net expenditure ... ... ... ... £41,792 Note.—Of this total, the sum of £1,496 was paid from National Endowment reserves revenue and .£l5O from Tauranga Education Endowment reserves revenue.

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