EDUCATION OF MAORI CHILDREN. [In continuation of E.-3, 1918.]

Appendix to the Journals of the House of Representatives, 1919 Session I, E-03

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1919. NEW ZEALAND.

EDUCATION OF MAORI CHILDREN. [In continuation of E.-3, 1918.]

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

CONTENTS. Page, i Appendix :— Page. No. L—Extract from Report of Minister .. .. 2 I Ta |,leHl. Native Schools and Teachers .. 12 .No. 2.—Report of the Inspector of Native 'Schools :— TT „ . , „, , New Schools fee 6 Attendance at Schools .. .. 16 Attendance, &c. .. . . .. 6 H3. Higher Education .. . . 18 Native Village Schools .. 6 H4. Maori Children at Public Schools .. 18 Mission Schools . . . . . . 6 ~.„ ~, .„ . , ~ „, ~ , Secondary Native Schools .. ..6 H5 - of Maori Children at Classification 7 Pubh<! S(ihools 19 School Buildings and Grounds . . .. 7 H6. Race of Children .. .. ..19 Organization . . . . . . 7 ! H6a . Ages and Race of Children .. .. 21 Now Scale of Salaries. . .. .. 8 I 1T „ „. , , Jr> . m-iii n , Inspection of Schools 8 IK.B. Standards and Race of Children .. 21 Secondary Education. . .. ..II H7. Ages and Standards .. ~22 Scholarships.. .. .. ..11 HB. Summary of Expenditure .. ..22 Concluding Remarks .. .. ..11

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No. 1. EXTRACT FROM THE FORTY-SECOND ANNUAL REPORT OF THE MINISTER OF EDUCATION. Education of Native Children. Number of Schools. There were 119 Native village schools, including two side schools, in operation at the end of the year 1918, the number being one more than for the previous year. During the year three new schools were opened, and one was reopened, while three were closed temporarily towards the end of the year. The establishment of three new Native schools is at present being considered. With the exception of two, all of the Native village schools are situated in the North Island. On account of the influenza epidemic all schools were closed during the last two months of the year. In addition to the Native village schools, five primary mission schools for Maori children and ten boarding-schools affording more advanced education to Maoris were inspected by the Department's Inspectors. Throughout the Dominion there were also 509 public schools at which Maori children were in attendance, this number being sixty-five 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 .. . . . . . . . . .. .. 119 Native mission schools subject to inspection by the Education Department . . 5 Public schools at which Maori scholars were in attendance . . .. .. 509 Total number of primary schools .. .. .. .. 633 Native boarding-schools affording secondary education to Maoris . . . . 10 Total .. .. .. .. .. ..643 The following table shows the number of Native village schools classified according to grade for the years 1917 and 1918 : — 1917. 1918. Grade I (average attendance 9-20) .. .. .. 16 18 ~ II i (average, attendance 21-25) .. .. .. .. 19 13 ~ II ii (average attendance 26-35) .. . . 26 27 ~ lIIa i (average attendance 36-50) .. .. 33 37 ~ lIIa ii (average attendance 51-80) .. .. 15 16 ~ lIIb (average attendance 81-120) .. .. .. 8 8 ~ IVa (average attendance 121-160) .. .. .. 1 118 119 Roll Number and Attendance. The number of pupils on the rolls of Native village schools at the end. of 1918 was —Boys, 2,651 ; girls, 2,413 : total, 5,064- 109 less than for the previous year. Included in these numbers are 303 boys and 289 girls who are Europeans, leaving 4,472 Maori children. The withdrawal of some seventy Maori children from a Native school for enrolment in a private school, together with the temporary closing of three schools, probably accounts for the decrease in. numbers as compared with the previous year. The following are some figures for the years 1917 and 1918 in connection with the attendance at Native village schools : — 1917. 1918. Number on rolls at end of year ~. .. .. .. 5,173 5,064 Average weekly roll number .. .. .. .. 5,191 5,044 Average yearly attendance .. .. .. 4,507 4,338 Percentage of regularity of attendance .. .. .. 86-8 860 The figures show little variation from those of the previous year, the percentage of average attendance (86 - 0) being regarded as sufficiently good when compared with the figure (88-7) for public schools, and when the special conditions pertaining to Native schools are taken into account. Of the 119 schools, ninetyeight attained a regularity of attendance of 80 per cent, or over.

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The number of pupils on the rolls of the Native mission schools at the end of 1918 was 175, and on the rolls of the Native boarding-schools 471. 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 5,710. The following are the figures for the years 1917 and 1918 in respect of the three classes of Native schools mentioned :— 1917. 1918. Combined rolls of Native schools .. .. .. .. 5,784 5,710 Combined average weekly roll number .. .. .. 5,806 5,694 Combined average yearly attendance .. .. .. 5,073 4,927 Percentage of regularity of attendance . . .. .. 87-4 865 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 in this report supplies the information for each school in regard to the roll number and average attendance. In addition to the Maori children in attendance at the schools specially instituted for Natives there were 4,854 Natives attending 509 public schools at the end of 1918, the number of pupils being 107 more than in 1917. The great proportion of these pupils are in the North Island, half of them being in. the Auckland Education. District. Details as to their age and classification are given in Table H5 of this report, from which it appears that the great majority of them are in the lower classes, the proportion reaching the higher standards being much smaller than in the case of Maoris attending Native schools. The total number of children of Maori or of mixed race on the rolls of the primary Native schools, public schools, Native mission schools, and secondary Native schools, together with such pupils as were receiving special technical training, at the end of the year 1918 was as follows : — 1. Primary schools— (a.) Government Native schools .. .. .. 4,472 (o.) Mission schools .. .. .. .. 175 (c.) Public schools .. .. .. .. .. 4,854 9,501 11. Secondary schools .. .. .. .. .. .. 471 111. Special technical training .. ~ .. .. . . 4 Total .. .. .. .. ... .. 9,976

Year. 1881 1886 1891 1896 1902 1907 1912 1915 L916 1917 1918 Number of Schools | at End of Year. 60 69 66 74 98 99 108 J17 118 118 119 Average Mean of Average . Average Attendance: p ™ nt „ S I Weekly Roll. Whole Year. „fXekfy Roll. 1,406 2,343 2,020 86-2 2,395 1,837 76-7 2,874 • 2,220 77-3 3,650 3,005 82-3 4,321 3.561 82-4 4,644 4,042 87-() 5,232 4,604 88-0 5.190 4,504 86-8 5.191 4,507 5,044 4,338 86-0 I Number o: Teachers in Charge. Male. Female. j 54 6 60 9 59 8 64 11 77 20 82 18 86 22 81 33 79 37 7J 45 73 43 [ Teachers. Assistant Teachers. Male. Female. 4 26 1 26 61 83 2 105 4 122 7 123 8 123 9 122 8 119

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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. 85-2 per cent, were Maoris speaking Maori in their homes, 3-1 wen; Maoris speaking English in their homes, and 11-7 per cent, were Europeans. In comparing Native schools with public schools in respect to the classification of pupils it appears that in Native schools a, larger proportion of the. pupils are in the lower classes, and also that the average age of the children in the various classes is higher than in public schools. The difference, however, is not greater than would result naturally from the more or less irregular and nomadic habits of the Natives, and if the comparison were made with small public schools in country districts only, the difference, if any, would be much less. Compared with the Maori children attending public schools the pupils of Native schools are younger in their classes and reach higher standards. 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 and in the case of Natives attending public schools being also shown For comparison :•—

Efficiency of the Schools. As was the case in the two preceding years, the inspection and examination of Native schools were carried out by the Inspector of Native Schools, and, in certain districts, by the Inspectors of Public Schools. The reports of the Inspectors go to show that the work and condition of the schools is highly satisfactory, the schools, in the opinion of Inspectors of Public Schools, being often superior to public schools of the same size. The report of the Inspector of Native Schools, which deals critically with the treatment of all subjects of the curriculum, shows clearly that in spite of the difficulty of having a new language to teach, Native-school teachers are not regarded as having carried out their task unless results of a high standard of merit in all subjects are obtained. By the inclusion of many Native schools in the schemes of the Education Board for the instruction of agriculture, woodwork, and cookery, the pupils receive efficient teaching in these subjects. An important feature in relation to Native schools is the possibility of their not only providing for the education of the Maori children, but also of being generally a helpful and uplifting influence in the community. This ideal is realized by many of the teachers, and their splendid work during the epidemic of 1918 is an outstanding example of the good they are in the habit of doing among the Natives. ■ From the point of view of efficiency the Native village schools were classified as follows by the Inspectors in the years 1917 and 1918 : — Number of Schools. 1917. 1918. Very good to excellent .. .. .. .. .. .. 42 45 Satisfactory to good .. .. .. .. .. 66 61 Inferior to weak . . . • • ■ •. ■ ■ 10 10 The number of certificates of proficiency awarded was thirty-seven, and of competency (S6) twenty-four.

Classes. Percentage of Roll. Maoris Europeans Total attending attending attending . T ,<.:.,„_ Native Native Native" Nat} pub , jc attendi Schools. Schools. Schools. gohoolfi _ Sch00ls _ 1)llb|ic b Schools. I ! I L'reparatory ■itandard 1 II III JV v VI „ VII 2,003 179 2.182 43-1 33-83 52-1 624 76 700 13-8 12-89 16-5 586 72 658 13-0 12-70 11-9 548 70 618 12-2 12-37 9-4 334 76 410 8-1 11-(15 5-8 250 56 306 (i-1 9-75 2-9 120 53 173 3-4 7-27 1-4 7 10 17 0-3 0-M 43-1 13-8 13-0 12-2 8-1 (i-1 3-4 0-3 33-83 12-89 12-70 12-37 I 1-115 9-75 7-27 0-M 52-1 16-5 11-9 9-4 5-8 2-9 1-4

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Natives attending Public Softools. A larger number of Maori children attend public schools than attend Native schools, and, as is to be expected where no special attention is given to assisting the Native pupils in overcoming the language difficulty, as is done in Native schools, their progress is much less satisfactory. Their attendance at public schools is also reported as being very irregular—a fault not at all marked in the case of Natives attending their own schools. The result is that the Native children in public schools are greatly retarded and fail to achieve good results in any subject requiring a thorough knowledge of English. The desirability of their attending schools specially organized for them is thus clearly demonstrated. Secondary Education and Free Places. The Government has not instituted any schools especially for the secondary education, of Maoris, but a number of such schools having been established and being maintained by the various denominational bodies, the Government subsidizes them by providing at them a number of free places for Maori children possessing the requisite qualifications. The value of the free places was recently raised from £20 to £30 per annum, and they are tenable for two years. The roll number of these schools (ten in number) at the end of .1.918 was 471, of which number fortyfive boys and fifty-eight girls held the free places referred to. The great majority of the scholars were ex-pupils of Native schools. The syllabus of work to be followed by free-place holders is prescribed by the Department, and is designed to secure such industrial training as is considered desirable in the case of Maoris : the boys learn agriculture and woodwork, and the girls take a domestic course. The Makarini and Buller Scholarships were founded out of private bequests, and are tenable by Maori scholars at Te Ante College. Owing to the epidemic the examinations for these scholarships could not be held in 1918, and the candidates affected will be given the opportunity of competing for them in 19.19. 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. Senior free places for girls take the form of nursingscholarships. At the end of 1918 three girls were in training as day pupils and one as a probationer, on the staff of two different hospitals. Staffs and Salaries. The staffs of Native village schools in December, 1918, included 73 male and 43 female head or sole teachers and 127 assistants. The average salary of male head or sole teachers was £212, of female head or sole teachers £164 ss. 7d.. and of both combined £194 6s. 3d. These figures show an advance on the average salaries for the previous year, which were £206 Os. 5d., £159 3s. 9d., and £187 18s. Id. respectively. The average salary of the 119 female assistants was £89 lis. Id., and of the eight male assistants £81 17s. 6d. The total expenditure on Native-school teachers' salaries and allowances for the year ended 31st March, 1919, was £34,888, the corresponding figure for the previous year being £33,360. In common with other public servants Native-school teachers were paid a war bonus in addition to their usual salaries, the total amount paid on this account in 1918—19 being £2,397. An amended scale of teachers' salaries adopted for the current year applies to Native-school teachers, so that their salaries will show a substantial increase at the end of the year. Expenditure. The total net expenditure on Native schools during the year ended the 31st March, 1919, was £48,500. The chief items of expenditure were teachers' salaries and allowances, £34,888 ; war bonus, £2,397 ; new buildings and additions, £2,646; maintenance of buildings, repairs, &c, £3,112; secondary education, £2,303 ; books and school requisites, £954 ; teachers' removal expenses, £791.

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No. 2. REPORT OF INSPECTOR. OF NATIVE SCHOOLS. Sir,— 10th May, 1919. 1 have the honour to present herewith the following report upon Native schools for the year 1918:— New Sen oo i.B, etc. At the close of the year 1917 there were in operation 118 Native schools. During the year under review schools were opened at Waiohau, Galatea ; Huiarau (Ruatahuna), Urewera country ; and at Werowero, Lake Ohia, Mangonui district; while Whauyaruru, Bay of islands, which had been temporarily closed towards the end of 1917, was reopened at the beginning of the year. Three schoolsTaernaro, Mangonui district ; Taharoa, Kawhia ; and Pamoana, Wanganui River- from which the teaqhers had either resigned or been transferred to other schools, were not in operation at the end of the year, the services of suitable teachers not being obtainable. There were thus 119 Native schools in operation when on account of the influenza epidemic in the last two months of the year all schools had to be closed down. The schools at Huiarau, Urewera country, and at Werowero, Mangonui district, were opened in buildings erected by the Maoris upon sites which had been previously acquired for school purposes, while at Waiohau, Galatea, the school was opened in a building offered by the Maoris for temporary use. In connection with Waiohau arrangements have been made to acquire a site of 6 acres, upon which suitable school buildings will be eventually erected. All these new schools have made a very promising beginning, and are now supplying a want that- has been long recognized. The new buildings (school and residence) at Moerangi, Raglan district, were completed in the early part of the year. With regard to Manutahi and Kailaha (W hakawhitira), in the East Coast district, the erection of the necessary school buildings had to be delayed on account of the prohibitive cost, while in the case of Tihioma/nono, in the same district, difficulties which arose in connection with the acquisition of a site have caused, delay. During the latter part of the year applications for the establishment of schools at Kareponia, Awanui North ; Aioarua, Bay of Islands ; and Waima Landing, Hokianga, were received by the Department, and in each case the preliminary investigations are to be made during the current year. In consequence of the decision of the Department to take over the Moiatau Public School and administer it as a Native school it was necessary that a residence should be built. The work has been put in hand, and is nearing completion. ATTIijNJJANCE, etc. I. Native Village Schools. The number of pupils on the rolls of the village schools at the close of the year was —Maoris, 4,172; Europeans, 592: total, 5,064 —a decrease of 109 on the roll number of the previous year. The withdrawal of upwards of seventy Maori children from the Whakarapa Native School for enrolment in the Convent School established within a few chains of the Native school, together with the temporary closing of one or two schools, accounts largely for the decrease referred to. The average weekly roll number for the year was 5,281, and the average attendance 4,551, the average percentage of regularity being 86-2, compared with 86-6 in the preceding year. Thirty schools showed an average attendance of 90 per cent, or over ol the possible attendance, Manaia School once again heading the list of schools with a splendid record of 99 per cent. From Table H2, where information regarding the attendance of each school is given, it will be seen that 80 per cent, or over of the possible attendance was attained by ninety-eight schools. During the year there was a large amount of sickness, and the weather for the most part was not good, and there is no doubt that the attendance at many schools was thus considerably affected. Still, while it is pleasing to observe that several schools have improved their positions in the list, the poor showing made by a number of schools, even when allowance is made for the admitted difficulties in many cases, it is felt is not altogether satisfactory. Goodattendance certificates were gained by 472 pupils in the village schools. 2. Mission Schools. In addition to the village schools five mission schools were also visited. These are — Putiki Mission School, Tokaanu Convent School, Matata Convent School, and two schools on the Wanganui River-— the convents at Jerusalem and Banana. The roll number of these schools at the end of the year was 175, the average roll number was 171, and the average percentage of regularity was 90-2. 3. Secondary Schools. The secondary schools visited are those which have been established by various denominational bodies in the Dominion. The combined roll number at the end of the year 1918 was 471, the average roll number was 479, and the average percentage of regularity was 90-7.

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The following summary gives the particulars relating to the roll number and attendance of the three classes of schools in tabulated form :—

Classification. The standard classification of the pupils in Native primary schools as at the 31st December, 1918, is shown as follows : — Classes. Number on Roll. Standard VII .. ' .. .. .. .. 17 VI 173 V .. .. .. .. .. 306 IV 110 111 .. .. .. .. ..618 II .. .. .. .. .. 658 I .. .. .. .. ..700 Preparatory .". . . . . .. .. 2,182 Total .. .. .. .. .. .. 5,064 School Buildings and Grounds. In respect to tidiness, cleanliness, and attractiveness the condition of Native schools is very satisfactory indeed. Almost without exception the schools are remarkably clean, the elder children under the supervision of the teachers being responsible for this state of affairs. Desks defaced or stained with ink are rarely met with, and only in a few schools where the discipline is weak has scribbling on the walls of the buildings been noticed. In respect to the interior appearance there are many schools which could be made brighter and more attractive by a little effort on the part of the teachers, who apparently fail to recognize the importance of this aspect of environment, in a few schools it has been observed that there is a lack of supervision in connection with the outbuildings and offices. With regard to the grounds, while general improvement is noticeable there are instances where the conditions are not a credit to the teachers concerned. The teachers of the schools referred to are either indolent or lacking in initiative, otherwise they would encourage their pupils to bring native shrubs or trees to plant in the school grounds on Arbor Day. In a few cases not a tree or shrub is to be seen, there is no school-garden, and even the, teacher's own garden, if there is one, is a very poor affair. Tn cases where difficulty may be experienced in obtaining suitable trees the Department is ready to assist in providing ornamental trees, but such assistance is of little use where the teachers are as described. The grounds attached to a very large number of schools, on the other hand, are a credit to all concerned, and in spite of adverse conditions are often an object-lesson to the community. As was stated in a former report, " every teacher who has charge of a school ought to feel that he has contributed a mite at least towards the beautifying of the place, which has been his home, and the fact that his successor will enjoy the fruits of his labour should not deter him from adding to his own comfort, as well as to the attractiveness of the school." Teachers are required by the regulations to effect such small repairs as are required to maintain the properties in good order and condition. This obligation is in some cases overlooked, and the Department is called upon to do work which could easily have been done in a few minutes by teachers of the right spirit. Organization. Under this heading are included such matters as the general management of the school, including discipline, the methods of teaching, construction of time-tables, preparation of schemes of work. The methods of teaching may be described as generally following approved, lines, and in a very large number of schools they are applied with conspicuous success. In quite a considerable number of schools, however, a lack of thoroughness in the teaching is noticeable, and it is necessary to point out that more revision of back work is required, in order that lasting impressions may be made and more thoroughness obtained. The importance of a definite standard of work is not always realized, and hence arise idleness, carelessness, and poor endeavour. If a teacher has no clear standard of work it is impossible for the pupils to have one. Teachers should have clear ideas (1) as to how much work can be accomplished in a given time, (2) what degree of neatness can bo justly expected, (3) what degree of accuracy is reasonable, and how that accuracy can be increased without sacrificing the reasonable standards of (1) and (2). In the construction of the time-tables it is found that in the majority of the schools teachers display a sound knowledge of the principles that should be observed, but a good many instances are

Schools. I Roll Number Average . Number. I at the End of Weekly Roll AT T ve j age Year. Number. I Attenclance - Percentage of Regularity. 'ative village "ative mission .. 'ative secondary Totals 119 5,064 5.281 4,551 5 175 171 154 10 471 479 435 134 5,710 5.931 5.140 86-2 90-2 90-7 86-6

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met with where the arrangement is faulty, and the time at the disposal of the teacher is not allocated satisfactorily. The preparation of the schemes of work is still unsatisfactory in quite a number of schools, where it is evident their purport and aim are not yet properly appreciated by the teachers concerned. In schools where assistants are employed it is the duty of the head teachers to see that assistants have each their own schemes of work, and that the schemes are methodically and honestly followed. It is not yet sufficiently realized by all teachers that preparation of lessons even in the best-known subjects is essential to success in teaching, and it is evident that there are some who, through indolence or indifference, meet their pupils day after day without any preparation. In such cases the presentation must necessarily be poor, the lessons are wanting in freshness arid originality, and there is little to awaken healthy interest. In previous reports reference has been made to the lack of intimate acquaintance with the essentials of the syllabus, the interpretation of which, both in the spirit and the letter, is essential to the effectiveness of the teacher. The following remarks upon the study of the syllabus are very much to the point: "Ttis a matter of regret that so often reference has to be made to the hick of knowledge of the principles, directions, and suggestions of the syllabus, and to the failure to apply them. As a handbook for teachers —comprehensive, directive, suggestive, and scientifically sound both in pedagogics and psychology—our syllabus stands high. Teachers are fortunate in the possession of so excellent a guide, but want of familiarity with it is found on,every hand. A thoughtful earnest study of it from cover to cover, a careful analysis, underscoring and sidelining of essentials— in a word, an intensive study of it—will not only make the teacher much more efficient, but will reveal what is meant by approaching his profession scientifically. While a teacher is not asked to teach literally syllabus in hand, he is a wise teacher who had it continually al hand.'' The discipline in all but a few schools is very satisfactory indeed, but arrangements for the proper supervision of the playgrounds do not appear to be made in all schools. It is again pleasing to observe the success of several teachers in qualifying for teachers' certificates ; and in this connection it may be stated, that the Department has always shown its willingness to assist teachers by defraying part of the cost of the fees they may have to pay for instruction. In a large number of schools it is the practice to have an annual picnic, and at least one school concert during the year. The proceeds of the concert are expended in improvements, the purchase of books for the library, or other school material, or in some other suitable way. In these functions the parents take very great interest, and the children derive great pleasure. The? practice referred to is an excellent one, and every school should have its annual picnic and at least one concert during the year. In a few schools children who bring lunch are supplied with a cup of hot cocoa at their midday meal during the winter months, the cost being defrayed by the parents. The cost in the case of one school worked out at about a penny a week per child. This innovation on the part of the teachers is much appreciated by the pupils and their parents, and is one that might with advantage be adopted in a great many of our schools. New Scale of Salaries. As provided for in the regulations made under the Appropriation Act, 1918, and the Education Act, 1914, a new scale of teachers' salaries.was adopted from the beginning of the current year. The Education Act provides that the salary paid to a head teacher of a Native school shall not lie less than that received by the teacher of a public school of the same grade, and consequently the head teachers of Native schools will participate in the benefits under the amended scale of salaries. Increases in the salaries of the assistants will also be provided for. Inspection of Schools. The inspection and the examination of Native schools during the year were undertaken in conformity with the system followed during the previous year. The schools in Hawke's Bay, in the Bay of Plenty, and Hot Lakes district were visited and examined by the Public-school Inspectors, the remaining Native schools being taken by the Inspector of Native Schools. The reports of the Inspectors go to show that the work and condition of the schools generally is highly satisfactory. From the point of view of efficiency the village schools may be classified as follows : Very good to excellent, 45 ; satisfactory to gotfd, 61 ; inferior to weak, 10. Three schools were opened in districts after the visits of inspection had taken place. During the year thirty-seven certificates of proficiency and twenty-four of competency were gained by pupils in the Sixth Standards of these schools. General Remarks. With regard to the various subjects of the school course the, following remarks arc submitted : — English Subjects. — Reading : Generally speaking, this subject may be regarded as being satisfactorily taught, and a considerable amount of progress has been made in a number of schools where the results hitherto were not entirely satisfactory. Indistinctness of utterance is, however, too frequently met with, the result being that the pupils when they read cannot be readily understood without reference to the print by the listener. The course of reading for each of the standard classes comprises the School Journal and three continuous readers. The popularity of the Journal is the best tribute to its suitability for its purpose and its general value, and the children look forward eagerly to its appearing. Usually they become acquainted with the whole of the monthly issue, before the new number appears, but in some instances the later pages scarcely get the same attention as the earlier. For the preparatory division of the schools the full set of McDougall's phonic primers and

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readers are. supplied, and it is considered that the pupils from this division will now be better equipped to undertake the reading material prescribed for Standard I. ■ In regard to recitation, the results In many schools are disappointing, the pronunciation and enunciation being slovenly, the punctuation ignored, and no attempt made to secure expression. If teachers appreciated to the full the valuable aid afforded to the Maori child by the recitation of verses they would exercise the greatest vigilance in securing accuracy. The quantity and variety memorized, are frequently insufficient, while the choice of pieces does not always indicate good judgment. Moreover, it is apparent in many schools that the pieces selected, instead of being learnt individually, are learnt by the class in unison. Such a device is merely mechanical drill, and destroys much of the value the recitation may have. In spelling a very fair amount of success is achieved in the majority of schools. Many of the mistakes which occur in the pupils' work, not only in the dictation exercises but chiefly in the composition exercises, arise not so much from the inability of the children to spell more or less difficult words as from the imperfect appreciation of the smaller words and the distinctions between them. More attention should be given to the spelling of words which rightly come within their vocabulary, and less attention given to those words clearly beyond it, and to this end teachers should, prepare lists of suitable words. Oral spelling to the exclusion of better methods still persists in a few schools,.the teachers being unaware that by this method the ear only is requisitioned, whereas the eye and. hand are the more effective instruments. The excellent writing seen in many schools proves clearly that with method and close co-operation between teachers and pupils it is possible to get almost every pupil to write decently. In other schools, however, the writing is poor in quality, and it is evident that the teachers permit indifferent work and that the pupils' best is not always exacted. In competitions held in this subject in various parts of the country, pupils from Native schools have succeeded in carrying off the majority of the prizes. Languages : Oral and Written Composition.—The teaching of our language to the Maori child constitutes a very difficult problem for the teacher of the Native school, and although it is recognized that work of higher quality is gradually being produced, it is still evident that the instruction in many instances leaves much to be desired.. The quality of the work varies very considerably in the schools, and while it ranges from, very satisfactory to good and even to excellent in a large number of schools, in a considerable number it can only be described as poor. The results both in oral and written composition are in direct proportion to the skill of the teacher, and consequently where the, work is not satisfactory it is quite apparent that the teacher and his methods are at fault. It is felt, moreover, that there is a tendency among such teachers to regard the difficulties of the subject as insuperable to the Maori child, and the progress of their pupils, such as it is, as the, limit of his attainment. The schemes of work drawn up in this subject form a good index of the methods of treatment, and where the schemes betray an absence of thoughtful preparation it seldom or never happens that the work of the pupils reaches a moderate standard. For successful work in composition the oral practice is a sine qua non, and teachers who fail to realize that it is indispensable must not expect to meet with anything but disappointment and failure. Since the importance of oral composition is strongly emphasized in the teaching of English to pupils whose mother tongue is English, it surely must be recognized how doubly important it must be in the case of children who are confronted with the task of acquiring that language, and the power of express ing themselves in it. In those schools where the written composition fails to reach a satisfactory level it is felt that there is really little or no attempt to teach the subject. The. children are given a theme such as a letter or description, or reproduction of a story; and when they have used up a certain amount of paper and much time in their efforts to write, the teachers imagine that by the mere correction of the errors they are teaching composition. The fact that there must be well-directed constructive work on their part is either not appreciated or is ignored ; and it is no wonder that the, children thrown on their own resources with neither advice nor example to guide them produce, only the crudest of work. As letter-writing is an indispensable social necessity it is important that children should be taught to write a letter correctly ; not only the variety of form, but the details of technique—the beginning, the salutation, the ending, and the incidental punctuation require much attention. Punctuation can be taught effectively (1) by examination and discussion of printed passages in the readers, (2) by carefully chosen passages set, without punctuation, on the blackboard. Arithmetic. —Speaking generally it may be said that this subject is now receiving more intelligent treatment, and that teachers endeavour to make the instruction as realistic as possible. In the latter connection, however, the teaching of the preparatory classes shows to better advantage than that adopted in the standard classes, where some teachers appear loth to make provision for the practical treatment ,of the subject. Greater care and attention are now being devoted to the logical arrangement of the work of the pupils, while, mental arithmetic, although not yet receiving the attention it deserves, shows improvement. Geography and Nature-study. —ln a large number of schools very satisfactory work is done in this subject, and the schemes of work indicate that it is intelligently treated. In other schools, again, there appears to be a falling-off in the quality of the work, there being very little observational work at all. It is frequently found that the pupils are unablejto make a decent sketch of their own district with the features of which they are perfectly familiar. Teachers who find a difficulty with this subject are referred again'for guidance and inspiration to the suggestive treatment contained in the, appendix to the regulations. Handwork, &c. —Various forms of handwork are taken in Native schools, and generally the work done is of a T very "satisfactory nature. The chief weakness in this connection in quite a number of schools lies in the want of "proper recognition of the value of correlation of this subject with the other subjects of the school course.

2—E. 3.

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10

In quite a large number of schools sewing is very successfully taught, and the girls are able to make their own garments as well as other useful articles. Such articles, however, do not always comply with the requirements prescribed for the various classes, and it is accordingly necessary for samplers to be presented in addition for the purpose of inspection. Although parents are encouraged to supply the material required in the making of garments, great difficulty, owing to the increase in the price of the materials, has been experienced in inducing them to do so. In the schools where workshops have been established useful work in woodwork is being done, and the boys are taught to apply their knowledge to the construction of useful articles which are disposed of to the parents or the pupils at the cost price of the materials used. The workshops are to a large extent self-supporting, the working-expenses being usually covered by the sale of articles made during the year. The number of schools where instruction, in cookery is given is not so large as it might be, but in these schools the results are very successful, and there seems to be no good reason why instruction in this subject should not be included in the work of many other schools. In connection with instruction in woodwork and cookery advantage is taken wherever possible to admit pupils from Native schools to classes in these subjects established at manual-training centres, and during the year pupils from Native schools in the vicinity of Te Kuiti, Rntqrua, and Tauranga received instruction in these subjects at the manual-training centres established in these places. While the. treatment of drawing shows much improvement in many schools, such improvement has not become as general as the importance of the subject warrants. Brushwork and free-arm work on the blackboard, is now taken successfully in a large number of schools. ■ In not a few schools the work in drawing is poor and is characterized by a good deal of carelessness. It should be borne in mind that drawing is just as natural to a child as speaking or writing, and ought to be carefully treated. " The power of understanding and using a language, is obviously necessary for those who are. to know anything of what is going on in the world around them. In the same way a knowledge of drawing, or the power of perceiving and expressing the meaning of appearances tends to a fuller understanding of the varied forms and colours which surround us. In fact, drawing is really the reading and writing of form and colour, as it includes the correct seeing and truthful expression of their varied appearances." Tn elementary practical agriculture very good work is done in quite a considerable number of schools, and the gardens receive a good deal of attention. Experimental work in connection with grasses in the school plots in some schools has attracted the attention of farmers and led to the introduction of new fodder plants into a district, with the knowledge also of the most suitable artificial manure required. Under the arrangement referred to in a previous report by which Native schools were included, where possible, in the scheme of agricultural instruction adopted by the Auckland Education Board for public schools, .agricultural classes have been formed in a large number of Native schools where the teachers have shown evidence that they are capable of successful work in this direction. With a view to an extension of the scheme to other groups of schools classes for the instruction of teachers were held at Whangarei and Kaitaia in the early part of the current year, and were attended by a large number of teachers from Native schools. It is expected that all teachers who have taken the course of instruction in this subject will give special attention to elementary practical agriculture, in their schools. Misunderstanding appears to exist in the minds of some teachers regarding the procedure to be followed in the establishment of an agricultural class in their schools. Before such a class can be established it is necessary that, upon the advice of an agricultural instructor, an application should be made to the Supervisor of Manual and Technical Instruction, who will submit such application to the Department for approval or otherwise. Singing. —ln a large number of schools this subject is well taught, and it is a real pleasure to listen to and enjoy the singing of the pupils. In the schools referred to it is found that not only do the pupils sing well and enjoy the vocal exercise, but they understand the notation used and can sing at sight with comparative ease fairly difficult exercises. In quite a number of schools, however, it is clear that the singing is taught by ear, and this fact cannot be disguised by the mere device of using the, sol-fa syllables as a prelude to the singing of the songs. It is surprising that teachers will put up with the, drudgery that such a method entails, a method that is barren of results as far as musical knowledge is concerned. The selection of songs is generally satisfactory, but there seems no valid reason why the songs published in the School Journal should be omitted from the. programme presented in a considerable number of schools. Voice-training exercises do not yet receive sufficient attention, and it would appear necessary to advise teachers that " Further Directions," section 16 of the regulations relating to Native schools, contain for their special benefit guidance in this important aspect of the subject. Physical Instruction. —During the year a course of instruction in this subject was provided for the teachers of the far north. The class which was held at Kaitaia was largely attended, and proved both enjoyable and profitable. In most of the schools where the new system has been introduced the work is carried on enthusiastically, and the children appear to be, benefiting accordingly. It is satisfactory to note that organized games have been introduced into a large number of schools, and it is pleasing to observe the enthusiasm shown by the pupils in these games. In other schools teachers have apparently overlooked this important means of getting into closer touch with their pupils and thus of observing and studying their temperamental peculiarities. The new system of physical instruction has been introduced into a very iarge number of schools, but no opportunity appears yet to have presented itself for holding a class of instruction for the benefit of teachers in the East Coast district. In'regard to medical inspection of children attending Native, schools only a few schools have so far been included in the scheme. «

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Secondary Education. Secondary education for Maori girls and boys is afforded at the following schools which various denominational bodies have established : Queen Victoria School for Maori Girls, Auckland ; Turakina Maori Girls' School, Wanganui; Hukarere Girls' School, Napier; St. Joseph's Convent School, Napier ; Te Waipounamu Girls' School, Canterbury ; St. Stephen's Boys' School, Auckland ; Waerengaahika College, Gisborne ; Te Aute College, Hawke's Bay ; Hikurangi Boys' College, Carterton ; Otaki College, Wellington Free places at several of the foregoing institutions are granted to Maori pupils possessing the requisite qualifications. The number i f pupils on the rolls of these schools at the end of the year was —Boys, 221 ; girls, 250 : total, 471 : and of this total 45 boys and 58 girls were the holders of free, places. The girls' colleges afford a training of a very useful character in domestic duties, and exert a very considerable influence in shaping the career of the girls. Cookery, dressmaking, and housewifery generally, including instruction in first aid and nursing, form important features of the curriculum. In the boys' schools prominence is given to woodwork and elementary practical agriculture. Owing to the influenza epidemic the annual examinations of these schools had to be, abandoned. Arrangements were made, however, whereby it was possible to appraise the work and attainments of the candidates for proficiency certificates. Scholarships. The regulations relating to Native schools provide for the granting of a limited number of free places each now of the value, of £30 per annum and tenable at a number of the secondary schools referred, to above, to such Maori scholars as are qualified. At the end of the year 1918 the, number of free places current was 103. Senior free places for boys take the form of industrial scholarships ; no such scholarships were awarded during the year. For girls who are qualified and are anxious to take up nursing, nursing scholarships are awarded. At the end of the year there were three girls in training as day pupils and one girl as a probationer, on the staff of one or more hospitals. Two girls who had entered upon their term as probationers at the Auckland Hospital were eventually found unsuitable. At Napier Hospital two girls who had begun their elementary training as day pupils were compelled on account of ill health to give up their course. Te Makarini aml-Buller Scholarships.- -The examinations for these scholarships had to be, postponed, unfortunately, in accordance with the instructions issued by the Health Department during the influenza epidemic It was thought that arrangements could be made to hold them in the early part of the current year, but such a course was found impracticable, and accordingly no examination will be held until the usual time, when the candidates affected will be allowed to compete for the unawarded scholarships. Concluding Remarks. On account of the influenza scourge which swept from one end of the. Dominion to the other towards the close of the year, Native schools in common with other schools were closed down as a precautionary measure against the disease. Tn the case of many Maori settlements the isolation created great difficulties in coping with the epidemic, and as a consequence the Maori people suffered severely. The schools in many places were utilized as hospitals, and the teachers assuming control worked in many instances night and day, without medical assistance, in nursing those who were stricken down. Magnificent work in organizing relief and attending to the sufferers was done by the teachers, who, with few exceptions, responded to the call of duty, and there is no doubt that by their knowledge of the conditions, their standing in the, communities, and by their self-sacrificing efforts many lives were saved. The Maori people, on the other hand, carried out instructions and advice given as faithfully as circumstances permitted, and in some settlements where a system of quarantine was rigorously enforced they escaped the, visitation. While it is the experience of the Department that teachers of Native schools have always done valuable work during outbreaks of sickness in the settlements in which they are located, it is extremely gratifying to learn from the reports of medical men and others that their work during the recent epidemic was worthy of special commendation. The trying experiences of those dark days revealed on the part of the teachers a devotion and a spirit of self-sacrifice which bespeak a high conception of their duty towards the Maori people. I have, &c, Jno. Porteous, The Director of Education. Inspector of Native Schools.

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12

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, 1918.

:n tlio column ** Positi A M, Assistant Ma in E.-l, Appendij ion in School," H M lie Teacher; A F, Asi cB. means Heac distant Femi [ Mastei lie Toad ; HF,, Head Mistress; M, that there is a Master only; F, icr. The names of teachers absent with tire Expeditionary Ft Mistress only; trees are shown Name of School. County Grade CD O fl a ci 1z\ d o , Teaeliors on the Staff at End of Year. g o s "to co d 5 o o S » CO a o 6 Ph tH j5 ° <D S & « s da a M *• L5 *h 9f i w ga o.s S s9«i. a ij a Ch h in h.h 4 Ahipara Arowhenua Hapua Hiruharama Horoera Huiarau Kaikohe Kakanui Karetu Karioi Kenana Kirioke Knkako Manaia Mongonui Gerald inc Mongonui Waiapu East Cape Urewcra Bay of Islands Helensville .. Bay of Islands Waimarino .. Mongonui Bay of Islands Wairoa Coromandel .. 111a ii IIlAi II In IIlAi Ili IIIa ii IIIb I Hi Ili I IIlAi IIIa ii IIlAi 44 23 52 101 11 22 21 16 47 54 40 80 39 86 Williams, Joseph W. Williams, Mary G. (Mrs.) Williams, Catherine B. 0 Hone, Mary Bremner, Hannah A. A. .. D Bremner, Esther P. N. N. Vine, Henry G. ... .. D Vine, Winifred M. (Mrs.) Vine, Eflie L. . . Norman, Nellie Lee, John B. .. Lee, Elizabeth E. (Mrs.) .. Astall, Annie (Mrs.) Astall, John R. Monfries, Abigail Tweed, Sarah E. Grace, Charles W. . . . . D Grace, lribr. (Mrs.) Erimana, Merc To R. Geissler, Aimoe M. Johnson, Ida V. C. (Mrs.) . . C Gratton, Bessie J. Clarke, Bosa .. ... .. D Hepetema, Alice Richardson, Marie J. (Mrs.) „ . Grahame, Bruce Grahamo, Mabel (Mrs.) Alford, Edward H. M. . . Alford, Florance (Mrs.) Greensmith, Edwin Greensmith, Isabella C. (Mrs.) Barnes, Ellen L. (Mrs.) Cameron, Duncan .. . . D Cameron, Margaret (Mrs.) Scammell, William H. .. Scammell, Agnes E. (Mrs.) Huhnc, Maggie (Mrs.) Hulme, Russell H. Patience, Frederick Patience, Evelyn G. (Mrs.) Hall, Annie E. Clark, Catherine E. (Mrs.) .. E Clark, Herbert E. Dyer, M. E. (Mrs.) Ramsay, Eileen Minchin, Zara .. . . . . D Matini, Ratareria .. .. .: Roach, Patrick .. .. C Roach, Ruby (Mrs.) Rayner, Henry H. Rayner, Flora (Mrs.) Clench, Charles McD. Clench, Mary I. (Mrs.) Leef, Kathleen Matini, Roharima South, Moses .. . . .. E South, Emma S. (Mrs.) Guest, Frances L. Arthur, Jessie S. Young, James .. Young, Alice G. A. (Mrs.) Williams, Joseph W. Williams, Mary G. (Mrs.) Williams, Catherine B. 0 Hone, Mary Bremner, Hannah A. A. Bremner, Esther P. N. N. Vine, Henry G. Vine, Winifred M. (Mrs.) Vine, Eflie L. . . Norman, Nellie Lee, John B. .. Lee, Elizabeth E. (Mrs.) Astall, Annie (Mrs.) Astall, John R. Monfries, Abigail Tweed, Sarah E. Grace, Charles W. Grace, lribr. (Mrs.) Erimana, More To R. Geissler, Aimoe M. Johnson, Ida V. C. (Mrs.) Gratton, Bessie J. Clarke, Bosa .. ... Hepetema, Alice Richardson, Marie J. (Mrs.) Grahame, Bruce Grahamo, Mabel (Mrs.) . . Alfoi-d, Edward H. M. Alford, Eloranoe (Mrs.) . . Greensmith, Edwin Greensmith, Isabella C. (Mrs.) Barnes, Ellen L. (Mrs.) .. Cameron, Duncan Cameron, Margaret (Mrs.) Scammell, William H. .. Scammell, Agnes E. (Mrs.) Hulme, Maggie (Mrs.) Hulme, Russell H. Patience, Frederick Patience, Evelyn G. (Mrs.) Hall, Annie E. Clark, Catherine E. (Mrs.) Clark, Herbert E. Dyer, M. E. (Mrs.) Ramsay, Eileen Minchin, Zara Matini, Ratareria Roach, Patrick Roach, Ruby (Mrs.) Rayner, Henry H. Rayner, Flora (Mrs.) Clench, Charles McD. . . Clench, Mary I. (Mrs.) . . Leef, Kathleen Matini, Roharima South, Moses South, Emma S. (Mrs.) . . Guest, Frances L. Arthur, Jessie S. Young, James .. Young, Alice G. A. (Mrs.) H M AF AF AT HF AF HM AF AF AF HM AF HF AM HM AF HM AF AF F HF AF HF AF F HM AF HM AF HM AF F HM AF HM AF HF AM HM AF F . HF' AM HF AF HF AF HM AF HM AF HM AF HF AF HM AF AF AF HM AF £ s. d. 225 0 0 105 0 0 55 0 0 35 0 0 250 0 0 105 0 0 280 0 0 121 10 0 105 0 0 40 0 0 225 0 0 115 0 0 126 0 0 40 0 0 200 0 0 110 0 0 250 0 0 115 0 0 40 0 0 136 0 0 190 0 0 60 0 0 170 0 0 95 0 0 110 0 0 218 1.0 0 105 0 0 211 10 0 105 0 0 245 0 0 115 0 0 126 0 0 240 0 0 105 0 0 207 0 0 105 0 0 211 10 0 105 0 0 207 0 0 105 0 0 126 0 0 190- 0 0 60 0 0 150 0 0 75 0 0 150 0 0 70 0 0 250 0 0 105 0 0 171 0 0 70 0 0 171 0 0 40 0 0 153 0 0 95 0 0 250 0 0 115 0 0 85 0 0 70 0 0 230 0 0 105 0 0 Mangamaunu .. Mangamuka Kaikoura Hokianga I IIlAi 14 45 Mangatuna Waiapu IIlAi 43 Maraeroa Hokianga IIlAi 46 Matangirau Whangaroa .. IJ I A i 41 Mataora Bay . . Matapihi Ohinemuri .. Tauranga I HI A i 12 38 Matata \ IIlAi 40Whangaroa .. Matihetihe Hokianga II ii 20 Marmgatapu Tauranga IIlAi 40 Moerangi Raglan I 15 Motiti Island . . Tauranga I 17 Motuti Hokianga Hi 24 Nuhaka Wairoa IIIb '96 Ohaeawai Bay of Islands IIlAi 48

13

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

Name of School. County Grade. CO o a is rl-g Teachers on the Staff at End of Tear. a o a a S H o o o a o on a a o in O ft_ "iisft r-d " H ' S - d$ 0 4= h 3 ca a r>> CD aj T! fU aPniJrH.S.- ■« £ s. d. Ohautira Okautete Omaio Omanaia Omarunrutu Oparuro Opoutere Orauta Raglan Masterton Opotiki Hokianga Opotiki Waitomo Thames Bay of Islands Hi I IIlAi IIlAi IIIa ii IIlAi II ii IIIa i 23 13 49 44 67 41 31 41. (Vacant.) Ward, Violet Coughlan, William N. Coughlan, Isabella A. M. (Mrs.) . . Nisbet, Robert J. Nisbet, Janet (Mrs.) Mackay, Gordon Mackay, Jane (Mrs.) Hamiora Rangikahuawe Timbers, Arthur D. Timbers, Joaquina Q. (Mrs.) Grindley, George Grindley, Catherine (Mrs.) Kelly, Felix Parker, Eleanor E. Holland, Dorice M. Ho by, Erica Hutchinson, Walter H. . . Clough, Doris E. Matthews, Emily Gubb, Lester F. . . Guerin, Annie M. Gibbons, Elizabeth M. . . Baker, Frances E. E. Ba Isci-, Henrietta A. Crene, Pcrcival Crene, Edith (Mrs.) (Vacant.) Lundon, Clara J. Hennessey, Ellen M. Richards, Hilda E. I. Richards, Veroa I. M. . . Church, Lilian Blair, Susan Herlihy, Patrick Herlihy, Eileen Walker, Henry McN. Walker, Ethel C. (Mrs.) Foley, Hugh M. Foley, Anstice J. (Mrs.) Kinross, Ethel M. Keremeneta Rangirangi Ryde, Henry J. Ryde, Emma G. (Mrs.) Thompson, Richard H. .. Thompson, Elizabeth D. F. Burgoyne, Annette Burgoyne, Constance Clark, Olive J. M. (Mrs.) Clark, William M. Davies, Jane Thompson, Alfreda H. (Mrs.) Marcroft, Louisa F. (Mrs.) Marcroft, Henry D. Thomas, Herbert S. Taua, Wiremu H. Taua, Ramari .. Jamison, Mary.. Mauriohooho, Sarah Gracie, Thomas Gracie, Mary L. S. Korimete, Janie Tulraka, Hareti F HM AF HM AF HM AF AFHM AF HM AF HM AF HF AF HM AF F HM AF F II IAF HM AF 126 0 0 207 0 0 105 0 0 228 0 0 105 0 0 240 0 0 95 0 0 75 0 0 230 0 0 105 0 0 180 10 0 60 0 0 250 0 0 126 0 0 140 0 0 75 0 0 171 0 0 85 0 0 126 0 0 218 10 0 117 0 0 189 0 0 250 0 0 115 0 0 171 0 0 70 0 0 Oromahoe Bay of Islands II ii 35 Oruanrri East Taupo .. I 18 Otangaroa Otaua Whangaroa . . Hokianga I IIlAi 19 50 Owhataiti Paeroa Whakatane .. Tauranga II ii IIlAi 32 43 Pamapuria Mongonui . .. II ii 29 Parnoana Papamoa Waimarino . . Tauranga II ii 35 HF AF HF AF HF AF HM AF HM AF HM AF HF AF HM AF HM AF HF AF HF AM AF F II F AM M HM AF HF AF HM AF AF AF 207 0 0 126 0 0 207 0 0 105 0 0 153 0 0 75 0 0 250 0 0 105 0 0 230 0 0 105 0 0 230 0 0 105 0 0 140 0 0 95 0 0 230 0 0 105 0 0 228 0 0 105 0 0 153 0 0 60 0 0 220 0 0 105 0 0 25 0 0 117 0 0 220 0 0 105 0 0 171 0 0 171 ,0 0 110 0 0 190 0 0 110 0 0 180 0 0 85 0 0 40 0 0 25 0 0 Paparore Mongonui IIlAi 47 Parapara Mongonui II ii 35 Parawera West Taupo .. IIIa i 45 Parikino Wanganui II ii 28 Pawarenga Hokianga II ii 32 Pipiriki Wanganui IIlAi 38 Poroporo Whakatane .. IIIa ii 60 Poroti Auckland Hi 22 Pukehina Rotorua II ii 34 Pukepoto Mongonui IIIa ii 57 Rakaunui Ranana Kawhia Rotorua 1 IIlAi 11 38 Rangiahua Rangiawhia Wairoa Mongonui I Hi 19 23 Rangitahi Whakatane . . IIlAi 43 Rangitukja Waiapu IIIb 83 Rangiwaea (side s tuku). Raukokore ohool), (see unde r Te Ko tukuReporua Ruatoki Opotiki .. . Waiapu Whakatane . . IIIai II ii IIIb 42 29 103 Saunders, William S. Walker, Annie Milner, Keriana Mahoney, Cornelius Mahoney, Harriet I. (Mrs.) Mahoney, Flora M. L. .. Ratema, Rangitiaria (Vacant.) (Vacant.) Woodlcy, Frederick T. Woodloy, Georgina (Mrs.) HM AF F HM AF AF AF 225 0 0 126 0 0 126 0 0 290 0 0 145 0 0 95 0 0 75 0 0 Taemaro Taharoa Takahiwai Mongonui Kawhia Whangarei .. II ii 29 HM AF 153 0 0 40 0 0

E.—3

14

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

Name of School. County. Grade. 4 o a on a >< ■4 * Teachers on the Staff at End of Year. a o =a o S 'in 3 a 8 o o ds fl 0 q o Ph •-H i- JS o -i gOfldi-l S g K-.S 'H Sfl co fl u tn B OS a co o3 m _ 3 gr-nH-rH.5.2 «l Tangoio Tanoa Tautoro Tc Ahuahu Te Araroa Te Haroto Te Horo To Kaha Te Kao To Kotukutuku and Rangiwaca (side school) Tc Mahia To Matai To Pupuko Te Rawhiti Te Reinga Wairoa Otamatca Bay of Islands Bay of Islands Waiapu Wairoa Whangarei .. Opotiki Mongonui Tauranga Wairoa Tauranga Whangaroa .. Bay of Islands Cook Hi II i 11 ii II ii iih. Hi U ii IIIa ii IIIa ii , IIlAi j II ii IIlAi IIlAi II ii IIlAi 25 25 35 30 120 24 35 63 69 45 32 41 39 31 40 Arthur, Cyril L. Arthur, Ethel (Mrs.) Woodlioii.il, Ambler Paora, Elizabeth England, Walter England, Eva E. (Mrs.)f. . Bush, Lyonol J. S. ■ . . Bush, Margaret R. (Mrs.) Whitehead, Arnold A. .. Whitehead, Rachel E. (Mrs.) McLachlan, Linda Puha, Heni To Ao Harpor, Leslie M. (Mrs.) Harper, Charles A. E. .. Wall, Harry .. Wall, Fanny S. M. Cato, Anson H. Cato, Netty F. L. (Mrs.) Pahewu, Lucy Watt, Archibald H. Watt, Bertha F. (Mrs.) . . Smith, Ani Dale, Francis A. Dalo, Florence E. Callaway, Elizabeth Handcock, Georgina Handcock, Martha A. Godwin, Horace P. E. .. Blathwayt, Ellen E. C. .. Cumber, Kenneth M. H. Hakaraia, Victoria Barnctt, Sarah H. (Mrs.) (Acting) Kirklarrd, Jessie E. E. .. Wright, Percy Wright, Rebecca (Mrs.) .. Brodcrick, Henry W. . . Broderiok, Jessie S. (Mrs.) Jordan, Mary Proctor, Florence M. (Mrs.) Proctor, William Gorric, Annie (Mrs.) Sinclair, Donald W. E. Sinclair, Martha (Mrs.) Walker, Elizabeth (Mrs.) Rangi, Maraea I. Hayinan, Frederick J. .. Wykcs, Elva Hincmoa (Mrs.) Mclntyrc, John Robertson, Margaret Haorewa, Areta Drake, Armine G. .. ' Drake, Rosalind K. (Mrs.) Guest, Joseph J. Guest, Lilian R. (Mrs.) White, Hamilton H. White, Isabel (Mrs.) Te Kura, Rangi Benjamin, Julia Munro, John B. Munro, Florence M. (Mrs.) Sullivan, A. J. .. Sullivan, Martha A. A. (Mrs.) Topia, Ellena Topia, Hcni H. McKcnzic, Kenneth Nisbet, Mary M. Bridge, Emma L. HM AF HM AF H M AF HM AF HM AF AF AF HF AM HM AF 11 M AF A K H M AF AF II M AF AF HF AF II M AF HM AF HF AF HM AF HM AF AF HF AM F II M AF AF AF H M AF HM AF AF HM AF HM AF HM AF AF F HM AF HM AF H F AF H M AF AF £ s. d. 144 0 0 40 0 0 190 0 0 95 0 0 235 0 0 105 0 0 144 0 0 50 0 0 260 0 0 115 0 0 110 0 0 40 0 0 126 0 0 40 0 0 135 0 0 50 0 0 198 0 0 105 0 0 35 0 0 198 0 0 105 0 0 25 0 0 230 0 (I 105 0 0 126 0 0 230 0 0 105 0 0 220 10 0 126 0 0 200 0 0 1 10 0 0 171 0 0 105 0 0 198 0 0 95 0 0 237 10 0 95 0 0 70 0 0 220 0 0 105 0 0 110 0 0 225 0 0 105 0 0 90 0 0 70 0 0 220 0 0 126 0 0 210 0 0 126 0 0 75 0 0 225 0 0 105 0 0 230 0 0 105 0 0 225 0 0 115 0 0 60 0 0 126 0 0 250 0 0 1T)5 0 0 230 0 0 105 0 0 144 0 0 50 0 0 230 0 0 117 0 0 70 0 0 Te Teko Whakatane .. IIIa ii 56 Tc Waotu West Taupo .. 111A i 40 Te Whaiti Tikitiki Whakatane .. Waiapu 1 II In 20 88 Tokaanu East Taupo . . II ii 35 Tokomaru Bay.. Waiapu IIIa ii 0(i Torero Opotiki IIIa ii 51 Tuhara Wairoa IIlAi 39 Tujiaroa Waiapu TIIa ii 56 Wai hua Wai-iti Wairoa Rotorua 1 IIlAi 20 36 Waikare Bay of Islands IIlAi 39 Waikori Hokianga Hi 25 Waima Hokianga IIlAi 50 Waimahana (side Waimamaku school), (sec und Hokianga er Waiot II ii apu). 34 Waimar-ama Waiohau Hawke's Bay Rangitaiki .. II ii II ii 30 30 Hodson, Susan.. Newton, Lucy B. Kernahan, Richard I. Kernahan, Frances A. A. Webber, Elsio E. Johnstone, Grace L. Owen, Sarah A. (Mrs.) Owen, Honry (Vacant.) HF AF HM AF HF AF HF AM 171 0 0 85 0 0 171 0 0 25 0 0 160 0 0 75 0 0 210 0 0 95 0 0 Waiomatatini . . Waiapu IIIa ii 58

15

E.—3

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

Nariio of School. County Grade. CD O fl _ M 9 ca c_ CJ In H* Teachers on the Staff at End pf Year. 0 o H= 03 u S IK m _cd B o o a o in p a o "3 o Ph ° cfs >: M "K a o _, 2"3%co a cd fl H (8*>.S >H 5?t= ga 83 0 r. H ICJrC: %&3£aa Hi • Waiomio Waiorongomai .. Waiotapu and Waimahana (side school) Waiowoka Bay of Islands Waiapu Whakatane . . II ii I II ii 32 26 28 Lloyd, Kate B. Irwin, Beatrice M. Kaua, Matekino H. Zimmerman, Johannes E. Blathwayt, Mary V. W... HF AF F HM AF £ s. d. 218 10 0 144 0 0 153 0 0 230 0 0 UO 0 0 Opotiki IIlAi 38 Watkin, Arthur A. Watkin, Mary A. (Mrs.) West, William E. West, Annie M. W. (Mrs.) Lisle, Frank Lisle, Marion T. D. (Mrs.) Taua, Jane .. Jack, James .. Mackay, Emily M. Johnston, George Johnston, Mary E. (Mrs.) Smith, Gordon Smith, Mary A. Banks, Joseph Banks, Anna (Mrs.) Callaway, Christina Irwin, Ellenor Ann Hill, Joanna . . Savage, Hilda Smith, Leonard H. Smith, PncebeM. (Mrs.).. Frazor, William Reid, Adelaide Anderson, William Anderson, Mabel (Mrs.) . . Tawhiri, Riwai H, Patterson, Alice (Mrs.) . . McFarlane, Charles T. .. Gillespie, Mary D. (Mrs.) Rogers, Herbert Rogers, Ethel E. Dargaville, Martha HM AF HM AF HM AF F HM AF HM AF HM. AF HM AF AF AF F F HM AF HM AF HM AF HM AF HM AF HM AF AT 220 0 0 105 0 0 210 0 0 95 0 0 171 0 0 25 0 0 110 0 0 220 0 0 126 0 0 250 0 0 105 0 0 153 0 0 25 0 0 2.11 10 0 105 0 0 90 0 0 75 0 0 135 0 0 126 0 0 198 0 0 105 0 0 171 0 0 25 0 0 180 0 0 85 0 0 200 0 0 85 0 0 171 0 0 85 0 0 250 0 0 105 0 0 75 0 0 c Waitahauui East Taupo .. IIlAi 36 Waitapu Hokianga II ii 26 Werowero Whakaki Mongonui Wairoa , Hi IIIa i 23 47 Whakarapa Hokianga IIIa ii 74 Whakarara Whangaroa .. Hi 21 W ka karcwarewa Rotorrra IIIb 109 Whakawhitira . . Whangaparaoa. . Whangapo Waiapu Opotiki Hokianga IT ii I IIlAi 32 17 47 Whangara Cook II ii 27 Whangaruru Bay of I slands IIlAi 38 Wharekahika .. Waiapu IIIa ii 55 Whareponga Waiapu II ii 28 Whirinaki Hokianga IllAii 58 Total .. 33,752 0 0

E.—3.

Table H2. List of the Native Village Schools, with the Attendance of the Pupils for the Year 1918.

16

to tl lis list the schools are arrangei ;i.(n ling to regu] larity o1 attorn lance, sl lown in tl last coli imn. | Schools Number belonging at End of Year 1917. (2.) Number belonging at End of Year 1918. (3.) _ School Roll. Average Weekly Number. (Moan of the Four Quarters.) < o CtD rH on > 0) «f ■"11 111 a (5.) <_\ S~ fl CO O ■HflM *! •HsSS _f % H •B "te! ca tar" fl ■3§„S »aor-, (I.)' (4.) (6.) Manaia Te Kao Rarigiawhia Pukepoto Whakarewarewa Matapihi Wai-iti Omarumutu .. . . Waihua Taemaro ( :1 ) .. Tc Waotu Waiomio.. ..... Mataora Bay Raukokore Waiomatatini Omaio 37 53 22 57 118 32 40 66 18 26 43 35 13 45 63 53 25 49 49 69 33 25 25 51 42 12 49 23 60 33 137 32 24 69 23 22 51 53 32 97 15 46 41 .63 23 57 115 45 39 63 i 22 39-78 56-73. 23-00 56-68 111-85 36-08 36-87 67-93 16-51 34-00 41-00 33-82 11-46 44-10 58-66 50-51 32-25 47-30 48-85 61-16 41-77 31-14 23-35 48-07 43-45 17-60 57-96 29-46 60-67 30-10 127-40 32-98 24-45 63-90 23-20 17-89 53-54 47-46 33-48 89-78 13-85 42-25 33-70 34-79 43-40 43-52 29-91 54-97 39-57 42-00 36-93 41-70 51-77 68-72 46-90 35-42 28-87 11-60 108-80 36-02 24-28 60-00 48-11 87-57 93-48 35-10 20-70 58-18 29-77 37-80 25-74 48-99 48-01. 32-95 98-00 43-36 11-67 25-89 39-38 55-71. 22-33 54-81 107-85 34-60 35-10 64-42 15-63 32-10 38-50 31-72 1.0-71 41-24 54-70 47-09 30-07 43-85 45-14 56-49 38-23 28-49 21-25 43-92 39-60 16-01 52-74 26-72 55-00 27-30 115-48 29-81 22-05 57-52 20-87 16-09 47-74 42-30 29-83 79-95 12-33 37-59 30O0 30-92 38-55 38-50 26-48 48-66 34-97 37-07 32-62 36-80 45-57 60-50 41-26 31-12 25-32 10-16 95-18 31-50 21-21 52-40 41-93 76-27 81-43 30-41 17-90 50-24 25-60 32-35 21-97 41-80 40-88 28-03 83-15 36-66 9-87 21-90 99-0 98-2 971 90-7 96-4 95-9 95-2 94-8 94-7 94-4 93-9 93-8 93-5 93-5 93-3 93-2 93-2 92-7 92-4 92-4 91-5 91-5 91-4 91-4 91-1 91-0 91-0 90-7 90-7 90-7 90-6 90-4 90-2 90-0 90-0 89-9 89-2 89-1 89-1 89-1 89-0 89-0 89-0 88-9 88-8 ■ 88-5 88-5 88-5 88-4 88-3 88-3 88-3 88-0 88-0 88-0 87-9 87-7 87-6 87-5 87-5 87-4 87-3 87-2 87-1 87-1 86-6 86-5 86-4 86-0 85-6 85-4 85-3 85-2 85-1 84-9 84-6 84-6 84-6 Pawarenga Whangape Whakaki Whirinaki ... Tc Roinga Waimarama Karetu Parawcra 45 33 11 45 50 46 33 46 48 59 42 31 23 45 46 18 59 30 59 30 126 33 24 65 Oparuro Whangaparaoa Wharekahika .. .. Takahiwai Te Teko Wharoponga Te Araroa Te Rawhiti Ohautira Poroporo Taharoa ( ;! ) Motiti Island .. .. ,. Otaua Omanada.. Opoutere Tikitiki Okautete. . Tuhara Waiohau (i) Tc Mahia Matata .. .. Matangirau Repxirua Torero Waikare Arowhonua Tautoro Whangaruru ( 2 ) . . Kirioke .. . . . . Te Kaha.. Te Kotukutuku and Rangiwaea (side school) .. 40 44 48 36 54 43 48 34 18 54 45 33 85 14 47 34 34 45 44 28 54 35 41 34 39 51 68 44 29 29 11 112 31 22 61 46 92 94 39 Para para Matihetihe Kakariui Nrrhaka Oromahoe Horoera Huiarau ( 1 ) Rangitahi Ahipara Rangitukia Whakawhitira Pamoana ( 3 ) Kokako .. .. . . .. Whangara . . . . Pukehina Te Haroto Maraeroa 49 72 48 38 26 17 106 31 33 48 105 99 31 16 54 31 36 26 44 53 22 107 37 10 24 56 28 42 26 47 ■ 47 31 92 47 10 29 Paeroa Parnapuria . . Hapua Pipiriki Rakaunui Tangoio icned durinj the rear. ileo] lened bei unnhif of -ear. Closed at end of 'ear.

E.—3.

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

3—E. 3.

17

Schools. Number belonging at End of Year 1917. School Boll. Number belonging at End of Year 1918. Average Weekly Number. {Mean of the Four Quarters.) -3 <i o «&H00 CO rH CO HHCft i. Oh S sn H^OI. fl 01 ■Sll "2 co IP |--rt| ■8 g fl %hi (10 (2.) (3.) (4.) (M Ohaeawai Te Horo Te Ahuahu Kaikohe Te Whaiti Waitahanui Waikeri Motuti .. ' .. Kenana Owhataiti Maungatapu Waimahana Karioi Otangaroa .. .., .. Tokomaru Bay Waioweka Papamoa Ranana Moerangi Waima . . .. Ruatoki Waimamaku Tanoa .. .... Mangamuka , .. Waiorongomai Whakarapa Pupukc Poroti .. .. .. Rangiahua Waitapu Hiruharama Mangamaunu Orauta Tuparoa Mangatuna Parikino Paparore Te Matai Tokaanu Whakarara .. .. ,. Waiotapu Oruanui .. .. .. Weroworo (*) 47 37 37 109 15 37 29 33 16 39 55 24 22 23 64 43 43 36 34 67 119 36 30 53 22 80 49 22 42 25 52 16 51 75 54 29 57 53 43 27 21 30 59 35 32 109 26 33 33 25 13 40 46 18 22 21 83 43 43 47 18 62 118 37 28 53 23 8 42 32 22 26 55 19 42 59 51 31 59 45 32 28 14 26 23 54-25 38-51 33-75 111-76 21-00 38-67 28-19 26-43 15-79 38-25 46-35 20-77 22-37 21-15 79-75 44-08 41-44 44-90 17-18 61-01 125-65 41-12 29-86 54-02 23-03 66-62 43-37 28-65 24-02 30-01 55-00 16-95 46-42 67-54 54-25 33-62 62-11 51-54 42-34 27-66 19-99 28-53 23-00 45-70 32-38 - 28-19 93-24 17-50 32-19 23-42 21-90 13-08 31-66 38-32 17-09 18-37 17-30 64-91 35-89 33-66 36-45 14-84 48-82 99-72 32-50 23-38 42-15 17-97 51-92 33-76 22-13 18-54 23-15 42-00 12-92 35-35 51-27 40-85 25-1.2 45-67 37-40 30-65 19-20 12-93 17-27 23-00 84-2 84-1 83-5 83-4 83-3 83-2 83-1 82-9 82-8 82-8 82-7 82-3 82-1 8P8 81-4 81-4 81-2 81-2 80-6 80-0 79-4 79-0 78-3 78-0 78-0 77-9 77-8 77-2 77-2 77-1 76-4 76-2 76-2 75-8 75-3 74-7 73-5 72-6 72-4 69-4 64-7 60-5 100-0 Totals for 1918 5,064 5,281-38* 4,551-20* 86-2* Totals for 1917 5,173 5,264-33 4,558-67 86-6 Mission Schools subject to inspection by Education Department: — Putiki Mission Ranana Convent Matata Convent Tokaanu Convent Jerusalem Convent 22 ".59 43 16 17 72 44 26 17-42 16-56 68-47 42-65 26-00 16-80 15-55 63-35 38-08 20-62 96-4 93-9 92-5 89-3 79-3 Totals for 1918 175 171-10 154-40 90-2 Totals for 1917 124 124-11 112-28 90-5 Boarding-schools affording secondary education : — St. Stephen's (boys), Auckland Waerengaahika College (boys) .. .. St. Joseph's Convent (girls), Napier Queen Victoria (girls), Auckland Hikurangi College (boys).. .. Turakina (girls) Te Waipounamu (girls) Hukarere (girls).. .. Te Aute (boys) Otaki College (boys and gMs)j H.. Auckland Grammar School (boys). . Sacred Heart College, Auckland .. 68 36 53 53 20 30 12 90 77 48 1 1 64 33 56 58 28 27 9 89 75 32 60-40 32-57 49-07 57-84 26-65 29-86 10-52 91-55 83-37 37-15 58-90 31-65 47-03 55-05 25-15 26-76 9-32 80-05 , 70-95 29-76 97-5 97-2 95-8 95-2 94-4 89-6 88-6 87-4 85-1 80-1 ' ■■; fTotals for 1918 471 478-98 434-02 90-7 Totals for 1917 489 490-58 453-79 93-5 (' • The totals do not agree with the figures relating to i ihat the former represent the average attendance and avei leparately, and the lattor the mean of the combined quajt ) Open for two days only, roll number and attendance grvi rage roll number for the mean of ;erly totals of all schools. m in the report the four quartei to the Minister, -s of each Natl 1 for the reason 'e school taken

E.—3.

Table H3. (a.) Number of Maori Pupils attending Secondary Schools at the End of 1918.

(b.) Maori Pupils, formerly attending Native Boarding-schools, holding Hospital Nursing Scholarships at the End of 1918.

Table H4. Maori Children attending Public Schools, December, 1918.

18

Sohools. Government Pupils. Private Pupils. Totals. Otaki College, Wellington St. Stephen's (boys), Auckland Te Aute (boys), Hawke's Bay 1 Waerengaahika (boys), Gisborne Hikurangi College (boys), Clareville, Carterton Hukarere (girls), Napier St. Joseph's (girls), NapierJ Queen Victoria r (girls),|Auckland Turakinal(girls), Wanganui Te Waipounamu (girls), Canterbury 31 11 21 9 24 32 33 61 33 28 65 47 34 27 8 32 64 75 33 28 8!) 56 58 27 9 1 Totals 103 368 471

Number. 1 I 1 1 Nature of Scholarship. Probationer Day pupil 5, • * 5? Boarding-sohool. Queen Victoria. . ,, St. Joseph's Hukarere Auckland. Napier. Hospital.

S6 Certificates grantei Education District. O IH •fl 2 o ca . oi 'jd CO •flit 1« Number of Mauri Pupils. Number examined in S6. Proficiency Com] Certificates. Certl [letency ilicates. Boys. Girls. Totals. Number. Number. Percentage. Auckland Taranaki Wanganui Hawke's Bay ■ • Wellington Nelson Canterbury Otago Southland f .. 234 43 63 59 51 4 37 4 14 1,385 184 212 419 236 5 96 30 55 1,111 133 164 384 232 6 119 32 51 2,496 317 376 803 468 11 215 62 106 21 2 3 12 14 1 2 9 66-66 50-00 66-66 75-00 2 1 3 9-52 33-33 25-00 2 4 8 4 5 100-00 62-50 1 12-50 Totals for 1918 Totals for 1917 509 574 2,622 2,552 2,232 2,195 4,854 4,747 52 45 35 16 67-31 35-55 7 12 13-46 26-66 Difference .. 31-76 -65 70 37 107 19 -5 - 13-20 Note. —For the purposes of th caste and Maori are reckoned as Maoi ds retu: ri. ■n, half-c. ,ste chili Iren and ihildren ii itermediate in bloi id betion half

E.—3

Table H5. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1918.

Table H6. Race of the Children attending the Native Village Schools on 31st December, 1918.

4—E. 3.

19

Years. Clas 01 O M s P. S. I. ssP. 60 m . oi ■ H O .H O cq t±J CD -JH 3 S. ' o W II. S. III. S. IV. £ I ■ 3 o 3 ffl m cs m ffl CD tD r>> __ O .5 ffl 3 S. V. S. VI. S. oi * oi S' 5 i? O >_ O « Cs a II. m ca {-*> ij O -ri ffl ti Total. CD b 5 and under 6 6 „ 7.. 7 „ 8.. 8 „ 9.. 9 „ 10.. 1.0 „ II.. 11 „ 12.. 12 „ 13.. 13 . „ 14.. 14 „ 15.. 15 „ 16.. 16 years and over 130 238 335 275 185 119 40 23 6 3 1 97 217 274 257 145 10.1. 53 19 7 3 1 I 97 217 .. 1 274 11 7 257 66 58 145 107 72 101 107 84 53 76 72 19 52 31 7 23 13 3 8 4 1 4 1 1 13 58 79 74 49 25 13 2 1 i . 14 .. 2 •• • 33 5 1.0 75 32 36 10 1 60 70 46 30 2 58 63 71 54 3 14 44 34 27 3 9 17 16 i 25 1 2 4 1 ! 6 1 .. .. 10 12 30 22 54 37 27 37 25 15 0 6 I I 3 18 33 18 2 2 4 21 23 12 3 130 238 347 354 355 348 293 263 166 92 30 6 97 218 282 331 260 310 257 241 1.37 74 18 3 8 8 11 -5 4 9 15 4 2 1 3 I .. Totals, 1918 . . Totals, 1917 .. I i,355; 1,386 I 1,175 454 343 1,159 391 343 1,175 1,159 314 300 I 266 236 216 152 13 279 233 208 144 12 I 152 130 144 120 75 67 65 59 35 30 34 25 I 1 3 2 2,622 2,552 2,232 2,195 Difference -31 I 16 16 63 14 -13 3 8 8 1. 8 1.0 8 6 5 9 1 70 37 Note. —Por tl Maori are reckoner he purj 1 as Ml pose of this return iori. i, half-caste ohildn ■ caste children and children I children ini terms jdiate in ilood between lalf-casl ;e anil

'or the purposes o: are reckoned this return, half-caste children and children intermi ,s Maori, and children intermediate in blood botwooi diate in blood between half-caste and Europe! half-caste and Maori an as European. Race. Maoris. Totals. Schools. Europeans. Speaking English Speaking Maori in the Home. in the Homo. Boys. Girls. Total. Boys. Girls. Total. •Boys. Girls. Total. Boys. Girls. Total. Ahipara Arowhenua Hapua Hiruharama Horoera Huiarau Kaikohe Kakanui Karetu Karioi Kenana Kirioke K.okako Manaia Mangamaunu Mangamuka Mangatuna Maraeroa Matangirau Mataora Bay Matapihi Matata Matihetihe .. Maungatapu Moerangi Motiti Island Motuti Nuhaka Ohaewai Ohautira Okautete Omaio Omanaia Omarumutu Oparure Opoutere Orauta Oromahoe . . Oruanui Otangaroa .. Otaua Owhataiti . . 6 20 11 20 17 40 35 31 66 2 1 I 9 1 2 43 20 45 24 15 31 57 4 9 13 9 24 30 19 9 28 23 25 25 8 19 29 12 29 6 9 12 58 36 14 8 32 22 39 19 19 23 15 12 10 37 20 4!) 21 47 31 7 30 52 7 1.4 9 4 27 26 22 10 25 28 22 19 3 26 16 17 17 12 9 13 54 23 10 6 14 23 24 27 14 19 16 14 11 17 20 92 41 92 55 22 61 109 11. 23 22 1.3 51 56 41 19 53 51 47 44 11 45 45 29 46 18 18 25 112 59 24 14 46 45 63 46 33 42 31 26 21. 54 40 44 24 1.5 31 45 4 7 7 9 23 28 18 46 31 7 30 42 7 13 7 4 23 25 20 90 55 22 61 87 11 20 14 13 46 53 38 1 3 3 9 10 19 2 0 1 2 3 8 I I 2 1 4 4 5 I 5 4 1 2 3 I 1 2 2 4 3 3 7 5 6 3 7 5 7 12 48 41 41 37 11 45 22 28 39 14 - 14 18 101 42 23 9 40 37 57 17 21 32 25 19 16 39 36 2 I 3 2 2 2 4 4 4 3 '7 6 24 16 23 20 8 19 16 11 25 4 6 9 51 24 14 5 30 17 33 7 13 20 II 9 8 29 20 24 25 18 17 3 26 6 17 14 10 8 9 50 18 9 4 10 20 24 10 8 12 14 10 8 10 16 13 I 4 2 3 7 10 1.0 3 2 1 4 1 1 2 4 3 23 1 7 4 4 II 11 1 5 6 8 6 29 7 10 6 3 2 5 6 12 4 3 4 17 3 7 2 o 3 5 3 2 4 2 7 4 1 7 4 1 15 4 8

E.—3.

Table H 6—continued. Race of the Children attending the Native Village Schools on 31st December, 1918 — continued.

20

Race. Maoris. Totals. Schools. Speaking English Speaking Maori in the Home. in the Home. Boys. Girls. I Total. Boys. \ Girls. ' Total. Europeans. Boys. Girls. Total. Boys. Girls. Total. Paeroa Pamapuria Papamoa Paparore Parapara Parawcra Parikino Pawarenga Pipiriki Poroporo Poroti Pukehina Pukepoto .. Pupukc Bakaunui Banana .. Bangiahua Bangiawhia, Bangitahi .. Bangitukia Bangiwaea (side school) Raukokote Beporua Buatoki Takahiwai Tangoio Tanoa Tautoro To Ahuahu Te Araroa Te Haroto Te Horo Tc Kali a Te Kao Te Kotukutuku Te Mahia Te Matai Te Bawhiti Tc Reinga To Tcko Te Waotu Tc Whaiti Tikitiki Tokaanu Tokomaru Bay Torere Tuhara Tuparoa Waihua ... Wai-iti Waikaro Waikeri Waima Waimahana Waimamaku Wai marama Waiohau Waiomatatini Waiomio Waiorongomai Waiotapu Waioweka Waitahanui Waitapu Wcrowero Whakaki Whakarapa Whakarara Whakarcwarewa Whakawhitira Whangaparaoa Whangape Whangara Whangaruru Wharekahika Wharcponga Whirinaki 5 1 2 7 1 2 12 2 I 16 21 21 28 12 22 13 16 19 34 12 16 16 22 8 25 10 10 24 50 5 12 14 67 16 9 11 17 12 59 1.2 23 38 33 14 12 19 14 19 26 8 13 37 .18 43 23 20 31 7 25 22 19 37 9 17 11 19 23 17 7 5 10 17 7 11 23 15 10 17 15 16 21 13 16 23 29 4 II 25 18 2 22 9 11 19 44 6 20 14 50 13 7 16 12 20 37 10 II 30 30 17 20 25 18 23 27 14 13 46 11 40 29 20 16 9 .13 13 14 24 9 16 8 15 22 16 14 1 8 14 5 12 23 31 31 38 43 28 43 26 32 42 63 16 27 41 40 1.0 47 19 21 43 94 II 32 28 117 29 16 27 29 32 96 22 34 68 63 31 32 44 32 42 53 22 26 83 29 83 52 40 47 .1.6 38 35 33 61 18 33 19 34 45 33 21 6 18 31 12 23 46 9 2 8 2 3 1 10 8 9 2 1 5 I 5 I 2 10 I 1 7 3 8 I 5 1 2 I 6 7 7 2 1 2 8 1 8 3 8 1 16 5 16 1 2 5 I 5 2 16 15 16 2 3 3 is I . 1 13 1 5 18 2 I 25 21 23 36 12 24 13 16 22 35 22 24 25 22 8 25 12 10 25 50 5 17 14 68 16 14 12 19 12 74 14 24 38 33 15 14 19 15 ■ 19 32 20 13 38 20 43 24 22 40. 9 26 22 19 37 9 19 17 19 25 17 8 8 21 17 15 11 24 3 12 64 18 5 25 ■ 20 24 31 13 28 22 10 20 23 17 21 18 17 25 30 10 18 32 20 2 22 10 13 2.1 44 6 28 14 50 14 15 16 15 20 • 52 12 II 30 30 18 20 26 18 23 27 25 13 47 12 40 30 25 19 13 13 13 14 25 9 1.8 1.4 1.5 25 16 15 6 I 22 16 II 12 24 5 16 51 21 13 21 8 15 28 17 31 I 47 31 43 59 29 45 31 33 47 65 32 42 57 42 10 47 22 23 46 94 11 45 28 118 30 29 28 34 32 126 26 35 68 63 33 34 45 33 42 59 45 26 85 32 83 54 47 59 22 39 35 33 62 18 37 31 34 50 33 23 14 43 33 2023 48 8 28 115 39 18 46 28 39 59 30 59 I 2 I 1 2 2 1 I 1 ,. 6 12 II 6 23 1 2 1 1 2 3 1 2 9 2 I 1 5 3 4 2 7 12 (i I 1 1 2 2 4 6 6 12 1 3 4 1 1 2 4 6 1 3 9 "■"j 5 10 2 2 8 lft 2 2 (i 6 12 2 12 54 18 4 23 11 21 28 13 24 15 30 21 10 20 8 12 27 14 24 27 84 39 14 43 19 33 55 27 48 1 3 1 5 I 21 2 8 1 31 10 I I 3 2 1 3 3 I I. 9 2 3 I I. I 3 7 4 2 !) 3 I 3 11 4 Totals 72 86 28!) 592 2,651 2,413 5,064 158 2,276 2,038 4,314 303

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 the Year 1918.

Table H6b. Classification as regards Standards and Race of Children on the Native Village School Rolls at the End of the Year 1918.

21

Race. Maoris speaking Maori in the. homo Maoris speaking English in the home Europeans Totals 1918. Boys. Girls. Total. Percentage. 2,276 2,038 4,314 85-2 72 86 158 3-1 303 289 592 11-7 2,651 2,413 5,064 100-0

Race. Ages. Maoris. Totals. Spea) ■in i king Ei the Hoi lglish me. Speakii ig Maori Home. i in the El iropeai is. Boys. Girls. Total. Boys. Girls. Total. Tc Boys. ital Mao: els. Total. Boys. Total. Boys. r s. Girls. Total. Girls. Girls. 5 and under 6 6 „ 7 7 „ 8 8 „ 9 9 „ 10 10 „ 11 11 „ 12 12 „ 13 13 „ 14 14 „ 15 15 years and over 3 6 10 9 10 5 6 8 9 K I 8 10 22 4 12 6 7 7 6 2 11 16 32 18 22 11 13 15 15 7 3 136 211 244273 296 302 280 229 187 91 27 110 168 211 268 245 273 218 215 180 95 55 246 379 455 541 ' 541 575 498 444 367 186 82 139 217 254 282 306 307 286 237 196 96 28 118 178 233 272 257 j 279 225 222 186 97 57 257 395 487 554 1 563 586 511 459 382 193 85 21 28 25 43 34 38 39 35 22 15 3 16 23 36 43 24 41 31 33 21 147 37 51 61 86 58 79 70 68 43 29 10 160 245 279 325 340 345 325 272 218 111 31 10 15 '9 !5 to 15 !5 '2 .8 1 !l 134 294 201 446 269 548 315 640 281 621 320 665 256 581 255 527 207 425 111 222 64 95 —I i Totals 72; 86 158 2,276 2,038 4,314 2,348 2,124 4,472 303 289 592 2,651 il 2,413 5,064 Note. —For the purpose; laste and Maori are reckonod i i of t is Mai his roti >ri. irn, half-caste children and ihildrcr intermcdii iite in ilood between halfI

Race. Maoris. Europeans. Totals. Standards. 8Pe Ke ri '° *-«**■ & s 3 £ # 3 & 4 3 MOHM 9 H ffl O H & i i boh & © B I 1 3 o H ■ be Preparatory classes Standard I .. 11 .. Ill .. ' „ IV .. V .. VI .. VII .. 25 11 12 10 5 4 4 1 40 8 10 JO 10 4 4 65 19 22 20 15 8 8 1 1,039. 333 288 272 163 131 4(1 4 899 272 276 256 156 111 - 66 2 1,938 605 564 528 319 242 112 6 1,064 939 344 280 300 286 282 266 168 166 135 115 50 70 5 2 2,003 624 586 548 334 250 120 7 98 37 42 33 37 28 23 5 81 179 39 76 30 72 37 70 39 76 28 56 30 53 5 10 , I 289 1592 1,162 381 342 315 205 163 73 10 1,020 319 316 303 205 143 100 7 2,182 700 658 618 410 306 173 17 43-1 13-8 13-0 12-2 8-1 6-1 3-4 0-3 Totals 72 86 158 2,276 2,038 4,314 2,348 2,124 J4,472 303 2,651 2,413 5,064 j 100-0 Note. —-For the pu: uaste and Maori are reek rpoi :onc ies o: «1 as this n laori. sturn, half-caste children and children intermediate in blood between half-

8.—3.

22

Table HB. Summary of Expenditure on Native Schools during the Year ended 31st March, 1919. Teachers' salaries and house allowances ... ... ... ■•• 34,741 Higher education: Scholarships, traveliing-expenses, &c. ... ... 2,303 War bonus to teachers ... ... ... ... ... -■- 2,397 New buildings, additions, &c. ... ... ... ... ... 2,646 Teachers in isolated districts—special allowances ... ... ... 147 Maintenance of buildings, including repairs and small works ... 3,112 Teachers' removal allowances ... ... ... ... ... 791 Sundries: Advertising, planting sites, sanitation, &c. ... ... 19 Training of teachers ... ... ... ... ... . • • • 9 Books and school requisites ... ... ... ... ■•■ 954 48,502 Conveyance and board of children ... ... ... ... 425 Less recoveries ... ... ... ... ... ... 2 Manual-instruction classes: Payment of instructors, material, &c. ... 272 Inspector's salary ... ... ... ... ... ••■ 525 Total net expenditure ... ... ... ... £48,500* Inspector's travelling-expenses ... ... ... ... ... 161 = - * Inclusive of £2,000 from national-endowment reserves revenue.

Table H 7. Classification as regards Ages and Standards of Children on the Native Village School Rolls at the End of the Year 1918.

Approximate Colt of Paper.— Preparation, not given ; printing (1,200 copies), £32 10s.

By Authority : Marcus F. Marks, Government Printer, Wellington.—l9l9.

Price 9d.)

Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Race Totals. Grand Totals. Class P. Ages. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans.] Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. B. G. f B. G. B. ! G. B. G. II ! B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. ' B. G. ; B. G. B. G. B. G. B. G. '• 16 139 118 .. | I • • : j | .. .. 21 I 16 139 i 118 160 134 294 5 and under 6 years . . 21 20 | 215 178 .. 6 „ 7 „ .. 28 3 2 j .. .. .. __ .. 28 23 217 178 245 j 201 I 446 7 „ 8 „ .. 24 1 30 , 236! 213 1 5 18 17 .. 1 i 25 36 254 I 233 279 269 548 i i i 8 „ 9 „ . . 16 10 196: 194] 15 17 63 59 10 12 6 92 69 6 7 21 j 16 2 3 2 3 .. 1 | .... .. 5 5 17 18 5 2 3 2 .. 11 13 59 51 7 12 10 12 !•.. 7 9 65 67 14 10 47 34 7 6 7 72 59 3 9 49 49 12 1 .. 50 50 6 3 -37 47 j 7 1 .. 13 17 2 1 i 22 10 2 .... 4 1 .. 1 .. 12 | .. 33 | 37 282 J266 37 I 39 168 166 28 | 70 548 76 334 56 43 1 .. .. 34 1 1 2 .. .. ■ 38 6 ! 14 4 1 2 39 8 33 17 5 8 3 9 2 1 .. .. 35 6 62 38 7 11 15 24 1 1 2 .. 22 6 19 38 8 4 19 20 1 2 2 1 15 i .. 6 16 2 5 | 13 17 1 1 1 1 3 28 135 115 23 30 50 70 5 5 5 2 303 6 250 53 120 10 7 5! 43 282 24 306 41 307 31 286; 272 325 i 315 640 257 340 | 281 621 279 345 ! 320 665 225 325 256 581 9 „ 10 „ .. 6 I . ... ... ._ 3 144 115! 12 50 53 10 „ 11 „ .. 3 _ __ _J _ 1 66 67 3 6 86 66 14 8 2 I 46 32 4 1 .. 19 23 7 j. 85 81 11 „ 12 „ .. .. 1 38 26 6 76 62 12 „ 13 „ ..' .. .. | 201 17 .. j 41 48 33 -237 ! 222 272 255 527 ' i13 „ 14 „ .. .. 4 3.. .. 4 4 .. 8 7 .. .. 18 I 17 21 196 14 96 186 218 207 425 97 111 ; 111 222 14 „ 15 „ .. .. I .. 10 I 5 1 1 1 1 I I 7 2 15 j-ears and over .. .. 2 4.. ..!.. 2 .. .. ...... 2 4 7 28 289 2348: 57i 31 64 : 95 j : 2,124 2,651 2,413 jo,064 i Totals .. : 98 I I 81 10641 939 37 I f9 2003 71 ! 39 344 J280 42 | 30 6 624 72 42 ] 30 300 286 586 1 V 72 » 76 334 56 250 .53 120 10 592 5, ' 4,472 ,064 ! 5,064 2,182 700 658 618 410 306 173 17 5,064 Note. —For the purposes of this table, halt-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori, and children intermediate in blood between half-caste and European as European.