EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1920.]

Appendix to the Journals of the House of Representatives, 1921 Session I-II, E-03

8.—3

Session 11. 1921. NEW ZEALAND

EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1920.]

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

CONTENTS. Page. Page. No. I.—Extract from Report of Minister.. .. 1 No. 3. —Detailed Tables:— No. 2. -Report of the Inspector of Native Schools :— Table HI. Native Schools and Teachers .. 12 New Schools &c 6 m Attendance at Schools .. .. ] 0 Attendance, &o, .. .. ..5 TT „ TT . , „, Native Village Schools .. ..5 H3 - Higher Education .. .. 18 Mission Schools .. . . .. (> H4. Maori Children at Public Schools .. IS Secondary Native Schools .. .. 6 H5. Classification of Maori Children at School Buildings and (.rounds .. 0 Public Schools .. ■ .'. 19 Inspection of Schools .. . . 6 H(i. Race of Children .. .. 19 Salaries • • • • • • .. 7 H(u A an( j Race of Children . . 21 General Remarks .. .. .. 7 _~ _f , , ._, . „.., Secondary Education . . 10 H(,B - Standards and ***» " f Children .. 21 Scholarships. &c. .. .. 10 H7 - A S es and Standards .. .. 22 Concluding Remarks .. .. 11 HB. Summary of Expenditure .. .. 22

No. 1. EXTRACT FROM THE FORTY-FOURTH ANNUAL REPORT OF THE MINISTER OF EDUCATION. Education of Native Children. Number of Schools. Special primary schools are maintained by the Government for the education particularly of Native children, the schools being under the direct control of the Education Department. Native schools are situated in country districts principally settled by Maoris, all excepting two being in the North Island. At the end of 1920 119 such schools were in operation, the same number as in the two previous years. The schools were graded as follows : — Grade I (average attendance 9-20) .. .. . . .. 13 „ II i (average attendance 21-25) .. .. .. .. .. 7 „ II ii (average attendance 26-35). . . . . . .. 16 ~ lIIa i (average attendance 36-50) .. .. .. 30 ~ lIIa ii (average attendance 51-80) . . . . .. 31 ~ lIIb (average attendance 81-120) .. .. .. ..22 „ IVa (average attendance 121-160) 119

I—E. 3.

8.—3

2

In addition to the Native village schools, six primary mission schools for Maori children and ten boarding-schools established by private enterprise, the latter affording more advanced education to Maoris, were inspected by the Department's Inspectors. In districts more or less settled by Europeans, Native children attend the ordinary public schools, 568 of these schools having some Maori children in attendance in 1920 ; 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 . . 6 Public schools at which Maori scholars were in attendance . . . . . . 568 Total number of primary Schools .. .. .. .. 693 Native boarding-schools affording secondary education to Maoris . . . . 10 Total .. .. .. .. ..703 Roll Number and Attendance. The number of pupils on the rolls of Native village schools at the end of 1920 was —Boys, 2,917 ; girls, 2,591 : total, 5,508 —310 more than in the previous year. Included in these numbers are 385 boys and 342 girls who are Europeans, leaving a total of 4,781 Maori children, or 231 more than in 1919. The following figures refer to attendance at Native schools:— g , Number on rolls at end of year .. .. .. .. 5,198 5,508 Average weekly roll number .. .. .. ..5,190 5,416 Average yearly attendance .. .. .. .. 4,485 4,639 Percentage of regularity of attendance .. .. .. 86-4 85-7 A considerable increase is observable in the roll number and average attendance compared with the previous year, the greater part of the increase being in the number of Maori scholars. The regularity of attendance compares well with that of public schools for 1920, serious epidemics affecting the position in both cases. Of 119 Native village schools thirty-seven attained a percentage regularity of 90 and upwards, and ninety-four schools reached the figure of 80 per cent, or over. The number of pupils on the rolls of the Native mission schools at the end of 1920 was 267, and on the rolls of the Native boarding-schools 474. 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 0,249. The following are.the figures for the years 1919 and 1920 in respect of the three classes of Native schools mentioned :— 1919. 1920. Combined rolls of Native schools .. .. .. ..5,799 6,249 Combined average weekly roll number .. .. .. 5,803 6,134 Combined average yearly attendance . . . . . . 5,036 5,277 The following table records the development of the Native village schools since the year 1881, when they were transferred to the control of the Education Department ; no account is taken of schools which, as the European element has become predominant in them, have been handed over to the various Education Boards :■ —

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

654 654 64 31 4

3

B.—B

lii addition to the Maori children in attendance at the schools specially instituted fof Natives there were 5,086 Natives attending 568 different publicschools at the end. of 1920, the number exceeding the Maori pupils attending Native village schools. The majority of these pupils are in the North Island, more than half of them being in the Auckland District. Details as to their age and classification are given in Table H5, from which it may be seen that the great majority of the pupils are in the lowest classes, the proportion reaching S5 and St> being much smaller than in the case of Maori scholars attending the Native village schools. The total number of Maori children receiving primary education at (he end of 1920, including pupils of Native village schools, mission schools, and public schools, was 10,134. Classification of Pupils. Tables HO and 117 show in detail the classification of pupils on the rolls of the Native schools. As will be seen, 83-8 per cent, of the pupils were Maoris speakingMaori in their homes, 3 per cent, were Maoris speaking English in their homes, and 12-5 per cent, were Europeans. The average age of the Native pupils in the various classes is higher than in public schools, although not more so than the peculiar condition and habits of life of the Native would account for. The proportion of pupils in the lower classes is also greater than in the case of public schools, not so many children remaining at school to pass the upper standards. Compared with the Maoris in attendance at public schools, however, the pupils of Native schools are younger in their classes and much more successful in reaching the higher standards. The following table shows in 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. The inspection of Native schools was carried out in 1920 by two Inspectors of Native Schools, the experiment of having the schools inspected by the Inspectors of Public Schools having been abandoned. The efficiency of the schools, generally speaking, is reported as being very satisfactory indeed, the Inspectors' detailed criticisms and remarks going to show that as high a standard of excellence is aimed at as is achieved in public schools. There is little doubt that in point of efficiency Native schools compare favourably with public schools of similar size. The schools were classified by the Inspectors as follows : — Very good to excellent . . .. . . .. . . . . .. 47 Satisfactory to good . . .. .. .. .. .. 63 Inferior to weak . . .. .. .. .. .. .. 9 The pupils of S6 were examined for the award of certificates of proficiency and competency, sixty-five of the former and. twenty-eight of the latter certificates being awarded.

44 654444

8.—3

4

Natives attending Public Schools. There is no reason to depart from the opinion expressed in previous reports that Maori children make better progress in schools specially instituted for their particular need than they do in the ordinary public schools. The public schools they attend are generally small sole-teacher schools in which it is impossible for the Maori pupils to receive the special attention in language-training they require, and thus they become seriously handicapped in almost every branch of school-work. Maoris at public schools also display a lack of interest and an irregularity of attendance not at all apparent when they are attending their own schools, with the result, remarked upon before, that they are found principally in the lower classes and are generally more backward than European pupils. 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 scholarships or free places for Maori children possessing the requisite qualifications. The value of the free places is £30 per annum, and they are tenable for two years. The roll number of these schools (ten in number) at the end of 1920 was 474, of which number forty-eight boys and fifty girls held the free places referred to. One free place was also held at a private secondary school. 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 Aute College. One senior and one junior Makarini Scholarship and one Buller Scholarship were awarded in 1920. Senior free places are provided for boys in the form of industrial scholarships, which enable the holders to be apprenticed to suitable trades, but for some years past, unfortunately, there have been no candidates for these scholarships. Senior free places for girls take the form of nursing-scholarships. At the end of 1920 two girls had completed their course as day pupils, and were then to be engaged as probationers in public hospitals. Another scholarship-holder is now nearing the completion of her training as a nurse. University scholarships are available for Maoris possessing the necessary qualifications, one such scholarship being at present current and being held by a Maori engineering student studying at Canterbury College. Staffs and Salaries. The staffs of Native village schools in December, 1920, included seventy-three male and forty-six female head or sole teachers and 144 assistants, of whom nine were males, making a total of 263 teachers. The amended regulations of 1920 provided for further increases in the salaries of Native-school teachers, with the result that the average salaries show a substantial increase over those of the previous year. The great advance that has taken place in salaries since 1914 is made clear in the following figures indicating the average salaries for the years shown : — 1914. 1918. 1919. 1920. £ £ £ £ Male head or sole teachers .. .. ..180 212 275 310 Female head or sole teachers . . . . 144. 164 219 236 All head or sole teachers .. .. .. 172 194 254 281 Male assistants .. .. .. ■ • 1 fi« J 82 115 124 Female assistants .. .. .. ..ft 90 116 139 The increases since 1914 range from 63 to 109 per cent., and the salaries now payable must be regarded at least as approaching what may be deemed adequate remuneration. In the majority of Native schools husband and wife both teach, drawing separate salaries, and in addition to salary they either receive a house

5

E.—3

allowance or have a residence provided. The total expenditure on salaries and allowances for the year ended 31st March, 1021, was £53,712, as compared with £40,032 in 1919 and £29,148 in 1914. Expenditure. The total net expenditure on Native schools during the year ended the 31st March, 1921, was £71,430. The chief items of expenditure were teachers' salaries and allowances, £53,712 ; new buildings and. additions, £4,284 ; maintenance of buildings, repairs, &c, £4,746 ; secondary education, £2,512 ; books and school requisites, £1,907.

No. 2. REPORT OF THE SENIOR INSPECTOR OF NATIVE SCHOOLS. Snv--1 have the honour to submit herewith the following report upon the general condition of the Native village schools, Mission schools, and Maori secondary schools during the year 1920. New Schools, etc. At the end of the year under review 119 Native village schools were in operation, the same number as at the end of the previous year, in the early part of the year two schools which had been temporarily closed — Taharoa and Kakaunui. .both in the Kawhia district—were reopened. The Rakaumanga Native School, Waikato, which, owing to the apathy of the people, had remained closed, for several years, was again reopened with a, very satisfactory attendance. The necessary school buildings at Manutahi, Ruatorea, East Coast, were completed early in the year, and the new school began work with a very large enrolment. At Kaitaha (Whakawhitira), East Coast, the erection of the school and residence was postponed on account of the large expenditure involved, and towards the end of the year the school which had been conducted in the Maori meeting-house was closed on account of the resignation of the teacher, owing to ill health. Arrangements, however, were made for the erection of the buildings during the current year, and as they are now well on the way towards completion the school will be reopened under m re satisfactory conditions. As an illustration of the interest shown by the Maoris in the education of their children, and as an example of willingness to help the Government in a time of financial difficulty, it is worthy of special mention that, in addition to providing a valuable site in each case, the people at Manutahi contributed £200 towards the cost of the buildings, and the people at Whakawhitira have contributed £225. Decreased attendance at Ohautira School, Raglan, necessitated the closing of the school ; and Poroti Native School, Whangarei, where the pupils in attendance were predominantly European, was transferred, in accordance with the policy of the Department, to the Auckland Education Board. The Native school at Karioi, Ruapehu, was closed towards the end of the year on account of the difficulty of obtaining a suitable teacher. Applications for the establishment of Native schools were made by the Maori people at Otakou, Tongariro district, and by the people at Karakanui, Kaipara, and as the result of the investigations made it has been decided to establish schools in the places mentioned. It is not proposed to erect buildings at the present time, however, as fairly suitable buildings are being placed by the Maoris at the disposal of the Department. In regard to Awanta, Bay of Islands, authority has been obtained to proceed with the erection of a school and residence on a site to which a title has now been obtained. In the case of Waimahana, Hot Lakes District, no reasonable tender for the erection of a teacher s cottage could be obtained, and consecjuently it was not possible to reopen the school. The proposal to establish a Native school at Tihiomanono, East Coast, was abandoned, as it was not considered that the prospects of the success of a school in that locality were sufficiently encouraging, At Waiohau, Galatea country, where the erection of school buildings has boon approved, very little progress has been made, a difficulty having arisen in getting the work put in hand. During the past year additional accommodation rendered necessary by increased attendance has been provided at the following schools: Wharekahika, Hicks Bay; Rangitukia, East Coast; and Ohaeawai, Bay of Islands. The erection of two-roomed schools at Pukepolo, Mangonui district, and at Matata, Bay of Plenty, to replace the old schools which had become unsuitable through age and faultiness of design, was put in hand towards the end of the year, and should, be completed early during the current year. The need for more suitable: school buildings at Waiohau, Waikeri, Whangaruru, and Huiarau is very pressing, and these should be put in hand as soon as financial conditions and ci re urns tances permit. Attendance, etc. (1.) Native Village Schools. A substantial increase was shown in the attendance at the village schools during the past year, at the end of which the total number of children on the school rolls was 5,508. This number represents an increase of 310 on the corresponding number of the previous year. The average weekly roil number was 5,404, the average attendance 4,789, and the average percentage of regularity 88-6, as against 86-4 for the previous year. A reference to Table. H2, in which information regarding

E.—3

6

the attendance of the individual schools is supplied, shows that ninety-four schools gained 80 per cent, and over of the possible attendance, and that of this number thirty-seven schools gained 90 per cent, and over of the possible attendance. Special mention must again be made of the excellent attendance of the pupils of the Manaia Native School, Coromandel. This school has held the record for regularity of attendance for a great many years. The attendance of many schools was affected during the year by epidemics of moasels and mumps, and it has also to be borne in mind that in many districts adverse conditions militate against the regular attendance of a large number of pupils. Still, even when allowance is made in the directions indicated, the attendance at a-considerable number of the schools near the bottom of the list cannot be regarded as satisfactory. In a number of schools where the attendance has been irregular it was found necessary to take action under the compulsory clauses of the Education Act, which apply equally to Maori and European children attending Native schools. Nevertheless, experience indicates that the most potent factor in securing regularity of attendance consists in the personal influence of the teacher on both the children and the parents, and it is almost certain that the excellent attendance in many schools is due to no other cause. In such schools the need for enforcing attendance does not arise : the teacher's devotion to duty and to the interests of the people commands their whole-hearted support, and so strong is the bond of sympathy and affection between them that it would be difficult to prevent the children from attending school. There is generally something radically wrong in a school where regularity of attendance is secured only by invoking the power of the law. Good-attendance certificates were gained by 329 pupils of Native schools. (2.) Mission Schools. In addition to the 119 Native village schools, six mission schools were also inspected—viz., Putiki Mission School, Tokaanu Convent School, Matata Convent School, Whakarapa Convent School, and the convent schools at Hirtikarama and Ranana, on the Wanganui River. The roll number of these schools was 267, and the average percentage of regularity of attendance was 81-3. The attendance at Putiki Mission School arid at Whakarapa Convent is not altogether satisfactory. (3.) Secondary Native Schools. Ten schools which have been established in the educational interests of the Maoris by various denominational bodies were also examined. The combined rolls of the schools at the end of the year was 474, and the average percentage of regularity of attendance was 93-7. The following summary gives the particulars relating to roll number and attendance of the three classes of schools in tabulated form :—

School Buildings and Grounds. In a very large number of our schools the teachers deserve credit for the condition of the grounds and buildings. Their own gardens arc well kept, the fences are in good order, and the hedges have a trim appearance. The playgrounds are clean and tidy, and the children are encouraged by means of the school-gardens and by the planting of shrubs and trees to beautify and improve the surroundings. Under the supervision of the teachers the pupils attend to the sweeping and washing of the schoolrooms, and generally the buildings are found to be scrupulously clean. In this matter and in the cleanly appearance of their desks the children take great pride. In a number of schools the conditions of the shed, and out-offices show that there is a lack of supervision and inspection on the part of the teachers. During the year it was found possible to have the painting and general renovation of a very fair number of school buildings carried out. The Department has been compelled, however, on account of the unreasonably high cost, to hold over several important and necessary works. The Auckland Education Board has rendered valuable assistance to the Department in carrying out certain works. With regard to minor repairs, it is well to remind teachers that the regulations require that " they shall effect such repairs as are required to maintain the residence, fences, and gates in good order and condition." The garden must be cared for, and the teacher is expected to "do such work on the remainder of the school-grounds as will keep them in good order." It cannot be said that in the case of every school the obligations referred to are faithfully observed. Inspection of Schools. In last year's report it was stated that for various reasons it had become necessary to revert to the system of inspection which had been followed prior to 1916, and accordingly during the past year the work connected with the examination and inspection of the schools was conducted by the Inspectors of Native Schools. The schools in the South Island were, however, inspected by the local Inspectors. The reports upon the work indicate that the efficiency of the schools, generally

654

7

E.—B

speaking, is very satisfactory indeed. The schools from the point of view of efficiency may be classified as follows : Very good to excellent, 47 ; satisfactory to good, 63 ; inferior to weak, 9. During the year sixty-five certificates of proficiency and twenty-eight of competency were awarded to pupils in the Sixth Standard of the village schools. The methods of teaching employed in the great majority of the schools may be described-as very effective, the pupils on the whole, receiving a good training in the habits of initiative and self-reliance, and their reasoning and observing powers being well developed. In a considerable number of schools the preparation of the schemes of work leave much to be desired ; particularly is this the case in language instruction, oral and written English. The importance of careful supervision of the work of the assistants by the head teachers, and of the need, on the part of all teachers, for the preparation of the lessons to be taught, must again be stressed. The number of certificated teachers in the service is gra lually increasing, and it is gratifying to observe that several teachers were successful at the last teachers' examination. As all certificated teachers throughout the Dominion are now graded, and as a grading increment is paid in addition to the scale salary, the possession of a certificate carries with it a monetary consideration which should prove an inducement to teachers to improve their status. A few more schools have introduced the system by which children who bring their lunch to school are supplied during the winter months with a cup of hot cocoa at the midday meal. The teachers of the schools where the practice is now in vogue are to be commended for their efforts in this direction. They report that the making of the necessary arrangements involved little trouble, and that the interest and co-operation of the parents were readily obtained. They are confident that their pupils have benefited from a health point of view. The annual picnic and the annual concert are now recognized as regular institutions in a very large number of schools. The standard classification of the pupils in the Native village; schools as shown at the 31st December, 1920, was as follows :— Classes. Number on Roll. Standard VII .. .. .. .. .. 47 VI .. .. .. .. ..221 V .. .. .. .. ..348 IV .. .. .. .. ..436 111 .. .. .. .. ..592 II .. .. .. ..679 I .. .. .. .. ..626 Preparatory .. .. .. .. .. 2,559 Total .. .. .. .. .. 5,508 Salaries. During the past year further amendments were made, under the Education Act, 1914, in the regulations relating to salaries ; and the salaries and allowance's of head and sole teachers of Native schools were, in conformity with those of public-school teachers in corresponding positions, further improved as from the Ist April, 1920. The salaries of assistants were also materially improved. The following table shows the increase in the amount paid to teachers as salaries for each period of five years from 1905 :—

Of the total expenditure on Native schools during the year 1920 the salaries, including allowances paid to the teachers, form 75 per cent. General Remarks. The following remarks are submitted in regard to the various subjects of the school course :— English Subjects. — Raiding : The chief defect in reading in quite a large number of schools is the failure of the pupils to show that they satisfactorily comprehend, the subject-matter of what they read. The main purpose in the teaching of reading is to enable the pupils to comprehend the thought of what they read, and this aim must ever be before the mind of the teacher. Reading is too often regarded by teachers as vocal expression, and thfc result is that many children are not taught to read in the true sense. This attitude on the part of the teacher may be. assumed unconsciously, because the mechanical aspect of the teaching of reading bulks so largely in the work, particularly in the junior classes. It requires little reflection, however, to perceive that the mere pronouncing of words not associated by the pupils with their experience and knowledge is practically of no value ; consequently, although importance must naturally be attached to the mechanical part of reading, the thought side must not be neglected, and the mastery of new thoughts related to the experience of

654 654 4 4

8.—3

8

the pupils should receive much more attention. In the senior classes, where it is expected that the mechanical difficulties have been mastered, the comprehension is frequently very unsatisfactory. It is felt that much of the. time spent during the reading-lesson in hearing one child after another read in a more or less perfunctory mechanical manner, without comment or thought-provoking questions before, during, or after the lesson, is simply wasted. " The fact that a pupil reads well orally is not a test of his power to read. The best proof of his power to read is his ability to get the thought while reading silently, and his power to read silently depends on the use made of the time spent with the teacher in the reading-lesson." Much more attention should be given to thought-getting during the reading-lessons, and the pupils should be questioned for the leading thoughts and facts of the passages read, and called upon to explain certain words and passages. The pupils will thus be trained in close thinking and oral expression, with the result that the lessons will guide their mental activities in independent study. Reading, in the true sense, is getting the thought from the printed page, and, since the greater part of this reading in after-life is done silently, the importance of the value of silent reading becomes evident. It is therefore highly important that their power to read silently should be developed and strengthened, and to this end the best possible use of all the books available should bo made, In those schools where there is no library, or whore the selection of books is limited, a portion of the proceeds from the annual concert should be devoted to the purchase of suitable books. As has been said be/fore, " Along with the ability to read, the desire to read should be strongly encouraged." In recitation, the defects referred to in previous reports are still noticeable in a large number of schools. Very frequently the choice of pieces is found to be unsuitable, and teachers are again advised in their selections to choose to a large extent those which permit of dramatic treatment. Simple dialogues should also bo taken in connection with the recitation. Generally the pupils are much interested in this part of their work, and every effort should be made by the teachers to secure the strictest accuracy in memorization and pronunciation, and to exploit the value of the subject in connection with the pupils' English. Language Instruction: English (Oral and Written). —Language instruction, the aim of which is to lead the pupils to speak and write correctly, constitutes the most important single subject of study in the Native-school course ; and, since it is the key to the educational advancement of the Maori child, it behoves teachers to give their utmost consideration and attention to the best means of attaining the aim referred to. On account of the inherent difficulties involved, no subject of the school course demands greater teaching skill, and no subject, it is safe to say, requires to a greater extent the exercise of initiative, resource, and originality on the part of the teacher. Much unsatisfactory work is met with in too many schools, the chief reasons for this result being (1) the failure of teachers to appreciate the value and importance of systematic practice in oral expression by the pupils ; (2) the employment of methods of teaching more or less mechanical and stereotyped ; (3) the absence, as disclosed by the schemes of work, of some system and plan of work ; (4) the neglect to prepare lessons with a definite aim in view ; (5) the insufficient use of story-telling by the pupils, of dialogues, of the subject-matter of what the pupils read, of colloquial English, and of questioning on the part of the pupils ; (6) the unsatisfactory methods of correcting characteristic Maori errors ; (7) the lack of careful supervision of the work of the assistants, whose teaching is often not only lifeless but aimless. [t is felt, too, that much better use might be made, in the schools referred to, of the Department's pamphlet, " Teaching of English," arid of the copy of " Morals and Bight Conduct," which were supplied for the use of the teachers. Writing. —The remarks made in last year's report in regard to this subject are still applicable to a good many schools. The use of paper for all written work in .the upper classes has led to a fallingoff in the quality of the writing in quite a number of schools, and this is due no doubt to careless work and scribbling being permitted by the teachers. Under such circumstances it is futile to expect that the writing-lessons themselves will counteract the harm that is done. It is not expected, that in lessons other than writing-lessons overlaborious attention should bn given to copy-book neatness : the aim should be to secure a maximum degree of speed and ease of movement consistent with good legibility. Spelling. —Generally this subject may be regarded Fas satisfactory. The spelling list of words prepared by some teachers is much too short to satisfy the requirements. Arithmetic. —In the 'preparatory divisions "number work is very successfully dealt with in a majority of the 'schools ; Fin a 'considerable number, however, it is evident that the concrete method is not suffioiontly?made use of. Ij-.The important point in this respect is that the pupils themselves should make use of the counters, sticks, &c, in ascertaining and mastering arithmetical facts, the teacher acting in the capacity of director of operations only. In the upper classes of the schools the work may be regarded as on the whole satisfactory. Too little attention, however, is paid to the demonstration, by concrete methods, of important arithmetical principles. The common failure of children to solve arithmetical problems is due largely to their inability to grasp the elementary principles involved ; and not until they thoroughly understand the inwardness of a process will they be able to apply the underlying principle for themselves. With many teachers the teaching of the subject does not extend beyond the pages of the text-book, and little, if any, provision is made to teach, by means of easily prepared apparatus, arithmetic in a practical manner. A noticeable defect is the absence of logical arrangement in the; setting-out of the work by many of the pupils. With regard to mental arithmetic and oral work in arithmetic generally, it is evident that many teachers fail to realize that the neglect of this important part of arithmetic is largely responsible for the unsatisfactory results obtained. Geography and Nature-study. —A very fair proportion of the teachers treat the work in geography in the right spirit, and their pupils show much interest. The results in many of the schools,

E.-3

however, are not as satisfactory as they might be. Much more use should be made of maps, of the globe, and of models in the teaching. In the best schools weather-charts are kept, and daily readings of the thermometer and barometer are made. Handwork: Elementary Manual Training. —ln this connection paper folding and cutting, matweaving, carton work, and plasticine-modelling are taken in the, junior classes, while the senior classes do cardboard-modelling and plasticine work. The work is satisfactorily done, but the correlation with other subjects is not practised as it might be. For example, cardboard work in addition to forming a training for the hand and eye in precision, and accuracy should on that account be recognized as affording valuable assistance in the teaching of arithmetic. In sewing, excellent results are obtained in many schools, and the work done by the girls during the year makes a very fine display at the annual visit. The girls are taught to make their own garments and other useful articles. To quite a large number of schools sewing-machines have been supplied, and the girls are instructed in their use and care. The necessary material is in most cases supplied by the parents ; in others it is supplied by the teachers, to whom, after the garment is made up, the actual cost of the material is refunded. In some of the larger schools the girls wear a uniform dress made by themselves in the sewing class. This is a practice which might with advantage be adopted in many more schools. Domestic Duties. —Although the; need for much greater attention to this aspect of the girls' training and education is evident to most teachers, the number of schools where provision is made in some way for instruction and practical work in cookery and general housewifery is comparatively very small. It is recognized that there are difficulties in the way, but it is felt that teachers with a genuine desire to avail themselves of the opportunity afforded to impart instruction of real practical value to the girls will find ways and means of doing so. When one sees the results achieved in some of the Native schools in this direction under circumstances practically common to all Native schools, the reasons advanced for the, neglect to provide this kind of instruction are not always altogether satisfactory. Woodwork. —This subject provides a valuable form of industrial training for Maori boys, and in the majority of schools where workshops have been established good work is done. Useful articles are made either for themselves or their parents, the only cost being that for the timber used. There are several other schools where this subject might be taken with advantage, and it is to be hoped that provision will be made at a later date. One difficulty is to find teachers who are capable instructors in the subject. Boys from Native village schools which are conveniently near manualtraining centres have the opportunity of attending classes in woodwork. Drawing. —In many schools creditable work is produced in nature drawing. This is largely due to the fact that it is interesting to the pupils because they are drawing something real. Objectdrawing, on the other hand, is often unsatisfactory, the reason being that, in addition' to lack of teaching, unsuitable objects are frequently chosen. In nature drawing suitable examples are generally easily procurable, but in the case of fashioned objects it becomes necessary for teachers to exercise some foresight. Unless this branch of the drawing is definitely planned and provision made for obtaining suitable objects much waste of time will result in looking vainly round the schoolroom for an object when the time for the drawing-lesson arrives ; and the pupils are likely to be discouraged in their attempts to draw an object which will probably be too difficult. The number of schools in which very creditable brushwork and design work are done is increasing. In the lower classes of the schools much more profitable use of the blackboard is being made. Elementary Practical Agriculture. —This subject receives attention in quite a large number of schools, many of which, where agricultural classes have been formed, receive visits from the Education Boards' instructors. Very favourable reports upon the work done and upon the interest shown by the teachers have been received by the Department. A school which deserves special mention for the success achieved in this subject is Whakarewarewa Native School, Rotorua, where, in addition to other valuable work, the principle of the rotation of crops is demonstrated in a series of plots reserved for the purpose. Although the importance of this subject, both from the purely educational point of view and from the industrial-training point of view, has been stressed over and over again, yet it is found that in a very considerable number of schools, as a result either of the indolence; or of the; apathy of the teachers, there is practically no provisiem made for a satisfactory treatment of the subject. The fact that the children have flower-gardens at the school—very desirable in itself —must not be; regarded—as it appears to be by some teachers —as meeting the requirements. The condition of the garden tools and the care that is taken of them are generally indications of the success or failure of the teaching. In every school there should be a garden, quite apart from the teacher's own garden, where experimental work is carried out, and where crops suitable for food are grown. Moreover, since the purpose, of the training and instruction should be to lead the pupils to act, not merely to know how to act, the work should be extended to their homes, where they should be encouraged to have gardens of their own. Occasional visits by the teachers to the homes of the children would do much to make the home garden a success, and. a means of adding variety to the food-supply of the family. Only in an exceedingly few schools is such a practice carried out. " The school-garden should be regarded as an essential adjunct to all well-conducted schools, and as forming a link between the schoolroom, and the field in a course of training in nature-study eir agriculture. Apart from this value, children are influenced to take; a pride in the surroundings, to realize the importance of systematic and constant effort, to recognize the response which nature will make, if properly questioned, and to appreciate the attraction of beautiful surroundings in the case of their own homes. A well-planned, well-kept, and well-stocked garden forms a most pleasing and attractive landmark."

2—E. 3.

9

E.—3

10

Physical Instruction. —Good work is done in many of the schools, and the physique and general bearing of the pupils indicate that they are benefiting by the instruction. Breathing-exercises and handkerchief drill also form an important part of the work. Needless to the teachers in the scheiols referred to are keenly ahve to the value of the instruction. In other schools the value of the instruction is doubtful. It is necessary to emphasize again the importance of organized games, and to remind teachers that playground supervision cannot be regarded as satisfactory where' organized games are neglected. Teachers should have no difficulty in procuring a suitable book of organized games. Singing. —In quite a large number of schools the subject is well taught, and good singing is the result. In many schools, however, insufficiemt attention is paid to the mechanics of the notation used, and exercises in voice-training, in time, and in ear-training appear to be neglected. In. other sclmols the subject cannot be said to be taught at all, and boys particularly are; frequently he-ard using the wrong voice register in. their effeyrts to sing. Secondary Education. The following are the Maori secondary schools which arc visited and reported upon by officers of the Department: Queen Victoria School for Maori Girls, Auckland ; Turakina Maori Girls' School, Wanganui ; Hukarere Girls' School, Napie;r ; St Joseph's Convent School, Napier ; Te Waipounamu Girls' School, Canterbury ; St. Stephen's Boys' Schoe)l, Auckland ; Waerengaahika College, Qisborne ; Te Aute; College, Hawke's Bay ; Hikurangi Boys' College, Carterton ; and Otaki College, Wellington. There were on the rolls of the foregoing schools at the end of the year 257 boys and 217 girls-— total 474 —of which total forty-eight be>ys and fifty girls were the holders of free places or scholarships awarded by the Government. One Maori boy also held a free place at Sacred Heart College 1 , Auckland. The, institutions above referred to are situated in different parts e>f the Dominion, and have been established by various denominational bodies in the interests of the Maori race. Scholarships or free places tenable for two years at such of them as provide a course of training closely approximating to that prescribed in the regulations relating to Native; schools are; granted by the Government to suitable pupils. This course is designed to secure as full an industrial training as possible. In the girls' schools much importance is attached to training in domestic duties, including sewing and dressmaking, laundry-work, cookery, hygiene, first aid, anel home nursing. In the boys' schools instruction in woodwork and elementary practical agriculture occupies a prominent place. Scholarships. The, regulations relating to Native schools make; provision for the granting of a limited number of Junior Scholarships to Mae>ri boys and girls who possess the requisite qualifications. At the end of the year under consideration there were ninety-nine scholarships current, of which eighty-one were held by scholars from Native village, schools and eighteen by scholars from other schools. Senior Scholarships take the form of (1) industrial scholarships or apprenticeships, (2) agricultural scholarships, and (3) nursing-scholarships, and may be awareled to scholars who have completed a two-years course at one of the Maori secondary schools, and who, in the, case; of the boys, are anxious to learn se>me trade or to take up farming pursuits, and in the case eif the girls to become nurses. No industrial scholarships have; been awarded for some years past, and it is to be regretted that the opportunity thus afforded for vocational training is not now being taken advantage of. In connection with the industrial scholarships and the agricultural scholarships the initiative must be taken by the relatives of the scholars or by their teachers. The; applications for nursing-scholarships indicate that the girls are more anxious than the boys to take up some useful calling, but even in their case the Department experiences difficulty in securing a sufficient number of suitably qualified applicants. Valuable, assistance is rendered by the Hospitals Department inf finding positions on the staff of various hospitals fe>r those girls who successfully complete their first year as day pupils. At the end of the, past year two girls completed the; preliminary course, and will, it is understood, be taken on as probationers —erne in the Napier Hospital and the', other in the Wanganui Hospital. Another girl on the staff of the Auckland Hospital is well on towards the completion of her course as a nurse;. Two other girls who began the preliminary course were found unsuitable 1 . District nurses encourage; Maori girls who take; an interest in nursing, and, if they prove; suitable for training, efforts are made by the district Superintendents to find, places for them as ordinary probationers. There are at the present time six or seven girls receiving training, apart from those referred te) under the Department's scheme. University Scholarships. —These scholarships are available for young Maoris who possess the necessary qualificatiems and are anxious to study for one of the learned, professions. One such scholarship is at present current, and is held by a student who has taken up a course of civil and e;lectrical engineering at Canterbury College. Te Makarini Scholarships. —These scholarships, provided from a fund established in accordance with, the views and wishes of the late Sir Donald McLean, and in remembrance of him, are of the annual value of £35, and are tenable for two years at Te Aute College. The regulations and the syllabus of work prescribed for the examination were, arranged by the Department, whie:h also conducts the examination. For the year 1920~tw0 scholarships were offered for competition—one senior and one junior—the latter being reserved for competition among candidates from Native village schools. For the senior examination there were eleven emtries—three from St. Stephen's Boys' School and eight from Te Aute College ; for the junior examinatiem there 1 were only six candidates—four from Whakarewarewa Native School and two from Wbarekahika Native School. In the junior examination the work of the candidates was generally satisfactory ; in the senior, six of the candidates did very satisfactory work. The junior scholarship was awarded to Autiti Wikiriwhi, of Whakarewarewa Native School, and the senior to Ihaia Kereopa, of St. Stephen's Boys' School.

11

E.—3

Buller Scholarship. —This scholarship was founded out of a bequest by the late Sir Walter Buller. It is of the annual value e>f £30, and is temable for one year at To Aute College. The stanelard e>f the examination is somewhat higher than that of the Senior Makarini Examinatiem. There were three candidates, all from St. Stephen's Boys' School. The work done was generally disappointing, and below the standard of former years. The only candidate who did fairly good work was Pekoene Mika, to whom the scholarship was accordingly awarded. Concluding Remarks. The foregoing review of the condition of the Native schools and of the nature of the work accomplished by them woulel be incomplete were no reference made to the, earnestness and devotion to duty shown by the teachers generally. It is recognized by the great majority of them that, while their activities are concerned primarily with the rising generation of Maori children, it is part of their mission—and an important part—to take a live and practical interest in the concerns of the community with which they are each associated, and to promote as far as possible, the welfare and progress of the members e>f it. In very many instances the teachers by their work amongst the people have won the affection and esteem of the Maoris, who, like other people, readily discern and appreciate earnest efforts to help them and do them service. In some cases —fortunately comparatively few —teachers are so evidently unwilling to be troubled out of school hours with the Maori people and their concerns that the people in turn become indifferent about the school and its concerns, and withdraw such help as they might otherwise give to the master. Teachers who feel that they are unable to take genuine interest in. the Maori people and their concerns are clearly out of place in the service. This aspect of Native-school work done by teachers deserves recognition in this place, since the influemce thus exerciseel by them is very important in its effects so far as the improvement and uplifting of the race are concerned. In the early part of the year Mr. G. M. Henderson, M.A., was appointed as an additional Inspector of Native Schools, and with the assistance of his services, the value of which I take this opportunity of acknowledging, the work connected with the inspection and examination of all the Native schools in the North Island was carried out. I have, &c, John Porteous, Senior Inspector e>f Native Schools. The Director of Education, Wellington.

E.—3

No. 8. DETAILED TABLES.

Table H1. NATIVE SCHOOLS AND TEACHERS. List of Native Village Schools and the Names, Classification, Grading, Position, and Emoluments of the Teachers as in December, 1920.

12

64

E.—3

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

13

Name of School. County. O Grade § of "3 Teachers on the Staff at End of Tear. School. a § E-<q Z_ 6 o s ill cS s o o .2 a o -g 'm o rH 6 3 o a; (3 9 a) dr. «■ J3 a 5P fe _ rt "C3 ,—i 33 R *> rH ■:- rf stilli A Ph rl pH .9.9 a h 3 Ohaeawai Bay of Islands UlAi 59 Young, James Young, Alice G. A. (Mrs.) (Vacant.) Ward, Violet Coughlan, William N. Coughlan, Isabella A. M. (Mrs.) .. Gribble, Bedelia M. C. (Mrs.) Nisbet, Robert J, Nisbet, Janet (Mrs.) Maekay, Gordon Mackay, Jane (Mrs.) Mio, Ngawiki Timbers, Arthur J). Timbers, Joaquina Q. (Mrs.) Grindloy, George Grindley, Catherine (Mrs.) Kelly, Felix Hakaraia, Victoria Jefferis, Jessie (Mrs.) Hutchinson, Walter H. .. Matthews, Emily Smith, Leonard II. Smith, Phoebe M. (Mrs.) Pouri, Makei-e Gibbons, Elizabeth M. L. Ramsay, Eileen Baker, Frances E. E. Baker, Henrietta A. Murray, James Williams, Susannah G. (Mis.) Robinson, George Robinson, Ethel A. (Mrs.) Lundon, Clara J. Hennessey, Ellon M. Richards, Hilda E. I. Richards, Verea I. M. Richards, Lottie B. Church, Lilian Clough, Elizabeth J. McKenzie, Kenneth McKenzie, Beatrice (Mrs.) Kidd, Wilfred W. Kidd, Isabella A. (Mis.).. Lloyd, Kate B. Matini, Roharima Jarratt, Herbert Jarratt, Emily E. (Mrs.) Ryde, Henry J. Ryde, Emma G. (Mrs.) Saunders, Eveline Mary.. Burgoyne, Annette Burgoyne, Constance Clark, Olive J. M. (Mrs.) Clark, William M. Robson, Winnie Hyde, Alfred E. Hyde, Louisa R. (Mrs.) Cowern, Mirama L. England, Walter England, Eva E. (Mrs.) Harlow, Wilholmina Taua, Ramari Umuroa, Erana Jamison, Mary Mauriohooho, Sarah Gracie, Thomas Gracie, Mary S. L. (Mrs.) Wareham, Agnes (Mrs.) Tuhaka, Hareti B 0 (ii 86 HM AF £ a. d. 350 0 0 205 0 0 Ohautira Okautete Omaio Raglan Masterton Opotiki I IIIa ii ii 07 F HM AF AF HM AF HM - AF AF HM AF HM AF HM AF F M F HM AF AF HF AF HF AF HM AF HM AF HF AF HF AF AF II F A F HM AF HM AF HF AF HM. AF HM AF AF HF AF HF AM AF HM AF F HM AF F HF AF HF AF HM AF AF AF 100 0 0 300 0 0 155 0 0 I JO 0 0 310 0 0 165 0 0 360 0 0 155 0 0 120 0 0 300 0 0 155 0 0 260 0 0 115 0 0 300 0 0 180 0 0 220 0 0 250 0 0 190 0 0 290 0 0 155 0 0 110 0 0 280 0 0 150 0 0 360 0 0 165 0 0 190 0 0 75 0 0 250 0 0 85 0 0 300 0 0 190 0 0 300 0 0 155 0 0 75 0 0 240 0 0 110 0 0 300 0 0 145 0 0 220 0 0 95 0 0 310 0 0 170 0 0 350 0 0 135 0 0 370 0 0 155 0 0 110 0 0 240 0 0 125 0 0 360 0 0 155 0 0 75 0 0 210 0 0 95 0 0 160 0 0 360 0 0 155 0 0 260 0 0 200 0 0 85 0 0 280 0 0 190 0 0 280 0 0 145 0 0 140 0 0 85 0 0 Omanaia Hokianga UlAi 52 Lie. Omarumutu Opotiki IIIa ii 63 ii si Oparure Waitomo UlAi 53 i) 52 Opoutere Thames II ii 20 Lie. Orauta Bay of Islands UlAi 41 li 50 Oromahoe Oruanui Otangaroa Otaua Bay of Islands East Taupo .. Whangaroa .. Hokianga Hi in I IIIa ii 28 26 15 56 c Owhataiti Whakatane .. II ii 41 Paeroa Tauranga IIIa i 42 b I!) Pamapuria Mangonui Hi 27 Pamoana Waimarino .. Hi 22 Papamoa Tauranga II ii 25 Paparore Mangonui UlAi 67 Parapara Mangonui ui 22 Para wera West Taupo .. UlAi 40 c 57 Parikino Wanganui Hi 23 E Lie. Pawarenga Hokianga [II a i 59 Pipiriki Wanganui UlAi 52 0 05 Poroporo Whakatane .. IIIa ii 61 ii 48 Pukehina Rotorua II ii 32 Pukepoto Mangonui IIIa ii 08 B 44 Rakaumanga .. Waikato J Ha i 38 ii Rakaunui Ranana Kawliia Rotorua I UlAi 10 71 d 52 Rangiahua Rangiawhia Wairoa Mangonui I in 22 I!) ii 65 Rangitahi Whakatane .. ii ii 37 Lie. Rangitukia Waiapu IIIb OS Lie. Rangiwaea (side sc Raukokore hool),(seeundei-T Opotiki o Kxituku UlAi tuku). 42 Reporua Ruatoki Waiapu Whakatane .. II ii IIIb 26 96 Saunders, William S. .. McLachlan, Linda Clarke, Rosa Korimote, Janie Mahoney, Cornelius Mahoney, Harriet I. (Mrs.) Mahoney, Flora M. L. .. Lee, Sophie E. .. ii 0 E 79 83 84 HM AF HF AF HM AF AF AF 300 0 0 190 0 0 290 0 0 150 0 0 420 0 0 245 0 0 145 0 0 120 0 0

E.—3

14

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

Name of School. d o Grade ° County. of -g School. a § ODhj ■h< __ l Teachers on the Staff at End of Year. a o rf O 2 'to oo rf 5 tji q 1 0 o o A a co fl a o 'w O Ph ■SflOifrrf u t& a ■ SSrgrflrfH-lg if 2 J w gaoII B Ph J >i .3 -H < Taemaro Taharoa Takahiwai Tangoio Tanoa Tautoro Te Aliuahu Te Araroa Mangonui .. II ii 23 K awliia .. II ii 34 Whangarei .. II ii 39 Wairoa .. II ii 29 Otamatea .. Hi 16 Bay of Islands II ii 30 Bay of Islands II ii 37 Waiapu .. ill it 87 Morris, Margery M. (Mrs.) Morris, David 0. Seivow right, Alex. ('. Seivewright, Clara (Mrs.) Woodley, Frederick T. .. Woodley, Georgina (Mrs.) Arthur, Cyril L. Arthur, Ethel (Mrs.) Woodhead, Ambler Oulds, George F. Oulds, Agnes W. (Mrs.) Bagnall, Isa.bel A. (Mrs.) Bagnall, Douglas P. . . : . Whitehead, Admiral Whitehead, Rachel E. (Mrs.) Puha, Honi to Ao Kohere, Rulnga Harper, Leslie M. (Mrs.) Harper, diaries A. E. .. WaJl, Harry Wall, Fanny S. M. (Mrs.) Cato, Anson H. Cato, Netty F. L. (Mrs.) Pahewa, Lucy Watt, Bertha F. (Mrs.) Smith, Ani Walker, Lizzie Dale, Francis A. Dale, Florence E. (Mrs.) Callaway, Elizabeth I) 74 li 66 D 42 HF AM H M AF II M AF HM AF M HM AF HF AM HM AF AF AF HF AM HM AF HM AF AF HF AF A F HM AF AF £ 8. d. 250 0 0 105 0 0 190 0 I) 95 0 0 260 0 0 J 05 0 0 230 0 0 105 0 0 310 0 0 210 0 0 95 0 II 190 0 0 95 0 0 380 0 0 175 0 0 105 0 0 110 o o 200 (I 0 105 0 0 220 0 0 115 0 0 290 0 0 155 0 0 95 0 0 250 0 0 135 0 0 75 0 0 370 0 0 215 0 0 190 0 0 Te Haroto Wairoa .. Hi 30 30 Te Horo Whangarei .. 11 ii 29 29 Te Kaha Opotiki .. IIIa ii 54 54 Te Kao Mangonui .. IIlAli 52 52 T e K o t u k utuku (32) and Rangiwaea (side school) (10) Te Mahia Tau i-anga .. 111A i 48 -IS C i 46 C J 82 Wairoa .. IIIa i 38 liandoock, Georgina Ilandcock, Martha A. Godwin, Horace P. E. .. Blathwayt, Ellen E. C. .. Airey, Hu bert B. Airey, Annie C. (Mrs.) Barnett, David Barnett, Sarah H. (Mrs.) Wright, Percy Wright, Rebecca (Mrs.) Broderick, Henry W. .. Broderick, Jessio S. (Mrs.) Broderick, Mary A. Proctor, Florence M. (Mrs.) Proctor, WiJJiam .. Johnston, Grace L. Sinclair, Donald W. E. Sinclair, Martha (Mrs.) .. Walker, Elizaboth (Mrs.) Sinclair, Jessie V. M. Hay man, Frederick J. .. Hayman, Margaret A. (Mrs.) Mclntyre, John Haerewa, Areta Mclntyre, Margaret Drake, Armine G. Drake, Rosalind K. (Mrs.) Guest, Joseph J. Guest, Lilian R. (Mrs.) White, Hamilton H. White, Isabel (Mrs.) Oarswell, Janet P. (Mrs.) Munro, John B. Munro, Florence M. (Mrs.) Sullivan, Andrew J. Sullivan, Martha A. A. (Mrs.) Topia, Ellen M. Topia, Heni H. Johnston, George Johnston, Mary E. (Mrs.) Tawhai, Mary Hodson, Susan Newton, Lucy B. Kernahan, Richard I. .. Kcrnahan, Frances A. A. (Mrs.) .. D 54 HF AF HM AF HM AF HM AF HM AF II M AF AF HF AM F HM AF AF AF HM AF HM AF AF HM AF HM AF HM AF F HM AF HM AF H F AF HM AF AF HF AF HM AF 360 0 0 155 0 0 300 0 0 190 0 0 230 0 0 95 0 0 280 0 0 115 0 0 300 0 0 155 0 0 310 0 0 155 0 0 75 0 0 360 0 0 155 0 0 160 0 0 320 0 0 165 0 0 150 0 0 75 0 0 350 0 0 115 0 0 340 0 0 180 0 0 85 0 0 300 0 0 165 0 0 370 0 0 155 0 0 300 0 0 165 0 0 170 0 0 370 0 0 155 0 0 360 0 0 155 0 0 230 0 0 115 0 0 360 0 0 215 0 0 110 0 0 250 0 0 150 0 0 250 0 0 105 0 0 38 Te Matai Tauranga .. II ii 37 37 Te Pupuke Whangaroa .. 11 ii 45 45 Te Rawhiti Bay of Islands 11 ii 26 26 Lie. Te Rcinga Cook .. 11 ii 40 40 Te Teko Whakatane .. IIIa ii 65 65 Lie. E To Waotu West Taupo .. IIIa ii 47 47 C 46 Te Whaiti Tikitiki Whakatane .. I 14 Waiapu .. llin 98 II os Tokaanu East Taupo .. IIIa i 46 E 59 40 Tokomaru Bay.. Waiapu .. IIIa ii 79 711 D 55 Torero Opotiki .. UlAi 51 51 Tuhara Wairoa .. II ii 33 33 C 48 Tuparoa Waiapu .. IIIa ii 50 50 Waihua Wai-iti Wairoa .. I 14 Rotorua .. IIIa i 46 14 4li C 48 Waikare Bay of Islands II ii 34 34 C 50 Waikeri Hokianga .. II ii 25 25 Waima Hokianga .. IIIa ii 67 67 b 59 D 74 Waimamaku Hokianga .. II ii 27 27 Waimarama Hawke's Bay II ii 27 27

15

8.—3

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

764

E.—3

Table H2. List of the Native Village Schools, with the Attendance of the Pupils for the Year 1920.

16

6546 4 4 64 4 1

E.—3

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

3—E. 3.

17

Schools -JIO. Pawarenga Waitahanui ( ] ) Parawera Te Horo Ranana Mangatuna Te Araroa Poroti ( 2 ) Horoera Tokomaru Bay Waimamaku Hiruharama Mangamuka Whangaparaoa Waitapu Owhataiti Motuti Kokako Orauta .. Whangara Karioi ( a ) Te Matai Rangitahi Otaua Hapua Whakarara Pukehina Huiarau Papamoa Ruatoki .. Pupuke( 4 ) Oromahoc ( 4 ) Oruanui .. Matata Poroporo Paparore Taemaro .. .. .. .. Tanoa Rakaunui( s ) Waiotapu Ohautira.. Tokaanu Mangamaunu Number belonging at End of Year 1919. ffl 52 23 ii-43 [80 158 |59 102 32 32 90 35 01 49 22 35 42 33 . 50 42 33 20 43 42 00 81 45 34 50 37 98 43 27 34 47 63 58 33 25 "l9 22 46 19 School Roll. Average Number Weekly belonging Number, at End of ; (Mean of the . Year 1921). Four Quarters, 1*20.) (80 (40_ _ 69 65-35 17 14-75 44 43-73 31 32-61 78 67-90 00 03-50 108 103-47 29 90 26 2732 82 9025 31 33-Oli 56 57-25 51 46-78 20 20-22 41 37-82 41 45-35 20 24-00 46 49-48 47 49-49 25 32-52 19-69 39 42-31 40 11-03 61 66-48 85 8602 48 43-95 38 30-10 48 54-52 36 31-18 101 108-05 56 53-33 39 28-95 32 32-95 01 55-47 08 75-77 82 80-80 30 29-30 10 20-38 11 13-20 30 23-50 11 10-14 40 54-41 18 19-83 * > 4J pnd tJ. Ol a g> OrSE C = B rH. (5.) 5415 12-22 30-12 20-91 55-87 52-10 84-85 24-47 22TS 73-22 20-63 46-0O 37-60 10-25 30-29 36-17 19-66 39-35 39-34 25-71 15-56 33-38 3231 52-17 67-00 33-79 27-65 41-70 23-80 82-22 40-59 21-93 24-92 41-78 56-40 59-65 2139 14-88 9-63 16-70 11-38 37-59 13-02 Hi B In I (8.) 82-9 82-9 82-0 82-5 82-3 82-1 82-0 81-8 81-2 81-1 80-6 80-4 80-4 80-4 80-1 79-8 79-7 79-5 79-5 791 79-0 78-9 78-8 78-5 77-4 70-9 70-0 76-5 70-3 76-1 76-1 75-8 75-6 75-3 74-4 73 8 73-0 73-0 72-0 70-9 70-5 691 68-7 Totals for 1920 5,508 5,404-79* 4,789-53* 88-6* Totals for 1919 5,198 5,198 5,266-45 4,551-60 86-4 Mission schools subject to inspection by Education Department :■— Ranana Convent Jerusalem Convent Tokaanu Convent Matata Convent Putiki Mission Whakarapa Convent 16 26 38 62 25 16 26 38 62 25 20 SO 80 65 2S 94 19-14 29-40 34-61 58-97 34-86 96-55 18-94 26-00 29-45 50-00 20-11 71-91 990 88-6 85-1 84-8 74-9 71-9 Totals for 1920 207 273-53 222-47 81-3 Totals for 1919 167 167 168-07 140-87 87-4 Boarding - schools affording secondary education :— Waercngaahika College (boys) St Joseph's Convent (girls), Napier St. Stephen's (boys), Auckland Te Aute College (boys) Queen Victoria (girls), Auckland Turakina (girls) Hikurangi College (boys).. Hukarere (girls) Te Waipounamu (girls) Otaki College (boys and girls) Sacred Heart College (boys), Auckland 35 39 65 75 35 27 20 79 11 41 1 35 39 65 75 35 27 20 79 11 41 1 28 47 73 85 49 25 23 74 22 48 I 26-70 45-10 05-22 70-70 41-SO 2207 25-40 71-70 19-07 19 37 100 20-70 45-20 04-93 74-62 4042 20-30 2'!-25 6500 10-95 37-68 1-00 100-0 99-8 99 0 97-3 90-7 92-0 91-5 90-7 88-9 70-3 100-0 Totals for 1920 475 44413 41605 93-7 Totals for 1919 434 434 446-18 404-78 90-7 (') Closed second quarter. ( ') Transferred to Aucl third quarter. ( ! ) Reopened second quarter. ikland Educatio ikland Education Board. ( 3 ) Closed third aud 1 fourth quarters, (') Closed * The totals do not agree with the figures relating to i that the former represent tin- average attendance anil aver separately, aud the latter the mean of the combined qnartt roll number in rage roll numb ;erly totals of a roll number and attendance given in the rcpon rage roll number for the mean of the four quar terly totals of all schools. t of the Minister •ters of each Nat r. for the reason live school taken

E.—3.

Table H3. (a.) Number of Maori Pupils attending Secondary Schools at the End of 1920.

(b.) Maori Pupils holding Hospital Nursing Scholarships at the End of 1920.

(c.) Maori Students holding University Scholarships at the End of 1920.

Table H4. Maori Children attending Public Schools, December, 1920.

Nora.—For the purposes of this return, half-caste children and children intermediate in blood between lialfcaste and Maori are reckoned as Maori.

18

23

16

497

654 64 4 4

E.—3.

Table H5. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1920.

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

Table H6. Race of the Children attending the Native Village Schools on 31st December, 1920.

4—B. 3.

19

165

3798741674414

E.-3.

Table H6— continued. Race of the Children attending the Native Village Schools on 31st December, 1920 — continued.

20

Race. Schools. [aorls. Totals. Speaking English in the Home. Speaking Maori in the Home. Europeani Boys. Girls. , Total. Boys. Girls. Total. Boys. Girls. Girls. Total. Total. Boys. Paeioa Pamapuria Pamoana Papamoa Paparore Parapara Para wera Parikino Pawarenga Pipiriki Poroporo PukoJiina Pukcpoto Pupuke Rakaumanga Rakaunui Ranana Rangiahua Rangiawhia Rangitalri Rangitukia Rangiwaea (side school) Raukokore .. Reporua Ruatoki Taemaro Taharoa Takahiwai Tangoio Tanoa Tautoro Te Ahuahu Te Araroa Te Haroto Te Horo Te Kaha Te Kao Te Kotukutuku Te Mahia Te Matai Te Rawhiti Te P^einga Te Teko Te Waotu Te Whaiti Tikitiki Tokaanu Tokomaru Bay Torere Tuhara Tuparoa Waih.ua Wai-iti Waikare WaiJveri Waima Waimamaku Wairaarama Waiohau Waiomatatini Waiornio Waiorongoraai Waiotapu .. Waioweka Waitahanui.. Waitapu Werowero Whakaki Whakarara .. Whakarewarewa Whangaparaoa Whangape Whangara Whangaruru Wharekahika Wharcponga Whirinaki 1 0 "2 2 1 2 23 17 17 10 14 7 15 10 39 29 15 10 22 15 10 10 42 26 21 26 35 30 23 11 19 25 26 20 22 17 5 6 33 39 13 6 9 9 24 14 54 49 8 11 11 18 16 12 50 45 14 16 18 15 15 21 0 11 5 11 21 12 13 22 47 33 20 10 17 13 26 31 30 24 10 18 17 18 24 14 9 15 21 19 31 31 14 11 10 5 48 51 23 20 45 30 19 24 16 15 21 16 8 5 29 14 18 13 9 - 18 39 31 9 14 9 8 15 13 26 28 20 19 4 I 8 11 i 6 9 6 6 11 18 16 17 | 16 25 ! 22 21 26 57 30 7 13 24 14 8 i 8 20 ' 22 37 30 23 ! 17 29 I 25 40 27 21 31 68 25 37 20 68 47 65 34 44 40 39 II 72 19 J8 38 103 19 29 28 95 30 33 39 17 10 33 35 80 30 30 57 54 28 35 38 24 40 02 25 15 99 43 8J 43 31 37 13 43 31 27 70 23 17 28 54 39 12 17 15 17 34 33 47 47 87 20 38 16 42 67 40 54 12 3 3 8 5 8 1 1 8 5 2 3 2 1 5 3 i I 1 5 1 1 18 1 *2 7 1 9 11 3 2 2 6 1 2 I 3 2 3 10 5 1 3 3 1 1 ii 1 1 1 1 8 3 10 2 1 2 1 3 3 9 15 3 2 5 14 1 7 1 11 3 4 18 10 3 5 2 1 16 4 2 1 13 1 4 28 2 1 3 9 1 1 3 12 20 35 20 20 10 14 9 18 18 47 35 15 11 27 17 10 10 42 27 29 29 36 32 24 14 27 35 31 25 24 18 5 6 36 42 15 9 9 9 25 15 54 50 8 11 10 29 16 12 53 48 14 10 19 Hi 18 22 11 19 5 11 22 12 15 25 65 43 20 12 18 13 26 31 30 24 12 1.9 26 20 24 15 10 15 21 32 40 34 26 21 10 5 50 52 26 20 45 37 24 24 19 18 26 20 10 0 33 15 19 18 9 18 41 32 14 17 14 14 15 15 29 33 20 21 5 9 21 9 17 20 0 11 24 17 17 ! 10 28 24 21 27 81 55 7 13 25 14 17 - 8 28 I 29 43 I 35 23 ! 19 31 J 31 20 10 9 18 35 11 17 10 27 29 32 14 35 25 18 0 42 9 9 15 50 11 29 12 48 10 Ui 22 19 11 12 25 43 12 13 31 24 1.9 20 15 15 32 34 21 5 52 20 37 24 18 20 0 15 18 18 32 17 14 15 33 21 9 9 20 11 17 10 24 27 55 13 14 8 29 35 19 31 55 30 23 36 82 26 44 20 69 58 68 38 62 56 42 11 78 24 18 40 104 19 45 28 101 30 35 40 30 16 34 40 108 32 31 57 54 31 46 39 25 43 74 47 15 102 40 82 48 37 46 16 48 32 27 73 31 28 30 62 41 14 30 37 17 41 33 52 48 136 20 39 25 57 78 42 62 1 1 2 3 3 2 3 2 3 5 2 4 1 1 1 3 4 1 1 3 3 1 2 6 9 3 5 1 I 3 3 "6 2 i 5 1 6 3 2 11 2 2 3 2 5 1 1 10 7 2 2 1 3 8 3 ; 2 2 13 15 "l 6 7 6 1 "7 3 24 2 1 25 5 1 49 5 3 4 1 9 4 1 9 3 ' 3 2 3 4 2 6 1 9 6 7 2 8 Totals 85 83 168 2,447 2,166 4,613 385 342 727 — , 1 2,917 2,591 2,591 5,508

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 1920.

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

Table H6B. Classification as regards Standards and Race of Children on the Native Village School Rolls at the End of the Year 1920.

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

21

Race. Maoris speaking Maori in the home Maoris speaking English in the home Europeans Totals Boys. .. ' 2,447 .. 85 .. ! 385 _ 2,917 Girls. 2,166 83 342 2,591 1920. Total. Percentage. 4,613 83-8 168 3-0 727 13-2 5,508 100-0

4

1

E.—3.

Table H 7. Classification as regards Ages and Standards of Children on the Native Village School Rolls at the End of the Year 1920.

Note.—For tie purposes of this return, half-caste children and children intermediate in Wood between half-caste and Maori are reckoned as Maori, and children intermediate in blood between half-caste and European as European.

Table HB. Summary of Expenditure on Native Schools during the Year ended 31st March, 1921. Teachers' salaries and house allowances ... ... ... ... 52,987 New buildings, additions, <fee. ... ... • ... ... ... 4,281 Teachers m isolated districts: Special allowances ... ... ... 230 Maintenance of buildings, including repairs and small works ... 4,746 Books and school requisites ... ... ... ... ... 1,907 Sundries : Advertising, sanitation, &c. ... ... ... ... 20 Conveyance and board of children ... ... ... ... 1,159 Manual-instruction classes: Payment of instructors, material, &c. ... 378 71443 Inspectors' salaries ... ... ... ... ... ... 1,390 Less recoveries ... ... ... ... ... ... ' 13 Travelling-expenses, &a., of teachers on transfer, and of Inspectors ... 1,425 Higher education: Scholarships, travelling-expenses, &c. ... ... '2,512 Total net expenditure ... ... ... ... £71,430' Cost-of-living bonus—Teachers ... ... ... ... .... 495 -

By Authority : Marcus F. Marks. Government Printer, Wellington.— 1921,

Price 9d.]

Approximate Cost of Paper. — Preparation, not given ; (printing 730 copies), £40.

* Inclusive of £2,000 from national-endowment reserves revenue.

22

111