EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1922.]

Appendix to the Journals of the House of Representatives, 1923 Session I-II, E-03

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Session 11. 1923. NEW ZEALAND.

EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1922.]

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

CONTENTS. Page Pago No. 1. -Extract from Report of Minister .. .. 1 No. 3. —Detailed Tables : — No. 2.—Report cf the Inspector of Native Schools :- Table H , _ Native Scho()ls , md Teaehors .. n New Schools, &c. .. .. .. 5 Attendance, &o. . . .. .. 5 H2 - Attendance at Schools .. .. 15 Native Village Schools .. .. 5 113. Higher Education .. .. .. 17 Mission Schools .. .. .. 0 ... „» .„. ... , ■„... _~ , Secondary Native Schools .. ..6 H4 ' Maori Children at Pubho Schools .. 17 School Buildings and Grounds .. .. 6 H5. Classification of Maori Children at Inspection of Schools .. .. .. 6 Public Schools .. .. ..18 General Remarks .. .. ..7 H6 . Race of Children .. .. ..18 Secondary Education .. .. ..9 __ Scholarships, &c 10 H7 - Ages and Standards .. ..20 Concluding Remarks .. .. .. 10 HB. Summary of Expenditure . . 20

No. 1. EXTRACT FROM THE FORTY-SIXTH ANNUAL REPORT OF THE MINISTER OF EDUCATION. Education of Native Children. Number of Schools. The primary education of Maori children living in districts principally settled by Natives is provided by means of Native village schools specially instituted by the Government and under the direct control of the Education Department. All of these schools (numbering 127 at the end of 1922) excepting two are situated in the North Island. The schools were graded as follows : — Grade I (average attendance 9-20) .. .. .. .. 19 ~ II i (average attendance 21-25) .. .. .. .. 14 ~ II ii (average attendance 26-35) .. .. .. 27 „ Ma i (average attendance 36-50) .. .. .. .. 30 ~ Ma ii (average attendance 51-80) .. .. .. 28 ~ Mb (average attendance 81-120) .. .. .. .. 8 ~ IVa (average attendance 121-160) .. .. .. „, 1 Total .. .. .. .. .. .. .. 127 In addition to the Government schools there are in operation for the benefit of Maori children nine primary mission schools (three more than in 1921) and ten boarding-schools, the latter affording a rather more advanced educational programme. These schools have been established by private enterprise, but they are inspected by the Department's officers, and the Government provides a number of free places for Maori children at the boarding-schools. Maori children living in districts more or less settled 1 by Europeans attend the ordinary public schools, 643 of these

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schools having some Maoris in attendance in 1922, thus the total number of schools under inspection at which Native children were receiving instruction in 1922 was — Native village schools .. .. .. .. .. .. 127 Native mission schools subject to inspection by the Education Department .. 9 Public schools at which Maori scholars were in attendance .. .. .. 643 Total number of primary schools .. .. .. 779 Native boarding-schools affording secondary education to Maoris .. .. 10 Total .. .. .. .. .. ..789 Roll Number and Attendance. The number of pupils on the rolls of Native village schools at the end of 1922 was 6,161, including 5,347 Maoris and 814 Europeans, the latter representing 13 per cent, of the roll. The roll exceeds that of the previous year by 339, 304 of this number being Maoris. The increase in numbers represents one of 6 per cent, as compared with the increase in public schools of 3 per cent, in the roll number. In the last three years the number of pupils in Native schools has increased by 1,000, or 18 per cent. A corresponding increase in the number of Maori pupils attending public schools supports the evidence of an arrest in the decline in the numbers of the Native population. The following figures refer to attendance at Native village schools : — 1921. 1922. Number on rolls at end of year .. .. .. .. 5,822 6,161 Average weekly roll number .. .. ... .. 5,738 6,119 Average yearly attendance .. .. .. .. 4,988 5,436 Percentage of regularity of attendance .. . . .. 86-9 88-8 The figures all show an increase over the corresponding ones for the previous year, the improvement in regularity of attendance being especially marked. Compared with the percentage of regularity in public schools —90-8 —the high figure of 88-8 achieved in Native schools, situated as they are in very remote country districts, is-a matter for congratulation. The number of pupils on the rolls of the Native mission schools at the end of 1922 was 363, and on the rolls of the Native boarding-schools 413. 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 6,937. The following are the figures for the years 1921 and 1922 in respect of the three classes of Native schools mentioned :— 1921. 1922. Combined rolls of Native schools .. .. .. ..6,547 6,937 Combined average weekly roll number .. .. .. 6,464 6,878 Combined average yearly attendance . . .. .. 5,653 6,133 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.

As mentioned above, Maori children living in European settlements attend the ordinary public schools, the total number so attending in 1922 being 5,917, or 340 more than in the previous year. The majority of these pupils are in the North Island schools, about half of them being in the Auckland District.

Number of Schools at End of Year. Mean of Average Weekly Roll. Average Attendance: Whole Year. Average Attendance as Percentage of Weekly Roll. Number o: Teaohers. Year. Teachers in Charge. Assistant Teachers. Male. Female. Male. Female. 1881 1886 1891 1896 1902 1907 1912 1917 1921 1922 60 69 66 74 98 99 108 118 123 127 2,343 2,395 2,874 3,650 4,321 4,644 5,191 5,738 6,119 1,406 2,020 1,837 2,220 3,005 3,561 4,042 4,507 4,988 5,436 86-2 76-7 77-3 82-3 82-4 87-0 86-8 86-9 88-8 54 60 59 64 77 82 86 71 72 76 6 9 8 11 20 18 22 45 49 46 "i 2 4 9 11 10 4 26 26 61 83 105 122 122 131 138

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The total number of Maori children receiving primary education at the end of 1922, including pupils of Native village schools, mission schools, and public schools, was thus 12,441, the corresponding number for the previous year being 11,636. Classification of Pupils. The statistics of the classification of the pupils of Native schools show that a higher percentage of the pupils are in the lower classes than is the case in public schools, and that' a proportionately smaller number of pupils reach the higher standards. Likewise, the average age of the pupils in the various classes is higher. The difference, however, is not greater than can be reasonably accounted for by the peculiar conditions of Maori life, and if the comparison were made with public schools of similar size in country districts the difference would be much less marked. A comparison of the classification of Maoris in their own schools and in the public schools shows a much smaller percentage of Maoris reaching the higher classes in public schools, and is fairly conclusive evidence of the superiority of the schools specially instituted for them in meeting the particular needs of the Maori children. 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:—

General Efficiency of the Schools. Native village schools were inspected as usual by the two departmental officers appointed to the work, and their report is to the effect that the methods of teaching followed are distinctly good in the majority of schools, the splendid progress made by the pupils being evidence of the high quality of the instruction given. The small number of less satisfactory schools are keenly criticized, and it is evident that as high a standard of merit is expected in Native schools as is reached in public schools. In a comparison between the efficiency of an average Native school and of a public school of similar size it is probable that the former would not appear at any disadvantage. The Inspector's remarks concerning the general condition of the buildings and grounds of the majority of the schools are of a complimentary nature to teachers and pupils alike for their activity in beautifying and caring for the school surroundings and in enlisting the sympathy and assistance of the parents in the same good work. The perfect cleanliness of the interiors of the schools is commented upon, but it is stated that in many cases more could be done to make them attractive. From the point of view of efficiency the schools were classified as follows : Very good to excellent, 45 ; satisfactory to good, 60 ; fair, 13 ; inferior to weak, 9. The pupils of S6 (308 in number) were examined for the award of certificates of proficiency and competency, ninety-three of the former and forty-one of the latter class of certificate being awarded. The figures represent an improvement on the results of the previous year. Community Interest. In the isolated districts in which they are situated Native schools naturally form an important centre of public interest, and Native-school teachers are called upon to do a great deal for the community besides teaching their pupils the subjects

Classes. Pupils attending Native Schools. * Native Schools. Per Percentage of Roll. rcentage of R Public Schools. \6\. Natives attending Public Schools. I Preparatory Standard I II III IV v VI >. vn 2,803 784 686 629 521 376 308 54 2,803 784 686 629 521 376 308 54 45-5 12-7 11-1 10-2 8-5 6-1 5-0 0-9 45-5 12-7 11-1 10-2 8-5 6-1 5-0 0-9 33-5 12-7 12-4 12-2 11-1 10-1 7-9 0-1 33-5 12-7 12-4 12-2 11-1 10-1 7-9 0-1 51-2 15-4 13-1 9-0 5-8 3-6 1-9 51-2 15-4 13-1 9-0 5-8 3-6 1-9 Totals 6,161 6,161 100-0 100-0 100-0 100-0 100-0 100-0 I i

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of the school curriculum. The health, cleanliness, and comfort of the children demand the teacher's special attention, and the co-operation and intelligent interest of the parents must be obtained before any improvement can. be effected in the clothing, feeding, and home conditions generally of the children. The results of the very commendable efforts of teachers in this direction are seen in the improved standard of living gradually adopted in the various communities. Teachers are entrusted with supplies of medicines, &c, for distribution among the Natives as occasion arises, and in discharging this duty they fulfil a great social obligation. School concerts and entertainments are also organized by many teachers, and these are always a source of interest and pleasure to the parents, and help greatly in improving and brightening the social life of the district. The spirit of social service thus apparent in the work of most Native-school teachers continues to be a source of gratification and is deemed worthy of special commendation. Natives attending Public Schools. As stated above, there are as many Maori children in attendance at ordinary public schools as at Native village schools, but it is generally observed that they do not make as good progress in the public schools as in the schools instituted to meet their especial needs. It is also reported that in districts where there are no Native schools little effort is made to ensure the attendance of Maori children at the public school, and that they appear to be more or less neglected. The difficulty of giving them the necessary special language training when they attend public schools results in their being handicapped in the work of all the classes, with the consequence that only a small proportion of them ever reach the higher standards and that they display a general lack of interest in the school—a marked contrast to the attitude of pupils of Native schools. Their skill in handwork and in subjects where the language difficulty is not met is frequently commented upon. Staffs of Native Tillage Schools. The staffs of Native village schools in December, 1922, included seventy-six male and forty-six female head or sole teachers and 148 assistants, of whom ten were males, making a total of 270 teachers—seven more than in the previous year. An improvement is noticed each year in the proportion of certificated teachers seeking appointments in Native schools, and a general increased efficiency in the staff is noted. The following figures indicate the average salaries paid in 1922 to Native-school teachers : — Males. Females. £ £ Head teachers .. .. .. .. .. ..296 274 Sole teachers .. .. .. .. .. ..183 192 Assistants .. .. .. .. .. .. ..122 126 In the majority of Native schools husband and wife both teach, drawing separate salaries and, in addition, house allowance if no residence is provided. It must be admitted, therefore, that whatever hardships may be involved in the work the remuneration is not altogether inadequate. The total expenditure on salaries and allowances for the year ended 31st March, 1923, was £55,052. Higher 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 secures free continued education for qualified Maori children by providing at these schools a number of scholarships or free places. 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 1922 was 413, of which number fifty-two boys and fifty-six 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 as prescribed by the Department 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. A farm of 600 acres is being worked in conjunction with Te Aute College —one of the schools referred to. In some of the schools the more capable pupils are prepared for the Public Service Entrance and Matriculation Examinations, several candidates being successful in 1922. The Makarini and Buller Scholarships were founded out of private bequests,

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and are tenable by Maori scholars at Te Aute College. One senior and two junior Makarini Scholarships and one Buller Scholarship were awarded in 1922, there being keen competition for the senior Makarini and the Buller Scholarships. Disappointment is expressed at the small number of candidates from Native village schools competing for the Government junior scholarships or free places, and the obligation is impressed upon teachers of encouraging suitable pupils to enter for the qualifying examination. Senior free places are provided for boys in the form of industrial and agricultural scholarships, which enable the holders to be apprenticed to suitable trades, or to obtain agricultural training at Te Aute College. Two scholarships of the latter type were held in 1922. Senior free places for girls take the form of nursing scholarships. These scholarships have proved very satisfactory, a number of Maori girls having qualified as nurses and now being at work in the field. At the end of 1922 three scholarship-holders were in training. University scholarships are awarded to promising Maori youths who have matriculated, and are intended to enable them to take up a profession which will eventually prove of service and benefit to the Maori race. Three such scholarships were current at the end of last year, the holders studying medicine, law, and engineering respectively. Cost. The total payments made by the Department for Native schools during the year ended the 31st March, 1923, amounted to £69,631, being £8,019 less than in the previous year. The chief items of expenditure were teachers' salaries and allowances, £55,052 ; new buildings and additions, £2,642 ; maintenance of buildings, repairs, &c, £2,579 ; secondary education, £3,805 ; books and school requisites, £1,764. Reduced expenditure on new buildings and on the maintenance of buildings accounts for the greater part of the saving in cost effected in 1922-23.

No. 2. REPORT OF THE SENIOR INSPECTOR OF NATIVE SCHOOLS. Sir, — I have the honour to submit the following report upon the general work and conditions of the Native village schools, the Maori mission schools, anil the Maori secondary schools during the year 1922. New Schools, etc. At the close of the year 1921 there were 123 village schools in operation. During the year under review the Ohautira School, Raglan, which had been closed for some considerable time owing to the small number of children available, was reopened with better prospects, and the Te Kopua School, Waikato, which had remained closed for several years, was reopened at the urgent request of the people. The erection of the necessary buildings at Awarua, Bay of Islands, was completed late in the year, and the Department was thus enabled to establish a new school in the district. The Whakapara public school, Whangarei district, was transferred to the Department during tin; year for the purpose of being administered as a Native school. Four schools were thus added to the number in existence at the beginning of the year, so-that the year closed with 127 Native village schools in operation. In connection with, various requests for the establishment of new schools visits were made to Port Waikato; Makomako and Matakowhai, Aotea Harbour; Parinui, Wanganui River; and Oruawharo, Kaipa.ra Harbour. In the case of Port Waikato, Parinui, and Oruawharo the prospects were not sufficiently encouraging to warrant the Department taking any further steps. Buildings more or less unsatisfactory were offered as schoolrooms, but, as it is quite impossible to secure suitable teachers for places where accommodation is quite unsatisfactory, the requests for schools in tin; places referred to could not be favourably considered. With regard to Makomako, however, the number of children available is large, and as a suitable site has been offered the steps preliminary to the establishment of a school have been taken. The application for a school at Matakoivhai requires further investigation, as the people have not been able to come to an understanding regarding a suitable site On account of increased attendance, additional accommodation has been considered necessary at Nuhaka, Hawke's Bay, and at Te Teko and Poroporo, Bay of Plenty. Attendance, etc. (1.) Native Village Schools. In last year's report reference was made to the substantial increase which had taken place in the number of children attending the Native village schools, and it was shown that the roll number at the end of 1921 represented an increase of 314 pupils over the corresponding number of the previous year. Another substantial increase lias to be recorded for the past year. The roll number at the end of 1922 was 6,161, an increase of 339 pupils on the roll number at the end of 1921. Thus in

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three years the number of children in attendance at the village schools has increased by upwards of one, thousand. The average weekly roll number for the past year was 6,239, the average attendance was 5,541, and the average percentage of regularity of attendance was 88-8. Table 112, which supplies information regarding the attendance of the individual schools, shows that of the 127 schools, 117 gained 80 per cent, and over of the possible attendance, while 53 of the schools gained 90 per cent. and over. The figures indicate, that the regularity of attendance! of the schools as a whole has materially improved. In a large number of schools the attendance is 'consistently good, hut it is noted with satisfaction that several schools showed distinct improvement in the matter of attendance. In the nine schools where the attendance is unsatisfactory many of the pupils have long distances to travel, and when the, weather is unfavourable they are unable to attend school. These conditions, however, are not confined to the schools referred to, and as they do not satisfactorily account for the low position occupied by these schools on the. list, it would he well foe the Department to require the teai hers to furnish an explanation. It is probable that not, only the parents but the teachers are evading (heir responsibilities in the mallei-. Certificates of good attendance were awarded to 640 pupils of Native schools. (2.) Mission Schools. The number of mission schools increased during the year. Presbyterian mission schools having been established at Maungapohatu, Urewera Country ; at Tanatana; and Matahi, near Waimana, Bay of Plenty. The other mission schools are Putiki, Wanganui ; Tokaanu Convent School, Lake Taupo ; MatatCi Convent School, Bay of Plenty ; Whakarapa Convent School, Hokianga ; and the convent schools at Ranana and Jerusalem, Wanganui River. All the foregoing schools were visited and examined during the year. The combined roll number of these schools was 363, and the average percentage of regularity was 87-1. The regularity of attendance in the case of the Whakarapa Convent cannot be regarded as entirely satisfactory, and it is necessary that the authorities should give their attention to this matter. (3.) Secondary Native Schools. The schools coming under this heading have also been established by various denominational bodies. There are four schools for boys and five for girls, while one is a mixed school, with a boarding establishment for boys. These schools were inspected and examined during the year. The combined roll number of the secondary schools at the end of the year was 413, and the average percentage of regularity of attendance was 95-5. Both at Hukarere Girls' School and, at Te Aute College fewer pupils were admitted because of the financial condition of the schools. The regularity of attendance at Otaki is not altogether satisfactory, and calls for attention on the part of the authorities. The particulars relating to roll number and attendance of the three types of schools are here summarized in tabulated form :—

Condition of School Buildings and Grounds. The general condition of the school buildings and grounds in a large number of the schools is most creditable, and the teachers and pupils are to be complimented on their efforts to make tin; surroundings beautiful and attractive. Teachers and pupils in the schools referred to take much interest in this aspect of school activity. The effect of this spirit reacts upon the people, who in many instances also assist in making improvements. Working-bees have been instituted in some schools for the purpose of levelling playgrounds and doing other necessary work. In a considerable number of schools, howover, comparatively little work in this connection has been done, and it would be a fairly simple matter to name schools which do not reach a satisfactory standard in this respect. It seems extraordinary that teachers can be found who make ■ little or practically no effort to improve and beautify what is their home. Yet such is the case, and it can only be concluded that the explanation is to be found in apathy and indolence, and probably also in the attitude of mind which fears that some succeeding teacher may benefit from the results of another's labour. Very much, more might be done in the way of planting suitable trees and hedges. For some schools Arbor Day has little or no significance whatever. It should be here remarked that the cutting-down of trees which have been planted on school-sites must not be done without the sanction or authority of the Department. With regard to the interior of the schoolrooms, very little fault can be found with the cleanliness ; with the attractiveness of the schoolrooms, however, very much more might bo done in many schools. During the year a very considerable amount of repairs, painting, and general renovations has been carried out by the Department. Additions to several schools were put in hand, and the erection of two new schools with residences and all necessary buildings was undertaken. Inspection of Schools, Organization, Methods of Teaching, etc. Under this heading such matters as methods of teaching, construction of time-tables, preparation of schemes of work, discipline, supervision of the work of assistants, management and control of the schools generally, are referred to.

Schools. Number. Roll Number at I Average Weekly End of Year, i Roll Number. 6,101 6,239 363 349 413 410 6,937 6,998 Average Attendance. Percentage of Regularity. Native village Native mission Native secondary 127 9 JO 5,546 305 392 88-8 87-1 95-5 Totals .. 146 6,243 89-2

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On the whole the methods of teaching followed are distinctly good in a satisfactorily large number of schools, and the fine progress made by the pupils is evidence of the quality of the instruction given. In a considerable number of schools, however, although improvement is noticeable, the teaching does not prove to be as effective as it should be. In these schools sufficient care does not appear to be taken to secure thoroughness at every stage of progress, the result being that the pupils are overtaken by difficulties which they often fail to overcome. There is need for more frequent revision of the ground covered by the pupils in their previous classes as well as in the present ones. Moreover, the teachers in many instances fail to give proper attention to the defects which have been referred to from time to time in the reports made upon the work of their schools. The preparation of the schemes of work in a fairly large number of schools is not entirely satisfactory. Frequently the schemes are merely headings adopted from the syllabus of instruction, and give no indication whatever of the methods or treatment of the work proposed to be undertaken. In the case of assistants, head teachers should bo careful to see that they have properly arranged schemes, and that they are not trusting to inspiration only. It is necessary to refer again to the need lor preparation of lessons for the work of each day, since it is certain that without such preparation much of the teaching must be aimless, ineffective, and uninteresting. In this connection arrangements will probably be made to supply schools not only with a suitable scheme-book, but also with a teacher's work-book. The time-tables are generally satisfactorily drawn up, and the school records are usually kept with great care and neatness. In connection with the attendance registers and admission register, head teachers should arrange for the instruction of the assistants in the correct method of keeping these records. In regard to circulars and official correspondence, the attention of teachers is directed to the instructions concerning the filing of such documents. Commendable interest is taken by the great majority of the teachers in the health, cleanliness, and comfort of their pupils. Most schools receive supplies of medicines, &c, from the Health Department, and these are dispensed by the teachers as occasion arises. Visits of inspection have been made to a fairly large number of schools by the medical officers and nurses, and it is hoped that arrangements may be made for all schools to be visited by these officers and also by the school dentists. One weakness of the arrangement is that there is much difficulty in having cases which, require particular attention followed up. The practice of supplying hot cocoa at the midday recess during the winter-time to the pupils in Native schools is now adopted in a large number of schools with success, and the teachers and parents alike are well satisfied with the results of the plan. The initiative and resource displayed by the teachers of these schools may well be followed by other teachers in Native schools. During the past year school concerts or some other form of entertainment were taken part in by the pupils of a large number of schools, and from all reports were distinctly creditable. They are much appreciated by the parents and the pupils, and apart from, their educative and cultural influence they afford a first-rate means of raising funds to be devoted to various purposes connected with the school. In one settlement whore no school concert had ever been given, and where under a new teacher a very successful performance of an operetta was given, the people expressed their high appreciation of the teacher's efforts, and were delighted to know that their school was now able to provide this form of entertainment in common with other schools in the district. By request of the people the operetta was repeated on the evening of the Inspector's visit for his special benefit. The reports made upon the village schools during the year under review indicate that a very satisfactory efficiency is on the whole being well maintained, and that from the point of view referred to the schools may be classified as follows : Very good to excellent, 45 ; satisfactory to good, 60 ; fair, 13 ; inferior to weak, 9. The standard classification of the pupils in the Native village schools as shown on the 31st December, 1922, was as follows (that as shown on the 31st December, 1919, being given for comparison) : — p] Number on Roll. Number on Roll, mss - 1922. 1919. Standard VII .. .. .. .. 54 39 VI .. .. .. .. ..308 180 V .. .. .. .. ..376 327 IV .. .. .. .. ..521 443 111 .. .. .. .. ..629 577 II .. .. .. .. ..686 641 I .. .. .. .. ..784 680 Preparatory .. .. .. .. .. 2,803 2,311 Totals .. .. .. .. 6,161 5,1.98 During the year 126 village schools, nine mission schools, and nine secondary schools were inspected and examined. Visits were also made in connection with applications for schools in other places. General Remarks. The following paragraphs refer to the general efficiency of the schools in the various subjects of the school course : — Reading. —Throughout the schools general improvement is being made, particularly in reading aloud, and in most of them the accuracy and the distinctness of utterance are most satisfactory. In a number, however, there appears to be a difficulty in getting the pupils to speak out clearly and confidently, and in this matter teachers must take care that such a style of reading does not become a tradition of the school. There is still much weakness in the comprehension of what is read, but an improvement in this respect has to be recorded. Ability to comprehend the subject-matter must be the chief aim at all stages, and when this is attained the pupils will have little difficulty in reading

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fluently, intelligently, and naturally. In the upper classes pupils who are proficient in reading aloud should have opportunities for silent reading in order that they may discover not only a pleasurable occupation, but a ready and desirable means of adding to their store of knowledge. In this connection teachers are recommended to encourage their pupils to make good use of the school library, to which, suitable book's should be added from time to time. During the year the schools were supplied with a new set of continuous readers, and these together with the School Journal afford a satisfactorily adequate supply of reading-material for class purposes. Recitation of poetry and prose is in a large number of schools unsatisfactory. Often unsuitable pieces are chosen, and they are frequently very imperfectly memorized. The pieces selected should be discussed and comprehended before any attempt is made to commit them to memory, and as a rule those in which the meaning is obscure should not be chosen. Poems and prose passages which permit of dramatic treatment, and also suitable dialogues, particularly in the lower classes, will be found useful in securing better expression, and in assisting incidentally the English of the pupils. Not sufficient attention is given to the value of recitation, and a valuable means of training in voice modulation and expression is lost. English (spoken and written). -Among the elementary technical instruments of education which a Native school provides for its pupils, English (speaking and. composing) must occupy a very important place, if not the most important. The importance of the subject will be recognized when it is realized that practically the whole educational advancement of the pupils is very largely dependent upon their proficiency in it. The task of providing this instrument of education constitutes a problem the difficulties of which must be apparent to all teachers. But while they may be recognized, it frequently happens that their significance is not always appreciated, the consequence being that the methods of teaching fail in very many instances to overcome the difficulties. For example, it is not understood by teachers that the idiom and grammatical usages of the pupil's mother-tongue cause it to fall into certain definite errors in the acquisition of the new language, and that therefore special exercises must be designed to rectify these errors. So strong are these influences at work, and so numerous are the pitfalls for the pupils, that unless well-considered methods are used and backed up by skilful teaching, these errors will persist after several years of instruction. That they do persist is painfully evident in a large number of schools. It is thus obvious that if the problem is clearly realized and teachers are able to analyse the complex influences that render the teaching of the subject difficult, the instruction is much more likely to be. effective. The importance of oral work in the teaching of English, meaning thereby practice in speaking, and the need for well-considered schemes of work, have been stressed over and over again. In this subject there is a great amount of inefficient teaching, and many of the teachers have little reason, to feel satisfied with the success they achieve in teaching English to their pupils. The quality of the instruction, varies very considerably throughout the schools. In a fair number of schools it is very good, in many schools it ranges from satisfactory to good, while in a considerable number it is of more or less poor quality. Arithmetic. —In the majority of the schools the subject is satisfactory, and in a very fair number it is intelligently taught. In a considerable number of the schools, however, the treatment of arithmetic is poor, and consequently the pupils do not show to advantage. The setting-out of the work in the upper classes, S3 to S6, is frequently very faulty, and teachers arc advised to insist on a proper arrangement of the work in order that the various steps in the process may be easily followed. In the upper divisions there should bo much more practical work in connection with the compound rules —keeping shop, weighing, measuring, and so on. The text-books in use provide suggestions in this direction, but it is found that these are completely ignored by many teachers, who either fail to appreciate the value of the course suggested or find it too much trouble to get together the necessary materials and apparatus. Much more time should be devoted to oral and mental work in many schools where it is certain that by such a course better results in arithmetic would be obtained. "At all stages in the elementary school the mental and oral work should predominate over written sums, the written work being designed mainly to teach the child to express clearly the several slips in his calculations and thus lead to clear thinking, and also at the later stages to enable him to solve questions involving somewhat higher numbers than the ordinary child can manage without the aid of paper." In the preparatory classes of the schools the teaching of number is generally very satisfactory, the principal defect being not in the method adopted, but in the application of the method; in other words there is a lack of thoroughness. Geography and Nature-study. —In many of the schools the methods followed are stimulating and interesting, and good work is done. In many others, however, the purpose and aim of instruction in this subject are not properly realized, with the result that the work is more or less unsatisfactory. Observational work by the pupils does not occupy the place it should, and the consequence is that they are called upon to approach the study of other lands without that body of geographical concepts necessary to enable them to construct mental pictures of what they cannot see. It is not surprising therefore to find that neglect in this respect reacts upon the subsequent teaching. It is found that in many instances insufficient use is made of pictures, stories of countries, and of adventure and discovery, which would undoubtedly assist in stimulating the imagination of the pupils, and in widening their sympathies and their mental horizon. W Singing. —ln a large number of schools very fine work is done in this subject. In these schools the pupils are not taught songs merely, but are taught to sing. In a considerable number of schools the singing is of poor merit, and the teachers would be well advised to give a little more time to the study and practice of the suggestions that have been prepared for their use and guidance. In some schools it is quite evident that the teachers have not yet relieved themselves of the drudgery associated with teaching by " car." In a few schools where the teachers arc enthusiastic the pupils have performed operettas with much success. Physical Instruction. —In the majority of the schools considerable attention is paid to physical instruction, and in some schools the work of the pupils is excellent. Greater attention is being paid to organized games, the materials for which, where necessary, are provided from funds raised at school concerts.

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Handwork: Elementary Manual Training.- —In this work a selection is made by the teachers from the following forms : paper-folding, paper cutting and mounting, mat-weaving, carton-work, plasticine and cardboard modelling; and specimens of the children's work are usually available. On the whole the work is very satisfactorily done, but frequently the correlation of the work with that in other subjects is not given proper attention. Drawing. —In too many schools the amount of drawing done is small, and the work is often of inferior quality, and it is evident that the subject is more or less perfunctorily treated. It is necessary to remind teachers again that the pupils' drawings are to be representations of natural and fashioned objects. " Since nothing should be allowed to come between the pupil and what ho is representing, diagrams and copies, either drawn or printed, should, be used sparingly, and wherever practicable avoided altogether. The pupil's record of what he sees should be the result of his own impressions, not those of some one else. Blackboard sketches and drawings by the teacher should be confined to illustration of methods and principles, and should not take the form of diagrams to be copied or to show the pupils what they ought to see." In a large number of schools good work is done. Brushwork is well done in a satisfactory number of schools, and the wall-boards arc profitably used by the smaller children. In sewing, excellent displays are made in quite a large number of schools, where a serious view is taken of the importance of this form of training for the girls. In these schools useful articles of all descriptions are made by the girls, who are taught the use of the sewing-machine and how to cut out garments, and make the best possible use of the material. The girls themselves take much interest in the matter, and are exceedingly anxious lest their handiwork is overlooked by the Inspector. The materials are usually supplied by the parents, who are in most instances keenly alive not only to the practical benefit of the instruction, but also to the economy resulting from it. In a considerable number of schools, however, the work in sewing cannot be described as good. The display of work is disappointingly small, and the usual explanation put forward is that the parents will not supply the necessary material for the making of useful articles, or are unable to purchase it. No doubt in some instances the explanation is a reasonable one, but in view of what often happens when there is a change of teacher, it is felt that the real explanation is lack of interest and enthusiasm. Domestic Duties. —No material advance has taken place in the number of schools where this branch of training receives attention. In those schools, however, where the teachers have the inclination as well as the courage to give effect to their faith in the value of this training for Maori girls, very good work is done. The girls show much interest in the work and are proud of the result of their efforts. Elementary Practical Agriculture. —This subject continues to receive attention with more or less success in a large number of schools. The reports upon the work done in those schools which are visited by the agricultural instructors are on the whole very satisfactory; in many instances the work is reported upon as very good and even excellent. Visits from an instructor, however, will not per se produce good work ; there must be enthusiasm, energy, and inclination on the part of the teachers. Very fine work is done in schools not visited by an instructor, and the teachers are to be complimented on their work. The arrangement by which visits to conveniently situated Native schools have been included in the itineraries of instructors in agriculture has been confined hitherto to the Auckland Education District. It is now hoped that a similar arrangement will be made in the Hawke's Bay Education District. Not much further progress in the direction of establishing homegardens in connection with the work in agriculture can be reported. Woodwork. —The number of workshops is not large, but in the majority of them a very useful form of training is given to the boys. The cost of running the workshop is not great; the Department makes an annual grant for the purchase of timber from which useful articles are made. The, articles are sold for the actual cost of the timber used, and they usually find a ready sale. It is hoped to see a workshop established at Whangaruru in the near future, and the preliminary arrangements are being made. Funds have been raised, for the purpose of equipping, with the assistance of the Department, the old school building for the instruction of the boys in woodwork and the girls in cookery. The efforts of the teacher at Pipiriki to give the boys some form of manual training is to be commended. The shelter-shed, where he has a couple of benches, is his workshop, and the boys do their work with tools supplied by the teacher. Secondary Education. The following institutions have been established by various religious denominations for the purpose of providing a course of secondary instruction for Maori girls and boys: 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, Christchurch; St. Stephen's Boys' School, Auckland ; Waerenga-a-hika College, Gisborno ; Te Aute College, Hawke's Bay ; Hikurangi College, Carterton ; and Otaki College, Wellington. No schools have been established by the Government to provide secondary education for Maoris, and therefore advantage is taken of the schools enumerated above to secure for selected pupils from Native village schools a further educational course. To such pupils scholarships or free places tenable for two years at one or other of the schools referred to above are awarded. At the end of the past year the pupils in attendance at these schools numbered 413 —200 girls and 213 boys. The holders of free places numbered 108 —56 girls and 52 boys. In the girls' schools special prominence is given to such subjects as needlework —sewing and dressmaking, including instruction and practice in cutting out garments ; laundry-work ; cookery and general domestic duties ; home nursing and first aid ; care and rearing of infants ; preparation of suitable food for infants and for the sick ; and gardening. In the boys' schools prominence is given to woodwork and elementary practical agriculture. In both classes of schools, apart from the

2—E. 3.

E.-3

10

subjects of instruction, the pupils have work and duties to undertake in connection with the management and working of the schools. At Te Aute College an agricultural course is provided which includes a practical training in farming operations, All the schools referred to in this section are subject to inspection, and the reports indicate that work of a good standard is being done. At the end of the year several of the more capable scholars succeeded in passing the Public Service Entrance Examination, and some lads from Te Aute College were successful in the Matriculation Examination. At St. Stephen's School, Auckland, quite a large proportion of the pupils are lads from the islands in the Pacific —Samoa, Rarotonga, Tonga, and Niue. Several of them are holders of free places or scholarships granted by the administration in control of educational affairs in the islands. This influx of lads of lower educational attainments than those of the Maori lads has caused some difficulty in maintaining the usual standard of work in this school. Scholarships, etc. The scholarships available for Maori scholars are as follows : (1) Junior scholarships or free places ; (2) Senior scholarships or free places— (a) industrial (apprenticeships), (b) agricultural, (c) nursing scholarships; (3) University scholarships; (4) Te Makarini scholarships; (5) Buller scholarship. The junior scholarships are available for pupils from Native village schools, and occasionally from public schools, who are considered worthy of a further educational course. Of the 153 free places available, 108 were current at the end of the year. A limited number of senior scholarships are available. In regard to apprenticeships the position is similar to that referred to in last year's report, and there is practically no demand, on the part of Maori lads to take up this scholarship. Agricultural scholarships are now tenable at Te Aute College, and during last year two lads held such scholarships. Nursing Scholarships are awarded to suitably qualified girls who wish to take up nursing. Three girls were under training at the end of the year. University Scholarships are awarded to promising Maori youths who have passed the Matriculation Examination, and are intended to enable them to take up a profession which will eventually prove of service and benefit to the Maori race. Three such scholarships were current at the end of last year —one (medicine) at Otago University, and two at Canterbury College (one law and one electrical engineering). The Te Makarini Scholarships, which are of the annual value of £35, are tenable at Te Aute College. These scholarships are provided from funds derived from a private bequest. For the year 1922 three scholarships were offered for competition —one senior and two junior scholarships—one of the latter being reserved, for pupils from Native village schools. The senior scholarship is open for competition to lads from any school. For this scholarship there were nineteen candidates —ten from St. Stephen's School, Auckland ; five from Te Aute College ; three from Wharekahika Native School ; and one from Tuahiwi Public School, Canterbury. For the junior scholarships there were ten candidates- three from Whakarewarewa Native School; three from Wharekahika Native School; one from Kaikohe Native School; two from St. Stephen's School; and one from Tuahiwi Public School. The senior scholarship was awarded to Autiti Wyckliffe, of Te Aute College, and the junior scholarships to Kaharoa Rangawhenua, of Whakarewarewa, and to Selwyn Te Paa, of St. Stephen's Boys' School. The number of candidates for the junior scholarship was again disappointingly small, and the view expressed in last year's report that it was ridiculous to suppose that the village schools could not furnish more than seven candidates for the scholarship must be reiterated. Teachers who neglect to encourage eligible pupils to compete for the scholarship can scarcely be regarded as showing much interest in the progress and advancement of their pupils, and are in fact neglecting their plain duty. The Buller Scholarship is also provided from, funds derived from a private bequest. This scholarship, which is of the annual value of £30, and is tenable at Te Aute College, is open for competition amongst lads who are predominantly Maori. Twelve candidates sat for the examination — seven from Te Aute College and five from St. Stephen's School, Auckland. The scholarship was gained by Autiti Wyckliffe, of Te Aute College, but as this lad elected to take up the Senior To Makarini Scholarship, which he also gained, the trustees awarded the Buller Scholarship to Taimuri Rapana, of Te Aute College. The examinations for these scholarships are. conducted, by the Department, and it is gratifying to find such keen competition, for the senior Te Makarini and Buller Scholarships. Concluding Remarks. During the past year there was comparatively little interruption in the work of the schools on account of sickness or other causes, and consequently a successful, year's work was accomplished. The number of Native schools now in existence is larger than it has been at any time in the previous history of the schools, and there arc still many settlements (most of them small) where the people are anxious for the establishment of schools. The Maori people arc proud of their schools, and are keenly alive to their value as a means to advancement and progress. The Department has reason to be satisfied with the general efficiency of the schools, and with the work of the teachers, who as a body realize the responsibility placed upon them and show an earnestness in their work that is praiseworthy. In connection with the examination and inspection of the Native village schools, the mission schools, and the Native secondary schools, I have to acknowledge the assistance rendered by Mr. Henderson, Inspector of Native Schools. I have, &c, Jno. Porteous, Senior Inspector of Native Schools. The Director of Education, Wellington.

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No. 3. DETAILED TABLES.

Table H1. NATIVE SCHOOLS AND TEACHERS. List of Native Village Schools and the Names, Classification, Position, and Emoluments of the Teachers as in December, 1922.

11

In the column " Position ill School," It M means Head Master; H F, Head Mistress; M, that there is a I only ; AM, Assistant Male Teacher; A F, Assistant Female Teacher. 6 2 a 9 S Grade ■§ -£ Name o( School. County. of £g Teachers on Staff. S School. «s S t< $ < o ister on] ly; F, Mistress o o "3 on "w O A 1 Annual Rate of Payment, inchidinir Lodging. allowance. Ahipara .. Mongonui .. IIlAii 59 Patience, Frederick .. .. C Patience, Evylyn G, (Mm.) Parrell, Rose .. Ai-owhemia .. GeraMino .. IllAi 86 Bromner, Haunali A. .. .. I) Bromner, Esther P. N. N. .. D Awarua .. Bay of Islands II ii 35 Rust, Gordon J. (Assistantship vacant), iliriiliaraina .. Waiapu .. : IIlAii 54 Lee, John B. .. Leo, Elizabeth E. (Mrs.).. Lee, Sophie E. Horoera .. Matakaoa .. Hi 22 Burley, Joseph W. .. .. ... Burley, Elsie L. K. (,Mis.) iluiaraii .. Whakatane .. IIIa i 33 Currie, A. (Mrs.) .. .. I) Ourrie, John Kaharoa .. Raglan .. Hi 29 Rayncr, Henry H. Rayncr, Flora (Mrs.) Kaikolio .. Bay of Islands IIIb 124 Rogers, Herbert .. .. I) Guerin, Nellie Rogers, Ethel E. .. \) Ilonare, Maata T. R. Kakauui .. itolousvillo .. I 21 Geisslor, Aimee M. Karakanui .. Otamatoa .. 11 ii 20 (Vacant.) Karetu .. Bay of Islands II i 20 Padlie, Florence Padlie, Lucy Karioi .. Waimarino .. II 27 Gillespie, Mary 1). (Mrs,) Stephens, Louisa E. Kenaiia .. Mongonui .. Hi 24 Johnson, Ida V. C. (Mrs.) .. (' Matthews, Mabel Kirioke .. Bay of Islands IIIa i 45 Grahamc, Bruce .. .. Lie. Grahame, Mabel (Mis.) .. Kokako .. Wairoa .. IllAi 40 Afford, Edward H. M. .. AI lord, Florence (Mrs.) .. Manaia .. Coromandel .. IIIa i 51 Greensmith, Edwin .. .. 0 Greensmith, Isabella C. (Mrs.) Mangainaunu .. Kaikoura .. I 10 Barnes, Ellen L. Mangamuka .. Hokianga .. IllAi 51 Cameron, Duncan .. .. I) Cameron, Margaret (Mrs.) Mangatuna .. Waiapu .. IIlAii 81 Scammell, William II. .. Scammell, Agues E. (Mrs.) .. Harding, Elizabeth L. .. Manutalii .. Waiapu .. IIIb 90 Black, William .. .. D Black, Sarah (Mrs.) Nieol, Jessie I... Green, Mahora.. Maraeroa .. Hokianga .. IllAi 51 Hulme, Maggie (Mrs.) .. Hulme, Russell H. Matangii-au .. Wliangaroa .. IIIa i 39 Morris, Margery M. (Mrs.) Morris, David O. Mataora Bay .. Ohinemuri .. I 13 Hall, Annie Matapihi .. Tauranga .. IllAi 43 Clark, Catherine Ii. (Mis.) .. E Clark, Herbert E. Matata .. Whakatane .. IIIa ii 00 King, Edmund A. .. .. C King, Clara M. H. (Mrs.) .. I) Smith, Amanda E. Matihetihe . . Hokianga .. II ii 20 Minohin, Zara .. . . .. D Te Toko, Emma Maungatapu .. Tauranga .. IIlAii 02 Roach, Patrick .. .. C Roach, Ruby (Mrs.) Roach, Aileon F. M. Motatau .. Whangarei .. IllAi 44 Porcy, Henry C. Percy, Juanita E. (Mrs.) .. D Motiti Island .. Tauranga .. I 13 Clench, Charles M. Motuti .. Hokianga .. II i 19 Leof, Kathleen.. ' (Assistantship vacant.) HM AF AF H F AF HM £ 355 148 98 343 188 195 I) II M AF A F II M AF II F AM HM A F HM AF AF AF F 295 158 63 205 73 313 114 245 83 355 148 160 63 185 b b 21 20 20 HF AF HF AF HF AF HM AF HM AF HM AF F II M AF II M AF AF HM AF AF AF HF AM HF AF F HF A M. II M AF AF HF AF HM AF AF HM AF HM HF 203 73 165 98 305 63 295 148 285 158 355 158 185 335 148 300 148 98 355 148 125 108 298 160 293 140 185 333 150 345 168 63 283 80 355 148 03 205 208 245 243 27 24 c te Lie. 40 51 0 10 51 I) 01 90 ii 51 39 13 43 E GO C I) 20 ii 02 c 44 i) 13 I!)

E.—3.

Table H 1— continued. List of Native Village Schools, etc. — continued.

12

Name of School. County. Grade of School. S a a a, a tDOJ _ - S Annual Rate -« of Payment. Teachers on Staff. 3 g™ includinu a -.5 Lodglng'H allowance. Nuhaka Ohaeawai Ohautira Okautete Oniaio Omanaia Omarumutu Oparuro Opoutcre Orauta Oromahoe Oruanui Otangaroa Otaua Otukou Owhataiti Paeroa Wairoa Bay of Islands Raglan Masterton Opotiki Hokianga Opotiki Waitomo Thames Bay of Islands Bay of Islands East Taupo .. Whangaroa .. Hokianga Taupo Whakatane . . Tauranga Ill II IIlAii Hi I IIlAii IIlAii IIlAii IIlAii II ii IllAi II ii II ii I IIIa ii I IllAi IIIa i 97 57 21 13 70 48 73 55 21 44 30 34 16 53 21 45 44 £ South, Moses .. .. .. E EM 305 South, Emma S. (Mrs.) .. .. •• AF 1.58 Rosevcai-o, Ethel A. .. .. D A 1' 1.95 Paulgor, Irene 1). .. .. D A P 128 Young, James .. .. .. B H M 315 Young, Alice G. (Airs.) .. .. C AF 198 Te Haara, Louisa .. .. • ■ A F 73 Gilmour, Richard 8. .. .. B H M 195 (Assistantship vacant.) Ward, Violet .. .. .... F 185 Coughlan, William N. .. .. .. H M 300 Coughlan, Isabella A. M. (Mrs.) .. .. AF 148 Chitty, Doris A. E. .. .. • • A F 88 Nisbet, Robert John .. .. Lie. HM 295 Nisbet, Janet (Mrs.) .. .. •• AF 158 MacKay, Gordon .. .. D HM 345 MaoKay, Jane (Mrs.) .. .. .. AF 148 Gaskill, Annie M. .. .. •■ AF 63 Timbers, Arthur D. .. .. D HM 34S Timbers, Joquina Q, .. . • • • A F 148 Mauriohooho, Rangi .. .. .. A F 98 Grindley, George ' .. .. Lie. HM 295 Grindley, Catherine (Mrs.) .. .. AF 100 Kelly, Felix .. .. .. It HM 345 Hakaraia, Victoria .. .. • . A F 183 Jeff eris, Jessie (Mrs.) .. .. C HF 255 Brown, Marv .. .. V F 90 Hayman, Frederick J. .. .. E HM 200 (temp) Ngaparu, Mary .. .. .. A F 03 (temp) Matthews, Emily .. .. . • F 185 Smith, Leonard II. .. .. .. HM 300 Smith, Phoebe M. (Mrs.) .. .. A F 148 Pouri, Makere .. .. .. ■ • A F 108 Blathwayt, Mary do V. W. ■■ • • B" 185 Gibbons, ElizabethM. L. .. .. HF 283 Ramsay, Eileen . . .... A F 183 Baker, Frances E. E. .. .. D IIF 353 Baker, Henrietta A. .. .. ■ • A F 158 .Milnay, James .. .. .. HM 205 Williams, Susannah G. (Mrs.) .. •• AF 90 Boer, Uno .. .. .... M. 155 Lundon, Clara J. .. .. • ■ H F 283 Hennessey, Ellen M. .. .. • • A F 125 Dane, Hilda E. I. (Mrs.) .. .. HF 298 Dane, William M. .. .. .. AM 150 Richards, Lottie B. .. .. .. A I' 1 73 Churoh, Lilian .. .. . • H F 243 Clough, Elizabeth J. .. .. •• A F. 118 McKonzie, Kenneth .. .. C H M 345 MeKenzic, Beatrice (Mrs.) .. .. AF 148 Bruford, Frederick C. .. .. • • HM 155 Bruford, Madge L. (Mrs.) .. .. AF 03 Lloyd, Kato B. .. .. Lie. HF 308 Matini, Ratareria .. • • • • A F 173 Tahana, Isabella .. .. ■■ AF L08 Jarratt, Herbert .. .. C HM 335 Jarratt, Emily E. (Mrs.) .. •• AF 148 Churton, Emily N. .. •• •• AF 98 Rydc, Henry J. .. .. D H M 355 Rydc, Emma G. (Mrs.) .. .. .. AF 148 Saunders, Eveline M. .. .. • • A F 108 Burgoyne, Annette .. .. •■ HF 258 Burgoyne, Constanoe .. • • • • A F 111) Claris, Olive J. M. (Mrs.) .. B HF 353 Clark, William M. .. .. .. A F 150 Robson, Winnie .. .. •• A I'' 83 Hyde, Alfred E. .. .. ■• HI'' 205 Hyde, Louisa R. (Mrs.) .. .. .. AF 148 Brown, Frances .. .. .. A F 98 Cowern, Marama L. .. ■ • • • F 175 England, Walter ..' .. C H M 345 England, Eva E. (Mrs.) .. .. .. AF 1.48 Hoperi, Rebecca .. \ F 98 Harlow, Wilhelmina .. .. D HF 203 Williams, Mabel .. .. .. AF 115 Pamapuria Mongonui II ii 37 Pamoana Papamoa Waima rino .. Tauranga I II ii 20 34 Paparore Mongonui IIIa ii 64 Parapara Mongonui Hi 23 Parawera Wost Taupo .. IILU 43 c Parikino Wanganui I 26 Pavvarenga Hokianga IIIa ii 57 Lie Pipiriki Wanganui IIlAii 48 C Poroporo Whakatane .. IIlAii 86 b Pukohina Rotorua II ii 33 Pukepoto Mongonui IIIa ii 68 B Rakaunianga .. Wa.ika.to IIlAii 54 Rakaunui Banana Kawhia Rotorua I III A ii 8 75 C Wairoa II ii 2(1 D Ran.'^iahua

8.—3,

Table H 1— continued. List of Native Village Schools, etc. — continued.

13

Name of School. County. Grade or School. 1 •a a> d Teachers on St-iff. d 5 « <n "53 6 2 Annual Pate jj of Payment. g 1 " including §B LodginKg allowance. Rangiawhia Rangitahi Mongonui Whakatane .. I II ii 23 33 MeCullv, Annie W. (Mrs.) MeCully, Rutherford D... Jamison, Mary.. Mauriohooho, Sarah Gracie, Thomas Graoie, Mary S. L. (Mrs.) Tuhaka, Hareti C HF am: HF AF HM AF AF £ 223 63 298 183 310 148 83 Rangitukia Waiapu IIIB 116 Lie. Rangiwaea (side Raukokore sebool to Te Ko Opotiki tukutuku IIIa i )• Saunders, William S. McLacblan, Linda Clarke, Rosa Korimete, Janie Vine, Henry G. Vino, Winifred M. (Airs.) Vine, Effie L. .. Trainer, Voilet.. Ileal, Ethel E. A. (Mrs.) Ileal, Ernest R. Seivewright, Alexander C. Seivewright, Clara (Mrs.) Woodley, Frederick T. .. Woodley, Georgina (Mrs.) Arthur, Cyril L. Arthur, Ethel (Mrs.) Foote, lleeno M. Oulds, George F. Oulds, Agnes W. (Mrs.) .. Sullivan, Andrew J. Sullivan, Martha A. A. (Mrs.) Stacey, Vernon * ) HM A F HF AF II.M AF AF AF HF AM H M AF II M AF H M AF F H M AF HM A F HM (temp) AF (temp) AF H M AF A F HF AM HM AF II \l AF AF II M A F A F 285 183 293 135 365 148 100 108 223 03 205 100 295 148 270 138 225 225 100 355 148 265 40 Roporua Waiapu II i 22 D Ruatoki Whakatane . . II In 121 b Taemaro Mongonui II i c 28 Taharoa Kawhia II ii 35 Takahiwai Whangarei . . IllAi 39 Taugoio Wairoa IIIa i 44 Tanoa Tautoro Otamatea Bay of Islands 1 II ii 15 38 i> Te Ahuahu Bay of Islands II ii 40 c Te Araroa Matakaoa IIIb 109 Stacey, Millicent A. L. (Mrs.) D 173 Te Hapua Mongonui Puha, Heni To Ao Walker, Henry M. Walker, Ethel C. (Mrs.) .. .Murray, Julia Harper, Leslio M. (Mrs.). . Harper, Charles A. E. Goldsbury, Hugh Goldsbury, Annie J. (Mrs.) Cato, Anson H. Cato, Netty F. L. (Mrs.) Waititi, Annie Watt, Archibald H. Watt, Bertha F. (Mrs.) . . Ihaka, Rihipeti (Vacant.) Dale, Francis A. Dale. Florence 10. (.Mrs.). . Callaway, Elizabeth * D 100 345 148 63 213 100 255 130 300 148 73 300 148 63 IIIa ii 70 Te Haroto Wairoa 11 ii 23 To Horn Whangarei .. II ii 37 I) E To Kalia Opotiki IIIa ii 03 Te Kao Mongonui IllA ii 57 To kojiua 'IV Kotukutuku (33) and RangiW a c a (side sebool) (12) Te Mahia Waipa Tauranga I IIIa i 10 45 C C II M A F A F 355 208 185 Wairoa IIIa i Handcoek, Georgina Handcock, Martha A. (loCtwin, Horace P. E. . . Blathwayt, Ellen E. C. Airey, Hubert B. Airey, A. C. (Mrs.) Thomson, Thomas Thomson, Beatrice (Mrs.) Wright, Percy Wright, Rebecca (Mrs.) .. Guest, Joseph J. Guest, Lilian R, (Mrs.) . . Guest, Frances L. Guest, Evelyn M. (Head Teachership vacant.) Proctor, William Tweed, Sarah E. Sinclair, Donald VV. E, .. Sinclair, Martha (Mrs.) .. Walker, Elizabeth (Mrs.) Sinclair, Jessie V. M. Wall, Harry Wall, Fanny S. M. (Mrs.) (Head Teachership vacant.) Haerewa, Areta Mclntyrc, Margaret 1) II F A F HM AF 11 M AF 11 M AF H M AF HM A F AF AF 343 148 285 183 265 148 195 100 300 148 355 148 03 63 39 Te Matai Tauranga II ii 39 Te Pupuke Whangaroa .. IIIa i 40 'Te Itawhiti Bay of Islands II ii 25 Te Reinga Cook IIIa i 42 Te Teko Whakatane .. IIIa ii 94 c Te VVaotu West Tau po IIIa i 42 AM F HM AF AF AF HM AF 150 170 305 158 135 83 205 148 Te Whaiti Tikitiki Whakatane .. Waiapu I lllii 14 122 Tokaanu East 'Taupo .. II ii 64 Tokomaru Bay.. Waiapu IIIa ii 00 AF AF 183 83

E.—3.

Table H 1 — continued. List of Native Village Schools, etc. — continued.

14

Name of School. County. Grade of School. o d Teachers on Stall. I ■I 5 o 1 §S '§ Ph Annual ltatc of Payment, including Lodgingallowance. Torere Opotiki IIIa i 45 Drake, Armine G. Drake, Rosalind K (Mrs.) Astall, Annie (Mrs.) Astall, John R. White, Hamilton H. White, Isabel (Mrs.) Carswell, Janet (Mrs.) Munro, John B. Munro, Florence M. (Mrs.) Emery, Eliza Robinson, George Robinson, Ethel A. (Mrs.) Topia, Ellena M. Topia, Heni H. Johnston, George Johnston, Mary E. (Mrs.) .Wilcox, Paerau Hodson, Susan.. Newton, Lucy B. Kernahan, Richard I. .. Kernahan, Frances A. A. (Mrs.) .. Webber, Elsie E. Hepetema, Alice West, William E. West, Annie M. W. (Mrs.) ('oilier, Kate Foley, Hugh M. (M.A.) Foley, Anstiee J. (Mrs.) Kaua, Matekino Woodhead, Ambler (Assistantship vacant.) Watkin, Arthur A. Watkin, Mary Ann (Mrs.) Strong, Sydney J. Lisle, Frank Lisle, Marian F. D. (Mrs.) Taua, Parehuia Reihana, Ngareta D C b D c b B D D II M A F II F A M H M AF F H M A If A F H M. A F it F A F II M A Ii' A If HF A If HM AF it If AF II M A If A if II M A If F HI £ 300 158 273 100 285 168 185 355 148 63 245 80 243 100 355 218 80 258 135 245 100 273 135 335 148 03 345 148 243 305 Tuhara Wairoa II ii 40 D 'Tuparoa Waiapu 111 a i 47 Wailnia Wai-iti Wairoa Rotorua I IIIa i 12 01 C Waikarc Bay of Islands II ii 30 Waikeri Hokianga Hi 30 Waima Hokianga IHk 87 ii i) Waimamaku Hokianga II ii 30 Waimarama Hawke's Bay II ii 22 Waiohau Rangitaiki .. II ii 28 c Waiomatatini .. Waiapu IIIa ii 55 b Waiomio Bay of Islands IllAi 41 ii Waiorongomai .. Waiotapu Waiapu Whakatane .. I. in 15 29 D Waioweka Waitahanui Waitapu Werowero ,. Whakaki Whakapara Whakarara Opotiki East Taupo .. Hokianga Mongonui Wairoa Whangarei .. Whangaroa .. IIIa i I II ii II ii IIIa ii II ii IIIa i 54 33 30 20 43 33 40 Jack, James Mackay, Emily M. Miller, Ethel (Mrs.) Miller, David W. Smith, Gordon. . Smith, Mary A. M. (Mrs.) Banks, Joseph Banks, Anna (Mrs.) Callaway, Christina Irwin, Ellenor A. Le Huray, Agnes M. If leury, Ellen J. Savage, Lucy Thompson, Richard 11. .. Thompson, Elizabeth D. If. Frazer, William (Assistantship vacant.) Jones, Elizabeth (Mrs.) Jones, Ernest Jones, Edna A. A. Tawhiri, Riwai H. Patterson, Alice (Mis.) .. Tawhiri, Maria (Mrs.) .. McFarlane, Charles T. McFarlanc, Margaret (Mrs.) Barnett, David Barnett, Sarah H. (Mrs.) Wynyard, Emily D E Lie I) i) Lie, C Lie D D E II M A F M 14 M A F HF AF (temp) II M A If 11 F AM II .\l A If II M A F AF A If H F A F If HM A If HM 345 148 211 245 100 203 125 345 183 263 90 265 148 345 228 135 118 223 98 195 295 148 200 Whakarowarewa Rotorua IVa 127 Lie. I) Whakawhitira .. » 9 Waiapu Hi i) 26 Whangaparaoa.. Whangape Matakaoa Hokianga I IIIa i 18 40 Lie. Whangara Cook Hi 19 Whangaruru Wharckahika .. Wharepoiiga Bay of Islands Matakaoa Waiapu IIIa ii IIIa ii IllAi 55 72 41 C ii F AM AF II M AF AF II M A If HM AF AF 278 150 73 335 148 83 205 148 265 138 03 Whirinaki Hokianga IIIa ii 55 Lie. Total £52,478

E.—3,

Table H2. List of Native Village Schools, with the Attendance of the Pupils for the Year 1922.

15

[ In this list the schools are arranged aco lording to rogu! larity of attoi dance, shown i in the last ;col imn.] Schools. Number belonging at End of Year 1921. School Boll. Number belonging at End of Year 1922. Average Weekly Roll Number. (Mean of the Four Quarters, 1922.) •< o 2oS <%% °-° S o fi » gSc s (5.) O O — a o « O -, If s S >• 9y M la (6.) , (U &± (3.) (*.) Motiti Island Manaia .. Ohautira( 2 ) Awarua (*) Whakarowarewa .. Whirinaki Matapihi Waiohau Tikitiki .. ■ Tokaanu Te Haroto Whakaki Takahiwai Ranana Arowhenua Mataora Bay Rangiawhia .. Omarumutu Te Kao Pamapuria Kcnana Wai-iti Otukou Tautoro Te Waotu Parikino Whareponga Opoutere Te Kotukutuku and Kangiwaea (side school) . . Parawera Rangitukia Pipiriki Waikeri .. Rangiahua Kuatoki Tnparoa .. .. .. Maungatapu Taharoa Karakanui Te Rawhiti Omaio Waimamakn Okautete.. Whakawhitira Tuhava .. Pamoaca Pukepolo To Reinga Poroporo Raukokore Waihua Kokako Horoera Waiomatatirii Omanaia ToTeko .. Waiomio Werowero Torero Te Mahia Rakaumanga Kaharoa To Kaha Oparnre . . Mamitahi Whangaparaoa Matihetihe Paparore Waitahanui Paeroa To Ahuahu Waioweka Maraeroa Matangiran Oi-iianni Waimarama Tangoio Te Araroa Tanoa Hirnharama To Hapua Matata .. Nuhaka 13 42 133 52 43 30 113 37 26 50 42 74 38 12 * 21 80 59 31 25 54 23 35 45 19 48 25 48 49 III 46 24' 30 100 50 00 38 26 27 70 37 II 20 37 22 07 43, 81 49 11 41 25 04 04 93, 52 23 48 43 63 20 71 02 99 20 33 79 34 42 37 44 51 40 35 20 42 112 23 60 66 59 108 12 52 22 37 130 59 43 29 136 02 17 47 41 74 40 16 28 79 59 48 24 65 20 47 43 30 43 22 45 44 128 59 37 29 143 50 66 39 30 28 79 35 16 30 46 22 74 47 92 50 16 45 24 61 •17 109 45 26 49 44 00 29 7! 57 98 18 24 72 37 50 42 58 50 42 30 23 51 135 17 57 78 70 109 13-0 51-3 20-6 35-9 130-0 56-5 44-7 28-4 126-9 00-4 24-2 44-5 40-8 80-2 37-9 12-9 23-3 77-1 59-7 39-0 25-4 64-9 21-4 40-7 44-5 27-4 43-8 22-7 48-4 46-4 124-6 51-5 32-4 27-4 130-5 50-9 67-6 37-3 280 26-7 76-5 38-8 14-3 28-5 43-6 22-0 74-5 46-1 93-9 50-1 13-3 44-4 24-2 60-3 52-7 104-8 45-5 28-0 49-9 43-3 00-0 31-8 70-3 fil-0 101-4 20-5 28-0 72-7 37-4 49-5 45-2 60-6 56-7 44-4 38-1 24-4 49-7 125-3 17-3 62-0 74-3 68-7 112-0 12-9 50-8 20-4 35-0 1120-8 54-8 43-3 27-5 122-0 03-8 23-2 42-7 39-1 70-5 36 1 12-3 22-2 73-0 50-5 37-3 23-9 (il-1 20-1 38-1 41-6 25-6 40-9 2.H 45-0 43-1 115-6 47-8 30-0 25-3 120-4 ■17-0 02-3 34-4 25-8 24-6 70-2 35-6 13-1 26-1 39-9 20-1 68-0 42-1 «5-5 45-6 12-1 40-3 21-9 54-6 47-5 94-4 4!-0 25-2 44-7 38-8 53-7 28-4 62-6 54-8 90-1 18-2 24-8 64-4 33-1 43-7 39-9 53-5 50-0 39-0 33-4 21-4 43-4 109-3 15-1 53-9 64-5 59-6 97-2 99-2 99-0 99-0 97-7 97-1 97-0 96-9 96-8 96-1 96-1 95-9 95-9 95-8 95-4 95-3 95-3 95-3 94-7 94-6 94-2 94-1 94-1 98-9 93-6 93-5 93-4 93-4 93-0 93-0 92-9 92-8 92-8 92-6 92-3 92-3 92-3 92-2 92-2 92-1 92-1 91-8 91-8 91-6 91-6 91-5 91-4 913 91-3 91-1 91-0 91-0 90-8 90-5 90-5 90-1 90-1 90-1 90-0 89-6 89-6 89-5 89-3 89-1 89-0 88-9 888 88-6 88-6 88-5 88-3 88-3 88-3 88-2 87-8 87-7 87-7 87-3 87-2 87-2 86-9 86-8 86-8 80-8

E.—3.

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

16

Schools. Number belonging at End of Year 1921. School Eoll. Number belonging at End of Year 1922. Average Weekly Poll Number. (Mean of the Pour Quarters, 1922.; ii <P &H o'i M <M 1<Oh ffi in* 0 ® ■3 « Sal a (5.) CU'j-j— < <•} O— < 9 ° 3 & as +j ** 0 —• M (0.) (1.) < 2 -> _ (3.) _J4.) Waitapu Karioi To Kopua (-■) Rangitahi Otaua Whakapara ( 2 ) .. Mangatuna I'apainoa ((romahoo Whangara Kaikohe Orauta Waima Parapara ( 3 ) Kirioke Waikare ( 3 ) Ahipara Whangaruru Te Horo .. Mangamuka Te Whaiti Reporua .. Pawarenga Karetu ( ') Whangape Kakanui Ohaeawai Tokomaru Bay Te Matai Motuti Otangaroa Motatau Pukehina .. Waiorongomai Owhataiti Te Pupuke Taemaro Mangamaunu Whakarara Wharekahika lluiarau Waiotapu Rakaunui 32 26 44 63 09 39 30 21 134 44 94 20 47 32 79 65 33 49 17 25 55 30 59 26 63 77 40 31 17 50 41 16 48 54 32 16 56 103 49 32 10 31 32 12 37 54 44 61 30 33 23 152 50 100 27 54 37 09 05 40 48 14 24 07 20 41 10 64 75 42 19 23 52 40 21 00 40 31 12 47 82 34 . 33 11 35-1 31-6 11-3 38-2 61-0 37-7 70-4 395 35-0 22-5 145-1 51-7 102-0 20-7 52-5 35-9 09-3 04-4 43-5 56-9 10-7 20-4 08-8 31-6 47-3 24-0 09-0 79-4 40-9 22-4 1.9-4 54-5 41-4 19-1 50-3 50-7 35 4 13-2 52-7 95-2 43-4 39-4 11-4 30-4 27-3 9-7 32-9 52-5 32-4 00-4 33-9 30-0 19-3 124-1 44-2 87-1 22-8 44-8 30-5 58-6 54-5 30-5 47-7 14-0 22-0 57-3 26-3 39-3 19-8 57-0 65-5 38-7 18-4 15-9 44-2 33-4 15-4 44-7 39-6 27-5 10-1 40-0 72-1 32-8 28-7 7-0 80-0 80-4 80-3 86-1 86-1 86-0 85-8 85-8 85-7 85-7 85-6 85-5 85-4 85-4 85-3 84-9 84-0 84-6 83-9 83-8 83-8 83-3 83-3 83-2 83-1 82-8 82-0 82-5 82-5 82-1 82-0 8*1-1 80-7 80-0 79-4 78-1 77-7 76-5 75i-9 75-7 75-0 73-0 00-7 Totals for 1922 888* 0,161 0,238-5* 5,540-5* Totals for 192! .. 5,822 5,780-3 5,021-8 86-8 Mission schools subject to inspection by Education Department :— Tokaanu Convent Jerusalem Convent Tanatana Presbyterian Mission Ranana Convent Matata Convent Matahi Presbyterian Mission Maungapohatu Presbyterian Mission Putiki Mission Whakarapa Convent 25 27 18 50 42 24 30 27 04 24 37 24 91 ■35-9 27-0 31-0 25-4 52-1 23-5 38-7 127-1 88-7 33-3 25-0 28-7 23-5 45-7 20-5 33-2 22-0 72-0 92-7 92-0 92-0 92-5 87-7 87-2 85-5 83-4 81-2 32 85 Totals for 1922 363 349-4 304-5 87-1 Totals for 1921 .. 237 248-5 209-8 84-4 Boarding - schools affording secondary education :— St. Joseph's (girls), Napier St. Stephen's (boys), Auckland Te Aute College (boys) Waerenga-a-hika College (boys) Queen Victoria (girls), Auckland Turakina (girls) Hikuraugi College (boys), Carterton Hukarere (girls) Te Waipounamu (girls) Otaki College (boys and girls) 44 85 80 23 48 25 22 80 16 53 33 82 59 16 40 29 23 08 16 47 30-2 82-4 57-5 11-7 39-7 28-5 27-2 08-9 16-3 48-0 30-2 82-0 57-1 11-6 38-3 27-2 25-9 64-4 15-2 39-9 100-0 99-5 99-3 99-1 96-7 95-4 95-2 93-5 93-2 83-1 Totals for 1922 .. 413 410-4 391-8 95-5 Totals for 1921 488 477-7 454-9 95 2 (*) K,oopcned third quarter. ( M ) ( * The totals do not agree with the figures relating to that the former represent the average attendance and avi separately, and the latter the mean of the combined qnai Closed first and e roll number and rage roll number •teriy totals Of all second quarters attendance gr for the mean schools. ( 8 ) Olosei en in the report oi the four quar d first quarter. -, of the Ministei cters of each Nal -, for the reason iive school taken

E.—3.

Table H3. (a.) Number of Maori Pupils attending Secondary Schools at the End of 1922.

Table H4. Maori Children attending Public Schools, December, 1922.

3—E. 3.

17

Schools. Government Pupils. Private Pupils. Total. )taki College, Wellington it. Stephen's (boys), Auckland [e Aute (boys), Hawke's Bay .. iVaerenga-a-hika (boys), Gisborne likurangi (boys), Carterton itikarerc (girls), Napier it. Joseph's (girls), Napier Juecn Victoria (girls), Auckland Curakina (girls), Wanganui ["e Waipounamu (girls), Canterbury 30 18 4 25 II 18 1 1 47 52 41 L2 23 43 ±>. 22 28 L5 47 82 59 16 23 68 33 40 29 1(1 Totals 108 305 413 6.) Maori Pupils holding Nursing Schola: (SHIPS at th: End op 192: Number. Nature of Scholarship. Hospital. 1 Day pupil .. .. Napier. 2 Day pupils .. .. Otaki. (c.) Maori Students holding Agricultural Scholarships at End of 1922. . Number. Where held Where held 2 Te Aute College, Hawke's Bay. Te Aute College, Hawke's Bay. (d.) Maori Student! holding University Scholarships at the End of 1922. Number. University Course. University at which Scholarship is held. 1 I I Civil and eleetrical en- Canterbury College. gineering Law.. .. .. „ Medicine .. .. University of Otago.

Education District. O.SS .3 o Number of Maori to£H 2.HS Boys. Girls. I * 'upils. Nnmber examined in 88. Total. Si Oertiflcati ;s awarded, Proficiency. Competency. Endorsed Competency. Total. Auckland Taranaki Wanganui Hawke's Bay .. Wellington Nelson Canterbury Otago Southland 321 55 73 72 51 9 34 14 14 1,610 283 263 496 280 33 122 30 49 1,417 205 197 498 243 27 113 23 28 3,027 488 460 994 523 60 235 53 77 35 7 5 32 16 31 6 3 19 6 2 5 2 31 6 3 21 13 8 8 4 7 2 1 *2 "8 8 Totals 043 3,160 2,751 5,917 111 76 10 90

E.—3.

Table H5. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1922.

Table H6. Race of the Children attending the Native Village Schools on 31st December, 1922.

18

Years. Class P. S. I. S. II. en to to to to to 1*1 -Tj t>, *S o .8 o .3 o .a n o m o m | o S. III. S. IV. Cfl CO QQ CO >i 'S f*» "3 o .a o -a cg c3 w o to to ►> B O .8 ffl s S. V. to » O -8 ffl <s S. VI. to to b U o .a n C3 S. VII. Totals. to to ffl S 5 and under 6.. 6 „ 7.. 7 „ 8.. 8 „ 9.. 9 „ 10.. 10 „ 11.. 11 „ 12.. 12 „ 13.. 13 „ 14.. 14 „ 15.. 15 „ 10.. 16 years and over 149 253 372 313 199 148 65 34 18 3 i 134 262 : 334 l 294 226 123 53 35 10 1 : i 8 : 63 i 126 121 90 57 34 4 1 1 2 18 58 80 107 63 44 17 (i 10 56 106 95 92 52 18 4 1 8 37 105 73 67 32 14 5 1 8 31 09 75 70 24 9 2 5 29 09 61 48 14 9 2 6 1.8 49 08 25 18 2 3 21 50 50 18 10 1 3 25 45 37 14 6 2 14 i 27 21 13 3 1 4 18 19 18 4 149 254 380 387 389 412 341 336 305 131 00 16 135 264 353 360 354 367 281 276 198 93 49 21 5 13 16 8 0 1 2 2 1 3 4 9 1,554 — • y 3,C = 51 1,472 r i 326 •2% 505 402 433 342 289 237 186 153 t ' 130 80 64 48 f ' 12 '9% 5 17 3,166 \ Y 5,9 2,751 9( = 15 )7 i-4% 7' = 13 r ' 75 •1 % * V V 5S = 9-i 16 3% 1 v 33 = 519 '8% 2] = 3fo ■o% * -y 11 = 122 117 Note. —For t] taori are reokonei ie purposes of this [ as Maori. •eturn. half-caste jhildrei and children intermi idiati in blood between half-casi ;e and

For the purposes of this return, half-caste children and ch are reckoned as Maori, and children intermediate in ldron intermediate in blood bet\ ilood between half-caste and Eui reeu half-caste and Maori •opean as European. Raci Totals. Schools. Maoris. Europeans. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Ahipara Arowhonua 28 13 15 25 18 14 15 74 8 13 10 7 12 24 19 24 6 18 26 50 27 10 0 10 10 10 21 24 7 6 46 29 14 9 42 22 43 19 8 19 19 16 10 31 8 25 37 12 18 32 5 20 9 57 8 17 12 7 1! 21 22 24 4 29 28 38 26 15 0 22 8 12 16 20 5 13 48 24 7 6 31 21 22 13 9 14 9 18 13 15 12 26 05 25 33 57 23 34 24 131 10 30 22 14 23 45 41 48 10 47 54 88 53 31 12 38 18 22 37 44 12 19 94 53 21 15 73 43 65 32 17 33 28 34 23 40 20 51 1 9 3 3 0 1 4 15 4 29 22 18 25 19 14 17 84 8 13 13 20 12 25 21 26 8 18 Ml) 54 30 20 8 19 38 12 42 28 7 6 53 32 15 9 47 25 52 29 11 24 23 17 10 35 8 26 Ill 18 19 32 5 20 12 68 8 17 13 12 12 29 24 26 4 30 31 44 26 22 8 24 32 12 24 24 5 13 56 32 7 7 32 22 27 28 11 26 10 19 13 19 12 34 69 40 37 57 24 34 29 152 16 30 26 32 24 54 45 52 12 48 61 98 56 42 16 43 70 24 66 52 12 19 109 64 22 16 79 47 79 57 22 50 33 36 23 54 20 00 Awarua Hiruharama Horoera Huiarau Kaharoa Kaikohe Kakanui Karakanui Karet u Karioi Kenana Kirioko Kokako Manaia Mangamaunu Mangamuka Mangatuna Manutahi Maraeroa Matangirau Mataora Bay Matapihi Matata Matihetihe Maungatapu Motatau Motiti Island Motuti.. Nuhaka Ohaoawai Ohautira Okautete Omaio. . Omanaia Omarumutu Oparuro Opoutere Orauta Oromahoe Oruanui Otangaroa Otaua .. Otukou Owhataiti 1 2 10 3 13 1 2 2 2 4 4 3 4 2 3 28 2 21 4 "3 II 1 5 1 8 2 2 1 3 0 7 2 2 24 1 5 21 4 18 1 9 4 4 2 1 7 10 3 11 4 5 52 2 29 8 8 4 7 3 I 5 3 9 10 3 5 4 1 8 8 1 1 1 5 15 2 12 1 1 15 11 1 1 0 4 14 25 5 17 5 2 4 4 8 1 8 9

E.—3.

Table H6 — continued. Race of the Children attending the Native Village Schools on 31st December, 1922 — continued.

19

Race. Totals. Schools. Maoris. Europeans. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Paeroa Pamapuria Pamoana Papamoa Paparore Parapara Parawera Parikino Pawarenga Pipiriki Poroporo Pukehina Pukepoto Rakau manga Rakaunui Ranana Rangiahua Rangiawhia Rangitahi Rangitukia Rangiwaea Raukokore 23 23 13 18 31 15 20 13 41 20 43 23 27 24 7 31 12 18 23 61 8 16 15 75 10 21 19 20 6 20 14 59 42 12 24 35 34 3 10 21 23 26 15 21 40 7 10 69 26 39 25 13 23 9 32 19 18 43 11 7 15 30 18 4 10 17 23 18 14 27 II 22 61 16 9 22 5 29 43 21 33 11 17 9 IK 35 9 15 II 25 25 34 12 26 31 4 34 12 IO I I 62 3 23 9 58 15 17 21 19 II 15 21 in 35 5 22 34 25 8 21 17 17 17 13 21 44 10 4 64 33 33 23 16 19 6 29 16 19 53 22 8 14 30 25 8 10 19 14 13 II 19 19 24 33 14 9 18 5 30 36 21 25 34 40 22 30 66 24 35 27 66 51 77 35 53 55 II 05 24 28 34 123 11 39 24 133 31 38 40 39 17 35 35 99 77 17 46 09 59 11 31 38 40 43 28 42 84 17 14 133 59 72 48 29 42 15 01 35 37 96 33 15 29 60 43 12 20 36 37 31 25 40 30 46 94 30 18 40 10 59 79 42 58 12 5 4 1 0 2 5 11 2 10 3 4 3 2 o 3 1 1 3 3 11 2 10 8 0 3 9 3 1 8 15 5 21 5 35 28 13 18 35 16 26 15 41 :si 54 25 37 27 7 36 II 18 25 64 8 19 15 83 16 21 19 26 6 27 19 80 42 12 24 30 34 4 12 26 25 28 15 21 55 20 Jli 70 29 40 26 21 27 9 33 19 18 45 13 11 15 30 18 8 is 29 23 is 15 27 18 22 78 16 9 23 16 32 45 21 34 15 20 9 18 37 11 18 15 26 28 38 15 37 33 4 38 15 10 12 04 3 31 9 00 15 18 22 25 11 20 23 55 30 5 22 35 25 8 22 18 17 18 13 20 54 23 4 66 33 35 23 25 23 7 32 18 19 55 22 12 14 31 27 13 15 29 14 13 11 20 26 25 52 14 9 18 7 33 37 22 25 50 48 22 30 72 27 44 30 07 59 92 40 74 60 11 74 29 28 37 128 11 50 24 143 31 39 41 51 17 47 42 135 78 17 40 71 59 12 34 44 42 40 28 47 109 43 14 136 02 75 49 40 50 16 65 37 37 100 35 23 29 61 45 21 33 58 37 31 20 47 44 47 130 30 18 41 23 05 82 43 59 5 2 4 3 9 5 2 3 1 2 3 5 3 8 ii io Rcporua Ruatoki Taemaro Taharoa Takahiwai Tangoio Tanoa Tautoro Te Ahuahu To Araroa Te Hapua To Haroto Te I-Toro Te Kaha Te Kao Te Kopua Te Kotukutuku.. Te Mahia Te Matai Te Pupuke Te Rawhiti Te Reinga Te Teko Te Waotu Te Whaiti Tikitiki Tokaanu Tokomaru Bay .. Torero Tuhara 8 0 7 5 21 "l 1 2 5 2 2 2 1 1 6 5 2 15 1 1 i i 12 12 7 30 1 2 1 3 0 2 3 1 1 1 15 13 5 10 13 5 25 26 1 3 1 1 8 4 2 3 3 3 1 17 8 1 4 2 2 Tuparoa Waihua Wai-iti Waikare Waikeri Waima Waimamaku Waimarama Waiohau Waiomatatini .. Waiomio .. - Waiorongomai .. Waiotapu Waioweka Waitahanui Waitapu Werowero Whakaki Whakapara Whakarara Whakarewarewa Whakawhitira .. Whangaparaoa .. Whangape Whangara Whangaruru Wharekahika Wharoponga Whirinaki 1 9 4 1 3 2 2 2 4 2 4 2 8 4 4 8 12 1 2 5 5 10 1 2 9 13 22 1 1 1 14 1 36 7 1 7 1 19 17 1 11 3 2 2 3 1 1 1 13 6 3 1 1 1 Totals .. 2,808 2,539 5,347 438 370 814 3,240 2,915 6,161

8.—3.

Table H7 Classification as regards Ages and Standards of Children on the Native Village School Rolls at the End of the Year 1922.

Table HB. Summary of Expenditure on Native Schools during the Year ended 31st March, 1923. Teachers' and inspectors' salaries and house allowances .. .. .. .. 54,808 Teachers in isolated districts : Special allowances .. .. .. .. .. 184 Books and school requisites .. .. .. .. .. .. .. 1,704 Conveyance and board of children .. .. .. .. .. .. .. 1,846 Manual-instruction classes : Payment of instructors, material, &o. .. .. .. Sl2 Travelling-expenses, &c, of teachers on transfer, and of Inspectors .. .. .. 1,282 Higher education: Scholarships, travelling-expenses, &c. .. .. .. .. 3,805 New buildings, additions, &c. .. .. .. .. .. .. .. 2,642 Maintenance of buildings, including repairs and small works .. .. .. .. 2,579 Storage and despatch of school-books, &c. .. .. .. .. .. .. 113 Sundries: Advertising, sanitation, translation fees, &o. .. .. .. .. 37 69,632 Less recoveries .. .. .. .. .. .. .. .. 1 Total net expenditure .. .. .. .. .. ..£69,631

CO IN OS 1 c o 60 § PH CD HH> .9 *Ej A a CO a I I o O K a g 3 d < +3 •a o .a +^

Approximate Cost of Paper. — Preparation, not given ; printing (725 copies), £30.

OS to

20

Class P. Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Race Totals. Grand Totals. Ages. Enrol leans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. 1 Maoris. Europeans. Maoris. Europeans. Maoris. : Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. ! I ! : B. G. B. J G. B. G. B. G. ! B. G. ! B. i G. B. G. B. G. j B. , a. B. G. B. G. B. j G. B. G. j B. G. B. I j I - I l G. B. i G. j -B. | G. B. G. I I I I ' 1 I III ii 5 and under 6vears.. 37 30 177. 161 .. | . I I .. .J ........ .. 6 „ 7" „ .. 41 34 233: 264 3 1 .. 2 ..I I •• •• •• 7 8 „ .. 33 24 333 279 9 15 11 18 5 5 5 1 .. 1 .. .. .. 8 „ 9 „ .. 24 15 283 229 18 19 70 73 20 12 24 12 2 2 2 1 .. 1 1 .■ : 9 ,. 10 ,. .. 7 5 178 132 11 5 82 84 18 14 52 67 11 10 16 11 3 5 .. 1 .. ! 1 .. ! ' 10 ,. 11 ,. .. 4 1 82 77 5 , 5 74 78 13 7 90 73 16 9 46 41 7 7 14 14 5 \ 4 3 1 .. 2 .. 11 „ 12 „ 34, 33 2 1 51 40 4 I 6 58 I 61 15 6 81 > 63 12 20 49 40 5 8 11 10 4 1 3 .. 1 .. j 12 „ 13 „ 15 16 ... 2 35 36 1 .. 43 38 4 5 62 ! 69 10 7 65 71 13 10 35 33 11 12 11 8 2 1 13 „ 14 „ 6 10 .... 10 11 .. 1 25 15 5 3 48 31 5 4 59 58 6 10 52 51 10 12" -33 20 4 5 14 „ 15 , i 4 1 .. .. 4 7 .. .. 9 5 .. I 1 35 18 1 2 24 26 | 5 . 6 42 31 14 11 34 42 .. 3 15 vears and over 1 2 .... 2 .... .. I 10 5 1 .. 8 6 3 .. 15 15 7 4 37 32 1 1 : ; I L__ L . I 146 109 13461202 48 48 337 351 61 ' 45 308 272 | 53 37 :300 239 39 46 220 216 37 39 158 142 | 40 42 118 102 j 8 10 255 I 2,548 96 688 100 580 90~ 539 85 430 76 300 88 220 18 2,803 784 686 629 521 376 308 5 4 =45-5% =12-7% =11-1% =10-2% =8-5% I =6-1% =5-0% =0; 1 ! 20 I 7 4 ■2 1 5 . 7 1 0 4 7 6 4 5 2 2 1 .. 1 14 14 49 40 65 71 59 58 24 26 | 8 6 5 4 3 1 5 8 11 10 13 10 35 33 6 , 10 52 51 | 5 ! 6 42 31 3 .. 15 15 ! 1 L 1 1 2 .. .. 4 13.. 11 12 11 8 10 12 ; -33 20 14 11 i 34 42 7 4 37 32 i > 37 I 30 1771 161 44 35 233| 260 47 j 45 349 298 64 j 49 380 315 50 40 328 290 50 35 309| 284 1 .. I .. .. 43 42 287 247 2 1 .. 1 41 37 206! 272 4 5 3 3 30 35 23e! 199 3 7 4 I 20 23 159; 134 1 1 11 7 ! 12 5 84i 67 ! 214 277 396 444 378 359 330 307 266 179 96 191 ! 405 301 578 343 739 364 808 336 714 319 678 289 619 309 616 234 500 157 336 72 , 168 i I 46 85 6 22 521 = 8-5 20 216 430 1 37 39 158 142 70 300 370 = 6-1% ! | 4 46 42 118 1102 88 220 308 = 5-0% > 8 I 10 21 I 15 438 ! 376 2808 2539 3 18 36 814 \ 5,347 54 6,161 = 0-6% 438 ' 376 2808 2539 3,240 12,91.5 6,161 814 \ 5,347 6,101 *- v ' 6,161 3,240 6 629 = 10-2% 521 = 8-5% Note. —For the purposes of this return, half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori, and children intermediate in blood between half-caste and European as European.