EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1923.]

Appendix to the Journals of the House of Representatives, 1924 Session I, E-03

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1924. NEW ZEALAND.

EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1923.]

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

CONTENTS. Pago Page No. I. —Extract from Report of Minister .. .. 1 No. 3. —Detailed Tables :— No. 2.-Report of the Inspector of Native Schools:- Table H , Native Sohooh d Teaohere .. 10 New Sonools, &c. .. .. .. 4 Attendance, &o. .. .. ..4 H2. Attendance at Schools .. ..14 Native Village Schools .. ..4 H3, Higher Education .. ..10 Secondary Native Schools '.'. '.'.-* H4 ' Mil °" CMdren at Publio Bohools '' 17 School Buildings and Grounds . ... 5 H5, Classification of Maori Children at Inspection of Schools .. .. ..5 Public Schools .. .. ..17 General Remarks .. .. ...6 H6. Race of Children .. .. ..18 Secondary Education .. .. ..7 „ ■ . . 0 , , on Scholarships, &c 8 H7 - A « es and Standards .. . . 20 Concluding Remarks .. .. ..9 II 8. Summary of Expenditure .. ..20

No. 1. EXTEACT FROM THE FORTY-SEVENTH ANNUAL REPORT OF THE MINISTER OF EDUCATION. Education oe 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 124 at the end of 1923) except one are situated in the North Island. The schools were graded as follows : — Grade I (average attendance 9-20) .. ...... .. .. 16 „ II i (average attendance 21-25) . . . . . . . . ..II ~ II ii (average attendance 26-35) .. . . . . . . 25 „ lIIa i (average attendance 36-50).. .. ..' .. 33 ~ lIIa ii (average attendance 51-80) . . . . . . 28 „ lIIb (average attendance 81-120) .. . . . . . . .. 7 „ IVa (average attendance 121- 160) . . . . . . .. 4 Total .. .. ... ~ .. .. .. 124 In addition to the Government schools there are in operation for the benefit of Maori children nine primary mission schools (the same as in 1922) and eleven 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 by Europeans attend the ordinary public schools, 674 of

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these schools having some Maoris in attendance in 1923 ; thus the total number of schools under inspection at which Native children were receiving instruction in 1923 was — Native village schools .. .. .. .. .. .. .. 124 Native mission schools subject to inspection by the Education Department .. 9 Public schools at which Maori scholars were in attendance .. .. .. 674 Total number of primary schools .. .. .. .. 807 Native boarding-schools affording secondary education to Maoris .. .. II Total .. .. .. .. .. .. ..818 Roll Number and Attendance. The number of pupils on the rolls of Native village schools at the end of 1923 was 6,186, including 5,452 Maoris and 734 Europeans, the latter representing 12 per cent, of the roll. The roll exceeds that of the previous year by twenty-five. The following figures refer to attendance at Native village schools : 1922. 1923. Number on rolls at end of year .. .. .. 6,161 6,186 Average weekly roll number .. .. .. .. 6,239 6,278 Average yearly attendance .. .. .. ..5,541 5,586 Percentage of regularity of attendance .. .. .. 88-8 89 Compared with the percentage of regularity in public schools-—90 —the high figure of 89 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 1923 was 367, and on the rolls of the Native boarding-schools 462. 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 7,015. The following are the figures for the years 1922 and 1923 in respect of the three classes of Native schools mentioned : — 1922. 1923. Combined rolls of Native schools at end of year .. .. 6,937 7,015 Combined average weekly roll number .. .. .. 6,998 7,095 Combined average yearly attendance .. .. .. 6,237 6,347 As mentioned above, Maori children living in European settlements attend the ordinary public schools, the total number so attending in 1923 being 6,220, or 303 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. The total number of Maori children receiving primary education at the end of 1923, including pupils of Native village schools, mission schools, and public schools, was thus 12,039, the corresponding number for the previous year being 11,627. Classification of Pupils. 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 : —

_ Percentage of Roll. Pupils Humph attending \~ Native Native 1Ju b lio ® atl ™ Schools. Sohools . : Sohools . attending Public Schools. _ Preparatory .. .. .. 2,896 46'8 32-4 50-6 Standard I .. .. .. 732 11-8 13-0 : 15-5 II .. .. .. 718 11-7 12-6 12-5 III .. .. .. 637 10-3 12-6 IO0 IV .. .. .. 473 7-6 11-4 5-9 V .. .. .. 414 6-7 9-9 3'5 VI .. .. .. 260 4-2 8-0 2-0 VII .. .. .. 56 0-9 0-1 Totals .. .. .. 6,186 100-0 100-0 100-0 !

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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 asjhigh a standard of merit is expected in Nati vef schools Jas 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. From the point of view of efficiency the schools were classified as follows : Very good to excellent, 40 ; very satisfactory to good, 50 ; fair to satisfactory, 23 ; weak, 11. The pupils of S6 (260 in number) were examined for the award of certificates of proficiency and competency, eighty-two of the former and forty-three of the latter class of certificate being awarded. The figures represent an improvement on the results of the previous year. Staffs of Native Village Schools. The staffs of Native village schools in December, 1923, included eighty-one male and forty-four female head or sole teachers and 152 assistants, of whom eleven were males, making a total of 277 teachers —seven more than in the previous year. The following figures indicate the average salaries paid in 1923 to Native-school teachers :— Males. Females. £ £ Head teachers .. :. .. .. .. .. 289 280 Sole teachers .. .. .. .. .. ..215 179 Assistants .'. .. .. .. .. ..132 129 The total expenditure on salaries and allowances for the year ended 31st March, 1924, was £54,924. 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 1923 was 493, of which number fifty-four boys and seventy 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 freeplace 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 1923. The Te 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 Scholarships and one Buller Scholarship were awarded in 1923, there being keen competition for the senior Te Makarini and the Buller Scholarships. Disappointment is again 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. Three scholarships of the latter type were held in 1923. Senior free places for girls take the form of nursing

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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 1923 two 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. Six such scholarships were current at the end of last year, the holders studying medicine, law, and engineering (four scholars) respectively. Cost. The total payments made by the Department for Native schools during the year ended the 31st March, 1924, amounted to £72,495, being £2,864 more than in the previous year. The chief items of expenditure were salaries and allowances, £54,924 ; new buildings and additions, £3,692 ; maintenance of buildings, repairs, &c, £3,476 ; secondary education, £4,484 ; conveyance and board of children, £2,368 ; books and school requisites, £1,581.

No. 2. REPOET OF THE SENIOR INSPECTOR OF NATIVE SCHOOLS. Sib, — I have the honour to submit for your information the following report upon the general work of the Native village schools, the Native mission schools, and the secondary schools for Maoris during the year 1923. Other relevant matters are also included in the report. New Schools, Schools closed or transferred. During the year under review a new school was opened at Matahiwi, on the Wanganui River. At this place the Maoris erected a very creditable building to serve the purposes of a schoolroom, and a i'esident;e for tin; teacher. Two schools, Karakanui, Kaipara Harbour, and Rakaunui, Kawhia Harbour, were not open, the former owing to the lack of accommodation for a teacher, and the latter on account of the resignation of the teacher. Mangamaunu School, Kaikoura, ceased work as a Native school, as a school erected by the Canterbury Education Board in a central locality provided adequately for the educational requirements of the district. The Oparure School, King-country, which had become predominantly European in character, was transferred to the Auckland Education Board in accordance with the policy of the Department. The schools in operation at the end. of the year 1923 thus numbered 124, a decrease of three on the corresponding number for the year"l 922. New Buildings, Additions, etc. At Waiohau, Galatea, where unsatisfactory buildings had served as a school and residence for several years, up-to-date buildings were erected during the year. Additional accommodation was also provided at the following schools: Te Teko and Poroporo, Bay'of Plenty, and also at Nuhaka, Hawke's Bay. It is expected that other urgent works will be put in hand during the current year. The proposal to remove the Owhataiti School, Bay of Plenty, to a more central site was approved. Increased, attendance at a comparatively large number of schools is resulting in overcrowding, and in the consequent need for additional accommodation. Application for Schools. Applications for schools were received from the following places during the year: Maraehara, East Coast; Tc Tii, Bay of Islands ; Wharerakau, Hokianga ; Tokala, East Coast. With regard to Maraehara, the inquiries made showed the prospects of a satisfactory school were not sufficiently promising to warrant further action. The application from Te Tii was a renewal of an application which has frequently been made to the Department; the number of children is, however, small. No opportunity for visiting the place, presented itself after the receipt of the application, and consequently the necessary visit was postponed until an Inspector is in the district. The applications from Tokala and Wharerakau will be investigated during the visits of the Inspectors to the districts in the early part of the current year. Attendance, etc. (1.) Native Village Schools. The number of pupils on the roll of the village; schools at the end of 1922 was 0,161 ; at; the end of 1923 the roll number was 6,186. Notwithstanding deductions from the roll number owing to schools closed or transferred, the number of pupils in attendance at the end of December, 1923, represented an increase for the year. The average weekly roll number for the past year was 6,268, and the average attendance was 5,586, the average percentage of regularity being 89. Information regarding the attendance of individual schools is furnished in Table 112, which shows that of the 124 schools in

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operation 11.7 gained 80 per cent, and over of the possible attendances, and. fifty-one of these gained 90 per cent, and over. The improvement in attendance referred to in last year's report as applying generally to the schools was maintained during the past year. In about a dozen schools, however, even when allowance is made for such conditions as bad weather, sickness, distances to be travelled, and the. bad tracks in many districts, the attendance cannot be regarded as entirely satisfactory. In very many of the schools the attendance is remarkably good, and, in spite of long distances to be travelled, practically nothing but illness will keep the children away from, school. Certificates of good attendance were awarded to 592 pupils of Native schools. (2.) Mission Schools. The following Maori mission schools were visited by the Inspectors of Native schools during the year : I'utiki, Wanganui; Tokaanu, Convent School, Lake Taupo ; Matata, Convent School, Bay of I'lenty ; Ranana and Jerusalem, Convent Schools, Wanganui River ; Whakarapa, Convent School, Hokianga; Maungapohatu, Urewera country ; Tanatana and Matahi, near Waimana, Bay of Plenty. The total, number of children on the rolls of these schools at the close of the year was 367, and the average percentage of regularity was 88. (3.) Boarding-schools (Secondary Native Schools). Eleven boarding-schools have been established by religious denominations for the education of Maori children —five for boys, five for girls, and one a mixed, school, with a boarding establis n ent for boys who require to live away from home in order to attend the school. The combine 1 roll number at the end of the year was 462, and the average percentage of regularity was 95. All the pupils, except in the case of one school, are in residence at the schools, and consequently the percentages of regularity of attendance are naturally high. With regard to Otaki College;, no improvement in the attendance is recorded. The particulars regarding the roll numbers and attendances of the three classes of schools are summarized in the following table :

Conditions of School Buildings and Grounds. On the whole the Department may be well satisfied with the attention that is given by the teachers and the pupils to the beautification and improvement of the school-grounds. In quite a large number of schools the surroundings are particularly attractive, their condition being evidence of the interest displayed by the teachers in this aspect of environment in the education of the pupils and their parents. Tho teachers are to be commended for their efforts, and it is worthy of mention that "amongst the schools referred to are schools under the charge of women teachers. There are still too many schools, however, where then; is little evidence of material improvement in the general appearance of the grounds, and where it may be truthfully said that the Native school with its surroundings is not the most attractive feature of the locality. This state, of affairs does not redound to the credit of those particular teachers, and must naturally detract from their worth as Nativeschool teachers. With regard to the cleanliness and general tidiness of the schools, the schools are very satisfactory indeed, the work of sweeping and washing the schoolrooms being undertaken by the elder pupils under the supervision of the teachers. It is a comparatively rare experience to find, the desks defaced or stained with ink, or the walls of the buildings scribbled upon. The teachers as a whole exercise a careful supervision of the buildings and property, which they rightly regard as placed under their charge and protection, and the residences are usually kept in good order. During the year general renovations in the way of painting and necessary repairs have been carried out in a considerable number of schools. Inspection of Schools, Organization, Methods of Teaching, etc. The work of inspection and examination during the year entailed visits to 124 village schools, nine mission schools, and eleven boarding-schools, while visits were also made to localities from which applications for the establishment of schools had been received. The reports made upon the village and mission schools during the year indicate on the whole a very satisfactory standard of efficiency. In a large proportion of the schools the efficiency is particularly good, while improvement has to be recorded in a number of schools that have not reached that standard. Prom the point of view of efficiency a general classification of the village schools may be taken as follows : Very good to excellent, 40 ; very satisfactory to good, 50 ; fair to satisfactory, 23 ; weak, 11. In the great majority of schools very little fault can be found with the order and tone. In sellools where well-ordered and interesting work is provided for the pupils there is little trouble with the order, as such interesting employment by its very nature leaves them with no idle moments.

Schools. Number. Roll Number at End of Year. Average Weekly Roll Number. Average Attendance. Percentage of Regularity. "ative village ative mission "ative secondary 124 9 11 6,186 367 462 6,268 372 455 5,586 328 433 89-0 88-0 95-1 Totals 144 7,015 7,095 6,347 89-4

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Another excellent effect of good tone in a school is the honesty of working. In schools where tinpupils have a proper conception of what is right and straight, and are so anxious and keen to do their best for themselves and their school that they have neither inclination nor time for dishonest work, it is evident that if their training there gives them habits of steady, honest industry they are receiving incalculable good. It is satisfactory to report that corporal punishment is sparingly resorted to in most of the schools ; where there is undue resort to it —while the order may be good —the discipline and tone are bad. In many schools corporal punishment is not resorted to at all, as the teachers exercise a strong .moral influence over their pupils. This is particularly noticeable in several schools where women are in charge. Generally speaking, the methods of teaching employed in a great majority of the schools an; good, and in these schools the intelligence of the pupils is brought to bear upon their work. Attention is given to thoroughness in the instruction, and the pupils seldom fail to make a good showing when they are subjected to tests. In a considerable number of schools, however, while good methods are followed, it is observed that the application of the methods is ineffective. Teachers of Native schools, from the very nature of their calling, must particularly concern themselves, with the health, cleanliness, welfare, and comfort of their pupils, and in this respect they exercise considerable influence over the parents. Their ministrations, however, are not confined to the children, but are extended to all members of the community alike. The system adopted in a few schools, some three or four years ago, of supplying hot cocoa to the pupils at midday during the winter months has been extended to a large number of schools, and is a pronounced success. The system is appreciated by the parents, who generally contribute freely towards the expense incurred. A considerable number of schools are lagging behind in this respect, for more or less satisfactory reasons. In the majority of schools the annual concert and the annual picnic are most important events, and in these activities the people take the greatest interest. The funds raised are devoted to various purposes for the benefit of the schools concerned —picnics, improvement of school-grounds and fences, the provision of tennis-courts and material, prizes and books for the library, the provision of cocoa, &c, for the pupils during the winter months, purchase of sewing-machines, and also of materials for organized games. It has been ascertained that during the year no less a sum than £1,300 was thus collected. One school was successful in raising £115 by concerts, while several others each collected over £50. The success achieved by several teachers at the annual examination for teachers' certificates is gratifying, and their success should serve as an encouragement to others to make an attempt to improve their status. In connection with the Winter Show held in Auckland during the year a great many schools forwarded exhibits of various kinds for competition in the educational section, and many prizes were gained by pupils from the Native village schools. The needlework of the girls won special commendation. General Remarks. In this section of the report the following paragraphs have reference to various subjects of the school course :— English Subjects. — Language Instruction: The supreme importance of this subject in Native schools particularly has been so emphasized in all previous reports that to urge once more upon teachers the need for concentrating upon this vitally important subject all the skill which they as teachers possess is almost a work of supererogation. The quality of the work varies very much in the schools —in a fair number of the schools it is very good, in a fairly large number it ranges from satisfactory to good, while in a very considerable number it is of inferior quality. There is a good deal of inefficient work in the subject, and too many of the teachers regard tho attainments of their pupils as the limit of attainment possible for Maori pupils, whereas tho real explanation of the lack of proficiency is the very indifferent quality of the teaching. Reading.— Satisfactory improvement is being made throughout the schools generally. In a large number of schools it is satisfactory to note that the teaching of reading is dealt with intelligently, and the pupils are encouraged to read as many books as possible. Recitation in many of tho schools is a poor affair, and frequently the pieces chosen for the purposes of recitation have little or no interest for the children. In other schools, however, where the teachers have some literary tastes, more discretion is shown in the choice of pieces for recitation, and the pupils recite intelligently and with satisfactory elocutionary effect. Arithmetic. —ln a fairly large number of schools this subject is very well taught, and the pupils usually do creditable work. In the majority of schools, however, the methods of teaching in the preparatory classes and, say, Standard I are relatively better than those employed in the highor classes, where it is commonly found that the pupils, although they oan perform certain operations mechanically, have failed to understand the scope and objects of these operations. Geography. —ln a fairly large number of schools comparatively good work is done, but it is felt that in many of the remaining schools the methods of instruction are far from being entirely satisfactory, and that instead of being one of the most interesting and instructive subjects geography is often the dullest. Particularly is this so with regard to observational work, in which it is found that the rational method of studying thoroughly the geography of the home district from actual observation, and dealing with the home country before proceeding to a knowledge of far-off lands, is not followed systematically. In previous reports reference has been made to the insufficient use made of the globes, of maps, atlases, and illustrations and pictures.

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Singing. —ln a large number of schools the singing of the pupils is very pleasant, and it is generally found that in these schools the pupils have a satisfactory knowledge of tin; notation. In a fair number of schools the singing reaches a high standard, and part songs of a. more or less difficult nature are rendered in fine style. In quite a number of schools, however, the quality of the singingcan only be described as poor— a state of affairs which cannot be attributed to lack of musical ability on the part of the children. Handwork.—Elementary Manual Training: For this work material is supplied for plasticine and cardboard modelling, paper-folding, mat-weaving, paper cutting and mounting, and carton-work, and the schools are thus enabled to take up several forms of work. Some schools have introduced additional material, from which useful articles an; made. In many of the schools good work is done;, and creditable displays of work are presented at the annual visit. In one school modelling in clay is done, with excellent results. In those schools where the work is disappointing it would appear that the work is not taken regularly throughout the year. Drawing. —This subject, like that referred to in the preceding section, is one in which the Maori children excel and take much interest in ; and yet much of the work is very disappointing and so meagre in quantity in many schools as to suggest neglect on the part of the teachers. In a large number of schools, however, the work is very creditable. Brushwork and crayon work are also well done in many schools ;in quite a number excellent work is done. It is pleasing to record the success of many pupils in drawing and brushwork in competitions held at various places. Domestic Duties. —The number of schools where satisfactory attention is given to this subject is small, but good work is done. For the bigger girls this domestic training is valuable, and affords a fine opportunity for teachers to introduce work of a practical character into the schools. In Sewing many schools make excellent displays of work done by the girls. The work comprises articles of clothing of all kinds which the girls themselves, or their brothers or sisters, will wear. Instruction is given in cutting out and in the use of the sewing-machine. The materials are in tho majority of instances supplied by the parents, who are quick to appreciate the value of the training given, and are particularly interested in the displays of work. During the year several schools were provided with machines. In a number of schools the work shown is of meagre description, and there is general evidence that enthusiasm and an appreciation of the value of the training are lacking. At Paeroa Native School the girls are taught to spin wool and make useful articles from it. Elementary Practical Agriculture. —Very satisfactory attention is given to this subject in a large number of schools. The reports of the instructors who visit the schools are mostly of a complimentary nature, and indicate that the pupils and teachers take much interest in the work. Occasionally reference is made to the need for greater care of tho garden-tools. As indicated in last year's report, arrangements have been made for the Supervisor of Agriculture in the Hawke's Bay District to visit Native schools which can be conveniently reached. The teachers of these schools will accordingly be expected to avail themselves of tho opportunity of receiving suggestions, advice, and instructions concerning the agriculture taken at their schools. In those schools (in the various districts) which have been supplied with science material and apparatus the teachers will be expected to make full and proper use of the materials supplied. Woodwork. —In those schools where there are workshops work of a very useful kind, is done. Most of the workshops have been provided, by the Maori people, the tools and equipment beingprovided by the Department. A certain amount of timber is supplied periodically, and the boys are instructed in the; use of the various tools, and taught to make useful articles. At Hiruharama and Manutahi Schools, East Coast, the teachers, with the co-operation of the people, have raised funds to be used in erecting workshops, and it is expected that before the end of the current year the workshops will be going concerns. The teachers and people are to be commended for their efforts. ' Pupils from Native village schools which are within reasonable distances from manual-training centres attend classes for instruction in woodwork and cookery. Physical Instruction. —Many Native schools are now being included amongst the schools visited by the physical instructors, and distinct benefits to the teachers and pupils are resulting from the visits. The instruction is given regularly by the teachers, and in a large number of schools much interest is displayed in the work. Secondary Education. A form of secondary education which experience has shown to be best suited to the requirements of Maori girls and boys, in view of their conditions and environment, is provided by the following schools established by various religious denominations : 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, Gisborne; Te Aute College, Hawke's Bay; Hikurangi College. Carterton; Otaki College, Wellington; Agricultural College (Latter-Day Saints), Hastings. The work done in these schools is of a very useful nature, and the education of the pupils sent to them from the Native village and other schools is carried forward to a point that is practically unattainable in the ordinary schools. The pupils live in European fashion, and learn the ordinary European social observances. It may be safely said, that during their years at these schools the young Maoris are steadily subjected to European influences in a way that can hardly fail to have a great effect in forming their characters and fitting them for contact with European civilization. (R No separate schools to meet the special needs of the Maori youth in the matter of secondary education have been establish ed by the Government. The absence of such schools, however, does not mean that no account is taken of the needs of the young Maoris in the direction referred to, oi that no provision is made for them. The existence of the private institutions mentioned above is

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taken advantage of, and the Government provides a large number of scholarships or free places which are tenable at several of these institutions. 'These scholarships are awarded to selected, pupils, from the village schools principally, who possess the necessary qualifications and are considered, likely to receive benefit from a further educational course. In the girls' schools special prominence is given to needlework and dressmaking, including instruction and, practice in cutting out garments for the girls' own use, laundry-work, cookery and domestic duties, first aid and nursing, sanitation, cleanliness and personal hygiene, care and rearing of infants, and preparation of food for infants and for the sick. All the work is of as practical a nature as possible, and the girls take a large share in the work of the institutions, and thus put into practice the instruction they receive. Their physical and. spiritual well-being receives careful attention through the agency of good wholesome food, physical instruction and organized games, and religious instruction respectively. In the boys' schools the practical training takes the form of instruction and practice in woodwork, and. also in elementary practical agriculture and gardening. At Te Aute College and the LatterDay Saints' College special attention is given to agricultural work, including farming operations, which the boys actually carry out. At Otaki College attention is devoted to dairy-farming and poultry-farming. At St. Stephen's College woodwork receives special attention, and a large number of the boys attend the Technical School for instruction in metal-work. At Hikurangi College and Waerenga-a-hika College; practical work also receives attention. As in the case of the girls' schools, the physical and spiritual welfare of the scholars receives special attention. All the schools referred to in this section are subject to inspection and examination by officers of the Department, and, generally speaking, the work is uniformly good. During the year boys from these schools were successful in the public examinations. At St. Stephen's School quite a considerable proportion of the roll number is made up of boys from Samoa, Barotonga, and other islands in the Pacific. At the end of tho year the number of pupils in attendance at these; schools was 493—208 girls and 285 boys. Of this total 1.24 scholars were holders of scholarships or free places provided by the Government. Several pupils from the islands in attendance at these schools are holders of scholarships granted by the educational authorities of the islands. Scholarships. Provision is made by the Government for the following classes of scholarships for Maori scholars : (1.) Junior scholarships or free places. (2.) Senior scholarships or free places—(a) industrial scholarships (apprenticeships), (b) agricultural scholarships, (c) nursing scholarships. (3.) University scholarships. In addition to these scholarships there are scholarships founded from, private bequests—Te Makarini Scholarship and. tin; Buller Scholarship. The junior scholarships are available for pupils from Native; village schools, and also under certain conditions for Maori scholars from public schools. Of tho 154 free places available, 124 were current during the past year. The senior scholarships available arc limited in number. With regard to the demand for apprenticeships, not much progress is to be reported. At the present time three such, scholarships are current, the lads having taken, up carpentry. Maori girls who are qualified in every respect and are; anxious to become nurses may be awarded nursing scholarships. The purpose of such scholarships is to secure Maori nurses who will work among their own people. One girl is a day pupil at Napier Hospital; a either has joined the general Hospital staff. The University scholarships are; awarded to Maori scholars who having matriculated are desirous of taking up a profession which will enable them to be of benefit to their race. Six such scholarships were current at the end of the year —one (medicine), Otago University ; erne; (law), Otago University ; four (three law and one electrical engineering), Canterbury College. One of the university scholarships (law) is held by Miss Kiri Hei, of Gisborne. There were thus eleven senior scholarships current at the end of the year 1.923. The Te Makarini Scholarships are provided from a fund established in accordance; with the views anel wishes of the late Sir Donald McLean, and in memory of him. The scholarships are of the annual value of £35, and the successful candidates are required to attend Te Aute College. The examination, which is conducted by the Department at convenient centres in the first week in December each year, is based upon a syllabus of work in English, arithmetic, geography, Maori, and general knowledge (including New Zealand history, health, and religious knowledge). For the year 1923 two scholarships were offered for competition, one senior and one junior scholarship, the senior scholarship being open for competition among Maori lads from any school, the junior scholarship being reserved for competition among boys from the village schools. For the senior examination there were seventeen candidates —nine from'Te Aute College and eight from St. Stephen's School. For the junior examination theroTworo ten e;andidates—four from Whakareiwarewa Native School, two from Parawera Native School, three from Wharekahika Native School, and one; from Kaikoho Native School. In the senior examination the highest marks were gained by Walton Davis (St. Stephen's), 69 per cent. ; Wharewhiti Cotter (Te Aute), 68 per cent. ; Henry Atatu (St. Stephen's), 67 per cent. ; and June te Moana (St. Stephen's), 66 per cent. In the junior examination Wharetutu Corbott (Whakarewarewa) gained 67-5 per oent. The senior scholarship was awarded to Walton Davis, and tho junior scholarship to Wharetutu Corbett. '""] In last year's report opportunity was taken to direct the attention of the Native village schools to the lack of candidates for the junior scholarship, and the view was expressed that teachers who did not, encourage eligible candidates to compete for the scholarship were neglecting their plain duty.

9

E.—3

Although ten candidates competed at the last examination, it is not considered that the schools, in view of their generally increased efficiency, wore adequately represented in the competition. The trustees have expressed their dissatisfaction with the interest displayed in the competition, and have advised the Department of their intention to consider seriously the withdrawal of the scholarship from competition. It is felt that such a course would be regrettable, and it behoves teachers to avoid tho reproach that such action on the part of the trustees will place upon them. The Buller Scholarship is provided from funds derived from a bequest made by the late Sir Walter Buller in the interests of Maori education. The scholarship, which is tenable at Tc Aute College, is of the annual value of £30, and is reserved fe>r competition amongst Maori lads who are predominantly Maori, half-castes being ineligible. The papers set for this examination, which is also conducted by the Department, provielo a more difficult test than those set for the senior Te Makarini examination, and are; based upon a syllabus in the following subjects : English (inelueling civics and New Zealand history), agriculture, Maori, and woodwork or elementary mathematics. There is in addition an examination, cemelucted by the Waiapu Diocesan authorities, in religious knowledge. Six candidates from Te Aute College and six from St. Stephen's School sat for the examination. Tho most successful candidates were; Henry, Atatu (St. Stephen's), 66 per cent. ; June te Moana (St. Stephen's), 64 per cent. ; and Wharowhiti Gotten- (Te Aute), with 61 per cent. The scholarship was awarded to Henry Atatu. Concluding Remarks. In concluding the report for the yesar 1923, a feature in connection with Native schools and their work may be referred to, and that is the noticeable general stability of the schools in regarel to attenelanco. There is a steady increase in attendance in a very large number of the schools, and serious fluctuations in the roll number are not now encountered. It would appear that the p<;ople are becoming less migratory, and that they are engaging more and more in occupations which confine their attentions to their own districts. It is a very rare occurrence now to find schools disorganized by failure of crops, or by fanatical outbursts on the part of uninstructed sections of the people. The desire for the education of their children is very keen among, the people, who, speaking generally, recognize and feel that without the means of education they are unable to move with the tide of progress. To this attitude of mind the influence of the schools and the teachers has largely contributed, and this influence is being exercised with increasing force as the years pass by. It is gratifying to finel that the majority of teachers look upon themselves as missionaries of civilization generally, and do not confine; their attentions to the duties of school-teaching only. Nothing has had a more salutary effect in implanting within the people the desire for advancement than the establishment of schools among them, and the discovery on their part that the teachers have their general welfare at heart, and do not look upon their schools merely as a means of getting a livelihood. Teachers who find themselves unattracted by this aspect of the work, or who cannot get on amicably with the people, should realize that they have mistaken their vocation, and should therefore seek to earn their living in some other way. In the examination and inspection of the Native village schools, the mission schools, and the boarding-schools I have to acknowledge the assistance rendered by Mr. Henderson, Inspector of Native Schools. I have, <fee, Jno. Porteous, The Director of Education. Senior Inspector of Native Schools.

2 E. 3.

E.—3.

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, 1923.

10

Ire column 'nsi Ion, meal A i Head Mr , Assisting ister; H i Male Ti F, Head Mistress; M, that there is a IV rachor; A F, Assistant Female Teacher. 181 tor only; IT, Mistress only; Name of School. County. Crack! of School. o I ■3 CO 3 tL ai cu -t; Teachers on Staff. a o • Annual Hate w o of Salary. tr. '-w J 8 Ahipara Arowhenua Awarua Hapua Hiruharama Mongonui Geraldine Bay of Islands Mongonui Waiapu IIIa ii IILvi II ii IllAii IIIa ii Hi 58 36 44 82 . 72 29 Timbers, Arthur D. .. Timbers, Joquina Q. Bremner, Hannah A. A. Bremner, Esther P. N. N. Rust, Gordon J. Rust, Annie B. Grindley, George Grindloy, Catherine Murray, Julia Miller,' Ethel (Mrs.) Miller, David W. Miller, Winifred E. Burley, Joseph W. Burley, Elsie L. K. (Mrs.) Clemance, Phyllis S. Clcmance, Grace A. D. .. Rayner, Henry H. Rayner, Flora (Mrs.) Rogers, Herbert Rogers, Ethel E. Padlie, Florence Henare, Maata T. R. Geissler, Aimee M. (Vacant.) Long, Francis A. Long, Lillian A. (Mrs.) Gillespie, Mary D. (Mrs.) Hepetema, Alice Johnson, Ida V. C. (Mrs.) Matthews, Mabel Grahame, Bruce Grahame, Mabel (Mrs.) Alford, Edward H. M. .. Alford, Plorence (Mrs.) .. Greensmith, Edwin Greensmith, Isabella C. (Mrs.) Cameron, Duncan Cameron, Margaret (Mrs.) Seammell, William H. .. Scammoll, Agnes E. (Mrs.) Dunlop, Constance Woodley, Frederick T. .. Woodley, Georgina Mulligan, Queenie Haerowa, Erana Hulme, Maggie (Mrs.) .. Hulme, Russell H. Churton, Elena Morris, Margery M. (Mrs.) Morris, David O. Hay, Barbara Clark, Catherine E. (Mrs.) Clark, Herbert E. King, Edmund A. King, Clara M. H. (Mrs.) Smith, Amanda E. Minohin, Zara Te Toko, Emma Roach, Patrick Roach, Ruby (Mrs.) Roach, Ailcen F. M. Percy, Henry C. Peroy, Juanita E. (Mrs.) Clench, Charles McD. Leef, Kathleen,. £ D II M 345 AF US 1) H M 343 1) A F 198 H'M 195 AF 80 D H M 295 AP 148 A P 73 E II V 303 AM 140 A F 03 HM 215 A F 83 C II V 203 I) A F 120 11 M 245 AV 90 I) HM 375 D A F 218 AF 183 Ah' 73 P 185 lloroera Matakaoa Huiarau Whakatane .. II ii 38 Kaharoa Raglan n ii 27 Kaikohe Bay of Islands IVa 132 Kakanui Karakanui Karetu Helensville .. Otamatea Bay of Islands I II ii Hi Hi 26 HM 195 D A P 130 H F 195 A F 135 C H F 315 A F 73 Lie. H M 295 A F 158 H M 285 A P 158 C H M 355 AP 158 D H AI 335 A F 148 II M 300 A P 148 A F 98 D H M 335 A F 148 AF 115 A F 98 H F 298 AM 160 F 155 D HF 293 AM 140 F 155 E H F 343 A M 150 C H M 345 I) A F 188 A F 63 D H F 293 A F 90 C H M 355 A P 148 A P 73 H M 275 D A F 208 M 245 F 243 Karioi Waimarino .. II ii 29 Kenana Mongonui II i 21 Kirioke Bay of Islands IIlAi 41 Kokako Wairoa IIlAi 41 Manaia Coromandel .. IIIa ii 52 Mangamuka Hokianga IIIa ii 41 Mangatuna Waiaprr IIIa ii 53 Manutahi Waiapu IIIb si Marae roa Hokianga IIIa iij 51 Matahiwi Matangirau Waimarino .. Whangaroa .. I IIlAi L3 32 Mataora Bay Matapihi Ohinemuri .. Tauranga I IIlAi 9 38 Matata Whakatane .. IllAii 59 Matihetihe Hokianga II ii 26 Maungatapu Tauranga IIIa ii 50 Motatau Whangarei .. IIlAi 42 Motiti Island Motuti Tauranga Hokianga I I 15 19

E.—3-

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

11

Name of School. County. a llrade -5 School. £ £ -5 Teachers on Staff. 5 o o p. Annual Uatc of Salary. Nuhaka .. Wairoa IIIb 98 S< IIIb lou uti i, , Moses .. £ 365 158 195 138 315 138 83 205 63 185 300 148 108 295 158 345 148 73 195 63 345 183 215 80 200 63 185 300 148 118 185 283 183 63 353 158 255 140 185 243 253 140 83 243 118 295 188 195 80 285 183 118 345 148 365 148 118 63 258 110 353 150 83 275 198 108 155 345 148 98 273 125 243 73 298 183 275 138 135 63 Ohaeawai .. Bay of Islands Ohautira .. Raglan Okautete .. Masterton Omaio - .. Opotiki Omanaia .. Hokianga Omarumutu .. Opotiki Opoutere .. Thames Onir rta .. Bay of Islands Oromahoe .. Bay of Islands Oruanui .. East Taupo .. Otangaroa .. Whangaroa .. Otaua .. Hokianga Otukou .. Taupo Owhataiti .. Whakatane .. Paeroa .. Tauranga Pamapuria .. Mongonui Pamoana .. Waimarino .. Papamoa .. Tauranga Paparore .. Mangonui St R IllAii Pi IIIa ii 54 R Ri Tc II i 22 Hi III Ri I 16 W IllAii 76 Co Co I IllAii Cli IIIa i 50 Ni m; IIlAi Ml IllAii 82 Ml Mi IllAii Ga II i 27 Sti St.. in 8tl IIlAi 43 Ke Mm lilAi Ha II ii 27 Ma \i , II ii .Mil H ii 27 Ha "NTcr II ii Mg I 13 Ma IIIa ii 62 Sra Sm I IllAii Poi I 21 Bla IIlAi 60 Gil Ra. I IIlAi Go< IIlAi 46 Bal U.i.1 IIlAi Kal IIlAi 42 Mu Wil IIlAi Wll I 23 Bat II ii 28 Lor IIIa ii 67 Hai Hai I II ii IIIa ii 54 22 16 76 50 82 27 43 27 27 13 62 21 60 46 42 23 28 67 98 South, Moses South, Emma S. (Mrs.) .. Rosovoare, Ethel A. Paulgor, Irene D. Russell, William E. Russell, Agnes Tc Haara, Louisa Raymond, Prank H. Raymond, Beryl M. (Mrs.) Ward, Violet Coughlan, William N. .. Coughlan, Isabella A. M. (Mrs.) .. Chitty, Doris A. E. Nisbet, Robert J. Nisbet, Janet (Mrs.) MaoKay, Gordon MaoKay, Jane (Mrs.) Gaskill, Annie M. Statham, William H. Statham, Prances E. Kelly, Felix Hakaraia, Victoria MacKenna, Robert J. MacKenna, Violetta Hayman, Frederick J. Ngaparu, Mary Matthews, Emily Smith, Leonard H. Smith, Phcebo M. (Mrs.) Pouri, Makero Blathwayt, Mary de V. W. Gibbons, Elizabeth M. L. Ramsay, Eileen Godmond, Amy J. Baker, Frances E. E. Baker, Henrietta A. Murray, James Williams, Susannah G. (Mrs.) Barnes, Ellen L. (Mrs.) .. London, Clara J. Harper, Leslie M. Harper, Charles A. E. .. Richards, Lottie B. Churoh, Lilian Clough, Elizabeth J. Bos well, Arthur Boswcll, Miriam A. .. Bruford, Frederick C. .. Bruford, Madge L. (Mrs.) Gilmour, Richard S. Mafini, Ratareria Tahana, Isabella Jarratt, Herbert Jarratt, Emily E. (Mrs.) Ryde, Henry J. Ryde, Emma (1. (Mrs.) Saunders, Evolino M. .. Ryde, Edna R. Burgoyne, Annotte Burgoyne, Constance Clark, Olive J. M. (Mis.) Clark, William M. Robson, Winnie Hyde, Alfred E. Hyde, Louisa R. (Mrs.) Mauriohooho, Rangi Kelly, Evelyn M. L. (Mrs.) Kngland, Walter' England, Eva E. (Mrs.) Hoperi, Rebecca Harlow, Wilhelmina Williams, Mabel MeCulIy, Annie W. (Mrs.) McCully, Rutherford D... Jamison, Mary Mauriohooho, Sarah Cumpsty, Charles E. Cumpsty, Mary Korimeto, Janio Kohere, Huinga lou 'an tua tus 'oJ lay It.-,, •ay /ai OU: oil: hit isl Jet ist !ac ao asl iat ;at ,'ll n.lr ak ac] acJ ay: nrn.i ja] att nit nil mr at! 1,1. i,iii all like ,ki' irr Hi 111; ■ nn nd irp ,rp< at] te ul{ SSi SSi yn ,rd >gl >gl it. be t,o iki th 11, Hi ly (a )K ri, ;hi bo ISi nn er. er, ra; 1: 1.1 1,1,1 ten lo aei 3ei in d. il lc II 7, i, iv li ia ie r, r, i.n HI IS )r ;r sr 'a n< ill a e 18 1] ie i, l, V£ 'II il] 10 ill ill Y, t, t, - a l a 11, sir ra ei ei a; in ei 'i ni i, 1; , Emma S. (Mrs.) .. eare, Ethel A. Br, It'one D. 11, William E. 11, Agnes .. ,ara, Louisa ond, Prank H. /"..Ill ! ' . . ■- , I 1U fWlX-nn \ ond, Beryl M. (Mrs.) Violet Ian, William N. Ian, Isabella A. M. (. , Doris A. E. ;, Robort J. , Janot (Mrs.) iy, Gordon iy, Jane (Mrs.) 1, Annie M. m, William H. 1>1 ll 1 ,-.. .1....U II 1 m, Brances JS. Felix ii l :\ \l i t'i-i ii'i ■! ua, Victoria ■Dim. Robert J. ■«.,.. VJ..1..+ 1., una, Violetta in, Frederick J. .. ru, Mary iws, Emily Leonard H. Phcobe M. (Mi-s.) Makers .. ayt, Mary de V. W. s, Elizabeth M. L. y, Eileen nd, Amy J. Frances E. E. T-l»ii,.,,.tf,.» A Henrietta A. , James 1« Sniiwii iimii ll (3 ( \TlN is, (Susannah (\. (Mrs Ellen L. (Mrs.) .. , Clara J. Leslie M. Charles A. E. \li> i.) a.) E D D C Lie. D b I Lie. E b HM AF AF AF HM AF AP HM AF F HM AP AF HM AF HM AF AF HM AF HM AF HM AF HM AP F HM AF AF P HP AF AF HF AF HM AF F F HM AM AF HP AF. HM AF HM AF HM AF AF HM AF HM AF AF AF HF AF HF AM AP HM AF AF F HM AF AF II F AP HF AM HF AF HM AF AF AF Parapara .. Mongonui Rid II i 22 Chu Cloi Hi 22 jhij urc illCC ar •ol -rli ds Is, Lottie B. Lilian .T , . Parawera .. Wost Taupo .. utoi IIIa i 43 Bos Bos IIIa i 43 L'h ri'l |,| i, ■I ill L, II II i, 1. li.li/.a liotn cJ. , Arthur . M irrarn A b c Parikino .. Wanganui 150S II ii 30 Bru Rmr II ii 30 3WI I in ifo ?61 on rtri 1, 3, 1 , Miriam A. , Prederiok C. M.'i.rlin. I, (Mm) Pawaronga .. Wanganui isru IIIa ii 68 Giln Mat IIIa ii 68 ltO mc (in on OU ai, ra u: i, l, r, I , JVIarlgo 1j. (iVlrs.) ■, Richard S. Ratareria B Pipiriki .. Wanganui Tab IIIa i 39 Jarr .In.rr IIlAi 39 lai rat rat ,na At ,tt l> Isabella Herbert Krnilv 15. IHm.1 C Poroporo .. Whakatano .. Jarr IIIb 89 Ryd Ryd Shut IIIb 89 rat ie, Le, ml ,tt ». J ', J I, II E limily r.. (ivii-s.,1 [enry J. Iniiiia G. (Mrs.) .. s. Kvolino M. b Pukehina .. Rotorua Maui Ryd II ii 29 Bur; Rim II ii ml Ie, •go •rrr\ s, JliVOIino in. dna R. ie, Annotte « l t.niaf.'.i nnn 29 Pukepoto .. Mongonui .. I BUM IIIa ii 69 Clarl Clarl IIIa ii li!) ■go rk, rk, )1 V: lo, (Jonstance live J. M. (Mrs.) Allium M. B Rakaumanga .. Waikato .. 1 IIIa ii Robi IIIa ii 48 Hyd 11 yd IS ISO le, Ie, ., A Li Winnie lfred E. ouisa R. (Mrs.) .. b Rakaunui .. Kawhia Ranana .. Rotorua .. I Mau: I .. KellHIa ii 82 Engl' Ungl I HlA ii 82 irii iy. ;lai lai iol . I in in in Ev 1, 1, ooho, Rangi velyn M. L. (Mrs.) , Walter , Eva E. (Mrs.) .. c Rangiahua .. Wairoa oHepe II ii 33 Harl Willi II ii 33 reri lo\ iai ri, w, im r, IIS Rebecca Wilhelmina . Mabel b Rangiawhia .. Mongonui Willi II i 27 MoCi Mod in 27 lai lull 'nil im llv llv s, , ma uoi Annie W. (Mrs.) Rutherford D... Rangitahi .. Whakatane .. moui II ii 33 Jami Mam ii ii 33 li 11 isc lie 1, if 111 iiutnononi u... Mary.. ioho. Sarah Rangitukia .. Waiapu IIIb iviaui IIIb 121 Cum] 121 I'll ips on 3t; 111 T, xino, oaran , Charles E. Lie.

E.—3.

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

12

Nn mi- or School. County. Grade •§ of g = Teachers on Staff. School. £ J3 a o CC o ■ Annual Rati of Salary. o Raukokorc Reporua Ruatoki Taemaro Taharoa Takahiwai - .. Tangoio Tanoa Tautoro Te Aliiialiu Opotiki Waiapu Whakatane .. Mongonui Kawhia Whangaroi .. Hawko's Bay Otamatea Bay of Islands Bay of Islands IIlAi Hi IVa II ii II ii IIlAi IIlAi I IIlAi IIlAi IIIa i 46 Saunders, William S. McLachlan, Linda II i 22 Clarke, Rosa Houia, Ngamanc IVa 130 Vine, Henry G. Vine, Winifred M. (Mrs.) Vine, Effio L. .. Hartnell, May R. II ii 27 ! Heal, Ethel E. A. (Mrs.) Heal, Ernest R. 11 ii 37 Seivewright, Alexander C. Seivewright, Clara (Mrs.) IIIa i 39 Salisbury, Josiah Salisbury, Helen E. P. (Mrs.) IIIa i 39 Arthur, Cyril-L. Arthur, Ethel (Mrs.) I 21 Foote, Ileene M. IIIa i 42 Oulds, George F. Oulds, Agnes W. (Mi's.) .. IIIa i 40 Sullivan, Andrew J. Sullivan, Martha A. A. (Mrs.) IIIb 106 Stacey, Vernon Stacey, Millicent A. L. Puha, Heni Te Ao Campbell, Ohau II i 21 MacDonell, Robert J. MacDonell, Kathleen N. V. IIIa i 45 Golds bury, Hugh Goldsbury, Annie J. (Mrs.) IllAii 62 Cato, Anson H. Cato, Netty F. L. (Mrs.) Waititi, Annie IllAii 57 Watt, Archibald H. Watt, Bertha P. (Mrs.) . . lhaka, Rihipeti I 14 Churton, Emily N. IIIa i .. Dale, Francis A. Dale, Florence E. (Mrs.).. Callaway, Christina 27 37 39 39 21 42 40 46 22 130 b b c b b o b b E c c I) I) C b V) c r HM 285 A F 183 HF 293 AF 63 H M 365 A F 158 AF 138 AF 118 H F 233 AM 80 HM 215 AF 100 HM 255 AF 138 IIM 295 A F 148 i F 225 HM 255 AF 138 IIM 355 A P 148 IIM 275 A F 178 A F 100 A F 98 H M 195 A P 63 HM 295 AF 188 HM 300 AF 148 AF 83 H M 300 AP 255 A F 105 F 155 H M 355 A F 218 AF 155 Te Araroa Matakaoa IIIb 105 b Te llaroto East Taupo . . in 21 Te lloro Whangaroi .. IIlAi 45 b E Te Kaha Opotiki IIIa ii 62 Te Kao Mongonui HIa ii 57 Te Kopua Tc Kotukutuku (31) and Rangiw a e a (side school) (11) Te Mahia Waipa Tauranga I IIlAi 14 c c Wairoa IIIa i < 58 Handcock, Georgina Handcock, Martha A. .. IIIa i ' 42 Godwin, Horace P. E. .. Blathwayt, Ellen E. C. HIa i 39 Airey, Hubert B. Airey, A. C. (Mrs.) II i | 27 Thomson, Thomas Thomson, Beatrice (Mrs.) IIIa i ' 42 Wright, Percy Wright, Rebecca (Mrs.) .. IIIb 103 Guest, Joseph J. Guest, Lilian R. (Mrs.) .. Guest, Evelyn M. Guest, Kate E. IIIa i 30 Proctor, William Robertson, Margaret I ] 6 Tweed, Sarah E. TVa 133 Sinclair, Donald W. E. .. Sinclair, Martha (Mrs.) .. Walker, Elizabeth (Mrs.) Sinclair, Jessie V. M. IIIa ii 59 Wall, Harry Wall, Fanny S. M. (Mrs.) IllAii 71 Frazer, William Le Huray, Dorothy Reid, Adelaide IIIa i 44 Drake, Armine G. Drake, Rosalind K. (Mrs.) IIIa i 39 Astall, Annie (Mrs.) Astall, John P. IIIa i 54 White, Hamilton H. White, Isabel (Mrs.) I 12 Carswell, Janet (Mrs.) .. IIIa ii 63 Munro, John B. Munro, Florence M. (Mrs.) II ii 27 Cels, Louis J. .. Cels, Maximilienne (Mrs.) II ii 27 Smith, Ellena M. (Mrs.) .. Topia, Heni H. IIlAi I) c b b c D H F 343 AF 148 HM 285 A P 183 HM 275 A li' 148 H M 205 AP 100 H M 300 A P 148 H M 365 AF 148 AF 80 AF 63 II M 253 AF 173 F 180 II \l 315 AF 168 AF 173 AF 83 HM 275 AF 148 HM 270 A F 213 AF 118 II i\l 285 AF 158 H F 303 AM 140 HM 285 AF 158 F 185 H M 355 AF 148 HM 195 AF 80 H F 243 A F 100 38 Te Matai Tauranga IIlAi 42 Te Pupuke Whangaroa .. IIlAi 39 Te Rawhiti Bay of Islands Hi 27 Te Reinga Wairoa IIlAi 42 Te Teko Whakatane .. IIIb 103 C Te Waotu West Taupo .. IIlAi 30 Te Whaiti Tikitiki Whakatane .. Waiapu I IVa 16 133 Tokaanu East Taupo .. IllAii 5!) Tokomaru Bay.. Waiapu IIIa ii 71 I) Torere Opotiki IIlAi 44 Tuhara Wairoa IIlAi 39 I) Tuparoa Waiapu IIlAi 54 Waihua Wai-iti Wairoa Rotorua I IllAii 12 63 c Waikare Bay of Islands II ii 27 Waikeri Hokianga II ii 27

8.—3.

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

13

Name of School. County. Grade of School. i Teachers on Staff. ri o 3 cd 13 ri _o 8 Annual Rate of Salary. iVaima A/aimamaku Vaimarama iVaiohau iVaiomatatini .. iVaiomio Vaiorongoinai .. Vaiotapu iVaioweka iV'aitalianrri Vaitapu rVerowero iVhakaki Hokianga Hokianga Hawke's Bay Rangitaiki .. Waiapu Bay of Islands Waiapu Whakatane . . Opotiki East Taupo .. Hokianga Mongonui Wairoa IIIb II ii Hi II ii IIIa ii IIlAi I II ii IIIa ii II ii II ii 11 ii IIlAi 36 23 28 59 39 13 21 56 39 27 23 43 95 Johnston, George Johnston, Mary E. (Mrs.) Brown, Mary Johnston, Isabel M. Hodson, Susan Newton, Lucy B. Kernahan, Richard I. Kernahan, Prances A. A. (Mrs.) .. Webber, Elsie E. Clark, Sybil .. West, William E. West, Annie M. W. (Mrs.) Collier, Kate Boake, Marcella A. Boake, Albert B. Kaua, Matokina H. Woodhead, Ambler Watkin, Arthur A. Watkin, Mary Ann (Mrs.) Watkin, Vida Strong, Sydney J. Strong, Mildred F. Lisle, Frank Lisle, Marian P. D. (Mrs.) Taua, Parehuia Reihana, Ngareta Craig, William H. M. Mackay, Emily M. Beer, Uno Beer, Frances M. Smith, Gordon.. Smith, Mary A. M. Urlich, Kate Banks, Joseph Banks, Anna (Mrs.) Haerowa, Areta Irwin, Ellenor A. Le Hnray, Agues M. Floury, Ellen J. Savage, Lucy Thompson, Richard H. .. Thompson, Elizabeth D. F. MacArthur, Arthur D. .. Jones, Elizabeth (Mrs.) Jones, Ernest Jones, Edna A. A. Tawhiri, Riwai H. Patterson, Alice (Mrs.) Tawhiri, Maria (Mrs.) McFarlane, Charles T. McFarlane, Margaret (Mrs.) Barnett, David Barnett, Sarah H. (Mrs.) Wynyard, Emily I) D C b is i) i) Lie. I) H M A F A F AF II F AF HM AF HF AF HM AF AK HF AM P II M II I\l All' A V II M AF HM AF HF AF HM AF HM AF II M AF A F HM A F AP AF 11 F AF F HM AF M HP AM AF HM AF AF HM AF HM AF AF £ 365 218 135 63 258 135 245 100 283 115 335 148 73 283 140 243 305 345 148 63 220 80 245 100 213 135 295 183 195 80 275 148 98 350 238 183 118 233 115 175 295 148 185 288 150 83 345 148 83 275 148 275 148 73 Vhakapara Whangarei .. II ii 33 Vhakarara Whangaroa .. IIlAi 56 iVhakarcwarewa Rotorua IVa 122 D iVhakawhitira .. Waiapu II ii I) 26 iVhangaparaoa.. kVhangape Matakaoa Hokianga I HIa i 21 30 Lie. iVhangara iVhangaruru Cook Bay of Islands 1 IIIa ii 17 63 b iVharekahika .. Matakaoa HIa ii 59 c iVhareponga Waiapu IIlAi IK iVhirinaki Hokianga IIIa ii 54 Lie. Total £53,558

8.—3.

Table H2. List of Native Village Schools, with the Attendance of the Pupils for the Year 1923. [In this list the schools are arranged according to regularity of attendance, shown in the last column.]

14

School. Number belonging at End of Year 1922. School Roll. Number belonging at End of Ye»r 1928. Average Weekly .Roll Number. (Mean of the Four Quarters, 1923.) -< O M OI h Oh ill %n s (5.) •D «-t — o o — c o a ffl s£of S i> a (6.) (I.) I (2.) (3.) (±L_ Motiti Island Manaia Rangiawhia Te Kao Waitahanui Whakarewarowa .. Te Ra whiti Matapihi Te Haroto Opputere Wai-iti Takahiwai Tautoro Te Waotu Omanaia Omaio Omai'umutu To Kotukutuku 12 52 28 59 37 130 28 43 17 22 65 41 47 43 47 79 79 34 50 48 62 30 ■ 37 136 40 39 45 49 16 22 29 58 45 16 16 57 14 59 27 58 41 119 31 42 21 28 68 41 41 30 60 84 93 34 58 49 63 34 40 141 38 41 44 49 17 28 35 52 46 8 22 80 13 17 6!) 2!) 4!) 86 29 36 146 29 24 49 47 51 59 83 59 32 46 28 136 39 14 58 44 56 35 54 68 57 20 44 69 152 122 66 33 44 60 30 33 100 31 18 75 33 25 14-8 51-9 27-4 58-4 39-9 120-5 28-7 40-1 22-8 26-4 67-4 41-2 43-8 28-0 52-1 77-9 84-1 331 57-4 44-5 62-9 31-5 45-7 142-2 38-4 39-7 42-2 47-4 12-7 25-0 34-9 60-4 43-9 9-2 .16-1 75-5 13-0 17-4 74-1 28-4 46-7 87-9 25-3 32-0 133-6 29-9 22-4 49-2 43-4 59-7 56-3 88-6 59-6 31-2 44-7 30'I 141-0 48-6 12-5 63-3 46-7 66-5 86-9 50-9 70-7 51-4 22-5 44-5 (iti-ti 150-3 I Kill 67-2 30-6 Kit! 64-3 30-2 28-8 101-7 23-6 19-2 81-8 31-7 24-8 14-6 51-6 2li-(i 56-6 38-6 116-5 27-4 38-2 21-7 25-1 64-0 39-1 41-6 26-5 49-2 73-5 72-3 31-2 53-9 41-7 58-9 29-5 43-6 132-7 35-tl 36-9 39-2 II-I) 11-8 23-2 32-3 55-8 40-6 8-5 14-9 119-5 12-0 16-0 68-2 26-1 42-9 80-1 22-9 29-1 121-2 27-0 20-3 44-5 39-2 53-!) 50-7 79-6 53-5 27-8 39-9 26-8 125-5 38-9 111 56-3 41-5 59-0 32-7 47-8 02-6 85-5 19-9 39-3 58-8 132-3 102-8 59-1) 26-8 40-2 50-2 26-3 25-1 88-7 20-6 16-7 70-9 27-4 21-5 99-1 97-5 97-1 97-0 96-7 96-7 1)5-3 95-2 95-2 95-1 95-0 94-8 94-8 94-5 94-5 1)4-4 94-2 94-1 93-9 93-7 93-6 93-6 93-5 93-4 1)3-4 93-2 93-0 92-8 92-8 92-7 !)2-(i 92-5 92-5 92-4 92-3 !)2-() 92-0 92-0 1)2-0 91-9 91-8 911 90-9 90-8 90-7 90-6 90-6 90-4 90-3 90-3 90-1 89-8 89-8 89-1 89-1 89-1 89-0 89-0 88-9 88-9 88-8 88-7 88-7 88-6 88-5 88-5 88-4 88-2 88-2 88-0 87-11 87-8 87-7 87-4 87-4 87-2 87-1 87-1 87-1 87-0 86-7 86-4 86-3 Tuparoa Pamapuria Tokaanu Parikino Awarila Tikitiki Arowhenua Taharoa Waiomio Torero Waihua Pamoana Rangiahua Waiowcka Kokako Mataoi-ii Bay(') Kakanni Hiruharama Matahiwi(") Okautete. • Pukepoto Karetu Whakaki Ranana Wainiarama Horoera Rangitukia Kaharoa Kenana Raukokoi'e Taugoio Whirinaki Maraeroa Manutahi Ohaeawai( :1 ) Waiohnu Te Ahuahu Oromahoo Ruatoki Pipiriki Rangiwaea Maungatapu To Reinga Matata Whakapara Whareponga Whangaruru Paeroa Te Whaiti Tuhara Waiomatatini Kaikohe TeTeko .. Te Kaha Whakawhitii-a Kirioke Whakarara Waitapu Matihetihe Poroporo Tanoa Whangara( 4 ) Tokomaru Bay 16 74 26 47 74 23 24 128 29 24 50 51 59 56 98 64 29 42 33 143 59 11 66 47 70 41 43 65 50 14 46 61 152 109 71 30 54 47 31 24 92 17 23 75 31 24 Taemaro Reporua (») Closed March and June: quartern. (») Now school opened September quarter. ( 3 ) Closed June quurl ier. (') Closed March quarter.

E.—3.

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

15

School. Number belonging at End of Year 1922. School Roll. Number belonging at End of Year 1923. **r° • 3 ° 1 » CM -g l»M Average § °" ga>, Weekly > g g" <$-* Koll Number. 2 32 „ S-*,g (Mean of the °3 g % _ Pour g g = g co > J Quarters, 1923.) S->' af > 3*R (4.) (5.) (6.) (1.) (2.) (8.) Oruanui Otukou .. Parapara. . Paparore Te llapna Waiiimmaku Etakaumanga Nuhaka .. ()taua Rangitahi Te Kopua Waima Te Horo Papamoa Te Mahia Mangatuna Te Araroa .. .. Ahipara Whangaparaoa Olrautira Motatau Orauta . . . . . . Parawera Mangamuka Whangape Waikare .. ... Pukehina Matangirau Motuti Wharekahika Te Matai Waiorongomai Owhataiti I'awaronga Worowero Karioi To Pupuke Waiotopu Waikeri Huiarau Otangaroa Oparure (*) Karakanui ( 2 ) Mangamaunu ( 3 ) .. Rakaunui (') 36 20 27 72 78 35 till 109 54 37 12 100 46 36 44 til 135 69 18 22 52 50 44 48 41 37 40 42 19 68 42 21 (it) 67 26 32 46 33 37 34 23 57 30 12 II 30 27 27 78 89 39 54 113 co 36 21 100 55 31 43 59 103 73 24 24 46 47 52 48 38 29 32 39 21 64 47 19 81 ' 7!) 21 80 53 10 32 51 19 31-9 27-5 86-2 23-0 19-8 86-0 25-0 22-0 85-8 77-5 66-4 85-8 84-7 72-7 85-8 39-7 34-0 85-8 55-5 47-6 85-7 1 13-8 97-5 85-6 71-7 61-3 85-5 38-3 32-6 85-0 12-7 13-4 85-1 107-0 90-6 84-7 50-7 42-7 84-2 32-6 27-7 84-1 45-1 37-8 83-9 62-4 52-3 83-8 123-0 103-0 83-7 68-7 57-5 83-6 24-0 20-0 83-6 25-8 21-6 83-5 50-2 41-5 82-8 48-0 39-7 82-7 45-9 37-8 82-4 50-5 41-5 82-2 36-8 30-2 82-1 32-9 27-0 82-0 35-6 29-1 81-7 38-6 31 fi 81-6 22-7 18-5 81-4 73-4 59-0 81-3 50-2 40-6 SOD 16-0 12-9 80-8 74-4 59-9 80-5 85-2 67-6 79-3 25-3 20-0 79-1 36-6 28-9 79-0 50-6 38-8 76-7 27-2 20-8 76-4 35-0 26-5 75-7 51-1 38-0 74-4 17-!) 12-4 69-2 54-9 48-1 87-6 Totals for 1923 6,186 6267-9 5586-2 89-0 Totals for 1922 6,161 6238-5 5540-5 88-8 Mission schools subject to inspection by Education Department —• Jerusalem ('(invent Tanatana Mission Ranaiia Convent Maungapohatii Mission Putiki Mission Matahi Mission Matata Convent Tokaanu Convent Whakarapa Convent 24 30 27 37 24 24 44 42 91 23 30 17 35 41 26 65 37 93 26-4 25-2 95-6 30-0 28-6 95-3 21-9 20-6 93-6 34-3 31-2 !)<)■!) 38-9 35-2 1)0-0 26-8 24-0 89-5 63-9 54-3 84-9 401 33-8 84-3 89-7 74-6 83-6 Totals for 1923 l____ . , 372-0 327-5 88-0 367 Totals for 1922 363 349-4 304-5 87-1 Boarding - schools affording secondary education :—• Waerenga-a-liika College (boys), Gisborne .. St. Stephen's (boys), Auckland Te Aute College (boys), Hawko's Bay Turakina (girls), Wanganui St. Joseph's (girls), Napier Hikurangi College (boys), Carterton Queen Victoria (girls), Auckland Hukarere (girls), Napier Agricultural College (boys), Hastings Te Waipounamu (girls), Christchurch Otaki College (boys and girls), Wellington .. 16 82 59 2!) 33 23 40 68 14 74 72 30 34 24 49 68 34 13 50 15-5 15-5 99-8 76-3 76-1 99-7 68-0 66-8 98-2 29-4 28-8 97-9 32-0 30-6 95-6 19-6 18-8 95-6 48-7 46-4 95-4 68-4 65-2 95-3 33-7 31-4 93-1 14-5 130 89-6 49-2 40-6 82-5 16 47 Totals for 1923 462 455-3 433-2 951 Totals for 1922 413 410-4 391-8 95-5 (*) Transferred to Auckland Education Board during permanently Mnich quarter. (*) Closed during Decern: fourth quarter, ici' quarter. (i) Closed March quartet and not reopened. ( s ) Closed

E.—3

16

Table H3. (a.) Number of Maori Pupils attending Secondary Schools at the End of 1923

b.) Maori Pupils holding Nursing Scholarships at the End of 1923.

(d.) Maori Students holding Agricultural Scholarships at End of 1923.

(e.) Maori Students holding University Scholarships at the End of 1923.

School. Government Pupils. Private Pupils. Total. )taki College (boys and girls), Wellington St. Stephen's (boys), Auckland Pe Aute (boys), Hawko's Bay .. Vaerenga-a-hika (boys), Gisborne likurangi (boys), Carterton \gricultural College (boys), Hastings Jueen Victoria (girls), Auckland lukarere (girls), Napier it. Joseph's (girls), Napier ?urakina (girls), Wanganui 'e Waipounamu (girls), Canterbury )tago Girls' High School 29 21 4 23 25 14 6 1 1 50 45 51 10 24 64 26 43 20 24 12 50 74 72 14 24 64 49 68 34 30 13 1 Totals 124 369 493

Number. 1 Nature of Scholarship. Hospital. Day pupil .. .. Napier. (c.) Maori t Boys holding Apprenticeships at the End of 1923. Number. Naturo of Apprenticeship. Where held. 1 1 1 Building trade. .. Rawene. Cabinetmaking .. Gisborne;. Engineering .. . . „

Number. 1 Whero held. Te Aute College, Hawke's Bay.

Number. University Course. i University at which Scholarship is held. 1 3 1 1 Engineering Law .. Medicine Canterbury College. Otago University. • • ii

E.—3.

Table H4. Maori Children attending Public Schools, December, 1923.

Table H5. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1923.

3—E. 3

17

Education District. & 8 48 j§ o Numbi S3 S3 f* Boys. rr of Maori Pupils. Number examined in 36. Girls. Total. S6 Certiflcal awarded. Proficiency. Competency. Endorsed Competency. Total. Auckland Taranaki Wanganui Hawke's Bay .. Wellington Nelson Canterbury Otago Southland 352 56 62 77 53 8 38 16 12 1,666 283 265 538 282 24 150 33 58 1,450 250 210 521 274 21 122 28 45 3,116 533 475 1,059 556 45 272 61 103 43 6 S 22 23 2 8 5 1 33 5 7 12 13 4 1 3 40 6 7 17 18 1 8 5 1 5 4 1 6 2 "l 2 3 1 Totals 3,299 2,921 6,220 118 76 23 103 674 Notk.—Por the purpose of this return, half-casti md Maori are reckoned as Maori. children and chili Iren inte: rmediate ii blood stween hi Jf-caste

Class P. 8.1. S. II. 8. III. S. IV. 8. V. S. VI. S. VII. Totals. Tears. OS oi o .a o -3 « a to oi »> -a o I .3 « O oi oi cd co O .So .3 » e ! « a CO CO o .a CO CD O .3 oi _j o -a « Cs CO CO o .3 « ri oi co "> "3 9 ~ PQ O 5 and under 6.. 162 153 6 „ 7.. 276 273 7 „ 8.. 370 346 8 „ 9.. 351 324 9 „ 10.. 199 213 10 „ 11.. 128 1071 11 „ 12.. 71 66] 12 „ 13.. 37 39 13 „ 14.. 15 7 14 „ 15.. 6 3 15 „ 16.. I 1 16 years and over I i 11 19 ; 75 74 124 127 I 114 108 J 86 77 i 57 40 19 20 6 4 1 10 46 115 114 95 40 16 2 1 9 41 SO 101 63 30 9 4 3 9 .. 1 37 37 8 4 104 76 18 23 97 67 60 47 79 53 67 47 27 20 31 36 8 3 11 6 2 3 1 9 37 76 07 53 20 3 2 8 18 60 07 31 11 3 1 3 1 15 18 35 36 30 36 23 10 7 4 162 153 277 273 381 366 436 407 372 391 402 337 396 344 363 276 274 204 150 126 62 33 24 11 2 19 34 13 13 2 .. .. 11 .. .. Hi .. 2 9 3 .. 4 1 .. 2 1,616 1,532 ' -v- > 3,148 Percentage .. =50-6% 494 469 438 338 ' 76 '3% 355 267 198 165 267 198 113 106 219 = 3-5% 81 42 4 2 !3 1> 2% 3,299 2,921 6,220 k ' 963 = 15-5% 7' = 12 022 363 = 10% =5-9% l: Note.—Por the purpose o: Maori are reckoned as Maori. if this return. half-i caste c ohildren and children im a in 1 ilood between 1 half-caste and itermediate

E.—3.

Table H6. Race of the Children attending the Native Village Schools on 31st December, 1923.

18

'or Lie purposes of this return, half-oaste children and chil are reckoned as Maori, and children intermediate in b Idron intermediate in blood botv ilood between half-caste and Eui veen half-caste and Maori ropean as European. Baci i. Totals. School. Maoris. Europeans. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. [ Total. Boys. Ahijiara Arowhenua Awarua Hapua Hiruharama Horoera Huiarau Kaharoa Kaikohe Kakanui Karetri Karioi Kenana Kirioke Kokako .Manaia Mangamuka Mangatuna Manutahi Maraeroa Matahiwi Matangirau Mataora Bay Matapihi Matata 31atihetihe Maungatapu Motatau Motiti island Motuti Nuhaka Ohaeawai Ohautira Okautete Omaio ■Omaiiiiia 'Omarumutu Opoutere ■Orauta Oromahoe Oruanui Otangaroa Otaua Otukou Owhataiti Paeroa Pamapuria Pamoana Papamoa Paparore Parapara Parawera Parikina Pawarenga Pipiriki Poroporo Pukehina Pukepoto Pupuke Rakaumanga Ranana Rangiawhia Rangiahua Rangi tahi Rangitukia Rangiwaea Raukokore Reporua Ruatoki Taemaro Taharoa Takahiwai Tangoio Tanoa Tautoro Te Ahuahu Te A raroa Te Haroto 26 HI 18 49 40 Ml 24 15 80 12 12 11 Id 20 15 24 23 28 Ml 27 6 13 1 17 11 16 22 19 8 6 50 32 15 7 45 31 49 8 21 17 13 7 3(1 12 34 22 25 16 17 42 14 20 12 42 16 43 17 24 28 23 31 17 13 21 75 8 12 14 (ill 15 24 Hi 18 12 17 12 46 10 39 13 24 38 46 7 27 9 62 lo 11 4 13 22 III 23 24 23 30 :iii 5 14 3 19 14 15 19 17 6 15 52 24 9 8 36 24 31 15 9 9 n; 12 23 15 28 13 20 12 12 33 9 15 17 35 is 39 lo 26 19 26 39 10 16 12 69 6 24 II 02 IS 17 22 is 18 14 29 3(1 11 64 29 42 87 86 26 51 24 142 22 23 15 23 42 34 47 47 51 70 57 11 27 4 36 25 31 41 30 14 21 102 56 24 15 81 55 80 23 30 26 29 19 53 27 62 35 45 28 29 75 23 35 29 77 34 82 27 50 47 49 70 27 29 33 144 14 36 25 128 33 41 38 36 30 31 41 82 21 3 4 3 1 7 2 3 2 7 7 1 5 6 2 1 8 2 3 19 2 11 4 6 2 1 3 2 8 3 5 2 5 5 1 1 3 3 7 4 8 1 2 5 2 1 3 7 1 4 2 3 12 6 6 5 1 1 3 5 2 12 8 9 4 2 10 5 10 6 15 1 2 12 3 1 8 13 2 2 12 4 6 31 2 17 10 11 3 2 3 5 13 5 17 2 1 29 20 21 50 40 26 24 17 83 12 14 18 10 20 22 25 23 33 46 29 7 21 3 20 30 18 33 23 8 6 56 34 15 8 48 33 57 11 26 19 13 7 37 12 39 36 28 16 17 45 17 31 14 44 20 56 19 32 31 26 40 17 15 23 76 8 17 14 72 15 24 17 23 13 23 15 59 10 44 18 25 39 46 III 27 12 69 lo 15 12 14 24 24 25 25 26 37 311 6 is 5 ■22 L'li 15 25 23 6 15 57 25 9 9 36 27 3(1 17 21 9 17 12 29 15 42 21 21 12 11 33 10 21 20 .-15 I!) 44 13 37 22 28 46 Id 20 13 70 6 32 11 ill 18 17 24 24 is IS 31 44 I I 73 38 46 89 86 36 51 29 152 22 29 30 24 44 46 50 48 59 83 59 13 39 8 42 56 33 58 46 14 21 113 59 24 17 84 60 93 28 47 28 30 19 66 27 81 57 49 28 31 78 27 52 34 79 39 100 32 69 53 54 86 27 35 36 146 14 49 25 136 33 41 41 47 31 41 46 103 21 1 7 6 13 5 14 3 14 8 1 19 22 4 3 3 11 2 2 4 13 2 8 3 3 9 2 1 6 3 1 5 3 11 3 2 7 2 3 4 17 5 2 5 18 5 19 6 5 16 2 2 I 4 1 1 6 3 2 5 8 13 6 2 8 1 . 5 1 6 3 13 2 6 3 11 1 10 5 21 4 2 8

E.—3.

Table H6 — continued. Race of the Children attending the Native Village Schools on 31st December, 1923 — continued.

19

Raci Totals. School. Maoris. Europeans. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Te Horo Te Kaha Te Kao Te Kopua Te Kotukutuku.. Te Mahia Te Matai Te Rawhiti Te Reinga .. . Te Teko Te Whaiti Te Waotu Tikitiki Tokaanu Tokomaru Bay .. Tuhara Tuparoa Torere Waihua Wai-iti Waikari Waikeri Waima Waimamaku Waimarama Waiohau Waiomatatini Waiomio Waiorongomai .. Waiotapu Waioweka Waitahanui Waitapu Werowero Whakapara Whakarara Whakaki Whakarewarewa Whakawhitira .. Whangaparaoa .. Whangape Whangara Whangaruru Whareponga Wharekahika Whirinaki 26 31 39 9 II 20 25 18 19 50 11 12 75 26 40 12 29 22 11 32 12 15 12 14 9 17 35 18 7 4 15 24 17 30 II 28 22 44 15 II is 5 28 22 35 31 27 33 19 12 20 17 16 13 19 47 9 8 63 33 35 14 22 25 6 28 17 17 53 23 12 15 33 26 10 1 13 17 13 8 16 31 22 29 18 13 16 5 35 31 24 19 58 64 58 21 34 37 41 31 38 97 20 20 138 59 75 27 51 47 17 60 29 32 95 38 21 32 68 44 17 5 28 41 30 21 27 59 44 73 33 24 34 10 63 53 59 50 I 1 5 4 13 3 2 3 7 4 1 4 2 1 4 I 1 I 2 6 12 7 1 I 11 3 I 4 3 2 2 li ti (i 25 1.0 3 4 IS 7 2 8 5 I 8 27 32 39 9 14 25 29 18 19 63 11 15 77 29 40 19 33 23 11 36 12 15 44 15 13 17 36 IS 9 5 26 24 17 13 II 28 23 (il 15 11 21 13 32 22 38 32 28 34 19 12 20 18 is 13 25 59 9 15 64 34 35 25 25 26 6 32 17 17 56 24 16 15 88 26 lo 5 26 17 13 8 21 32 26 55 18 13 17 5 36 32 2(1 19 55 66 58 21 34 43 47 31 44 122 20 30 141 63 75 44 58 49 17 68 29 32 100 39 29 32 69 44 19 10 52 41 30 21 35 60 49 119 33 24 38 18 68 54 64 51 4 1 1 2 1 11 4 13 2 5 24 3 5 1 4 26 S 1 5 46 1 20 3 8 4 1 4 8 5 1 5 1 1 1 2 3 1 Totals 2,818 2,634 5,452 385 349 734 3,203 2,983 6,186

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 1923.

Table HB. Summary of Expenditure on Native Schools during the Year ended 31st March, 1924 Teachers' and inspectors' salaries and house allowances .. .. .. .. 54,777 Teachers in isolated districts : Special allowances .. .. .. .. .. 147 Books and school requisites .. .. .. .. .. .. .. 1,581 Conveyance and board of children .. .. .. .. .. .. .. 2,868 Manual-instruotion classes : Payment of instructors, material, &o. .. .. .. 323 Travelling-expenses, &c, of teachers on transfer, and of Inspectors .. .. .. 1,497 Higher education: Scholarships, travelling-expenses, &c. .. .. .. .. 4,484 New buildings, additions, &c. .. .. .. .. .. .. .. 3,692 Maintenance of buildings, inoluding repairs and small works .. .. .. .. 3,476 Storage and despatch of school-books, etc. .. .. .. .. .. .. 113 Sundries: Advertising, sanitation, translation fees, &c. .. .. .. .. 37 Total net expenditure .. .. .. .. .. ..£72,495

Approximate Cost of Paper. — Preparation, not given; printing (740 copieß), £29 15s.

By Authority: W. A. G. Skinner, Government Printer, Wellington.— 1924.

Price 9d.]

20

Standard I. Standard II. Standard III. I Standard IV. Standard V. Standard VI. Standard VII. Race Totals. Class P. Grand Totals. Ages. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. , I ! ! L Maoris. Boys. Girls. ! Total. B. G. B. a. B. G. B. a. B. G. B. G. B. G. I B. G. B. ; G. : B. i G. I B. ! G. ! B. G. | B. : G. B. G. B. G. ' B. G. B. I G. j i i I B. G. I B. I G. I 1 1 bJ H ! B. G. B. ! G. B. | G. B. G. B. G. ! B. a ' b. 1 ' a. B. a. B. I G. B. G. I 5 and under 6 years.. 28 21 163 140 .. ' .. .. 6 „ 7 „ .. 36 24 293 286 2 11 .. 7 „ 8 „ .. 21 23 I 320 318: 9 7 23 8 „ 9 „ .. 16 19 I 282 248| 16 8 69 9 „ 10 „ .. 9 12 186 127J 12 \ 10 85 10 „ 11 „ .. 4 6 90 82 12 9 66 11 „ 12 „.. 5 2 41 52 4 4 44 12 „ 13 12 16 1 4 28 13 „ 14 2 7 1.. 7 14 „ 15 „ .. .. 1 | 2 2 .. .. 3 15 years and over .. ...... .. 1 .. j .. 119 108 1391 1278 58 43 325 ' 227 i 2,669 101 6! 2,896 732 =46-8 % I =11-8% .. ! 28 I 21 [ 163! 140 3 i 38 25 293; 289 32 1 4 2 4 31 ! 34 345 354 55 10 14 18 32 3 5 5,2 .. 1 .. '•■ 45 j 47 374! 337 86 16 16 61 74 9 7 27 22 1 1 4 1 .. 1 1 : 1 47 47 365 310 58 10 6 71 74 12 10 46 '. 61 10 12 i 10 7 5 6 .. 53 j 49 I 283 282 33 8 6 64 58 11 : 7 90 61 5 5 32 44 7 6 19 11 1 4 11 41 34 | 291 260 25 i 4 3 43 j 41 4 6 60 64 11 8 i 66 64 12 12 41 37 4 4 9 7 3 4 .. 36 I 40 263 254 9 2 2 30 ! 24 2 I 2 40 32 6 7 44 54 10 8 61 41 7 9 28 ! 34 3 2 5 5 31 j 30 I 217 206 5 1 .. 5 I 5 2 2 21 j 13 4 ..28 23 9 3 44 44 6 8 34 j 36 2 2 5 2 24 ! 16 142 130 5 4.. 116 4 1 .. j 16 | 8 j 3 1 14 18 4 3 31 28 2 1 10 10 11 I 6 j 82 72 106 52 51 299 '.316 43 : 40 295 259 38 ' 34 200 201 46 37 jlSO 151 22 28 [104 'l06 7 8 24 17 385 349 2818 2634 3 1 103 615 83 554 72 401 83 331 50 210 15 i 41 734 , 5,452 718 637 473 414 260 56 6,186 I =11-7% =103% =7-6% =6-7%' =4-2% =0-9% 191 161 331 314 I 376 388 419 I 384 412 I 357 336 i 331 332 ' 284 299 i 294 248 ! 236 166 146 93 78 3,203 2,983 0 6,186 352 645 764 803 769 667 626 593 484 312 171 6,186 631 103 615 : 83 554 72 401 83 331 385 349 2818 2634 3,203 '2,983 6,186 v j k i k j 734 i 5,452 6,186 6,186 732 = 11-8% i 718 = 11-7% I 637 = 10-3% 473 = 7-6% 414 260 =4"2% Note. —For the purpo.se 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.