EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1924.]

Appendix to the Journals of the House of Representatives, 1925 Session I, E-03

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1925. NEW ZEALAND

EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1924.]

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

CONTENTS. Page Page No. 1.-—Report of the Senior Inspector of Native No. 2. —Detailed Tables : — Schools : Table HI. Native Schools and Teachers .. 8 iSchools, Attendance, <fcc. .. .. 1 XT 0 0 , . Native Village Schools .. ..1 H2 - Attendance at Schools .. ..12 Mission Schools .. .. 1 H3 - Higher Education .. .. 14 Boarding-sohools (Secondary) 2 H4. Maori Children at Public Schools .. 15 Condition of School Buildings and Grounds 2 H5. Classification of Maori Children at Inspection, &c., of Schools .. .. 2 Public Schools . . .. .. 15 General Remarks .. .. ..3 „ a i> Secondary Education 6 H6 " Kace of Children lb Scholarships .. .. 6 H7 - A B es and standards .. . . 18 Concluding Remarks .. .. ..7 HB. Summary of Expenditure .. .. 18

No. 1. REPORT OF THE SENIOR INSPECTOR OP N ATI VEf SCHOOLS. Sir, — I have the honour to submit the following report upon the general work during the year 1924 of the Native village schools, the Native mission schools, and the secondary schools for Maori pupils :—■ Schools, Attendance, etc. (1.) Native Village Schools. There were 125 schools in operation at the close of the year. The number of pupils on the roll of the village schools at the end of the year under review was 6,310, an increase of 124 on corresponding figures at the end of 1923. The average weekly roll number for the year was 6,346, and the average attendance for the year 5,610, the percentage of regularity being 88-4. Information regarding the attendance of the individual schools is given in Table H2, from which it will be observed that of the 125 schools in operation, 116 gained 80 per cent, and over of the possible attendances, while 56 of these gained 90 per cent, and over. The improvement in attendance referred to in recent reports has thus been well maintained. When the conditions under which very large numbers of the children attend school are appreciated the attendance must be regarded on the whole as remarkably good. There are schools, however, appearing towards the end of the list where even if allowance is made for bad roads and bad weather the attendance is not at all satisfactory, and it is certain that lack of interest in the school and its work by the pupils is responsible to a very considerable extent for the irregular attendance. Maori children have a very shrewd conception of whether it is worth their while to attend school. In cases of persistently irregular attendance the compulsory sections of the Education Act are put into force with good effect. Goodattendance certificates were awarded to 753 pupils of Native village schools. (2.) Mission Schools. The following Maori mission schools established by various religious denominations are visited annually by the Inspectors of Native Schools : Putiki, Wanganui; Tokaanu, Convent School, Lake Taupo ; Matata, Convent School, Bay of Plenty ; Ranana and Jerusalem, Convent Schools, Wanganui River ; Whakarapa, Convent School, Hokianga ; Tanatana and Matahi, near Waimana, Bay of Plenty. The mission school at Maungapohatu, Urewera country, was closed during the year owing to the difficulty of securing teachers. The total number of children on the rolls of these schools at the end of the year was 343, and the average percentage of regularity was 88-6.

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(3.) Boarding-schools (Secondary). In addition to the Maori mission schools there are eleven boarding-schools visited annually by the Inspectors of Native Schools. These schools have been established by various religious denominations for the higher education of Maori pupils. Five of these schools have been established for boys, five for girls, while one is a mixed school, with a boarding establishment for boys, who in order to attend must live away from home. The combined roll at the end of the year 1924 was 524, and the average percentage of regularity 95-7. The particulars regarding the roll number, and attendance of the three types of schools are summarized as follows :—

Condition of School Buildings and G-bounds. So far as the cleanliness and general tidiness of the school buildings are concerned, little fault can be found. The sweeping and washing of the schoolrooms are undertaken by the elder pupils, who do the work under the supervision of the teachers. This plan works very well, and the pupils usually take a pride and interest in keeping the schools clean. It is, however, felt that in some schools the supervision of the teacher is lacking. In a number of schools insufficient attention is paid to the cleanliness of the outhouses, and it has become necessary to direct the attention of the teachers in a general way to the very great importance of securing satisfactory sanitary conditions. In this connection it is imperative that teachers should show vigilance in the proper supervision of the outbuildings. With regard to the grounds and their general condition, it may be said that in the great majority of the schools they present an attractive and well-kept appearance. There is, however, a very great contrast in the zeal displayed in this connection by the teachers of different schools. A considerable number of teachers do not hesitate to expend money in beautifying the grounds of what is their home. A great deal remains to be done in many schools in the planting of trees and shrubs in order to beautify the grounds, and it is to be hoped that teachers will seize the opportunity of the assistance which will be given by the Forestry Department in the supply of suitable trees and shrubs. Very many of the schools have now the benefit of visits from instructors in agriculture, who are only too willing to give teachers advice and assistance in the laying-out of the grounds and in the direction of improving them. In the matter of minor repairs to the fences and buildings much more can be done by some teachers who frequently show lack of initiative or even disinclination to undertake work which involves a little trouble. Instances have been observed where during wet weather access to the school has actually been difficult owing to the existence of pools of water near the door. A small amount of labour and the exercise of a little intelligence would very soon remove such unpleasant and untidy conditions. In the estimate of a teacher's work such matters as are referred to in this section must necessarily be taken into account. Inspection, Obganization, Methods of Teaching, etc. In the work of inspection and examination 123 Native village schools, eight mission schools, and eleven Native secondary schools were visited by the Inspectors during the year; and visits were also made in connection with applications for the establishment of schools in various parts of the North Island. So far as the village and mission schools are concerned, the reports of the Inspectors go to show that, while in a large proportion of the schools a satisfactorily high standard of efficiency has been maintained, a satisfactory improvement is being made in many schools whose efficiency has hitherto ranged from fair to satisfactory. Even in the weakest schools progress is being made towards a more satisfactory condition of affairs. Reference to the secondary schools is made in the section of the report dealing with secondary education. From the point of view of efficiency the village and mission schools may be classified as follows : Weak, 9; fair, 15 ; satisfactory to good, 45 ; good to very good, 55 ; excellent, 9. The methods of teaching in the schools are generally on sound and up-to-date lines, and in a great majority of the schools they are very successfully applied, the subject in which least success is achieved being, as might naturally be expected, language-teaching. The tone and discipline of the schools are on the whole quite good, and the pupils are subjected to a training in right conduct and honest endeavour which cannot fail to exercise a wholesome influence upon their characters. The preparation of the schemes of work and the planning-out of the work show considerable results in many schools, the introduction of the work and scheme book having led to more attention and consideration being given to the matter, with a corresponding benefit to the teaching. It appears necessary, however, to remind head teachers of their responsibility for the drawing-up of these schemes of work for the assistants, and for the careful supervision of the work of the assistants. In organizing the work of their schools the serious mistake of allocating to an inexperienced assistant the task of teaching an important subject like oral English to the infants should be avoided.

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Schools. i Number. Average Weekly Average Percentage of 1924 Number. Attendance. .Regularity. i Native village .. .. 125 6,310 6,345-5 5,609-5 88-4 Native mission .. .. 8 343 344-3 305-2 88-6 Native secondary .. .. 11 524 512-5 490-8 95-7 Totals.. .. 144 7,177 7,202-3 6,405-5 88-9

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The attendance registers and school records are as a rule very carefully attended to, and the need for taking exception to the manner in which they are kept seldom arises. In connection with the quarterly and annual returns, however, many teachers fail to send in perfectly accurate returns. Teachers are again reminded that all departmental correspondence must be dealt with expeditiously and filed for reference. During the year more schools have fallen into line with the system adopted in a large number of schools of supplying hot cocoa at the midday recess to the pupils during the winter months. The system, which is an excellent one, has now become an established custom and is greatly appreciated. The benefit to the health of the children is so evident that the teachers of those schools where the system has not yet been adopted should make a serious attempt to enlist the co-operation of the scholars and their parents. The annual picnic and the annual concert are also now well established in Native schools, and they still continue to be regarded as most important events in the respective districts, where they prove of much value in securing the practical interest of the parents in the school and its work. At the annual examination for teachers' certificates several teachers from Native schools succeeded in improving their status. Their success is gratifying and should serve as a stimulus to others. Head teachers of Native schools, in common with those of public schools, will benefit by the increase in the new salary scale that has been adopted. The assistants in Native schools will also receive some increase in their salaries. G-eneeal Remarks. The following paragraphs have special reference to various subjects of the school course :— Reading and Recitation. —In a fairly large number of schools the pupils read clearly, fluently, and intelligently, and show that they comprehend in a satisfactory manner what they read. In a great many schools, however, there is much room for improvement in the matter of comprehension, and teachers must realize that unless their pupils grasp the thought content of what they read, and are able to interpret satisfactorily to others what they read, they are not reading in the true sense. This inability on the part of the pupils is no doubt the chief defect in the reading, and any method which results in reading without comprehension of what is read can only, be regarded as an inefficient method. Even in the earliest stages of reading, the teachers must aim at securing a proper understanding of the subject-matter of the reading-lessons. The monotonous style of reading frequently heard is due partly to the lack of comprehension and partly to lack of effort on the part of the teachers to secure something like satisfactory expression and modulation of the voice. These matters should be insisted on by the teachers, who naturally must be able to demonstrate what is required. The ability to read must be accompanied by a desire to read, and teachers should use their best endeavours to provide a school library and encourage their pupils to read. Recitation of poetry is far from satisfactory in a good many schools. Frequently the selected pieces are unsuitable and offer little opportunity for dramatic effort or practice in expression and in the modulation of the voice. They are frequently imperfectly memorized, and the rendering of them is frequently marred by inaccurate pronunciation. The recitation pieces and simple dialogues should provide an additional means of getting rid of the monotonous style which is so common. Language Instruction (Oral and Written English).—The quality of the instruction in this subject varies very much indeed in the schools, and only in those schools where it is well taught is the general quality of the school-work of a high standard. In a large number of the schools the quality of the instruction ranges from satisfactory to good, and in a very considerable number it can only be described as ranging from poor to fair. There is little doubt that the comparatively poor results achieved in English are due to inefficient teaching. The subject, particularly oral English, is so allimportant that it demands the utmost attention of the teachers. They must recognize that the work of teaching the Maori children to speak, write, and understand English, and thus by means of the acquired language become acquainted with European customs and ways of thinking, constitutes probably the principal reason for the existence of Native schools. There are many difficulties confronting the teacher in teaching this subject, the principal one being that the mother-tongue of the pupil is so fundamentally different from English that, " to say nothing of the hereditary aptitudes, the Maori child from the time that he begins to speak and think has his vocal organs and his thinking-faculties moulded in such a way that he could hardly be rendered more unfitted for speaking English and using it as an instrument of thought if his vernacular had been specially devised for the purpose." Another serious difficulty is that the teaching of English to the pupils is hampered by their training in the use of Maori being continued along with their training in English. The difficulties connected with the teaching of the subject must be met by the employment of intelligent methods. The paramount importance and value of oral work, meaning thereby practice by the pupils in speaking, and not practice by the teachers, must be clearly realized, and to ensure success teachers must bring to bear all their skill, imagination, and resource upon the preparation of their schemes of work and upon their actual methods of teaching. It is not sufficient that the pupils hear English spoken by the teachers ; they must have abundant practice. Teachers must not be deceived into thinking that because the pupils understand a great deal of English they therefore can use that English in oral speech. Then, again, they must not be deluded into thinking that all is well with the spoken English because their pupils have learned to read. Pronunciation, expression, and accentuation must receive careful attention in order that the monotony of utterance which too many teachers are satisfied with, both in oral English and in reading, may be avoided. In coping with this defect, recitation, repetition of stories, and dialogues will be found very useful. The use of these adjuncts, however, must not be regarded as a substitute for specific and definite instruction in oral English on the lines set forth in

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the syllabus, or ill the Department's pamphlet, Teaching of English, or in the annual reports, and any attempt to do so will be regarded as mischievous. Every effort must be made to'secure an enlargement of the pupil'sj vocabulary and the attainment of fluency in speech, and for this reason the pupil's efforts at continuous narration should bejnterrupted as little as possible by correction of his language. Teachers are warned against collective answering and collective!repetition, as frequent recourse to this method is an obstacle to the development of genuine thought and free expression, and children accustomed to its use rapidly lose any desire or ability to act or speak for themselves. Every lesson should afford opportunity for free expression and for developing the power of connected and continuous speech. The written composition should be as much as possible the outcome of the course in oral English, and should be as much as possible a free expression of the thoughts of the pupil on the subject given. Arithmetic. —This subject is usually well taught in a good many of the schools, and where the pupils have a good grasp of English creditable work is done. Where, however, the comprehension of the language used in the arithmetical questions —often incorrectly described as problems —is poor the pupils invariably have considerable difficulty with the work. This experience should serve to impress upon teachers the need for securing proficiency in the English of their pupils, and should not serve merely as an excuse for their failures. To ordinary intelligent Maori children the mathematical thinking in connection with arithmetic presents little or no difficulty; it is the meaning of the [questions, couched probably in more or less unfamiliar language, that causes the difficulty. Consequently it is highly necessary that viva voce arithmetic and mental arithmetic should be much used in dealing with " problem " work. In a good many schools there is a lack of appreciation of the value of viva voce arithmetic and of mental arithmetic, and teachers will do well to give much more attention to this aspect of the work. Geography andiNature-study.—TheTremarks|made in last year's report on this subject are still more or less applicable to a fairly large number of schools. To be of educational value geography must not be regarded as a process by which certain facts about the earth, or the portion of it on which we live, are committed to memory. In this subject the youngest child as well as the more advanced must be brought into contact with the outside world—the world of nature as distinct from the world of books. Although, as advance is made in the study, reliance to a great extent has to be made upon the investigations of others, still in order that these investigations may be understood children from the first must be taught to work for themselves and to take nothing for granted. The earth's surface, the condition of its various parts, their relations to one another, and the influence of those conditions and relations on plant-life, on animal-life, and particularly on human life, are matters with which geography is concerned. The teaching in order to be a valuable mental discipline must be based on matters within the range of the pupil's observation, and must deal with the simplest and most significant facts. A generalization from these facts will thus enable the main principles to be established and impressed upon the minds of the pupils. The mental of the pupils will be enlarged if their imaginations are so called into play can form mental pictures of things which lie wholly beyond the range of their own observations. The subject taught upon the principles explained will prove both interesting and attractive to the pupils. In the upper classes in many of the schools there is still insufficient use of the globe, thejwall-map, and the atlas. Map-reading by the pupils should receive much attention so that they will be able to form from the map fairly correct ideas of distances, and also form correct ideas of areas from the map symbols. The pupils should also be encouraged to read books of voyages and travels, and by the use of their atlas learn to appreciate and understand what they have read. Nature-study in many of the schools cannot be said to receive very adequate treatment. It does not appear to be sufficiently appreciated that the first and most important aim is to teach the pupils to observe, compare, and contrast, the second is to add to their knowledge of common things, and that these ends will be more readily and securely attained if the results of the direct observation of the scholars are made the basis for instruction in language, number, drawing, modelling, or other handwork. It follows from the recognition of these principles that the admission of technicalities, whether in method of study or in language or terminology, will merely obscure the chief aim of the instruction." " Side by side with increasing power of observation should go training in expression, for the child's expressions are the teacher's only guide to its impressions. While expression should not be looked upon as of equal importance with observation, it clinches new impressions and definitely gives them a place in the child's system of knowledge. It may and should take different forms : oral and written descriptions, drawings, objects made by the child." Handwork.—Elementary Manual Training : Two or more forms of handwork are taken up in all schools, a choice being made by the teachers from the following occupations : Mat-weaving, paperfolding, paper-cutting and paper-mounting, carton-work, plasticine and cardboard modelling. The materials for these occupations are forwarded annually by the Department to the various schools in accordance with requisitions made by the teachers. In some schools additional material for other occupations is purchased by the teacher from the school funds. In a large number of the schools very creditable work is done, and the pupils are eager to display their handiwork at the Inspector's visit. In many schools, however, the work is more or less disappointing, and it would seem that the occupations are looked upon more or less as a means of simply keeping the pupils employed. It must not be forgotten that the subject is not an isolated one, and that it should be correlated with other subjects of the time-table. This manual training should be regarded more as a method of teaching than as a subject to be taught, the intention being to teach the children to think clearly and work accurately through the discipline of hand and eye, and to form habits of industrious, careful, and accurate work. This training can thus become a valuable aid to the development of character in

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fosteri?ig that self-reliance which comes from success in producing tangible and permanent results. At the recent teachers' refresher course in Gisborne the teachers attending had the benefit of instruction in several forms of manual occupations. Drawing.—Creditable work is done in drawing in a great many of the schools, and this remark applies also to brushwork and crayon-work. There are, however, many|schools*where not reflect credit upon either the teachers or the pupils. " The aims of the teacher should be'entirely educational, the dominant aim being that of enabling the scholar to see correctly and to represent accurately any given object. This aim must be persisted in throughout the school life, as complete accuracy is acquired only by long and well-directed practice, and, indeed, is impossible in the earlier stages of development." Blackboard drawing and drawing from memory receive satisfactory attention. The younger children should always make large drawings as free-arm work on the wall- 1 lackboards. Memory drawing should include memory drawing of something studied during the ordinary lesson, and taken alternately with a memory drawing made after looking at an object shown to the class by the teacher for a few minutes and then withdrawn from the view of the pupils. Unless great care is taken memory drawing may easily degenerate into a practice which prevents progress in drawing. Housecraft (Domestic Duties). The number of schools where some training in domestic duties is undertaken is not large, but where it is undertaken good work is done ; and, as has been stated in previous reports, teachers are missing an opportunity of providing a form of training which is specially valuable for the elder girls. A little more initiative and enthusiasm would overcome the difficulties that lie in the way of providing some satisfactory course of instruction —say, in cooking, ambulance work, and in the treatment of minor ailments. Needlework and Sewing. —In a very satisfactory number of schools exceedingly useful work in needlework is done, and the displays of the girls' handiwork is distinctly creditable. The girls are taught to cut out and make useful articles for themselves or for members of their families. Many of the schools have now been supplied with machines, and these are put to good use. The number of schools to which machines have been supplied is increasing yearly, the cost of the machines being contributed to by local effort. The materials for making up are generally supplied by the parents, who appreciate the practical value of the training. The interest of the girls is stimulated and maintained, because they feel that they are responsible for the construction of something that is of real use, and that in the making of the articles they have done something for themselves or for others. More encouragement might be given to the girls to bring garments which require mending, and thus lessons of neatness, cleanliness, tidiness, and economy may be inculcated. There are still schools where the work done in this subject indicates little interest or enthusiasm on the part of the teachers and pupils. Woodwork. —The number of schools where there are workshops is not particularly large, but useful work is done in most of the workshops that have been established. To these schools a quantity of timber is supplied by the Department for the use of the boys, who are instructed in the use of various tools and are encouraged to make useful articles. The articles are sold at the actual cost of the timber, and they are keenly sought after. The policy of the Department in connection with the establishment of workshops is to encourage local effort by supplying the necessary equip-ment-tools and benches —at schools where the people have erected suitable buildings for use as workshops. At Hiruharama, where sufficient funds were raised by concerts and other means to provide a workshop, it is pleasing to record that the teachers, with the assistance of the elder boys and adults, have completed their share of the undertaking. The Department is supplying the necessary tools, and the workshop will immediately become a going concern. At Manutahi, where it is proposed to establish a workroom in which the boys will be taught woodwork and the girls cookery, the requisite funds have also been obtained, and it is expected that instruction will begin early in the current year. It is worthy of record that at these two places the teachers, with the assistance of the children and patents; have succeeded in raising upwards of £100 in each case for a special purpose, and there appears to be 110 reason why the examples of Hiruharama and Manutahi should not be followed in other localities. As in former years, boys from village schools who can conveniently attend manualtraining centres have done so. Elementary Agriculture.—As a result of the arrangements made by the Department with the Education Boards in the Auckland and Hawke's Bay Districts the great majority of the village schools in these districts now have the benefit of official visits from the instructors in agriculture. The arrangements made have enabled the instruction to be placed upon a much more satisfactory basis, and from the reports received it is evident that the teachers are profiting from the suggestions and advice they receive. Much more interest is being displayed by the teachers and pupils alike, and this result is due largely to the enthusiastic interest which the instructors take in their work. The supply of tools, science material, and apparatus is made from the Board's stocks, upon the approval by the Department of the recommendations made by the instructors. This method of supplying equipment is found both convenient and economical. Towards the end of the year, at the suggestion of the Supervisor of Agriculture in Hawke's Bay, it was decided to hold a refresher course of instruction at Gisborne for the teachers of the Bast Coast District during the latter portion of the summer vacation. The subjects dealt with were nature-study, elementary science, gardening, and elementary practical agriculture. The number of teachers who attended the course was most satisfactory, and there can be little doubt that the work done during the course was both profitable and instructive. Singing.- In a fairly large number of schools the singing is very well taught, and the pupils are able to read at sight very satisfactorily. In the teaching, the tonic sol-fa notation is most frequently used, and little or no attempt is made in developing the power to read from the staff notation.

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Teachers who have a knowledge of both notations should use, particularly in the upper classes, both notations, care being taken that every step in the staff notation has been explained as far as possible by the corresponding step in the tonic sol-fa notation. Voice-training and ear exercises do not receive the attention they deserve, and it is felt that much better results in singing would be obtained in many schools if daily practice of songs and musical exercises was more common. Secondary Education. No special schools to meet the particular needs of the Maori youth in the matter of secondary education have been established by the Government. Such schools, however, have been established by various denominational bodies for the purpose of providing an advanced course of instruction, and at such of them as are regarded as providing a suitable course the Government in order to promote this education has undertaken to provide a number of scholarships for the pupils from Native village schools (and, under certain conditions, from public schools) who have the necessary qualifications and are considered likely to benefit from the advanced course of training. The schools perform a very useful function, and the scholars in attendance cannot but benefit from the training they receive— a training designed to enable them to become useful members of the community, and thus assist in the progress of the Maori people. In the girls' schools the course of instruction is so arranged that the better-qualified girls may take the Public Service Entrance Examination. Special prominence, however, is given to a practical training in such subjects as needlework and dressmaking, with particular attention to instruction and practice in cutting out garments for the girls' own use. The training also includes cookery and domestic duties generally ; first-aid and nursing ; care and rearing of infants, and the preparation of suitable foods for infants and the sick ; sanitation, cleanliness, and personal hygiene. The girls also take as part of their practical training as large a share as possible of the work of the institutions. Physical instruction and organized games also play an important part in the training. Fine displays of needlework and cookery are features of the girls' work at the annual visits. A very fair number of the girls upon leaving school are employed as junior assistants in the village schools. In the boys' schools practical training also receives considerable attention, and takes the form of woodwork instruction and, where practicable, agricultural work, including farming operations. At Te Aute College, where the equipment for both theoretical and practical work in agriculture is good, it is to be regretted that a larger number of boys do not take the course, which is likely to be of far more benefit to the great majority of them, and the tendency to prefer the more academic type of education is to be deplored. At the boys' schools physical instruction and games receive special attention. All the schools referred to in this section are subject to inspection and examination by officers of the Department, whose reports indicate a high standard of work. At Te Aute College a few boys are prepared for the Matriculation course, with satisfactory results. At the end of the year the number of pupils in attendance at these secondary Native schools was 307 boys and 217 girls, a total of 524. Of this number 130 scholars were holders of scholarships provided by the Government. In addition to these scholarship-holders, pupils from the islands in the Pacific attend some of these schools as the holders of scholarships provided by the educational authorities of the islands. Scholarships. For the purpose of assisting the more promising Maori scholars to secure the advantages and benefits of higher education the Government has in vogue a system of scholarshijjs by means of which the scholars arc enabled to qualify themselves for employment which will be not only profitable, to themselves but will be a means of furthering the progress of the race. These scholarships are of various types, and are classified as follows: (1) Junior scholarships or free places; (2) senior scholarships, taking the form of (a) industrial scholarships (apprenticeships), (b) agricultural scholarships, (c) nursing scholarships ; (3) University scholarships. The junior scholarships, which are tenable at a number of the schools referred to in the previous section, are available for suitably qualified and accredited pupils from Native village schools or public schools. These scholarships are eagerly sought after by the parents of the pupils, and little difficulty is now experienced in filling the vacancies at the boarding-schools. During the past year 133 junior scholarships were current. Only a limited number of senior scholarships are available. The industrial scholarships, or apprenticeships, as has been the case for some years past, do not seem to be attractive to Maori boys. Two such scholarships were current at the end of the year, one lad being engaged in joinery and. cabinetmaking, the other in engineering. The agricultural scholarships are tenable at some State farm, or at a school or college where a suitable agricultural course is provided, or lads may be apprenticed to an approved farmer. This form of scholarship is not in great demand. Nursing scholarships may be awarded to suitably qualified girls who are anxious to work among their own people as nurses. Two Maori girls are probationers on the staff of the Napier Hospital, and arrangements have been made for another girl to commence as a day-pupil. With the same object in view the Hospital Department appoints Maori girls to the hospital staffs in various districts. A number of Maori nurses are now at work among their people as officers of the Health Department and are doing creditable work. Maori lads who have matriculated and are desirous of taking up some profession which will prove of benefit to the Maori race are eligible for University scholarships. Not more than two scholarships may be awarded in any one year. Six University scholarships were current at the end of last yeax ; 3(2 medicine, 1 law), Otago University; 3(2 law, 1 engineering), Canterbury College.

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Another Maori student, who is assisted by the Native Department, is also taking law at Canterbury College. Two additional scholarships in law are to be awarded during the current year. In addition to the foregoing scholarships two dental bursaries are held at Otago University by Maori students. The efforts thus made by the Government to provide higher education for the Maori represents a very considerable expenditure. It may be mentioned here that the provision of additional scholarships from another source is contemplated, as under the Native " washing-up " Act passed during the last session of Parliament a very large sum of money was allocated from accumulated Native moneys for the education of Maoris, ethnological research, and other purposes for the welfare of the Natives. A Board to be known as the " Maori Purposes Fund Control Board " has been set up to administer the fund, and it is observed that the founding of scholarships and exhibitions for Natives and the payment of such allowances as may be deemed expedient in connection therewith constitute one of the purposes of the fund. In addition to the scholarships outlined above there are scholarships provided from private bequests—viz., Te Makarini Scholarships and the Buller Scholarship. Te Makarini Scholarships.—These scholarships were established many years ago for the benefit of Maori scholars, and are provided from a private bequest which was set apart for the purpose and in memory of the late Sir Donald McLean, who for some years held the position of Native Minister in the Government. The fund is administered by trustees, and the examination is conducted by the Department. The scholarships are of the annual value of £35 and are tenable for two years, the successful candidates being required to attend Te Aute College. The candidates are subjected to a competitive examination in English, arithmetic, geography, Maori, and general knowledge (New Zealand history, health, and religious knowledge). For the year 1924 three scholarships, one senior and two junior, were offered for competition, one junior scholarship being reserved for candidates from Native village schools. For the senior examination there were sixteen candidates —eleven from Te Aute College, four from St. Stephen's School, and one from Whangape Native School. For the junior examination there were fourteen candidates —five from Whakarewarewa Native School, four from Wharekahika Native School, one from Parawera Native School, two from Te Aute College, and two from St. Stephen's School. In the senior examination the highest marks were gained by Charles Covell, St. Stephen's School, with 71 per cent, of the possible marks. In the junior examination the highest marks were gained bv Christian Lima, of Te Aute College, 66-7 per cent., and Hironi Wikiriwhi, of Whakarewarewa Native School, 60-5 per cent., and the scholarships were awarded to the boys named. Buller Scholarship.- This scholarship was established in memory of the late Sir Walter Buller from a bequest made by him in the interest of Maori education. The scholarship, which is of the annual value of £30 and is tenable at Te Aute College, is reserved for competition amongst lads who are predominantly Maori in race. The Department also conducts this examination, the papers set being of a more difficult standard than that of those set for the Senior Te Makarini Examination. The syllabus of work for the examination includes the following subjects : English (including civics and New Zealand history), arithmetic, Maori, agriculture, and an optional subject' —woodwork or elementary mathematics. The candidates are also examined in religious knowledge by the Waiapu Diocesan authorities. The examination was held early in December, and there were fourteen candidates —ten from Te Aute College and four from St. Stephen's School. The successful candidate was Selwyn te Paa, of Te Aute College, who gained 69 per cent, of the possible marks. Although the scholarship is nominally tenable for one year only, the trustees find it possible now to extend the tenure to two years. The Te Makarini and the Buller Scholarships serve a very useful purpose in enabling the brighter lads to remain at Te Aute College sufficiently long to qualify for the, Public Service Entrance Examination, and even the Matriculation Examination. Concluding Remarks. During the past year the village schools have been particularly free from interruptions of any sort, and as a result a very successful year's work has been accomplished. The number of children in attendance at the end of the year constituted a record for the schools, and it is worthy of remark that the number of Maori children under instruction in all classes of schools, including public schools, is slightly over thirteen thousand. This review of the work of Native schools would be incomplete without a reference to the zeal and enthusiasm of the teachers generally in the carrying-out of their duties, and to the interest they display in the welfare of the children under their charge and in the Maori people generally. In the work connected with the examination and inspection of the village schools, the mission schools, and the boarding-schools I have to acknowledge the assistance rendered by Mr. Henderson. Inspector of Native Schools. Jno. Porteous, Senior Inspector of Native Schools.

E.—3,

8

No. 2. 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, 1924.

In the column "Position," ELM means Head Master; HF, Head Mistress; M, that there is a Master only; F, Mistress only; A M, Assistant Male Teacher; A F, Assistant Female Teacher. [All head teachers and sole teachers are either provided with a residence or are paid house allowance; such allowance is not included in the annual rate of salary in the last column below.] 03 o a 5 .2 Name of School. County. of Teachers on Staff. J g A of"saLin' tl School. gs r gt I I O fc f Ahipara .. Mongonui .. IIIa ii 63 Timbers, Arthur D. .. .. D H M 360 Timbers, Joquina Q. .. .. .. AJ? 160 Maurihooho, Rangi .. .. .. A 1" 120 Arowhenua .. Geraldine .. IIIa i 39 Bremner, Hannah A. A. .. I) H F 345 Bremner, Esther P. N. N. .. 1) AP 210 Awarua .. Bay of Islands IIIa ! 45 Rust, Gordon J. .. .. .. H M 255 Rust, Annie B. .. .. .. A F 130 Hapua . • Mongonui .. IITb 77 Grindley, George .. .. D H M 325 Grindley, Catherine .. .. .. A F 150 Murray, Julia .. . . .. .. A F 85 Grindley, Kathleen E. .. . . .. A F 05 Hiruharama .. Waiapu .. IIIa ii 85 Miller, Ethel (Mrs.) .. .. E HF 320 Miller, David W. . . .. ..AM 150 Miller, Winifred E. .. .. .. A F 75 Horoera .. Matakaoa .. II ii 33 Burley, Joseph W. .. .. .. IIM 230 Burley, Elsie L. K. (Mrs.) .. .. AF 95 Huiarau .. Whakatane .. IIIa i 42 Clemance, Phyllis S. .. .. C H F 305 Clemance, Grace A. D. .. .. D A F 180 Kaharoa .. Raglan .. II ii 27 Rayner, Henry H. . . . . .. H M 250 Rayner, Flora (Mrs.) .. .. .. AF 105 Kaikohe .. Bay of Islands IVa 142 Rogers, Herbert . . .. D H M 400 Rogers, Ethel E. .. D A F 230 Padlie, Florence .. .. .. A F 195 Henare, Maata T. R. .. .. .. A F 85 Kakanui .. Helensville .. I 18 Geissler, Aimee M. .. .. .. F 190 Karetu .. Bay of Islands II ii 29 Robinson, Edna M. (Mrs.) .. .. HF 200 Robinson, Charles H. .. .. AM 85 Karioi .. Waimarino .. II ii 24 Gillespie, Mary D. (Mrs.) .. .. HF 210 Hepetema, Alice .. .. .. A F 140 Kenana .. Mongonui .. Hi 19 Johnson, Ida V. C. (Mrs.) .. C F 330 Kirioko .. Bay of Islands IIlAi 51 Grahame, Bruce .. .. Lie. HM 295 Le Huray, Dorothy 0 A F 235 Kokako .. Wairoa .. IIlAi 36 Alford, Edward H. M. .. .. .. HM 285 Alford, Florence (Mrs.) .. .. .. AF 170 Manaia .. Coromandel .. IIIa ii 45 Greensmith, Edwin .. .. C H M 355 Greensmith, Isabella C. (Mrs.) .. .. AF 170 Mangamuka .. Hokianga .. IIIai 59 Murray, James . . .. .. HM 265 Williams, Susannah G. (Mrs.) .. .. A F 150 Mangatuna .. Waiapu .. IIIa ii 54 Scammell, William H. .. .. .. H M 285 Scammell, Agnes E. (Mrs.) .. .. AF 160 Bartlett, Bessie .. .. .. A F 65 Manutahi .. Waiapu .. IIIb 87 Woodley, Frederick T. .. .. D H M 360 Woodley, Georgina .. .. .. A F 160 Gerrard, Paki .. . . .. .. A F 120 Haerewa, Erana .. .. .. A F 100 Maraeroa .. Hokianga .. IIIa ii 55 Hulme, Maggie (Mrs.) .. .. .. HF 310 Hulme, Russell H. .. .. .. AM 160 Matahiwi .. Waimarino .. I 14 Churton, Elena .. .. .. F 160 Matangirau .. Whangaroa .. II ii 35 Morris, Margery M. (Mrs.) .. D HF 320 Morris, David 0. .. .. .. AM 150 Mataora Bay .. Ohinemuri .. I 9 Hay, Barbara .. .. .. .. F 180 Matapihi .. Tauranga .. IIlAi 36 Gibbons, Elizabeth M. L. (Mrs.) .. .. HF 285 Ramsay, Eileen .. .. .. A F 195 Matata .. Whakatane .. IIlAii 48 King, Edmund A. .. .. C HM 345 King, Clara M. H. (Mrs.) .. D AF 200 Smith, Amanda E. .. .. .. A F 75 Matihetihe .. Hokianga .. II ii 34 Minohin, Zara .. .. .. D IIF 310 Te Toko, Emma .. .. . . A F 140 Maungatapu .. Tauranga .. IIIa ii 51 Roach, Patrick .. .. C H M 370 Roach, Ruby (Mrs.) .. .. .. AF 160 Roach, Aileen F. M. .. .. .. A F 85 Motatau .. Whangarei .. IIIa i 42 Percy, Henry C. .. .. .. H M 285 Peroy, Juanita E. (Mrs.) .. D A F 220 IVlotiti Island .. Tauranga .. I 24 Clench, Charles McD. .. .. .. M 250 Motuti .. Hokianga .. I 20 Braford, Henry S. B. .. .. M 175

9

E.—3

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

2 —E. 3.

I ® I i £ i a Crad * 1 Name of School. County. of g, g Teachers on St.afT. J g "salary^ School. f ■= O 2 '5S s> £ o <Sj | I O PL- £ Wgawha .. Bay of Islands IIlAii 54 Russell, William E. .. .. C HM 340 Russell, Agnes .. .. .. .. AF 150 Xe Haara, Louisa .. .. .. Al f 85 Nuhaka .. Wairoa .. IIIb 107 South, Moses .. .. .. E H M 375 South, Emma S. (Mrs.) .. .. .. AF 170 Roseveare, Ethel A. .. .. | I) AF 165 Paulger, Irene D. .. ..ID A F 115 Ohautira .. Raglan ,. Hi 17 Raymond, Frank H. W. C. .. .. HM 220 Raymond, Beryl M. (Mrs.) .. .. AF 75 Okautete .. Masterton .. I 13 Owen, Mary M. .. .... F 160 Omaio .. Opotiki .. IIIau 71 Coughlan, William N. .. .. .. HM 285 Coughlan, Isabella A. M. (Mrs.) .. .. AF 260 Chitty, Doris A. E. .. .. .. A F 120 Omanaia .. Hokianga .. 111ai j 53 Nisbet, Robert J. .. .. Lie. HM 295 Nisbet, Janet (Mrs.) .. .. .. AF 170 Omarumutu .. Opotiki .. Mb 90 MaeKay, Gordon .. .. D HM 375 MacKay, Jane (Mrs.) .. .. .. AF 160 Gaskill, Annie M. .. .. .. A F 85 Small, Roberta M. K. .. .. .. AF 100 Opoutere .. Thames .. II ii 26 Statham, William H. .. .. .. HM 210 Statham, Frances E. .. .. A F 80 Orauta .. Bay of Islands II Ia i 43 Kelly, Felix .. .. . . D HM 345 Hakaraia, Victoria .. . . .. AF 195 Oromahoe .. Bay of Islands 11 ii 22 Brighouse, Kathleen (Mrs.) .. .. HF 200 Brighouse, John R. .. .. .. AM 85 Oruanui .. East Taupo .. 11 ii 28 Ferguson, William .. .. D HM 300 Ferguson, Alice (Mrs.) .. .. .. AF 85, Otangaroa .. Whangaroa .. I 14 Matthews, Emily .. .. .. F 190 Otaua .. Hokianga .. IIlAii 72 Smith, Leonard H. .. .. .. HM 285 Smith, Phoebe M. (Mrs.) .. .. A F 160 Pouri, Makere .. .. .. .. A F 120 Otukou .. Taupo .. I 18 Blathwayt, Mary de V. W. .. .. F 190 Owhataiti .. Whakatane .. IIlAii 91 Clark, Olive J. M. (Mrs.) .. B M F 370 Clark, William M. .. .. .. AM 160 Godmond, Amy J. .. .. .. A F 65 Paeroa .. Tauranga .. 111a i 55 Baker, Frances E. E. .. D H F 355 Baker, Henrietta A. .. .. .. A F 170 Pamapuria .. Moiigonui .. IIlAi 43 Heal, Ethel A. (Mrs.) .. .. C IIF 295 Heal, Ernest R. .. .. .. AM 130 Pamoana .. Waimarino .. Hi 26 Barnes, Ellen L. (Mrs.) .. .. .. II F 200 Brooks, Kimi .. .. .. .. A F 100 Papamoa .. Tauranga .. II ii 27 Lundon, Clara J. .. .. .. F 250 Paparore .. Mongonui .. 111a ii 72 Harper, Leslie M. .. .. Lie. 11F ; 280 Harper, Charles A. E. .. .. .. AM 160 Richards, Lottie B. .. .. . . A F 85 Parapara .. Mongonui .. Hi 25 Church, Lilian .. .. . . IIF 250 Clough, Elizabeth J. .. .. .. A F 120 Parawera .. West Taupo .. IIlA i 46 Boswell, Arthur .. .. D H M 310 Boswell, Miriam A. .. .. C A F 200 Parikino .. Wanganui .. II ii 33 Bruford, Frederick C. .. .. HM 210 Bruford, Madge L. (Mrs.) .. .. AF 95 Pawarenga .. Wanganui .. IIlAii 68 Gilmour, Richard S. .. .. B HM 325 Matini, Ratareria .. .. .. A F 195 Hotere, Eliza .. .. .. .. A F 65 Pipiriki .. Wanganui .. IIIa i 43 Jarratt, Herbert .. .. C j H M 345 Jarratt, Emily E. (Mm.) .. .. AF 160 Poroporo .. Whakatane .. IIIb 81 Ryde, Henry J. .. .. D HM 385 Ryde, Emma G. (Mrs.) .. .. .. A F 160 Saunders, Eveline M. .. .. .. A F 130 Ryde, Edna R. .. .. .. A F 75 Pukehina .. Rotorua .. II ii 29 Burgoyne, Annette .. .. .. H F 250 Burgoyne, Constance .. .. .. A F 115 l'ukepoto .. Mongonui .. 111a ii 65 Gracie, Thomas .. .. 0 H M 320 Gracie, Mary L. S. (Mrs.) .. .. AF 130 Robson, Winnie .. .... A F 85 Rakaumanga .. Waikato .. IIlA i 44 Hyde, Alfred E. .. .. .. H M 285 Hyde, Louisa R. (Mrs.) .. .. I) AF 220 Rakaunui .. Kawhia .. I 18 Olauson, Richard W. .. .. M 175 Ranana .. Rotorua .. Mb 71 England, Walter .. .. C HM 360 England, Eva E. (Mrs.) .. .. .. AF 160 Heperi, Rebecca .. .. .. A F 120 Rangiahua .. Wairoa .. IIii 29 Harlow, Wilhelmina .. .. D HF 315 Williams, Mabel .. .. .. A F 140 Rangiawhia .. Mongonui .. II ii 24 McCully, Annie W. (Mrs.) .. C HF 270 McCully, Rutherford D... .. .. AM 85 Rangitahi .. Whakatane .. II ii 35 Jamison, Mary.. .. .. .. HF 285 Mauriohooho, Sarah .. .. .. A F 195

E.—3

10

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

1 c 9 .2 ! Name of School. I County. of I g>g ! Teachers on Staff. J £ School. : gs -sis £■< 3 » > i o I < I O I CM £ Eangitukia .. Waiapu .. IVa 135 Cumpsty, Charles E. .. .. Lie. HM 325 Cumpsty, Mary .. .. .. A P 155 Korimete, Janie .. .. | AF 130 Kohere, Huinga .. .. .. AF 75 Raukokore .. Opotiki .. UlAi 47 Saunders, William S. .. .. .. HM 285 McLaehlan, Linda .. .. .. A F 195 Reporua .. Waiapu .. Hi 18 Clarke, Rosa .. .. .. D H F 310 Houia, Ngamane .. .. | . A F 75 Ruatoki .. Whakatane .. | IVa 123 Vine, Henry G. .. .. D HM 395 Vine, Winifred M. (Mrs.) .. .. AF 170 Vine, Effie L. .. .. .. .. AF 150 Nikora, Patu .. .. .. .. A F 65 Taemaro .. Mongonui .. j IX ii 26 Holland, Gertrude A. (Mrs.) .. .. HP 210 | j Holland, Albert F. .. .. .. AM 85 Taharoa .. Kawhia .. i 111a i 41 Seivewright, Alexander C. .. j •• HM 255 Seivewright, Clara (Mrs.) .. .. AF 130 Takahiwai .. Whangarei .. 111a i 45 Salisbury, Josiah .. .. ■ . H M 265 Salisbury, Helen E. P. (Mrs.) .. .. A F 150 Tangoio .. Hawke's Bay 111a i 37 Arthur, Cyril L. .. D H M 335 Arthur, Ethel (Mrs.) .. .. .. AF 160 Tanoa .. Otamatea .. Hi 30 P rain, Roderick J. .. .. (J HM .'slO Frain, Mabel I. B. (Mrs.) .. .. AF 65 Tautoro .. Bay of Islands IIIai 39 Oulds, George F. .. HM 265 Oulds, Agnes W. (Mrs.) .. .. .. A F 150 Te Ahuahu .. Bay of Islands IIIai 45 Sullivan, Andrew J. .. .. C HM 355 Sullivan, Martha A. A. (Mrs.) .. .. AF 160 Te Araroa .. Matakaoa .. | Ills I 95 Stacey, Vernon .. .. .. H M 285 Stacey, Millicent A. L. (Mrs.) .. D AF 200 Puha, Heni Te Ao .. .. .. A P 105 Campbell, Ohau .. .. .. A P 110 Te Haroto .. East Taupo . . lli 29 MaeDonell, Robert J. .. .. H M 210 MaeDonell, Kathleen N. V. .. .. A F 75 Te Horo .. Whangarei .. | IIlAi 38 Goldsbury, Hugh .. .. 1) HM 310 Goldsbury, Annie J. (Mr--.) .. E A P 200 To Kaha .. Opotiki .. 111a ii 50 Cato, Anson 11. .. .. .. HM 285 Cato, Netty F. L. (Mrs.) .. .. A F 160 Waititi, Annie .. .. .. A F 85 Te Kao .. Mongonui .. HIa ii 55 Watt, Archibald H. .. .. . . H M 285 Watt, Bertha P. (Mrs.) .. .. .. AF 160 Ihaka; Rihipeti .. .. .. A P 85 Te Kopua .. Waipa .. 1 10 Churton, Emily N. .. .. .. P .170 Te Kotukutuku Tauranga .. j IIIa i 54 Dale, Francis A. .. .. C H M 355 (39) and Rangi- Dale, Florence E. (Mrs.),. .. C AF 230 ivaea (side j Callaway, Christina .. .. .. A P 160 school) (15) Te Mahia .. Wairoa .. ; IIIa i 34 Handcock, Georgina .. .. D HP 345 Handeock, Martha A. .. .. AF 160 Te Matai .. Tauranga .. UlAi j 40 Godwin, Horace P. E. .. HM 285 Blathwayt, Ellen E. C. .. .. .. AF 160 Te Pupuke .. Whangaroa .. ILIa i 52 Airey, Hubert B. .. . . .. 11M 285 Airey, A. C. (Mrs.) .. .. .. A F 160 Te Rawhiti .. Bay of Islands : II ii 27 Thomson, Thomas .. .. .. HM 220 Thomson, Beatrice (Airs.) .. .. AF 105 Te Reinga .. Wairoa .. IIIa i 36 Wright, Percy .. .. .. .. H M 285 Wright, Rebecca (Mrs.) .. .. .. A F 160 Te Teko .. Whakatane .. illn 116 Guest, Joseph J. .. .. C HM 385 Guest, Lilian R. (Mrs.) .. .. .. AP 160 Guest, Evelyn M. .. .. .. A P 95 Guest, Kate E. .. .. .. A P 75 TeWaotu .. West Taupo .. II ii 29 Worthington, Herbert .. HM 250 Worthington, Sarah A. (Mrs.) .. .. A P 85 Te Whaiti .. Whakatane .. I 15 Tweed, Sarah E. .. .. .. F 180 Tikitiki .. Waiapu .. IVa 129 Sinclair, Donald W. E. .. .. . . H M 325 Sinclair, Martha (Mrs.) .. .. .. AP 180 Sinclair, Jessie V. M. .. .. A F 85 Tokaanu .. East Taupo .. IIIa ii 60 Wall, Harry .. .. .. .. HM 285 Wall, Fanny S. M. (Mrs.) .. . A F 160 Tokomaru Bay.. Waiapu .. IIIa ii 70 Frazer, William .. .. .. HM 265 Robertson, Margaret .. .. .. AP 185 Reid,Adelaide .. .. .. .. AP 120 Torere .. Opotiki .. IIIa i 44 Drake, Armine G. .. .. . . HM 285 Drake, Rosalind K. (Mrs.) .. .. A P 170 Tuhara .. Wairoa .. IIIa i 38 Astall, Annie (Mrs.) .. .. D H F 320 Astall, John R. .. .. .. AM 170 Tuparoa .. Waiapu .. IIIa ii 57 White, H am ilt° n H. .. .. .. HM 285 White, Isabel (Mrs.) .. .. .. A P 170 Grace, Heapera .. .. .. A F 65 Waihua .. Wairoa .. I 17 Carswell, Janet (Mrs.) .. .... P 185

E.—3.

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

3 —E. 3.

11

© « (3 (3 .2 xr 4- o t. i f i. Grade 6 . Annual Rate Name of School. County. of g, g Teachers on Staff. g 0 I g a i ary School. gs -a 33 © -a} . 2 '35 !> jg o <1 O PM £ Wai-iti .. Rotorua .. IIlAii 61 Munro, John B. .. .. C HM 370 Munro, Florence M. (Mrs.) .. .. AI 160 Williamson, Vera F. . . .. .. A F 100 Waikare .. Bay of Islands II ii 28 Cels, Louis J. .. .. .. .. HM 210 Gels, Maximilienne (Mrs.) .. .. A® 100 Waikeri .. Hokianga .. II ii 28 Smith, Ellena M. (Mrs.) .. .. .. HI 250 Topia, Heni H. *.. .. .. A J? 105 Waima .. Hokianga .. ! IIIb 94 Johnston, George .. .. D H M 375 Johnston, Mary E. (Mrs.) ■. D A If 230 Brown, Mary .. • . .. .. A F 140 Johnston, Isabel M. . . . .. A F 75 Waimamaku .. Hokianga .. IIIa i 36 Hodson, Susan.. .. .. .. HE 250 Mitchell, Anabella M. .. .. A If 95 Waimarama .. Hawke's Bay II i 23 Kernahan, Richard 1. .. .. H M 250 Kernahan, Frances A. A, (Mrs.) .. .. A if 105 Waiohau .. Rangitaiki .. II ii 28 Webber, Elsie E. .. .. C HE 320 Clark, Sybil .. .. .. .. A E 120 Waiomatatini .. Waiapu .. IIIa ii 67 West, William E. .. , . D H M 350 •West, Annie M. W. (Mrs.) .. .. A E 160 Collier, Kate .. .. .. .. A E 85 Waiomio .. Bay of Islands IIIa i 42 Boake, Mareella A. .. .. B HE 300 Boake, Albert B. .. . . . AM J60 Waiorongomai .. Waiapu .. I 21 Kaua, Matekina H. . . .. .. E 185 Waiotapu .. Whakatane .. Ili 16 Jefferis, Jessie (Mrs.) .. .. C E 250 Waioweka .. Opotiki .. IIIa ii 51 Watkin, Arthur A. .. .. D H M 360 Watkin, Mary Ann (Mrs.) .. . . A E 160 Watkin, Vida .. .. .. .. A E 75 Waitahanui .. East Taupo .. IIIa i 33 Strong, Sydney J. .. .. Lie. H M 265 Strong, Mildred F. (Mrs.) .. .. A E 130 Waitapu .. Hokianga .. II ii 21 Lisle, Frank .. .. ,. .. H M 250 Lisle, Marian E. D. (Mrs.) .. .. A F 105 Werowero .. Mongonui .. Hi 19 Taua, Parehuia .. .. .. E 240 Whakaki .. Wairoa .. IllAi 51 Craig, William H. M. .. .. D HM 310 Mackay, Emily M. .. .. .. A E 195 Whakapara .. j Whangajei .. II ii 32 Beer, Uno .. .. .. .. H M 210 Beer, Frances M. .. .. .. A F 95 Whakarara .. Whangaroa .. IIIa ii 57 Smith, Gordon.. .. .. .. HM 285 Smith, Mary A. M. (Mrs.) .. .. AF 160 Urlich, Kate .. .. .. . . A F 110 Whakarewarewa Rotorua .. IV A 106 Banks, Joseph .. . . .. H M 335 Banks, Anna (Mrs.) .. . . D A E 260 Haerewa, Areta .. .. .. A F 160 Irwin, Ellenor A. .. .. .. A F 120 Whakawhitira .. Waiapu .. II ii 32 Le Huray, Agnes M. .. I) H F 290 Eleury, Ellen J. . . . . .. AF 130 Whangaparaoa.. Matakaoa .. Hi 16 Poppelwell, Lucy .. .. .. E 190 Whangape .. Hokianga .. II ii 33 Dent, William .. .. .. .. HM 200 Dent, Laura M. .. .. .. A E 85 Whangara .. Cook .. I 18 MacArthur, Arthur D. .. .. D M 225 Whangaruru . . Bay of Islands IIIa ii 55 Jones, Elizabeth (Mrs.) .. .. HE 285 Jones, Ernest .. .. .. .. AM 160 Wharekahika . . Matakaoa .. IIIa ii 56 Tawhiri, Riwai H. .. . . C H M 360 Patterson, Alice (Mrs.) .. .. .. A E 160 Tawhiri, Maria (Mrs.) .. . . .. A E 85 Whareponga . . Waiapu .. IIIa i 40 McFarlane, Charles T. .. . . .. H M 285 McFarlane, Margaret (Mrs.) AE 160 Vv'hirinaki .. Hokianga .. IIIa ii 55 Barnett, David .. .. Lie. HM 310 Barnett, Sarah H. (Mrs.) .. j .. A E 160 Wynyard, Emily .. .. .. A F 85 Total .. , . , . .. £56,140

E,—3.

Table H2. List of Native Village Schools, with the Attendance of the Pupils for the Year 1924.

12

[In this list the schools are arranged according to regularity of attendance, shown in the last column.] School Roll. | l" 3^ s, f §« Average I S g t* School. Number Number Weekly ► ® gf o- £ belonging belonging lloll Number. S at End of at End of (Mean of the SP a> 9 Year 1923. Year 1924. Four 5§x £ <»>• J Quarters, 1924.) > cSl> ' 25 S < <10 (20 (30 (40 • (5.) (6.) Manaia .. .. .. .. .. 50 42 45-6 45-4 99-6 Opoutere.. .. .. .. .. 28 28 26-8 26-2 97-7 Te Kao .. .. .. .. .. 58 54 56-9 55-2 97-0 Motiti Island .. . . • . . 14 26 24-6 23-8 96-8 Rangiawhia .. .. .. .. 27 26 24-5 23-7 96-8 Te Kotukutuku .. . . .. .. 34 43 40-6 j 39-3 96-8 Waitahanui .. .. .. . . 41 30 34-2 33-1 96-7 Motuti* .. .. .. .. .. 21 19 20-1 19-4 96-5 Takahiwai .. .. .. .. 41 44 . 46-1 44-5 96-5 Taharoa .. .. .. .. .. 41 42 424 40-9 96-4 Awarua .. .. .. .. .. 46 46 47-0 45-2 96-2 Rangiwaeaf .. .. .. .. 14 17 17-4 16-8 96-2 Waimarama .. .. .. .. 29 22 24-1 23-1 95-8 Arowhenua .. .. .. . . 38 40 40-1 38-4 95-6 Omanaia .. .. .. .. 60 54 55-2 52-6 95-3 TeKopua .. .. .. .. 21 10 10-6 10-1 95-3 Tokaanu .. .. .. .. 63 61 63-5 60-4 95-1 Whakaki .. .. .. .. 49 57 54-0 51-3 95-0 Tautoro .. .. .. .. .. 41 42 41-5 39-4 94-9 Ts Haroto .. .. .. . . 21 31 30-4 28-8 94-7 Whakarewarewa .. .. .. .. 119 114 111-9 105-9 94-6 Parikino .. .. .. .. .. 34 36 34-6 32-6 94-2 Tuparoa .. .... .. .. 58 57 60-7 57-2 94-2 Whakawhitira .. .. .. . . 33 33 34-2 32-2 94-1 Omarumutu .. .. .. . . 93 95 95-8 90-2 94-0 Omaio .. .. .. . . .. 84 73 75-6 -1-0 93-9 Tikitiki .. .. .. .. .. 141 138 138-1 129-0 93-4 Maraeroa .. .. .. .. 59 57 59-5 54-8 93-3 Waiomio .. .. . . .. 44 45 45 1 42-1 93-3 Waihua .. .. .. .. .. 17 18 17-8 16-6 93-2 Otaua .. .. .. .. .. 66 78 77-2 71-8 93-0 Rangitukia .. .. .. .. 146 151 146-0 135-5 9 .-8 Matapihi .. .. .. .. 42 42 39-4 36-4 92-5 Pipiriki .. .. .. .. .. 39 49 46-7 43-2 92-5 Torere .. .. .. .. .. 49 50 46-9 43-4 92-5 Karetu .. .. .. .. .. 29 34 31-1 26-2 92-2 Kirioke .. .. .. .. . . 44 54 ' 55-4 51-1 92-2 Manutahi .. .. .. .. 83 98 93-7 86-3 92-1 Pukepoto .. .. .. .. 69 74 70-8 65-2 62-1 MataoraBay .. .. .. .. 8 11 10-1 9-2 92-0 Te Waotu .. .. .. ..' 30 32 30-9 28-4 91-9 Wai-iti .. .. .. .. .. 68 65 65-9 60-5 91-8 Pamoana .. .. .. .. 28 32 28-5 26-1 91-6 Tuhara .. .. .. .. .. 44 42 41-5 38-0 91-5 Whirinaki .. .. .. .. 51 71 60-0 54-9 91-5 Ruatoki .. .. .. .. .. 136 131 134-5 122-9 91-4 Paeroa .. .. . . . . . . 57 70 59-8 54-6 91-3 Te Whaiti .. . . .. .. 20 18 16-2 14-8 91-3 Ranana .. .. .. .. .. 86 76 77-7 70-7 90-6 Te Araroa .. .. .. . . 103 102 104-4 94-6 90-6 Owhataiti .. .. .. .. 81 107 100-7 91-3 90-5 Pamapuria .. .. .. .. 49 43 46-9 42-4 90-4 Waikare.. .. .. .. .. 29 31 31-9 27-8 90-3 Hiruharama .. .. .. .. 86 88 93-6 84-6 90-3 Otukou .. .. .. .. .. 27 21 20-2 18-2 90-1 Taemaro .. .. .. .. 33 27 28-2 25-4 90-1 Pawarenga .. .. .. .. 79 73 76-3 68-5 89-7 Whakarara .. .. .. .. 60 62 .63-3 56 8 89-7 Raukokore .. .. , . .. 49 52 52-6 47-1 89-5 Te Ahuahu .. .. .. .. 46 56 49-7 44-5 89-5 Ohaeawai .. .. .. .. 59 57 59-7 53-5 89-4 Kaikohe .. .. .. . .. 152 157 156-5 139-5 89-2 Kaharoa .. .. .. .. 29 30 24-5 26-5 89-1 Paparore .. .. .. .. 78 71 80-2 11-4 89-0 Whakapara .. .. .. .. 35 35 35-5 31-6 89-0 Whangape .. .. .. .. 38 42 37-6 33-4 89-0 Matahiwi .. .. .. .. 13 14 16-1 14-3 88-6 TeTeko .. .. .. .. .. 122 129 130-3 115-5 K8-6 Te Pupuke .. .. .. .. 53 54 55-9 49-5 88-5 Maungatapu .. .. .. .. 58 61 58-1 51-3 88-4 Rakaumanga .. .. .. .. 54 52 49-4 43-7 88-4 Horoera .. .. .. .. .. 36 41 36-7 32-3 88-1 Waiomatatini .. .. .. .. 69 72 - 76-3 67-2 88-1 Rangiahua .. .. .. .. 35 29 31-6 27-8 87-9 Ohautira .. .. .. .. 24 18 19-8 17-4 87-8 Tangaio .. .. .. .. _ .. 47 45 42-1 37-0 87-8 Waioweka .. .. .. .. 52 51 57-7 50-7 87-8 Oromahoe .. .. .. .. 28 27 24-4 21-4 87-7 Mangamuka .. .. .. .. 48 84 67-3 58-9 87-6 Poroporo .. .. .. .. 100 82 90-6 79-1 87-3

E.—3.

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

13

School Roll. <| § § ° o - ||rt C8 "Hffi M Average S 0rl J o s>, a„hnn) Number Nnmber Weekly 5 g ® belonging belonging 'Roil Number. 3 % ® ®Js at End ol at End of (Mean of the °-6 5 % a Year 1923. Year 1924. Pour S SB, % <a^3 Quarters, 1924.) S-w® & " (10 (20. i§0_ (40 (50 (6.) Waimamaku .. .. .. .. 39 39 41-0 35-8 , 87-3 Matihetihe .. .. .. .. 33 38 38-6 34-3 87-2 Waiohau .. .. .. .. 32 33 31-4 27-4 87-2 Ahipara .. .. .. . . .. 73 72 75-2 65-5 87-1 . Whangara .. .. .. .. 18 20 20-2 17-6 87-1 Rangitahi .. .. .. .. 36 38 39-7 34-5 86-9 Te Runga .. .. .. .. 44 40 41-9 36-4 86-8 Kenans, .. .. .. .. .. 24 21 21-2 J.8-4 86-7 Mangatuiia .. .. .. .. 59 61 62-4 54-2 86-7 Motatau .. .. .. .. .. 46 45 48-7 42-2 86-6 Te Hapua .. .. .. .. 89 90 88-8 76-8 86-5 Nuhaka .. .. .. .. .. 113 125 124-0 106-9 86-2 Waima .. .. .. .. .. 100 106 110-0 944 85-9 Whareponga .. .. .. .. 54 39 46-8 40 2 85-9 Wharekahika .. .. .. .. 64 68 64-7 55-5 85-8 Waitapu .. .. .. .. .. 30 23 24-8 21-2 85 5 Parapara .. .. ' .. .. 27 33 28-4 24-3 85-3 Parawera .. .. .. ., 52 51 53-7 45-7 85-1 Tanoa .. .. .. .. .. 31 34 35-2 29-9 84-9 Okautete.. .. .. .. .. 17 .14 15-7 13-3 I 84-7 Papamoa .. .. .. .. 31 27 21-1 26-2 84-2 TokomaruBay .. .. .. .. 75 80 79 7 65-1 84-2 TeKaha .. .. .. .. 66 66 66-0 55-5 84-1 Karioi .. .. .. .. .. 30 24 27-1 22-7 84-0 Oruanui .. .. .. .. .. 30 35 33 3 27-8 I 83-8 RakaunuiJ .. .. .. .. .. 22 20-2 16-9 83-6 Kakanui .. .. .. .. .. 22 16 22-0 18-1 82-1 - Kokako .. .. .. .. .. 46 36 41-5 34-1 82-1 Whangaruru .. .. .. .. 68 66 66-6 54-5 81-9 Matata .. .. .. .. .. 56 54 55-8 47-9 81-4 Matangirau .. .. .. .. 39 40 42-4 34-4 81-3 Pukehina .. .. .... 32 37 35-7 29 0 81-2 Whangaparaoa .. .. .. .. 24 19 19-7 16 0 81-2 Te Horo .. .. .. .. .. 55 41 46-6 37-7 80-9 Reporua .. .. .. .. .. 25 20 22-3 18-0 80-7 Orauta .. .. .. .. .. 47 49 52-9 42-6 80-5 Otangaroa .. .. .. .. 19 19 17-9 14-3 79-8 Waikeri .. .. .. .. .. 32 37 35-1 27-9 79 8 Te Matai .. .. .. .. 47 48 51-5 39-8 79-2 Waiotapu .. .. . . .. 10 22 20-3 15-8 77-7 Huiarau .. .. .. .. .. 51 53 54-9 42-1 76-7 Waiorongomai .. . . .. .. 19 24 26 2 20-1 76-7 Te Mahia .. .. .. .. 43 38 40-8 30-7 75-2 Te Rawhiti .. .. .. .. 31 30 28-6 27-0 74-4 Werowero .. .. .. .. 21 25 25-9 19-2 74-1 Totals for 1924 .. .. .. .. 6,310 6,345-8 5,609-5 88-4 Totals for 1923 .. .. 6,186 .. 6,267-9 5,586-2 89-0 Mission schools subject to inspection— Banana Convent .. .. .. 17 17 18-1 16-8 93-3 Jerusalem Convent .. ... .. 23 19 19-2 17-9 92-7 Putiki Mission .. .. .. .. 41 43 40-2 36-9 91-8 Whakarapa Convent .. .. .. 93 107 107-2 96-5 89-0 Tokaanu Convent .. .. .. .. 37 33 34-9 30-8 88-0 Matahi Mission .. .. .. .. 26 29 27-9 24-5 87-6 Matata Convent .. ., .. .. 65 57 59-0 50-4 85-4 Tanatana Mission .. .. .. .. 30 38 37-8 31-4 83-0 Maungapohatu Mission .. .. .. 35 Closed Totals for 1924 .. .. .. .. 343 344-3 305-2 88-6 Totals for 1923 .. ,, .. 367 .. | 372-0 327-5 88-0 Boarding-schools affording secondary education— 1 Waerenga-a-hika (boys), Gisborne .. 14 19 18-7 18-6 99-2 St. Stephen's (boys), Auckland .. .. 74 71 68-7 67-7 98-6 St. Joseph's (girls), Napier .. .. 34 43 39-4 38-7 98-1 Hukarere (girls), Napier .. .. .. 68 69 62-9 61-6 97-9 Queen Victoria (girls), Auckland .. .. 49 46 44-9 43-9 97-7 Te Aute College (boys), Hawke's Bay .. 72 89 86-9 84-8 97-7 Hikurangi College (boys), Carterton .. 24 32 33-6 32-5 95-8 Turakina (girls), Wanganui .. .. 30 31 31-5 30-0 95-3 Te Waipounamu (girls), Christchurch .. 13 18 18-9 18-1 95-2 Agricultural College (boys), Hastings .. 34 56 55-0 46-1 88-7 Otaki College (mixed), Wellington .. 50 50 52-0 48-8 88-6 Totals for 1924 .. .. .. .. 524 512 5 490-8 95-7 Totals for 1923 .. .. .. 462 .. 455'3 433-2 95-1 * Closed March quarter. f Closed June quarter. i Reopened June quarter.

E.— 3,

14

Table H3. (a.) Number of Maori Pupils attending Secondary Schools at the End of 1924.

(b.) Maori Girls holding Nursing Scholarships at the End of 1924.

(c.) Maori Boys holding Apprenticeships at the End of 1924.

(d.) Maori Students holding University Scholarships at the End of 1924.

c . , ! Government Private I m„t„i School. t> *i t> "l i Total. Pupils. Pupils. Otaki College (mixed), Wellington .. .. 50 50 St. Stephen's (boys), Auckland .. .. . . 30 41 71 Te Aute (boys), Hawke's Bay .. .. .. 25 64 89 Waerenga-a-liika (boys), G-isborne .. .. . . 2 17 19 Hikurangi (boys), Carterton .. .. .. .. .. 32 32 Agricultural College (boys), Hastings .. .. .. .. 56 56 Queen Victoria (girls), Auckland ., .. . . 25 21 46 Hukarere (girls), Napier .. .. .. 25 44- 69 St. Joseph's (girls), Napier .. . . .. .. 20 23 43 Turakina (girls), Wanganui .. .. . - .. 2 29 31 Te Waipounamu (girls), Canterbury .... 1 17 18 Napier Boys' High School .. .. .. 1 .. 1 Otago Girls' High School .. .. .. .. 2 .. 2 Totals .. .. .. .. 133 • 394 527

Number. Nature of Scholarship. ! Hospital. 2 j Probationers .. .. Napier.

Number. Nature of Apprenticeship. Where held. 1 Joinery and cabinetmak- Gisborne. ing 1 Engineering .. .. „

, T , rT . ., „ University at which ScholarNumber. University Course. . g heJd 1 Engineering .. .. Canterbury College. 3 Law .. .. .. „ 1 „ .. .. .. Otago University. 2 Medicine .. .. „ 2 Dentistry .. .. ,,

E.—3.

Table H4. Maori Children attending Public Schools, December, 1924

Table H5. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1924.

15

49 I o.g £ o Number of Maori Pupils. S6 Certificates awarded. 2 s ■§ ! Number Education District. i examined j j \ ! in S6. j Endorsed i! Boys. Girls. | Total j p^ y Total. & • I j I Auckland .. .. .. 357 1,752 1,564 3,316 44 37 3 .. 40 Taranaki .. .. .. I 56 292 268 560 10 5 3 1 9 Wanganui . . .. .. I 71 273 216 489 14 10 1 .. 11 Hawke's Bay .. .. .... I 82 610 552 1,162 22 16 2 .. 18 Wellington' . . .. | 58 294 290 584 25 16 2 18 Nelson .. .. ..11 23 28 51 1 1 .. .. 1 Canterbury .. .. .. 40 139 119 258 3 3 .. .. 3 Otago .. .. .. .. | 19 35 27 62 5 3 1 .. 4 Southland .. .. .. j 14 76 66 142 6 4 .. 2 6 Totals .. .. 708 3,494 3,130 6,624 130 95 10 5 110 Note. -For the purpose of this return, half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori.

Class P. S. I. S. II. S. III. S. IV. S. V. S. VI. I 8. VII. Totals. YfcftlS. cajtc co w ta ta xa to aa ih co O I .3 O -3 O .3 O -S O .3 o .5 O -S o -M O -3 m | a m 0 no memffiMamamo n <s 5 and under 6.. 151 131 151 131 6 „ 7.. 311 309 2 2 313 311 7 „ 8.. 354 335 11 23 2 367 358 8 „ 9.. 323 321 74 93 10 14 1 408 428 9 „ 10.. 236 209 155 158 46 58 7 10 .. 1 444 436 10 „ 11.. 147 127 125 124 126 99 40 54 8 8 1 447 412 11 „ 12.. 79 60 72 62 109 107 88 77 26 28 2 5 I 376 340 12 „ 13.. 53 36 38 48 92 68 118 83 79 53 26 17 6 4 .. .. 412 309 13 „ 14.. 11 18 27 11 45 38 84 47 77 53 48 ! 36 14 16 .. .. 306 219 14 15.. 5 7 6 6 13 11 26 18 49 33 44 32 28 26 1 1 172 134 15 „ 16.. 1 .. 3 1 2 2 5 5 14 3 24 11 20 11 2 3 71 36 16 years and over .. 1 1 .. 1 .. .. 2 .. 7 3 12 7 4 5 27 16 1,671 1,554 514 528 446 397 369 294 255 179 152 104 80 65 7 9 3,494 3,130 1,042 843 (S63 434 256 145 16 6,~624 Percentage .. =48-7% =15--8% =12'8% '=10% =6'6% =3'9% =2-2% . Note. —For the purpose of this return, half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori,

E.—3.

Table H6. Race of the Children attending the Native Village Schools on 31st December, 1924. 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.

16

Race. — Totals School. Maoris. Europeans. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Ahipara .... 31 38 69 1 2 3 32 40 72 Arowhenua .... 19 17 36 3 1 4 22 18 40 Awarua .. . . 17 28 45 1 1 18 28 46 Hiruharama . . .. 43 45 88 .. .. .. 43 45 88 Horoera .... 27 8 35 4 2 6 31 10 41 Huiarau .. .. 22 31 53 .. .. .. 22 31 53 Kaharoa .. .. 21 8 29 1 1 22 8 30 Kaikohe .... 84 64 148 3 6 9 87 70 157 Kakanui .. .. 9 7 16 .. .. .. 9 7 16 Karetu .... 15 15 30 2 2 4 17 17 34 Karioi .... 4 10 14 9 1 10 13 11 24 Kenana .. .. 9 11 20 1 1 10 11 21 ICirioke .... 23 28 51 3 3 23 31 54 Kokako .... 14 13 27 4 5 9 18 18 36 Manaia .... 20 19 39 1 2 3 21 21 42 Mangamuka . . .. 45 37 82 2 2 47 37 84 Mangatuna .. . . 31 24 55 4 2 6 35 26 61 Manutahi . . .. 47 38 85 11 2 13 58 40 98 Maraeroa .. .. 25 30 55 2 2 27 30 57 Matahiwi .. .. 8 3 11 1 2 3 9 5 ! 14 Mataiigirau .. .. 13 14 27 8 5 j 13 21 19 | 40 Mataora Bay .. .. 3 4 7 2 2 4 5 6 11 Matapihi .. .. 20 16 36 4 2 6 24 18 ! 42 Matata .. .. 9 10 19 ; 21 14 35 30 24 j 54 Matihetihe . . .. 17 18 35 ; 2 1 3 19 19 38 Maungatapu . . .. 24 21 45 11 5 .16 35 26 61 Motatau .. .. 20 15 35 4 6 10 24 21 45 Motiti Island . . .. 14 12 26 .. .. .. 14 12 26 Motuti .. .. 6 13 19 .. .. .. 6 13 19 Nuhaka .. .. 49 56 105 12 8 20 61 64 125 Ohaeawai .... 27 26 53 3 1 4 30 27 57 Ohautira .. .. 12 6 18 .. .. .. 12 6 18 Okautete .. .. 7 6 13 1 1 8 6 14 Omaio .. .. 37 32 69 4 4 41 32 73 Omanaia .... 30 20 50 2 2 4 32 22 54 Omarumutu .. .. 45 33 78 11 6 17 56 39 95 Opoutere .... 8 16 24 3 1 4 11 17 28 Orauta .... 20 13 33 9 7 16 29 20 49 Oromahoe .. .. 13 13 26 1 1 14 13 27 Oruanui .. .. 14 16 30 1 4 5 15 20 35 Otangaroa .. .. 8 11 19 .. .. .. 8 11 19 Otaua .... 36 25 61 9 8 17 45 33 78 Otukou .. .. 7 14 21 .. .. .. 7 14 21 Owhataiti .. .. 47 35 82 11 14 25 58 49 107 Paeroa .. .. 25 18 43 15 12 27 40 30 70 Pamapuria .. .. 19 20 39 3 1 4 22 21 43 Pamoana .... 13 14 27 2 3 5 15 17 32 Papamoa .. .. 15 12 27 .. .. .. 15 12 27 Paparore .. .. 35 33 68 3 3 38 33 71 Parapara .... 15 13 28 3 2 5 18 15 33 Parawera . . .. 18 ]4 32 14 5 19 32 19 51 Parikino .... 13 16 29 2 5 7 15 21 36 Pawarenga . . .. 43 29 72 1 1 44 29 73 Pipiriki ..... 20 25 45 3 1 4 23 26 49 Poroporo .. . . 37 25 62 11 9 20 48 34 82 Pukehina .. .. 16 11 27 5 5 10 21 16 37 Pukepoto .. .. 30 30 60 4 10 14 34 40 74 Rakaumanga .. .. 24 28 52 .. .. .. 24 28 52 Rakaunui .. .. 14 7 21 1 1 14 8 22 Ranana .. .. 26 36 62 11 3 14 37 39 76 Rangiahua .. .. 13 12 25 2 2 4 15 14 29 Rangiwahia .. . . 16 10 26 .. .. .. 16 10 26 Rangitahi .... 22 13 35 2 1 3 24 14 38 Rangitukia .. . . 75 74 149 1 1 2 76 75 151 Rangiwaea .. . . 9 8 17 .. .. .. 9 8 17 Raukokore .. . . 16 26 42 3 7 10 19 33 52 Reporua .. .. 11 9 20 .. .. .. 11 9 20 Ruatolci .... 64 59 123 6 2 8 70 61 131 Taemaro .. .. 11 16 27 .. .. .. 11 16 27 Taharoa .. . . 26 16 42 .. .. .. 26 16 42 Takahiwai .... 23 16 39 2 3 5 25 19 44 Tangoio .... 15 23 38 4 3 7 19 26 45 Tanoa .. .. 15 19 34 .. .. .. 15 19 34 Tautoro .... 21 12 33 4 5 9 25 17 42 Te Ahuahu .... 14 37 51 4 1 5 18 38 56 Te Araroa .. .. 41 30 71 14 17 31 55 47 102 Te Hapua .. .. 49 41 90 .. .. .. 49 41 90 Te Haroto .. .. 17 14 31 1 .. ! 1 18 14 32

E.—3.

Table H6 —continued. Race of the Children attending the Native Village Schools on 31st December, 1924 —continued.

17

Race. | — Totals. School. I Maoris. Europeans. ; • Boys. Girls. Total. .liovs. { Girls, ! Total. Boys. Girls. Total. Te Horo .. . . 19 22 41 .. .. .. 19 22 41 Te Kaha .... 33 30 63 2 1 3 35 31 66 Te Kao .. .. 35 19 54 .. .. .. 35 19 54 Te Kopua . . .. 1 ) 8 9 j 1 1 2 8 10 Te Kotukutuku.. .. 16 24 40 | 1 2 3 17 26 43 Te Mahia .. .. 19 | 12 31 6 1 7 25 13 38 Te Matai .... 21 20 41 6 1 7 27 21 48 Te Pupuke .... 31 20 51 2 1 3 33 21 54 Te Rawhiti .. . . 17 13 30 .. .. .. 17 13 30 Te Reinga .. .. 16 19 35 5 5 16 24 40 TeTeko .. .. 52 54 106 13 10 23 65 64 129 Te Waotu .... 4 9 13 12 7 19 16 16 32 Te Whaiti .. . . 13 5 18 .. .. 13 5 18 Tikitiki .. .. 74 62 136 2 2 76 62 138 Tokaanu .... 30 27 57 3 1 4 33 28 61 Tokomaru Bay .. .. 43 37 80 .. .. .. 43 37 80 Torere .... 21 23 44 1 5 6 22 28 50 Tuhara . . .. 11 12 23 9 10 19 20 22 42 Tuparoa .. .. 28 23 51 4 2 6 32 25 57 Waihua .... 10 6 16 1 1 2 11 7 18 Wai-iti .... 34 16 50 7 8 15 41 24 65 Waikare .. .. 15 16 31 . . .. .. 15 16 31 Waikeri .. . . 17 20 37 .. . . . . 17 20 37 Waima .. . . 47 55 102 1 3 4 48 58 106 Waimamaku .. .. 16 19 35 2 2 4 18 21 39 Waimarama .. .. 7 7 14 4 4 8 11 11 22 Waiohau .. . . 17 16 33 .. .. .. 17 16 33 Waiomatatini .. .. 42 29 71 1 1 43 29 72 Waiomio .. .. 15 30 45 .. .. .. 15 30 45 Waiorongomai .. .. 9 12 21 2 1 3 11 13 24 Waiotapu .... 10 5 15 2 5 7 12 10 22 Waioweka .. .. 18 16 34 10 7 7 28 23 51 Waitahanui .. .. 18 12 30 .. .. .. 18 12 30 Waitapu .... 12 9 21 1 1 2 13 10 23 Werowero .. .. 19 6 25 .. .. .. 19 6 25 Whakaki .... 22 24 46 5 6 11 27 30 57 Whakapara .. .. 12 15 27 3 5 8 15 20 35 Whakarara .. .. 32 29 61 1 1 32 30 62 Whakarewarewa .. 40 28 68 24 22 46 64 50 114 Whakawhitira .. .. 15 18 33 .. .. .. 15 18 33 Whangaparaoa .. .. 10 9 19 .. .. .. 10 9 19 Whangape .. .. 23 18 41 .. 1 1 23 19 42 Wkangara .. .. 7 6 13 7 7 14 6 20 Whangarurn .. .. 32 29 61 3 2 5 35 31 66 Wharekahika .... 36 28 64 3 1 4 39 29 68 Whareponga .. .. 17 21 38 1 1 17 22 Whirinaki .. .. 38 30 68 2 ] 3 40 31 71 Totals .. 2,895 2,653 5,548 429 333 762 3,324 j 2,986 6,310 I

E.—B.

Table H7. Classification as regards Ages and Standards of Children on the Native Village School Rolls at the End of the Year 1924.

Table H8. Summary or Expenditure on Native Schools during the Year ended 31st March, 1925 £ Salaries (teachers and Inspectors) .. .. .. .. .. .. 57,386 Special allowances to teachers in isolated placcs .. .. .. .. .. 189 Higher education and scholarships (including nursing scholarships) .. .. .. 4,044 Books, school requisites, sewing-material, &c. .. .. .. .. .. 2,292 Storage and despatch of school-books, &c. .. .. .. .. .. .. 115 Expenses of removals of teachers .. .. .. .. .. .. .. 465 Inspectors travelling-expenses .. .. .. .. .. .. .. 515 Buildings : New schools, additional class-rooms, &c.— Education Purposes Loans Act, 1919 .. .. .. .. .. 2,287 Maintenance of buildings, rebuilding, repairs, &c. .. .. .. .. 3,227 Manual-instruction: Payment of instructors and material for classes .. .. .. 326 Conveyance and board of children .. .. .. .. .. .. .. 2,184 Sundries: Advertising, &c. .. .. .. .. .. .. .. .. 23 73,053 Less recoveries (sale of maps, &c.) .. .. .. .. .. 563 Total net expenditure .. .. .. .. .. .. £72,490

Approximate Cost of Paper.—Preparation, not given; printing (875 copies), £32 12s. 6d.

By Authority : W. A. G. Skinner, Government Printer, Wellington.— 1925.

Price 9d.~\

18

Class P. Standard I. j Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Race Totals. I Grand Totals. ■ : ; " ■ ! A S es - Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans.! Maoris. | Europeans.! Maoris. Europeans.; Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. 1 : j 1 . r j— — 1 j p 1 j 1— 1 : ; Boys. Girls. (Total. B. G. B. G. ! B. G. j B. G. B. G. | B. I G. B. G. j B. G. j B. G. B. j G. B. G. I B. j G. B. G. B. G. B. G. j B. G. B. G. B. G. _ _ ■ ■ | J— | | ' : j | ; | j i ' , 5 and under 6vears.. 27 26 146 149 .. 2 j .. .. I ... j ] i 27 28 146 149 j 173 177 350 6 „ 7 " „ .. 52 31 286 257 1 1 2 4 .. j .. .. i 53 32 288 261 341 293 634 7 8 „ .. 33 29 339 269 8 8 10 20 2 I 3 .. 5 i 43 40 349 294 392 334 726 8 9 „ 21 11 258 251 15 11 50 72 7 i 8 19 33 1 1 4 3 4 1 1 45 34 330 360 375 394 769 9 10 „ .. 4 8 177 131 10 7 111 83 14 ! 12 64 66 I 11 6 16 24 6 4 4 .. 1 .. .. 1 45 39 372 304 417 343 760 10 ,. 11 3 2 95 101 6 .. 87 65 7 j 7 88 71 j 18 17 58 65 II 9 31 15 1 3 2 2 1 1 1 47 39 362 319 ; 409 358 767 11 „ 12 „ 2 1 41 30 1 1 44 31 10 I 5 79 80 I 13 7 80 70 14 9 51 47 11 7 14 9 4 4 2 2 55 34 311 269 i 366 303 669 12 „ 13 18' 17 2 .. 27 21 2 ! .. 46 39 j 9 5 82 81 10 7 74 58 9 11 28 29 10 5 16 12 .. 1 .. .. 42 29 ; 291 257 ! 333 286 619 13 „ 14 11 ; 9 .... 10 10 1 i .. 21 27 i 2 .. 43 43 3 7 56 60 15 | 7 63 j 51 17 14 35 27 2 4 3 1 40 32 ! 242 228 I 282 260 542 14 „ 15 „ li 4 .. 1 2 3 .... 8 i 11 ! 1 - . 19 16 4 .. 24 19 5 i 7 26 ! 34 8 9 47 45 1 2 4 5 19 19 131 137 150 156 306 15 years and over 1 1 ■■ .. I .. : 1 j 2 i .. .. 6 6 ! 1 7 6 3 | 2 17 ! 15 4 2 34 37 6 1 7 9 13 7 | 73 75 86. 82 568 142 108 13721218 43 32 344 309 43 35 1326 33! j 5-) 39 1307 49 I 37 j247 205 j 44 38 150 140 44 36 135 123 9 8 14 15 429 333 [2895 2653 j 3,324 2,986 6,310 250 ' 1 75 653 78 I 660 I 94 i 616 86 I 452 82 ! 290 80 258 17 29 762 I 5,548 6,310 l j v, Y ) V Y J V J V Y J V ) \ J Y ) V J 2,840 728 738 I 710 538 372 338 46 6,310 —45 % =11-5% =11-7% ! =11-3% =8-5% 6% .-o-3% i ■ M)-7 % I . Note. For the purpose of thi3 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.