EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1925.]

Appendix to the Journals of the House of Representatives, 1926 Session I, E-03

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1926. NEW ZEALAND.

EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1925.]

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

CONTENTS. Page Page No. I.—Report of the Senior Inspector of Native No. 2.—Detailed Tables :— Schools: Table Hl. Native Schools and Teachers .. 8 New Schools • * * * * H2. Attendance at Schools .. 12 New Buildings, Additions, &c. . . 1 H3. Higher Education . . .. 14 i P t P dfnTin " "I H4 " Maori Children at Public Schools .. 15 Conditionof School Buildings and Grounds 2 H5 - Classification of Maori Children at Organization, Inspection, &c 3 Public Schools 15 General Remarks .. .. 3 H Race of Children .. .. 16 Secondary Education .. 6 H7. Ages and Standards .. .. 18 Scholarships.. .. .. ..6 HB. Summary of Expenditure.. .. 18 Concluding Remarks .. .. .. 7

No. l. REPORT OF THE SENIOR INSPECTOR OF NATIVE SCHOOLS. Sir, — I have the honour to submit for your information the annual report for the year 1925 upon the work of those schools which are particularly concerned with the education of Maori children—■ viz., the Native village schools, which are controlled directly by the Department, and the Maori mission schools and Maori secondary schools, which are registered private schools and are inspected and examined by officers of the Department. Other matters regarded as relevant to Native schools and their activities are also referred to in the report. New Schools. During the year under review a new school was opened at Makomako, Aotea Harbour ; the school at Karakanui, Kaipara Harbour, which had been closed for some time, was reopened ; and the mission school at Maungapohatu, Urewera country, which had been closed down, was reopened as a Native village school. There were thus 128 village schools in operation at the close of the year, an increase of three schools upon the number operating at the close of the previous year. New Buildings, Additions, etc. At Makomako a residence, school, and outbuildings were completed during the year; at Karakanui a residence was erected, and an unused public-school building was removed to the site thereof from another part of the district to serve the. purposes of a schoolroom. At Maraeroa and Omanaia, Hokianga, where additional accommodation had become necessary, class-rooms were provided by the removal of a school building from a locality where it was no longer required. A new class-room was also provided at Pamapuria, near Kaitaia, by the removal of a small public school which was no longer required in the locality where it was situated. At Huiarau, Urewera country, the erection of a new residence and school to replace those erectcd by the Maoris several years ago was undertaken towards the latter end of the year. At Waikeri, North Auckland, the erection of a residence was completed. In the Rotorua district the erection of school buildings at Okere and Rotokawa was also commenced towards the end of the year. These two schools are intended to supersede the present Ranana Native School at Te Ngae, and the work should be completed early in the current year. From the information contained in this paragraph it will be observed that an extensive programme of work was undertaken during the year.

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Applications for Schools. Applications for the establishment of Native schools were received by the Department from Oturu, Kaitaia ; Te Kopua, Gisborne ; Wailcara, Kaihu ; Kiekie, East Coast; and applications were renewed from Maraenui, Bay of Plenty; Tolcala, East Coast; Parinui, Wanganui River; and Manukau, Herekino. The claims of the people at Maraenui and also at Tokata have been approved, and accordingly (as the preliminary steps to the erection of buildings) arrangements have been made for the survey and acquisition of the sites offered by the people. Inquiries and investigations made regarding Oturu and Manukau indicate that the conditions in these places may be met temporarily by the use of buildings offered by the people for the purposes of a school, and negotiations in this direction are to be undertaken. With regard to Kiekie, Te Kopua, Waikara, and Parinui, investigations are to be made when an Inspector has an opportunity of visiting the respective districts. In response to the request of the Maori people at Mohaka that the public school there be administered as a Native school by the Department, the necessary arrangements have been made with the Hawke's Bay Education Board, and the school will accordingly become a Native school early during the current year. Attendance, etc. (1.) Native Village Schools. The number of pupils on the roll of village schools at the end of the year 1924 was 6,310 ; at the close of 1925, the year under review, it was 6,386, this number representing an increase of seventy-six pupils. The average weekly roll number was 6,366, and the percentage of regularity of attendance was 88-4. Information respecting the attendance of individual schools is supplied in Table H2, the contents of which indicate that of the 128 village schools in operation 114 schools gained 80 per cent, or over of the possible attendances, and of these fifty gained 90 per cent, or over of the possible attendances. The improvement in attendance that has been a feature of the schools for some years past has been maintained. The attendance in the case of about a dozen schools appearing towards the end of the table is very unsatisfactory, and even when all allowance is made for bad weather conditions, for the long distances many of the children have to travel, for bad roads and tracks, the figures would still appear to indicate that teachers had failed in their duty to report cases of irregular attendance to the Department. It is felt, however, that in many instances where the attendance is unsatisfactory the failure of the schools to prove attractive to the pupils and to arouse and maintain their interest is a contributing factor in the poor attendance. In the case of those schools where the attendance must be regarded as unsatisfactory the teachers should be called upon for an explanation. Good-attendance certificates were gained by 857 pupils of Native schools. (2.) Mission Schools. The following mission schools established by different religious bodies are visited 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 Mat.ahi, Waimana, Bay of Plenty. The total number of children on the rolls of these schools at the close of the year 1925 was 366, and the average percentage of regularity was 86-8. (3.) Boarding-schools (Secondary Native Schools). There are eleven secondary schools which have been established by religious denominations for the higher education of Maori children, and these schools are also visited by the Inspectors of .Native Schools. There are five schools for boys and a similar number for girls, and one school is a mixed school with boarding-accommodation for boys only. The combined roll number of these schools at the end of the year was 536. The particulars regarding the roll number and attendance of the three classes of schools are summarized in the following table : —

Condition of School Buildings and Grounds. From the point of view of cleanliness and tidiness the condition of the schools generally is distinctly creditable, and in this respect it is rare indeed that an adverse report is necessary. The exceptional cleanliness of the schools is favourably commented upon frequently by visitors. For this state of affairs the pupils and teachers are responsible. As no funds are supplied for school-cleaning purposes, the regular daily sweeping and dusting, as well as the frequent washing of the floors, are done by the pupils under the supervision of the teachers. The only expense involved is in the provision of the necessary equipment; and as the pupils, as a rule, take much pride in keeping

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I " ~ 1 " "" I Schools Number Roll Number ! Average Weekly j Average Percentage of at End of Year. Roll Number. . Attendance, j Regularity. Native village .. .. 128 6,386 6,365-5 5,628-2 88-4 Native mission .. .. 8 366 364-1 315-9 86-8 Native secondary .. .. 11 536 472-5 458-1 96-9 147 7,288 7,202-1 6,402-2 88-8

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the schoolrooms clean, the method adopted in Native schools in the direction of school-cleaning is a most satisfactory one. The cheerless and unattractive interior appearance of a good many schools must again be drawn attention to. The teachers of these schools evidently fail to recognize that such schools produce an uninspiring influence upon their pupils, and the visiting Inspectors cannot fail to contrast these schoolrooms with others which it is a delight and a pleasure to enter. As far as the grounds are concerned, it may be remarked that, while the great majority of the teachers are keen in improving and beautifying the school surroundings, a considerable number cannot be given much credit for their efforts. The teachers of the schools referred to should bear in mind that their attitude towards this aspect of their work cannot fail to affect their prospects of transfer and promotion. The educative influence upon the Maori people of well-kept buildings and grounds is non-existent in such schools, and in this respect the schools are not fulfilling an important part of their function. The unplanted and unimproved school-ground is a standing reproach to the teacher in charge. There appears to be no reason why there should not be in each school-garden a small nursery for the propagation of trees suitable for planting in the school-grounds and at the homes of the children. In some Native schools such nurseries actually exist, and there is quite a demand for the trees. The very fine work done by the pupils and the teacher of the Awarua Native School deserves special commendation. During the year a very considerable amount of general renovation of schools, including painting, was carried ont. Teachers must be reminded once more that they are required "to effect such repairs as are required to maintain the residence, fences, and gates in good order and condition." The neglect to carry out the minor repairs eventually results in considerable expense to the Department. Organization, Inspection, Methods of Teaching, etc. Generally speaking, the organization of the schools is very satisfactory indeed, and the work of the schools proceeds smoothly and regularly. In a number of schools, however, the head teachers do not give sufficient attention to the supervision of the work of their staffs, and they apparently consider that their business is confined to their own particular part of the school. Again, exception has occasionally to be taken to the number of pupils allocated for teaching purposes to the varous members of the staff. In these instances it appears to be assumed that certain classes, irrespective of their size, must be assigned to certain teachers, the result being that there is an unequal distribution of the work, with a comparatively small number of pupils in the upper standards reserved for the head teacher. Some teachers, again, require to be reminded that they are responsible for the preparation of the schemes of work for the whole school, and that any schemes prepared by an assistant must carry the approval of the head teacher. Reference must again be made to the injudicious practice of assigning to an inexperienced assistant so important a task as the teaching of oral English to the preparatory children. This task demands the services of the most skilled assistant. It is the duty of the head teacher to so organize his school and the work of his staff that the best possible results may be obtained. In a few schools the supervision of the pupils in the playground, and also of their games, not only in the recess periods but both before and after school, does not receive sufficient attention. Supervision should be undertaken by the members of the staff in turn, and some one should always be on duty during the periods referred to. The work of inspection and examination entailed visits to 125 Native village schools, eight mission schools, and eleven Maori secondary schools, and also visits to places from which applications for the establishment of schools had been received. . The reports upon the village schools and mission schools indicate that despite the shortened year a thoroughly satisfactory standard of efficiency has been maintained in the great majority of the schools. A very satisfactory feature is the good work being done by teachers who within the last two or three years have been appointed to the Native school service. From the point of view of general efficiency the schools may be classified as follows : Excellent, 12 ; good to very good, 50 ; satisfactory to good, 40 ; fair, 16 ; weak, 10. Reference to the work done in the secondary schools is made in the section dealing with secondary education. On the whole the methods of teaching adopted in the majority of the schools are good, and they are intelligently applied, with the result that good progress is made by the pupils. The least satisfactory results are still obtained in language-teaching, and it is particularly in this subject that teachers should make a careful study of the best methods of dealing with the subject. The schemes of work in this subject are very indefinite in regard to the work of the various classes. The workbooks are now being found by the teachers to be valuable adjuncts in their work. In the matter of the health, cleanliness, and general comfort of the pupils the great majority of the teachers take commendable interest. The Health Department provides ample supplies of medicines to Native schools, and the teachers are thus able to attend to the needs of the children and even to those of the adults. The supply of hot cocoa to the pupils during the winter months has now become a recognized custom in the majority of the schools. There is little trouble in raising the necessary funds from the parents, who are alive to the benefit their children receive. The number of certificated teachers in Native schools is much greater than it was a few years ago, and it is gratifying to know that several teachers were successful in improving their status during the year. General Remarks. Language-teaching (Oral and Written English). —As the English language is prescribed as the medium of instruction in Native schools the educational progress and advancement of the Maori child will naturally depend upon his proficiency in speaking, reading, .and understanding English, and it thus becomes evident that from the point of view both of the child and the teacher the importance of language-teaching transcends that of the other subjects of the school course. If the importance of the subject were clearly realized by all Native-school teachers, and more attention given to it, a

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liighcr standard of work in all the subjects dependent upon the pupils' knowledge of English would he reached by the schools as a whole. In a very satisfactory number of schools the work in this subject is very good indeed, in a large number it ranges from satisfactory to good, and in a considerable number it is poor. The poor results are undoubtedly due to inefficient teaching. Both pupils and teachers are confronted with serious difficulties in this subject. The pupil's difficulties arise largely from the hindrance which the idiomatic and grammatical peculiarities of his own language prove in the acquisition of this new language ; from the mental process which he at first must naturally follow of thinking in his mother-tongue, and in attempting then, through its idiom and construction, to translate his ideas and thoughts by means of the new vocabulary he is in process of acquiring ; and from the peculiar usages and grammatical construction of the new language. The inevitable tendency to think in the mother-tongue and to translate into the new language receives full scope when the pupil's efforts in composition take the form of written work. If realprogress is to be made, however, translation must be checked at all costs, and the best means of checking it is by using the direct method of teaching and thus giving the pupils abundant oral practice. The pupil must be taught to speak the new language, and as his vocabulary is increased his efforts in this direction will gradually enable him to think in the new language. The difficulties of the new grammatical usages and construction can be overcome by persistent practice in oral composition. The problem confronting the teacher is to appreciate and understand clearly the problem confronting the child ; to discover the methods of instruction and treatment best likely to solve the child's problem ; to prepare suitable schemes of work which will assist in the solution of the problem ; and to secure for each child a full measure of oral practice. The teaching of this subject in a Native school offers fine scope for the display of skill, initiative, and resource on the part of the teachers ; and it cannot be impressed too strongly upon the teachers that while all the other subjects of the school course should be used as a means of strengthening their pupils' English, the subject itself must occupy an important place on the time-table from the point of view of the time allotted to it, and must receive systematic and specific treatment on its own account. It must not be regarded in any way as a subject which can be taught incidentally. Reading and Recitation. —So far as clearness, accuracy, and fluency are concerned, only a comparatively few schools fail to reach a very satisfactory standard. When, however, the pupils are required to give evidence of their ability to interpret the thought-content of what they read, the varying degrees of success achieved by the teachers in their treatment of the subject become very apparent. While the comprehension of the reading-matter is good in a large number of schools and improvement is noticeable in others, there is still a great deal of mechanical and indifferent work in this respect. Teachers must recognize that no reading-lesson can be considered as finally dealt with until the pupils have mastered not only the words but the ideas contained in it. Silent reading, which should encourage and cultivate reading in the true sense—getting the thought from the printed page —does not receive sufficient attention in many schools, and in some schools where it is practised there is neglect on the part of the teachers to ascertain what information has been acquired by the pupils from this reading. An intelligent treatment of reading in its true sense —as distinct from the mechanical process involved —together with a proper treatment of recitation, should result in giving additional strength to the pupils' English. A great deal of monotonous reading is still heard, and the responsibility for this defect rests upon the teachers entirely. The monotony of utterance and lack of expression are particularly noticeable in the recitation, in which subject the results are still disappointing in many schools. Frequently the amount learned is quite insufficient and the memorization is faulty. Teachers are again advised to make a selection of pieces for recitation which provide scope for dramatic effect and which appeal to the pupils' interest. Additional reading-material in the form of simple readers is available for distribution among Native schools, and it is hoped when each school receives its quota that the purpose aimed at by this supply of reading-material for the higher classes of the preparatory division will be realized. Spelling and Writing. —In a satisfactory number of schools the writing is very good, in some it is excellent, and in others it is poor. In those schools where the work is unsatisfactory the teachers are satisfied with less than the pupils' best efforts, and the result is indifferent and poor writing. Insufficient attention is paid to the need for a correct posture in writing and for a correct manner of holding the pen or pencil, and insufficient use is made in many schools of the wall blackboards for free-arm writing by the younger children. The young children should learn to write on these blackboards before attempting work on slates or paper. In spelling a very satisfactory amount of success is achieved in many of the schools, and in others again the spelling of the pupils is quite unsatisfactory. In the latter schools the teachers fail to realize that the hand and eyes are the effective instruments in securing accurate spelling. Arithmetic. —In the preparatory classes good methods are usually employed to enable the pupils to gain an intelligent conception of number, and to acquire by the use of objects a mastery of the arithmetical facts implied by the composition of numbers. There is still, however, in a considerable number of schools a tendency on the part of the teachers to rely upon the use of tables and figures, rather than upon the use of objects, in the teaching of these arithmetical facts. This "short-cut" method is quite unsatisfactory, and it is certainly'not educative. Until teachers realize the danger attendant upon the premature use of arithmetical symbols the progress of the pupils in this subject will be disappointing. They must realize that the composition of numbers prescribed for this division of the school, and the meaning of the four processes, can be taught without the use of symbols at all. When the symbols are required they can be introduced. In the work prescribed for Standard I many teachers overlook the injunction that the work is to be very largely oral and mental, the consequence being that working of sums on slate or on paper constitutes the principal work of the pupils in this subject. At every stage the work in this subject should be characterized by thoroughness, and when the pupils reach the higher classes they should be speedy and accurate in the mechanical operations. In these classes the working of arithmetical questions —as distinct from purely mechanical work—is

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largely a matter of comprehension of the language used, and the subject of arithmetic soon convinces a Native-school teacher that without a good knowledge of English his pupils cannot do very satisfactory work. It follows that only in those schools where the pupils are good in English is it possible for really good work in arithmetic to be done. The value of viva voce work and mental arithmetic as a means of dealing with the difficulties encountered by the pupils in arithmetic is again stressed and recommended to the teachers. Geography and Nature-study. —In many schools the work done in this subject is not entirely satisfactory, and the schemes of work indicate that the teachers have hazy ideas regarding it, the result being that they fail to make the subject as interesting and instructive as it might be. There is still too great a tendency to regard the principal object as being the committing to memory (by the children) of geographical facts concerning the world. By this method of dealing with the subject its educative value, as was pointed out in last year's report, is to a large extent lost. It is still evident also that the wall-map, the atlas, and the globe are insufficiently used. More use should be made also of books of travel, pictures, newspapers, and illustrations. Handwork —Elementary Manual Training.—A selection is made by the teachers from the following occupations : Mat-weaving, paper-folding, paper-cutting, and paper-mounting, carton-work, plasticine and cardboard modelling. The materials are supplied by the Department, and in response to requests from teachers material for raffia-work is to be included in the stock. In the majority of the schools the work done is creditable. There is, however, in a considerable number of schools a failure to understand the object of this form of manual training, with the consequential neglect to correlate it with other subjects of the school course. Drawing. —In a considerable number of schools the work done in the various branches of the subject —drawing from natural and fashioned objects, memory drawing, brush work, and crayon —is distinctly creditable. There are still many schools, however, where not only is the quality of the work done poor, but thg amount of clrawing done affords evidence of lack of attention to the subject on the part of the teachers. Memory drawing in many schools simply amounts to an instruction to the pupils from the teachers to draw something with which the pupils are familiar or are interested in and have done over and over again. The results are often surprisingly good, but for this little credit is due to the teacher. Memory drawing is evidently overdone in these schools, the result being that, though the pupils show by the wealth of detail in their drawings close observation, they fail to see correctly and to represent accurately a simple object placed before them. Their unsatisfactory work in this respect is due to the fact that they have not had proper instruction in the necessary principles. Teachers are again warned that unless great care is taken memory drawing may easily degenerate into a practice which prevents progress in drawing. Needlework and Sewing.—ln this form of practical training a very large number of the village schools excel, and the display of useful articles made by the girls is exceedingly creditable. The teachers and girls are enthusiastic and take a justifiable pride in their work. To the majority of these schools sewing-machines have been supplied, and the use of the machine is taught to the girls, who are also instructed by the use of patterns to cut out the garments. With regard to the material, the practice is for the parents to supply it or to authorize the teacher to purchase it on their behalf, generally at better advantage. When the article or garment is completed it is sold to the maker of it at the actual cost of the material supplied by the teacher. In this connection the making of articles for the teacher's use or for the use of the teacher's family is not approved of, and teachers are advised, for obvious reasons, to avoid the. practice. In a number of schools the girls wear a uniform dress which has been made by themselves in the course of their sewing-work. The effect of the uniform dress upon the girls is marked, and its use and possession encourage them to pay regard to cleanliness and tidiness. Knitting is also taught in the best schools, and it is not uncommon to see the girls clothed in the winter time in woollen jumpers made by themselves. In one school all the boys had knitted jerseys for themselves in the school colours. The display in sewing and needlework generally made by the Native schools at the New Zealand .and South Seas Exhibition held recently in Dunedin was most favourably commented upon by competent judges of such work. Domestic Duties (Housecraft). —The number of schools in which this training is undertaken is comparatively few, but in these good work is done. This is a form of training which should prove of much benefit to the girls, but the carrying-out of it is faced with difficulties that only teachers possessing enthusiasm and initiative can surmount. Woodwork. —The number of schools where there are workshops was increased by two during the year. In some of the larger schools where there are no workshops the example set by Hiruharama and Manutahi Native Schools in introducing this excellent form of industrial training might well be followed with much benefit to the boys. At these schools the erection of workshops was made possible by the fine efforts of the teacher, the pupils, and the parents in raising the necessary funds. The policy of the Department in regard to the establishment of workshops, it may be again stated, is to encourage local effort by supplying the necessary equipment — tools and benches—to schools where the people erect a suitable building as a workshop. The work done in the workshops is of a very satisfactory and useful nature. Timber is supplied by the Department, and the boys, after being taught the use of tools, make useful articles. These are sold for the actual cost of the timber, and the money received is used for purchasing fresh supplies. Elementary Agriculture. —The arrangement by which a very large number of schools are visited by the Education Boards' instructors in agriculture is proving very successful, and the subject is now receiving very satisfactory attention in these particular schools. The reports of the instructors are invariably favourable, and it is evident that the teachers are profiting by the advice and instruction they receive. In several schools small nurseries for the propagation of useful trees from seed have been established with good results. The young trees will be planted out in the school-grounds, and the surplus supply of trees will be distributed amongst the pupils who are anxious to plant the trees near and around their homes. There is already quite a demand for the trees from people who know

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of the school nursery. In connection with elementary agriculture and elementary science many of the schools have been supplied with science apparatus and material, and teachers are expected to make good use of this equipment. In some schools in districts where dairying is carried 011 elementary dairy science is taken. Elementary agriculture and elementary dairy science are two subjects which give teachers good scope in providing practical work for their pupils. Singing.—Very satisfactory attention is given to this subject in most of the schools, and the pupils look forward with great pleasure to the singing-periods. In those schools where the subject is well taught it is a real pleasure to listen to the singing of the pupils. In these schools the pupils are taught to understand the musical notation and to sing from it at sight. Voice-training exercises and eartraining exercises receive satisfactory attention. In a very considerable number of schools, however, the singing is of poor quality, and it is very evident that the teachers are not competent to deal with the subject in anything like an adequate manner. It is necessary to direct the attention of a number of teachers to the need for selecting suitable work in singing for the children of the preparatory division. Many books of action-songs, singing games, and marching-songs are procurable at a reasonable cost by teachers who are sufficiently interested in their work and are anxious to make singing a feature of the infant-class work. Physical Instruction. —This subject receives generally very satisfactory attention in the majority of the schools, and where the teachers appreciate the value, and are enthusiastic, very good work is done. In a number of schools, however, the work is of a perfunctory nature, and is as a consequence well-nigh valueless. A tendency has been noticed in some schools to take the exercises for fairly long periods once or twice a week, instead of the daily practice for shorter periods. There is no doubt that the latter practice leads to much better results, and the tendency referred to cannot be approved of. A very considerable number of schools are visited by the physical instructors, whose reports, it is satisfactory to note, indicate that their visits are welcomed by the teachers and pupils alike. Teachers are expected to take full advantage of these visits, and to make themselves *as proficient as possible in this branch of their school-work. Secondary Education. A form of secondary education, including training of a practical nature, is provided at the following private schools which have been established in different parts of the Dominion by various denominational bodies : Queen Victoria School for Maori Girls, Auckland ; Turakina Girls' School, near 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 ; Agricultural College (Latter-day Saints), Hastings ; Hikurangi College, Carterton ; and Otaki College, near Wellington. As far as Maori scholars are concerned, the form of education provided in these schools is regarded as more suitable than that provided in the ordinary public secondary school, and the. Government, therefore, in view of the fact that it has not established suitable secondary schools for Maoris, has arranged for a large number of scholarships or free places to be tenable at several of the Maori boarding-schools referred to above. By this means a secondary course of instruction is provided for Maori scholars from the Native village schools and public schools. Maori scholars who have gained certificates of proficiency have the option of attending the public secondary schools as ordinary free-place holders, and a small number do so. Further assistance in the direction of secondary education is made by the award of senior scholarships, by means of which the brighter scholars are enabled to qualify themselves for some particular profession that will prove of service to the Maori race. The girls' schools provide, in addition to the ordinary English subjects, instruction and practical training in needlework and dressmaking, cookery and domestic duties, first aid and nursing, hygiene, care and rearing of infants, and the preparation of food for infants and for the sick. The practical aspect of this instruction is distinctly prominent, and the girls take their share in the general domestic activities of the institutions. Exceptionally fine displays of the girls' handwork are available at the annual visit of the Inspector. In places where it is practicable the elder girls attend the cookery classes at a manual-training centre. The girls are well cared for in every respect, and the benefit they receive from their attendance at these schools is undoubted. At the boys' schools practical training also receives special attention, in the form of instruction in woodwork and agriculture particularly. In the latter subject good work is being done at Te Aute College, where the lads are encouraged as far as possible to take the agricultural course, including practical farming. The reports upon the work of the schools indicate that a high standard of work is attained. In the public examinations —the Intermediate, Public Service Entrance, and Matriculation Examinations —very satisfactory success is achieved by those who sit. In all the schools special attention is given to physical instruction and to organized games. At the end of the year 1925 the number of scholars on the rolls of the secondary schools was 311 boys and 225 girls—a total of 536 ; and of this number 140 pupils were holders of Government scholarships. Scholarships. In this section details are given of the scholarships which have been established by the Government in the interests of secondary education for Maoris. The types of scholarship are as follows : (1) Junior scholarships or free places ; (2) senior scholarships, taking the form of (a) industrial scholarships (apprenticeships), (6) agricultural scholarships, (c) nursing scholarships; (3) University scholarships. The junior scholarships are available for suitably qualified and accredited pupils from Native village schools and public primary schools, and are tenable for two years at several of the Maori boardingschools. The appreciation by the parents of the value and benefit of these scholarships is attested by the pronounced increase in the number of the applications for them. During the past year 140 junior scholarships were current.

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The demand for senior scholarships is not great. The industrial scholarships or apprenticeships still continue to be unattractive to Maori lads, who, after completing their two years as junior scholars, either are able to secure more remunerative employment or are not inclined to prolong the period of severance from their family and tribal connections. Two industrial scholarships were current during the year. It may be mentioned here that a fair number of ex-scholarship-holders find employment in branches of the Railway service. The agricultural scholarships are available for two years at some school or college where a suitable agricultural course is afforded, at a State farm, or lads may be placed upon approved farms. Five agricultural scholarships were current during the year. Nursing scholarships are available for suitably qualified girls who wish to become nurses in order to work among the Maori people. In connection with the training of Maori girls as nurses the co-operation and assistance of the Health Department are essential in the placing of the girls on the staffs of various hospitals. The girls when qualified become officers of that Department and are employed in the various centres of Maori population. Two University scholarships are available annually for Maori lads who, upon passing the Matriculation Examination, desire to take up some profession which will enable them to Work for the benefit of their race. Eight such scholarships were current during the year : three students (two medicine and one law), at Otago University; four students (three law and one engineering), at Canterbury College ; one student (law), at Auckland University College. Another Maori student who is assisted by the Native Department is studying law at Canterbury College, and two dental bursaries are held by Maoris at Otago University. Two additional University scholarships have been awarded for the current year. In last year's report a reference was made to the Maori Purposes Fund Control Board, which had been set up to administer, in the interest of Maori education and other purposes, a fund allocated from accumulated Native moneys and subsidized by the Government. During the past year the Board made (with the object of rendering financial assistance to the parents in connection with the expense in equipping the children) a substantial allowance to each of the Government-scholarship holders. The Board has now made arrangements to grant continuation scholarships to selected scholars at the expiry of the tenures of their Government scholarships. Scholarships provided from private bequests are available for competition amongst Maori boys : these are the Te yiakarini Scholarships and the Buller Scholarship. The former, established in memory of the late Sir Donald McLean, are of the annual value of £35, and are tenable for two years at Te Auto College. The fund from which the scholarships arc provided is administered by trustees, and the examination is conducted by the Department. The subjects for examination are English, arithmetic, geography, and general knowledge (New Zealand history, health, and religious knowledge). For the year 1925 two scholarships were offered for competition, one senior scholarship and one junior, the latter being reserved for candidates from Native village schools, the former being open to all eligible Maori boys. For the senior examination there were sixteen candidates —six from St. Stephen's Boys' School, nine from Te Aute College, and one from Otorohanga Public School. For the junior scholarship there were eleven candidates —three from Whakarewarewa Native School, two from Te Teko Native School, two from Wharekahika Native School, one from Whakapara Native School, and one from Rangitukia Native School. In the senior examination the best candidates were William Corbett (70 per cent.), Peta Awatere (66-8 per cent.) —both of Te Aute College—and Edward Roa, of Otorohanga District High School (62-6 per cent.). In the junior examination the best candidates were Ruhi Pene, of Whakarewarewa Native School (59-9 per cent.), and John Davis, of Whakapara Native School (59-6 per cent.). The senior scholarship was awarded to William Corbett, and the junior scholarship to Ruhi Pene. The increase in the number of candidates is satisfactory, but the trustees wish to see a much larger number of candidates for the junior scholarship. Buller Scholarship. —This scholarship was established in memory of the late Sir Walter Buller from a bequest (of the annual value of £30) made by him for the purpose. This scholarship is reserved for competition among lads who are predominantly Maori in race, and is tenable for one or two years at Te Aute College. The examination, which is conducted by the Department, is of a somewhat higher standard than the Senior Te Makarini Examination, and embraces the following subjects : English (including civics and New Zealand history), arithmetic, Maori, agriculture, and one optional subject, mathematics or woodwork. The candidates are also required to undergo an examination in religious knowledge, conducted by the Waiapu Diocesan authorities. For this examination there were nine candidates —four from Te Aute College and five from St. Stephen's School. The successful candidate was Peta Awatere, of Te Aute College, who gained 75-8 per cent, of the possible marks. Concluding Remarks. The extension of the summer vacation owing to the prevalence of the infantile-paralysis epidemic at the beginning of the year under review caused a curtailment of the usual school period, but nevertheless the schools maintained a good standard of work. The teachers as a whole deserve great credit not only for the manner in which they carry on the work of the schools, for the most part in remote and isolated localities, but also for the part they play in furthering the progress and development of the Maori race. The number of Maori children under instruction at the end of the year 1925 in all classes of schools from which figures were available was 13,067. In connection with the work of examining and inspecting the village schools, mission schools, and boarding-schools I have to acknowledge the assistance rendered by Mr. Henderson, Inspector of Native Schools. I have, &c., John Pobteous, The Director of Education. Senior Inspector of Native Schools.

7

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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, 1925.

8

No. 2. DETAILED TABLES. Table H1. NATIVE SCHOOLS AND TEACHERS. List op Native Village Schools and the Names, Classification, Position, and Emoluments op the Teachers as in December, 1925. Id the column "Position," HM 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.] <£ w a a o Grade , Anmmi Name of School. County. of <£ ~ Teachers on Staff. a o of Salary School. 2 £ '35 '-3 o> <3 •£ '3 > So < O Ph £ Ahipara .. Mangonui .. 3b 76 Timbers, Arthur D. .. .. D HM 360 Timbers, Joquina Q. (Mrs.) .. .. A F 160 Masters, Mary M. .. .. .. A P 65 Arowhenua .. Geraldine .. 3a 42 Bremner, Hannah A. A. .. D H F 355 Bremner, Esther P. N. N. .. 1) A F 210 Awarua .. Bay of Islands 3a 55 Rust, Gordon J. .. .. .. H M 265 Rust, Annie B. (Mrs.) .. .. .. A P 140 Hiruharama .. Waiapu .. 3b 93 Miller, Ethel (Mrs.) .. .. K* HF 335 Miller, David W. .. .. .. AM 160 Miller, Winifred E. .. D A F 85 Horoera .. Matakaoa .. 2b 36 Chamberlin, Edythe G. (Mrs.) .. C H M 240 Chamberlin, Augustus O. T. .. .. A F 85 Huiarau .. Whakatane .. 3a 55 Clemance, Phyllis S. .. .. C H F 320 Clemance, Grace A. D. .. . . D A P 190 Kaharoa .. Raglan .. 2b 25 Rayner, Henry H. .. . . .. H M 250 Rayner, Flora (Mrs.) .. .. .. A F 105 Kaikohe .. Bay of Islands 4a 153 Rogers, Herbert .. .. D H M 415 Rogers, Ethel E. (Mrs.) .. . . C A F 245 Padlie, Florence .. .. .. A F 195 Padlie, Lucy .. .. .. .. AF 110 Kakanui .. Helensville .. 1 19 Geissler, Aimee M. .. .. .. F 190 Karakanui .. Otamatea .. 1 26 Bloy, Alice (Mrs.) .. .. .. F 235 Karetu .. Bay of Islands 2b 37 Robinson, Edna M. (Mrs.) .. .. HF 200 Robinson, Charles H. .. .. AM 85 Karioi .. Waimarino .. 2a 21 Gillespie, Mary D. (Mrs.) .. .. HF 220 Hepetema, Alice . . . . .. A F 140 Kenana .. Mangonui .. 1 23 Goodson, Robert H. .. .. .. M 160 Kirioke .. Bay of Islands 3a 52 Grahame, Bruce .. .. Lie. H M 295 Grahame, Dorothy (Mrs.) .. C A F 210 Kokako .. Wairoa .. 3a 44 Alford, Edward H. M. .. .. .. H M 285 Alford, Florence (Mrs.) .. .. .. A F 170 Makomako .. Kawhia .. 3a 44 West, William E. .. .. D H M 345 West, Annie M. W. (Mrs.) .. .. A F 160 Manaia .. Coromandel .. 3a 44 Greensmith, Edwin .. .. C H M 355 Greensmith, Isabella C. (Mrs.) .. .. A F 170 Mangamuka .. Hokianga .. 3b 84 Murray, James .. .. .. H M 275 Williams, Susannah G. (Mrs.) .. .. A F 160 Williams, Ruth .. .. .. A F 65 Mangatuna .. Waiapu .. 3b 60 Scammell, William H. .. .. .. H M 285 Scammell, Agnes E. (Mrs.) .. .. A F 160 Bartlett, Bessie .. .. .. A F 75 Manutahi .. Waiapu .. 3c 116 Woodley, Frederick T. .. .. D HM 375 Woodley, Georgina .. .. .. A F 160 Gerrard, Paki .. .. .. .. A F 130 Huriwai, Katie .. .. .. AF 110 Maraeroa .. Hokianga .. 3b 64 Hulme, Maggie (Mrs.) .. .. .. H F 310 Hulme, Russell H. .. .. .. AM 160 Matahiwi .. Waimarino .. 1 13 Churton, Elena .. .. .. F 170 Matangirau .. Whangaroa .. 2b 53 Johnson, Ida V. C. (Mrs.) .. C H F 330 Shepherd, Margaret .. .. .. A F 120 Mataora Bay .. Ohinemuri .. 1 12 Hay, Barbara .. .. .. .. F 180 Matapihi .. Tauranga .. 3a 44 Gibbons, Elizabeth M. L. (Mrs.) .. .. H F 285 Earle, Eileen (Mrs.) .. .. .. A F 195 Matata .. Whakatane .. 3a 51 King, Edmund A. .. .. C H M 345 King, Clara M. H. (Mrs.) .. D A F 200 Matihetihe .. Hokianga .. 2b 39 Minchin, Zara .. .. .. D H F 310 Te Toko, Emma .. .. .. A F 140 Maungapohatu .. Whakatane .. 2b 42 Roseveare, Ethel A. .. .. D H F 260 Paulger, Irene D. .. .. D A F 160 Maungatapu .. Tauranga .. 3b 59 Roach, Patrick .. .. C H M 370 Roach, Ruby (Mrs.) .. .. .. A F 160 Roach, Aileen F, M, .. .. .. A F 85

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

2—E. 3.

9

o a a o Grade • Annual Rate Name of School. County. of g>g Teachers on Staff. « g of Salary. School. "55 S s» -So <! O Ph _ | . . . £ Motatau .. Whangarei .. 3a 45 Percy, Henry C. .. .. .. H M 285 Percy, Juanita E. (Mrs.) .. 1' A F 220 Motiti Island .. Tauranga .. 2a 23 Clench, Charles McD. .. .. .. M 250 Clench, Mary I. (Mrs.) .. .. .. AF 65 Motuti .. Hokianga .. 1 22 Bruford, Henry S. B. .. .. .. M 170 Ngawha .. Bay of Islands 3b 64 Russell, William E. .. .. C H M 340 Russell, Agnes .. .. .. A F 160 Hargraves, Vera E. .. .. .. A F 65 Nuhaka .. Wairoa .. 3c 132 South, Moses .. .. .. E H M 375 South, Emma S. (Mrs.) .. .. .. A F 170 Roseveare, Vera D. M. .. .. C A F 190 Wilson, Ellen .. .. .. D A F 150 Ohautira .. Raglan .. 1 22 Clarke, Rosa .. .. D F 250 Okautete .. Masterton .. 1 23 Owen, Mary M. .. .... F 160 Omaio .. Opotiki .. 3b 70 Coughlan, William N. .. .. .. H M 285 Coughlan, Isabella A. (Mrs.) .. .. A F 160 Coughlan, Elizabeth M. .. .. .. A F 65 Omanaia .. Hokianga .. 3a 52 Nisbet, Robert J. .. .. Lie. H M 295 Nisbet, Janet (Mrs.) .. .. .. A F 170 Omarumutu .. Opotiki .. 3c 96 MacKay, Gordon .. .. D H M 385 MaeKay, Jane (Mrs.) .. .. .. A F 160 Gaskill, Annie M. .. .. .. A F 95 Watson, Cicely F. E. .. .. .. A F 100 Opoutere .. Thames .. 2b 26 Statham, William H. . . .. . . H M 220 Statham, Frances E. (Mrs.) .. .. A F 95 Orauta .. Bay of Islands 3a 43 Kelly, Felix .. .. .. D H M 345 Hakaraia, Victoria .. .. .. A F 195 Oromahoe .. Bay of Islands 2a 27 Brighouse, Kathleen (Mrs.) .. . . H F 200 Brighouse, John R. .. .. .. AM 85 Oruanui .. East Taupo .. 2b 36 Ferguson, William .. .. I) H M 310 Ferguson, Alice (Mrs.) .. .. .. A F 95 Otangaroa .. Whangaroa .. 1 27 Matthews, Emily .. .. .. F 190 Otaua .. Hokianga .. 3b 83 Smith, Leonard H. .. .. .. H M 285 Smith, Phoebe M. (Mrs.) .. .. A F 160 Otukou .. Taupo .. 1 23 Blathwayt, Mary de V. W. .. .. F 190 Paeroa .. Tauranga .. 3b 71 Baker, Frances E. E. .. .. D HF 370 Baker, Henrietta A. .. .. .. A F 170 Farmer, Dorothy M. .. .. A F 65 Pamapuria .. Mangonui .. 3a 39 Heal, Ethel A. (Mrs.) .. .. C H F 310 Heal, Ernest R. .. ,. .. AM 140 Pamoana .. Waimarino .. 2a 23 Barnes, Ellen L. (Mrs.) .. .. .. H F 210 Brooks, Kimi .. .. .. .. AF 110 Papamoa .. Tauranga .. 2b 37 Morris, Margery M. (Mrs.) .. D H F 320 Morris, David 0. .. .. .. AM 105 Paparore .. Mangonui .. 3b 75 Harper, Leslie M. (Mrs.) .. D H F 335 Harper, Charles A. E. .. .. .. AM 160 Richards, Lottie B. .. .. .. A F 85 Parapara .. Mangonui .. 2a 29 Church, Lilian .. .. .. H F 250 Clough, Elizabeth J. .. .. .. A F 120 Parawera .. West Taupo .. 3a 55 Boswell, Arthur .. .. I) HM 325 Boswell, Miriam A. (Mrs.) .. C A F 210 Parikino .. Wanganui .. 2b 39 Bruford, Frederick C. .. .. .. H M 220 Bruford, Madge L. (Mrs.) .. .. A F 105 Pawarenga .. Wanganui .. 3b 71 Gilmour, Richard S. .. .. B HM 340 Matini, Ratareria .. .. .. A F 195 Pipiriki .. Wanganui .. 3a 44 Jarratt, Herbert .. .. C H M 345 Jarratt, Emily E. (Mrs.) .. .. A F 160 Poroporo .. Whakatane .. 3c 85 Ryde, Henry J. .. .. D H M 385 Ryde, Emma G. (Mrs.) .. .. .. AF 160 Ryde, Edna R. .. .. .. A F 85 Pukehina .. Rotorua .. 2b 35 Burgoyne, Annette .. .. .. H F 250' Burgoyne, Constance .. .. .. AF 115 Pukepoto .. Mangonui .. 3b 72 Gracie, Thomas .. .. C H M 345 Gracie, Mary L. S. (Mrs.) .. .. A F 140 Robson, Winnie .. .. .. A F 85 Rakaumanga .. Waikato .. 3a 50 Hyde, Alfred E. .. .. .. H M 285 Hyde, Louisa R. (Mrs.) .. .. D AF 220Rakaunui .. Kawhia .. 1 17 Olauson, Richard W. .... M 170 Ranana .. Rotorua .. 3b 89 England, Walter .. .. C H M 375 England, Eva E. (Mrs.) .. .. .. AF 160 Heperi, Rebecca .. .. .. A F 130 Rangiahua .. Wairoa .. 2b 28 Harlow, Wilhelmina .. .. D H F 330 Grieve, Jessie .. .. .. .. A F 120' Rangiawhia .. Mangonui .. 2 a 22 McCully, Annie W. (Mrs.) .. C HF 285 McCully, Rutherford D. ....AM 95 Rangitahi .. Whakatane .. 2b 45 Jamison, Mary.. .. .. .. HF 285 Mauriohooho, Sarah .. .. .. A F 195 Rangitukia .. Waiapu .. 4a 148 Cumpsty, Charles E. .. C H M 380 Cumpsty, Mary (Mrs.) .. .. .. A F 170 Kohere, Huinga .. .. .. A F 130 Houia, Ngamane .. .. .. A F 100-

E.—3.

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

10

<6 « a fl .2 Name of School. County. of Teachers on Staff. jj g 6 School. gs sb £ O <! OP. £ Raukokore .. Opotiki .. 3a 53 Saunders, William S. .. .. .. HI 235 McLaehlan, Linda .. .. .. A F 195 Reporua .. Waiapu .. 1 19 Mountfort, Herbert V. .. .. .. M 160 Ruatoki .. Whakatane .. 4a 127 Vine, Henry G. .. D H M 395 Vine, Winifred M. (Mrs.) .. .. A F 185 Vine, Effie L. .. .. .. .. A F 160 Taemaro .. Mangonui .. 2b 30 Childe, Marjorie (Mrs.) .. .. .. H F 230 j Childe, Sydney H. .. .. .. AM 85 Taharoa .. Kawhia .. 3a 42 j Seivewright, Alexander C. .. .. H M 265 j Seivewright, Clara (Mrs.) .. .. AF 140 Takahiwai .. Whangarei .. 3a 39 j Salisbury, Josiah .. .. .. H M 275 j Salisbury, Helen E. P. (Mrs.) .. .. A F 160 Tangoio .. Hawke's Bay 3a 43 MeKenzie, Kenneth .. .. B H M 355 j MeKenzie, Beatrice (Mrs.) .. j .. AF 130 Tanoa .. Otamatea .. 2b 30 Frain, Roderick J. .. .. C H M 320 Frain, Mabel I. B. (Mrs.) , .. .. A F 85 Tautoro .. Bay of Islands 3a 44 Oulds, George F. .. .. .. EM 275 Oulds, Agnes W. (Mrs.) .. .. .. j A F 160 Te Ahuahu .. Bay of Islands 3a 46 Sullivan, Andrew J. .. .. C J H M 355 I Sullivan, Martha A. A. (Mrs.) .. .. [ AF 160 Te Araroa .. Matakaoa .. 3c 103 j MeCowan, John T. .. .. C j H M 375 J MeCowan, Marguerite (Mrs.) .. .. AP 130 : Puha, Heni te Ao .. .. .. j A F 105 Rogers, Hineawe .. .. .. j A F 100 Te Hapu .. Mangonui .. 3b 94 Grindley, George .. .. D I H M 355 Grindley, Catherine (Mrs.) .. .. A F 160 Murray, Julia .. .. .. .. A P 95 Te Haroto .. East Taupo .. 2b 30 MacDonell, Robert J. .. .. H M 220 i MacDonell, Kathleen N. V. (Mrs.) .. A P 85 Te Horo .. Whangarei .. 3a 36 j Goldsbury, Hugh .. .. D H M 325 [ Goldsbury, Annie J. (Mrs.) .. E A P 210 Te Kaha .. Opotiki .. 3b 62 Cato, Anson H. .. .. .. H M 285 j Cato, Netty P. L. (Mrs.) .. .. A F 160 | Waititi, Annie .. .. .. A F 85 Te Kao .. Mangonui .. 3b [60 Watt, Archibald H. .. .. .. H M 285 Watt, Bertha F. (Mrs.) .. .. .. A F 160 Ihaka, Rihipeti .. .. .. A F 85 Te Kopua .. Waipa .. 1 i 13 Churton, Emily N. .. .... P 180 Te Kotukutuku Tauranga .. 3b J 58 Dale, Francis A. .. .. j C H M 370 (44) and Rangi- ! Dale, Florence E. (Mrs.).. .. j B AP 230 waea (side j Callaway, Christina .. A F 170 school) (14) Te Mahia .. Wairoa .. 2b 37 Beer, TJno .. .. .. Lie. H M 220 Beer, Frances M. (Mrs.).. .. .. A F 105 Te Matai .. Tauranga .. 3a 48 Godwin, Horace P. E. .. .. .. H M 285 Blathwayt, Ellen E. C. .. .. .. A F 160 Te Paroa - Totara Whakatane .. 3c 117 Clark, Olive J. M. (Mrs.) .. B MF 385 Clark, William M. .. .. j AM 160 Hyland, Jean .. .. .. .. A P 85 Godmond, Amy J. .. .. .. A P 85 Te Pupuke .. Whangaroa .. 3a 55 Airey, Hubert B. .. .. [ H M 285 Airey, A. C. (Mrs.) .. .. .. AF 160 Te Rawhiti .. Bay of Islands 2b 35 Thomson, Thomas .. .. .. H M 230 Thomson, Beatrice (Mrs.) .. .. A F 105 Te Reinga .. Wairoa .. 3a 40 Wright, Percy .. .. .. .. H M 285 Wright, Rebecca (Mrs.) .. .. .. A F 160 Te Teko .. Whakatane .. 3c 120 Guest, Joseph J. .. .. C H M 385 Guest, Lilian R. (Mrs.) .. .. .. j A F 160 Guest, Evelyn M. .. .. j A P 105 Guest, Kate E. .. .. I A F 85 Te Waotu .. West Taupo 2b 35 Worthington, Herbert .. .. .. H M 250 Worthington, Sarah A. (Mrs.) .. .. A F 85 Te Waiti .. Whakatane .. 1 19 Tweed, Sarah E. .. .. .. F 190 Tikitiki .. Waiapu .. 4a 133 Sinclair, Donald W. E. .. .. .. H M 335 Sinclair, Martha (Mrs.) .. .. .. A F 195 Sinclair, Jessie V. M. .. .. j A F 85 Tokaanu .. East Taupo .. 3b j 60 Wall, Harry .. .. .. I H M 285 Wall, Panny S. M. (Mrs.) .. .. A P 160 Mauriohooho, Rangi .. .. .. | A F 120 Tokomaru Bay.. Waiapu .. 3b 76 Frazer, William .. .. .. | HM 275 Robertson, Margaret .. .. .. AF 195 Reid, Adelaide .. .. .. ! A F 120 Torere .. Opotiki .. 3a 47 Drake, Armine G. .. .. j H M 285 Drake, Rosalind K. (Mrs.) .. .. A F 170 Tuhara .. Wairoa .. 3a 36 Astall, Annie (Mrs.) .. .. D } H F 335 Astall, John R. .. .. ..AM 170 Tuparoa .. j Waiapu .. 3b j 61 White, Hamilton H. .. .. HM 285 White, Isabel (Mrs.) .. .. D j A P 170 Grace, Heapera .. .. I A F 75

E.—3.

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

3—E. 3.

11

I » • 9 .2 Grftdfi "Q . Annnn I Rnfp Name of School. County. of g, g Teachers on Staff. c o of Salary School. g £ -a 72 0) m '55 > Jo «< o £ Waihua .. Wairoa 1 20 Carswell, Janet (Mrs.) .. .. .. F 190 Wai-iti .. Rotorua .. 3b 67 Munro, John B. .. .. C H M 370 Munro, Florence M. (Mrs.) .. .. A F 160 Williamson, Vera F. .. .. .. A F 75 Waikare .. Bay of Islands 2b 30 Cels, Louis J. .. .. .. .. H M 220 Cels, Maximilienne (Mrs.) .. .. A F 105 Waikeri .. Hokianga .. 2b 29 Smith, Ellena M. (Mrs.) .. .. H F 250 Topia, Heni H. .. .. .. A F 105 Waima .. Hokianga .. 3c 105 Johnston, George .. .. I) H M 375 Johnston, Mary E. (Mrs.) .. C AF 230 Brown, Mary .. .. .. I A F 140 Johnston, Isabel M. .. .. .. A F 85 Waimamaku .. Hokianga .. 3a 48 Handeock, Georgina .. .. D H F 345 Handcoek, Martha A. .. .. A F 160 Waimarama .. Hawke's Bay 2a 17 Ward, Violet .. .. .. .. F 190 Waiohau .. Rangitaiki .. 2b 30 Webber, Elsie E. .. .. C H F 320 Smith, Amanda E. .. .. .. A F 120 Waiomatatini .. Waiapu .. 3b 73 Cole, George N. .. .. C H M 290 Cole, Kate E. (Mrs.) .. .. C A F 200 Collier, Kate .. .. .. .. A F 85 Waiomio .. Bay of Islands 3a 45 Boake, Marcella A. (Mrs.), b.a. .. B H F 325 Boake, Albert B. .. .. .. AM 160 Waiorongomai .. Waiapu .. 1 20 Kaua, Matekina H. .. .. .. F 190 Waiotapu .. Whakatane .. 1 19 Jefferis, Jessie (Mrs.) .. .. C F 250 Waioweka .. Opotiki .. 3b 54 Watkin, Arthur A. .. .. D H M 360 Watkin, Mary Ann (Mrs.) .. .. A F 160 Watkin, Vida .. .. .. .. A F 85 Waitahanui .. East Taupo .. 2b 30 Strong, Sydney J. .. .. Lie. H M 75 Strong, Mildred F. (Mrs.) .. .. A F 140 Waitapu .. Hokianga .. 2a 22 Lisle, Frank .. .. .. .. H M 250 Lisle, Marian F. D. (Mrs.) .. .. A F 105 Werowero .. Mangonui .. 1 20 Herewini, Parehuia (Mrs.) .. .. F 190 Whakaki . . Wairoa .. 3a 53 Craig, William H. M. .. D H M 325 Maekay, Emily M. .. .. .. A F 195 Whakapara .. Whangarei .. 2b 32 Rolland, Gertrude A. (Mrs.) .. Lie. H F 225 Rolland, Albert F. .. .... A F 105 Whakarara .. Whangaroa .. 3b 60 Smith, Gordon .. .. .. H M 285 Smith, Mary A. M. (Mrs.) .. .. A F 160 Urlich, Kate .. .. .. .. A F 120 Whakarewarewa Rotorua .. 3c 105 Banks, Joseph .. .. .. H M 335 Banks, Anna (Mrs.) .. .. D A F 260 Haerewa, Areta .. .. .. A F 140 _ . Irwin, Ellenor A. .. .. .. A F 120 Whakawhitira .. Waiapu .. 2b 32 Le Huray, Agnes M. .. .. D H F 305 Fleury, Ellen J. .. .. .. A F 140 Whangaparaoa Matakaoa .. 1 20 Saunders, Margaret 0. .. .. .. F 160 Whangape .. Hokianga .. 2b 41 Dent, William .. .. .. .. H M 210 Dent, Laura M. (Mrs.) .. .. .. A F 95 Whangara .. Cook .. 1 23 MacArthur, Arthur D. .. .. D M 240 Whangaruru .. Bay of Islands 3b 60 Jones, Elizabeth (Mrs.) . . .. .. HF 285 Jones, Ernest .. .. .. .. AM 160 Phillips, Elizabeth .. .. .. AF 65 Wharekahika .. Matakaoa .. 3b 45 Tawhiri, Riwai H. .. .. C H M 360 Patterson, Alice (Mrs.) .. .. .. A F 160 Tawhiri, Maria (Mrs.) .. .. .. A F 85 Whareponga .. Waiapu .. 2b 31 MeFarlane, Charles T. .. .. .. H M 285 MeFarlane, Margaret (Mrs.) .. .. A F 160 Whirinaki .. Hokianga .. 3b 69 Barnett, David .. .. Lie. H M 310 Barnett, Sarah H. (Mrs.) .. .. A F 160 Wynyard, Emily .. .. .. A F 85 Total .. .. 57,230 I I

E.—3.

Table H2. List of Native Village Schools, with the Attendance of the Pupils for the Year 1925.

12

| In this list the schools are arranged according to regularity of attendance, shown in the last column.] School Eoll. is !°o ! !a if* Average S3 0rH g >» . Number Number Weekly 5 8 2* S? School. belonging belonging Roll Number. _®a > ©' q at End of at End of (Mean of the ©-a % ® § Year 1924. Year 1925. Three 2g = Quarters, 1925.) >, a < (1.) (20 (30 (40 (50 (60 Manaia .. .. .. .. .. 42 41 43'9 43-6 99-3 Waitahanui .. .. .. .. 30 31 30-4 29-9 98-3 Motiti Island .. . . .. .. 26 22 22-7 22-3 98-2 Oromahoe . . . . . . .. 27 27 26-5 26-0 <.» 98*1 Parikino .. .. . . .. .. 36 43 38*8 38-0 97*2 Karakanui* .. .. .. .. .. 26 25-5 24-7 96-9 Takahiwai .. . . . . .. ! 44 37 39-2 38*0 96*9 Te Rawhiti .. .. .. .. 30 35 34-6 33-5 96-8 Opoutere.. .. .. .. .. 28 27 26-2 25-3 96-6 Whakarewarewa .. .. .. .. 114 105 104*8 100-9 96-3 Te Haroto .. . . . . . . 32 22 29-5 28-3 95-9 Wai-iti .. .. . . .. .. 65 68 66-5 62-5 95-5 TeKopua .. .. .. .. 10 17 12-8 12-2 95-3 Te Paroa - Totara (Owhataiti) .. .. 107 117 117*3 111*7 95*2 Tuparoa .. .. . . .. .. 57 63 60*7 57*8 95*2 Rangiwaea .. .. .. .. 17 14 13*5 12*8 94*8 Waimarama .. . . . . .. 22 18 17*0 16*1 94*7 Te Kao .. .. . . . . .. 54 58 59-7 56*5 94*6 Karetu .. . . . . . . .. 34 36 36*7 34*7 94*5 Mangamuka .. . . .. .. 84 88 83*8 79*2 94*5 Otukou .. . . . . .. .. 21 .23 23*3 22*0 94*4 Tokaanu .. .. .. .. .. 61 56 60*2 56*7 94*2 Otaua .. . . . . . . .. 78 79 82-6 77*6 93*9 Waiomio .. .. .. .. .. 45 48 44*6 41*9 93*9 Awarua .. .. .. .. .. 46 54 54*6 51*2 93*8 Omaio .. .. .. .. .. 73 72 69*7 65*4 93*8 Omanaia .. .. .. .. .. 54 53 51*7 48*4 93*6 Tikitiki .. .. .. .. .. 138 132 133*0 123*8 93*1 Omarumutu .. .. .. .. 95 95 95-8 89 1 930 Tautoro .. .. .. .. .. 42 41 43*7 40*6 92*9 TeKotukutuku .. .. .. .. | 43 48 43*5 41*3 92*6 Arowhenua .. . . .. .. 40 45 41*6 38*4 92*3 Manutahi .. .. .. .. I 98 132 115*9 106-8 92*1 Whakapara .. .. .. ..I 35 39 32*2 29*6 91*9 Pukepoto .. .. .. .. | 74 70 72*3 66-1 92*0 Hiruharama .. .. .. .. 88 95 92*9 85*3 91*8 Parawera .. .. .. .. | 51 57 54*6 50*1 91*8 Waioweka .. .. .. .. 51 47 53*9 49*3 91*5 Pipiriki .. .. .. .. 49 43 43*8 .40*0 91*3 Waiohau .. .. .. .. 33 30 30*3 27-6 91*1 Pamapuria .. .. .. .. 43 41 44*2 40*2 91*0 Rangiawhia . . .. .. .. 26 22 22*1 20*1 91*0 Whirinaki .. .. .. .. 71 78 69*1 62*9 91*0 Mataora Bay .. .. .. .. 11 12 12*0 10*9 90*8 Waimamaku .. . . .. .. 39 47 47*5 43*1 90*7 Whakaki .. .. .. .. 57 54 53*0 48*1 90*7 Matapiki .. . .. .. 42 44 43*5 39*4 90*5 Maungatapu .. . .. .. 61 58 58*5 52*9 90*4 Whakawhitira . . . . .. .. 33 31 31*9 28*8 90*3 Poroporo.. .. .. .. .. 82 79 85-1 76*5 90*0 Ngawha .. .. .. .. .. 57 61 64*0 57*5 89*8 Matangirau .. .. .. .. 40 53 52*5 47*1 89*7 Makomakof .. .. .. .. .. 46 44-4 39*8 89*6 Paparore .. . . .. .. 71 72 75*4 67*4 89*4 Rangitahi .. .. .. .. 38 46 44*8 39*0 89*3 MaungapohatuJ .. .. .. .. .. 41 42-2 37*6 89*1 Whangape .. .. .. .. 42 39 41*1 36*6 89*1 Taharoa.. .. .. .. .. 42 39 41*7 37*1 89*0 Te Whaiti . . . . .. .. 18 20 19*0 16*9 89*0 Whareponga . . . . .. .. 39 29 31*0 27*6 89*0 Matata .. .. .. .. .. 54 50 50*8 45*2 89*0 Pawarenga .. . . .. .. 73 70 j 71*4 63*4 88*8 Maraeroa . . .. .. .. 57 63 i 63.5 56*4 88-8 Te Reinga .. . . .. . . 40 38 1 39*9 35*4 88*7 Tuhara .. .. . . . . . . 42 38 36*0 31*9 88*6 Tokomaru Bay .. . . . .. 80 76 75*5 66*6 88*2 Rangitukia . . . . .. .. 151 149 147*6 130*1 88*1 Matahiwi .. .. .. 14 12 13*3 11*7 88*0 Whakarara .. .. .. .. 62 58 60*0 52*8 88*0 Ohautira .. .. .. .. 18 21 22*3 19*6 87*9 Ruatoki .. .. .. .. .. 131 122 127*4 111*9 87*8 Kokako .. .. . . .. .. 36 46 43*9 38*5 87*7 TeKaha.. .. .. .. .. 66 62 61-9 54*1 87*4 Kaharoa .. .. .. .. .. 30 21 24*5 21*4 87*3 Kirioke .. .. .. .. .. 54 54 51*8 45*2 87-3 Horoera .. .. .. .. .. 41 39 36*4 31*7 87*1 Okautete.. .. .. .. .. 14 25 23*3 20*3 87*1 Te Waotu .. .. .. .. 32 32 35*1 30*5 86*9 Te Horo .. .. .. .. .. 41 36 36*4 31*6 86*8 Te Ahuahu .. .. .. .. 56 38 46*2 40*0 86*6 Taemaro .. .. .. .. .. 27 29 30*2 26*1 ' 86*4 * Reopened September quarter. t New school, opened September quarter. 1 Mission school reopened as Native village school.

E.—3.

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

13

School Koll. «)S l°o 8PS |g« g~2 Average S 0rH £ 0 s» „ . Number Number Weekly 5 g g" bcnool. belonging belonging Roll Number. ««S-2 at End of at End of (Mean of the 0, ag *1 £ Year 1924. Year 1925. Three §§S aSSfeiz Quarters, 1925.) J' sc ' > 3 ""I (10 (20 (80 (±) (5.) (8.) Ranana 76 87 88-8 76-7 * 86-4 Paeroa . .. .. •• 70 73 71-0 61-3 86-3 Torere .. .. .. .. • • 50 39 47-3 40-8 86-2 Motatau .. .. .. .. • • 45 45 44-6 38-4 86-1 Wharekahika .... .. .. 68 57 44-5 38-3 86' 1 Motuti 19 22 24-4 21 0 860 Mangatuna .. .. .. • • 61 60 59-7 51-2 85-9 Rangiahua .. .. • • • • 29 25 27-7 23-8 85-9 Raukokore .. .. •. • • 52 52 53*0 45*4 85*7 Waiomatatini .. .. •. • • 72 73 72-7 62-3 85-7 Waima .. .. .. .. • • 106 100 105-2 90-0 85-6 Whangara .. .. . • • • 20 25 22*8 19*5 85-5 Kaikohe .. 157 151 153-2 130-9 85-4 TeTeko • ■■ •• 129 119 120-0 102-5 85-4 Nuhaka " .. 125 130 132-4 112-9 85-2 TeAraroa .. .. .. ■■ 102 103 103-4 88-1 85-2 To Hapua 90 95 94-4 80-0 84-7 Whangaparaoa .. .. . • • • 19 22 20-2 j 17-1 84-7 Parapara 33 31 28-7 24-2 84-0 Tanoa 34 28 30-3 25-4 83-8 Matihetihe .. .. .. • • 38 37 39-1 32-7 83-6 Rakaumanga .. .. .. • ■ 52 49 50-4 42-1 83-5 Reporua . 20 20 18-7 15-6 83-4 TePupuke .. .. -■ 54 51 54-7 45-6 83-4 Tangoio 45 48 43-4 38-2 83-4 Whangaruru .. .. . ■ • • 66 58 60-4 49-9 82-6 Waitapu .. .. .. .. • - 23 19 21-9 17-9 81-7 Waiotapu .. .. . • • • 22 18 19-3 15-7 81-3 Papamoa .. .. •. • • 27 38 36-6 29-6 80-9 Kenana 21 21 22-9 18-5 80-8 Huiarau .. .. .. .. • • 53 53 55-0 44*4 80-7 Kakanui .. .. .. . • • • 16 19 19'2 15-3 80 0 Orauta .. .. .. •. • • 49 39 43-2 34-5 80-0 Oruanui 35 31 36-3 28-9 79 9 Te Mahia .. .. • ■ • ■ 38 34 37-2 29-1 78-2 Ahipara 72 78 75-6 58-8 77-8 Rakaunui .. .. .. • • 22 17 17-0 13-2 77-7 Pukehina .. .. .. • • 37 32 34-8 26-8 77-0 Werowero .. .. .. •• 25 20 19-8 15-2 76-8 Waiorongomai .. .. . ■ • • 24 27 26-4 19-9 75-4 TeMatai. 48 52 47-8 35-4 74-1 Otangaroa .. .. .. •• 19 27 26-8 19-6 73-1 Waikare 31 30 30-3 21-0 69-3 Karioi .. .. .. •• •• 24 18 20-5 14-1 68-8 Waihua .. .. .. •• •• 18 21 20-3 13-8 68-0 Waikeri .. .. .. -• 37 25 29-4 19-6 66-7 Pamoana .. .. •• •• 32 22 23-2 15-1 65-1 Totals for 1925 .. .. .. 6,386 6,365-5 5,628-2 88*4 Totals for 1924 .. .. 6,310 .. 6,345-8 5,609-5 88-4 Mission Schools subject to Inspection. Jerusalem Convent .. .. .. 19 18 17-8 16-8 94-3 Matata Convent .. .. .. • • 57 70 70-4 63-9 90-7 Tanatana Mission .. .. .. .. 38 45 42-5 38-4 90-1 Putiki Mission .. .. . ■ . • 43 37 36-9 33-2 89-9 Ranana Convent .. .... .... 17 19 17-9 15-7 87-7 Tokaanu Convent .. .. •. • ■ 33 32 32-2 27-7 85-9 Matahi Mission .. .. .. .. 29 36 35-6 29-6 83-1 Whakarapa Convent .. •• 107. 109 110-8 90-6 81-7 Totals for 1925 .. .. .. 366 364-1 315-9 86-8 Totals for 1924 .. .. 343 .. 344-3 305-2 88-6 Boarding-schools affording Secondary Education. Queen Victoria (girls), Auckland .. .. 46 47 44-1 43-7 99-9 St. Joseph's (girls), Napier .. .. .. 43 52 50-5 50-2 99-4 Hikurangi (boys), Carterton .. . ■ 32 25 25-3 25-2 99-0 Turakina (girls), Wanganui .. .. 31 35 33-4 32-8 98-2 Te Waipounamu (girls), Christchurch .. 18 15 14-3 13-9 97-2 St. Stephen's (boys), Auckland .. .. 71 74 69-7 68-7 98-6 Te Aute (boys), Hawke's Bay .. .. 89 93 89-8 86-2 95-9 Hukarere (girls), Napier .. .. .. 69 65 64-1 61-9 96-5 Waerenga-a-hika (boys), Gisborne .. .. 19 28 27-0 26-9 99-6 Agricultural College (boys), Hastings .. 56 50 Otaki College (mixed), Otaki .. .. 50 52 54-3 48-5 89-3 Totals for 1925 .. .. .. 536 472-5 458-] 96-9 TotalR for 1924 .. .. 524 .. 512-5 490-8 95-7

E.—3.

Table H3. (a.) Number of Maori Pupils attending Maori Secondary Schools at the End of 1925.

(b.) Maori Girls holding Nursing Scholarships at the End of 1925.

(c.) Maori Boys holding Apprenticeships at the End of 1925.

(d.) Maori Students holding University Scholarships at the End of 1925.

14

D , , : Government ! Private | m Sch ° 01 - Pupils. Pupils. Total " Otaki College (mixed), Wellington .. .. .. .. 52 52 St. Stephen's (boys), Auckland .. .. .. 30 44 74 Te Aute (boys), Hawke's Bay .. .. .. .. 28 65 93 Waerenga-a-hika (boys), Gisborne .. .. .. 1 27 28 Hikurangi (boys), Carterton .. .. .. .. .. 25 25 Agricultural College (boys), Hastings .. .. .. .. 50 50 Queen Victoria (girls), Auckland .. .. .. 23 24 47 Hukarere (girls), Napier .. .. .. .. 23 42 65 St. Joseph's (girls), Napier .. .. .. .. 25 27 52 Turakina (girls), Wanganui .. .. .. .. 10 *25 35 Te Waipounamu (girls), Canterbury .. .. .. .. 15 15 Totals .. .. .. .. 140 396 536

I Number. Nature of Scholarship. Hospital. 1 Probationer .. .. Napier. 1 Day pupil .. . . „

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

Number. University Course. University at which Soholar1 Law .. .. .. Auckland University College. 1 Engineering .. .. Canterbury College. 4 Law .. .. .. „ 2 Medicine .. .. Otago University. 1 Law .. .. .. „ 2 Dentistry .. .. „

E —3.

Table H4. Maori Children attending Public Schools, December, 1925.

Table H5. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1925.

15

a o.g .g o Number of Maori Pupils. S. VI Certificates awarded. Number Education District. ©-gji examined j 1 — ■II* in8,VL Pro . com. Endorsed |* Boys. Girls. Total. potency. p^ y *«U1. g I | I Auckland .. .. .. 356 1,741 1,606 3,347 42 29 6 35 Taranaki .. .. ..65 304 247 551 10 9 .. .. 9 Wanganui .. .. ..69 291 225 516 11 6 1 1 8 Hawke's Bay .. .. .. 86 602 540 1,142 28 22 1 .. 23 Wellington .. .. ..61 280 248 528 19 15 3 18 Nelson .. .. ..11 25 26 51 1 Canterbury .. .. ..43 147 113 260 4 2 1 .. 3 Otago.. .. .. .. 16 46 35 81 6 5 1 .. 6 Southland .. .. ..14 59 41 100 4 3 1 .. 4 Totals .. ..721 3,495 3,081 6,576 125 91 14 1 106 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. j S. IV. 8. V. S. VI. S. VII. Totals. Years. j 7 ] T~ . i 7~ . 7~ ] I 7 " r~ co ro ® ,52 to OQ o j a o .s & a o .s o 3 o S o 3 & 3 <$ 3 « ■ o m a m a » a m ts m o « o m o n cs o and under 6.. 181 168 1 1 182 159 t> „ 7.. 258 263 2 1 j 260 264 7 „ 8.. 375 345 22 27 1 1 1 398 373 8 „ 9.. 338 269 70 81 10 10 418 360 9 „ 10.. 234 206 134 136 48 79 10 6 .. 1 426 428 10 „ 11.. 115 107 140 119 144 103 51 50 8 9 458 388 11 „ 12.. 73 54 73 81 112 94 92 87 37 35 2 4 2 391 355 12 „ 13.. 30 34 47 44 80 84 117 91 78 53 20 24 2 2 ... 374 332 13 „ 14.. 22 21 20 13 38 43 76 71 100 57 52 46 26 13 .. .. 334 264 14 „ 15.. 6 6 6 5 19 4 43 21 39 17 44 24 18 23 .. 3 175 103 15 „ 16.. 1 2 .. 2 4 5 8 13 8 20 8 14 12 1 1 56 43 16 years and over 1 1 3 1 6 111 9 2 .. 23 12 1,633 1,465:515 508 454 422 395 335 278 181 144 107 73 59 3! 4 3,495 3,081 3,098 j 1,023 876 730 459~ ~251 ' 132 7~ 6,li76 .. =47-1 % 1 = 15*6 % =13"3% =11-1% =7*0% =3 9% =2-0% 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, 1925.

16

For the purpose 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. Race. Totals. School. Maoris. Europeans. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Ahipara .. .. 38 38 76 .. 2 2 38 40 78 Arowhenua .. .. 17 19 36 3 6 I 9 20 25 45 Awarua .. .. 22 32 54 .. 22 32 54 Hiruharama .. .. 45 50 95 .. .... 45 50 95 Horoera .. .. 25 13 38 1 1 26 13 39 Huiarau .. .. 28 25 53 I .. 28 25 53 Kaharoa .. .. 16 5 21 .. .. .. 16 5 21 Kaikohe .... 84 58 142 4 5 9 88 63 151 Kakanui .. .. 10 9 19 .. .. .. 10 9 19 Karakanui .. .. 12 ] 1 23 .. 3 3 12 14 26 Karetu .... 18 16 34 1 1 2 19 17 36 Karioi .... 3 9 12 5 1 6 8 10 18 Kenana .. .. 12 19 21 .. .. .. 12 9 21 Kirioke .. .. 26 26 52 2 2 26 28 54 Kokako .. .. 15 20 35 4 7 11 19 27 46 Makomako .. .. 14 26 40 3 3,6 17 29 46 Manaia .... 19 17 36 1 4 5 20 21 41 Mangamuka .. .. 43 41 84 4 4 47 41 88 Mangatuna .. .. 29 27 56 2 2 4 31 29 60 Manutahi .. .. 53 51 104 18 10 28 71 61 132 Maraeroa .. .. 27 34 61 2 2 29 34 63 Matahiwi .. .. 6 5 11 .. 1 1 6 6 12 Matangirau .. .. 19 19 38 9 6 15 | 28 25 53 Mataora Bay .. .. 3 5 8 3 1 4 j 6 6 12 Matapihi .. .. 19 20 39 2 3 5 21 23 44 Matata .... 8 7 15 19 16 35 27 23 50 Matihetihe .... 17 17 34 2 1 3 19 18 37 Maungapohatu .. .. 23 18 41 .. .. .. 23 18 41 Maungatapu .. .. 19 23 42 12 4 16 31 27 58 Motatau .... 19 16 35 5 5 10 24 21 45 Motiti Island .. .. 12 10 22 .. .. .. 12 10 22 Motuti .. .. 7 15 22 .. .. .. 7 15 22 Ngawha .... 23 29 52 4 5 9 27 34 61 Nuhaka .. .. 59 55 114 11 5 16 70 60 130 Ohautira .. .. 12 8 20 1 1 12 9 21 Okautete .. .. 13 9 22 3 3 16 9 25 Omaio .. .. 34 27 61 7 4 11 41 31 72 Omanaia .. .. 26 20 46 2 5 7 28 25 53 Omarumutu .. .. 44 36 80 10 5 15 54 41 95 Opoutere .... 9 13 22 4 1 5 13 14 27 Orauta .... 18 12 30 6 3 9 24 15 39 Oromahoe .. 14 11 25 1 1 2 15 12 27 Oruanui .. .. 14 10 24 1 6 7 15 16 31 Otangaroa .. .. 9 18 27 .. .. .. 9 18 27 Otaua .. .. 36 28 64 7 8 15 43 36 79 Otukou .. •. 8 15 23 .. .. .. 8 15 23 Paeroa .. .. 25 19 44 16 13 29 41 32 73 Pamapuria .. .. 17 18 35 2 4 6 19 22 41 Pamoana .. .. 9 9 18 2 2 4 11 11 22 Papamoa .. .. 24 13 37 1 1 24 14 38 Paparore .. .. 32 33 65 6 1 7 38 34 72 Parapara .. .. 16 11 27 2 2 4 18 13 31 Parawera .. .. 15 14 29 20 8 28 35 22 57 Parikino .... 12 19 31 5 7 12 17 26 43 Pawarenga .. . . 39 30 69 1 .. 1 40 30 70 Pipiriki .. .. 16 22 38 5 5 21 22 43 Poroporo .. .. 41 21 62 7 10 17 48 31 79 Pukehina .. .. 12 9 21 5, 6 11 . 17 15 32 Pukepoto .. .. 26 25 51 8 11 19 34 36 70 Rakaumanga .. .. 22 27 49 .. .. .. 22 27 49 Rakaunui .. • • 7 9 16 1 1 7 10 17 Ranana . . .. 32 87 69 13 5 18 45 42 87 Rangiahua .... 12 11 23 I 1 2 13 12 25 Rangiawhia .. .. 16 6 22 .. .. .. 16 6 22 Rangitahi .. .. 30 J 13 43 2 1 3 32 14 46 Rangitukia .. .. 76 | 71 147 1 1 2 77 72 149 Raukokore .. •. 15 26 41 4 7 11 19 33 52 Reporua .. .. 11 9 20 .. .. . • 11 9 20 Ruatoki .. .. 68 i 49 117 3 2 5 71 51 122 Taemaro .. ■. 12 17 29 .. .. .. 12 17 29 Taharoa .. .. 24 15 39 .. .. . • 24 15 39 Takahiwai .. .. 15 15 1 30 2 5 7 17 20 37 Tangoio .. .. 17 23 | 40 4 4 8 21 27 48 Tautoro .. . • 23 11 | 34 2 5 7 25 16 41 Tanoa .. .. 12 15 j 27 1 1 12 16 28 Te Ahuahu .. .. 10 25 i 35 i 3 .. 3 13 25 38

8.~ 3.

Table H6—continued. Race of the Children attending the Native Village Schools on 31st December, 1925 —continued.

17

Race. Totals. School. Maoris. Europeans. Boys. Girls. Total, j Boys. Girls. Total. Boys. Girls. Total. TeAraroa .. .. 41 36 77 11 ! 15 26 52 51 103 Te Hapua .. .. 58 37 95 [ .. 58 37 95 Te Haroto .. .. 14 8 22 .. .. .. 14 8 22 Te Horo .. .. 16 20 36 .. .. .. 16 20 36 Te Kaha .... 32 26 58 3 1 4 35 27 62 Te Kao .. .. 35 23 58 .. .. .. 35 23 58 TeKopua .... 3 8 11 4 2 6 7 10 17 Te Kotukutuku\ ..25 21 46 1 1 2 26 22 48 Rangiwaea j .. 7 7 14 .. .. .. 7 7 14 Te Mahia .. .. 20 10 30 4 4 24 10 34 Te Matai .... 20 22 42 5 5 10 25 27 52 Te Paroa - Totara .. 51 34 85 15 17 32 66 51 117 Te Pupuke .... 32 15 47 2 2 4 34 17 51 TeRawhiti .. .. 21 14 35 .. .. .. 21 14 35 Te Reinga .. .. 14 19 33 5 5 14 24 38 TeTeko .. .. 44 48 92 15 12 27 59 60 119 Te Waotu .. .. 11 13 24 3 5 8 14 18 32 TeWhaiti .. .. 11 7 18 2 2 11 9 20 Tikitiki .. .. 71 60 131 1 1 72 60 132 Tokaanu .... 23 31 54 1 1 2 24 32 56 Tokomaru Bay .. .. 39 37 76 .. .. .. 39 37 76 Torere .. .. 18 19 37 2 '2 18 21 39 Tuhara .. .. 10 8 18 10 10 20 20 18 38 Tuparoa .. .. 33 25 58 5 5 38 25 63 Waihua .... 11 5 16 4 1 5 15 6 21 Wai-iti .... 34 23 57 6 5 11 40 28 68 Waikare .. .. 13 17 30 .. .. .. 13 17 30 Waikeri .. .. 12 13 25 .. .. .. 12 13 25 Waima .... 45 51 96 1 3 4 46 54 100 Waimamaku .. .. 24 19 43 3 1 4 27 20 47 Waimarama .... 6 7 13 3 2 5 9 9 18 Waiohau .. .. 15 15 30 .. .. .. 15 15 30 Waiomatatini .. .. 40 32 - 72 1 1 41 32 73 Waiomio .. .. 15 33 48 .. .. .. 15 33 48 Waiorongomai .. .. 10 14 24 2 1 3 12 15 27 Waiotapu .... 8 3 11 2 5 7 10 8 18 Waioweka .. .. 18 11 29 10 8 18 28 19 47 Waitahanui .. .. 16 15 31 .. .. .. 16 15 31 Waitapu .... 8 9 17 1 1 2 9 10 19 Werowero .. .. 14 6 20 .. .. .. 14 6 20 Whakaki .... 24 20 44 4 6 10 28 26 54 Whakapara .... 11 15 26 5 8 13 16 23 39 Whakarara ... .. 30 28 58 .. .. .. 30 28 58 Whakarewarewa .. 37 30 67 25 13 38 62 43 105 Whakawhitira .. .. 17 14 31 .. .. .. 17 14 31 Whangaparaoa .. .. 11 10 21 1 1 11 11 22 Whangape .. .. 23 15 38 .. 1 1 23 16 39 Whangara .... 10 7 17 7 1 8 17 8 25 Whangaruru .. .. 32 24 56 2 2 34 24 58 Wharekahika .. .. 27 24 51 4 2 6 31 26 57 Whareponga .. .. 12 16 28 1 1 12 17 29 Whirinaki .... 38 38 76 1 1 2 39 39 78 Totals .. 2,923 2,666 5,589 431 366 797 3,354 3,032 6,386

E.—3.

Table H7. Classification as regards Ages and Standards of Children on the Native Village School Rolls at the End of the Year 1925.

Table HB. Summary op Expenditure on Native Schools during the Year ended 31st March, 1926. £ Salaries (teachers and Inspectors .. .. .. .. .. .. .. 58,143 Special allowances to teachers in isolated plaoes .. .. .. . ■ .. 136 Higher education and scholarships (including nursing scholarships) .. .. .. 4,936 Courses of instruction for teaohers .. .. .. .. .. .. .. 20 Books, school requisites, sewing-material, &c. .. .. .. .. .. 1,742 Storage and despatch of school-books, &c. .. .. .. .. .. .. 113 Expenses of removals of teachers .. .. .. .. .. .. .. 675 Inspectors' travelling-expenses .. .. .. .. .. .. .. 487 Buildings : New schools, additional olass-rooms, &o.— Education Purposes Loans Act, 1919 .. .. .. .. .. .. 8,278 Maintenance of buildings, rebuilding, repairs, &o. .. .. .. .. 2,456 Manual instruction : Payment of instructors and material for classes .. .. .. 419 Conveyance and board of children .. .. .. .. .. .. .. 2,092 Sundries: Advertising, &c. .. .. .. .. .. .. .. .. 30 79,527 Less recoveries (sale of maps, &c.) .. .. .. .. .. .. 145 Total nei expenditure .. .. .. .. .. ..£79,382

By Authority : W. A. G. Skinner, Government Printer, Wellington.— 1926.

Approximate Cost of Paper.—Preparation, not given ; printing (800 copies), £34.

Price 9d.)

18

__ Class P. Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Race Totals. Grand Totals. A S es - Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. —! : . r r ; j j j : r - t t Boys. Girls, j Total. B. G. B. G. B. G. B. G. B. G. B. j G. B. G. B. G. B. G. B. j G B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. _! I 1 I ! I I 1 I 1 I i ' i I I ! 6 and under 6vears.. 32 27 1691 146 .. .. .. 32 27 169 146 201 173 374 6 , 7 " , . 34 37 253 230 1 1 1 1 .. 35 38 254 231 289 269 558 7 8 . 41 22 304 260 12 17 15 23 5 7 1 2 58 46 320 285 378 331 709 8 9 . . 21 15 274l 240 13 14 63 58 12 11 11 17 2 7 2 4 48 47 350 319 398 366 764 9 10 6 1 189! 169 8 6 98 80 18 11 48 75 11 16 17 27 4 4 4 1 .. .. .. 48 38 352 355 400 393 793 10 11 1 1 98 88 .. 5 81 61 13 8 113 89 17 11 60 51 10 10 15 22 6 6 .. j .. .. 1 47 42 367 311 414 353 767 11 12 40 42 1 .. 58 41 ; 6 1 84 68 16 13 88 84 23 9 46 53 12 12 30 13 .. 2 5 1 58 37 351 302 409 339 748 12 " 13 .. 1 23 18 .. 2 22 22 .. 2 57 36 7 5 87 81 5 7 67 58 14 13 38 38 12 11 15 9 1 3 .. 1 39 44 309 263 348 307 655 13 14 .... 6 13 .. .. 7 3 .... ! 22 23 .. 2 41 37 10 4 59 59 9 6 04 59 12 9 33 24 6 1 3 2 37 22 232 220 269 242 511 14 " 15 2 5 1 .. 3 3 1 1 7 4 1 1 11 19 3 .. 30 29 5 6 41 38 11 9 40 1 39 1 5 7 9 23 22 141 146 164 168 332 15 years' and over ' 1 2 ...... 1 j ...... 2 .. .. 8 7 .... 15 14 1 .. 12 12 4 1 30 40 1 2 12 10 6 3 78 88 84 91 175 135 104 13591213 36 45 348 293 j 55 41 313 316 54 55 314 310 55 34 232 239 48 43 182 160 39 33 123 113 9 11 22 22 431 366 2923 2,666 3,354 3,032 6,386 239 ' * ' 81 ''~641 — ''' 96 " 659 ' ' 624~~'' 89 91 ' 342 72 ' 236 ' 20 ' 44 ' 797 5,.589 6^386 V v > v , . v , > ' ' V ' ' V ' ' V ' ' V ' ' V ' 2,811 722 755 733 560 433 308 64 6,386 =44-0% =11-3% =11-8% i =11-5% =8-8% =6"8% =4-8% =1-0% j Note. —For the purpose 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 tialf-caste and European as European.