EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1926.]

Appendix to the Journals of the House of Representatives, 1927 Session I, E-03

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1927. NEW ZEALAND.

EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1926.]

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 School and Teachers .. 9 New Schools .. .. 1 H2. Attendance at Schools .. 13 New Buildings, Additions, &c. 1 H3. Higher Education .. 15 Applications for Schools .. 2 H4. Maori Children at Public Schools .. 16 Attendance, &e. . . .. 2 H5. Classification of Maori Children at Condition of School Buildings and Grounds 3 Public Schools .. 16 Organization, Inspection, &o. .. 3 H6. Race of Children .. .. 17 General Remarks .. .. 4 H7. Ages and Standards .. 19 Secondary Education .. 5 HB. Summary of Expenditure .. 20 Scholarships.. .. .. 6 Concluding Remarks .. . . 7

No. 1. REPORT OF THE SENIOR INSPECTOR OF NATIVE SCHOOLS. Sir, — I have the honour to submit herewith my annual report for the year 1926 upon the work of Native village schools and other- schools which are particularly concerned with the education of Maori children. The latter schools —Maori mission schools and Maori boarding-schools—are registered private schools under the control of various religious denominations, and are inspected and examined by officers of the Department. The report includes also matters which may be regarded as more or less relevant to the activities of the village schools and to their administration. New Village Schools opened.—Schools closed. At the close of the previous year there were 128 Native village schools in operation, and at the close of the year under review that number had increased to 130. The Mohaka Public School, in response to the request of the Maori people, was transferred by the Hawke's Bay Education Board to the control of the Department, and it commenced work as a Native school in the early part of the year. A school was established at Manukau, North Auckland, in a building provided by the Maoris for the purposes of a schoolroom. The Ranana School, Te Ngae, Rotorua, was closed, and two new schools were established in its stead —one at Rotokawa, six miles from Rotorua, and the other at Whangamarino, Okere, about twelve miles from Rotorua. The school building at Waikeri, North Auckland, which had been provided by the Maoris, was destroyed by fire towards the end of the year, and the school was closed temporarily. New Buildings (completed oe peoposed). During the year the following works were completed : Two-roomed school and residences at Huiarau, near Ruatahuna, Urewera County ; two-roomed school and residence at Rotokawa ; also similar buildings at Whangamarino, Okere Falls, in the Rotorua district. A new school building at Waikeri, North Auckland, and a school and residence at Tokata, East Coast, were put in hand towards the end of the year, and should be completed early in the current year.

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Tt is expected that the following works will be also completed during the current year : (a) School and residence at Maraenui, Bay of Plenty ; (6) school and residence at Otukou, National Park, where buildings provided by the Maoris have been in use for several years ; (c) school and residence, Parinui, Wanganui River ; (d) school and residence, Oruawharo, Kaipara Harbour ; (e) additional schoolroom and alteration to residence, Te Paroa-Totara, Bay of Plenty; (/) additional schoolroom, Manutahi, Ruatoria, East Coast; (g) additional schoolroom and alteration to residence, Tangoio, Hawke's Bay; (h) new residences, Mangamuka, Hokianga. Several of the works outlined above have been unavoidably delayed : nevertheless they are an indication of the expansion and extension of the educational requirements of the Maori people. Applications for the Establishment of Schools. Inquiries and investigations were instituted during the year in connection with the following applications for schools : Waikara, Kaihu; Oruawharo, Kaipara Harbour ; Te Kopua, Gisborne District; Te Kiekie, East Coast; Parinui, Wanganui River ; Oturu, Kaitoia ; Manukau, Herekino. It was decided to establish schools at Parinui, Manukau, and Oruawharo, and Oturu. A school was opened at Manukau in buildings provided by the Maoris. At Oturu satisfactory arrangements were not come to in regard to suitable accommodation for a teacher. In regard to Te Kiekie, it was ascertained that a very large number of the children concerned in the application can attend, without undue hardship, a public school in the district. The number of children at Waikara did not warrant any steps being taken to establish a school. In regard to Te Kojpua arrangements are to be made to convey the children to the nearest public school. An application was also received from Mangaoronga, Waikato, for the re-establishment of a Native school, but investigation of the conditions showed that such a step would not be warranted. Attendance, etc. (1) Native Village Schools. At the end of the year 1925 the number of pupils on the roll of village schools was 6,386 ; at the close of the year under review the number was 6,591, an increase of 205 pupils. The average weekly roll number was 6,617-3, and the percentage of regularity of attendance was 89-8. From Table H 2, in which information respecting the attendance of individual schools is supplied, it will be observed that of the 130 schools in active operation 122 gained from 80 to 98-3 per cent, of the possible attendance, and of this number 66 schools—more than half of the total number of schools— succeeded in gaining over 90 per cent, of the possible attendances. The regularity of attendances at Native village schools has for some years past shown a decided improvement, and when the conditions under which very many of the children attend school are borne in mind the regularity of attendance is very creditable. Weather conditions, bad tracks, and the long distances to be travelled militate against Very good attendances in many schools, and the result is that many schools in their returns show a large number of " excepted " half-days. It is to be noted with satisfaction that several schools have materially improved their positions as far as regularity of attendance is concerned. There are some schools, however, whose record in this respect causes them to appear regularly towards the end of the table. Good-attendance certificates were gained by 838 pupils in Native village schools. (2) Mission Schools. The following are the mission schools which 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 Matahi, Waimana, Bay of Plenty. The total number of children on the rolls of these schools at the end of 1926 was 364, and the average percentage of regularity was 87-4. (3) Boarding-schools (Secondary Native Schools). Twelve boarding-schools which have been established by religious denominations for the higher education of Maori children, are also visited and examined by officers of the Department. There are six boys' schools and five girls' schools, and one school is a mixed school with a boarding establishment for boys only. The number of scholars in attendance at these schools at the end of the year was 570. The particulars regarding the roll number and attendances of the three classes of schools are summarized in the following table

I I Schools, I Number i Ro11 Num !> er : Average Weekly: Average j Percentage of ! * at End of Year. Roll Number. Attendance. Regularity. Native village .. .. 130 6,591 6,617-3 5,947-0 89-8 Native mission .. .. 8 364 359-3 314-2 87-4 Native secondary .. .. 12 570 480-7 458-7 95-5 150 7,525 7,457-3 6,719-9 90-1

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Condition of School Buildings and Grounds. Generally speaking, the teachers and pupils of Native schools are much interested in improving and beautifying the school surroundings. Where the teachers are enthusiastic and energetic in this matter wonderful work can be done with the assistance of the pupils if they are encouraged and if their efforts are directed and supervised. In many places the school property with its well-kept fences, its well-laid-out gardens, and its trees, forms the principal features of the landscape, and the pupils and parents alike are proud of their school. The influence of schools in this connection can be seen in the efforts of the people to keep their houses tidy and their gardens in good order. In last year's report reference was made to the existence at some schools of nurseries for the propagation of trees suitable for planting in the school-grounds and at the homes of the children. It is satisfactory to note that other schools are following suit, and that more attention is being given to tree-planting. It should be unnecessary to remind teachers in places where there is a difficulty in securing suitable trees that the Department will render assistance in this connection. It would be a simple matter to name schools where the sites, which a few years ago were practically empty waste spaces, are now a delight to the eye. There are schools, however, where the teachers are more or less neglectful in this important matter of improving and beautifying the school-grounds ; and even the portion of the glebe set apart for the teacher's own private use bears evidence of neglect. The cleanliness of the school buildings is generally very satisfactory indeed. The duty of sweeping and dusting, and washing of the schoolroom is done, as has been stated in previous reports, by the pupils under the supervision of the teachers. The Department supplies all the necessary equipment for the purpose, and the expenditure thus involved is the only expense incurred in the sweeping and cleaning of the schools. The pupils as a rule cheerfully carry out their duties, and take much pride in keeping the schoolrooms clean and tidy. It is a rare occurrence in Native schools to find scribbling on the walls of the buildings, and the desks in the majority of the schools are as clean and free from disfigurement as they were when first installed. In a few instances the supervision of the teacher in the matter of school-cleaning is somewhat perfunctory, and the inspection of the out-offices is not as thorough as it might be. Attention to the interior attractiveness of the schoolrooms is in a number of schools not entirely satisfactory, and, apart from the loss of the influences exerted upon the pupils by an attractive schoolroom, it becomes difficult to understand how teachers can be content to carry on their work in unattractive and uncongenial surroundings. Organization, Inspection, Methods op Teaching, etc. To a greater or less extent the remarks made under this heading in the previous year's reports still apply with equal force. The general organization of the schools is, on the whole, very satisfactory indeed, and the work of the schools is carried on with attention to regularity and punctuality. Attention has still to be directed to the insufficient supervision on the part of a number of head teachers, of the work of their assistant teachers. It is not sufficient that a head teacher should confine his attention to the work of teaching the pupils under his particular care. He must see that his assistants are carrying out their duties regularly and efficiently, and he should be in a position to know whether the methods of instruction are satisfactory, and whether satisfactory progress is being made by the pupils. The schemes of work and the work-books should receive his careful attention, and the junior assistants particularly should be guided and instructed in their work. It is his further duty to ensure that there is an equitable allocation of the work among the members of his staff. It is not uncommon to find that some head teachers have insufficient number of pupils under their immediate charges, their explanation being that, with the majority of pupils in the preparatory divisions, the number of pupils in the upper-standard classes is small. Then, again, the idea still seems to persist that the work of teaching the younger preparatory children can be safely entrusted to the inexperienced junior assistants. Such practice indicates a lack of conception of the needs of the situation. In quite a number of schools the supervision of pupils in the playground and of their games is not entirely satisfactory. This is a duty that must not be neglected, and the duty should be undertaken in turn by all the teachers on the staff of a school. In the work of inspection and examination visits were made to all the village schools with one or two exceptions, to all the mission schools, and to all the boarding-schools. Visits were also made to places for the purpose of investigating applications made for the establishment of schools. The reports on the work done by the village schools and by the mission schools indicates that generally a very satisfactory standard of efficiency has been maintained. From the point of view of general efficiency the village schools and mission schools may be classified as follows : Weak, 12 ; fair, 15 ; satisfactory to good, 44 ; good to very good, 55 ; excellent, 12. The section of the report dealing with secondary education contains a reference to the work of the boarding-schools. With regard to the methods of teaching adopted in Native schools it may be said that they are in the large majority of the schools very satisfactory indeed. The pupils make good progress and the teachers are anxious to improve their own efficiency. It has to be repeated, however, that the least satisfactory teaching is done in the subject of English —language teaching. This is the most difficult subject that confronts the Native-school teacher, and if good work is to be accomplished, sound and rational methods must be used. The health, cleanliness, and general comfort of the pupils are matters with which the teachers rightly concern themselves. Supplies of medicines are provided, by the Health Department, and these are carefully dispensed by the teachers. During the winter months hot cocoa is supplied to the children in a large number of schools at the midday recess. The funds necessary to meet the expenditure are raised in various ways by the teachers and parents, and there is little doubt that the children benefit from the efforts made on their behalf in this direction. The annual concert and the annual picnic continue to be matters of great interest and enjoyment in the various settlements.

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General Remarks. Language-teaching (Oral and Written English).—Year after year it becomes necessary in the annual report to stress the extreme importance of this subject —particularly the oral English—in Native-school work, and efforts are made to enable teachers to realize that, since the prescribed medium of instruction in Native schools is the English language, the educational advancement of the Maori child depends upon his proficiency in speaking, in reading, and in comprehending English. The need for teachers to make themselves as proficient as possible in the work of teaching their Maori pupils to speak English is forced upon them when they undertake the task. The task of acquiring the new language is not an easy one for the child, and the task of teaching it is a problem for the teacher, in the solution of which he must understand the difficulties encountered by the child and must adopt methods intelligent in their aim and conception, and efficient in their application and use. The advantages of the direct method of teaching the language have been advocated, and a pamphlet has been issued by the Department for the guidance of teachers in the drawing-up of their schemes of work. Although distinct progress in the teaching of this subject is being made in many of the schools, there is still a very considerable number of schools in which the work is of moderate quality only. In a large number of schools the work is very good, and in these schools there is also a correspondingly high standard of work in the other school subjects. The indifferent work referred to is clearly due to inefficient teaching, and not to the lack of ability on the part of the pupils, as teachers would have one believe. In schools that are separated by only a few miles the standard of work in this subject may vary very considerably. The schemes of work frequently indicates that teachers have hazy ideas regarding the teaching of oral English, and that they are unaware of the need for arranging their work in accordance with some definite system and method, and of devising suitably graduated exercises. The need for abundant oral practice by the pupils is not always appreciated by teachers, nor is it recognized that generally the more they talk the less progress in the use of spoken English the pupils make. In the preparatory divisions of the school, where the need for a careful and methodical treatment of the subject is particularly important, the language lessons should be taken by the most experienced and skilful teacher on the staff, and not by the inexperienced junior assistants. It is just at this stage in the instruction of young Maori pupils where much more time than is usually assigned on the time-table should be devoted to the subject of oral English. The written English is generally good in those schools where the oral English work has been efficiently dealt with. Reading and Recitation. —In the majority of schools reading is successfully taught, and the pupils read intelligently, clearly, and fluently. They are also able to interpret satisfactorily the meaning of what they have read and to express the meaning in their own words. Ability to do this depends largely upon their knowledge and use of English, and it is in this respect that the effective teaching of English on the part of the teachers becomes very apparent. It is very important that every effort should be made by teachers to secure satisfactory comprehension of the subject-matter of the reading lessons on the part of the pupils, and to cultivate their powers of expression. There are still too many schools in which this aspect of " reading "is not satisfactorily fostered. A serious defect in many schools is the monotonous and expressionless reading that is frequently heard, and for this state of affairs the teachers are entirely responsible. The explanation seems to be that they either are unable to effect any improvement, or have come to the erroneous conclusion that Maori children can not be taught to read in any other way. At the same time teachers must carefully guard against training their pupils to speak, read, or recite in an unnatural manner, or, what is even worse, to perform these exercises in a key which is not the natural pitch for their several voices. It is satisfactory to note that efforts are being made to make the reading as wide as possible, and that with this object in view books are being provided for the school library and reading is being encouraged. In the preparatory divisions the adoption of methods recommended in the teaching of reading has resulted in rapid progress being made by the pupils. Additional reading-matter for the higher preparatory divisions, in the form of simple stories, was distributed amongst the schools during the year, and it is satisfactory to observe that good use is being made of the books supplied, and that the pupils are keenly interested in reading them. Recitation in many of the schools does not receive adequate attention. Spelling and Writing. —These subjects receive very satisfactory attention in most of the schools, and the pupils do creditable work. In a very considerable number of the schools, however, the work is inferior, particularly in the spelling and dictation tests. Arithmetic. —In a large number of the schools very creditable work is done in this subject, and where the pupils have a good mastery of English little difficulty is experienced by them in dealing with the official test cards for Standards Y and VI. In the preparatory division of the schools many of the teachers still appear unable to deal with the composition of numbers as intelligently as is desirable, and it is noticeable that their estimate of their pupils' knowledge of number is based upon the manner in which the pupils can manipulate symbols. In schools where there are inexperienced junior assistants head teachers should take special care to secure a proper interpretation of what is meant by the composition of numbers. In a great many schools the value of mental arithmetic and viva voce arithmetic is not thoroughly appreciated. Geography and Nature-study. —Only of a fair number of schools can it be said that the subject is well handled, and it is accordingly considered advisable to reprint for the benefit of teachers remarks made in a former report: "Tobe of educational value geography must not be regarded as a process by which certain facts about the earth, or the portion of it upon which we live, are committed to memory. In this the youngest child as well as the most 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 investigation of others, still in order that these investigations may be understood children from the first must be taught to work for

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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 plant-life, on animal-life, andjparticularly on human life, are matters with which geography is concerned.% The teaching to be a valuable mental discipline must be based on matters within the range of the'pupils' 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 horizon of the pupils will be enlarged if their imaginations are so called into play that they can form mental pictures of things which be wholly beyond the range of their own observations. The subjects taught upon the principles explained will prove both, interesting and attractive to the pupils. ... It does not appear to be sufficiently appreciated that the first and most important aim of nature-study 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 of instruction in language, number, drawing, modelling, or other handwork. It follows from the recognition of these principles that the admission of technicalities, whether in the method of study or in language or terminology, will merely obscure the chief aim of the instruction." Handwork. —Elementary Manual Training. —In most of the schools very creditable work is done, and in a very fair number this work is excellent. Two or more of the following occupations are taken up by the teachers : Mat-weaving, paper-folding, paper-cutting, and paper-mounting, carton-work, plasticine, and cardboard modelling —the materials for which are provided by the Department. In several schools the teachers also undertake, with good results, clay-modelling, using material obtained locally. In a number of schools the work is not entirely satisfactory, and it is necessary that the teachers should bear in mind that the object of this occupational work is to train the pupils —through the discipline of the hand and eye —to be industrious, careful, and accurate. Drawing.—Very good work is done in many of the schools in this subject, likewise in brushwork and crayon work. In a considerable number of the schools, however, the work may be described as ranging from fair to satisfactory. Needlework and Sewing.—ln this subject very fine work is done in a very large number of the schools, and the displays of work are most interesting. Sewing-machines have been supplied by the Department to many schools, and by the aid of these large numbers of useful articles are made by the girls for themselves and for other members of their family. The material is generally supplied by the parents, who display great interest in this work. Knitting is also taught, and the girls in a number of schools knit woollen jumpers for themselves. Woodwork. —Instruction in this subject is given in a fair number of schools and is generally of a useful character. The workshops have in most instances been erected by the Maoris with the assistance of the teachers and the Department. The tool equipment and the supply of timber for instructional purposes are supplied by the Department. Where the pupils are sufficiently advanced in their work useful articles are made, and they find a ready sale among the pupils or parents at the actual cost of the timber. The money received is usually spent in procuring additional tools or additional supplies of timber. Elementary Agriculture, &C: —By means of an arrangement with the Education Boards in Auckland and Hawke's Bay a very large number of Native schools receive visits from the instructors in agriculture. The reports of the instructors indicate that a very satisfactory amount of interest is displayed in the work by the teachers and pupils. In many of the schools in districts not visited by the instructors good work is also done. Singing. —This subject receives a good deal of attention in the majority of schools, and in many" of them very good results are achieved. The notation generally used is the tonic sol-fa; and the pupils are taught not only to read and sing from this notation, but also to use it in the written exercises. Voice-training exercises do not always receive, however, adequate attention ; and this is not as it should be as, in addition to improving the musical tone of the children's voices, the exercises are beneficial in counteracting a tendency to make use of impure vowel sounds in their reading and recitation, and also in their spoken English. This singing in a comparatively large number of schools is still of poor quality, and this state of affairs is due not to the lack of musical ability on the part of their scholars, but to incompetent teaching. A teacher stands condemned as far as the teaching of singing is concerned when without the use of a tuning-fork or some other means of giving the key-note the pupils are requested to sing one of their songs. Singing should be a particular feature of infant-class work, and yet, although books of action songs, singing games, and marching songs are easily procurable, they are not to be found in some schools. Physical Instruction. —This subject is dealt with very satisfactorily in most schools, and in a very fair number the work is particularly good. Secondary Education. The following private boarding-schools have been established in different parts of the Dominion by various denominational bodies for the purpose of providing a suitable form of secondary education and training for Maori scholars : Qaeen Victoria School for Maori Girls, Auckland ; Turakina Girls' School, Wanganui; Hukarere Girls' School, Napier; St. Joseph's Convent School for Maori Girls, Napier ; Te Waipounamu Girls' School, Christchurch ; St. Stephen's School, Auckland ; Waerenga-a-hika College, Gisborne ; Te Aute College, Hawke's Bay ; Agricultural College (Latter-day Saints), Hastings ; Hikurangi College, Carterton ; Otaki College, Otaki. At all the foregoing schools sonic form of practical training is included in the course of instruction. The Wesley College, Paerata, Auckland, which is attended by Europeans as well as Maoris, also provides a training of a practical nature for Maori lads.

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No special provision has been made by the Government in the direction of establishing secondary schools for Maoris, but in lieu thereof an arrangement has been made whereby a considerable number of junior scholarships shall be tenable at several of the boarding-schools referred to above. These junior scholarships were established primarily in the interests of the Native village schools, but they are not necessarily confined to pupils from these schools. In this connection, however, it must be borne in mind that Maori scholars living in or near European communities and attending public schools are entitled, if qualified, to attend the ordinary public secondary schools, district high schools, or technical high schools. The attendance of similarly qualified pupils from Native village schools is a very different matter. Further assistance in the interests of Maori secondary education is provided by the Government by the award of senior scholarships, and also of University scholarships, by means of which the more promising Maori scholars are enabled to qualify themselves for some profession or work likely to be of service to the Maori race. In the girls' boarding-schools prominence is given to practical and useful training, and thus, in addition to the ordinary school subjects, instruction is given to the following subjects : Needlework and dressmaking; cookery and general domestic duties; first-aid and nursing, hygiene, care and rearing of infants ; preparation of food for infants and for the sick. In the general work of the institutions the girls take a prominent part. In places where it is convenient the girls attend the cookery classes at the manual-training centre. The girls during their attendance at these schools are well cared for, and there is little doubt that they derive great benefit from their training. In the boys' schools practical training, chiefly in direction of instruction in woodwork and agriculture, receives particular attention. Where it is possible the boys also attend a technical school for instruction. Both, at Te Aute College and Wesley College, where there are farms, provision is made for agricultural training. The annual reports upon the boarding-schools indicate that very good work is being done. In the public examinations—the Intermediate Examination, the Public Service Entrance Examination, and the Matriculation Examination—the success of Maori scholars is very satisfactory. That the Maori boarding-schools are exercising an uplifting influence on the Maori people and materially assisting in the general advancement of the race is undoubted. At the end of the year 1926 the number of pupils on the rolls of the secondary schools was 345 boys and 225 girls, a total of 570, and of this number 145 pupils were holders of Government scholarships. ScHOLAK,SHIPS. In the interests of secondary education for Maori scholars the Government has instituted a system of scholarships. The scholarships are as follows: (1) Junior scholarships or free places; (2) senior scholarships—(a) industrial scholarships or apprenticeships, (b) agricultural scholarships, (c) nursing scholarships ; (3) University scholarships. The junior scholarships, which are of the annual value of £30 and are tenable for two years, are available for suitably qualified and accredited scholars from Native village schools and also from public schools. The pupils attending the village schools and their parents are keenly alive to the benefits accruing from a course of training in advance of that possible in the village school, but this keenness is not nearly so noticeable in the case of the Maori parents of children attending public schools. The number of scholarships available each year is limited, and consideration can necessarily be given only to the applications which are received by the Department. During the year Wesley College, Paerata, was included in the list of schools at which Government junior scholarships may be ■ tenable, and provision was accordingly made for twelve scholarships to be tenable at the College. The total number of junior scholarships available is 175, and these are allotted to ten different schools ; of this number 147 were current at the end of the year 1926. As far as the senior scholarships are concerned, the remarks made in last year's report in regard to industrial scholarships or apprenticeships are still applicable. The demand for them is negligible, and only two such scholarships were current during the year. Many of the boys after the completion of their period as junior scholars find employment in different directions, one of the most attractive fields of employment being the Railway service ; others return to the schools to continue their course of study in order to qualify for the public examinations. In the case of the girls many of them at the expiration of their scholarships find employment as junior teachers in the village schools. The agricultural scholarships are available for lads who have spent two years at an approved school as the holders of junior scholarships. The agricultural scholarships are tenable at some school where a suitable agricultural course is provided or at a State farm, or the lads may be placed upon approved farms for instruction and training. Five agricultural scholarships were current during the year, and all were tenable at Te Aute College. Nursing scholarships for qualified girls who wish to become nurses are tenable at certain hospitals. There is no great demand for nursing scholarships now, and there were no such scholarships during 1926. In some parts of the Dominion the Health Department undertakes the selection and placing of girls in hospitals for training. When the girls become fully qualified nurses work is found for them amongst the Maori people by the Health Department. The Department provides two University scholarships annually for Maori students who have matriculated and are desirous of taking up some profession with a view to working for the benefit of the race. At the end of the year ten such scholarships were current —three students (two medicine and one theology 1 * at Otago University; four students (three law and one arts) at Canterbury 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. One additional scholarship has been awarded for the current year, there being no other applications.

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Tn last year's report some reference was made to the activities of the Maori Purposes Fund Control Board. The Board, which administers the fund in the interests of Maori education and other purposes, established during the year a system of continuation scholarships tenable for one year and of the annual value of £30. Twenty-five such scholarships are available for selected Maori scholars who are considered worthy of an additional training and instruction at the expiration of the tenure of their Government junior scholarships. During the year 1926 there were only three such scholarships current, but it is fully expected that during the current year the full number of scholarships will be awarded. During the past year the Board granted substantial financial assistance to each Maori scholar who was the holder of a Government scholarship. In addition to all the scholarships referred to, there are scholarships provided from private bequests —viz., Te Makmini Scholarships and the Butter Scholarship. The former scholarships, which are of the annual value of £35 and are available for competition amongst Maori boys, were founded in memory of the late Sir Donald McLean. The fund which provides the scholarships is administered by trustees, and the examination is conducted by the Department. The scholarships (two or three as the trustees decide) are tenable at Te Aute College. The subjects prescribed for the examination are English, arithmetic, geography, Maori, general knowledge (New Zealand history, health, religious knowledge). For the year 1926 three scholarships were offered by the trustees for competition—one senior scholarship and two junior scholarships. The senior scholarship was open to all elegible Maori lads. One junior scholarship was reserved for competition amongst eligible boys from Native village schools, and the other was open to all eligible Maori boys. For the senior examination there were twelve candidates —six from Te Aute College and six from St. Stephen's Boys' School. For the junior examination fifteen applications to sit were received, but no fewer than seven of the applications could not be accepted owing to the applications not being received in time. Eight candidates sat for the examination -three from Whakarewarewa Native School, one from Wharekahika Native School, one from Whakapara Native School, one from Gisborne High School, one from Te Aute College, and one from St. Stephen's Boys' School. In the senior examination the best candidates were Christian Lima, 76 per cent. ; Hirone Wikiriwhi, 69 per cent. ; and John Bennet, 68 per cent. In the junior examination the best candidates were Tuahu Wikiriwhi, 79 per cent., and Walter Corbett, 75 per cent. The senior scholarship was awarded to Christian Lima, of Te Aute College, and the junior scholarships were awarded to Tuahu Wikiriwhi and Walter Corbett, both of Whakarewarewa Native School. It seems extraordinary that in spite of the publicity given to the closing-date for the receipt of applications there should have been so much delay in forwarding applications to the Department. The Butter Scholarship was established in memory of the late Sir Walter Buller from a bequest made by him for that purpose. The scholarship, which is of the annual value of £30 and may be tenable for two years at Te Aute College, is reserved for competition among eligible lads who are predominantly Maori in race. Half-caste Maori lads are not eligible to sit for the examination. The examination, which is conducted for the trustees by the Department and is of a higher standard than that of the senior Makarini Scholarship Examination, embraces the following subjects: English (including civics and New Zealand history), arithmetic, Maori, agriculture, and either woodwork or mathematics. The candidates are also required to undergo a religious knowledge test, which is conducted by the Waiapu diocesan authorities. For the examination there were nine candidates —five from Te Aute College and four from St. Stephen's Boys' School. The successful candidate was Hirone Wikiriwhi, of Te Aute College, who gained 63-8 per cent, of the possible marks. Concluding Remarks. The personnel of the Native-school service has undergone many changes within the past few years, and its may prove of interest to the new teachers and to others if some reference is made to the history of the Native-school system. From the foundation of the Colony (now a Dominion) onwards to the year 1867 a system of education had been pursued which had for its object the imparting of instruction to the Natives through the medium of their own language in establishments where great numbers of all ages were congregated, and where they were not only instructed, but also housed, fed, and clothed. This work was carried on principally by various religious denominations, which received grants-in-aid for the purpose. The disturbed state of the Colony towards the end of the period referred to above had practically paralysed the efforts of those engaged in the education of the Maoris, and it was not until 1871, when the tranquillity of the country had to a great extent restored the confidence of both races, that the Government had the opportunity of initiating the present village-school system in accordance with the legislation embodied in the Native School Acts of 1867 and 1871. The legislation provided, among other things, that village schools were to be established wherever there was a sufficient Native population and other circumstances rendered it possible. It was also provided that the medium of instruction was to be the English language only, except in cases where it might be impossible to place an English teacher. The administration of the village-school system at first devolved upon the Native Department, but in 1880 a change was made and the administration of the system was transferred to the Education Department. Accordingly the schools, which then numbered 67, with a roll number of 1,300, were transferred to the control of the Education Department. A considerable number of these schools are still being conducted as Native schools at the present time. During the period that has elapsed since 1880 the system has been greatly extended, and at the close of the past year there were 130 Native schools in operation, with an attendance of 6,591 pupils. The real nature of the expansion, however, is not indicated by these figures, for the reason that during the period of forty-six years a very large number of the village schools having become with the growth of European settlement

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predominantly European in character were transferred to the control of the Education Boards and were thus merged into the public-school system. The number of schoo's now operating and the number of pupils in attendance represent the high-water mark in the history of the schools in this connection. As an indication that the number of village schools necessary has not yet reached the maximum limit of expansion, it is practically certain that five additional schools will commence operations during the current year. There are still settlements with a small but increasing school population where schools may be eventually established. Concurrently with the expansion of the system there has been steady and unmistakeable progress in the efficiency of the schools, and it can be reasonably maintained that Native schools from the point of view of efficiency do not suffer by comparison with the ordinary public schools of the same grade and somewhat similarly situated. Moreover, European pupils who from choice or force of circumstances attend Native schools suffer practically no serious educational disabilities in doing so. The Native village schools have played a most important part in removing the prejudice of the Maori people towards the pakeha and his ways, and have rendered signal service in the civilization and general uplift of the Maori race. The progress in Native village schools has all along been regarded as of the first importance, since on that the whole fabric of the educational advancement of the Maori depended. The wisdom of the authorities in the early days in placing school buildings of European construction in Native settlements, and of appointing as teachers Europeans who, with their families, have served as exemplars of European family life, customs, and civilization, has been amply vindicated, and the system is still being followed out. The Maori people in the districts served by village schools show great interest in educational matters and are keenly appreciative of the benefits of these schools. It is not always a simple matter for those unacquainted with the actual conditions to realize just what the schools and the teachers, quite apart from the education of the children, mean to the Maori communities. The school is the centre of a social influence which affects the people in many different ways ; and with teachers who grasp the possibilities of the situation an immense amount of valuable work can be done in raising the level of Native life. The great majority of the teachers in charge of Native schools recognize the possibilities and do valuable community service. They discharge their duties faithfully and efficiently, for the most part in remote and isolated localities, and often under great disadvantages, and it is only right and proper that in a review of the year's operations appreciation of the services they render should be recorded therein. From the returns available from village schools, mission schools, schools providing secondary education for Maoris, and public schools the number of Maori children receiving instruction at the end of the past year was approximately fourteen thousand. In connection with the work of examining and inspecting the schools I have to acknowledge the assistance rendered by Mr. Henderson, Inspector of Native Schools. I have, &c., John Porteous, The Director of Education. Senior Inspector of Native Schools.

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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, 1926.

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Ia 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.] <u « a 5 o Name of School. County. 'of gj Teachers on Staff. 3 a School. gl I ■§ 0t S y ' S" 1 J g O _ . I Ahipara .. Mangonui .. 3b 65 I Braik, Peter .. .. .. C HM 360 Braik, Christine (Mrs.) .. .. C AF 230 Urlick, Kate .. .. .. .. AF 85 Arowhenua .. Geraldine .. 3a 41 Bremner, Hannah A. A. .. D H F 355 J Bremner, Esther P. N. N. .. D AF 210 Awarua .. Bay of Islands 3a 48 | Rust, Gordon J. .. .. .. EM 275 Rust, Annie B. (Mrs.) .. .. .. A F 150 Hiruharama .. I Waiapu .. 3c 85 j Miller, Ethel (Mrs.) .. .. E H F 360 Miller, David W. .. .. .. AM 160 j Miller, Winifred E. .. I ) A F | 115 Horoera .. Matakaoa .. 2b 36 Chamberlain, Edythe G. (Mrs.) .. C H M 255 Chamberlain, Augustus O. T. .... A F j 95 Huiarau .. Whakatane .. 3a 44 Clemance, Phyllis S. .. .. C il F 335 Clemance, Grace A. D. .. .. 1) A F 190 Kaharoa .. Raglan .. 2a 14 Pees, Katherine S. .. .. C H F 310 Hicks, Blanche M. .. .. .. A F 100 lvaikohe .. Bay of Islands 4a 129 Rogers, Herbert .. .. D H M 415 Rogers, Ethel E. (Mrs.) .. .. C A F 260 Caldwell, Mary A. .. .. .. A F 140 Padlie, Lucy .. .. . . .. A F 110 Kakanni .. Helensville .. 1 ' 17 Geissler, Aimee M. .. .. .. F 190 Karakanui .. Otamatea .. 2a 23 Bloy, Alice (Mrs.) .. .. C H F 240 Karetu .. Bay of Islands 2b 36 ! McGowan, Howard G. .. . . .. H M 220 McGowan, Winifred M. (Mrs.) .. . . A F 85 Karici .. j Waimarino .. 1 18 j Gillespie, Mary I). (Mrs.) .. .. F 190 Kenana . . j Mangonui .. 1 13 j Goodson, Robert H. .. .. .. M 170 Kirioke . . j Bay of Islands 3a 44 Grahame, Bruce .. .. Lie. H M 285 i Grahame, Dorothy (Mrs.) .. C A F 210 Kokako .. i Wairoa .. 3a 31 Coventry, Harry .. .. .. R 320 Alford, Florence (Mrs.) .. .. .. ! A F 160 Makomako .. Kawhia .. 3a 38 West, William E. .. D H M 345 j West, Annie M. W. (Mrs.) .. .. A F 160 Manaia .. Coromandel .. 3a 38 j Greensmith, Ed-.rin .. .. C H M 355 I Greensmith, Isabella C. (Mrs.) .. .. A F 160 Mangamuka .. Hokianga .. 3b 84 Murray, James .. .. .. H M 285 Williams, Susannah G. (Mrs.) .. .. A F 160 Williams, Ruth .. .. .. A F 65 Mangatuna .. Waiapu .. 3b 48 Scammell, William H. .. .. .. HM 285 Scammell, Agnes E. (Mrs.) .. .. A F 160 Harding, Jean R. .. .. .. A F 65 Manukau .. Mangonui .. 2a 28 Topia, Jane H. .. .... F 160 Manutahi .. Waiapu .. j 3c 124 Woodley, Frederick T. .. .. D H M 375 Woodley, Georgina (Mrs.) .. .. A F 160 Meadows, M. E. .. . . .. A F 85 Huriwai, Katie .. .. .. A F 110 Maraeroa .. Hokianga .. ' 3b 62 Hulme, Maggie (Mrs.) .. .. . . H F 310 Hulme, Russell H. .. .. . . AM 160 Heperi, Rebecca .. .. .. A F 120 Matahiwi .. Waimarino .. 1 12 Churton, Elena . . .... F 180 Matangirau .. Whangaroa . . 3a 58 Dane, Hilda E. J. (Mrs.) .. .. H F 285 Dane, William M. .. .. .. AM 160 Mataora Bay .. Ohinemuri .. 1 11 Hay, Barbara .. .. .. .. F 190 Matapihi .. Tauranga .. 3a 41 Gibbons, Elizabeth M. L. .. .. H F 285 Irwin, Ellenor A. .. .. . . A F ] 65 Matata .. W hakatane .. 3a 51 King, Edmund A. .. .. C H M 345 King, Clara M. H. (Mrs.) .. D A F 200 Matihetihe .. Hokianga .. 2k 33 Minchin, Zara .. . . .. D H F 310 Te Toko, Emma .. .. .. A F 140 Maungapohatu Whakatane .. 2b 51 Roseveare, Ethel A. D H F 275 Paulger, Irene D. .. D A F 170

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

s I u a o o Grade -a ' a • n t Name of School. County. of ftg Teachers on Stall. J g i JJPJJ, School. S .2 | <* aa,af yS • < 5 £ ! £ Maungatapu .. Tauranga .. 3« 59 Roach, Patrick .. .. C HM 370 Roach, Ruby (Mrs.) .. .. .. A K 160 Roach, Aileen F. M. .. .. .. AF 85 Mohaka .. Wairoa .. 3b 76 Bowman, Thomas W. .. .. C HI 370 Bowman, Eva M. (Mrs.) .. C AF 230 Bowman, Hilda C. .. .. .. AF 65 Motatau .. Whangarei .. ! 3a 37 Percy, Henry C. .. .. .. HM 285 Percy, Juanita E. (Mrs.) .. D AF 220 Motiti Island .. Tauranga .. ; 2a 23 Clench, Charles McD. . . .. . . H M 250 Clench, Mary I. (Mrs.) .. .. .. AF 75 Motuti .. Hokianga .. j 1 21 Bruford, Henry S. B. .. .. M 180 Ngawha .. Bay of Islands I 3b 57 Russell, William E. .. .. C i HM 340 Russell, Agnes (Mrs.) .. .. .. AF I 160 Hargraves, Vera E. . . .. j A F 75 Nuhaka .. j Wairoa .. 3c 125 South, Moses .. .. .. E HM 375 South, Emma S. (Mrs.) .. .. .. [ A F j 160 ; Roseveare, Vera D. M. .. .. J C j A F 190 Wilson, Ellen . . . . .. D I A F 150 Ohautira .. ; Raglan .. | 1 22 Clarke, Rosa .. . . .. ! D j F 250 Okautete .. ! Masterton .. j 1 23 i Owen, Mary M. .. .. I .. ! F 170 Omaio .. j Opotiki .. ! 3b 76 Coughlan, William N. .. .. .. HM 285 Coughlan, Isabella A. (Mrs.) .. .. AF 160 | Coughlan, Elizabeth M. .. ! A F 75 Omanaia .. Hokianga .. 3 a 51 Bruford, Frederick .. .. .. HM 255 : Bruford, Madge L. (Mrs.) .. .. j A F 130 Omarumutu .. j Opotiki .. i 3c 83 ! MacKay, Gordon .. .. D | H M 385 MacKay, Jane (Mrs.) . . .. .. AF 160 Gaskill, Annie M. .. .. A F j 105 j Watson, Cicely F. E. .. .. .. AF 110 Opoutere .. j Thames .. 2a 27 Statham, William H. .. .. .. HM 230 Statham, Frances E (Mrs.) .. . . AF 105 Orauta .. | Bay of Islands 3a 36 Kelly, Felix .. .. I) HM j 345 ) Hakaraia, Victoria .. .. .. A F 1 195 Oromahoe .. Bay of Islands 2a 29 Brighouse, Kathleen (Mrs.) .. .. II F 210 Brighouse, John R. .. .. . . AM 95 Oruanui .. | East Taupo .. 2b 36 Ferguson, William . . .. D HM 310 Ferguson, Alice (Mrs.) . . .. .. A F 105 Otangaroa .. j Whangaroa .. 1 19 Matthews, Emily .. .. .. F 190 Otaua .. | Hokianga .. 3b 69 Smith, Leonard H. .. .. .. H M 285 Smith, Phoebe M. (Mi's.) .. . . A F 160 Haines, May 6. . . .. .. ; A F 75 Otukou .. Taupo .. 1 24 Blathwayt, Mary de V. W. .. .. j F 190 Paeroa .. Tauranga .. 3b 53 Baker, Frances E. E. .. .. D HF 370 Baker, Henrietta A. . . .. j A F 160 Farmer, Dorothy M. . . A K 75 Pamapuria .. Mangonui .. 3 a 42 Heal, Ethel A. (Mrs.) .. .. j C HF 325 Heal, Ernest R. .. .. j .. j A M 150 Pamoana .. : Waimarino . . I 21 Barnes, Ellen L. (Mrs.) .. .. ..IF 220 Papamoa .. ; Tauranga .. 2b 27 Morris, Margery M. (Mrs.) .. j D j H F 320 Morris, David 0. .. .. ..AM 105 Paparore .. | Mangonui .. 3b 58 Harper, Leslie M. (Mrs.) .. D HF 350 Harper, Charles A. E. . . .. ..'AM 160 Yates, Annie .. . . .. 1 .. | A F 65 Parapara .. j Mangonui .. 2a 30 Church, Lilian .. .. .. HF 250 Greaves, Ngaroma .. .. j A F 65 Parawera .. | West Taupo 3b 51 Boswell, Arthur . . .. D j H M 340 Boswell, Miriam A. (Mrs.) .. C j A F 210 Mauriohooho, Rangi .. A F 85 Parikino .. i Wanganui .. 2b 30 Chenery, Honoria L. (Mrs.) .. D HF 260 Chenery, J. W. .. .. .. | AM 85 Pawarenga .. Wanganui .. j 3b 72 Gilmour, Richard S. .. .. B i H M 340 Matini, Ratareria .. .. \ A F 195 Hotere, Harata .. .. .. AF 100 Pipiriki .. Wanganui .. 3a 37 Jarratt, Herbert .. .. C H M 345 Jarratt, Emily E. (Mrs.) .. ! .. J A F 160 Poroporo .. ( Whakatane .. 3b 77 Ryde, Henry J. .. .. j D HM 385 Ryde, Emma G. (Mrs.) .. • • • • ! A F 160 Ryde, Edna R. .. .. j .. I A F 85 Pukehina .. Rotorua .. 2b 24 Burgoyne, Annette . . .. .. HF 250 Burgoyne, Constance .. .. j . . AF 105 Pukepoto •. Mangonui .. 3b 60 Gracie, Thomas .. .. C HM 360 Grade, Mary L. S. (Mrs.) .. .. AF 150 Cameron, Jane.. .. .. AF 65 Rakaumanga .. Waikato .. 3a 62 Strong, Sydney.). .. .. Lie. HM 275 Strong, Mildred F. (Mrs.) .. D A F 1-50 Rakaunui .. Kawhia .. 1 15 Keith, Sydney M. .. .. M 160 Rangiahua .. Wairoa .. 2b 23 Harlow, Wilhelmina .. .. j D HF 330 ! Grieve, Jessie .. .. ..I .. I A F 120

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

S o3 1 s ° 2 ,© Grade xj "*5 i nnl1 „i d ( i b Name of School. County. of g, g Teachers on Staff. J g of Salary 1H I ® > .So *< Q PH ! £ Rangiawhia .. Mangonui .. 2a 30 Roberts, Harrold V. J. .. .. . . H M 200 Roberts, Lillian M. (Mrs.) .. .. AF 65 Rangitahi •. Whakatane .. 3a 44 Jamison, Mary.. .. .. .. HF 285 Mauriohooho, Sarah .. .. .. AT 195 Rangitukia .. Waiapu .. 4a 132 Cumpsty, Charles E. .. .. C H M 395 Cumpsty, Mary (Mrs.) .. .. I .. AF 185 Kohere, Huinga .. .. I .. A F 140 Houia, Ngamane .. .. : A F 110 Raukokore .. Opotiki .. 3a 52 Saunders, William S. .. .. .. H M 285 McLachlan, Linda .. .. j .. AF 195 Reporua .. Waiapu .. 1 23 Mountfort, Herbert V. .. .. .. M 170 Rotokawa .. Rotorua . . 3a 44 Oulds, George F. .. .. .. H M 285 Oulds, Agnes W. (Mrs.) .. .. .. AF 160 Ruatoki .. Whakatane .. 3o 128 Vine, Henry G. .. .. 1) II M 395 Vine, Winifred M. (Mrs.) .. .. AF 200 Vine, Effie L. . . .. .. .. | A F 105 Rangiaho, Koa .. .. j A F 65 Tsvemaro .. Mangonui .. 2b 26 Childe, Marjorie (Mrs.) .. .. D HF 255 Childe, Sydney H. . . .. ..AM 95 Taharoa .. liawhia . . 3a 38 Seivewright, Alexander C. .. .. H M 275 Seivewright, Clara (Mrs.) .. .. AF 150 Takahiwai .. Whangarei .. 3a 26 Johnson, Ida V. C. (Mrs.) .. C HF 330 Shepherd, Margaret .. .. .. j AF 130 Tangoio . . Hawke's Bay 3a 40 McKenzie, Kenneth .. .. B H M 355 McKenzie, Beatrice (Mrs.) .. .. A F j 130 Tanoa .. Otamatea .. 2b 37 Frain, Roderick J. .. (' II.M 320 Frain, Mabel I. B. (Mrs.) .. .. ■. AF 95 Tautoro .. Bay of Islands 3a 47 Smith, Gordon .. .. .. j H M 285 Smith, Mary A. M. (Mrs.) .. .. I A F 160 'Te Ahuahu .. Bay of Islands 3a 42 Sullivan, Andrew J. .. .. C H M 355 Sullivan, Martha A. A. (Mrs.) .. .. A F 160 Te Araroa .. Matakaoa .. 3c 86 McCowan, John T. .. .. C H M 375 McCowan, Marguerite (Mrs.) .. .. A F 130 Rogers, Hineawe . . .. . . A F 120 Hutana, Ina . . .. .. . . A F 100 Te Hapua . . Mangonui . . 3b 74 Grindley, George .. .. D H M 355 Grindley, Catherine (Mrs.) .. . . A F 160 Grindley, Kathleen .. .. i .. A F 65 Te Haroto .. East Taupo .. 2b 23 MacDonell, Robert J. . . .. .. H M 230 MacDonell, Kathleen N. V. (Mrs.) .. A F 95 Te Horo .. Whangarei .. 3a j 36 I Goldsbury, Hugh . . .. D H M 335 Goldsbury, Annie J, (Mrs.) .. E A F 210 Te Kaha .. Opotiki .. 3b 61 Cato, Anson H. .. .. .. H M 285 j Cato, Netty F. L. (Mrs.) .. .. A F 160 Brown, Onehu .. .. .. A F 65 Te Kao .. Mangonui .. 3b 53 j Watt, Archibald H. .. .. .. H M (On leave.) Watt, Bertha F. (Mrs.) .. .. .. A F 270 (Acting H F.) Ihaka, Rihipeti .. .. . . A F 130 Karena, R. . . .. .. [ .. A F 65 Te Kopua . . Waipa . . 1 15 Churton, Emily N. .. .. .. F 190 Te Kotukutuku Tauranga .. J 3b 54 Dale, Francis A. .. .. C H M 370 (40) and Rangi- j Callaway, Elizabeth . . .. .. A F 130 waea (side Callaway, Christina .. .. .. AF 180 school) (14) Te Mahia .. Wairoa .. 2b 32 Beer, Uno .. .. .. D H M 280 Beer, Frances M. (Mrs.) .. .. A F 105 'Te Matai .. Tauranga .. 3a 44 Godwin, Horace P. E. .. .. . . H M 285 Blathwayt, Ellen E. C. .. .. .. A F 160 Te Paroa-Totara Whakatane .. 3c j 110 Clark, Olive J. M. (Mrs.) . . B HF 385 Clark, William M. .. .. .. AM 160 Hyland, Jean .. .. .. .. A F 120 Te Pupuke .. Whangaroa .. 3a 42 Airey, Hubert B. .. .. .. H M 285 Airey, Annie C. (Mrs.) .. .. .. A F 160 'Te Rawhiti .. Bay of Islands 2 b 36 Thomson, Thomas .. .. . . HM 240 Thomson, Beatrice (Mrs.) .. .. A F 105 Te Reinga .. Wairoa .. 3a 32 Wright, Percy .. . . .. . . H M 285 Wright, Rebecca (Mrs.) . . . . .. A F 160 Te Teko .. Whakatane .. 3c 121 Guest, Joseph J. .. .. C HM 385 Guest, Lilian R. (Mrs.) .. .. .. A F 160 Guest, Evelyn M. .. .. .. A F 105 Guest, Kate E. .. A F 85 Te Waotu .. West Taupo 2b j 21 Worthington, Herbert .. .. .. HM 250 Worthington, Sarah A. (Mrs.) . .. AF 95 Te Whaiti .. Whakatane .. 1 18 Tweed, Sarah E. .. ... F 190 Tikitiki .. Waiapu .. 4a 128 Sinclair, Donald W. E. .. .. . . H M 335 Sinclair, Martha (Mrs.) .. .. .. A F 200 Sinclair, Jessie V. M. .. .. .. A F 130

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

«> a Or*4e 1 | *«• of School. Ooaair. of * °J Teaohcr. on Staff. | g School. - If ■< ! o ft £ Tokaanu .. East Taupo .. 8b 60 Wall, Harry .. .. .. .. KM 285 Wall, Fanny S. M. (Mrs.) .. .. *A P 160 Tokomaru Bay.. Waiapu .. 3b 68 Frazer, William .. .. .. HM 285 Robertson, Margaret .. .. .. AF 195' Potae, Kupere .. .. | A F 65 Torere .. Opotiki .. 3a 38 Drake, Armine G. .. .. .. | HM 285Drake, Rosalind K. (Mrs.) .. .. A F 160 Tuhara .. Wairoa .. 2b 34 Astall, Annie (Mrs.) .. .. D ! H F | 320 Astall, John R. .. .. .. AM! 105 Tuparoa .. Waiapu .. 3b 60 White, Hamilton H. .. .. .. HM 285 White, Isabel (Mrs.) .. .. D AF 220 Grace, Heapera .. .. .. A F 85 Waihua .. Wairoa .. 1 21 Cars well, Janet (Mrs.) .. .. .. F 190 Wai-iti .. Rotorua .. 3b 62 Mttnro, John B. .. .. C | HM 370 Munro, Florence M. (Mrs.) .. .. AF 160 Williamson, Vera F. . . .. 1 A F 85 Waikare .. Bay of Islands 2b 29 Cels, Louis J. .. .. .. .. HM 230 Cells, Maximilienne (Mrs.) .. .. AF 105 Waima .. Hokianga .. 3c 86 Johnston, George .. .. D Hll 375 Johnston, Mary E. (Mrs.) .. C A F 230 Brown, Mary .. .. .. .. A F 140 Johnston, Isabel M. .. .. j A F 85 Waimamaku .. Hokianga .. 3a 50 Handcock, Georgina .. .. D H F 345 Handcock, Martha A. .. .. .. AF j 160 Waiznarama .. Hawke's Bay 1 19 Ward, Violet .. .. .. .. F 190 Wafohati .. Ransitaiki .. 2b 27 Webber, Elsie E. .. .. C H F 320 Smith, Amanda E. .. .. AF 130 Waiomatatini .. Waiapu .. 3b 65 Cole, George N. .. .. C H M 300 Cole, Kate E. (Mrs.) .. .. C A F j 200 Collier, Kate .. .. .. .. A F 85 Waiomio .. Bay of Islands 3a 39 Boake, Marcella A. (Mrs.), b.a. .. B H F 325 Boake, Albert B. .. .. .. AM 160 Waiorongomai .. Waiapu .. 1 16 Kaua, Matekina H. .. .. .. F 190 Waiotapu .. Whakatane .. 1 12 Jefferis, Jessie (Mrs.) .. .. C F 260 Waioweka .. Opotiki .. 3b 42 Watkin, Arthur A. .. .. D HM 360 Watkin, Mary Ann (Mrs.) .. .. A F 160 Watkin, Vida E. .. .... A F 85 Waitahanui .. East Taupo .. 2b 32 Jones, Marion F. (Mrs.) .. .. .. HF 285 Jones, William E. .. .. .. AM 85 Waitapu .. Hokianga .. 1 15 Lisle, Frank .. . . ,. M 250 Werowero .. Mangonui .. 1 11 Herewini, Parehuia (Mrs.) .. .. F 190 Whakaki .. Wairoa .. 3a 49 Craig, William H. M. .. D H M 335 Maekay, Emily M. .. .. .. A F 195 Whakapara .. i Whangarei .. 2b 39 I Rolland, Gertrude A. (Mrs.) .. Lie. H F 240 Rolland, Albert F. .. .. .. A F 105 Whakarara .. Whangaroa .. 3b 55 Robinson, Edna M. (Mis.) .. .. H F 285 Robinson, Charles H. .. .. AM 130 Whakarewarewa Rotorua .. 3o 106 Banks, Joseph . . .. .. H M 335 Banks, Anna, (Mrs.) .. .. D AF 260 Haerewa, Areta .. .. .. A F 140 Mackenzie, Isabella H. .. .. .. A F 100 Whakawhitira .. Waiapu .. 2 b 27 I Foster, Phillip J. .. . . D H M 230 Foster, Norah J. C. (Mrs.) .. .. A F 85 Whangamarino Rotorua .. 3a 51 England. Walter .. .. C H M 370 England. Eva (Mrs.) .. .. . . A F 160 Whangaparaoa Matakaoa .. 1 21 Saunders, Margaret O. .. .. .. F 170 Whangape .. Hokianga .. 3a 40 Dent, William .. .. .. .. H M 255 Dent, Lama M. (Mrs.)' .. .. .. A F 130 Whangara .. Cook .. 1 18 MacArthur, Arthur D. .. .. D M 240 Whangaruru .. Bay of Islands 3a 53 j Jones, Elizabeth (Mrs.) .. .. .. HF 285 Jones, Ernest .. .. .. ! AM 160 Wharekahika .. Matakaoa .. 3b 49 | Tawhiri, Riwai H. .. .. j C H M 360 Patterson, Alice (Mrs.) .. .. j .. A F 160 Tawhiri, Maria (Mrs.) .. .. ! AF 85 Wbareponga .. Waiapu .. I 2b j 31 j. MeFailane, Charles T. .. .. .. HM 285 | McFarlane, Margaret (Mrs.) .. .. AF 160 Whirinaki .. j Hokianga .. j 3b 84 j Barnett, David .. .. Lie. H M 310 ! Barnett, Sarah H. (Mrs.) .. .. A F 160 Wvnyard, Emily .. .... A F 85 Total .. 57,985 | 1 1 I . I _

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Table H2. List of Native Village Schools, with the Attendance of the Pupils for the Year 1926.

3—E. 3.

13

[In this list the schools are arranged according to regularity of attendance, shown in the last column.] School Roll. <5 § a ° o - f~i if* Average fc i! § >» u , , Number Number Weekly £ § g <jg-h bcnool. belonging belonging Roll Number. %*S-8 at End of at End of (Mean of the ° -o % « a Year 1925. Year 1926. Four g g s g Quarters, 1926.) t QJ (20 (3.) (40 (BO (60 I Rangiawhia* .. .. .. .. 22 31 30-0 29-5 | 98-3 Opoutere .. .. .. .. 27 28 27-6 27-0. j 97-9 Manaia .. .. .. .. .. 41 37 38-6 37-6 J 97-5 Motiti Island .. .. .. .. 22 25 23-4 22-8 ( 97-4 Te Kopua .. .. .. .. 17 13 15-4 15 0 97-3 Whakarewarewa .. .. .. .. 105 119 109-4 106-0 97-0 Te Haroto .. .. .. .. 22 28 23-4 22-7 96-8 Omanaia .. .. .. .. 53 54 52-1 50-9 96-7 Karetu .. .. .. .. .. 36 36 35-9 34-6 96-6 Whakaki .. .. .. .. 54 59 51-1 49-3 96-4 Whirinaki .. .. .. .. 78 89 86-9 83-7 96-3 Rangiwaea .. .. .. .. 14 14 13-9 13-4 96-1 Mataora Bay .. .. .. .. 12 12 11-4 11-0 96-1 Waimarama .. .. .. .. 18 15 19-3 18-5 95-8 Pipiriki .. .. .. .. .. 43 37 38-5 36-9 95-8 Te Rawhiti .. .. .. .. 35 40 36-5 34 9 95-5 Te Paroa - Totaraf .. .. .. 117 112 114-6 109-5 95-5 Rotokawa .. .. .. .. .. 44 45-5 43-4 95-4 Whakapara .. .. .. .. 39 46 40-2 38-3 95-4 Tanoa .. .. .. .. .. 28 38 38-8 37-0 95-3 Omaio .. .. .. .. .. 72 75 80-2 76-2 95-0 Horoera .. .. .. .. .. 39 36 38-3 36-4 94-9 Rakaumanga .. .. .. .. 49 62 6T9 58-8 94-9 Te Kotukutuku .. .. .. .. 48 39 41-8 39-6 94-9 Matangirau .. .. .. .. 53 61 59-4 56-3 94-7 Te Reinga .. .. .. .. 38 34 33-8 32-0 94-6 Waitahanui .. .. .. .. 31 38 32-8 31-0 94-6 Omarumutu .. .. .. .. 95 89 88-0 83-0 94-3 Waikare .. .. .. .. .. 30 31 30-7 29-0 94-3 Otaua .. .. .. .. .. 79 68 75-0 70-7 94-3 Tikitiki .. .. .. .. .. 132 151 135-6 127-8 94-2 Oromahoe .. .. .. .. 27 29 30-2 28-4 94-1 Tautoro .. .. .. .. .. 41 52 49-8 , 46-9 94-1 Waimamaku .. .. .. .. 47 I 54 52-7 49-5 93-9 Mangamuka .. .. .. .. 88 89 89-0 83-6 93-9 MohakaJ .. .. .. .. .. 84 7E-9 70-9 93-4 Whangaruru .. .. .. .. 58 56 57-0 53-2 93-3 Maungapohatu .. .. .. .. 41 53 52-2 48-7 93-3 Manutahi .. .. .. .. 132 134 132-6 123-6 93-2 Waiohau .. .. .. .. 30 27 28-5 26-5 92-9 Arowhenua .. .. .. .. 45 50 44-3 41-2 92-9 Waiomio .. .. .. .. 48 38 42-4 39-3 92-7 Rangitahi .. .. .. .. 46 47 47-4 43-9 92-6 TeKao .. .. .. .. .. 58 59 66-7 52-5 92-5 Parikino .. .. .. .. .. 43 32 32-5 30-1 92-5 Motuti .. .. .. .. .. 22 23 22-9 21-1 92-4 Tokaanu .. .. .. .. 56 61 65-2 60-2 92-4 Takahiwai .. .. .. .. 37 23 27-4 25-3 92-3 Wai-iti .. .. .. .. .. 68 64 66-7 61-5 92-2 Manukau§ .. .. .. .. .. 30 29-2 26-9 92-0 Tuparoa.. .. .. .. .. 63 62 65-1 59-8 91-8 Taharoa .. .. .. .. .. 39 39 40-9 37-4 91-4 Kirioke .. .. .. .. .. 54 47 48-4 44-2 91-2 Whareponga .. .. .. .. 29 33 33-8 30-8 91-2 Waioweka .. .. .. .. 47 44 46-5 42-3 90-9 Matapilii .. .. .. .. 44 37 45-1 40-9 90-8 Rangiahua .. .. .. .. 25 26 24-7 22-4 90-8 Te Horo .. .. .. .. .. 36 49 40-0 36-3 90-7 Maungatapu .. .. .. .. 58 67 64-8 58-7 90-7 Poroporo.. .. .. .. .. 79 76 84-1 76-2 90-6 Tuhara .. .. .. .. .. 38 38 37-6 34-1 90-6 Te Mahia .. .. .. .. 34 33 35-8 32-4 90-5 Ruatoki .. .. .. .. .. 122 143 141-8 128-1 90-3 Ngawha .. .. .. .. .. 61 64 63-5 57-3 90-3 Waiorongomai .. .. .. . . 27 19 17-4 15-7 90-2 TeAraroa .. .. .. .. 103 96 95-4 85-9 90-1 Maraeroa .. .. .. .. 63 69 68-4 61-4 89-8 Whakarara .. .. .. .. 58 61 61-3 55-0 89-7 Hiruharama .. .. .. .. 95 102 95-2 85-4 89-7 Awarua .. .. .. .. .. 54 46 50-2 45-1 89-7 TeTeko.. .. .. .. .. 119 145 135-3 121-3 89-7 Tokomaru Bay .. .. .. .. 76 77 76-2 68-2 89-6 Rangitukia .. .. .. .. 149 149 147-3 131-8 89-4 Nuhaka .. .. .. .. ., 130 145 140-6 125-6 89-4 Pukepoto .. .. .. .. 70 65 67-1 59-8 89-2 Torere .. .. .. .. .. 39 42 42-0 37-5 89-1 Whangaparaoa .. .. .. .. 22 21 22-9 20-4 89-1 Pawarenga .. .. .. .. 70 81 77-9 69-4 89-1 Te Ahuahu .. .. .. .. 38 50 46-6 41-5 89-0 Pamapuria .. .. .. .. 41 46 46-5 41-4 88-9 Waiomatatini .. .. .. .. 73 79 73-8 65-4 88-6 ICarakanui .. .. .. .. 26 22 25-3 22-4 88-5 Motatau .. .. .. .. .. 45 36 42-0 37-0 88-3 Whangamarinot .. .. . • 58 . 55-3 48-8 88-2 * Closed March quarter. t Opened September quarter. X Transferred from Hawke's Bay Education Board to Education Department, June quarter. S Opened June quarter.

E.—3.

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

14

School fioll. i | i5 ® £j £ '^ Average § °S g a >, School Number Number Weekly > g m u belonging belonging Roll Number. at End of at End of (Mean of the ° •§ 1 a Year 1925. Year 192(5. Four g g a |»"| Quarters, 1926.) ®' uCy > S <S OO (2.) (80 (40 (50 (60 Okautete.. .. .. .. .. 25 26 25-5 22-5 88-1 Paeroa .. .. .. .. .. 73 55 60-1 52-9 88-1 Otukou .. .. .. .. .. 23 26 27-2 24-0 88-1 Whangara .. .. .. .. 25 20 20-8 18-3 88-0 Raukokore .. .. .. .. 52 58 59-4 52-2 87-9 Paparore .. .. .. .. 72 66 66-2 58-0 87-5 Te Whaiti .. .. .. .. 20 23 20-3 17-7 87-5 Te Kaha .. .. .. .. .. 62 73 I 68-0 59-5 87-5 Taemaro .. .. .. .. .. 29 30 29-6 25-8 87-0 Matihetihe .. .. .. .. 37 36 37-8 32-7 86-6 Kaikohe .. .. .. .. .. 151 141 149-3 128-8 86-3 Rakaunui .. •. . ■ .. 17 19 16-8 14-5 86-3 Parapara.. .. .. .. .. 31 31 34-5 29-6 85-8 Parawera .. .. .. .. 57 57 57-9 49-7 85-7 Matata .. .. . . .. .. 50 62 57-9 49-5 85-4 Mangatuna .. .. .. .. 60 55 56-4 48-2 85-4 Oruanui .. .. .. .. .. 31 41 41-3 35-3 85-2 Reporua .. .. .. .. .. 20 27 27-9 23-6 84-8 Whakawhitiraf .. .. .. . . 31 28 29-6 25-1 84-7 Kakanui .. .. .. .. .. 19 16 20-0 16-9 84-7 Waima .. • • .. .. . . 100 98 101-8 86-0 84-5 Ahipara .. .. .. .. . . 78 86 77-6 65-4 84-3 Ohautira .. .. .. .. 21 31 25-9 21-8 84-3 Wharekahika .. .. .. .. 57 62 58-4 ' 49-0 84 0 Te Waotu .. .. .. .. 32 20 25-2 21-2 83-9 Te Pupuke .. .. .. .. 51 44 49-6 41-5 83-6 Whangape .. .. .. .. 39 39 42-3 35 0 82-7 Karioi .. • • • • •. .. 18 20 21-3 17-6 82-3 Werowero .. .. .. .. 20 14 13-5 11-1 82-1 Tangoio .. • ■ • • • ■ .. 48 55 49-3 40-4 82-0 Orauta .... .. .. .. 39 40 43-5 35-6 82-0 Makomako .. .. .. .. 46 38 43-5 35-4 814 Huiarau .. .. .. .. .. 53 52 54-3 44-2 81-4 Waihua .. .. .. .. .. 21 17 23-6 19-2 81-3 Waitapu .. .. .. . . .. 19 14 17-9 14-5 81-0 Kokako .. •• •• •• .. 46 36 37-9 30-5 80-5 Kenana .. .. .. .. .. 21 12 15-4 12-4 80-5 Kaharoa .. .. .. .. .. 21 16 18-6 14-9 80 0 Pamoana.. .. .. .. .. 22 26 25-7 20-4 79-4 Pukehina . • .. .. .. 32 30 30-9 24-2 78-4 Te Hapua .. .. .. .. 95 82 94-9 73-9 77-9 Waiotapu .. .. .. .. 18 11 15 5 12-0 ! 77-5 Te Matai.. .. .. .. .. 52 60 57-6 43-9 76-3 Otangoroa .. .. .. .. 27 21 24-7 18-8 75-9 Matahiwi .. .. .. .. 12 10 13-4 10-0 74-8 Papamoa .. .. .. .. 38 34 37-1 27-3 73-6 WaikeriJ.. .. .. .. .. 25 Ranana§ .. .. .. .. .. 87 Totals for 1926 .. .. 6,591 6,617-3 5,947-0 89-8 Totals for 1925 .. 6,386 .. 6,365-5 5,628-2 88-4 Maori Mission Schools subject to Inspection. Tanatana Mission .. .. .. .. 45 47 49-4 45-9 92-9 Jerusalem Convent .. .. .. 18 19 19-5 18-0 92-7 Putiki Mission .. .. . . .. 37 37 36-2 32-9 90-8 Matahi Mission .. .. .. .. 36 21 23-0 20-7 90-0 Matata Convent .. .. .. .. 70 58 59-9 53-8 89-8 Tokaanu Convent .. .. .. .. 32 37 32-6 29-1 89-2 Ranana Convent .. .. .. .. 19 34 26-9 22-4 83-2 Whakarapa Convent .. .. .. 109 111 111-8 92-4 82-7 Totals for 1926 .. .. 364 359-3 315-2 87-7 Totals for 1925 .. 366 .. 364-1 315-9 86-8 Boarding-schools affording Secondary Education for Maoris. St. Stephens (boys), Auckland .. .. 74 60 60-7 60-3 99-3 Te Aute (boys), Hawke's Bay .. .. 93 96 96-3 95-5 99-1 St. Joseph's (girls), Napier .. .. .. 52 57 52-4 51-4 98-0 Waerenga-a-hika (boys), Gisborne .. .. 28 30 30-0 29-1 97-0 Queen Victoria (girls), Auckland .. .. 47 51 53-9 51-8 96-1 Hikurangi (boys), Carterton .. .. 25 24 20-0 19-1 95-0 Te Waipounamu (girls), Christchurch .. 15 13 13-1 12-4 95-0 Turakina (girls), Wanganui .. .. 35 33 33-6 31-9 94 9 Hukarere (girls), Napier .. .. .. 65 71 72-0 66-8 93-3 Otaki (mixed), Otaki .. .. .. 52 47 48-1 40-4 83-9 Agricultural College (boys), Hastings .. 50 67 Wesley College .. .. .. .. .. 21 .. Totals for 1926 .. .. 570 Totals for 1925 .. 536 .. .. I t Closed March quarter. X Closed temporarily. § Closed permanently at end of June quarter.

15

E.—3

Table H3. (a) Number of Maori Pupils attending Maori Secondary Schools at the End of 1926.

(6) Maori Girls holding Nursing Scholarships at the End of 1926.

(c) Maori Boys holding Apprenticeships at the End of 1926.

(d) Maori Boys holding Agricultural Scholarships at the end of 1926.

(e) Maori Students holding University Scholarships at the End of 1926.

School. Government Private Pupils. Pupils. I Otaki College (mixed), Wellington .. .. .. .. 47 47 St. Stephen's (boys), Auckland .. .. .. 29 31 60 Te Aute (boys), Hawke's Bay .. .. .. .. 30* 66 96 Waerenga-a-hika (boys), Gisbome .. .. .. 5 25 30 Hikurangi (boys), Carterton .. .. .. .. .. 24 24 Agricultural College (boys), Hastings .. . . .. .. 67 67 Queen Victoria (girls), Auckland .. .. .. 25 26 51 Hukarere (girls), Napier .. .. .. .. 24 47 71 St. Joseph's (girls), Napier .. .. .. .. 21 36 57 Turakina (girls), Wanganui .. .. .. .. 9 24 33 Te Waipounamu (girls), Christchurch .. .. .. 1 12 13 Wesley College .. .. .. .. .. 1 20 21 Totals .. .. .. .. 145 425 570 * Two Government pupils were also in attendance at Sacred Heart College, Auckland.

Number. Nature of Scholarship. Hospital.

Number. Nature of Apprenticeship. Where held. 1 Joiner and cabinetmaker | Gisborne. 1 Engineering .. ... | „

Number. 1 Where held. 5 Te Aute College.

;. T _> rT • ., I.mversity at which Scholardumber. university Course. •{.. . , , , J ship is held. 4 Law .. .. .. Canterbury College. 1 Arts Course .. .. „ 2 Medicine .. .. Otago University. 2 Dentistry .. .. „ 1 Theology .. ..

E.—B.

Table H4. Maori Children attending Public Schools, December, 1926.

Table H5. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1926.

16

m £ o Number of Maori Pupils. S. VI Certificates awarded. O a . Number Education District. •» —. — : examined Total. If® mS. VI. Endorsed a| Boys. Girls. Total. fleecy, petenoy. pe C t °- y . Auckland .. .. ..382 1,868 1,715 3,583 57 36 13 2 51 Taranaki .. .. ..59 305 274 579 12 8 3 11 Wanganui .. .. 69 267 245 512 ! 10 7 1 .. 8 Hawke'sBay .. .. .. 87 652 602 1,254 30 20 8 1 29 Wellington .. .. ..56 286 282 568 19 11 7 18 Nelson .. .. 9 15 27 42 4 2 1 3 Canterbury .. .. 42 160 134 294 4 2 1 .. 3 Otago .. .. 22 49 40 89 3 3 .. .. 3 Southland .. .. 14 52 44 96 7 7 .. .. 7 Totals.. .. ..740 3,654 3,363 7,017 146 96 34 3 133 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. m. S. IV. S. V. s. VI. S. VII. Total. Years. ~ ~ ~ ~ ] " j ~ ~ j " ~ ~ ' ! i ] ( M W W oJ cc m M jA ® «j J® ! ,3 g? .3 ? <2 J® «B £? >* 73 >> 'S >? 7: ! £? H £? Bb^H>»^5 i> » 73 o o M o .s o .3 o 5 o 5 o •» o •>3 o • .S3 pq O pq 0 pq pq pq C5pqOcqOpq2>pqiC5 | 5 and under 6 195! 190 195 190 6 „ 7 350 292 2 3 .. 1 352 296 7 „ 8 350 324 17 18 367 342 8 „ 9 329 311 92 93 14 16 2 437 420 9 „ 10 221 211 142 134 67 70 14 13 444 428 10 „ 11 120 104 137 122 99 121 48 66 11 9 1 416 422 11 „ 12 70 60 83 79 140 118 124 98 37 47 2 6 1 1 .. .. 457 409 12 „ 13 27 42 58 41 79 84 117 103 71 72 36 26 4 3 1.. 393 371 13 „ 14 17 13 23 15 42 36 54 81 89 72 58 38 15 22 1 .. 299 277 14 15 6 1 7 1 10 4 26 26 43 42 60 36 39 26 4 3 195 139 15 16 1 4 5 2 2 .. 12 2 8 17 18 10 32 16 2 3 80 54 16 years and over .. 1 .. 1 1 .. 2 1 3518245 19 15 1,6861,553 566 508 454 451 397 391 260 262 180 117 99 70 12 11 3,654 3,363 V. y > V y > \ ; v y ) \ > i ) v. > k ) v, j 3,239 1,074 905 788 522 297 169 23 7,017 Percentage .. =46'2% =15-3% =13-0% =11-3% =7-5% =4-3% =2-4% 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, 1926.

17

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 42 80 5 1 6 43 43 86 Arowhenua .... 18 21 39 2 9 11 20 30 50 Awarua .. .. 16 29 45 1 .. 1 17 j 29 46 Hiruharama .. .. 48 54 102 .. .. .. 48 54 102 Horoera .. .. 22 13 35 1 I 23 13 36 Huiarau .. .. 29 23 52 .. .... 29 I 23 52 Kaharoa .. .. 12 4 16 .. .. .. 12 | ■ 4 16 Kaikohe .. .. 81 55 136 3 2 5 84 | 57 141 Kakanui .... 9 5 14 1 1 2 10 6 16 Karakanui .. .. 12 7 19 3 3 12 10 22 Karetu .. .. 19 17 36 .. .. .. 19 17 36 Karioi.. .. .. 11 9 20 .. .. .. 11 9 20 Kenana .. .. 5 7 12 .. .. .. 5 7 12 Kirioke .. .. 22 23 45 2 2 22 25 47 Kokako .... 13 17 30 1 5 6 14 22 36 Makomako .. .. 11 21 32 3 3 6 14 24 38 Manaia .... 17 15 32 1 4 5 18 19 37 Mangamuka .. .. 51 38 89 .. .. .. 51 38 89 Mangatuna .. .. 26 26 52 2 1 3 28 27 55 Manukau .. .. 13 17 30 .. .. • • 13 j 17 30 Manutahi .. .. 53 53 106 16 12 28 69 | 65 134 Maraeroa .. .. 24 43 67 2 2 26 43 69 Matahiwi .... 5 2 7.. 3 3 5 5 10 Matangirau .... 24 24 48 7 6 13 31 30 61 Mataora Bay .... 2 6 8 3 1 4 5 7 12 Matapihi .... 19 14 33 2 2 4 21 16 37 Matata .. .. 8 10 18 22 22 44 30 32 62 Matihetihe .. .. 18 16 34 1 1 2 19 17 36 Maungapohatu .. .. 31 22 53 .. .. .. 31 22 53 Maungatapu .. .. 23 24 47 14 6 20 37 30 67 Mohaka .... 42 30 72 8 4 12 50 34 84 Motatau .... 15 9 24 4 8 12 19 17 36 Motiti Island .. .. 12 13 25 .. .. .. 12 13 25 Motuti .. .. 9 14 23 .. .. .. 9 14 23 Ngawha .... 27 32 59 4 1 5 31 33 64 Nuhaka .. .. 60 73 133 8 4 12 68 77 145 Ohautira .... 16 10 26 1 4 5 17 14 31 Okautete .... 12 12 24 1 1 2 13 13 26 Omaio.. .... 39 29 68 6 1 7 45 30 75 Omanaia .» .. 24 26 50 2 2 4 26 28 54 Omarurautu .. .. 44 27 71 10 8 18 54 35 89 Opoutere .... 10 13 23 4 1 5 14 14 28 Orauta .. .. 18 ! 11 29 ! 6 j 5 11 24 16 40 Oromahoe .. .. 14 10 24 4 1 5 18 11 29 Oruanui .. .. 17 11 28 6 [ 7 13 I 23 18 41 Otangaroa .. .. 8 13 21 .. j .. 8 13 21 Otaua .. .. 25 26 51 J 6 11 17 31 37 68 Otukou .. .. 7 19 26 j .. .. 7 19 26 Paeroa .. .. 19 15 34 11 10 21 30 25 55 Pamapuria .. .. 18 21 39 3 4 7 21 25 46 Pamoana .... 14 7 21 1 4 5 15 11 26 Papamoa .. .. 21 12 33 ! 1 1 21 13 34 Paparoie .. .. 32 ! 28 60 6 .. 6 | 38 28 66 Parapara .. .. 14 13 27 2 2 4 16 15 | 31 Parawera .. .. 14 14 28 J 19 I 10 29 33 24 57 Parikino .. .. 12 j 16 28 : 1 3 4 I 13 19 32 Pawarenga .. .. 45 33 78 2 1 3 47 34 81 Pipiriki .. .. 14 19 33 i 4 4 ! 18 19 37 Poroporo .. .. 44 20 64 6 6 12 | 50 26 76 Pukehina .. .. 9 9 18 6 6 12 15 15 30 Pukepoto .. .. 28 22 50 8 7 15 36 29 65 Ralcaumanga .. .. 27 ! 35 62 j • • I 27 35 62 Rakaunui .. .. 12 6 18 .. 1 1 12 7 19 Rangiahua .. .. 14 12 26 .... j 14 12 26 Rangiawhia .. .. 19 j 9 28 1 2 3 j 20 11 31 Rangitahi .. .. 30 15 45 2 2 32 15 47 Rangitukia .. .. 78 69 147 1 1 2 79 70 149 Raukokore .. .. 19 30 49 4 5 9 23 35 58 Reporua .. 16 11 27 .. .. .. 16 11 27 Rotokawa .. .. 14 19 33 9 2 11 23 21 44 Ruatoki . . .. 77 61 138 4 1 5 81 62 j 143 Taemaro .. .. 13 17 30 .. .. .. 13 17 30 Taharoa .. .. 23 16 39 .. .. .. 23 16 39 Takahiwai .... 9 9 18 3 2 5 12 11 23 Tangoio .. .. 19 25 44 6 5 11 25 § 30 55 Tanoa , . .. .. 19 16 38 I; .. .. 19 .19 38

E.—3.

Table H6—continued. Race of the Children attending the Native Village Schools on 31st December, 1926 —continued.

18

Race. Totals. School. Maoris. Europeans. Boys. Girls. Total. Boys. J Girls, i Total. Boys. Girls. Total. Tautoro .. .. 29 14 43 1 8 9 30 22 52 Te Ahuahu .. .. 16 29 45 3 2 I 5 ! 19 31 50 Te Araroa .. .. 41 33 74 10 12 22 51 45 96 Te Hapua .. .. 45 37 82 .. .. | . 45 37 82 Te Haroto .. .. 15 13 28 .. .. 15 13 28 TeHoro .. .. 21 28 49 .. .. I 21 28 49 Te Kaha .. .. 36 30 66 5 2 7 41 32 73 Te Kao .. .. 37 22 59 .. .. .. 37 22 59 Te Kopua .. .. 3 9 12 1 .. 1 4 9 13 Te Kotukutuku\ .. 19 18 37 1 1 2 20 19 39 Rangiwaea _/* .. 8 6 14 .. .. j .. [ 8 6 14 TeMahia .. .. 18 15 33 .. .. | 18 15 33 Te Matai .. .. 22 23 45 8 7 15 30 30 60 Te Paroa-Totara .. 46 40 86 14 12 26 60 52 112 Te Pupuke .... 25 15 40 2 2 4 27 17 44 Te Rawhiti .... 22 14 36 3 1 4 25 15 40 Te Reinga .. .. 12 13 25 1 8 9 13 21 34 TeTeko .. .. 56 60 116 13 16 29 69 76 145 TeWaotu .... 5 3 8 4 8 12 9 11 20 TeWhaiti .. .. 10 11 21 2 2 10 13 23 Tikitiki .... 80 64 144 6 1 7 86 65 151 Tokaanu .... 24 34 58 2 1 3 26 35 61 Tokomaru Bay .... 35 35 70 4 3 7 39 38 77 Torere .. .. 19 21 40 2 2 19 23 42 Tuhara .... 10 9 19 7 12 19 17 21 38 Tuparoa .. .. 25 31 56 5 1 6 30 32 62 Waihua .... 9 4 13 3 1 4 12 5 17 Wai-iti .... 29 24 53 5 6 11 34 30 64 Waikare .. 13 18 31 .. .. .. 13 18 31 Waima .... 43 52 95 1 2 3 44 54 98 Waimamaku .. .. 27 22 49 3 2 5 30 24 54 Waimarama .. .. 7 6 13 2 2 7 8 15 Waiohau .. .. 14 13 27 .. .. .. 14 13 27 Waiomatatini .. .. 46 32 78 1 1 47 32 79 Waiomio .. .. 15 23 38 .. .. .. 15 23 38 Waiorongomai .. .. 10 9 19 .. .. .. 10 9 19 Waiotapu .... 4 2 6 3 2 5 7 4 11 Waioweka .... 17 10 27 9 8 17 26 18 44 Waitahanui .. .. 13 25 38 .. .. .. 13 25 38 Waitapu .... 6 5 11 1 2 3 7 7 14 Werowero .. .. 8 6 14 .. .. .. 8 6 14 Whakaki .... 24 24 48 5 6 11 29 30 59 Whakapara .. .. 9 18 27 9 10 19 18 28 46 Whakarara .. .. 32 29 61 .. .. .. 32 29 61 Whakarewarewa .. 38 33 71 30 18 48 68 51 119 Whakawhitira .. .. 16 12 28 .. .. .. 16 12 28 Whangamarino .. .. 19 25 44 11 3 14 30 28 58 Whangaparaoa .. .. 9 12 21 .. .. .. 9 12 21 Whangape .. .. 23 14 37 2 2 23 16 39 Whangara .... 7 6 13 6 1 7 13 7 20 Whangaruru .. .. 32 24 56 .. .. .. 32 24 56 Wharekahika .... 27 27 54 5 3 8 32 30 62 Whareponga .. .. 14 19 33 .. .. .. 14 19 33 Whirinaki .. .. 40 36 76 7 6 13 47 42 89 Totals .. 2,982 2,774 5,756 445 390 835 3,427 3,164 6,591

19

E.—3

Table H7. Classification as regards Ages and Standards of Children on the Native Village School Rolls at the End of the Year 1926.

■ Class P. Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Race Totals. Grand Totals. Ages - EuropeansJ Maoris, j Europeans. Maoris. Europeans.: Maoris. Europeans. Maoris. Europeans.; Maoris. Europeans. Maoris. Europeans.! Maoris. Europeans.' Maoris. Europeans. I Maoris. . j | | ! 1 j — | j Boys. Girls. Total. B. G. B. G B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. j G B. G. B. G. B. G. B. G. B. G. B. G. B. j G. j B. G. 5 and under 6 years.. 28 30 179 191 28 30 179 191 207 221 428 6 „ 7 „ .. 39 37 299 275 1 1 1 1 40 38 300 276 340 314 654 7 „ 8 „.. 38 29 304 287 6 11 11 19 8 2 1 3 50 42 316 309 366 351 717 8 „ 9 20 11 258 232 15 15 60 58 15 19 16 20 6 6 1 2 .. 1 56 52 335 312 391 364 755 9 „ 10 „ 4 8 179 137 14 5 89 115 14 11 67 58 13 9 15 16 1 7 2 3 46 40 352 329 398 369 767 10 „ 11 „ .. 1 1 88 82 6 2 104 80 6 9 78 82 19 18 49 73 13 12 20 19 4 2 2 3 .. 1 49 45 341 339 390 384 774 11 „ 12 „ . . .. 39 31 1 1 67 42 2 4 76 49 11 7 106 99 18 13 49 44 11 10 14 19 5 4 1 48 39 352 284 400 323 723 12 „ 13 17 14 .. 1 31 21 1 2 46 48 8 3 93 65 14 8 85 81 17 17 26 47 8 11 25 11 1 3 1 .. 49 45 324 287 373 332 705 13 „ 14 6 11 .... 13 6 .... 21 25 3 2 50 37 6 3 69 55 8 5 59 55 18 18 32 40 4 7 5 2 39 35 255 231 294 266 560 14 „ 15 1 6 6 7 7 2 .. 21 17 1 .. 22 23 9 4 33 36 8 4 48 37 6 2 12 11 26 10 150 137 176 147 323 15 years. and over 2 2 .. .. 3 4 1 .. 1 5 .. 1 10 8 2 .. 21 20 10 11 35 34 1 2 8 4 14 14 78 79 92 93 185 130 116 13701262 43 36 382 350 44 47 315 296 63 45 336 314 53 45 257 233 51 38 155 180 49 49 141 122 12 14 26 17 445 390 2982 2,774j 3,427 3,164 6,591 246 79 732 91 ' 6lT 108 650 98 490 89 ' 98 ' 263 26 ' 43 835 ' 5,756 j 6~591 J V. Y ) V Y J V. ) V Y f I ) v J V j V. J 2,878 811 702 758 588 424 361 69 6,591 =43-7 % -12-3 % =10-7% =11-5% =8-9% =6-4% =5-5% =1-0% 1 1 Notk.— For the purpose oi this return, half-caste children and children intermediate in race between half-caste and Maori are reckoned as Maori, and children intermediate in blood between half-caste and European as European.

E.—3

20

Table HB. Summary of Expenditure on Native Schools during the Year ended 31st March, 1927 £ Salaries (teachers and Inspectors) .. .. .. .. .. .. .. 59,431 Special allowances to teachers in isolated plaoes .. .. .. .. .. 148 Higher education and scholarships (including nursing scholarships) .. .. .. 5,005 Courses of instruction for teaohers Books, school requisites, sewing-material, &c. - .. .. .. .. .. 1,330 Storage and despatoh of school-books, &c. .. .. .. .. .. .. 113 Expenses of removals of teachers .. .. .. .. .. .. .. 554 Inspectors' travelling-expenses .. .. .. .. .. .. .. 536 Buildings : New schools, additional class-rooms, &c.— Education Purposes Loans Act, 1919 .. .. .. .. .. 8,999 Maintenance of buildings, rebuilding, repairs, &e. .. .. .. .. 2,447 Manual instruction : Payment of instructors and material for classes .. .. .. 374 Conveyance and board of ohildren .. .. .. .. .. .. .. 2,320 Sundries: Advertising, &a. .. .. .. .. .. .. .. .. 25 81,282 Less recoveries (sale of maps, &c.) .. .. .. .. .. .. 573 Total net expenditure .. .. .. .. .. .. £80,709

Approximate Cost of Paper.—Preparation, not given, printing (920 copies), £34 7s. 6d.

Authority: W. A. G. Skinner, Government Printer, Wellington.—l 927.

Price, 9d. ]