EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1928.]

Appendix to the Journals of the House of Representatives, 1929 Session I, E-03

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1929. NEW ZEALAND.

EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1928.]

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 .. 9 New Schools opened; Schools closed 1 H2. Attendance at Schools .. 13 New Buildings, Additions, &c. .. 2 H3. Higher Education .. 15 Applications for Schools . . 2 H4. Maori Children at Public Schools .. 15 Attendance, &c. . . .. 2 H 5. Classification of Maori Children at Condition of School Buildings and Grounds 3 Public Schools .. 16 Organization, Inspection, &c. .. 3 HO. Race of Children .. 17 General Remarks .. .. 4 H 7. Ages and Standards .. 19 Secondary Education .. .. 6 Scholarships .. .. .. 7 Concluding Remarks .. .. 8

No. 1. REPORT OF THE SENIOR INSPECTOR OF NATIVE SCHOOLS. Sir, — I have the honour to submit herewith my annual report for the year 1928 upon the work of those schools particularly concerned with the education of Maori children—viz., Native village schools, Maori mission schools, and Maori secondary or boarding schools. The mission schools and the boarding-schools are under the control of various religious denominations, and are registered private schools. Reference is made in this report to matters that are considered relevant to the activities of the village schools and to their administration. New Schools opened ; Schools closed. New schools were opened during the year at Parinui, Wanganui River ; Oruawharo, Kaipara Harbour ; and Mangawhariki, Waiapu District. Two schools —Taemaro and Otangaroa —in the Mangonui district were closed owing to the withdrawal of the pupils in order that they should attend a Roman Catholic convent which had been established at Waitaruke, near Whangaroa Harbour. Fortunately the Government had not erected buildings at Otangaroa. The buildings erected at Taemaro, however, are now unoccupied, and it is hoped that an opportunity to remove them to some other district may present itself. Karioi School, which had become predominantly European in character, was transferred to the Wanganui Education Board. The number of schools in operation at the end of the year 1928 was the same as the number in operation at the end of the previous year —viz., 134. During the early part of the current year two additional schools have been opened—Otoko Pa and Kauangaroa —'both in the Wanganui Education District.

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New Buildings (completed or proposed). The new buildings completed during the year were a school and residence at Parinui, Wanganui River ; a school and residence at Oruawharo, Kaipara Harbour ; additional classrooms at Tikitiki, Waiapu, and Matangirau, Whangaroa Harbour. Mangawhariki School was opened in a suitable building placed at the disposal of the Department by the people. The provision of the necessary buildings for Otoko Pa, Wanganui district, was undertaken during the year, and the buildings were ready for occupation early in the current year. The schools at Manukau and Werowero, North Auckland, and at Cape Runaway, Bay of Plenty, which have been conducted for several years in buildings provided by the Maori people, have proved that the need for the schools exists. Applications for the Establishment op Native Schools. Applications for the establishment of Native schools were received from the following places : Aotearoa, Waikato; Whakatiwai, Thames District; Kareponia, North Auckland ; and Rangiahua, Hokianga. These places have been visited and reported upon by the Inspectors of Native Schools. Further inquiries will be necessary in the case of Aotearoa, since it is considered that the removal of Parawera Native School to a more central position in the district may obviate the necessity for another school. With regard to Whakatiwai, it is considered that the requirements of the children concerned are reasonably provided for by the existing public school in the district. In the case of Kareponia it is found that the great majority of the children concerned live within reasonable distance of the Awanui Public School. At the Maori settlement near Rangiahua, Hokianga, the children are under rather serious disabilities in attending the public school, and consideration is to be given to the question of establishing a Native school there. At Matawaia, Bay of Islands, the people are providing a suitable building for a school, and are now engaged on the work. Attendance, etc. (1) Native Tillage Schools. At the end of the year under review there were 6,671 pupils on the rolls of the Native village schools, and this number represents an increase .of fifty-one pupils on the corresponding number of the previous year. The average weekly roll number was 6,770, and the percentage of regularity was 88-1. Information respecting the attendance is supplied in Table H 2, from the particulars of which it will be observed that of the 13-4 schools in operation at the end of the year 120 gained from. 80 to 98-9 per cent, of the possible attendance, and of this number fifty-seven schools succeeded in gaining above 90 per cent, of the possible attendance. The regularity of attendance as a whole showed a considerable improvement upon that of the previous year. Again the attendance returns reveal the fact that in many schools the number of " excepted " half-days was large, and the exclusion of these from the computation of average attendance has the result that many of the schools are credited with a higher percentage of attendance than the actual regularity of attendance warrants. The number of schools in which the attendance is really poor is not large. It is also noticed that, although the schools are required to be open at least four hundred times in the year, a considerable number of the schools failed to reach the limit fixed. Good-attendance certificates were gained by 514 pupils from Native schools. (2) Mission Schools. The following mission schools are visited by the Inspectors of Native Schools : Putiki, Wanganui ; Te Hauke, Hawke's Bay ; Tokaanu Convent School, Lake Taupo ; Matata Convent School, Bay of Plenty; Tanatana and Matahi, Bay of Plenty; Ranana and Jerusalem Convents, Wanganui River; Whakarapa Convent, Hokianga ; Pawarenga Convent, Whangape ; Waitaruke Convent, Whangaroa Harbour. The total number of pupils on the rolls of these schools at the close of the year 1928 was 550, and the average percentage of regularity was 86-7. The regularity of attendance of the pupils of Te Hauke Mission School must be regarded as poor. (3) Boarding-schools (Native Secondary Schools). These schools, which have been established by various religious denominations for the higher education of the Maori, scholars, are inspected and examined by officers of the Department. A list of the schools, together with a reference to the work done by them, will be found in the section of the report dealing with secondary education. The total number of pupils on the rolls of these schools at the end of 1928 was 533. The following table summarizes particulars regarding the roll number and attendance of the Native village schools, Maori mission schools, and the Maori boarding-schools.

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„ , i i Nlln , hpl . 1 Roll Number Average Weekly j Average | Percentage of ' at End of Year. I Roll Number. Attendance. : Regularity." | Native village .. .. 134 6,671 { 6,770-2 5,964-2 88-1 Native mission .. .. 11 550 564-2 488-8 86-7 Native secondary .. .. 12 533 531-8 506-6 95-2 156 7,754- 7,866-2 6,959-6 88-5

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Condition op School|Buildings and Grounds. In a large majority of the schools a very considerable amount of care and attention is bestowed upon the condition and general appearance of the grounds, and the efforts of the teachers in the direction of beautifying and improving the school property'are to a be warmly commended. The success of the teachers' efforts is largely due to the enthusiastic interest they display in this phase of school activity, and also to the power of arousing similar interest amongst their pupils. With encouragement and direction the pupils willingly co-operate, and both they and their parents take much pride in attractive and well-kept school-grounds. Such schools as are referred to form an object-lesson to the settlements where they are situated, with the result that the people are induced to improve the surroundings of their own homes. At many of .the schools a good deal of attention is given to treeplanting. These schools have small nurseries where suitable trees are reared and eventually planted out. The trees not required for school purposes are eagerly accepted by the pupils and their parents for planting near and around their homes. There are still too many schools, however, where apathy and neglect on the part of the teachers are much in evidence, and where the condition of the schoolgrounds is certainly no credit to them. A very large number of the schools have now the benefit of visits from the instructors in agriculture, who are prepared to give sound advice in the matter of ground improvements. The teachers of the following schools deserve special commendation for the condition of the school-grounds : Otaua, Pukepoto, Te Paroa-Totara, Manutahi, Whakara, Matangirau, Wharekahika, Manga.taua, Tangoio, Waimarama, Opoutere, Pamapuria, and Karetu. With regard to the cleanliness of the schools, little fault, as a rule, can be found. Usually they are kept scrupulously clean, and so are the desks. The work of sweeping and washing the floors is undertaken by the elder pupils in turn, under the supervision of the teachers. The system employed in keeping the schools clean works very well indeed, and is, moreover, economical, the only expense involved being that incurred in supplying the necessary materials. One thing that particularly impresses visitors to the schools is the cleanliness of the schoolrooms and the desks. Some improvement has been noted in the interior attractiveness of the schoolrooms where previously this important matter has been but imperfectly realized. In a number of schools the condition of the shelter-sheds and outoffices indicates lack of inspection and proper supervision. In these instances it appears necessary to remind the teachers that there must be regular and effective supervision of the condition of the buildings, and particularly of the out-offices. Inspection ; Organization ; Methods of Teaching. The number of schools visited by the Inspectors during the year was as follows : 132 Native village schools, 11 Native mission schools, and 12 boarding-schools. Two village schools which began operation towards the end of the year and after the visits to the district had taken place were not visited. The annual reports upon the village schools and the mission schools indicate that generally a good standard of work is being maintained and that the schools in the main are fulfilling very satisfactorily the purpose for which they were established. Improvement is recorded in many of the schools which do not yet reach the standard of " good." From the view of general efficiency the schools may be classified as follows : Weak, 11 ; fair, 15 ; satisfactory to good, 49 ; good to very good, 56 ; excellent, 12. The secondary schools are dealt with in the section of this report referring to secondary education. The great majority of the schools are efficiently taught, and the quality of the instruction is reflected in the very good progress made by the pupils. The teachers, as a rule, show themselves interested in their work, and eager to adopt methods and suggestions likely to be of benefit in their teaching. In a fairly large number of the schools, however, there is a very considerable amount of ineffective teaching. The need for thoroughness in the work and for revision of work is not always properly recognized. The work of the assistant teachers in many schools is not efficiently supervised by the head teachers, and the practice of placing inexperienced junior assistants in charge of infant divisions and of leaving them practically to their own devices is still persisted in. It is found, too, that in many schools simultaneous or snap answering is permitted. This practice is not in the interests of the children, and must be discouraged. The practice of allowing the pupils to call out their answers indiscriminately and to answer by means of single words will undoubtedly produce two bad results — the laggards will not respond, and the oral expression of the pupils will deteriorate. The preparation of the schemes of work is faulty in many respects in many of the schools. The schemes are frequently meagre and scrappy in outline, and the contents generally often betray a lack of recognition of their purpose. The work-books, likewise, are unsatisfactorily attended to, and clearly indicate an absence of preparation of lessons. It must be clearly understood that the purpose cf the work-book is to indicate with sufficient detail the work proposed to be undertaken in the various subjects daily. It is certainly not intended that the work-book is to be used as a diary, to be made up at the end of the day, or, as some teachers would have it, at the end of the week. Such a misuse of the daily work-book betrays a serious misunderstanding of its purpose. The health, cleanliness, and general welfare of their pupils are matters with which the teachers of Native schools rightly concern themselves, and in these matters the great majority of the teachers show commendable interest. They co-operate with the Health officers and nurses, and their activities extend to the adult population also. Ample supplies of medicine are provided by the Health Department, and the teachers are thus enabled to administer to the needs of the adults as well as cf the children. In a very large number of schools the pupils are provided during the winter months with hot cocoa, and are undoubtedly benefited thereby. Funds for this purpose are obtained either from money subscribed for the purpose by the parents or from part of the proceeds of the school concert.

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The school picnic and the school concert are now regular annual events in very many of the Maori settlements, and they are keenly looked forward to by pupils and parents alike. The concerts particularly arouse much enthusiasm and interest amongst the pupils in the schools, and they arc attended by people from far and near. The funds raised —quite considerable amounts in many of the schools —are devoted to general school purposes, such as school-ground improvements, provision of cocoa-supplies for the winter, and equipment for school games. When portion of the proceeds is devoted to purchasing books for the library, providing sewing-machines, gramophones, or pianos, the Department makes a supplementary grant. The number of certificated teachers in the service shows a very considerable increase coiftpared with the number, say, five, years ago ; in fact, the number has practically doubled. It is satisfactory to note that during the past year a few more teachers succeeded in improving their status. The success of these teachers should prove an incentive to uncertificated teachers in the service, many of whom should really have little or no difficulty in securing a teacher's certificate. Apart from the pecuniary benefit involved, the possession of a certificate becomes an important qualification upon which advancement in the service may depend. For advertised positions in the service comparatively little difficulty is experienced in securing the services of certificated teachers. General Remarks. Language-teaching (Oral and Written English). —The English language is the medium of instruction in Native schools, and necessarily the Maori pupils must be taught to speak English, read English and comprehend what they have read, and express themselves in oral and written form in the acquired language. When it is borne in mind that fully 85 per cent, of the Maori children attending Native schools speak Maori as their mother-tongue it will be recognized by those who understand the situation that the pupils are faced with a difficult task —the problem of acquiring a second language. The new language (English) is therefore not only the most important subject that a Native-school teacher has to teach, but he actually finds it the most difficult subject to deal with successfully. For the benefit of the newer teachers in the service the following remarks from a previous report are repeated : " There are many difficulties confronting the teacher in teaching this subject, the principal one being that the mother-tongue of the pupil is so fundamentally different from English that, to say nothing of the hereditary aptitudes, the Maori child from the time that he begins to speak and think has his vocal organs and his thinking-faculties moulded in such a way that he could hardly be rendered more unfitted for speaking English and using it as an instrument of thought if his vernacular had been specially devised for the purpose. A serious difficulty is that the teaching of English to the pupils is hampered by their use of Maori being continued with their training in English. The difficulties connected with the teaching of the subject must be met by the employment of intelligent methods. The paramount importance and value of oral work—meaning thereby practice by the pupils in speaking, and not practice by the teachers —must be clearly realized, and to ensure success teachers must bring to bear all their skill, imagination, and resource upon the preparation of their scheme of work and upon their actual methods of teaching. It is not sufficient that the pupils hear English spoken by the teachers : they must have abundant practice. Teachers must not be deceived into thinking that because the pupils understand a great deal of English that they therefore can use that English in oral speech. Then, again, they must not be deluded, into thinking that all is well with the spoken English because their pupils have learned to read. Pronunciation, expression, and accentuation must receive careful attention in order that the monotony of utterance, with which too many teachers are satisfied, both in oral English and in reading may be avoided. In coping with this defect recitation, repetition of stories, and dialogues will be found useful . . . Every effort must be made to secure an enlargement of the pupil's vocabulary and the attainment of fluency in speech ; and for this reason the pupil's efforts at continuous narration should be interrupted as little as possible by correction of his language. Teachers are warned against collective answering and collective repetition, as frequent recourse to this method is an obstacle to the development of genuine thought and free expression, and children accustomed to its use rapidly lose any desire or ability to act or speak for themselves. Every lesson should afford opportunity for free expression and for developing the power of connected and continuous speech. The written composition should be as much as possible the outcome of the course in oral English, and should be as much as possible a free expression of the thoughts of the pupils on the subject given." In a few schools the work is very good, in a fair number it is good, in a large number it may be described as satisfactory, while in a very considerable number of the schools it is more or less inferior. Reading and Recitation. —In a very large number of the schools the pupils read clearly, fluently, and generally intelligently, and where they have become fairly proficient in the use of the language they are in the process of acquiring they are able to express very satisfactorily the meaning of what they have read. The pupils' ability to use the new language, however, depends almost entirely upon the effectiveness and success of the language - teaching, and although inability to use the new language satisfactorily in expressing the meaning of what they have read is not conclusive evidence that their comprehension is at fault, nevertheless this inability should be regarded by teachers as serious reflection upon the success of their efforts in teaching the language. If the pupils are able to translate into Maori what they read, there can be little doubt about their comprehension. Translation, however, is recognized as so serious a hindrance to the acquisition of a new language that it must be checked at all costs. When suitable methods of teaching are employed the mechanical difficulties of learning to read are soon overcome by the Maori pupils, but the difficulty of expressing in English the meaning of what they have read is a serious one. Teachers are therefore expected to do their utmost to secure the comprehension of the reading lessons, and to use every effort to cultivate the

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pupils' powers of expression. In this way the reading lessons should be used to supplement the teaching of English and give additional strength to it. The need for a wider range of readingmaterial is recognized, and in a good many schools libraries have been established. It is not always evident, however, that good use is made of the books. A library well stocked with books suitable for the various classes should form pert of the equipment of every school, and it is to be hoped that teachers will use every endeavour to improve matters in this respect. The Department is giving consideration to the provision of grants to supplement money raised for this desirable object of establishing libraries and adding to those already established. Eecitation of poetry and of prose selections does not receive adequate treatment in a good many schools, and in many instances the selections made are unsuitable and uninteresting to the pupils. Arithmetic. —In a large number of schools this subject is very well taught, and very creditable work is generally done. In many schools, however, the standard of attainment does not reach a high level. Teachers must realize that their methods of teaching, to be effective, should be realistic and practical. When it is found, for example, that pupils working sums involving the use of terms such as " chains," " yards," &c., have not the vaguest idea of what a chain or a yard really is, their work is of little value, and the teaching can only be described as futile. The attention of teachers has been consistently directed to the need of making the work as practical as possible. The following remarks made in a previous report are again repeated in order to emphasize the importance of this matter : " With very simple apparatus —such as rulers marked in inches ; cords knotted at distances of a foot, a yard, or even a chain ; cardboard cones ; common scales, or a simply constructed balance, with weights, or small bags filled with sand in lieu of weights ; and measures such as tins holding a pint, quart, or even gallon —the pupils should be taught to perform the operations of weighing and measuring, and of using money such as is involved in buying goods. The importance of this matter cannot be too highly estimated." Geography and Nature-study. —This subject when intelligently dealt with becomes one of absorbing interest to Maori pupils. In many of the schools good work is done, but in a fairly large number the quality of the work does not reach a high standard. In some schools it is fairly evident that observational work does not occupy a very important place. It is necessary to refer again to the insufficient use made of pictures, of stories of other countries and their people, of adventure and discovery, of maps and of the globe, by teachers in the teaching of this subject. Spelling and Writing.—The remarks made in last year's report to the effect that the spelling of the pupils in a large number of the schools was remarkably good, and that the success in this respect was due to the recognition of the fact that the hand and eye were the most effective instruments in securing accuracy, still apply. In many schools the work is still rather unsatisfactory and leaves much room for improvement. The writing, on the whole, is very satisfactory In many schools where care and attention are given to the subject it frequently reaches the standard of very good. In other schools, however, the writing is often of inferior quality, due largely to ineffective methods of teaching. Drawing. —Distinctly creditable work is done in a very considerable number of schools in the drawing of natural and fashioned objects, in brushwork and crayon work, and in memory drawing. In a few schools the work is excellent. In many schools the drawing is meagre both in quality and in quantity, and evidence that the subject is more or less neglected is not lacking. Memory drawing is still overdone in many schools, as is also drawing from flat copies. The keynote of the work in this subject should be reality—drawing from the things themselves, and not merely from flat copies. Handwork: Elementary Manual Training. —Teachers make a selection from the following occupations : Mat-weaving, paper-folding, cardboard modelling, paper cutting and mounting, carbonwork, plasticene-work, and raffia-work. In many of the schools very creditable work is done, and usually interesting displays of the pupils' work are presented for inspection. In quite a number of schools, however, the subject is not dealt with satisfactorily, and there is lack of evidence that the instruction and the occupations have for their object the cultivation and expression of the pupils' creative instinct. In a few schools clay modelling is also taken, the material for the purpose being procured locally. Very good work in clay modelling is done by the pupils of Otana, Matangirau, and Waikare Native Schools. Needlework and Sewing. —Instruction in needlework and sewing is regarded as an essential part of the training of Maori girls, and accordingly attention to this subject is encouraged. In a very large number of schools work of a high standard is produced, and excellent displays of the girls' handiwork are made available for inspection. Useful articles of all descriptions are made for the girls' own use and for the use of other members of the family. The materials necessary are usually supplied by the parents, who take much interest in this part of the girls' training. The girls are taught to cut out the garments, to make the best use of the material, and to use the sewing-machine. Many of the schools have been equipped by the Department with sewing-machines, part of the cost of which is borne by local effort. In a number of the more important schools the girls are dressed in a uniform costume which they have made during the sewing lessons. Knitting is also taught, and in some schools the girls knit woollen jumpers for themselves. In some schools sales of work are held with the object of raising funds to purchase material and also for other school purposes. In quite a number of the schools, however, the work is of poor quality, and the display of work is meagre. Various reasons, more or less unsatisfactory, are advanced by the teachers to account for this condition of affairs. Domestic Duties. —The value of instruction in cooking and housekeeping as part of the training of Maori girls is very important, and particularly so since comparatively few girls are fortunate enough to be able to attend a boarding-school where prominence is given to this instruction. In very few schools can it be said that adequate attention is given to the subject. This is to be regretted, and it is felt that in spite of the difficulties in the way much more might be attempted by the teachers on behalf

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of the girls in this matter. As has been remarked before, it is only in those schools where the teachers have the inclination as well as the courage to give effect to their faith in the value of this training for the girls that good work is done. Special reference must again be made to the fine work done in domestic training in the Manutahi Native School. Woodwork. —This is a form of industrial training which is particularly suitable for Maori lads, and no doubt it would be a great benefit if all Grade 111 and IV schools were equipped with workshops. There are difficulties in the way, the principal ones being the large expense in providing and equipping workshops and the securing of teachers competent to give the necessary instruction. The number of schools at present provided with a workshop is not la.rge, but at these schools work of a satisfactory nature is done. In these the boys are taught the use and care of the ordinary workshop tools, and as early as possible they are taught to make useful articles. A supply of timber is provided by the Department, and the articles made are sold for the actual cost of the timber used. In some districts it has been found possible for teachers who are keen to introduce this form of training to organize local effort in the direction of providing a suitable workshop, and when this has been accomplished the Department has recognized such effort by providing the equipment of tools and benches and a supply of timber for the use of the pupils. Failing the establishment of additional workshops, it may be advisable to introduce into a number of schools instruction in light woodwork as a form of manual training. 'Elementary Agriculture. —In many Maori districts the people are showing an increasing desire to make use of their lands and to engage in farming pursuits, particularly dairying, and consequently elementary agriculture must be regarded as an important subject of instruction in Native schools. The subject for quite a number of years has been receiving considerable attention, and almost all of the schools are regularly visited by the instructors in agriculture employed by the Education Boards. The schools have been supplied with a standard equipment of tools and science apparatus. The reports of the instructors are submitted to the Department, and from these it is noted that good work is being done and that very considerable interest in the subject is displayed by the teachers and the pupils. In the following schools the work done in elementary agriculture deserves special commendation : Otaua, Matangirau, Whakarara, Te Kaha, Manutahi, Te Paroa-Totara, and Pukepoto. In a number of schools the subject does not receive adequate treatment, and the attention of teachers is accordingly directed to the need for realizing the importance of it. It has also to be remarked that flower gardens, however desirable and commendable they may be, cannot be regarded as meeting the requirements in elementary agriculture. For several reasons that will no doubt appeal to teachers the school-garden must be kept quite separate from the teacher's own garden. Elementary dairy science should now receive much more attention as a means for practical training. Singing.—As a rule, Maori children take a great interest and delight in this subject, but they do not sing well if they are indifferently taught. In many schools the singing is very good, but in a considerable number it is of mediocre quality. In this subject much more suitable songs should be included for the preparatory divisions, and the attention of the teachers of these classes is directed to the many books of action songs, singing games, and marching songs which are eminently suitable., and which are procurable at very reasonable cost. Without such material it is scarcely possible for teachers to make singing the special feature of infant-class work that it should be. Physical Instruction. —A very large number of the schools are visited regularly by the physical instructors, and in the majority of these schools the teachers and pupils are enthusiastic and good, work is done. In some of the schools, however, the work is of a perfunctory nature, and, naturally, is not of much value. Organized games in many of the schools do not receive adequate attention from the teachers. Secondary Education. No schools have been established by the Government purely in the interests of the secondary education of the Maoris. Maori pupils possessing the necessary qualifications are entitled, in common with European pupils, to attend the ordinary public secondary schools, district high schools, and technical high schools as ordinary free-place holders. The great majority of qualified Maori pupils from Native village schools, however, are obviously unable to take advantage of this privilege, and, moreover, their particular needs are not substantially met by the course of instruction provided in the schools referred to. Various religious denominations, however, have established in different parts of the Dominion schools where Maori pupils are boarded and are given, as far as possible, a practical training such as will prove of future benefit to them. It is through the agency of these institutions that the Government makes substantial provision for the secondary education of pupils from the Native schools. For this purpose a comparatively large number of scholarships tenable for two years at several of the boarding-schools have been made available for accredited Maori scholars. A limited number of similar scholarships have also been made available for Maori pupils from public primary schools. In the girls' schools the principal feature of the work is the practical training and instruction in general domestic duties, including cooking and laundry-work, needlework and dressmaking, including the cutting-out and ma,king-up of garments; hygiene, home nursing, and first aid; preparation of food for infants and for the sick ; gardening. The girls take a prominent part in the general work of the institutions, and where practicable they attend the cookery classes at a manual-training centre. In the boys' schools special attention is given to woodwork training and elementary agriculture. At Te Aute College and at Wesley College the farms attached to the schools give ample scope for training in agriculture and in farming operations. At St. Stephen's School as much attention is given to elementary agriculture as the limited area of ground available will permit. It is the intention of the St. Stephen's School authorities to transfer the school at an early date to the country, where a farm already acquired will provide full opportunity to develop and foster the training in agriculture and dairying.

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The reports upon the annual examination of the various boarding-schools show that, almost without exception, very good work is being done. In some of the schools where the pupils return for a third or fourth year the more capable pupils are prepared for the Public Service Entrance Examination, and the number who succeed in passing this examination is very satisfactory indeed. Both at St. Stephen's School and at Te Ante College a limited number of boys undergo preparation for the University Entrance Examination. The teachers of the boarding-schools take a keen and sympathetic interest in the welfare and progress of their scholars, and visitors to the schools cannot fail to be impressed with the appearance of the scholars and with the manner in which they are cared for. At the end of the year the number of scholars on the rolls of the various boarding-schools was 307 boys and 226 girls, a total of 533 ; and of this number 150 were holders of Government scholarships. Scholarships. To further the interests of Maori pupils so far as secondary education is concerned three types of scholarships have been established by the Government —viz.: (1) Junior scholarships ; (2) senior scholarships—(a) industrial scholarships or apprenticeships, (b) nursing scholarships ; (3) University scholarships. In the award of these scholarships the principle of accrediting is followed ; no competitive examinations are held. The junior scholarships, which are available for suitably qualified and accredited Maori scholars, are tenable at such of the boarding-schools referred to in the previous section of the report as have been approved by the Department for the purpose. The great majority of the scholarships are awarded to pupils from the Native village schools, in whose interest they have been primarily established. A limited number of scholarships are awarded, however, to pupils from public primary schools, but in the case of these pupils the award is somewhat differently determined. The total number of scholarships available was 170, and at the end of the year 150 were current. Several of the boarding-schools failed to receive their full quota of pupils. The senior scholarships are available for scholars who have completed the course of training prescribed for junior-scholarship holders. Agricultural scholarships, tenable at a State farm or at some school where a suitable course in agriculture is provided, are available for eligible boys who are desirous of taking up an extended course in agriculture. Five such scholarships were current during the year at Te Aute College. For suitably qualified girls who are anxious to work as nurses among their own people nursing scholarships are available at certain hospitals ; but, probably owing to the reason that the girls with a view to becoming nurses enter the hospital service as ordinary probationers, these scholarships are not eagerly sought after. At the end of the year only one nursing scholarship was current. As was stated in last year's report, industrial scholarships or apprenticeships do not appeal now to Maori boys upon the expiry of their junior scholarship, and evidently they find employment in other directions and by other means. Two University scholarships are awarded annually to Maori students who have passed the University Entrance Examination successfully and who may wish to take up some profession or calling with a view to benefiting the race. At the end of 1928 there were five such scholarships current. This number shows a reduction when compared with the number current at the end of the previous year, the reduction being due to the fact that for various reasons several students found it necessary to discontinue their University career. Continuation Scholarships.—The secondary education of Maori pupils is also encouraged by the Maori Purposes Fund Control Board, which provides annually for the award of twenty-five continuation scholarships to selected scholars who have been in attendance at a boarding-school as the holders of a Government scholarship for two years. The purpose of these scholarships is to provide a third-year's training for scholars who are considered worthy of such training. During the past year the twentyfive scholarships allotted by the Board were current. In addition, the Board grants annually substantial monetary assistance to those to whom these scholarships are awarded. The Board also grants similar assistance to all pupils to whom Government scholarships have been awarded. This grant is made to the school authorities on behalf of the scholars, and in this way to a large extent it relieves the parents of incidental expenses incurred by the pupils while at school. This reference to continuation scholarships and to the payment made on behalf of the scholars appears to be again necessary in order that misapprehension existing in the minds of the teachers of Native schools (who, by the way, may have to explain matters to the Maori parents) may be removed. The Board also provides scholarships to enable selected lads from Te Aute College to undertake a course of training for two or three years at Hawkesbury Agricultural College, New South Wales. Private Scholarships. —Scholarships which are provided from private bequests are also available for annual competition amongst Maori boys. These scholarships, known as Te Makarini Scholarships and the Butter Scholarship, were established in memory of men closely associated with the history of New Zealand—the late Sir Donald Mac Lean and the late Sir Walter Buller. The examinations for these scholarships are conducted by the Department on behalf of the trustees by whom the separate bequests from which the scholarships are provided are administered. The Te Makarini Scholarships —two or three in number, as the trustees may determine—are each of the annual value'of £35, and are tenable at Te Aute College. The following subjects are prescribed for the examination : English, arithmetic, geography, Maori, and general knowledge (New Zealand history, health, religious knowledge). For the year 1928 three scholarships were offered by the trustees for competition—one senior scholarship and two junior scholarships. Of the junior scholarships, one was reserved for competition amongst eligible boys from Native village schools, while the other scholarship was open to competition amongst eligible Maori boys from any school. For the senior examination

7

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there were twelve candidates —ten from To Aute College and two from St. Stephen's School. For the junior examination there were eleven candidates—two from Whakarewarewa Native School, two from. Reporua Native School, one from Whangaruru Native School, two from Te Paroa-Totara Native School, one from Waitapu Public School, two from St. Stephen's School, and one from Te Aute College. Public schools were poorly represented in the competition. In the senior examination the best candidates were Te Tuahu Wikiriwhi, 75 per cent. ; Charles Bennett, 71 per cent. ; and Takirau Pene Ngoungou, 69 per cent. In the junior examination the best candidates were Tutataonga Wi Repa, 71 per cent.; Manu Pene, 66 per cent. ; and Hohepa Taiamai, 60 per cent. The senior scholarship was awarded to Te Tuahu Wikiriwhi, of Te Aute College ; and the junior scholarships were awarded to Tutataonga Wi Repa, of Te Aute College, and Manu Pene, of Whakarewarewa Native School. For the current year the trustees have decided to offer for competition two scholarships—one senior and one junior scholarship. The Buller Scholarship is tenable at Te Aute College for one year, and is of the annual value of £30. At the discretion of the trustees, the term of the scholarship may be extended to a second year. Candidates for this examination must be of predominantly Maori race ; half-caste Maoris are not eligible. The subjects prescribed for the examination are English (including civics and New Zealand history), Maori, arithmetic, either mathematics or woodwork, and religious knowledge. The examination in religious knowledge is conducted by the Waiapu diocesan, authorities. The papers set are of a distinctly higher standard than those set for the Te Makarini Scholarship examination. Ten candidates—nine from Te Aute College and one from St. Stephen's School—entered for the examination. The most successful candidates were Charles Bennett, 73 per cent; Te Tuahu Wikiriwhi, 71 per cent. ; Takirau Pene Ngoungou, 62 per cent. ; and Mangu Cameron, 60 per cent. The scholarship was awarded to Charles Bennett, of Te. Aute College. Concluding Remarks. In a previous report it was remarked that the stability of the schools so far as attendance was concerned had become a noticeable feature. Within the past three or four years this feature has become still more pronounced. The closing of a school owing to the migration of the people to other parts or owing to a serious decrease in the number of children available is not now experienced. In many schools the roll number has increased very considerably, and several schools have now a prospect of reaching a roll number of two hundred. The Maori people in those districts where the schools are directly administered by the Department are keen concerning the education of their children and the progress of their schools, and they clearly recognize the value of the schools as an important factor in their advancement. The number of schools now in operation constitutes a record for Native schools. Two new schools began operations in the early part of the current year, so that the actual number of schools now in action is 136. From the returns available from Native schools, mission schools, the boardingschools, and public primary schools, it appears that the number of Maori children under instruction at (he end of the past year is now well beyond fifteen thousand. The teachers as a whole take a genuine interest not only in the immediate activities of their pupils and their schools, but also in. the progressive advance of the people of the Maori settlements in which they are located, and in many instances they take a prominent part in the forward movement that is noticeable in many of the Maori districts. They generally discharge their duties conscientiously and efficiently, and the work they do, for the most part in remote and isolated districts, merits record in the annual report. The Director of Education, in company with the Chief Inspector of Primary Schools, made a tour of inspection of the Bay of Plenty and East Coast schools early in the current year, and he has expressed himself greatly interested in the work of the schools visited. In connection with the work of inspecting and examining the schools during the year I have to acknowledge the assistance given by Mr. Henderson, Inspector of Native Schools. I have, &c., Jno. Porteous, Senior Inspector of Native Schools. The Director of Education.

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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, 1928.

2—E. 3.

9

In 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.] S a o Grade -d . Annua' Rate Name of School. County. of Teachers on St.iff. o a of Salary. School. ££ -35 > JS C <1 o £ Ahipara .. Mangonui .. 3o 91 Braik, Peter .. .. .. C H M 385 Braik, Christine (Mrs.) .. .. C AT 230 Lomba, Laura M. .. .. .. A F 120 Urlich, Mercia .. .. .. .. A K 75 Arowhenua .. Geraldine .. 3a 45 Bremner, Hannah A. A. .. D H F 355 Bremner, Esther P. N. N. .. D A F 220 Awarua .. Bay of Islands 3a 31 Rust, Gordon J. .. .. .. HM 285 Rust, Annie B. (Mrs.) .. .. .. A F 160 Hiruharama .. Waiapu .. 3c 82 Miller, Ethel (Mrs.) .. E H F 375 Short, Violet .. . . .. .. A F 200 Miller, Winifred E. .. .. D A F 135 Grace, Heapara .. .. .. A F 120 Horoera .. Matakaoa .. j 2b 27 George, Wilfred G. .. .. D H M 270 George, Catherine M. (Mrs.) .. I ) A F 145 Huiarau .. Whakata.no .. 3a 48 Clemance, Phyllis S. .. .. C H F 335 Clemance, Grace A. D. .. . . I) A F 210 Kaharoa . . Raglan .. 1 27 Holmes, George .. .. .. H M 190 Holmes, F. M. (Mrs.) .. .. .. A F 85 Kaikohe .. Bay of Islands 4a 132 Rogers, Herbert .. .. D H M 415 Rogers, Ethel E. (Mrs.) .. C A F 270 Caldwell, Mary A. .. D A F 180 Padlie, Lucy .. .. .. .. A F 120 Kakanui .. Helensville .. 1 11 Ward, Constance M. .. .. .. F 160 Karakanui .. Otamatea .. 1 16 Birkby, John S. .. .. Lie. M 200 Karetu .. Bay of Islands 2b 35 McGowan, Howard G. .. .. C H M 280 McGowan, Winifred M. (Mrs.) .. .. A F 90 Kenana .. Mangonui .. 1 11 Greet, Marion E. (Mrs.) .. .. .. F 170 Kirioke . . Bay of Islands 3a 35 Grahame, Bruce .. H M 285 | Grahame, Dorothy (Mrs.) .. C A F 220 Kokako .. j Wairoa .. 3a 56 Harlow, Wilhelmina .. .. D HE 330 j Alford, Florence (Mrs.) .. .. .. A F 195 Morgan, Agnes A. G. .. .. .. A F 75 Makomako .. Kawhia .. 2b 30 West, William E. .. .. D IIM 345 West, Annie M. W. (Mrs.) .. .. A F 160 Manaia . . Coromandel .. 2b 35 Bell, Eric .. .. .. C HM 310 Bell, Muriel S; (Mrs.) .. C A F 125 Mangamuka .. Hokianga .. 3c 86 Murray, .Tames .. .. .. HM 305 Williams, Susannah G. (Mrs.) .. .. AF 160 Williams, Ruth F. .. .... A F 95 Kamira, Agatha M. .. .. .. A F 110 Mangatuna .. Waiapu .. 3a 45 Scammell, William H. .. .. .. H M 285 Scammell, Agnes E. (Mrs.) .. .. A F 160 Mangawhariki .. ... 1 16 McDonald, Alexina .. .. .. F 160 Manukau .. Mangonui .. 2b 27 Topia, Jane H. .. .. .. HE 210 Shepherd, Margaret .. .. .. A F 140 Manutahi .. Waiapu .. 4a 120 Woodley, Frederick T. .. .. C HM 415 Woodley, Georgina (Mrs.) .. .. AF 165 Winge, Aziyade .. .. .. A F 165 Reweti, Lucy .. .. .. .. A F 100 Maraenui .. Opotiki .. 2a 34 Blomfield, Lionel D. .. .. D H M 240 Blomfield, Regina M. (Mrs.) .. .. A F 65 Maraeroa .. Hokianga .. 3b 66 Hulme, Maggie (Mrs.) .. .. lac. 11 F 310 Hulme, Russell H. .. .. ..AM 1 60 Heperi, Rebecca .. .. .. A F 120 Matahiwi .. Waimarino .. I 17 Sparks, William .. .. D M 200 Matangirau .. Whangaroa .. 3b 60 Dane, Hilda E. I. (Mrs.) .. .. H F 285 Dane, William M. .. .. .. AM 160 Shepherd, Winnie .. .. .. A F 65 Mataora Bay .. Ohinemuri .. 1 13 Hamlin, George .. ,, .. M 170

E.—3.

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

10

6 « fl S .2 xr «■ a i , n «. Grade • Annual RateName of School. County. of g,g Teachers on Stall, o g of Salary School. g 33 ... . « S « > J~ c < OP* .. . £ Matapihi .. Tauranga .. 3a 38 Gibbons, Elizabeth M. L. .. .. H F 285 Irwin, Ellenor A. .. .. .. A F 185 Matata .. Whakatane .. 3a 43 King, Edmund A. .. .. C H. M 345 King, Clara M. H. (Mrs.) .. D A F 210 Matihetihe .. Hokianga .. 2b 24 Minchin, Zara .. .. , . I) H F 320 Te Toko, Emma .. .. .. A F 140 Maungapohatu Whakatane .. 3a 49 Roseveare, Ethel A. .. . . 1) 11 F 320 Paulger, Irene D. . . . . D A F 190 Maungatapu .. Tauranga .. 3b 54 Roach, Patrick .. .. C HM 370 Roach, Ruby (Mrs.) .. .. .. A F 160 Roach, Aileen F. M. .. .. .. A F 85 Mohaka .. Wairoa .. 3b 75 Wills, Edgar J. .. C HM 370 Wills, Evelyn A. (Mrs.) .. .. C A F j 190 Findlay, Amy J. .. .. .. A F 100 Motatau .. Whangarei .. 2b 34 Morris, Richard E. .. .. C KM 310 Morris, Margaret J (Mrs.) .. C AF 125 Motiti Island .. Tauranga .. 2b 34 Clench, Charles McD. . . .. . . HM 250 Clench, Mary I. (Mrs.) .. .. .. AF 95 Motuti .. Hokianga .. 2a 27 Bruford, Henry S. B. . . . . .. HM 210 Hotere, Harata .. .. . . A F 85 Ngawha .. Bay of Islands 3b 53 Russell, William E. .. .. C HM 350 Russell, Agnes (Mrs.) .. .. ! AF 160 Hargraves, Vera E. .. .. A F 85 Nuhaka .. Wairoa .. 4a 130 South, Moses .. .. .. E H M 395 South, Emma S. (Mrs.) . . . . . • A F 180 j Johnston, Elizabeth W. .. .. C A F 205 ; South, Joyce K. .. .. i .. A F 75 Ohautira .. Raglan .. 2a 25 Childe, Marjorie (Mrs.) .. .. D H F 285 Childe, Sydney H. .. .. . . AM 105 Okautete .. Masterton .. 2a 22 Owen, Mary M. .. .. .. H P 210 Ropiha, Waina .. .. .. A F 100 Omaio .. Opotiki .. 3b 56 Coughlan, William N*. .. .. HM 295 Coughlan, Isabella A. (Mrs.) .. • • AF .160 Coughlan, Edith M. .. .. .. A F 75 Omanaia .. Hokianga .. 3a 64 Bruford, Frederick C. B. .. .. H M 265 Bruford, Madge L. (Mrs.) .. • • A F 140 Wallace, Kathleen R. .. .. A F 100 Omarumutu .. Opotiki .. 3b 79 MacKay, Gordon .. .. D HM 385 MacKay, Emily M. .. .. .. A F 160 Gaskill, Annie M. .. .. .. AF 105 Opoutere .. Thames .. 2b 28 Statham, William H. .. .. H M 260 Statham, Frances E. (Mrs.) .. . • AF 105 Orauta .. Bay of Islands 2b 32 Kelly, Felix .. .. .. D HM 345 Brown, Mary .. .. .. .. AF 105 Oromahoe .. Bay of Islands 2a 20 Brighouse, Kathleen (Mrs.) .. j .. HF 230 Brighouse, John R. .. .. .. AM 105 Oruanui .. East Taupo .. 3a 30 Ferguson, William . . .. : D HM 345 Ferguson, Alice (Mrs.) .. .. .. AF 140 Oruawharo .. .. 2b 27 Thompson, Catherine (Mrs.), b.a. .. B H F 285 Thompson, Robert W. .. .. • • AM 85 Otaua .. Hokianga .. 3b 72 Smith, Leonard H. .. .. .. HM 285 Smith, Phoebe M. (Mrs.) .. .. AF 160 Chapman, Inez P. L. .. .. .. AF 110 Otukou .. Taupo .. 2a 23 Blathwayt, Mary de V. W. .. ■. H F 210 Blathwayt, Ellen E. C. .. .. .. A F 85 Oturu .. Mangonui .. 1 19 Leef, Kathleen.. .. .. .. F 170 Paeroa .. Tauranga .. 3a 49 Dale, Francis A. .. .. C H M 370 Dale, Florence E. (Mrs.) .. B A F 230 Pamapuria .. Mangonui .. 3a 43 Heal, Ethel A. (Mrs.) .. .. I C H F i 335 Heal, Ernest R. .. .. ! AM 160 Pamoana .. Waimarino .. 2a 24 Pees, Katherine S. .. .. C H F 310 Hicks, Blanche M. . . .. I AF 120 Papamoa .. Tauranga .. 2b 41 Morris, Margery M. (Mrs.) .. D H F 320 Morris, David O. .. .. .. AM! 105 Paparore ... Mangonui .. 3b 4-5 Harper, Leslie M. (Mrs.).. .. j D H F 360 Harper, Charles A. E. .. .. j .. AM; 170 Parapaia .. Mangonui .. 2b 22 Church, Lilian .. .. j .. H F • 250 Greaves, Ngaroma .. .. J . . A F I 95 Parawera .. West Taupo 3a 43 Lowe, Joseph E. .. .. C HM 345 Lowe, Mary E. (Mrs.) .. .. D A F 190 Parikino .. Wanganui .. 2b 31 Chenery, Honoria L. (Mrs.) .. D II F 300 Chenery, James W. .. .... AM' 95 Parinui .. Wanganui .. 1 12 White, Douglas H., b.a. .. B M 225 Pawarenga .. Hokianga .. 1 16 Matthews, Emily .. .. ! .. F 190 Pipiriki .. Wanganui .. 3a 31 Jarratt, Herbert .. .. C H M 345 Jarratt, Emily E. (Mrs.) .. .. A F 160

E.-3.

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

11

I 6 ~. 1 .2 1 Grade -ct -*5 . Annual Hitr Name of School. County. of ®g Teachers on Staff. § a School. S .2 01 salary. M o Q P« l £ Poroporo .. Whakatane .. 3b 04 Ryde, Henry J. .. .. D IM 385 Ryde, Emma G. (Mrs.) .. .. I .. A F 160 Ryde, Edna R. .. .. | . AF 85 Rukohina .. Rotorua .. 2 a 22 Burgoyne, Annette .. . . .. HE 250 Burgoyne, Constance .. . . j .. AF 105 Pukepoto .. Mangonui .. 3b 64 Gracie, Thomas .. . . j C HM 370 Gracie, Mary L. 8. (Mrs.) .. .. A E i 160 I Cameron, Jane.. .. .. .. AF I 85 Rakaumanga .. j Waikato .. 3b 67 Strong, Sydney J. .. . . I 1) H M i 345 Strong, Mildred F. (Mrs.) . . I .. A F 160 Mauriohooho, Rarangi .. .. ! A F 100 Rakaunui .. j Kawhia .. 1 14 Keith, Sydney M. .. .. j .. M 180 Rangiahua .. Wairoa .. 2a 30 Percy, Juanita E. (Mrs.) .. I) R F 265 Rangiawhia .. Mangonui .. 2b 39 Roberts, Harrold V. J. .. . . .. HM 220 Roberts, Lillian M. (Mrs.) .. .. A F 95 Rangitahi .. Whakatane .. 3a 37 Jamison, Mary.. .. .. .. H F 285 Mauriohooho, Sarah .. .. .. A F 195 Rangitukia .. Waiapu .. 4a 132 Cumpsty, Charles E. .. .. B HM 4J5 Cumpsty, Mary (Mrs.) .. .. .. A F 200 McLachlan, Linda .. . . .. A F 195 Tangaere, Annie .. .. .. A F 75 Raukokore .. Opotiki .. 3b 61 Forbes, Leslie .. .. .. 1) HM 300 Forbes, Winifred M. (Mrs.) .. C AF 1 190 Tukaki Araporohe T. .. . . .. A F 100 Roporua .. Waiapu .. 2a 16 Mountfort, Herbert V. .. .. C H M 255 Houia, Mere R. .. .. AF j 75 Rotokawa .. Rotorua .. 3a 44 Oulds, George F. .. .. H M 285 Oulds, Agnes W. (Mrs.) .. . . .. AF 160 Ruatoki .. Whakatane .. 4a 121 Vine, Henry G. .. D H M 395 Vine, Winifred M. (Mrs.) .. .. A F 200 ' Vine, Effie L. .. .. .. .. A F 160 Smith, Amanda E. .. .. .. A F 120 Taharoa .. Kawhia .. 3a 37 Seivewright, Alexander C. .. .. H M 285 Seivewright, Clara (Mrs.) .. .. A F 160 Takahiwai .. Whangarei .. I 14 Goodson, Robert H. .. .. .. ! M 200 Tangoio .. Hawke's Bay 3a 37 McKenzie, Kenneth .. .. B H M 355 McKenzie, Beatrice (Mrs.) . . .. A F 150 Tanoa .. Otamatea .. 2b 27 Bloy, Alice (Mrs.) .. .. C H F 280 Bloy, Oliver D. M. .. .. .. AM 85 Tautoro .. Bay of Islands i 3a 46 Smith, Gordon .. . . .. HM 285 Smith, Mary A. M. (Mrs.) .. .. A F 160 Te Ahuahu .. Bay of Islands 3a 37 Sullivan, Andrew J. . . . . C H M 355 Sullivan, Martha A. A. (Mrs.) .. .. AF 160 Te Araroa .. Matakaoa .. 3c 82 McCowan, John T. .. .. C H M 385 McCowan, Marguerite (Mrs.) .. 1 .. A F 150 Rogers, Hineawe .. .. .. A F 140 Hutana, Ina .. .. .. j A F 120 Te Hapua .. Mangonui .. 3b 54 Grindley, George .. .. D HM 355 Grindley, Catherine (Mrs.) .. .. AF 160 Grindley, Kathleen .. .. 1 .. A F 75 Te Haroto .. East Taupo .. 2a 23 Parr, Robert S. .. .. : C H M 270 Parr, Olwen M. (Mrs.) .. .. C A F 105 Te Horo .. Whangarei .. 3a 43 Airey, Hubert B. .. . . .. H M 285 Airey, Annie C. (Mrs.) .. .. .. AF 160 Te Kaha .. Opotiki .. 3b 64 Cato, Anson H. .. .. .. HM 295 Cato, Netty F. L. (Mrs.) .. .. AF J60 Brown, Onehu .. .. .. AF 120 Te Kao .. Mangonui .. 1 3b 57 Watt, Archibald H. .. . . .. HM 285 Watt, Bertha F. (Mrs.) .. . . .. A F 160 Ihaka, Rihipet-i .. .. .. A F 85 Karena, R. .. .. .. .. A F I 75 Te Kopua .. Waipa ..1 18 Churton, Emily N. .. .. .. F 190 Te Kotukutuku Tauranga . . 3b 56 Snelling, William H. .. .. C H M 325 (44) and Rangi- Snelling, Ethel M. (Mrs.) .. .. AF 140 w a e a (side Callaway, Christina .. . . .. A F 190 school ) (12) To Mahia .. Wairoa .. 2b 28 Beer, Uno .. .. . . C H M 310 Beer, Frances M. (Mrs.) .. .. A F 105 Te Matai .. Tauranga .. 3a 54 Chappell, Kingsley G. .. B H M 325 Chappell, Winifred M. (Mrs.) .. C A F 200 Te Paroa - Totara Whakatane .. 3c 111 Clark, Olive J. M. (Mrs.) . B H F 385 Clark, William M. .. .. .. AM 160 Wright, Vivienne E. . . .. A F 95 King, Mary V. .. .. .. .. A F 75 Te Pupuke .. Whangaroa .. 3a 45 Goldsbury, Hugh . . . . D H M 335 Goldsbury, Annie J. (Mrs.) .. E A F 220 Te Rawhiti .. Bay of Islands 2b 39 Thomson, Thomas .. . . .. HM 250 Thomson, Beatrice (Mrs.) . . ! .. A F 105 Te Reinga .. Wairoa .. 2b 29 Wright, Percy .. .. .... H M 285 Wright, Rebecca (Mrs.) .. .. | .. A F 160

K—3.

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

12

<D O C a o Grnile , Annual JRjxtc Name of School. County. of Teachers on Staff. § of Salary. School. g £ -5 £ cu <5 2 '55 > J2 O <tj O Ah Te Teko .. Whakatane .. 4 a 110 Guest, Joseph J. .. .. C Hi! 405 Romans, Ina B. .. .. D A F 205 Guest, Lilian R. (Mrs.) .. .. .. AF 160 Guest, Kate E. .. . . .. A F 85 Te Waotu .. West Taupo 1 20 Worthington, Herbert .. .. .. H M 250 Worthington, Sarah A. (Mrs.) .. . • AF 105 Te Whaiti .. Whakatane . . J 15 Tweed, Sarah E. .. .. .. F 190 Tiki tiki . . Waiapu . . 4a 121 Bowman, Thomas W. . . .. C H M 375 Bowman, Eva M. (Mrs.) .. C A F 240 Walker, Elizabeth (Mrs.) .. .. AF 165 Bowman, Hilda C. . . .. • • A F 85 Tokaanu .. East Taupo .. 3u 56 Wall. Harry .. .. .. .. H M 295 Wall, Fanny S. M. (Mrs.) .. ... AF 160 Asher, Harriet .. .. .. .. A F 75 Tokata .. Matakaoa .. 2b 23 Kennedy, Pereival R. . . Lie. H M 270 Kennedy, Eva (Mrs.) .. .. .. A F 85 Tokomaru Bay.. Waiapu .. 3b 58 Frazer, William .. .. .. HM 285 Robertson, Margaret .. .. .. A F 195 Potae, Kupere H. .. .. .. A F 85 Torere .. Opotiki .. 3a 37 Drake, Armine G. .. .. . • H M 285 Drake, Rosalind K. (Mrs.) .. .. A F 160 Tuhara .. Wairoa .. 2b 39 Astall, Annie (Mi s.) .. .. D H F 345 A stall, John K. .. .. .. AM 130 Tuparoa .. Waiapu .. ; 3b 58 White, Hamilton H. .. .. .. HM 285 White, Isabel (Mrs.) .. .. D A F 220 Grace, Hariata. . .. .. .. A F ] 00 Waihua .. Wairoa .. 1 15 Gillespie, Mary D. (Mrs.) .. .. F 190 Wai-iti .. Rotorua .. : 3b 62 Monro, John B. .. C H M 370 Munro, Florence M. (Mrs.) .. .. A F 160 Toogh, Mary .. .. .. .. A F 110 Waikare .. Bay of Islands 2b 29 Cel!s, Louis J. .. .. .. .. H M 250 Cells, Maxiniilienne (Mrs.) .. .. A F 105 Waikeri .. ; Mangonoi .. 2a 20 Young, Herbert W. .. ,. : D H M 230 Yoong, Florence M. S. (Mrs.) .. .. A F 65 Waima .. Hokianga .. 3c 73 Johnston, George . . .. D HM 375 Johnston, Mary E. (Mrs.) .. I C AF 230 Johnston, Isabel M. . . .... A F 85 Waimamaku .. Hokianga . . 3a 46 Handcock, Georgina .. . . j D H F 345 Handcock, Martha A. .... A F 160 Waimarama .. Hawke's Bay 1 22 Ward, Violet .. .. .. .. F 190 Waiohau .. Rangitaiki .. 2b 24 Webber, Elsie E. .. C H F 330 Waiomatatini .. Waiapu .. 3b 67 Cole, George N. .. C H M 340 Cole, Kate E. (Mrs.) .. C A F 220 Collier, Kathleen .. .. .. A F 75 Waiomio .. Bay of Islands j 3a 38 Boake, Marcella A. (Mrs.), b.a. .. B H F 335 Boake, Albert B. .. . . .. AM 160 Waiorongomai .. Waiapu .. 1 11 Kaoa, Matekino H. .. .. .. F 190 Waiotapu .. Whakatane .. 1 12 Jefferis, Jessie (Mrs.) .. C F 260 Waioweka .. Opotiki .. 3a 33 Watkin, Arthur A. .. .. D H M 360 Watkin, Mary Ann (Mrs.) .. .. AF 160 Waitahanui .. East Taupo .. 2b 26 Jones, Marion F. (Mrs.) . . .. D H F 300 Jones, William E. . . .. .. AM 105 Waitapo .. Hokianga .. 1 19 Le Horay, Agnes M. . . .. C j F 230 Werowero .. Mangonoi .. 1 24 Matini, Ratareria .. .. i F 170 Whakaki .. Wairoa .. 3a • | 54 Craig, William H. M. .. . . D | H M 335 Rosevear, Vera D. M. .. , C AF 235 Whakapara .. Whangarei .. 3a 33 Rolland, Gertrude A. (Mrs.) .. D H F 310 Rolland, Albert F. .. . . .. AM. 140 Whakarara .. Whangaroa .. 3b 63 Robinson, Edna M. (Mrs.) . . D H F 320 Robinson, Charles II. . . .. .. AM 140 Monn, Mary .. .. .. .. AF 110 Whakarewarewa Rotorua .. 3c, 96 Banks, Joseph .. .. .. .. H M 305 Banks, Anna (Mrs.) .. . . j D A F 230 Mackenzie, Isabella H. .. .. . . A F 110 Whakawhitira .. Waiapo .. 2a 23 Foster, Phillip J. . . .. I B H M 270 Foster, Norah J. C. (Mrs.) .. .. A F 105 Whangamarino Rotorua .. 3a 48 England, Walter .. .. I C H M 355 England, Eva (Mrs.) .. .. | .. A F 160 Whangaparaoa Matakaoa .. 1 16 Saunders, Margaret O. .. .. .. F 190 Whangape .. Hokianga .. .. 33 Dent, William .. .. .. j H M 275 Dent, Laura M. (Mrs.) .. .. .. AF 150 Whangara .. Cook .. ] 16 MacArthur, Arthur D. . . .. D M 240 Whangaroro .. Bay of Islands 3b 43 Jones, Elizabeth (Mrs.) .. .. .. H F 285 Jones, Ernest . . .. .. .. AM 160 Wharekahika .. Matakaoa .. 3a 49 Tawhiri, Riwai H. .. .. C H M 360 Patterson, Alice (Mrs.) .. .. .. A F 160 Whareponga .. Waiapo .. 2b 29 MeFarlane, Charles T. .. .. .. H M 285 McFarlane, Margaret (Mrs.) .. .. A F 160 Whirinaki .. Hokianga .. 3c 78 Barnett, David .. ... Lie. H M 335 Barnett, Sarah H. (Mrs.) .. .. A F 160 Hall, Anu G. .. . . .. .. A F 130 Wynyard, Emily .. .. .. A F 85

E.—3

13

Table H2. List of Native Village Schools, with the Attendance of the Pupils for the Year 1928.

[In this list the schools are arranged according to regularity of attendance, shown in the last column.] School Roll. § a°o v —" : |§ rt Average 1 0rH sj>-. Sptmnl Number Number Weekly 5 5" <! g-t* belonging belonging Roll Number. j~ at End of at End of (Mean of the ° -a £ 2 Year 1927. Year 1928. Four 5 § E. r m >£ Quarters, 1928.) (10 I (2.) (3.) (4 I ) O) (8.) Manaia .. .. .. .. .. 35 34 34-8 34-4 98-9 Mataora Bay .. .. .. .. 11 16 14-0 13-8 98-6 Rangiawhia .. .. .. .. 4.1 40 40-3 39-2 97-3 Rakaumanga .. .. .. .. 64 73 71-8 69-8 97-2 Matangirau .. .. .. .. 66 61 61-3 59-6 97-2 Awarua .. .. .. .. .. 37 25 28-6 27-7 96-9 Opoutere.. .. .. .. .. 29 26 27-9 27-0 96-8 Motiti Island .. .. .. .. 33 38 36-1 34-9 96-7 Te Rawhiti .. .. .. .. 39 38 40-1 38-7 96-5 Karetu .. .. .. .. .. 38 36 35-6 34-2 96-1 Arowhenua .. .. .. .. 46 51 48-8 46-8 95-9 Rotokawa .. .. .. .. 47 49 46-4 44 5 95-9 Omaio .. .. .. .. .. 59 57 57-1 54-6 95-6 Te Kopua .. .. .. .. 14 17 19-9 18-9 95-0 Omarumutu .. .. . . .. 80 84 84'7 80-3 94-8 Paeroa .. .. .. .. .. 55 51 51-2 48-3 94-3 TePupuke .. .. .. .. 44 55 51-6 48-3 93-0 Whakarara . . .. .. .. 73 61 65-6 61-2 93-3 To Kotukutuku .. .. .. .. 46 59 50-4 46-9 93-1 Whirinaki .. .. .. .. 85 88 85-2 79-1 92-8 Matahiwi* .. .. .. .. 16 24 20-9 19-4 92-8 Te Kao . . .. .. .. .. 57 68 I 65-2 60-5 92-8 Tanoa . . . . .. . . .. 32 30 28-8 > 26-7 92-7 Te Reinga . . .. .. .. 35 33 30-7 28-4 92-5 Kirioke .. .. .. .. .. 58 64 60-9 56-1 92-1 Omanaia . . .. .. .. 73 74 71-1 65-5 92-1 Rangiwaea Side .. .. .. .. 12 12 13-7 12-6 92-0 Papamoa .. .. .. .. 40 51 47-2 43-4 91-9 Taharoa .. .. .. .. .. 41 46 42-2 38-8 91-9 Tikitiki .. .. .. . . . . 129 140 136-0 125-0 91-9 Waitapu .. .. .. .. .. 21 23 22-1 20-3 91-9 Takahiwai .. .. .. .. 17 14 14-6 13-4 91-8 Wai-iti .. .. . . .. .. 66 63 66-9 61-4 91-8 Waimamaku .. .. .. . . 49 48 49-0 45-0 91 -8 Waimarama .. .. .. .. 23 23 23-1 21-2 91-8 Ngawha .. .. .. .. .. 64 56 57-5 52-7 91-7 Te Paroa-Totara . . .. .. .. 122 126 121-2 111-1 91-7 TeAhuahu .. .. .. .. 42 45 41-1 37-7 91-7 Whakapara .. .. .. .. 38 35 34-8 ; 31-9 91-7 Hiruharama .. .. .. .. 101 95 92-1 84-4 91-6 Whakarewarewa .. .. .. .. 112 147 115-7 105-9 91-5 Otaua .. .. .. .. . . 76 80 79-4 72-6 91-4 Okautete.. .. .. .. .. 25 23 23-0 21-0 91-3 Pipiriki . . . . . . .. .. 39 31 32-3 29-5 91 -3 Mohaka 75 92 86-1 78-5 91-2 Tautoro .. . . .. . . .. 43 50 53-2 48-5 91-2 Kenana .. ! 12 12 12-4 11-3 91-1 Oromahoe .. .. .. .. | 22 24 23-5 21-4 91-1 Maungapoliatu .. . . .. .. 49 47 53-3 48-5 91-0 Wai Kare .. .. .. .. 27 31 33-4 30-4 91-0 Mot-atau 33 44 40-6 36-9 90-9 Oturu .. .. .. .. 24 18 20-6 18-7 90-8 Whakaki .. 61 60 60-9 55-2 90-6 Waiomio . . .. .... 41 .37 40-2 36-4 90-5 Te Haroto .. .. .. • ■ 24 26 25-7 23-2 90-3 Te Horo .. .. . . .. .. 46 47 47-5 42-9 90-3 Werowero .. .. .. .. 25 24 25-2 22-7 90-1 Matata .. .. 47 34 45-6 40-9 89-7 Te Kalia .. . . .. . . 64 83 75-9 68-0 89-6 Whangamarino .. .. •. . . 57 43 51-0 45-7 89-6 Maungatapu . . • • ■ • • • 55 70 63-6 56-9 89-5 Maraenui . . . • ■ • ■ • 29 41 40-5 36-2 89-4 Taemarof .. .. • • • • 20 .. 15-1 13-5 89-4 Manukau .. .. ■. .. 33 35 30-9 27-6 89-3 Tuhara . . .. ■ • • • • ■ 42 42 43-1 38-5 89-3 Tuparoa 63 62 65-7 58-6 89-2 Manutahi 133 120 131-6 117-3 89-1 Pamapuria .... .. .. 47 47 48-6 43-2 88-9 Parikino . . .. .. •. .. 37 33 34-2 30-4 88-9 Tokaanu .. .. .. .. .. 61 63 64-9 57-7 88-9 Nuhaka .. .. 144 163 155-0 137-7 88-8 Torere .. .. .. ■. • • 42 50 45-4 40-3 88-8 Matihetihe .. .. .. .. 23 32 28-8 25-5 88-5 Motuti 31 25 28-5 25-2 88-4 Pukepoto .. ■ ■ - • • ■ 71 63 68-0 60-1 88-4 Whangape .. . • ■ ■ • ■ 35 33 37-1 32-8 88-4 Mangamuka 93 94 98-4 86-9 88-3 Rangiahua . . • • ■ • • • 32 34 34-2 30-2 88-3 TeWhaiti .. • • •• 21 23 21-4 18-9 88-3 Parapara. . .. ■■ ■ •• 27 23 23-3 20-5 88-0 Te Mahia 33 34 33-8 29-7 87-9 Te Waotu ■■ ■■ 26 18 21-6 18-9 87-5 Waiomatatini .. • • ■ ■ • ■ 78 86 78-4 68-6 87-5 Maraeroa 75 75 74-4 64-7 87-0 Waihua .. .. .. ■■ ■■ 1 16 18 18-9 16-4 86-8 * Reopened June quarter. t Closed March quarter.

E. —3.

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

14

School Roll. << | S ° o - • |§tf -8 U-I OJ W cs Average £ ° f -' sl>> ! Number Number Weekly 2 g» g— m belonging belonging lloll Number. © at End of at End of (Mean of the £? © S Year 1927. Year 1928. Four ags Quarters, L928.) © a 3 (1.) (2.) (3.) (4.) (5.) (6.) "" i I Matapihi .. .. .. .. 45 40 42-4 i 36-7 86-6 Whareponga .. .. .. .. 33 31 33-5 29-0 86-6 Makomako .. .. .. .. 37 30 32-7 28-3 86-5 Paparore .. .. .. .. 57 41 47-7 41-2 86-4 Ruatoki .. .. .. .. .. 136 132 135-6 117-2 86-4 Whangaparaoa .. .. .. .. 23 19 18-4 15-9 86-4 Tokomaru Bay .. .. .. .. 70 75 71-7 61-9 86-3 Whangaruru .. .. .. .. 50 52 50-3 43-4 86-3 Kokako . . .. .. .. . . 66 61 64-5 55-6 86-2 Parawera .. . . .. . . 46 51 50-7 43-7 86-2 Whakawhitira .. .. .. . . 28 24 24-9 21-4 85-9 Waiohau .. . . .. .. 27 27 27-3 23-4 85-7 Kaikohe.. .. .. .. 151 154 154-7 132-2 85-5 Orauta .. . . . . .. . . 34 42 40-4 34-5 85-4 Poroporo. . .. .. .. . . 70 73 74-6 63-6 85-3 Rangitatii .. . . .. . . 44 36 41-4 35-2 85-0 Raukokore .. . . .. .. 68 74 73-8 62-5 84-7 Tokata .. .. .. .. .. 30 32 28-9 23-7 84-6 Waima .. .. . . .. .. 94 73 83-0 69-6 83-9 Te Araroa .. . . .. .. 91 91 99-4 i 83-2 83-7 Parinui* .. . . . . .. .. .. 19 15-1 ! 12-6 83-4 Pukehina .. .. .. .. 30 25 27-1 22-6 83-4 Oruanui . . . . . . . . . . 41 37 35-3 29-4 83-3 Oruawharof • ■ .. • . . . ■ • 1 28 32-7 27-2 83-2 Whangara .. . . .. .. 19 15 18-4 15-3 83-2 Mangatuna .. .. . . .. 57 54 55-4 46-0 83-0 Pamoana .. .. . . .. 30 30 29-9 24-8 82-9 Ohautira . . . . .. .. 32 22 26-7 22-1 82-8 Tangoio . . .. . . . . .. 33 j 44 33-9 37-1 82-6 Te Matai . . .. .. .. 63 1 72 72-0 59-3 82-4 Waitahanui .. .. . . .. 32 45 34-5 28-4 82-3 Horoera .. .. . . .. . . 31 38 33-6 27-6 82-1 Huiarau .. . . . . .. .. 61 59 59-2 48-5 81-9 Waioweka .. .. .. .. 39 38 41-1 33-6 j 81-8 Rangitukia .. . . . . . . 152 154 161-3 131-2 81-3 Te Teko . . .. . . .. .. 137 124 132-6 107-3 80-9 MangawharikiJ .. .. . . .. . . 17 19-3 15-5 80-7 Pawarenga .. .. .. .. 20 16 18-3 14-6 79-8 Rakaunui .. .. . . .. 20 18 15-6 12-4 79-5 Reporua .. .. .. .. .. 22 18 19-4 15-4 79-4 Ahipara .. .. .. .. . . 104 110 111-3 88-1 79-2 Otukou .. .. .. .. .. 33 22 25-8 20-3 78-4 Wharekahika .. .. . . . . 62 58 60-4 47-2 78-1 Kaharoa .. . . . . .. 29 31 34-1 26-4 77-4 Karakanui .. .. .. . . 22 23 20-7 15-9 76-8 Te Hapua .. .. .. .. 69 63 72-8 53-8 73-9 Waiorongomai .. .. .. .. 19 13 13-6 10-0 73-5 Waikeri . . .. .. .. .. 29 26 26-4 19-1 72-3 Waiotapu .. .. .. .. 24 16 15-5 11-2 72-3 Kakanui§ .. .. .. .. 14 12 15-1 10-9 72-2 Karioi|| . . .. .. .. .. 30 .. 30-0 20-7 69-0 Otangaroafl .. .. .. .. 19 .. 14-8 9-3 62-8 Totals for 1928 .. .. .. 6,671 6,770-2 5,964-2 88-1 Totals for 1927 .. .. 6,620 .. 6,655-] 5,816-5 87-4 Maori Mission Schools, subject to Inspection. Ranana Convent .. .. .. .. 32 27 30-0 29-0 96-6 Tokaanu Convent . . .. .. 31 36 34-6 32-2 93-0 Putiki Mission .. .. .. .. 28 36 31-2 29-1 93-0 Tanatana Mission .. .. .. .. 42 52 50-7 .45-3 91-3 Jerusalem Convent .. .. .. 19 19 19-7 17-9 90-8 Matahi Mission .. .. .. .. -24 20 20-0 17-6 88-0 Whakarapa Convent .. .. .. 122 136 139-0 120-9 87-0 Waitaruke Convent .. .. .. .. 74 72-5 61-0 84-1 Matata Convent .. .. .. .. 60 54 60-3 51-8 85-6 Pawarenga Convent .. .. .. 71 71 77-0 61-2 79-4 Te Hauke Mission .. .. .. 41 25 29-2 22-8 74-6 Totals for 1928 .. .. j .. 550 ; 564-2 488-8 86-7 Totals for 1927 .. .. 470 . . 470-2 383-6 81-6 Boarding-schools affording Secondary Education for Maoris. Wesley College (boys), Paerata .. .. 26 29 29-0 29-0 i 100-0 Hikurangi College (boys), Carterton .. .. 23 32 30-5 30-3 ! 99-0 St. Joseph's (girls), Napier .. .. .. 54 52 48-2 47-9 99-0 Waerenga-a-hika (boys), Gisborne . . .. 23 20 20-3 20-1 99-0 Te Aute College (boys), Hawke's Bay .. 92 80 83-2 82-1 98-6 Queen Victoria (girls), Auckland . . .. 56 47 46-2 45-2 97-8 Agricultural College (boys), Hastings .. 48 53 52-1 50-2 96-3 Turakina (girls), Martoii .. .. .. 31 37 37.4 36-0 96-2 Hukarere (girls), Napier .. .. .. 52 58 58-2 54-0 93-0 St. Stephen's (boys), Auckland .. .. 63 63 63-3 58-7 92-7 Te Waipounamu (girls), Christchurch . . 14 18 18-5 13-7 88-6 Otaki (mixed), Otaki .. . . . . 42 44 44-9 39-4 87-7 Totals for 1928 .. .. .. 533 531-8 506-6 95-2 Totals for 1927 . . . . 524 . . j_ 523-4 504-3 _ 96-:3 * Closed March quarter. f Transferred to Wanganui Education Board in June quarter. t Reopened June quarter. § Opened September quarter. |! Opened June quarter. H Opened March quarter.

15

E.—3

Table H3. (a) Number of Maori Pupils attending Maori Secondary Schools at the End of 1928.

N.B. —Two Government pupils were also in attendance at Sacred Heart College, Auckland. (b) Nursing Scholarships. One Maori girl held a nursing scholarship in 1928, and attended as a day pupil at Napier Hospital. (c) Apprenticeships. There were no Maori boys holding apprenticeships at the end of 1928. (d) Agricultural Scholarships. At the end of 1928 five Maori boys were holding agricultural scholarships at Te Aute College.

(e) Maori Students holding University Scholarships at End of 1928.

Table H4. Maori Children attending Public Schools, December, 1928.

School. Government Private Pupils. I Pupils. I j Otaki College (mixed), Wellington .. .. .. .. ; 44 44 St. Stephen's (boys), Auckland . . . . . . 30 ; 33 63 Te Aute College (boys), Hawke's Bay .. . . . . 24 j 56 80 Waerenga-a-hika College (boys), Gisborne .. . . 3 ! 17 20 Hikurangi College (boys), Carterton . . . . .. .. 32 32 Wesley College (boys), Paerata . . . . . . 10 19 29 Agricultural College (boys), Hastings . . . . .. .. 53 53 Queen Victoria (girls), Auckland .. . . . . 25 22 47 Hukarere (girls), Napier . . . . . . .. 24 34 58 St. Joseph's (girls), Napier .. .. .. .. 22 30 52 Turakina (girls), Marton .. . . . . . . 10 27 37 Te Waipounamu (girls), Christchurch .. .. . . 2 16 18 Totals .. .. .. .. 150 383 533

... TT • „ u University at vliicli Scholar Number. University Course. | /hip is held I 2 Arts course .. . . Victoria College. 1 Theology . . . . Otago University. 1 Medicine .. . . ,, 1 Forestry . . . . Canterbury College.

_w i ot: Number of Maori Pupils at a VT , ■§ ° . Endjof December Quarter, 1928. S. VI Certificates awarded. j Number Education District. —r — I examined Total. £-3 i in S. VI. _ . Pm rnm. Endorsed |a Boy8 ' | Girls - | Total - ; A. » P S°- y . Auckland .. .. •• 387 1,956 1,909 3,865 74 39 I 19 1 59 Taranaki 59 320 284 604 13 7 3 1 11 Wanganui .. .. .. 71 292 284 576 23 17 3 1 21 Hawke'sBay .. .. .. I 88 743 687 1,430 50 32 7 3 42 Wellington .. .. •• 61 301 339 640 20 12 3 2 17 Nelson .. .. . . 9 22 22 44 6 4 2 .. 6 Canterbury . . . .. 40 143 116 259 6 3 .. 3 Otago ' . . .. 17 37 48 85 5 4 1 .. 5 Southland .. .. .. | 14 48 42 90 4 3 .. 1 4 Totals.. .. .. 746 3,862 3,731 7,593 201 121 38 9 168 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 H5. Classification and Ages of Maori Scholars attending Public Schools at the 30th June, 1928.

16

II 1 I I Class P. j S.I. S. II. S. III. S. IV. S. V. S. VI. 8. VII. Total. Years. 7 f T I I " } ~ j ! . 1 7 — ! i T - ' T~\ ~\ ! j [ fO i i2 I « i 03 0? W2 I CO w "2 "5 <£ f" J£ 1L **' Tl ! T 1 2?iTH H TH •** 1h >»;7H I o •-> o .ti o .53 o o •£) o *5 o --h o .3 © —• [ M i O fq'ffl fq a M j O M | O , M Mi® « ! o - . j 5 and under 6.. 293 271 1 294 271 6 „ 7..' 433 385 4 6 .... 437 391 7 „ 8.. 449 363 35 53 2 6 1 2 487 424 8 „ 9.. 322 252 121 130 43 26 4 5 490 413 9 „ 10.. 181 166 138 140 104 114 31 38 2 1 1 1 457 460 10 „ 11.. 102 77 118 83 147 127 85 99 1 15 21 1 3 468 410 11 „ 12.. 39 36 61 75 109 108 131 129 69 74 15 19 1 2 .. .. 425 443 12 „ 13.. 27 29 30 29 64 45 110 91 105 101 53 68 8 17 1 . . 398 380 13 ,, 14.. 9 6 9 19 35 ,37 70 47 ! 84 70 94 60 24 43 1 1 326 283 14 ,, 15.. 1 3 7 1 10 12 28 21 i 38 34 43 37 41 35 1 2 1 170 144 15 16.. .. 1 1 1 2 8 4,8 4 12 8 20 12 .. 2 51 32 16 years and over 2 .. 1 j .. i 1 1 6 7 4 2 2 13 13 1,856? 1,589 525 537 518 475 | 469 436 j 321 306 220 202 ,101 113 6 6 4,0163,664 3,T45 1 ,062 993 | 905 ! 627 422 ! 214 12 7^680 Percentage .. 44-9 13-8 12-9 j 11-8 8-2 5-5 2-8 0-1 100 Median age in 7-5 ! 7-fc i 9-9 j 9-7 j 10-9 j 10-9 11-10 11-7 12-9 12-7 13-5 13-2| 14-s' 13-11 . .1 years and months , i I ; I I I I Note.—(1) For the purpose of this return half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori. (2) In previous reports this table has been prepared to show the information as at the 31st Decembei' of the year concerned. For the Department's purposes, however, it has been found more convenient to obtain the information as at the 30th June in each year instead of at the end of the year. The information is accordingly presented in the above table as at the 30th June, 1928.

17

E.—3

Table H6. Race of the Children attending the Native Village Schools on 30th June, 1928.

3 —E. 3.

Notes. —(1) 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. (2) In previous reports this table has been prepared to show the information as at the 31st December of the year concerned. For the Department's purposes, however, it has been found more convenient to obtain the information as at the 30th June in each year instead of at the end of the year. The information is accordingly presented in the following table as at the 30th June, 1928. Race. Totals. School. Maoris. Europeans. Boys, j Girls. Total. Boys. Girls. Total. Boys, i Girls. Total. Ahipara .. .. 59 56 115 1 3 4 1 60 59 119 Arowhenua .. .. 17 22 39 9 3 12 26 25 51 Awarua .. .. 11 13 24 1 1 12 13 25 Hiruharama .. .. 46 53 99 .. .. .. 46 53 99 I-Ioroera .. .. 22 10 32 .. .. .. 22 10 32 Huiarau .. .. 33 26 59 .. .. .. 33 26 59 Kaharoa .... 15 13 28 4 1 5 19 14 33 Kaikohe .. .. 83 71 154 1 1 83 72 155 Kakanui .. .. 10 9 19 .. .. .. 10 9 19 Karakanui .. .. 10 7 17 2 2 10 9 19 Karetu .. 20 14 34 1 1 2 21 15 36 Kenana .. .. 7 6 13 .. .. .. 7 6 13 Kirioke .. .. 27 31 58 1 2 3 28 33 61 Kokako .. .. 11 27 38 15 8 23 26 35 61 Makomako .. .. 11 18 29 1 1 2 12 19 31 Manaia .. .. 16 20 36 .. .. .. 16 20 36 Mangamuka .. .. 58 48 106 .. .. .. 58 48 106 Mangatuna .. .. 20 25 45 5 5 10 25 30 55 Mangawhariki .. .. 12 7 19 I 2 1 1 3 14 8 22 Manukau .. .. 16 19 35 .... .. 16 19 35 Manutahi .. .. 58 47 105 13 : 12 ' 25 71 59 130 Maraenui .. .. 21 20 41 .. • .. .. 21 20 41 Maraeroa .. .. 29 44 73 1 1 30 44 74 Matahiwi .. .. 9 13 22 .. .. .. 9 13 22 Matangirau .. .. 21 34 55 4 2 6 25 36 61 Mataora Bay .. .. 5 9 14 1 1 6 9 15 Matapihi .. .. 22 13 35 6 4 10 28 17 45 Matata .. .. 10 9 19 18 19 37 28 28 56 Matihitihi .. .. 18 9 27 .. .. 18 9 27 Maungapohatu .. . . 30 25 55 .. ' .. .. 30 25 55 Maungatapu .. . . 29 21 50 11 5 16 40 26 66 Mohaka .. . . 43 25 68 7 5 12 50 30 80 Motatau .. . . 13 10 23 9 9 18 22 19 41 Motiti Island .. .. 17 14 31 2 2 4 19 16 35 Motuti .. .. 14 17 31 .. .. .. 14 17 31 Ngawha .. .. 27 31 58 2 2 29 31 60 Xfuhaka .. .. 63 78 141 9 4 13 72 82 154 Ohautira .. .. 13 9 22 .. .. .. 13 9 22 Okautete .. .. 8 13 21 2 2 10 13 23 Omaio .. .. 31 24 55 2 2 33 24 57 O manaia .. .. 32 37 69 1 1 2 33 38 71 Omarumutu .. .. 37 33 70 9 2 11 46 35 81 Opoutere .. .. 11 14 25 2 2 4 13 16 29 Orauta .. .. 15 9 24 9 6 15 24 15 39 Oramahoe .. .. 15 5 20 4 4 19 5 24 Oruanui .. .. 12 11 23 7 7 14 19 18 37 Oruawharo .. .. 16 19 35 .. .. .. 16 19 35 Otaua .. .. 32 29 61 9 5 14 41 34 75 Otukou .. .. 11 14 25 .. .. .. 11 14 25 Oturu .. .. 9 9 18 .. .. .. 9 9 18 Paeroa .. .. 21 15 36 6 15 21 27 30 57 Pamapuria .. .. 23 27 50 3 2 5 26 29 55 Pamoana .. .. 15 10 25 1 3 4 16 13 | 29 Papamoa .. .. 21 19 40 3 2 5 24 21 45 Paparore .. .. 19 19 38 5 2 7 24 21 45 Parapara .. .. 8 6 14 2 2 4 10 8 18 Parawera .. .. 18 11 29 ;j 15 7 22 33 18 51 Parikino .. .. 12 16 28 || 3 2 5 15 18 33 Pawarenga .. .. II 6 17 .. .. '' 6 17 Pipiriki .. .. 13 12 25 4 .. 4 17 12 29 Poroporo .. .. 40 21 61 6 6 12 46 27 73 Pukehina .... 8 14 22 4 5 9 12 19 31 Pukepoto .. .. 30 27 57 6 7 13 j 36 34 70 Rakaumanga .. .. 32 40 72 .. .. ' 32 40 72 Rakaunui .. .. II 5 16 .. .. .. 11 5 16 Rangiahua .. .. 15 11 26 I 7 8 16 18 34 Rangiawhia .. .. 26 10 36 2 2 4 28 12 40 Rangitahi .. .. 23 15 38 I I 24 15 39 Rangitukia .. .. 85 75 160 1 I 2 86 76 162 Raukokore .. .. 29 38 67 4 6 10 33 44 77 Reporua .. .. 12 7 19 .. .. .. 12 7 1 It Rotokawa .. .. 22 22 44 4 1 3 7 26 25 51

E.—3.

Table H6 —continued. Race of the Children attending the Native Village Schools on 30th June, 1928 —continued.

18

Race. , Totals. School. Maoris. Europeans. Boys. Girls. Total. | Boys. Girls. , Total. Boys. Girls. ! Total. Ruatoki .. .. 72 58 130 2 1 3 74 59 133 'Taharoa .. .. 25 17 42 .. .. .. 25 17 42 Takahiwa .. .. 6 7 13 1 1 7 7 14 Tangoio .. .. 17 15 32 i 7 5 12 24 20 44 Tanoa .. .. 12 14 26 3 3 12 17 29 Tautoro .. .. 23 24 47 1 7 8 24 31 55 Te Ahuahu .. .. 14 19 33 4 1 5 18 20 38 Te Araroa .. .. 30 38 68 21 13 34 51 51 102 Te Hapua .. .. 40 35 75 .. .. .. 40 35 75 Te Haroto .. .. 14 10 24 .. 2 2 14 12 26 Te Horo .. .. 22 22 44 4 2 6 26 24 50 Te Kaha .... 35 36 71 1 J 2 36 37 73 Te Kao .. .. 35 31 66 j .. .. 35 31 66 Te Kopua .. .. 5 10 15 8 3 11 13 13 26 Te Kotukutuku \ 25 21 46 .. .. 25 21 46 Rangiwaea (side)/ .. 7 8 15 .. .. .. 7 8 15 Te Mahia .. .. 15 16 31 i .. .. 15 16 31 Te Matai .. .. 25 34 59 4 6 10 29 40 69 Te Paroa-Totara .. 46 46 92 13 15 28 59 61 120 Te Pupuke .. .. 30 21 51 .. 1 1 30 22 52 Te Rawhiti .. .. 23 13 36 3 2 5 26 15 41 TeReinga .. .. 11 16 27 I 3 3 11 19 30 Te Teko .. .. 48 57 105 ! 7 12 19 55 69 124 TeWaotu .... 5 9 14 5 6 11 10 15 25 Te Whaiti .. .. 8 13 21 i; 2 2 8 15 23 Tikitiki .. .. 72 56 128 5 6 11 77 62 139 Tokaanu .. .. 25 34 59 I 1 2 3 26 36 62 Tokata .. .. 12 12 24 2 2 14 12 26 Tokomaru Bay .. .. 38 37 75 j .. .. 38 37 75 Torere .. .. 21 21 42 .. 2 2 21 23 44 Tuhara .. .. 13 15 28 ! 9 10 19 22 25 47 Tuparoa .. .. 33 34 67 1 1 2 34 35 69 Waihua .... 5 5 10 5 4 9 10 9 19 Wai-iti .. .. 32 32 64 1 3 4 33 35 68 Waikare .... 12 21 33 1 .. 1 13 21 34 Waikeri .. .. 12 12 24 \ 1 2 3 13 14 27 Waima .. .. 41 j 43 84 1 1 2 42 44 86 Waimamuku .. .. 25 20 45 | 3 2 5 28 22 50 Waimarama .. .. 8 8 16 H 3 4 7 11 12 23 Waiohau .. .. 15 13 28 .. .. .. 15 13 28 Waiomatatini .. .. 47 30 77 1 1 48 30 78 Waiomio .... 16 21 37 1 1 2 17 22 39 Waiorongomai .... 5 6 11 1 1 2 6 7 13 Waiotapu .... 3 1 4 4 6 10 7 7 14 Waioweka .. .. 13 12 25 1 12 8 20 25 20 45 Waitahanui .. .. 12 18 30 .. .. .. 12 18 30 Waitapu .. .. 10 14 1 24 .. .. .. 10 14 24 Werowero .. .. 13 12 25 3 2 5 16 14 30 Whakaki .. .. 22 24 46 8 9 17 30 33 63 Whakapara .... 7 21 28 3 3 6 10 24 34 Whakarara .. .. 33 28 61 .. .. .. 33 28 61 Whakarewarewa . . 32 37 69 22 11 33 54 48 102 Whakawhitira .. .. 12 13 25 .. .. .. 12 13 25 Wiiangamarino .. .. 21 24 45 8 3 11 29 27 56 Whangaparaoa .. .. 7 11 18 1 .. 1 8 11 19 Whangape .. .. 24 13 37 .. 2 2 24 15 39 Whangara .. .. 12 4 16 5 5 17 4 21 Whangaruru .. .. 27 27 54 1 1 27 28 55 Wharekahika .. .. 30 19 49 5 6 11 35 25 60 Whareponga .. .. 14 19 33 .. .. .. 14 19 33 Wbirinaki .. .. 38 39 77 6 5 11 44 44 88 Totals .. .. 3,024 2,912 5,936 433 365 798 3,457 3,277 6 ; 734

E.—3

19

Table H7. Classification as regards Ages and Standards of Children on the Native Village School Rolls at the 30th June, 1928.

By Authority: W. A. G. Skinner, Government Printer, Wellington.— 1929.

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Class P. Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Race Totals. Grand Totals. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. j _—. ! j — I Boys. Girls. Total. B. G. B. G. B. G. B. G. | B. G. B. G. B. i G. B. G. B. G. B. G B. G. B. G. B. G. B. G. B. G. B. G. B. G. ' B. G. 5 and under 6 years 32 31 228 231 .. ! .. .. 1 .. .. 1 i : 32 31 228 231 260 262 522 6 „ 7 „ 39 44 327 346 1 2 2 2 .. 40 46 329 348 369 394 763 7 „ 8 „ 35 32 321 316 6 5 17 1 16 5 3 .. 2 .. 1 .. : .. 46 41 338 334 384 375 759 8 „ 9 „ 20 12 269 223 15 : 15 56 i 66 5 12 5 15 1 1 .. 2 1 41 40 330 306 371 346 717 9 „ 10 „ 4 5 158 153 10 9 106 103 21 13 54 66 12 10 12 I 11 2 4 49 41 330 333 379 374 753 10 iJ „ 2 2 69 68 7 .. 103 82 14 10 81 98 24 17 52 : 63 6 9 6 13 3 4 56 42 311 324 367 366 733 11 „ 12 „ I .. I .. 34 25 3 2 ; 72 i 47 7 3 89 97 18 13 101 ; 103 14 5 36 ; 43 8 9 14 11 1 3 .. 3 51 35 346 329 397 364 761 12 „ 13 „ I . . 1 .. 9 18 1 : .. 40 ! 20 3 .. 64 49 6 6 101 85 16 9 85 69 12 13 37 49 8 7 12 12 2 1 1 .. 48 36 349 302 397 338 735 13 „ 14 „ ! .. 10 4 .... 15 1.2 .... 24 15 .. 1 50 44 9 6 80 67 14 10 59 56 16 13 22 26 2 4 3 3 41 34 263 227 304 261 565 14 „ 15 „ | .. .. 3 3 .... 2 4 5 1 1 .. 21 15 3 1 33 18 6 4 43 33 10 10 42 48 .. 3 1 3 20 18 150 125 170 143 313 15 years and over .. 1 .. .. 1 1 1 .. .. 2 j 2 I .. 3 5 1 ! .. 15 13 6 1 28 28 1 .. 1 4 9 1 50 53 59 54 113 Totals .. 132 126 |14291387 43 ; 33 413 352 55 41 322 344 , 62 49 339 325 51 34 243 215 44 1 40 168 il62 41 34 104 117 5 8 6 10 433 365 30242912 3,457 3,277 6,734 | I 2,816 76 765 96 : 666 111 664 I ~85 ' 458 T4 ~330 75 221 13 16 798 6,734 841 762 ~775~ ! 543 41 4 29(T 29~~ 6/734 Percentage .. I 45-7 12-5 11-3 11-5 j 8-1 6-1 4-4 -4 100 Median Age in Years 6-11 6-9 7-6 7-4 9-0 I 8-8 110-3) 9-11 9-101 9-6 11-3 10-11 10-9 10-91 12-1 11-10 12-31 11-11 12-11 12-9 13-0 12-7 13-7 13-5 13-9; 13-7 14-5 14-5 .. .. _ and Months l_ 111 III I i 1 I I I I I I I III 111 Note. —(1) For the purpose of this return half-oast :i 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. (2) In previous reports this table has been prepared to show the information as at the 31st. December of the year concerned. For the Department's purposes, however, it has been found more convenient to obtain the information as at the 30th June in each year instead of at the end of the year. The information is accordingly presented in the above table as at the 30th June, 1928.