EDUCATION OF NATIVE CHILDREN. (In continuation of E.-3, 1929.)

Appendix to the Journals of the House of Representatives, 1930 Session I, E-03

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1930. NEW ZEALAND

EDUCATION OF NATIVE CHILDREN. (In continuation of E.-3, 1929.)

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

CONTENTS. Page Page No. 1. — Report of the Chief Inspector of Primary No. 1. —Report of the Chief Inspector of Primary Schools on the Education of Native Schools on the Education of Native Children :— Children — continued. Native Village Schools .. .. .. 1 Visit of Director of Education and Chief New Buildings, &e. .. .. 1 Inspector of Primary Schools .. 8 Maori Mission Schools .. .. .. 2 Concluding Remarks . . .. .. 8 Maori Secondary Schools .. .. 2 Attendance, &c. .. .. .. 2 No. 2.—Detailed Tables :— Condition of Buildings and Grounds .. 2 Table Hl. Native Schools and Teachers .. 9 Syllabus of Instruction .. ..3 H2. Attendance at Schools .. ..13 Cleanliness and Health .. .. .. 3 H 3. Higher Education .. 15 Methods of Teaching .. .. .. 3 H4. Maori Children at Public Schools .. 16 General Remarks .. .. .. 3 H 5. Classification of Maori Children at Secondary Education .. .. .. 6 Public Schools .. ..16 Scholarships .. .. .. .. 7 H6. Race of Children .. 17 Retirement of Senior Inspector of Native H7. Ages and Standards .. .. 19 Schools .. .. .. .. 8

No. 1. (REPORT OF CHIEF INSPECTOR OF PRIMARY SCHOOLS ON THE EDUCATION OF NATIVE CHILDREN.) Sir — I have the honour to present the following report for the year 1929 upon the work of those schools engaged in the education of Maori children —viz., Native village schools, Maori mission schools, and Maori secondary schools. Of these, the Native village schools are controlled directly by the Education Department, the others, which are registered schools, being established and conducted by various denominational authorities. Native Village Schools. The number of Native village schools in operation at the end of the year was 137, an increase of three on the number existing at the close of the previous year. The new schools are Otoko Pa and Kauangaroa in the Wanganui district, and Matawaia in the Bay of Islands. All of these were provided, in part, by the Maoris themselves, a school building formerly in use in the district having been removed by the Maoris to Otoko Pa, a temporary building being given for Kauangaroa, while at Matawaia a small school was built by the parents. The school buildings at Taemaro will be removed to another locality when a suitable opportunity offers. New Buildings, etc. New buildings were erected, at Arowhenua near Temuka, Te Pupuke, Whangaroa, and a new residence at Tokata, East Coast, the two last named replacing ones destroyed by fire. Extensive repairs and alterations have also been made in several schools, new or additional classrooms having become necessary in some cases, making it advisable to remodel old buildings. Additions to the school-site have been made at Kaikohe and Poroporo. Maintenance of all buildings and better sanitary accommodation have received greater attention during the year.

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Applications for new buildings or class-rooms at the following places are now under consideration : Whungaparaoa (Bay of Plenty), Werowero (Doubtless Bay), Ruatoki (Whakatane), Whakarewarewa (Rotorua), Te Teko (Whakatane), Manukau (Hokianga), Whakarara (Whangaroa). During the year 1929 only one application was received for the establishment of a new school, that at Te Werenga, Hokianga. It has been considered advisable to defer the establishment of a school here until the consolidation of the land has been effected by the Maori Land Board. Maori Mission Schools. The following Mission Schools, established and conducted by various religious authorities and registered as primary schools, are inspected by the Inspectors of Native Schools : Whakarapa, Pawarenga, and Waitaruke Convents (North Auckland), Matata Convent (Bay of Plenty), Tokaanu Convent (Taupo), Jerusalem and Ranana Convent Schools (Wanganui River), Tanatana and Matahi Mission Schools (Urewera), Putiki Mission School, Wanganui. The total number on the roll of these schools was 532. On the whole, the standard of work reached in them is very satisfactory. Maori Secondary Schools. In the early years of Maori education, the education of the Maori child was provided in central boarding-schools, the Government granting funds to the principal denominations engaged in the work, and, in cases, setting aside, with the consent of the Maoris, lands to be held in trust by these Church authorities for educational purposes. Of these, St. Stephen's Boys' School (Parnell, Auckland) and Te Aute and Waerenga-a-hika Colleges (Hawke's Bay), St. Joseph's Convent (Napier) still survive from the original number. Established at later periods are Hukarere Girls' School (Napier), Victoria Girls' School (Auckland), Otaki Maori College (Otaki), Turakina Maori Girls' College (Marton), Hikurangi Boys' College (Wairarapa), Paerata (Wesleyan) College (Auckland). Government assistance to these is provided in the form of free places, tenable for two years, for a number of pupils qualified from the Native village schools and a limited number for Maori pupils from public schools. In addition, the Maori Purposes Control Board awards twenty-five Continuation Scholarships, of which approximately seventeen are allotted to the above colleges. From my own experience with Maori people, extending now over some thirty years, I can speak with confidence of the important- part these institutions have played in the development of the people. Their influence is shown in every village, and the present leaders of thought and enterprise amongst the people are their ex-pupils. Attendance, etc. Native Village Schools. —At the end of the year 1929 there were 6,979 pupils on the rolls of the village schools, as compared with 6,671 at the end of 1928. The average weekly roll number was 6,955, and the percentage of regularity was 89-9. In several schools the average attendance reached over 90 per cent, of the possible. Considering the localities in which the schools are placed, the attendance must be regarded as comparing very favourably with that of the public schools, the average percentage of attendance in which is 90-9. The increase in roll number is also interesting. It shows, first, that the Maori population, if not increasing, is holding its own, and next that there is a growing desire amongst the Maoris for education. When the Department took over the schools in 1880 the roll number was 1,042. Some twenty years ago it was considered that the Maori race was passing away, and the Native-schools system was even suggested -as one of the causes contributing to their physical decay. Time has, however, shown the view to be entirely wrong ; the number of children on the roll, which was then 4,183, is now 6,734, and I confidently believe that the Native schools have materially added to the physical well-being as well as to the intellectual progress of the Maori. The following table furnishes a summary of the position in attendance at all the schools specially connected with Maori education : —

Conditions of Buildings and Grounds. The Inspectors report that in the majority of the schools the care bestowed upon the cleanliness of the school is most creditable to both teachers and committee. While they think that the teachers are to be congratulated on maintaining a very high standard of cleanliness, they wish to draw attention to the lack of use of pictorial and other aesthetic aids in the decoration of the class-rooms. The interior walls in many cases present a bare and uninviting appearance, which cannot but affect the child's attitude to his school and school activities. In some schools much has been done to brighten the room by the use of pictures and friezes, which provide also subject-matter for conversation work.

. i ... .... .. o , , [ NnmW I Roll at. End Average Weekly Average Percentage of ! ' of Year. Roll Number. Attendance. Regularity. I I I I Native village .. .. 137 6,979 6,955 6,252 89-9 Native mission .. .. 10 532 532 460 86-6 Native secondary .. .. 12 533 533 512 96-0 159 8,044 8,020 7,224 90-1

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In a few cases the supervision of the outbuildings was found by the Inspectors to be somewhat lacking. Regular daily inspection and care is necessary not only as a training in decent habits of health in the younger children, but also as an essential activity towards the maintenance of good health in the community. The care and attention bestowed on the grounds in the different schools is reported as showing considerable variation. While many teachers take an enthusiastic interest in the development of play-ground facilities and in the improvement of the general appearance of the grounds, there are a few whose interest is almost negligible. In the majority of cases, however, the school-grounds are the pride and inspiration of the settlement. Particular mention is made by the Inspectors of the following schools : Te Hapua, Whakarara, Otaua, Te Paroa Totara, Pamapuria, Te Kaha, Wharekahika, Tikitiki, Mangatuna, Rangiahua, Waimarama, Tangoio, Opoutere. Syllabus of Instruction. In keeping with the gradual advance in the standard of education, the new syllabus of instruction for primary schools is being introduced with some necessary modifications into the Native schools. While the cardinal subject of instruction in the primary school is the English language, in a Native school it is, of course, of pre-eminent importance, inasmuch as want of knowledge of the English language constitutes the greatest obstacle to be overcome by the teacher. For many years past, English has been taught by the direct method, definite lessons being given from the earliest stages, while the Maori language is not used. Suggestions for the guidance of teachers in teaching English are provided in a special pamphlet on the subject, and it is surprising to note the success achieved in many schools where the children have come to school unable to speak a word of English. Cleanliness and Health. The Native schools still emphasize the importance of cleanliness and health, and the teachers give much gratuitous social service to the community in which they are placed. The importance of personal hygiene and the formation of good health habits are not neglected. It is only fitting that recognition should be given here to the assistance rendered in all health matters by the School Medical Officers of the Health Department, who have shown a particularly keen interest in the Maori child, and have rendered much valuable service in this important matter. Methods of Teaching. Inspector D. G. Ball, who comes to the Native School Service direct from the work of organizing teacher in public schools, offers the following remarks on the methods of teaching in Native schools :— " The methods of teaching employed in the lower division of the majority of the schools are intelligent and well applied. Here it is that the teachers are fully cognizant of the importance of oral teaching and practical application. A greater variety of teaching devices and the utilization of more home-made material, pictures, and games would result not only in increased interest and a brighter class-room atmosphere, but also in raising materially the standard of work. " In many cases the methods employed in the standard classes are of a much less satisfactory nature. If teachers would give more preliminary thought to the ends actually attained by the use of their methods, more vital aims would emerge, thus necessitating more thoughtful methods. In many schools the methods in use are mechanical, inherited —without aim, purpose, or inspiration. Only by keeping professionally awake by discussion, reading, and thought, can one's teaching ability remain vital. Teachers are well advised to subscribe to a modern educational journal, where the latest practices in teaching technique are discussed. Particularly uninspiring and lacking in any real purposive motivation are the methods commonly in use in teaching reading, recitation, arithmetic, and handwork. " The pupils, when subjected to tests, show that in most cases they have been well grounded along certain definite lines, and that they have profited to that extent, but any departure from the standard test indicated, in the majority of cases, want of initiative and confidence. More modern methods would develop these characteristics." General Remarks. The opinions of the Inspectors (Messrs. G. M. Henderson, M.A., and D. G. Ball, 8.A., LL.B.) in regard to the various subjects of the curriculum may be stated in the following extracts from their reports : — English. " Oral Expression and Language Teaching. —ln practically all the schools oral English is now fairly efficiently taught in the primer class, though many teachers devote a great deal of time to the premature teaching of reading, which would be much better spent on speech-training. A good many teachers fail to realize the importance of continuing the oral-English training in the standard classes. This training should follow two main principles : (1) The expansion of the child's knowledge of English and the enrichment of his means of expressing himself, and (2) the correction of errors and the forestalling of these errors which the experienced teacher knows the Maori child will make unless he is put through language drill in anticipation of the difficulties for the Polynesian, which the English language contains. " In view of the large amount of time that must be spent in teaching oral and written English, it is not advisable that any ambitious schemes of work in either history or geography should be undertaken. It will therefore be necessary for teachers, when making out their programmes, to consider

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* carefully how much time they can afford to devote to these subjects while still ensuring that spoken English, is in no way neglected. " Of course, the history and geography (especially the nature-study) can be made excellent media for teaching oral English in the hands of a skilful teacher ; and this is without doubt the method that should be adopted. There is need for more oral practice in the standard classes, and the history stories and nature-study talks can be made extensive use of for this purpose. In the schemes of work, therefore, it should be indicated how and to what extent these studies are utilized for increasing the command of spoken language. " The quality of the instruction in some of the schools reaches a very high standard. The ability to speak correctly and fluently can be developed only by much practice. In many of our schools this practice is confined to sentence or word answers by the child in reply to oral questioning by the teacher. This is insufficient. Especially in the standards, the child should be given frequent opportunities of developing the faculty of continued narrative. The use of such play-way activities as dramatization, dialogues, and action stories should not, be overlooked. " The difficulty of overcoming the incorrect grammatical construction due to difference in idiomatic usage between the English and the Maori tongue has been largely overcome by most teachers, who, by the adoption of drill methods in emphasizing the correct English form are aiding the formation of correct speech habits. Practice, then, should continue until the child is completely confident of his ability to express himself concisely and correctly. In quite a number of the schools this lack of confidence is shown not only by halting, but also by a too weak oral delivery. " Once again we feel constrained to say that insufficient opportunities for oral and conversational English are given in the upper standards." Written English. —" There is much need for improvement in many of the schools. This will not be attained by giving more time to this subject which, generally speaking, already monopolizes too much time, but by careful attention to the details and essentials which constitute good prose. Constructive sentence and paragraph work, use of adjectives and adverbs, vocabulary study, &c, should be emphasized, while less time might be given to the formal composition exercise. More teaching and less testing (the formal composition) is required. It is necessary to reiterate that, before a formal composition exercise, ample and adequate oral discussion and preparation are essential." Reading. " Reading in the primer class is well taught owing to two factors : First, the teachers give a great deal of time and trouble to this subject; and, second, the phonic primers that the children learn to read from are admirably graded for difficulty, and contain at every stage the phonic drill necessary to enable the child to read the ensuing words. Two faults were very prevalent in the reading some years ago, but are now much less noticeable. These were monotony and want of comprehension. A vigorous campaign on the part of the Inspectors has gone far to eradicate these. " During the year the Department decided to subsidize money raised for the purchase of library books, and a system has been introduced by which the Inspectors select suitable books which are purchased at wholesale prices. By this means quite a number of schools now have suitable libraries, which have given considerable impetus to the study of reading. " In the preparatory divisions of the schools the methods employed are most successful in overcoming the mechanical difficulties of reading. Throughout the service, work of a high standard is general in this division. " In some schools in the upper standards oral reading is well taught, the pupils reading with clear enunciation, fluency, and, less often, intelligence. In many cases the oral reading is monotonous and expressionless. Want of expression is not necessarily due to lack of comprehension as other language factors are present. The cure lies in bright, even exaggerated, pattern reading by the teacher as well as in much wider reading by the children. . "In very few schools are the methods employed bright and inspiring. On the contrary, they are such that any interest or desire to read is atrophied at a very early stage. Whilst the necessity exists to hear daily the weaker pupils read orally, there is no reason for this with the remainder of the class, who would, be much better employed on some silent reading activity. " Very little attention has been given to the development of silent-reading ability. There is insufficient reading material of a suitable type, but this will, be remedied when larger and more interesting libraries are formed. (It is to be noted that many teachers have already made a beginning). Comprehension of a passage may be tested by illustration, dramatization, retelling, true-false questions, &c. " A reading aim of great importance is the inculcation of the correct attitude to and care of books. Care should be taken to ensure that primer and other readers are not doubled back, and that Journals are covered and kept in a clean state." Recitation. " This receives more or less mechanical treatment in a good proportion of the schools, and very good to excellent treatment in the remainder. It has been noticed that the selection of poems to be studied and memorized by the children is very often most unsuitable. Poems or prose extracts which are highly abstract in thought should be omitted. The teacher should devote some of the period to the reading of suitable dramatic narrative poems and prose passages to the children." Writing. —" Writing is usually good. The teachers are trying to teach by the rhythmic method, but in most schools the older pupils practically all use finger-action instead of free arm movements. It is probable that the older children will, in most cases, be unable to make the necessary change."

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Spelling. " The quality of work done in this subject varies greatly. In many schools the spelling ability of the pupils is very good. In some schools greater care in the selection of words is required. On no account should formal spelling lists be used." Arithmetic. " Arithmetic is well taught in some schools, but in general there is too much tendency to follow the text-books supplied, and a reluctance to prepare and use practical methods. Again when practical methods are used it is often the teacher who does the demonstrating with the material or apparatus while the children watch passively. " A considerable number of teachers, especially in primer classes, make adequate use of concrete methods, and at one school, Oruanui, the teacher has built a miniature shop in one corner of his room, equipped, with scales, counter, till, shelves full of groceries, books, and even a dummy telephone. " There is no doubt that the text-books are a great temptation to unambitious teachers ; but unless arithmetic is closely associated with materials, quantities, and actual spacial relations, it loses a great deal of its value, and its operations become a burden on the memory of the pupils instead of a process of reasoning based on their own activities. " On its more formal side, this subject has been very well taught in a large number of schools. Many teachers fear that very much time spent on the practical application of number will mean a lowering of the standard of the more formal work. This fear is unfounded, and teachers have been informed that much more practice in practical arithmetic is not only necessary, but will prove beneficial. " Regular practice for the development of speed in mechanical arithmetic and tables could receive more attention. There are now many types of speed tests available. "In the preparatory division number work is very well done. It is perhaps necessary to remind teachers that in P. 4 the number facts are required to be memorized." History. " p4s the year 1929 marked the introduction of the subject into the Native-school curriculum, little comment is, as yet, possible. Teachers have welcomed the innovation not only for its own sake, but because of the further opportunity it makes available for the development of oral expression. Stories told in an interesting and dramatic manner by the teacher, retold and dramatized by the children, is the method recommended. " There are as yet few good schemes of work in this subject, and no special methods for teaching it, such as projects or dramatization. Time charts are used in two or three schools. " Teachers have been advised to emphasize the Maori and New Zealand history, and to use the story method, especially in the lower classes." Geography. " Satisfactory work continues to be done in a number of schools. As a general rule the methods employed are too formal. Much more practical and pictorial illustration would result in increased interest." " The children should record their observations of natural phenomena ; they should also collect specimens of plants, including grasses, weeds, insects, &c. " Weather records are kept in a number of schools. In a smaller number the seasonal changes in the relations 'of the earth to the sun and stars are observed, but the local physical geography is usually not well taught." Agriculture. " Agriculture is a very important subject, and so far as the practical school-gardening is concerned it is well taught in a large number of schools. In some cases the children are encouraged to cultivate home gardens. " The experimental side of the subject and the recording of results obtained in note-books, is carried out only in a few schools. " The Instructors in Agriculture continue to visit most of the schools. Renewed activity and interest is now being evinced by many teachers. The development of home plots should be encouraged. Tree-planting and forestry work is becoming a feature in some districts." Handwork. " Whilst some of the Native schools wisely make a feature of their handwork activities, in many cases this subject is sadly neglected, especially in the upper divisions. Handwork is such an excellent teaching-device that it is surprising such little use is made of this play-way activity. The real importance of this subject lies in the development of technical skill and of the creative faculty, and its technique is based on the training of hand and eye. To supplement the material supplied by the Department, teachers should make full use of natural and waste material obtained locally, e.g., sugar-bags, tins, lace-bark, flax, pine-needles, raupo, paper, string, rubber, &c. " In a few of the schools woodwork and cookery rooms, in which the children, are receiving excellent training of a practical nature, have been established. The results are most gratifying and well repay the enthusiasm of the teachers. " The materials supplied by the Department are plasticine, mat-weaving paper, carton, cardboard, paper for folding, crayon books and pastels, brushes and colours and coloured chalk. In several

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schools special work is being done in clay-modelling, notably at Otaua, Matangirau, and Waikare. There are eighteen woodwork-rooms in the Native schools, which have been erected mainly by local effort in the past. Of these eleven are in operation : Pukepoto, Takahiwai, Opoutere, Te Kaha, Omaio, Manutahi, Raukokore, Tokaanu, Rangitukia, Oruanui, and Paparore. The other seven are not used because the teachers in them are not able to teach woodwork efficiently. " One of these, Manutahi, has classes in woodwork and cookery, both doing very fine work. " Useful woodwork is also done without a proper workshop at Pamoana and Oruawharo. At Paeroa School experiments are being made with paper-pulp work, and at Te Kotukutuku a sheepskin was tanned and made into a number of handsome and useful articles." Singing. " Singing is well taught in most Native schools, and some attain a high standard of excellence in this subject. In most cases the tonic sol-fa notation is taught, but at several schools, notably Pamoana, Parinui, and Oruawharo, the staff is also taught. In Oruawharo an attempt is made to teach instrumental music with good results. " This subject is undoubtedly a feature of the Native schools. Very good singing indeed is heard in many of the schools. " Ability to read at sight tonic sol-fa notation is present in a fair number of the schools." Health. " It is the intention of the Director of Education that special attention should be given to this matter, and that a series of lessons should be planned and given in all schools. This has been the practice in a large number of schools, while in others the talks on health matters were given when occasion called for some reference to the subject. In a Native school there is usually no lack of these opportunities, as the teachers frequently have to deal with all kinds of ailments which in a. European environment are the province of the medical profession." Physical Instruction. " This subject does not receive the attention it merits in many of the Native schools. Teachers are expected to give the full fifteen minutes daily to physical training, and they have now been requested to teach as many organized games as possible. Physical Instructors visit some of the schools. " In most schools there is a lack or total absence of material for games, such as bats, balls, racquets, &c. Before the War it was the practice for the Department to supply material for games in recognition of the Committee's supplying firewood. This was discontinued as a measure of war economy. It is one indication of the efficiency of the teaching when the children all play vigorously during recess." Drawing. " Drawing is satisfactory, although the most is certainly not made of the undoubted talent that exists among the Maori boys. " Early in the year the Department was asked by Professor Paget of Liverpool University, England, for specimens of drawings by Maori children under ten years of age. The Professor found those sent in response to his request extraordinarily interesting from several points of view, notably the evidence of keen observation even in the youngest pupils and the fact that the Maori child, apparently unlike most children, began by drawing people profile instead of full face. It would seem that there is, in our schools, a good field of investigation in such subjects. Tone and Discipline, &c. " In general the tone and discipline of the Native schools is undoubtedly of a high standard and directly beneficial in the formation of useful habits. Playground supervision has not received the attention it warrants. In a few schools only are the teachers to be congratulated upon the wellorganized play activities of the children. In far too many schools, no such provision is made at all." Secondary Education. In regard to the secondary Maori schools referred to above, the Inspectors report that at all of them the boys and girls are receiving a very valuable social training. Discipline and tone are of a high standard. "In the girls' schools, emphasis is placed on homecraft. Valuable training in domestic duties, sewing, cooking, housecraft, home nursing, &c, is given. " The cultural side is not neglected, singing, music, recitation, and literary appreciation being given special attention. " In the boys' schools, a closer relationship between the academic and practical side is advisable. There is a tendency for each to function in a watertight compartment. " The boys are given much experimental work of a practical nature in agriculture. " Secondary education up to Public Service Entrance and Matriculation standard is available. " There are, also, classes with a very strong agricultural bias formed for boys who will ultimately return to farming pursuits.

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" A number of changes have been made in the curriculum of St. Stephen's School, Auckland. The new head teacher in anticipation of the school being moved to the new premises at Bombay, where it will become a proper agricultural college, has cultivated every available yard of ground on the Parnell site, and supplies large quantities of green and root vegetables, which form a considerable portion of the daily rations of the scholars. In addition to this practical gardening, the boys are all expected to prepare for some external examination. For this reason the standard of work and industry in the school has been substantially raised. " In one way the influence of these colleges is of the utmost importance, especially to the girls. Here they are accustomed for at least two years to a regular civilized way of living —sleeping in proper beds, dressing and undressing themselves daily, washing and tidying themselves regularly, eating three meals a day, and generally leading a regular and orderly life. This experience comes at the age of early adolescence when the social instincts are strong and their minds are most susceptible to the religious and moral influences that are brought to bear upon them by the men, and especially the women, in whose care they are placed. Here they have practical experience of a standard of living and comfort which is lacking in many of their homes, and they will form habits which they should have the desire to continue after they leave college. As it is impossible, even if it were desirable, for them to live in this fashion from infancy, this two or three years is probably the best experience that could be devised for them. In the case of the girls it would probably be more effective if, instead of their being all housed and fed in one large building, they were placed in groups of four or five in small cottages where each girl in turn could take charge and run the cottage as if it were a home. They could thus get more valuable experience for later life, especially if they were trained to buy economically and plan meals, and otherwise manage their little households. " In the girls' colleges attention is concentrated upon teaching domestic arts —cooking, dressmaking, laundry-work, first-aid, and home nursing. While these are very necessary, it would be worth while for a number of the more intellectual girls to study for the Training College Entrance Examination with a view to qualifying as teachers for the Native schools where a number of the girls find positions as junior assistants. It is found that few of these are suitable for promotion to better-paid positions owing partly to their educational limitations. " Altogether these colleges are performing a very useful function. The pupils are under good discipline, and the tone of the schools and general behaviour and manners of the scholars are of a high order, and create a reputation among those with whom they come in contact, very favourable both to schools and scholars." Scholarships. To afford children in Native village schools an opportunity of receiving a suitable form of secondary education suited to their requirements, the Department provides a number of free places or scholarships, tenable for two years, at one or other of the secondary Maori schools. A limited number is also available for Maori children attending public schools. There is no special examination for these scholarships, the selection being made by the Inspectors in consideration of attainment, race, and locality. The syllabus of instruction during the course of the scholarship is prescribed by the Department. The total number of these scholarships tenable during 1929 was 169. For those who have completed satisfactorily the two years' course opportunity for further practical education is provided by Senior Scholarships, available to those who desire to learn some trade approved by the Department. Some years ago these Industrial Scholarships, as they are termed, afforded the means of apprenticing boys to carpentry, blacksmithing, saddlery, and similar trades, as well as to farmers. The altered economic conditions do not now give Maori boys much opportunity of learning trades, but five Agricultural Scholarships are still in vogue and the gradual spread of the dairying industry amongst the Maoris will no doubt make these more useful. For girls the scholarship may be awarded to candidates for the nursing profession, but the age-limitation fixed by the hospital authorities apparently keeps the girls waiting too long, and not so many come forward now as formerly. It is hoped to make arrangements with, the smaller hospitals in Maori centres for the admission of specially selected girls to a probationary course at a somewhat earlier age. Two University scholarships are provided annually for Maori students who desire to qualify for a profession which may enable them to be of service to their people. Both of these scholarships were current at the end of the year —one in medicine and one in science. The scholar studying medicine has almost completed the medical course at Otago University —quite a creditable achievement for a young Maori. I may mention here that Harold Reid, a former pupil of Matihetihe Native School, Hokianga, who was given a Junior Scholarship from Matihetihe Native School, has qualified for the B.Sc. degree, and won the Senior University Scholarship in Mathematics. The usual examinations for the Te Makarini and Buller Scholarships, founded privately for the assistance of Maori boys, were held in December. The Junior Te Makarini Scholarship was won by Mahuika Allison, of Raukakore Native School, and the Senior by Archie Fabling, of Te Aute College. The Buller Scholarship was awarded to Manga Kamariora, of St. Stephen's School. Comparison of the work of the present candidates with that of the earlier years will show to what extent the standard has improved. The scholarships have been of undoubted benefit to the winners, and the Te Makarini scholars, in particular, have, in their after career, well maintained the purpose which the founder of the scholarships desired. In this connection, it is but fitting that I should express regret at the death of Sir R. D. D. Mac Lean, who founded the Te Makarini Scholarships in memory of his father, one of the greatest Native Ministers that the Dominion has known.

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Retirement of the Senior Inspector of Native Schools. Towards the end of the year Mr. John Porteous, M.A., who had held the position of Senior Inspector of Native Schools since 1920, retired from the service. Mr. Porteous joined the Department in 1905, and had thus completed twenty-five years in Native-school work. Himself an excellent teacher and organizer, he was able to give much assistance to the teachers in the schools, while his integrity and devotion to duty made him also a valued officer of the Department. The Maori people had in him a doughty champion, and his visits were looked forward to by both children and parents with great satisfaction. His tenure of office was accordingly marked with sound progress. He will be long remembered by those who were associated with him in the work and by the Maori people in whose cause he laboured for so many years. Visit of Director of Education and Chief Inspector of Primary Schools. In the early part of the year, the Director of Education and the Chief Inspector of Primary Schools visited Native schools in the East Coast and Bay of Plenty districts. Extracts from the Director's comments were as follow :— " I was very much impressed by the devotion of the teaching staff to their duties and by the excellence of the social work the teachers are doing among the Maoris. A very higli standard of cleanliness has been set and maintained in the Native schools. There is no doubt at all that this standard of cleanliness must in itself be a good training for the Native children. " I found that, as a general rule, the more mechanical parts of the subjects of instruction were well done. Very little bad writing was seen ; mechanical arithmetic was good. Naturally, the pupils, particularly in the more remote schools, found difficulty with the English subjects, but in this direction a great improvement could be effected if the practice of allowing simultaneous answering by the children were discontinued. In their reading, it is of paramount importance that they should endeavour to express the meaning of what they read. There is no doubt at all that greater attention should be paid to the systematic study of English. " Arithmetic should be taught in a thoroughly practical manner. " Nearly all the schools are equipped by the Health Department with some of the simpler remedial requisites and the teachers co-operate freely with the district nurses in attending to ailments among the Maoris. " There is no doubt that the missionary spirit is strongly developed among most of the Nativeschool teachers, and they do a great deal of social work among the Maoris that no one hears about. '"' A number of schools are equipped with manual-training rooms, but several have fallen into disuse. This should not be allowed, and I propose that greater interest should be taken in manual training .for Maori children " Concluding Remarks. Looking back to the time when I entered upon Native-school work in 1901, and considering the present condition of the Maori people as revealed during two recent visits, I am struck by their great progress and development. From time to time the system has been criticized as being too little given to what is called the practical side of education. The Maori himself, however, knows what he wants. The present position is that the young Maori, whether from the Government primary school or from the private college turns his face to work. Dairying and sheep-farming now engage him and it is only where land is too poor in quality, too limited in area, or not available at all, that progress is not so marked. I feel satisfied that of this progress the Native schools have laid the foundation. Further, I am convinced that for the special needs of a Maori settlement, no other kind of school meets the requirements so well. Nor can there be shown anywhere a keener desire for, and interest in, education than amongst the Maoris. The responsibility of the teachers is, therefore, greater and the Department should be gratified at the manner in which they respond to the demands thus made upon them. I have, &c, William W. Bird, Chief Inspector of Primary 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, 1929.

2--E. 3.

In the column "Position," IIM 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 g ah G .2.g Grade a , Name of School. County. of |)g Teachers on Staff. g of^Salary £3 jb 1 o cs ft . _ _ L , £ Ahipara .. Mangonui .. 3c 84 < Braik, Peter .. .. C 100 H M 385 Braik, Christine (Mrs.) .. C 145 A F 230 I Ihaka Maki .. .. .. .. A F 120 TJrlich, Mercia .. .. .. .. A F 85 Arowhenua .. Geraldine .. 3a 48 Bremner, Hannah A. A. I) 96 H F 355 Bremner, Esther P. N. N. .. D 167 A F 220 Awarua .. Bay of Islands 2b 27 Rose, Edwin .. .. B 189 H M 240 Rose, Rosamund V. (Mrs.) .. C 191 A F 145 Hiruharama .. Waiapu .. 3c 97 Rolland, Albert F. .. .. .. H M 265 Rolland, Gertrude A. (Mrs.) .. D 153 A F 230 Hopkinson, Kehi M. .. C 207 A F 170 Kopua, May .. .. .. .. A F 100 Horoera .. Matakaoa .. 2b 35 George, William G . .. D 177 H M 295 George, Catherine M. (Mrs.) .. D 153 A F 155 Huiarau .. Whakatane .. 3a 58 Clemance, Phyllis S. .. C 137 H F 335 Clemance, Grace A. D. .. .. D 188 A F 210 Kaharoa .. Raglan .. 2b 23 Worthington, Herbert .. .. .. H M 250 Worthington, Sarah A. (Mrs.) .. .. AF 105 Kaikohe .. Bay of Islands 4a 131 Rogers, Herbert .. .. D 78 H M 415 Rogers, Ethel E. (Mrs.) .. C 123 A F 270 Caldwell, Mary A. .. .. D 203 A F 225 Maihi, P. .. .. .. .. A F 100 Kakanui .. Helensville .. 1 13 Ward, Constance M. .. .. F 160 Karakanui .. Otamatea .. 1 21 Birkby, John S. .. .. Lie. M 200 Karetu .. Bay of Islands 2b 34 McGowan, Howard G. .. C 152 H M 305 McGowan, Winifred M. (Mrs.) .. .. AF 105 Kauangaroa .. Wanganui .. ] 23 Churton, Emily N. .. .. .. F 190 Kenana .. Mangonui .. I 11 Foster, Jessie E. (Mrs.) .. .. .. F 160 Kirioke .. Bay of Islands 3b 60 Grahame, Bruce .. .. .. H M 285 Grahame, Dorothy (Mrs.) .. C 171 A F 220 McLeod, Marion P. .. .. .. A F 100 Kokako .. Wairoa .. 3 a 44 Harlow, Wilhelmina .. .. I) HF 330 Alford, Florence (Mrs.) .. .. .. AF 195 Makomako .. Kawhia .. 2b 28 West, William E. .. I) 121 HM 345 West, Annie M. W. (Mrs.) .. .. AF 160 Manaia .. Coromandel .. 2b 32 Bell, Eric W. .. .. C 165 H M 310 Bell, Muriel S. (Mrs.) .. .. C 187 A F 135 Mangamuka .. Hokianga .. 3c 89 Murray, James .. .. .. H M 305 Williams, Susannah G. (Mrs.) .. .. AF 160 Stancliffe, Olga E. .. .. .. A F 120 Wright, Emily A. .. .. .. AF 100 Mangatuna .. Waiapu .. 3a 49 Scammell, William H., .. .. .. H M 285 Scammell, Agnes E. (Mrs.) .. .. AF 160 Mangawhariki .. Waiapu .. 1 16 McDonald, Alexina .. D 194 F 210 Manukau .. Mangonui .. 2b I 29 Topia, Jane H. .. .. .. H F 220 Shepherd, Margaret .. .. .. A F 140 Manutahi .. Waiapu .. 3c 110 Woodley, Frederick T. .. B 82 H M 425 Woodlev, Georgina (Mrs.) .. .. AF 185 Winge, Aziyade .. .. D 184 AF 215 Tautau Rahia .. .. .. .. A F 100 Maraenui .. Opotiki .. 2b 37 Baldock, Edgar, C., b.a. .. B 167 H M 250 Baldock, Agnes M. (Mrs.) .. I) 219 AF 115 Maraeroa .. Hokianga .. 3b 65 Hulme, Maagie (Mrs.) .. .. .. H F 285 Hulme, Russell H. .. .. .. AM 160 Heperi, Rebecca .. .. .. A F 120 Matahiwi .. Waimarino .. 1 26 Sparks, William .. D 196 H M 225 Sparks, Lillian H. (Mrs.) .. C 186 A F 105 Matangirau .. Whangaroa .. 3b 66 Dane, Hilda E. I. (Mrs.) .. Lie. H F 310 Dane, William M. .. .. Lie. AM ] 70 Shepherd, Winnie .. .. .. A F 75 Mataora Bay .. Ohinemuri .. 1 18 Hamlin, George .. .. .. M 180 Matapihi .. Tauranga .. 3a 36 McFarlane, Charles T. .. .. .. H M 285 Irwin, Ellenor, A. .. .. .. A F 195 Matata .. Whakatane .. 3a 36 King, Edmund A. .. .. C 115 HM 345 King, Clara M. H. (Mrs.) .. D 19J A F 210

E— 3.

Table H 1— continued. List of Native Village Schools, etc. — continued.

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1 If Grade f2 "§?§ . Name of School. County. of fta Teachers on Staff. <§ £ g Annual Hate School. Ss "g® S of Salary. >< 50 8 O e$ PL) , _ Mataiwaia .. Bay of Islands 1 23 McKenzie, Marion W. (Mrs.) .. .. F 200 Matihetihe .. Hokianga .. 2b 28 Minchin, Zara .. .. .. D 148 H F 320 Te Toko, Emma .. .. . . AF 140 Maungapohatu .. Whakatane .i, 3a 44 Roseveare, Ethel A. .. D 127 IF 345 Paulger, Irene D. .. .. D 192 AF 235 Maungatapu .. Tauranga .. 3b 61 Roach, Patrick .. .. C 103 H M 370 | Roach, Ruby (Mrs.) .. .. .. A F 160 Roach, Aileen F. M. .. .. .. AF 85 Mohaka .. Wairoa .. 3b 87 Wills, Edgar J. .. C 104 H M 370 Wills, Evelyn A. (Mrs.) .. .. C, 158 AF 200 Findlay, Amy J. ;. .. .. AF 110 Pickering, Doris M. .. .. .. A F 100 Motatau .. Whangarei .. 2b 43 Morris, Richard E. .. 1 .. C 148 | H M 310 Morris, Margaret J. (Mrs.) .. C 188 | A F 125 Motiti Island .. Tauranga .. 2b 35 Clench, Charles McD. .. .. ,. H M 250 Clench, Mary I. (Mrs.) .. .. .. A F 105 Motuti .. Hokianga .. 2b 28 Le Huray, Agnes M. .. C 128 H F 270 Fleury, Ellen J. .. .. .. A F 120 Ngawha .. Bay of Islands 3b 54 Russell, William E. .. C 150 H M 350 Russell, Agnes (Mrs.) .. .. .. A F 160 Ripia, Eva .. .. .. .. A F 100 Nuhaka .. Wairoa .. 4a 153 South, Moses .. .. E 107 H M 405 South, Emma S. (Mrs.) .. .. .. A F 190 Campbell, Marion B. .. C 184 A F 245 South, Joyce K. .. .. .. A F 85 Wharehinga, Raiha .. .. .. A F 100 Ohautira .. Raglan .. 2a 19 Childe, Marjorie (Mrs.) .. D 188 H F 300 Childe, Sydney H. .. .. .. AM 105 Okautete .. Masterton .. 2a 20 Dunwoodie, David W. .. C 195 M 240 Omaio .. Opotiki .. 3b 52 Coughlan, William N. .. .. .. H M 295 Coughlan, Isabella A. (Mrs.) .. .. A F 160 Coughlan, Alison A. .. .. .. A F 65 Omanaia .. Hokianga .. 3b 68 Bruford, Frederick C. B. .. .. H M 275 Bruford, Madge L. (Mrs.) .. .. A F 150 Wallace, Kathleen R. .. .. .. AF 110 Omarumutu .. Opotiki .. 3b 77 MacKay, Gordon .. .. D 99 H M 385 MacKay, Emily M. .. .. .. A F 160 Gaskill, Annie M. .. .. .. AF 105 Opoutere .. Thames .. 2b 25 Statham, William H. .. .. H M 260 Statham, Frances E. (Mrs.) .. .. A F 105 Orauta .. Bay of Islands 2b 38 Kelly, Felix .. .. .. D 109 H M 345 Brown, Mary .. .. .. .. A F 105 Oromahoe .. Bay of Islands 2a 26 Brighouse, Kathleen (Mrs.) .. .. H F 240 Brighouse, John R. .. ,. .. AM 105 Oruanui .. East Taupo .. 2b 35 Ferguson, William .. D 134 H M 345 Ferguson, Alice (Mrs.) .. .. ,. A F 150 Oruawharo .. .. 2b 27 Thompson, Catherine (Mrs.), b.a.. . B 107 HF 300 | Thompson, Robert W. .. .... AM 95 Otaua .. Hokianga .. 3b 73 Smith, Leonard H % .. .. .. H M 285 Smith, Phoebe M. (*Mrs.) .. .. AF 160 Chapman, Inez P. L. .. .. .. A F 120 Otoko Pa .. Wanganui .. 1 18 Turner, Eva M. .. C 158 F 250 Otukou .. Taupo .. 2a 20 Blathwayt, Mary de V. W. .. .. H F 220 Blathwayt, Ellen E. C. .. .. .. A F 85 Oturu .. Mangonui .. 1 16 Leef, Kathleen.. .. .. .. F 180 Paeroa .. Tauranga .. 3a 54 Dale, Francis A. .. C 86 H M 370 Dale, Florence E. (Mrs.) .. B 128 AF 230 Pamapuria .. Mangonui .. 3a 41 Heal, Ethel A. (Mrs.) .. .. C 143 H F 335 Heal, Ernest R. .. .. .. AM 160 Pamoana .. Waimarino .. 2a 25 Pees, Katherine S. .. C 163 H F 310 Hicks, Blanche M. .. .. .. A F 120 Papamoa .. Tauranga .. 3a 48 Morris, Margery M. (Mrs.) .. D 140 H F 320 Morris, David 0. .. .. .. AM ' 130 I'aparore .. Mangonui .. 3a 36 Harper, Leslie M. (Mrs.) .. C 116 HF 360 Harper, Charles A. E. .. .. .. AM 170 Parapara .. Mangonui .. 2a 19 Sheeran, Alfred F. L. .. .. H M 200 Sheeran, Hazel G. (Mrs.) .. .. A F 65 Parawera .. West Taupo 3a 52 Lowe, Joseph E. ... .. B 108 H M 370 Lowe, Mary E. (Mrs.) .. D 188 A F 200 Jones, Marion W. E. .. .. .. A F 100 Parikino .. Wanganui .. 2b 30 Chenery, Honoria L. (Mrs.) .. D 190 H F 300 Chenery, James W. .. .. .. AM 105 Parinui .. Wanganui .. 1 15 White, Douglas H., b.a. .. .. B 181 M 230 Pawarenga .. Hokianga .. I 11 Matthews, Emily .. .. .. F 190 Pipiriki .. Wanganui .. 2b 27 Jarratt, Herbert .. C 110 HM 345 Jarratt, Emily E. (Mrs.) .. .. A F 160 Poroporo .. Whakatane .. 3b 63 Ryde, Henry J. .. D 98 H M 385 Ryde, Emma G. (Mrs.) .. .. .. A F 160 Ryde, Edna R. .. .. .. A F 85 Pukehina .. Rotorua .. 2a 23 Burgoyne, Annetto .. .. .. H F 250 Burgoyne, Constance .. .. .. AF 105

E.—3.

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

11

1 II (jrOfds .It gj Name ol School. County. of 8>g Teachers on Staff. c§ g g A nf n SnL?v tt! School. gS |® s 01 tealar ygt 8 CS fLj £ Pukepoto .. Mangonui .. 3b 56 Gracie, Thomas .. .. C 116 HM 370 Gracie, Mary L. S. (Mrs.) .. .. AT 160 Cameron, Jane.. .. .. .. A? 85 Rakaumanga .. Waikato .. 3b 85 Strong, Sydney J. .. .. D 118 HM 345 Strong, Mildred F. (Mrs.) .. .. A F 160 Mauriohooho, Rarangi .. .. .. AP 110 Rakaunui .. Kawhia .. 1 16 Keith, Sydney M. .. .. .. M 190 Rangiahua .. Wairoa .. 2b 29 Timms, William .. C 141 H M 320 Timms, Dorothy B. T. (Mrs.) .. C 169 AI 135 Rangiawhia .. Mangonui .. 3a 35 Roberts, Harold V. J. .. .. .. H M 255 Roberts, Lilian M. (Mrs.) .. .. AF 130 Rangitahi .. Whakatane .. 3a 30 Jamison, Mary.. .. .. .. HF 285 Mauriohooho, Sarah .. .. .. A F 195 Rangitukia .. Waiapu .. 4a 140 Cumpsty, Charles E., B.A. .. B 97 HM 415 Cumpsty, Mary (Mrs.) .. .. .. AF 200 McLachlan, Linda .. .. .. A I 1 195 Waikari, Hera T. H. .. .. .. A F 100 Raukokore .. Opotiki .. 3b 71 Forbes, Leslie .. .. D 170 H M 325 Forbes, Winifred M. (Mrs.) .. C 188 A F 200 Tukaki Araporohe T. .. .. .. AF 110 Reporua .. Waiapu .. 1 16 Seatler, Jean 1'. (Mrs.) .. .. C 202 F 200 Rotokawa .. Rotorua .. 3a 47 Oulds, George F. .. .. ., H M 285 Oulds, Agnes W. (Mrs.) .. .. .. AF 160 Ruatoki .. Whakatane .. 4a 109 Sinclair, Donald W. E. .. .. .. H M 300 Sinclair, Martha (Mrs.) .. .. .. AF 200 Riini, Mary .. .. .. .. A F 100 Taharoa .. Kawhia .. 3a 41 Seivewright, Alexander C. .. .. H M 285 Seivewright, Clara (Mrs.) .. .. A F 160 Takahiwai .. Whangarei .. 1 15 Goodson, Robert H. .. .. .. M 200 Tangoio .. Hawke's Bay 3a 39 McKenzie, Kenneth .. B 96 H M 355 McKenzie, Beatrice (Mrs.) .. .. A F 160 Tanoa .. Otamatea .. 2b 31 Bloy, Alice (Mrs.) .. C 170 H F 280 Bloy, Oliver, D. M. .. .. .. AM 95 Tautoro .. Bay of Islands 3 a 50 Smith, Gordon.. .. .. .. HM 285 Adams, Alice M. .. ., .. AF 190 Te Ahualiu .. Bay of Islands 3a 40 Sullivan Andrew J. .. C 89 H M 355 Sullivan Martha A. A. (Mrs.) .. .. A F 160 Te Araroa .. Matakaoa .. So 85 McCowan, John T. .. C 100 H M 385 McCowan, Marguerite (Mrs.) .. .. A F J60 Rogers, Hineawe .. ., .. AF 140 Hovell, Constance S. .. .. AF 65 Te Hapua .. Mangonui .. 3b 54 Rust, Gordon J. .. .. .. H M 285 Rust, Annie B. (Mrs.) .. ... .. AF 160 McDonald, Annie G. .. .. .. AF 100 Te Haroto .. East Taupo .. 2a 24 Parr, Robert S. .. C 177 H M 295 Parr, Olwen M. (Mrs.) .. C 166 AF 125 Te Horo .. Whangarei .. 3a 42 Airey, Hubert B. .. .. .. H M 285 Airey, Annie C. (Mrs.) .. .. .. A F 160 Te Kaha .. Opotiki .. 3b 74 Cato, Anson H. .. .. .. H M 295 Cato, Netty F. L. (Mrs.) .. .. A F 160 Brown, Onehu .. .. .. .. A F 120 Te Kao .. Mangonui .. 3b 68 Watt, Archibald H. .. .. .. H M 285 Watt, Bertha F. (Mrs.) .. .. .. A F 160 Ihaka, Rihipeti .. .. .. A F 85 Karena, R. .. .. .. A F 75 Te Kopua .. Waipa .. 1 15 Rutherford, Georgina H. .. .. F 160 Te Kotukutuku Tauranga .. 3b 69 Snelling, William H. .. B 163 H M 325 (58) and Rangi- Snelling, Ethel M. (Mrs.) .. .. AF 150 waea (side Callaway, Christina .. .. .. AF 190 school) (11) Te Mahia .. Wairoa .. 2b 29 Beer, Uno .. .. C 157 HM 310 Beer, Frances M. (Mrs.) .. .. A F 105 Te Matai .. Tauranga .. 3b 65 Chappell, Kingsley G. .. B 150 H M 350 Chappell, Winifred M. (Mrs.) .. C 183 A F 200 Reweti, Lucy P. .. .. .. A F 110 Te Paroa-Totara Whakatane .. 3c 117 Clark, Olive J. M. (Mrs.) .. B 80 HF 385 Clark, William M. ., .. .. AM 160 Wright, Vivienne E. .. .. .. A F 105 King, Mary V... .. .. .. AF 85 Te Pupuke .. Whangaroa .. 3a 55 Goldsbury, Hugh .. .. D 135 HM 335 Goldsbury, Annie J. (Mrs.) .. E 169 A F 220 Bramley, Iris P. A. .. .. .. A F 65 Te Rawhiti .. Bay of Islands 2b 36 Thomson, Thomas .. .. .. HM 250 Thomson, Beatrice (Mrs.) .. .. A F 105 Te Reinga .. Wairoa .. 2b 29 Wright, Percy .. .. .. .. HI 285 Wright, Rebecca (Mrs.) .. .. .. A F 160 Te Teko .. Whakatane.. 3c 111 Butler, Fenton .. .. C 86 H M 370 Butler, Rosalie (Mrs.) .. .. .. A F 130 Cornes, Olive .. .. .. .. A F 130 Guest, Kate E. .. .. .. AF 120

E.—3.

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

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8 o <j 3 +3.2 Grade £ «■§ . , Name of School. County. of §, a Teachers on Staff. « h § ii n «f lo Sohool. gS "S® b of Salary. S3 gl 8 cS -p_j I ■ • j £ Te Waotu .. West Taupo X 17 Maeey, Russell S. .. C 210 ; M 200 Te Whaiti .. Whakatane .. 1 21 Tweed, Sarah E. .. .. .. F 190 Tikitiki .. Waiapu .. 4a 147 Bowman, Thomas W. .. C 80 H M 400 Bowman, Eva M. (Mrs.) .. C 107 A 3? 255 Walker, Elizabeth (Mrs.) .. .. AF 175 Bowman, Hilda C. .. .. .. A E 85 Tokaanu .. East Taupo .. 3b 62 Wall, Harry .. .. .. .. H M 295 Wall, Fanny S. M. (Mrs.) .. .. A F 160 Asher, Harriet .. .. .. AF 85 Tokata .. Matakaoa .. 2a 27 Kennedy, Pereival R. .. Lie. H M 270 Kennedy, Eva (Mrs.) .. .. .. AF 95 Tokomaru Bay.. Waiapu .. 3b 70 Frazer, William .. .. .. HM 285 Robertson, Margaret .. .. .. A E 195 Potae, Kupere H. .. .. .. A E 85 Torere .. Opotiki .. 3a 43 Drake, Armine G. .. .. .. H M 285 Drake, Rosalind K. (Mrs.) .. .. A E 160 Tuhara .. Wairoa .. 3a 36 Astall, Annie (Mrs.) .. D 122 HF 345 Astall, John R. .. C 186 A M 180 Tuparoa .. Waiapu .. 3b 60 White, Hamilton H. .. .. .. H M 285 White, Isabel (Mrs.) .. .. D 165 A E 220 Grace, Hariata T. .. .. .. AF 110 Waihua .. Wairoa .. 1 17 Gillespie, Mary D. (Mrs.) .. .. F 190 Wai-iti .. Rotorua .. 3b 58 Munro, John B. .. C 96 H M 370 Munro, Florence M. (Mrs.) .. .. A F 160 Tough, Mary .. .. D 219 A F 150 Waikare .. Bay of Islands 2b 29 Cells, Louis J. .. .. .. .. H M 250 Cells, Maximilienne (Mrs.) .. .. A F 105 Waikeri .. Mangonui .. 1 17 Young, Herbert W. .. D 206 M 245 Waima .. Hokianga .. 3b 64 Johnston, George .. D 127 H M 375 Johnston, Mary E. (Mrs.) .. C 125 A F 230 Hall, Florence W. .. .. .. A E 100 Waimamaku .. Hokianga .. 3a 46 Handcock, Georgina .. D 107 H F 355 Handcock, Martha A. .. .. .. A F 160 Waimarama .. Hawke's Bay 1 27 Ward, Violet .. .. .. .. HE 190 Ropiha, Waina I. .. .. .. AF 110 Waiohau .. Rangitaiki .. 2a 23 Webber, Elsie E. .. C 129 H F 330 Natana, Amiria .. .. .. A F 65 Waiomatatini .. Waiapu .. 3b 78 Cole, George N. .. C 167 H M 340 Cole, Kate E. (Mrs.) .. C 120 A F 220 Collier, Kathleen .. .. .. A F 85 Waiomio .. Bay of Islands 3a 35 Boake, Marcella A. (Mrs.), b.a. .. B 139 H F 335 Boake, Albert B. .. .. .. AM 160 Waiorongomai .. Waiapu .. 1 12 Kaua, Matekino H. .. .. .. F 190 Waiotapu .. Whakatane .. 1 11 Jefferis, Jessie (Mrs.) .. C 141 E 260 Waioweka .. Opotiki .. 3a 42 Watkin, Arthur A. .. D 107 H M 360 Watkin, Mary Ann (Mrs.) .. .. A F 160 Casey, Ruby J. .. .. .. A F 65 Waitahanui .. East Taupo .. 2b 34 Jones, Marion F. (Mrs.) .. j D 172 H F 310 Jones, William E. .. .. j .. AM 105 Waitapu .. Hokianga .. 1 18 Lomba, Laura M. .. .... F 160 Werowero .. Mangonui .. 1 27 Matini, Ratareria .. .. 1 .. H F 180 Greaves, Ngaeoma .. .. .. A F 120 Whakaki .. Wairoa .. 3b 53 Craig, William H. M. .. .. D 135 H M 350 Rosevear, Vera I). M. .. C 162 A F 245 Whakapara .. Whangarei .. 2b 32 Miller, Ethel (Mrs.) .. E 121 HF 330 Miller, Winifred E. .. .. D 202 A F 135 Whakarara .. Whangaroa .. 3b 61 Robinson, Edna M. (Mrs.) .. D 149 HF 320 Robinson, Charles H. .. .. .. AM 150 Broughton, Ja..e .. .. .. A F 100 Whakarewarewa Rotorua .. 3c 125 Banks, Joseph .. .. .. HM 305 Banks, Anna (Mrs.) .. .. D 116 AF 230 Mackenzie, Isabella H. .. .. .. A F 130 Gandy, Ethel T. .. .. .. A F 120 Whakawhitira .. Waiapu .. 2a 20 Foster, Phillip J. .. .. B 178 HM 285 Foster, Norah J. C. (Mrs.) .. .. A F 105 Whangamarino.. Rotorua .. 3a 41 MacLeod, George .. .. C 97 H M 355 MacLeod, Lillian H. (Mrs.) .. D 169 A F 190 Whangaparaoa.. Matakaoa .. -1 16 Saunders, Margaret 0. .. .. .. F 190 Whangape .. Hokianga .. 2b 33 Templeton, William S. C. C 190 H M 270 Templeton, Isabel M. U. (Mrs.) .. C 182 A E 125 Whangara .. Cook .. 1 16 MacArthur, Arthur D. .. .. D 185 M 240 Whangaruru .. Bay of Islands 3a 44 Jones, Elizabeth (Mrs.) .. .. .. H F 285 Jones, Ernest .. .. .. .. AM 160 Wharekahika .. Matakaoa .. 3a 46 Tawhiri, Riwai H. .. .. C 120 H M 360 Patterson, Alice (Mrs.) .. .. .. A F 160 Whareponga .. Waiapu .. 2b 26 Cormach, George W. .. D 201 H M 230 Cormach, Margaret E. (Mrs.) .. C 188 A F 145 Whirinaki .. Hokianga .. 3c 82 Barnett, David .. .. Lie. H M 325 Barnett, Sarah H. (Mrs.) .. .. A F 160 Wynyard, Emily .. .. .. A E 85 Riesterer, Catherine .. .. .. A E 100

E.—3.

Table H2. List of Native Village Schools, with the Attendance of the Pupils for the Year 1929.

13

tin this liat the schools are arranged according to regularity of attendance, shown in the last column.] School Roll. Sjjl g" 8^ TH c3 ® , §■* a o a 2 0 a) -§ Average fe S S g >- a-h-ni Number Number Weekly 5,g£ ■< g~ u belonging belonging Roll Number. 9 ® v at End of at End of (Mean of the o-a S SP ® 9 Xear 1928. Year 1929. Three S§S S Terms, 1929.) «■"" > H ■< <10 (20 (80 (40 (60 (6.) Mataora Bay .. .. .. . . 16 19 20-1 19-7 98-0 Waiomio .. .. .. .. 37 35 35-1 34-4 98-0 Opoutere.. .. .. .. .. 26 26 26-1 25-4 97-3 Arowhenua .. .. .. .. 51 54 50-6 49-1 97 0 Awarua .. .. .. .. .. 25 30 29-7 28-8 97-0 Manaia .. .. .. .. .. 34 35 33-4 32-4 97-0 Matangirau .. .. .. .. 61 72 66-7 64-5 96-7 Rangiawhia .. .. .. .. 40 28 31-7 30-6 96-5 Te Rawhiti .. .. .. .. 38 37 36-9 35-5 96-2 Kauangaroa* .. .. .. .. .. 28 25-3 24-3 96-0 Motiti Island .. .. .. .. 38 34 35-2 33-7 95-7 Takahiwai .. .. .. .. 14 16 17-2 16-4 95-3 Whirinaki .. .. .. .. 88 91 88-3 84-1 95-2 Omarumutu .. .. .. .. 84 83 80-6 76-6 95-0 Omaio .. .. . . .. .. 57 56 55-3 52-5 94-9 Te Kotukutuku .. .. .. .. 59 60 60-3 57-2 94-9 TePupuke .. .. .. .. 55 70 62-1 58-8 94-7 Tikitiki .. .. .. .. .. 140 168 163-4 154-8 94-7 Maungapohatu .. .. .. .. 47 44 45-5 42-9 94-3 Parapara.. .. .. .. .. 23 28 22-3 21-0 94-2 Reporuaf .. .. .. .. 18 23 19-1 18-0 94-2 Whakarara .. .. .. .. 61 78 68-7 64-7 94-2 Karetu .. .. .. .. .. 36 35 35-4 33-3 94-1 Mangamuka .. .. .. .. 94 102 97-0 91-2 94-0 Tanoa .. .. .. .. .. 30 35 34-8 32-7 94-0 Te Reinga .. .. .. .. 33 31 29-4 { 27-6 93-9 Matata .. .. .. .. .. 34 41 38-7 j 36-2 93-5 Oromahoe .. .. .. .. 24 29 29-2 J 27-3 93-5 Paeroa .. .. .. .. .. 51 59 61-0 57-0 93-4 Tokomaru Bay .. .. .. .. 75 75 76-2 71-2 93-4 Oruawharo .. .. .. .. 28 26 28-4 26-5 93-3 Pukepoto .. .. .. .. 63 65 62-0 57-8 93-2 Whangaparoa .. .. .. .. 19 19 17-6 16-4 93-2 Te Paroa-Totara .. .. .. .. 126 135 129-3 120-4 93-1 Matahiwi .. .. .. .. 24 37 31-6 29-4 93-0 Tuparoa .. .. .. .. .. 62 64 66-0 61-4 93-0 Werowero .. .. .. .. 24 33 33-0 30-7 93-0 TeKao .. .. .. .. .. 68 81 75-6 70-2 92-9 Tuhara .. .. .. .. .. 42 39 38-2 35-5 92-9 Oturu .. .. .. .. .. 18 15 15-0 13-9 92-7 Te Haroto .. .. .. .. 26 26 25-7 23-8 92-6 Rotokawa .. .. .. .. 49 53 53-1 49-1 92-5 Rakaumanga .. .. .. .. 73 91 95-1 87-8 92-4 Omanaia .. .. .. .. 74 83 76-3 j 70-3 92-1 Te Kopua .. .. .. .. 17 14 15-2 J 14-0 92-1 Poroporo.. .. .. .. .. 73 70 69-6 I 64-0 92-0 Waiomatatini .. .. .. .. 86 90 85-9 78-9 91-9 Whakawhitira .. .. .. .. 24 29 23-1 j 21-2 91-8 Pamapuria .. .. .. .. 47 40 41-3 37-8 91-5 Maraenui .. .. .. .. 41 46 41-6 38-0 91-3 TeAhuAhu .. .. .. .. 45 43 43-5 39-7 91-3 Raukokore .. .. .. .. 74 73 76-7 69-9 91-1 Waikare .. .... .. .. 31 29 31-4 28-6 91-1 Waimarama .. .. .. .. 23 38 36-0 32-8 91-1 Ngawha .. .. .. .. .. 56 61 59-7 54-3 91-0 Otaua .. .. .. .. .. 80 76 78-8 71-7 91-0 Whakaki .. .. .. .. 60 53 56-6 51-5 91-0 Nuhaka .. .. .. .. .. 163 174 173-7 157-9 90-9 Mohaka .. .. .. .. .. 92 112 102-0 92-6 90-8 Hiruharama .. .. .. 95 116 111-1 100-8 90-7 Waimamaku .. .. .. .. 48 51 51-5 46-7 90-7 Parawera . t • .. .. .. 51 67 63-5 57-5 90-6 Rakaunui .. .. .. .. 18 18 18-2 j 16-4 90-1 Mangatuna .. .. .. .. 54 64 59-1 53-2 90-0 Ohautira .. .. .. .. 22 28 21-2 19-0 89-6 Papamoa .. .. .. .. 51 48 51-2 45-9 89-6 Maraeroa .. .. .. .. 75 66 71-2 63-7 89-5 Pipiriki .. .. .. .. .. 31 29 30-7 27-4 89-3 Wharekahika .. .. .. .. 58 54 51-6 46-1 89-3 Horoera .. .. .. .. .. 38 41 41-2 36-7 89-1 Motatau .. .. .. .. .. 44 46 48-5 43-2 89-1 Otoko Pa* .. .. .. .. .. 21 20-2 18-0 89-1 TeMatai .. .. .. .. 72 71 72-7 64-8 89-1 Whangaruru .. .. .. .. 52 55 49-7 44-3 89-1 Kenana .. .. .. .. .. 12 10 11-7 10-4 88-9 Rangitahi .. .. .. .. 36 36 34-1 30-3 88-9 Whakarewarewa .. .. .. . * 147 110 124-8 110-9 88-9 Kirioke .. .. .. .. .. 64 73 68-6 60-9 88-8 Tangoio .. .. .. .. .. 44 36 43-8 38-9 88-8 Torere .. .. .. .. .. 50 47 47-2 41-9 88-8 Motuti .. .. .. .. .. 25 37 34-5 30-6 88-7 Paparore .. .. .. .. 41 40 41-6 36-9 88-7 Te Kaha .. .. .. .. 83 87 83-0 73-6 88-7 Tokaanu .. .. .. .. 63 67 71-7 63-6 88-7 Whangara .. .. .. .. 15 16 17-7 15-7 88-7 Parinui .. .. .. .. .. 19 16 17-6 15-6 88-6 Rangitukia .. 154 158 159-8 141-6 88-6 * Opened first term, 1929. t Opened 8tli .Tuly, 1929.

E.—3.

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

14

School Roll. 3j|§ 03 tH ® S)-_ r 12 mW , g o § g« Average g g -grt s» a„v,„„i Number Number Weekly t ® £ 5 o — tl belonging belonging Roll Number. 2"® <d at End ol at End of (Mean ol the ° -a £ 2f S 9 Year 1928. Year 1929. Three ggg 2 ,3 Terms, 1929.) §' SH > a -«i (10 (2.) (SO (40 (6J (6.) TeWaotu .. .. .. .. 18 16 19-3 17-1 88-6 Mangawhariki .. .. .. .. 17 12 17-4 15-4 88-5 Te Whaiti .. .. .. .. 23 23 24-4 21-6 88-5 Waitahanui .. .. .. .. 45 28 32-1 28-4 88-5 Whakapara .. .. .. .. 35 36 36-6 32-4 88-5 Tokata .. .. .. .. .. 32 27 27-7 24-5 88-4 Huiarau .. .. .. .. .. 59 67 67-1 59-2 88-2 Whareponga .. .. .. .. 31 23 26-2 23-1 88-2 Karakanui .. .. .. .. 23 27 26-6 23-4 88-0 Kaharoa .. .. .. .. .. 31 24 24-0 21-1 87-9 Matihetihe .. .. .. .. 32 34 33-1 29-1 87-9 Taharoa .. .. .. .. .. 46 42 46-1 40-5 87-9 Tautoro .. .. .. .. .. 50 57 56-2 49-4 87-9 Okautete.. .. .. .. .. 23 23 22-9 20-1 87-8 Otukou .. ... .. .. .. 22 28 25-1 22-0 87-6 Waihua .. .. .. .. .. 18 17 18-6 16-3 87-6 Matapihi .. .. .. .. 40 43 41-6 36-3 87-3 Te Araroa .. .. . . .. 91 99 99-4 86-8 87-3 Te Mahia .. .. .. .. 34 29 30-6 26-7 87-3 Kakanui .. .. .. .. .. 12 20 18-8 16-4 87-2 Maungatapu .. .. .. .. 70 59 65-4 57-0 87-2 Rangiahua .. .. .. .. 34 30 31-3 27-3 87-2 Whangape .. .. .. .. 33 46 39-1 34-1 87-2 Kaikohe .. .. .. .. .. 154 137 146-5 127-1 86-8 Makomako .. .. .. .. 30 22 30-2 26-2 86-8 Manutahi .. .. .. .. 120 106 118-4 102-8 86-8 Orauta .. .. .. .. .. 42 42 42-5 36-9 86-8 Parikino .. .. .. .. .. 33 36 34-9 30-3 86-8 Pamoana .. ... .. .. 30 25 28-4 24-5 86-3 Wai-iti .. .. .. .. .. 63 59 64-3 55-2 85-8 TeTeko.. ... .. .. .. 124 137 137-6 117-8 85-6 Te Horo .. .. .. .. .. 47 50 49-5 42-2 85-3 Kokako .. .. .. .. .. 61 33 44-5 37-9 85-2 Waima .. .. .. .. .. 73 7] 74.0 63-0 85-1 TeHapua .. .. .. .. 63 82 71-7 60-7 84-7 Rangiwaea .. .. .. .. 12 12 13-0 11-0 84-6 Waiorongomai .. .. .. .. 13 15 14-3 12-0 83-9 Waiohau .. .. .. .. 27 27 28-5 23-8 83-5 Ahipara .. .. .. .. .. 110 98 100-7 83-9 83-3 Whangamarino .. .. .. .. 43 57 53-2 44-3 83-3 Matawaia* .. .. .. .. .. 29 27-3 22-7 83-2 Ruatoki .. .. .. .. .. 132 132 126-1 103-4 82-0 Oruanui .. .. .. .. .. 37 46 46-5 38-1 81-9 Waioweka .. .. .. .. 38 74 62-8 51-4 81-8 Waiotapu .. .. .. .. 16 16 14-2 11-6 81-7 Waikeri .. .. .. .. .. 26 19 19-9 15-9 79-9 Pukehina .. .. .. .. 25 31 30-5 24-1 79-0 Pawarenga .. .. .. .. 16 12 11-7 9-0 76-9 Manukau .. .. .. .. 35 36 38-1 29-2 76-6 Waitapu .... .. .. .. 23 20 21-4 16-1 75-2 Totals for 1929 .. .. .. 6,979 6,955-3 6,251-9 89-9 Totals for 1928 .. .. 6,671 .. 6,770-2 5,964-2 88-1 Maori Mission Schools, subject to Inspection. Ranana Convent .. .. .. .. 27 23 24-1 22-8 94-6 Jerusalem Convent .. .. .. 19 21 22-0 20-4 92-7 Tokaanu Convent .. .. .. .. 36 38 39-6 36-2 91-4 Putiki Mission .. .. . . .. 36 35 35-3 32-0 90-7 Matahi Mission .. .. .. .. 20 23 20-3 18-0 88-7 Whakarapa Convent .. .. .. 136 155 147-6 128-0 86-7 Waitaruke Convent .. .. .. 74 74 73-3 63-0 85-9 Tanatana Mission .. .. .. .. 52 49 53-1 44-8 84-4 Matata Convent .. .. .. .. 54 51 53-7 44-0 81-9 Pawarenga Convent .. .. .. 71 63 63-0 51-3 81-4 Totals for 1929 .. .. .. 532 532-0 460-5 86-6 Totals for 1928 .. .. 550 .. 564-2 488-8 86-7 Boarding-schools affording Secondary Education far Maoris. Wesley College (boys), Auckland .. .. 29 33 33-6 33-6 100-0. St. Joseph's (girls), Napier .. .. .. 52 54 54-3 54-1 99-6 Queen Victoria (girls), Auckland .. .. 47 51 49-2 48-6 98-8 Turakina (girls), Marton .. .. .. 37 38 37-7 37-2 98-7 Waerenga-a-hika (boys), Gisborne .. .. 20 28 25-9 25-5 98-5 Hikurangi College (boys), Carterton .. .. 32 34 36-9 36-2 98-1 Te Aute College (boys), Hawke's Bay .. 80 80 81-9 79-6 97-2 St. Stephen's (boj's), Auckland .. .. 63 52 52-4 50-7 96-8 Te Waipounamu (girls), Christchurch .. 18 15 - 16-9 16-0 94-7 Agricultural College (boys), Hastings .. 53 45 43-0 40-5 94-2 Hukarere (girls), Napier .. .. .. 58 66 63-7 57-1 89-6 Otaki (mixed), Otaki .. .. .. 44 37 37-8 32-9 87-0 Totals for 1929 .. .. .. 533 533-3 512-0 96-0 Totals for 1928 .. 533 531-8 506-6 95-2 * Opened third term, 1929.

E.—3

Table H3. (a) Number of Maori Pupils attending Maori Secondary Schools at the End of 1929.

N.B.—One Government pupil was in attendance at Sacred Heart College, Auckland, and also one at St. Patrick's College, Wellington. (6) Nursing Scholarships. One Maori girl held a nursing scholarship in 1929, and attended as a day pupil at Napier Hospital ~ - ~ (c) Apprenticeships. There were no Maori boys holding apprenticeships at the end of 1929. (d) Agricultural Scholarships. At the end of 1929 five Maori boys were holding agricultural scholarships at Te Aute College.

(e) Maori Students holding University Scholarships at End of 1929.

15

School. Government Private j Pupils. Pupils. - . Otaki College (mixed), Wellington .. .. .. .. 37 37 St. Stephen's (boys), Auckland .. .. .. 36 ! 16 52 Te Aute College (boys), Hawke's Bay .. .. .. 30 50 80 Waerenga-a-hika College (boys), Gisborne .. .. 2 26 28 Hikurangi College (boys), Carterton .. .. .. .. 34 34 Wesley College (boys), Paerata .. .. .. 12 1 21 33 Agricultural College (boys), Hastings .. .. .. .. 45 45 Queen Victoria (girls), Auckland .. .. .. 25 26 51 Hukarere (girls), Napier ... .... ...... 26 40 66 St. Joseph's (girls), Napier .. .. .. .. 25 29 54 Turakina (girls), Marton .. .. .. .. 10 28 38 Te Waipounamu (girls), Christchurch .. .. .. 1 14 15 Totals .... .. .. 167 366 533

Number. University Course. , which Scholar1 Arts .. .. Auckland. 1 Medicine ., .. Otago. 1 Theology

E—3.

Table H4. Maori Children attending Public Schools, December, 1929.

Table H5. Classification and Ages of Maori Scholars attending Public Schools at the 30th June, 1929

16

1 , T , , Number of Maori Pupils at S. VI Certificates Number of End of 192g Number awarded. Education District. : ? ,°°, S a . examined Total. which Maoris ; in S VT I I attend. . , mti ' ' ,t> (t • i Com13oys. Girls. . Total. j Proficiency.; petency] Auckland .. 398 2,054 1,870 3,924 97 48 22 70 Taranaki .. 63 341 294 635 17 11 6 17 Wanganui .. 70 311 290 601 21 14 5 19 Hawke's Bay .. 88 738 695 1,433 58 34 6 40 Wellington .. 62 307 323 630 31 19 7 26 Nelson .. 10 17 20 37 3 2 1 3 Canterbury .. 43 177 147 324 12 10 1 11 Otago 20 49 52 101 5 4 .. 4 Southland 13 41 46 87 10 5 3 8 Totals .. 767 4,035 3,737 7,772 254 147 51 198 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. 8. in. S. IV. S. V. S. VI. S. VII. Total. Years. ! [ ~ ~ ~ . ~ ~ i ~ ~\ ! ! i ] ! «J 05 m rn 03 to 00 CO 5? <j£ J0 <£ I \ _W !» J£ 00 CO £j* H *rj v? 5*» |L T2 o .a o a o .tt o .S3 o .£3 o js o •" o •? o PQ o W o ffl O M O w OpqjO|cq O(pOpq O 5 and under 6 311 285 311 285 6 „ 7 446 383 1 2 .. 1 447 386 7 „ 8 473 402 40 70 1 6 514 478 8 „ 9 338 254 145 126 33 52 6 1 516 439 9 10 191 156 175 132 103 131 37 35 3 3 509 457 10 ,, 11 89 82 119 92 132 124 80 87 . 18 28 1 439 413 11 „ 12 48 43 61 63 113 100 136 126 80 64 16 17 2 1 .. .. 456 414 12 „ 13 20 20 23 36 63 57 108 96 95 86 56 52 10 15 .. .. 375 362 13 „ 14 7 11 12 16 32 37 65 58 90 87 70 78 43 49 .. 1 319 337 14 „ 15 1 1 6 4 9 8 17 11 43 31 52 45 60 50 1 2 189 152 15 16 .. 1 .. .. 1 ] 6 6 11 4 13 13 22 14 .. 1 53 40 16 years and over, .. .. .. 1 .. .. 1 3 1 1 1 3 ..2.. 10 3 1,9241,638 582 542 487 517 450 425 | 343 305 209 206 140 129 3 4 4,138|3,766 V Y J K Y > V ~V K V ' | V Y J K V V V J K V ' K Y J 3,562 1,124 1,004 875 648 415 269 7 7,904 Percentage .. 45-1 14-2 12-7 1M 8-2 5-2 3-4 0-1 100 | • 1 1 1 i Median age in 7-5 ! 7-5 9-7 9-7 10-10 10-7 11-10 11-8 12-9 12-8 13-5:13-5 14-3 14-0 . J ..I .. .. years and months I I I I Note. —For the purpose of this return half-caste children and children intermediate in blood between halfcaste and Maori are reckoned as .Maori.

E.—3.

Table H6. Race of the Children attending the Native Village Schools on 30th June, 1929.

3—E. 3.

17

Note. —For the purpose of this return half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori, and children intermediate in blood between half-caste and European as European. Race. j Totals. School. Maoris. ! Europeans. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Ahipara .. .. 50 40 96 1 6 7 51 52 103 Arowhenua .. .. 21 17 | 38 7 7 14 28 24 52 Awarna .. .. 14 15 j 29 1 1 15 15 30 Hiruharama .. .. 59 65 j 124 .. .. .. 59 65 124 Horoera .. .. 25 18 I 43 .. .. .. 25 18 43 Huiarau .. .. 34 30 j 64 .. .. .. 34 30 64 Kaharoa .. .. 12 12 ! 24 1 .. 1 13 12 25 Kaikohe .. .. 73 71 1 144 .. .. .. 73 71 144 Kakanui .... 8 6 J 14 1 4 5 9 10 19 Karakanui .... 14 9 23 1 3 4 15 12 27 Karetu .. .. 18 15 33 2 2 18 17 35 Kauangaroa .. .. 11 13 24 1 1 2 12 14 26 Kenana .. .. 7 7 14 .. .. 7 7 14 Kirioke .. .. 35 31 66 1 3 4 36 34 70 Kokako .. .. 15 19 34 1 1 15 20 35 Makomako .. .. 11 18 29 1 1 2 12 19 31 Manaia .. . . 14 17 j 31 .. .. .. 14 17 31 Mangamuka .. .. 47 47 | 94 1 2 3 48 49 97 Mangatuna .. .. 22 25 47 4 7 11 26 32 58 Mangawhariki .. .. 9 8 17 2 1 3 11 9 20 Manukau .. .. 17 23 ! 40 .. .. .. 17 23 40 Manutahi .. .. 48 40 : 88 18 11 29 66 51 117 Maraenui .. .. 25 18 43 . . .. . . 25 18 43 Maraeroa .. .. 25 42 I 67 1 1 26 42 68 Matahiwi .. .. 10 17 27 3 4 7 13 21 34 Matangirau .. .. 23 40 ! 63 4 2 6 27 42 69 Mataora Bav .. .. 8 14 i 22 1 1 9 14 23 Matapihi .. . . 20 16 36 3 3 23 16 39 Matata .. .. 8 9 17 12 15 27 20 24 44 Matawaia* .. .. .. Matihetihe .. .. 23 10 j 33 .. .. .. 23 10 33 Maungapohatu .. .. 25 20 45 .. .. .. 25 20 45 Maungatapu .. .. 23 24 j 47 11 12 23 34 36 70 Mohaka .. .. 51 33 I 84 14 8 22 65 41 106 Motatau .. .. 19 14 1 33 10 7 17 i 29 21 50 Motiti Island .. .. 19 12 31 2 2 4 j 21 14 35 Motuti .... 9 22 31 2 1 3 11 23 34 Ngawha .. .. 28 30 58 I 1 29 30 59 Nuhaka .. .. 79 78 157 11 11 22 90 89 179 Ohautira .. .. 10 9 19 .. .. .. 10 9 19 Okautete .... 8 13 21 1 1 9 13 22 O-naio .. .. 29 24 53 2 2 31 24 55 Omanaia .. 33 40 73 2 2 4 35 42 77 Omarumutu .... 41 28 69 5 2 7 46 30 76 Opoutere .. .. 10 10 20 3 2 5 13 12 25 Orauta .. .. 15 11 26 8 8 16 23 19 42 Oromahoe .. .. 15 11 26 1 1 2 16 12 28 Oruanui .. .. 17 20 37 8 5 13 25 25 50 Oruawharo .. .. 10 15 25 2 1 3 12 16 28 Otaua . . .. 32 33 65 10 4 14 42 37 79 OtokoPa .. .. 9 11 20 .. .. .. 9 11 20 Otukou .. . . 10 14 24 .. .. .. 10 14 24 Oturu .. .. 9 7 16 .. .. .. 9 7. 16 Paeroa .. .. 29 17 46 7 16 23 36 33 69 Pamapuria .. .. 19 16 35 3 2 5 22 18 40 Pamoana .... 11 10 21 1 4 5 12 14 26 Papamoa .. .. 29 22 51 3 2 5 32 24 56 Paparore .. .. 16 18 34 2 4 6 18 22 40 Parapara .. .. 8 8 16 2 2 4 | 10 10 20 Parawera .. .. 25 14 39 16 7 23 41 21 62 Parikino .. .. 10 18 28 5 3 8 1 15 21 36 Parinui .. . . 13 7 20 .. .. .. 13 7 20 Pawarenga .. .. 6 7 13 .. .. • ■ i 6 " < 13 Pipiriki .. .. 12 9 21 4 3 7 ' 16 12 28 Poroporo .. .. 32 21 53 8 9 17 40 30 70 Pukehina .. .. 7 14 21 3 6 9 : 10 20 30 Pukepoto .. .. 24 22 46 9 8 17 33 30 63 Rakaumanga .. .. 40 55 95 .. .. • • Rakaunui .. .. 13 6 19 .. .. 13 6 19 Rangiahua .. .. 12 13 25 1 4 5 13 17 30 Rangiawhia .. .. 18 10 28 2 2 4 i 20 12 32 Rangitabi .. .. 21 13 34 .. .. .. 21 13 34 Rangitukia .. .. 85 72 157 j! 1 1 2 86 73 159 * Not open at 30th June, 1929.

E.—3

18

Table H6— continued. Race of the Children attending the Native Village Schools on 30th June, 1929 — continued.

Knee. TotalsSchool. Maoris. Europeans. : j Boys. Girls. ' Total. Boys. ! Girls. \ Total. Boys. Giris. j Total. Rangiwaea .. .. 5 9 14 j .. .. 5 9 14 Raukokore .. .. 32 39 71 6 4 10 38 43 81 Reporua* .. .. .. . .... Rotokawa .. .. 25 22 47 ; 3 3 6 28 25 53 Ruatoki .. .. 64 54 118 ! 2 1 3 66 55 121 Taharoa .. .. 24 22 46 j .. .. 24 22 46 Takahiwai .. .. 6 8 14 4 4 10 8 18 Tangoio .... 15 17 32 9 6 15 24 23 47 Tanoa .. .. ' 17 16 33 1 2 3 18 18 36 Tautoro .... 21 26 47 3 6 9 24 32 56 Te Ahuahu .. .. 21 20 41 3 1 4 24 21 45 Te Araroa .. .. 27 34 61 22 16 38 49 50 99 Te Hapua .. . . 39 37 76 .. .. .. 39 37 76 Te Haroto .. . . 14 9 23 3 3 14 12 26 Te Horo .... 24 23 47 2 1 3 26 24 50 Te Kaha .. .. 40 39 79 1 2 3 41 41 82 Te Kao .. .. 39 35 74 .. .. j 39 35 74 Te Kopua .... 5 10 15 2 2 7 10 17 Te Kotukutuku .. 36 29 65 .. .. .. 36 29 65 TeMahia .. .. 13 17 30 .. .. 13 17 30 Te Matai .. .. 30 35 65 1 3 4 31 38 69 Te Paroa-Totara . . 50 37 87 18 21 39 68 58 126 Te Pupuke .. .. 35 26 61 2 2 35 28 63 TeRawhiti .. .. 22 11 33 3 1 4 25 12 37 TeReinga .. .. 13 15 28 1 1 2 " 14 , 16 30 Te Teko .. .. 59 66 125 9 14 23 68 | 80 148 Te Waotu .. 1 - . . 3 8 11 3 6 9 6 14 .20 Te Whaiti .... 7 12 19 1 3 4 8 15 23 Tikitiki 84 70 154 5 7 12 89 77 166 Tokaanu .... 24 42 66 2 2 4 26 44 70 Tokata .. .. 14 14 28 .. .. .. 14 14 28 Tokomaru Bay .... 40 33 73 2 1 3 42 34 76 Torere .. .. 21 24 45 1 4 5 22 28 50 Tuhara .... 12 9 21 9 8 17 21 17 38 Tuparoa .. .. 36 32 68 ! .. .. 36 32 68 Waihua .. .. I 6 4 10 5 3 8 11 7 18 Wai-iti .. .. 32 27 59 2 6 8 34 33 67 Waikare . . .. 14 18 32 1 I 15 18 33 Waikeri .... 9 8 17 1 2 3 10 10 20 Waima .. . . 35 38 73 1 I 35 39 74 Waimamaku .. .. 26 19 45 3 2 5 29 21 50 Waimarama . . . . 10 12 22 6 9 15 ' 16 21 37 Waiohau .. .. 18 11 29 ! .. .. 18 11 29 Waiomatatini .. .. ! 49 33 82 1 .. 1 50 33 83 Waiomio .. .. i 15 17 32 1 1 2 16 18 34 Waiorongomai .... 5 7 12 1 1 2 6 8 14 Waiotapu .... 4 1 5 3 7 10 7 8 15 Waiowe'ka .... 27 23 50 10 6 16 37 29 66 Waitahanui . . .. 12 20 32 .. .. .. 12 20 32 Waitapu .. . . 8 10 18 1 I 2 9 i J 20 Werowero .. .. !5 19 34 .. .. .. 15 19 34 Whakaki .. . . 18 22 40 7 8 15 25 30 55 Whakapara .. .. .8 20 28 3 3 6 j 11 23 34 Whakarara .. .. 40 29 69 1 .. 1 i 41 29 70 Whakarewarewa .. 30 42 72 22 21 43 52 63 115 Whakawhitira .. .. 11 10 21 .. .. .. 11 10 21 Whangamafino .. 23 21 44 8 1 9 31 22 53 Whangaparoa .. .. 8 7 15 1 1 9 7 16 Whangapc .. .. 23 19 42 .. .. .. 23 19 j 42 Whangara .. .. 5 10 15 3 .. 3 8 10 | 18 Wharigaruru .. .. 24 23 47 .. .. 24 23 47 Wharekahika .. .. 27 20 47 2 3 5 29 23 52 Whareponga .. .. 11 17 28 .. .. •• 11 17 Whitinaki .. .. 36 40 76 6 5 11 , 42 45 j 87 Totals .. 3,103 3,016 6,119 425 407 832 ! 3,528 3,413 ! 6,951 * Not open at 30th June, 1929.

E.—3

19

Table H7. Classification as regards Ages and Standards of Children on the Native Village Schòl Rolls at the 30th June, 1929.

By Authority : W. A. G. Skinner, Government Printer, Wellington.— 1930.

Approximate Cost of Paper. — Preparation, not given; printing (900 copies), £27 10s.

Price 9d.~]

Class P. Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Race Totals. Grand Totals. Ages. j Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. j i j r 1 1 ! r Boys. Girls. Total. B. G. B. G. B. G. ; B. G. B. G. [ B. G. B. G. B. G. B. ! G. ! B. G B. G. B. G. B. G. I B. G. B. G. B. G. B. G. B. G. 1 i I I 1 I ; L ! 5 and under 6 years 35 40 257 233 .. .. 35 40 257 233 292 273 565 6 „ 7 „ 43 44 308 352 4 .. 3 1 47 44 311 353 358 397 755 7 8 „ 42 34 353, 357 8 12 14 16 1 3 2 1 51 49 369 374 420 423 843 8 „ 9 „ 19 12 251' 230 12 17 89 85 11 16 12 25 3 7 2 ' 2 ! 45 52 354 342 399 394 793 9 „ 10 „ 5 5 159; 136 9 13 106 105 ; 16 11 53 67 12 12 8 16 2 1 I 44 42 326 324 370 366 736 10 „ 11 „ 2 .. 66 60 2 5 i 96 74 11 j 10 106 107 20 i 15 51 50 11 9 14 11 4 6 ! 1 1 50 45 333 304 383 349 732 11 „ 12 „ .... 14 27 1 3 | 58 51 3 , 1 107 78 16 10 92 101 18 12 43 61 7 ! 13 6 10 ! 3 3 ....... 2 .. .. 48 44 320 328 368 372 740 12 13 „ .... 10 12 .... | 25 24 2 .. 59 42 6 ! 4 89 91 14 10 91 95 16 13 37 ' 34 4 10 9 10 1 1 .. 3 43 38 320 311 363 349 712 13 „ 14 „ 1 .. 3 5 1 ..; 11 14 .... 32 21 .. 4 67 49 4 5 87 54 8 4 67 66 18 15 32 42 2 .. 2 2 34 28 301 253 335 281 616 14 „ 15 „ 1 .. 7 3 1 .. .. 3 5 .... 18 14 1 .. 30 32 6 4 45 30 12 15 40 47 .... 6 3 20 19 152 132 172 151 323 15 years and over 1 ].. ..: 1 .. 2 .... 1 3 1.. 9 9 .... 17 15 7 1 25 22 .. 4 6 11 8 6 60 62 68 68 136 , Totals .. 148 '135 1429 1412 37 50 406 371 44 > 42 374 348 57 1 52 328 1 326 51 37 274 ! 262 41 40 172 156 44 1 44 106 122 3 7 14 19 425 407 3103 3,016 3,528 3,423 6,951 ' 283 I 2,841 87 777 ! ~8 6 722~ To9 ~654 ~~88~ I ~536 i ~81 ~328 ~88 ~lcT ! ~33 ~832 ! 6jll9 ~6?951 3?124 864 ~808 763 624 lt09 ~316 ~43~ 6^951~ Percentage .. 44-9 12-4 11-6 11-0 9-0 5-9 4-6 0-6 100 Median age in years 6-111 6-8 ] 7-5 1 7-4 8-7 8-1019-11; 9-10 9-8 j 9-3 I 11-21 10-9 10-8) 10-6112-21 11-11 11-81 11-9 j 12-lZI 12-8: 12-81 12-1 13-81 13-6 13-10)13-8] 14-4| 14-2 .. ..!.. .. and months III'!)!! : i ill' I ! I I II! Ill .Note, —For the purpose of this return half-easte 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.