EDUCATION OF NATIVE CHILDREN. (In continuation of E.-3, 1931.)

Appendix to the Journals of the House of Representatives, 1932 Session I-II, E-03

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1932. NEW ZEALAND.

EDUCATION OF NATIVE CHILDREN. (In continuation of E.-3, 1931.)

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

CONTENTS.

Page Page No. 1. —Report of Inspector of Native Schools .. 1 No. 2. —Detailed Tables— continued. Table H 4b. Agricultural Scholarships .. 8 No. 2.—Detailed Tables: — H 40. University Scholarships .. 8 Table H 1. Number of Native Schools classified H5. Maori Children at Public Schools .. 8 acoording to Grade, &c. .. 7 H6. Proficiency Results .. .. 9 H2. Attendance at Schools .. .. 7 H 7. Classification of Maori Children at H 3. Rolls of Maori Mission and Maori Public Schools .. .. 9 Secpndary Schools .. .. 7 HB. Ages and Standards .. .. 10 H 4a. Number of Maori Children attending H 9. Certificates held by Teachers in Maori Mission and Maori Second- Native Schools .. ..11 ary Schools .. .. .. 8

No. 1. (REPORT OF INSPECTOR OF NATIVE SCHOOLS.) Sir, — I have the honour to present the following report on Native schools for the year 1931: — 1. Attendance. At the end of 1931 there were 139 Native schools maintained and controlled by the Education Department, with a total roll of 7,503. The average attendance was 6,803-5, while the average weekly roll number was 7,499-5, the percentage of regularity being 90-7. Although within recent years means of communication have been much improved, the regular attendance of these children is most creditable. At the end of the year fourteen conveyance systems were in operation, the total cost of which for the year was £2,850. In addition, £826 was expended during the year in boarding-allowance on account of children living away from home for the purpose of attending school. - 2. Staff. Of the head teachers and class teachers appointed during the past three years, 88 per cent, have been certificated. At the 31st December, 1931, there were 323 teachers employed in the Service, of whom 166 were certificated and 157 uncertificated. Included in the uncertificated group are 76 junior assistants whose status is akin to that of a probationer.

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At the 31st December, 1931, 63-5 per cent, of the 222 adult teachers were certificated. This percentage represents an increase in the number of certificated teachers of former years and should result in a marked improvement in the quality of the work, and in some cases this is already noticeable. The majority of the teachers are giving faithful and loyal service and are co-operating freely with, your Inspectors. 3. Training of Teachers. The arrangement established in 1930 for the systematic training of the junior assistants has been continued throughout 1931 with beneficial results. A number of junior assistants took correspondence courses, and in 1931 entered for the Public Service Entrance or the Teachers' Training College Entrance Examinations. All the junior assistants are required to study under the direction and supervision of the head teacher, and to prepare and give at regular intervals criticism lessons. Meetings of teachers have been regularly held on the East Coast at Ruatoria and Te Araroa, and in North Auckland at Kaikohe. In the latter centre the teachers have combined to form " The Northern Native-school Teachers' Association," the main purpose of which is the discussion of and improvement in teaching method. A case of educational literature from the Department's library was sent to different centres for distribution among the teachers, and this privilege was much appreciated by them. In 1932 an extension of this scheme is probable. Although a number of teachers subscribe to educational journals, there is still insufficient professional reading, but the meetings are doing much to arouse interest, especially in methods of teaching. A column in the Education Gazette has been allocated, to the use of Native schools and is affording an opportunity for expression, criticism, and instruction. Teachers freely responded to the invitation to contribute articles for this column. 4. Grading of Schools. For 1931 the Native schools have been graded with reference to academic efficiency, as follows: Excellent, nil; very good, 15 ; good, 28 ; very fair, 49 ; fair, 34 ; poor, 11. 5. Libraries. The library facilities in the Native schools are quite inadequate. A number of teachers raised funds by local effort fqr the purchase of easy reading-material, and the money so raised was expended on their behalf by the Department in the purchase of suitable books at special rates. The lack of larger, better-graded, and more attractive libraries is a serious handicap in the work of instruction in English. Teachers would be well advised to make the raising of funds for the purpose of library extension a feature of each year's work. During 1931 the Department reorganized its system of supply of supplementary readers. In order to obtain variety and to increase the amount of available reading-material, the present practice is to supply single copies of different books instead of sets of class readers. 6. Buildings and Grounds. One new school, Tawera Native School, was officially opened in 1931. The following major building operations were completed, two of which—Mohaka and Tangoio— were rendered necessary by the serious earthquake in Hawke's Bay : — Nuhaka : New classroom and outoffices. Te Whaiti: New classroom, shelter-shed, and outoffices. Horohoro : New school and residence. Kauangaroa : New school and residence. Mohaka : School rebuilt. Orauta : Addition of one room to residence. Tangoio : School and residence rebuilt. Tokomaru Bay : New residence. Waiomatatini: New residence. Te Teko : New classroom and remodelling. A pride in the cleanliness of the desks and of the floors of the classrooms is traditional in the Native schools, and has been maintained throughout the year at its usual high standard. In a number of schools the suitable decoration of the walls has received satisfactory attention with very pleasing results. In sharp contrast to this, there are many schools where the walls are dusty, ugly, and uninspiring. In some schools great difficulty is experienced in obtaining firewood, which it is the Committee's duty to provide free of cost. When this duty is neglected by the Committee the classrooms are usually insufficiently heated during the colder months. After a special effort initiated in 1930 the progress to be expected in ground-improvement has not been fully realized. Much has been done in many schools, where the grounds are an inspiration to the district, but the state of the Native-school grounds in general cannot yet be considered satisfactory. Many schools have lost the co-operation of the Committee and of the parents, due largely to lack of any connecting-links of a social or responsible nature between the school and pa. In quite a large number of schools the Committee is ignored, the only occasion on which it meets being at the annual

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meeting. At one time the parents took a real interest in the school, giving their time and services freely to such work as fencing, ploughing, &c. A strong effort is now being made to revive this interest, and teachers have been advised that the first step should be the holding of regular Committee meetings. I should like to take this opportunity of expressing my appreciation of the manner in which the agricultural instructors have worked in conjunction with your Inspectors. 7. Experimental and Exploeatory Work. During 1931 two investigations were undertaken. The first was an endeavour to ascertain the extent of the progress made in oral English and in reading during the Native child's first year at school. The variation in the amount covered between schools was remarkable, and disclosed one of the most serious causes for the retardation present in some of the schools. This inquiry has also resulted in the establishment of a definite minimum standard of instruction which will be considered satisfactory for this first-year class. The second was the trial, by a group of twenty-five schools, of an experimental time-table of which the essential feature was the allocation of the morning period, three hours, to academic instruction, and the afternoon period, two hours, wholly to cultural, handwork, and agricultural activities. This experiment was an endeavour to lessen the formality and artificial nature of the instruction by the inclusion of more handwork and realistic teaching without any loss in efficiency in the teaching of the three R's. Club work was also included. Term reports which have been received from the participating schools are in the main enthusiastic concerning the principle involved, and all have proved helpful with instructive criticism. The greatest care is being exercised to ensure that the academic instruction does not suffer. One of the major aspects of this experiment is the emphasis placed upon social work, and the necessity for the school to be a vital part of the community. Many schools have instituted home plots, the proper management of which requires the personal supervision of the teacher and the agricultural instructor. This means, of course, more frequent visits to the pa by the school authorities. On the other hand, the parents are encouraged to visit the school and even to participate in certain of the school activities. 8. Teaching Methods. During 1931, by demonstration, lecture, and example, teachers have been encouraged to modify their methods to permit of more child activity and individual responsibility. In most cases the methods of instruction are still of too formal a nature, especially in the middle and senior divisions. Besponsiveness, joyousness, initiative, sympathy, and self-confidence have been the qualities stressed as most desirable. This new curriculum is only now being grasped, after much difficulty, by many of the teachers whose habits of rigid discipline are well ingrained and difficult to discard. 9. Academic Instruction. Every effort has been made to improve the quality of the English language, which is the only medium of instruction in Native schools.. Throughout the year particular emphasis has been placed on the oral work, by which is meant pupil practice in speaking. Definite improvement can be reported in this, although the standard desired—that of free, confidently, and correctly expressed English, is far from realized. In many schools the written English is very disappointing, showing lack of any systematic attempt to add to the vocabularies or to teach fundamental sentence work. In this aspect of English teaching little advance has been made, due, in many cases, to no constructive teaching. Little thought seems to have been brought to bear on this most important subject. The extremely low quality of work accepted as satisfactory by many of the teachers is not only another cause of the low state of efficiency, but is a definite factor in still further lowering the standard. In reading progress of a more or less formal nature has been made. An active love of reading cannot be engendered with the present inadequate library facilities. More attention and time are being given to silent reading, the amount of which is recorded by each child. In most schools oral reading is satisfactory in quality, although still suffering from two faults—poor enunciation and word reading. The former is due to lazy mouth and lip movement. The latter is a fault inherent in the purely phonic method of teaching reading. In both cases remedial methods have been suggested, and are in operation. In few schools is the recitation of poetry appreciated or taken in the right spirit. Easier poems are now studied and these are easily and well understood, but their expression indicates that they have not touched the heart of the child. With regard to arithmetic two requirements have consistently been stressed, the need tor making the work as practical as possible and the necessity for a high standard of memorization in mechanical number. In these respects progress is pleasing, but the setting-out and neat figuring of the written work cannot be favourably reported upon. The new requirements in history are receiving satisfactory attention, the Maori child evincing a keen interest in the stories told him and retold and played by him. An efiort is being made to arouse racial pride by the inclusion of a large number of Maori stories in the prescription for the year.

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In most schools instruction in geography is inadequate. Teachers have not realized the opportunity this subject presents for a practical inquiry into natural phenomena and for the stimulation and satisfaction of the real curiosity of the child. The singing continues to maintain a high standard, and, when properly taught, is always enjoyed by the Native child. 10. Handwork and Elementary Manual Teaining. The year 1931 has seen a definite revival of hand and eye training. All woodwork workshops except one are now in full operation, and, in addition, a number of kits of carpenter's tools have been issued to teachers who are prepared to give this form of manual instruction even under difficulties. Other types of handwork have not been neglected. In a number of schools instruction in cookery and housecraft is given the Maori girls. The quality and quantity in needlework and sewing varies considerably from school to school. In only a few schools is the drawing distinctly creditable. This subject suffers from lack of systematic treatment, especially in pencil and line work, and should be of a much higher standard in our schools. Writing, where the teachers are consistent in holding a high school standard, is very good. In the weaker schools the writing is poor, badly formed, and untidy, and is a reflection of the teacher's lack of earnestness and discipline. Handwork has suffered from the belief that the Maori is gifted with inherent ability in manual skill. It is granted that the Maori has good hands and that he can do remarkably good work when suitably instructed, but this instruction is essential, and must be graded and continuous. The time devoted to this subject has been considerably increased not only for the direct benefits it is hoped will accrue, but also to afford a further opportunity for practice in oral English and as a means of increasing the spirit of alertness and activity in the school. It is realized that there is a tendency for the time devoted to handwork to be wasted unless it is well planned and organized. 11. Social Work. In the last annual report the necessity for increased social service was stressed. During recent years the school has relinquished much of this work, and this loss is reflected in a corresponding decline in its prestige in the community. In addition to the school's function as a centre of instruction in English subjects of a formal nature, its responsibility in the reintegration and regeneration of the Maori race is by no means negligible. The performance of this function is dependent on the extent to which the school has won the confidence and the willing co-operation of the Maori, both young and old. During 1931 special efforts were expended to bring about a closer interest and to give more practical service to the pa. In a number of schools weekly meetings, which were attended by senior pupils and adults, were held, often at night, for a variety of purposes—music, community singing, needlework instruction, agricultural discussion, football and boxing training, instruction in first aid, orchestral practice, and for other purposes beneficial to both present pupils and ex-pupils. Further, teachers were asked to call more frequent and regular committee meetings and to make practical use of this established organization, which has lately been neglected. Furthermore, with the enthusiastic help of the agricultural instructors and the teachers, home plots are now well established, and these are proving of practical benefit to the Maori parent. In a few schools a beginning has also been made in a revival of Maori arts and crafts. This has entailed reference to the older Maori, and enlisted his help. In addition, parents' days, school concerts, and sports have been held. In fact, every possible channel for the closer welding of school and pa is being exploited. 12. Sport. It is pleasing to note that many teachers are beginning to realize the importance of clean healthy sport for the Native children, and are taking steps to provide facilities for various games. Provision of such facilities is expected in all schemes of ground improvements. A considerable number of good tennis-courts have already been laid down, and are being put to excellent use, with the result that many of the Maori children play the game exceedingly well. The game that appeals most to the boys is undoubtedly Rugby football. The chief handicap to the proper development of this game has been the fact that most of our Native schools are too small to permit a full team of fifteen being put in the field. It is pleasing to note, however, that in some districts where there are sufficient schools, two or more schools are combining forces and regular competitions are being arranged. Basketball is another game which is making great progress among the girls of our Native schools. The influx of so many trained young women teachers has had a very beneficial influence, for very little organized sport has been provided for girls in past years. Like the Maori boys in Bugby football, the girls soon become proficient at basketball. A few schools also take up hockey, and this game, too, is thoroughly enjoyed by those taking part in it. It is pleasing, too, to see that the old-fashioned Maori games are not altogether neglected, for such pastimes are well worthy of preservation. The influence of healthy sport, particularly team games, upon the moral tone of the schools cannot be too strongly emphasized, and all efforts in this direction by the Native-school teachers are fully recognized and appreciated by the officers of the Department.

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13. Health. In addition to the scholastic duties, the Native-school teacher is expected to take a very keen interest in the health of the scholars, and the value of this social service cannot be overestimated. The inclusion of health teaching in the subjects of the curriculum is of the greatest importance, for it must be admitted that many of the Native race, both adult and juvenile, are living in surroundings that are not conducive to good health. In the earlier days of the Native-school system the teachers acted almost as medical officers in their district, but with the development of good roads and improvement in the means of transport and telegraphic communication, and with the establishment of a system of district nurses, proper medical attention is much more easily accessible, and the demands upon Native-school teachers are not so great in this respect as they used to be. Nevertheless, the influence of the teacher in maintaining health and teaching hygiene has not diminished, and he is still expected to keep a watchful eye on all matters pertaining to the health of the Native people in his district, and the Health Department offers every assistance by supplying medicines, bandages, &c, free of charge. He is still called upon to break down the prejudices against procuring the skilled medical aid of the pakeha and to insist upon the doctor being called in. He has to keep a watchful eye on all incipient epidemics, and guard, so far as he is able, against the spread of infection. By the earnest co-operation of Native-school teachers, district nurses, medical officers, and the Health Department, the health conditions of the Maori race should be more efficiently guarded than heretofore. Many of the teachers have attended refresher courses in physical education, which subject is considered of importance and is generally well taken in most Native schools. 14. Maori Mission Schools. There are eleven mission schools controlled and maintained by denominational authorities. These schools were visited by your Inspectors, and all satisfied the conditions necessary for their registration. Five hundred and twenty-three children are enrolled in the Mission Schools, the average attendance of which is 449. In most of them the instruction given is of a very satisfactory nature. In only two was the work inferior in quality. 15. Maori Secondary Schools. The Maori boarding-schools affording secondary education for Maoris are all maintained and controlled by religious denominations. These schools vary considerably in type and curriculum. Some are officially recognized secondary schools, affording comprehensive vocational and agricultural training and post-matriculation courses. Others are small primary schools with some little provision for instruction in secondary subjects. In the former group, where the facilities for secondary education are satisfactory, the trend has been to encourage the majority of the pupils to take a practical vocational course, agricultural in the case of the boys, social and domestic (including cooking, sewing, housecraft, and home nursing) for the girls, while only a small percentage of selected pupils take a purely academic course. The discipline, tone, and esprit de corps of these schools are excellent, and the self-government by the pupils affords an opportunity for vital character-training. During 1931 at Te Aute and St. Stephen's Colleges the reorganization in the type of instruction has been effected to permit of more agricultural and scientific training of a practical nature. The curriculum of these schools is now well planned to give the greatest assistance to the Maori youth who, on his return to his own district, will later become one of the leaders in Maori thought. The girls' boarding-schools continue the valuable social and domestic training for which they have long been noted, and are making efforts for a more intensive academic course for a few of the girls, having in view the higher examinations. In the second group, where the instruction is chiefly of a primary nature, such secondary instruction as is given is of little value. It is our opinion that these schools would render a greater service to the Maori race were they to discontinue the primary department and to establish suitable post-primary vocational courses. Eevision of staffing would be necessary, as in one or two of these schools it is at present unsatisfactory and inadequate. Table H 4 indicates the schools at which secondary education for Maori children is provided. The roll number at the 31st December, 1931,.at these schools was 382, of whom 143 were Government pupils. 16. SCHOLAESHIPS. In 1931 152 junior scholarships were held by pupils attending the boarding-schools. In addition, Agricultural Scholarships were held by five boys, and University Scholarships were held by two students studying respectively medicine and arts at Otago University and Victoria College. The Junior Te Makarini Scholarship was won by Hini Raimona, of Whakarewarewa Native School, and the Senior by Hirini Rangipuawhi, of Te Aute College. Henare Ngata, of Te Aute College, was awarded the Buller Scholarship. 17. "Island" Education. The education of children in the Cook Islands and Samoa is controlled by the Cook Islands and External Affairs Departments respectively. It was proposed to retain the service of Mr. W. W. Bird as Superintendent of Native and Island Education, but owing to the financial stringency no definite action was taken, and no visit of inspection made.

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Under the scheme of co-operation between the Fijian Government and this Department nine, Fijian schools were inspected by Mr. W. W. Bird, M.A. The Department has rendered the usual assistance to all Island schools in connection with the filling of vacancies by advertising the positions in the New Zealand Education Gazette. 18. Retirement of Inspectors. At the end of the year Mr. W. W. Bird, M.A., Superintendent of Native Education, retired from the Service, with which he had been intimately connected since the Ist February, 1901, first as an organizing teacher and later as Inspector, Senior Inspector, and Superintendent of Native Education. His contribution towards the education of the Maori has been invaluable and unique, the great love in which he is held by the Maori people bearing witness to his sympathetic understanding and integrity. Teachers always found him the source of powerful inspiration and help. Mr. Bird compiled the Native-school code and subsequent amendments and additions to the curriculum, and was largely responsible for raising Native education to its present high plane. During the year Mr. G. M. Henderson, M.A., Inspector of Native Schools, who had completed forty years in State Departments, retired after twelve years spent in Native education. He was keenly interested in the Maori and in Maori history and tradition. He brought to his work an untiring energy and strong enthusiasm, especially aiming at more informal and vital methods. Conclusion. Within the last two years the administrative organization of the Native schools has been completely remodelled. All requisitions for supplies are now received at the one time, thus enabling bulk purchase to be effected and the distribution of the supplies to the schools in time for the opening of the school year. This method of purchasing in bulk has resulted in a substantial saving. The examination and inspection of Native schools has also been revised, and a less formal system substituted, enabling more time to be devoted to constructive criticism and demonstration. As an inherent constituent of this change in policy a reversal from the old formal type of instruction has been demanded and a more vivid method of presentation, combined with activity, alertness, and initiative on the part of the child, has been substituted. Many teachers have found great difficulty in adapting themselves to the new requirements. Notwithstanding this, it is a matter of gratification that they, as a body, have given whole-hearted co-operation and are making every effort to adapt themselves to the new conditions. It is perhaps particularly appropriate that reference should be made to the loyal and courageous services given to the children and to the cause of education generally by those Native-school teachers who were in the area stricken by the Hawke's Bay earthquake in February last year. Owing to the postponement of the permanent appointment of a Native-school Inspector to fill the vacancy caused by the retirement of Mr. G. M. Henderson, M.A., it was arranged that Mr. T. A. Fletcher, Editor of the School Journal, should assist temporarily in the inspection and examination of the Native schools. In this connection I have to acknowledge the valuable service given by Mr. Fletcher. I have also to express my appreciation of the valuable assistance rendered by the staff of the Native-schools Branch of the Head Office. I have, &c, D. G. Ball, Inspector of Native Schools. The Director of Education.

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No. 2. DETAILED TABLES.

Table H1. Number of Native Schools classified according to Grade, with Number of Teachers and Average Number of Children per each Adult Teacher.

Table H2. Roll and Average Attendance, etc., of Pupils attending Native Village Schools for the Years 1931 and 1930.

Table H3. List of Maori Mission Schools and Maori Secondary Schools with the Attendance of Pupils for the Year 1931.

Total Average Number of Average TsTmnhpr of Attendance, Teachers Number of Number of Grade of School. Schools Year ending (exclusive of Children per Junior 31st August, Junior each Adult Assistants. 1931. Assistants). Teacher. I (9-20) .. .. 22 390 22 17-7 IIA (21-25) .. .. 17 467 18 25-9 16 IIB (26-35) .. .. 31 1,001 37 27-0 24 IIIA (36-50) .. .. 22 990 44 22-5 IIIb (51-80) .. .. 30 1,965 61 32-2 29 IIIc (81-120) .. .. 11 1,089 22 49-5* 22 IYA (121-160) .... 6 836 18 46-4 10 Totals, 1931 .. 139 6,738 222 30-3 101 Totals, 1930 .. 138 6,303 219 28-8 105 — Difference .. +1 +435 +3 +1-5 —4 * The high average given here is due to the fact that Native schools of this grade are'staffed with a head teacher and one assistant only, two junior assistants being substituted for the additional assistant allowed in public primary schools.

School Roll. Average Mean of Average Attendance as Average Weekly Attendance of Percentage of Number on Roll. ,,, Ro11 the Three Term8 ' Weekly Roll (Mean of the Three Number. Terms.) Totals for 1931 .. .. 7,503 7,499-5 6,803-5 90-7 Totals for 1930 .. .. 7,070 7,079-3 6,436-8 90-9 Difference .. .. +433 +420-2 +366-7 -0-2

Number on Number on School Boll at end of School Roll at — .—: School. end ot School. 1930. 1931. 1930. 1931. Primary. Secondary. Total. Primaiy. Secondary. Total. - —-— — j - - - _ _ Maori Mission Schools Boarding-schools affording Secondary subject to Inspection. Education for Maoris. Tanatana Mission .. 37 32 Wesley College (boys), Auckland .... 33 33 21 53 74 Onepu Mission .. 20 20 Turakina (girls), Marton .. .. 26 19 45 20 19 39 Tokaanu Convent .. 40 36 Hikurangi College (boys), Carterton 24 4 28 12 7 19 Matahi Mission .. 20 25 St. Stephen's (boys), Auckland .. 5 49 54 3 51 54 Putiki Mission .. 29 34 Hukarere (girls), Napier .. 24 49 73 9 43 52 Jerusalem Convent . . 19 23 St. Joseph's (girls), Napier .. 15 29 44 .. 20 20 Ranana Convent .. 26 24 Waerenga-a-hika (boys), Gisborne .. 30 4 34 26 5 31 Waitaruke Convent .. 69 66 Queen Victoria (girls), Auckland .. 23 3Ti 59 15 36 51 Matata Convent .. 49 47 Agricultural College (boys), Hastings 5 29 34 Pawarenga Convent .. 59 | 62 Te Waipounamu (girls), Christchurch 12 .. 12 12 .. 12 Whakarapa Convent .. 152 i 154 Te Aute College (boys), Hawke's Bay .. 79 79 .. 53 53 Otaki (mixed), Otald .. 42 3 45 37 6 43 Totals .. 520 523 Totals .. .. .. 206 334 540 155 293 448

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Table H4. (a) Number of Maori Pupils attending Maori Secondary Schools at the End of 1930 and 1931.

(b) Agricultural Scholarships. At the end of 1931 five Maori boys were holding agricultural scholarships, three being held at Te Aute College, one at St. Stephen's, and one at Wesley College.

(c) Maori Students holding University Scholarships at End of 1931.

Table H5. Maori Children attending Public Schools, December, 1931.

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1930. 1931. «°— 1 Private Pu P ilB - •a Gov pu P Ts? nt Private PupUs - -a School. , , © — & b sj . "3 & • & & -4 "2 I § 1 .§ § 1 s ■§ § t ! § s & Ss H §s Ê I S I "03 "02 CO I CO Hikurangi College (boys), Carterton .. 20 1 21 21 11 3 1+ 14 Hukarere (girls), Napier .. .. .. 5 28 33 17 20 37 70 1 26 27 8 16 24 51 Maori Agricultural College (boys), Hastings 29 29 29 •• Otaki College (mixed), Otaki .. . • 42 2 44 44 37 5 42 42 Queen Victoria (girls), Auckland .. .. 1 25 26 21 11 32 58 .. 26 26 .15 9 24 50 St. Joseph's (girls), Napier .. .. .. 6 16 22 12 10 22 44 .. 11 11 9 9 20 St. Stephen's (boys), Auckland .. .... 37 37 3 11 14 51 .. 33 33 2 15 17 50 Te Aute College (boys), Pukehou .. .... 28 28 .. 48 48 76 .. 20 20 .. 32 32 52 Te Waipounamu (girls), Christchurch 4 4 8 8 8 .. 8 8 Turakina (girls), Marton .. .. .. 3 8 11 22 11 33 44 1 8 9 18 11 -9 38 Waerenga-a-hika College (boys), Gisborne .. 3 2 5 27 2 29 34 1 3 4 25 2 31 Wesley College (boys), Paerata .. .. .. 12 12 .. 21 21 33 .. 13 13 .. 13 13 26 Totals .. .. .. .. 18 156 174 168 170 338 512 3 140 143 124 115 239 382

„ r t, . „ University at which ScholarNumber. University Course. / hip is he ld. 1 Arts .. .. Victoria. 1 Medicine .. .. Otago. 1 ;

1VT . „ Number of Maori Pupils at Form II Certificates Number of E n d of 1931. Number awarded. Education District. — STlI. attended, Boys Gj r l a . Total. Proficiency. p^™ 0 y. Auckland .. 402 2,301 2,049 4,350 114 60 29 89 Taranaki .. 68 376 339 715 15 7 6 13 Wanganui .. 78 341 329 670 27 13 5 18 Hawke's Bay .. 99 816 764 1,580 59 35 16 51 Wellington .. 62 320 331 651 21 12 6 18 Nelson .. 13 24 18 42 Canterbury .. 39 127 114 241 12 4 6 10 Otago.. ..21 50 54 104 4 2 2 4 Southland. .. 9 35 35 70 6 3 2 5 Totals, 1931 791 4,390 4,033 8,423 258 136 72 208 Totals, 1930 794 4,255 3,917 8,172 226 138 42 180 Difierence .. -3. +135 +116 +251 +32 " -2 +30 +28 Note.—For the purpose of this return half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori.

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Table H6. Proficiency Examination Results. —Native Schools and Maori Children in Public Schools, 1930 and 1931.

Table H7. Classification and Ages of Maori Scholars attending Public Schools at the 1st July, 1931.

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Proficiency Certificates. Competency Certificates. Number T „,al Attending ° p Percentage Percentage Certificates + ri Number of Number of gained, presen e . g a ; nec i. Number gained. Number presented. presented. 1930. Public schools .. .. .. 226 138 61-1 [ 42 18-6 180 Native schools .. .. .. 255 172 67-5 ; 36 14-1 208 1931. Public schools .. .. .. 258 136 52-7 72 27-9 208 Native schools .. .. .. 322 153 47-5 57 17-7 210

Class P. S. I. S. II. S. III. S. IV. Form I. Form II. Form III. Total. Years. ] ~ ~ . i ~ T - ... co m co rf\ co rn co co co co co co eg eo gj eg o 3 & 3 & a & 2 o a & -a , & a & 3 & * rn S3 fq C6 W S3 pq 3 ffl S3pqOcqt3pq;gpci tS 5 and under 6 258 284 .. .. .. .. .. .. .. .. .. : <. 258 284 6 „ 7 495 414 2 10 497: 424 7 8 461 445 58 76 5 6 524 1 527 8 9 317 298 178 175 51 58 3 5 549 536 9 „ 10 174 147 193 198 134 140 39 35 1 5 541 525 10 „ 11 87 63 157 90 173 144 113 119 26 31 6 4 562 451 11 „ 12 32 30 81 64 115 95 122 116 84 106 13 15 2 5 .. .. 449 431 12 „ 13 8 13 34 24 52 51 111 99 97 87 54 52 15 14 1 1 372 341 13 .,14 4 3 15 11 31 20 68 56 104 71 81 81 48 50 1 1 352 293 14 „ 15 3 2 4 4 5 4 23 13 42 26 50 41 69 34 2 1 198 125 15 „ 16 2 3 1 3 5 10 3 21 11 34 15 4 2 75 39 16 years and over .. .. .. .. .. .. 1 1 .. 2 4 3 9 5 4 2 18 13 Totals, 1931 1,839 1,699 722 654 569 | 519 483 1449 229 207 177 123 12 7 4,3953,989 1 ,~3~76 l,"o88 932 695 *436 300 ~19 8,~384 Percentage .. 42-2 16-4 13-0 11-1 8-3 5-2 3-6 0-2 100-0 Median age, in 7 4 7 4 9 8 9 4 10 710 511 911 7 12 912 3;13 613 514 413 1015 815 6 .. years and months Totals, 1930 1.93:11,7(4 714 601 500 489 455 1476 322 212 127 112 3 4 4,297j3,960 1,~315 989 931 644 ~457 239 ~7 8,~257 Percentage .. 44-5 15-9 12-0 11-3 7-8 5-5 2-9 0-1 100-0 Median age, in 7 4 7 5 9 7 9 5 10 810 611 11 11 612 712 713 613 114 1 14 2 ..'I years and months Note. —Por the purpose of this return half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori.

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Table H8. Classification as regards Ages and Standards of Children on the Native School Rolls at the 1st July, 1931.

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Class P. Standard I* Standard II. Standard III. Standard IV. (standard V.) (StaXdVL) Race Totals * Grand Totals - es * Europeans.; Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans.! Maoris. Europeans. Maoris. Europeans. Mao r is. Europeans.! Maoris. Europeans. Maoris, i — j — ; 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. B. G. B. G. B. G. B. G. B. G. ! 5 and under 6 years 47 35 321 291 .. 47 35 321 291 368 326 694 6 „ 7 „ 59 63 349 375 1 4 .. 1 60 67 349 376 409 443 852 7 „ 8 „ 50 38 400 329 17 21 20 38 .. 4 .. 1 1 68 63 420 368 488 431 919 8 „ 9 „ 15 14 270 218 23 27 91 112 16 14 19 37 7 2 1 2 1 61 57 381 370 442 427 869 9 „ 10 „ 3 4 114 118 15 7 157 135 24 16 84 111 7 13 23 22 3 6 1 5 .. 1 52 47 379 391 431 438 869 10 „ 11 40 43 3 4 108 72 13 5 103 112 17 28 88 81 9 14 9 20 4 6 1 4 46 57 349 332 395 389 784 11 „ 12 „ 1 .. 25 17 2 1 46 34 6 3 82 87 14 14 109 100 19 17 49 60 14 9 10 10 3 1 2 59 45 323 308 382 353 735 12 „ 13 „ .... 10 9 1 .. 18 13 1 1 45 40 6 10 90 83 12 13 82 100 15 17 43 40 10 6 12 5 3 3 .. .. 48 50 300 290 348 340 688 13 14 „ 1 .. 2 2 .... 9 9 1 .. 24 23 1 2 48 43 6 5 86 83 23 8 70 77 15 18 38 38 4 4 2 .. 51 37 279 275 330 312 642 14 15 2 2 .... 4 2 1 .. 21 12 3 1 39 34 7 .. 37 37 14 9 55 47 3 3 .. 1 28 13 158 135 186 148 334 15 „ ]6 „ 2 1 .. 1 .. 4 3 4 3 1 2 6 11 8 2 20 16 .. 2 .. 3 10 6 35 38 45 44 89 16 „ 17 1 1 2 1 2 1 2 5.. .. 2 1 2 1 8 7 10 8 18 17 „ 18 „ 1 .. 1 1 .. ■■ 1 1 1 .. 2 2 3 2 5 18 „ 19 „ 1 .. .. 1 1 1 1 1 2 19 „ 20 20 „ 21 1 1 .. 1 .. 1 21 years and over .. .. ■ • Totals .. 176 154 15321404 62 64 452 416 61 43 363 413 56 69 385 346 52 i 56 270 306 64 43 169 181 52 j 37 130 112 10 12 5 6 533 478 3306 3,184 3,839 3,662 7,501 ~330 2,936 ' 868 "loT" ' 776 125 "731 108 576 107 350 89 242 22 11 1,011 6,490 7,501 v < > V y < v ' > v— ' ' -V- ' 1 y 1 y ' * v ' 3,266 994 880 856 684 457 331 33 7,501 Percentage .. 43-6 13-3 11-7 11-4 9-1 6-1 4-4 0-4 100-0 1 1 1 Median age, in years 6 86 87 37 18 78 39 99 59 89 3 10 9 10 6 10 10 10 9|11 9 11 8 11 9 11 6 12 1112 8 12 1112 4 13 5 13 6 13 1113 8 14 3 14 3 13 8 13 11 16 6 15 10 and months | I 1 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.

E.—3.

Table H9. Certificates held by Teachers in Native Primary Schools (Junior Assistant Teachers are excluded.)

It will be noted that even in the one year the percentage of certificated teachers in Native schools has increased from 56 to nearly 64 per cent.

Approximate Cost of Paper.—Preparation, not given; printing (840 copies), £15.

By Authority : W. A. G. Skinnbr, Government Printer, Wellington. —1932.

Price 6ā.~\

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1930. 1931. Class of Certificate. ' M. P. Total. M. P. Total. A B .. .. 10 4 14 11 5 16 C .. .. 32 26 58 40 36 76 D .. .. 23 23 46 26 22 48 E 1 2 3 1 1 Total certificated teachers .. 66 55 121 77 64 141 Uncertificated teachers .. 38 60 98 28 53 81 Grand total .. 104 115 219 105 117 222