E—No. 4

insly; some are reading, spelling, writing and counting, others are only beginning, but all evidently making some progress daily. It was pleasant to hear the voices of these children blending harmoniously together in the English hymns of "Joyful" and "'1 he Happy Land," &c. They have good voices, keep good time, and are very fond of singing. At present Mr. and Mrs. Deerness use their house as a school, but the Natives have promised shortly to erect a proper school. Some of the pupils read plainly, distinctly and fluently—very little Maori is used, conversation and lessons being entirely in English. Religious worship is held by Mr. Deerness morning and evening in English, when those who choose may attend, but the attendance is not compulsory. Mr. Deerness also holds divine service and sabbath school up the river every Sunday afternoon, whilst Mrs. Deerness has her usual scholars at her own residence. All who choose to attend are made welcome. Although the arrival of Mr. and Mrs. Deerness is only of recent date, much visible good has already been effected, and your readers, I am sure must unhesitatingly wish them in this their undertaking a hearty God speed. R. Donaldson. February 18, ISC2.

Napier, 11th March, 1862. In continuation of my last letter, I have the honour to acquaint you with further particulars on the subject of " Native Education in the English language." When I commenced my schools, I resolved to make my teaching a general thing, so I began with adults and collected all the grown-up persous who would attend. I found it very hard work at first. I had no boards or slates, only a few books purchased at ray own expense. Some of the Natives furnished themselves with books. I resolved to teach them on the Lancastrian system, and I found it succeeded well. Had I started the school so as only to teach through the day, one week, or at most two, I might have had a good attendance, but the pupils would soon have dropped off. So, 1 made my school hours to suit my adult pupils; prayers are said by the Maories every morning at daylight, so, immediately after prayers, I summoned my school. By that means, they got a good lesson before going to their day's work, (I have had my school in two hours on a certain morning, crossed the river, and then rode six miles to the next station in time for breakfast at half-past eirh' a.m.) I then taught them on their return from their clay's work, and after evening prayers , and it was often 10 and 11, p.m., before we dismissed. The children, when I could collect them at any hour during the day, I used to teach an hour or so at a time. I do nor approve of long hours for children, with adults it is different. You will see by this, then, that I consider that the best hours for teaching are—adult classes early in the morning, immediately after prayers, and in the evening after supper and prayers. Children through the day at intervals, to be arranged hereafter with young children; one hour is enough at a time, then an hour's interval, then one hour's school, then two hours' (or one hour's) interval and another hour's schooling: this would be fouud quite enough per diem without tiring them. I would beg respectfully to mention here a plan I have long thought of for educating schoolmasters for the different schools. My plan is to put aside a certain piece of land received from the Natives, erect a house for a white master and his family, and fence a garden ; at all this the Natives I think would assist, perhaps to the extent of one-halt in labour. That the white master shall devote himself to teaching these pupils (who are to be teachers) during the whole of the day, twenty to thirty young men selected from the different pas by the Runanga. In less than two years, they would be good English scholars. The experiment is worth trying, if we wish to save this noble race and civilise them speedily ; every hour they are left in ignorance will add to their speedier destruction and outlasting regret. I beg, therefore, respectfully to offer (provided you have no other work marked out for me) to instruct from twenty to thirty natives, youug men of cleverness and ability, who wish to be teachers. I am convinced that in one year they would be able to teach the rudiments of English, and in two years they would be good scholars and fit for teaching their brethren. In proposing to teach twenty or thirty young men, one or two from each pa, the Runanga of each pa would bear the expense, or at least one-half. This of course would take time to arrange, and great care in the selecting of individuals, which would lie with the Runangas. Meanwhile, the usual clay schools could be kept going in this district, with a staff of half a dozen young white men, even i f they had not been much used to teaching before. I think they would have no difficulty in following up my plan, which is a mixture of the Lancastrian and Sunday school systems; thus every word as we go on is first said by the master, explained and commented on, and then practised till acquired, not in a drawling dawdling way but in a lively active tone; then, as one learns it, all learn and all speak together, &c. One year will make a great improvement in the people, after schools commence, and I can safely guarantee, (from what I have seen and can judge) that in two years the majority of the Natives would be able to express themselves in English. I think there would be no difficulty in selecting a few willing young white men as teachers, and even if they were not skilled in teaching, I would soon initiate them, as I have been mixed up with teaching and schools nearly all my life, besides having received a sound English and classical education myself. What is wanted are masters who are willing to put up with annoyances, and who have a patient temper and active habits. Robert Donaldson, Native Instructor, The Native Secretary. Hawke's Bay.

25

ON NATIVE SCHOOLS, 1862.