E—No. 4

REPORT OF REV. JOHN MORGAN ON OTAWHAO SCHOOL.

Otawhao, October 22nd 1861. Sir,— I very much regret that on this your official visit to Otawhao, as Inspector of Schools, you should find our Institution so reduced in number, all the most proficient scholars having left the school. I must, therefore, beg leave to call your attention to the following points. When the war broke out, and for several years previous, our average attendance exceeded 60 children and adult Native teachers. As soon as the Waikatos took arms, a few of the parents removed their children, remarking that they could not allow them to remain in a Government school. Others were invited home to visit their friends and then detained; and on the return of my people after the battle of Puketakauere, many more children were removed, only one remaining, belonging to the people who took part in that battle. I would here remark, iv reference to the war, that while the tribes resident around other districts in this Province have not been at all engaged in the war, as in Archdeacon Maunsell's district, or as in Mr. Ashwell's district, where only a portion of two tribes at the southern part of the district joined the war, in the Otawhao district the Natives of every village, or in part, rose in arms. The neighbourhood of Otawhao was one of the chief places of meeting for those who were proceeding to the war ; so that our station was frequently crowded by armed men on their way to Taranaki, while on their return they came into our yard, some showing their wounds, while others told their tales of the various engagements, and others fired off their guns as they passed along the outer fence of the Station. We have therefore had to contend with difficulties, and experienced trials of faith and patience, to which the Managers of other Institutions have not been subject. Our best or more advanced boys were taken away to carry burdens or bear arms, and several of our girls were for months engaged in cooking for the warriors at Waitara. So far from being surprised at our present low number, I only wonder that any remained in the school. The Roman Catholic School at Rangiawhia was entirely given up at the commencement of the war. Since the commencement of the war, I have not thought it advisable to recommend parents to send their children to school, or to offer the slightest objection to the removal of those in the Institution, much as we felt the gradual diminishment of our number. I was afraid lest the parents should take the idea that they conferred a favour upon us in sending their children to school, instead of their feeling it a privilege to have them admitted to the Institution, There is another point to which I would call your attention: the want of buildings for boys on the estate, and the consequent neglect of agreement. The school estate, a block of 780 acres, was given up by the Natives to Sir George Grey and the Bishop on certain conditions. The deed of gift reads, " E hoa, c Kawana, tenei ta matou kainga ka tukua atu nei ki a hoe, ara kite Kuini, mau c whakahoki atu, c whakapumau hoki kite Pihopa o Nui Tireni, ki era atu Pihopa hoki o Nui Tireni a mua atu, hei turanga kareti, Intra ranei, hei whakatini hoki i nga kura, hei whakatupu i a matou tamariki i a te Pakeha hoki, kia tupu tahi ai hei iwi tahi ki roto o te whakapono ki a te Karaiti, o te whakarongo hoki kite Kuini. Ko te utu mo to matou kainga ka tukua atu ko te kareti. tonu." The conditions of this deed of gift have not been earned out. While large sums of moriey have been allowed and expended in the erection of buildings and improvements upon the other school estates, nothing has been expended either for buildings or improvements (except the grass laid down from Otawhao Station) as stipulated for and promised by Sir George Grey and the Bishop of New Zealand in the deed. Our boys and Native teachers have in consequence suffered much from the want of proper accommodation, while our difficulties in conducting a school under such circumstances have been very much increased. The effect of this breach of contract has been very injurious on the minds of the Natives. They have seen other School Grants occupied and improved, while the Otawhao estate, perhaps the most valuable in Waikato, has been left, as far as the Government and the Board are concerned, a desolate waste. Within the last week, a Native said to me, "You think that the school estate belongs to you, we think that it belongs to us ; it was given for a school, but where is the school ?" We have not, however, allowed the laud to be quite idle, in the absence of assistance from the Board ; we have for the last three years sown grass seed on the estate, and this work has been performed without any opposition from the Natives. As soon, therefore, as peace is restored, I trust that the Government and the Board (both being equally bound by the stipulation of the Maori idea) will take immediate steps to carry out the deed in its integrity, and by so doing prove to the Aborigines that they recognize as binding the conditions of the Grant, and that, although there has been delay, there has been no intention or desire to avoid the terms of the agreement. The buildings required are a building to accommodate boys. The buildings to contain a hall, dormitory, school room, store, and accommodation for a married schoolmaster, and one spare room. I have left a blank as to the number of boys, but it ought to afford accommodation for 40 to 50. We should also require two small cottages for Maori teachers. A certain sum ought also to be expended on fencing in the estate. I would also recommend that the school flock of sheep be increased. I am anxious to see the school estate as rapidly as possible brought under and cultivation, in order that the institution may become in the course of years self supporting Sheep farming is very desirable in this extensive district, and I feel anxious to train the children in industrial pursuits, especially in sheep farming and the management of cattle, Simply to fill the head with .knowledge, without imparting industrious habits, would, in my opinion, prove rather injurious than beneficial to the Maori race. Every boy educated in the school ought to leave it possessed also of a knowledge of the management of sheep and cattle, and of ploughing, reaping, mowing, sowing, &c. Unite education with industrial training; prepare the boy or girl for the position you expect them to

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REPORTS OF INSPECTORS