B—No. 4

mon with many others who have inspected Native Schools, I have to pronounce the teaching of English as almost a decided failure. Native habits of filth and laziness also impede the progress of civilization. These are fearful evils, and of wide-spread dimensions; so powerful are their influences that few young men or women on their return from School to the Native haingas can persevere in habits of personal cleanliness, they gradually relapse and ere long are hardly to be distinguished from the untaught Maori. lam of opinion that up to the present time, sufficient stress has not been laid upon the inculcation of those habits, which contribute so essentially to secure personal comfort and social improvement. Almost all the schools are sadly deficient in the necessary appliances for cleanliness. Another obstacle to be combated with in the School-room, is the apathy and total disregard to the value of time, so common to the race. This is an evil hard to be dealt with, inasmuch as it is rather of a negative character aud so thoroughly ingrained in the Native. As a remedy, I would suggest that every School-room should be furnished with a clock, and that a proper time-table for work, study, and recreation should be devised, and most strictly adhered to: by such means wo might, perhaps in time, overcome this Native failing. The work of education is considerably retarded by the want of co-operation on the part of the Natives; some stand aloof from insensibility to its real value; others, and they at present are in the majority, from a spirit of opposition to Government. With some, the smallest inducements become strong enough to withdraw a child from School. The first and most important condition for overcoming indifference to education, is the establishment of really good Schools. Where the Schools are ill-disciplined or ill-taught very little motive is wanted to neglect and ultimately forsake them; where they are really good, the desire for education, ought iv New Zealand (as in all other countries) to increase with the very perception of its advantages. Heretofore the Maori has had little or no demonstration of the advantages of education. Its benefits have never been placed prominently before him ; now, owing to the establishment of the Runanga, a grand opportunity is afforded for introducing the subject with all its attendant blessings and benefits. And as the Natives are for the most part a practical people, positive proof might be given of at least some of the advantages of education, if none but men able to read and write were allowed to hold appointments under Government; and I would further suggest with a view to the diffusion of learning that all Native Magistrates, Assessors and Police, should be under some compulsion to send their children to the nearest school. In reference to the establishment of Native Village Schools under Native Teachers, I must say a few words. At first I felt disposed to regard the scheme as feasible, and the Schools themselves as useful agents, but on further acquaintance with Native character and habits, I do not think they would materially forward the progress of education. They might perhaps be the means of relieving Teachers of larger and more advanced institutions from the drudgery of teaching the very first elements, but beyoud this they would be of no use, at least for some time to come, until we have raised up a staff of properly qualified Teachers. There is another fact in reference to the education of children under a Native Teacher which must not be lost sight of, and that is his inability to train the children to the habits and usages of civilized life—for I maintain that, so long as a Native School exists in a Native settlement under a Native Teacher (unless, indeed, he be a rara avis in terris), the children must continue rude, uncivilized, and barbarous. We cannot expect a Native Teacher to combat single-handed against customs almost honored for their antiquity, or make head-way where natural inclinations and parental example are perseveringly opposed to him. The employment of European Teachers in Native Village Schools is impracticable, not only on account of the migratory habits of the people, but also on the ground of expeuse. As the Natives, to use a common expression, " are here to-day and away to-morrow," it would be impossible to find a married man willing to accompany them on their ramblings, while to locate young men among them would be as imprudent as it would be unsafe. The Native Schools Act as at present framed prevents the establishment of village Schools, for it requires that all children should be not only educated, but boarded iv Schools receiving aid under the Act; aud the multiplication of Schools of such a character would involve an endless expense, unless the Natives would be prepared to give more substantial co-operation than they have heretofore accorded. In refereuee to the appointment of Teachers to Native Schools, I cannot refrain from expressing an opinion, that where Government assists in establishing a School, and afterwards supports it by an annual grant, it should have some voice in the appointment of the Teacher, aud where so much depends upon the Teacher, too great an amount of circumspection cannot be employed. I do not wish by this proposition to arrogate an undue share of power or patronage for the Government, my only object is to secure efficient Teachers. I would therefore propose that while the present Education Act remains in force, the appointment of a Teacher should be vested in the hands of the officer representing Government in educational matters, acting in conjunction with the head of each religious denomination. Heretofore the appointment has been left to the several managers of the Schools, and instances are on record to prove that a sufficient amount of discrimination has not at all times been exercised. If we desire to raise the character and improve the tone of the Native Schools, I feel satisfied from observation, and information acquired on my late tour of inspection, that the following suggestion, must become law everywhere, despite the feelings and prejudices of the Natives aud the expense necessarily attendent upon their adoption. I shall name them consecutively and then make some comments upon each. a. Total separation of the sexes. 6. Appointment of qualified Teacher.",

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REPORT OF INSPECTORS