8.—2,

1882. NEW ZEALAND.

EDUCATION: NATIVE SCHOOLS. [In Continuation of E.-7, 1881.]

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

The Oeganizin& Inspector to the Inspectoe-Geneeal of Schools. Sib,— "Wellington, 31st March, 1882. In accordance with your instructions, I have the honour to forward my report on the Native schools of New Zealand for the year 1881-82. Sixty-eight schools have been in operation during the year, Of these, 60 are village schools, and 8 are boarding establishments. Only two of the latter are directly under the control of the department; the others are connected with religious bodies, but receiving larger or smaller subsidies from the Government. Schools Opened, Re-opened, ob Closed. During the year new schools have been opened at Omanaia, Whangape, Motukaraka, Te Teko, and Maungatapu, while old ones, that had been closed for some time, have been reopened at Waima and Pakowhai. To these might be added the school at Fort Galatea, which was reopened in the March quarter of 1881. The school at Pouto Point, Kaipara Heads, formerly under the Auckland Education Board, has been taken over by the department. None of our schools have been closed, but, unless the attendance at Paihia and Ngunguru should increase considerably, it will probably be necessary to discontinue the schools at those places. There is a very small attendance at Ruapuke, but only a small subsidy is paid to the school there. New schools have been erected, or are in course of erection, at Kaikohe, Maugamuka, Moari, and Otago Heads; authority has been given to build new schools at Ruataniwha and Ramoto, on the Wairoa, Hawke's Bay ; at Waimamaku, Hokianga ; and at Te Kao, Parengarenga". Waimamaku is a secluded Native village, about five miles from Hokianga Heads, with a considerable population. It is quite a permanent settlement, and has perhaps the prettiest little Native church in New Zealand. Small settlements in the neighbourhood will contribute their quota of children to the school. I think there is no reason to doubt that a good attendance can be secured there. Not far from the end of the strip of sandy desert that lies at the extreme north of New Zealand, and virtually cut off from the rest of the world, live the remnants of the brave and once powerful Aopouri, as fine a tribe as any in New Zealand. These Natives are, and have been for a long time, very anxious to get their children educated. They have shown their anxiety by taking the thing in hand themselves, by putting up a whare at Te Kao and paying a teauher. When 1 visited the place I found that forty-two young people were being taught in this whare (which would probably have accommodated fifteen or twenty properly), while many more would have been at school if by any meana they could have been squeezed into the building. The Natives generally showed the greatest enthusiasm about the school and its success. Tenders for suitable buildings have already been called for. There is reason to believe that this will, one day, be one of the best Native schools in New Zealand. New Schools Requibed. It is very desirable that the two schools at Waiapu and Kawakawa should be reopened. The Lower Waiapu district contains a very large Native population and only one school, that at Waiomatatini. This school fairly well satisfies the wants of the people on the right bank of the river. The Waiapu school would answer the purposes of the Maoris on the left bank. If the school at Kawakawa could be reopened, or a new one built at Te Rimu, some five miles further west, the educational needs of the district would be well provided for. At my last visit the Natives of all these places showed considerable interest in school matters, and it is not improbable that they will ask the Government to reopen the schools referred to. Should they do so, I think their wishes should be complied with. It is likely, too, that the Upper Waiapu Natives will ask for a school; if they do, Ramoto, a considerable Native village, some seven miles from Tuparoa, would be the proper place for it. I—E. 2.