E.—3

4

Classification of Pupils. Tables H6, H6a, H6b, and 117 give full information as to the races and classification of pupils on the rolls of the Native schools. As will be seen. 85-2 per cent, were Maoris speaking Maori in their homes, 3-1 wen; Maoris speaking English in their homes, and 11-7 per cent, were Europeans. In comparing Native schools with public schools in respect to the classification of pupils it appears that in Native schools a, larger proportion of the. pupils are in the lower classes, and also that the average age of the children in the various classes is higher than in public schools. The difference, however, is not greater than would result naturally from the more or less irregular and nomadic habits of the Natives, and if the comparison were made with small public schools in country districts only, the difference, if any, would be much less. Compared with the Maori children attending public schools the pupils of Native schools are younger in their classes and reach higher standards. The following table shows in a summary form the classification of pupils in Native schools, the percentages of pupils in the. various classes in public schools and in the case of Natives attending public schools being also shown For comparison :•—

Efficiency of the Schools. As was the case in the two preceding years, the inspection and examination of Native schools were carried out by the Inspector of Native Schools, and, in certain districts, by the Inspectors of Public Schools. The reports of the Inspectors go to show that the work and condition of the schools is highly satisfactory, the schools, in the opinion of Inspectors of Public Schools, being often superior to public schools of the same size. The report of the Inspector of Native Schools, which deals critically with the treatment of all subjects of the curriculum, shows clearly that in spite of the difficulty of having a new language to teach, Native-school teachers are not regarded as having carried out their task unless results of a high standard of merit in all subjects are obtained. By the inclusion of many Native schools in the schemes of the Education Board for the instruction of agriculture, woodwork, and cookery, the pupils receive efficient teaching in these subjects. An important feature in relation to Native schools is the possibility of their not only providing for the education of the Maori children, but also of being generally a helpful and uplifting influence in the community. This ideal is realized by many of the teachers, and their splendid work during the epidemic of 1918 is an outstanding example of the good they are in the habit of doing among the Natives. ■ From the point of view of efficiency the Native village schools were classified as follows by the Inspectors in the years 1917 and 1918 : — Number of Schools. 1917. 1918. Very good to excellent .. .. .. .. .. .. 42 45 Satisfactory to good .. .. .. .. .. 66 61 Inferior to weak . . . • • ■ •. ■ ■ 10 10 The number of certificates of proficiency awarded was thirty-seven, and of competency (S6) twenty-four.

Classes. Percentage of Roll. Maoris Europeans Total attending attending attending . T ,<.:.,„_ Native Native Native" Nat} pub , jc attendi Schools. Schools. Schools. gohoolfi _ Sch00ls _ 1)llb|ic b Schools. I ! I L'reparatory ■itandard 1 II III JV v VI „ VII 2,003 179 2.182 43-1 33-83 52-1 624 76 700 13-8 12-89 16-5 586 72 658 13-0 12-70 11-9 548 70 618 12-2 12-37 9-4 334 76 410 8-1 11-(15 5-8 250 56 306 (i-1 9-75 2-9 120 53 173 3-4 7-27 1-4 7 10 17 0-3 0-M 43-1 13-8 13-0 12-2 8-1 (i-1 3-4 0-3 33-83 12-89 12-70 12-37 I 1-115 9-75 7-27 0-M 52-1 16-5 11-9 9-4 5-8 2-9 1-4