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1928. NEW ZEALAND.

EDUCATION OF NATIVE CHILDREN. [In continuation of E.-3, 1927.]

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

CONTENTS. Page Page No. 1. —Report of the Senior Inspector of Native No. 2.—Detailed Tables : — Schools: — Table Hl. Native School and Teachers .. 8 Village Schools in Operation at End of Year 1 H2. Attendance at Schools .. ..12 New Buildings, Additions, &c. . • .. 1 H3. Higher Education .. 14 Applications for Schools .. .. 2 H4. Maori Children at Public Schools .. 15 Attendance, &c. .. .. .. 2 H5. Classification of Maori Children at Condition of School Buildings and Grounds 3 Public Schools .. 15 Organization, Inspection, &c. .. .. 3 H6. Race of Children .. .. 16 General Remarks .. .. .. 3 H7. Ages and Standards .. 18 Secondary Education .. . . . . 5 HB. Summary of Expenditure .. 19 Scholarships .. .. .. .. 6 Concluding Remarks .. .. .. 7

No. 1. REPORT OF THE SENIOR INSPECTOR OF NATIVE SCHOOLS. Sir — I have the honour to submit herewith my annual report upon the work of those schools which are particularly concerned with the education of Maori children—viz. Native village schools, Maori mission schools, and Maori secondary or boarding schools. The mission schools and the secondary schools are registered private schools under the control of various religious denominations. Matters regarded as more or less relevant to the activities of the village schools and their administration are referred to in this report. Village Schools in Operation at the End of the Year. During the year new schools were opened at Tolcata, East Coast District; Maraenui, Bay of Plenty ; and at Oturu, near Kaitaia, North Auckland. The Waikeri School, North Auckland, which had been closed temporarily at the end of 1926, was reopened. The number of schools in operation at the end of the year under review was 134, an increase of four upon the number operating at the end of the previous year. New Buildings (completed or projected). During the year the following works were completed : —New school and residence at each of the following places : Tokata, East Coast ; Maraenui, Bay of Plenty ; Otukou, Tongariro district; new school at Waikeri, North Auckland ; new school at Te Pupuke, Whangaroa Harbour ; new residence at Manfjamuka, Hokianga. On account of increased attendances, additional class-rooms were provided at Manutahi, Ruatoria, East Coast; Tangoio, Hawke's Bay ;Te Paroa-Totara, Bay of Plenty.

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The following works were put in hand and should be completed early in the current year : School and residence, Parinui, Wanganui River ; and school and residence, Oruawharo, Kaipara Harbour. In view of the inadequacy of existing accommodation it has been decided to provide an additional class-room at TiJcitiki, East Coast, and also at Matangirau, Whangaroa Harbour. The extent of the Department's activities outlined in this section is an indication of the efforts made to meet the educational requirements of the more or less purely Maori districts of the Dominion.

Applications foe the Establishment of Native Schools. Applications wore received by the Department during the year for the establishment of schools at Otoko Pa, Wanganui River; Mangawhariki, Waiapu. East Coast; and Matawaia, Bay of Islands. As the result of investigations it was decided to establish schools at Otoko Pa and at Mangawhariki. At the former the necessary buildings will have to be provided, while at the latter a school will be opened early in the current year in a suitable building provided by the Maoris for the purpose of a schoolroom. In regard to Matawaia, the inquiries indicated that the number of children available did hot warrant the erection of buildings, and the people were requested to provide a suitable building. The Maoris at Te Kiekie, East Coast, renewed their application for a school, towards the expense of which they have offered to contribute a very considerable sum of money. Before consideration can be given to this renewed application, however, a visit by an Inspector must be made for the purpose of further investigation.

Attendance, etc. (1) Native Village Schools. At the closc of the year under review there were 6,620 pupils on the roll of the village schools, this number representing an increase of twenty-nine on the corresponding number for the previous year. This small increase is partly accounted for bv the withdrawal of seventy pupils from a village school in a settlement where a convent school had been opened. The average weekly roll number was 6,655, and the percentage of regularity of attendance was 87-4. Information respecting the attendance is supplied in Table II 2, from the particulars of which it will be observed that of the 134 schools in operation at the end of the year 120 gained from 80 to 98-9 per cent, of the possible attendance for the year, and of this number forty-four schools succeeded in gaining over 90 per cent, of the possible attendances. The regularity of attendances during the year was not so good as in the previous year, weather conditions and epidemics of sickness being the principal factors, militating against a better attendance. An inspection of the quarterly attendance returns reveals the fact that in a considerable number of schools the number of " excepted " half-days was very large. The exclusion of these half-days from the computation of the average attendance has the result of giving such schools a higher percentage of regularity than the actual regularity of attendance warrants. Nevertheless when all the conditions are taken into consideration the regularity of attendance of a very large number of schools is very creditable indeed. Good attendance certificates were gained by only 424 pupils in Native village schools.

(2) Mission Schools. The following mission schools are visited by the Inspectors of Native schools : Putiki, Wanganui; Te Bauke, Hawke's Bay ; Tokaanu Convent School, Lake Taupo ; Matata Convent School, Bay of Plenty ; Tanatana and Matahi, Bay of Plenty ; Ranana and Jerusalem Convents, Wanganui River ; Whakarapa Convent, Hokianga ; Pawarenga Convent, Whangape. The total number of children on the rolls of these schools at the end of the year 1927 was 470, and the average percentage of regularity was 81-6. The regularity of the attendance of the pupils at the Whakarapa and Pav.arenga Convent Schools cannot be considered entirely satisfactory.

(3) Boarding Schools (Native Secondary Schools). These schools, which have been established by various religious denominations for the higher education of Maori scholars, are inspected and examined by officers of the Department. A list of the schools, twelve in number, will be found in the section of the report dealing with secondary education. The number of scholars in attendance at the close of the year 1927 was 524. The particulars regarding the roll number and attendance of the three classes of schools are summarized in the following table

S h , Number Roll Number Average Weekly Average Percentage of at End of Year. Roll Number. Attendance. Regularity. Native village .. .. 134 6,620 6,655-1 5,816-5 87-4 Native mission .. .. 10 470 470-2 383-6 81-6 Native secondary .. .. 12 524 523-4 504-3 96-3 156 7,614 7,648-7 6,704-4 87-7

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School Buildings and Grounds. In almost all Native schools efforts are made to beautify and generally improve the school-o-rounds and the condition of the school property in this connection in a large number of the schools is a credit to all concerned.' The pupils prove themselves willing workers, and very fine work is done where the teachers themselves are enthusiastic and energetic enough to direct the energies of their pupils. In some schools the teachers are able to secure the co-operation of the parents, and by this means valuable assistance is obtained. The Maori people as a rule take very considerable interest in this matter, and show pride in their school when the grounds and surroundings present an attractive appearance. Tree-planting and the raising of trees from seed are carried out in a large number of schools. There are schools, however, where there is evidence of apathy or a lack of energy to make the conditions of the school-grounds serve as an object-lesson to the people, and in these the value of an attractive environment is not appreciated by the teachers. The instructors in agriculture who visit the Native schools give valuable assistance in suggesting schemes for the improvements in the grounds. The following schools deserve special commendation for the condition of the school-grounds : Te Horo, Awarua, Otaua, Matangirau, Manga tuna, Manutahi, Wharekahika, and Te Paroa-Totara. The'teachers almost without exception give close attention and supervision to the cleanliness of the schoolrooms. No grant is made by the Department for school-cleaning purposes, as far as Native schools are concerned. The Department, however, supplies the necessary school-cleaning materials, and the regular work of sweeping and dusting is carried out by the elder pupils under the supervision of the teacher, who also arranges'for periodical scrubbing of the schoolroom floors. This arrangement is found to work most satisfactorily, and the children take much pride in keeping the school-rooms clean and tidy The outbuildings and offices are generally kept in good condition, although occasionally evidence of unsatisfactory supervision is noticed. Visitors to Native schools are generally impressed by the clean condition of the desks and the cleanliness of the rooms. Reference must be made again to the unattractive interior appearance of a number of schoolrooms. Inspection ; Organization ; Methods op Teaching. During the year visits were made by the Inspectors to 133 village schools, ten mission schools, and twelve Maori secondary schools. Visits were also made to districts for the purpose of making inquiries regarding applications received by the Department for the establishment of Native schools. So far as the village and mission schools are concerned, the reports upon the schools indicate that in ■i very number of schools good work is being done, and that improvement is noted in most of those schools whose efficiency does not reach that standard. From the point of view of efficiency the schools may be classified as follows : Weak, 12 ; fair, 16 ;, satisfactory to good, 47 ; good to very good, 56 ; excellent, 12. The work of the Maori secondary schools is dealt with in the section of the report under " Secondary Education." ! The methods of teaching employed in the great majority of the schools are intelligent and are well applied The pupils when subjected to tests show that they have generally been well taught and that they have profited by the instruction. The teachers as a general rule are eager to profit by advice and instruction, and to adopt suggestions likely to improve their methods of teaching lhe tone and discipline of the schools are generally good, and the pupils are subjected to wholesome influence The schemes of work are on the whole satisfactorily prepared, and the value of the workbook' is becoming much better appreciated. There are still schools where the Work of the junior assistants is not satisfactorily supervised by the head teachers, and in a number of schools the supervision of the children's activities in the playground is not as satisfactory as it should be. lhe registers and records are, as a rule, carefully attended to in the schools. In Native schools the teachers pay particular attention to the cleanliness, health, and comfort of their pupils, and in many of the districts they have a trying time in dealing with outbreaks of sickness They are backed up by the Health Department, which keeps the schools well supplied with stocks of medicine. In all schools teachers should regard it as part of their duty to secure by means of regular inspection that the children's clothing is kept reasonably neat and clean, and that their bodies are not only clean but free from ailments. In this connection the importance of persona hygiene and of home and community sanitation should be stressed ; and to this end instruction should be "iven which leads to the formation of hygienic and sanitary habits. _ _ In quite a large number of schools the pupils as a, result of the teachers organization are supplied during tlie winter months with hot cocoa at the mid-day recess. Little difficulty is met with in raising the necessary funds by one means or another with the co-operation of the parents, who thoroughly appreciate the benefit to their children from such effort. The annual picnic and the annual concert still continue to be regarded as most important events in a great majority of the school districts. The funds raised are devoted to various purposes for the benefit of the children. It is hoped that teachers will receive during the current year a copy of the amended regulations. A new syllabus of instruction for Native Schools will be issued at a later date. General Remarks. English (Language Teaching). --The quahty of the instruction in oral and written English varies very considerably indeed in the schools, and it is only in those schools where effective methods are employed that really good work is done. In a fairly large number of the schools the work is of more or less indifferent quality, and there is little doubt that this condition of affairs is due to inefficient teaching The progress of the pupils in practically every subject of the school course is so largely

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dependent upon their proficiency in the use of English that it is highly important for teachers to concentrate their skill and attention upon discovering and applying the best methods and means of teaching the subject. The aim of the language teaching is to enable their pupils to express their thoughts in correct, clear, and concise language, both orally and in writing. In acquiring a mastery of the new language the pupils are confronted with very considerable difficulties, due to the fundamental difference in grammatical and idiomatic construction between it and their mother-tongue. To overcome these difficulties teachers have been recommended to rely upon the direct method of instruction. The primary aim of the instruction being to enable the pupils to speak correctly, the teachers must provide abundant opportunities for oral expression, and must be careful not to take up too much of the time themselves. The successful teachers keep in the background and let the pupils do much of the talking. The oral work must include conversational English, which is necessary to give the pupils the ability to speak readily and correctly about their common everyday interests. Conversational English should include conversation about current events, and the activities of the pupils in the school and outside of it. The outside interests of the pupils should receive special attention in connection with this subject, and these should form topics of discussion. Dialogues and dramatizations may also be very profitably used. It is felt that in very many of the schools the pupils in the upper standards receive very few opportunities for oral and conversational English. In the written work in English there is much need for improvement in many of the schools. The crude attempts at composition that are often met with result from the failure of the teachers to prepare their pupils properly. Before any attempts are made in either oral or written composition, the subjects for composition, after being decided, upon, should be developed orally. One of the most difficult problems of composition is to find something worth saying, and in order to assist the pupils in forming their thoughts they should be prepared for the work by suggestions and questions. The pupils themselves may also be given opportunities to suggest methods of treatment and to question their class mates. They should also be given opportunity to write on subjects of special interest to them. Ample preparation will produce increased interest, more definite motive, clearer thinking, and better work. The schemes of work in both oral and written English are in many schools frequently defective both in aim and scope. Reading and Recitation. —The reading in a very large number of the schools is well taught, and the pupils read with clearness, fluency, and intelligence. The comprehension of what is read, and the ability to express the meaning, are very satisfactory in those schools where language teaching is efficiently dealt with. In the case of Maori children inability to express, clearly and fluently, the meaning of what has been read is not always evidence of a lack of comprehension, as other factors enter into the calculation. Reading in the proper sense means getting the thought from the printed page, the understanding of " visible talking," and no effort should be spared, by teachers in securing on the part of their pupils the meaning of what they read. In many schools monotonous and expressionless reading is still frequently heard —a fault which is entirely due to the teachers' method of teaching reading. In the preparatory divisions of the schools the method of teaching adopted aims at overcoming the mechanical difficulties of the subject thoroughly and expeditiously, and in the great majority of the schools the pupils make rapid progress in learning to read. There is much need for a wider range of reading in all classes, and as soon as pupils have mastered the technique of reading they should have abundant opportunity for reading additional books. For this reason teachers should endeavour not only to keep the school library well stocked, but also to see that the books are made use of by their pupils. Unless this is done the schools will fail to develop the reading habit and the pupils will leave school without the desire to continue their reading for pleasure, profit, and enlightenment. Where some portion of the funds raised for school purposes are set aside for the purchase of books for the school library, the Department will be prepared to consider an application for a grant to assist in the purchase of suitable books. The recitation of poetry or of suitable prose passages receives very inadequate treatment in a fairly large number of schools. The selection of the pieces to be studied and committed to memory by the children is often unsuitable, and what should be a source of pleasure and enjoyment becomes an uninteresting and humdrum affair. It has been frequently impressed upon teachers that poems and prose passages providing dramatic interest, and also dialogues, will be found exceedingly useful in securing better expression, in arousing genuine interest, and in assisting the English of their pupils generally. Moreover, as the cultural subject of the school course, poetry should receive increased attention from the teachers. Spelling and Writing. —In a large number of the schools the spelling of the pupils is remarkably good, and in those schools the success is due to the recognition of the fact that the hand and eye are the best instruments for securing accuracy. In many schools, however, the spelling is unsatisfactory, and distinct evidence that the pupils in their efforts in spelling are guided by the sounds of the words is usually forthcoming. In most of the schools the writing of the pupils is very satisfactory indeed ; and in a large number of schools it is very good. In a number of schools where the teachers permit indifferent work and the pupils' best is not always exacted the writing is of poor quality. It is frequently observed that insufficient attention is given to the position of the body, arms, fingers, and books during writing exercises. With good methods and close supervision it is quite possible to get almost every pupil to write decently, and in those schools where the writing is inferior the fault lies with the teacher. Arithmetic. —In a satisfactorily large number of schools the subject is well taught, and the pupils generally do very creditable work. On the other hand, there are too many schools where the work falls below what may be regarded as a satisfactory standard. Mental arithmetic receives attention, but it is felt that in many of the schools the importance of this part of the subject is not properly appreciated.

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Geography and Nature-study. —Very satisfactory work is done in a fairly large number of schools, and the teachers succeed in making this subject, which appeals strongly to the Maori children, interesting and instructive. In too many schools, however, the instruction is not entirely satisfactory, and the schemes of work indicate that the teachers have not clear ideas regarding a suitable presentation of the subject. Reference must again be made to the insufficient use of the school globe, of the maps and atlases, and of illustrations and pictures. Elementary Manual-training : Handwork. —The following manual occupations are taken in the schools: Mat-weaving, paper-folding, paper-cutting and paper-mounting, carton-work, cardboard and plasticene modelling, raffia-work ; and in many of the schools creditable work is done. Modelling in clay, the material for the purpose being obtained locally, is also taken in a few schools, and special reference must be made to the work done in this material in Otaua and Waikeri Native Schools. In a number of schools the work in handwork is not satisfactory, as the teachers fail to appreciate that this occupational work has for its aim the cultivation and expression of the creative instincts of the pupils, and also the provision of an aid to the instruction of other subjects of the school course. Drawing. —In a good number of schools very good work is done in this subject, the work including the use of pencil, crayon, pastels, and colour. In too many schools, however, the treatment of the subject is confined to formal and often meaningless exercises, the teachers failing to appreciate that the drawing undertaken by the pupils should be an exercise in self-expression —an attempt made to represent things of which they have a clear mental picture and in which they have a genuine interest. There is also need for definite instruction in the drawing of natural and fashioned objects, in design and in instrumental drawing. In some schools it is very doubtful, if one is to judge of the amount of work presented, whether the subject is given the time allotted to it in the time-table. Needlework and Sewing. —Very good work is done in a large number of schools, and very fine displays of the girls' work are made. Great interest is shown by the girls and their parents in the work done. The materials used are generally provided by the parents, and the girls are taught to make useful articles of clothing for themselves and other members of their families. Sewing-machines are in use in a large number of schools. Domestic Duties. —This form of training, which should prove of much benefit to the girls, is confined to a few schools where the teachers are enthusiastic. Very good work indeed is done in cookery by the girls of the Manutahi Native School. Woodwork. —Workshops have not been established in very many schools, but where they do exist good work is generally being done. Useful articles are made by the boys, and these are readily disposed of by sale to the parents or to the boys themselves. Elementary Agriculture. —Most of the schools are now visited by the Instructors in Agriculture, who report that very satisfactory work is being done generally. The teachers and pupils are keen to profit from these visits and from the instruction given. Tree-planting and the raising of trees from seed in small nurseries are receiving much attention. Singing. —In the majority of the schools good work is done in singing. The subject is very popular with the Maori children, and when they are competently taught they sing remarkably well. Physical Instruction. —This subject receives attention in all schools, and satisfactory reports are made by the instructors, who visit as many of the schools as they can. Secondary Education. Apart from the various public secondary schools which qualified Maori scholars, both from the public primary school and from the Native Village School, may attend as free-place holders, the Government has not established special schools to provide for the particular needs of Maori pupils in the matter of secondary education. Various religious denominations, however, have established in different localities boarding-schools which provide a form of education which appeals to the Maori people as meeting to a large extent their particular educational requirements ; and it is through the agency of these institutions that the Government makes substantial provision for the secondary education of Maori scholars. By an arrangement with the authorities of several of these schools a system of scholarships has been instituted by means of which a large number of selected scholars are enabled to attend the schools for a period of two years. In these schools the practical aspect of the education is stressed, and the aim of the authorities is to enable the scholars to become useful members of the community, and assist in the general progress and uplift of the race. During their period of residence in. these schools these Maori scholars are subjected to European influences which mould their characters and prepare them for contact with European civilization. The following is a list of the boarding-schools : Queen Victoria School for Maori Girls, Auckland Turakina Girls' School, Marton ; Hukarere Girls' School, Napier; St. Joseph's Convent School for Maori Girls, Napier; Te Waipounamu Girls' School, Christchurch ; St. Stephen's Boys' School, Auckland ; Wacrenga-a hika College, Gisborne ; Te Aute College, Hawke's Bay ; Hikurangi Boys' College, Carterton ; Agricultural College (Latter-day Saints), Hastings ; Otaki College, Wellington ; Wesley College, Paerata, Auckland (attended by both Maoris and Europeans). In the girls' schools, in addition to the ordinary subjects, special attention is given to needlework and dressmaking ; cookery and domestic duties ; first-aid and nursing, hygiene, and rearing of infants ; preparation of food for infants and for the sick. The girls take a prominent part in the general work of the institution, and where practicable they attend the cookery classes at a manual training-centre. The Turakina Girls' School, which has been conducted for many years at Turakina, is now located at Marton, where a fine building has been erected. In the boys' schools the practical training takes the form of instruction in woodwork and in agriculture. Both at Te Aute College and at Wesley College there are farms attached to the institutions, and special attention is given to agricultural training.

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The reports upon the work of the boarding-schools indicate that good work is being done. In the public examinations—the Intermediate Examination, Public Service Entrance Examination, and the University Entrance Examination—the success of selected Maori scholars is very creditable. The schools are undoubtedly assisting materially in the progress of the Maori race. The secondary education of the Maori youth is further provided for by the award of senior scholarships and also University scholarships which enable promising Maori students to qualify for professions. At the end of the year 1927 the number of pupils on the rolls of the Maori secondary schools was 304 boys and 220 girls, a total of 524 ; and of this number 145 were holders of Government scholarships. Scholarships. Three types of scholarships have been established by the Government in the interests of the secondary education of Maori scholars, viz.: (1) Junior scholarships; (2) senior scholarships —(a) industrial scholarships or apprenticeships, (b) agricultural scholarships, (c) nursirg scholarships, (3) University scholarships. The junior scholarships, which are tenable at several of the boarding-schools referred to in the preceding section of the report, are of the annual value of £30, and are available for suitably qualified and accredited Maori pupils. These scholarships were established primarily in the interests of the Maori pupils from Native village schools, who, it must be borne in mind, are not, in most instances, so favourably situated in regard to attendance at the ordinary public secondary school as are the Maori pupils from public schools. A limited number of scholarships are also available at the boardingschools for Maori pupils from public schools. There is, however, to judge from the number of applications received by the Department very little demand for them. The total number of junior scholarships available is 170, and of these 148 were current at the end of the year 1927. The discrepancy between the number available and the number current is accounted for by the failure of some of the boarding-schools to secure their full quota of eligible pupils. There is very little demand for the senior scholarships which are available. The industrial scholarships or apprenticeships do not appear to appeal to the Maori lads, who after completing their junior scholarship evidently seek employment in other directions and by other means. The agricultural scholarships are available for lads who have held junior scholarships at some approved school, and they are tenable at a State farm or at some school where a suitable agricultural course is provided. Five agricultural scholarships were current during the year, and were held by boys at Te Aute College. Nursing scholarships, tenable at certain hospitals, are available for suitably qualified Maori girls who wish to qualify as nurses. There is not much demand for these scholarships, but it is understood that quite a number of Maori, girls, with a view to becoming nurses, enter the hospital service as ordinary probationers. During the current year a nursing scholarship will be taken up at, the Napier Hospital. Two University scholarships may be awarded annually to Maori students who have matriculated with success and are desirous of taking up some profession or calling with a view to working for the benefit of their race. At the end of the year 1927 there were eight scholarships current. Two scholarships are to be taken up during the current year. Continuation Scholarships. —These scholarships have been established by the Maori Purposes Fund Control Board in the interests of the secondary education of the Maori. The scholarships, which are of the annual value of £30, and are tenable for one year, arc awarded to selected Maori scholars who have completed the term of their Government scholarship and are considered likely to benefit from an extended course. During the year twenty-five continuation scholarships—the full number allotted by the Board —were current. Substantial monetary assistance is also granted by the Board to these scholars and to all scholars who are the holders of Government scholarships. This payment is made to the school authorities on behalf of the scholars, and is intended to cover the incidental expenses of the scholars while at school, and by this means to render financial assistance to their parents. Scholarships are also provided to enable selected lads from To Aute College to undertake a course of training at Hawkesbury Agricultural College, New South Wales. Private Scholarships. —Scholarships provided from private bequests and known as Te Makarini Scholarships and the Buller Scholarship are available for Maori boys. The former scholarships were founded in memory of the late Sir Donald Mac Lean, and the latter was founded in memory of the late Sir Walter Buller. The funds from which the scholarships are provided are administered by trustees, on whose behalf the Department conducts the necessary examinations. Te Makarini Scholarships —two or three in number, as the trustees may decide—are of the annual value of £35, and are tenable at Te Aute College. The subjects prescribed for the examination are English, arithmetic, geography, Maori, and general knowledge (New Zealand history, health, and religious knowledge). For the year 1927 two scholarships were offered by the trustees for competition —one senior scholarship open to eligible Maori boys from any school, and one junior scholarship open to eligible boys from Native village schools. For the senior examination there were sixteen candidates, five from Te Aute College, two from St. Stephen's Boys', one from Tawhiti Public School, one from Pihama Public School, one from Raglan Public School, two from Manutukc Public School, one from Puketapu Public School, one from Thornton Public School, one from Nelson Park Public School, and one from Parikino Native School. For the junior examination thirteen applications were received —three from Wharekahika Native School, one from Rangitukia Native School, two from Te Araroa Native School, three from Reporua Native School, one from Rakaumanga Native School, one from Whakarewarewa Native School, one from Karetu Native School, and one from Paparore Native School. In the senior examination the best candidates were John Bennett, 74-2 per cent. ; Abraham

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Waaka, 65 per cent. ; and Ruhi Pene Ngoungou, 60 per cent. In the junior examination the best candidates were John Karena, 69-5 per cent. ; and Milton Ahuriri, 67-5 per cent. The senior scholarship was awarded to John Bennett, of Te Aute College, and the junior scholarship to John Karena, of Rakaumanga Native School. It is satisfactory to note that the number of candidates from public schools was much larger than usual; the qualit} 7 of the work done by these candidates, however, was much below that shown by the candidates from Te Aute College. For the current year three scholarships will be offered for competition—one senior scholarship and two junior scholarships. The Buller Scholarship which is of the value of £30, is also tenable atJjTe Aute|College for one year, with the possibility of a second year's tenure should the holder be considered worthy of the additional year. Only candidates who are predominantly Maori are eligible to compete for the scholarship—half-caste Maori lads are expressly excluded. The subjects prescribed for the examination are English (including civics and New Zealand history), arithmetic, Maori, religious knowledge, and either woodwork or mathematics. The examination in religious knowledge is conducted by the Waiapu diocesan authorities. Five candidates sat for the examination, four from Te Aute College and one from St. Stephen's School. The successful candidate was Ruhi Pene Ngoungou, of Te Aute College, who gained 62 per cent, of the attainable marks. Two other candidates, Abraham Waaka and William Mauriohooho, did very satisfactory work. Concluding Remarks. In this review of the work of Native schools some reference may be made to the progress of the Maori people, and to the influence exercised by the schools established in their interests. In the majority of the 134 settlements where the schools are at work there is distinct evidence of effort on the part of the people towards profitable pursuits and a better utilization of their lands. The results of progress are seen in the attention they are giving to better living conditions, to better sanitary conditions, and to the rearing of their children. The people in many districts, such as Hokianga, Bay of Islands, Bay of Plenty, Waikato, East Coast, Wairoa, have taken up dairying quite successfully. Settlements could be named where conditions have been completely altered by the engagement of the people in this work. In some settlements the people who formerly eked out a more or less miserable living by moans of gum-digging have abandoned this work and are now profitably engaged in dairy-farming. At Te Kao, in the far North, the people assisted by the Native Department have abandoned gum-digging as an occupation and are now engaged in dairying. The teacher of the Native school there has had active control of this particular experiment, and it is largely due to his organizing ability and enthusiasm that the success of the undertaking is practically assured. In the Bay of Plenty and East Coast districts the people have taken up dairying successfully in addition to the occupations hitherto followed —sheep-farming, cattle-raising, or maize-growing. In each of these districts a dairy factory has been erected, which is managed and controlled by the people. In these districts particularly the subdivision of Native lands as the result of the consolidation-of-interests scheme, and the individualization of holdings, has resulted in the adoption of this additional among the people. In the progress made by the Maori people the influence of the schools and of the teachers has played no unimportant part. The following interesting and pertinent remarks were made recently at the general meeting of the Waiapu Farmers' Association —a Maori concern of very considerable magnitude—by the Hon. Sir Apirana Ngata, M.P, chairman of directors : " Lastly, the tribe (Ngati Porou) had arrived at that stage in its development where persistent patronage of the schools and colleges for a generation and a half had leavened it through and through with men and women who aimed at higher standards of living, and who were more than conscious, were confident, of their ability to translate their acquired knowledge into flourishing farms, better houses, healthier villages, and a greater share of the benefit of civilization." The teachers of Native schools as a body carry out their duties diligently and faithfully, and the Department has every rea.son to be satisfied that the schools are performing most satisfactorily the functions for which they were established. From the returns available from village schools, mission schools, the boarding-schools, and from public schools, the number of Maori children under instruction at the end of the past year was shown to be approximately fifteen thousand. In connection with the work of examining and inspecting Native schools I have to acknowledge the assistance given by Mr. Henderson, Inspector of Native Schools. I have, &c, John Porteous, The Director of Education. Senior Inspector of Native Schools.

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No. 2. DETAILED TABLES,

Table H1. NATIVE SCHOOLS AND TEACHERS. List of Native Village Schools and the Names, Classification, Position, and Emoluments of the Teachers as in December, 1927.

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In the column "I 'OSitlon," H M mean A J is Head Master; E >1, Assistant Male T( ichers are oithc: ual rate of salary F, Head Mistress; M, that there is a I icher ; A F, Assistant Female Teacher. provided with a residence or are in the last column below. ] ,ster on) ly; F, distress only; [All head teac illowanco is not ini ihers and sole tef eluded in the anni laid ho use alli >wance , such Name of School. County. Grade of School. I I Teachers on Staff. 1 is u o I Annual Hate of Salary. Ahipara Arowhenua Awarua Hiruharama Horoera Huiarau Kaharoa Kaikohe Kakanui Karakanui Karctu Karioi Konana Kirioke Kokako Mangonui Geraldino Bay of Islands Waiapu Matakaoa Whakatane .. Raglan Bay of Islands Helonsville .. Otamatea Bay of Islands Waimarino .. Mangonui Bay of Islands Wairoa 3b 3a 3a 3o 2b 3a 1 4a 1 2a 2b 1 1 3a 2b 30 44 16 115 83 39 45 84 12 17 36 20 I I 44 38 Braik, Peter Braik, Christino (Mrs.) .. Urlich, Mercia Brcmnor, Hannah A. A. Bremner, Esther P. N. N. Rust, Gordon, J. Rust, Annie B. (Mrs.) Miller, Ethel (Mrs.) Miller, David W. Miller, Winifred E. Grace, Heapara George, Wilfred G. George, Catherine M. (Mrs.) Clemance, Phyllis S. Clemanco, Grace A. 1). .. Holmes, George Rogers, Horbert Rogers, Ethel E. (Mrs.) .. Caldwell, Mary A. Padlie, Lucy Geissler, Aimee M. Bloy, Alice (Mrs.) Bloy, Oliver D. M. McGowan, Howard G. .. McGowan, Winifred M. (Mrs.) Gillespie, Mary I). (Mrs.) Greet, Marion E. (Mrs.) Grahame, Bruce Grahame, Dorothy (Mrs.) Harlow, Wilhelmina Alford, Florence (Mrs.) .. West, William E. West, Annie M. W. (Mrs.) Greensmith. Edwin Greensmith, Isabella C. (Mrs.) Murray, James Williams, Susannah G. (Mrs.) Williams, Ruth F. Kamira, Agatha M. iScammell, William H. Scammell, Agnes E. (Mrs.) Topia, Jane H. Shepherd, Margaret Woodley, Frederick T. .. Woodley, Georgina (Mrs.) Humbley, Florence E. .. Blomfield, Lionel I). Blomfleld, Rogina M. (Mrs.) Hulme, Maggie (Mrs.) Hulme, Russell H. Heperi, Rebecca Churton, Elena Dane, Hilda E. I. (Mrs.).. Dane, William M. Hamlin, George Gibbons, Elizabeth M. L. Irwin, Ellenor A. King, Edmund A. King, Clara M. H. (Mrs.) C c i> D E r> D I) a i) c :i) c' c c' n HM AF A V HF AF IT M AF HP AM AF Ai' HM AF H P AF M HM AF AF AF V HF AM H M AF P F HM AF HF AF HM AF II M AF HM AF AF AF HM AF HF AF HM AF AF HM AF HF AM AF F HF AM M HF AF HM AF £ 370 230 65 355 220 275 160 375 100 125 120 255 145 335 210 190 415 270 170 120 190 255 75 265 85 190 160 285 210 330 195 345 160 355 160 295 160 85 100 285 160 200 140 390 165 165 240 65 310 160 120 190 285 160 160 285 175 345 210 Makomako Kawhia 3a 33 i> Manaia Coromandel .. 3a 36 c Mangamuka .Hokianga 3o 84 Mangatuna Waiapu 3a 47 Manukau Mangonui 2b 28 Mamitahi Waiapu 4a 121 6' Maraenui Opotiki 2a 27 i) Maraeroa Hokianga 3b 65 Lip. Matahiwi Matangirau Waimarino .. Whangaroa .. 1 3a !) f>5 Mataora Bay .. Matapihi Ohincmuri .. Tauranga 1 3a 11 37 Matata Whakatane .. 3a 48 c'

E.—».

Table H1 — continued. List of Native Village Schools, etc.— continued.

2—E. 3.

9

Name of School. County. Grade % o £ as School. f Touchers on 9taJT. d a v 3 A Annual Kate of Salary. Matihetihe Maungapohatu Maungatapu Mohaka Motatau Motiti Island Motuti Ngawha Nuhaka Ohautira Okautete Omaio ()manaia Omarumutu ( hpoutere .. Orauta ((niinahoe Oruanui Hokianga Whakatane .. ! Tauranga Wairoa ,. Whangarei .. Tauranga Hokianga .. : Bay of Islands Wairoa Raglan : Masterton I Opotiki Hokianga ( Ipotikj Thames Bay of Islands ; Bay of Islands East Taupo .. 2n .'!(! 2u 5(1 ;iB r,r, :tB 82 2b 29 2a 26 2a 25 4a 128 I l>4 2a J 23 ;5u - 68 ;sa 60 3c 711 2b 2S 3a 33 2b 24 3a 36 Mincliin, Zara .. Te Toko, Emma Roscvcaro, Ethel A. Paulger, Irene D. Roach, Patriok Roach, Ruby (Mrs.) Roach, Aileen F. M. Wills, Edgar J. Wills, Evelyn A. (Mrs.) .. Morris, Riohard E. Morris, Margaret J. (Mrs.) Clenoh, Charles Mel). Clench, Mary [. (Mrs.) .. Bruford, Henry S. B. liotere, Harata Russell, William E. Russell, Agnes (Mrs.) Hargraves, Vera E. South, Moses .South, Knmiii S. (Mrs.) .. Wilson, Ellen South, Joyoe K. Clarke, Rosa Owen, Mary M. Coughlan. William N. Coughlan, Isabella A. (Mrs.) Coughlan, Kdith M. Bruford, Frederiok C. B. Bruford, Madge L. (Mrs.) MacKay, Gordon MaoKay, Emily M. Gaskill, Annie M. Watson, Cioely F. E. Statham, William H. Statham, Frances E. (Mrs.) Kelly, Felix Hakaraia, Victoria Brighouse, Kathleen (Mrs.) Brighouse, .John R. Ferguson. William Ferguson, Alice (Mrs.) .. Matthews, Emily Smith, Leonard H. Smith, Phoebe M. (Mrs.) Chapman. Tnez P. L. Blathwayt, Mary de V. W. Blathwayt, Ellen l<:. C. .. Leef, Kathleen Dale, Frances A. Dale, Florence E. (Mrs.) Farmer, Dorothy M, Heal, Ethel A. (Mrs.) .. Heal, Ernest R. Pees, Katherine S. Hicks, Blanches M. Morris, Margery M. (Mrs.) Morris, David 0. Harper, Leslie M. (Mrs.) Harper, Charles A. E. Yates, Annie Church, Lilian Greaves, Ngaroma Lowe, .Joseph 1C. Lowe, Mary 10. (Mrs.) .. Chenery, Honoria L. (Mrs.) Chenery, James W. Gilmour, Richard S. Jarratt, Herbert Jarratt, Emily K. (Mrs.) Ryde, Henry J. Hyde, Emma G. (Mrs.) .. Ryde, Edna R. Burgoyne, Annette Burgoyne, Constance Gracie, Thomas Gracie, Mary L. S. (Mrs.) Cameron, Jane.. Strong, Sydnoy J. Strong, Mildred F. (Mrs..) • • ! D b D C c c c c c E b b b b b c B c 6 b b c' D D B c b c II F A I-' H F A F H M AF A F H M A l< , H M A F HM A F HM A I' , HM A F A F II M A F A I- , A I' , F F HM A F A F HM A F HM A F A F A l< , HM A F HM A F H F AM HM A F F HM A F AF H F A F F HM A l< 1 AF H F AM II l< , AF H F AM H F A M AF H F A F HM AF H F AM H M H M A l< , H M A F A I' , H F A F HM AF A F HM AF £ 320 I Hi 305 180 370 160 85 360 190 310 lL>5 250 85 200 75 340 160 85 380 170 170 65 250 200 285 160 65 255 130 385 160 105 120 240 105 345 195 220 105 345 130 190 285 160 65 200 85 160 370 230 85 335 160 310 75 320 105 350 Kill 75 250 85 330 180 275 85 350 345 160 385 160 85 230 105 360 160 75 285 l(i0 Otangaroa 4 Mm in: Whangaroa .. Hokianga I 16 3b ; 71 Otukou Taupo .. I 2a 24 Oturu Paeroa Mangonui .. | Tauranga 1 20 Sβ 47 Pamapmia Mangonui 3a I 48 I Pamoana Waimarino 2a l>2 Papamoa Tauranga 2b 28 Faparore Mangonui 3b 55 Parapara Mangonui 2b 26 Parawera West Taupo 3a 45 Pnrikino Wanganui .. 2b 31 Pawarenga Pipiriki Hokianga Wangantii 2a 22 3a 36 Poroporo Whakatane .. Sβ j 68 Pukehina Itotorua 2a 21 Pukepoto Mangonui I 3b ; 67 Rakaumanga .. Waikato 3b 58

E.—3.

Table H1-continued. List of Native Village Schools, etc.— continued.

10

Name of School. I County. 8 Grade % ° l £§ School. 5 g g< M Touchers on Staff. d o & 1 a 5 • Annual Katf o of Salary. I £ j Rakaunui .. Kawhia Rangiahua .. Wniroa .. ' Rangiawhia .. Mangonui Rangitahi .. Whakniane .. Rangitukia .. Waiapu .. i Raukokore .. Opotiki Reporua .. Waiapu Rotokawa .. Rotorua Ruatokl .. Whakatane .. Taemaro .. Mangonui Taharoa .. i Kawhia Takahiwai .. Whangaroi .. Tangoio . . Hawke's Bay 1 2b 2b 3a 4a 3b 2a 3a 4a 2b :)a 1 3a 15 25 39 43 127 56 J 21 41 124 25 37 19 38 15 25 39 43 127 Keith, Sydney M. Percy, Juanita E. (Mrs.) Grieve, Jessie C. Roberts, Harrold V. J. Huberts, Lillian M. (Mrs.) Jamison, Mary.. Mauriohooho, Sarah Cumpsty, Charles K. Cumpsty, Mary (Mrs.) .. McLachlan, Linda Tangaere, Annie Forbes, Leslie Forbes, Winifred M. (Mrs.) Mountfort, Herbert V. .. Houia, Mere li. Oulds, George F. Oulds, Agnes W. (Mrs.) .. Vine, Henry G. Vine, Winifred M. (Mrs.) Vine, Effic L. .. Smith, Amanda E. Child, Marjorie (Mrs.) Child. Sydney H. Seivewright, Alexander C. Seivewright, Clara (Mrs.) Goodson, Robert H. McKenzie, Kenneth McKenzie, Beatrice (Mrs.) Frain, Roderick J. Frain, Mabel I. B. (Mrs.) Smith, Gordon Smith, Mary A. M. (Mrs.) Sullivan, Andrew J. Sullivan, Martha A. A. (Mrs.) MoCowan, John T. McCowan, Marguerite (Mrs.) Rogers, Hinea we Hutana, Ina Qrindley, George Grindloy, Catherine (Mrs.) Grindley, Kathleen Parr, Robert S. Parr, Olwen M. (Mrs.) .. Goldsbury, Hugh Goldsbury, Annie J. (Mrs.) Cato, Anson H. Cato, Netty F. L. (Mrs.) Brown, Onehu Watt, Archibald H. Watt, Bertha F. (Mrs.) .. I haka, Rihipeti Karona, R. Churton, Emily N. Snellinc, William H. Snelling, Ethel M. (Mrs.) Callaway, Christina I) B i> c c b r> B c c c b c c D E C M H F A F I HM AF HI , AF : HM ! AF ; AF 1 AF HM AF I! M AF HM AF H M AF AF ; AF HF j AM II M ; AF j M HM A V H -AF AF ! H M AF HM AF HM I AF ' AF i I AF HM AF AF HM AF H M I AF ' HM AF A E II M AF AF AF F ! HM AF AF £ 170 250 120 210 W5 285 L95 408 200 198 05 285 170 230 65 285 160 395 200 160 120 270 105 285 160 180 355 140 320 105 285 Kill 385 160 375 140 130 120 355 160 65 256 106 335 220 2S5 160 110 285 160 85 65 190 300 130 190 Tanoa .. Otamatea Tautoro .. ! Bay of Islands 2b 3a 30 46 Tβ Almatiu .. Bay of Islands Te Araroa .. Matakaoa 3a 8o 42 78 Tβ llapua .. I Mangonui :{r 64 64 Te Haroto .. East Taupo .. Tβ lloro .. Whangarei .. 2a 3a 23 42 23 42 Tβ Kaha .. Opotiki .. | Sβ 59 59 54 Te Kin .. Mangonui 8b 54 'JV Kopua . . Waipa Tβ Kotukutuku Tauranga (39)andRangiw a e a (s i a e school) (12) To Ma liia .. Wairoa ] 31> 2b 18 51 27 13 51 Te Mat a i .. I Tauranga Te Paroa - Totara Whakatane .. To Pu puke .. Whangaroa .. '1\: Rawhiti .. | Bay of Islands 3a 3o 3a 2b 43 109 42 37 27 43 109 42 37 Beer, Uno Beer, Frances M. (Mrs.) Chappell, Kingsley G. Cliappell, Winifred M. (Mrs.) Clark, Olive J. M. (Mrs.) Clark. William M. Wright, Vivienne E. King, Mary V. Airev. Hubert B. Airey, Annie C. (Mrs.) .. Thomson. Thomas Thomson. Beatrice (Mrs.) Wright, Percy Wright, Rebecca (Mrs.) .. Guest, Joseph J. Ingleton, Anastasia Guest, Lilian R. (Mrs.) .. Guest, Kate E. Worthington, Herbert .. Worthington, Sarah A. (Mrs.) Tweed, Sarah E. C B C B C ; HM A F HM AF HF AM A F AF II M A F H M I A F II !\1 AF HM AF AF AF HM : AF •■ F 296 105 310 190 385 160 85 65 285 160 250 105 286 160 390 198 160 85 260 105 190 Te licinga .. ; Wairoa 2b 31 31 Tβ Teko .. Whakatane .. 4a 322 !22 Te Waotu .. West Taupo .. 2a IS 18 Te Whaiti .. I Whakatane .. 1 IE 18

E.—3.

Table H1— continued. List of Native Village Schools, etc. — continued.

11

Grade -o Name of School. County. of g,S School. gg Teachers on Staff. J 3 L - Aiinui ' Kate of Sakiry. Tikitiki .. Waiapu .. 4a 126 Tokaanu .. East Taupo .. 3b 51 Tokata .. I Malakaoa .. 2b 27 Tokomaru Bay. . Waiapu ... 3b 03 Torere • • Opotiki .. 3a :i. r > Tuhara .. Waii oa .. | 2b 37 Tuparoa .. | Waiapu . • 3b 55 Waihua .. Wairoa .. I 1 J 3 Wai-iti • ■ Rotorua .. 1 3b 58 I Waikare • • Bay of Islands j 2b 27 Waikeri . ■ Mangonui .. 1 18 Wainia . . Hokianga . . 3c 85 Waimamaku .. Hokianga .. 3a 47 Waimarama .. ; Hawke'a Bay 1 20 Waioliau .. Rangitaiki .. 2b 23 Waiomatatini .. Waiapu .. 31< 72 Waiomio .. j Bay of Islands 3a 39 47 20 23 72 39 51 27 63 35 37 55 13 58 27 18 85 Bowman, Thomas W. .. Bowman, Eva M. (Mrs.) Walker, Elizabeth (Mrs.) Sinclair, Jessie V. M. Bowman, Hilda C. Wall, Harry Wall, Fanny S. M. (Mrs.) Asher, Harriet Kennedy, Percival R. .. Kennedy, Eva (Mrs.) I'razer, William Robertson, Margaret Potae, Kupere H. Drake, Armine 0, Drake, Rosalind K. (Mrs.) Astall, Annie (Mrs.) Astall, John R. White, Hamilton H. White, Isabel (Mrs.) Carswell, Janet (Mrs.) Munro, John B. Munro, Florence M. (Mrs.) Tough, Mary Cells, Louis J. . . Cells, Maximilienne (Mrs.) Young, Herbert W. Johnston, George Johnston, Mary E. (Mrs.) Brown, Mary Johnston, Isabel M. Handoook, Georgina Handcook, Martha A. Ward. Violet .. W r ebbe7-, Elsie E. Guest, Evelyn M. Cole, George N. Cole, Kate E. (Mrs.) Collier, Kathleen Boake, Mareella A. (Mrs.), b.a. .. Boake, Albert B. Kaua, Matekino H. Jefferis, Jessie (Mrs.) Watkin. Arthur A. Watkin, Mary Ann (Mrs.) Jones, Marion F. (Mrs.) Jones, William E. Le Huray, Agnes M. Matini, Ratareria Craig, William H. M. . . Rosevear, Vera U. M. Holland, Gertrude A. (Mrs.) Holland, Albert F. Robinson, Edna M. (Mrs.) Robinson, Charles H. .. Munn, Mary Hanks, Joseph Hanks, Anna (Mrs.) Haerewa, Areta Mackenzie, Isabella H. . . Foster, Phillip J. Foster, Norah J. C. (Mrs.) England, Walter England, Eva (Mrs.) Saunders, Margaret O. .. Dent, William Dent, Laura M. (Mrs.) . . MacArthur, Arthur 1). .. Jones, Elizabeth (Mrs.) Jones, Ernest Tawhiri, Riwai H. Patterson, Alice (Mrs.) .. MoFarlane, Charles T. .. McFarlane, Margaret (Mrs.) Barnett, David Barnett, Sarah H. (Mrs.) Hall, Ann G. .. Wynyard. Emily c c Lie. D i> C D D C D C c c B 6' D b c D c D Lie. D i> c D c Lie. HM AF AF AF I AF HM AF I AF HM AF HM AF AF HM AF HF AM HM AF F HM AF AF HM AF M HM AF AF AF HF AF F HF AF HM AF AF HF AM F ■ F HM AF HF i AM F F HM AF HF AM HF AM AF HM ! AF AF AF HM AF HM AF F HM AF M HF AM HM AF HM ! AF HM 1 AF I AF AF £ 375 240 165 On extended leave 85 285 160 65 270 65 285 195 75 285 330 105 285 220 190 370 160 100 240 105 230 375 230 140 85 345 160 (90 330 140 315 210 65 335 160 190 260 360 160 300 95 220 160 335 190 295 130 255 130 100 335 260 140 110 255 95 355 160 180 265 14(1 240 285 160 360 160 285 160 325 160 120 85 Waiorongomai .. Waiapu .. 1 16 Waiotapu .. Whakatane .. : 1 12 Waioweka .. Opotiki .. j 3a i 38 * 16 12 38 Waitahanui .. East Taupo .. 2b 33 33 Waitapu .. ! Hokianga .. ! 1 12 Werowero .. Mangonui .. 1 Whakaki . . Wairoa .. 3a 52 12 17 52 Whakapara .. ! Whangarci .. ' 3a 40 40 Whakarara .. Whangaroa .. i 3b (>l CI Whakarowarewa ! Rotorua .. 3o 100 100 I Whakawhitira .. : Waiapu .. 2b 22 22 Whangamarino | Rotorua .. 3a 49 49 WTiangaparaoa.. ; Matakaoa .. 1 Whangape • ■ Hokianga .. 3a 33 33 Whangara .. Cook .. i I 1!) Whangaruru .. Bay of Islands 3b 49 1!) 49 Wharekahika .. Matakaoa .. 3a 57 57 VVhareponga .. Waiapu .. 2b 28 28 Whirinaki .. Hokianga .. 3n 86 86

E.—3

Table H2. List of Native Village Schools, with the Attendance of the Pupils for the Year 1927. [In this list the schools are arranged according to regularity of attendance, shown in the last column.]

12

School. Number belonging at End of Year 192(i. (2.) Number belonging at End of Year 1927. (3.) School Roll. Average Weekly Eoll Number. (Menu of the Four Quarters, 1927.) "3 < O Kg (5.) V <a-t — O O — if S*sf o (6.) J (1.) (4.) Karetu Manaia Rangiawhia Opoutere.. Motiti tsland Mataora Bay To Kopua Rangiwaea Side .. Tc Kawhiti Rakaumanga Te Kotukutuku Omaio Te Reinga Omanaia Awarua .. Matangirau Waimarama Waiomio Maraenui* Takahiwai Whakapara Te Kao .. Pukepoto Te Haroto Arowhenua Pipiriki .. Pamnpuria Otaua .. Te Taroa-Totara . . 36 37 31 28 25 12 13 14 40 62 39 75 34 54 46 l>1 15 38 38 35 41 29 33 11 14 12 39 64 46 59 35 73 37 66 23 41 29 17 38 57 71 24 46 39 47 76 122 25 24 33 80 27 73 112 63 85 57 37 50 30 32 12 75 45 58 49 70 93 22 55 27 75 104 49 47 44 55 35 136 42 68 31 61 25 21 64 41 42 78 33 23 66 33 133 32 44 62 144 66 57 (il 19 32 46 30-8 30-4 30-8 27-8 28-3 10-9 12-9 120 38-8 01-4 42-0 68-7 32-9 (57-2 45-0 591 22-9 42-1 29-0 18-2 42-0 57-1 73-0 23-8 42-1 38-4 51-4 78-3 119-0 22-4 22-1 30-4 84-1 28-2 70-0 108-9 59-4 90-7 59-0 34-7 52-2 29-5 29-0 12-0 87-7 42-7 52-0 50-6 72-9 93-7 241 59-0 28-2 75-0 98-3 55-8 46-0 46-4 54-7 37-! 132-7 42-8 64-8 30-0 57-6 24-8 19-7 02-8 41-5 37-3 82-3 31-8 24-2 05-7 29-2 138-7 31-1 47-8 85-1 140-9 50-3 56-4 58-2 21-3 29-5 40-4 30-4 35-9 3(v3 27-3 27-7 10-6 12-5 II-β 37-1 58-6 40-6 65-4 31-3 63-7 42-6 55-9 21-6 39-7 27-3 171 39-5 53-7 08-1 22-2 39-2 35-7 47-8 72-8 110-0 20-0 20-3 27-8 76-8 25-7 63-8 97-2 54-0 82-1 53-4 31-4 47-1 26-6 26-1 10-8 78-8 38-4 47-2 45-4 65-4 84-0 21-6 52-8 25-2 67-0 87-6 49-7 41-0 41-3 48-6 32-9 117-6 37-9 57-2 26-5 50-7 21-8 17-3 55-1 36-4 32-7 71-9 27-8 21-1 57-2 25-4 120-5 26-9 41-2 561 121-5 43-3 48-5 500 18-3 25-3 39-8 98-9 98-6 98-6 08-2 97-9 97-2 96-9 95-8 95-0 95-4 05-3 95-2 95-1 94-8 94-7 94-0 94-3 94-3 94-1 94-0 94(1 94-0 93-3 93-3 931 93;0 93-0 93-0 92-4 92-0 91-9 91-4 91-3 911 91-1 909 909 90-5 90-5 90-5 90-2 90-2 900 90-0 89-9 80-9 89-7 89-7 89-7 89-(i 89-6 89-5 89-4 89-3 89-1 89-1 89-1 89-0 88-8 88-7 88-6 88-6 88-3 88-3 88-0 87-9 87-8 87-7 87-7 87-7 87-4 87-4 87-2 87-1 87-0 86-9 86-5 86-2 86-2 86-2 80-1 86-0 85-9 85-9 85-8 85-8. 23 4(1 59 65 28 50 • :!7 46 68 112 14 Werowero Oturut .. Whareponga Omarumutu Wai k arc .. Wliakai'ara Wliakarewarewa .. 33 89 31 (51 119 62 89 (i<) 32 50 Tuparoa .. Whirinaki Pap&rore Parikino .. Whaiigaruru Tokataf .. Rangiahua Kenana Mohaka Matapihi Kirioke .. Waiinamaku 26 12 84 37 47 54 70 89 29 67 31 09 86 53 44 47 55 39 143 38 58 23 59 20 23 64 39 42 79 30 21 04 33 134 38 44 62 145 30 58 01 20 31 49 Poroporo Mangamuka Oromahoe Maungatapn Parapara Maraeroa Ahipara MauMgapohatu Rotokawa Rangitahi Paeroa Whangape Ruatold Tuhara .. Raukokore Motuti Whakaki Okautete Te Whaiti Ngawha. .. Taharoa Torere Waiomatatini Manukau Whangaparaoa Wai-iti .. To Mahia Manntahi Tanoa To Pupukel Whan-kahika N'uhaka Kokako .. Whangamarino Tokaanu Whangara Ohatitira Tβ Horo .. • Opened December quarter, t Opened September quarter. % March records Ios; in school lire.

E.—3.

Table H2 — continued. List of Native Village Schools, with the Attendance of the Pupils, etc. — continued.

3—E. 3.

13

School. Number belonging at End of i Year 1926. (2.) School Roll. Average Number Weekly belonging Roll Number, at End of (Mean of the Year 1927. Four Quartera, 1927. (8.) (4.) 41 g'SS III s J50 a o ¥ (8.) (U Te Araroa T aemaro Motatau Waitahanui Matihetihe Orauta Waiohau Rangitukia Tautoro .. Pawarenga TeTeko'.. Te Ahuahu Whakawhitira Kaharoa* Rakaunui Te Kaha Matata Waima Makomako Otukou .. Karakanui Tikitiki Waiotapu Waioweka Te Waotu Karioi .. .. .. .. .. Pamoanat Papamoa Kaikohe Parawera Huiarau Tokomaru Bay Waihua Tangoio .. Reporua . . Hiruharama Waitapu .. Waikerif Te Hapua Oruanui Mangatuna Horoera Waiorongomai Matahiwi Kakanui Te Matai Otangaroa Pukehina 96 30 36 38 36 40 27 149 52 81 145 50 28 16 19 73 62 98 38 26 22 151 11 44 20 20 26 34 141 57 52 77 17 55 27 102 14 82 41 55 36 19 10 16 60 21 30 91 87-3 20 26-5 33 33-0 32 37-5 23 31-0 34 36-6 27 26-7 152 150-4 43 51-4 20 24-5 137 140-1 42 47-1 28 27-1 29 24-0 20 18-8 64 69-4 47 52-5 94 101-3 37 39-9 33 30-4 22 19-5 129 146-4 24 16-2 39 42-7 26 23-7 30 25-3 '30 20-8 40 39-4 151 142-4 46 53-3 61 54-7 70 72-7 16 16-1 33 42-4 22 23-8 101 101-7 21 16-3 29 25-9 69 80-4 41 43-8 57 59-0 31 31-7 19 20-5 16 13-7 14 15-7 63 58-7 19 21-1 30 28-5 74-8 22-7 28-2 32-0 26-4 31-2 22-7 127-7 43-7 20-8 118-7 39-9 22-9 20-2 15-8 58-3 43-9 84-4 33-2 25-3 16-2 120-5 13-3 34-8 19-3 20-6 16-9 31-9 115:4 43-0 44-1 58-5 12-9 33-9 19-0 80-6 12-9 20-4 62-6 34-1 45-6 24-5 15-5 10-3 II-β 42-7 15-3 20-6 85-7 85-7 85-5 85-3 85-2 85-2 85-0 85-0 85-0 84-9 84-7 84-7 84-5 84-2 84-0 84-0 83-6 83-3 83-2 83-2 83-1 82-3 82-1 81-5 81-4 81-4 81-3 81-0 81-0 80-7 80-6 80-5 80-1 80-0 79-8 79-3 79-1 78-8 77-9 77-9 77-3 77-3 75-6 75-2 73-9 72-7 72-5 72-3 Totals for 1927 6,620 6,655-1 5,816-5 87-4 Totals for 1926 6,591 6,617-3 5,947-0 89-8 Maori Mission Schools subject to Inspection. Jerusalem Convent Matahi Mission Ranana Convent Tokaanu Convent Tanatana Mission Putiki Mission Matata Convent Te Hauke Mission Whakarapa Convent Pawarenga Convent 19 21 34 37 47 37 58 19 24 32 31 42 28 60 41 122 71 21-0 22-0 35-3 31-5 43-9 29-6 57-8 34-2 120-8 74-1 19-0 19-0 31-7 26-7 39-0 24-9 47-3 27-5 94-8 53-7 94 8 90-9 89-8 84-7 84-2 84-1 81-8 80-4 78-3 72-4 in Totals for 1927 470 470-2 383-6 81-6 Totals for 1926 364 359-3 315-2 87-7 Boarding-schools affording Secondary Education for Maoris. Wesley College (boys), Auckland Te Aute College (boys), Hawke's Bay St. Stephen's (boys), Auckland Mikurangi College (boys), Carterton St. Joseph's (girls), Napier Queen Victoria (girls), Auckland H ukarere (girls), Napier .. .. Te Waipounamu (girls), Christchurch Agricultural College (boys), Hastings Turakina (girls), Marton Otaki (mixed), Otaki Waerenga-a-hika (boys), Gisborne i>1 96 60 24 57 51 71 13 67 33 47 30 26 92 63 23 54 56 52 14 48 31 42 23 27-5 90-6 59-8 25-2 54-7 53-7 54-0 15-8 43-9 29-8 43-9 24-5 27-5 90-5 59-6 24-6 53-3 52-1 52-0 15-2 41-8 28-3 38-9 20-5 100-0 99-9 99-6 97-6 97-5 96-9 96-3 95-7 95'3 95-0 86-3 83-7 Totals for 1927 524 523-4 504-3 96-3 Totals for 1926 570 * Closed in Jane quarter. t Re-opened June quarter. X lie-opened Septembi :r quarter.

E.—3

Table H3. (a) Number of Maori Pupils attending Maori Secondary Schools at the End of 1927.

(b) Maori Girls holding Nursing Scholarships at the End of 1927.

(c) Maori Boys holding Apprenticeships at the End of 1927.

(d) Maori Boys holding Agricultural Scholarships at the End of 1927.

(c) Maori Students holding University Scholarships at the End of 1927.

14

School. Government Pupils. Private Pupils. Total. Otaki College (mixed), Wellington St. Stephen's (boys), Auckland Tβ Aute (boys), Hawkc's Bay . . Waereftga-a-Hka (boys), Gisbome Hikurangi (boys), Carterton Wesley College (boys), Auckland Agricultural College (boys), Hastings Queen Victoria (girls), Auckland Hukarerc (girls), Napier St. Joseph's (girls), Napier Turaldna (girls), Marton Te Waipounamu (girls), Christchurch .. .;. 26 24 5 10 42 37 68 18 23 16 48 32 31 31 21 12 42 63 92 23 23 26 48 56 52 54 31 14 24 21 23 10 2 Totals 145 379 524 N.B. —Throe Government pupils were also in attendance. it Sacred Heart College, Auckland.

Number. Nature of Scholarship. Hospital.

Number. Nature of Apprenticeship. Where held.

Number. 5 Where held. To Aute College.

Number. University Course. University at which Scholarship is held. 4 1 1 2 1 Law Arts Forestry Medicine Theology Canterbury College. ; J Otago University. );

E.—3.

Table H4. Maori Children attending Public Schools, December, 1927.

Table H5. Classification and Ages of Maori Scholars attending Public Schools at the End of December Quarter, 1927.

15

ED £ o Number of Maori Pupils. 00 ' Number Education District. ooS —i — examined l|l ins - vi - Boys. Girls. Total. S. VI Ci jrtiflcates ; iwarded. Total. Proficiency. Competency. Endorsed Competency. Auckland .. .. ..407 1,977 1,774 3,751 78 Taranaki .. .. 50 312 270 582 14 Wanganui .. .. 67 258 235 493 16 Hawke's Bay .. .. ..92 709 619 1,328 51 Wellington .. .. 63 306 316 622 28 Nelson .. .. 10 22 25 47 2 Canterbury .. .. . . 40 135 109 244 5 Otago .. .. 16 43 43 86 4 Southland .. .. 18 47 47 94 8 51 11 11 38 Iβ 1 3 4 8 10 2 4 8 5 2 3 1 1 61 13 15 48 24 2 4 4 8 Totals.. .. ..769 3,809 3,438 7,247 206 3,438 7,247 206 14a 29 .179 Note. —For the purpose of this return, half-caste children and children inte and Maori are reckoned as Maori. a ohildrer and chili Iron intei ■mediate in blood ictween half-oaste

Years. Clai is P. I. o M S. II. .a S. III. S. i I I M O M :v. s. v. s. vi. tii tn vi to tn S $ 3 I S o n j o oq e> s. 09 & ft) 'II. Total. .a o" 13 O i i 5 and under 6 6 „ 7 7 ,, 8 8 „ 9 9 ,, 10 10 ,, 11 ! 11 „ 12 12 „ 13 13 „ 14 14 „ 15 15 „ 16 16 years and over 208 178 364 342 444 361 306 267 215 175 140 100 51 72 32 27 8 9 8 3 1 .. 178 342 361 267 175 100 72 27 9 3 1 1 19 32 96 76 141 155 118 121 85 66 45 37 17 27 9 7 3 2 2 16 31 90 81 115 117 124 111 77 61 51 30 18 13 3 1 1 12 16 57 69 114 ! 102 128 ! 121 74 I 79 32 I 21 8 7 425 415 840 = 11-6% 13 35 88 83 38 8 3 i 9 46 82 73 38 9 2 ! ■' I l ; 10 , 33 i 63 50 i 18 ! i 10 33 66 38 20 2 1 6 25 46 42 Id 5 27 23 I!) 4 1 1 1 3 ..' 208 .. 365 .. 463 ..! 418 .. 458 .. 443 .. 420 .. 409 1 J 322 4 202 2 i 84 3 17 178 343 395 374 428 416 407 366 312 147 60 12 Percentage 1,7771,534 3,311 =45-7% 534 524 1,058 = 14-6% 494 448 268 1 v i ! 260 i 175 169 130 78 10 3,889 6 7,: ■2% I =1' 3,438 942 = 13-0% 52 = 7' 28 •3% 34 =4' [4 ■7% 2( =2' 18 ■9% II =0!47 >0% Note.—For and Maori are rei the purposo ckoned as M of this retui [aori. rn, half-cast( 6 ohildren ai id children intermedii tte in bloi idb. stweon half-caste

E.—3.

Table H6. Race of the Children attending the Native Village Schools on 31st December, 1927.

16

'or the purpose of this return, lialf-oaste children and chil are reckoned ae Maori, and children intermediate In b Iron intermediate in blood bet lood between half-caate and El 'eon half-caste and Maori ropean as European. llaa Totals. School. Maoris. Europeans. Boys. Girls. Total. Boys. Girls. Total. Hoys. Oirle. Total. Ahipara Arowlienua Awarua Hiruharama 50 16 16 50 22 37 15 80 9 10 19 8 5 25 14 12 17 50 23 14 52 17 27 6 23 3 22 9 14 27 18 39 10 15 14 27 57 14 10 28 34 40 10 15 18 19 8 31 13 12 12 19 14 19 27 13 15 12 12 18 36 11 30 30 13 15 26 24 79 22 15 16 70 8 24 l<) 18 20 51 9 24 10 68 5 8 17 7 7 30 23 20 18 42 29 19 46 12 46 8 32 6 14 8 8 22 22 27 8 15 17 35 75 13 13 29 34 30 14 6 5 8 11 29 20 12 14 23 12 i<; 22 10 10 18 7 17 21 10 24 34 6 10 11 20 71 33 7 21 61 12 17 99 34 36 101 31 61 25 148 14 18 36 15 12 55 37 32 35 92 52 33 98 29 73 14 55 9 36 17 22 49 40 66 18 30 31 62 132 27 23 57 68 70 24 21 18 27 19 60 33 24 35 42 26 35 49 23 25 30 19 35 57 21 54 64 19 25 37 44 150 55 22 37 131 20 41 2 5 1 3 7 5 12 1 52 21 17 50 22 37 19 82 9 11 20 18 5 26 32 15 17 50 25 14 72 17 29 6 29 5 26 21 14 27 28 45 19 17 14 29 68 Ml 11 30 37 47 13 23 17 25 8 37 13 12 L'S 22 15 21 34 15 29 14 13 22 42 Lβ 37 30 13 16 28 24 80 27 15 23 74 8 24 52 25 20 51 9 24 10 69 5 1 I 18 12 7 32 34 22 18 43 32 I!) 61 12 46 10 37 6 19 26 9 22 27 30 14 Iβ 17 38 HI Lβ 14 29 36 33 Iβ II 5 16 11 39 20 12 27 25 15 19 23 12 17 23 7 17 28 14 34 34 7 16 13 20 72 41 7 24 02 12 17 104 46 37 101 31 61 29 151 14 22 38 30 12 58 66 37 35 93 57 33 133 29 75 16 66 11 45 47 23 49 55 75 33 33 31 64 144 32 25 59 73 80 29 34 22 41 19 76 33 24 55 47 30 40 57 27 46 37 20 39 70 30 71 64 20 32 41 44 152 68 22 47 13fi 20 Horoera H oiarau Kaharoa Kaikohe Kakanui Karakanui Karetu Jiarioi Kenana Kirioke Kokako Makomako Manaia Manganiuka Mangatuna Manukau Manutahi Maraenui 4 2 1 1 10 1 18 3 1 1 5 2 11 2 4 3 4 2 15 3 29 5 2 1 3 1 5 20 15 35 Maraoroa Matahiwi Matangirau Mataora Bay Matapihi Matata Matihetiho Maungapohatu .. Maungatapu Mohaka Motatau Motiti Island Motuti Ngawha Nuhaka Ohautira Okauteto Omaio Omanaia 2 2 2 11 2 9 30 1 6 2 4 12 "2 5 5 18 1 10 (i 9 2 5 3 6 1 15 9 15 3 2 (5 2 1 2 3 7 :i 8 4 6 6 3 1 2 3 2 5 2 12 a 2 2 5 10 5 13 4 14 Omarumutu Opontero Orauta Orornahoo Oruanui Otatigaroa Otaua Otukou Oturu Paeroiv Pamapuria l'amoana Papamoa Paparore Parapara Parawera Parikino Pawarenga Pipiriki Poroporo Pukohina Pukopoto Rakaumanga Rakaunui Rangiahua Rangiawhia Rangitahi Rangitukia Raukokore Roporna Rotokawa Ruatoki Taemaro Taharoa "6 7 8 I 2 7 2 14 2 1 4 6 S 7 8 10 13 2 3 3 1 2 7 5 16 20 5 4 5 8 4 21 7 I 4 13 9 17 7 4 10 1 2 1 6 2 1 7 4 1 5 1 8 2 13 7 4 3 1 10 5

E.-3.

Table H6 -continued. Race of the Children attending the Native Village Schools on 31st December, 1927 — continued.

17

School Maoris. Boys. Girls. Race. Europeans. Total. Boys. Girls. Total. Totals. Uoye. GlrlB. Total TakaMwai Tangoio Tanoa Tautoro Tβ Ahuahu Te Araroa Te Hapua To Haroto Te Horo Te Kalin, 'IV Kiio Tβ Kopiia Te Kotukiitnku\ Rangiwaea J To Mahia Te Matai Tβ I'iiroa-Totara Te Pupuke Te Kawhiti Te Reinga Te Teko Te Waotu Te Whaiti Tikiliki Tokiiiimi Tokata Tnkoniaru Bay . . 8 13 15 20 15 35 35 14 20 36 31 3 26 5 16 24 47 22 24 12 49 6 10 68 25 15 36 18 10 34 5 25 8 18 43 26 11 14 45 17 9 6 13 12 9 18 26 7 39 37 17 28 9 21 9 28 30 16 38 8 10 16 17 22 32 34 7 26 26 26 9 20 7 17 27 47 18 11 14 58 7 9 53 34 13 34 19 10 27 4 30 18 13 48 19 7 13 32 23 10 6 9 20 12 9 25 24 34 33 11 22 14 12 4 22 23 17 36 16 23 31 37 37 67 69 21 46 62 57 12 46 12 33 51 94 40 35 26 107 13 19 121 59 28 70 37 20 61 9 55 26 26 91 45 18 27 77 40 19 12 22 32 21 22 51 31 73 70 28 50 23 33 13 50 53 33 74 1 7 4 11 1 "2 3 1 (i 1 18 3 I 1 10 1 6 5 24 a 2 2 9 20 15 20 19 46 35 14 20 37 :si 5 26 5 [6 29 61 24 27 13 63 11 10 73 26 17 36 19 20 35 9 31 9 14 44 28 12 14 46 18 9 10 23 12 9 14 30 11 39 65 17 32 9 21 13 28 35 16 44 8 13 17 23 23 45 34 10 26 27 26 9 20 7 17 34 ill 20 12 22 74 15 11 56 35 13 34 23 22 28 7 35 18 15 50 21 11 13 32 23 10 14 16 20 12 11 31 27 34 47 11 25 14 I I 6 22 27 17 li 17 33 32 43 42 91 69 24 46 64 r>7 14 46 12 33 63 122 44 39 35 137 26 21 129 61 30 70 42 42 63 16 66 27 29 94 49 23 27 78 41 19 24 39 32 21 25 61 38 73 112 28 57 23 35 19 50 62 33 85 r> 14 2 3 1 14 5 7 14 2 1 8 Iβ 8 2 3 1 12 28 4 4 !) 30 13 2 8 2 2 5 I 2 'I , oleic Tuhara Tuparoa Waihua Wai-iti Waikaro Waikeri Waima Waimamaku Waimaramu Waiohau Waiomatatini .. Waiomio Waiorongoniiii . . Waiotapu Waioweka Waitahainii Waitapu Werowero WhakaJd Wliakapara Wliakaiura W hakarewarewa Whakawhitira . . Whangamarino Wliangaparaoa .. Whangape Whangara Wliangaruni Wliarekahika U hareponga Wliirinaki 1 10 1 4 (> 1 I 1 2 I 4 12 1 3 5 5 22 2 7 II I 3 3 4 5 2 2 2 4 I 1 1 1 4 10 8 7 12 17 1 4 4 2 6 3 10 7 28 14 42 4 8 7 2 2 2 4 5 4 9 'e f> 11 Totals.. 2,974 2,814 5,788 432 400 832 3,406 3,211 6, f>20

E.—3

18

Table H7. Classification as regards Ages and Standards of Children on the Native Village School Rolls at the End of the Year 1927.

Class P. Standard I. Standard TI. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Race Totals. Grand Toi :als. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. I Ages. Euro] ins. Maoris. Europeans. Maoris. Europeans. Maoris. Europeans. Maoris. Total. B. G. B. ; G. B. G. B. J G. B. G. B. G. B. G. i B. G. B. G. B. G B. G. B. G. B. G. j B. G. j B. a. b. g. b. , a. I b. g. 5 and under 6 years .. 6 „ 7 „ .. 7 „ 8 „ .. 8 „ 9 „ .. 9 „ 10 „ .. 10 „ 11 „ .. 11 „ 12 „ .. 12 „ 13 „ .. 13 „ 14 „ 14 „ 15 „ .. 15 years and over 34 36 203 236 30 38 ! 260 284 32 27 I 337i 276 15 13 I 222; 212 6 6 I 156| 136; 2 2 I 811 70; .. .. I 40 1 26 .. .. 14 11 .. .. io; 8 . i I. 119 122 13231260 241 2,583 34 30 32 15 6 2 36 203 S 38 j 260 2 27 337 2 13 I 222J 5 6 j 156 1 2 I 811 .. I 40 14 10 122 132312 U 2,581 2,824 =42-7% 236 . 284 : 276 ! 212 1! 136; 1' 70 ' 26 . 11 . 8 . 1 . 260 5; S3 2 2 1 .... 8 13 13 17 3 4 .. 2 19 17 i 59 74 10 8 14 18 [ 17 5 93 87 i 22 15 67 63 7 J 5 96 82 13 5 93 105 .. I 1 63 ! 50 6 2 83 73 .. .. 30 I 27 .. .. ! 62 42 .. .. I 4 I 9 .. .. 28 28 .. .. I 5 [ 4 ! .. .. : 7 4 1 .... 14 53 43 364 ! 351 54 34 355 339 96 715 ~88 694 2-21. 8 13 13 1 .9 17 i 59 7 17 5 93 8 7 J 5 96 £ 1 63 ! S . .. 30 ( 2 . .. I 4 I i3 43 364 35 ~96 715 8U = 12-2% 17 i 74 1( 87 25 82 1J 50 ( 27 .. 9 ! .. 4 ! .. 1 .. 51 54 3 4 .. 0 8 14 ! 1 2 15 67 6 3 5 93 1C 6 2 83 7 . .. ! 62 4 . .. 28 2 . .. I 7 4 34 355 33 88 694 782 = 11-8% 2 18 63 05 73 42 28 J 4 ! 4 I 39 6 3:1 1 .. 1 •• j 1 V. '.'. .. 16 15 19 28 i 4 3 1 2 .. 1 .. 20 17 69 63 i 14 13 14 9 16 2 10 9 79 75 15 13 I 42 66 13 12 13 1 3 85 ! 65 11 6 100 74 ! 10 15 42 1 3 61 46 6 3 74 i 54 i 19 12 59 1 ..14 9 3 2 30 23 2 6 38 .. ..13 1 ■■ j 4 5 11| 23 55 50 J329 290 I 54 41 |265 234 46 53 177 Too 619 ~95 I 499 ~99 ~ 3i 724 594 451 = 10-9% =9-0% =6-8% ■• ■20 39 10 ■• 4 14 11 7 5 ...... 5 .. 14 J 16 18 I 2 9 I 20 40 3 I 9 46 40 3 1 41 37 2 ! 35 125 140 10 ' ; 6 265 3 =5-2% 1 3 7 7 4 2 7 10 17 34 ' 36 203! 236 : 237 272 32 40 261 284 293 324 .. ! 43 44 3501 295 393 339 .. j 50 42 296 306 346 348 65 ! 45 336 316 401 361 57 48 355 333 412 381 48 40 322, 315 370 , 355 2 38 J 41 351 j 278 389 ' 319 6 40 ! 34 263| 255 303 289 11 16 24 1501 130 166 I 154 6 9 6 87 66 96 j 72 25 432 400 29742,814 3,406 3,214 6 >1 832 5,788 6,620 6,620 = 100% 509 617 732 694 762 793 725 708 592 320 168 6,620 175 41 1 22 36 6,62( 52 12 Percentage ~93 i 8: % ; Note. —For the purpose of this return, half-caste children and children intermediate in race between half-caste and Maori are reckoned as Maori, and children intermediate in blood between half-caste and European as Euro] lean.

E.—3

19

Table H 8. Summary of Expenditure on Native Schools during the Year ended 31st March, 1928 £ Salaries (teachors and Inspectors) .. .. .. .. .. .. .. 62,194 Speoial allowances to teachers in isolated places .. .. .. .. .. 162 Higher education and scholarships (inoluding nursing scholarships) .. .. .. 5,601 Books, school requisites, sewing-material, &o. .. .. .. .. .. 1,432 Storage and despatch of school-books, &c. .. .. .. .. .. .. 113 Expenses of removals of teachers .. .. .. .. .. .. .. 917 Inspectors' travelling-oxpenses .. .. .. .. .. .. .. 493 Buildings : New schools, additional class-rooms, &o. — Education Purposes Loans Act, 1919 .. .. .. .. .. 11,430 Maintenance of buildings, rebuilding, repairs, &c. .. .. .. .. 3,017 Manual instruction : Payment of instructors and material for classes .. .. .. 401 Conveyance and board of children .. .. .. .. .. .. .. 2,143 Sundries: Advertising, &o. .. .. .. .. .. .. .. .. 30 87,939 Less recoveries (sale of maps, &c.) .. .. .. .. .. .. 135 Total net expenditure .. .. .. .. .. ..£87,804

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