E.—2.

Proposals for New Schools. A very short comment on each case now on the books will probably be sufficient: — Kaihoata (commonly written " Kaiwhata"), Wellington Province. —This is considered a good case for a small school. Kohanga, Lower Waikato. —A fair opening. Mangaorongo, King Country. —An excellent opening for a school. Manukau, South-west of Mangonui County. —To be revisited. Motiti Island. —No progress has been made. Oruanui. —A satisfactory opening for a school: one is to be established shortly. Pihama, Taranaki. —No progress; the Maori children here should attend the Board school. Pakou, Lower Waikato. —A good opening for a school of moderate size. Porotawhao, near Levin. —There should be a school of some kind here. Bamoio, Wairoa. —Action is being taken. Bawhiti or Kaingahoa. —-A very good opening; a site is being acquired. Beporua, East Coast. —Should be kept in view. Teweri. —An application has been received from this place, which seems to be near Baetihi. Terms of letter are too indefinite. There is difficulty in establishing communication with the applicants. Te Kopua, near Raglan. —Will be visited soon. Te Ti, near Kerikeri, Bay of Islands. —Application not prosecuted. Totara, near Te Pupuke. —Will receive consideration after visit. Waimarama, South of Gape Kidnappers. —Application has been successful. Waingaro, Raglan District. —The name of the site is Tokikuku. This is a promising case. Waipipi, near Waiuku. —The Department is waiting for a site. The Maoris appear to have much difficulty in giving one. Waitahanui, Lake Taupo. —This is a good case. The school is to serve Opepe as well as Waitahanui. Maori Village Schools at Work during the Year 1902, or some Portion op it, and Examined or Inspected, or both. The basis on which the schools are grouped in this report is afforded by their geographical positions. Much information concerning the work done by individual schools, including estimates of their general efficiency as educational institutions, has been tabulated and printed in the Appendix to this report (see Tables VI. and VII.). Additional information respecting the character and circumstances of particular schools will be found in the following paragraphs :— The Far North : Parengarenga, Mangonui, and Whangaroa. Hapua (examined 25th August, 1902). —It is pleasing to learn that at this remote school the "English" is satisfactory. The teaching is interesting and thoughtful. It is not, however, always recognised that each child ought to advance with the teacher over the whole ground of the lesson. Of course that ideal is at times unattainable, but it should never be lost sight of. The general results are very unequal. Some decidedly good work has been done, and some that is really weak. On the whole the good preponderates. The teachers ought not to be satisfied until all is good. Extra subjects need considerably more attention. Te Kao. —This school was from one cause and another closed for eight months, and it was considered undesirable and quite unnecessary to hold an examination. A new start has now been made, but the widespread epidemic sickness that has visited the colony has been severe in the far North, and has temporarily kept the attendance very low. Paparore (examined 23rd August, 1902). —Thirty-five children were present. It is now plain that there is scope here for a permanent if not very large school. Belations of pupils with their teachers are good. Marks are given as rewards ; there are no punishments. The teaching is clear, thoughtful, and thorough. Among the extra subjects singing is most successfully taught. The singing is hearty and correct, and there is appreciation of light and shade. The general results are decidedly good. Ahipara (examined 29th August, 1902). —The teaching gives the impression that it is careful and earnest, but the teachers do not sufficiently assure themselves that the instruction is assimilated by their pupils. On the whole the results are fairly good. The reign of the billiardtable is not quite over here: the inspector saw a model of One, made on the sand, not far from the schoolhouse ; the pockets were holes, probably made with a jam tin. The children at Ahipara seem not so well cared for as Native-school children generally are. Intense devotion to games of skill is, perhaps, incompatible with attention to one's children. Any way, the kind of shortcoming here alluded to has a depressing effect on visitors, now becoming accustomed to something very much better. Pukepoto (examined 28th August, 1902). —This school, although not so large as it was a few years ago, is an excellent one. The work throughout is solid and good, whether judged from the inspection point of view, or from the results obtained at examination. It should be added that the master is fortunate in having an earnest and intelligent assistant. Singing is good. Some of the other extra work, including especially the hand-work, needs further development. It seems certain that so good a staff should have a larger school to deal with. It may be hoped that it will soon be possible to make a suitable arrangement in this direction. Pamapuria (examined 27th August, 1902). —The school tone is only.fair; the children appear to like their teacher, but obedience is not always prompt. Attempts to copy are frequent. The results were not good, but the pupils when asked in a particular way would tell the teacher things that they could not tell the inspector. This means, of course, that the English was poor. There

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