E.—3

12

dictates was very creditable indeed, and we feel that the results obtained were worthy of the object for which the scholarship was established. The scholarship was awarded to Heta Utiku, of Te Aute College, who gained 60 per cent, of the possible marks. Two other candidates obtained a higher number of marks, but they were disqualified owing to the fact that they were not of predominantly Maori blood. It will be necessary in the future for intending candidates to furnish, with their application, proof of their age and of their nice, as the terms of the trust preclude any candidates who are not predominantly Maori. Attendance. The Native schools were transferred to the control of the Education Department thirty years ago. There were then 1,300 children on the rolls of fifty-seven schools. Ten years ago (1900) the number in Native secondary and village schools was 3,334. At the end of the year 1910 the total roll-number was 4,879, of whom 1,280 belonged to Native village schools, 221 to Native mission schools, and 378 to Native secondary schools. The average weekly roll-number was 4,923, and the average attendance for the year 4,259, the percentage of regularity being 865. Of the village schools, Te Kao Native School occupied the premier position with a percentage of 987, and the circumstances under which this splendid attendance was maintained make such a record unique. 112 certificates of the first class, and 131 of the second were gained during the year. In comparatively few cases has it been found necessary to put the compulsory clauses of the Education Act into operation to seoure attendance, ;tnd as a rule this action is taken only in exceptional circumstances. While discussing the subject of attendance at schools we may draw attention to the increase that has taken place during the pasi feu years. In 1880, when the Native schools were transferred from the Native Department to the Education Department, there were 1,300 children on the rolls of fifty-seven schools, including some of the boarding-schools. At the end of December, 1910, there were 4,879, or more than three times the number of children. As we have pointed out before, this may be regarded by no means as an indication of the increase in the race, but as direct evidence of the increasing appreciation of education by the Maori people. We are nowreaping the crop sown by the schools established thirty or forty years ago. Further, the settlement of the Maori on the land and his attention to industry—such, for instance, as is exhibited among the people of the East Coast and elsewhere—are, it appears, followed by an increased birthrate and a consequent demand for more schools. As a matter of fact, in the district mentioned we have applications for the establishment of no less than six new schools, the number of children ranging from thirty to sixty. Who will deny in the face of this that the salvation of the Maori race is to be achieved by work / Conclusion. We cannot close our review of the year's work without again expressing our high appreciation of the services of the teachers. In spite of the adverse criticisms and misstatements to which it has been subjected, the Native school plays an important part in the development of the country. A i the least it is a necessary pioneer of civilization, and should receive consideration as such. In the report dated Ist July, 1879, the Resident Magistrate, Hokianga, stated : "It is an undoubted fact that the village schools are working great good amongst the Natives in the North, and doing much to break down that barrier which has hitherto stood between the two races. As a proof of this I may point out the very orderly and law-abiding conduct of the northern Native in comparison with that of the more ignorant southern tribes. This is the more noticeable during the last eight or nine years, in which period no serious trouble of any kind has occurred, and when it is remembered that the numbers of the Rarawa and Ngapuhi Natives exceed seven thousand, is well worthy of consideration. I believe that this state of things is in a great measure to be attributed to the establishment of Native schools, as they have done much to give the Maoris a better knowledge of our manners and customs than they have had hitherto, and which they duly appreciate and are in many ways endeavouring to imitate. In a few years more, as the present pupils grow to manhood and take their places in the tribes, the improvement amongst them will be more marked and plainly visible to all, and in the meantime the Native schools are deserving of every assistance which the Government may bestow upon them." These prophetic words have been amply verified 1 everywhere, and even in our own experience there have been cases in which the establishment of a Native school Jias had the effect of breaking down the prejudices of the Maoris to the pakeha and his ways. Only those who, like ourselves, have seen a Maori settlement more or less remote from civilization without a school can picture the deplorable condition of things that would exist if every such settlement had no school. As it is, the temporary closing of a school is invariably attended with marked retrogression on the part of both the children and people. Even if, as it has rarely happened, the buildings may be deserted for a while, the rapid spread of settlement in the North Island especially will alway prevent them from remaining tenantless for any length of time. Excepting ourselves, there are very few in a position to know at first hand all the facts connected with the conduct of the hundred Native schools spread over the Dominion, and the work done by them, and we feel that it is difficult to place too high a value on the loyal services rendered by the teachers towards the education and civilization of the Maori. We have, ice., William W. Bihd, M.A., John Pohteous. M.A.. Inspectors of Native Schools.