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it is desired that the scheme and instruction in each should not be regarded as a separate entity, but that each should fully play its part in the common aim. It was essential that schemes should be revised so that they should interlock and give ample opportunity for practical activity. For the girls instruction in sewing, housecraft, cookery, infant welfare, and first aid has been further extended. Last year several new cookery-rooms were built, some by praiseworthy local effort, and these have been equipped by the Department; but where these facilities have not been available many women teachers have voluntarily placed their own homes at the disposal of the girls for their practical instruction. The co-operation of the women of the community is also sought, and in this connection it is proper that I should pay a tribute to the splendid work that is being done by the various Maori Women's Institutes. The decoration and beautification of the home have not been overlooked, and in their sewing and handwork periods the girls make many of the articles required for their cookery-rooms or model cottages. They are also encouraged to decorate the walls, and to cultivate flowers in the gardens around the buildings. In this respect Native schools are expected to set an example in the tidiness and care of grounds, and the appearance of the Native-school grounds generally is a matter of pride. For the boys, agriculture is, owing to the policy of land-settlement for the Maori, of very great importance. This includes not only a knowledge of theory and practice, but the cultivation of a love for plants and animals. Calf clubs during 1937 were strongly encouraged in Native schools, and were well supported by the children and the parents. Home garden clubs also flourished in a number of localities, while other clubs encouraged the growth of various flowers. Love and respect for trees and an appreciation of their value as well as their beauty were fostered by forestry clubs and bv the cultivation of small nurseries, particularly of native trees. Opportunity was taken in some districts to invite and secure the co-operation of the adult farmers, so that the children might be allowed to observe any local agricultural experiments or to be present at demonstrations or lectures by experts. One school even established a model dairy-farm, a model pig-farm, and a model poultry-farm. 1 must not omit to mention the attention given to health itself, both in theory and in practice. Last year the Department equipped one Native school with hot and cold shower-baths, and it is hoped that this service may be rapidly extended. A number of new Junior Red Cross circles have recently been established, and are doing excellent work. 1 must also acknowledge the ready co-operation of the doctors and nurses of the Health Department and of the various agriculture instructors. 3. Arts and Crafts. Further attention was given last year to the development of arts and crafts, which include drawing and handwork. Woodwork tools have, during the past few years, been supplied to nearly half our Native schools for the encouragement of handicrafts, but last year a further step was taken by supplying thirty sets of carving tools for the development of the art of Maori carving, one set each to thirty schools. I have to report that, though it is somewhat premature to estimate the value of this experiment, the boys have shown keen interest in this work, which has, in some districts, already been responsible for the enlisting of the services of local experts. Increasing skill may be expected as the pupils become more proficient in their knowledge of patterns and the handling of the tools. Other forms of Maori art which received attention were taniko, tukutuku, and flax-plaiting. Tukutuku is rather hampered by the difficulty and expense of procuring ample supplies of materials, but instruction in the other two made considerable progress. Further sets of woodwork tools were issued to schools where, in the opinion of the Inspectors, the teaching of this subject could be undertaken successfully. Schemes are first approved by an Inspector, who sees that they are essentially practical in nature. It is very desirable that the schemes should be closely linked to the needs of the home. In drawing, every effort was made last year to cultivate a broader outlook. In the past too much attention has been given to object drawing and to methods that have proved uninspiring. Drawing is a means of expression, and this should always be kept in mind when teaching the_ subject. A very interesting experiment was conducted in one Native school, where, during certain periods, the children were allowed a choice of optional subjects. It was found that free-expression drawing captured 60 per cent, of the children. It should be recognized that every child has some artistic talent, and that this talent is capable of development if given a chance of expression. The subject should give him practical experience in the world of art and allow him to find delight in the beauty of line and colour. Free expression does not mean that the child may draw just what he likes, when he likes, and how he likes. The test of the good teacher is to know when to guide and when to remain in the background. Training in observation and technique is essential, and much can be learned by the pupils themselves from a critical study of good pictures so that they may see how, even in the realm of art, definite rules apply. In the past too much stress has been placed on outline, and colour has not had the prominence it deserves. Last year the Department provided more facilities for colour work, and the general results have been most encouraging. Excellent work has been done in some schools, even in the primer classes, showing that, if rightly directed, the Maori child has as keen an artistic sense as his pakeha brother.

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