REPORTS ON NATIVE SCHOOLS.

New Zealand Times, Volume XXXI, Issue 4785, 24 July 1876, Page 3

REPORTS ON NATIVE SCHOOLS.

• Amongst the Parliamentary papers presented this session of the General Assembly is one containing the Reports of Inspecting Officers of Native Schools inT.be North and Middle Island. There are in all eleven reports, together with a table. The first is from Mr. W. B. White, 8.M., of Mangonui, who visited the Peria school in January last. He found that the pupils had made considerable progress in reading, arithmetic, geography, and writing, and that they were “ quite as well advanced as children of an English school of same ages.” They appeared neat and healthy, and Mr White passed some encomiums upon Mr. and Mrs. Capper, the teachers. It will be remembered that when his Excellency the Governor visited Mangonui, just prior to the meeting of Parliament, the pupils of this school, to the number of about fifty, assembled to welcome him, and presented an address in English drawn up by one of the boys, and bearing the genuine signature of every pupil. Mr. White reports that the Kaitaia school was improving; that, owing to the indefatigable exertions of the teacher at Pukeputo, the advancement of the pupils becomes more noticeable at each succeeding visit ; and that at Ahipara preparations were being made to erect a suitable school building. The school at Parengarenga was in want of a teacher, and Mr. White thought the peculiar circumstances of the case required “ an elderly, quiet, humble-minded man, whose experience of life has taught him to be satisfied with little, as long as he can be usefully employed.” Hr. S. You Sturmer, of Hokianga, sends three reports, the latest on the 28th of April last. In December last he reported that the total number of scholars on the rolls in his district was 239, consisting of 112 girls and 127 boys, with an average attendance of 171, The Waima, Waitapu, Kakau Pura, Whirinaki, and Pakia schools were in a satisfactory condition. The children were rapidly acquiring a thorough knowledge of English. The native subscriptions towards the maintenance of the teacher were paid regularly, and the advantages of education were fully appreciated by the teachers. On the 6th March Mr. Yon Sturmer reports the result of a protracted examination of all the schools in the district, held at Herd’s-puint. The competition was keen, and the manner in which the children answered the questions propounded to them reflected credit upon the teachers. The discipline was found to be excellent, and Mr. Von Stunner remarks that _ despite some drawbacks as to accommodation ft it would be very difficult to collect the same number of children attending European schools whoso personal appearance and behavior could excel ” that presented by the native schools. A boy named Kereama Tawhai, eleven years of age, grandson of the chief Mohi Tawhai, succeeded in securing 302 marks out of a possible 350. Mrs. Von Sturmer and Mrs. Frazer examined the girls in sewing, for widely a prize was awarded, and also for excellence in singing. The affair was appropriately wound up with a ventriloquial and musical entertainment, given by Professor Jacobs, followed by a liberal distribution of sweetmeats. Mr. Von Stunner anticipates the most favorable results from these annual reunions and competitions. The last report, made in April, shows a slight increase in the numberof pupils on the roll. The school fees contributed during the year ending the previous March amounted to £96 9s. 2d. The progress of the schools was marked, the parents showed an increased desire to secure the advantages of au English education for their children, and there was a marked improvement in respect to personal cleanliness at the various settlements; 1 The natives of Bower Waihou had voluntarily raised £SO towards the erection of a school. 7'l l Mr. H. \V. Brabant, 8.M., Opbtikf, reports' on July 10, 1876, bn tho schools at Te Kaba, Osoarumutu, ‘ Opotiki,' Ohiwa, Whakatafie, '

Matata, Maketiv and Whareroa, the aggregate number of‘which on the rolls was 391,, with a total average attendance of 226.’ All these schools; had made , and were . continuing to make satisfactory progress, notwithstanding that sickness had been, so prevalent as to seriously diminish the 'attendance. In translating colloquial English the pupils excelled, and in the various branches of elementary education they had made considerable advances. The schools in the Lake district, two of which were temporarily without masters, were also in a satisfactory condition. Mr. Brabant was able to make a still more favorable report in January, 1876. He visited ten schools, some of them far in the interior of the country, and examined the pupils iu the following branches, iu all of which they exhibited satisfactory progress :—Reading, writing, spelling, dictation, grammar, arithmetic, tables, weights and measures, geography, repeating poetry, the Catechism, and the Ten Commandments. At Ohinemutu the natives were induced to subscribe a sum of £3O towards the cost of a schoolhouse, and set aside a suitable site. Preparations were ou foot for establishing a school at Ruhirua, ou Lake Rotorua. Mr. J. H. Campbell, R.M., of Waiapu, reports the results of an examination of the school at Akuaku, where “ the general proficiency of the scholars in reading, writing, and geography was really surprising.” They had made creditable advances in religious knowledge, could repeat the Creed, Lord's Prayer, and Ten Commandments, in good English, were able to point out all the principal places on a map of the world, naming, at the same time, the sovereigns, presidents, &c. Mr. J. A. Wilson, Gisborne, reports on the condition of the schools at Tokomaru, Tologa, and Whakato. He found the pupils creditably proficient iu reading, writing, and arithmetic ; the schoolrooms clean ; the arrangements orderly, and the interest in education well maintained. At Whakato the natives had some time previously set aside a valuable block of land as an endowment for a school, which is now yielding an annual revenue of £4OO, and they were supplementing this by subscriptions. Mr. Wilson recommends the introduction of English games and pastimes as a means of rendering the schools popular and attractive. Mr. Woon reports at some length on jthe educational condition of the natives in the Upper Wanganui district. The progress of the Iruharama school had been somewhat retarded by the migratory habits of the natives, but the liberal aid afforded by the Government was producing beneficial results. The school at Jerusalem, under the efficient supervision of Mr. Donaldson, was rapidly improving, the attendance -having increased. As to the Parikino school, Mr. Woon recommends a modified boarding-school system, in order to meet the wants of children coming from distant settlements. A fresh impetus had been given to this school by the distribution of prizes for proficiency, and by an entertainment liberally provided by the local chief Kakaraia. Mr. Woon remarks; “I am not without hope that, sooner or later,. the natives will duly prize the matter of educating their offspring, and that some day valuable aid will be afforded by them towards the support and improvement of the educational establishments started by the New Zealand Government in their midst, and which have hitherto been so highly fostered by the department under the immediate supervision and control of Sir Donald McLean.” Mr. Woon also remarks that where the attendance at the schools partly consists of European children, the natives acquire a knowledge of English more readily than they otherwise would. He gives an account of the examination •of a native boy named Walter Williams, son of the late John Williams, a celebrated Wanganui chief, who rendered distinguished services to the Government during the war. The hoy read fluently from “ Phillips’s Fourth Reading Book,” recited the “Burial of Sir John Moore” in good English, besides other pieces, described various ocean mail i-ostes, and explained the uses of the Suez Canal. The pupils appeared to have made excellent progress in other branches of elementary education, were being instructed in drill, singing and other accomplishments, and the girls were instructed iu sewing, knitting, culinary arts, ironing, &c., the specimens of needlework being particularly good. The sum of £9 had been subscribed towards the purchase of a harmonium.

The Rev. J. W. Stack, of Christchurch, reports on the state of the native schools in Canterbury and Nelson. He estimates that out of a total of 509 children in the South Island who ought to be receiving instruction, about 250 are attending the schools ; and, having regard to the opposition offered by a considerable section of the natives, he considers the attendance satisfactory. Kerei Taiaroa, Irai Tihau, To Rore, and other influential natives were aiding the efforts of the Government in every way. He, however, suggests compulsory education as a means of increasing the attendance at the schools, together with public competitions and the distribution of prizes. Mr. H. J. Reeves reports ou the schools at Kaiapoi, Wairewa, Wairau, Whakapuaka, and Motueka, which were in a satisfactory condition. In one instance a chief named Eli, who was an enthusiastic supporter, travelled twenty miles to bring five scholars. The girls were receiving industrial training in the shape of house-work, cooking, and sewing. Mr. A. Mackay adds a memorandum upon the condition of the native school at Arahura, Westland, and suggests that an improvement would be effected by handing over the management of this school to the local Board of Education. A table is appended showing that the total number on the roll at the schools at Whakapuaka, Wairau (Marlborough), Arahura, Bluff, Riverton, Ruapuke, Taieri, Otago Heads, Purakanui, Kaiapoi, and Motueka, is 209, of .whom 112 are boys, and 97 girls ; the (attendance having increased from 145 in 1875 to 209 in 1876.

Wo conclude • our review of these reports with a feeling of peculiar satisfaction. They show that what has been accomplished, and the strenuous efforts now being made, give abundant promise of great success, and of results the magnitude of which can hardly he ever-estimated. The system adopted by the Government, though sufficiently liberal, is judicious. The natives are not encouraged to become paupers, but to practice habits of selfdependence. The lesson constantly kept before their view is that education is a boon that calls for some pecuniary sacrifices on their part. It ought also to be borne in mind that many of the above-mentioned schools now. flourish in districts which only a few years ago were desolated by war, and could not be traversed except by troops. Indeed, some of them were ■ the sites of deeds of barbarism which tho mind shudders to recal. _ Now all this is changed. The schoolmaster is abroad ; rapine and devastation have given place to the humanising influences of education; where soldiers and “tauas” mustered for the deadly conflict bands of healthy children assemble for the peaceful competitions of the schools, and for invigorating pastimes and social reunions. This is what all true friends of the native race will view with satisfaction, and desire to see fostered in every reasonable way. _