EDUCATION OF NATIVE CHILDREN [In continuation of E.-3, 1946]

Appendix to the Journals of the House of Representatives, 1947 Session I, E-03

E—3

1947 NEW ZEALAND

EDUCATION OF NATIVE CHILDREN [In continuation of E.-3, 1946]

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

CONTENTS

PAGE No. I.—Report of the Senior Inspector of Native Schools .. .. .. .. .. 1 No. 2.-—Detailed Tables Table Hl. Number of Native Schools classified according to Grade, &c. .. .. 6 Table H 4. Number of Maori Pupils attending Maori Secondary Schools, &e. .. .. 7 Table H 5. Number of Maori Children attending Public Schools .. .. 7 Table H 6. Classification of Maori Children at Public Schools .. .. .. 8 Table H 7. Ages and Standards of Children at Native Primary Schools .. .. .. 9 Table HB. Certificates held by Teachers in Native Primary Schools . . .. ..10

No. 1 REPORT OF THE SENIOR INSPECTOR OF NATIVE SCHOOLS g IRj 3rd June, 1947. I have the honour to present the following report on Native schools for the year 1946 : 1. Schools and Staff In 1946 the number of Native schools under the control of the Education Department was 159, an increase of 2 over the number for 1945. New schools were opened at Waipoua Forest, North Auckland, and at Minginui, in the Urewera. The total enrolment at the end of the year was 12,654, an increase of 464 over the figures for .December, 1945. The average weekly enrolment was 12,345 (11,800 in 1945) and the percentage of regularity was 86. Of the 12,654 children on the roll at the end of the school year, 11,640 were Maori and 1,014 European. I have commented on the continued growth in our school population in recent reports, and as 5,439 out of our 12,654 children were in the primer classes —i.e., more than 41 per cent. —it seems inevitable that our schools must continue to increase in size. In addition to the 159 schools mentioned above, there are 10 Native mission schools and convents, with a total roll of 761, in various parts of the North Island, and there are also 5 schools in the Chatham Islands, with a total enrolment of 124 scholars. At the end of 1946 there were 15,929 Maori children on the rolls of the public schools throughout the Dominion, an increase of 726 over the figures for 1945. The adequate staffing of the schools presented considerable difficulties during last year. Until fairly recent years most of the schools required only a married couple,

B—3

with perhaps a Maori girl as junior assistant, but the rolls have grown to such an extent that many of the schools now require one or more extra assistants. There has been a dual problem, not only that of getting fully qualified applicants, but also that of finding suitable accommodation. In certain districts, particularly those where district high schools have been established, the Department has been forced to buy houses for the use of our assistants. It has for some time past been the policy to encourage young Maori men and women to take up teaching as a career. In 1940, 4 Maori students were admitted to training college. From 1941-45 the numbers were 9, 18, 16, 19, and 16 respectively. Last year, however, there was a substantial increase, and the new entrants rose to 29. This result is very gratifying, as it demonstrates clearly the value of providing higher education for Maori scholars. The same standard of attainment is demanded as for pakeha trainees, and the Maori students are now beginning to realize the possibilities that lie ahead of them. It is pleasing to be able to report also that young Maori men are coming forward in increasing numbers for the teaching profession. Of the 398 teachers employed in Native schools (excluding probationary assistants and junior assistants), 347 hold a Teacher's Certificate, according to the following table :

2. Refresher Course for Teachers In 1945 the policy of providing refresher courses for Native-school teachers was revived by organizing a course at Kaikohe for the teachers in the North Auckland area. Last year another comprehensive refresher course was held at Rotorua, from the 25th February to the Ist March, for the benefit of the teachers in the Bay of Plenty, Waikato, National Park, and Wanganui districts. More than 250 teachers were present, and 'the course was a great success in every way. A strong executive was formed in Rotorua to make all arrangements, and I should like to record my appreciation of the thoroughness of their organization. They entered into the work with enthusiasm, and to their efforts much of the success was due. A strong panel of lecturers was formed, which included not only visiting specialists, Native School Inspectors, and departmental officials, but also a number of Nativeschool teachers who had specialized in certain subjects with considerable success. Two evening lectures, by the Director of Education and by Mr. H. C. D. Somerset, Director of the Feilding Community Centre, were outstanding contributions. The other speakers and their subjects were : T. A. Fletcher, Senior Inspector : " Aims and Objects of Native Schools." F. T. Woodley, Inspector: "Teaching and School Organization." W. Parsonage, Inspector : " Vocabulary Training." W. A. B. Goodwin, Inspector: " The Teaching of English." Miss P. Hildreth : " Choral Speaking." 0. A. Banner : " School Arithmetic." Miss Gallagher : " Reading and Number for Infants." A. E. Lake, departmental officer : " School Correspondence." D. T. Alexander : " Maori Crafts, Games, &c." R, L, Middleweek ; " Nature Study for Infants."

2

— M. E. Total. A Certificate 2 2 B Certificate 45 12 57 C Certificate 106 145 251 D Certificate .. .. 11 26 37 Uncertificated 4 47 51 Grand total 168 230 398

E—3

J. H. Dennehy : " Agriculture for Seniors." H. A. Savage : " Maori Carving." Mr. Day : " Music for Seniors." R. H. Haeusler : " Sketching." R. R. Judd : " Poultry-keeping." Mrs. M. Judd : " Domestic Crafts." R. H. Hawthorne : " The School Farm." L. M. Stewart: " Handwork for Boys." Mrs. Fricker : " Women's Institutes." Miss Small: " The Junior Red Cross." I desire to express my thanks to the various speakers for the thought and preparation given to their addresses and for the help they gave to the teachers. Particular reference is due to Mr. Banner, whose death last year was a great shock to all. Both at Kaikohe and at Rotorua he had handled the subject of arithmetic with outstanding skill and an abundance of good humour. 3. Primary Education While the functions of Native schools cannot be confined to school work alone, nevertheless it is expected that academic results should reach as high a standard as possible. This has been stressed in all conferences with teachers, of which several were held during the year, and at refresher courses. Consequently, the Inspectorate has closely watched the progress of the basic subjects as well as those which have to be specially adapted to Native schools. We have continually stressed that both the subject-matter and the method of presentation should be made as interesting as possible to the child, preferably by giving him a very active share in his own instruction. Wherever such aspects of education are fully considered we find a brightness and a confidence in the children that are reflected in the excellence of their work. Such conditions are by no means universal, but there is a growing tendency for Native-school teachers to depart from the old orthodox lecture type of instruction. This is to be seen more often in the infant-room perhaps than in the standard classes, owing to the fact that more material suitable for the new teaching methods is available and has been demonstrated by the Infant Advisers in their visits to our schools. Yet even in the infant-room, in such a subject as reading, there is too much reliance on text-books, to the neglect of the most effective material —the teacher's own blackboard and self-prepared reading matter. It must be admitted that the primer readers, as supplied to the schools, have serious deficiencies, but so far there is nothing better available to supplant them as text-books. They were not written for Maori children, and contain words that are unnecessary for a Maori child's vocabulary. The need is all the greater, therefore, to supplement these books by suitable reading material. A study of the words needed by the Maori child should be one of the first points to be considered. It is necessary to provide for a steady expansion of his reading vocabulary, while at the same time there should be regular drill and consolidation of words already assimilated. Last year about £250 worth of supplementary readers was issued to Native schools. In the standard classes we find the same tendency to rely upon text-books in the teaching of arithmetic. The new text-books issued in 1945 are much superior to their predecessors, as they stress the value of practical exercises as well as mechanical accuracy. Some teachers still seem to consider it necessary to work strictly through all examples and exercises set out in the books, with a resultant slowing down of progress and an incomplete coverage of the year's work. Nevertheless, we are able to report a much more enlightened handling of this subject and an improvement in the attitude of both teachers and pupils towards it. In English we are concerned with two important phases —oral and written. Both are essential to the Maori if he is to be capable of taking his place in a society that is

3

E—3

predominantly English. No longer can the Native pa provide for all the requirements of its growing youth, and opportunities must be sought farther afield. It is therefore all the more important that they should be equipped with the language to such a degree that they are able to compete on practically level terms with the pakeha. In most schools the children definitely show ability to speak the English language, but the written side shows greater variation in quality. In recent years we have stressed,, especially in Forms I and 11, the necessity for a sound training in business English. Yet even here there is the necessity for .attention to fundamentals —sound sentence structure, extensive vocabularies, correct grammar, and correct spelling. The foundations of these need to be well laid in the lower standards. In Standards 1 and 2 too much should not be attempted in any one effort, and considerable assistance is needed by the young Maori pupil if he is to gain a complete understanding of the essentials I have mentioned. Drills are needed to correct typical Maori errors, and these should be based on the mistakes actually noted both in oral and written English in the class-room. This work should be supplemented by wider reading, and an effort is being made to build up good libraries in our schools. Books should be easy to read and attractive in content so that when the child has finished one book he wants immediately to proceed with another. In building up the libraries we have tried not only to provide interesting, easy, and good literature, but also informative books useful in the teaching of such subjects as history, geography, and elementary science. Spelling, too, requires more thoughtful preparation. Several well-known lists are available, but again they have not been prepared specially for the Maori child. That is essential in any list used in a Native school. Too often we find words given in spelling tests that could conveniently be left till a later stage, while the written tests reveal errors in the spelling of comparatively simple words. These are the words the child needs to use, and they should be thoroughly known. In art and handwork the Native schools have a dual aim—to revive an interest and skill in the old Maori crafts and to give training in the pakeha crafts. In the latter case the aim is to give the Maori boys an incentive to enter the skilled trades, for which many have the aptitude. About half our Native schools have been equipped with woodwork tools, and every effort is made to see that instruction is practical in nature, having some relation to the needs of the children or of the home. The aim must be to develop initiative and resource, by teaching them to plan things for themselves and carry them to a successful conclusion. We have also stressed the fact that the completed article should exhibit a finish that will give complete satisfaction to its maker. With regard to the old Maori crafts, these have had a stimulus in 1946 by the appointment of specialist instructors in the North Auckland district. Mr. and Mrs, Toka were appointed to the staff of the Kaikohe Native School and were asked; to give instruction in a group of 10 schools round Kaikohe, Visiting them in rotation once a fortnight and spending a day at each school. In most schools the results were very gratifying. The older Maori people as well as the younger ones, showed a keen interest in the revival of their old crafts, songs, and dances. An annual competition for pois, hakas, and action songs was inaugurated at Kaikohe last year, and as a result of the work of Mr. and Mrs. Toka there was an immense improvement in the standard of work at the display this year. In one or two schools there was, unfortunately, not the degree of co-operation that we should desire, and in those particular schools little progress was made. The Department also employed Miss Tuini Ngawai at Ruatoria and neighbouring schools. She did excellent work in improving the singing of action songs in that area. Physical education continues to receive its proper share of attention in Native schools. Last year a Maori girl, trained as a specialist in physical education, took up duties in the East Coast area. During the year several educational tours were organized in different Native schools. From all reports these tours were complete successes and afforded the children an opportunity of seeing many things which are, in the ordinary way, completely outside their experience.

4

E—3

4. Post-primary Education In 1946 the development of post-primary education among the Maori children was continued. The number of district high schools remained the same as for the previous year—that is, 4—but Form 111 classes were started in three other schools —Rangitahi, Ruatoki, and Te Kaha —preparatory to the establishment of district high schools as soon as the required roll should be obtained. In the district high schools already established the curriculum has been developed along practical lines, leading at the same time up to School Certificate. These schools are beginning to develop in numbers, and although the actual increase in enrolment last year was not great —from 81 to 95—there was evidence that the schools are going to increase rapidly in size in the next two or three years. The schools were successful in getting their first candidates through the School Certificate Examination last year. It was decided at the end of the year to increase the number of junior scholarships held by Maori scholars at certain private and public secondary schools from 174 to 200 over a two-year period. The value of the scholarships was increased from £35 per annum to £55 per annum for boys and to £5O per annum for girls. This increase was necessitated by the increase in the cost of upkeep in both boys' and girls' secondary schools. The rates were fixed accordingly after due consideration had been given to income derived from original endowments. The following table shows the number of scholarship-holders enrolled at the public and private secondary schools in the month of December, 1946 :

The Junior Te Makariri Scholarship was awarded to Rangi Morete, of Whakarewarewa Native School. 5. Higher Education I have already commented on the increased number of Maori students entering training college. Three University scholarships were awarded to Edward Tauroa, Tuakau (veterinary science), Ranfurly Jacob, Otaki (medicine), and James Tukaiora Turoa, Tirau (civil engineering). Seven other University scholarships were current in 1946. 6. Maori Battalion Mobile Canteen During the year the mobile canteen presented by the Native-school children to the Maori Battalion in 1941 was returned to New Zealand, and, thanks to the opportunity provided by the Government, arrangements were made for it to make a comprehensive tour of all schools that contributed to its cost and that were accessible by road. This canteen had a unique record of service during the war and had a warm place in the hearts of the Maori soldiers not only because of the service it gave, but also because of the spirit behind the gift.

5

Boys. Girls. School. Number. School. Number. Te Aute College, Pukehou St. Stephen's College, Bombay Wesley College, Paerata St. Patrick's College, Silverstream Sacred Heart College, Auckland St. Peter's College, Northcote G-isborne High School Napier Boys' High School New Plymouth Boys' High School Dannevirke High School Feilding Agricultural High School 55 "i7 10 7 3 4 10 3 8 4 Te Wai Pounamu College, Christchurch Hukarere College, Napier St. Joseph's College, C-reenmeadows .. Turakina College, Marton Queen Victoria College, Auckland 4 44 33 32 40 Total 121 Total 153

E—3

The tour was a triumphal one. At practically every school it was welcomed with traditional Maori custom, beginning with a lament for the fallen heroes and continuing with speeches and hakas of welcome. It was driven by Mr. Charles Bennett, who had driven it throughout the various campaigns in Egypt and Italy, and he also was welcomed by the Maori people as one dear to their hearts. He was able to give many interesting details about the history of the canteen, and absorbed the interest of parents and children alike. Returned Maori soldiers flocked to the schools to revive old memories, and they also were able to recount their many reminiscences to the children. Approximately half a day was spent at each school, and on all sides gratitude was expressed for the opportunity to see the canteen. To the Maori people it was an ample reward for any sacrifices they had made to contribute towards its cost. 7. Buildings Last year the building situation was very difficult and the programme we had planned for the year was not completed. The following works were, however, completed in 1946 : Lake Ohia, former Waikeri Native School building removed to Lake Ohia, remodelled, and re-erected ; Moawhango, additional class-room provided by the removal and remodelling of a disused school from elsewhere ; Nuhaka, new block of four open-air class-rooms ; Rotokakahi, residence from the former Waikeri Native School removed to Rotokakahi and re-erected; Waipoua, new one-roomed school and teacher's residence. 8. Thanks I have to express my thanks for the loyal support given to me by my three colleagues, Messrs. F. T. Woodley, W. A. B. Goodwin, and A. E. Golding, and also to the staff of the Native Schools Branch. I have, &c., T. A. Fletcher, Senior Inspector of Native Schools. The Director of Education. No. 2.

DETAILED TABLES Table H1 GRADE of Native Schools with Number of Teachers and average Number of Children per Teacher

6

Grade of School. Number of Schools. Total Average Attendance, Year ended 31st December, 1946. Number of Teachers (exclusive of Probationary Assistants and Junior Assistants). Average Number of Children per Teacher. Number of Probationary Assistants. Number of Junior Assistants. II .. 12 198 12 16 3 IIIa 14 386 18 21 12 IIIB .. 63 2,699 117 23 34 IVA .. 38 2,687 95 28 35 IVB .. 17 2,126 70 30 8 17 IVc .. 6 1,020 36 28 3 8 VA .. 8 1,335 44 30 5 9 VB .. 1 196 6 32 1 1 Totals 159 10,647 398 26 17 119

E—3

Table H4 MAORI PUPILS ATTENDING MAORI SECONDARY SCHOOLS at the end of 1946 and 1945

Table H5 MAORI CHILDREN attending PUBLIC SCHOOLS, December, 1946

7

7 E--3 Table H 4 MAORI PUPILS ATTENDING MAORI SECONDARY SCHOOLS at the end dp 1946 AND 1945 1946. 1945. School. Government Pupils. Private Pupils. ■a Government Pupils. Private Pupils. (*> >> £ >, o I 1 § >> cS H >> a >> a H 1 ■a o a "§ ■a 1 1 ■a •a 1 * i •a (3 s 02 H ft 02 H o ft 02 H ?H 02 H & Queen Victoria (girls), Auckland 40 40 38 38 78 35 35 37 37 72 Turakina (girls), Marton 32 32 22 22 54 28 28 27 27 55 St. Joseph's (girls), Napier .. 33 33 38 38 71 39 39 35 35 74 Hukarere (girls), Napier 44 44 50 50 94 44 44 39 39 83 Te Wai Pounamu (girls), Christ - 4 4 34 34 38 32 32 32 church St. Peter's (boys), Northcote .. 13 33 46 46 St. Stephen's (boys), Auckland Wesley College (boys), Paerata 17 17 2 20 22 39 21 21 5 16 21 42 Te Aute College (boys), Napier 55 55 60 60 115 58 58 51 51 109 Totals 225 225 15 295 310 535 225 225 5 237 242 467 Ta ble H 5 MAORI CHILDREN ATTENE ING PUBLIC SC HOC ILS, December, 1946 Ni imber Number of Maori Pupils at Education District. of! School which Maoris ended s End of 1946. att Boys. Girls. Total. Auckland 448 4,558 4,474 9,032 Taranaki 69 591 456 1,047 Wanganui 88 766 702 1,468 Hawke's Bay . 110 1,414 1,333 2,747 Wellington 74 570 508 1,078 Nelson 11 32 15 47 Canterbury 61 182 174 356 Otago 18 48 17 65 Southland 16 54 35 89 Totals 895 8,215 7,714 15,929 Note. —For the purpose oJ ' this tab le ha lf-caste childr< m. ar id children intermediate in blood between half-caste and IN laori ai •e re ckon< id as Ma )ri.

Education District. Number of Schools at which Maoris attended. Number of Maori Pupils at End of 1946. Boys. Girls. Total. Auckland 448 4,558 4,474 9,032 Taranaki 69 591 456 1,047 Wanganui Hawke's Bay 88 766 702 1,468 110 1,414 1,333 2,747 Wellington 74 570 508 1,078 Nelson 11 32 15 47 Canterbury 61 182 174 356 Otago 18 48 17 65 Southland 16 54 35 89 Totals 895 8,215 7,714 15,929 Note. —For the purpose of this table half-caste children between half-caste and Maori are reckoned as Maori. and children intermediate in blood

E—3

Table H6 CLASSIFICATION and AGES of Maori Scholars attending PUBLIC SCHOOLS at the 1st July, 1946

8

Years. P. 8.1. S.2. S. 3. S. 4. F.I. F. II. F. III. Total. 5 and tinder 6—Boys .. 695 I ■ 695 Girls .. 641 641 6'and under 7—Boys .. 950 8 958 Girls .. 857 14 2 873 7 and under 8—Boys .. 774 130 7 911 Girls .. 713 170 7 890 8 and under 9—Boys .. 477 352 101 ' 1 931 Girls .. 376 347 119 10 852 9 and under 10—Boys .. 191 325 274 106 ' 4 900 Girls .. 167 251 304 141 3 866 10 and under 11—Boys .. 69 167 311 258 63 "l 869 Girls .. 49 125 230 276 116 1 797 11 and under 12—Boys .. 23 71 175 285 211 62 "3 830 Girls .. 13 43 137 256 221 71 5 746 12 and under 13—Boys .. 11 14 66 181 245 171 38 "3 729 Girls .. 5 18 52 143 252 177 63 710 13 and under 14—Boys .. 3 7 18 79 184 218 147 3 659 Girls .. 6 6 12 82 146 230 186 6 674 14 and under 15—Boys .. 2 4 7 30 80 167 175 9 474 Girls .. 2 1 5 28 58 151 179 10 434 15 and under 16—Boys .. 5 13 36 59 7 120 Girls .. 2 25 26 58 3 114 16 and under 17—Boys .. 7 1 8 Girls .. "2 2 5 3 12 n and over— Boys . . Girls .. Totals—Boys .. 3,195 1,078 959 945 800 655 429 23 8,084 Girls .. 2,829 975 868 938 . 823 658 496 22 7,609 Grand totals 6,024 2,05.3 1,827 1,883 1,623 1,313 925 45 15,693 Percentage 38-4 13-1 11-6 12-0 10-3 8-4 5-9 0-3 100-0 Median age, in years and months — Boys 6 11 9 2 10 4 11 5 12 6 13 5 14 2 14 7 Girls 6 11 8 10 10 0 11 2 12 3 13 4 14 0 14' 6 Note.—for the purpose of this table half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori.

e—a

Table H 7 AGES AND STANDARDS of Children on the Native School Rolls at the 1st July, 1946

2—E 3

9

Class P. Standard 1. Standard 2. Standard 3. Standard 4. Form I. Form II. Form III. Race Totals. A S es - 1 , 1 -1 -I • I 1 5 _• 1 . 1 .j T0talS - ft .§ ft .2 ft .2 ft .2 ft .2 ft -g ft -g ft •£ £< '£ 2o2ogoSo2o8o8o2oS | 5 and under 6—Boys .. 55 566 .. .. .. .. .. .. .. .. .. .. .. .. .. 55 566 i 175 Girls .. 55 499 55 499 554/ 1;i '° 6and under 7—Boys .. 53 641 2 1 .. .1 .. .. .. .. .. .. .. .. .. •• 55 643 698\ 1 Girls .. 42 609 4 3 46 612 658/ i,d 7 and under 8—Boys .. 32 596 13 51 2 2 .. .. .. .. .. .. .. .. • • 47 649 696 \ Girls .. 28 536 28 66 1 2 57 604 661/ L ' 6(u 8 and under 9—Boys .. 7 352 31 203 19 40 1 58 595 653 \ 1 9 . 9 Girls .. 10 265 16 219 12 60 5 2 43 546 589/ ' 9 and under 10— Boys .. 3 153 7 219 18 165 16 34 3 1 47 572 619 \ ± 29g Girls .... 130 6 234 14 222 12 53 6 3 38 642 680/ 1,zya 10 and under 11— Boys .. .. 55 5 132 11 216 24 137 20 35 4 .. .. .. •• 64 575 639 \ 9 , 5 Girls .... 33 1 103 9 187 20 180 15 51 5 2 50 556 606/ ' 11 and under 12— Boys .... 14 66 3 172 15 211 118 127 17 33 3 1 .. 56 624 680 \ 1 22g Girls .... 9 28 4 87 8 190 24 149 11 33 4 1 . . 51 497 548/ ' 12 and under 13— Boys .. .. 6 15 52 3 170 15 211 21 103 10 .21 .. 49 578 627 \ 143 Girls .... 3 1 10 37 1 106 10 159 8 132 11 ;38 .. .. 31 485 516/ x ' i *° 13 and under 14— Boys .. 1 2 7 17 83 8 173 10 168 9 v.93 4 28 547 575\ 1 09? Girls .... 1 2 9 51 4 130 11 172 22 3116 2 2 39 483 522/ ' 14 and under 15— Boys 1 2 1 4 33 55 7 123 12 .139 4 11 25 367 392 \ 7Q - Girls 3 16 2 44 2 116 9 163 1 17 14 359 373/ ' b0 15 and under 16— Boys .. .. •• -. .. .. 1 .. 1 .. 16 1 45 3 60 .. 7 4 130 134 \ 2 «4 Girls 1 1 .. .. 5 8 .. 41 ... 63 . . 11 1 129 130/ 16 and under 17— Boys .. •. •• .. .. .. .. .. 1 .. 1 .. 6 .. 11 .. 4 •• 23 23 \ 4 q Girls 3 .. 1 4 .. 9 4 .. 20 20/ 46 17 atid over —Boys .. •. .. .. .. .. .. .. .. .. .. .. .. .. 1 • • 1 2 2 \ . Girls ! 1 1 •• 2 2/ 1 Totals— Bovs .. 151 2,385 59 696 54 670 09 670 64 619 60 478 37 326 4 27 488 5,871 6,359"\ 12 91S Girls .. 135 2,085 56 666 41. 607 46 603 61 547 37 501 46 390 3 35 425 5,434 | 5,859/ 286 4,470 115 1,362 95 1,277 105 il,273 125 1,166 97 1 979 83 716 7 62 913 11,305 1.2,218 1,"372~ 799 ~69 12,218 Percentage .. 38-9 12-1 11-2 11-3 10-6 8-8 6-5 0-6 100-0 Median age in years and j months — Boys .. .. .. 6 5 7 0 8 6 9 5 9 4 10 7 10 6 11 9 11 6 12 8 12 5 13 7 13 7 14 4 .. 14 10 Girls .. .. .. 6 4 6 11 7 10 9 2 9 6 10 1 10 4 11 4 11 5 12 5 12 4 13 6 13 .4 14 3 .. 14 11 Note. —For the purpose of this table half-caste children and children intermediate in blood between half-caste and Maori are reckoned as Maori, and children intermediate in blood between half-caste and European as European.

E—3

Table H8 CERTIFICATES held by Teachers in Native Primary Schools (Probationary and Junior Assistant Teachers are excluded)

Approximate Cost of Paper.—Preparation, not given; printing (763 copies), £27.

By Authority: E. V. Paul, Government Printer, Wellington.—l 947. Price 6d.

10

1946. Class of Certificate. M. F. Total. A.. 2 2 B .. 45 12 57 C .. 106 145 251 D .. 11 26 37 Total certificated, teachers 164 183 347 Uncertificated teachers 4 47 51 Grand total 168 230 398