E.—3

8

Up to the present time promotion of children from class to class has depended upon an " individual pass examination " held by the Inspector. Teachers have, however, for some time been free to classify tin- pupils at their discretion, the Inspector examining each pupil according to the class in which he has been placed. This system has had, no doubt, many disadvantages. It has been irksome to pupils, teachers, and Inspector, the examination being often prolonged in the larger schools till evening, and we have no doubt that it has frequently led to apparently harsh decisions in which only the- conditions present at the time were considered. It has also had the effect in many cases of checking a pupil's progress, as when the teacher did not promote any who " failed." a year elapsed before the child could try again to pass the examination. This, however, was not an unmixed evil, for in the times when salaries were affected by lesults. " passes " were apt to be aimed at rather than good solid education, and sometimes children passed who. tin- teacher knew, were not fit to be promoted. But there were some- points in favour of the system. It set a standard, and showed the teacher what was expected from him : it encouraged a spirit of emulation amongst pupils and teachers, and it gained the interest of the parents, to whom the "pass" was the- hall-mark of the progress of tleir children. Under the revised regulations the promotions will be determined upon the result of periodical examinations held at the end of each term by tin- head teacher of the school. In the case of the upper standards, IV, V, and VI. the old system will for the present be- followed. In short, the Native schools are now to enter upon a modified system of freedom of classification. We feel that the proposed change is in the right direction : but teachers must re;niember. however, that freedom of classification imposes greater responsibility on them, anil that the greatest care must be exercised in making promotions of children from class to class on grounds of merit and proficiency alone. It has been clearly demonstrated during the past five years that hasty promotion iii tin- lower classes, especially from the- preparatory division into Standard I. has invariably led to disaster in the higher classes, and the import a nee- of a t borough foundation in the wink of each standard cannot be too si long Iv urged. Important changes in regard to the payment of teachers have also been made during the- past two years. Prior to 1907 the salaries of teachers were liable- to a considerable fluctuation, depending on the average attendance and the results of the examination. Tin- scale of salaries introduced in 190" brought an approximation to that provided in the case- of teachers of public schools, and caused an increase of £3,650 on tin- total amount paid in salaries. Amended regulations have this year been issued by w Inch teachers of Native schools are- place-el practically on the same- looting as those of publicschools. The increase in the- total amount paid in salaries affected bj tin- change is about £2,500 — that is to say. to bring the salaries of the teachers of Native scl Is into line with those of public schools has meant an increase of £6,000. The benefits have accrued not to those head teachers who under the old system wen- In receipt of g I salaries, but to those who under the former scheme were the- most poorly paid, and also to t heassistant teachers, whose valuable weak at length receives more adequate recompense. ruder the provisions of tin- Public- Service Classification and Superannuation Amendment Act of 1908 all teachers of Native schools may now become contributors to the Teachers' Superannuation Fund, and share in its benefits iii common with the other ten hers in the- Dominion. Mission SCHOOLS. There ate six mission schools engaged in the education of Maori children under the auspices of various denominational bodies. These schools are the Maori Mission School. Otaki; the Mission School. Plltiki. Wanganui: Matata Convent School. Pay of Plenty; W'ai-religa ,i hika Mission School, Gisborne; Tokaanu Roman Catholic Mission School, Tokaanu; and Te Hauke Mission School, Hawke's Bay. These schools are inspected and examined by the officers of the Department, and their syllabus of work is in conformity with the requirements of the Native Schools Code. The total number of children on the rolls of these schools at the end of December. 1908, was 215, the- average for the quarter, being 179. Some- of these schools have reached a gratifying stage of efficiency, and the work generally is of a satisfactory nature-. The discipline is good, and the teachers arc zealous in tin- discharge- of their duties. The attendance is not so good as it should be in all cases, and the waul of local interest is manifest. In one or two schools we found, upon inquiry, that no committ r local visitors of any kind have been appointed, and the teacher receives no help or advice from any one. unless it be the Inspector. It has been remarked by visitors to the Dominion that the local interest in schools made possible under the School Committee system is one of the salient features of the scheme of education ill New Zealand, and it is to be regret ted that SO valuable a factor is ignored by the aul lenities connected with the schools referred to. Apart from this, it is not right that the teacher should be placed iii a position where the whole welfare of the school is dependent upon him. During the- year the school at Waerenga-a hika has been reorganized, and industrial training will, lor the.flit lire, form the principal feature of the syllabus of work I here. An excellent opportunity is afforded here of offering practical instruction in all subjects that are likely to be of service, to Maori boys, and this school will in future be- regarded as a seani'lurg Native school. Boarding-schools. There are six institutions which afford higher education to .Maori boys and girls viz.. Te Ante College, Hawke's Bay; St. Stephen's Native Hoys' School. Parnell. Auckland: Queen Victoria School for Maori Girls, Auckland : Hukarere Protestant Girls' School. Napier: St. Joseph's Roman Catholic Girls' School. Napier : and Turakina Maori Girls' School. Wanganui. To these have- been added during the present year (1909) the Native IJovs' ( ollege- at Waerenga a hika. near Cisborne; the- Convent School. Otaki: St. Patrick's College. Wellington; and the Te- Waipounamu College for Maori (oris at Ohoka, near Christchurch, The number of pupils on the rolls of the six first named schools at the