E.—3.

In most schools instruction in geography is inadequate. Teachers have not realized the opportunity this subject presents for a practical inquiry into natural phenomena and for the stimulation and satisfaction of the real curiosity of the child. The singing continues to maintain a high standard, and, when properly taught, is always enjoyed by the Native child. 10. Handwork and Elementary Manual Teaining. The year 1931 has seen a definite revival of hand and eye training. All woodwork workshops except one are now in full operation, and, in addition, a number of kits of carpenter's tools have been issued to teachers who are prepared to give this form of manual instruction even under difficulties. Other types of handwork have not been neglected. In a number of schools instruction in cookery and housecraft is given the Maori girls. The quality and quantity in needlework and sewing varies considerably from school to school. In only a few schools is the drawing distinctly creditable. This subject suffers from lack of systematic treatment, especially in pencil and line work, and should be of a much higher standard in our schools. Writing, where the teachers are consistent in holding a high school standard, is very good. In the weaker schools the writing is poor, badly formed, and untidy, and is a reflection of the teacher's lack of earnestness and discipline. Handwork has suffered from the belief that the Maori is gifted with inherent ability in manual skill. It is granted that the Maori has good hands and that he can do remarkably good work when suitably instructed, but this instruction is essential, and must be graded and continuous. The time devoted to this subject has been considerably increased not only for the direct benefits it is hoped will accrue, but also to afford a further opportunity for practice in oral English and as a means of increasing the spirit of alertness and activity in the school. It is realized that there is a tendency for the time devoted to handwork to be wasted unless it is well planned and organized. 11. Social Work. In the last annual report the necessity for increased social service was stressed. During recent years the school has relinquished much of this work, and this loss is reflected in a corresponding decline in its prestige in the community. In addition to the school's function as a centre of instruction in English subjects of a formal nature, its responsibility in the reintegration and regeneration of the Maori race is by no means negligible. The performance of this function is dependent on the extent to which the school has won the confidence and the willing co-operation of the Maori, both young and old. During 1931 special efforts were expended to bring about a closer interest and to give more practical service to the pa. In a number of schools weekly meetings, which were attended by senior pupils and adults, were held, often at night, for a variety of purposes—music, community singing, needlework instruction, agricultural discussion, football and boxing training, instruction in first aid, orchestral practice, and for other purposes beneficial to both present pupils and ex-pupils. Further, teachers were asked to call more frequent and regular committee meetings and to make practical use of this established organization, which has lately been neglected. Furthermore, with the enthusiastic help of the agricultural instructors and the teachers, home plots are now well established, and these are proving of practical benefit to the Maori parent. In a few schools a beginning has also been made in a revival of Maori arts and crafts. This has entailed reference to the older Maori, and enlisted his help. In addition, parents' days, school concerts, and sports have been held. In fact, every possible channel for the closer welding of school and pa is being exploited. 12. Sport. It is pleasing to note that many teachers are beginning to realize the importance of clean healthy sport for the Native children, and are taking steps to provide facilities for various games. Provision of such facilities is expected in all schemes of ground improvements. A considerable number of good tennis-courts have already been laid down, and are being put to excellent use, with the result that many of the Maori children play the game exceedingly well. The game that appeals most to the boys is undoubtedly Rugby football. The chief handicap to the proper development of this game has been the fact that most of our Native schools are too small to permit a full team of fifteen being put in the field. It is pleasing to note, however, that in some districts where there are sufficient schools, two or more schools are combining forces and regular competitions are being arranged. Basketball is another game which is making great progress among the girls of our Native schools. The influx of so many trained young women teachers has had a very beneficial influence, for very little organized sport has been provided for girls in past years. Like the Maori boys in Bugby football, the girls soon become proficient at basketball. A few schools also take up hockey, and this game, too, is thoroughly enjoyed by those taking part in it. It is pleasing, too, to see that the old-fashioned Maori games are not altogether neglected, for such pastimes are well worthy of preservation. The influence of healthy sport, particularly team games, upon the moral tone of the schools cannot be too strongly emphasized, and all efforts in this direction by the Native-school teachers are fully recognized and appreciated by the officers of the Department.

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