| TE WAKA MAORI O NIU TIRANI.
reta i roto i nga kupu. He mohio ratou ki te mahi i nga mahi whika ngawari nei. Ko te aroakapa tua- toru (6) e timata kau ana i te mahi. Ko te kura katoa i mohio ki te ahua me te takotoranga o nga whenua o te ao i runga i nga mapi, mohio iti nei. Taku kupu mo tenei kura kua neke haere to ratou mohio i roto i te takiwa i muri o tera taenga oku ki reira, to ratou mohio ki te korero pukapuka rawa ano.
8. OHIWA.Ko Te Aweti te kai-whakaakoPe- puere 19 o nga ra. Nga tamariki o tenei kura e 25, engari te 10 tonu i tae mai i taku ra i tae atu ai au. I ki mai ki au kua riro te nuinga o nga tamariki i o ratou matua ki tetahi hui ki Maketu i taua ra. Tokowha tonu o te karaihe tuatahi i tae mai i taua ra. I whakarongo au ki ta ratou korero pukapuka, i ata patai hoki au kia whakaaturia mai e ratou te tika- nga o ta ratou e korero ana. I whakamatau hoki au ki to ratou mohio ki te tuhituhi korero e panuitia atu ana ki a ratou, ki te tuhituhi hoki i nga korero Pakeha ki te reo Maori, ki te tuhituhi hoki i nga korero Maori ki te reo Pakeha. Tokowha i ahua nui te mohio ki te mahi whika. Kua whakaakona hoki ratou ki tetahi wahi matauranga o te ahua me te takotoranga o nga whenua o te ao i runga i nga mapi. Ko aua tamariki i mohio rawa ki nga mea katoa i akona ki a ratou. Ko te karaihe tuarua (3) i pai ano ta ratou mahi korero pukapuka, me ta ratou mahi whakahua i nga reta i roto i nga kupu. I mohio hoki ratou ki te mahi i nga whika tatau moni nei. I whakakotahitia e au aua karaihe e rua, a pataitia ana ki nga patai tepara taimahatanga, me nga mahi puku ake o te whika i roto i o ratou ngakau, kaua he pukapuka hei tuhituhia, i nui ano to ratou mohio.
Tera nga pai kei a Te Aweti e kore ana i etahi atu kai-whakaako; ara, ko tona kura kei waenganui pu o te pa Maori (no reira ka u tonu te haere a te tamariki ki te kura), kaore hoki i kiki rawa i te tamariki. Otira, ki taku whakaaro e kore rawa ano e penei te mohio o ana tamariki, me he mea kore tona kaha nui me tona tohe tonu ki te whakaako i a ratou.
9. OMARUMUTU.Nga kai whakaako ko Te Ka- raka raua ko tona wahine. I tae au ki tenei kura i te 23 o nga ra o Pepuere. Te kau ma tahi nga ta- mariki i rokohina atu e au o roto o te 20 e mau ana ki te pukapuka rarangi ingoa o taua kura. Ko te korero pukapuka (reo Pakeha nei) a nga tama- riki tane, me te whakahua i nga reta i roto i nga kupu, ki hai i pai rawa, inahoki kua roa taua kura e tu ana. I ahua pai ta ratou tuhituhi i etahi korero waingohia i panuitia atu ki a ratou, me te mahi whika ngawari hoki i ahua pai ano. I pena ano te mohio o te kapa wahine (3) me to nga tane. Engari, kotahi te kotiro i mohio rawa ki te korero pukapuka korero ngawari nei; i akona taua kotiro i tetahi atu kura. E pai ana te whakahaere o nga tikanga i taua kura. Taku kupu mo tenei kura, kaore ano kia hira ake te mohio o nga tamariki i to tera taenga atu oku ki reira.
10. OPOTIKI :He " Kura Whakauruuru," te Pa- keha me te Maori;Nga kai-whakaako, ko te Waiata me ona kai-awhina tokorua. E 80 nga tamariki Pa- keha e haere ana ki tenei kura, he tamariki Maori ano etahi e haere ana ki taua kura i etahi takiwa;
otira, ahakoa te kaha o te kai-whakaako, kai te kore e neke ake to ratou mohio, he kore kaore e u o te haere ki te kura, he haere whakamutumutu
ta ratou mahi.
11. TE KAHA. :Kua oti te whare mo tenei kura hou; katahi ano hoki ka noho he kai whakaako ki reira. Ko te korero tonu anga kai-whakaako o nga kura katoa e ki ana ki te kore e u o te haere o nga ta- mariki ki nga kura; ko te mea hoki tenei i porori ai nga tamariki i etahi o nga kura, ara, i kore ai
8. OHIWA : Teacher, Mr Avent.February 19th. The number on the books at this school is 25, but on the day of my visit only 10 were present. I was informed that the greater number of the children had gone with their parents to a meeting at Maketu. There were present of the first class 4 only. I heard them read and asked them critical questions on what they read. I also examined them in writing from dictation, and in translating English sentences into written Maori, and vice versa,. In arithmetic one was able to work " vulgar fractions," one " duodeci- mals,' and two " practice." They also had been taught some geography. These boys appeared to know thoroughly everything they had been taught. The second class (3) read and spelled fairly. They were also able to work the ordinary compound rules of arithmetic. The two classes conjoined passed a good examination in the usual tables, weights and measures, and mental arithmetic. Their writing in copybooks was good, and the discipline very good. This school continues to be in a satisfactory state.
Mr. Avent has had some advantages over other teachers; his school is in the middle of the Native pa (thus securing punctual attendance), and has never been overcrowded. Still I think the state of advance- ment in which he has his pupils could not have been attained without great energy and perseverance on his part.
9. OMARUMUTU: Teachers, Mr. and Mrs. Clarke. I visited this school on February 23rd, and found 11 present out of 20 on the roll. The boys' reading and spelling were but indifferent, considering the time the school has now been open. In writing from dictation (easy) they acquitted themselves fairly, as also in arithmetic. The girls class (3) were in about the same state of advancement, with the ex- ception of one girl, who could read well from an easy book: she, however, it appeared, had been taught at another school. The discipline was fair, and the girls had been taught sewing. Speaking generally, I could not trace any improvement since my last visit to this school.
10. OPOTIKI" Mixed School": Teachers, Mr Wyatt and two assistants.This school is attended by about 80 Europeans, and Native children con- tinue to come from time to time, but from their very irregular attendance they have made but little progress, notwithstanding the master is efficient and zealous.
11. TE KAHA.The building for this new school is now finished, and the master has just commenced residence. The complaint of the teachers generally is that the children do not attend regularly, and to this doubtless may be attributed the slow progress made at some of the schools; but the success of one