REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDED 31st DECEMBER, 1943 (In continuation of E.-1, 1943)

Appendix to the Journals of the House of Representatives, 1944 Session I, E-01

1944 N E W ZEALAND

REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDED 31st DECEMBER, 1943 (In continuation of E.-1, 1943)

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

Office of the Department of Education, Wellington, Btli July, 1944. Your Excellency,— I have the honour, in accordance with the provisions of the Education Act, 1914, to submit to Your Excellency the following report upon the progress and condition of public education in New Zealand during the . year ended the 31st December, 1943. I have, &c., His Excellency the Governor-General of the H. G. R. Mason. Dominion of New Zealand.

REPORT

Growing Interest in Education. -In spite of the war, this has been a year of important educational advances. There has been a growing public interest in education, and an increasing demand for educational services from all sections of the community. The full reasons for this sudden growth of interest are doubtless complex, but that they are not entirely local is shown by a parallel movement in Great Britain, where the interest in projected educational reforms has been intense. There is evidence to show that much of this new interest in education both here and overseas springs from a growing understanding of the part education must play in the post-war world. This is extremely encouraging to all of us who have had throughout a deep faith in education as the basis of any national reconstruction. Even when the new interest shows itself in new criticisms it may be taken as a sign of grace, for education, to be healthy, needs both public interest and enlightened public criticism. To provide a focus for this gathering public interest I am calling an Education Conference which will be representative of a wide range of organizations directly or indirectly connected with education. I have invited any one who is interested to submit schemes and reports as a basis for discussion, and I hope to have published before the Conference a full review of the education system as it now exists and a statement of the Government's plans for the future in those fields where policy has been fixed. I believe, however, that genuine advances in education, although they may be fostered by a Government, cannot simply radiate from some central authority. The great bulk of the people must not only understand what is afoot, but must also take an active part in working out the kind of education system they want for themselves and their children. lam particularly anxious that the Conference should discuss pre-school facilities, adult education, and leisure-time activities for adolescents, for these topics are, so to speak, on the growing edge of the education system as we now know it, and axe for the most part not yet the subject of fixed Government policy. 'I am hopeful that the deliberations of the Conference will be of outstanding value to the Government in shaping its future policy in education. Changes in Secondary Instruction. -Within the school system the most notable advances during the year have been in the secondary field. The University has adopted, for schools on an approved list, a method of accrediting pupils for entrance to the University. No one can understand what this will mean to the schools who does not know something of the history of the old Matriculation or University Entrance Examination. It was devised, as its name implies, for the specific purpose of testing a pupil's fitness to go on to University studies. When a very small percentage of the total

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population was entering the secondary schools and when many of those who did attend wore specially selected scholarship pupils, it did not seriously matter that this very academic and restricted examination came to dominate the work of the schools. One of the distinctive features of New Zealand education, however, over the past thirty years haiS been the steady increase in the number of pupils taking advantage of the increasingly generous provision for free secondary education. In 1943 no less than 76 per cent, of the children leaving primary schools and 82 per cent, of those leaving intermediate schools and departments, went on to a full-time secondary course. This has raised a completely new problem. The great majority of these pupils probably have not the slightest intention of going on to University. All they want is a good secondary course which will round off their formal education and prepare them for immediate entrance to the world of industry and commerce. For these pupils the demands of the University Entrance Examination, the measure of fitness for University work, were purposeless, for courses devised for the highly-selected and academically-minded few are seldom well adapted to the needs of the many. Unfortunately, by the time this problem was fully recognized the University Entrance Examination had secured a grip not only upon the schools, but also upon the imagination of parents and employers, who demanded the hallmark of the University Entrance Examination for their children or junior employees, although what they really needed in most cases was a measure of a satisfactorily completed secondary course, and not the " open sesame "to University studies. By insisting upon the University Entrance' qualification they all too often condemned children to studies for which they had neither interest nor aptitude nor use. In 1934 the Department endeavoured to meet the situation by instituting the School Certificate Examination. By offering a much wider choice of subjects than the University Entrance Examination, it tried to tempt non-academic children away from studies for which they had no aptitude. The new examination failed to capture the imagination of parents and employers and, although its standard was no lower, it remained a poor relation of the University Entrance Examination. With the action of the University Senate in abolishing the University Entrance Examination as we now know it, the School Certificate should at last come into its own as the mark of a completed secondary course for those who are not contemplating University studies. Those students intending to enter the University will normally stay on at school one year beyond the School Certificate stage. These students will either be accredited or, if they cannot be accredited, will be permitted to sit a new and specialized University Entrance Examination which is being instituted at the higher level. It was immediately obvious that to replace the old University Entrance Examination for general purposes, the School Certificate Examination would have to be greatly altered. For one thing, the first nineteen subjects for the old School Certificate Examination were defined "as for University Entrance," but it by no means follows that the treatment of any single subject should be the same for those who are going to continue that study at the University as for those who are dropping the study of it after Form V. So I set up the Consultative Committee on the Post-Primary Curriculum for the purpose of recommending a syllabus for a new School Certificate Examination which should frankly recognize that the post-primary school as we know it has two functions—first, to prepare a minority of the pupils for University education, and second, to prepare the remainder for immediate participation in adult life and labour. It was no easy task to devise a syllabus that would enable every school to carry out both these functions. The Committee, which sat under the Chairmanship of Mr. W. Thomas, M. A., LL.B., presented its report in December, 1943, and I believe that it is the most important contribution that has ever been made to secondary education in New Zealand. After any necessary amendments have been made as a result of consideration and criticism of the report by the public, the recommendations of the committee will be embodied in regulations that can come into operation in 1945. From its initial reception I have every reason to believe that the report has, in the main, the support of the teaching profession. I should like to place on record the Government's deep appreciation of the services rendered to education by the members of the Committee. Vocational Guidance. —-The rapid increase in the proportion of the population entering secondary schools, besides necessitating a recasting of the secondary curriculum, has also made it essential to provide a system of educational and vocational guidance, for the schools have had to develop a wide variety of courses to cater for the varying needs of the flood of entrants, and children and their parents find themselves compelled at each stage to make a choice of alternative courses, a choice in the making of which they often feel the need for advice and assistance. So the Education Department during the year assumed, the full control of the Youth Centres, which it had previously controlled conjointlv with the National Service Department. Since then the staffs of the Centres (now called Vocational Guidance Centres) have been greatly strengthened and their activities expanded. In each Centre there are now full-time Vocational Guidance Officers who, acting in conjunction with headmasters and special careers teachers in the schools, offer their services at any point in the child's career where a choice has to be made, whether of school course or of vocation. When the child has made his choice of career, the Vocational Guidance Officer tries to find suitable employment for him and follow up his progress until he is finally and satisfactorily settled in his line of work. I believe that the Vocational Guidance Centres are giving a valuable service to the children of New Zealand and save large numbers from the unhappy fate of a lifetime spent in work for which they have neither aptitude nor taste. Needless, to say, no parent or child need make use of the Vocational Guidance Centres for vocational guidance unless he desires. During the year the Centres assumed new and important functions in connection with rehabilitation of returned servicemen. Working in conjunction with the Education Committee of the Rehabilitation Board (on which the Education Department is represented), the Vocational Guidance Officers report on applications by servicemen for bursaries and scholarships, and where any man is not considered suitable for the educational facilities for which he asks, they make every effort to help him find some other line of training for which he is better fitted. This work is steadily increasing, and every effort is being made to train new Vocational Guidance Officers to take up the strain when full demobilization begins. Raising of the School Age.—The minimum school-leaving age was raised to fifteen years as from Ist February, 1944, with the proviso that no child who had reached the age of fourteen by that date should be affected. The only exemption allowed is for a child who has attained the age of fourteen years, who has completed the work of Form 11, and who, in the opinion of the Director of Education, is not likely to derive any appreciable benefit from any available educational facilities.

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It will be realized that; for the first time some period of secondary education is now compulsory for nearly all children. The debate in the House of Representatives showed that this measure met with wide approval. It is recognized that steps will have to be taken to meet temporary difficulties until a full building programme is begun again and. all our teachers return from the Armed Forces. Technical Education, —The technical schools are at the cross-roads. In the four main centres at least they have come to the end of the path they have followed fairly consistently for forty years. As far as their day-time classes are concerned they have never pretended to correspond to the technical schools of England or the Continent, but have set out to provide for the non-academic type of child a general secondary education with a practical bias. But now the technical high schools in the four main cities have outgrown their accommodation and must divide up in some way. The question is, which way ? Shall they each split into two schools of the same type as the present schools, or shall they divide into specialized schools catering each for a narrow range of courses ? Or, again, shall they shed their lower forms and concentrate on building up their senior work until they take on something of the nature of technological institutes ? The answer to this question depends largely 011 what industry is going to demand of the technical schools in the future. This raises the whole question of apprenticeship. Since the factors involved are at once so vital and so complex, the Hon. the Minister of Labour and I have decided to recommend the setting-up of a Commission 011 Apprenticeship and Technical Education to commence its sittings in 1944. The future of technical education in the larger cities at least will depend in large measure upon its findings. Kindergartens and Nursery Schools. —An interesting development during the year was the conversion of two free kindergartens in the Wellington area into all-day nursery schools to cater for children of mothers engaged in work of national importance. Although there had been groat public demand for such nursery schools, the response, once they opened, was fairly slow: one now has a short waiting-list, but the other is not yet full to capacity. This would lead one to suppose that there is, in normal times, likely to be little real demand for nursery-school facilities outside one or two areas in some of the main cities. The two in Wellington arc being excellently conducted, and lam most grateful to the Wellington Free Kindergarten Association for the readiness with which they undertook, at my request, this very useful experiment. The Government is bearing the additional expense involved. The number of kindergarten trainees to whom the Government pays allowances was increased in 1943 from thirty-nine to eighty. The supply of trained kindergarteners will determine in large part the speed at which the kindergarten system can be extended. An increased grant to kindergarten associations was made during the year. There was during the year a significant increase in the number of nursery play-centres, which are places where mothers can, for a small fee, leave their ] ire-school children 011 one or two afternoons a week. They are conducted and financed by voluntary effort, and their rapid growth is evidence that they are meeting a genuine need. Primary School Curriculum and Free Text-books.-As stated in my last report, the whole primary school curriculum is being systematically reviewed by a number of committees representative of the Department and of teachers' organizations. The report of the Arithmetic Syllabus Revision Committee was the first to be adopted, and during 1944 a full series of arithmetic text-books will be issued to the primary schools. The Government has decided to issue these and all other primary text-books produced under this scheme completely free to pupils in all schools, both State and private. A Health Education Committee was set up in 1943, and committees on English and the social studies will follow, preparatory to the issue of text-books 011 these subjects. After a reduction in the size of classes I know of 110 single need of the primary schools that is more urgent than good text-books. School Library Service. —The School Library Service, controlled by the Country Library Service, has continued to do excellent work. Books are increasingly difficult to import, but although the Service started only in 1942, by the end of 1943 books were being distributed to 36,878 children in 620 schools in the country and town districts or boroughs with a population of less than ten thousand. Teaching Aids, Art, and Handwork. -In spite of difficulties of supply there was a steady increase during the year in the number of films and film strips available to schools, and schools are buying projectors as quickly as they can be manufactured or imported. Instructional courses in the use of teaching aids were held in many parts of New Zealand. I should like to acknowledge the valuable co-operation of the National Broadcasting Service in the provision of special broadcasts to schools for three and a quarter hours a week. Further progress was made in the provision of equipment and materials for art and handwork. The most notable event in this field during the year was the institution, in conjunction with the Wellington Education Board, of a long-term demonstration in the teaching of art and handwork in a Hutt Valley school. The Department provided all the necessary equipment, and a specialist teacher was added to the staff of the school. The results were so successful that at the request of the Hutt Valley Headmasters' Association all the schools in the Hutt Valley will be given similar facilities in 1944. If the scheme is successful in these schools, further demonstration centres will be opened in other Board districts. A conference of training college lecturers in art and handwork was held during the year to discuss new developments. Physical Education. —There were in 1943, forty-two teachers in the primary-school system engaged full time on physical education. Promising beginnings have been made in the extension of the new physical work to the post-primary schools, many of which are showing great interest in it. Useful refresher and training courses were held in many places. Handicapped Children. - -The number of special classes and speech clinics was increased during 1943. A visiting teacher from the Correspondence School was placed in Auckland to visit the homes of crippled children and assist them with their studies. It seems probable that this service will have to be extended as staffing permits. The School for the Deaf continues in two parts, one in Christchurch and one in temporary premises outside Auckland. I believe there is need for a permanent School for the Deaf in Auckland, and am having the necessary inquiries made. Correspondence School. —The Department's Correspondence School continues to do good work for country children and invalid children. At the end of the year there were 1,941 pupils 011 the primary roll, 486 on the secondary, and 996 taking part-time courses. It was found possible during the year to restore the very useful visiting-teacher system and to reinstitute courses in woodwork.

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It lias been arranged that the Correspondence School will give assistance to teachers in small country schools who find themselves unable to offer full courses to older pupils kept at school by the raising of the school leaving age. The school has worked very closely with the Army Education and Welfare Service in providing correspondence courses for servicemen. The work of the Correspondence School Parents' Association has been greatly appreciated. The Teaching Profession.—The effect of the war upon the staffing of schools is becoming greater each year, for practically no men are available to replace natural losses. Women are replacing men to a large extent in the primary schools and to a smaller extent in the secondary, but, good though their work is, there has been an inevitable loss in efficiency, for many are relatively inexperienced, and there is a serious scarcity of teachers of science, mathematics, and technical subjects. The schools, 1 am convinced, cannot make more sacrifices of staff without the interests of the children suffering. The interests of soldier-teachers, as I stated in my last report, are being watched with scrupulous care, and those who are returning are being given every opportunity to freshen up their professional skills by attending training college or spending periods as observers in schools 011 full pay. A joint committee of teachers and departmental officers brought down in 1939 a suggested new salary scale for secondary teachers. This scale was held over owing to the war, but the teachers in 1943 again pressed for a revision of salaries. In the meantime the Economic Stabilization Emergency Regulations 1942 had been gazetted, but the Stabilization Commission finally agreed to the draft 1939 scale being adopted, on the grounds that it was under consideration before the coming into force of the regulations. The Government adopted the 1939 draft scale, which gives an average rise in salary of about 9 per cent., at an additional cost of roughly £50,000 a year. Secondary teachers have expressed some dissatisfaction with the new scale, but, in spite of no small sympathy with their case, I cannot see that more could have been done in view of the policy of stabilization. I have, however, offered to set up, if they so desire, a consultative committee 011 the recruitment, salaries, and conditions of work of secondary teachers, as is recommended in the report 011 the PostPrimary Curriculum. A very significant change was made in the classification of technical-school teachers : differentiation between Division I (professional) teachers and Division II (trade) teachers was abolished. This classification was based on the assumption that the trade teacher with the highest possible qualifications in his craft was on a lower plane than a teacher with a degree or similar qualification. This had been a cause of dissatisfaction for years, and the Technical School Teachers' Association had asked for the removal of the anomaly. I was glad to be able so to give a proper status to highly-qualified teachers of practical subjects. Training of Teachers. -A fruitful conference of training college Principals was held this year, and several new facilities were given to the colleges as a result of it. Among other things, it was decided to transfer all graduate students to Auckland in 1944 and to build up in the college there a strong secondary training department. The lack of adequate training for secondary teaching has long been felt. Schemes were also considered to assist teachers in service to secure special training towards the specialist qualifications that are being increasingly demanded in the modern primary school. These schemes will be discussed with the New Zealand Educational Institute before any further steps are taken. Native Schools. —An encouraging feature of the Native Schools Service has been the growing number of Maoris who are qualifying as teachers in these schools. The numbers of Maoris now in the Service are : Certificated head teachers, 4-; certificated assistants, 16 ; uncertificated teachers, 14 ; probationary assistants, 13 ; junior assistants, 97 ; training college students, 34. University Education. —The temporary suspension of building activities and the increase in the numbers of students in certain faculties due to war conditions have led to serious accommodation problems in the University colleges. A new pathology building at the Medical School and major additions to the chemistry building were begun at Otago University, and 1 am hopeful that building will be able to proceed in the other colleges before long. The Government established fifteen bursaries in science of a maximum annual value of £70 each, one purpose being to increase the number of graduates capable of teaching science and mathematics in the secondary schools. Adult Education. —Immediately after the entry of Japan into the war there was naturally a slump in the demand for adult education, but within recent months there has been a very marked revival right throughout New Zealand. " Community Weeks " and " Education Weeks " have become quite a common feature in the smaller towns. Interest has concentrated on community centres, and the one at Feilding, started with the help of the Department in 1938, has received much favourable attention. I believe that the community centre provides the answers to many of the outstanding problems of adult education, but before any universal system is decided upon I should like to see four or five experimental centres started in widely-varying conditions. lam hopeful that the Education Conference will mark the beginning of a new era for adult education in New Zealand. The Department and the organizations associated with it have continued to play an important part in connection with the Army Education and Welfare Service. Rural Education. —With the increasing demand for primary production in New Zealand, it is only natural to expect a growing interest in problems of rural education. There has been, in particular, a quite spontaneous burst of interest in agricultural high schools, and demands for new ones have come in from many quarters. 1 should like to see a limited number of agricultural high schools established but there is no type of school so liable to failure, and I am having the whole situation most carefully investigated before any step is taken. Shortages of petrol, vehicles, and tires have preyented any great expansion in school conveyance services, and have postponed many consolidation schemes. Cuts which were made in some services in 1942 were largely restored before the onset of winter in 1943. Relatively few district high schools were included by the University in the list of schools approved for accrediting. The University made it clear, however, that this was in 110 sense a reflection on their efficiency, but was due only to their small numbers of candidates making a consistent judgment of standards difficult. Realizing that some country children might be placed at a disadvantage by many district high schools not being able to accredit, the Government instituted a new type of bursary to help such children to do Sixth Form work at a school on the accrediting list. Any child who does not live within reach of an accrediting school and who has gained the School Certificate will be awarded a bursary of £40 a year for one or two years to enable him to work towards accrediting, a boarding bursary,

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or a Universary scholarship. He can hold the bursary at any school on the list, whether it be a State school or a registered secondary school. Not only will this give the academic type of child a chance of completing his secondary course at a school specially staffed and equipped for Sixth Form work, but it will also free the district high schools to give extra attention up to the School Certificate stage to the great bulk of their students who do not intend to take up University courses. Child Welfare. —In my report-for 1942 I dealt at some length with the steps being taken to meet the threat of an increase in juvenile delinquency that might well arise from war conditions. The Children's Court figures for 1943, I am pleased to report, do not show the sharp rise that many people feared. The total number of children charged with offences (including mischief, breaches of "by-laws, traffic offences, &c.) was 2,493, as against 2,446 for 1942. An analysis of these figures shows a slight decrease in the more serious offences (against the person and against morality) and a rise of 5 in cases of theft: of the total increase of 47 offences, charges of breaking of insulators account for 36. In view ol the numbers of disrupted homes due to the war and of the unusual temptations to which many young people were subjected during 1943, I should not have been surprised to see a much more serious rise in delinquency figures. I know very well that social workers of all types, both State and private, have found their work with children and adolescents increasingly difficult owing to these abnormal conditions, and I would pay a tribute to the part thay have played in keeping the problem within bounds. To assist the work of the Child Welfare Branch two more district offices were opened during the year, at Rotorua and Ashburton. Preventive work in all Child Welfare districts has been intensified. An interesting experiment was started this year when it was suggested to the Education Boards that they appoint a limited number of " visiting teachers," who are really social workers without teaching responsibilities attached to groups of schools to deal with " problem " children of all kinds. Their appointment was first suggested by the growth in certain areas of a peculiarly difficult form of truancy in which the parent connives at the child's absence from school, but their work is by no means restricted to handling truants. They form a link between the school and the home, and have already dealt with scores of problems of most varied types. All reports received on their work from the Education Boards have been very encouraging, and I am hopeful that the visiting teacher system will do much to prevent children from ever appearing before the Courts. One difficulty of developing or extending any form of social work in New Zealand is the lack of properly trained workers, and I am convinced that, the moment the man-power position allows, some scheme must be devised for the systematic training of persons who are to be engaged in serious social work of all kinds. School Buildings and Equipment.—The war has had a very serious effect on the school building programme, the expenditure on new buildings being only £243,896 in 1943. Major buildings completed during the year included the Girls' High School and Hostel, Whangarei; the Manultau Intermediate School, Auckland ; the partial rebuilding of the Motueka District High School; and the Girls' Home, Burwood, Christchurch. The school accommodation problem is most pressing in and about Auckland, where the increase of school population has been greatest. As an indication, it may be pointed out that the number of births for all New Zealand in 1941 was 47 per cent, greater than in 1935 : in Auckland the corresponding rise was 82 per cent. It is to be hoped that increased supplies of materials and labour will enable an acceleration in the building programme before these children reach the infant schools. To enable the accommodation situation to be temporarily met, arrangements were made during the vear for one hundred prefabricated class-rooms to be constructed : these will be erected during 1944 wherever urgent demands for extra buildings arise. A conference of Education Board architects was held which proved extremely useful. Among other things it discussed the plans for prefabricated rooms, and also made arrangements for someBoards to manufacture in their workshops large quantities of material for art and handwork, number teaching, and play-way activities in infant-rooms. Much of this material will be given free to schools, during 1944. Financial. —The total expenditure on education, including revenue from reserves vested in post-primary schools and University colleges, for the year ended 31st March, 1944, was £5,272,740. An increased grant was given to Education Boards for the incidental expenses of School Committees, and regulations were amended to allow Committees to spend incidental allowances on a wider, range of school equipment and material. Acknowledgments. — I should like to express the Government's thanks to members and officers of Education Boards and other governing bodies, to teachers, to members of School Committees, and to all who have worked during the year for the welfare of the children of New Zealand. They have met with vigour and imagination the ever-increasing difficulties of these war years.

TABLES Note.—Owing to the paper shortage several tables have again been omitted this year. They will be reinstated as soon as conditions permit. For particulars of expenditure on education, including capital expenditure on new buildings, &c., see the appendix to this report.

Table C1.—PUBLIC PRIMARY SCHOOLS BY GRADE

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Grade. j Number of Schools. | Grade. j Number of Schools. I (1-8) .. .. .. 120 Va (191-230) .. .. .. 30 II (9-24) .. .. .. 047 VB (231-270) .. .. .. 43 IIIa (25-30) .. .. . . 138 Vo (271-310) .. .. .. 24 IIIb (31-70) .. .. .. 548 Vb (311-350) .. .. .. 19 IVa (71-110) .. ... . . 180 VI (351-870) .. .. .. 175 IVb (111-150) .. .. . . 84 IVo (151-190) .. .. .. 53 Total .. .. .. 2,067 Two half-time schools and thirty-eight schools with side schools attached are counted as separate schools.

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Table D.—ROLL NUMBERS at Educational Institutions (exclusive of University Colleges and Kindergarten Schools)

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Number Number Children. Adolescents. Adults. r „ , i on the Roll on the Type of School. on the Roll on * -™! ~\ i j ' j j j 1 j j j 1st July, 1st July, Under 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20 20-21 21 Years 1942. 1943. 10 Years, i Years. Years. Years. Years. Years. Years. Years. Years. Years. Years. Years, i and over. i I j : ! I Public primary schools .. 189,117 186,003 106,579 21,270 20.119 19.181 13,745 4,390 670 49 Special classes for backward 769 784 130 92 126 144 150 75 24 15 28 children • Native village schools (primary).. 11,013 10,914 5,898 1,191 1,140 1,117 933 499 108 23 4 1 Native mission and boarding 650 638 336 71 60 65 59 43 3 1 .. .. ... schools (private primary)* Public primary schools, Chatham 133 126 50 14 17 20 12 9 3 1 Islands Secondary schools, lower depart- 147 181 43 21 j 18 48 30 17 4 ments j Private primary schools* .. 26,148 27,674 14,393 3.256 I. 3,335 3,264 2,317 861 191 50 5 2 Intermediate schools and depart- 7,474 8,810 .. 123! 1,615 3,173 2,800 929 151 18 1 ments Secondary departments of district 5.640 5,923 .. .. 1 95 871 1,988 1,763 828 318 53 4 1 1 high schoolsl] Secondary schools .. .. 14,682 15,690 .. .. 5 285 2,235 4,874 4,375 2,598 1,049 250 17 2 ~C~mbined schools .. .. 2,930 3,122 .. .. 1 63 465 903 914 503 229 41 2 1 Technical high and day schools .. 9,016 10,055 .. .. 1 109 1,441 3,756 3,125 1,217 314 57 17 7 11 Part-time students at day and 11,305 12,798 .. .. 34 24 127 495 1,445 2,510 2,482 1,480 789 463 2,949 night classes Native secondary schools* — Primary .. ' .. .. 38 28 .. .. 2 4 8 9 5 Post-primary .. .. 370 375 .. .. .. 2 18 73 118 91 51 15 5 2 Endowed and registered private 6,113 6,809 .. .. 5 161 1,050 1,936 1,817 1,191 560 75 8 3 3 secondary schools* Correspondence school — Primary .. .. .. 1,800 1,874 1,059 148 163 163 131 90 44 26 15 3 6 5 21 Secondary .. .. .. 679 641 .. .. .. 16 103 208 146 104 30 23 9 2 Training-colleges .. .. 1,463 1,775§ .. .. .. .. .. .. .. .. 274 625 481 230 165 Schools for mentally backward, &c. 206 190 20 13 14 28 37 28 18 16 7 4 1 4 School for the deaf .. .. 107 126 50 13 10 13 11 11 9 9 New Zealand Institute for the Blind 25 34 9 3 6 1 2 8 4 1 Grand totals .. .. 289,825 294,570 128,567 26,215 26,672 j 27,976 26,545 21.202 14,937 9,251 j 5,367 2,629 1,339 720 3,150 k . J\ Estimated population (inclusive of .. 1,632,669 132,500f 109,000 . 27,900 ! 28.200 28,600 28,800 28,800 28,300 28,000 26,100i Maoris) at 1st July, 1943 i i * Native mission schools are registered private primary schools, and some Native secondary schools are registered private secondary schools, but in this table these schools are considered, respectively, missions schools and Native post-primary schools. t Estimated population five years of age but under ten years of age. } Estimated population twenty-one years of age and under twenty -two years of age. § There were 98 students in the armed forces or engaged in essential work. || Includes 72 pupils in 1943 attending Native District High Schools.

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Table E1.—NUMBERS OF FULL-TIME PUPILS, 1st JULY, 1943

Table E2.—AGE AND CLASSIFICATION of Pupils at Public Primary Schools, 1st July, 1943

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— 5 Special Class Class P. Standard I. Standard II. Standard III. Standard IV. Form I. Form II. Form III. Form IV. Form V. Form VI. Totals. Type of School. ward. Boys. Girls. Boys Girls, j Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Public primary .. 485 299 29,186 26,01412,17411,03011,87610,86512,26511,42512,20611,383 9,980 9,671 8,763 9,081 39I 4oi 96,974 89,813 Native— European .. 165 123 68 69 69 34 52 64 68 51 44 51 37 43 .. 1: 503 436 Maoris .. 2,140 1,909 714 619 627 591 652 618 482 488 328 376 185 229 10 7| 5,138 4,837 Public primary —Chatham .... 21 17 11 6 5 10 12 10 6 11 1 3 5 4 2 2| 63 63 Islands Private primary amd lower .. .. 3,494 3,659 1,584 1,741 1,584 1,652 1,695 1,835 1,742 1,872 1,818 1,982 1,647 1,814 92 282j 13,656 14,837 departments of secondary Intermediate .. 2,339 1,979 2,283 2,106 35 68 4,657 4,153 Secondary departments of 1,3241,467 7141,018 565 701 58 76 2,661 3,262 district high schools Secondary .. • 2,772 2,937 2,265 2,3812,3401,953 622 420 7,999 7,691 Combined .. 647 535 501 431 492 357 103 56 1,743 1,379 Technical.. .. 2,918 2,1321,8771,317 899 664 153 95 5,847 4,208 Endowed and registered private 1,0651,351 9671,118 9371,003 277 208 3,246 3,680 secondary Correspondence— Primary .. 73 74 302 326 93 118 89 85 72 86 84 109 77 91 62 82 *30 *21 882 992 Secondary 140 285 39 88 14| 68 2 5 195 446 Totals .. .. I 558 373 35,308 32,048 14,64413,583 14,25013,237 14,748 14,03814,588 13,91414,587 14,153 12,982 13,3599,0749,133 6,363 6,3535,247j4,746|l, 215 860143,564135,797 I | j •Adult section.

BactorardClSton.| C!a8s p - ! Standard I. Standard II. Standard III. Standard IV. Form 1. Form II. Form in. j Totals. Age. j j j : Boys. Girls, j Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. 1 Girls. Boys. Girls. 5 and under 6 .. 3 1 10,434 9,990 1 2 .. .. .. .. .. .... .. .... .. .. 10,438 9,993 6 7 .. 3 4 11,065 10,375 337 445 1 1 .. .. .. .. .. .. .. .. .. .. 11,406 10,825 7 „ 8 .. 8 5 5,666 4,392 4,950 5,598 304 518 5 11 .. .. .. .. .. .. .. .. 10,933 10,524 8 9 .. 20 14 1,502 903 4,623 3,600 4,510 5,085 394 552 3 10 .. .. .. .. .. 11,052 10,164 9 10 .. 47 25 366 234 1,629 971 4,522 3,714 4,052 4,928 362 515 5 4 .. .. .. 10,983 10,391 10 „ 11 .. 61 31 93 77 447 290 1,723 1,082 4,551 3,893 3,798 4,603 263 437 3 10 .. 10,939 10,423 11 „ 12 .. 82 44 ! 36 28 134 86 566 328 2,137 1,373 4,389 3,940 2,901 3,585 241 375 .. .. 10,486 9,759 12 >. 13 .. 91 53 14 14 37 25 180 109 800 491 2,441 1,631 3,887 3,605 2,639 3,301 3 4 10,092 9,233 13 „ 14 .. 96 54 9 .. 15 13 54 20 279 158 994 561 2,152 1,596 3,843 4,021 13 17 7,455 6,440 14 » 15 45 30 1 1 16 6 37 18 194 105 686 387 1,703 1,206 15 15 2,698 1,767 15 „ 16 .. 13 11 1 .. .. 2 9 1 22 16 83 50 315 156 6 9 448 246 16 „ 17 .. 4 11 .. .. .. .. .. i 3 2 3 7 19 12 2 32 32 17 „ 18 .. 12 16 .. .. .. .. .. .. .. .. .. .. .. .. 12 16 Totals .. .. 485 299 29,186 26,014 12,174 11,030 11,876 10,865 12,265 11,425 12,206 11,383 9,980 9,671 8,763 j 9,081 39 45 96,974 89,813 Median age, in 12 3 12 6 6 4 6 3 8 2 7 11 9 3 9 0 10 4 10 1 11 5 11 2 12 6 12 3 13 4 13 3 14 3 14 1 years and months !

E.—l

Table E3.—AGE AND CLASSIFICATION of Pupils at Public Post-primary Schools, 1st July, 1943

Table E4.—AGE AND CLASSIFICATION of Pupils at Registered Private Secondary and Endowed Schools, 1st July, 1943

8

Form III. Form IV. Form V. Form VI. Totals. Age. I j Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Under 11 years .. • • • ■ •• • • • • • • • • • • ' • ' 11 and under 12 years .. .. 5 3 .. .. •• •• •• 12 13 . 223 320 5 4 228 324 13 " 14 .. .. 2,178 2,517 132 171 9 5 .. .. 2,319 2,693 14 " 15 .. .. 3,798 3,406 1,814 2,161 198 143 1 .. 5,811 5,710 ic " if. " 1,278 757 2,775 2,365 1,456 1,457 46 43 5,555 4,622 " I, 168 58 575 409 1,797 1,485 371 283 2,911 2,235 " 18 " " " 11 10 48 35 704 490 365 247 1,128 782 !s " 10 " " " .. 8 2 115 78 137 61 260 141 In " oo 11 10 12 7 23 17 20 " 21 3 2 3 3 6 5 oY " A ' " - " 3 5 1 3 4 8 21 years and over .. .. • • • • • • • • ° Totals .. .. 7,661 7,071 5,357 5,147 4,296 3,675 936 647 18,250 16,540 Median age, in years and months 14 4 14 2 15 3 15 1 16 3 16 2 17 - 17 0 *

Form III. Form IV. Form V. Form VI. Totals. Age _ , '1 Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 11 and under 12 years .. 3 2 .. .. . • •• •• 3 2 12 „ 13 „ •• 39 116 4 3 43 119 13 14 „ .. 371 539 66 72 1 4 .. 438 615 14 15 .. 461 524 368 454 81 75 2 .. 912 1,053 15 " 16 " .. 163 141 379 454 299 384 27 8 868 987 lg " 17 " 24 29 117 120 342 412 107 68 590 629 17 18 " .. 3 27 14 186 119 113 109 329 242 18 19 1 4 1 21 8 21 22 47 31 19 ;; 20 ;; : « - 5 1 ? ! 20 „ 21 „ 2 .. 2 1 .. .. 4 1 21 years and over .. .. • • • • • • • ■ 1 • • * Totals .. ■■ 1,065 1,351 967 1,118 937 1,003 277 208 3,246 3,680 Median age, in years and 14 3 14 0 15 1 15 1 16 3 16 1 17 0 17 3 months *

E.—l

Table E5.—AGE AND CLASSIFICATION of Pupils at Registered Private Primary Schools and Lower Departments of Secondary Schools, 1st July, 1943

2—E. 1.

9

Class P. Standard I. Standard II. Standard III. Standard IV. Form I. Form II. Form III. Totals. Age- i Boys. Girls. Boys. Girls. Boys. Girls. Boys, j Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys, j Girls. Boys, j Girls. i I ili I i 5 years and under 6 .. 1,410 1,539 .. .. .. .. .. .. .. I .. . .. 1 410 1 539 6 „ 7 .. 1,286 1,428 83 111 8 j 1,377 1,539 7 „ 8 .. 595 531 664 837 83 111 .. 3 . .. .. .. .. .. .. .. 1,342 1,482 8 „ 9 .. 163 123 570 580 607 786 73 97 10 2 1,423 1,588 9 „ 10 .. 30 25 193 160 590 524 567 769 102 110 .. 2 1,482 1,590 10 „ 11 .. 7 9 56 36 220 165 642 675 574 753 89 117 1 4 .. 1,589 1,759 11 „ 12 .. 2 3 13 14 57 50 288 216 636 635 585 725 79 108 .. 2 1.660 1,753 12 „ 13 .. 1 4 3 15 11 90 55 297 275 690 719 541 666 7 3 1,644 1,733 13 „ 14 .. 1 1 4 4 28 18 104 76 334 335 666 710 40 85 1,178 1,228 14 „ 15 1 6 2 17 17 104 73 308 268 30 95 465 456 15 „ 16 .. .. .. .. .. .. .. 1 .. 2 2 12 10 42 47 9 73 66 132 16 „ 17 2 4 1 8 10 3 23 15 36 17 „ 18 .. .. .. .. .. .. .. .. .. .. 2 .. 2 1 4 1 18 „ 19 1 l .. 1 i 19 „ 20 20 „ 21 Totals .. .. 3,494 3,659 1,584 1,741 1,584 1,652 1,695 1,835 1,742 1,872 1,818 1,982 1,647 1,814 92 2-82 13,656 14,837 Median age, in years and 6 3 6 2 8 1 7 11 9 2 8 11 10 4 10 1 11 3 11 1 12 4 12 2 13 4 13 2 14 0 14 6 months

E.—l

Table E6.—AGE AND CLASSIFICATION of Pupils at Intermediate Schools and Departments, 1st July, 1943

Table K2.—SIZE OF CLASSES in Public Primary Schools of Grade IV and over

Table N.—AGES at which Pupils begin Post-primary Course

10

Form I. Form II. Form III. Totals. Age. ; Boys. ! Girls. Boys. Girls. Boys. Girls. Boys. Girls. I Under 10 years 10 and under 11 years .. 57 65 1 .. . ■ • • 58 65 11 „ 12 „ .. 707 769 54 85 .. .. 761 854 12 „ 13 „ .. 943 762 703 763 .. 2 1,646 1,527 13 „ 14 „ .. 489 304 1,028 963 2 14 1,519 1,281 14 15 „ .. 126 71 412 266 18 36 556 373 15 „ 16 „ .. 12 8 80 27 10 14 102 49 16 „ 17 „ 4 5 2 5 2 14 4 17 „ 18 „ 1 .. •• •• •• 1 18 „ 19 Totals .. 2,339 1,979 2,283 2,106 35 68 4,657 4,153 Median age, in years and 12 5 12 2 13 4 13 3 14 10 14 6 months

February, 1935. February, J943.* February, 1944* Number of Children. _ T , , *52? e " a " t - : »"<*■«•: "SSS" Per& "' Under 31 •• 616 20-6 669 20-1 746 22-4 31-40 ' 1,011 33-8 1,104 33-1 1,092 32-8 41-50 " . .. 1,007 33-7 1,124 33-8 1,141 34-3 51_60 .. .. .. 349 11-6 430 12-9 349 10-5 61 and over .. •• 9 0-3 4f 0-1 Totals .. .. 2,992 100-0 3,331 100-0 3,328 100-0 * The Teachers' Salaries Regulations 1938 provided new grades for public schools. Since that year schools of Grade IVb (roll minimum of 111) have been included. A Grade IV school under the previous regulations had a minimum average attendance of 121. Hence a few more schools with lower rolls have been included since 1938. f These classes were subsequently reduced in size.

Age at which Post-primary Course begun. Total Numbers beginning _ Post-primary Type of School. 12 Years. 13 Years. 14 Years. an ' d Education. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys, j Girls. Boys. Girls. I i ' I . ' ! Secondary .. 11 16 264 370 1,219 1,639 1,031 828 281 105 2,806 2,958 Combined 4 3 61 120 275 257 240 133 71 33 651 546 Technical 5 5 104 140 1,002 862 1,322 956 564 234 2,997 2,197 District High .. 7 9 108 198 606 747 534 462 143 121 1,398 1,537 Correspondence 12 20 43 114 48 83 21 31 124 248 Totals .. 27 33 549 848 3,145 3,619 3,175 2,462 1,080 524 7,976 7,486

E.—l

Table O1.-PROBABLE DESTINATION, Public Primary Schools' Pupils, 1943

Table O2.—PROBABLE DESTINATION, Intermediate Schools and Departments' Pupils, 1943

3.—E 1,

11

Totals. With Primary Without Primary School Certificate. School Certificate. Occupation. Bo >' s ' Girk - Boys. | Girls. Boys. ; Girls. Number. Number. Post-primary .. .. .. 7,117 7,440 208 83 7,325 74-0 7,523 77-8 Clerical (including typing)— (a) Government and local body 14 10 .. 1 14 0-1 11 0-1 (b) Banks, insurance, legal, commercial houses, shops, and warehouses 20 20 3 5 23 0-2 25 0-3 Shop and warehouse assistants .. 133 168 75 71 208 2-1 239 2-5 Manual trades — (а) Government and local body 10 2 1.4 5 24 0-2 7 0-1 (б) Building .. 57 2 19 76 0-8 2 * (c) Motor engineering .. 40 .. 29 .. 69 0-7 (d) General engineering .. 28 .. 16 44 0-4 (e) Printing .. .. .. 13 3 3 1 16 0-2 4 * (/) Other trades .. .. 81 34 75 22 156 1-6 56 0-6 Farming .. .. .. 563 103 622 64 1,185 12-0 167 1-7 Factory operatives .. .. 63 93 103 102 166 1-7 195 2-0 Other occupations .. .. 102 96 154 107 256 2-6 203 2-1 At home .. .. .. 82 597 139 529 221 2-2 1,126 11-7 Not known .. .. .. 48 49 72 61 120 1-2 110 1 1 Totals .. .. 8,371 8,617 1,532 1,051 9,903 100-0 9,668 100-0 j * Insignificant percentage.

Boys. Girls. Occupation. First Second | Third T , , Per- First Second Third . . PerYear. Year. j Year. ' jcentage Year. Year. Year. a ' centage. Post-primary .. .. 19 1,877 6 1,902 83-0 11 1,754 64 1,829 82-2 Clerical (including typing) — (a) Government or local- .. .. .. .. .. .. .. 1 1 * body service (b) Banks, insurance, legal, 1 .. 1 * .. 1 9 10 0 • 5 commercial houses, shops, and warehouses Shop and warehouse assistants 5 63 11 79 3-4 3 87 12 102 4-6 Manual trades— (a) Government or local- 1 3.. 40-2.. 1.. 1 * body service (b) Building .. .. 2 14 2 18 0-8 (c) Motor engineering .. .. 11 .. 11 0-5 (d) General engineering .. 1 11 3 15 0-7 (e) Printing .. .. .. 3 .. 3 0-1 .. 4 6 10 0-5 (f) Other trades .. 7 44 5 56 2-4 1 15 10 26 1-2 Panning 9 39 4 52 2-3 3 9 .. 12 0-5 Factory operatives .. 7 26 4 37 1 • 6 4 29 5 38 1 ■ 7 Other occupations .. .. 8 36 6 50 2 • 2 3 32 5 40 1 • 8 Home .. .. .. 7 17 1 25 1-1 26 78 12 116 5-2 Not known .. 16 22 1 39 1-7 6 31 3 40 1-8 Totals .. .. 83 2,166 43 2,292 100-0 57 2,041 127 2,225 100-0 * Insignificant percentage.

E.—1

Table O3.—PROBABLE DESTINATION, Post-primary Schools' Pupils, 1943

12

Technical High and Secondary Departments of Totals Secondary Schools. Combined Schools. p av Schools. District High Schools. Occupation. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Num. Per Num. Per Num- Per Hum- ! Per Sum- Per Num- Per Num. Per Nam- Per Num- Per Num- Per her. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. University college .. .. 285 12-9 115 j 5-3 44 7-3 11 2-5 47 2-0 9 0-5 32 3-3 7 0-6 408 6-7 142 2-6 Teaching or training college .. 92 4-2 219 10-0 20 3-3 28 6-3 35 1-5 41 2-5 27 2- 1 9o 7-5 174 2-9 383 6 J Professional engineering, 33 1-5 1 0-1 7 1-2 .. .. 29 1-2 3 0-2 i 0- 1 4 0-3 76 1-2 8 0 surveying, architecture Clerical (including typing) — _ _ _ „ (а) Government and local body 175 7-9 79 3-6 41 6-8 22 4-9 66 2-8 114 7-0 68 6-9 79 6-2 350 a-i 1.94 o (б) Banks, insurance, legal, 389 17-7 464 21-2 53 8-8 134 30-1 130 5-6 404 24-8 23 2-3 213 16-8 595 9-7 1,215 22-0 commercial houses, shops, and warehouses Shop and warehouse assistants 211 9-6 265 12-1 43 7-2 58 13-0 236 10-1 291 17-9 92 9-4 186 14-7 582 9-o 800 5 tr3id.6S (а) Government and local body 30 1-4 3 0-1 16 2-7 •• •• 73 3-1 .. .. 15 1-5 4 0-3 134 2-2 7 0-1 (б) Building .. 47 2-1 .. .. 21 3-5 .. .. 171 7-4 .. .. 33 3-4 .. .. 272 4-5 .. (c) Motor engineering .. 66 3-0 .. .. 31 5-2 .. •• 108 4-6 .. .. 36 3-7 .. .. 241 3-9 (d) General engineering .-. 64 2-9 .. .. 32 5*3 . ■ 305 13-1 .. .. 26 2-6 .. .. 427 7-0 .. .. (e) Printing .. ..8 0-4 1 0-1 2 0-3 -. •• 54 2-3 19 1-2 6 0-6 .. .. 70 1-2 20 0-4 (f) Other trades .. .. 127 5-8 81 3-7 45 7-5 ... 208 8-9 100 6-2 56 5-7 17 1-3 436 7-1 198 3-6 Farming .. .. .. 389 17-7 70 3-2 171 28-5 27 6-1 443 19-0 12 0-7 426 43-3 77 6-1 1,429 23-3 186 3-4 Factory operatives .. ., 22 1-0 18 0-8 11 1-8 8 1-8 46 2-0 34 2-1 20 2-0 13 1-0 99 1-6 73 1-3 Other occupations .. .. 150 6-8 280 12-8 34 5-6 41 9-2 128 5-5 157 9-7 64 6-5 98 7-7 376 6-2 o76 10-4 Home 30 1-4 396 18-1 2 0-3 100 22-5 56 2-4 332 20-4 34 3-5 445 35-1 122 2-0 1,273 23-0 Not known" .. .. 81 3-7 194 8-9 28 4-7 16 3-6 197 8-5 111 6-8 19 1-9 31 2-4 325 5-3 352 6-4 Totals .. 2,199 100-0 2.186 100-0 601 100-0 445 100-0 2,332 100-0 1,627 100-0 984 100-0 1,269 100-0 6,116 100-0 5,527 100-0 ... :

E.-i

Table O4. —Percentages of Boys Leaving Post-primary Schools in 1940-43 who proceeded to the University or to Employment in the Three Main Occupational Groups

Table Q2.—LENGTH OF POST-PRIMARY COURSE

TABLE Q3.—Number of PUPILS at EVENING TECHNICAL AND PART-TIME DAY CLASSES

Table R.—Number of Pupils at NATIVE SCHOOLS, etc.

13

J University. shop? amfwrehousej Trades and Industries. Class of School. , — ——-— J 1940. 1941. 1942. 1943. 1940. 1941. 1942. 1943. 1940. 1941. 1942. 1943. 1940.1941. 1942. 1943. Secondary . . .. . . 7 7 11 13 53 49 44 41 15 17 16 18 15 15 15 17 Combined . . .. 5 5 6 7 42 35 34 27 21 23 23 29 18 23 25 26 Technical . . . . .. I 1 I 2 30 25 21 21 14 17 17 19 36 44 45 41 District high . . . . .. 1 I 2 3 37 35 34 22 37 38 39 43 16 16 15 20 All schools . . . . 3 3 5 7 40 36 33 29 19 21 21 23 24 26 27 28

_ Secondary Combined Technical High District High .,, c , , , Schools. Schools. and Technical Schools g All Schools. Day schools. Number - Cent. | Number " Cent. Number " | Cent.! Number - Cent. ' Number ' \ Cent. Leaving in first year .. 549 12-5 170 16-3 1,105 27-9 700 31-1 2,524 21-7 Leaving in seoond year 1,119 25• 5 315 30-1 1,540 38-9 725 32-2 3,699 31-7 Leaving in third year .. 1,076 24-6 269 25-7 822 20-8 404 17-9 2,571 22-1 Leaving in fourth year 1,641 37-4 292 27-9 492 12-4 4-24 18-8 2,849 24-5 or later — Totals .. 4,385100-0 1,046100-0 3,959100-0 2,253100-0 11,643100-0 Note.—The approximate average length of school life of pupils attending post-primary schools was : Secondary schools, 2 years 10 months ; combined schools, 2 years 8 months ; technical high and day schools, 2 years 2 months; secondary departments of district high schools, 2 years 3 months ; all post-primary schools, 2 years 6 months.

Number on Roll, Number holding Number 1st July. Free Places. Year. of Centres. Males. Females. Males. Females. 1941 .. .. 126 8,894 6,258 7,231 3,467 1942 .. .. 50 6,907 4,398 5,446 3,233 1943 .. .. 51 8,129 4,669 5,599 3,088 : | .

1943. 1942. ■ _ Schools. Roll. Schools. Roll. Native village schools .. .. .. 154 10,914 154 11,013 Mission and boarding schools (primary) .10 638 10 650 Public schools with Native children enrolled 875 13,527 879 13,181 Totals .. .. .. .. 1,039 25,079 1,043 24,844 Note. —Of the pupils enrolled, at Native village schools, 939 in 1943 and 989 in 1942 were Europeans.

E.—l

Table S. —Registered Private Primary Schools, 1943

Table T.—Endowed Schools and Registered Private Secondary Schools

Table U. —Kindergarten Schools, 1943

i !;

Uridenomi- Catholic Other national Church Church Totah Schools. Schools. Schools. Number of schools .. .. .. 17 231 54 302 Roll at December — Boys .. .. .. .. 338 11,998 1,778 14,114 Girls .. .. .. .. 496 12,686 2,032 15,214 Totals .. .. .. .. 834 24,684 3,810 29,328 Average attendance .. .. .. 687 21,730 3,374 25,791 Teachers (inclusive of head teachers)— Men .. .. .. .. .. 8 62 45 115 Women .. .. .. .. 43 685 131 859 Totals .. .. .. .. 51 747 176 974The number of schools at the end of the previous year was 300, and the total enrolment 28,467.

1942. 1943. Number of schools .. .. .. .. 64 65 Roll at 1st July .. .. .. .. 6,277 6,926 Average attendance .. .. .. .. 5,820 6,552 Teachers (inclusive of head teachers) — Men .. .. .. .. 140 146 Women .. .. .. . • • • 217 221 Totals .. .. .. .. 357 367

X, ,, , Wr A " Average a Number of Roll at Average Association. Schools. End of Attendance. Year. * Auckland .. .. 14 693 467 633 Hastings .. .. 1 61 45 51 Hutt Valley .. .. 2 89 55 84 Wellington .. • .. .6 260 175 243 Hokitika .. .. 1 22 14 20 Cliristchurch .. ... 10 502 362 490 Dunedin .. .. 8 392 263 353 Invercargill . . . . 4 163 114 163 Totals, 1943. .. 46 2,182 1,495 2,037 Totals, 1942- .. 44 2,008 1,344: 1,865 Difference .. -{-2 -f-174 -f-151 -(-172

E.—4 •

Table Y1.-Particulars relating to University Education

Table Y2. —Numbers of University Students and Courses taken

TabIe.—MANUAL INSTRUCTION

Table W.—Number of Students in the various TRAINING COLLEGES at December

15

j 1940. 1941. 1942. j 1943. Number of students in actual attendance at 5,069 4,857 3,837 5,181 lectures Number of exempted students .. .. 459 409 536 772 Percentage of students— Men .. .. .. .. .. 73 (57 62 68 Women .. .. .. .. 27 33 38 32 Percentage of students actually attending Universities receiving free education*— Men .. .. .. .. .. 45 49 54 49 Women .. .. .. .. 63 59 67 61 All students .. .. .. .. 49 53 59 53 Occupations of students expressed as per- , A , , a — , a \ —a centages— m. f. m. f. m. f. m. f. (1) Full-time students .. .. 42 51 45 44 57 48 51 43 (2) Teachers and training colleges .. 16 30 16 28 10 33 13 32 (3) Government and local bodies ..20 5. 19 6 16 9 16 9 (4) Other .. .. .. .. 20 10 18 16 15 8 14 9 (5) Not known .. .. .. 2 4 2 6 2 2 6 7 * These students hold scholarships or training-college studentships.

Number of Students enrolled. Courses taken. Year. . .2 <o a „• § u, p* o>H . o J i * I • * I I § s i! f I 1 j I s § | £ is- I ! A i I Ii I § ! , f 1 i .s i £ o el «« £ s +S H o iS Sfl ape] M g g « A 'fl « S t» O O 3 o H «1 -3 ojonfl 1942 .. .. 1,054 952 8911,394 48 344,37:Jll2 451,572 403 107 32 157186 23130 31637 30 77595 1943 .. .. 1,505 1,320 1,269 1,5981411205,953i296 671,949553129 43 235190 29164 33 789 42 125 790 I

Number of Number of Pupils attending Schools Centres. from which - JS&. I T~ Public primary and Native schools .. .. .. 924 15,720 j 14,997 Intermediate schools and departments .. .. .. 22 4,515 4,009 Secondary departments-of district high schools .. .. 81 1,997 2,037 Private schools .. .. .. .. .. 188 2,142 2,259 Totals .. .. .. .. .. 1,215 24,374 23,302 Note.—There were 155 manual-training centres during 1943.

1943. 1942. College. ——— — — Men. Women. Total. Men. Women. Total. Auckland .. .. .. 180 449 629 56 445 501 Wellington .. .. .. 143 '252 395 125 246 371 Christcliurch .. .. .. 174 271 445 123 284 407 Dunedin .. .. .. 105 259 364 105 266 371 Totals .. .. .. 602 1,231 1,833 409 1,241 1,650

E.—l

Table.—NUMBER OF CHILDREN under Supervision of the Child Welfare Branch at 31st March

APPENDIX STATEMENT OF EXPENDITURE AND RECOVERIES in respect of all services under the control or supervision of the Minister of Education during the year ended 31st March, 1944

16

1942. 1943. | 1944. State wards — In foster-homes, hostels, and with friends .. .. 2,563 2,641 2,477 In situations, including those absent without leave .. .. •• 1,106 1,105 1,048 In Government institutions, receiving-homes, &c. .. . • • • 231 223 261 In private institutions .. . • •• • ■ •• •• 127 98 121 In Roman Catholic institutions recognized under Child Welfare Act .. 98 95 98 In special schools for backward children .. .. .. ■ ■ 131 138 142 In refuges or cognate institutions . . .. . • .... 36 59 63 In hospitals, convalescent homes, &c. .. .. • ■ • • 26 36 47 In residential colleges (mostly Maori children) .. .. .. 12 15 10 Subtotal .. .. •• •• •• •• •• 4,330 4,410 4,267 Other than State wards — Young persons supervised by Child Welfare Officers in their own homes, 1,123 1,301 1,375 with relatives, or with friends, pursuant to orders of Courts Infants supervised in foster-homes registered under the Infants Act .. 627 665 698 Pupils at School for the Deaf, Sumner .. .. •• ■ • 110* 126 175 Pupils at schools for mentally backward, Otekaike and Richmond (other 52 45 38 than State wards included in figures above) Children supervised as preventive cases .. .. •• •• 1,960 1,978 1,954 Children in New Zealand Institute for Blind for whom the Department 19 18 24 makes payment Subtotal 3,891 4,133 4,264 Grand total .. •• ■■ •• •• •• 8,221 8,543 8,531 British children in New Zealand .. • ■ ■ • • • ■ • 203 204 203 * At 31st December, 1941.

General Administration £ £ £ Salaries and allowances, Head Office staff .. • • • • 41,812 Salaries, Inspectors in,Head Office .. .. 2,917 44,729 Travelling-expenses and transfer expenses .. •• •• Education Gazette .. ■ • • • • • • ■ • • y Miscellaneous .. • • • • • ■ • • • • 4 > 52,552 Less recoveries .. 3,633 48,919 Primary Education (including Intermediate Schools or Departments under Control of Education Boards) Teachers'salaries and allowances.. .. 2,108,504 Education Boards: Administration .. .. •• 41,831 School Committees: Grants .. .. •• 108,407 Miscellaneous .. . • 17,323 2,330,005 School-buildings (maintenance) .. .. •• •• •• 1^,234 Eree kindergartens .. •• ■■ •• •• i!'™? Conveyance of children (£243,915) and board (£7,903) .. 25 1>818 Conveyance of Instructors .. . • • • • • • • " > ™ Correspondence School .. .. •• •• •• ■■ Inspection of schools .. •• •• •• •• i'077 Sclwol Journal . • •• •• 11747Manual instruction .. ■■ •• •• •• « ilo Miscellaneous .. •• •• •• •• •• 0,108 2,972,383 Less recoveries .. 7,235 2,905,148

E.—l

Statement of Expenditure and Recoveries etc. —continued

17

Post-primary Education (including Intermediate Departments attached to Secondary and Technical Schools) £ £ £ Teachers'salaries and allowances .. .. . . .. 649,195 Grants to controlling authorities .. .. .. .. .. 112,041 Manual instruction .. .. .. . . •. .. 9,073 Conveyance (£38,283) and board (£34,296) of pupils .. .. 72,579 Inspectors: Salaries and allowances .. .. .. .. 7,759 War bursaries .. .. .. .. .. .. .. 7,874 School buildings: Maintenance .. .. .. .. .. 23,796 Correspondence School .. .. .. .. .. .. 22,516 Reserves revenue paid to High School Boards .. .. .. 12,324 Miscellaneous .. .. .. .. •• .. .. 4,667 922,424 Less recoveries .. 4,231 918,193 Higher Education Statutory grants— University of New Zealand .. .. .. .. 8,938 University colleges .. .. .. .. .. 106,461 115,399 Scholarships and bursaries .. .. .. .. . . 43,934 Adult eduoation .. .. .. .. .. .. 12,000 Miscellaneous .. .. .. .. .. .. .. 2,285 173,618 Less recoveries .. 9 — 173,609 Training Colleges and Training of Teachers Salaries of staff, &o. .. .. .. .. .. .. 41,616 Allowances and fees of students .. .. .. .. .. 218,340 Miscellaneous .. .. .. .. .. .. .. 5,073 265,029 Less recoveries .. 156 264,873 Native Schools Salaries and expenses of teachers .. .. .. .. 140,484 Conveyance and board of pupils .. .. .. .. .. 18,483 Manual instruction, books, &c. .. .. .. .. .. 4,439 Buildings: Maintenance .. .. .. .. .. 7,507 Scholarships .. .. .. .. .. .. .. 9,012 Inspection .. .. .. .. .. .. .. 3,091 Miscellaneous .. .. .. .. .. .. .. 2,527 185,543 Less recoveries .. 1,418 184,125 Physical Instruction Salaries and expenses of Instructors, &c. .. .. .. .. . • 12,060 Education of the Blind Grants, fees, &e. .. .. .. .. .. .. .. 4,619 Education of the Deaf Salaries and expenses of staff and inmates .. .. .. .. 12,606 School for the Mentally Backward Salaries and expensos of staff and inmates .. .. .. .. 24,571 Child Welfare Salaries and travelling-expenses of staff .. .. .. .. 67,893 Boarding out of children .. .. .. .. .. 93,597 Maintenance of children and staff in institutions .. .. .. 49,328 Miscellaneous (buildings, &c.) .. .. .. .. .. * 20,757 231,575 Less recoveries .. 45,184 186,391 Material and Stores Salaries, purchases, &c. .. .. .. .. .. .. 2,537 Less recoveries .. 42 2,495 Country Library Service Salaries and expenses of staff .. .. .. .. .. 6,179 Purohase and binding of books .. .. .. .. .. 9,440 Sundries .. .. .. .. .. .. .. 2,888 18,507 Less recoveries and subscriptions, &c. .. 2,123 ——— 16,384 Vocational Guidance Salaries .. .. .. .. .. .. .. 9,477 Sundries .. .. .. .. .. •• ■■ 2,560 12,037 Leas recoveries . . 2 12,035 Miscellaneous Examinations .. .. .. .. .. .. .. 4,777 Teachers'Superannuation Fund .. .. .. 146,732 Other .. .. .. •• 6,662 158,171 Less recoveries, examination fees, &c. .. 6,706 151,465 4,977,493

E.—l

Statement of Expenditure and Recoveries, etc. —continued

SUMMARY Consolidated Fund— £ Vote, Education .. .. .. .. .. .. •• 4,805,441 Vote, Internal Affairs .. .. .. .. .. • • •• 1»840 Finance Act, 1942 (No. 2) (Section 3) .. .. .. .. 96,300 Unauthorized .. .. .. .. • • •. ■ • ■ • ■ • 446 Education Reserves Act, 1928, sections 23 and 30 (primary-education reserves revenue) .. .. 78,280 Eduoation Reserves Act, 1928, seetons 23 and 30 (secondary-education reserves revenue) .. . . 12,324 Hokitika High School (reserve revenue) .. . . .. .. . . . • ■ ■ 159 Tauranga Educational Endowment Reserves Act, 1896 (reserves revenue) .. .. .. .. 363 Public Revenues Act, 1926, section 133 (Fire Insurance Fund) .. .. .. .. 1,646 Public Works Bund, vote, Education buildings .. .. .. .. .. .. 229,856 5,226,655 Less — Consolidated Fund— £ Recoveries on account of expenditure of previous year .. .. .. 1 30 Territorial revenue .. .. . . . . .. •. • • 775 Miscellaneous revenue .. .. . . .. .. .. . . 4,356 Registration and other fees .. .. .. .. • • • ■ 2 Interest on public moneys .. .. .. .. .. • • 3 5,266 £5,221,389 Additional amounts are available from revenue from reserves vested in post-primary schools and University colleges as follows : — Post-primary schools .. .. .. .. .. .. ■ ■ • • • • 33,205 University colleges .. .. .. .. .. .. •• 18,146 Total £51,351

Approximate Cost of Paper.—Preparation, not given ; printing (770 copies), £42 10s.

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18

Public. Works Consolidated Fund : Capital Expenditure Fund. Vote," Education," Sites, buildings, equipment, &c.— £ £ Public schools .. •• •• 180,578 8,166 Secondary schools .. .. ., .. • • 19,648 1,941 Technical schools .. .. .. .. 1,220 1,005 Native schools .. .. .. •• •• 5,660 1,998 Universities . . .. .. .. .. • • 13,407 School for feeble-minded .. .. .. . . 19 Child welfare .. .. •. . . • • 11,689 School for Deaf .. .. .. .. .. 861 Kindergartens .. .. .. .. • ■ ■ • 930 Training colleges .. .. .. .. .. 3,060 236,137 14,040 Less recoveries (sale of sites, &c., and recoveries on account of expenditure of past years) — Public schools .. .. .. •• 5,086 Secondary schools .. .. . • .. 635 Technical schools .. . . .. ■. 53 Native .. .. .. .. .. 302 Training colleges .. .. .. . . 100 Feeble-minded .. .. .. • . 105 6,281 Net expenditure on new buildings, &c. .. 229,856 14,040 243,896 Net total, including new buildings, &c. . . .. .. 5,221,389