REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDED 31st DECEMBER, 1947 (In continuation of E.-1, 1947)

Appendix to the Journals of the House of Representatives, 1948 Session I, E-01

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1948 NEW ZEALAND

REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDED 31st DECEMBER, 1947 (In continuation of E.-1, 1947)

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

Office of the Department of Education, Wellington, 30tli June, 1947. 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, 1947. I have, &c., T. H. McCombs. His Excellency the Governor-General of the Dominion of New Zealand.

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REPORT Two groups of problems loom so large on the educational horizon that it might be well to deal with them first before passing on to a brief survey of educational developments during 1947. First, there are those connected with the recent rapid rise in the number of births in the Dominion, and, secondly, the even more complex problems resulting from the great increase in the proportion of children going on to post-primary education. Rise in Number of Births The recent annual figures for the number of non-Maori births in New Zealand are well known, from the low point of 23,900 in 1935 to the temporary peak of 35,100 in 1941, and then after a slight falling off, the dramatic rise to 44,800 in 1947. The effects of the fluctuating birth-rate upon primary-school enrolments are, however, best shown by taking the number of births in eight-year periods instead of annually, since the normal length of primary-school life is eight years. The following table shows, on the left, the total number of births (Maori and non-Maori) in each eight-year period, beginning with Ist July, 1929-1937, and ending with Ist July, 1939-1947. On the right is given, opposite each period, the total number of pupils at public primary schools (including Maori schools) of ages between five and under thirteen years in the year when the children born in that period might normally be expected to be distributed somewhere between Primer 1 and Form II; in the second column on the right are added the total number of pupils at these schools of ages of thirteen years and over. The enrolments for the years 1948-52 are, of course, only estimates, but can be presumed to be reasonably accurate :

Whilst every New Zealander can regard this rapid increase in births with satisfaction, it must be admitted that, coming at the present time, it makes many difficulties for educational administration. As far as school accommodation is concerned we have not yet recovered from the serious setback resulting from the war, and yet we must somehow not only catch up this leeway, but also prepare for record attendances within the next four years. It is estimated that, by 1952, we shall need in primary and intermediate schools some two thousand class-rooms, plus all subsidiary accommodation.

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Births. Public-school Enrolments. Number. Eight-year Period. Year. Ages 5 and under 13. Ages 13 and over. | Total Number. 225,200 1929-1937 1942 185,420 25,170 210,590 226,700 1930-1938 1943 183,700 25,090 208,790 229,700 1931-1939 1944 185,200 24,250 209,450 237,300 1932-1940 1945 190,360 23,550 213,910 248,000 1933-1941 1946 198,140 22,170 220,310 258,400 1934-1942 1947 211,300 20,000 231,300 Estimates 267,500 1935-1943 1948 218,600 19,700 238,300 276,000 1936-1944 1949 225,600 19,600 245,200 286,700 1937-1945 1950 234,300 19,700 254,000 300,900 1938-1946 1951 245,900 20,100 266,000 317,700 1939-1947 1952 259,500 20,800 280,300

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In the post-primary schools the situation is equally pressing. The roll numbers for 1942 to 1947 were (without counting part-time students): — 1942 .. .. 33,000 1945 .. .. 44,500 1943 .. .. 35,500 1946 .. .. 45,500 1944 .. .. 41,000 1947 .. .. 45,000 Estimated roll numbers from 1948 to 1952 are — 1948 .. .. 48,000 1951 .. .. 48,000 1949 .. .. 47,600 1952 .. .. 50,500 1950 .. .. 47,900 If the present shortage of class-rooms due to wartime conditions is taken into consideration, it is estimated that an additional 325 class-rooms, as well as all necessary specialist rooms, will be required in post-primary schools by 1952. In view of current shortages of labour and materials the situation is not an easy one to meet satisfactorily. The problem of accommodation is paralleled by that of finding teachers. The Department has for many years been training far more teachers than would be lost by normal wastage in ordinary times, but the number of resignations, particularly due to the marriage of women teachers, has been much higher than could have been anticipated. I shall mention later some of the steps that are being taken to meet the situation; but there is one complicating factor that is not always realized : the young teachers on whom we must rely to meet the peak rolls of the early 1950's will be drawn from the age-group born in the early 1930'5, when the number of births in New Zealand was the lowest for thirty years. There will be great competition for the services of this restricted age-group during the next few years. Post-primary Education for All The problems resulting from the increased number of births, difficult though they may be, are largely quantitative in character, and so are easier to solve than those arising from the increased percentage of the population going on to post-primary education. This latter group is not concerned only with more teachers and more buildings : it involves essential changes in the very nature of post-primary education. My predecessor in office (the Hon. H. G. R. Mason) has dealt with these topics year by year in his reports, but the whole matter is so important and is so closely tied up with the recent public discussion on standards of work in the schools that I feel justified in restating the case here. The following table shows, at five-year intervals between the years 1917 and 1946, the number and the percentage of primary-school leavers who expressed their intention of going on to some form of post-primary education. This is the only form in which strictly comparable figures are available over the period, but experience has shown that there is a close correlation between such expressed intentions and subsequent actual destinations : —-

Numbers and Percentages of Pupils leaving Public Primary and Intermediate Schools and Departments intending to go on to Post-primary Schools

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— 1917. 1922. 1927. 1932. 1937. 1942. 1946. Number Percentage of total leaving 5,489 37 7,737 47 11,871 50 12,154 55 14,933 65 16,370 70 17,783 85

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The Government's educational policy can be understood only if one grasps the full significance of this table. At the beginning of this century (for which period, unfortunately, comparable figures are not available) the picture was a fairly simple one. The primary schools, by and large, aimed at giving to the great bulk of the population a training in the three Rs, the " fundamentals." Most of them could not expect to have any formal schooling beyond this bare minimum. A relatively small number, rigidly selected by scholarship, could win for themselves a secondary education. (Parents who could afford it, of course, could buy a secondary education for their children.) Since the secondary pupils were, except for those who paid fees, specially selected for their academic ability, it was quite natural that the curriculum of the secondary schools should be highly academic and their main purpose be the preparation of students for entrance to the University. Even by 1917 only about onethird of the primary-school leavers were going to post-primary school, and there was no great pressure to reform the secondary curriculum. The situation is now totally altered. Eighty-five per cent, of the primary-school population are going on to post-primary school. The present Government would not claim full credit for this increase. As the above table shows, it has been a constant tendency under a series of Governments throughout the century, although the process has been speeded up over the past ten years. In his report as Minister of Education in 1939, the Prime Minister wrote: " The Government's objective, broadly expressed, is that every person, whatever his level of academic ability, whether he be rich or poor, whether he five in town or country, has a right, as a citizen, to a free education of the kind for which he is best fitted, and to the fullest extent of his powers. So far is this from being a mere pious platitude that the full acceptance of the principle will involve the reorientation of the. education system." It was obvious to the Prime Minister then, and it has become increasingly obvious since, that you cannot give to 85 per cent, of the population the same kind of postprimary education that was originally devised for the specially selected and gifted few. The increased number of technical high schools met part of the need for a post-primary education of a less academic type. But that was not enough. A large number of children in secondary schools and district high schools were still being compelled to take a traditional academic course for which their abilities did not fit them. The work of the schools was still largely dominated by the demands of the University Entrance Examination, although only a relatively small proportion of the pupils had any intention of entering the University. So began the series of changes in the post-primary schools that have now become fairly well known, though they are as yet by no means commonly understood. The introduction of accrediting, the substitution of the School Certificate Examination for the University Entrance Examination as the ordinary measure of a satisfactory secondary education, the evolving of the new curriculum with its " common core " for all pupils and its wide range of optional subjects, the giving of secondary-school bursaries, the provision of increased facilities for aesthetic and practical activities in secondary schools, the establishment of a vocational guidance service—all were a part of the attempt to provide for 85 per cent, of the population a kind of post-primary schooling fitted to their widely varying abilities and needs. The important thing to realize is that these changes were introduced not for any doctrinaire reasons or as the result of new theories in education, but as a matter of necessity to meet a new practical situation created by the new post-primary-school population. Like all new developments, these changes in the post-primary curriculum have brought their own special difficulties, but they are as nothing to the problems that would have resulted from making no changes, from encouraging large numbers of children to go on to a secondary education that was designed not for them but for the selected, academic few.

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The problem, of eourse, is not confined to New Zealand. It is common to all those -countries that are trying to make democracy work by giving more and more education to their people. New Zealand stands well up in the vanguard of this movement, although some of the wealthier of the American States have gone further than we have. Great Britain and France have been a little more tardy, but both are now reorganizing their school systems on the basis of giving secondary education of some kind to the whole population. The interesting thing is that most of the countries concerned are seeking the solution to their troubles in very much the same way as New Zealand, with a " common core " of subjects for all children and a widely varied range of optional subjects to cater for the multifarious needs and abilities of the new secondary school population. One of the greatest difficulties everywhere has been to prevent the newer and more practical courses from being regarded as merely inferior variants of the " real" secondary education given to the academically-minded few. New Zealand and the United States have tried to meet the situation by giving all kinds of post-primary education, academic and practical, in the one type of school, except, in the case of New Zealand, of a few of the larger technical schools. Great Britain, on the other hand, has followed a policy of rigid selection within the post-primary system. Some 10 or 15 per cent, of the brightest children are " creamed off " for academic grammar schools by examination at the age of eleven, another small percentage are similarly selected for technical schools, and the remaining children are catered for in " modern secondary schools " with a fairly practical curriculum. This enables the authorities to concentrate in the grammar schools on the academic standards of a comparatively uniform group of bright pupils. But it does create social distinctions which are proving very hard to eradicate. I feel that the average New Zealand parent, with some thirty years tradition of free choice of secondary school behind him would not easily come to tolerate the arbitrary drafting of his child to one type of school or another at the age of eleven. I respect this attitude and find myself in full agreement with it, but it must be recognized that this policy, which has been steadily developing in New Zealand from the beginning of the century, has had a definite effect on average standards of work in the post-primary schools. In 1917, as we have seen, only 37 per cent, of primary-school leavers went on to post-primary school, and they were, with a few exceptions, the academically brightest children in the primary schools. The strictly average pupil did not then get beyond Form II (or, as it was called, Standard 6). Now, when 85 per cent, go on, and when the school leaving age is fifteen, it is only the very dullest pupils, with very rare exceptions, who do not go beyond Form 11, and the child of strictly average ability will be found in Form 111 or Form IV. The lower end of Form 111 will be found to contain children who, earlier in the century, would never have gone beyond Standard 4 or 5. It is quite inevitable, therefore, that the average level of achievement in English and arithmetic in Form 111 should be lower now than it was thirty, or even ten, years ago. No matter how efficient the teaching, the pupils at the lower end of the class are just the same kind of human material that they would have been had they remained in standards 4or 5. Their education up to the age of fifteen in practical subjects and in social attitudes can be readily justified, and their further schooling in English and arithmetic is necessary, but it is just in such skills as spelling and arithmetic that their basic weakness continues to show most clearly. The pupils at the top end of Form 111, of course, should be as bright as ever they were, and their academic standards should remain high, although it must be admitted that, in a small school that does not permit of adequate classification by ability, the " tail" of poorer pupils may tend to retard the rest a little. If we had, like Great Britain, separate post-primary schools for the academically duller pupils, the situation would be easier to see and control, but New Zealand has for forty years followed a different policy, partly because of our more scattered population and partly because of our natural disinclination to segregate social groups.

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It is not just in the post-primary school that the range of ability in each class has become wider. In the Minister's report last year (pp. 5-6) figures were quoted to show that, as a result of the policy of promoting children in the primary school on the basis of age and physical and emotional development as well as of academic attainment, there has been less and less retardation over the past thirty years. In 1916 only 6*l per cent, of the primary-school population were in Form II; in 1946, 9-7 per cent, were there. Children are no longer kept, forlorn " dunces," in Standard 4, until they are old enough to leave school, but, even though their arithmetic and English may only be at theStandard 4 level, they are permitted to go on to Form 11, or even Form 111, to work on academic subjects at their own rate, and to get what benefit they can from practical and social activities with children of their own age. Since the abolition of the Proficiency Examination in 1936 the practice of promoting on the basis of age has increased ; in 1946 there was 16 per cent, more of the primary-school population in higher standards, age for age, than in 1936. In this respect, it may be mentioned, New Zealand has not gone as far as Great Britain, where in the primary schools it is now quite regular to promote on the basis of age alone, independently of academic attainment. It is also common practice in the United States of America. Although the policy is, I think, educationally sound, at least to the extent practised in New Zealand, it must be stressed that it affects the average level of academic attainment in the upper standards of the primary school in the same way that free admission to post-primary education lowers the average standard in the secondary school. There are now many children in Form II who twenty years ago would not have passed Standard 4. It is these changes in the composition of the upper classes of the primary school and the lower forms of the post-primary school that make it so difficult to compare in any statistical way the average standards of work attained now with those achieved inthe same classes ten, twenty, or thirty years ago. The classes are the same only in thesense that they have the same names. It is a fact that employers must appreciate when selecting staff. Thirty years ago some employers would select junior office staff from young people with only a Form II education, and might well have secured boys and girls of good average intelligence. Now, with rare exceptions, only the very dullest cease formal education at Form 11. A boy who had completed Form IV in 1917 could, in general, be relied upon to be well above the average in native ability, since he belonged to a selected group ; in 1947, as we have seen, be might be barely average, since most of the school, population reach that level. I am convinced that many of the complaints from employers as to the poor standards of entrants to offices come from a failure to realize the change that has taken place in the constitution of post-primary schools. The difficulty is intensified at present by the shortage of juvenile labour and by the opportunities in the professions for really able boys and girls. Business houses are often driven to accept almost any applicant who offers, and in some cases may then expect from him results comparable with those given by a carefully selected youth of an earlier period. There is need also for a full understanding in the post-primary schools of the implications of the changes in distribution of school population. They have been accustomed, for example, to expect pupils to enter Form 111 with a reasonably complete grasp of the fundamental tool subjects. That is still the ideal; but the fact must be faced that the least able group of the 85 per cent, who go on to post-primary school are of a type that will always find great difficulty with the three Bs. This group may need additional formal teaching of these subjects even in Form 111, though this has not commonly been regarded as one of the functions of a post-primary school.

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Even in Form V of tlie post-primary school there have been changes, as is shown by the following table, which gives, over forty years, the increase in the numbers of pupils sitting for the external examination ordinarily taken at the end of Form Y. Up to 1934 this was the University Entrance (Matriculation) Examination. From 1934 onwards it was either the University Entrance or the School Certificate Examination, and so the total number of individuals sitting for either of these examinations is given. From 1946, when the standard of the University Entrance was raised by one year, the sole examination at Form Y was the School Certificate :

The second column in the table gives, for each year concerned, the total number of boys and girls in New Zealand in the age-group fifteen to nineteen inclusive, which would be the group including most of the candidates. This provides a rough measure of the increase in population over the period. It will be seen that the relevant population increased by 45 per cent, between the years 1906 and 1947, whilst over the same period the number of candidates for the examination increased by 553 per cent. Between 1945 -and 1947 there was a drop of 2-3 per cent, in the age-group, but a rise of 26*2 per cent, in the number of candidates. This rapid rise in the proportion of the population entering for the School Certificate Examination is, of course, the logical conclusion of the policy of free post-primary education for all. The striking jump in the figures for the past two years is, no doubt, due in the main to the new status of the School Certificate, and to the fact that it can now be taken with a wide range of subjects, many of them of a practical or technical nature. Highly desirable though this growing popularity of the School Certificate is, it must not be forgotten that it inevitably means a lowering of the average standard in academic subjects of the candidates. Many pupils are now sitting for the examination who, ten years ago, would not have thought of doing so. So it is only to be expected that the efforts of some of them in English and other academic subjects should leave much to be •desired. It is for the Department to see that, however wide and practical the range of subjects may be, the over-all standard of the pass mark be maintained.

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Five-year AgeYear. group (15 to Candidates. under 20). New School Certificate— 1947 126,500 8,447 1946 128,100 8,300 1945 129,500 6,693 1944 130,800 6,052 1943 132,400 5,398 1942 133,500 4,942 1941 135,000 5,044 1940 136,400 5,191 1939 135,400 5,437 1938 133,500 4.925 1937 132,500 4,860 1936 (Census).. 132,245 4,774 1935 130,935 4,602 Matriculation and School Certificate — 1934 132,354 4,610 1931 133,800 4,779 1926 (Census).. 124,314 4,679 1921 (Census) 107,350 3,643 1916 (Census).. 91,404 1,546 1911 (Census).. 88,458 1,102 Matriculation— 1906 (Census).. 87,117 1,292

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I have dealt at some length with this problem of the changing distribution of the school population, because I believe that a thorough understanding of its implications is essential to any one administering the education system over the next ten years. The introduction of free compulsory primary education towards the end of last century was recognized as a major social change, because it meant building up a system where little or nothing existed before. We are only slowly beginning to realize that the giving of free post-primary education to all, or nearly all, the population may be a social event of hardly less significance. The reforms of recent years in the post-primary school system have been intended to enable it to carry out its new responsibilities. With my predecessor in Office, I feel that the main task for the next few years is to consolidate the ground that has been gained, and to give to the schools the material conditions and the skilled teachers that will help them to cater for the whole population with its widely varying needs, abilities, and desires. Buildings The expenditure for the year from the Public Works Account for the erection and improvement of educational buildings was £1,065,870, compared with the sum of £992,275 for the year 1945-6. Major building works completed during the year include— Primary Schools : Taita No. 1, Taita North, Limehills. Post-primary Schools : Auckland Girls' Grammar School (additions and alterations), Hastings High School (domestic-science block and additions to workshops), Christchurch Technical School (remodelling workshops), Avondale College (engineering workshop), Tauranga College (workshop block). University: Canterbury University College (accommodation for geography),. Massey College (dormitory department accommodation). Child Welfare Branch : Girls' Home, Burwood (new hostel). In view of the shortages in the building industry this amount of work may be regarded as very satisfactory. We must, however, face the fact that an even better effort must be made if we are to meet the growing demands of the next three or four years. In particular, methods must be devised of speeding up the preparation of plans for educational buildings. Islands Education Considerable progress has been made in the revision of curricula and in the provision of teaching material suitable for Islands schools. In the third term of 1947 the first two numbers of Tusitala Mo A'oga Samoa (Samoan School Journal) were published, and it is intended that further issues shall follow at three-monthly intervals. Five graded Infant Readers and a series of Number-work Books have beea prepared. In the Cook Islands progress was made in the teaching of the Maori language, which was reintroduced as a school subject in 1946. A special committee has been set up to investigate the possibility of producing an acceptable grammar of the Maori language and suitable reading-material. Committees of teachers were set up in Apia and Rarotonga to undertake the revision of curricula. Reports of these committees were used as the basis of tentative syllabuses for the primary schools, and suggestions from the committees were incorporated in the text-books.

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During the year a further thirteen scholarship pupils from the Islands were brought to New Zealand, bringing the total in three years to forty-six (Samoa, 34; Cook Islands, S ; Niue Island, 4). Three of the first group of Samoan pupils brought to New Zealand in 1945 have completed the School Certificate Examination, and the two from Niue have now gone to Central Medical School, Fiji. Maori Schools The number of children in Maori schools continues to increase. The 1947 total of 13,170 is 516 more than the total in 1946. Three new Maori district high schools have been established at Ruatoki, Te Kaha, and Murupara. Thirty-one Maori students entered Training College in 1947, and three University scholarships were granted. In a series of meetings round the East Coast between Wairoa and Tauranga the Inspectors met groups of teachers and many representatives of the Maori School Committees. There was much interest in the information supplied, and representatives of the Maori communities expressed great satisfaction with the success of Maori students entering the teaching profession, and in the expansion of facilities for secondary and university education. Higher Education Accommodation for very large numbers of students at the University colleges is still a problem, though the temporary buildings provided at all the colleges have lessened the difficulties. Only limited work on permanent buildings is possible at present, but the new pathology block at Ota,go University is nearing completion. The new School of Physical Education at Otago University was opened at the beginning of the 1948 session. An appointment has been made to the new Chair of Architectural Design at Auckland University College, and preliminary arrangements have been made for the establishment of a School of Social Work at Victoria University -College. The general-purpose grants to University colleges were again increased in 1947 to provide for additional staffing, for the extension of refresher leave, and for increased maintenance costs and contingencies. The research grant of £lO,OOO per annum was •continued. The University has set up a Special Research Committee to administer the research fund. Important developments have taken place during the year in the field of adult •education. The Adult Education Act, 1947, authorizes the establishment of a new National Council of Adult Education with strong regional representation. It also gives greater scope and increased powers for the National Council, and provides for Regional •Councils. Poliomyelitis Epidemic As one of the measures taken to prevent the spread of the incipient outbreak of poliomyelitis, schools were closed early in December, 1947, and the reopening in 1948 was delayed on instructions from the public-health authorities. Prompt steps were taken to provide material for home instruction through the Correspondence School, -and arrangements were made with all schools for the use of this material from the

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beginning of February. Fortunately, most of the schools were permitted to reopen in March, and the use of the correspondence teaching-material prevented any serious consequences to the education of school children. United Nations Educational, Scientific, and Cultural Organization New Zealand was represented at the second General Conference of the United Nations Educational, Scientific, and Cultural Organization at Mexico City in November-December, 1947, by Dr. C. E. Beeby; Mr. D. Forsyth, Headmaster of Dunedin North Intermediate School; Miss L. McPhee, Acting-Secretary of the UNESCO National Commission ; and Mr. J. A. D. Nash, Scientific Liaison Officer at the New Zealand Legation in Washington. Subsequently Dr. Beeby was offered the post of Assistant Director-General of UNESCO. Though the Government was very reluctant to lose his services as Director of Education at the present time, it believes that he can make a most useful contribution to UNESCO's important work for the future of peace and security in the world. He has therefore been granted leave of absence for eighteen months, and he left New Zealand for Paris in April, 1948. An Interim National Commission for UNESCO has been set up in New Zealand, and arrangements are in train for the establishment of a permanent Commission. Child Welfare It is very pleasing to be able to report that the decrease in the number of children appearing before the Children's Courts, which was shown in the last two reports of the Minister of Education, is continuing. The causes of the decline in juvenile delinquency are no doubt complex, but I have no doubt that a major factor is more effective preventive work by the Child Welfare Branch, resulting largely from better staffing and organization. Ardmore College An important recent innovation has been the establishment of a residential teachers' training college in premises taken over from the Air Force at Ardmore. While this is mainly a means for coping with the larger number of teacher trainees who will be required to staff the schools in the next few years, it is also an interesting experiment in the possibilities of residential training. Closer association of teachers with students, and the help of tutors with work after the normal teaching hours will, it is hoped, be very advantageous. Administration During the year the administration of the Department has been completely reorganized with gratifying results in general administrative efficiency. The new position of Assistant Director (Administrative) was created, and Mr. S. T. Barnett was appointed to it. As part of the reorganization scheme a branch office of the Department was established at Auckland, with sufficient staff and sufficient authority to be able to carry out the administrative part of the Department's work in the Auckland district. As the majority of the Maori schools are in the Auckland district, the whole of the administration of the Maori Schools Division has been transferred to this new branch. I feel sure that the removal of much detail work from the head office, and the closer association of departmental officers with local educational authorities in Auckland will make for more efficient administration.

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Superintendent of Education at Auckland In order to lessen the quantity of supervisory work to be performed by the senior professional officers in Wellington, and to co-ordinate more effectively the Department's work in Auckland, the position of Superintendent of Education at Auckland has been -created. Mr. F. C. Lopdell, formerly Principal of the Wellington Teachers' Training College, has been appointed, and he will be the directing authority for all of the Department's professional and administrative work in the Auckland area. Retirements During the year Mr. G. E. Overton and Mr. E. Caradus retired from the positions of Chief Inspector of Primary Schools and Chief Inspector of Post-primary Schools respectively. Both of these officers had given many years of devoted and efficient service to the Department, and I am glad to take this opportunity of paying a tribute to the good work which each did. Mr. D. G. Ball has replaced Mr. Overton, and Mr. G. Y. Wild now occupies the position vacated by Mr. Caradus. Teachers' Refresher Courses These courses have been held in late January for the past three years, and have had very substantial effects on the training of teachers. Unfortunately, in January ■of this year all the North Island courses had to be abandoned on account of the poliomyelitis epidemic. These courses will probably be conducted next year. The meeting together of teachers has more than justified the initiation of these courses, which have enabled instruction to be given in specialized subjects of the curriculum and have also enabled teachers to exchange ideas on topics connected with the •organization of schools.

TABLES Table C1. —PUBLIC PRIMARY SCHOOLS by Grade, December, 1947

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Grade. Number of Schools, j Grade. Number of Schools. I (1-8) 91 i VA (191-230) 35 II (9-24) 562 VB (231-270) 29 IIIA (25-30) 140 Vc (271-310) 37 IIIb (31-70) 501 Vd (311-350) 24 IVa (71-110) 179 VI (351-510) 107 IVe (111-150) 101 YII (511-910) 77 TVr n^l-lQOI 52 Total 1,935

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

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Total Number Total Number Children. Type of School. on the Roll on the Roll on the on the 1st July, 1st July, Under 10-11 11-12 12-13 13-14 1946. 1947. 10 Years. Years. Years. Years. Years. Public primary schools 194,810 206,503 134,010 22,402 19,076 16,271 9,760Special classes for backward children 905 817 146 108 123 136 136 Maori village schools (primary) 12,218 700 12,597 6,658 1,324 1,224 1,198 1,107" Maori mission and boarding schools (private 745 389 86 65 79 61 primary)* Public primary schools, Chatham Islands .. 128 110 53 12 11 8 12 Secondary schools, lower departments 170 189 41 24 27 38 40Private primary schools* 29,671 30,964 18,155 3,379 3,269 3,200 1,913 Intermediate schools and departments .. 10,010 10,112 136 2; 308 3,768 2,538 Secondary departments of district high 7,724 7,629 1 138 1,520schools Secondary schools 19,389 19,169 11 399 3,470Combined schools 3,648 3,670 1 65 620 Technical high and day schools 13,575 14,179 1 237 2,617" Schools of Art§ 246 214 Part-time students at day and night classes 18,672 21,727 9 "24 93Maori secondary schools* — Primary 34 31 I 2 9 10-Post-primary 590 659 j 5 39 Endowed and registered private secondary 8,834 9,309 5 244 1,499 schools* Correspondence school — 142 128 Primary 1,869 1,882 1,078 151 121 Secondary 839 767 27 125Training colleges 1,575 1,634 " 23 Schools for mentally backward, &c. 192 182 12 14 "l7 ' 26 Schools for the deaf 237 245 155 14 15 15 10New Zealand Institute for the Blind 32 34 10 5 3 2 4 Grand totals 326,074 343,368 160,707 27,655 26,289 26,031 25', 725 Estimated population (inclusive of Maoris) 1,801,752 163,100t 104 ,500 at 1st July, 1947 Adolescents. Adults. Type of School. 14-15 15-16 16-17 17-18 18-19 1 19-20 20-21 : 21 Years Years. Years. Years. Years. Years. Years. 1 Years, i and over. Public primary schools 4,220 693 61 10 Special classes for backward children 113 25 9 21 Maori village schools (primary) 824 211 46 5 Maori mission and boarding schools (private 50 10 3 primary)* Public primary schools, Chatham Islands .. 8 6 Secondary schools, lower departments .. 15 4 Private primary schools* 846 168 3 1 3 .. Intermediate schools and departments .. 1.120 204 36 2 Secondary departments of district high 2^804 1,878 92! 2 316 "43 7 schools Secondary schools 5,450 4,586 3,140 1,643 420 46 2 2: Combined schools 1,109 888 61: 2 282 84 7 2 Technical high and day schools 4,999 3,709 1,786 656 153 17 3 1 Schools of Art§ 1 20 34 35 22 24 8 70' Part-time students at day and night classes 137 1,160 2,396 2,705 2,407 1,883 1,112 9,801 Maori secondary schools*— Primary 4 2 4 Post-primary 129 192 148 ' '96 "36 "ll 1 2 Endowed and registered private secondary 2,377 2,286 1,787 865 209 29 5 3 schools* Correspondence school — 100 64 3 15 6 11 Primary 1 42 Secondary 290 147 106 42 19 2 7 2 Training colleges 109 369 441 203 512 Schools for the mentally backward, &c... ' 'so ' '27 13 13 5 1 1 Schools for the deaf 16 11 7 2 New Zealand Institute for the Blind 5 5 Grand totals 24,617 16,296 11,166 6,820 3,773 2,479 1,345 10,435 Estimated population (inclusive of Maoris) at 1st July, 1947 26,000 27,000 27,800 27,800 27,800 28,000 28,200 28,100 t- * Maori mission schools are registered private primary schools. and Maori secondary schools are registered rvrivate secondary schools, but in this table these schools are considered, respectively, mission schools and Maori post--nrimarv sehools. t Estimated population five years of age but under ten years of age. } Estimated popu- - lation twenty-one years of age and under twenty-two years of age. § In other tables schools of art are classed. as technical sehools unless otherwise indicated.

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TABLE E1.—NUMBERS OF FULL-TIME PUPILS, 1st JULY, 1947

13

Type of School. Special Class for the Mentally Backward. Class P. Standard 1. Standard 2. Standard 3. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Public primary Maori —Europeans Maoris Public primary—Chatham Islands Private primary and lower departments of secondary Intermediate Secondary departments of district high schools Secondary Technical Combined Endowed and registered private secondary Correspondence—Primary Secondary 504 106 313 125 38, 2, 4, 419 188 400 18 557 308 34,001 161 2,073 12 4,836 364 14,481 60 732 8 1,90S 76 13,482 69 715 15 2,044 121 13,035 71 667 9 1,804 72 12,356 56 670 13 1,910 84 12,752 67 716 6 1,776 63 12,042 45 590 3 1,962 75 Totals 610 438 45, 890 41,447 17,265 16,446 15,658 15,089 15,380 14,717 Standard 4. Form I. Form II. Form III. Type of School. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Public primary Maori—Europeans Maoris Public primary—Chatham Islands .. Private primary and lower departments of secondary Intermediate Secondary departments of district high schools Secondary Technical Combined Endowed and registered private secondary Correspondence—Primary Secondary 11,648 62 614 4 1,811 61 11,153 48 556 10 1,877 87 8 1 2 ,925 68 530 4 ,760 ,610 64 8,645 60 543 2 1,973 2,301 88 7,699 43 341 2 1,690 2,524 65 7,725 41 384 2 1,787 2,289 64 69 3 11 2 61 121 J., 802 2,998 3,489 695 1,438 40* 197 71 "l3 'i73 212 1,923 3,300 2,796 604 1,841 19* 310 Totals .. .. .. 14,200 13,731 13 ,961 13,612 12,364 12,292 10,926 11,262 Form IV. Form V. Form YI. Totals. Type of School. Boys Girls. Boys. Girls. Boys. | Girls. Boys. Girls. Public primary Maori —Europeans Maoris Public primary—Chatham Islands .. Private primary and lower departments of secondary Intermediate Secondary departments of district high schools Secondary Technical Combined Endowed and registered private 14 1,077 41 1,273 '620 '779 "69 '86 107,532 562 6,011 53 15,367 5,269 3,568 99,788 480 5,544 57 16,562 4,843 4,061 2,652 2,579 560 1,226 2,784 2,172 472 1,635 2,810 1,471 526 1,278 2,567 1,182 459 1,599 1,255 305 219 550 803 185 135 401 9,715 7,844 2,000 4,492 • 9,454 6,335 1,670 5,476 ocvuuuai y Correspondence—Primary Secondary "45 95 "27 ' *67 8 *18 855 277 1,027 490 Totals 8,153 8,472 6,732 6,653 2,406 1,628 163,545 155,787 * Adult section Note. —In addition to the above there were 81 boy of Art. s and 133 girls attending full-time at Schools

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Table E2. —AGE AND CLASSIFICATION of Pupils at Public Primary Schools, 1st July, 1947

14

Age, in Years. Special Classes for Backward Children. Class P. Standard 1. Standard 2. Standard 3. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 5 and under 6 6 ,, 7 .. 7 „ 8 8 „ !) .. 9 „ 10 10 „ 11 11 „ 12 12 „ 13 13 „ 14 14 „ 15 15 „ 16 16 „ 17 17 and over 7 10 33 49 62 77 92 83 66 13 5 7 2 4 6 15 20 46 46 44 53 47 12 4 14 14,306 15,377 6,837 1,449 320 87 27 11 3 2 13,712 14,018 4,986 963 227 61 20 7 4 2 1 '438 6,938 4,987 1,559 401 104 35 14 5 2 667 7,609 3,964 902 246 64 17 6 4 1 '434 5,527 4,786 1,648 463 135 32 7 3 "lO 606 6,524 3,827 1,036 244 74 27 5 2 1 3 409 5,100 4,544 1,886 574 188 42 6 5 615 5,986 3,818 1,143 333 106 28 7 1 Totals 504 313 38,419 34,001 14,481 13,482 13,035 12,356 12,752 12,042 Median age, in years and months 12 2 12 5 6 4 6 3 8 0 7 10 9 1 8 10 10 2 9 11 Age, in Years. Standard 4. Form I. Form II. Form III. Totals. Boys. Girls. Boys. Girls. Boys. Girls. Boys. j Girls. Boys. Girls. 5 and under 6 6 „ 7 7 „ 8 8 „ 9 9 „ 10 10 „ 11 11 „ 12 12 „ 13 13 „ 14 14 „ 15 15 „ 16 16 „ 17 17 and over 6 338 4,426 4,082 1,896 678 190 31 1 5 555 5,346 3,554 1,173 398 108 13 1 " 6 313 3,047 3,072 1,686 716 74 9 2 " 7 467 3,836 2,706 1,154 412 56 5 2 6 217 2,781 2,833 1,512 325 24 1 3 389 3,449 2,596 1,102 165 17 4 3 12 47 7 5 23 38 4 1 14,306 15,822 14,222 12,411 12,158 11,487 9,903 8,599 5,529 2,587 459 39 10 13,716 14,699 13,212 12,086 11,524 11,023 9,296 7,808 4,367 1,746 259 31 21 Totals 11,648 11,153 8,925 8,645 7,699 7,725 69 71 107,532 99,788 Median age, in years, and months 11 3 10 11 12 4 12 0 13 4 13 0 14 5 14 2

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Table E3.—AGE AND CLASSIFICATION of Pupils at Public Post-primary Schools, 1st July, 1947

Table E4. —AGE AND CLASSIFICATION of Pupils at Registered Private Secondary and Endowed Schools, 1st July, 1947

15

(Excluding Schools of Art) Age. Form III. Form IV. Form Y. Form VI. Totals. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Under 11 years 11 and underl2 years 12 „ 13 „ 13 „ 14 14 „ 15 „ 15 „ 16 ,, 16 „ 17 „ 17 „ 18 „ 18 „ 19 „ 19 „ 20 „ 20 „ 21 „ 21 years and over *2 341 3,299 3,777 1,321 214 29 1 12 486 4,133 3,126 741 118 5 2 6 339 3,059 2,567 774 116 5 2 5 449 3,673 2,064 448 54 7 1 1 1 297 2,055 2,066 856 125 22 4 "6 426 2,154 1,751 584 63 2 1 2 72 649 755 330 37 1 2 2 87 440 498 168 12 1 1 2 348 3,639 7,135 6,015 3,703 1,756 460 62 5 2 12 491 4,588 7,227 5,046 2,757 1,141 240 15 2 1 Totals 8,984 8,623 6,868 6,701 5,427 4,987 1,848 1,209 23,127 21,520 Median age, in years and months 14 3 13 11 15 0 14 9 16 2 15 11 17 3 17 2

Form III. Form IV. Form V. Form VI. Totals. Age. Boys. Girls. Boys. Girls. Boys. Girls. Boys. I Girls. : Boys. Girls. Under 11 years .. 11 and under 12 years "2 *3 2 3 12 „ 13 „ 73 168 1 "7 74 175 13 „ 14 „ 517 808 78 128 2 5 597 941 14 „ 15 „ 544 615 459 727 57 102 "2 1,062 1,444 15 ,, 16 „ 235 212 478 533 410 557 35 "is 1,158 1,320 16 „ 17 „ 59 28 171 191 518 647 172 149 920 1,015 17 „ 18 „ 6 6 28 42 228 234 231 186 493 468 18 „ 19 „ 2 1 9 5 47 48 88 45 146 99 19 „ 20 „ 2 1 10 5 20 2 32 8 20 „ 21 „ 1 4 1 4 2 21 years and over 2 "2 1 4 1 Totals .. 1,438 1,841 1,226 1,635 1,278 1,599 550 401 4,492 5,476 Median age, in years and 14 3 13 11 15 2 14 11 16 4 16 3 17 3 17 2 months

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Table E5.—AGE AND CLASSIFICATION of Pupils at Registered Private Primary Schools and Lower Departments of Secondary Schools, 1st July, 1947

16

Class P. Standard 1. Standard 2. Standard 3. Standard 4. 4 f-r Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 5 and under 6 .. 1,860 2,009 1 2 6 „ 7 .. 1,752 1,963 73 106 *2 7 „ 8 .. 751 713 950 1,205 67 107 2 8 „ 9 .. 149 127 672 590 80! 3 1,018 98 136 1 1 9 „ 10 .. 34 17 159 112 638 572 707 981 82 117 10 „ 11 .. ( 5 43 19 212 164 609 601 691 911 11 „ 12 .. 3 1 6 7 61 31 243 182 634 549 12 „ 13 .. 2 1 2 1 10 10 91 45 287 226 13 „ 14 .. 1 2 1 3 5 20 14 86 54 14 „ 15 .. 1 1 6 1 23 17 15 „ 16 .. 2 5 1 16 „ 17 .. 2 1 17 and over Totals 4,557 4,836 1,908 2,044 1,804 1,910 1,776 1,: 962 1,811 1,877 Median age, in years and 6 3 6 3 7 11 7 9 9 1 8 10 10 2 9 10 11 2 10 11 months Form I. Form II. Form Hr. Totals. A r* * "VT _ Age, in x ears. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 5 and under 6 1, 861 2,011 6 7 1,825 2,071 7 8 1, 768 2,027 8 9 1,728 1,872 9 „ 10 3 1,620 1,802 10 „ 11 "86 137 3 2 1, 650 1,839 11 „ 12 623 835 80 107 1 1, 651 1,712 12 „ 13 623 645 596 769 14 4 1, 625 1,701 13 „ 14 314 248 627 571 29 45 1, 085 939 14 „ 15 100 90 307 286 14 69 451 464 15 „ 16 12 13 65 48 3 35 87 97 16 „ 17 2 2 11 3 19 15 25 17 and over 1 1 1 1 2 Totals 1 ,760 1,973 1,690 1, 787 61 173 15,367 16,562 Median age in years and 12 3 12 0 13 3 13 0 13 6 14 i 6 months

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Table E6.—AGE AND CLASSIFICATION of Pupils at Intermediate Schools and Departments, 1st July, 1947

Table H1. —NUMBER OF TEACHERS employed in Primary Departments of PUBLIC SCHOOLS, December, 1947

Table H2.—NUMBER OF WOMEN to every Hundred MEN TEACHERS in Primary Schools (December)

17

Age, in Years. Form I. Form II. Form III. I Form IV. Totals. Boys. Girls. Boys. I Girls. Boys. Girls. j Boys. Girls. | Boys. Girls. Under 10 years 10 and under 11 years 11 „ 12 „ 12 „ 13 „ 13 „ 14 „ 14 „ 15 ,, 15 » 16 „ 16 „ 17 „ 17 „ 18 „ 18 „ 19 „ Totals .. 3Iedian age, in years. and months 55 1,038 955 403 138 19 2 81 1,134 772 240 59 11 4 55 956 973 429 99 12 81 1,082 862 232 30 2 *21 77 19 3 1 *3 37 138 25 8 1 i i3 1 2 34 5 [ ! • • 1 55 I,093 II,911 1,397 657 138 17 1 1 81 1,215 1,857 1,141 463 66 19 1 2,610 2,301 2,524 2,289 121 212 14 41 5,269 4,843 12 3 11 11 13 3 13 01 14 6 14 6 14 6 14 7 ••

Grade of School. Sole Teachers. Head Teachers. Assistant Teachers. Total Teachers. M. F. 1 M. F. M. F. M. 1 I F - | Total. Grade I (1-8) Grade II (9-24) Grade III (25-70) Grade IV (71-190) Grade V (191-350) Grade VI (351-510) .. Grade VII (511 and over) 39 402 126 52 159 47 "l 375 318 125 107 77 93 14 14 118 296 531 484 1 456 737 574 777 888 39 403 515 436 421 638 561 52 160 596 751 574 777 888 91 563 1,111 1,187 995 1,415 1,449 Totals, 1947 Totals, 1937 567 713 258 511 1,003 936 107 160 1,443 860 3,433 3,046 3,013 2,509 3,798 3,717 6,811 6,226 Difference -146 -253 1 +67 -53 +583 +387 +504 +81 +585

— 1931. 1932. 1933. 1934. 1935. 1936. | 1937. 1947. Teachers, all schools 174 167 157 156 148 153 148 126 Training-college students 226 201 163 * 187 166 154 121 * All training colleges were closed during 1934.

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Table H3.—NUMBER OF FULL-TIME TEACHERS employed in Departmental Schools, December, 1947, and December, 1940

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

Table N. —AGES at which Pupils began Post-primary Course, 1947 (Excluding Schools of Art)

18

December, 1947. December, 1940. Principals Principals 1 1 1 Wryt g\ /\-C QATIAAI and Sole Assistant Total and Sole Assistant Total jLypc ui ociiuui. and Head Teachers. Teachers. and Head Teachers. Teachers. Teachers. Teachers. M. P. M. P. M. P. M. P. M. P. M. F. Public (primary) 1,570 365 1,443 3,433 3,013 3,798 1,624 510 1,007 3,225 2,631 3,735 Intermediate 16 181 192 197 192 8 79 78 87 78 Secondary departments of district 1 233 140 234 140 3 158 117 161 117 high schools Secondary 27 12 468 400 495 412 27 12 335 284! 362 296 Combined 4 3 91 71 95 74 5 3 76 50 81 53 Technical 28 459 247 487 247 21 286 164 307 164 Maori (primary) 143 * 13 37 203 180 216 125 "21 40 155 165 176 Chatham Islands 4 2 4 2 4 2 4 2 Correspondence— Primary 1 6 45 7 45 1 5 40 6 40 Secondary 34 55 34 55 19 25 19 25 Technical Correspondence 1 ' 6 7 Special 3 " 3 5 "29 8 "32 1 " 3 7 "l5 8 "l8 Totals 1,798 396 2,963 4,817 4,761 5,213 1,819 549 2,012 4,155 3,831 4.704

February, 1937. February, 1947. February, 1948. Number of Children. Number of Classes. Per Cent. Number of Classes. Per Cent. Number of Classes. Per Cent. Under 31.. 31-40 41-50 51-60 61 and over 346 927 1,259 487 25 11-4 30-4 41-4 16-0 0-8 898 1,606 1,257 157 22-9 41-0 32-1 4-0 1,007 1,753 1,307 136 24-0 41-7 31 1 3-2 Totals 3,044 100-0 3,918 100-0 4,203 100-0

Type of School. Age at which Post-primary Course begun. I Total If umbers | beginning Post-primary 1 Education. Under 12 Years. 12 Years. 13 Years. 14 Years. 15 Years and oyer. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Secondary Combined Technical District High Correspondence .. Totals 13 5 9 3 4 19 3 13 6 4 469 118 301 228 27 654 135 399 354 57 1,561 333 1,574 811 80 1,910 263 1,455 954 133 828 205 1,338 622 56 627 166 860 525 69 208 53 386 230 13 121 43 165 162 16 3,079 714 3,608 1,894 180 3,331 610 2,892 2,001 279 34 45 1,143 1,599 4,359 4,715 3,049 2,247 890 507 9,475 9,113

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Table M I.—AVERAGE SALARIES of PRIMARY - SCHOOL TEACHERS (exclusive of Teachers in Intermediate Schools and Departments and Secondary Departments of District High Schools) as in December 1937. 1947. (1) Teachers in all schools — £ £ (а) Men and women .. .. .. 295 444 (б) Men .. .. .. .. 355 529 (c) Women .. .. .. .. 251 376 (2) Head teachers—(a) Men .. .. .. * .. 448 672 (b) Women .. .. .. .. 398 544 (3) Sole teachers — (a) Men .. .. .. .. 289 476 (b) Women .. .. .. .. 265 406 (4) Assistants (excluding probationary assistants) — (a) Men 354 472 (b) Women .. .. .. .. 254 383 Table M 3. —AVERAGE SALARIES (including House Allowances, Value of Residences, and all other Allowances) of ADULT TEACHERS in MAORI SCHOOLS in December 1937. 1947. 1. Teachers in all schools — £ £ (а) Men and women .. .. .. 297 446 (б) Men .. .. .. .. 359 543 (c) Women .. .. .. .. 237 364 2. Head teachers — (a) Men .. .. .. .. 386 574 (b) Women .. .. .. .. 356 527 3. Sole teachers—(a) Men .. .. .. .. 263 473 (b) Women .. .. .. .. 232 420 4. Assistants (excluding probationary assistants) — (a) Men .. .. .. .. 211 420 (b) Women .. .. .. .. 209 354

19

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Table O1. —PROBABLE DESTINATION, Public Primary Schools Pupils, 1947

Table O2. —PROBABLE DESTINATION, Intermediate Schools and Departments' Pupils, 1947

20

1 Totals. With Primary Without Primary School Certificate. School Certificate. Occupation. Boys. Girls. Boys. Girls. 1 Boys. | Girls. | Number.' Per- j centage. • Number. j Perj centage. Post-primary 6,560 6,778 172 113 6,732 83-3 6,892 88-2 Clerical (including typing)— ! (a) Government and local body 20 4 1 20 0-3 ! 5 0-1 (b) Banks, insurance, legal, com3 3 "3 1 6 ! 01 4 0-1 mercial houses, shops, and warehouses Shop and warehouse assistants .. 41 59 44 45 85 11 104 1-3 Manual trades— (a) Government and local body 9 1 2 11 0-1 1 * (b) Building 31 18 49 0-6 (e) Motor engineering 20 11 31 0-4 (d) General engineering 7 2 9 0-1 • 1 (e) Printing 3 3 6 0-1 (/) Other trades 60 "6 56 " 8 ' 116 1-4 i4 0-2 Farming 237 17 317 16 554 6-9 33 ! 0-4 Factory operatives 36 51 60 ; 70 96 1-2 121 1-6 Other occupations 74 56 107 j 54 181 2-2 110 1-4 At home 38 218 76 268 114 1-4 486 6-2 Not known 35 23 30 18 65 0-8 41 0-5 7,174 7,216 901 594 8,075 ! 100-0 | I 7,810 j 100-0 * Insignificant percentage.

Boys. Girls. Occupation. First Second Third j THrif ol PerFirst Second Third Trkfol PerYear. Year. Year. 1 Jiouai. centage. Year. [ Year. Year, : lotai. centage. Post-primary 6 2,198 37 2,241 83-7 7 2,085 72| 2,164 86-8 Clerical (including typing)— (a) Government and local body 2 2 3 7 0-3 2 2 | 4 1 0-2 (b) Banks, insurance, legal, com1 3 " 4 0-1 1 8 i 9 j 0-4 mercial houses, shops, and warehouses Shop and warehouse assistants .. 5 34 24 63 2-4 3 21 39 | 63 2-5 Manual trades — (a) Government and local body .. 4 6 10 0-4 (b) Building "2 14 8 24 0-9 (e) Motor engineering.. 1 13 5 19 0-7 * * j (d) General engineering 1 5 2 8 1 0-3 (e) Printing 2 3 5 0-2 • • i (/) Other trades "c 28 6 40 1-5 i • • 1 2 io i.2 0-5 Farming 4 39 11 54 2-0 1 1 1 * Factory operatives 8 16 25 49 1-8 "7 I '23 40 70 2-8 Other occupations 2 55 16 73 2-7 2 18 46 I 66 2-7 At home 2 12 9 23 0-9 9 27 28 64 2-6 Not known 5 42 10 57 2-1 1 24 !4 39 1-5 44 2,465 168 2,077 100-0 29 2,203 260 1 2,492 100-0 * Insignificant percentage.

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Table O3.—PROBABLE DESTINATION of Pupils Leaving Public Post-primary Schools in 1947

21

(Excluding Schools of Art) Secondary Schools. Combined Schools. Technical High and Day Schools. Occupation. Boys. Girls. Boys. Girls. Boys. Girls. NumPer Num . Per NumPer NumPer Numj Per NumPer ber. Cent. ber. Cent. ber. Cent. ber Cent. ber. Cent. ber. Cent. University college 312 9-8 167 4-9 51 6-9 20 3-1 62 1-6 12 0-4 Teaching or training college .. 113 3 •5 286 8-3 18 2-4 49 7-5 34 0-9 63 2-1 Professional engineering, sur32 1 •0 6 0-8 32 0-8 veying, architecture Clerical (including typing)— (a) Government and local body 269 8 •4 274 8-0 47 6-4 65 9-9 129 3-4 205 6-8 (6) Banks, insurance, legal, 620 19 •4 713 20-8 82 11-1 136 20-8 167 4 ; 3 687 22-9 commercial houses, shops, and warehouses Shop and warehouse assistants.. 328. 10 •3 429 12-5 77 10-4 120 18-4 452 11-7 533 17-8 Manual trades — (a) Government and local body 57 1 •8 5 01 . 22 3-0 119 3-1 5 0-2 (6) Building 89 2 ■8 30 4-1 318 8-2 (c) Motor engineering 126 3 •9 47 e 5-4 292 7-6 (d) General engineering 115 3 •6 33 4-5 378 9-8 (e) Printing 30 0 •9 ' '4 o'l 7 1-0 1 0-2 58 1-5 2 0 ; 1 (/) Other trades 203 6 •3 58 1-7 60 J S-l 4 0-6 405 10-5 88 2-9 Farming 483 15 •1 13 0-4 170 23-0 13 2-0 640 16-6 14 0-5 Factory operatives 64 2 •0 68 2-0 5 0-7 i ! 1-2 132 3-4 243 8-1 Other occupations 181 5 •7 539 15-7 49 6-6 101 15-4 289 7-5 387 12-9 Home 29 0 •9 703 20-5 5 0-7 131 20-0 42 1-1 52 2 17-4 Not known 147 •6 170 5-0 29 3-9 6 0-9 309 8-0 235 7-9 Totals 3,198 100 •0 3,429 100-0 738 100-0 654 100-0 3,858 100-0 2,996 100-0 Secondary Departments of Trsfals District High Schools. Occupation. Boys. Girls. Boys. 1 Girls. NumPer NumPer NumPer NumPer ber. Cent. ber Cent. berCent. ber. Cent. University college 13 0-8 8 0-5 438 47 207 2-4 Teaching or training college 22 1-4 69 4-1 187 20 467 5-4 Professional engineering, surveying, archi4 0-3 74 08 Clerical (including typing)— (a) Government and local body 125 8-1 135 8-1 570 61 679 7-8 (6) Banks, insurance, legal, commercial 79 5-1 248 14-9 1,048 11* 2 1, 784 20-4 houses, shops, and warehouses Shop and warehouse assistants 150 9-7 280 16-8 907 97 1, 262 14-4 Manual trades— (a) Government and local body 40 2-6 16 1-0 238 25 26 0-3 (b) Building 72 4-6 509 5 • 5 (e) Motor engineering 79 5-1 544 58 (d) General engineering 25 1-6 551 59 (e) Printing 4 0-3 1 0-1 99 11 8 '6-1 (/) Other trades 91 5-9 10 0-6 759 81 160 1-8 Farming 590 38-2 25 1-5 1,883 202 65 0-7 Factory operatives 35 2-3 78 4-7 236 25 497 5-7 Other occupations 124 8-0 199 12-0 643 69 1, 226 14-0 Home 37 2-4 535 32-1 113 12 1, 891 21-6 Not known 56 3-6 60 3-6 541 58 471 5-4 Totals 1 ,546 100-0 1,664 100-0 9,340 1000 3, 743 100-0

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Table O4.—Percentages of BOYS LEAVING POST-PRIMARY SCHOOLS in 1944-47 who proceeded to the University or to Employment in the Three Main Occupational Groups

Table P2.—Enrollees, etc., with VOCATIONAL GUIDANCE CENTRES placed in Employment during 1947

22

University. Clerical, Professional, Shop, and Warehouse. Farming. Trades and Industries. Class of School. 1944. 1945. 1946. 1947. 1944. 1945. 1946. 11947. 1944. 1945. 1946. 1947. 1944. 1945. 1946. 1947. Secondary15 10 11 10 38 36 42 43 17 19 16 15 18 19 18 21 Combined 9 6 6 7 27 25 31 31 25 25 25 23 30 33 29 28 Technical 2 1 1 2 17 17 19 21 18 17 16 17 44 44 45 44 District High 4 1 1 1 21 20 24 25 39 43 39 38 24 22 23 22 All schools 8 5 5 5 26 25 29 30 22 23 21 20 30 31 30 31

Centre. Placed by Centre. Self-placed. Total. Auckland Wanganui Wellington .. Christchurch Dunedin *Invercargill 229 46 620 494 330 4 265 2 243 649 44 494 48 863 1,143 374 4 1,723 1,203 1,926 * Centre closed in June, 1947

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Note.— The above table is a modification of the previous Table Q 2 in which was shown the numbers of pupils leaving classified only according to the year of the post-primarv course m which they were engaged at the time of leaving. As the table now stands, Section A gives the status of pupils at time of leaving, and Section B the actual year of attendance at post-primary schools at time of leaving. ' The approximate average length of post-primary school life of pupils leaving was : secondary schools, 3 years 1 month; combined schools, 2 years 11 months : technical schools, 2 years 4 months; district high schools, 2 years 3 months; all schools, 2 years 8 months.

Table Q2.— LENGTH OF POST-PRIMARY COURSE A.—Classification of Pupils Leaving Public Post-primary Schools in 1947

B.—Years of Attendance at Public Post-primary Schools of Pupils Leaving in 1947

23

Class. Secondary Schools Combined Schools. Technical High and Day Schools. District High Schools. All Schools. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Form III Form IV Form V Form VI 313 737 1,225 923 286 987 1,435 721 599 1,724 2,660 1,644 9-0 26-0 40-2 24-8 102 226 250 160 67 214 266 107 169 440 516 267 12-1 31-6 37-1 19 "2 898 1,589 1,037 334 561 1,302 878 255 1,459 2,891 1,915 589 21-3 42-2 27-9 8-6 504 566 413 63 357 694 528 85 861 1,260 941 148 26-8 39-3 29-3 4-6 1,817 3,118 2,925 1,480 1,271 3,197 3,107 1,168 3,088 6,315 6,032 2,648 17-1 34-9 33-4 14-6 Totals 3,198 3,429 6,627 100-0 738 654 1,392 100-0 3,858 2,996 6,854 100-0 1,546 1,664 3,210 100-0 9,340 8,743 18,083 100-0

Secondary Schools. Combined Schools. and Day District High Schools. All Schools. Year of Attendance. 1 Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. {Total. _ Boys. Girls. Total. Boys. Girls. J Total. Jf irst , 308 285 593 8-9 102 66 168 12-1 880 535 1,415 20-6 491 351 842 26-2 1,781 1,237 3,018 16-7 Second 729 979 1,708 25-8 228 211 439 31-5 1,587 1,324 2,911 42-5 572 697 1,269 39-5 3 116 3 211 6 327 35-0 Ttord .. .. .. 763 1,017 1,780 26-9 155 155 310 22-3 938 765 1,703 24-8 300 399 699 21-8 2,156 2,336 4,492 24-8 •• •• •• 849 730 1,579 23-8 148 138 286 20-6 334 304 638 9-3 150 159 309 9-6 1,481 1,331 2,812 15-6 Fifth , •• •• 487 390 877 13-2 91 75 166 11-9 111 65 176 2-6 30 55 85 2-7 719 585 1 304 7-2 Sixth and over .. .. 62 28 90 1-4 14 9 23 1-6 8 3 11 0-2 3 3 6 0-2 87 43 130 0-7 Totals .. .. 3,198 3,429 6,627 100-0 738 654 1,392 100-0 3,858 2,996 6,854 100-0 1,546 1,664 3,210 100-0 9,340 8,74318,083 100-0

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Table Q3.—Number of Pupils at EVENING TECHNICAL AND PART-TIME DAY CLASSES

Table R. —Number of Pupils at MAORI SCHOOLS, etc., 1st July

Table S.—Registered PRIVATE PRIMARY Schools, 1947

24

Year. Number of Centres. Number on Roll, 1st July. Number holding Free Places. Males. Females. Males. Females. 1945 65 11,066 5,397 6,681 3,071 1946 65 13,351 5,321 7,395 3,240 1947 85 15,574 6,153 8,967 4,082

1947. 1946. Schools. Roll. Schools. Ron. Maori village schools Mission and boarding schools (primary) Public schools with Maori children enrolled 160 10 880 12,597 745 16,433 159 10 895 12,218 706 15,693 1,050 29,775 1,064 28,617 Note. —Of the pupils enrolled at Maori village schools, 913 in 1946, and 1,042 in 1947, were Europeans.

— Undenominational Schools. Catholic Church Schools. Other Church Schools. Total, Number of schools 14 237 56 307 Boll in December— Boys Girls 250 548 13,177 13,995 2,237 2,397 15,66t 16,940 Totals 798 27,172 4,634 32,604 Average attendance 710 24,534 4,215 29,459 Teachers (inclusive of head teachers) — Men Women 7 33 65 709 62 138 134 880 Totals 40 774 200 1,014

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Table T.—Endowed Schools and Registered PRIVATE SECONDARY Schools

Table U.—KINDERGARTEN Schools, 1947

Table Y1. —Particulars relating to UNIVERSITY EDUCATION

25

1946. 1947. Number of schools 80 82 Roll at 1st July 9,424 9,968 Average attendance .. .. 8,827 9,387 Teachers (inclusive of head teachers) — Men 200 208 Women 281 296 Totals 481 I 502

Association. Number of Schools. Pupils on Boll at End of Year. Average Attendance. Average Weekly Boll. Auckland .. Hamilton .. Hastings .. Masterton .. Hutt Valley Wellington.. Christchurch Hokitika .. Ashburton Timaru Dunedin .. Invercargill 20 3 1 2 11 17 1 1 2 8 4 895 126 60 70 143 539 803 26 51 81 352 179 664 83 52 54 97 404 608 20 34 58 259 115 895 113 64 70 140 524 79826 49 82 332 167 Totals, 1947 .. Totals, 1946 73 68 3,325 3,108 2,448 2,263 3,260 2,993 Difference .. .. .. +5 +217 + 185 +267

— 1943. 1944. 1945. 1946. 1947.t Number of students in actual attendance at lectures 5,181 6,584 7,986 11,263 10,443 Number of exempted students 772 1,146 1,345 1,186 1,431 Percentage of students— Men 68 72 75 82 81 Women .. .. .. 32 28 25 18 19 Percentage of students actually attending Universities receiving free education*— Men 49 51 51 61 73 Women 61 56 56 59 62 All students 53 52 53 61 71 Occupations of students expressed as percentages — M. F. M. F. M. F. M. F. M. F. (1) Full-time students 51 43 49 46 50 48 44 58 48 53 (2) Teachers and training colleges 33 32 14 28 11 27 10 23 13 25 (3) Government and local bodies 16 9 13 9 11 9 15 7 19 10 (4) Other 14 9 21 12 24 12 29 9 18 8 (5) Not known 6 7 3 5 4 4 2 3 2 4 • These students hold scholarships, training-college studentships, or bursaries, taking short courses at agricultural colleges. f Excluding 8S 10 students

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Table Y2. —Numbers of UNIVERSITY Students and COURSES taken

Note.—Only students taking a full year's course at the agricultural colleges have been included in 1947. There were in addition 890 students taking short courses of whom 428 were at Massey Agricultural College and 462 at Canterbury Agricultural College. In 1946 there were 1,088 students taking short courses.

Table. —MANUAL INSTRUCTION

Table W1.—Number of TEACHERS IN TRAINING (December)

26

Number of Students enrolled. Courses taken. Year. Auckland. Victoria. Canterbury. t o i 1 Cant'y Agric. Total. Agriculture. Architecture. Arts. Commerce. Dentistry, Diploma of Education. Divinity. Engineering. Fine Arts. Home Science. Horticulture. Journalism. Law. Si Med. & Med. Sc. Mining. Music. Science.* 1 O 1946 1947 3,281 3,361 2,598 2,823 2,554 2,551 2,560 2,556 737 310 719 273 12449 11874 1,489 514 221 266 3,825 3,980 2,162 1,962 205 175 103 106 18 25 705 473| 48 207 129 601 69 | 74 63 j 583 642 43 54 895|e3 54744 248 188 1,516 2,470 7 * Including in 1947 Medical. , &c., Intermediate.

— Number of Schools from which Pupils attended. Number of Pupils attending Centres. Boys. Girls. Public primary and Maori schools Intermediate schools and departments Secondary departments of district; high schools .. Private schools Totals 981 28 89 274 14,096 5,262 3,173 2,129 13,475 4,551 3,403 2,207 1,272 24,660 23,636 Note.—There were 169 manual-training centres during 1947.

Training-college Students Total. Division A. Division B. Division C. 1947 1,522 42 1,564 1946 1,557 46 1,603

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Table W2. —Number of Students in the various TRAINING COLLEGES in December

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

27

College. 1947. 1946. Men. Women. Total. Men. Women. Total. Auckland Wellington .. Christchurch Dunedin 246 166 134 162 321 165 210 160 567 331 344 322 243 154 197 160 320 181 186 162 563 335 383 322 Totals 708 856 1,564 754 849 1,603

— 1946. 1947. 1948. State wards— In foster-homes, hostels, and with friends In situations, including those absent without leave In Government institutions, receiving-homes, &c. In private institutions In Roman Catholic institutions recognized under Child Welfare Act In special schools for backward children In refuges In hospitals, convalescent homes, &c. In residential colleges (mostly Maori children) Subtotal Other than State wards — Young persons supervised by Child Welfare Officers in their own homes, with relatives, or with friends, pursuant to orders of Courts Infants supervised in foster-homes registered under the Infants Act Pupils at Schools for the Deaf, Sumner and Titirangi Pupils at schools for mentally backward, Otekaike and Richmond (other than State wards included in figures above) Children supervised as preventive cases Children in New Zealand Institute for Blind for whom the Department makes payment Subtotal Grand total .. .. .. .. . British children in New Zealand 2,444 1,006 316 105 82 129 49 40 13 2,322 922 306 95 74 127 38 32 18 2,202 862 290 63 52 116 12 37 20 4,184 3,934 3,654 1,026 909 238 45 1,629 17 915 788 250 45 1,569 24 879 772 251 44 1,645 22 3,864 3,591 3,613 8,048 7,525 7,267 46 11

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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, 1948

28

EXPENDITURE—VOTE, EDUCATION Subdivision I —General Salaries— £ £ £ National Film Library 3,953 Physical Education 27,347 School Publications 4,581 Vocation Guidance 19,419 General 57,063 112 363 Broadcasting and publicity 707 Compassionate grants to dependants of deceased officers 26 Compensation and expenses for injuries 2,000 Conferences of Education authorities .. .. 1,259 Examination expenses .. .. .. .. 8,130 Exhibits and displays— British Council 1,653 Museum 450 Physical education 2 School work 78 Expenses of delegates overseas 7,893 Expenses of interviewing non-departmental officers 75 Fitting up accommodation 907 Grading and registration of teachers : costs of Grading Com721 mittees and Appeal Boards Motor-vehicles — Maintenance of (other than vehicles for transport of school- , . 402 children and institutional vehicles) Purchase of .. 29,669 Repairs, &c., to private vehicles and property damaged in 59 accidents Office equipment 5,621 Office expenses 6,340 Overtime and meal allowances 7,232 Payment of monetary equivalent of leave due to deceased officers 4 Payments to Post and Telegraph Department 12,528 Printing and stationery 7,832 Publications —Education, Education Gazette, Post-primary 59,778 Bulletin, School Journal, pamphlets, text-books, &c.: preparation and despatch Rent 8,410 School journeys for special purposes 151 Special assistance to deserving students in cases of hardship".. 1,060 Teachers' superannuation— Annual subsidy 50,167 Increased allowances to widows and children 17,027 Transfer and removal expenses 1,058 Transport of school-children (including maintenance of depart529,187 mental vehicles used for such purposes) Travelling allowances and expenses 9,653 UNESCO : New Zealand's proportion of expenses — Annual contribution 13,136 Revolving fund 1,906 Visual education: equipment, materials, films, film strips, 9,406 gramophone records, &c., for National Film Library War bursaries , , 33,682 1 940,572

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Statement of Expenditure and Recoveries, etc. —continued

29

EXPENDITURE—VOTE, EDUCATION—continued Subdivision II —School and Child Welfare Institutional Buildings, Land, Furniture and Equipment Avondale College: grant for special maintenance work Buildings, grounds, furniture, and equipment: minor capital expenditure— CMd-welfare institutions Maori schools Post-primary schools Primary schools Special schools £ 5,000 2,501 70,215 39,494 2,000 £ 1,000 119,210 5,013 963 5 14,230 9 2 371 300 31,813 1,795 360,658 8,753 1,350 9,904 3,128 £ Earthquake construction : Primary schools Fees : valuation, survey, legal, &c. Fire brigades : grants to, in recognition of services at fires .. Fire damage : rebuilding, &c. — Maori schools Post-primary schools Primary schools 434 396 13,400 Fire-protection work outside grounds Grants towards cost of swimming-baths not on school-grounds Improvements in approaches to grounds and protective works outside grounds Improvements to buildings and grounds, other than schoolbuildings and grounds, reserved for school use Improvements to grounds— Child-welfare institutions Maori schools Post-primary schools Primary schools 669 5,489 5,022 20,633 Maintenance and cost of disposal of land and buildings not used for school or institutional purposes Maintenance of buildings, grounds, furniture, and equipment— Child-welfare institutions Maori schools Post-primary schools Primary schools Special schools 7,171 15,842 15,059 314,234 8,352 Bent: buildings and land—• Maori schools Post-primary schools Primary schools 155 813 7,785 Seddon Memorial Technical College Board : refund of proceeds sale of land purchased from Board funds Special equipment— Physical education Teaching aids : projectors, radio sets, gramophones, records, pianos, &c. •• 558,504 Subdivision III —Primary Education Salaries — Chatham Islands school-teachers Correspondence School Inspectors School libraries (transferred from Subdivision XII) 3,080 26,207 48,162 7,500 84,949 63,580 12,778 Arts and Crafts materials Board of school-children i

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Statement of Expenditure and Recoveries, etc. —continued

30

EXPENDITURE —VOTE, EDUCATION—continued i Subdivision III —Primary Education —continued. £ £ £ Books, &c., in necessitous cases 660 Correspondence School: costs apart from salaries 3,838 Grants to Education Boards for — Boys' and girls' agricultural clubs 1,202 Distributing departmental supplies 868 General administration 64,902 Incidental expenses— School Committees : cleaning, heating, school supplies, &c. 291,023 Manual instruction : materials, &c. 43,793 Swimming instruction 1,322 Grants to post-primary School Boards for incidental expenses of intermediate departments— General: cleaning, heating, school supplies, &c. 3,323 Manual instruction : materials, &c. 343 Incidental expenses of Chatham Islands schools 187 Salaries and allowances of teachers 3,244,575 School libraries (including £1,500 transferred from Subdivision 80,462 xn) Transfer and removal expenses 662 Transfer of teachers 1,588 Travelling allowances and expenses 10,707 3,910,762 Subdivision IV—Post-primary Education Salaries— Correspondence School 47,600 Inspectors 17,928 Technical Correspondence School 5,700 1 71,228 Arts and crafts materials 1 '?41 Board of school-children 73,110 Books, &c., in necessitous cases .. .. 449 Bursaries— Secondary 13,457 Technical 3,505 Correspondence School: costs apart from salaries 6,910 Grants to— Marlborough High School (Marlborough High School Act, 400 1899) Reefton School of Mines : for services rendered to the district 100 high school Incidental expenses of schools 234,668 Salaries and allowances of teachers ! 1,263,629 School libraries 19,225 Technical Correspondence School: costs apart from salaries .. 2,153 Transfer and removal expenses 391 Travelling allowances and expenses 4,250 1 695 216 Subdivision V—Higher Education Adult education : grants for purposes of Council of Adult } 43,298 Education Community centres : staffing, equipping, &c. 193 Contribution to " London House " : provision of accommo6,250 dation for post-graduate students attending London University Grants to University of New Zealand for— General purposes 13,891 Research work 10,000 23,891

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Statement of Expenditure and Recoveries, etc. —continued

31

EXPENDITURE—VOTE, EDUCATION —continued Subdivision V —Higher Education —continued Grants to University Colleges— Auckland University College for— General purposes School of Architecture School of Engineering School of Engineering equipment £ 59,578 6,106 8,289 2,000 £ 75,973 59,950 78,777 109,099 78,000 700 80,491 £ Victoria University College for— General purposes School of Public Administration 56,100 3,850 Canterbury University College for — General purposes .. .. • • School of Engineering Science apparatus 53,798 16,579 8,400 University of Otago for— General purposes School of Dentistry.. School of Home Science School of Medicine School of Mines School of Physical Education Libraries in special schools .. 54,667 14,847 9,925 22,557 3,762 1,341 2,000 New Zealand School of Agriculture : General Purposes Petone Ex-naval Scholarship Fund : subsidy on establishment Scholarships and bursaries — Agricultural bursaries Architectural bursaries Engineering bursaries Fine art bursaries Home-science bursaries Public Service scholarships Science bursaries " Sir George Grey " (science) scholarship United Kingdom scholarships (recoverable) University national bursaries University national scholarships 3,115 495 3,099 1,192 4,267 127 3,013 167 104 58,513 6,399 556,622 Subdivision VI—Training of Teachers Refresher courses for teachers : expenses of refresher courses and teachers conferences Training colleges— Allowances and travelling-expenses of students Class materials Incidental expenses Medical examination of applicants Salaries and allowances of staffs Students' fees : University, &c. 365,130 1,794 20,028 56 55,297 6,370 1,733 448,675 8,315 Training of commercial, technical, and other special teachers : allowances and expenses 458,723 Subdivision VII —Maori Schools Salaries — Inspectors Teachers 3,599 208,794 212,393

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Statement of Expenditure and Recoveries, etc. —continued

32

EXPENDITURE—VOTE, EDUCATION —continued Subdivision VII—Maori Schools —continued £ $ Assistance in necessitous cases Board of school-children Books, materials, and requisites Grants to private schools for Maori children Incidental expenses of schools .. .. .. Maori Battalion Mobile Canteen—tour of Maori schools: expenses Maori scholarships Transfer and removal expenses .. .. .. Travelling allowances and expenses .. .. 310 1,351 4,682 1,438 893 110 16,294 3,913 1,378 oU 242,762 Subdivision VIII—Education of the Blind New Zealand Institute for the Blind : for general purposes .. Maintenance of Government pupils Transfer of maintenance Travelling allowances and expenses (including transit of Government pupils) 10,891 595 58 15 11,559 Subdivision IX —Special Schools (Schools for the Deaf and Schools for the Mentally Backward) Salaries— Institutional Teachers 22,037 17,136 39,173 5,944 1,825 12,565 217 107 i 1,782 Clothing of pupils Incidental expenses of maintaining pupils Maintenance of institutions Transfer of maintenance Transfer and removal expenses Travelling allowances and expenses (including transit of children) Subdivision X—Child Welfare Salaries— Clothing factory and store District officers Head office Institutional Teachers i 61,613 1 1,154 55,484 14,159 33,994 1,061 105,852 39,294 40 14,587 191 146,331 35 3,427 301 234 16,789 1 Clothing of children ., .. .. .. Department of Justice : payment for services rendered by the Registrar-General's Branch Incidental expenses of maintaining children Legal expenses Maintenance of children—• Foster-homes Government institutions Private institutions 121,086 17,560 7,685 National Provident Fund: departmental contribution in respect of Child Welfare Officers Special assistance to large families Transfer of maintenance Transfer and removal expenses Travelling allowances and expenses (including transit of children Contingencies | 327,082

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Statement of Expenditure and Recoveries, etc. —continued

2—E 1

33

EXPENDITURE—VOTE, EDUCATION —continued Subdivision XI —Miscellaneous Grants Grants —• Correspondence School: Silver Jubilee celebrations Free Kindergarten Associations— Buildings, land, furniture, and equipment .. Capitation and allowances of students in training £ > 883 29,908 £ 304 30,791 3,000 1,000 2,000 560 663 300 266 70 100 50 £ New Zealand Council for Educational Research New Zealand Federation of Nursery Play Centres Association New Zealand League of Hard of Hearing New Zealand Swimming Association Nursery School, Taranaki Street, Wellington Occupation Centre Hostel, Abbotsford, Dunedin Pre-school Education Centre, Dunedin Sara Cohen School, Dunedin Waitangi Trust Board Wellington Girls' College : opening ceremony expenses, new wing 39,104 Subdivision XII —National Library Service Salaries Less transferred to Subdivision III 27,456 7,500 19,956 Books and other publications— Binding Purchase of .. Fitting up accommodation Library Fellowship in United States of America Library School, Wellington — Allowances to students, travelling-expenses of students and visiting lecturers, and lecturers' fees Grant for services in establishing Library School Travelling-expenses of senior lecturer taking up appointment Motor-vehicles, maintenance of .. New Zealand Library Association: expenses of delegates attending meetings of the Book Resources Committee Office expenses Office and library equipment Overtime and meal allowances Payments to Post and Telegraph Department Printing and stationery Bent Transfer and removal expenses Travelling allowances and expenses 2,457 41,675 1,147 569 5,750 900 194 949 28 2,290 1,249 7 1,311 945 1,519 71 1,210 Less transferred to Subdivision III 62,271 1,500 60,771 80,727 £8,883,246

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Statement of Expenditure and Recoveries, etc. —continued

34

CAPITAL EXPENDITURE—VOTE, EDUCATION BUILDINGS Buildings, Land, Furniture, and Equipment Agricultural colleges Child-welfare institutions Maori schools Post-primary schools Primary schools Special schools Training colleges University colleges .. .. .. ... £ £ 38,119 : 16,376 20,255 208,159 578,635 7,909 18,275 178,142 £ 1,065,870 ! £1,065,870 REVENUE RECEIPTS Subdivision I —General Education Gazette : Sales and advertising Examination fees Fares on school buses Registration fees Refund of salaries Refund of miscellaneous accounts Sale of books, &c. Sale of surplus stores Sale of tyres and tubes Services rendered to Teachers' Superannuation Board and to other Departments Teachers' certificate fees 76 14,001 16 2 760 1,283 820 78 87 3,510 776 21,409 Subdivision II—School and Child Welfare Institutional Buildings, Land, Furniture, and Equipment Refund of miscellaneous accounts— Maori schools Post-primary schools Primary schools 717 704 238 1,659 5,318 15,502 706 3,619 Rent of buildings and land— Child-welfare institutions Maori schools Post-primary schools Primary schools Special schools .. 170 149 2,146 2,850 3 Public Revenues Act, 1926, section 133 (Fire Insurance Fund) — Child welfare Maori schools Primary schools 70 222 15,210 Sale of furniture and general equipment— Child-welfare institutions Maori schools Post-primarjr schools Primary schools 90 63 523 30 Sale of teaching-aid equipment V 26,804

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Statement of Expenditure and Recoveries, etc. —continued

35

REVENUE RECEIPTS —continued Subdivision III —Primary Education Correspondence School: sales and fees Education Reserves Act, 1928, sections 23 and 30 (reserves revenue) Refund of salaries .. Refund of miscellaneous accounts .Sale of arts and crafts materials School library levies £ £ 842 100,000 65 6 164 1,186 £ 102,263 Subdivision IV—Post-primary Education •Correspondence School: Sales and fees Interest on hostel loans Refund of salaries Refund of miscellaneous accounts "Sale of arts and crafts materials .. .. .. Technical Correspondence School: sales and fees I ! 1,515 2,339 65 33 1,749 1,712 7,413 Subdivision V—Higher Education Refund of miscellaneous accounts Refund of United Kingdom scholarships .. I 6 191 197 Subdivision VI —Training of Teachers Refund of miscellaneous accounts 15 Subdivision VII —Maori Sehools Maori Purposes Fund Board : Grant Refund of salaries Refund of miscellaneous accounts Refund of petrol tax 900 177 31 25 1,133 Subdivision VIII—Education of the Blind Maintenance fees 1 630 ■Subdivision IX —Special Schools (Sehools for the Deaf and Schools for the Mentally Backward) i Maintenance fees Refund of salaries Refund of miscellaneous accounts Refund of petrol-tax Sale of produce Sale of stores .. " 5,043 141 25 5 1,415 15 i 6,644 Subdivision X—Child Welfare 1 Maintenance fees and'board Post Office Savings-bank interest Refund of salaries Refund of clothing, &c., supplied.. .. Refund of miscellaneous accounts Refund of petrol-tax Sale of produce ■Sale of surplus stores 21,477 6 138 11,882 440 45 2,473 22 36,483

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Statement of Expenditure and Recoveries, etc. —continued

SUMMARY OF EXPENDITURE AND RECOVERIES

Additional amounts are available from revenue from reserves vested in post-primary schools and University colleges as follows : £ Post-primary schools .. .. .. .. 47,860 University colleges .. .. .. .. 16,985 £64,845

Approximate Cost of Paper.—Preparation, not given ; printing (958 copies), £132. By Authority: E. V. Paul, Government Printer, Wellington.—l94B. Price Is.]

36

REVENUE RECEIPTS —continued Subdivision XII—National Library Service Lost books, &c. Refund of salaries Refund of miscellaneous accounts Subscriptions £ £ 747 51 21 3,160 I £ 3,97£ CAPITAL RECEIPTS £206,970 Buildings, land, furniture, and equipment— Post-primary schools Primary schools University colleges 41,242 10,350 512 £52,104 1

— Expenditure. Recoveries. Vote, Education (see details above) — Subdivision I.—General „ II.—Buildings, Land, Furniture, and Equipment „ III.—Primary Education „ IV.—Post-primary Education „ V.—Higher Education „ VI.—Training of Teachers „ VII.—Maori Schools „ VIII.—Education of the Blind „ IX.—Special schools X.—Child Welfare .. „ XI.—Miscellaneous Grants ,, XII.—National Library Service £ 940,572 558,504 3,910,762 1,695,216 556,622 458,723 242,762 11,559 61,613 327,082 39,104 80,727 £ 21,409 26,804 102,263 7,413 197 15 1,133 630 6,644 36,483 *3,979 Vote Education Buildings (see details above) Vote, Internal Affairs (cost-of-living bonus to annuitants under the Teachers' Superannuation Fund) Education Reserves Act, 1928, sections 23 and 30 (secondaryeducation reserves revenue) Finance Act 1942 (No. 2), section 3 (Government contribution toTeachers' Superannuation Fund) 8,883,246 1,065,870 1,102 10,506 262,000 206,970 52,104 12,832 £10,222,724 1 £271,906 J Net expenditure £9,950,818