11

E.—l

The graphs bring out clearly the following points: (1) Secondary education is generally begun at a much earlier age( 114 ) in England. (2) The final number of pupils going on to secondary education is much higher in New Zealand than in England and Wales. (3) Although at the beginning of .the primary course the percentage in the elementary (or primary) schools is in some cases actually higher in England and Wales than in New Zealand, towards the end of the primary course the reverse is the case, and to a marked degree. In New Zealand 49-3 per cent, of children of fourteen years of age are to be found in the primary schools ; in England and Wales only 21 per cent. This difference will be due partly to the difference in economic conditions in the two countries, but largely to the comparatively late age at which children in New Zealand pass on to the secondary schools. Registered Private Primary Schools. The following table summarizes the returns furnished by registered private primary schools with respect to the year 1926 : —

The number of schools at the end of the previous year was 285, and the total enrolment 25,933. Correspondence School. The work of the Correspondence School r continues to expand —505 pupils, from P. 1 to Standard VI, being on the roll at the end of .1926. With the exception of a few children physically unfit to attend the ordinary school, most of these children live more than five miles from the nearest school, and many reside on islands, lighthouses, and other isolated spots. The system of instruction is well adapted to the needs of the pupils, who respond very well to requirements. The curriculum is the same as that for public schools. In December, 1926, of twenty-one candidates who were presented for examination, twenty gained a Standard VI proficiency certificate and one a Standard VI competency. A recent development is the establishment of an infant-teaching department, under a specially qualified teacher. The quality of the work of the pupils andjthe frequent appreciative letters of the parents give evidence that a real need is being satisfied by the Correspondence School. As there appears to be an impression in some quarters that it is necessary for a pupil, at some time or other, to have attended a school before being able to benefit by correspondence instruction and gain his proficiency certificate, it is perhaps advisable to point out that some of these proficiency winners have been on the roll of the Correspondence School for five years, and have never attended a school.

Undenomi- Catholic Other national Church Church Total. Schools. Schools. Schools. Number of schools .. .. .. .. 54 195 52 301 Roll—Boys .. .. .. .. .. 1,029 9,966 1,233 12,228 Girls .. .. .. .. .. 1,385 11,171 1,994 14,550 Total .. .. .. .. 2,414 21,137 3,227 26,778 Average attendance .. .. .. .. 2,093-8 18,742-3 2;803-4 23,639-5 Teachers—Men .. .. .. .. .. 45 52 32 129 Women .. .. .. .. 101 628 131 860 Total .. .. .. .. 146 680 163 989