EDUCATION IN NEW ZEALAND.

Evening Post, Volume LXXII, Issue 66, 15 September 1906, Page 4

EDUCATION IN NEW ZEALAND.

The annual report of the Minister for education, summarised in our issue of yesterday, is a record of progress, calling moro for appreciation and congratulation than for criticism. Compared either with the reports for previous years, or withthe statistics of other lands, the state of education in New Zealand is, so far as may bo judged irom tabulated returns, one of which the colony need be in no way ashamed. The average attendance shows an increase on former years, and, what is more important, the average of regularity also, standing a« high as 86.9 per cent., and 87.1 in the last quarter; and this improvement is not local only, but characterises every district. The total number of schools in tho colony stand* at 1806, an increase of 21 during the year, and tho number of teachers has increased by 63— an increase attributed, probably wulh reason, to a nioTe liberal provision in the way of salaries and the establishment of a system of superannuation, for it has always been a drawback to education in New Zealand that the prospects of those who entered, the teaching profession were- less attractive than those offered to men of equal ability in other spheres of activity. It is a good sign that during -the yoar the number of teachers in the four training colleges has more than doubled, standing at 221, as compared with 109 at tho close of the previous year, The maintenance of tho' colleges costs £23,000, and it is anticipated that the available accommodation will coon be taxed to its full capacity. The general prosperity is reflected in the returns from the education reserves thoughtfully set apart in former years, which show an increase in twelve months from £63,571 to £69,888. Technical and manual education is rapidly extending, and is hiehly appreciated by parents, pupils, and employers. It is in this direction that the most important developments aTe now proceeding. Cookery for girls and woodwork for boys are among the leading subjects, and no less important is the practical instruction imparted in agriculture. Another great advance has been made in the endowed secondary schools^ the number of free pupils now standing very high. Theso are winners of scholarships and others who have qualified by examination, in tho primary ' schools j and notwithstanding the large increase in attendance, the financial position of the High School Boards has improved. Our educational 6ystcm is by detrrces becoming more and more a harmonious organic unity, and such reforms as seem to be indicated are chiefly those affecting details rather than tho general system, which, as we have already remarked, offers very little ground for unfavourable criticism.