Papers Past | Parliamentary Papers | Appendix to the Journals of the House of Representatives | 1912 Session II | EDUCATION: PRIMARY EDUCATION. [In continuation of...

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Session 11. 1912. NEW Z bALAND

EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1911.]

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

CONTENTS.

Page 1. Extract from the Thirty-fifth Annual Report of the Minister of Education (E.-l) .. 2 2. Report of the Inspector-General of Schools to the Minister of Education .. .. 24 3. Detailed Tables, &o. .. ■■ ■■ 28 Appendices. Appendix A, — Reports of Education Boards — Auckland . .. .. .. i Taranaki .. .. .. . • ii Wanganui .. .. .. .. iv Wellington .. .. .. .. viii Hawke's Bay .. .. .. .. x Marlborough .. .. .. .. xi Nelson .. .. .. .. ■■ xii Grey .. -. •• • • •• xiv Westland .. .. .. ' .. xiv North Canterbury .. .. .. xv South Canterbury .. .. .. xviii Otago .. .. .. •• •• xx Southland .. .. .. ■ • xxv Balance-sheets of Education BoardsAuckland .. .. .. .. xxviii Taranaki .. .. .. .. xxx Wanganui .. .. .. .. xxxii Wellington .. .. .. •. xxxiv Hawke's Bay .. .. .. • • xxxvi Marlborough .. .. .. ■. xxxviii Nelson .. .. •. ■ • • • xl Grey .. -. • • •• •• xlii Westland .. .. •■ •• xliv North Canterbury .. .. .. xlvi South Canterbury .. .. .. xlviii Otago .. .. .. • • • • 1 Southland .. .. .. . • Hi Appendix B, — Education Reserves — Extract from the Annual Report of the Minister i Detailed Tables .. .. .. . • "i

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Page Appendix C, — Reports of Inspectors of Schools— Auckland Taranaki .. .. .. .. .. viii Wanganui .. .. .. .. xi Wellington .. .. .. .. xvi Hawke's Bay .. .. .. .. xxii Marlborough .. .. .. .. xxvii Nelson .. .. .. .. .. xxxv Grey .. .. .. .. .. xli Westland.. .. .. .. .. xlii North Canterbury .. .. .. .. xliv South Canterbury .. .. .. .. xlviii Otago .. .. .. .. .. Ii Southland .. .. .. .. liv Appendix D, — Training of Teachers— Extract from the Annual Report of the Minister i Detailed Tables, &c. .. .. .. .. iii Reports of the Principals— Auckland .. .. .. .. viii Wellington .. .. .. .. x Canterbury .. .. .. .. xiii Otago .. .. .. .. .. xiv Appendix E, — List of Public Schools and Teachers — Auckland Taranaki .. .. .. .. .. xxix Wanganui .. .. .. .. xxxiii Wellington .. .. .. .. xliv Hawke's Bay .. . . .. .. Iv Marlborough .. .. .. .. lxii Nelson .. .. .. .. .. Ixv Grey .. .. .. .. .. Ixx Westland .. .. .. .. Ixxiii North Canterbury .. .. .. .. lxxiv South Canterbury .. .. .. lxxxviii Otago .. .. .. .. .. xciii Southland .. .. .. .. cv

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- - I. EXTRACT PROM THE THIRTY-FIETH ANNUAL REPORT OF THE MINISTER OF EDUCATION. PRIMARY EDUCATION. Number of Public Schools. The number of public schools open at the end of 1911 was 2,166, as against 2,096 for the year 1910, an increase of 70. In Table A the schools are classified according to the yearly average attendanceIn a number of cases schools maintained in grades under Schedule A of clause 2 of the staffs and salaries regulations are included in this table in such grades, although the average attendance of these schools respectively for 1911 was below the minimum of the grades as indicated in Table A. The classification is in accordance with the provisions of the Education Amendment Act, 1908, which came into operation on the Ist January, 1909. The number of small schools with an average attendance not exceeding 15 has increased since 1910 from 527 to 555. There has likewise been a marked increase in schools with an average attendance of 16 to 80 —1,225 as compared with 1,196. Of schools with an average attendance of over 80 the number has also increased by 13 —386 as against 373. It will thus be seen that the increase in attendance has been general throughout all grades of schools, a fact commented upon in the section dealing with attendance in the primary schools. Schools with an average of 35 or under are sole-teacher schools. On referring to Table Ait will be seen that there were 1,318 such schools. But, as already stated* schools are in some cases maintained in a higher grade than their average attendance would appear to warrant, while on the other hand a number of schools in charge of sole teachers at the beginning of the year had so risen in attendance as to be entitled to assistant teachers before the end of the year. Thus in Grade IV there were, in 1911, 27 schools the average attendance of which did not warrant the appointment of an assistant teacher, but in Grades II and 111 nine schools had the services of an assistant teacher. There were therefore altogether 1,336 schools in 1911 in charge of sole teachers, an increase of 45 over last year. In other words, in 1911 sole-teacher schools formed 62 per cent, of the total number of public schools in the Dominion. The aggregate average attendance at these sole-teacher schools in 1910 was 22,793, or 16 7 per cent, of the total average attendance of the Dominion; in 1911 the aggregate was 24,579, or 17*1 per cent. The average per school was 17-8 per cent., or 23-76 omitting schools below 16 in average attendance. The number of schools with two or more teachers was, in 1910, 805. In 1911 the number was 830. Of these schools there were, in 1910, 28 with an average attendance exceeding 600, and 31 in 1911. During the year 1911 85 schools were closed. Several of these schools, although reckoned as closed in their original form, were reopened in another : in some cases two schools were amalgamated ; in some, half-time schools became separate full-

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time schools ; and so on. Including such reopened schools, the total number of schools opened during the year was 155. The following list shows the number of schools opened and closed in each of the various education districts : —

Increases and Decreases in Number of Public Schools.

The net increase in the number of schools open at the end of the year is thus 70. The total number of public schools in each grade is shown in Table A, the corresponding figures for the previous year being shown for purposes of comparison.

Table A.—Number of Public Schools in each Grade, 1910 and 1911.

Eor the number of schools in each education district, classified in grades, reference should be made to Table Al, in the primary-education report, E.-2. Roll Number. The average weekly roll number for 1911 showed an increase for each quarter over that for the corresponding quarter of 1910. The mean of the average weekly roll for the four quarters was— Mean of average weekly roll, 1910 .. .. .. .. ..154,756 1911 .. .. .. .. .. 159,299 Increase in 1911 .. .. .. ..'•.. 4,543 Increase per cent in roll number, 1911 .. .. .. 2 - 9 The additions to the roll were again mu@h more marked in the North Island, where settlement has of late years been more rapid than in the South ; but, with the exception of Marlborough and Grey, every district showed at least some increase. As usual, the increase was most noticeable in the December quarter. Number on roll at end of 1910 .. .. .. .. .. 156,324 1911 .. .. .. .. .. 161,648 Increase in 1911 .. .. .. .. .. 5,324

District. Number of Schools closed. Number of Schools Increase in Number ; Decrease in Number opened. of Schools. of Schools. Auckland Taranaki Wanganui Wellington Hawke's Bay Marlborough Nelson 41 3 2 1 6 0 5 5 2 3 2 6 3 70 5 7 10 11 11 9 2 3 9 4 (i 8 29 ■2 5 9 5 5 4 3 Grey Westland North Canterbury South Canterbury Otago Southland 1 6 2 5 85 155 85 Increase (1911) 70

Number of Schools. Grade (as in Education Amendment Act, 1908). Number of School?. Grade (as in Education Amendment Aot, 1908). 1910. 1911. 1910. 1911. 0. (1-8) 1. (9-15) 2. (16-25) 3. (26-35) 4. (36-80) 5. (81-120) „ ; 6a. (121-160) °' j 6b (161-200) 7 I 7a. (201-250) '• 1 7b (251-300) f 8a (301-350) 8. 8b (351^00) ( 8c (401-450) 155 372 469 284 443 126 '51 37 35 24 20 15 12 162 393 480 283 462 127 58 33 34 27 24 13 16 i 9a. (451-500) 9. J 9b (501-550) ( 9c (551-600) 10a. (601-650) I 10b (651-700) 100 (701-750) | IOd (751-800) 10. < IOe (801-850) IOf (851-900) IIOg (901-950) I 10h (951-1,000) lOi (1,001-1,050) .. 8 12 5 9 8 2 2 4 2 7 12 4 12 5 6 3 2 9 1 1 Totals 2,096 2,166 88

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Table B shows the numbers on the roll at the end of 1911, classified according to age and standards. Reference to some of the more interesting facts disclosed by this table will be found under the headings " Age and Sex of Pupils," page 6, •and " Classification and Examination," page 9.

Table B.—Classified Return of the Numbers on the Rolls of Public Schools at the end of 1911.

!!!!!!!!L! I ! ] I f I I |_ Table Ba shows the mean average roll number for every to 1898, and for each of the last twelve years ; the table gives also the total average attendance for each year, the average attendance as a percentage of the roll and the number of teachers employed in the public schools.

Table Ba.—Schools, Attendance, and Teachers.

Details of these facts relating to the several educational districts are given in X&DIGS -A-lj -£SJL ? SpHQ Jjil, ■ In order to find the actual roll number of all children receiving primary educa tion m schools subject to inspection, it will be necessary to take into account those attending Native village schools, schools at the Chatham Islands, private primary schools subject to inspection, and the lower departments of secondary schools and to deduct those on the rolls of the secondary departments of district high schools Ihe following will then be the figures :— Average Weekly Roll Number. 1911 Public schools .. . . . . . _ , ~„ ' Native village schools . . . . 4«9i Chatham Island schools . . * .. ' „, Private primary schools .. .. .. 15 qu Lower departments of secondary schools .... ' o^a* ion 101 Less secondary departments of district high schools .. .. 2' 090 Total average weekly roll of primary scholars .. .. 178 091 * Number on roll at end of year.

Table B shows the numbers on to age and standards. Reference ti by this table will be found under - "Slid " Classification and Bxaminatio: bhe roll at the end of 1911, classified according ) some of the more interesting facts disclosed he headings " Age and Sex of Pupils," page 6, i," page 9. Table B.—Classified Return of the Ntjmbe: ts on the Rolls of Public Schools at the end of 1911. Ages. Boys. Girls. Class P. Standard I. Boys. Girls. Standard II. Standard III. Standi Boys. Girls, j Boys. wt IV. Standard V. Boys. Girls. Standi ud VI. Standard VII. Total. Boys. Girls. Girls. Boys. Girls. Boys. 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 .. Above 15 7,124 9,166 8,614 4,645 1,640 519 181 79 45 13 8 : 6,403 i 8,406 , 7,650 • 3,922 1,273 370 152 51 33j 4 2 1 7 5 i' 139| 145 i 1,3371,434 : 3,565 3,570 3,1622,711 1,3761,164 i 502 378 162] 136 60 52 21 14 3 1 10,3349,610 i 2 e 140 '1,224 3,266 3,017 1,429 575 182 49 11 : 5 ' 155 1,317 3,341 2,763 1,191 419 119 26 4 3 145 1,094 3,062 2,949 1,565 698 169 30 i 7 I 164 :1,199 3,061 2,732 1,249 493 93 21 8 134 1,034 2,727 2,763 1,586 530 117 4 112 1,102 2,632 2,467 1,310 340 77 ! 4t. 95! 891] 2,371 2,426 1,202 355 2 108 | 923 2,269 ,2,300 930 224 11 118 798 1,937 1,616 743 7 90 786 1,903 1,479 544 2 33 198 397 488 3 40 210 384 605 7,131 9,307 10,094 9,587 9,300 9,114 8,799 8,346 7,132 3,997 1,755 6,408 8,556 9,246 8,977 8,638 8,575 8,101 7,417 6,420 3,270 1,478 Total 32,034 28,266 9,895 9,340 9,715 9,019 8,899 8,044 7,344' 6,756, 5,223 1,118 1,242 84,562 77,086 4,809 Table Ba to 1898, and f attendance foi the number o: shows the m< >r each of the each year, i. teachers emj 3an a last 1 he a-\ verage i .welve y rerage a" I in the ■oil n .ars ; .tend pub] .umb ; the >er v i tat or every fifth ye, ile gives also the a percentage of <r from ] ;otal ave: ;he roll, 878 ■age and ance lie sc : as )loye< shooi Is. Table Ba .—Sc HOOLS, A_ 'TEND. ANCE, ANL i Teachers. I Number of 'eachers. Year. Number of Schools. Mean , , Average of Average Average Attendance Weeklv ; Attendance, as PercentRoll Whole Year, j age of Weekly Roll. I Adults. Pupil-teachers. M. F. Total. M. F. Total. 1878 .. 1883 .. 1888 .. 1893 .. 1898 .. 1900 .. 1901 .. 1902 .-. 1903 .. 1904 .. 1905 .. 1906 .. 1907 .. 1908 .. 1909 .. 1910 .. 1911 .. 748 971 1,158 1,375 1,655 1,707 1,715 1,754 1,786 1,827 1,851 1,921 1,963 1,998 2,057 2,096 2,166 90,859 113,636 125,692 133,782 132,897 132,868 133,952 134,748 136,282 138,471 140,320 141,946 145,974 151,142 154,756 159,299 *48,773 69,838 t90,108 J100,321 111,636 111,748 111,797 113,711 113,047 116,506 120,265 121,958 120,026 127,160 132,773 135,738 142,186 76-9 79-3 79-8 83-4 84-1 84-1 84-9 83-9 85-5 86-9 86-9 84-6 87-1 87'S 87'7 89-3 707 905 1,039 1,107 1,234 1,216 1,222 1,272 1,270 1,272 1,302 1,314 1,332 1,331 1,406 1,456 1,493 454 656 887 1,096 1,370 1,415 1,446 1,685 1,726 1,797 1,835 1,887 1,955 2,021 2,208 2,252 2,351 1,161 1,561 1,926 2,203 2,604 2,631 2,668 2,957 2,996 3,069 3,137 3,201 3,287 3,352 3,614 3,708 3,844 118 159 219 238 229 206 184 143 147 144 151 153 172 161 166 174 179 332 571 694 825 831 749 771 604 552 505 528 518 478 476 530 526 528 450 730 913 1,063 1,060 955 955 747 699 649 679 671 650 637 696 §700 ||707 •Average of three quarters. t Strict average. I Working averaee io.j.,,... „, .,~ __ , 7777. II Exclusive of 41 male and 178female probationers m female P>" obatio^' Details of these facts relating to the several educational districts are given in Tables Al, Bl, and El. & - In order to find the actual roll number of all children receiving primary educa tion m schools subject to inspection, it will be necessary to take into account those attending Native village schools, schools at the Chatham Islands, private primary schools subject to inspection, and the lower departments of secondary schools and to deduct those on the rolls of the secondary departments of district high schools ihe following will then be the figures :— Average Weekly Roll Number. 1911 Public schools .. . . . . . ,,.,. ' Native village schools . . . . . . 4.'fi<n Chatham Island schools . . * .. ' „, Private primary schools .. .. .. ,,. „-. Lower departments of secondary schools .... ' oka* ion 101 Less secondary departments of district high schools .. .. 2' 090 Total average weekly roll of primary scholars .. .. 178 091 * Number on roll at end of year.

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Attendance. Average attendance for all districts in 1910 .. .. .. .. 135,738 1911 .. ■ 142,186 Increase per cent, in average attendance, 1911 .. .. . . 4-8 At the commencement of the year under raview, the provisions of section 9 of the Education Amendment Act, 1910, came into force. By this section, with certain exceptions, every child between the ages of seven and fourteen years of age was required to have his name enrolled on the register of some public school, and to attend the school whenever it was open. Owing no doubt partly to this cause, and partly to the zeal and efficiency of tne Truant Officers, the percentage of attendance attained a record in almost every district. Increases of percentage were recorded in every district except Hawke's Bay, which has remained stationary for the past three years; and in the case of five districts the percentage reached over 90 per cent, of the roll number. Otago once more had the honour of heading the list for regularity of attendance with the excellent percentage of 91-7, with Marlborough second with 91-6, Wellington leading for the North Island with 90-1. The following are the figuies for the last six years : — Attendance per Cent, of Roll. 1906 ... •• •• 86-9 1907 84-6 1908 .. .. .. .. •• •■ •■ •• 87-1 1909 .. .. .. .. .. ■ • • • • • 87-8 1910 .. .. .. .. •■ •• •■ ■■ 87-7 1911 89-3 Although from the point of view of regularity of attendance New Zealand suffers greatly on account of its widely scattered population and meagre facilities for transit in many of the outlying districts, it is remarkable that the percentage of average attendance is higher in this Dominion than in such old-established countries as England, Scotland, and Ireland. The following figures are of interest in this connection : — Attendance per Cent, of Roll. Switzerland .. .. .. .. .. ■ ■ .. • • 97T Japan .. .. .. .. .. .. .. .. 92-0 New Zealand 89-3 England 89-0 Scotland .. .. .. .. ■. • • • • ■ • 88-2 TJnited"States .. 72-5 Ireland .. .. .. .. . . . ■ • • • • 71T A comparison between New Zealand and the various Australian States, which are somewhat similarly placed in regard to the facilities for regular school attendances, reveals the fact that this Dominion easily takes the lead in the matter of regularity of attendance. New Zealand .. .. .. .. .. .. .. 89-3 . Western Australia .. .. .. .. .. .. .. 84-0 New South Wales .. .. .. .. .. .. .. 79-1 Queensland .. .. .. .. .. .. .. .. 77-4 South Australia .. .. .. .. .. .. .. 71-2 Victoria 72-0 Tasmania .. .. .. .. .. .. .. .. 70-0 Note.—ln some cases in the above table the percentage has been computed on the " strict" average. It is estimated, however, that if the same method of computation were adopted in the New Zealand figures the difference would be about only 1 per cent. In New Zealand the district having the lowest average was Grey—B7-I—an increase, however, of 2-4 over last year. Two years ago the North Island had attained the same percentage of regularity as the South. The high average of Otago, and the great improvement shown by North Canterbury, have, however, raised the South Island average 1-3 per cent. above the North, although the latter has improved appreciably since 1909. The figures for the past five years are as follows ; — Attendance per Cent, of Roll. North Island. South Island. 1907 .. .. .. .. •• •• •• 83-7 856 1908 .. .. .. .. •• •• •• 86-7 87-6 1909 .. .. .. •• •• •• ■• 87-8 87-8 1910 87-4 88-1 1911 887 90-0

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It is confidently anticipated that next year, when the section of the Education Amendment Act above referred to becomes more widely known, and parents awake io the fact that by detaining their children from attending school for even a single day they are infringing the provisions of the Act, the standard of attendance will be even higher than it is at present. The average daily attendance, in actual numbers and as a percentage of the average weekly roll number, for each quarter of the years 1910 and 1911 was as follows :— Actual Attendance. Per Cent, of Roll. 1910. 1911. 1910. 1911. First quarter ... ... ... 134,636 143,081 87-9 91-1 Second quarter ... ... ... 134,438 140,787 873 89-0 Third quarter ... ... ... 133,984 140,038 86-7 87-9 Fourth quarter ... ... ... 139,895 144,837 88-9 89-1 Whole year ... ... 135,738 142,186 877 893 The above figures represent those actually in attendance at all public schools, including district high schools. To obtain the exact attendance of all children at primary schools subject to inspection it will be necessary to add those attending Native village schools, Chatham Islands schools, private primary schools, and the lower departments of secondary schools, and to subtract the secondary pupils attending the district high schools. We then get the following results : — ' 1911. Public schools ... ... ... ... ... ... 142,186 Native village schools ... ... ... ... ... ... 3,990 Chatham Islands schools ... ... ... ... ... 80 Private primary schools ... ... .. ... ... 14,084 Lower departments of secondary schools ... ... ... ... 244 Total ... ... ... ... ... 160,584 Less secondary departments of district high schools ... ... 1,889 Total average attendance of primary scholars ... ... ... 158,695 Age and Sex of Pupils. Table C shows the age and sex of the pupils on the rolls of the public schools of the Dominion at the end of 1911, and the percentage of the roll for each age.

Table C. —Age and Sex of Pupils, December, 1911.

It will, however, be found that Table B, on page 4, gives very much fuller information in regard to both age and sex. Age. —Of the children, 53*8 per cent, are under ten, and 46-2 per cent, are over ten. This proportion has remained constant for the past three years. Sex. —For every 100 boys on the rolls of the public schools there were 91 girls. This proportion has remained practically stationary for several years past.

1911. Percentages for Five Years. Ages. Boys. Girls. Total. 1907. 190 . 1909. 1910. 1911. 5 and under 6 years .. 6 „ 7 „ 7 „ 8 „ 8 „ 9 „ .. 9 10 „ 10 „ 11 „ 11 „ 12 „ 12 „ 13 „ 13 „ 14 „ 14 „ 15 „ 7,131 9,307 10,094 9,587 9,300 9,114 8,799 8,346 7,132 3,997 6,408 8,556 9,246 8,977 8,638 8,575 8,101 7,417 6,420 3,270 13,539 17,863 19,340 18,564 17,938 17,689 16,900 15,763 13,552 7,267 80 10-5 11-6 11-1 11-4 11-3 110 10-5 8-7 40 8-2 10-6 11-7 11-3 11-0 11-2 10-9 10-4 8-4 4-2 8-7 10-8 11-6 11-4 11-2 10-7 10 6 10-2 8-5 4-3 8-4 11-2 11-5 11-4 11-3 10-9 10-2 10-0 8-5 4-5 8-4 11-1 12-0 11-5 11-1 10-9 10-5 9-6 8-4 4-5 15 and over 82,807 1,755 75,608 1,478 158,415 8,233 98-1 1-9 97-9 2-1 98-0 2-0 97-9 2-1 980 2-0 Totals .. 84,562 77,086 161,648 100-0 100-0 100-0 1000 1000

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According to the census returns for 1911 there were 100 boys between the ages of five and fifteen for every 97 girls. Now that it is compulsory for all children of school age to attend a school whenever it is open, it may well be asked what is the reason for this discrepancy. Certainly it is true that a larger proportion of girls attend private primary schools, but even after taking these into consideration we find that the numbers are 100 boys to every 94 girls. An examination of the figures set out in Table B reveals two important sources of leakage. In the first place, we find that for every 100 boys between the ages of five and six in attendance at public schools there were between 89 and 90 girls ; and, secondly, of children thirteen years and over there were 100 boys to every 87 girls. With regard to this lart figure, it might be supposed that girls, being somewhat quicker at passing through the standards than boys, enter the high school at an earlier age ; but a glance at the figures for the secondary schools immediately negatives such an argument —there are only 70 girls in attendance to every 100 boys. We then arrive at three conclusions : (1) A considerable number of girls never enter the primary schools ; (2) generally speaking, girls enter the primary schools at a later age than boys; (3) generally speaking, girls leave the primary schools at a much earlier age than boys. In regard to (1), the census figures for 1911 throw some light on the matter ; a larger proportion of girls than boys receive instruction at home — 2,791 as against 2,057. Such home instruction, if reasonably efficient, is a ground for exemption under section 150 of the Education Act. No. (2) is no doubt due to the reluctance of parents to send their girls to school at too early an age. The compulsory age is seven years. No. (3) may be due to two causes, both of which, however, are closely related. It will be seen that, although there are only 87 girls to every 100 boys in attendance over the age of thirteen years, there are 92 girls to every 100 boys in Standard VI. The reason is that girls develop mentally at a more rapid rate than boys, and consequently pass through the standards at an average rate of a year quicker than boys. Hence a proportionately large number of girls succeed in obtaining an exemption certificate a year or more before they reach the age of exemption, and of these many are withdrawn from school immediately, before the child has obtained the full benefit of school discipline and instruction. A somewhat greaterdegree of differentiation in the work of the girls from that of the boys in the higher classes, more especially in the direction of giving them some instruction and training in home science, would leave less excuse for the apparent failure of parents to appreciate the fact that the sound education of girls is just as important as that of boys. An examination of the figures published by the Department of Public Instruction in New South Wales reveals a precisely similar condition of affairs in that State. It is interesting, in this connection, to note the proportion of girls to boys in the whole population between the ages of five and fifteen and on the rolls of the public primary schools of England, the United States, and Australia. For every hundred boys we find the number of girls to be as follows: —

Table Cl shows the age and sex of the pupils on the rolls of the public schools in the several education districts at the end of 1911.

Population, 5-15. Schools. England United States Queensland.. New South Wales Victoria Western Australia Tasmania .. New Zealand 100 98 98 98 98 99 98 97 98 98 94 91 95 91 92 91

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Maori Children receiving Primary Education. \ th m, end ° f 1 1 911 there were 4 6 85 Maori chil dren receiving instruction in public schools. The total number of Maoris under instruction in all primary schools was . as follows:— r J At Native village schools .. .. ~ _ 4 q 3 q At Native mission schools .. .. . _ ' oqa At public schools .. .. .. _ _ " . „o* Total •• •• •• •• •• .. .. 8,954 This number does not include Maoris attending schools not under inspection or private schools subject to inspection ; of these no separate return is made. The classification of Maori children attending Native village schools will be found in the Native Schools' Report, E.-3. The following table shows the age' sex, and classification of the Maoris attending public schools :—

Table Ca.—Maori Scholars attending Public Schools at the end of December Quarter, 1911.

Average Age of Maori Pupils in Various Classes. A Yrs ag6 mo g 3 !' Av v erage A S e - P 8 2 Class S4 .. To' To' » S1 10 4 „ 55.. ..' " •• i 3 7 » S3 12 0 „ S7 15 0 v * N,B Tw° r f* P^ r t° SeS - ° f tMs , leturn ' half " caste chil dren and children intermediate in blood between halt-caste and Maori are reckoned as Maori. Number to whom has been granted a certificate of proficiency .. 29 competency in S6 .. 5 Total ~ Number of schools at which Maori scholars were in attendance, 551. In the above table it is a matter of comment that so few Maori scholars reached the higher standards. A comparison between this table and that for Native schools will at once show that Native schools compare much better in this respect. The reason, no doubt, is that in a school where there are only one or two Maori children among a hundred or more Europeans the education of a Maori is apt to be left to take care of itself. Again, if the above table is compared with Table B appearing on page 4, it will be noticed that over a third of the pupils of, say, twelve years and upwards m preparatory classes and Standard I are Maoris. While this is no doubt due in part to the fault referred to above, it is also to a great extent accountable by the fact that many Maoris, living in remote districts, never enter the walls of a school until they are ten or eleven years of age, or even older.

Class P. 81. 82. S3. 84. SO. 86. 87. Total. Years. I pq 3 & 3 pq | * co to o 5 pq o & 3 pq a i * O .CH pq a O r-% tH '5 o pq Ll? 3 o m 4 s i, o pq oi M 3 5 and under 6 .. 6 „ 7 .. 7 „ 8 .. 8 „ 9 .. 9 „ 10 .. 10 „ 11 .. 11 „ 12 .. 12 „ 13 .. 13 „ 14 .. 14 „ 15 .. 15 and over I .. I .. 169 274 325 257 158 114 82 26 21 11 4 122 230 283 226 147 98 91 20 24 4 .... : 2 : 2 3 12 ; 47 40 I 74 ! 66 ! 97 55 51 50 38 39 17 19 11 5 2340 290 13 40 65 77 52 41 9 1 3 8 47 63 54 44 25 2 2 15 36 60 60 47 9 5 1 7 28 50 29 24 6 3 2 4 20 41 30 23 6 2 7 19 33 27 12 7 .. I .. ■i :: 169 276 328 317 290 316 295 236 193 105 43 122 232 298 275 269 251 268 180 144 51 27 '5 '3 17 14 31 16 22 14 11 9 87 56 2 6 18 13 1 1 8 8 2 i 2 3 2 Totals 1,441 1,245 298 248 232 148 126 107 39 20 3 2,568 2,117 5

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No Native schools were handed over to Education Boards during the year, but the attendance of Maoris has risen considerably since last year. The policy is .steadily followed of gradually transferring Native schools to the Boards as the extension of European settlement and the ability of the Maoris to speak English and to adapt themselves to European customs render the field suitable for the ordinary machinery of education. It is part of the same policy to assimilate the programme of work in Native schools as nearly as possible to that in public schools, and to make no distinction in point of salary between teachers in the two classes of schools. Europeans in Native Schools. There were 518 European children attending Native village schools at the end of the year. Children intermediate in blood between half-caste and European are reckoned as European. The following table shows the age, sex, and classification, of these children : —

Table Cb.—European Scholars attending Native Schools at the end of December Quarter, 1911.

Private Primary Schools. By section 170 of the Education Act, 1908, the teachers or managers of any private primary school may apply to have the school inspected, and the school thereupon becomes " subject to inspection," and no education given to children between the ages of seven and fourteen is deemed efficient, so as to be legal ground for exemption from attendance at a public school, unless it is given at home or in a school subject to inspection. There is therefore indirectly a compulsion on all private primary schools to become subject to inspection. Such private schools are inspected by officers of Education Boards. The following are the particulars in regard to these schools for the year 1911 : — Total number of schools inspected .. .. .. .. .. 183 Total roll number .. .. .. .. .. ~ .. 15,914 Average attendance .. .. .. .. .. .. 14,084 Total roll at annual examination .. .. .. .. .. 15,404 Number present at annual examination .. .. .. .. 14,233 Number present in preparatory classes .. .. .. .. 5,774 Number present in S6 .. .. .. .. .. .. 928 Number present in S7 .. .. .. .. .. .. 244 Number of proficiency certificates issued .. .. .. .. 581 Number of competency certificates issued . . .. .. .. 174 The standard of regularity of attendance was very satisfactory, being 88-5 per cent, of the total roll number. See also Table D 5 appearing on page 33. Classification and Examination. Table D is a summary for the whole Dominion of Table Dl on page 31, which shows the numbers in the several classes for the various districts. The proportion of pupils in the preparatory classes is still steadily increasing. In 1909 it was 36-66 per cent., in 1910, 37-15 per cent, in 1911, 37-30 per cent.

2—E. 2.

Class P. 81. 82. S3. S4. 85. SO. 87. Total. Years. O 3 o CO CO £ T- § "h 3 pq 3 i? .53 & ! 3 o .pi pq | * o a pq o & 3 op o 03 O CO 3 a 5 and under 6 .. 6 „ 7 .. 7 „ 8 .. 8 „ 9 .. 9 „ 10 .. 0 „ 11 .. 1 „ 12 .. 2 „ 13 .. .3 „ 14 .. .4 „ 15 .. .5 and over 20 11 38 26 29 20 15 13 13 6 2 4 1 1 2 4 9 7 4 1 1 .. 7 5 3 7 6 13 1 8 4 2 1 1 1 5 12 8 3 5 3 5 7 2 1 1 6 6 4 7 1 1 2 8 7 5 2 1 1 6 11 3 1 5 3 5 2 2 3 5 8 6 2 1 20 40 38 37 37 22 26 25 17 16 8 11 28 28 21 31 28 27 21 21 12 4 1 10 5 7 2 2 1 3 3 6 2 2 10 4 4 3 118 : 81 1 Totals 27 18 | 40 32 24 23 27 22 18 25 25 16 7 15 286 232

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Table D.—Classification of Pupils at Public Schools, December, 1911.

More detailed information in regard to the classification of pupils can be obtained on reference to Table B appearing on page 4. A study of this Table shows how much quicker girls pass through the standards than do boys. It will also be noticed that a larger proportion of girls than boys ramain in Standard VII. The following is a summary of the examination statistics for 1911: — Total roll at time of annual examination ... ... ... 162,536 Present at examination ... ... ... ... ... 155,244 Present in preparatory classes ... ... ... ... 56,770 Present in classes S6 ... ... ... ... ... 9,742 Present in classes S7 ... ... ... ... ... 1,757 Standard VI certificates gained, viz.,— Certificates of proficiency ... ... ... 7,212} „ „ 9f , „ competency ... ... ... 1,808) Details of these figures for each district are given in Table D 2. Average Age. —The average ages of the pupils in the several classes for the two years 1910-11 were as follows :— 1910. 1911. Yrs. inos. Yrs. mos. Preparatory classes ... ... ... ... 7 0 7 1 Class SI ... ... ... ... ... ... 9 2 9 1 ~ S2 ... ... ... ... ... ... 10 2 10 2 ~ S3 ... ... ... ... ... ... 11 3 11 3 „ S4 ... ... ... ... ... ... 12 3 12 2 „ S5 ... ... ... ... ... ... 13 1 13 2 „ S6 ... ... ... ... ... ... 14 0 13 11 ~ S7 ... ... ... ... ... ... 15 0 15 0 Mean of average ages ... ... ... ... 9 10 9 9 Details for the several districts will be found in Table D 3. The Inspector-General of Schools has felt it his duty once more to bring under notice (see page 24) the gradual increase in the proportion of children in preparatory classes. During the year he has obtained fuller information on the subject, and has accordingly been enabled to define the position more accurately. He points out that, while the percentages of children on the school roll from 5 to 8 years of age have increased in the years 1905-11 from 29-8 to 31-4 the percentage on the roll of the preparatory classes has risen from 28-3 to 37-3, an increase of 9 per cent., as against I*6. The following figures show how much more rapidly the number of pupils in preparatory classes has increased than those of five to eight years of age : — Roll. Children 5 to 8 Children in Years of Age. Preparatory Classes. 1905 ... ... ... ... ... ... 39,781 36,823 1911... ... ... ... .. ... 50,742 60,300 Increase ... ... ... ... ... 10,961 23,477 Several Boards consider that this exceptional increase is not an occasion for alarm or anxiety, as comparatively few pupils proceed to the secondary schools, and the long wait in the preparatory classes compels the average pupil to spend longer at school before reaching the standard of exemption. There can be no doubt, however, that from the point of view of the community at large no benefit can accrue by keeping back pupils capable of more advanced work.

Classes. Boys. Girls. Total. 'ercenta; ;es for Five Years. Class P .. . SI .. „ 82.. „ S3 .. . S4 .. „ So .. . S6 .. „ S7 .. 32,034 10,334 9,895 9,715 8,899 7,344 5,223 1,118 28,266 9,610 9,340 9,019 8,044 6,756 4,809 1,242 60,300 19,944 19,235 18,734 16,943 14,100 10,032 2,360 1907. 31-11 12-05 12-10 12-04 11-46 10-21 7-79 3-21 1908. 34-27 11-96 11-61 11-98 11-20 9-65 6-87 2-46 1909. 36-66 12-25 11-82 11-34 10-78 9-08 0-56 1-51 1910. 37-15 12-17 11-94 11-44 10-39 9-10 6-16 1-65 1911. 37-30 12-34 11-90 11-59 10-48 8-72 6-21 1-46 Totals.. 84,562 77,086 161,648 100-00 100-00 100-00 100-00 100-00

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Table D 4 shows the number of pupils in each education district receiving instruction in the various subjects set forth in the syllabus. As reading, writing, arithmetic, English grammar, geography, elementary science and drawing, objectlessons and vocal music are compulsory subjects, and history must be taken unless the parent objects, no separate return has been prepared of these subjects. It may be of interest to compare the numbers doing nature-study, handwork, and elementary agriculture during the past five years. The total number doing handwork in 1910 and 1911 is not available, as the number has been split up under the headings of the various subjects included under the general title of handwork—viz., cookery, woodwork, needlework, elementary agriculture, and other branches of handwork. , Number of Pupils. . 1907. 1908. 1909. 1910. 1911. Roll .. .. .. .. 141,071 147,428 152,416 156,324 161,648 Nature-study .. .. .. 122,660 128,716 134,651 136,341 129,796 Handwork .. .. .. .. 105,514 112,952 116,588 Elementary agriculture and dairy-work\ / 6,000 8,000 10,200 15,159 18,546 Cookery |-|| .. .. .. 5,155 6,110 Woodwork V&%4 .. .. .. 5,532 6,742 Needlework .. .. .. i| 1 53,789 55,065 55,911 54,606 57,968 Other branches of handwork .. J 3 ? I .. .. .. 100,772 109,763 It will be seen from the above table that the number taking the various subjects of manual instruction has increased in every case, and in most cases more than proportionately to the increase in the roll number. Conveyance of Children. Conveyance by Rail. —Since the year 1895 children out of the reach of a primary school, but living near to a convenient line of railway, have been granted free passes to the nearest public school or private school; in 1902 this privilege was extended to holders of scholarships and free places in secondary schools, district high schools, and technical schools ; and at the beginning of 1909 the same concession was granted to other secondary pupils who were compelled to travel by rail in order to attend school. The amount paid on this account for railway fares in the years 1910 and 1911 was as follows : — 1910. 1911. £ £ Primary pupils .. .. .. .. .. 4,961 4,753 Pupils attending — (a.) Secondary schools .. .. .. .. 2,323 2,308 (b.) District high schools.. .. .. .. 1,354 1,426 (c.) Technical schools .. .. .. .. 3,798 4,359 £12,436 £12,846 Conveyance by Road and Water. —By section 44 (c) of the Education Act, Boards are empowered to arrange, where necessary, for the conveyance of children to and from school, and conveyance by road or water is accordingly arranged in districts where the population is widely scattered, and the necessary facilities for conveyance are obtainable. Eor children under ten living more than three miles away from school by the nearest road, and for children of ten and upwards living more than four miles away, the Department makes the Boards an allowance of 6d. for each return trip —that is, the conveyance of one child to and from school on one day. No claim is entertained in the case of children riding to school on horses or bicycles. The Taranaki, Grey, and Westland Boards did not arrange for conveyance. In the more closely settled districts of the South Island — North Canterbury, South Canterbury, Otago, and Southland-—this plan for conveyance was very much more widely adopted than in any other district in New Zealand. The total amount paid in 1911 to ten Education Boards for conveyance byroad and water amounted, to £4,297, as against £3,322 in the previous year. The total amount paid for conveyance of pupils to public schools in 1911 by rail, road, and water was therefore £17,143, as against £15,758 in 1910.

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Board of School-children.—ln aid of the board of any child who, on account of distance or the absence of roads, has to live away from home in order to attend a public school, an allowance of 2s. 6d. per week is similarly made. In 1911 £354 was •paid for the board of school-children, as against £269 in 1910. '- - Free Class-boohs. The system of free class-books has now been in operation for four years. The preparatory classes and Standards I and II were supplied during 1909, Standard 111 during 1910, Standard IV during 1911, and last session a sum was included in the vote for elementary education to defray the cost of books to be supplied to Standards V and VI, and also to replace books in all standards as they are worn out. In deference to representations that some teachers considered it desirable that pupils should have a reading-book for home preparation, Boards were given the option of (1) supplying the miscellaneous readers free to pupils, or (2) requiring the pupils to provide the miscellaneous readers (except in necessitous cases or in cases where a newly entered pupil has already purchased a different miscellaneous reader), and under certain conditions supplying in lieu thereof paper to be used in school instead of slates. The conditions of the grants provide also that after provision has been made for the supply of specified class-books, the balance of the grant may be spent on approved books for libraries suitable for class reading or for individual reading in sshool or at home. As the grants are on a liberal scale Boards should be able to provide schools with suitable class or school libraries, which should foster in the pupils a desire for reading. The " School Journal " and other Publications, Charts, c&c. The School Journal has now completed its fifth year of issue, the first number being published in May, 1907. It is published in three parts—viz., Part I (sixteen pages) for Classes I and II; Part II (sixteen pages) for Classes 111 and IV ; and Part 111 (thirty-two pages) for Classes V and VI. There are no issues for the months of December and January, but the November number is enlarged to provide readingmatter until the schools close, about the middle of December. Public schools, Native schools, special schools (such as industrial schools), and certain other institutions more or less under departmental control or supervision are supplied free with a number of copies sufficient to provide each pupil in the standard classes with a copy of the appropriate part. An increasing number of private schools purchase copies at the rate of |d. per copy for Part I, and Id. per copy for each of Parts II and 111. While the School Journal aims primarily at being instructive rather than recreative, there is ample evidence that each monthly number is eagerly looked for and welcomed by the children, and that its influence tends to the very desirable end of fostering the habit and love of reading not in the school only, but also in the home. It is gratifying to note also that the Journal is meeting with appreciation beyond New Zealand, and particularly in Canada, where Earl Grey, late GovernorGeneral, has succeeded in inducing the educational authorities of some of the provinces to undertake the publication of school-papers similar to the New Zealand School Journal. In addition to containing well-defined series of articles on geography, history, nature-knowledge, &c, the Journal gives due attention to current topics of more than local importance, to striking events in current history, to important developments in modern discovery and invention, as well as to the recurrent topics of Arbor Day, Empire Day, &c. The Journal is regularly illustrated; but, in addition to the illustrations appearing in its pages, pictures and prints illustrating geography, history, and naturestudy are being issued separately on cards as aids to oral instruction on modern lines in these subjects. Up to the present time the following series have appealed : Twenty-four pictures illustrating great British battles ; forty illustrations of New Zealand flora ; twenty-four of New Zealand geography ; eight dealing with the lives of Captain Cook and Lord Nelson ; twenty-eight of the geography of the British Isles ; twenty illustrating life on H.M.S. " New Zealand " ; twenty-four dealing geographically, historically, and ethnologically with South Africa ; seventy-

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two which form part of a comprehensive series dealing with British history ; fiftysix illustrating the countries of Europe geographically and historically ; and also a coloured wall-sheet illustrating the lives of Lord Nelson and Captain Cook. During the year the Department has issued to schools a chart showing a method of restoring animation to the apparently drowned (prepared by the Health Department), and published a special report on the teaching of English in secondary schools (a reprint of a circular issued by the Board of Education, England) and also a pamphlet entitled "An account of the education system of the Dominion." Among the publications of general interest that will be issued shortly are "A Manual of New Zealand Mollusca," by H. Suter ; " Geology of New Zealand,"* by Dr. P. Marshall; and plates of New Zealand flora, published in connection with Cheeseman's " Manual of New Zealand Flora." The departmental library contains a large number of educational books and papers, most of which are available on loan to Inspectors, teachers of primary or secondary schools, and others interested in education. Staffs of Public Schools. The number of teachers in the public schools, exclusive of those employed in the secondary departments of district high schools, in December, 1910, and December, 1911, respectively, was as follows :— Table E. —Number of Teachers employed. Adults— 1910. 1911. Men 1,456 1,493 Women .. •• 2,252 2,351 Total 3,708 3,844 Pupil-teachers — Male 174 179 Female 526 528 Total 700f 707J All teachers — Male 1,630 1,672 Female 2,778 2,879 Total .. .. .. .. .. 4,408 4,551 The number of adult teachers may be further summarized thus : — Heads of schools— 1910. 1911. Men 712 728 Women .. .. .. •. • • • • 72 85 784 813 Sole teachers — Men .. .. •• •• •• ..445 452 Women 793 814 1,238 1,266 Assistant teachers — Men 299 313 Women 1,387 1,452 1,686 1,765 Of the sole teachers, 102 men and 370 women, total 472, were employed in schools of less than 16 in average attendance ; the average number of children per teacher being 10-05. The average number of children per teacher in the remaining sole-teacher schools —that is, schools with 16 to 35 in average attendance—was 23-77. It will be seen on referring to the remarks in this report under the head, " Number of Schools " (page 2), that there were 1,336 sole-teacher schools. The difference (70) between this number and the number of sole teachers shown above is accounted for by the fact that 116 half-time schools (in charge of 58 sole teachers) and 12 side schools have been counted separately as sole-teacher schools.

*This book is now published (Education Department, 30/10/121 t Exclusive of 32 male and 151 female probationers. % Exclusive of 41 male and 178 female probationers.

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In schools with two or more teachers—that is, schools of Grade IV and upwards —we find that the average number of pupils per adult teacher, reckoning two pupilteachers as equivalent to one adult, was 40-22. With the same assumption we find that the average for all schools was 33-62, and for all schools, omitting those below Grade 11, 36-61. - The following figures show the ratio of males to females, adult teachers and pupil teachers being considered separately. For purposes of comparison the figures for the previous years are also given : — 1909. 1910. 1911. . Male. Female. Male. Eemale. Male. Female. Katio of adult male to adult female teachers, schools with one to fifteen scholars 100 : 359 100 : 325 100 : 362 Eatio of adult male to adult female teachers, schools with more than fifteen scholars .. .. .. .. 100 : 140 100 : 141 100 : 142 Ratio of adult male to adult female teachers, all schools .. .. .. 100 : 157 100 : 155 100 : 157 Ratio of male pupil-teachers to female pupil-teachers .. .. .. 100 : 319 100 : 302 100 : 295 Ratio of male to female teachers, all schools 100:174 100:170 100:172 From the above table it will be seen that the proportion of males to females is by no means small, except in the cases of pupil-teachers and sole teachers of small schools. The figures in regard to pupil-teachers show conclusively that a much largei percentage of females enter the service than males ; but a great number of these female pupil-teachers leave before completing their period of training. In regard to the large proportion of female teachers to males in Grade 0 and Grade I schools, the maximum salary payable to teachers of such schools is £120, and Education Boards have always fo.und extreme difficulty in procuring suitable male teachers to fill such positions. Indeed, many educationists hold the view that women teachers are more suited to take charge of small schools than are men; for in such schools one-half of the pupils on the average are girls, and, of the boys, half are under ten years of age, and both these groups are consequently more easily and sympathetically managed by a woman teacher; thus 75 per cent, of the average number in attendance at a sole-teacher school are more suited to instruction by a woman teacher than by a male. If we take into consideration the corresponding proportion for primary-school teachers, secondary teachers in district high schools, and secondary schools (exclusive of part-time teachers), and for students in training colleges respectively, we have :— Number of Women Teachers or Students per Hundred Men Teachers or Students (omitting Teachers of Schools with 15 or less in Average Attendance). 1906. 1907. 1908. 1909. 1910. 1911. Adult primary teachers .. 125 124 126 140 141 142 Pupil-teachers .. ..339 277 296 319 302 295 Secondary teachers 80 77 76 82 85 84 Training-college students .. 350 315 285 280 219 197 All teachers and students 148 142 144 158 156 155 In other words, out of a total of 4,814 persons engaged in the above-named branches of the teaching profession, there were, in 1911, 1,889 men and 2,925 women. It will be interesting to see how these figures compare with those from othei parts of the world—England, Scotland, and the United States, for instance. In comparing this Dominion with such old-established countries, it is necessary to bear in mind that in the latter, the population being comparatively dense and the means of communication—the roads and railways—being more complete and efficacious, there are few schools corresponding to our Grade 0 or Grade I schools. Accordingly such schools are not taken into consideration in the New Zealand figures. England. Scotland. United States. New Zealand. Adult primary teachers.. .. 314 245 368 142 Pupil-teachers .. .. 313 449 * 295 Secondary teachers .. 95 * 121 84 Training-college students .. 211 389 365 197

* Figures not available.

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Full details of the primary staffs of the public schools in the several education districts is given in Table El, appearing on page 34. The relieving-teachers .appointed by the several Education Boards are not included in this table, nor in the summary above, but will be found in Table F3 (see page 38). Including all grades of schools, the average number of pupils per teacher is 34, if we take into consideration both pupil-teachers and adults. Table El gives details for the vaiious education districts. In spite of the very considerable improvement in the staffing of New Zealand schools as a result of the provisions of the Education Amendment Act, 1908, there is no doubt that there is still much room for improvement in the staffing of the larger schools. Counting only schools having an average attendance of over 200, we have the following results : (1) If pupil-teachers are altogether left out of consideration, and only adult teachers are counted, we find that each adult teacher is in charge of an average number of 58-4 children. Obviously, however, this is not a fair method of calculation. (2.) A much fairer method is to count two pupil-teachers as one adult. We then find that each adult teacher is in charge of 48-3 children. (3.) If pupil-teachers and adults are both counted together, each teacher is found to be in charge of 41-2 children. The second method of calculation is undoubtedly the only fair method. A comparison with the staffing in countries generally considered to be most advanced in education emphasizes the fact above stated—viz., that there is considerable room for improvement in the staffing of the larger schools. It must, of course, be borne in mind that all schools in these countries are taken into consideration, while in New Zealand only the large schools are counted. The rural school in England is very different from the rural school in New Zealand ; it approaches the rank of a suburban school in this Dominion. Were it possible to eliminate from consideration all schools with an average attendance of under 200, it would be found that the average number of pupils per teacher in England and elsewhere would increase considerably, but the available reports are not sufficiently full to enable this to be done. Average Number of Children per Adult Teacher (counting Two Pupil-teachers as One Adult). London (County Council schools) .. .. .. .. ■ • 39-0 England (Board of Education schools) .. .. .. .. .. 32-5 Wales (Board of Education schools) .. .. .. • • • • 28-3 Scotland .. .. •• •• •• •• •• •• 38-1 New York City .. .. .. • ■ • • • • • • 34-6 Switzerland .. .. .. • • ■ • ■ • • • • • 42-7 United States .. .. •• •• •• •• •• 25-0 New Zealand (in schools, 201-700) .. .. .. ... • • 48-3 Salaries of Public-school Teachers. The total amount of all salaries and allowances (as at 31st December, 1911) was .£631,2-51. This includes pupil-teachers' salaries and allowances, £35,419 ; probationers' salaries and allowances, £8,395 ; also house allowances to head or sole teachers who had no residence provided, £15,370; but the total does not include the corresponding amounts saved in rent where houses are provided, estimated at £26,600. The average rates of salary for adult teachers in public primary schools were, — (1.) All schools — (a.) Excluding house allowances and amounts saved in rents where £ s. d. residences are provided ... ... ... ... 148 16 5 (/).) Including house allowances and amounts saved in rents ... 159 14 9 (2.) Schools with average attendance over fifteen — (a ) Excluding bouse allowances and amounts saved in rents ... 158 14 6 Namely, men 204 3 4 women ... ... ... ••• ••■ 126 16 3 (6.) Including house allowances and amounts saved in rents ... 170 3 8 Namely, men ... •■■ ... ••• ••■ 225 1 7 women ... ... •• ... ••• 131 4 1 Status of Teachers in regard to Certificates. Table E2 (printed on page 34) gives the number of certificated and uncertificated teachers respectively on 31st December, 1911, exclusive of secondary schools and secondary departments of district high schools. It is safe to say that the number of these latter holding certificates is very much larger now than in the past. The following summary of Table E2 shows the number of certificated and uncertificated teachers in each of the years 1906 to 1911 respectively :—

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Primary Teachers in all Public Schools (Secondary Departments of District High Schools excluded), 1911.

It will be noticed that the number of certificated teachers has increased during the year by 120, and that the number holding partial qualifications has likewise increased by 41, whereas the number having no recognized examination status whatever has decreased by 25. This hearty and genuine attempt of teachers to improve their status is most encouraging. It may be set down to three causes : — (1.) Parliament last year voted £1,000 for the establishment at suitable centres of training classes, held in subjects essential to the award of a teachers' certificate and for the maintenance of a system of tuition by correspondence applicable to the cases of teachers who were too remote from any convenient centre or whose requirements in individual subjects were not such as could be dealt with collectively. The grant was notified last year at rather too late a date to enable due advantage to be taken by teachers of the increased facilities offered, but it is hoped that full advantages of it will be taken during the current year (1912). (2.) Education Boards have of late shown an increasing desire to dispose of the services of teachers who have made no attempt to improve their status. (3.) Thanks to the improvements made of recent years in staffs and salaries, the growing tendency among teachers, evidenced in other countries, to leave the ranks of the teaching profession for some more remunerative sphere of employment is not nearly so marked in this Dominion. It was pointed out in several of the reports of Education Boards (reprinted in Appendix A) that it is impossible to expect teachers of schools of Grades 0 and I to qualify for teachers' certificates. Whatever soundness there may be in this statement, it is certainly true that only about a quarter of such teachers are certificated. Omitting teachers of schools with average attendance of 15 or less, we get the following comparison : —

Primary Teachers in Public Schools with an Average Attendance of 16 and upwards, 1911.

! j 1906. I 1907. 1908. ; 1909. 1910. 1911. I. Certificated teachers — Adults .. .. .. #.. Pupil-teachers 2,451 2,593 2 1 2,412 6 2,422 14 2,663 2,783 Totals 2,418 2,436 2,453 2,594 2,663 2,783 I. Uncertificated teachers — (a.) Holding partial qualifications— (i.) Holders of licenses (ii.) Others partially qualified 227 134 178 142 99 167 68 264 56 259 71 285 Total of (a) (b.) Having no recognized examination status 361 428 320 545 266 635 332 689 315 730 356 705 Total number of uncertificated teachers 789 865 901 1,021 1,045 1,061 Total of I and II .. 3,207 3,301 3,354 3,615 3,708 3,844

1905. 1909. 1910. 1911. I. Certificated 2,460 2,524 2,608 2,723 "I. Uncertificated — (a.) Partially qualified .. (6.) Without status 329 163 272 353 262 383 277 374 492 - 625 645 651 Totals 2,952 3,149 3,253 3,374 Percentages — I. Certificated 83-3 80-2 80-2 80-7 II. (a.) Partially qualified .. (b.) Without status 11-1 5-6 8-6 11-2 8-0 11-8 8-2 11-1 16-7 19-8 19-8 19-3 Totals .. 100 100 100 100

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The above figures do not include teachers in the secondary departments of district high schools, the great majority of whom are fully certificated teachers. Below is printed a summary of Table E3J including all certificated teachers employed by Education Boards, whether engaged in primary work or in the secondary departments of district high schools, arranged according to sex and class of certificate held, It is to be noted that there is now no examination for E certificate.

Holders of Teachers' Certificates in the Service of Education Boards at 31st December, 1910, and at 31st December, 1911.

The following table gives a comparative view of the number of persons holding certificates who were employed in all forms of public instruction on the 30th June of the years named: —

Comparative Table of Certificates held by Persons employed in Public Instruction as at the 30th June

It is satisfactory to note that the total increase in the n amber of certificated teachers is entirely due to the increase in the number of certificates of the three higher classes, A, B, C. Finances of Education Boards. I. General Survey of the Finances of Education Hoards. Table F is a summary of the income and expenditure, and of the assets and liabilities of the various Education Boards for the calendar year 1911. Full information for each district can be obtained on reference to Appendix A, or to tables Fl and F2 appearing on pages 36 and 37.

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1910. 1911. Class of Certificate. M. P. i Total. I 29 11 40 154 62 216 405 227 632 532 837 1,369 95 393 488 M. 20 172 419 505 84 ) i I : F. Total. J : I 3 23 47 219 280 699 887 j 1,392 366 450 —| j A B C I) E Total .. 1,215 1,530 2,745 1,200 I, ,200 i 1,583 ' 2,783 : 1,583 — i | 2,783

Number of Teachers holding Certificates. Class. 1906. 1907. 1908. 1909. 1910. 1 1911. 1912. A B 0 T) E 86 201 197 1,650 721 87 94 99 105 208 232 266 300 294 415 544 648 1,593 1,479 1.442 1,420 j 642 595 555 522 116 352 761 1,486 480 119 392 939 1,488 441 Total, A, B, C, and D .. 2,134 2,182 2,220 2,351 2,473 ! 2,220 2,351 2,473 2,715 2,715 2,938 , i— „ A, B, C, D, and E 2,855 2,824 2,815 2,906 2,995 i 2,995 3,195 3,195 3,379 I

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Table F.—Summary of the Receipts and Expenditure and Assets and Liabilities of Education Boards for the Year 1911.

As at 1st January. Cash Transactions during Year. Transfers. I As at -31st December. r „ „ , . Receipts. :r~ , o. Name of Account. Balances. Deficits. From Reserves From Expenditure. Debit. Credit. Balances p.flcits - Government. Revenue. other Sources. Balance*. Deficits. Liabilities 1 Salaries of teachers (exclusive of second- 6,918 12 2 .. '543,915 19 446,776 16 7 57 ' l" 8 608 957 17 *7 7 277 U '\ & "' d " & S ' i , of, ™ d „ „ £ S ' cL £ 3 - d ' ary departments of district high ws,jd/ 17 7 |7,27/ 11 ] .. .. 4,011 16 9 3,273 1 2 885 10 3 schools), salaries and allowances of pupil-teachers, and half of the total cost of the training-college staff 2 Teachers' house allowances .. .. 133 14 10 14 991 11 2 R 11 a 1- inr 1- - 3 Salaries of relieving-teachers.. ..j '.'. 2,008 9 51 16 10 " 2 10 0 wis 19 1? " " 130 16 8; 219 1111 20 10 2 4 Conveyance of school-children .. 458 3 1 4 257 4 11. n 17 o ,„ P - tf }J " •■ •• 1,894 15 6; 0 16 0 5 Board of school-children .. '372 10 0 o,- - „ " 15 2 Oi .. 154 19 7 94115 3 814 11 2 6 Free school-books .. 4 30 'io 1 2,912 9 3 i' 6 0 i 4 0% 7 n " " 2 10 ° 108 ° ° 107 12 6 7 General administration .. .. 31.846 14 4 88 267 18 1 lli"l9 q ±ar iq a . »„A' „ J „ ■• •• 2 ' 472 15 10 ' 2,737 13 3 241 19 9 (a.) Incidental expenses of schools (in ' . " ; S8 > 2 *" 18 "1" 3 446 9 8 •■ 4,679 3 6 9,356 4 71 30,063 8 1 .. ,695 3 4 2,429 4 2 terms of the Order in Council of " 42,830 16 10 .. ... .. .. 639 17 g 13th February, 1911, but exclusive of cost of works paid for out of Government grant for maintenance of schoo! buildings and included below under that heading) (b.) Office staff (including Secretarv, ... ,. .,„ . ,. Inspectors, &c), salaries, and " ,) 1U ... clerical assistance (as in Return No. 4) (c.) (as in Re- .. .. .. .. % 8 „ | 14290 15 7 J .. (d.) Refunds and sundries.. .. .. .. .. 399 15 9 317 1 T (e.) Unclassified items grouped .. .. .. .. 474 13 Q am q 9 Training colleges— 4/4 id y 469 3 2 .. .. .. _. 285 0 0 223 0 2 8 Salaries of staff (half of the total cost fl 1 6 684 16 11 a --t q 1 V 9 Allowances for students .. ..H 2 197 7 7-l2o'465 1] 1 '" '„'?!,: * , ,„ f 227 19 0 12 10 0 0 Incidental expenses .. J ' I 1043 15 : " 1? * H 1 ' 669 M 1 50 ° ° ■■ 1,875 13 273 17 2 204 7 11 Secondary education- J l ' " " 1,766 11 6 J |[ 743 14 4 .. 1 Scholarships — 2 £E- :: ::■ :: :: ? S 171 ? •• »j • •■-»» »« «"« •• 1,314061,37537 3 Special 268 16 10 25 0 0 220 0 0 'lit I n " " " 541 10 9 635 2 1 32 10 0 District High Schools- " • 220 0 0 236 3 0 .. .. 277 13 10 .. 12 10 0 277 13 10 4 Salariesof staffs of secondary depart- .. 438 S 0 16 874 14 11 <J7 1 s ta ooo o - ' e-n ,„ „ ments ' " j 37 1 8 16,923 2 i i 550 12 9 .. 100 18 9 .. 30 16 0 212 1 2 General purposes — 5 (a.) Voluntary contributions and ") r 1.083 12 5 .. 1 886 18 2 2 801 11 <n subsidies ' J - " I 6 (6.) Fees from pupils .. .. ll 217 13 4 J ,-j , , r ,„-,„„! 7 (c.) High School Boards' grants .. j " } .' " lit It. ° n ™ ™ ? H •• 0 11 1,365 1 5 .. 227 18 10 1,086 16 9 (A) Special Instructors . .. j " ' - 279 10 0 160 3 1 i- • ■ • • • • oO 0 0 j Receipts. No. Name of Account. (1) 223 0 2 8 9 10 12 10 0 204 7 11 U 12 13 50 9 11 32 10 0 277 13 10 14 212 1 2 15 16 17 1,086 16 9

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} , Manual and technical — School classes— A 18 ! Capitation H f 19,81/ 9 4 19 S Voluntary contributions and be- j [ 4b9 14 s quests and subsidies Special and associated classes — 20 ■ 'Capitation .. .. •• I : ' 21,254 17 3 21 I . Material I I] l>558 10 3 22 j Voluntary contributions and be- ! |>1,524 0 4 .. •< 3,175 17 6 quests and subsidies 23 ! Fees from pupils at special classes ! 24 i Free-placeholders .. .. 7,760 11 6 25 ' Training of teachers .. .. ' 5^ 6 " 8 26 I Direction and administration (school j | 57 17 9 and special classes) J . L 26a ! Sundry items unclassified . . ' .. 1 13 9 i Building's: Maintenance, rebuilding, | rent — | 27 [ Maintenance and small additions (a), \ j~) I r-2 529 0 0 and ordinary rebuilding (b) ill I ', 28 ! Rebuilding schools destroyed by fire I )>65,394 5 11 .. < j 7,835 9 3 29 i Rents of buildings and sites for school [ | 2,816 16 1 purposes J 1 1 New buildings, furniture, additions, sites — 30 : Public schools j .. 37,205 0 4; 50,725 11 3 31 Manual instruction .. .. jl f; 5,386 0 4j 32 Technical instruction .. .. ! j | : 7,039 16 1 33 Rent of buildings for manual-instruc- ; I g g g2 18 7 J 40 0 0| tion purposes 34 Rent of buildings for technical-instruc- j 614 6 4 tion purposes J U 35 Sites-sales ' •• 6,329 16 5 1,241 6 0 : Other separate accounts — . Contractors' deposits .. .. 727 19 9, Wanganui School sites .. .. 440 11 6 .. .. .. Rees Bequest Fund .. .. 2,706 17 8 .. . ■ \ Other separate accounts .. .. 64 2 10 .. ■ 7 7 0 1 : j I Totals .. .. .. |117,794 7 0 51,082 15 7922,707 6 6J46,888 8 l< 1,112 7 2 20,588 3 8:"j 1,003 3 6 411 9 10| I I I 328 9 2 23,780 7 10j | 1,034 X 9 7 I'S 3 frV5,023 2 6 5,663 13 1 •- 12 19 7 31,511 2 6 9,762 19 0 3,656 9 6: 572 8 5 38 4 0: 5,165 3 111 10 9 4 2,620 1 7| [ 12 0 7 6,456 3 3 | 73 1 0 104 10 6 .. 1 13 91 .. 64 10 6 |(a)47,803 10 6p) 316 13 3 7'605 4 17 1112,655 13 2j 80,132 13 3 .. 27,903 11 7j25,328 7 10 114 3 9 2'674 15 7 | J 410 17 11 54,71114 4 7,515 10 7 5,469 17 4 .. '38,734 12 3 29,463 3 119,045 13 5 706 0 5 12 10! 227 5 8 18,269 15 10j j 140 14 2 I 793 18 L 127 14 j ,. 6,975 7 9 10,608 9 1012,088 4 4 i I ! 131 14 0 814 10 4 293 17 9 2,508 11 3 .. | 120 0 o| .. 7,423 3 11 885 4 9 387 10 0 2,232 3 3; 2,134 11 3 .. 21 8 0 804 3 9! .. \ .. 784 3 9 632 10 111 9,847 7 71 .. •• •• 8,774 5 2 132 14 1 249 16 0 .. .. 2,589 15 9 19 6 5 7 7 0 .. 5 4 0 78 5 3; 1187284~"0~lilT01^063"5 r "3 r 34T68rTl0 8 101115,412 0 173,883 18 4112,159 13 874,635 13 10 ■ II i ' 5,663 13 1 k s. d. Net bank balance at beginning of year Net bank balance at end of year 1911 1911 ... ... ... 66,711 11 5 41,528 1 9

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In the case of conveyance and board of school-children, free school-books, and ■scholarships, it will be noticed that the balance or deficit at the end of the year is accounted for by a corresponding liability or asset. For the above items, and for teachers' salaries and house allowances the Department makes grants to cover the * actual cost. The unclassified items grouped under heading 7 (c) include the following : Income—Rents (Hawke's Bay and South Canterbury), £188 Bs. 6d. ; school material (Nelson), £73 18s. ; interest on fixed deposits (South Canterbury), £80. Expenditure —Motor-cycle for Truant Officer (Wanganui) (to be refunded), £77 10s. ; truancy expenses (Marlborough), £62 ; school material (Nelson), £45 9s. 3d. ; gymnastic instructor (Otago), £136 10s. Id. It will be noticed that transfers have been made to the extent of £34,683. This sum represents the actual amounts transferred in the separate balance-sheets presented by the Boards, but a glance at Table F will show that the net total of the transfers is very much less. For instance, referring to " Manual and Technical Instruction," we find that £5,663 was transferred to other items, and £5,023 was transferred from other items, the net transfer being thus only £640. The question of transfers from item to item, depending as it does on the individual discretion of the Secretaries to the Boards, must always be a somewhat vexed one. In the first place, all moneys received by a Board from any source whatever are, under section 50 of the Education Act, payable into one account—the Education Board Account; but such funds must, in the main, be expended for the purposes for which they were voted by Parliament, and paid over by the Department. It is only reasonable, however, that Boards should transfer to their Administration Account a fair percentage of the money expended under, for instance, the Manual and Technical Account, for such a transfer might fairly be expected to cover the cost of administration in such a case. Table F3 shows the salaries and allowances paid to officers of Education Boards other than teachers. Tables F4 and F5 give a summary of the receipts and expenditure of Education Boards from 1877 to 1911. Excluding the expenditure on buildings, which is dealt with separately below, the following summary shows the chief items of expenditure for the past four years:— 1908. 1909. 1910. 1911. £ £ £ f Board's administration .. .. .. 39,730 42,392 41,396 43,697 Incidental expenses of schools .. .. 38,077 40,374 37,394 42*831 Teachers' salaries* .. .. .. 489,042 554,012 582,288 608^958 Training colleges .. .. .. 19,949 22,425 27,467 28,992 ' Scholarships and district high schools .. 31,892 32,136 32,811 32,620 Manual and technical instruction .. .. 48,212 47,927 56,049 65195 The increase in the expenditure on teachers' salaries is due partly to the increased number of children under instruction, and partly to the yearly increment of £5 in teachers' salaries provided by section 7 (3) of the Education Amendment Act, 1908. It is anticipated that there will be a still more noticeable increase this year (1912) owing to the replacement of most 6f the pupil-teachers in schools with an attendance of 81 to 160 by adult assistants. The increase in the manual and technical expenditure must be attributed to the increased number of students, the establishment of day technical schools to replace the day classes previously conducted at the schools, and the rural courses given in many of the district high schools. The following table shows the proportion of expenditure on administration to the whole expenditure, and the corresponding proportion of the incidental expenses of schools (through the School Committees), the figures for the five years previous being also entered for purposes of comparison : — Boards. Committees. Total. 1906 •• ..4-5 4-8 9-3 1907 4-7 4-8 9-5 1908 ■• •• .. .. .. ..4-7 4-5 9-2 1909 •• •• ■■ .. .. ..4-6 4-4 9-0 1 910 4-5 4-0 8-5 1911 •• •■ •■ 4-3 4-2 8-5

* House allowances excluded.

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Generally speaking, the percentage of expenditure on administration tends to decrease, although a reference to the previous table will at once show that the actual amount spent on administration by Boards and School Committees was considerably •more in 1911 than in any of the previous years. The corresponding percentages for the several Education Boards are printed in Table Fl2. As is to be expected, the ratio of expenses of administration to the whole expenditure is highest in the smallest district (8-3) and lowest m the largest (3-7). . -» i i It would appear at first sight that Boards were not m December, 1911, on so firm a financial footing as in December, 1910, as the total net bank balances decreased from £66,712 to £41,528. As a matter of fact, however, about £19,000 of this difference is due to the fact that Land Boards have not followed the practice of School Commissioners of making the December quarter payments before the end of the calendar year. As in 1910, only one Board had an overdraft. 2. General Account. For convenience, the funds of Education Boards may be roughly divided into two classes—those granted for building purposes, and those not so granted. The latter class will hereafter be called the General Account, and consists of all items m Table F, except Nos. 2, 27-35, and contractors' deposits, these constituting the Building Account. Table F6 shows the cash assets and liabilities of the Boards on the General Account. These may be summarized thus :— General Account, all Boards, 31st December, 1911. Liabilities. £ Assets - ■*- _ Overdrafts 1-323 Cash •• 24,05/ Due to Government .. .. 722 Due Iron, all sources .. 43,0,b Other liabilities 16,259 Deficits .. l-b Balances .. .. •• ..48,957 £67,261 £67^261 Taking into consideration cash., assets, and liabilities, the General Account of every Education Board, with the exception of one, was in credit at the end oi the year 1911 ; the Nelson Education Board had a deficit on its General Account of £126. The'total net credit balance on these accounts for the last three years is shown as follows : — Balances. Deficits. Ivet Balances. £ £ £ ,q 0 Q .. •• 28,167 Nil 28,167 iq-jn .. 30,850 563 30.287 {5Ji ;; ;■; ..48,957 126 is,B3i The position of this account has therefore shown remarkable improvement since the previous year; indeed in two years the balance has increased by £20,000. Only two Boards showed a decrease in their credit balance, and one, which was in debit last year, has managed to considerably reduce the deficit, The total increases over last year amounted to £18,897, and the decreases to £353, a net increase oi £18 544 The largest increase was shown by the Auckland Board—£4,lll. Auckland also shows the largest credit balance—£ll,372. The next in order are Wanganui, £8,414 ; Wellington, £5,284 ; Southland, £5,279 ; Otago, £4,831 ; and Hawke s Bay, £4,592. 3. Buildings Account. The Buildings Account refers to moneys granted for two purposes, which by parliamentary appropriation and by the terms of the grants made by the Department are quite distinct, namely,— (a.) Moneys granted for the general maintenance and replacement oi school buildings out of the Consolidated Fund, and additional sums paid for the rebuilding of schools destroyed by fire, and for the rent of temporary premises during such rebuilding ;

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(b.) Moneys appropriated by Parliament and granted out of the Public Works Fund specially for the erection of new schools and the extension of existing schools rendered necessary by increased attendance, and for building teachers' residences in certain cases where suitable houses cannot be rented. The moneys so granted in the year 1911 for the respective purposes named are shown in Tables F7, FB, and F9. . ■ Table FlO shows the assets and liabilities of the Boards on the combined buildings accounts. The following is a summary :— Combined Buildings Account (a) and (b), all Boards, 31st December, 1911. Liabilities. £ Assets Overdrafts .. .. .. 12,323 Cash .. 3] 117 Other liabilities .. .. .. 57,655 Due from all sources 6 9082 Balances .. .. .. .. 41,342 Deficits .. ~ .. \\\\2l £111,320 Oujm Net balances Ist January, 1911 .. £30,221 The net balance in the Buildings Account at the close of the year 1910 was £33,692. From the above summary it will be seen that at the end of 1911 the net balance was £30,221, a decrease of £3,471. This decrease is entirely accounted for by the very considerable building operations undertaken by the Wanganui Education Board under the provisions of the Wanganui School Sites Act, 1909, and its amendment of 1911. In recent reports attention has repeatedly been called to the fact that during the last few years Boards have gradually diverted to other purposes amounts voted by Parliament and distributed by the Government specially for the purposes oi maintenance and rebuilding. In view of the necessity of expending in the near future a very large sum on the replacement of worn-out and dilapidated schools, it seems advisable to once more bring the question under notice. From an examination of the grants made to the Boards for the maintenance and replacement of school buildings—see (a), above—and their returns of expenditure under these heads, it has been found that the School Buildings Maintenance Account should stand as shown in Table Fll, a summary of which is given below :— School Buildings Maintenance Account, all Boards, 31st December, 1911. Cash balances .. ~ .. _ # »j. oqo Net excess of amounts due by Boards over amounts due to Boards .'.' '76 Net balance, 31st December, 1911 . . .. £gg 2 14 Since the cost of maintenance and repairs of school buildings, as well as the cost of actual replacement during the year 1911, has been taken into consideration m the above statement, it would appear that there was the sum of £86,214 available on the Ist January, 1912, for rebuilding worn-out schools, for replacement of wornout furniture and fittings, and for maintenance of school buildings and residences But from the Combined Buildings Account it will be seen that the actual net balance is only £30,221. This amount, then, represents all that is available for maintenance and rebuilding, and Boards have diverted to other purposes amounts totalling £56,000. In accordance with the recommendation of the Education Commission" the Department has informed Boards that it has no objection to a transfer of 7 per cent, from maintenance to new buildings to cover the cost of small additions and alterations coming withm the meaning of the appropriation which defines the maintenance grant as a grant "for general maintenance of school buildings, and for additions to buildings, alterations, rebuildings, furniture, fittings, fencing rents additions and improvements of sites, &c." The circular notifying Boards'of this concession stated m clear terms that due provision had first to be made for main-

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tenance and rebuilding. If Boards had since the date of this circular regularly transferred sums amounting to 7 per cent, of their maintenance grants, such sums would have totalled only £28,000 by the end of 1911, and there would still be £28,000 unaccounted for. It is of the utmost importance that this depreciation fund be •kept as far as possible intact, and Boards are urged to expend their school-building maintenance grants solely on the purposes for which the moneys were appropriated by Parliament—viz., maintenance and rebuilding of schools and small additions, &c, the cost of which latter item should not exceed in the total 7 per cent, of the maintenance grant. . These calculations and remarks are based on all the building transactions undertaken by all Boards, and must not be taken to refer especially to any individual Board. Chatham Islands. During the year 1911 there were four schools in operation in the Chatham those at Te One, Te Boto, and Makarakau on the main island, and the school on Pitt Island. Towards the end of the'year most of the pupils from Pitt Island crossed over to Owenga—the headquarters of the Chatham Island Fisheries Company—and in the early part of the present year the Department decided to close the Pitt Island School and open one at Owenga under the headmastership of Mr. Hutchinson of the Pitt Island School. There are now four schools on the mainland. The total number of pupils on the roll at the end of 1911 was 87, the average attendance being 80. . The total expenditure on the schools for the year under review was £734 ss. 5a., made up as follows: Salaries and allowances to teachers, £654 12s. 6d. ; repairs &c, £10 Is. ; scholarships, £40 ; inspection, £13 9s. Bd. ; other expenses, £16 2s. Id. The schools at Te One and Te Roto were examined m the month of January of the present year in accordance with the regulations for the inspection and examination of public schools in New Zealand. The results were very satisfactory. It was not found possible to visit Matarakau and Pitt Island, where there were 7 and 3 children respectively, and the classification of the pupils was accordingly left in the hands of the.teachers. Three candidates presented themselves for the examination held m connection with the Chatham Island Scholarship in November, and a scholarship was awarded to Frances Lilian Guest, a pupil of the Te One School.

Attendance. School. Names of Teachers. Salaries at End of 1911. Allowance for Conveyance of Mean of Average ! Mean of Weekly Goods. Attendance for Roll Number for Four Quarters of * Four Quarters of 1911. 1911. Te One Guest, J. J. .. H.M. Guest, Mrs. L. R. .. S. Seymour, Miss E. .. Pt. 3 Lanauze, Miss G. .. Pt. 3 Hutchinson, J. .. M. Silcock, H. S. .: M. Russell, Mrs. E. A. .. F. £ s. d. 210 0 0 8 10 0 45 0 0 45 0 0 94 10 0 112 10 0 90 0 0 £ 25 38 45 Pitt Island Te Roto ., Matarakau 15 io ii 15 24 28 7 8 55 79 92 605 10 0

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11. REPORT OF THE INSPECTOR-GENERAL OF SCHOOLS. The Inspector-General of Schools to the Hon. the Minister of Education. Sir, — I have the honour to pkce before you the following remarks on two matters of general interest arising out of the returns submitted by Education Boards or suggested by Inspectors in their annual reports. 1. Length of Time spent by Pupils in Preparatory Glasses. In my last two reports I have had occasion to draw attention to the. ever-increasing length of time spent by children in the preparatory classes of the public schools. As the matter is, in my opinion, one of great importance, I venture to bring it once again under your notice. Percentage of the roll of public schools in 1905. 1906. 1907. 1908. 1909. 1910. 1911. the preparatory classes .. .. 28-3 29-4 311 34-3 367 37-2 37"3 Percentage of the roll of age over five but not over eight .. .. .. 29-8 30-0 30-1 305 311 31 •] 315 It will be noticed that while there has been a steady increase in the percentage of children between five and eight, there has been an astonishing increase in the percentage of pupils in the preparatory classes. It is true that the 1911 figures show signs that this important matter has been to some extent taken in hand by teachers, for this is the first year since 1905 that the.increase in the percentage of preparatory pupils has been less than that of pupils between five and eight years. Nevertheless, it is a fact that in the last seven years the proportion of pupils on the roll of the preparatory classes has increased by 32 per cent, as against an increase of only 6 per cent, in the proportion between five and eight years of age. The following comments may be made on the four causes set out in previous reports :— (1.) That there may have been an increase in the proportion of young children, say, between five and eight years of age, in the population of the Dominion during the year in question. There has been an increase. In 1911 the proportion of such children in the European population was 6563 per cent., as against 6 - 184 in 1905 ; but this increase will account for the discrepancy only in a very small degree. (2.) That a larger proportion of children may be entering the schools between the ages of five and seven than formerly. An examination of Table A shows a very slight increase over the percentage for 1905, and a very considerable decrease from that for 1910. It is obvious, therefore, that this cause cannot be seriously considered. (3.) That a certain proportion of children may be leaving school from, the upper classes at an earlier age to go to secondary schools or day technical schools, or to go to work : this would make the numbers in the lower classes appear relatively larger. A glance at lines 4 and 5 of Table B will show that the very reverse is the case ; the increase in the number of children between twelve and fifteen years of age attending public schools is much greater than the increase in the number of such children in the population —19 per cent, as against 6 per cent. (4.) That children may be spending a longer time in the preparatory classes than formerly is suggested by the fact that in every standard the average age has increased by from two to four months. I have therefore been forced, to the conclusion that pupils are kept unduly long in preparatory classes, and consequently are retarded throughout their whole school course. Several of the Boards' Inspectors have argued that the time spent in the preparatory classes should not be curtailed, but that pupils might be passed quicker through the lower standards. Such a course, however, has certainly not been generally followed in the past few years, as the time spent in passing from Si to

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S6 is 4 years 10 months, and it was the same in 1905. It is further argued that 4n a large class the dull pupils retard the progress of the bright ones ; also that the secondary schools are existing for the comparative few, and that these should not .be considered when the well-being of the majority, who leave school after passing the Sixth Standard, is at stake. To such objections I must answer that it is unfair and disheartening to clever and ambitious scholars to be thus retarded, and that at the least their promotion need not affect those who are not so well favoured intellectually. The proportion of pupils proceeding to the secondary schools is now, moreover, very considerable. I would not for one moment be understood to urge that " formal" work, especially in arithmetic, and to a lesser extent in reading, should be undertaken by pupils at too early an age ; but children in preparatory classes are never too young to receive systematic training in language, especially by means of stories told to or by them, or by the description in their own words of facts coming naturally within their observation. It is obvious that the ordinary Infant Reader is much below the capacity of the average pupil of eight or nine years of age ; he should be promoted to a class where he will have reading-matter more suited to his tastes, and consequently to his powers. lam aware that in New Zealand the newer methods of instruction in infant classes are held by many to entail the spending of a longer time in those classes ; but in countries where such methods have been long in vogue it has not been found necessary to keep pupils so long in preparatory classes. If the newer methods were applied more fully in the standard classes, as they should be, this argument would lose its weight altogether. It is above all, in my opinion, a matter for very serious consideration whether the stage of teaching that may be admirably suited to children of five to seven years of age is really suitable for children of eight or nine, who are rapidly developing new powers of mind. The whole question is one which leaves room for considerable diversity of opinion, according to the various ideas that may be held as to the respective " spheres of influence " of primary schools on the one hand, and secondary and technical schools on the other. 2. Leakage of Pupils between S4 and S6. Several Inspectors* have commented on the fact that an unduly large percentage of children leave school before reaching the standard of exemption ; and the matter is sufficiently serious to demand a close examination of the figures for the Dominion as a whole. The following table shows the percentages of pupils who left school without passing Standards IV, V, and VI respectively. To assure greater accuracy, an average has in each case been taken of the figures for at least three years.

In other words, 56 per cent, of the boys and 55 per cent, of the girls leave school without passing Standard VI; 44 per cent, of the boys and 42 per cent, of the girls leave without passing Standard V ; and 14 per cent, of the boys and 13 per cent, of the girls leave without passing Standard IV. In the above calculations no allowance has been made for failures or for excess of arrivals over departures ; but the necessary adjustment has been made for deaths.

* See Appendix C, pages viii, xxiii, and li.

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Per !ent. 1905-8. 190S Ml. — Boys. Girls. Boys. Girls. Left without passing Standard IV .. Passed Standard IV, but not Standard V Passed Standard V, but not Standard VI Passed Standard VI 12 11 25 23 17 19 46 47 14 30 12 44 13 29 13 45 100 i 100 100 100

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Bearing in mind that a child must reach the age of fourteen or have gained a Sixth Standard certificate of competency before he can leave school, and that the average age of S4 pupils is 12 years 10 months, and of S5 pupils 13 years 7 months, it may well be asked how it is that so large a percentage leave school before passing S6. No doubt a considerable number have reached the age of exemption, and have been withdrawn as soon as the minimum requirements of the Act have been complied with. But there can be no doubt that a very large number are withdrawn from school before they have reached either the requisite age or the requisite standard. For such, the following remarks made by the Inspectors of the Otago Education Board particularly apply: "The culture and discipline of Standard V and Standard VI are more valuable than those of all the lower classes, It is just here that the child has mastered the use of the tools—reading, writing, and mathematical accuracy—that will tend to give him a taste for intellectual pursuits in after-life. This minimum of instruction is one of the child's birthrights, and it behoves those in authority to see that he is not deprived of it." It was only a few months ago since the standard of exemption was raised from S5 to S6, and consequently it will be impossible for a year or two to say what has been the effect of the alteration. So far as pupils over fourteen years" of age are concerned, the only remedy for their withdrawal from school will be the raising of the age of exemption still higher. If this were done, scholars would fall naturally into three classes : (1) those who pass S6 at an early age, and who, being promising pupils, naturally make their way into the secondary or day technical school> (2) those who pass S6 at the age of thirteen or fourteen, most of whom are immediately withdrawn by their parents from school to enter some form of employment ; (3) those who cannot legally leave school till they reach the raised age of exemption—say fifteen years. In the case of these two latter classes, their want of ability, and possibly of industry, during their school life will have its effect in after-school life, and it is particularly in their case that some form of compulsory continuation instruction up to the age of sixteen or seventeen is wanted. ; , I would suggest as a first step, legal provision for the compulsory attendance, without any local option, either at a day school or a continuation school, of all children up to the age of fifteen years (now their attendance from fourteen to seventeen years of age is a matter of local option). A further examination of the figures submitted by various education districts is instructive. In a district containing a number of fair-sized towns and one large city it is found that 90 per cent, of the S4 children pass through S5, and 71 per cent, through S6. On the other hand, in three typical rural districts, on the average only 81 per cent, pass through 85, and 58 through S6. The only logical conclusion is that the evil is of commoner occurrence in country districts than in towns, and this is the more to be deprecated as facilities for attending continuation classes are much rarer in the districts where they are obviously most required—the backblocks country. I h avej & C-j G. HoGBEN, Inspector-General of Schools.

Table A.—Number of Children for each Year of Age between Five and Eight Years Old, (1) in the Population, (2) attending Public Schools (excluding Maoris).

•Age, Years. Di scember, 19 15. Total. December, 1910. December, 1911. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. (1.) Population .. <J 5-6 6-7 7-8 9,487 9,300 8,973 9.256 8.841 8,717 18,743 18,141 17,690 10,748 10,508 10,156 10,521 10,051 9,932 21,269 20,559 20,088 11,668 11,435 11,052 11,425 10,982 10,708 23,093 22,417 21,760 L 5-8 27,760 j 26,814 . I 54,574 31,412 30,504 61,916 34, 155 33,115 67,270 (2.) Attending public! schools 1 L 5-6 6-7 7-8 5.719 7,193 7,804 5,178 6,539 7,348 10,897 13,732 15.152 6,725 8,959 9,048 6,055 8.132 8,344 12,780 17,091 17,392 6,962 9,031 9,766 6,286 8,324 8,948 13,248 17.355 18,714 5-8 20,716 19,065 39,781 24,732 22,531 47,263 25,759 23,558 49,317 (3.) Number attending f public schools (2), | expressed as per-** centage of popula- | tion L 5-6 6-7 7-8 60-3 77-3 87-0 55-8 74-0 84-3 58-1 75-7 85-7 62-6 85-3 891 57-5 80-9 84-0 60-1 831 86-6 59-8 78-9 88-4 55-0 75-9 83-6 57-6 77-4 86-0 5-8 74-6 71-1 72-9 78-7 73-9 75-4 71-2 73-3 76-3

E.—2

Table B. — Number of Children between Five and Eight Years of Age and between Twelve and Fifteen Years of Age in the Population and on the Rolls of Public Schools, and Number in Preparatory Classes (excluding Maoris).

Table C.—Number of European Children in New Zealand for each Year between Five and Eight Years of Age, and Number recorded as under Instruction.

(1) 1905-1911. December, 1905. Boys. Girls. Total. ] Boys. Di ;cember, 1911. Increi 1 j ise per C .906-11. lent., Gisls. Total. Boys. Girls. Total. (1.) Number of population between five and eight years of age (2.) Number of children attending public schools between five and eight years of age (3.) Number of children in the preparatory classes of the public schools ;4.) Number of population between twelve and fifteen years of age [5.) Number attending public schools between twelve and fifteen years of age 34,155 33,115 67,270 23-0 23-5 23-3 27,760 26,814 54,574 20,716 19,065 39,781 26,532 24,210 50,742 28-1 26-9 27-5 19,580 17,243 36,823 30,593 27,021 | 57,614 27,023 54.697 56-3 56-7 56-5 26,031 25,526 51,557 27,674 6-3 5-9 6-1 16,271 14,382 30,653 19,475 17.107 36,582 19-7 18-9 19-3 (2) 1910-1911. December, 1910. December, 1911. Increase per Cent., 1910-11. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. (1.) Number of population between five and eight years of age (2.) Number of children attending public schools between five and eight years of age (3.) Number of children in the preparatory classes of the public schools (4.) Number of population between twelve and fifteen years of age (5.) Number attending public schools between twelve and fifteen years of age 31,412 30,504 61,916 34,155 33,115 67,270 8-8 8-6 j 8-7 24,732 22,531 47,263 26,532 24,210 50,742 7-3 3-8 2-3 5-3 7-4 7-4 3-6 3-7 2-3 2-3 2-6 4-0 29,479 26,084 55,563 30,593 27,021 57,614 27,056 26,418 53,474 27,674 27,023 54,697 18,486 16,676 35,162 19,475 17,107 36,582

Age 5-6 Years. Age 6-7 Years. Age 7-8 Years. Boys. Girls. Total. Boys. Girls. Total. I Boys. Girls. Total. (1.) Population (excluding Maoris), December, 1911 (2.) Attending public schools, December, 1911 (3.) Maori children attending public schools schools 11,668 11,425 23,093 11,435 10,982 22,417 11,052 10,708 21,760 7,131 6,408 13,539 9,307 8,556 17,863 10,094 9,246 19,340 169 122 291 276 232 508 328 298 626 (4.) European children attending public schools (5.). European children attending Native schools (6.) Attending private schools (estimated from Registrar-General's returns) (7.) European children attending public and private primary schools (8.) Percentage of European children on rolls of public and private primaryschools 6,962 6,286 13,248 9,031 | 8,324 17,355 9,766 8,948 18,714 20 11 31 40 28 68 38 28 66 754 921 1,675 983 1,229 2,212 770 1,012 1,782 | 7,736 7,218 14,954 10,054 9,581 19,635 10,574 9,988 20,562 66-3 63-2 64-7 87-9 87-3 87-6 95-7 93-3 94-5

E.—2.

111. DETAILED TABLES, ETC.

Table A1.—Number of Public Schools, December, 1911.

Table B1.—School Attendance at Public Schools for 1911.

Lassil lOoon ling to 'art I of 'irst S> ihedul le to the Eduoatio: Am mdmi int Act, 1908.] Grade of School and Average Attendance. 1 o S3 I f g o § 3 i m CO 1 Cd s o s o I 3 fe o si o I 512 ce s ■£»*-■ 5 5 o o O I go H 3o w J3 „ 1° 0 1-8 1 9-15 II 16-25 III '26-35 IV 36-80 V 81-120 vi f VIa 121-160 I VIb 161-200 VTT (VIIa 201-250 |VIIb 251-300 (VIIIa 301-350 VIIlJVIIlB 351-400 (VIIIc 401-450 (IXa 451-500 IX-JIXb 501-550 I IXc 551-600 /Xa 601-650 I Xβ 651-700 Xc 701-750 Y Xd 751-800 -\ Xk 801-850 I Xf 851-900 I Xo 901-950 Xh 951-1,000 VXi 1,001-1,050 39 115 145 79 118 18 11 7 11 5 4 2 5 1 1 2 4 3 12 23 18 27 6 1 7 32 42 22 56 16 8 5 3 4 2 3 9 29 33 28 37 8 1 10 4 5 4 2 1 3 1 1 i 12 i 22 25 7 26 17 3 2 5 3 2 ! 41 1 17 i 13 5 i 7 3 i 1 i 1 18 29 30 8 24 7 4 3 1 1 4 9 2 5 1 9 12 5 3 4 2 3 28 44 33 49 23 8 2 3 4 4 3 "3 14 22 15 19 4 7 43 53 33 53 13 I 7 3 5 3 5 1 4 1 4 7 31 38 35 37 9 5 5 1 2 1 1 162 393 480 283 462 127 58 33 34 27 24 13 16 7 12 4 12 5 6 3 2 2 155 372 469 284 448 126 51 37 35 24 20 15 12 8 12 5 9 8 2 2 4 2 3 2 2 1 1 1 2 1 1 1 1 i 1 2 2 1 3 1 1 1 3 1 1 1 1 1 1 1 1 1 4 I 2 I "i i i " 1 .. 1 I •■ 1 1 Totals for 1911 .. Totals for 19HT .. 574 545 95 93 201 196 176 167 127 122 89 84 126 122 32 35 36 38 214 208 84 82 238 238 174 169 2,166 2,096 70 2,096 Difference 29 2 5 9 5 5 4 - 3 1 6 2 5 Note.—Part-time sc included io the respective ihools gradi :, and as dete: main rmine< sehoi 3 by t) ids wi he sep; ith si< >arate i ie-soh( ools a ;e attei attachi nidanci ed, ai e of ea :e oou isn sol lilted hool. separf itely, i md are bveragf

.no ling lecon* andary Departments of Disti riot High Schools.) Admitted during the Year. Roll Numbers. •p,,v.iiu Mean of the at ( f f nd Eoll of Year. "' Four lear ' I Quartere. Average Attendance for Whole Year (Mean of Average Attendance of Pour Quarters). Boys. Girle. '>. Total. Percentage of the Mean of Average Weekly Eoll of Four Quarters. Education Districts. Pupils at Beginning of Year. 1911. 1910. Auckland .. Taranaki Wanganui Wellington Hawke's Bay Marlborough Nelson Grey Westland North Canterbury .. South Canterbury .. Otago Southland 35,518 5,271 12,864 15,976 9,019 2,109 5,385 1,732 1,077 ! 18,907 5,180 18,512 9,553 i 21,286 2,628 7,170 8,854 4,780 921 2,520 726 397 8,602 1,764 6,994 3,870 14,755 42,049 41,228 1,762 6,137 6,146 5,239 14,795 14,674 6,929 17,901 17,742 3,208 10,591 10,423 685 2,345 2,259 1,828 6,077 6,032 521 1,937 1,934 338 1,136 1,137 5,958 21,551 21,118 1,191 ■■ 5,753 5,670 4,889 j. 20,617 20,313 2,664 [ 10,759 10,553 19,182 17,169 36,351 2,873 2,556 5,429 6,963 6,085 13,048 8,435 7,546 15,981 4,840 4,382 9,222 1,105 965 2,070 2,840 2,505 5,345 890 794 1,684 531 494 1,025 9,903 8,944 18,847 2,644 2,458 5,102 9,769 8,867 18,636 4,978 4,468 9,446 88'2 87-5 88-3 86-9 88'9 86-8 9O'l 89-6 88-5 88-5 91-6 88-7 88-6 869 87-1 86-7 90-1 j 89-8 89-0 j 860 90-0 87-3 91-7 90-2 89-5 87-3 Totals for 1911 .. Totals for 1910 .. 141,103 138,692 70,512 65,713 49,967 48,081 161,648 156,324 159,299 154,756 74,953 71,715 67,233 64,023 142,186 135,738 89-3 87-7 Difference .. 2,411 4,799 1,886 5,324 4,543 3,238 3,210 6,448 1-6

E.—2.

Table B2.—Comparison of School Attendance at Public Schools for 1910 and 1911, North Island and South Island.

Table B3.—Average Attendance for the Year 1911 at the Public Schools as grouped in Table A1, as estimated for determining the Grades of Schools. (Part I of the First Schedule to the Education Amendment Act, 1908.)

The following notes are appended in explanation of this table : — A.—The average attendance as given in Table B3 differs from that in Table B for the following reasons:— (1.) Under certain contingencies due to an exceptional fall in the attendance at an individual school, the regulations provide that for each of one or more unfavourable quarters there may be substituted the average of a favourable quarter of a preceding year. This substitution is made for the sole purpose of determining the grade of the school, and consequently the amended average attendance is used in the compilation of Table 83, which gives the schools according to their grades. For statistical purposes the average attendance as given in Table B should be taken. (2.) The totals of this table are for the mean of the four quarters of each school taken separately, not the mean of the gross quarterly totals of all schools. (3.) New schools, many of which were open for only part of the year, are included as having an average attendance for the whole year; whereas in Table B the average attendance is included only for those quarters during which the schools were open. B.—This table shows the average attendance for determining the grades of schools. For determining the staffs of schools, however, the figures require to be reduced by the attendance in secondary departments of district high schools, viz. : Grade V, 83; Vla, 101; Vlb, 110; VIIa, 219,; VIIb, 120 ; VHIa, 179; VHIb, 139; VIIIc, 206 ; IXa, 78 ; IXb, 80 : IXc, 177 ; Xa, 52 : Kb, 33 ; Xc, 34 ; Xd, 225 ; Xc, 25 : total, 1861.

Table B2.—Comparison of School Attendance at Public Schools for 1910 and 1911, North Island and South Island. .verage Attendance. .e-_ r-* Districts. 1910. 1911. Diflerence. Auckland .. Taranaki Wanganui Wellington Hawke's Bay 34,140 5,164 12,281 15,620 8,894 36,351 5,429 13,048 15,981 9,222 2,211 265 767 361 328 Totals, North Island 76,099 76,099 80,031 3,932 Marlborough Nelson Grey Westland North Canterbury South Canterbury .. .. ... Otago Southland 2,021 5,069 1,669 1,008 18,036 4,874 18,062 8,900 2,021 5,069 1,669 1,008 18,036 4,874 18,062 8,900 2,070 5,345 1,684 1,025 18,847 5,102 18,636 9,446 49 276 15 17 811 228 574 546 Totals, South Island 59,639 59,639 62,155 2,516 Totals for Dominion .. .. 1 135,738 135,738 142,186 6,448 Table E3. —Average Attendance for the Ye., Table AI, as estimated for determininc First Schedule to the Education Amend: u Y: [INI] EAR SG : AR 1911 a THE ( MENT A( 1911 at the Public S :he Grades of Schoi *tt Act, 1908.) iCHOOLS AS GROUPED IN ols. (Part I of the ____r: DME. (Including Secondary Departn ipart men' _ents of D ;s of District High Schools. Grade. rC 3 e. I 3 _ a _ _ a a eS 00 i a o | to a *_ Bs 9 _ t a 0 3 o t-t o _5 2 fl o DQ 55 >> >_ _a 3 h 3 a i g_a So sfi I J- It ZZ tn __ _• O O o ® 2 1 ! *a s gI o 60 2 O a _t 3 3 o OQ Totals Totals for for 1911. 1910. 0 1-8 1 9-15 II 16-25 III 26-35 IV 36-80 V 81-120 VT J VIa 121-160 v (VIb 161-200 VTr (VIIa 201-250 v1j -(VIIb 251-300 (VIIIa 301-350 /IIIJVIIIb 351-400 (VIIIc 401-450 (IXa 451-500 IX \ IXb 501-550 UXc 551-600 /Xa 601-650 Xb 651-700 Xc 701-750 -,- Xd 751-800 ■*■( Xe 801-850 Xi? 851-900 Xg 901-950 IXh 951-1,000 v Xi 1,001-1,050 259 1,496 2,730 2,437 6,185 1,878 1,561 1,385 2,586 1,597 1,267 756 2,246 521 591 1,236 2,525 20 152 496 568 1,420 572 139 550 42 366 813 705 2,870 1,720 940 163 695 549 916 782 1,329 40 339 630 644 1,932 905 1,249 711 1,150 1,142 645 352 1,211 435 554 48 272 515 197 1,257 1,562 486 348 1,114 832 600 203 185 244 134 344 225 134 207 99 337 693 203 1,168 697 581 557 217 255 30 89 125 67 279 76 549 46! 27 133 330 91 ■ 897 72 986 193 2,347 182 2,277 .. I 1,097 .. ! 371 .. 691 .. ! 1,086 .. I 1,330 .. I 1,223 316 .. I 999 1,158 .. ! 605 .. j 1,859 14 185 444 427 876 403 382 37 479 1,169 978 2,673 1,298 951 606 1,147 970 1,748 367 1,796 501 2,112 64 345 838 1,030 1,812 935 718 962 244 579 306 395 929 4,708 9,685 8,448 23,356 12,730 7,856 6,241 7,844 7,560 7,177 5,043 7,306 3,435 6,674 2,445 7,562i 3,561 4,380 2,363 1,560 1,731 814 4,504 9,050 8,425 22,137 12,033 7,119 6,868 8,045 6,767 6,466 5,789 5,056 3,857 6,425 2,402 '• 5,525 6,227 1,442 1,539 3,134 1,684 383 365 785 408 474 505 IX 555 604 567 598 539 661 1,898 672 701 724 758 725| 619 710 718 753 2,938 778 799 .. 827 761 1,731 .. | 1,037 1^037 143,631 136,321 i',bis Totals, 1911 Totals, 1910 86,686 34,364 5,459 5,178 13,118 12,307 16,086 15,693 393 9,414 8,905 509 2,084 2,023 61 5,405 5,074 1,689 1,665 1,03319,147 1,01718,093 5,111 4,928! 18,879 18,144 9,520 8,930 136,321 Difference 2,322 281 811 331 24 16 1,054 Difference .. 2,322 281 811 393 509 61 331 24 16 1,054 188] 735 590j 7,310 The following notes are appended in explanation of this table : — A.—The average attendance as given in Table B3 differs from that in Table B for the following reasons:— (1.) Under certain contingencies due to an exceptional fall in the attendance at an individual school, the regulations provide that for each of one or more unfavourable quarters there may be substituted the average of a favourable quarter of a preceding year. This substitution is made for the sole purpose of determining the grade of the school, and consequently the amended average attendance is used in the compilation of Table B3, which gives the schools according to their grades. For statistical purposes the average attendance as given in Table B should be taken. (2.) The totals of this table are for the mean of the four quarters of each school taken separately, not the mean of the gross quarterly totals of all schools. (3.) New schools, many of which were open for only part of the year, are included as having an average attendance for the whole year; whereas in Table B the average attendance is included only for those quarters during which the schools were open. B.—This table shows the average attendance for determining the grades of schools. For determining the staffs of schools, however, the figures require to be reduced by the attendance in secondarv departments of district high schools, viz. : Grade V, 83; VIa, 101; VIb, 110; VIIa, 219,; VIIb, 120 ; VIIIa, 179; VIIIb, 139; VIIIc, 206 ; IXa, 78 ; IXb, 80 : IXc, 177 ; Xa, 52 : Xb, 33 ; Xc, 34 ; Xd, 225 ; Xe, 25 : total, 1861.

Table B2.—Comparison of School Attendance at Public Schools for 1910 and 1911, North Island and South Island. .verage Attendance. .e-_ r-* Districts. 1910. 1911. Diflerence. Auckland .. Taranaki Wanganui Wellington Hawke's Bay 34,140 5,164 12,281 15,620 8,894 36,351 5,429 13,048 15,981 9,222 2,211 265 767 361 328 Totals, North Island 76,099 76,099 80,031 3,932 Marlborough Nelson Grey Westland North Canterbury South Canterbury .. .. ... Otago Southland 2,021 5,069 1,669 1,008 18,036 4,874 18,062 8,900 2,021 5,069 1,669 1,008 18,036 4,874 18,062 8,900 2,070 5,345 1,684 1,025 18,847 5,102 18,636 9,446 49 276 15 17 811 228 574 546 Totals, South Island 59,639 59,639 62,155 2,516 Totals for Dominion .. .. 1 135,738 135,738 142,186 6,448 Table E3.—Average Attendance for the Ye., Table AI, as estimated for determininc First Schedule to the Education Amend: u Y: [INI] EAR SG : AR 1911 a THE ( MENT A( 1911 at the Public S :he Grades of Schoi *tt Act, 1908.) iCHOOLS AS GROUPED IN ols. (Part I of the ____r: DME. (Including Secondary Departn ipart men' _ents of D ;s of District High Schools. Grade. rC 3 e. I 3 _ a _ _ a a eS 00 i a o | to a *_ Bs 9 _ t a 0 3 o t-t o _5 2 fl o DQ 55 >> >_ _a 3 h 3 a i g_a So sfi I J- It ZZ tn __ _• O O o ® 2 1 ! *a s gI o 60 2 O a _t 3 3 o OQ Totals Totals for for 1911. 1910. 0 1-8 1 9-15 II 16-25 III 26-35 IV 36-80 V 81-120 VT J VIa 121-160 v (VIb 161-200 VTr (VIIa 201-250 v1j -(VIIb 251-300 (VIIIa 301-350 /IIIJVIIIb 351-400 (VIIIc 401-450 (IXa 451-500 IX \ IXb 501-550 UXc 551-600 /Xa 601-650 Xb 651-700 Xc 701-750 -,- Xd 751-800 ■*■( Xe 801-850 Xi? 851-900 Xg 901-950 IXh 951-1,000 v Xi 1,001-1,050 259 1,496 2,730 2,437 6,185 1,878 1,561 1,385 2,586 1,597 1,267 756 2,246 521 591 1,236 2,525 20 152 496 568 1,420 572 139 550 42 366 813 705 2,870 1,720 940 163 695 549 916 782 1,329 40 339 630 644 1,932 905 1,249 711 1,150 1,142 645 352 1,211 435 554 48 272 515 197 1,257 1,562 486 348 1,114 832 600 203 185 244 134 344 225 134 207 99 337 693 203 1,168 697 581 557 217 255 30 89 125 67 279 76 549 46! 27 133 330 91 ■ 897 72 986 193 2,347 182 2,277 .. I 1,097 .. ! 371 .. 691 .. ! 1,086 .. I 1,330 .. I 1,223 316 .. I 999 1,158 .. ! 605 .. j 1,859 14 185 444 427 876 403 382 37 479 1,169 978 2,673 1,298 951 606 1,147 970 1,748 367 1,796 501 2,112 64 345 838 1,030 1,812 935 718 962 244 579 306 395 929 4,708 9,685 8,448 23,356 12,730 7,856 6,241 7,844 7,560 7,177 5,043 7,306 3,435 6,674 2,445 7,562i 3,561 4,380 2,363 1,560 1,731 814 4,504 9,050 8,425 22,137 12,033 7,119 6,868 8,045 6,767 6,466 5,789 5,056 3,857 6,425 2,402 '• 5,525 6,227 1,442 1,539 3,134 1,684 383 365 785 408 474 505 IX 555 604 567 598 539 661 1,898 672 701 724 758 725| 619 710 718 753 2,938 778 799 .. 827 761 1,731 .. | 1,037 1^037 143,631 136,321 i',bis Totals, 1911 Totals, 1910 86,686 34,364 5,459 5,178 13,118 12,307 16,086 15,693 393 9,414 8,905 509 2,084 2,023 61 5,405 5,074 1,689 1,665 1,03319,147 1,01718,093 5,111 4,928! 18,879 18,144 9,520 8,930 136,321 Difference 2,322 281 811 331 24 16 1,054 Difference .. 2,322 281 811 393 509 61 331 24 16 1,054 188] 735 590j 7,310 The following notes are appended in explanation of this table : — A.—The average attendance as given in Table B3 differs from that in Table B for the following reasons:— (1.) Under certain contingencies due to an exceptional fall in the attendance at an individual school, the regulations provide that for each of one or more unfavourable quarters there may be substituted the average of a favourable quarter of a preceding year. This substitution is made for the sole purpose of determining the grade of the school, and consequently the amended average attendance is used in the compilation of Table B3, which gives the schools according to their grades. For statistical purposes the average attendance as given in Table B should be taken. (2.) The totals of this table are for the mean of the four quarters of each school taken separately, not the mean of the gross quarterly totals of all schools. (3.) New schools, many of which were open for only part of the year, are included as having an average attendance for the whole year; whereas in Table B the average attendance is included only for those quarters during which the schools were open. B.—This table shows the average attendance for determining the grades of schools. For determining the staffs of schools, however, the figures require to be reduced by the attendance in secondarv departments of district high schools, viz. : Grade V, 83; VIa, 101; VIb, 110; VIIa, 219,; VIIb, 120 ; VIIIa, 179; VIIIb, 139; VIIIc, 206 ; IXa, 78 ; IXb, 80 : IXc, 177 ; Xa, 52 : Xb, 33 ; Xc, 34 ; Xd, 225 ; Xe, 25 : total, 1861.

E—2

Table C1.— Age and Sex of the Pupils on the School-rolls in the Several Education Districts at the end of 1911.

5 and u Yea Education Districts. Boys. er6 |6andunder7. Girls. Boys. Girls. l,660j 2,363 2,141 213 346 308 486 833 728 687 1,041 958 3891 583 j 547 7and under 8. | 8 and under 9. 9 and under 10. 10 and under 11. Hand u Boys. Girls. Boys. Girls. Boys. Girls. I Boys- | Girls. Boys. 2,578 2,465 2,496 2,389; 2,387 2,244; 2.382J 2,288 2,300 431 347; 353 367 382 331; 377! 32e! 301 926 866 913 790 873 791 838! 789! 867J 1,126 993 1,068 985 1,045 93o! 1,001 912! 99l| 690 6121 657j 651 634 588; 621 561! 569J 157 125 135 118 131 125! 13s| 127J 134 389 350 380! 327 345 310! 345: 307; 357 119 109 106! 109 125 116! 106! 84! 93 68 57; 52J 56 66 58J 561 56! 48; 1,332 1,224 1,223 1,151 1,235 1,146 1,174 1,134 1,156 325 318 332 288 328 290! 282; 298! 328 1,268 1,169 1,210 1,122 1,135 1,128 1,208! 1,121; 1,091 685 611 662 624 614 581; 589 572 564 10,094 9,246 9,587| 8,977 9,300 8,638J 9,114 8,575 8,799 9,362 8,608 9,361 8,501 9,128 8,545 8,916 8,159 8,268 732 638 226 476 172 93 198 416 531 10 and under 11.1 |ll and under 12.! mderl2. 12and under 13.J13 and under 14. 14 and under 15. Over 15 Years. Totals of all Ages. Girls. Boys. Girls, j Boys. Girls. Boys. Girls. Boys, j Girls. Boys. Girls, j Totals I 2,110 2,200 1,960J 1,904 1,650 1,041 802 472! 36421,976 20,073,1 42,049 326 322 272| 257; 228J 159 107 63 85 3,227 2,91o! 6,137 777 795 669J 685! 588J 415 295j 183: 147 7,869 6.926J 14,795 912 885 822! 803| 768J 431 424! 188; 153 9,357 8,544J 17,901 519 536 453; 445; 422J 261 205 115 107 5,537 5,054j 10,591 127 124 99! 113! 107 63 46J 34 ! 29 1,255 1,090 2,345 274 322J 303 247, 222! 130 117 42; 57 3,216 2,861 6,077 95 95 69 74; 62 45 33 24 21 1,018 919 1,937 49 49 51 40; 43 28 24; 34! 21 591! 545 1,136 1,054 1,092 1,025; 899 827; 521 464! 207; 17311,19810,353 21,551 277 302 237; 283, 252. 133 142! 83 : 92 2,973 2,780; 5,753 1,026 1,060 915 899, 850; 511 401 211 16310,752 9,865; 20,617 555 564 542 483 401 259 210 99 66 5,593 5,166; 10,759 8,101 8,346 7,417 7,132 6,420| 3,997 3,270 1,755 1,478 84,562 77,086 161 ,"648 7,643 8,090 7,494 6,984 6,318 3,902 3,225 1,715 ! 1,494 81,822 74,502156,324 458 256 -77 148 102 95 45 40 -16 2,740 2,584 5,324 i I Boys. Auckland .. ..1,853 Taranaki .. .. 236 Wanganui .. .. 541 Wellington .. .. 778 Hawke's Bay .. .. j 426! Marlborough .. .. 84 75 145 112 ■ 250J 365J 344 Nelson .. .. I 294; _ Grey .. .. .. 125 HOI 106 111 Westland .. .. j 86! 55 64 75 North Canterbury .. 1,065 945 1,294 1,210J South Canterbury .. I 242 236 335 350! Otago .. .. 968 870 1,191 1,100 Southland .. .. 433 Totals for 1911 .. 7,131 Totals for 1910 .. 6,914 Difference .. ; 217 4321 641| 572 6,408 9,307J 8,556 6,177 9,1821 8,338 231 125 218

E.—2

Table D1.—Standard Classes of all Pupils on School-rolls at the end of 1911.

Pupils in Preparatory Classes. Pupils preparing for Standard 'Education Districts. I ~ " ■ ! " i ! ' TT-TT Totals Totals II. in. iv. v. vi. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. | Girls. Total. Boys. Girls. ! Total. 5,025 2,425 2,309 I; 4,734 2,202 1973 4,175 1,817 1,646 3,463 1,148 991 2,139 738 363 318 681 337 291 | 628 ; 284 234 j 518 170 176 346 1,653 918 857 1,775 785 1 689 1.474 670 601 11,271 490 419 909 2,191 1,035 989 j 2,024 1,024 941 1,965 917 829 1,746 714 694 | 1,408 1,426 665 552 : 1,217 581 I 535 : 1,116 404 451 855 356 318 674 276 160 : 159 319 136 119 255 i 121 96 217 85 84 169 j 734 393 352 745 325 j 287 612 ' 279 262 541 : 212 203 415 202 ! 109 '' 98 207 107 75 182 65 55 120 68 57 125 132 56 63 119 59 63 122 46 35 81 ', 35 36 | 71 2,546 1,338 1,229; 2,567 1,196 1,128 2,324 1,021 996 2,017 655 657 1,312 j 574 , 343 j 316 659 345 302 j 647 255 230 485 227 214 441 2,423 i 1,260 ! 1,167 ! : 2,427 1,200 ; 1,077 2,277 941 : 842 I 1,783 678 603 ; 1,881 j 1,30) :' 650 610 1,260 602 , 564 1,166 524 479 1,003 385 357 742 19,235 9,715 9,C 19 ; 18,734 8,899 ! 8,044 16,943 7,344 6,756 14,100 5,223 4,809 10,032 18,664 9,334 8,552 17,886 8,401 I 7,836 16,237 7,433 6,787 14,220 5,032 4,595 9,627 571 381 167 848 , 498 208 706 -89 i -31 -120. 191 i 214 405 ! I i j ] VI. VII. Boys. Girls. 180 162 54 79 126 ; 123 141 20.1 53 52 14 10 65 96 26 24 ] 20 21 |. 190 160 51 31 167 195 31 38 1,118 1,242 : 1,245 1,331 -127 -89 VII. Total. Boys. Girls. Total. 342 21,976 20,073 42,049 133 3,227 2,910 6,137 249 7,869 6,926, 14,795 342 9,357 8,544 17,901 105 5,537 5,054 10,591 24 1,255 1,090; 2,345 161 3,216 2,861 6,077 50 1,018 919! 1,937 41 591 545: 1,136 j 350 11,198J 10,353 21,551 132 2,973! 2,780 5,7-53 362 ! 10,752J 9,865 20,617 69 5,593] 5,166 10,759 2,360 84,562! 77.086 1 161,648 2,576 81,822 74,502] 156 324 -216 2,740 2,584! 5,324 I. ! ! Boys. Girls, i Total. Boys, ; Girls. Total. Boys. Girls. Boys. | Girls. I Total. Auckland ... 8,941! 7,972 16,913 2,686 2,572 5,258 2,577 2,448 Taranaki ... 1, 22 1.1(2 2,354 391 348 739 I 376 362 Wanganui ... I 2,977| 2,559 5,536 1,035 883 1,918 868 795 Wellington ... 3.341 2,937; 6,278 1,018; 929 1,947 ! 1,167 j 1,024 Hawke's Bay ... 2,038 1,799, 3,837 696; 665 ; 1,361 744 682 Marlborough ... 439 334; 773 165' 147 ! 312 ! 135 141 Nelson ... ... 1,149: 955! 2,104 416; 349 765 377 357 Grey ... ... 421 397 818; 1221 111 233 ] 100 ; 102 Westland ... 248 204 452,! 60 58 118 67 65 North Canterbury ' 4,094 3,656 7,750! 1.401! 1,284 2,685 ! 1,303 1,243 South Canterbury i 1,090 1,048 2,138; 342; 335 677 320 254 Otago ... ... | 3,998 3,496; 7,494; 1,300 1,270 2,570 j 1,208 1,215 Southland ... 2,046 1,807 3,853 702 659 ! 1,361 , 653 652 ' Totals for 1911 32,034 28,266! 60,300' 10,334 9,610 ' 19,944 : 9,895 9,340 ! ! Totals for 1910 30,825 27,256:58.081 9,830:9,203 19,033 i 9,722 8,9*2 i ! ! Difference... j 1,209 1,010 2,219 504; 407 911 173 398 __-- -:• - - — -

E.—2

Table D2.—Examination Statistics for 1911.

Table D3.—Average Age of Pupils in 1911 at the Time of Annual Examination.

Nui iber of Pupils. Standard VI Certificates grantei Education Districts. Total Bolls at Time of Annual Examination. Present at Examination. Present in Preparatory Classes. Present in Standard VI Classes. Present in Standard VII Classes. Competency. Total. . Proficiency. Auckland Taranaki' .. Wanganui Wellington Hawke's Bay Marlborough Nelson Grey Westland North Canterbury South Canterbury Otago Southland 42,397 6,121 14,827 18,089 10,595 2,335 6,151 1,933 1,136 21,666 5,769 20,698 10,819 40,213 5,879 14,704 17,426 10,240 2,259 5,847 1,794 1,0,53 20,142 5,585 19,865 10,237 15,765 2,292 5,095 5,895 3,674 744 2,170 743 404 7,194 2,017 7,099 3,678 2,216 354 897 1,451 641 152 350 122 72 1,221 430 1,102 728 i 113 17 223 292 97 27 118 33 36 298 135 313 55 1,725 258 639 975 431 97 189 80 56 985 274 977 526 ! 275 67 198 326 136 28 141 28 8 284 98 164 60 2,000 325 832 1,301 567 125 330 108 64 1,269 372 1,141 586 Totals for 1911 .. Totals for 1910 .. 162,536 157,333 155,244 150,552 56,770 55,056 9,742 9,454 1,757 1,90.1 144 7,212 6,499 1,808 1,941 -133 9,020 8,440 Difference .. 5,203 4,692 1,714 288 713 580 _ I

1 -verage Ag (es of the I 'upils in ef Average all Dis Education Districts. £ ich Class. Ages for itricts. Luckland i'aranaki Vanganui Vellington lawke's Bay larlborough .. Telson Irey Vestland .. .. tforth Canterbury iouth Canterbury )tago iouth land P. Yrs. mos. 7 3 ■ 8 0 7 2 6 11 7 1 7 0 7 0 7 1 6 11 6 11 7 0 6 10 6 10 I. Yrs. mos. 9 4 9 5 9 3 9 1 8 8 9 0 9 1 8 10 9 1 9 0 9 1 9 0 9 0 II. Yrs. mos. 10 5 10 4 10 4 9 9 10 2 10 1 10 3 10 1 10 1 10 1 10 1 10 2 10 1 III. Yrs. mos. 11 6 11 3 11 3 11 0 11 3 11 2 11 4 10 11 10 11 11 8 11 3 11 3 11 2 IV. Yrs. mos. 12 5 12 4 12 2 11 8 12 2 12 4 12 4 11 10 12 5 12 2 12 3 12 3 12 2 V. Yrs. mos. 13 4 13 1 13 2 12 11 13 2 13 3 13 2 13 0 13 1 13 1 13 4 13 2 13 0 VI. Yrs. mos. 14 1 13 11 14 0 13 9 13 9 14 0 14 0 13 8 13 10 13 11 14 0 14 0 13 11 VII. 1911. Yrs. mos. Yrs. mos. 14 10 9 9 14 5 10 1 15 0 9 10 15 3 9 9 15 1 9 8 14 10 9 11 14 7 9 9 14 9 9 5 15 4 ! 9 9 15 1 i 9 9 15 2 1 9 10 15 19 8 14 19 8 1910. Yrs. mos. 9 9 9 10 9 10 9 10 9 10 10 10 9 9 9 6 9 7 9 9 9 11 9 9 9 9 Average for Dominion, 1911 Range (difference between highest and lowest) Average for Dominion, 1910 7 1 1 2 9 0 1 9 10 0 2 8 11 0 3 7 12 0 2 9 13 0 2 5 13 11 0 5 15 1 0 J 9 3 ! 0 9 8 7 0 9 2 10 2 11 3 12 3 13 1 14 0 15 0 9 10 Range (difference between highest and lowest) 0 11 0 5 0 8 0 8 0 5 0 6 0 4 0 5 0 9

8.—2

Table D4.—Number of Pupils instructed in Separate Subjects, December, 1911.

Table D5.—Statistics in regard to Private Schools inspected by Officers of Education Boards for the Year 1911.

5—E. 2.

Education Districts. n o to S a 0 a H . o « fli£-w . 012 « al3eik l- w CO a.2S ,—i <D J4 u o © S3 Ham >> u M o o O Lwork. M u o & o I o ja . Ol tH m 4> ° £a & , O 5 a u cqtn Auckland 42,049 31,939 4,215 892 12,764 1,248 1,468 28,447 Taranaki 6,137 4,917 799 333 2,472 246 258 3,523 Wanganui 14,795 12,239 2,708 1,006 4,881 498 536 12,964 Wellington 17,901 15,542 1,551 1,384 7,280 722 931 11,806 Hawke's Bay 10,591 8,035 2,016 284 3,720 192 398 ! 7,210 Marlborough 2,345 1,839 647 40 959 131 141 j 1,464 Nelson 6,077 4,641 692 172 2,672 391 260 4,061 Grey 1,937 1,758 45 122 552 41 805 Westland 1,136 972 92 103 329 576 North Canterbury 21,5,51 18,523 2,471 1,138 9,365 1,033 1,033 13,231 South Canterbury 5,753 4,547 769 402 2,042 331 364 3,650 Otago 20,617 16,648 1,857 1,045 6,797 658 659 13,110 Southland 10,759 8,196 684 1,342 4,135 619 695 8,916 Totals for 1911 |161,648 129,796 ; 18,546 8,263 57,968 6,110 6,742 j 109,763 Totals for 1910 jl56,324 136,341 | 15,159 54,606 5,155 5,532 100,772 Difference 3,362 955 1,210 8,991 5,324 -6,545 3,387

Total ! Number Number of ttnll ! mpTnt Number present in Standard VI Number I R u ■ Average n a ° t " P at Certificatesissued Education District. of Number. ; A *'°" d - Annual Annual : Spools. ; ance. Bxamina . Bxam lna- Pre- Standard Standard p _ tion. tion. paratory VI VII &c „et,°ncv Classes. Classes. Classes. | noient y- petency. Number present in Number of Standard VI Certificatesissued Auckland Taranaki Wanganui Wellington Hawke's Bay Marlborough Nelson .. Grey .. Westland North Canterbury South Canterbury Otago Southland 35 4 51 14 12 6 8 4 5 21 5 10 8 3,851 454 3,422 1,688 1,007 204 602 483 315 1,877 506 951 554 3,469 ,- 415 3,069 1,508 877 181 533 449 269 1,608 413 844 449 3,739 442 3,303 1,631 976 202 592 481 299 1,787 497 938 517 3,508 412 3,082 1,530 871 188 578 419 267 1,589 469 860 460 1,491 136 1,374 652 278 69 232 160 141 630 135 333 143 159 59 171 130 61 14 51 21 29 125 30 46 32 24 1 39 55 2 2 35 28 2 ! 40 12 1 3 99 20 111 99 39 11 19 21 16 76 21 33 16 | 28 13 27 23 12 2 14 'l 33 8 7 5 Totals 183 15,914 14,084 15,404 14,233 5,774 928 244 581 174

E._2.

Table E1.—School Staff, December, 1911 (exclusive of Secondary Departments of District High Schools).

Table E2.—Teachers, Certificated and Uncertificated, 31st December, 1911, (in Public Schools, exclusive of Teachers in Secondary Schools and Secondary Departments of District High Schools).

Table E2. —As above, but excluding Grades 0 and 1.

- Table El.—Sc: ool Staff, December, 191 H: L (exclusive o: :gh Schools). Secondary 'EPARTMENT! of District Education Districts ACO Z-AA o Heads of Schools. Sole Tei-chers Assistant Teachers. Total Number of Adult Teachers. Pupilteachers. \_, e in - . o» - 0, -£ HO §j _ _■ 2<_3a ,_H rc_^- §-_. -Sol _ B _ B e__L _ -3 00 ".: S s o- a _-_: £ fiO-.n 0 _gg 2 __.»*§ *!£<■*<* rASHOtO %HJ O r_ m 'd 9 > ~* •SSS b g (l, « u B 03aH B B _._ < _?f«T = -5: o >oE-i.HSh3 fx O S. < M. F. M. j F. M. F. M. i F. ToUl. M. F. 3 o i a Luckland .. taranaki .. Vanganui Vellington lawke's Bay /[arlborough kelson key Vestland .. Jo.th Canterbury .. South Canterbury .. )tago Southland 574 95 201 176 127 89 126 32 36 214 84 238 174 . 174 I 25 84 i 69 52 11 32 6 5 96 24 100 50 e 16 i 15 9 1 9 I 7 2 ! 5 3 2 4 3 1 9 I 186 1 13 1 59 1 26 20 15 16 3 2 21 14 32 45 141 40 46 65 46 61 65 19 26 90 43 103 69 78 8 25 49 21 2 5 2 1 44 8 54 16 358 51 128 183 99 20 58 20 9 193 48 201 84 438 46 168 144 93 28 53 11 8 161 46 186 111 l 515 ; 106; I 183 ; : 257; i 152 83 128 42 37 287 94 305: 162! 953 I 152 I 351 1 401 i 245 111 181 53 45 448 140 491 273 51 1 19 11 19 5 3 2 33 10 17 12 150 20 54 52 ' 43 3 24 2 4 90 18 37 31 201 21 73 63 58 3 29 5 6 123 28 54 43 1,154 173 424 464 303 114 210 58 51 571 168 545 316 85-05 43-40 91-80 56-03 61-18 i 38-73 41-41 26-19 I 21-62 ! 56-10 ; 48-94 60-98 68-52 | 36,057 i 5,333 12,822 15,670 9,135 2,070 5,258 1,643 988 18,536 4,980 18,390 9,415 141,170 133,780* 34-21 32-72 33-05 3619 33-34 18-32 26-83 29-34 20-58 36-85 32-34 35-50 31-91 Totals for 1911.. Totals for 1910.. 2,166 2,096 728 712 85 72 452 445 814 793 313 299 1452 1387 1,493! 1,456! ! 2,351 2.252J i ! 3,844 3,708 179 174 528 526 707 700 4,551 4,408 63-50 64-65 33-62 32-97* Difference.. 70 16 13 7 21 14 65 37 99l 136 5 2 143 -1-1.5 7,390 0-65 * The figures for 1910 have been amended. Exclusive of probationers: 1910, 3- male and 151 female ; 1911, 41 male and 178 female. Table B2.—Teachers, Certificated and Uncertificated, 31st December, 1911, (in Public Schools, exclusive of Teachers in Secondary Schools and Secondary Departments of District High Schools). Certificatei Uncertificated. Education Districts. ' as AH "H — B AA T3 B Ht] & _ EH CO _L Sa A _ P,A a S fc_ ~H Q tH O __ at B e_ — _ a e_ © _ _ £5 ofl "l-j ® 3.2 9 ° rt'""S S§§= s cS *_ o _H "3 o _H ■a a _ 5 Auckland Taranaki Wanganui Wellington Hawke's Bay Marlborough Nelson Grey Westland North Canterbury South Canterbury Ofcago Southland 679 96 226 327 183 39 112 22 15 389 119 411 165 679 96 226 327 183 39 112 22 15 389 119 411 165 8 2 9 8 G 1 4 6 63 12 36 23 12 7 23 4 7 24 8 44 22 203 42 80 43 44 64 42 21 23 26 9 30 78 274 56 125 74 62 72 69 81 30 59 21 80 108 953 152 351 401 245 111 181 53 45 448 140 491 273 9 4 6 8 Total .. 2,783 2,783 71 285 705 1,061 3,844 Ta ;LE B2.—As A ;ove, b t exc: iUding Gra: ies 0 and l Auskland Taranaki Wanganui Wellington Hawke's Bay Marlborough Nelson Grey Westland North Canterbury South Canterbury Otago Southland _ T 669 95 224 322 177 36 107 22 15 376 114 403 163 669 95 224 322 177 36 107 22 15 376 114 403 163 8 2 9 7 5 1 2 6 56 12 31 16 8 6 16 1 2 17 7 25 IS 137 30 48 19 21 10 11 11 8 16 201 44 88 42 34 17 29 18 10 41 9 42 74 870 139 312 364 211 53 136 40 25 417 123 445 237 8 2 6 7 11 50 Total .. 2,723 2,723 63 214 372 649 3,372

E.—2.

Table E3.—Holders of Teachers' Certificates in the Service of Education Boards at 31st December, 1911.

Table E4.— Average Salary of Teachers, and Average Number taught by each Teacher.

(Arranged according to Sex of Teachers and Glass o ierti: icai ie. District, Class A. I Class B. Class C. Class D. Class E. Total Certificate-holders. I F. Total. M. i F. Total. M. F. Total, . M. F. Total. M. F. Total M. F. Total. M. Auckland Taranaki Wanganui .. Wellington .. Hawke's Bay Marlborough Nelson Grey .. Westland .. N. Canterbury S. Canterbury Otago.. Southland .. 5 3 2 ' { 5 3 2 1 25 1 9 22 13 2 6 1 2 1 4 2 4 26 3 10 26 15 2 10 151 19 44 29 26 2 14 2 1 51 ! io 54 16 57i 11 17 30 10 5 11 208 30 61 59 36 7 25 2 104 26 114 26 148 9 51 (ii) 32 11 11 6 3 54 15 66 30 167 31 54 123 63 12 41 11 9 137 42 142 55 315 40 105 192 95 23 52 17 12 191 57 208 85 17 4 11 3 9 2 0 108 ! 191 36! 45; 28 5 18 3 si 18! 31 20 125 23 47 48 37 7 24 3 1 43 18 38 36 346 [5] 33 [1] 118 [8] 125 [5] 80 [3] 17 38 [1] 8 [1] 5 [1] 152 [7] 40 [2] 164 [4] 74 333 [5] 63 108 [2] 202 [8] 103 [2] 22 74 [4] U [1] 10 [1] 237 [6] 79 [3] 247 [9] 91 [2] 679 [10] 96 [1] 226 [10] 327 [13] 183 [5] 39 112 [5] 22 [2] 15 r 2] 389 [13] 119 [5] 411[13] 165 [2] •• i I 36 14 34 9 •' 1 47 17 47 15 2 1 3 3 o 4 1 4 3 ii 3 13 6 53 16 60 10 9 1 7 16 20 3 172 419 280 699 505 887 1,200 [38] 1,583 [43] 2,783 [81] Totals 23 47 21!) 1,392 8*1 366 450 secondary depart: tents of district hi| ;h schools brae! :eta ri ient a: isisti tnt! emp. loyi id > Note.—1ST included in othi imbi ir nv jrs ir. imbe ipre; :s.

District. A. !ult Teachers. All Grades: Average Number to One Teacher, reckoning '2 Points as One Adult. Exeluding Grades 0 and 1: Average Number to One T eacher, reckoning '2 Points as One Adult. Average f Grades, A( Salary all lults only. Average Salary, excluding Grades 0 and 1, Adults only. M. F. Total. M. P. M. F. Aucklana .. Taranaki Wanganui Wellington Hawke's Bay Maryborough Nelson Grey Westland North Canterbury .. South Canterbury .. Otago Southland Average, all districts Average M and F, all districts 438 46 168 144 93 28 53 11 8 161 46 186 111 515 953 106 152 183 351 257 401 152 245 S3 111 128 181 42 53 37 45 287 448 94 140 305 491 162 273 515 106 183 257 152 S3 128 42 37 287 94 305 162 34-21 32-72 33-05 36-19 83-34 18 32 26-83 29-34 20-58 36-35 32-34 35-50 31-91 33-62 36-50 34-69 35-77 88-92 37-52 30-84 32-43 35-56 29-82 38-59 34-96 38-38 35-13 37-27 £ s. a. 1S9 13 0 191 18 5 185 4 11 209 9 0 206 11 11 155 13 11 186 0 5 202 0 0 184 5 0 216 6 10 206 7 7 208 13 10 177 2 0 196 6 1 £ s. d. 120 19 5 127 12 8 114 17 5 124 7 3 113 16 9 78 8 8 108 10 9 119 4 6 97 3 0 125 4 10 123 3 10 118 0 5 125 1 6 118 13 14 £ s. <3. 196 0 8 196 2 8 194 1 9 214 12 2 218 19 4 191 8 6 204 17 9 232 4 5 214 3 4 217 18 7 211 13 5 212 11 5 188 5 2 204 3 4 £ s. a. 125 17 0 132 2 1 120 12 8 130 15 11 123 10 10 120 3 11 123 1 1 130 16 2 128 7 11 129 6 2 132 3 2 122 19 1 132 12 7 126 16 3 148 16 5 158 14 6 s one with averi age attendance L-8; Grade 1 school, 9-15. Note.—Grade school it

£.— 2

Table F1.—Income of the several Education Boards for the Year 1911.

Receipts from Government. For Buildings Total from and Sites, Government, and House j Miscellaneous^). Allowance. From ical Sources. Education Districts. Balances, 1st January, 1911. For Salaries and Allowances (including Receipts from Education Reserves). Allowance of £250, and Capitation at 6d. and 12s. per Annum. For Scholarships and District High Schools. I Donations, ! Subscriptions, and Interest ! on Bequests, and i Payments for Services rendered, &c. Interest, Rents, Sale of Old Buildings, See. Overdrafts, 31st December, 1911. Total. For Manual and Technical Instruction. Fees for District High Schools, Technical Schools. Training, &c. Total from Local Source? Refunds, Truancy Fines, ! Auckland Taranaki Wanganui Wellington Hawke's Bay Marlborough Nelson £ s. d. 25,289 8 11 1,180 13 2 3,507 15 7 7,029 6 6 333 17 0 875 12 4 £ s. d.i 150,322 14 5 1 23,156 12 1 55,437 17 1 64,489 8 0 38,318 5 8 11,002 17 3 24,087 3 0 £ s. d. 22,697 17 4; 3,708 3 9 8,323 4 loj 10,243 6 7 5,962 13 2 1,538 17 10 3,580 8 4 £ s. d. £ s. d.i £ s. d. 6,428 5 5110,660 14 2! 42,788 13 8 1,021 3 9 1,557 8 0 5,223 1 7 4,118 4 9 8,026 13 10 18,160 S 0 4,519 16 311,100 9 1120,616 10 8 1,982 19 0 4,034 14 1 11,657 7 3 156 15 0; 490 0 5 1,666 2 5 1,533 0 0 2,120 14 6 5,759 7 10 617 7 0 ! 222 12 3 2,319 11 10 518 10 0 135 7 6 1,536 1 8 3,740 19 3 9,522 3 8 19,287 8 2 1,466 14 4 2,009 19 6 5,192 0 11 3,982 8 11 5,345 18 7 16,433 5 5 1,258 9 11 1,464 11 6 12,579 17 1 . ; £ s. d. £ s. d. 7,334 5 6 240,232 10 6 135 9 4 34,801 18 6 155 5 3: 94,221 13 9 8,254 19 4 119,224 10 9 530 3 6 62,486 2 8 69 12 9 14,924 5 8 224 18 31 37,305 11 11 67 1 6 ! 12,077 15 4 34 17 1 8,431 15 6 8,559 1 5; 124,935 9 10 610 4 9 34,658 2 11 8,932 6 3 121,281 7 8 843 5 4| 65,014 10 4 £ s. d. 940 4 9 308 1 9 1,243 8 10 5 19 0 25 15 0 103 8 0 220 2 0 16 10 0 575 2 3; 392 11 11 £ s. d. 1,818 5 7i 381 6 7 2,020 3 6 827 5 3 744 7 5 11 18 0 £ s. d. 243 8 9 2 9 o! 138 3 5 19 6 5 £ s. d. 3,001 19 1 691 17 4 ! I 3,263 12 4 833 4 3 908 5 lOj 31 4 5; £ s. d. 851 0 11 191 13 1 899 18 9 939 7 2 108 9 10 20 13 6 £ 5,863 ; s. d. 3 10 £ s. ii. 269,374 19 5 36,866 2 1 107,756 4 3 120,997 2 2 70,532 4 10 15,310 0 7 Grey 175 9 1 531 7 1 634 15 1 48 10 4 38,864 9 8 7,530 7 11 1 1,320 14 10 88 16 0 Westland 522 3 2 5,300 5 0 i 88 16 0 56 19 2! 12,398 19 7 906 14 3 115 0 0! 115 0 0 North Canterbury 11,706 4 5 71,685 0 4 12,140 17 0 : 21 1 0 9,089 19 8 South Canterbury 3,953 7 11 1,283 15 3 1,503 17 3 518 7 0 138,663 18 6 21,923 7 9 3,455 15 8 728 12 8 210 6 6 Otago 6,402 2 10 74,715 17 9 955 9 2 64 16 8 39,631 16 8 11,871 10 9; 795 2 3 1,370 4 6 Southland 6,701 17 11 42,722 19 8; 6,145 6 10 ! 118 13 Ol 129,172 8 0 613 17 8 I 1,006 9 7 39 15 0 72,762 12 10 Totals for 1911 67,677 18 10 590,692 15 11 j 91,895 11 2; 31,344 13 7 56,691 7 11;163,2I9 16 6 35,75110 3; 969,595 15 4| ;52,692 3 11158,226 13 5 33,799 5 0; 942,003 4 5 3,831 3 6 Totals for 1910 39,524 1 4 584,608 7 9 82,877 10 0 29,799 4 4! 9,959 17 3 613 14 1 14,404 14 10 3,879 5 5 5,863 3 10 1,061,420 18 3 4,914 11 6 7,740 6 9 4,142 19 2| 16,797 17 5 5,998 6 5 966 7 5 1,005,289 17 0 Difference 28,153 17 6 6,084 8 2. 9,018 1 2 ! 1.545 9 3 3,999 4 0 4,993 3 1 1,952 5 3 27,592 10 11 -1,083 8 0! 2,219 10 6 : !-3,529 5 1 ■2,393 2 7! 2,119 1 0; 4,896 16 5 56,131 1 3 (1) Including grants for training colleges, training of teachers, drill-instruction, conveyance of sdr^chndr^ (2) Including proceeds of schot il-sites and recoveries from ins iurance.

E.—2

Table F2.—Expenditure of the several Education Boards for the Year 1911.

I Maintf 3nance. Buiidiugs, including Sites, Fencing, Refunds, Balances, Furniture, and 3 , gt Decemberj Jr-lans, Sundries. 1911. Conveyances, House Allowance, &c. | Education Districts. Overdrafts, 1st January, 1911. Start Salaries, Clerical Assistance, and Office Teachers' Contingencies an( l (including I Pupil-teachers' Inspection and I Salaries, and Examination i Pupil-teachers' Expenses). Allowances. Incidental Expenses of Schools. Salaries of Relievingteachers. Scholarships, and Cost of Seeondary T . ol Education in t„ District Maintenance. High Schools. Training of Teachers. Manual and Technical Instruction. Totals. H ' - I £ s. d. £ s. d. £ s. d. 9,262 12 3 153,987 4 1 1,878 16 8 23,805 0 10 £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d.| £ s. d. £ s. d. £ s. d. Auckland 11,064 19 2 1,108 3 0 166,160 6 3 5,723 1 7 6,945 14 9 12,676 10 5 46,768 4 3 2,363 15 10 19,474 14 1 269,374 19 5 Taranaki 1,434 17 2 106 16 8 25,346 14 8 1,221 0 4 1,860 17 1 5,414 13 3 110 17 4 1,033 2 9 36,866 2 1 Wanganui 4,983 5 8 56,326 5 9 4 1 201 13 3 59,822 3 1 4,036 7 9 8,728 13 3 28,684 19 0 1,500 15 6 107,756 4 3 Wellington 966 7 5 4,743 2 4 65,328 12 3 4,403 1 3 393 1 10 70,124 15 4 4,857 11 1 7,720 0 11 10,733 10 2 16,980 14 4 1,302 6 10 3,568 13 9 120,997 2 2 Hawke's Bay 2,808 10 8 39,673 0 9 3,061 2 7 178 10 10 42,912 14 2 2,194 0 2 4,481 13 1 10,736 18 4 471 15 3 6,926 13 2 70,532 4 10 Marlborough 923 13 3! 10,982 5 7 2,015 15 0 25,293 7 6 451 2 6 33 17 5 11,467 5 6 192 10 0 426 2 3 2,060 14 8 178 13 0 61 1 11 15,310 0 7 Nelson 1,177 8 6 191 3 10 26,661 19 10 1,561 4 ll! 3,104 6 1 5,084 14 7 274 3 8; 162 5 7 38,864 9 8 Grey Westland 993 4 7 7,656 18 11 688 4 li 5,333 16 2 539 15 8 49 13 9 8,246 8 4 778 -5 10 211 19 9 1,880 14 8 93 19 2 194 7 3 12,398 19 7 329 5 7 46 0 1 5,709 1 10 628 1 8 81 11 9 1,105 18 6 64 4 1 812 17 9 9,089 19 8 North Canterbury 5,304 17 5 76,678 2 2 6,693 7 7 293 12 7 83,665 2 4 4,155 11 10 7,184 16 4 10,879 19 2 19,142 1 10 1,901 4 7 6,430 5 0 138,663 18 6 South Canterbury Otago Southland 1,672 9 3 23,079 2 8 1,452 15 0 139 9 9 24,671 7 5 1,654 0 9 2,340 18 11 7,027 10 2 757 18 9 1,507 11 5 39,631 16 8 5,469 5 5 78,048 10 5 6,220 12 5 463 7 7 84,732 10 5 4,253 19 10 7,141 16 2 6,980 7 9 16,507 13 1 2,083 13 5 2,003 1 11 129,172 8 0 2,953 6 2 42,765 10 6 2,708 5 4 207 2 4 45,680 18 2 1,364 1 4 2,688 7 5 14,006 10 1 852 18 8; 5,216 11 0 72,762 12 10 Totals, 1911 Totals, 1910 966 7 5 9,527 0 7 43,697 2 9 608,957 17 7 582,287 11 9; 42,830 16 10 3,412 12 11 655,201 7 4 32,619 17 1 28,992 8 2 65,194 17 1 175,401 6 9 11,956 6 1 47,391 5 7 1,061,420 18 41,395 17 6 37,394 3 5 3,751 0 3 623,432 15 5 32,811 3 11 27,466 11 0 56,048 13 6 136,716 6 11; ;10,213 9 4 67,677 18 10 1,005,289 17 Difference .. .. -8,560 13 2 2,301 5 3 26,670 5 10 5,436 13 5 -338 7 4 31,768 11 11 -191 6 10 1,525 17 2! 9,146 3 7; 38,684 19 10; 1,742 16 9 -20,286 13 3 56,131 1 i

E.— 2

Table F3. —Return of Officers of Education Boards not included in Appendix E. as at 31st December, 1911.

Annual Bate of Salary. Remarks. Auckland, — Secretary and Treasurer Assistant Secretary Accountant Clerks, 8—1 at £180, 1 at £150 1 at £130, 1 at £115 1 at £110, 1 at £85 1 at £80, 1 at £60 Inspectors, 7—1 at £600 1 at £425 4 at £400 1 at £350 Principal of training college Relieving-teachers, 0—1 at £240 1 at £210,1 at £100 .. 3 at £90 .. £ s. 525 0 350 0 275 0 330 0 245 0 195 0 140 0 00!) 0 125 0 1,600 0 350 0 600 0 240 0 310 0 270 0 600 0 130 0 117 0 ) With travelling-allowance in eacb r case of 17s. 6d. a. day beyond J certain radius. With actual travelling-expensos. With actual travelling-expenses. Architect Draughtsmen, 2—1 at £2 10s. per week 1 at £2 5s. per week Truant Officer Tutors, part time at training college—1 at £50, I at £45 175 0 95 0 I With £10 for town travelling; travelf ling-expenses in country. Total 7,572 0 Taranaki, — Secretary and Treasurer Clerks, 3—1 at £70, 1 at £40, 1 at £30 Inspector and Director of Technical Education Inspector Organizer of School Work Clerk of Works Truant Officer 290 0 140 0 375 0 300 0 200 0 275 0 113 0 With travelling-allowance. With travelling-allowance. With travelling-allowance. Total .. 1,693 0 Wanganui,— Secretary and Treasurer Clerks, 6—1 at £265, 1 at £200 1 at £90, 1 at £65 1 at £40, 1 at £26 Inspectors, 3—1 at £550 2 at £400 Organizer of School Work Relieving-teachers—2 at £100 Clerk of Works Draughtsman Truant Officer 295 0 465 0 155 0 66 0 530 0 800 0 300 0 200 0 208 0 120 0 260 0 With travelling-allowance, £100. Each with travelling-allowance, £150. With actual travelling-expenses. With actual travelling-expenses. Total .. 3,419 0 With travelling-allowance, £40. Wellington,— Secretary and Treasurer Clerks, 6—1 at £290, 1 at £260 1 at £200, I at £175 1 at £105, 1 at £100 Inspectors, 3— 1 at £525 1 at £475, 1 at £450 Principal of training college Clerk of Works Draughtsman Truant Officer 475 0 550 0 375 0 205 0 525 0 925 0 600 0 300 0 160 0 190 0 j- Each with travelling-expenses. With travelling-expenses. Total .. .. 4,305 0 With travelling-expenses. Hawke's Bay,— Secretary and Treasurer Accountant Clerk—1 at £80 .. 400 0 210 0 80 0 1 Travelling-allowances are included; i Education Department. With actual travelling-expenses. Inspectors, 2—1 at £675, 1 at £500 1,175 0 Foreman of Works 275 0 Total .. 2,140 0 Marlborough,— Secretary and Treasurer Clerk .. I 225 0 25 0 i With travelling-allowance, £75 ; and I launch-hire. Inspector 350 0 Truant Officer, 2—1 at £57, 1 at £10 67 0 Total .. 667 0

E.—2

Table F3.—Return of Officers of Education Boards not included n Appendix E, Etc. — continued.

Annual Rate of Salary. Remarks. Nelson, — Secretary and Treasurer Clerks, 2—1 at £120 and 1 at £60 Inspectors, 2—1 at £400 and 1 at £300 Architect £ s. 250 0 | 180 0 | 700 0 Each with travelling-allowance. £130. 5 percent, on contracts, and travellingexpenses. Total 1,130 0 Grey,-— Secretary and Clerk of Works Clerk Inspector and Director of Technical Education Truant Officer i 260 0 52 0 380 0 50 0 Total .. Westland, — Secretary and Inspector Clerk and Truant Officer 742 0 With travelling-allowance, £75. 325 0 ! 130 0 Total 455 0 North Canterbury,— Secretary .. .. .. Treasurer Clerks, 5—1 at £225, 1 at £110 1 at £100, 2 at £70 Inspectors, 4—1 at £500 2 at £475 1 at £425 Principal of training college Tutor, part time at training college Architect Draughtsman .. .. .. • Foreman of Works . .* 500 0 350 0 j 335 0 j • 240 0 500 0 950 O 425 0 600 0 195 0 325 0 175 0 175 0 L Each with actual travelling-expenses. With actual travelling-expenses. Foreman of Works 175 0 4s. per day extra whilst away from home, arid actual travelling - expenses. 2s. per day extra whilst away from home, and actual travelling-ex-penses Truant Officers, 2—1 at £1.55 1 at £52 155 0 52 0 Total .. 5,152 0 With travelling-allowance, £50. Including travelling-allowance. South Canterbury,— Secretary and Inspector Inspector Clerks, 2—1 at £200 and 1 at £60.. Architect Foreman of Works Truant Officer 325 0 600 0 260 0 6J per cent, commission. 300 0 40 0 With travelling-expenses. Total ... 1,425 0 ! Otago,— Secretary and Treasurer Clerks, 5—1 at £285, 1 at £240 1 at £160, 1 at £140 .. 1 at £70 Inspectors, 4—1 at £500, I at £450 1 at £450, 1 at £350 Principal of training college Architect .. Draughtsman Truant Officer Gymnastic Instructor I 450 0 525 0 300 0 70 0 950 0 800 0 600 0 400 0 208 0 200 0 110 0 [Each with £150 travelling-allowance. With actual travelling-expenses. With actual travelling-expenses. Total .. 4,613 0 Southland, — Secretary and Treasurer Clerks, 3—1 at £260 10s., 1 at £125, 1 at £70 Inspectors, 2—1 at £450, 1 at £400 Architect Assistant Architect Physical Instructor Truant Officer and caretaker of offices 425 0 455 10 850 0 325 0 200 0 110 0 175 0 Each with actual travelling-expenses. ! With actual travelling-expenses. With actual travelling-expenses. With actual travelling-expenses. With actual travelling-expenses. Total .. 2*540 10 Grand total 35,853 10

E.—2

Table F4.—Summary of Education Boards' Income, 1877-1911.

Maintenanee. Other Grants from Government. ! Si Local Receipts. i* Year. 1st January. Deposits, Refunds, -&c. i i Total. Prom Education! Reserves. nstruction. Interest. From Government. Buildings. Technical. School Fees, &c. Rents, &c. 1877 £ s. d. .. 32,490 7 6 £ s. d. 16,604 4 3 £ s. d. £ s. d. 157,392 15 10 46,812 7 6 £ s. d. £ a. d. £ s. d. "41,955 11 4 £ s. d. 1,190 7 1 £ s. d. £ s. d. 111,823 18 4 £ s. d. 308,269 11 10 360,759 7 6 1878 .. I 23,323 0 9 8,862 3 9 216,666 4 0 101,257 2 11 3,005 0 6 1,284 14 3 J6.361 1 4 1883 .. j 11,532 15 4 24,714 18 9 266,967 12 11 ' 83,322 10 9 1,221 13 6 2,155 1 2 858 4 0 13,117 4 2 1888 25,118 3 0 393,890 0 7 31,882 3 1 318,273 0 3 46,783 10 0 1,805 6 3 220 1 2 378 17 2 802 1 6 425,263 2 5 1893 .. 51,098 17 6 37,169 11 0 350,465 13 11 47,273 0 0 1 2,349 6 11 552 6 10 487 18 9 1,014 14 6 490,411 9 5 1894- -. 50,709 13 7 34,761 17 5 I 362,388 10 8 45,079 5 10 2,271 14 3 522 11 3 856 11 11 580 4 11 859 14 4 563 5 7 348 8 0 148 12 2 175 2 8 352 12 0 326 14 4 163 18 9 386 14 8 1895 .. 42,396 18 8 496,649 10 7 39,828 11 1 379,610 16 10 44,603 1 4 2,369 2 3 510,340 4 5 1896 .. 53,240 6 3 37,196 6 7 38,857 1 9 388,702 0 8 j §4,957 1 8 3,042 5 9 488,030 16 9 1897 .. 12,005 13 3 393,358 14 3 57,527 1 3 1,153 9 0 .. 3,859 0 3 1898 .. 14,317 17 3 308,182 11 5 38,023 15 4 396,114 6 11 64,733 2 6 j 2,557 13 8 .. 6,312 18 1 . , 523,731 1 8 1,308 18 5 96 7 4 | 266 2 2 1899 .. , 25,047 19 11 40,803 16 7 386,143 2 5 49,118 4 6 ; 1900 5,520 13 10 41,381 1 8 387,637 10 8 58,740 12 6 857 17 11 .. ! 4,933 16 8 j 996 15 9 .. 4,664 3 9 1,384 12 10 108 13 7 208 0 1 508,606 4 6 1,126 18 1 .85 13 7 1,790 1 0 ■501,943 10 10 1901 .. i 11,565 8 8 40,969 0 2 ! 413,381 2 11 I 55,049 7 3 4,948 0 7 .. 4,989 19 3 8,726 4 11 .. 5,446 0 6 8,461 2 4 «17,664 3 5 j 4,691 4 9 1,552 17 11 ) 645 14 8 533,101 11 5 1902 6,923 0 3 43,046 17 10 | 458,966 7 11 60,679 11 3 1,832 7 9 2,686 3 2 •• . I 770 6 0 : 387 19 8 1903 .. 17,892 15 5 586,390 16 5 44,506 4 2 432,897 7 1 «; 78,406 13 11 607,593 13 11 1904 6,485 17 11 44,429 9 11 I 439,538 19 6 1198,839 9 1 14,316 1 8 19,226 7 7 j 4,660 12 0 : ! 1,977 9 11 2,766 17 2 632,241 4 9 1905 .. 29,230 11 9 49,236 6 8 J 461,918 15 8 | 686,458 13 7 I 20,702 14 11 22,678 11 5 ; 6,071 7 9 32,279 13 1 i 32,431 13 6 16,807 17 11 1,245 14 6 1,667 16 3 3,640 17 2 1,380 5 1 1,064 9 2 622 6 0 : 1906 .. 20,923 7 1 678,953 1 4 48,895 7 11 | 519,734 19 11 16172,075 15 5 845,881 0 3 1907 .. 59,075 8 11 47,385 4 8 539,365 4 9 !cl27,610 6 1 31,126 13 6 30,440 10 1 8,684 6 0 1908 .. 50,178 1 11 48,764 19 6 ! 847,950 17 2 542,098 11 7':<3l85,777 10 10 ! 42,634 15 11 31,128 14 8 9,855 19 4 3,686 3 0 4,337 13 3 2,486 18 8 3,995 7 5 | 916,611 15 5 1909 .. 78,144 3 1 57,282 3 6 609,934 16 3 | 107,021 19 5 j 48,514 3 7 : 29,339 12 8 i 10,607 3 11 52,692 3 11 29,799 4 4 J 12,654 18 3 56,691 7 11 ! 31,344 13 7 13,791 0 9 1910 .. 29,997 0 9 I ., 949,177 8 1 1911 .. 66,711 11 5 ! 53,562 5 11 46,776 16 7 647,722 16 10 158,226 13 5 671,563 0 9 163,219 16 6 4,142 19 2 613 14 1 5,998 6 5 3,879 5 5 ;] 994,796 9 0 ,054,591 7 0 S^^^dSy S^l,?^^L"oo"K e a X ¥ST 0t " h ' £ ™ ls ' ■ Libraries. § The greater part of the vote was not paid unl? after the yea* °T fuelledPanionfflt "Rents *?" Chal ' gS E / ucation - Boards during theyea'r 1877. UncTuding subsidies to Public" years amongst Maintenance." 6 Part of the grants for 1905 were not paid in tVt year, bAM&Sffic** 8 ""' &C „Part <«T»S are >™*£

E.—2

6—E. 2

Table F5.—Summary of Education Boards' Expenditure, 1877-1911.

Management by Boards. Inspection and Examination. Maintenance of Schools.* School Buildings. Secondary Instruction. Technical. Interest and Exchanges. Refunds, Advances, &c. Balances,! 31st December. Totals. Year. 1377 . - I £ s. d. ! £ 10,484 14 10 j 5,6 £ s. A. 5,606 19 7 £ s. d. 173,726 9 7 £ s. d. 80,351 16 9 89,255 3 7 £ s. d. I £ s. d. i £ s. d. 256 12 6 252 4 11 £ s. d. +14,519 17 0 £ s. d. 23,323 0 9 j £ s. d. 308,269 11 10 1878 10,225 12 2 6,1 6,142 14 5 192,736 19 7 §3,973 8 11 58,173 3 11 360,759 7 6 1883 9,662 12 9 9,8 9,866 11 8 272,269 17 2 86,748 13 0 214 12 1 §2,120 2 3 13,007 11 8 393,890 0 7 1888 9,566 11 10 10,1 10,147 10 5 327,085 3 8 30,354 13 9 61 7 0 332 14 7 47,715 1 2 j 425,263 2 5 1893 11,360 10 11 11,6 11,882 10 3 371,205 1 0 44,387 2 4 207 9 0 659 2 4 50,709 13 7 | 490,411 9 5 1894 11,425 4 8 12, t 12,692 5 8 382,154 5 6 44,851 19 7 333 1 4 2,795 15 2 42,396 18 8 ! 496,649 10 7 1895 1 11,481 19 3 13,1 13,1-27 5 10 382,506 5 2 45,251 0 2 82 7 3 4,651 0 6 53,240 6 3 510,340 4 5 1896 12,032 13 2 13,( 13,037 4 7 395,831 16 4 53,533 15 6 I 230 3 11 1,359 10 0 12,005 13 3 j 488,030 16 9 1897 12,536 14 11 j 12,1 12,614 18 5 407,786 19 10 60,485 18 7 205 5 7 234 16 10 14,317 17 3 25,016 11 1 508,182 11 5 523,731 1 8 1898 12,649 0 6 13,( 13,076 16 11 412,373 15 11 52,719 18 4 6,112 10 9 i 271 10 10 1,510 17 4 13,720 6 9 408,509 2 10 56,749 5 4 9,212 7 4 j 170 18 10 489 1 2 5,320 13 10 | 508,606 4 6 1899 1900 1901 " i ••! 14,434 8 5 13,' 14,532 4 0 14,1 15,127 5 1 14,1 14,698 18 4 401,977 1 2 51,805 18 3 5,720 18 2 327 9 11 1,315 12 4 11,565 8 8 501,943 10 10 14,690 9 11 427,659 13 5 60,102 13 0 7,610 13 10 241 11 9 746 4 2 6,923 0 3 533,101 11 5 1902 14,693 9 8 14,! 14,215 2 10 465,247 15 1 61,763 5 2 94,990 13 11 83,509 1 6 ! 11,605 7 9 12,984 9 8 20,507 12 11 16,735 7 7 I I! •• 790 14 6 18,075 1 5 586,390 16 5 1903 ! 30,493 7 11 461,830 13 2 809 1 4 6,485 17 11 607,593 13 11 449,249 11 7 1,028 4 3 29,230 11 9 632,241 4 9 1904 31,980 15 2 472,064 2 3 101,582 19 8 24,698 1 11 25,055 17 5 1,953 13 0 20,923 7 1 678,953 1 4 1905 32,675 0 0 1906 1907 1908 35,148 10 5 37,831 18 1 39,730 9 7 527, 856 3 4 150,344 5 6; 33,002 13 1 36,239 12 8 4,214 6 4 59,075 8 11 845,881 0 3 547,114 19 10 131,228 12 4 157,969 3 8 169,601 5 0 136,716 6 11 32,465 14 9 ; 43,461 15 1 31,892 8 7 : 48,212 3 10 32,135 10 2 47,926 10 10 : 32,811 3 11 56,048 13 6 5,669 15 2 50,178 1 11 j ■ 847,950 17 2 550,846 4 9 9,817 1 11 78,144 3 1 916,611 15 5 620,360 10 9 6,764 10 7 29,997 0 9 949,177 8 1 1909 42,392 0 0 1910 41,395 17 6 650,899 6 5 10,213 9 4 66,711 11 5 994,796 9 0 ! 11,956 6 1 41,528 1 9 | 1,054,591 7 0 684,193 15 6 ] ( 1911 43,697 2 9 ! 175,401 6 9 32,619 17 1 65,194 17 1 . Maintenance includes teachers' and pupil-teachers' salaries and pupil-teachers lodging-allowances and training, oi: teachers. t „ M&n^f n fif B ,OT tbe A " okland CoUe * and Grammar School and the Otago High School, which were under the charge of the Board, § Including payments to public libraries. ll mciuueu a «.g j

E.—2

Table F6.-General Account: Cash Assets and Liabilities of Boards on 31st December, 1911.

Table F7.—Maintenance Grants paid during the Year ending 31st March, 1912, to Education Boards out of Consolidated Fund for the General Maintenance of School Buildings and for Rent of Buildings.

Table FB.-- Grants paid to Education Boards out of Consolidatfd Ft,™ ™™ Year ending 31st March, 1912, for rebuilding Schools destroZ byFire BfxtT Temporary Premises, and Expenses of fitting up Tfmpo™ p~ ' KE!ST rT OF during Bebuilding :— lemporary Premises for Use

1911. - Education Districts. 1910. Assets and Deficits. Liabilities and Balances. Cash. ] Due from! Defl it (all Sources! i - ,OL '"ts. ! Over- Due to Other drafts. Government. Liabilities. Balances. Deficits. | Balances. Auckland Taranaki Wanganui Wellington Hawke's Bay Marlborough Nelson •Grey .. Westland North Canterbury South Canterbury Otago Southland £ £ 3,920 , 9,368 577 1,933 5,672 : 5,740 3,123 3,809 2,701 3,309 ; 11 1,043 1,346 26 272 305 142 723 6,383 | 646 2,173 2,792 | 4,314 3,561 3,246 i £ 126 £ £ £ 1,916 70 722 2,276 1,648 1,418 346 1,323 .. Kg 97 40 3,937 559 2,275 1,528 1,323 £ 11,372 2,440 8,414 5,284 4,592 708 £ j £ 7,261. 793 5,37.1 3,976 3,051 381 563 504 457 1,433 1,197 3,080 3,346 201 407 3,169 2,260 4,831 5,279 Totals 24,057 43,078 126 1,323 722 16,259 48,957 563 30,850

Education Board. Distribution of the Ordinary Maintenance Grant for 1911. Payments towards Cost of replacing Old Buildings. Rent of School Buildings and Sites. Auckland Taranaki Wanganui Wellington Hawke's Bay .. Marlborough .. Nelson Grey Westland North Canterbury South Canterbury Otago •Southland £ 17,039 2,565 6,082 7,250 4,923 1,133 3,729 1,348 1,246 9,248 3,263 11,128 5,933 £ s. d. 20 0 0 £ s" d. 1,018 10 6 81 2 10 223 18 10 24 13 fi 180 0 0 270 0 0 15 0 0 50 17 0 115 3 5 75 0 0 m 74,887 545 0 0 1,529 6 1 Total £75,431 0 0 _

Education Boards. Rent, &c, of Temporary Premises. Cost of Rebuilding. Auckland Taranaki Wanganui Wellington Hawke's Bay .. Otago £ s. d. 1,055 0 0 1,550 0 0 3,915 9 3 2,120 0 0 425 0 0 8 0 0 £ s. d. 127 18 2 12 0 0 Total expenditure 9,073 9 3 139 18 o £9,21 7 5

E.-2

Table F9.—Grants paid to Education Boards out of the Public Works Fund during the Year ending 31st March, 1912, for Additions to School Buildings, for New School Buildings, and Teachers' Residences.

Table F10. —Buildings Account (New Buildings and Additions and Maintenance of Buildings, including Land Sales Account and Rents): Cash Assets and Liabilities of Boards on 31st December, 1911.

Table F11. —School Buildings Maintenance Account: Cash Assets and Liabilities at 31st December, 1911.

Education Board. New Schools. Additions. Residences. Auckland Taranaki Wanganui Wellington Hawke's Bay .. Marlborough .. Nelson £ s. 5,749 13 863 4 1,760 0 2,098 14 1,570 0 150 0 822 7 d. 5 3 0 0 0 0 4 £ s. d. 9,116 11 10 700 0 0 3,863 15 10 2,520 10 0 1,766 16 0 173 10 0 200 0 0 700 0 0 £ 8. 1,100 0 697 0 2,710 1 1,675 0 590 0 d. 0 0 8 0 0 465 0 43 0 0 0 Grey Westland North Canterbury South Canterbury Otago South and » 154 5 3,222 0 1,380 0 742 13 1,360 0 0 0 0 0 0 197 10 0 ' 2,740 0 0 1,407 0 0 1,335 18 0 200 0 600 0 409 11 80 0 0 0 0 0 Total 19,872 17 0 24,721 11 8 8,569 12 8 53,164 1 4

1911. 1910. Education Districts. i Assets and Deficits. Liabilities and Balances. « . Due from -r.„«„c4-. Over- Other -,-, , „„ „ Cash - all Sources Deficits. Liabilities. Balances. Deficits. Balances. I Auckland Taranaki Wanganui .. Wellington .. Hawke's Bay Marlborough Nelson Grey Westland North Canterbury South Canterbury Otago Southland .. £ 15,555 456 445 4,226 50 1,485 168 508 5,707 862 1, 3: £ £ £ £ £ £ 15,555 23,122 7. .. 20,130 18,547 456 7,164 ! .. ... 5,952 1,668 3,978 ; 9,619 ' 11,535 i 2,062 i 445 7,183 ' .. .. 6,662 i 966 4,226 5,855 j .. .. 4,813 | 4,768 50 1,018 | .. .. 799 269 1,485 2,133 ! .. .. 375 ! 3,243 168 766 ! .. 495 439 508 324 ! .. .. 117 715 5,707 6,684 .. .. 6,549 5,842 862 4,685 .. .. 2,262 3,285 4,064 1,502 ! 738 ! 4,778 1,655 2,606 .. .. 2,661 ; 1,000 11,117 69,082 ! 11,121 12,323 57,655 41,342 £ £ £ 23,122 ! 7,164 ; 3,978 ; 9,619 j 11,535 7,183 5,855 ! .. .. 1,018 ! 2,133 ! 766 ! 324 ! 6,684 4,685 4,064 1,502 ! 788 i 2,606 69,082 ! 11,121 12,323 £ £ , 13,752 811 1,192 261 5,221 773 1,813 8 452 5,031 3,097 749 3,438 I 1,453 35,145 1,655 31,117 Totals I : 1

1910. 1911. Education Districts. Net Credit Balances at End of Year. Cash Balances at End of Year. Assets. Liabilities. Net Credit Balances at End of Year. Auckland Taranaki Wanganui Wellington Hawke's Bay Marlborough Nelson £ s. d. 18,112 10 7 2,632 13 0 11,612]13 5 8,963 14 0 10,087 8 5 2,105 0 6 2,590 17 2 924 0 2 241 10 6 13,815 9 5 3,024 14 5 7,499 1 10 8,487 0 4 £ s. d. 15,343 17 6 3,145 0 9 13,206 15 4 9,809 19 I 15,579 7 7 2,070 10 2 2,811 7 10 1,376 0 8 497 12 11 8,233 17 7 3,592 9 2 1,805 2 1 8,817 16 2 £ s. d. 518 9 11 1,395 9 0 266 6 11 640 19 0 814' 0 0 293 12 0 206 0 0 £ s. d. 592 18 10 437 16 11 2,296 IS 6 148 5 11 444 2 3 290 9 2 £ s. d. 14,750 18 8 3,663 10 8 14,602 4 4 10,076 0 0 16,220 6 7 1,632 13 3 3,625 7 10 1,669 13 2 703 12 11 5,936 19 1 3,444 3 3 1,360 19 10 8,527 7 0 Grey Westland North Canterbury South Canterbury Otago Southland Totals 1911 Totals 1910 90,096 13 9 86,289 16 10 4,134 17 4 4,210 11 7 86,214 2 7 90,096 13 9 Difference -3,882 11 2 I

8.—2

Table Fl2. The following table shows the percentage of expenditure by the several Education Boards on administration for the years 1909, 1910, and 1911 (including in this term all the items which are included under that heading in Table F2—viz., salaries of office staffs, Inspectors, Truant Officers, &c, and the ordinary office contingencies—but excluding the incidental expenses of schools), together with mean of percentages for three years 1909-11 : —

Education District. 1909. Percentage. 1910. 1911. Mean of Percentages for Three Years,. 1909-11. Auckland Taranaki... Wanganui Wellington Hawke's Bay Marlborough Nelson Grey Westland North Canterbury ... South Canterbury ... Otago Southland " • 4-2 5-7 4-7 4-4 4-7 6-6 5-9 8-1 7-7 4-0 49 4-2 5-1 3-9 51 4-9 4-0 4-5 6-2 5-3 7-8 - 8-6 4-7 4-7 4-0 5-0 3-7 5-2 4-6 4-1 4-4 6-1 5-2 8-1 8-3 4-0 4-4 4-3 4-4 3-9 5-3. 4-7 4-2' 4-5 6-3 5-5 80 8-2 4-2 4-7 4-2 4-8

E.—2

APPENDIX A.

REPORTS OF EDUCATION BOARDS.

AUCKLAND. Sir,— Auckland, 17th April, 1912. In acordance with the provisions of the Education Act, 1908, the Education Board of the District of Auckland has the honour to submit the following report of its proceedings for last year : — Board.—The members now in office are : North Ward, Mr. A. B. Harris, Mr. G. W. Murray, and Mr. J. D. McKenzie; East Ward, Mr. E. C. Banks, Mr. A. J. Farmer, and Mr. H. J. Greenslade; West Ward, Mr. C. I. Barriball, Mr. G. Edgecombe, and Mr. G. J. Garland. Owing to his election to the position of Mayor of the City of Auckland, Mr. C. J. Parr found it necessary in May last to resign his office as Chairman of the Board. Mr. Parr retired from his office as member in August. The Board placed on record its high appreciation of his services, both as a member and also as Chairman of the Board. Mr. G. J. Garland was elected Chairman in Mr. Parr's stead. The Board records its appreciation of the services of Mr. D. B. Wallace, who retired in August. Twenty-three meetings of the Board were held during the year, with an average attendance of seven members. A Committee of the whole Board meets every fortnight to deal with matters of finance and the appointment of teachers. Attendance. —At the end of the December quarter the number of scholars on the roll was 42,049, and the average attendance for that quarter was 37,585, the average attendance for the year being 36,350. There were 2,471 Maori and half-caste scholars in attendance at 279 schools. Arrangements are made in ten districts for the conveyance of children to school. Five schools were permanently closed during the year —viz., Kaikinekine, Scoria Flat, Tapuwai, Union Collieries, and Owhata. Teachers. —The number of teachers employed at the end of the year was 1,223, being an increase of seventy-six during the year. The number of adult teachers was 973, and the number of pupil-teachers and probationers was 250. During the year very considerable difficulty has been experienced in securing the services of competent teachers for remote rural schools. Sixty-six Training College students retired at the end of 1911, and those were practically all employed in the beginning of the present year. Finance. —The amount of receipts for the year was £243,530 10s. 6d. The expenditure was £249,262 15s. 4d , made up as follows : Administration and teachers' salaries, £184,094 19s. Id.; secondary education, £5,723 Is. 7d.; manual and technical instruction, £22,788 4s. 7d.; maintenance of buildings, £14,762 13s. 2d.; teachers' house allowances, £5,504 6s. 4d. £16,389 10s. 7d. was expended on new school buildings. The balance at the end of the year was £19,353 14s. Id., including a fixed deposit to the credit of the Seddon Memorial Technical College of £2,101 3s. 4d. The Board again expresses its opinion that any proposal to impose on local rates any part of the cost of education is objectionable. Buildings.—During the year eleven new schools were built, eleven school buildings were enlarged, and three residences were erected. Seven marquee tents were supplied to provide temporary school accommodation in districts where for various reasons it was impossible to arrange for the erection of school buildings. At the end of the year school was held in 128 private buildings. Competent foremen are employed under the direction of the Architect to carry out the necessary repairs, improvements, and renovation of buildings. The Ruapekapeka East school building was destroyed by fire during the year. Owing to the rapid increase of population in the Auckland City and suburbs, it has been necessary to provide additional accommodation in private buildings to relieve the overcrowding at the Edendale, Mount Eden, and Onehunga Schools. It is anticipated that the new schools about to be erected in Mount Eden and at Te Papapa (Onehunga) will relieve the congestion. Considerable difficulty is often experienced in providing school accommodation in districts where the number of children is too small to warrant the erection of a standard pattern school building. In such cases where the number of children is between ten and twenty, the Board has in several instances applied for a grant to provide an inexpensive building, to be constructed so that when the population increases and a larger building is required it may be utilized as a shelter-shed or school-porch. In order to make provision for renewing worn-out buildings, the Board has placed £13,000 on fixed deposit at the bank. Training College.—During the year 101 students were in attendance. A junior model school has been established on the recommendation of the Committee of Advice. The Board considers that the salaries provided for junior assistants at the Normal School are inadequate. Representations regarding this matter have already been made to the Department,

i—E. 2 (App. A).

E.—2,

[Appendix A.

District High Schools. —The number of district high schools in operation at the end of the year was nine. The Hamilton West District High School was disestablished on the opening of a high school at Hamilton. Serious difficulty is often experienced in obtaining the services of assistants qualified to teach agriculture and other science subjects in the secondary departments of district high schools. Free Class-books. —Arrangements have been made for the supply of free class-books to all pupils. The grant for the current year is based or the roll-number at the end of the December quarter, 1911. As the roll-number of scholars in this district is rapidly increasing, it is probable that the grant will be found to be insufficient to meet requirements, and that representations will have to be made to the Department on this matter. Physical and Military Drill. —Due attention has been given to the requirements of the Act in the instruction of pupils in physical and military drill. Manual and Technical Instruction.—During the year steady progress was made in manual training and technical instruction. Technical classes were carried on in Auckland City as in previous years, in temporary buildings, on account of the Seddon Memorial Technical College not having yet been completed. This building should have been finished in November, 1910, but, owing to unforeseen difficulties, it is not yet ready for occupation. The number of individual students in attendance at technical classes in Auckland City last year was 1,348. Manual-training schools were opened during the year at Hamilton and Cambridge, and others will be opened shortly at Devonport, Pukekohe, Helensville, and Waihi. The awarding of special prizes to schools making a special feature of school-gardens has given a considerable impetus to the teaching of nature-study and elementary agriculture in the primary schools, the number of classes recognized in this subject for last year being 140., as against seventythree in 1910. Handwork was taught in 197 public schools, and swimming in twelve. In schools below Grade IV, taught by a male teacher, seventy-five were recognized for needlework. Offices. —The Board has removed its offices from the Victoria Arcade to more commodious premises in Williamson's Chambers, Shortland Street. The Educational Institute has rented two rooms adjoining the offices for club-room purposes. Children's Teeth. —Permission was granted to the Dental Association to examine and report upon the teeth of school children, subject to suitable arrangements being made with the Committees and head teachers of the schools concerned. Endowment.—ln 1910 the Board brought before the Appeal Court its claim to the rents of the old Supreme Court site endowment. The Court held that the revenue from that reserve should be used for general educational purposes within the Auckland Provincial District. At a conference of educational bodies, convened by the Board, the question of utilizing that reserve was taken into consideration; and recommendations were unanimously adopted that provision should be made for the revenue to be expended on —(a) fostering of agricultural education, (6) purchase of sites for other than primary schools, (c) providing suitable boarding accommodation for secondaryschool pupils in Auckland, (d) University College purposes, (c) and the making of better provision for secondary education at Hamilton, Thames, Whangarei, and other main country centres. Inspectors.—Messrs. N. T. Lambourne, M.A., and J. W. Mcllraith, M.A., L.L.8., Litt.D., were appointed Inspectors of Schools, and Mr. R. D. Stewart retired during the year. It was found necessary to appoint an additional Inspector, in view of the largely increased number of schools. Mr. M. Priestley, Organizing Inspector, has been given the status of an Inspector of Schools. Retirement of the Hon. G. Fowlds.—The Board placed on record its high appreciation of the services rendered to the cause of education by the Hon. G. Fowlds during his office as Minister of Education, and expressed its regret at his retirement. The Board again desires to thank the Education Department for the careful consideration of its recommendations. Valuable assistance has been received from School Committees in the administration of educational matters during the year. I have, &c, George J. Garland, Chairman. The Hon. the Minister of Education, Wellington.

TARANAKI. Sin, — Education Office, New Plymouth, 21st March, 1912. In accordance with the provisions of section 174 of the Education Act, 1908, the Education Board of the District of Taranaki has the honour to submit the following report of its proceedings for the year 1911 :- — At the beginning of the year the Board was comprised of the following members : Mr. James Wade (Chairman), Messrs. G. A. Adlam, W. C. Cargill, A. H. Halcombe, W. L. Kennedy, Arthur Morton, William Rogers, Harold Trimble, and James Young. In terms of the Education Act, 1908, the following members retired : North Ward—A. H. Halcombe; East Ward —William Rogers; West Ward—James Wade; and at the election held on the fourth Monday in July, Messrs. Halcombe and Rogers were re-elected for their respective wards. Mr. Wade having declined to offer himself for re-election, the Rev, John McArthur was elected member for the West Ward.

Appendix A.]

E.—•__

At the meeting held on the 22nd August, Mr. Harold Trimble was appointed Chairman, and the Board decided to abolish standing committees. The Board met during the year on the fourth Wednesday and the preceding Tuesday each month, with the exception of December, when the meetings were held on the third Wednesday and preceding Tuesday. New schools have been opened at Ackland, Mount Messenger, and Tongaporutu. At the end of the year there were ninety-five schools open, including four half-time schools, and the number of teachers employed was 189, graded as follows: Sole teachers, 40 female and 13 male; head teachers, 15 female and 25 male; assistants, 53 female, 10 male; pupil-teachers, 24 female; probationers, 7 female and 2 male. The old Tongaporutu School has been renamed Ahititi, and a new school opened in the Tongaporutu Hall, which is now known as the Tongaporutu School. On the 18th May a fire occurred in the Stratford District High School, which destroyed the whole of the main building with the exception of the west wing, which was considerably damaged by smoke and water. Owing to the prompt and liberal way in which the Department met the Board over the matter the building has been reinstated in brick, and will be ready for occupation about the middle of April, 1912. At the annual examination of pupil-teachers six pupil-teachers sat, and only three were successful in gaining passes. Four pupil-teachers passed the D examination, and five gained a partial pass, two also gaining a partial pass in the C examination. Of the senior candidates for the Board's Scholarships eleven qualified, and of the junior thirty-eight. Senior Scholarships were awarded to seven candidates from the New Plymouth High' School, and two from the Stratford District High School; and Junior Scholarships to two candidates from the Inglewood School, two from West End School, two from York, one from Ngaere, and one from Tariki. The two National Scholarships allotted for this district were won by Doris A. Lawn, of the Fitzroy School, and Ellen Warren, of the Korito School, The Alf. Bayly Scholarship was allotted by the Taranaki Rugby Union to Charles Crone, of the New Plymouth High School. The Taranaki Scholarship was won by Mary Terry, of the New Plymouth High School. There have been thirty-eight appointments made during the year, besides those of a temporary nature and appointments of pupil-teachers. Ten teachers from other districts received appointments, and twenty-eight teachers in the service of the Board received promotion. A new residence was erected at York, and new schools at Ackland, Okau, Piko, and Whangamomona. A number of residences have been supplied with bathrooms and wash-houses. The receipts of the Board from all sources, including £1,180 13s. 2d. credit balance from 1910, amounted to £36,866 2s. Id., while the expenditure was as follows : Administration, £3,274 Bs. 4d.; teachers' salaries, £24,569 ss. 5d.; secondary education, £1,221 Os. 4d.; manual and technical, £2,274 4s. lid. ; buildings, £4,493 10s. lOd. : leaving a credit balance of £1,033 12s. 3d. ' . . . In the majority of our schools physical exercises are taken daily, with a more extended period for instruction once a week. In the larger schools Cadet corps are established, and these are formed into battalions, No. 1 comprising the schools in the northern part of the district, and No. 2 those in the southern. Teachers. —The dearth of certificated teachers at the present time makes it a very difficult matter for the Board to find competent teachers to fill the vacancies as they occur, and this difficulty is likely to be more accentuated in the future. It was hoped that as time went on the training colleges would be able to provide sufficient certificated teachers to supply the demand. This has not been the case, and it is felt that some steps should be taken by the Department to appoint an additional number of pupil-teachers or probationers so that a greater number of our young people may be induced to enter the teaching profession. It should be self-evident that the great majority of our future teachers must be drawn from those who have been pupil-teachers or probationers. Moreover, it is very unusual for pupils who have left school and drifted into other occupations to apply to be appointed as pupil-teachers or probationers, and it is thought that the Department should offer greater inducements and wider opportunities to secure to the teaching profession the most promising of our pupils before they have been drawn to other occupations which at present offer brighter prospects. Taranaki Scholarships.—The Board considers that the qualifying examination for the Taranaki Scholarship is altogether too high for so small an area of competition, and is of opinion that means should be devised for widening the basis of competition and thereby making a fuller use of the revenue derived from the endowment. With this end in view it is suggested that clause 79 (b) of the Education Act, 1908, might be modified by the substitution of the Matriculation Examination for the Junior University Scholarship as the preliminary examination, and that clause 79 (d) be amended by adding, " Provided, however, that if it is found that the number of candidates who have qualified under this clause is less than the number of scholarships offered, then the remaining scholarships shall be awarded in order of merit to the other candidates who have qualified in all other respects." In reference to the above it may not be out of place to point out that in the Taranaki Provincial District there are four district high schools and only one secondary school (New Plymouth High School). Moreover, according to the report of the Minister of Education for the year 1909 (E.-l, page 8), the course of instruction followed m the secondary departments of the district high schools does not usually extend beyond the matriculation standard Assuming this is so, then it follows that the pupils of only one school in the district can be expected to qualify for the Taranaki Scholarship. The urgent need for the revision of the standard of the qualifying examination is obvious.

III

E.—2.

[Appendix A.

The following is an abstract* showing the number of schools, teachers, and pupils attendingthe schools in the district, beginning with the year 1877, to the present time :

Conclusion.—The relations of the Board with the Education Department, its official and teaching staff, and with the School Committees, have been most cordial and pleasant throughout the year. b .„ „ , „. . Harold Trimble, Chairman. The Hon. the Minister of Education, Wellington.

WANGANUI. Slß > Education Office, Wanganui, 31st March, 1912. I have the honour to submit a report of the proceedings of this Board for the year 1911 Board.—At the end of the year the Board consisted of Messrs. Fred. Pirani (Chairman) A. Fraser, and G. H. Bennett (Southern Ward), D. H. Guthrie, M.P., F. Purnell and J P Aldridge (Central Ward), P. ODea, E. Dixon, and F. M. Spurdle (Northern Ward). The personnel of the Board underwent no change during the year, the retiring members—Messrs Spurdle, Pirani, and Aldridge—all being re-elected. Mr. Pirani was re-elected Chairman for the sixth successive term. Sixteen meetings were held during the year, the average attendance of members being seven. Schools.—There were open at the close of the year 198 main schools and three side schools New schools were opened at Whareroa and Bluff Road (Grade 0), Western Rangitikei (Grade I), Hihitahi (Grade III), and Umumuri (Grade IV). A side schoolwas opened at Marton Junction! The school at Pine Creek was closed. The Mars Hill School will not be reopened, as the new school at Durie Hill will serve the needs of the children in the Mars Hill district as well as those of Durie Hill. The names of the schools at Sedgebrook and Himatangi were changed to Wanganui East and Oroua Downs respectively. Private Schools. —Seventeen private schools, with a roll-number of 1,125 pupils, were inspected by the Board's Inspectors. Attendance.—The roll-number on the 31st December was 14,795, and the average attendance for the last quarter of the year 13,223. These numbers show an increase over those of the previous year of 526 in the roll-number and 770 in the average attendance. The increases are very marked indeed. For the same period of the year 1910 the increase in the roll-number over that for 1909 was only 420, and in the average attendance 139. The average weekly roll-number for the year was 14,674, and the average attendance 13,048. The average attendance expressed as a percentage of the average weekly roll was 889, an increase of 29 on the year 1910, and this in spite of the fact that sickness was very prevalent among the children during a portion of the year. The amendment to the Act requiring a child to attend on every half-day the school is open, unless exempted, has no doubt helped to bring about the improvement in the attendance. The Board's Truant Officer, too, has done valuable work in this direction, carrying out his duties with energy and discretion, and only prosecuting as a last resort. He made 371 visits to schools, and sent out 1,220 letters and notices to parents. Of 127 summonses, convictions were recorded in 104 cases, eight cases were dismissed, two were struck out, and thirteen were withdrawn. The Inspectors at once noticed the improvement in the attendance at their visits to the schools. To this cause may fairly be attributed the marked increase in the number of proficiency certificates gained. There have been occasional murmurings of dissatisfaction, but the great majority of parents, recognizing the reasonable nature of the exemptions, have accepted the new provisions' without demur.

* Condensed into five-yearly periods from 1877 to 1901.

Hf*. Year ending. PupilandtX-: tioners. Total. Rollnumber. j Average. i | I 7 11 9 12 18 19 38 45 46 45 42 45 48 60 58 63 r ► i I i i i 2 6 26 27 29 32 22 19 18 20 24 23 19 30 32 33 I 32 54 70 85 107 116 130 134 137 138 143 146 152 176 181 189 1877 1882 1887 1892 1897 1901 1902 1903 1904 1905 1906 1907 1908 1909 1910 1911.. ..23 23 7 2 ..37 37 11 6 ..35 35 9 26 46 46 12 27 60 60 18 29 65 65 19 32 71 70 38 22 72 70 45 19 75 73 46 J8 76 73 45 20 80 77 42 24 81 78 45 23 88 85 48 19 ..90 86 60 30 ..93 91 58 32 95 93 63 33 I 32 54 70 85 107 116 130 134 137 138 143 146 152 176 181 189 726 1,985 2,395 3,148 3,845 4,334 4,706 4,754 4,885 4,952 5,040 5.096 5,370 5,836 6,021 6,199 496 1,290 1,597 2,351 3,018 3,556 3,904 3,971 4,158 4,249 4,346 4,246 4,653 5,131 5,177 5,487

Appendix A.j

E.—2.

Conveyance of Children. —The method of conveying children to school is now in operation in connection with six schools in the district, and appears to be working satisfactory. Teachers. —There were on the 31st December 456 teachers in the service of the Board. Of these, seventy-three were pupil-teachers and twenty-one were probationers. Of the adult teachers 234 were certificated, ten were holders of licenses, and 118 were uncertificated. It will thus be seen that only 6464 per cent, of the adult teachers hold certificates. The classes for the tuition of uncertificated teachers, inaugurated during last year, should do much towards assisting teachers to obtain certificates. Scholarships.—At the scholarships examinations in December, eighty-six candidates presented themselves for the Junior Examination and" forty-three for the Senior. Of these, fifty-nine succeeded in passing the Junior and thirty-two the Senior Examination. The following scholarships were awarded at the commencement of the current year : Board's Junior —Nine scholarships were awarded. Board's Senior— Ten scholarships were awarded. Junior National —Four scholarships were awarded—William A. Sheat, Hawera District High School; Hilda R. G. J. Horsley, Queen's Park; Frederick G. Barrowclough, Auroa; George T. Day, Mars Hill. There were in force at the end of the year eighteen Board's Junior, twenty-two Board's Senior, and seven Junior National Scholarships, of a total annual value of £1,090 17s. 6d. One feature in connection with the scholarship system in this district deserves to be incisively marked. There is not the competition that the Board has a right to expect in a district so large. For the Alf. Bayly Scholarship, for instance, only one candidate appeared, while one of the Junior National Scholarships practically went a-begging, being ultimately awarded to a candidate with marks approaching the minimum. It is evident that neither the parents nor the teachers are fully alive to the latent and patent possibilities of a scholarship for a pupil, and it is a question whether the extra work considered necessary to coach pupils for scholarship examinations is not an objection by teachers to sending forward pupils' names. Unfortunately it is the pupil who has the capacity, but not the opportunity, that is the sufferer. Training of Teachers.—Saturday classes for the instruction of teachers were held at Hawera, Wanganui, Feilding, Taihape, and Palmerston North. The subjects of instruction were art (five centres), practical agriculture, agricultural science, and handwork (one centre each). The annual grant of £220, together with the capitation earned by the classes, was found to be about £20 short of the amount required to meet the cost of the classes. In addition to the subjects named above, instruction in vocal music was given at Hawera, Wanganui, Taihape, and Feilding. No portion of the grant may, however, be expended in the teaching of this subject. The Board's Administration Fund is therefore called upon to contribute about £60 per annum, the cost of giving this instruction. The most popular subjects were agriculture, handwork, singing, and drawing. Classes for the tuition of uncertificated teachers, for which a grant of £110 was made, were commenced in October. Mangaweka was selected as the centre for these classes. Instruction was given in school method, agriculture, drawing, and singing. Correspondence classes in Latin, mathematics, English, and school method were also instituted in connection with this grant, a satisfactory number of teachers receiving tuition by this means. Details regarding teachers' classes are given in the Inspectors' report. Manual and Technical Education. —The amount of money raised locally for the purposes of manual and technical instruction was £414 10s. lid. In the matter of building, the new Technical College at Wanganui, opened on the 28th September by the Hon. G. Fowlds, was completed at a total cost of £10,000, not including equipment. The College, which now claims 156 individual day, and 295 individual technical pupils, is destined to play a great part in the education of the young people of this district. Towards the end of the year a new building at Manaia, and an additional room at the Hawera School, were put in hand. From a table* submitted by the Superintendent of Manual and Technical Instruction it will be seen that the total enrolments for the year were 3,139 —in the Centre, 1,612; in the North, 838; and in the South, 689. It has continued to be the Board's aim to keep in the forefront the teaching of agriculture. In the primary schools, in the secondary classes of district high schools, and in teachers' instruction classes, instruction in agriculture and dairywork have accordingly bulked very largely. Thirty-six pupils taking the rural course at the district high schools paid a visit to Mr. E. Short's Almadale Farm, near Feilding, staying there the better part of a week, under the charge of Mr. J. Grant, 8.A., Agricultural Instructor. Lectures and instruction were also o-iven at the camp by experts especially qualified for the work The thanks of the Board are due to Mr. Short for placing at the disposal of the boys his prize stock for the purposes of observation, to Mr. and Mrs. Dunlop for kindness shown to them while they were in camp, and to the experts who gave their services free. The Board desires to acknowledge from the following bodies donations towards agricultural scholarships: Taranaki Farmers' Union, Wanganui Agricultural and Pastoral Society, Feilding Agricultural and Pastoral Society, Executive Council, Wellington Branch New Zealand Farmers' Union. These scholarships heighten the interest of the pupils in their work, and also induce some of the most promising to stay longer at the schools than they would otherwise do. Towards the close of the year Mr. Grant, Supervisor of Agricultural Training, visited the principal agricultural schools and colleges in New South Wales and Victoria, gathering valuable information regarding the methods of agricultural instruction in these States. One result of his visit is the appointment of Mr. Banner, of the Hawkesbury Agricultural College, to the charge of the Southern Technical District and the Feilding Technical School. Mr. Banner's qualifications and ability are such as to lead the Board to believe that his sphere of usefulness will extend considerably beyond the radius of school-work.

* Not printed.

8.—2.

[Appendix A.

Physical Training.—During the year the course of instruction set out in Dovey's Manual was followed with more or less success in all schools. A short course of instruction was given by Instructor Routledge at the Technical College, Wanganui, but the attendance was not so good as might have been expected, considering the quality of the instruction. Fire DrTll. —In response to the representations of several Fire Boards, the Board has made several structural alterations of buildings to facilitate exit in case of danger. The Board also, by circular, invited teachers and Committees to institute the practice of fire drill, as recommended ,by the Associated Fire Brigades. The movement has been taken up readily, and the local Superintendents of the brigades are doing everything in their power to assist the teachers. Inspection.—The Inspectors have presented an exhaustive and many-sided report, chiefly statistical in form. Respecting the quality of the work done at the schools, they assess 141 schools as being from satisfactory to excellent, forty-two as fair, and thirty-five as below fair. The schools below satisfactory may be assumed to be almost exclusively those taught by inexperienced and uncertificated teachers in remote parts of the district. It is to these schools that the Organizing Inspector mainly directs his energies, and it is clear that there is a great work to do in this connection. It is satisfactory to note that so many of our pupils (692) presented themselves for the Proficiency Examinations, the total percentage of passes being 893. Arbor Day.—Arbor Day was celebrated on the 19th of July. A considerable number of schools carried the programme issued by the Board through in its entirety, and lasting improvement in the appearance of the school-grounds will result. In their reports the Inspectors again » comment in favourable terms on the development of the school-garden movement, and also on the effort being made in many school districts to make the school-grounds the most attractive feature of the locality. The thanks of the Board are due to the various agricultural associations that have countenanced the school-garden and school-beautifying movement. The Manawatu Agricultural and Pastoral Association has made school exhibits a prominent feature at its annual show for many years. The Feilding Agricultural and Pastoral Association has for several years awarded prizes for the best-kept gardens and exercise-books, and last year the Egroont Agricultural and Pastoral Association followed suit; while the Cheltenham School Committee holds an annual show of produce grown by school-children, and gives prizes for the best gardens kept by school-children at their homes. Details regarding the awards made by the agricultural and pastoral societies will be found in the report of the Superintendent of .Manual and Technical Instruction. The various horticultural societies, notably those at Wanganui and Feilding, have made school-garden exhibits a feature of their shows, and other similar societies might also assist the movement in the same way. Empire Day.-—ln this district, Empire Day is not a holiday in the ordinary sense. It is a day dedicated to the consideration of national and imperial themes in the schools, and of the place that will be borne in the not-distant future by many of our pupils when they are called upon to play the part of full-fledged citizens. The programme issued by the Board was carried out, as far as was practicable, by the teachers and Committees on the 24th of May, 1911. Candidates for Appointment as Pupil-teachers or Probationers.—Forty-four candidates presented themselves at the examination of candidates for appointment as pupil-teachers or probationers. Of these, seven had passed the Matriculation and thirteen the Civil Service Junior Examination; twenty-two of the candidates have since received appointments. Appointments and Transfers. —The system of appointment of teachers from the promotion list on which the Inspectors have graded the teachers continues to give every satisfaction. In the only instances where objections have been made to the system, special care has been taken by the Committees to point out that they approve of the teacher selected, but desire a wider choice. After carefully weighing the objections to the system pursued with so much success, the Board has seen no reason to make any alteration. At the same time, the recent legislation, by which a teacher is given the right of appeal to an outside tribunal in the case of compulsory transfer, has accentuated the belief that it is wiser to dismiss a teacher who objects to accept a transfer to a lower position than to insist upon the transfer and have to face expensive proceedings all the same. The reason is that if the Board is justified in resorting to the extreme step of compulsory transfer, the publication of the reasons inducing the action of the Board would so damage the teacher's prestige that, if the Board succeeded in the appeal, no Committee would agree to his appointment to a school under their control. This was shown very clearly in the appeal case, T. Stagpoole, headmaster in the Linton School, against his dismissal by the Board. He was offered, as an act of grace, a transfer to a position in a lower-grade school, which did not actually involve a reduction in salary, and which he refused. The Board decided that, as an appeal would probably be brought in any case, instead of compulsorily transferring him he should receive three months' notice of dismissal. The Teachers' Institute appealed on his behalf against the dismissal, and their case was conducted by Mr. R. Stewart, of Auckland, the Chairman of the Board (Mr. Fred. Pirani) defending the decision arrived at. The Appeal Court comprised Mr. Kerr, S.M., Mr. Broad (appointed by the Board), and Mr. R. McNab (appointed by the Institute). The case against Mr. Stagpoole was so clearly proved that the Court not only gave their decision in favour of the Board, but allowed the Chairman of the Board a fee of £2 2s. for each sitting-day, in addition to his actual expenses. The evidence brought out in the course of the case was of such a nature that the Board's contention about an appeal against compulsory transfer completely nullifying the effectiveness of the transfer provisions of the Act was amply proved. Infants at District High Schools. —During the year the case brought in the Supreme Court against the Board by the New Zealand Educational Institute, to compel the admission of infants into the Wanganui District High School, was removed into the Court of Appeal, at the instance of the Institute. The question was fully argued before Chief Justice Stout and Justices Chapman, Williams, Denniston,. Sim, and Edwards by Professor Salmond for the Education Department, Messrs. H. D. Bell and Fell for the Educational Institute, and Mr. Hutton for the

NOTE.—"lnfants at District High Schools."—The Chairman's remarks in regard to the Court of Appeal case are based upon a misconception of the facts, which are as follows:—On 9th May, 1911 (the Education De partment not having moved in the matter), the Court of Appeal made an order that the Solicitor-General should be aaded as a party respondent in the appeal. The Solicitor-General received no instructions from the Department. The order of the Court was no doubt dictated by the consideration that, as the Department and all other Education Boards would be bound by the result of the case, it was fitting that the Crown should be ioined as a party.—Education Department, 14th August, 1912. '

E.—2.

Appendix A.]

Education Board, and a decision was given against any interference with the discretion of the .Board, with costs against the Institute. It would be of considerable interest to the Board to know how the Solicitor-General came to interpose in the case on the side of the Institute. Most folk would think that the authority of the Education Board would have been upheld by the ■Department, for there had never been any objection from the central authority to the course pursued in regard to this school for many years. Either the interpretation of the law by the Bench of Judges and the Board was wrong, or, in the eyes of the Education Department, the lawrequired amending. It is impossible to believe that the Department and the Solicitor-General should, not have been aware of the true legal position, and the only conclusion possible, therefore, is that the Department favours an amendment of the law curtailing the rights of the Boards in the direction contended by the Institute —a most unfortunate position. Free Books.—The distribution of free books appears to have landed the smaller schools in interminable difficulties with respect to the grouping of classes. Reporting on this matter in March the Inspector said : " School-work has again been handicapped by the free-book difficulty. The Department allows one book (in the case of reading, two books) for each pupil in each class —on the face of it a very reasonable allowance. But the Department, in its syllabus, also allows classes to be grouped. —nay, practically enjoins that certain classes shall be grouped. Hence you have a serious difficulty : if you group you cannot have a suitable book for each pupil, and if you do not group you cannot have efficient organization—at least, in schools of Grade IV and under. To obviate' the difficulty double the present number of books should be supplied to these schools, and to that extent the grant should be doubled." At the close of last year the following recomendation was made: '"During next year all pupils in schools below Grade IV should be grouped in reading as follows: Standard I and Standard 11, in Standard I book; Standard 111 and Standard IV, in Standard 111 book; Standard V and Standard VI, in Standard V book. In the subsequent year the opposite arrangement would hold good, and so on, alternately. Unfortunately, owing to the liriiitation of the grant, this proposal could not be carried out. The Board is still of opinion that it would be much more to the interests of the community if the money spent on free school-books was diverted to the purchase of stationery and school requisites. Wanganui School Sites Act. —This Act was amended during the 1911 session of Parliament in the direction of giving the Board power to borrow- a sum not exceeding £15,000 from the Public Trustee on the security of a first mortgage of the old Technical School site. The Board succeeded in securing the desired sum, and was thus enabled to continue the work of erecting the buildings provided for in the original Act. The Technical College buildings were completed some months ago. The Infants' School is well under way, and a contract was recently let for Board's offices. Maintenance Grant. —The maintenance grant for the year was £6,082. This sum was found to be more proportionate to the Board's needs, and enabled a start to be made with the rebuilding of some of the older buildings. Finance. —The annual statement of receipts and expenditure is attached.* 1 he form in which this is now presented shows the balances or deficits on the individual accounts. Buildings and Sites. —During the year the Mars Hill School was removed to Durie Hill, and a new room added; the Mosston School was shifted to a new site and the building enlarged and renovated. New residences w-ere erected at Glen Oroua and Meremere. Additions were made to the schools at College Street, Wanganui East, Gonville, Taihape, Kaponga, Horopito, Rangataua, and to the residences at Tokaora, Kairanga, Mount View, Eltham, Manaia, Fraser Road, Waitotara, and Mangaweka. The District High School at Wanganui, and the teacher's residence at Hiwinui, both of which were destroyed by fire, were rebuilt. Contracts were let for new schools at Valley Road, Te Arakura, Orangimea, Umumuri, and Mangoiha, and for additions to the Moutoa 'School. A large amount of work, consisting principally of fencing, draining, and improving grounds, erection of shelter-sheds, repainting, repairs, &c.-, was done. A considerable portion of the work undertaken was carried out in a satisfactory and economical manner by the Board's foreman, in addition to which he supervised the majority of the works let by contract. The repainting of school-buildings has now, it is hoped, been placed on a satisfactory footing by the appointment of a foreman painter, who will in future carry out the whole of this important work. An additional area of land, towards the cost of which the Government made a grant and the residents subscribed, was secured at Gonville. The erection of bathrooms and wash-houses at a number of residences, for which purposes the Government has made a grant, will be appreciated by teachers. The Board owes its thanks to the Education Department for the consideration extended to its requests throughout the year. Officials. —In conclusion, the Board again desires to place on record its high appreciation of the services rendered to the cause of education by the Chief Inspector (Mr. G. D. Braik), his fellow Inspectors, the Secretary to the Board (Mr. W. H. Swanger), and the staff, officials, and teachers generally, who have all shown an assiduity and a faithfulness in the performance of their duty worthy of the greatest praise. ' The Hon. the Minister of Education, Wellington. Fred. Pirani, Chairman.

* See Appendix A, p. xxxii.

VII

E.—2

[Appendix A.

WELLINGTON. Sl&t— Education Board Office, Wellington, 31st March, 1912. In accordance with the requirements of the Education Act, 1908, I beg to submit the following report of the Education Board of the District of Wellington for the year 1911. -Board.— At..the annual election Messrs. J. G. W. Aitken (City) and A. H. Vile (Wairarapa) were re-elected; and Mr. H. Freeman was elected instead of Mr. H. R. Elder, Hutt-Horowhenua. The following was the membership of the Board at the end of the year : Wellington City Ward 'Messrs. J. G. W. Aitken, W. Allan, R. Lee; Hutt-Horowhenua Ward—Messrs. H. Freeman, W. H. Field, J. Kebbell; Wairarapa Ward—Messrs. W. C. Buchanan, M.P., A. W. Hogg, A. H. Vile. At. the August meeting Mr. R. Lee was re-elected Chairman. Hie Board's representative managers of technical schools were: Wellington—Messrs. Aitken, Allan, and Field; Petone—Messrs G. London and D. McKenzie. The Committee of Advice of the Training College was composed of the following members: Mr. W. Lock, representing South Island Boards of the Middle University District—Marlborough, Nelson, Grey, Westland; Mr. G. Carson, representing North Island Boards of the Middle University District—Taranaki, Wanganui, Hawke's Bay; Professor Brown, representing Victoria College Professorial Board; Mr. R. Lee (Chairman) and Mr. T. R. Fleming (Chief Inspector), representing the Wellington Education Board. Mr. Lee acted as Chairman. Number of Schools.—At the end of 1910 there were 160 schools in operation. During 1911 new-schools were opened at Pori, Whakapuni, Manuhara, Mona, Maunganui, Waihoanga, Aohonga, Makerua, Carrington, and Normandale, while a small school at Admiral Bun was closed. Thus at the end of the year there were 169 schools in operation. Attendance.—The average roll and attendance for the respective quarters and the year were :— ~ . Average Roll. Average Attendance. Mai ' ch •■• -■- ■■■ •■■ ... ... 17,614 16,380 June •■■ •■ ... . . 17,662 15,728 September ... ... ... ... 17,734 15,470 December ... ... ... ... ... 17,955 16,347 Year ... .. ... 17,741 15,981 Last year for the first time the law required the child to attend " whenever the school is open.' An increasing degree of regularity was at once observed, March quarter reaching an average of 92 per cent. But severe epidemics widely prevailed during the following quarters, so that the percentage for the year was but 90-1, an extremely good result in the circumstances. The corresponding figures for the preceding years were: 1909, 896 per cent.; 1910, 88"9 per cent. The co-operation of parent, teacher, and Board has resulted in a steady growth of the habit of regularity, and it is to be added that the wise support of the Board's efforts by the Magistracy has made the way of the transgressor increasingly hard. It may be confidently affirmed that the system of periodic report of absentees, of transfers, and withdrawals is so nearly complete as to enable the Board to know and pursue any parent in. the Wellington District who seeks to evade the law. Teaching Staff.—The following are the numbers of teachers, pupil-teachers, and probationers who were in the Board's service at the end of the year :— TT . „_ , , Men. Women. Totals. Head ot bchools... . . ... ... ... 69 9 78 Sole teachers ... .. .. ... ... 26 65 91 Assistants ... ... ... ... ... 54 192 246 Total adults ... ... , . 149 266 415 Pupil-teachers . . ... ...10 53 63 159 319 478 Probationers ... ... ... ... g 20 28 Total, including pupil-teachers and probationers ... ... ... ... 167 339 506 Of the adult teachers, 133 men and 217 women, total 350, possess certificates; sixty-five were uncertificated, six of whom were holders of a license to teach. The percentage of fully certificated teachers has risen from BPB to 843. Instruction of Teachers.—The courses of instruction held for teachers were as follows: At Wellington—Art and handwork classes by Miss Lee, assisted by Miss B. MacKenzie; singing by Mr. Parker; physical measurements and physiology by Mr. Stuckey; woodwork and cardboardmodelling by Mr. Howe. At Masterton—Drawing by Mr. Grant; singing by Mr. Parker; physiology and hygiene for women by Miss Lazarus; drill for men by an officer of the Cadet Department. At Greytown—a fortnight's continuous instruction in agriculture and nature-study, undertaken by twenty-one teachers, under the guidance of Messrs. Davies and Cumming. At Pahiatua—A course of lessons in agriculture by Mr. Cumming. But for the unsuitability of the railway time-table, the attendance at the Wairarapa classes would have been much larger than was possible in the circumstances. For uncertificated teachers, selected on the recommendation of the Inspectors, a course of continuous instruction was held at the Normal School in February, 1912, with a view to assisting them to obtain certificates. Special instruction was given by Mr. Lomas, who was in charge of the course, and by Mr. Webb, and by Misses Mcßae, Cray, and MacKenzie, and the teachers

VIII

Appendix A.]

E.-2.

attending were afforded opportunities of observation in the Normal School. This arrangement is .considered to have been very successful. The teachers who attended will receive assistance in any difficulties that may arise in their studies during the year. Training College.—The admission of students was again practically confined to A candidates. -The districts from which students were admitted were —Wellington, 37; Wanganui, 24; Hawke's Bay, 18; Taranaki, 4; Nelson, 5; Marlborough, 4; Westland, 3; Grey, 2: total, 97. Firstyear students numbered 50; second year 47—men 31, women 66. One student was admitted to the special course for graduates. A full report of the year's work, and a discussion of the educational problems of the College, will be found in the Principal's report. It was with much regret that towards the end of the year the Board accepted the resignation of the Principal, Mr. Gray, on his appointment to the important position of Principal of the Presbyterian Ladies' College, Melbourne. From the establishment of the College in 1906 Mr. Gray had discharged the duties of his office with skill and enthusiasm, and with a success which was rendered more difficult of attainment by the insufficiency of the accommodation in the present College building. After careful consideration of applications received from New Zealand and Australia for the vacant principalship the choice of the Board fell on Mr. J. S. Tennant, M.A., B.Sc, one of its Inspectors. Mr. Tennant has recently returned from a furlough to Europe, which afforded him an excellent opportunity of visiting the best educational institutions in England and on the Continent, and of observing various conditions of education. It was also with much regret that the Board accepted, at the end of the year, the resignation of Miss Lee, art instructor under the Board,- as she had accepted an appointment in England. Miss Lee was as untiring as she was successful in her efforts to create and to cultivate true artistic taste in teacher, student, and scholar. District High Schools. —The number of district High Schools remained as in 1910, with but slight change in the attendance. Owing to the enlargement of the Girls' High School to accommodate free-place pupils, the Newtown District High School was disestablished as from the 31st December. The Board's Inspectors report an improvement in the quality of the work done by the pupils who undertook the rural course. They write : " The rural science course inaugurated in 1909 has fully justified its establishment. Good work has been done, and this year there was keen competition for the Board's B or senior scholarships reserved for those taking the rural course. We were specially pleased to find the general improvement in the practical work as evidenced in these scholarship examinations." A movement at Petone for introduction of the rural course into an industrial centre, and a second movement for the establishment of an agricultural college for the Wairarapa, so that the district high school rural course may be continued to a satisfactory conclusion, are clear evidences of the favourable impression created by the rural work already accomplished. Scholarships.—Junior Board Scholarships were awarded to twenty-five competitors; Senior A to six; and Senior Bor rural scholarships to five competitors. Also four Junior National Scholarships were awarded. Manual and Technical Instruction. —The following table shows the subjects of instruction in recognized manual and technical classes, the number of schools earning capitation, and the total number of pupils. Capitation was earned by 125 schools in 1911, as compared with 118 in 1910. Well-kept gardens are found in the grounds of several schools which for various reasons are unable to qualify for capitation in agriculture. Subiect Number of Number of •' ' Schools. Pupils. Handwork ... ... ... ... ... 107 11,956 Elementary agriculture ... ... ... ... 59 1,441 Needlework, with instructor when head teacher is a man ... 18 258 Elementary chemistry ... ... ... ... 11 459 Elementary physics ... ... ... ... ... 6 257 Physiology and first aid .... ... ... ... 16 591 Swimming and life-saving ... ... ... ... 9 736 Elementary physical measurments ... ... ... 9 686 Dairy-work ... ... ... ... .. 2 40 Botany ... ... ... ... ... ... 6 284 Dressmaking ... ... ... ... ... 7 160 Cooker)-, Wairarapa and Pahiatua centres ... .. 5 223 Wellington centre ... ... ... ... 12 492 ~ Petone centre ... ... ... ... 2 116 ~ Manawatu ... ... ... ... ... 2 74 Woodwork, Wellington centre ... ... ... 14 1,344 ~ Petone centre ... ... ... ... 2 235 ~ Wairarapa and Pahiatua centres ... ... 5 310 ~ Manawatu centre ... ... ... 1 66 Building-construction and drawing ... ... ... 5 116 Mensuration and surveying ... ... ... ... 2 54 Total ... ... ... ... ... 19,898 Drill. —The Inspectors report that military drill and physical exercises are well taught throughout the district. Buildings.—New school buildings were erected from grants at Waihoanga, Lower Hutt (Infant Department), Carrington, and Normandale, and additions were made by grants at Paraparaumu, Worser Bay, and Kilbirnie Schools, with partial reconstruction of the last named. The new school to replace that destroyed by fire at Pahiatua was completed; and science and cookery rooms have been formed by the removal and refitting of buildings formerly on the old site. Grants

ii—E. 2 (App.A).

E.—2.

[Appendix A.

were also received to replace schools destroyed by fire at Saunders (one room), and Kaiwaiwai (two rooms), and the former was completed. The rebuilding of the Johnsonville School is approaching completion. Conveniences were reconstructed at three schools, and at five city and suburban schools they were connected with drainage and high-pressure water service. Fifteen schools and six residences were overhauled. A new residence was erected at Mangamaire, and improvements wjere effected at .ten other residences. It has been the endeavour of the Board to add, as far as is possible, to the comfort of country teachers. The Board urges that it be provided with more .money for this very desirable purpose. The Board hopes to be in a position to begin shortly the erection of the school and college at Kelburne. Finance.—The year began with a debit balance of £966 7s. 5d., the receipts were £120,997 2s. 2d., the disbursements £116,462 Is., leaving a credit balance of £3,568 18s. 9d. Necessary reconstructions to be undertaken in the near future will make heavy demands on the funds of the Board. Subsidies. —For manual and technical purposes ten claims were received for Government subsidy, and for district high school purposes eleven claims. Besides, the Board has, in a number of instances, been pleased to assist by subsidy those Committees who, by their own efforts, are improving the school premises and grounds. The Board has aimed at cultivating by supply of good pictures the artistic taste of scholars, and it is now arranging for mounting in all the larger schools a better selection, some of which Inspector Tennant brought from England. School Libraries.—During the year the Board issued a suggestive list of books suitable for school libraries. As a result, a considerable number of Committees and teachers have availed themselves of the subsidies offered. Amounts ranging from a few shillings to £5 have thus been contributed to the library funds of thirty schools. The Board has observed with pleasure the wise encouragement to sound reading offered by the Wellington City Council and its library staff. At the public library a special room is set apart for children's books, and is placed in charge of an assistant specially qualified for this particular work. Reports.—The Inspectors report a general improvement in efficiency. Their report and that of the Principal of the Training College are attached.* Friendly relations continue to exist between the Board and School Committees and teaching staff, a point pleasantly emphasized in the concluding paragraph of the Inspectors' report. I have, &c., The Hon. the Minister of Education, Wellington. Robert Lee, Chairman.

HAWKE'S BAY. Sir, — Education Office, Napier, 31st March, 1912. In accordance with the provisions of the Education Act, 1908, the Education Board of the District of Hawke's Bay has the honour to submit the following report of its proceedings during the year 1911 : — Board. —At the beginning of the year the members of the Board were : North Ward, Mr. W. Morgan, Mr. G. E. Darton, Mr. K. McLeod; Middle Ward, Mr. C. M. Whittington, Mr. G. F. Roach, Mr. J. H. Sheath; South Ward, Rev. A, Grant, Mr. W. G. Hunter, Mr. 0. Erickson. In August Messrs. Morgan and Roach were re-elected for the North and Middle Wards respectively, and Mr. R. B. Ross was elected to succeed Mr. Erickson, who did not offer himself for election. Mr. C. M. Whittington was elected Chairman for the year. The Board records its appreciation of the valuable services rendered by Mr. Erickson as a member of the Board for many years. The Rev. A. Grant and Messrs W. Armstrong and W. G. Hunter represented the Board on the Dannevirke High School Board of Governors, Messrs. Sheath and S. McLernon on the Napier High School Board, Messrs.- Sheath and McLernon on the Board of Managers of the Napier Technical School, and Messrs. Whittington, W. G. Downes, and W. J. Pellow on the Board of Managers of the Waipawa Technical School. Schools.—The number of schools in operation at the end of 1910 was 121. During 1911 four schools (Portland Island, Wairoaiti, Port Awanui, and Tahunaroa) were closed, and eight (Tanguru, Totangi, Waikare, Te Uri, M-arakeke, Ngapaeruru, Ngatapa, and Te Hapara) were opened, leaving 125 (including twelve household schools) in operation at the end of the year. Teachers. —The teachers employed in December, 1911, numbered 321. Of these, fifty-eight were pupil-teachers and thirteen probationers. Of the 251 adult teachers, fifty-nine, or 70 per cent., were uncertificated. Th-j Board has continued to experience considerable difficulty in procuring the services of teachers for the smaller country schools. Attendance. —At the end of the year the number of scholars on the roll was 10,591, an increase of 301 during the year. The average attendance for the year was 9,223, and the percentage of attendance was 884. When it is considered that during three-quarters of the year scarlatina, measles, and whooping-cough were rife throughout the district, this percentage must be regarded as highly satisfactory. There were 353 Maori and half-caste scholars in attendance at fifty schools. During the year five hundred warnings were sent to parents of irregular attenders, forty informations were laid, convictions being recorded in every case, while the defendants were mulcted in fines and costs amounting to nearly £50. Physical Instruction.—The Inspectors report that military drill still continues to form a regular part of school training in the ordinary schools of the larger class, but instruction is also given to the girls in calisthenics and to the younger children in physical exercises.

* See Appendix C and Appendix D.

X.— 2.

Appendix A.

Manual and Technical Instruction. —The number of pupils in all subjects of manual and technical instruction has increased. The report of the Director, which report is attached hereto,* gives in considerable detail the results of the work of the year. The Board is satisfied that excellent work is being done in this department. District High Schools. —The numbers of pupils in attendance at the secondary classes of the district high schools at the end of the year were —Hastings, 28; Waipawa, 38; Woodville, 15. At Hastings and Woodville the whole of the pupils took the rural or scientific course. At Waipawa a few of the pupils continued the literary course. In 1912 it is expected that the whole of them will take up the approved scientific course. The work done by the classes taking the rural course is fully reported on in the Director's report. I may, however, say that the students have taken a great interest and pleasure in the work, and the Board and the parents are satisfied that the changp in the syllabus is undoubtedly in the right direction. Scholarships.—The scholarships in tenure at the end of 1911 were: Junior National, 11; Board Junior, 57; Board Senior, 10. At the examination held at the end of December, 1911, 144 candidates sat for the Junior Board Scholarships, sixty-three qualified; eighty sat for the Senior Scholarships, fifty qualified. At the end of the coming year the Board purposes awarding special scholarships to be allotted on the results of a special examination in agriculture. These will be available at the district high schools where the scientific course is taken. Teachers' Classes. —The Saturday training classes for teachers was held at Gisborne —science and art; Napier—science and art; Dannevirke —science, art, and agriculture; Hastings —agriculture; Woodville —agriculture. The attendance at all these classes was most satisfactory. Examinations were held at the end of each term, and certificates were awarded on the results of the final examination. Buildings.—New schools were erected at Kanakanaia, Te Hapara, Ngatapa, Opoutama, Titree, and Wanstead. Residences were erected at Frasertown and Porangahau. The Takapau School building being old, dilapidated, and too small for requirements, was sold, and a new and larger building was erected. The following buildings are now in course of erection : New schools —Makaretu South, Omakere, Marakeke; additions —Havelock, Mahora, Mangapapa, Mangateretere, Waipukurau; residence at Wanstead. During the year the Public Works Department erected an addition to the movable school at Otoko. During the year fourteen schools and nine residences have been painted and thoroughly renovated inside and out by the Board's painters. The school buildings throughout the district are, on the whole, in very good order. Finance. —The year commenced with a credit balance of £7,029 6s. 6d. The receipts were £63,502 18s. 4d., the expenditure £63,605 lis. Bd., leaving a credit balance at the end of the year of £6,926 13s. 2d. I have, &c, C. M. Whittington, Chairman. The Hon. the Minister of Education, Wellington.

MARLBOROUGH. S IX) Education Office, Blenheim, 11th April, 1912. In accordance with the provisions of the Education Act, the Marlborough Education Board has the honour to present the following report of the proceedings for the year 1911 : — Board. —The members in office at the beginning of the year were : Eastern Ward —Mr. John Conolly, Mr. D'Arcy Chaytor, and Mr. Charles Ferguson; Central Ward —Mr. R. McCallum, Mr. E. H. Penny, and Mr. J. J. W. White. Western Ward—Mr. H. M. Reader, Mr. John S. Storey, and Mr. James Fulton. The members who retired by effluxion of time were —Messrs. Conolly, White, and James Fulton; but all three offered themselves for re-election, and were returned unopposed. At the annual meeting Mr. McCallum was unanimously reappointed Chairman, being the sixth time in succession. Twelve ordinary meetings and one special meeting of the Board were held during the year, the attendances of members being —Mr. Conolly, 7; Mr. Chaytor, 1 (absent in England on leave for nine months); Mr. Ferguson, 11; Mr. McCallum, 11; Mr. Penny, 12; Mr. White, 12; Mr. Reader, 10; Mr. Storey, 11; Mr. Fulton, 12. Schools. —The number of schools in operation at the close of the year was ninety-three, being an increase of eight on the figuj-es reported for 1910. Six private schools were visited by the Board's Inspector during the year. Attendance. —The average attendance for the year was 2,070, the figures for the four quarters being —March, 2,104; June, 2,051; September, 2,000; December, 2,123. The number on the roll at the close of the year was 2,345, being an increase of 101 on the figures for 1910. The percentage of attendance for the year was 91-60, being the highest yet attained in this district. Now that the standard of exemption has been raised from Standard V to Standard VI a still higher percentage of attendance may be looked for. Many parents are still under the impression that they may keep their children from school on one day a week, and quite a number of instances have come under the Board's notice of children being kept at home to perform household duties. Others are apparently still unaware that a child under the age of fourteen years may not now leave school unless he has passed the Sixth Standard. The Board therefore begs to suggest to the Education Department that when issuing the proposed monthly attendance report-forms it should distribute a placard to be hung in schoolrooms setting forth the requirements of the School Attendance Act. The number of children attending private schools visited by the Board's Inspector was 202. The work of the Truant Officers has been satisfactorily performed. Their reports show that the proceedings taken in the Magistrate's Court were: Number of informations, 56; convictions recorded, 52; dismissal, 1; withdrawn, 3. The total amount of fines received by the Board during the year was £7 15s.

* See E.-5, Manual and Technical Instruction Report.

E.—2.

[Appendix A.

Teachers. —At the close of the year there were in the service of the Board twenty-nine male teachers, eighty-six female teachers, three female pupil-teachers, and three female probationers, making a total of 121. Of the 115 teachers, seventeen males and twenty-two females are certificated, and one other holds a license to teach. Training of Teachers. —Last year's programme of Saturday classes for the teachers in this district embraced the following subjects : Woodwork, cookery, dairy-work, vocal music, physical measurements, drawing. At the end of the year the Board arranged to hold a summer school in Blenheim during the summer vacation. The school was attended by nearly one hundred teachers, and it proved a great success from an educational point of view. The Inspector in his annual report gives full particulars of the programme of work undertaken. The Board is grateful to the Education Department for having granted free passes to those teachers who were obliged to travel by rail in order to reach the school. Physical Instruction. —The Inspector of Schools in his report to the Board says that in fifty-six schools drill was considered efficient, and in nineteen others passable. The teachers assembled at the summer school received a thorough course of training under Sergeant-major Routledge, of the Junior Cadets' Department. Scholarships.—There were in force at the close of the year seventeen Board Scholarships, three National Scholarships, and two private scholarships of £6 ss. each (tenable for two years) given by Mr. John Duncan. On the results of the Junior National Scholarship Examination, held in December, twelve Board Scholarships and one Junior National Scholarship were awarded. Free Books.—The general opinion of School Committees and teachers in this district is that the Government's scheme for the supply of free text-books to school-children has not proved successful. In many instances the grant has been reluctantly accepted, while in a number of others it was declined. It is certain that the scheme has done little to relieve parents of expense, as the Board learns that in most cases the children are provided with a private set of readers. If the intention of the Government is to assist parents, it would be better to provide the cost of material used in school. The grants could be paid over to School Committees on the understanding that, with the exception of text-books, they must provide all material required for the use of the school-children. Manual and Technical.—Recognized classes were conducted at fifty-nine schools, the followingsubjects being taught : Elementary agriculture, swimming and life-saving, elementary physical measurements, and various branches of handwork. School classes in woodwork, cookery, and advanced plain needlework were conducted at the Blenheim Technical School, and were attended by pupils from the following schools: Blenheim, Picton, Spring-lands, Grovetown, Renwick, Fairhall, Tuamarina, Koromiko, Marlborough High School, and Convent. Buildings.—The total expenditure during the year was £1,798 4s. Bd., comprising £825 6s. 4d. for new works, £952 Bs. 4d. for maintenance, £5 10s. for rent, and £15 for rebuilding. The last amount is in connection with the school at Kaituna, which the Board is rebuilding out of its own funds in accordance with the requirements of the Education Department. A similar work is also being undertaken in conection with one of the class-rooms at Marlboroughtown. New schools were completed at Nopera Bay and Onahuku, a new class-room was added to the school at Ward, and the schoolrooms at Marama and Flat Creek were enlarged. A new schoolroom was provided at Mirza by the Public Works Department, and another at Opouri Valley by the Marlborough Timber Company. Finance. —The credit balance on all accounts at the 31st December was £61 Is. lid. Details of the receipts and expenditure for the year are appended. Thanks.—The Board desires to again place on record its appreciation of the good work being done by the School Committees and teachers in this district. I have, &c, The Hon. the Minister of Education, Wellington. R. McCallum, Chairman.

NELSON. Str, — Education Office, Nelson, May, 1912. In accordance with the provisions of the Education Act, 1908, the Nelson Board of Education has the honour to submit the following report of its proceedings for the year 1911 : — The Board. —The members of the Board are: Messrs. W. Lock, F. W. 0. Smith, and A. T. Maginnity (East Ward); W. N. Franklyn (Chairman), J. D. Beuke, and L. D. Easton (Middle Ward); J. L. Munson, G. B. Shepherd, and J. W. Fair (West Ward). Mr. Shepherd handed in his resignation as member in the early part of the year, but offered himself and was re-elected to fill the extraordinary vacancy. In July the three retiring members —Messrs. Smith, Franklyn, and Fair—were again returned. At the annual meeting Major Franklyn was elected Chairman of the Boand. Twenty-four meetings were held during the year, and were well attended. The meetings in May were held at Beefton and Westport. Primary Schools. —At the end of the year 118 schools were in operation; this number, however, including eighteen schools each having an average attendance of under nine. The difficulty in securing competent teachers —especially for the household and aided schools —-has not been quite so marked during the year, though the proportion of uncertificated teachers is still too large. District High Schools. —The number attending the secondary departments at the district high schols in Motueka, Reefton, and Takaka may be regarded as satisfactory, but the attendance at Westport (average for year thirty-two) is not commensurate with the size of the town and surrounding district. The instructor in agriculture continues to devote a good deal of time in giving instruction in agricultural science, horticulture, and dairy-work to the students at Motueka and Takaka. At Westport the majority of students are taking a commercial course.

XII

E.—2.

Appendix A.l

XIII

Attendance.—The roll-number on the 31st December was 6,077. The average attendance of scholars during the year was 5,346. The numbers show a substantial increase on those of the preceding year. Scholarships.—Seven Junior National, two Senior Board (these scholarships are donated by the Governors of Nelson College), and thirty-two Junior Board Scholarships were held during the year. The Board's Scholarship Regulations'have been revised, the number of Junior Scholarships having been increased by the elimination of the bursaries. Free Text-books.—Satisfactory arrangements were made for the provision of text-books for Standard IV, for which a grant was provided for the first time. The Board is glad to find that provision has now been made for the replacement of worn-out books, but doubt is expressed as to whether the grant will wholly cover the replacements required. Physical and Military Drill.—The Board has to report that attention is given in the various schools to the requirements of the Act in respect to physical and military drill. Conveyance and Board of Children. —During the year assistance has been afforded m a number of cases where children have been conveyed or ferried to enable them to attend school. Allowances have also been granted to the parents of twelve children who have to live away from home to attend school. School Committees' Allowances.—The Amendment Act of 191.0, providing an increase in the capitation allowance to Boards from lis. 3d. to 12s. per head, and also setting outthe minimum payments to be made for the incidental expenses of schools, necessitated a revision of the scale of allowances to Committees. The new scale secures a more liberal payment to Committees, while the purposes of the allowance are better defined. Manual and Technical. —An advance has to be recorded in the number of manual and technical classes held during the year, and in the number of pupils attending classes. A new branch of manual instruction was taken up during the year—viz., dairy-work—-and equipment was provided and classes started at seven primary schools and two district high schools. This work is under the control of the instructor in agriculture. The work carried on in other manual-trammg subjects—cookery, woodwork, ironwork, agriculture, &c—is reported on favourably. Plasticenemodelling continues to be the chief handwork subject in the primary schools, but brushwork and free-hand drawing are being freely taken up. It is to be regretted that there is a decrease m the number of classes for swimming and life-saving. Instruction in needlework was given m seven schools in charge of male teachers, the special instructors receiving a payment at the rate of 10s. for each child taught during the year. In regard to technical instruction, continued progress is being shown at the Nelson and Westport schools. At the beginning of the year the Board was fortunate in securing the services of Mr. F. C. J. Cockburn, A.R.C.A., as art master at the Nelson School. A new art-room was built, and a large number of art students were enrolled. The day Trades' School at Nelson, inaugurated at the beginning of the year, did not attract many students, and it may become necessary to discontinue these classes for a time. The attendances at the afternoon and evening classes both at Nelson and Westport have been very good, and the Board feels that the instruction imparted is proving of great value to the community. At Reefton and Wakefield school classes in woodwork and cookery have been conducted; woodwork is also taught at the Stoke Orphanage by the Board's instructor, and classes in dressmaking have been held in the Waimeas, and commercial classes at Motueka. Provision has been made for commencing classes in cookery at Motueka this year, a room having been built for the purpose. A science-room has been erected at Takaka, portion of the cost being provided by donations received from the Takaka County Council and funds raised by the District High School Committee. Classes for teachers were held at Nelson and Westport. The Board's thanks are due to the Westport Borough Council, Buller County Council, Westport Harbour Board, Inangahua County Council, Takaka County Council, and Nelson City Council, and others who have donated funds towards the maintenance of technical instruction. ~...., Li, ™ ±v. -a a Training of Uncertificated Teachers.—lt is gratifying that the Department has provided a grant to assist uncertificated teachers to obtain a full qualification. Though the notification of the grant was received somewhat late in. the year, arrangements were made for a class at Murchison, and it is hoped to refund the fees paid by those teachers who were taking correspondence lessons with recognized colleges. ~,.,, • ■ • * Buildings —A large amount has been expended during the year in repairs, improvements, and repainting a number of buildings, but no schools were rebuilt. A school was erected at Waiuta out of special grant, and additions and improvements made to a number of teachers' residences the additions being in the nature of bathrooms and washhouses. The school at Kaka was destroyed by fire, and was not replaced until quite recently. The Board is confronted with the replacement of the remainder of the old wooden buildings at Westport, the primary school at Motueka and several other buildings which have been up for over forty years. It is anticipated that some of the works will be carried out during the current year, but the amount available for rebuilding is entirely inadequate to meet requirements. During the past five years two of the largest schools (Nelson Girls' and Westport) have practically been replaced, and in consequence the funds for rebuilding depleted. Until the Department provides a grant for rebuilding on a more liberal scale it appears impossible to reinstate all buildings when required Finance —From the general statement of receipts and expenditure it will be observed that the Board ended the year with a small credit balance on all accounts of £162 ss. 7d. Amounts were transferred from the Teachers' Salaries Account to the Administration Account, and from the Secondary Account and Buildings Account to Manual and Technical Account. It has also been found necessary to relieve the Manual and Technical Account of the charge for administration 7 Thanks —The Board desires to thank the School Committees of the district for their cordial co-operation'and willing assistance rendered during the year. W. N. Franklyn, Chairman. The Hon. the Minister of Education, Wellington.

E.—2

[Appendix A

GREY. Sir,— Greymouth, 22nd May, 1912. ** 1 have the honour to present the report of the Education Board of the District of Grey for the year ending 31st December, 1911. Board. —At the beginning of the year the Board consisted of the following gentlemen : Messrs. W. R. Kettle (Chairman), H. J. Bignell (Treasurer), J. Kerr, J. Flynn, J. Noble, S. R. Harris, J. Ryall, J. McCarthy, and Hon. J. Marshall, M.L.C. At the election in July Messrs. Ryall, Harris, and the Hon. J. Marshall were retiring members for the Northern, Western, and Eastern Wards respectively, and also candidates for re-election. The ballots resulted in the re-election of Messrs. Ryall, Hon. J. Marshall, and F. H. Kilgour, the latter gentleman succeeding Mr. Harris as member for the Western Ward. At the annual meeting following, Messrs. Bignell and Kilgour were appointed Chairman and Treasurer respectively for the ensuing term. Schools. —During the year there were in operation thirty-eight schools, graded as follows : Grade 0, ten; Grade I, ten; Grade 11, seven; Grade 111, two; Grade IV, four; Grade V, one; Grade Vlb, three; Grade IXc (including a side school), one. During the year five Grade 0 schools —viz., Greenstone, Poerua, Johnston's, Mitchell's, and Upper Moonlight—were, owing to fallingattendance, declared temporarily closed, and two new schools —Rewanui (Grade 0) and Boddytown (Grade I) —were opened. At the end of the year thirty-one schools were in operation. Attendance. —For the year the average number of pupils on the roll was 1,934 and the average attendance 1,695, the percentage of attendance being 87"64. Teachers. —At 31st December fifty-five adult teachers, five pupil-teachers, and three probationers, a total of sixty-three, were in the employ of the Board. Of the adult teachers nine males and fifteen females are holders of certificates, and one male and four females are licensed. The other twenty-six teachers (two males and twenty-four females) are uncertificated. Scholarships and Seddon Memorial Medals.—For one Junior National, five Board Junior Scholarships, and two Seddon Medals a total of forty-six scholars entered, and of these thirtyseven sat for the examinations. Of the latter candidates, two from the secondary department of the Greymouth District High School and two from the Marist Brothers' School sat for English and arithmetic only, these being the subjects on which the Seddon Medals are awarded. As result of the examination the Junior National Scholarship was won by Norman V. Byrne, with 587 marks, and six others successfully passed the examination. The Seddon Medals, given to the boy and girl who each respectively obtains the highest number of marks in English and arithmetic at the Department's December examinations, were won by John Cairney and Lurline Bennington, both pupils of the Greymouth District High School. Manual and Technical.—Elementary handwork and other classes were held in connection with Ahaura, Cobden, Blackball, and Greymouth Schools, and in the Greymouth District High School woodwork and elementary physiology were also taken. Elementary agricultural classes were held in connection with Poerua Estate, Dobson, and Blackball Schools, and cookery classes in connection with Cobden, Runanga, and Greymouth District High Schools. Among special classes held during the year were teachers' classes in brushwork, drawing, model-drawing, and painting. An engineering class in mechanical drawing, a class in shorthand, a continuation class at Blackball, and a special cookery class (in connection with the Greymouth Convent) were also held. Including the £100 grant for teachers' training, the total receipts for the year from all sources amounted to £273 7s. 6d., and the expenditure (including £45 16s. 9d. for administration) to £211 19s. 9d. Building-additions. — During the year much-needed additions to Ngahere and Runanga Schools and the teacher's residence, Ahaura, were completed out of grants authorized by the Department. A new school was also erected at Boddytown, the site being the gift of Dr. C. L Morice, all labour in connection with building, painting, fencing, &c, being gratuitously supplied by the householders of the district. Finance. —The year opened with a credit balance on all accounts of £175 9s. Id., and closed with a credit balance of £194 7s. 3d. General. —In conclusion, on behalf of the Board and its officers, and for myself personally, I have to express sincere thanks to yourself and the officers of your Department for the prompt attention to the Board's requirements and the numerous courtesies extended us during the past year. .. I have, &c, H. J. Bignell, Chairman. The Hon. the Minister of Education, Wellington.

WESTLAND. g IE Education Office, Hokitika, 22nd January, 1912. I have the honour to present the report of the Westland Education Board for the year ending 31st December, 1911. The Board. —The members forming the Board at the beginning of the year were : North Ward Messrs. T. W. Duff, T. T. Jones, and R. Rouse; Middle Ward—Messrs. T. W. Beare, J. J. Clarke, and G. A. Perry; South Ward —Messrs. A. Cumming, J. Grimmond, and H. L. Michel. In August Messrs. Jones, Beare, and Michel retired, and were re-elected. Mr. Perry was reappointed Chairman and Mr. Clarke Treasurer. During the year Mr. Michel acted as representative on the High School Board of Governors, and during the first quarter Mr. Grimmond was a School Commissioner appointed by the Board. Fourteen meetings have been held during

XIV

E— 2.

Appendix A.

the year, and the attendance of members.has been as follows: Messrs. Perry and Duff, 14; Messrs. Clarke and Rouse, 13; Messrs. Beare, Cumming, and Jones, 12; Mr. Grimmond, 11; .-Mr. Michel, 9. Schools. —At the beginning of the year there were thirty-five schools. The Karangarua and Doughboy Schools were closed, and new schools were opened at Mikonui, La Fontaine, and Mananui. There were thus thirty-eight schools in operation for all or part of the year, and the number at its close was thirty-six. In addition, five private schools were under the Board's inspection. Of the public schools, eleven at the end of the year were in Grade 0 (1-8), nine in Grade i (9-15), six in Grade II (16-25), two in Grade 111 (26-35), four in Grade IV (36-80), two (including a side school) in Grade V (81-120), and one in Grade VIIIa (301-350). For the ensuing year three schools—viz., two in Grade 0 and one in Grade I—will be promoted to the next grade, and one in Grade 111 will be reduced. The number of pupils that have attended the secondary classes was forty-one, and thirty-three were on the roll at the end of the year. Six of these were holders of Board's Scholarships and three of Junior National Scholarships. Attendance. —The roll-number of the schools at the end of the year was 1,136, a decrease of fifteen. The average attendance was 90"2 per cent, of the average roll-number. This high mark of regularity of attendance has been maintained with little compulsion, only two parents being summoned under the compulsory clauses of the Act. It may be added that three pupils received special recognition for attendance for six years without missing one half-day. Teachers. —The number of teachers under permanent engagement during the year was fifty-five, including seven head teachers, twelve assistants, twenty-nine sole teachers, six pupilteachers, and one probationer. The qualifications of the teachers were : Certificates —Seven head teachers, eight assistants, and four sole teachers; Matriculation or Junior Civil Service—Ten sole teachers, six pupil-teachers, and one probationer; without special qualification, fourteen sole teachers and four assistants. Manual and Technical Instruction. —(1.) Model and Brush Drawing : A teachers' class was in operation for seventeen weeks under the tuition of Mr. C. E. Bickerton; thirty teachers attended. (2.) Elementary Agriculture: School-gardens were maintained in connection with five schools. (3.) Physical Measurements :In the Hokitika District High School the tuition in this subject was arranged to include four school classes. (4.) Handwork : School classes were recognized in thirteen schools. Physical Instruction. —The recognized cadets included a corps in the Hokitika District High School and a detachment in the Kumara School. In a number of other schools company drill has been included in the course. In nearly all the schools physical drill, including manual and breathing exercises, has formed part of the programme of instruction. Finance. —The annual statement of accounts presented shows a credit balance in each of the four main accounts. The balance of the previous year in the Administration Account has suffered a reduction owing to the increased payments to School Committees. I have, &c, The Hon. the Minister of Education, Wellington. G. A. Perry, Chairman.

NORTH CANTERBURY. gi R ._ Christchuroh, 22nd April, 1912. I have the honour to present the following report of the proceedings of the Education Board of the District of North Canterbury for the year ending 31st December, 1911. The Board. —The members whose term of office expired under the provisions of the Act were Mr. Adams, Mr. Rennie, and Mr. Opie, representing the North, South, and Central Wards respectively, all of whom were re-elected unopposed. At the Board's annual meeting, held on the 9th August, Mr. M. Dalziel was elected Chairman of the Board and ex officio member of each Committee.' The election of Committees resulted as follows: Buildings—Mr. Boyd, Mr. Hardy, Mr. Opie, Mr. Rennie, Dr. Russell, Mr. Smith; Appointments—Mr. Adams, Mr. Boyd, Mr. Hardy, Mr. Langford, Mr. Opie; Normal School and Technical—Mr. Adams, Mr. Langford, Mr. Opie, Mr! Bennie, Mr. Smith. During the year the Board held 17 meetings, the Building Committee met 19 times, the Appointments Committee 33, and the Normal School and Technical Committee 16. The Board's Representatives.—On the several. Boards of Managers of Technical Classes the Board continued to be represented as follows : Christchuroh—Mr. C. H. Opie, Mr. H. Langford, Mr TS. Foster; Banks Peninsula (Akaroa)—Mr. J. Bruce, Mr. J. S. Dodds ; Ashburton—Mr. W. H. Collins, Mr. J. Tucker; Lyttelton — Mr. J. R. Webb; Rangiora — Mr. H. Boyd. The Board's representatives on the several High School Boards also continuel without alteration, as follows: Akaroa—Mr. W. H. Montgomery. Mr. R. Latter; Ashburton—Mr. W. B. Denshire, Mr. J Tucker; Rangiora—Mr. H. Boyd, Mr. A. S. Bruce. Buildings.—The total expenditure under the heading of buildings during 1911, including architect's office expenses and salaries, but exclusive of cost of Technical School buildings, was £12,565 lis. lOd. A large and commodious school lias been erected at South Spreydon (Somerfield' Street). The building contains five rooms, is of brick, and provided with wide corridors and well-ventilated spaces for hat and cloak accommodation. New schools,_ also designed on up-to-date principles, affording ample lighting and ventilation, have also been built at Eyreton and Waikuku, the former to take the place of the old building used for so many years, and the latter to replace the school (also old) destroyed by fire on the 22nd July. Substantial additions have been made to the Linwood North, Heathcote Valley, and Lyndhurst schools, and at Omihi the teacher has been provided with residence. At the date of this report three new rooms are being erected at Woolston and a new infant school at Spreydon, both buildings being of brick. During the year sites for new schools were secured near Chaney's Corner and Breeze's Road, and at Akaroa a new site has

8.—2.

[Appendix A.

also been purchased, towards the cost of which the Board confidently anticipates receiving a material sum from proceeds of sale of the old site, which, though very valuable owing to the position it occupies, is too small on which to erect a new and up-to-date school building. Out of special grants made by the Government, supplemented to some extent by its ordinary funds, the Board has been . able to provide bathrooms and washhouses for a number of its teachers. The Board trusts that it 'will be practicable to continue improvements in this direction, and that in the near future all teachers occupying houses will be provided with the conveniences necessary for their comfort and welfare. Of the total expenditure on buildings, a large amount has been absorbed by necessary repairs and minor improvements, including painting. For some years the Board had under consideration the question of the use of school buildings for purposes of amusement and entertainment, such as picture-shows, dances, sales of work, &«. It appeared to the Board that in such cases the buildings were exposed to more than ordinary risk from fire, and that this risk should be covered by insurance. The Board accordingly decided to require School Committees to insure their school buildings when used for the purposes mentioned. The Board would impress upon all Committees that the observance of this requirement will release them from the responsibility they will otherwise incur should the use of schools for purposes of amusement result in their destruction by fire. During the year the members of the Board inspected the schools situated on Banks Peninsula, and made themselves acquainted with their several requirements. Generally speaking, though old, the schools were found to be in very fair order. The following works, among, others, were recognized as necessary, and have since been carried out : Le Bon's Bay—additions to school and house; Barry's Bay—renewal of partitions and renovations; German Bay—removal and re-erection of chimney and improvement in lighting; Port Levy—renovation to buildings. The visit to Akaroa convinced members that a new school was necessary, and enabled them to inspect the various sites then offered, none of which, however, was quite suitable for the purpose. As stated elsewhere, a site has since been acquired. Schools.—The number of schools in operation at the end of the year, including nineteen aided schools, was 212, classified as follows: 1 to 8, 6 (of which 4 were aided schools); 9 to 15, 25 (of which 7 were aided schools); 16 to 25, 44 (of which 5 were aided schools); 26 to 35, 33 (of which 2 were aided schools); 36 to 80, 49 (one of which—Midland Railway—was an aided school); 81 to 120, 19; 121 to 160, 8; 161 to 200, 2; 201 to 250, 4; 251 to 300, 4; 301 to 350, 4; 351 to 400, 1; 401 to 450, 1; 451 to 500, 3; 501 to 550, 2; 551 to 600, 2; 601 to 650, 2; above 650, 3 : total, 212. The undermentioned table shows the number of schools, the number of children on the rolls, the number in average attendance, and the percentage of attendance for each year* since 1878. Hitherto the practice has been, in dealing with the percentage of attendance, to make the December quarter the basis of calculation. As the attendance during any one quarter is liable to fluctuate owing to various causes, a truer indication of the position is obtained by taking the attendance for the whole year. On this latter basis the percentage of attendance for 1911 is 8992, and that for the previous year 8703. In order that a comparison may be made with the attendance for previous years, the figures shown in annual reports from 1878 have been altered, those now substituted being the mean average roll-number and the mean average attendance respectively for each year.

School Staffs. —There were 619 teachers in the Board's service at the end of 1911, an increase of twenty-seven over the previous year (see Return No. 8). The uncertificated teachers numbered fifty-seven, many of whom, however, had passed certificate examinations or held partial qualification. Maintenance. —-The expenditure on salaries and allowances to teachers engaged in primary departments was £77,493 75., the grants to School Committees and other incidental expenses amounting to £6,693 7s. 7d., making a total of £84,186 14s, 7d. The expenditure on salaries as compared with the previous year showed an increase of £2,103 15s. 4d. The salaries paid to teachers in secondary departments amounted to £2,773 13s. 4d., being a decrease of £86 18s. Bd. as compared with similar expenditure for 1910. Return No. 6* shows the amount spent in each

* Condensed into five-yearly periods from 1878 to 1901,

XVI

Quarter ended 31st December. District Schools. Aided Schools. Total of Schools. _J On Roll. Average Attendance. Percentage. 1878 .. 1883 .. 1888 .. 1893 .. 1898 .. 1901 .. 1902 .. 1903 .. 1904 .. 1905 .. 1906 .. 1907 .. 1908 .. 1909 .. 1910 .. 1911 .. 106 139 155 175 186 185 185 183 184 187 189 192 195 196 194 193 4 4 1 4 16 20 22 22 22 23 20 14 14 14 15 19 110 143 156 179 202 205 207 205 206 210 209 206 209 210 209 212 13,781 17,475 20,301 21,279 20,836 19,769 19,625 19,569 19,440 19,492 19,472 19,252 19,942 20,427 20,755 21,551 9,641 12,844 15,920 17,543 17,580 16,591 16,747 16,227 16,712 16,923 16,876 16,232 17,536 17,634 18,063 18,920 69-96 73-50 78-41 82-44 84-37 83-92 85-34 82-92 85-97 86-82 86-67 84-31 87-94 86-33 97-03 89-92

Appendix A.]

E.—2

school for salaries and incidentals during the year, and the following table gives the annual totalsf under the two headings from 1878 to the present year : —

Training College.—lt is with great regret that the Board has to report the death of Mr. E. Watkins, 8.A., Principal of the Christchuroh Training College, which took place on the 13th April of the present year. In losing the services of its late Principal the Board has been deprived of an able administrator who has made his influence felt throughout the Dominion. Appointed in 1895, after a long and well proved service as tutor, Mr. Watkins held the position of Principal for nearly seventeen years, during the whole of which period he applied himself to his onerous duties with great assiduity and with a whole-hearted devotion that has commanded the respect and esteem of all who have been closely connected with him. The changes that have taken place during recent years in the management of the training colleges, resulting in the issue of regulations by the Department, have brought anxieties to those directly responsible for the training of our youngteachers. It is not perhaps always possible for a central authority, located at a distance, to fully realize the difficulties that are met with in actual practice. That the management of the Christchurch Training College has been attended by more than ordinary difficulty of late years is well known, and it is therefore all the more a matter for congratulation that the Board at such a time can unhesitatingly express appreciation of the sound professional training its students have received under the wise and kindly control of the late Principal. Applications for the vacancy will be invited forthwith, and in the meantime, in order that the work of the College, both in the training and practising departments, may be continued with as little interruption as possible, the Board has appointed Mr. T. S. Foster, M.A., Acting-Principal. Mr. Foster's report, which is appended,} gives the number of students admitted during the year 1911, and other statistical information. During the year the Board decided to establish a junior kindergarten class in connection with the Training College, so as to afford facilities to those students who are desirous of taking up this branch of school-work. A start was made at the commencement of October, under a specially qualified assistant mistress. Scholarships.—Thirty-two candidates (of whom twenty-seven qualified) sat for the Board's Senior Scholarship—viz., nineteen boys and thirteen girls. In the junior class there were sixtysix candidates (thirty-six boys and thirty girls), of whom only thirty-five qualified. One hundred and thirty-eight candidates (seventy-two boys and sixty-six girls) sat for the Junior National Scholarship Examination, of whom eighty-one qualified. For the Gammack Scholarships there were ten candidates. The first four- in order of merit qualified for and elected to take either a Junior University or Senior National Scholarship. The fifth in order of merit having been awarded a military scholarship, the Board's awards of Gammack Scholarships fell to two scholars, both of whom obtained, in that order, credit in the examination. Lists of scholarships, mainly of local interest, have been omitted. Irregular Attendance.—ln his report for the year 1911 the Truant Officer points out that up to August the attendance was very good, but that afterwards sickness among the children reduced it considerably. The names of a great many irregular attenders were submitted by head teachers, and notices were sent to parents representing 3,012 children. It was not found necessary to take Court proceedings in more than fifty-one cases, in twenty-nine of which fines were inflicted. From Mr. Blank's report the Board gathers that the absence of children from school on the plea of ill health is not always justified, and that in some cases where the Court had been asked to believe that children nearly fourteen years of age were unfit to attend school the supposed invalids, on reaching the age exempting them from the provisions of the Act, were discovered by their parents to be fit for farm life or work in a factory. It is admittedly difficult to deal with cases of this kind, which, however, the Board trusts are few in number. Manual and Technical Instruction. —The report of the Director of Manual Training on the school classes held in Christchuroh, and the reports from the several outlying centres on manual and technical classes generally, are appended. The lease of the building known as the School of Domestic Instruction (Christchuroh), in which cookery and laundry-work classes have been carried

*See Appendix E of this Report. f Condensed into five-yearly periods from 1878 to 1901. X See Appendix D of this Report.

iii—E. 2 (A P p. A).

XVII

Year. Salaries. Incidental Expenses. Totals. Average Attendance. 1878 1883 1888 1893 1898 1901 1902 1903 1904 1905 1906 1907 1908 1909 1910 1911 £ s. d. 31,919 0 0 42,240 19 10 50,749 14 6 56,291 15 9 55,390 3 11 55,320 19 5 57,117 16 2 56,748 2 10 55,579 11 2 57,965 18 7 62,939 2 10 64,240 10 2 65,218 15 9 73,133 5 10 75,389 11 8 77,493 7 0 £ s. d. 6,276 6 9 6,090 15 9 6,400 7 5 6,871 14 10 5,933 II 1 6,579 5 0 6,046 14 2 5,922 10 7 6,027 5 8 6,717 16 4 6,759 16 3 6,694 12 11 6,825 12 1 7,107 10 1 6,487 11 11 6,693 7 7 £ s. d. 38,195 6 9 48,331 15 7 57,150 6 3 63.163 10 7 62,323 15 0 61,900 4 5 63.164 10 4 62,670 13 5 61,606 16 10 64,683 14 11 69,698 19 1 70,935 3 1 72,044 7 10 80,240 15 11 81,877 3 7 84,186 14 7 9,641 12,844 15,920 17,543 17,580 16,591 16,747 16,227 16,712 16,923 16,876 16,232 17,536 17,634 18,063 18,920

E.—2.

[Appendix A.

on for some years, terminated in July, 1911. A new up-to-date centre has been established in Sydenham, in which classes from a number of the city and suburban schools will now be accommodated. In his report Mr. Howell refers to the value of manual training and to the need of a closer, co-ordination between this work and that of the primary schools. Holding as it does the opinion that the inclusion of manual work among the subjects of the public-school syllabus is not only of great advantage, but that without it the primary education of pupils cannot be regarded '-as"complete, the Board cordially invites the co-operation of head teachers in its endeavour to see that every boy and every girl within the reach of a manual-training centre receives instruction in some form of handicraft or domestic science. During the year in ninety-six schools classes in one or other of the several forms of handwork have been carried on, and fifty-five classes in swimming and life-saving have been continued. In elementary agriculture, covering practical instruction in school-garden work, the previous interest has been well sustained, no fewer than 111 schools having participated. As regards technical work, at the Christchuroh Technical College there has been a still further increase in the numbers of pupils attending both day and evening classes, in the former the number having reached 341 and in the latter 1,301. With so large a roll-number, and with a time-table providing for so many and such diverse subjects, the accommodation hitherto available has been taxed to the utmost. The erection of a domestic-science wing and additional workshops, however, has placed matters on a more favourable footing, and when the laboratory now in course of erection is completed the work of the College will be carried out under the most favourable circumstances. The Board desires to congratulate the Board of Managers on their enterprise in establishing a Girls' Training Hostel, and to express the belief that this institution will be of great value to girl students desirous of acquiring a thorough knowledge of domestic training. Technical classes have been continued at all other established centres. At Ashburton a new technical school now in course of erection will increase the facilities hitherto existing, and the appointment of a director, of which at the date of this report the Board is advised, will still further stimulate the interest in the work. The new technical school at Kaiapoi is now in use, the classes being under the direct supervision of an associated Board of Managers. It is a matter for regret that at Akaroa there has been no extension of manual and technical work, and that classes in operation have not been so well attended as usual. At other centres the work has been continued on previous lines. In August last the Rangiora High School Board and the local Board of Managers jointly submitted a proposal that the Education Board should transfer its powers as controllingauthority to the Rangiora High School Board, the chief reasons advanced being that under the arrangement then existing there was considerable overlapping in the work, and that the contemplated change would do away with a considerable dissipation of teaching-energy. The Education Board offered no objection so far as technical classes were concerned, subject to adequate provision being made for school classes, and the proposal was thereupon approved by the Department and carried into effect. Personal. —On the 30th September Mr. T. Hughes, 8.A., relinquished his position as Inspector of Schools, his withdrawal from active service being considered necessary by his medical adviser. Mr. S. C. Owen, M.A., for many years in the Board'.s service, and since 1904 headmaster at the Christchurch East Main School, was appointed to fill the vacancy. I have, &c, M. Dalziel, Chairman. The Hon. the Minister of Education, Wellington.

SOUTH CANTERBURY. Sir, — Education Office, Timaru, Ist March, 1912. I have the honour, in accordance with the provisions of section 174 of the Education Act, 1908, to submit the annual report of the Education Board of the District of South Canterbury for the year ending 31st December, 1911. The Board. —At the beginning of the year the Board consisted of the following members : Messrs. W. M. Hamilton (Chairman), G. W. Armitage, C. S. Howard, W. Lindsay, George Lyall, John Maze, J. S. Rutherford, G. J. Sealey, and Thomas Sherratt. Messrs. Armitage, Howard, and Lyall, whose term of office expired in August, were all re-elected unopposed. Mr. W. M. Hamilton was re-elected Chairman at the annual meeting of the Board in August. The Board held twenty-three meetings during the year, the average attendance of members being 77. The Schools. —There were eighty-four schools in operation at the end of ihe year, one more than for the previous year. The Kohika School was closed, and two "household schools" — Hook Bush and Little Boderick —were opened. Teachers. —There were on 31st December 182 teachers in the Board's service, 146 adult teachers, twenty-eight pupil-teachers, and eight probationers. Of the adult teachers, seventeen were uncertificated. During the year the Department made provision for assisting the uncertificated teachers in their preparation for their certificate examination. The offer of a grant came too late in the year to arrange for classes, so that the Board decided to pay the tuition fees of those who were receiving outside assistance. This year the Board has under consideration the question of providing for the regular instruction of adult uncertificated teachers. The chief difficulty in making the arrangements is the fact that many of these teachers are stationed in the most distant parts of the district, so that it is impossible to assemble them weekly at one centre for instruction. Scholarships.—The usual scholarship examinations were held in November and December, the numbers of candidates being fifty-eight for junior scholarships and twenty-seven for senior scholarships. Eight Senior and ten Junior Board Scholarships were awarded, and the Junior National Scholarships were won by Mary Scott, of Hilton School, and Dora Hume, of AYaimate District High School. The Barclay Prizes, which are open to pupils from public and primary schools only, were awarded for the first time as follows : First prizes, of £3 each —Mary Scott and

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Appendix A.

Dora Hume; second prizes, of £1 10s. each—Francis Brosnan and David Todd. During the year the Scholarship Regulations were amended, the chief changes being the throwing of the scholarships open to competition from all schools, the increase of the money values of Senior Scholarships, and of Boarding Scholarships, and the giving of greater freedom of choice of subjects in the Senior Scholarship Examination, especially to the pupils taking agriculture. Physical Drill. —Generally this subject receives due attention from the teachers. In most of the larger schools military drill and physical and breathing exercises are very well taught and more attention is given to" organized school games under the encouraging supervision of the teachers. Attendance. —The following were the attendances for the year : —

Yearly average attendance, 5,102. The roll-number at the end of the year was sixty-nine higher than at the end of 1910, and the yearly average attendance was 227 higher, and again constitutes a record for the district. The mean average weekly roll was 5,670, and the average attendance was 90 per cent, of this (for 1910 it was 88-2) This is the highest percentage yet attained in the district, and the improved standard of regularity is very satisfactory. It may be partly accounted for by the more stringent provisions of section 94 of the Education Amendment Act, 1910, which requires all children to attend the school whenever it is open. . . ~ .t, -, The following table shows the attendance at the schools of the district since the Board was established at the beginning of 1878* :—

Incidental Expenses of School Committees. —During 1910 there was considerable dissatisfaction among School Committees because the special capitation grant of 9d. on the average attendance was withdrawn from them. The Education Amendment Act, 1910, sections 2 and 4, increased the annual capitation grant to Boards from lis. 3d. to 125., and provided that the grants for incidental expenses to Committees shall amount in the aggregate for all the Committees taken together to not less than ss. 6d. for each child. This increased grant enabled the Board during the year to increase the allowances to Committees, and a new scale was adopted. During 1910 the incidental grants paid to Committees by the Board were £1,236 18s., while in 1911 they were £1,452 155., or a capitation of approximately ss. BJd. Buildings.—During the year a new school was built at Allandale; new teachers' residences were built at Washdyke and Pareora East; and the Waimate, Timaru South, Morven, and Waihao Downs Schools were enlarged. These works were all done out of grants from the vote for special grants for school buildings. In this connection, while thanking the Government and Department for the consideration given to most of its applications, the Board regrets that, though repeated representations were made to him on the matter, the Minister refused to grant the sums deemed necessary for teachers' residences at Washdyke and Pareora. Consequently, the Board has not been able to erect houses and to provide conveniences in keeping with the importance of these schools.

* Table condensed into five-yearly periods from 1878 to 1902. f Strict average.

XIX

Quarter. Schools. ! Teachers. Roll. Average Attendance. M. F. Total. 2,663 2,482 5,145 2,663 2,456 5,119 2,575 2,408 4,983 2,673 2,488 5,161 i ■ March June September December 83 84 .. j 84 .. ! 84 182 181 183 182 5,660 5,625 5,684 5,753

ill-numbers. Yearly Average Attendance. 2 a ca i.g . rRtH rH Year. £ *o o A a GG HH o fH CD A a s s A ta CS CD H HH o fH CD A a 3 25 HH o 60 a a a u ■h ca *>& m so .a I TS a£ ao a * i a .« no . S* fH =4-1 M I H cfl O f-H !_. CD Oil • J> a 5 ,? 1 <£>1 Boys. Girls. Total. "|| §£<s £*" s N 941 813 1,754 I .. 3,907 1,535 1,417 2,952 75-0 4,726 1,902 1,773 3,675 i 77-7 5,169 2,120 1,996 4,116+ 79-6 5,182 2,351 2,141 4,492 | 86-7 5,129 2,347 2,108 4,455 \ 86-9 5,054 2,244 ' 2,036 4,28a I 84-7 5,077 2,331 2,113 4,444 ! 87-5 5,104 2,360 ! 2,141 4,501 88-2 5,176 2,396 2,169 4,565 88-2 5,244 2,389 2,117 4,506 . 87-8 5,350 2,475 2,181 4,656 87-0 5,462 2,522 2,245 4,767 ; 87-3 5,525 2,578 2,297 4,875 | 88-2 5,670 2,643 2,459 5,102 90'0 I 1878 .. 1883 .. 1888 .. 1893 .. 1898 .. 1902 .. 1903 .. 1904 .. 1905 .. 1906 .. 1907 .. 1908 .. 1909 .. 1910 .. 1911 .. 17 39 50 60 67 71 71 74 74 77 76 76 80 83 84 56 95 125 143 144 148 144 144 147 152 153 156 .175 176 182 3,644 4,375 4,096 4,914 5,075 4,899 4,787 4,888 4,884 4,894 4,888 4,960 5,068 5,180 1,797 1,696 1,755 1,493 1,506 1,468 1,648 1,524 1,700 1,625 1,741 1,758 1,886 1,764 .. ! 2,666 1,521 | 3,920 1,368 ; 4,703 684 ! 5,167 1,210 5,197 1,453 5,128 1,372 4,995 1,321 5,114 1,266 ! 5,146 ! 1,389 5,195 i 1,234 5,285 , 1,241 5,388 1,178 5,540 1,270 5,684 1,191 5,753

E.—2.

[Appendix. A

n Vv° M }™ h, % buildings were repaired and painted during the year : Adair Arundel Geraldme, Glenavy, Hook, Hunters, Kingsdown, Makikihi, Orton, Pareora West, Pleasa'nf VaUey Station Redclifi, Scotsburn, Tawai, Te Moana, wTmata al (residence and interior of school), Waimate (residence and interior of school) A statement of the receipts and expenditure for the year is appended. I have, &c, ' The Hon. the Minister of Education, Wellington. W " M ' HaMILTOS ' Chairman.

OTAGO. SIR ~ T,,, , Education Office, Dunedin, 17th April, 1912 of Otago LrTe yeai 19U. *"**** *" f ° lloWing ° f tI,C EduCati ° n B ° ard of the Dist " ct W-u-H B °T'~ At n lje h ffl n[n £ ° y ear the consisted of the following persons : Northern Ward-Messrs. Donald Borne, Andrew McKerrow, and James Mitchell; Central Ward-Hon Thomas Fergus (Chairman), Messrs George C. Israel, and William Scott; Southern Ward-Rev' the Rev P. B Fraser resigned, owing to his removal from the district, the vacancy thus caused 07toe le t eleCtlol l ° f Ml '-/r eS Smith fM the Six m - ths 0f Mr ?h-Ws cmi !i!,?S T a resolution expressing appreciation of the energy and attention with *hich he had applied himseli to the work of education during his thirteen years of service as a member was inscribed in the Board's minutes. At the annual election in the middle o the ?ear the Hon. Ihomas Fergus and Mr. James Smith were returned unopposed for the Central'and Sou hern Wards respectively, and Mr. Andrew McKerrow was re-elected for the Northern Ward eill /'meet 7?i° f 2" *, Andrew McKel ' lw ™" elected Chairman Twent^ I In addit on the oa ß T* ff "" *? awa « B att <*dance of members beT/g eignt in addition, the Board met twelve times as a selection committee to deal with the aoolica tions for the various vacancies for teachers. The following were the Board's representative on various educational bodies: Otago High Schools Board-Hon. Thomas Fergus and Mr G C Israel; Waitaki High Schools Board-Mr. James Mitchell; Boards of Management of Associated SeSSid ° yen ' and C ' R - Rlchards °"> Oamaru, Messrs. James Mitchell Number of Schools.-During 1911 the schools at Merino Downs and Nugget Point and *c household school at Balruddery were closed, and new schools were and Blackburn, and household schools at Pleasant Valley and Teviot Downs. The number of schools in operation in December, 1911, was 239. The net increase in the number ofsZols open a the end of the year was one. The following table shows the classification of the schools n grades on undert-^ 6 attendanCe the - year 19U > in accordance with the Act and regulations there Grade of Schools. Range of Number of Aggregate of the Attendance. Schools. . Avera g e rtrniio nt , Attendance. LrJ acle v■•• • • ■ ■■• ... Ito 8 II 65 T { 9 » 15 33 374 11 ■•■ ■•• ■■■ ■•• 16 ~ 25 55 1,068 . " l !l 26 „ 35 34 997 I J- 36.. 80 57 2,840 J- 81 » 120 13 1,280 VI • ■ ••• ■•• ■•■ 121 ~ 200 9 1 341 "■ J"- ■■• 201 „ 300 8 1 3 *957 " ™ ■■• 301 „ 450 8 2,819 451 „ 600 8 4,008 " x ■•• ■■• ... Over 600 3 2,047 *239 18 7Qfi undeJ:- 11 ™ 8 '^ 011 DeCembel ' there were in the Board ' s service' 624 teachers, classed as Head teachers tjf' Sole teachers ... ... ... . . 32 103 isk Assistant teachers ... ... ... 5g oin 2fiß Total of adult teachers ... ... ... 191 314. k(\k Pupil-teachers ... ... ... ... 17 ' 07 r. Probationers ... ... ... ... 5 oi oc Teachers of needlework ... ... ... 22 22 Manual and technical (special teachers) ... 9 5 -m Teacher of gymnastics .. ... ... 1 1 ~ elocution ... ... ... i 1 ~ vocal music ... ... ... ... 1 1 Totals for 1911... ... ... ... 2 25 399 624 Totals for 1910... ... ... ... 226 389 615 Difference for 1911 . . ... ... — 1 10 Q

schooMnGrade IX 6 SCh ° olS reek ° ned aS ° ne Seh ° ol in Grade IL Normal School and Model Schc^Treoko^eTaTo^e

Appendix A.l

E.—2.

Excluding special teachers and the assistants employed in the secondary departments of district high schools, and reckoning two pupil-teachers as equivalent to one adult, the average number of children per adult teacher was 353, practically the same as in the previous year. The following table shows the ratio of male to female teachers for the past three years : — Column 1. Column 11. Adult Teachers. Pupil-teachers and Probationers. 1909 . , .. 100 males to 160 females. 1909 .. .. 100 males to 212 females. 1910 .. .. 100 ~ 156 „ j 1910 .. .. 100 „ 256 1911 .. .. 100 „ 164 ~. I 1911 .. .. 100 „ 264 The Board notes with regret that the figures in column II above show an increasing disparity between the number of males and the number of females joining the teaching profession in this district. In the opinion of the Board it is desirable that the proportion of the positions in its service held by male teachers should be greater than is now the case, but, in view of the decreasing number of qualified young men in comparison with the number of qualified young women offering themselves as pupil-teachers and probationers, the desire of the Board would not appear to have any immediate chance of fulfilment. Seemingly the State must be prepared to offer yet greater inducements before it can hope to secure what in its best interests it ought to have—an adequate supply of male teachers of mental power and high character, and imbued with enthusiasm for their vocation. The following table shows the number of certificated and uncertificated teachers in the Board's service for the years 1909, 1910, and 1911 respectively : —

It is gratifying to record that the number of uncertificated teachers in the service at the close of the year was fifteen less than at December, 1910. The Board is keenly alive to the necessity for making the backblocks teacher as efficient as possible, and to his claims for facilities for improving his professional status. Last year it provided for these teachers such classes as it was possible to establish with the means at its disposal, and there can be no doubt that these contributed to the very decided advance which the uncertificated teachers generally have made towards their certificates. Taking into account the results of the teachers' examinations held in January lust, it would appear that of the eighty-five uncertificated teachers in the Board's service at the close of the year seventeen have now completed their examination for a certificate, thirty-two have some success recorded towards their certificate (either C or D), while thirty-six have failed to obtain any recognized qualification. It is proposed during the present year to extend the scope of the week-end classes in Dunedin for those not fully qualified, while, for such teachers as cannot attend the Dunedin classes, arrangements will be made with competent teachers in their own neighbourhood to give them instruction in the subjects in which they have yet to pass. Probably, correspondence classes may have to be instituted for a few for whom other methods of instruction are impossible. Attendance of Pupils.— Boll-number: The weekly roll-number for each quarter showed an increase over that of the corresponding quarter for the previous two years. The figures are as follows : — 1909. 1910. 1911. First quarter ... .. ... ... 19,518 19,695 20,065 Second quarter... .. ... ... 19,608 19,875 20,193 Third quarter ... ... ... ... 19,695 19,964 20,281 Fourth quarter ... ... ... ... 19,957 20,296 20,697 Mean of the four quarters ... 19,694 19,953 20,309 The increase in the mean roll-number for the whole district was 356, or 1"8 per cent. Ihe roll-number for Dunedin and suburbs was 8,797. Average Attendance: The average daily attendance for each quarter of the last three years, and the percentages of those attendances to the weekly roll-number are shown below : —

XXI

Uncertificated. Jertificated. Holders of Li ieenses. ! Other Teac] lers. 1909 1910 1911 M. 160 165 168 F. Total. 233 393 235 400 252 420 M. | F. 4 6 4 4 3 3 Total. 10 8 6 M. F. 21 58 25 67 20 59 Total. 79 92 79 Difference for 1911 17 20 i - ; 3 I- 1 I" 1 -2 - 5 - 8 - 13 I

1909. Average Attendance. Percentage of Wee] ;ly Roll. 1910. 1911. 1909. 1910. 1911. I First quarter Second quarter Third quarter Fourth quarter 17,670 17,587 17,746 18,071 ! 17,963 17,869 17,828 18,608 18,784 18,434 18,328 18,988 90-5 89-6 90-1 90-5 j 91-2 89-9 89-3 91-6 93-6 91-3 90-3 91-2 Whole year 17,769 18,067 18,634 90-2 90-5 91-7

E.—2.

[Appendix A.

The increase in the average attendance was 567, or 3'l per cent. For the past five years the average attendance has steadily increased, and at the present rate of progress should, in about two years' time, reach the record of 19,607 attained in 1895. The average attendance for Dunedin ami. suburbs for the past year was 8,195, an increase of 378, or 4'B per cent. Attention is directed to the high standard of regularity of attendance reached during the year, the percentage of average to weekly roll being 9T7 for the whole district (increase, T2), and 931 for Dunedin and suburbs (increase, 06).. These percentages are the highest ever recorded in this district. Ages of the Pupils: The average ages of the pupils in the various classes were : Preparatory, 6 years 10 months; Standard I, 9 years; Standard 11, 10 years 2 months; Standard 111, 11 years 3 months; Standard IV, 12 years 3 months; Standard V, 13 years 2 months; Standard VI, 13 years 11J- months; Standard VII, 15 years 1 month. These figures show a slight decrease in the ages for the preparatory, Standard I, and Standard VII classes, an increase of a month in the age for Standard V, and no variation in the other classes. In view of the discussion that has taken place in recent years regarding an alleged tendency to keep pupils too long in the preparatory classes, it may be noted that for last year the number of pupils between the ages of five and eight showed the same percentage of the total as in the previous year —viz., 3TB per cent.; while the number of pupils in the preparatory classes decreased from 368 per cent, to 363. The figures are given below in comparison with those for the years 1910 and 1906. With all due respect to the opinion of the Inspector-General, expressed in his recent reports, that secondary instruction is not entered upon by our pupils at a sufficiently early age, the Board fails to see any necessity for the adoption of measures for the curtailment of the time pupils stay in the preparatory classes, as it believes the general educational attainments of the children of this district are as high as those of children of equal age in Britain or America. 1906. 1910. 1911. Pupils between five and eight ... ... 5,661 6,473 6,566 Percentage of roll-number ... ... 298 3TB 3TB Pupils in preparatory classes ... ... 4,996 7,449 7,494 Percentage of roll-number ... ... 264 368 363 Sex of the Pupils: At the 31st December last there were on the school rolls 10,752 boys (52 per cent.) and 9,865 girls (48 per cent.). The ratio of boys to girls was the same as in the previous year —viz., 100 boys to 93 girls. There were fifty male and forty female Maori or half-caste children on the rolls at the end of the year. Scholarships.—For the five Junior National Board Scholarships provided under the Act and the ten Junior Scholarships offered by the Board there were 167 competitors. Of these, 117, or 70 per cent., passed the examination, and fifty, or 30 per cent., failed. For the ten Senior Board Scholarships there were fifty-five competitors, of whom forty-seven, or 84 per cent., passed the examination, and eight, or 16 per cent., failed. The number of competitors shows a slight decrease as compared with the previous year. The five Junior National Scholarships were awarded as follows : For schools with an average attendance not exceeding thirty-five, Annie M. White, Merton School; for schools with an average attendance between thirty-six and 200, Elliot M. Christie, Bluespur School: all schools—Arthur J. Phillipps, Normal School; Henry C. McQueen, Albany Street School; Irene E. Searle, Albany Street School. With the funds available, the Board was able to award twenty Junior and seventeen Senior Board Scholarships as follows : Junior —Division A (for pupils from schools with, an average attendance below thirty-six), three scholarships; Division B (for pupils from schools with an average attendance between thirty-six and 160), three scholarships; Division C (for pupils who have made the highest aggregate of marks), fourteen scholarships. The Board's Junior Scholarship regulations were lately amended, and last year's competition was the first under the altered conditions. It is unusual, but at the same time very gratifying, to see the smaller schools so well represented in the junior list, six scholarships having been awarded to pupils of schools with an average attendance below sixty-three. Senior : Seven scholarships [details omitted]. Two of the Senior Scholarship winners had previously held Junior National Scholarships, and four had held Junior Board Scholarships. The amount expended on scholarships for the year was—Board Scholarships (Junior and Senior), £1,218 3s. 6d.; Junior National Scholarships, £352 10s. : total, £1,570 13s. 6d. In future a number of Senior Scholarships will be allotted to pupils who take practical work in science. The scholarships current at the end of the year were : — Males. Females. Total. Junior National ... ... ... ... ... 8 7 15 Board's Senior ... ... ... ... ... 25 10 35 Board's Junior . . .. ... ... ... 24 7 31 Totals ... ... ... ... ... 57 24 81 The names of those who held scholarships in December, 1911, and particulars as to. the marks obtained by those who passed the examination at the end of that year are given in Appendix X, which also contains a complete list of all those who have held Junior National Scholarships. Manual and Technical Instruction. —In December last there were 659 boys receiving instruction in woodwork, 658 girls in cookery, 6,797 girls in needlework, while 1,857 pupils of both sexes were attending classes in agriculture, 1,045 in physical measurements, and 13,110 in other branches of handwork. These figures show a very considerable increase over previous years. Forty-five schools participated in cookery and woodwork instruction, the total number of pupils being 42 per cent, in excess of that of the previous year. School-gardens were in operation in connection with eighty-four schools. The principle of central school instruction, which has been in operation in Dunedin for some years, has been extended to Oamaru, Balclutha, and Tokomairiro, and the pupils of several schools on the railway-line have been taken there for instruction in cookery and woodwork.

XXII

E.—2.

Appendix A.]

Day and evening classes for adults as noted below have been established and directly controlled by the Board. The figures show the number that attended each class.

These classes have proved extremely successful. The Board records with pleasure the hearty local interest evinced and support accorded in connection with the most of them, and believes there is good ground for anticipating for them similar success in future years. The financing of these country classes for adults must, however, always be a serious consideration, as, after providing for the emolument of the teachers employed, there is but little, if any, margin from the fees and capitation to meet contingencies. School of Art: The total number of pupils receiving instruction by means of the School of Art was 643, including 116 day students, 176 evening students, 133 day students of the Technical School, 139 teachers attending Saturday classes, 33 teachers attending week-day classes, 41 teachers attending at Oamaru special classes, 100 Training College students, and 13 teachers attending a special course to prepare them for their certificate examination. Training-classes for teachers were carried on as follows » Dunedin —Drawing, design, brushwork, modelling, cookery, needlework, dressmaking, physiology and first aid, agriculture (elementary and advanced), vocal music, elocution, physical training. Oamaru —Drawing, design, brushwork* modelling, elocution. The capitation received for all manual and technical instruction classes during the year was £2,615 6s. 7d., or £580 2s. 3d. more than for 1910. Mural Instruction at District High Schools: The advisability of introducing at the district high schools in this district the Department's scheme of rural instruction was considered by the Board in 1910, but in consequence of the disfavour with which it was regarded by the majority of the School Committees and headmasters concerned the Board did not deem it prudent to proceed with it at that time. The question was, however, reopened in June last, when it was found that the attitude of the School Committees and headmasters had so altered that they had withdrawn all opposition to the scheme, and were prepared to give it the very heartiest support. The Board accordingly decided to make arrangements for the introduction of the scheme at the beginning of 1912. The work of initiating the scheme has been very heavy, involving as it has done the drafting of suitable programmes of instruction, the appointment of two qualified teachers in agricultural science, one teacher in woodwork, one in cookery, and one in dressmaking, besides the erection of the following buildings : Balclutha —Cookery and science rooms and enlarging of woodwork room; Tokomairiro —Cookery and science rooms and alteration of woodwork room; Lawrence—Woodwork, cookery, and science rooms; Mosgiel —Science room; Tapanui—Woodwork, cookery, and science rooms. All these buildings are now in course of erection. A grant for the necessary rooms at Palmerston has not yet been sanctioned by the Government. As may be inferred, the cost of providing the above-mentioned technical rooms has been large, and the acknowledgments of the Board are due to the Government for the favourable consideration accorded to the applications for grants in connection therewith that the Board has found it necessary to make. As much expedition as was possible has been exercised in the erection of the buildings, but much yet remains to be done before the scheme can be considered in proper working-order. So far, however, the prospects are most encouraging, and the Board believes it is not too optimistic in expecting from the scheme, when fully inaugurated, the most beneficial results. Owing to the public-spiritedness of local bodies and private persons at Boxburgh, Alexandra, Clyde, Cromwell, and Naseby in agreeing to provide for two years half the salary of an Instructor in Rural Science, the Board was enabled to engage a third agricultural instructor, whose work will be confined exclusively to the goldfields district. The following is a summary of the receipts and expenditure in connection with the special and school classes for manual and technical instruction for the year 1911 : Expenditure—Maintenance (salaries, materials, &c), £3,696 18s. Bd.; buildings, fittings, and apparatus, £630 13s. sd. : £4,327 12s. Id. Eeceipts—From Government: Capitation, £2,615 6s. 7d.; buildings, fittings, and apparatus, £678 2s. 4d.; fees, £549 2s. 3d.: £3,842 Us. 2d. Dr. balance for year, £485 os. lid. Finance. —A statement of the Board's income and expenditure for the year is given in Appendix B. The following statement shows the sums expended under the various headings during the past three years: Teachers' salaries, moulding lodging-allowances —1909, £72,542 19s. 9d.; 1910 £75,554 13s. 7d.; 1911, £78,048 10s. sd. Payments to School Committees for incidental expenses—l9o9, £5,947 10s. 9d.; 1910, £5,416 14s. 9d.; 1911, £6,220 12s. sd. Erection, enlargement, and improvement of school buildings, purchase of sites, house allowances, manual and technical buildings, and apparatus—l9o9, £23,607 Bs.; 1910, £15,576 Is. 6d.; 1911, £16,302 13s. 2d. The receipts for school buildings include grant for maintenance, £10,728; special grants for new buildings, £4,155 4s. ; house allowances to teachers, £938 13s. Id.; rents, £30 65.; rebuilding, £8; local contributions, £155 18s. lid.; deposits on contracts, £118 135.; special grants for technical school buildings, and furniture, fittings, &c, for same, £678 2s. 4d. : total, £16,812 17s. 4d. The main items of expenditure on buildings were: General maintenance (repairs, alterations, and small additions), £10,201 Is. Bd.; rebuilding, £8; new buildings,

XXIII

Typewriting. Shorthand. Cookery. ! Dressmaking. Wool-classing. Book-keeping. Balclutha Milton . . Lawrence Clinton .. Owaka . . Waiwera Stirling .. 9 16 9 1.0 16 7 14 27 31 28 24 18 24 18 13 13 19 38 21

E.—2.

[Appendix A.

£4,547 lis. Bd.; house allowances, £915 6s. 5d.; manual and technical purposes, £630 13s. sd. ; rents of buildings, &c, £20 lis.; refund of cash deposits, £175 10s. 9d. At the end of the year the Board's Building Account was in credit to the amount of £822 Bs. Id. Inspection of Schools.—Mr. C. R. Richardson, 8.A., who has been on the Inspectorial staff of the Board for the past sixteen years, was appointed Chief Inspector in the room of Mr. P. Goyen, who retired in December, 1910, and in January, 1911, Mr. John Robertson, 8.A., headmaster of the. Lawrence District High School, was appointed Assistant Inspector. The Inspectors group the schools according to their efficiency as follows : Excellent, very good, or good, 69 per cent.; satisfactory, 27 per cent.; fair, 3 per cent.; inferior, 1 per cent. They express the hope that in the near future the proportion of "good" schools will be raised to 75 per cent. The order, discipline, and tone of the schools are reported to be good. Drill and Physical Exercises. —Satisfactory attention has been given throughout the various schools to the requirements of the. Act regarding the practice of drill and physical exercises, including breathing-exercises. Buildings.—Owing to the ever-increasing cost of labour and material, the Department's grant for new buildings, based on estimates previously given, have in some instances proved inadequate, and applications for supplementary grants have had to be made. The cost of connectingsanitary conveniences with the sewerage system in various centres has been heavy, and the Board regrets that the Minister has not seen his way to make special grants to meet the cost of such works. The Board is keenly impressed with the necessity for improving a number of the teachers' residences, and, so far as its funds would permit, has endeavoured by alteration and addition to make them more commodious, and by the supply of baths, wash-tubs, &c, to bring their domestic equipment somewhat into line with modern ideas. The Board appreciates the action of the Government in making grants from time to time to aid in this most necessary work, but regrets that these payments are not more numerous. If the Board did not anticipate the grants, and, as opportunity offered, effect the improvements mentioned out of their maintenance grant, the discomfort and inconvenience of a large number of the teachers' homes would be infinitely greater than is the case. • Truancy.—Eight hundred and ninety notices were posted to or served on parents and guardians for infringements of section 153 of the Education Act. Seventeen notices under section 152 were served on parents whose children were not on the roll of any school. One hundred and sixty-three cases of irregular attendance were investigated. Sixty-five penalty summonses were issued under section 153. Under the above sixty-five summonses, sixty-three convictions were obtained, two being withdrawn owing to the production of medical certificates. The total amount of fines inflicted for the year was £12 13s. Training College.—Forty-two male and fifty-eight female students were enrolled at the Dunedin Training College. Of these, 1 fifty-eight were from Otago, thirty-four came from Southland, and eight came from South Canterbury. Seventy-eight of them had been either pupil-teachers or probationers. The allowances paid to the students (including bursaries, lodging-allowances, and travelling-expenses) amounted to £4,423 12s. 4d., and the College fees paid to the University authorities on their behalf to £870 95.; total £5,294 Is. 4d., which is an increase of £174 12s. 4d. on the similar expenditure for the previous year. Certificates. —Proficiency certificates were gained by 977 pupils, or fifty-four more than in 191.0; while 164 pupils, or four less than in the previous year, qualified for competency certificates of Standard VI. Incidental Expenses of Schools.—The total sum paid to School Committees to meet incidental expenses amounted to £6,220 12s. 5d., which was £803 17s. lOd. more than in 1910. Pending an amendment in the Board's scale of payments for services comprised under the term " incidentals," the extra statutory capitation of 9d. per unit of average attendance has been paid over to the Committees by the Board. The total payment under this head made last year was equal to 6s. 7Jd. per unit of the average attendance, or Is. l|d. per unit above the minimum which the Board is required by law to pay. Secondary Classes at District High Schools. —In December last the numbers in the secondary classes at these schools were as follows : Tokomairiro, 46; Balclutha, 40; Lawrence, 33; Normal, 30; Tapanui, 28; Mosgiel, 21; Palmerston, 18; Port Chalmers, 16; Naseby, 14: total, 246, or 17 less than in December, 1910. School Librabies. —Subsidies ranging in amount from £2 10s. to 10s., and totalling £44 6s. 4d., were paid to thirty-five School Committees to assist in providing books for school libraries. In their report the Inspectors bear tribute to the excellent effect which the extension of school libraries throughout the district is having upon the general intelligence of the pupils. Conveyance of Children. —The capitation allowance for these services was claimed in respect of thirty-eight schools, or five more than in the previous year, the total payment being £1,093 6s. 9d., an increase of £44 19s. 7d. The capitation payments of 2s. 6d. per head for the board of children who have to live away from home to attend school amounted to £34 17s. 6d. Superannuation.—The Board has now framed a regulation, operative from Ist January, 1912, requiring all female teachers in its service to retire on attaining the age of fifty-five years. In the previous year it had notified all male teachers and officers that their service with it would be terminated on their reaching the age of sixty-five years. School Committees. —The Board records its appreciation of the valuable assistance rendered by the various School Committees in the administration of educational matters during the past year. I have, &c, Thomas Fergus, Acting Chairman. The Hon. the Minister of Education, Wellington.

XXIV

E.—2.

Appendix A.j

XXV

SOUTHLAND. Sir,— Education Office, Invercargill, 29th March, 1912. In accordance with the provisions of the Education Act, 1908, I beg to submit the following report of the Education Board of the District of Southland for the year ended 31st Deember, 1911. The Board.—The members of the Board whose term of office expired under section 11 of the Act were Messrs. W. N. Stirling, John Fisher, and George James Anderson, representing the Central, West, and East Wards respectively. Nominations to fill the vacancies were invited, as required by the Act, but with the result that for the East Ward no nominations were received. The Board, acting under legal advice, and in conformity with the provisions of section 31 of the Act, thereupon appointed Mr. John Mac Gibbon, of Gore, to fill the vacancy. The vacancies for the Central and West Wards were filled by the re-election of the retiring members. At the ordinary meeting of the Board held on the Ist September, Mr. Duncan Gilchrist was unanimously elected chairman for the ensuing term. Messrs. W. Macalister (re-elected) and W. N. Stirlingwere appointed as the Board's representatives on the Southland Boys' and Girls' High Schools Board; and, similarly, Mr. Thomas Mac Gibbon was re-elected a member of the Board of Governors of the Gore High School. The Board's Executive Committee is still composed of all the members of the Board for the time being. The Board held twelve ordinary and one special meeting during the year, and the Executive Committee met twenty-three times. The attendance of members was, on the whole, very satisfactory. Schools and Attendances. —The number of schools reported as in operation at the close of the year 1910 was 170. New schools were opened during the year in the districts of Kingston, Redan' Valley (these two schools reopened after being closed for many years), Nokomai, Glenorchy 11, Sunnyside, and Five Rivers, the two last named being household school's established for the benefit of individual families living in remote localities. The schools at Minaret (household) and Croydon Siding were closed during the year, thus making the number of schools in existence on the 31st December, 174, a net increase of four during the year. In the districts of Kingston and Redan Valley the buildings previously in use were repaired and brought again into requisition; at Glenorchy a new building was erected; and at the other places suitable temporary class-rooms were provided by the residents for the benefit of whose families the schools were established. As settlement in this education district continues to expand, the necessity for the extension of educational facilities will also in a corresponding degree have to be provided for. Regarding the attendance, there is but little unusual to report. The mean average weekly roll-number for the four quarters of the year was 10,556, and the average attendance 9,449. These numbers show an increase of 327 and 548 in the weekly roll and average attendance respectively as compared with the corresponding figures for 1910. The percentage of average attendance to weekly roll is thus 895, a gratifying increase of 25 over the preceding year, and the highest yet recorded in this education district. The increase may be set down to a variety of causes, chief amongst which is probably the absence of any serious epidemic amongst the school-children during the year. The fact, now generally known, that the law provides no loophole of escape for parents careless or indifferent to the educational welfare of their children has also doubtless exercised a salutary influence on the attendance. As in past years, Mr. J. B. Cosgrove's services as Truant Officer have also greatly assisted in maintaining a more regular attendance. Truancy returns are furnished to the Board by the teachers at the end of each month during the year, and the information contained therein forms the basis of action by the Board's officer to compel compliance with the law in all cases where no valid excuse can be given for irregular attendance. Fines and expenses amounting to £16 13s. 6d. were recovered from defaulting parents during the year. The following figures compiled from, a new form of return, prepared for the first time this year, will show the numbers in the various classes and the ages of pupils on the rolls of our schools as on the, 31st December last : — ijiftsses. Boys. Girls. Totals. Preparatory ■-- 2,046 1,807 3,853 Standard -" I ... 702 659 1,361 II ... .653 652 1,305 HI * ... ... 650 610 1,260 IV ... ... 602 564 1,166 V ... ... 524 479 1,003 VI ... ... 385 357 742 VII ... .. ■•• ••• 31 38 69 5,593 5,166 10,759 Ages. Boys. Girls. Totals. 5 years and under 6 433 432 865 6 - 7 ... .. 641 572 1,213 7 8 . ... 685 611 1,296 8 • ' . 9 ... ... ... 6G2 624 1,286 . o 10 ... ... 614 581 1,195 , 0 11 ... ... 589 572 1,161 Ti. 12 ... ... 564 555 1,119 12 13 ... ... ... 564 542 1,106 .o 14 ... ... 483 401 884 v \\ 15 ... ... ... 259 210 469 Above 15 years 99 66 165 5,593 5,166 10,759 iv—E. 2 (App. a).

E.—2.

[Appendix A.

In the December quarter there were in attendance at fifteen schools in the district 134 Maori or half-caste children —seventy-six boys and fifty-eight girls. These pupils are, of course, also included in the numbers recorded above. ~~Teaching Staff.—ln the service of this Board at the close of the year 1910 there were 124 male and 203 female teachers of all grades. The number has increased to 333 during the past year, classified according to status as follows :— Males. Females. Totals. Heads of schools ... y ... ... ... 49 10 59 Sole teachers ... ... ... ... ... 45 69 114 Assistants ... ... ... ... ... 16 86 102 Total adult teachers ... ... ... 110 165 275 Probationers ... ... ... .. 15 15 Pupil-teachers ... ... ... ... 12 31 43 Totals ... ... ... ... 122 211 333 A glance at the foregoing statement will probably cause some disquietude to those who dread the consequences of the passing of the education of our youth into the hands of the gentler sex. The fact remains, however, that to whatever cause it may be attributed, the proportion of males to females on the teaching staff of our schools is gradually on the decrease. This Board's report for the year 1899 —only twelve years ago —gives the numbers of male and female teachers as 124 and 117 respectively; and the report of the succeeding year (1900) records the fact that the sexes were then about equally represented. Now the percentage is roughly as 37 to 63. What the future holds in store in this connection can, of course, be only a matter of surmise. This Board holds the opinion that the question is one of national importance, and should receive the most careful consideration at the hands of the central authorities. Entry into the profession should in some way be made even more attractive than it now is to young men of the right stamp. Taking the adult teachers only into account, it is found that there are seventy-five males and ninety-three females holding certificates of competency, four males and three females who have licenses to teach, while there are thirty-one males and sixty-nine females who are possessed of neither qualification. It has to be noted, however, that a considerable number in the class last mentioned are to be credited with Civil Service or matriculation honours, and so are fairly well qualified for their high office from an educational standpoint. Acting under the spur of a resolution adopted by the Board in the early part of the year, a large number of the less highly qualified teachers notified their intention to present themselves for the teachers' examination to be held in January, 1912. This is a hopeful sign for the future. This district, the Board is aware, is not singular in the matter of the employment of uncertificated teachers, but shares with other education districts the disadvantages which such a system necessarily involves. Referring to the pupil-teacher system, slowly but surely being superseded, the Board has to report that nearly all of the appointees have secured passes in either matriculation or Civil Service examinations. The numbers, therefore, who have to present themselves for the ordinary pupil-teacher examination has almost reached the vanishing point. Scholarships. —The annual examination for scholarships was held in November and December last at three centres —Invercargill, Gore, and Arrowtown —when eighty-three junior and twentysix senior competitors entered the lists. To those gaining the highest aggregate of marks the following scholarships were awarded: Junior National—To Mary O. I. Preston, of Invercargill; lan G. Mclnness, of Riversdale; and Chrystal I. Pearce, of Invercargill. Board's Senior—To Dorothy J. Lambeth, John M. Bingham, Hubert J. Ryburn, Arthur A. Reid, and Christine L. Cumming, all of Invercargill. Board's Junior—Six scholarships of the value of £30 each (to nonresident candidates), and sixteen of the value of £5 each (to resident candidates) were also awarded. The following extract from the regulations of the Board indicates the basis of allocation so far as the distribution of Board's Junior Scholarship funds between town and country schools is concerned : "In each year two Junior Scholarships shall be awarded to qualified candidates from schools having not more than thirty-five pupils in average attendance; and, further, two Junior Scholarships to qualified candidates from schools'Tiaving more than thirty-five but not more than 200 in average attendance. The remaining scholarships available shall be awarded to candidates from all classes of schools in order of merit, provided that no candidate shall hold two scholarships concurrently. No Junior Scholarship shall be awarded to any candidate that does not pass the Junior National Scholarship Examination." The tenure of the Junior National and Board's Senior Scholarships is three years, and that for Board's Junior Scholarships two years. It is worthy of mention that this year the two candidates highest on the junior list were awarded National Scholarships, the first to a pupil in a school with an average over 200, the second to a pupil in a school with an average of 36 to 200. No pupil in a school with an average of under 36 qualified for the third available scholarship, which was therefore awarded to a pupil from a school in the next highest grade. All scholarships are tenable at an approved secondary school. Physical Culture. —The provisions of the Act so far as they relate to the practice of physical exercises have been complied with in the large majority of schools throughout the district with, the Board has reason to believe, highly beneficial results to the pupils in attendance. Mr. I. G. Galloway's services as Instructor have been retained under conditions similar to those previously existing. School Committees' Allowances. —In order to comply with the letter and spirit of the Education Amendment Act, 1910, the Board made a substantial addition to the scale of payments hitherto allowed to School Committees for incidental expenses. The increase, amounting to £208

XXVI

E.—2.

Appendix A.J

XXVII

per annum, was paid in one sum on the Ist July last, as a special allowance varying according to the grade of the school from two-fifths to one-quarter of the usual quarterly payment. The allocation was made so as to benefit more largely the smaller country schools, and at a time of the year when the strain on the Committees' recources was most urgent. The aggregate amount paid to School Committees during the year was £2,708 ss. 4d., and this sum works out at almost ss. Bfd. per pupil on the mean average attendance for the year, or 2|d. (equal to £108 per annum) per pupil in excess of the sum stipulated in section 4 of the Act previously referred to. Free Class-books. —From the terms of a circular recently issued, the Board notes the intention of the Department to continue and extend the privilege of free class-books for pupils in attendance at public schools, and notes also with some degree of satisfaction the introduction in certain standards of the substitution of grants for the purcha.se of stationery in lieu of certain books to be purchased by the pupils. This innovation, strongly recommended in a more complete sense by this and other Board's in their annual reports for She year 1910, indicates a desire on the part of the central authority to accept reasonable suggestions for an amendment of the past system. This Board believes that the Department might, with manifest advantage to all concerned, extend the principle thus introduced so that it might apply to all classes and to all text-books. The vote for free class-books (and stationery) might advantageously be applied to the purchase of all requisites necessary for use in school or for home exercises. The portion of the grant so far set free is quite insufficient to provide an adequate supply of stationery for the whole year's work. It is generally agreed that to provide supplies of stationery which would in effect perish in the using would be infinitely preferable to purchasing text-books which, under the conditions of the grant generally applied, can never fully serve the end sought for. The danger to the pupils from a°hygienic point of view of handling indiscriminately the text-books used by all and sundry would thus be avoided, and the expense saved to parents would be approximately as great in the one case as in the other. The Board, however, while admitting that it may be quite fair to expect School Committees, out of their present too meagre allowance, to provide an amount equal to that disbursed for stationery as an equivalent for the substitution of one text-book in each standard, considers that it would be an intolerable burden were they expected to provide a sum equal to that spent in the purchase of stationery in substitution for all text-books. Inspection of Schools. —This subject is adequately dealt with in the general report on the year's work furnished by the Inspectors, a copy of which has been supplied to your Department. Technical Instruction. —The report of the Director of Manual and Technical Instruction sets forth in full all that is necessary to be recorded in respect of this branch of our educational system. ... School Buildings and Finances. —In addition to the highly essential work of maintaining the school buildings, teachers' residences, outbuildings, fences enclosing school-grounds, and glebes in an efficient state of repair, the Board has undertaken during the year several very important new works. The erection in brick of new infant schools in the districts of Mataura, North Invercargill, and Waihopai has been completed at a cost exceeding £800 in each case; new schools kave been established and buildings provided at Glenorchy and North Makarewa; additions to schools at Nightcaps and Orepuki have also been completed; while new residences have been provided for the teachers at Waikaka Siding and Edendale, the latter in place of an old and worn-out building past profitable service. More detailed information respecting these works is given in Departmental Return No. 1. Additional new works, grants for which have been approved by the Department, are now in progress, of which full particulars will appear in next year's report. According to last year's balance-sheet, the Maintenance and Rebuilding Account showed a credit balance of £7,795 7s. 7d. The Public Schools (New Buildings) Account, however, showed a debit balance of £4,989 14s. Bd. As has been explained in a letter to your Department under cover of which was forwarded the Board's balance-sheet and allied returns, the deficit on the Public Schools Account has arisen in consequence of the past imperfect system of debiting to that account expenditure in excess of the grants for new works actually approved by the Department. As indicated in last year's report, it is proposed in this year's balance-sheet to remove this long-standing anomaly of carrying forward from year to year an unexplained deficit by a transfer of £3,345 18s, Bd., the acceptance of which will place both accounts (Maintenance and Public Schools) on a satisfactory basis. The only alternative to this proposal is" to ask for a special grant from the Department to extinguish the deficit, an alternative not seriously contemplated. The Board notes with great satisfaction that the new form of balance-sheet approved by 4udit and Education Departments respectively, brought into use for the first time in the preparation of the 1910 accounts, promises to work quite satisfactorily. This Board advocated such a reform for many years prior to its introduction. The improved form of the return makes it possible to show'each account separately, with the balances standing to debit or credit of each as the case may be. The various items of income and expenditure are shown in the balance-sheet itself and need not here be repeated; while the detailed expenditure as it applies to individual schoois and districts is fully set forth in Departmental Return No. 7. Return No. 5, 'Statement of Assets and Liabilities, gives further particulars respecting the Board's financial position. The' total balance to the credit of the Board at the close of its financial year (31st December) amounts to £5,216 lis. , , The Board has reason to congratulate itself on the completion of another year s successful administration and the maintenance of a credit balance sufficient, with accruing revenue, to meet all reasonable demands which may arise in the year now current. In conclusion the Board records its hearty appreciation of the facilities granted by the Department for the promotion of the educational interests of the important district which it has the honour to represent. Duncan Gilchrist, Chairman. The Hon. the Minister of Education, Wellington.

E.—2.

STATEMENT OF RECEIPTS AND EXPENDITURE OF EDUCATION BOARDS.

AUCKLAND. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

XXVIII

As at Is; January. Cash Transactions during Year. Transfers. As at 31st 'ecember. No. Name of Account. Balances. Deficits. Receipts. From other Sources. (8) _ ! Expenditure. (7) Debit. Credit. Balances. Deficits. Assets. Liabilities. From Government. Reserves Revenue. (1) (2) (3) (4) ' (5) (8) 1 m__ (10) (11) (12) Jl_ (13) £ s. d. 1,232 5 1 10,013 15 3 £ s. d. £ s. d. 146,423 10 0 93 0 11 5,434 10 4 1,533 2 1 893 7 10 280 1 10 599 14 3 13 12 6 33 10 0 78 2 5 21,804 9 6 £ s. d. 3,899 4 5 3,8 £ s. 399 4 k d. 1 5 £ s. d. 7 10 0 1 6 11 £ s. d. 153,987 4 1 5,504 6 4 1,108 3 0 304 10 5 22 2 6 1,399 12 11 £ s. d. 1,114 2 6 44 8 4 £ s. d.| £ s. d. £ s. d. 1,310 12 1 117 1 8 1,747 17 3 £ s. d. 1,308 0 1 117 1 8 £ s. d. 1 10 0 0 8 4 g 9 10 1 3 4 5 (i 7 Salaries of teachers* Teachers' house allowances Sa'aries of relieving-teachers Conveyance of school-children Board of school-children Free school-books General administration (a. ) Incidental expenses of sehoolsf (b. ) Office staff (including Secretary, Inspectors, &c.): salaries and clerical assistance (c.) Office contingencies (d.) Refunds and sundries (e.) Correspondence classes for uncertificated teachers Training colleges — Salaries of staff (half of the total cost) Allowances for students Incidental expenses Secondary education — Scholarships — Board's National Special District high schools — Salaries of staffs of secondary departments General purposes — (a.) Voluntary contributions and subsidies (b.) Fees from pupils (c.) High School Boards' grants Manual and technical — School classes — Capitation Voluntary contributions and bequests and subsidies •■ •• ■ 153 0 0 1,724 15 6 17 1 4 4.971 5 9 1,337 11 9! 5 0 0 669 6 7 3,058 14 9 700 0 0 •• ■•• .. I .. 135 19 11 11,064 19 2 6,035 10 1 3,044 8 10 182 13 4 1,788 9 6 4,978 15 1 17810 2 0 7 6 680 2 8 •- 1,411 1 11 15 2 0 .. 2,602 5 5 9,704.10 6 .. • - ! i 17 6| 1,477 15 4 216 14 0| 24 10 8 100 0 0 96 3 5 9 10 0 1,477 15 4 114 9 0 225 0 0 216 14 0 24 10 8 108 0 0 96 3 5 7 12 6 203 8 8 1! 12 13 I I 2,501 0 11 700 0 0 32 5 21 79 7 7 79 7 7 14 30 7 6 2,669 10 8 I 2,522 0 8 117 2 6 117 2 6 15 16 17 I 253 10 3 49 0 0 302 10 3 18 19 1 J 299 9 81 3 ' 484 13 2 344 1 5 229 6 5 4,149 19 8 I 142 18 0 598 5 3 846 15 7 j 2.025 11 li 1 229 6 5 810 2 4 30 8 6 I

E.—2

x\.PPENDIX A.]

£ s. d. £ s. d. Bank balance at beginning of year, 0r... .. . ■■ ■■ 25,289 8 11 Bank balance at end of year, Cr. .. . 11,826 2 5 Less unpresented cheques .. .. . 180 12 5 11,645 10 0 On Contractor's Deposit Account .. .. .. 121 0 0 On fixed deposit— Bank of New Zealand .. .. £7,604 18 4 Auckland Savings Bank .. .. 103 5 9 7,708 4 1 Total at end of year, Gr £19,474 14 1 George -T. Oakland, Chairman. Education Office, Auckland, 19th January, 1912. R - Ckowe, Secretary. Auditor's Certificate. The balance-sheet has been duly examined by the Audit Office, but cannot be certified as correct, inasmuch as various transfers therein are without authority of law.— B. J. Collins, Controller and Auditor-General.

XXIX

20 21 22 23 24 25 26 27 28 Special classes — Capitation Material .. .. .. - Voluntary contributions and be- I 159 17 2 quests and subsidies Fees from pupils at special classes Free-place holders .. .. ! J Training of teachers .. .. j - • 370 14 2 Direction and administration (school; and special classes) Buildings : Maintenance, rebuilding, rent — Maintenance and small additions(a) 1 h ( and ordinary rebuildmg (b) j | 1 Rebuilding schools destroyed by fire ! j-12,869 17 9 -j 959 16 0 Rents of buildings and sites for ; 831 19 6 school purposes \) * • New buildings, furniture, additions, sites — Public schools .. .. .. •• ! 5,858 12 8 Manual instruction .. .. 1,436 18 6 Technical instruction .. .. 11,87898 Rent of buildings for manual-in- .. '■ ■ • struction purposes Rent of buildings for technical-in- .. 35 17 6 struction purposes Sites-sales .. .. •- 122 16 0 ■ Other separate accounts — Contractors' deposits .. .. 203 10 0; Totals .. .. .. 38,011 2 6 12,721 13 7 f5,093 4 IT 23 15 10 2 16 [J,404 17 6 652 1 3 ! ; 16,549 0 0; 594 0 0: j 1,146 8 8 53 5 2 226 18 11 7 1 6 891 4 9 209 14 10 j 5 14 0 114 3 9 5,136 11 3 589 8 1 743' 13 3 2,056 18 2! (a)11422 16 10 (b) 439 8 11 1,919 9 4 980 18 1 - 2,056 18 2 -• [2,279 11 4 1,458 12 11 2,422 9 4 362 10 5 358 0 8 1 ! 115343 17 6 I 462 6 2 I f :: i 1 i 914 15 7 /1,103 11 ,4 ! 300 12 0 227 14 8! J 5 0 fl! *. U,601 16 3 152 0 0 515 12 4 140 4 0 56 16 7 4,519 0 0 5,111 18 10 1,284 0 0 ! 18 0 0 952 4 11, 37 9 4 30 31 32 33 ; 1 17,282 12 8 1,453 3 0 75 0 0 1 68 0 0 666 0 5 5 0 0 1 16,233 14 3 3,173 18 5 6,469 14 4 382 3 6 5,376 7 11 4,741 14 3 9,297 13 3 5,504 18 8 2,718 16 10 3,183 0 0 4,000 0 0 6,152 10 0 112 7 5 - 34 35 253 19 0 ;236,333 6 1 3,899 4 5 129 5 0 154 7 0 555 0 0 468 1 5 155 16 4 637 10 0 112 7 5 121 6 8 121 0 0 8 7 6 •■ 8 7 6 225 4 9 36 121 0 0 3,853 0 0 249,900 5 4 7,874 3 0! 7,874 3 0 31,524 9 3 12,049 15 2J32,490 11 1 22,045 5 * Exclusive of secondary departments of district high schools, salaries and allowances of pupil-teael t In terms of the Order in Council of 13th February, 1911, but exclusive of cost of works paid for i ters, and half of tl lut of Government le total cost of the training-college staff, grant for maintenance of school buildings and included below under that heading.

E.—2.

[Appendix A.

TARANAKI General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

XXX

As at 1st January. Cash Transactions during Year. Transfers. Name of Account. As at 31st December. No. Balances. De ■eflci From Government. (4) Receipts. Reserves Revenue. (5) Receipts. From other Sources. (6) Expenditure. (7) Debit. (8) Credit. (9) Balances. (10) i Deficits. (11) Assets. (12) Liabilities. (13) (1) (2) < s > £ s. d. 1 Salaries of teachers* .. .. 214 13 3 2 Teachers' house allowance 3 Salaries of relieving-teachers .. 28 9 11 4 Conveyance of school-children 5 Board of school-children .. .. ... 6 Free school-books 7 General administration (a.) Incidental expenses of sehoolsf . / (6.) Office staff (including Secretary, Inspectors, &c.): salaries and clerical assistance (c.) Office contingencies £ s. d. £ s. d. 20,819 6 8 57 16 4 650 5 9 133 17 6 21 11 7 135 9 4! 769 8 9 3,462 14 0 £ s. d. 2,337 5 5 11112 3 £ s. d.i 42 3 4 £ s. d. 23,805 0 10 657 7 5 106 16 8 110 17 4 £ s. d. £ s. d. £ s. d. 55 10 9 3 0 5 £ s. d.' 433 15 6 64 18 0 466 13 0 " £ s, ; d. 78 10 10 12 18 4 73 18 4 £ s. d. 14 9 5 7 9 6 »■ • 1,434 17 2 1,056 3 0 (d.) Refunds and sundries Secondary education — Scholarships — 11 Board's .. . . .. " 0 18 7 12 National , ..- 13 Special District high schools — 14 Salaries of staffs of secondary departments General purposes — 15 ; (a.) Voluntary contributions \~\ and subsidies „ 16 (6.) Fees from pupils .. f ffli9 b 17 (c.) High School Boards' grants J Manual and technical School classes — 18 Capitation .. .. 19 Voluntary contributions and bequests and subsidies Special classes — 20 Capitation 21 Material .. .. 22 Voluntary contributions and bequests and subsidies 23 Fees from pupils at special classes I , . „„ n A 24 Free-placeholders .. .. M> iyb « " 25 Training of teachers 26 Direction and administration (school and special classes) New Plymouth High School capitation Bonus to Superintendents at Stratford and New Plymouth, £20, £10, £10 ! \ i 291 2 5 8 7 5 110 0 0, 5 0 0 558 6 8 f 61 14 8 1,006 4 0 6 0 0, 1 169 11 7 15 8 8 92 7 0 45 17 0 164 2 0 57 17 9 II ' ■■-■- •• f 0 10 0 1 783 8 2 38 15 6 385 11 9 150 0 0 ) j I 40 9 6 93 10 9 48 7 5 3 12 7 93 10 9 48 7 5 3 12 7 2 10 0 1 5 0 2 10 0 556 19 3 61 14 8 123 9 4 5 10 0 5 0 0 42 5 6 1 13 6 81 12 0 30' 8 7 •• •• 302 11 9 [ 1,403 5 3 1, 1,632 14 6 1,632 14 6 44 15 7 221 16 0 1,568 12 6 44 15 7 9 10 7 i 73 1 0! __ .. 40 0 0

E.—2.

Appendix A.]

£ s. d. Bank balance at beginning of year, Or., net balance .. .. .. .. 1,180 13 2 £ s. d. Bank balance at end of year, Or. .. .. .. .. 1,957 0 10 Less unpresented cheques .. .. .. .. 923 18 7 1,033 2 3 On hand.. .. .. .. .. .. .. 006 Total at end of year, Cr. .. .. .. .. .. £1,033 2 9 Harold Trimble, Chairman. Education Office, New Plymouth, Ist May, 1912. P. S. Whitcombe, Secretary. No audited balance-sheet was received at the time of going to press.

XXXI

27 28 29 Buildings : Maintenance, rebuilding, rent — Maintenance and small additions (a) 1 ; | and ordinary rebuilding (6) J ! I 2,294 1 10 Refunds .. .. ) Rebuilding schools destroyed by fire Rents of buildings and sites for ! school purposes New buildings, furniture, additions, sites — Public schools .. . . .. j Manual instruction . . .. I | 2,485 0 0 700 o o: 246 11 7 81 2 10! 51 6 0-1 21 10 10 93 19 3 (o)l,706 17 11!) (b) .. J 71312 0 133 3 6 •• y 3,145 0 9 80 7 3 298 12 3 682 0 0 2,950 0 0 119 11 4 V163 10 1 3,100 0 0 42 5 0 30 31 908 6 7! 1,138 4 3 1 ! f 60 6 ll > 600 6 8<[ J 98 6 8 9 16 o; 18 0 0 2 9 0 1,755 11 8 136 8 7 f 1 10 O'^l < 273 19 3 y I 34 12 11 j 3 0 0 1,507 14 0 3,160 0 0 2,564 11 5 32 Technical instruction .. 888 4 8 f 39 9 10 } 193 18 11 } ■■ 33 Bent of buildings for manual-in- 3 0 0 struction purposes Rent of buildings for technical-in- 14 19 0 struction purposes Sites-sales .. .. Other separate accounts — Contractors' deposits .. .. 6 0 Oi 34 1 10 0 25 14 0 6 1 0 35 I • 2,617 8 11 32,353 0 10; 2,448 17 8 76 3 0 883 10 5 35,832 19 4 82 3 0! 4,838 10 11; 3,805 8 2 •■ 9,097 3 10 82 3 0 1 Totals .. .. .. 3,798 2 1 6,022 19 0 * Exclusive of secondary departments of dist: t In terms of the Order in Council of 13th Fe trict high schools, salaries and allowances of pupil-teachers, and half of the total cost of the training-college staff. ebruary, 1911, but exclusive of cost of works paid for out of Government grant for maintenance of sehool buildings and included below under that heading.

E.—2

Appendix A

WANGANUI. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

XXXII

As at 1st January. Cash Transactions during Year. Transfers. As at 31st December. So. Name of Account. Balances. (2) Deficits. (3) From Government. Receipts. Reserves Revenue. From other Sources. (6) ! Expenditure. 1 (7) Debit. (8) Credit. (9) Balances. (10) Deficit*. (11) Assets. (12) Liabilities. (13) (1) (4) (5) 1 2 3 4 5 6 7 Salaries of teachers* Teachers' house allowances Salaries of relieving-teachers Conveyance of school-children Board of school-children Free school-books General administration (a.) Incidental expenses of sehoolsf (b. ) Office staff (including Secretary, Inspectors, &c.): salaries and ! clerical assistance (c.) Office contingencies (d.) Refunds and sundries (including Court fines, truancy cases) (e.) Motor-cycle for Truant Officer (to be refunded) Secondary education — Scholarships — Board's .. .. National Special (Agricultural and Hawera Science) District High Schools — Salaries of staffs of secondary departments General purposes — (a.) Voluntary contributions and subsidies (b.) Fees from pupils (c.) High School Boards' grants Manual and technical — School classes — Capitation Voluntary contributions and bequests and subsidies £ s. d. 3 18 11 3,272 2 7 10 0 0 I 4 12 0 J J £ s. d. 141 2 9 . 161 10 0 £ s. d. 51,351 17 0 1,574 10 2 321 8 0 155 5 3 £ s. d. 4,086 0 1 £ s. dj £ s. d. 14 6 8! 56,326 5 9 3 3 2 1,571 8 11 201 13 3 155 7 9 £ s. d. 444 5 0 £ s. d. £ s. dJ £ s. d. I 1,015 4 9 10 3 4 41 15 3 .. ■ .. 0 2 6 701 6 6 3,352 16 3 £ s. d. 938 7 7 4 16 6 51 4 3 £ s. d. 722 4 8 51 4 3 16 0 4 8,001 16 10 0 3 6 685 9 8 7 16 4 1 3,294 4 1 [ 2,889 13 10 691 3 6 78 19 2 874 5 0 - ! ; 2 8 0! 2,093 11 10 20 10 6 82 16 7 ! ! '• I ..,..! .. I 41 13 4 77 10 0 i II 12 13 239 4 4 50 19 2 1,156 19 6 194 15 4 10 0 0 932 8 4 193 16 0 20 0 0 10 0 0 4 13 2 49 19 10 20 0 0 ■ ! 11 1 8 «' 5 8 20 0 0 14 19 14 2 2,110 7 6 37 1 8 2,116 13 4 7 10 0 15 16 17 ; f 656 2 5 751 11 5 783 10 1 3115 ol 62815 9 | •• 4 0 0 632 15 9 31 15 0 I •• 18 19 974 9 6 / 2,856 18 6 1 35 5 1 79 0 6 2,954 7 4 16 19 8 51 2 7 J 287 10 0 .. ; 1,279 5 8 1,846 13 9 390 0 9

A.PPKNDIX A.J

E.— %

£ s. d. Balance at beginning of year, Or. .. .. .. .. .. .. 3,507 15 7 £ s. d. Bank balance at end of year, Dr. .. .. .. .. 8,086 0 4 Unpresented cheques .. .. .. .. .. .. 377 1 8 8,463 2 0 Less on band .. .. .. .. .. .. 10 2 5 8.452 19 7 Kees Bequest— Bank Or. .. .. .. .. .. 1,389 15 9 On mortgage .. .. ~ .. .. .. 1,200 0 0 2,589 15 9 Total at end of year, Dr. .. .. .. .. .. .. £5,863 3 10 Feed. Pieani, Chairman. Education Office, Wanganui, 29th April, 1912. W. H. Swanger, Secretary. No audited balance-sheet was received at the time of going to press.

V E. 2 (App. A)

XXXIII

20 21 22 23 24 25 26a| 27 28 29 Special classes — Capitation Instructors' coach-fares Material Voluntary contributions and bequests and subsidies Fees from pupils at special classes Free-place holders Training of teachers (expenditure included in No. 20) Training of uncertificated teachers .. Buildings : Maintenance, rebuilding, rent — Maintenance and small additions(a) ] and ordinary rebuilding (b) j Rebuilding schools destroyed by fire Rents of buildings and sites for school purposes New buildings, furniture, additions, sites — Public schools Manual instruction (including initial capitation) Technical instruction Rent of buildings for manual-in-struction purposes Rent of buildings for technical-in-struction purposes Sites-sales Other separate accounts — Contractors' deposits Wanganui school-sites Rees Bequest Fund 1 - .1,021 14 0 |J 110,404 6 0 f3,364 19 1 54 7 0 208 18 1 469 19 9 816 6 4 220 0 0 j 5,888 0 0 <{ 3,915 9 3 235 18 10 175 4 0 38 10 1 428 15 11 1,211 13 10 • 304 16 6 6 0 Oj 5,406 2 4 252 10 6 64 10 6 |(a)3240 18 0 1(6)801 16 6 3,315 5 6 371 14 1 ► 125 0 0 2,226 15 3 j-13,024 16 6 64 10 6 ' 2,023 16 7 64 10 6 2,183 11 11 300 6 3 1,108 7 2 ! 8,715 11 7 I J 8,868 16 8 1 453 4 9 456 7 4 30 31 6,038 17 6 f 84 0 0 6,192 2 7 135 10 4 32 33 1 •• > 4,151 13 2 I - .. J 333 13 3; i 2,497 13 3 J-6,356 11 1 736 2 0 4 5 0 34 89 19 0| I 79 6 7 •• I I 600 0 0 I 387 10 0 35 44 1 1 I I 631 15 8 u 675 16 9 36 37 38 157 19 0 440 11 6 2,706 17 8 i 196 16 0 632 10 11 132 14 1 249 15 6 9,847 7 7 249 16 0 104 19 6 8,774 5 2 104 19 6 2,589' 15 9 .. ■■ - I .-• Totals .. 18,022 1 8 14,514 6 1 90,135 13 8 4,086 0 1 21,969 4 0 27,832 7 10 9,717 16 2 5,059 15 8 4,163 11 1 107,756 4 3 444 5 0 444 5 0 * Exclusive of secondary departments of district high schools, salaries and allowances of pupil-teachers, and half of the total cost of the training-college staff. t In terms of the Order in Council of 13th Febraary, 1911, but exclusive of cost of works paid for out of Government grant for maintenance of school buildings and included below under that heading.

E.—2

Appendix A

WELLINGTON. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

XXXIV

As at 1st January. Cash Transactions during Year. As at 31st December. Transfers. I Balances. (2) Deficits. (3) I From j Government. (4) L Receipts. Reserves Revenue. (5) ~ I "From other Expenditure. Sources. 1 (6) (7) No. Name of Account. Debit. (8) Credit. (?) Balances. Deficits. I Assets. Liabilities. ; OL (10) (11) _J (12) _J (13) ; I £ s. d. 718 0 1 12 6 3,368 5 5 £ s. d. 3 8 8 790 7 6 12 11 3 120 16 2 £ s. d. £ s. d. 1 ! Salaries of teachers* 2 j Teachers' house allowance 3 ; Salaries of relieving-teachers 4 I Conveyance of school-children 5 j Board of school-children 6 | Free school-books 7 ; General administration (a.) Incidental expenses of sehoolsf (6.) Office staff (including Secretary, Inspectors, &c.): salaries and clerical assistance (c.) Office contingencies (d.) Refunds and sundries Training colleges — 8 ; Salaries of staff (half of the total cost) 9 | Allowances for students 10 j Incidental expenses ! Secondary education — Scholarships — 11 ] Board's 12 j National 13 I Special District high schools — 14 ! Salaries of staffs of secondary departments General purposes — 15 (a.) Voluntary contributions and subsidies 16 (b.) Fees from pupils 17 - (c.) High School Boards' grants Manual and technical — School classes — 18 J Capitation 19 ; Voluntary contributions and bequests and subsidies £ s. d. 59,186 3 9 ! 2,018 2 7 > 397 15 10 I 197 17 9 8 7 6 ! 652 2 4 9,845 10 9 £ s. d. 5,303 4 3 £ s. d. 6 5 0 2 10 0 £ s. d. 65,328 12 3 2,026 17 10 393 1 10 235 8 9 14 7 6 560 13 4 ■• £ s. d. £ s. d. 114 19 2 12 3 11 783 3 6 50 2 3 4 17 6 29 7 2 £ s. d. £ s. d. 122 12 3 12 10 0 16 0 1 138 11 3 32 17 6 5 15 0 17 6 73 7 10 15 5 74 12 0 1,079 6 8 .. i I ! 43 15 0 4,403' 1 3 3,245 0 0 | 227"o 0 1 4,409 14 3 •• .. •- -- •• i 1,498 2 4j I 71' 6 8 .. 11 5 0 1,646 12 7 1,649 11 9 8 5 10 ■- 12 10 0 69 16 11 699 1 2 5,650 8 2 ! 99 11 0 5,662 13 4 407 15 10 .. ;; 50 0 0 57 11 9 1,057 6 O! 21 14 2 585 14 4 276 6 3 52 7 10 1,148 15 2 261 10 0 1,133 18 0 278 10 0 261 9 1 69 7 10 I 277 17 10| 67 10 0i •• . ! ■• ! •• .. I •• .. 4 13 1 2,757 13 10 2,733 13 loj i ; 28 13 1 34 0 0 t 1 r y J 75 12 10 494 3 8 f 351 17 3 344 5 6 5 19 0 701 4 6; 10 4 9 I 66 5 4 j f 13 5 6 •• f3,658 3 6 1 200 1 3 74 2 2 130 11 0 3,784 9 7 94 18 3 1-182 6 4 J 200 0 0 660 0 1 f 2,127 7 8j 145 10 11 I

Appendix A.l

E.--2.

XXXV

£ s. d. £ s. d. Bank balance at beginning of year, Dr. .. .. .•• • • • • • 966 7 Fixed Deposit 2 > 54 3 15 0 Bank balance at end of year, Cr. .. .. ■ ■ ■■ 1,938 12 1 4,482 7 1 Less unpresented cheques .. .. .. • • • • 915 12 7 3,566 14 6 On band (Carterton Committee) .. .. .. • • • • 1 19 3 Total at end of year, Cr. .. .. •. • • • • £3,568 13 9 Robert Lee, Chairman. „ T „• ,„,, , •! lftl£) G. L. Stewart, Secretary. Education Office, Wellington, 16th April, 1912. Auditor s Certificate. The balance-sheet has been duly examined by the Audit Office, but cannot be certified as correct, inasmuch as various transfers therein are without authority 0 f law.— E. J. Collins, Controller and Auditor-General.

Special classes — 20 i Capitation 21 ', Material 22 Voluntary contributions and bequests and subsidies 23 • Fees from pupils at special classes 24 ; Free-place holders 25 ! Training of teachers 26 Direction and administration (school and special classes) Buildings : Maintenanee, rebuilding, rent — 27 ! Maintenance and small additions(a)) and ordinary rebuildmg (6) I 28 Rebuildmg schools destroyed by fire 29 Rents of buildings and sites for school purposes New buildings, furniture, additions, sites — 30 Public schools 31 Manual instruction 32 ; Technical instruction 33 ' Rent of buildings for manual-in-struction purposes 34 Rent of buildings for technical-in-struction purposes 35 Sites-sales Other separate accounts — 36 Contractors' deposits 44 8 0 0 17 4 f2,690 11 9 606 6 11 396 16 0 [3,177 10 9 370 19 9 •• 2,690 11 9 320 12.11 396 16 0 •• - 284 16 8 3 1 6 1 19 3 ! 333 6 10 I 285 14 0 0 4 4 3,177 10 9 268 10 11 143 i9 8 710 0 1-7,053 8 6 [6,851 0 0 *> 2,470 0 0 955 14 0 225 12 3| ((a)3780 6 9 1(6)1616 3 11 21 8 0 355 0 0 19,930 8 9 fl 2,025 0 0 i 637 16 0 843 17 0 ((a) 727 19 8 {(6)1030 13 5 211 0 0 1,232 0 10 874 12 6 0 10 0 869 16 0 5,773 4 6 313 6 5 5,764 2 0 . 1,190 8 1 86 18 0 5,039 15 9 789 12 3 86 18 0 355 0 0 0 10 0 15 6 8 72' 2 9 71 4 8 1 4,694 8 3; 3,590 4 0 70 10 1 3,816 15 0 28 0 0 71' 4 8 ; •• •• 39 0 0 39 0 0 4,896 0 3 1 l' 1,241 6 0 I 14 15 9 1,495 6 6 5,135 5 0 59 19 3 642 4 9 491 17 3 21 8 0 188 18 9 188 18- 9 .. 12,212 9 8 10,992 1 1 5 8,309 14 6 Totals .. 11,971 19 11 12,938 7 4 113,921 6 6 5,303 4 3 1,772 11 5! 116,462 1 0 786 4 4 786 4 4 15,781 3 5| * Exclusive of secondary departments of district high schools, salaries and allowances of pupil-teachers, and half of t In terms of the Order in Council of 13th February, 1911, but inclusive of cost of works paid for out of Governmei the total cost of the training-college stafl. ...,., „ ... ,. u jit grant for maintenance of school buildings and included below under that heading.

___.—•!

Appendix A.

General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

XXXVI

As at 1st January. Cash Transactions during Year. Transfers. As at 31st December. No. Name of Account. Balances. (2)_ Deficits. (3) From Government. ! Receipts.;--' Reserves Revenue. (5) Receipts. - From other Sources. (6) Expenditure. Debit. (8) Credit. (9) Balances. (10) Deficits. ai) L_ Assets. (12) Liabilities. (13) (1) 1 2 3 4 5 6 7 Salaries of teachers* Teachers' house allowances Salaries of relieving-teachers Conveyance of school-children Board of school-children Free school-books General administration (a. ) Incidental expenses of sehoolsf (6.) Office staff (including Secretary, Inspectors, &cv): salaries and and clerical assistance (c.) Office contingencies (d.) Refunds and sundries (e.) Rents of sites (/.) Interest .. l ''■'.. (g.) Truancy fines Secondary education — Scholarships — Board's .. .. National Special .. .. District high schools — Salaries of staffs of secondary departments General purposes — (a.) Voluntary contributions and subsidies (6.) Fees from pupils (c.) High School Boards' grants Manual and technical — School classes — Capitation Voluntary contributions and bequests and subsidies Special classes — Capitation Material Voluntary contributions and bequests and subsidies Fees from pupils at special classes Free -place holders Training of teachers £ s. d. 1,100 1 7 285 14 6 £ s. d. 13 4 3 123 5 10 £ s. ,d. . £ s. d. 34,030 3 9 4,288 1 11 992 9 10 228 10 2 164 19 0 .. 13 10 0 343 18 6 5,734 3 0 £ s. d. 11 13 4 i' 2 6 £ s. d. 39,673 0 9 986 11 0 178 10 10 137 10 6 8 5 0 186 19 9 3,061 2 7 1,843 10 0 I : ' I £ s. d. 1,012 14 0 l I I I i £ s. dj £ s. d.| 335 13 10 5 5 0 J 2,856 9 10 £ s. d. 243 0 2 7 5 5 95 17 4 £ s. d. 243 0 2 7 5 5 53 10 3 4 2 6 76 13 0 £ s. d. 51 19 9 9 7 6 .. - " 1,829 9 8 158 1 3 28 6 0 •• .. i '■ ..-.-, ■ .-i ■■■■ i ! .! ■ ! I 965 0 8 ..-- •• ■ 716 0 '.'. 17 6 58 2 0 80 1 5 2 9 6 . .. •• " ! •-" i •• .. ! 11 12 13 i • 657 2 6 ! 240 0 0; 657 2 6 320 0 0 ■ I 1 80 0 0 80 0 0 •• .. '■ 33 15 0 1,022 18 i i j 994 11 8 6 5 0 6 5 0; I 15 16 17 1 i- 243 15 2 f 63 14 10 1 ! 143 9 4 14 0 0 221 0 0 1 6 0 i ; 12 14 0 } 229 19 i 100 0 0 4 r18 19 J 409 15 3 ; f 1,792 16 5! -4 75 10 6 f1,115 10 6 I 57 18 ,51 J 451 6 6j I ' 228 1 1 180 0 0 2,320 13 10 "1 j ! i ! 634 1 1 1,543 6 9 84 17 1 20 21 22 I i- 83 11 5 1,234 14 2 59 15 1 271 6 6 )- 334 6 1; 1 17 4 z-758 14 1 84 11 6 J 79 17 6 \102' 17 6 176 5 0 635 3 4 84 11 6 79 17 6 23 24 25 [ i 289 19 0i '.'. 251 12 9 [ , 11 15 0 289 19 0 305,, 4 6 102 17 6 10 16 0 51 14 5l t

_.—2.

Appendix A.]

£ *. d. Bank balance at beginning of year, Cr. .. .. .. .. .. .. 7,029 6 6 Bank balance at end of year, Cr. .. .. .. .. .. .. £6,926 13 2 C. M. Whittington, Chairman. G. Crawshaw, Secretary. Education Office, Napier, 12tb April, 1912. The audited balance-sheet, which came to hand after the date of going to press, shows no transfers. Any difference between the two statements will be adjusted in this report next year.

XXXVII

■'I 26 27 28 29 ; 30 31 32 33 Direction and administration (school and special classes) Buildings : Maintenance, rebuilding, rent — Maintenance and small additions(a) I \ and ordinary rebuilding (6) j I Rebuilding schools destroyed by fire r 4,754 10 1 Rents of buildings and sites for 1 school purposes / New buildings, furniture, additions, sites — Public schools Manual instruction .. ■' I 29 5 9 Technical instruction .. .. j Rent of buildings for manual-in-struction purposes Rent of buildings for technical-in-struction purposes Sites-sales Other separate accounts — Contractors' deposits .. .. 30 0 0 634 4 6 [4,787 0 0 j 197 7 1 4,501 16 0 f .45 4 0 { 1,133 10 4 ; ' 23 2 s ,(a)2 ' 879 13 5 ! '4469 7 4 , ZA Z S ( (6) 557 17 5 i 44W ' * • • I '.'. 128 4 6 .. .. i 13 19 0 4,609 19 8 .. 5,469 7 4 325 4 81 58 12 4 1,216 7 8] 33 0 0 l i i I ! 10,665 11 10 6,197 16 6 | [ 1,320 19 0 j 99 3 6 3,053 0 0 f 388 7 10 1 472 17 4 13 10 0 680 0 0 914 7 3,087 14 8 292 5 0 663 8 10 274 19 11 6 10 0 39 10 0 34 i | 35 \ .. 189 0 0 139 0 OJ 36 i 80 0 0 80 0 0 ■■ Totals 8,408 2 7 1,378 16 1 58,198 . 0 9 4,288 1 11 1,016 15 8j 63,605 11 8 j5,482 1 4! |5,482 1 4* 14,507 5 11 7,580 12 9 8,664 6 41 6,230 18 I I * Exclusive of secondary departments of district high schools, salaries and allowances of pupil-teachers, and half of the total cost of the training-college staff. t In terms of the Order in Council of 13th February, 1911, but exclusive of cost of works paid for out of Government grant for maintenance of school buildings and included below under that heading.

8.—2,

[Appendix A.

MARLBOROUGH. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

XXXVIII

As at 1st January. Cash Transactions during Year. Trai isfers. As at 31st December. No. Name of Account. Balances. (2) Deficits. (R) From Government. Receipts. Reserves Revenue. (5) From other Sources. (6) Expenditure. (7) Debit. Credit. Balances. (10) Deficits. (U) Assets. (12) Liabilities. (1) (8) (9) W (13) £ s. d. £ s. d. 79 5 8 1 £ s. d. 10,588 14 9 257 2 5 51 4 4 61 2 9 8 10 0 £ s. d. 414 2 6 £ s. d. £ s. d. 10,982 5 7 262 10 0 33 17 5 61 2' 9 8 10 0 91 0 3 £ s. d. £ s.-d £ s.-d. £ s. d. 7 11 1 114 5 3l 13 18 0 £ s. d. 58 14 0 £ s. d. 87 16 8 9 3 4 £ s. d. 1 Salaries of teachers* 2 Teachers' house allowance 3 Salaries of relieving-teachers 4 Conveyance of school-children 5 Board of school-children 6 ! Free school-books 7 General administration (a.) Incidental expenses of sehoolsf (6.) Office staff (including Secretary, Inspectors, &c.): salaries and clerical assistance (c.) Office contingencies (d.) Refunds and sundries (c.) Truancy (/.) Training of uncertificated teachers ; Secondary education — Scholarships — 11 Board's 12 National 13 i Special District high schools — 14 Salaries of staffs of secondary departments General purposes — 15 (a.) Voluntary contributions and subsidies 16 (6.) Fees from pupils 17 : (c.) High School Boards' grants Manual and technical — School classes — 18 Capitation 19 Voluntary contributions and bequests and subsidies Special classes — 20 Capitation 21 Material 22 Voluntary contributions and bequests and subsidies 23 Fees from pupils at special classes 24 Free-place holders 35 Training of teachers .. 26 Direction and administration (school and special classes) 12 18 8 96 18 4 13 18 0 9 1 9 4 1 5 I 0 10 0 " .. | •-. ' .. I t ■ . ... 1,487 13 6 ■■ - 109 5 0 22 10 0 25 0 0 •• 23 6 7 15 0 451 2 6 613 0 0 248 13 3 62' 0£0 150 0 0 30 0 0 12 10 0 49 "o 0 •• I I I •• I •• 175 17 8 12 10 0 81 18 6 •• • • 40 5 OJ 7 10 6 ! 2 16 3 7 12 6 318 5 6 12 8 0 •• 60 0 0 40 15 0; 7 10 0. 12 10 o; 2 16 3 7 12 6 218 3 6 26 3 6 1911 6 12 10 0 ! •• .. •• •- ■ | •• 1 - ! -■ .. •• " i I ! i ■ • 1 15 0 261 9 8 . 18 19 r 65 16 6<{ 340 12 0 34 1 2 19 0 4 345 2 2 55 17 6 - j 20 21 22 23 21 25 26 60 15 8 87 14 5 18 19 6! 130 8 11 t 35 0 9 " 1 17 11 78 14 10 28 12 6 3 0 0 20 0 129' 11 10' 13 0 ll| 1 97 18 3 120 0 0 .. •■ •• •• •• ;

Appendix A.]

E.—2

£ s. d. Balance at beginning of year, Cr. .. .. .. .. .. .. 333 17 0 £ b. d. Bank balance at end of year, Dr. .. .. .. .. 325 15 0 Plus unpresented cheques .. .. .. £352 2 3 Amount overbanked ...... 0 7 0 352 9 3 678 4 3 On hand, Post-Office Savings-bank .. .. .. .. 739 6 2 Total at end of year, Cr. .. .. .. .. ■. .. £61 1 11 Education Office. Blenheim, 12th April, 1912. R- McCallum, Chairman. E. Hylton, Secretary. Auditor's Certificate. The balance-sheet has been duly examined by the Audit Office, but cannot be certified as correct inasmuch as the transfer therein of £49 from the Manual and Technical to the General Account is without authority of law.— R. J. Collins, Controller and Auditor-General.

XXXIX

Buildings : Maintenance, rebuilding, rent — Maintenance and small additions (a)) \ and ordinary rebuilding (6) J I Rebuilding schools destroyed by fire I 1,949 0 6 Rents of buildings and sites for school purposes j New buildings, furniture, additions, sites — Public schools Manual instruction Technical instruction Rent of buildings for manual-in-struction purposes Rent of buildings for technical-in-struction purposes Sites-sales Other separate accounts — Deposits .. .. .. 18 0 0 Interest .. .. .. 58 18 10 v Totals .. .. .. 2,163 7 6 1,080 0 0 5 10 0 1,451 1 3 323 10 0 84 17 0 1,829 10 6 14,510 3 2 414 2 6 I J 27 ' I ! ! o 18 o ( ( a > 952 8 V b 18 ° ((6) 15 0 0!j '.'. 510 o! > 2,070 10 2 763 16 11 28 29 326 0 0 J 34 14 9 30 31 32 33 j 825 6 4; I I 1,952 17 7 84 17 0 683 2 2 34| .. •■ ' I i 35 10 0 o! 18 0 0 19 6 5 10 0 0 78 5 3 ' 51 17 11 15,248 18 8 49 0 0 49 0 0 2,482 17 5 2,421 15 6 l 2,061 14 ll I I 1,144 6 5 51 17 11 15,248 18 8 * Exclusive of secondary departments of district high schools, salaries and allowances of pupil-teachers, and half of the total cost of the training-college staff. t In terms of the Order in Council of 13th February, 1911, but exclusive of cost of works paid for out of Government grant for maintenance of school buildings and included below under that heading.

E.—2.

[Appendix A.

NELSON. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

No. Name of Account. (1) As at 1st January. Cash Transactions during Year. Transfers. As at 31st 'ecember. Balances. (2) Deficits. (3) From Government. (4) Receipts. Reserves Revenue. j (5) From other Sources. (») Expenditure. _ (7) Debit. (8) Credit. (9) Balances. Deficits. Assets. Liabilities. (10) L_ (n) (12) (13) 2 3 4 5 6 7 Salaries of teachers* Teachers' house allowances Salaries of relieving-teachers Conveyance of school-children Board of school-children Free school-books General administration (a.) Incidental expenses of sehoolsf (6.) Office staff (including Secretary, Inspectors, &c.): salaries and clerical assistance (c.) Office contingencies (d.) Refunds and sundries (e.) School material Secondary educationScholarships — Board's National Special .. .. District high schools — Salaries of staffs of secondary departments General purposes — (a.) Voluntary contributions and subsidies (6.) Fees from pupils (c. ) High School Boards' grants {d.) Special instructors Manual and technical — School classes — Capitation Voluntary contributions and bequests and subsidies Special classes — Capitation Material Voluntary contributions and bequests and subsidies Fees from pupils at special classes Free-place holders .. Training of teachers .. .. I £ s. d. 752 15 6 3 2 0 £ s. d. 10 2 8 144 2 3 9 18 5 12 6 118 12 10 £ s. d. 23,833 15 11 ! 800 8 4 ! 132 7 4 i 24 10 6 i 35 17 6 164 10 3 I 3,448 1 0! i £ s. d. 253 7 1 £ s. d. £ s. d. £ s. d. 25,293 7 6 200 0 0 803 12 3 191 3 10 .. 22 3 0 31 12 6 154 18 11 £ s. d. £ s. d. £ s. d. £ s. d. 253 9 0 88 15 7 13 6 7 14 0 7 202 18 9 7 10 11 9 3 0 4 17 6 £ s. d. 32 6 12 13 4 9 3 0 4 17 6 3 17 6 1,177 8 6 .. 1,149 6 0 200 0 0 l6' 2 1 25 0 0 55 15 7 •• •• \ 2l' 7 0 73 18 0 866 9 0 I 45' 9 3 .. " I I 11 12 13 110 5 7 110 5 7 33 6 8 271 0 0 j 230 0 0 i ! 6 12 0 254 13 4 170 12 0 26 13 4 i 93 18 11 75 0 0 52 10 0 4 10 0 2 AT 0 33 6 8 I ,. ,; i- ., 1 .. •■ - .. 14 1,032 0 0 ■• ! 1,035 8 4 - 3 8 4j i 15 16 17 17a ] 368 0 3 r •• 17 11 3 50 11 3 " r y 50 0 0|, 200 0 0 86 0 3 1 0 0 J { :: •• : i .. 18 i 19 j J 346 16 3 346 16 3 j 409 18 5 1 34 0 0 I 100 0 0 15 0 0 860 4 10 J200 0 0 161 16 9 i 609 19 5 371 12 0 37 14 4 I 20 21 22 1 f 810 2 7 119 18 3 191 9 0 328 6 9 [ 226 19 6 I 100 0 0 1,343 14 71 y \ I 123 8 2 - 123 8 2 56 15 0 514 17 5 273 0 7 I ?19 n , 34 17 8 23 24 25 102 8 0 205 12 6 18 00 3 7 0

Appendix A.]

E.—2.

£ s. d. Bank balance at beginning of year, Cr. . . .. . . . . .. .. 875 12 4 £ s. d. Bank balance at end of year, Cr. .. .. .. .. 270 11 6 Less unpresented cheques .. . . .. .. .. 134 18 8 135 12 10 On hand .. 26 12 9 Total at end of year, Cr. .. .. .. .. .. .. £162 5 7 W. N. Franklyn, Chairman. Education Office, Nelson, 4th May, 1912. N - R - Williams, Secretary. Auditor's Certificate. The balance-sheet has been duly examined by the Audit Office, but cannot be certified as correct inasmuch as various transfers therein are without authority of law.—E. J. Collins, Controller and Auditor-General.

vi—E. 2 (A P p. a)

XLI

1 '.. \ :. 26 Direction and administration (school and special classes) Buildings : Maintenance, rebuilding, rent — 27 Maintenance and small additions(a) )_ and ordinary rebuildmg (6) J 28 Rebuilding schools destroyed by fire 29 Rents of buildings and sites for school purposes New buildings, furniture, additions, sites — 30 Public schools 31 Manual instruction 32 Technical instruction 33 Rent of buildings for manual-in-struction purposes 34 Rent of buildings for technical-in-struction purposes 35 Sites-sales Other separate accounts — Contractors' deposits 694 14 2 694 14 21 7 3 4J (o)l,597 16 0 (6) 370 9 8 ) 573 4 0 1 250 0 I 1,897 16 6 [ 3,475 0 0 697 10 4 786 9 2 5 0 0 I J.2,833 10 2 1,064 0 0 269 16 4 1,188 13 10 760 19 10 795 0 0 153 0 0 106 14 9 100 0 988 10 3 163 13 4 1,119 2 10 573' 4 0 584' 6 7 25 0 .. 20 0 0 20 0 0 10 0 0 10 0 0 683 5 5 38,702 4 1 2,813 1 0i 1 3,479 5 0 524 8 Totals .. 3,031 14 3 2,156 Ill 37,052 4 IO! 253 7 1 1,667 18 2 1,667 18 2 2,975 6 7 * Exclusive of secondary f In terms of the Order ii Lepartments of district high schools, salaries and allowances of pnpil-teachers, and half of the total cost of the training-college staff. Council of 13th February, 1911, but exclusive of cost of works paid for out of Government grant for maintenance of school buildings and included below under that heading.

E.—2.

[Appendix A.

GREY. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

XLII

.. \ Name of Account. (1) .__ As at 1 Balances. (2) As at 1st January. 1st Ja anuary. Deficits. (3) From Government. i (4) I Cash Transactions during Year. Cash Transacti Receipts. Reserves Revenue. (5) Receipts. ;ions during Year. From other Sources. (6) Expenditure. (7) Debit. (8) Transfers. J_ Credit. (9) Balances. (10) Deficits. (11) As at 31st December. Assets. _ (12) Liabilities. (13) 1 Salaries of teachers* 2 Teachers' house allowance 3 Salaries of relieving-teachers 4 Conveyance of school-children 5 Board of school-children 6 , Free school-books 7 General administration {a.) Incidental expenses of sehoolsf (6.) Office staff (including Secretary, Inspectors, &c.): salaries and clerical assistance (c.) Office contingencies (d.) Refunds and sundries (e.) Inspection of private schools.. Secondary education — Scholarships — 11 Board's 12 National 13 Special District high schools — 14 Salaries of staffs of secondary departments General purposes — 15 (a.) Voluntary contributions and subsidies 16 (6.) Fees from pupils 17 (c.) High School Boards' grants Manual and technical — School classes — 18 Capitation 19 Voluntary contributions and bequests and subsidies Special classes — 20 ; Capitation 21 I Material 22 Voluntary contributions and bequests and subsidies 23 Fees from pupils at special classes 24 Free-place holders 25 Training of teachers 26 Direction and administration (school and special classes) £ s. d.| 31 19 9 40 4 1 i A £ s. d. li' 4 8 £ s. d.l 7,146 1 o: 432 18 4 42 .6 4 ; £ s. d. 384 6 11 £ s. d. 1 £ s. d. 7,656 18 11 429 3 4 49 13 9 59 11 0 539 15 8! 621 8 4 371 16 3 1 15 8 13 1 6 105 10 0 67 10 0 435 0 0 61 2 9 109 3 1 £ s. d. 150 il 6 £ s. d. [ £ s. d. £ s. d. 94 11 3 7 9 8 32 16 8 24' 2 11 133 16 4 13 15 0 11 16 4 £ s. d. 2 10 0 3 12 6 66 5 0 27 0 0 15 0 0 39 10 9 £ s. d. 13 16 0 3 12 6 12 14 5 27 0 0 15 0 0 ■ 213 14 7 31 13 5 67 1 6 1,265 7 0 ; •• 38 19 2 I 13 1 6 I •• 105 10 0 67 10 0 •• 421 5 0 J 97 6 9 { 23 2 0 I 38 0 9 . I 78 3 9 4 1 3 39 9 1 1 67 5 0 "| 15 8 11 44 0 0 45 16 9 59 "8 3 30 8 0 29 0 3 10 0 0 16 1 6 192 17 2 y 212 11 8<i 23 7 7 < 85 5 11 33 1 6 210 0 0 3 4 25 1 6 31 13 2 i 41 8 6 3 0 0 100 0 0 6 0 0 I I I 33 1 6 38 4 0 . 210 0 I 2 10 0 .

XLIII

E.—2.

Appendix A.j

£ s. d. Bank balance at beginning of year, Cr... .. .. .. .. .. 175 9 1 . £ s. d. Bank balance at end of year, Cr. .. .. .. .. 306 19 6 Less unpresented cheques .. -.. .. .. .. 112 12 3 Total at end of year, Cr. .. .. .. .. .. £194 7 3 H. J. Bignell, Chairman. Education Office, Greymouth, 29th February, 1912. P. F. Daniel, Secretary. Auditor's Certificate. The balance-sheet has been duly examined by the Audit Office, but cannot be certified as correct inasmuch as various transfers therein, together with the expenditure of £100 of the Board's fund on Coronation celebrations and the payment of fixed allowance in lieu of actual travelling-expenses of members, are without authority of law.— B. J. Collins, Controller and Auditor-General.

Buildings : Maintenance, rebuilding, rent — Maintenance and small additions (a) 1 and ordinary rebuilding (6) j Rebuilding schools destroyed by fire Rents of buildings and sites for school purposes New buildings, furniture, additions, sites — Public schools Manual instruction Technical instruction Rent of buildings for manual- instruction purposes Rent of buildings for technical-in-struction purposes Site-ssales Other separate accounts — Contractors' deposits ! : i I i ! ! i . ; ((o)390 9 1 | 1(6)131 11 2 I .. 124 10 0 ~| )> 1,344 7 8 1 .. 418 13 6 27 1 | l 777 10 11 J 1,245 0 0 3i 13 0 24 13 6 28 29 '.'. 2413 6 125 1 I 30 31 32 33 .. 836 7 9 301 2 i 619 2 7 617 0 0 261 11 2 384 6 11 68 9 10 18 0 0 19 11 0 145 15 2 12,204 12 4 838 10 4 284 13 4 330 1 0 60 0 0 68 9 H 34 35 i 209 19 9 209 19 9 1,727 5 5 1,532 18 2 1,038 2 6 36 Totals .. 1 11 0 1,162 7 ll I 986 18 0 11,693 8 5 592 1 i ' ! I * Exclusive of secondary departments of district high schools, salaries and allowances of pupil-teachers, and half of the total cost of the training-college staff. t In terms of the Order in Council of 13th February, 1911, but exclusive of cost of works paid for out of Government grant for maintenance of school buildings and included below under that heading.

[Appendix A.

E.—2.

WESTLAND. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

XLIV

As at 1st January. Cash Transactions during Year. Transfers. As at 31st December. No. Name of Account. Balances. Deficits. Receipts. From Reserves Government. I Revenue. L From other Sources. (6) Expenditure. (7) Debit. (8) Credit. (?) . Balances. (10) Deficits. (11) Assets. _(32) 1 Liabilities. (13) (1) (2) __&) I £ s. d. 358 9 9 £ s. d. £ s. d. 5,333 16 2 125 16 8 46 0 1 £ s. d.| £ s. d. £ s. d. 133 8 2 19 13 7 £ s. d. 31 6 8 0 16 8 £ s. d. £ s. d.i £ s. d. 99 17 0 £ s. d. 4,941 15 3 128 6 8 25 15 9 £ s. d. 1 2 3 4 5 6 7 11 12 13 14 Salaries of teachers* Teachers' house allowances Salaries of relieving-teachers Conveyance of school-children Board of school-children Free school-books General administration (a.) Incidental expenses of sehoolsf (6.) Office staff (including Secretary, Inspectors, &e.): salaries and clerical assistance (c.) Office contingencies (d.) Refunds and sundries Secondary education — Scholarships — Board's National Special District high schools — Salaries of staffs of secondary departments General purposes — (a.) Voluntary contributions and subsidies (6.) Fees from pupils (c.) High School Boards' grants Manual and technical — School classes — Capitation Voluntary contributions and bequests and subsidies Special classes — Capitation Material Voluntary contributions and bequests and subsidies Fees from pupils at special classes Free -place holders Training of teachers Direction and administration (school and special classes) 0 10 9 •• . . 394' 12 7 •• . • ■ •• 14 10 0 13 19 2; •■ I I .. 15 0 0 •• 20 12 6 14 4 7 880 18 6 •■ •• 73 10 0 60 0 0 385 0 Ol 1017 6 29 6 7 '.. 329' 5 7 455 0 0 233 4 1 11 1 0 11 0 0 74 0 0 60 0 0 483 1 8 149 0 10 0 10 0 98 1 8 2'l0 0 407 3 3 4 15 0 29 1 2 15' 0 0 15 10 0 29 6 7 16 8 6 18 10 0J 15 0 0 15 10 0 8 1 5 14 18 0 15 } 32 13 0 \ " '• } 26 11 4 16 17 115 0 0 li' 0 0 110 1 8 I 18 19 r 28 11 9 - J 15 13 3 4 16 7 I 9 4 7 j . " •• 2 17 4j 11 13 3 20 21 22 0 11 3 23 24 25 26 > 37 17 4 0 11 3 106 15 9 72 7 2 10 13 6 61 12 5 1 11 0 -- ■• .. • • •■

Appendix A

E.—2

£ s. d. Bank balance at beginning of year, Cr. ...... .. .. .. 522 3 2 £ s. d. Bank balance at end of year, Cr. .. .. .. .. 1,011 13 10 Less unpresented cheques .. .. .. .. .. 198 16 1 Total at end of year, Cr. .. .. .. .. .. .. £812 17 9 George Perry, Chairman. A. J. Morton, Secretary. Education Office, Hokitika, February 14th, 1912. Auditor's Certificate. The balance-sheet has been duly examined by the Audit Office, but cannot be certified as correct inasmuch as various transfers therein are without authority of law.—E. J. Collins, Controller and Auditor-General.

XLV

i . I 27 28 29 30 31 32 33 Buildings : Maintenance, rebuilding, rent — Maintenance and small additions(a)) and ordinary rebuilding (6) J Rebuilding schools destroyed by fire Rents of buildings and sites for school purposes New buildings, furniture, additions, sites — Public schools Manual instruction Technical instruction Rent of buildings for manual-in-struction purposes Rent of buildings for technical-in-struction purposes Sites-sales Other separate accounts — Contractors' deposits i 223 19 6 21 16 0 i j 1,240 0 0 I :: 154 5 0 13 10 0 i ! ((a)700 10 7 ,(6)141 2 3 133 2 9 5 6 3 I - •■ 0 13 9 i 124 13 9] ! V 497 12 11 .'. 8 3 9 '.. . 323 0 0 117 0 0 .. .. .. ! .. • • .. .. 34 '• j " .. ■• .. " 35 .. 3 0 0 692 13 2 170 10 0 _J !__ 8,073 5 9 1 358 9 9J 10 0 0 13 0 0 136 1 0J 8,277 1 11 i 248 6 3 248 6 3> 1,015 6 11 202 9 2 465 11 8 157 0 5 Totals : * Exclusive of secondary departments of district high schc tin terms of the Order in Council of 13th February, 191 ols, salaries and allowances of pupil-teachers, and half of the total cost of the training-college staff. ., but exclusive of cost of works paid for out of Government grant for maintenance of school buildings and included below under that heading.

E.—2

[A.PPBNDIX A..

NORTH CANTERBURY. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

XLVI

As at 1st January. Cash Transactions during Year. Transfers. As at 31st December. So. JVame of Account. Balances. Deficits. (8) From Government. Reserves Revenue. (5) ' Receipts. From other Sources. (6) Expenditure. Debit. Credit. Balances. (10) Deficits. (11) Assets. (12) Liabilities. (1) (7> (8) (9) (13) 1 2 3 4 5 6 7 Salaries of teachers* Teachers' house allowances Salaries of relieving-teachers Conveyance of school-children Board of school-children Free school-books General administration (a. ) Incidental expenses of sehoolsf (b. ) Office staff (including Secretary, Inspectors, &c): salaries and clerical assistance, including Architect's salaries and ex- £ s. d. 246 19 3 2 12 11 £ s. d. 153' 14 6 £ s. d. £ s. d. 61,179 5 3 10,505 15 ll 988 14 6 471 4 0 846 15 3 81 12 6 602 10 1 11,669 13 0 £ s. d. £ s. d. 76,678 2 2 1,080 14 11 293 12 7 846 15 3 81 12 6 602 10 1 £ s. d. ,532 15 10 67 2 4 £ s. d. •• £ s. d. 23 16 11 £ s. d. 213 6 9 22 5 2 £ s. d. 248 7 10 23 8 3 0 16 0 236 14 9 24 5 0 £ s.~rjr 35 1 1 1 3 1 236 14 9 24 5 0 .. ■• ! 5,709 6 11 •■ , i :: \ .. .. ■• 6,693' 7 7 3,939 11 5 > 1,966 9 6 5,123 6 5 2,320 18 6 156 10 4 252 2 5 8 penses (c.) Office contingencies (d.) Refunds and sundries Training colleges — Salaries of staff (half of the total cost) Allowances for students Incidental expenses and library .. College and School of Art fees Secondary education — Scholarships — Board's National Special (Gammack) District high schools — Salaries of staffs of secondary departments General purposes — (a.) Voluntary contributions and subsidies (b.) Pees from pupils (c.) High School Boards' grants Manual and technical — School classes — Capitation Voluntary contributions and bequests and subsidies 1,365 6 0 ! • • •• " 97' 0 6 259 5 2 1,603 13 11 1,597 12 2 9 10 10a 4,485 5 7 6 8 1 932 16 0 4,536 3 7 188 4 7 862 16 0 ►258 17 2 157 0 9 249 6 6 92 5 9 11 12 13 51 16 4 258 16 10 85' 0 0 868 7 6 393 12 6 200 0 0 840 19 11 411 11 6 213 13 0 351 17 11 272 14 0 102 19 0 290 8 11 102 19 0 17 14 11 245 3 10 245 3 10 14 357 11 1 2,384 9 6 2,500 7 11 452 11 1 20 18 5 20 18 5 15 16 17 } f 94 9 9 { :: :: 149 17 10 38 0 0 125 0 0 188 19 6 } 30 8 1 80 8 1 110 16 2 38 0 0 150 0 0 18 19 } 99 17 2 /2.138 13 5 389 16 7 1,548 3 9 1 j l,714 7 5 833 18 4 1,992 17 5 218 4 10 I

E.—2.

Appendix A.j

XLVII

£ s. d. Bank balance at beginning of year, Cr. .. .. .. .. .. .. 11,706 4 5 £ s. d. Bank balance at end of year, Cr. .. .. .. .. 7,825 3 7 Less unpresented cheques .. .. .. .. .. 1,394 18 7 Total at end of year, Cr. .. .. .. .. .. .. £6,430 5 0 M. Dalzibll, Chairman. Education Office, Christchuroh, Bth May, 1912. H. C. Lane, Secretary. Auditor's Certificate. The balance-sheet has been duly examined by the Audit Office, but cannot be certified as correct inasmuch as various transfers therein are without authority of law.—B. J. Collins, Controller and Auditor-General.

Special classes — 20 Capitation .. .. 21 Material 22 Voluntary contributions and be- , .- „ _ quests and subsidies 23 Fees from pupils at special classes 24 Free-place holders . . • ■ i J 25 Training of teachers .. 26 Direction and administration (school and special classes) 26a Sale of cookery-books .. .. 1 13 9 Buildings : Maintenance, rebuilding, rent — 27 Maintenance and small additions (a) I . ,.„ „ o and ordinary rebuilding (6) j ' 28 Rebuilding schools destroyed by fire 36 7 7 29 Rents of buildings and sites for 136 11 7 school purposes New buildings, furniture, additions, sites — 30 Public schools .. .... 31 Manual instruction .. ..- .. \ 32 Technical instruction .. 33 Rent of buildings for manual-in-struction purposes 34 Rent of buildings for technical-in- ! struction purposes 35 Sites-sales .. .. . . 95 0 0 Other separate accounts — 36 Contractors' deposits .. .. 110 15 9 Sir John Hall's treat to school 5 4 0 children 19 5 11 i f5,056 19 9 330 9 2 J 1,065 3 0 [_ 882' 8 7 48 9 9 9,251 0 0 148 0 0 15 0 0 i i 4,990 8 3 1 330 9 2 44 11 0 1,072 10 0 I 182 2 0 882 8 7 8 5 0 369 1 10 • 1,686 17 71,686 17 7 366 4 10 { WWW 4 3 j 136 n 7 316 17 3 121 9 8 15 0 0 293 3 1 35 4 0 1 13 9 1,516 17 3] J>8,222 17 7 136 il 7 J >' 2,642 5 3 2,677 9 331 13 0 337 9 3 27 0 2,558 0 0 4,828 18 ! 168 4 1 9 4 2 2 11 3 50 0 0 3,727 9 6 851 9 3 4,046 12 7 40 0 0 5,466 11 2 120 0 0 1,512 0 6 4,217 4 2 98 6 8 108 6 8 1,787 5 9 2,636 17 0 737 6 669 15 5 1,263 18 0 786 18 173 2 10 150 0 0 5 19 52 5 0 52 5 219 2 4 219 2 4; 25 0 0 396 6 6 370 6 9 120 0 oj • 136 15 6 5 4 0 136 15 .. | 114,429 14 9 2,022 4 3132,233 13 69,451 1 5' 9,451 1 511,015 4 5 4,584 19 513,067 15 010,486 4 Totals .. .. .. 12,910 17 9| 1,204 13 4J 10,505 15 1 I i I * Exciusive of secondary departments of district hig'a S3h33is, salariss anl x'lavixsn ol pxyll-uiii£?:i, ail XxU of the total cost of the training-college staff. t In terms of the Order in Council of 13bhFe':>rairy, 1311, b.ii enlaii/3 1: aii a: .vj.-ii pi 1 ii: o 1; a: Jr 1/ lauiaj grant for maintenance of school buildings, and included below under that heading.

E.—2.

[Appendix A.

SOUTH CANTERBURY. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

XLVIII

As at 1st January. Cash Transactions during Year. Transfers. As at 31st December. No. Same of Account. Balances. (2) Deficits(3) Receipts. From other Sources. (6) Expenditure. i (7) Debit. Credit. Balances. (10) Deficits. (11) Assets. (12) Liabilities. (13) From Government. Reserves Revenue. (5) (8) (9) _0) 1 2 3 4 5 6 7 Salaries of teachers* Teachers house allowances Salaries of relieving-teachers Conveyance of school-children Board of school-children Free school-books General administration (a.) Incidental expenses of sehoolsf (b.) Office staff (including Secretary, Inspectors, &c.): salaries and clerical assistance (c.) Office contingencies (d.) Refunds and sundries (e.) Rents (/.) Interest on fixed deposits (g. ) Truancy fines .. (h.) Inspection, private schools .. Secondary education — Scholarships — Board's National Special District high schools — Salaries of staffs of secondary departments General purposes — (a.) Voluntary contributions and subsidies (b.) Fees from pupils (c.) High School Boards' grants Manual and technical — School classes — Capitation Voluntary contributions and bequests and subsidies £ s. d. 1,189 19 7 34 13 5 2 19 \9 £ s. d. 2 10 5 .. £ s. d. 19,253 16 3 283 12 10 127 11 8 513 7 3 96 17 6 £ s. d. 2,669 11 6 £ s. d. 1 10 0 2 1 8 6 17 0 £ s. d.| 23,079 2 8 287 1 5 139 9 9i 512 6 9; 96 5 0 131 19 5 £ s. (i. £ s. d. £ s. d. 35 14 8 22 15 4 4 17 3 0 12 6 £ s. d. 317 4 £ s. d. 0 8 3 4 11 143 17 9 21 10 0 132 19 5 £ s. d. 36 2 11 0 3 S 143* 17 8 22 2 6 1 i 16 6 1,136 13 9 3,31113 0 •• 130 2 11 1.452 15 0 1,235 9 8| 436 19 7 17 7 7 351 13 2 140 0 0 1,533 0 5 40 0 0 .. 1 •• -• 1 " '* 130 6 6 80 0 0 0 8 0 .. ! 1 I I " ... .16 11 0 • • 1 16 11 22 10 0 188 11 7 127 10 0 i 164 18 6 35 0 0 11 12 13 I "• 169 10 0 50 0 0 •• -• 15 0 0 14 15 10 17 2 1 8 11 13 7 1 10 0 999 19 4 150 13 5 ! I 1 73 13 4 3 10 0 39 10 0 995 5 5 127 2 2 40 0 0 1,338 11 7 \ 265 9 0 f ** 6 15 7 I 113 8 2 1 10 0 6 15 7 J 995 8 11 1,254 17 0 46 17 1 18 19 \ 930 1 0 f1,153 13 5 1 81 12 3 119 10 3 183 16 9

vii—E. 2 (A P p. A).

Appendix A.]

E.—2.

£ s. d. Bank balance at beginning of year, Or. .. .. •• -..- •• 3,953 711 £ s. d. Bank balance at end of year, Cr. .. ■ ■ .. • • 1,920 7 1 Less unpresented cheques .. .••• • • ■ ■ 412 15 8 Total at end of year, Cr. . . .. .. ■■•• . • • £1,507 11 5 W. M. Hamilton, Chairman. Education Office, Timaru, 13th February, 1912. A - Bell > Secretary. Auditor's Certificate. Examined and found correct.— R, J. Collins, Controller and Auditor-General.

XLIX

>' Special classes — 20 Capitation 21 Material 22 Voluntary contributions and bequests and subsidies 23 Fees from pupils at special classes 24 Free-place holders 25 Training of teachers 26 Direction and administration (school and special classes) Buildings : Maintenance, rebuilding, rent — 27 Maintenance and small additions (a) I and ordinary rebuilding (6) 1 28 Rebuilding schools destroyed by fire 29 Rents of buildings and sites for school purposes New buildings, furniture, additions, sites — 30 i Public schools 31 Manual instruction 32 Technical instruction 33 Rent of buildings for manual-in-struction purposes 34 Rent of buildings for technical-in-struction purposes 35 | Sites-sales 357 10 6 1 42 17 10 107 19 10 , 23 6 2! I 131 12 Oj 73 12 0 (a)2,285 16 10 | (6) 383 1 2:} 6 18 5 261 3 7 j.3,591 19 2 i I t 3 7 9 f 357 10 6 42 17 10 J 92 13 6 -c^ [ 131 12 0 150 0 0 •• 1E>' 6 4 13 0 0 247 19 5 I 247 19 5 M i 150 0 0 184 15 7 I I 2,884 11 2 f .. 3,235 0 0 \ 141 16 0 | 979 5 11 j 17 3 2 16 13 2 •• 831 0 0 29 14 6 1,310 0 0 118 8 9 65 17 7 270 18 4 . 280 17 4 I 3,810 0 0 1,242 2 7 \ 155 0 0 4,003 2 11 30 3 7 1 2,567 17 5 52 11 2 20 4 7 40 3 3 40 3 3 •• ! i 5,454 2 9 107 11 9 1,500 14 10| 31,988 11 5 60 o o! 38 4-3 85 16 0 •• Totals .. 2,669 11 6 1,020 5 10 38,124 5 3J 5,570 6 8 4,062 15 I j 3 6,857 16 2 2,820 10 9 * Exclusive of secondary departments of district high schools, salaries and allowances of pupil-teachers, and half of the total cost of the training-college staff. t In terms of the Order in Council of 13th February, 1911, but exclusive of cost of works paid for out of Government grant for maintenance of school buildings and included below under that heading.

E.—2

Appendix A

OTAGO. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

" I " . I As at 1st J a As at 1st .1 anuary. uiiu; lary. Cash Transactions during Year. Transfers. As at 31st lecember. No. Xame of Account. -Vo. Balances. DeBcits. Deficits. From Government. (4) Receipts. Reserves From other Revenue. Sources. (5) (6) Expenditure. (7) Debit. . .< 8 > _ Credit. (9) i Balances. _i!9L Deficits. Assets. Liabilities. . i ■ (!) (2) J __m I 13) . (11) ... I I 1 2 3 4 5 6 7 1 Salaries of teachers* 2 Teachers' house allowances 3 Salaries of relieving-teachers 4 Conveyance of school-children 5 Board of school-children .. 6 Free school-books .. .. ! 7 General administration .. . . 1 (a.) Incidental expenses of schools+ (6.) Office staff (including Secretary, Inspectors, &c): salaries and clerical assistance (c.) Office contingencies (d.) Refunds and sundries (e.) Gymnastic Instructor (/.) Exchange on teachers' salaries (g.) Proficiency examinations (h.) Library books Training colleges — 8 Salaries of staff (half of the total cost) 9 Allowances for students 10 ! Incidental expenses Secondary education — Scholarships — 11 ' Board's 12 National 13 Special District high schools — 14 Salaries of staffs of secondary departments General purposes — 15 (a.) Voluntary contributions and subsidies 16 (6.) Fees from pupils 17 (c.) High School Boards' grants Manual and technical — School classes — 18 Capitation .. .. 19 Voluntary contributions and bequests and subsidies ! } } £ s. d. 3,256 12 5 11 11 5 62 3 8 3.956 19 4 28 16 10 161 3 1 1 5 0 89 0 0 £ s. d. 20 19 0 3 10 6 2 10 0 300 0 0 70 0 0 £ s. d. £ s. d. 67,219 12 10 938 13 1 463 9 3 1,094 5 II 34 17 6 727 9 4 11,408 1 6 £ s. d. 7,496 4 11 £ s. d. ■• £ s. d. 78,048 10 5 915 6 5 463 7 7 1,093 6 9 34 17 6 728 5 1 £ s. d.| £ s. d. : £ s. d.j 34 18 1 62 5 4 £ s. d. 76 0 3 £ s. d.l n t r\ t\\ (12) J (13) £ s. d. £ s. d. 39 0 i. 7 10 0 19 19 10 •• 20 19 0 19 19 10 19 19 10 •■ 3 10 6 •• 6,220 12 5 3,917 5 10 3.759 5 2 4 6 3 4 6 3 -• I 4 6 3 .. j .. 128 8 6 1,342 11 1 .. 136 10 1 39 5 9 33 12 8 44 6 4 ! •■ •• I ■• .. I .. -• ■• . 1,709 14 11 1,718 9 11 11 5 0 11 5 0 1.1 5 0 5,358 11 7 5,294 1 4 129 4 11 •• ! 93 7 1 31 18 2 50 0 0 90 8 C cr» t\ r\ 50 0 0 1,215 0 0 340 0 0 1,218 3 6 352 10 0 1 303 3 ei 82 10 0| 303 3 6 82 10 0 303 3 6 act 1 r\ r\ 82 10 0 2,145 10 10 • 2,134 14 2 12 1 8 11 1 S r 281 18 1 306 14 1 26 0 0 548 12 2 y 155 0 0 :: J 12,018 19 10 1 13 9 0 57' 7 5 1,914 14 6 } ••

Appendix A..j

8.-.2.

£ s. d. Bank balance at beginning of year, Cr. . . .. .. .. .. .. 6,402 2 10 £ s. d. Bank balance at end of year, Cr. .. .. .. 2,945 7 1 Less unpresented cheques .. .. .. 942 5 2 Total at end of year, Cr. . . .. .. .. £2,003 1 11 Andrew McKerrow, Chairman. S.- M. Park, Secretary. Education Office, Dunedin, Ist March, 1912. Auditor's Certificate. The balance-sheet has been duly examined by the Audit Office, but cannot be certified as correct, inasmuch as the transfer therein of £7,039 16s. lOd. from the Maintenance to the New Building Account is without authority of law. — R. J. Collins, Controller and Auditor-General.

viii—E.. 2 (A PP a).

r Special classes — Capitation .. .. Material Voluntary contributions and be- [ quests and subsidies | Fees from pupils at special classes Free-place holders .. .. Training of teachers Direction and administration (school 161 5 9| and special classes) Buildings: Maintenanoe, rebuilding, rent — Maintenance and small additions (a)} ~| and ordinary rebuildmg (b) j Rebuilding schools destroyed by fire 1-8,318 0 l-t Rents of buildings and sites for | school purposes J New buildings, furniture, additions, sites — Public schools Manual instruction .. .. j Technical instruction .. .. I Rent of buildings for manual-in- j struction purposes Rent of buildings for technical-in- j struction purposes Sites-sales Other separate accounts — Contractors' deposits .. .. 127 4 9 Teachers' train fares .. .. 30 6 0 7,765 11 1 297 8 4 1,281 15 1 f2,119 7 10 122 12 1 J 387 16 3 I 683 13 7 j 0 13 0, 41 0 4 549 2 3 I I 3,062 0 Br) 126 0 7 403 16 7 I 549 2 3 683 13 7 J I ' ! ! ' I* 1 fi 20 21 22 >- . . v > .. " 23 24 25 26 161 5 9 24i 0 Ol " 1 ■ ! J ' ' " .. .. 825 0 5 3,843 0 4 2,134' 9 27 28 29 1 J 1-8,318 0 7< 30 6 0 10,663 0 0 8 0 0 30 6 0 4,155 4 0 638 2 4 ! 65 0 0 j 155 18 11 40 0 0 (o)9,620 10 9 ) (6) 580 10 11 / 8 0 0 20 11 0 i ) h \ .. 7,039 16 lOi ' ' 1-1,784 11 1 3,084 11 0 3,508 2 I i : I 962 3 0 1,200 0 30 31 32 33 7,765 11 1 297 8 4 4,547 11 8 7,039 16 10 805 14 10 7,039 16 10 .. .. 962 3 0] 425 0 10 •■ • • 97 6 '.'. .. .. 9 7 6 9 7 6 .. I 34 | .. I I 35 1,281 15 1 .. •• .. I .. 1,281 15 1 127 4 9' 7' 7 0 118 13 oj 175 10 9! 7 7 0 70 7 0i .. 70 7 Totals .. .. ., ■ I 16,174 2 10 .. 9,772 0 0 7,039 16 10 7,039 16 10 6,003 13 7 4,000 11 8 8,377 16 5 7,053 9 113,785 2 9 7,496 4 11 1,488 17 6 127,169 6 li * Exclusive or secondary departments of district high schools, salaries and allowances of pupil-teachers, and half of the total cost of the training-college staff. t In terms of the Order in Council of 13th February, 1911, but exclusive of cost of works paid for out of Government grant for maintenance of school buildings and included below under that heading.

E.-^2.

[Appendix A_

SOUTHLAND. General Statement of Receipts and Expenditure for the Year ending 31st December, 1911.

LII

As at 1st January. | Cash Transactions during Year. Transfers. As at 31st December. No. Name of Account. Balances. (2) Deficits. J3) From Government. (4) Receipts. Reserves Revenue. (5) From other Sources. Expenditure. Debit. Credit. Balances. Deficits. - Assets. Liabilities. (1) (7) I (8) (9) • I (10) 1 (ID . ' (12) (13) i 2 3 4 5 6 7 Salaries of teachers* Teachers' house allowances Salaries of relieving-teachers Conveyance of school-children Board of school-children Free school-books General administration (a.) Incidental expenses of sehoolsf (6.) Office staff (including Secretary, Inspectors, &c.): salaries and clerical assistance (c) Office contingencies (tf\) Refunds and sundries Secondary education — Scholarships — Board's National Special District high schools — Salaries of staffs of secondary departments General purposes — (a.) Voluntary contributions and subsidies (b.) Fees from pupils ., (c.) High School Boards' grants Manual and technical — School classes — Capitation Apparatus Voluntary contributions and bequests and subsidies Special classes — Capitation Material Voluntary contributions 'and bequests and subsidies Fees from pupils at special classes Free-place holders £ i 26 1 225 l: 2,835 1. £ s. d.i 2611 2 225 12 3 2,835 14 5 s. d. 11 2 12 3 14 5 . £ s. d. £ s. d. 1,504 8 11! 37,941 16 11 491 16 4 i 234 18 10 0 2 Ol 599 7 0 38 15 0 0 15 6 205 3 4 I 0 .. £ s. d.j 4,781 2 9| £ s. d. 15 16 8 232 12 10 £ s. d. 42,765 10 6 455 18 11 207 2 4 599 7 0 38 15 0 214 16 8 2,708 5 4 1,912 11 8 1,040 14 6 £ s. d. £ s. d. £ s. d. 1,430 12 9, 62 8 7i 253 8 9j 1,430 12 9 1,886 11 0 £ s. d.j £ s. d. 100 10 4 125 15 3 0 2 0 189 14 6 11 5 0 10 8 10 10 8 10 77 10 oj 72 10 0 26 16 5: £ s. d. 25 4 11 18 15 0 189 14 6 11 5 0 38 3 1 639 17 9 33 1. 5 - - - - . 11 12 13 637 10 Ol 232 10 0 1 5 0 638 15 0 310 0 0 415 6 4 14 388 9 11 15 "I 16 17 18 18a 19 } J 1,971 - 4 9 {;; (" 850 1 2 ] 2316 7 f 362 3 9 | 27 5 0 J 26 5 0 .. .. j 99 15 8 179* 7 6 392 11 llj i I 1,406 15 3 800 3 7[ 132 12 11 :: :: ) > .. .. 1,538 2 111 > .. 54 16 8l f 1,929 19 8: j 390 5 7 n 109 15 0 f 99 6 0 5 13 |J 5 8 6 I 25 0 0 I I 78 6 0 1 579 6 11 11 2 9 20 21 22 23 24

E.—2.

Appendix A.]

f s. d. Bank balance at beginning of year, Cr. .. .. ■■ ■• •• 6» 701 17 He. £e. d. Bank balance at end of year, Or. .. .. .. •• 5,592 19 11 Less unpresented cheques .. . ... • • • • 376 811 Total at end of year, Cr .. .. • • ■ • £5,216 11 0 Duncan Gilchrist, Chairman. Education Office, Invercargill, 14th March, 1912. JoHN Neill > Secretary. Auditor's Certificate. The balance-sheet has been duly examined by the Audit Office, but cannot be certified as correct, inasmuch as the transfer therein of £3,345 18s. Bd. from the Maintenance to the New Buildings Account is without authority of law.— R. J. Collins, Controller and Auditor-General. [Note.— This transfer ia not shown in the statement printed above.—Education Department^

LIII

. 175 0 0 .. - 186 11 7 .. j | 43 11 7 162 4 1 r f(o)3,751 1 9h :> | f 5,780 0 0 .. 85 0 0<J (b) 765 15 llj V .. I 1(e) 228 15 -7|J _ U.810 9 9j .. < j 108' 2 oi '.. ■■ 115 8 5 I 5,015 0 0 .. : 3,879 14 0 ... ... 3,854 8 8 997 10 0 .. .. 2,330 8 4 .. .. .. ,991 5 10 184 18 9 .. •• 2,284 8 8 .. .. •• 1,004 15 11 t a fi 2 10 0 .. ■ •• 7 10 0 .. .. •. 12 6 ; .. .. 39 15 0 187 8 6 .. .. .. 365 17 9 l^6oT233 _ T1~A/m~ 2~9 _ U>46 4 7 67,546 1 101,430 12 91,430 12 912,649 9 3 7,432 18 3 4 175 0 0 17 15 5 25 26 Training of teachers Direction and administration (school and special classes) Buildings : Maintenance, rebuilding, rent — Maintenance and small addittons(a)) ordinary rebuilding(6) and h bath-rooms and wash-houses(c) j Rebuilding schools destroyed by fire Rents of buildings and sites for school purposes New buildings, furniture, additions, sites — Public schools Manual instruction Technical instruction Rent of buildings for manual-in-struction purposes Rent of buildings for technical-in-struction purposes Sites-sales 55 3 2 162 4 1 27 1 j J>7,795 7 7 96 18 2 i i - j 1,566 0 OJ 1,856 9 2 28 29 115 3 5J .. J j i ! 30 31 32 33 \ 4,989 14 8i 658 7 6 1 1,094 14 Oi ; 737 5 7 I 125 0 0 50 0 736 0 I 60 0 0 i 5,849 14 0 4,189 0 34 3 17 6 35 218 4 3 14.170 8 11 7,468 11 0 Totals I I and included below under that heading.

E.—2

APPENDIX B.

I EXTRACT FROM THE THIRTY-FIFTH ANNUAL REPORT OF THE MINISTER OF EDUCATION.

EDUCATION EESBRVES. By the provisions of the Education Reserves Amendment Act, 1910, the School Commissioners ceased to hold office on the 31st March, 1911, and all reserves and endowments vested in them were vested in the Crown in trust for the purposes for which they were reserved, and were placed under the administration of the several Land Boards. The revenues derived from these reserves, after being subject to a charge for expenses of administration, are paid by the Receivers of Land Revenue into the Public Account to the credit of a separate account for each provincial district. The above provisions of the Act apply only to revenue derived from reserves since the day on which the Act came into force. There is a further provision that all funds, mortgages, and investments vested in the School Commissioners on Ist April, 1911, should be taken over by the Public Trustee, and administered on the same'trusts' as they were held by the School Commissioners. The revenue is dealt with similarly to that received by Land Boards. All revenue paid into the Treasury in respect of education reserves, whether received from Land Boards or from the Public Trustee, is distributed quarterly by the Minister of Finance among Education Boards and High School Boards on a basis provided by statute, and in the case of Education Boards amounts equal to such sums are deducted from the payments made for teachers' salaries. It will thus be seen that four Departments are concerned in the administration of the Act—viz., Lands and Survey, Public Trust, Treasury, and Education. As the year under review has been a year of transition, the Education Department has taken the liberty of summarizing the transactions of these four Departments, but in future only those directly pert lining to the Education Department will be dealt with in this report. The total area of education reserves in the hands of Land Boards was, on the .31st December, 1911 — Total Area. Acres. Primary reserves .. ■■ ■■ ■• •• •• 800,74:8 Secondary reserves .. ■• •■ •• •■ •• 41,590 Total 842,341 The estimated capital value of these reserves was as follows, on the same date :— Estimated Capital Value. £ Primary reserves .. . • ■ • • • • • .. 1,186, 264 Secondary reserves .. .. •• •• •• •• 192,255 Total. £1,378,519 Table G is a summary of the income and expenditure of the Land Boards in •connection with the reserves. In order not to make a break with the figures given in last report, the accounts of the School Commissioners for the March quarter, 1911, have also been taken into consideration.

E.—2.

Appendix B.

-Table G. —Summary of the Accounts of Income and Expenditure for 1911 of the Education Endowment Reserves dealt with by Land Boards. Receipts. £■ s. d. Expenditure. £ s. d. Credit balance on Ist January, 1911 .. 10,646 19 10 Administration— Investments—Primary .. .. 503 5 4 Primary .. .. .. .. 2,664 9 2: Rents of reserves— Secondary .. .. .. 298 11 11 Primary .. .. .. .. 60,35813 Expenditure on reserves— Secondary .. .. .. 7,774 17 7 Primary .. .. .. .. 142 5 9 Lease fees .. .. .. .. 12 12 0 Secondary .. .. .. 0 6 6 Timber, royalty and sale of —Primary .. 258 9 0 Expenses of School Commissioners— Interest— Primary .. .. .. .. 701 13 8 Primary .. .. .. .. 38 7 7 Secondary .. .. .. 132 14 9 Secondary .. .. .. 16 0 Expenses of leasing, valuation, &c.— Valuation for improvements—Primary .. 452 3 8 Primary .. .. .. .. 932 15 6 Royalties from coal-pits—Primary .. 114 1 6 Secondary .. .. .. 30 18 0 Goldfield revenue—Primary .. .. 79 9 0 Distributed to Boards .. .. 16,112 11 7 Coal license for prospecting and royalty— Paid to Public Account .. .. 53,426 19 1 Primary .. .. .. . . 171 0 0 Loans, interests, and repayments— Sale of office furniture—Primary .. 22 0 0 Primary .. .. .. .. 177 15 0 Repayment of loans .. .. .. 11,783 1 1 Secondary .. .. .. 782 10 6 Paid to Public Trustee— Primary .. .. .. .. 3,464 17 9 Secondary .. .. .. 143 18 6 Due by late Secretary Nelson—Primary.. 228 18 3 Improvements to outgoing tenants— Primary .. .. .. .. 452 3 8 Purchase of land .. .. .. 10,008 4 7 In hand Taranaki School Commissioners on Ist January, 1911 .. .. *1,938 6 1 Sundries— Primary .. .. .. .. 46 15 0 Secondary .. .. .. 3 3 0 Balance in hand— Primary .. .. .. .. 514 10 7 Secondary .. .. .. 115 0 £92,215 13 10 £92,215 13 10The following figures summarize the transactions of the Public Trustee in respect to cash and mortgages taken over from the School Commissioners on Ist April, 1911. The figures are extracted from statements dealing with the financial year 1911-12. Taken over from School Commissioners, — £ s . d. Mortgages valued at .. .. .. .. ... 22,162 0 6 Cash .. .. .. .. .. .. 2,417 14 0 Fixed deposits .. .. .. .. .. .. 3,058 2 0 Interest during the year .. .. .. .. 1,791 5 0 Paid to Public Account— For primary education .. .. .. . 1,660 10 3 For secondary education .. .. .. .. 53 11 7 The two latter sums were accordingly distributed by the Treasury to Education Boards and High School Boards along with amounts received from Land Boards in the manner prescribed by statute. The total amount received by Education Boards from School Commissioners or from the Treasury was, for the year ending 31st December, £46,776 16s. 7d. Thetotal amount received similarly by High School Boards was £5,709 Is. Bd.

Appendix B.

E.—'.l,

11. DETAILED TABLES, ETC.

Table G1.—Total Area and Capital Value of Education Endowment Reserves as at 31st December, 1911.

Table G2.—Showing Reserves Revenue paid to Education Boards and Distribution of Same. Reserves Revenue, for the Year 1911. Primary Education.

III

Land Board. Area Primary. if Reserves in Reserves ir econdary. n A \.cres. Estimated Capital Value (to nearest Pound). Total. Primary. Secondary. Total. Secondary. Secondary. Auckland Taranaki Wellington .. Hawke's Bay.. Marlborough .. Nelson Wettland Canterbury .. Otago Southland 116,013 49,206 93,958 70,422 1,155 8,623 14,613 70,160 44,299 332,299 10,333 2,353 12,178 7,484 266 801 4,448 1,024 2,101 605 | £ £ £ 126,346 108,483 22,379 130,862 51,559 117,285 46,940 164,225 106,136 178,716 53,869 232,585 77,906 134,335 37,769 172,104 1,421 15,050 2,107 17,157 9,424 9,295 2,350 11,645 19,061 21,401 4,659 26,060 71,184 280,920 4,160 285,080 46,400 66,202 13,147 ; 79,349 332,904 254,577 4,875 259,452 £ 22,379 46,940 53,869 37,769 2,107 2,350 4,659 4,160 13,147 4,875 Totals 800,748 41,593 842,341 1,186,264 192,255 1,378,519

B, '.serves Revenue, for the Y< T ear 1911. Pbimaey Education. Provincial District. Revenue received. Distribution of Revenue. Education Board. *° Auckland Taranaki Wellington Hawke's Bay Mar] borough £ s. a. 5,973 18 1 4,770 5 3 9,164 3 9 5,044 13 0 489 0 4 Auckland Hawke's Bay Auckland Wanganui Taranaki Wanganui Wellington Hawke's Bay Mariborough North Canterbury Nelson Grey .. North Canterbury Grey .. Westland North Canterbury South Canterbury Otago Southland 5,513 10 9 460 7 4 102 2 8 1,532 9 3 3,135 13 4 3,275 15 6 5,888 8 3 5,044 13 0 467 14 3 21 6 1 642 19 9 55 17 11 81 8 6 406 11 0 406 2 7 16,010 13 7 4,143 2 3 11,703 2 8 5,354 17 10 £ s. d. 5,513 10 9 460 7 4 102 2 8 1,532 9 3 3,135 13 4 3,275 15 6 5,888 8 3 5,044 13 0 467 14 3 21 6 1 642 19 9 55 17 11 81 8 6 406 11 0 406 2 7 16,010 13 7 4,143 2 3 11,703 2 8 5,354 17 10 Nelson 780 6 2 Weatland 812 13 7 v"' Canterbury 20,153 15 10 Otago 17,058 0 6 64,246 16 6 64,246 16 6 SUM IV :aey. Amount paid to eac: i Education Board. Auckland Taranaki Wanganui Wellington Hawke's Ba\ Marl borough Nelson £ s. d. .. 5,615 13 5 3,135 13 4 4,808 4 9 5,888 8 3 5,505 0 4 467 14 3 642 19 9 Brought forward Grey Westland North Canterbury .. South Canterbury .. Otago ; .. Southland £ s. d. 26,063 14 1 462 8 11 406 2 7 16,113 8 2 4,143 2 3 11,703 2 8 5,354 17 10 Carried forward .. 26,063 14 1 64,246 16 6

B.—_.

APPENDIX C.

REPORTS OF INSPECTORS OP SCHOOLS, 1911.

AUCKLAND. Sib, — Auckland Education Office, Auckland, 27th March, 1912. We have the honour to submit for the year 1911 our annual report on the public schools of the Auckland Education District, as well as on those private schools whose inspection was undertaken by the Board in compliance with clause 170 of the Education Act. At the close of the year the number of public schools in operation was 571, being an increase of 28 since the end of 1910. In general the new schools are small, and some of them are household schools. Nearly all schools were visited twice, with the exception of certain smaller schools where specially commendable work was in progress, and others whose inaccessibility rendered a second visit impossible in view of the pressure of work awaiting attention. Our thanks are due to Mr. C. K. Munro, who was good enough to leave his school and come to our aid during the last few months of the year. Mr. Munro brought energy, ability, and sound judgment to bear on the work of inspection, and rendered efficient and valuable service to the cause of education in the district. In addition to the above, 27 Roman Catholic diocesan schools, 5 other private schools, and the Anglican Orphan Home School were inspected. The following table is a summary of results for the whole district: —

This table shows an increase for the year of 2,757 on the roll number, and 2,613 on the number of pupils present at the annual examination. Both of these totals are considerably in advance of those obtaining at the close of 1910, and furnish unmistakable evidence of the steadyadvance made by settlement in many parts of the district. The difficulty of providing adequate and efficient instruction in outlying districts, where newly formed settlements have sprung up and where matters are further complicated by the absence of suitable roads —indeed, in some cases by the entire absence of roads —is very real and at times very pressing, and it says something for the desire of all concerned to place education facilities within reach of everybody that but few children in this large district live in such isolation as to be deprived altogether of the means of State education. The total enrolment of pupils in the Roman Catholic schools was 3,134, of whom 2,971 were present at the annual examination, both totals showing an increase when compared with those of last year. The number of pupils on the rolls of other private schools visited by us was 517. During the latter part of November and in December 2,326 candidates from the public schools sat for Standard VI certificates. Of these, 1,725, or 74 per cent., obtained certificates of proficiency, and 275, or 12 per cent., obtained certificates of competency. A comparison of this result' with that obtaining during 1910 shows a slightly higher percentage of successes amongst those securing certificates of proficiency, and a slightly lower percentage of those obtaining certificates of competency. From the Roman Catholic schools 152 candidates were presented for Standard VI certificates, and of these 99, or 65 per cent., obtained certificates of proficiency, and 33, or 22 per cent., obtained certificates of competency. In this case a comparison with the figures for 1910 shows that whereas fewer candidates entered for the examination last year, a considerably larger percentage obtained the higher certificate, a result which points either to more efficient instruction or to a more judicious selection of candidates. Compulsory Attendance. —The Act very properly requires every child between the ages of seven years and fourteen years who does not hold a certificate of exemption to have his name enrolled on the register of some public school, and to attend the school whenever it is open, In

j—E, 2 (A PP . o,

Classes. Number on Roll. Present at the Average Age Annual of Pupils Examination, in each Class. Standard VII ... VI ... V ... IV ... Ill ... II ... I ... Preparatory 154 2,364 3,500 4,224 4,722 5,043 5,313 17,064 113 2,219 3,416 4,117 4,616 4,893 5,092 15,771 Yrs. mos. 14 10 14 1 13 4 12 5 11 6 10 5 9 4 7 3 Totals 42,384 40,237 9 9

E.—2.

[Appendix C.

the case of pupils attending a private school, the head teacher thereof may apply for and receive from the Chairman or Secretary of the Board a general certificate of exemption for such children, -trpon satifying the Board that efficient and regular instruction is given at such school. The only means by which the Board can satisfy itself that the instruction is efficient is by requiring its Inspectors to report. The wording of the Act in this connection is not quite clear— i.e., it seems doubtful whether or not an Inspector can insist on entering a private school with the object of inspecting methods of instruction and conditions generally; but the intention of the Act is quite plain—viz., to safeguard the interests of the State by providing that children living under normal conditions shall be regularly and efficiently taught. All children between the ages specified attending private schools who have not obtained certificates of exemption are considered as not attending any school, and their parents or guardians are liable to be prosecuted and fined for non-compliance with the terms of the Education Act. The Board has very properly determined no longer to issue general certificates of exemption until advised to do so by its Inspectors, so that all private schools applying for these certificates—whether or not they have applied to be inspected —will be visited by an Inspector of Schools. We consider it right that those private schools which have not applied for exemption certificates should be reminded of the position in which the parents of the children comprising their enrolment may at any time find themselves placed. As it is evidently the intention of the Act to bring about the inspection of all private schools, it is to be hoped that the immediate future will witness the introduction of such amendments as will cease to make it optional on the part of schools to apply for general certificates of exemption. It is quite possible for small, inefficient schools to be overlooked and exist in a community for years, to the manifest detriment of those attending; whereas were they required by law to apply for exemption their presence would become known and the efficiency of their methods would be inquired into. Rural Education in District High Schools. —We regret to say that owing to a number of vexatious, though perhaps unavoidable, delays in providing accommodation and equipment it was found impossible to introduce into our district high schools before the end of the year the full scheme of rural education to which reference was made in our last report. Two of these schools, however, have already entered on the course, and, with the erection and equipment of manual-training centres at Waihi, Pukekohe, and the Northern Wairoa, the schools in the immediate neighbourhood of these centres will follow, so that the close of the present year should witness a considerable expansion of the work already begun. We are most anxious to see this particular form of instruction more widely diffused, feeling sure that its introduction cannot fail to be of very real and direct benefit to our young people. Instruction in Agriculture.—The newly appointed instructor in agriculture entered on his duties at the beginning of the year, and by his energy and enthusiasm has already stimulated teachers to further effort, and has become a very real factor in the promotion of greater efficiency in that phase of school-work coming more directly within his sphere of influence. During the progress of the year two short courses of instruction in elementary agriculture were provided, and gladly attended by an adequate enrolment; whilst at the beginning of January another course was specially arranged for those teachers who were unable to attend previously. Considerable benefit was undoubtedly derived by all who were able to take advantage of the instruction thus imparted, though both instructor and students felt the absence of a suitable garden in which to demonstrate, experiment, and observe. With the object of making some provision for this necessary part of the special work to which reference is herein made, the Board applied to the City Council for the use of a plot of ground in the Domain; this, we trust, the authorities will see their way to grant, so that before many months have passed greater facilities for enabling teachers to understand the details of gardening operations, and appreciate the possibilities opened up by this phase of school-work, it is hoped, will be forthcoming. It is proposed that the ground in question be made available not only for teachers attending future courses of instruction, but also for students at the Training College, and pupils taking up work in elementary agriculture at the Technical College. School Gardens and Playgrounds.—The Board's offer of prizes for the best school gardens and school-garden courses had the effect of drawing a large number of schools into the competition. In appraising the work special stress was laid on the degree to which the garden became a means of education, teachers' aims and methods, pupils' notes and drawings, co-ordination of gardenwork with other school subiects, the utility and success of the operations undertaken being duly considered in making the final award. In quite a number of cases highly creditable work was done, both inside and outside the building, and very pronounced interest was displayed by pupils in the operations involved; the appearance of the playground, too, was greatly improved— to the undoubted benefit of school and neighbourhood. During the course of his visits the instructor in agriculture emphasized the importance of regarding the playground as the unit, the garden being a highly important portion thereof, and working in the direction of improving the entire school environment. This should undoubtelv be borne in mind when considering any general plan having for its object the evolution of the school garden: i.e., the position of the garden should be determined by its surroundings— e.g., school buildings, approaches thereto, entrance to grounds, neighbouring roads —and not merely, as is frequently the case, be made to depend on aspect, quality of soil, or a desire to utilize a hitherto unused and possibly worthless corner. The preparation of the garden, in short, should form part of a scheme for making school environment more attractive, and should be undertaken concurrently with such other work as will tend towards the gradual improvement of school surroundings. In quite a number of cases we are unable to congratulate either teacher or Committee on the general appearance of the playground, little or no trouble being taken to secure even moderate tidiness—to say nothing of moderate improvement. When the importance of environment as a factor in moral education is borne in mind it is obvious how needful it is that the appearance of each school, both within and

Appendix^C.J

E.—2.

III

without, should reflect such order, method, dignity, refinement, and beauty as are rendered possible by local conditions, reinforced by local appreciation and aid. To their credit be it ~-i*aid, however, that many of our teachers and Committees fully recognize the importance of this matter, and are earnestly striving, with praiseworthy zeal, to make the utmost of conditions within their reach. Staffing of Schools. —During the course of the year the Headmasters' Association called the Board's attention to the effect of the present staffing regulations, with special reference to growing schools in Grades VI to IX. In their report they state: " Notwithstanding the improvements in staffing which have been introduced in recent years, it is still possible, under present regulations, for some schools to be so understaffed that the pupils are debarred from proper education, and teachers are subjected to overstrain." Of the truth of this contention there can be but little doubt. It frequently happens in this district, where the number of children of school age is increasing so rapidly that a school may rise from a lower to a higher grade, so far as the actual average attendance is concerned, and maintain a rising average for some considerable time, before obtaining an increase of stall. It seems unreasonable under certain circumstances to delay additions to stall when an average attendance of a permanent nature once declares itself, and we consider that the difficulty—which in this particular district, with its large number of growing schools, is very real and very pressing—could be overcome to a great extent by requiring additions to staffs to depend on Inspectors' reports. If in the Inspectors' opinion the increase in attendance in the case of any particular school is such as permanently to bring such school into a higher grade, or the decrease in attendance such as permanently to lower the grade in which the school is placed, the addition to or withdrawal from the staff should at once be made. Another matter to which we wish to direct attention, is the regulation which requires the withdrawal of pupil-teachers from schools of grades V and Vla, and foreshadows the gradual abolition ot pupil-teachers from all grades of schools. The substitution of assistants for pupil-teachers is highly desirable, and we shall be the first to welcome this most necessary step in educational progress; but we cannot ignore the tact that the difficulty in this district of obtaining suitable head teachers and assistants for isolated country schools is becoming greater each year—notwithstanding the output of the Training College—so that it is questionable whether, in the interests of the service, it would be wise to advocate any further reduction of pupil-teachers just at present. To strengthen the staffs of the higher-grade schools by the withdrawal of pupil-teachers and the appointment of assistants would certainly tend to accentuate the difficulty of obtaining suitable applicants for our small sole-charge schools, and would undoubtedly result in the appointment to low-grade schools—and. these comprise a large majority in this district—of relatively inferior ijGSiCIIGI'S Training College Regulations.—The issue of regulations early last year was responsible for several changes in the management and work of the training colleges. One of the most important of these makes it possible for those who, admitted as students of Division A or Division B, have satisfactorily completed the prescribed course of work during the period spent in the Training College, to obtain without further examination a teacher's certificate which shall rank in respect of attainments with certificates of Class Cor Class D, as the case may be. The award of the certificate will be made on the recommendation of the Principal of the Training College, subject to the approval of the Inspector-General of Schools. This innovation is in keeping with the spirit of modern progress, which rightly attaches importance to courses of instruction rather than to examination tests—the latter by no means an infallible gauge either of accuracy or depth of knowledge. It is the course of instruction and the preparation for examination which really count, so that if due precaution be taken to ensure that these are liberal suitable, and efficiently dealt with, and if application, ability, and general progress in the case of each student concerned be carefully considered, the test applied will be more severe, and the results in many cases more satisfactory, than under conditions obtaining heretofore. Correspondence Classes.—Towards the close of last year the Department notified the Board that a small grant was available for the purpose of assisting uncertificated teachers in outlying districts to obtain a full qualification. This was to be accomplished either by maintaining at suitable centres training classes for teachers in subjects essential to the award of a teacher's certificate of Class Dor by establishing a system of tuition by correspondence. As so many of our uncertificated teachers are at work-in schools remote from large centres, and for the most part situated in places to and from which it would be difficult to travel, it was decided tc adopt the second proposal. The classes, a full enrolment for which was readily forthcoming, have been of considerable benefit to teachers, and it is gratifying to know that they are to be continued for at least another year. But little time was available last year for completing arrangements, owing to the late date at which notice of the existence of the grant was received. This year however it will be possible to provide for courses of practical work in science subjects demanded by the new Examination Regulations, and so place the classes on an altogether more satisfactory footing We are of opinion, however, that, apart from the practical work in science subjects which the Boards might be asked to provide for, it would be in the interest of all concerned for the Department to arrange for the whole of the work throughout the Dominion being undertaken in Wellington. This would result in greater economy and efficiency, and would relieve the Boards 0t —Into the thorny question of the advisability of supplying free class-books to nurjils we have no wish at present to'enter. The supply of free class-books has been a feature of our schools for some time past, and this year a liberal grant has been allowed m the case of the two upper standards. Acting on the recommendation made by the Inspectors at their last conference the Department, in the regulations governing the grant, has made it possible tor the Boards to require pupils to purchase miscellaneous reading-nooks. We altogether welcome this

E.—2.

[Appendix C.

modification of former regulation, feeling convinced that the advantages arising from the pupils being the owners of these books are many and great. For the present year it is proposed to confine the purchase of miscellaneous reading-books to pupils in the two upper classes. Next year it is our intention to recommend that all pupils shall be required to provide themselves with such miscellaneous reading-books as are necessary for their instruction. Schemes' of Work. —We regret having again to direct attention to the need for drawing up full and suitable schemes of work early in the year. In many of our schools —notably in those of higher grade—this matter receives most gratifying consideration, with the result that exhaustive, wisely selected, carefully graded, and well co-ordinated courses are available for reference and discussion during our visits. There are, however, quite an appreciable number of cases where, owing either to a feeling of diffidence or to a spirit of procrastination, or in consequence of disinclination to put forth the mental and physical effort the work demands, schemes of instruction are conspicuous by their absence, or so meagre in scope and so unambitious in aim as to be of but little use to any one. It is highly desirable that teachers should know exactly the kind and amount of work it is proposed to undertake in each subject during each period into which the year has been divided, and at the same time have a just appreciation of the manner in which the correlation of subjects is best secured. It is highly desirable also that an Inspector when visiting a school should be in a position to judge of the value and educative prospects of the teacher's contemplated programme. In view of these considerations, quite apart from the demands of clause 5 (a) of the Regulations for the Inspection and Examination of Schools, it is most necessary that due attention be bestowed on the preparation of schemes of work, and we would again bring under the notice of those to whom these remarks specially apply the paragraph dealing with schemes of work in our annual report of last year. Examination of Standard VI Pupils.—ln general very gratifying results were obtained at this examination, especially in the large schools, where, indeed, there were but few failures, and where, moreover, in most cases the work was of a uniformly high order. The plan adopted during the previous year of examination by Inspectors at convenient centres was extended as far as circumstances allowed. This examination, which must of necessity be taken as close to the end of the year as possible, unfortunately comes at a time when other work and other examinations are claiming attention, so that there is a limit, to possible extension in a large district like our own, where schools are widely scattered and conveniences for moving rapidly from place to place are not always available. This is to be regretted, for we realize how important it is in cases where there is doubt as to what, if any, certificates should be awarded, that opportunities should be afforded us of coming into personal contact with the candidates in question, and of consulting with teachers as to their ability, powers of application, and progress, and their general claims on the service for the certificate sought. Most of the failures were due to weakness in arithmetic or faulty composition, both of which subjects will be referred to subsequently. With respect to some of the subjects of instruction we beg to make the following remarks : — Reading.—lt is gratifying to record that this subject continues to be one of the most satisfactory in the syllabus —indeed, it is quite the exception to find a school where pupils, especially those in the upper classes, are unable to deal more or less correctly with unseen passages. In some schools the reading effort is particularly good, and though we should like to find a larger percentage of children throughout the schools who are able, by voice and general expression, to show 7 a better appreciation of the passage read, we frankly admit that much has already been accomplished, especially in the case of large classes. The " reading habit " to which we referred last year continues to spread, and in many schools is being wisely fostered by the growth of class libraries. The additional reading-matter supplied this year through the medium of free classbooks should have a further effect in the same direction. Notwithstanding constant reference in annual and other reports to what is commonly known as "comprehension," this phase of reading still leaves much to be desired. We quite recognize the difficulty which children cannot fail to experience in finding fitting expression for the thought-content of the passage; still, they must be trained to discover this if ability to read is to result in the enrichment of mind and acquisition of knowledge. Too much attention is frequently paid to requiring pupils to paraphrase word by word the sentence dealt with, wdvereas what is really required is that they should express in their own language its general meaning—a relative simple matter when compared with the difficulties besetting the path of all who attempt the word-by-word process. We are not at all certain that too much time is not being devoted to written comprehension. There can be little doubt as to the value of requiring pupils (especially those in the upper standards) to express in full and accurate written language the meaning of what they read; but the process demands a good deal of time, and is not always satisfactory. We consider that most of the comprehension should be dealt with orally, and that written work in this connection should be confined to pupils in the higher classes, and even then should not be permitted to encroach unduly on time devoted to English subjects. Oral drill in this, as in other subjects, enables a good deal of ground to be covered in a short time; it also affords opportunities for training in ability to overcome difficulties, and is frequently the means of drawing attention to the writer's characteristics of stjde, choice of words, wealth of illustration, beauty of diction, as well as to other matters on which emphasis should be laid. Writing.—ln most of the large schools this subject continues to be well taught throughout, and in many cases highly creditable progress has been achieved. In the smaller schools the gratifying appearance made by the lower classes, however, is not always maintained when pupils reach the upper standards. There is frequently a very noticeable difference between the quality of the sample presented as a " writing test " and that sent up in composition and other exercises, pupils being apparently unable to combine moderate speed with reasonably neat, legible penmanship. This is specially the case in Standard VT, pnd shows itself more particularly in the exercises

E.—2.

Appendix C.j

submitted by Standard VI pupils at the examination for certificates. We consider that when pupils reach Standard V they should have acquired such skill in the formation, spacing, and joining of letters as will enable them to cultivate successfully a free, running hand, based on the system taught through the medium of copybooks. Amongst the " Suggestions for the Consideration of Teachers" published with English " Code," the following paragraph appears under the heading of "Writing": "In any lesson which is not in itself a lesson on handwriting, overlaborious attention to copybook neatness is out of place just as much as the use of the ruler. Teachers should insist on written exercise being done with the maxiumm degree of rapidity consistent with full legibility." This does not imply laxity of attention to uniformity of height and slope and to general neatness, but merely emphasizes our contention that towards the close of school life pupils should have acquired the rudiments of a formed hand and have reached the stage when the laboured copybook style of earlier years ceases to be a distinguishing characteristic. Spelling.—The remarks made under this heading in our report of last year demand the earnest consideration of many of our teachers. In the lower standards —indeed, throughout the classes —response to the tests applied, which below Standard VI were reading-books in use, was in general highly satisfactory, and furnished unmistakable evidence of careful, systematic, and successful teaching. The "unseen" test in Standard VI, however, brought forth results which in many cases showed considerable weakness. The passage selected for dictation should have been we'll within the reach of pupils sitting for the leaving certificate, and, so far as we could judge, presented no greater difficulty than many of the paragraphs appearing in the class reading-books. The failure to do justice to this test, we consider, may fairly be attributed to want of systematic teaching of spelling, through the medium of word-building, which appears not to have received the attention it deserves in the upper classes, where pupils are capable of profitably studying the spelling of words appearing in the fairly wide range of reading-matter supplied to all schools, and of going through a course of word-building suited to their stage of mental development. This should be done during the ordinary course of school routine — i.e., some such method of treatment should find expression in a scheme of instruction co-ordinating the English subjects in the higher classes. Composition.—Much creditable work is being done in this subject, and, speaking generally, the levels of attainment gained is highly gratifying. There are still, however, a considerable number of schools where ability to find fitting garb for idea and thought leaves much to be desired, and indicates want of attention to principles which obviously must underlie successful teaching. And here we would again emphasize what has been said so often, that the basis of all instruction in this subject should be oral. To quote from a well-known authority : "No matter how advanced the composition may be, oral exercises should never be discontinued." The really good oral work which in many schools is begun in the preparatory classes is not always continued as pupils rise through the standards, with the result that the natural limitations inseparable from early mental growth become more pronounced. To obviate this we must lift the pupil out of his limited plane of mental activity, break down the barriers obscuring his range of available thought, and enable him to realize and understand some of the possibilities presented by the varied subjects arising for discussion in the class-room and elsewhere. This can be done only by training him to use his faculties of observation and reasoning, and find suitable verbal expression for the thoughts to which the use of these faculties give rise. In short, oral expression of thought should, form part of every lesson in the school. By its means not only are the various subjects which comprise the syllabus unified and co-ordinated, but also the power of ready speech, written as well as oral, is encouraged and strengthened. We are inclined to think that too frequently the teaching of " English" —this term is now applied to what formerly was known as grammar and analysis is unduly dissociated from composition, whereas every lesson in English should have a very real and marked bearing on composition, and should be given with a definite object— e.g., to illustrate or drive home some rule, to teach such grammatical terms as are deemed necessary, to clear away difficulties in the matter of joining statements, to enable pupils to acquire some knowledge of analysis; but all this should be so interwoven with composition as to form part of a general scheme having for its object the ability to think and speak, or think and write, clearly, readily, and with some variety and beauty of expression. We should like to see in all schools —it has already been done in many —a definite scheme in English and composition, setting forth with some fulness the work it is proposed to deal with from class to class, and showing an unbroken bond of co-ordination and unification from the preparatory department to Standard VI. We consider, moreover, that when selecting material for composition or English lessons a more liberal use of exercises written by pupils themselves might with advantage be made. A child is much more interested in his own product or in that of a classmate than he is in an extract from, to him, an unknown author. The interest thus aroused tends to promote attention, develop originality, and encourage the growth of that spirit of self-help which should form one of the goals of all teaching effort. The English test submitted by Standard VI candidates at the certificate examination in some cases pointed to a preparation—we cannot call it teaching—which appeared to be confined to working out the contents of English cards set in former years. As a preparation for examination this plan may be effective, but. as an educative, progressive, and useful training in English with a view to extending the pupil's vocabulary, widening his mental outlook, and increasing his power of expression, it is wholly to be condemned. Arithmetic. —We have but little to add under this heading to the remarks made in former years. In the larger schools number was well dealt with in the preparatory classes, teachers realizing the true objective of the training involved —viz., to enable pupils to think clearly and systematically about number, to understand as far as possible the reasons for the processes they employ, and to have some knowledge of the principles underlying the various steps. In the smaller' schools the work was not so satisfactory, and in an appreciable number of cases was dis-

E.—2.

[Appendix.O.

tmctly disappointing. This to some extent is undoubtedly due to the many and great demands on the teacher's attention, and hence to the relatively limited time available for direct personal teaching. Still, we consider that more might be done in these schools by connecting the study of number with language lessons and other school-work, and by utilizing opportunities as they present themselves towards the end in view. The great importance of mental drill in the earlier stages of arithmetic-teaching is strongly insisted on in a paper read by Mr. Marshall Jackman before the Imperial Education Conference of last year. Mr. Jackman, a teacher of long experience, is strongly of opinion that all arithmetic-teaching for pupils below ten years should be oraL Some years ago he determined to test his theory, and " decided to withdraw the teaching of all but the simplest of arithmetic processes from the curriculum of classes below what is known as the Fourth Standard in our elementary schools." (Below Standard IV would mean in this case normal children below the age of ten years.) "1 decided," lie adds, "to confine my syllabus in these classes to mental work, and directed that no complex processes should be taught. Simple questions were to be answered orally or on paper, and all problems set were to be simple and easily understood. The numbers used were to be such as the children could readily grasp." The results of this experiment, which have had ample time to declare themselves, have been most encouraging, and have won the approval of the Chief Inspector of Schools for London and other authorities well qualified to pronounce judgment on the matter. It is unwise, however, to reach conclusions from the result of a single experiment, and it may be that Mr. Jackman, being an enthusiast and perhaps working under specially favourable conditions, was able to accomplish more than could reasonably be expected from tile average school. But there seems little doubt that more oral work is needed in the lower classes, where arithmetic in general should be of a simpler character than usually obtains under present conditions Standard I was for the most part tested orally, and did not always give encouraging results, pointing to insufficient mental drill, and possibly to teaching-methods failing to appreciate the thoroughness which thfe initial stages of arithmetic demand. The appearance made in Standards 11, V, and VI was not always satisfactory. In the first, two of these groups the syllabus makes large demands on the intelligence and power of application of pupils, which it is hoped the amended regulations about to be issued will to some extent reduce. A large number of the failures in the examination for Standard VI certificates was due to pronounced w-eakness in arithmetic. Geography.—The instruction given in Course A is not always satisfactory, owing largely to an unduly extensive use of text-book and to a somewhat limited reliance on local conditions. There are few schools in this district where the activity and result of natural forces cannot be observed and where pupils are unable to gain some knowledge of cause and effect from their own experience. The work of river and sea, the effect of heat and cold, wind and rain, the action of the atmosphere in bringing about, slow or rapid changes in environment, can all be observed and noted. In this, as in other kindred subjects, the value lies not so much in the actual knowledge acquired as in the process of acquisition; not so much in the thing taught as in the method applied. Much of the work in all classes, but specially in Standards 11, 111, and IV, is merely nature-study, and, as such, should rest on a basis of experiment and observation. Text-books may be, indeed are, essential so far as the teacher is concerned, but tend to defeat the object of the instruction when placed in the hands of pupils. We have no great objection to their use in Standards V and VI, but feel strongly that they should be carefully avoided in the lower classes, where in nearly every case local conditions will supply the groundwork for suitable and stimulating courses of instruction. Course B, we are glad to say, is slowly acquiring the importance it undoubtedly deserves, and teachers are beginning to realize that the use of the text-book, unaided by a definite scheme of well-selected lessons duly impressed by vivid personal teaching, cannot result in enabling pupils to acquire such equipment of geographical knowledge as boys and girls should possess before leaving school. History and Civics.—ln some schools too much reliance still continues to be placed on the reading-book, with the result that little real grasp of the subject has been acquired. As we have stated in former reports, history requires to be taught; to rely on the historical reading-book and omit oral teaching is to court disaster. As in the case of geography, to which reference has already been made, a definite course of history, based on the reading-book if need be, should be plotted out early in the year and impressed through the medium of oral teaching. Where teachers have realized this, knowledge and appreciation of the storied past and of the lessons to be learnt therefrom formed a marked characteristic of the effort. Instruction in civics is well carried out in many of the schools, wisely chosen and comprehensive courses—in some cases having their roots in Standard III —being treated with highly gratifying fullness and success. In view of present-day conditions, social unrest, labour troubles, demands for improved sanitation, fierce industrial and commercial competition, there can be no doubt of the importance of this phase of historj'. The responsibilities which lie before our young people, the majority of whom carry their education no further than the primary-school stage, aud many of whom fail to reach Standard VI, render it all the more necessary for the primary school to supply such teaching as will help to equip them with some understanding of the principles which underlie efforts at social reform, and with some knowledge of elementary economic laws, and so will enable them worthily to discharge the rights and privileges of citizenship. To this end it would be wise to include in the programmes of instruction some consideration of such subjects as "law of supply and demand," " conditions regulating wages," " purchasing-power of money," " functions of the Arbitration Court and Conciliation Board," "causes of unemployment, with some of the suggested remedies," "true significance of strikes," and other similar topics which will readily occur to those to whom the possibilities of the subject appeal. Instruction of the kind must of necessity be elementary in character and treatment, but there seems no reason why pupils leaving our schools with a Sixth Standard certificate should not have a reasonable, intelligent, and interested appreciation of the significance of these highly important matters.

Appendix C.l

E.—2.

VII

Nature-studt.—This subject is so closely connected with that of school gardening that there seems but little reason to make special reference to it. Still, there are a large number of "schools where gardening does not form part of the curriculum, but where nature-study lessons are regularly given. We do not feel disposed to refer" to the remarks appearing in last year's report, except to say that we have been glad to notice something of a breaking-away from old traditions in the matter of the elimination of a good deal of the elementary- botany, with its tiresome terminology, so laboriously worked up in the lower classes, and the introduction of a simpler and more rational method of dealing with the initial stages of the subject. We should like to draw attention to the demands of the syllabus, which makes it necessary that instruction in nature-study shall be given in all schools, provided that in schools below Grade IV a special programme in nature-study is not required. Some of our country schools have allowed the teaching of this subject to fall into abeyance, except in so far as Course A geography enables them to meet the demands of the s.yllabus. It is quite true that this branch of geography, if properly treated, is a very direct and useful training in nature-study; but it should be borne in mind that geography 7 is not compulsory until pupils reach Standard 111, is seldom taught below Standard 11, and is quite unsuitable for children in the preparatory classes, where not only syllabus regulation but also educational authority and common-sense demand instruction in nature-study. Reading, writing, a little number work and drawing comprise the only subjects taught in the preparatory classes in quite a number of schools, and writing —a thing abhorred by the average intelligent, active-minded child —looms largely, too largely, in the day's work. Few of the subjects as taught, in short, provide opportunities for making the child "talk," and it is for this reason that nature-study is deservedly so highly esteemed. No subject in the curriculum provides such golden opportunities for developing the child's powers of observation, reasoning, and expression. It opens up a new world for him. Here is a topic he can discuss. It encourages him to work, to seek, to think, to speak, and, added to this, it interests him, which in itself is a sufficient argument for its more extensive adoption. We do not wish in any way to add to the already heavy burden borne by sole-charge teachers, but we are desirous of seeing that the intention of the syllabus is carried out, and that justice is done to the training of our younger pupils, and we consider, moreover, that the introduction of suitable nature-study lessons into the curriculum of the lower classes is a very real and valuable aid to general progress. The programme attempted need not be extensive, and the simple treatment required should make no very heavy demands on knowledge equipment, so that there should be little or no difficulty in taking up this work in the way we have indicated. We hope during the course of the present year to see some form of nature-study introduced into the curriculum, of all classes in every school. Moral Education.—Some misapprehension appears to obtain as to what was intended or implied in our remaks last year having reference to the "preparation of a short programme of moral instruction." We certainly did not mean to convey the impression that we considered it necessary to prepare a programme at the beginning of the year and rigidly adhere to it as the months passed; such a plan would certainly fail to achieve the results we hope to see arising from wise and earnest moral instruction. What we wished to convey to the service was that each head teacher should have a clear idea of what was being done towards furthering moral education within the limits of his school, and, as the need for direct moral teaching is generally admitted, should know what special efforts have been made to secure the instruction required, and under what special circumstances certain lessons were given. It would be a fatal mistake to prepare and adhere to a fixed programme regardless of incidents in the corporate life of the school, or of daily happenings within the compass of the community and elsewhere. These could not fail to present splendid opportunities for valuable teaching, and should certainly find a place in any scheme of instruction submitted. On the other hand, it is necessary that teachers should realize the necessity for this teaching, should know beforehand — i.e., early in the year —the lines they propose to follow, and should gradually prepare a programme suitable to the special circumstances of school or class. The growth of such a programme may be slow, and in. all probability will not be accomplished without much anxious thought; but its potential value as a factor in education is so obvious and so great that but few will hestitate to demand its inclusion in the curriculum of school-work. The Service. —Before bringing'this report to a close we wish to put on record our appreciation of the zeal, earnestness, and enthusiasm displayed by the great body of teachers in the discharge of onerous duties, and of the careful consideration they are ever ready to give to suggestions coming from ourselves, and to modifications of aim and method, inseparable from progress, reaching them from other sources. With but few exceptions all have worked with energy, and have displayed a self-sacrificing devotion to duty which cannot fail to leave its impress on this large and rapidly growing district. There is much comfort in the conviction that the service of so many who are faithful in the ministry of teaching comes from a sense of vocation, that they hear and obey the call, and give of their best so freely and ungrudgingly. So long as these conditions obtain there can be but little apprehension as to future development and progress. ,--_., y E. K. Mulgan, V l James Grierson, I'" " ' r "'¥."] C. W. Garrard, Wm. Burnside, I Inspectors. J. T. G. Cox, G. H. Plummee, M. Priestly, , The Secretary, Auckland Education Board.

E.—2.

[Appendix C

TARANAKI. Sib, — Education Office, New Plymouth, 11th March, 1912. We have the honour to submit our annual report for the year ending 31st December, 1911. At the beginning of the year ninety-three schools (including four half-time schools) were in operation, and during the year new schools were established at Ackland, Mount Messenger, and Tongaporutu Township. The school at Kotare was closed. The following table contains a summary of the examination results :—

Compared with the return for 1910, the roll number shows an increase of 156, while the increase in the number present at the Inspector's annual visit was 189. We would again point out that a serious leakage of pupils occurs principally between Standard IV and Standard VI. Seeing that at the end of 1910 the roll number of Standard V and Standard IV was respectively 491 and 629, it might reasonably be expected that these numbers would be a fair index of the roll of Standard VI and Standard V for 1911. Instead of this being the case, we find Standard VI represented by only 369 pupils and Standard V by 496. Last year the standard of exemption was raised to Standard VI, and this should tend to lessen the leakage between Standard V and Standard VI, but in order to prevent the serious loss that still takes place it seems to us that the age of exemption might well be raised from fourteen to fifteen years. Catholic Schools. —The following is a summary of examination results for each of the Catholic schools examined and inspected by us : —

General Efficiency.—Each school has been visited by us twice during the year, and the work tested has been of a very satisfactory character, and gives ample evidence that the Board has in its service a conscientious body of teachers, who are doing their utmost to raise the standard of education in this district to a high state of efficiency. While there is little we should like to add to what has already been said in previous reports with regard to the treatment of the various subjects of the syllabus, we have, however, thought it advisable to touch on a few defects which we should desire to see remedied, and on a few points that call for attention. Promotions.—Some teachers have made it a practice to promote their pupils immediately after the Inspector's annual visit, though according to the Regulations for the Inspection and Examination of Schools the classification should be determined at the beginning of the year, as the result of the teacher's annual examination held in November or December in conjunction with the prescribed periodical examinations. As this practice of promoting before the end of the year tended to destroy the uniformity of classification, and frequently made it difficult to classify pupils entering from other schools, it was found necessary to forward a circular calling the attention of teachers to clause 4of the Department's regulations. In this connection we would point out that the classification of pupils is sometimes rendered unnecessarily difficult, because they have not been provided with transfers by the teacher of the school previously attended. It also frequently happens that the transfer is incompletely filled in.

VIII

Classes. Number on Roll. Present at the Annual Examination. Average Age of Pupils in each Class. Standard VII VI ... V ... IV ... Ill ... II ... I ... Preparatory Totals 124 369 496 605 695 730 755 2,449 6,223 112 354 486 598 680 715 737 2,292 Yrs. mos. 15 2 13 11 13 1 12 4 11 3 10 4 9 5 8 0 5,974 10 1

Convent Schools. Number on P f sent , at Roll. Annua > Examination. Standard VI Certificates granted. Quality of the Instruction. Order, Discipline, and Tone of the School. Proficiency. Competency. Plymouth 'nglewood Jtratford... )punake ... 113 113 150 52 112 113 149 46 5 4 5 1 [ 2 4 2 Very satisfactory Good Very good Satisfactory Very good Good. Very good Good.

Appendix C]

E.—2.

Instruction of Uncertificated Teachers. —We are pleased to report that the Department has come to the assistance of the Board by making a grant for the instruction of uncertificated teachers. This is a step in the right direction, as it affords an opportunity to those teachers who are in districts remote from the larger centres to qualify for the teachers' certificate. Arrangements have now been made to establish classes for instruction at Stratford, Urenui, and Opunake. Teacher's Saturday Classes. —Saturday classes for the training of teachers were again held during the year at New Plymouth and Stratford, and included, among other subjects, drawing, cookery, physiology, dairy-work, cardboard, plasticine modelling, and chemistry. In all eighty-two teachers attended the classes, forty-one at each centre. As far as numbers are concerned, this is very gratifying, although the regularity of attendance was somewhat disappointing. This was surprising, seeing that the teachers are so accustomed to exact regular attendance from their pupils. As evidence of the benefit of these classes, it may be mentioned that at the end of the session several of the teachers qualified for certificates in handwork at the examination conducted by the Education Department's Inspector. For the City and Guild's Examination in cookery six teachers presented themselves, and were all successful in securing a first-class pass. Two teachers were also successful in gaining a second-class pass in freehand, model, and geometrical drawing at the South Kensington Examination. A number likewise qualified in the subjects of dairy-work and physiology for the Teachers' Certificate Examination. We feel, however, that a large proportion of those who attended the classes have not earnestly endeavoured to take full advantage of the instruction imparted, otherwise a greater percentage would have presented themselves for these examinations. School Manual Class. —During the year there were ninety-five schools in operation in the district, and the greater number of these took up handwork in some form or other. In addition to the ordinary handwork subjects, instruction in woodwork, cookery, agriculture, dairywork, chemistry, physiology and first aid, physical measurements, advanced needlework, botany, swimming, dressmaking, elementary surveying, ironwork, &c, was recognized in 142 cases. The classes in cookery and woodwork conducted at Stratford and New Plymouth as centres continue to be as popular as ever. During the year Inglewood was also made a centre for these classes. Instruction in agriculture and dairy-work has been made a special feature. Thirtynine classes have been in operation throughout the district during the year. Most of the schools taking up these subjects are now well equipped with the apparatus necessary for carrying on the experimental work so essential in these subjects. We are pleased to see that teachers are beginning to recognize the importance of giving prominence to these subjects in a district such as ours, the prosperity of which depends almost entirely on agriculture and dairying. We are of opinion that no child who intends to follow rural pursuits should be permitted to leave school without having an intelligent grasp of the principles of agriculture and dairy-work. The rural classes that have been carried on at the Stratford District High School for the past two years have now got beyond the experimental stage, and have fully justified their establishment. Fifty-six pupils (twenty-seven boys and twenty-nine girls) were enrolled, with an average of forty-seven for the year. Punctuality and Regularity of Attendance.—We are glad to see that many of our teachers recognize the importance of inculcating habits of regularity and punctuality, and in our best schools various devices are adopted to achieve this end. A few teachers, however, make no effort in this direction. They do not even take the trouble to obtain the Department's certificates for those pupils who attend regularly. Much can be done to secure regularity and punctuality by arousing the interest of the parents in the work of the school. In some districts good results have been obtained by keeping the parents in closer touch with the progress of their children by means of quarterly reports showing, inter alia, the pupils' marks, times late and times absent. These reports, after being signed by the parents as evidence that they have perused them, are returned to the school. The Tisch Shield. —The shield presented in 1909 by the late Mr. Tisch to encourage schools to improve their surroundings was this year secured by the Korito School. The following schools were also highly commended for the efforts put forth to beautify the school-grounds and premises: Kaimiro, Marco, Oaonui, Frankley, and Huiakama. In connection with the improvement of the school-grounds, it is now quite a common occurrence to hear of a " working bee," when parents assemble at the school, and, under the teacher's direction, set about improving the grounds. The tactful teacher has no trouble. Schemes of Work. —We are impressing on the teachers the absolute necessity of preparing definite and comprehensive schemes of work, not only as a guide to us when we examine the work, but also as a means of preventing random teaching and the overlapping of the instruction in the various standards. Though in many instances there is still much room for improvement, we are pleased to record a marked advance in the way these schemes are drawn up. It is provided by the Board's Regulations that a teacher, on resigning his position, must leave in the school a copy of his schemes of work for the information and guidance of the incoming teacher. We regret to report that in some instances teachers have overlooked this regulation, with the result that the new teacher has been largely in the dark as to the ground covered by the pupils prior to his taking up his duties. Returns. The following extract from the report of an Inspector of is not without some bearing on the accuracy of the returns furnished by the teachers in this district: "I cannot report favourably on the manner in which returns are compiled. I have not in any year known so many errors in the returns sent in at the end of each quarter. Ten only of my thirty-seven schools'succeeded in furnishing, at first try, four correct quarterly returns during the past year,

ii—E. 2 (App. C).

Appendix C.

E.—2.

whilst two teachers each had to have their returns sent back for correction four times, another twa-i-had to make a second try on three separate occasions. If teachers fully recognized the inconvenience and additional work caused by their sending in inaccurate returns, no doubt they would exercise more care in their compilation. A return has little value unless it is absolutely correct, and the teacher who averred that the Inspector who had sent back a return for adjustment ' seemed to have a passion for accuracy ' indicated, in a crude way, an attitude of mind which one hopes is not very general." Careless Correction. —Closely related to the above is the lack of careful correction of the exercises worked by the pupils. As we consider it absolutely essential to good work that all exercises should be carefully supervised and corrected, we have made it a practice at our inspection visit to examine the pupils' exercise-books in order to see how the corrections have been made, and it is not altogether strange that we almost invariably find that those teachers who are inaccurate in compiling their returns are the most careless in the supervision and correction of the pupils' exercises. Moreover, we could go a step further, and state that much of the indifferent teaching is due to this want of care and thoroughness, and we fail to see how it is possible to secure good results where this laxity exists. Arithmetic. —As before reported, the chief weakness noticeable in this subject is due to mechanical inaccuracy arising partly from inadequate memorizing of the tables and partly from lack of training in the mental processes underlying the work. In addition to mental arithmetic being used as a means to explain the principles of every type of question worked, a special time should be set apart on the time-table for this subject. The neglect of mental calculations is especially noticeable in the working of the bill in Standard IV and Standard V. We have made it a rule when drawing up our examination-papers to set questions to test whether the pupils of these standards have a ready knowledge of the rules for calculating mentally scores, dozens, aliquot parts, dec. Drawing.—ln many of our schools too little attention is paid to drawing. Very often no attempt is made to meet the requirements of the syllabus. Instrumental drawing should be treated more fully and systematically. The problems, as a rule, are neatly entered in the drawingbooks, but when the pupil is asked to construct the figure on the blackboard he not infrequently shows that he has failed to intelligently grasp the process. The knowledge of geometry gained by the pupils of the upper standards might well be extended to the teaching of design. Solid geometry and model-drawing require more intelligent treatment. In teaching model-drawing exercises should be carefully graduated, and the principles of vanishment should be fully explained and demonstrated." We would recommend teachers to procure a copy of "A Manual of Drawing," Parts I and 11, by W. W. Rawson. Needlework. —It is our experience that the neatness and accuracy which is demanded in other subjects is very often absent in the samples of needlework presented to us. We seldom or never seethe blackboard used as a means of illustrating the more common errors. Nor in many schools is the prescribed course fully covered. The examining of the sewing is frequently rendered unnecessarily difficult on account 'of the indifferent manner in which the samples are arranged for our inspection, the samples in many cases being neither labelled nor set out in standards. Phonics.—We have repeatedly pointed out that in a number of our schools the reading and recitation are often marred by faulty enunciation and impurity of vowel sounds. This is a matter that might be given more attention to in the training of our teachers. They have otherwise a very great difficulty in applying a remedy. It is only by constant watching on the part of the teacher that much improvement may be looked for. It is admitted that a large proportion of the children when they enter our schools has already acquired habits of slovenly speech and defective methods of breathing in connection with the organs of speech. Many teachers seem to overlook the fact that the speaking mechanism itself has got a defective bias which can, as a rule, be best remedied by a course of phonic drill. The vocal organs must be exercised or drilled in such a way that they acquire the power of producing pure vowel or consonant sounds. Intelligent and systematic practice in correct speaking will gradually overcome such common defects —the result largely of the child's surroundings outside of the school —as distorted vowel sounds, the clipping of words, and the smothering of certain endings; but such practice must be based on a knowledge of the elements of phonics. --We can recommend as a suitable guide on this subject " The Science of Speech " (Dumville). Results.—The following table shows the State schools that gained the highest results in 1911. [The table, being mainly of local interest, is not reprinted.] It is gratifying to note that this year there are eighteen schools that have received " good " or a higher mark for efficiency, and "very good" or a higher mark for order, discipline, and tone, as against ten for last year. We are, dec., W. A. Ballantyne 8.A.,| T R. G. Whetter, M.A., I F The Chairman, Taranaki Education Board.

E.—2.

Appendix C.j

WANGANUI. Sir, — Education Office, 29th February, 1912. We have the honour to present our annual report for the year ended 31st December, 1911. It will be gathered from the statistics submitted that on the whole the schools are in a satisfactory condition, and that there are not wanting signs of progress. Instruction. —With respect to instruction, a perusal of the Inspectors' monthly reports shows that the Inspectors refer again and to arithmetic and reading, or, concerning the latter subject, more specifically to the pupils' articulation, as being of an unsatisfactory character, and with a like frequency they have suggested remedies, it is not altogether easy to explain why arithmetic should fare so badly. The shortcoming may be due (1) to the nature of the syllabus, (2) to the nature of the teaching, (3) to insufficient time for study, or (4) most probably to all three. That the syllabus is not ideal, especially in the matter of arrangement, may be readily admitted, and that less time is now given to the subject than previously may also be admitted, but the fact remains that it is the teaching that is mainly in fault. Insufficient attention is given to the logical development of the subject as the pupils move from class to class, and blackboard demonstration has to a great extent been disused. The remedies are obvious : better schemes and more frequent blackboard demonstration are required. With respect to the pupils' articulation and intonation, concerning which so much has been said in this and other districts, while we acknowledge the faults, we at the same time hold that the remedies are more completely in the teachers' hands than ever before. At no time in the history of education has more attention been paid to the production of the characteristic sounds used in the English language. Our system of teaching reading is purely phonic, and if our pupils' speech is marked by slovenly articulation or false intonation the cause must be sought for either in overmastering home influences or in failure on the teachers' part to continue throughout the pupils' school course the practice of the phonic system so well begun in the lower classes. Referring, in a word, to handwriting, we may say that the pupils who presented themselves for the Proficiency Examination wrote their papers in a uniformly creditable manner. This may be due to some extent to the fact that the writing is judged by the style of the work presented, and the pupils accordingly give of their best, It must be admitted, however, that the average writing-lesson affords a conspicuous example of "how not to do it." The pupils' posture is bad, their method of holding the pen is bad, the method of correcting unsatisfactory work is bad, and blackboard instruction is badly neglected. Organization.—ln this respect considerable advance has been made by the substitution of assistant teachers for pupil-teachers in large infant departments. This arrangement, too long delayed, will place the work of infant-teachers on a new and better footing. The substitution of additional assistants in place of pupil-teachers in schools of Grades V and Vla, in pursuance of the Department's plan for the gradual extinction of pupiUeachers, will place these schools in an improved position with respect to staffing, and enhance their efficiency. Observation Schools. —We are again glad to testify to the excellent services rendered by these schools to uncertificated and inexperienced teachers. The special certificate awarded by the Board to the head teachers of such schools will be a permanent record of the value of work well and freely done. The proposed model infant department to be established in connection with the new infant school at Wanganui will doubtless lead to an all-round improvement in infant-teaching throughout the district. Environment. —The progress in this direction that we noted in our last annual report continues. Not only have the teachers interested themselves in the matter, but many of the Committees have also shown themselves deeply interested in the improvement of the school grounds. It is to the infinite credit of both teachers and Committees that the bare and forbidding building hitherto known as the school is disappearing, and its place taken by a building surrounded by flower-pots and shrubs, with an experimental garden near by. District High Schools. —These schools occupy a difficult position. Much is expected from a staff that is very inadequately paid. On the one hand the schools are supposed, through the Matriculation Examination, to be in touch with the universities, and, on the other, to be in touch with the primary industries of the district in which they are placed. It is to their credit that they have served these purposes so well. It is not every year that a district high school has the class of pupil to make a success at matriculation, but each of two of our schools gained four matriculation passes last December, not to mention Civil Service passes. Very important is the work of the schools in supplying secondary education to pupils destined for practical pursuits, and looking at their efficiency from this point of view, we are pleased to note a great improvement on the previous year's work. ' The staff and the instructors now understand and realize better the Department's intentions. The Board is fortunate in commanding the services as science instructor of Mr Martin, whose zeal and ability have enlisted the hearty co-operation of the pupils. Great interest was taken by the boys in the purely farm work, as was evidenced by the visits to Mr. Short's Almadale Farm, and* no less interest was taken by the girls in their advanced cookery, dressmaking, household management, and hygiene. Scholarships. —The rural course, which has by some been hitherto regarded as a kind ot interloper, has at last, by the appropriation of a proportion of the Board's Senior Scholarships to pupils taking the course, been put on an equal footing with the literary course. We may and do supply too many candidates for the public service and the professions to absorb with advantage but we cannot do too much for the girls and boys who are to produce the country's wealth from the country's primary resources. We have already had proof that in ability the rural-course pupils are in no way inferior to those taking the literary course, and it is satisfactory to know that with respect to scholarships both classes of pupils are to be treated alike.

E.—2.

[Appendix C.

Classes for Uncertificated Teachers. —The classes established at Mangaweka towards the end of last year were eagerly attended by teachers, who came from far and near. We have reason to know that the work was taken up with enthusiasm by the instructors and the students, and thUt solid progress was made. The correspondence classes were not so greatly sought after, but with the beginning of the educational year there is reason to think that many of the teachers in remote parts of the district will be glad to embrace the opportunity of securing the tuition necessary for the attainment of their certificates free of cost. Housecraft.—The special examination in cookery, needlework, and hygiene for Standard VI pupils was held as usual with very satisfactory results. We are glad to acknowledge the services rendered to the cause of domestic training by the ladies who examined the girls in cookery and needlework, and also the services of the medical men who at some centres took classes in first aid. Proficiency Examination. —It should be put on record that the Committees, through their Chairmen, willingly made suitable arrangements for the supervision of the Proficiency Examinations. It is no small matter for a lady or gentleman to spend a whole day at the somewhat monotonous work of supervision, and it must be taken as a testimony to the interest taken by the Committees in the cause of education that satisfactory arrangements are made with so little difficulty. Work of the Organizing Inspector.—Mr. Stewart visited a large number of the more remote schools in the district, spending two to three or four days in each as necessities of the case required. He devoted himself without stint to his work, and there is ample evidence to show that it was appreciated and that its effects will be permanent. • Appointment of a Special Instructor in Drawing.—lf there is in our district one need more than another that should be supplied it is the need of better instruction in drawing. It is with pleasure that we welcome the proposal of the Board to appoint Mr. Watkin as instructor of this branch of primary-school work. Mr. Watkin's visit to schools, to meetings of teachers, and to teachers' instruction classes will, we feel sure, have a great and immediate effect upon the quality of the drawing done in our schools. Board's Lending Library.—The library now contains over three hundred volumes, of which between thirty and forty were added during the year; a printed catalogue was also issued. We are glad to be able to assure the Board that the library plays no mean part in stimulating the more studious of the teachers, and in preventing their methods from becoming stereotyped. This year seventy-nine teachers made use of the library, and more than two hundred books were issued. There was a greater demand for works dealing with special subjects, such as the teaching of geography, drawing, handwork, &c, than for those dealing with educational principles, psychology, &c. Books of the latter type were issued to several teachers studying for the higher certificates, and no doubt proved of great service. Discipline.—Throughout the year there was no serious complaint from any of the Inspectors regarding the discipline of the schools. This means much more than appears from the bald statement. It means that the pupils behave well in school and on the pla3'ground; it means that they take their work and play in the right spirit, and that they have a lively sense of the honour of their schools. It is, of course, to the teachers' feeling of responsibility that we must trace this satisfactory state of affairs —to their resource, tact, and power of adaptability. In proof of their adaptability it may be stated that the Board's recent requirement that provision should be made at all schools for organized games during play-hours has in the great majority of cases been fulfilled in the spirit as well as in the letter In the scheme-books a description of the games is given, and in the playgrounds they are played. It is easy to see how great an aid to the discipline of the schools this arrangement is. Solidarity.—ln conclusion, while we remember the great work that the teachers are doing, we must not forget the services rendered by Mr. Grant and Mr. Browne and the other instructors associated with us in the work of primary-school education. Each and all have contributed their quota to the solid body of work done, and we rest in the assurance that service so faithful will not fail of its purpose. Tables. —The subjoined tables have been prepared partly for the sake of the information that they convey and partly for the purposes of comparison and reference.

Table 1a.

XII

Classes. Number on Present at the Roll at Annual Annual Examination. Examination. Average Ages of Pupils in each Class. I Standard VII (including secondary pupils in D.H.S.)... VI j V ... IV Ill II ... I ... 'reparatory ... ... ... ... ... Totals 254 919 1,261 1,488 1,774 1,656 1,923 5,552 14,827 223 897 1,237 1,460 1,717 1,603 1,842 5,095 14,074 Yrs. mos. 15 0 14 0 13 2 12 2 11 3 10 4 9 3 7 2 9 10

Appendix C.J

XIII

E.—2

Table Ib. The following are the numbers from the eleven Roman Catholic schools :—

Six other private schools had a total roll of 111 pupils. Hence the total number of pupils on the rolls of the inspected schools in the district at the teachers' annual examination was 15,910, an increase of 580 on the number for 1910.

Table 11. In this table are shown the proportion of pupils in the various classes and the average age, both being compared with those for the Dominion.

The above comparison shows no such striking difference as was noted in last yr ear ' g report. The percentage of pupils in the preparatory classes continues to rise, but not by as large an increment as was the case for the Dominion.

Table III. Here a comparison is made with the numbers given in 1909 and 1910 for the State schools of the district: —

From the table it will be seen that during 1911 there was an increase of 426 pupils on the rolls of the State schools. It is interesting to note that one-third of this increase is due to the

Classes. ■ i Number on Present at the i Average Ages Roll at Annual Annual I of Pupils in Examination. Examination. each Class. Standard VII VI V IV III II I Preparatory [ [ r r 13 63 86 94 112 107 95 402 13 56 85 92 112 106 94 379 j Yrs. mos. 14 11 14 3 13 4 12 3 11 2 10 4 9 2 7 0 Totals .. 972 937 9 8

Classes. Dom: Per Cent. Dominioi (1910). Wanganui (1911). Average Age. Per Cent. Average Age. Preparatory... Standard I II III IV v " I, lvi' VII 37-15 12-17 11-94 11-44 10-39 9-10 616 1-65 Yrs. mos. 7 0 9 2 10 2 11 3 12 3 13 1 14 0 15 0 37-45 12-97 11-17 11-97 10-04 8-51 6-17 1-72 Yrs. mos. 7 1 9 3 10 4 11 3 12 2 13 2 14 0 15 0

Classes. Number on Roll, 1909. Number on Roll, 1910. Number on Roll, 1911. Average i Average Ages, 1909. Ages, 1910. Average Ages, 1911. Standard VII VI V IV III II I Preparatory 273 912 1,242 1,465 1,602 1,619 1,735 5,117 266 947 1,269 1,488 1,592 1,727 1,749 5,363 254 919 1,261 1,488 1,774 1,656 1,923 5,552 Yrs. mos. 14 11 13 11 13 2 12 3 11 4 10 -S 9 1 7 0 Yrs. moe. 15 0 14 0 13 0 12 3 11 3 10 1 9 3 7 2 Yrs. mos. 15 0 14 0 13 2 12 2 11 3 10 4 9 3 7 1 Totals 13,965 14,401 14,827

E.—2.

[Appendix C.

rapid growth of the Waimacino schools. In that district in 1908 there were eight schools with a roll of -399; in 1911 there were fourteen schools with a roll of 808, an increase of 103 per cent. Hli the three years. With reference to the proportion of pupils in the preparatory classes, the following are the percentages from 1907 to 1911, inclusive: 33*41, 3666, 366, 3724, 3745—a steady increase. We have come to the conclusion that this increase is probably due in the main to natural causes, though in particular cases there is no doubt teachers have kept their pupils too long in the preparatory classes. r [Tables IV and V, being of merely local interest, are not reprinted.] Table Vl.—lnspection of Schools. Number of State schools inspected during 1911 ... ... ... 201 Number of Roman Catholic schools inspected ... ... ... ... 11 Number of other private schools inspected ... ... ... ... 6 Total number of schools inspected ... ... ... ... 218 Number of schools inspected during 1908 ... ... ... ... 199 1909 ... ... ... ... 205 1910 ... ... ... ... 207 Table Vll.—Efficiency of Schools. The following table shows how the schools in the district stood as regards efficiency : — Schools. Very good to excellent ... ... ... ... ... 13 Good ... ... ... ... ... ... ... 24 Satisfactory ... ... ... ... ... ... 101 Fail- ... ... ... ... ... ... ... 42 Weak ... .. ..; ... ... ... ... 26 Inferior ... .... ... ... ... ... ... 9 The table includes eleven Roman Catholic schools and six other private schools.

Table VIII. —Standard VI: Proficiency Examination. At this examination 932 pupils were presented, of whom 639 gained the proficiency certificate and 193 the competency certificate. Table VIII tabulates the results for the last three years.

The 1911 results were substantially the same as those given for the Dominion in 1910. These were —Proficiency, 6874 per cent.; competency, 20\53 per cent.; total passes, 8927 per cent. Table IXa.—Junior Scholarship Examination, 1911. [Summary only reprinted.] Number of pupils presented, 82 ; number of pupils qualified, 57. The number of schools competing for Junior Scholarships was less this year than in 1910, and only eight new schools entered the arena. The percentage of passes, however, was higher—7o per cent, in 1911 as against 62 per cent, in 1910; but it is disappointing to note that the number of passes was only o'4 per cent, of the total number of pupils in the district, and only 66 per cent. of the Standard VI roll. We do not think our teachers are showing sufficient interest or enterprise in availing themselves of the opportunity this examination offers to win honours for their schools, and at the same time secure the benefits of higher education for their pupils. With respect to the quality of the work done at the examination, it is very satisfactory to note that 407 per cent, of the number of candidates who passed gained more than 500 marks, 400 being required for a pass —a result surpassed but by only one other district, which secured the high percentage of 478. We have good reason, therefore, to congratulate those teachers who sent up successful candidates on the excellence of their teaching. Taken in conjunction with the increased percentage of proficiency passes, the Junior Scholarship results plainly point to increased efficiency in the teaching of Standard VI, from which the candidates are mainly drawn. [Table IXb, being of merely local interest, is not reprinted.]

XIV

.909 910 .911 Year. Proficiency Percentage of Certificates. Passes. I j .. j 578 63-2 .. ' 552 58-8 639 68-6 i Competency I Percentage of Total PercentCertificates. I Passes. i age of Passes. I I j I 194 21-2 84-4 230 24-5 83-3 193 20-7 89-3

E.—2.

Appendix C]

Table X. This table shows with respect to some of the larger schools what becomes of the pupils who leave after passing Standard VI.

From the above it appears that about 30 per cent, of the pupils who left entered a, secondary school, and 25 per cent, attended evening technical classes or entered Wanganui Technical College; while 44 per cent, of those who gained only a competency certificate remained another year to prepare for the proficiency certificate.

DISTRICT HIGH SCHOOLS.—SECONDARY DEPARTMENTS. Table XI.

According to the above table 314 pupils actually attended the secondary classes during the year. It appears from this and previous returns that about half the pupils leave after spending one year in the classes; but it is gratifying to note that during 1911 there were nearly twice as many third-year pupils as in 1910, whilst the number of fourth-year pupils more than doubled. Table XII. The following table has been compiled to show to what extent the secondary departments in district high schools are of service in country districts. The returns show that more than 30 per cent, of the pupils travel over five miles to school, a fact which proves in a very decisive manner the value of such schools in farming districts.

Table XIII. This table is submitted to show to what extent secondary pupils in the district high schools avail themselves of the special rural course of instruction. [Summary only reprinted.]

[Summary on] ly reprinti d for twelve selected schools included in t] Lβ ta] le. . High School. CompeTechnieal s Home Farm Sch ° o1 - remaining at School. Trade. Office. Shop. Unskilled Labour. 'otals .. 95 7 + 34 36 I 20 i 22 11 12 6

Totals (in eight schools).. [Summary only reprinted.] Admitted at Begin- Number of Pupils who during u „ . : Average ning of 1911 from — 1911 were spending their— tsiOii at : p^11 T?», J ,f I K011 ; *™ i during ** ul- 1011. Town Country First Second Third {Fourth kSchools. Schools. Year. Year. ! Year. I Year. I I ; 213 250-4 109 69 | 178 83 43 10 _J_ J Number of Pupils who during 1911 were spending their—

[Summary only reprinted.] iummary on. Number of Pupils who during 1911 were living at a distance from School of— Not more than Between One and Between Three and Over One Mile. Three Miles. Five Miles. Five Miles. 141 I 'otals 43 31 93

[Sumi iary only reprintei ■■•] . Average Number of Pupils who during 1911 took the— Literary Course of Special Rural Course Instruction. of Instruction. Total; 156 117

E.—2.

[Appendix C.

Table XIV.—Candidates for Entrance to the Teaching Profession.

We are, &c, Geo. D. Braik Jas. Milne. The Chairman, Education Board, Wanganui. T. B. Strong.

WELLINGTON. SlR > — Wellington, February, 1912. We have the honour to submit our annual report on the educational work of this district for the year 1911. Statistics.—The total number of schools in operation during the past year was 169, an increase of six on the number for 1910. The following summary shows the numbers in the various classes, with the average ages of the pupils in attendance :—

These totals show an increase in Preparatory, Standard 11, Standard IV, Standard VI, and a decrease in Standard I, Standard 111, Standard V, and Standard VII, leaving a balance of 207 more children for the year. Pre- Stan- Stan- Stan- Stan- Stan- Stan- Stanparatory. dard I. dard 11. dard 111. dirdlV. dard V. dard VI. dard VII bohoola - -1911 6,262 2,082 2,199 2,034 1,979 1,749 1,478 306 ' 169 1910 6,139 2,151 2,041 2,050 1,906 1,855 1,386 365 163 + 123 -69 +158 -16 +73 -106 +92 -~59 7<3 Compared with those of last year these figures call for no special comment, except in the case of Standard VII, where we find a decrease of nearly 20 per cent. This is due to circumstances over which we have no control —in the city it is accounted for by the increased accommodation provided by the secondary schools, in the country by the unsuitability of the railway time-table. The establishment of a district high school at Eketahuna should more than compensate for the decrease in the rural high schools. One feature, however, of the local distribution of our numbers calls for some remark. Though the steady annual increase in the roll-number for the district as a whole is maintained, the increase is practically confined to city and suburban schools and the schools on the Manawatu

XVI

~- HtrtTotal Year. Number of Candidates. From Secondary or District High Schools. Scholarship. From Piiamry p„ R „„j Passed Passed Passed Sch00K Matriculation. Civil Service Senior Free Standard VI Junior. Place. only. Scholarship. 1911 .. .. 44 1910 .. 55 1909 .. .. 42 38 36 29 6 19 13 7 5 17 13 7 5 ] 10 6 14 37 20 >

Classes. I Number on Roll. j Present at the Average Age of Annual Pupils in each Examination. Class. Standard VII ... VI ... V ... IV ... Ill ... II ... I ... Preparatory ... | 306 1,478 1,749 1,979 2,034 2,199 2,082 6,262 306 1,478 1,749 1,979 2,034 2,199 2,082 6,262 Yrs. mos. 292 15 3 1,451 13 9 1,721 12 11 1,945 11 8 1,988 11 0 2,127 9 9 2,007 9 1 5,895 6 11 292 1,451 1,721 1,945 1,988 2,127 2,007 5,895 Yrs. mos. 15 3 13 9 12 11 11 8 11 0 9 9 9 1 6 11 18,089 18,089 1,453 17,426 9 9 17,426 1,379 9 9 Twelve Catholic schools 1,453 1,'379 Totals 19,542 18.805 19,542 'I 18,805 —

Appendix o.]

E.—2.

line. In fact, if the Masterton town schools are included with the city schools, there is a marked decrease in the roll-numbers of the rest of the district, as a comparison with the corresponding of ten years ago clearly shows : — 1901. 1911. 801 l of schools on Manawatu line ... ... ... 1,060 1,722 Roll of city and suburban schools, including Masterton ... 9,770 12,321 Roll of schools in rest of Wellington District ... ... 4,411 4,046 15,241 18,089 which means that, omitting the two Masterton schools, the rolls of the schools north of the Rimutaka and south of the Hawke's Bay line show a decrease of 9 per cent, in ten years, although the actual number of schools has in the same period increased from 92 to 103. Efficiency.—A summary of details contained in our examination and inspection reports gives the following result for 1911 as compared with 1910 : — 1911. 1910. Satisfactory to very good ... ... ... ... ... 151 135 Fair ... ... ... ... ... ... ... 12 18 Inferior ... ... ... ... ... ... 6 10 169 163 This shows a most commendable improvement—the fact that 90 per cent, of our schools are in a satisfactory condition is a matter for congratulation to all concerned. The unsatisfactory condition of small rural schools and the disabilities under which they work have been specially commented on by the parliamentary Education Committee, and various remedies have been suggested by educational authorities. We have recognized that the problem is one most difficult to deal with in a sparsely settled country. Whatever else might be done, our duty in the matter was obvious, and with practically no exceptions we have given the maximum amount of time to the lower grade schools, in every case carefully examining and classifying all pupils, and, where necessary, paying a third visit. We have been gratified at the response made by our country teachers. The weakness of the school has often been, the result simply of the teacher's want of experience. The advice willingly received and acted on has resulted in immediate improvement. For example, in the Pongaroa district, where backblock disadvantages certainly reach their maximum, we have this year been able to report that fifteen schools out of the total of sixteen are classified as satisfactory to good. During Mr. Tennant's absence in England the Board made use of the services of Mr. W. T. Grundy as an Inspector. As Mr. Grundy is a teacher of high standing and long experience, both in England and in the Dominion, it may be of interest to give some of the impressions formed by him while engaged on inspectorial work. He writes: "In most of the small country schools I was impressed with the fact that the teachers were striving loyally and earnestly to do their best for the children, and the work was in many cases of a higher order of merit than I had expected to find. There was close supervision of written work, which in most cases was very neatly done, and evidently an earnest endeavour was being made to meet the requirements of the standards of education in every possible way. The children, too, were more responsive than I had expected to find them, and it is evident that the leaven of the spirit of the new education is working, and is having a beneficial effect on education in these remote districts. Great credit is due to many of the country teachers for the care they bestow on the upkeep of the Board's property. In connection with some of even the smallest schools there are beautifully kept gardens in which the pupils work, and from which, educationally, they undoubtedly obtain much profit as well as enjoyment." A reference to the annual report of the Inspector-General of Schools shows that apparently no explanation satisfactory to the Department has been forthcoming with regard to the increased proportion of children in the preparatory classes, the length of time they are kept there, and the consequent increase in the average age of Standard VI. While careful to acquit Inspectors and teachers of any direct blame, the report this year again emphasizes the gravity of the position, and it is evidently the desire of the Department that district authorities should make some attempt to remedy matters —presumably by accelerating the promotions into standard classes. The question is undoubtedly one for very serious consideration, and we append a table showing a comparison between the average standard ages for Wellington District and for the Dominion :—

Percentage of pupils in preparatory classes—Dominion, 37-15 per cent.; Wellington, Si per cent. First as to the length of time children are kept in the preparatory classes. In our district, this increase in the preparatory age has been accompanied by a corresponding decrease in the length of time taken to pass through the subsequent standards. Moreover, if the increase has had no more serious result than that of raising the average age of Standard VI by three months (the statistics for the last three years do not indicate the probability of any further increase), we do not see that the primary pupil is necessarily any the worse for such extension of his primary

iii—E. 2 (App. C).

XVII

Average Ages. Preparatory. Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Yrs. mos. Yrs. mos. Yrs. mos. 'ominion ... 7 0 9 2 10 2 Wellington ... 6 11 9 1 9 9 Yrs. mos. Yrs. mos. Yrs. mos. Yrs. mos. 11 3 12 3 13 1 14 0 11 0 11 8 12 11 13 9

E.—2.

[Appendix C.

course; rather, in view of the stress which the syllabus very properly lays on the importance of qu.ality r of work as compared with quantity, we think it may be of distinct advantage to him. And as to what would appear from the report to be the more serious objection—viz., " that the present length of the primary course postpones the beginning of the secondary school courses of our boys and girls to a higher age than is desirable " —desirable, that is, in the interest of those taking up the secondary courses—this, after all, may be a matter of opinion, more especially so, seeing that the course of the average secondary school is merely a preparation for Civil Service or Matriculation Examinations. In any case it must be borne in mind that the education of the'majority of our youth finishes with the primary schools, and, until it is made perfectly clear that the interests of this majority are not going to suffer, we are not in sympathy with any attempt to shorten the time of the present primary course. If it is thought necessary or even desirable to begin secondary work a year earlier, this result should be attained, as we have said before, by a closer correlation of primary and secondary curricula, and not by a mere process of " speeding up " the pupil's progress through the primary course as at present constituted. Staffing and Appointments.—The difficulties of management owing to inadequate staffing have hitherto been most acute in Grades V and VI, but the extension by the Department of some of the provisions of the Education Amendment Act, 1908, to schools in these grades will afford most welcome relief, and we confidently look forward to improved efficiency in organization and general work. There is a growing disinclination on the part of certificated teachers to offer themselves as candidates for country positions. The last list of vacancies advertised by the Board brought forth applications from fifteen certificated teachers for a position of £90 to £105 at Wadestown, while for a similar position at Fernridge there was not a single certificated applicant. It is very evident that some definite scheme of making appointments is necessary if the children in the country districts are to receive the benefits of the trained teaching capacity to which they are entitled. School Libraries. —It is gratifying to note the improvement that has lately been apparent in the libraries of many of the schools. Committees and teachers have always recognized the importance of the library as a valuable adjunct to school work, but, as their main difficulty in establishing and adding to a library has always been want of money, the Board has declared its willingness to supplement funds raised in the district for the purchase of new books. At the same time, a list of suitable books has been published by the Board. Since the practice of granting subsidies was adopted, more than thirty schools in the country have availed themselves of the Board's liberality. English Subjects.—Reading, on the whole, is accurate and fluent, and, looking at the subject from the point of view of what, after all, is its most important function—viz., as an educational instrument by means of which the child is enabled to acquire information through the intelligent comprehension of written language—we are satisfied that good work is being done; but before we can hope to approach to the ideals in accent, modulation, and delivery which constitute really cultured reading, a higher standard must be set than the term marks of the average teacher would indicate. With the treatment of recitation we have little fault to find, so far as the memorizing of the regulation number of lines is concerned, but only in a limited number of schools do we find it reaching a standard of any elocutionary merit. We, however, attach most importance to it as a means of cultivating in the children some idea of literary taste, and some appreciation of what is really admirable in literary expression, and with this view we are including in our next issue of additional readers a series of poetry books which we hope will be found suited to the requirements of all standards. Composition as judged by the set essay is also satisfactory, and there is evidence of improved freedom of expression, more especially in the lower classes. We attribute this to the more rational treatment of the subject that the present syllabus has made possible. There is now less attempt to teach composition by mechanical grammatical formulae, and a saner system is being adopted which recognizes that the real essentials for ready verbal expression by the child are ideas, and words with which to express those ideas. As an aid towards this treatment of the subject all junior classes, more especially the preparatory classes, have by means of the Government grant been supplied with varied selections of story-books and continuous readers. The results have been excellent, the teachers taking full advantage of this means of increasing their pupils' vocabulary, and familiarizing them with model language forms from some of the best specimens of English literature. All this is in the right direction, but, as we point out further on, much more remains to be done before the teaching of English occupies that position in our education system that its importance demands. The efficiency mark for spelling is "good," and for writing "satisfactory" to ■" good." We are not inclined to accept excuse for pronounced weakness in either of these subjects, as we invariably find such weakness the result of defective discipline and careless supervision. Spelling is mainly a matter for the ey r e, and we have noticed instances where teachers have placed too much reliance on word-building, to the neglect of dictation and the training of the eye during the reading lesson. We do not wish this statement, however, to mean in any way a depreciation of phonics, the use of which we would like to see much extended, nor of word-building—an excellent language lesson and effective aid to the teaching of composition, especially in the lower standards, but it is hopeless to expect to deal with the inconsistencies and contradictions of English spelling by these means alone. Arithmetic. —The condition of arithmetic shows no change. Up to and including Standard IV it is " satisfactory " to " very good," in Standard V it is " weak," and in Standard VI " fair "to " satisfactory." We here again express our opinion that the excessive demands made in arithmetic by the ordinary school examinations not only seriously retard the pupil's progress in other and more important subjects, but absolutely render impossible a rational treatment of the subject itself. In its " Suggestions to Teachers " the English Board of Education lays special emphasis on the danger to the effective teaching of arithmetic arising from undue attention to

XVIII

Appendix C]

E.-2.

abstract and difficult examples. This result of facing the child with problems of undue difficulty and complexity, problems which really belong to the domain of algebra, has been that our teachers •"•are driven to sacrifice instruction in principles to the mere working of examples as types. By constant repetition and mechanical drill the pupil is familiarized with these types, with the very words in which they are expressed (the '' cue '' words as they have been aptly called), till by wearisome practice he becomes habituated to the processes required for their solution. When examination tests conform to these familiar types, the pupil passes; but when the tests deal with unfamiliar matters, or are expressed in unfamiliar phraseology—that is, when the " cue " words are missing —the pupil fails. The problem in arithmetic makes a threefold demand on the child —(1) comprehension of the language in which the problem is set out; (2) comprehension of what is required to be done in order to solve the problem; (3) knowledge of the mechanical operations in arithmetic necessary to get the answer. The first, as Professor Suzzalo points out, is a question of language; the second is a question of reasoning-power. Our contention is that the bulk of problem work in arithmetic not only deals with facts and circumstances that do not lie within the experience of the average child of twelve or thirteen years of age, but, as a rule, it is beyond the natural scope of his reasoning-powers and comprehension of language, and that, instead of these faculties being cultivated with the object of enabling the child to cope with such work in a rational manner and to derive real educational benefit from it, valuable school time is being wasted in the acquisition of what at best is a merely factitious facility in getting answers. Opinions, of course, differ, but facts speak for themselves. No subject receives so much attention in our primary system as arithmetic : at least 20 per cent, of the child's school life is devoted to it, and it cannot be pretended that the results are in any way commensurate with this expenditure of time and teachingenergy. The practical business man is not satisfied with the working knowledge of figures possessed by the boy who enters his office, nor is the secondary teacher satisfied with the arithmetic of the pupil who takes up his secondary course. We have dealt rather at length with this matter, because we feel convinced that reform is necessary, and, in our opinion, this reform should be on the lines set out by the Conference on the Teaching of Arithmetic in the London Elementary Schools, which advocates, in place of the old treatment of arithmetic, a correlation of arithmetic, elementary algebra, and geometry, under the heading of " elementary mathematics," and a return to the solution of all problems in proportion, profit and loss, interest, &c, by means of simple algebraical and graph methods. A reform on such lines would not only be a saving of time at present wasted in useless effort, but, by making possible closer correlation, would go far towards bridging the gap that at present exists between the primary and secondary courses. History.—History is the least satisfactory of our school subjects. There is a lack of definite aim in its general treatment, and too much reliance has been placed on the dreary compilation of facts and dates which have hitherto done duty for text-books. After most careful consideration, a new publication, " The High-roads of History," has been issued to all our schools. The books have been so selected as to enable the subject to be treated on the periodic system in large schools, while in the case of small country schools it has been thought better (in view of the shorter school life and more broken time of the pupil) to adopt the concentric system. The series, which is beautifully illustrated and possesses high literary merit, provides not only a thoroughly comprehensive course of British and colonial history, but contains also a survey of ancient history sufficient for all reasonable requirements. But, after all, no book can supply the place of intelligent teaching, and no subject is more difficult to teach, or demands more skilful treatment, than history, and we heartily welcome the recent amendment in the Department's regulations which ensures that for the future proper prominence will be given to this subject in the professional training of the teacher himself. The absence of history from the compulsory subjects for a certificate, by depreciating its value in the eyes of the teacher, has in the past encouraged him to neglect what is really a most important branch of English literature. Geography.—There is probably no more hopeful sign that the new education is coming to its own than the vast improvement apparent both in the methods of treatment and in the selection of matter in connection with geography. One proof of this is the fact that it is probably now the favourite subject with the majority of children. Much crude work is still done; too great a dependence is still placed on books, and too much is often attempted, but, notwithstanding these faults, there is much solid gain. We are often asked by teachers, overanxious as to examination results, for a more definite syllabus, And, to a certain extent, we must sympathize with what is really the outcome of a conscientious desire to fulfil official requirements. It should be remembered, however, that these requirements concern mainly competitive scholarship tests, and a return to a definite syllabus would be a return to text-books and the inevitable cram. Except where the teacher is an enthusiast in such work, much of the mathematical geography might reasonably be left for the secondary school course. We are pleased to note the increasing use made by pupils of their own atlases. Elementary Science.—Nature-study, elementary agriculture, physiology and first aid, physical measurements, and in a few schools elementary chemistry, are taken in accordance with syllabus requirements. On the whole, good work is being done, more particularly along the lines of deepening the pupil's interests and strengthening the more formal work of the school. Geography, drawing, composition, and arithmetic should specially benefit from a wise correlation with elementary science. We are all too ready in the press of school work to forget that if science is to justify its retention on a primary-school syllabus—a point on which educational authorities are far from being unanimous—it can do so only by giving opportunity for a direct appeal to facts and first-hand experiment. Our teaching still tends to be too didactic. Rousseau (not Professor Armstrong) said, "Let your pupil know nothing because you have told him, but because he has comprehended it himself. He is not to learn science, but to discover it. If you ever substitute authority for reason he will be but the sport of others' opinions." We need not necessarily

XIX

E.—2.

[Appendix C.

pursue this heuristic method to the reductio ad absurdum of making every step forward a laboratory experiment. The child is still the " heir of all the ages," and his deductions from information wisely given or facts judiciously brought under his notice may still be heuristic. We are on perfectly safe ground so long as we give the pupil an opportunity of responding either physically or mentally to impressions made in any way by our teaching. Further and more important even from the pedagogic point of view is the continued insistence on clear oral or written statement of facts observed and of inferences drawn. This more than any other factor has conduced to Germany's educational pre-eminence. Critics of German methods have noted the fact that the so-called science lesson is rather a lesson on the command of the mother-tongue than a science lesson ad hoc. Reading, recitation, history, and much of B geography, supplying as they do the humanistic side of our syllabus, apart altogether from their individual importance, afford the teacher the most direct means of appealing to the child's imagination, of cultivating his moral sense, and of building that foundation of "many sided interests" on which alone the future character of the child can be developed. We are aware that to the often bewildered teacher Inspectors' reports at times seem fairly to bristle with suggestions and details of technical criticism, and, for our part, we would willingly forego our special privilege of giving further " counsels of perfection," if by so doing this one aspect of our English teaching could be emphasized. This change in the treatment of English has certainly begun with us, but in no department of school work are we so far behind the older countries. There is no reason why we might not soon be abreast of them : our children are at least as intelligent, and our teachers as capable and painstaking. We lack, perhaps, local traditions and historic associations, but this is only another reason for emphasizing this side of our work. In practice this aim will mean for the pupil less time given to mechanical arithmetic, spelling lists, formal grammar, isolated geographical and historical facts; more time for the reading of literature and biography and the discussion of the romance of history and geography. For the teacher it means wider reading, closer touch wdth human interests, and higher ideals, for which, though the rewards may not be immediately apparent in examinations, there will surely come a keener interest and a more active mental response in all the work of the school. Needlework and Domestic Economy.—Of late years there has been a most beneficial movement towards making the girls' training bear more intimate relationship to the home life. Hence the introduction of cookery, laundry work, housewifery, physiology and hygiene, &c. In all these subjects good work is being done in our district, and a wise mean is maintained between their purely vocational and their educational values. There is still room, however, for closer correlation between them and the ordinary school course. In the needlework we feel that some of the syllabus requirements might be modified to allow, particularly in the higher standards, of drawing and design taking the same place with regard to sewing that it now takes with woodwork. In cookery and laundry work arithmetic should lead to the keeping of household accounts, which might be made as truly educative and certainly of more utility for primary children than, say, obsolete computations in compound interest or calculations as to the time required to empty or fill a bath by the somewhat unusual method of keeping the supply and waste pipes open at one and the same time. Physical drill and games should form a natural complement to the more theoretical treatment of physiology and hygiene. District High Schools. —The number of district high schools in our province remains the same as for 1910, nor has any change been made in the programme of work undertaken. The rural science course inaugurated in 1909 has fully justified its establishment. Good work has been done, and this year there was keen competition for the Board's B or Rural Senior Scholarships reserved for those taking the rural course. Marks are allocated as follows : (1) For Junior Civil Service papers, 1,500; (2) for practical work and oral examination, 50. We were specially pleased to find the general improvement in the practical work as evidenced' in these scholarship examinations. Practically all opposition to the introduction of this course in our district high schools has disappeared; in fact, criticism has rather taken the form of " asking for more." In last year's report we stated plainly the limitations of this work —" it was inaugurated to bringabout a more intimate relation between the course of instruction in the district high schools and rural pursuits." This purpose it is satisfactorily accomplishing, but parents find that after the completion of two years, students are at the end of a road which should lead right up to an agricultural college—the natural complement to such a course of instruction. Though somewhat outside our province, we would like strongly to support the claim for such an institution. Its absence (for Lincoln College is full, even if it were not so far away) gives some reason for the demand that our district high schools should develop more on the lines of the purely vocational schools of America or Switzerland. We do not wish it to be inferred from these remarks that the "rural course" without this scope-stone of a specialized school of agriculture is in any way a failure even for those boys who intend to go on to the land. Such is not the case, for we feel confident that the high school pupil will take to his life's work an added interest in rural affairs, and a mind quickened to grapple with the problems of the farm. Physical Instruction.—Military drill and physical and breathing exercises are well taught, and the practice adopted of devoting ten or fifteen minutes daily to deep-breathing and a few free exercises is to be commended. These exercises, however, are not sufficiently made use of to influence the bearing and deportment of the children, and we have had to impress upon teachers the necessity of paying attention to " a careful cultivation to correct posture at writing or other lessons." Swimming is taught in a number of schools in the country as well as in the chief towns. Organized games also form part of the physical instruction in the larger schools, and the extra time given by many of our teachers to instruction in sports is commendable. While recognizing the value of games as an important factor in the training of the young, we cannot but feel that a real danger exists in allowing these games to take up too much of the school time, and to occupy

Appendix C]

E.—2.

the minds of the scholars to the exclusion of school work. We are constrained to give this warning, as there are signs that in some of our city schools, football, an excellent game in its proper place, has lately been engaging too much of the attention of many of our boys. Singing.—School music has such an important bearing on the cultivation of taste, the appreciation of rhythmic values, perfect obedience to control and the corporate life of the school, that -we submit some lines along which we feel it might be improved : (1) As with physical drill, the substitution of several short intervals in place of the weekly longer lesson; (2) the wiser selection of school music {vide Appendix VI, Suggestions to Teachers); (3) the closer correlation with poetry, the masterpieces of prose literature, and great events of history; (4) the continual necessity for demanding sweetness and purity of tone. We are fortunate in securing for the instruction of our teachers the services of such an expert in music as Mr. Parker. In reporting on this subject he says, " I have given two courses of lessons to teachers and pupil-teachers; one in Wellington and one in the Wairarapa. The lessons included all the points comprised in an adequate treatment of the subject of school-singing, breathing, voice and ear training, time, tune and enunciation, all of which were dealt with as thoroughly as time would allow. The attendance and the work done at the Wellington class was, on the whole, satisfactory, but the Wairarapa class was one of the best I have held. In spite of variable and sometimes very unfavourable weather, some thirty-five teachers from all parts of the district assembled every Saturday and followed the lessons with the keenest interest." Mr. Parker visited several schools during the year, and he adds, " These visits have convinced me of the great improvement which is being made in this branch of school work. Naturally, the results — depending, as they do, so much upon the personality of the teacher —are not of uniform excellence, but I can safely say that the worst singing I heard in these schools was at least equal to the best of a few years ago. Increased attention is now being paid to the important matters of breathing and voice training, both of which have, apart from immediate pleasurable results, far-reaching effects in after life." Drawing and Handwork. —Steady progress is being made in handwork and in such branches of drawing as freehand, free-arm, and brush work. In object and nature drawing the improvement, however, is slow. While the number of teachers who are using natural objects instead of flat copies only is increasing, a want of the correct knowledge of the underlying principles of drawing is often responsible for a badly graded selection of objects. During her engagement as art instructor to teachers and students, Miss Lee did much to supply this knowledge, and we hope the Board will appoint a successor to continue the work she began so well two years ago. In only a few schools—mainly those where drawing is carefully correlated with such subjects as woodwork, cardboard modelling, physical measurements, and arithmetic —is instrumental drawing effectively taught. In many schools it is a negligible quantity, and in others very little is done. There is no excuse for this neglect of a branch of drawing most important for all children, and in the higher branches more especially for boys. The appointment of an additional instructor in woodwork enabled the number of classes to be increased. In the practical work of cookery and dressmaking a steady advance is being made, and when the lady selected in England for the purpose of supervising the subjects of a domestic course takes up her duties, we look forward to a considerable improvement in the instruction of such subjects as physiology, domestic economy, and hygiene, and we hope to see laundry work added to the programme. When handwork was added to the syllabus it was given a separate place in the work and programme of the school, and treated as an isolated subject introduced for the purpose of forming " a counter-irritant to bookwork." But as teachers gradually perceived that, by correlating different branches of handwork with other subjects of the syllabus, the general work made a steady advance, manual instruction gradually came to be looked upon more as a method than as a subject, and as a method of applying educational principles it has certainly justified its existence. In giving grants for manual instruction certain restrictions as to the time given to practical work have been laid down. These limitations were probably justified while the work was new, but the time has now come when some of them might well be dispensed with. Their retention tends to make a teacher treat the subject as isolated, and hampers him to some extent in applying the methods of manual instruction to other subjects. We are not suggesting a lessening of the time given to practical work, but in cases where handwork has been correlated with such subjects as, say, geography or arithmetic, these restrictions are apt,to encourage the teacher to subordinate the interests of the main subject-to a lesson on handwork. Teachers' Classes. —At Wellington and Masterton instruction classes for teachers, pupilteachers, and probationers were held in freehand, model, blackboard, and geometrical drawing, brushwork, design, woodwork, cardboard modelling, cookery, physiology, physical measurements, singing, and drill, and towards the end of the year Mr. Cumming gave a course of lectures in elementary agriculture at Pahiatua. Those teachers who attended were greatly interested, and improved work in elementary agriculture and nature-study may confidently be expected in their schools. The unfavourable weather-conditions which prevail in the Pahiatua County interfere considerably with the attendance at such a class, but as there are many teachers in this district whose school work would be greatly benefited by these lectures, we hope to see a larger number taking advantage of them this year. Twenty-one teachers, representing fourteen schools, attended at Greytown for two weeks during the month of September for the purpose of receiving instruction in elementary agriculture and nature-study from Mr. Davies and Mr. Cumming. In reporting on the work, the instructors say, " We desire to express our appreciation of the excellent working spirit displayed by the class as a whole, and especially by those teachers in residence who returned to the laboratory night after night, evidently bent on making the most of their opportunity." An inspection visit paid to the school confirmed the good opinion of the work as given by the instructors. During the year the Department made a grant for the purpose of assisting

XXI

E.— 2.

[Appendix C.

uncertificated teachers in outlying districts to obtain a "full qualification." As the Board was at liberty to expend this grant either in establishing correspondence classes, or in maintaining classes at a suitable training centre, it decided to give some teachers in the " backblocks " a month's instruction at the Training College. Ten teachers were selected, for this purpose, and classes for their instruction are now being held. As these teachers will have the opportunity of '-observing classes, not only at the Training College but at other schools in the city, this arrangement is preferable to the establishment of correspondence classes alone. Moreover, the instructors at the Training College will also arrange to give assistance by correspondence during the year. The practice of holding such classes at the Training College during either the summer or the winter months is one that will be of such great benefit to the small schools in the country that we strongly recommend its continuance. In concluding this report we would again express our appreciation of the whole-hearted and spontaneous support afforded to us in the performance of our ordinary duties by our teachers as a whole. We have every reason to know that the Board is fortunate in having in its service a body of men and women whose character and professional attainments are without question, and on our own part we feel we have every reason to congratulate ourselves on our association with fellow-workers whose loyal co-operation and strenuous endeavour have been the chief factors in maintaining the high educational efficiency of the district. We have, &c, T. R. Fleming, ) F. H. Bakewell, J. S. Tennant, j The Chairman, Education Board, Wellington.

APPENDIX. Summary of Roman Catholic, Schools.

HAWKE'S BAY. Sir, — Inspector's Office, Napier, 2nd February, 1912. The seven months that have elapsed since my return from England have barely sufficed for visiting all the large and small schools of this extensive district, but the majority of them have been visited, and previous to the commencement of the midsummer vacation Mr. Smith and I had finished the annual visit to all the schools, with four exceptions. These would have been duly examined but for circumstances over which the Inspectors had no control. One hundred and thirteen Board schools and twelve household schools were in operation at the end of the year. Excluding the household schools, all were visited either once or twice durinothe year, and, with the exception of four, were duly examined. In addition, nine Catholic and three private schools were examined and reported on in the usual way. For the year ended 31st December, 1911, the average school roll of attendance was 10,423, and the average attendance 9,223, which represents 88"4 per cent, of regularity of children at school for the year. No records are available to show the regularity of pupils attending other than Board schools, but it would be well if such were sent to the Inspectors for their information, as the same conditions as to attendance at school should operate for all children throughout the district. Regularity in the attendance of children at school has been hindered very much owing to the existence of sickness. In quite a number of schools children have suffered from measles, mumps, influenza, and fevers, yet the regularity of children in some of the schools has been unusually

XXII

Standard Classes. Number on Roll. Present at the Annual Examination. Average Age of Pupils in Each Class. Standard VII VI V IV III II I Preparatory 14 111 140 149 190 149 181 519 11 108 134 143 178 145 172 488 Yrs. mos. 14 6 14 4 13 4 12 7 11 4 10 5 9 2 Total 1,453 1,379

E.—2.

Appendix C]

good. Thus, at Matamau, a bush district near Dannevirke, the average regularity for the year was 97 per cent, of the roll number, and for three years the same school has maintained a regularity of over 96 per cent. Other schools might be named, notably large ones like Napier Mam and Gisborne, where the regularity exceeds 90 per cent., and the small country schools would jshow even better results than they'usually do but for the bad state of roads during the winter months. . . The number of teachers in the service of the Board is 321. These include pupil-teachers, probationers, uncertificated teachers, holders of licenses to teach, and those holding certificates of qualification from the Department of Education. These latter number 185. The adult teachers in the schools number 250, of whom sixty-five are without teaching qualifications. The latter form the Ishmaelites of the teaching profession, and something ought to be done to bring them under more effective working conditions. The Inspectors require to be brought into much closer touch with this class of teacher than is the case at present, for school efficiency is an utterimpossibility where the Inspectors are so impotent as to be unable to effect any improvement under the present arrangements. ~ The annual returns, as representing the number of children attending school at the time oi the examinations, naturally show different results from those supplied quarterly. On the days fixed for the annual examinations there were 10,595 children returned as belonging, to the Board schools, and of this number 10,240 were actually present at examination, or 966 per cent, of the whole. . , .. The following tabulation gives grades of schools, number of schools in each grade, and pupils in each standard for all schools in the district. Information is also given with respect to Roman Catholic and private schools : — Table. 11. — Catholic Schools (Nine Schools). Roll. Present. Standard VII ... ••• ••• ••• ••■ ■•■ J 2 VI ...... 54 52 V 100 99 IV " "" 101 94 TTT ... ■•■ 124 114 TT " 98 105 *' i'" ;;; 99 78 Preparatory ... • ■ ■"' ■ ■ • ■ ■ ■ ... 334 265 Totals ... 912 809 Table 111 — Private Schools (Three Schools). Roll. Present. ij Standard VII ... ... ■■- ■■• ■■• ••• °. °. VI ... ... ••■ ■■- ■•• •■ ' ' V 9 9 IV ... ... ... ... 4 4 111 ... ... ... ■•■ ■•• •■• 6 6 " II 4 4 " j 14 14 Preparatory ... ... ••• ■-■ ••• ... 20 18 Totals ... - 64 62 Table No 1 Tnot reprinted], stating the number of schools and total attendance in each grade, shows there are twelve household schools with a total roll of 55 pupils, or + 6 pupils for each school and teacher; twenty-two schools with a total attendance of 312 pupils, or 14;2 pupils to each teacher ■ and if the three lowest grades of schools are taken, they include fifty-eight schools, with a total roll of 913 pupils, or an average for each teacher of 15"7 pupils. Including pupil-teachers, probationers and uncertificated teachers, there was one teacher for every unit of 324 pupils in the schools under the Board at the date of the annual examination. ....«, In a former report attention was called to the leakage that goes on in schools m the case of pupils between Standards IV and VI. Thus, Standard V is returned as containing 836 pupils. This was Standard IV for the year 1910, which then contained 1,034 pupils, showing a loss during the vlar of 198 Pupils In the same way Standard V, at the end of the year 1910, contained 947 pupils, but as Standard VI for the past year they have fallen to 646, or a difference during the year nf Noi In other words, over 30 per cent, of Standard V pupils left school without passing VI and over 19 per cent, of Standard IV pupils left without completing the Standard V course Results such as these cannot be deemed satisfactory, and unless action is taken to stay the withdrawal from school of so many pupils at the most important period in their training, a great waste of educational effort will go on and a serious injustice will be done to hundreds of children who cannot help themselves. The annual synchronous examination for proficiency certificates took place on Friday 15th December in fifty-six centres-viz., nineteen centres in North Ward, twenty m Middle Ward and seventeen in South Ward. All the necessary arrangements for candidates are made by each • + Pfl r-her of a school where an examination is held, so that supervisors have merely to them from the Board's office. Candidates presented themselves from 100 schools-viz., eighty-seven Board schools, eight Catholic, three private, and two high

schools.

XXIII

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[Appendix C.

The following table shows in summary form the number of certificates earned by the different candidates : —

The examination for proficiency certificates is held after the departmental examination for the Junior National Scholarships, and as late as possible in the school year. This throws a large amount of examination-work to be done during the Christmas holidays, but it has its compensating advantages, for the regularity at school is vastly improved and teachers are able to carry on their own term examination for promotions without anxiety. It is assumed that the Junior National Scholarship Examination and that for proficiency certificates are based on a similar standard, but a comparison of the results in the two examinations goes to prove that either the old standard of preparation in the Board schools is not being maintained or that the taking of extra manual instruction in the schools is of no benefit, but rather a hindrance in the examination for National Scholarships. Thus, in the recent examination for the Junior National Scholarship 153 pupils from forty-one schools —viz., thirty-eight Board and three high schools—were entered, and of the total number, seventy-two, or a little over 47 per cent., succeeded in obtaining 50 per cent, of the possible marks. Some efficient schools had not a single candidate with 50 per cent, of marks, and very few schools acquitted themselves with credit. These facts are mentioned in order to direct the attention of teachers to the need of studying the trend of the departmental tests in the scholarship examination, because there is no reason, as far as I know, why there should be different standards for the proficiency certificate. The papers examined by myself for the proficiency certificate showed traces of weakness here and there, but; on the whole, the papers gave evidence of careful training and preparation. My confreres also who took part in the examination found much of the work satisfactory, and some excellent. Subjects like reading, writing, spelling, elementary agriculture, woodwork, with cookery and dressmaking for girls, form no part of the scholarship examination, but much importance is attached to " general knowledge," in which two separate papers are given. General knowledge, as far as the Inspectors in this district are concerned, is taken orally, and unless more specific directions are given, I fear the children in country districts will be unable to compete against pupils who work under more favourable conditions. Our efforts are made in the direction of making " general knowledge " specially adaptive to environment, and this is fostered by us when visiting the schools representing different aspects of life. A country lad knows a good deal about birds, their nests, their eggs, and a score of similar local and interesting subjects, just as a town lad knows about trains, shops, and scores of other things that are not familiar to country children. Our examination aims to foster observation of a general character as applied to particular localities or conditions, and if the preparation is on wrong lines, the fault, I fear, belongs to myself rather than the teachers, for I conceive that nature-study, if it is to be worthy of the name, must, in the first place, be observational, and, secondly, it must be closely adapted to environment. But whilst directing attention to certain aspects of examination, the annual class promotions suggest a tendency to pass on into Standard VI pupils who are barely qualified to overtake the full demands of the final standard now that the work has been extended by the introduction of manual instruction. The desire to promote pupils who are somewhat below the requirements offers a great temptation to some teachers, but whilst it may be practised under certain conditions in the lower standard classes, it often leads to disastrous results in the upper. A good broad foundation in the preparatory classes, followed by rapid advancement in the earlier standards, is a plan that might be well adopted with advantage to the children, but above the Third Standard every step taken should aim at thoroughness in detail, and there need be no fear of pupils satisfying all fair tests required under the departmental regulations. During the past two years the number of children attending the Board schools does not show any large increase. Household schools have increased in number, but there have been no marked increases of pupils in the larger school centres. At the close of the year 1909 the children belonging to the Board schools numbered 10,194, and in December, 1911, the number had increased to 10,595, an increase of 401 in two years, which is less than 4 per cent. There are no districts except Matawai, near Motu, in the Poverty Bay district, where new schools are likely to be required during the year, unless the projected Napier-Gisborne railway formation should cause an influx of workmen with their families, as in the case of Otoko and Matawai. The school buildings are mostly in good order and condition, and where they are not attention has been called to them already in separate reports. A marked improvement is proceeding in school externals, and teachers are coming to realize the beneficial effects of training the children to cultivate habits of neatness by means of school-gardens and well-arranged grounds. Quite a number of schools might be mentioned where ideal conditions exist, but in all the old-established

XXIV

Number Schools. School. Total Entrants for Examination. Total examined. Absent from Examination. Certificates issued. Failed. Profioiency. Competency. 87 8 3 2 Board schools Catholic schools ... Private schools High Schools 696 63 8 19 634 51 7 19 62 12 1 431 34 5 12 134 10 2 3 69 7 "4 100 786 711 75 482 149 80

Appendix C]

E.—2.

schools it would give real pleasure to find suitable provision made for a school-garden. The schools in Napier and Gisborne have no land available for garden purposes, but the purchase lease of an acre of land in Napier South would supply a great want, as it could be used as a 'training and experimental plot for pupils at the Technical and Board schools. Land in Gisborne might easily be obtained for a similar purpose. We would again urge upon the Board the importance of renewing the school-desks in all the older schools, substituting, however, the single desk whenever a change is being made. In all Canadian schools the single desk is in use, and the dual desk is being replaced by the single desk in England and Scotland in all the newer schools. In the case of apparatus and appliances the Inspectors are of opinion that the old plan of supplying the schools was preferable to the present arrangements. It has been pointed out that every school should keep an apparatus-book in which lists are kept of all apparatus and appliances, with date of supply. This should be examined by the Inspector at the date of his visit, and the latest information would be available in the office whenever applications for apparatus or appliances were made by a Committee. The rapid changes that now take place in the case of pupil-teachers and probationers have not been advantageous to educational progress. Formerly an Inspector was able to exercise a good deal of influence upon young teachers during their long period of training, but the new plan of examination, the shortening of the training period, and the seeming hurry that exists to pass them on to a training college have tended to lessen their technical training. Formerly this was given by a headmaster, with the guidance and encouragement of a visiting Inspector. It used to be to me a real pleasure to observe the growing power of young teachers who showed aptitude and interest in their work. But this plan has almost gone out of fashion, for the probationers and pupil-teachers pass through the schools at almost kaleidoscopic speed, the certificate of qualification being the one aim, and the preparation of a text-book will seemingly do it all. In the report for 1909 attention was called by T us to the character of the departmental examinations in relation to probationers, &c, and we made suggestions as to the necessity of regulations being drawn requiring probationers and pupil-teachers to be tested in reading, writing, and practical teaching, such as was done when the Board carried out the training and examination of pupil-teachers on its own scheme of instruction and technical training. Among the finest teachers to-day in the Board's service are those who went through a critical course of training as pupil-teachers, and we are of the opinion that the old system of technical training should be continued, or that pupil-teachers should be abolished from the school and arrangements made for training candidates for teacherships in a training-continuation school previous to admission to a normal school. Certainly the present plan is not satisfactory. Attention has been drawn to the large proportion of unclassed and untrained teachers in the service of the Board. The plan suggested in a separate report for their training would, it is believed, strengthen the smaller schools. Unless something is done the majority of small schools must continue to be carried on with little hope of success. The departmental regulations require all Board schools, as a general rule, to be visited at least twice in every year, and omitting household schools, which are balanced by private and Catholic schools, there is practically no time available which one could devote to the benefit of teachers in the smaller schools. If one could omit the "efficient " schools from inspection, the case would be different, but this is not possible under the regulations, and the only way out of the difficulty is that already recommended. Saturday classes for teachers who reside so far away from a centre are quite useless, and yet it is in the outlying districts that influences are wanted to operate, and where the schoolgarden, carton-work, dressmaking, and similar practical and useful employments are particularly wanted, but are necessarily neglected because under present regulations the teaching of useful and particular subjects has become a question of earning money to provide for instructors! The plan as now recognized paralyses true educational advancement in sparsely scattered districts, and lovers of education are apt to lose heart when they find so many useless official lions in the way. In the keeping of records and making of returns a good deal remains to be done by most teachers, and, on the whole, it can hardly be said that time-tables, both general and class, are neatly drawn. Of course, there are some splendid exceptions to be found. The schemes of instruction to be drawn up by teachers under Regulation 5 do not usually give sufficient detail as to the sequence of lessons in a given subject, it being understood by some teachers that the division of the arithmetic course of a standard under the regulations into three-term periods represents a scheme of work. In some of the schools visited trouble has arisen in the matter of free books, and either the new plan of supplying the necessary books to the schools does not work well or teachers fail to realize the importance of reporting to the office any delay in receiving the necessary supplies. In the matter of class-books for the use of teachers, it should be clearly understood by every teacher in charge of a school or a class that the absence of a class-book supplies the very best evidence that a lesson has not been prepared beforehand. It is feared that much of the ineffective reading in the schools may be traced to absence of preparation on the part of teachers themselves. The freedom of classification and promotion that was conceded to teachers some years ago has been sufficiently long in operation to test the wisdom of the course adopted. The preparatory classes continue to be made up of a comparatively large percentage of the whole number belonging to the schools, but it is probable there is a tendency to send children to school earlier than was the case a few years ago, and in the upper classes, as already pointed out, the leaving-age is correspondingly lowered. Where good preparatory departments are found the time spent in widening the foundation-work is time well spent, and we are satisfied that a course of sound preparation in the lower department is of more importance to young children, and to education generally, than the hurried lop-sided promotions that are sometimes made by teachers. One noticeable iv—E. 2 (App. c). «•■ ..... : ; "......

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[Appendix C.

feature in the schools is the tendency to memory preparation. Pupils in the upper classes will describe an event in history or give the mountains and rivers of the continents without difficulty, and the same plan is followed very largely when essentially observational preparation is necessary. Thus in quite a number of schools a description of the thermometer, barometer, and raingauge is prepared, but the instruments are not provided for the schools, and the children are quite ignorant of their use and practical value. We are at times surprised at the absence of scientific method in the schools, and the surprise tends to increase when the necessary instruments are obtainable at comparatively small cost. If teachers would foster observational and experimental work more, school-keeping would be robbed of its seeming tediousness, and children would come to express themselves freely and in a natural way. Self-reliance is almost looked on as a fault in some cases, because the preparation and use of school-books has become such a feature in our present many-sided scheme of education. Infant and preparatory training does not just now occupy the prominent position that it held in the Board schools before the issue of special grants for manual instruction. Subjects of manual instruction should be taken in the case of preparatory children when the conditions are favourable. Such instruction should be fostered, not forced. Each school has an individuality of its own, and at times it is all important to give particular heed to fundamental work, but this aspect of training is too often overlooked, and school efficiency has come to be judged largely in proportion to the amount earned in the manual-instruction classes. It is cause for regret to find a growing tendency for teachers to lose their own individuality in trying to carry out, not what they themselves think, but what others order. Sense-training, 'which ought to occupy a high place in all preparatory classes, receives far too little attention. No schemes are to be found in the lower departments of the schools, where systematic instruction is carried on in eye and ear training, nor do I remember a single lesson given to young children on the subject of taste or smell or feeling. And yet sense cultivation properly employed is fraught with great possibilities in the encouragement of observation, the quickening of the perceptive faculties, and in the cultivation of expression of language. In fact, sense-training is the cultivation of true science, as it is purely experimental, and every child, whilst passing through the preparatory school course, should undergo systematic instruction in this vital aspect of school training. Teachers who are in charge of the lower department in the schools should give more heed to the study of subjects that are limited by the environment of their pupils. The real strength and success of a school depend in a large measure on the quality of the teaching in the preparatory school. This is well understood in all the best schools of Great Britain, where the infant school occupies a much more important place than in this country. In the upper classes of many schools signs are not wanting to show there is a growing tendency to provide pupils with a kind of ready-made knowledge instead of laying a foundation that will train the children to think, judge, and act for themselves. In the school examinations as now conducted the time at an Inspector's disposal enables him to study critically methods of instruction, and the effects of different methods upon different classes of pupils. Defects are always to be found in the schools where young and inexperienced teachers are employed, but-4he tendency to foster the individuality of teachers under the regulations for the inspection and examination of schools is largely discounted by the adoption of capitation payments for special subjects under the manual regulations. Attention is again called to the infrequencv of good reading in the schools. There is an absence of precision, phrasing, naturalness, and good enunciation among pupils in the higher classes, which imply defective instruction in the earlier stages of preparation. In the infant schools at Home the mistress in charge is a trained specialist. Particular methods of instruction are adopted in different schools, but everything is done to make as thorough as possible all the foundation-work in essential subjects like reading and arithmetic. Writing continues to be well taught in the majority of schools, but less attention appears to be given to neatness and method than was the case a few years ago. The increasing number of school subjects may account for this. Some schools —notably Standards V and VI, Gisborne, Makauri, Otoko, Pohui, Tolaga Bay, Omahu, Pukahu, Whetukura, and Ormondville —showed some excellent specimens of penmanship, and the average results may be set down as satisfactory. The effects of training children to habits of self-reliance are most noticeable in arithmetic as between town and country. In the smaller schools where teachers have to deal with two, three, or more classes a lot of necessarily thrown on the children themselves in the preparation of their work, particularly in a subject like arithmetic. In a large school the position is quite different. There the class teacher docs too much teaching, instead of directing and controlling the studies of his pupils. The duty of a teacher is to train by suggestion and otherwise, but it is no less the duty of children to learn what to do themselves, after general principles have been explained. Class teachers might lessen their own labours considerably by fostering self-reliance more among the children, particularly in arithmetic. Geography in these days of commercialism is too important a subject to be neglected, and yet it does not occupy the prominent place it used to do in the school course. It is hardly the syllabus that is at fault, for in many respects it is intensely practical, but with so many subjects to prepare, the shadow of knowledge is more sought after than the substance. One might set down here some of the curious answers of Standard VI pupils in the late examinations, butthey all point to the same weakness —viz., too many subjects and insufficiency of time for preparation. Instruction in English receives much painstaking attention in many schools. In the smaller schools, where one, two, or three pupils make up the two upper classes, difficulties exist that make it necessary to use text-books for working exercises. But most good is being done by encouraging pupils to read simple books. The school library is mandatory in every school of Great Britain receiving Government aid, and it should no less be mandatory here. The conver-

XXVI

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Appendix C.

sational lessons that are carried on in some schools are highly beneficial to children, and the " School Newspaper Record," in which the best pupil in a senior class writes down his composition, is a feature that might well become general. Woodville District High School has kept its record newspaper for a number of years. The fostering of manual instruction in woodwork, elementary agriculture, cookery, and dressmaking is causing much less time to be given to other essential work. As far as it is understood, nature-study is taught in the schools, and if some better plan than the present capitation grants were adopted to foster manual instruction and nature-study in all schools, a vast amount more good might be done than is at present accomplished. Some excellent school-gardens and experimental plots are to be found throughout the district, among which must be specially named Matamau, Otane, and Petane, and a score of the teachers might be named who have qualified to carry on instruction in woodwork and elementary agriculture. Manual work popular where carried on, but where it would be perhaps most useful there no instruction is given. In every country school it is desirable to foster an agricultural bias, and but for the capitation spectre this and other subjects of manual instruction might occupy a most important place in the training of the children. If manual instruction is considered worthy of a place in the schools, provision should be made for it in all the Board schools, irrespective of size or locality. Military drill continues to form a regular part of school training in the senior classes of the larger schools, but instruction is also given to the girls in calisthenics, and to the younger pupils ?n physical exercises. Breathing exercises have come to be recognized as a necessary part of physical training, and they are of undoubted benefit to the children. During my absence in p]ngland last year a large amount of additional duty was thrown upon my colleague, Mr. Smith, and Mr. Crawshaw, the Secretary, but the duty was cheerfully undertaken, and I wish here to express my thanks to them and to each member of the Board for the sympathy and consideration shown during my term of absence on sick-leave. To have returned to duty in good health is something, but the travelling in so extensive a district requires, m my opinion the services of a much younger man than I am, and. with the approval of the Board, I propose to retire from active duty early next year. In the meantime my efforts will be directed to the best interests of education in the district, and I hope, with the help of my colleague, to leave the schools in a high state of working efficiency. In conclusion, I would add that, although during my absence from New Zealand many public schools in'various countries were visited, which were handsomer, larger, and more luxuriously furnished than one is accustomed to see in this country, I met no teachers more earnest or more able than are met with in New Zealand, and I certainly saw no better results than one usually sees in this district and in other parts of the Dominion. Comparisons are necessarily difficult, because the social and industrial conditions are so different in Great Britain and other co-related countries, including our own. Our children are brought up under better and freer conditions than exist at Home. Formalism and class distinctions are less pronounced with us, but under a freer discipline the children of the Dominions are as manly, as thoughtful, and as apt as in any of the countries visited. What is wanted just now is the broadening of the teachers' aims and ideals, and to do this something must be done to help them to visit other lands, so as to act as incentives to progressive thought here. Education is the watchword in all civilized lands, but that land will best succeed that anticipates the world of to-morrow and adapts the education of its future citizens to the coming change. 1 am, &c, H. Hill, The Chairman, Board of Education, Napier. Chief Inspector of Schools.

MARLBOROUGH. _ Blenheim, March, 1912. I have the honour to present my eighth general report on the schools of Marlborough Number of Schools .-During 1911 there were ninety-five schools open. Eleven of these operated less than four quarters. Eighty-eight were open at the close of the year, and the tables oTrumbers in standards and ages are compiled from the schedules returned by these. Wfction —Visits of inspection were paid to ninety-one public schools, five private schools, a + Tor-l nical «chool Blenheim. " Annual visits," in the latter half of the year, were made S> eStSS pubtthoob and five private schools. In December Standard VI was also examined my myself at nine centres. Various other visits were paid to observe teachers classes to test pupil-teachers and probationers, and to meet the teachers assembled in LS Only three schools, none of which operated more than two months, were unvisited. In future a number of the smaller schools will probably be met only once in the year. _ Observations made at First VisiT.-In too many schools clocks were not in working-order. Tn five instances the registers were inaccurate. Instruction 7 of the Examination Register was !r«S entlvElected; if the scheme-of-work book were fairly detailed, a reference to it would Ir f The 100-book is a valuable historical record that should be carefully posted up to date. Organization was usually satisfactory, but in several schools the average age of Class P. was U . lg h a Timetables generally provide a fair distribution of time and due sequence of subjects.

XXVII

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[Appendix 0.

In a number of cases the schemes of work omitted mention of some subjects that were, in fact, taught—usually moral instruction, health, temperance, singing, needlework, drill. The former tkree need not appear on the time-table, but the scheme of work should indicate how they are dealt with. I requested the teachers to include sample schemes among the exhibits sent to the summer school, but none were forthcoming. This was due to diffidence, for, although there is -much crudity in individual schemes, a number are commendably well arranged, clearly detailed, and reveal a modern treatment and progressive attitude. Attendance certificates rightly employed are a valuable incentive, and omission to apply for them should not occur where they have been fairly won. The furniture is usually carefully preserved, and the rooms made neat and attractive. Books of the free issue were sometimes in disrepair; a covering of cloth would make them last longer. The average picture displayed on the school walls is not yet of an adequate standard of taste; there is here an opportunity not only for the teacher but for the generosity of pupils and citizens. In several of the smaller schools inspection is rather a matter of advice than of criticism. Buildings, Grounds, and Fences. —[Notes in detail not printed]* New schools are supplied with dual desks, and a good many of the older desks in other schools have been superseded by duals, Havelock and Picton being the largest schools supplied. Hyloplate continues to displace the old cumbersome blackboard and easel, and incidentally increases the amount of floor-space which, under the Department's regulations, is not by any means too generous. Attendance.—Epidemics were very prevalent last year; sometimes three or four kinds of disease attacked a school at one time : thus at Wairau Pa the children suffered from measles, mumps, typhoid, and pneumonia. Other troubles were whooping-cough, chicken-pox, and influenza. In a preparatory class at Blenheim, with an enrolment of about sixty, only seven pupils escaped measles. Floods also seriously affected the schools of the Lower Wairau region, Blenheim and Riverlands being affected from this cause for weeks. The result was that, although the standard of duty was 420 half-days for the year, only ten schools reached the standard. Forty-four schools were open 400 half-days; of these, thirty-six recorded 90 per cent, of attendance. That disease and floods were responsible for the absence of the children is indicated by the fact that omitting "excepted" half-days the average attendance for the year is a record for the district. The pupils evidently did their best to make up for lost time. Mr. Thomas, Truant Officer, reports: Informations, 51; convictions, 48; fines, £5 195.; costs, £1 Is. By regulation of the Department, Standard VI is now the standard of exemption. Examination and Classification. —The following table is extracted from my return to the Education Department. It summarizes enrolment at the end of the year.

Some teachers in compiling their schedules of enrolment in December represent as still in Standard VI pupils who have passed out of that standard by gaining the proficiency certificate in the course of the year. This was done in the case of thirteen pupils whom I have transferred to Standard VII. The average age of.Standard VI, including those thirteen pupils, would still have been fourteen years. The roll-number in Standard VI is considerably less than that for the previous year (187). All the other classes except Class P show increase. Although the number in Standard VI is low for Marlborough, it is above the average for the Dominion. In several schools the pupils are late in escaping from Class P. It should be the exception to find a child eight years of age in that class. In some schools there is a waste of time due to not treating the pupils seriously at that stage. The methods adopted may be different from those employed in higher classes— e.g., there may be more of education through play—but still the educational purpose must be always in the background. Handwork, in addition to cultivating the child's manipulative powers, his observing faculties, and his sense of cause and effect, should, for those very reasons, so brighten his general intelligence and throw so much interest into his work that he is smoothly and quickly led along the educational highway. A teacher who altogether omits handwork thereby proves incapacity, for it is a valuable aid, and should not be neglected; his course is not so interesting to the child as it should be. The school in this district that uses handwork most wisely has also maintained its place among the "good " schools for general excellence in the ordinary subjects, and successfully prepared for scholarships pupils from its highest standard.

♦References to individual schools have in most instances been omitted as of purely local interest.

XXVIII

Glasses. Number on Roll. Present at Annual Examination. Average Ago of Pupils in each Class. Standard VII VI V IV III II I 36 155 215 253 328 273 301 774 27 152 209 246 319 267 295 744 Yrs. mos. 14 10 14 0 13 3 12 4 11 2 10 1 9 0 7 0 Preparatory Totals for 1911 „ 1910 2,335 2,293 2,259 2,206 9 11 10 0

Appendix C]

E.—2.

While leaving certificates are granted by myself, the examination for promotion is in the hands of the head teacher. Except in a few remote schools Standard VI was examined in December : 174 pupils were presented in Standard VI, 171 were present, ninety-seven gained proficiency certificates, and twenty-eight gained competency. In. view of the discussion initiated by the Inspector-General of Schools as to the average age of pupils of the Dominion, the following table is interesting [summary only printed| : — Standard V. Standard VI. Yrs. mos. Yrs. mos. Average for the schools .. ... ... ... 13 2 13 11 Average for the Dominion... ... ... ... 13 1 14 0 Only three of the larger schools show fourteen years of average age in Standard VI.

Classification of Teachers.

Two of the " uncertificated " teachers above have passed the examination for a certificate, and are acquiring the necessary practical experience. There were forty certificated teachers on the staff in 1910. The number of schools is steadily increasing, but the number of certificated teachers is practically stationary; therefore the percentage of qualified teachers is steadily decreasing. 1 wish particularly to call the attention of the Board to this fact; if our standards are to be maintained it cannot be ignored. Nor is the prevalence of small schools the sole cause, for thirty-seven uncertificated teachers held positions carrying salaries ranging from .£9O up to £150 a year. Let me put this matter in a different way : Under the departmental regulations each of these teachers pays a penalty of 5 per cent, to 10 per cent, for not having a certificate; unless the salary would thereby drop below £90. Since a number of these teachers have held their positions for several years, and have apparently made no attempt to qualify, the matter may be stated thus : For the privilege of not working for a certificate (only- four attempted the examination in January last) the teacher is willing to pay a penalty as under : — One to pay a penalty of £15 a year, one to pay a penalty of £14 10s. a year, two to pay a penalty of £14 a year, four to pay a penalty of £12 10s. a year, two to pay a penalty of £12 a year, nine to pay a penalty of £10 10s. a year, two to pay a penalty of £10 a year, one to pay a penalty of £7 10s. a year, eight to pay a penalty of £5 a year; seven suffer no deduction, but will not be able to get any annual increment for two years : total, 37. Surely self-interest should cause these to strive for qualification. Meanwhile three teachers from this district, trained at the Wellington Training College, are unable to get suitable situations, and are left to seek places in other districts. Several of the thirty-seven are g"ood teachers, and do work as good as the fully qualified; but most of them do not, and the children suffer. Unless the holder of a good situation is rendering work of merit equal to that of an average certificated teacher, or is known to be definitely studying for a certificate, the positions should be offered to the young trained teachers that have been in the Board's service. In any case the tenure of an uncertificated teacher is precarious, for under the Act the arrangement is purely temporary, and holds only until the Board can obtain a certificated teacher. One has no wish to be hard on the uncertificated teacher who, in many cases, fills what would otherwise be an awkward gap, but the interests of the children should come first. Teachers' Certificate Classes. —The Department now offers a grant to assist the promotion of classes for teaching the unqualified, with a view to their gaining a certificate. Twenty-five teachers have signified their desire to join correspondence classes and fourteen to join Saturday classes in order to take advantage of the grant. This movement deserves success. The classes will begin to operate immediately the form is agreed upon with the Department. A summer school for teachers was held at the Marlborough High School, Blenheim, from 22nd January to 2nd February, 1912, but it really belongs to the period under review, for all arrangements were made during 1911. This was the third such school held in Blenheim since 1905. The teachers were requested to give up one week of their holidays to these classes, and the Board closed the schools for one week of the school year so that a fortnight might be available.

XXIX

Certificated, i Licensed. Uncertificated. Total. Head teachers Sole teachers Assistants 13 14 12 i 61 11 13 76 23 Totals 39 l 72 112 Pupil-teachers Probationers Cookery and woodwork instructors Part-time instructors (agricultural, physical measurements) •• :: I 2 2 Grand totals 39 1 72 122

E.—2.

[Appendix C

The following subjects were undertaken by the instructors named : Physical instruction (Sergeantmajor Routledge, of the Junior Cadet Staff); medical inspection of school children (Dr. Finch, Chief Hgalth Officer, Canterbury); dairy-work (Mr. F. J. Heatley, M.A., M.Sc, Technical Organizer, Taranaki); vocal music (Mr. Robert Parker, Wellington); book-keeping (Mr. H. Bolton, F.1.A., N.Z., head of the Commercial Department, Wellington Technical College); geometric drawing (Mr. •H.-Luks, Wellington Technical College); History of New Zealand (Mr. D. A. Strachan, M.A.). In all, ninety-three students were enrolled. Of these, fifty-three were enabled to have twenty hours' practical work in. dairying, the programme for the D certificate being covered. The total number of hours given to instruction of all kinds was fifty-two. Accompanying the summer school was an exhibition of» school-work, to which between thirty and forty schools contributed. Messrs. Whitcombe and Tombs also provided an exhibit of school books and appliances. Mr. Robert Parker delivered a stimulating address on " Shakespeare and Music," with illustrations by local vocalists. All teachers, male and female, were given an opportunity to practise on a Hazard target. Arrangements were also made for social intercourse and enjoyment. The teacher-students brought to the labours of the fortnight an excellent spirit and desire to make the most of the occasion. The school should have a distinctly reinvigorating effect on the education of the district. The Department kindly }'ielded all necessary facilities. Remarks on Special Subjects. English.—The suggestions contained in last year's report were applied with good effect by the teachers, who may nevertheless be again referred to them. The youngest teachers do not always know that the letters of the alphabet have both names and sounds; they teach the names laboriously, but omit the phonic values, and then wonder why the children are slow in learning to read. Properly, the names of the letters, although useful for identification, have only a remote connection with reading, whereas the sounds of the letters and letter-groups are fundamental. Although it is advisable for other purposes that the order of the letters in the alphabet should be known, it is not necessary that the youngest children should spend their first week in acquiring a " parrot " knowledge of them; they should know both the names and phonic values of all letters that come into their reading-lessons. In the schools referred to there is a considerable amount of defective utterance, nasality, &c, that careful training in phonics might cure, yet the work is not attempted. There are still about six schools where the ear is offended by- misuse of the aspirate, so prevalent as to be a reflection on the teaching. Reading is not by any means a mechanical art; head and heart enter into good reading. The mode in which such a word as " far " is uttered—short in spelling but long in utterance —tells whether the reader is in sympathy with the author; so, too, with many figured expressions—such as the descriptive sentence, the rhetorical question, and the exclamation —which give light and shade and variety to reading. During the past year several libraries have been established, and others have been increased. Collins and Co. have lately issued a fine set of books : " The Old Voyageurs," " Eminent Women," " Nineteenth Century Explorers," &c, which are well suited for young readers. The school library is not intended for adults; its object is to feed young people whose imagination is powerful, the sympathies unblunted and. easily aroused; they are anxious to know something of this world in which they have so lately found themselves; they desire information on history, geography, science, &c, but expect it in popular and interesting fashion as through tales of exploration and adventure. The books chosen should as far as possible have literary value : " Dot and the Kangaroo " (by Ethel Pedley, a gifted Australian authoress who died too young), " Little Lord Fauntleroy " (Barnett), and "Tropical Africa" (Drummond) are types which combine a cultured expression with valuable suggestions —geographic, scientific, ethic. In the larger schools class libraries should be established. An occasional half-hour given to discussion concerning books is a great incentive to reading them. By spelling, not only is a knowledge of literal sequence cultivated, but also a habit of close and accurate observation. It is satisfactory to find that sixty-three schools were efficient in this subject, twenty others were passable, and only seven classed as " weak." Word-building, unless combined with using the new words in sentences of the pupil's own construction, is a sterile and time-wasting subject. If, however, it is used to increase the pupil's vocabulary in use and his powers of flexible expression the subject becomes a vital and powerful instrument of educational progress. There are not wanting teachers of Fifth and Sixth Standards who leave word-building till they come to the end of the reading-book, where the roots and affixes are. A week's or a fortnight's drill in these is a pallid and bloodless compensation for the interesting symposia that might have accompanied the reading-lessons throughout the year. Although on principles of close correlation writing is classed with English, it is really a species of handwork. The greatest defect in writing is insufficient attention to the formation and junctioning of letters; some forms of junctioning facilitate the production of a rapid yet clear and easy hand; it is for the teacher to study the subject so as to make his teaching purposive. Ibo often the ends that ought to be kept in view are overlooked, and general neatness alone studied. The tablet pads used instead of slates are sometimes allowed to become the means of permitting the writing to degenerate into a scribble; where they are used it is necessary to insist on a high standard of general neatness. In some schools Standard VI has not advanced beyond copies ruled in double lines; at that stage they should not need such an aid to the maintenance of an even text. Other schools, fortunately few, do not provide well-ruled slates for Class P, where they are a necessity if the writing is to be more than a time-filling exercise. Composition in its double aspect of grammar and essay is a matter of perennial interest to the good teacher. Analytical grammar has improved considerably, but one still finds pupils in the higher classes with an imperfect knowledge of the requirements of the syllabus. In a larger school, where the work from standard to standard is not kept in perfect correlation by the head

XXX

Appendix C]

E.—2.

teacher or by regular meetings of the staff, a weak intermediate class may disorganize the programme of the whole institution. The classes where satisfactory reasons are given in correction of errors are not very numerous; it is a part of the subject that needs more attention, and should ""be dealt with especially in correlation with the essay and with oral speech. The preposition and the conjunction are not specifically mentioned in the syllabus, but they are indirectly referred to among the links of sentences and phrases. Their distinctive functions should be known. The transposition of passages from direct to indirect form was often defective. Weak sentencing and punctuation were also not rare. It was noticeable, on the other hand, that there had been a vigorous grappling with the small error in the essay —that is to say, the small errors were less numerous; nevertheless, where corrections could be readily made a clear explanation based on function was not sufficiently common. American novel reading is becoming more and more prevalent in New Zealand, and the result 'on th 3 language is beginning to be visible in the frequent use of such Americanisms as "belong there," the use of "like" as a conjunction, and even such expressions as "where did you used to see these " (Major) may be found in otherwise good writers. Inasmuch as English is a living, growing, developing language, it will become a problem of the near future how far it may be permissible to accept contributions from the great Anglo-Saxon-Celtic-Latin-Negro race of the West —how far it may be wise to neglect these idioms if we wish to preserve in close relation to each other the great nations that use our speech. It does not seem sufficient to take the opinion of one set of grammarians on the matter; and, as, whether we like it or not, these idioms are becoming common among our people, the question arises as to the function of the grammarian : " Is it his to accept or reject what is commonly used by otherwise good writers — e.g., " like " as a conjunction. Hitherto I have tried to eradicate this, but I find that teachers as well as pupils use the idiom. The reading of young teachers should include an acquaintance with such writers as Lamb, Addison, Macaulay, Drummond, Ruskin, Chesterton, Keats, Longfellow, Tennyson, Scott, not to mention Milton and Shakespeare; these are all brilliant stylists in different fields. Or if a convenient volume is desired let them get the third "Temple Reader." Too many imagine they can learn taste and acquire good modes of expression by argument, instead of by frequent resort to the great masters. Let the young teacher go often to them and absorb their sublime harmonies. His soul, too, will become sonorous, and he will find the poet's word is true: their "echoes roll from soul to soul and grow for ever and for ever." Essay-writing takes various forms : Picture description and interpretation, the prose rendering of the plots of poems, the reproduction of geographical and historical matter, imaginative or expressional work in connection with nature-study, the retelling of stories, narration in connection with current events, business and social letters, advertisement-writing, &c. Some pupils when invited to write out a telegram or an advertisement from given details show a cheerful disregard for brevity. Letters of application are at times fictitious — e.g., a child of thirteen will say he is eighteen, a child in Standard VI will say he has a Standard VI proficiency certificate. Why not state facts? The letter will seem more real. In some schools the short essay tells its tale of hours given to receptivity rather than to production, where the teacher treats the pupils as persons to impress and not as people to cooperate. If the child's brain is brought into active work the ideas soon begin to spring readily, perception, becomes keener, and thought struggles for expression. This is the time for studies in word-building or for direction of the pupil's attention to the works of literary artists; a natural rhetoric will then grow easily and suit itself very simply yet effectively to its subject. On what does a teacher's choice of poetry for recitation depend?—all toe reiely on some well-thought-out scheme. "Here are some extracts in the reading-book; they will do as well as others " —and so the same hackneyed programme is presented year after year. "Is this piece chosen on account of its literary characteristics? " "Is this a concise and vivid descriptive wordpainting? " "Does the sound of battle roll through this?" "Is that one touched with the moral ' eros' 1 " "Does amy of my pupils seem in temperament fitted to give a dramatic realization of this poem? " " Have I awakened yet to the fact that all New Zealand poetry is not doggerel, and that some of it is calculated to kindle and keep alight the vestal fires of patriotism? " These are some questions that the teacher may ask himself when choosing his poetry. It is well to preserve a good balance in teaching, using some subjects to humanize the pupils, refining their taste and enlightening their perception, and using others to cultivate those traits of accuracy and power that grow with scientific study. I was therefore pleased to find teachers making a closer study of the literary characteristics of poems. Under the influence of American ideals a wave of utilitarianism is"sweeping over the schools, and tends to be felt, especially in Standards V and VI. This will probably be the keynote of the next ten years. It is not altogether disadvantageous, but it is for that reason the more necessary that our teachers should try to keep the balance even. Sometimes a poem by one author— e.g., the " Story of Horatius " —is presented as a year's programme in recitation. It would seem better to enable the children by means of shorter pieces to acquire some knowledge of different types of poetry. Arithmetic. —In this subject, as in others, there are two aspects—the method and the result. In the lower school good methods should result in automatic accuracy, as well as in a sense of the value of the numbers used. When a child in the standards needs to use his fingers in counting it is obvious that the ground-work has not been efficient. If the method was good, then the industry or the intelligence with which it was applied was at fault. Occasional long-tot practice is useful in every class. Mental arithmetic, which is partly an exercise in power of abstraction and partly the easy presentment of some new rule, should not be overlooked, as it tends to be in small schools where standards are numerous. Mental sums should not be too hard; the problems

XXXI

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[Appendix C.

chosen should be so simple that it is easy to be accurate, and thus the principle involved receives practically all the attention. Some teachers leave the pupils in a maze of examples without bringing them to a contemplation of the rule; others try to get them to see the rule without sufficient previous work on examples. The subject still tends to be treated in too bookish a manner. It is the exception to find children introduced to real weights and measures (with the balance, or the_ stepping-out of distances, estimation of areas), to have the cost of common articles dealt with as if in actual shopping—with direction of mind to the articles as well as to the cost. Such direction might seem for the moment to introduce a disturbing element, but where it renders the subsequent calculations intelligible and interesting the teacher soon finds that he is repaid for the attempt to make his subject have a living import. This treatment also soon leads to the adoption of devices like common shop practice, and reveals the utility of other short methods. Geography.—This subject is still one of the weakest, and will continue to be so until the practice of illustration with sketch-maps rapidly drawn on the blackboard becomes a general and persistent feature of each lesson. The little maps inserted in Part I of the School Journal are a useful innovation. In some schools one has the impression that much geography is taught, and yet the location of large and important trading towns (e.g., such a town as Southampton, which has extensive trade connections with New Zealand) is unknown or vague. This is clearly due to the omission of sketch-mapping. More use may be made of local industries, and of the visible articles of traffic on boats, railways, and wagons, as starting-points for geographical studies. New Zealand geography should be brought up to date by scrutiny of the latest census returns. Very fine maps modelled in relief by means of plasticine were noticed at Separation Inlet; these maps take some time to construct, but they- are invaluable for demonstrating some aspects that otherwise are apt to escape notice — e.g., by this means it would be comparatively easy to show that Asia is a kind of three-sided pyramid with one side 1 sloping north to the Arctic, one south-east to the Pacific, and one south-west to the Indian Ocean and Red Sea. Such a map would explain the direction of rivers, the formation of plains, the grouping of population, the commercial importance of localities, military movements, political boundaries, and differentiation of language from the parent stock. All these are large matters the correlation of which renders intelligible and interesting much that is dry when treated merely in detail. Nature-study of various character receives considerable attention, as indicated by weather records, nature-study note-books, school-collections, and indoor experiments with seeds and plants, lessons on botany, gardening, and agriculture. In all of these there are introduced lessons in physical and chemical science and some training in scientific method. History.—ln the syllabus the following appear : " Colonization and Early Government of New Zealand," "Abolition of the Provinces," "New Zealand and other Forms of Colonial Government," " The Franchise." It had been found that many of the young teachers had no idea how the provinces came into existence, nor how provincial institutions vanished; so opportunity was taken at the summer school to sketch in lightly a course of New Zealand history dealing with the above matters, and taking cognizance of constitutional, industrial, and sociological matters, Native-land tenure and the difficulties that grew out of the interpretation of the Treaty of Waitangi, a brief review in chronological order of the chief doings of our leading men. It is hoped that the teachers will fill in details from, their own reading, and so make history what it is intended to be —an explanation of the social web that gathers round each citizen. Lessons in which the virtues of moral or military heroism., the advantages of the reign of law, far-seeing statesmanship and humane legislation, commercial enterprise and social advancement, are held up to the admiration of the young will not be less interesting and attractive when some of the illustrations are drawn from local sources. History becomes a living subject when through vivid and dramatic treatment appeal is made to the emotions as well as to the intellect, the great men of the past become our friends, we sympathize with them in their struggles or wish them success in their pursuit of the ideal. There is room for more correlation of history and geography; the import of fruit may be a matter due simply to difference of latitude, but the late construction of the North Island Main Trunk Railway was due to Native-land difficulties that are matters of history. So, too, the original settlement was decided according to plains and harbours; the obtaining of the plains became complicated with questions of Native custom and the meaning of the Treaty of Waitangi, and caused such troubles as the Wairau .massacre, which ultimately led to the Maori wars. Again, provincial boundaries grew out of poor communication — e.g., in the old days communication between Nelson and Auckland was by way of Sydney. With extension of shipping, roading, railway, telegraph and cable services New-Zealanders came to realize themselves as one people, the provinces and their local parliaments were abolished, and education became a national matter. The needs of commerce in the way of stepping-stones across the ocean has led to various annexations. A relatively large production from a virgin soil has resulted in higher standards of comfort, free education, and probably in a more liberal franchise with subsequent effects on the character of our industrial and social legislation. By local elections the pupil in Australia is lured to watch parliamentary action. He is thus carried from State to Federal matters, and thence induced to contemplate life in the neighbouring States. In this way his outlook tends to be more cosmopolitan than ours. Something of insular narrowness may be removed by teachers who subscribe to such a magazine as the Review of Reviews, and read regularly with the pupils the introductory parts dealing with Australasian and European matters. Sometimes the selection of topics in civics does not suit the mental development of the pupils— e.g., constitutional matters do not interest Standard 111. Even trial by jury may be made too abstract.

XXXII

Appendix C]

E.—2.

Handwork. — (a.) Drawing —Freehand : There is much less of mere copying from a conventional figure; objects are drawn, in pencil and brush, and to some extent freehand is becoming a real mode of expression; in certain schools drawing and composition go hand in hand. Naturestudy drawing reveals a closer study of nature. The abuse of the rule is not yet altogether .absent ; it was observed not only in model-drawing, but in other freehand studies where a straight line gave opportunity. Model-drawing is still rather weak Instrumental drawing—Geometric: Some advance has been made in a sporadic way, but this is the weakest class of drawing. Improvement must begin from Standard 111. Teachers are requested to give special attention to this matter; the results in the Junior National Scholarship tests were very poor. Geometric drawing is sometimes treated in too abstract a way; the pupil is taught to bisect a line, to raise a perpendicular, to draw lines parallel, to make tangents, &c, as if each problem were an end in itself; whereas if they were requested to draw an archway and in the process found it necessary to bisect a line, raise a perpendicular, draw lines parallel, or describe tangents, the work would gather interest from its observed relation to the practical problems of life. Geometric design serves the same end, and is a form of design of which more may be attempted—not only single figures, but also borders and diapers. Few schools exhibited solid geometry, but a considerable amount is done in connection with the woodwork. Plasticine-modelling, which is drawing in the concrete, resulted in examples of high excellence. Plasticine-modelling is correlated with other subjects in various ways —Nature-study, design, and geography. (&.) Needlework : A few fairly large schools under sole male teachers failed to find a teacher of needlework. The syllabus in this subject is usually, faithfully performed; the various uses of the needle are taught and samples prepared, also various articles and garments are cut out and made. Younger teachers would be greatly aided if they studied suitable text-books, such as that of Miss A. Walker or Miss A. K. Smith. The exhibits at the summer school included singularly good samples of the various classes of needlework. There were six schools under sole male teachers where special teachers of sewing were recognized. (c.) Other Branches of Manual Instruction : Seventy-one schools taught some form of handwork, forty-four exhibiting two or more varieties. Gardening (forty-nine public and three private schools). A few of the gardens are libels on the productive capacity of the district; others are busy little laboratories where science is brought to the test of practice, the concrete study of cause and effect being a valuable part of school activity. Here the otherwise dull boy sometimes gains a new self-respect, and physical powers that would run truant are disciplined to the purposes of citizenship. In several schools the notes turn chiefly on a part of botany in. which plants are viewed as inanimate objects to be described. Ihe study of plants tends to become more scientific when they are better understood as living things, needing air, food, and water, affected by heat and light. The teacher may also find other interesting regions in soil-study, and in the observation of plant and insect pects. Science and good practical gardening do not always run together. Occasionally where there is a good garden a remarkably small amount of scientific information appears in the essay. Children should be encouraged to keep a note of all the operations and the reason for each. Farming is now generally recognized as a branch of science, with a call for the educated man ; it is full of interest for the research student. It is also increasingly attractive to the pupils. Some critics affect to despise the big carrot and the big potato, but in so far as these are the result of premeditated preparation and attention to the ground and time of planting they are criteria of good educative work that deserve to be taken into account. Horticultural societies and the agricultural and pastoral associations, by offering special prizes, continue to show an interest in the labours of the pupils. At most schools the tools are carefully housed and protected ; in a few they tell a tale of weak discipline and poor management. Brush drawing (forty-six public and three private schools): Modelling in plasticine, 28; carton, 3; blackboard, 3; tablet-designing, 3; paper-cutting, 1; paper-folding, 4; crayon work, 8; swimming, 3; physical measurements, 1; paper-weaving, 1; kindergarten sewing, 1; school-collections (ferns, grasses, stones, curios), 12. At Blenheim Technical School: Woodwork and cookery, nine classes each; advanced needlework, seven classes. Pupils are centralized in these subjects from Picton (by rail, eighteen miles), Waitohi (by rail, fourteen miles), Tuamarina (by rail, six miles), Grovetown (by coach, two miles), Blenheim Borough School, Fairhall (four miles), Renwick (by coach, seven miles), Springlands (two miles), The Convents (Blenheim), Marlborough High School (Blenheim). In the teaching of cookery the gas-oven and the range are both used. At least four classes in dairy-work are expected to come into operation during 1912. Arrangements have been made for teaching swimming and life-saving to the pupils of the upper classes at the Blenheim School. (d.) Technical and Continuation Classes : It may be noted that in Marlborough, of those successful in gaining proficiency certificates, the proportion that proceed to Marlborough High School seems to be above the average of corresponding places in the Dominion, and, as the High School has modernized its programme by the formation of classes in woodwork, cookery, physical measurements, dairy-work, and agriculture, not to mention other classes in pure science, mathematics, and modern languages, it appears that this school also serves the purposes of a technical high school. Further, the technical education thus supplied appears to be quite as sound and extensive as that supplied in any other similar centre of the Dominion. The high school apparently sunplies the local need in this respect, which is indicated by the poor support given to evening technical and continuation classes. Teachers' Classes (Blenheim). —These were physical measurements (Miss Ross, M.A.V. cookery (Miss Grace), instrumental drawing (Mr. H. Oldham), nature-study and design (Mrs. S. Jones); and the following other classes at the summer school —Instrumental drawing, dairy-work, vocal music, book-keeping, and history of New Zealand.

V —E. 2 (App. C).

XXXIII

[Appendix C-

E.—2.

The new science room at Marlborough High School was found extremely useful for teachers' classes, the course in physical measurements being conducted there on Saturdays, and the practical work in dairying, as prescribed for the D certificate, being effectively carried out at the summer school. .. -' Miss Grace conducted, for nurses, a class in cookery. As both Blenheim and Picton will probably advance rapidly when the South Island Main Trunk line is completed, it would be well to be provident in securing sites for technical schools at each centre. With a similar object in view the authorities at Christchuroh recently secured 11 acres —an example that deserves imitation before the land becomes too costly. Singing.-—Where singing is well taught there is generally a bright and cheerful spirit. If the children are few, singing in unison and scale exercises form the programme; and, provided the songs are sweetly rendered and the words well chosen, one feels that effort in this direction is well worth while. In a very fair number of schools part singing is taught, in others the round is the nearest approach. Ear-tests should be more extensively used. To make the songs a permanent possession, the words should be memorized. At the summer school Mr. Robert Parker gave a very valuable course in vocal music well suited to the needs of the teachers. Physical Instruction, Games, Health, and Temperance.—ln fifty-six schools drill was considered efficient, and in nineteen others passable. The larger schools usually do well. Younger teachers may be reminded that physical exercises are best liked when the meaning and purpose of each is first explained to the pupils. The Chaytor prizes continue to stimulate interest in shooting. The teachers assembled at the summer school had each (male and female) an opportunity of practising at a Hazard target, and the ease with which schools could be supplied with one, provided a small local subsidy was raised, was fully explained. Sergeant-major Routledge proved a most successful instructor. The temperance charts are much used in many schools as texts on which to elaborate lessons on health. All the larger schools have football and cricket clubs, which compete in inter-school matches. There are also several tennis-courts and croquet-lawns. Tone, Moral Instruction, Discipline.—These are all closely related, for the object of every good teacher is so to train the youth that law may become internal rather than external. One who is actuated by duty- serves a much more severe master than one who acts under the sanctions of external law. The skilful teacher knows how, by- adding the right ideational elements to the free springing impulses, the latter may be made to pass up into the former. As a mere study in psychology, developments along this line should be interesting, and so make what is usually considered only an aid to good teaching better understood as an integral part of its product. In general, as is noted elsewhere, the schools maintain a very satisfactory tone, and it is comparatively rare to find that this tone is confined to school boundaries. Yet a few teachers may be reminded that instruction in the courtesies of life is not beyond their duty to their pupils; at one school are found good hearts in crude settings, at another there is a general polish and refinement. I had occasion to mention to one teacher my special appreciation of his work in this respect. The children appear to be, for the most part, punctual and of commendable personal neatness. Standard VII. —The following subjects were taught in Standard VII in one or more schools : Latin, physiology, elementary botany, geography, history, elementary mathematics, drawing, arithmetic, agriculture. The Teachers' Institute endeavoured to promote the educational interests of the province by arranging for special addresses on matters closely related to school work. The subjects were : "The Decimalization of Money," "Geology in Relation to Geography," "Mathematical Geography." Pupil Teachers and Probationers.—A report on these appears in the appendix [not printed], printed]. Scholarships.—There were forty-seven candidates from nineteen schools. Ten of the candidates were over age, having entered owing to some obscurity in the wording of the Act. Thirteen schools were represented by the twenty candidates, who gained over 400 marks. Among the latter were fifteen candidates under fourteen years of age, one of whom, however, failed to attain the minimum in arithmetic. Of these fifteen, there were five from as many sole-teacher schools. On the whole, the result is satisfactory, especially in view of the amount of time lost last year through flood and epidemic. It may be observed that the weakness noted last year in instrumental drawing is again evident. Countiv schools, where the pupils cannot reach the woodwork-room, are liable to be handicapped in dealing with this subject. With a view to helping the teachers, a Saturday class in instrumental drawing was formed, and also a class in geometric drawing at the summer school. Three or four teachers sent up the whole of their Sixth Standard without selection ; this tends to give needless work to the Department and its Examiners. Native Schools operating under the Board.—Wairau Pa, Waikawa Pa, Okoha, Otonga, and Onahnku are really Native schools, and the children on the roll are more or less migratory in habits. Where fairly settled conditions occur, as at Onahuku, progress is very satisfactory. In some of these schools the work is much hampered by the backwardness of the parents in providing the ordinary school material —slates, pencils, copy-books, ore. The year 1911 was marked by the death of Mr. W. B. Parker and Mr. A. J. Litchfield, ex-members of the Board. Both gentlemen had long taken the keenest interest in the progress of education in this district. I wish to place on record my sense of their active sympathy and co-operation. D. A. Strachan, M.A.. Inspector. The Chairman, Education Board, Blenheim, -

XXXIV

___.—2.

A.PPENDIX 0.1

NELSON. y IK _ Education Office, Nelson, 30th January, 1912. We have the honour to present our annual report on the schools of the Nelson Education District for the year 1911. . One hundred and eighteen schools were at work during the last quarter ot the year. Io six of these eight side schools are also attached. Household schools at Aniseed Valley, Drummond's, Moutere Bluffs, and Torrent Bay have during the year been closed, but Nine-mile has reopened, and new household schools have been established at Rainy River, Norris's, Awaroa Bay, Okiwi Bay, and West Haven, so that the total number is higher by two than previously. Further development is expected shortly at Glenhope, Owen Junction, and Braeburn. One hundred and twelve schools have been inspected, and, as usual, the great majority have been visited at least twice. Those as yet uninspected have been but recently opened. Those inspected but once in the year are small outlying schools in Grades 0 or I. It is questionable whether too large a proportion of our time is not absorbed in the inspection of small schools, as so little is available for the examination of high schools, the setting of exami-nation-papers, the supervision and criticism of pupil-teachers' training, the consideration and criticism of head teachers' schedules and examinations, the investigation of claims for certificates, the consideration of applications for temporary appointments and of schemes of work, and the drafting of these for inexperienced teachers. We have found that suggestions upon some of the lines indicated above have, when issued to teachers in the form of circulars, been much appreciated, and have quickly influenced a greater number than could be readily reached individually. 'The following private schools have also been inspected by us : — ° r Roll. Present. 1. St. Mary's Boys', Nelson ... •• ••• 13 38 2. St. Mary's Girls', Nelson ..: ... ■■ •■• 73 b8 3. Sacred Heart High, Nelson 62 bO 4. Sacred Heart, Reef ton... ... •■• »8 8b 5. St. Canice's, Westport ... ... ... ••• •• -266 265 6. Cabragh House, Nelson ... ■■• ■■• Jjj 7. Zephyr Lodge, Nelson ... ••■ ■■■ ■•- '" __ Totals ... -. 563 548 The examination of pupils from these schools that were candidates for proficiency certificates was also conducted by us, with the following result :— Proficiency Competency Candidates. Certificates Certificates gained. gamed. 42 ... ■■■ ™ 16 Our appreciation of the general efficiency of these schools is briefly expressed as follows : Five satisfactory, two satisfactory to good. Six special examinations for Sixth Standard certificates were also held, and tor these fortynine candidates presented themselves, and gained twelve proficiency and twenty-six competencycertificates. , ~. , , ... ,'.• '. , . ..,, • The total number of children in attendance at the public schools of the district is still increasing the average weekly roll for September quarter, 6,050, being 153 higher than that for the corresponding term of "last year; whilst the return for December quarter, 6,130, shows a higher roll than the district has ever previously recorded. It is very gratifying to note a marked improvement in the standard ot regularity ot attendance 88-5 per cent, of the average weekly roll number, a percentage that for the first time for many years exceeds that of the Dominion for the previous year—namely, 877 per cent Our average attendance for the year was 5,345, as compared with 5,069 or 82"2 per cent for the year 1910 The operation of section 9of the Education Amendment Act of 1910, which requires all children to be present whenever school is open, has already had a beneficial effect upon the attendance and the improvement recorded has been made in spite of an epidemic o meases which seriously affected the attendance of •«* large proportion of our scholars, those the Nelson City schools. Almost every school has improved its position in this matter, but the attendance at Waitahu 75 per cent.; Waiharakeke, 76 per cent.; Glenroy and Takaka Secondary, each 77 per. cent ; Inangahua Landing, 78 per cent., is still so poor as to render the attainment of the best teaching results impossible. There were, however, only seven schools below 80 per cent this year, and twenty-nine below 85 per cent., as compared with eighteen and fifty respectively in 1910. Apart from household schools, excellent attendance was maintained at Seddonville, Rahui (side), and Arapito, each 95 per cent..; Summerlea and Redwood's Valley, each 94 per cent.; Nelson Boys' (main , Cape Foulwind, Land of Promise, and Fairdown, each 93 per cent. Three of our larger schools deserve special commendation for the very marked improvement that has been effected in the attendance during the year-Seddonville's percentage has risen from 87 per cent, in 1910 to 95 per cent., Richmond's from 86 to 92, and Westport's from 83 to 89. In all, fortyfive schools record 90 per cent, or more for the year. Of the thirteen Education districts of the Domnion Ot go still holds pride of place for good attendance with 905 per cent for 1910 Marl£,rou°h being Second with 892 per cent. Nelson, with 864 per cent was tenth on the list and classed by the Minister of Education among the districts having the lowest average. Though in all probability other districts may have improved, we hope to secure a higher position this year, and in any case can congratulate, the.district upon making so. great an advance upon any previous effort,

XXXV

E.—2.

Appendix C

There still is need for vigilance in checking the indulgence in an excessive amount of holidaj' time. Only thirty schools were kept open 420 times, though one industrious household school was in operation 470 times, and a school in Grade I worked on 454 half-days. Nineteen schools that operated throughout the four quarters, and should in ordinary course have done more, failed to attain to 400 times. In the case of at least six of these, all higher-grade schools, it is only fair to say that their being compelled to close for some weeks on account of the measles epidemic made it difficult for them to reach a high standard. The classification of the 185 teachers in the employ of the Board on the 31st December is shown in the appended table :—

From the above table, in the compilation of which licensed teachers have been counted as certificated, it will be seen that the status of our staffs has much improved, especially in the number of certificated sole teachers. Ihe proportion of uncertificated teachers is 29 per cent., as compared with 35 per cent, in 1910, and 31 per cent, in 1909; whilst that for New Zealand last year, calculated upon a somewhat similar basis, was 26 per cent. If we omit from such a calculation schools in Grade 0, for which a salary of only £6 a head, with a maximum of £48, is allowed, our percentage is 22 per cent. A large proportion of this 22 per cent, should be eliminated, and a beginning might well be made by insisting upon the sole teachers of Grade II schools and the assistants in schools above Grade IV being certificated. There are already in the service certificated teachers who might with advantage be transferred on promotion to such positions. There were in addition twenty-eight pupil-teachers and ten probationers, the latter being over and above the regular staff of the schools. During the coming year, 1912, the pupil-teachers in schools of Grades V and Vla—that is, with attendances of from 81 to 160 —are being replaced by assistant teachers, all such changes having to be effected by January, 1913. Provided qualified assistants can in all cases be secured, the staffs of the schools concerned will be greatly strengthened, but we rather regret the prospect of the extinction of the pupil-teacher system, which with all its faults has hitherto proved the best'means of supplying the service with capable teachers. We hope that a corresponding extension of the probationer system will be made, so as to enable more to readily gain admission to the service, which has suffered of late years from a dearth of qualified applicants. Most of the items in the following summary for the public schools of the district form part of the Inspector's annual return : —

The ages of children have in all cases been computed as on the Ist December. In some especially of the very small schools, the figures have been taken from schedules prepared at our last inspection visit, but in the main they are compiled from the teacher's class lists, showing the

XXXVI

Head Teachers. Assistants. Secondary Assistants.! Sole Teachers. Grade. t Total. Certifi- Uncertificated, cated. irtifitted. Jncertificated. Certificated. | Uncertificated. Certificated. Uncertifi-_ cated. Certifi- Uncertificated, cated. 0 1 2 3 4 5 6 9 24 6 5 3 [ I ■ • j • ■ j j - • 4 ■ • *J • • A I ■■ j I •• t I 11 6 6 24 II 1 2 1 . 9 25 L6 18 18 3 1 18 27 28 7 46 14 15 30 1 2 2 1911 ..) 1910 ..£ 38 40 | 47 50 15 15 5 5 40 25 j 40 51 ) | 185 ; 186

Classes. Number on Roll. Present at the Annual Examination. Average Age of Pupils in each Class. Average Age for the Dominion in 1910. Standard VII VI V IV III II I Preparatory 137 366 511 632 685 746 725 2,349 118 350 495 611 667 728 708 2,170 Yrs. mos. 14 7 14 0 13 2 12 4 11 4 10 3 9 1 7 0 Yrs. mos. 15 0 14 0 13 1 12 3 11 3 10 2 9 2 7 0 Totals for 1911 Totals for 1910 ... j 6,151 5,966 5,847 5,671 9 9 9 9 9 "lO

Appendix O.j

E.—2.

results of head teachers' annual examinations for promotion. These class lists were usually supplied by head teachers in such good order that we had very little fault to find with either their or with the mode of determining the classification. Though throughout the decade following 1897 there had been a gradual falling-off in the number of children in the district, -since 1907 there has been an increase each year, so that the total now is higher by about 100 than at any previous time. Ninety-nine of those in Standard Vll are pupils of the secondary classes of one or other of the four district high schools. Standards V and I are slightly lower than in 1910, and Standard VI is also lower by 59. All other classes are larger, especially the preparatory, in which the number exceeds the previous year's return by 136. The Inspector-General of Schools in two successive reports has called attention to the marked increase of recent years in the proportion of pupils in the preparatory classes, which in 1910 represented 372 per cent, of the whole. For this district the percentage was also 37, but this year it is even higher, 381 per cent. His conclusion seems to us inevitable, that the main cause of this increase is that the children now usually spend a longer time in the preparatory classes than they formerly spent; and one or two instances have been noted by us this year of a large class well advanced in work of First Standard quality but still retained in the upper preparatory division. In this district, too, the average age of passing Standard I has also increased of late years; for example, in 1896 it was 8 years 4 months, in 1901 8 years 9 months, in 1906 8 years 10 months, and now 9 years 1 month. In Standards II and 111 also very similar changes are shown, but years ago the ages of Standards IV, V, and VI more closely approximated those of to-day. In the matter of promotion, we are satisfied that the interests of individual children are too little studied. Very rarely, for example, do we find that exceptionally bright children have passed through two standard classes in the year, though in the lower classes this is quite possible of attainment without any great disturbance of the usual school routine. For the promotion of children from the preparatory classes a higher standard of efficiency than formerly is probably the general practice, and evidently to avoid troubles of organization such promotion, though merited before, is too often deferred till the end of the year. To quote the Inspector-General, " The facts are sufficiently serious to demand very careful examination "; and there is certainly room for questioning whether the average child of to-day is as intelligent as that of, say, five-and-twenty years ago. The presence of certain children very backward, of slow development, those upon whom in ordinary course even a capable teacher can make but little impression, is becoming more common, so that in the larger centres appeals are being made for special schools to be established for the treatment of children of this particular class. Their presence in any numbers —and examples now are to be found in any large school —must tend to increase the proportion that the junior division bears to the whole, and also the average age of that section. From a study of eugenics the cause of such increase might be determined, but that an increase exists a close observer can hardly doubt. Some subjects of instruction call for special comment or for criticism of the methods adopted. English.—ln the treatment of almost all branches of this subject we find much to commend. In reading and writing 88 per cent, of the schools (omitting from the calculation those in Grade 0 as too insignificant for consideration) were thoroughly efficient; in spelling 84 per cent., and in composition 77 per cent. The reading has invariably been tested from prepared text-books, as we consider it unreasonable to expect children to read well at sight from previously unseen matter. The Imperial Reader and the School Journal have been most commonly employed, though in some instances the Royal Crown or Graphic Series or the Historical Reader is used. The continuous or supplementary readers supplied to Standards 111 and IV have been warmly welcomed and fullyutilized by a few, but in general they have been too little appreciated. Some have read them as additional readers, but too many teachers have neglected them entirely, contenting themselves with two literary readers only. The fear that such an innovation would involve an additional burden should not be a deterrent to their use, as the interest aroused in the children by such works as those supplied should more than compensate for any additional labour required in their preparation, which should be confined to such brief explanation as would render the general sense of the passage intelligible to the class. In our large schools —those in which each teacher has no more than two standard classes —three readers at least should be in constant use, and one of these might well be a continuous reader. We nojace that the issue of free books for 1912 may also include a supply of supplementary or continuous readers for Standards 11, I, and preparatorj'-. In individual cases and in particular schools we still find faults on which we have so often commented, especially of enunciation and vocalization —faults from which some of our teachers are not entirely free; and, although the reading of the scholars is generally fluent and expressive, we are now and then disagreeably surprised at their ignorance of the force and meaning of some of the words employed. Good reading necessitates the correction of faulty mannerisms, the adoption from the first of a natural tone of voice and of the practice of reading in phrases, the ability to group the words correctly, and, most of all, the development of general intelligence, for without it the reader cannot maintain the intimate interdependence of eye, ear, and voice so essential to expression, the product of a thorough appreciation of the author's meaning. In regard to either recitation or reading it is in this, the highest phase of the subject, the entering into the spirit of the author, that failure is most common. Sometimes the teacher's ear, through time and constant abuse, seems to become deadened, and an habitual fault —a whining monotone, for example. or a strained high pitch of voice, that robs the lesson of all delight —is allowed to pass unchecked. In one education district a teacher of elocution has been appointed for the training of teachers, and the best results are anticipated from his direct influence upon the work of the children. The so-called " colonial twang " we in no way condone, but critics are too prone to dilate upon and exaggerate this defect, which suffers little by comparison with the uncouth dialects still frequently

XXXVII

E.—2.

[Appendix C.

introduced by importation from the Home-land. When we notice how rapidly these barbarisms are softened or disappear under the refining influence of our schools we can congratulate the latter upon possessing and maintaining to some degree the purity of the English tongue. A review of the marks assigned for writing shows that, in our judgment, the work presented to us was highly appreciated, and the number of schools in which the subject is well taught is larger than before. Where the execution is faulty strict supervision of both copy and exercise— in fact, of all written work —is required, and the insistence upon a hygienic position and a correct and facile hold of the pen. The best results are attainable only under careful supervision and strict discipline. As in previous years, the dictation and spelling tests were all, except the dictation of Standard VI, taken from the prepared readers, and though, on account of additional length, they were rather more difficult than, usual, much greater accuracy was attained than in the two previous years, this branch of English making a more distinct advance than any other. In those few schools 16 per cent., which still find great difficulty with the subject, one or other of the following causes is operating : The teacher, through inability to spell, or from careless reading, fails to correct mistakes; spelling is learned from lists of words instead of from the sentence; systematic wordbuilding is neglected or not continued through the higher classes by a study of roots, prefixes, and suffixes. Though in composition improvement is also to be noted, in most classes we cannot bestow very warm commendation upon the highest products of the Sixth Standard children, none of our larger schools attaining the "good" limit for that class, although the great majority were thoroughly efficient. We would again emphasize the need for a thorough knowledge of the use of punctuation-marks, especially of the period; for the constant employment of oral composition; and for further practice in essay-writing upon themes that are attractive to the pupils, and upon which the teacher is fully satisfied that the children have abundance of material at command. We have been especially pleased with the way in which the requirements of the syllabus have of recent years been met in Standards I and 11, and with a view to strengthening the work of the higher classes, which does not seem to develop in proportion to early promise, more difficult tests in composition were given in Standard 111, so that the work, though good, does not show to such advantage as in Standard IV. The chief defect again was the meagreness of matter in essays. A choice of three themes was given from subjects of common observation, all of which might certainly have been treated in the ordinary school course. Some children, through lack of practice, still confine themselves to making up disjointed sentences, instead of writing a connected description. In the Fifth and Sixth a better knowledge of the functions of phrases and clauses was shown, but rarely was a correct use made of familiar homonyms, or of words of somewhat similar meaning but of different application. The meaning of prefixes and suffixes was almost unknown, and in the Sixth scarcely any attempts were made to give the Latin root of a word. In the Sixth Standard test cards the meanings of certain poetic terms and phrases were beyond the capacity of the candidates, and their knowledge of the way in which greater force or emphasis may be attached to words or phrases by a rearrangement of the order was also vague in the extreme. The Sixth Standard children have found some of the cards set by the Department, especially those for 1911, extremely difficult, and we question whether for a pass examination too much is not demanded from children of fourteen years of age. The connected compositions—essays, letters, or reproduced anecdotes — were usually well rendered, and occasionally in well-chosen English. The vocabulary and diction are gradually improving, and should further improve under the wider course of reading now in vogue. Arithmetic. —As usual, we show in the following table the results obtained throughout the district in this subject:—

XXXVIII

mber of Schools. Standard VI. I Standard V. Standard IV. Standard III. Standard II. Standard I. . _ Preparatory. Excellent Good to excellent .. Good Satisfactory to good Satisfactory 6 4 5 4 10 7 4 8 4 15 13 7 7 8 12 9 16 9 9 9 10 4 14 10 12 5 9 20 19 7 4 4 18 25 29 Efficient 29 38 47 54 63 45 80 Fair to satisfactory Fair Moderate to fair Moderate Inferior to moderate Infeiior 5 15 3 17 1 14 12 9 2 12 1 13 10 17 3 6 1 11 7 13 7 5 3 2 I 4 15 4 4 12 8 14 4 6 1 6 11 8 3 3 Non-efficient .. 55 49 48 37 39 39 25

Appendix C.i

E.—3.

XXXIX

In Standard VI the record is much the same as that of last year, when twenty-eight classes were regarded as efficient against fifty-three non-efficient. Of 394 candidates for proficiency certificates 25 per cent, failed to qualify in this subject, The pass requirement is so low that the number failing in arithmetic appears to be considerably greater than should be the case. Thirtythree pupils of Standard VI were presented in Standard V arithmetic. In all the other classes, with the exception of Standard IV, where the result practically agrees with that of last year, considerable improvement is shown. In the preparatory classes the subject is generally receiving careful and more correct treatment, In a great many schools the composition and grouping of numbers are skilfully worked by concrete examples. The results of these operations should be duly recorded and tabulated, and the principal tables committed to memory. This final stage is essential if the pupil is to possess that readiness in applying the four simple rules with the accuracy and rapidity- that are always necessary for success in more advanced stages. The prominence recently given to mental arithmetic has, we feel sure, resulted in considerable benefit. Frequent practice should be given in this branch of the work. Tlie examples should come as much as possible within the experience of the pupils, and should not in the main be mere book questions. In the upper classes more attention might be given to shorter methods of working, and to producing greater facility in dealing with problems involving the use of units of the metric system. Geography.—ln the syllabus in geography no definite course of work has been laid down for the various standards in Course B. A list of suitable topics has been specified, from which the teacher is expected to draw up his own course. The result of this has been that considerable variety has existed in regard to what might be considered a suitable course, while our younger and less experienced teachers, especially in schools in which classes are grouped for the subject, find it difficult to arrange satisfactory schemes of work. To somewhat help such teachers, early in the year we issued the outlines of a suggested scheme of work, giving alternate courses suitable for schools where two classes were grouped. The limits of work expected were alone stated; the method of treatment and the order of taking the work were left entirely in the hands of the teachers. This scheme was very generally adopted, and led at least to some uniformity in dealing with the subject. On the whole the instruction appears to have improved, especially in the upper classes of the larger schools. In taking this subject in the examination for proficiency certificates the written answers showed a much more intelligent knowledge of the subject, but it was evident that in some schools the teaching had been limited to the getting-up of facts from a text-book. The political geography was not generally well known, but would doubtless be improved if there was some continuity between the schemes of work as devised for the various standard classes. History and Civics.—The instruction in this subject is carried on in much the same way as hitherto —in some schools by means of historical readers, in others by special lessons given by the teacher. In only a few instances has the result been entirely satisfactory. The subject is one that requires a live interest on the part of the teacher if his instruction is to be profitable. There are many- evidences that this interest has weakened to a great extent —we note that the subject is not a favourite one with candidates for teachers' certificates. In many cases we found fault with the schemes of work presented to us as being too meagre, and certainly inadequate when compared with the time given to the teaching of the subject. The latter branch of the work —the civic instruction— showed to greater advantage than history itself. Since writing the above the question of history-teaching in the primary schools has been adversely commented on at the meeting of the New Zealand University Senate. Much of the criticism reflects our previously expressed opinion that the subject is distasteful, and so it is not taken up with that keenness of interest that its importance demands. The suggestion that it be made compulsory for proficiency certificates might afford at best but a partial remedy for what is undoubtedly a weakness at the present time. Handwork and Manual Training Classes. —Classes in the following branches of elementary handwork have been recognized in thirty-seven schools: — Classes. Plasticine-modelling ... .. ... ... ... 29 Brush drawing ... ... ... ... ... 14 Elementary design and colour-work ... ... ... ... 5 Paper-folding .. ... ... .. ... ... 8 Free-arm drawing ... ... ... ... ... ... 6 Brick-laying ... ... ... ... ... ... 3 Cardboard-modelling ... ... ... ... ... 4 Needlework ... ... - ... ... ... 7 A number of other schools carry on some branch of handwork. In such schools the workingconditions often prevent the fulfilling of the conditions necessary for earning the capitation grant. In this connection a large number of schools have been equipped for free-arm drawing. The subject is a favourite one with the pupils, and excellent work has been done, more especially in several of our infant schools. Fifty-five schools again receive instruction in manual training, special centres for the first three subjects having been formed at Nelson, Wakefield, Westport, and Reefton, The following branches of work have been taken up : —

8.—2.

[Appendix C.

Classes. Ironwork ... ... ... ... ... ... 5 Woodwork . . ... ... ... ... ... 11 Cookery ... ... ... ... ... .. ... 16 Agriculture ... ... ... ... ... ... 37 - Physiology and first aid ... ... ... ... ... 17 Swimming . . ... .. ... ... ... 15 Physical measurements ... ... ... 8 Elementary chemistry ... ... ... ... ... 2 Dairy-work ... ... ... ... ... ... 10 The chief increase has taken place in the formation of six new classes for instruction in dairywork, eight schools now taking a combined course of agriculture and dairy-work. With the exception of Murchison and Karamea, each of the other schools carrying on this instruction was visited in alternate weeks by Mr. Bruce, Instructor in Agriculture, under whose direction the work was conducted. In the case of the two schools mentioned, situated in outlying parts of the district, the work was carried on by the teachers after inauguration by the instructor. The pupils have shown much interest in the work, which has been carried out wfth considerable skill and success. It is proposed to extend the work in the district high schools over a two-years course, for which a suitable programme of work will be issued. The erection of a science-room at Takaka and the equipment of the room at Motueka will provide very necessary facilities for the conduct of_ this work. Already a demand for further classes in this subject begins to show some appreciation of the effort to embrace instruction in touch with the environment of the pupils. Good work continues to be done by many schools in elementary agriculture. In the smaller schools the lack of simple apparatus for carrying out indoor experiments at a distinct disadvantage. _ The practice of keeping note-books with the pupil's own records of the work we hope to see universally followed. For proficiency certificates central examinations under the direct supervision of the Inspectors were held at the following schools : Nelson Boys', Nelson Girls', Nelson Technical, Wakefield, Motueka, Westport, and Granity. The children from schools in the immediate neighbourhood attended at one or other of these centres, candidates from more distant schools having been examined at the inspection visit. At some centres, to avoid distraction and economize time, the meanings of some selected words from their readers were required to be written as a test of comprehension of the reading-matter, the oral reading having been taken at the pupils' own schools at the previous inspection visit. In reading, writing, and drawing good marks were gained, proportionately higher than those obtained by lower classes in the schools; but the spelling, tested from a previously unseen paragraph for dictation, with a selection of words from a prepared reader, was weak, the majority of the candidates failing. In arithmetic and geography only a little over one-third of our larger schools sent in what we consider satisfactory work for this class. Under the stimulus afforded by the hope of gaining the highest award given in our schools, promotions are often made without a thorough grounding being assured in the work of Standard v' otherwise it is difficult to account for a falling-ofl in the highest class. In all, 394 candidates were examined, and the following certificates were obtained: Proficiency, 189; competency, 141. _ Classes for the instruction of teaAers have again been held at Nelson and Westport, the subjects taken being cookery, woodwork, and various branches of drawing. Classes in chemistry were held at the Nelson Technical School and at Motueka. In Nelson the attendance was quite incommensurate with the advantages accruing from a course of practical work in such a subject. In the middle of the year Mr. Cockburn, the art instructor from the Nelson Technical School, visited Westport and conducted demonstration lessons in drawing as prescribed in the syllabus as a school subject. His instruction, though extending over a brief period, gave many teachers a fresh insight into the subject, and we were pleased to notice in several schools manifestations of the practical application of the principles demonstrated. A free issue of school-books has been made to Standard IV and the lower classes, and during the coming year the grant is to be extended to Standards V and VI, so completing the equipment of all the main divisions of the primary school. The benefits conferred are not fully appreciated, and the granting of free books under the very necessary conditions imposed finds but little favour with many teachers and parents So far the advantage bestowed can by no means be proportionate to the expenditure involved. During the year there has been but little new legislation affecting the bearing of the Education Act to record. A section of some importance, however, has been inserted in the Public Service Classification and Superannuation Amendment Act, 1911. This section provides that where a teacher objects to a transfer, such transfer shall (for the purpose of appeal, but not otherwise} be deemed to be a dismissal. ' _ In the latter half of the year the Education Department notified a grant for the purpose of assisting uncertificated teachers in outlying districts to prosecute their studies with a view to obtaining their full qualification. With the objects of the grant we are in entire sympathy but unfortunately the matter came up so late in the year that we could only suggest a provisional arrangement that would m the meantime be of some assistance to such teachers. We trust that the grant will be renewed during the coming year, as there are in our district uncertificated teachers in localities where there are few opportunities of attaining the necessary examination qualification. _ Owing to travelling difficulties it is impossible to bring these teachers together for weekly instruction. A short continuous session is of little use, as the requirements demand constant study over a considerable period. In these cases we are left to deal with the matter by correspondence lessons, which, though not applicable to all, afford a degree of help in many subjects _ In many respects the year 1911 has been one of marked educational advancement The ereat improvement in regularity of attendance and the growth of the district are encouraging the

Appendix C.j

XLI

E.—2.

status of our teaching staff has been raised, and in competition with other New Zealand candidates in such examinations as the Junior National Scholarship, Junior Civil Service, and Matriculation the best scholars from the primary and secondary classes still maintain very creditable positions. Above all, there has been a distinct gain in the general efficiency of our schools, our estimate of which is shown in tabulated form below :— Good ... ... ... ... 22] For 1910. Satisfactory to good ... ... ... 27 I Efficient ... 90 ... 79 Satisfactory ... ... ... ... 41 J Fair to satisfactory ... ... 19 J Non . efficient 23 31 Of the twenty-three classes as unsatisfactory fifteen are in Grades 0 or I. In spite of the defects to which we have referred in this report, most of which are characteristic of very small schools, we acknowledge that the educational results of the teachers' labours are deserving of credit and encouragement. We have, &c, G. A. Harkness, M.A., A. Crawford, 8.A., The Chairman, Nelson Education Board. Inspectors. GREY. Sir, — Education Office, Greymouth, 30th March, 1912. I have the honour to submit my general report on the schools of the Grey district for the year 1911. Inspection and examination visits were paid to thirty-three public and four private (Catholic) schools. One hundred and twenty-two pupils sat for the Sixth Standard examination, of whom eighty qualified for proficiency and twenty for competency certificates. Last year 127 sat for the examination, and sixty-six gained proficiency certificates, so that the Standard VI work this year shows a very marked improvement. One new public and one private school (Catholic) have been opened during the year. The following table shows the number of pupils on the roll, the number present at the Inspector's annual visit, and the average age of each class for the whole district:—

Four Catholic schools were examined, and the results, which must be considered highlysatisfactory, are shown in the following summary : Roll number, 481; present at examination, 419; presented in Standard VI, 21; proficiency certificates gained, 21. In regard to the district generally I am better pleased with the work this year than on any previous occasion. In the upper standards neat, well-written, and attractive papers were the rule. History is a weak subject in all but one or two of the larger schools. Now that the difficulty referred to in my last report has been obviated by the introduction of a suitable class-book, provided free of cost to pupils in Standards IV, V, and VI, we may reasonably look for an improvement in this subject. Geography.—The work in this subject still leaves much to be desired. If a single, definite, complete programme or scheme, embodying portion of each of the two courses now prescribed, were substituted for the present requirements, the change would help to smooth the path for many of our young teachers. English.—Composition is, on the whole, very satisfactory. A fair attempt is made with the essay-work, and the formal questions are usually well done. Writing is, generally speaking, good throughout the district. Reading and spelling are good in the majority of the schools'. In the smaller schools the commoner faults in connection with the former subject are, of course, occasionally found — e.g., misplaced aspirate, the dropping of the final " g," Arc. —but these rarely occur with certificated teachers. As a rule, the children have a fair comprehension of the matter read. Singing is well taught in most of our schools, although there are practically no facilities for the training of teachers in this subject. Working, as they have been, at a disadvantage, the teachers of our five largest schools have nevertheless, with the aid of their Committees,

yi—E. 2 (App. C).

Classes. Number on Roll. Present at the Annual Examination. Average Age of Pupils in each Class. standard VII VI V IV III II I 'reparatory 47 126 121 177 207 199 224 832 33 122 113 170 201 194 218 743 Yrs. mos, 14 9 13 8 13 0 11 10 10 11 10 1 8 10 7 1 Totals 1,933 1,794 9 5

[Appendix G.

E.—2.

organized concerts, socials, &c, and purchased either pianos or organs for their schools, and at the present time every school in the district above Grade 111 has the use of one of these instruments. It would be a boon to teachers in this district if the conditions attached to the annual grant for the teachers' training classes were extended or rearranged so as to allow of teachers' classes in this subject. _ ■ Promotion of Pupils.—ln schools under certificated teachers promotions in standard classes are almost invariably judiciously made; but in these same schools I have found pupils in the primer classes who could have passed Standard I with ease. There is no ground for—and, under existing circumstances, no compensatory gain in—retarding the progress of scholars in thisway. When a child is clearly capable of doing higher work it is a mistake to withhold it from him. _ Registration.—ln our larger schools mistakes or omissions in registers are rare, but in some of our smaller schools the registers are sometimes not fully posted up at my inspection visit Entries of the previous examination passes are not made in the registers, and occasionally a teacher is found who, after marking the register, " forgets " to enter the total for a day or two. With a view to correcting such absent-mindedness, all omissions of this nature are conspicuously mentioned in the school report, and a cure is usually speedily effected. Correspondence Classes.—The grant recently made by the Department was quickly taken advantage of by our teachers, and it is welcome news to them to know that the grant is to be continued for another year, as it is the only possible chance some_ of our back-country teachers have of obtaining the tuition necessary to enable them to obtain their certificate. Scholarship and Medal Competitions.—Greater interest has been taken this year in the competition for the Board and Junior National Scholarships. A large number of candidates presented themselves, and it is pleasing to note an increase in the percentage of marks gained as compared with previous examinations. The competition for the Seddon Memorial Medals was even keener than that for scholarships, the distinction of being the first in the district to gain the Seddon Medal being more eagerly coveted than even the winning of a scholarship. Environment.—Little has been done as yet in the way of beautifying school-grounds m this district. Two or three years ago suitable trees were supplied free to schools that desired them for planting, but in many cases these have been insufficiently protected, and have not received the attention and care they required. Much could be done by teachers in this matter. _ _ Secondary.—l have already presented a separate report on the work of the Grey District High School for the year. , . . Technical. —The following classes have been in operation at the Technical bchool during the year- Carpentering, Mr. J. Bavbutt; model and brush drawing, Mr. H. Bastings; shorthand, Miss Bell; cooking, Miss Blair (Grey District High School), Miss Duncan (Runanga), Miss Barnhill (Cobden) and Sisters of Mercy (Greymouth). Thanks to the Department's liberal assistance, the Board has been enabled to spend £100 in plastering the Technical School and providing heatino--apparatus; and the building is now comfortable, warm, and almost free from damp. General.—As I have already intimated, the work for the year has been generally satisfactory. Teachers have almost invariably done their very best to carry out instructions given. I have, &c, The Chairman, Education Board, Greymouth. E. A. Scott, Inspector.

WESTLAND. Sm _ Education Board Office, Hokitika, 30th January, 1912. I have the honour to present the report for the year 1911. The tabulated statement supplies a summary of the numbers and average of the pupils at the end of the school year. Of the pupils in standards, thirty-four received instruction in a lower standard in arithmetic, and four in a higher class in the same subject. While separate classification in arithmetic serves a good purpose in special cases, it has not always been employed as sparingly as it should be.

With reference to the conditions under which the work of the schools has been carried on, one of the most satisfactory is the regularity of the attendance. The percentage of the average roll reached by the average attendance is for the past year 902. Very little compulsion has been exercised, and" the regularity is due to the good spirit of work that pervades the schools. The

XLII

Classes. .. Number' on Roll. Present at the Average Age of Annual Pupils Examination, in each Class. Standard VII VI V IV III II I 'reparatory 41 77 81 124 122 128 114 449 36 72 72 117 118 122 112 404 i i Yrs. mos. 15 4 13 10 13 1 12 5 10 11 10 1 9 1 6 11 Totals ... 1,136 1,053 9 9

Appendix O.j

XLIII

E.—l-2.

duration of the school year is not so commendable. Only three schools maintained a number of half-days exceeding 420, and seven of the schools that were not closed for part of the year failed to open on 400 half-days. The average number of half-days in the schools that were in operation lor the whole year was 407, and this signifies that vacations and holidays reached an average of over eleven weeks. The reduction of opportunity indicated by these figures must lead to either inefficiency or over-pressure. A further condition affecting the majority of the schools is the absence of certificated teachers. Of twenty-nine sole teachers only four hold certificates. It is true that ten others have passed the Junior Civil Service or Matriculation Examination, but quite half the number have no qualification beyond a proficiency certificate. A special effort is being made by means of correspondence classes to enable teachers to prepare for the certificate examination. It must be recognized, however, that the full course for the Teachers' D certificate in one effort is quite beyond the powers of most of the teachers in remote localities, and their studies will be confined for the present to the subjects of the first group. It will be a great relief in such cases if candidates are allowed to take the examination in two sections. There would be the additional advantage that a pass in one of these might be useful as a basis of selection where no applicants for positions hold full certificates. The schools of the district have maintained a good standard of efficiency. The instruction of the secondary classes of the District High School has been very successful. From the point of view of record at examinations, live of the pupils occupied places among the first hundred in the list for the Dominion in connection with the Junior Civil Service Examination, and a number passed the Matriculation at the end of three years' work. The lower classes give promise of equally good results in the future. Of the primary schools, the majority have been recorded as at least good in quality of instruction, and the greater part of the remaining number as satisfactory. None of the schools at the end of the year were in an inferior state of efficiency. In spite of the absence of special qualification of a number of teachers, careful classification of the pupils and energetic and persistent attention to good methods of instruction combine to maintain a good standard of work. The certificates granted to the Sixth Standard pupils were fifty-eight proficiency and eight competency certificates. The number on the roll during the annual visits was seventy-seven. The respective percentages are 75 and 14. It is to be expected that the rate of passes in this district will be high, as in very few localities do the home duties of school-children interfere with their regular attendance. The average age of pupils in Standard VI has fallen this year to thirteen years ten months. While this compares favourably with that of other districts in former years, it is still regarded as high, and the position is affected by the number of pupils retained in the preparatory classes. For the past year the percentage of the latter is 39 of the number on the roll. This is certainly a large proportion, and, as far as teachers can control the conditions, should be reduced. Any pupil that at the beginning of the year has reached the age of seven and has made a fair amount of preparation should be allowed to attempt the work of the First Standard. The raising of the average ages of pupils in standards has been attributed to exaction of an excessive course from the junior classes, and. due care should be exercised to prevent at this stage the unnecessary loss of a year. The English subjects of the course have in general been well prepared. The reading has included careful preparation of a reader, the School Journal, geography, history, and health readers, besides in some cases supplementary readers. The treatment of the subject has been intelligent, the chief defect, noticeable to a limited extent, being incorrectness of pronunciation. Pupils, and even teachers, are affected in this respect by their environment, and it is difficult to cope in school with habits formed elsewhere. The grammatical portion of their studies has usuallybeen successfully mastered, and the schools should in future be able to devote attention to constructive exercises in composition. While the pupils present few verbal inaccuracies, the form and treatment of subjects is more mechanical and less spontaneous than is desirable. There is too little exercise of imagination and of powers of interesting narration and description. In arithmetic, wherever steady application throughout the year has been the rule, the pupils seldom find difficulty in either oral or written examples. A good system of numbers is followed in the preparatory classes, and the teaching in all divisions follows good methods. While this is the general rule, there is in a few schools a neglect of clear statement in the working of the exercises. When intelligent presentation and accurate detail are combined the results are completely acceptable, but not otherwise. The general experience in connection with the preparation of geography is in accord with that of this district. Teachers fail to select from, the suggestions of the official_ programme a course suited to the conditions of the particular school. The mathematical, physical, and commercial geography are not taken in due proportions and correlation. While, for example, a definition of latitude is known, its effect on the climatic conditions of a continent under study is not observed. A detailed course will for the coming year be issued to all sole teachers, and it is hoped that more definite results will be reached. The drawing has generally been meritorious in execution, although it has usually been limited in scope. Its correlation with other subjects and the extension from the study of models to that of objects based on them in form has not received much attention. Exercises in this direction may well take the place of much of the line drawing from copies. The additional subjects in most of the schools, including those under sole teachers, have formed an important part of the programme of work. In many of the small schools a course is presented in all these subjects. Apart from the occasional omission of singing and temporarily of handwork, a full programme is presented. While the general value of the preparation in history is low, in a number of schools a limited but definite course is well prepared. Nature-study, health, and needlework form a valuable part of the instruction. Singing is included in the majority of schools. Its value is much reduced by the lack of training in tone.

E.—2.

XLIV

| Appendix C.

In view of the large number of small schools under teachers without special training, it has been found necessary to maintain close control of the programmes of work, and a number of teachers have been required to forward for inspection the exercises of the pupils in connection with the periodical tests. This direction of the work will be extended during the coming year. Courses will be defined with special reference to tests in June and December. For these examinations questions will be supplied, and the papers of the pupils will in most cases be forwarded for the- Inspector's.perusal. While other tests will be made by the teachers, the emphasis of the two main ones will, it is hoped, lead to more thorough preparation. The plan indicated will apply chiefly to schools_ under sole teachers, but teachers in other schools may find the material issued of value in carrying out their tests and classification. The five Roman Catholic schools, in which the inspection and classification has been carried out in accordance with the method and requirements of the regulations, have all presented at least satisfactory results. The teachers, equally with those of the public schools, welcome advice, and show due regard for the maintenance of a good standard by the adoption of effective methods and by strictness in the classification of the pupils. I have, <fee, The Chairman, Westland Education Board. A. J. Morton, Inspector.

NORTH CANTERBURY. S 1R >— Education Office, Christchurch, 25th March, 1912. We have the honour to present our annual report on the schools of the district for the year 1911. Visits paid.—The number of public schools open at the end of the year was 212. To each of these, with the exception of three small household schools and three "opened during the last quarter of the year, two visits were paid. Several schools were visited a third time, with the special object of assisting an inexperienced or a newly appointed teacher. For the purposes of the announced visit the pupils of two of the household schools presented themselves at the nearest public school. Two visits were also paid to each of twenty-one private schools enumerated in the appendix to this report. The examinations held for the purpose of awarding certificates of proficiency are not included in the above statement. Attendance.—The annual examination schedules prepared by the teachers at the end of the year record an enrolment of 21,666 pupils in the Board's schools, with an attendance of 20,124 at the annual examination. This return shows an increase of 507 on the rolls, thou°b the number present at the examination was seventeen less than last year. For such discrepancy the prevalence of epidemics in the last quarter of the year is mainly accountable. Similar returns from the private schools visited showed an enrolment "of 1,752 pupils, of whom 1,555 are recorded as being tested for promotion. Age op Pupils.—ln each of the classes Standards VII, V, IV, and 11, the average age for the end of the year was one month lower than that of the previous year. In the remaining classes the average age for the year 1910 was maintained. In Standards IV, V, and VI the average age of the pupils of private schools was higher (notably in Standard VI) than that in corresponding classes in the public schools. Standard VI Certificates.—The following statement supplies a summary of the results of examinations held for the purpose of awarding certificates of proficiency and competency : Pupils Certificates of Certificates of n ... , , examined. Proficiency. Competency. Public schools ... ... ... ... 1,400 985 284 Private schools ... ... ... ... 131 75 gg Special examinations ... ... ... 61 36 14 District High Schools.—The enrolment in the district high schools (295 pupils) shows an advance of twelve on the return for the previous year. The progress made by the pupils is an encouraging sign of their desire to profit by the opportunities afforded them, and of the interest shown by their teachers in. their welfares At two essentially agricultural centres, Lincoln and Kaikoura, the programme of work for the coming year is being arranged on the lines' recommended by the Department as suitable for rural district high schools. Schemes of Work.—An improvement is shown in the form in which the schemes of work have been submitted, and, as a rule, they were ample in scope and educative in aim. Occasionally we have to impress on a teacher'the importance of preparing such schemes well in advance, and of having them in full working order at the beginning of the year, with a clear course planned and a definite aim in view. Such admonition should not be necessary, as an instruction to this effect is printed in the scheme-of-work book supplied by the Board. Classification.—The classification of the pupils, on the whole, has been carefully conducted and_ instances are rare where the promotion or non-promotion of the pupils has called for adverse criticism. By untrained or inexperienced teachers, whose judgment is apt to be influenced by local pressure, the advice of an Inspector has been frequently sought with beneficial results. On the other hand, occasionally in a larger school there is evidence of needless rigidity in assessin°the claims for promotion, and in deciding whether the pupils have satisfactorily completed the course of work up to a given point, arbitrarily fixed, without due regard for the relative importance of the several subjects of the syllabus. More especially in the preparatory classes of such schools is it desirable that the promotion of those who distance the majority of their classmates should be made at frequent intervals, as soon as they show themselves fit for advancement. Such

Appendix C]

E.—2.

a practice is adopted in many of our Echools, the teachers of which wisely recognize that, by reason of the different rates of progress of the pupils, owing to disparity in ages, degree of maturity, and health, frequent readjustment is necessary. A more general application of such practice, however, is recommended, to include also cases of outstanding merit in the standard classes. Its operations should prove a determining factor in reducing the average age at which pupils pass the First Standard, and, . consequently, at which they can afterwards qualify for admission to a secondary school. Central Examination. —These were conducted on the same lines and mostly at the same centres as in the previous year. Experience has shown that such examinations are held under most favourable conditions as regards space, freedom from distraction, and the general comfort of those examined. Moreover, there is no doubt that those teachers who attend such centres profit considerably from the experience thereby acquired, and from the opportunity afforded for comparison of work and of methods of teaching. In the more remote schools candidates for certificates were examined on the occasion of the Inspector's announced visit, which in such cases were purposely paid late in the school year. Methods of Teaching.—Piovided that the education of a child is based on sound principles, the success of the teacher to a large extent depends on the adoption of suitable methods. With this proviso your Inspectors have intentionally allowed a wide latitude to teachers in their selection of the methods adopted. A cast-iron uniformity is the last thing we would desire, and every encouragement is given to original thought in dealing with the problems of the class-room. For method after all is greatly a matter of the individual, just as the skilled artisan can work best with his own tools. The improved outlook is well described in the following passage from a recent article by a prominent educational authority: " The sun is well set on the days when teachers regarded method, nay, were even taught to regard it, as a kitful of rules sufficient to ensure their educational salvation, and we can at least flatter ourselves that they enter the teaching arena knowing that method is nothing more than the mind which they can throw into their work, and that in times of doubt and difficulty their cry must be, not ' Back to the books,' but 'back to the child.' . . . Good methods are, one and all, founded on a few principles as old as the hills. And how can we find these principles? Only by knowing the child. Knowing him in mind, and soul, and body, and by making an honest endeavour to get at the laws which govern the healthy development of his powers." In this connection a powerful stimulus has been exerted by the wider attention given to books on the principles and history of education, resulting from the inclusion of that subject among those compulsory for the Class C certificate. This wise provision not only encourages a more extended outlook on the part of pupil-teachers and students in training, but has also exerted a beneficial influence on many teachers of mature age and experience, who have shown a healthy interest in up-to-date works on education, and have given renewed attention to the subject of child-study. Of the quality of the instruction given in the several subjects of the syllabus the following brief estimate is submitted :— Reading.—With the wider scope and more liberal treatment now accorded to this subject, as illustrated by the wise use made of the School Journal, and of Supplementary Readers, a more intelligent comprehension of the matter read is associated with expansion of ideas and improved expression. In endeavouring to produce these desirable features of reading, the importance of clear and distinct enunciation must again be emphasized. Spelling.—This is, on the whole, a strong subject in our schools. Occasionally, indeed, we note a tendency to give more time to the testing, as distinguished from the teaching of spelling, than is warranted by its relative importance. Mechanical formalism in the testing of isolated words is giving place to more rational methods, which deal with the words in their natural environment. Towards this end, too, the improved treatment of English generally is rendering material assistance. Writing.—The attainment in writing is, on the whole, satisfactory, and in a goodly number of our schools very creditable, where neatly written, and orderly arranged exercise-books and examination-papers are pleasing features of the school routine. In cases where the writing of a school has called for adverse criticism it has generally been associated with a go-as-you-please attitude with regard to such importajit matters as the holding of the pen, posture at the desk, and fidelity to the set copy, details that may fairly be regarded as indications of defective discipline. Composition.—ln the employment of written exercises on set topics, and m letter-writing, composition continues to receive liberal and successful treatment, more especially in the higher classes. The recent introduction of improved and attractive class-books shoujd prove a valuable aid in teaching the more formal features of this subject. The perusal of answers of candidates for proficiency' certificates shows that there is room for improvement in this direction. The questions on the English cards annually issued by the Education Department are of the same type as those used for several years, and consequently no surprise is sprung on the teachers; but satisfactory answers to these questions have not been as general as # we could desire. In the junior and preparatory classes much good work, is being done. Some teachers, however, still fail to realize the importance of availing themselves of every opportunity to enlarge the vocabulary of their young pupils, and to train them to express themselves clearly and accurately about what they read and observe. The more limited the vocabulary of the home the greater is the need for supplying this deficiency. _ . , . ... .■' , . Recitation. To prove of really educative value, this subject requires to be skilfully taught. As far as memorizing poetry is concerned the treatment has been generally satisfactory. Young children have a natural love for rhythmic utterance, and this fact should not be overlooked in selecting passages for repetition. But because the poems are meant for children they need not

XIV

lit;- -2.

[Appendix C.

be childish. A poem which requires no thought does not stimulate the intelligence. "It is well for young children to have their memories stored with poems that do not lose their sweetness a«d charm, but, as the mind develops, display a more inward beauty and fresh traits of interest." With .the recent adoption of new readers for the higher classes, fresh material will be readilyavailable to take the place of the hackneyed selections that have done duty for so many years— '-a Change that will be gladly- welcomed by all concerned. Arithmetic.—ln this subject the general attainment is satisfactory, and frequently very good. The tests set by the Department for the examination for proficiency certificates were, on the whole, well answered, and the importance of preliminary practice in mental exercises has been more generally recognized. In the lower classes of some schools we should welcome a more ready and accurate knowledge of the memory-work indispensable as a foundation on which to base sound progress. What may be designated the " mechanical part " of mental work can only become automatic by constant and frequent practice. Geography.—lmproved methods of teaching this subject have come into more general use. While, as a rule, Course A has received its fair share of attention, a better acquaintance is shown with the political and commercial aspects of geography. The intelligent employment of Geographical Readers supplementary to direct instruction has been put to good purpose. History.—An improvement in the teaching of history may be looked for from the study of the attractive series of Historical Readers recently supplied to our schools. The judicious use of the book prescribed for the highest class should serve to correct the apparent detachment of the various lessons and. the frequent want of continuity and connection in the schemes of work, a feature of weakness to which reference was made in our last annual report, Lessons on the duties of citizenship are, on the whole, well treated. Drawing and Handwork. —Due provision for the teaching of these subjects has been made in the school time-tables, and the treatment more closely accords with modern demands. In some schools a feature referred to in our report for last year still demands close attention —viz., the need of keeping a definite aim in view, and of preparing a varied and carefully graduated scheme of exercises as a means for carefully developing and systematizing the course of instruction. In the larger schools much of what may be regarded as industrial drawing is done in connection with the woodwork classes. Manual occupations of various kinds form a prominent and popular feature of the instruction given in the lower and preparatory classes, and by the more successful teachers have been successfully co-ordinated with the older subjects of the syllabus. Nature - study and Agriculture.—ln many quarters much intelligent interest has been shown in the teaching of nature-study. The active co-operation of the pupils has been successfully appealed to, and the course of lessons has been planned to harmonize with the ever open book of nature, as illustrated by the surroundings of the school and local conditions. There are still a few survivals of unprofitable lessons copied direct from useless and obsolete books of notes that might be consigned to the waste-paper basket. Instruction in elementary agriculture in the higher classes comes as a natural development of nature-study in the lower portion of the school. Those teachers who have realized the aim skilfully and clearly set before them by Mr. Malcolm, the Board's instructor, succeed in making agriculture a truly educative subject by the intelligent combination of lessons on the principle of tillage, with practical and experimental work in the school-garden. It is gratifying to record the hearty support extended to this movement by the parents in several localities, though in one or two unexpected quarters the proposal to establish school-gardens is treated with apathy, if not met with opposition. A meed of praise is due to those teachers in sole charge who have shown an active interest in this branch of instruction, and whose school-gardens, besides being of educational value, form attractive features of the school environment. Singing.—At many of the schools, on the occasions of our visits, suitable songs are creditably rendered. The usual singing-lesson consists of a few simple exercises, followed by some easy songs sung generally in unison, occasionally in two parts. It may be fairly expected that in schools where the teachers are qualified for the task, exercises may be included for the purpose of training the ear, and others for the cultivation of the voice. We feel that much use might be made of bright and cheerful songs as a restful change between lessons. Most children sing naturally, and feel a real plasure in singing, and any effort expended in developing their musical tastes will be wisely and profitably employed. _ . Health. In most of our larger schools provision is made for direct under this heading. In the smaller schools attention is directed to its more important aspects incidentally as opportunities offer. Valuable lessons in the School Journal have afforded much assistance in this direction. In a few schemes the course of lessons submitted has included elementary instruction in first aid. Physical exercises are most successfully taught when they form part of the " Needlework.—Practically all the girls in the public schools receive instruction in this important branch of the domestic arts. The success of teaching depends to a large extent on the accomplishments of the teacher. The general attainment is satisfactory, and m several schools good more especially in those districts where a healthy local interest is aroused. General —In compiling a summary of the classification results the work ot the Inspectors was delayed owing to the scant attention paid by a few individuals to the request for a prompt reply a few belated returns coming to hand some weeks later, m response to a second circular. While on this matter we may refer to the duty imperative on all members of the teaching service of making themselves thoroughly familiar with the regulations affecting their work It should not be necessary to apply to the Board for information contained in papers or circulars that at the time are in'the possession of the teacher. _ ' , We would strono-lv emphasize the impetus given to professional enthusiasm by the exchange of school visits, more especially in the case of inexperienced teachers in isolated schools. It is in

E.—2.

Appendix C.j

XVI

the power of School Committees to make it possible for teachers to see each other at work, and as much mutual encouragement can be attained in this way as in any other. To those teachers whose schools have been associated with the various central classes credit is due for the sympathetic interest shown in such subjects as woodwork, cookery, laundry-work, and agriculture. A laudable effort at self-improvement was made by those who, at some personal sacrifice, during their vacation attended the summer school conducted by Mr. Malcolm, and qualified by examination for the certificate in agriculture. There are many, too, who realize the importance of extending the field of their activities outside the sphere of their ordinary duties, thus bringing helpful and stimulating influences to bear on the various communities of which their schools may be considered the centre. With more enlightened ideals in view there are fewer indications of the purely repressive kind of discipline, and more of that type which aims at developing the pupils' powers of selfcontrol and sense of personal responsibility and honour. The smooth working of the schoolcadets movement and of the annual sports demonstration affords striking testimony as to this healthy tendency. While lessons on morals are not expected to occupy a separate place on the time-table, we always encourage, in the schemes of work, some indication of the features that in several classes are to receive special attention. Profitable use has been made of the various means recommended in the regulations for training and developing moral character. Of these the most powerful are the example and personality of the teacher. With pleasure we testify to the large and increasing number of intelligent and progressive teachers in the Board's service who have developed a professional spirit by earnest and persistent study of their vocation, and whose force of example exerts a powerful influence for good not only in their schools, but on the general community. We have, &c, T. S. Foster, \ Wm. Brock, t Chas. D. Hardie, Ins P ectors - S. C. Owen, ) The Chairman, Education Board, North Canterbury.

APPENDIX I. Summary of Results for the whole District.

Private Schools. —Summary for the District.

Glasses. Number on Roll. Present at the Annual Examination. Aversge Age of Pupils in each Class. Standard VII VI V IV III II I Preparatory 311 1,325 1,982 2,299 2,553 2,512 2,612 8,072 298 1,221 1,891 2,209 2,425 2,408 2,496 7,194 Yrs. mos. 15 1 13 11 13 1 12 2 11 3 10 1 9 0 6 11 Totals 21,666 20,142 9 9

Classes. „_. , Present at the Number on Annnal KoU. Examination. Average Age of Pupila in each Class. itandard VII VI V IV III II I 11 10 140 125 142 132 187 172 191 175 203 188 204 188 674 565 1,752 1,555 Yrs. mos. - 15 7 - 14 8 13 4 12 6 11 5 „ 10 1 - 8 10 6 7 'reparatory Totals 9 8

E.—2.

[Appendix C

Number of Pupils in Attendance at District High Schools.—Secondary Departments.

Standard VI Examinations, 1911.—General Summary of Results.

SOUTH CANTERBURY. Sin,— Education Office, Timaru, 25th March, 1912. We have the honour to submit our annual report on the schools of this district for the year 1911. At the beginning of the year there were eighty-three schools in operation. The attendance at Kohika fell so low that the school was closed in the third quarter. New schools were established at Rockwood and Hook Bush, and permission was granted for conducting household schools at Struan and Little Roderick. The usual visits of inspection were paid to all the public schools, and to the five Roman Catholic schools in this district. The following table shows the number of pupils on the roll of the public schools, the number present at the annual examination, and the average age of the pupils in each class :—

The figures in this table show for the year an increase of seventy-five in the roll number, and of this increase fifty-five belong to the Sixth Standard.

XVII

On Roll at Time of Annual Examination. Present at Annual Examination. -iS"* School. Boys. Girls. Total. Akaroa ... Christchurch West Kaiapoi... Kaikoura Lincoln Lyttelton Norman Training College ... Southbridge i 7 105 11 4 9 12 6 13 167 7 53 16 12 13 4 6 17 I 14 158 27 16 22 16 12 30 13 158 26 15 22 16 9 30 167 128 295 289

Present at Certificates gained. Ixamination. Proficiency. Competency. Public schools Private schools Special examinations 1,400 131 6.1 985 76 36 284 37 14 Totals 1,592 1,097 335

Classes. ■ Number on Roll. Present at the Annual Examination. Average Ape of tbe Pupils in each Class. itandard VII VI V IV Ill II ... I ... 'reparatory 137 444 484 631 645 644 688 2,096 135 436 472 608 634 621 662 2,017 Yrs. mos. 15 2 14 0 13 4 12 3 11 3 10 1 9 1 7 0 Totals ... 5,769 5,585 9 10

b.—a.

Appendix C.

The following is the summary for Roman Catholic schools : —

In 1910 the roll number of our public schools was 5,794, Standards 1 to VII having 3,596 pupils, and the preparatory 7 classes 2,098, the percentage of the roll in the preparatory classes being 368, as compared with 37"2 for the schools of the Dominion as a whole. For the year just ended the roll-number is 5,769, Standards I to VII having 3,673 pupils, and the preparatory classes 2,096, the percentage of the roll in the preparatory classes being 363. While the average age of the pupils in the preparatory classes —viz., seven years —holds good for our schools, either taken as a whole or taken in two groups, one of which comprises the seven largest schools, there is a striking difference between the two groups when we come to look at the percentage of the roll in the preparatory classes. For the seven largest schools this is 383, and for the rest of the schools it is 34; and, further, this percentage rises to 438 in the three Timaru schools. As was pointed out last year, the high percentage of preparatory pupils in the town schools is not to be regarded as arising from a disposition to keep the children an unduly long time from entering on their standard course: it is simply an indication that the proportion of children between five and eight years of age is larger in the towns than in the country. The average age of candidates for proficiency 7 is this year fourteen years, as compared, with fourteen years one month for last year. We do not consider it as particularly desirable that this average should be largely reduced. The chief reason for its reduction is that it would enable those who gain proficiency certificates to enter on their secondary course earlier; but the majority of the primary 7 scholars do not intend to go through a course at a secondary school, and it is decidedly advantageous that we should keep such children at school until they reach the age of fourteen years. It is well to remember that those that' are likely to take full advantage of the higher education provided in secondary schools qualify for entrance well under the average age. In our estimate of their efficiency we group the schools as follows : Good to very good, forty-eight schools, with 4,856 pupils; satisfactory, twenty-four schools, with 561 pupils; fair, eight schools, with 258 pupils; moderate, three schools, with 94 pupils Of a total of eightythree schools reported on, seventy-two, with 5,417 pupils, are in a satisfactory condition, the remaining eleven schools, with 352 pupils, ranking below satisfactory. The corresponding figures last year were sixty-five schools, with 5,312 pupils, and sixteen schools, with 379 pupils. The state of the schools as disclosed in this general estimate shows a distinct advance in efficiency, and it is with pleasure that we direct attention to it. At the same time, we regret to point out that three of the schools marked " fair " belong to Grade IV—that is, schools taught by 7 a master and an assistant —and we should be sorry to find them a second time in this position, as it would be hard to frame any valid excuse for their continued inefficiency. The examination of the pupils of Standard VI was conducted by us in the beginning of December, the examination being held at nine centres. The candidates at Hakataramea, Hakataramea Valley, and Waihaorunga were examined by the Inspector in their own schools. Of the 442 candidates who entered for the examination, 436 were present, 274 gained certificates of proficiency, and ninety-eight gained certificates of competency, the percentage of passes for the higher certificate being C2'B, and for the lower 225. The corresponding percentages last year were 625 and 235. From the Roman Catholic schools thirty-four were presented, thirty-one were present, twenty-one gained certificates of proficiency, and eight gained certificates of competency. The average age of candidates from the public schools was fourteen years, and from the Catholic schools fourteen years four months. In the following notes we deal with some of the subjects taught in the schools : — Steady 7 improvement continues to be made in reading. There is much more reading overtaken in the infant and lower standard classes than was the case a few years ago, and the variety and attractiveness of the matter in the supplementary reading-books have awakened a love for reading in many children to whom the more rigid and formal reading-lesson of former days was a weary task. The wider supply of matter that is easy to read and easy to comprehend gives the child confidence and pleasure, and with skilful management he is led to talk freely of what he has read. In the higher classes there is now less difficulty in winning something approaching a clearly expressed statement that will show that what has been read has been understood. We were pleased to find much improvement in this respect in our examination of Sixth Standard pupils, towards whose pass in reading evidence of the comprehension of what has been lead

vii—E. 2 (App. c)

XVIII

Classes. Number on Roll. Present at the Average Age Annual of the Pupils Examination. in each Class. Standard VII VI V IV III II I 12 35 44 60 66 62 75 143 12 30 44 57 62 56 73 135 Yrs. mos. 15 8 14 4 13 6 12 7 11 7 10 7 9 0 6 9 'reparatory Totals ... 497 469 10 3

E.—2.

[Appendix C.

contributes a fair proportion of the marks allotted. We do not lay much stress at this examination on getting the meaning of single words; we aim at inducing the pupils to put in their own wSrds the thought underlying the phrase or sentence. For example, a boy was asked to tell the meaning of the following sentence that occurs in "The Skater and the Wolves" : "Every nerve and muscle in my frame was stretched to the utmost tension." He replied in language terse and forcible, if not elegant, " I was going for all I was worth." There was no doubt that this lad had the whole scene in his mind's eye. We have heard fewer complaints of late from outsiders as to the writing of the primaryschool children, and, though we had little sympathy with the recurrent cry against our schools in this matter, it is satisfactory to state that at no time has the writing in the schools as a whole been better than it is. Spelling, which is bracketed with writing in the Department's schedules, receives a full share of attention, and is generally good. The teaching of composition is, in the main, satisfactory. The greater attention that has been given to the cultivation of oral expression in the lower classes, and the earlier stage at which practice in writing simple narratives has now become general, have resulted in the acquisition of a freer and readier style of essay-writing among the pupils of the higher classes. Arithmetic continues to be well taught in most of our schools. We have again to call attention to the need for a more careful setting-out of the steps of the reasoning in the solution of problems. It is not enough to arrive at the right answer; every pupil should so set out his work that an examiner will follow the steps of his reasoning with ease. The training that this implies is a strong safeguard in the matter of accuracy, and is at the same time a fine mental discipline. The favourable comment we made last year on the treatment of the B course of geography must be repeated this year; and we are pleased to report that under present conditions there is little ground for the reproach that pupils were leaving the primary schools with no knowledge of the important places of this and other lands. The picture-cards issued from time to time with the School Journal have been most valuable as aids to oral instruction in geography. The trouble has been to have them easily available for use. On our recommendation many of the teachers have used old drawing-books as scrap-albums for preserving the cards, as much of the page of the drawing-book being cut out as will show the letterpress on the back of each card. In the A course some very fine work is being done, though among the less resourceful teachers there are still many evidences that their treatment is so bookish as to deprive the lessons of much of the charm and interest that should belong to them as a part of nature-study. In the new regulations for teachers' certificates we are pleased to see history and civics included as one of the compulsory subjects. It was full time for its inclusion, as young teachers of late years have-been entering the service who knew nothing of history beyond the few scraps they had retained from lessons read during their primary-school course, most of them during their time at the secondary schools and in their preparation for certificates leaving history as an examination subject severely alone. The action of the Department in this matter will conduce to the more systematic treatment of history in the primary schools. With regard to singing, we are of opinion that, apart from the special singing-lesson, much more might be made of this exercise as a means of frequent recreation during working-hours. The field for the choice of school songs is a wide one, and some of our teachers choose wisely; it is a pity that the choice should ever be otherwise. The school song is a permanent possession, and should therefore be worthy to be retained in the memory. During the year thirty classes have been recognized in elementary agriculture. The interest in school-gardening is well maintained, and many of the teachers are entitled to praise for the enthusiasm they have shown and the hard work they have expended in making the gardens not only beautiful, but also useful as a field for developing the observational faculties of the children. Handwork in various forms is taken up in the lower classes, and the lessons in cookery and woodwork continue to be given in the higher classes of the large schools with very marked success. We wish to express our appreciation of the excellent service rendered by many of the teachers in the supervision and direction of the children's sports and games. Inter-school cricket contests, football and hockey matches, running, swimming, and shooting competitions all denote much preparation at hours that lie outside the school time-table. The community owes a debt of gratitude to the teachers for the time so ungrudingly given to exercises that directly and ostensibly make for physical development, and that indirectly, though less obtrusively, tend to the upbuilding of intellectual vigour and moral worth. We have, &c., Jas. Gibson Gow, M.A., ) T . A. Bell, M.A., [Inspectors. The Chairman, Education Board, South Canterbury.

Appendix C]

E.—2.

OTAGO. Sin, — Education Office, Dunedin, 31st March, 1912. We have the honour to submit our annual report on the work of the schools of the district for the year 1911. The following table shows the number of pupils on the roll, the number present at tht. annual visit, and the average age of each class for the whole district: —

There has been a slight decrease in the roll-number in Standard VI and Class P, and in the average ages in Standard VI, Standard I, and Class P, and an increase in the average age of Standard V. A comparison of the figures in this table with those of the corresponding table in 1909 reveals the melancholy fact that about 45 per cent, of the Standard IV pupils of 1909 had not reached Standard VI in 1911. This affords matter for very serious consideration. The average age of Standard IV is twelve years and three months, and it is clear that many pupils are being withdrawn without having received the modicum of education laid down by the State as essential. The culture and discipline of Standard V and Standard VI are more valuable than those of all the lower classes. It is just here that the child has mastered the use of the tools —reading, writing, and mathematical accuracy—that will tend to give him a taste for intellectual pursuit in afterlife. This minimum of instruction is one of the child's birthrights, and it behoves those in authority to see that he is not deprived of it. Ihe school buildings throughout the district are in good condition, and are, in the main, well oared for. We think more attention should be paid to the planting of shelter-belts and ornamental shrubs. In future, in schools where gardening is taken up, we hope to find a plot devoted to the propagation of plants for this purpose, so that Arbor Day may be made a day of real interest and practical value. In compiling schemes of work teachers should keep the celebration of Arbor Day steadily in view, so that their work in nature-study, recitation, and music may have some direct bearing on the ceremony to be carried out. The local interest shown by School Committees is very marked throughout the district; but there is one matter to which we wish to direct special attention —the necessity for annually increasing the number of books in the school library. The matter has been referred to repeatedly, but its vital importance on the present and future well-being of the pupils compels us to emphasize it again. If Committees could be made to realize the possibilities of the school library, we feel sure they would allocate annually a pound or two from the prize and picnic funds for the purchase of additional books. Every pound so spent carries a subsidy of 10s. from the Board, and we urge teachers to keep the matter persistently before their committees. At the close of the year eighty-three teachers were returned as uncertificated. Of these, thirtyfour had no recognized educational status and forty-nine had some success towards Class D or Class C. Of the latter group, seventeen have now completed the examination entitling them to their certificates, while the remaining, thirty-two have considerably improved their positions. This result is in i large measure due to the grant made by the Department last year for the tuition of uncertificated teachers. Owing to the fact that the grant was not notified until towards the latter part of the year, the full benefits to be derived from the concession were not obtained; but it is to be hoped that the measure of success achieved will induce the Department to renew the grant for the incoming year. It is a concession warmly appreciated by all interested in the advancement of our teachers. So far as the training and tuition of pupil-teachers and probationers are concerned, we have again to direct attention to the fact that some head teachers are not rising to their responsibility in this connection. We have had applications from head teachers for permission to allow pupilteachers and probationers to undertake study under private tutors. Such applications are capable of only two explanations. Ihe tuition is part of the emolument of these young people, and must be provided by the staff of the school. By arranging, where possible, to group pupil-teachers and probationers for instruction, the Board has relieved the head teachers of part of the work, and it is not unreasonable to expect that the remaining subjects shall be adequately taught by those responsible for them. In future appointments of probationers we shall be guided in making our recommendations by the practical training given by head teachers. During the year the Board, after consultation with the Committees and head teachers of five of our district high schools, decided to introduce into these schools a course of instruction that will have some definite relation to the future occupations of the pupils attending them. In this viii—E. 2 (App. C).

Classes. I Number on I at the Roll Annual Examination. Average Age of Pupils in Eacn Class. Standard VII VI V IV III II I 'reparatory 344 1,157 1,823 2,222 2,417 2,404 2,736 7,595 313 1,102 1,780 2,172 2,365 2,362 2,672 7,099 Yrs. mos. 15 1 13 IH 13 2 12 3 11 3 10 2 9 0 6 10 Totals 20,698 19,865 9 8

E.—2.

[Appendix C.

course arrangements have been made to differentiate between the work of the boys and that of the girls. The latter will receive instruction and practice in cookery, domestic economy 7, hygiene, and dressmaking. In this way we hope to give the girls a definite, though necessarily limited, course of training in household management. We look upon the scheme introduced by the Department in 1909 as the most important advance in education that has taken place for years; but we recognize that it is only the beginning of a movement that must lead to the establishment of fully equipped agricultural colleges for boys and hostels for complete domestic training for girls. The scheme has been enthusiastically supported by committees and local bodies, and, though the initiation of the scheme has been costly, the Department has been most generous in its grants for buildings. By the introduction of this scheme the larger schools of the district will also benefit, for it will enable the Board to extend the courses in manual and domestic work further than has been possible hitherto. With the aims of manual and technical training we are in hearty sympathy, and, while thoroughly recognizing that we are working under conditions that are far from ideal, we believe that, aided by local interest and enthusiastic teachers, we have reasonable expectations of success from the efforts to secure in our district high schools such courses of study as will give due weight to the disciplinary and utilitarian phases of education. .. The following figures show the grouping of the schools according to their efficiency : Excellent, very good, or good, 69 per cent.; satisfactory, 27 per cent.; fair, 3 per cent.; inferior, 1 per cent. The first shows a decline of 1 per cent., the second an increase of 6 per cent., the third a decrease of 4 per cent., and the last a decrease of 2 per cent, as compared with the classification of last year. With three exceptions, that fall below "satisfactory" were in charge of uncertificated teachers. From this it will be seen that many of our untrained teachers are doing satisfactory 7 work, and, as many of them have been relieved to a considerable extent from the strain of preparation for certificate examinations, we look for material improvement in the schools now grouped as " satisfactory." We appeal confidently to our teachers to raise the number of " good " schools to 75 per cent. In most schools satisfactory schemes of work are prepared, but at our unannounced visits we have too often found that they had not been compiled at the beginning of the year, and that in some cases they did not show the work for the whole year. In future we shall expect to find all schemes fully compiled within a fortnight of the resumption of the year's work. The attention of teachers has frequently to be directed to the fact that the amount of work covered in each term is not entered in the term examination-book. The omission of this is a great inconvenience to an incoming teacher. Amongst young teachers the practice of presenting the scheme of the model school is too common, and betokens an inability to modify it to meet the local requirements. Like a modern school time-table, a model school scheme of work has its limits of practical application, a fact that many young teachers fail to perceive. At the annual examinations 79 per cent, of the pupils presented gained the proficiency certificate, an advance of 9 per cent, on the results of the previous year. This improvement we attribute to —(1) Continued vigilance on the part of head teachers in promoting pupils, (2) the influence of the supplementary readers and libraries, (3) the general knowledge furnished by the School Journal, (4) increased accuracy in the mechanical processes in arithmetic and the better memorizing of tables. There is no doubt that the training in the various branches of handwork, especially in woodwork and cookery, is now making itself felt in this connection also. We are of opinion that where a full course of laboratory or workshop practice is carried out Inspectors should be permitted to use the work done to compensate for weakness in the pass subjects for the proficiency certificate. A precedent for this has already been set in the scholarship regulations, and we hope the Department will see its way to apply the principle in Standard VI. Generally the classification of the pupils by the head teachers has been satisfactorily carried out. In a few instances where teachers have been unable to withstand the pressure of parents persistent for the advancement of their children the Inspectors have again taken the responsibility off the teacher and reclassified the pupils. These cases were all in rural schools where tile peace and comfort of the teacher largely depended on his action in this matter. Ihe most flagrant cases of overclassification that have come under our notice have been in schools from which teachers have removed to other situations, and give rise to the question as to whether all changes in position should not be made at the beginning of the school year. A teacher would then have to reap the reward of his own indiscretion. English.—Of the various branches under this head, reading calls for some comment. In most of the schools it is a strong subject, and especially in those schools where the supplementary readers and library books are freely used. In the upper classes of the schools above Grade 3it is for (he most part good. In these schools the value of silent reading as a means of getting at the thought-content is being more fully realized, although the power of thought-expression through continuous oral statement is not always as good as we could wish. This may be due in part to the fact that in the junior classes teachers have not realized the value of training their pupils in oral story work. No doubt the mechanical difficulties in the early stages of reading are very great, but there is ample scope for giving pupils an opportunity of expressing in simple child language their thoughts on the matter of the lesson. This practice continued through the school course up to Standard 111 would fix the habit and would be a valuable aid to composition. Similar practice can and ought to be given in nature-study, geography, handwork, drawing, and arithmetic. If it were systematically insisted on, the teacher would find less need for " chalk and talk " on her part, and a keener interest in all branches of work would be manifested by the pupils. Side by side with this, special attention should be given to phonics, a branch in which many of our

LII

LIII

E.—2.

young teachers are themselves particularly weak. Most of our pupil-teachers and probationers take up their positions three or four years after leaving Standard VI. They seem to have lost the deliberate and clear reading that characterizes our Standard VI pupils. These naturally go to the infant departments to assist in the training of the junior classes, and the despair of the mistress may be easily imagined when she finds her helpers unable to read well, ignorant of the importance -of" lip drill, and untrained in the use of the organs of speech so as to produce a pleasant tone. The remedy is in the hands of the head teachers. Let them give the pupil-teachers and probationers regular and systematic training in phonics. Five minutes daily will work wonders in a very short time. Written composition continues to improve. In those schools where teachers realize that every lesson is, and should be made, a composition lesson, oral composition is rapidly improving, and in these schools the teachers are meeting with their reward in the increased interest of their pupils and in the more easily maintained discipline. In many schools, however, there is a tendency for answers to take a stereotyped form, and to be given even in the upper classes in simple sentences. This tendency may be checked if the teacher keeps before the class a list of suitable connective words that lend themselves to the formation of picturesque sentences. With such helps even the pupils of Standard I soon get into the habit of expressing themselves in easy complex sentences. We are pleased to report that grammar is gradually coming to its own again, but we must urge upon teachers the necessity for insisting on making it what it should be, the handmaid of composition, both written and oral, especially the latter. The quality of recitation is being well maintained in the schools, and we seldom have to complain that pupils do not have a good knowledge of the thought-contents of the pieces learned. The picture work showing the child's interpretation of the piece is in most cases exceedingly creditable. Arithmetic—This is perhaps the best-taught subject in the whole curriculum. To the improvement in mechanical accuracy must in part be attributed the high percentage of proficiency certificates gained at the end of the year. Teachers have been giving more attention to the memorizing of tables and to systematic practice in long tot work. In connection with the memorizing of tables much time is lost, especially in the smaller schools. The writing of tables should always be supplemented by oral repetition for a few minutes two or three times a day when the pupils are quite fresh. Even the assembly and dismissal might be effectively used for this purpose. The success that has followed the systematic work at long tots should induce teachers to give some attention to similar practice in other mechanical work in which short rational methods of great practical value may be applied. 'Ihe general practice of treating arithmetic as a textbook subject still holds, but we are pleased to record an increase in the number of teachers who act in accordance with the idea that applied knowledge is power. These teachers, by requiring their pupils to weigh and measure objects, and by utilizing their environment as an area for the application of the rules and principles taught, have invested the subject with an interest and a reality productive of the best results. Geography and Observational Work.—Many of our teachers, uninfluenced by modern educational aims and methods, still allow the text-book too prominent a place. With these the school ramble, having for its object education by means of observation instead of instruction by definition, is seldom undertaken, with the result that the treatment of geography and nature-study lacks reality. Where opportunities of getting first-hand knowledge by observation are utilized the observational faculties are quickened, the accumulation of isolated facts is avoided, and the power to apply the knowledge possessed to the acquisition of further knowledge is strengthened. In nature-study the formal lesson is too common. If this were supplemented by short talks on matters that come within the daily experience of the children the result would be a mental alertness and a facility of expression that would react favourably on every branch of school-work. History.—Recently the position of history in the schools of the Dominion has been severely commented on, chiefly by University men, and the matter is one that demands serious consideration. Inspectors throughout the Dominion have repeatedly directed attention to the fact that history has not received its due. We assert most unhesitatingly that the responsibility for this rests not with the teachers of the primary and secondary schools of the Dominion, but with tho University authorities and the Education Department. The work of the secondary schools is largely guided by the requirements for the University Scholarships examination, and for that examination the subject has not been a "paying" one. In the past it has carried only 425 marks, while the marks for other subjects have ranged from 600 to 1,500. Again, if a student takes history as a subject for a degree, he has to couple it with another, such as jurisprudence or constitutional history, thus presenting himself in seven subjects, while by avoiding history he may get his degree in six. With regard to the history of the primary schools the Department is entirely to blame. History has not been a compulsory subject for teachers' certificates, and no provision has been made for it in the training college course. Until the Department realizes its responsibility in this respect, and staffs our training colleges with competent lecturers in history and geography, by whom every student without exception shall be trained in the best methods of studying and teaching these subjects, it is futile to look for more than we are getting in the schools at present. So little importance has the Department attached to history in the primary schools that its regulation on the subject expressly states that " the requirements of this subject shall be held to be satisfied by the use of reading-books embracing the topics named." A more direct discouragement to the intelligent teaching of the subject it would be difficult to find. In most of our schools some form of handwork or manual training is undertaken, and in most cases deftness and mechanical accuracy are being developed very satisfactorily. The various subjects taken up lend themselves admirably to the cultivation of the power of oral expression,

E.—2.

[Appendix C.

a phase of the work that is not receiving its due share of attention at the hands of the teachers. Observation, drawing, and manipulation must be supplemented by oral expression of what is to be done, how it is to be done, and why it is to be done, before manual training produces its full educative result. In order that the benefits of instruction in woodwork and cookery might be extended to pupils in the rural schools in North Otago, the Department sanctioned full day courses ,in-these branches for that centre. This enabled the Board to engage additional teachers for these subjects and at the same time to extend the instruction to pupils in some of our southern schools. We wish to express our gratitude to the Inspector-General for his personal interest and valuable advice in connection with this movement. In a number of our schools members of the Defence Force have co-operated with our teachers in doing good work in drill, physical exercises, and breathing-exercises; but the full hygienic result cannot be produced unless parents insist on such habitual home practice of the free and breathing exercises as is impossible in school owing to limitation of time and opportunity. In all our schools these exercises are taught; but we repeat that "too seldom do we find them employed incidentally 7 to relieve position or to introduce desirable variety during the progress of ordinary work." Mr. Hawcridge, of the School of Art, examined the drawing of the proficiency candidates, and his report on the various batches of papers shows that steady improvement is being made in this subject. As too little attention is being paid by teachers to object-drawing, arrangements will shortly be made for Saturday classes in this subject. A similar remark applies to instrumental drawing, which has such an important bearing on the woodwork of the boys. Throughout the district the order, tone, and discipline of the schools are good, and the teachers are rendering faithful service to the Board and to the pupils under their charge. During the year we have frequently called upon teachers to take up work that lay outside their ordinary duties, and in every case they have met us with a cheerfulness and readiness that show most convincingly that they are ready to spend and be spent in the interests of their pupils and of their fellow-teachers. In this connection we have to express our high appreciation of the services rendered by city and suburban teachers at the manual training centres and in the teachers' training-classes held throughout the year. We have, ore, C. R. Richardson,' C. R. Bossence, T J. R, Don, Inspectors. J. Robertson, The Secretary, Otago Education Board.

SOUTHLAND. Sir, — Education Board Office, Invercargill, 26th March, 1912. We have the honour to present our report on the schools of the district for the year ended 31st December, 1911. The following table gives particulars as to number on roll, classification, and ages : —

As 1911 marks the beginning of a new decade, it may be interesting to mark the progress made in attendance during the last ten years, both in regard to actual increase and to regularity. The number of schools under the Board's jurisdiction was —in 1901, 149; in 1906, 168; and in 1911, 173; thus showing a total increase for the period of 24 schools. The number on the roll was 9,394 in 1901, 9,653 in 1906, and 10,819 in 1911, an increase for the first half of the period of 259, and for the second half of 1,166. The fact that the number of schools has not increased -pari passu with the increase in attendance is possibly explained by two considerations : the present condition of the district does not call for such a large proportion of aided schools as formerly, and the increase in attendance has mostly 7 benefited previously 7 existing schools.

LIV

Classes. Number on Roll. ; Present at the ■ Average Age of Annual the Punils I Examination. | in each Class. Standard VII VI V IV III II I Preparatory 63 748 984 1,134 1,280 1,279 1,367 3,964 Yrs. mos. 55 14 1 728 13 11 942 13 0 1,098 12 2 1,217 11 2 1,224 10 1 1,295 9 0 3,678 6 10 Totals 10,819 10,237 l_ 9 8

Appendix C]

E.— 2.

In 1903 it was pointed out in the Board's "annual report that the average attendance at our schools, which had stood, some years previously, at 74 and 75 per cent, of the average ■weekly roll, had risen to 859. This record had to be abandoned in 1904; while in 1905 and in 1908 the same thing happened, fresh records for these three years (of 866, 87"3, and 875 respectively 7 ) having been established. For 1910 the percentage was 87. Otago (905) in this "respect headed the educational districts of the Dominion, the other districts superior to Southland being, in order, Marlborough, Westland, Wellington, South Canterbury, Hawke's Bay, and. Auckland. It appears to us that though, all circumstances considered, Southland may have done well, she might yet do better. The remarkable increase (404) in roll number for this year calls for some notice. The greatest increase previously noted was in 1907—252. The increase for the present year exceeds the total increase for the first five y 7 ears of the period we have been considering by no less than 144, and is considerably more than double that of last year. During the year 34 schools have risen, and 22 have fallen, in grade. In the case of the schools affected in Grades Vla-Xb the changes were uniformly for the better. It is notable that all the schools of one particular grade (Vlb) improved their position —East Gore, North Invercargill, Otautau, Waihopai, and Winton. From these facts it is fairly apparent that while Southland has had a liberal share of the prosperity lately prevailing in the Dominion, the urban population has increased at a greater rate than the rural. Under these circumstances it is natural that applications for new schools and for increased accommodation in established schools should be numerous. It will be necessary to sift all such applications very 7 carefully, and generally to treat them with the utmost caution. The multiplication of small schools at distances which render the transfer of pupils from one to another an easy matter creates many evils of the existence of which we are unhappily cognisant. Pupils are filched by underhand means; teachers resort to very unprofessional advertising and to popularity-hunting; while Committeemen of adjoining districts vie with each other in touting for pupils —all to the detriment of true educational interests. In all cases where the system of centralization by conveyance is possible it should be applied. Towards the close of the year the examination for the Standard VI proficiency certificate was held at twenty-one centres throughout the district, a considerable number of candidates in the more remote districts having been previously 7 examined at their own schools. In this work we were assisted by Mr. W. Macandrew, a teacher in the Board's service who, having laboured for many years with unfailing fidelity, enthusiasm, and success, was about to retire to a wellearned rest. His services, we need hardly 7 add, were of the utmost value to us. Details of the examination follow :—

These results are eminently satisfactory as compared with those of former years. They indicate in one respect at least a higher state of efficiency 7 in our schools, and show that the efforts of our teachers have been guided by a clearer view of the scope of the examination than formerly. The youths now leaving our schools can read with fluency ordinary current literature, express their thoughts in writing with clearness, freedom, and in very fair style, and command a knowledge of arithmetic possibly a good deal beyond their future requirements. In two directions, however, we to see considerable improvement. The attainments of these pupils in reading warrants us in stating that they have the ability, if not the desire, for self-improvement so far as that can be accomplished through books. As, however, a considerable number of them read and recite indistinctly, mechanically 7, and with little sympathy or interest, they will, we fear, be found wanting on those social and public occasions in their after-life for which distinct and effective speech is necessary 7. Nor (judging by the results of the examination) does the value of mental arithmetic seem to be appreciated. True, many useful publications and appliances have of late years learned the necessity for mental calculation. There are still, however, many occasions in life when arithmetical problems have to be solved without the aid of pencil, paper, or mechanical contrivances; and it is very 7 desirable that on such occasions our young people should not be found wanting. The discrepancy between the number on the roll in Standard VI and the number presented at the Proficiency Examination is still considerable. It arises, we believe, from unwise promotion of weak Standard V pupils to Standard VI. No pupil should be placed in Standard VI who has not a reasonable chance of passing his examination at the end of his j 7 ear's tuition in Standard VI. During the year Saturday training-classes, for the benefit mainly of uncertificated teachers, were organized and carried on with satisfactorily 7 results. In addition to this, a departmental grant enabled assistance to be given towards the close of the year, by way of correspondence

Candidates from Total Present. I Obtained Proficiency Certificate. 1 I Obtained Competency Certificate. Failed. (w.) Public schools [b.) Private schools 704 29 522 18 60 5 122 6 Totals 733 540 65 128 Percentage, all schools, 1911 1910 74 62 9 13 17 25

E.—2.

[Appendix G.

lessons, to those teachers who could not attend the classes either at Invercargill or at Gore. We trust that this very useful grant will be repeated, and that it will hereafter be available earlier in tije year, so as to enable more satisfactory arrangements to be made for its expenditure. The action of your Board with respect to uncertificated teachers had the effect oi largely increasing the number of candidates for the certificate examination of January, 1912. We trust that, -as a result, there will be a considerable accession to the ranks of our certificated teachers. Considering, however, the present rates of remuneration in other walks of life, we are not hopeful of obtaining anything like a full supply of certificated teachers for the more poorly-paid positions in the gift of the Board. These positions, always numerous in Southland, have been rendered more so during the current year by the issue of fresh staffing regulations. If is possible to take too gloomy a view of the situation. Considering the age of the Dominion, the facilities for education are simply marvellous. The readiness with which sums of money, relatively huge, are voted for the purposes of education is in the highest degree creditable to us as a nation. To have brought even the rudiments of an English education within the reach of practically every child in the remote districts of our Dominion is an achievement the importance of which cannot well be estimated. During the year a deputation from the local Teachers' Institute conferred with us on the difficulties of backblock teachers. With their views in general we are in sympathy. Until, however, we are in possession of the long-promised new edition of the syllabus we shall have to defer assistance in certain practical matters discussed with the Institute's representatives. We hail with pleasure the division of the D examination into two sections. This will make the attainments of the teacher's certificate easier, and, in great part, solve the difficulties created by the raising of the matriculation standard. The latter change, though from other points of view quite justifiable, must seriously affect the prospects of those pupil-teachers and probationers who enter our service without matriculating, as to enter the training college they 7 must either have matriculated or obtained a partial pass for D. It would seem reasonable, considering the scarcity of matriculated students, that the latter requirement should be made somewhat less exacting than it is at present. We view with much satisfaction the prospect of the establishment of a technical day school in Invercargill at an early date. Such an institution is entirely necessary. With its sister institutions, the Southland Boys' and Girls' High Schools, it should be most valuable in moulding the characters and developing the capabilities of our young people at a most critical period in their lives, and in fitting them thoroughly for the spheres they will occupy in the future. We wish it every success. Short notes on the quality of the instruction in the various school subjects follow. In addition to our remarks on reading and composition in connection with the Proficiency Examination, we have to urge on teachers the necessity for fostering a love of sound literature amongst their pupils. It is in vain that children are taught to read if in after-years they take no interest in good books, or absorb with avidity only the trashy books and magazines with which shops and stalls are now flooded. In actual teaching, increased attention to phonics in the lower classes would lead to clearer articulation and enunciation in the upper, and indirectly be of much benefit in regard to spelling. The plea that some children cannot be taught to write well is for the most part disproved by the uniformly good quality of the writing of some of the largest classes in the district. Where writing is taught, all but a negligible percentage of our scholars acquire a good round, legible hand quite suitable for all ordinary purposes. While the "copperplate" style of our grandfathers has vanished, we venture to say that the average handwriting of pupils is quite equal in quality to that which prevailed in the latter half of the last century. An examination of a sufficient quantity of the excuse notes daily received by teachers will soon convince any one who doubts our assertion on this point. In arithmetic the teaching is becoming every year more purposeful and systematic. It is still, however, less concrete than it should be, and still insufficiently correlated with such subjects as geometrical drawing and carton-work. In a good many of our smaller schools the teachers are still in bondage to the text-book. This they "go through" with their pupils from Ato Z without selection, modification, or alteration of any sort. As a natural consequence, when one of their pupils is confronted with a problem he totally disregards the fundamental principles involved. Instead he places it in the orthodox pen provided by the text-book. If it conform to the type there found it is correctly solved; if not, failure is certain. Drawing leceived generous treatment both as to time and attention. Owing to want of forethought, o however, and to misunderstanding of the requirements of the syllabus, the results are not "always commensurate with the labour expended. We have to intimate that in future, where woodwork or cookery is taken up, freehand and design-drawing only need be professed at the Proficiency Examination by candidates whose progress at the manual-training centres has been satisfactory. _ , . . T There is little to add to what we have said in previous reports in regard to singing. Its value in affording relief after other school-work of more exhausting nature is understood, but apart from this its place in school life is poorly recognized. We should urge that one or two patriotic songs should always be included in the repertoire of every school, and that the work of the " infants°" should be more frequently lightened by song than it is at present. Due attention is paid to the prescribed course of physical exercises, though in a good many cases only the earlier numbers of the course are mastered. The time seems_ opportune for bringing our treatment of this very important branch of school-work abreast with the latest developments in other lands. :-■-■_■■_■

LVI

8.—2.

Appendix C]

There is little change to be recorded in regard to the teaching of geography. The results of the written examination in this subject for Standard VI pupils certainly showed some improvement over those of last year. Oral examination throughout the year, however, convinced us that, though this subject is more systematically taught than formerly, too little use is still made of the pupil's own powers of observation and reasoning. The prescribed books in history are carefully read, and in most cases explained. Unless this form of instruction, however, is supplemented by some other plan more stimulating and aggressive, the mental residum must be slight. The excellent series of historical pictures issued by the Department is not used so freely as it ought to be. Very little direct moral instruction is provided in our schools except on special topics, such as intemperance. Nevertheless, we are satisfied that a great deal is done incidentally to elevate the moral tone of our pupils. As regards manners, real discourtesy is very rare indeed : the idea, however, that outward expressions of courtesy are signs of subservience still prevails in not a few districts. Considerable interest is manifested in hygiene, the lessons given being, if not quite practical enough, satisfactory of their kind. It should be understood that no more physiological detail should be introduced than is necessary to illustrate the hygienic principles and practice treated. The subject, in any case, is too wide to be embraced in a one-yearly course, as is too frequently done. Nature-study makes little progress in Southland apart from its treatment in connection with geography and school gardening. This is all the more remarkable since there are many districts in Southland which should be valuable fields for the study of natural history. The following books, containing much valuable information and many useful suggestions on the subject, can be cordially recommended to teachers: "A New Zealand Naturalist's Calendar" (G. M. Thomson); "New Zealand Plants and their Story" (L. Cockayne). At practically every school in the district pupils have the advantage of manual training in some form or other. Our teachers deserve much credit for the unanimity with which they have fallen in with the views of the Board and of its officers in this matter, particularly so when it is remembered that the value of the training is only very gradually obtaining its due recognition. The report of the Director of Manual and Technical Education gives particulars of the establishment at Invercargill, Gore, and Riverton of woodwork and cookery training centres by which no less than thirty-six schools have benefited. Though for some little time the conservatism of the mass in educational matters may cause friction, we believe that before very long the Board's policy will be generally approved, and that it will be given credit for having conferred on many country schools benefits previously limited to town and suburban schools. We wish the new departure much success, and ask parents and teachers to bear with us in the difficulties inseparable from a new enterprise. In entering upon the labours of another year we have to express our warmest thanks for help we have received during the past year from Committees, teachers, and the office staff, for the courtesy and consideration shown us by the Board, and for the hospitality freely tendered us in all parts of the district. We have, &c, James Hendry,! t , A. L. Wyllie, Inspectors. The Chairman, Education Board, Invercargill.

LVII

E.—2

APPENDIX D„

TRAINING OF TEACHERS.

No. 1. EXTRACT FROM THE THIRTY-FIFTH ANNUAL REPORT OF THE MINISTER OF EDUCATION. The four training colleges in the chief centres of population all had approximately their full number of students during the year. Of the 389 students in attendance 339 had already completed their course as pupil-teachers or probationers before entering the training college, or had obtained a University degree or taken a two-years course at an agricultural college (Division A students); forty-three had qualified for admission by passing the Matriculation or some higher University examination, but were without previous teaching experience (Division B students) ; and seven, although they had not qualified by examination, had been teaching in small schools for two years or more (Division C students). The number of the division first mentioned above has shown an increase of 20 per cent, during the year, this increase being compensated by a corresponding decrease in the other divisions. This is very satisfactory, and entirely in accord with the intentions of the Government. Of the total of 389 students, 131 were men and 258 were women. The following table shows the percentages for the past three years:— Percentages of Male and Female Students: Males. .Females. For the year 1909 .. .. .. .. .. 26-33 73-67 1910 .. .. .. .. .. 31-32 68-68 1911 .. .. .. .. .. 33-67 66-33 It will thus be seen that the proportion of men to women is gradually increasing, and in view of the fact that men on the average remain very much longer in the service than women, it is considered that the relative number of the sexes within the training colleges is such as fully to secure an adequate proportion of men on the teaching staffs of the schools-. For the teaching practice of students the normal practising schools forming part of the training college in each case are available. By regulation it is provided that each normal school shall include (a) a main school, organized as a district high school, and having an average attendance of not more than 450 pupils, and (b) a " model school," arranged on the lines of a small rural school, with an average attendance of thirty-five to forty. If the Minister approves, there may be (c) a second " model school," organized as a rural school with an average attendance of seventy to eighty, as a junior school with thirty-five to forty children of a standard not higher than S2, or as a rural school with thirty-five to forty children in attendance and under the charge of a sole teacher ; and (d) a junior kindergarten class containing not more than forty children between the ages of three and five. For the secondary department of the main school a maximum attendance of not more than fifty is

i—B. 2 (A PP . d.)

E.—2.

| Appendix T).

permitted. The following shows the actual average attendance at the normal schools in each case : —

The following information is summarized from the tables. Table P2 shows the University work undertaken by students. At the University college students are required to take at least a course in English in addition to the lectures on education given by the Principals of the training colleges, who for this purpose are recognized as members of the University college staff. Any other University work undertaken varies greatly according to the aims and educational status of individual students, but is necessarily subordinated to the aims and requirements of their special professional training, and the due relation of the two claims (which at times appear to confliot with one another) constitutes one of the chief problems of organization with which the principals of training colleges have to deal. Of such work, Latin, mathematics, and mental science seemed most generally taken by students. Ninety-nine students of the Auckland Training College took a course of voice-production at the University. Table P3 contains parallel facts for special classes of professional training for which provision has been made within the training college itself or in intimate connection with it. It deals only with students who are in their second year of training. Methods of teaching, elementary handwork and kindergarten, agriculture, and drawing were taken by almost all the students. In some other subjects, such as public-school science, drill and physical culture, and vocal music, practically every student took a course either in his first or second year. Table P4 classifies the students, and shows the qualification on which they were admitted into the training college. Table P5 shows their examination status at the end of their first and second years. The analysis is of special interest at the present time, in view of the recent abandonment of general certificate examination tests for training-college students after their admission, and the substitution therefor of evidence otherwise furnished of the satisfactory completion of a training-college course as prescribed by the regulations. Five students at admission held Class C certificates, and 114 Class D. By the end of the year one student held a Class A certificate, eleven a Class B, 121 a Class C, and 158 a Class D. As has already been remarked, the regulations were revised at the beginning of the current year, and make several important changes in the work of the training college. Provision is made for the grant of training-college certificates on the principle stated, for some increase to the staff, for the addition of a second " model school " of one or other of a variety of types with a view to improve the student's opportunities of observation and teaching, and for the admission on special terms of a certain number of graduate students who are prepared during one year of attendance to devote their whole attention to subjects of professional study and practice. The following table shows the number of male and female students in training in each of the four training colleges* : — , 1910. , , 1911. , Men. Women. Total. Men. Women. Total. Auckland ... ... ... 41 59 100 37 64 101 Wellington ... ... ... 26 70 96 31 65 96 Christchuroh ... ... ... 20 66 86 23 72 95 Dunedin ... ... ... 32 66 98 40 57 97 Totals ... ... 119 261 380 131 258 389

* At end of year

-S5T Main School (exclusive of Model Secondary Schools and Second- Department, ary Department). m ,i i Junior Model Model gohool School. (p to S2) Auckland Wellington Christchurcli Dunedin 378 34 267 37 408 14 440 31 31 24 29 35 33 36

Appendix D.J

E.—2.

No. 2. DETAILED TABLES. Table P1. —More Detailed Table showing the Number of Students in the Four Training Colleges during last Quarter of 1911. (a) As classified by Divisions; (b) as classified by Years.

Note.—-The- number of University graduate students (under clause 14) included in Division A is 5: Auckland, 1 female; Wellington, 1 female; Christchurch, 1 male and 2 females. Division A. —Ex-pupil-teachers, also University graduates admitted for one year of training. Division B.—Students other than ex-pupil-teachers who have passed Matriculation or some higher University examination. Division C. —Uncertificated teachers from small schools. Division D.—Other teachers admitted without allowances.

III

The following is a summary of Table P5 :— Number of Students in Attendance in 1911 who qualified by Examination for a Certificate of " First-year students— Class A. Class B. Class C. Class D. Division A ... ... ... 1 4 16 106 Division B ... ... ... 3 9 Second-year students — Division A ... ... 5 90 40 Division B ... ... 2 12 3 1 11 121 158 The amounts paid to Education Boards in 1910 and 1911 for the training of teachers were as follows :— I. Training colleges— 1910 . 1911. Salaries of staffs (half charged to public-school £ £ £ £ salaries) ... ... ... ... 6,533 6,723 Students'allowances ... ... ... 17,667 18,495 University fees of students ... ... 2,589 2,903 Libraries... ... ... ... ... 43 26 Apparatus ... ... ... ... 124 13 Buildings ... ... ... ... 4,896 900 31,852 29,060 II. Other training,— Grants for special instruction in handwork, including agriculture, of teachers other than training-college students ... ... 1,735 2,115 Bail way fares of teachers and instructors ... 2,778 3,477 4,513 5,592 Totals ... ... ... £36,365 £34,652 No. 2. DETAILED TABLES. Table PI. —Moke Detailed Table showing the Number op Students in the Four Training Colleges during last Quarter of 1911. (a) As classified by Divisions; (6) as classified by Years. As classified by Divisions. As classified by Years. Training Colleges. Division A. Division B. Division C. Division D. First Year. I Second Year. Totals. Training Colleges. Division A. Division B. Division C. Division D. M. F. \ M. F. M F. M. F. M. F. M. F. M. F. Total. Auckland Vellington Jhristchurch )unedin 26 31 19 28 54 63 70 48 9 i 3 10 10 2 -> 7 2 i 2 2 \ '.'. 12 33 15 35 18 43 24 36 69 147 25 16 5 16 31 30 29 21 37 31 23 40 64 65 72 57 101 96 95 97 Totals, 1911 235 22 5 2 111 131 258 389 104 21 62 Totals, 1910 S7 194 28 63 4 3 j .. 75 145 44 116 119 201 380 Note.—-The- number oi female; Wellington, 1 fen i Univi :iale; C ersity .hristc] graduate students ihurch, 1 male and i (under clau 2 females. ise 14) included ii i Division A is 5: Auckland, Division A.—Ex-pupil-i Division B. —Students examination. Division C.—Uncertifioi Division D. —Other tea teachei other cs, also than } University gradue ex-pupil-teachers - _tes admittei who have pi 1 for one year of tl assed Matriculatic raining. >n or some higher University ated te i-chers 1 sachers admitt 3 from small school Ded without allowai Is. noes.

E.—2.

(Appendix D.

Table P2.— University Work undertaken by Students.

Table P3.—Training College Work undertaken by Students who completed their Second Year in 1911.

Training College. Subject. Auckland. Wellington. Christchurch. Dunedin. English Latin Mathematics Education ... Mental Science Physics Biology Geology Modern Languages Economics ... Chemistry Mechanics ... Constitutional or Economical History Commercial Geography Jurisprudence Electricity and Magnetism Voice-production Botany Psychology ... 83 26 22 60 5 1 11 5 10 81 35 7 37 41 1 5 1 8 5 3 59 39 15 56 7 64 50 30 59 5 4 6 11 8 4 8 8 10 2 4 1 1 99 45 "i 1 2 2 1 7 1 2 11 6

Training College. Auckland. Welli) igton. Chris' jhurch. Dunedin. Name of Subject. Subjects Subjects taken in taken in 1911. 1910. Subjects Subjects taken in ! taken in 1910. 1911. Subjects taken in 1910. Subjects taken in 1911. Subjects taken in 1910. Subjects taken in 1911. Methods of teaching Elementary handwork and kindergarten. . Public-school science Agriculture Physiology Drill and physical culture Vocal music Drawing Cookery Woodwork Sewing Swimming Reading Writing School hygiene Geography Education Physiography Elocution Nature study Military drill Elementary science Domestic science Dress-cutting Composition 54 45 54 4 1 55 55 55 31 23 31 1 1 1 30 56 31 56 47 47 47 17 47 47 38 30 31 19 30 36 18 7 31 1 38 23 4 37 39 39 39 39 39 39 39 39 39 17 39 17 39 39 56 56 56 47 17 17 36 5 31 17 5 17 30 2 i l 8 22 39 56 30 4 12 8 20 34 39 39 25 56 30 2i II Number of students 56 56 47 47 38 38 39 39

Appendix D.j

E.—±

Table P4.—Division A and Division B Students in Attendance in 1911, classified according to their Year of Attendance and Qualification at Admission. —Initial Status.

19 20 I. Teachers' C< irtificate Examinations. II. Unlvi lity Examinations. h O -®.rr l i Full Passes. Partial Passes. 9 10 University Scholarship Examination. 2522° v>-tiS Total of all Degree Examination. Division. Training College attended. 1 Class D. 5 Partial C. 8 hS-SJj Total Partial D. 5'f S§ Alone, i (with So n 3 Col. 3.) Hff Class C. 2 Alone or with Sec.of C. I 3 With Partial C. 4 Total. Partial B. Ordinary; n Matriculation - Matriculation. 12 13 Credit. Scholar-' 14 1st B.A. 15 16 ~" 17 B.A. B.Sc. M.A. AandB Students. First year i • I A B I V Auckland Wellington Christchurch Dunedin 3 17 15 21 15 1 ' 2 2 18 15 23 17 1 1 4 1 2 6 3 17 10 17 16 36 25 48 34 13 39 49 38 i i i 1 i i i i 14 40 53 40 8 17 45 32 42 48 56 42 Totals 147 102 188 68 73 11 60 143 139 2 Auckland Wellington Christchurch Dunedin i i 5 3 1 2 14 i •• 3 2 2 17 3 2 3 17 2 2 i i i 2 i ■2 •• 5 •■ Totals 1 20 1 •■ 24 25 A and B Totals first year.. 70 75 12 62 149 159 2 1 171 107 213 I Auckland Wellington Christchurch Dunedin 6 15 11 4 1 7 15 13 4 1 1 1 2 8 13 17 II 15 29 31 15 31 43 30 34 i l i l 2 •• 32 44 32 36 9 26 27 15 38 47 36 36 1 2 1 Second ) year 1 A B j Totals Auckland Wellington Christchurch Dunedin 36 39 49 90 138 15 5 l • - ■ • -. 144 16 77 157 16 i i 2 1 2 1 • • I 1 2 1 Totals 1 18 19 1 19 A and B Totals second year 1 36 39 50 91 156 163 78 176 ! All -' A AU (and B f I Auckland Wellington Christchurch Dunedin 5 23 30 32 21 2 4 2 25 30 36 23 1 1 1 4 2 3 1 8 4 25 23 34 30 51 54 80 55 62 83 83 87 1 I 2 1 3 1 1 2 3 1 i l i 1 65 86 89 94 17 ! 99 43 97 72 97 53 96 •■ Grand totals 240 315 334 185 389 106 114 16 112 7 2 5 i I

E.—2.

[Appendix D.

Table P5.—Division A and Division B Students in Attendance in 1911, classified according to their Year of Attendance and Examination Status as revised after the Certificate Examinations of January, 1912.

Full Passes. Partial and Sectional Passes. 18 17 Division. Training College Attended. 1 Class A. 2 Class B. S Class C. 4 6 6 7 witv . With AIOne - Partial C. S f j° n ToteL J OI \j. Class D. i> h., , x. I 9 10 11 12 IS Partial B. . Total j *"»>• del t. ; **»•>■ Partial D.£g™» Partial C. Sections of Class C. 14 15 Total Alone. (with 1 Col. 12). Partisl D. Students with no Certificate Qualification. Grand Totals. I ..." . I 2 1 2 5 j 6 7 19 24 First ! year A B I Auckland Wellington Christchurch Dunedin .. 1 1 1 2 1 1 2 1 3 9 3 14 14 4 1 2 6 13 8 4 6 15 19 20 26 32 28 •• i 4 1 5 6 7 18 8 2 10 6 2 5 12 7 4 10 4 10 1 42 48 56 42 - i Totals 1 1 4 16 33 29 44 106 10 39 10 56 23 33 15 188 Auckland Wellington Christchuroh Dunedin •- . 1 2 1 6 i 8 1 1 1 2 2 3 2 3 17 '■'■ •• 2 2 2 1 2 7 3 4 1 -• ■• Totals * d 3 5 25 A and B Totals first year.. 1 4 19 33 31 51 115 13 42 11 65 26 37 20 213 Second A - Auckland Wellington Christchuroh Dunedin 2 1 2 2 1 2 22 30 19 19 1 1 1 8 7 6 4 1 5 4 2 10 13 11 6 i 3 8 7 1 2 3 2 4 5 8 6 2 2 1 2 4 5 1 38 47 36 36 Second year Totals _ 5 5 90 25 12 40 15 19 •• I 11 1 157 Auckland Wellington Christchurch Dunedin \ 2 -I B I I 2 9 2 1 3 1 3 1 16 •• I 2 J I 2 1 \ Totals 2 12 3 19 A and B Totals second year 7 102 5 18 27 13 43 19 11 2 176 ] and I Auckland Wellington Christchurch Dunedin 1 4 2 2 3 32 33 31 25 15 15 5 1 12 13 19 14 6 11 20 27 33 39 44 42 1 6 2 5 5 10 15 18 17 1 5 5 1 4 10 11 7 29 37 10 8 4 9 12 9 8 19 7 12 1 2 99 97 97 96 Grand totals 1 11 121 36 58 64 158 1 18 60 20 84 31 48 22 389 Success in all of the subjects, except one or two for any class (B, C, or D), is treated in the above table as " partial pass " for that class, than " partial C," individual successes in one or more subjects of'the special Class C programme being so indicated. By a " section of Class C " is meant a lower qualification

Appendix D. l

E.—2

Table P6. —Names and Salaries of Staffs of Training Colleges as at 31st December, 1911.

VII

1 Name. 2 Position. 8 4 University ClassificaStatus. tion. 5 Salary per Annum. Auckland. Milnes, Herbert A. E. Cousins, Herbert G. Paterson, Robert H. Newman, Miss Margaret S. Shrewsbury, Miss Elsie .. Harrison, Rupert P. C. .. Cottrell, Arthur J. Walker, Spenoely Lightband, Mrs. Sara J. Green, Samuel Holloway, Miss Annie E. Moustedt, Miss Anna M. Statham, Miss Isabella Mary Newick, Mrs. Florence .. Western, Miss Mildred .. Bayliss, Miss Margaretta A. Part time,. — Wallace, H. .. Gordon, J. B. Tasndall, A. D. Renwick, Miss Margaret C. Heap, Mrs. S. Sergeant Morgan Principal .. .. .. .. B.Sc. Headmaster, Normal School .. .. M.A. Assistant Kindergarten mistress Assistant .. .. .. .. M.A. Headmaster, Model School Assistant .. .. .. .. M.A., M.So. Teacher, Junior Model School Kindergarten assistant Assistant Art instructor Drawing instructor Woodwork instructor, £30 ; instructor in photography, £7 10s. Cookery instructress Instructress in swimming, £14 ; instructress in'physical culture, £49 10s. Rifle-range instructor A 1 C 1 D 1 A 1 C 1 A 3 C 1 C 1 D 2 D 1 C 2 D 4 D 2 C 4 £ s. d. 600 0 0 400 0 0* 285 0 0 255 0 0 255 0 0 240 0 0 225 0 0 210 0 0 165 0 0 150 0 0 150 0 0 150 0 0 125 0 0 120 0 0 120 0 0 90 0 0 30 0 0 30 0 0 37 10 0 30 0 0 63 10 0 * £400. and bouse allowance £50. 1 0 0 Wellington. 600 0 0 385 0 0* 300 0 0 285 0 0 265 0 0 210 0 0 240 0 0 180 0 0 150 0 0 150 0 0 150 0 0 130 0 0 Gray, William Webb, James C. Tamblyn, Joseph Cowles, Jabez A. Fitch, Miss Dorothy Lomas, Edmund K. Sinclair, Miss Mary A. Hall, Miss Alice L. Hitchcock, Miss Maria .. lorns, Miss Ivy P. Morice, G. W. .. Thornton, Miss Marion G. Webb, Miss Hilda M. . . Cray, Miss Agnes E. Fallowes, Miss Mary R. E. Part time, —- Parker, R. .. Lee, Miss M. Howe, E. Mcintosh, Miss B. Hamerton, Mrs. S. G... Begg, Dr. Mackie Principal .. .. .. .. M.A., B.Sc! Headmaster, Normal School .. .. B.A. Headmaster, Model School .. .. M.A. First assistant .. .. .. B.A. Kindergarten mistress Assistant .. • .. ; .. M.A., M.Sc. Secondary Assistant .. .. .. B.A. Assistant Kindergarten assistant Teacher, Junior Model School Assistant .. .. . . .. I M.A. Kindergarten assistant Substitute Assistant Singing instructor Drawing and handwork instructress Woodwork instructor Cookery instructress .. .. .. i Needlework instructress .. .. i Instructor in hygiene and physiology . . i B 1 B 1 B 1 B 1 A3 B 1 D 1 D 2 D 2 B 3 C 3 C 3 D 3 D 2 120 0 0 120 0 0 50 0 0 70 0 0 25 0 0 25 0 0 30 0 0 10 10 0 * £ 385, and house allowance £53. Chkistchubch. 600 0 0 385 0 0* 290 0 0 240 0 0 275 0 0 255 0 0 225 0 0 195 0 0 165 0 0 150 0 0 135 0 0 135 0 0 120 0 0 Watkins, Edwin Aschman, Christopher T. White, George H. Inkpen, Miss Agnes F. R. Mollraith, James W. Lynskey, Michael J. Wagstaff, Mrs. Jessie W. Graham, Charles H. E. Grand, Miss Ellen MeCullough, Samuel Ansley, Miss Annie Bevin, Miss Elizabeth E. Schmidt, Miss Helene G. Part time, — Wilson, Joseph H. Billson, G. E. Bennett, J. W. Williamson, S. Cowan, L. .. Principal .. .. .. .. B.A. I Headmaster, Normal School First assistant Kindergarten mistress Secondary assistant .. .. .. M.A.,LL.B. Headmaster, Model School Assistant " '.'. \ Assistant kindergarten mistress Lecturer .. .. .. .. M.A. Instructor in swimming Laboratory assistant Teacher of Music Teacher of elocution .. B 1 C 1 C 1 D 1 A 1 C 1 D 1 C 1 D 1 C 1 D 1 D 2 C 4 B 2 180 0 0 4 4 0 5 0 0 50 0 0 6 10 0 * £385, and house allowance £50.

E.—2.

[Appendix D.

Table P6.—Names and Salaries of Staffs of Training Colleges at 31st December, 1911 — continued.

No. 3. TRAINING COLLEGES.

AUCKLAND. Sir, — Report op Principal for the Year 1011. I have the honour to present my report on the work of the Auckland Training College for the year 1911. There were 101 students in training, sixty-four women and thirty-seven men. They were classified by regulation, as follows : Seventy-eight, Division A — i.e., ex-pupil-teachers or probationers; twenty, Division B — i.e., matriculated students without previous teaching experience; two, Division C— i.e., previous experience in sole-charge schools; one graduate admitted under Regulation 14. ****** University Work. —As in previous years, students were carefully sifted as to fitness for advanced work. Fourteen were allowed to work for the degree course, and at the term's examination at the end of the year all fourteen passed, two in four subjects and twelve in three subjects. Premiums were won by students in education and economics. In view of the fact that this work is in addition to the work of the College, and involves night lectures for five days in the week I think it speaks well for the application of the students concerned. The subjects usually taken are English, Latin, mathematics, or education, with the addition of economics, mental science, or botany in a few cases. All students took a course in English, and for the first time one in voice-production in connection with the School of Music. All firstyear students took the classes in botany and nature-study, and I would like to acknowledge here the courtesy of Professor Thomas in arranging a practical course specially suited to our needs in view of future school-work. Curriculum. —Hitherto the classes held in the College have been such as to enable a student to prepare for the D and C examinations held in January by the Department. Now that an internal certificate is to be granted on the work done during the two years this will in future not be such a prominent feature of our time-table. The granting of an internal certificate is a big step forward, and the power given to the Principals in the recommendations for such certificates is such that it should eliminate the shirkers from our training colleges. In the past students have been able to pass the C examination by means of a judicious cram at the end of the year, but now regular work of a good standard only, coupled with earnest endeavour, will qualify for a recommendation, and this should raise the standard of attainment very materially. The results for the external C and D examinations have now been published, and are as follows : Of the sixty-five second-year students who have just left us to take up work in the schools, nine have been in the College one year only, thirty-one have obtained a C certificate fifteen have obtained a D certificate, ten have passed for partial C, one has passed in four subjects for C, and eight have passed in three subjects for C. Taking Auckland's enervating climate into account, I am satisfied with these results, though results, of course, of this kind are the least thing on which the College should be judged. When

VIII

-i1 Name. 2 Position. 3 4 University ClassificaStatus. tion. S Salary per Annum. White, David R. Binder, Edward -McMillan, Hugh Moore, John A. Marryatt, Ernest Maxwell, Miss Jessie Ironside, John McMillan, Miss Mary S... Lenihan, James Scott, Miss Marjory T. .. Kenyon, Miss Helen M. .. Alexander, Miss Ann C... Greaves, Miss Alice Campbell, Miss Jessie .. Part time, — Hanna, John Hutton, Miss N. L. D. Braik, Alexander M. .. de Spong, T. Dunedin. Principal Headmaster, Normal School Assistant Secondary assistant .. Headmaster, Model School Kindergarten mistress Assistant .. 1 M.A. M.A. M.A. A 1 A 1 D 1 A 2 C 2 D 1 C 2 E 1 C 4 D 1 B 3 D 1 D 1 D 2 £ s. d. 600 0 0 380 0 0 285 0 0 240 0 0 240 0 0 250 0 0 220 0 0 195 0 0 175 0 0 125 0 0 130 0 0 130 0 0 120 0 0 105 0 0 Secondary assistant .. Kindergarten assistant Assistant j> • - Gymnastic instructor.. Drawing teacher Singing master Teacher of elocution .. 40 0 0 100 0 0 00 0 0 50 0 0

Appendix D.^

E.—2.

all is said and done, it is the character of the students that will count, and I trust that the members of our 1911 team will have played the game as well as their predecessors when the final whistle blows. Practice in Teaching. —During the year every other week has been spent in school-work, so that a total of seventeen weeks was available for this most important section of our work. The plan followed was detailed in my last report, and a further year's test has confirmed the good opinion held at the end of the first year's trial. I would like to emphasize the importance of the time spent by the students in the library, preparing the lessons to be given by them subsequently. To get up the matter of a lesson thoroughly so as to know what to say, to arrange that matter in the best possible way so as to know how to say it to advantage, are two essentials of a good lesson; and when this preparation is done under experienced guidance, it cannot be overestimated, in my opinion. Hence I think it is essential that in reckoning time spent on school-work there should be a liberal allowance for preparation of this kind. Including time spent in such preparation, 350 hours per year are devoted to school-work, an amount well in advance of the minimum time stipulated in the regulations. I think the most important event in connection with school-work during the year has been the valuable co-operation of selected teachers in certain of the local schools. ****** To give the students an opportunity of seeing other good teachers at work, besides those in the normal school, I carefully selected, with the help of the Chief Inspector of Schools, several assistants whose work most closely approaches that which we aim at. The teachera concerned, with the headmasters of their schools, co-operated in the scheme, and so some twelve senior students had the privilege of working in these selected classes. Reports were kindly furnished by the teachers concerned, and from intercourse with the students I gathered that they regarded their work in these schools as invaluable in its wider outlook, and in raising their ideals as to what to aim at. This work was done voluntarily by the teachers, and I would like to place on record my appreciation of the help it has been. ****** Besides the ordinary school section work, all the senior students paid visits to the various local schools. Each student had thus an opportunity of seeing four different schools at work for a half-day, the opportunity being valued very highly by the students. The usual visits were paid to the Mangere Bridge School, and I would like to thank Mr. Lambourne once again for his courtesy to the students. Miss Butler, the headmistress of the Grammar School, kindly allowed our woman graduate student to visit the school from time to time, and so get a wider insight into secondary work than the high school department of the normal school allows. Physical Culture. —As in past years, my aim has been to induce students to take at least one hour's exercise per day. This, in my opinion, is an absolute necessity if good brain-work has to be done. I have difficulty at first in seeing that this is done, as many of the women students in particular look upon' exercise as waste time. They gradually learn, however, that the healthier they are- the better they can work, and the anthropometrical measurements taken at the beginning and end of the year show a marked improvement in physique. The various games were indulged in as previously. The Cadet Officers' Training Corps under Captain McGechie (student) and the seasoned guidance of Sergeant Moore had a good year's work, but the .Department did not sanction a camp this year, which was regrettable in view of the valuable week spent last year. General Humanizing Work. —The usual activities which are not on the time-table were carried on. These included: — (a.) Visits to business places of interest, such as Plummer's hat-factory, the ostrich farm, Waerenga Experimental Farm, New Lynn School-gardens, biscuit-factory, &c. (b.) Social gatherings on Saturday evenings. (c.) A photographic and lantern-slide course. All the men students who have just left us have bought magic lanterns, and propose to use them in school as an aid to their work. (d.) An exhibition of work done by students, particularly in the direction of illustrating lessons. This was well patronised by teachers, who were on holiday at the time, and the lectures given in connection with it were all crowded. The lecturers and their subjects were as follows : T. W. Leys, Esq., "Libraries"; E. K. Mulgan, Esq., M.A., "Auckland Isthmus"; the Principal, "School Humour." The exhibits in one room were from the Mount Eden School, and illustrated the meaning of co-ordination in school-work, and I take this opportunity of thanking Mr. N. R. Mackenzie and his staff for their able work. _ (c.) Debates : A team was entered for the competitions in connection with the Athenseum Cup, and, as our members were all inexperienced, we did well to take third place of the seven (/.) A College quartette entered for the Auckland competition, and took second place, the judge complimenting the members on their good enunciation and pronunciation. (g ) The annual reunion of old students was held at Easter, and there was an excellent attendance. A tennis tournament, a swimming race (Past v. Present), and a social gathering formed part of the ceremonies. . ■ The students of the year 191.0 presented a fine engraving to the College, and so followed the custom of their predecessors. We have now five large engravings, so that in time the Collegewalls should be covered with reproductions of the great masters. The annual hockey match, Past v. Present, was won by neither side, a very keen contest ending in a draw. A shield, to be held by the winners for one year, has been presented for

ii—E. 2 (A PP . d.)

E.—2.

"Appendix D.

this event by Mr. A. Rowe, one of our first " Old A's," and it now adorns the central hall. The students of 1911 who have just left the College presented twenty-five well-bound volumes to the College library, and will in due course present an engraving also. Normal School. —There have been changes in the staff during the year to an unusual degree. Mks Toy, who has been assistant in the primer department since the school's commencement, left us for a better-paid post. We were loth to lose her, and trust that at some future time she will resume her work with us. Miss Craig, who was in charge of Standard I, was also promoted to another school. These vacancies have been filled by Miss Bayliss and Miss Western respectively. Mr. Priestly, who had been a year with us in charge of the Model Country School, received promotion to the Inspectorate. We lost his broad-minded services with regret, but feel sure that in his wider sphere he will do valuable work. Mr. R. Harrison has filled the vacancy thus caused, and, as he has had American as well as local experience, he will be of great help in our school-method discussions. Miss A. M. Monstedt has been appointed to the new Junior Model School. Miss Newman returned from her American and European tour reinvigorated, and her chatty accounts of her educational experiences were very interesting. The various school activities that have been made a feature of have received the usual attention, and success has attended the parents' days, the magic-lantern lessons, the visits to the museum and domain, the keeping of the school-gardens and flower-brackets, and the swimmingsports. In conclusion, I would like to acknowledge the hearty co-operation of the headmaster and staff in all work connected with the students. I must not forget to thank, too, those gentlemen who gave us their help in lectures to the students, including Mr. G. W. Murray, Professor Brown, the Inspector-General of Schools, and Miss Newman. The Advisory Committee has met regularly as occasion required, and I find it a great help, the ripe judgment of Professor Thomas and the Chief Inspector (Mr. E. K. Mulgan) being invaluable, backed up as it is by an excellent chairman in Mr. G. J. Garland. I have, &c, The Secretary, Board of Education, Auckland. H. A. E. Milnes.

WELLINGTON. Report op Principal for the Year 1911. Sir, — Training College, December, 1911. I have the honour to present my report on the work of the Training College for the year 1911. Training College Tear and Terms. —The College year extended from the 21st February to the • Ist December, thirty-eight weeks in all, divided into two terms of nineteen weeks. In my last report I set out fully the disadvantage of this arrangement, and it is not necessary to repeat what I said then. Suffice it to say that so long as the University holds to its two-term system —a system that, I feel sure, is not conducive to the best work —so long will it be necessary for the Training College also to hold to a two-term system. It has to be noted, however, that in the case of the Training College the terms are six weeks longer than those at the University. We cannot expect our students to do their best work under the present arrangement; it is little wonder that the last few weeks of study prove burdensome even to the strongest. Students admitted. —Students were admitted from the various districts as follows : Wellington, 37; Wanganui, 24; Hawke's Bay, 18; Taranaki, 4; Nelson, 5; Marlborough, 4; Westland, 3; Grey, 2 : in all, 97. All except three were ex-pupil-teachers or probationers. Men. Women. Total. First year ... ... ... ... •'•• 15 35 50 Secondyear ... ... ... ... ... 16 31 47 31 66 97 One graduate was admitted under the special clause for University students. The practical exclusion of Division B students raises the important question, Is the College getting the best students that are offering, those most likely to do justice to all sides of the course of training. I feel bound to say that some of those who have entered might well have been rejected in favour of others applying'direct from secondary schools. From these we have in. previous years received a fair number of students, and almost without exception they are now giving a good account of themselves in the schools. If we must pick and choose, then we should have the best, and it should be considered to the advantage of a candidate that he has had two or three years' extra secondary-school instruction. University Classes. —Classes were attended as follows: English, 80; mental science, 41; Latin, 36; education, 35; English history, 6; constitutional history, 6; biology, 5; botany, 2; electricity, 2; geology, 1; French, 4; German, 3; chemistry, 3; economics, 5, mathematics, 7; jurisprudence, 1; physics, 1. English is a compulsory class, and. a large number of students enter for it in both years of their training. Mental science is virtually a compulsory subject, and is usually taken in the first year. Latin is taken by those entering on the course for the B.A. English history is now taught at the University, and the class will probably be more largely attended in future. The science courses, necessitating as they do from seven hours to ten hours' attendance (lectures and

Appendix D.]

E-—2.

laboratory) are outside the range of the majority of our students. I refer to this subject later ju in the rejjort. University Standing of Students. —Twenty-five students kept first year's terms, ten second, and three third; total, thirty-eight, or nearly one-fourth of all those who kept terms at Victoria College. -Seventeen others had kept terms the previous year, so that of the total of ninety-nine students fifty-five have kept terms. A considerable number besides have passed in two, three, and even four subjects, but have not been able, or have not wished, to keep terms. The proportion keeping terms is just about as it should be, since the Training College students make up about a quarter of those attending University lectures. We are well above the average for first terms, but fall away in second terms. The average Training College student cannot take the three classes required for second term and do justice to the Training College course. The reports by the Professors, received two or three times during the session, on the attendance and progress of the students were, on the whole, satisfactory. I have no sympathy at all with the idea that the students while in training should not aim at a University degree. If they are able to undertake the degree course they should receive every encouragement to do so, even at the sacrifice of some of their practical work. Those who during their first year prove their capacity for University studies should have the option of a three-years' course, so that, if possible, they may be enabled to complete their degree. Synopsis of Training College Courses. —First year — (1.) Methods of Teaching (the Principal, headmaster, and Miss Fitch). —Two to three hours per week, (a.) English and arithmetic, as for the standard classes, (b.) A course dealing with all the work of the infant-room. (2.) Science (Mr. Lomas). —Four hours per week, (a.) A course of lectures in physiography and physical geography, (b.) Laboratory practice in heat, sound, and light. (3.) Drawing (Miss Lee). —Four hours per week. This includes all branches of drawing and a short course in plasticine modelling. (4.) Handwork (Mr. Howe and Mrs. Hamerton). — (a.) A course in cardboard modelling taken by all students, (b.) A course for men in woodwork, (c.) A course for women in needlework. This includes class-room work in the various standards. (5.) Music (Mr. R. Parker). —One hour per week. (6.) Teaching. — (a.) One or two demonstration lessons per week taken in conjunction with method lectures, (b.) Practice lessons in the class-rooms, (c.) Observation of class-room work. (6) and (c) together occupy on the average from two to three hours per week, exclusive of preparation. The whole time under this section amounts to from four to five hours per week. (7.) Elementary Psychology (the Principal and Mr. Morice). —A course dealing with fundamental elements in the problem of teaching— e.g., muscular co-ordination in relation to reading and writing, sense perception, memory, &c. The course is entirely practical and observational, and occupies one hour per week. (8.) Drill (Mr. Cowles). —(a.) Physical drill, fifteen minutes every day. (6.) Military drill, one to two hours per week. Mr. W. H. Burgess acted as captain of the corps, under direction of Major Cowles. (c.) Swimming, taken in March and November. Second year— (1.) Methods (the Principal).—One to two hours per week. The subjects discussed are those not taken during the first year, more particularly science, geography, history, handwork, and the subjects of the secondary department. (2.) Science (Mr. Lomas). —Three to four hours per week, (a.) Agriculture, including chemistry, botany, and gardening (Mr. Tamblyn). Chemistry is taken by men only. (6.) Domestic science, including courses in cookery (forty hours) and advanced needlework (thirty hours) and laboratory experiments related to cookery and hygiene. (3.) Handwork (Miss Fitch). —Two hours per week, (a.) A general course, dealing with various aspects of h-ahdwork suitable for standard classes. This is taken by all students. (&.) A special course of Infant-room handwork for women students. (4.) Drill. —As for first-year students. (5.) Music (Mr. R. Parker). —One hour per week. More advanced course. (6.) First Aid and Hygiene (Dr. Begg). —A course of twenty hours, half of which was devoted to practical work. (7.) Practice in Teaching. —Including the preparation required, this occupies practically the whole five hours of every alternate week. From two to three hours are given to teaching. When the University is not in session, extra time is devoted to observation in the class-rooms. It will be seen from the above that the Training College course, apart altogether from the University, is a heavy one; taken with a full-degree course, it is much too heavy for the average student. ' The experience of this year, however, shows that those who attempted most at the University were also among the most successful in the regular work of the college. In practice, too, it is "possible to give concessions to good students without in any way interfering with their training. Library. This now contains upwards of 1,200 volumes, selected chiefly from the point of view of the practical training of the students. A complete card and book-catalogue are kept. Books taken from the library are entered in a record-book. The librarian, a student, devotes

E.—2.

[Appendix D.

about an hour a day to supervision. The library has to be open all day, and it is inevitable under present arrangements that occasionally books go astray. There is room in an institution lite the Training College for a member on the staff wdio will look after the library and apparatus, and also undertake office duties. A donation of £4 for the purchase of books was made by the Old Students' Association. Health of Students. —On the whole, this has been satisfactory. One case of serious illness occurred, necessitating the retirement of the student early in her second college year. In the case of several other students the value of the, work done was greatly minimized through bad attendance, due to frequent illnesses. Students who are constitutionally weak and liable to breakdown should not enter the Training College. The Board should exercise every care in this matter, and pupil-teachers who during their apprenticeship show any weakness should be required to undergo special medical examination before admission. Hostels. —There are now three recognized students' hostels in Wellington—viz., the Women Students' Hostel and the Friends' Hostel, both on the Terrace, and the Hadfield Hostel for men in Kelburne. All of these are conveniently situated, and students speak in terms of appreciation of the advantage they derive from residence in them. The majority of our students live away from home, so that the question of suitable lodging must always be an important one. During the past year about forty were in residence in the hostels; while about the same number were located here and there throughout the town. One or two good private places have regularly taken students, and the number of these is increasing, so that soon there will be recognized private houses which with the hostels will meet the needs of the College in this matter. The position to be reached is that every student shall be placed in a lodging-house recognized by the Board. Normal School. —The total roll, all departments included, is slightly over 400, and the average just over 370. Though this number is below that required by the regulations, it is almost as many as the building under present circumstances will accommodate. It is impossible to make separate classes of Standards 1 and 11, and in other ways the accommodation available limits the size of the school. As a result, the College as a whole is deprived of two teachers, a disadvantage that will be remedied only when the new school is opened. The work in the school has proceeded satisfactorily; the headmaster and staff have worked zealously for the welfare of the students and scholars. Staff Changes. —Mr. E. K. Lomas, M.A., M.Sc, joined the staff of the College as Science Lecturer. Mr. Lomas devotes most of his time to the work of the students. Miss Fallows was reappointed at the beginning of the year on her return from England. Miss Webb and Miss Wilson acted as relieving teachers during the absence on furlough of Miss Hitchcock and Miss Thornton. Miss Lee, who has been in charge of the Art Department during the past two years, leaves now to take up an appointment in England. She has done exceptionally fine work, and her place will be difficult to fill. Students' Association. —This body has, as usual, played a very active part in the life and work of the College. It controls and arranges all the social functions held at College, and through its executive exercises supervision over all the affairs of the students. This year for the first time a debating club was added to the list of institutions. Meetings were held every third Saturday evening, and under the supervision of Mr. Lomas and Mr. Morice good work was done, and quite a number of the students made progress in speaking. The association has done a great deal to promote the general welfare of the students. The president for the past year was Mr. D. McCormack. Medals awarded. —[Not printed.] Suggestions for Future Development of College. —1. That every effort should be made to maintain and strengthen the connection between the Training College and the University. The bond should be more than a connection such as exists at present. The Training College should be a teachers' college affiliated to the University, and recognized as one of its teaching colleges in each centre. It should be on precisely the same footing as the dental, medical, engineering, and mining schools. 2. This would mean that in time other members of the Training College staff beside the Principal would have standing as University Lecturers or Professors. It would mean, for example, that the science course undertaken at the Training College might be a recognized class for terms preparatory to degree, and such a recognition as this would be a great gain to the Training College students, as well as a source of strength all round. The principle might apply in time to other subjects as well. 3. Whether such standing for the Training College is secured or not, the Training College authorities should co-operate with the University Council in its aim, and endeavour to secure such additions to the University staff as will enable day teaching to be given in the more important classes. One of the most serious drawbacks in our present circumstances lies in the fact that for the most part University lectures are held at night. 4. A fuller and more complete equipment should be provided for those aiming exclusively at positions in secondary schools. The practising arrangements are now fairly adequate for primary and district high school needs, but not for the needs of the fully organized secondary school. ' The training of teachers for these should require observation and practice under special teachers in a fully equipped secondary school. For this purpose it would be necessary to have associated with the Training College for the special training of graduates one of the city high schools, or to provide at the Training College a much larger secondary department, with special teachers for special subjects. 5. A Training College should make provision for all classes of students and for all classes of schools. At present our regulations do not contemplate the fee-paying student, and this fact

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E.—2.

Appendix jD.j

imposes a hardship upon the private school of the community. If, as it should be, every kind ot school should be required to appoint qualified teachers, then there should be admission to the College of those students who are willing to pay for their course and who do not wish to be subject to the conditions of a bond. I do not mean that the admission-requirements should be lowered —not even for kindergarten trainees; the standard for this should always be equal to the standard of entrance to the University—but access to a training college should be as unrestricted as possible, so that all who have the desire for the qualification may receive a professional training. I have spoken elsewhere of the desirability of allowing students of ability a longer period of training, so that they might continue in University-work if they so desired; a similar opportunity should be given to students desirous of specialization in other directions— e.g., agriculture, kindergarten, woodwork, domestic science. A two-years period suffices for the general training of the average student. Opportunities for following nut special lines should be given to those who desire it. On the other hand, students who do not prove their capacity either for professional work or for higher studies should be drafted out at the end of the first year with a certificate of a lower grade, entitling them to take only lower positions in the service. Appreciation.—ln concluding this my last report as Principal of the College, I wish to express my great appreciation of the whole-hearted and generous attitude the Board has shown towards all the work of the College. I am deeply conscious of many defects in my administration, and as deeply "rateful for the support and consideration I have received at all times from the Board and its officers. To Mr. Webb and the staff of the College I express my thanks for the loyal service they have at all times cheerfully rendered. ■ I have, &c, The Chairman, Education Board, Wellington. Wm. Gray.

CANTERBURY. g IR Training College, 20th April, 1912. I have the honour to submit a brief report on the Christchurch Training College for the year 1911. This duty has devolved on me at short notice, owing to the fact that the preparation ot the report usually presented was interrupted by the serious illness of the Principal, which resulted in his decease during the current week. _ I have been privileged to peruse some rough notes he had made with a view to his report, and to them and also to assistance kindly rendered by Mr. C. T. Aschman and Mr. J. H. Wilson I am indebted for most of the information herein supplied and for the statistics hereto appended. For obvious reasons, questions of policy are not dealt with on this occasion, nor, in the absence of his consent, can any use be made of any personal opinions expressed in the notes of the late Principal. . * . The College year began with an enrolment of thirty-eight second-year students, and sixty new students were admitted, making a total of ninety-eight. Of these, five withdrew during the year for one reason or another. Detailed information regarding attendance of students and results of examination are supplied in the statistics attached to the report [not printed]. At the beginning of the year a change was made in the time-table of lectures delivered at Canterbury College, by which the Training College students were enabled, without much interference with their professional training, to take a larger number of lectures than they would have been able to attend had the former time-table continued in operation. The number of lectures students were allowed to take was restricted in nearly every case to what was absolutely necessary in order to keep terms in three subjects at Canterbury College. Encouraged by the facilities afforded, an increased number of students attempted to keep terms, and twenty succeeded so. It appears, however, that the problem of satisfying the demands of the Canterbury College and of the Training College regulations has not yet been solved, and I note reference to the strain experienced by some of the less robust students who endeavoured to meet the requirements of.both institutions. . . It has been found that the subjects enumerated in clauses 21 and 24 of the Training College regulations cannot be all taken By every student unless the courses in such subjects are very short ones or students are to be debarred from keeping College terms. The arrangements for the students to observe methods of teaching and to acquire practical skill as teachers have been mainly on the lines that have proved successful in recent years. Staff meetings were held regularly during the year, also profitable discussions on methods of work and on matters bearing on the training of the students. A further development in the same direction — viz., the discussion of the week's work by the class teacher, each with his or her own group of students —has proved a valuable feature in the course of training. It has been a difficult task to construct a time-table providing for the necessary amount of varied practice for all the students in attendance. This difficulty is aggravated by limitations of space, and by the inconvenient proportions of some of the class rooms. The question of improved accommodation demands earnest consideration in the near future. The question of the establishment of the second model school permitted by the Training College regulations has to be postponed until a suitable room is available for use. On the social side of student life the influence of the Students' Association has been exerted with renewed energy. A new and interesting feature of college life was the formation, by the students, of a Saturday night club, which has met in the Training College for the purpose of mutual entertainment. " Occasional meetings of this description had been held in previous years, but had only been sporadic in character.

XIII

E.—2.

[Appendix D.

After the conclusion of the second term of Canterbury College short courses were provided in swimming and ambulance. Owing to the enthusiasm of the students and their capable instructor, M*. G. Billson, a good many lessons and practices in swimming were arranged for, and several of the students passed a good examination in swimming and life-saving. It is to be hoped that during the current-year arrangements may be made to hold a swimming-class for women students. '"- " The class in ambulance and first aid was held in connection with St. John's Ambulance Association, which kindly provided a special short course for the Training College students. Several of the latter qualified for the association's certificate, but many others could not sit for examination owing to their inability to attend the full number of lectures prescribed for intending candidates. The Normal School has had a successful year, and, owing to additions to the staff, has been conducted under improved working-conditions. Miss Inkpen, appointed to succeed the late Miss Starkiss as kindergarten mistress, possesses a wide knowledge, obtained in a Training College and schools of high repute in Scotland. The appointment of Mr. S. McCullough as additional assistant, has set the headmaster free to exercise more general supervision of the school and students, a duty he has discharged with tact and zeal and marked professional skill. At the end of the year Dr. J. W. Mcllraith resigned the charge of the secondary department to take a position on the Auckland Inspectorate. As the new regulations permitted the establishment of a junior kindergarten class of pupils from three to five years of age, a beginning was made in this direction during the year. Owing to lack of suitable accommodation, this class is not conducted under such favourable conditions as may be hoped for in the future, but the growing demand for kindergarten schools justified the establishment of such a class without further delay. The large number of probationers in the employ of the Kindergarten Association who have availed themselves of the opportunity to observe the working of this class represents only one phase of its value to the district. The management of this class has been intrusted to a specially qualified teacher, Miss Helene G. Schmidt, a former student of the Training College, who previously had attended a course at the Breslau Kindergarten Seminary, and subsequently had considerable practical experience in organizing kindergarten classes in Wellington. Most of the women students of the second year gained some knowledge of the working of the class. It is proposed that during the current year all women students of the second year shall have much wider facilities for observing the working of the system. Such training is the more important inasmuch as the generally accepted main principles of Froebel's work supply the basis of the teaching in the infant departments, and at least the lower classes of approved schools in the Dominion. By the death of the Principal, Mr. Edwin Watkins, 8.A., a notable landmark in the history of education in Canterbury has been removed. He has been connected with the Christchurch Training College for thirty-five years, at first as tutor, and for seventeen years as Principal. Hundreds of teachers throughout New Zealand remember with gratitude the kindly interest he took in their welfare and the high standard of conscientious devotion to duty that he constantly placed before them. Those who were more intimately connected with him had abundant evidence of the broad sympathy that characterized all his actions when dealing with his fellow-workers. His high moral character and his concern for the welfare of others will be recorded in the grateful memory of those who knew him best. Among his notes I find a record of his warm appreciation of the loyal support accoided to him by the members of his staff. To Mr. C. T. Aschman a special meed of praise is due for the capable manner in which, in addition to his own responsibilities as headmaster, he also, at a critical period, took the general management of the College for several weeks during the absence of the late Principal. I have, &c, T. S. Foster, Acting Principal. H. C. Lane, Esq., Secretary, Education Board, North Canterbury.

OTAGO.' Sir, — '" Training College, Dunedin, 19th December, 1911. I have much pleasure in presenting the report of the work of the Training College for the year 1911. Attendance and Classification of Students. —We opened with a full attendance of 100 students —fifty-eight women and forty-two men. It is a matter of congratulation to see so many men on the roll; it is the largest number on the roll in any one year since the College was established. Of the total roll this year, forty were in the second and sixty in their first year. The educational status of the students may be gathered from their classification as follows : Seventy-nine in Division A, nineteen in Division B, and two in Division C. According to our regulations, students are admitted from any education district. The numbers from the different centres were : Otago, 58; Southland, 20; and South Canterbury, 8. The attendance at classes has been very good, and the health of the students quite satisfactory. College Classes and University Glasses. —We have this year added the following branches of instruction in the case of the juniors : Elocution, cookery, practical agriculture, first aid and ambulance work, and for both junior and seniors school gardening and military drill. The new regulations provide for woodwork and hygiene. We shall add these to our curriculum next year. I am very much dissatisfied with the course of training given in science at the Training College. We dabble in far too many sciences. The course ought to be simplified so as to give a training in scientific methods of teaching rather than trying to overtake a smattering of the whole circle

XIV

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Appendix D.]

of the sciences. I have pointed out again and again that our science should consist of (a) a simple course suitable for primary-school work, (b) the elements of one science only for each year, and not "two or three as at present. We have a very good course in elementary physics and a well-equipped laboratory for experiment and demonstration; but for the teaching of botany, nature-study, and agricultural botany we have no apparatus and no proper accommodation. I have asked the Board to give us a workshop and conservatory in which to do our work in the natural sciences in a satisfactory way, but so far without result. I am going to bring the matter under the notice of the Board again next year. With two exceptions the whole of the students attended Otago University classes —one or more classes, as I thought desirable, considering their previous education and the subjects they required to take at the College to complete their teacher's certificate. An analysis of their attendance at University classes shows that some eight or ten attended one class only, some forty two classes only, and some forty-four three classes. They did not do quite so well this year as last, but still the results are very creditable to them when you consider the time they have to give to college-work. Nineteen seniors and twenty-seven juniors, or a total of forty-six, kept terms. It is approximately correct to say that nearly one-fourth of the students sit annually for the degrees examination of the New Zealand University, and in these examinations they take a very good place alongside their fellow-undergraduates who have more time for reading and study. Normal School Training. —With regard to the amount of practice and observation, I have to report that our students this year have covered more than is required under the Training College regulations. I hope to widen their opportunities in the matter of organization of classwork by establishing a second rural school. lam of opinion that a second school of the same type as we have at present would be the best grade of school, as it is most difficult to arrange to give any adequate practice in one school where there are a hundred students to be trained. Obviously the sole-teacher school, with all the standards, is the most difficult school to manage, and it is just in this kind of teaching that the College is weakest. However, it has been represented that the mistresses of the two-teacher schools, of which there are a considerable number, find their work very difficult, and to meet their case we are going to establish a sole-teacher school with from thirty-six to forty pupils in average attendnace, with preparatory classes to Standard II under the control of a mistress. Normal School Secondary Department. —Unavoidable circumstances have reduced the number in the secondary department, and we shall probably have to manage in future with one instead of two teachers. Fewer of the students were prepared to give special time to teaching in the higher branches. Kindergarten Schools. —The kindergarten school — twenty-four pupils — has been taught throughout the year by first-year students under the skilful direction of Miss Alexander. I intend making provision next year for the instruction in kindergarten principles and in the pedagogy of the daily programme work of the kindergarten. Miss Maxwell is well qualified by her training both here and in England to do the work successfully. The Board gave the Kindergarten Free Schools Association permission to send some of their trainees to classes and lectures at the College. The association have availed themselves of the opportunity, and next year four or five kindergartners join our classes. I think this is a step in the right direction, and I have now to ask the Board to allow me to send some of our students to the free kindergarten schools for further practice in kindergarten methods. At present with but one practising school each student obtains only a fortnight's training, but with four other schools affiliated, so to speak, with the College we should have ample opportunity for better training. Trained Teacher's Certificate. —The Board has for many years issued a College certificate to the best students. The condition on which it is issued I explained very fully last year, but to repeat, the student must have passed all the subjects required for a full D or a full C certificate. Teachers for nine or ten weeks during their final year receive eight or ten reports from the member of the staff, and give at least one demonstration of model lesson in the presence of their fellowstudents and the Principal. These special and general reports must be, on the whole, satisfactory at least, or a certificate is not issued. Again, each student must satisfy Mr. Pinder and Mr. Hanna that he or she can drill a standard class in their physical exercises in a satisfactory way. The Education Department now purpose to give the Principal power under certain limitations to issue a trained teacher's certificate. I have not taken advantage of this proposal this year, as it seemed to me that the matter required further consideration; but the Department are now prepared to accept passes at the University Examination up to degree standard in lieu of the Department's examination in the same subjects. This is a very valuable reform, and in many ways will be beneficial to the students, and enable the Principal of the College to give the time of the students hitherto employed in preparing for the January examinations to practical training and classteaching. I have directed attention again and again to the absurdity of insisting upon our students duplicating examination in the same subject. The reform has come at last. The Needs of the College. —l have again to ask the Board to provide us with a fives-court. Every other training college—indeed, every high school —has its fives court. Why should we not have one? It is a game which all the students may play, and which can be played at the intervals between classes without prearrangement as in tennis. In the old normal we had one, and it was always occupied. At present students walk aimlessly about at the intervals. If we had a court it would be in daily use, and much appreciated by the students. Last year the students offered a donation to the expense of building a court. Ido hope the Board will see its way this year to give us a fives court.

E.—2.

Appendix D.

The Institutional TAfe of the College. —The students by means of their association and committees have done good service to the College in many ways. At the annual meeting reports were presented showing that the social, intellectual, and athletic life of the College is not neglected. Report of the Students' Executive : Mr. Colquhoun, president, and Mr. J. Smith Nelson, secretary, presented a satisfactory report and balance-sheet of the year's work. '- " Social Committee: Mr. J. G. Menzies, secretary, reports, " The event of the year, the annual social, was held on the 23rd June, and, although much work had to be done, the students proved equal to the occasion. We think that we may fairly claim that this function did honour to our College." The College Magazine Committee: Editor, Miss D. C. Farnie; business manager, Mr. J. S. Nelson; committee —Messrs. Hicks, Menzies, Marwick, and Grieve. Two very successful numbers of the " College Magazine " have been issued, and the committee hope that their successors will continue the magazine as a veiy necessary adjunct to the history and life of the College. Tennis Club Report: Mr. H. R. Anderson, the able and energetic secretary, reports that there are over fifty playing members of the club; out of the sixteen players who represented the University in the various local matches, no fewer than ten were members of the College. Christian Union : The meetings of the year were very well attended with an average attendance of about thirty students. Training College Library : The report of the library committee was moved by Mr. Frederick H. Wilson, seconded by Mr. A. G. Sawell. It is interesting to notice the kind of books that have been read. Of the ninety-six volumes taken out, twelve were sciences, twenty-one dealing with education, and fifty-four teaching. Thirty-nine volumes were added this year, and there are now 456 volumes on the shelves of our library. . The Staff of the School and the College. —The normal practice school is under the able direction of Mr. E. Pinder, M.A., and his staff of teachers. They are one and all enthusiastic and experienced teachers, and I place the direction and supervision of the students in their hands with the greatest confidence. The pupils of the school are so frequently in the hands of the students that one cannot avoid the suggestion that the training of the former must suffer in consequence. To judge, however, by the Inspectors' reports, this is not so. So far as we are able to gather, the work of the practice-school is quite equal to that of any other school of the same grade. Miss E. M. Stevens retired from the staff after a long period of service from the foundation of the normal school in 1876. Outside the staff, few are aware of her enthusiastic devotion to her daily duty during her long tenure of office. Mr. David Stewart, headmaster of the model school, received an appointment as Organizing Inspector at Wanganui. He was a most capable teacher, and we were very sorry to lose him. Mr. Marryatt, his successor, is of great service to us, having special experience in agriculture and school gardening. My thanks are due to the regular and visiting staff of the College for their willing and ready co-operation during the past year. I have, &c., The Secretary, Otago Education Board. D. R. White, Principal.

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APPENDIX E. PUBLIC SCHOOLS AND TEACHERS, With certain Details of Expenditure. List of the Public Schools in the several Education Districts, with the Expenditure for the Year 1911, and the Names, Classification, Status, and Emoluments of the Teachers as in December, 1911. Note I.— ln the column for "Position in the School"( 13) "M" and "P" distinguish sex; "H" means head of a school; "M" or "F" (standing alone), sole teacher; "A," assistant teacher; " Pt," pupilteacher; " Pr," Probationer; and "Sec." indicates that the teacher is engaged in secondary instruction. Note 2.— ln the column for " Classification " (12) an asterisk signifies that the certificate is provisional. Note 3— In the column for "Salary "(14) an asterisk signifies that an addition is made to the teacher's salary out of the district high school grants. (Sec also E.-<3, 1912.)

AUCKLAND.

i—E. 2.

Expenditure for the Year. Annual Rates of Payment during Last Month of Year. I Names, Classification, and Status of Teachers. Namb of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. The letters " D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. $ Teachers' >- ! Salaries, in- ® eluding Pupil5 teachers' Lodg- >~ ing-allowances, <2 i but excluding <p ! Payments to Sβ Teachers in g I Secondary > Departments of "" I District High Schools. Maintenance. Teachers' I Incidental House Expenses Allowances. of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. School Baildini Rebuilding Worn-out Schools and Teachers' Residences. ;s and Teachers' Residences. New Buildings, New Class-rooms, \ Teachers Additions, | on the Staff' at the End Furniture, : of the Year. Apparatus, , and Sites. o 0 o i at"* 3 S — Q •"TO °S > > Z IlflJSf, fii II a Kebuilding Schoois destroyed by Fire. Rent. 1 (6.) (7.) (8.) (90 (12.) 115.) (2) i (3.) 1 i (4.) (5.) (10.) '■ (11.) (13.) H4.I Gbadb 0. Amodeo Bay Awa&wakino Bickerstaffe No. 2 Haylock's Mareretu North Moerangi Motutapu Otaikerangi Otunui Ramarama Creek Taotaoroa No. 2 Te Koraha .. Ta Maika Turoto Road Waitaanga W&iwhero Whangae 6 6 6 5 4 6 6 8 £ s. d. 36 0 0 23 10 0 33 0 0 32 10 0 31 10 0 24 0 0 23 0 0 42 0 0 24 0 0 16 10 0 64 13 7 23 0 0 23 0 0 43 10 0 4 15 8 33 0 0 49 10 0 £ s. d. I I •• .. •• £ s. d. 2 2 3 •• 117 2 14 0 12 9 £ s. d. 1 12 1 4 16 1 9 12 9 &■ s. d. £ s. d.| •• £ s. a. ■ • •• £ a. d. Anthony, Lois Rogers, Madaline B. Wharfe, Clara J. J Given,MargueritaE.F. Macrae, Janet C. Scott, Mary A. Alexander, Violet J. : Simonsen, Edwin O... Cameron, Annie M. .. Ross, Vivian M. Scott, Jessie M. Cowern, Phoebe A. .. Lee, Mabel E. Abbott, Richard Hagenson, Annie E. Gordon, Penelope G. Goodwill, Chas. S. .. P F F F F M F F F F F M F F M £ s. d.l 36 0 0 36 0 0 36 0 0 36 0 0 30 0 0 24 0 0 24 0 0 42 0 0 24 0 0 18 0 0 42 0 0 30 0 0 42 0 0 42 0 0 42 0 0 36 0 0 54 0 0 £ 317 9 3' 2 10 08 0 15 13 2 i' 7 3 2 0 6 1 Albertland North Ararimu Awakanae Batley Broadwood .. 14 10 13 13 17 120 0 0 33 15 0 96 5 0 90 0 0 99 0 0 10 0 0 10 0 0 10 0 0 10 0 0 6 18 9 3~ 5 11 0 8 9 McCambridge, Hugh Fecht, Albert E. Ross, May A... Angove, Mrs. Lilly M. Smith, Chas. H. D3 M M F F M 120 0 0 135 0 0 94 10 0 90 0 0 108 0 0 10 10 10 10 7 11 6 3 8 1 6 10 0 • ■ -■

[Auckland.

E.— 2.

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

Name op School. Schools are entered in j ~> the order of the grades j 5> Expenditure for the Year. Names, Classification, and Status of Teachers. o New Build- a o ings, New -3 Class-rooms, Teachers jAdditions, oa the Staff at the End j en Furniture, of the Year. .9 Apparatus, $ a and Sites. q .2 to Annual Rates of Payment during iVst Month of Year. Viaintooance. School Buildini :s and Teachers' Residences. m burl ouiieuuie ui iiue Education Amendment £j Act, 1908, and in alphabet- £ ical order in each grade. '2 Theletters "D.H.S." are £ entered after the name of each District High School. o Part-time Schools or the several parts of one School ; ce are bracketed here, and [ g reckoned as one School, ? and inserted in the grade <; of their joint attendance. Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers iti Secondary Departments of District High Schools. TeachersHouse Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. a 0 9 cfl 5 o o A ta en to a .9 a en C _5 •r* S 0a, 3S:HS r.^ -h 2 _ IP oa c h CD O to -h a o (4.) (50 (fi.) .__ Uil .. (S.) (9.) to C (12.) (15.) 0.) (3 ) (3.) _ (KM (11.) _ 1 (12.) 1 (13 (13.) I (14.) Gbade 1— continued. Geard's Bay.. 1 Moehau Helena Bay Hinuera Valley Honikiwi Hoteo Valley Houto Kaimamaku Kaimarama .. Kaimaumau.. Karaka Karekare .. ) Whatipu .. j Kawa Kerikeri Inlet Lichfield Mahoenui Mangaotaki .. Mangawhero Marlow Moumoukai Nihoniho Ohiwa Oparau Oropi Otarewa Par6nga Port Charles Pukeatua Pukekaroro Pukekawa Pukemiro Puketawai Puketui Puketurua Pungaere Purerua Putake 14 14 12 14 11 17 16 10 12 15 20 11 14 10 10 9 13 10 10 15 20 9 15 4 12 10 13 9 20j 18 13 13 13 12 10: £ s. d. 121 10 0 90 0 0 37 10 0 90 7 6 92 18 4 93 7 6 91 17 6 82 10 0 90 0 0 116 0 0 112 10 0 77 8 3 90 0 0 103 10 0 94 10 0 70 10 0 35 6 5 61 10 0 90 0 0 90 0 0 90 0 0 94 10 0 120 0 0 94 10 0 51 3 10 94 10 0 93 0 0 92 6 0 99 0 0 94 10 0 36 1 0 90 0 0 75 0 0 67 10 0 90 0 0 60 0 0 £ s. d. £ s. d. £ s. d £ s. a. £ s. d. £ s. d. £ s. d. £ s. d. £ 10 0 0 4 8 11 0 6 8 10 0 0 Geard, Louisa .. .. F F 121 10 0 10 10 0 0 4 . 3 4 10 0 0 10 0 0 10 0 0 10 0 0 9 3 4 10 0 0 10 0 0 2 7 8 1 10 0 5 19 9 6 14 9 7 5 9 5 10 2 6 3 7 11 9 3 2 2 •• 2 12 0 0 16 I •• •- •• 6 10 0 13' 0 0 710 0 Shaw, Norman F M 231 4 8 Wright, Florence M. .. F Potter, John F ft West, Edward S K Stuart. Claud G ft McCaskill, Margt. D. .. F Heath, Howard .. .. ft Poxon, Julia G. .. D3 F I Gordon, Forbes B. .. D4 ft: D3 D4 111 F M M F M F M 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 120 0 0 10 10 10 10 10 10 10 10 10 32 0 8 .. 10 0 0 5 15 0 1 19 0 Richardson, Alf. E. B. .. ft] M 112 10 0 10 8 12 0 10 0 0 10 0 0 10 0 0 5 0 0 3 18 9 2 10 0 10 0 0 10 0 0 10 0 0 7 10 0 10 0 0 10 0 0 5 0 0 10 0 0 7 10 0 9 16 9 10 0 0 10 0 0 4 0 1 10 0 0 8 6 8 7 10 0 10 0 0 2 10 0 2 13 5 69 6 5 5 6 14 0 4 18 3 3 0 0 5 4 11 1 10 11 0 10 0 7 7 0 15 9 0 13 9 8 7 9 4 15 3 8 18 0 2 2 1 11 1 11 10 0 0 18 6 9 13 0 3 15 9 2 4 0 3 11 6 •• - I 9 - 14 7 1 17 0 -.. • • i .. •• • ■ - ! i •• 13 0 0 60 0 Clarke, Mary .. .. F Empson, Mrs. Mary C. .. F Kells, Isabella F. R F Ransbottom, Harry V. .. ftj Symonds, Mrs. Mary L. E2 E Chalmers, Charles C. .. 1 Mitchell, Kate .. .. E Armour, Marion A. .. .. F 39 8 4 Mossman, Sybil A F i Graham, Bruce .. .. ft Hayes, Katie .. .. F Leech, Grace C. .. E3 F Cowern, Caroline M. I. .. E Sullivan, Bertha J. .. .. F Boswell, Stella E F Farnell, Wilfred J. A. .. ft Howell, Constance M. .. F Dean, Margaret .. .. F Black, Annie C. .. .. E Thomas, Mrs. E.M. N. .. F Dufty, Helena V F Campbell, Catherine A. • .. F Murphy, Patrick J ft Vos, Victor R. .. .. ft Cowan, Agnes W. .. .. E E2 E3 F F F M F ftl F F F M F F F F F M F F F F F F M M F 90 0 0 90 0 0 103 10 0 94 10 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 94 10 0 120 0 0 94 10 0 90 0 0 94 10 0 139 10 0 94 10 0 99 0 0 94 10 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 .. 14 6 9 60 0 i ! ! 4 15 10 6 5 9 5 8 11 1 0 10 14 0 1 0 16 3 i I I i ! .. 4' 0 9' i | |

Auckland.

E.—2.

III

Rangiuru Raupo Rotorangi Ruapuke Takahue Te Rahu Te Tahi Tirohanga Tryphena Blind Bay .. j Waiau Waima Waimai Waimana Sawmills .. Waingarara Wairere Wairiri Falls Waitomo Caves Waiwhiu Weymouth Whangaparaoa vVhangapoua Whangaroa North Wharehine Whenuakite.. .. ! Whitford No. 2 19 28 11 14 21 17 14 108 0 0 133 10 0 90 0 0 94 10 0 120 0 0 99 0 0 121 10 0 10 0 0 10 0 0 10 0 0 8 4 3 10 12 9 11 15 0 6 17 0 9 5 0 3 10 7 6 10 0 2 6 2 1 13 10 41 0 0 " '• •• •• Larwill, Mrs. Annie C. Torr, Ivy J... McKinnon, Rodk. A... : Clench, Charles McD. McKenzie, Olive M. .. Hamilton, Josepbine.. ftlurphy, Ellen White, Nellie Us E3 P P ftl M F P P P 90 0 0 108 .0 0 144 p 0 90 0 0 94 10 0 130 0 0 99 0 0 121 10 0 10 10 10 10 I .. io' 0 0 10 0 0 I •• 10 10 " •• 14 112 10 0 7 0 0 2 2 6 Smith, William M 112 10 0 15 9 9 10 10 12 9 10 13 12 15 13 13 9 8 11 100 10 0 90 7 6 64 10 0 90 0 0 90 0 0 94 10 0 34 0 0 73 10 0 96 0 0 90 0 0 92 12 6 90 0 0 110 0 0 70 10 0 86 5 0 135 0 0 10 0 0 10 0 0 2 10 0 10 0 0 10 0 0 10 0 0 3 6 8 5 0 0 10 0 0 10 0 0 10 0 0 10 0 0 7 0 0 4 18 0 1 13 0 0 17 5 5 12 6 6 4 3 2 5 2 4 8 6 5 12 9 7 6 9 6 15 3 6 10 0 5 5 3 i" 8 0 0 11 6 8 9 0 4 7 3 6 19 0 36 18 6 0 7 0 0 10 0 10 14 6 .. 1 10 0 '■ 1315 0 5 0 0 .. .. •• - •• 200 0 0 Maloney, Hilda A. .. j Millar, Ruth Vining, Charles P. .. Lynch, Lilian E. McCowan, John T. .. Joyce, May F. Ligertwood, Patrick B. Savage, Eva E. Slattery, Jlargaret .. Hewitt, Dorothy O. .. Gubb, Lester F. Shirley, George E. .. Church, George P. .. Aldworth, Edith R. U. Barker, Dorothy B. .. Piggot, Ellen ftl. D2 D3 C3 P F M F M F ftl F F F M M M F F F 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 94 10 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 120 0 0 90 0 0 90 0 0 135 0 0 10 10 10 10 10 10 10 10 10 10 10 10 •' 60 0 •• 5 0-. 0i 4 3 4 10 0 0 •• 10 10 10 5 9 6 .. .. Geade 2. Ahuroa Ardmore Awitu Central AwituNo.2 .. \ Orua Bay Bickerstaffe .. ) Huarau Bowentown .. Katikati No. 1 Brooklynn .. ) Huia .. j Brynavon Churchill .. ) Whangamarino J Elstow Fairburn's Road Glen Murray j Woodleigh .. Goodwood Gordon Great Barrier ) Katherine Bay Gumtown Hangatiki Hastings .. ) Otakeo Hautapu Henderson Point Hinuera Horahora Rapids Horotiu ■21 23 25 H 17 21 16 17 12 29 16 165 0 0 141 13 4 130 0 0 164 18 9 156 13 4 139 10 0 131 19 9 155 0 0 155 0 0 125 0 0 145 0 0 15 0 0 •• 16 5 0 15 16 8 15 0 0 14 7 1 15 0 0 15 0 0 15 0 0 15 0 0 9 17 9 10 0 9 10 18 0 10 15 3 9 3 3 10 0 3 9 13 3 8 4 9j 8 11 6 11 7 9 8 2 0 77 0 1 11 0 24 1 0 6 0 9 .. 18 0 0 .. Hannah, Arthur Wilson, Sophia Hamilton, Mrs. S. M. Johns, Victor R. Ariell, Janet I. Anderson, Elsa V. .. Black, John F. T. McDonald, Ivon F. .. Hart, Ernest Stephenson, M. A. Carse, Harry Crawshaw, Richard G. j C3 E2 E3 C4 D3 D3 C4 C3 D2 M F F M F F M M M F ftl 165 0 0 130 0 0 120 0 0 180 0 01 150 0 0 139 10 0 135 0 0 155 0 0 155 0 0 125 0 0 145 0 0 15 15 15 15 15 15 15 15 15 •- 28 140 0 0 15 0 0 13 3 3 3 16 9 I 5 0 0 ftl 135 0 0 15 15 20 p. e 21 165 0 0 145 0 0 15 0 0 7 0 0 9 6 6 •• I ,. Nixon, Elizabeth A... Lorking, Walter H. .. D2 E2 F M 165 0 0 120 0 0 15 144 0 0 15 0 0 0 16 3 2 10 0 Hunter, Edward J. .. M 144 0 0 15 ,. 17 ■23 135 0 0 135 0 0 15 0 0 15 0 0 8 4 9 7 12 8 9 3 3 0 16 0 Crickett, Atholl G. Molloy, John J. .. | D4 C3 M M 135 0 0 150 0 0 15 15 22 160 0 0 9 14 0 3 4 2 Pratt, Edward J. D4 M 160 0 0 21 29 29 18 23 145 0 0 112 10 0 120 0 0 66 15 6 119 1 4 15 0 0 15 0 0 15 0 0 9 5 6 9 5 9 11 6 9 11 19 9 3 4 7 10 12 0 0 4 8 8 2 0 24 4 3 12 13 0 339 8 11 Edmiston, Jessie H... McLoughlin, Eliz. M. Andrew, Richard E. .. Blackford, Arthur F. Gaukrodger, Mrs. Florence M. Johns, Arthur El D5 C4 F F M M F 145 0 0 112 10 0 120 0 0 108 0 0 120 0 0 15 15 15 15 •• 12 0 0 . 19 10 0 " Hoteo North 19 115 17 6 15 0 0 8 5 9 35 5 0 M 108 0 0 15

Auckland.

E.—2.

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

__ ~ Expenditure for the -Year. Names, Classification, Teachers. and Status of Annual Kates of Haymen t during Last Month of Year. NaMHI OF SCHOOIc. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned us one School, and inserted in the grade of their joint attendance. © o © © TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. I i I General Maintenance, j Small ; Rebuilding Additions and i Worn-out Alterations Schools and to Buildings, Teachers' Kepairs, Residences. Repainting, &c. School Buildings and Teachers' Residences. Kent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, j and Sites. I I I Te ach ers on the Staff at the End of the Year. o ti S 01 O o o .a Q a a .0 "cfl p o tea M, ° a cr ta h a u sc " S a a ° a J ffi a ■ *" " h«\?* a-SSJiJ ■H C! A t> OJ rH rH © HH 2 W O ffl Teachers' Incidental House Expenses Allowances, j of Schools. .Rebuilding Schools destroyed by Fire. (1.1 (8.) (11.) (12.) (ir>.) (3.) (4.) (5.1 (6.) ! (7.) (13.) I (14.) B) (9.) (10.) I I 1 i £ s. d. 112 10 0 108 0 0 110 0 0 115 17 6 £ a. d.: £ s. d.j 15 0 0: 14 5 Oi 16 0 0j 8 8 Oj 13 15 Ol 1 12 0: 15 6 0| 7 11 9 11 5 0 2 2 9; 15 0 0 10 16 6 9 7 10 2 9 11 15 0 0 4 15 3 15 0 0 6 18 9 10 9 0 15 0 0 14 8 3 15 0 0 4 17 1 15 0 0 5 3 6 13 15 0 3 15 4 15 0 0 9 6 6 7 0 3 15 0 0 10 3 6 15 0 0 8 0 9 4 0 1 0 9 0 15 0 0 13 15 9 15 0 0 8 10 Oj 10 13 6; £ s. d.j 2 11 6 2 2 7j 21 12 9| 11 15 10 3 15 2 41 12 5 5 14 8 0 16 6 0 9 0 3 19 3 1 15 0 5 11 12 13 10 4 19 6 £ s. d. £ a. d. Gbade 2—continued, j Huanui .. .. 24 Hunua No. 2 .. | 21 Hurimoana .. .. 21 Jordan .. .. lg Kaharoa .. ) oi Te Pu .. j" lx Kaikohe ., ., 26 Kaitangiweka .. 21 Kikapuka .. .. 19 Kauaeranga Valley .. 19 Kaurihohore .. 24 Kauroa .. .. 20 Kennedy Bay .. 24! Kerikeri .. .. 16 Kinohaku No. 1 .. 20 Kirikopuni .. .. 20 Kobekohe .. .. I 15 Komakorau .. .. 24 Komata North .. 20 Korakonui .. .. 17 Koromatua .. 1 oa Ngahinepouri j Koutu .. .. 22 Limestone Island .. 28 Mahurangi Heads ) 01 Mullet Point J zi Mairoa .. Ratanui .. j Makarau .. I on Tahekeroa .. j ZV ftlangaiti .. .. 24 Mangaorongo .. 18 ftlangapiko .. .. 14 Mangaroa .. ... 37 Mangatu .. tic Tutamoe .. J ftlanukau Heads .. 18 Mapara .. .. 20 j 101 5 0 112 10 0 73 12 11 116 8 0 125 0 0 126 10 0 118 0 0 108 0 0 145 0 0 97 10 0 121 10 Oi 145 0 0 128 0 0 115 6 8 36 1 0 £ a. d. 50 0 54 0 3 5 0 .. 22 2 Oi 10 0 0 13 0 0 5 0 0 13 0 0 - •• " £ s. a. Beasley, Charles J. .. Leyland, Allen I. Wilks, Prank Kelly, John A. Terry, Annie S. Patience, Frederick .. Thomson, Alexander.. Jacobs, Rowland J. .. Corbett, Mrs. Annie ftl. BrennaD, Reginald J. Moore, William R. .. Rendell, Alfred G. .. Upton, Frederick G. .. Jones, Ernest G. Beasley, Arthur Litchfield, Mrs. M. E. 216 14 11 Edmonds. Edward H. Lyall, William C. .. Girven, Mrs. M. J. M. C4 D4 E2 D4 D2 D3 M M M ftl B M M M F M M M M M M lift! M P £ s. d 112 10 0 108 0 0 120 0 0 108 0 0 135 0 0 112 10 0 120 0 0 108 0 0 125 0 0 108 0 0 120 0 0 108 0 0 145 0 0 10S 0 0 121 10 0 145 0 0 108 0 0 108 0 0 108 0 0 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 .. 152 8 4 18 0 0 ! Benton, Arthur C4 M 155 0 0 15 112 10 0 108 0 0 2 7 6j Denvers, Kathleen .. Watkin, Arthur A. .. P M 112 10 0 108 0 0 15 171 0 0 15 0 01 9 9 9 i '" McGrath, Francis C3 M 171 0 0 15 120 0 0 13 6 8 6 7 9; 16 11 4 ! Rogers, Daniel J. M 135 0 0 15 160 0 0 15 0 0 9 0 9 15 0 0 6 10 17 5 15 0 0 7 3 0 15 0 0 13 9 0 15 0 0 7 4 6 8 6 0 5 16 4i 1 14 6 711 1 li' 2 3 4 12 2 13 9 3 13 6 Floyd, Alfred B. D3 M 160 0 0 15 165 0 0 75 12 0 121 10 0 125 0 0 Keaney, Annie Abercrombie, Harry B. Woods, Alice Mooney, Thos. B. F. .. E2 F M P M 165 0 0 108 0 0 121 10 0 125 0 0 15 15 15 .. D3 139 10 0 Gerrand, Percy A. M 139 10 0 15 63 0 0 45 12 7 Shaw, JohnL. 31 7 0 Gunson, William D... M M 108 0 0 108 0 0 15

Auckland.]

E.—2

Mapiu .. .. i 18 Marakopa .. .. i 15 Mareretu .. .. 19 Mata .. 1 26 Ruakaka .. J Matakohe No. 2 \ lJ5 Parahi .. j Matapouri .. .. 12 Mati .. .. 18 Maungatautari No. 2.. I61 Maungatawbiri Valley 21j Muriwai .. .. 17; Ngataki .. .. 21 Ngongotaha .. .. 23 Ngunguru .. .. 22 Ohaeawai .. .. 20 Omaha, Little .. 23 Oruaiti .. .. 12 Oruru .. .. 19 Otaika .. .. 25 Otaika Valley .. 22 Otonga .. 1 27 i Opuawhanga Otoroa .. I no 1 Takou .. Oue .. .. 19 Paemako .. .. 17 Paengaroa .. .. 25 Pah .. .. 18 Pakaraka .. .. 18i Pakaru .. .. 23! Pakiri .. .. 16 Papakura Valley .. 24 Papakura Valley No. 2 251 Paradise .. .. 16J Parkhurst .. -.. 15j Pipiroa .. .. 21 Pongakawa .. .. 17 Pouto .. ..20 Puketi .. .. 19 Punakitere .. .. 20. Purua No. 1.. ) „J Purua No. 2 .. J Rangitoto No. 1 21 Rea Hill .. .. 18 Rehia .. • .. 17 Rotokauri .. .. 19! Ruakuri .. .. 18 Ruatangata East .. 14 Rukuhia .. .. 18; Selwyn .. .. 23 Tahuna .. .. 20 Tangaihi .. .. 18 Tangihua No. 1 ) . - Tangihua No. 2 } Tangoao .. .. 20 Taotaoroa No. 1 .. 22; Tapapa ... .. 19; Tatu .. .. 18 Tauhei .. .. 15! Tauhoa .. .. 25! 76 10 0j 121 10 0| 130 0 0! 180 0 0 155 0 0! 112 10 0! 112 2 6 50 17 5i 125 0 0! 125 0 0; 51 7 9i 88 15 0[ 165 0 0 139 0 0 137 15 0 119 10 0 150 0 0 135 15 0 .114 15 0 139 10 0\ 160 0 0i 110 5 0! 117 0 0J 110 0 0i 108 0 0. 92 17 10i 72 0 0 112 10 0 155 0 0 130 0 0 117 14 2 150 0 0 63 0 0 152 12 6i 108 0 0 ! 105 14 9 125 0 Oj 144 0 0 79 10 0 113 11 8 119 10 0 51 7 9 108 0 0 131 11 8 120 15 0 112 10 0 165 0 0 112 10 0 112 10 0 112 10 0 130 0 0 112 10 0 122 18 4 112 10 0 165 0 0 10 12 6 15 0 0 15 0 0 15 0 0 15 0 0 15 0 0 6 14 8 15 0 0 7 2 9 11 5 0 li' 5 0 15 0 0 15' 0 0 15 0 0 15 0 0 15 0 0 15 0 0 13 15 0 15 0 0 12 7 0 15 0 0 15 0 0 15 0 0 15 0 0 8 6 8 13 15 0 14 12 0 15 0 0 15 0 0 11 5 0 15 0 0 15 0 0 7 2 9 15 0 0 15 0 0 15 0 0 15 0 0 15 0 0 15 0 0 12 10 0 15 0 0 15' 0 0| 15 0 Ol 1 8 41 7 15 3 11 5 6: 10 3 3 10 0 6 9 4 1 7 1 8 1 13 Oi 9 11 0 6 13 4 1 1 11 7 0 9 14 15 3 9 17 9 10 1 6; 6 18 9 8 17 9i 10 9 0 9 13 9 ! 44 1 5 15 0 0 0 4 5 17 0 7 12 3 26 2 5 i' o l i io io I 10 0 0 3 18 0 i 54 0 4 9 8 6 10 0 15' 0 0 i 1 1 8 7 6 Weiss, William L. .. ... i Honore, Rudolph C. .. Hamley, Florence E. Murdoch, Alfred J. .*. Wood, Ernest A. Cooper, Hubert J. I Stretton, Ernest G. .. Day, Frederick C. Murrish, Charlotte .. . Brett, Reginald E. .. McMillan, Norman M. Hawkes, Annie E. Long, Edgar R. Walker, William Carr, Mrs. Jane H. W. Hawkes, Emma Berry, Mrs. Lavinia M. Morgan, Mrs. Margt. V. Hawkes, Emily C. E3 D3 C3 E2 C4 03 C3 Lie. D2 E2 M P M M M M M F M M F M M F P F P 121 -10 0 130 0 0J 180 0 0 155 0 0 112 10 0 112 10 0 108 0 0 125 C 0 125 0 0 108 0 0 120 0 0 165 0 0 135 0 0 137 15 0 120 0 0 150 0 0 121 10 0 108 0 0 15 15 115 15 15 15 15 15 15 15 15 15 15 15 13 1 3 10 10 4 8 9 0 7 16 Oi 9 19 35 7 13 3 1 12 11 10 19 9 8 0 3| 10 12 9i 10 11 9 8 2 0 8 0 3 4 16 7 17 0 6 15 5 1 l! 8 13 61 1 0 Oi 2 16 7 7 1 3 ! 20 3 9 3 10 6 2 11 6 12 6 6 19 oi 21 6 9 10 1 3j 2 0 10 • I •' 10 0 0; 3 15 0 711 8 15 0 0 ! ) Croker, Mrs. Ethel M. : Kay, James .. 277 0 0 Lawrence, Albert N... Funke, Ernest E. Southey, Charles C. .. Jackson, Edith S. A... 23 18 2 Johnson, Phyllis M... Soljak, Mrs. Miriam B. Walker, Lillie 39 18 10 Blow, Harold I. Hewitt, Florence N. .. Fyers, Mrs. Christiana ' Monstedt, Martha E. ■ Harris, William H. .. j ! Jones, Albert L. I Claringbull, James F. ! I Allen, Frederick N. .. Purnell, Herbert F. .. 04 D2 E3 D4 D3 D4 F M M M M F F F M F P F M M M M M 139 10 oj 135 0 0 108 0 0 117 0 0 120 0 0 108 0 0 108 0 0 108 0 0 112 10 0 155 0 0 130 0 0 125 0 0 150 0 0 108 0 0 166 10 0 108 0 0 108 0 0 125 0 0 15 15 15 15 15 15 15 15 15 15 15 15 15 15 11 10' 0| 6 0 0 10 0 0 7 2 9 4 3 4 ) Collier, Henry R. 19 2 6 Jeffs, Arthur H. Bannister, Harold .. Jones, Stanley 0. Lowe, Jessie L. Stillwell, Cherry M. M. ' Kane, Jane.. .. i Weeks, Emily 249 14 4 Woodford, Maud W. Braithwaite, Fredk. 0. Mackenna, Robert .. 04 D3 D3 ca M 144 0 0 15 3 2 5 8 7 9 8 5 9 1 14 6 7 16 8 4 3| 5 14 9i 8 10 9 7 5 9 10 6 7 8 7 9 9 14 0 S 8 9 8 3 6 7 9 3 10 15 0 25 5 3 5" 1 10 25 12 5 4 2 3 14 6 5 0 0 013 6 0 13 6 0 9 3J 19 3 0 19 0 41 4 0 M M M P P P P P M M 108 0 0 108 0 0 120 0 0 108 0 0 1.08 0 0 135 0 0 120 0 0 112 10 0 165 0 0 112 10 0 15 15 15 15 15 15 15 15 15 15 ! ! Mabbett, Arthur M 135 0 0 15 Kime, Charles F. Bowen, Rosanna Foggin, Arthur H. .. Crickett, Nellie Nuttall, Harry Hudson, John H. .. ! oi D4 C2 M P M P M M 112 10 0 130 0 0 112 10 0 125 0 0 112 10 .0 165 0 0 15 15 15

E.—2.

Auckland.

List of the Public Schools, the Expenditure, Staff, &c. — continued. AUCKLAND— continued.

» Name op School. Schools are entered in the order of tne grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in eacb grade. Theletters " D.H.S." are entered after the name of eacb District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned es one School, and inserted in the grade of their joint attendance. Expenditure for the Tear. Names, Classification, and Status of Teachers. Annual,Rates of Payment during Last Month of Year. Maintenance. School Buildinj ;s and Teachers' Residences. rH tH tS A C CD TeachersSalaries, in- j eluding Pupilteachers' Lodg-! iug-allowances, Teaenere . but excluding House 5X3S?£ *"°wance, Secondary Departments of District High Schools. (3.t_ ! (4.) General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. New Buildings, New Class-rooms, Additions, FurnitureApparatus, and Sites. a o a cc a 3 o .a tC a a .0 o CH SP* 3 '„, 3.8 "S°> ta o a £••3-2 i g g| r-l <Hjr, (B^ O CC -tcsSh <D c EC Incidental Expenses of Schools. Rebuilding Schools destroyed by Fire. Rent. Teachers on the Stall at the End of the Year. (60 ff.) (8.) (fl.) (10.) (12.) d.i (5.) (110 £30 (U.) <15.) (2) Geade 2— continued. Te Akatea .. Waingaro Te Arai North Te Arai South f Te Moari Te Puna Point Te Rauamoa Te Ilku Te Whetu Titirangi Titoki Tokatoka Tokirima Road Turangaomoana Waiheke Central Man-o'-war Bay Waiomio Waiotahi Waiotemarama Wekaweka Wairangi Farm Wairoa South Waitangi Waitetuna Waituhi Waiwera Walton .. ) Ngarua .. j Wellsford Whangarei Heads Whangaripo 22 23 26 23 26 21 19 23 19 16 18 17 26 £ s. d. 150 0 0 150 0 0 165 0 0 108 0 0 121 10 0 125 0 0 36 0 0 130 0 0 108 0 0 145 0 0 112 10 0 145 0 0 175 10 0 £ s. d. 15 0 0 15 0 0 1 15 0 0 15 0 0 15 0 0 5 0 0 17 10 0 15 0 0 15 0 0 £ s. d. 3 4 2 9 15 6 11 0 0 8 16 11 5 6 11 7 3 0 14 5 10 9 9 8 13 9 9 7 6 11 12 1 7 19 3 10 18 9 £ a. d. 3 18 0 1 19 0 29 11 2 2 4 3 13 9 11 12 10 4 7 0 0 0 12 0 18 16 0 .. •■ j 42 15 3 £ s. a. £ s. d. £ a. d. 11 0 0 •• 13 0 0 £ s. d. •• 67' 1 8 Goodwin, Frank R. .. Chipchase, William C. Murrav, James B. Pile,Margaret M. H... Ashby, Albina Harsant, Eliz. M. N. Walker, Carl F. Richards, Nora Ritchie, Percy C. Barton, Robert Brownlie, James A. .. Usher, Agnes Grey, Alan S. Rothbury, Sara de Montalk, Alex. S... D4 D3 DI D3 D2 D2 E2 M M M F F F • M F M M M F M £ a. d. 150 0 0 150 0 0 165 0 0 108 0 0 121 10 0 125 0 0 108 0 0 130 0 0 108 0 0 145 0 0 112 10 0 145 0 0 175 10 0 £ 15 15 15 15 15 15 15 15 15 18 14 112 10 0 108 0 0 15 0 0' 15 0 01 11 13 7 6 16 0 2 10 0 19 10 0 F M 112 10 0 108 0 0 15 15 ■• 26 142 17 6 10 2 Ol 1 8 2 6 2 0 0 Stacey, Vernon M 135 0 0 19 26 22 30 26 17 107 10 0 135 0 0 145 0 0 121 10 0 41 4 6 121 10 0 13 15 0 15 0 0 15 0 0 15 0 0 5 14 6 15 0 0 5 19 0 10 18 0 9 10 11 17 6 3 0 1 8 3 3 14 16 11 1 10 6 Badger, Holly H. H... Cooke, Violet M. * Bishop, Stanley J. .. McKinnon, Malcolm Cope, Arthur B. H. Stevenson, Jane E. B. D4 E3 C2 F F M M M F 120 0 0 135 0 0 145 0 0 121 10 0 108 0 0 121 10 0 15 15 15 15 15 15 •• 3 18 6 24 14 1 11 18 3 •• i 917 9 - 28J 160 0 0 15 0 0 10 3 9 13 0 0 Hannken, Wilfred P. D4 M 160 0 0 15 19 29 17 120 0 0 125 0 0 118 15 0 15 0 0 8 10 11 12 3 8 7 6 i 100 0 0 Rushbrook, Walter H. Rigby, Mrs. Eliza A. Robertshaw, Mary A. C4 E2 Lie. M F F 120 0 0 125 0 0 118 15 0 15 15' 0 0 .. 15 Geade 3. 200 11 3 20 0 0 16 2 9 1 11 0 350 0 0 Hoey, Reuben L. Worsnop, Emilv C. .. * Potter, Ethel M. C3 D3 C2 HM AF F 165 0 0 90 0 0 150 0 0 20 A.Ktlct.K3j . . . . 44 Albany Araparara Mangakura .. 28 156 5 0 20 0 0 11 7 0 i •• I " 20 23 1 181 9 5 20 0 0 12 5 3 0 13 6; •• Le Gallais, Leddra .. I C3 M 180 0 0 20

Auckland.]

8.—2.

VII

Aria Kaeaea .. J Avoca Awakino Mokau ■.. Bream Tail .. Waipu Cove .. J Brookeide Brynderwyn Cabbage Bay Dacre's i. Tawharanui.. Dome Valley East Tamaki Flat Bush Graham's Fern Greenhithe ■. . Long Bay .. J Greerton Hakaru Tara Road .. J Hukatere Hunua Kaipara Flats Kaitaia .. Kaiwaka 37 193 10 0 20 0 0 16 18 4 2 0 4 •• •■ Moore, Robert W. '.'. Pendergrast, Harold E. M 198 10 0 . 2< U 27 32 155 0 0 215 0 0 20 0 0 20 0 0 11 19 9 13 0 0 5 9 11 9 2 0 Webster, Robert S. .. D3 M D2 M E2 F 155' 0 0 215 0 0 20 22 185 0 0 20 0 0 14 3 0 Fraser, Jessie A. 185 0 0 20 ■ 28 31 27 150 0 0 135 0 0 150 0 0 20 0 0 20 0 0 20 0 0 11 2 3 11 15 0 11 17 6 2 19 9 2 17 11 •• i Gooke, Jessie B. Sinclair, Marion M. .. Moore, Daniel V. E3 F F 04 M 150 0 0 135 0 0 150 0 0 20 20 20 •■ ! 27; 126 0 0 15 0 0 26 3 9 15 1] 4 Le Gallais, Owen i M 162 0 0| 20 35 31 30 30 155 0 0 175 0 0 175 0 0 166 9 2 13 17 3 12 15 6 12 11 0 12 5 0 5 0 10 2 13 9 45 1 10 14 0 5414 0 Walsh, Mrs. Elizabeth Short, Arthur Tidmarsh, Henry H. Jacobson, Ethel G. .. El , F Dl M D2 M E3 I F C3 j M 155 0 0 175 0 0 175 0 0 180 0 0 26' 0 0 20 29 180 0 0 20 0 0 11 13 6 32 10 10 Maekay, Thomas E. A. 180 0 0 ■20 40 154 5 3 20 0 0 14 18 3 5 16 "• Blomquist, Henr'tta V. C3 F 150 0 0 20 26 138 0 0 16 13 4 11 10 3 6 18 8 Wiggins, Minnie I. .. F 162 0 01 20 27 36 26 32 47 155 0 0 155 0 0 155 0 0 165 0 0 212 0 0 20 0 0 11 11 6 14 2 6 11 18 3 12 17 0 18 8 9 20 0 4 6'l9 0 Crispe, Colin R. R. McGee, Helen Quinn, Elizabeth O. .. Heath, Andrew W. .. Haeusler, Mrs. E. M. L. Hedges, Ivy L. Brew, Frederick C. .. McLean, Neil Windust, Mrs. P. A... Durham, Harry J. .. Browne, Lilian M. .. McChesney, H. H. R. Souse, George Hamilton, Gordon K. C3 M E2 F E2 F B3 M E2 HF AF C4 M D4 M El F A2 M D2 F M M 155 0 0 155 0 0 155 0 0 165 0 0 150 0 0 90 0 0 155 0 0 155 0 0 155 0 0 195 0 0 195 0 0 202 10 0 148 10 0 20 20 0 0 20 .. Kara Karamu Kariaotahi .. Kawhia Kimihia Kinohaku No. 2 Kutarere Mahurangi Heads W. ) Huhue Maketu Mangonui Maraetai No. 1 Maraetai No. 2 J Maramarua Maropiu Marsh Meadows Marua .. Matahuru No. 1 Matahuru No. 2 J Mataitai Ness Valley .. J Matakana Matiere Maungatautari Maunu Miranda .. ) Kaiawa Mokauiti Motukaraka .. Netherton .. Ngararatunua 24 28 29 30 31 29 31 155 0 0 155 0 0 155 0 0 195 0 0 195 0 0 185 12 6 148 10 0 20 0 0 18 6 8 20 0 0 10 6 9 11 12 3 12 6 3 14 14 6 12 16 3 1 11 7 6 12 3 31 9 9 016 6 3 10 0 12 0 1 11 0 2 15 2 .. 20 20 20 15' 0 0 •■ - 30 190 0 0 20 0 0 12 9 6 26 8 9 .. C2 M 190 0 0 20 31 31 180 0 0 175 0 0 12 17 0 12 8 9 99 6 Kelly, Elizabeth Ballance, Alfred C. .. E2 F E2 M 180 0 0 175 0 0 28 180 0 0 11 8 6 43 6 6| McGreal, Michael S... D3 M 180 0 0 28 25 29 113 15 0 157 10 0 150 0 0 175 0 0 10 8 4 20 0 0 20 0 0 10 2 3 10 1 6 12 2 0 12 2 9 11 11 3 13 3 5 37 3 .. •■ McElroy, John Ingerson, William L. Wilson, Lucy I. Harris, Samuel E2 ; M M E3 F D2 M 195 0 0 157 10 0 150 0 0 175 0 0 20 20 20 28 185 0 0 20 0 0 12 1 3 17 3 5 Ansley, Arthur F. T. D2 M 185 0 0 20 40 213 15 0 20 0 0 15 2 6 10 0 0 Day, Arthur E. D2 M 210 0 0 20 33 23 36 170 0 ol 155 0 0! 200 0 0 150 0 Oj 11 15 31 10 0 6 11 15 3 13 15 9J 2 7 8 3 6 8 34' 5 6 I s Flatt, Caroline J. La Cocq, Walter A. .. Atkins, Harry Reynolds, Arthur B... El F D2 M D3 M C2 M 175 0 0 155 0 0 185 0 0 150 0 0 25 0 0 19 178 16 8 20 0 0 9 8 6j 12 0 0 Hendry, George Mel. Clark, Mrs, Olive M... Rudall, John H. Maekay, Edward H... Laing, Arthur E. Telfer, Violet M. Baston, Florence I. .. D3 M 185 0 0 ■20 33 24 41 86 17 1 150 0 0 195 0 0 222 10 0 12 11 7 0 6 o| 11 4 0 10 18 0 15 14 9j 35 2 4 14 0 10 0 35 12 10 -• F D3 M C3 M Cα HM AF E2 F 135 0 0 150 0 0 195 0 0 185 0 0 90 0 0 160 0 0 20 20 26' 0 0 I I Ohinewai 341 160 0 0 .. I 14 6 31

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

[Auckland.

E.—2.

VIII

Expenditure for the Year. Annual Rates of ment during Last Month of Year. Name of School. : Schools are entered in j -< the order of the grades [ ht in the Schedule of the j *"* Education Amendment j § „„,,,..,, Act, 1908, and in alphabet- \ * o.w?. f,, ica) order in each grade. „ ."f"™ ??J ™:, Theletters" D.H.S." are i £ h 0ln A I ? g o .? a ,5 , i" entered after the name of « ! J** oa ,?* s „il„ S" each District High School, j S \ e °Zl\]it a Part-time Schools or the ~ ! "i" g several parts of one School: | ; Schera in are bracketed here, and , g 4„ n n,i?rv reckoned as one School,! » l l nf and inserted in the grade j i "S*» *£* of their joint attendance, i ; gohools Maintenance. Teachers' Incidental House Expenses Allowances. of Schools. General Maintenance, Small Additions and Alterations to Buiidiugs, Repairs, Repainting, School Buildings and Teachers' Residences. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers ou the Staff at the End j of the Year. (11.) Teachers. o o i A I a EC (12.) 1 (13.) O r-l CC QC-3 ■3** °T~ (H fer3 03 rH ® fining 1 t;a2*oi<°% 1-Pl 5 - s |* 1 8 6.3.8 O W-tAC cc CC O ta £ ct CO u ta O cc Ui 3 o Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. I (6.) (8.) (9.) (10.) . (15.) :. . i (1.) (2 1 ;3.) 1 (1.) i (5.) (7.) 040 Geade 3— continued. Okahu .. 1 96 Rauawa .. j Okaihau No. 2 ■ | 0 _ Utakura Valley j" Okaihau .. ..27 Ongarue .. .. [ 32 Opua .. .. | 30 Otara .. .. t 29 Oturoa .. .. j 24 Owhango .. .. j 50 £ s. d. 180 0 0 171 0 0 146 13 4 165 0 0 135 0 0 149 1 8: 142 10 OJ 161 17 11 £ a. d. 20 0 0 20 0 0 20 0 0 20 0 0 20 0 0 20 0 0 £ a. d. 10 17 0 £ s. d. 18 5 0 £ s. d. £ s. d. ; " £ s. a. 7 10 Oj 15 8 Oi £ s. d. Izod, Lionel F3 M £ s. d. 180 0 0 Jg 20 13 15 9 0 16 6 Murphy, Clarence J. Lie. M 171 0 0 20 11 2 6 12 13 3 12 6 6 11 3 0 11 1 9 18 13 8 5 0 0 0 13 8 6 16 0 716 0 252~ 19 0 Lees, Mrs. Eliza A. .. Langdon, Arthur Warin, Herbert D. .. Walsh, John Musgrove, Fredk. A. Coltman, Archibald R. Ward, Margaret D3 E4 Lie. C4 F M M M M HM AF 135 0 0J 165 0 Oi 135 0 0 150 0 0 142 10 0 150 0 Oi 90 0 Oj 20 20 20 20 ' li' 9 3 Owhiwa .. ) , „ Taraunui .. J Paiaka .. .. 21 Pakanae .. .. 28 Papamoa No. 1 ) „„ Papamoa No. 2 J Paparata .. .. 27 Parua Bay No. 1 ) .. Parua Bay No. 2 jj d9 Piopio .. .. 35 Pollock .. .. 33 Pukerimu .. .. 28 Puketarata .. .. 27 Rangiaohia .. .. j 28 Rawhia .. 1 j qo Umawera .. j ; i Rototuna .. .. j 32 Ruapekapeka East | j „„ Ruapekapeka West f Ruatangata West .. j 21 Ruawai .. .. j 26 Swanson .. .. j 27 Tairua Block .. j 27 Tamahere .. .. j 19 Tangowahine .. ! 25 Tatarariki .. .. 20 Taupo .. .. ! 32 185 0 0 155 0 0! 155 0 Oj 145 0 0 155 0 0; 225 0 0 143 15 0 155 0 0 139 10 0 155 0 0 155 0 0 164 6 0 165 0 0 184 3 4 150 8 4 135 0 0 155 0 0 175 0 0 160 0 0 151 15 3 110 0 0 155 0 0' 20 0 0 20 0 0 20 0 0 16 13 4 20 0 0 20 0 0 20 0 0 19 3 10 20 0 0 20 0 0 20 0 0 20 0 0 20 0 0 20 0 0 18 6 8 20 0 0 10 16 3 32 12 0 Coad, Emma M. 02 F 185 0 0 30 10 3 9 12 5 9 40 8 1 .. 7 4 9 Oowding, Frederick B. Tills, Ethel E. 03 E2 j M F 155 0 0 155 0 0 20 20 10 0 6 5 6 0 Muir, Jane E. F 162 0 0 20 11 19 0 10 3 Worsley, George A. .. D2 M 155 0 0 14 13 0 55 11 8 Hogwood, Robert E2 M 225 0 0 20 12 1 8 13 13 0 12 2 9 11 7 9 12 11 0 21 12 3 21 1 4 17 17 9 14 0 63 5 0 - Hotson, Claud Gledhill, Eunice A. .. Ryan, Elizabeth M. .. MePherson, Donald A. Phillips, John S. B2 D3 D2 M F F M M 135 0 0 155 0 Oi 139 10 0i 155 0 Oj 155 0 0 20 20 .. " 10 8 3 11 0 0 Harrison, Robert J. .. M 162 0 0 20 12 8 9 80 0 3 Tisdall, Estelle A. .. D2 ! F 165 0 0 ■• 10 9 3 0 15 6 Meiklejohn, Lem. S.A. D3 M 180 0 0 20 9 9 3 10 14 0 11 13 9 11 7 9 9 15 6 11 4 0 9 13 0 12 11 0 18 18 10 45' 5 10 •• •• Lord, George H. MoKinley, John E. .. Duncan, Kate Harvey, Roderick M. Totman, Leonard W. Carter, Annie Hall, Harry F. Palmer, Gertrude C4 E2 D3 03 E3 04 E2 I M M F M M F M F 150 0 0 135 0 0 155 0 0 175 0 0 160 0 0 155 0 0 150 0 0 155 0 0 20 20 20 20 •• 20 20 20 2o" 5 11 34 1 71 1. I . •• " - I

Auckland.

8.—2.

ii—E. 2.

Te Aroha West Te Hana Tβ Matai Te Puke No. 2 Te Rapa Tβ Rore .. ) Te Pahu .. j Ti Point Upper Waiwera Waimamaku Valley .. Waimana Wainui .. I White Hills .. j Waipu North Waipu Upper Wairanga Waitoa Wayby Whangaparapara 30 32 33 28 25 171 0 Oj 150 0 0! 150 0 Oj 151 17 7 i 175 0 0 20 0 0 20 0 0 20 0 0 20 0 0 12 10 3 8 7 1 12 14 6 11 12 9 11 4 0 2 0 01 3 18 3 10 0 0 i Lawton, Herbert W. Barnby, Frederick G. Bonner, Maud C. Findlay, Sylvia Fielder, Elizabeth M. M D2 F G3 F E2 F 135 0 (j> 20 150 0 <T 20 155 0 0 20 175 0 0 20 i 0 0J I . 04 F 180 0 0 20 26 155 16 8 16 5 Oj 6 8 6 Johnson, Minnie M... 33 29 28 36 27 25 27 36 34 33 75 0 0 165 0 0 150 16 8 146 5 0 189 2 6| 155 0 0 175 0 0 165 0 0 185 0 0 155 0 0 167 9 2 10 0 0 20 0 0 2 18 6 11 15 0 12 11 0 13 13 6 11 17 6 10 17 3 11 9 3 14 1 9 13 18 9 14 10 9 18 1 1 0 14 0 4 13 3 33 3 8i 0 9 6 •• 13 17 1 i ! 6 0 0 20 0 0J i Large. George E. Johns! William E. .. Askew, Mrs. Laura L. 8 13 0J McNamara, William i O'Connor, Daniel B... I Johnson, Joseph B. .. ■ McKay, Donald A. .. ' Hill, Lydia M. Maclean, Charles Mathieson, Mrs. M. J. Bottrill, Christopher G. Hutton, Fannie King, Agnes L. B2 H B2 M D2 F M D5 M D3 M E2 \ M El ! F D2 M E2 ' F B4 i HM .. AF D3 F I i 150 0 0 20 165 0 0 .. 150 0 0 .. . 135 0 0 20 180 0 0 .. 155 0 0 .. 175 0 0 .. 165 0 0 20 185 0 0 20 155 0 0| .. 155 0 o' 20 90 0 0j .. 150 0 0| 20 20 0 0 20 0 0 •• 0 9 0 10 0 1 1 13 6 I 20' 0 0 Woodlands .. 35 150 0 Ol 20 0 0 13 3 9 1 14 2 Gkade 4. Alexandra 300 0 0 \ 20 18 3 I j j . Arey, Sarah B. Hattaway, Martha .. i Marcrof b, Mrs. L. F... Peat, Mrs. Dora B. .. Finlayson.Mrs.J. M. M. I Boswell, Mary M. I Brownlee, James L. .. .; Evans, Evelyn B. Bird, Mrs. Agnes G. .. Hodkinson, Sarah Brook, Julian Foster, Mabel K. Edmonds, Stella M. .. 1 Cooper, Charles ! Wootten, Jessie C. 62 10 0 Wily, Harry H. D. i Bagnall, Alice M. Gr... i Dean, James i Clark, Ethel M. I Wailis, Stanley R. .. i Houghton, Eva M. .. Ramsay, James B. .. Anderson, Isabella 0. Jameson, Frank Broadgate, Ruby E. .. McNaughton, Jas. D. Smytbe, M. E. C. Bell, Lucy Walker, Ethel M. .. 400 12 l| Lowe, Francis E. I Seddon, Dorothy M. .. 29 15 o! Bvles, Frank R. Alderton, Ivy N. Hill, Alfred E. ! Wilcox, Kate S. ! Robertson, James Jamieson, Mary E. I. ! Aoroa Arapohue Ararua Awanui Birkdale Bombay Buokland Cambridge West 56 66 52 H 54 100 67 58 89 275 0 0 285 0 0 285 0 0 285 0 0 313 15 0 300 0 0 300 0 0 352 10 0 •• " 24 0 6 20 11 9 15 18 6 20 1 0 28 3 0 23 1 6 21 17 9 27 16 0 8 16 8 20 18 4 12 10 0 30 18 0 25 i 0| 15 0 0 34 14 5 10 13 0 El HF D3 AF D2 ; HF AF El < HF .. ! AF D2 HM AF D2 HF .. J AF Dl HM D4 ; AF FPfc3 Dl HM D2 AF Dl HM AF CI : HM .. I AF .. i MPrl .. j FPt2 Bl i HM C4 j AF Dl ! HM .. i AF Dl I HM D3 i AF D3 i HF .. AF Dl - HM C3 ! AF D2 ' HM .. AF D2 i HM .. j AF D2 ! HM D4 I AF 195 0 0 .. 105 0 0 .. 180 0 0.. 90 0 0 .. 195 0 0 .. 90 0 0 .. 195 0 0 .. 90 0 0 .. 195 0 0 .. 90 0 0 .. 200 0 0 .. 90 0 0 .. 45 0 01 .. 195 0 0 .. 105 0 0 .. 210 0 0 .. 90 0 0 .. 215 0 0 .. 90 0 0 .. 20 0 0 .. 50 0 0 .. 210 0 0 .. 95 0 0 .. 215 0 0 .. 108 0 0 .. 195 0 0 .. 105 0 0 .. 195 0 0 25 90 0 o! .. 210 0 Oi 25 115 0 Oj .. 185 0 & 25 90 0 0i .. 185 0 0 .. 90 0 0 .. 18C 0 0 25 90 0 0 .. Clevedon 305 0 0 21 14 3 56 Driving Greek 68 323 0 0 25 13 0 Drury 56 300 0 0 21 1 3 Eureka 43 285 0 0 25 0 0 17 12 31 25 Frankton 59 242 3 1 18 15 0 9 9 3 5 12 1 25 Grahamtown 41 275 0 0 25 0 0 25 13 8 25 Harrisville 51 275 0 0 18 5 9 6 10 8 Herekino 39 277 5 10 25 0 01 16 14 3 1 10 0 25

E.—2.

[Auckland.

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

I | Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Bates of Payment during Last Month of Year. Name of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. iH A -At 'rH .9. eg CD < Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings, Kepairs, Repainting, c&C. School Buildings and Teachers' Residences. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. a a a to cs cfl 3 o ; tD O A a a o q rHtO ScCtS a to 'SS'Tlh B a h "tAShS ..2 cs so a ha-S to ®'ni rrA 2 a fl Hi ca ■n't* SI HlHAO rH t-rO tO. - tD cs -1 hi a men IH< hi C9 O cs rti rW O K Teachers' House Allowances. Incidental Expenses of Schools. Bent. Teachers on the Staff at the End of the Year. «.) (5.) (6.) (7.) (9.) go.) m-i 1.1-2.) ao i (3.) (13.) i i i-i.) 1 (15.) (2) (8.) j I Grade 4— continued. \ Hikutaia .. ..49 £ a. d. 290 0 0 £ a. d. £ s. d. 18 19 3 £ a. d. £ s. d.i & s. a. £ a. d. £ a. d. HM AF HM AF HM AF HM AF HF AF HM HM AF HM AF HM AF HM AF HM AF £ a. d. 195 0 0 95 0 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 100 0 0 185 0 0 90 0 0 180 0 0 195 0 0 90 0 0 210 0 0 90 0 0 180 0 0 95 0 0 195 0 0 90 0 0 180 0 0 90 0 0 £ Hobsonville .. 69] 286 5 0 -- ! 24 3 9 3 13 10 Walters, Ernest J. .. Bell, Nora A. Squire, Donald S. B. Griffiths, G. I. K. Reid, Robert T. Gerrand, Kathleen L. Judkins, Alfred J. T. Cooper, Lucy Ryan, Arabella C. Redgrave. Kath. G. .. Schmidt, William H. Snell, Edgar F. Goodyear, Cath. A. .. Broun, James S. McLean, Eliz. M. R. Lorking, Sidney E. .. Wyiie, Eden W. Boswell, James Joll, Emily S. L. Leech, Joshua S. Wylie, Annie D2 04 01 04 02 Houhora .. .. I 50 285 0 0 25 0 0 19 9 0 10 7 8 25 Howick .. .. 50 295 0 0 19 10 6 49 2 11 02 03 E2 Hukanui .. .. j 61 275 0 0 25 0 0 22 15 3 28 9 1 354 1 3 25 Hukerenui North .. j 28 Hukerenui South .. ] 56 Kaeo .. .. j 84 Kakahi .. .. 81 Katikati No. 2 .. 42 232 10 0 285 0 0 18 14 3 24 16 0 54 4 0 64 17 5 47 0 0 45 0 0 D3 D2 301 13 4 27 3 9 58 8 7 D2 275 0 0 25 0 0 12 2 0 21 18 11 04 D4 01 25 283 15 3 16 7 0 .. I Katikati No. 3 .. I 38 Katui .. ) Aranga .. J 40 i Kaukapakapa .. 68J 270 0 0 25 0 0 19 7 0 8 0 11 D3 25 210 0 0 25 0 0 15 15 6 5 9 10 20 0 0 Boswell, Charles W. 03 M HM AF HM AF HM AF HM AF HM AF HM AF HM AF 210 0 0 195 0 0 90 0 0 210 0 0 90 0 0 210 0 0 103 10 0 195 0 0 94 10 0 195 0 0 94 10 0 180 0 0 95 0 0 195 0 0 90 0 0 25 287 10 0 24 3 6 19 12 1| Jaffrey, Henry C. Ross, Hazel E. Perkins, Edward Wilkins, Elsie A. Perry, Arthur M. Ashby, Nina M. Rodgers, Thomas Young, Edith M. .. Read, Thomas McCarthy, Irene M. .. Dean, William F. .. Vialoux, Kate V. Ramson, Frederick S. Macey, Winifred M... CI Kawakawa .. .. J 67 300 0 0 24 3 0 78 15 10 24 14 3 4 4 0 Cl' Kihikihi .. .. 65 313 10 0 23 19 9l DI Kiripaka .. .. 55 289 10 0 25 0 0 21 13 6 I D2 25 Komata .. .. 45 Kuaotunu .. 75 Mamaku .. .. 82 292 17 6j 270 18 4 25 0 0 17 7 6 26 5 0 20 0 OJ 1 3 6j i DI C2 D4 02 25 282 7 7 35 17 9 I

Auckland.'

E.—2.

Manawaru .. Mangapai Mangapehi .. Mangatete .. Mangawai Beach Mangere Manurewa .. Matakohe Matamata .. Matangi Mauku West Maungakaramea Maungatapere Maungaturoto Mayfield 35 53 35 39 59 1 70 44: 89 54 49 60 39 49 55 C2 270 0 0 279 11 8 289 10 Oj 280 12 6 300 0 0 303 6 1 273 15 0 325 0 0 273 0 0 285 0 0 286 13 4 255 0 0 349 10 0 289 10 0 300 0 0 25 0 0 25 0 0 25 0 0| 25 0 0 1 25 0 0 S 14 15 3 21 14 0 23 12 6 15 9 6 21 6 6 25 0 0 18 8 9 27 16 9 24 9 6 17 15 3 22 17 9 16 1 6 18 17 0 20 16 0 22 15 0 0 8 6 9 15 0 2 4 10 23 15 2 128 10 6 0 18 6 8 12 9 22 9 8 6 2 10 4 4 6 0 3 61 12 0 0 9 16 8 35 14 3 I 32 10 0 I * * : i I i 277 12 9 i •■ Keaney, John J. Grigg, Stella MoClune, Hugh F. .. MoElwain, Myrtle .. Hayson, Bertrand W. Johnson, Winifred .. Cooper, Charles W. .. Chalmers, Helen M. .. Masson, William Stanton, Alice E. Clark, Charles W. .. Ferguson, Pj. M. C. .. MoNaughton, D. W... Louch, Isabella Dunning, Alec C. Lowrie, Annie W. Moore-Jones, H. J. Corbett, Kathleen Thomas, Annie E. G. Robinson, Ernest T. .. Jones, Florence M. D. Gutry, George A. MeNaughton, M. E. Lamb, William O. Parkes, M. D. B. .. Goss, Mrs. Esther M. Norrish, Margaret E. Collins, William Grant, Annie J. Chappell, William Burnard, Evelyn C. .. Edwards, Charles T... Kenny, K. E. B. Brown, Martin G. Blcmquist, Eva E. Stone, Alfred E. Jackson, Alice M. Tooman, George Gilmour, Kathleen .. Beeson, Charles B. .. Sinclair, Jessie A. M. Miller, Alexander T. A. Wilks, Doris E. Rogers, Cornelius J. .. Dalzell, Mrs. K. R. .. Hoskicg, George F. C. Smith, Eliza M. Bicheno, Leonard Evans, Dorothy A. C. Selby, Johnson Rogers, Johanna Badger, Hilda M. .. Minchin, Alice E. .. Young, Ida Gray, Daniel Green, William Muir, Minnie May, Thomas L. Roberts, Inez M. Stephenson, E. W. Slade, Mabel H. C3 D2 D4 D2 C2 D2 D3 CI D3 C2 D2 C2 D3 ci D2 Dl D4 Bl Dl AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF FPt2 HM AF HM AF HM AF HF AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HF AF F M HM AF HM AF HM AF 90 0 0 18D 0 0| 90. 0 0| 185 0 0j 95 0 0 195 0 0 94 10 0 195 <0 0 90 0 0 195 0 0 105 0 0 195 0 0 120 0 0 180 0 0 90 0 0 210 0 0 90 0 0 50 0 0 180 0 0 94 10 01 195 0 0 90 0 0 195 0 0 90 0 0 180 0 0 90 0 0 210 0 0 120 0 0 195 0 0 94 10 0 210 0 0 90 0 0 185 0 0 90 0 0 195 0 0 90 0 0 195 0 0 90 0 0 180 0 0 94 10 0 195 0 0 90 0 0 195 0 0 100 0 0 195 0 0 94 10 0 185 0 0 90 0 0 195 0 0 94 10 0 180 0 0 90 0 0 195 0 0 180 0 0 195 0 0 90 0 0 210 0 0 110 0 0 195 0 0 90 0 0 25 25 25 25 25 Meroer Mokai 33 275 0 0 25 0 0 14 8 6 19 10 0 03 25 Naumai 41 285 0 0 25 0 0 14 18 3 13 13 4 D2 25 Ohaupo 78 286 5 0 25 10 0 10 9 9 '■ Dl Okauia 39 270 0 0 25 0 0 15 8 0 5 17 6 C3 25 Onewhero Opouriao South 56 65 288 7 6 295 0 0 25 0 0 21 0 6 22 17 6 6 15 8 3 10 ! Dl C4 C2 E3 CI 25 Oratia 77 303 13 4 25 0 0 25 6 9 7 6 2 25 Otangiwai 41 275 0 0 16 3 9 8 3 8 ■ E2 Otaua 70 289 10 0 .. 24 2 9 i Dl Otumoetai .. 38 270 0 0 25 0 o| 15 0 6 19 6 D3 C5 D2 02 Dl E2 Dl E3 CI 25 Pakia Pakotai Pakuranga .. 32 32 47 195 0 0 179 11 2 286 5 0 I 25 0 0 14 7 0 14 2 6 13 3 0 17 19 9 0 14 8 1 13 6 69 14 7 19 3 4 869' 0 0 25 .. Panmure 60i 320 0 0 22 16 0 83 16 4 Paparoa 54 296 5 0 21 3 6 25 0 0

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

E;—2.

■ Auckland.

XII

Expenditure for the Year. I Annual Rates ( ment dnring Month of Y< Nasetc of School. I Names, Classification, and Status of Teachers. i . A BayLast iar. Schools are entered in the order of the grades in the Schedule of She Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S."are entered after the name of eacb District High School. Part time Schools or the several parts of one School are bracketed here, and reckoned as one School, ! and inserted in the grade i of their joint attendance. ] © > Teachers' Salaries, eluding Pupilteachers' Lodging- a-Ho wane es. but excluding Payments to Teachers in Secondary Departments of; District High Schools, Maintenance. Teachers' House Allowances. General Maintenance. Small Additions and Alterations to Buildings, Repairs, Kepainting, &c. School Buildings and Teachers' Residences. Bebuilding Worn-out Schools and Teachers' Residences, Rebuilding Schools destroyed by Fire. New Buildings, New Class-rooms, Additions, Furniture. Apparatus, and Sites. Teachers on the Staff at the Encl of the Year. o i Q 3 o o o • ■ o b.3 I il £ ilili US Incidental Expenses pf Schools. Kent, (4.) (5.) (6.) (7.) (8.) (9.) (10.) (11.) (12.) a-) I (3,i i (13.) ! H4.) (15.) (2.) Grade 4— continued. Paterangi Patumahoe Piriaka Pokeno Port Albert .. Puhoi Pukekohe East Puni Puriri ;. Putaruru Kaglan 41 58 36 50 33 41 46 41 71 61 64 £ s. d. 270 0 0 300 0 0 130 C 0 303 0 0 265 17 9 285 0 0 285 0 0 224 3 4 311 16 8 285 7 6 300 0 0 £ s. a. 18 15 0 25 0 0 £ s. d. 16 14 3 30 17 4 10 2 0 18 13 3 14 0 3 16 0 0 23 1 8 15 13 3 25 11 6! 23 4 3 24 6 6 £ s. d. 45 19 2] 18 17 8j 5 0 6! 19 9; 9 6 6i 53 19 3j 3 15 6 21 5 0 0 11 7 3 0 0 15 0: 10 6 3 9 10 61 10 6 i a s. a.j , ;; I £ s. a. I J i £ s. d.j ] £ s. a. Bates, Mrs. Agnes J. D2 | HP ! Phipps, Doris l>. .. .. AP , Graham, James .. C2 j HM . Sergeant, Blanche E. I D2 I AP 310 19 111 Watts, Walter J. .. j D3 | M ; Lippiatt, George, M a. I Al j HM Bates, Daisy M. .. j .. AP Beid, Georg'e B. .. El M i Binsted, Henry .. 03 ! HM j Soeats, Ethel P. A. .. D4 AP , Cahill, William J. .. Dl HM i Newton, Elsie P. .. 05 i AP ! Johns, William F. .. D2 ; M .. ; Vos, James A. .. El ■ J HM Thompson, Ethel .. D4 : AP 206 3 0j Cliffe, Albert S. .. | 02 HM Hare, Ada E. H AP Blackett, George .. D2 i HM Pilcher, Doris M AP Maolaurin. Kenneth C. B2 | HM Pirrit, Barbara M. ... .. : AP i Downard, Henry J. P. G3 M i Udy, Annie.. .. E2 i HP Smith, Jessie R AF : Smith, William H. .. D2 HM Hay, Mary C. .. .. , AF Maxwell, Marion .. 02 ! HF Clark, Dinah .. D4 i AP Darby, Edward J. .. Dl HM Harty, Ruth .. I 04 : AF Koller, Frederick R... ! 02 ! HM Ford, Barbara ..j D3 j AP j Tooman, Francis .. I D2 j HM Barker, Mrs. Sara ,. E3 AP ■ Muliins, Francis J. .. D3 ] HM I McGinley, Eileen K. A. .. AF £ s. d. £ 180 0 Ol .. 90 0 o! .. 195 0 0| .. 105 0 0l .. 180 0 0< 25 195 0 o! .. 108 0 0' .. 195 0 0 .. 185 0 0i .. 100 0 0: .. 195 0 0! 90 0 0 .. 195 0 0| .. 215 0 01 .. 95 0 0] .. 195 0 0 25 90 0 0... 210 0 0 90 0 0 195 0 0! .. 90 0 0| .. 210 0 0 25 180 0 Ol 25 90 0 o| .. 180 0 0 25 90 0 0 .. 180 0 0 25 90 0 0 .. 195 0 0 95 0 0 .. 185 0 0 105 o o; .. 180 0 0! .. 105 0 o! .. 215 0 0 .. 90 0 0 ! ..;.! Eamaraina .. 63 288 15 0 23 16 0 Bangiahua .. ) Upper Waihou j Bangiriri 40 210 0 0 25 0 0 11 13 1 34 270 0 Ol 25 0 0 14 7 9 Bawene 4.8 I 272 10 01 25 0 0 19 18 0 Biverhead 47 270 0 0 25 0 0 23 19 9 Russell 48 290 0 0 17 9 3 Silverdale 38' 290 0 0 15 8 9 Tairua 52 285 0 0 "■ i 19 12 9 Tangiteroria.. 85 216 13 4 8 6 5

XIII

E.t-2.

Auckland.]

Taupaki Taupiri .. ! 41 1 .. 58 41 58 37 38! 62J 43i 285 0 0 300 0 0 163 10 0 270 0 0 290 0 0 285 7 6 22 18 4 25 0 0 16 17 31 29 10 5 6 2 6 Brown, Mrs. I. M. K. 01 Schofield, Ethel C. .. 1 Joll, William A. .. 01 Stevens, Brenda E. .. D4 Rope, Charles M. .. 04 Wilson, Evelyn .. El Andrews, Rose 0. Gillespie, William R. C2 Barton, Mary V Roberts, William P. .. 02 Berryman, Adeline L. AF HM AF HM HF AF HM AF HM AF , 195 0 0 .. 90 0 0 .. 210 '0 0 .. yo 0 0 }. 180 0 0! 25 180 0 0 25 ' 90 0 0 .. 200 0 0 .. 90 0 ' 0 195 0 0 .. 90 0 0 .. Tautari Tawhare .. 37! .. 38 8 4 7' 19 8 9 22 18 4 38 13 0 8 6 10 Te Kowhai .. 62j 23 0 oj 3 17 1 Te Mata .. 43 17 12 3 : 0 17 3 Te Pahi No. 1 Te Pahi No. 2 Te Pua .. 37j 45' 37 39 45J 30 48 49 60 49J 45J 44; 32J 75: 209 7 6 302 0 0 290 0 0 283 1 3 198 0 0 295 12 6 285 0 0 297 10 0 285 0 0 275 16 8 275 0 0 285 0 0 341 14 9 25 0 0 25 0 0 25 0 0 25 0 0 25 0 0 25 0 0 25 0 0 25 0 0 22 15 3 13 15 9 15 13 3! 17 16 Oj 82 0 3, 5 17 11; 0 18 2 10 1 0 j Downard, Fredk. N. B. 02 Harvey, John H. .. C2 Ganley, Hilda E. .. I D4 Cooney, Hugh 0. .. C2 Ferguson, Mary I. .. D3 Tomlinson, Mrs. E. A. D2 May, Muriel I. Gilbert, Jorm Harris, Norman R. .. 02 Douglas, Effie Graham, William G... 01 Westwood, Millioent M. SomerviUe, George A. 02 Vialoux, Elizabeth M. Hook, Alfred 0. .. 02 Dunlop, Mabel S Doull, John S. .. 02 Blackett, Isabella H. D3 Ridling, Randolph G. 03 Shutt, Annie Collis, William F. .. D2 Lloyd, Alice Rice, Thomas D. DI King, Emily M. .. j D2 Smith, George H. .. 02 May, William J. .. D2 McElwain, Ivy Allison, David A. B... Lie. Pascoe, Ada .. E2 Maxted, Mrs. Cecilia G. Meiklejohn, J. T., m.a. B2 Rankin, Elsie E. Ingram, William N... 02 Waddell, Myra B Lang, Mary C. Attwood, Frederick 0. B2 Lowe, Rosina F. Kysh, Frederick W. .. DI Wylie, Christian D. M. Booth, Frederick .. El Lee, Alice F. D4 Walker, Theodore H. A. D2 Buxton, Alice M. .. D2 64 0 0 Rapson, George W. .. C2 Finlayson, Agnes S Moon, Mark H. .. D2 Forrest, Susan B. .. D3 M 210 0 OJ 25 Te Puna .. 39J HM AF HM AF HF AF 210 0 0 25 100 0 0 .. 195 0 0 25 95 0 0 .. 195 0 0 .. 90 0 Oi .. Tirau 45 Tiroa Parikura Totara !• 30! J. 48J 5 16 5 18 11 9; 18 11 0 4 6 0 1 5 3 10 0 0 M 198 0 Oj 25 •. Tualcau Turua Victoria Valley Waharoa .. .. 49J .. 60 .. 49j .. 45 21 8 3 [ 18 2 0 17 6 3 21 3 1 14 6 3 25 14 9| 17 0 3 19 0 0 12 16 3 15 1 0 18 5! 3 0 6 0 3 9 10 1 6 1 11 1 9 14 4 2 8 11 7 15 4 0 13 2 i HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF 210 0 Oj .. 90 0 OJ .. 195 0 0 .. 90 0 0: .. 210 0 0 25 90 0 0; .. 195 0 Oj 25 90 0 01 .. 185 0 0 .. 90 0 0 .. 185 0 0 25 90 0 0 .. 195 0 0 25 90 0 0! 210 0 0 .. 110 0 oj .. Waiharara .. .. 44J Waihopo .. 32j Waihou .. 75j Waikiekie East Waikiekie West Waimate 1 42 .. 50 42 50 32 39 215 0 0 275 0 0 218 5 0 270 0 0 25* 0 0 M 215 0 Oj Waiorongomai Waiotahi Creek Waipipi Waipu Central Waitekauri .. .. I 32 .. 39 ..43 .. ' 45 j 1 -! 39 i 43 45 39; 270 0 0 335 0 0 285 0 0| 16 6 0 16 9 0 17 10 3 17 18 3 27 0 3 14 2 6 17 10 9 21 19 3 11 1 0 14 0 5 0 0 5 10 9 10 9 91 11 4 15 0 10 o oj I HM AF HM HF AF HM AF HM AF FPr2 HM AF HM AF HM AF HM AF HM AF HM AF j 185 0 Oj .. 90 0 0! .. 171 0 0 .. 180 0 0; 25 90 0 Oj .. 180 0 Ol .. 90 0 0 .. 190 0 0! .. 90 0 0| ... 55 0 Oi .. 195 0 0 .. 90 0 0 .. 210 0 0 .. 90 0 0 .. 210 0 0.. 90 0 Oi .. 195 0 01 .. 100 0 0! .. 195 0 0! .. 90 0 0 .. 200 0 0 25 105 0 0 .. Whakapara .. .. 48 48 301 13 4 Whakatane .. .. 81 81 300 0 0 Whananaki .. .. 36 36 295 0 0 Whangarata.. 45 45 291 5 0 Wharepoa .. .. 60 60 305 0 0 25 0 01

E.—2.

XIV

r AUCKLAND.

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

Expenditure for the Year. i Annual Hatesof Pa; meat during Irtist" Montii of Vear. ! Name of School. Teachers. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. ?: i Maintenance. School Buildini ;s and Teachei -s' Residences. v Teachers' >t Salaries, in- ® eluding Pupil3 teachers' Lodgh ing-allowances, ■S but excluding hi Payments to es Teachers in © Secondary > Departments of ■* District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. New Buildings, New Class-rooms, Teachers Additions, on the Stall at the End Furniture, of the Year. Apparatus, and Sites. a 5 cs o c o cX to a H O 3 h.o tiL-o .H HI 5 > > -I fl fl h <h O... 2 •3 cfl 2 o-m S £3' -2 a 2 an "IS cfl a o " fl b*3-S * cs *'£ hi t-Sl © o cc *= r i on as h CO O cs < 1.) (4.) (5.) (6.) vn (8.) (9.) ; i I (2) (3.) (10.) m.) (12.) (13.) (14.1 (15.) Grade 4— continued. Whatawhata Whittord No. 1 Woodhill 61 30 43 £ s. d. 285 0 0 226 10 0 295 0 0 £ s. d. £ s. d. 23 19 9 12 17 9 17 4 0 £ s. d. 4 16 8 7 12 9 5 0 0 £ s. d.j I I £ a. d. I £ s. d. £ s. d.j , Sutton, James Cartwright, Jessie M. Catran, James G. Roberts. John F. Currie, Mrs Blanche B. 01 D4 D2 01 E4 HM AF M HM AF £ s. d. 185 0 0 100 0 0 195 0 0 190 0 0 105 0 0 £ V Geade 5. 411 13 4 27 0 6 12 4 10 i ! , CI E2 HM AF MPt2 HM 240 0 0 120 0 0 50 0 0 240 0 0 Henderson 86| limes, Joseph L. Casey, Clara E. Smith, Albert H. M... 12 0 0 Hamilton, Robert J., m.a'., b.sc. Fraser, Lucy St. M. .. Webb, Henrietta Heward, Humphrey .. Hogwood, Alice W. .. Rogers, Amy C. Carter, Stanley C. Bedlington, Viva Cox, William L. Watkins. Kate S. C. McMillan, Hugh N. .. i Rennick, James W. .. j Whitmore, Ella J. .. O'Hara, Maretta M. .. I Lambourne. N. T., b.a. Pitt, Nora V. Anderson, Marv Boyd, Ruth I." Gelling, William M. .. j Walker, Ellen L. i O'Brien, Daniel j Campbell, D. R. F. .. i Lawry, Nora E. I Mitchell, Alex. B. .. Coomer, Rhoda E. .. Forrest, Hilda A. Kaihu 94! 420 0 0 29 4 0 AI Kamo 471 13 4 33 9 0 D2 AF FPt4 HM AF FPt3 MPrl FPrl HM AF MPt2 HM AF FPt3 HM AF FPt4 FPrl HM AF MPt3 HM AF FPt4 FPt2 FPrl 120 0 0 60 0 0 240 0 0 120 0 0 55 0 0 50 0 0 20 0 0 240 0 0 94 10 0 50 0 0 230 0 0 105 0 0 55 0 0 230 0 0 110 0 0 60 0 0 20 0 0 210 0 0 99 0 0 55 0 0 230 0 0 110 0 0 60 0 0 50 0 0 50 0 0 90 14 3 2 Di D3 Kohukohu 395 0 0 28 18 0 I 86! CI Kopu 87! 397 10 0 28 7 9 I DI D2 Mangere Bridge 1)2' 420 4 8 30 0 0 28 13 0 0 8 6 Bl D3 30 •• Mercury Bay 100 367 4 10 30 3 0 12 10 0 01 Morrinsville .. 144 465 16 8 38 3 0 18 10 8 .. - 6i D4 ! I

E.—2.

Auckland.

Mount Boskill New Lynn and side Sehool Opouriao North Papatoitoi St. Helier's Stanley Bay.. 1241 187 172 78 r 98j 93; 441 13 4: 465 3 9! 1 i 359 10 Oj 395 0 0 377 1 8 471 7 9 30 0 0 35 19 61 1 37 8 0J 27 0 9 28 18 9] 29 2 3 43 0 0| 50 16 7 250 10 3 5 7 6 6 0 0 5 6 3 16 3 2 i ! 1 1 i ! i 1 i j i 10 0 0 ! Trayes, Alfred E. Robinson, Eliza A. .. : Fordyee, Robt. E. .. Barr, Evelyn J. Dalton, Maggie B. Ellis, Howard J. S. .. Wilson, Mary J. K. .. Barry, Catherine E. .. McLeod, May M. Stirling, Linda M. .. Lane, Hazel M. Teesdale, Jacob T. Joslin, Eliza C. Boyd, Edward A. 32 16 8 Sumner, John W. Johnston, Annie C. .. Widdup, Florence G. Brown, Daniel C. | Cooper, Muriel ! Jack, Catherine S. .. 55 0 0i Wilson, George i Barr, Muriel L. Stretton, Clarice Tanner, Albertina A. I. Crane h, Bertha M. .. Jack, Donald M. Hames, Lutber Tidd, Emily E. Tuthill, Mary H. Butcher, Elizabeth G. Russell, David Cussen, Eily B. McWatters, Lillian E. 1 Bishoprick, Charles .. Soppett, Margaret E. I. Webb, Ruth W. Harris, Richard J. .. Ashby, Mary Griffith, Geoffrey L... 01 DI D2 El 02 DI D3 01 D3 01 D2 rim AF MPt2 FPr2 FPrl HM : AF I AF ! AF i FPt3 FPrl ; HM AF MPtl HM AF FPc3 HM AF j FPt3 1 HM AF AF j FPt2 i FPc2 MPrl HM AF FPt4 FPt3 HM AF FPtl HM AF FPt2 HM AF MPt3 120 0 0 35 0 0 25 0 0 20 0 0 210 0 9 120 0 0 120 0 0 90 0 0 55 0 0 20 0 0 220 0 0 94 10 0 45 0 0 230 0 0 110 0 0 55 0 0 215 0 0 110 0 0 55 0 0 215 0 0 115 0 0 108 0 0 50 0 0 35 0 0 50 0 0 240 0 0 120 0 0 60 0 0 55 0 0 240 0 0 108 0 0 25 0 0 220 0 0 94 10 0 50 0 0 220 0 0 105 0 0 55 0 0 s: 30 Takapuna I 457 14 9 37 13 0 25 2 0 I DI E2 136 Tararu 95 381 15 0 30 0 0 38 5 6 DI 30 Te Puke i 28 8 6 54 14 6 378 8 8 i ci 97 Waiuku 90 379 9 8| i 28 12 3| 8 0 0 ci D4 i Gbadb 6a. i •255 0 0 108 0 0 55 0 0 25 0 0 . I i Aratapu D.H.S. Dargaville .. Helensville 126 159 470 13 2| 500 0 0 530 6 8 36 17 0 I 42 14 6 37 15 6 116 17 1 117 7 10 20 1 3 Hockin, Harry Anderson, M. F. L. Simpkin, Charles H. Stevens, John J. Gavey, Annie L. i Lloyd, William Brockliss, Alice M. .. Lambert, Beryl M. .. Thompson, Isabel E. Hill, Arthur J. Cragg, Bertha Short, Violet Lempriere, Linette V Rust, Alexander M. .. \ Blackett, Florence M. I Maobeth, Arabella .. j Hodge, Edith E. DI 02 DI D3 DI D2 HM AF MPt3 MPr2 Seo. HM AF FPt4 FPt3 HM AF AF FPrl HM AF FPt3 FPtl 265 0 0 125 0 0 55 0 0 55 0 0 255 0 0 135 0 0 94 10 0 50 0 0 245 0 0 120 0 0 55 0 0 45 0 0 135! Hikurangi 462 0 0 34 2 0 1 19 5 DI 04 123

Auckland.

E.—2.

XVI

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Rates of Payment during Last Month Of Year. Name of School. School Buildings and Teachei Schools are entered in the order of the grades ZTMaintenance. ■s' Residences. m tne scneauie or une Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. >i A O ZC > Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. 1 New Build- I ings, New Glass-rooms, j Teachers Additions, i on the Staff at the End Furniture, of the Year. Apparatus, and Sites. g Lag rfS'Sg ■— A i- —i hi — ta (1-2.) ! (13.) i (U0 cc . cd CC CCJ 2 a *-S CD~ ■- ta w o (4.) (5.) (7.) (8.) (9.) go.) di.) (1.) (3.) ! (6.) (15.) (2.) Grade 6a— continued. Manunui .. Otorohanga Papakura Pukekohe D.H.S. Te Awamutu 150 150 115 115 142 142 179 179 139 139 £ s. a. 468 5 6 450 0 0 470 0 0 519 3 4 458 15 0 £ s. d. £ s. d. 41 19 6 33 8 6; 38 4 6 45 15 0 38 4 6 £ s. d. 18 6 1 23 8 8 3 12 8 13 7 9 96 7 4 £ 8. d.j & s. d. 88 6 4 £ S. d. £ s. d. Wilson, William C. .. Gillanders, Anne O'Donoghue, M. A. Broad, Amelia A. Colhoun, John S. Joyce, Amie E. Keam, Eva Jones, David W. Chapman, E.N. I. M. Sutton, Margaret B... Maxwell, Stella E. .. Flavell, Dennis R. .. Hamlin, AletheaS. 0. McLean, Wm. F. M. Carley, Hilda B. Berrimaii, Olive D. .. Dromgool, J. C, b.sc 446 6 10 Woods, Francis D. .. Mitchell, Marion G... Mcintosh, Ivy A. Jones, Eunice R. Elmsley, Frederick .. Carson, Margaret E. McCaskill, Colina J,. H. Harper, Ellen M. Philips, Henry W. C. Goldsworthy, Eliz. M. Menzies, Gladys E. .. May, Ruth M. Tanner, Thomas B. .. Jamieson, Robert E... Wharfe, Annie E. Prescott, Arthur J. .. Frost, Florence H. .. Gatland, Alfred H. .. 02 , HM D4 i AF .. | FPt4 FPt3 Gl HM E3 AF AF DI HM E2 AF .. I FPtl .. j FPt2 DI j HM E2 j AF .. j MPt2 FPt3 ! .. i FPrl A2 Sec. , DI HM DI AF .. i FPt2 FPt.3 E2 HM El AF FPt3 FPt3 DI ! HM D2 ! AF .. ' AF AF DI HM D2 AM i D4 AF i FPtl D2 ! Sec. 1 £ s. d.j 240 0 0 120 0 0 60 0 0 55 0 0 240 0 0i 120 0 0 90 0 0 240 0 0 120 0 0 60 0 0 50 0 0 •255 0 0 135 0 0 50 0 0 55 0 0 20 0 0 240 0 Oi 120 0 0i 50 0 Oi 45 0 0 245 0 0! 125 0 0i 55 0 0 45 0 0 255 0 0 135 0 0 90 0 0 90 0 0 *270 0 0i 150 0 0 90 0 0 35 0 0 60 0 0 £ " - Waikino 140 140 470 16 8 39 2 6 Warkworth .. 153 1531 570 0 0 42 1 0 2 14 6 Gbadb 6b. 182 611 5 0 ■Ooromandel D.H.S. .. 57 11 6

Auckland.]

E.—2.

XVII

Horahora £• Ngaruawahia Opotiki Taumarunui 178 178 180 1801 180 180 601 10 0 617 18 4 583 15 0 5 81 15 0 0j 49 2 0 47 8 0 48 7 6 47 12 0 47 18 5 7 3 3 41 5 0 9 3 OJ 256 10 6 Higginson, Frank Harden, Cecil J. Wells, Florence M. .. Pegler, Amy B. A. Grice, Lionel L. Hardy. Leila M. Hall, William H. V. .. Cormack, Henrietta .. Graham, Jane A. Young, Emily E. Murphy, Luey M. Wilson, Henry B. Browne, Edith B. Woodford, Alice O. M. Calder, Ruberta J. .. 12 13 2 Davidson .George A... Harper, Mary M. High am, Mary A. i Meyenberg, Doretta J. 698 7 10 Power, Edward A. .. Fox, Norman S. Grattan, Ida V. C. Day, Florence M. Voysey, William D. .. Weber, Daisy W. G... Gillanders, William D. 48 0 0 ! Gibson, Henry T. .. Smerdon, Stanley V. Gibb, Christina C. .. Murray, Clarice A. F. Tomalin, Beatrice A. Carrick, Margaret C. CI D3 D2 .. .. DI D2 D4 6i D3 DI D2 D4 E3 DI C2 C2 E2 hm ; AM j AF AF MPr2 . FPrl i HM AF i AF i FPt2 FPtl HM AF J AF AF HM AF AF. AF HM AM AF AF MPt3 FPtl j MPrl HM AM i AF ! AF FPt2 FPt3 265 0 0 125 0 0 125 0 0 94 10 0 25* 0 0 20 0 0 250 0 0 125 0 0 125 0 0 50 0 0 45 0 0 265 0 0 145 0 0 108 0 0 90 0 0 245 0 0 125 0 0 120 0 0 90 0 0 255 0 0 195 0 0 135 0 0 125 0 0 55 0 0 45 0 0 20 0 0 250 0 0 180 0 0 108 0 0 120 0 0 50 0 0 55 0 0 35 I Te Kuiti 254 254 754 5 2 60 10 6 13 18 9 Waihi South 229 724 0 0 35 0 0 \ .. 229i 35 0 0 58 9 6 18 10 81 ci C3 35 D3 Gbade 7a. Cambridge D.H.S. .. 240 240 855 0 0 65 12 0 200 0 5 175 0 0 Walker,Wm.R.C, b.a. Caddy, Edward W. B. Keesing, Kate Bull, Evelyn F. O'Neill, Blanche E. .. Webb, Marjorie Meredith, Charles Draffin, William H. .. Eastgate, Florence T. Hosking, Vera D. Eslick, Violet I. Rose, Amy E. . Massey, Edith F. 570 2 9 WooUer, Joseph Fenwick, Herbert Astley, Ellen McElwain, Olive N. .. Burton, Ella Smith, Ida J. Scherer, Hilda A. 5 17 4 Stevens, Percy E. Bell, Alexander Roche, Emily McCallum, Adina Dougherty, Eliz. P. .. Christie, Rose A. Worsley, Harold J. Furze, Nancy Bl C2 El C4 HM AM AF AF j FPt5 FPt4 Sec. HM AF AF AF FPt4 FPt4 HM AM AF AF FPt4 FPt2 FPr2 HM AM AF AF FPt2 FPtl MPrl FPr2 *290 0 0 195 0 0 150 0 0 110 0 0 55 0 0 55 0 0 290 0 0 195 0 0 145 0 0 120 0 0 55 0 0 55 0 0 285 0 0 185 0 0 150 0 0 110 0 0 55 0 0 50 0 0 25 0 0 270 0 0 195 0 0 145 0 0 135 0 0 50 0 0 45 0 0 20 0 0 25 0 0 Chapel Street (Auckland) 204 204 860 0 0 40 0 0 60 15 6 3 8 3 44 0 0 [ C2 DI DI D3 D3 40 Ellerslie 240 857 18 4 62 5 0 104 18 8 570 2 9 01 B2 El 03 2401 Hamilton East - I 253,' 883 6 8 61 19 0 7 10 11 5 0 0 5 17 4 DI 02 D2 01 .. .. .. !

E.—2.

[Auckland.

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

XVIII

Expenditure for the Year. ification, and Status of Teachers. Annual Kates of Payment during Last Month ot Year. Name of School. Schools are entered in the order of the grades Maintenance. School Buildii Lgs and Teachers' Residences. oa Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S." are eutered after the name of each District High School. Part time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. 'rH A u < Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of the Year. o a co a 3 o o to a o 'hh O o 3 to rr Hl-Hri ■a So » a £ 2 fl fl o, «w ca.-, y fl cd „ a "_S a a o " a £-■3-1 - o ®g C Cy". += - to - CD -/. CD h a aA h co O oi Ch ca K (4.) (5.) (6.) (7.) (8.1 (9.) (10.) (11.) (12.) (1.) (3.) (13.) ' (14.) (15.) & l Gbade 7a— continued. Otahuhu £ a. d. 872 4 2 £ s. d.j £ s. d. 67 6 6 £ a. A. 8 8 8 £ 8. d.i £ s. d. £ s. d. £ s. d. £ s. d. 285 0 0 195 0 0 150 0 0 120 0 0 50 0 0 45 0 0 55 0 0 270 0 0 195 0 0 150 0 0 103 10 0 55 0 0 45 0 0 25 0 0 275 0 0 185 0 0 145 0 0 135 0 0 105 0 0 270 0 0 171 0 0 140 0 0 110 0 0 45 0 0 60 0 0 •275 0 0 185 0 0 140 0 0 110 0 0 55 0 0 35 0 0 25 0 0 Parawai Point Ohevalier Rotorua 267 201j 253 221 856 16 8j 845 0 0 I 787 5 o! 40 0 0 57 17 0 63 8 6 60 7 8 65 0 1 61 10 3 14 19 01 " 15 0 0 •• 77 18 0 Wilson, Tom Bullen, Frederick R. S. SomerviUe, Frances A. Muir, Margaret M. .. Lussich, Fransecba M. Thurston, Mary D. .. Atkinson, Reginald V. Wernham, William J. Trimmer, John H. .. Truscott, Kate Daldy, Helen J. Dare, Elizabeth A. .. Hoe, Florence M. Williams, Eileen L. .. Parry, Robert J. Burton, Percy R. Gillibrand, Emma .. Angove, Alice H. Bollard, Marion B. .. 11 18 0 Warn, John M. Algie, Colvin S. Garrett, Frances 3. .. Halls, Winifred E. .. Peters, Valaporia A... Johnston, Henry G. .. S4 15 0 Bowden, Alfred N. .. Waddell, William H. Coombe, Jessie W. .. Litten, Alice I. Taylor, Elizabeth S. M. Fallwtll, Ivon T. Fooks, Alice C. Taylor, Fanny J., b.a. Burton, Alfred F. Scott, Charles E. Fawcett, Frances H... Barlow, Miriam V. .. Taylor, Susan I. 1 Fawcett, Elizabeth M. ; Fletcher, Lucy I McSporran, Robt., b.a. DI 02 El D3 01 E2 El 01 02 DI E2 E2 01 Lie. D21 D3 HM AM AF AF FPt2 FPtl MPt3 HM AM AF AF FPt4 FPtl FPr2 HM AM AF AF AF HM AM AF AF FPtl MPt4 HM AM ■AF AF FPt4 MPt2 FPr2 Sec. HM AM AM Subs AF AF FPrl Sec. 40 Tauranga D.H.S. ! 67 12 1 162 0 5 1 265i 822 14 2 384 15 0 01 D3 D2 C3 Te Aroha D.H.S. .. j I B4 DI 02 E2 D2 D3 238! 883 13 4| 62 1 Oj 67 15 10| •285 0 0 195 0 0 ) 150 0 0 110 0 0 94 10 0 50 0 0 B4 I

Auckland.

XIX

E.—2.

Te Kopuru 2041 728 6 11 52 17 0 60 10 4 I . ' Elliot, Joseph E. .. 01 Finch, Thomas .. D2 Findlay, Mary M. .. E2 Kidd, Ivy B. Frood, Nida HM AM AF FPtl , FPt2 i 285 0 0; .. 195 0 Ol .. 145. 0 0! .. 55 0 Ok.. 35 '0 0 .. ! Grade 7b. Edendale 362 990 1 2 40 0 0 92 13 0 41 4 10 i 4 0 0 68 0 9; : I Semadeni, Casper A... CI ! Rowe, Adrian M. .. 02 j Mahon, Rose M. .. D2 ! Mahon, Eileen A. 02 Powell, William H Fraser, Anne B. .. C3 Mohr, Edwyna E Earle, William J Wilson, Alice K. Hiddlestone, Bern. G. Campbell, John .. 01 Matthews, George H. 01 Farmer. Mrs. Alice .. D3 Gillibrand, Winifred.. E2 Fuller, Mary M. .. D2 Boswell, George Hammond, Eileen V.R. Shiress, Alice M. Elliot, James .. 01 Garland, Frank W. .. D2 MiUington, Ellen .. 01 Jory, Constance M. .. D4 George, Charlotte .. D3 Ranby, Olive N. Wilcox, John S. Exon, Nellie M Macky, Samuel H. .. Bl Turbott, Thomas .. 02 Toy, Alice M. .. DI Pirrit, Agnes B. White, Margaret A. .. Slevin, Franz R. Connolly, Amy I. Gordon-Cumming, 0. A. HM AM AF AF AM AF FPt3 MPt4 FPt3 FPr2 HM AM AF AF : AF MPt4 FPtl FPtl HM AM AF I AF AF ' ] FPt4 MPt3 FPtl HM AM AF AF FPt2 MPt3 I FPt2 ! FPrl ! 290 0 Oj 40 180 o, o! .. 135 0 0j .. 105- 0 Oi .. 90 0 0! .. 120 0 0 .. 45 0 0 .. 55 0 0 .. 55 0 0 .. 25 0 0 .. 275 0 01 40 195 0 0; .. 150 0 0 .. 140 0 0j .. 110 0 0 .. 55 0 0 .. 25 0 o: .. 25 0 0 .. 275 0 0i .. 195 0 Of .. 145 0 0 .. 110 0 oj .. 120 0 0 .. 60 0 0 .. 55 0 0 .. 45 0 0 .. 285 0 0 40 207 0 0 .. 135 0 0 .. 103 10 0 .. 50 0 0 .. 45 0 0 .. 50 0 o! .. 20 o o; .. I Grey Lynn 937 10 0 80 2 3 803 6 9 351; 40 0 0 7 10 01 1,558 13 ll| I i ! Huntly 311! 900 0 0 \ 76 8 OJ i 24 7 1 4 10 0 409 17 7 Waihi East .. 297| 898 8 4 40 0 0 73 16 6! i 29 10 2 Gkadb 8a. Baillie Street (Thames) 316! 1,226 13 4 45 0 01 83 8 6 1 6 15 10 Burns, Hector K., b.a. Bl Hammond, T. W. G. H. DI Smith, Sylvia G. .. Bl Ashman, Eva M. .. El Hawkins, Mrs. M. A. D3 Daldy, Rhoda C. Sykes, Elsie B. .. I Moyle, Harold L Gemming, Theop. J. .. O'Callaghan, Esther M. Scott, Augustus N. .. Bl Corbett, Robert J. .. D2 Simpson, Mrs. M. J.M. E2 Miller, Margaret V. .. C3 Benge, Lorna R. .. D4 Manktelow, Mur. G. T. McGlean, Alexander H. Lochhead, Margery M. Jenkins, Clifford E. .. HM AM AF AF AF AF FPt4 MPt3 MPt3 FPr2 HM AM AF AF AF AF MPt3 FPt,4 MPt2 315 0 0 45 225 0 0 .. 165 0 0 .. 135 0 0 .. 120 0 0 .. 90 0 0 .. 55 0 0 .. 45 0 0 .. 45 0 0 .. 25 0 0 .. 315 0 0 .. 215 0 0 .. 150 0 0 .. 140 0 0 .. 120 0 0 .. 90 0 0 .. 55 0 0 .. 60 0 0 .. 35 0 0 .. Karangahake 81 9 6 339 1,174 11 5 100 16 0 i

E.—2.

[Auckland.

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

Expenditure for the Year. Annual Rates c ment during . Month of Y« of PayLast ear. Name or School. Narues, Classification, and Status of Teachers. Schools are entered in the order of the grades CJi Maintenance. School Buildinf and Teachers' Residences. 0 >>C0 CJirrt »*> a' BS a cc "3 2 T ~ '■3 g d to a J a B C3 h *. to ._ 3 "3a ao" a m -h 3 _ o . *h - . Education Amendment Act, 1908, and in alphabetical order in eacb grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. CD A o A < Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. • o ta to S3 a a o Ol O Ph Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Bent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teacbers on the Staff at the End ot the Year. o 'S co en a 3 DQ _ CD to o 'H fl iH <0 ** o (4c.) (5.) (6.) (7.) (8.) (9.' UO) mo (12.) a.) ' (3.) ! (13.) I (U.) I (-2) (15.) Gkade 8a — continued. Newmarket 3011 -13 s. d. 1,126 5 0 £ s. d. 45 0 0 £ s. d. 92 16 0 £ s. d. 133 11 10 £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. 310 0 0 210 0 0 150 0 0 150 0 0 120 0 0 50 0 0 45 0 0 45 0 0 25 0 0 *325 0 0 225 0 0 165 0 0 145 0 0 50 0 0 45 0 0 35 0 0 25 0 0 • - Ohlson, Frederick J... Edgerley, William W. Sinclair, Ellen E. Gough, James T. Cleveland, Rita V. .. Smyth, Patrick McLeod, Margaret M. Drum, Honora F. .. Barker, Gladys CD... Murphy, Francis Pocock, George H. Shaw, Minnie Fawcett, Anna J. Bicker, Hilda D. Croft, Violet I. ... Robson, Ida A. Woods, Eileen I. Craig, Margaret . Tooman, Eliz., b.a. .. Macgregor, Alexander Crawford, Hugh W... Hardwicke, Eva V. .. Cottingham, Edith M. Fergusson, Alethea .. Mitchell, Maggie Connell, Margaret E. I. Robertshaw, Alan K... Wilkinson, Ethel G... Darrow, Harry A. Hare, Frederick W. .. Newton, Edith M. .. Ingram, Dorothy R. .. Brace, Ethel N. S. Small, Annie T. .-, ■ Greenslade, Mary G... Cook, George P. Windsor, Phyllis E. .. Clark, Gladys I. Smith, William M. .. Armstrong, Edith C.. DI D2 C2 02 D4 HM AM AF AM AF MPt2 FPtl FPtl FPr2 HM AM AF AF FPt2 FPt3 FPt2 FPr2 Sec. Sec. HM AM AF AF AF AF FPt4 MPr2 FPr2 HM AM AF AF AF AF AF MPt2 FPt2 FPtl MPtl FPr2 45 \ Paeroa D.H.S. 332 1,042 1 8 83 4 9 32 0 0 1,828 18 1 60 0 0 01 CI El D3 Whangarei 143 1 10 B3 *318j 1,139 15 Of 77 19 0 CI C2 El 310 0 0 215 0 0 155 0 0 126 0 0 125 0 0 95 0 0 60 0 0 25 0 0 25 0 0 315 0 0 215 0 0 165 0 0 135 0 0 125 0 0 105 0 0 105 0 0 35 0 0 50 0 0 45 0 0 25 0 0 55 0 0 D3 C4 Grade 8b. Avondale Bl CI DI E2 D2 E3 D2 430 1,366 13 4j 102 14 0 13 6 0| 1 0 01

Auckland.]

E.—2.

XXI

Waiokaraka (Thames) Grade 8c. Epsom Hamilton West 357| 453 440 1,284 11 8| 1,370 0 0 1,325 16 8 •■ \ 45 0 01 45 0 0 106 0 0 137 16 0 86 12 Oj 88 9 4 13 12 71 99 8 7 73 0 0 653 9 0 690 17 4 Newton, William H... i Ferguson, Samuel H. Macky, Mrs. Mary A. F. Campbell, Mary I. .. Wishart, Alice E. .. Rae, Emily E. Paltridge, Elizabeth.. Corbett, Julia Sullivan, Phyllis W. A. Russell, Eva E. I. Milnes, Esther M. .. Isemonger, Thomas .. Wilson, Charles Gillibrand, Margaret E. McCowan, Margaret.. Fordyce, Johanna C... Gant, Albert H. Christie, Alice J. Harrison, Minnie G. .. Nairn, Euphemia E... Sanderson, Dorothy .. Stewart, Georgina F... Worsley, William H... Shepherd, Arthur J. .. Nixon, Amelia M. Jones, Ruth B. Thorne, Jessie L. Schofield, Laura Cronin, Thomas M. Barkley, Mabel Pickering, Ida Stevens, Gladys M. .. Thomson, Elizabeth Cronin, Barth., e.a. .. Masefield, John Shanahan, Marg. A. .. Coghill, Margaret Burns, Jessie A. Marsdon, Mrs. A. M... Goldsworthy, Clara G. Bishop, John J. Boag, Lilly M. Morgan, Edith E. .. Blair, Thomas M. R... Snell, Amelia A. Cousins, Herbert G., M.A. Paterson, Robert H... Newman, Margaret S. Cottrell, Arthur J., m.a., DI HM 01 AM El AF C3 AF C3 AF E3 AF FPt4 FPt2 FPt2 FPr2 FPrl DI HM 01 AM DI AF D2 AF 03 AF AM .. AF .. i FPt4 .. ; FPt3 FPt3 FPt2 DI HM 01 ; AM DI AF D2 AF 03 AF AF .. j MPt2 .. I FPtl .. j FPt4 FPr2 FPrl Bl HM B2 AM 02 AF El AF El AF E2 AF El j AF .. ! MPt3 .. | FPt3 FPt3 MPt2 FPr2 AI HM 225 o o; .. 165 * 0 0 .. 140 0 Oj i. 120 0 0 .. 100 0 0 .. 55 0 0 .. 50 0 0 .. 50 0 0 .. 25 0 0 .. 20 0 0 325 0 0 45 225 0 0 .. 165 0 Oj .. 135 0 0i .. 135 0 0| .. 90 0 0 .. 90 0 0 .. 55 0 0 .. 45 0 0 .. 55 0 0 .. 50 0 0 .. 360 0 0 .. 225 0 0 .. 165 0 0 .. 150 0 0 .. 135 0 0 .. 90 0 0 .. 50 0 0 .. 60 0 0 .. 60 0 0 .. 25 0 0 .. 20 0 0 .. 335 0 0 45 210 0 0 .. 150 0 0 .. 150 0 0 .. 135 0 0 .. 95 0 0 .. 95 0 0J .. 55 0 0 .. 45 0 0 .. 45 0 0 .. 50 0 0 .. 25 0 0 .. 400 0 0 50 Nelson Street (Auckland) 435 1,423 6 8 45 0 0 111 12 6 51 15 11 467 1,788 9 6| 50 0 0 199 5 111 61 12 11 125 19 Oj ormal and Model School (at Training College) CI AM DI AF A3 AM 285 0 0 .. 255 0 0 225 0 0 M.SC. Walker, Spenceley .. Lightband, Mrs. Sara J. Holloway, Annie E. .. Newick, Mrs. Florence Green, Samuel Bayliss, Margaretta A. Western, Mildred Statham, Isabella M. Monstedt, Anna M. .. Harrison, Rupert P. C. Shrewsbury, Elsie, m.a. CI AM 01 AF; DI AF D2 AF D2 AM AF 04 AF D4 AF 02 AF 01 M AI ! Sec. 210 0 0 .. 165 0 0 .. 150 0 0 .. 120 0 0 .. 150 0 0 .. 90 0 0 .. 120 0 0 .. 125 0 0 .. 150 0 0 .. 240 0 0 ..

E.—2.

[Auckland.

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

XXII

Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Kates qf PayHient ( during $,ast Month of Year. Namh of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of eacb District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. Maintenance. School Buildinj ;s and Teachei ■s' Residences. ~- 3 ta CD t-t cc cti h. cC < Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenanee. Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and TeachersResidences. Rebuilding Schools destroyed by Fire. Bent. New Buildings, New ! Class-rooms, Additions, Furniture, Apparatus, J and Sites. Touchers on the Staff at the End of the Year. d o a ta to CO 3 o S3 CD cS S3 a a o to o CM •<h in ™ > > Zi at bo* « s-H a g g r-i rg tO O — HQ £ , _i A uAA ZH*4 d4.) ; (is.) (4.) (6.) (7.) (8.) «M (10.) (11.) (12.) , (1.) i (3.) 1 (5.) (13.) i-- 1 . Grade Qc—continued. Northcote £ s. d.; 1,441 13 4 £ s. d. £ s. d. 104 18 0 £ s. d. 14 9 5 £ s. d. £ a. d. £ a. d. £ s. d £ s. d. 325 0 0 225 0 0 165 0 0 150 0 0 135 0 0 110 0 0 110 0 0 35 0 0 55 0 0 45 0 0 55 0 0 20 0 0 £ 451 Taylor, Alfred Braithwaite, James H. Wilson, Estelle R. .. Turnbuil, Kath. A. .. Newbegin, Annie M... Mackav, Freida M. .. Fraserj Ethel M. Wright, Vera M. Patterson, Lavinia 0. Ogilvie, Wilfred M. .. Cobbald, Ellen E.L... McPh&il, Laura R. .. DI CI El D2 E2 D3 03 HM AM AF AF AF AF AF FPt2 FPt4 MPt3 FPt3 FPrl Grade 9a. I I Bayfield 1,669 7 8 50 0 0 128 7 6 11 0 0 Christie, James Jones, Thomas R. Thompson. Frances E. Caldwell, Alice M .. Stewart, Mary A. Cole, Adelaide A. M. .. Webster, Harold E. .. Brenkley, Annie Sissons, Barbara M. . . Murray, Kathleen B... Robertson, Mary L. .. Shanks, Ernest A. Matthews, Ruby I. .. DI DI DI DI DI D2 B3 D4 HM AM AF AF AF AF AM AF FPt4 FPt4 FPt3 MPtl FPr2 345 0 0 245 0 0 185 0 0 155 0 0 140 0 0 125 0 0 125 0 0 90 0 0 60 0 0 55 0 0 45 0 0 45 0 0 55 0 0 50 521 50 1 10| 367 2 Oj I Grade 9b. Mount Albert 591 1,744 5 6 143 13 4 35 14 3 34 0 0 Whitaker, Joseph R... Campbell, Robert Barber, George de Montalk, Emily L. Conway, Mabel E. .. Fawcett, Jacob W. .. Hill, Winifred M. .. Duffus, Elizabeth P... Bell, Ivy E... DI 01 El DI D2 04 D3 E2 HM AM AM AF AF AM AF AF FPt4 345 0 0 245 0 0 195 0 0 160 0 0 145 0 0 125 0 0 125 0 0 115 0 0 55 0 01

XXIII

Auckland.

E.—2.

I Bond, Alice.. Preston, Ivy M. i Holm, Eleanora F. M. McNaughton, Mary R. Carr, Norman M. Burns, Irene C. FPt4 FPc3 FPt3 FPt2 MPt3 FPr2 55' 0 0 45 <0 0 35 0 0 55 0 0 25 0 0 :: Grade 9c. Remuera .. 641 ! i 641 1,935 19 5 50 0 0 140 16 9 87 5 0 ! I 353 12 o| Munro, Colin R. Mclnness, Donald Grant, Elsie D. Herbert, Mary E. Davis, Ethel W. B. Tatton, Joseph A. Metge, Winifred T. .. Hogwood, Annie I. M. Gumming, Annie S. .. Steele, Rebecca E. .. Bass, Elsa Worrall, Hilda A. .. Ross. Nellie Barriball, Ada J. W. Haszard, Miriam K... Gruar, Olive J. Hale, Dorothy B. .. Nutsford, Enid I Benge, Alfred ; Vuglar, James Moor, William J. Roberts, Laura A. Hume, Jane H. Gibson, Elizabeth M. Barker, Meta De Renzy, Elizabeth Darby, Annie E. M. .. Vickery, Kate E. Davies, Florence A. .. McGeehan. Thomas M. Thorp, Muriel E. Cowley, Olive M. Clark, Olive M., b.a... Robertson, May B., b.a. 01 01 DI DI DI D3 E2 D4 D3 HM AM AF AF AF AM AF AF AF AF FPt4 FPt4 FPt4 FPt4 FPt3 FPt3 FPr2 FPr2 HM AM AM AF AF AF AF AF FPt3 FPt4 FPt3 MPt3 FPt3 FPtl Sec. Sec. 350 0 0 245 0 0 185 0 0 160 0 0 150 0 0 125 0 0 125 0 0 105 0 0 120 0 0 90 0 0 55 0 0 55 0 0 60 0 0 60 0 0 45 0 0 45 0 0 25 0 0 25 0 0 385 0 0 240 0 0 225 0 0 200 0 0 180 0 0 165 0 0 120 0 0; 100 0 0. 45 0 0 60 0 0 45 0 0 55 0 0 55 0 0 45 0 0 50 Waihi D.H.S. .. 595 595 1,907 10 0 \ 135 7 3| 50 17 aj DI Ol D2 El El El D3 D4 \ I Gbade 10a. i ' ■ I 613 2,261 17 7 50 0 0 99 6 10 Lie. •• Beresford Street (Auckland) .. 613 ' ! 145 13 6 75 0 ol Hart, Edwin T. Kay, William Hook, Percy J. Mcllhone, Mary J. .. Shroff, Kate S. M. .. Mathieson, Joann Davison, Mary E. Smith, Gertrude I. .. McLean, Charles J. .. Porter, Linda Ogden, Marv McDonald, Murdoch A. Timewell, Dorothy E. Aickin, Thomas W. .. Dormant, Mildred A. McCowan, Aileen 'Roberts, Hazel N. .. DI DI 01 El CI El D2 D2 D2 C3 HM AM AM AF AF AF AF AF AM AF FPt3 MPt3 FPtl MPt4 FPt3 FPtl FPrl 385 0 0 285 0 0 215 0 0 185 0 0 170 0 0 165 0 0 165 0 0 135 0 0 135 0 0 100 0 0 55 0 0 55 0 0 55 0 0 60 0 0 45 0 0 25 0 0 50 0 0 50 ■ i * On lei -ve (31st December).

E.—2.

[Auckland.

List of the Public Schools, the Expenditure, Staff, &c.-continued. AUCKLAND— continued.

XXIV

Expenditure for the Year. Annual Rates of Payment during Last Month of Year. Names, Classification, Teachers. and Statl .s of Name of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, ind inserted in the grade of their joint attendance. CD o 9 •rH > rH TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, School Buildii Rebuilding Worn-out Schools and Teachers' Residences. igs and Teachers' Residences. New Buildings, New Class-rooms, Additions, Furniture. Apparatus, and Sites. a o 2 "to cd 5 o o ; A A a a .2 ' r? A 0 >-. ot cms SHto -3 gnnni ra ro m a cp 2 B a h tr O— B -, >S3 to -I Hi B W ta .43 a . car " S a a ° a M *h£1 ©" OD rH <0 O Teachers' House Allowances. Incidental Expenses of Schools. Rebuilding Schools destroyed by Fire. Rent. Teachers on the Staff at the End of tbe Year. (i.) (5.) (6.) (7.) (8.) (9.) (10.) (110 (12.) do (3.) (13.) I 1 (14.) (15.) (21 Grade 10a — continued. Grafton £ s. d. 2,198 12 0 £ a. d. 50 0 0 £ a. d. 166 0 3 £ a. d. 55 18 11 £ s. d. £ a. d. £ a. d.i £ s. d. 59 0 0 £ s. d. 375 0 0 275 0 0 215 0 0 50 Napier Street (Auckland) 655 Hill, William W. Carnaohan, Robert .. Boden, William J. .. Lane, Mary Jane Rosewarne, Elizabeth Jackson, Mary B. Robinson, Florence K. Egan, Mary F. Gilmore, Nellie Hall, Eveline M. Emerson, Annie J. .. Herrich, Daisy W. .. Stevens, Mary E. Farrell, James P. Hawkins, Winifred I. Norris, Mabel S. Ward, Leslie Mildred Lewenberg, Emelie A. Campbell, Josephine .. Carter, Charles M. .. Dunlop, David W. Menzies, Albert G. Arey, Alice M. Forsyth, Mrs. CC. .. Stubbs, Margaret M... Clark, Ada Riddell, Edith R. .. Duffin, Mrs. Annie .. Krause, Mrs. Yetta .. Massam, Joseph A. .. Fenton, Mattie McMillan, GeorginaH. Woods, Selwyn G. ... Maxwell, Mabel D. .. Given, Isabella 0. G. Scott, John L. Warren, Thos. F., b.a. Blakey, Frank E. DI 01 01 DI D2 El DI El D3 D3 E2 D3 DI DI 01 El Dl D2 03 D3 E3 Lie. HM AM AM AF Subs. AF AF AF AF AF AF Subs. FPt3 MPt3 FPt3 FPt3 FPt2 FPt3 FPrl HM AM AM AF AF AF AF AF AF AF MPt4 FPt4 FPt2 MPt3 FPt2 FPt3 HM AM AM | 185 0 0 170 0 0 155 0 0 155 0 o 125 0 0 125 0 0 1 105 0 0 ) 45 0 0 55 0 0 45 0 0 55 0 0 35 0 0 45 0 0 50 0 0 370 0 0 270 0 0 210 0 0 180 0 0 165 0 0 150 0 0 150 0 0 120 0 0 125 0 0 90 5 0 55 0 0 55 0 0 35 0 0 45 0 0 50 0 0 55 0 0 375 0 0 270 0 0 210 0 0 50 636 2,121 18 3 50 0 0 151 9 4 184 8 7 Parnell Dl Bl Bl 50 621 2,158 6 8 50 0 01 165 10 2 51 5 4|

Auckland.

E,— 2.

XXV

iv—E. 2,

Astley, Hannah Oarnachan, Blanche E. Johnston, Susannah.. Cardno, Elizabeth .. Macindoe, Janet G. .. Donovan, Mary E. .. Bond, Ethel E. Kendon, Cecil W. McCarthy, Veronica .. Neeley, Margaret, i Dewes, Phyllis M. Menzies, Agnes B. .. Pendergrast, Arthur S. Dl El Dl E2 D3 D4 D2 El Dl E2 D3 D4 D2 AF AF AF AF AF AF MPt4 FPt4 FPt3 FPt2 FPt2 MPtl •185 0 0 1,70 0 |0 155 0 0 155 0 0 125 0 0 125 0 0 105 0 0 55 0 0 60 0 0 55 0 0 35 0 0 35 0 0 45 0 0 Gbadb 10c. ewton West inehunga D.H.S. .. j 813 709 2,396 5 0 2,455 0 0 50 0 0 \ 163 0 10 168 14 0 57 11 ll[ 12 0 Webber, Alfred S. .. Andrew, Henry P. .. Hill, John H. Cato, Eva P. .. J Crosby, Edward Bayly, Jessie J. Shroff, Maud A. Ponsford, Mary E. Young, Lilian Speight, Mary V. Worrall, Edith I. Monro, Agnes S. Ohlson, Athol W. M... Grant, Jessie M. , Dacey, Kathleen C. .. Ellis, Melina Fegan, Hannah | Thomson, C. E. L. M. : Mcintosh, William N. 1 Robb, James Hutton, Robert G. .. | French, Agnes S. Bull, Effie S. Robb, Helen Bower, Jessie Bower, Eva.. .. I ; Forbes, Ada [ Matthews, Bertha K.G. McDonogh, Aimee M. McLennan, Effie W... Wilkinson, Dorothy .. j Bell, Lilian A. .. I | Hogwood, Ethel M. .. [ Hogwood, E. D. M. .. j Thurston, Herbert F. Isaachsen, Adolf O. .. Turner, Josephine 0. Robertson, Bessie N... Kenny, Arthur A. Patterson, Flor.L, m.a. 01 CI B2 Dl B2 Dl CI D2 E2 D3 C4 D3 Dl Dl C2 El Dl Dl E2 D2 D4 D3 E2 C4 ci B2 HM AM AM AF AM AF AF AF AF AF AF AF MPt4 FP.3 FPt2 FPt2 FPtl FPtl HM AM AM AF AF AF AF AF AF AF AF AF AF FPc5 FPt2 FPt3 MPt2 MPt2 Pt3 FPrl Sec. Sec. 385 0 0 275 0 0 225 0 0 200 0 0 165 0 0 165 0 0 160 0 0 135 0 0 135 0 0 105 0 0 100 0 0 95 0 0 55 0 0 45 0 0 35 0 0 50 0 0 25 0 0 45 0 0 *395 0 0 285 0 0 225 0 0 195 0 0 180 0 0 165 0 0 165 0 0 135 0 0 120 0 0 105 0 0 95 0 0 90 0 0 90 0 0 60 0 0 35 0 0 45 0 0 35 0 0 35 0 0 55 0 0 20 0 0 50 I • I

E.—2.

Auckland.

XXVI

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

Expenditure for the Year. !, Classification, and Status of Teachers. Annual Rates of Payment duringlXiast Month of Yfear. Name of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. H h a o o si u 0 hi CD 9 > Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. School Buildinj Rebuilding Worn-out Schools and Teachers' Residences. :s and Teachers' Residences. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. a o ~a ca o o S3 CO CS S3 a a to O tH o ££ rura us" a B » B oi -asr-S —t ca a > c> o ■oil J, to A a S a a o * a O Ol if. . ca . CD cfl O h a -B h> ti £ aS £r<t hi CO rH B O Teachers' House Allowances. Incidental Expenses of Schools. Rebuilding Schools destroyed by Eire. Rent. Teachers on the Staff at the End of the Year. (4.) (5.) (6.) (7.) (8.) (9.) (10.) (110 (12.) (1.) (3) (3.) (13.) (14.) (15.) Grade 10c — continued. Ponsonby 708 £ s. a. 2,484 7 6 £ s. d. 50 0 0 £ s. d. 169 17 0 £ s. d. 74 11 5 £ s. d. £ s. d. £ s. d. £ s. d. 95 0 0 Dickinson, James C... WooUer, Harold J. .. Birss, William Ingall, Eva K. M. Mark, Louis J. Nolan, Bessie M. Ramson, May Holder, Marion G. Bryant, Catherine A. Clark, Margaret Earle, Jane M. Bond, Enoch A. Philpot, Owen J. Stewart, Daisy C. Salmon, Edith J. Crawshaw, Emma H. Darroch, Bertha H. .. Small, Harold Wells, Thomas U., m.a. Law, Norman H. S... Green, Bertram M. .. McGibbon, Helen M.S. Skinner, Percy F. Eastgate, Mildred M. Holloway, Eveline M. Shepherd, F. H. M. .. Morley, Sylvia W. .. Barriball, Ina F. CreUin, Muriel L. Officer, Mrs. Dorcas E. Ward, Sylvia B. Kilgour, Muriel A. .. Howard, Winifred E. Beamish, Mabel Barriball, Letitia L... Coldham, George S. .. Ormiston, Florence V. Scholium, John W. .. Dl CI CI Dl C2 CI D2 E3 E2 D3 D3 05 HM AM AM AF AM AF AF AF AF AF AF AM MPt4 FPt4 FPt4 FPt4 FPt3 MPt3 HM AM AM AF AM AF AF AM AF AF AF AF FPt3 FPtl FPt4 FPt3 FPt3 MPc3 FPrl MPrl £ s. d. 385 0 0 285 0 0 210 0 0 200 0 0 180 0 0 155 0 0 165 0 0 135 0 0 135 0 0 105 0 0 100 0 0 90 0 0 55 0 0 60 0 0 55 0 0 55 0 0 55 0 0 45 0 0 385 0 0 280 0 0 225 0 0 200 0 0 175 0 0 165 0 0 165 0 0 135 0 0 135 0 0 100 0 0 100 0 0 90 0 0 45 0 0 45 0 0 55 0 0 55 0 0 55 0 0 45 0 0 50 0 0 50 0 0 £ 50 ! Richmond Road (Auckland) 1 7081 2,547 10 0 50 0 0 157 18 9 35 1 7 % Bl CI 02 Dl C2 Dl El 03 02 D4 D4 E2 50

Auckland.

8.—2.

XXVII

Gkade IOe. 'evonport .. 2,677 1 8 50 0 Oj 167 6 9 46 9 2 Armstrong, James .. Hall, Alfred J. C. Jones, Griffith R. Stewart, Agnes G. .. Grant, Jane D., e.a. Wildman, Mrs. Eliza J. Robertson, Evelyn M. Moodie, Agatha G. .. Bongard, Emily Caldwell, Florence A. Ince, Eleanor W. Tanner, Eliz. H. L. Bell, Alice White, Christina L... Ward, Dorothy I. Quinn, Annie Bell, Muriel F. Clark, Thomas H. .. Worthington, F. D. .. Cardno, Isabella A. .. McKenzie, Norman R. Gatenby, Wm. J., B.A. Murdoch, Albert Hawkins, Elizabeth F. Moore, Rupert C. Russell, Magdalen L. Daniels, Caroline G. Brett, Evelyn L. Allen, Harriette M. .. Walker, Hilda M. .. Scott, Margaret R. .. Gallery, Ethel U. .. Hogwood, Ed. J. L... Reynolds, Emma I. .. Ross, Gertrude E. Seddon, Gertrude S. M. Barriball, Gertrude E. Heather, Winifred M. Hinton, Claude H. .. Forsdick, Olive I. .. Johnston, Agnes B. .. Williams, Violet L. .. Metge, Daniel D. Brown, Francis H. .. Sheppard, Albert L. .. Wright, Lydia Simpson, Eupbemia.. Wilson, Janet Wilson, Frank R. Waddingham, Flor. M. Vellenoweth, Jessie .. York, Mrs. Rachel W. Baird, Roberta E. A. Strong, Lavinia J. .. Longdill, Kate W. .. Anderson, M. C, M. .. Dunning, Alice M. C. Heywood, Edith M. .. Stanton, John A. McCowan, Henry Dixon, Elsie A. Moyes, Ethel B. A. Teesdale, William D. McKenzie, Clifton H. Dl CI CI Dl Bl El E3 Dl D2 D3 D3 HM AM AM AF AF AF AF AF AF AF AF AF AF FPt3 FPt4 FPt4 FPt4 MPt3 FPt3 FPrl HM AM AM AF AM AF AF AF AF AF AF AF AM AF AF FPt3 FPt4 FPt4 MPtl FPtl FPt2 FPrl HM AM AM AF AF AF AM AF AF AF AF AF AF AF FPt2 FPt4 MPt3 MPt3 FPt3 FPt2 MPr2 MPrl 395 0 0 270 0 0 225 ■ 0 0 190 0 0 180 0 0 165 0 0 165 0 0 135 0 0 135 0 0 105 0 0 105 0 0 90 0 0 100 0 0 45 0 0 55 0 0 60 0 0 55 0 0 55 0 0 45 0 0 20 0 0 375 0 0 285 0 0 220 0 0 210 0 0 170 0 0 165 0 0 165 0 0 135 ■ 0 0 135 0 0 115 0 0 105 0 0 90 0 0 100 0 0 100 0 0 105 0 0 45 0 0 60 0 0 55 0 0 45 0 0 25 0 0 50 0 0 50 0 0 400 0 0 285 0 0 225 0 0 210 0 0 180 0 0 165 0 0 165 0 0 135 0 0 125 0 0 95 0 0 105 0 0 100 0 0 100 0 0 95 0 0 50 0 0 60 0 0 45 0 0: 45 0 0 55 0 0 35 0 0 55 0 0 50 0 0 50 761 D3 •• Gbade 10p. :ount Eden 8771 2,789 12 10 \ 193 5 4 42 6 8! Bl Bl CI El C2 01 El E2 E3 D3 03 04 D4 D3 - ewton East 854 2,812 10 0 50 0 Oj 204 8 0 202 0 10 45 0 0' Dl 01 01 El 01 Dl 03 02 02 E2 E3 04 D4 Lie. 50 ..

E.—2.

Auckland.

List of the Public Schools, the Expenditure, Staff, &c.— continued. AUCKLAND— continued.

XXVIII

Expenditure for the Year. Annual Kates of Payment during Last Month of Year. Name of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S. "are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. cd Teachers' >i Salaries, in<o eluding Pupil5 teachers' Lodger; ing-allowances, S but excluding to Payments to cc3 Teachers in cd Secondary > Departments of District High Schools. OJ Maintenauce. General Maintenance, Small Additions and Alterations to Buildings. Repairs, Repainting, School Buildinj Rebuilding Worn-out Schools and Teachers' Residences. and Teachei ■s' Residences. New Buildings, New Class-rooms, Teacbers Additions, on the Staff at the End Furniture, of the Year. Apparatus, and Sites. Teachers. B p eel CO cs a 5 o o fl A a a o '55 o rH arc -Sgr* £■3-2 *„«»'.§ a ■ -3 ro ft-- 0 in b a o . h -. '£c\Hi 2 a a ° to h™** S3 id &SSS! r 0 0 H»§»3 O B14.1 en o tH rH -fl % a ,2 O en ft, P w O Teachers' House Allowances. Incidental Expenses of Schools. Eebuilding Schools destroyed by Fire. Rent. ' (4.) (5.) _ «U (7.) (8.) (9.) (12.) CU (a) : (3.i (10.) (11.) (13.) (14.) (15.) Expenditure on schools not open at 31st December, 1911 — Ararimu .. \ Paparimu.. Dacre's .. \ Ti Point .. f Hamilton H.S. Kaikinekiue Kinohaku No. 1 \ Kinohaku No. 2 ) Mangarata Manukau Heads ) Orua Bay .. Maramarua Waitakaruru J Motumaoho Mount Eden No. 2.. Okiwi Orere Owhata Paengaroa Pongakawa J" Pakaru Scoria Flat f Pukeatua .. j Horse-shoe Bush ) Tangihua No. 2 Tangiteroria \ Tangihua .. Tapuwai Te Papapa Tuhikaramea Union Collieries Waitakaruru Whitakahu £ s. d. 106 5 0 120 0 0 £ a. d.| 12 10 0 £ s. d. 5 3 6 £ s. d. 0 5 2 £ s. d. £ s. d. £ s. d. £ s. d. 1,963 4 1 £ ! s. d.| £ 22* 0 0 19 7 5 " 16 17 6 2 18 64 0 0 6 13 4 0 5 6' 12 16 4 75 0 0 81 5 0 8 6 8 302 16 6! 993 3 6| - 985 17 10 .. 30 0 - " 15 0 0 10 8 4 i' 5 0 0 13 "' " 2 4 11 13 17 6 1 13 4 52 10 0 5 4 0 46 10 0 2 10 0 i 21 15 0 2 10 0 35 16 8 3 0 0 456)' 2 0 45* 0 0 37 10 0 65 0 4 3 4 72 3 5 19 9 • 6* 10 0 6 10 0; 450' 0 0 203 19 0 ■• I I 160' 0 0i I I I I I 1

E.—2.

Tabanaki.'J

TARANAKI.

XXIX

Ixpenditure fiedFurniture unclassified Plans and supervision Tarring and sanding City and suburban school-grounds Training College 192 7 4 1,131 14 0 312 18 6 i ■• « . . 36 18 9 iO 18 13 ■ 109 18 3 j 16,233 14 3 156,842 15 0J 5,69! Totals 11,422 16 10 439 8 11 1,919 9 4 153,987 4 1 5,504 6 4 11,064 19 2| 980 18 ll

Gbadb 0. Taurakawa .. £ s. d. 34 10 0 £ s. d. £ s. d. £ s. d. £ s. a. £ s. a. £ s. d. £ s. a. Briokell, Eileen F £ s, a.j 36 0 0 £ 6 ! 8 16 2 185 12 9 I 10 Gbade 1. Aokland Hurimoana .. Tahora Kohuratahi .. Mangaehu .. Mangahume Mohskau Mount Messenger Musker's Okoke Opua Piko Puniwhakau ] 14 14 10 10 16 17 13 13 15 10 14 7 79 5 8 111 0 01 94 10 0 94 10 0 120 0 0 94 10 0 15 0 0 90 0 0 90 0 0 84 0 0 83 10 0 89 19 5 10 0 0 10 0 0 10 0 0 10 0 0 1 13 4 10 0 0 10 0 0 7 10 0| 7 10 0 9 16 3 4 9 5J 4 10 0 2 12 6 4 10 0 5 12 6! 4 10 0 11 1 2 .. I 2 15 6J 4~12 9 •' '1 10 0 6 10 0 6 10 0 * * 1 .. Maee, Eliza Bicheno, William 0... MoCartie, Mrs. Prances Nally, Delia .. I Birkett, Mrs. Emma.. I Watkin, Myra Pearson, Adeline .. j Mills, Violet Buehler, Lancelot .. Jones, Ivy A. Seccombe, Aileen Moir, May .. E2 M F F P P P F M P P P 90 0 0 108 0 0! 94 10 0 94 10 0 120 0 0 94 10 0| 90 0 0! 90 0 0 90 0 0 90 0 OJ 90 0 0 90 0 0 10 10 10 10 10 10 10 10 10 10 4 2 6 ! 5 12 6 4 2 6| 4 2 6: 3 15 0 13 18 5 0 4 6 7 4 7 14 18 0 10 7 2 10 10 0 I ! efio oj 13 - 0 0 236' 0 0 i Gbade 2. Albert Denbigh Douglas Hurlord Kahui Kent Kina Makahu Mangorei Lower Mangorei Upper Matau Newall Oeo.. Okau Pukearuhe .. Pukeho Purangi Eowan Tataraimaka Tututawa Waiongona .. Whangamomona 16 20! 29 18 17 26j 14 20 19 17 18 20 18 23 24 23 15 20 29 13 28 47 109 8 4 130 0 0 120 0 0 114 12 6 120 0 0 145 0 0 120 0 0 121 10 0 130 0 0 108 0 0 120 0 0 108 0 0 114 11 8 106 11 8 108 0 0 105 5 0 120 0 0 103 15 0 117 0 0 123 6 8 180 0 0 130 10 0 15 0 0 15 0 0 15 0 0 15 0 0! 15 0 0 15 0 0 15 0 0 6 7 6! 7 17 6l 9 0 0 [ 8 5 0, 6 15 0i 7 2 6 4 17 6! 6 7 6! 7 10 0 6 0 0 l> 15 0 6 7 61 6 9 6 ; 6 7 6 7 17 6 8 12 6 5 12 6 8 5 0 9 0 0 5 5 0 9 0 0 6 15 0 0 2 1 0 5 0 26 19 2 9 2 6 14 15 5 0 16 6 i 1 1 13* 0 0 Bunyan, Isabella Olausen, Bertha Hickey, Stella Penton, Henry C. Mackay, Annie I. Smith, Kate E. Curtis, Mrs. Emmeline Edwards, Isabel Mead, Beatrix Vickera, Mabel Winthrop, Mrs. A. E. Gassie, Jane Brereton, Mrs. M. A. Pennington, John Oartwright, Grace Carmichael, Jessie .. Hamerton, Annis E... Galvert, Agnes Turner, Edgar McMillan, Mrs. A. G. Hughes, Wilfred L. .. Mills, Stanley M. .. Price, Jessie 61 r>4 P F P M P P P P P P P P P M F F P P P M AF j J 108 0 O 1 130 0 0 120 0 0 108 0 0 120 0 O! H5 0 0 120 0 Oj 108 0 0 : 130 0 0 108 0 0 120 0 0, 108 0 0 118 15 0 108 0 0 108 0 0! 108 0 0 120 0 0! 108 0 O! 117 0 0 120 0 0 180 0 0 108 0 Oj 90 0 O 1 15 15 15 15 15 15 15 -• E2 B2 D3 13 0 0 15' 0 0 15- 0 0 0 5 11 14 9 5 0 0 14 5 10 11 15 0 8 16 6 3 14 i ■■ E3 D4 15 15 15 15 15 15 0 0 15 0 0 13 15 0 13' 0 0 6 6 0 294 16 6 Lie. 15 0 0 15 0 0 13 6 8 19 5 •• • * E3 15 15 15 ., 32 S 9 E3 D3 15 0 0 ! 516 32 16 9 17 10 0 295 15 0 15 f ■■

E.—2.

Tabanaki.

XXX

List of the Public Schools, the Expenditure, Staff, &c.— continued. TARANAKI— continued.

Name of School. Schools are entered in the order of the grades Expenditure for the Year. Names, Classification, Teachers. and Stati s of Annual Rates itf Payment during Last Month of Year. Maintenance. chool Buildinj ;s and Teachers' Residences. OS Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade *>f their joint attendance. © fl rH o CM DO © < TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings. Eepairs, Repainting. &c. Rebuilding Worn-out Schools and Teachers' Residences. Eebuilding Schools destroyed by Fire. Kent. I New Build- I ings, New Class-rooms, j. Teachers Additions, j on the Staff at the End Furniture, i of the Year. Apparatus, and Sites. 0 a CD a 3 o S3 CO CD S3 fl to CH o >■ to raw ■n® a > -- h •a S oi to a a 3 fl h tr o.„ S •3 a o o — „ r. &H CD - ® .- Z tl h h >* tit IS a a o " p - © -§1 aS toCc3 h CD O 01 rh 3 ■w (4.) (5.) (6.) (7.) (8.) (9.) (10.) (11.) (12.) <y (3.1 (13.) i (14.1 (15.) (2.) Gbade 3. Bird Carrington .. Dudley Durham Huirangi Korito ., Koru Lincoln Marco Oakura Pembroke Pohokura Punihc Raupuha Tarata Tarurutangi .. Tongaporutu Ahititi Uruti Waitui J 36 26 28 33 35 29 29 28 34 30 33 41 31 35 27 36 £ s. d. 195 0 0 150 0 0 175 0 0 160 0 0 155 0 0 168 6 8 175 0 0 150 0 0 157 10 0 155 0 0 148 10 0 135 0 0 148 10 0 140 0 0 166 5 0 165 0 0; £ s. d. 20 0 0 20 0 0 20 0 0 ... £ s. d. 12 0 0 12 0 0 12 0 0 12 0 0 12 0 0 12 0 0 12 0 0 9 0 0 12 0 0 12 0 0 12 0 0 12 0 0 12 0 0 12 0 0 9 7 6 12 0 0 £ s. d. 7 10 0 29 19 1 7 8 0 £ a. d. .. £ s. d. £ s. d. £ s. d. Berry, Amy Mildred.. Ullmer, Prederika .. Lewis, Adelaide Foster, Ivy A. Bullians, Andrew Martelli, Irene Warner, Mrs. Margaret Meston, Jane M. Wilson, Mabel Cameron, Mrs. Sarah Boyle, Thomas Ritchie, Erwin E. .. Thomas, Arthur Day, Norman D. Templer, Reginald C. Moss, Mrs. Eliz. M. .. D4 D3 D4 D4 D2 F F F F M F F F F F M M M M M F £ s. d. 195 0 0 150 0 0 175 0 0 160 0 0 155 0 0 135 0 0 175 0 0 150 0 0 155 0 0 150 0 0 148 10 0 135 0 0 148 10 0 135 0 0 150 0 0 165 0 0 £ 20 20 20 20* 0 0 16 16 2 3 0 0 0 11 9 15 19 11 15 19 5 39 14 5 •• . •■ • - 7o' 0 0 D3 C3 C4 E2 20 •• 20' 0 0 20 0 0 56" 0 0 15 10 10 13 18 6 21 15 3 1 6 10 7 15 20 20 I 20 0 0 - E4 E3 20 25* 0 0 35 154 8 4 20 0 0 10 18 9 38 9 11 6 10 0 Eggleton, Francis J... Bicheno, Eva Fraser, Johanna M 162 0 0 20 30J 27! 165 0 0 154 3 4 20* 0 0 12 0 0 12 0 0 12 1 4 7 15 0 E2 El F F 165 0 0 175 0 0 20 Geade 4. Awatuna 285 0 0 I 14 0 0 13 11 9 I Powell, Ada M. Cooper, Ethel Potts, Mary I. Rice, Hilda.. McCarty, Catharine M. Smith, Daisy Dewhirst, Mrs. ElizaM. Nisbet, Cora Winfield, Thomas B... McDermid, R. G. M. O'Rorke, Mary Stewart, Lily Sutton, Tena Turkington, Samuel.. Hoby, Dora 03 HF AF HF AF HF AF HF AF HM AF FPr2 HF AF HM AF 195 0 0 90 0 0 185 0 0 94 10 0 195 0 0 94 10 0 195 0 0 90 0 0 210 0 0 104 10 0 55 0 0 180 0 0 90 0 0 195 0 0 90 0 0 44 Bell Block .. 73 279 10 0 18 0 0 20 10 0 E3 Cardiff 53 289 10 0 16 0 0 20 6 9 25 0 0 D2 Egmont Village 47 285 0 0 14 0 0 5 3 7 El Frankley 76 369 10 0 20 0 0 77 4 9 50 0 0 02 Lie. Hillsborough 36 284 0 0 16 0 0 2 7 2 D3 • Huiakama .. 54 285 0 0 16 0 0 27 1 1 C2 -

Taranaki.]

E.--2.

XXXI

Huiroa 275 10 0 14 0 01 19 9 6 Bocook, James H. Bollinger, Mary 3 6 5 Livingstone, Hugh A. Andersen, Aileen Smith, Fanny L., b.a. Gibson, Mrs. Elsie E. Brown, William A. .. Cumberworth, Dorothy 25 0 0 Cumberworth, Fred J. Smith, Agnes 50 0 0 Thomas, Richard E... Knox, Ellie 5 13 6 MoArthur, Grace C. .. Wylie, Clare E. Tobin, Kathleen Evans, Daffyd P. Blake, Margaret Meyenberg, Arthur M. Mclsaac, Catharine M. Mason, Frederick W. Cameron, Mrs. Jessie Harrison, Jessie I. .. McGregor, Eva Stephen, Mary W. .. Lewis, Edith H. 25 0 0 Wilson, Mrs. Oney E. Wells, Alice Lilley, Helen Richmond, Bertha .. Buchler, Arthur Buchler, Mrs. Sarah.. West, Isaac M. Andrews, Elsie E. Auld, James A. Bartlett, Ivy Cowles, Sarah A. Ross, Louise Barak, Mrs. Mary C... Andrews, Ivy 333 3 9; Strachan, Mary A. .. Jemison, Winifred .. E3 HM AF HM AF HF AF HM AF HM AF HM AF HF AF FPrl HM AF HM AF HM AF HF AF HF AF HF AF HF AF HM AF HM AF HM AF HF AF HF AF HF AF 195 0 0 90 0 0 195 0 0 90 0 Q. 195 0 0 90 0 0 195 0 0 90 0 0 190 0 0 90 0 0 200 0 0 90 0 0 185 0 0 90 0 0 50 0 0 200 0 0 90 0 0 190 0 0 90 0 0 195 0 0 94 10 0 180 0 0 90 0 0 195 0 0 99 0 0 180 0 0 90 0 0 210 0 0 99 0 0 195 0 0 90 0 0 195 0 0 94 10 0 195 0 0 94 10 0 180 0 0 90 0 0 185 0 0 90 0 0 180 0 0 90 0 0 Kaimata 56 285 0 0 16 0 0 3 14 2 ci' Kaimiro Lepperton .. 62 285 0 0 18 0 0 0 5 6 B3 D5 02 63 285 0 0 18 0 0 14 16 0 Mahoe 47 289 10 0 14 0 0 17 6 8 Dl Norfolk 66 290 0 0 20 0 0 46 14 4 oi Oaonui 01 325 0 0 18 0 0 13 0 6 oi' 05 Okato 54 291 10 0 20 0 0 9 9 10 El Omata Pihama 70 285 0 0 18 0 0 5 12 0 C3 D5 E2 42 289 10 0 14 2 0 16 8 3 Pungarehu .. 38 270 0 0 25 0 0 14 0 0 4 7 0 D3 D4 Dl 25 Rahotu 73 320 0 0 \ 22 0 0 Ratapiko 55 270 0 0 14 0 0 43 13 3 D2 Stanley 50 309 0 0 25 0 0 16 0 0 El 25 Te Kiri 42, 285 0 0 I 14 0 0 3 15 o| 02 Tikorangi 64 289 10 0 i 18 0 0 0 18 11 I 02 Tuna 37 288 0 0 14 0 0 3 13 1 02 Waihi 42 270 0 0 25 0 0 14 0 0 18 4 6 7 10 0 D2 25 Warea 38 275 0 0 14 0 0 02 York 42 270 0 0 25 0 0 14 0 0 23 5 6 Dl 25 Gbade 5. Midhirst 470 0 0 28 0 0 2 11 11 25 0 0 Mail, James W. Hutcheson, Margaret Hall, Helen Vickers, Ethel 25 0 0 Sims, Arthur V. Mills, Sarah A. Keppel, Mary Gray, Alfred Bent, Ethel W. Stitt, Annie Eason, Harry A. Mackay, Mary 0. Allan, Orlanno L. Coleman, Grace L. .. Cameron, Ida Pope, George H. Henderson, Beattie M. Julian, Gladys C2 D3 HM AF FPtl FPr2 HM AF FPrl HM AF FPt3 HM AF HM AF FPt2 HM AF FPt3 240 0 0 120 0 0 55 0 0 55 0 0 215 0 0 120 0 0 50 0 0 230 0 0 120 0 0 45 0 0 240 0 0 105 0 0 240 0 0 110 0 0 50 0 0 230 0 0 110 0 0 55 0 0 110 Ngaere 80 378 0 1 22 0 0 48 4 2 D2 El Opunake 93 395 0 0 26 0 0 8 15 0 01 D4 Tariki 75 345 0 0 22 0 0 10 17 5 D2 D4 01 D4 Toko 112 400 0 0 ■ 26 0 0 7 10 0 Urenui 389 3 4 26 0 0 9 13 D2 D3 102

8.—2.

[Taranaki.

List of the Public Schools, the Expenditure, Staff, &c.— continued. TARANAKI— continued.

XXXII

Expenditure for the Year. Annual Rates of Payment durin*g Last Month of Year. Name or School. Teachers. Schools are entered in the order of the grades a> Maintenance. School Building ;s and Teach( re' Residences. in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. © tH o © rH Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Sohools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of the Year. a o A a "era eg 5 o o A CC CD 'S3 fl c o oi o CM tar» 3 as o to -asfS — t o a > e> o .3|-§So2ra IS a a ° a una i*o a m *h_a ©_ ED - © ■si rH © O to rH Q ffl (i.) (5.) (7.) (8.) (9.) (10.) ay (12.) O0 (3.) (6.) (13.) (14, | (15.) (2.) Geade 6a. Fitzroy 139 £ s. d. 455 0 0 £ s. d. £ s. d. 32 0 0 £ s. d. 0 15 0 £ s. d. £ s. d. £ a. d. £ s. d. Johnson, Oscar Ford, Norah B. I. Craig, Isabella Kirton, Muriel Dl 04 HM AF FPt2 FPt3 £ s. d. : 240 0 0 120 0 0 so o o; 45 0 0; £ Geade 7b. Inglewood 856 17 7 \ 27 16 10 267 56 10 Oi Stratford, Herbert A. Black, Bertha, b.a. .. Papps, Mary M. Black, Hilda Williams, Lorna Franklyn, Violet Tarry, Mabel Hislop, Norah Kerr .. Wyllie, Samuel Moore, Frederick W. Pearce, Elsie M. Riordan, Margaret A. Berntsen, Alberta Hunt, Blanche Robinson, Robin Fleming, Margaret .. CI B2 C2 D4 HM AF AF AF FPtl FPt2 FPrl FPtl HM AM AF AF FPt4 FPtl MPrl FPtl 280 0 0 180 0 0 145 0 0 135 0 0 25 0 0 35 0 0 20 0 0 25 0 0 285 0 0 185 0 0 145 0 0 115 0 0 55 0 0 45 0 0 50 0 0 45 0 0 Waitara 283 913 13 7 £6 10 0 131 0 11 CI C4 C2 E3 Geade 8b. West End (New Plymouth) 383 1,278 12 6 45 0 0! 70 0 0; 11 11 4 Dowling, Mrs. Mary .. Bary, Edward Mynott, Laura E. Evetts, Carvell Westrup, Agnes 0. I. O'Brien, Florence Fleming, Elizabeth .. Bayly, Gladys Mackie, Howard Wallach, Elma C2 02 El D4 C4 D4 HF AM AF AM AF AF FPfc3 FPt2 MPr2 FPt2 325 0 0 225 0 0 160 0 0 145 0 0 130 0 0 105 0 o 55 0 0 50 0 0 55 0 0 35 0 0 45 Grade 9b. Central (New Plymouth) 555 1,706 5 0 102 0 0 44 18 5 Dempsey, Hector Mcllroy, Robert, L. b.a. Sullivan, Joseph R. .. Martin, Mrs. G. E. .. Dempsey, HectorineE. CI B2 C4 El D4 HM AM AM AF AF 355 0 0 255 0 0 180 0 0 165 0 01 145 0 Ol

Taeanaki.

E.—2.

WANGANUI.

v—B. 2.

XXXIII

Rowntree, Ethel Crawford, Amy F. Wagstafi, Wilfred L... Stott, Mary Gleeson, Alice Doile, Gladys Blyth, Miro A. Western, Christina .. Arthur, Edith .. I D4 D3 AF AF AM FPt4 FPt4 FPt2 FPt2 FPt3 FPr2 130 0 0 12"0 0 0 90 0 0| 60 0 0] 55 0 0| 35 0 0j 35 0 01 45 0 0 25 0 0| Grade 9c. Stratford D.H.S. 604 1,630 10 0 104 0 0 131 16 5 713 12 0 22 17 6 Tyrer, Florence A. E. Thomas, Joseph W. .. Dyson, Stanley W. .. Hogg, Susan Beedie, Jeanie A.J... King, Eleanor M. Hart, Lilian A. Lawrence, Agnes JParli, Elsie Cuthbert, Florence .. Dewhirst, Irene Clemow, Laura Morgan, Fred. J., m.a. Bollinger, Elsie, m.a. .. Bowler, Frederick, b.a. Dl C2 El E2 D4 D4 A3 HM AM AM AF AF AF AF FPt3 FPt3 FPt2 FPr2 FPt3 Sec. Sec. See. *365 0 0 250 0 0 175 10 0 165 0 0 150 0 0 135 0 0 130 0 0 55 0 0 55 0 0 50 0 0 55 0 0 45 0 0 Expenditure on school not open in December, 1911 — Kotare Expenditure not sifiedApparatus.. Advertising Carriage Hyloplate Overseer Workshop Plant Furniture Overpay Insurance.. Sundries 8 0 0 1 15 11 109 19 1 7 9 6 4 5 5 51 19 5 158 10 10 68 0 8 32 4 6 13 10 10 15 11 1 4 10 0 12 9 •■ •' ■■ '' -» Totals .. 23,877 15 0 23,805 1 4 657 7 5 1,434 17 2 1,780 6 i\ 713 12 0 133 3 6 1,755 11 8 67!

Gbade 0. Bluff Road .. Ngaturi Omoana Tauangatutu Te Awa Watershed Road Whareroa 9 7 2 5 7 8 4 & s. d. 31 0 0 48 0 0 12 0 0 29 3 4 37 10 0 47 1 11 18 0 0 & s. a. & s. d. 17 9 3 18 4 11 4! 0 8 91 £ s. a. £ s. d. £ s. d. & s. d. Beard, Catherine Cameron, Annie Browning, Lily .. i Hansen, Beryl .. | Wildbore, Kathleen .. Orr, Adriene M. Livingstone, Isabella \ F F F F F ! £ s. d.i 48 0 0 48 0 0 12 0 0 30 0 0 36 0 0 48 0 0! 24 0 0i & .. 2'l5 5 313 o|

List of the Public Schools, the Expenditure, Staff, &c.— continued. WANGANUI— continued.

E.—2.

Wanganui.

XXXIV

Name of School. Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Rates lof Pa; ment during'Last' Month of Year. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. -r, h a o >i CD o ic a h 9 TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. School Buildinj Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. and Teachers' Residences. • Rent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. a 9 co cs OS 5 o o S3 9 CD to S3 fl o co O CM o r*>!2 veto' te" So o fl oi -3 tan -£ -r. CD ™ > r- O Ooi to a 9 3 a te-fl ta -1 ta .0 £ CD -w A u C3D S a a o " p £a£*oi°'S VnCH 2 e3 fl Hi cc O 03 ■*=>; CO - © ■Si <x>A u © w o Teachers' House Allowances. Incidental Expenses of Schools. Teachers on the Staff at the End of the Year. (4.) (fi.) (7.) (8.) (9.) (10.) (!!■> (12.) (1.) ' (3.) (5.) (IS.) (14.) (15.) (35 Geade 1. Ararata Coal Creek .. Karewarena.. Kaukatea Komako Livingstone .. Longacre Valley Main South Road Makaka Makohau Mangaeturoa Mangamahu Mangara Mangawhio .. Manui Marohema .. Moawhango .. Mount Curl .. Ohutu Orangimea .. Otairi Porewa Pukekaha Pukeroa Rataiti Rotokare Tangiwai Tararua Taumatatahi Upper Kawhatau West Rangitikei Whakamara.. 11 9 12 8 9 10 15 13 14 10 9 11 10 11 12 6 9 14 12 10 13 8 16 16 12 16 8 10 15 13 10 14 £ s. d. 125 0 0 90 0 0 90 0 0 77 8 3 90 0 0 106 6 8 110 0 0 90 0 0 90 0 0 90 0 0 90 0 0 104 15 3 90 0 0 94 10 0 90 0 0 94 10 0 86 12 3 106 10 0 112 10 0 72 0 0 90 0 0 87 16 5 90 0 0 91 17 6 90 0 0 108 0 0 90 0 0 90 0 0 94 10 0 108 0 0 22 10 0 90 0 0 £ s. d. 10 0 0 10 0 0 a 12 0 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 9 19 10 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 9 12 6 10 0 0 10 0 0 5 0 0 10 0 0 £ s. d. 5 7 11 4 5 5 4 3 9 3 15 0 3 11 3 5 18 4 15 0 4 7 1 5 17 1 4 10 5 13 4 4 17 1 3 9 7 4 7 1 4 0 10 3 5 51 4 11 s! 5 7 111 £ s. d. 3 0 0 7 5 10 17 9 0 10 10 0 5 13 6 1 14 8 10 18 9 £ s. A. .. " I •• I • I £ s. A. £ s. d. .. " ■• •■ -- £ s. d. 6 5 0 Rockel, Felix E. S. .. Burns, Arthur S. Cameron, Rae G. Herlihy, Evelyn Blake, Adelaide Blair, Norman McCarthy, Adelaide .. O'Donnell, Edward P. Benton, Charlotte Woodley, Ernest G. .. Milligan, Maude Windle, Arthur J. .. Simpson, Joan Perry, Florence E. .. McLean, Olive C. Annabell, Violet Horner, Edward O. .. MacLean, Annie H. .. Macfadzean, John Blennerhassett, Annie Flyger, Doris I. West, William E. .. Neilson, Leslie R. Phillips, Charles E. .. Earie, Margaret VVrightson, Richard W. Nicol, Alfred C. Macrae, Roderick Smith, Ida D. T. Deighton, Emily S. .. Lambert, Daisy Anthony, Annie M. .. D4 D4 M M M F F M F M F M F F F F M F M F F M M M F M M M F F F F £ s. d. 125 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 105 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 94 10 0 90 0 0 94 10 0 90 0 0 108 0 0 112 10 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 108 0 0 90 0 0 90 0 0 94 10 0 108 0 0 90 0 0 90 0 0 £ 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 6 9 4 I ■ 4 5 5 1 3 14 7 5 18 9 4 15 5 3 15 10 5 7 11 4 7 1 4 13 9 8 9 7 4 16 8 4 2 1 .. •' • 0 10 6 6 16 7 •■ 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 2 10 0 2 15 6 I " I 6 19 6J • .. 10 10 10 10 10 10 10 10 10 2 12 6) 0 8 9 •• I 1 25 0 0 47 9 4 I Geade 2. Awahou Awahou South Brownlee Clydesdale .. ■23 14lS 23 145 0 0 168 6 8 112 10 0 117. 0 0 15 0 0 15 0 0 15 0 0 9 18 9 8 5 0 7 0 10 7 12 1 5 11 2 ArmitroDg. Rich. E... Scott, Helen I. S. Berry, Laxton G. Russell, John W. E3 D3 M F M M 145 0 0 135 0 0 112 10 0 117 0 0 15 15 15 2 18 8 25* 0 0 I I

Wanganui.

E.—2.

XXXV

Denlair Dunolly Greatford Hinau Kaheke Kaitieke Kakariki Kawhatau .. Kohi Makotuku .. Mangamingi Mangarimu .. Mars Hill .. Matarawa Meremere Ngawaka Opaku Orautoha Owhakura Pakihikura .. Pipiriki Pohonui Poukiore Pukeokahu .. Raukura Riverlea Riverton Rongoiti Ruahine Spur Road .. Table Flat .. Tapuae Tiriraukawa.. Tokaora Umutoi Valley Road.. Waiata Waitohi 16 21 18 19 17 15 25 19 17 28 28 15 20 20 23 16 16 17 16 11 17 18 14 17 33 20 24 17 14 21 23 19 22 19 22 16 121 5 0 133 0 1 145 0 0 112 10 0 145 0 0 112 10 0 130 0 0 129 0 0 120 15 10 127 2 6 119 8 4 112 10 0 125 0 0 135 4 7 112 3 4 135 15 0 125 0 0 108 0 0 122 2 6 105 0 3 98 18 2 108 0 0 112 5 0 135 0 0 150 0 0 145 0 0 106 15 4 112 10 0 126 0 0 108 0 0 136 10 10 117 5 0 112 10 0 121 10 0 110 5 0 112 10 0 126 8 7 145 0 0 15 0 0 15 0 0 15 0 0 15 0 0 15 0 0 15 - 0 0 15' 0 0 1312 3 15 0 0 13 11 1 13 11 9 15 0 0 6 10 0 7 5 10 8 3 4 6 12 11 7 13 9 7 4 2 8 7 6 6 2 6 7 7 1 8 9 2 8 17 1 7 4 2 8 14 2 5 17 6 8 12 6 8 14 2 6 12 11 6 14 7 9 2 1 6 9 7 6 5 0 6 5 0 7 13 9 6 14 7 7 7 1 8 6 3 6 16 3 6 0 5 8 4 7 7 3 9 7 6 3 7 17 1 7 19 7 6 12 11 8 5 10 8 17 1 7 7 1 6 8 4 130 16 19 5 15 15 0 15 0 • •• i' 6 11 21 3 2 17 0 0 ■• I 12' 5 0 3 0 0 •• .. 2 6 6 15 4 0 19 12 11 •• -■ • 12 0 0 •• •■ 1618 4 51 13 101 417 2 0 Ross, Adelaide W. Armstrong, Robert .. Laird, Emma P. O'Donnell, Ada R. .. Powle, Una W. Ratlifi, Arthur J. Shepherd, Ellen M. J. Williamson, Rod. J. .. Murray, Norman H... Lock, Albert D. Eggers, Mabel Carson, Frederick G. Lassen, Mary Christie, Elizabeth .. Curry, Matthew G. .. Jarratt, Herbert Gilbert, Eliz. A. J. .. Sellars, Arthur T. C. Lock, Henry W. Cameron, Lily 1. Thomas, Gerald H. .. Gilligan, William F. Turner, Marion Sunaway, Edith H. .. McColl, Anne C. Ewart, Edmund O. .. Persse, G., M.A., LL.B. Maclean, Allan H. .. McCann, Thomas J. .. McKenzie, John B. .. Bousfic Id, Arthur M... Horneman, Flora M. Coddington, Edward G. Bretherton, Joseph E. Baker, Edward S. Crandle, Henry E. Harre, Horace R. Baron, AliceM.M., m.a. D4 Lie. E2 E3 D3 Lie. Lie. 03 E3 Lie. E3 C4 F M F F F M F M M M F M F F M M F M M F M M F F F M M M M M M M M M M M F 120 0 0 118 15 0 145 0 0 112 10 0 145 , 0 0 112 10 0 130 0 0 108 0 0 123 10 Oi 128 5 0; 108 0 0' 112 10 0| 125 0 0; 135 0 0: 108 0 0 1 137 10 0! 125 0 0 108 0 0 117 0 0 120 0 0 108 0 0 108 0 0 108 0 0 135 0 0 150 0 0 145 0 0 108 0 0 112 10 0 128 5 0 108 0 0 137 15 0 120 0 0 112 10 0 121 10 0 108 0 0 112 10 0 135 0 0 145 0 0 15 15 15 15 15 15 15 15 15 15 15 15' 0 0 li' 9 3 15 0 0 25 5 0 0 7 0 1 6 11 9| 15 2 0 E3 E3 D3 15 15 15 4 6 6 6 10 4 0 3 6 62 3 0 0 4 5 Lie. 15' 0 0 15 0 0 Lie. D3 15 15 15 0 0 15 0 0 15 0 0 15 0 0 174 15 4 010 4 26 9 7 13' 5 0 18' 13 5 15 15 15 15 •• B2 Gbade 3. Beaconsfield.. Fraser Road.. Hihitahi Hiwinui Horopito 32 35 29 22 47 160 0 0 159 3 4 92 12 6 195 0 0 208 8 4 13 14 5 3 19 7 20 0 0 11 8 9 11 8 9 5 4 8 10 3 9 10 8 4 13 16 3 5 2 3 8 0 7 3 10 4 113 18 6 Stables, Mary Kendall, Gertrude Davie, Frederick W... Thurston, Daniel P... Bell, George M. Woodward, Guy F. .. Rockel, Max E. C. Broad, Rowland P. .. Harper, Arthur S. .. Belton, Joseph Howell, Frank G. .. Howie, Elizabeth A... Small, Gilbert J. Smith, Gerald D. Bates, Cyril P. Henderson, Douglas D. Jenks, Francis L. Hansen, Mary Grant, Mary A. Braik, Peter McCosh, Samuel D. .. Browning, Claude A... Honore, Abraham T. E2 E2 F F M M HM AM M M M M M F M M M M M F F M M M M 160 0 0 150 0 0 135 0 0 195 0 0 155 0 0 90 0 0 150 0 0 150 0 0 135 0 0 165 0 0 139 10 0 180 0 0 150 0 0 139 10 0 135 0 0 142 10 0 180 0 0 155 0 0 155 0 0 135 0 0: 175 0 0 150 0 0 155 0 0 20 398' 19 3 C2 D3 181' 3 7 20 Jackeytown .. Kiwitea Manutahi Mata Mount View.. Newbury Parawanui .. Raumai Rewa Stanway Taoroa Te Roti Tiritea Tokorangi Upokongaro .. Utuwai Waipuru 31 28 30 28 33 41 2S 31 28 33 1(3 30 26 34 35 28 32 157 18 0 153 9 6 143 6 8 165 0 0 139 10 0 180 0 0 150 0 0 139 10 0 135 0 0 142 10 0 180 0 0 154 13 0 155 0 0 152 14 0 175 0 0 146 17 6 155 0 0 20' 0 0 20* 0 0 11 8 9 11 8 9 11 8 9 11 8 9 11 8 9 11 8 9 11 8 9 11 8 9 10 18 4 15 8 9 10 15 0 11 8 9 11 8 9 11 8 9 11 8 9 11 0 0 11 8 9 2 6 8 4 18 3 2 11 4 15 10 8 23 5 8 12 13 0 2 0 8 i •• 5919 0 42 5 6 04 D4 C3 E2 D3 20 20 10 8 Lie. C4 D3 C2 26' 0 0 20 0 0 i' 7 6 5 12 0 ■• 2711 0 20 20 26' 0 0 20 0 0 6'l3 4 E2 D4 C4 5 6 10! 03 4 20 I •• ••

E.—2

Wanganui.

XXXVI

List of the Public Schools, the Expenditure, Staff, &c.— continued. WANGANUI— continued.

Expenditure for the Year. Names, Classification, Teachers. ,nd Stati is of Annual Rates ol Payment during Last Month of Year. Name or School. Schools are entered in the order of the grades ir. +V,a Cl.l,^nl a nf <-.ll» 1— I Maintenance. School Buildings and Teachers' Residences. Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. © © A rH O CrH © If rH © > TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of the Year. .0 CO a O o o A ta CD CD S3 H* a a o o ce" S fl S fl CO r. CD'HA cd a f> -- 0 flO j "" CS CD S "S a a o " a O ai-p* m . © ID O ©3 U © fa 3 ffi (4.) (5.) (6.) (7.) (8.) (IO) oy (12.) (15.) (1.) (3.) (13.) I (U.) (2) (9.) Gbadb 4. Alton Auroa 31 58 £ s. d. 191 17 1 275 0 0 £ s. d. £ s. a. 12 5 0, 15 5 0j £ s. d. 16 15 0 7 0 10 £ s. d. £ s. d. £ s. d. £ s. d.; •• Best, Thornton R. .. Barrowolough, Alfred E., M.A. Harris, Margaret Ritchie, Thomas R. .. Campion, Mary E. .. Booth, Atwood W. .. McEwen, Malcolm R. Pigott, Bessie Shortall, Mary E. .. Mahony, Ella M. Swinbourn, Wm. A. .. Palmer, Catherine D. Relling, Thorsten F... Kerslake, Ida Gibbs, George W. Fowler, Ruby M. Bailie, James Duffy, Elizabeth M. .. Mackay, Duncan H... Mahony, Florence N. Mahony, Florence N. Clinton, Lily Martin, Donald Lynch, Elizabeth Lyall, George A. Findlay, Ida Curteis, William A. .. McClure, Bertha C. .. Curteis M. .. Liggins, Charles W. .. Smith, Jemima Harre, John Piercy, Mabel H. CoUingwood, Edith .. Stagpoole, Thomas .. Molloy, Ellen 0. Whalley, George E. .. Duncan, Emily D3 AI M HM £ s. d. 180 0 0 185 0 0 £ Brunswick .. Carnarvon .. Cheltenham.. Colyton Crof ton Fitzherbert East Glen Oroua .. Hurleyville .. Kai Iwi 36 31 47 42 66 45 51 40 44 270 0 0 184 13 4 281 3 7 291 5 0 282 15 5 285 7 6 297 2 9 271 8 10 290 16 8 25 0 0 25 0 0 19 16 6 25 0 0 14 8 9 12 5 0 17 17 10 15 5 o| 18 5 0 15 5 0 16 4 6 15 5 0 15 5 0 3 6 5 1 10 0 31 14 6 2 10 0 11 5 0 18 6 4 10 1 418 14 6: D4 D4 C2 El C2 D2 D3 El D2 D4 D4 AF HM AF M HM - AF HF AF HM AF HM AF HM AF HM AF HM Subs. AF Subs. HM AF HM AF HM AF Subs. HM AF HM AF FPrl HM AF HM AF 1 1 90 0 0 180 0 0 90 0 0 180 0 0 190 0 0 90 0 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 90 0 0 185 0 0 90 0 0 195 0 0 100 0 0 195 0 0 94 10 0 195 0 0 90 0 0 195 0 0 95 0 0 210 0 0 90 0 0 195 0 Ol 90 0 Oj 20 0 0 195 0 0: 90 0 0' 195 0 0 90 0 0 25 25 25 Kairanga 289 10 0 19 4 6 1 12 8 198 6 7 El 62 Kaitoke 46 295 17 2 15 5 0 2 3 4 Dl Kakaramea .. 51 318 14 2 15 5 Oi 6 7 11 02 D4 Kapuni 61300 0 0| 19 4 6! i 36 4 11 I " I C2 Kelvin Grove 49' . I 302 12 5 15 5 0 26 6 7 Dl Linton 53 541 289 10 0 19 4 6 31 6 8 2 12 2 D2 Makino Road 287 12 5 15 5 0 5 14 9 •• C2

Wanganui

E.—2

XXXVII

Makowhai .. Mangaonoho Matapu Mataroa Maxwell Mokoia Momohaki . ." Moutoa Obakea Ohangai Ohingaiti Okoia Oroua Bridge Oroua Downs Otakeho Pohangina .. 331 38 45 38 47 42 55 46 51 46 65 53 76 48 60 64 302 10 0 295 0 0 304 10 0 214 3 4 300 0 0 307 7 8 290 0 6 280 0 0 300 0 0 275 0 o! .300 18 0J 285 0 0 293 11 8 280 10 0 285 0 0 304 10 0 25 0 0; 2 18 25 0 0 15 5 0 15 9 0 16 4 6 12 5 0 19 4 6 15 5 0 15 5 0 15 5 0 15 5 0 15 5 0 19 17 0 15 5 0 22 2 0 19 4 6 19 4 6 19 4 6 3 0 0 11 8 0 33 9 6 1 10 0 4 0 0[ 1 17 2 9 6 0 21 15 10 0 14 6 4 14 2 30 10 1 3 18 7 79 10 10 22 9 11 Browning, Joseph Sampson, Eileen N. .. 28 9 10 McConnachie.C, m.a. Pitcher, Susan M. E... Crabbe, Norman J. .. Huston, Grace L. Kennedy, Aileen J. .. McAuliffe, Thomas B. Hills, Charles C. Piercy, Florence M. S. 21 0 9 Williams, Henty M. .. Simmons, Olive L. .. j Bartlett, Alice G. Hamerton, Isabella D. 1 6 10; Galland, James Russell, Janet I. j Gabites, Frederick G. Bailey, Mary M. 24 2 8 Lewis, Percy G. Murphy, Nellie Stansell, William F... Brookes, Violet E. .. Clayton, John C. Mansen, Alice Lyall, Henry Tonks, Myrtle E. 0. .. Raikes, Francis C. .. McKenz'ie, Florence .. 31 10 0 Honore, Jacob Johnston, Annie Murdoch, James M. .. Crawford, Evelyn H.M. 179 1 2 McKay, Farquhar J. Taylor, Gladys D. .. Keane, Margaret V. .. Campbell, Fernly C. McChesney, Winifred Roache, Patrick H. .. Young, Isabella Overton, George E. .. Day, Agnes H. Stewart, Alexander A. Walsh, Mary Walters, Edward H... Kelly, Lucy Lanyon, Harriet B. .. McDonnell, Johanna M. Gibson, Helen F. Cook, Olive M. Goldsbury, Alfred Wilson, Kathleen 184 9 3 Evans, Albert H. .. Campbell, Marie Bowater, Harold R. .. MoGonagle, Caroline M. Goldsbury, Montague Bootten, Janie L. Hewlett, Henry 0. .. West, Auita M. Kelly, Elizabeth J. .. Tylee, Olive .. ' D3 C4 Bl D4 Dl D3 02 E3 Dl D5 CI D3 C2 02 D3 D2 01 D2 Dl 02 El 01 HM AF HM AF HM AF HF MPrl HM AF HF AF HF AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF FPc2 HM AF HM AF HM AF HM AF HM AF HF Subs. AF F HM AF HM AF HM AF HM AF HM AF HF AF 185 0 0 120 .0 0 190 0 0 105 '0 0 210 0 0 94 10 0 185 0 0 50 0, 0 190 0 0 110 0 0 195 0 0 105 0 0 195 0 0 105 0 0 190 0 0 90 0 0 195 0 0 105 0 0 185 0 0 90 0 0 210 0 0 90 0 0 195 0 0 90 0 0 210 0 0 90 0 0 195 0 0 90 0 0 195 0 0 90 0 0i 210 0 0 94 10 0 210 0 0 95 0 0 50 0 0 190 0 0 90 0 0 195 0 0 94 10 0 180 0 0 90 0 0 162 0 0 94 10 0 210 0 0 90 0 0 25 25 25 Rangataua .. 103 339 6 1 22 7 6 10 0 0 03 D3 Rangiwahia 45 280 0 0 15 5 0 6 12 0 C2 Rata 55 287 1 2 20 8 6 4 9 8 01 Raurimu 47 221 7 6 25 0 0 12 5 0 2 17 8 03 Rawhitiroa .. 40 256 10 0 14 8 9 17 0 0 Sanson Silverhope .. 52 38 300 0 0 285 0 0 10 8 4 19 4 6 15 5 0 7 7 6 3 10 0 41 9 9 C2 D4 Dl D2 C4 195 0 0 South Makirikiri Stoney Creek 28 37 192 15 01 292 5 2 25' 0 0 12 5 0 15 5 0 1 13 6 30 16 3 E2 90 0 0 162 0 0 195 0 0 90 0 0 185 0 0 90 0 0 210 0 0 90 0 0 180 0 0 90 0 0 215 0 0 90 0 0 180 0 0 90 0 0 25 25 25 Taikorea 41 275 0 0 15 5 0 14 0 0 E2 Taonui 60 300 0 0 19 4 6 0 9 0 B2 D5 D2 Torere 45 272 5 0 25 0 0 15 5 0 2 10 2 Turakina 70 305 0 0 21 3 6 18 7 3 A2 Turangarere 48 270 0 0 25 0 0 15 5 0 18 0 0 2 0 0 E3

List of the Public Schools, the Expenditure, Staff, &c.— continued. WANGANUI— continued.

E.—2

[Wanganui.

XXXVIII

Expenditure for the Year. Annual Rates <fcf Pa; mentjduring Last* Month of Year. Name or School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S. "are eatered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. Teachers. H h a CD ta to ra a h to Maintenance. 'Chool Buildii igs and Teachers' Residences. TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and TeachersResidences. Rebuilding Schools destroyed by Fire. Rent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of the Year. a CO to a 5 o S3 ti CD CD A a a o Ol O O \f'% COrQ te" a" AS •a ad «ciiS fl fl ii 'HV-ri fl ota fi o~fl I&S3 to -, CD .9 £ O -c3 fl Z bO S a a ° a a ■ a "3 is- 13 - 0 O cc ■+= * ca - CD tH © B (1.) (4.) (5.) (6.) (7.) (8.1 (9.) (10.) (11.) (12.) (2) (3.) (15.) (13.) (14.) Gbade 4— continued. Umumuri 46 £ a. d. 130 19 9 £ s. d. 17 3 1 £ s. d. 6 19 7 £ s. d. 2 2 7 £ s. d. £ s. d. £ s. A. 5 10 0 £ S. d. 1 15 6 £ s. d. 162 0 0 90 0 0 195 0 0 100 0 0 ■ 200 0 0 90 0 0 195 0 0 90 0 0 20 0 0 195 0 0 103 10 0 195 0 0 94 10 0 210 0 0 100 0 0 195 0 0 100 0 0 £ 25 Upper Tutaenui Waitotara Waituna West Wangaehu 49 61 37 38 295 0 0 290 0 0 302 18 3 289 4 11 4 3 4 15 5 0 19 4 6 15 5 o' 15 5 OJ 4 9 3 I " 7 19 4 48 3 10 222 11 3 Palmer, Arthur F. .. Phillips, Catherine R. Parkinson, Johan J. .. Dowling, Nina A. Matthews, Howard .. Hogan, Gertrude M... Haydon, Thomas B... Wiiletts, Elizabeth .. Guylee, Madge Walker, Louis J. Murtagh, Emma Anderson, Roy Coomber, Olive M. .. O'Reilly, John J. McCulloch, Margt. M. Cheyne, Jemima Cleary, Ethel M. El D4 D2 D2 D2 HM AF HF AF HM AF HM AF FPrl HM AF HM AF HM AF HF AF Warrengate 59 289 10 0 18 5 0 7 11 4 C2 Westmere 58 310 0 0 25 0 0 19 4 6 ! 8 5 0 Dl D4 El D4 25 Whenuakura 39 291 5 0 15 5 0 13 16 1 Geade 5. 385 9 7 24 6 0 10 8 2 Apiti 104; Matthews, James Jamieson, Laura Guy, Lily Rogers, Edward H. .. Foote, Violette Espiner, George H. .. Ray, Lydia Maud Crabb, Edna Oliver, Eunice R. Smith, William Gebbie, Margaret E. .. Jones, Ivy A. Robson, John T. Cartwright, Eliz. J. .. Henderson, Aileen M. Matheson, Peter King, Johannah King, Eileen Astbury, Henry E. .. Brown, Alexandra M. Dl D4 HM AF FPt2 HM AF HM AF FPt2 FPrl HM AF FPt3 HM AF FPt3 HM AF FPt2 HM AF 230 0 0 110 0 0 35 0 0 230 0 0 94 10 0 240 0 0, 120 0 0! 50 0 0 50 0 0 230 0 0 110 0 0 55 0 0 240 0 0 115 0 0 55 0 0 240 0 0 105 0 0 50 0 0 240 0 0 115 0 Oj Awahuri 344 13 1 24 4 2 4 18 5 El 72 Bunnythorpe 113 454 9 3 28 19 6 61 9 3 Cl' D4 Castleoliff 104 395 0 0 30 0 0 27 19 6 Dl D3 30 Halcombe .. 98 410 0 0 24 6 0 7 14 5 [ I I 02 03 Kaponga 1141 394 4 3 28 19 6 20 0 11 269 10 10 Dl E3 Kimbolton 355 0 0 20 3 6 0 15 0 77 02 D4

E.—2.

Wanganui.

XXXIX

Lorjgburn 370 16 4 4 14 12 10 0 Hankin, Fredk. S. M. Jamieson, Catherine.. AUwright, George E... Bindon, William H. V., M.A. Loudon, Mary Barleyman, Edythe M. Ansell, Marion Nairn, James Hall, Amy Hilles, Agneta Slipper, Thomas B. .. Griffiths, Williamina Loftus, Mabel Gould, Sidney H. .. Mitchell, George W. Cody, Ellen M. King, Norah Innes, Thomas Hunger, Mary A. Graham, Alan Hird, William E. .. West, Martha C. Shaw, Lilian Kime, Percy, m.a. Frayne, Lenora J. Hostick, John B. Evans, Edna A. Anderson, Bonfacius Aris, Frances M. D4 ; AF MPrl Bl i HM Manaia 420 17 0 452 7 1 105 0 0 50 0 0 215' 0 0 117 22 16 0 El AF FPt2 FPrl CI HM AF FPtl Dl ; HM D3 ! AF FPrl MPt3 CI HM D4 AF FPtl 01 HM 02 AF MPc3 Bl HM D4 AF FPt3 AI HM 04 AF MPtl FPr2 D2 HM Lie. AF 120 0 0 50 0 0 50 0 0 240 0 0 94 10 0 45 0 0 220 0 0 110 0 0 20 0 0 55 0 0 240 0 0 105 0 0 25 0 0 220 0 0 120 0 0 55 0 0 240 0 0 110 0 0 45 0 0 240 0 0 110 0 0 45 0 0 55 0 0 240 0 0 99 15 0 Mangatoki 390 3 2 24 6 0 8 19 0 87 Mosston 96 403 17 5 30 0 0 23 17 0 8 13 6 199 2 1 5 0 0 230 0 0 30 Normanby 117 385 19 4 32 10 0 15 7 8 Okaiawa 88, 395 0 0 24 6 0 11 14 10 " Raetihi 121 395 0 0 I 27 19 6 12 5 6 Rongotea 1121 451 11 5 •' 30 19 6 68 9 2 Utiku 81 337 11 3 22 3 6 1 10 8 Gbade 6a. Ashhurst 146 532 0 6 28 19 6 16 18 5 Buchler, Arthur 0. .. McDonnell, BediliaM. Sorensen, Ivy Tucker, Leonard E. .. Dons, Emily Gray, Joseph H. Bailey, Wenonah King, Gwendoline Broughton, Sydney .. Thomas, Wm. W., b.a. Bowater, Charles H. T. Tuffin, Margaret S. .. Andrew, Sarah T. Field, Margaret Olberg, Olive G. Prideaux, Lucy H. .. Ironmonger, Ed. L. .. Yortt, Caroline E. Day, Esther M. Woolford, Florence .. Adams, William Edwards, Ernest Arthur, May McCormick, May Blyth, Thomas A. .. Gillman, Winifred M. Carmodj', Margaret .. Oliver, Selina R. Nicol, Ethel V. Dumbleton, Ruby E. CI HM El AF FPr2 .. I MPt3 .. | FPt2 Dl HM C4 I AF .. i FPt3 .. i FPtS B4 Sec. Dl | HM D2" j AF .. AF .. j FPt3 .. j FPr2 .. | FPt2 Dl HM C2 AF D4 AF FPrl Dl HM E3 AM AF FPr2 E2 HM D4 AF AF C5 AF PPt3 FPtl 250 0 0 125 0 0 55 0 0 55 0 0 50 0 0 *255 0 0 120 0 0 45 0 0 45 0 0 Bull's D.H.S. 145 467 10 0 28 19 6 47 15 3 4 10 0 Gonville 210! 570 0 0 35 0 0 34 6 0 41 18 0 577 13 3 240 0 0 125 0 0 90 0 0 45 0 0 25 0 0 50 0 0 255 0 0 135 0 0 105 0 0 50 0 0 245 0 0 145 0 0 90 0 0 55 0 0 245 0 0 120 0 0 90 0 0 90 0 0 55 0 0 45 0 0 35 Hunterville 543 15 0 28 19 6 36 5 0 150| Mangaweka 130| 545 16 8 32 5 6 12 12 0 29 9 8 Ohakune and side school 631 15 4 35 0 0J 34 6 0 8 19 5 46 10 0 35 196

E.—2.

[Wanganui.

List of the Public Schools, the Expenditure, Staff, &c.—continued. WANGANUI— continued.

Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Rates of Payment during. Last Mdnth of Year. Name oi- School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. The letters " D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, ind inserted in the grade of their joint attendance. 3 © A tH h to Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. School Buildings and Teachers' Residences. Rebuilding Worn-out Schools and Teachers' Residences. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. d o a CO a 5 o o S3 a CD CD A a fl p A "en O o f-.cn race a to -Ssr-S CD a C> > -i •a a ri » a S3 " S a d o a lx,o Ei o§,g M *-S3 to. rH fl <uA tH © o Teachers' House Allowances. Incidental Expenses of Schools. Rebuilding Schools destroyed by Fire. Rent. Teachers on the Staff at the End of the Year. (4.) (5.) (6.) (7.) (8.) (9.) (10.) (11.) 02.) 03 (3.) (13.) I (14.) (15.) (2) Gbade 6a — continued. Waverley £ s. d. 500 5 11 £ s. d. £ s. d. 30 5 6 £ s. d. 29 11 0 £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. 265 0 0 125 0 0 60 0 0 35 0 0 £ 159 \ Banks, James Thompson, Lydia C.. Olemanoe, Alice E. .. Wybourne, Kathleen Dl 03 HM AF FPtl FPt2 Gbadb 6b. Patea D.H.S. 163 513 6 8 •• 35 2 6 27 9 5 | Robbie, George A. I Lavery, Catherine .. | Beamish, Olive M. .. I Beamish, Marion G... Roots, Arthur Johnson, John Bl D2 B4 HM AF FPt4 FPr2 MPt2 Seo. ♦245 0 0 135 0 C 55 0 0 25 0 0 50 0 0 Gbade 7a. Aramoho 202 882 12 5 43 4 6 69 5 51 Law, James K. Marshall, James E. .. Barkley, Ethel I. M.M. Lock, Gertrude J. Caiman, Gordon J. .. Fergusson, Catherine Harrison, Ethel E. .. ; Stewart, Harry C. Trevena, Albert J. .. Walton, Margaret C... Carthew, Evelyn M... Gray, Laura Deroles, Violet 329 0 9 Andrew,WilliamJ., m.a. Jannings, Frederick C. Carson, Annie M. .. ! Siddells, Ethel M. .. j Andrew, Hazel J. j Giblin, Vera .. I CI C2 E2 E3 Dl D2 D2 D4 Bl 02 D2 D4 HM AM AF AF MPt4 FPtl FPrl HM AM AF AF FPt4 FPt2 HM AM AF AF FPt4 FPc2 275 0 0 205 0 0 150 0 0 135 0 0 55 0 0 45 0 0 20 0 0 285 0 0 195 0 0 145 0 0 110 0 0 60 0 0 50 0 0 270 0 0 180 0 0 135 0 0 125 0 0 55 0 0 35 0 0 Lytton Street (Feilding) 244 857 10 0 40 0 0 34 2 6 6 4 5 40 Wanganui East 249 805 0 0 40 0 0 41 12 0 13 3 6 16 13 4 40 Gbade 7b. Marton D.H.S. and side school 862 18 8 51 16 1 ! Ryder, Robert B. .. Train, Arthur D. N. McDonald, Alison j Gordon, Jane Y. i Ewing, Ellen j Meads, Rachel Macdonald, John A. .. j Lyne, Ctiris. J., b.a... Bl E3 El D2 El B2 HM AM AF AF AF FPt2 MPt2 Sec. •270 0 0 195 0 0 150 0 0 130 0 0 90 0 0 50 0 0 35 0 0 314 211 8 10J 3 0 0j • ■

Wanganui.

XLI

E.- 2.

vi—E. 2.

Wanganui (St. John s) t. in's) 230 17 5 O'Bjien, Lucy M. .. Blennerhassett, Emily Clemance, Winifred M. Gage, Bessie Williams, Margaret A. Ker, Grace Speight,, Irene E2 03 D3 HF AF AF AF FPt2 FPt3 FPtl 225 0 0 146 0 0 125 0 0 120 0 0 50 0 0 55 0 0 45 0 0 40 - Gbadb 8a. Eltham D.H.S. .. " •• 312 1,092 12 5 60 16 5 30 19 6 180 4 11 184 7 3 Thomas, Taliesen Lightbourne, R. 0. D. Jenkinson, Margaret B. Rocked, Dulcia M. .. Phillips, Annie A. Anthony, Ida M. McLeod, George M. .. Barkla, Beatrice M. .. Dabinett, Stella E. .. Jackson, Herbert W... Jackson, Percy G. Gabites, Herbert F. .. Wanklyn, Grace Smith, Elizabeth C. L. Wilson, Arthur L. Jamieson, Ellen G. .. Bartlett, Eileen Davey, George H. .. 676 17 6; Thurston, James F. .. Thompson, Alfred W. Park, Peata H. Rhodes, Mabel Carmody, James Tansey, Olla Anderson, Caroline G. Williams, Mary E. .. McAulifie, Ethel Poole, Samuel J. 184 7 3 CI D2 E2 D3 C5 HM AM AF AF AF FPt3 MPt2 FPr2 FPt2 Sec. HM AM AF AF AM FPt3 FPtl MPt4 HM AM AF AF AM FPt3 FPt3 FPt3 FPr2 Sec. i •310 0 0 210 0 0 150 0 0 135 0 0 90 0 0 55 0 0 35 0 0 55 0 0 50 0 0 310' 0 - 0 210 0 0 150 0 0 135 0 0 114 0 0 55 0 0 45 0 0 60 0 0 *310 0 0 210 0 0 135 0 0 121 10 0 100 0 0 55 0 0 55 0 0 45 0 0 25 0 0 Foxton 58 12 3 B3 CI C2 E2 D3 Lie. 291 1,074 10 1 208 6 10 Taihape D.H.S. and side school \ 341 1,052 0 0 84 2 8 58 12 6 26 0 Oj Dl C2 D4 Gbadb 8b. Feilding D.H.S. 406 1,276 19 0 71 8 0 157 11 9 Hill, John D. C. McLean, William H... Brennand, Basil Kingett, Emily A. .. Watts, Amy E. Cook, Ethel H. Crabb, Janet L. Mountfort, Janie Morgan, Alexander H. Daniell, Myra D. Bates, Frederick A. .. Wyatt, Gladys M. .. 45 6 3 Fairbrother, Thos. F. Powell, Albert H. .. O'Donnell, Mary E... Chapman, Jessie M. .. Squire, Annie V. Billens, Kathleen Bennett, John B. Wilson, Katie Gills, Evelyn H. B2 01 D2 D3 D3 03 D5 HM AM AM AF AF AF FPt4 FPt4 MPc3 FPrl Sec. Seo. HM AM AF AF AF AF MPt3 FPt2 FPt3 *325 0 0 225 0 0 165 0 0 135 0 0 125 0 0 90 0 0 55 0 0 55 0 0 55 0 0 50 0 0 325 0 0 225 0 0 155 0 0 135 0 0 120 0 0 100 0 0 45 0 0 50 0 0 55 0 0 Terrace End (Palmerston North) B2 02 Dl Dl E2 D3 D4 D4 376 1,220 14 10 45 0 0 69 15 9 19 6 7j 45 6 3 45

E.—2.

Wanganui.

List of the Public Schools, the Expenditure, Staff, &c.— continued. WANGANUI— continued.

XLII

Expenditure for the Year. Annual Rates of Payment during Last Month of Year. Name or School. Teacbers. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. tH © © tH © ta Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings, Be pairs, Bepainting, &c. ichool Buildings and Teachers' Residences. Bebullding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. New Buildings, New Class-rooms, Teachers Additions, on the Staff at the End Furniture, of the Year. Apparatus, and Sites. (10.) (110 a o a a CO c£ 8 (12.) o a to CD a o to o tm-" a'" a J a « -a 9Th ■ M Q a p. > rP fl h hip.-, U h a cd o*_ ■~S a a o * a" *•§,£ 21 ess m - © U H aA xh <a O to O Teachers' House Allowances. Incidental Expenses of Schools. Rent. (4.) (5.) (6.) (7.) (8.) (9.) U.) (3.) (13.) i ,14, (15.) (-2) Gbade 8c. College Street (Palmer- j 458 ston North) i Hawera D.H.S. .. i 483 I j I 458 £ s. a. 1,445 3 6 1,386 9 1 £ s. d. 45 0 0 £ s. d. 77 10 4 82 6 9 £ s. d. 30 18 1 29 0 4 £ *. d. £ s. A. £ s. d. 9 0 0 £ s. d. 491 3 2 Low, David W. .. CI HM Lyon, William A. .. B2 ! AM McKenzie, T. D. 0. .. 03 AM Mowbray, Lucy 0. .. D2 AF Govan, Frances .. D2 AF Staite, Florence .. E3 AF Billens, Emmie .. .. AF A'Court, Stanley .. .. MPtl Taylor, David .. .. MPt3 Taylor, Edgar H : MPrl Fletcher, Lily H | FPt2 Crabb, Lilian L I FPt3 Strack, Conrad A. .. Dl j HM Nairn, John R. .. Dl J AM Mowbray, Edith .. El ! AF Williams, William P. D3 j AM Bourke, Mary .. D2 j AF Macdonald, Christina E2 ; AF Ellis, Maud .. .. AF Roche, Honora M i FPt4 Dabinett, Ethelinda.. .. i FPt3 Tait, Robina .. .. J FPt4 Bates, Winifred R FPt3 Foden, Norman A I MPr2 Martin, F. W., b.a. .. B2 j Sec. Reid, Jessie B., b.a. .. B3 | Sec. Aitken, James, b.a. .. Bl '■ HM Furrie, Leonard J. .. 01 j AM Gordon, Maria M. .. Dl AF McNeill, Elizabeth A. El ' AF Miller, Margaret .. Dl AF Pinches, Rhoda A. G. .. AF McMurray, Daisy .. .. I FPt3 Bathgate, OharleB M. .. I MPt3 Palmer, Charles A. P. .. j MPr2 Taylor, Archibald .. .. ; MPt3 Barton, Frazer, b.a. .. ' B4 ] Sec. I Gordon, Jessie, b.a. .. Lie. I Sec. £ s. d. 325 0 0 225 0 0 160 0 0 140 0 0 135 0 0 120 0 0 91 10 0 45 0 0 55 0 0 50 0 0 50 0 0 45 0 0 *340 0 0 240 0 0 155 0 0 140 0 0 120 0 0 95 0 0 90 0 0 55 0 0 45 0 0 55 0 0 45 0 0 25 0 0 £ 45 45 0 0 222 19 6 133 6 0 *340 0 0 230 0 0 165 0 0 150 0 o 135 0 0 90 0 0 45 0 0 45 0 0 55 0 0 45 0 0 45 Wanganui D.H.S. 388 1,291 8 9 2 7 6 2,916 6 3 .

Wanganui.

XLIII

E.—2.

Gbadb 9b. [ueen's Park (Wanganui) 567 1,926 11 7 50 0 0 35 1 81 i 52 10 0 ! Payne, Henry M. .. 01 Richardson, Henry H. 01 Marshall, George H... 02 MoDonald, Isabella .. El Alexander, Mary D. .. Dl Thomson, Ellen .. El Ross, Jane W. M. .. 02 Meads, Zenobia .. D2 Stevenson, William H. Curham, Mabel F Finlayson, Christina.. Walls, Margarita Johns, Walter D. Hasse, Margaret J. .. HM AM AM AF AF AF AF AF MPt3 FPt3 FPt2 FPt3 MPt3 FPrl 385-' 0 0 50 285 , 0 0 ».. 220 0 0 .. 195 0 0 .. 180 0 0 .. 165 0 0J .. 160 0 0i.. 130 0 0J .. 55 0 0 .. 45 0 0 .. 35 0 0 .. 45 0 0 .. 45 0 0 .. 20 0 0 .. i Gbade 10a. Campbell Street (Palmerston North) 661 2,224 9 3 50 0 0 116 0 10 81 10 9 I 1 I Watson, Francis E. .. Dl Warden, Charles H. .. Dl Gray, James H. .. 02 Hanna, Sarah F. .. El Reed, Amelia D. .. E2 Mellish, Marion .. El Holland, Francis G.L. D3 Kuhtze, Miriam .. E2 Aitken, James D. Bradiey, Julia M. .. D3 Stafiord, Elsie Hare, Edith L Harre, Garnet Brvant, Bella A. Hart, Bessie Corpe, Lewis V. Dl HM Dl AM 02 AM El AF E2 AF El I AF D3 AM E2 AF AM D3 AF FPtl FPt3 MPt2 FPt4 FPt3 MPt3 375 0 0 50 275 0 0 .. 215 0 0 .. 195 0 0 .. 170 0 0 .. 160 0 0 .. 155 0 0 .. 140 0 0 .. 112 10 0 105 0 0 .. 45 0 0J .. 55 0 0! .. 50 0 Oi .. 60 0 0J .. 55 0 01 .. 55 0 0 . .. 50 Expenditure on schools not open in December, 1911 — Cameron's Line Durie Hill Ngutuwera Pine Creek Moturimu.. •• 2 13 4 575 18 4 7 9 8 13 - 3 8 37 10 0 4 3 4 2 2 11 " 211 6 .. Expenditure not fiedSchool requisites .. Expenses of sites .. Sundry Repairs Fire insurance Accident insurance.. ! •• ! 324 14 1 100 11 3 110 13 1 103 11 6 8 10 8 [ i I " •• •• I .. •• •• .. •• " .. •■ .. Totals .. I 3,663 7 6 379 7 0 •• 56,326 5 9 1,571 8 11 3,294 4 1 3,315 5 6 371 14 l! 6,192 2 7 56,552 5 0 j 1,541 156, t 552 5 Oil 1,5

E.—2.

XLIV

■"Wellington.

List of the Public Schools, the Expenditure, Staff, &c.— continued. WELLINGTON.

I Expenditure for the Year. Annual Kates of Pa? ment during Lrfst Month of Year. Name op School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. The letters "D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. Names, Classification, and Status of Teachers. 3 ° I Maintenance. School Buildings and Teachers' Residences. Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. " tfum Tea,ehers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Residences. by Fire ' Bent. New Buildings, New ] Class-rooms, I Teachers Additions, on the Staff at the End Furniture, of the Year. Apparatus, and Sites. o '£ 5 i CD a a o "en u u a _ tt-) ' ' 1 '4.) (5.1 («.) (12.) (2.) (3.) (7.) (8.) i i (13.) (15.) (9.) (10.) (11.) (14.1 Grade 0. £ s. d. 63 0 0 30 0 0 30 0 0 6 17 5 4 11 7 16 10 0 20 14 2 15 7 6 14 0 0 £ s. a. 2 10 0 £ s. d. 8 14 10 £ s. d. [ 3 14 £ s. d. £ s. d. £ a. d. £ s. d.i 31 0 0 Aitoheson, Evelyn R. Werner, Eva Hamilton, Irene Sounness, Grace M. .. Murray, Ruth B. Wiahaw, Ruth Murray, Alexa Norwood, Mabel Ogg, Annie .. £ s. d. 90 0 0 30 0 0 30 0 0 18 0 0 12 0 0 18 0 0| 24 0 0 18 0 0 24 0 0 10 Hiuemoa Kaikuri Kohiku Manuhara .. Mona Pori Waihoki Waimanu Whakapuni 10 5 5 4 2 3 4 3 4 .. • ■ .. 0 2 0 I .. F F F F F F F •• " •• 6*11 6 ■• Grade 1. Aohonga Goonoor Dreyer's Rock Horokiwi Huia Road Kaiwaka Kakariki Korokoro South Makairo Mangapakeha Matabiwi Maunganui .. Ngapopoti. Nikau Pencarrow Pirinoa Ponatahi Saunders Road Tablelands Takapu Tβ Whiti Waihoanga Waingawa .. Wangaehu Waterfalls Whareama . Whiteman's Valley .. 11 11 11 7 12 15 5 17 c 16 g 12 18 15 10 13 13 9 11 14 7 16 16 10 63 0 0 90 8 4 94 10 0 90 0 0 85 19 4 90 0 0 125 0 0 96 19 5 103 12 7 93 0 0 125 0 0 77 8 3 94 10 0 90 0 0 89 0 6 97 10 0 125 0 0 94 10 0 100 0 7 94 10 0 105 0 0 58 10 6 79 5 9 94 10 0! 93 7 6 90 0 0 94 10 0 90 0 0 7 0 Oj 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 9 11 5 10 0 0 10 0 0 8 12 0 10 0 0 10 0 0 10 0 0 5 5 6 8 5 6: 6 4 1 10 5 0 6 6 2 6 17 4 10 5 11 6 4 1 11 2 2 6 2 3! 10 6 10: 4 19 9 6 1 10! 10 7 9 6 4 1 9 4 7 10 8 3 10 7 11 7 4 7 10 5 11 10 10 1 8 5 0j 4 14 7 10 11 5 6 3 2! 12 15 9 10 6 10 7 4 7 9 12 12 6 1 17 0 10 0 0 5 10 0 11 0 06 2 4 5 0 14 14 8 .. ■ • " " 2016 0 Iβ' 4 0 Harvey, Letty B. Davie, Harry P. C. .. Matthews, Elizabet \ Shand, Florence Bedingfield, Marie L. McKenzie, Kenneth .. Rooinson, Lillie I. P. Milne, Robertina M. Malittee, Mrs. M. C... Foss, James B. Messenger, E. R. G... Stansell, Florence E. Sutton, Editn M. White, Minnie Tooker, Albert H. .. Clarke, James T. Marten, Margaret L .. Ralph, George H. 125 0 Kernsley, Constance A. McLaughlan, Jennie.. Wiesner, Rose B. Caverhill, Kathleen .. 144 4 Bradford, Laura M. .. Harvey, Charlotte T... Weitzel, Maria H. .. ■ Robbie, Annie I Chapman, Blanche .. Harrison, Ada D3 Lie. 03 F F F F M F F F M F F F F M M F M F F F F F F F F F F 90 0 0 90 0 0 91 10 0 90 0 0 90 0 0 90 0 0 125 0 0 104 10 0 90 0 0 90 0 0 125 0 0 90 0 0 94 10 0 90 0 0 90 0 0 90 0 0 125 0 0 94 10 0 90 0 0 94 10 0 105 0 0 90 0 0 90 0 0 94 10 0 ! 90 0 0 90 0 0 94 10 0 : 90 0 0 10 10 10 10 10 10 10 10 10 10 10 10 10 10 I 21 10 4 0 6 0 _ D4 10 0 0 10 0 0 10 0 0 10 0 0 2 10 0 8 16 2 913 4 0 12 2 2 8 1 5 2 1 0 10 0 I i 230' 2 9 D4 10 10 10 10 10 10 I ■■ ! 10 0 0 10 0 0 10 0 0 •• 10 10 10 6' 2 6J 24 13 9 1 .. El I :

Wellington.]

XLV

E.—2.

Gbadb 2. Akatarawa .. Akitio Alf redton Bideford Carrington .. Horoeka Judgeiord Kaitoke Kaituna Kohinui Korora Longbush Makara Makerua Mangabao .. Mangamaloe Mangaone Marima Matarawa .. Ngaturi Normandale.. Plimmerton .. Pakehinau .. Putara Rakaunui Rongomai Stokes Valley Taratahi West Tauherenikau Wallaoeville.. Whakataki .. Wharau 18 14 23 26 19 19 20 21 19 17 15 23 12 24 15 16 18 22 27 21 21 22 28 18 14 18 17 18 13 19 18 14 130 0 0 94 12 11 155 0 0 120 0 0 45 16 1 112 10 0 120 0 0 123 9 2 145 0 0 120 0 0 112 10 0 130 10 0 165 0 0 133 3 0 120 0 0 145 0 0 108 0 0 120 0 0 125 0 0 121 10 0 18 6 8 146 10 10 113 13 4 121 1 5 120 15 0 175 0 0 134 11 8 114 0 0 125 0 0 120 0 0 135 0 0 112 10 0 15 0 0 13 2 11 15 0 0 5'l4 7 15 0 0 15 0 0 15 0 0 13 16 7 15 0 0 15' 0 0 15' 0 0 2\ 5 10 15 ' 0 0 15' 0 0 15 0 0 15 0 0 15 0 0 15 0 0 15' 0 0 1 I I I I I I 1 I I I I I 10 17 9 10 6 3 12 9 7 12 13 3 5 5 8 10 8 8 11 7 11 12 18 5 10 15 5 10 11 7 10 17 10 12 10 6 9 7 1 10 16 11 10 6 10 10 7 4 10 18 9 11 18 8 12 4 2 11 10 6 li' 8 8 12 12 4 10 9 3 10 5 6 10 7 9 10 7 9 10 8 8 10 5 6 10 18 8 10 14 0 10 17 0 0 16 6 9 6 15 11 6 0 15 5 1 0 11 0 13 6 0 8 3 0 13 11 17 6 1 15 0 0 12 6 4 1 11 7 15 9 4 0 6 7 14 2 0 12 4 16 4 11 13 6 0 5 9 7 3 7 14 2 6 2 4 5 13 1 0 0 10 0 5 0 0 5 2 7 5 0 0 15 14 9 29 18 2 0 3 10 ■■ 1512 0 2210 0 I I 96 8 0 365 8 0 23 13 7 127 0 0 97 18 6 372' 14 8 0 10 0 122 10 0 Johnson, Edith M. .. Kerr, Arthur Manson, Nedby M. .. Wilkinson, Isabella A. Feist, Lois M. Bowie, William S. Pinhey, Ellen G. Armitage, Rose C. Kelleher, Caroline H. i Ritchie, Elizabeth M. Davies, John Tattle, Philip G. Smith, John A. I Oswin, Mabel E.,b.a. Whibley, Agnes E. Harrison, Jane M. .. Blake, Charles M. .. Ham, E. Violet Merlet, Isabella A. .. Waliis, William A. .. ! Stace, Iva M. I Biand, Eliza J. Fossette, W. E. W. R. Neilson, Isabella Gilmour, James A. .. MoLauchlan, Mary .. Ziman, Rachel L. L. Connell, Mrs. Eliz. E. Pattle, Katie Alice .. Thomson, Florence M. I Williams, Mary A. .. Grant, John D3 D3 D3 El 04 D3 Dl D4 Dl B2 Dl E2 D3 El D4 D2 El 04 E2 D4 D4 E2 F M M F F M F F F M M M F j F F M F F M F F M F M F F F F F F M 130 j 0 OJ 108 0 Oj 155 0 01 120 0 0 120 0 0: 112 10 Ol 120 0 0 120 0 0 145 0 0 120 0 0 112 10 0 130 10 0; 165 0 0 150 0 0 120 0 0 145 0 0 108 0 0; 120 0 0; 125 0 0i 121 10 0 1 125 0 01 150 0 0 108 0 0 108 0 0 108 0 0: 175 0 0! 140 0 0 120 0 0 125 0 0 120 0 0 135 0 Ol 112 10 01 1,15 j 15 15 I 15 15 15 15 15 15 15 15 15 15 j 15 I 15 15 15 is •• •• .. ■• Gbade 3. Cross Creek .. Dyer Featherston South Ihuraua Kahautara .. Kaitara Kopuaranga Makuri Mangamaire Mangarama .. Maurioeville.. Mikimiki, Muhunoa East Mungaroa .. Opaki Paekakariki.. Puketoi Rangitumau Tawa Flat .. Te Nui Waihakeke .. Waione 27 28 27 21 38 30 32 27 29 25 28 30 28 34 26 27 28 24 40 26 23 24 154 3 4 155 0 0 157 1 8 160 0 0 150 0 0 165 0 0 161 5 0 142 10 0 155 0 0 155 0 0 165 0 0 150 0 0 165 0 0 173 15 0 150 0 0 165 0 0 155 0 0 155 0 0 165 0 0 165 0 0 160 0 0 142 10 0 20 0 0 20 0 0 20 0 0 20 0 0 3 6 8 20 0 0 20 0 0 20 0 0 I :: 1 1 1 I 14 12 9 13 10 6 12 11 5 11 19 0 14 17 5 13 12 4 13 14 8 12 19 8 12 11 5 12 12 10 13 1 11 13 13 3 12 12 4 14 16 11 12 11 11 12 11 5 13 2 10 13 3 0 15 11 9 12 10 1 13 11 7 12 11 5 23 10 10 113 0 8 5 13 6 2 19 16 7 8 3 10 0 18 6 2 6 8 11 18 0 7 8 9 0 2 6 105 19 6| 19 16 9| 2 3 5 15 0 6 1 13 10 •• I 39 2 11 29 7 9 110 17 0 Warwick, Robert S. .. Iotns, Olive E. Fieldhouse, Joseph H. Pattle, Olive E. Fellingham, Majorie U. Ussher, Martha J. Rose, Arthur W. Beechey, Frederick J. I Mackellar, Jean Logan McAdam, Charles 0... Barnett, John Brieht, Aimee D. ; McCaul, Enid I. I Banks, Annie L. .. 1 ; Marryatt, Florence M. Cooper, Henry T. Leighton, Mrs. Mary J. Atkinson, Mary E. .. Coneys, Jessie T. Sutton, Henry Matthews, Laura Jenkins, Charles G. .. D3 D2 D4 03 E2 El D2 04 D3 03 D3 El C2 D2 Dl Dl E2 D3 E2 D2 Dl Lie. M F M F F I F M M F M M F F F f F M F ; F F M M j 150 0 0 155 0 0i 160 0 0; 160 0 0! 150 0 Ol 165 0 0' 150 0 0 150 0 01 155 0 01 155 0 0 165 0 0 150 0 0 150 0 0 180 0 Ol 150 0 0 165 0 0 155 0 0 155 0 0 165 0 0 165 0 0 160 0 0 142 10 1 i 20 i 20 j 20 j 20 20 20 20 20 20 20 20 20 20 20 I ■• 8 0 0 20 0 0 16 5' 29 17 6

XLVI

[ Wellington.

8.—2.

List of the Public Schools, the Expenditure, Staff, &c.— continued. WELLINGTON— continued.

» Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Rates Of Payment during Last Month of Year. Name op School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. rH 'a CD A h o to tt a CD < TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. Teachers' House Allowances. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. School Buildings and Teachei Rebuilding Worn-out Schools and Teachers' Residences. -s' Residences. - New Buildings, New Class-rooms, j Teachers Additions, | on the Staff at the End Furniture, of the Year. Apparatus, and Sites. a a CO 3 o o S3 a CD CD S3 a a p A o o h2 nonJ am -JJ-? .n cd a > tr rroaoi w a J 3 a a h hi p.- a "5 a a o " a "hnQ-l 2dd IBffl %*?* A 3 \>A& A "H^a). O ffi+3* CQ . CD CO O h a toca h cd O co fa a ™ o Incidental Expenses of Schools. Rebuilding Schools destroyed by Fire. Rent. (*.) (5.) (60 (7.) (8.) (9.) (io.) ' ay (12.) (1.) (3.) (13.) (14.) (15.) (2) Gbadb 4. £ a. A. 304 11 8 £ a. d. 25 0 0 £ s. d. 19 3 10 £ s. d. 4 7 10 £ s. d. £ a. A. £ s. d. £ s. d.j Thompson, Fred. G... Kerr, Kate F. Stout, Robert Bodell, Florence A. .. Nightingale, Henry J. Haldane, Minnie Piggford, Mary H. .. McBeth, Margaret .. Mickle, Paul A. D. Lee, Mary E. Gregory, Fred. W. .. Campbell, Alice 38 12 6 Anderson, Wigo Wilson, Margaret M... 16 5 01 Campbell, Kathleen .. Burbush, Margaret A. 1 Forsyth, Donald E. .. Mallabar, Sophia 100 15 61 King, Edmund A. .. ; Healy, Annie Britland, Walter Warren, Minnow F. I. 33 0 0 Clark, William H. .. Hall, Lily E. j Johnston, Tris. E. N. Kilmartin, Kate ; Larsen, Christian R... Hill, Constance Combs, Frank L. Jensen, Emma H. 15 7 11 Sanson, Herbert Haslam, Emma Jessie Anderson, Andrew .. Hughes, Maggie 320 15 5 Page, Margaret Whitcombe, Minnie A. Hutchens, Emme. E.R. Compton, Winifred .. £ s. d. 210 0 0 95 0 0 185 0 0 95 0 0 180 0 0 90 0 0 195 0 0 94 10 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 108 0 0 180 0 0 90 0 0 : 185 0 0 90 0 0 195 0 0 105 0 0 195 0 0 95 0 0 195 0 0 94 10 0 185 0 0 90 0 0 195 0 0 90 0 0 215 0 0 105 0 0 195 0 0 94 10 0 180 0 0 110 0 0 210 0 0 90 0 0 £ 25 Ballanoe Belvedere Dalefleld 55 47 56 280 0 0 272 5 0 " 17 15 1 - 19 9 9 12 13 11 11 0 5 •• i Dl D4 D2 D3 Bl D5 El HM AF HM AF HM AF HF AF HM AF HM AF HM AF HF AF HM AF HM AF HM AF HM AF HF AF HM AF HM AF HM AF HM AF HF AF HF AF Gladstone 41 289 10 0 15 18 4 38 2 6 Hamua 60 285 0 0 25 0 0 20 2 8 5 7 6 .. C2 D5 D2 25 •• Hastwell 41 285 0 0 17 2 9 4 19 4 Hukanui 61 292 10 0 19 7 11 21 14 5 El Kaiparoro 37 295 13 4 25 0 0 14 15 7 11 18 10 Dl 25 Kaitawa 39 273 9 2 15 19 11 2 12 6 CI Kaiwaiwai .. 52 275 0 0 18 11 1 0 14 3 45 14 2 45 14 2 24 14 6 12 0 0 01 Konini Koputaroa .. 51 57 300 0 0 290 0 0 18 12 0 19 5 8 7 4 6 75 3 0 24 8 7 24 8 7 Dl E2 Dl D4 Dl Korokoro North 34 287 5 0 25 0 0 14 15 1 21 2 9 25 Makomako .. 38 275 0 0 25 0 0 17 16 6 13 4 0 D3 D4 02 D4 Dl D3 Dl 25 Maurioeville West 31 285 0 0 13 11 11 29 2 0 Muritai 60 320 0 0 25 0 0 19 3 10 5 10 1 25 Newman 51 289 10 0 25 0 0 18 12 11 7 16 4 25 Ngaio 45 283 6 8 25 0 0 13 11 8 12 8 26 0 0 Dl D2 El 25 Nireaha 61 300 0 0 19 6 7 3 7 6 I .

XLVII

E.—2.

Wellington.

Ohariu Ohau Pahautanui .. Paraparaumu Parkvale Pongaroa Potirua Reikiorangi Rongokokako "■ I 41 75 44 56 50 49 78 36 50 275 0 01 320 0 0 270 0 0 290 0 0 305 0 0 289 5 5 294 3 4 286 13 4 290 0 0 25 0 0 15 7 10 21 14 4 17 7 8 19 5 2 17 15 8 17 15 10 21 5 3| 14 17 7 19 17 8 54 10 0 23 14 6 8 16 5 34 17 0 19 14 7 15 1 3 7 5 9 12 19 1 I 7 5 0 116 4 6 100 0 0 121 18 0 Dallaston Charles W. Spenoe, Bessie P. Henderson, George M. Tew, Winifred E.H... Lea, Sarah E. B. Flux, Gwendolyn M... "Vaughan, Frederick T Skelley, Harrietta M. Davidson, James Armstrong, Mary C. .. Murray, William T. .. Magill, Maggie E. Mason, Francis A. .. Ryan, Beatrice S. Bennett, William D... White, Augustina Bradstock, Leonard B. Bell, Ruth A. Bringans, John Burge, Agnes H. Dunning, Nellie M. .. Philip, William H. .. Tuely, Catherine B. .. Yeats, Douglas Brockett, Frederick C. Hogg, Mary F. P. Kirk, George W. Prendeville, Phoebe M. Jones, George A. Freeman, Jessie A. .. Duncan, Stuart Temple, Hilda A. Letham, Sara Newton, Mary CI i HM .. AF Bl HM D2 AP D2 HP 05 AP Dl HM C4 AP Dl HM C4 AP D2 HM D4 AP D2 HM D4 AP Dl HM D4 I AP 02 HM D4 AP Dl HM D3 AP PPrl CI HM D2 AP MPr2 D2 j HM D5 i AP Dl HM D3 AP 01 HM .. i AP Dl I HM D3 . AP Bl J HP E2 ; AP 185 0 0 90' 0 0 200 , 0 0 1 120 0 0 180 0 0 90 0 0 195 0 0 95 0 0 195 0 0 110 0 0 190 0 0 100 0 0 180 0 0 95 0 0 195 0 0 90 0 0 185 0 0 105 0 0 195 0 0 110 0 0 50 0 0 195 0 0 110 0 0 25 0 0 180 0 0 90 0 0 200 0 0 120 0 0 195 0 0 94 10 0 210 0 0 95 0 0 195 0 0 100 0 0 >.. 25 Scarborough . . 65 353 14 2 19 9 9 15 1 3 Taita 330 0 0 25 0 0 20 2 7 4 9 4 7 10 0 25 71 Taueru 270 0 0 16 7 11 139 16 9 30 0 0 39 Te Horo 67 312 10 0 19 12 1 4 17 4 25 Te Oreore 37 286 10 0 25 0 0 14 16 11 I Waikanae 55 305 0 0 19 6 1 3 10 2 i 14 15 6 i I 239 11 8 Wainuiomata 27 295 0 0 13 1 11] 0 8 4 i Grade 5. Clareville 385 0 0 29 14 5 10 3 0 Beechey, James M. .. Moncriefi, Janet Butler, Fenton Dempsey, Walter N... Toohill, Maria H. .. Wiesner, Emily Foss, Reginald J. Clarke, Mary A. 0. Andrews, Honoria .. Pope, Robert J. Cook, Amelia A. Strong, Florence M. .. Jenkins, David H. .. McGregor, Grace E... Munro, Martha 0. McBain, Alexander .. Fellmgham, Rebecca Bevan, Marie E. Poison, Donald Benzoni, Frances E. .. Parker, Hildred A. .. Johnston, Jessie S. .. Webb, James S. Hayes, Ellen V. Clifford, Olive F. Dl HM E2 i AP MPt3 Dl HM Lie. i AP PPt3 Bl HM D4 AP PPtl Dl HM E2 : AP .. ! AP D2 HM Dl AP PPt3 Dl HM E2 AP PPt2 Dl HM D3 AP PPt4 PPrl Dl HM D5 AP PPt2 220 0 0 120 0 0 45 0 0 240 0 0 114 0 0 55 0 0 220 0 0 110 0 0 45 0 0 240 0 0 120 0 0 94 10 0 240 0 0 125 0 0 55 0 0 240 0 0 120 0 0 35 0 0 240 0 0 120 0 0 55 0 0 20 0 0 230 0 0 110 0 0 50 0 0 102 Eketahuna . . 122 408 3 4 36 6 9 19 19 4 ' I ' Pernridge 831 375 0 0 24 0 4 I 3 19 4 Kaiwarra and school side 454 10 0 30 0 0 32 18 9 0 15 0 ■ i 16 0 0 30 90 ! Khandallah .. 406 3 7 30 0 0 25 6 8 0 2 6 10 5 0 30 87 ' 34 6 0 Manakau 92 403 6 8 27 12 7 6 6 9 Northland .. 435 0 0 30 0 0 30 14 6 22 9 5 30 107 Tokomaru .. 385 17 6 .. 29 3 9 0 7 3 98 i

8.—2.

[Wellington.

List of the Public Schools, the Expenditure, Staff, &c.— continued. WELLINGTON— continued.

XLVIII

Expenditure for the Year. Annual Rates of Payment during Last Mpnth of Xear. Name or School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. Teachers. r-i r-i tH tH o > H Maintenance. School Build ini is and Teachers' Residences. TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. I New Buildings, New Class-rooms, Teachers Additions, on the Staff at the End Furniture, of the Year. Apparatus, and Sites. fl el CD CO ca 5 o o A A ■HA o O O £»°s Mn3 » rs 9'Th ■-H ffl ™ > > 2 'S Ok W d CD 5 rt a)-(C •3 Ml ft A ri r-i Sf g.g ■**§-§ co - CD CO CD u fl toed iH< U CD O co M (4.) (5.) (6.) (7.) (8.) (9.) i I (10.) (11-1 (12.) OO (3.) I (13.) I (14.) (15.) (2.) d. Gbade 6a. Epuni 95 £ s. d. 426 5 0 £ a. A. 33 15 0 £ a. A. 29 15 10 £ a. A. £ a. A. £ s. d. £ a. A. £ s. o. i s. 0 0 1 13 o. Manning, William A. Meager, Ellen A. Speedy, Hortense Everton, Frederick 0. Stanton, Cath. M. .. Hughan, Jessie Smylie, Wilhelmina.. Drumrnond, Robert .. Haggett, Gladys E. E. Thompson, Andrew .. Morrison, Margaret .. Sutherland, Olive Sellar, Jeannie Chatwin, George W. .. Jackson, Patrick M. .. Cade, Katherine 0J Edie, John K. Gray, Catherine Jacobsen, Alice G. .. Darroch, Robert Davidson, Jessie L. .. j Bird, Florence R. Stainton, William H. ; Davie, John F. i Joplin, Charles R. Battersby, Margaret N. McManus, Mary Ross, Kenneth Pigott, Emily 6 Rowntree, William W. Smith, Mrs. Sarah E. McFarlane, Olive V... ■ Sargent, Jane D. Fitt, William F. D3 Dl D2 El Dl D2 ci 03 ci C2 D3 Dl D2 E2 D'i D3 Dl D2 D3 D5 HM AF FPt2 HM AF AF FPr2 HM AF MPt3 FPt2 FPrl MPrl HM AM AF HM AF AF HM AF AF MPr2 MPrl HM AF FPt3 MPt3 FPrl HM AF AF AF MPr2 £ a. A.\ 240 0 Oj 125 0 Ol 35 0 0 253 0 0 13; 0 0 95 0 0 55 0 0 240 0 0 145 0 0 55 0 0 50 0 0 20 0 0 20 0 0 265 0 0 125 0 0 94 10 0 240 0 0 125 0 0| 105 0 0 255 0 0 145 0 0 135 0 0 55 0 0 50 0 0 '245 0 0 125 0 0 55 0 0 55 0 0 50 0 0 255 0 0 125 0 0 125 0 0 90 0 0 55 0 0 £ 35 Featherston 1491 540 0 0 38 5 1 8 11 6 Lansdowne .. 161 530 0 0 35 0 0 41 15 9 79 7 0 35 Mangatainoka 484 10 0 37 13 7 12 14 7 138 • ■ Martinborough 112 471 5 ol 33 10 4 53 7 10 i 0 10 0 150 0 oj ! Roseneath .. 146 640 8 4 35 0 0 40 18 11 100 9 9 10 0 0 35 Wadestown .. 138: 530 0 0 35 0 0 49 10 0 35 0 0 35 Worser Bay.. 650 0 0 35 0 0 4-2 6 4 23 19 2 331 13 6 35 175| Grade 6b. Mitchelltown 655 0 0 35 0 0 46 8 2 27 7 6 207 Malcolm, John H. .. Woodward, Elizabeth Taylor, Helen A. Bissett, Caroline A. B. Mackersey, Errol M... Dl D2 D2 04 HM AF AF AF MPr2 245 0 0 135 0 0 125 0 0 95 0 0 55 0 0 35

Wellington.

XLIX

E.—2.

vii—E. 2.

Otaki 1621 627 13 2 40 16 9 36 11 6 66 17 6 Smith, William B. .. I Bannister, Matilda E. Rose, Florence j Selvey, Ellen J. j Voysey, William Trainer, James J. Dupree, Margaret j Eagar, Olive F. Dl E2 D5 Dl Lie. AF AF AF HM AM AF AP 145 0 0 120 0 to 90 0 t) 255 0 0 114 0 0 108 0 0 90, 0 0 Shannon 590 0 0 44 17 6 19 6 11 177 Gkadb 7a. Greytown D.H.S. and side school 230 891 12 3 57 2 2| 39 13 8 100 0 0 ! ' Charters, Alex. B., m.a. Goldsman, George J. Davis, Amy G. Ritchie, Annie M. Freeman, Annie E. .. j Kay, Winnifred M. .. j Kidson, George R. Stuckey, F. G. A., m.a. Finlayson, Janet A. .. I Cooper, Emily M. .. I Brown, William B. Thompson, Winifred V. Bethune, Finlay .. [ Eagar, EdwardF. .. Evans, Ada H. Baker, Sybil E. Hanron, Clara Renner, Charlotte F. Earp, Alice L. 282 10 0! Bennett, Francis I Silt ton, Howard H. .. Whitbread-Edwards, D. Cooper, Etnel R. Gavin, Doris M, H. .. McKenzie, Mary E. .. j Thomas, Joseph Scott, William W. .. ; Stormont, Flor. M. .. Stone, Blanche P. j Burgess, Emily M. .. Ruskill, Ruby Isles, Flora .. Baker-Gabb,Mrs.M. b.a. Connell, Frederick W. Rodgers, John .. Paul, Ellen.. Brown, Winifred E. .. PrintzeD, Doris K. .. Bl B2 El D3 02 Bl CI . Dl D4 D4 Dl D2 E2 D2 D3 03 Dl D2 D2 04 ci E2 E2 D4 04 Bl Dl D3 E2 D3 C5 HM AM AF AF AF FPt3 Sec. HM AF AF AM AF HM AM AF AF AF AF FPt2 HM AM AF AF AF FPr2 HM AM AP AF AF FPrl FPrl Sec. HM AM AF AF AF *285 0 0 180 0 0 150 0 0 135 0 0 94 10 0 55 0 0 j Island Bay 822 19 2 285 0 0 195 0 0 145 0 0 105 0 0 95 0 0 285 0 0 195 0 0 150 0 0 120 0 0 90 0 0 100 0 0 50 0 0 275 0 0 185 0 0 140 0 0 110 0 0 95 0 0 55 0 0 290 0 0 195 0 0 150 0 0 110 0 0 95 0 0 50 0 0 50 0 0 -io 245 40 0 0 51 12 11 67 0 3 Johnsonville and two bidej schools 990 0 0 h 0 0 76 7 9 7 0 3 404 0 0 25 10 0 40 236 Karori 2191 860 0 0 48 2 11 63 7 9 Pahiatua D.H.S. 915 0 0 70 13 8 64 16 6 123 7 0 1,332 3 7 9 0 6 234 Upper Hutt.. 242 802 18 4 40 0 0 51 4 11 45 8 11 275 0 0 185 0 0 140 0 0 105 0 0 90 0 0 40 Gbade 7b. Garlerton D.H.S. HM AM AF AF FPt5 FPi2 Sec. Sec. 278 905 0 0 63 16 3 21 13 6 Burns, Andrew N., e.a. Higgins, Vivian Broadbent, Mary A... Braithwaite, Lilian B. Herdman, Eleanor J. Fairbrother, Dora Robertson, D. L., m.a. Taylor, Lillias 0. Bl C2 El E2 B4 D2 *310 0 0 205 0 0 150 0 0 135 0 0 55 0 0 50 0 0

E.—2.

[Wellington.

List of the Public Schools, the Expenditure, Staff, &c.— continued. WELLINGTON— continued.

c Name of School. I Expenditure for tiie Year. Names, Classification, and Status of Teacbers. J; , i f Annual Rates of Payment during Last Month of Year. Schools are entered in h the order of the grades S in the Schedule of the w Education Amendment a Act, 1908, and in alphabet- g ical order in each grade. The letters " D.H.S." are jj entered after the name of " each District High School. o Part-time Schools or the *T several parts of one School cc are bracketed here, and ; £ reckoned ss one School, ' ® and inserted in the grade ! Of their joint attendance. H U a 9 CD TeachersSalaries, including Pupil- J teachers' Lodg- j ing-allowances, | T . a( , hB1 ... but excluding 1?f,,5I 8 Payments to ! Teachers in Allowances. Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildipgs, Repairs, Repainting, &c. School Buildini Rebuilding Worn-out Schools and Teachers' Residences. ;s and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. I j New Buildj ings. New : Class-rooms, Additions, Furniture. Apparatus, and Sites. | o i I 5, Teachers g J] ou the Staff at the End «o of the Year. "Eg .£ s. p ca CO a O o cc o '55 te" a CJ5 ... CO 5 > > -. ■cSri " atoi ■3SS °--> r, >S3 cD — <D .9 £ ta h a u cm ~ S a a o " a C-t . — C- hS3A -«-> » 3 „o „*h- . CO . ca CO o S3 h O h a° oca bi< h CD O CO rti 3 m O Incidental Expenses oi Schools. 5 -2 1 (1.) I (2 1 1 ' i (5.) (fi.) (7.) (8.) (9.) nn.» £ (12.) (2.1 _' 3 L _ '*•> (IS-) ! ,14, (15.) ay __ | (i2.) I (i3.) I I Geade 7b — continued. Kilbirnie 308 308 £ a. A. 1,015 0 0 £ s. dj •■ £ a. A. 64 10 9 £ a. A. 77 5 8 £ a. A. 468 9 0 £ a. A. £ a. A. 37 15 0 £ a. ( 37 15 d. £ s. d. 0 700 0 0 0 Worboys, Joseph H. .. CI HM Feltham, Edgar 0. .. D2 AM Marohbanks, Dav. V. Dl AF Williams, Enid .. D2 AF Longhurst, Ger. E. F. A. .. FPt5 Thornton, Agnes .. .. FPt4 Gunning, Edith M FPt3 9 Blake, Alexander C. .. 01 HM Arcus, Lawrence H. .. D2 AM Roberts, Flor. G., b.a. B2 AF Scott, Mary .. D2 AF Gibb, Muriel B. AF Chatwin, Fanny M FPt3 Helyer, Elizabeth .. Dl HF Holm, Annie A. .. Dl AF Halley, Isabella M. .. E2 AF Stevens, Winifred L... D2 AP Kean, Eubhemia R... D3 AF Ashworth, Nina E. .. .. FPt4 Hurreil, Doris .. .. FPrl CI D2 Dl D2 HM AM AF AF FPt5 FPt4 FPt3 HM AM AF AF AF FPt3 HF AF AF AP AF FPt4 FPrl £ s. d. 325 0 0 215 0 0 165 0 0 145 0 0 55 0 0 55 0 0 55 0 0 285 0 0 190 0 0 150 0 0 115 0 0 90 0 0 55 0 0 265 0 0 165 0 0 135 0 0 120 0 0 105 0 0 55 0 0 20 0 0 £ . \ Maranui .. . . 302 890 0 0 40 0 0 60 6 1 17 17 8 01 D2 B2 D2 40 156 10 9 Mount Cook Girls .. 254 913 15 0 40 0 0 61 4 10 8) 14 1 Dl Dl E2 D2 D3 40 Grade 8a. Mount Cook Boys .. 314 Mount Cook Infants .. 331 331 314 1,026 5 0 1,146 5 0 45 0 0 40 0 0 66 13 0 70 0 11 107 8 2 53 11 5 Bary, Charles .. Dl HM Burns, John 0., b.a... Bl AM Blake, Bertie N. .. 01 AM Cook, Eleanor N. .. D2 AF Lancaster, Thomas L. D4 AM Henderson, CUb.M FPt5 Longhurst, William T. .. MPt2 Isaac, Hubert P MPt3 Watson, Phoebe .. El HF Wallace, Ellen .. Dl AF Rothenberg, Amue .. El AF Hovvden, Jessie E. .. D2 AF Lambert, Alice G. A... D3 AF Feist, Hannah E. .. C3 AF O'Sullivan, Moys Kate .. FPc4 Beetham, Naomi .. .. FPt3 Milne, Jessie .. .. FPt3 Dl Bl 01 D2 D4 El Dl El D2 D3 03 HM AM AM AF AM FPt5 MPt2 MPt3 HF AF AF AF AF AF FPc4 FPt3 FPt3 315 0 0 230 0 0 195 0 0 165 0 0 90 0 0 55 0 0 35 0 0 45 0 0 240 0 0 150 0 0 135 0 0 135 0 0 120 0 0 105 0 0 55 0 0 55 0 0 45 0 0 40 45 I

Wellington. l

_£—_..

Gbade 8b. Petone West 352 1,218 0 0 45 0 0 67 5 2 43 19 2 Bedingfield, Douglas S. Robertson, David Carter, Elsie Ojg, James Cook, Ada M. Skelley, Mary E. C. .. Wright, Madge H. .. Braddook, Catherine.. Davis, Annie Mclntyre, James Harding, Albert J. . . Williams, John F. Hurley, Irene N. Stuckey, Dorothy E... Tonkinson, Lizzie G. Vou Keisenberg, E. M. O'Meara, Elsie J. Gibbs, Catherine Cork, Gladys Rockel. Cecil Ferdinand McLandress, Isa., m.a Webb, Jmnes C, b.a. Cowles, Jabez A., b.a. Fitch, Dorothy Hall, Alice Louisa .. Hitchcock, Maria Cray, Agnes E. D. Lomas, E. K.,m.a.,m.sc Morice, Geo. W., m.a. Webb, Hilda M. lorns, Ivy P. Fellows, Mary R. E... Tamblyn, Joseph, M.A. Sinclair, Mary A., B.A. Hopkirk, John B. Hempleman, Fredk. A. Fitohett, Jessie H. .. Thompson, Annie L... Proctor, Francis J. .. Holm, Eva M. Carter, Lena P. S. Steedman, Mary M. J. Look, Mrs. Bertha R. Clachan, William J. .. Bell, Winifred Peuiberton, Leila Yeats, Duncan M. .. Ballachey, Ern. H., b. a Stuart-Forbes, E. L... Meager, Clara Olson, Walter H. .. Macey, Nellie M. S. .. Caigou, Charles A. .. Young, Mabel F. Fogelberg, Norma E. Tasker, Kate L. Richmond, Marietta.. Williamson, Isa Donkin, Catherine J. McCaw, William T. .. Box, Lucy Ethel Myers, Phcebe, b.a. .. Bl CI C2 Lie. D2 HM AM AF AM AF AF AF FPt4 FPrl HM AM AM AF AF AF AF FP,3 FPrl FPrl Sec. i Seo. i HM AM AF AF AF AF AM AM AF AF AF AM Sec. . HM AM AF AF AM AF AF AF AF MPt3 FPt3 FPt3 HM AM AF AF AM AFAM AF AF AF FPt3 FPt3 FPt2 MPr2 FPr2 Sec. 315 0 0 225 0 0 165, 0 0 133 0 0 125' 0 0 90 0 0 90 , 0 0 55 0 0 20 0 0 •335 0 0 215 0 0 150 0 0 135 0 0 120 0 0 95 0 0 90 0 0 55 0 0 50 0 0 20 0 0 385 0 0 285 0 0 265 0 0 180 0 0 150 0 0 120 0 0 210 0 0 150 0 0 120 0 0 150 0 0 120 0 0 300 0 0 345 0 0 245 0 0 185 0 0 160 0 0 145 0 0 125 0 0 125 0 0 100 0 0 90 5 0 45 0 0 55 0 0 55 0 0 ♦355 0 0 255 0 0 195 0 0 165 0 0 135 0 0 135 0 0 130 0 0 95 0 0 90 0 0 90 0 0 45 0 0 45 0 0 35 0 0 25 0 0 25 0 0 45 :: Gbade 8c. Levin D.H.S. 440 1,278 12 3 95 3 0 52 11 11 Dl 02 D2 C3 D3 D4 .. Normal and Model School (at Training College) 50 0 0 B3 B2 Bl Bl •■ i. : . 50 368 1,649 12 8 76 4 10 76 19 10 51 0 0 \ Dl D2 D3 A3 B3 C3 D2 D2 Bl Bl Dl Dl Dl D2 E2 D2 D3 D3 Lie. Gbade 9b. Brooklyn 554 1,675 5 0 50 0 0 111 4 4 198 11 8 59 10 4 50 Hutt D.H.S. and side school 541 1,812 3 6| 50 0 0 124 19 11 86 0 0 Dl Bl El E2 D4 E2 D4 D2 D4 B4 50 111 7 9 1,064 18 11 •■ •• •• .. .. Bl .1 I

E-. -2,

LII

Wellington.

List of the Public Schools, the Expenditure, Staff, &c.— continued. WELLINGTON— continued.

Expenditure for tbe Year. i Annual Kates of Fa; nlent during Iiasfc Month of^Year. Name of School. Names. Classification, and Status ol Teachers. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in eacb grade. Theletters "D.H.S,"are entered after the name of each District High School. Part-time Schools or the Beveral parts of one School are brackered here, and reckoned hs one School, and inserted in the gi'ade of their joint attendance. — H tH CD A tH o < Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings Kepairs, Repainting. &c. ; Rebuilding Worn-out | Schools and Teachers' Residences. School Buildin; ;s and Teachers' Residences. o 2 New Build- ! g "o ings. New -2 ■£ Class-rooms, Teachers a -. Additions, on the stair at the End <§ Furniture, of the Year. 'to 3 Apparatus, § c and Sites. 5 .2 to C Cr _ no.) ni.) (ia.) as.) £ a. d. Watson, Clement, b.a. Bl HM Gould, William H. .. 01 AM Chatwin, Georgina E. Dl AF Bright, Alice M. .. D 1 AF Leighton, Lucy J. .. Dl AF Taylor, Cuth. H.. m.a A3 AM Ranwell, Annie P. .. D2 AF Mitchell, Janet .. E2 AF Martin, Edith .. D3 AF Pritchard, Florence .. Dl AF Melody, William J AM O'Shea, Mary ■ D4 AF Matheson. Graham .. .. MPr2 Grundy, William T,.. Dl HM Thwaites, Jno. E., b.a. Bl AM Evans, Fanny .. Dl AF Dempsey, Sydnev W. D2 AM East, Alfred F. D. .. 03 AM Robinson, Alice F. .. E2 AF Howden, Ada L. .. D2 AF Caddick, Alf. E., b.a. B4 AM Bissett, Elizabeth A... D3 j AF Stanton, Alice J. .. D2 j AF Higgins, Jessie .. D2 ; AF Garnham, Grace .. D4 AF Duncan, Eliza B FPt2 Clachan, Mary 0 FPt3 Macmorran, George .. Dl HM Erskine, Albert .. 01 AM Hutton, James, m.a.. . B2 AM Fraser, Sara .. El i AF Williams, Mary .. El j AF Baskiville, Walter 0. L. D3 I AM Van Staveren, Lena .. 02 AF Gibson, Fanny .. D2 j AF Robertson, Charles .. 03 : AM Coady, Ellen .. E3 AF Morcom, Annie E. .. 03 AF Gooder, Hazel .. .. FPt3 Moore, Kathleen .. .. j FPt3 Edwards, Ralph .. .. ! MPfcS Dement, Unioe .. .. FPt3 \cc" a =8 ic -rl to ■- rH® . \t>> a ta o: * hi -c a a h *h <o r- - 3 to o-„ ci &S3 a> h ta .g £ a -h 5 se ZS a a ta a x -ao, 2 § a" o » » , i— j r, tutD rH -HSl ta" O DO 4* - GO . CD a r— !h CD O to r*, P o Teachers' House Allowances. Incidental Expenses of Schools. I Rebuilding Schools destroyed by Fire. j i Rent. _ (1.) (4.1 (5.) m.> ) j (8.) <ai (7.1 («.)_ (3 J I (15.1 Grade 9c. Te Aro and Bide school 538 2,145 0 0 £ s. d. 50 0 0 £ s. d. 120 9 10 £ s. d. 132 1 6 £ a. A. £ s. A. ■■ £ a. A. 60 0 0 £ s. d. 385 0 0 280 0 0 225 0 0 185 0 0 170 0 0 155 0 f 165 0 ( 135 0 < 105 0 C 95 0 0 90 0 ( 100 0 ( 55 0 0 385 0 0 285 0 0 225 0 0 185 0 0 170 0 0 165 0 0 160 0 0 135 0 0 135 0 0 110 0 0 90 0 0 95 0 0 35 0 0 45 0 0 400 0 0 285 0 0 225 0 0 195 0 0 180 0 0 165 0 0 165 0 0 135 0 0 125 0 0 95 0 0 95 0 0 45 0 0 55 0 0 45 0 0 45 0 0 50 \ Grade 10a. Clyde Quay 2,220 16 8 i 1 50 0 0 647 129 5 2 107 0 8 150 0 0 50 Terrace 2,256 5 0 50 0 0 j 48 0 0 50 607 107 12 3 37 IS 0

Wellington.]

LIII

E.—2_

Gbadb 10b. 'etone D.H.S. 672 2,288 0 0 50 0 0 140 7 9 71 7 7 125 0 2 0 Ol Foster, W. H. L., m.a. King, Eust., m.a., B.sc. Slater, Jemima Kean, Balfour Mothes, Frederick W. Stanton, Elizabeth A. Mason, Henrietta R... Armit, Katherine N... Thomson, Isabel S. M. Ross, Fanny L. Kydd, Maud Udy, Linda.. Curtis, Vera Boyd, Kate .. McCaw, Peter Castle, Constance V... Hitchings, Gladys .. Maynard, Leta Lynskey, Jas. H., b.a. ; Ross, Christina M., b.a. I Jackson, William H... ' Haslam, Charles N. .. Wolff, Rosabel Miller, Hymen Murphy, Arthur P. .. Munro, Isabella McGregor, Lois York, Mary Bunting, Elizabeth .. Hogg, Ellen C. Bland, Elsie M. I Lazarus, Frances Reynell, Lillian G. .. : McKenzie, Ivy V. Turner, Ethel Hunter, Vera Pryor, David Dagg, Evaline Evans, Constance Bee, John G., m.a., .. Williams, Ethel, b.a. .. Flux, George McKenzie, Alexander Petrie, Flora Fanning, James F. .. Baird, Laura E. Haigh, Edith Davies, Annie Watson, Florence Scott, Margaret C. .. Callum, Mabel A. Hitchcock, Mary L. .. Williamson, Grace A. Feist, Lily McOoll, Rita Lauchlan, Winifred .. Fogelberg, Helma Andrews, Florence .. White, Ella Fairbrother, Gladys .. Gilpin, Annie Bl Bl Dl 02 D3 D2 04 02 D2 C3 HM AM AF AM AM AF AF AF AF AF FPt4 FPt4 FPt3 FPt3 MPt2 FPtl FPr2 FPr2 Sec. Sec. HM AM AF AM AM AF AF AF AF AF AF AF AF FPt5 FPt2 FPt3 MPtS FPr2 FPr2 Sec. Sec. HM AM AF AM AF AF AF AF AF AF AF AF AF FPt5 FPt5 FPt4 FPt4 FPt3 FPtl FPrl o3*rlK *375 0 0 £75 0 0 225 0 ,0 210 0 V 165 0 0 165 0 0 150 0 0 135 0 0 125 0 0 100 0 0 55 0 0 55 0 0 45 0 0 45 0 0 35 0 0 25 0 0 25 0 0 25 0 0 50 Geade IOd. Masterton D.H.S. and side school 809 2,505 11 4| 50 0 0 \ 165 9 7 i ! 13 9 5 1 0 O Bl Lie. Dl 01 El D2 03 El D2 Lie. E2 E2 D4 *400 0 0 285 0 0 225 0 0 185 0 0 165 0 0 165 0 0 165 0 0 128 5 0 135 0 0 115 0 0 90 0 0 90 0 0 90 0 0 55 0 0 50 0 0 45 0 0 45 0 0 55 0 0 25 0 0 50 D4 South Wellington 778 2,605 10 101 50 0 0 154 1 1 99 15 9 : 1 90 0 0 AI B2 Dl Dl Dl D2 D2 D2 Lie. D2 D2 D3 03 04 05 390 0 0 285 0 0 225 0 0 195 0 0 180 0 0 165 0 0 156 15 0 135 0 0 135 0 0 110 0 0 100 0 0 100 0 0 90 0 0 55 0 0 55 0 0 55 0 0 55 0 0 45 0 0 45 0 0 20 0 0 50

E:—2:

Wellington.

List of the Public Schools, the Expenditure, Staff, &c.— continued. WELLINGTON— continued.

LIV

Expenditure for tbe Year. Karnes, Classification, and Status of Teachers. Annual Rateskof Payment during Last Month of Year. Name ov School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S."are entered after the name of eiach District High School. *art-time Schools or the Beveral parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. r-i a 3 A u c 9 Teachers' Salaries, including Pupilteaohers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. School Buildings and Teachi Bebnilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. -8' Residences. New Buildings, New Class-rooms, Additious, Furniture, Apparatus, and Sites. a p a Ol 5 o o S3 CD S3 HH a a o o •2 8 '3?>| •a a d « a o § c °h •" p- 3 ■h a j.-o-- " S a a o a 3 '3gg2-° r°0 H*|°3 fa S '" J .M,§g« ! " 3 t%t oca h O O ta rh a ™ o Teachers' House Allowances. Incidental Expenses of Schools. Bant. Teacbers on the Staff at the End of the Year. («■) (5.) (M (7.) (8.) <9.) (10.) (11.) (12.) : a.) (3.)(13.) (14.) (15.) (3) Grade IOe. Newtown D.H.S. 799 £ s. d. 2,657 12 1 £ a. d. 50 0 0 £ s. d. 154 15 2 £ s. d. 30 0 8 £ s. d. £ a. A. £ a. A. .. £ s. d. Parkinson, H. A., m.a. Low, Ben. H.,B.A., B.sc. Do»deswell, Adel. A. Ward, Edward H. .. Ryder, Maud H. Hunt, Elien J. Hutcben, Jessie K. .. McKenzie, Christina.. Hayes, Lucy MeGowan, Mary Finlayson, Cath. H. .. Goad, Nellie E. Strack, George S. Nicholls, Majory MoCarrison, Margaret Wiesner, Hermine L. Wclsby, Nina Smith, William H. .. Worboys, Gladys Hopkirk, Susanna .. Moss, Ljon M. Kowley, Eliz. M., m.a. Wilson, Mar, K., m.a. Bl Bl Dl Dl Dl Bo E2 Dl D2 03 04 £ a. d. HM *400 0 C AM 280 0 0 AF 215 0 C AM 210 - 0 C AF ■. 180 0 C AF j 150 0 0 AF 165 0 0 AF ! 135 0 0 AF 135 0 0 AF 120 0 0 AF 100 0 0 AF 100 0 0 AM 95 0 0 FPtS 45 0 0 FPt4 65 0,0 FPt3 §5 0 0 FPt3 45 0 0 MPt3 45 0 0 FPt2 1 35 , .0 0 FPr2 55 ,0 0 MPrl 20 0 0 Sec. :. Sec. 50 Expenditure on schools not open in December, 1911 — Admiral Run Training College, Kelburne Expenditure not classified — Miscellaneous (requisites) Olerk of works and draughtsman 7 10 0 0 16 8 •• •• ■• 912' 0 0 AI AI "■: -v ■ 38 19 4 211 7 11 ■ , ■ I 284 2 3 95 0 0 " I Totals 65,328 12 3 2,026 17 10 4,403 1 3 3,682 3 9 1,359 6 11 66,241' 5 0 2,070 .. 1,587 0 10 874 12 6 6,535 2 3

Hawke's Bay.

E.—2.

HAWKE'S BAY.

Gbadb 0. Eskmount .. Hangaroa Mangakuri .. Ohuka Patoka Tahunga Tan guru Te Uri Totangi Waerenga-okuri Waikari ... Wheturau' .. 3 4 5 0 2 2 7 4 3 £ s. d. 18 0 0 10 0 0 24 0 0 20 0 0 44 13 4 11 0 0 8 9 4 10 10 0 18 0 0 27 10 0 10 10 0 21 0 0 £ a. di •• • £ s. d. & a. A. ":, 0 15 6 £ s. d. .. £ a. A. £ a. A. £ a. A. £ s. d.j I Rvan, Catherine i Hanson, Helen D. .. ' .. i Darling, Christina ... I Potter, Stella I. Woodward, Evelyn M. Milne, Margaret Oordingley, Kate Greene, Agnes E. Offer, Lucie P. Ray, SdnevP. Rice, Hilda M. Guscott, Charlotte E. F F F F F F F F F M F F £ a. AL 'li 0 0 24 0 0 24 0 0 30 0 0 *36. 0 0 12 0 0 .12 0 0 42 0 0 24 0 0 30 0 0 18 0 0 30 0 0 £ •• - ; •• ■ 0 12 6 ," •• •• •• .. ■I ■ • . ' Grade 1. Awariki Hatuma South Herbertville Heretaunga ,. Kanakanaia Mangaone Mangatuna .. Marakeke Matawai Morere Motu Ngapaeruru .. Nubaka .. Raumati East Tamumu Te Puia Tiniroto Ti-tree Point Viewfield Waitahora .. Waliingford .. Whakarau .. 12 9 6 19 11 13 Li 14 21 S 19 .15 11 9 15 11 10 S .12 14 10 127 10 0 90 0 0 113 6 8 125 0 0 75 0 01 82 10 0 108 0 0 30 0 0 76 17 6 86 15 9 79 2 3 16 13 10 125 0 0 90 0 0 90 0 0 122 1 8 91 10 10 90 0 0 90 0 0 90 0 0 98 8 9 78 7 9 16. 0 0 • 8 6 8 9 3 4 10, 0 0 3 6 8 8 6 8 9 12 10 1 17 1 10 0 0 10 0 0 10 0 0 10 0 0 6 5 0 4 17 6 4 12 6 8 17 6 5 12 6 6 7 6 5 15 0 817 6 4 12 6 8 10 0 1 5 11 0 12 0 0 13 2 1 14 0 2 12 0 12' 8 0 - 8 0 6 3 19 6 0 4 6 .... 0 2 6 6* 10 0 8 0 0 30 0 10 0 0 29 9 1' Avery, Winifred M. Smith, Mabel E. ; Ohristoffersen, 0. O... White, Janet A. 159 1 0 Weir, John W. Ssevens, Alice Williams, Ethel F. E. 88 6 6 Janett, Edith Murdoch, James Mowe, Miriam Olley, James R. ; G oss, Alice M. Campbell, James B. I. Barnett, Sybil F. Taylor. Frederick H... Piper, George M. Orr, Charlotte B. 249 0 C Doug'as, John E. Tuohy. Mary ; Keys, Violet I Bennett, Jane E. Williams, Annie D2 E2 Dl D2 F F M F M F F F M F M F M F M M F M F F F F 90 0 0 90 0 0 90 0 0 125 0 0 90 0 0 90 0 0 108 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 125 0 0 90 0 0 90 0 0 125 0 0 105 0 0 90 0 0 90 0 0 90 0 0 99 15 0 90 0 0 10 10 10 10 10 10 10 to 10 10 10 10 5 12 6 6 12 6 7 0 0 5 12 6 5 15 0 2 4 6 1 16' 0 0 D5 E4 10 0 0 10 0 0 12 10 0 10 10 10 8 14 2| 5 7 6 7 0 0 5 5 0 712 4 0 4 6 Lie. 10 Gkade 2. 117 14 2 130 10 0 165 0 0 125 0 0 111 5 0 145 0 0 117 18 4 130 0 0 122 1 8 144 10 0 90 0 0 112 10 0 125 0 0 125 0 0 137 13 3 15 0 0 7 15 3 8 0 3 14 15 3 7 12 9 7 5 0 8 17 9 7 5 3 10 5 3 8 12 9 9 12 9 6 5 0 9 5 3 12 12 9 10 17 9 17 0 9 6 18 9 13 0 0 Tuohy, Norah I Morrison, Annie B. S. 69 3 7i Parkinson, Minnie M. McNaughtori, Daisy E. Palmer, Ruth E. Smith, Isabel 63 4 6 Engebretsen, A. J. .. 15 1 0 Harris. Mrs. Rose E. I Stewart, E. : Humphreys, G. F. .. 324 9 6 Kain," John.. 333 14 llj O'Donnell, Wm. F. .. 167 10 1| Tucker, Edith C. M... Kennedy, Mrs. Mary.. j Kav, Florence E. Crawford, Is ibel G. .. Matnesor,, Mrs. D. E. Moore, Elizabeth S. .. : Larking, Fr-ink 0. .. D5 F F F F F F F F F M M F F HF AF F F M 125 0 0 130 10 0 165 0 0 125 0 0 120 0 0 145 0 0 108 0 0 130 0 0 120 0 0 120 0 0 120 0 0 112 10 0 125 0 0 125 0 0 120 0 0 90 0 0 145 0 0 125 0 0 120 0 0 15 Anaroa Argyll East Ashley-Clinton Blackburn .. Hopelands .. Maharahara West Makaretu South Mangatahi .. Mangatoro .. Maraekakaho Ngatapa Opoutama Pohui Puketitiri Rakauroa 16 16 29 15 17 18 li 20 17 20 17 20 21 12 .. 13 15 0 15 0 0 15 0 0 - 113 0 0 4 0 23 4 0 3 5 2 45 18 3 .. - I I •• I ... Dl D3 D5 El E2 E3 D5 D2 15 15 15 I 11 5 0 15 0 0 15 0 0 19 0 2 0 0 13' 2 6 15 15 15 I D3 D3 D4 15 15 0 0 14 4 1 Rissington .. Ruabine Run roa 17 23 21 134 3 4 125 0 0 120 0 0 15 0 0 15 0 0 8 0 3 11 2 9 10 5 3 14 14 1 13 12 10 4 19 10 D3 D2 D5 15 15 I •• * Plus £14 per annum donated by settlers.

8.—2

LVI

Hawke's Bay.

List of the Public Schools, the Expenditure, Staff, &c.— continued. HAWKE'S BAY— continued.

Name of School. Schools are entered in -1 j Maintenance. the order of the grades j SI „_ in the Schedule of the ' Education Amendment; 3 T ., nl ,„,. Act, 1908, and in alphabet- £ Salaries fnical order in each grade. „ „r,?it™ f p„£, : i Theletters "D.H.S." are 1 S entered after the name of " ' ce S°XL ° jf each District High School. g l ?,?: a Il°T,wf n f' Teachers' Part-time Schools or the "" , b -S'J??? u ,2\ n „ g House several parts of one School §> ; i,H e ™,'° Allowances, ure bracketed here, and g ' L g * " if,.! reckoned as one School, J ', „, and inserted in the grade i. Pf^ a f r^ of their joint attendance. j 1 fi.) I (-2 1 _ iai (4.) Expenditure for the Year. Names, Classification, and Status of Teacbers. Annual Rateg of Payment during Last Month of Year. School iJuildin; ;s and Teachei ■s' Residences. Incidental Expenses of Schools. General Maintenanoe, Small. Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. New Buildings, New Class-rooms, Additions, i Furniture, Apparatus, and Sites. (10.) o A A .2 m Teacbers =3 2 on the Staff at the End £ *• of the Year. "55 .5 Co o Or (IL) (12.) ' (18.) q &t do 60*0 — I IO a fr t- r3 a h ■* S — » •h a to o — -. 3 K-J 9 _, to 3 CC V H h rx, -3 a a ° a a ■ tit -cc id- 0 - 0 ■3 eta £2- - -% a a "a . h -. yH tHS3 O. O o. « - . 9 •o a h a oca fH< u to O to Cn a o (5.) (6.) (7.) (8.) (9.) 114.1 115.) Grade 2- continued. £ a. d. £ a. d Ruataniwha.. .. 30 155 0 0 15 0 C Waipatiki .. ..13 125 0 0 15 0 ( Wakarara .. ..17 129 0 0 Wanstead .. ..23 118 15 0 lSj 0 ( Whatututu .. ..26 141 0 Oi 15 0 C Wimbledon .. .. 12 145 0 C £ s. d. 155 0 0 125 0 0 129 0 0 118 15 0 141 0 0 145 0 C £ s. d. 15 0 0 15 0 0 is' 0 0 15 0 0 £ s. A. 14 7 9 6 15 3 7 17 6 11 2 9 11 15 3 6 7 6 £ a. A. 17 6 3 10 0 33 5 9 £ a. A. ■■ £ s. a. £ s. d.i i' 5 0 £ s. d. McLellan, Grace Y. .. I Cooper, Ruth E. Fletcher, Mrs. Lilian R. 347 5 6 Bedingfield, M. E. A. Burgess, Christina M. Longley, Arthur W. S. Dl F D4 F F Lie. F Lie. F D3 M £ s. d. 155 0 0 125 0 0 108 0 0 118 15 0 114 0 0 145 0 0 £ 15 15 15 15 •• 110 .. .. Grade 3. Elsthorpe .. ..30 165 0 Oj Pernhill .. ..28 175 0 0 20 0 C Kaitaratahi .. 23 155 0 0 20 0 ( Makaretu .. 29 149 3 10 Ngamoko .. ..30 165 0 0 Raumati .. ..30 153 6 8 20 0 C Whetukura .. ..27 175 0 0 165 0 0 175 0 0 155 0 0 149 3 10 165 0 0 153 6 8 175 0 0 20 0 0 20 0 0 20 0 0 16 0 3 13 12 9 10 15 3 13 15 3 15 0 3 14 0 3 12 10 3 44 6 6 32 0 9 2 12 6 6 4 6 \ ■■ I 71 9 8 Burns, Evelyn H. M. : Dugleby, Ethel G. .. HO 5 8 Kay, John .. : Hooper, John E. I Woodham, Herbert .. 24 12 5 Patrick, James E. .. 59 12 6J King, Walter J. D3 F El F Dl i M 04 M El ' M 04 M Dl M 165 0 0 175 0 0 155 0 0 150 0 0 165 0 0 150 0 0 175 0 0 20 20 3' 8 1 1 10 6 " ■ 20 Grade 4. Frasertown .. .. 72 274 10 0 Hatuma .. ..51 289 10 0 274 10 0 31 0 3 243 2 6J Kidd, Henry L., b.sc. Waters, Margaret S... Cole, Lilian S. Murphy, Elizabeth M. 27 5 4 Davidson, William .. Wilsoti, Marion .. Grigor, Janet P. 199 14 3 Balfour, Margaret A. Noble, Annie C. McClure, Jane E. Gregory, Emily F. .. 28 12 5 Menzies, W. G., e.a... Ellingham, Ida M. .. Nelson, John M. Thompson, Linda O... Parlane, Andrew 71 3 4 Shaw, Norman H. .. Manton, Catherine .. Smith, William, b.a. Wellwood, Susan K. .. Brown, Jonathan Westmoreland, G. M. „ I ™ ! B4 j HM AF El ! HF .. ! AF 01 ; HM C5 ! AF B2 i F Dl | HF D5 AF E2 ! HF .. ! AF B2 | HM .. j AF E2 i HM .. AF D2 I M El HM AF Bl HM E2 AF 01 HM AF 180 0 0 94 10 0 195 0 0 94 10 0 195 0 0 90 0 0 180 0 0 195 0 0 95 0 0 195 0 0 94 10 0 190 0 0 94 10 0 210 0 0 90 0 0 195 0 0 180 0 0 90 0 0 210 0 0 110 0 0 195 0 0 94 10 0 289 10 0 23 14 3 44 7 7 Kiritaki .'.,'. .. 40 285 0 0| 285 0 0 19 2 6 8 8 4 Kumeroa .. ..32 180 0 0 Mangateretere .. 56 287 1 8 25 0 C Matahiwi ., .. 38 289 10 0 25 0 C 180 0 0 287 1 8 25' 0 0 15 2 9 24 9 9 3 12 5 60 3 7 25 289 10 0 25 0 0 17 12 9 0 3 9 I 25 Meeanee .. ..49 284 10 0 284 10 0 21 3 6 33 12 6 Mohaka .. ..45 300 0 0 300 0 0 20 7 9 24 9 1 Murewai .. ..28 195 0 0| Otoko : ., .. 40 272 10 0 25 0 0 195 0 0| 272 10 0; 25' 0 0 13 12 9 18 9 3 2' 7 0 25 1 Pakipaki ... .. 68 320 0 0 320 0 0 29 17 9 36 8 0 Pakowhai .. ..39 289 10 0 289 10 0 18 8 9 35 13 1

Hawke's Bay.]

LVII

E.—2.

viii—E. 2.

Papatawa 41 270 0 0: 18 2 3; 28 1 91 Mayo, Ernest Lowman, Elizabeth E. Speight, Hubert Shugar, Matilda Kemp, Stanley M. .. Dagg, Olive Morgan, Louisa Price, Mary Plank, Louis J. Burden, Mary W. Andrews, Helen B. .. Earl, Charlotte M. .. Caughley, Christina J. Caughley, Rachel Robson, Harry Ingleton, Anastasia .. Humphrey, Ernest J. Chadwick, Eleanor ... Finlayson, John H. M. Walshe, Elizabeth A. Larsen, Albert J. Pole, Leonard E. Brann, Grace L. Stephens, Thos. J. O. Rashleigh, Clara J. .. Nicoll, Thomas A. .. Russell, Lilly D2 HM AF 01 HM AF 02 HM AF 01 HF AF Dl HM D4 AF Dl HF D5 AF El HF D3 AF Lie. HM AF D2 HM AF 03 HM FPt5 MPt3 D2 HM D2 AF HM D4 AF D3 HM D4 AF 180 0 0 00 0 0 195 0 % 9b 0 Oj 185 0 0 90 0 0 185 0 0 90 , 0 0 210 0 ol 95 0 0 195 0 0 100 0 0 195 0 0 90 0 0 175 15 0 90' 0 0 180 0 0 90 0 0 180 0 0 55 0 0 45 0 0 210 0 0 90 0 0 189 0 0 90 0 0 180 0 0 95 0 0 25 25 25 25 Petane 55 285 0 0 23 12 3 119 4 5 38 1 7 Porangahau .. 49 285 5 5 1 10 8 4 22 1 0 31 10 0 528 4 6 Puha 63 i 276 5 0i 25 0 0 26 9 6 9 18 8 .. Pukahu 46 308 6 8 21 0 3 79 9 1 ■• Puketapu 1 38i 295 0 01 18 2 9; 98 1 5 I 29 8 0 Te Aute 36 282 15 11 16 10 3 38 7 9 Te Rehunga.. 72 265 15 0 25 0 0 31 13 9 19 6 0 Tokomaru Bay 43 261 0 0 25 0 0 19 0 0 5 17 6 Umutaoroa .. 29 295 0 0 15 5 3 26 14 8 Waipiro Bay 75 46 313 12 2 264 14 6 31 13 3 9 17 0 74 12 4 Weber y 21 4 6 28 5 10 Woodlands .. 39 280 0 0 25 .0 Oj 18 2 0 Grade 5. 45 10 9 116 18 8 Olive Makaraka .. Makauri Makotuku Matamau Ongaonga 121 88 95 74! 68 88 445 16 8 421 18 4 383 4 2 385 0 0 375 16 8 374 0 0 30 0 0 36 18 0 36 9 6 32 5 9 31 3 0 35 15 9 15 8 0 37 11 10 I 31 6 11 Sinclair, George K. .. Bradbury, Annie E. .. Sinclair, Bertha M. .. Anderson, Annie M. L Marshall, John Stephenson, Louisa J. Mcintosh, Mary Wauchop, John S. Brooking, Lilian Mortleman, Mary I. .. Benson, Herbert N. .. Soundy, Carrie A. Hull, Eva Brown, James F. Brewer, Ella M. Price, Francis M. Bissell, Edward Lyall, Ethel A. Palmer, Frederick C. McLeod, John Craighead, Helen Powell, Mabel H. Curd, Frank B. Tyerman, Marjorie G. Paton, Maude E. Garry, Francis A. ... Woodhouse, Maud E. Burgess, Dorothy Woodward, John C. .. Wilkinson, Mrs. Mary Tuohy, Catherine Harper, Nora 01 HM D2 AF FPt4 FPrl Dl ; HM Dl AF FPtl Dl HM Lie. AF .. I FPt2 01 ' HM E2 AF .. i FPt5 01 ' HM 02 i AF I .. | MPt2 01 ! HM .. AF .. j MPt3 Dl ! HM Dl AF .. ! FPt3 ! Dl HM D4 AF FPt2 ; 01 HM D4 AF FPt3 El HM E2 AF FPt4 FPr2 240 0 0 105 0 0 55 0 0 50 0 0 245 0 0 125 0 0 45 0 0 240 0 0 99 15 0 35 0 0 210 0 0 120 0 0 55 0 0 220 0 0 110 0 0 50 0 0 220 0 0 99 0 0 55 0 0 240 0 0 120 0 0 55 0 0 240 0 0 105 0 0 50 0 0 240 0 0 120 0 0 45 0 0 240 0 0 115 0 0 55 0 0 55 0 0 30 30 27 16 6 Ormond 106 1061 415 0 0 41 15 9 49 10 0 •• Ormondville.. 91 91 395 0 0 37 7 3 I 2 7 11 ■• 83 405 0 0 35 7 9 7 17 8 41 0 11 Otane 83 1 Patutahi 121 465 0 0 46 15 3 18 13 5 121 .

E.—2.

[Hawke's Bay.

List of the Public Schools, the Expenditure, Staff, &c.— continued. HAWKE'S BAY— continued.

LVIII

Expenditure for the Tear. iification, and Status ot Teachers. Annual Rates of Payment during Last Month of Year. Name of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters '* D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. A to o 9 h ta TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excludiug Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maiutenauce, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. chool Buildini Rebuilding Worn-out Schools and Teachers' Residences. s and Teachei i' Residences. Rent. (9.) New Buildings, New Class-rooms, ■ Additious, Furniture, : Apparatus, and Sites. (10.) a p 3 a o o A 9 CD 9 A Ht> a a o o A, tr*" a - ° 3 DO rr tO — r*l — io a > > H r-a to c — _ "* ; -i >S3 a n Hi h r- y £ a M S a a ° a a ™ 2"- S3 ,ci n C3 „ ta . h -. O m-t»z - a to a S a a* h a O to ™ O Teachers' House Allowances. Incidental Expenses of Schools. Rebuilding Schools destroyed by Fire. Teachers ou the Staff at the End of the Year. (4.) (5.) (6.) (7.) (8.) OL) (12.) (15.) (1.) (3.) . (13.) (14.) (2) Grade 5— continued. Takapau 106 £ a. A. 405 0 0 £ a. d. £ s. d. 39 19 3 £ s. d. 52 3 0 £ a. d.i 422 13 4j £ s. d. £ a. A. 17 2 0 £ s. d. 405 10 8 Oaughley, James Dagg, Lucinda R. Taylor, Benjamin W. Faram, Frederick T... Wiseman, Mahal D... Sadler, Dorothea Sefton, Percy J. Pickering, Esther E. S-anions, Violet Eves, Charles A. Enting, Zelma A. E. Quigley, Herbert S. M. McClure, Vida E. A. Bonton, Cora 0. Taylor, Muriel E. Miller, James Martin, Laura Holder, Kobert P. .. Ellis, Harold L. Meyer, Franoes I. j .. 01 D4 HM AF MPi3 HM "AF FPt3 HM •AF FPi3 HM AF HM AF FPt4 FPr2 HM AF MPt2 HM AF HM "AF FP.4 FPt3 M Prl HM AF AF MPt4 FPt3 HM AF AF AF FPt4 FPc4 FPrl £ s. d. 230 0 0 120 0 0 55 0 0 230 0 0 94 10 0 55 0 0 255 0 0 135 0 0 45 0 0 210 0 0 94 10 0 240 0 0 115 0 0 55 0 0 55 0 0 215 0 0 105 0 0 35 0 0 240 0 0 110 0 0 £ Te Arai 98 390 19 2 39 14 0 El ■• Te Karaka oe; 435 0 0 38 8 9 49 11 7! m El Tikokino 309 2 6 27 17 3 75 8 11 5 0 0 01 62 Tipapakuku 89 465 0 0 30 0 0 36 10 3 7 16 El D4 30 Tolaga Bay 108 355 8 4 43 1 9 12 8 6 33 4 0 El D2 Waerenga-ahika es; 350 0 0 30 7 6 64 8 11 4 0 oj Dl D4 Grade 6a. Havelock North 162 1 540 8 4 57 15 7 2 18 6 2 12 0 Holmes, Robert B. ., Martin, Ethel E. McBwan, Edith C. .. Cooper, Margaret L... Stafford, Fred Baglev, Benjamin Woodham, Aile, b.a. .. de Barran, F. M. Parsons, Vivian Erioksen, Julia E. .. Williamson, John, b.a. Smart, Elsie G. Burton, Eva Goates, Gladys Monaghan, Luoy Bundle, Mary A. Bower, ELie Dl Dl 255 0 0 135 0 0 60 0 0 45 0 0 50 0 0 265 0 0 120 0 0 90 0 0 55 0 0 45 0 0 255 0 0 125 0 0 120 0 0 90 0 0 55 0 0 55 0 0 50 0 0 l Norsewood 155 601 13 4 56 14 1 13 6 Cl' B3 Taradale and Greenmeadows 638 6 11 57 11 1 25 8 0 I Bl D4 D5 194 11 5 0 I

Hawke's Bat.]

LIX

8.—2.

Gbadb 6b. Kaitl 180 598 0 0 35 0 0 59 2 8 38 4 2 Bull, John H. Fawbert, Emma L. .. Morgan, Kathleen .. Bargh, Grace Faram, Frank G. Cook, Jessie Murdoch, Martha Turley, Lilian M. Dl El D4 D5 01 D3 HM AF AF AF HM AF AF AF 255 0 0 135 0 0 120 0 6 90 0 0 240 0 0 120 0 0 108 0 0 90 0 0 35 Te Hapara .. - 168 420 1 11 32 1 8 53 12 9 320 6 101 35 I Grade 7a. Mahora 857 19 8 68 18 1 33 18 0 167 1 6 D5 Mangapapa .. Waipawa D.H.S. Waipukurau 238 236 222 874 13 4 723 6 8 799 13 3 40 0 0 40 0 0 \ 69 4 4 77 7 4 8 15 0 121 0 3 0 9 0 Chaplin, Wilfred T. .. Clapham, James W. .. Gray, Maggie I. Ross, Margaret E. .. Jones, Sydney I. Hill, Eleanor Greene, Margaret 0... Cole, Robert Olsen, Othenius R. .. Cussen, Kathleen Ambridpe, Edith E. .. Brodie, Mrs. Joanna .. Cammock, William R. Watson, John D., m.a. Wilson, Henry L. Marsh, Louise M. Burness, Jane M. Milburn, Olive W. .. Keane, Jeremiah Smith, Rose M. Cooke, Chas. J., B.A. Murphy, William J. .. Murray, Elizabeth H. McAllister, Ruby E... Gore, Mary E. Casey, Agnes W. Smith, Jane Bowie, John, B.A. Duggan, John Sargisson, Eliz. L. .. Anderson, Ethel G. .. Mackenzie, Jeaunie R. Beckett, Eva Torr, Eva CI D3 El C3 Dl Dl D2 C3 E3 Bl Bl El HM AM AF AF MPt3 FPt2 FPrl HM AM AF AF AF MPr2 HM AM AF AF FPrl Sec. Sec. HM AM AF AF FPi3 FPt2 FPr2 HM AM AF AF FPt3 FPtl FPr2 275 0 0 185 0 0 145 0 0 110 0 0 45 0 0 50 0 0 50 0 0 270 0 0 180 0 0 145 0 0 130 0 0 100 0 C 55 0 0 •275 0 0 195 0 0 145 0 0 90 0 0 20 0 0 10 40 210 •• 61 18 0 7 6 111 198 17 0 02 CI Bl Lie. El C5 270 0 0 171 0 0 135 0 0 105 0 0 45 0 0 50 0 0 25 0 0 270 0 0 162 0 0 135 0 0 105 0 0 45 0 0 45 0 0 25 0 0 Wairoa 787 0 0 208 61 0 9 31 12 9 135 4 1 Bl El D4 Gbadb 7b. Dannevirke South 2811 1,055 16 8 40 0 01 Harvey, George Soundy, Arthur W. Campbell, Isabella .. Robertson, Isabella M. Whibley, John 0. .. Barrie, Thirza I. Chapman, Nellie K... Moloney, Margaret .. Stevenson, Andrew .. Cartwright, James Glanville, Emily H. .. Lange, Olive B. Coward, Alice O'Brien, E len M. .. Rendle, Arthur C. .. Hind, Charles A. S. .. Hoult, Wm. H., M.A. Dl Dl D3 Dl HM AM AF AF MPt4 FPt3 FPt3 FPr2 HM AM AF AF FPi4 FPt4 MPi3 MPr2 Seo. 315 0 0 215 0 0 150 0 0 145 0 0 60 0 0 65 0 0 55 0 0 55 0 0 *305 0 0 205 0 0 150 0 0 105 0 0 55 0 0 65 0 0 45 0 0 65 0 0 73 9 0 11 5 0 40 Woodville D.H.S. 296 979 10 0 75 3 0 72 9 8 CI 01 Dl D4 A3 •■

■E.—2.

[Hawke's Bay.

List of the Public Schools, the Expenditure, Staff, &c.— continued. HAWKE'S BAY— continued.

Expenditure for the Year. lincation, and Status of Teachers. Annual Rates bf Payment during Last Month of Year. Name of School. Schools are entered in the order of the grades in the' Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the Beveral parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. OS fl to O h Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buiidiugs, Kepairs, Repainting, &c. School Building Rebuilding Worn-out Schools and Teachers' Residences. ;s and Teachei Rebuilding Schools destroyed by Fire. s' Residences. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. a p a a "te to a 3 O' A a CD S3 Hf 'a p to CM - >ite- r&rr} j m" a"=g a m r-t Hi'— -r >=5i x ai>$ = a h •" p — 3 5 &S3 to to 3 r, a h g ju CC "2 a a o a T> W hi „ o ..'to-. sf §!!■§■§ to© a^o^^ A <t-fl © GO t*S {H< h ID m o Teachers' House Allowances. Incidental Expenses of Schools. Rent. Teachers on the Staff at the End of the Year. (4.) (5.) (6.) (7.) (8.) (9.) (10.) (11.) (12.) I OO I (3.) ' (13.) (U.) (15.) (2 1 Gbade 8a. Dannevirke North :j £ a. d. 1,071 16 3 I £ a. a. £ s. a. 73 2 10 £ s. d. 15 13 1 £ s. d. £ s. A. £ s. A. £ a. d. £ s. A. 325 0 0 225 0 0 150 0 0 150 0 0 55 0 0 50 0 0 50 0 0 55 0 0 315 0 0 215 0 0 155 0 0 140 0 0 125 0 0 105 0 0 35 0 0 325 0 0 225 0 0 165 0 0 140 0 0 135 0 0 105 0 0 55 0 0 60 0 0 45 0 0 £ 45 e 28: Soundy, Richard P. .. McLennan, Duncan .. Burden, Louisa H. .. Nielson, Albert Baldwin, lima M. Gockerill, Wm. S. M. Quigley, Middleton S. Ross, Hilda.. Dodds, James N., m.a. Driller, William J. Riley, Emma J. Mitchell, Georgina M. Christy, Agnes C. M. Gorman, Annie Earl, Florence Martin, William G. .. Cockroft, George W... Anderson, Mrs. Helen Cooke, Alice B. Magill, Elizabeth Puflett, Annie L. Pedersen, AnnaD. .. Pinder, Oonstance M. Forne, Kate El Dl El D2 Bl Dl Dl Dl E2 D2 ci ci El D2 D2 D3 HM AM AF AM FPt3 MPt2 MPt2 FPr2 HM AM AF AF AF AF FPt2 HM AM AF AF AF AF FPt4 FPt4 FPt3 Napier South 317 1,079 13 5 45 0 0 78 7 1 50 16 6 Port Ahuriri and Westshore 322 1,255 0 0 95 10 ll 240 16 8 20 0 0 Gbade 10b. Hastings D.H.S. 2,295 0 0 Pegler, Leonard F., b.a. Hudson, Edward V. .. Rosie, Wilhelmina J. Cullen, Arthur R. Daly, John T. McCarthy, Ellen Gray, Georgina Harper, Amy R. Turnbuil, Elizabeth .. Joll, Ethel S. Chambers, Olara J. .. Donnelly, Sarah Bl Bl El 01 03 Dl Dl Dl El D4 HM AM AF AM AM AF ! AF AF AF AF FPt4 FPt4 *390 0 0 285 0 0 225 0 0 195 0 0 180 0 0 165 0 0 165 0 0 135 0 0 135 0 0 115 0 0 55 0 0 55 0 0 701 142 6 0 476 16 2

LXI

E.—2.

Hawke's Bay.]

162 19 0 20 5 6 Prude, Annie D. Barnard, Stanley Macdonald, Elizabeth Packer, Richard G... Atkinson, Thomas S. Hodgson, Ruth J. .. 03 02 MPt3 FPt3 MPt2 Sec. Sec Pc3 H3 Pt2 I ,45 0 0 ! 5"0 0 0 sc. - Grade 10c. Napier !C 724 2,387 10 0 50 0 0 Hislop, James Grant, Milton R. Jonee, William H. Barnett, Annie H. .. Florance, Robert H... Palmer, Mary McVay, Ellen M. .. Davis, Lucy A. Hannay, Amelia W. .. McDonald, Isabella C. McCartney, Eliz. J. M. Smale, Lily A. Anderson, Lillie K. .. Murphy, Fanny Reid, Kathleen I. Williamson, Annie P. McAllister, Ila F. S. Rigby, Cyril G. CI Dl C2 Dl D4 El El D3 C4 C4 HM AM AM AF AM AF AF AF AF AF AF AF FPt4 FPt4 FPt4 FPt3 FPtl MPtl M M M F M F F F F F F F >t4 Hi Hi HS HI Ptl 385, 0 0 285 0 0 215 0 0 185 0 0 170 0 0 165 0 0 165 0 0 135 0 0 120 0 0 100 0 0 90 0 0 90 0 0 55 0 0 55 0 n 55 0 0 45 0 0 25 0 0 45 0 0 50 r>5 ■ \ Grade 10d. Gisborne 758 2,515 8 0 50 0 0 122 17 7 85 0 10 Rowley, Francis J. ,B. A. Leslie, David E. Matheson, Fanny C. R. Cowan, David Kibblewhite, Bruce M. Cumming, Margaret.. Faram, Edith H. Adams, Florence K. .. Blackie, Helen W. .. Black, Grace Hogg, Hilda M. Sheen, Lois H. Epps, Fanny A. Rigby, Norman F. Bullard, Margaret S. Forsyth, Archibald J. Moore, Irene B. Oxenham, Esther Bl 01 El Dl B4 Dl El El C2 D2 D5 C4 D5 HM AM AF AM AM AF AF AF AF AF AF AF AF AM FPt3 MPt3 FPt3 FPt2 M M M .M F F F F F F F F M H3 Pt3 H3 ?t2 400 0 0 285 0 0 225 0 0 210 0 0 165 0 0 165 0 0 165 0 0 135 0 0 120 0 0 100 0 0 100 0 0 90 0 0 90 0 0 90 0 0 45 0 0 ! 55 0 0 45 0 0 35 0 0 50 a ■ ■ Kxpenditure on schools not open in December, 1911— Portland Island Tahunaroa Port Awanui Omakere i I 2 0 0| 6 0 0 19 11 11 2 3 7 .. J •• I 2 8 6 Expenditure not classified — Fittings, furniture, and apparatus Preparation of plans Insurance ! 65 0 5| I .. I •■ 10 0 0 29 0 1 3.061 2 7 2,879 13 5 ■ • 40,096 10 0 Totals 557 17 5 1,001 • • 39,664 0 9| 986 11 0 128 4 6 4,609 19 8

E.—2.

LXII

MARLBOROTJC.H.

List of the Public Schools, the Expenditure, Staff, &c.— continued. MARLBOROUGH.

Kahk op School. Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Rates of Payment duringljast Month of Year. Schools are entered in the order of the grades in the Schedule of tbe Education Amendment Act, 1908, and in alphabetical order in each grade. The letters '■ D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. rH rH I-i ■a s fl iH C 9 H Maintenance. School Buildings and Teachers' Residences. Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers" House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Bebullding Schools destroyed by Fire. New Buildings, New Class-rooms, Teachers Additions, on the Statf at the End Furniture, of the Year. Apparatus, and Sites. (10.) 111.) .2 s to to a o o fl fl - a o o CM o a u *h p.-, -3 .2 a a o a 3 'S 73 r% aa tn a C3 „a -h-. VrJCu 2 a d o to O^ 3 E4 4= r- ej tH O 00-*aS CD © tH « O « w O Ben*. (4.) (5.) (6.) (8.) (9.) <y (3.) ! (7.) (12.) ! (13.) i (14.) (2.) (15.) Gbade 0. Altimarlock .. Anakiwa Apple Bay ... Benhopai Black Rook .. Brooklyn Bay Bulwer Cowslip Valley Elaine Bay .. Eli Bay Endeavour Inlet Ferndale French Pass Jordan Kakapou Bay Laverique Bay Leefield Mahau Maori Bay .. Mirza Okukari Onahau Onapua Pines Port Gore .. Pukatea St. Lawrence Scarborough Run Separation Inlet Te Puru Tetley Brook Te Weka Vernon Waihohonu .. Waikakaho .. Waikawa Bay Waireka 3 6 6 2 4 1 6 1 5 8 10 4 8 9 5 3 3 4 S 12 5 7 3 6 4 5 7 4 4 4 6 5 4 4 5 £ s. d. 39 10 0 42 0 0 33 0 0 12 0 0 14 1 7 12 0 0 33 0 0 8 0 0 28 11 0 44 0 0 81 0 0 25 14 6 40 10 0 70 10 0 30 0 0 12 0 0 18 0 0 36 0 0 8 10 0 11 4 0 33 0 0 90 0 0 30 0 0 28 10 0 16 13 4 20 0 0 43 10 0 19 4 6 24 0 0 67 10 0 34 10 0 6 0 0 30 0 0 21 9 0 42 0 0 28 10 0 42 0 0 £ s. d. 7 10 0 5 0 0 .. £ a. d. ! I 4 10 0 410 0 £ s. d. ■ I 517 1 2 1 11 0 10 i'lO 0 £ s. a. I s. a. £ s. d. £ s. a. £ s. d. 1413 6 i Jones, Henry D'Aroy Beauchamp, Ethel B. Kelleher, Kathleen .. Mapp, Elsie McMabon, Olive Wells, Violet Lehrke, Veronica Watson, Mrs. Sara .. Greville, Lilian Hood, Lilian A. Wickins, Rose M. Watson, Leslie Kelling, Cora Moore, Bertha H. Guard, Daisy Scott, Helen Mclsaac, Ella Schenkel, Ella Morris, Geraldine i Woulfe, Katherine .. Martyn, Annie Hebberd, Ruth Johnson, Maud M. .. Gallop, Elizabeth Hoare, Daniel Eden, Florence Young, Grace i Williams, Beatrice .. Burgess, Ida I. Hale, Janet.. Browne, Ivy M. Baxter, Henry Speedy, Margaret Reardon, Kate Catley, Mary Barnes, Mrs. Louise. . Rankin, Eileen M F F F F F F F F F F M F F F F F F F F F F F F M F F F F F F M F F F F F £ s. d. 42 0 0 42 0 0 36 0 0 12 0 0 18 0 0 12 0 0 36 0 0 12 0 0 30 0 0 48 0 0 90 0 0 30 0 0 42 0 0 90 0 0 30 0 0 18 0 0 18 0 0 36 0 0 18 0 0 42 0 0 30 0 0 90 0 0 30 0 0 36 0 0 24 0 0 30 0 0 48 0 0 24 0 0 24 0 0 30 0 0 36 0 0 30 0 0 30 0 0 30 0 0 42 0 0 30 0 0 42 0 0 £ 10 10 12 6 115 5 •• • • .. • I ! i i I '" • > .- •' •• ! .. I I i I

Maelbobough.]

E.—2.

LXIII

Waitata Bay Waterfalls Wharehunga Wynen's Bay 1 9 2 4 16 10 0 61 10 0 11 0 0 30 0 0 a'io o I Reaks, Daisy O'Leary, Kathleen .. Davis, Lilian M. Morrison, Mary F F F F ,18 0 0 90 0 0 12 0 fl 30 0 0 to •• .. .. - Grade 1. Blind River Deep Greek Fabian's Valley Head, Kekerangu Nopera Bay Nydia Bay Okoha Opouri Valley Pelorus Bridge Robin Hood Bay Sea View Tahuahua Te Awaite Ugbrooke Waikawa Pah Waitaria 11 10 11 3 12 15 '12 6 10 12 13 9 13 10 11 14 13 90 0 0 90 0 0 100 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 16 8 15 0 0 37 10 0 117 0 0 90 0 0 108 0 0 90 0 0 90 0 0 90 0 0 121 10 0 io' o ol 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 1 13 4 4 3 4 10 0 0 10 0 0 10 0 0 7 10 0 4*10 OJ 410 Ol 5 12 6! 7 10 Oi 12 6 2 10 0 1216 8 l6" 3 0 13 18 0 65 0 0 1019 0 0 13 6 'I "■ • 157 5 6 •■ ■ Waters, Janet F. Stratford, Nea Bonser, Mrs. Eileen M. Rabson, Florence Hutchinson, Sara Murphy, Christine .. Wither, G. B., B.A. .. Haultain, Frances A. Harris, Margaret Cheek, Eva.. Fawcett, Joseph Farnell, Florence M. Budge, Sylvanus B. R. Fraser, Ernest M. Robinson, Alioe M. .. Howara, Mrs. Kate .. Simpson, Lily P. D4 B3 Dl F F F F F F M : F F | F M F M M F F F 90' 0 0 90 0 0 100 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 117 0 0 90 0 0 108 0 0 90 0 0 90 0 0 90 0 0 121 10 0 10 10 10 10 10 10 10 10 10 10 10 • 10 0 0 10 0 0 10 0 0 4 10 0 7 10 0 4 10 0 i'lO 0 7 10 0 1 10 0 2 10 0 1 10 0 0 2 6 4 16 6 2 10 0 10 10 10 •• *■ - Gbadb 2. Grassmere Havelock Suburban .. Kaituna Linkwater Marshlands Ocean Bay Omaka Onahuku Onamalutu Riverlauds Te Rou Wairau Pah.. Wairau Valley 12 25 20 18 21 27 22 13 28 23 14 8 13 124 11 8 155 0 0 108 0 0 145 0 0 150 0 0 108 0 0 135 0 0 108 0 0 145 0 0 125 0 0 121 10 0 108 0 0 115 10 0 15 0 0 15 0 0 15 0 0 7 10 0 7 10 0, 7 10 O: 7 10 0 9 0 0! 7 10 0. 5 10 0 17 8 8 3 0 0 12 6 2 3 0 0 3 0 0 6 5 9 lo' 0 0 I •• •• ! ! Jeffries, Emily V. Reaks, Henry J. Brydon, Eaith M. .. Allen, Constance M. .. Jones, Mrs. Sarah J. .. Skelley, Clauae H. T. O'Sullivan, FranoesT. Binley, Jessie Gayne, Violet E. Chapman, Florence M. Ribinson, Frank Weaver, Helena Brooks, Goraon Packard, Frances M. B. Greig, Arthur G. Best, Frank D. Thorpe, Mrs. Oar. E. .. Oiaham, Hedley E4 E2 03 D2 D4 03 04 El 04 D3 Lio. D2 F M F F F M F F F F M F M F M M F M 120 0 0 155 0 0 108 0 0 145 0 0 150 0 0 108 0 0 135 0 0 108 0 0 145 0 0 125 0 0 121 10 0 108 0 0 108 0 0 160 0 0 155 0 0 180 0 0 142 10 0 195 0 0 15 15 15 I 15 15' 0 0 136 7 9 15' 0 0 15 0 0 9 0 0 7 10 0 7 10 0 7 10 0 7 10 0 8 2 0 37 15 4 2 10 0 6 12 6 2 10 0 •• •• 510 0 •• 15 15 Grade 3. Fairhall Marama Okaramio Rai Valley Rapaura 23 28 30 24 160 0 0 155 0 0 180 0 0 142 10 0 195 0 0 9 0 0 9 0 0 9 0 0 9 0 0 9 0 0 22 16 9 3 0 0 21 5 4 3 0 0 16 0 0 86 10 6 93 19 0 68 0 0 i I ! .. . 1 Grade 4. Oanvastown 281 0 0 13 10 ol 16 0 Oj O'Connor, Maurioo J. Waasworth, Bsrtha E. Foley, Hugh, b.a. Kelleher, Marguerite Giffora, James R. A. Hanron, Alice Neumann, Monioa .. Nicoll, Mab=l G. Macalister, Itta Prichara, Doris Humphreys, Jos. W. Young, Esther .. '< D4 B3 D3 ci D4 E2 HM AF I HM : AF HM : AF ! FPr2 HF AF FPrl HM AF 180 0 0 90 0 0 185 0 0 90 0 0 185 0 0 90 0 0 55 0 0 195 0 0 110 0 0 20 0 0 195 0 0 90 0 0 49 Carluke 51 275 0 0 25 0 0 12 0 0 10 11 0 25 Havelock 56 330 0 0 j 13 10 0 94 0 3 Marlborough Town 46' 320 18 10 12 0 0 31 0 0 Seddon 285 0 0 12 0 0 23 13 5 46 1

E.—2.

LXIV

'Marlbobough.

List of the Public Schools, the Expenditure, Staff, &c. — continued. MARLBOROUGH— continued.

> Expenditure for the Year. Annual Rates fef Pa: ment during Last Month of Year. Name op School. Teachei Teachers. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of eacb District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned us one School, and inserted in the grade of their joint attendance. o rO S3 O to tx a hi to > Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. School Buildin; Rebuilding Worn-out Schools and Teachers' Residences. is and Teachers' Residences. Rebuilding Schools destroyed by Fire. New Buildings, New Class-rooms, Teachers Additions, j on the Staff at the End Furniture, of the Year. Apparatus, : and Sites. a o a ti> a 5 o o S3 a CD ta A o Ph o teres te" a' =5 am ■-• glp "2 3 fl h "H.3--I fl fl &s3 o r- to £aSZ\ to* % •/) fi 2 „ o .to-, - to io a h fl <o~ h a m o as Teachers' House Allowances. Incidental Expenses of Schools. Rent. (4.) (5.) (6.) (7.) (8.) (9-1 (12.) __a,_ HI (3.) (10.) __ (U.) (13.) (14.i 11.5.1 Grade 4— continued. Waitohi 45 £ s. d. 285 0 0 £ s. d. £ s. a. 12 0 0 £ a. A. 18 0 9 £ s. d. £ s. a. £ a. a. £ a. A. 110 Haughey, James .. i Hilliara, Josephine .. ! 267 9 1 Wallace, Elizabeth A. : Bell, Susie C. .. j Dl E2 HM AF HF AF £ a. A. 195 0 0 90 0 0 180 0 0 90 0 0 £ Wara 51 270 0 0 10 10 0 43 14 10 I Grade 5. Grovetown .. 387 1 8 19 10 0 89 11 6 Hill, Hollis J. Ladley, Ada B. E.. .. Campbell, Frances .. Cook, William R. .. Williams, Agnes M. T. Fisher, Horace R. Lucas, Ella G. Howard, Harry J. ... MiUington, Emily H. Fraser, Christina .. I 01 D2 D2 D2 Dl 04 Dl D2 D4 86 HM AF FPt4 ; HM I AF HM AF 210 0 0 120 0 0 55 0 0 240 0 0 120 0 0 230 0 0 120 0 0 Renwick 72 360 0 Oi 16 10 0 8 0 0 Tuamarina 67: 350 0 0 16 10 0 5 10 0 Grade 6a. Springlands 1341 475 0 0 25 10 0 26 3 0 HM AF | AF 250 0 0 125 0 0 100 0 0 Grade 6b. 600 0 0 34 10 0 86 11 8 Picton Grade 8c. Blenheim 408 207: 1,349 8 10; 53 5 0 79 6 0 Robinson, Herbert J. Fuller, Violet Macalister, Ria Storey, Elsie Sturrock, David A. .. Weaae, Albert A. Brown, Mary M. Mortimore, Archer E. Wanden, Elizabeth W. Hilliard, Evelyn E. .. Hilliard, Kathleen .. O'Sullivan, Agnes E. Coward, Maude ' ... Nevison, Isabella Ensor, Dorothy E. .. Dl E2 D3 Dl D2 Dl E2 D3 HM AF ' AF AF HM AM . AF AM AF AF AF AF FPt-2 FPt2 FPrl 265 0 0 125 0 0 120 0 0 90 0 0 325 0 0 220 0 0 155 0 0 126 0 0 135 0 0 105 0 0 90 0 0 90 0 0 50 0 0 35 0 0 20 0 0

Marlborough

LXV

E.—2.

NELSON.

ix—E. 2.

Expenditure on schools not open in December, 1911— Olova Bay .. .... 35 0 0 Ohana .. .... 15 0 0 Otonga .. .. I .. 60 0 0 Richmond Bay .. I .. 5 0 0 Wilson's Bay .. { .. 26 10 0 Expenditure not classified — Furniture, fittings, ..I apparatus, freight, &c.) Totals .... ,10,982 5 7 6*13 4 i I i •;. .. t i i 105 18 10 ' 11,062 10 0 28! 952 8 4 15 0 0 * 5 10 0 825 6 4 262 10 0| 451 2 6 ..

Grade 0. Anatimo Awaroa Bay Brighton Kongahu Lester's .. Maori Pah Matakitaki Noiris's Maruia Okiwi Bay .. Onekaka O'Rourke's Six Mile .. Bainy River.. Six Mile Stanley Brook Upper Three-channel Flat .. Waiharakebe Wangapeka Upper Warwick Junction £ s. d. 36 0 0 15 0 0 64 10 0 36 0 0 22 10 0 42 0 0 24 0 0 14 10 0 10 10 0 36 0 0 24 0 0 10 0 0 48 0 0 34 10 0 90 0 0 19 10 0 30 0 0 27 10 0 £ s. d. £ s. d. & s. d. £ s. d.| £ s. d. £ s. a. £ s, d. £ s. d. 36 0 0 36 0 0 90 0 0 36 0 0 30 0 0 42 0 0 24 0 0 30 0 0 42 0 0 36 0 0 24 0 0 12 0 0 48 0 0 42 0 0 90 0 0 18 0 0 30 0 0 30 0 0 £ 6 6 10 G 5 6 4 5 7 5 4 2 9 7 5 3 5 4 2 10 0 .. 3 0 0 3 0 0 3 0 0 3 0 0 " I . •■ - . Robertson, May Nuttall, Editn F. .. Carroll, Emily Matthews, Gladys Ghing, Harold L. inwood, Keith Anderson, May McKay, Elizabeth .. Robson, Mabel E. Hayes, Margaret Dement, Ida M. Clougher, Amy Palmer, Ella Robinson, Greta Ash, Frederick E. Thompson, Ivy Chandler, Mrs. Annie Vaughan, Hope F P P F M M F F F F F F P P M P F F 10 4 0 0 3 0 O! 3 0 0! 3 0 0 ■• I Gbadb 1. Addison's Plat Baton Blackwater, Upper Capleston Churchill Eighty-eight "Valley .. Fairdown Fern Flat Glenroy Gordon .. .-. Inangahua Landing .. Korere Land of Promise Little Wanganui Longford Maitai Valley Mangarakau.. Marahau Nine Mile (Te Kuha).. 18 11 12 13 9 15 11 10 15 6 14 12 14 15 14 9 10 12 15 90 0 0 93 5 0 90 0 0 112 10 0 98 0 0 93 15 0 120 0 0 90 0 0 112 10 0 105 0 0 90 0 0 88 6 1 90 0 0 125 0 0 94 10 0 15 0 0 90 0 0 90 0 0 82 10 0 1016 8 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0j 5 0 0 5 0 0 5 0 0 5 0 0 5 0 0 5 0 0 5 0 0 5 3 6 5 0 0 3 0 0 5 0 0 5 0 0 5 0 0 5 0 0 5 0 0J 23 5 0 17 7 6 5 0 0 4 2 0 24 0 0 1 5 7 •• •• •• Lavery, Brendan Worley, Catherine M. Scarlett, Maggie McCarthy, Madge Taylor, Blanche I. .. Neumann, Alice Doyle, Tneresa Hayes, Frank E. Tunniclifie, Norris H. Jones, Constance E. .. Nalder, Amy I. Noble, Ethel Manson, Grace Bastin, Ida Elvina .. Goodyer, John Brewercon, Annie Flowers, Clara Allan, Janet B. Brown, Robert Lie. Do D3 i>4 M F F F F F P M M P P F M F P P M 90 0 0 90 0 0 90 0 0 112 10 0 99 15 0 95 0 0 120 0 0 90 0 0 112 10 0 105 0 0 90 0 0 90 0 0 90 0 0 125 0 0 94 10 0 90 0 0 90 0 0 90 0 0 90 0 0 10 10 10 10 10 10 10 10 0 0 10 0 0 10 0 0 1 13 4 10 0 0 10 0 0 9 3 4 3 0 0 5 0 0 34 5 0 . . 1)4 10 10 10 10 10 10 10 i •• 5 0 0 5 0 0 5 0 0 1 12 0 3 5 10 •• i 6 13 6 Lie

LXVI

'Nelson.

E.— 2

List of the Public Schools, the Expenditure, Staff, &c.— continued. NELSON— continued.

Expenditure for the Year. Annual t Rates < ment during Month of Y. Last >ar. Names, Classification, i Teachers. ,nd Stati is of Name of School. Schools are entered in the order of the grades Mainteuance. School Buildinf ;s and Ter.chers' Residences. ai Education Amendment Ant, 1908, and in alphabetical order in each grade. Theletters "D.H.S/'are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. fH rH A to O CD 9 CO Teachers' Salaries, ineluding Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on tbe Staff at the End of the Year. o a a 5 3 C C A o '55 o 0 >rlO COrrl te" a fl 8 Boi » a a 5 s A h >H a>. M fl « fe-fl Cl -i hi ~S a a o" a s •= s8£'° £ a s m o ,to~. M h) -"Sta. en - CD VCT3 h li ts (4.) (5.) (6.) (7.) (8.) (9.) (10.) (111 (12.) (15.) (1.) (3.) (13.) I (H.) (2) Geade 1— continued. Pakawau Pariwhakaho Redwood's Valley Rocky River.. Takaka, Upper Waingaro Waitahu West Haven 11 9 12 10 12 10 12 10 £ s. d. 89 3 4 94 10 0 95 0 0 90 0 0 94 10 0 92 3 6 90 0 0 10 0 0 £ s. d. 0 16 8 10 0 0 10, 0 0 10' 0 0 10 0 0 10 0 0 10 0 0 12 3 £ a. A. 5 0 0 5 0 0 5 0 0 5 0 0 5 0 0 5 0 0 5 0 0 £ s. a. 19 12 6 09 0 £ a. A. " ■■ £ a. A. £ s. d. £ s. A. Huffam, Dorothy A. J. Scott, Iris Smitb, Frances O'Hara Condell, Kate Z. Emms, Hilda G. Symes, Adelaide L. .. McBeth, Helen A. .. Small, Leila D4 F F F F F F F F £ a. A. £ 90 0 0 .. 94 10 0 10 90 0 0 10 94 10 0 10 94 10 0 10 120 0 0 10 90 0 0 10 90 0 0 10 £ 10 10 10 10 D3 112 0 Gbade 2. Clifton Terrace Cronadun Ferntown Globe Hill Happy Valley Hillside Inangahua Junction .. Kaituna Kiwi Little Grey Long Plain Lyell Ngatimoti Orinoco Pigeon Valley Pokororo Progress Puponga Ranzau Sergi ant's Hill Tadmor Takaka East Tui (Kaka) .. Uruwhenua .. Wai-uta Wangapeka Whangarae Will's Road 22 34 15 24 17 22 13 25 31 24 12 13 23 16 19 22 29 22 28 20 22 13 15 17 36 IS 17 18 135 7 9 125 0 0 112 10 0 108 0 0 118 15 0 111 0 0 112 10 0 126 0 0 150 0 0 144 2 0 120 9 8 146 4 7 125 0 0 121 5 0 135 0 0 118 15 0 145 0 0 108 0 0 163 15 0 135 0 0 155 0 0 135 0 0 139 6 8 108 0 0 111 0 0 125 0 0 120 0 0 145 0 0 15 0 0 15 0 0 15 0 0 15 0 0 15 0 0 15 0 0 15 0 0 15 0 0 15 0 0 8 0 0 8 0 0 8 0 0 8 0 0 8 0 0 8 0 0 5 0 0 8 0 0 8 0 0 8 0 0 5 0 0 8 0 0 8 0 0 9 10 0 8 0 0 8 0 0 8 0 0 8 0 0 8 0 0 8 0 0 8 0 0 5 0 0 8 0 0 8 0 0 8 0 0 8 0 0 8 0 0 8 0 0 3 18 6 4 17 6 4 4 8 3918 6 514 3 7 5 0 1315 0 3 14 6 ■■ " " ■• •• .. ■' " •• 49 4 6 •• - •• Hewlett, Theophilus N. Gannon, Agnes Thorp, Charles W. .. Dron, Douglas Woollett, Ethel J. .. Bond, Elson W. Dempsey, Mary J. Barker, Alice Maud M. Laird, Annie Lewis, Annie M. L. .. Dennehy, Ellen Rassmussen, Mary C. Hewetson, Kathleen M. O'Brien, Grace Ellen Martin, Cora Ladley, Olive M. Walsh, Elizabeth M. Snadden, George Davies, Constance E. Radford, Mary E. .. Quinton, Ellen H. .. Dwyer, Evelyn G. Evles, Robert E. Shain, Mildred Slowey, Teresa M. .. MacPlierson, Mrs. R. Williams, Lily C, b.a. Holdaway, Helen F... Lie. D4 Lie. D5 Dl C3 D4 B4 D5 M F M M F M F F F F F F F F F F F M F F F F M F F F F F 142 10 0 125 0 0 15 112 10 0 15 108 0 0 15 112 10 0 .. 114 0 0 .. 112 10 0 . 15 125 0 0 15 150 0 0 15 145 0 0 .. 108 0 0 .. 150 0 0 .. 125 0 0 .. 120 0 0 15 135 0 0 15 120 0 0 15 145 0 0 .. 108 0 0 15 145 0 0 15 135 0 0 .. 155 0 0 .. 135 0 o! .. 108 0 0 15 108 o o: 15 120 0 0 15 125 0 0 .. 120 0 0, 15 145 0 0 15 ■- i' 5 0 17 7 6 D3 D2 15 0 0 04 D4 E2 D5 -• 15 0 0 12 0 0 ■- :: .. 15 0 0 15 0 0 15 0 0 •• 10 0 •• 8 3 2 617 3 9 03 E2 B4 03 15 0 0 15 0 0 10 0 0 210 o' •• I I

Nelson. l

E.—2.

LXVII

Gkade 3. Appleby Arapito Dovedale Motupiko Rockville Stanley Brook Tapawera 31 31 27 27 35 22 30 31 31 27 27 35 22 30 168 6 8i 150 0 0 157 10 0 200 0 0 155 0 0 155 0 0 150 0 0 •• .. 10 0 0 10 0 0 10 0 0 10 0 0 10 0 0 9 10 0 10 0 0 2 0 0 25 8 0 1 10 0 16 10 0 14 4 0 52 10 0 25 5 0 •• ■ •• Parkinson, Sarah J. .. Higgins, Florence J. .. Bolton, Pamela E. .. Rogers, Marmaduke.. Manson, Janette C. .. Mackenzie, Janet 0. .. Hodgkinscm, Jessie L. D3 El C3 Dl C2 E3 F F F M F F F 135 0 0 150, 0 6 150 0 0 185 0 0 155 0 0 155 0 0 150 0 0 I'.: 26' 0 0 ,, •■ 20 .. ■• Grade 4. Bainham 32 262 10 0 25 0 0 15 0 0 53 0 2 .. Gibbs, Betsy A. H. Dodson, Ruby A. Harrison, Robert Smith, Ellen Green, Richard B. Moore, Eupnemia J. .. Bryant, William H. .. Morrison, Cath. A. .. Wadsworth, Mary I... Trevella, Arthur Turner, Fanny M. Kane, Thomas Whitwell, Reba Winter, Alice Keipe, Caroline Mackay, Constance M. Bryan, Elizabeth E. Maloney, Grace G. .. Cartner, Robert C. .. Mayo, Egbert J. Cooke, Gertrude M. .. Hall, William A. :. Raikes, Alice Oiive .. Gilmor, Edward J. .. Snook, Ada J. Manson, Mrs. Lydia M. Malloy, Carita Sanders, Herbert B. S. Demment, M. C, b.a. Homer, Hugh H. Nock, Clara Baigent, Louis O. Jordan, Fanny S. Fair, George O. Findlay, Elspeth A. .. White,' Alfred T. Lewis, Ruth Jordan, James G. Horner, Lilian Page, May Robb, Williammina .. Edridge, Edward Lammas, Louisa Gapper, Bernard R. .. Eden, Hilda G. Coleman, Bern'd F. P. Lewis, Phyliss Poole, William E. .. Alexander, Elizabeth M. D3 HF : AF HM AF HM AF HM AF , AF HM : AF j HM ppi,2 ; FPtl HF AF HF AF M HM AF HM AF HM AF HF AF HM AF HM AF HM AF HM AF HM AP HM AF HF AF HM AF HM AF HM AF HM AF 180 0 0 90 0 0 185 0 0 95 0 0 195 0 0 105 0 0 195 0 0 105 0 0 90 0 0 210 0 0 105 0 0 195 0 0 50 0 0 25 0 0 195 0 0 90 0 0 180 0 0 90 0 0 162 0 0 195 0 0 90 0 0 185 0 0 90 0 0 195 0 0 105 0 0 195 0 0 90 0 0 195 0 0 105 0 0 185 0 0 90 0 0 180 0 0 105 0 0 195 0 0 90 0 0 195 0 0 105 0 0 185 0 0 90 0 0 185 0 0 90 0 0 195 0 0 105 0 0 195 0 0 90 0 0 180 0 0 94 10 0 195 0 0 105 0 0 32 20 BirchBeld H H 280 0 0 25 0 0 15 0 0 D2 D4 El E2 Bl E2 25 Black's Point 58 58 302 1 8! 25 0 0 17 0 0 2 4 0| I 25 Brightwater and River Terrace (side) 56 56 394 5 0 20 0 0 Brooklyn 63 63 315 0 0 17 0 0 7 10 0 31 10 9 Dl D3 03 Burnett's Face 65 65 274 3 4 25. 0 0 20 0 0 I 4 10 0 25 Gape Foulwind 61 285 0 0 17 0 0 10 12 0 02 Charleston and Rahui (side) Collingwood Foxhill 37 270 0 0 13 0 0 35 15 0 D3 32 41 192 15 0 286 5 0 10 0 0 15 0 0 15 0 1 17 6 70 7 10 100 0 0 El Hope 42 283 15 0 25 0 0 15 0 0 3 10 0 01 25 Karamea 67 300 0 0 17 0 0 26 12 0 .. C2 E2 El Motupipi 53j 290 0 0 17 0 0 13 0 4 • • 50 2 4 Moutere, Lower 46 297 7 6 15 0 0 31 0 10 10 0 D2 B3 D2 Murchison .. 57 275 0 0 19 0 0 16 5 9 .. i 50 0 0 Neudorf 42 285 0 0 15 0 0 13 8 9 47 7 6 D2 D2 01 Sarau 42 289 3 i 15 0 0 3 14 0 Spring Grove 57 300 0 0 i 17 0 0 i 28 15 0 01 D3 D4 Summerlea 43 275 0 0 12 10 0 15 0 0 10 9 0 5 5 0 25 Takaka Central 32 275 0 0 15 0 0 56 10 3 El Wai-iti 48i 299 11 8 15 0 0 3 6 0 El D2 E2 Waimangaroa .. 49 283 15 0 17 0 0 13 10 6 50 0 0 WaimeaWest 37 274 10 0 15 0 0 18 0 .. 01 Whakarewa .. 50| 298 15 0 25 0 0; 17 0 0 0 15 0 ! 02 E2 25

List of the Public Schools, the Expenditure, Staff, &c.— continued. NELSON— continued.

8.—2.

[Nelson.

LXVIII

Namk of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. Expenditure for the Year. Annual Rates of Pa> ment during Last Month of Year. Teachers. CTi Maintenance. School Buildings and Teachers' Residences. to OB A to O © 9 Si Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Bent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of the Year. o a DQ 3 o S3 a to a A H=i a o to O Hi O rrto 0JK3 te" a' ag a to ■-£ o - H * fl fl h <M O..H d -H co >ArQ M **.□. ©„ O CC +3- - CD *■■ fl -§1 to <D O co Em 3 <4.) (5.) (6.) (7.) (8.) (9.) (10.) (11-) (12.) ! (3.) (13.) I (14.) (a.) (15.) Grade 5. Millerton £ s. d. 363 1 8 £ a. d. £ s. d. 25 0 0 £ a. A. 52 11 3 £ a. A. £ a. A. £ s. d. £ s. a. 50 0 0 "Lawn, George •- "Hargreaves, Alice E. Taylor, Noel G. Irwin, Robert SalmoDd, Jessie Hounsell, Marv Street, Samuel W. Ingram, Annie M. Gibson, Joseph F. Wilmot, Davia H. .. Hill, Ethel I. Shirtliff, Kate W. .. Boyes, William H. .. Easaale, Mildred J. N. Hunter, Isabel Ainsworth, E. F., b.a. Peart, Frederick B. .. Bird, Kate B. Mead, Irene W. C2 HM AF MPi2 HM AF FPrl HM AP MPt4 HM AF AF HM AF FPt4 Sec. HM AF FPt3 £ s. d. 215 0 0 94 10 0 50 0 0 230 0 0 120 0 0 50 0 0 230 0 0 110 0 0 60 0 0 240 0 0 120 0 0 105 0 0 •240 0 0 120 0 0 55 0 0 £ 89! Riwaka 85 395 16 8 > 22 10 0 1 61 12 0 4 0 0 Dl El Seadonville 101 400 0 0! 25 0 0i 13 0 0 oi D4 Stoke and Tahuna (siae) 106 456 5 0 28 0 0 13 14 6 14 0 0 18 0 CI D4 D3 Dl C3 Takaka, Lower, D.H.S. 125 415 0 0 30 0 0 53 9 0 60 12 6 Wakefield, Lower 86; 415 0 0 25 0 0 « B2 El E2 240 0 0 120 0 0 55 0 0 Grade 6a. Denniston 141 488 6 8 35 0 0 29 8 6 Douglas, Arthur Bettjemann, Adelleine Power, Catherine Dunne, Ellen Rumbold, William A. Hill, Jessie A. Mouat, Marion Satchell, Ethel F. .. Griffen, Thomas J., b.a. White, Kale L. Boundy, Constance .. Mayo, Alice.. Stoddart, Frances, b.a. Boyce, Charles G. M. Graham, A. S. F. de L. Bartlett, Connie Wills, Elsie J. Earl, Constance .. ! 01 D4 HM AF FPt4 FPt2 HM AF AF FPt2 HM AF FPt3 FPr2 Sec. HM AF FPt4 FPt2 FPrl 255 0 0 120 0 0 55 0 0 50 0 0 240 0 0 140 0 0 90 0 0 35 0 0 *255 0 0 108 0 0 45 0 0 55 0 0 Granity and Hector (side) 153| 509 3 4 35 0 0 38 0 0 38 7 6 CI D3 35 Motueka D.H.S. 140 458 8 4 35 0 0 23 19 11 15 2 6 40 0 0 B± Richmond .. 514 11 8 35 0 0 55 8 0 Bl Bl Dl 240 0 0 120 0 0 55 0 0 50 0 0 50 0 0 165

E.- 2.

Nelson.

LXIX

Gkade 6b. ,eefton D.H.S. 202| 642 1 8 46 0 0i 14 14 6 0 13 6 Austin, William S. .. Williams, Sophia B... ; Galloway, Helen Garth, Isobelle O. .. Rivers, Adelia Clayton, R. L. G., b.a. Bl D4 E2 E3 HM AF AF AF FPr2 Sec. *255 0 0 125 0 0 135 0 0 105' 0 0 25 0 0 ■• Grade 9a. elson Boys' and side sohools (Tasman Street and Brook Street) 4 tO 1 1,958 5 4 50 0 0 130 0 Oj 8 17 6 Gibbs, Fredk. G., m.a. Worley, William F. .. Veysey, John T. Hughes, Margaret Scott, Thomas 0. C... Kitching, Mary E. .. Kidson, Mrs. Kitty E. Wright, Julia G. Baird, Agnes R. Palmer, Constance M. Boyes, Ernest E. Heyward, Rita MoEwan, Mary G. .. Fowler, Gwendoline .. Ames, Howard G. Smith, Vera B4 AI Dl El CI D2 El 01 D2 04 04 HM AM AM AF AM AF AF AF AF AF MPt3 FPtl FPc3 FPt2 MPrl FPr2 355 0 0 255 0 0 225 0 0 180 0 0 150 0 0 135 0 0 135 0 0 105 0 0 90 0 0 90 0 0 45 0 0 25 0 0 55 0 0 50 0 0 20 0 0 25 0 0 50 Gbade 9b. estport D.H.S. 50 0 0 - Harkness, J. H.. b.a. Boswell, Edwara B. B. Kirby, Alban M. Martin, Annie Marris, Amelia Webb, Mrs. Frances E. Suisted, F. M. A. Bayfield, Mary G. D. Risk, Clara Harney, Myrtle Mills, Eva B. Gibbard, David E. .. Rowley, Gladys King, Geoffrey J. Satchell, Winifred A. Bajfield, Georgina .. Peart, Elvira Gifford, A. J., m.a. .. McElwee, Elizabeth.. Bl 01 D4 E2 Dl E2 D4 D4 HM AM AM AF AF AF AF AF FPt4 FPt4 FPi3 MPt3 FPc2 MPt3 FPr2 FPrl FPrl Sec. Sec. •350 0 0 255 0 0 185 0 0 165 0 0 150 0 0 135 0 0 125 0 0 110 0 0 55 0 0 55 0 0 45 0 0 45 0 0 35 0 0 55 0 0 55 0 0 20 0 0 50 0 0 598J 1,801 5 0 130 0 o! 2 17 6| 50 AI D3 Gbadb 9c. elson Girls' and side schools (Hampden Street and Haven Road) 1,773 6 8 Knapp, Frederick V. Bond, Jane A. Johnson, Amy F. Hood, Marion 0. Gilbert, Esther E. .. Wright, Gwendoline F. Shone, Eva E. Johnston, Janet Baigent, B. L. M. Hill, Mabel H. Karsten, Bona P. Shone, Florence E. .. Caigou, Melba E. Kershaw, Lucy D. .. Moore, Doris Bolton, Kathleen M. ! Trott, Jessie Bl Dl B2 Dl D2 E2 D3 D4 D4 HM AF AF AF AF AF AF AF AF AF FPt3 FPt3 FPt3 FPt3 FPc3 FPt2 FPr2 310 0 0 215 0 0 165 0 0 150 0 0 120 0 0 105 0 0 105 0 0 100 0 0 90 0 0 90 0 0 45 0 0 45 0 0 55 0 0 45 0 0 45 0 0 35 0 0 25 0 0 50 572 50 0 0 138 0 0 15 5 0

E.—2.

LXX

Nelson-

List of the Public Schools, the Expenditure, Staff, &c.— continued. NELSON— continued.

Grade 0. Moonlight .. Bewanui Slatey Oreek Twelve-mile .. 6 9 9 6 £ s. d. 34 10 0 31 10 0 72 0 0 42 0 0 £ s. d. £ s. d. 4 16 0 3 18 9 5 2 0 4 19 0 £ s. d. 12 12 6 29 3 4 £ s. d. £ s. d. £ s. d. £ s. d. Turner, Dorothy Willis, Wallace V. Murray, James Mullins, Margaret M M £ s. a. 42 0 0 42 0 0 90 0 0 42 0 0 £ y

GREY.

Expenditure for the Tear. Names, Clas3iflcation, and Status of Teachers. Annual Rates Of Pav ment during Last Month of Year. Name or School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. The letters "D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. I— I > Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repaic ting, &c. chool Buildinj Rebuilding Worn-out Schools and Teachers' Residences. ;s and Teachers' Residences. Rebuilding Schools destroyed by Fire. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. [ o i 5 o a o '§ J5i?iv si la Teachers' House Allowances. Rent. Teachers on the Staff at the End of the Year. (4.) (S.) (6.) (7.) (8.) (9.1 (10.) I (11.) (12.) (10 (3.) (13.) I (14.) (2.) (15. & s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. Expenditure on schools not open in December, 1911— Aniseed Valley Awa-iti Druvnmond's Maitai Mertijiga Moutere Blufis Torrent Bay Tui Expenditure not classified — Exchanges Furniture and desks Office Freights Plans, &c. Suter Art Gallery .. Legal expenses and insurance 21 0 0 4 0 0 30 0 0 8 7 9 i 10 0 I •• •• ■ .. - 1 10 0 115 0 1 10 0 "■ 12 0 0 i .. 4 0 6 200 16 0 10 4 5 6 16 11 0 6 77 17 5 7 8 6 12 12 0 12 10 0 30 1 9 •• •• .. .. Totals .. 25,293 7 6 803 12 3 1,210 0 6 1,188 13 10 ! i 1,565 4 0 362 6 6 8 3 2 5 0 0 .88 13 10 25,426 15 0 84'

E.—2

Grey.

LXXI

Gbade 1. Barrytown .. Boddytown .. Inchbonnie .. Jack's Mill .. Kaimata Kotuku Marsden Poerua Estate Westbrook .. 7 15 7 7 10 13 9 12 9 7 15 7 7 10 13 9 12 9 94 10 0 82 30 0 90 0 0 90 0 0 90 0 0 108 0 0 90 0 0 121 10 0 94 10 0 10 0 9 3 4i 10 0 0: 10 0 0 10 0 0 10 0 0 l6' 0 0 10 0 9 3 4i 10 0 0: 10 0 0 10 0 0 10 0 0 5 0 6 4 2 6 4 10 6 5 12 0 5 15 0 5 19 6 5 13 6 6 8 0 5 3 6 2 14 6 109 9 10 4 7 9 12 18 3 6 17 0 " Ryall, Jane .. Newlands, Susan Larkin, Ellen Harris, Lily Blair, Norah O'Donnell, Mary O'Donnell, Norah .. Garland, Rachel O'Donnell, Catherine F F F F F F F F 94 10 0i 90' 0 0 90 0 0 90 0 0 90 0 0 108 0 0 90 0 0 121 10 0 94 10 0 10 10 10 10 10 10 0 0 •• 10 ., .. Gbade 2. 175 0 0 114 10 3 109 17 6 114 10 0 175 0 0 112 10 0 165 0 0 15 0 0 15 0 0 15 0 0 15 0 0 6 8 6 7 10 6 7 7 6 8 13 0 8 16 0 7 2 0 8 10 0 0 18 0 11 10 6 13 8 0: 0 17 3 ; 15 11 7l i 43 0 0 Maloney, John W. Kelly, Norah Dunn, Olive Dempsey, Ethel Crow ley, Johanna Fahey, Mary O'Connell, Catherine 175 0 0 108 0 0 108 0 0 114 0 0 175 0 0 112 10 0 165 0 0 Ahaura Dunganville.. Moana Roa Stillwater TeKinga Totara Flat .. 9 16 .. 16 22: 23j 17 22 9 16 22 23 17 22 15 0 0 15 0 0 15 0 0 15 0 0| 30' 0 0 Dl Lie. D2 M F F F F F F 15 IS 15 IS I 19 15 6 Dl Gbade 3. \ Kokiri Swede's Mill 36 .. 31 36 31 195 0 0 155 0 0 20 '•■ 0 20 0 0 20 0 0 20 0 0 11 15 0 9 18 0 13 0 6 12 18 9 Griffiths, Elizabeth .. Dixon, Dorothy S. .. Dl D2 F 195 0 0 155 0 0 20 20 Grade 4. 285 0 0 25 0 0 25 0 0 13 0 0 37 4 5 Dobeon Hatter's Ngahere 40 56 .. 53 40 5G 53 309 0 0 287 11 11 25 0 0 25 0 0 25 0 0 25 0 0 16 15 0 16 10 0 3 16 9 10 16 6 .. 339 19 6 Crowley, Annie M. J. Woods, Elsie M. Malone, Michael Malone, Theresa Owens, Edith Gillin, Kathleen Kemple, Frances M... Dowling, Johanna Dl Dl El HF AF HM AF HF AF HF AF 195 0 0 90 0 0 210 0 0 99 0 0 195 0 0 90 0 0 195 0 0 94 10 0 25 25 25 Paroa .. 51 51 289 10 0 15 5 0 10 19 2 El Grade 5. 411 5 0 30 0 0 30 0 0 18 15 0 23 10 10 Taylorville .. .. 76 T3 : Noble, John Hargreaves, Alice M. Elliott, Mary Dl Lie. HM AF FPr2 240 0 0 118 15 0 55 0 0 30 Grade 6b. 654 9 9 35 0 0 Blackball .. .. 174 174 617 6 1 35 0 0 48 10 0 47 0 0 5 14 11 53 18 0 12 0 0 Wickes, Arthur 3. Wilson, Maud E. Dempsey, Agnes Williams, Louisa O'Donnell, Norah B... Barrett, Henry R. . Moore, Isabella Barnhill, Margaret L. Cornwall, Ivy L. L. 01 D2 Lie. HM AF AF AF FPrl HM AF AF AF 265 0 0 145 0 0 114 0 0 90 0 0 50 0 0 240 0 0 135 0 0 120 0 0 99 15 0 35 Cobden .. 165 D2 D2 E2 Lie. 35

List of the Public Schools, the Expenditure, Staff, &c.— continued. GREY— continued.

8.—2

Grey

LXXII

Expenditure for the Year. Annual Ratei of Pβ. meht during Last Month of Year. Names, Classification, Teachers. and Stati :b of Name op School. Schools are entered in the order of the grades Maintenance. School Building [S and Teachers' Residences. in the ttcneauie or me Education Amendment Act, 1908, and in alphabetical order in each grade. The letters " D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. CD '5 Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Bebuilding Schools destroyed by Fire. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of the Year. a 5 o o CD a o pill-* - g'f |1 111 fe | u O Rent. (4.) (5.) (6.) (7.) (8.) (9.) (10.) (TL) (12.) TL) (3.) (13.) 1 (14.) 1 (IS. (■2 1 (15.) Gbade 6b — continued. Kunanga 210 £ s. d. 625 12 5 £ s. d. 35 0 0 £ s. a. 57 10 0 £ s. d. 36 16 2 & s. d. .. £ s. d. £ s. d. & s. d. 423 8 3 O'Mynn, Frances E... Crowley, Elizabeth L. Duncan, Margaret .. Millar, Winifred Ward, Rose Dl D2 HM AF AF AF FPt3 £ s. d. 255 0 0 135 0 0 112 10 0 94 10 0 45 0 0 35 Grade 9c. Grey D. H. S. and Blaketown side school 1,747 1 8 50 0 0 Adams, Alan A. Wilson, James F. Blair, Christina Skoglund, Whilemina Warren, Nellie Hargreaves, Hilda Moore, Ellen Moriarty, Michael Robinson, Barbara .. Jones, John W. Foord, Frederick Keddell, Katherine .. Mullins, Timothy O'Leary, Ellen Talbot, Arthur E. .. Thompson, Marion .. Dl CI Dl Dl D2 HM AM AF AF AF AF AF AM AF MPt4 MPt4 FPt2 MPtl FPr2 Sec. Sec. •365 0 0 245 0 0 180 0 0 160 0 0 135 0 0 121 10 0 108 0 0 95 0 0 95 0 0 60 0 0 55 0 0 35 0 0 45 0 0 55 0 0 50 553 155 14 11 71 18 10 12 13 6 Lie. Lie. D2 Dl Ixpenditure on schools not opened in December, 1911 — Greenstone Johnston's Mitchell's Poerua Upper Moonlight .. xpenditure not classified — Manual Instruction (building) 45 0 0 9 0 0 8 0 0 5 0 0 7 10 0 1 13 0 2 13 0 1 14 0 1 14 6 115 •• •• •• •■ I 68 9 10 Totals 590 10 1 24 13 6 836 7 9 7,658 14 7 429 3 4 539 15 8 ■• 7,629 10 0 431 -*

Westland.

LXXIII

E.—2.

WESTLAND.

x—E. 2.

Gbadb 0. Cook's River Kawhaka La Fontaine Mikonui Otira, Lower Rangiriri Rotokino Waiho Waitangi 5 4 8 4 4 9 5 5 2 £ s. a. 36 0 0 24 0 0 20 0 0 18 0 0 21 0 0 48 0 0 30 0 0 30 0 0 12 0 0 £ a. A. £ s. a. 12 6 0 10 6 4 5 0 £ s. a. 27 10 0 s s. a. •• •• I I .. £ s. d. £ s. d. £ s. a. Walsh, Kate M. Evans, Laurie Shearer, Annie C. Mitchell, Edith Campbell, Margaret T. Fahey, Rose D. Park, Grace G. Donovan, Ellen J. .. Butler, Annie M. M... F F F F F F F F F S s. d. 36, 0 0 24 0 0 48 0 0 24 0 0 24 0 0! 54 0 0! 30 0 0: 30 0 0 .12 0 0! i- £ I.. ill 0 15 0 0 5517 3 •• 50 0 •• .. Gbade 1. 94 10 0 94 10 0 94 10 0 112 10 0 90 7 6 92 15 7 90 0 0 70 12 11 90 0 0 94 10 0 121 10 0 3 7 6 2 5 0 4 10 0 4 10 0 5 9 6 6 2 6 i 10 0 4 19 6 4 10 0 i 10 0 6 5 0 12 18 0 Blue Spur Bruce Bay Callaghan's Goldsborough Jackson Kokatahi, Upper Mahitahi Mananui Okarito Okuru Ruatapu 9 8 9 12 10 11 8 10 9 12 17 l6' 0 0 Hogan, Catherine B... Bannister, John Wm. Campbell, Irene A. .. Mitchell, Rose A. Leamy, Agnes W. Irwin, Minnie Condon, Ellen J. Campbell, Vera G. .. M'Bride, Kate Saville, Alfred J. Hogan, Teresa M. F M F F F F F F F M F 94 10 0 94 10 0 94 10 0 112 10 0 90 0 0 90 0 0 90 0 0 90 0 0! 90 0 0 94 10 0 121 10 0! 2*15 6 2 10 0 16 10 0 0 10 0 0 10 0 0 7 10 0 0 7 6 I 1 I 10 10 10 10 8 4 6 15 11 3 90 3 0 133' 2 9 8\ 6 8 .. Gbade 2. Awatuna Humphrey's Interwanganui Kokatahi, Lower Kumara Junction 15 IS 17 22 19 112 10 0 108 0 0 112 10 0 125 0 0 112 10 0 15 0 0 15 0 0 15 0 0 5 11 0 6 2 6 6 3 6 7 8 0 6 4 6 3 6 0 24 9 0 25 8 0 13 7 0 6 5 4 Turner, Georgina M. Simpson, Sophia J. .. Nancekivell, Alice E. Mackinnon, Maude .. Wallaoe, Elizabeth M. F F P F F 112 10 0 108 0 0 112 10 0 125 0 0 112 10 0 E2 15 15 15 Gbade 3. Koiterangi South Beach Stafford 27 17 28 151 19 0 150 0 0 150 0 0 11 8 0 6 15 0 8 16 0 23 15 6 30 1 6 7 15 1 Johnston, Mrs. M. A. Dixon, Ellenor Stark, Elizabeth M. .. D2 D3 D2 F F F 150 0 0 150 0 0 150 0 0| Grade 4. Arahura Road 289 10 0 12 1 0 59 8 1 I .. Henderson, John J. .. Henderson, Mrs. M. .. Potts, Mary Jardine .. Wilson, Mary E. Thomson, Mrs. Mary M. Murphy, Theresa M... Mackay, William D... Potts, Wilhemina S... Dl HM AF HF AF HF AF HM AF 195 0 0 94 10 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 95 0 0 46 Kanieri 47 285 0 0 13 13 3 7 5 5 Dl Otira, "Upper 48 285 0 0 25 0 0 13 15 8 0 11 0 D2 25 Wooastock 52 290 0 0 13 19 0 42 2 0 Dl D3 Grade 5. Kumara and Dillman's Side School 118 561 10 0 29 12 3 63 19 0 * * Seebeck, Albert H. .. Bell, Mary Jane Evison, Marie Rudkin, Alfred R. .. O'Donnell, Mary K. .. j Winchester, William : Patrick, Anna Bruce, Bessie Dl D2 HM AF AF MPU FPrl HM AF FPt2 240 0 0 125 0 0 90 0 0 55 0 0 50 0 0 210 0 0 94 10 0 35 0 0 Ross 340 0 6 25 4 0 22 8 0 82; CI

Westland.

LXXIV

E.—2

List of the Public Schools, the Expenditure, Staff, &c.— continued. WESTLAND— continued.

NORTH CANTERBURY.

Expenditure for the Year. >f Annual Rates of Payment during Last Month of Year. Name of School. Teachers. Schools are entered in the order of the grades Maintenance. School Buildings and Teach< •s' Residences. Education Amendment Act, 1908, and in alphabetical order in each grade. The letters "D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. 3 CD CD <s Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Bebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Bent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of the Year. si o i 5 o o o Pi fiff II to o (40 (5.) (6.) (7.) (8.) (9.) (10.) (11.) (12.) do (3.) (IS.) (14.) (15.) (2.; Gbade 8c. Hokitika D.H.S. 316 £ s. a. 967 0 0 £ s. d. £ s. d. 55 10 8 £ s. d. 119 17 3 £ a. d. £ s. d. £ a. d. £ s. d. de Berry, L. P., m.a. Ward, Esther Jones, Henry K. (temp.) Goudie, Elizabeth M. Wallace, Isabella E... Breeze, Evelyn M. McGuigau, John J. .. Williams, Henry Olliver, MargaretP.L., M.A., M.SC. Bl Dl D2 HM AF AM AF FPt3 FPt3 MPt2 Spo. Sec. £ s. d.i *310 0 0 210 0 0 135 0 01 140 0 Oi 45 0 O^ 45 0 0 50 0 0 £ Expenditure on schools not open in December, 1911 — Karangarua Mount Doughboy .. Expenditure not fiedSchool requisites .. Board's office Unclassified 2 0 0 6 10 8 6i A3 ■• 50 5 4 81 ' 6 3 247 0 5 I " Totals 5,333 16 2 125 16 8 329 5 7 909 15 7 133 2 9 5,348 10 0 12( 55 17 3

Gkade 0. Birdling's Flat Ethelton Gebbie's Valley Virginia £ s. d. 69 17 9 16 0 0 £ s. d. 6 10 4 £ s. a. 4 16 £ s. d.l 11 8 3! 6 11 2 3 2 10 £ s. d. £ s. d. £ s. d. S. s. d. Mills, Elsie E. Todd, Lily V. Brook, Marina Clarke, Lilian M. E4 P P £ s. d. 48 0 0 24 0 0 90 0 0 38 0 0 £ 9 4 11 3 0 10 6 517 0 Geadb 1. 135 0 0 90 0 0 100 8 7 91 13 4 10 0 0 10 10 0 7 2 6 0 10 0 6 4 2 D2 04 P P P P 135 0 0 90 0 0 90 0 0 100 0 0 Anama Ataahua Awaroa Bealey 14 9 9 11 9*13 8 9 3 4 14 19 0 . I ■ - Cameron, Mary Tod, Winifred J. Pilling, Janet I Rogers, Lily A. C. 10 io 10

North Canterbury.

LXXV

E.—2.

Charing Cross Conway Flat Courtenay Ealing Flemington Greenstreet Hundalee Hurunui Kaiapoi Island Kaituna Keinton Combe Kukupa Newland Overdale Pendarves Pigeon Bay Port Robinson Russell's Flat Scargill Seafield Seaview Spencerville Teddington 11 5 15 15 13 13 12 8 15! 13; 11 5 15 15 13 13 12 S 15 13 16 13 15 13 12 19 16 11 16 13 16 13 15 13 12 19 16 11 16 13! 99 4 1 80 6 5 100 3 3 84 7 6 94 10 0 135 0 0 84 13 7 81 3 3 90 0 0 90 7 6 74 5 0 91 14 1 135 0 0 120 0 0 113 17 2 95 0 0 95 0 0 88 10 7 90 0 0 93 2 4 90 0 0 83 7 8 8* 18 6 10 0 0 10 0 0 •• 11 9 10J 11 17 6 12 10 6 7 12 6 10 10 0 11 0 0 10 7 8 12 2 6 0 10 8 9 4 7 9 0 0 12 5 0 10 17 6 13 10 5 11 17 7 9 15 0 14 5 8 11 17 6 10 9 7 11 12 6 11 5 9 45 6 0 7 2 0 3 11 39 7 2 12 17 8 .. I Whiteside, Edith J. .. Smith, Marjery Philpctt, Sarah A. .. Copland, Helen S. .. Falconer, Elizabeth A. Barton, Mary E. Haine, Sydney G. Roscoe, Elda H. Moir, Margaret W. .. Sapsford, Elsie F. L. Davies, Dorothy Cassidy, Mary 0. Burnard, Florence .. Halliburton, Martha P. McMillan, Mrs. M. .. Jeffries, Laura Wilkinson, Mrs. C. M. Allan, Mrs. E. H. .. : O'Brian, Agnes C. S. R. Mulligan, Thomas .. Dalby, Margaret G. .. Smith, Annabella P... Suckling, Gertrude A. 05 D3 04 Lie. D2 D2 E2 D3 C4 F F F F F M F F F F F F F F F F F F M F F F 90 0 0 100, 0 0 9b 0 0 94. 10 0 135 0 0 90 0 0 90 0 0 90 0 0 90 0 0 24 0 0 90 0 0 90 0 0 135 0 0: 120 0 0 105 0 0 95 0 0 95 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 •• io h " io I •• 16 0 0 6 9 2 16 4 10 io 9* 8 8 Ei 10* 0 0 10 0 0 013 4 io 10 16' 11 0 D4 • • Grade 2. Alford Forest Arthur's Pass Ashley Gorge Aylesbury Barry's Bay Breeze's Road Broadfield Broomfield Burnham Bushside Carew Chorlton Dorie Eiffelton .. .. Elgin French Farm Glenroy Governor's Bay Greta Valley Halkett Homebush .. Kimberley Kowai Bush Lismore Little Akaloa Little River Lowclifie Mason's Flat Mead Mount Grey Downs .. Port Levy Rapaki Riverside Rokeby Saltwater Creek 22 20 23 17 18 21 27 20 16 16 18 16! 15 18 21 18 18 23 20 20 16 20 22 38 22 211 24 24 28 21 15 19 16 19 22 120 0 0 95 16 2 145 0 0 133 17 4 127 0 0 20 0 0 150 0 0 145 0 0 145 0 0 165 0 0 117 13 4 112 10 0 123 12 5 112 10 0 123 9 7 117 14 9 130 10 0 112 10 0 137 15 0 99 9 1 145 0 0 125 0 0 116 10 0 137 11 4 121 5 0 136 0 8 150 0 0 130 10 0 155 0 0 145 0 0 128 7 8 116 2 11 130 10 0 126 6 5 113 5 0 131 0 0 2* 4 4 15 0 0 210 0 15' 0 0 14 16 8 15 0 0 13 15 0 15 0 0 15 1 2 7 1 10 15 14 4 13 1 6 13 13 2 5 6 6 16 18 8 14 13 1 12 10 0 12 10 0 12 15 0 13 1 10 12 18 4 11 10 0 13 10 9 14 9 4 13 12 6 13 5 0 16 13 1 15 13 3 15 10 9 12 7 6 14 14 4 15 19 6 20 10 1 14 19 4 6 10 6 16 6 3 15 10 7 16 13 0 15 1 2 12 0 0 7 6 8 13 3 8 13 19 7 15 6 11 5 12 8 9 10 9 5 5 6 2 18 10 ll' 4 7 5 6 8 •• i 3 0 0 19 8 4 10 6* 6 8 0 1 11 I I 15' 0 0 ! i Sloan, Caroline 369 9 8 ; Holland, D. M., m.a. : McMeekan, Cath. A... i Hartstonge, Anne F. ! Anderson, Nellie W... 365 6 6! Harband, Beatrice M. Eagan, Victoria H. W. Townsend, Ethel M... Wright, Emily H. A... Wilkinson, Mrs. Kate ! Rudd, Mildred , Minnis, Emily Scott, Mary Minnis, Kathleen L... Doherty, Kate Donald, Mrs. Eliza N. Stanley, Mary E. 15 13 3 Beattie, Helen L. .. ! Calvert, Sarah S. ! Compton, Gladys Cooper, Edith M. Sloan, Emily Lloyd, Ada C. Killner, Elizabeth D. Sutcliffe, William C. Wills, Kathleen P. .. Everiss, Andrew Mclver, Sarah Charles, Mary J. Cooper, Arthur Dare, Constance H. .. Handiey, Agnes E. .. Hastings, Evelyn A. .. Newstead, Mrs. Louisa Aitken, Allison L. Lace, Bessie E3 A5 D2 C4 05 D2 D2 E2 D4 C2 05 04 E3 D2 Lie. F F F F F F F F F F F F F F F F F F F F F F F F F M F F M F F M F F F 120 0 0 120 0 0 145 0 0 120 0 0 120 0 0 120 0 0 150 0 0 145 0 0 145 0 0 165 0 0 120 0 0 112 10 0 120 0 0 112 10 0 135 0 0 120 0 0 130 10 0 112 10 0 137 15 Oi 108 0 0 1 145 0 0! 125 0 0 120 0 0 150 0 0! 120 0 0 135 0 0 150 0 0 130 10 0 155 0 0 145 0 0 120 0 0 118 15 0; 130 10 0! 120 0 0 108 0 0: 120 0 0 : io 15 15 15 15 15 15 13 10 6 •• 15 15' 0 0 12 3 10 0 10 3 3 14 81 0 7 3 8 0 1 18 3 0 11 6 37 3 10 7 9 0 I I -• • D2 E3 D5 D3 D3 B3 El 15 1 15' 0 0 18 18 5 19 16 1 6 15 10 0 5 0 7 0 0 3 11 6 •• I D3 D2 C4 Lie. 15 I I 1 I •• I D3 15 li' 15 10 I I C3 I I

List of the Public Schools, the Expenditure, Staff, &c.— continued. NORTH CANTERBURY— continued.

8.—2

[North Canteebuey.

LXXVI

Name of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. Expenditure for the Year. Annual Kates ( ment during Month of Y( if Pa: bast Maintenance. Teachers. oa — I CO © A tH HI CC a to School Buildinj and Teachei :s' Residences. Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses .of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Eebuilding Schools destroyed by Fire. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of the Year. 0 a a to a 3 o a S3 3 B O Co O CH q >- IO OCCJ fl co "3 © -*'Z E3 fl Eh "£ ©-rH d O tr. m - - © 02 O ■"• fl © £ ©r3 to © W O Bent. . ILL (4.) (5.) <«■) (7.) (8.) (9.) (10.) (11.) (12.) -ill (3.) (13.) (15.) 1 (14.) ! Gbade 2— continued. Sedgemere Selwyn Stoks' Summerhill The Peaks View Hill Wakanui Woodstock ., 23 18 24 16 21 35 22 18 £ a. A. 120 0 0 130 0 0 123 14 11 125 0 0 115 0 0 155 0 0 135 13 6 J20 10 0 £ a. A. 15' 0 0 £ a. A. 15 12 5 14 10 7 16 6 11 12 7 6 14 15 7 16 5 6 14 17 5 13 7 6 £ s. d. 18 6 0 19 £ a. d. £ s. d. £ s. d. £ a. A. Anderson, Caroline" V. Bradley, Mrs. Lily [.. Gibson, Inez R. Wake, Mrs. Mary F. Hewett, Olive M. Dingwall, Mrs. Eliz... Davidson, May Kearon, Anna M. D3 D3 D4 E4 D5 D3 D2 D3 F F F F F F F F £ a. d. 120 0 0 120 0 0 120 0 0 125 0 0 120 0 0 155 0 0 135 0 0 120 0 0 £ 47' 6 2 15 I 15' 0 0 4* 4 0 is Grade 3. 160 0 0 175 0 0 165 4 6 155 0 0 150 0 0 195 0 0 155 0 0 150 13 6 175 0 0 165 0 0 153 9 0 152 10 0 150 0 0 158 19 8 195 0 0 155 13 0 165 0 0 165 0 0 160 0 0 132 1 9 150 12 6 150 7 3 150 0 0 163 1 3 165 0 0 175 0 0 175 0 0 144 0 0 17 11 9 17 4 4 20 0 7 19 2 5 17 6 2 16 11 2 17 6 2 16 19 1 18 18 0 18 16 3 19 1 10 16 12 3 18 1 2 18 12 5 17 11 9 17 16 3 15 18 1 21 4 10 18 12 5 20 17 7 18 14 7 17 13 8 22 0 0 21 7 8 17 15 7 17 15 7 21 8 6 17 7 5 3 15 6 Ashton Barr Hill Carleton Cooper's Creek Oulverden Darfield Domett Dromore Duvauchelle's Bay Eyreton Fairton Haniner Plains Hapuku Horsley Down KUlinchy Kirikiri Kirwee Lauriston Leithfield ..' >'■ Loburn Loburn North Medbury Omihi Rotherham Ruapuna South Malvern Swannanoa Waikuku 28 27 36 31 29 24 28 25 32 31 35 25 30 30 29 29 22 40 33 36 31 28 39 37 29 29 36 30 .. Le Fleming, Jeanette Sayers, Mrs. May Dickie, William Callaghan, Francis R. Chapman, Lucy Wilson, James R. Keys-Wells, Arthur P. Hewitt, Lily M. Tosswill, Mrs. Ellen M. Ladbrooke, Charlotte J. Andrews, Ada H. Snowball, Laura E. .. Pitt, Alfred W. Mitchell, Roberta 0. F. Warnock, Selina M. .. Dynes, Arabella Sloane, William J. .. Comer, Edith R. Wild, Cyril T., b.a. .. Austin, Leslie G. Chambers, Edwin S. .. Gillespie, Hilda W. .. Savill, Mrs. Harriet .. McGill, Robena L. .. Miiller, Nicolaus L. F. Riordan, Annie W. .. Craig, Sarah M. Adamson, David Dl D3 D2 Lie. D2 D2 C3 D3 01 D2 E2 D3 D4 D3 B2 D2 D2 D3 B4 05 Lie. D2 Dl 03 E2 D2 Dl F F M M F M M F F F F F M F F F M F M M M F F F M F F M 160 0 0 175 0 0 165 0 0 142 10 0 150 0 0 195 0 0 155 0 0 150 0 0 175 0 0 165 0 0 150 0 0 150 0 0 150 0 0 150 0 0 195 0 0 150 0 0 165 0 0 165 0 0 160 0 0 150 0 0 142 10 0 150 0 0 150 0 0 150 0 0 165 0 0 175 0 0 175 0 0 144 0 0 •' 38 6 8 5 7 6 39 1 0 7 4 0 10 14 0 46 0 0 55 4 9 - .. - .. " •• - •• 2 4 0 I 26' 0 0 20 0 0 18 7 9 0 10 3 19 8 6 23 5 0 16 17 3 20i' 8 7 •• 26 20 i 19* 1 2 20 26' 0 0 0 14 7 5 14 9 5 3 0 30 16 6 3 19 8 35 12 6 25 1 6 6 17 1 0 9 9 0 5 6 0 2 0 4 17 2 20 ■• .. 16*13 4 279 4 0 • - •• 165' 6 8 i I !

North Canterbury.

LXXVII

B.— ±

Wainui Weedon Westerfield West Melton Wincbmore 27 21 30 27 22 27 21 30 27 z2 148 18 10 157 10 0 155 0 0 165 0 0 148 15 0 16 15 3 15 8 8 18 3 1 17 0 7 16 0 10 13 12 3 2 0 0 1 18 7 6 13 6 •• " ! Ormandy, Florence E. Sustins, Nolan I Murdock, Sarah I Ormandy, Elsie M. .. Mclntyre, John 04 D3 D2 M F F M t 150 0 0 150 0 0 165 , 0 0 135 0 0 20 26' 0 0 •• Gbade 4. 46 288 15 0 24 0 10 0 7 2 Dawe, James, b.a. Clarke, Ruby A. Grant, Henry A. Davidson, Mrs. Alice M. Osborn, Frank E. McNally, May R. .. Brown, John B. Morland, Miiared G... Hodgson, Adele Milne, Euphemia Campbell, John Wood, Lily M. Irwin, Major G. Hiatt, Fanny C. Arnott, David Kininmonth, Helen M. Ross, Evelyn C. Irvine, Thomas Thornton, Edith M. .. Hawke, Ernest Mayne, Helga M. Silcock, Frederick A... Jackman, Sarah E. G. Pavitt, Norman W. .. Voss, Ruby E. Barrell, Arthur F. .. Dalby, Louisa North., Robert H. Ingley, Mrs. Mary .. Whitelaw, George Rattray, Joan Guiney, Samuel P. .. Guiney, Mrs. Margt. A. Charles, Robert H. .. Kealy, Catherine Cook, John Kent, Florence E. .. Qoartermain, George McLean, Ann J. Morland, Thomas A. .. Gates, Emily Beatrice Sherrard, William Whitcombe, Myra J... Rundle, Frederick T. Marriatt, Gladys E. b.a. Anderson, George Hoggins, Mary F. Bruce, Robert Newport, Elizabeth .. Gillman, Herbert A. W. Rapley, Ivy M. A. Watson, John Hight, Maud L. Smith, Frances H. .. Bl HM AF HM AF HM AF HM AF HF AF HM AF HM AF HM AF FPr2 HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF M HF AF Annat Ashley Balcairn Brookside Cashmere Chertsey Clarkville Oust Dunsandel Ellesmere Eyreton West Fernside German Bay 39 4X1 43 70 31 41 66 71 40 52 62 39 46 39 41 43 70 31 il 66 289 11 8 287 1 5 289 10 0 290 0 0 285 0 0 312 10 0 352 10 0 310 0 0 273 0 0 289 10 0 268 4 11 270 3 1 I 25 0 0 21 15 5 22 19 11 22 15 0 30 2 6 14 12 5 22 8 2 29 2 5 29 7 6 23 0 6 24 11 3 27 13 11 22 5 4 2 17 3 14 19 6| 17 18 11 27 14 0 2 15 0 7 10 0 100 1 2 10 4 5 9 11 7 79 8 5 77 0 7 35 8 4 .. - I J i 280 0 0 D2 E3 C4 C4 B3 D2 D2 D3 02 D2 Dl 04 B*i C3 D2 D2 C4 B3 D3 E3 D2 Lie. D2 E2 D3 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 94 10 0 180 0 0 110 0 0 195 0 0 90 0 0 210 0 0 105 0 0 215 0 0 90 0 0 55 0 0 210 0 0 100 0 0 175 10 0 90 0 0 195 0 0 94 10 0 180 0 0 90 0 0 190 0 0 90 0 0 195 0 0 100 0 0 195 0 0 94 10 0 210 0 0 110 0 0 180 0 0 90 0 0 200 0 0 105 0 0 195 0 0 95 0 0 190 0 0 95 0 0 180 0 0 90 0 0 180 0 0 90 0 0 190 0 0 105 0 0 190 0 0 90 0 0 210 0 0 95 0 0 195 0 0 180 0 0 90 0 0 25 Greendale 39 293 2 7 23 8 11 2 19 Greenpark 45 290 5 3 23 3 9 0 9 0 Halswell 62 320 0 0 27 5 0 77 7 10 Highbank 45 284 10 5 23 15 8 Hind's Hororata Irwell Kaikoura Suburban .. 88 42 42 69 305 0 0 286 13 4 285 0 0 275 8 4f 33 3 9 22 13 9 22 12 6 30 5 81 19 11 8 0 5 2 0 16 10 58 10 3 D2 03 D2 Lie. B2 D4 04 D4 D2 B4 D2 03 E2 Ladbrook's 47 271 5 0 24 11 8; 8 16 0 46 7 10 Lakeside 37 295 0 0 21 10 6 4 13 4 151 10 7 Le Bon's Bay 49 280 0 0 23 17 6 16 17 8 Little River 53 i 305 0 Oj 24 18 9 16 10 4 B2 04 D2 D2 Longbeaeh .. Lynothurst .. 34 39 210 16 8 261 3 3 2o' 0 0 19 14 10 23 5 8 32 13 9 138 0 8 25 •■

8.—2.

LXXVIII

North Canterbury.

List of the Public Schools, the Expenditure, Staff, &c.— continued. NORTH CANTERBURY— continued.

Name of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Kates ot Pa; ment during Last' Month of Year. >i to S3 o ii ZC iMaintenance. School Buildin; [S and Teachers' Residences. TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers ou the Staff at the End of the Year. a a 3 oi to a 5 o o A A fl fl O "55 o P4 ' o £-2 notes cc" a OS a to — to * •« A to sf^S ta a oi w a to n 2 a a o a <°"S o ik«>: CC - © u fl to © Eq fl W O OO (4.) (5.) (6.) (7.) (8.) (9.) (10.) (U.) (12.) (2-1 (3.) I (13.) (15.) (14.) Gbade 4— continued. Mayfieia 41 £ a. d.j 300 0 0 £ a. A. £ s. d. 22 4 4 £ a. A. 16 11 3 £ a. d. £ a. A. £ S. d. £ a. d. Withell, Charles W. .. Patrick, Hannah M. M. Thompson, James Thompson, Mrs. A. E. Opie, Ronald Joll, Alice F. M. Sheldon, James C. .. French, Olive A. Thomas, Walter Walker, Gladys I. Harbidge, James Buchanan, Marion A. Bell, Matilda Kirkpatrick, William D. Kirkpatrick, Mrs. L. J. Ellif, Leonard R. Robson, Bertha Thomson, Hugh F. Down, Alice Blain, Thomas Turner, Lilian Moses, William H. .. Large, Elsie A. Matier, John Ewart, Jane Jackson, Joseph Kime, Henrietta Smith, Frederick McKelvy, Mary Cossgrove, David Cossgrove, Catherine E. Pole, Thomas L. P. Cornwell, Edith M. .. Judkins, William E... Morgan, Amy B. B. Stout, Thomas Hughey, Annie D2 E2 Dl HM AF HM AF HM AF HM AF HM AF HM AF F HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF £ s. d. 195 0 0 105 0 0 210 0 0 99 0 0 162 0 0 108 0 0 185 0 0 95 0 0 195 0 0 95 0 0 210 0 0 90 0 0 180 0 0 195 0 0 105 0 0 180 0 0 90 0 0 210 0 0 100 0 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 105 0 0 210 0 0 110 0 0 195 0 0 90 0 0 195 0 0 94 10 0 210 0 0 90 0 0 185 0 0 95 0 0 195 0 0 90 0 0 £ Miaiana Railway 33 309 0 OJ 25. 0 0 19 3 9 0 7 2 25 Motukarara 45 321 14 3 23 6 3 3 7 4 5 13 9 Mount Somers Okain's Bay Oxford West 40 44 54 280 0 0 290 0 0 307 6 8! 22 3 1 23 6 3 26 6 3 50 6 11 3 7 4 15 2 2 68 4 3 j E2 D4 D2 D4 D2 C5 El 02 D2 E2 Puaha Redcliffs 33 51 188 1 1 300 0 0 25 0 0 25 0 0 19 19 2 25 7 6 6 13 1 25 25 Rolleston 39 279 1 3 21 14 3 2 0 0 Sefton 74 310 0 0 29 18 9 D2 C3 B2 D5 D2 D5 02 D3 02 D2 B2 Spotswood 44 276 19 4 23 10 10 Springburn 36 285 0 0 25 0 2 1 11 6 Springfield 49 300 0 0 24 14 11 9 11 0 Springston 71 320 0 0 29 7 6 62 17 2 Springston South 34 290 16 8 20 6 2 4 0 5 11 1 6 Tuahiwi 36 289 10 0 21 19 11 32 13 9 Di Waddington Waiau 64 58 292 10 0 280 0 0 28 17 0 25 17 6 0 11 0 D2 05 B3 D4 01 Waikari 49 285 0 0 24 15 0

North Canterbury.]

E.—2.

LXXIX

Willowby Winslow 39 211 13 4 275 0 0 21 15 7 21 8 0 106 2 7 62 9 11 •• Watson, Joseph Aldridge, George W... Bartrum, Char. A. D. Bowler, Frederick H. Lovell-Smith, Con. I. E2 D2 C5 02 05 HM AF HM AF 185 0 0i 90 0 0195 0 0 90 0 0 Yaldhurst 41 294 3 4 22 14 11 30 19 0 Gkade 5. Akaroa D.H.S. 118 386 8 4 45 19 3 72 16 6 . ' Hall, Charles ; Bailey, Violet M., e.a. j Mottram, Benjamin R. Gray, Alexander, e.a. | Anderson, John .. I Stanton, Edith E. F. Dalziel, IdaM. Wilkinson, Rev. H. R. Gilmour, Lily Foster, Heath D. .. Pearson, Robert S. Clarkson, Margaret B. Cook, William E. .. Morris, Iris ; Allard, Charles W. .. Barlow, Janet B. McCurdy, Kath. A. M. Twose, Richard J. H. | Lookwood, Mabel F. .. 1 Slocombe, Nellie, m.a. Stout, William A. .. Roberts, Georgina Odgers, Helen Hampton, Elsie Penlington, Henry F. ■ Ooleman, Frances Mcllwraith, Helen E. Allen, Cecelia M. ! Cookson, Arthur Anderson, Rosaline .. I Crump, Elsie R. I Osborn, Mabel E., e.a. 2 1 11 Cutler, Thomas E. .. Hanlam, Dor. L. M... Bosomworth, Vida .. 36 19 10 ! Poison, John G. Rogers, Emma M. W. Fraser, Alice S. Gillanders, James Willis, Eliza M. Doak, Annie A. Gilling, George Parkin, Alice M. Gilling, Clarence D. .. Morland, Charles Foster, Sylvia M. Kinross, Ethel M. .. Allen, George F. Budden, Amy H. Gainsford, Mabel M. .. Regnault, Leonard F. 02 B4 AI CI E2 D2 D2 D2 Lie. B2 Di C2 A4 01 E2 CI D3 Di D2 B2 Dl D5 Di D3 r>i El D2 ci C3 ci D2 HM AF MPt3 Sec. HM AF FPt5 HM AF FPt3 HM AF MPt3 FPrl HM AF FPt3 HM AF AF HM AF FPt3 FPrl HM AF FPtl FPr2 HM AF FPrl Sec. HM AF FPt2 HM AF FPtl HM AF FPt3 HM AF MPt4 HM AF FPt4 HM AF FPt5 MPr2 ♦240 0 0 105 0 0 45 0 0 Amberley 91 415 0 0 35 7 6 28 15 2 240 0 0 120 0 0 55 0 0 230 0 0 120 0 0 45 0 0 210 0 0 99 15 0 55 0 0 50 0 0 210 0 0 99 0 0 45 0 0 240 0 0 120 0 0 (!)50 0 0 240 0 0 105 0 0 55 0 0 50 0 0 240 0 0 105 0 0 45 0 0 55 0 0 *210 0 0 115 0 0 50 0 0 Bromley 83 389 6 7 32 16 3 15 11 6 Doyleston 76 392 0 3' 32 2 lOi 6 3 6 Glentunnel .. 89 350 5 0 V 34 1 3 13 5 0 Harewood 106 410 0 0 38 10 8 17 9 Heathcote Valley 108 439 2 3 39 2 6 540 12 0 Leeston Ill 445 0 0 38 16 3 10 8 4 Lincoln D.H.S. 101 362 1 1 37 13 6 13 4 7 Mackenzie .. 94. 358 11 0 35 16 11 18 13 2 220 0 Oj 105 0 0i 35 0 0 215 0 0 115 0 0 45 0 0 240 0 0 120 0 0 55 0 0i 225 0 0! 103 10 0| 55 0 0i 210 0 0 105 0 0 55 0 0 240 0 0 1 125 0 0 : 60 0 0 55 0 0i Marshland .. 89 371 17 2 34 5 0 34 6 1 Metbven 90 415 0 0 37 1 3 18 9 11 Ohoka 86 383 10 0 33 16 3 0 13 8 Prebbleton .. 91 375 1 8 35 16 8 16 7 10 Sumner 483 1 5 44 6 3 25 5 3 129 (i) Also receives £40 from the Headmaster b; iecial arrani :ement.

List of the Public Schools, the Expenditure, Staff, &c.— continued. NORTH CANTERBURY— continued.

E.—2.

|"NORTH CaNTERBDEY.

LXXX

Expenditure for the Year. Annual Kates*of Payment during Last Month of Year. Name of School. Schools are entered in the order of tbe grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. S rH to © © A to © h to Teachers' Salaries, including Pupilteaohers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenanee, Small Additions and Alterations to Buildings, Repairs, Repainting, <fec. ohool Buildings and Teachei •e' Residences. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teaohers. a a to a 5 o o S3 a CD to S3 a ir o ot-» a aS are -r to—on •H CD a r> > H Bod "" a 5 2 a . -3. — hSCSi r-, l%St 2 I flj j O to *.: oi a h fl toA h ID Cot CS m O Teachers' House Allowances. Incidental Expenses of Schools. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. Teachers on the Staff at the End of the Year. O0 («■) (5.) (6.) (7.) (8.) (9.) (10.) (11.) (12.) (3.) (13.) (15.) (2.) (14.) Gbade 5— continued. Tai Tapu 95: £ s. d. 377 3 9 £ a. A. £ s. d. 35 17 9 £ s. d. 13 14 3 £ a. d. £ S. d. £ a. A. £ a. A. Penlington, Benjamin Hay, Jessie F., b.a. .. Griffith, William S. C. Sinclair, David Ji _^\ . Woodford, Kate S. .. Banks, Alma E. S'f? .. Watson, Harold C. N. Lookwood, Helena .. Makeig, Dorothy A. .. Glanville, James E. .. Glanville, Mrs. Theresa Nimmo, Mary 01 El E2 B2 C5 Di D2 HM AF MPtl HM AF FPt3 HM AF FPt2 HM AF FPt4 £ s. A. 220 0 0 105 0 0 45 0 0 240 0 0 120 0 0 55 0 0 210 0 0 105 0 0 35 0 0 240 0 0 120 0 0 60 0 0 £ Templeton 107 401 17 8 \ 38 12 6 Tinwald 107 350 6 3 39 2 1 95 15 1 Woodend 109 440 0 0 38 7 6 15 11 0 Gbade 6a. Burwood 126 490 11 3 43 8 9 15 16 1 HM AF FPt4 FPt3 MPrl HM AF AF FPt4 FPt2 FPrl HM AF AF FPrl HM AF MPt4 Sec. HM AF MPt3 FPt4 FPr3 240 0 0 120 0 0 60 0 0 45 0 0 20 0 0 265 0 0 145 0 0 125 0 0 55 0 0 35 0 0 20 0 0 245 0 0 135 0 0 90 0 0 50 0 0 *255 0 0 135 0 0 55 0 0 Fendalton Hornby 152 156 640 11 5 493 9 11 35 0 0 49 19 10 50 3 6 74 19 11 22 4 11 Davidson, George Spence, Mary L. Rothwell, Leah E. .. Bird, Rata A. McLeod, John A. West, William M. .. Tulley, Catherine M. Rankin, Elizabeth E. Thornton, Margaret .. Lovell-Smith, Doris E. Rydings, Evelena Bowbyes, Alfred C. .. Menzies, Catherine .. King, Lillian E. Islip, Ellen G. Allison, Herbert H. .. MoLauchlan, M. J. R. Boyd, Arthur A. Herriott, Maud, m.a. .. Watson, Lancelot Dalziel, Catherine A. Burrows, William M. Parr, Esther A. Leahy, Gertrude M. .. Dl E2 Bi E2 D2 01 D2 ci D2 CI 03 35 Kaikoura Town D.H.S. 106J 445 0 0 39 19 1 21 3 6 Oxford East 488 1 8 41 12 5 21 19 7 116 240 0 0 120 0 0 45 0 0 60 0 0 25 0 0

North Canterbury.]

E.—2.

LXXXI

Rakaia South .. . 134 Burns, Trevethan Cross, Ada M. McEwen, Hilda M. .. White, Margaret E. .. Walker, Joseph W. A. Taylor, Elizabeth Tuiloch, Elizabeth .. Lewton, Inez M. E. .. Glanville, Gertrude M. Brunton, John, m.a. .. Wilson, Grace E. Buckley, Maud A. A... Marshall, Edich E. Dl D2 HM AF AF FPrl HM AF AF FPrl Sec. HM AF FPt5 FPt4 245' 0 0 125 0 0 90' 0 0 50 0 0 •240 0 0 145 0 0 105 0 0 20 0 0 [ I •■ I | Southbridge D.H.S. .. 168 530 16 8 52 11 8 75 18 10 01 Dl D2 h> X rl te Southbrook .. ..139 503 7 6 35 0 o', 47 17 2 4 7 0 [ I 01 Bl D2 240 0 0 135 0 0 55 0 0 55 0 0 35 •• I ! to ! i i - „ Gbade 6e. Lyttelton West .. 164 662 15 0 I 54 7 1 20 10 2 I ! 27 6 0 Benjamin, Frank Meddins, Olive M., m.a. Harris, Myrtle D. Donnell, Agnes Walker, Dorothy Kempthorne, Gladys E. McLeod, John Picken, Jessie M. D. .. Adams, Mary A. Aylmer, Mercy F. CI Bl D4 HM AF AF FPt4 FPt4 FPr2 HM AF AF AF 240 0 0 135 0 0 120 0 0 55 0 0 55 0 0 25 0 0 270 0 0 120 0 0 120 0 0 90 0 0 l j Somerfield .. .. 207 138 14 3 8 1 10 33 19 9 3,088 15 4 207 Bl D2 D2 D5 35 Gbade 7a. Belfast .. .. 207 Riccarton .. .. 217 Spreydon .. .. 241 207! 217 894 3 4 783 1 2 800 13 5 75 2 7! 63 13 3 67 18 6 70 17 8 133 10 0 46 17 7 ! j Balch, William Ritchie, Eliza J. Cook, Alice J. Steele, Elizabeth White, Clara G. Bastion, Ernest H. .. Collins, Johanna English, Henry Maofarlane, Samuel G. Joyce, Blanche Thompson, Emma E. Adamson, Robert D... English, Gladys Hunnibell, Fred. W. .. Cookson, Walter G. .. Stephens, Mary M. .. Dash, Lucy Buekhurst, Irene M... McLeod, Margaret A. Nicoll, Henrietta A. .. Alley, Frederic J. Mounsey, Robert Harvey, Matilda E. .. Armstrong,Christine M. Brooker, Nellie F. H. Williams, Owen W. .. Pointon, Isabella I. D. CI Dl E2 D2 El 03 Dl E2 Dl 02 E2 03 HM AF AF AF FPt4 MPt3 FPr3 HM AM AF AF MPt3 FPtl HM AM AF AF FPt3 FPtl FPr2 HM AM AF AF FPc4 MPt4 FPrl 285 0 0 195 0 0 135 0 0 110 0 0 55 0 0 55 0 0 55 0 0 270 0 0 180 0 0 145 0 0 135 0 0 45 0 0 25 0 0 270 0 0 180 0 0 145 0 0 135 0 0 45 0 0 25 0 0 25 0 0 275 0 0 185 0 0 145 0 0 135 0 0 60 0 0 60 0 0 20 0 0 241 ] | I Wharenui .. ..233 874 18 5 Bl D2 02 E2 233i 40 0 Oi 66 8 9 28 10 9 40

E.—2.

1 North Canterbury.

List of the Public Schools, the Expenditure, Staff, &c.— continued. NORTH CANTERBURY— continued.

LXXXII

Name of School. Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Rates of Payment during Last Montii of Year. Schools are entered in the order oi the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. The letters " D.H.S." are entered after the naine of each District High School. Part-time Schools or the se veral parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. i-H to OJ © A to O © 9 a TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance*. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. School Buildini Rebuilding Worn-out Schools and TeachersResidences. and Teachers' Residences. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. a o a a •a to a 3 o ■a CD a A a o o CH 0 >*to teres te" a ajg am -3 g«-5 ■ r- rr. a -r -r -1 ■csad to a to $ cs a -n ■np— o S fe-fl © ri HI tfa -if ~ a, o 3 ■r a 3 „ o -to'. rl *H& ©^ O Cfl -rc*~ 11 ZH< to © O B Teachers' House Allowances. Incidental Expenses of Schools. Rebuilding Schools destroyed by Fire. Rent. Teachers on the Staff at tbe End of the Year. B, ' (4.) (5.) (6.) (7.) (8.) (9.) (10.) (11.) (12.) (2) (3.) ! (13.) i (1-1.) 1 (15.) Gbade 7b. £ s. d 1,038 13 6 £ s. d. £ s. d. 79 12 6 £ s. d. 16 19 5 £ s. d. £ s. d. £ s. d. £ s. d. ipawa £ s. d.i £ 294 ('JPetrie, George Morgan, Richard W... Morgan, Richard W. .. Graham, Mrs. julia A. Banks, Charlotte M. .. Robertson, Hilda B. .. Ritchie, Helen Morgan, Gladys R. .. Napier, William G. .. Dobson, Hope B. Gudsell, Dora A. Bourke. Charles Ormandy, Guy N. Duncan, Mary Maindonald, Henri. L. Mackay, Sopbia Simpson, Matilda Mollraith, Frank L. .. Croasdale, Ivy K. G... Robinson, Sarah L. .. Menzies, Agnes, b.a. .. Gilling, Julia Metherell, Flor. R. S. Baker, Elizabeth E. .. Parsonson, Marjorie F. Thompson, Doris E. .. Ambrose, Thos. W., b.a. McKeown, Blaikley A. Buchanan, Margaret Keir, Jessie A. Withers, Arthur J. T. Tutton, Fanny R. .. Cook, Eleanor R. Foster, Eileen M. .. CI D2 D2 D2 D2 04 04 01 D2 Dl 03 Dl Bl E2 D3 03 D2 D3 HM Subs. AM Sub?. AF AF AF FPt4 MPt4 FPt3 FPr2 HM AM AF AF FPt3 FPt2 MPtl FPrl HF AF AF AF FPt4 FPt3 FPt3 HM AM AF AF MPt5 FPt4 FPtl FPr2 f I 290 0 0 190 0 0 Paparmi Phillipstonn 260; 279 851 14 763 8 0 1 40 0 0 71 19 8 76 0 Ol 24 0 10 70 13 5 150 0 0 105 0 0 90 0 0 55 0 0 55 0 0 55 0 0 25 0 0 270 0 0 195 0 0 150 0 0 105 0 0 45 0 0 35 0 0 45 0 0 20 0 0 225 0 0 150 0 0 135 0 0 115 0 0 55 0 0 45 0 0 45 0 0 305 0 0 180 0 0 135 0 0 105 0 0 55 0 0 55 0 0 25 0 0 55 0 0 40 Rangiora 253 925 0 0 71 2 6 7 16 7 Geade 8a. Christchurch East Infants' 323! 973 1 6 45 0 0 84 17 0| Menzies, Annie J. Wauchop, ElizabethL. Callaghan, Margaret M. Dl Dl D2 HF AF AF 250 0 0 160 0 0 150 0 0 45

LXXXIII

iSfoBTH CaNTEBBUHY.

E.—2.

Hampstead .. Linwood North .. 301 1,136 8 4 .. 381 1,189 19 5 i 45 0 0 1 ) 81 1 9 97 17 1 56 17 1 284 0 8 Kent, Helen M. Peele, Mildred E. .. Miles, Melvina A. Callaghan, Alice C. G. Moyna, Emily Borthwick, James B... Chapman, Henry J. .. Fawcett, Lucy Bonnington, Kosamond Kenna, Mona R. Kelly, Elizabeth Treacy, Eileen Jobberns, George Mills, David C. Evans, Francis T. .. Shirlaw, David M., b.a Wills, Mabel S. M. J. Cradock, Mary A. Tayltr, Mabel V. Wauchop, Margaret S. Pointon, Monica Partridge, Lilly B. .. Cross, Edward H. Dickie, Isabella Bishop, George W. .. Boyce, William J. Ormandy, Dora B. Pattrick, OnerrieL. .. Jamieson, Isabella M. Curtis, Olive I. Musgrave, Ethel M. .. McKinney, Charles .. Walker, Hilda Bean, William D. Gates, Thomas A. Pavitt, Marie A. Oram, Harry Luxton, Lucy B. Miles, Iris H. L. Miles, Iris H. L. Turner, Nellie Topp, Edgar C. Moore, Amy E. Carmiohael, Margt. H. Beattie, James Mayne, Arthur J., m.a. Aschman, Chris. T. .. White, George H. Inkpen, Agnes F. R... Wagstafi, Mrs. Jes. W. Graham, Chas. H. E. Grand, Ellen MeCullough, Samuel Ansley, Annie Bevm, Elizabeth E. .. Lynskey, Michael J. .. Schmidt, Helene G. .. Mollraith, James W., M.A., LL.B. D2 D3 AF AF FPt5 FPt4 FPt4 HM AM AF AF AF FPt4 FPt3 MPt3 MPrl HM AM AF AP AF AF FPt5 FPt3 MPd2 FPrl HM AM AF AF AF FPt4 FPt4 MPt5 FPrl HM AM AF AM AF Subs. AF MPt4 FPt3 FPi3 MPr2 Sec. HM AM AF AF AM AF AM AF AF M F Sec. . 130 &• 0, 120 .0 0' 55* 0 0' 60 '0 0 55 0 0! 310 0 0: 210 0 0; 150 0 0 135 0 0 120 0 0 55 0 0 55 0 0 55 0 0 55 0 0 315 0 0 215 0 0 155 0 0 135 0 0 130 0 0 90 0 0 55 0 0 45 0 0 35 0 0 50 0 0 310 0 0 210 0 0 150 0 0 140 0 0 120 0 0 55 0 0 55 0 0 55 0 0 50 0 0 *325 0 0 225 0 0 150 0 0 150 0 0 *:: 01 D2 Dl D2 E4 802 8 1 Bl B2 D2 D2 02 D4 45 I ■ New Brighton .. 322 1,135 1 1 ■■ 86 8 10 74 15 0 Dl D2 El D2 D2 322' 74 15 0 I I ! I CI .; : Gkade 8b. Kaiapoi D.H.S. .. 405 1,233 5 0| - i 98 19 0 16 1 7 405 1,233 5 0 98 19 0| 16 1 7 16 1 7: I Bl D2 D2 02 D2 C3 C3 04 I I I 130 0 0 95 0 0 60 0 0 45 0 0 45 0 0 25 0 0 Normal "D. H. S. "and Model'. School ' (at Training College) 4551 1,038 9 6 50 0 0 236. 7 9! 155 8 3 B2 01 01 Dl Dl 01 Dl 01 Dl D2 CI C4 AI 385 0 0 290 0 0 240 0 0 225 0 0 195 0 0 165 0 0 150 0 0 135 0 0 135 0 0 255 0 0 120 0 0 50 j i •• (1) On leave.

List of the Public Schools, the Expenditure, Staff, &c. — continued. NORTH CANTERBURY— continued.

X— 2.

North Canterbury.

LXXXIV

I Name or School. Expenditure for tbe Year. iification, and Status of Teacbers. Annual Rates of Payment during Last MoMh of Year. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. t-H © A © 9 55 •4 Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. cbool Buildings and Teacbers' Residences. Rebuilding Worn-out Scbools and Teachers' Residences. Rebuilding Scbools destroyed by Fire. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. p a to a 5 c o ■a CD to a a p PL, 3 CD rH <D"-h-7" >rH CD * > > Jg tS o xn <g © a w a = «, a -h~. rrA 2 e3 fl to to O 6D*»EC 02 O u © O & w O B Teachers' House Allowances, Rent. Teacbers on the Staff at the End of the Year. * (9.) (1.) i (3.) <5.) (6.) (7.) (8.) (10.) (11.) (12.) (15.) lil (4.) 1 (13.) 1 . (14.) Grade 9a. Ashburton Main and Side Schools Elmwood 459 515 £ s. d. 1,629 12 11 1,578 18 1 £ s. d. 50 0 0! £ s. d. 127 18 4 121 15 0 194 2 2 £ s. d. 71 13 8 £' s. d £ s. d. £ s. d.i £ s. d. Schneider, George .. Baird, Samuel Willis, Mrs. Effie .. : Trezise, Mabel Brown, Grace McRae, Alexander P. Clothier, Ada M. Thwaites, Alice G. .. Makeig, Grace H. Hayes, Edith M. Jones, Major H. R. Burnard, Louie Bundy, Edna Saunders, Lilian K. .. Sinclair, John R. Garton, Wilfred W., b.a. Smith, Sarah E. i Hodgson, Mabel E. .. Durose, Florence Saunders, Ann ! Williamson, Mrs. A. G. Smith, Ethelwyn M. Lawry, Raymond A. R. MoArthur, Sarah A. W. Turner, Gert. M. D. .. Bain, Arthur 0. W. .. Durward, John W. .. Just, Emile U. Voss, Johann Olliver, Mary E. Warner, F. S. H. Just, Leonie 0. B. King, Catherine Manifold, Dorothy .. Nightingale, Emily M. Traynor, Jean W. ' Norton. Maude E. .. Webb, Adelaide I. Strong, Edward A. .. Gilmour, William 0... Bl Dl El Dl Dl B4 D4 D4 01 AI El D2 Dl D2 D3 D4 HM AM AF AF Subs. AM AF AF AF FPt5 MPc4 FPt3 FPt3 FPr3 HM AM AF AF AF AF AF AF MPt4 FPt4 FPt4 MPt3 MPr2 HM AM AF AM AF AF AF FPt5 FPt4 FPt4 FPt3 MPr2 Sec. I £ s. d. 340 0 0 240 0 0 180 0 0 155 0 0| 135 0 0 120 0 0 108 0 0 95 0 0 55 0 0 55 0 0 45 0 0 45 0 0 55 0 0 340 0 0 240 0 0 180 0 0 150 0 0 135 0 0 120 0 0 120 0 0 100 0 0 55 0 0 55 0 0 55 0 0 45 0 0 55 0 0 •355 0 0 255 0 0 195 0 0 165 0 0 135 0 0 120 0 0 135 0 0 55 0 0 55 0 0 55 0 0 45 0 0 55 0 0 £ 50 (yttelton D.H.S. 484 1,630 12 5 114 2 1 207 15 4 Dl 01 D2 02 D2 D2 D2 ci I

North Canterbury.]

LXXXV

E.—2.

Grade 9b. 605 1,800 10 0 50 0 0 135 14 6 50 .ddington .. 113 0 9 : Seay, William N. Kennedy, Hans ShirtclifEe, Mary S. Blank, Albfrt R. Beck, Elizabeth Bowden, Bessie E. .. Foster, Margaret G. .. Slocombe, Mary A. .. Hulston, Clara A.M... Garland, Violet Freeman, Hilda F. .. Moor, Carolaus T. Golville, Victor W. .. Wilson, Edith G. Whitehead, Marjory M. Binnie, Archibald Kennedy, William A. Barker, Annie E. Thwaites, Leon. J. W. Mills, Mahala C, b.a. Wardle, Charlotte E. Wood, Eliz. A., b.a. .. Cullen, Gladys Livingstone, Ethel M. Yates, Edith F. Wade, Eliza R. Burn, Rhoda E. Burnard, Eva Wilkinson, Annie M... Wilkinson, Annie E... Sutherland, James, b.a. Colee, Walter C, m.a. Douds, Martha Wilkinson, H. F., b.a. Lawrence, Grace Newman, Mabel M. .. Morrow, Fanny E. Rugsted, Lavrine D. .. Loughlin, Gertrude M. Lucas, Herbert N. Satchell, Ruth H. .. Joughin, Annie E. .. Baker, Rata W. Sage, Thyrza Stuart, Kate B. McGregor, John W. .. Purchase, John E. •.. Spence, Annie W. McGregor, Eliz. J. .. Wilkins, Thomas J. C. Smith, Mabel Bowden, John Sorensen, Marion J... Newton, Kate E. Watson, Mary H. C... Nicholls, Dora Wright, Madge W. .. Liddy, Ann M. Sneesby, Myrtle G. .. Maginness, Stanley M. Kerr, Catherine A. G. M, Livingstone, Fredk. J. Sioss, Eleanor Dl HM CI AM El AF 03 AM Dl AF D2 AF 02 AF B3 AF FPt5 FPc4 FPt4 MPt3 MPt3 FPt2 FPr2 01 HM CI AM El AF B4 AM B2 AF D2 AF B2 AF C4 AF Lie Subs. FPt5 FPt3 FPt3 FPtl FPt3 FPr2 Bl HM . AI AM Dl AF B3 AM Dl AF Dl AF D2 AF D3 AF FPt5 MPt4 FPt4 FPt3 FPt3 FPt2 FPrl Bl HM Bl AM Dl AF El AF B3 AM 01 AF D4 AM D2 AF D2 AF D3 Subs. E3 AF FPt5 FPt5 FPt4 MPt4 FPt3 MPt3 .. I FPrl 355 0 0 255 0 0 195 0 0 160 0 0 150' 0 0 135 0 0 125 0 0 100 0 0 60 0 0 55 0 0 55 0 0 45 0 0 55 0 0 35 0 0 25 0 0 355 0 0 255 0 0 195 0 0 150 0 0 160 0 0 135 0 0 135 0 0 ■ ' * ■ 1,758 17 3 19 1 9 127 6 6' 40 4 11 50 Woolston 553 I I J 105 0 0 I \ 55 0 0 45 0 0 45 0 0 25 0 0 55 0 0 55 0 0 365 0 0 255 0 0 210 0 0 160 0 0 165 0 0 140 0 0 125 0 0 115 0 0 60 0 0 55 0 0 55 0 0 55 0 0 55 0 0 35 0 0 50 0 0 385 0 0 280 0 0 225 0 0 180 0 0 165 0 0 165 0 0 150 0 0 135 0 0 - • • Gbade 9c. St. Albans .. 1,920 2 5 68 18 Oi 605 135 12 8| \ •■ •• ! ! Gbade 10a. Richmond .. 2,290 8 9 617! 138 1 9 235 6 81 i .. i ) 135 0 0 105 0 0 55 0 0 60 0 0 55 0 0 60 0 0 55 0 0 45 0 0 50 0 0

List of the Public Schools, the Expenditure, Staff, &c.— continued. NORTH CANTERBURY— continued.

E.—2.

North Canterbury.

LXXXVI

Expenditure for the Year. Names, Classification, i Teachers. .nd Stati is of Annual Rates oft.Payment during Last Month of Year. Name of School. Schools are entered in the order of the grades Oi Maintenance. ichool Buildings and Teachei -s' Residences. Education Amendment Act, 1908, and in alphabetical order in eacb grade. Theletters " D.H.S."are entered after tbe name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in tbe grade of their joint attendance. u a to Cr to Si o ■o 9 > Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, Rebuilding Worn-out Scbools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teacbers on the Staff at the End of the Year. a o a 3 to Ol a 5 o o A a CD to S3 a o o 'A® ■ ffiS 5 *^ "2 a a o " a rr,CU & & ri tO to _ © to © r* a to CD O cd O (4.) (5.) m_ (7.) (8.) (9.) (10.) (11.) (12.) 0.) (3.) (13.) i (14, i (15.) HI Gbade 10a — continued. Waltbam £ s. a. 612 2,232 0 6 £ s. d. i £ s. d. 136 18 2 £ s. d.' 11 11 0i £ s. a. £ s. a. £ s. A. £ s. d. Adams, John J., b.a. Douds, Tbomas King, Annie D. Pratt, Colonel F. Morrison, Margaret P. Armstrong, Ella Wilson, David G. Pilliett, Francesca A. Hardey, Mary I. Allen, Ada M. Ditfort, Mabel Watkins, Beatrice J. .. Gurnsey, Fredk. W. .. Hitchings, Clarice Clark, Rita Kirk, Allan A. Beattie, Isabella Bl Bl El D2 01 D2 C4 D2 03 C2 HM AM AF AM AF AF AM AF AF ! AF FPt5 FPt5 MPt3 FPt3 FPt3 MPtl FPrl £ s. d.| 370 0 0 285 0 0 225 0 0 195 0 0 175 0 0 165 0 0 150 0 0 135 0 0 130 0 0 105 0 0 55 0 0 55 0 0 45 0 0 45 0 0 55 0 0 25 0 0 20 0 0 £ Grade 10c. ! . 2,531 0 0J 50 0 0 177 0 9 201 0 2 Christchurch East and South Belt 718 ! I Wake, Hugh G., m.a. Maxwell, Alfred C. .. Chaplin, Emily A., b.a. Kennedy, John S. Wauchop, William S. Gilmour, Ruth Thompson, Ethel Mottram, Francis J... Aiken, Janet M. Webster, Elizabeth .. McKeown, Mary J. .. Andrews, Agnes C. .. Walsh, James J. Marsden, Grace E. .. Robbins, Alexander R. Bl 01 Bl 01 04 Dl Dl B4 02 D2 D3 03 HM AM AF AM AM AF AF AM AF AF AF AF MPt4 FPt3 MPt2 370 0 0 280 0 0 225 0 0 210 0 0 165 0 0 165 0 0 165 0 0 120 0 0 135 0 0 110 0 0 100 0 0 100 0 0 55 0 0 45 0 0 35 0 0 50

North Canterbury. I

LXXXVII

E.—2.

' McGregor, Jessie M. .. Roehfort, Henry Ure, Evaline V. Maxwell, Dorothy .. Trunk, Annie D. FPi3 i MPt3 FPt3 FPtl FPr2 45 0 0 45 0 0 45 0 0); 25 0 0' 25 0 0 Grade IOd. Christchurch West D.H.S. 2,345 8 7 171 3 0 171 5 5 Caughley, John, m.a. .. Menzies, Peter, b.a. .. Menzies, Jean B. Smith, James E. R. .. Menzies, Margaret .. Hunnibell, Arthur .. Rutledge, Mary W. .. Webster, Isabella Fletcher, Thomas A... Vallance, Nellie M. .. Lucas, Annie L. Wenmouth, Ellen E. Foster, Rhoda L. Bean, Louisa L. Barnett, Arthur J. .. Baker, Margaret J. .. Bruce, Adelaide A. D. Lowe, Bertha F. Waller, Francis D., b.a. Irwin, James Finlayson, A. C, m.a. Hansard, George A. .. Hassall, Edith G., b.a. Lynskey, Agnes A. .. i 827 \ 171 3 0 ! 171 5 5 i Bl HM Bl AM Dl AF 01 AM 01 AF D2 AM Dl AF Dl AF Lie. AM 03 AF D4 i AF .. ! FPt5 .. ' FPt5 .. | FPt4 .. I MPtl FPt3 FPt2 FPr3 Bl Sec. 01 Sec. A2 Sec. C3 Sec. B3 Sec. D3 Sec. *370 0 0 285 0 0 215 0 0 210 0 0 180 0 0 150 0 0 150 0 0 135 0 0 114 0 0 100 0 0 90 0 0 55 0 0 55 0 0 55 0 0 60 0 0 45 0 0 50 0 0 55 0 0 Bl 01 A2 G3 B3 D3 [ ! ■ Grade IOi. Sydenham .. 10371 3,071 12 5 i 37 10 0 37 10 0 202 6 6 79 8 6 j I i Mayne, James B., b.a. McGallan, Thos. G. .. Alley, Amy J. Malcolm, Robert A. .. Harrison, Nellie Irwin, Samuel J. Morrison, Mary J. Denne, Archibald H. Duncan, Robena Watson, Margaret R. Seay, Alexandrina .. Frazer, Helen M. Pearson, Florence Williams, Verona B... Warner, Helen A. Paterson, Lily Morrison, Isabella Jameson, Esther D. .. Rogers", Mary H. Clarke, Rose L. Adams, Robert W. .. Kirby, James R. Bachelor, Elsie V. .. j Cain, Olive F. Marks, Horace R. .. ; Burley, Renee M.A... Bl HM 01 AM El AF Bl AM Dl AF 02 AM Dl AF 04 AM ' D2 AF Dl AF il Subs, j AF 02 AF 04 AF D3 AF 03 AF 04 AF D4 AF 04 AF FPt4 MPt4 MPt3 FPt3 FP MPt2 FPr3 Bl CI El Bl Dl 02 Dl 04 D2 Dl 02 04 D3 03 04 D4 04 400 0 0 285 0 0 215 0 0 210 0 0 180 0 0 165 0 0 165 0 0 120 0 0 135 0 0 120 0 0 90 0 0 105 0 0 90 0 0 100 0 0 100 0 0 100 0 0 95 0 0 90 0 0 55 0 0 60 0 0 55 0 0 45 0 0 45 0 0 35 0-0 55 0 0 50

List of the Public Schools, the Expenditure, Staff, &c.— continued. NORTH CANTERBURY— continued.

E.—2

[North Canterbury.

SOUTH CANTERBURY.

LXXXVIII

Expenditure for the Year. Annual Rates,of Pa; during Last Month of Year. Name of School. Schools are entered in the order o( the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. The letters " D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. Names, Classification, and Status of Teachers. Maintenance. School Buildii igs and Teachers' Residences. M I Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. New Buiiaings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. S3 1 Iβ o a o s •■3 g d » 5 £ 1 sfllpi 1-2 E Teachers' House Allowances. Incidental Expenses of Schools. Rebuilding Schools destroyed by Fire. Rent. Teachers on the Staff at the End of the Year. (4.) (5.) (6.) (7.) (8.) (9.) (10.) (11.) (12.) (y (3.) (13.) I (U.) (2) (15.) £ s. d. £ s. d. £ s. d. £ a. a. £ s. a. £ s. d £ s. d. £ s. d.j £ s. d. Expenditure on schools not open in December, 1911— Robinson's Bay Clarence Bridge Styx Kyle Heathstock Ash burton Forks Eskvale Huntingdon Expenditure not classified — Auditing School Committees' accounts Salaries of foremen of works School apparatus .. Insurance in suspense 23 12 6 30 17 11 I 12 0 0 " 2 5 0 017 8 017 8 i' 7 6 0 11 6 ■• :: •• 7 5 0 .. .. 30 0 0 241 16 0 '■■ 2 13 2 142 14 9 7 .. .. Totals 76,462 12 1 1,030 14 11 6,693 7 7 742 0 7 316 17 3 5,466 11 % 78,370 5 5,474 4 3 15 0 0 1,08/

Gbadf, 0. Blueclifls Little Roderick Struan Grade 1. Allandale Arundel Gray's Corner Hook Bush .. Kakahu Bush 9 3 2 £ s. d. 46 10 0 910 0 90 0 0 82 10 0 101 10 0 58 6 1 90 0 0 £ a. d. 10 0 0 9 3 4 10 0 0 6 9 7 £ s. d. 3 10 0 8 10 0 8 10 0 8 10 0 8 10 0| £ s. d. 80 6 11 36 17 5 9 16 11 3 6 0 31 9 6 £ s. fl. £ s. a: i £ s. a. 1 £ s. d. 126 11 0 ■ Symons, Sarah H. B. Cooper, Agues W. Maider, Jean ,. ' F F M F F P £ s. d. 60 0 0 18 0 0 12 0 0 £ 14! 11 10 12 12 I Sullivan, Samuel H. .. I Waite, Ivy .. .. I Waldie, Annie .. D5 McPherson, Katharine i Grant, Emily J. .. Lie. 90 0 0 90 0 0 105 0 0 90 0 0 90 0 0 10 10 10 10

South Cantebbuby.]

8.—2.

xii—E. 2.

LXXXIX

Orton Racgatira Valley Rangitata Island Roekwood Salisbury Skipton Tβ Moana Totara Valley Waitohi Upper 19 10 15 12 17 8 18 12 15 95 0 0 90 11 11 91 3 10 75 10 9 120 0 0 89 8 4 90 0 0 94 10 0 100 0 0 10 0 0 10 0 0 8 7 10 10 0 0 9 9 5 10 0 0 10 0 0 8 10 0 8 10 0 8 10 0 6 10 0 8 10 0 8 10 0 8 10 0 8 10 0 8 10 0 73 6 0| 9 13 8 21 0 3 •• . Mann, Ida, b.a. Harris, Rose Ann .. j Blue, Jessie.. Campbell, Martha .. : Ray, Mabel A. Smith, Cecil M. Leddy, Teresa .. ! Balfour, Isabel Ferguson, Oath. A. W. Lie. D4 D3 F F F F M F F F 95 0 01 95 0 0 90 0 Q 90 0 0 120 0 0 90 0 0 90 0 0 94 10 0 100 0 0 10 10 10 10 10 10 10 27 0 11 ■■ E4 Grade 2. Ashwick Flat Belfield Burke's Pass Canmngton Cave Chamberlain Clandeboye .. Esk Valley .. Gape's Valley Hakataramea Valley.. Kapua Orari Bridge Orari Gorge Otaio Pleasant Valley Rangitata Station Rosewill Scotsbum Sutherland's Tycho Waihaorunga Waitohi Flat 15 21 12 19 26 19 30 17 32 19 20 18 25 18 20 21 18 15 23 22 16 18 117 10 0 138 15 0 124 3 4 124 13 4 155 0 0 135 0 0 119 10 0 145 0 0 120 0 0 130 0 0 112 10 0 129 3 4 114 7 1 115 0 0 120 0 0 125 0 0 120 16 8 120 0 0 120 0 0 115 0 0 145 0 0 145 0 0 15' 0 0 15 0 0 I 11 10 0 11 10 0 8 10 0 11 10 0 11 10 0 8 10 0 11 10 0 11 10 0 11 10 0 11 10 0 11 10 0 11 10 0 11 10 0 11 10 0 11 10 0 11 10 0 11 10 0 11 10 0 8 10 0 11 10 0 8 10 0 11 10 0 10 6 0 1 19 6 7 0 0 4 10 6 19 4 11 17' 0 4 7 0 0 6 0 0 16 19 3 Seyb, Elizabeth .. I Farnie, Thos. C, m.a. | Mackay, Anne E. Dewar, Janet Foster, Mrs. Frances Stevenson, Eliz. M. .. Lawlor, Mary K. Renton, William Glanville, Ellen Tomlinson, Thomas E. Treacy, Kathleen Mcllroy, Annie L. Wilson, John Mackay, Mrs. Chris. F. Brunton, Mrs. Jane M. Yates, William M. .. Stevenson, Jane Dick, David Stewart, Jean D. Steel, Annie Knight, Mrs. Mary .. Moriarty, Minnie F... Bl D5 CI E2 E4 E3 D2 C4 C2 Dl F M F F F F F M F M F F M F F M F M F F F F 108 0 0 120 0 0 120 0 0 150 0 0 155 0 0 135 0 0 120 0 0 145 0 0; 120 0 01 130 0 0 112 10 0 145 0 0 108 0 0 145 0 0 120 0 0 125 0 01 125 0 0 120 0 0 120 0 0 120 0 0 145 0 0 145 0 0 15 is 1& 0 0 260' 0 0 is 15' 0 0 40 0 6 96 6 2 10 0 0 53 12 11 2 10 0 10 3 2 25* 0 0 E2 E3 D2 D4 D4 D4 D4 D3 is 15' 0 0 15 Grade 3. 150 0 0 170 16 8 165 0 0 147 17 1 155 0 0 180 0 0 175 0 0 180 0 0 151 13 4 155 0 0 165 0 0 195 0 0 165 0 0 155 0 0 149 15 0 20 0 0 11 10 0 14 10 0 14 10 0 14 10 0 14 10 0 14 10 0 14 10 0 14 10 0 14 10 0 14 10 0 14 10 0 14 10 0 14 10 0 14 10 0 11 10 0 33 4 5 8 15 0 13 16 4 7 6 9 6 2 6 1 13 0 34 9 11 63 2 0 0 15 C 18 10 9 26 5 4 1 13 3 0 8 0 Thompson, Agnes MoBratney, Minnie .. Johnson, Helen 0. W. Winnington, Edward Waugh, Mrs. Agnes .. Morris, Gerald Ford, Margaret Mclntyre, Isabella .. Crombie, Jane M. McKenzie, Ida B. Goodeve, Henry E. .. Jones, Mrs. Marion F. Cumming, Eliza Sheard, Fanny Dyer, Henrietta D3 E3 r>2 Lie. D3 D2 D2 D2 C3 01 D2 E2 02 B4 F F F M F M F F F F M F F F F 150 0 0 150 0 0 165 0 0 142 10 0! 155 0 0i 180 0 0 175 0 0 180 0 0 150 0 0 155 0 0 165 0 0 195 0 0 165 0 0 155 0 0i 150 0 0! Adair Cricklewood Fairview Hakataramea Hazelburn Hilton Hook Hunter's Lyalldale Opihi RedcliS Silverstream Southburn .. Te Ngawai Waikakahi .. 20 22 33 25 24 37 30 32 35 27 28 37 30 21 2G 20 20 0 0 118 17 3 20 2 16 3 - 013 4 Gbade 4. Claremont Glenavy 48 37 295 0 0 300 0 0 17 0 0 17 0 0 0 10 0 11 2 2 25 0 0 Black, Mrs. Flora L... Boyd, Annie S. Mclntyre, Hugh Alexander, Annie E... Bannerman.HerbertD. Ziesler, Freja L. Davie, Peter Cousin .. Evans, Daisy A. Stewart, Robert .. j Stewart, Mrs. Helen .. j Dl E3 Dl D3 B3 D3 D4 HF AF HM AF HM AF HM AF HM AF 195 0 0 100 0 0 195 0 0 105 0 0 210 0 0 115 0 0 180 0 0 90 0 0 195 0 0 Gleniti 57 325 0 0 17 0 0 10 9 8 • ■ Hannaton ■13 268 11 5 17 0 0 4 11 9 • • • • • • Kingsdown .. 43 300 0 0 17 0 0 45 4 7 B2 l>2

E.—2

South Cantebbuby.

List of the Public Schools, the Expenditure, Staff, &c.— continued. SOUTH CANTERBURY— continued.

Expenditure for the Year. Annual Kates of Pa; ment during Last' Month of Yea*. Namb of School. Teachers. Schools are entered in ihe order of the grades in +.V10 Ms-, n arli-ilo nf *Vio OS Maintenance. School Buildings and Teachei IB' Residences. Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. to CD CO to C HH CD DC fH > < Teachers' ' Salaries, inj eluding Pupil- | teachers' Lodg- : ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Bebuilding Schools destroyed by Fire. Bent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of tbe Year. a a a 3 "to ta a 5 o o S3 CD A a o to O EN q rHtO CerrS —i CO 5 > C- rtsari » as J2 a a a •" to-* a -ci a to o — a%S3 to „to "2 a a o"a a •oh 3 * hS" S3 co&ASl fa 9 E-, ti rS rfl m to o hi a toed fH< fa a (1.) (4.) (5.) (6.) (7.) (8.) (9.) (10.) (11.) i*H. (2) (3.) j (13.) I (14.) I (15.) Grade 4— continued. Makikihi £ s. d. 284 19 5 £ a. A. £ a. A. 17 0 0 £ a. A. 100 18 2 £ s. d. £ s. a. £ s. d. £ s. d. £ a. A. 195 0 0 90 0 0 180 0 0 180 0 0 95 0 0 55 0 0 190 0 0 90 0 0 180 0 0 90 0 0 195 0 0 90 0 0 210 0 0 180 0 0 185 0 0 90 0 0 195 0 0 105 0 0 200 0 0 105 0 0 180 0 0 90 0 0 195 0 0 95 0 0 195 0 0 105 0 0 39 Goodall, Alexander .. Bannerman, Henrietta Todd, David Thomas Piper, Frank Shires, Mary Muir, Grace C. Methven, James, b.a. Millar, Mrs. Sarah .. Glanville, William J. Ferrier, Ethel B. Schmedes, Cornelius F. Wix, Agnes C. Browne, William McMurtrie, Alex. F... McCarthy, Mary A. R. Moore, Lily C. Menzies, John Bruce, Anne Cooke, Montague P. .. Cormack, Isabella Ure, Rose Jones, Violet M. Ferguson, Daniel, m.a. Mailing, Franoesca E. Pilkington, Geo. M. .. Fifield, AmyE. 01 HM AF HM HM AF FPr2 HM AF HM AF HM AF M M HF AF HM AF HM AF HF AF HM AF HM AF Milford Orari South 31 83 184 8 11 332 18 4 3 11 3 14 10 0 21 0 0 3 0 0 49 1 3 Dl D2 D4 - Pareora East 57 282 12 3 25 0 0 17 0 0 66 14 9 425 0 0 Bl Lie. E2 Pareora West 37 259 5 8 17 0 0 49 2 0 Seadown 37 285 0 0 17 0 0 0 17 01 Dl B5 D2 B4 02 Springbrook Tawai Waibao Downs 29 33 37 280 8 4 187 10 0 275 0 0 17 0 0 14 10 0 17 0 0 42 3 9 30 4 10 0 7 8 1 249* 0 2 Waituna Creek 36 300 0 0 17 0 0 3 13 4 E2 D2 01 C4 03 D5 Bl D4 D2 03 Washdyke 74 305 0 0 8 6 8 21 0 0 139 3 10 430 15 6 Willowbridge 39 255 0 0 25 0 0 17 0 0 3 0 5 25 Winchester 67 292 18 4 21 0 0 38 9 0 " I - Woodbury 49 300 0 0 17 0 0 67 3 2 Grade 5. 385 0 0 Albury 93' 24 0 0 5 16 Lindsay, Alexander .. Lindsay, Mrs. Jean G. Cartwright, Arietta .. McCaskill, Donald, b.a. Gray, Louie Kennedy, Margaret .. Clarke, Robert B. Smart, Alice R. Hart, Frances Hawkes, Richard N.N. Ker, Marion O'Connor, William .. Dl El HM AF FPt4 HM AF FPt4 HM AF FPt3 HM AF MPt.3 215 0 0 110 0 0 60 0 0 240 0 0 110 0 0 55 0 0 230 0 0 120 0 0 45 0 0 230 0 0 120 0 0 55 0 0 Fairlie 122 405 0 0 24 0 0 58 5 9 Bl D5 Morven 102 395 0 0 24 0 0 25 10 6 255 0 0 Bl 02 St. Andrews.. 86 405 0 0 24 0 0 12 19 7 Dl D4 1 ■C

South Canterbury.]

E.—2.

XCI

Geraldine ■en Montgomery, J. R., m.a. Hughes, Alice M. Pearson, Mia 0. Cartwrigbt, Walter H. Ferguson, Agnes M. .. Norrish, Daisy Palmer, George T.,m.a. Oliver, Amy E. Haskell, Amy E. Dunn, Minnie Gibson, Catherine Norrish, Robina Tait, Allan G. Valentine, Jas. A., b.a. Marriott, William G. Fyfe, Jes3ie Campbell, Alice E. .. Lindsay, Catherine .. Caskey, Margaret Ronaldsou, Frances .. McSweeney, Morgan P. Hardcastle, Allan Aylmer, Dorothy McLeod, Murdoch, b.a. Smart, John T. Phillipps, Leonora M. Scott, Annie Hastings, Angela Swap, Josephine A. .. Iverach, Jean T. Watson, Alberta V. .. O'Donoghue, Mich. F. Mulvaney, Annie Smith, Henrietta, m.a. Mills, Mary Thomas, William, b.a. Werry, Alfred E. Fyfe, Evelyn Byers, Mary H. Pearson, Agnes A. Sutherland, Eliz. J. .. O'Connor, Eugene .. O'Connor, Mary Ellis, Dorothy Seyb, Louisa Pitcaithly, George, b.a. Foweraker, Charles .. Crawford, Mary H. .. Henderson, Alexander Smart, Margaret A. L. Bruce, Sarah G. Yesberg, Sarah Bird, John Black, Adelina Storey, Robert H. B. Crawshaw, Linda J. .. Copland, Douglas Laing, Thomas M. M. Metson, James Farquharson, Marion G., B.A. Bl 02 E2 HM AF AF MPt4 FPt3 FPrl HM AF AF FPt5 FPt4 FPrl Sec. HM AM AF AF AF AF FPt4 MPt4 MPt4 FPr2 HM AM AF AF AF AF FPt4 FPt3 MPt3 FPrl Sec. Sec. HM AM AF AF AF AF MPt4 FPrl FPt3 FPt3 HM AM AF AM AF AF AF MPt4 FPt3 MPt3 FPt3 MPrl Sec. Sec. Sec. 279 0 0 145 0 0 135' 0 0 60 0 0 55 0 Os 50 0 0, •245 0 Oi 145 0 Oi 115 0 0 55 0 0 55 0 0 50 0 0 •• Pleasant Point D.H.S. 181i 665 0 0 36 0 0 30 12 3 Bl D2 E2 Grade 8a. Timaru South 365 1,315 0 0 59 0, 0 52 13 2 350 0 0 03 Bl D2 Dl D2 D3 04 325 0 0 225 0 0 165 0 0 150 0 0 135 0 0 95 0 0 55 0 0 55 0 0 55 0 0 55 0 0 •357 1 0 225 0 0 165 0 0 150 0 0 120 0 0 95 0 0 55 0 0 45 0 0 55 0 0 50 0 0 Grade 8b. Temuka D.H.S. 390 1,328 14 8 67 0 0 • 87 3 4 97 13 8 Bl 01 El D2 05 D5 A5 Waimataitai 395; 1,284 3 4 67 0 0 321 8 7 825 0 0 AI CI Dl D2 D2 04 315 0 0 225 0 0 165 0 0 150 0 0 135 0 0 95 0 0 55 0 0 50 0 0 45 0 0 45 0 0 *470 18 8 240 0 0 180 0 0 155 0 0 140 0 0 125 0 0 120 0 0 55 0 0 45 0 0 45 0 0 45 0 0 50 0 0 Gbade 9a. Waimate D.H.S. 505 1 1,652 18 0 82 10 0 219 13 4 850 0 0 Bl 03 Dl 03 D2 E2 04 Bl B4 B4 ••

E.—2.

[South Canterbury.

List of the Public Schools, the Expenditure, Staff, &c.— continued. SOUTH CANTERBURY— continued.

XCII

Expenditure for the Year. Annual' Rates of Payment during Last Month of Year. Name of School. Teachers. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. Maintenance. School Building ;s and Teachers' Residences. rH to ep A tH o •*H CD sr h to TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. General Maintenance, Small Additions and Alterations to Buildings, Kepairs, Repainting, &c. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. a o a a 3 Ol 5 o o S3 a CD a S3 a a o to CH O £\£ tlDtrS te" a BS "3 a a °" a Z'SA 2 * a S « to to a n CS A 1 a rX "2 toCC3 fa c* " o m Teachers' House Allowances. Incidental Expenses of Schools. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. Teachers on the Staff at the End of the Year. «■) (5.) (6.) 07.) (8.) (9.) (10) OU (12. j (L) (3.) (13.) I (14.) (15.) (2.) Grade 10b. Timaru Main £ s. dJ 2,539 12 8 £ a. A. £ s. d. 112 10 0 £ s. a. 198 2 11 £ a. d.j £ a. A. £ a. d. £ a. A. ■ £ a. d. £ a. A. Dalglish, Gilbert, b.a. Collins, Charles F. .. Avison, Martha Park, William F. ShirtclifSe, Clara I. .. O'Donoghue, Edward Aimers, Amelia Smith, Ellen 0, Allan, Isa. 0. Williamson, Agnes .. Baird, May L. Mcintosh, Mrs. W. .. Joyce, Neville S. Chappie, Leonard J... Rickman, Frances .. Hawkes, Lilian Chappie, Dora Black, Mary Cuthbertson, George Berry, Sarah £ a. A. 385 0 0 285 0 0 225 0 0 185 0 0 165 0 0 180 0 0 155 0 0 135 0 0 130 0 0 100 0 0 105 0 0 90 0 0 55 0 0 55 0 0 45 0 0 55 0 0 55 0 0 60 0 0 55 0 0 55 0 0 £ 725 •• Bl CI El CI E2 D3 Dl D2 D2 D4 D3 D3 HM AM AF AM AF AM AF AF AF . AF AF AF MPt4 MPt4 FPt3 FPt3 FPt5 FPt5 MPr2 FPr2 ; | Expenditure on schools not open in December, 1911 — Kohika Pusey 60 0 0 1 10 0! 6 13 4 2 5 0 •• •• Expenditure not classified — Unclassified '" 201 10 8 I Totals 23,079 2 8 287 1 5 1,452 15 0 : 4,041 7 2 I 23,063 9 8 " 250 2,796 0 2 I 1 i I

8.—2.

[Otago.

XCIII

OTAGO.

Gbadb 0. Bendigo Kuri Bush .. Pleasant Valley Springfield .. Teviot Downs Waihemo 9 8 2 3 2 G £ s. d. 52 10 0 47 16 10 1 11 4 13 2 9 9 12 3 36 0 0 £ a. d. £ s. d. 8 6 1 8 5 6 £ s. d. 19 6 6 2 12 0 £ a. d.| £ a. d. £ s. d.| £ s. d. ; Oliver, Ellen Oolquhoun, Hercules I Falconer, Jeannie j Scott, Mary I Asb, Harriett Emily ; Argue, Elizabeth D2 F M F F F P £ s. d. 54 0 Q 54 0 0 12 0 0 18 0 0 12 0 0 42 0 0 £ 8 4 2 Iβ' 6 1 I _ Gkadb 1. Ahuriri Flat.. Arthurton Barewood Blackburn .. Chaslands Tautuku Circle Hill .. Goodwood Hindon Ida Valley .. Inch Valley .. Kauroo Hills Kokoamo Kokonga Kyeburn Kyeburn Diggings Lauder Makarora Manuka Creek Moa Flat Mount Cargill Mount Stuart Nevis Ngapuna Purakauiti .. Springvale .. Stone burn .. Stony Creek .. Table Hill .. Tahora Taiaroa Head Taieri Beach Tapui Tarara Tarras Tuapeka Flat Tuapeka West Waipori Falls Waitahuna West Wangaloa Whare Flat .. Whare Kuri.. J 10 12 13 10 19 8 11 12 17 17 14 8 13 12 7 12 9 5 12 19 14 14 13 16 12 7 10 7 8 7 16 13 20 11 11 11 11 18 9 13 10 91 2 6 92 5 0 94 10 0 70 8 0 105 0 0 90 0 0 90 0 0 90 0 0 90 0 0 91 13 4 90 0 0 90 16 8 94 10 0 100 0 0 105 0 0 93 6 8 94 10 0 135 0 0 90 15 0 94 10 0 94 10 0 94 10 0 63 5 0 82 10 0 108 0 0 85 2 6 95 0 0 90 7 6 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 83 15 0 94 2 6 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 10 0 0 io" o o 7 16 5 l6' 0 0 10 0 0 l6' 0 0 I •• I i 8 7 0 8 8 8 8 8 9 8 5 8 8 19 7 4 16 9 8 7 4 8 8 10 8 8 9 10 2 0 10 11 11 8 19 7 8 5 9 8 9 6 8 9 1 8 5 6 8 8 8 8 6 8 8 3 9 8 18 8 10 13 1 8 9 6 8 19 91 8 4 10 10 2 3 8 8 9 8 5 9 8 7 6 8 5 6 8 6 6 8 5 1 10 0 11 8 9 6 11 9 4 8 8 1 8 8 0 8 7 6 8 7 11 8 18 6 8 6 6 9 0 0 8 7 0 1 15 0 38 18 4 2 3 4 26 16 4 2 11 8 5 9 2 171 14 7 22 12 1 24' 4 6 0 17 1 2 4 3 4 9 2 7 10 4 12 9 7 5 0 0 0 9 0 .. 50 0 Hay, Alice Margaret.. ■ Reilly, Wm. A.,b.a... i 1 Burnside, Elizabeth .. 92 0 7 Smith, Margaret .. i L Barnett, David Renshaw, Mary E. Herlihy, Mary .. I Mclntyre, Sophie .. i Bremuer, Jus, Fraser Jeans, Edna Blyth .. ! O'Donnell, Aileen ! Sinclair, Cecil Margt. ] \ Ross, Sophia .. | ' Rishwonh, Jane G. S. I Dillon, Mrs. Frances L. Swan, Mary Jolly Beattie, Helen M. Sutherland, Margt. A. Bourke, Hannah Jane Gillespie, Margaret .. Crozier, Violet Hawkes, Mrs. Helen .. 317 15 8 Easther, Anna 0. W. Vacant Hetherington, Sarah Mills, Arcnur W. D... Bradfield, Jessie McMullan, Esther .. Harrison, Annie Harwood, Lucy Ann.. Gilbert, Edith Eliz. .. Roche, Augustine D. Davidson, Margt. E. Traynor, Margaret .. Hunter, Susannah .. Swan, George Hallinan, Mrs. 0. M. Craig, Beatrice I Dale, Mary .. i Ritchie, Christina M. Smart, Ethel Eliz. M. Bl D2 C5 D5 B2 ] 04 F M F F M F F F M F F F F F F F F F F F F F F 90 0 0 90 0 0 94 10 0 90 0 0 135 0 0 90 0 0 90 0 0 90 0 0 90 0 0 95 0 0 90 0 0 90 0 0 94 10 0 100 0 0 105 0 0 90 0 0 94 10 0 135 0 0 90 0 0 94 10 0 94 10 0 94 10 0 90 0 0 10 10 10 io 10 io .. 80 0 .. I io' o o •• i F M F F F F F F F F F M F F F F F 108 0 0 90 0 0 95 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 94 10 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 io •• ■• ' 04 io' o o 28 15 11 0 17 0 31 18 10 io 10 0 0 2 4 0 0 6 6 8 17 7 29 8 10 14 10 10 io •• I •• I Gbadb 2. Akatore Ardgowan Blacks Blackstone .. Broad Bay .. 18 23 32 18 20 130 0 0 130 0 0 160 0 0 120 0 0 140 0 0 10* 0 0 10 12 7 13 0 7 15 13 4 10 12 10 11 9 8 7 0 0 54* 1 0 43 7 3 • • • * Shaw, Margaret Jane Maule, Mrs. A. B.C.. Dallas, Thomas W. .. Mclvor, Georgina Anderson, Agnes C4 C5 D3 D3 F F M F F 130 0 0 130 0 0 160 0 0 120 0 0 140 0 0 io • • .. ..

List of the Public Schools, the Expenditure, Staff, &c. — continued. OTAGO— continued.

E.—2

Otago

XCIV

Expenditure for tbe Year. Names, Classification, and Status of Teachers. Annual Rates of Pa? ment during Last* Month of Year. Name of School,. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in eacb grade. The letters " D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. rH rH CO to O CD sr > Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. MaintenanceGeneral Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. chool Buildings and Teachers' Residences. Rebuilding Worn-out Schools and Teachers' Residences. Beat. New Buildings, New Class-rooms. Additions, Furniture. Apparatus, and Sites. a o a 3 to CO 5 o S3 a CD tD A rf a o o cu o £.2 5?'S Boh tHp— a " 2 a a o " a m -5A sSflSl. o-a pj .= t> a a C a. - m - 9 cc o A t* to « O oo O m Teachers' House Allowances. Incidental Expenses of Sohools. Rebuilding Schools destroyed by Fire. Teachers on the Staff at the End of the Year. (4.) (5.) (6.) (7.) (8.) (9.) (10.) (11.) (12.) UO (3.) I (13.) 1 di.) (15.) (2.) Grade 2— continued. Cambrians Chatto Creek Clark's Flat Clydevale Dunrobin Ettriek Gimmerburn Glenkenioh Glenore Greenfield Hamilton Hillend Incholme Island Cliff Kahuika £ s. d. 110 16 8 112 10 0 123 15 0 135 0 0 145 0 0 127 8 4 130 12 11 145 0 0 121 10 0 112 10 0 125 0 0 111 0 0 145 0 0 125 0 0 141 6 6 £ a. A. £ s. d. 12 4 10 13 18 9 10 13 2 10 11 9 13 18 10 13 17 4 9 11 2 10 11 9 9 11 1 13 17 0 8 10 4 10 11 9 10 14 2 11 9 2 18 11 8 £ a. A. 3 10 0 £ a. A. £ a. A. £ a. A. £ a. dJ Lake, Alexander Burke, Richard Jas, J. .. . Mackay, Isabella Manson, Jessie Pretsch, Annie Mary.. Beresford, Gertrude E. Gow, Harriet, m.a. .. White, Eliza Bremner, Fanny M. J. 243 15 9 Gibson, Grace S. McKenzie, Isabella M. Harris, Jane Bridget Broome, Annabella .. Allan, Flora M. Gray, Margaret Hogg, Catherine Hammond, Dina L. .. Hayes, Mahala Lily .. Fyfe, Mrs. Harriet .. Slater, William T. .. Drummey, Agnes J. .. 1 Tizard, Florence L. J. ; Scully, Rachel Blanche McKenzie, Georgina.. Dewar, Janet Bethia Campbell, Christina .. Scott, Peter McNeill, William .. Pretsch, Maria S. McLean, Agnes Bradfield, Rosetta A. Woodhouse, Bertha J. Cairney, Thomas Grono, Violet A. R. Oarrick, Hilda Marie Green, Alice Mary Spence, Jean J. Woodhouse, Margt. A. £ s. a. 108 0 0 112 10 0 120 0 0 135 0 0 145 0 0 120 0 0 150 0 0 145 0 0 121 10 0 112 10 0 125 0 0 114 0 0 145 0 0 125 0 0 112 10 0 90 0 0 125 0 0 120 0 0 125 0 0 130 0 0 150 0 0 117 0 0 120 0 0 150 0 0 120 0 0 135 0 0 108 0 0 108 0 0 145 0 0 135 0 0 125 0 0 120 0 0 112 10 0 121 10 0 120 0 0 130 0 0 125 0 0 145 0 0 a ■21 27 18 15 25 23 15 15 14 23 14 16 20 18 43 15 \0 0 04 B3 D2 D4 A3 Ol D3 Lie. El 02 D3 03 El D4 D2 D4 D2 I 04 03 D4 Dl D4 04 04 04 D4 S D5 I D2 M M F F F F F F F F F F F F; HF F F F F M F F F F F F M M F F F F M F F F F F i.5 lo' 0 0 67 19 0 58 2 3 ! is lfi' 0 0 is .. 015 6 " 7 10 0 24' 9 6 15' 0 0 815 1 25 16 7 is "• Kaihiku Kakapuaka Kartigi Kia Ora Lauder Railway Luggate Macrae's Maerewhenua Matau Merton Moa Creek Moonlight North Taieri Otiake Oturehua Owaka Valley Popotunoa Port Molyneux Pukepito Purekireki Reomoana Rongahere .. 19 28 20 25 27 23 20 26 16 16 20 17 30 21 20 21 14 25 10 25 20 20 125 0 0 120 0 0 125 0 0 130 0 0 136 5 0 117 0 0 113 12 6 150 0 0 122 10 0 135 0 0 108 0 0 128 2 6 145 0 0 135 0 0 125 0 0 131 5 0 105 16 8 121 10 0 122 1 8 130 0 0 119 15 10 145 0 0 15' 0 0 15 0 0 1 15' 0 0 10 13 8 13 19 4 11 8 5 13 18 8 13 19 7 13 2 2 11 9 3 13 19 5 10 2 5 10 1 4 13 0 8 10 12 4 15 12 6 12 5 1 10 14 3 12 5 8 9 11 0 13 18 8 8 7 8 13 18 8 11 8 11 12 4 10 7 10 0 34 19 7 1 12 6 16 2 3 7 12 6 0 17 6 80 16 2 4 0 0 2 10 6 7 5 8 0 14 8 27 13 3 2 5 1 is 15 is •• 17 15 2 li 1 7 18 0 8 I I I I H 1 ~> •

E.—2,

Otago

XCV

Saddle Hill .. Sandymount Tahakopa Tahatika Taumata Upper Junction Waipiata Waipori Waitaki Bridge Waitapeka .. Wanaka Waronui Wethers tones 20 25 20 18 24 24 27 21 24 26 19 21 19 125 0 0 155 0 0 108 0 0 117 11 8 121 5 0 150 0 0 125 0 0 110 5 0 130 0 0 121 13 4 112 10 0 125 0 0 145 0 0 •• 15 0 0 11 10 6 13 18 7 11 9 1 10 13 2 13 17 11 13 17 9 13 3 2! 12 4 11 13 1 9 13 18 10 11 8 11 13 15 8 10 13 7 61 7 2 15 1 2 8 0 0 1 14 0 0 5 6 113 16 2 53 8 14 15 4 •• .. .. •• McLellan, Ellen Landreth, Mrs. Eliz. .. Brand, Robert Marshall, Caroline S. Brims, Eliz. Swanson Dippie, Margaret Hale, Lily Gertrude .. Beattie, John W. G... Marwick, Ethel Masters, Jemima Ellen McKenzie, Alex. John Main, Agnes . .. Pope, Josephine M. J. 03 Dl Lie. 04 El D4 F F M F F F F M F F M F F V 125 0 0j.. 155- 0 0| .. 108 0 0 .. 118" 15 0' 15 120 0 0:.. 150 0 ' Ol 125 0 0 .. 108 0 0.. 130 0 01 15 120 0 0 .. 112 10 0 .. 125 0 0 15 145 0 0.. •• 15 0 0 .. 04 D2 50 0 15 0 0 3~ 5 0 399 19 7 9 3 0 D4 E2 .. Grade 3. 150 12 6 165 0 0 145 8 4 155 0 0 155 0 0 155 0 0 150 0 0 147 5 0 195 0 0 180 0 0 144 11 8 150 0 0 172 10 0 153 15 0 155 0 0 150 0 0 175 0 0 175 0 0 139 10 0 165 0 0 165 0 0 165 0 0 135 0 0 139 10 0 155 0 0 155 0 0 150 0 0 150 0 0 150 0 0 150 0 0 143 19 0 151 5 0 160 0 0 20 0 0 17 4 3 14 16 4 15 14 1 14 0 9 14 1 3 18 7 3 17 5 0 13 19 9 16 8 1 17 4 4 16 9 1 16 7 1 17 5 6 15 12 6 18 7 7 13 19 9| 17 8 5 13 18 0 17 5 2 14 13 11 16 9 1 10 18 0 12 6 2 10 12 10 13 17 11 13 18 4 14 0 2 14 16 5 14 17 2 17 4 6 14 16 9 13 16 2 17 8 0 18 0 4 7 7 18 4 4 43 18 4 155 16 8 59 16 3 82 5 8 19 7 9 3 10 8 54 7 0 10 0 17 10 7 4 3 10 60 0 9 15 2 27 19 6 2 0 0 6 7 8 85 9 10 3 7 85 1 5 3 5 2 4 5 0 1 15 6 57 10 0 Miller, Andrew L., b.a. Williamson, Geo. W. Currie, Hilda Hazel .. Hawke, John Peter .. Bonnin, Fannie Geddes, Emilie Sophia Farquharson, Janet H. Botting, Robert W. S. Woodhill, Ellen Sherriff, Margaret R. Heward, Edwin H. .. Hunter, Helen Mary White, Percy Henry.. Beilby, Geo. Howard Steel, Marion D., b.a. Griffen, Mrs. Isabella Harrison, Thomas .. Firth, Elizabeth H. .. Eason, Minnie MoLeod, Margaret .. Healey, Ernest J., B.A. Young, Margaret C. .. Christie, James Waddell, David B. .. Graham, C. A. C. de G. French, Henrietta A. Smith, Janet McG., B. A. Clapperton, Catherine Burnside, Margaret .. Marshall, Mrs. Eliza Baird, John Henry .. Cowan, James George Blair, Robert B5 Dl D4 C4 D2 E2 D2 Lio. D2 Dl M M F M F F F M F F M F M M F F M F F F M F M M F F F F F F M M M 150 0 ol 20 165 0 0.. 135 0 0| 20 155 0 01 20 155 0 0.. 155 0 0| .. ISO 0 0 .. 147 5 0;.. 195 0 0!.. 180 0 0 .. 135 0 0 .. 150 0 0 .. 150 0 0 .. 150 0 0 .. 155 0 0 .. 150 0 0 .. 175 0 0 .. 175 0 0 .. 139 10 0 20 165 0 0 .. 165 0 0 .. 165 0 0 .. 135 0 0 20 139 10 0 .. 155 0 0 .. 155 0 0 .. 150 0 0 .. 150 0 0 20 150 0 0 .. 150 0 0 .. 150 0 0 .. 150 0 0 .. 160 0 0 .. Awamangu .. Bald Hill .. Benhar Berwick Brighton Coal Creek .. Crookston Earnscleugh Evan's Flat .. Glenomaru .. Henley Hooper's Inlet Hyde Katea Kelso Maruimato .. Maungatua .. Otakou Otekaike Otokia Pine Hill .. Poolbura Puketiro Rae's Junction Southbridge .. Sutton Taieri Ferry.. Te Houka .. Tokarahi Waianakarua Wairuna Waitahuna Gully Wylie's Crossing 33 28 34 28 28 39 33 27 31 32 33 30 35 30 39 28 39 24 34 24 34 16 22 17 24 25 27 30 31 33 30 22 38 20 20* 0 0 20 0 0 395 12 3 20 20 i ■• I I i .. D3 05 04 Bl E3 02 Dl i -# 26' 0 0 20 Dl B2 E2 26 0 0 20 353' 5 0 03 D2 B3 B3 03 Dl D2 D4 El 26' 0 0 .. .. Grade 4. Allanton 294 10 3 23 9 3 3 18 0 Clark, George B. Mcintosh, Margaret E. Wilson, John Pryde, Alice Blair, Robert L. D. Lynn, Ruth Thomson, Archibald.. Fisher, Mary Stuart.. Miller, James McK. .. Brown, Mary El D3 Dl D4 D3 D4 Lie. HM AF HM AF HM AF HM AF HM AF 195 0 0 .. 110 0 0 .. 210 0 0 .. 105 0 0 .. 185 0 0 .. 120 0 0 .. 175 15 0 .. 90 0 0 .. 195 0 0 .. 100 0 0 .. 51 Awamoko 49 307 10 0 22 7 4 104 0 0 Bannockburn 53 323 0 0 24 0 1 12 3 3 Beaumont .. 41 265 15 0 20 10 1 9 10 6 " Bluespur 46| 295 0 0 21 14 8 41 4 8 03 03

List of the Public Schools, the Expenditure, Staff, &c.— continued. OTAGO— continued.

8.—2

Otago.

XCVI

Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Rates of Payment during Last Month of Year. Name of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are •entered after the name of eacb District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. rH to CD o CO > H TeachersSalaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenanee, Small Additions and Alterations to Buildings, Repairs, Repainting, Ac. School Building Rebuilding Worn-out Schools and Teachers' Residences. and Teache) ■a' Residences. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. a c3 s to CO ca o o o S3 a CD to A a o O o £\g wo 9* JL2.8 fl to rn ffi .-i -* *r* ® S > > 5 » 3d WH<D. H d me? £H f-.-aSZoitoS Ss OS- Zn\+3 -* a ;H rr! (14.) (15.) Teachers' House Allowances. Incidental Expenses of Scbools. Rebuilding Scbools destroyed by Fire. Rent. Teachers on the Staff at the End of the Year, (4.) (5.) (6.) (7.) (8.) (9.) (10.) (110 . (12.) a.) I (3.) j (13.) ;2> Grade 4— continued. Dunback Duntroon 44 £ a. A. 288 15 0 £ a. A. £ a. A. 21 14 1 £ a. A. 38 12 6 £ a. A. £ a. A. £ a. A. £ a. d. Gray, John Anderson Crawford, Ivy Irene .. Rodger, William Weir, Christina Percy, David Mcintosh Ellis, Frances Grant, John Buchanan Elder, Violet, b.a. .. Bremner, Philip Newlands, Maggie MacArthur, Arthur D. Ewart, Emma Williamson, Alex. H. Sinclair, Constance .. Whyte, John Skinner, Marion Y. .. McCarthy, Claude .. Bonnin, Winifred M. L. Barnett, Abraham M. Lyders. Marie Johanne Allan, John Morrison McLay, Alice Eva .. Nesbit, James W. Henderson, Jessie Hartstonge, Daniel .. Potts, Elizabeth A. .. Hunter, Robert R. Gow, Beatrice Woods, Llewellyn Labes, Albert August Morris, Thirza Sarah .. Lockart, John W. Wilson, Elizabeth .. Pilling, Ewen Anderson, Ann C. Smith, James Cornish, Lily Maude.. E2 HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF HM AF M HM AF HM AF HM AF HM AF £ s. d. 195 0 0 90 0 0 210 0 0 110 0 0 185 0 0 105 0 0 215 0 0 95 0 0 195 0 0 95 0 0 185 0 0 90 0 0 210 0 0 110 0 0 195 0 0 94 10 0 180 0 0 90 0 0 210 0 0 110 0 0 190 0 0 90 0 0 195 0 0 105 0 0 180 0 0 90 0 0 190 0 0 95 0 0 185 0 0 195 0 0 105 0 0 185 0 0 95 0 0 210 0 0 195 0 0 210 0 0 95 0 0 £ 66 320 0 0 \ 26 10 2 4 8 11 Bl 02 D2 D5 Dl B3 D2 D3 D5 Evansdale 43 290 0 0 19 10 9 47 1 5 41 14 7 Fairfax 74 310 0 0 28 4 1 18 5 2 Flag Swamp 42 290 0 0 20 12 4 Hawea 47 262 13 4 20 12 4 16 5 10 Heriot 77 320 0 0 28 16 3 94 13 5 01 D4 Dl D5 B4 Highcliff 40 289 10 0 18 8 9 7 5 0 Houipapa 31 270 0 0 1 28 6 8 16 9 10 18 4 11 173 10 10 25 Kakanui 65 320 0 0 25 6 3 58 8 11 i Dl 03 01 D4 D4 D2 I 04 Kurow 73 280 8 4 28 15 11 37 13 5 Leith Valley 44 296 14 2 21 12 4 17 0 2 • » Livingstone 54 280 8 4 24 0 7 14 0 6 • • Lovell's Flat 48 285 0 0 22 7 4 88 4 1 B3 B4 D3 03 D3 E2 ! 05 El D3 ; 02 B4 | Lowburn Lower Harbour 36 46 192 10 0 300 16 8 43 4 17 6 6 21 13 3 4 2 10 118 14 9 Matakanui .. 43 280 0 0 20 11 11 Milburn 54 305 0 0 23 9 1 7 5 5 Miller's Flat 74 305 0 0 29 6 10 6 0 0

Otago. I

E.—'2

XCVII

xiii—E. 2

Moeraki Momona Ngapara North-east Harbour .. Papakaio Patearoa Portobello Pukeiwitahi Pukeuri Purakanui Ranfurly Ratanui Romahapa Seacliff St. Bathan's 49 38 1 72: ±ll 621 26 48 37J 46 45 59J 63 . 46 40 53 286 13 4 290 0 0 306 5 0 306 5 0 275 0 0 275 0 0 309 3 4 300 0 0 295 0 0 290 0 0 290 0 0 285 0 0 288 14 2 304 15 7 289 4 6 " 18 9 1 23 19 7 21 16 2 17 8 5 28 3 111 18 9 3 25 16 4 15 12 3 22 6 5 17 7 8 20 12 10 21 14 5 24 13 2 26 8 7 21 14 6 44 13 101 183 0 9 11 19 3 154 15 10 10 8 3 54 6 6 2 9 91 77 2 4 6 3 3 17 13 2 60 11 0 10 15 1 19 14 1 i 157 9 41 22 15 i\ 187 6 7i " | Rogers, Walter John.. | Hutton, Pearl Eugenia I Melville, John Mitchell, Emily Stenhouse, Robert A. Beattie, Ethelwyn J. Menzies, James Kerr Mathieson, Willi. B. .. Lawless, Cyril N. McGregor, Mrs. F. L. :| Taylor, Robert M. .. Mclvor, Margaret J... i Fergus, Robert Smith, Annie Fisher Botting, Jobn Francis Fleming, Janet Forrester, Francis E. L. Marwick, Jane Williamson, John Milne, Annie Jane J Fawcett, Horace I Barth, Irene ' Davis, Edward Gillespie, Sarah Harrison, Samuel J... Harrison, Emily V. F. Marshall, Hugh Nelson, Hannah 0. .. Cowan, Robert Wade, Ann Catherine Carrington, George W. Lothian, Jeanie M. .. Johnston, John George Calder, George A. Gouiding, Sarah F. .. Munro, Donald, b.a. .. Weir, Helen Loraine Paterson, William A. Mitchell, Janet L. .. Closs, William O. .. Guy, Sarah Helen .. Burn, Edgar Huie .. Blair, Isabella Hilgendorf, Francis .. Smith, Lucy E. D. Appleby, William B. .. Arnold, Margaret P. Ellisson, Lionel Edwin Roseveare, Ethel Ann McLay, James Frazer, Ellen Frances Kelly, John.. . de Lambert, Ethel G. Sargison, James Henry Mclntyre, Davinia R. Duggan, Patrick J. .. Paul, Eliza F.M.H... CI HM D4 , AF D2 ! HM C4 AF CI HM AF Dl HM D3 AF B3 HM Dl AF D4 : HM .. ! AF Dl HM C4 AF Dl HM El AF B2 HM 04 AF D2 HM D3 AF C3 HM D4 AF D2 HM AF Dl HM D4 AF 01 HM D3 AF 01 HM AF Dl HM D2 AF M D2 HM AF B2 HM AF D2 HM D3 AF 03 HM AF 02 HM D4 AF Bl HM D2 AF D2 HM AF Cl HM D3 AF B2 HM C3 AF Dl HM 03 AF 04 HM D4 AF Dl HM Dl AF 195 0 0 90 0 0 195 0, 0 95 0 0 210 0 0 90 0 0 180 0 0 120 0 0 185 0 0 90 0 0 185 0 0 90 0 0 210 0 0 100 0 0 190 0 0 110 0 0 180 0 0 105 0 0 185 0 0 105 0 0 195 0 0 95 0 0 195 0 0 90 0 0 195 0 0 95 0 0 210 0 0 95 0 0 195 0 0 94 10 0 195 0 0 105 0 0 162 0 0 195 0 0 90 0 0 180 0 0 90 0 0 185 0 0 105 0 0 190 0 0 90 0 0 195 0 0 90 0 0 210 0 0 110 0 0 195 0 0 90 0 0 210 0 0 120 0 0 195 0 0 100 0 0 210 0 0 100 0 0 195 0 0 90 0 0 210 0 0 110 0 C St. Leonard's 46 300 0 0 21 14 2 Tawanui Teaneraki 27 63 168 7 6 296 13 4 14 16 5 25 15 7 81 0 10 25 25 0 0 Tuapeka Mouth 42j 255 0 0 20 12 9 Waihola 48 290 0 0 22 16 10 132 2 4 Waikoikoi 50 280 16 8J 23 7 9 70 9 9 Waipahi 42 286 13 4 21 11 8 36 16 9 Waitati 73 320 0 0 27 1 10 3 15 Waiwera 42 285 0 0 20 11 7 55 19 5 Walton 75; 323 13 8 28 5 2 108 4 10 Warepa 38 298 6 8 i 19 9 31 66 2 4 Weston 59^ 310 0 0J 24 3 9 West Taieri 40 288 15 0 i| I 19 9 6 86 9 0 Windsor 62 320 0 0; .. 25 6 2 60 5 8 Gbade 5. 386 13 i. 37 14 3 12 10 0 Beattis, John King, Rosetta Ralston Robertson, Annie Dl HM D2 AF FPt2 220 0 0 115 0 0 50 0 0 Clinton 1121

Otago.

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XCVIII

List of the Public Schools, the Expenditure, Staff, &c.— continued. OTAGO— continued.

Expenditure for tbe Year. Names, Classification, Teachers. and Stati is of Annual,Rates< ment during Month ot Y. if PayLast tat. Name or School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. Maintenance. School Buildings and Teachei -s' Residences. Oi to 3 CD A to O tH CD Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maiutenauce, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and TeacherB' Residences. Rebuilding Schoois destroyed by Eire. Rent. New Buildings, New Class-rooms, Additious, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of the Year. a H a a Ol to a 8 o o S3 a CD a a p DO o = 33 h hS O... d rt -rSX to ntO c3 -c o h cs te ■" 2 a a o u a .2 '=5 : 5S5' Q ■SmB" 2 * r-, ■r n P — O . to ' . O X. HA ■. - to to a h a =3,2 H1C33 iH< h tO O oi rh CS ™ O ta ii.) (5.) (6.) (7.) (8.) (9.) (10.) (110 [12.) (15.) O0 (2.) (3.) (13.) I < 14 -> Grade 5— continued. Clyde £ s. d. 380 0 0 £ S. a. £ a. A 33 6 7 £ a. A. 56 7 8 £ a. A. £ a. A. £ a. A. £ a. d. £ s. d. 215 0 0 105 0 0 55 0 0 240 0 0 105 0 0 60 0 0 240 0 0 120 0 0 60 0 0 240 0 0 120 0 0 55 0 0 240 0 0 120 0 0 50 0 0 25 0 0 230 0 0 120 0 0 50 0 0 215 0 0 120 0 0 60 0 0 50 0 0 210 0 0 120 0 0 55 0 0 20 0 0 255 0 0 135 0 0 45 0 0 55 0 0 215 0 0 118 15 0 50 0 0 230 0 0 120 0 0 50 0 0 240 0 0 120 0 0 45 0 0 £ Cromwell East Taieri Hampden Maheno Otepopo Owaka 103 107 104 97! 98! 88 81! i 405 0 0 421 9 3 415 0 0 436 13 4 401 13 4 434 2 6 32 11 6 32 17 5 30 18 4 34 6 8 29 9 8 33 0 1 1 14 6 2 9 0 7 13 0 7 8 0 9 5 0 Bringans, Robert Brooke, Una Margery Bennett, Rach<-1 I. .. Abel, William Fulton Clulee, Marion H. .. ■ McMillan, Jessie Gert. ! Waddell.JamesN., b.a. Little, Mrs. Donella 0. Gibb, Elizabeth Robertson, Alex. G. .. Watt, Mrs. Margaret.. Eskdale, Isabel a Jean Nicolson, John McN. Christie, Elizabeth G. Allan, Mary Wilson, Sarah Fleming, James Campbell, Jane SomerviUe, Jean Rhoda Cheoney, Andrew McDiarmid, Norah G. White, David G. H. .. Smith, Jessie Helen .. Finlay, Thomas A. .. Johnstone, Cecilia Mos, Doreen Hilda .. Maclean, Elizabeth .. : Jones, Herbert C. Tregoning, Mary Smith, Ethel M. L. .. Bradfield, Mary Ann Reid, John Noone, Isabella Fisher, John William Patrick, John H. Harrison, Eliz. M. .. Blaikie, William 659 16 10 Moir, James Christie, Jessie C. Wilson, Flora C2 D4 Dl D4 Bl Dl Dl El Dl Dl 01 D2 Dl D3 HM AF FPt3 HM AF FPU HM AF FPt4 HM AF FPt3 HM AF FPt2 FPr2 HM AF FPt2 HM . AF MPt4 FPrl HM AF FP«3 FPrl HM AF FPt3 FPr2 HM AF MPt2 HM AF MPt2 HM AF FPt3 Sawyer's Bay 115 401 13 4 36 4 11 129 8 0 8 6 0 Dl El Stirling 95 490 0 0 32 17 6 19 19 4 Bl El Totara 83 1 385 8 4 31 8 7 2 16 0 ci Lie. Waitahuna 87; 400 16 8 31 5 10 13 0 0 El D2 Wakari 407 10 0 42 10 9 75 3 10 Bl Dl 128

Otago.]

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XCIX

Geade 6a. Anderson's Bay .,.137 492 10 45 12 10 56 11 10 Jeffery, James Gunn, Elizabeth J. .. Long, Mary Ann Jack, James A. Guffie, Selina Smith, Jas. Christian Smith, Mary M. D. .. Jennings, M. A., b.a. Strong, William i. .. Paterson, Jessie R. A. McErlain, Catherine R. Melrose, Susan Rowan Coutts, T. R. W., b.a. Newlands, M. S. S., b.a. Ryan, Ruby Louisa .. Widdowson, Flor. A. McLeod, Daisy K. Pope, Langley Cooper, Isabella Orr .. Thomas, Minnie A. .. Inglis, Agnes Victoria Tindall, Arthur W. .. Sim, Jane Cathcart .. West, Maria Amelia .. McLeod, Katherine N. Bastings, William E. Kirby, Christiana E. .. Cairns, Jessie Bunn, Elizabeth M. .. Dl Dl 03 Bl D3 HM AF AF HM AF MPt2 FPrl Sec. HM AF FPt2 FPrl HM AF AF AF FPrl HM AF AF FPr2 HM AF AF FPr2 HM AF AF FPrl 255 0 0 135 0 0 105- 0 0 *245 0 0 120 0 0 35 0 0 20 0 0 255 0 0: 135 0 0! 50 0 0' 50 0 0 255 0 0 125 0 0 95 0 0 90 0 0 50 0 0 255 0 0 135 0 0 105 0 0 25 0 0 245 0 0 125 0 01 90 0 0 55 0 0 255 0 0 135 0 0 105 0 0 50 0 0 i i Naseby D.H.S. .. 127 462 0 0 47 12 10 l| il Outram .. 110 505 0 0 34 10 4 29 6 2 B4 D2 Dl ii ii 607 10 0 75 19 2 I Roxburgh .. j 160 49 11 0 Bl B2 D4 i I I i i I 520 0 0 46 8 1 12 4 l| 01 Dl 03 il St. Olair .. 150 Strath Taieri .. j 120 516 13 4 37 16 5 39 6 3 01 03 D4 i J Waikouaiti .. .. ; 147 536 13 4 46 19 6 71 15 5 Bl Dl El Grade 6b. Kensington .. ..234 843 12 1 35 0 0 58 10 5 46 4 4 0 0 Stewart, Peter G. Burn, D. W. M., m.a. Faiquharson,Eliz. .. Ai tehison, Louisa M... Graham, Jane S. B. .. Newbury, Philip Grant, John Black .. Bringans, Alexander.. Thomson, Jane H. .. Hutton, Ella B. Barton, Oke Mackie, William W. .. Todd, Beatrice E. O. .. Watt, Malcolm McP. Turner, Beatrice E. .. Quia, Myra Louise .. Campbell, Eliza,m.a.. . Dl Bl El E2 D2 HM AM AF AF AF MPrl HM AM AF AF MPr2 HM AF AM AF FPr2 Sec. 270 0 0 195 0 0 150 0 0 120 0 0 105 0 0 20 0 0 265 0 0 114 0 0 135 0 0 105 0 0 55 0 0 •250 0 0 145 0 0 108 0 0 95 0 0 25 0 0 I 35 Ravensbourne .. 177 177 670 15 0 35 0 0 51 2 7 55 9 7 01 Lie. Dl 03 35 Tapanui D.H.S. .. I 195 195! 628 0 0 58 6 4 228 7 4 01 03 D4 Grade 7a. Alexandra .. 218 820 6 8 McLean, Alexander .. Reilly, Louis Gilbert.. Kyle, Eleanor Broom, Lavinia Edith Dumsday, Marjorie G. Hepburn, David J. .. Turner, Wm. W., B.A. Darton, Henry L. Fowler, Jane B. Hughes, Maggie G. .. Fulnseth, Kath. M. B. Arnold, Cuth. F., b.a. Paterson, Janet,m.a.. . A2 01 D3 C2 HM AM AF AF FPt4 MPt2 HM AM AF AF FPrl Sec. Sec. 280 0 0 195 0 0 150 0 0 94 10 0 55 0 0 50 0 0 *285 0 0 256 6 6 163 3 6 90 0 0 50 0 0 218 57 6 6 Lawrence D.H.S. .. 207 819 13 0 59 2 4 12 9 6 Bl Dl El 04 207 B5 Bl

Ei.— 2.

[Otago.

List of the Public Schools, the Expenditure, Staff, &c.— continued. OTAGO— continued.

Expenditure for tbe Year. Names, Classification, and Status of Teachers. Annual liatee of Payment during Last Month of Year. Name of School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S." are entered after the name of ©ach District High School. -"art-time Schools or the Beveral parts of one School are bracketed here, and rec3;oned as one School, and inserted in the grade of their joint attendance. oa 0 IH G Teachers' Salaries, in- ; eluding Pupil- ; teacbers' Lodgi ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings. Repairs, Repainting, &c. School Buildup Rebuilding Worn-out Schools and TeachersResidences. ;s and Teachers' Residences. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. a o a 3 to a o CD o S3 a a o 0 >iB3 CCrrS an" a; cs 2 am r-t a to W~.rt &S3 to - Hi "2 a a° a ha-S Zoi^'v iris IP - to is. a h a Hi" U tO O oi o Teachers* House Allowances. Incidental Expenses of Scbools. Rebuilding Schools destroyed by Fire. Rent. Teachers ou the Staff at the End of the Year. <«•) (5.) (6.) (7.) (8.) (9.) (110 (12.) (U (3.) (10.) (13.) I m, I (15.) (2) Grade In.—continued. Moray Place (Dunedin) 262 1 £ a. A. 924 3 4 £ s. d. 40 0 0 £ a. A. 66 3 11 £ a. A. 241 0 2 £ a. A.. £ a. A.\ .. £ a. A. £ s. d. Stewart, John Neil .. Thomson, Magnus .. Parr, Cuthbert Rodger, Agnes Walker Hodges, Bithia L. C... Robinson, Janet B. .. Earl, Edwin T.,b.a. .. Henry, James Alex. .. King, Mary.. Wilding, Mary Jane .. Kay, Margaret Swinard, Bertha M. .. Rutherford, J. R., m.a. Newland, Edwin J. .. Heckler, Louisa A. .. Sinclair, Violet B. Bagley, Leith V. Cox, Annie H., m.a. .. 01 D2 B4 Dl D2 HM AM AM AF AF FPrl HM AM AF AF AF FPr2 HM AM AF AF AF Sec. £ s. d. 320 0 0! 180 0 0' 140 0 0 145 0 0 100 0 0 50 0 0 290 0 0 180 0 0 150 0 0 130 0 0 105 0 0 25 0 0 *270 0 0 195 0 0 150 0 0 135 0 0 100 0 0 £ 40 Oamaru Middle 1971 876 0 0 53 9 8 47 9 5 Bl 04 Dl El D3 Palmerston D.H.S. .. 845 8 4 70 12 1 43 2 11 263 AI D3 D2 D2 03 A3 Grade 7b. Maori Hill 1,068 15 0 Oamaru South 296J 393J 1,042 18 4 40 0 0; 75 17 4 77 17 11 270 5 5 189 14 9 Fitzgerald, John A .. Borrie, John Arthur .. Andrew, Kate Brown, Jane Kath. .. Valentine, Winifred A. Wilson, Janet C. Scrymgeour, David .. Brunton, Annie M. .. Aldred, Frederick S. .. Cron, William Cooke, Jean Laird MoNaught, G. S. C. .. Duncan, Phyllis Copland, Catherine .. Finlay, John Graham, Walter B. .. Hoggans, Alexander .. McLaren, Mary Nelson, Jessie R. Dl D3 Dl D2 D3 03 Dl 02 Dl Dl 04 C4 HM AM AF AF AF AF MPt4 FPr2 HM AM AF AF AF AP MPt4 HM AM AF AF 290 0 0 195 0 0 150 0 0 125 0 0 105 0 0 105 0 0 55 0 0 55 0 0 305 0 0 205 0 0 150 0 0 135 0 0 90 0 0 95 0 0 60 0 0 *300 0 0 180 0 0 150 0 0 130 0 0 40 Tokomairiro D.H.S. .. 915 16 8 281 i I 76 3 9j 15 0 01 D2 El Dl

Otago.

E.—2.

Grade 8a. Balclutha D.H.S. Green Island Kaitangata .. 325! 356| 332 1,077 0 0 1,238 15 0 1,234 3 4 85 5 10 1 86 7 9 81 19 2' 502 12 6 21 3 5J 12 7 8 5 10 0 757 1 2 698 15 2 I Marryatt, Ivy Annie.. McLaren, Alexander.. Nissen, Margaretta .. Ferguson, A. J., m.a. Watt, Alice, b.a. McElrea, Wm., b.e. Harrison, W. L., m.a. Allan, Mary Kinloch.. Murray, Florence Gawn, Elizabeth C. .. Fegans, F. M. Johnston, Alex. T. .. Wood, Rawiri E. K... Wade, Robert H. Dare, Olive J. M. .. Ij McDonald, William .. Turner, George A. ! Home, Ellen Jane .. Mills, Mary Wilson .. Shearer, Florence ; Botting, Ethel K. M. i Mitchell, Jessie McF. Cuthill, Jobn Elliott Mathews, Alfred Mechaelis, Wm. Ralph Morrison, Malcolm J. Murray, Ethel May .. Robertson, Jane McDougall, Isabella.. Houston, Sarah F. .. I Espie, Reba R. G.'M. Cornish, Elizabeth J. I Moir, John H., b.a. .. Graham, Geo. P., b.a. Scott, Mary Hogg, Sarah Jane Wooahouse, Henrietta Jackson, Mary Joan .. Swan, Jessie Eiizabetb Bressey, Flo. F., m.a. White, John ! Paterson, Thomas Chalmer, Clara Ellen Cameron, Louisa F. .. Faulks, Kate McKellar, Ethel E. .. Luke, Bertha Alice .. ; White, Rose Annie .. j Abernethy, Allan H... Bl B4 Bl A2 El D2 D3 D2 B4 B2 Dl 01 Dl El D2 04 03 01 B2 04 Dl D2 04 MPrl FPrl Sec. Seo. HM AM AF AF AF Subs. MPt4 MPrl Sec. Sec. HM AM AF AF AF AF AF MPt4 HM AM AM AF AF AF FPt4 FPt4 FPt4 HM AM AF AF AF AF FPt4 Sec. HM AM AF AF AF AF AF FPt4 MPrl '50 0 0 90 0 0 *338 5 6| 225 ' 0 0! 165 0 0! 150 0 0! 105 0 0 55 0 0 20 0 0 • • 325 0 0 225 0 0 165 0 0 150 0 0 135 0 0 90 0 0 105 0 0 55 0 0 310 0 0 225 0 0 150 0 0 145 0 0 135 0 0 105 0 0 55 0 0 55 0 0 55 0 0 *310 0 0 210 0 0 150 0 0 135 0 0 95 0 0 95 0 0 55 0 0 Mosgiel D.H.S. 329j 1,085 16 8 87 0 7 24 9 9j 757 1 2 Bl Bl Dl D2 04 D4 Musselburgh 406 1,194 0 10 45 0 0 91 6 9 117 5 3 698 15 2 ! A2 Dl D2 D2 Dl D2 D3 B4 310 0 0 210 0 0 150 0 0 135 0 0 120 0 0 105 0 0 90 0 0 55 0 0 20 0 0 45 Grade 8b. Oamaru North 367 1,206 11 8 88 0 9 74 15 6 I Malcolm, James P. .. Sproat, William A. .. Thompson, Alicia M. Brown, Edward Kibblewhite, Kate E. Edwards, Isabella White, Dora I Jones, Eliza Jane I Ongley, Esther Dl 01 Dl D5 D3 04 C3 HM AM AF AM AF AF AF FPt3 FPrl 315 0 0 210 0 0 165 0 0 135 0 0 120 0 0 95 0 0 90 0 0 45 0 0 20 0 0

E.—2.

[Otago.

List of the Public Schools, the Expenditure, Staff, &c.— continued. OTAGO— continued.

CII

Expenditure lor the Year. Annual Rates of Payment during Last Month of Year. Name of School. Names, Classification, and Status of Teachers. Schools are entered in the order of the grades o-. Maintenance. School Buildinf ;s and Teachers' Residences. in tne ticneauie oi zne Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S." are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. h HI Ch to S3 o 9 Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers* House Allowances. Inciden tai Expenses of Schools. General Maiutenauce, Small Additions and Alterations to Buildings, Kepairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Bent. New Buildings, New Class-rooms, Additious, Furniture, Apparatus, and Sites. Teachers on the Staff at the End of the Year. a p a 3 to a 5 o o S3 CD Hi .5 a o o CH 0 >, oi cores co" 3 ■ c S 3 , r-H A toflA <£ a 5 -3 -to'. s'f urn O 02 AC Z to 'A rH to CD M o (4.) (5.) (6.) (7.) (8.) (9.) (10.) (110 (12.) a.) ! (3.) (13.) (14.) 1 (15.) (2.) Grade 8c. Arthur Street (Dunedin) 462 i £ s. d. 1,412 15 0 £ s. a. £ s. d.j 101 9 1! £ s. d. 240 15 9 £ s. d. £ s. d. £ s. d. £ s. d.j Barrett, Richard J. .. Begg, Thomas Davidson, Andrew Sherriff, Eliza Grant.. Bremner, Victor H. T. Pilkington, Jane Orkney, Daisy Mary .. Hopcraft, Flora L. .. Thomson, Arthur A. .. Bodkin, Evelyn Edith Macdonald, Geo. W. C. Smeaton, Charles G. .. Walton, William L... Whinam, Lois Anne P. Faulks, Flora Walker, Mary Maria .. Hastings, Margaret E. Davie, Victoria R. Alexander, Mrs. B. .. McMullin, Martha L. Davidson, William .. Service, William A. .. Walker, David A. S... Low, Jessie Paterson, Jessie Calder, Elizabeth M... Wilson, Jessie Banks Allan, Janet Mackisack, Eleanor W. Smith, Grace M. Bonnin, Muriel G. R. Lomas, Margt. E. L. Booth, George F., b.a. Gray, James H., b.a. Kaye, William T. O. .. Orkney, Eva Marion.. Murray, Hannah B. .. McCallum, Maria M. Bott, Amelia Crawford, Elsie Jane Sinclair, Agnes 01 Dl D2 01 HM AM AM AF AM AF AF AF MPt4 FPt3 HM AM AM AF AF AF AF AF AF FPr2 HM AM AM AF AF AF AF AF AF FPr2 FPrl FPrl HM AM AM AF AF AF AF FPt4 Sec. £ s. d. 320 0 0 220 0 0 180 0 0 150 0 0 108 0 0 95 0 0 110 0 0 105 0 0 55 0 0 55 0 0 325 0 0 230 0 0 150 0 0 140 0 0 135 0 0 120 0 0 120 0 0 100 0 0 90 0 0 25 0 0 325 0 0 225 0 0 155 0 0 135 0 0 125 0 0 120 0 0 105 0 0 95 0 0 105 0 0 55 0 0 50 0 0 20 0 0 •325 0 0 240 0 0 155 0 0 151 0 Oi 135 0 0j 120 0 0 105 0 0 60 0 Oi £ Maoandrew Road (Dunedin) D2 D2 D2 45 0 0 464 1,427 15 2 102 1 2 65 4 3 Bl 01 04 Dl Dl El 04 04 D 45 Mornington 469 1,504 4 8 1 104 6 7j 316 15 4 Dl 02 D4 Dl 02 D2 03 D2 03 Port Chalmers D.H.S. Bl Bl 03 01 El Dl E2 401 1,291 17 0 98 10 7 204 6 10 03

Otago.]

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CIII

Gbadb 9a. High Street (Dunedin) 501 1,603 6 8 37 10 0 109 14 10 110 17 8 Smith, James W. Robertson, John A. .. Davis, Thomas B. Anderson, Annie 0. .. Partridge, Ernest Tayler, Mabel A. Sullivan, Lily, m.a. .. Farnie, Grace M. McMullan, Jobn J. M. Mackisack, Kath. E... Edgar, Mary Etta .. 01 01 03 El C4 Dl B2 D2 HM AM AM AF AM AF AF AF MPt4 FPt3 FPt2 355 0 0 253' 0 0 185, 0 0 170 0 0 135 0 .0 135 0 0 125 0 0 105 0 0 55 0 0 45 0 0 35 0 0 50 . Gbadb 9b. George Street (Dun- 539 edin) Kaikorai .. ..523 Normal School and 507 Model School (at I Training College) 523 1,675 3 4 1,780 16 8j 1,718 9 10 50 0 0 115 15 5 110 15 101 159 5 4 56 10 5 Patterson, T. A., m.a. Bell, Cecil Fred. J. .. McPhee,JohnH. A. .. Mackenzie, Margaret Searle, Ernest Albert Campbell, Ver. H. D. I Luscombe, Blanche .. Ford, Margaret O. T. ; Rennie, Jessie G. Rish worth, Margt. R. Stevenson, Coila R. .. Kennedy, A. P. L. Allnutt, William C. .. Mathiet-on, John Kelk, Henry P. McEwan, Mary Murphy, Frank G. .. Dow, Annie Cecilia .. Callender, Mary Reid, Wilhelmina R. Darling, Rose Alloo, Arthur Wm. .. Dodds, Agnes Shiel .. Bell, Ct oil Robert .. Binder, Edward, m.a. McMillan, Hugh .. j Maxwell, Jessie .. ! Ironside, John McMillan, Mary S. .. Lenihan, James Scott, Marjory T. Campbell, Jessie Alexander, Ann C. Greaves, Alice j Moore, John A., m.a. .. j Kenyon, Helen M., B.A. ! Marryatt, Ernest 2 0 0 ; Flamank, Oscar Davis I ! Rawlinson, Chas. C. .. Kennedy, Alex. S. Andrew, Alice Mary .. Anderson, Peter Johan J Paterson, Elizabeth S. Jones, Florence Alice ., McCallum, Louisa M. Oolquhoun, Mary H. .. Blair, Gertrude Lois .. George, William K. .. Bl 01 Bl Dl El Dl 04 04 Dl Dl El D2 D2 El D2 D3 AI Dl Dl C2 El C4 Dl D2 Dl Dl A2 B3 02 01 01 B2 Dl D3 D2 D2 02 B3 03 HM AM AM AF AM AF AF AF AF FPi4 FPt4 MPt2 HM AM AM AF AM AF AF AF AF MPt4 FPt3 MPt2 HM AM AF AM AF AM AF AF AF AF Sec. Sec. M HM AM AM AF AM AF AF AF AF AF MPt3 340 0 0 250 0 0 195 0 0 150 0 0 121 10 0 135 0 0 135 0 0 95 0 0 100 0 0 55 0 0 55 0 0 35 0 0 370 0 0 - 245 0 0 205 0 0 180 0 .0 165 0 0 130 0 0 135 0 0 105 0 0 105 0 0 55 0 0 45 0 0 35 0 0 380 0 0 285 0 0 250 0 0 220 0 0 195 0 0 175 0 0 125 0 0 105 0 0 130 0 0 120 0 0 50 507 175 10 4 384 17 5 orth-east Valley .. 543 I i % 240 0 0 340 0 0 255 0 0 180 0 0 160 0 0 155 0 0 135 0 0 120 0 0 100 0 0 90 0 0 105 0 0 55 0 0 543 1,680 0 Oi 114 16 2 16 16 4 I I

E.—2

Otago

CIV

List of the Public Schools, the Expenditure, Staff, &c.— continued. OTAGO— continued.

Expenditure for the Tear. Annual Kates c ment during Month ol Y< it PlayLast ■ar. Name op School. Schools are entered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters "D.H.S." are eutered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned us one School, and inserted in the grade of their joint attendance. H r* 9 h < Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings, Kepairs, Repainting, &c. School Buildings and Teachei Bebuilding Worn-oui Schools and Teachers' Residences. •s' Residences. i New Buildings, New Class-rooms, Teachers Additions, on the Staff at the End Furniture, | of the Year. Apparatus, and Sites. (MM i'll Teachers. d 3 to co a o CD HI p O CO a. q rHto l-fin-i A Hi . S > > 3 ta a oi a to cs 3SS.*- t0.n tH H &S3 to rt tO 3 h 0 £ fl t, CC 2 a a ° "a O cc +=" EC Ss O as U to O Teachers' House Allowances. Incidental Expenses of Schools. Rebuilding Schools destroyed by Fire. Rent. (4.) (5.) (6.) (7.) (8.) il 2 -' UO (3.) (9.) (13.) I (14.1 (15.) (2.) Gbade 10a. Caversham 619j £ s. d. 2,097 1 8 £ s. d. 50 0 0 \ £ s. d. 128 3 7 £ s. d. 903 8 7 £ s. d. £ a. d. .- £ b. d. •• £ a. A. Hardy, James Wm. .. Wilson, Robert Renton, William, b.a. Donald, Elizabeth L. Robinson, Arthur H... Ross, Annie Murrav .. MePherson, Gert. C... McGregor, Isabella .. Walton, Margt. A. S. Harrison, C. G., b.a.. . Bowling, Alice G. Kirk, Christina Woolliams, Eva M. E. i Goudie, John C. B. .. ! AitchisoD, Eliz. D. .. Bl Dl B2 El C4 Dl Dl D2 02 B4 Dl HM AM AM AF AM AF AF AF AF AF AF FPt4 FPt3 MPt3 FPt2 £ a. d. 370 0 0 270 0 0 210 0 0 180 0 0 165 0 0 150 0 0 150 0 0 120 0 0 120 0 0 100 0 0 90 0 0 60 0 0 55 0 0 45 0 0 35 0 0 £ 50 Gbadb 10b. Forbury 710 2,351 13 4! 50 0 0 142 9 7 99 "8 2 Eudey, Walter . .. Nelson, James Borchwick, James .. Hooper, Jane Dunlop Eggelton, Thomas E. Lawrence, Dorothy S. Ralston, Mary Budd, Elizabeth Hopcraft, Victoria K. Brown, Isabel E. Lear, Constance M. .. Cowie, Elizabeth G. .. McOrone, Mary Vickers, Mary Jane .. Mercer, Rachel Ruby Kernohan, Florence K. CI 01 El Dl D4 Dl 02 C2 D2 D2 03 D3 HM AM AM AF AM AF AF AF AF AF AF AF FPt4 FPt3 FPt2 FPt2 385 0 0 270 0 0 225 0 0 195 0 0 165 0 0 165 0 0 165 0 0 135 0 0 135 0 0 120 0 0 100 0 0 105 0 0 55 0 0 45 0 0 35 0 0 35 0 0 50 * Gbade 10c. Albany Street (Dunedin) 718 2,456 5 0 50 0 0j 143 12 7 32 1 9 Rennie, J., b.a., b.sc. McLaren, William .. Phillipps, Wiliiam .. Little, Caroline Eliza Burns, William G. .. Bl Dl Bl Dl D2 HM AM AM AF AM 385 0 0 285 0 0 225 0 0 190 0 0 170 0 0 50 4 I (

E.— 2.

Otago.]

SOUTHLAND.

xiv—E. 2.

I . ■ I Fowler, Lillias A. Given, Jeesie Isabel .. Livingstone, Catherine Orawley, Janet Lucy Nioolson, Mrs. Ada .. Sims, Mary Eleanor O'Shea, Eliza Agnes.. Walker, Leonie A. N. York, Ethel McMnllan, Georgina.. Kemshed, D. S. McF. Bdmonston. Margt. .. Anderson, Renata V. El Dl Dl D2 D2 B3 D3 AF 165 0 Oj AF i 165 0 0| AF 135 0 0 AF 135 0 0 AF 95 ' 0 0 AF 90 0 0 AF ! 105 0 0 FPt3 i 55 0 0 FPt3 45 Q 0 FPt4 55 6 0 MPt3 55 0 0 FPt3 55 0 0! FPt3 55 0 0 v Expenditure on schools not open in December, 1911— Merino Downs Nugget Point Glenlidi .. Pounakea Wharetoa Expenditure not fiedBuildings unclassified School appliances .. Architeot . I i t I .. J 7 18 4i 9 0 0i 2 11 ., 5~ 0 0 .. ■• •• 36' 0 0 j ! I I .'. 35' 0 0! .!'. 8 4 10 25' 18 8 I . . I 1 i I .. 78,048 10 5 915 6 5 38 19 5 271 7 10 68 14 7 677 13 11 .. '• .. ■• 6,220 12 5 10,201 1 8 8 0 0 20 11 0 •• 4,547 11 8 78,518 5 6 Totals .. ■ • 910

Gbade 0. Avondale Crown Terrace Etalvale Five Rivers .. Manapouri .. Mount Aspiring Nokomai Sunnyside 10 10 6 6 8 3 2 £ s. d. 80 5 0 53 7 4 59 16 8 6 0 0 60 0 0 24 0 0 34 6 11 20 16 8 £ s. a. •• £ s. d. 4 16 4 5 6 3 16 4 14 0 £ 8. d. I £ s. d. £ 8. d. £ s. d.| & 6. a. J I Blick, Richard .. i Romans, Henry C. .. I Sivewright, E. A. .. ! Ward, Constance M. i Lloyd, Adelina .. i MoPherson, Jessie I Btllantine, Archibald McClymont, Grace .. M M F F F F M F F F F F F F M F M F F M F F F F I & s. d. 60 0 0 90 0 0 48 0 0 36 0 0 42 0 0 24 0 0 36 0 0 30 0 0 117 0 0 90 0 0 125 0 0 90 0 0 130 10 0 90 0 0 90 0 0 125 0 0 94 10 0 90 0 0 90 0 0 90 0 0 94 10 0 90 0 0 90 0 0 95 0 0 £ .. 110 0 .. Grade 1. Awarua Plains Beaumont .. Benmore Birchwood .. Cardrona Caroline Feldwick Forest Hill South Gibbston Glencoe Greenvale Hamilton Burn Holmesdale .. Kingston Mokoreta Morton Mains Siding I11 12 14 14 11 10 8 18 13 8 12 15 11 9 13 13 11 12 14 14 11 18 13 8 12 15 11 9 13 13 117 0 0 91 2 6 125 0 0 75 0 0 130 10 0 57 15 0 90 0 0 125 0 0 94 10 0 90 0 0 89 5 0 97 10 0 94 10 0 79 0 0 90 0 0| 97 7 01 10 0 0 10 0 0 8 6 8 l6' 0 0 4 14 6 6 4 6 7 3 6 4 12 0 6 12 0 0 12 6 4 2 0 8 14 6 7 5 6 4 15 6 7 2 6 7 19 0 5 15 0 2 14 0 6 10 6 4 19 6 •• i ■■ .. .. 50 0 i McArthur, Graoe (Josgriff, Margaret .. Garrey. Ph' ebe Dixon, Annie M. Barker, Oaroliue G van, Bertha M. Saunders, Nelson Orr, Marion J. N. Kinross, Thomas Simon, Lennie Maeionald, Matilda.. Gait, Herbert I McDonald, Flossy .. ! Fredrin, Isabella U. .. I Potts, Mrs. Jane S. .. i Brown, Isabella D3 D5 10 10 10 10 l6' 0 0 i6' o o 10 10 16 8 10 0 0 li'io o 20 10 3 io 10 io' 2 7 11 10 0 2'l4 3* li'l9 0 Lie. io I

E.—2

[Southland.

CVI

List of the Public Schools, the Expenditure, Staff, &c.—continued. SOUTHLAND— continued.

Name of School. Schools are entered in the order of tbe grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in eacb grade. Theletters "D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade Of their joint attendance. Expenditure for the Tear. Names, Classification, and Status of Teachers. Annual Hates of Payment during Last Month of Ye.r, as to Ct o S3 O o cc a CD Maintenance. School Buildings and Teachers' Residences. Teachers' Salaries, including Pupilteacbers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of Schools. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Repainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Rebuilding Schools destroyed by Fire. Rent. New Buildings, New Class-rooms, Additions, Furniture, Apparatus, and Sites. Teachers on the Staff at the End ot the Year. d p A a a 3 to to 5 o o A a CD CD A a a p to O P. 2 ca -rto — -r* to o » » a to S •5 a o o-_ tr > S3 to _. CO .5 S ° - 5 h te .2 a a° a -L-— HI h „•-. h If* S3 S SsSSi Ch% tl oaS, A tHSS to. O cc h . co - to CO O co 2 aCCi •-. to O CA &, cs " o ffl «■) (5.) (6.) (7.) (8.) (9.) (10.) (11) (12.) (15.) U.) ' (3.) | (13.) I (14.) &A Gbadb 1—continued. New River Ferry Pine Bush .. Pyramid Siding Redan Valley Ruapuke Sandstone Springbank Tbe heck Titipua Wairaki Waituna .. ' .. Wendon Valley 13 23 13 10 8 15 8 9 10 11 15 11 £ a. A. 108 0 0 90 0 0 94 10 0 86 4 2 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 7 6 £ s. d. 10 0 0 '• .. " £ a. A. 7 7 6 8 15 6 6 14 6 3 0 0 4 8 0 8 9 6 4 5 6 5 14 0 5 10 6 5 3 0 6 19 6 6 17 0 £ a. A. " " 42 6 - - £ s. d. £ a. d. ! tm £ B. A. " £ a. A. " I Boyce, May McGlasban, Peter Orr, Margaret P. M. Potts, B-ssie Macdonald, John Stephfns, Miriam Burt, John Wright, Herbert P. .. Higgins, George E. .. Cameron, George Chisholm, Annabelle Hamilton, Lilia R. .. F M F F M F M M M M F F £ s. d. 108 0 0 90 0 0 94 10 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 90 0 0 £ 10 0 5 0 ! ! io' 0 0 10 0 0 •• I 10 10 " 173' 6 5 io o o I 2 0 0 ■ - •• Ghade 2. Ardlussa Benio Ohatton East Clifden Dacre Eastern Bush Ferndale Flint's Bush Forest Vale .. Glenorchy Haldane Hedgehope, Lower Hokonui Kaiwera Kapuka Longridge Longridge Village Macetown Mandeville Morton Mains Otara Oteramika Papatotara Quarry Hills Waikawa Valley | Rees Valley .. 21 20 29 26 19 21 12 20 14 21 19 29 26 23 15 16 18 18 17 32 31 24 126 15 0 112 10 0 125 0 0 109 0 0 130 0 0 108 0 0 124 8 1 117 11 8 130 10 0 74 2 0 117 0 0 173 15 10 135 0 0 121 10 0 119 12 6 125 4 2 125 0 0 112 10 0 150 0 0 108 0 0 139 10 0 145 4 8 120 0 0 15' 0 0 15 0 Ol 15 0 0 10 5 10 10 16 6 10 17 6 10 19 4 10 13 4 10 11 6 10 5 0 7 12 0 7 12 6 8 12 6 2 10 0 10 10 0 11 11 3 11 2 7 10 10 0 10 10 0 8 15 0 9 18 0 9 10 6 10 14 3 8 19 6 11 17 2 11 10 5 11 0 0 27 9 1 8 3 6 6 0 0 30 0 " •• " i - .. •• .. •• •• 266' 12 4 •• I Rowe, Alfred C. Johnson, George A. .. William*, Mrs. E. G. Mehaffey, William G. Maider, Sophia J. J. M. Ross. Grace Nicoll, Jessie J. Smitb, Frances H. .. Dallas, Isabella Preston, Lucille E. .. Lopdell, James W. .. Gunn, Elizabeth M. .. Wilson, Mrs. Mary R. Munro, Flora J. Golden, Agnes Maurice, Francis D... Snodgrass, Mrs. M. T. Ritchie, Beresford .. Overton, William R... McLeod, John W. .. Stevens, Amy Jackson, Samuel Stancombe, Mrs. Mary D4 Dl D5 D4 D3 D2 E2 M M F M F F F F F F M F F F F M F M M M F M F 130 0 0 112 10 0 125 0 0 108 0 0 130 0 0 108 0 0 120 0 0 120 0 0 130 10 0 108 0 0 117 0 0 150 0 0 135 0 0 121 10 0 121 10 0 114 0 0 125 0 0 112 10 0 150 0 0 108 0 0 139 10 0 108 0 0 120 0 0 15 15 15 15 15 80 8 Lie. E3 15' 0 0 0 11 2 3 3 3 13 11 3 •• E2 •• 15 •• .. - •• •• " - .. I E2 17 135 0 0 15 0 0 9 3 0 •• Barker, Robert 0. M 135 0 0 15 U 100 2 6| 13 IS o| 10 2 6 3 10 0 ! .. i .. ! .. I McNeill, Rita F 108 0 0| 15 i "V < /

Southland.

E.—2.

CVII

Riverside Scott's Gap .. Shotover, Lower Shotover, Upper Spar Bush .. Springhills .. Te Waewae .. Tuatapere .. Waikawa Waimahaka .. Waimumu .. Waipounamu Wairekiki Wendonside .. 21 27 27 19 18 18 34 21 26 33 25 23 15 19 126 11 3 121 10 0 165 0 0 107 17 10 145 0 0 145 0 0 112 10 0 112 10 0 108 0 0 155 0 0 108 0 0 108 0 0 108 0 0 150 0 0 is' o o 23 1 8 15 0 0 10 15 0 11 8 6 11 5 10 10 11 6 9 8 0 9 10 6 11 14 9 10 0 0 11 12 6 11 19 8 10 15 9 11 0 0 9 2 0 10 3 0 ■• •• 4 0 0 ii' o o 2 10 0 •• •• ! •• •• •• 13 0 0 16 10 0 12 0 0 •• 67* 0 0 Melton, Mrs. Jane B. Egan, Thomas Fisher, Esau Gait, Lionel Wild, Herbert A. .. Eggelton, Ada L. Brown, Douglas McFeely, Hugh Irwin, Mary Shroeder, Peter Barber, Ada Ballantyne, Isabella .. Peters, Ann S. Shepard, Henry Lie. E2 D2 D4 M M M M F M M F M F F F M 128 5 0.. 121 10 Oj .. 185 0 0 .. 108 o o; .. 145 0 0 .. 145 0 0 .. 112 10 0 15 112 10 0! 15 108 0 0; 15 155 0 o; .. 108 0 0 .. 108 0 0.. 108 0 0 .. 150 0 o! .. •• :. D3 1 14 0 •• ■ • •• E2 •■ Gbade 3. Chariton Croydon Elderslie Fernhills Gladfield Glenham Grove Bush .. Half-moon Bay Heddon Bush Hedgehope, Upper Hiilend South Koromiko 185 8 4 165 0 0 165 0 0 155 0 0 175 0 0 155 0 0 142 10 0 191 5 0 165 0 0 148 10 0 175 0 0 175 0 0 119 1 13 3 McAllister, Agnes G. .. Biggar, Mary M. Watson, Isabella H. .. Burt, Sarah M. R., m.a. Murphy, Katherine .. Linrisay, Janet McKenzie, Alexander C. Reid, Mrs. Annie Hanning, Minnie L. .. McQuirk, John Milne, James Cochran, Mrs. Isabella 0. J. K., M.A. Barclay, Lily 0. Cusack, James Leith, Maitland J. .. Southberg, Eleanor .. Meek, T. D. D. C..B.A. Wood, Mary Clapp, Lewis F. Purvis, Patience I. .. McKenzie, George Mackay, Elie V. Merrie, Thomas Monteath, Thomas .. Murdoch, Vera J. McKay, Annie Donnelly, Peter C. .. Enrigbt, Mary A. Simmoijds, Mrs. S. E. Mackenzie, John Cameron, Annie R. .'. Orr, Mrs. Mary Cowie, N. A. MoLeod Mehaffey, John White, James D2 D2 Dl B4 E3 C3 Lie. D3 El F F F F F F M F F M M F i 27 30 41 28 27 29 30 39 3o 22 25 18 26' 0 0 20 0 0 11 16 3 11 7 6 13 2 11 11 6 2 11 7 3 12 6 2 11 11 7 12 12 8 12 4 5 11 0 0 11 17 3 10 11 6 18 3 1 23 12 0 7 0 0 216 18 0 175 0 0 .. 165 0 0: .. 165 0 Ol .. 155 0 o; .. 165 0 0; .. 155 0 O 20 142 10 0 ! .. 185 0 0; 20 165 0 0' .. 148 10 0j .. 175 0 0.. 175 0 0| .. 7' 9 6J i .. ,, El B2 5 0 01 Maitland Village Merrivale Mimihau Mossburn Moturimu .. Niagara Opio Oraki Otama Otapiri Otatara Bush Oteramika Gorge Pembroke Roslyn Bush Round Hiil .. Seaward Downs Taramca Tuturau Waikaka Siding Waikouro Wairio West Plains.. Wyndham South 39 30 30 28 22 •20 25 35 27 26 33 30 28 24 28 37 25 36 26 36 25 31 3b 157 18 8 160 0 0 155 0 0 165 0 0 156 5 0 148 10 0 135 0 0 172 8 3 162 0 0 158 15 0 180 0 0 175 0 0 157 10 0 155 0 0 133 13 1 175 0 0 195 0 0 148 15 0 150 0 0 155 0 0 146 3 1 195 0 0 157 10 0 18*19 9 3* 6 8 13 1 9 12 1 7 11 16 11 11 9 8 11 10 6 10 17 6 11 6 4 13 3 11 11 1 8 11 9 8 12 8 11 12 1 1 12 2 8 11 7 0 11 5 0 13 9 9 11 17 5 12 6 4 11 11 0 13 2 3 11 3 6 12 8 3 13 2 10 5 0 0 E2 04 E2 B5 F M M F F F M F M M M M F F M F F M F F M M M 148 10 0 160 0 0 .. 155 0 0 .. 165 0 0 .. 150 0 0 .. 148 10 0 135 0 0 .. 165 0 0 .. 162 0 0 .. 156 15 0 180 0 0 .. 175 0 0 .. 157 10 0 .. 155 0 0 .. 135 0 0 20 175 0 0 .. 195 0 0 .. 142 10 0 .. 150 0 0 .. 155 0 0 .. 150 0 0 .. 195 0 0 .. 155 0 0 .. 6'18 0 0 5 0 .. 17 6 46 18 5 26 11 1 0 18 1 5 8 9 6 0 0 E3 Lie. D2 El 30 0 D3 Dl E2 Lie. D5 D3 D5 Dl D4 20 10 0 0 28 1 2 6 17 0 21o' 0 0 i 19* 7 0 .. Gbadb: i. Aparima Athol 38 45 217 10 0 279 10 0 12 12 9 14 11 9 4 10 0 3 9 0 Mclnman, Emily M. Gilfeider, Thomas J. McKenzie, Agnes Learmonth, Robert .. Gordon, Elizabeth .. Giant, Helen Kelly, Thomas Wright, Elizabeth J. D3 D3 HF HM AF HM AF FPrl HM AF 195 0 0 .. 185 0 0 .. 94 10 0 .. 215 0 0 .. 110 0 0... 20 0 0 195 0 0 .. 90 0 0 .. Balfour 83 343 6 8 20 11 1 Dl 02 Brydone 282 13 11 12 11 10 5 10 0 • • D2 D5 361 ..

E.—2

Southland.

CVIII

List of the Public Schools, the Expenditure, Staff, &c.— continued. SOUTHLAND— continued.

Expenditure for the Year. Names, Classification, and Status of Teachers. Annual Kates ot Pa; ment during Last Month of Year. Namk OF SCHOOIj. Schools are entered in the order, of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in each grade. Theletters " D.H.S."are entered after the name f f eacb District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned hs one School, and inserted in the grade of their joint attendance. a c Ch CD CD CO CD Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teachers in Secondary Departments of District High Schools. Teachers' Incidental House Expenses Allowances. of Schools. Maintenance. General Maintenance, Small Additions and Alterations to Buildings, Repairs, Rep-kin ting, &c. School Buildings and Teachers' Residences. I W« 2SSP SnootsTeachers' destroyed Rent. 1 . New Buildings, New Class-rooms, Additious, Furniture, Apparatus, and Sites. a p A a o 3 Ol CO cd 3 o o A a CD A a a p oi O Or a- a =g 33 to -3 S'T•h ® 5 h > j Bo, * a cd 5 •h a a c >-. d 6-a cd „ cd .2 a <a ° a rr-s-if Z co to"a fe « t-i O O CO -t-J . <&\A fH C m o n Teachers on the Staff at the End of the Year. n.) (4.) ' (5.) (6.) (9.) (10.) (11.) (12.) (2 1 (7.) | (8.) (13.) (14.) (15.) Gbade 4— continued. Clifton .. ., 66 Dipton .. .. 40 Drumrnond .. ... 68 Fairfax .. .. 38 Forest Hill North ., 41 Fortrose .. .. 43 Garston .. .. 37 Greenhills .. .. 46 Gummie's Bush .. 54 Knapdale .. .. 37 Limehills .. .. 72 Limestone Plain .. 38 Longbush .. .. 50 Mabel .. .. 50 Mataura Island .. 50 66 40 68 £ a. d, 297 3 2 312 10 0 313 13 11 290 11 9 301 16 10 266 12 6 285 0 0 286 8 1 290 0 0 £ a. A. I I £ a. A. 18 3 6 13 19 0 18 14 5 13 16 11 13 14 4 13 14 11 13 9 3 14 16 1 16 10 i\ £ a. A. 19 16 10 38 0 0 0 12 6 4 11 0 3 3 0 23 0 11 3 16 11 6 12 18 16 10 17 4 3 5 1 22 6 0 78 8 10 0 10 0 £ a. A. £ a. A. £ a. A. £ s. d. I j Smith, Edward Hannan, Cecilia Millar, William McKenzie, Nellie Webber, John O. Murray, Jessie E. I... Sutton, Marjorie Meek, Ada M. Gray, Evelyn Cameron, Jessie Hayward, Myrtle A.E. ' Millard, Arthur J. : Daplyn, Clarissa M. .. I Lea, William 8. ! Oongreve, Olive | Ward, Mrs. Agnes : Mackay, Jessie R. : Carnahan, Jessie MoP. I Fraser, Bessie ; Wuite, Mary E. j Peters, Mary : Murray, Henry E. j McHuicheson, M. S. j Macdonald, Chris. M. i McKinnon, Charles .. Wright, Winifred Mackay, Lei-lie D. Rowe, Lilian J. Linn, Mrs. Mary I. McLeod, Margaret I. Gray, Agnes Mitchell, Christine .. Campbell, Mary A. E. Cushen, John A. McHutcheson, Elsie W. Wilson, Robert N. .. Winder, Elizabeth .. Lea, Albert G. McKinua, Bella D2 E3 E2* 03 E2 D3 D5» E2 E2 D3 Lie. El Dl HM AF HM AF | HM j AF ! FPrl HF AF HF AF HM af : HM AP HF AF HF AF ; HB 1 AF ! HM AF FPrl HM ! AF HM AF HF AF HE AF F HM AF HM AF HM AF £ s. d. 195 0 0 105 0 0 210 0 0 90 0 0 190 0 0 99 0 0 20 0 0 195 0 0 90 0 0 195 0 0 100 0 0 180 0 0 94 10 0 195 0 0 90 0 0 195 0 0 95 0 0 195 0 0 90 0 0 180 0 0 90 0 0 210 0 0 90 0 0 50 0 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 90 0 0 195 0 0 180 0 0 100 0 0 190 0 0 94 10 0 195 0 0 90 0 0 £ 272 1 8 13 7 0 348 4 5 18 9 11 Dl 285 0 0 13 9 8 E2 285 0 0 ! 14 6 8 03 285 0 0 15 8 2 E2 293 0 6 15 10 2 D2 ._ . . _ Menzies Ferry .. 36 Myross Bush .. 38 Oreti Plains .. .. 38 Pahia .. .. 37 210 0 0 280 0 0 25 0 0 25 0 0 12 16 5 12 19 6 E2 04 D4 D3 25 25 284 10 0 13 14 1 285 0 0 13 3 7 E2

Southland. {

fi.—2.

CIX

Pukerau Queens town Rimu Riversdale .. Ryal Bush .. Te Tua Thornhury .. " I " 52; 85 53 681 54: 39: 51 25 43 285 0 0| 309 7 3| 285 0 0 384 16 8 285 0 oj 290 0 0 284 10 0 162 0 0 300 0 0 15 2 lOj 21 6 7| 16 11 7! 19 3 9 15 6 5 13 2 11 11 19 10 14 2 6 . 1 13 0 25 12 6 16 18 9j 5 0 o! 2 10 0 1 Macdonald, George C j Seed, Jessie .. I Hoddinott, F. W., b.a. j Turner, Edith M. .. ! Clark, Alexander .. j Griffi hs, Georgina .. Sutnerland, F. R. H. | Hunter, Elizabeth .. j Speden, Helen Officer, John Pryde, Annie McCallum, Mary Spencer, Jane Diack, William A. .. Henderson, Alice Mackay, Helen Smith, Aaron Y. Southern, Grace Webber, Jane Selby, Bertha G. MoNaugnton, Margaret McKenzie, Duncan .. Romans, Henrietta .. Gazzard, Wm. H. D... Winning, Annie Griffiths, George F. .. Simon, Maria E. D... D2 B2 D5 D2 Dl El D2 02 ci D5 D2 02 04 El D4 D4 HM AF HM AF HM AP HM AF FPrl HM AF HF AF HM AF F HM AP F HF AF HM AF HM AF HM HM 195 0 0 90" 0 0 210 0 0 90 0 0 195 0 0 90 0 0 240 0 0 99 0 0 50 0 0 195 0 0 90 0 0 200 0 0 90 0 0 190 0 0 94 10 0 162 0 0 195 0 0 105 0 0 195 0 0 185 0 0 90 0 0 185 0 0 90 0 0 185 0 0 90 0 0 180 0 0 90 0 0 *215 0 0 :: •• 12 1 11 13 14 10 3 2 6 1 14 5 •• Tokonui Waianiwa .. '■ Waikaka Valley Waimatuku .. 12 4 4 14 2 9 15 0 11 13 7 1 13 3 0 23 15 10 6 2 5J 2 10 0 49 5 7 2 5 0 ' 33 39 ! 217 10 0 275 0 0 I •• Wallacetown 49' 275 0 0 Wendon 35 275 0 0 Wild Bush .. i •' 34] 262 10 0 I Gbade 5. Arrowtown D.H.S. 93 93 362 4 1 2 0 0 Blackie, Walter G., M.A., B.SC Youugman, Violet .. Beer, Ethel.. Daplyn, Rosina M., b.a. Soar, James Ross, Aunie Hiddlestone, Arch. H, Greer, Ellen Porteous, Mary .. ! Featherstone, A. E. .. Mullay, Elvina J. .. Dunlop, Gladys Clark, William H., B.A. Tait, Helen M. Durie, Olive Butson, Millicent Gazzard, Thomas E. .. Macdonald, Aiex'ina Marshall, Alice Forsyth, Dorothy C. I.. Thomson, Alexander G Fahey, Nora Elder, Eunice F. Greig, David M. Hardie, Margaret Edginton, Elizabeth.. Anderson, Albertina.. Donald, James Wallace, Elizabeth J. Nuttall, Elsie A2 B3 CI El D4 CI D3 Bl Dl D3 El ci E2 B'i D5 Colac Bay .. Edendale Kennington .. Lumsden Makarewa .. 83 122 99 105 83 .22 99 05 16 358 0 8 410 16 8 385 16 8 441 9 9 475 0 0 21 15 4 26 19 10 24 4 7 27 5 7 28 13 11 3 0 Oj 72 6 lj 2 18 0 43 18 0 10 0 225 11 6 150 0 0 AF FPt3 Sec. HM AF HM AF FPt4 HM AF Ft>t2 HM AF FPc3 FPrl HM AF FPt4 FPr2 HM AF FPc3 HM AF FPt3 FPrl HM AF FPt3 99 0 0 55 0 0 230 0 0 94 10 0 230 0 0 115 0 0 60 0 0 230 0 0 110 0 0 50 0 0 270 0 0 94 10 0 55 0 0 50 0 0 240 0 0 120 0 0 60 0 0 55 0 0 215 0 0 94 10 0 55 0 0 240 0 0 120 0 0 45 0 0 50 0 0 220 0 0 105 0 0 55 0 0 116i Waikaka 86! 359 18 4 22 14 4 5 18 0 86 Waikiwi 123; 23 450 16 8 27 15 6 5 17 i\ i ■ Woodlands .. • • i ' 08 382 8 7 108 25 4 11 16 11 ••

E.—2.

Southland.]

List of the Public Schools, the Expenditure, Staff, &c.— continued. SOUTHLAND— continued.

1 I Expenditui-e for the Year. Names, Classification, and Status of Teachers. Annual Rates of Payment durinafjast Month of Y»ar. Name of School. Schools are eutered in the order of the grades in the Schedule of the Education Amendment Act, 1908, and in alphabetical order in eacb grade. Theletters "D.H.S." are entered after the name of eacb District High School. Part-time Schools or tbe several parts of one School are bracketed here, and reckooed as one School, and inserted in the grade of their joint attendance. h cd Teachers' > Salaries, in- ® eluding Pupil5 teachers' Lodg- ■- iug-allowances, 2 but excluding ta Payments to cd Teachers in a Secondary > Departments o: ""' District High Schools. 3 ! Maintenance. General Maiutenauce, Small Rebuilding Additions an 1 Worn-out Alterations Schools and to Buildings, Teachers' Kepairs, Eesidences. Repainting, &c. (6.) (7.) School Buildings and Teachers' Residences. Bebuilding Schools destroyed by Fire. New Buildings, New Class-rooms, Additious, Furniture, Apparatus, and Sites. a o a a 3 io Ol a 5 o S3 a CD to S3 .9 a c '55 o o £\3 ctres •OO d " * CD S = c h -H CD._ H - d CD C— c a r£— CD - o ZaSZtoVa g , jj, — us:A OS r-t *=> r CJ 3 00 "as S to 9 w o M Teachers' House Allowances. Incidental Expenses of Schools. Bent. Teachers on the Staff at the End of the Year. ii.) (5.) (8.) (9.) (10.) (11.) (12.) 1 (2) (3.) (13.) I (14.) I (15.) (2) Gbade 6a. Nightcaps 121 £ s. d. 467 18 4 £ s. d. £ s. d. 27 15 5 36 9 8 £ s. a. 11 19 4 £ a. A. £ s. d.j £ b. A. ' ! £ B. A. 288 9 3 Gray, John Wright, Bridget Watson, Annie Fraser, Hugh R. Young, Henry P. Traynor, Marion O. .. Barron, Isabella F. .. Hall, Norman Hamilton, Martha ..I Macdonald, S. M.M... Agnew, George Rose, Margaret E. .. Steadman, David D... Duncan, Jane Sproat, Hugh G. Copgriff, Alice 0. Golding, Jabez Hamilton, Margaret E. MoLauchlan, Margaret Pullar, Annie Gilchrist, William .. Salmond, Mary Kennedy, Mary J. .. Robertson, Harriet M. Inglis, Aiex., m.a., M.SC. Hardie, Mary Dale, Annabella S. '.. Garmson, Christina .. Ross, Alice Robertson. Geo. E., B.A Donnan, Mary R. Saunders, Mary I, Mclntyre, Hugh Affleck, Milly V. McNeill, Duncan, b.a. Perrin, Margt. 0., b.a. Baird, Mary Griffin, Lilian O. Baird, Thomas Hufiadine, Mibel McKenzie, Violet Dl D5 HM AF FPt4 MPt3 HM AF AF AM HF AF MPt4 FPt3 HM AF MPt4 FPt2 HM AF FPt4 FPt2 AF AF AF HM AF AF AF FPrl HM AF AF AM FPrl HM AF AF AF MPt4 FPi3 FPr2 £ a. a. £ 245 0 0 .. 125 0 Ol .. 60 0 0 1 .. 55 0 0 .. 265 0 0: .. 112 10 0 .. 125 0 0 90 0 0 .. 255 0 0 35 135 0 0i ,. 55 0 0; .. 55 0 0 .. 240 0 0 .. 112 10 0 .. 55 0 0 .. 50 0 o! .. 255 0 0 .. 125 0 0' ... I 55 0 0' .. 50 0 0 .. 265 0 0 .. 145 0 0 .. 135 0 0 .. 105 0 0 .. 255 0 0 .. 135 0 0 .. 125 0 0 .. 90 0 0 .. 50 0 0 240 0 0 .. 125 0 0 .. 120 0 0 .. 90 0 0 .. 20 0 0 .. 265 0 0 .. i45 0 0 .. 125 0 0 .. 95 0 0 .. 55 0 0 .. 45 0 0 .. 25 0 0 .. Orepuki 178 599 19 11 92 3 0 I I 162 12 5 Dl D3 Tisbury 143 501 11 4 35 0 0 30 17 6 Dl E2 i Waikaia .. i 120 120 457 11 4 28 19 7 13 16 9 •• 01 Wyndham 156 156[ 483 8 10 34 11 5 2 9 3 D2 El Gbade 6b. East Gore 205 205! 650 0 0| 44 0 1 01 B2 02 03 AI El 04 D4 North Inveroargill 198 198 636 19 7j 42 7 5| 131 9 6 10 19 5 887 12 0 Otautau 184 184 600 2 9 39 12 6 60 5 9 Bl 03 D4 Waihopai and side aohool 244 2441 I 716 19 6 .. 44 15 2 190 0 2 925 10 6 Bl Bl 03 05 i [ i ( * 1

CXI

E.—2.

Southland.

Winton in 2021 635 10 0 l 42 7 51 2 19 6 McKillop, David S. .. Blathwayt, M. W. P. McKenzie, Mary S. H. Gallagher, Mary Cody, George Hewat, E. C, b.a. .. Miller, Jessie R. Hamilton, Janet A. .. Lucas, Eve]yn,M. Thomson, Marie M. .. Welsh, James Neilson, Florence, M.A. McNeil, Angus, m.a... Prichard, Herbert D. Todd, Eliza T. McLeod, Catherine E. Miller, John I. Long, Gladys Wehh, Annie Hain, James McChesney, Hugh .. Dryburgh, Isabella .. Harkness, Jessie Rabbidge, Edith Wyeth, Nora Sutherland, Ruby Steven-on, Eliz. A. L. Macandiew, William.. Evison, John CM. Fowler, Lilian E. Brown, Caroline F. .. Rae, Elizabeth Calder, Walter P. S. M*bson, Maud Gowdy, Harold Bogue, Margaret Golding, Jonathan, b.a. Grenfell, Alfred F. .. Howes, Edith A. Wilson, Elizabeth M. Lyttle, Albert D. J. Stenhouse, Christina Steel, Cnrii-tina E. .. Hamilton, Violet Ryan, Sarah C. Taylor, Myrtle E. Alexander, Elizabeth Mehaffey, William G. Greig, Alexander Birss, Helen L. Rae, Duncan M. Lopdell, Francis O. .. Thomson, Annie Dundas, Jessie A. Harrington, Ethel .. Howie, Helen M. Ber, Annie Browne, Mary A. Tapper, Robert McDougall, Agnes V. •• Gbade 7a. Riverton D.H.S. Gbadb 7b. Bluff Invercargill Park Ghadjs 8a. Mataura 244 307 272 306 1,151 16 8 848 9 10 935. 6 0 921 2 4 45 0 0 51 0 2 59 19 9 58 9 8 62 4 4 126 9 2 21 15 5 79 18 3 7 8 0 772 10 0 D2 Bl D2 D2 D3 B4 AI D4 D2 D3 Dl 03 El D3 Dl Dl Dl D4 AM AF FPt4 MPt4 HM AF AF AF FPt4 MPt3 Sec. HM AM AF AF AM FPt3 FPr2 HM AM AF AF FPi2 FPt3 FPt4 FPr2 HM AM AF AF AF MPt3 FPt4 MPt3 FPr2 HM AM AF AF AM AF FPi4 FPi4 FPt3 FPr2 FPrl HM AM AF AM AM AF AF AF FPt4 FPl2 FPt3 MPt4 FPc3 130 10 0 135 0 0 60 0 0 60 0 0 •285 0 0 180 0 0 150 0 0 120 0 0 55 0 0 55 0 0 270 0 0 180 0 0 150 0 0 130 0 0 90 0 0 45 0 0 55 0 0 290 0 0 180 0 0 150 0 0 130 0 0 35 0 0 55 0 0 60 0 0 25 0 0 315 0 0 215 0 0 155 0 0 126 0 0 125 0 0 55 0 0 60 0 0 55 0 0 55 0 0 370 0 0 255 0 0 195 0 0 165 0 0 150 0 0 135 0 0 55 0 0 60 0 0 55 0 0 25 0 0 20 0 0 355 0 0 255 0 0 195 0 0 155 0 0 140 0 0 135 0 0 135 0 0 100 0 0 55 0 0 35 0 0 55 0 0 60 0 0 55 0 0 » •• •- 45 Gradb 8b. 1,536 19 3 Gore 395 76 0 11 14 0 6 Bl CI Dl Dl D3 D2 Gbadb 9b. Invercargill Middle .. 108 12 10 Dl CI Dl D4 D5 E2 D2 D4 539 1,740 14 0 46 18 11

E.—2

Southland.

CXII

List of the Public Schools, the Expenditure, Staff, &c.— continued. SOUTHLAND— continued.

Authority : John Mackay, Government Printer, Wellington.—l9l2.

Expenditure for the Year. Names, Classification, Teachers. and Btati is of Annual Kates of Payment duringJLast Month of Year. Name or School. Schools are entered in the order of the grades Maintenance. ichool Buildings and Teachei •s' KeeidenecE Education Amendment Act, 1908, and in alphabetical order in each grade. Tbe letters "D.H.S."are entered after the name of each District High School. Part-time Schools or the several parts of one School are bracketed here, and reckoned as one School, and inserted in the grade of their joint attendance. a> i I Teachers' Salaries, including Pupilteachers' Lodg-ing-allowances, but excluding Payments to Teaehere in Secondary Departments of District High Schools. Teachers' House Allowances. Incidental Expenses of School?. General Maintenance, Sujall Additions and Alterations to Buildings. Repairs, Kepainting, &c. Rebuilding Worn-out Schools and Teachers' Residences. Bebuildlng Schools destroyed by Fire. Bent. New Buildings, New Class-rooms, Teachers Additions, ! on the Staff at the End Furniture, of the Year. Apparatus, and Sites. a IB 3 1 a o = 2.2! o up: n (4.) (6.) ; (7.) (9.) (12.) (1.) (3.) 1 (5.) (13.) (14.) (15.) (2) & (10.) I (11.) Gbade 10b. Inveroargill South .. j 753! : ! £ s. d. 2,394 17 3 JE s. d. \ I £ s. d. 145 14 1 £ s. d. 257 4 6 £ e. a. £ s. d £ s. d Webber, Edmund Bum, Andrew McLeod, Caroline, m.a. Sebo, William H. .. McLaren, Robert, M.A. Jovce, Lucy J. Bellamy, Elizabeth W. Ramsay, Wilbelmina A. : Buckland, Kate Yardley, Agnes M. .. Hall, Andrew McEwao, Flora Findlay, Ivan Wills, Ella Keenan, Mary E. Pay, William Petrie, Arnold J. Sawers, Luoy M. L. .. £ s. d. 01 B2 Bl El B3 El Dl r>2 Lie. D4 £ s. d. HM ! 385 0 0 AM ; 285 0 0 AF J 225 0 0 AM i 195 0 0 AM ■ 165 0 0 AF J 165 0 0 AF 165 0 0 AF 135 0 0 AF 120 0 0 AF 90 0 0 AM 90 5 0 AF 1 105 0 0 MPt3 i 45 0 0 FPt3 : 45 0 0 FPt4 60 0 0 MPt3 45 0 0 MPt3 45 0 0 FPc3 45 0 0 £ Expenditure on schools not open in December, 1911— Arthur's Point Minaret Oroydon Siding Makarewa North Expenditure not classified— Plans and supervision Furniture and appli- .. ances Advertisingtenders.. Freight and railages Insurance of employees Bathrooms and wash- .. houses 36 0 0 6 6 8 7 10 0 - 6*16 8 4 3 0 i" 0 0 - 677 7 11 1,031 2 11 * * •• •• •• 293' 7 6 '.'. .. j ■• •• ! ■ i .. .. - ,, 36 0 6 119 2 10 10 0 0 I i i - 1 .. .. .. I .. ■■ •• 228 15 7 .. Totals .. .. 42,972 12 10 455 18 11 2,708 5 4 3,979 17 i 765 15 11 115 8 5 3,879 14 0; 42,850 15 0 .. 46; ■ p_ j > '

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1911.], Appendix to the Journals of the House of Representatives, 1912 Session II, E-02

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1911.] Appendix to the Journals of the House of Representatives, 1912 Session II, E-02

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1911.] Appendix to the Journals of the House of Representatives, 1912 Session II, E-02

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1911.] Appendix to the Journals of the House of Representatives, 1912 Session II, E-02

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1911.] Appendix to the Journals of the House of Representatives, 1912 Session II, E-02

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Pages 21-40 of 286

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Pages 21-40 of 286

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1911.] Appendix to the Journals of the House of Representatives, 1912 Session II, E-02

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