EDUCATION: FORTIETH ANNUAL REPORT OF THE MINISTER OF EDUCATION.

Appendix to the Journals of the House of Representatives, 1917 Session I, E-01

1

1917. NEW ZEALAND.

EDUCATION: FORTIETH ANNUAL REPORT OF THE MINISTER OF EDUCATION.

[In continuation of E.-l, 1916.]

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

CONTENTS. Page Secondary Education— continued ; Page Introduction: Siaffs < f Secondary Schools .. .. 44 Progress .. .. .. .. .. 3 Salaries and Status of Secondary Teachers .. 45 Teachers and the War .. .. .. 4 Finances of Secondary Schools ' .. .. 46 Special Topics • Lower Departments of Secondary Schools .. 48 Maintenance and Rebuilding of Schools .. 5 Free Secondary Education .. .. .. 49 Country Schools .. .. .. .. 6 Boholai ships at S condary Schools .. .. 50 Uncertificated Teachers .. .. .. 6 Secondary-school Certificates .. .. 51 Grading of TeaoheiB .. .. .. 0 Technical Instruction: The Syllabus of Instruction .. .. 7 General .. .. .. .. .. 52 Medical Inspection .. .. .. 8 Classes other than Classes at Technical High Abnoimal Children .. .. .. 9 Schools.. .. .. .. .. 52 Extension of Technical Education .. .. 9 Technical High Schools .. .. .'. 56 General Council of Education .. .. .. 10 Financial.. .. .. .. .. 57 Delimitation of Education Districts .. .. 10 Special Schools : _ Work of Special Sohools Section .. .. 59 Coat of Education .. .. .. .. 11 Industrial Schools.. .. .. .. 59 Primary Education: Enlistments for Active Service .. .. 61 Number of Public Sohools .. .. .. 11 Infant-life Protection .. .. ~ 61 School Buildings .. .. .. .. 12 School for the Deaf .. .. .. 61 Open-air Schools .. .. .. .. 13 Jubilee Institute for the Blind .. .. 62 Roll Number .. .. .. .. 13 Education and Care of the Feeble-minded .. 62 Attendance .... _ .. .. 14 Higher Eduoaiion : Classification, Age, and Examination of Pupils 16 New Zealand University and Affiliated Colleges 65 Registered Private Primary Schools.. .. 19 New Zealand University .. 66 Conveyance of Scholars .. 19 Affiliated Colleges .. .. " 67 Class-books and School and Class Libraries .. 20 Finances of the Affiliated Institutions .' 67 The School Journal, &o ..._ .. .. 22 Sch .larships, Bursaries, &c. .. .. 68 Medical Inspection and Phys.cal Education .. 22 Tue Workers . Educational Association .. 70 Manual Instruction .. .. .. 23 Staffs of Public Schools .. .. .. 26 General: Salaries of Public-school Primary Teachers .. 27 Annual Examinations .. .. .. 70 Status of Teachers in regard to Ceroificateß .. 29 Conference re Examinations .. .. 72 Training of Teachers 30 Public Libraries 72 Provision for Uncertificated Teaohers .. 31 Teachers' Superannuation Fund .. .. 7.3 Fin mees of Education Boards .. .. 31 Tables relating to Cost of E.iucation and NumEduoatiou Reserves .. .. .. 36 bar of Per-ous recciv.ng Instruction .. 75 Education of Native Children .. .. 36 National Kndowment .. .. .. 77 Chatham Islands Sohools .. .. .. 40 Appendix A: Secondary Education: Expenditure of Parliamentary Appropriations Number of Schools .. .. .. 41 for Financial Year ended 31st March, 1917 78 Roll and Attendance .. .. .. 41 Appendix B: Curriculum of Secondary Sohools and Dis- Roll of Persons employed in the Education triot High Schools .. .. .. 42 Service who had joined the Expeditionary Manual Instruction in Secondary Schools .. 43 Forces .. .. .. .. .. 85

I—E. 1.

E.—l

Office of the Department of Education, My Lord,— Wellington, 28th August, 1917. I have the honour, in accordance with the provisions of the Education Act, 1914, to submit to Your Excellency the following report upon the progress and condition of public education' in New Zealand during the year ending the 31st December, 1916. I have, &c, J. A. Hanan. His Excellency the Right Honourable the Earl of Liverpool, Governor-General of the Dominion of New Zealand.

REPORT. CONTENTS. This report, with its appendices, gives the information which is of general public interest with regard to the administration of the Education Act, 1914, and its subsequent amendments in 1915, also the Education Reserves Act, 1908, as amended in 1910, 1911, 1913, 1914, and 1915, the expenditure of public funds appropriated by Parliament for educational purposes, and the principal statistics relating to matters which are more fully dealt with in separate papers, as follow :— E. —2. Primary Education ; with appendices, namely,— Appendix A, Reports of Education Boards ; Appendix B, Reports of Inspectors ; Appendix C, Manual Instruction in Primary Schools; Appendix D, Training of Teachers ; Appendix E, List of Public Schools, Teachers, Salaries, and Allowances ; E.—3. Education of Maori Children. E. —4. Special Schools and Infant-life Protection. E.—s. Technical Instruction. E. —6. Secondary Education. E. —7. Higher Education. E.—B. Annual Examinations. E. —9. Teachers' Superannuation. E. —10. Public Libraries. E.—ll. Medical Inspection and Physical Education. In this report summaries are made of the more important tables appearing in the separate papers above mentioned. Where information in any section of the report has been prepared from tables appearing in the other reports above named, a reference will be found under the heading of the section to the table concerned and the report in which it is printed.

3

E.—l

INTRODUCTION. Progress. It is gratifying to be able to report that, in spite of the peculiar difficulties caused by the war, not only have the various administrative, educational, and social agencies of the Department been kept up to the regular standard of efficiency, but a substantial amount of progress has been made, which, even in normal times would justly be regarded with satisfaction. Since the records of the various phases of the year's work are distributed throughout the sections and appendices of this report, it will be convenient to give at this stage a brief summary of the more notable changes. These include-— The raising of the standard of requirements for the proficiency certificate in order to ensure that a better standard of knowledge is reached by pupils before they leave the primary school, and that a more thorough preparation is provided for those who are to enter secondary schools. An accompanying provision for the granting of free places in technical schools by the issue of endorsed certificates of competency to those who do not reach the higher standard of proficiency, but who show special aptitude in manual subjects. This will raise the value of the certificate of competency in public estimation. A preliminary amendment of the primary-school syllabus in order to secure more definiteness and thoroughness, especially in the essential subjects. The formulation and establishment of a grading scheme for the classification of teachers, so that a fairer and more definite basis may be secured for the appointment of teachers. The extension of the system of school medical inspection, especially in the direction of establishing corrective classes for children with remediable physical defects. The establishment of a School Nurse system to secure co-operation between the home and the school by following up with proper treatment cases of physical defects reported on by the Medical Inspectors; provision for co-operation between the School Nurses and the Plunket Nurses, for the distribution of leaflets containing advice and directions to parents regarding the diet, clothing, teeth, and the common ailments of children, and for a system of lectures by the Medical Inspectors to parents and training-college students. The concentration of the work of School Inspectors upon schools in a definite area, with the allocation of Inspectors as far as possible to sub-districts in order to secure continuity in the guidance given to teachers. More liberal capitation allowance to free kindergarten schools, and an arrangement for a closer inter-relationship between the training colleges and the students in the kindergarten schools. More definite provision for the teaching of domestic science in secondary schools. This has been endorsed by the University Senate. Provision for the training of soldiers at technical and training colleges. Provision for more systematic temperance instruction. Important reforms in the industrial-school system, including better classification of inmates; a considerable extension of the system of placing-out children in normal homes; an extension of the probation system, and improvement in the rate of wages paid to boys and girls in service; improved business methods of control and administration; and the establishment of a central store for the economical purchase and distribution of supplies to all special institutions. The opening of a special school at Richmond for feeble-minded girls.

E.—l

4

A number of other proposals are now under consideration, some of which it is hoped will shortly be carried into effect. The most notable of these proposed reforms are— An extension of the regulations governing free places to provide for free education at technical classes related to industrial occupations, and for a higher scale of payments to technical high schools. The establishment of a system of agricultural bursaries to provide for the training of future instructors and experts in agriculture. A fuller revision of the primary-school syllabus in the direction of making it more helpful to less experienced teachers, and of securing greater thoroughness in primary education. The establishment of juvenile employment bureaux to advise and assist boys and girls on leaving school as to the best means of securing employment suited to their capacity. Improvements in the course of instruction for free-place holders in secondary schools, particularly with respect to English, civics, and history, mental arithmetic, domestic science, and agriculture. Provision for more complete inspection of secondary schools. The establishment of departmental correspondence classes for uncertificated teachers. The standardization of school buildings. Among further matters that have been under review or are ready for action when the necessary authority—legislative or financial—is given, are : Fuller provision for the extension of compulsory continuation classes, possibly to be held in the daytime; provision for the consolidation of small schools into larger central schools; an increase of capitation for schools with an average attendance of less than nine; a readjustment of the capitation grants for technical high schools; the supply of school materials; a more satisfactory and businesslike system of dealing with funds provided for the maintenance and rebuilding of public schools; a temporary increase in the allowances to School Committees for incidentals; an alteration in the electoral system of appointment of members to represent urban and rural districts on Educational Boards; the establishment of small observation schools to provide some means of preparation for untrained teachers before they enter on the work of teaching; and the establishment of a travelling dental clinic. Many of the above proposals and some of those already initiated cannot for the present be developed so fully or so rapidly as could have been done if the teaching staffs of all types of schools, as well as the staffs of Inspectors and other directing officers, had not been seriously reduced owing to the enlistment of teachers, Inspectors, instructors, and other officers. In fact, it is only by great effort that the schools can be kept going at all, and this renders the present time unfavourable for the introduction of many or great changes. Teachers and the War. Because the schools all appear to be going on as usual, few people realize the great drain made by the war on our teaching staffs. Up to the present fully 650 primary-school teachers have gone on active service. This is over one-third of the number of men teachers employed when war broke out. The remainder consists almost entirely of men of the Second Division, youths under twenty years of age, and men who have enlisted but have been rejected as medically unfit. In fact, it would be difficult to find a score of physically fit men teachers of the First Division who did not enlist. Secondary-school and technical-school teachers have an equally proud record, while four School Inspectors, a training-college principal, and two professors have also enlisted. It is little to be wondered at that the boys who have been taught and influenced in our schools by teachers with such evident devotion to their country should follow the example of their teachers and conduct themselves both on and off the field in a way that wins for them our love and admiration.

E.—l

5

To show in a definite way how the depletion of our staffs through enlistment has affected the schools it may be stated that in most of our largest schools where there are to be found from two hundred to four hundred boys there is only one male class teacher, and very few have more than two. In one purely boys' school six assistants out of seven are women. The thanks of the parents of the Dominion are due to the large number of ex-teachers, some of them superannuated, who have come back to the schools to keep the work going. In common with officers of the Public Service, public-school teachers, who are in effect public servants, received a war bonus during the year, the amount paid to single teachers being £7 10s., and to married teachers £15, provided the salary did not exceed £315. SPECIAL TOPICS. Special reference should be made to some of the more important questions that are presented or suggested by information given in the report. The various tables of statistics, with explanations and detailed comments, will for the most part be found at the end of the section to which they relate. Maintenance and Rebuilding of Schools. The administration of the funds granted for the above-mentioned purpose to Education Boards since the present system of providing grants for school buildings was inaugurated in 1903 has not worked satisfactorily. Out of the annual grants the Boards were expected not only to maintain the school buildings in good repair, but also to set aside reserve funds sufficient to meet the cost of rebuilding such schools as become worn out. The present neglected and dilapidated condition of many school buildings shows that some of the Boards have not carried out their duties with respect to maintenance, with the result that buildings are regarded as worn out which, had a reasonable sum been spent upon their upkeep, would have an extended period of utility. Again, most of the Boards have failed to make the required provision by way of reserve fund for the rebuilding of worn-out schools, and, indeed, a large proportion of the money appropriated for this purpose has been expended in other directions, and is not available to meet rebuilding liabilities, present or prospective. So far as can be ascertained from the annual returns submitted to the Department the total funds in hand for rebuilding alone should be approximately £220,000, whereas at the end of the year 1916 the Boards' total credit balances for both maintenance and rebuilding were only £143,000. Even if the whole of this sum—viz., £143,000 —be regarded as available for rebuilding there is a deficit of £77,000 in the rebuilding fund, the money having been expended on purposes other than that for which it was appropriated. As a matter of fact, however, the sum of £143,000 shown to the credit of the Boards' building funds is not represented by money lying to the credit of the Boards. In many cases the credit balances are merely paper ones, the expenditure producing deficits on other accounts having been met by drawing upon the maintenance and rebuilding fund. One Board, for example, has used practically the whole of its nominal balance of £16,000 of maintenance and rebuilding money for other purposes; another Board has similarly used £5,000, and yet another £4,000. Again, in the case of two Boards recently incorporated in another district, £10,600 should have been in hand for rebuilding purposes, yet when their accounts were closed one Board, on all accounts, had a credit balance of only £250, and the other a debit balance of £500. The total sum of money provided originally for rebuilding and not now available is therefore well over £100,000. The position, therefore, is somewhat serious, and in consequence the Government may be asked to provide twice over some of the money for rebuilding schools. It should be pointed out, however, that this result is not altogether due to the administration of Education Boards, but that it is in some measure due to inherent defects in the system itself, which has not worked so well as was anticipated. Indeed, there are so many inherent and administrative

E.—l

6

defects in the system that it should not be permitted to continue and matters be allowed to drift on as they have been doing. From observations made there is abundant evidence that school buildings are not being maintained in a proper state of repair, and the Department has been under the necessity of condemning schools which, with proper attention, could have been made use of for an extended period. The whole question of the maintenance and rebuilding of schools has received close investigation, and the information compiled leads to the conclusion that the present system must be condemned as unsatisfactory and unworkable not only from the point of view of local administration, but in its departmental aspect also. A better system is clearly essential, and proposals in this direction have been submitted to the Government for consideration. Country Schools. Reference to the tables headed " Number of Public Schools " shows that 1,363 out of 2,355 schools are under a teacher in sole charge, and that in these schools there are 23,057 children. It seems clear that if settlement in the country is to be encouraged some better provision should be made for the education of country children. It is true that at present the cost per head for the education of children in small schools is above the average cost; but improvement should be made by a change of policy rather than by a mere increase of expenditure. As soon as the war is over the policy of consolidating groups of small .schools into central schools should be taken in hand. To carry out this policy much better means of conveyance than are available at present will have to be obtained, together with an adequate staff of drivers. Such a policy would result in far better instruction for country children, would serve some who are almost unpro-vided-for at present, would bring secondary education more easily within the reach of country children, would reduce the number of untrained teachers employed, would enable teachers to obtain proper boarding accommodation, would enable School Inspectors and Medical Inspectors to visit the schools more frequently and to pay longer visits, and would go far towards making a proper system of promotion of teachers more practicable. Uncertificated Teachers. Though the people of the Dominion are indebted to the large number of uncertificated and often untrained teachers who, under very unattractive conditions, supply the deficiency of properly trained teachers, it is deplorable that, apart altogether from the position created by war conditions, such a large number of uncertificated teachers has to be employed. Of the 4,400 adult teachers in the public schools of New Zealand when the war started about one-fourth were uncertificated, and even in the schools of over twenty children in average attendance about one-fifth of the teachers were uncertificated. As shown above most of those teachers are employed in the smaller schools in districts where, on account of the general lack of educative influence, some of the very best teachers should be placed. In addition to the remedy already referred to through the consolidation of small schools, much could be done by a better distribution of the teachers at present employed; but there seems to be no doubt that, in view of the long period of study required and of the important nature of the work to be done in our schools, better inducements will need to be given in order that young people may be attracted to the teaching profession by the offer of at least as good terms in the way of salary as are offered in other professions. Grading of Teachers. In connection with the above questions relating to the deficiency of the teaching staff and to its better distribution it is gratifying to report that the first grading of all the certificated public-school teachers in the Dominion was successfully carried out during the year. This classification of teachers is bound to have an important bearing on the appointment and promotion of teachers. Though it is not proposed at present to make the graded

E.—l

7

list published by the Department the basis on which all appointments are to be made, it is satisfactory to note that several Education Boards have availed themselves of the graded list as a guide for the selection of teachers. The result of the first grading for a time received considerable criticism. This, however, was largely based on lack of information or on misunderstanding. The Department published a report on the grading, giving very full explanations and information, and in addition arranged for the Assistant Director to meet the teachers at the chief centres and fully discuss the points raised. As a result of this action most of the criticism was disarmed, objections were withdrawn, and a very general satisfaction was expressed by the teachers as a whole. The executive of the New Zealand Educational Institute, when recently discussing with the Minister the resolution passed at their annual meeting, stated that the Institute was so well satisfied with the grading scheme that it desired the Minister to make it the basis of a promotion scheme. Cases of individual dissatisfaction, of course, still exist, and will always exist, but it may be fairly stated that the teachers of the Dominion now recognize that the initial classification gave a result which was far more satisfactory than had been expected from a first grading. In June, 1917, the annual revision of the list will be made, and it is anticipated that most of the defects incidental to an undertaking of such magnitude and intricacy will be removed, and that the results of the revision will meet with general approval. The grading scheme should in course of time be the means of bringing about a better distribution of teachers according to merit. This more equitable and more effective distribution will have a decided influence on the efficiency of the schools, and will strengthen the teaching profession owing to the fact that merit alone will dominate the appointment and promotion of teachers. Nearly all the anomalies that have been ascribed to the grading scheme are those already existing as a result of the former system. These anomalies have been revealed but not created by the grading scheme, and some of them are of a kind that require the earliest possible removal. It is safe to predict that the grading scheme, together with the consolidation of small schools, will form the foundation for many of the reforms of the future. It emphasizes the fact that the teacher is " the man behind the gun," and that the assurance of a definite and equitable form of classification, together with a judicious distribution of the teaching talent thus classified, will stimulate all classes of teachers and will make for the efficiency of the schools. The Syllabus of Instruction. The three most essential factors in the efficiency of our system of primary education are the teacher, the nature of the syllabus, and the system of inspection. The syllabus, being the factor which the public can most definitely examine as a rule, receives a great deal of attention and criticism. There can be little doubt that the present syllabus is based on sound educational principles, and that in the hands of trained teachers it provides for a very sound primary education. Most of the criticism levelled at the syllabus has weight largely owing to the fact that many of our teachers are not sufficiently trained or are not modern enough in their ideas to be able to use the syllabus effectively. This raises the question as to whether a syllabus should be written down to suit the inexperienced or out-of-date teacher, or should embody a system of instruction in which a good teacher will find free scope. The obvious remedy is to train our teachers up to the spirit of the syllabus, and this will have to be done, though it will take a long time to accomplish. In the meantime several partial remedies may be applied. First, there is the alleged overcrowding of the syllabus to be dealt with. This is certainly easily remedied, though hot in the w T ay usually suggested. Head teachers who complain of an overloaded syllabus are in many cases themselves to blame, since each head teacher makes his own syllabus in most subjects as far as quantity of matter is concerned. Similarly, in many cases the

E.—l

8

teacher admits his fault when he complains that the instruction in his school is not thorough, since he should put into his scheme of work only as much matter as can be taught thoroughly and well. Even where the syllabus gives a definite outline of the work for a class, this limit is frequently exceeded by teachers, especially in the lowest classes. There is no doubt that in some cases Inspectors are to blame, either for exacting too great a quantity of work in a given subject or for permitting a teacher to overload his scheme of work. Directions to teachers and Inspectors have already been issued which partly deal with these difficulties, and further direction will be given in the completely revised regulations shortly to be issued. The changes made this year in the preliminary revision of the syllabus were generally for the purpose of giving directions to teachers and Inspectors in order to secure attention to such matters as writing, English, mental arithmetic, swimming, domestic science, temperance instruction; to stimulate interest in the development of school libraries, and to encourage by more specific directions the practice of forming school parties to visit museums, wharves, factories, parks, art galleries, &c, as a means of bringing the more formal school instruction into closer touch with the activities of everyday life. As another temporary means of overcoming the difficulties experienced in handling the syllabus it is intended to issue model schemes of work for the use of inexperienced teachers, and to arrange that Inspectors may be able to give a greater part of their attention to schools and to teachers where help is most needed. It is hoped soon, when the supply of paper permits, to publish a monthly Educational Gazette by means of which regular and co-ordinated assistance and guidance will be given to teachers. It is also intended to organize by means of this Gazette a system of regular discussions between teachers and Inspectors on selected topics relating to school work, so that united and definite efforts will be made to secure progress. It is anticipated that by the means outlined above the two important factors concerned in primary education —viz., the teacher and the Inspector-— will be brought into more effective co-operation, so that the course of instruction outlined in the syllabus may be used as a medium for the fullest development of the lives of the children entrusted to their guidance. To this chief end there are many means which, though subsidiary, are indispensable. Unless we have, inter alia, more trained teachers and smaller classes, adequate staffs for infant-rooms, more Inspectors and quicker means of travelling, better accommodation, better heating and shelter for children, fewer small inefficient schools, a wiser distribution of our teaching staff, and adequate means for conserving the health and physique of young children, any ideas we may embody in a syllabus or in an educational system will be to a large extent discounted. Medical Inspection and Physical Instruction. Cecil Rhodes emphasized the necessity of training men to develop not only the intellect and the character, but also the bodily powers, so that there would be the physical dynamic, without which the other developments would be largely handicapped and prematurely interrupted. The importance of such a view has been emphasized by an extension of the work of School Medical Inspectors, by the establishment of the School Nurse system so as to form a link between the school and the home, and by the formation of corrective physical classes. These are referred to elsewhere in this report, and a special and valuable joint report by the Medical Inspectors will be published herewith. It will therefore be sufficient here to impress, in the strongest possible manner, on parents, teachers, and on the public generally the fact that from no single reform initiated by this Department is there likely to be derived such widespread, fruitful, and permanent benefits as will result from the proper development of the medical and physical branches of the Department's work. Only a beginning has been made, but it is a most successful beginning, and it is confidently expected that Parliament will grant and that the public will utilize much wider facilities for this important national work of building up from the foundation a healthy and to that extent a happy race.

9

E.—l

Abnormal Children. It is a regrettable fact that there is such a large number of abnormal children in the Dominion who cannot be taught in the ordinary schools. These include the blind, the deaf, the epileptic, the crippled, the feeble-minded, the neglected, and the delinquent children. There seems to be ample scope here for the application of the maxim " Prevention is better than cure," though it is recognized that in any case there will always be an irreducible minimum. Still, it is clear that too little attention has been paid to preventive as compared with remedial measures, and it is now intended to see what can be done in the proper direction. For all the classes of children mentioned above we have special institutions, except for the epileptic and the crippled children, for whom some provision is urgently needed. In some cases more accommodation is required, but on the whole the situation is fairly well met, as will be seen from the various separate reports herein. A special report in the form of a memorandum dealing with the industrialschool system, will be appended. It will be recognized from a study of these reports that not only the Education Department but parents, churches, civic and parliamentary authorities will all need to do their share to reduce to the lowest limits this legacy of suffering which is borne by so many children in New Zealand. Extension of Technical Education. Of about fifteen thousand pupils returned as having left public schools last year, over five thousand proceeded to secondary education at district high schools, secondary schools, and technical high schools, while over two thousand were admitted to technical classes, many of the latter becoming at the same time wage-earners. These figures must be regarded as only approximately correct, but it is probably safe to assume that about half of the pupils who left the public schools last year did not continue their education. Of this number, about 75 per cent, reached the age of fourteen without having passed Standard VI, and hence left the public school without a certificate qualifying them for further free education. It is not unlikely that among this number there are many who would, if facilities for appropriate further education were placed within their reach, eventually fit themselves to enter the ranks of the industrial workers of the Dominion. The recent extension of the regulations governing free places providing for free education at classes related to industrial occupations (including agriculture and domestic occupations) of pupils leaving the public school without the recognized qualification for further free education will enable the technical schools to move in the direction indicated. These provide, inter alia, for the free education of recommended pupils over fourteen years of age who have left the public schools not more than six months previously without obtaining a Standard VI certificate qualifying for further free education. Pupils thus admitted must take subjects bearing upon a trade or industry, including agricultural and domestic occupations, but not including commercial subjects. An increase in the scale of payment is provided to assist the finances of technical high schools and also those of rural classes, the maintenance of which is generally more costly than that of urban classes. These new features art; in the direction of making a differentiation between the test or qualification required for further admission to high schools, which will tend to give a bias towards technical and industrial training. In addition, parents whose circumstances necessitate the sending of their children out to work immediately they may leave school will be able to secure further free education for such children. It is recognized that the proposals under consideration, which do not involve more than an extension of the present system of voluntary attendance, are but a step towards the solution of the problem of post-primary education, with particular reference to the adolescent wage-earner, and a problem which has been engaging the attention of educationists and social reformers for many years. Hitherto voluntary attendance at evening classes has for the most part been relied on, and, although large numbers of young people have undoubtedly

2—E. 1.

E.—l.

10

benefited thereby, there is a growing conviction in the minds of a large body of thinking men and women that there is a limit to the usefulness of the evening class, and that that limit has been reached. It is now generally admitted that the instruction to be effective must be compulsory, and must be in the daytime. Compulsory attendance at evening classes has been tried in Scotland, and has pioved a failure so far as the general application of compulsion is concerned. In New Zealand legislative provision for compulsory attendance has been in existence for seven years, but the fact remains that last year " compulsory regulations " were operative in only seventeen school districts, confined to four education districts, all in the North Island. As illustrating the trend of thought in England on this important question, reference may be made to the report, recently published, of the Departmental Committee set up by the British Board of Education on juvenile education in relation to employment after the war. Of the twenty-one recommendations made by the Committee one of the most significant is as follows : ' That it be an obligation upon all young persons between fourteen and eighteen years of age to attend such day continuation classes as may be prescribed for them by the local education authorities during a number of hours to be fixed by statute, which should not be less than eight hours a week for forty weeks in the year." Certain exceptions are made which need not be detailed here. The Committee points to numerous examples of experiments in " time off" by prominent business firms in England as evidence that the trend of thought amongst employers gives reasonable ground for the hope that a more general reform in the direction in which they themselves point will be met with sympathy and co-operation. The recommendations of the Committee as a whole may well be kept in view here in New Zealand as constituting an ideal to be gradually worked to as local circumstances and conditions permit, not the least important of these being the attitude of the people as to what they intend to make of their boys and girls through the forces of industry and society. THE GENERAL COUNCIL OF EDUCATION. The second general meeting of the Council, adjourned from June, was held from the sth to the 12th September, 1916. Reports were presented from committees set up to consider the questions of agricultural and industrial education, constitution of education districts, medical inspection, education of girls, Kitchener Memorial Scholarship, secondary education (various questions), and courses of instruction in secondary schools. Some of the recommendations made have already been carried into effect, or soon will be, notably the establishment of agricultural bursaries, the appointment of school nurses, the establishment of classes for corrective treatment of physical defects, compulsory domestic training for girls in secondary schools, and the amendment of the regulations for secondary-school certificates. Other recommendations of the Council have necessarily had to be postponed for the present, such as the establishment of compulsory continuation classes for boys and girls up to the age of seventeen for those who leave the primary school to earn a livelihood. The recommendations for a readjustment of the numbers of representatives of rural and urban areas of Education Boards so as to remove some of the existing anomalies will receive consideration when the next amendment of the Act is being made. DELIMITATION OF EDUCATION DISTRICTS. Under the provisions of the Education Amendment Act, 1915 (No. 2), the changes in the number and boundaries of education districts indicated in last year's report were carried into effect during the year 1916, the nine new Education Boards coming into office on the Ist August. The adjustment of the financial and other affairs of the amalgamated and altered districts has been to a large extent effected, and although it is perhaps too soon to comment on the success of the changes made, no doubts are entertained as to the ultimate improvement in the general management of the affairs of the new education districts. The relative sizes of the new districts may be gauged from the

11

E.—l

average school attendance in each district during the year 1916, which was as follows: Auckland, 43,322; Taranaki, 8,376; Wanganui, 13,003; Hawke's Bay, 11,240; Wellington, 20,823; Nelson, 5,909; Canterbury, 29,789; Otago, 20,237; Southland, 10,457 : total, 163,156. COST OF EDUCATION. (Sec also Tables A-F on pages 75-77.) The total expenditure by the Education Department for the year 1916-17 was £1,689,707, an increase of £58,535 over the expenditure for the previous year. If to this expenditure is added the income derived by secondary schools and University colleges from reserves (most of which was expended), and a sum expended by the Mines Department on schools of mines, the total public expenditure on education amounted to £1,772,000, or £1 10s. 9d. per head of the population. The corresponding figure for the United States of America is approximately £1 12s. 7d., but in America very large sums are donated each year by private individuals and by business firms. Of the total expenditure, 74 per cent, was on account of primary education, 12 per cent, on account of secondary education (including technical high schools), 5 per cent, on account of university education, 4 per cent, on account of industrial and special schools, 3 per cent, on account of technical education, and 2 per cent, on account of superannuation and miscellaneous charges. The expenditure on primary education per head of roll number was £6 15s. lid., excluding new buildings, and £7 Is., including the same; the expenditure on secondary education per head of the roll number was £12 155., excluding new buildings and reserves revenue, and £17 14s. 4d., including the same. Of the total expenditure of £1,689,707 by the Department the sum of £1,534,000 (including £62,000 expended upon new buildings, sites, and equipment) was devoted to educational agencies comprising elementary, Native, secondary, technical, and University education. It should be noted that of the total expenditure of £1,222,118 on elementary education, £854,449 was on account of teachers' salaries as fixed by statutory authority. The expenditure on elementary education also included the sum of £5,915 devoted to physical training and medical inspection. £70,000 was the amount expended on social agencies, such as schools for the blind, the deaf, the feeble-minded, and delinquent children, together with the work of infant-life protection. primary education. Number op Public Schools. The number of public schools open at the end of 1916 was 2,355, as against 2,338 for the year 1915, an increase of 17. In the table below the schools are classified according to the yearly average attendance.

Number of Public Schools in each Grade

,, , , ., , i Number of Grade oi School. ber of Dols. Grade of School ; Numb | ofScho nber hools. ber I aols. i Grade of Sohool. f N J ,mb< T ot Schools. I 1915. 1916. 0. (1-8) .. 191 189 1. (9-20) .. 731 665 II. (21-35) .. 483 509 IIIa. (36-80) .. 500 555 I Tin. (81-J 20) .. 134 127 IVa. (121-160) .. 54 57 IVb. (161-200) .. 46 47 IVo. (201, 240) .. 23 20 1916. 189 665 509 555 127 57 47 20 Va. (241-280) Vb. (281-320) Vo. (321-360) Vn. (361-400) VIa. (401-450) VI is. (451-500) VIIa. (501-550) VIIh. (551-600) 1915.19 .. 34 '< .. 14 I .. 30 5 8 1 .. J 2 .. ! 16 I .. j II 1 7 1916. 37 17 27 15 S 19 13 8 916. 37 17 27 15 5 1.9 13 8 1915.1916. Vile. (601-650) .. 16 17 VIId. (651-700) .. 10 10 VIIe. (701-750) .. 6 8 VTlf, (751-800)- .. 5 4 Villi, (801-850) .. 3 1 Villi. (851 900) .. 2 4 VIIi. (901-950) .. .. 1 VII.i. (951-1,000) .. 2 .. Total. 1916 .. „ 1915 .. 2,355 schools. 2,338 Increase 17 „

-E.—l

12

For the number of schools in each education district classified according to grade, reference should be made to Table AJ in E.-2, " Report on Primary Education." The total average attendance for each grade and the average number of pupils per school in each grade is shown below; secondary departments of district high schools are excluded : —

In general, schools in Grades 0- II (average attendance 1-35) are soleteacher schools, and schools above Grade II have two or more teachers. Further reference is made to this matter on page 26, under the heading " Staffing of Public Schools." School Buildings. Public-school buildings are erected by Education Boards, the cost being met by grants received from the Department. With applications for grants, Education Boards submit plans of proposed buildings or additions, and the Department is now more closely scrutinizing these with a view to introducing a desirable measure of standardization in school-construction. Many of the older classrooms are undoubtedly defective in important features, such as shape, size, arrangement of desks with respect to lighting, &o, and it is disappointing to find similar defects recurring in some schools erected comparatively recently. This is to be regretted, as defective buildings can be remedied only at considerable cost, particularly where brick is used in their construction. The necessity for providing school accommodation that is hygienically in conformity with well-recognized and generally accepted principles of school-construction cannot be too strongly emphasized. Indeed, the matter is one of vital importance in view of the substantial proportion of the child's life that is spent in school and the effect the conditions under which school-work is carried on must undoubtedly have upon the health and vigour of our people, both intellectually and physically. A not uncommon defect in school buildings is that they have been erected or enlarged to meet merely immediate needs, and not on a preconceived plan having in view future extension. When, therefore, additional accommodation is required at such schools, alterations to such existing buildings involve considerable expense that might have been avoided by the exercise of forethought. This is frequently noticeable in districts where the population is rapidly increasing, the original building forming a very unsuitable nucleus about which the additional rooms can be grouped economically and with due regard to effective organization of the school. On the other hand, it must be said that most of the buildings recently erected mark a great advance in school-construc-tion upon those to which reference has been made. In these the class-rooms are of a suitable shape, size, and height; the lighting is adequate, and so admitted that it is in no. way distressing to either the teachers or the pupils; ample provision is made for ventilation, and necessary additions can be made economically. As a preliminary to suggesting directions in which the standardization of school buildings might be desirable, the Department consulted Education Boards and requested them to submit approved plans of school buildings either actually adopted or proposed to be adopted. Boards were also asked to state

Grade of School. 0. (1-8) 1. (9-20) II. (21-35) IIIa. (36-80) IIIb. (81 120) IV. (121-240) V. (241-400) VI. (401-500) VII. (501 and over) Number of Schools. 189 665 .. I 509 555 127 124 96 24 66 Total Average Attendance. 1,054 9,192 12,811 26,463 11,854 19,881 28,809 10,521 41 ,312 Average Number ol Pupils per School. 6 H 25 48 93 160 300 438 626 i

13

E.—l

their views on the best means of providing satisfactory lighting, ventilation, seating-accommodation, sanitation, and other important features. So far only one Board has responded. The matter of school buildings was, however, discussed at the conference of Senior Inspectors of Schools in February last, and as these officers are now required to approve of all plans submitted to the Department good results should follow. Open-air Schools. The erection of " open-air " or, more correctly, " fresh-air " schools has been prominently before the Department, and a circular was forwarded to the Education Boards drawing their attention to the importance attached to the movement elsewhere, and indicating what had already been done in New Zealand. The advisory officers of Boards also have given much consideration to the same matter, and have prepared plans embodying important innovations in the construction of class-rooms with a view to providing for a more liberal supply of fresh air for the pupils. Such class-rooms form part of the ordinary school accommodation, and are intended for normal children pursuing the usual course of instruction. They are not, therefore, open-air schools in the strict sense of the term, which is commonly applied to " recovery schools " or " sanatoria " for selected children suffering from constitutional defects and undergoing special treatment, educational progress being in a great measure subordinated to improvement in physical condition. The advances that have been recently made are, therefore in the main in the direction of adapting structural features of open-air schools to ordinary school buildings, thus combining the advantages of the usual modern class-room and the open-air school. Class-rooms on the open-air principle have been approved or already form part of the accommodation at Wellington, Lansdowne (Masterton), Upper Tutaenui (Wanganui), Tauranga, and Stanley Road (Taranaki). Verandas also have been erected in connection with a number of Native schools to provide opportunities for out-of-door instruction under suitable weather conditions. In addition to the above-mentioned cases, tentative plans for fresh-air rooms have been submitted by Education Boards in connection with proposed additions at several schools. There is, indeed, ample evidence to show that Education Boards and their officers are taking a very keen interest in this important matter. Roll Number. (8.-2 Tables Bl and 82.) The mean of the average weekly roll for the four quarters of 1916 and the roll number at the end of the year show an increase over the figures for the preceding year, although the increase is smaller than in previous years. The figures for the Dominion are : —

The percentage increase in the average roll during the last five years has been as follows : 1912, 33 per cent.; 1913, 31 per cent.; 1914, 36 per cent.; 1915, 3-2 per cent.; 1916, 1-6 per cent. A considerable decrease is observable in the figures for 1916, the percentage increase being only half that of the previous

Mean of Averag [6 Weekly Roll. Roll Number .t ond of Year. Including Secondary Departments of Distriot High Schools. Excluding Secondary Departments of Distriot High Schools. Including Secondary Departments of Distriot High Schools. Exoluding Secondary Departments of Distriot High Schools. fear 191.6 .. fear 1915 184,056 181,229 181,670 178,827 185,884 183,214 183,769 181,112 Increase in 1916 2,827 2,843 2,670 2,657 Increase per cent, in 1916.. 1-6 1-6 1-5 1-5

E.—l

14

year. In comparing the roll numbers of the various standard classes it appears that the falling-off in the annual increase is most marked in the preparatory classes, Si, S5, and S6; in the two latter classes there is actually a decrease in the roll number as compared with 1915. The increase in the roll number is, as usual, a little greater in the North Island (including Marlborough) than in the South Island, the percentage increases being 1-8 and 1-2 respectively. The table below shows the mean average roll number for every fifth year from 1878 to 1903, and for each of the last eleven years; the table gives also the total average attendance for each year, the average attendance as a percentage of the roll (including secondary departments of district high schools), and the number of teachers employed in the public schools.

Schools, Attendance, and Teachers.

An estimate of the actual roll number of all children receiving primary education can be obtained by taking into account children in attendance at public schools (exclusive of secondary departments of district high schools), Native schools, registered private primary schools, and the lower departments of secondary schools. The figures will then be— Average Weekly Roll Number. Public schools (less secondary departments of district 1915. 1916. high schools) ..._' ... ... ... 178,827 181,670 Native-village ami Native mission sohools ... ... 5,373 5,324 Chatham Island schools (included in public schools in 1916) 88 Registered private primary schools ... ... ... 16,281 17,260 Lower departments of secondary schools ... ... 417* 466* Special schools ... ... ... ... 731 579 Total average weekly roll of primary scholars... 201,717 205,299 * Number on roll at ond of year. Attendance. (E.-2, Tables 81, 82, and 83.) The following figures show the average attendance at public schools in the Dominion during the years 1915 and 1916 : — Including Seeoudary Excluding Secondary Departments of Departments of District High School*. District High Schools. Year 1916 ... ... ... ... ... 163,156 160,980 Year 1915 ... ... ... ... ... 163,092 160,895 Increase in 1916 ... .64 85 Increase per cent. ... ... 0 - 04 0"05

Year. Number of Schools. Meau of Average Wcokly Koll. Number of Average Average Attendance Attendance, as Percent- Adults. Whole Year. age of Weekly Koll. I M. F. Total. 1'eachers, Pupi il-tea.ch. irs. M. F. Total ~ 1878 1183 .. 1888 . . 1893 1898 1903 1906 1907 1908 .. 1909 1910 1911 1912 .. 1913 1914 .. 1915 1916.. 748 97.1 1,158 1,375 1,655 1,786 1,921 1,963 .1,998 2,057 2,096 2,166 2,214 2,255 2,301 2,338 2,355 90,859 113,636 125,692 133,782 134,748 140,320 141.946 145,974 151,142 154,756 159,299 164.492 .169,530 175,570 181,229 184,056 *48,773 .. 707 454 1,161 69,838 76-9 905 I 656 1,56] +90,108 79-3 1,039 887 .1,926 1109,321 79'8 1.107; 1,096 2,203 111,636 83-4 1,234 ; 1,370 2,604 113,047 83-0 1,270 1,726 2,996 121,958 86-9 1,314 i 1,887 3,201 120,226 84-6 .1,332 1,955 3,287 127,160 87-1 1,331 : 2,021 3,352 132,773 87'8 1,406 2,208 \ 3,614 135,738 87-7 1.456 : 2,252 ! 3,708 142,186 89-3 1,493:2,35.1 3,844 146,282 88'9 1,555 i 2,550 4,105 151,242 89-2 1,603 2,659 4,262 158,134 90-1 1,628 2,820 4,448 163,092 90-0 1,591 3,077 4,668 163,156 88-6 1,501 3,209 4,710 76-9 79-;i 79-8 83-4 83-9 86-9 84-6 87-1 87-8 87-7 89-3 88-9 89-2 90-1 90-0 88-6 707 454 905 ! 656 I .039 887 1.107 j 1,096 1,234 ; 1,370 1,270 : 1,726 1,314 ; 1,887 1,332 1,955 1,331 2,021 1,406 2,208 1.456 : 2,252 1,493 : 2,351 1,555 i 2,550 1,603 2,659 1,628 2,820 1,591 3,077 1,501 3,209 1,161 1,561 1,926 2,203 2,604 2,996 3,201 3,287 3,352 3,014 3,708 3,844 4,105 4,262 4,448 4,668 4,710 118 159 21.9 238 229 147 153 172 161 166 174 179 162 142 139 141 137 332 571 694 825 ; 83i 552 518 478 476 530 526 528 476 474 470 485 519 450 730 . 913 1.063 1.060 098 671 650 637 696 §700 §707 §638 §616 §609 §626 §656 * Average of three quartei •s. + St ;rict average •obation ers. 1. I Working average. 8 Exclusive of male and f ig average. § Exclusive of mi lie and fi pi

15

E.—l

The percentage increase in the average attendance is noticeably small, having fallen from 36 in 1914 to 31 in 1915, and further to 0-04 in 1916. As a rule the increase in the average attendance is slightly smaller than the increase in the average weekly roll number, but in 1916 the figures were 2,827 and 64 respectively, showing a marked difference. The result is that the average attendance when taken as a percentage of the average weekly roll has fallen to 88-6 —the lowest figure reached for six years. It was 90-1 per cent, in 1914 and 900 per cent, in 1915. This fall has been general to a greater or less extent through all the education districts excepting Otago and Southland, both of which districts show an improvement on the preceding year. Otago, with a percentage of 92-5, has the best record for the year; Southland comes next with a percentage of 89-6, and Wellington third with a percentage of 89-2. The irregular attendance is attributed in the districts where it occurred to numerous and severe epidemics. The following figures indicate the attendance per cent, of roll for the lastsix years : — Attendance per Cent, of Roll. 1911 ... ... ... ... ... ... 89-3 1.912 ... ... ... ... ... ... 889 1913 ... ... ... ... ... ... 89-2 1914 ... ... ... ... ... ... 90-1 1915 ... ... ... ... ... ... 90-0 1916 ... ... ... ... ... ... 88-6 The following figures indicate the percentage of regularity in other English-speaking'countries as compared with New Zealand. The figures were not obtained in England since the year 1913-14, where war conditions have probably affected adversely the school attendance. New Zealand does not, as in previous years, hold pride of place in the list, although its percentage still falls very little short of the highest shown. It must be borne in mind, with reference to several of the Australian States and the United States of America, that the attendance percentage is given as a proportion of the net enrolment not of the average weekly roll, thus making the figures lower than they would otherwise be. Attendance per Cent, of 8011. New Zealand ... ... ... ... ... 88"6 England and Wales (1913-14) ... ... ... 88"7 London Count.v Council ... ... ... ... 895 Scotland ... ... ... ... ... 89-1 Ireland ... ... ... ... ... ... 72"6 United States ... ... ... ... ... TB'2* Queensland ... ... ... ... ... 768* New South Wales ... ... ... ... 80' 6 Victoria ... ... ... ... ... 7.T7* South Australia ... ... ... ... ... 772* Western Australia ... ... ... ... 864 Tasmania ... ... ... ... ... 804 * Based on average daily attendance as proportion of net enrolmont, or number of distinct children on rolls during the year. The following figures represent the total number of children in average attendance at registered schools giving primary instruction : — Public schools (excluding secondary departments of dis- 1915. 1910. trict high schools) ... ' ... ... ... 160,895 160,980 Native-village and mission schools ... ... ... 4,745 4,622 Chatham Island schools (included in public schools in 1916) ... ... ... ... ... 77 Registered private primary schools ... ... ... 14,366 15,199 Lower departments of secondary schools ... ... 378 403 Special schools ... ... ... ... ... 731 570 'I'"* i'ls ... ... ... ... 181,192 181,774

E.—l

16

Classification, Age, and Examination of Pupils. (E.-2, Tables 01-00.) (Classification of Pupils. The classification of school-children is for the most part carried out by the teachers, the Inspectors of Schools advising and assisting inexperienced teachers in the work. The Inspectors comment on the tendency to retain pupils too long in the preparatory classes, and also to demand too high a standard of proficiency before allowing them to enter S6. The practice of experimenting to excess with children in higher classes than they are fitted for and degrading them shortly before the Inspector's visit is condemned, as is also the mistake often made in small schools of promoting pupils against the teacher's better judgment on account of pressure brought to bear by parents. The subject of the classification of pupils and of the time that should be spent on the various stages of education is receiving a great deal of attention in America and other countries, some of the general opinions expressed being to the effect that classifying according to age leads to errors of classification that should be corrected by applying some such mentality test as the BinetSimon test, and that there is need for economy in the time expended on the general elementary curriculum. The table below sets forth the ages and classification of the pupils of public schools in the Dominion :—

Classified Return of the Numbers on the Rolls of Public Schools at the end of 1916.

If the pupil begins his school life at the age of five years, and spends two years in the preparatory classes and one year in each succeeding standard, he should pass out of S6 at the age of thirteen years. It is found, however, that the average age for each class is about one year higher than would be the case if these conditions were universal. This is largely due, no doubt, to the entrance age being very often higher than five years. The figures within the heavy ruled lines in the table indicate children whose classification may be regarded as normal in comparison with the average ages prevailing. For example, nine years is the average age in Si at the end of the year, therefore children between the ages of eight and ten years in that standard may be regarded as falling wuthin the limits of a normal classification. The numbers above the upper heavy horizontal lines in the table indicate classification above normal and represent the brighter children, and those below the lower horizontal lines indicate classification below normal representing cases of retardation. It is not possible from the tabic to show cases above normal classification in the preparatory classes, or cases of retardation in S7.

Class P. Standard I. Ages. Boys. Girls. Boys. Girls. 5 and under 6.. 7,752 6,944 1 1 6 „ 7 .. 10,185 9,284 116 151 7 „ 8 .. 9,368 8,672 1,581 1,660 Standard II. Boys, j Girls. Standard III. Boys. Girls. Standard IV. Boys. Girls. Standard V. Boys. Girls. Boys. Girls. Boys. Standard VI. Boys. Standard VII Girls. Totals. Boys. Girls. 7,753 6,945 1 151 6 6 10,307 9,441 1,660 147 166 5 2 11,101 10,500 8 „ 9 .. 5,097 4,333 4,5624,418 1,493 1,472 158 161 6 12 4 11,32010,396 4,562 4,418 3,694 3,348 1,315 1,387 127 132 7 o 2 10,774 10,089 9 „ 10 .. 1,673 1,315 3,6943,348 1,315 3,954 3,900 9 2 .. 10 „ II .. 462 372 1,5001,286 372 1,500 1,286 3,596 3,346 3,730j |3,558 I 1,196 i|l,257 163 144 6 5 .. 6 10,653 9,968 [1 „ 12 .. 163 125 543 414 125 543 414 1,686 1,412 3,430; 3,206 3,387 3,312 1,043 1,153 132 105 1 4 132 2 10,388 9,729 12 „ .1.3 .. 84 50 143 159 13 „ 14 .. 29 20 54 48 14 „ 15 .. 12 7 12 14 50 20 143 54 159 48 681 219 442 166 1,806 757 1,651 551 3,360 '2,972 1,512 3,118 2,995 3.009 2,750 9081,000 44 2,207|2,194 203 l,748|l,797 362 689. 627 524 5,6925,7281,137 908 42 211 10,144 9,325 8,293 7,452 1,829 7 12 14 51 35 179 115 607 395 1,288 1,014 394 4,259 3,771 Dver 15 .... 3 22 3 2 2 7 4 24 10 108 74 321 215 666 1,675 1.601 Totals, 1916 .. 34,825 31,12512,20811501 31,125 12,208 11501 10949 11404 10641 10620 9,666 8,941 8,292 1,315 96,667 89,217 11840

17

E.—l

An examination of the figures discloses the following results, which differ very little from those ascertained for the year 1915 :—

The average percentage of cases of retardation in Si to S6 inclusive is 19, and the highest rate—23 per cent.—obtains in S3. The increase in the percentage of retardation up to S3 is partly due to the fact that the retardation accumulates as a child's school-life progresses. The falling-off again in the higher classes is accounted for to some extent by the fact that backward children frequently leave school before reaching these classes. More reliable figures regarding this matter would be those based on the length of time a child has been at school when it is in a certain class rather than on its age when in that class. The fact that many children do not begin school until seven years of age is apt to make them appear retarded when they have probably made the average progress for the length of time they have been at school. The general opinion among educationists appears to be that a child is ready to commence its primary education at the age of five or six years. In the above figures a very lenient view has been taken of what may be regarded as normal classification, and the percentage number of retardations at least calls for comment. The causes leading to retardation were mentioned in last year's report, and it is necessary on this occasion only to remind parents and teachers of a waste in time and efficiency that could often be avoided. Age of Pupils. The average ages of the pupils in the several classes for the two years 1915 and 1916 as at the end of the year's instruction were as follows :— 1915. 1916. Yrs. mos. Yrs. mos. Preparatory classes ... ... ... ... 6 11 7 0 Class SI ... ... ... ... ... ... 9 1 9 1 ,S2 ... ... ... ... 10 I 10 1 ~ S3 ... ... ... ... ... ... II 2 11 2 ~ S4 12 2 .12 2 ~ S5 ... ... ... 13 I. 13 0 „ S6 ... ... ... ... ... ... 13 10 13 9 Mean of average age ... ... ... ... 9 9 9 9 The figures for each education district are shown in Table C 5 of E.-2. There is still a considerable range of difference in the average ages for the various districts. The difference between the highest and lowest averageages for all classes is five months, and the range of difference in the individual classes runs from six months in the preparatory classes to ten months in S4. The District of Nelson shows the lowest average ages through aH the standards, its average for all classes being nine years and six months, while the average age for all classes in Taranaki is nine years and eleven months, the average ages for the individual classes being proportionately high. The lack of uniformity in the various districts is not desirable, as there does not appear to be any reason why the children of one district should be more advanced than

3—E. 1,

('lass. Normal (Classification. Above Normal B slow Normal Classification. (Classification. Class P „ SI „ S2 „ S3 „ 84 ., S5 „ S6 „ S7 Lg_ For Cont. 68 65 63 64 69 70 Ber Cent, Per Cent. 7 15 17 14 21 1.4 23 14 22 15 16 19 11 20 Classes 81-86 66 15 19

E.—l

18

those of another, provided the standard of proficiency required for each class is approximately uniform in the various districts. The figures for the Dominion vary very little from year to year, and are themselves too high. Tables C 3 and C 4 in E.-2 show the percentages of children at the various ages and in the various classes for the last five years, and there is very little difference in the figures for each year over that period. As in the year 1915, 53 per cent, of the children were under ten years of age and 47 per cent, over that age. The percentage of children in the preparatory classes has fallen from 35-94 in 1915 to 35-48 in 1916, showing a slight tendency in the right direction. Nearly 7 per cent, of the children in these classes were nevertheless at the end of the year over nine years of age, and 21 per cent, were over eight years of age. The following figures show a comparison in respect of the ages of school-children between England and New Zealand : — England.* New Zealand. Five and under seven years of age ... ... ... 22\8 185 Seven and under twelve years of age ... ... ... 58" 1 564 Twelve and under fifteen years of age ... ... ... 190 233 Fifteen years of age and over ... ... ... ... O'l I*B * Excluding children from three to five years of age. Children leaving School before passing S6. Information relating to the proportion of pupils that leave the primary schools before reaching S6 may be derived from the classification tables. A comparison between the number of children in SI in the year 1911 and the number in S6 in 1916 will show, roughly, the number of children that have left before reaching the higher standard. Allowance should be made for retarded children and for children leaving to attend private schools. It appears that there were 19,944 pupils in SI in. 1911, and only 11,420, or 57 per cent, of that number, in S6 at the end of 1916, so that about 43 per cent, left school before doing the work of S6. This figure is 3 per cent, higher than the percentage for 1915, and the fact that there were only 81 more pupils in S6 in 1916 than in 1915 and actually 40 fewer boys, while there were 911 more pupils in Si in 1911 than in 1910 who should have reached S6 in 1916, goes to show that the conditions at present prevailing are tending to the increased withdrawal of children, especially boys, from school before they have completed their primary education. From returns supplied by the Education Boards it appears that 5,738 children, including 3,213 boys and 2,525 girls, left school during the year 1916 without passing S6. The shortage of labour is probably to some extent responsible for this very regrettable state of affairs, which must eventually adversely affect the efficiency of the manhood and womanhood of the Dominion. Examination of Pupils. S6 examinations for certificates of proficiency and competency are conducted by the Department's Inspectors, the pupils being examined in English and arithmetic, at least, by means of written tests. The regulations relating to the examination were amended in 1916, with the object of slightly increasing the requirements for the certificates and of securing a better qualification for free places in secondary schools. For the proficiency certificate pupils are now required to obtain 50 per cent, of the possible marks in each of the subjects reading and composition, instead of 50 per cent, in English, as was previously the case, and the total percentage of marks necessary for the competency certificate has been increased from 40 to 50. Provision was also made for granting endorsed certificates of competency to pupils showing evidence of special ability in handwork and drawing and science, such pupils being eligible for free places in technical schools. Partly as a result of the altered conditions, no doubt, the proportion of proficiency certificates granted fell from 70 per cent, in 1915 to 67 per cent, in 1916, the number of competency certificates likewise being reduced from 18 per cent, to 16 per cent. A decrease in the percentage of certificates granted obtained in every education district excepting one. There is still a wide range of difference in the proportion of certificates granted in

E.—l

19

the various districts, although it was not quite so marked in 1916 as in previous years. The lowest figure relating to proficiency certificates was 51 per cent., and the highest 76 per cent. The number of competency certificates ranged from 9 per cent, to 23 per cent. In the year 1915 the proficiency certificates granted ranged from 52 per cent, to 80 per cent., and the competency certificates from 9 per cent, to 27 per cent. When the two classes of certificates are taken together there is still a range difference of 23 per cent. This variation in the results from different districts of the Dominion must to some extent be accounted for by the different standards of merit demanded by the various Inspectors. There appears to be some evidence, however, of a variation in the standards of merit attained in the schools in different localities. The results of the departmental examinations tend to bear out this contention, since the comparative results from the various districts in the proficiency examinations and in the Junior National Scholarship and junior free place examinations roughly correspond. Registered Primary Private Schools. (E-2, Tables Dl and D 2.) The number of private primary schools (excluding private schools for Natives referred to elsewhere) registered in 1916 was 197, of which a small number had closed before the end of the year. Annual returns were received from 186 schools, to which the figures given below relate. For the purpose of ensuring that children who do not attend public schools wherein the State is willing to provide for them are receiving adequate instruction elsewhere, private schools are inspected by the Department's Inspectors, upon the character of whose reports the registration largely depends. Pupils in S6 are also examined by the Inspectors for certificates of proficiency and competency. The following are the statistics relative to these schools :— 1915. 1916. Number of schools .. .. .. .. 176 186 Roll number at end of year—Boys .. 7,415 7,786 Girls .. .. 8,866 9,474 — 16,281 17,260 Averageattendance .. .. .. .. 14,366 .1.5,199 Number. Percentage. Children under seven years of age .. .. .. .. 3,344 194 Children from seven to ten years of age .. .. .. 5,610 32-5 Children over ten years of age .. .. .. .. 8,306 48*1 Children in preparatory classes .. .. .. .. 5,681 32-9 Number of full-time teachers .. .. .. 567 588 Average number of pupils per teacher .. 25 26 S6 pupils presented for examination .. .. I ,016 I ,093 Number. Percentage. Proficiency certificates issued .. .. .. 684 690 634 Competency certificates issued .. .. .. 170 1.89 17-3 It will be observed that the classification of pupils according to ages differs very little from that of public schools, while the percentage of pupils in the preparatory classes is 32-9, as compared with 35-48 in public schools. The average number of pupils per teacher is 26, the corresponding number for all public schools being 32. Tables Dl and D 2 in E.-2 give particulars of the schools in the various education districts. Conveyance of Scholars. Free passes on the railway to the nearest public or private school are granted to children living near to the railway-line but out of reach of a primary school; and the same privilege is enjoyed by pupils having to travel to attend secondary schools, district high schools, and technical high schools, and also by free-place holders travelling to attend technical schools or classes other than technical high schools.

E.—l

20

The amounts paid on this account for railway fares in the years 1915-16 and 1916-17 were as follow : — 1915-16. 1916-17. £ £ Primary pupils ... ... ... ... ... 10,124 10,224 Pupils attending— (a.) Secondary schools ... ... ... 3,297 3,076 (6.) District liigh schools ... ... ... 1,260 1,143 (c.) Technical schools ... ... ... ... 2,238 2,361 £16,919 £16,804 Education Boards are also authorized to make provision when necessary for the conveyance of pupils to primary schools by road or water. In the case of a child being compelled to live away from home to attend school, provision is made for a boarding-allowance of 2s. 6d. a week. The matter of increasing this allowance to ss. a week is at present under consideration. The total amount paid in 1916-17 to Education Boards for conveyance by road and water and for board of children was £9,899, as against £9,119 in 1915-16. The combined amount paid for conveyance by rail, road, and water and for board of children in attendance at public schools during 1916-17 was therefor £26,703, as against an expenditure of £26,038 for the previous year. Glass-books and School and Class Libraries. During the year grants were given for establishing and maintaining school and class libraries. These grants came under two heads : — (a.) A capitation grant at the rate of 3d. per head on the average attendance was paid to Boards for the purpose of supplying schools with supplementary continuous readers in sufficient numbers for class-reading in P to S6 inclusive, and also for the free supply of class-books in necessitous cases or in cases where a newly entered pupil had already purchased elsewhere classbooks different from those in use in the school. After provision was made for the supply of such books, the balance of the grant, if any, was spent on approved books suitable for individual reading in school or at home. From representations received during the year it appeared that parents in necessitous circumstances and those who moved from one district to another were probably not receiving the full benefit of the provisions made on their behalf. In consequence Education Boards were requested to draw the special attention of teachers to the fact that free class-books were available in such cases, and the replies received from the Boards showed that this was done. It is impossible to say whether all parents entitled to the privileges receive them. It would appear that they do not, although public attention has on several occasions been drawn to the matter. (b.) Further to encourage school libraries provision was made for the payment of subsidies of £1 for £1 on moneys raised by voluntary contributions for the purpose of establishing, maintaining, or increasing the utility of school libraries that contained books suitable for individual reading in school or at home. In addition to this departmental subsidy a subsidy is payable by the Education Board under section 37 of the Education Act, but in this case the Board is not required to pay a sum exceeding 3d. for each child in average attendance at a school, or exceeding £5 for any one school. The books purchased are to be suitable for individual reading in school or at home, and are to be approved by the Senior Inspector.

E.-l

21

From 1908 to 1912 a system of supplying all class-books to pupils free of cost was in vogue. This was discontinued on the recommendation of the Education Commission of 1912, because it was found that most parents preferred their children to have their own books to take home for preparation and for their own use generally. This duplication led to much waste. In lieu of the system of entirely free books the present system of providing grants for a partial free supply was therefore instituted, and the range of selection in the books the pupils were required to buy was restricted and confined to books already approved for use. The revision of the list of books approved for use with a view to still further limiting the choice was under consideration when war broke out, but such a revision would itself cause changes, and as a result—in some districts, at any rate—the books used by the older members of the family could not be used by the younger members as the}' reached the higher classes. Action was postponed therefore, as it was felt that any change in school-books would not be advisable at a time when economy was imperative in many homes. Indeed, since the outbreak of war no changes in the books the pupils are required to buy have been approved, and any list that may be approved in the future, as curtailed as would be justifiable, will remain practically unchanged for a period of possibly five years. It has been represented to the Department that parents are put to unnecessary expense owing to the frequency with wdiich class-books are changed. If these complaints are well founded the local school authorities are at fault. The position is that only such books as are approved by the Minister can be used in schools, and of the books so approved the Board may direct which are to be used in the schools under its jurisdiction. From what has been already said it will be seen that the Department has consistently refused to sanction changes in school-books that can be avoided, particularly at the present juncture. If, therefore, pupils have within the last two or three years been required to purchase unauthorized books, the remedy lies in the hands of the Education Boards. Moreover, the report form to be used by the Inspector in connection with each school provides for the inclusion of a list of the school-books used, and the Board has thus before it all the information necessary to enable it to exercise due and proper control. The more restricted the' list of school-books the more do we approach a system of uniform books, which has been so often advocated, mainly on the ground that parents who move from one district to another have been required to purchase more than one set of books in a year. This objection has, however, been met by the provision for free class-books already referred to. With regard to the general question of the desirability of uniformity in class-books, it may be said that in such subjects as arithmetic, geography, and history there seems to be no good reason why the class-books should not be uniform throughout New Zealand, whereas in books of a literary character some freedom of choice is desirable in the interests of good education. Uniformity may consequently be carried so far as to react to the detriment of the educational welfare of the children, whose interests can be best served by avoiding, on the one hand, a too rigid uniformity, and, on the other, an undue variety and frequent change in school-books. The question of the State publication of school-books has received consideration, and some of the difficulties that are met with might be solved if this were undertaken in certain subjects in which the programme is closely defined by the syllabus. Possibly arithmetic presents the least difficulty, and a beginning might be made here and the work extended as circumstances dictate. On the other hand, it is very doubtful if economy and efficiency would be served by neglecting to make use of the advantages offered by the production of educational works on a large scale in older countries, with all the constantly improving processes that are stimulated by competition. The present is, however, an inopportune time to undertake the publication of any schoolbooks, owing to the shortage of paper, the prevailing high cost of printing, and the general disarrangement of publishing conditions due to the war.

E.-l

22

The " School Journal." The School Journal has now completed its tenth year of issue. It is published monthly, except that there are no issues for the months of December and January, when most of the schools are closed for the summer vacation. The School Journal is published in three parts suited to the varying capacities of the pupils; and to public schools, to Native schools, special schools, and certain other institutions more or less under departmental control or supervision, copies are sent in sufficient numbers to provide each pupil on the roll of the standard classes with a copy of the appropriate part. To the institutions just mentioned the School Journal is supplied free. To a very large number of private schools it is supplied at moderate rates, altogether 10,700 copies of the three parts being purchased monthly. Of the November issue (the last for the year) the number of copies printed was —Part I, 58,100; Part 11, 55,450; Part 111, 44,450. In addition to reading-matter of a general character, the School Journal contains special articles dealing with current events in history, geographical discovery, and other topics of outstanding interest, while special numbers treat of Empire Day and Arbor Day observance, with their importance and significance. Pupils in public schools, Native schools, and private schools highly appreciate the School Journal, and its educational value is recognized by teachers and parents. In many schools it is displacing the miscellaneous readers at one time so generally in use. Medical Inspection and Physical Education. (See also E. I 1, Report on Medical Inspection of Schools and School-children.) Considerable attention was given during the year to the question of increasing the effectiveness of the work of medical inspection and physical education of school-children with what appear to be very satisfactory results. A leading feature has been the establishment of numbers of corrective classes for children suffering from physical deformities, such as raised or stooped shoulders, spinal curvature, flat chest, &c. The pupils for such classes, which are limited in size to from ten to twenty pupils, are selected by the Medical Inspectors, and under the supervision of the physical instructors and teachers specially chosen for the purpose receive extra training in physical exercises specially adapted to their requirements. Only a small proportion of the children who would derive benefit from treatment of this kind has so far been reached, the necessity for limiting the size of the classes and for keeping them under close supervision making it impossible to do at present all that could be desired in this direction. Photographs of children taken at the beginning and at the end of a year's treatment bear ample evidence of the remarkable improvement effected in their general physique. In connection with these classes numbers of refresher courses and voluntary evening classes were held for teachers interested in the work. Special attention was given during the year to instructing training-college students in the work of physical education, in demonstrating to them the scheme of medical inspection, and in awakening their interest in the important bearing that the physical condition of the child has on its school life. Lectures to parents and to teachers are becoming increasingly popular, and are probably the most effective means available for securing interest in the important work in hand. Circulars giving valuable hints to parents on various matters pertaining to physical fitness have also been liberally distributed. Widespread interest on the part of parents and teachers in the work is the gratifying result of these efforts on the part of the medical and physical staff, and constitutes one of the most valuable returns the scheme has produced. It is almost unnecessary to point out how infinitely much more can be accomplished for the physical well-being of the children by enlightened and interested parents and teachers than by the Medical Inspector, who sees only a small proportion of the children once during her yearly visit.

B.—l

The recent addition of seven school nurses to the medical-inspection staff is an important step, the success of which is already assured. Besides assisting the Medical Inspectors in the examination of school-children, the school nurses " follow up " cases notified for defects, visiting the parents and giving advice and assistance in connection with such matters as diet, clothing, and the treatment of minor ailments and injuries. They are thus forming a valuable link between the home and the school. Work of the nature indicated above has occupied a great deal of the Medical Inspectors' time, with the result that the number of children medically examined in the schools reached a smaller total in 1916 than in previous years. It appears that 8,845 children were examined at the routine examination, and 1,846 were examined as special cases suspected of suffering from some physical defect. Numbers of children, however, came under the notice of the Medical Inspectors for whom records were not compiled. The percentages of physical defects discovered vary very little from year to year, the Medical Inspectors calculating roughly that from one-half to twothirds of the pupils in public schools require the attention of a dentist, an oculist, or a physician. They report, however, that each year they find increasing numbers of children whose parents have already taken steps to have their children's teeth attended to or adenoids operated upon when necessary. The proportion of cases attended to as the result of the Medical Inspectors' notifications to parents varies from 30 to 65 per cent, according to locality. This proportion, the work of the school nurses will, it is expected, materially increase. From the fact that the roll number of primary schools in 1916 was over 180,000, and that the Medical Inspectors were able to examine less than 11,000 children, it is obvious, that a larger staff of Medical Inspectors and of school nurses will be necessary before the work necessary to be done in this direction can be adequately discharged. For each child to be examined only once in its school life about 22,000 would need to be examined yearly. Schools with an average attendance of less than 120 are entirely excluded from the medicalinspection scheme at present, and a number of schools above this limit cannot be visited every year. An arrangement by the State for the dental treatment of school-children, especially in country districts, is still urgently demanded, and a scheme to carry this work, into effect, partly by means of a travelling dental clinic for country districts, is at present under consideration. The Medical Inspectors' report on school premises in respect of lighting, heating, ventilation, cleaning, &c, and, although they are as yet by no means satisfied with the hygienic conditions prevailing in many of the schools, they have nevertheless been instrumental in effecting many valuable improvements in this respect. The medical inspection of children is a means of conserving the public health, and is not therefore an integral part of the education system, though the children are most conveniently attended to at the schools and the work is most suitably carried out by the Education Department. The medical inspection of children in private schools, to which some attention has recently been given, is therefore to be regarded merely as a more convenient means of seeing the children than by visiting their homes. The expenditure on medical inspection for the year ended 31st March, 1917, was —Salaries, £1,920; travelling-expenses, £419; telephones, &c, £26: total, £2,365. The cost is therefore only about 3d. per head of the school roll. The expenditure on physical education for the same period was—Salaries, £2,090; travelling-expenses, £1,289; other expenses, £171 : total, £3,550. Manual Instruction. (E.-2, Appendix C, Tables Gl, G2, and G3.) Classes for elementary handwork were carried on under the Regulations for Manual Instruction in connection with 81 per cent, (an increase of 4 per

23

E.—l

cent.), and for manual instruction in connection with 61 per cent, of the public schools. The percentages for the several education districts were as follows : — Elementary Manual Handwork. Instruction. Auckland ... ... ... ... ... 76 52 Taranaki ... ... ... ... ... ... 72 71 Wanganui ... ... ... ... ... ... 91 78 Hawke's Bay ... ... ... ... ... ... 77 59 Wellington ... ... ... ... ... ... 75 47 Nelson ... ... ... ... ... ... 58 38 Canterbury ... ... ... ... ... ... 83 61 Otago ...' ... ... ... ... ... ... 100 86 Southland ... ... ... ... ... ... 88 71 The number of public schools (2,355 in all) at which approved classes were held was—for elementary handwork, 1,898 (an increase of 105), and for manual instruction, 1,445 (an increase of 47). In the lower standards hand-and-eye training is given through the media of constructive work in paper and cardboard, modelling in plasticine, and design and colour work with crayons or water-colours. In the higher standards these are supplemented where practicable by various forms of manual training, such as woodwork, ironwork, cookery, laundry-work, dressmaking, and various branches of elementary science, including agriculture and dairy-work. Woodwork and cookery are taught mainly on the centre system, there being now nearly ninety well equipped buildings for instruction in these subjects. In the larger centres these take the form of special manual-training schools; elsewhere suitable accommodation is provided in the local technical school, secondary school, or district high school, as the case may be. The cost to the Government of the conveyance of pupils to manual-training centres was £6,335. During the year 657 classes (an increase of 70) for wood or iron work, and 1,001 classes (an increase of 72) for domestic subjects (cookery, laundry-work, and dressmaking, associated in most cases with suitable instruction in home science) were held. The instruction is for. the most part given by special teachers, stationary and itinerant, seventy-three in number (woodwork 34, average salary £202; domestic subjects 39, average salary £139). Increased attention continues to be given to subjects bearing on. the home, and the teaching staff now includes a number of well-qualified teachers, many of whom as holders of home-science bursaries have completed their course for the diploma or the degree of home science at the Otago University. The number of classes for elementary agriculture was 1,446, an increase of 64. The instruction, which includes observational and experimental work in connection with school gardens and plots (combined in certain districts with elementary dairy-work), is supervised by specially qualified itinerant instructors, eighteen in number (average salary, £336). Special courses bearing on rural life, with in the case of girls a domestic trend, were carried on during the year in connection with the secondary departments of 63 per cent, of the district high schools (sixty in number) as follows :—

24

District. Number of Schools. Number of Pupils. Capitation earned. Auckland Taranaki Wanganui Hawke's Bay .. Wellington Canterbury Otago 6 204 3 109 6 147 3 138 6 214 8 211 6 187 £ 1,416 704 808 1,035 1,313 1,381 1,137 Totals, 1916 38 1,210 £7,794 Totals, 1915 37 1,225 £7,687

25

E.—l

Capitation at the rate of £6-4 for each pupil complying with the conditions was earned by the schools taking the course. In most cases the science subjects of the course are not taken by the regular staff, but by visiting instructors. This, while it is to be regretted, appears to be the only course open, so long as the proportion of teachers who have received an adequate training in scientific methods remains as low as has been the case hitherto. It is hoped that the recently established agricultural bursaries, which have as one of the objects the training of teachers of agriculture, though they represent only a beginning of the movement, will do something to remove what is at present a serious obstacle to educational progress. Most of the district high schools are now provided with well-equipped laboratories. In primary schools where laboratories are not available courses in elementary physical measurements such as can be carried out under ordinary class-room conditions serve a useful purpose, and it is to be regretted that the number of schools providing such courses is not greater. About 370 approved classes for various branches of elementary science (physics or chemistry) were held during the year, and most of these were for pupils of the secondary departments of district high schools. The number of approved classes for swimming and life-saving continues to increase slowly. During the year 260 approved classes were held, as compared with 257 for the previous year. Capitation earnings for the year amounted to £37,356, as compared with £36,249 for the previous year. In addition special grants totalling £1,472 were made in aid of buildings and equipment, mostly the latter, for the reason that, as last year, financial considerations due to the war rendered necessary the postponement of other than the most urgent works. The receipts from all sources totalled £47,807, while the expenditure amounted to £42,827, the chief items being—Salaries, £21,693; working-expenses and administration, £17,675; and buildings and equipment, £3,548. The statements of income and expenditure furnished by the Education Boards indicate that the financial position of the Boards as a whole is satisfactory as regards manual .instruction. Thus, at the 31st December, 1916, the monetary assets under this head (totalling £25,047) exceeded the liabilities (totalling £13,904) by £11,143. In the case of all but two of the nine Education Boards the income exceeded the expenditure, so that with the exception of two Boards the financial position of the individual Boards as controlling authorities of manual classes may be regarded as satisfactory. In the following table are given some particulars of the capitation earnings and the expenditure of Education Boards for the year in respect of certain manual subjects : —

In addition capitation amounting to £7,794 was earned on account of rural courses at district high schools, bringing the total earnings up to £37,356. Both the salaries of the visiting teachers taking the special subjects of the rural course {e.g., woodwork, domestic subjects, science, agriculture, &c.) and the working-expenses in connection with rural courses are included under the head of expenditure in the above table.

4—E. 1.

Subjects. Expenditure. Capitation Earnings. Salaries of Instructors. Workingexpenses. Totals. Woodwork and ironwork Domestic subjects Agriculture and dairy-work Elementary science Swimming and life-saving Elementary handwork £ 7,294 7,648 5,454 676 867 7.623 £ 7,465 5,770 6,002 246 387 1.823 £ 1,923 3,784 2,992 120 142 5.530 £ 9,388 9,554 8,994 366 529 7,353 Totals .. 29,562 21,693 14,491 36,184

E.—l

26

Staffs of Public Schools. (See also E.-2, Tables El and K4.) The number of teachers employed in public schools in L 916 (exclusive of assistants in the secondary departments of district high schools) was 5,366, including 4,710 adult teachers and 656 pupil-teachers, the corresponding figures for 1915 being 4,668 and 626 respectively. Of the adult teachers, 1,316 were sole teachers, 931 were head teachers, and 2,463 were assistant teachers. Classified according to sex there were 1,501 males and 3,209 females among the adult teachers, and there were 137 male and 519 female pupil-teachers. The following table shows the number of teachers in each grade of school classified under the headings of sole, head, assistant, or pupil teachers : —

Number of Teachers employed in Primary Departments of Public Schools, December, 1916.

Notes. —Probationers not being reckoned as on the school staff are not included in the above summary. The number of probationers in Docomber, 1916, was—64 males, 351 fomales, total 415; in December, 1915, the corresponding figures were—s3 males, 343 females, total 396. The numbers of sole and head teachers do not agree with the numbers of sohools in each grade as shown in the summary on page 11, for the reason that all half-time schools and side schools are placed in that summary in the grades strictly according to the average attendance of each school counted separately, while for salary purposes in the case of half-time schools and for salary and staffing purposes in the case of main sohools with side schools attached the grade is determined in the one case by the average attendance of each school group, and in the other by the combined average attendance of the main and side school together. The number of pupils per teacher in the several grades or groups of schools is shown below, two pupil-teachers being counted as equivalent to one adult teacher, and probationers being disregarded : — Total Average Average Number Attendance of C hlld ?" en P er Teacher. Grade 0. (1-8) .. .. .. .. .. 1,054 5 11. (9-20) .. .. .. .. .. 9,192 14 11. (21-35) .. .. -.. .. 12,811 25 „ lIIa. (36-80) .. .. .. .. .. 26,463 25 „ lIIb, (81-120) 11,854 31 IV. (121-240) 19,881 38 V. (241-400) .. .. .. .. .. 28,809 42 VI. (401-500) .. ..10,521 45 VII. (over 500) .. .. .. .. .. 41,312 47 Grades 111-VII (two or more teachers) .. .. 138,840 37 Grades V -VII (six or more teachers) .. . . . . 80,642 45 All schools .. .. .. .. .. .. 161,897 32 The average number of pupils per teacher in all schools is only a decimal point lower than it was in the preceding year, so that the remarks made in previous reports regarding the necessity for reducing the size of classes in the larger schools are still pertinent. It will be observed from the above figures that over fifty thousand children are included in the groups, in which the average number of pupils per teacher is 45 or over, and that of these over forty thousand form a group having 47 as the average number. In the case of the higher averages it must be concluded that many teachers in New Zea-

Grade of School. Sole Teachers. Head Teachers. Assistant Teachers. Total Adult Teachers. Pupil Teaohi era. M. F. M. F. M. V. M. V. Total. M. P. Total. 0. (1-8) .. 1. (9-20; .. II. (21-35) .. IIIa. (36-80) .. [IIb. (81-120).. IV. (121-240).. V. (241-400).. VI. (401-500).. VII. (Over 500) 8 145 185 36 154 436 333 19 3 362 111 112 88 24 70 5 141 6 1 6 1 1 3 36 99 45 174 8 509 224 277 397 134 557 8 145 188 398 114 148 187 69 244 154 436 346 669 230 278 403 135 558 162 581 534 1.067 344 426 590 204 802 24 25 14 74 6 84 136 49 244 6 108 161 63 318 Totals 1916 Totals 1915 374 426 942 889 770 792 161 129 357 373 2,100 2,059 1,501 1,591 3,209 3.077 4,710 4,668 137 141 519 485 656 626 Difforonce -52 +53 +47 -90 +30 -22 +32 -16 + 132 +42 -4 +34

E.—l

27

land have sixty or seventy children under their care, so that in this respect there is yet room for considerable further improvement in the direction of the realization of proper standard conditions such as educationists regard generally as essential. Under the London County Council, where 590 schools have an average attendance of 511,962, with a mean of nearly nine hundred children in each, it is noted that the average number of pupils is 37. The position of New Zealand in comparison with that of some other countries in respect of the average number of pupils per teacher is shown by the following figures : — Average Number of Children per Teacher. London (County Council schools) ... . . ... ... ... 37 England (Board of Education schools) ... ... ... ... 32 Scotland ... ... ... ... ... ... ... ... 36 Ireland ... ... ... ... ... ... ... ... 32 Ontario ... ... ... ... ... ... ... ... 28 United States ... ... ... ... ... ... ... 24 New South Wales ... ... ... ... ... ... .. 28 Victoria ... ... ... ... ... ... ... ... 31 New Zealand ... ... ... ... ... ... .. 32 With regard to the sex of public-school teachers, the figures given below indicate an increase in the proportion of female teachers, largely the result no doubt of the enlistment of male teachers for active service. Up till December, 1916, 416 adult male teachers and 39 pupil-teachers had joined the Expeditionary Forces, and the vacancies in the teaching service caused by their absence have been filled largely by women teachers. Thus the number of adult women teachers has increased by 389 since the end of 1914, while the number of adult male teachers has decreased by 127. It is fortunate for the cause of education that the work of teaching can so largely be undertaken by women, and that so many of the women (as well as men), who had for one reason or another retired from the profession, have been found willing to come forward to meet the emergency. The figures below show the ratio of males to females, adult teachers and pupil-teachers being considered separately. For purposes of comparison the figures for the two previous years are also given. In estimating the value of these figures it is to be noted that about half of the school population being under ten years of age and half of the remaining children being girls, women teachers are the most suitable for three-quarters of the children in the primary schools. 1914. 1915. 1916. M. F. M. F. M. F. Ratio of adult male to adult female teachers, schools with Ito 20 scholars 100 : 385* .100 : 323 100 : 386 Ratio of adult male to adult female teachers, schools with more than 20 scholars .. .-. .. .. 100 : 159f JOO 100:194 Ratio of adult male to adult female teachers, all schools .. .. 100:173 100:193 100:214 Ratio of male pupil-teachers to female pupil-teachers .. .. .. 100 : 338 100 : 344 100 : 379 Ratio of male to female teachers (including pupil-teachers), all schools .. 100 : 186 100 : 205 100 : 228 * Schools with 1 to 15 scholars; grade altered in 1915. t Schools with over 15 pupils. Under normal conditions a comparison in this respect with other countries would be interesting, but war conditions have so altered the relative figures elsewhere that the comparison for the present is omitted. Salaries of Public-school Primary Teachers. (See also E.-2, Table E4.) The total amount of all salaries and allowances at the rates payable on the 31st December, 1916, was £876,521, an increase of £31,724 over the amount

E.-l

28

for the previous year, and an increase of over £200,000 over the amount payable five years ago. The amount is made up as follows : — £ Adult teachers' salaries ... ... ... ... ... 796,741 Pupil-teachers' salaries and allowances ... ... ... ... ■ 36,445 Probationers' allowances ... ... ... ... ... 18,425 House allowances to head or sole teachers where residence is not provided 24,910 The above figures do not include the equivalent of house allowance where residences are provided, estimated at £31,500, nor the additional amounts paid to head teachers for the supervision of secondary departments of district high schools. The total cost of salaries and allowances (including the sum saved in house allowances) works out at £5 os. 4d. per head of the average attendance. The corresponding figure in connection with the London County Council schools is £4 2s. 2d., and relating to the schools of Ontario £4 14s. 2d. In the year 1916 a sum of about £50,000 was distributed among teachers (in common with other public servants) whose salaries did not exceed £315 per annum as a war bonus to help to meet the increased cost of living. The individual amounts paid were £15 in the case of married teachers and £7 10s. in the case of unmarried teachers. This amount is not included in the total salaries payable quoted above, nor in the average salaries shown in the table below. The average salaries of adult teachers in the various grades are shown in the following table : more detailed information is given in Table E4 in E.-2.

Average Salaries of Primary School Teachers.

19 5. 1916. Excluding House Allowances and Value of Residences. Including House Allowances and Value of Residences. Excluding House Allowances and Value of Besidences. Including House Allowances and Value of Besidences. I (1.) Teachers in all schools— (a.) Men and women (6.) Men (c.) Women (2.) Teachers in schools with average attendance over eight'— (a.) Men and women (b.) Men (c.) Women (3.) Teachers in schools with average attendance over twenty' — (a.) M'en and women (b.)pLm (<■;.) | Women (4.) Head|tcachers- - (a.) Men (b.) Women (5.) All sole teachers — (a.) Men (b.) Women (6.) Sole teachers in schools with average attendance over eight— (a.) Men (&.), Women. ... (7.) Assistants— (a.) Men (6.) Women . . £ s. d. 164 17 11 222 14 10 134 19 9 £ s. d. 176 12 8 245 11 3 141 0 0 £ s. d. 169 3 2 231 3 6 140 3 0 £ s. d. 181 2 9 254 16 7 146 13 4 169 II 2 223 18 7 140 3 4 181 14 8 246 18 2 146 9 11 173 16 6 232 4 7 145 5 9 186 4 7 256 0 2 152 2 6 177 18 6 237 6 8 144 2 3 192 2 6 263 5 5 151 12 8 182 1 8 244 9 3 149 19 6 193 7 6 268 13 I 1.54 12 6 * * 265 19 11 214 3 3 302 2 9 244 18 2 * * * 146 13 4 118 12 9 167 4 0 135 11 5 * * * * 149 1 3 134 6 9 170 2 0 1 54 I I 7 * * * 244 12 0 144 2 4 244 12 0 144 2 4 * * * 1915 figures are not available. The average salaries show in each case an increase, ranging up to £9, over the salaries for the previous year, and they compare favourably with the salaries paid in other countries. It will be noticed from the following figures that the average salary paid to male head teachers by the London County

29

E.-i

Council is comparatively high, but it should be borne in mind that all the schools concerned have very large attendances. The average salary of male head teachers in schools of over 500 in average attendance in New Zealand (seventy in number) is £421, excluding house allowance (which amounts to £50 in addition), while in schools with an average of 401-500 the corresponding average salary is £373 155., together with a house allowance of £50.

Average Salaries paid to Primary Teachers in Other Countries.

Status of Teachers in regard to Certificates. (E.-2, Tables E2 and E3.) The table below gives a summary of the position with regard to the proportion of teachers of primary schools who hold certificates. Figures relating to the last five years are given for purposes of comparison.

Primary Teachers in Public Schools.

The percentage (71) of certificated teachers remains the same as in the year 1915, any tendency towards improvement having been effectively checked by the withdrawal of teachers and training-college students for military service. If teachers of schools with an average attendance of 20 and under, however, are excluded the proportion reaches the more satisfactory total of 81 per cent. The following table shows the number of teachers employed in public schools who hold the various classes of certificate, the secondary departments of district high schools excluded : —

Classes of Certificates held by Primary-school Teachers.

England. London. Ireli New aid. Ontario. South Wales. Now Zealand. M. F. F. M. P. M. F. M. F. M. I'' M. Head teachers . . £ £ .. 175* 124*4 £ 314 £ 227 £ 114* £ £ £ £ 82f • U87A 127A J i ; £ f302A l244f 167* £ 244-!'-Assistants Sole teachers .. 94& 165 121 92i 135*4

1912. 1913 191 191 1010. Numbsr ' ceutage. Number. Percentage. Number. Percentage. Number. | ( Percentage. Number. Percentage. I I I. Certificated teachers 2,9.19 71 3,082 72 3,282 74 3,298 71 3,322 71 I. Uncertificated teachers — (I.) Holding licenses (2.) Unlicensed 87 1,099 2 27 84 1,096 2 26 90 1,076 2 24 83 1,287 2 27 82 1,306 1 28 Total uncertificated .. 1,186 29 1,180 28 1, 166 26 1,370 29 1,388 29 Totals of I and II 4,710 I 100 4,105 100 4,262 100 4,448 100 4,668 100

1915. 1916. Class of Certificate. M. F. j Total. M. F. Total. 1 33 212 565 442 56 19 98 641 1,036 279 52 310 1,206 1,478 335 I 27 188 521 416 49 6 77 700 1,062 276 33 265 1,221 1,478 325 E Total 1,308 2,073 3,381 1 ,201 2,121 3,322 2,073 3,381

c.—i

30

Training of Teachers. (See also Appendix I) of E.-2.) There are four training colleges situated in the four principal centres of the Dominion, which are open to four classes of students, as follows : Division A, ex-pupil-teachers, ex-probationers, or ex-trainees of recognized kindergarten schools; Division B, other students who have passed Matriculation or obtained a higher leaving-certificate; Division C, University graduates admitted for one year; and Division D, teachers entering on short-period studentships. The numbers of students in attendance during the last quarter of 1916 under the various divisions were—Division A, 381; Division B, 44; Division C, 9; and Division D, 8; the total being 442, as compared with 390 for the previous year. These figures do not include students absent with the Expeditionary Forces. The numbers of students at each training college during the last quarters of 1915 and 1916 respectively are indicated in the following table :— , 1915. , , 1916.-. , Men. Women. Total. Men. Women. Total. Auckland ... ... ... 33 79 112 29 85 114 Wellington ... ... ... 17 69 86 11 .91 102 Christchurch ... ... ... 14 78 92 18 92 110 Dunedin ... .. ... 16 84 100 21 95 116 Totals ... ... 80 310-390 79 363 442 The number of students in 1916 shows a considerable advance over the number for the preceding year, the increase being among the women students. The necessity for men students taking up military duties upon reaching the required age naturally results in a large reduction in their number at training colleges. The ordinary course of training is for two years, so that if the training colleges had their full complement of students (125 in each case) the number of students annually completing their training and passing into the schools would be about 250. Under certain conditions a one-year course is provided for in the case of University graduates or matriculated students who have completed a two-years course at an agricultural college or a school of home science recognized by the University of New Zealand. In addition, there are short-period studentships, of not less than three months' or more than one year's duration, for the benefit of teachers who have been already employed in teaching and are deemed worthy of further training in professional work, the allowances payable to such students being the same as those payable to students under Division B. The actual number of students completing one or other of these courses at the end of 1916 was 210. For the teaching practice of students the normal practising schools forming part of the training college in each case are available, and opportunities of observation are now extended so as to embrace specially selected teachers and classes in neighbouring schools. Each normal school includes — (a) a main school, organized as a " mixed school"; and (b) such " model schools "as may be approved by the Minister, each model school being of one of the following types : (i) A rural public school under a sole teacher; (ii) a junior school under one teacher with not more than 45 children of classes P to S2 on the roll; (iii) a class representing the secondary department of a district high school; (iv) a class for backward children; (v) a junior kindergarten. Each training college is required to provide for its students a course in agriculture, and provision for the further training of selected students in this subject has recently been made. Agricultural bursaries may be awarded to such students at the end of their first year, enabling them to complete their training during a one-year or two-years course at a State experimental farm or an agricultural college. Further provision on a wider scale for the training of teachers and others in agriculture is also in contemplation on the lines of the recommendations of the Council of Education, to be carried into effect as soon as circumstances permit. From tables in Appendix D of E.-2 it appears that at the beginning of the two-years course at the training colleges 70 students held Class D certificates, and at the end of the course 6 students held Class B certificates, 112 Class C certificates, and 56 class D certificates.

31

E.—l

The amounts paid to Education Boards in 1915-16 and 1916-17 for the training of teachers were as follow :— I. Training colleges— 19.15-16. 1916-17. Salaries of stalls (two-fifths charged to public- £■ £ £ £ school salaries) ... ... ... ... 12,700 13,268 Students'allowances and University fees ... 25,858 27,541 Special instruction, libraries, and incidentals ... 1,106 1,307 Buildings, sites, and equipment .... ... 6,081 942 11. Other training— 45,745 43,058 Grants for special instruction in certificate subjects, including science, agriculture, and handwork, of teachers other than training-college students ... ... ... ... 2,355 1,595 Railway fares of teachers and instructors ... 5,944 5,374 Sundries ... ... ... ... ... 16 8,315 6,969 ' £54,060 £50,027 Less recoveries... ... ... 34 Totals ... ... ... £54,026 £50,027 Provision for Uncertificated Teachers. Apart from the provision for training colleges, a grant of £2,800 was approved last year for payment to Education Boards for the maintenance of training classes for teachers. Unexpended balances from previous grants amounting to £1,820 were included in this sum, so that only £980 really constituted the new grant for 1916-17, as compared with £3,275 and £4,000 granted in the two previous years. The purposes for which the grant was applied were— (1.) Central classes for the direct personal tuition of uncertificated teachers (exclusive of pupil-teachers and probationers) in subjects required for the D certificate. (2.) Tuition and training in Class D subjects of uncertificated teachers (exclusive of pupil-teachers and probationers) by means of correspondence classes under the control of Education Boards, in cases in which it is found highly inconvenient to bring teachers to classes. Under this heading, however, no correspondence classes in science subjects are recognized unless the Board makes adequate provision for practical work. (3.) Courses of practical work in physical and natural science, in subjects of manual instruction other than those usually taught by special instructors, in vocal music, and in drawing. Certain conditions were imposed last year with the object of ensuring that the classes were attended only by teachers who were making conscientious use of the instruction afforded for the purpose of improving their status or teaching ability, and only half-fees were paid for tuition by correspondence except in special cases. In the distribution of the grant the amounts allotted to the various Education Boards varied from £125 to £925. There appears still to be considerable difficulty in some quarters in providing adequate assistance to inexperienced teachers who, especially during the present emergency, are filling positions in country schools. Further consideration, of proposals, including suggestions for the establishment of model schools where such teachers could receive a short training, and also for the appointment of organizing teachers or Inspectors having special charge of groups of small country schools, is deferred only until the conclusion of peace. Finances of Education Boards. (See also E.-2, Tables Fl to F9.) The table on the next two pages is a summary of the income and expediture, and of the assets and liabilities, of the various Education Boards for the calendar year 1916. Full information, for each district can be obtained on reference to Appendix A of E.-2, or to Tables Fl and F2 published in the same report.

E.—l.

Summary of Receipts and Expenditure and Assets and Liabilities of Education Boards for the Year 1916.

32

No. Name of Account. l_ Balances. (2) As at 1st January. Deficits. (3) Cash Transactions during Year, Receipts. Transfers. As at 31st December. From Government. From other Sources. (j) Expenditure. (6) Debit Credit. Balances. (9) Deficits. (10) Asset-*. (11) Liabilities. (12) (1) P) (7) (8) General Account. 1 Receipts from 5s. capitation and other sources mentioned in section 33, j subsection (2), of the Education , Act, 1914, expended on — («.) Office staff (salaries, &c.) .. (6.) Office contingences (c.) Subsidies for school and class libraries paid out of Board's general fund (d. ) Refunds and sundries £ s. d. £ s. d. J>47,072 6 3 .1 2,821 0 0 ! 5,427 15 6 2,659215 Oj 1,019 3 8 896 7 5 599 2 4 £ s. d. 43,218 16 6 £ s. d. 3,201 15 5- £ s. d. f 16,545 13 3 I 16,069 7 11 -j 38 5 9 £ s. d. 29 14 5 1,129 14 2 £ s. d. £ s. d. 6,272 7 0 J V54.295 9 10 73 14 1 J £ s. d. £ s. d. £ s. d. [ 1,381 18 11 24 10 0 163 6 5 646 11 5 Special Accounts. 2 Salaries and allowances of teachers and pupilteachers (exclusive of secondary departments of district high schools), and twofifths of the total cost of the trainingcollege staff 3 Salaries of relieving teachers 4 | School and class libraries — Government capitation grant 5 Conveyance and board of school-children .. 6 Incidental expenses of schools 7 Contributions and subsidies for public-school purposes (excluding contributions and subsidies for manual instruction) 8 i Training colleges — ■. (a.) Salaries of staff (three-fifths of the total cost) (6.) Special instructors and associated teachers (c.) Allowances and fees of students (d.) Incidental expenses (e.) Trust account 9 Training classes for teachers (other than students at training college) Scholarships — 10 Board's 11 National .. .. .. 12 Special District High Schools — 13 Salaries of staffs of secondary departments 14 General purposes — (a. ) Out of fees from pupils .. (b. ) High School Boards' grants 900,618 9 3 245 13 9 900,241 9 4 779 10 11 1,418 15 5 337 9 2 285 4 0 4,201 3 6 295 8 9 20 8 4 3 0 0 5,183 11 9 624 15 0 I 6,389 15 5 4 14 6 505 5 3 18 10 10 1,676 1 8 7 13 0 2,325 15 9 •• I 8,996 10 5 50,289 12 10 1,465 10 2 I 25 0 0 35 11 6 1,348 0 7 10,847 13 10 56,529 12 9 2,634 15 7 205 11 9 5,012 8 10 I .. 107 0 0 670 17 6 2,639 15 4 2,088 7 0 2,995 1 11 118 4 0 102 9j[3 991 7 1 1.087 3 11 782 19 6 •■ -, 13,043 7 1 12,941 5 8 688 15 0 995 13 9 961 13 2 27,144 18 2 426 15 0 8 0 0 127 14 8 27,288 15 1 765 19 8 8 0 0 4,061 9 4 1,649 12 1 924 7 0 10 0 0 J 316 14 11 3,008 6 2 187 0 0 1,429 3 5 1,434 9 6 199 6 6 2,446 1 4 1,301 8 6 31 2 3 6,614 17 5 6,392 0 1 15 0 12 10 0 597 4 4 5,774 13 7 7.939 11 3 239 0 0 1,604 12 6; 2,836 9 8 1,489 10 9 2,759 16 1 389 6 7 430 11 7 364 6 4 21,166 4 8 100 0 0 21,311 15 0 237 2 8 n l\$ ll 0 \ 439 12 11 * XXJ v ) WWBBKlVaWA 172 14 0 206 oyo 46 19 5 ' 621 15j[9 182 18 6 62 10 0 73 8 0 34 19 5 J i

33

E.—l

5—E. 1

15 Manual instruction —Receipts from capitation, contributions, subsidies, sales, &c, expended on — (a.) Direction and administration (b. ) Salaries of instructors (c.) Equipment and material for elementary handwork {d. ) Material for manual instruction 16 Technical instruction —Receipts from capitai j , tion, contributions, subsidies, grants for material, fees, sales, &c, expended on — (a.) Classes conducted by Board — (i.) Salaries of instructors (ii.) Material (iii.) Direction, administration, &c. (6.) Classes conducted by managers — ||yf jj fl All services except buildings, equip11|i ment, and rent 17 ! Teachers' house allowances 18 I Buildings —Maintenance, rebuilding, rent — (a.) Maintenance and small additions (6.) Ordinary rebuilding (c.) Rebuilding schools destroyed by fire.. (d. ) Rents of buildings and sites for school purposes 19 Rents of buildings for manual and technical instruction (a.) Manual instruction (b.) Technical instruction (classes conducted by Boards) (c.) Technical instruction (classes conducted by Managers) 20 Public schools —New buildings, additions, furniture, apparatus, sites 21 New buildings, apparatus, &c, for manual and technical classes — (a.) Manual instruction (exclusive of elementary handwork) (6.) Technical instruction (classes eonducted by Boards) (c.) Technical instruction (classes conducted by Managers) 22 Sites-sales 23 Contractors' deposits Other separate accounts — War funds Wanganui school-sites Rees' bequest (Wanganui) Hororata Bath Account (Canterbury) } I 1,385 14 9 2 14 6 -118,048 8 11 129 13 0 i 6,405 14 5 28,090 19 10 32,043 3 2 24,635 2 10 j 80,467 5 9 1,568 14 10 3,975 6 1 42,739 6 5 > 3,045 11 1 6,335 7 0 63 1 0 8 15 0 4,373 9 4 12 0 0 276 10 9 f 3,697 17 8 22,936 15 2 < 4,034 13 7 9,099 17 0 f 19,949 14 11 ~) ■I 2,342 2 [ 6,156 8 9 J 32,284 19 0 24,671 8 3| ( 57,645 7 4 1 \ 6,781 2 2 J 2,969 19 0 3,378 19 3 } I 0 2| 212 0 0 59 3 4 | 31 15 6 128 0 8 44 8 7 I 1 0 2 i 212 0 0 59 3 4 31 15 6 i 3,357 15 5 240 9 11 4,144 3 6~| J 99 14 5 5 0 0 > 4,006 19 11 133,833 19 11 322 5 6 204 10 3 98 0 1 16,008 8 8 13,226 1 0 35 0 3 56 10 0 25,186 6 2 726 18 ! 101 12 I 43 13 1 15,703 18 ' 1,196 3 1 )" 269 18 8 f 31 0 6 632 14 10 325 7 0 0 10 0 322 17 0 1,037 12 3 i io o 1 10 0 ■• f 325 7 0 964 12 7 324 14 4 99 15 40,914 8 8 30,969 17 8 1,268 1 1 35,899 4 3 3 3,582 7 4 3,582 7 4 40,993 6 10 16,261 3 10 4,247 17 > 16,488 1 11 " 1,760 8 2 ■ 1,234 5 1 725 5 6 2,765 0 0 507 8 6 188 11 10 3,082 1 1 4,841 19 6 3 3 0 0 3,356 5 5 3 0 0 3,356 5 5 - 17,362 3 6 3,733 0 11 725 5 6 463 3 15,816 2 7 1,923 9 0 ! 1,404 6 5 3,391 7 4 1,356 16 11 I " ' . 24 2 6 14,543 3 5 i 5,405 7 6 i 2,967 15 582 4 22 23 i 550 9 9 597 19 31 1,099 9 11 121 15 7 87' 2 9 3,923 4 8 941 8 0 50 0 0 2,848 17 0 1,276 17 5 0 10 0 1,074 7 8 1,148 19 11 121 15 7 422 12 2 993 11 121 15 -• •- •• - •■ •■ Totals 1,339,534 12 8 172,192 15 0 95,665 12 101 30,293 5 9, 1,342,589 14 11 14,838 3 9' 14,838 3 9 198,905 4 10 95,139 19 2, ,91,277 7 4 33,423 6 Net balance at 1st January, 1916, Cr. Net balance at 31st December, 1916, Cr. £76,527 £103,765 2 5 2 8

E.—l

34

1. All Accounts (excluding Buildings). Excluding the expenditure on buildings, the following summary shows the chief items of expenditure for the past five years : — 1912. 1913. 1914. 1915. 1916. £ £ £ £ £ Boards' administration ... ... 47,772 48,004 48,267 28,892f 33,368 Incidental expenses of schools ... 44,723 46,412 46,678 51,628 56,530 Teachers salaries* ... ... 643,921 668,094 716,749 818,263 905,425 Training of teachers ... ... 29,754 37,864 37,180 43,189 46,061 Scholarships and district high schools 33,361 33,072 34,436 34,962 35,373 Manual and technical instruction... 77,131 82,030 89,350 95,697 100,502 * Excluding hotiso allowance. f Inspectors transferred to Department in 1915. It will be observed that each of the items shows an increase in 1916 over the expenditure for 1915. The expenditure out of the Boards' General Fund has increased by £4,476, of which amount £1,484 was on account of salaries and £2,241 on account of office contingencies. The reduction in the number of Boards which took place in August has not yet resulted in a saving in the cost of administration, but it will be possible to make a fairer comparison when the new arrangement has been in operation another year. In spite of the larger expenditure the Boards increased their credit balance on the general account by £7,223 during the year, and in addition transferred over £5,000 to other accounts, chiefly to that of the incidental expenses of schools. During the two years, 1915 and 1916, that the Education Act, 1914, has been in operation the Boards have saved in the aggregate £26,000 on the General Account, of which sum over £7,000 has been transferred to the Incidental Expenses of Schools Account. To provide for the General Fund of the Boards the Department makes a statutory capitation payment of ss. per head of the average attendance. The average expenditure of the Boards out of this fund for the purposes of administration amounted to 4-Is. per head in 1916, ranging from 3-ls. in the Otago District to 5-Bs. in the Nelson District. In the last-named district the expenditure for the year exceeded the income. The expenditure on the incidental expenses of schools shows an increase of £4,902 over the figures for 1915, exceeding the grants made under the Eighth Schedule by £6,204. A number of the Boards have simply adopted the Schedule as the basis of distribution to School Committees, though this was not the intention, while others have maintained a more liberal scale, making additional payments out of the General Fund. The average allowance made by the Boards to School Committees on this account works out for the whole Dominion at 6s. lid. per head of the average attendance in 1916; it was 6s. 4d. in 1915, and ss. lid. in 1914, the rate gradually increasing. The increased cost of material and labour at the present time is calculated, however, to absorb this increase. The allowance varies in the several districts, ranging from ss. 6d. in Taranaki to 7s. 6d. in Southland. The increase in the ,r expenditure er on teachers' salaries over the previous year was £87,162, but this amount includes £50,000 paid as a war bonus. The increase in the cost of training colleges is also in part to be accounted for by the war bonus paid to teachers and students. The increase in the expenditure on manual and technical instruction— namely, £4,805 —is approximately the same as the increase regularly observed during each of the last five years. The Boards' statements of accounts show a credit balance of £3,580 in respect of manual and technical instruction, and in addition an excess of assets over liabilities of £27,245. The accounts in connection with buildings are not included in these figures. The following is a summary of the cash assets and liabilities of the Boards on all accounts, excluding buildings, at the 31st December, 1916 :— All Accounts (excluding Buildings). Monetary Assets. £ Liabilities. £ Bank balance .. .. .. 46,839 ! Overdraft .. .. .. ..3,121 Other assets.. .. .. ..40,310 Other liabilities .. .. .. 8,905 Total ... .. ..£87,149 Total .. .. ..£12,026 Credit balance .. .. £75,122

E.—l

2. 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 from the Consolidated Fund for the general maintenance and replacement of school buildings, furniture, fittings, &c, and additional sums paid for the rebuilding of schools destroyed by fire, and for the rent of temporary premises during such rebuilding; (6.) Moneys granted from the Public Works Fund specially for the erection of new public and technical schools and the extension of existing sclioois rendered necessary by increased attendance, for the purchase of school-sites, and for building teachers' residences in certain cases where suitable houses cannot be rented. The moneys so granted to the various Boards in the year 1916 for the two purposes named in connection with public schools are shown in Tables F7 and F8 in E.-2. The total income of the Boards on account of the erection of new publicschool buildings and additions was £30,970, and from other sources £1,268; while the expenditure was £34,899, as compared with £65,648 in 1915 and £92,192 in 1914. While the cost of individual buildings has been very greatly increased, the reduction in expenditure is due largely to the postponement of action and economies enforced by war conditions, in a number of cases where grants have been made the Boards have not found themselves in a position to nave the work carried out. The debit balance on the account continues to increase (although not so rapidly as in previous years), standing at £40,993 on the 31st December, 1916, which sum may be reduced by an excess of assets over liabilities of £12,013. The Wanganui, Wellington, and Hawke's Bay Boards have the largest deficits on this account. With reference to the Manual and Technical Buildings Account, the Boards' income was £4,416, and the expenditure £8,649. The deficit was reduced by transfers from other accounts amounting to £3,359, but with the debit balance carried over from previous years the deficit amounted to £17,362 at the end of 1916. For the maintenance and replacement of public-school buildings the Boards received £80,467 from the Government and £4,373 from other sources. The expenditure for the year amounted to £63,426, and £4,112 was transferred to other accounts, the credit balance at the end of the year on account of maintenance, rebuilding, and rent standing at £133,834. The unfortunate aspect of this credit balance is that the money has not been especially earmarked for the purpose for which it was intended, and that instead of its actually existing as a cash asset a large proportion of it has been used to pay oh other deficits. The actual total bank balances of all the Boards to the credit of the combined Buildings Account at the end of 1916 was only £60,048, hence less than half of the paper credit balance actually exists. It must be conceded, however, that the figures show a considerable improvement on those of the previous year, when the paper credit balance was £118,048 and the actual bank balance on account of all buildings was £46,361. A proposal for making other arrangements than those now existing for the replacement of school buildings is at present under consideration. Table F6c in E.-2 shows the balances and assets and liabilities of the various Boards in respect of the Maintenance, Rebuilding, and Rents Account, of which the following is a summary : — £ Ledger balance ... ... ... ... ... ... 133,834 Assets ... -.."■ ■•• ••• ••- ••• ••• 13,355 Liabilities ... ... ... ... ■■■ ■•• ... 3,873 Net credit balance ... ... ... ... ... ... 143,316

35

E.—l

36

The Sites Sales Account is one showing a heavy debit balance, although it was reduced during the year from £15,816 to £14,543. The Wellington Board occupies the least fortunate position in regard to this account in consequence mainly of the very high price of land in the vicinity of Wellington. The expenditure of all Boards was £3,391; the income from the Government was £2,765, and from other sources £1,923. Table F6b in E.-2 shows the financial position of the individual Boards in the combined Buildings Account as at the 31st December, 1916. The following is a summary of the Table : — Combined Buildings Account. Monetary Assets. £ Liabilities. £ Bank balance .. .. ..62,273 Overdrafts.. .. .. .. 2,225 Other assets .. .. .. 50,967 Other liabilities .. .. .. 24,518 Total .. .. ..£113,240 Total .. .. .. £26,743 Credit balance ... .. £86,497 3. All Accounts. The total bank balance of all the Boards has increased from £76,527 in 1915 to £103,765 in 1916, an increase of £27,238 on the year's working. As pointed out above, there was a large saving on the General Account, and a substantial portion of the maintenance and rebuilding grant was unexpended. All of the Boards show credit balances at the end of the year, ranging from £609 in the Nelson District to £61,018 in the Auckland District. The Wanganui and Nelson Boards converted their overdrafts of 1915 into credit balances, and the remaining Boards, with the exception of two, increased their credit balances. The deficits on many accounts might well be extinguished by transfers from the General Account in cases where sufficient income will not be derivable from any other source. With the exception of the Nelson and Wanganui Boards (the latter particularly), the financial position of the individual Boards may be regarded as fairly satisfactory. Education Reserves. The Education Reserves Amendment Act of 1914 provides for the revenue received from primary-education reserves to be paid by the Receiver of Land Revenue into the Public Account to the credit of a special deposit account called " The Primary Education Endowments Deposit Account." The moneys so received are applied without further appropriation than the Act mentioned towards the payment of amounts charged on the Consolidated Fund for the purposes of primary education. The revenue from this source during the year 1916-17 was £76,110. Education of Native Children. (See also E.-3—Report on Education of Maori Children.) Number of Schools. There were 118 Native village schools, including two side schools, in operation at the end of the year 1916, as compared with 117 for the previous year. During the year three new schools (of which one was a part-time school) were opened; one school was reopened and three were closed, two temporarily and one permanently. In addition to the Native village schools, three primary mission schools for Maori children and ten boarding-schools affording more advanced education to Maoris were inspected by the Inspectors of Native Schools. Throughout the Dominion there were 501 public schools at which Maori children were in attendance, this number being fifty less than the corresponding number for the pre-

E.—l

37

vious year. Thus the total number of schools under inspection where Maori children were receiving instruction was— Native village schools ... ... ... ... ... ... 118 Native mission schools subject to inspection by the Education Department 3 Public schools at which Maori scholars were in attendance ... ... 501 Total number of primary schools ... ... ... 622 Native boarding-schools affording secondary education to Maoris ... 10 Total ... ... ... ... ... ... 632 The following table shows the number of Native village schools classified according to grade for the years 1915 and 1916 :— 1915. 1916. Grade I (average attendance 9-15) ... ... ... 14 13 ~ Hi (average attendance 21—25) ... ... ... 15 16 ~ Ilii (average attendance 26-35)) ... .. ... 28 25 ~ lllai (average attendance 36-50) ... ... ... 34 39 ~ lllAii (average attendance 51-80) ... ... ... 19 16 ,-, IIIb (average attendance 81-120) ... .. ... 6 7 ~ IVa (average attendance 121-160) ... ... ... 1 2 117 118 New Buildings. New school buildings at Te Horo (Whangarei) and at Whakarewa (Te Mahia) were completed in the early part of the year, and teachers' residences were built at Pukepoto and Motuti. The erection of new school buildings at Moerangi (Raglan) and at Pamapuria (North Auckland) has also been decided upon, and arrangements are in train for the establishment (with the assistance of the Maoris) of schools at Ruatahuna and Maungapohatu (Urewera). Owing to the increased attendance at several schools it will be necessary to provide further additional accommodation. Roll Number and Attendance. The number of pupils on the rolls of Native village schools at the end of 1916 was—Boys, 2,743; girls, 2,389 : total, 5,132. Included in these numbers are 295 boys and 277 girls who are Europeans, leaving 4,560 Maori children— 83 less than in 1915. The following are some figures for the years 1915 and 1916 in connection with the attendance at Native village schools :— 1915. 1916. Number on rolls at end of year ... ... ... 5,191 5,132 Average weekly roll number ... ... ... ... 5,232* 5,190* Average yearly attendance ... ... ... ... 4,604* 4,504* Percentage of regularity of attendance ... ... ... 880 86-8 * The mean of the four quarters. A small falling-off in the figures in 1916 of both roll and average attendance, as compared with 1915, is noticeable. Expressed as a percentage of the average weekly roll the average attendance in the public schools for the past year was 886 per cent., and compared with this figure the percentage of 86-8 in Native schools, in view of the special conditions applicable to them and the somewhat adverse circumstances common to both classes of schools during the year, is sufficiently good. Of the 119 schools, thirty-six gained over 90 per cent, in regularity of attendance, while nineteen failed to reach 80 per cent. The number of pupils on the rolls of the Native mission schools at the end of 1916 was 120, and on the rolls of Native boarding-schools 457. The total number of children on the roll, at the end of the year, of Native village, mission, and boarding-schools visited and inspected by the Inspectors of this Department was therefore 5,709. The following are the figures for the years 1915 and 1916 in respect of the three classes of Native schools mentioned :— 1915. 1916. Combined rolls of Native schools .. .. .. .. 5,753 5,709 Combined average weekly roll number .. .. .. 5,773 5,789 Combined average yearly attendance .. .. ..5,119 5,054 Percentage of regularity of attendance .. .. .. 88 - 7 873

E.-l

38

The increase in the development of the Native village schools since the year 1881, when they were transferred to the control of this Department, is shown in the following table : —

Native Village Schools.—Number, Attendance, and Teachers.

No account is taken in the above table of a number of schools that have from time to time been transferred to the various Education Boards. Table H2 in E.-3 supplies the information for each school in regard to roll number and average attendance. In addition to the Maori children in attendance at the schools specially instituted for Natives, there were 4,628 Natives attending 501 public schools in December, 1916. This number has been decreasing during the last two years. In 1914 there were 4,905 Maoris at 566 public schools, and in 1915 there were 4,731 at 551 public schools. There appears to be some cause to fear that a certain number of Native children are escaping attendance at public schools, and that their presence is not only not always insisted upon, but is sometimes not desired. If anything of this nature does exist it is earnestly to be hoped that those responsible for so undesirable an attitude will speedily recognize the grave injustice to members of the Native race that may thus arise. Details as to examination, age, and classification of Native children attending public schools are given in Tables H5 and llsa in E.-3. The total number of children of Maori or of mixed race on the rolls of primary Native schools, public schools, Native mission schools, and secondary Native schools, together with such pupils as were receiving special technical training, at the end of the year 1916 was as follows : — I. Primary schools— (a.) Government Native schools .. .. .. 4,560 (b.) Mission schools .. .. .. .. .. 120 (c.) Public schools .. .. .. .. ..4,628 9,308 11. Secondary schools .. .'. .. .. .. .. 458 111. Special technical training .. .. .. .. .. 2 Total .. .. .. .. ; .. 9,768 Classification of Pupils. Tables H6, H6a, H6b, and H7 in E.-3 give full information as to the races and classification of pupils on the rolls of the Native schools. As will be seen, 85-1 per cent, were Maoris speaking Maori in their homes, 3-8 were Maoris speaking English in their homes, and 11-1 per cent, were Europeans. The percentage of Maoris speaking Maori in the home is 2-7 less than in 1915, of Maoris speaking English in the home 2-1 per cent; more, and of Europeans 0-6 more than in the previous year. In comparing Native schools and public schools with respect to the percentages of children in the various classes it will be found that in Native schools there is a larger percentage in the lower classes. The proportion of children at the various ages corresponds, however, very closely in the two classes of schools. The following table shows in a summary form the classification of

Number o' Mean of Average Year. Schools JJSLS» "^ at End weekly Boll. w hole Year. Average Attendance as Percentage of Weekly Koll. Number of Teachers. Teachers in Charge. Assistant Teachers. Male. ' Female. Male. Female. I Sewingmistresses. 1881 .. .. .. I 60 .. 1,406 1886 .. .. .. 69 2,343 ; 2,020 1891 .. .. .. | 66 2,395 f 1,837 1896.. .. .. 74 2,874 i 2,220 1902 .. .. ... 98 3,650 3,005 1907 .. .. .. j 99 4,321 3,561 1912 .. .. .. ! 108 4,644 4,042 1914 .. .. 115 5,053 4,385 1915 .. .. .. 117 5,232 4,604 1916 .. .. .. I 118 5,190 4,504 j 86-2 76-7 77-3 82-3 82-4 87 86-7 88-0 86-8 54 60 59 64 77 82 86 87 81 79 6 9 8 11 20 18 | 22 27 33 37 1 2 4 4 7 8 4 26 26 61 83 105 122 122 123 123 48 30 37 16 II 3 2 3 2 _Jff I

E.—l

39

pupils in Native schools, the percentages of pupils in the various classes in public schools being also shown for comparison :—

Efficiency of the Schools. The work of inspection and examination of Native schools was carried out in 1916 in the Hawke's Bay District under the supervision of the Senior Inspector of the district (formerly Senior Inspector of Native Schools); in other districts the work was undertaken by the Inspector of Native schools, assisted by the departmental Inspectors stationed in those districts, to whom was assigned a certain proportion of the schools. It is gratifying to note that the reports of Inspectors, who had not previously visited Native schools, indicated generally a very satisfactory degree of efficiency. The following figures give an estimate of the efficiency of the schools, as judged by the Inspectors for the years 1915 and 1916 : — Number of Schools. 1915. 1916. Very good to excellent ... ... ... ... ... 35 39 Satisfactory to good ... ... ... ... ... 71 65 Inferior to weak ... ... ... ... ... ... 10 11 The number of certificates of proficiency awarded was twenty-eight, and of competency (S6) twenty-six. Satisfactory reports are made on the progress effected during the year in the teaching of the ordinary subjects of the curriculum. Woodwork and cookery are taught in some of the schools, with good results. In one section of the Auckland District the pupils of the Native schools attend a manual centre established by the Education Board for the instruction of public-school pupils in those subjects. Arrangements have also been made for the inclusion, where possible, of Native schools in the scheme of agricultural instruction adopted by the Auckland Education Board for public schools. A special class in the subject for Native-school teachers was held at Tauranga during the year, being attended with good results by teachers from twelve Native schools. There is a necessity for affording further opportunity for Native-school teachers to receive instruction in the physical exercises now in vogue in the public schools. In many schools where the teachers have not received instruction the old system is still followed, the work being performed, however, very satisfactorily. Lifesaving drill and the Boy Scout movement have been introduced with much success into a few schools. Natives attending Public Schools. From the reports of Inspectors of Schools in the districts where the number of Maoris attending public schools is large it appears that the Natives suffer to some extent from the fact that the methods of teaching employed, especially of teaching English, are not suited to their requirements. Better results are obtained in this subject when a combination of the look-and-say and phonic methods is adopted. Unfortunately, however, a large number of Maori pupils attend small schools staffed by inexperienced and often inefficient teachers, under which circumstances the work is backward and progress unsatisfactory.

Percentaj ;e of Roll. Classes. Maoris. Europeans. Totals. Native Schools. Public Schools. 'reparatory Itandard I II HI IV V VI VII 2,033 641 627 509 376 247 116 11 193 67 69 70 65 . 57 45 6 2,226 708 696 579 441 304 161 17 43-4 13-8 13-6 11-3 8-5 5-9 3-2 0-3 35-48 12-76 12-26 11-86 10-91 9-27 6-14 1-32 i

E.—l

40

The trouble of not having mastered the language thoroughly in the lower classes becomes a severe handicap to the Maori in the upper classes, making nearly all the subjects of the curriculum much more difficult for him than they would otherwise be. The result is that only a small proportion of the Maori scholars beginning in the preparatory classes in public schools reach the upper standards or do work there equal to that of the Europeans. From results obtained in Native schools it appears that the fault does not lie in lack of intelligence on the part of the Maori pupils, but in the unsuitable methods of the earlier teaching. Irregular attendance, nomadic habits, and want of class-books are also mentioned as factors tending to hinder their progress, the general opinion being that under uniformly favourable conditions the Maori would become a credit to the education system in public schools as he has already done in Native schools. Secondary Education and Free Places. Continuative education for Maori boys and girls is provided at ten institutions established by various denominational authorities. The Government subsidizes these institutions by providing a number of free places, each of the value of £20 and tenable for two years, to all Maori pupils who have qualified in terms of the regulations. There were 457 pupils on the rolls of these schools at the end of 1916, of which number forty-three boys and fifty-eight girls held free places. The standard of the Public Service Entrance Examination represents the limit of the curriculum of the schools, several pupils who entered for the examination being successful in passing. Attention is given more especially, however, to the industrial and domestic branches of education, the aim being to equip the Maori children for the work in life for which they are best suited. Two Makarini and one Buller Scholarship were awarded to Native scholars at the end of the year. Senior free places are provided for boys in the form of industrial scholarships, which, enable the holders to be apprenticed to suitable trades. These scholarships have not of late been eagerly sought after, the boys finding that they can secure higher wages in other ways, and no scholarships were held in 1916. Senior free places for girls take the form of nursing-scholarships. Four girls are training, or about to begin their training, as nurses in public hospitals under this scheme. Staffs and Salaries. The staffs of Native village schools in December, 1916, included 79 male and 37 female head or sole teachers and 131 assistants. The average salary of male head or sole teachers was £196 7s. 6d., of female head or sole teachers £154 7s. 6d., and of both combined £182 19s. 7d. These figures show an advance on the average salaries for the previous year, which were £189 16s. 2d., £150 15s. 2d., and £179 lis. respectively. The average salary of the 123 female assistants was £80 2s. Id., and of the eight male assistants £65 12s. 6d. The total expenditure on Native-school teachers' salaries and allowances for the year ending 31st March, 1917, was £32,334, the corresponding figure for the previous year being £31,019. In common with other public servants Native-school teachers were paid a war bonus in addition to their usual salaries, amounting to £15 in the case of married persons and £7 10s. in the case of those unmarried. Expenditure. Reference to Table H8 in E.-3 will show that the total net expenditure on Native schools during the year ended the 31st March, 1917, was £41,792. The chief items of expenditure are teachers' salaries and allowances, £32,334; new buildings and additions, £2,687; maintenance of buildings, repairs, &c, £1,294; secondary education, £2,465; books and school requisites, £1,076. Chatham Islands Schools. The schools in the Chatham Islands have now been placed under the control of the Canterbury Education Board, the statistics relating to them being included in the figures for the Canterbury District.

41

E.—l

SECONDARY EDUCATION. (See also E.-6, Report on Secondary Education.) Number of Schools. (8.-6, Table Kl.) Secondary education was carried on at secondary schools, district high schools, technical high schools, Maori secondary schools, and private secondary schools. The secondary schools, which are under the control of twenty-seven separate controlling authorities, may be classified as follows : — (a.) Endowed secondary schools included in the Ninth Schedule to the Education Act, 1914 ' . . .. .. .. .. 31 (b.) Secondary schools established in the manner provided by section 88 of the Education Act, 1914 .. .. .. .. .. 4 (c.) Endowed secondary schools within the meaning of the Act, but not included above .. .. .. .. .. .. 2 Total .. .. .. 37 Four of the schools under (a) are not in operation—namely, Akaroa, Greymouth, Hokitika, and Waimate. At these places secondary education is carried on in the secondary departments of the district high schools, to which the High School Boards supply assistance. The number of district high schools was sixty, technical high schools eight, and Maori secondary continuation schools ten. In addition there were seventeen private secondary schools registered under the Education Act, 1914, making a total of 132 schools affording education of a secondary nature. Roll and Attendance. (E.-6, Tables Xl, K2, K3, LI, and L 2.) The total number of pupils attending the thirty-three secondary schools included under (a), (b), and (c) above in the last terms of 1915 and 1916 respectively Was—- , 1915. , 1916. ~ Boys. Girls. Total. Boys. Girls. Total. Eoll (exclusiveof lower departments) 3,748 2,740 6,488 4,025 3,027 7,052 Number in lower departments ... 273 144 417 296 170 466 Totals ... ... 4,021 2,884 6,905 4,321 3,197 7,518 Number of boarders (included above) 909 147 1,056 963 246 1,209 The following are some of the figures in connection with the roll and attendance of schools in which secondary education is given:— (a.) Secondary Schools (Lower Departments excluded). Number of 1915 pupils on roll at beginning of 1916 ... ... ... 4,642 Number admitted during 1916 ... ... ... ... ... 3,287 Number of these who left public primary schools in 1915 ... ... 2,851 Number who left secondary schools during 1916 ... ... 877 Number on roll at end of 1916 ... ... ... ... ... 7,052 Number of first-year pupils ... ... ... ... ... 2,971 Number of second-year pupils ... ... ... ... ... 2,025 Number of third-year pupils ... ... ... ... ... 1,119 Number of fourth-, fifth-, and sixth-year pupils ... ... ... 937 Average attendance ... ... ... ... ... ... 7.000 (6.) Secondary Departments of District High Schools. Number on roll at end of 1916 ... ... ... ... ... 2,115 Number of first-year pupils ... ... ... ... ... 1,130 Number of second-year pupils ... ... ... ... 648 Number of third-year pupils ... ... ... ... ... 337 Mean of average weekly roll : Boys, 1,166; girls, 1,220: total, ... 2,386 Average attendance ... ... ... ... ... ... 2,176 (c.) Technical High Schools. Number on roll at end of 1916 : Boys, 973; girls, 1,132 : total, ... 2,105 (d.) Registered Private Secondary Schools. Number on roll at end of 1916: Boys, 397; girls, 607 : total, ... 1,004 Number under twelve years of age... ... ... ... 9 Number between twelve and fifteen years of age ... ... ... 311 Number over fifteen years of age ... ... ... ... ... 684 (c.) Secondary Schools fob Maoris. Number on roll at end of 1916 ... ... ... ... ... 457

6—E. I.

E.—l

The total number of children, therefore, receiving secondary education at the end of 1916 at the five classes of schools mentioned was 13,004, an increase of 746 over the number for the previous year. Based on the estimated population in New Zealand in the year 1916, the proportion of persons receiving some regular form of day secondary education is 113 per 10,000 of the population. From figures supplied by the various educational authorities it also appears that 9,416 children left the public primary schools in 1915 after passing S6 : of this number, 2,851 entered ordinary secondary schools in 1916, 1,154 technical high schools, and 1,409 district high schools. Hence a total of 5,414 children, or 57 per cent, of those who had passed S6, or 35 per cent, of the whole number of children who left the primary school in 1915, entered upon an education of a secondary nature at one or other of the types of schools mentioned. Itshould also be stated in this connection that 2,095 pupils, in addition to those enumerated, proceeded from the primary schools to evening technical classes, these pupils including a certain number who had not passed S6 in the primary schools. The average length of stay of boys at secondary schools (group (a) above) is two years and eight months, and of girls two years and seven months, the figures being practically the same as those for the previous year. The following figures show the percentage of children leaving the secondary schools at the stages indicated : — Boys. Girls. (a.) Percentage leaving at end of first year or during second year .. 25 27 (&.) ~ second ~ third ~ 31 26 (c.) ' „ third „ fourth „.. 15 22 (d.) „ fourth „ fifth „ .. 19 17 (c.) „ fifth „ sixth 7 5 (/.) Percentage remaining at end of sixth year .. . . . . 3 3 Attention must again be drawn to the regrettable fact that more than a quarter of the children in attendance at secondary schools leave before they can possibly have derived any real educational benefit from the teaching afforded in the secondary schools. The percentage remaining less than two years at district high schools is considerably higher, but as pupils frequently remain at these schools with little further object than that of finishing off their primaryschool course, the wastage in this case is more to be expected. Curriculum of Secondary Schools and District High Schools. A classification of the courses taken by pupils of secondary schools indicates that 62 per cent, of the pupils take the general or professional course, which includes instruction in English, Latin, French, mathematics, and science; 8 per cent, take a similar course, with the exception of Latin; 20 per cent, take a commercial course, including instruction in book-keeping, commercial correspondence, shorthand, and sometimes typewriting; 6 per cent, of the boys take a definite agricultural course, and 12 per cent, of the girls a definite domestic course, including those taking the full agricultural course, 764 boys, or about 19 per cent., receive instruction in agriculture or agricultural science, 86 boys learn dairy science, and 395 are instructed in woodworking. Similarly, including the girls taking a full domestic course, 445 girls, or 14 per cent., are taught cookery; 969, or 32 per cent., home science; and 743, or 25 per cent., receive instruction in needlework. In the large majority of secondary schools attended by girls provision is made for instruction in one or more subjects pertaining to domestic life; but controlling authorities have recently had urged upon them the strong desirability of extending facilities for instruction in these subjects, and it will in future be compulsory for junior free pupils (girls) to receive such instruction. Likewise, fuller provision for the instruction of boys in subjects of a practical nature is being insisted upon as an urgent requirement. As might be expected, a scrutiny of the subjects taken by pupils of the secondary departments of district high schools reveals the fact that subjects

42

E.—l

43

of immediate practical benefit have a more important place in the curriculum than is the case in secondary schools of the type referred to above. For instance, only 46 per cent, of the pupils learn Latin, and 17 per cent. French. On the other hand, 59 per cent, of the boys and 37 per cent, of the girls receive instruction in agriculture or agricultural science, 25 per cent, of the pupils learn dairy science, 33 per cent, take commercial work, 48 per cent, of the boys learn woodwork, and 56 per cent, of the girls receive instruction in one or both of the subjects needlecraft and cookery. The various branches of science receive adequate attention; chemistry and physics are taken by 57 per cent. of the pupils, botany by 37 per cent., elementary science of common life by 29 per cent., and domestic science (so definitely designated) by 15 per cent, of the girls. It is interesting to notice in connection with the above figures the proportion of the population of the Dominion occupied in the various pursuits of life. The census of 1911 (the latest available) shows that of the male population 34 per cent, are engaged in agriculture, 31 per cent, in industrial work, 15 percent, in commercial work, 10 per cent, in transport and communication, 5 per cent, in professions, 3 per cent, in domestic work, and 2 per cent, in indefinite occupations; while of the female population 37 per cent, are engaged in domestic work, 22 per cent, in industrial work, 14 per cent, in commercial work, 15 per cent, in professional work, 8 per cent, in agriculture, 3 per cent, in indefinite employments, and 1 per cent, in transport and communication. It would be dangerous to draw hasty conclusions from these figures, but there seems to be little doubt on two or three points. Even allowing that secondary schools are to supply the followers of all the professions, too many boys, especially, appear to be taking the general or professional course. It also seems clear that more attention might profitably be devoted towards giving some special preparation to the large number of boys destined to become agriculturists or superior industrial workers, and to the girls, a large proportion of whom will eventually take up domestic duties. At the instance of the Minister special inquiry was made during the year into the amount of attention devoted in secondary schools to such subjects as writing, English, reading, correct speech, and arithmetic. The report on the written work, especially of boys taking the modern or commercial course, is not very favourable, and it is pointed out that if such pupils, who have ample time for the purpose, do not learn the value of neatness and method, the course they are taking becomes of little educational value. With reference to the teaching of English, it is found that pupils are frequently unable to apply the rules and theory of grammar to their own composition or reading-matter. Many teachers of secondary schools complain of the difficulty of teaching language to the pupils who come from the primary schools with very little knowledge of formal grammar. Reading and recitation receive less attention in secondary than in primary schools, one reason being lack of time for the purpose. The necessity of teachers themselves being capable of setting a good model in this respect is urged, and the same remark applies to the matter of correct enunciation, pronunciation, and speech generally. More regular practice in the production of vowel sounds in the lower forms of secondary schools especially is recommended. The modern and more practical aspect of the subject of arithmetic appears to be receiving more attention than hitherto. Information respecting the subjects of instruction taken up in technical high schools will be found in the section " Technical Instruction." Manual Instruction in Secondary Schools. Classes approved under the Regulations for Manual Instruction were carried on in connection with twenty-seven of the secondary schools (thirty-one in number) in receipt of Government grants.

E.—l

44

The subjects most generally taken up and the number of classes were as follows :— Subjects. Number of Classes. 1915. 1916. Free and instrumental drawing ... ... ... ... 40 39 Domestic subjects ... ... ... ... ... 70 75 Woodwork ... ... ... ... ... ... 29 31 Experimental and natural science ... ... ... ... 237 274 Elementary agriculture ... ... ... ... ... 23 21 Swimming and life-saving ... ... ... ... 24 28 423 468 Capitation earnings for the year amounted to £2,164, as compared with £1,974 for the previous year. The expenditure on maintenance of classes was £1,272. Special grants totalling £1,600 in aid of buildings and equipment for manual instruction were made during the year, the expenditure during the same period being £1,829. Additional accommodation for classes for manual instruction has been recently provided as follows : Whangarei High School (agriculture), Wanganui Girls' College (science), Palmerston North High School (agriculture), Otago Boys' High School (science); while equipment for practical work in science has been provided at New Plymouth High School, Wanganui Girls' College, Wellington Boys' College, Timaru Girls' High School, and Otago Boys' High School. The provision in the way of laboratory accommodation is very satisfactory, all of the boys' and most of the girls' schools being now adequately equipped for practical work in science. Increasing attention is being given to instruction in subjects relating to the home, and the staffs of the girls' schools now include teachers specially qualified to give instruction in this important branch of a girl's education. Of these teachers, seven received their training at holders of home-science bursaries at the Otago University. Approved classes for subjects bearing on rural life and pursuits were carried on at twelve schools. At many of the rural secondary schools more or less complete courses of agricultural instruction are now included in the school curriculum, and should as they develop form an important feature thereof, especially if, as appears to be the case, they continue to receive adequate support at the hands of the communities concerned. Staffs of Secondary Schools. (E.-6, Table K4.) The number of teachers on the staffs of secondary schools, excluding lower departments, in the years 1915 and 1916 was as follows : — , 1915. , , , —,1916. , Males. Femaies. Total. Males, females. Total. Regular staff ... ... ... 174 126 300 175 148 323 Part time ... ... ...44 42 86 41 45 86 Included in the regular staff of 323 teachers were 33 principals and 290 assistants. According to the provisions of the Education Act, 1914, the number of assistants in any secondary school must be not less than one for every 25 pupils, and it appears that for all schools taken together the average number was 24. War conditions have made it difficult, and in same cases impossible, to carry out the provisions of the Act, with the result that in individual schools the number of pupils per assistant teacher ranged from 15 to 33. Including the principals, the average number of pupils per teacher was 22, the number ranging in the individual schools from 14 to 28. The corresponding figures for secondary schools on the grant list in England and Wales is 17-3, and for schools in Ontario 24. The head teacher of a district high school generally takes some part in the secondary instruction, and receives from the Government the sum of £30 in addition to the salary he would receive as head teacher of a primary school of the same size. In 1916 there were in the secondary departments of district high schools 96 special secondary assistants—2B men and 68 women. Leaving

45

E.—l

out of consideration the head teachers, the average number of pupils per teacher was 23. This comparatively low average is dominated by the influence of the smaller schools of this type; where the number in the secondary department is large the staff provided falls considerably short. Salaries and Status of Secondary Teachers. (E.-6, Table K4.) The total annual amount of salaries of full-time teachers in secondary schools as at the rate payable in December, 1916, was £88,313, showing an increase of £8,686 over the corresponding amount for the previous year, due for the most part to the natural increase in the staff. To this figure should be added the value of board and residence when provided for teachers, amounting to £2,520, thus making a total of £90,833. Taking this amount the average cost of salaries per head of average attendance works out at £12-98, and ranges in the various schools from £9-6 to £26-62, or, excluding the Wanganui Collegiate and Christ's College Grammar Schools, from £9-6 to £17-82. In twentyone out of the thirty-three schools the range is from £9-6 to £1.3. It might be stated in this connection that the highest rates of salary per head of average attendance do not as a rule, as is sometimes supposed, obtain in the schools with the largest income from reserves; in point of fact, in some cases the position is directly the reverse. Full particulars relating to individual schools may be found in Table K4 in E.-6. By the provisions of the Education Act, 1914, certain minimum salaries and minimum average salaries are payable to secondary-school teachers. The following figures indicate the average rates prevailing in 1915 and 1916 : — Average Salaries in Secondary Schools. . —1915. _, , 1916. , M. F. All. M. F. All. £ £ £ £ £ £ Principals ... 585 436 535 593 431 539 Assistants ... 2C6 187 232 266 186 228 Whole staff ... 306 209 265 306 204 260 The average salaries for 1916 differ very little from those payable in the previous year. The employment of a number of temporary teachers at lower salaries than those of the men on military service whose places they are fillingwould probably account for the average salaries of male assistants not showing an increase. Salaries or allowances paid to teachers on active service have not been included in the figures. The average salary of all secondary-school teachers in New South Wales is £204, and in Ontario £297, as compared with £260 in New Zealand. In the secondary departments of district high schools salaries are uniform, in accordance with the schedule to the Act. The average salaries actually paid to secondary assistants, exclusive of the sums paid to head teachers by way of extra salary, were, in December, 1915 and 1916, as follows : — 1915. 1916. £ £ Male assistants ... ... ... ... ... 239 250 Female assistants ... ... ... ... ... 200 208 All secondary assistants ... ... ... ... 215 220 (The scale of salaries is the same for mon and women.) The total amount paid in salaries to teachers in secondary departments of district high schools, including the special payments to head teachers, was £22,957, as against £22,080 for 1915. The amount paid as a war bonus is not included. The question of the training of secondary-school teachers has recently come into prominence. Provision is made for University graduates to attend the teachers' training colleges for one year and thus acquire some training and experience in the art of teaching, but the number of graduates availing them-

E.—l

46

selves of this opportunity is very small. There is an obvious necessity of having trained or experienced secondary-school teachers to deal especially with pupils from primary schools during their first year in the secondary schools, admittedly a difficult and critical period demanding the greatest skill on the part of the teacher. Such positions are generally filled by junior teachers, the remuneration that, can be offered being insufficient to tempt teachers possessing both academic status and teaching experience. The whole matter is a difficult one, which must, however, be faced in the near future, and more adequate provision for the training of secondary-school teachers will require to be made. So far as University examination status is concerned secondary-school teachers are well equipped. The following table shows the professional qualifications of the teachers of secondary schools and secondary departments of district high schools : —

Status of Secondary Teachers (Regular Staff only), December, 1916.

The number of uncertificated assistants in secondary schools increased from 13 per cent, in 1915 to 19 per cent, in 1916. This is no doubt owing to war conditions and the consequent employment of temporary teachers with lower qualifications than those generally accepted. Finances of Secondary Schools. (E.-6.—K«-KB.) The income of secondary schools is derived from the following sources : — (i.) Rents from the special reserves allocated to them by statute : (ii.) Statutory grant given in lieu of special reserves : (iii.) Interest upon moneys derived from the sale of reserves and invested in accordance with the Education Reserves Act : (iv.) Income from the secondary-school reserves controlled by the Land Boards, divided among the secondary schools in the several land districts in proportion to the number of pupils in average attendance, lower departments excluded : (v.) Government payments — (a) Statutory capitation upon free pupils under the Act; (b) subsidies on voluntary contributions; (c) capitation for manual-instruction classes : (vi.) Special Government grants for buildings and apparatus : (vii.) Tuition fees of pupils : (viii.) Boarding-fees of pupils : (ix.) Miscellaneous sources, such as interest on moneys (other than those obtained by the sale of reserves), donations, and special endowments (for scholarships, prizes, &c), rent of premises, loans raised, &c.

Socondai r Schools. District Hi (Secondary 1 igh Schools Department). 'rincipals— Graduates, also holders of teacher's certificate Graduates (not included above) Holders of teacher's certificate only j Number. Percentage. Number. Number. Percentage 20 12 1 61 36 3 18 42 18 30 42 70 Totals 33 '100 60 100 .ssistants— Graduates, also holders of teacher's certificate Graduates (not included above) Holders of teacher's certificate only Uncertificated I 105 125 5 55 36 43 2 19 59 £ | 8 62 •3 27 8 Totals 290 100 96 100

E.—l

47

The revenue derived from the sources (i) to (iv) is the income derived from endowments, and the " net annual income derived from endowments " is the average of this revenue for the three preceding years, less the expenditure upon the endowments and investments upon buildings approved by the Minister, and less mortgage and other charges. Capitation payments are made on a sliding scale according to the net annual income of a school from endowments, the maximum payment per free pupil being £13 10s. per annum. In addition a lump sum of £100 is paid to each secondary school. Certain conditions as to staffing and salaries of teachers have to be fulfilled before full rates of payment on account of the attendance of free pupils can be claimed. The income from endowments of the various schools in 1916 ranged from £0-58 to £29 per head of the roll number, while the net annual income from endowments, as defined above, was nil in eight cases and ranged from £0-191 to £9-195 per head in the remaining schools. This difference is adjusted, as previously stated, by the Government's paying capitation on a sliding scale, which varied in 1916 from £5-95 to £13-5 per free pupil. The result is that the sum of the net annual income from endowments and the capitation grant does not vary very materially in the individual schools. Nearly the whole of the endowments consist of grants of public lands. The following is a summary of the receipts and expenditure of all secondary schools (lower departments included; Wanganui Collegiate and Christ's College Grammar Schools excluded) for the year 1916 : — Summary of the Statements of Receipts and Expenditure for the Year 1916 furnished by the Governing Bodies of Secondary Schools. Christ's CollegeJ'Grammar Schools not included.) Endowments- ***«*• £ s . d. - Expenditure. £ g _ ± Sales and mortgage-money repaid .. 568 8 9 Teachers'salaries and allowances .. 84,459 II 10 Lands vested in High Sohool Boards 38,844 11 9 Incidental expenses— Secondary education reserves .. 9,145 19 2 Office expenses and salaries (exoluding Interest on moneys invested .. 730 0 7 endowments) .. .. .. 3,341 8 9 Government grants— Printing, stationery, and advertising 2,558 13 4 Grants for buildings, sites, rent, appa- Cleaning, heating, and lighting .. 6,767 1 4 ratus, &o. .. .. .. 9,096 13 9 Examinations, prizes, games .. 1.511 6 3 Capitation for free plaoes and subsidies 89.041 5 1. Material and other incidentals .. 1,467 6 0 Capitation and subsidies for manual Interest, repayment of mortgages, and instruction .. .. .. 1.901 1.4 3 j investments .. .. .. 6,880 II il Sohool fees .. .. .. 11,390 :i 0 : Manual instruction (excluding buildings) 1,186 510 Boarding-school Account .. .. 20,993 4 5 Boarding-school Aooount .. .. 17.587 110 Loans, transfers from Capita] Aooount, Land, buildings, furniture, insurance, interest, &o. .. .. .. 34.016 ILO rates, &c. .. .. .. 62,561 4 2 Technical Classes Account .. .. 2,364 15 :! j Endowments (including proportion of Refunds and sundries .. .. 4.4(H 0 7 office expenses) .. .. 5,855 2 I Technical ('lasses Account .. .. 2,545 8 5 Scholarships, advances lo pupils, and miscellaneous .. .. .. 5,676 4 I £222,613 18 5 £202,397 8 10 Although the yearly income exceeded the expenditure by £20,216 9s. 7d., it should be pointed out that the income includes a sum of £34,016, made up for the most part of loans raised for the purpose of erecting new buildings or additions. The expenditure on buildings, furniture, &c, amounted to £62,561, as compared with £36,811 in the previous year. The expenditure on salaries shows an increase of £7,710 over that of the year 1915, and the expenditure on incidental expenses likewise shows an increase of £4,670. The cost of incidentals (which include office administration, caretaking, material, &c.) varies in the different schools from £1 Bs. to £5 4s. per head of average attendance, or, excluding one school where the amount is exceptionally high, from £1 Bs. to £3 18s. per head. The total expenditure on salaries and incidentals was £100,105, and the total income from Government capitation and pupils' fees £100,431, so that these two sources of income covered the working-expenses of the schools. A profit of £3,406 was made on the Boarding-school Account, although in several cases the finances of the boarding establishments are not in the hands of the governing bodies. Tn such cases a clear source of revenue is being allowed by the Boards to pass into other channels.

E.—l

48

Taking into account the assets and liabilities of the various Boards, it appears that the total debit balance at the end of 1916 was £15,463, nine Boards being in debit and seventeen having a credit balance. The debit balances are for the most part due to loans required for the erection of necessary buildings. The following is a summary of the monetary assets and liabilities at the end of the year-.— Monetary Assets. £ Liabilities. £ Bank balances .. .. .. 31,330 Overdrafts.. . .. .. .. 9,921 OJieraosets .. .. .. 34,021 Other liabilities .. .. ..70,893 Total .. .. .. £65,351 Total .. .. .. £80,814 Debit balance .. .. £15,463 The figures below indicate the position with regard to the income and expenditure on account of free-place holders at secondary schools. The expenditure on account of lower departments has been excluded from these figures, which results in their being a little different from those given in the summary of income and expenditure above. Total number of pupils, excluding lower depart- 1914 - 1915 - 1916--ments (roll number beginning of first term) ... 6,009 6,595 7,075 Total net income from endowments ... ... 69,781 £7,172 £8,608 Net income from endowments per head ... £1-63 £1088 £1217 Approximate annual rate of capitation . . ... £10-60 612-816 £12304 Total available net income per free pupil lotsalaries and incidental expenses ... ... £12-23 £13-904 £13-521. . Total expenditure on salaries of staff ... ... £62,805 £75,038 £81,999 incidental expenses ... £9,804 £10,526 £14,921 „ staff salaries, and incidental expenses ... ... £72,609 £85,564 696,920 Expenditure per head of roll on staff salaries ... £10-45 £11-38 £11-56 „ per head of roll on incidental expenses £1-63 £1-60 £2-11 Total expenditure per head on staff salaries, and incidental expenses ... ... ... £12-08 £12-98 £13-67 The Education Act stipulates that the total expenditure on staff salaries and incidental expenses must not be less than the total amount calculated at the rate of £13 10s. per free pupil, together with the amount of tuition fees received. As the latter sum in 1916 amounted to £90,693 10s., and the expenditure on the items named was £96,920, it will be seen that, taking all the schools together, the conditions of the Act were complied with. With respect to individual schools this was not, however, always the case, and it will be necessary for refunds to be made to the Department. Further details of the income and expenditure of secondary schools will be found in Tables K6-K9 of E.-6. Secondary Education Reserves Revenue. The total amount received by High School Boards from this fund amounted in 1916 to £8,054. Details of the distribution are shown in Table KlO in E.-6. Lower Departments of Secondary Schools, (E.-6, Tables Kll and K12.) The Education Act provides that pupils who have not obtained a certificate of competency in the subjects of Standard V or a higher standard of the public-school syllabus may be admitted to a lower department of a secondary school if they are taught in a separate building or class-room, and if no part of the actual cost of their instruction or maintenance of the department is met out of the endowments of the secondary school or out of any moneys granted by the Government. There were lower departments in fourteen secondary schools during 1916; the total number of pupils in these departments was 466 —296 boys and 170 girls; the total annual rate of salaries of teachers was £2,721; the total amount of fees received on account of the pupils was £3,482.

49

E.—l

Free Secondary Education. (E.-6, Tabic K5.) Free places are divided into two classes—junior and senior—both being tenable at secondary schools and district high schools, or, under somewhat different conditions, at technical schools. Generally speaking, junior free places are tenable for two years, with a possible extension in certain cases to three years. In the case of their being held at district high schools they are tenable to the age of seventeen. The means of qualification are— (1.) For entrance to secondary schools and district high schools — (a) Special examinations for Junior National Scholarships, (b) the certificate of proficiency. (2.) For entrance to technical high schools the means of qualification named in (1), or the certificate of competency in S6, with a special endorsement of merit in handwork and elementary science, which for the purposes of technical schools is deemed to be equivalent to a certificate of proficiency. (3.) For entrance to technical classes other than technical high schools the means of qualification named in (1) or (2), or, under special conditions applicable to industrial courses only, a recommendation by the Inspector of Schools if a pupil is over fourteen years and has been in regular attendance at a public school up to a date not more than six months prior to the date of admission to the technical classes. The special examination for junior free places hitherto serving as an additional means of qualification for junior free places is not longer to be held, the scholarship examination serving the purpose. Senior free places are tenable at secondary schools, district high schools, and technical high schools up to the age of nineteen, and at technical classes other than technical high schools for three or in some cases four years. The means of qualification for senior free places are the Intermediate or other equivalent examinations, or the recommendation of the Principal or Director of the school or classes attended based on the school records and examination results, or the recommendation of an Inspector of Secondary Schools, or in the case of district high schools of the Senior Inspector of the district, or in part on such a recommendation and in part on the results of a special examination. The conditions set out above are as prescribed in regulations recently gazetted. The provision for qualification for senior free places on the recommendation of the principal or director of secondary or technical schools has been in existence for the last three or four years, but in the case of secondary schools it was suspended in 1916 partly on account of insufficient inspectorial staff. Partial exemption was granted, however, to 543 candidates for the Intermediate Examination, who were either not required to take the examination in science subjects or received credit for individual practical work done during the year in subjects not included in the examination programme. In accordance with.the amended regulations referred to, it will be compulsory in future for every girl during the tenure of her junior free place to receive instruction in home science, and for every boy attending the secondary department of a district high school (of not more than seventy pupils) to receive instruction in agriculture and dairy science. The following are some of the figures for 1915 and 1916 in regard to free places in secondary schools : — 1915. 1916 Number of secondary schools giving free tuition .. 31 31 Roll number of these schools .. .. .. 6,033 6,585 Number of free-place holders at end of year .. .. 5,593 5,826 Average number of free-place holders during year .. 5,624 6,045 Free-place holders as a percentage of roll number .. 93 per cent. 92 per cent. Total annual payment by Government for free places .. £71,075 £74,380 Cost to Government per free pupil .. .. .. £12 12s. sd. £12 6s. IOH

7—E. 1.

E.—l

50

In order to arrive at the total number of pupils in New Zealand receiving free secondary instruction it will be necessary, however, to include also 88 holders of scholarships or exhibitions carrying free instruction not otherwise enumerated, which are granted by the secondary schools included above or by endowed secondary schools not coming under the conditions for free places, 1,938 free-place holders at district high schools, 101 Maori pupils receiving free education in Maori secondary schools, and 1,915 holders of free places in technical high schools. Consequently, there were approximately 10,132 pupils receiving free secondary education in the Dominion, exclusive of those holders of free places in technical schools (mostly evening students), who, while not taking full-day courses, were nevertheless receiving free education of secondary grade. The following table gives a summary of the various secondary free places at the end of the year for which payment was made by Government :— Free Places in December, 1915 and 1916. r 1915. , , 1916. , (i.) Secondary schools— Boys. Girls. Total. Boys. Girls. Total, (a.) Junior free pupils ... 2,197 1,858 4,055 2,283 2,013 4,296 (b.) Senior free pupils .:. 838 700 1,538 818 712 1,530 Totals ... ... 3,035 2,558 5,593 3,101 2,725 5,826 (ii.) District high schools — (a.) Junior free pupils) qp./. , 01 n -, q fi r> i 873 909 1,782 (ft.) Senior free pupils j •" ' 180 121 201 Totals ... ... 956 1,012 1,968 953 1,030 1,983 (iii.) Maori secondary schools ... 40 52 92 43 58 101 (iv.) Technical high schools— (a.) Junior free pupils .... 768 77.1 1,539 798 897 1,695 (b.) Senior free pupils ... 76 154 230 81 139. 220 Totals ... ... 844 925 1,769 879 1,036 1,915 Grand totals ... 4,875 4,547 9,422 4,976 4,849 9,825 Scholarships held at Secondary Schools and District High Schools. (See also E.-6, Tables K5 and L 6.) These scholarships are of four kinds, — (i.) National Scholarships; (ii.) Education Board Scholarships; (iii.) Foundation (or Governors') Scholarships, given by the governing bodies of secondary schools; (iv.) Private scholarships, endowed by private owners. (i.) National Scholarships. Junior and Senior National Scholarships in the proportion of 9 to 5 are awarded on the results of annual examinations, the junior examination being of a standard somewhat higher than that of the certificate of proficiency, and the senior examination being of a standard comparable with the standard of the Public Service Entrance Examination. Scholarships are awarded to all candidates reaching a certain standard, the standard of award being determined so as approximately to provide one scholarship for every 500 children in attendance at all public schools. In the case of pupils from sole-teacher schools — i.e., schools with an average attendance of under 36—the standard of award is made 10 per cent, lower than in the case of pupils from larger schools. The results of the examinations held in 1916 were as follows : 252 candidates qualified for Junior National Scholarships (as against 204 in the previous year), of which number 19 were pupils of sole-teacher schools, and 58, or 19 per cent, were pupils of secondary schools. In spite of the lower standard required

51

E.—l

to be reached by pupils of sole-teacher schools, the proportion of successful candidates coming from these schools is much smaller than it should be on an average attendance basis. One-seventh of the number of scholarships awarded should go to pupils of one-teacher schools, while in point of fact only one-thirteenth of the number were awarded to such pupils. The number of candidates qualifying for Senior National Scholarships was 112, of which number 8 (as compared with 3 for the previous year) qualified on the alternative programme provided specially to suit the needs of those taking a rural or domestic course. Junior and Senior National Scholarships are tenable at secondary schools and district high schools, each for three years, provided that the total tenure of the two scholarships in the case of one person must not exceed five years. In addition to tuition fees, the holder receives £5 per annum if a junior scholar, or £10 per annum if a senior scholar, with a further sum of £35 per annum in each case if obliged to live away from home. The following figures indicate the number and the value of scholarships current in December, 1915, and December, 1916, respectively, the figures for 1915 representing only Junior National Scholarships awarded under earlier conditions :— Number of scholarship-holders— 1915. 1916. Boys ... ... ... ... ... ... 91 252 Girls ... ... ... ... ... ... 51 130 Totals ... ... ... ... 142 382 Number receiving boarding-allowance (included in the above total) .„_ ... ... ... ... ... 76 143 Number receiving travelling-allowance (similarly included) 4 12 Number held, at secondary schools ... ... ... 1.20 334 Number held at district high schools ... ... ... 22 48 Total annual rate of payment... ... ... ... £3,772 £7,748 (ii.) Education Board Scholarships. The Education Board Scholarships now current will, in accordance with the provisions of the Education Act, 1914, gradually be entirely replaced by Junior and Senior National Scholarships. There were current in 1916 316 Education Board Scholarships of a total annual value of £5,605. (iii.) Foundation (or Governors') Scholarships. These are of two kinds, those afforded by the Governors of secondary schools not granting free places under the Act, and those offered as additional scholarships by the Governors of schools providing free places. (iv.) Private Scholarships. These are derived from funds provided by private donors at certain schools, by bequest or otherwise. The number of foundation and private scholarships in the last term of 1916 was 145. Of the holders, fifty-four were also Government free pupils under the regulations. The total annual value of the scholarships in cash was £1,048. In addition, free tuition was given by the schools to holders of foundation and private scholarships to the value of £1,097, the value of the Government free places already mentioned not being included in this amount. Secondary-school Certificates. Three classes of certificates may be issued to free-place holders taking a secondary course of instruction. The intermediate certificate may be granted to junior-free-place holders who have satisfactorily completed under certain conditions a two-years course at a secondary school, district high school, or technical high school, and who in general are qualified in attainment to receive a senior free place. The lower leaving-certificate may be issued to pupils who have satisfactorily completed a three-years course of secondary instruc-

E.—l

52

tion, including not less than one year of a senior course in which the standard of" work is sufficiently advanced in character to meet the requirements of the examination for a teacher's certificate of Class D, or of the Matriculation Examination. Likewise the higher leaving-certificate may be granted to pupils having satisfactorily completed at least a four-years course of secondary instruction and having satisfied the requirements of the lower leaving-certificate, and, in addition, having completed to good advantage and under certain conditions a.further secondary course of not less than one year. TECHNICAL INSTRUCTION. (See also E.-5, Report on Technical Instruction.) General. The work of the schools and classes has proceeded satisfactorily considering the many unavoidable hindrances and disabilities arising out of the war. The ranks of the teaching staff and of the students have been thinned by numerous departures for the front. The published lists of distinction for bravery, initiative, and resource, and of killed and wounded, include the names of many instructors and students. When the time arrives for reviewing New Zealand's effort in the cause of freedom it will be found that the technical schools, in common with other educational institutions, have responded well to the continued calls for reinforcements. As was to be expected, the returns for the year show for the first time a falling-off in the attendance at evening classes, while the technical high schools show a small increase, and this in spite of the demand for young people to take the places of those who have enlisted. The total number of students in attendance at all schools and classes was 19,691, a. decrease of 511. In the circumstances such an attendance must be regarded as very satisfactory. The total number of students receiving free education under Government regulations or as holders of local scholarships and free places was 7,574, an increase of 591. The practical interest hitherto taken by local bodies, industrial organizations, and others in technical education has been continued in face of the many and increasing demands on the pockets of the community. Contributions in money from the above sources (carrying a Government subsidy of £1 for £1) totalled £4,200 for the year. The school authorities have, for obvious reasons, considerately refrained from making application for grants for other than urgent requirements in the way of necessary buildings and equipment. Consequently, the amount (£4,040) distributed in the sliape of Government grants was very much less than usual; in the previous year £13,461 was distributed. The number of buildings specially designed and equipped for technical instruction is now about sixty. Where such buildings have not yet been provided (e.g., in remote centres) use is made of the local public schools or of suitable rented buildings. During the year classes were held at twenty-nine such centres in Taranaki, at sixteen in Wanganui and Canterbury, at twelve in Otago, and at seven in Auckland and Southland, and in smaller numbers in the remaining three education districts. Classes other than Classes at Technical High Schools. Classes were held in 151 centres, seventeen less than last year. The number of classes and the number of individual students in attendance were as follow :—

Description of Class. % ....... Number if Classes. .. I Number of Students. («) Conducted by Education or High School Boards (b\ Conducted by Technical School Boards or by Managers '(c) Conducted by University Colleges 1915. 1,016 636 165 1916. 1,058 678 179 1915. 1916. 10,616 10,169 6,855 6,699 776 718 Totals 1,817 1,915 18,247 ' 17,586

53

E.—l

Of the above groups classes of the (a) group continued to be the most numerous and the most widely distributed. Most of the classes in remote centres belong to this group. Classes of the (b) group, though held at a relatively small number of centres (thirty in all, including subcentres), constitute most of the largest and best-equipped schools in the Dominion. Classes of the (c) group are held at three of the four largest centres, and include some classes not of University rank. Following are some particulars of the ages, sex, and occupations of students :■ —

Summary of Occupations of Students. .Number of Percentage Students. of Total. Clerical pursuits ... ... ... ... ... 2,207 12*5 Professional pursuits ... ... ... ... 2,3(52 18*6 Students ... ... ... ... ... ... 3,200 187 Domestic pursuits ... ... ... ... ... 3,179 181 Agricultural pursuits ... ... ... ... 1,207 69 Various trades and industries... ... ... ... 4,962 282 : -- Other occupations not included in above ... ... 3(59 2'l 17,586 100-0 It will be noticed that, while there was an increase of about 15 per cent, in. the number of students under seventeen years of age, there was a decrease of about 18 per cent, in the number over that age, due, of course, to enlistments and_ the demand for women to fill vacancies caused thereby. Of the total number of male students, 46 per cent, were over seventeen years of age, as compared with 56 per cent, last year. More than half of the total number of students were females, while over a quarter of the students were engaged in various trades and industries. The summary of occupations of students indicates that the curricula of the schools as a whole are framed with a view to meet as far as practicable the educational needs of students engaged in a wide range of occupations. NIIMBEH 01' CIiASSEB IN CERTAIN SUBJECTS OF TECHNICAL INSTRUCTION HK'LD IN 1915 ANT) 1916. Number of Classes. Subjects of Instruction. 1915. 1916. Mathematics and science ... ... ... ... 148 170 Engineering ... ... ... ... ... ... 164 195 Wood and lead working and other trades subjects ... ... V 39 193 Agriculture, wool-sorting, dairy-work, <fee. ... ... 1154 105 Art and art crafts ... ... ... ... ... 2154 255 Domestic subjects ... ... ... .. ... 369 346 Commercial subjects ... ... ... ... ... 289 322 Subjects of general education ... ... ... ... 310 329 Totals ... ... ... . ... ... 1,817 1,915 The increase (thirty-one) in the number of classes for engineering is indicative of the rapidly growing demand for instruction bearing on occupations calling for a practical knowledge of mechanical, electrical, and civil engineering. The increasing use of mechanical and electrical power for industrial and other purposes must lead in the near future to very considerable developments in connection with this important branch of technical education. At present

Seventeen Age anc Years of Under. Over Seventeen , f j \oars of Age. Males Females 1915. 3,948 3,361 1916. 4,620 4,007 8,627 1915. 1916. 1915. 1916. 5,14-2 3,991 9,090 8,611 5,796 4,968 9,157 8,975 10,938 8,959 18,247 17,586 Totals .. 7,309 8,627

E.—l

54

ten schools, including those in the four chief centres, are provided with wellequipped engineering workshops, and offer fairly full courses, both elementary and advanced, while the Engineering School in connection with Canterbury College, Christchurch, offers full degree and diploma courses in mechanical, electrical, and civil engineering. The classes relating to the building, plumbing, and other important trades continue to be well supported, particularly in the larger centres, by various industrial organizations. The setting-up in some districts of advisory committees representing masters and men has had a beneficial effect in bringing the trades concerned and the technical schools into closer relationship. Classes bearing on rural pursuits were held at seventy-eight centres during the year, and were attended by 1,626 students. The subjects dealt with included agriculture, dairy-work, wool sorting and classing, shearing, horticulture, and orchard-word. It is gratifying to note, as an indication that the value of the instruction is recognized, that the farmers willingly contribute to the funds of the classes. Classes for domestic subjects were held at most of the schools. There was a decrease both in the number of classes and in the number of students in attendance, due no doubt to the fact that the services of a large number of young women have been availed of for patriotic and other purposes arising out of the war. The special courses in home science and domestic arts at the Otago University continue to meet with satisfactory support. The number of students in attendance during the year was thirty-six, of whom twenty-one were prospective teachers of domestic subjects holding Government bursaries. Of these bursars twelve took the degree course and nine the course for the diploma. Payments totalling £1,160 were made by the Government on account of homescience bursaries, being at the rate of £55 per bursar. Fourteen students have on the completion of their courses been appointed to positions in various schools in the Dominion. Number ok Students taking Group Courses. ~ , . .. Number of Students. Course of instruction. .„._ ~ Elementary and higher commercial, and general courses for publit; examinations ... ... ... ... 2,682 3,055 Industrial (including agriculture) ... ... ... 1,417 1,480 Domestic ... ... ... ... ... 855 711 Pure and applied art ... ... ... ... ... 684 671 Totals ... ... ... ... ... 5,638 5,917 Group courses occupying not less than four hours a week and eighty hours a year were provided at fifty centres, an increase of 9 per cent. About 34 per cent, of the students in attendance took such courses, the total number doing so being 279 more than last year. The attendance at commercial and general courses shows an increase of 14 per cent., and at industrial courses of 4 per cent.

Number of Students receiving Free Education under the Rugulations for Free Places.

Nearly 25 per cent, of the total number of students in attendance at classes held free places as above. The total number of junior free pupils was 2,368, an increase of 110, and of senior free pupils 1,692, an increase of 59. Over 50 per cent, of the students who entered technical classes as first-year junior

1915. 1916. Males. Females. Total. Males. Females. Total. T . . .. (First year Junior free pupils | gecon^ year (First year Senior free pupils \ Second year (Third year 850 549 447 305 162 501 358 348 262 109 1,351 907 795 567 271 820 534 433 310 175 596 418 354 273 1.47 1,416 952 787 583 322 Totals 2,313 1,578 3,89.1. 2,272 1,788 4,060

E.—l

55

free pupils in 1915 continued to attend in 1916. Of the total number of senior free pupils in their first year over 35 per cent, had previously completed two years at technical classes as junior free pupils. The remaining 65 per cent, had previously attended technical high schools, secondary schools, or district high schools. In addition to students holding Government free places, 310 students held scholarships or free places provided locally. Regulations requiring the attendance of young persons between the ages of fourteen and seventeen who are not otherwise receiving a suitable education or who are not specially exempted from attendance were in force in ten school districts in Auckland, in three in Wanganui and Taranaki respectively, and in one in Hawke's Bay. The number of students attending under these regulations was 1,219, an increase of 361. Of this number, 654 were males. Returned soldiers to the number of 70 were admitted to free education under regulations gazetted last year providing for the free education of duly accredited returned soldiers at technical schools. Although, as was confidently expected, the school authorities offered facilities up to the limit of their available resources, the attendance was much below expectations. It is not difficult to advance reasons for what appears to be a meagre response on the part of the soldiers. For example, many of them being men of good education do not stand in need of further education, and are able to take up or return to profitable employment. Again, the courses of work at technical schools are not designed to enable students quickly to become proficient in the technique of a particular trade or industry and put them in a short time in the way of commanding good wages. Yet another cogent reason is the unavoidable disturbing effect which the sudden change from civil to military life must have on the individual. If, presently, it is found that there is any considerable number of returned soldiers who desire and stand in need of further industrial training, means must be found for giving them such training either at selected technical schools prepared, with the assistance of grants if necessary, to specialize in particular trades or industries, or, possibly, at one or more special institutions. The following technical schools had roll numbers of 500 and over, exclusive of the technical high schools carried on in connection with some of them :— - Koll Number. SchooL 1915. 1916. Auckland Technical College ... ... ... ... 1,451 1,329 Christchurch Technical College ... ... ... ... 1,156 1,225 Wellington Technical College ... ... ... ... 1,163 1,207 Dunedin Technical College ... ... ... ... 1,277 1,204 Wanganui Technical College ... ... ... ... 984 814 Palmerston North Technical School" ... ... ... 566 673 Dunedin School of Art ... ... ... ... 535 560 The fall in the attendance at some of the above schools is due to withdrawals as the result of enlistment. The attendance at the schools and classes generally must be regarded as satisfactory in view of the fact that it is for the most part voluntary. That so many students are prepared to take up definite courses of study involving attendance on three or more evenings a week is nol the least gratifying feature of the present voluntary system. Capitation earnings for the year totalled £34,771 (including £9,599 on account of free pupils, pupils admitted under " compulsory regulations," and returned soldiers), being at the rate of nearly £2 per student. The rates of capitation vary from 2d. to Bd. per hour according to the year and nature of the instruction. These rates are increased by one-half in the case of classes in remote centres. An additional rate of 3d. per hour is paid on account of free pupils, " compulsory " pupils, and returned soldiers. Payment is not made on account of any student for more than 400 hour-attendances a year, but this maximum is only reached by a small proportion of students. The science examinations of the Board of Education, London, and the technological examinations of the City and Guilds of London Institute were held as usual, the former at nine and the latter at thirteen centres. The total number of entries was 421, and the number of passes 262. In connection with the technological examinations bronze medals were awarded to two Auckland

E.—l

56

students on the results of the examination in electrical wiremen's work, Grade I, and plumbers' work, Grade IT, respectively. Two candidates, one at Wellington and one at Invercargill, attained the standard required for a prize in the subjects of mechanical engineering, Division 11, Grade 11, and cabinetmaking, Grade I, respectively, but being instructors were disqualified. Technical High Schools. These schools, eight in number, are of secondary grade, and provide industrial, commercial and general, domestic, agricultural, and art courses. They are under the same management as the technical schools of which they form part. The number of pupils in attendance during the year was as follows :— _~,_,,_, , Number of Pupils. Technical High School. . ( .. r .„.,. Auckland ... ... ... ... ' ... ... 464 508 Wanganui ... ... ... ... ... ... 185 250 Wellington ... ... ... ... ... 254 285 Napier ... ... ... ... ... ... 108 111 Westport ... ... ... ... ... ... 20 29 Christchurch ... ... ... ... ... ... 421 376 Dunedin ... ... ... ... ... ... 304 315 Invercargill ... ... ... ... ... 199 231 Totals ... ... ... ... ... 1,955 2,105 The total enrolment for the year, which shows an increase of 7-7 per cent., must be regarded as satisfactory, indicating that these schools, which are mainly vocational in character, are fully justifying their existence as units in the system of secondary education. Speaking generally, it would appear that requirements in the way of secondary education in the case of a rural centre, or, indeed, of any centre outside the larger urban centres, would be best met by the establishment of what may be termed a general-purpose school, of which the technical high school may be cited as a typical example. The number of pupils taking up the various courses provided was as follows : — n ' Number of Pupils. ouim Males. Females. Total. Industrial ... ... ... ' ... ... 480 ... 480 Commercial and general ... ... ... 338 831 1,169 Domestic ... ... ... ... 301 301 Agricultural ... ... ... ... 153 ... 153 Art 2 ... 2 Totals ... ... ... ... 973 1,132 2,105 Over 55 per cent, of the pupils took commercial and general courses, industrial courses being taken by 228 per cent., and domestic courses by 14-3 per cent. There was an increase of thirty-eight in the number of pupils taking agriculture. Seven of the schools offered industrial, commercial, and domestic courses : four of these offered also an agricultural course, and one an art course; while one school (Westport) offered an industrial (engineering) course only.

Number of Pupils receiving Free Education at Technical High Schools under the Regulations for Free Places.

1915. 1916. Males. Females. Total. Males. Females. Total. ' I . . . .. (First year .. unior free pupils j gecondyear (First year .. ienior free pupils-j Second year (Third year 501 505 267 266 60 121 15 26 1 7 1,006 533 181 41 8 518 280 70 11 577 320 109 28 2 1,095 600 179 39 2 Totals 844 925 1,769 879 I ,036 1,915 J_ . J_ .

EL— 1

Of the total number of pupils in attendance 91 per cent, were receiving free education under the Regulations for Free Places. Junior free places were held by 1,695 pupils, an increase of 156, and senior free places by 220 pupils, a decrease of 10. Over 50 per cent, of the pupils who entered the technical high schools in 1915 as first-year junior free pupils continued to attend in 1916, while about 22 per cent, of the pupils who completed the second year of their junior free places in 1915, having qualified for senior free places, continued to attend in 1916. Of the pupils who left on completing their junior free places in 1915, 28 per cent, qualified for and were admitted to senior free places at evening classes in 1916. The rates of capitation vary from £12 10s. a year for first-year free pupils to £15 for third-year free pupils, and from £8 ss. to £10 in the case of other pupils. Capitation amounting to £23,295 was earned in respect of 2,029 pupils, of whom 1,845 were free pupils, as compared with £20,985 for the previous year. The rates of payment for pupils who qualified for capitation were £11-93 in the case of free pupils and £6-97 in the case of other pupils. To earn the full rate an attendance of not less than 800 hours a year is required. The scale of payments hitherto in force has been recently amended with the view of simplifying the computation of claims and at the same time of augmenting the funds at the disposal of controlling authorities. Coincidentally, a system of regular monthly payments has been inaugurated, the total effect being to place the finances of the technical high schools in a more favourable position than heretofore. Under the new scale the rate of payment in respect of free pupils who qualified for capitation in 1916 works out at £12-7 per pupil. Financial. The total capitation earnings of all classes, including technical high schools, was approximately £58,066 (giving a rate of £2-9 per student as compared with £2-6 for the previous year), of which £24,723 was earned by classes conducted by Education Boards, £29,284 by classes conducted by Technical School Boards and Managers, and £4,059 by classes conducted by University Colleges and High School Boards. The following is a summary of receipts from all sources and of expenditure for 1916 in respect of classes conducted by Education Boards or High School Boards, or by Technical School Boards or Managers (including in each case technical high schools) : — , Classes conducted by RECEIPTS. Education or Technical School High School Boards or Boards. Managers. £ £ Capitation .. .. .. .. ..27,153 29,300 Class fees .. .. .. .. .. 3,822 4,834 Voluntary contributions and subsidies thereon .. 2,529 5.239 Grants for buildings, &c. .. .. .. ..1,997 1,602 Sundry receipts .. .. .. .. ..4,874 6,585 Totals for 1916 .. .. .. 40,375 47,560 Totals for 1915 .. •.. .. £40,131 £49,767 Expenditure. Staff salaries .. .. .. .. .. 23,722 29,072 Working-expenses .. .. .. ..8,642 12,109 Buildings, &c 6,017 5,193 Totals for 1916 .. .. ..38,381 46,374 Totals for 1915 .. .. ..£34,789 £46,084

B—E. 1.

57

E.—l

Working-expenses represented 26 per cent, of the total receipts, exclusive of grants for buildings and equipment, in the case of classes conducted by Education Boards or High School Boards, and 29 per cent, in the case of classes conducted by Technical School Boards or Managers. For the year the total receipts from all sources exceeded the total expenditure under all heads by £3,180, indicating that the available funds were wisely administered by the school authorities as a whole. Payments by the Government by way of capitation, grants for buildings and equipment, and subsidies on voluntary contributions represented 76 per cent, of the total receipts for the year. With the view of placing the finances of the technical schools in a more favourable position than formerly and of enabling controlling authorities to meet their liabilities month by month, the system of interim capitation claims extending over the school year and into the financial year, hitherto in vogue, has been replaced by a system providing for the payment in regular monthly instalments within the school year of an amount approximating to the estimated capitation earnings for that year, thus obviating the carrying forward, as has been the case in the past, into the following year of any large amount due on account of the previous year. This change in the method of payments involves an increased appropriation for the current year. The following is a summary of monetary assets and liabilities, as at the end of the year, of Education Hoards as controlling authorities of technical classes and of Technical School Boards and Managers : —

In the case of Education Boards, nine in number, four show net credit balances totalling £11,957 14s. 3d., while five show net debit balances totalling £4,582 35., the total net credit balance being £7,375 lis. 3d. In the case of Technical School Boards and Managers, nineteen in number, eighteen show net credit balances totalling £20,064 18s. lid., and one a net debit balance of £2,528 2s. 10(1., giving a total net credit balance of £17,536 16s. Id. It is evident that the financial position as a whole is satisfactory, and indicates that the school authorities collectively are not hampered by insufficiency of funds. It will be noted that the financial position of some of the Education Boards does not compare favourably with that of the majority of the Technical School Boards. Account must, however, be taken in this connection of the fact that the classes conducted by Education Boards include a number of classes for elementary or single subjects at small centres —classes which earn capitation at lower rates than in the case of most of the classes conducted by Technical School Boards, where definite courses of work, both elementary and advanced, are the rule rather than the exception. Three full-time technical high schools (787 students) and 985 classes (over 10,000 students) were conducted by Education Boards at 115 centres during the

58

Technical School Education Boards. Boards and Totals. Managers. Monetary Assets. Sank balances tther assets Total assets £ s. d. £ s. d. £ s. d. 5,040 13 1 5,930 I 2 10,970 14 3 15,064 0 0 18,663 11 5 33,727 11 5 20,104 13 1 24,593 12 7 44,698 5 8 Liabilities. •verdrafts.. Ither liabilities 11,909 110 2.765 16 11 14,674 18 9 820 0 0 4,290 19 7 5,110 19 7 Total liabilities 12.729 1 10 7,056 16 6 19,785 18 4 7,056 16 6 19,785 18

59

E.—l

year, as compared with five full-time technical high schools (1,318 students) and 678 classes (nearly 7,000 students) at thirty centres in the case of Technical School Boards. Further, the funds of the classes conducted by Education Boards are augmented annually to a lesser extent by voluntary contributions and the Government subsidy of £1 for £1 thereon than arc the funds of classes conducted by Technical School Boards. Voluntary contributions and subsidies in 1916 totalled £2,149 in the case of the former and £5,239 in the case of the latter. The following is a summary of the expenditure by the Government on technical instruction during the financial year ended the 31st March, 1917 : — £ £ Capitation ... ... ... ... ... ... ... 64,856 Subsidies on voluntary contributions ... ... ... 4,206 Home science bursaries ... ... ... ... 1,180 Grants in aid of material for class use ... ... ... 3,187 8,573 Grants for buildings and equipment ... ... ... ..: 6,614 Conveyance of — Instructors ... ... ... ... ... 790 Students ... ... ... ... ... 235 Fiee pupils ... ... ... ... ... 2,361 — 3,386 Examinations ... ... ... ... ... ... 449 Inspectors'salaries and travelling-expenses ... ... ... 1,226 85,104 Less recoveries (examination fees, &c.) ... ... ... 173 £84,931 The expenditure was at the rate of £4-3 per student, as compared with £3-5 for the previous year. Included in the total is £2,424 from nationalendowment revenue. SPECIAL SCHOOLS. [See also B. I—Report on Hpe.-.ial Schools and Infant Life Protection.] Work of the Special Schools Section. The special-schools section of the work of the Education Department includes (1) the care of destitute, uncontrollable, or deliquent children committed to receiving-homes or industrial schools, and all juvenile offenders transferred from gaols to industrial schools; (2) the education and care of deaf, blind, or feeble-minded children over the age of six years; (3) the supervision of all children under the age of six years who are— (a) maintained apart from their parents or guardians, (b) adopted with premium. Industrial Schools. At the 31st December, 1916, there were nine institutions, officially known as industrial schools, directly under the control of the Education Department. Of these, three are devoted to the training of girls and three to the training of boys. The remaining three are receiving-homes which deal with children (boys and girls) who are fit to be boarded out in country homes, or who, if over the age of fourteen years, are capable of taking situations. There are also thirty-six industrial schools under private control to which children may be committed under the Industrial Schools Act, and which are subject to inspection by the Education Department. The number of children brought for the first time under the operation of the Industrial Schools Act during 1916 was 436; the number whose names were written off during the year was 317, and the total roll number at the end of the year was 3,284. Of these, 1,970 were boys and 1,314 girls.

E.—l

60

The children are classified as follows :— In residence— Iv Government industrial schools other than reformatories ... 472 In reformatories (boys) ... ... ... ... ... 142 (girls) 40 654 In private industrial schools ... ... ... ... ■■■ 355 Total ... ... ... ... ... ... 1,009 Hoarded out — From Government schools '(including receiving-homes) ... ... 1,076 From private industrial schools ... ... ... ... 6 Total ... ... ... ... 1,082 Placed out in situations ... ... ... ... ... ... 570 With friends on probation ... ... ... ... 387 In private institutions, hospitals, absent without leave, in prison, &c. ... 236 Grand total... ... ... ... ... ... 3,284 The net expenditure for the last financial year, exclusive of capital charges for additional buildings, works, &c, was £41,304, showing a decrease of £644 on that of the preceding year, although 515 more children were actually maintained, the numbers being 2,655 and 2,140 respectively. The contributions from parents under orders of Court, agreements, &c, amounted to £12,297, being at the rate of £4 12s. Bd. per head of those maintained. This is an increase of 3s. 7d. per head over the rate of the preceding year. The following figures show the expenditure in connection with Government and private industrial schools during the year : — Expenditure on Government Industrial Schools, 1916-17. £ Salaries ... ... ... ... ... ... ... 14,788 General maintenance ... ... ... ... ... ... 23,237 Travelling-expenses ... ... ... ... .. ... 1,346 Furnishings, repairs to buildings, small works ... .. ... 1,568 New buildings and works ... ... ... ... ... 332 Payments to foster-parents ... . . ... ... ... 23,408 Cross cost ... ... ... ... ... 64,679 Recoveries from parents and others ... ... ... .£23,796 Sales, Ac. ... ... ... ... ... ... 2,565 26,361 Net cost of institutions ... ... ... ... 38,318 . Salaries, &0., of visiting and probation officers and sundries ... 2,118 £40,436 Expenditure on Private Industrial Schools. £ Gross cost ... ... ... ... ... 2,857 Recoveries ... ... ... ... ... ... ... 1,884 Net cost ... ... ... ... ... ... £973 Included in the total sum recovered (£25,680) is an amount of £13,383 paid by Hospital and Charitable Aid Boards for the maintenance of 836 children committed to industrial schools on account of indigency. In addition 169 inmates of private industrial schools were maintained at the expense of Hospital and Charitable Aid Boards. As these latter schools make their claims direct against the Boards the figures are not included in this report. Section 50 of the Industrial Schools Act provides for the placing of inmates of industrial schools in situations and for part of their earnings to be placed in trust accounts in the Post Office Savings-bank. There are some two thousand such trust accounts, representing about £50,000. Though these earnings cannot be claimed as a right in practice, they are generally paid over to the

61

E.—l

persons concerned who, after passing out of the control of the schools, are able to give evidence of good character, provided that satisfactory investments for the money are shown. Inmates and Past Inmates of Industrial Schools who have enlisted for Active Service. It is difficult to estimate the number of present and past inmates who have enlisted for active service. Some hundreds have left New Zealand with the Expeditionary Forces, in a great many cases as N.C.O.s, and some have gained commissions in the field. Almost every casualty lisj contains the names of some of these boys, who have either been wounded or have made the supreme sacrifice. As soon as it is possible to do so a list will be prepared of all the names of these lads. No greater proof of the value of the training given under the industrial-schools system is necessary when it is remembered that prior to commitment the majority of these lads have been at some time or other well on the road towards a socially inefficient or criminal career. Infant-life Protection. The purpose of this system is to provide supervision and protection for infants boarded out by their parents or guardians in circumstances that might lead to their neglect or ill treatment. Unless licensed as a foster-parent, no person in consideration of any payment or reward may receive or take charge of an infant for the purpose of nursing or maintaining it apart from its' parents or guardians for longer than seven consecutive days. " Infant " means a child under six years of age. Besides the district agents, duly appointed officers who are qualified nurses have full power to inspect the licensed homes. If necessary the Education Department may take over the maintenance of a child, recovering the cost from the parents or guardians, and the foster-parent's license may be revoked, the children in the home being otherwise provided for as the Minister may direct. Payment of a premium on the adoption of a child brings the case within the provisions of the Act. The number of homes licensed at the end of the year was 1,054, and the total number of children in them during the year was 1,250, a decrease of 190 for the year. Of this total the number of infants under one year was 365. Seventeen children died, being 1-36 per cent, of those in the homes. Of that number, nine died in foster homes and eight in hospitals or nursing-homes to which they had been removed for treatment, so that the deaths in foster-homes represented 0-72 per cent, only of the total number dealt with. The expenditure in connection with infant-life protection for the year ended 31st March, 1917, was £1,350; for the preceding year the amount was £1,476. School for the Deaf, Sumner. Number of pupils who returned to the school in February, 1916, after the summer vacation ... ... ... ... ... ... 98 Number admitted during the school year ... ... ... ... 14 Left during or at the end of the school year • ... ... ... ... 14 Number remaining on the roll after the close of the school year ... ... 98 ' Thirteen pupils were removed from school during the year, having reached a satisfactory standard of education. One day-school pupil died at home from heart-disease. The length of the school life of deaf children varies from two to ten years. The necessity for sending deaf children to be properly treated at as early an age as possible is imperative, since the process of educating the deaf mustbe slower and more arduous than in the case of normal children. Of the fourteen new pupils admitted during the year six had reached an average age of eight years and one month, one was ten years and four months, one eleven years and ten months, two fourteen years and seven months, and one fourteen years and eleven months; the difficulty of educating these children thus being greatly

E—l

62

increased. In addition to the ordinary school-work the girl pupils receive instruction in general domestic work, cooking, laundry-work, dressmaking, and dancing; while the boys are taught woodwork and gardening. A feature of this institution is the successful work carried on in the garden and on the farm, provision being thus made for a plentiful supply of milk, vegetables, and fruit all the year round. Notwithstanding the dry season intensive cultivation of the sandy soil has been carried out under the supervision of the Department of Agriculture, and very fine specimens of such products as lucerne, marrows, mangels, carrots, &c, the product of the school-farm, have been exhibited by that Department at the Dunedin, Timaru, and Ashburton agricultural and pastoral shows: The expenditure on the school for the last financial year is as follows : — £ £ Salaries... ... ... ... ... ... ... 4,062 Maintenance of pupils and sundry expenses ... ... 1,802 Travelling-expenses ... ... ... ... ... 207 Maintenance of buildings ... ... ... ... ... 94 6,165 Less — Parental contributions ... ... ... ... 1,088 Amounts collected from Hospital and Charitable Aid Boards ... ... ... ... ... 768 Sundry other recoveries ... ... ... ... 32 1,888 Net expenditure ... ... ... ... £4,277 The net expenditure for the year 1915-16 was £3,740. Jubilee Institute for the Blind, Auckland. The Jubilee Institute for the Blind, Auckland, which is established as a separate institution under the provisions of the Hospitals and Charitable Institutions Act, is governed by a Board of Trustees, four of whom are appointed by the Government. Provision is made at the Institute for the education and training of adults as well as children, although the Education Department is chiefly interested in the latter. In addition to the ordinary school subjects kindergarten classes are held, and instruction is also given in music, swimming, typewriting and shorthand, sewing, knitting, beadwork, &c. Technical work and manual training forms an important part of the curriculum. The boys and men receive instruction in woodwork and in several trades, such as piano-tuning, mat and basket making, &c, while the girls are taught household duties, which will be of great benefit to them when they return to their homes after completing their education in the day school. It is noteworthy that two of the teachers in the Institute arc themselves ex-pupils of the school. One graduate blind teacher last year successfully trained blind students for the Matriculation Examination. The amount paid by the Government towards the cost of training thirtythree pupils was £81.0, and the amount refunded to the Government in the way of parental contributions and payments by Hospital and Charitable Aid Boards was £538. The amount paid by the Government as subsidy to the Board of Trustees under the provisions of the Hospitals and Charitable Institutions Act was £1,815 3s. 7d. Education and Care of the Feeble-minded. During the year full publicity has been given to the compulsory clauses in the Education Act dealing with the education and training of feeble-minded or epileptic children between the ages of six and twenty-one years. As the result of a systematic canvas information regarding over six hundred cases was obtained. About three hundred and fifty of these were boys and two hundred and fifty girls. The assistance of the Medical Inspectors of Schools has been obtained for the preliminary examination of the majority of these cases; a great many have been examined, and the work is still proceeding.

63

E.—l

The need for controlling and in the majority of cases for segregating all feeble-minded children is of the utmost importance if the physical and mental standard of the race is to be preserved. Of the cases already examined a great many are unfitted on account of their low mentality for admission to special schools, although in certain urgent cases admission has been arranged in the absence of any other means of dealing with them. The inmates of schools for feeble-minded children are given a very simple course of instruction suited to their limited intelligence. Instruction is largely of a manual character, since these children are able to advance very slightly in the arts of reading, writing, and counting. The object of the instruction is to quicken the intelligence and dexterity of the children, so that later on. they may be able to take part in some simple occupation and be able to some extent to help to support themselves and to find some interest in occupations suitable to their limited capacities. Only in very exceptional cases, if in any, can it be expected that any feeble-minded children can be brought up to a standard approximating to that of even the less efficient members of the ordinary community. It has been, found that those who most closely approach the ordinary standard of intelligence and capacity run greater risks and are subject to greater dangers even than those with a very low grade of intelligence. It should be definitely known that all statements relating to alleged curing of feebleminded children, or to their replacement in ordinary schools under ordinary instruction, or to their becoming able to take their place in the ordinary community, are really the result of a misunderstanding of the types of cases to which progress such as the above refers. Improvement referred to in such statements has been accomplished not in the case of feeble-minded children, but in the case of merely backward children who make unduly slow progress under the ordinary methods of school instruction. There are many children of this type in New Zealand, but they are not placed in schools for the feeble-minded. Children who are feeble-minded in the real sense of the term are unlikely ever to improve sufficiently to make it safe for them to enter the general community. A great majority of them will need to be under protecting control throughout life, and all that the State can do for them is to reduce the amount of such supervision. To meet the growing demands a school for feeble-minded girls was established during the year at Richmond, near Nelson. So far forty-eight girls have been admitted there, but accommodation is provided for about thirty more, and a selection is now being made of other applicants for admission. As two of the institutions at present utilized for industrial-school purposes (at Auckland and Caversham) will be vacated during the course of the ensuing year it is proposed to convert them into special schools for girls; these two schools together will accommodate about ninety girls. The problem of catering for the feeble-minded is a most difficult one, and, although the need for direct action is pressing, it is not advisable from a financial point of view to enter on any extended programme of establishing institutions without the most careful consideration. The provision for further accommodation for feeble-minded children will probably necessitate the establishment of a school in the North Island in order to avoid undue travelling on the part of inmates and their relatives. In the meantime no ambitious programme of training the girls has been entered upon at Richmond. More attention has been given to the building-up of the children physically and of making their lives reasonably happy in their new surroundings—a liberal diet, plenty of exercise, and an occasional trip to the seaside are having a marked effect on the physical condition of the children. A teacher is attached to the staff, and. a certain amount of kindergarten work is carried out. It is proposed to obtain the services of at least two lady teachers who have had special experience in the training of feeble-minded girls, and to establish one of the institutions referred to above for the training of the younger and more improvable girls. As the girls become proficient in some craft, such as

E.—l

64

matmaking, sewing, &c, or are fairly capable at domestic or laundry work or gardening, they can be transferred to one of the other schools, where it will not be necessary to employ an expert staff. As in the majority of cases it will be necessary to retain lifelong control, the problem of establishing after-care homes or colonies will have to be faced in the near future. . With regard to boys, the extended building programme at the special school at Otekaike has now been completed, and there is now provision for the accommodation of some two hundred cases. Workshops have been provided and technical instruction in carpentry, bootmaking, mat-weaving, basketmaking, boxmaking, &c, will be carried out. A thoroughly equipped day school has also been provided, and under the direction of an expert teacher progress in the training of the boys is now possible. Nearly one hundred boys have been admitted, and as the cases now under review are examined they will be drafted on to Otekaike until the full complement of the school is reached. The. following tables show the numbers dealt with at Otekaike during the past year, together with particulars regarding expenditure : — Numbers as at 31st December, 1916 :— Males. In residence . . .. . . . . . . . . 67 Boarded out .. .. .. . . . . .. . . . . 2 Temporarily absent with friends . . . . . . . . . . 10 79 Particulars of expenditure for the financial year ended 31st March, 1917:Salaries .. .. .. .. .. .. .. 2,839 General maintenance .. .. .. .. .. .. 2.828 Travelling-expensos . . s . . . . . . . . . . 358 Maintenance and buildings . . . . . . . . . . 230 Additional buildings, furniture, &c. .. .. ~ .. 5,635 £11,890 Less- — Parental, contributions towards maintenance .. .. 636 Amount collected from Hospital and Charitable Aid Boards 411 Sundry other recoveries .. .. .. .. 306 1,353 Net expenditure .. .. .. .. £10,537 Special School for Girls, Richmcmd. Numbers dealt with : In residence at 31st December, 1916, 48. Particulars of expenditure : — £ Salaries .. . . . . . . . . • ■ . . 360 General maintenance .. .. .. .. .. •• 612 . Travelling-expenses .. -.. .. .. .. .. 69 Buildings, furniture, &o. .. .. .. .. .. 2.264 3,305 Less - ■ Parental contributions towards maintenance .. .. 90 Sundry other recoveries ... .. .. . . 5 95 Net expenditure .. .. .. .. £3,210 On the land attached to Otekaike and Richmond (in conjunction with the Nelson Training-farm) sufficient vegetables and fruit are grown to provide for the needs of these two schools, and in addition the dairy herds supply the schools with their requirements in the way of milk and cream. At each of these two schools a certain number of the inmates are employed on the farm or in the garden and orchard. Every care is taken, however, to ensure that no boy or girl is required to do work for which he or she is not physically fitted,

65

E. — l

HIGHER EDUCATION. New Zealand University and Affiliated Colleges.. (See also E.-7, Report on Higher Education.) The New Zealand University, the body which has general control of higher education in New Zealand, was founded by the New Zealand University Acts of 1870, 1874, and 1875. In 1876 the University was recognized by Royal charter as entitled to grant the degrees of Bachelor and Master of Arts, and Bachelor and Doctor in Law, Medicine, and Music. The Amendment Act of 1883, and the supplementary charter issued in December of the same year, added the degrees of Bachelor and Doctor of Science. Moreover, in 1904 the University Degrees Act gave the University authority to confer degrees of Doctor of Literature, Master of Laws, Surgery, and Science, and Bachelor, Master, and Doctor of Veterinary Science, Dental Surgery, Mechanical, Electrical, Civil, Mining, and Metallurgical Engineering, Naval Architecture, Agriculture, Public Health, and Commerce. For these latter no further charter has been given, so that nominally they must be considered as having currency only in New Zealand. The affairs of the University are controlled by three Courts—the Senate, the Board of Studies, and the General Court of Convocation, which consists of members of the four District Courts of Convocation. The Senate consists of twenty-four members or Fellows—four elected by the Governor in Council; eight by the governing bodies of the four affiliated institutions, two by each; four, one each, by the Professorial Boards; and eight, two each, by the four District Courts of Convocation, consisting of the graduates belonging to the several University districts. The Board of Studies consists of twenty members, five of whom are appointed by each of the Professorial Boards of the four institutions affiliated to the University. The District Courts of Convocation consist of graduates of the University. The Senate has the entire management of and superintendence over the affairs, concerns, and property of the University and subject to certain provisions relating to the Board of Studies, has power to alter all statutes and regulations. The Board of Studies has power to make recommendations to the Senate as to the appointment of examiners, and as to* degrees, diplomas, scholarships, prizes, courses of study, and examinations. The chief function of the General Court of Convocation is to discuss matters relating to the University and to declare its opinion on any such matter. The revenue of the University is derived mainly from a statutory Government grant of £3,000 per annum, from fees and from interest on investments. In addition there is paid to it in trust a certain proportion of the nationalendowment income for distribution among the four affiliated institutions towards the support of libraries, the establishment of new Chairs, and towards the extension of their work in. other ways. The amount received from this source in 191.6 was £2,866. The University is an examining, not a teaching, body, and four teaching institutions are affiliated to it — the Auckland University College, Victoria University College, Canterbury College, and Otago University, situated in the cities of Auckland, Wellington, Christchurch, and Dunedin respectively. The affairs of these University colleges, including the appointment of professors and lecturers, are entirely in the hands of the various Councils. Each of the colleges specializes in certain directions. Otago University has medical and dental schools, a school of mining and metallurgical engineering, and a school of home science; Canterbury College has a school of engineering (mechanical, electrical, and civil); Auckland University College has a school of mines and a school of commerce; and Victoria University College specializes in law and science. Auckland University College and Victoria University College each receive an annual statutory grant of £9,000, while Canterbury College receives £2,000, and Otago University £5,000. The two latter institutions are endowed with reserves of land. In addition a certain proportion of the income from the

9—E. 1.

E.—l

66

National Endowment Fund for the purposes of education is paid directly to the four affiliated institutions. In 1916 the sum paid to each out of the fund amounted to "£1,433. There is also provision for the payment under regulations of a Government subsidy on voluntary contributions to the funds of the institutions affiliated to the University of New Zealand, and special grants are made from time to time for buildings and equipment. The total amount paid by the Government on account of the University of New Zealand and the affiliated colleges for the year 1916-17 was £54,453. New Zealand University. The University conducted examinations in 1916 in the faculties of arts, science, medicine, public health, dentistry, home science, law, engineering, commerce, agriculture, and music, and for admission to the legal and accountants' professions. The table below gives the numbers qualifying for degrees and scholarships from the four University Colleges : —

Number of Successful Candidates at the Examinations for Degrees in 1916.

In addition to these successes, 560 candidates passed sections of the examinations for degrees or for admission to professions; thirty gained certificates of proficiency, and twenty-six passed the examination for book-keepers. There were 1,546 candidates for the Matriculation Examination, of whom 674 passed the whole examination, 111 completed partial passes, and 107 gained partial passes. In a number of cases the Senate granted passes in sections or in individual subjects to students who have enlisted. The following table shows the principal items of income and expenditure of the University of New Zealand for the years 1915 and 1916 :— Income. Expenditure. 1915. 1016. 1915. 1916. Balances— £ £ £ £ General Account .. 4,668 2,933 i Scholarships .. .. 2,093 2,043 Scholarship Account .. 26,743 27,457 National endowment .. 3,089 2,866 Examinations .. .. 7,796 7,079 31,411 30,390 I Office salaries .. .. 983 926 Statutory grant .. 3,000 3,000 I Expenses of Senate meetings 781 650 National endowment .. 3,089 2,865 j Miscellaneous .. .. 1,452 1,261 Fees .. .. 7,668 7,651 ! Kent .. .. .... 159 Interest .. .. 1,329 1,135 ! Defalcations .. .. .. 985 Miscellaneous.. .. 87 200 Balances .. ~ 30,390 29,272 £46,584 £45,241 £46,584 £45,241

Degrees, &e. Luckland niversity College. Victoria University College. Canterl Collei >ury [e. Otago University. . M. ! P. Total. M. Total i I. M. : P. Total. M. P. | Total. I M. P. j Total Total. P. Total. Doctor of Medicine Doctor of Science Honours in Arts.. Honours in Science Honours in Laws Master of Arts Ma-ter of Laws Bachelor of— Arts Science Med cine and Surgery Dental Surgery Laws Musio Commerce Engineering (Civil) (Eleotrical) Bachelor of Soience in Home Science Senior University Scholarships John Tinline Scholarships i 1 1 1 .. j .. ■■ \ B 3 1 1 4 6 3 2 1 i 3 '.'. i 1 4 2 .. 2 2 1 4 3 7 10 2 1 3 3 1 .. 1 4 1 .. 1 3 1 I .. 1 2 *8 1 2 1 18 4 4 5 2 i i I '2 i 2 4 4 "5 2 j 6 2 6 .. 5 7 1 6 8 15 1 '(3 8 2 i 4 I 12 .. j 2 .'. i i 1 : 1 6 j 6 12 25 3 .. 3 10 3 2 5 3 2 .. 2 2 3 .. 3 15 2 .. 2 2 1 .. I .. .. 1 .. ! 3 8 .. 3 14 8 ..1 1 .. ; j 20 , 2 2 'i 45 12 5 2 15 1 2 1 1 8 12 1 i 1 i •• i 1 3 '2 I '5 i 1 2 i •■ i i ■3 4 ; 1 Totals, 1916 19 7 26 22 14 36 18 6 24 33 17 50 92 [ 136 < a Totals, 1915 15 6 21 27 12 39 19 I I I 13 32 I 55 24 79 116 55 171 I

E.—l

67

In the above statement no account has been taken of special scholarships and prize funds. The balance at the end of the year, £29,272, consists of a balance on the General Scholarships Account of £27,188, and a balance on the General Account of £2,084. The amount in hand for general purposes was therefore £2,084, of which amount the English agent holds £2,056 with which to meet the examination expenses of 1916. Affiliated Colleges. (E.-7, Tables Ml and M 2.) The number of students in attendance at the four University Colleges in 1916 was 1,890, as compared with 1,936 in the year 1915 and 2,144 in the year 1914. The decrease in numbers occurs only in the case of male students, and is, of course, due to the absence of a large number of students on military service. The students are classified as follows : Graduates, 78; undergraduates, 1,252; non-matriculated students, 560; and according to sex —males, 1,092; females, 798. In addition to the matriculated students mentioned above, there were ninety-five students attached to the various University colleges but exempt from lectures —that is, they were prevented by distance or by the necessity of earning their living from attending lectures at the college, but were allowed to keep terms, except in certain science and professional subjects, by passing the annual college examination. With respect to the courses taken by University students it appears that about 47 per cent, took the arts course or subjects for teachers' certificates, 14 per cent, the medical and dental courses, 11 per cent, the law course, 10 per cent, engineering courses, 6 per cent, science courses, 5 per cent, commercial courses, 4 per cent, music, and 3 per cent, home science. There were in addition forty-two students studying agriculture at the Lincoln Agricultural College, the number also being smaller than usual owing to the enlistment of all eligible students. The total staff of the four University colleges consisted in 1916 of fortyfive professors and eighty-three lecturers. The following table shows the staff of the several institutions : — Professors and Lecturers. Lecturers, Professors. Demonstrators, and Assistants. Auckland University College ... ... ... ... 9 15 Victoria University College ... ... ... ... 8 15 Canterbury College ... ... ... ... ... 10 18 Otago University ... ... ... ... ... 18 35* Totals ... ... ... ... ... 45 83 * Also the honorary staff of the Dunedin Hospital act as lecturers on clinical medicine and clinical surgery. The average salary of full-time professors was £710 per annum. Finances of the Affiliated Institutions in 1916. Table M 4 in E.-7 gives a summary of the receipts and expenditure of the University colleges, excluding special trust accounts and the accounts of nonuniversity institutions under the control of a College Council, such as, for instance, the museum, public library, or school of art connected with Canterbury College, or the museum controlled by the Otago University. The total income was £102,448, and the total expenditure £94,987. The expenditure on administration was £6,315, on salaries £50,281, and on buildings £26,685. The expenditure on buildings was chiefly in connection with the Medical and Home Science Schools at the University of Otago and the Physical Laboratory and offices at Canterbury College.

E.—l

68

Scholarships, Bursaries, etc Scholarships. University scholarships may be divided into three broad classes : (1) Entrance scholarships, (2) scholarships awarded during the degree course, (3) postgraduate scholarships. (1.) University entrance scholarships are awarded annually on the results of the University Junior Scholarship Examination, and are as follow : University Junior, University National, and Taranaki Scholarships, in addition to some thirty or forty local and privately endowed scholarships awarded on the results of the same examination. Of the candidates for the Entrance Scholarship Examination in 1916, ten gained Junior Scholarships, twenty gained National Scholarships, one gained a Taranaki Scholarship, forty-nine passed " with credit," and twenty-two qualified for Matriculation. In addition to the scholarships, and partly in connection therewith, a scheme of bursaries entitling students to free tuition is also in operation,- as set out in detail below. (2.) Scholarships awarded during the degree course are : Senior University Scholarships tenable by candidates for Honours, and awarded on the papers set for repeated subjects in the Bachelor of Arts and Bachelor of Science Examinations; John Tinline Scholarship, awarded on the papers in English of the Senior Scholarship Examination; a number of privately endowed scholarships open to students of the various colleges. (3.) The chief scholarships awarded at the end of the University course are the Rhodes Scholarship, the 1851 Exhibition Scholarship, the Medical Travelling Scholarship, and the National Research Scholarships. The first three are all travelling scholarships—that is, they are tenable abroad. The Research Scholarships are each of the value of £100 per annum, with laboratory fees and expenses. By the University Amendment Act of 1914, the National Research Scholarships are now placed under the control of the University of New Zealand. So far fifteen Rhodes Scholarships have been granted, of which five have been gained by students of Auckland University College, four by students of Otago University, four by students of Victoria University College, and two by students of Canterbury College. Two scholarships were awarded in 1917 on account of the 1916 scholar, Athol Hudson, B.Sc, having been killed while on active service. The 1917 scholars are Arthur 0. Ponder, 8.A., of Canterbury College, and Alex. F. Meldrum, LL.B. of Victoria College, the latter being on active service. So far (1917) eighteen Research Scholarships have been awarded. Of these, five were in active operation in 1916. The subjects of research undertaken have been in each case closely connected with some New Zealand industry, or with some industry which, though not yet undertaken in this Dominion, may at an early date be an industry of importance in New Zealand. Of recent years the inclination of Professorial Boards has been to endeavour to arrange for new research scholars to carry on the work as from the stage at which it has been left by former students. The following are the subjects approved for the Research Scholarships which were in operation in 1916 :— Auckland University College: The dissolution of gold by solutions of sodium cyanide, with special reference to the dissolution of gold in colloidide condition. Canterbury College : (1) A systematic examination of the refractory clays, &c, of the Canterbury District, with special reference to their use for fire-bricks and furnace-linings; (2) the New Zealand brown coals, with special reference to their use as gasproducers and for distillation purposes. Otago University : (1) The volatile constituents of red-pine and other New Zealand timbers, with the object of determining how the timber can be improved by chemical treatment; (2) an investigation of the copper-deposits of Otama, Gore.

E.—l

69

University Bursaries. University bursaries are awarded under the University Amendment Act, 1914, on the credit pass in the University Junior Scholarship Examination or on a higher leaving-certificate qualification, and entitle the holders to exemption from the payment of tuition and examination fees (not exceeding £20 per annum) during a three (or possibly four) years' course at a University college or school of agriculture recognized by the University. The number of University bursars in 1916 was 260, of which number 51 completed the three years' tenure of their bursaries. The amount expended on tuition and examination fees on account of these bursars was £3,946 13s. 3d., the cost per head being £15 3s. 2d. Educational Bursaries. Educational bursaries are awarded under the Education Act, 1914, and any matriculated student is entitled to one who — (i.) Has within the six months immediately preceding satisfactorily completed his term of service as a pupil-teacher or probationer, and declares his intention of entering a recognized training college on the completion of the tenure of his bursary; or (ii.) Has satisfactorily completed his course of training at a recognized training college and gained a trained-teachers' certificate; or (iii.) Has otherwise gained a teacher's certificate of a class not lower than Class C. These bursaries are tenable for three years, with possibly two yearly extensions, at a University college or recognized school of agriculture. The classes taken must be such as to form part of a course in arts, science, or agriculture, and proof of satisfactory progress must be given. The number of educational bursars in 1916 was fifty-five (as compared with 84 in 1915), of which number eight completed the three years' tenure of their bursaries. In addition fourteen holders of bursaries were absent on military service. The amount expended on tuition and examination fees on account of educational bursaries was £474 155., the cost per head being £8 9s. Domestic-science Bursaries. Domestic-science bursaries tenable at the Otago University may be awarded under the regulations for Manual and Technical Instruction. Applicants for the bursaries must have been resident in the Dominion for not less than twelve months, and must have— (1.) Passed the Matriculation Examination or some other examination approved for the purpose; or (2.) Obtained at least a partial pass in the examination for the Class D teachers' certificate; or (3.) Gained a higher leaving-certificate or, in the case of pupil-teachers or probationers, a lower leaving-certificate. Applicants are required to make a declaration that they will on completion of their course engage in teaching for not less than three years. The term of a bursary is two (or« possibly three) years. The bursar receives £20 per annum, together with the fees for the course for the degree or the diploma in home science and domestic arts, and, if obliged to live away from home, an allowance of £30 per annum. Bursaries of this kind were awarded to ten students in 1916, making in all twenty-one bursars in attendance at classes. Twelve bursars took the course for the degree, and nine the course for the diploma. The degree of Bachelor of Science in home science was conferred on three students, while one qualified for the diploma. Since the bursaries were established in 1912 fourteen positions of teachers of domestic science have been filled by bursars.

I—l

70

A gricultural Bursaries. Towards the end of the year 1916 arrangements were made in co-operation with the Agricultural Department for the granting of agricultural bursaries to qualified candidates in order to enable them to obtain the necessary practical training for positions as teachers or agricultural instructors, as officers of the Department of Agriculture, or as farmers. After completion of their training the bursars will be under a legal obligation to serve for a term of three years in one or other of these capacitites. Bursaries will be tenable at an experimental farm or other approved institution for two years, with a possible extension to a third year. The qualification for a bursary will be Matriculation or a higher or lower leavingcertificate, and the bursars will, if possible, be required to have received agricultural instruction during their secondary-school course. Provision will also be made in connection with the agricultural-bursary scheme for selected ex-students of training colleges to receive training, if they desire, along with the other agricultural bursars, but for somewhat shorter periods. The proposed payment to bursars is £20 per annum, with free tuition and, if the bursar is obliged to live away from home, a lodging-allowance of £30 per annum. The bursaries will be first awarded in 1917. The Workers' Educational Association. In the distribution to University colleges of the moneys received by the University from the National Endowment Fund, £300 was allocated in each case for the establishment and maintenance of the Workers' Educational Association tutorial or University extension classes. Branches of this association have been established in six of the larger towns, and tutorial classes in such subjects as economics, history, industrial law, English, electricity, debating, and chairmanship, conducted in some cases by University-college professors or lecturers, are in operation for the better education of working men and women. GENERAL. Annual Examinations. The annual examinations were conducted by the Education Department as usual for the various purposes of Junior and Senior National Scholarships, junior and senior free places in secondary schools, district high schools, and technical schools, and teachers' certificates. Also, by arrangement with the Public Service Commissioner, examinations were held for admission to and promotion in the Public Service. The examinations were held from the 22nd November to the Ist December, 1916, and from the sth to the 19th January, 1917, at sixty-four centres. The following table shows collectively, in comparison with the preceding year, the number who entered for the various examinations above enumerated, the number present, and the number of absentees :— 1915-16. 1916-17. Number who entered ... ... ... ... 10,978 11,858 Number who actually sat for examination ... ... 9,453 10,894 Number of absentees' ... ... ... ... 1,525 964 The changes of most importance last year in the circumstances connected with the examinations were :— (1.) The suspension for the year of the practice of granting senior free places to approved candidates without special examination on the recommendation of the Principals of the secondary schools attended by them, or, in the case of district-high-school pupils, of Inspectors of Schools. It is hoped that the Department will be in a position to revert to the accrediting system this year and to grant exemptions from examination to pupils satisfactorily completing approved courses.

71

E.—l

(2.) The charging of a fee for Public Service Entrance Examination, the fee being refunded to successful candidates on their appointment to the Public Service. (3.) The admission of girls to examination for Public Service Entrance after the lapse of several years during which only boy candidates were admitted. (4.) The Public Service Commissioner's announcement of his intention to discontinue the Public Service Senior Examination. (5.) The concession of permitting teachers to take a single group of the Class D Examination at one time by the amendment of the regulations of the 11th September, 1916. This concession applied to last examination. The numbers of candidates who actually presented themselves in the examination-room are given below. For the sake of comparison the figures for the previous three years are also given. 1913-14. 1914-15. 1915-16. 1916-17, Junior National Scholarships and junior free places ... 3,154 3,562 3,973 4,403 Public Service Entrance, Senior National Scholarships, and Intermediate ... ... ... ... ... 2,756 2,739 3,022 3,839 Teachers D and C ... ... ... ... ... 1,524 1,576 1,720 1,941 Public Service Senior ... ... ... ... ... 871 804 675 653 Typists' Examination... ... ... ... 46 51 50 Kindergarten Certificate Examination ... ... ... 8 5 London University Examinations ... ... ... 2 1 Eroebel Union Examination ... ... ... ... 2 2 8,305 8,727 9,453 10,894 A practice has been growing up of entering candidates for both the certificate of proficiency examination and the Department's special examination for junior free places. Last year no less than 1,916 pupils sat for the latter examination, and as the majority of these had the chance to qualify for junior free places on the results of the former examination it has been decided to prevent this unnecessary duplication in future by abolishing the special Junior Free Place Examination. Those who on account of age are unable to qualify for a free place at the Proficiency Examination will be given the opportunity of obtaining the qualification in the examination for Junior National Scholarships. The number of failures in the last Junior National Scholarship and Free Place Examinations—2,Bls out of 4,403 —indicates that head teachers are not exercising due discretion in selecting candidates. A great deal of unnecessary work is thus thrown upon the Department in examining candidates most of whom by the discreet interference of the teacher responsible might have been saved the ordeal of sitting for examinations for which they were not prepared. Candidates for Senior National Scholarships again had the option of being examined under a programme (scheme A) corresponding to the usual secondaryschool course, or under an alternative one (scheme B) intended to suit candidates who have been taking courses with an agricultural or domestic bias. The regulations were amended in September, 1916, to help scheme B candidates by doubling the maximum marks for laboratory work or outdoor work in field and garden. Further encouragement will be given to pupils taking the more practical courses in secondary' schools by the Public Service Commissioner's decision to include woodwork and metal-work in the list of subjects for the next Public Service Entrance Examination. The standards of qualification for the year, fixed in accordance with the provisions of the Act, were per cent, for juniors and 65 per cent, for seniors. In the case of junior scholarship candidates from one-teacher schools the standard of qualification was fixed at its lowest limit allowable by regulation— viz., 10 per cent, below the ordinary standard. The value of the services rendered by Inspectors of Schools in connection with the examination of papers and supervision of the annual examinations

E.—l

72

is estimated at upwards of £2,000. The cost of conducting the examinations was as follows : — Total expenses, including cost of additional clerical services temporarily £ employed, but omitting other salaries .. .. .. .. 5,947 Less recoveries— £ $ Fees paid by candidates for teachers' certificates and others .. 2, 300 Paid by Public Service Commissioner for expense of conducting Public Service Examinations, the fees for which, amounting to £1,336, were credited to him. — Public Service Entrance.. .. . . .. 892 Public Service Senior .. .. .. .. 799 3,991 Net expenditure .. ~. .. .. £1,956 Conference re Examinations. The whole question of public examinations has come under review during the past year, and a conference of representatives of the University Senate, the University Board of Studies, the primary and secondary schools, with the Public Service Commissioner, the Assistant General Manager of Railways, and the Director of Education was held in Wellington on the 17th and 18th November last, with the view especially of effecting some co-ordination of the arrangements and incidentally of avoiding unnecessary duplication and expense. It has long been evident that there has been a great deal too much examination in connection with our education system, and that steps should be taken, with due safeguards with respect to efficiency, to find some other means of selection (apart from examination) of candidates for appointment to public positions, for admission to our secondary schools and universities, and for the award of certificates and degrees. At the conference referred to above the chief discussion took place on the questions as to whether there should be one examination authority and whether that authority should be the University Senate or the Education Department. On these matters opinion was strongly divided, but the majority favoured the Education Department as more suitable as an examining authority for primary and secondary schools. The conference also made recommendations in favour of abolishing some examinations and of reducing the number of candidates in others, and something has already been done in these directions. The special examination for junior free places in secondary schools has been abolished, the scholarship examination being utilized to some extent for the purpose; and the question of utilizing more extensively the accrediting principle— i.e., the award of certificates on the recommendation of the head teachers of our schools —is being considered. This is the principle on which at the present time there are awarded senior free places in secondary schools, secondary-school certificates, teachers' training-college certificates; and so long as due precautions are taken that the certificates are not awarded to undeserving candidates and that all doubtful applicants are required to sit for examination, there is no reason why the accrediting principle should not be applied at least to all non-competitive examinations. The whole question of examinations is at present under the consideration of the Council of Education, and when that body reports it is hoped that practical steps will be taken to reduce still further the amount of examinationwork. Public Libraries. (See also E.-10.) A grant on a more limited scale than was usually voted by Parliament before the present war for distribution to public libraries was made in 1916. Owing to the undue strain placed on the finances of the country no grant was made in 1915, and

73

E.—l

in 1916 the sum voted was £2,500, in lieu of £4,000 as in former years. The distribution of this grant, which was made in March, 1917, was confined to libraries situated in places having less than one thousand inhabitants, for the reason that small libraries in country districts are more dependent on financial assistance from the Government than are libraries supported by larger numbers of subscribers. Notices were inserted in the Neiv Zealand, Gazette in September, October, and November of 1916 intimating that a grant was to be distributed to libraries in country districts, and all such libraries known to the Department were supplied with application forms. The applications for subsidy were accompanied by statements of the annual receipts and expenditure, of the books belonging to the libraries, and of the arrangements for the general conduct thereof. A library participating in the vote must be public in the sense of not being under the control of an association, society, or club the membership of which is composed of only part of the community, and if a borough library a reading-room open to the public free of charge must be provided. In addition, the receipts from subscriptions and donations to the funds of the library during the year must not have been less than £2, this sum being regarded as a very low minimum to ensure that the library receives a certain amount of local support. The amount received by each library during the year in the way of subscriptions, donations, and rates is taken as the basis of calculation in distributing the vote. To this amount is made a nominal addition of £25, but no library receives credit for a larger income than £25 —that is, in no case does the amount on which subsidy is based exceed £50. In this manner the interests of smaller and less prosperous libraries are protected. The number of libraries among which the subsidy was divided in March, 1917, was 236, with a total income from donations and subscriptions of £2,185. The vote yielded a subsidy of 6s. 4|d. in the pound on the nominal income, the subsidies paid ranging from £8 12s. 4d. to £15 19s. Id. The number of libraries participating in the vote in 1915 when larger libraries were included was .380, with a total income from donations and subscriptions of £18,602, and the vote yielded a subsidy of 4s. lid. in the pound, the subsidies ranging from £6 12s. 7d. to £24 lis. 4d. It will thus be seen that the average income of the libraries participating in the vote in 1917 was much lower than in 1915, the figures for the two years being £9 ss. 2d. and £48 9s. Id. respectively, also that the rate of subsidy paid was higher in 1917, and that there was a smaller variation in the grants made in that year. In order that the purpose intended to be served by the vote may be attained, it is made a condition that the whole of the subsidy granted to each library must be expended in the purchase of books. It is further enjoined upon the authorities in charge of the libraries that a due proportion of the books purchased shall be books having a permanent value. There were, of course, no purchases made from Government grants in 1916, but in previous years there was cause for a certain amount of dissatisfaction with the class of book that was obtained for the libraries. A very large proportion of the books purchased appeared to be fiction, having little or no educational or instructive value. There is on the market a plentiful supply of literature which in addition to being entertaining is useful, instructive, and inspiring, and those whose duty it is to ensure that the grant is used to its fullest advantage should take steps to obtain a certain proportion of books of this nature for the libraries aided by the Government. Teachers' Superannuation Fund. (See also E.-9.) The balance at the credit of the fund on the 31st December, 1916, was £381,158, an increase over that on the 3.lst December, 1915, of £40,576. The income for

10— E. 1.

E.—l

1916 was £90,481, and the expenditure £49,906. During the year 468 members were admitted, while 259 left the fund, a net increase of 209. At the end of 1916 — The number of contributors was . . . . . . . . .. 4,653 Of whom males numbered .. . . .. . . . . 1,974 And females numbered .. .. .. .. .. 2,679 Members under Part IX of Education Act, 1908, numbered . . . . 80 The annual rate of contribution paid, as at the end of the year was . . £56,208 The number of allowances in force at the end of the year was . . . . 611 representing an annual charge of . . .. .. .. £4.4,666 viz.,— Ordinary retiring - allowances £ were .. .. .. 31.5, representing 26,871 Retiring-allowances under extended provisions of section 12 of the Act .. 66, „ 9,412 Retiring - allowances in medically unfit cases . . .. 74, ~ 5,907 Allowances to widows .. 87, ~ 1,579 Allowances to children . . 69, ~ 897 In terms of the provisions of the Public Service Classification and Superannuation Amendment Act, 1908, section 4, and the regulations thereunder, all moneys belonging to the fund are paid to the Public Trustee for investment, and form part of the common fund of the Public Trust Office. In accordance with the regulations under the Public Trust Office Act interest is paid to the fund on daily balances in the hands of the Public Trustee —4| per cent, on the first £6,000 and 4j per cent. on the balance. No charge is made for investment. In addition, the fund received in 1916 from the Public Trustee a bonus of £1,385 19s. 5d., being 10 per cent, of the interest earned by the fund during the period Ist April, 1915, to 31st March, 1916, this bonus being paid, under a recent legislative provision authorizing the distribution pro rata among the estates in the common fund of the Public Trust Office of a certain portion of the profits of that Office. This raised the rate of interest to over 4|- per cent. As intimated last year, the Teachers' Superannuation Board is of opinion that a higher rate of interest should be earned, either by an increased rate from the Public Trustee or by the Board making its own investments as in the case of the Public Service Superannuation Fund. Legislation is necessary, however, before any alteration can be made in the method of investment. On arrears outstanding from contributors 5 per cent, interest is charged. Provision has been made for the payment by the Government of the contributions of contributors to the fund who have joined the Expeditionary Forces engaged in the war, until the release of the contributors from military duties. The amount paid by the Government on this account in 1916 was £2,723, making the total to date £4,074. The number of contributors who had joined the Expeditionary Force up to the 31st December, 1916, was 346, of whom thirty-two have been killed in action or died of wounds or disease, and twenty-two have returned to New Zealand and have resumed their duties in the Education service. In terms.of section. 38 of the Public Service Classification and Superannuation Amendment Act, 1908, the Actuary appointed by the Governor for the purpose will this year make the triennial investigation of the fund for the years, 1914, 1915, and 1916. In his previous report the Actuary recommended an increase in the annual Government subsidy from £17,000 to £33,000, but in view of the special circumstances existing it was decided, as in the case of other funds, that the former rate of subsidy be continued. Consideration has been given, during the year to the question of early retirements under the extended provisions of section 12 of the Public Service Classification and Superannuation Amendment Act, 1908 (as amended in 1909). The schedules of deductions from allowances previously approved by the Minister of Education and the Teachers' Superannuation. Board under this section have been cancelled, and each application is now considered on its merits. The deductions in

74

75

E.—l.

all future cases will be substantially heavier. During the period of the present war the Board has decided that no application under thisjsection T |of|the Act will be favourably;! considered, except in any case wherefit is deemed desirable for the efficiency of the service that the retirement should be allowed. Hitherto practically the whole of the administration expenses of the fund have been borne by the Education Department. It is considered that the fair cost of administration should be borne by the fund, and accordingly it has been debited with the expenses for the year 1916, amounting to £502. A number of necessary amendments in the Acts relating to the fund have been considered, but in view of the Government's decision to legislate only on war matters these amendments have had to stand over for the time being. Certain conditions arising out of the war, however, rendered certain legislative provisions necessary, and these were included in the War Legislation Amendment Act, 1916. These provisions are as follows : (1.) A certificated or licensed teacher appointed temporarily by an Education Board under the Act referred to may elect to become a contributor to the fund if he continues in the service of the Education Board for more than three months. (2.) Any person having been a contributor to the fund on the 4th August, 1914, who voluntarily retired from the Education service for the purpose of joining the Expeditionary Forces, and obtained a refund of his contributions to the fund, may regain his former status in the fund if he again re-enters the Education service and there are repaid to the fund his former contributions and the amount he would have had to pay as contributions had he been on leave of absence. (3.) If an annuitant is temporarily re-employed no deduction is to be made from his allowance such as would reduce the rate of his allowance and salary, taken together, to less than the rate of £180 per annum. This provision was made to encourage teachers who were in receipt of low salaries at retirement temporarily to re-enter the service to relieve the shortage of certificated teachers caused by enlistments. (4.) The period during which a contributor is a member of the Expeditionary Forces is not to be reckoned as unemployment in the Education service. A number of contributors who have joined the Forces are not on leave of absence, and this provision was necessary to preserve their status. Tables relating to Cost op Education and Number op Persons receiving Instruction. In the following tables, A, B, C, D, E, and F, an attempt is made to analyse the public expenditure on the various branches of education, and to show under what heads the increase of expenditure in recent years has ta,ken place ; to give the expenditure per head of the population and per head of the roll of schools ; and to present a comparative statement of the increase in the number of persons under instruction.

Table A.—Analysis of Expenditure on Education in New Zealand for the Year 1916-17. (Figures given in every case to the nearest £1,000.)

Branch of Education. New BuMd _ Main- , d tenance. i'^STtr™ Out of Public Punds. New BuildTotal. MeC and ary Total for a11 University "f™^ Reserves a iL,"„" C Revenue. Soarcea - ">"•"»■■ Additions. £ £ A. (1.) Primary (including Native schools and training 1,271,000 47,000 colleges) (2.) Secondary (including secondary schools, technical | 153,000 6,000 high schools, and secondary departments of district high schools) (3.) Continuation and technical .. .. .. 52,000 6,000 (4.) Higher (including university and higher technical) 58,000 3,000 £ 1,271,000 £ 47^000 £ 1,318,000 £ £ 1,318,000 153,000 6,000 159,000 54,000 213,000 52,000 58,000 6,000 3,000 58,000 61,000 24,000 58,000 85,000* Totals A (1-4) .. .. .. 1,534,000 62,000 62,000 1,596,000 78,000 1,674,000 B. Industrial schools .. .. .. .. 50,000 0. Special schools (Deaf and Blind, and Homes for Back- 13,000 8,000 ward Children) D. Superannuation and miscellaneous .. .. .. 27,000 50,000 21,000 50,000 21,000 27,000 27,000 i_ i . . Totals A, B, 0, D .. .. ..11,624,000 70,000 11,694,000 78,000 11,772.000 I * Includes £1,542 paid by the Mines Department.

E.—l

76

Table B.—Expenditure per Head of Population (1,149,225, including Maoris) on Education, 1916-17. (Figures given in every case to the nearest penny.)

Table C. (1.) Analysis of Expenditure on Education in New Zealand (exclusive of New Buildings, Sites, etc.), for Five-yearly Periods from 1898-99, and for 1916-17, out of Public Revenue (Income from Reserves included). (Figures given in every case to the nearest £1,000.)

Table C— continued. (2.) Expenditure per Head of Population in New Zealand (exclusive of New Buildings, Sites, etc.), for Five-yearly Periods from 1898-99, and for 1916-17, out of Public Revenue (Income from Reserves included). (Figures given in every case to the nearest penny.)

Out of Public Pin ids. Branch of Education. Maintenance. Secondary and University Reserves Revenue. Total for all Items from all Public Sources. New Buildings and Additions. Total. s. (I. 22 I s. d. 0 10 s. d. 22 11 s. d. s. d. 22 11 A. (1.) Primary (including Native schools and training colleges) (2.) Secondary (including secondary schools, technical high schools, and secondary departments of district high schools) (3.) Continuation and technical (4.) Higher (including university and higher technical) 2 8 0 I 2 9 0 I I 3 8 0 11 1 0 0 1 0 1 1 0 1 1. 0 5 1 0 I 6 Totals A (1.-4) 26 8 1 I 27 9 1 4 29 1 B. Industrial schools C. Special schools (Deaf and Blind, and Homes for Backward Children) D. Superannuation and miscellaneous 0 10 0 3 o"i 0 10 0 4 0 10 0 4 0 6 0 6 0 6 Totals A, B, C, D 28 3 1 2 29 5 1 4 30 9

1898-99. 1903-4. 1908-9. 1913-14. 1916-17. Population (including Maoris) 783,317 875,648 1,008,373 1,134,506 1,149,225 Branch of Education. Total. Total. Total. Total. Total. A. (1.) Primary (including Native schools and training colleges) (2.) Secondary (including secondary schools and secondary departments of district high schools, also technical high schools from 1913-14) (3.) Continuation and technical (4.) Higher education (including university and higher technical) Totals A (1-4) £ 477,000 27,000 £ 572,000 53,000 £ 760,000 98,000 £ 1,013,000 157,000 £ 1,271,000 207,000 2,000 33,000 11,000 37,000 42,000 50,000 •42,000 63,000 *52,000 82,000 539,000 673,000 950,000 1,275,000 1,612,000 B. Industrial schools C. Special schools (Deaf and Blind, and Homes for Backward Children) D. Superannuation, and miscellaneous 13,000 3,000 27,000 4,000 31,000 6,000 45,000 7,000 50,000 13,000 2,000 3,000 7,000 33,000 27,000 Totals A, B, 0, D . 557,000 707,000 994,000 1,360,000 1,702,000 * Technical high schools included in secondary educatioi

Branch of Education. 1808-99. 1903-4. 1908-9. 1913-14. 1916-17. i. (1.) Primary (including Native schools and training colleges) (2.) Secondary (including secondary schools and secondary departments of district high schools, also technical high sohools from 1913-14) (3.) Continuation and technical (4.) Higher eduoation (including university and higher teohnical)' Totals A (1-4) s. ci. 12 2 0 8 s. A. 13 1 1 3 s. d. 15 1 1 11 s. d. 17 10 2 9 s. d. 22 1 3 7 0 1 0 10 0 3 0 10 0 10 1 0 0 9* 1 2 0 11* 1 5 13 9 15 5 18 10 22 6 28 0 I. Industrial sohools i, Special school (Deaf and Blind, and Homes for Backward Children) ). Superannuation and miscellaneous 0 4 0 1 0 7 0 1 0 7 0 1 0 9 0 2 0 10 0 3 0 1 0 1 0 2 0 7 0 6 Totals A, B, 0, D .. 14 3 16 2 19 8 24 0 29 7 * Technical high schools i; [eluded in seco: idary education.

77

E.—l

Table D.-Expenditure on Primary Education for each Individual on the Roll of the Schools for each of the Last Five Years.

Table F.—Progress in Education: A Comparison of the Number of Pupils under Instruction in the Several Branches of Education in the Years 1903, 1908, 1913, 1915, and 1916 respectively.

National Endowment. By. the provisions of the Land Act, 1908, areas of land, not to exceed in the total 9,000,000 acres, are set apart as national endowments, and, after administration and other expenses allowed by law have been deducted, 70 per cent, of the balance is applied for the purposes of education. The sum thus applied amounted last year to £60,180, and was allocated as follows : Primary education, £38,997; secondary education, £4,694; technical instruction, £2,424; training colleges, £2,012; higher education, £8,597; Native schools, £1,496; school for the deaf, £155; Homes for Backward Children, £155; industrial schools, £1,650.

Excluding expenditure on new buildings Including expenditure on new buildings £ s. 5 16 6 3 1912. d. 5 9 1913. 1914. 1915. 1916. £ s. (I. i £ s. d. : £ s. <1. £ s. d. 5 17 2 ' 6 2 11 6 11 11 6 15 11 6 7 1 6 12 7 6 18 2 7 10 i i Table B.—Expenditure on Secondary Ed the Schools for each cation POl 3P THE LA! r each Individual on the Roll of 3T Five Years. 1912. 1913. 1914. 1915. 1916. i 1915. 1916. £ a. d. ■ £ s. d. £ s. d. Excluding reserves revenue and expenditure on new 9 3 6 10 6 10 10 18 8 buildings Including reserves revenue and expenditure on new 14 2 8 16 5 4 16 15 7 buildings £ 12 17 s. 3 9 d £ s. d. 2 12 15 0 9 17 14 4

1903. 1908. 1913. 1915. 1916. I. Primary education (including public and Native 136,546 schools, all receiving free tuition) II. Industrial and special schools 136,546 148,180 172,390 184,288 186,994 809 731 579 III. Secondary education (including secondary 5,818 sohools, secondary departments of district high schools, teohnioal high sohools, and Maori secondary schools) IV. Continuation and technical education .. 6,533§ 5,818 7,742 9,959 11,266 12,000 15,206 18,247 17,586 6,533§ 1,194 13,051 V. University education.. .. .. .. 1,194 1,711 2,371 2,088 2,027 VI. Private schools not included above (principally 15,609 primary) 15,609 18,367 19,428 22,664 22,339* Total under instruction .. .. 165,700 165,700 189,051 22,504 239,284 241,525 220,163 VII. Total under instruction higher than primary 13,545 (III, IV, and V above) Number of latter (VII) reoeiving free tuition .. 4,260t 13,545 27,536 31,601 15,136 81,613 4,260t 7,959 12,574 16,338 * Government Statistician's figures, which includes 17,360 pupils of regi registered private secondary schools. t Appi istered private primary si roximate. § Estimat chools and 1. ;ed. ,004 pupils of

E.-l

78

APPENDIX A.

Statement of Expenditure and Recoveries in respect of all Services under the Control or Supervision of the Minister of Education during the Year ended 31st March, 1917.

Head Office (Vote No. 73). £ s. d. £ s. d. 12,094 6 6 1,030 10 11 325 19 1 418 0 7 £ s. d. Salaries Clerical assistance Travelling-expenses Telephones, office requisites, books of reference, &c. 13,868 17 1 Elementary Education (Votes Nos. 74, 78, 80, 89, and 90, Consolidated Fund ; and No. 102, Publio Works Fund, and Education Act, 1914.) Grants to Education Boards for— Teachers' salaries (including pupil-teachers' and probationers' allowances) Teachers' house allowances (Vote No. 89) General administrative purposes Relieving-teachers Manual instruction : Capitation Removal of teachers School and class libraries School buildings— General maintenance and replacement of worn-out buildings (Vote No. 89) Less amount received for salo of old buildings 854,449 8 9 24,838 4 2 90,222 8 0 4,077 5 0 50,098 9 7 65 14 3 598 2 6 86,643 16 0 509 18 8 86,133 17 4 4,624 5 11 Rent of buildings and sites used for school purposes (Vote No. 89) Schools destroyed or damaged by tiro (Vote No. 89) — Rebuilding and repairs and rent of temporary premises New buildings, additions, and teachers' residences (Vote No. 102) 1,988 2 8* 43,790 1 6 Inspectors' salaries Inspectors' travelling-expenses Inspectors' telephones, office requisites, &c. Medical inspection of school-children (Vote No. 78) — Salaries Travelling-expenses Telephones, apparatus, forwarding-charges, &o. 20,070 1 11 5,768 13 8 92 19 6 1,919 17 8 419 7 2 25 11 4 2,364 16 2 Physical Training (Vote No. 80) — Salaries of instructors Travolling-expenses of instructors Classes for teachers : Travelling-expenses and equipment Office requisites, freight, cartage, &c. 2,089 17 10 1,288 16 11 124 10 11 47 3 5 I Conveyance of school-children, teachers, and instructors; and allowances for board of children School Journal— Printing, &c. (Vote No. 74), £3,188 lis. 9d. ; postage (Vote No. 90), £840 2s. 8d. Less amount received for sales 3,550 9 1 22,392 14 1 4,028 14 5 267 4 4 3,761 10 1 3,327 IS 1 Subsidies on contributions on account of public primary schools, including district high schools (Education Act, 1914) Educational Institute: Grant in aid of delegates' conference.. Sundries 50 0 0 12 9 0 Less miscellaneous recoveries 1,222,277 II 3 159 16 10 |tl,222,117 14 5 Carried forward 1,235,986 11 6 " Inciuding £1,960 4s. Id. from (lovornment Fire Insuranci endowment reserves revenue, and £76,110 from primary - education ) Fund, •eserves. t Including £38,996 9s. 7d., from national

79

E.— l

Statement of Expenditure and Recoveries, etc. — continued.

£ s. d. £ s. A. £ s. d. 1,235,896 11 6 Brought forward Secondary Education (Vote No. 75, Consolidated Fund ; No. 102, Publio Works Fund; and statutory payments), Grants to Education Boards for— Scholarships District high schools : Salaries of secondary teachers National Scholarships (Education Act, 1914) Secondary schools and colleges : Free place capitation Socondary schools and colleges : Manual instruction capitation Secondary schools and colleges : Subsidies on contributions (Education Act, 1914) Conveyance of pupils to secondary and district high schools .. Scholarships awarded to Maoris attending public schools Marlborough High School: Statutory payment (Marlborough High School Act, 1899) Grants to secondary schools for buildings, equipment, furniture, &c. (Vote No. 102) Inspectors' salaries .. .. Inspectors' travolling-expenses Teachers' conference : Grant in aid Contingencies 5,471 9 7 21,340 7 9 7,635 1.0 4 77,71.7 2 2 2,497 7 0 266 4 5 4,219 3 11 223 1 0 400 0 0 5,616 0 8 728 4 8 283 7 3 25 0 0 1 6 0 *120,424 4 9 Technical Instruction (Votes Nos. 76 and 89, Consolidated Fund; 102, Public Works Fund ; and the Education Act, 1914). Salaries of Inspectors (2) Examinations— Science and art, Board of Education, London, and City and Guilds of London Institute Less recoveries 44! 1 3 7 1,030 0 0 Capitation (including free places).. Material for technical classes Buildings and permanent apparatus (Vote No. 102) Rents (Vote No. 89) Conveyance of instructors Conveyance of students attending registered classes Conveyance of pupils to technical schools .. Travelling-expenses of Inspectors Subsidies on contributions (Education Act, 1914) Scholarships and bursaries Contingencies 173 16 10 275 6 9 64,856 5 11 3,187 5 4 5,763 10 11 850 0 10 789 9 9 235 3 7 2,360 17 9 196 3 5 4,205 11 3 I,180 6 6 16 10 t84,930 18 10 Training Colleges and Training of Teachers (Votes Nos. 77, Consolidated Fund; and 102, Public Works Fund). Training colleges— Salaries of staff (three-fifths; the other two-fifths is charged to teachers' salaries, " Elementary Education ") Allowances and fees for students Special instruction, libraries, and incidental expenses Buildings, sites, furniture, &c. (Vote No. 102) Classes at subcentres — Grants to Education Boards Fares of teachers 13,267 12 9 27,540 14 4 1,307 10 9 941 13 1 1,595 0 0 5,374 9 8 £50,027 0 7 Carried forward 1,497,368 15 * Including £4,694 from national-endowment reserves revenuo. •evenue. t Including £8,012 from national-endowment reservei t Including revenue. '2,424 from national-i endowment reserves

B.—l

80

Statement of Expenditure and Recoveries, etc. — continued.

Brought forward £ s. d. £ s. a. £ a. A. 1,497,368 15 8 Higher Education (Votes Nos. 75 and 89, Consolidated Fund; 102, Public Works Fund; and statutory payments). Statutory grants — University of New Zealand— New Zealand University Aot, 1908 National-endowment reservos revenue 3,000 0 0 2,865 13 11 Auckland University College—■ Auckland University College Act, 1882 New Zealand University Amendment Act, 1914 National-endowment reserves revenue 4,000 0 0 5,000 0 0 1,432 16 11 Victoria University College— Victoria College Act, 1905 New Zealand University Amendment Act, 1914 National-endowment reserves revenue 4,000 0 0 5,000 0 0 1,432 16 11 Canterbury College— Now Zealand University Amendment Act, 1914 National-endowment reserves revenue 2,000 0 0 1,432 16 11 University of Otago— New Zealand University Amendment Act, 1914 National-endowment reserves revenue 5,000 0 0 1,432 16 11 Grants for buildings, &c. — Canterbury College (Vote No. 102) Otago University (Vote No. 102) Sir George Grey Scholarships (Vote No. 75) National Scholarships (New Zealand University Amendment Act, 1914) Research scholarships (Vote No. 75) Bursaries (Vote No. 75, £488 2s. ; New Zealand University Amendment Act, 1914, £3,929 8s. 9d.) Subsidies on contributions (New Zealand University Amendment Act, 1914) 1,355 0 0 2,004 13 5 50 0 0 2,713 10 9 284 3 6 4,417 10 9 7,031 9 0 *54,453 9 0 Native Schools (Votes Nos. 89 and 91, Consolidated Fund ; 102, Public Works Fund). Salary of Inspector Salaries and allowances of teachers Higher education (including industrial and nursing scholarships) Books, school requisites, sowing-material, &c. Expenses of removals of toaehers Travelling-expenses of Inspector Buildings : New schools, additional class-rooms, &c. (Vote No. 102) Maintenance of buildings.fjepairs, &c. (Vote No. 89) Manual instruction : Payment j^of instructors and material for classes 502 1 8 32,333 19 2 2,465 4 9 1,076 2 2 500 18 11 163 9 9 2,687 8 4 1,293 16 3 248 5 2 Conveyance and board of children Sundries —Advertising, planting sites, sanitation, &c. 490 2 8 42 1 8 Less recoveries 41,809 10 6 17 3 4 t41,792 7 2 Schools in Outlying Islands (Vote No. 82). 330 8 4 55 4 0 Chatham Islands — Salaries Material, scholarship, &o. Cook Islands— Salaries 385 12 4 40 0 0 32 9 0 Less recoveries 7 11 0 418 1 4 Carried forward 1,594,032 13 2 * Including £8.597 Is. 7d. from national-endowment reserves reveni ment reserves revenue and £1 496 from national-endowiuontreservos r .e. ilncludi ig £150 from Taurani :a cducation-endow-

E.—l.

Statement of Expenditure and Recoveries, etc. — continued.

11— E. 1.

81

Brought forward Infant-life Protection (Vote No. 83). £ s. d. £ «. d. £ r. A. 1,594,032 13 2 I,000 0 11 277 9 II 48 18 5 £ <. d. I,000 0 11 277 9 11 48 18 5 40 2 6 22 10 0 Salaries of visiting nurses and local representatives Travelling-expenses Board of infants in foster-homes and medical attendance Rent of offices (Auckland and Dunedin) Telephones 40 2 6 22 10 0 1,389 1 9 39 0 I ■ 1,350 1 8 Less recoveries 1,389 1 39 0 9 1 SPECIAL SCHOOLS. School for the Deaf (Votes Nos. 84 and 89, Consolidated Fund.) 4,062 11 9 1,801 15 7 207 5 10 93 19 7 6,165 12 9 1,888 5 11 Salaries General maintenance Travelling-expenses, including transit of pupils General maintenance of buildings, furniture, repairs. &e. (Vote No. 89) 4,062 I 1 9 1,801 15 7 207 5 10 93 19 7 Less recoveries ' *4,277 6 10 Education of the Blind (Vote No. 85, Consolidated Fund). (ihnrges for pupils at Jubilee Institute, Auckland .. 810 9 6 I Less recoveries 538 0 4 272 9 2 Special School for Boys, Otekaike (Votes Nos. 86 and 89, Consolidated Funu ; and 102, Public Works Fund). Salaries .. • ■ • • • • • • General maintenance Travelling-expenses General maintenance of buildings, repairs, furniture, &o. (Consolidated Fund, Vote No. 89) Additional buildings, water-supply, electric lighting, &c. (Public Works Fund, Vote No. 102) 2,838 15 8 2,828 4 5 358 10 5 229 15 0 5,634 II 6 11,889 17 0 1,352 8 4 Less recoveries i *.0,537 8 8 . Special Sohool for Girls, Richmond (Votes No. 87, Consolidated Fund; and No. 102.'Public Works Fund) Salaries General maintenance Tra veiling - expenses Buildings, furniture, &c. (Public Works Fund. Vote No. 102) 359 ,0 I 0.2 9 0 69 7 4 2,263 17 10 Less recoveries 3,305 4 3 94 16 0 : 3 210 8 3 I , 1,613,680 7 9 Carried forward .. .. .. * Including £155 from national-endowment reserves revei me.

E.—l

82

Statement of Expenditure and Recoveries, etc. — continued.

£ s. d. Brought forward .. .. £ s. d. £ s. a. 1,613,680 7 9 Industrial Schools (Votes Nos. 88 and 89, Consolidated Fund ; and 102, Public Works Fund). Salaries of Assistant Inspector, Visiting Officers, and Pro- ; 1,032 10 0 bation Officer 'travelling-expenses of Inspectors, Visiting Officers, Depart- i 767 8 3 mental Officers, Probation Officer, and Official Correspondent Rent of office and office requisites for Probation Officer. Auck- 85 11 2 land I,885 9 5 Schools— Auckland— Salaries .. .. .. .. .. I 981 18 7 General maintenance .. .. .. .. 1,521 7 2 Repairs to buildings, furniture, &e. (Vote No. 89) .. 198 4 7 Children boarded out .. .. .. .. 2,885 4 5 Travolling-expenses .. .. .. .. 204 9 10 5,791 4 7 Less recoveries .. .. .. .. 2,537 19 8 3,253 4 II Boys' Training Farm, Weraroa — Salaries • .. .. .. .. .. 2.517 9 8 General maintenance .. .. .. .. 5,452 16 0 Small works and repairs to buildings, furniture. &o. 231 9 5 (Vote No. 89) Travelling-expenses .. .. .. .. 87 9 0 " 8,289 4 1 Less recoveries .. .. .. .. j 3,313 12 2 i 4,975 II 11 Receiving Home, Wellington— Salaries .. .. .. .. .. 1,076 Ii 3 General maintenance .. .. .. .. 1.712 6 3 Repairs, &c, to buildings (Vote No. 89) .. ... 91 3 11 Children boarded out .. .. .. .. 9,577 14 8 Travelling-expenses .. .. ,. .. 329 18 10 12,787 9 II Less recoveries .. .. .. .. 8,808 15 5 3,978 14 6 i Receiving Home, Nelson — Salaries .. .. .. .. .. | 262 9 s General maintenance .. .. .. .. 586 19 7 Repairs to buildings, furniture, &c. (Vote No. 89), 40 13 9 £25 12s. 9d.; (Vote No. 102), £15 Is. Interest on balance of purchase-money .. .. 27 10 0 Children boarded out .. .. .. .. 1,665 6 9 Travelling-expenses .. .. .. .. 51 0 10 2,634 0 7 Less recoveries .. .. .. .. 931 2 1 1,702 18 « Boys' Training Farm, Nelson — Salaries .. .. .. .. .. 2,914 14 6 (leneral maintenance .. .. .. .. 4,485 9 2 Additional buildings, &c. (Vote No. 102), £60 12s.; 337 2 7 repairs, &c. (Vote No. 89), £276 10s. 7d. Travelling-expenses .. .. .. .. 54 17 6 7.792 3 9 i,ow a w Less recoveries .. .. .. .. 1,725 18 I i 7,792 3 9 1,725 18 1 6,066 5 8 Receiving Home, Christchurch — Salaries .. .. .. .. .. 931 16 0 General maintenance .. .. .. .. 1,226 8 9 • Rent .. .. ■• • • .. .. 143 0 0 Furnishings, repairs to buildings, &c. (Vote No. 89).. 12 9 10 Children boarded out .. .. .. .. 5,176 1 5 Travel I ing-expenses .. .. .. .. 85 17 7 931 16 0 1,226 8 9 143 0 0 12 9 10 5,170 1 5 85 17 7 7,575 13 7 Less recoveries .. .. .. .. 3,454 19 3 7,575 13 7 3,454 19 3 4,120 14 4 Carried forward .. .. ., 25,982 19 3 1,613.680 7 9

E.—l

Statement of Expenditure and Recoveries, etc. — continued.

83

I 1 £ s. d. Brought forward .. .. .. , £ e, d. £ s d. 25,982 19 3 1,613,680 7 U Industrial Schools— continued. Schools- continued. Te Oranga Home. Christchurch— Salaries .. .. .. .. ..I 1,279 15 0 General maintenance .. .. .. .. I , 462 17 1 Rent of adjoining section .. .. .. 15 0 0 Repairs to buildings, furniture, rebuilding, &c. (Vote 596 15 4 No. 89), £340 14s. 9d.; improvements to drainage, &o. (Vote No. 102), £256 0s. 7d. Travelling-expenses .. .. .. .. 83 18 0 3,438 5 5 Less recoveries .. .. .. .. 372 3 6 3,066 I II Burnham— Salaries .. .. .. .. .. 3,634 (ill! General maintenance .. .. .. ,. j 5,204 9 4 Small works, repairs, furniture, &c. (Vote No. 89) .. 299 16 I Travelling-expenses .. .. .. .. 222 10 I 9,361 2 5 Less recoveries .. .. .. .. 977 4 3 8,383 18 2 Cavers ham— Salaries .. .. .. .. ... I .189 18 2 General maintenance .. .. .. .. 1,399 16 8 Repairs to buildings, furniture, &c. (Vote No. 89) .. 92 14 5 Children boarded out .. .. .. .. 4,104 5 5 j Travelling-exponses .. .. .. .. 224 6 8 7,011 1 4 Less recoveries .. .. .. .. 4,240 15 3 2,770 6 I Private Schools.— St. Mary's, Auckland— Capitation grants, <fcc. .. .. .. .. 1,933 8 7 Less recoveries .. .. .. .. 1,103 10 9 829 17 10 Si. Joseph's, Upper Hutt— Capitation grants, &c. .. .. .. .. 240 I 8 Children boarded out .. .. .. .. 781511 324 17 7 Less recoveries .. .. .. .. 275 2 6 40 15 1 St. Mary's, Nelson. — Capitation grants. &,c. .. .. .. .. 328 8 6 Less recoveries .. .. .. .. 322 2 I 0 6 5 St. Vincent de Paul's, Dunedin— Capitation grants, &c. .. .. .. .. 58 7 I Children boardod out .. .. ... .. 211 12 6 269 19 7 Less recoveries .. .. .. .. 183 7 8 Inmates maintained at other institutions Amount paid to Postal Department for payment of boarding - out orders Legal expenses Earnings refunded to past inmates Sundries i— 86 1 I 11. 227 3 7 100 0 0 37 4 7 54 12 10 41 8 6 _ *41,636 6 2 Material and Stores (Vote No. 79). Stores purohased .. .. .. .. .. .. 12,826 6 3 12,826 6 3 5,641 6 5 Less recoveries (stores issued) 5,641 6 5 — 7,184 19 10 Carried forward 1,662,501 13 9 1,662,501 13 9 •Including £1,650 from national-endowment reserves reveuue, and £167 0s, 6d. from G ,nd £167 0a. 6d. from Government Fire Insurance Fund. Government Fire Insurance Fund.

E.—l

84

Statement of Expenditure and Recoveries, etc. — continued.

£ s. d. £ s. d. £ s. d. 1,662,501 13 9 Brought forward Miscellaneous (Vote No. 90, Consolidated Fund ; and the Publio Service Classification and Superannuation Amendment Act, 1908). 85 0 0 Allowance to Native school-teacher for compensation for loss sustained by flood Audit of accounts Council of Education : Travelling-expenses, advertising, &o... Examination expenses : Teachers', Public Service, and Scholarships Less recoveries 5,964 12 0 1 3 4 312 5 4 4,009 1 9 1,955 10 3 21 9 6 1,225 0 0 26 5 0 Flags for schools —New Zealand Ensigns Grants in aid of free kindergarten and Montessori equipment Legal expense} of A. Bell (Head Office) in defending appointment before Board of Appeal Postage and telegrams Printing and stationery Store for general departmental purposes : Incidental expenses Subsidies to country publio libraries on basis of voluntary contributions Teachers'Superannuation Board : Travelling-expenses of members, and medical examination of applicants for retirement Teachers' Superannuation Fund: Government contribution (Public Service Classification and Superannuation Amendment Act, 1908) Travelling-expenses of officer enquiring into system of accounts ai v o 1,225 0 0 26 5 0 1,854 19 4 2,208 0 7 21 1 6 2,500 0 0 1,854 19 4 2,208 0 7 ■ 21 I 6 2,500 0 0 91 18 0 91 18 0 17,000 0 0 17,000 0 0 i 11 4 10 11 4 10 Less recoveries 27,313 17 8 .108 7 0 27,205 10 8 27,313 17 8 108 7 0 27,205 10 8 Total £1,689,707 4 5 SUMMA1 tY. Service, Paid from Parlia- Paid from Tofcnls mentary Votes. Reserves Kevenue. Head Office .. Elementary education Secondary education Technical instruction Training colleges, &c. .. Higher education ■ .. Native schools Schools in outlying islands Infant-life protection School for the Deaf Education of the Blind Special School for Bays, Otekaike Special School for Girls, Richmond Industrial schools Material and stores Miscellaneous services £ s. d. £ s. d. £ s. d. 13,868 17 1 ., 13,868 17 I 1,107,011 4 10 115,106 9 7 1,222,117 14 5 121,730 4 9 4,694 0 0 120,424 4 9 82,506 18 10 2,424 0 0 84,930 18 10 48,015 0 7 2,012 0 0 50,027 0 7 45,856 7 5 8,597 1 7 54,453 9 0 40,146 7 2 1,646 0 0 41,792 7 2 418 I 4 .. 418 1 4 1,350 18 .. 1,350 1 8 4,122 6 10 155 0 0 4,277 6 10 272 9 2 .. 272 9 2 10,382 8 8 155 0 0 , 10,537 8 8 3,210 8 3 .. 3,210 8 3 39,986 6 2 1,650 0 0 ' 41,636 6 2 7,U'4 19 10 .. 7,184 19 10 27,205 10 8 .. 27,205 10 8 Totals 1,553,267 13 3 136,439 11 2 1,689,707 4 5 Note. —For a statement of the cost of education, inclus: endowment reserves, see Table A, page 75. ive of the amountf collected from ei lucational bodies'

E.—l

85

APPENDIX B. ROLL OF THOSE EMPLOYED IN THE EDUCATION SERVICE WHO HAD JOINED THE EXPEDITIONARY FORCES UP TO THE 31st DECEMBER, 1916.

Note.—The lists hereunder contain the names of all persons employed in the Education service who, so far as is known to the Education Department, had joined the Expeditionary Forces up to the 31st December, 1916. The Department will be glad to receive any information not included in the " Remarks " column with respect to individuals or the names of any officers inadvertently omitted from the lists.

List 1.—Teachers of Public Schools (including Pupil-teachers, Probationers, and Training College Students).

Name. Date of joining Forces. School and Position hold prior to joining Forces. Remarks. Ahior, William R. . . Auok: .AND EDUCATION BOARD. Aielan, Thomas W. Algie, Colvin S. Andrew, Richard E. Atkinson, Reginald V. Baker, Edward S. .. Barker, Robert C. . . Barr, Samuel D. . . Barton, William H. Bathgate, Charles McL. Bayliss, John R. .. BeesOn, Charles B. .. Bilkey, Edmond E. Bindon, Ernost B. Birss, William Bishop, John J. Bishoprick, Alfred E. Braithwaite, James H. Briggs, Charles R. .. Brown, Geoffrey McP. Brown, Martin G. . . Bruford, Sydney H. Burch, Arthur J. .. Burton, Ormond E. Burton, Percy R. Carmody, James Carr, Norman McL., B.A. Carson, William Carter, Harry G. . . Carter, Stanley C. .. Chooscman, Lewis C. Clark, Hugh R. Clow, Donald R. . . Collins, Lawrence E. Corbott, Alfrod S. . . Costello, Peter J. .. Fobruary, 1916 March, 1916 . . August, 1.914 . . July, 19.16 .. August, 1.915 . . April, 1915 . . February. 1916 May, 1915 May, 1916 .. March, 1916 May, 1915 May, 1916 February, 1915 Octobor, 1915.. November, 1915 February, 1916 February, 1916 December, 1915 May, 1915 August, 1914 . . May, 1916 July, 19.15 . . October, 1915.. November, .1914 February, 19.16 August, 1916 .. May, 1916 August, 19.16 .. October, 1915.. August, 1916 . . April, 1916 . . August, 1915 . . August, 1914 . . July, 1916 . . October, 1915.. February, 1916 Sole teacher, Ranginui and Tokanui School. Sole teacher, Koutu. Assistant, Rotorua District High Assistant, Devonport. Sole teacher, Pukemiro Collieries. Head teacher, Mokauiti. Solo teacher, Henderson Point. Assistant, Newton East Sole teacher, Te Rena. Sole teacher, Maraetai Nos. 1 and 2. Assistant, Horahora. Head teacher, Matamata. Solo teacher, Red Hill Training College student. Assistant, Newton East. Head teacher, Kaitaia. Training Collego student. Head teacher, Huntly Sole teacher, Rautangata West. Probationer, Belmont Head teacher, Maungatawhiri Valley. Sole teacher, Kinohaku No. 1. Sole toacher, Karangahako. Sole teacher, Ahuroa Nos. 1 and 2. Assistant, Point Chevalier. Assistant, Huntly. Assistant, Waihi South. Sole teacher, Waikokowai. Pupil-teacher, Hamilton West Solo teacher, Ngarua. Training Collego student. Sole teacher, Mangatu and Tutamoo. Solo teacher, To Mapara Training College student. Sole teacher, Waingakau Sole toachor, Paraheka and Rotopotaka. Sole teacher, Mahirakau Assistant, Whangarei. Assistant, Huntly. Assistant, Beresford Street Sole teacher, Way by Pupil-teacher, Avondale. Assistant, Grey Lynn. Pupil-teacher, Otahuhu, Head teacher, Waharoa. Head teacher, Kuaotunu Sole teacher, Tangaihi Sole teacher, Waitetuna. Sole teacher, Hikimutu Sole teacher, Katikati No. 1 Head teachor, Ohura. Probationer, Dargaville. Training College student. Killed in action. Resumed March, 1916. Rosumed duly, 1916. Wounded. Killed in action. Resumed June, 1916. Killed in action. Crawford, Stanley H Crickett, Athol G. .. Cronin, Thomas M. Crook, Harold L. .. Darroch, George M. Davis, Charles B. . . De Montalk, Alexander S. Donaldson, Lawrence T. Doull, John S. Downard, Frederick N. R. . . Dunn, Reginald M. Earlo, William J. .. Emmett, Frank N.. . Falwell, Ivan T. Farrell, Jamos P. Finlayson, John I. .. Fletcher, Allan January, 1915 June, 1915 . . November, 1916 August, 1915 . . February, 1916 October, 1915.. i August, 1914 . . August, 1914 . . 1 October, 1914.. Septombor, 1.915 Fobruary, 1916 Fobruary, 1916 October, 1914.. May, 1915 April, 1916 .. October, 1914. . October, 1915.. Missing, beliovod killed. Wounded. Discharged Decembor, 1916. Wounded. Rosumed May, 1916. Wounded. Wounded. ...:'. : ....

E— i

86

List 1.—Teachers of Public Schools, etc. — continued.

Nam*. Date of joining Forces. School and Position held prior to joining Forces. Remarks. Poley, John Fordyce, Andrew B. Francis, Sydney P. E. Fur-ley, Philip C. .. Gamlen, Richard B., m.a. Gasparich, Joseph G. Gemming, Theophilus J. Gauntlett, Charles G. Gerrand, Percy A. .. Gibson, Harold C. .. Govan, Joseph A. Graham, Patrick Grey, Alan S. Auckland AuCKLANI D Education Board — continued. November, 1916 August, 1914 . . Juno, 1916 .. October, 1915.. May. 1916 August, 1914 . . January, 1915 February, 1916 August, 1915 . . July, 1916 .. Octobor, 1915. . July, 1916 .. August, 1914 .. ovomber, 1916 ugust, 1914 . . nno, 1916 ctober, 1915.. :ay, 1916 ugust, 1914 . . muary, 1915 ebruary, 1916 ugust, 1915 . . rly, 1916 ctobor, 1915. . .dy, 1916 ugust, 1914 .. ily, 1915 .. ebruary, 1916 ugust, 1.916 .. ugust, 1.915 . . ugust, 1915 . . ily, 1916 ugust, 1.914 . . ily, 191.6 .. arch, 1916 .. ugust, 1914 .. pril, 1916 . . ctober, 1915.. jbruary, 1916 ay, 1916 ugust, 1914 . . ugust, 1915 .. ugust, 1914 . . ugust, 1914 . . :sbruary, 1916 6 Sole teacher, Kaharoa and Oturoa. Sole teachor, Komakorau Solo toachor, Batley and Biokerstaffe. Sole teacher, Ness Valley. Sole teacher, Karekare and Whatipu Assistant, Horahora Sole teacher, Mati Sole teacher, Hukapapa. Assistant, Waikino. Sole teacher, Titoki and Wharekoho. Sole teacher, Paronga Relieving hoad teacher, Mokauiti. Sole teacher, Waiheke Central and Man-o'-War Bay Pupil-teacher, Maungawliau. Assistant, Papakura. Sole toacher, Kakapuka. Assistant, Epsom. Solo teacher, Motumaoho. Sole teacher, Tangowahino. Assistant, Edendalo Training College studont. Head teacher, Graham's Fern. Head teachor, Churchill. Sole teachor, Bream Tail and Waipu Cove. Sole teacher, Komata. Sole teachor, Tokirima Road. Assistant, Papatoitoi. Pupil-teacher, Mount Roskill. Hoad toachor, Mapiu. Pupil-teacher, Onehunga Sole toacher, Oturoa. Solo teacher, Okahu Nos. 1 and 2 .. Wounded. Resumed July. Woundod twice. Missing ; believed dead. Wounded. Gribbin, Clinton R. Grice, Lionel L. J. .. Griffiths, Geoffroy L. Hall, Harry F. Hamos, Gilbort Martin Hamley, Robin Hannah, Arthur Harris, Arthur L. .. Harvey, Rodorick McG. Hayter, Ernest Hayter, Reuben July, 1915 . . February, ,1916 August, 1916 .. August, 1.915 . . August, 1915 .. July, 1916 August, 1914 . . July, 191.6 .. March, 1916 . . August, 1914 .. April, 1916 .. Wounded; resigned from servioe Docomber, 1916. Killed in action. Heath, Alexander H. Hoath, Philip C. .. Hoathor, Bernard O. Henderson, Richard A. Howlott, Theophilus N. Hinton, Olaudo H. Hogwood, Edward J. L. Izod, Lionel Octobor, 1915.. February, 1916 May, 1916 August, 1914 . . August, 1915 . . August, 19.14 . . August, 1914 . . Fobruary, 1916 Wounded. Jack, Donald L. Jeffs, Arthur Jenkins, Clifford E. Johns, William H. . . Johnson, Robert N. Johnston, Henry G. Jones, Albert L. Jones, Griffith R. Kay, William Kondon, Cecil W. .. King, Herbert J. .. Kirk, Thomas H. .. Landmann, Walter G. R. Laws, Charles R. .. Le Gallais, Leddra . . August, 1914 .. August, .1914 .. July, 1916 .. August, 1914 .. August, 1914 .. July, 1916 Docember, 19.14 July, 1915 .. August, 1914 .. Julv, 1916 July, 1915 .. April, 1.915 .. October, 1914.. Septombor, 1915 February, 1915 ugust, 1914 .. ugust, 1914 ily, 1916 . . ugust, 1914 .. ugust, 1914 .. ily, 1916 .. ocember, 1914 ily, 1915 .. ugust, 1914 .. dv, 1916 ily, 1915 .. pril, 1.915 .. stober, 191.4. . jptombor, 1915 abruary, 1915 ily, 1915 .. ugust, 19.14 ocomber, 1914 me, 1915 ctober, 1.916. . ovomber, 1915 dy, .1916 ay, 191.6 sptember, 1916 ctober, 1915.. ily, 1916 .. ugust, 1914 .. ay, 1916 arch, 1916 . . ugust, 1.914 .. ebruary, 1916 ugust, 1914 ay, 1916 ily, 1916 . . ecembor, 1915 ugust, 1914 .. ctobor, 1916.. rly, 1915 .. ebruary, 1916 ay, 1910 .. ugust, 1916 .. ugust, 1914 .. iptomber, 1916 ay, 1916 .. ugust, 1914 .. Training College student Sole teachor, Hinuera Valley. Assistant, Manurowa. Sole teacher, Kakapuka Head teachor, Young's Point Head teacher, Houhora. 1 Sole teacher, Pongakawa. Assistant, Mount Albert Head teacher, Huntly Sole teacher, Wairanga. Sole teacher, Opalii Assistant, Mount Eden Sole teacher, Mahirakau. 5 Training College student. Sole teacher, Araparara and Mangakura Sole teacher, Waiotohi. Sole teachor, Tiroa and Parikura. [ Head teacher, Kakahi Sole teacher, Puketurua. Head teacher, Piopio. 5 Training College student Assistant, Edendale. Assistant, Pukekohe. 6 Socondary assistant, Coromandel District High. Pupil-teacher, Grafton. Relieving head toacher, Kakahi. Sole teacher, Kirokopuni Solo teacher, Patetonga. Hoad teacher, Oropi. Sole toacher, Hastings and Otakoo .. Training College student Sole teacher, Mataitai Sole teacher, Komata. Assistant, Helensville. i Sole teacher, Rotorangi. Pupil-teacher, Newmarket. Probationer, Newton East. Solo toachor, Tangowahino Sole teacher, Jordon and Pa. Pupil-teacher, Grey Lynn. Assistant, Beresford Stroet. Assistant, Opotiki. 6 Sole teacher, Aria. Pupil-teacher, Pukekohe District High. Hoad teacher, Piopio. Discharged modically unlit, December, 1916. Killed in action. Wounded. Rosumed October, 1916. Wounded. Wounded. Killed in action. Drowned, "Marquette." Killed in action. Le Gallais, Owen . . Leyland, Allen 1. .. Lorking, Ernest S. .. Lowe, Joseph E. Lownsborough, Frederic MoOabe, Goorge L... McCormack, Daniel T. McDonald, Ivon F. McDonald, Murdoch A. July, 1.915 . . August, 19.14 Docomber, 1914 June, 1915 .. October, 1916. . November, 1915 July, 19.16 .. May, 191.6 September, 1.916 Wounded. Reported missing. McDonald, Percy .. MoGechio, John W. McGeehan, Thomas M. Mclntyre, James K. Mackay, Thomas E. A. MacKenna, Robert J McKcnzie, Frank J. McKenzie, John McKon/ie, Rupert WMcKinnon, Malcolm McKinnon, Roderick A. McLean, William F. A. Macleod, Davis S. .. Maclood, John D. .. McMillan, Hugh. N. Malone, Charles L. .. Mark, Louis J. Massam, Joseph A. Matohott, Robert J. Maxwell, Leslie T. .. Menzies, Alexander ..1 October, 1915.. July, 1916 .. August, 1914 . . May, 1916 March, 191.6 . . August, 1914 .. February, 1916 August, 1914 May, 1916 July, 1916 .. December, 1915 August, 1914 .. Octobor, 1916.. July, 1915 .. February, 1.916 May, 1910 .. August, 1916 .. August, 1914 .. Soptombor, 1916 Mav, 1916 .. August, 1914 .. Wounded. Rosumed December, 1915. Died of wounds. Died of wounds. Killed in action.

87

E.—l

List 1.—Teachers of Public Schools, etc. — continued.

Name. Date of joining School and Position held prior to joining n»mo»v. Forces. Forces. Remarks. Auckland Education Board — continued. Menzies, Jack H. .. Merrington, Alfred It. October, 1915. . i Pupil-teacher, Epsom. February, 1915 ! Assistant, Napier Street .. .. : Wounded; resumed July, 1916. Milnes, Herbert A. E. Moore-J ones, Herbert Morgan, Ernest 0. Moyle, Harold L. O'Brien, Dan Olphert, Jaspar W. Pendergrast, Charles Penlington, William A. (!., b.a. Phelan, Ernest 0. . . Potter, John F. Price, Carl A. Price. Francis M. .. Reece, Arthur G. Rcwa, Waaka S. .. Rice, Thomas I). Richardson, Alfred E. Ridling, Randolph G. Ritchie, Percy C. . . Robertshaw, Allan K. Robinson, Harvey T. Rope, Charles M.' .. Scholium, John W. Sealy, Alfred 1). .. • .. Selby, Harold I. . . .Senior, Stanton E. Shaw, John L. Sheard, Charles J. . . Sheeran, Alfred F. L. Shepherd, Robert B. Simpkin, Charles H. Slevm, Franz R. .. Small, Harold Smerdon, Stanley V. Smith, William M. . . Snell, James H. .. Southoy, Charles C. Stanton, John A. .. Steele, Robert B. .. Stephens, F.dward S. Stephenson, George F. Stephenson, Oswald 0. Teesdale, William D. Thomas, Stephen H. Thruston, Herbert F. Vauso, Harry Walker, Eric T. L. Walker, Spenceley Wallis, Stanloy R. Warren, Robert J. .. Wells, John F., b.a. Wells, William S. . . White, Kenneth R. Wilcox, Alfred E. Wilcox, John S. Wilcox, Wilfred T... Wilks, Frank Williams, Erie L. .. Wilson, Frank R. .. Woods, Frances D. Woods, Selwyn (!. . . Worsley, Harold J. March, 1916 . . Principal, Training College. March, 1915 .. Head teacher, Matamata. May, 1916 .. Sole teacher, Waiomio. Fobruary, 1916 Sole teacher, Parikura and Tiroa. August, 1914 .. Sole toacher, Marakopa .. .. Wounded; resumed, March 1916. November, 1915 i Training College student October, 1916.. '. Sole teacher, Oputoko. October, 1915.. < Training Collego assistant. October, 1914.. Sole teacher, Ruakuri. August, 1914 .. Sole teacher, Papakuia Valley. June, 1916 . . Head teaclier, Waipuna. July, 1916 .. Relieving head teaclier, Waiharara. July, 1916 .. Sole teacher, Albertland North .. ' Resumed August, 1916. October, 1915 Training College student. July, 1916 .. | Head teacher, Notherton. April, 1916 .. ; Sole teacher, Paparata. December, 1915 j Assistant, Pukekohe District High .. . Wounded July, 1916 .. I Sole teacher, Monavale and Pukerimu. February, 1916 , Hoad toacher, Waiharara. October, 1916 Training College student. August, 1914 , Head teacher, Tautari .. .. Died of wounds. June, 1916 .. Assistant, Warkworth. July, 1916 . . Head teacher, Mokai. August, 1916 Sole teacher, Paranui and Taipa. August, 1915 .. Pupil-teacher, Newton East. March, 1916 . . Assistant, Morrinsville. April, 1915 .. Sole teacher, Whitikahu .. .. i Deceased October, 1915.. Sole teacher, Okonga and Tryphena. July, 1915 .. Sole teacher, Tangihua. October, 1915 Sole teacher, Waimai and Waingaro Woundod. April, 1916 .. Sole teacher, Araparara and Mangakura. September, 1916 Assistant, Papakuru. July, 1916 .. Assistant, Mangawhau. January, 1916 Training College student. August, 1915 .. Sole toacher, Tangoao. March, 1916 . . Head teacher, Paengaroa.' October, 1915 Sole teacher, Awakino and Mokau . . Wounded. September. 1914 Head teacher, Maungatawhiri Valley Wounded. May, 1915 .. Sole teacher, Whitikahu. October, 1914 Head teacher, Mount Maunganui . . Wounded. February, 1916 Probationer, Thames Sout h, November, 1915 Assistant, Waihi South. October, 1915 Sole teacher, Omahine. May, 1915 .. Sole teacher, Maiakopa .. .. Resumed May. 1916. October, 1916 Assistant. Cambridge District High. October, 1916 Relieving soli; teacher, Waimai and Waingaro. April, 1916 .. Assistant, Onehunga. November, 1915 Training College student. June, 191,6 .. Sole teacher, Waitakaruru. June, 1915 . . Assistant, Edendale. August, 1914 .. Sole teacher, Brynavon and Whareora Killed in action. Fobruary, 1916 Head teacher Awanui. July, 19.15 .. Sole teacher, Selwyn. October, 1915 Sole teacher, Puahue. October, 1915 Sole teacher, Punakitore. .. .. Deceased. April, 1916 .. Secondary assistant, Paeroa. February, 1916 Sole teacher, Mangatu and Tutamoo. March, 1915 .. Assistant, Newton West .. .. Died of wounds. July, 1916 .. Head teacher, Rotorua District High. September, 191.5 Assistant, Te Awamutu. September. 1915 Assistant, Frankton .. .. Died of wounds. Taranaki Education Board. Bertrand, George F. Buchler, Frederick J. Buchlor, John W. . . Orosswell, James Cuthbert, John Jones, Walter T. T. Look, Henry W. .. Mackie, Howard J. Partridge, James K. Pennington, John L. Sissons, Thomas H. Stratford, Herbert A. Thompson, H. J. .. I August, 1.91.4 .. Assistant, Central. September, 1915 Assistant, Stratford. December, 1915 Assistant, Urenui .. .. Killed in action. June, 1915 . . Probationer, Stratford. June, 1916 .. Head teacher, Huiakama, April, 1916 . . Sole teacher, Kina. August, 1916 . . Sole teacher, Oeo. August, 1915 .. Sole teacher, Okau .. .. Wounded.. September, 1915 Pupil-teacher, Central .. .. Died of wounds. April, 1915 .. Sole teacher, Ahititi and Tongaporutu. August. 1915 . . Assistant, Central .. .. Wounded. March, 1916 .. Head teacher, Inglcwood. October, 1915 Secondary assistant, Stratford.

E.—l

88

List 1.—Teachers of Public Schools, etc. — continued.

Vb .,,,, Hate of joining School and Position held prior to joining a "' Forces. Forces. Name. Remarks. Remarks. Wanganui Education Board. Blennerhassett, Roland .. January, 1916 Pupil-teacher, Feilding. Blyth, Thomas A. . . .. Fobruary, 1916 Head teacher, Ohakune and Side. Booth, Atwood W. .. August, 1915 .. Head teaclier, Umumuri Boswell, Gilmoro R. B. .. December, 1915 Probationer, Terrace End. Bowater, Harold R. .. August, 1915 .. Head teacher, Taonui. Braik, Peter .. .. July, 1916 .. Sole teacher, Beaconstield. Burgess, Conway .. .. May, 1915 .. Assistant, Foxton. Callanan, John F. .. .. August, 1915 .. Assistant, Ohakune. Caiman, Gordon .J. .. November, 1916 Assistant, Lytton Street. Ohristolfersen, Christian 0. .. i February, 1915 Sole teacher, Ruatiti. Clemanee, Herbert J. .. ' March, 1916 .. | Second assistant, Eltham. Clench, Thomas F. J. .. June, 1916 .. Relieving sole teacher, Utuwai Coddington, Edward G. ... Soptomber, 1915 Head teacher, Raurimu. Davey, George H. .. .. I August, 1915 .. Assistant, Mangaweka Ellis, Frank W. S. .. .. May. 1916 . . Assistant, Rangataua. Ford, Algernon L. . . .. J August, 1915 . . I Sole teacher, Owhakura. Galbraith, John .. .. August, 1914 .. Sole teacher, Bainesse. Gibbs, George W. .. .. August, I.915 1 .. Head teacher, Glen Orouu. Gilligan, William F. .. November, 1915 Sole teacher, Makowhai. Gould, Sidney H. . . . . May, 1915 .. Assistant, Gonville. Gray, J. II. .. .. August, 1914 .. Assistant, Campbell Street Henderson, Hubert, m.a. .. October, 1915 Second assistant, Taihape. Hoirg, John B. .. .. August, 1915 .. Solo teacher, Carnarvon. Jollie, David A. .. .. Januaiy, 1916 Sole teacher, Orautoha. Kibblowbite, Forrest G. .. j October, 1915 Assistant, Campbell Street Lock, Albert I). .. .. ! August, 1916 . . Solo teacher, Tiakitahuna. McAuliffe, Thomas B. .. I November, 1915 Sole teacher, Kakatihi. McCay, Robert .. .. March, 1916 .. j Sole teacher, Makohau. Maclean, Allan H. .. .. January, 1916 ' Head teacher, Fitzhcrbert East. McLean, William H. .. October, 1915 ] Assistant, Feilding District High. McLeod, George M. . . May, 1916 .. i Assistant, Rongotea. Macrae, Roderick D. .. October, 1915 ! Assistant, Taihape. Morton, Guy .. .. July, 1915 .. j Solo teacher, Ruatiti. Nettloford, Vivian P. .. November, 1916 '■ Solo teacher, Kawhatau. Nieol, Albert 0. .. .. March, 1916 .. i Sole teacher, Laeys Landing and Retaruke. O'Reilly, John J. .. .. September, 1916 j Head teaoher, Westmere, Parlane, Sydney (I. .. October, 1.916 Sole teacher, Makohine Valley. Phillips, Charles E. .. August, 1914 .. Assistant, Feilding Robbie, George A. .. .. July, 1915 .. Head teacher, Patea. Rule, Frank J. . . .. August, 1914 .. Sole teacher, Rataiti Sandlo, Henry J. .. .. July, 1916 .. Sole teacher, Bainesse. Stevenson, William II. .. May, 1916 .. Sole teacher, Valley Road. Strack, George S. .. .. May, 1915 .. Secondary assistant, Patea. Thomas, Harold W. .. October, 1915 Sole teacher, Rotokare. Tier, Walter H. .. .. January, 1916 Sole teacher, Naumanui. Trevena, Albert J. . . . . January, 1916 Assistant, Lytton Street. Tucker, Leonard E. .. October, 1914 Sole teacher, Utuwai. Watt, Ronald A. .. .. January, 1915 Sole teacher, Naumanui Wiltshire, Frank .. . . January, 1915 Assistant, Raetihi. Windle, Arthur J. .. .. August, 1915 ,. Sole teacher, Hihitahi. Died of wounds. Resumed July, 1916. Killed in action. Resumed December, 1816 Killed in action. Died of wounds. Killed in action. Hawks s Bay Education Board. Brittain, Vivian It. .. I August, 1914 .. Pupil-teaeher, Hastings District High Calder, John K. .. .. October, 1915 Sole teacher, Otoko. Cammoek. William R. .. August, 1914 .. Assistant, Hastings District High. .. Cockroft, George W. .. January, 1915 Assistant, Port Ahuriri Cook, Fred .. .. August, 1916 .. Head teacher, Twyford. Cowan, David .. .. August, 1916 .. Assistant, Hastings District High. Douglas, John E. .. .. February, 1916 Sole teacher, Morere. Fairbrother, Lewis M. .. February, 1916 Sole toacher, Te Puia. Forsyth, Archibald J. .. | August, 1914 .. ' Assistant, Patutahi Jones, William H. .. .. j February, 1916 Assistant, Napier. Kay, Leslie V. .. .. j August, 1914 .. Sole teacher, Te Puia Springs. McRae, James .. .. : July, 1916 .. Head teacher. M.atawai. Niooll, Thomas A. .. .. I July, 1915 .. Assistant, Hastings. Olson, Othenius R. .. May, 1916 .. Assistant. Gisborne North. Parsons, Vivian .. .. j September, 1916 j Assistant, Gisborne West. Rigby, Cyril G. .. .. ! July, 1916 .. : Assistant, Gisborne. Rigby, Norman F. .. j February, 1916 Head teacher, Murewai. Rowntree, Ernest H. W. .. August, 1916 .. \ Assistant, Waipawa District High. Souridy, Arthur W. .. February, 1916 | Head teacher, Makauri. Stookham, Thomas W. .. August, 1916 .. Assistant, Waipawa District High. Ward, Richard D. . . .. ; July, 1916 . . Probationer, Gisborne West. Webster, Edward .. ... October, 1914 Assistant, Woodville District High. Killed in action. Killed in action. Resumed March, 1916. Killed in action. Resumed May, 1916.

E.—l

List 1. —Teachers of Public Schools, etc. — continued.

12— E. 1.

89

Name. Date of joining Forces. School and Position held prior to joining Forces. Remarks. Wblli rGTON Education Board. Adlam, Ronald 0. .. Bagley, Cedric J. .. Ball, Douglas G. .. Banks, Henry Barnard, Stanley Barnes, George E. .. Beeohoy, Froderick J. Beere, Josiah M. .. Bonnett, John B. .. Bish, Soymour S. M. Bowler, Daniel C. . . Butler, Ernest E. . . Caigou, Charles A. . . Clachan, William J. Clifford, Arthur A... Cooper, James P. .. Cowles, Jabez A. Craven, Leslie A. . . Davie, Harry P. 0... Dompsoy, Sydney W., b.a. Duggan, John Dudson, Waltor F... Duncan, Stuart East, Alfred F. D. .. Edwards, Ralph W. Fodon, Norman A... Fossette, Walter E. W. Foss, James B. Frain, R. J. Eraser, Ernest M. .. Fulton, John G. B. Gaze, Froderick J. .. Gibson, Francis Gowdy, Harold Gray, Harold A. W. Groig, Arthur G. .. Hawkins, Bonjamin G. Hemmingson, Geoffrey Higgins, Vivian Hodson, F. Holdaway, Hubert R. Holdaway, Kenneth M. Hostiek, John B. .. Jenkins, Charles G. Johns, Waltor D. . . Jones, Sidney J. Kennody, William R. Kerr, Harold W. .. King, Sidney J. Kirk, George W. .. Larson, Albert J. . . Longhurst, William T. McOaw, Peter R. .. MoOaw, William T. Marsden, Joseph S., r.a. Mathoson, Graham G. Mills, John E. Morris, William H... Mothes, Frederick W., b.a. .. Okeby, William G... Pallant, Donald K. Priehard, Ivor G. .. Pryor, David 0. .. Quigley, Middleton S. Rogors, Lancelot A. Roots, Arthur Rudkin, Alfred R. .. Russell, Cecil R. .. Sansin, Henry S. M. Skelley, Claude H. T. Stafford, Frod Stainton, William H. Sutton, b.a. Sutton, John Tattle, Philip G. .. Taylor, George N. .. Thomas, Edgar G. R. Wobb, Arthur L. .. White, Alfred T. .. Wilson, James A. .. Wiseman, John A. .. Young, Albert V. .. August, 1914 .. August, 1915 .. August, 19.1.5 .. August, 1916 . . Septomber, 1914 Juno, 1916 .. March, 1916 .. January, 1916 Soptembor, 1914 February, .1916 January, 1916 Fobruary, .1916 July, 1915 .. August, 1914 . . September, 1916 Septomber, 1916 August, 191.4 . . Soptember, 1914 August, 1914 . . September, 1915 October, 1916.. Novombor, 1914 February, 1916 August, 1914 . . September, 19.15 December, 1.91.5 November, 19.15 August, 1914 .. July, 1916 .. September, 1915 July, 1915 .. Soptember, 1916 October, 1916 July, 1915 .. August, 1914 April, 1915 December, 19.15 July, 1915 Septombor, 191.5 April, 1916 .. July, 1916 .. Fobruary, 1916 May, 1.91.5 November, 191.6 August, 1914 .. September, 1914 Septomber, 1916 Septombor, 1915 January, 1916 October, 1916.. September, 1914 October, 1915.. October, 1.915 August, 1914 . . Fobruary, 1916 February, 19.1.6 August, 1914 October, 1.914. . August, 1914 .. August, 1915 .. August, 1914 . . February, 1916 January, 1916 Soptember, 1914 August, 1914 .. July, 191.5 .. July, 1916 . . August, 1914 January, 1916 October, 1915.. June, 1915 . . November, 1914 May, 1915 October, 1915.. August, 1914 October, 1914.. October, 1915.. Soptember, 1914 Soptember,*.1.915 August, 1915 .. January, 1916 November, 1915 Training College student. Pupil-teacher, Rosonoath. Assistant, Te Aro. Sole teacher, Karapoti. Training Colloge student Training Collogo studont. Assistant, South Wellington. Training Colloge student. Training Colloge student. Probationer, Greytown. Training College. Probationer, Nowtown. Assistant, Lansdowne. Sole teacher, Takapu. Pupil-teacher, Mount Cook (Boys'). Training Collego student. Head teacher, Carterton District High. Assistant, Grovotown. Sole teacher, Mauriceville. Assistant, Clyde Quay. Assistant, Berhampore. Solo toachor, Cross Creek. Head-teacher, Waikanao. Assistant, Clyde Quay. Assistant, Brooklyn. Assistant, Eastorn Hutt. Assistant, Clyde Quay. Assistant, Levin Solo toachor, Tane. Solo teacher, Grassmoro. Training Collego student. Assistant, Maranui. Assistant, Blenheim. Assistant, Clydo Quay Pupil-teacher, Levin District High . . Sole teacher, Marama. Assistant, Terrace. Training Colloge student. Assistant, Carterton District High. Assistant, Te Aro. Training College student. Sole teacher, Waione. Training College student. Sole teacher, Tauherenikau. Training Collego student. Training Colloge student. Pupil-teacher, Mount Cook (Boys'). Probationer, Mount Cook (Boys'). Training College studont. Head teacher, Te Horo. Training College studont. Solo toachor, Marima. Training Collego studont. Assistant, Upper Hutt Assistant, Terrace. Sole teacher, Pirinoa. Assistant, Levin District High Training Colloge student Assistant, Potono Pupil-teacher, Brooklyn. Sole teacher, Marima Pupil-teacher, Training College. Solo teacher, Saundors Road. Training College student. Probationer, Te Aro. Training Colloge student. Assistant, Otaki. Pupil-toacher, Cartorton Pupil-toacher, Karori. Head teacher, Ocean Bay. Assistant, Rosenoath. Assistant, Mount Cook (Boys'). Assistant, Island Bay. Training Collogo student. Sole teacher, Longbush Sole teacher, Okaramio. Pupil-teacher, Lansdowne. Training College student. Hoad teachor, Hastwell Probationer, Rosonoath. Training College student. Assistant, Berhampore. Died of wounds. Died of wounds. Killed in action. Wounded, twice. Wounded. Killed in action. Died of sickness. Wounded. Missing, believed killed. Woundod, twice. Killed in action. Wounded.

E.—l

90

List 1. —Teachers of Public Schools, etc. — continued.

Name. Date of joining Forces. School and Position held prior to joining Forces. Remarks. Neu: ion Education Board. Boyes, Esmond E. 0. Ching, Harold L. .. January, 1916 August, 1914 .. Head teacher, Neudorf. Sole teachor, Tui.. .. Dron, Douglas A. .. Ellory, Henry V. .. Goodyear, John Hayes, Frank E. C. Lewis, Allan Levoridge, Ray McBean, Ernest S... McGlashon, Ralph .. Marr, Henry Menzies, George G. Decomber, 1914 November, 1915 October. 1915.. August, 1914 . . May, 1916 October, 1915.. February, 191.6 Octobor, 1915.. August, 1.914 .. Septombor, 1.914 Wounded; rosumed Marc! 1916. Wounded. Hoad teacher, Tarakohe Sole teacher, Ferntown. Assistant, Reefton. Sole teacher, Puponga Sole teacher, Pokororo. Sole teacher, Fern Flat. Head teacher, Wai-uta. Sole teacher, Stanloy Brook. Assistant, Seddonville Socond Assistant, Reefton District High Sole teacher, Owen Junction Head teacher, Waimangaroa. Sole teachor, Mangarakau. Hoad toachor, Wai-uta Sole teacher, Tui. Solo teachor, Inangahua Landing .. Resumed May, 1916. Killed in action. Wounded ; resumed J urn 1916. Killed in action. Senior, F'rank Shoddan, Samuel .. Sutherland, John F. Tunnicliffe, Norris H. Vorcoe, Erie Yeats, Douglas M. .. November, 1914 June, 1916 .. February, 1916 August, 1914 February, 19.16 August, 1914 Wounded. Diod of wounds. Abernothy, Rex- C... Adams, William R. Adamson, R. do B. Bain, Arthur C. W. Barnett, Arthur J... Baverstock, Harold S. Beattie, Edward J. Beattie, James Berg, Frederick R... Blathwayt, Murray Boyd, Arthur A. Brown, John B. Burrows, William M. Oartwright, Walter H. Oornford, E. S. Cotton, G. W. Dalley, Edward R... Foord, Frod R. Foster, William A. .. Gray, Alexander, b.a. Guiney, Alan H. Gurnsey, A. J. Gurnsoy, Froderick W. Harvey, E. Hayman, Benjamin F. Hoaro, Goorge H. .. Horwell, Waltor W. Hutton, William B. Ivorach, J. A. D. Jackman, Clarence V. Judson, Charlos G... Lucas, Herbert N. .. McDonald, Donald J. McRae, Aloxander P. Mabon, Keppoch McD. Marks, Horace R. .. Marwiek, John, m.a. Maurice, F. D. Menzies, J. L. Mills, David 0. Moor, Carolus T. .. Moore, Frederiok W., b.a. Moore, M. 0. Mortimore, A. E. Mottram, Benjamin R. Mullins, Timothy .. Cante: ibury Education Board. Octobor, 1915.. Juno, 1915 .. August, 1914 .. August, 1914 . . May, 1916 January, 1916 April, 1915 .. April, 1916 . . June, 191.5 .. Novomber, 1914 Juno, 1915 .. October, 1916.. June, 1916 .. Juno, 1916 . . Septombor, 1915 Januarv, 1916 Juno, 1915 .. August, 1914 July, 191.5 .. April, 1916 .. July, 1915 .. January, 1916 June, 1915 .. Docombor, 1915 August, 1915 .. October, 1914.. August, 1.914 .. July, 1916 . . January, 1916 June, 1915 .. Octobor, 1915.. Novembor, 1915 August, 1914 . . October, 1915 January, 1916 August, 1914 .. February, 1916 August, 1914 .. Septombor, 1915 August, 1914 April, 1916 .. March, 1916 . . August, 1914 . . Docomber, 1914 June, 1915 . . August, 1914 . . Assistant, Christchurch East. Assistant, Lyttelton Training Colloge student. Training College student Assistant, Shirley. Pupil-teacher, Elmwood. Probationer, Akaroa. Head teacher, Rothorham. Head teachor, Mead Sole teacher, Scotsburn Assistant, Rangiora Hoad toacher, Brookside. Assistant, Ashburton. Assistant, Geraldine. Head teacher, Kisselton. Training Collogo student. Training College student Assistant, Cobden. Head teachor, Chamberlain. Assistant, Akaroa District High. Training Collego studont. Pupil-toachor, Elmwood. Assistant, Elmwood. Pupil -teacher, Somerfield. Training Collego student. Assistant, Waltham. Training Colloge studont. Training Colloge student. Training College student. Training College studont Training College studont. Sole teachor, Ashburton Forks. Training Colloge studont. Hoad teacher, Lakeside. Pupil-teacher, Waimataitai. Training Collego student. Assistant, Pleasant Point District High. Assistant, Waimate District High .. Relieving teacher. Training College student Assistant, Addington. Hoad teachor, Ashley. Hoad teacher, Springfield Assistant, Ashburton Training College student. Pupil-teacher, Greymouth District High. Pupil-teacher, Timaru Main. Assistant, Waimate District High. Assistant, Timaru Main. Assistant, Christchurch West. Training College student. Pupil-toacher, Belfast. Assistant, Christchurch Wost (Secondary) Pupil-teachor, Albury. Training College student. Pupil-teacher, Addington. Sole teacher, Hook Bush. Assistant, Sydenham Assistant, Greymouth District High. Sole teachor, Tawai. Assistant, St. Albans. Training College student. Assistant, Christchurch West Rosumed April, 1916. Killed in action. Resumed February, 1916. Invalided. Wounded. Wounded. Wounded. Killed in action. Died of wounds. Killed in action. Killed in action. O'Connor, M. O'Connor, William.. Oram, Harry Pratt, William S. .. Quartermain, Leslie B. Roid, James N. Rule, William B., m.a. January, 1916 July, 1916 .. November, 1915 August, 1914 .. March, 1916 .. February, 1916 Octobor, 1916.. Soyb, William Stevens, Edward B. Stoekdill, Thomas .. Storey, Robert H. G. Sustins, Nolan Talbot, Arthur E. .. Watson, William D. Wilson, David G. .. Wilson, T. F. G. .. Withers, Arthur J. T. October, 1915.. July, 1916 .... Soptombor, 1914 February, 1916 August, 1914 . . February, 1916 February, 1915 June, 1915 .. November, 1915 June, 1915 .. Killed in action. Resumed, May, 1916.

91

E.—l

List 1. —Teachers of Public Schools, etc. — continued.

13— E. 1.

Name. Date of joining Forces. School and Position held prior to joining Forces. Remarks. Otago Education Board. Allan, Reginald Anderson, Peter J... Barton, Oko Barton, Vivian Bell, Cecil R. Blaikie, William .. Rotting, Howard E. A. Betting, Robert W. S. Bringans, Alexander Brown, Goorgo Buchanan, Robert 0. Burn, Edgar H. Burred, Froderick W. Cairnoy, Thomas .. Closs, William 0. . . Cowan, James G. .. Crawford, William . . Outbid, John E. Davidson, Andrew . . Davis, Lyell H. .. Dunn, Stanley B. . . Elliott, Arthur D. .. Finlay, Ivan H. Finlay, John George, William K. Goudie, John C. B. Gibb, Stewart C. .. Hall, Harold (!. .. Harper, James Hoggans, Alexander Hubbard, Ivan B. .. Johnston, Alexander T. Johnston, John G... Kennedy, Archibald P. Kennedy, Alexander S. Luke, Gabriel M. .. McBride, Joseph B. McDougall, Walter P. McDonald, Gordon F. Macdonald, Hugh G. B. Mclntyre, Hugh McLaren, Aloxandor Maclean, Ian H. Mawhinney, Ezekicl Milne, Alexander .. Moir, John H, b.a. August, 1916 .. Assistant, Anderson's Bay. January, 1916 Assistant, North-east Valley August, 1914 .. Assistant, Oamaru North. May, 1.915 .. Training Collogo student. December, 1914 Training College student .. May, 1915 .. Sole teacher, Kahuika. November, 1916 Training Collego student. December, 1915 Assistant, Lawrence Secondary August, 1914 .. Assistant, Albany Street. August, 1914 .. Sole teacher, Tuapoka West. March, 1916 .. Hoad teacher, Lower Harbour. May, 1916 •.. Sole teacher, Tahakopa. June, 1915 .. Sole teacher, McLennan. January, 1916 Sole teacher, Henley February, 1916 Assistant, George Street. August, 1914 .. Assistant, Oamaru Middle.. September, 1916 Sole teacher, Otakou. December, 1914 Relieving Assistant September, 191 (i Sole teacher, Te Houka. August, 1914 .. Training College student. November, 1916 Training College student. August, 1915 .. Probationer, Teaneraki August, 1914 . . Training College student April, 1916 .. Relieving head teacher, Hyde. August, 1914 .. Training College student. June, 1916 .. Relieving head teacher, Otekaike. September, 1916 Relieving assistant, Kaikorai. April, 1915 .. Assistant, Kaikorai February, 1915 Relieving assistant, Oamaru North December, 1914 Hoad teacher, Dunback. August, 1915 .. Sole teacher, Bald Hill May, 1915 .. Relieving assistant, Balclutha. March, 1915 .. Assistant, Mornington November, 191(5 Assistant, Albany Street. January, 1915 Assistant, North-east Valley October, 1916 Training College. August, 1914 .. Training Collego studont. November, 19.1.4 Solo teacher, Rongabero May, 1915 .. Assistant, Oamaru Middle. July, 1916 .. Assistant, Kensington. Septomber, 1916 Solo teacher, Matakanui. June, 1916 .. Assistant, Mosgiel. Octobor, 1915 Training Collego student. December, 191.6 Training College student. June, 1916 .. Training College student. August, 1914 .. Head teacher, Mosgiel Wounded. Wounded. Wounded. Resumed November, 1916. Killed in action. Wounded. Died of wounds. Resumed March, 1916. Died of wounds. Died of wounds. Wounded. Wounded. Wounded. Woundod. Wounded, and now doing military work in New Zealand. Moloney, John Parr, Cuthbert, M.A. Pay, William H. .. Perry, William S. .. Robertson, John A. Rushbrook, Walter H. Sanders, John R .. Sargison, James H. Smith, Oscar C. Sparks, William J. Stevens, Herbert M. Swan, George Tompero, Frank J. Thomson, Walter .. Turner, William W., b.a. Waddell, David B. Watson, John Watt, Malcolm McP. White, David White Percy H. .. Wilson, Ernest Woods, Alexander J. October, 1916 Pupil-teacher, Albany Street. Fobruary, 1915 Assistant, Balclutha August, 1915 .. Assistant, Albany Street .. January, 1916 Pupil-teacher, Musselburgh. October, 1916 Pupil-teacher, Albany Street. Fobruary, 1916 Assistant, Mornington. October, 1915 Assistant, Wharekuri July, 1915 .. Assistant, Palmerston May, 1915 .. Solo toacher, Ida Valley. February, 1916 Sole teacher, Kokoama April, 1915 .. Head teacher, Lower Harbour. August, 1915 .. Head teacher, Otakou. October, 1916 Assistant, Oamaru South. October, 1916 Training College student December, 1915 Head teacher, Balclutha District High August, 1914 . . Solo teacher, Rao's Junction. August, 1914 .. Assistant, Oamaru South. March, 1915 .. Assistant, Tapanui January, 1916 Sole teacher, Pounawea December, 1914 Head teacher, Hyde October, 1915 Assistant, Mosgiel May, 1916 .. Assistant, Oamaru North, Wounded. Wounded. Wounded. Resumed June, 1916. Resumed June, 1916. Died of wounds. Wounded. Discharged from camp. Killed in action. Agnew, George Bonthron, Escott .. Burt, John Collier, Charles Egan, Thomas Gilchrist, Norman D. Grenfell, Alfred F... Hall, Norman Southland Education Board. February, 1916 Assistant, East Gore. Decombor, 1914 Pupil-teacher, Invercargill North. January, 1916 Assistant, Gore .. June, 1915 .. Sole teacher, Gloncoe August, 1915 .. Head teacher, Scott's Gap. August, 1915 .. Assistant, Invercargill South August, 1914 .. Assistant, Invercargill South. March, 1915 .. Assistant, Oropuki Resumed December, 1916. Wounded. Wounded. Died of wounds.

E.—l

92

List 1. —Teachers of Public Schools, etc. — continued.

„ Date of joining Sohool and Position held prior to joining Namo - Foroes. Forces. Date of joining Foroes, School and Position held prior to joining Forces. Remarks. Remarks. Southland Education Board — continued. Lamb, Robert J. .. .. March, 1916 .. Sole teacher, Waikawa Valley. Lamont, Nisbot .. .. January, 1916 Assistant, Otautau Landreth, William.. .. August, 1914 .. Sole teacher, New River Ferry. Leckio, Douglas F... .. July, 1916 .. Pupil-teacher, Invercargill South. Lopdell, Francis C. .. May, 191.6 .. Assistant, Invercargill South. Lyttlc, David J. A. .. August, 1.91.4 .. Assistant, Gore .. McGlashan, Peter .. .. September, 1914 Relieving head teacher, Arrow McLood, John W. .. .. November, 1915 Sole teacher, Caroline. Millard, Arthur J. .. .. May, 1915 .. Head toacher, Fortrose. Milne, Alexander I. .. Octobor, 1914 Head teacher, Pembroke. Moodio, Bedford P. .. January, 1915 Assistant, Wallacetown Petrie, Arnold J., B.A. .. September, 1915 Assistant, Waikiwi Prebblo, Stanley .. .. Fobruary, 1916 Pupil-teacher, Gore. Rao, Duncan McF., b.a. .. October, 1915 Assistant, South Invercargill Simpson, Henry G. .. February, 1915 Sole teacher, Glenham. Spragg, Arthur W. .. August, 1915 .. Sole teacher, Skippers. Sproat, Hugh G. .. .. May, 1.915 .. Assistant, Invercargill Middle. Wobbor, John 0. .. .. June, 1.916 .. Head teachor, Drummond. Missing. Killed in action. Killed in action. Resumed June, 1916. Wounded. Wounded List 2..—Manual and Technical Instructors. Name. D "' t 'For(j's" i " S Position held before joining Forces. Remarks, Auckland Education District. Burgess, Claude E... .'. .. Instructor in mathematics.. Clayton, Edmund W. D. .i. .. Woodwork instructor. Donnan, Arthur W. .;. .. Agricultural instructor. Galitzenstein, Godefroy .. .. Instructor in commercial history and French McCarthy, Claude . . . . Septomber, 191.6 Instructor in English and mathematics. Morgan, Leonard O. .. .. Assistant mechanic, Engineering Department. i Died of wounds. Died of wounds. Wancanui Education District. Bastings, Lyndon .. .. Octobor, 1915.. Science master, Wanganui Technical Collogo Gibson, Evelyn P. .. .. February, 1916 Art master, Wanganui Technical College. Prooce, A. .. .. .. Instructor, Palmerston North Technical School Robertson, Douglas L. .. Soptember, 1916 assistant, Wanganui Technical College. Stephenson, William .. April, 1916 .. Woodwork instructor. Taylor, Archibald .. . . January, 1915 Assistant master, Wanganui Technical College. Verry, F. W. .. . . .. Instructor, Palmerston North Technical School. Discharged temporarily. Woundod. Wkllincton Education District. Brown, Alfred A. .. .. July, 1916 .. Board's woodwork instructor Drewitt, E. J. . . .. .. Instructor, Wellington Technical Collego. Earnshaw, W. .. .. .. Instructor, Wellington Technical Collogo. McLachlan, Archibald .. November, 1916 Board's woodwork instructor. Tunley, Frank .. .. March, 1915 .. Board's woodwork instructor. .Discharged. Discharged. Hawke's Bay Education District, Niven, James .. .. | .. | Instructor, Napior Technical College. I Twice woundod. North Canterbury Education District. Brister, S. G. . . .. .. Instructor, Ashburton Technical School Burdekin, H. .. .. .. Instructor, Christchurch Technical College. Candy, F. S. .. .. .. Instructor, Ashburton Tochnieal School. Ohilds, A. J. .. .. .. Instructor, Ashburton Technical School. Miller, Miss D. .. .. .. Assistant Superintendent, Christchurch Girls' Hostel. Twice woundod. Otago Education District. Isaac, Nelson .. .. I September, 1915 [ Instructor, Dunedin School of Art. I Southland Education District. Clark, Peroy .. .. I August, 1916 .. [ Board's woodwork instructor.

E.—l

List 3.—University Professors and Lecturers and Secondary-school Teachers.

93

I Name. I Position held prior to joining Forces. Remarks. Adamsoii, F. F. Airoy, T. A. .. Aloxandor, William A. Beattio, G. C. Begg, Oliver J. Boyno,.J. M. .. Buxton, T. Caddick, A. E. Castle, Arthur P. Chappie, L. Chisholm, D. S. Cockroft, E. A. Cory- Wright, S. Cuthbert, R. A. Darwin, Lisle J. Dinneen, J. D. Espiner, R. H. Fathers, H. T. M. Foworaker, C. E. Eraser, H. G... Gibson, J. B. Goulding, J. H. Hall, H. T. Hall, V. J. B... Hamblyn, C. J. Hancox, G. G. Hind, C. A. S. Hoar, W. Jennings, L. S. Johnson, J. C. King, H. W. .. Littlejohn, Colin M. Macdonald, M. Malthus, C. .. Manson, A. J. Marsden, E. .. Moikle, H. C. .. Morrison, M. J. Morrow, T. J. Morue, G. W... Murray, J ohn Nelson, J. S. .. O'Connor, D... Ongley, P. A... Owen, G. Paterson, John (a. Paterson, J. M. Pickorill, H. P. Pow, James.. Ramsay, H. V. Rands, H. Robertson, Thomas G... Rohan, M. D. Saxon, H. Soarle, 11. V. .. Senior, C. H. A. Short, A. W. .. Siddolls, S. H. Skinner, H. D. Slater, Henry W. Smith, CM... Stephens, A. C. Stewart, Hugh Struthers, J. B. Taylor, F. A... Thomson, A. .. Thomson, J. .. Waters, D. B. Williams, C. H. Worley, 0. P... Assistant master, Ashburton High School Assistant master, Auckland Grammar School. Assistant master, Dannevirkc High School Assistant master, Christchurch Boys' High School. Assistant master, Otago Boys' High School. Assistant master, Palmerston North High School. Commercial master, New Plymouth High School. Assistant master, Wellington College. Assistant mastor, Gisborne High (School Assistant master, Southland High School. Assistant master, Waitaki High School. Assistant master, Timaru High School. Lecturor, Auckland University College. Assistant master, Timaru High School. [ Assistant master, Christchurch High School. Assistant master, Auckland Grammar School Assistant master, New Plymouth High School. Assistant master, Wellington College. Locturcr, Canterbury College. Assistant master, Napier High School Assistant master, Napier High School. First assistant master, Marlborough High School Assistant master, Waitaki High School. Junior assistant, New Plymouth High School. Assistant in preparatory department, New Plymouth High School. Second assistant master, Marlborough High School. Assistant master, Timaru High School. Drill instructor, Christchurch Boys' High school. Science master, Waitaki High School Professor, Auckland University Colloge. Assistant master, Auckland Grammar School Assistant mastor, Otago High School. Junior master, Now Plymouth High School. Assistant master, Nelson College. Probationer, Napier High School. Professor, Victoria University Colloge. Assistant master, Auckland Grammar School. Assistant master, Nelson College. Assistant master, Nelson Colloge. Assistant master, Wellington Collego. First assistant, Palmerston North High School. Assistant master, Nelson College. Assistant master, Timaru High School. Assistant master, Wellington College. Profossor, Auckland University College. Science master, Hamilton High School. Leoturer, Otago University. Profossor, Otago University. Assistant master, Otago High School. Assistant master, Thames High School. Science master, Waitaki High School. Assistant master, Otago High School. Assistant master, Auckland Grammar School. Assistant master, Nelson College. Third assistant master, Now Plymouth High School. Assistant master, Auckland Grammar School. Assistant mastor, Auckland Grammar School. Assistant master, Napier High School. Assistant master, Palmerston North High School. Assistant master, Otago High School. Assistant master, Otago High School. Lecturor, Otago University. Professor, Canterbury College. Assistant master, Southland High School. Assistant master, Auckland Grammar School. Assistant master, Nelson College. Assistant master, Waitaki High School. Professor, Otago University. Assistant master, Wellington College. Assistant master, Nelson College. Killed in action. Killed in action. Killed in acti< n. Killed in action. Killed in action. iKilled in action. Killed in action. Killed in action.

__h=-4

94

List 4.—Members of Education Boards' Clerical Staffs.

List 5. —Departmental Officers.

Approximate Cost of Paper. —Preparation, not given ; printing (a,OOO copies), £10U.

Authority : Marcus F. Marks, Government Printer, Wellington.—1917.

Price, Is. 9d.\

Name. Date of joining Forces. Position held prior to joining Forces. I Remarks. Auckland Education Board. Carnahan, William H. N. Cox, Herbert W. .. Gibb, W. H. Maddison, Charles H. Mills, Arnold E. Nixon, Albert Williams, Charles J. April, 1915 .. Accountant. Clerk. Draughtsman. Clerk. September, .1915 Clerk .. June, .1916 .. Clork. Clark. Killed in action. Wancanui Education Board. Bell, Peter II. December, 1914 Chief Clerk. I - Hawke's Bay Education Board. Melhuish, Frank W. Neilson, Herbert N. Scoon, William H. . . May, 1915 .. Accountant. .. October, 1915.. j Clerk. .. October, 1915. . Truant Officer .. Wounded. Wellington Education Board. (■lavage, Richard .. i July, 1915 .. J Draughtsman .. i Discharged, medically unlit CaNTKRBITIY EDUCATION BoAUD. Kcetley, Wallace ('. Rowley, Lionel E. . . .. ; November, 1916 Clerk. .. | January, 1916 ! Clerk. Otago Education Board. Grymes, Frederick McLean, Charles R. Welch, Arthur B. . . .. j August, 1914 .. Messenger .. ] August, .1914 . . Clerk .. . . | December, 1916 Draughtsman. Woundod ; resumed duty. Wounded ; resumed duty Southland Education Boa no. Sampson, William . . .. I August, 1915 .. Accountant .. I Wounded.

.Name. Date of Joining Forces. Position held prior to joining Forces. Remarks. Ashby, T. W. M. Ashwin, B. C. Austin, W. S. Barnett, David Burns, H. A. K. .. Butcher, L. S. P. .. Charters, A. B. Davey, Ivor Ealev, B. Ekin's, A. H. Ford, H. C. Gow, I. B. Grigg, J. H. Gunn, Dr. Elizabeth Hendry, J. C. Jamioson, T. H. Logan, Alexander . . McAlister, J. L. MacArthur, A. D. . . McMabon, W. Moore, Stanley Morris, W. A. Nutt, J. C. M. Orr, J. A.. . Pike. A. .. February, 1916 October, 1916.. January, 1915 August', 1914 August, 1914 .. August, 1915 .. October, 1914. . August, 1915 . . June, 1915 June, 1916 .. August, 1914 . . August, 19)4 .. July, 1916 .. December, 1915 Juno, 1915 .. October, 1915.. April, 1916 .. August, 1914 December, 1915 May, 1915 . . September, 1915 August, 1916 .. June, 1916 .. February, 1916 August,'1914 .. Clerk, Head'Office. Clerk, Head Office. Assistant Inspector of Schools I lead teaclier, Native School, Rawbiti. Cadet, Head Office. Cadet, Head Office Inspector of Schools. Sub-editor School Journal, Head Office. Clerk, Head Office. Farm hand, Nelson Industrial School. Attendant, Burnham Industrial School Cadet, Head Office Clerk, Head Office. Medical Inspector of Schools Clerk, Head Oilier Clerk, Head Office Mechanic, Otekaike. Cadet, Hoad Office. Head teaclier, Native School, Tangoio. Cadet, Head Office Physical Instructor Attendant, Industrial School, Nelson. Clerk, Head Office. Clerk, Head Office. Attendant, Boys' Training - farm, Weraroa Teacher, School for the Deaf, Sumner. Inspector of Schools. Cadet, Head Office Storeman, Boys' Training - farm, Weraroa. Assistant Inspector of Schools. Cadet, Head Office Wounded. Discharged ; resumed duty. Wounded; resumed duty. Wounded. Resumed 9,.2/17. Killed in action. Wounded. Wounded. Killed in action Wounded. Rcgnault, L. F. Robertson. John St. George, E. V. Salisbury, H. June, 1915 .. May, 1.916 August, 1914 .. August, 1914 .. Died of sickness. Warren, T. F. Wisely, H. 0. August, 1916 . . May, 1915 .. Killed in action.