Papers Past | Parliamentary Papers | Appendix to the Journals of the House of Representatives | 1924 Session I | EDUCATION: PRIMARY EDUCATION. [In continuation of...

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8.—2,

1924. NEW ZEALAND.

EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1923.]

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

CONTEN T 8. Page , Page Detailed Tables relating to Primary Eduoation .. 2 Appendix B—continued. Balance-sheets of Education Boards— continued. Appendices. ota f° •• xxviii Southland .. .. .. .. xxix Appendix A—Report of Chief Inspector of Primary Sohools .. .. .. .. .. i Appendix C —Reports of Inspectors of Schools .. Appendix B,— Appendix D,— Reports of Eduoation Boards — Training Colleges— Auckland .. .. .. .. i I. Detailed Tables .. .. .. i Taranaki .. .. .. .. ii 11. Reports of Principals of Training Colleges— Wanganui .. .. .. .. iv Auckland .. .. .. .. ii Hawke's Bay .. .. .. .. v Wellington .. .. .. .. iv Wellington .. .. .. .. viii . Christehurch .. .. .. .. vi Nelson .. .. .. .. .. x Dunodin .. .. .. .. ix Canterbury .. .. .. .. xii Otago .. .. .. .. .. xiv Appendix E, — Southland .. .. .. .. xvii List of Public Schools and Teachers— Auckland .. .. .. .. i Balanoe-sheets of Education Boards— Taranaki .. .. .. .. xxx Auckland .. .. .. .. xxi Wanganui .. .. .. .. xxxv Taranaki .. .. .. .. xxii Hawke's Bay .. .. .. .. xliii Wanganui .. .. .. .. xxiii Wellington .. .. .. .. 1 Hawke's Bay .. .. .. .. xxiv Nelson .. .. .. .. .. lxii Wellington .. .. .. .. xxv Canterbury .. .. .. .. lxvi Nelson .. .. .. .. .. xxvi Otago .. .. .. .. .. lxxxii Canterbury .. .. .. .. xxvii Southland .. .. .. .. xciii

I—B. 2.

E.—2

DETAILED TABLES RELATING TO PRIMARY EDUCATION.

The following tables relate to primary education for the year 1923.

Table A1.—Number of Public Schools, December, 1923, classified according to Grade.

Table B1. —School Attendance at Public Schools in 1923.

Grade of School and Average Attendance. To I 3 H i 1 P tiO 1 § EH tS rt n CO "o M * 03 w a o fl Q ts a o m *?; >> M 3 rS a rt* fl c3 O | O T3 a a 1 3 o •Jl u a _ aScri 30S to a r _ a 0 0 1-8 1 9-20 II 21-35 rTT (A 36-80 111 (B 81-120 fA 121-160 IV- B 161-200 [C 201-240 fA 241-280 V J B 281-320 v }G 321-360 ( D 361-400 vr (A 401-440 Vi |B 441-480 fA 481-520 B 521-500 C 561-600 D 001-040 E 641-680 r m J F 681-720 Vii } G 721-760 H 761-800 I 801-840 J 841-880 K 881-920 L 921-960 54 207 168 176 43 13 5 5 9 5 8 0 7 3 6 4 4 4 4 2 5 2 1 8 18 46 56 35 40 54 54 10 6 4 9 3 4 1 2 "l 3 2 3 i 2 1 i 44 52 27 33 13 8 1 2 2 1 4 1 1 3 3 1 1 30 81 53 37 12 7 7 2 7 5 7 3 1 1 3 2 I 3 3 22 41 30 25 6 3 2 4 3 i 20 116 83 99 18 12 7 8 1 2 3 6 1 1 1 3 4 4 4 20 77 62 44 23 0 2 2 3 5 2 3 3 3 3 1 1 1 16 46 48 56 7 2 2 5 1 2 1 232 722 546 578 138 64 33 31 25 22 33 17 15 11 21 14 13 14 10 12 5 5 1 9 2 ~2 VI 2 i i VII i i 1 i i i i -■ Totals for 1923 741 168 206 198 267 137 390 261 192 2,566 Totals for 1922 726 164 211 182 272 146 394 264 191 2,550 Difference .. + 15 +4 -5 +16 -5 -9 +2 -3 + 1 + 16 Note. -Part-time schools anc in the separate grades determined main si >y the si ihools with side 'parate average 1 schools ittendam attache ce of eai 1 are oou ih school. inted sei larately, and are included

col luding Socondar Departr tonts of District H ioo Roll Numbers. Mean of . of Foi Lverago Weokly Roll ir Quarters, 1923. Avoragi Whole Average A ;e Attendance for e Year (Moan of Attendance of Four Quarters). Education District. Pupils Pupils at at 31st De- 31st Decomber, cember, 1922. 1923. Girls. Total. Girls. Total. Average Attendance as Percentage of Average Weekly Roll, *923. Boys. Boys. Auckland.. Earanaki Wanganui Hawke's Bay Wellington Nelson Canterbury Dtago Southland 02,248 11,121 10,673 .15,593 26,367 7,052 30,885 22,084 12,468 03.598 11,341 16,499 15,849 26,311 7,072 37,131 21,845 12,314 32,592 5,851 8,607 8,120 13,701 3,643 18,710 11,139 0,405 29,752 5,200 8,013 7,395 12,405 3,302 17,576 10,260 5,099 02,344 11,111 10,020 15,521 26,166 6,945 36,286 21,399 12,104 29,204 5,344 7,741 7,400 12,475 3,328 10,818 10,231 5,707 20,494 4,775 7,135 0,669 11,194 2,967 15,681 9,322 5,046 55,758 10,119 14,876 14,069 23,669 6,295 32,499 19,553 10,753 89-5 911 89-5 90-0 90-5 90-6 89-6 91-4 88-8 Totals, 1923 Totals, 1922 210,491 211,960 108,774 107,850 99,722 98,498 208,496 206,348 98,309 98,343 89,283 88,987 187,591 187,330 90-0 90-8 Difference 1,409 924 1,224 2,148 -34 I 29(1 261 -0-8

E.—2

Table B2. —School Attendance at Public Schools in 1923.

Table B3.—Average Attendance for the Year 1923 at the Public Schools as grouped in Table A1, as estimated for determining the Grades of Schools.

The following notes are appended in explanation of this table : — A.—-The average attendance as given in Table B3 differs from that in Table B2 for the following reasons : — (1.) Under certain contingencies the regulations provide for the elimination of one or two quarters' averages in the case of any school or department if the grade of the school or department would be raised or maintained by calculating the yearly average attendance on the mean of the remaining quarters' average. The amended average attendance thus ascertained is reckoned for the sole purpose of determining the grade of the school, and consequently this amended average attendance is used in the compilation of Table 83, which gives the schools according to their grades. For statistical purposes the average attendance as given in Table B2 should be taken. (2.) The totals of this table are for the mean of the four quarters of each school taken separately, not the mean of the gross quarterly totals of all schools. (3.) New schools, many of which were open for only part of the year, are included as having an average attendance for the whole year ; whereas in Table B2 the average attendance is included only for those quarters during which the schools were open. B.—This table shows the average attendance for determining the grades of schools. For determining the "primary" staffs of schools, however, the figures require to be reduced by the attendance in secondary departments of district high schools, viz.: — Grade Hle .. 95 Grade Vc .. 203 Grade Vile .. 134 ~ IVa .. 158 ~ Yd .. 201 ~ VIId .. ~ IVb .. 206 ~ VIA .. 383 ~ VIIe .. 91 ~ IVc ..85 „ Vlb .. 234 „ VIIh .. 75 Va .. 404 ~ VIIa .. 177 ~ VLTj .. 214 Vb .. 99 ~ VIIb .. 137 Total .. 2,896

(: Inoluding Seoondar; Departments of District Hi 'istrict h Sohools.) Average Attendai Whole Year (Me Averago Attendance Quarters). Roll Numbers. Moan of Average Weekly Roll of Four Quarters, 1923. ,nce for can of io of Four Education District, Pupils Pupils at at Hist De- 31st Decemboi', comber, 1922. 1923. Boys. Girls. Total. Boys. Girls. Average Attondanco as Percentage of Avorago Weekly Roll, 19-23. Total. Auckland.. Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland 62,910 64,472 11,121 11,341 16,801 16,667 15,755 16,063 26,873 26,720 7,133 7,172 37,001 37,770 22,435 22,214 12,468 12,353 33,062 30,254 63,316 5,851 5,260 11,111 8,687 8,110 10,797 8,252 7,508 15,760 13,920 12,710 20,630 3,698 3,352 7,050 19,083 17,929 37,012 11,322 10,481 21,803 6,420 5,725 12,145 29,093 26,946 5,344 4,775 7,812 7,222 7,518 6,775 12,680 11,420 3,379 3,013 17,157 15,999 10,401 9,525 5,720 5,070 56,639 10,119 15,034 14,293 24,1.00 0,392 33,150 19,920 10,790 89-5 910 89-5 90-7 90-5 90-7 89-6 91-4 88-8 Totals, 1923 Totals, 1922 213,097 214,778 110,295 109,287 101,329 99,904 211,624 209,251 99,704 99,680 90,745 90,332 190,449 190,012 90-0 90-8 Difference 1,681 I 1,008 1,365 2,373 21 413 4117 0-8

(Inol Grade. iding Secondary . I 1 ■8 I 3 c3 H H lary Departments of ] c3 ■3 a r\ 01 I 1 Es fiDistrict a* o to a *© ■ign hools.) >. u 3 & 01 a a D Is.) Totals £ for & 3 1923. rt 3 S ° a' o % to 0 1-8 1 9-20 II 21-35 rTT IA 36-80 1B 81-120 .. fA 121-160 .. IV<;B 161-200 .. [C 201-240 .. fA 241-280 .. V J B 281-320 .. ] C 321-360 .. |_D 361-400 .. „ T jA 401-440 .. V1 |B 441-480 .. fA 481-520 .. B 521-560 .. 0 561-600 .. D 601-640 .. E 641-680 .. VII { P 681-720 .. G 721-760 .. H 761-800 .. 1 801-840 .. J 841-880 .. K 881-920 .. L 921-960 .. 325 44 2,930 630 4,414 947 8,788 2,804 4,079 957 1,709 548 874 558 1.164 241 2,364 1,508 314 2,756 715 2,359 3,037 1,448 3,067 2,175 2,206 483 2,441. 1,239 2,395 1,328 694 3,463 1,502 786 lls 222 747 751 1,028 719 3,008 1,778 558 1,244 1,231 1,081 678 172 469 446 466 555 937 297 1,028 1.377 381 407 411 421 1,433 1,467 1,565 565 597 604 657 644 194 1,104 1,301 1,975 1,172 1,013 1,317 436 2,021. 1,524 1,754 1,279 413 403 1,516 1,072 580 129 583 764 1,289 585 383 364 879 787 148 1,779 2,173 5,033 1,004 1,050 1,356 I ,837 270 575 I ,720 2,329 410 449 * 450 1,6.11 2,340 2,380 121 101 .1,399 1,082 020 10,226 1,669 1,292 14,367 2,137 2,891 29,703 2,064 6ii2 12,985 808 292 8,715 359 309 5,987 400 1.007 0,999 250 0,719 906 580 6,641 1,699 352 11,401 6,755 877 877 6,446 1,399 .. 5,192 1,482 504 10,051 1,034 .. 7,080 1,703 .. 7,909 634 ' 645 8,579 642 .. 0,336 704 689 8,265 3,463 3,898 1,608 857 J., 754 1,998 2,077 630 II 2,773 761 '.'. 772 863 822 857 870 884 Totals for 1923 .. 57,118 10,1.74 15,111 14,579 24,898 0,393 33,545 20,380 11,137 193,335

8.—2

Table C1.— Age and Sex of the Pupils on the School Rolls in the several Education Districts at the End of 1923.

(Excluding Secondary Departments of District High Schools.) 5 and under 6 Years. 6 and under 7. 7 and under 8. 8 and under 9. Boys. Girls. Boys. Girls. Boys. Girls. 9 aDd under 19. Jandunder 10..10andunderll.llandunderl2. 12and under 13. 13 and under 14. 14andunderl5. 15 andunderl6. Over 16 Years. Totals of all Ages. Boys. Girls. .Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys, j Girls. Boys. Girls. Boys. Girls. | Total. 10 and under 11. :11 and under 12. 12 and under 13. Education Dii Boys. Girls. Auckland Taranaki Wanganui.. 2,406 2,158; 3,196; 2,972 397 404 5551 553 580 529 870' 845 631 553 738 744 945 845 1,432 1,367 273 270 367 350 1,359 1,300 1,937 1,872 829 804 1,155 1,145 503 471 602 582 3,728 3,487, 3,842 671 1 655 646 972 893 988 900| 790 954 1,549 1,505 1,478 3,493 3,622 3,456 3,619 3,353 3,677 3,309 3,391; 3,182 580 671 558 685 630 629 570 616 588 896 990J 981 944 897| 933 898 844 794 959; 952 885 939 827 899 872 865 752 1,405 1,567 1,396 1,529 1,445 1,484 1,422; 1,533 1,330 405 413 381 414 379 3871 385 395 335 2,037 2,102 2,068 2,125: 1,977; 2,033 2,005 2,017 1,873 1,159 1,327 1,174 1,255 1,197 1,225 1,195 1,147 1,145 683 760 704 719J 65sj 728 631 1 721 j 633 3,055 2,703 1,826 1,633 590 490 355 285 775- 668 453 406 719 681 461 379 1,335 1,112 674 548 349 305 195 164 1,806; 1,667 1,078 882 1,053 956 565 453 5S4 502 308 248; 750 98 158 172 235 55, 332-j 183 100 576 78 120 116 140 50 245 92 58 94 21 45 32 21 11 41 13 14 7o! 33,206 16 5,934 20J 8,552 30,392*63,59! 5.407J 11,341 7,947 16,49! 7,587 15,84! 12,529 26, 31: Hawke's Bay 29 8,262 Wellington 14=1 13,7821 I Nelson 428 342| 415 i\ 3,702 3,370 7,07: 17,981; 37,131 Canterbury 2,122| 2,03l| 2,198 24 19,150 Otago 1,339 1,147 1,271 750 630 719 16 11,362 6 6,508 10,483 21,84; 5,806j 12,31< Southland Totals for 1923 .. i i 7,923 ! 7,334 10,85210,430; 7.334| 10,85210,430| 12,459 11.480 12,511 11,61712,40411,603; 12.22911,363 11.995 11,2871 11,52910,632 10,266 9,084 i 5,915| 4,998 2,083 1,475 292l 199110,4581 101,502 211,961 Percentage of pupils of each age Totals for 1922 .. 7-1 100 11-2 11-4 11-3 12,112 11,11112,341111,59212,34411,536 111 110 12,193111,41711,826110,776 10-4 9-2 5-2 1-7 10,117 9,338 6,077 4,930 2,097i 1,410| 0-2 347, 100 224109,862100,629 7,895 11,24610,415 11,267 10,440 210,491 7,440! Difference 369 170 25 60 36 -54 169 511 262 192 149 -254 -162 68 -14 65 I -55; -25 596 1,461 28 -1061 -394 151 347' 67 873: * Includes 617 children over 11 years of a; attending a junior high school.

E.—2

Table C2.—Standard Classes of Pupils on School Rolls in the several Education Districts at the End of 1923.

(Excluding Secondary Departments of District High Schools.) Pupils at End of Year in Standard Totals. Classes. III. IT. V. VI. VII. Boys. Girls. Total. I Boys. Girls, Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Education District. I. II. III. IT. V. VI. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Auckland - ..11,142 9,966 21,10814 Taranaki .. 1,990 1,845 3,835. Wanganui .. 2,818 2,521; 5,339 1 Hawke's Bay .. 2,764 2,6041 5,368 1 Wellington .. 4,479 4,114 8,593 1 ! I I I I 11,142 9,966|21,108l 4,430 3,923; 8,353 4,269 3,900 1,990 1,845 3,835. 792 644 1,436 725' 708 2,818 2,521 5,339 1.171 1,072 2,2431 1,076 1,023 1* 2,764 2,604 5,3681 1,172 1.020 1 2,192 1,034 968 i 1*1 4,479 4,114 8,593! 1,667 1,506' 3,173 1,583 1,440 1,201 1,036' 2,237 451 427 878| 488' 418 6,163 5,652!ll,815 2,508 2,29s| 4,8031 2,422 2,327 3,436! 3,213 0,649 1,568, 1,302 2,870' 1,380! 1,333 1,987 1,764, 3,751 828 753 1,581 80o' 747 4,430 3 792 1,171 1 1,172 1 1,667 1 3,923 644 1,072 - 1,020: 1,506 8,353 4 1,436 2,243, 1 2,192 1 I 3,173 1 4,269 i 725J 1,076 1 1,034 1,583 1 3,900 708 1,023 968 l,440j 8,169 i 8,169 1,433[ 1,433; 2,099! 1 2,099! 2,002i 1 2,002 3,023! 1 3,023 ! 3,987 3,883 7.870 3,767 3,495 : 7,2621 3,204 : 2,938 6,142 780; 650 1,430 048, 619; 1,267 558 529 1,087 1,101 1,061 2,162 897 900 l,797l 813 73lj 1,544 3,987 ; 780; 1,101 1 1,016 1,016 S91 1,907 864 782' 1,646, 779' 1,522 1,715 1,579 3,294 1,537 1,457 2,994 1,498 1,292 2,790 454' 442! 896 46s| 371 836 343 35l' 694 1,715 : 3,883 050 1,061 891 1,579 7,870; i 1,430 2,162 1,907; 3,294 1 3,767 .1 648; 897 864 1,5371 ] 3,495 ' 619J 900 782 1,457 : 7,262 3 1,267 1,797 1,646 2,994 1 !,204 : 2,938 6,142 558 529 1,087 813] 731 1,544 779 743 1,522 I 1,498 1,292 2,790 2,376' 2,236 4,612J 432 396 828 673, 629, 1,302; 623; 566 1,189 1,299 1,131 2,430 297 307 604 1,513 1,517 3,030 969 859! 1,828; 520 517 1,037 : 1 oi »jl 9 3 10 4 3 7 13 4 51 16, 10 13 10 18 5 18 82; 33,206 30,392 25 5,934 5,407 13 8,852 7,947 23 8,262 7,587 14 13, '.82, 12,529 21 3,702 3,370 12 19,150 17,98ll 31 11,362 10,483! 11 6,5081 5,806; *63,598 11,341 16,499 15,849 26,311 Nelson .. .. 1,201 1,036 2,237 451 427J 878! 488 1 418 906J 906' 4541 442! 896 465! 371 836 : 343 35l' 694 7,072 Canterbury .. 6,163 5,652111,815 2 2,508 2 2,29s| ■ 4,8031 2 2,422. 2 2,327 ■ 4,749| 2 4,749 2,423 i 2,423 2,376 4,799' 2,13li 1,978' 4.109 1,983 1,831 3,814 1,482 1,332! 2,814, 1,398 1,305 2,703 1,116 1,121 2,237 860 729 1,589 843 63ffl 1,533 666 599 1,265 2,376 4,799' 2 2,131 1 1,978J - 4,109 1 1,983 1,831; 3,814 37,131 Otago .. .. 3,436; 3,213 6,649 1 1,568 1 1,302 : 2,870J 1 1,3801 1 1,333 I 2,713 I 2,713 1 1,482 1 1,332, 2,8141 1 1,3981 1 1,305 : 2,703 1 1,116 1,121 2,237 21,845 Southland .. 1,987 1,764 3,751 I 1 i_ 828 753 l,58lj 800' 747 1 1,5471 1,5471 860; 729 1,589 843 6ci0, 1,533 666; 599 1.265 12,314 Totals for 1923 135,98032,71568,695 14 135,980 32,715 68,695,14, 587 12,942' 27,52913,777 12,86* 4,58712 !, 942 2 >7,52913 3,777 12 2,864! 21 26,641J13, 818 12,943 26,761 12,550 11,597 ! 24,147 10,96010,13521,095 !6,64lil3 L_ 3,81812 2,943 : 26,76112 2,55011 1,597 ! 2'4,147 10 ), 96010, 13521, 095 8,702 8,158 16,880 84 1 148 232 110,458101,502' 211,96( Percentage of pupils 32-4 in each class Totals for 1922 37,185 33,317 70,502 13 32-4 13 3,80412 13 !,845i 2( * * -, , , ■ , , 12-6 12-6 11-4 * 9-9 26,649^13, 657:12, 382! 26,039 13,27012,391 25,66112,17111,178 23,34910,915 10,407j21, 322 — Y !6,64913 3,65712 12-6 2,382[ 2( !6,039|l3 3,27012 1243 2,391 I 25,661 12 2,17111 — v 11-4 1,178 21 1 >3,34940 9-9 ),915 10,407^21,322 8 •1 100 17,185 33,317 70,50213,804:12,8451 8,743! 7,964116,707 117| 145 262 109, 862; 100, 629 210,491 : ! — !- Difference .. ,-1205 -602;-1807; 783 97 880! 12ol 482, 602j 548 552 1,100 379 419 798 45 -272 -227 -4ll 194, 153! -33! 3 -30 596 873 1,46! * Including 617 children in S5 and S6 attending a junior high school.

E.—2

Table C3 belonging to Public Primary Schools classified according to Classes in Schools of the various Grades.

Table C4.—Average Age of Pupils as at 31st December, 1923.

Table C5.—Proficiency Certificate Examination Results, 1923, in Public and Private Schools.

Schools Schools Schools of of of Grade 0. Grado I. Grade II. Attend- Attend- Attendance ance ance 1-8. 9-20. 21-35. Schools Schools of Grade of Grade IIIA. IIIB. Attend- Attendance ance j 36-80. 81-120. j Schools of Grade IVa. Schools of Grade IVb. Attendance 161-200. Schools of Grade IVc. Schools of Grade V. Schools of Grade VI. Schools of Grade VII. Total Roll Number, December 1023. Attendance 121-160. Attendance 201-240. Attendance 241-400. Attendance 401-480. Attendance above 480 Class P .. 543 3,602 5,352 51 .. 190 1,396 2,126 52 .. 161 1,387 1,968 53 .. 189 1,384 2,009 54 .. 117 1,146 1,709 55 ,. 120 1,046 1,618 56 .. 58 745 1,230 57 .. 12 29 50 10,858 4,689 4,292 1,895 4,042 1,897 4,156 1,690 3,636 1,560 3,079 1,266 2,352 956 94 22 3,080 1,282 1,198 1,177 1,005 881 713 20 1,889 747 701 713 008 503 411 1 2,265 1,008 896 808 750 662 557 2 9,767 4,016 3,774 3,783 3,429 2,943 2,327 2 5,264 2,145 2,053 2,063 2,000 1,750 1,525 21,368 8,424 8,550 8,754 8,087 7 222 5,980 68,677 27,521 26,627 26,786 24,167 21,096 16,854 232 Totals, 1923 1,390 10,735 16,182 Totals, 1922 1,352 10,865 15,884 I 1,390 1,352 10,735 10,865 16,182 15,884 32,509 33,760 13,975 13,107 9,410 8,882 5,573 0,008 6,948 6,580 30,041 31,729 16,806 14,095 08,385 68,228 211,900 210,491 Difference 38 -130 298 -130 -1,251 868 534 -435 368 1,688 2,711 157 38 298 1,469

Education District. Average Ages of the Pup: ils in each Class. Average Age for all Classes, 1923. Auckland taranaki Vanganui lawke's Bay Vellington .. .. .. kelson lanterbury .. )tago louthland P. Yrs. mos. 7 1 7 1 7 1 7 2 7 2 6 11 6 II 6 10 6 11 81. S2. S3. Yrs. mos. Yrs. mos. Yrs. mos. 9 I 10 2 11 4 9 2 10 3 11 5 9 0 10 1 11 2 9 2 10 3 11 4 9 0 10 0 11 1 8 II 9 II 11 2 9 0 10 1 11 3 8 9 9 10 ,11 0 8 9 9 10 11 1 S2. Yrs. mos. 10 2 10 3 10 1 10 3 10 0 9 U 10 1 9 10 9 10 S3. Yrs. mos. 11 4 11 5 11 2 11 4 11 1 11 2 11 3 11 0 11 1 S4. Yrs. mos. 12 4 12 4 12 3 12 4 12 0 12 1 12 3 12 0 12 0 SB. Yrs. mos. 13 4 13 3 13 2 13 3 12 10 13 1 13 2 13 0 13 0 S6. Yrs. mos. 14 1 14 0 14 2 14 1 13 10 13 10 14 0 13 11 13 10 Yrs. uios 10 0 10 0 !) I! 9 11 9 11 9 11 9 11 9 11 9 11 All Districts Range (difference between highest and lowest) 7 0 1 4 9 0 0 5 10 0 1 5 11 0 3 5 12 0 2 4 13 0 2 6 14 0 0 4 9 11 0 I

Education District. Number of S6 Pupils Proficiency Certificates. Competency Certificates. Endorsed Competency Certificates (included in previous column). Number. | Percentage. Number. Percentage. Number. Auckland Taranaki Wanganui H awke's Bay Wellington Nelson Canterbury Otago Southland Public Schoi Is. 4,654 881 1,451 1,220 2,568 638 3,168 1,872 1,103 3,752 652 1,000 912 1,691 410 2,177 1,478 731 80-6 74-0 68-9 74-8 65-8 64-3 68-7 79-0 66-3 368 122 232 144 250 116 665 183 155 10-4 13-8 16-0 11-8 9-7 18-2 21-0 9-8 141 120 45 27 103 23 203 10 37 Totals 17,555 12,803 72-9 2,235 12-7 628 Auckland Taranaki Wanganui Hawke's Bay Wellington Nolson Canterbury Otago Southland 538 119 175 237 501 83 445 275 94 Private School 's. 39 17 21 28 63 8 107 26 15 8-9 14-3 9 402 85 139 166 333 64 293 214 67 74-7 71-5 79-0 70-0 66-4 77-1 66-0 77-8 71-3 12-0 12-5 9-7 24-2 9-4 160 1 3 15 2 20 2 Totals 2,467 1,763 71-5 324 131 52

8.—2

Table C6 .—Number of Children who left the Primary Schools in 1922.

Table D1. —Registered Private Primary Schools.—Number of Schools, Pupils, and Teachers.

Table D2.—Registered Private Primary Schools.—Ages of Pupils.

eSst^izigogw -» h £ 5 £ 3 £ ; » ; I. Those, who passed Standard VI:— Boys. .11 .. .. ..2 027 272 580 501 980 214 1.224 834 432 7,070 Girls.. .. .. .. 1,872 139 504 427 877 219 1,058 671 414 6,181 Totals .. .. .. 3,899 411 1,084 928 1,863 433 2,282 1,505 846 13,251 II. Those who did not pass Standard VI but reached the age of 14 years Boys.. .. .. .. 675 238 266 170 234 84 422 257 149 2,495 Girls.. .. .. .. 568 127 177 175 212 92 409 241 134 2,135 Totals .. .. .. 1,243 365 443 345 446 176 831 498 283 4,630 Totals of 1 and 11 Bovs.. .. .. ..2,702 510 846 671 1,220 298 1,646 1,091 581 9,565 Girls.. .. .. .. 2,440 266 681 602 1,089 311 1,467 912 548 8,316 Grand totals .. .. 5,142 776 1,527 1,273 2,309 609 3,113 2,003 1,129 17,881

Roll Number. g Number of Teachers. Number of Schools. —= —; ||| Total Roll. | !|| ||| g|| District. . — J| HI ||| IJI a caw M— a 2 o g °g S, rt dec O°co III I III III III §i IS |S - J, 3 - I -- j °«t« H p£ j| g O g g o -5 M. F. M. F. M. | F. Auckland .. 8 39 10 57 557 5,145 683 2,795 3,590 6,385 5,7290 8 21 8142 9 24 Taranaki .. 3 11 3 17 51 1,133 126 597 713 1,310 1,182-2 .. 3 .. 32 2 5 Wanganui.. 7 17 8 32 349 1,654 264 1,021 1,246 2,267 2,226-5 ..24 2 47 2 14 Hawke'sBay 11 8 9 28 218 1,466 286 914 1,056 1,970 1,773-5 6 12 3 34 1 14 Wellington.. 8 31 13 52 447 3,782 720 2,247 2,702 4,949 4,384-5 6 17 12101 5 28 Nelson ..3 6 1 10 61 634 9 325 379 704 660-3 .. 4 .. 17 .. 2 Canterbury 11 44 8 63 418 4,349 692 2,543 2,916 5,459 5,248 5 3 23 7131 10 14 Otago 2 15 4 21 78 1,557 222 843 1,014 1,857 1,830-1 .. 6 4 51 3 9 Southland.. 2 12 .. 14 80 1,029 .. 473 636 1,109 839-0 .. 6 3 32 .. .. Totals .. 55 183 56 294 2,259(20,749 3,002 11,758(14,25226, 01023,873-6 23 lic| 39587 32110 I ■ ■ II I

District. Under 7 Years. 7 to 11 Years. 11 to 12 Years. 12 to 13 Years. 13 to 14 Years. 14 to 15 Years. Over 15 Years. Auckland Taranaki Wanganui Hawke's Bay .. Wellington Nelson Canterbury 'J[.. Otago Southland 1,091 241 335 316 769 129 962 300 175 2,790 570 914 747 2,150 304 2,279 772 469 683 127 241 201 523 87 601 217 134 640 120 259 182 540 71 579 211 136 590 117 239 178 499 62 491 183 108 309 72 165 136 313 34 319 113 70 282 57 114 210 155 17 228 01 17 Totals • 4,318 10,995 2,814 2,744 2,467 1,531 1,141

E.—2

Table E1.—School Staff, December, 1923 (exclusive of Secondary Departments of District High Schools).

Table E2.—Classification of Teachers in Public Primary Schools at 31st December, 1923.

Table E3. —Details of Classification of Teachers in Public Primary Schools, December, 1923.

O S is g o|B & ll'-j Sa§=3 co Sole Heads of Assistant Total Number of Pupil- &>£ ,q ® Sjj ®o Teachers. Schools. Teachers. Adult Teachers. teachers. g 2 <h m Sfrv! 2 > §-22^^ Education Dis- j |S-g| °$ 3-3 £ h| £ 3 5 o. triot. II §2 is a a ° H 1-S« o'ftS* S • £2 —i — : ~T ~ " 2s a I| Sjj- li ° M. F. M. F. M. F. M. F. Total. M. F. | If <£ |I j|| §« ! _ : I §_ jg CM ff Auckland .. 741 173 204 260 43 174 770 607 1,023 1,030 48 107 155 1,785 247 59-3 56,227 32 Taranaki .. 108 26 64 49 28 15[ 145 90 237 327 9 19 28 355 45 37-9 10,174 30 Wariganui .. 200 43 65 79 12 28j 221 150 298 448 27 25 52 500 56 50-3 14,952 32 Hawke's Bav .. 198 27 95 64 9 38, 202 129 306 435 17 25 42 477 56 42-1 14,355 31 Wellington" .. 207 35 118 83 13 73] 301. 191 492 083 15 30 51 734 104 38-8 24,451 34 Nelson .. 137 31 02 35 4 10 81 70 147 223 2 10] 18 241 29 51-7 0,295 27 Canterbury .. 396 34 184 146 25 105 464 285 673 958 40 40 86 1,044 168 42-3 32,883 33 Otago ' .. 201 37 120 99 1 66 271 202 392 594 16 33 49 643 97 51-5 20,002 32 Southland .. 192 49 64 66 11 20 148 135 223 358 14 10 30 388 48 60-5 11,100 30 Totals, 1923.. 2,566] 455 976 881 146 529(2,6691,8653,791 5,656 188 323 511 6,167] 850 49-3 190,439 32 ' Totals, 1922.. 2,550 474 945 864 152 504|2, 526 1,842 3,623 5,408 182 405 587 6,052 767 50-8 189,018 33 Difference.. +16-19 131+17 -6+25| + 143 +23+168 +191 +0 -82 -76 +115 +83 -1-6 +1,421 -1 I

All Schools. Excluding Sohools of Grades 0 ai id I. Education District. Unclassified Classified Holders of and Teachers. Licenses. Unlicensed Teachers. (1) (2) J8) Total. Classified Holders of Teachers. Licenses. (5) (6) Unclassiflod and Unlicensed Teachers. Total. (4) m_ _J 8 > _ Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland 1,333 26 271 234 12 91 325 10 113 318 7 110 590 5 88 154 0 63 839 7 112 515 3 76 258 2 98 1,630 327 448 435 083 223 958 594 358 1,259 18 217 10 305 8 293 5 541 4 138 4 775 5 467 3 246 1 161 46 62 43 32 18 45 29 49 1,438 273 375 341 577 160 825 499 296 Totals .. 4,556 78 1,022 5,656 4,241 58 485 4,784

rrangi id a ace on LCCO Drding to i ling to Sex iex o: ; of Teachu eac iers ani ers a and Class of Certificati cate te -) A. Class B. Class C. Class D. I Class E. I Total. lasi Education District, Total. M. F. Total. M. F. Total. M. F. F. Total. M. F. Total. M. F. Total. M. Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland 5 3 1 5 1 18 8 3 1 i i 1 1 1 6 2 19 8 3 0 72 7 16 16 52 8 56 39 16 27 2 10 2 47 4 22 19 6 99 9 26 18 99 12 78 58 22 307 34 55 05 02 32 124 89 44 389i 50 86 90 182 42 335 215 78 i 096 84 141 155 244 74 459 304 122 140 24 39 27 52 18 08 381 33 336 91 98 104 169 42 191 105 70 476 115 137 131 221 60 259 143 103 3 4 3 I 2 I 5 1 2 53 12 14 12 18 5 111 1 0 50 10 17 13 20 0 24 2 8 527 69 116 110 173 60 271 175 98 52 6 11 II 17 0i 27 171 91 11 806 19 155 10 209 10 208 *3 417 >0 94 *1 568 te 340 )8 160 1,333 224 325 318 590 154 839 515 258 'Totals 44 5 49 282 139 421 812 1,467 2,279 439 j 1,206 1,645 I 22! I Il40 102 1,599 1,59! 19 2,957 4,556

E.—2

Table E4.—Adult Teachers in Public Schools (excluding Secondary Departments of District High Schools) classified according to Salary, which for the Purpose of this Return includes House Allowance or an Equivalent Amount where a Residence is provided.— 1923.

2—E. 2

Male Teachers. Female Teachers. Summary. Salary. Sole and Sole and Head Assistants. Total. Head Assistants. Total. Teachers. Teachers. Certificated. Uncertificated. Total Male Teachers. j Certificated. Uncertificated. , Total Sole and Sole and ! T FeD i ale Head Assistants. Total. Head 'Assistants. Total. Teachers, j Teachers. Certifi- Uncertifi- 1 cated. cated. Total. Not exceeding £140 .. £141-£160 .. £16L-£180 .. £181-£200 .. £201-£225 .. £226-£250 .. 32 19 3 28 17 12 41 3 28 17 44 60 17 12 11 70 52 22 6 4 7 3 2 23 16 18 70 55 24 23 1!) 46 87 84 3 1 7 84 72 8 13 172 427 l 745 : 292 11 13 173 434 829 364 187 23 22 95 84 29 72 ,80 92 97 10 5 259 103 114 192 94 34 270 116 287 626 923 398 11 16 201 451 873 424 282 ! 119 j 132 ' 262 149 58 293 135 333 713 1,022 482 - Totals not exceeding £250 £251-£275 .. .. £301-£325 .. £326-£350 .. £351-£375 .. £376-£400 .. £401-£425 .. £426-£450 .. £451-£475 .. £476-£500 .. £501-£525 .. £526-£550 .. £551-£575 .. £576-£600 .. £601-£625 .. £626-£650 .. 51 76 36 59 96 176 180 118 50 73 19 52 29 27 51 2 4 101 30 | 38 I 48 I 53 99 45 60 27 4 101 152 106 74 107 149 275 225 178 77 77 19 52 29 27 51 2 4 152 184 22 206 358 167 1,657 1,824 440 356 796 ' 2,630 1,976 1,002 2,978 12 24 10 7 1 1 13 24 11 7 119 98 118 156 275 225 178 77 77 19 52 29 27 51 2 4 142 69 52 86 79 55 2 275 76 111 105 71 2 2 1 417 [ 145 163 191 150 57 4 i 1 ; 1 12 10 5 5 3 3 1 1 17 13 S 1 1 434 158 171 192 151 57 4 1 1 523 219 270 340 425 282 182 78 78 19 53 29 27 51 3 4 30 37 19 8 1 554 256 289 338 426 282 182 78 78 19 53 29 27 51 3 4 .. •• •■ 1 1 1 1 .. .. 1 1 1 .. Totals, £251-£650 .. .. I 1,048 404 404 1,452 1,452 53 2 55 1,507 643 1,131 13 40 1,171 2,583 95 2,678 488 27 l I Grand totals 1,099 505 505 1,604 1,604 237 24 261 1,865 655 2,300 2,955 467 369 ; 836 3,791 4,559 1,097 5,656 I I I

E.—2.

Table F2.—Payments and Bank Balances of the several Education Boards for the Year 1923

Table F1.—Receipts and Bank Balances of the several Education Boards for the Year 1923.

Education Board. ; ; 1 1 Teachers' and ..... Relieving- : Libraries Conveyance Incidental *r*i rt rrt f teachers' Salaries (Capitation and Board Expenses of tion want. and Grant). of Pupils. Schools. Allowance?. Receipts from Government. Public School 3 '■ wori.-,w m ■ Buildines and _ ,. , ... P 0 ™, Workshop Tramln S Manual Technical , (including Maintenance Total from .*■■£ ! Accoant - Tea°eLs Instruction. U-fljg. -J*-* h ™ n ' Government. Source,. | ture, &c. Receipts from Government. Cash Total Balances, Receipts. 1st Januarv, 1923. (1) (2) I (3) (4) (5) (6) (7) (8) ,. 19) | (10) , (11) (12) (13) (14) I (15) I (161 Auckland Taranaki Wanganui Hawke's BayWellington .. Nelson Canterbury .. Otago Southland £ 10,141 2,342 3,208 3,071 4,724 1,835 6,257 4,130 2,536 | £ 486,495 90,338 127,797 117,911 193,978 63,032 283,340 175,386 97,492 £ 462 129 214 122 121 413 254 144 I £ £ £ 2.677 28,432 45,612 747 5,647 69 j 709 7,935 396 2,373 6,880 283 j 1.603 11,779 45,179 1.025 3,906 6,889 16.286 34,434 3,188 10,064 36,933 1,950 6,323 112 £ 29.218 3,301 5,589 5,303 7,550 2,011 14.564 6.856 3,489 £ 6,659 1,445 794 4,150 1,033 804 334 183 603 £ 62.412 10,394 16.417 16,571 I 10.148 4.153 28,182 6,701 7,935 £ 27,988 6,675 11,179 7.471 12,807 4,381 22,235 13,732 7,877 £ 6,076 2,173 893 2,307 8,870 1,938 4,073 1,771 1,634 £ . 706,172 123,260 175,131 166,442 297,671 83,206 417,007 259,198 130.095 £ 16,419 2,687 6,357 4,555 8,010 2,020 12,237 4,918 3,076 £ 590 683 £ 723.181 125,947 182,171 170,997 305,681 85,226 429,244 264,116 133,171 £ 39,791 10,149 399 11,387 11,363 3,637 6,844 27,743 8,716 Totals 38,244 I 38,244 1,635,769 1,635,769 1,859 ; 1,859 21,161 97,252 163,018 77,881 I 21,161 : 97,252 163,018 | 77,881 16,005 162,913 j 114,345 29,735 2,358,182 60,279 1,273 2,419,734 120,02!

E.-l ucation Board. Staff Salaries, • SdlS Teachers' Libraries— Affio Salaries and Capitation ymce Allowances. Grants. Contingencies, Conveyance Incidental and Board of Expenses of Pupils. Schools. Training of Teachers. I Pu S i ?,rt 8 , ch „ 00ls ' Rent and Subsidies, Manual Technical ! ,;„„,,,",;'° g p„ Maintenance Scholarships, Instruction. Instruction. J' m h - „, g cj"V of School Refunds, and t'Xtirnrt' BuiWil *S s * S '"* rt ™* Workshop Account. 1'otal Payments. Cash Balances, 31st December 1923. Auckland Taranaki Wanganui Hawke's Bay .. Wellington Nelson Canterbury Otago Southland £ 10,314 2,610 3,417 3,057 6,611 1,617 6,248 4,954 2,608 £ 486,243 90,401 127,761 118,085 194,155 63,157 283,975 175,251 97,701 £ 647 219 192 181 392 138 466 194 374 £ 2,886 748 859 2,516 2,251 1,038 7,221 3,701 1,953 £ £ 28,084 45,514 5,700 173 7,702 324 6,884 366 11,477 46,031 3,972 22 16,375 33,570 10,066 36,975 6,316 47 96,576 163,022 £ 30,284 3,805 5,398 5,446 8,239 2,294 14,064 7,367 3,716 80,613 £ £ 13,011 95,558 299 11,324 786 17,364 4,425 20,359 1,263 16,068 658 5,058 281 37,457 1,008 10,493 656 7,574 22,387 221,255 £ 21,791 8,624 13,280 8,615 13,727 3,312 23,325 17,586 6,450 £ 14,616 3,581 2,700 4,575 16,957 3,087 10,096 3,907 4,102 £ 2,376 330 313 £ 748.948 129,860 179,783 174,839 317,171 84,353 433,078 271,815 131,497 £ 14,024 6,236 2,787 7,545 Dr. 127 4,510 3,010 20,044 10,390 Totals .. 41,436 1,636,729 I 2,803 23,173 63,621 3,019 2,471,344 68,419 116,710 I * * |

8.—2

Table F3. —Payments of Education Boards on account of Administration and of Incidental Expenses of Schools, 1923.

Education Board. Average Attendance. Total. Cost of Administration. Per Unit of Average Attendance. Incidental Expenses of Schools. Per Unit of Total Average Attendance. Auckland Taranaki Wanganui Hawke's Hay Wellington Nelson Canterbury.. Otago Southland 56,03!) 10,119 15,034 14,293 24,100 0,392 33,156 19,926 10,790 £ 10,314 2,610 3,417 3,057 0,611 1,617 6,248 4,954 2,608 s. 3-0 5-1 4-5 4-3 5-5 5-1 3-8 5-0 4-1 s. 3-6 5-1 1-5 -i-:; 5-5 5-1 3-8 5-0 1-1 £ 28,084 5,700 7,702 6,884 11,477 3,972 16,375 10,006 6,316 s. 9-9 11-2 10-2 9-6 9-5 12-4 9-9 101 11-7 Totals 190,449 190,449 41,430 -I-IS 90,576 101

E.— 2

Table F4. —Office Staffs of Education Boards as at 31st December, 1923.

Yearly Rate of Salary. Remarks. Auckland — Secretary and Treasurer Assistant Secretary Advisory Inspector Accountant Assistant Accountant Chief Clerk Clerks, 8—1 at £350, 1 at £300, 2 at £275, 2 at £155, 1 at £125, 1 at £95 Typists 6—1 at £190, 2 at £180, 2 at £150, 1 at £145 .. Temporary Typiste Cadets, 2—1 at £95, 1 at £75 Truant Officer £ 800 575 650 600 500 425 1,730 Plus £30 boarding-allowance. 995 3 170 200 Per week. Plus £40 boarding-allowance. Architect's Branch. 1,150 450 375 530 145 Architect Draughtsman Foreman of Works Temporary Draughtsmen, 2—1 at £280, 1 at £250 Typiste Manual and Technical Branch. 750 360 350 Supervisor Clerk .. Typistes, 2—1 at £200, 1 at £150 .. Total 10,758 Taranaki — Secretary Assistant Secretary Accountant ( lerks, 4—1 at £150, 1 at £135, 1 at £125, 1 at £100 .. Attendance Officer Caretaker and Storeman 500 300 300 510 308 260 Plus actual travelling-expenses. Architect's Branch. 525 117 320 614 Plus actual travelling-expenses. Architect Draughtsman Workshop Foreman Workshop Foremen, 2—1 at £312, 1 at £302 Total 3,754 Wanganui—■ Secretary Assistant Secretary Accountant Assistant Accountant Senior Typiste Typistes and Clerks, 4—1 at £130, 1 at £105, 1 at £70, 1 at £52 665 390 340 220 200 357 Plus actual travelling-expenses. Attendance Officer Storeman 255 240 Architect's Branch. 575 225 910 Plus actual travelling-expenses. Architect Architect's Assistant Foreman Joiner, £312 ; Foreman Carpenters, 2—1 at £312, 1 at £286 Total 4,377 Hawke's Bay—• Secretary and Treasurer (also Secretary, High School Board) Accountant and Chief Clerk Clerks, 3—1 at £325, 1 at £270, 1 at £210 tlunior Clerk Typistes, 3—1 at £195, 1 at £185, 1 at £104 085 430 805 65 484 Plus £200 travelling-allowance. Architect's Branch. 640 310 Architect Architect's Clerk and Draughtsman Total 3,419 Wellington—• — Secretary Assistant Secretary Clerks, 5—1 at £400, 1 at £325, 1 at £350, 1 at £220, 1 at £120 750 500 1,415 Junior Clerk Typistes, 6—1 at £185, 1 at £160, 2 at £120, 1 at £100 1 at £95 65 780

E.— 2

Table F4.—Office Staffs of Education Boards as at 31st December, 1923 — continued.

Yearly Rate of Salary. Remarks. Wellington— continued. Architect's Branch. £ 500 555 325 145 Architect Clerk'of Works, 2—1 at £375, 1 at £180 Draughtsman 3 unior Draughtsman Total] 5,035 Nelson — SeoretaryJ Accountant Chief Clerk] Clerks, 2—1 at £170, at £85 Attendance Officer 560 350 270 255 60 Architect's Branch. 300 270 Architoct Carpontor Total 2,115 ( anterbury— Socrotary Assistant Socrotary Accountant Clerks, 4—1 at £260, 1 at £240, 1 at £170, 1 at £125 .. Cadet Typistes, 2 at £170 Attendance Officers, 2—1 at £265, 1 at £100.. 650 435 315 795 65 340 365 Architect's Branch. 540 290 150 120 1,285 312 156 Architect Draughtsman Typiste .. .. .. Cadet Foromen, 3—1 at £435, 2 at £425 Workshop Foreman Workshop Clerks, 2 at £78.. Manual and Technical Branch. Supervisor Clerk .. 525 100 Total 6,443 Otago— Secretary Chief Clerk Clerks, 7—1 at £405, 1 at £280, 1 at £225, 1 at £175, 1 at £190, 1 at £110, 1 at £100 700 450 1,485 Typiste Attendance Officer 160 300 Architect's Branch. 550 * 385 335 Architect Draughtsman Clerk of Works Total 4,365 SouthlandSecretary and Treasurer Director of Technical Instruction and Assistant Secretary Accountant Clerk .. Clerk and Typiste Junior Typiste Junior Clerk Attendance Officer and Caretaker 500 450 400 104 140 65 75 225 Architect's Branch. 475 375 Architect Assistant Architect Total 2,809

Si.—2,

Table G1. —Elementary Needlework and Manual Instruction, 1923.

Education District. II j *t m M gas a** ««§ flrS Subjects and Number of Schools on account of which Cap litation was cl laimcd. Public Primary School. [Private Primi ary Schools. i I 'I 1 ■o fl ■a £ OH !>» M «S 43 a ■j** v ag -co M ■d fl a rJ B §s it «5 M O rt « to OS *S £ S CO u ♦3 BO 1 o R ■B a ce m4 ft 478 176 176 20 367 114 29 28 Auckland Taranaki 142 33 34 20 137 16 8 8 Wanganui 183 29 26 11 179 36 7 4 Hawke's Bay 145 18 18 12 137 23 5 5 Wellington .. 170 53 51 26 133 23 3 2 Nelson 99 34 34 2 93 21 4 4 Canterbury .. 268 114 118 io 223 34 12 14 Otago 220 34 33 8 202 42 145 67 73 2 125 37 5 3 Southland Totals, 1923 565 117 1,596 346 7.". 08 1,850 558 Totals, 1922 I ,802 566 572 114 1,528 336 83 56

E.—2

Table G2.—Handwork and Manual Instruction.— Receipts and Payments, together with Monetary Assets and Liabilities, of Education Boards for the Year ended 31st December, 1923.

Education Board. Grants from Government. sub n« oi,-r„ Transfers Grants for ™ es frShlr %T T Buildings, „ , ° ♦ Sources. . otne 1 Rent.afd TSSgS* Accomts * Equipment. <*»**■•- Receipts. Payments. Liabilities. Monetary Assets. Net Travelling-jAdministra- Transfers I Balance, allowances I tion wnrld™ *«iilMJnn« ; ira ?f ere Dr. Balance Cr. Balance for (including f*nX» Technical Total at31st 0fcher at 31st 0ther Instructors Salaries „!f?S™™ °* SXwSt Payments. December, Liabilities. December, Assets. and and Office on uass *»- Equipment. School 1923 lg23 Students. Expenses). Boards. Payments. TravellingSalaries allowances and Students. Capitation. Handwork Supplies: Distribution, Expenses, etc. Total Receipts. Salaries of Instructors, including Sewing Mistresses. 1 £ 13,577 2,180 £ 4,605 294 738 913 1,785 153 1,755 £ 9,106 231 381 926 794 552 2,078 £ £ 30,284 146 3,805 20 5,398 5,446 .. . 8,239 90 2,294 203 13,197 £ 134 £ 1,694 400 643 25 174 329 £ 2,596 1,365 113 1,212 985 £ 2,973 319 565 438 331 1,211 £ 12,972 £ 1,247 £ 8,285 £ 439 £ 6,240 £ 35 £ 1,025 £ £ 30,243 £ 1,375 £ 1,621 £ 3,875 Auckland.. Taranaki .. 2,055 490 743 13 •• 42 3,343 527 427 1,284 Wanganui 2,707 716 . 1,572 2,176 68 392 167 202 5,756 3,027 854 378 35 Hawke's Bay 2,599 416 45 I 223 5,527 2,840 417 350 1,625 Wellington 4,126 ! 565 2,550 266 43 227 7,777 4,315 1,044 301 * Nelson 752 167 803 57 232 297 106 2,414 1,087 234 178 23 Canterbury 7,079 582 3,825 154 1,481 | 678 13,799 | 7,357 1,046 758 1,867 Otago 4,009 365 2,274 100 108 149 7,005 4,445 353 209 1,962 931 398 67 7,367 3,717 •• 118 1,263 401 1,248 205 2,393 Southland 1,977 90 1,387 31 3 210 3,698 2,227 53 439 606 Totals .. 1 14,533 459 79,747 I 38,276 4,638 23,615 1,097 8,572 38 3,018 308 79,562 41,055 5,903 4,661 13,136 I I it available.

M— i

APPENDIX A. REPORT OF THE CHIEF INSPECTOR OF PRIMARY SCHOOLS. Sir,— Wellington, Ist March, 1921. I have the honour to present my report for the year ended 31st December, 1923. I propose to report somewhat more briefly than formerly, and to present as addenda to my report the detailed annual reports of tho Inspectors of Schools (see Appendix C). A perusal of these shows that the standard of primary education is steadily advancing with the increased number of trained teachers issuing from our four colleges. It has to be remembered, however, that these young teachers are not, and indeed cannot, be fully trained when they leave the training college. It is of the first importance, therefore, that both head teachers and Inspectors should realize this and be ready with sympathetic counsel and kindly criticism. There should be a close bond between the training colleges on the one hand and the schools and the inspectorate on the other. Every Inspector should visit one of the colleges, and the Education Boards could not do better than to allow their head teachers leave for a similar purpose. The training colleges lay the foundation, but we must look to the headmasters and Inspectors to help tho student to build up a superstructure of sound educational practice. In New Zealand we look upon this duty as one of the most important the Inspector is called upon to perform. His prime duty is to be a constructive and kindly critic. In this country it has never been thought sufficient for him to judge and to pass on. In general he is as proud as any headmaster of raising tho efficiency of a school, and glories in tho number of previously untrained teachers who under his advice and direction have reached responsible positions in the service. For work of the kind I have outlined we have too small a staff. In one district each Inspector has to visit about eighty sohools, exclusive of private schools. ■ Over the whole Dominion there are 125 teachers per Inspector, or approximately 145 per Inspector if inspected private schools are counted. This is too large a number even if the Inspector did no more than evaluate the efficiency of each teacher; but it is far too great a number to allow of his functioning as he ought in order to satisfy either himself or his teachers. A strengthening of the inspectorial staff is therefore of paramount importance. Higher salaries should bo paid to attract to the service the best talent among the head teachers, men who aro capable of supplementing the work that is being done in the training colleges. There can, as far as this country is concerned, be no surer way of raising the efficiency of the primary schools than to provide an adequate staff of experts every one of whom is himself an organizing teacher of the highest type. Though Now Zealand is somewhat out of the main stream, yet the modern educational movements are not passing unnoticed. The doctrine of freedom for tho child is being preached in the colleges, and is to some extent at least entering the realm of actual teaching practice in the schools. The methods of Dr. Montessori found an enthusiastic reception in at least one district many years since, and now every efficient infant class throughout tho Dominion uses, to a greater or less extent, some form of self-educative material. The doctor's method for advanced classes does not appear to have become popular anywhere ; but there is no doubt that her work in this direction prepared the way for the Dalton laboratory plan. The latter has found favour with some New Zealand teachers, but so far I have not, in all cases, been particularly impressed with tho results. The underlying principle is a sound one, however, and toachers should bo encouraged to carry the experiment further. Tho danger in tho Dalton plan of pupils overworking themselves and neglecting outdoor games is obvious to those who have noted with surprise tho exceptional keenness with which the pupils pursue their allotted tasks. I feel, too, that it would be a mistake to allow the Dalton plan to displace completely the oral lesson, the inspirational value of which is acknowledged by all skilled teachers. But tho doctrine of freedom has found an even more important expression in the methods that have been designed to train the child in the principles of good citizenship. Every first-class school nowadays does far more than preach " civics ": it provides a practical course. The senior pupils are given their share of responsibility in the management of the school, and so, from having actually to grapple with the problems of behaviour and obedience to law and order, they come to realize what must be the basic principles of good government. In a humbler way the younger children, too, play their part, and have simple duties that make for the common weal. Character-training and moral instruction are an inseparable part of any such scheme of instruction, the value of which lies not in tho amount of didactic teaching involved, but in living in a well-organized and morally healthy community. The school environment, too, plays a most important part in the right development of the child. Unfortunately, there are still too many teachers who fail to realize this, and their schoolroom and school-grounds do nothing to develop in the child a love for order and beauty. A good school tone is evidenced, at least in part, by the child's love for and loyalty towards his school. One cannot imagine a bare and ugly school environment stimulating love and. loyalty in any one. Excellent work in imjjroving the school and its surroundings has frequently come under my notice, and every credit is due both to School Committees and teachers for their efforts in this direction. I regret, indeed, that the teacher's activities in improving the school environment can no longer be specially and definitely recognized in his grading. The marks are there, certainly, but aro indistinguishable from those allotted him for discipline and personality : this absorption of marks for environment was, in my opinion, a mistake.

Sv— 2.

[Appendix A.

During the year I gave a good deal of attention to the character of the instruction in history, arithmetic, and elementary agriculture. I heard lessons in history given by students in training, and found no evidence either of 'lack of preparation or want of knowledge of the subject. The classes I myself tested certainly did not show an intimate knowledge of historical detail, but yet did not fail to realize the significance of the great movements and events that have affected the development of society as it is to-day. The teaching of history is not now neglected in the primary schools ; nevertheless there is a good field here for model lessons by the Inspector. It is not easy to give a good history-lesson, for the teacher must be able to tell the story vividly with careful arrangement of facts, suppressing any that are not germane to his subject and bringing into prominence all that are of vital importance. It would bo well for the Inspector not only to test the knowledge the pupils have of the subject, but to ask the teacher to demonstrate his method of teaching. Only thus can the cause of weakness be discovered and right remedies applied. In arithmetic my usual experience was to find the junior pupils well prepared, but the older pupils struggling with problems most of which related to matters quite outside the range of their experience. In England the arithmetic required of the elementary school has long since been simplified, and I do not think that we in New Zealand would lose anything by making a similar modification in our syllabus. The essentials appear to me to be accuracy in mechanical operations, greater attention to practical arithmetic, and tho solving of problems dealing with matters that either come within the child's own experience or admit of easy practical illustration and form part of the common stock of knowledge. Instruction in elementary agriculture is well given in a number of schools, due regard being paid to indoor experimental work as well as to the school-gardens. In not a few schools, however, there is little of scientific value in the work done, a fault due in the main to lack of co-ordinated effort on the part of tho special instructors and the Inspectors. Each district has its own scheme of instruction in science, and there is little evidence of any relation between the work done in the primary schools and that done in the secondary and technical schools. In the pupil-teachers' instruction classes it is quite the usual experience of instructors to find themselves compelled to begin the instruction in agriculture ab initio. lam quite sure the subject is important enough to demand the services of a supervising expert whose business it would be to arrange properly co-ordinated schemes of work. In two other subjects, drawing and singing, there is urgent need for specialist teachers. Even in tho training colleges there is considerable unevenness of attainment in both subjects. In the schools it is rare to find, a clear conception of the value and purpose of these subjects in the scheme of education. England and America have for many years employed experts, and I trust it will presently be found possible in New Zealand to make similar appointments. As regards school music, I welcome the signs of a broader treatment of the subject. In several schools an attempt is being made to teach the elements of musical appreciation, and for this purpose the gramophone is used. Before we attempt to advance far in this direction, however, we should aim to improve the ordinary singing. The chief doficiences we have to overcome are faulty tone (in scarcely any schools do the boys produce thoir voices correctly), choice of unsuitable songs, and inability to sing from either the old or the new notation. Visiting teachers from countries where school music has reached a high level of efficiency tell us that New Zealand children have naturally swoot-toned voices but produce them vilely, while a distinguished Edinburgh expert remarked publicly on the pleasant low-toned speaking voices he had heard in the Dominion. Our shortcomings in school singing are evidently not due to lack of suitable material, but to lack of efficient teaching. An attempt has been made by private enterprise, with the approval of the Department, to introduce visual instruction into the larger schools. The scheme has not been an unqualified success so far, and it must bo regarded only as a temporary measure in anticipation of the time when it will be possible materially to assist the schools to install moving-picture machines of their own. In the meantime the private company referred to has secured some excellent educational films, and is making every effort to establish as closo a relation as possible between the ordinary school lessons and the pictures. I hope, therefore, that the scheme will, under the improved management, meet with the support it deserves. During the year several special classes for retarded children were established in the larger towns. In general, these classes were found to contain two types of retardates—viz., abnormally dull children, and also normally intelligent children whose school progress had been hindered by sickness, late admission to school, frequent transfer, and the like. Towards the end of the year the Department secured the services of a New Zealand lady teacher who had had tho opportunity to securo training abroad both in the new methods of gauging intelligence and in the education of children of subnormal mentality. It now appears a grave mistake to form classes of the type described above. We should, in the first place, provide adequately for tho education of the higher subnormals, and for the present leave the intelligent retardates to be provided for in the ordinary school classes. If the plan is adopted of classifying tho pupils in each standard class according to degree of intelligence and intellectual advancement, there should be little difficulty in meeting the needs of the intelligent retarded pupil. The greatest care will, of course, have to be observed in selecting subnormal pupils for the special classes, and none should bo sent there without the concurrence of the parents. As a matter of fact, however, the parents themselves realize how unsuited the ordinary methods of instruction are for their children, and welcome the opportunity to send them where there is at least some possibility of advancement. Such classes have in other countries passed far beyond the experimental stage, and it has been clearly proved that in the great majority of cases the educable subnormal child can be trained to do simple work of a useful character and can be prevented from becoming a menace to the community within which he lives. I have, &c, T. B. Strong, The Director of Education. Chief Inspector of Primary Schools.

APPENDIX B. —it ' REPORTS (ABRIDGED) AND STATEMENTS OF ACCOUNTS OF EDUCATION BOARDS. 1. REPORTS. AUCKLAND. Sir,— Auckland, 31st March, 1923. In accordance with the requirements of the Education Act, the Education Board of the District of Auckland has the honour to submit tho following report for the year 1923 : — Board. —The members of the Board at tho end of the year were as follows : Auckland Urban Area -Mrs. N. E. Ferner, Messrs. G. Brownleo, W. J. Campbell, H. S. W. King, J. P. McPhail, and T. U. Wells ; Hamilton Urban Area—Messrs. S. B. Sims and F. A. Snell ; North. Ward of the Rural Area—Messrs. J. D. McKenzie and V. H. Reed ; East Ward of the Rural Area—Messrs. E. C. Banks and A. Burns ; West Ward of the Rural Area —Messrs. J. Boddio and J. Patterson. The Board's representatives on kindred bodies were : Auckland University College Council— Mr. J. Boddie ; Auckland Grammar School Board of Governors—Messrs. G. Brownleo, A. Burns, and J. P. McPhail ; Seddon Memorial Technical College Board of Managers —Mrs. N. E. Ferner, Messrs. H. S. W. King and J. P. McPhail; Elam School of Art Board of Managers—Mrs. N. E. Ferner, Messrs. G. Brownlee and W. J. Campbell ; Pukekohe Technical High School Board of Managers—Messrs. J. Roulston and J. B. Sim ; Thames High School Board of Governors —Mr. A. Burns ; Whangarei High School Board of Governors—Messrs. H. W. Crawford and J. D. McKenzie ; Hamilton High School Board of Governors —Messrs. J. Primrose, F. de la Mare, and F. A. Snell; Kowhai Junior High School Committee —Mrs. N. E. Ferner, Messrs. G. Brownlee and A. Burns. The Board meets on the first and third Wednesdays in each month. Twenty-two meetings of the Board were held during the year, with an average attendance of eleven. Schools. —The number of schools in operation at the end of last year was 736, including ninetyfour half-time schools. During the year twenty-nine schools were ppencd and twenty-one were closed. Attendance. —The number of scholars enrolled at the end of 1923 was 64,472 —viz., boys, 33,624 ; girls, 30,848 —being an increase of 1,562 over the number enrolled at the end of 1922. The yearly average attendance was 56,639, an increase of 1,174. Buildings. —During the year thirty new schools were built and thirty-one schools were enlarged ; four teachers' residences were also provided during the year. Tho grants made during the year by the Department enabled the Board to attack with more vigour the accommodation requirements of the Auckland Education District. The Board regrets, however, that in many districts the school accommodation is not yet adequate, and that congested conditions still exist. During recent years the Board has done its utmost to improve conditions, and has met the Department by making serious inroads in its Rebuilding Fund. The provision of teachers' residences is still a serious necessity in this district, especially in rural areas. The difficulty of obtaining suitable accommodation for teachers who take up positions in settlements remote from cities is still most pressing. Very little improvement was made in this respect during the course of the year. The Board considers that the question of erecting residences in rural areas should be seriously attacked immediately. The Board reports with extreme regret that during the year three schools—Waikino, Newmarket, and Epsom —were destroyed by fire. Inquiry into the origin of the fires shows conclusively that incendiarism was the cause. As a result tho Board, at the instance of the Minister, took stops to ensure that vigilant supervision is exercised over wooden buildings. Finance. —The income for the year ended 31st December, 1923, totalled £723,089 7s. 5d., and the expenditure £749,173 16s. 6d. Maintenance Fund. —During the year the Board took steps to obtain a monthly review of the position of the Maintenance Fund, in order that expenditure might be kept within due bounds. The restoration of the 10-per-cent. deduction from the Maintenance Fund last year has enabled the Board to overtake many urgently needed works in respect of maintenance. Training College. —During 1923 the, number of students attending the Auckland Training College was 363 —viz., 119 men and 244 women. The Board still continues to use the building known as the " annex " for the purpose of providing additional accommodation for the training of students. It is hoped, however, that early in 1925 the Board will be able to vacate this building. A grant has been made for the erection of a substantial part of a new Training College upon the Mount Eden - Epsom Reserve. The Hostel continues to prove, a boon to many of the women students of the Auckland Training College, and is now fully occupied. District High Schools. —The reports of Inspectors indicate that a steady and satisfactory improvement is being made in the tuition of the secondary departments of district high schools. The Board wishes to record its appreciation of the good work being done by Inspectors in connection with postprimary education. It is very largely ,due to their efforts that the improvement herein noted is due.

i—E. 2 (Ap P . B).

E.—2.

[Appendix B.

During the year district high schools were established at lYlorrinsville, Ngatea, I'iopio, To Puke, and Warkworth. Junior High School. —The Junior High School established in 1922 at Kowhai Road with a roll number of six hundred now provides for the tuition of more than eight hundred pupils. The school seems to have passed the experimental stage, since all educational authorities who have visited it speak in high terms of the work being done therein. There seems now to be no doubt that the establishment of junior high schools will result in a distinct advancement in the education of the young people of this Dominion. Consolidated School. —The establishment of a consolidated school at Piopio was authorized during the year, and steps were taken to ensure the opening of the school early in 1924. The pupils of schools in the neighbourhood of Piopio will be conveyed to the Piopio centre. The Board believes that the education of the pupils so conveyed will be a distinct improvement upon that received in the small rural schools they have been attending. Subsidies. —The Committees of the Auckland Education District still continue to show keen interest in the schools over which they have jurisdiction. This is evidenced by the large amounts contributed by the residents of each district for the improvement of school-grounds, for the establishment of school libraries, and for other suitable school requirements. This increased interest is, in the Board's judgment, a most hopeful sign for the advancement of eduoation in the future, and should be encouraged by the granting of liberal subsidies. It is becoming more and more recognized that school surroundings have the most important bearing upon the pupils who attend. Staffing Conditions. —The Board notes with great satisfaction the movement of the Department to provide a more adequate staff for the schools of the Dominion. Last year a substitution of assistants for pupil-teachers in many of the larger schools in the Auckland Education District obviated to a great extent the large classes which have proved in the past a hindrance to education, Uncertificated teachers were to a large extent replaced by certificated teachers. The teaching profession is evidently commanding more attention from parents of children who have had a secondary education. The number of applicants for positions as pupil-teachers and probationers has considerably increased. Their academic qualification is higher than has been before noted. This enables the Board to make a selection instead of being compelled to take every applicant. The examinations during last year proved that the attention given to junior teachers has improved considerably. The number who qualified at the end of last year for entrance to the Training College was greater relatively than in any previous year, and shows a marked advance upon former years. Educational Films. —An Educational Film Committee, consisting of members of the Board, representative headmasters, and the Senior Inspector of Schools, took an active interest in all matters pertaining to visual education during the year. Tho Board is still of opinion, however, that educational films should be presented to school-children in their own schools, and trusts that in the near future the Department will find means tq_ carry out this idea. Medical and Dental Inspection of Schools. —The Medical and Dental Officers of the Department still continue to go good work in this district. The establishment of a few dental surgeries has proved a great boon to the chiklren of the districts in which they have been established. The Board trusts that the Department will see its way, at an early date, to extend the number of school dental surgeries established in rural areas where it is difficult for children to obtain treatment of any sort. The Board is of opinion that the number of School Medical Officers and school nurses attached to the Auckland Education District is far too small, and should be materially increased. It is impossible for the number now engaged to adequately cope with the requirements of a district containing more than sixty thousand children. In conclusion, the Board desires to express satisfaction with the cordial relations existing between the Board, the School Committees, the teachers, and the Education Department. The School Committees have shown great interest in all matters that pertain to the welfare of the schools under their jurisdiction ; the teachers have done their utmost in the interests of the pupils under their charge ; and the Department has met the requirements of this education district as far as was possible witn limited financial resources. 1 have, &c, E. C. Banks, Chairman. The Hon. the Minister of Education, Wellington.

TARANAKI. Sir,— New Plymouth, 31st March, 1924. Tn accordance with the requirements of the Education Act, 1914, I have the honour, on behalf of the Taranaki Eduoation Board, to present the following report of our proceedings for the year 1923 :— Board Members. —The personnel of the Board during the year was as follows : Central Ward— Messrs. R. Masters, M.P., and F. H. Sims ; North Ward—Messrs. H. Dempsey and P. J. H. White ; South Ward —Messrs. H. J. Eaves and A. Loos ; Urban District of New Plymouth —Messrs. R. J. Deare and S. G. Smith, M.P. Fifteen ordinary, special, and extraordinary meetings have been held throughout the year, and in addition individual ward members have given much time to meetings of committees and in visiting various localities for purposes of administration, &c. The Board's representatives on various educational bodies were as follows: Committee of Advice, Wellington Training College —Mr. Mclntyre ; New Plymouth High Schools Board—Messrs. H. Trimble (retired August, 1923), H. J. Eaves. Boards of Managers : Stratford Technical High School—Messrs. R. Masters, M.P., and H. Trimble ; Hawcra Technical High School—Messrs. A. Lees and H. J. Eaves ;

Appendix 8.1

E.-2.

New Plymouth Technical School—Messrs. S. G. Smith, M.P. (resigned June, 1923), R. J. Deare, and P. J. H. White. Schools-and Attendance. —Tho number of schools under the jurisdiction of the Board at the end of the year was 167, with an aggregate average attendance of 10,173. The total roll number on the 31st December was 11,341, an of 220 pupils on last year. Five new schools wore opened during the year and one was temporarily closed. Teachers. —The number of teachers in the Board's service on the 31st December, 1923, was 413 (men, 122 ; women, 291). These include fourteen male and seventy-eight female uncertificated teachers, and four male and nine female licensed teachers. It is pleasing to report that there continues to be less difficulty in obtaining suitable teachers for all classes of appointment. During the last month of the year 32 per cent, of the teachers engaged in schools, exclusive of pupil-teachers, probationers, and relieving teachers, were uncertificated. The majority of these have made an effort — more or less successfully —to qualify for the D certificate. The case of each uncertificated teacher was fully considered in November last, with the result that a number of the positions held by those who had made no effort to qualify were advertised. Buildings. —Rather a large programme of building-works has been completed or carried out entirely during the past year. Three schools were completed early in the year, additions and remodelling were effected in several other cases, and four movable schools were erected. In addition to the above, thirty-three schools and twenty residences received painting, repairs, and general renovation. With very little except ion the whole of the work was carried out by the Board's own staff. Workshop. —Tho Board secured a, new site for a workshop, and purchased from the Department the old Courtenay Street Infants' School, and removed this on to the new site. This building was altered and added to to suit requirements. The whole of the machinery and plant was removed to the new workshop, and the old workshop building was also removed on to the new site and used as a general store and storage for seasoned timber. The result is a very fine workshop. Finance. —The credit balance brought forward from 1922 was £10,149 10s. lOd. The receipts from all sources were £125,699 6s. 7d. ; the total expenditure in 1923 was £129,612 10s. 7d., leaving a credit balance on all accounts on 31st December, 1923, of £6,236 6s. lOd. The Rebuilding Fund is now reduced to £2,755 lis. lOd. Instruction Classes for Teachers. —Saturday classes to enable all uncertificated teachers, pupilteachers, and probationers to receive practical instruction in science and handwork subjects were conducted in Hawera, Stratford, and New Plymouth throughout the year. In all, ninety-eight students enrolled, and tho attendance on the whole was commendable. In regard to the instruction given to pupil-teachers and probationers, my Board feels that great credit is due to the headmasters concerned for the very careful and efficient guidance of these young people's studies as demonstrated by the excellent examination results. Manual Training. —Manual-training classes in woodwork and cookery were held at New Plymouth, Waitara, Inglewood, Stratford, Eltham, and Hawera. The aggregate roll number is—Cookery, 656 ; woodwork, 658 ; rural science, 220. The classes at Inglewood and Stratford were so arranged as to keep the country school-children visiting these centres fully engaged for four hours by alternate instruction in woodwork and rural science, cookery and domestic science (including needlework). Two conferences were held with the instructors with the object of attaining a satisfactory scheme of work in proper co-ordination with tho other subjects in the Syllabus. One of the chief difficulties the Board is encountering in respect to this instruction to country school-children is suitable methods of conveyance. There is a marked increase in the teaching of swimming throughout the district. Handwork. —As prescribed by the syllabus, elementary handwork subjects were taught in all schools, and included such subjects as raffia and basket work, brushwork, cardboard-modelling, cartonwork, toymaking, &c. About ten thousand pupils received instruction. Needlework has been taught in all schools, and eighteen instructors in this subject were appointed in sole-charge schools. Agriculture. —The work still maintains a very satisfactory standard. Instructive displays of school-work have been exhibited at most of the agricultural shows, and indicate that both teachers and pupils are dealing with this subject with enthusiasm. School Libraries. —There has been a marked increase in the establishment of school and class libraries during the year. Subsidies for the purchase of books, pictures, &c, were granted schools to the value of £175. Medical Inspection. —The School Medical Officer reports having examined 4,152 children attending fifty-two schools. Parents are paying more attention to notified defects in children, and the general robust condition of pupils is particularly noticed in those schools where teachers by example and precept teach the everyday rules of health. Truancy and Irregular Attendance. —The general regularity of attendance at schools in this district is satisfactory. The number of children in receipt of conveyance and boarding allowances (173) does not altogether represent tho difficulties of administering a scattered district where often, owing to the nature of the climatic conditions and. the state of the back roads, the children are an hour, and in several cases two hours, distant from school. In the course of his duty the Attendance Officer has paid 243 visits to schools, and found it necessary to investigate twenty-seven cases through the Court for infringements of the Education Act. School Committees. —The Board wishes to record its appreciation of continued harmonious relations existent with School Committees generally. The valuable assistance they continue to render in the administration of education is manifested in the very large amount distributed in subsidies for the improvement of buildings, grounds, and internal equipment of the schools —viz., £1,535. I have, &c, The Hon. the Minister of Education, Wellington. A. Lees, Chairman.

III

E.—2.

[Appendix B.

WANGANUI. Sib,— Wanganui, 31st March, 1924. 1 have the honour to present tho following report of the proceedings of this Board during tho year ended 31st December, 1923 : — Board. —The personnel of the Board at the end of the year was as follows : Messrs. W. A. Collins (Chairman) and E. F. Hemingway, West Ward ; Mr. A. J. Joblin and Mrs. N. Dunne, North Ward ; Messrs. A. Eraser and H. Mclntyre, South Ward ; Messrs. J. Aitken and E. V. Laws, Wanganui Urban Area; and Messrs. W. R. Birnie and W. F. Durward, Palmerston North Urban Area. The Board was represented on other bodies as follows : Wanganui Girls' College Board of Governors —Messrs. W. A. Collins, A. Fraser, and E. V. Laws ; Palmerston North High School Board of Governors —Messrs. J. W. Rutherfurd, W. R. Birnie, and T. R. Hodder ; Wanganui Technical College Board of Managers —Messrs. W. Bruce and W. H. Swanger; Feilding Technical High School Board of Managers — Messrs. H. Mclntyre and. H. Tolley. Mr. H. Mclntyre represented the Wanganui, Taranaki, Hawke's Bay, and Nelson Education Districts on the Committee of Advice of the Wellington Training College. Schools and Attendance. —Two new schools were opened, the Patoa School was re-established as a district high school, and a special school at the Wanganui Public Hospital was opened. Eight schools were closed during tho year. At the close of tho year there were open 199 main schools, five side schools, and one model country school. The total roll at the end of the year was 16,922, showing an increase of 121 over the December quarter of 1922. The number on the rolls of the secondary departments of the district high schools was 169, being an increase of forty-one. The average attendance for the year was 15,034, and the average weekly roll number was 16,797. The average attendance expressed as a percentage of tho roll number was 89-5, which is 1-3 lower than for 1922. Tho highest attendance recorded during the year was in the December quarter, the average being 15,409. The attendance was affected considerably during the June quarter, and very badly during tho September quarter, by epidemics. The Attendance Officer paid 204 visits to schools; 117 informations were laiel against parents, and 100 convictions were recorded out of 107 cases proceeded with. This officer's duties include the. inspection of out-offices. His reports show that the most satisfactory method for use in country districts is what is commonly known as the dry-earth system. Teachers. —Tho number of adult teachers on the staff at the end of the year, excluding twenty relieving teachers, was 433, of whom 114 were uncertificated. Seventeen of the uncertificated teachers were in charge of Grade 0 schools, thirty-five in charge of Grade 1 schools, fourteen in charge of Grade 2 schools, and one in charge of a Grade 3a school. Forty-seven were assistants, a large proportion being located in country schools. The number of uncertificated teachers was twelve less than at the end of 1922. There were twenty-seven male and twonty-fivo female pupil-teachers, and fifteen' male and forty-one female probationers, totalling in all 108, on the staffs. Compared with the previous year the number of males shows an increase of twelve and the females an increase of two. The majority of the applicants for appointment were well prepared educationally, and of a good type physically. The Inspectors' reports show that in general the instruction of pupil-teachers and probationers at their schools has been carried out in accordance with tho regulations. Voluntary Contributions. —Voluntary contributions received during the year totalled £2,301 13s. 6d., an increase of £570 over the previous year. The main purposes of the contributions were the improvement of buildings and grounds, the purchase of.pictures and special equipment, and tho establishment and enlargement of school libraries. The Board desires to gratefully acknowledge the generosity of those who so freely subscribed for the benefit of the schools throughout the district. The Department has done its part by subsidizing contributions, and in many cases the Board has given assistance from its Maintenance Futid. Health of Children. —The Board wishes to express its appreciation of the work of tho School Medical Officer and her assistants. The annual health camp was held, as in former years, in the grounds of Mr. B. P. Lcthbridge at Turakina. Some ninety children attended, and the majority of these showed considerable improvement in health as a result of their sojourn in camp. Once again it is my pleasure to thank Mr. and Mrs. Lcthbridge for their kindly assistance, and all those who contributed in various ways to make the camp a success. Tooth-brush drill continues to be carried out daily in practically all schools. School Dental Clinics. —Clinics are now in operation at Wanganui, Palmerston North, Hunterville, and Taihape, and excellent work is being done. The Board trusts that the Department of Health will push on with the establishment of clinics in other centres. Physical Instruction. —The Department's instructor visited as many schools as possible. An increase in the number of instructors is required to enable this branch of the work, to receive the attention it warrants. The Public Schools' Amateur Athletic Associations carried on their activities with enthusiasm and success. These associations arc deserving of all the assistance and encouragement that can be given them. Organizing Teachers. —The work of the organizing teachers is of a very valuable nature, and is doing a great deal to improve the efficiency of those country schools which are in charge of teachers with little experience. Model Country School. —Under the regulations as amended last year, teachers attending a model country school are entitled to receive only half-pay, instead of full pay as formerly. The result is that the Board is having great difficulty in inducing teachers to attend the school in Wanganui. Quite a number of the teachers who should attend are married men, who cannot afford the cost of living in Wanganui and keeping their homes going also. It is true that uneler the regulations the Board may require any teacher to attend a model school, but the Board cannot reasonably enforce attendance

Appendix B.

E.—2.

when a teacher pleads that his finances will not permit of his attending. The saving effected by reducing the allowance cannot be very great in the aggregate, but the usefulness of the model school is reduced very materially. The Board strongly recommends the reinstatement of the regulation in its previous form. Correspondence Classes. —Thirty-three applications for enrolment in the Department's correspondence classes were received during the year. The Board and the. Inspectors have frequently recommended this form of instruction itf preference to the establishment of household schools, but the difficulty in many cases is that parents are not able to give the time necessary for the proper supervision of the children's work. General satisfaction with the correspondence classes has been expressed by the majority of parents who have given the system a trial. Instruction of Backward Children. —Creditable work was done in tin; special class for retardates, established at Victoria Avenue School in 1921. Efficiency of Schools. —The report of the Inspectors shows that the general efficiency of only six schools was lower than satisfactory. Taking into consideration the fact that a large number of our schools are in charge of uncertificated teachers with limited experience, the condition of the schools generally may bo regarded as very satisfactory. Buildings and Sites. - -Three new schools were erected during the year, and several buildings were remodelled or re-erected. A large amount of painting and general maintenance work was undertaken. The decision of the Department to reinstate the maintenance grant at its former rate is appreciated. The Board has continued tho policy of carrying out its building operations with its own staff, and is satisfied that, so far as this district is concerned, the system has many advantages over the contract system. Finance. —After taking liabilities find cash assets into consideration the net balance at the end of the year was Dr. £251 16s. 9d. The credit balance in the Alexander Bequest Account was £2,738 12s. Bd., and in tho Rees Bequest Account £1,303 19s. 3d. I have, &c, The Hon. the Minister of Education, Wellington. W. A. Collins, Chairman.

HAWKE'S BAY. Sir, — Napier, 31st March, 1924. In accordance with the provisions of the Education Act, 1914, the Education Board of the District of Hawke's Bay has tho honour to submit the following report of its proceedings for the year 1923 : - The Board. —The personnel of the Board, which remained unchanged during the year, was as follows: Napier Urban Area —Messrs. J. Clark Thomson and G. W. Venables ; Gisborne Urban Area —Messrs. G. T. Wildish and G. Crawshaw ; Hastings Urban Area —Messrs. G. F. Roach and A. W. Hamilton ; North Ward Rural Area —Messrs. W. Oates and J. R. Kirk ; Middle Ward Rural Area— Messrs. G. McKay, M.P., and A. King ; South Ward Rural Area—Messrs. R. P. Soundy and W. Cuthbertson. The Board's representatives on other educational bodies are as follows : Dannevirke High School Board—Messrs. R. P. Soundy, T. H. G. Lloyd, and Rev. G. B. Stephenson ; Napier High School Board —Messrs. G. F. Roach and li. L. Paterson ; Gisborne High School Board —Mr. L. T. Burnard; Napier Technical High School Board —Messrs. G. W. Venables and J. Clark Thomson; Waipawa Technical Classes Association —Mr. C. H. Critchley. Finance. —The receipts for the year totalled £172,005 25., and the payments £175,847 12s. sd. The credit cash balance on all accounts on tho 31st December, 1923, was £7,544 16s. Id. The cost of general administration in 1923 was 4-28s. per pupil in yearly average attendance, compared with 4-435. in 1922 and 5-18s. in .1921. Attendance. —The number on the roll at the end of 1923 was 16,063, compared with 15,755 at the end of 1922, an increase of 308. The average attendance for the year 1923 was 14,293, compared with 14,160 in 1922, an increase of 133. Tho small increase in average attendance is due to the serious effect of the influenza epidemic on tho attendance of the September quarter. A truer indication of the actual increase is ascertained by comparing December quarter, 1922 (14,522), with December quarter, 1923 (14,765), an increase of 243. Number of Schools. —The number of schools in operation at the end of 1923 was 192, an increase of nine over the number at the end of the previous year. Twenty schools were opened during the year, while eleven were closed (three temporarily only). A side school for children in hospital was opened at the Napier Hospital, and a class for retardate children was formed in a special class-room at the Hastings Street School. Proficiency Examination and Junior National Scholarships. —As in- former years, a synchronous examination was arranged for the outlying schools, the pupils in other schools being examined either at convenient centres or at their own schools. For the synchronous examination, special papers were prepared by the Inspectors, and the Board arranged for responsible supervisors to be present. The results of the synchronous examination were considered in conjunction with the results obtained in all subjects by the Inspector at his annual visit to the school, while in the centralized, schools the headmasters wore consulted as to the merits of the various pupils. The Board considers that a high standard of results has been achieved, the percentage- attained being slightly better than that of the previous year. Teachers. —On the 31st December, 1923, there were in the Board's service 550 teachers (men 172, women 378), as compared with 510 (150 and 360) in 1922. Notwithstanding an increased number

E.-2.

[Appendix B.

of teachers in its service, the Board is glad to note that, excluding relieving and household schoolteachers, there is an appreciable decrease in the number of uncertificated teachers employed, the numbers for 1923 and 1922 being ninety-one and 118 respectively. Appointment of Teachers. —Each year practically -all ex-pupil-teachers and ex-probationers from this district are appointed to positions locally on completion of their training-college courses. Iti addition, a large number of ox-students who served their pupil-teachorships and probationerships under other Boards also secure appointments in this district. In spite of these accretions to the ranks of trained teachers, trie supply is not yet sufficient to offset the wastage by resignations, &c, and to meet the demands for an increased number of teachers required for new schools and for increases in the attendances of existing schools. Last year an attempt was made to dispense with tho services of a number of uncertificated teachers who were taking no steps to secure their certificates, but in the absence of certificated teachers it has been necessary to re-engage a number of them. Further, a number of special assistantships in schools requiring additional assistance to eliminate large classes were approved by the Department, but in several cases it was found impossible to secure satisfactory teachers to fill these positions. Fifty-four uncertificated teachers (excluding relieving teachers and teachers of Grade 0 schools) were employed on the 31st December last. In the opinion of the Board, further steps must be taken to secure an increased number of entrants to the teaching profession. The now salaries scheme for assistant teachers will, in the opinion of the Board, go a long way to eliminate the frequent changes in school staffs, particularly among the lower grades of assistants. Naturally, some anomalies have arisen, but it is impossible to avoid these, in a change-over from a system, of eight grades of •salary to one with four grades of salary for men and three for women. The Board desires to congratulate the Department on the introduction of the scheme, and on the manner in which the various difficulties in this connection have, on the whole, been overcome. Organizing Teachers. —A great deal of credit must be given to the organizing teachers for the efficient state of the smaller country schools. They have carried out their duties whole-heartedly and to the full satisfaction of the Inspectors. The Board is of opinion that the results obtained are well -worth the expense involved in their employment. The Board frequently receives expressions of great appreciation from country residents respecting the services of the organizing teachers. The Inspectors have noted that both teachers and pupils of those small schools under the care of the organizing teachers have benefited greatly by their visits. Many applications for a visit from the organizing teacher have to be reluctantly declined by the Board, owing to the impossibility of the teachers covering the ground in the course of the year. Training of Teachers. —Saturday classes for training pupil-teachers and probationers in elementary science, drawing, and handwork were held at Napier, Hastings, and Waipawa. Central classes for pupil-teachers and' probationers were held at Gisborne and Woodvilie, and for uncertificated teachers at Hastings. A refresher course in science was also held at Hastings. The Board is convinced that concentrated instruction for a fortnight under the Board's most competent instructors in these subjects gives the students a more efficient training than the intermittent Saturday classes. Correspondence Instruction for Country Children. —The correspondence instruction has proved a boon to many children in the backblocks. Many applications still continue, to be received as the success of the scheme becomes more known. The Board does not, however, agree with the Department's policy to eliminate Grade 0 schools (up to eight in average attendance) and to substitute correspondence instruction. Our experience is that excellent work is done in these small schools, and that wherever and whenever possible they should be continued. There is no need to point out the benefit to be derived by the children from instruction given in a school environment and under school discipline. District High Schools. —At the end of the year there were five district high schools in operation, the To Karaka District High School having been opened during the year. As in previous years, the first- and second-year pupils of the secondary departments of district high schools took the rural course. The aim of the course is to provide a good general education in secondary subjects, and also to prepare pupils for tho Public Service Entrance Examination. The science work has been continued for the third and fourth years, thus enabling pupils to take science for the Matriculation Examination, which they have done with considerable success. Manual and Technical Instruction. —Classes in elementary handwork were conducted in all schools. Needlework was satisfactorily taught in all schools. Special classes were conducted in twenty-three schools in sole charge of male teachers, but in two schools no instruction was given, as it was impossible to arrange for competent teachers. In agriculture, dairy science, and elementary agriculture 178 classes (primary and secondary) were recognized for capitation purposes in 1923. The capitation grant made by the Department for equipment and material for science subjects has proved adequate for the purpose, and during the past year the Board has been able substantially to increase the equipment and material in each school. The full requirements of all schools have not yet been met, but it is expected that during the current year there should be no reason on this ground why the teachers should not be able to do satisfactory work. Woodwork, cookery, and dressmaking classes were conducted at centres to which pupils from the surrounding schools came for instruction. The number of classes was —Woodwork, 55 ; cookery, 57 ; dressmaking, 55. Physical Instruction. —An instructress has been permanently located in the district during the past few years, and full attention has been given to this branch of the work. Medical and Dental Inspection. —The work has proceeded steadily throughout the year. In past years the need for the establishment of dental clinics in this district has been stressed. One was established in Napier as from the beginning of last year, and excellent work has been performed by the dental nurses. The Board hopes that the establishment of clinics in other centres in this district will not be long delayed. Scholarships. —Scholarships in tenure at the end of 1923 were as follows : Junior, 46 ; senior, 9 : total, 55.

Appendix B.]

E.—2

Buildings.- Renovation and painting of schools and residences have been proceeding steadily throughout the year, but this most important part of the Board's maintenance work is still somewhat backward. In order to overtake the leeway a second gang of painters has now been engaged. Four new schools were erected during the year, and in a number of other cases additions were made to existing schools. Portable school buildings were erected for the secondary departments of this To Karaka and Wairoa District High Schools, and for Hastings Technical High School. The Board's workshop is now firmly established, and has proved to be a fine asset for the Board. A large proportion of the joinery and all furniture required for the various schools is manufactured. Considerable difficulty has, however, been experienced during the year in procuring suitable timber. The Board uses only heart timber ; and, while there is ample supply of ordinary building-timber, heart timbers are in short supply. Many jobs have been delayed owing to the difficulty of obtaining suitable timber. The practice has been followed as far as possible, in connection with buildings in wood, of carrying out the work by tho Board's own staff. I have, &c, The Hon. the Minister of Education, Wellington. ' G. F. Roach, Chairman.

WELLINGTON. Sib,— Wellington, 31st March, 1924. In accordance with the requirements of the Education Act, 1914, I have the honour to submit the following report of the Education Board of the District of Wellington for the year 1923: — Board. —The Board membership has not changed since presentation of my last report, the personnel, therefore, being as follows:—Urban areas: (1) Wellington City —Messrs. Thomas Forsyth (Chairman), R. A. Wright, M.P., J. J. Clark, and A. J. White ; (2) Hutt and Petone—Messrs. G. T. London and E. P. Rishworth. Rural areas : (1) Hutt-Horowhenua Ward—Messrs. W. H. Field, M.P., and C. I. Harkness ; (2) Wairarapa Ward—Messrs. T. Moss and W. T. Grundy ; (3) Marlborough Ward —Messrs. E. H. Penny and D. McCallum. Board representatives : High schools —Wellington Colleges, the Chairman ; Marlborough College, Messrs. R. McCallum, C. Ferguson, and W. D. Pike ; Masterton High School, Messrs. W. T. Grundy, T. Moss, and T. Jordan ; Hutt Valley High School, Messrs. G. T. London, E. P. Rishworth, and the Mayor of Petone. Technical schools —Wellington, Messrs. T. Forsyth, J. J. Clark, and A. J. White ; Masterton, Mr. W. T. Grundy ; Petone, Messrs. G. T. London and D. McKenzie. Schools and Attendance. —There were at the end of the year 247 schools in operation, a reduction of nine on the previous year's figures. This reduction is accounted for by the fact that many aided schools were closed, the education of the children being continued by means of the Education Department's correspondence course. The average attendance was 90-5 per cent, of the average roll, a considerable reduction on the previous year's figures. The following are the percentages in successive years: 1923, 90-5; 1922, 91-8; 1921, 9LO; 1920, 87-5; 1919, 91-5; 1918, 90-0; 1917, 90-6; 1916, 89-2. The number of prosecutions decreased from thirty-five in 1922 to seventeen last year, and of convictions from sixteen to twelve last year, the remainder of the cases being withdrawn or deferred on condition of future regularity. Teaching Staff. —The following were the numbers of teachers, pupil-teachers, and probationers in the service of the Board at the end of the year :—

Males. Females. Total. Certificated .. .. .. .. 182 445 627 Licensed . . .. .. . . 1 3 4 Uncertificated .. ... .. .. 14 67 81 Total adults .. .. ..197 515 ' 712 Pupil-teachers .. .. .. .. 14 37 51 Total teaching staff .. .. 211 552 763 Probationers .. .. .. .. 27 77 104 Grand totals .. .. .. 238 629 867 The above numbers include the teachers in thirty-three small household schools.

VII

ii H lead Teacher. Si . . , Uncertifi- CertifiLicensed. o&Ml 23 04 87 ole Teache: L. Assistants, Certificated. Licensed. Uncertificated. Ceriificated. i Licensed. Uncertificated. Males Pe mules 84: 14 1 2 12 48 75 367 1 2 I!) Totals 98 3 60 412 1 21

E.—2.

[Appendix B.

Training creation of a Chair in Education at Victoria College marks a distinct advance in the standing of the teaching profession.. The number of students at tho Training College is now so greatly in excess of the numbers for which the building was designed that only excellent management could produce, secure, and maintain the present high standard of efficiency. The question of both increased accommodation and of increased staff must receive the most serious consideration. The following are the essential statistics for the year 1923 : Total number of students, 294 (67 men and 227 women). First-year students, 142 ; second-year students, 152. Students classified : Division A, 213 ; B, 76 ; C, 5 ; D, 0. Scholarships. —There were current at the end of 1923 forty senior and sixty-two junior scholarships. On the results of the 1923-24 examinations twenty-six senior and thirty-three junior scholarships were awarded. Instruction of Teachers. —Week-end classes in drawing and in science, in preparation for the certificate, were held at Wellington (Training College), at Masterton, and, for the first time, at Levin. A very successful course in agricultural science and hygiene, in preparation for the certificate, was held at Masterton, under the Supervisor in Agriculture. It extended over a fortnight. Manual and Technical. —Instruction in elementary handwork was given in all schools as prescribed by the syllabus. At twenty-three schools in sole charge of male teachers classes in needlework were carried on by special instructresses. Lessons in woodwork and cookery were given at thirteen centres, and approximately 4,400 scholars from ninety-eight primary and nine secondary classes received instruction. The report in agriculture and nature-study indicates much good work, with prospect of still better in tho immediate future. The opinion continues to be widely held that with much advantage greater encouragement might be given to instruction in swimming and life-saving in our schools in this country. Medical and Denial Services. —The public estimate, of the value of the medical and dental schools service is indicated by the large number of requests received for extension of the latter, especially to more and more schools outside the metropolis. School Libraries. —The youth of this district owe much to the wise policy of the Wellington City Council whereby literature of the best and most varied is provided in ample supply, and to tho excellent management of the scheme by the Chief Librarian and his staff. On terms that are easy, outside schools may participate in the benefits. The schools served number thirty-three ; the books issued 9,821, compared with 8,984 the previous year; and individual loans 157,777, compared with 119,521. The group scheme of Featherston and Wairarapa Counties and of Masterton fire also under efficient management, and conferring a most valuable benefit on our youth. Buildings and, Sites. —Two new schools wore erected, and in several others additions were made. Three residences were remodelled or added to. The acquirement of sites in districts of assured increase should be sanctioned in future more ahead of pressing requirements. The Board recognizes financial difficulty, but where a sufficient site is not in possession for a district it is not safe to delay, as the most suitable areas are early selected for general building purposes, sometimes to the exclusion of tho school. In level open country such provision is, of course, less pressing, but in a district of such broken surface as the urban and suburban areas of Wellington it is quite an unsafe policy to delay, and no present saving is compensation for future deprivation of a suitable site. General. —There is general agreement that in the interests of both the teacher and the child the number of staff changes must be materially reduced. The Board trusts that out of the earnest study of the existing difficulty conditions that are equitable and stable may be evolved. No less than seventynine Committees applied for subsidy on a total of £3,171 7s. 3d., as compared with seventy-four raising £2,396 16s. sd. during the preceding year. This by no means measures voluntary effort; much ,'abour and material are given without subsidy. Finance. —At the 31st December, 1923, there was on deposit with the Post Office Savings-bank a sum of £2,000. On current account the debit was £1,065 12s. I Id., and unpresented cheques totalled £1,060 16s.|2d. The*debit_balance, therefore, was £126 9s. Id. I have, &0., Tin; Hon. the Minister of Eduoation, Wellington. T. Forsyth, Chairman.

NELSON. Sir,— Nelson, 31st March, 1924. I have the honour to present the following report of the proceedings of tho Education Board of the District of Nelson for the year ended 31st December, 1923 : — Board. —The personnel of the Board at the end of the year was as follows : Nelson Urban Area— Messrs. F. W. O. Smith (Chairman) and E. E. Boyes ; North Ward—Messrs. S. B. Canavan and W. C. Baigent; East Ward—Messrs. E. J. Scantlebury and H. J. Hill ; West Ward—the Hon. W. H. Mclntyre, M.L.C. The Board's representatives on other educational bodies were as follows : Nelson Technical School Board —Messrs. F. W. O. Smith and E. J. Scantlebury ; Board of Governors, Nelson Colleges—Mr. F. W. O. Smith ; Council of Victoria University College—Mr. F. W. O. Smith. Ten ordinary meetings and four special meetings were held during the year. Schools. —At the close of the year there were in operation 136 main schools, five side schools, and two half-time schools. Two new schools were opened, and five schools (Grade 0) were closed,

VIII

Appendix B.]

E.—2.

during the year. One school was reopened and two half-time schools were disestablished, and a fulllinn? school opened to serve the combined districts. A commencement was made with the scheme to establish four mixed schools in Nelson City, where, until the beginning of the year, there were two main separate boys' and girls' schools with two mixed side schools attached to each. Attendance.— The total roll at the end of the year was 7,172, being an increase of thirty-nine over that at the end of 1922. The average attendance was 6,392, as against 6,554 for the previous year, a decrease of 162. The decreased average attendance last year was accounted for by the prevalence of influenza throughout the district. In connection with irregular attendance it was necessary to take legal proceedings against eighty-six individuals, seventy-seven convictions being recorded. District High Schools. —The number on the roll of secondary departments at the end of the year was 100, as against eighty-one, an increase of nineteen. Teaching Staff. —The number of adult teachers in the service of the Board at the end of the year, excluding nineteen relieving teachers, was 227. Of these, 165 were certificated or had licenses to teach, and sixty-two were uncertificated. The practice of terminating the engagements of all uncertificated teachers, unless of exceptional merit, at the end of each year has had very beneficial results, and the uncertificated teachers in the service show a elecrease of twenty-six as at the end of 1922. Of the uncertificated teachers twenty-five were in charge of Grade 0 sohools, twenty in charge of Grade 1 schools, one in a Grade 2 school, and sixteen were assistants. Excluding the Grade 0 schools, of the number of adult teachers in the service of the Board at the end of the year 81 per cent, were certificated. The Board had the services of three organizing teachers throughout the year. These teachers did excellent work in assisting inexperienced teachers in charge of small schools in the outlying districts. Conveyance and Boarding Allowances.— Conveyance allowance was paid on account of 151 children attending thirty schools, and boarding-allowance to forty-four children in attendance at nineteen sohools. Tin! total expenditure in. respect of these allowances was £1,037 16s. Id. Voluntary Contributions. —The Board is pleased to record that sixty School Committees claimed subsidy, and that the sum received during the year by way of voluntary contributions in cash towards improvement of school-grounds, purchase of sites, books for school libraries, &c, was £1,072 135., an increase of more than £600 over the amount raised during the previous year. In addition a great deal of work in connection with levelling and otherwise improving the school-grounds was carried out by various Committees free of cost. The thanks of the Board are due to all who assisted in this direction. Buildings. —Four new schools were completed, and other cases buildings were added to or remodelled. Health of Children. —Before the end of the year clinics were in operation at Nelson, Motueka, Murchiaon, and West/port, the dentists and nurses also visiting a number of the country schools. The scheme has so far not been extended to the more remote portion of the district, and, while realizing the big task involved, the Board hopes that the time is not far distant when this great boon will be within the reach of all children. Physical Instruction. —Two instructors were sent over from Wellington, and during the short period they were here did excellent work. The Board feels that the appointment of a permanent instructor who could give his whole time to the district is warranted. Correspondence Instruction for Country Children. —Applications continue to be received for enrolment in the Department's correspondence school, and the scheme is no doubt proving beneficial to many children in the backblock districts. Manual Instruction. —Manual-training classes were conducted at seven centres. Classes in agriculture were conducted at eighty-nine schools, and instruction given to 1,319 pupils; the district and the number of schools is too large to enable one instructor to get satisfactory results. Swimming and life-saving classes have been carried on in a number of schools despite the lack of suitable baths, atid a large number of children taught to swim. Instruction in handwork was given in every school. The material was received from the Department at an earlier date than that for the previous year, with the result that the Board was able to make a distribution to schools shortly after the commencement of the Now Year. The Department's practice of curtailing the requisitions sent in has caused dissatisfaction in regard to certain of the lines supplied, but on the whole the method is proving satisfactory. Special teachers to give instruction in needlework were employed at twenty-three schools which wore in sole charge of male teachers. Technical Instruction. —The Technical School at Nelson and the Technical High School at Westport are now under the control of their respective Boards of Managers. Outside of these centres, classes in cookery, dressmaking, millinery, cabinetmaking, and woodwork were conducted at Motueka and Takaka. In the past these classes were conducted for six-monthly periods alternately at each centre, but arrangements have now been made for them to be run continuously throughout the year, with the result that greater interest is being shown, and the roll numbers increasing. Teachers' Classes. —Saturday instruction classes in elementary science, agriculture, drawing, and handwork were held at Nelson and Westport, and as far as possible all uncertificated teachers, pupilteachers, and probationers from outlying schools were required to attend. Finance. —The Board's financial position shows an improvement over that'at the end of 1922, but it has been necessary to practice economy in all directions. The credit cash balance over all accounts on the 31st December, 1923, was £4,509 18s. 6d. Difficulty is still experienced in keeping our expenditure on administration within the amount of the grant received ; this is due to the very large percentage of small schools in the district. I have, &c, Tho Hon. the Minister of Education, Wellington. F. W. 0. Smith, Chairman.

ii—E. 2 (A PP . B).

E.—2

[Appendix B.

CANTERBURY. Sir,— Christchurch, 20th June, 1924. I have the honour to present the following report of the proceedings of the Education Board of the District of Canterbury for the year ending 31st December, 1923:— The Board. —There was no change in the personnel of the Board during the year, the members representing the respective wards being as follows : Christchurch Urban Area —Messrs. E. H. Andrews, A. Peverill, C. S. Thompson, and W. H. Winsor ; Timaru Urban Area —Messrs. J. G. Gow and J. Maze ; Middle Ward—Messrs. W. A. Banks and W. P. Spencer; North-west Ward—Messrs. H. J. Bignell and R; Wild ; South Ward —Messrs. G. W. Armitage and T. Hughes. The Board's representatives on other educational bodies were as follows :—Technical School Boards : Ashburton —G. W. Andrews and R. Galbraith ; Banks Peninsula— J. D. Bruce ; Christchurch Technical College—C. H. Opic, E. H. Andrews, and A. Peverill; Fairlie —W. J. Ormandy ; Greymouth- H. J. Bignell and F. H. Kilgour ; Kaiapoi—W. Doubleday ; Pleasant Pomt —J. Maze ; Temuka—G. W. Armitage ; Timaru — J. G. Gow and G. J. Sealey ; Waimate —S. I. Fitch. High School Board representatives : Akaroa — A. H. Westenra and L. J. Vangioni ; Ashburton— R. Kennedy and R. Bell ; Rangiora-- W. J. Stalker and H. Boyd ; Greymouth —W. R. Kettle ; Waimate —W. Lindsay and J. G. A. Shackleton ; Hokitika —Hon. H. L. Michel; Timaru—J. Maze. During the year the Board hold twelve ordinary and two special meetings. Buildings. —The total sum expended by the Board on new buildings and sites and on the maintenance of existing buildings and sites was £60,483, or an increase of 10 per cent, on the previous year's figures. Included in the larger works carried out by the Board's building staffs were eight new schools and four portable schools. Several schools were also remodelled to bring them into conformity with modern ideas regarding lighting and ventilation. The necessity for more school accommodation, especially in the city and suburbs of Christchurch, is a matter that is becoming very pressing. Several of the largest institutions are considerably overcrowded, and additional new schools in other parts of the city will have to be provided to keep pace with the spread of population. Schools. —Six schools were opened or reopened, and six were closed. Two side schools were constituted main schools. The number of schools open at the end of the year was therefore 388, including sixteen in Grade 0. The total expenditure on teachers' salaries and allowances, including those of the Training College and district high schools, was £316,792 10s. 9d., as compared with £310,697 Bs. 3d. in the previous year. There were 388 teachers in charge of schools, 591 assistants, 234 pupil-teachers-and probationers, and thirty-two sewing-mistresses employed at the end of the year. Incidental allowances paid to School Committees amounted to £16,375 ss. Bd. While most Committees find the allowance sufficient for ordinary requirements, about twenty, in consequence of extra charges (such as water, sanitation, &c), have to exercise the strictest economy to make ends meet. The following table, showing expenditure on salaries and incidental expenses for a number of years past, is inserted for comparison purposes : —

Irregular Attendance. —The Attendance Officers had occasion to take Court proceedings against fifty-three parents during the year for aggravated cases of irregular attendance. Generally speaking, however, the attendance of pupils at schools, both public and private, in the Canterbury District, which covers a wide area and in which climatic and other conditions are extremely varied, compares very favourably with other education districts of the Dominion. Very little trouble is now experienced in connection with the employment of children under school ago, a greater problem being the ability to deal with uncontrollable children or those whose parents are indifferent to the welfare of their offspring. Physical Training. —This branch of the service is carried out by the Department's officers. All schools in.Canterbury are visited at least once a year for inspection and to advise and assist teachers in any possible way. Training-college students and pupil-teachers receive a considerable amount of this work during their training as teachers, and this knowledge is carried forward by them when they attain more responsible positions. The work in Canterbury is of a very satisfactory nature, and much benefit has been gained by the practice of the daily systematic exercises. Finance. —The total receipts of the Board amounted to £424,095 16s. 7d., and the expenditure £427,929 Bs. Id., the cash balance at the end of the year on all accounts being £3,010 4s. lOd. Manual Instruction. —As in former years, elementary handwork has been taken in some form or other at the 380-odd schools in the district. The spirit of the regulations is that handwork should be used as a method to an end rather than as a specific subject of instruction, and the material supplied should be used to give concrete examples in lessons where it might be profitably employed. An earnest endeavour was made to carry out this ideal during the year. At thirty-two small schools in the district

Year. Salaries and Allowances. Incidentals. Totals. Average Attendance. 1880 1900 1920 1922 1923 £ s. 55,318 17 70,978 18 285,100 4 310,697 8 316,792 10 d. 8 7 7 3 9 £ s. d. 8,071 12 2 8,064 13 10 14,303 13 0 16,087 1 3 16,375 5 8 £ s. d. 63,390 9 10 79,043 12 5 299,403 17 7 326,754 9 6 333,167 16 5 16,412 23,806 29,761 33,047 33,189

Appendix B.]

E.—2,

where there is no female teacher on the staff instruction in needlework was given by a local instructress. Advanced handwork was taken-by all pupils in the upper standards. About 3,400 boys received instruction in woodwork and drawing, and about 3,300 girls received instruction in cookery and domestic science. Agriculture. —Agriculture, nature-study, and its allied subjects again received the prominence expected in an agricultural district. The different competitions conducted during the year by the Board and tho different agricultural and horticultural societies increased the interest in the work by promoting healthy rivalry amongst pupils and teachers alike. About 260 pupils attended the rural course of instruction at the eleven district high schools in the district. The disestablishment of the Greymouth District High School at the beginning of the year somewhat reduced last year's numbers. I have, &c, The Hon. the Minister of Eduoation, Wellington. H. J. Bignell, Chairman.

OTAGO. Sir,— Dunedin, 31st March, 1924. In accordance with the requirements of the Education Act, 1914, 1 have the honour to present the following report of tho Education Board of the District of Otago for the year 1923 : — Board.- -The constitution of the Board is as follows : Urban Area—Messrs. James Wallace, J. H. Wilkinson, R. H. S. Todd, and Leonard Sanderson ; North Ward —Messrs. George Livingstone and G. K. Graham ; Central Ward—Messrs. James Smith and James Horn, M.P. ; South Ward —Hon. D. T. Fleming, M.L.C., and Mr. George W. K. Wood. Mr. James Wallace continues to fill the office of Chairman. The following were the Board's representatives on various educational bodies : Council of Education —Hon. D. T. Fleming, M.L.C. ; Council of the University of Otago —Mr. J. Wallace ; Otago High Schools Board—Hon. D. T. Fleming, M.L.C, and Mr. W. R. Brugh ; Waitaki High Schools Board —Mr. George Livingstone. Boards of Management of Technical Sohools : Dunedin —Messrs. J. Wallace, J. H. Wilkinson, and James Horn, M.P. ; Oamaru —Messrs. George Livingstone and W. F. Abel; Milton--Mr. John Bowie, B.A. Thirty-seven meetings of the Board were held during the year, the average attendance being nine. Number of Schools. —The number of schools open at the end of tho year (inoluding seven household schools) was 258, or one less than in 1922. Nineteen had an average below 9, seventy-five had an average from 9 to 20, fifty-nine from 21 to 35, forty-nine from 36 to 80, twenty from 81 to 120, nine from 121 to 160, two from 201 to 240, seven from 241 to 360, four from 361 to 440, and fourteen over 440. Attendance of Pupils. —The average roll, average attendance, and percentage of average, attendance for the respective quarters and for the year were as follows : Average roll, 21,804 ; average attendance, 19,927 ; percentage, 91-38. These figures show a decrease of 218 in the roll number, of 344 in the average attendance, and of 0-67 in the percentage of attendance. The following table shows, for the terminal year of each decade since the institution of the Otago education scheme in 1856, and for the last three years, the number of schools, teachers, and pupils : —

Teachers. —On the 31st December there were in the Board's service 823 teachers, classified as under :— Males. Females. Total. Head teachers .. .. .. .. .. 99 2 101 Solo teachers .. .. .. .. .. 37 121 158 Assistant teachers . . .. .. .. 71 288 359 Training College staff .. .. .. .. 5 4 9 Total of adult teachers . . .. .. 212 415 627 Pupil-teachers .. .. .. .. ..17 36 53 Probationers .. .. .. .. ..25 67 92 Teachers of needlework .. .. .. .... 36 36 Manual and technical (special teachers) .. .. 8 7 15 Total of all teachers for J 923 .. .. 262 561 823 Total of all teachers for 1922 .. .. 262 550 812

Year. Number of Schools. Number of Teachers. On tho Roll. Average Attendance. Percentage of Attendance, Otago District. Percentage of Attendance for Whole of Dominion. 1856-7 1876 1896 1922 1923 5 165 218 259 258 7 329 554 812 823 13,537 22,091 22,022 21,803 236 11,210 J 9,502 20,27.1 19,926 85-9 92-0 91-4 81-4 90-8 90-0

E.—2.

I Appendix B.

XII

The following table shows the position with regard to the number of teachers who held teachers' certificates in 1922 and 1923:—

During last year 255 young persons, comprising 180 females and 75 males, entered the teaching profession in this district, viz. : As pupil-teachers, 23 females and 10 males- total 33 ; as probationers, 36 females and 14 males —total 50; as Training College students, 121 females and 51 males —total 172. The number of appointments of adult teachers made during each of the past four years has boon : In 1920, 186 ;in 1921, 173 ; in 1922, 165 ;in 1923, 233. Twenty-eight teachers left the Otago Board's service to take up positions in other districts or iti other branches of the Education service, and eighteen teachers entered the Otago Board's service from other districts. Finance. —Tho main items of expenditure are shown below in comparison with the figures for the previous year : —

At the 31st December, 1922, the net balance to credit of all accounts was £27,742 10s. 9d. ; the total receipts for the year 1923 amounted to £274,342 17s. 2d., and the total payments to £282,041 Bs. 2d. The net balance to credit at the 31st December last was £20,043 19s. 9d. Inspection of Schools. —The Inspectors report that an analysis of their reports on tho sohools shows the following results with regard to general efficiency : Excellent or very good, 10 per cent. ; good, 45 per cent. ; very fair, 33 per cent. ; fair, 9 per cent. ; weak, 3 per cent. In 1920, 7.1 per cent of the schools attained the mark " Good " or a higher mark ; in 1921, 62 per cent. ; in 1922, 68 per cent. ; and last year, 55 per cent. Taking the results of tho first two groups as a basis of appraisement, the foregoing review of the figures would seem to indicate that during the past four years there has been, in the general efficiency of the sohools, an almost steady decline, for which the Board regrets it is somewhat at a loss to offer an entirely satisfactory explanation. To bad weather, floods, a more than usual amount of sickness, and especially the greatly increased number of changes in the teaching staffs is most probably attributable the decided falling-off in the efficiency results for last year. Of the 2,299 pupils who in 1923 loft tho primary sohools in this district, 1,237, or 54 per cent., had passed Standard VI, and 1,062, or 46 per cent., had not passed that standard. Manual and Technical. —In all schools instruction in elementary handwork (paper-work, cardboard, plasticine, brushwork) was given as prescribed by the syllabus. Cookery classes were conducted at fourteen centres and woodwork classes at twelve centres ; thirty-three schools took part in the cookery instruction and thirty-two in the woodwork instruction. Swimming and life-saving classes for the pupils of Standard IV were held as formerly at a number of schools. The average roll numbers at these special classes wore : Cookery, 1,512 ; woodwork, 1,575 ; swimming and life-saving, 1,378. The expenditure on manual and technical instruction was : Salaries, material, &c, for school classes, £6,581 17s. 2d. ; buildings, furniture, and fittings, £785 10s. : total, £7,367 7s. 2d. —being a decrease of £813 3s. 7d. as compared with the previous year. Agricultural Instruction. —The association of gardening with the other subjects of tho primaryschool course has been the means of providing a centre round which the child's natural impulses toward physical and mental activity may find expression in one of the best possible ways. Tho activities of a well-managed school-garden introduce the child to a wide range of experiences, and to problems of direct interest anel of the greatest educational value in the exercise of intelligent thought necessary to their interpretation. The value of the subject in these and other relations is being more widely appreciated, and the results as a whole show consequent improvement. The aesthetic side of tho work in the improvement of the school environment continues to find expression to the limit of the number of plants available from the Training College students' garden. During the year the Board arranged

Year. Classifiei Number. :l Teachers. Percentage. ; Holders of licenses. Number. Percentage. Unclas,' Unli Number. sified and icensed. Total Number. Percentage. 13-8 609 13-6 627 922 .. 923 .. 520 538 85*4-85-7 5 08 4 (1-7 84 85

1922. 1923. Difference. Teachers' salaries and lodging-allowances Payments to Scliool Committees for incidental expenses Scliool buildings, purchase of sites, manual and technical buildings, and apparatus Administration £ s. d. 170,962 3 10 10,102 6 8 £ s. 169,063 LI 10,065 13 d. 2 0 £ s. -1,898 12 - 36 13 d. 8 8 28,781 3 7 29,176 13 I + 395 9 6 5,090 10 7 5,364 17 7 -f 274. 7 0

Appendix B.

E.—2.

for the distribution of 2,800 additional ornamental shrubs from this source. The number of recognized primary classes in agriculture totalled 202, and in all the district high schools the rural science course was followed. School Buildings. —The staff in the Board's building department grows year by year, and a further increase has recently been made by taking over the plumbing-work. The effort being made to get abreast of the work which, fell behind during the war period is now showing result, and conditions are improving steadily. The work is being carried out almost entirely on the day-labour system, and the result is proving quite satisfactory. Training College. —The enrolment for the year was 200 females and 88 males ; total, 288—an increase of LI over last year: 194 belonged to Otago, 73 came from Southland, 8 from Canterbury, 9 from Hawke's Bay, 2 from Auckland, and 1 each from Wellington and Nelson. School-books. —Free grants of books were made during the year to tho children of parents in necessitous circumstances, and to pupils coming to Otago from other educational districts when; different books were in use. Supplies of suitable continuous readers were forwarded to all schools. Another distribution of these readers up to the limit of the departmental grant will be made towards the end of this year. For the purchase of books and pictures, subsidies amounting to £146 12s. sd. were paid by the Board out of its General Fund, sixty-one schools participating in these grants. Truancy and Irregular Attendance. —Tho Attendance Officer reports that ninety-eight notices were served on parents or guardians for infringements of the Education Act; 117 cases of irregular attendance were investigated ; seveti penalty summonses were issued under section 62 of tho Education Act; five convictions wore obtained, two cases being withdrawn by the production of exemption certificates. The fines amounted to 19s. The figures given above indicate that the necessity for prosecuting parents for the irregular attendance of their children is gradually becoming less year by year. For example, in the year 1903 587 penalty summonses were issued, as against seven for 1923. One hundred and thirty-two pupils in classes below Standard VI loft the city and suburban schools at the end of the December quarter, 1923. Of this number, eighty-two had passed only Standard V, thirty-seven had passed only Standard IV, eleven had passed only Standard 111, and two had passed only Standard 11. All the above pupils had reached the exemption age—viz., fourteen years. The general attendance during tho year 1923 was considerably affected by Hoods in the month of April, followed by epidemics of sickness. I have, &c, The Hon. the Minister of Education, Wellington. J. Wallace, Chairman.

SOUTHLAND. Sir,— Invercargill, 27th March, 1924. In accordance with the requirements of tho Education Act, 1914, the Eduoation Board of the District of Southland has the honour to submit the following report of its proceedings for the year 1923: The Board. ---The personnel of the Board at the end of the year was as follows : Invercargill Urban Area—Messrs. A. Bain and F. W. Preddy ; West Ward —Messrs. G. Johnston and J. C. Thomson, M.P. ; East Ward—Messrs. H. E. Niven (Chairman) and H. Smith ; Central Ward—Messrs. P. A. de la Perrelle, M.P., and J. D. Trotter. The Board's representatives on other educational bodies were as follows : Southland Boys' and Girls' High Schools Board —Messrs. P. A. de la Perrelle, M.P., and J. 0. Thomson, M.P. ; Gore High School Board—Messrs. H. E. Niven, H. Smith, and T. Taylor ; Southland Technical College Board —Messrs. H. E. Niven and J. D. Trotter ; Otago University Council—Mr. J. C. Thomson, M.P. ; Dunedin Training College Committee of Advice—Mr. J. C. Thomson, M.P. Tho Board held twelve ordinary meetings and one special meeting during the year, and the Executive Committee of the whole Board met twenty-two times. Schools. —The number of sohools in operation at the end of 1923 was 190, a decrease of one compared with 1922. District High School. —During the year the Department approved of the establishment of a district high school at Riverton. The experiment has been eminently successful. At the end of the year there were thirty-nine pupils on the rolls. Attendance of Pupils. —The number on the roll at the end of 1923 was 12,353, compared with 12,469 at the end of 1922, a decrease of 116. The average attendance for 1923 was 10,790, compared with 11,063 for 1922, a decrease of 273. It is to be noted that the average attendance for December quarter, 1923, 11,301, constitutes a record for this district. The reduced roll number and average attendance as compared with the previous year (a record for this district) is not a matter of surprise when the abnormal amount of sickness prevalent throughout the Dominion during the second and third quarters of the year is taken into account. The Board appreciates the action of the Department in grading the schools for 1924: on the average attendance for tho first and fourth quarters, thus helping to maintain the grades of the schools. The Attendance Officer sent out during the year 1,888 notices to defaulters, issued nineteen summonses, and secured fifteen convictions, the amount of fines, &c, being £4 18s.

XIII

E.—2.

[Appendix B.

Teaching Staff. —There were on the 31st December 483 teachers, occupying positions as under :— Males. Females. Total. Head teachers .. .. .. .. ..66 11 77 Sole teachers .. .. .. .. 57 56 113 Assistant teachers .. .. . . .. 21 148 169 Organizing teachers .. .. .. .. .. 2 .. 2 Total adult teachers .. . . .. 146 215 361 Pupil-teachers .. .. . . .. 13 16 29 Probationers .. . . .. .. 16 34 50 Manual and technical teachers .. .. 3 5 8 Teachers of needlework .. .. .. .... 35 35 Total of all teachers for 1923 .. .. 178 305 483 Of the 361 adult primary-school teachers in the service of the Board, 251 held teachers' certificates, four held licenses to teach, while 106 were uncertificated. The Board is pleased to note that the educational status of its teaching staff has improved slightly during the year. As in past years, the Board has reason to congratulate itself on the possession of an efficient staff of teachers. In most schools the work of educating the youth of the districtis carried on with a due sense of the responsibility involved. For a large proportion of the less remunerative appointments the services of certificated teachers are not available, and these have to be filled by the appointment of young people, many of whom have had but limited experience. The uncertificated teacher will be replaced as soon as certificated teachers are available. While the Board deplores the fact that so many of our schools are staffed by untrained teachers, it must not be overlooked that several of these teachers are doing fairly satisfactory work. For the year 1923 the expenditure on teachers' salaries amounted to £99,340. Organizing Teachers.--The two organizing teachers have carried out their duties to the entire satisfaction of the Board. Twenty-six sohools were visited regularly by the organizing teachers, and as a result a marked improvement in the general management of the schools has to be recorded in the large majority of cases. The Board is convinced that the system has much to commend it. Relieving Teachers. —At times great difficulty was experienced in obtaining a sufficient number of relieving teachers to fill vacancies, and in several instances small schools had to be closed and larger schools to carry on understaffed for short periods. At different times during the year a further difficulty arose owing to the lack of competent relieving teachers to fill some of the more responsible positions. The Board is of the opinion that the position would be met if provision were made for the appointment of a fully qualified relieving male teacher. Instruction of Teachers. —As in previous years, Saturday classes for the training of pupil-teachers, probationers, and uncertificated teachers were held at Invercargill and at Gore. In addition a number of teachers attended evening classes in drawing at the Technical College. In accordance with the Department's regulations, the Invercargill classes were this year carried on under the control of the Director of the Technical. College, the Board still retaining charge, however, of the Gore classes. The Board has previously protested against the change of control as regards the Invercargill classes, and the experience of the past year has but deepened the conviction that the Board alone should be in charge. School Libraries. —The number of schools in which libraries for the use of pupils are being established is steadily increasing. During the year contributions amounting to £119 19s. lid. were received from thirty-four schools. With pound-for-pound subsidy and additional grants from the Board amounting to £21 lis., this means that a sum of £261 10s. lOd. was made available during the year either for establishing new libraries or adding to those already in existence. Subsidies on Voluntary Contributions. —During tho year applications were received for subsidy on contributions amounting to £1,085 18s. Bd., the objects for which the money was raised being as follows : For improvements to school gardens and grounds, £717 14s. lOd. ; for purchase of pianos, &c, £60 19s. ; to supplement allowances for incidental expenses, £132 9s. Id. ; for equipment, &c, £22 14s. 6d. ; for purchase of basketballs, £15 lis. l.Od. ; for flags and flagpoles, £16 9s. 6d. ; for school libraries, £119 19s. lid. Conveyance and Board of Pupils. —The amount disbursed by the Board on the conveyance and board of children who live a long distance from the nearest public school was £1,952. Conveyance allowance was paid in respect of 380 children, and boarding-allowance in respect of seventeen children. In the opinion of the Board there is one aspect of this service which is not satisfactory. In some parts of this district the roads, especially in winter, are not fit for vehicular traffic, consequently the children are compelled to ride to school. In such cases the Board strongly recommends that the regulations be so amended as to allow of payment to children who journey to school on horseback. Medical Inspection. —During the year the School Medical Inspector, accompanied by the school nurse, visited a majority of the schools in this district. The Board willingly testifies to the value of the work done by the Medical Officer and her assistant, and to the growing interest taken in it by the parents of the pupils. Physical Training. —The Inspectors report favourably on the quality of the work in physical instruction as carried out in this district. School Dental Clinic. —The Board is pleased to be able to report that a dental clinic has been established in Invercargill. A suitable room has been provided by the Board, and fitted up free of

XIV

Appendix B.]

E.—2.

cost to the Health Department. From the opening date of the clinic, 15th May, to the end of the year, 600 pupils from the junior classes of the Invercargill and suburban sohools have been treated. It is proposed to undertake, the treatment of the junior classes in the. country schools as soon as the dental nurses have completed the work in the town and suburban sohools. Now that the Medical Inspector, dental nurses, and physical instructor are co-operating, highly beneficial results to the health and general welfare of our young must accrue. Consolidation of Schools. —During the year the Board has given a good deal of consideration to this matter, and is convinced that, provided satisfactory transport arrangements can be made, the scheme is worthy of favourable consideration by the Department. Several parts of this district lend themselves admirably to the scheme, which will undoubtedly increase the efficiency of tho instruction in our country schools, thus giving to country children educational opportunities equal to those enjoyed by the more fortunately situated pupils in the larger centres. When the scheme was first suggested by this Board some years ago considerable opposition was offered by tho country. This opposition is now disappearing. Educational Film,s. —During the year arrangements were made with the New Zealand Educational Film Company to screen at regular intervals suitable educational subjects for the benefit of the children of Standards IV, V, and VI attending the town schools. The Chairman of the Board, accompanied by two officials, attended one of the screenings. In view of the fact that the Chairman's report regarding the educational value of the screening was not satisfactory, the Board decided to communicate with the Department regarding the matter. If good results are to be obtained the main points of the screenings must be explained to the children. Elementary Handwork. —Instruction in the usual subjects of handwork was given in all sohools, but, owing to the unsatisfactory delivery of the materials requisitioned for, the work in some subjects was very much hampered, instruction being possible only with the utmost difficulty with makeshift materials. The position can be readily realized when it is mentioned that some material was so late in arriving that it was not available to teachers till the beginning of the third term. Little wonder, therefore, that teachers had nothing but condemnation for the new system under which the material was imported by the Department instead of by the Board. It is good to know, however, that an improvement for the future is assured. Needlework. —The past year has shown a considerable increase in the number of schools where, owing to there being no female teachers on the staff, the services of a local resident had to be secured to give instruction in needlework. As compared with twenty-seven for the previous year, there were for the year under review thirty-seven schools where sewing-mistresses were so employed. In a number of districts, however, no instructress could be obtained, and consequently the girls were unable to receive any instruction in this most important subject. As the time to be devoted to the work is only two hours per week, it would appear that there should be very few districts where local conditions are such as to prevent some suitable person from devoting the necessary time to the work. Instruction in advanced needlework was given during the year in forty-one schools, there being 1,034 girls in attendance. Woodwork and Cookery. —Work in these subjects was carried on as hitherto in the three manualtraining schools at Invercargill, Gore, and Riverton. The Riverton centre was opened for only the first term of the year, but at the other centres instruction was given continuously throughout the year. Agriculture.- -Recognized classes in this subject wore held during the year at 128 schools, this being an increase of nine over the corresponding figures for the previous year. It is evident that teachers and Committees are becoming alive to the necessity for beautifying their school-grounds, and the help given by the Department by way of subsidy on contributions for improvements is appreciated. In this connection the sum of £717 14s. lOd. was received by the Board from various Committees, and with pound-for-pound subsidy thereon there was available for expenditure on improvements the satisfactory sum of £1,435 9s. Bd. With the maintenance of interest in this work tho grounds for the reproach regarding the bareness and unattractiveness of school surroundings are gradually disappearing. There are, unfortunately, however, too many districts where little if anything has as yet been done. Swimming. —In last year's report the Board expressed the hope that tho Department would see its way to reinstate the capitation for school classes in swimming, and the Board can but reiterate the sentiments contained in that report, the necessity for instruction in this subject being such, that the Department should offer every encouragement. Finance. —As compared with 1921 and 1922, the Board's financial position, has very much improved. The receipts during the year were £132,654 13s. 6d., and payments £130,980 9s. 2d. The credit balance at the end of the year was £10,389 15s. 6d., £8,750 of which was on fixed deposit. Of the credit balance, £10,389 15s. 6d., £4,500 is earmarked for special purposes. I have, &c, The Hon. the Minister of Education, Wellington. Horace E. Niven, Chairman.

2. STATEMENTS OF INCOME AND EXPENDITURE, AND ASSETS AND LIABILITIES, AND BALANCE-SHEETS OF EDUCATION BOARDS. AUCKLAND. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ended 31st December, 1923.

[Appendix B.

Balance-sheet, 31st December, 1923. Liabilities. £ s. d. Assets. £ s. d. £ s. d. Amounts owing, special accounts .. .. 3,772 14 10 Cash at bank on current account 12,452 8 5 Amounts owing, General Account .. .. 1,265 16 7 Less unpresented cheques .. 200 7 6 Credit balances, special accounts .. .. bl,llo 4 4 , 12,252 0 11 Credit balances, General Account .. .. 5,867 3 2 Contractor's Deposit Account .. .. 167 0 0 Fixed deposits .. .. .. .. 1,605 3 7 Amounts due, special accounts .. .. 27,884 17 2 Amounts due, General Account .. .. 106 17 3 £42,015 18 11 £42,015 18 11

E.—2.

XVI

asuadsng 'siajstreix 4- •juuoooy jeiaua*) 'siajsutJix * 9 IT 880'9 0 O 01 9 fl I26'12 9 L 1A6'98 1 6 61 60?'09i 8 01 928'f21 1 91 I90'89 •• •• FWpnuiQ T m R7A 'n? 9 689'6I 1 I 91 992' I •• 8 II 901 2 8 198'9 { Vi c ' -1-6 P 998 r 0 91 899 '9 " Pinomv puauaQ L *11 8 162 | Ui n 6ge OT fl SIX'S 0 0 01 Z II f18 '12 f f Oil ' 18 0 I 680'081 6 f 161' 80! 1 0 80f-'19 " " pnoads jo pnox 0 U i9I • • ' ' • • 0 i f6S o 1 168 " " " " " sjisodap 4 sjo;oej^uoo 6 f 968 +6 f 998 " " ' "" " " " S8 I BS sa I?S {*1 fl 689 }o f 982 'I '• •' junooov doi 1S5 [jo A \ 9 0 88 I [ I 8f8'9I •" I 61 I88'99 1 61 I88'99 "" " " " • " sSuipimq «a N 8 2[ 186 8 8 811 0 0 889' f f 81 62f'22 I 6 019 '92 8 6 StS " " " " aauBuainiEj<--- sgmp t m a 0 01 183 f SI 86f '82 2 8 2I2'0S 9 II 098'T 0 81 698'29 " " " " " 6 91 88 0 0 01 9 6 286'8 9 f IIO'I '■*(! 6 2 UO'SI 8 I 6i6'll I II tl " " '• " [Eoiuqoax 6 8 f69'l •• fO 816'2 0 1 fl8'8 f 6 88f '08 I I 880'0S 8 91 fLZ'f " " " " notjonjisut pmuEpr 8 0 02 •' •• •' II I 168 '01 [I I 168 '01 " "" sar.rep;s [ooqog qSig lougsia 6 91 918 • ' 8 il 021 '8 J T }■ " " " " •' psnocpefi sdiqs.re[oqog 9 21 166 •• 9 8 fI9'9f 9 8 flG'Zf " " " " " " sagaijoo gmuiEJX L iT £80' 82 . | T fl 08° '82 ,} " " " looqog 0(j S^TTBJO e EX 081 '• 6 8 861 " 8 21 666'2 | !, ® r " " " " " " L * L L - oOo J 9 6 III 6 I 119 2 t 291 0 1 998 " " " " " sauMqn iooqog 8 91 8 '• 9 91 2 '• 18 fl6"'fl 1 8 fl6'tl " " "" " " saousAionE asnoH 1 91 8 '■ 9 II 168 '• 01 8 868'09F 01 8 SeS'Ogf- ! " " " " " " satrejES ■p "S J -p -s j -p -s 3 -p -s 3 -p -s j -p -s j -p -s j ■spinodDy jvpddg -saoanos laqjo mojj ana laaannidsa caoij sna I I •90nB[B{T iSq gnmo j -pjw)f[ oj anp sjunomv ! -ajtmpaadxa -smooni . Sc '? 3 a n J E[Ba a jIp?j3 SIS janoDoy jo atmyi "SS6I 'aaqtnsDsa }sxg %« sy

Appendix B.]

E.—2

TARANAKI. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ended 31st December, 1923.

Balance-sheet, 31st December, 1923. Liabilities. £ s. d. Assets. £ s. d. £ s. d. Amounts owing, special accounts .. .. 3,600 10 10 Cash at bank on current account 1,749 511 Amounts owing, General Account .. .. 30 0 8 Less unpresented cheques .. 52 19 1 Credit balances, special accounts .. .. 10,231 16 8 1,666 610 Credit balance, General Account .. .. 1,383 19 0 Fixed deposits .. .. .. .. 4,570 0 0 Amounts due, special accounts .. .. 8.651 10 8 Amounts due, General Account .. .. 358 9 8 £15,246 7 2 £15,246 7 2

iii—E. 2 (App.B).

XVII

9 II 089 'S f 8 551 '8 0 51 ISS'9 8 91 9I9'II 01 8 668'lSl 0 SI I5f'I8I 9 21 869'il ' " " " Fn<n pm"0 8 0 08 I f LQZ 1 9 101 0 61 888 'I 9 5 88I'8 II 91 ?89'8 1 f 586 " " " tunooay pumttQ 01 01 009 '8 8 f 99? '8 9 9 98l'S 8 91 I85'0I f 9 9I5'f8I I 91 981'1ST Hi I99'9I " " ff+unoa«: floods jo p^ox 01 81 091 0 9 0 9 9 2? " { 9* g* eg 8 ' 2 9* 9 1 e? 8 Z /" s3 !P! sc l n S sSe 89 8 SI llt'8 "" 6 8 886 Z 8 695'8 0 1 65f9 II f 08I'S "" " " junoaay doq^i-io^ 6 81 i99 0 0 95 8 fl igi'5 "" It 16f'0I j * f £6f'0I " " " " sBuipnriq Ma^ e 81 10? 0 1 ZZ I 01 998 'I 01 0 00l'9 II 01 IS6'8 ! 8 51 882' 1 9 61 5fl'9 " " " " aouuna^urei^— s*>inp[! n a 0 01 8f8 " 19 185 II 9 8f9'5 Z 9 CIS 0 8 61 1 9 flO'S ' " " "" " 11 61 919' I " •' •' If 999 'I 0 ? 9? 10 II9'I " " " "" uoiptt.qsui psoraqoax 8 0 OOf " 01 II 618 9 8 f85'l 8 01 ZZl'f 6 61 989'8 f ?I 6I8'I | " ' " " uorptuism p3mre W 0 oi 291 " 0 0 909 0 0 909 " " " " " veuoi^n —sdrqsJE[oqog 0 0 19 • • I 81 815 * 1 91 99 1 fl 655 I 81 815 I 51 11 '' '' '' "" " sassBp 9 r Of •• 8 51 569 '9 8 51 569'9 " " " " 890»nmnoo xooqos KH 18 *© g 2,1 if! 8 II Ifl ' ' '" '' '' '" 'aoueAaAUOQ II 9 I 5 I 6?I ? 91 981 1 t 081 II II 905 • • ' • •' " " sauEjqfl poqog f 81 5 1 61 85 L'Z 1 61 851'5 j " saouEAvo tt E asiiOH 01 8 51 " 9 8 119*18 9 8 119'18 " " sauE[Es t sjaqoEax •p -s j -p -s J -p -s J "P 's J -p -s 2F 'P '« J I -p -s 3 ! s-/unomy piioddg •pirog -saoinog jaqqo nioij ana; OIOJI and iq Suimo sjtmorar | -patrog 0} 3np s'jnnomy 13 -wiHipasdxa -aiuoDai j ?imoooy jo aam.v '8261 'jaqrasosa ?HS sy

E.—2.

WANGANUI. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ended 31st December, 1923.

[Appendix B.

Balance-sheet, 31st December, 1923. Liabilities. £ a . d. Assets. £ s. d. £ s. d. Amounts owing, special accounts .. .. 7,155 18 10 Cash at bank on current account 3,731 2 7 Amounts owing, General Account .. .. 13 1 5 Less un presented cheques .. 944 Oil Credit balance, General Account .. .. 629 15 11 2,787 1 8 Debit balance, special accounts .. .. 881 12 8 Amounts due, special accounts .. .. 3,996 19 9 Amounts due, General Account .. .. 133 2 1 £7,798 16 2 £7,798 16 2

XVIII

Name of Account. Credit Balance, 31st December. 1922. Income. Expenditure. Balance. Amounts due to Board. Due from Department. Due from other Sources. Amounts • from Departmen As at 31st December, 1923. Amounts due to Board. l due to at. Due o Board. e from other Source :es. j Amounts owing by Board. 1 £ s. d. 192 13 0 22 10 9 272 6 10 £ s. d. £ s. d. 180 13 1 4 6 8 272 6 10 110 5 9 Special Accounts. Teachers' salaries House allowances School libraries Conveyance, &o. Grants to School Committees Teachers' classes Scholarships —National Scholarships —Special District High School salaries Manual instruction Technical instruction Rebuilding Buildings —Maintenance New buildings Workshop Account Sites sales Contractors' deposits Wanganui School sites Prize fund and miscellaneous £ s. d. Cr. 187 4 0 Or. 66 5 6 Cr. 47 16 4 Cr. 106 1 3 Dr. 602 10 3 Cr. 1,908 1 3 Cr. 1,639 14 4 Dr.2,321 2 5 Or. 458 19 9 Dr. 103 3 3 Or. 48 1 8 £ s. d. 122,315 7 3 3,630 1 2 211 14 10 899 5 8 7,737 10 4 258 10 7 825 8 8 6 6 0 1,862 19 4 5,542 4 1 761 13 11 1,043 5 4 13,933 10 8 17,047 11 9 5,108 10 3 225 10 0 1.004 6 9 382 0 0 I £ s. d. 122.315 7 3 3,630 1 2 191 17 2 899 5 8 7,762 17 10 258 12 4 825 8 8 6 6 0 1,862 19 4 5,613 13 1 559 3 8 2,951 6 7 14,590 19 0 17.047 11 9 4,438 0 2 225 10 0 1,596 2 10 337 14 11 £ s. d. Cr. 207 1 8 Cr. 40 18 0 Cr. 47 14 7 Cr. 34 12 3 Dr. 400 0 0 Cr. 982 6 0 Dr. 1,650 12 4 Cr. 458 19 9 Dr. 694 19 4 Cr. 92 6 9 6 15 0 554 9 3 833 17 4 1,465 14 0 10 12 0 23 7 10 350 17 7 163 18 10 59 0 0 46 16 10 3 3 0 642 19 3 95 3 8 150 0 0 1,466 18 5 3,260 8 1 112 4 5 100 5 0 608 0 0 149 4 8 Total of special accounts General Account Cr. 1,435 8 2 Or. 605 9 8 Cr. 1,435 8 2 Cr. 605 9 8 182,795 16 7 4,954 18 11 182,795 16 7 4,954 18 11 I I I I 185.112 17 5 4,930 12 8 185.112 17 5 4,930 12 8 Dr. 881 12 8 Cr. 629 15 11 Dr. Cr. 881 12 8 629 15 11 3,342 6 8 654 13 1 133 2 1 7.155 18 10 13 1 5 Grand total Cr. 2,040 17 10 Cr. 2,040 17 10 187,750 15 6 190,043 10 1 Dr. 251 16 9 I 3,342 6 8 787 15 2 7,169 0 3 !

APPENDIX B. ;

HAWKE'S BAY. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ended 31st December, 1923.

E.—2.

Balance-sheet, 31st December, 1923. Liabilities. £ s. d. Assets. £ s. d. £ s. ci. Amounts owing, special accounts .. .. 4,660 0 3 Cash at bank on current account 3,766 15 9 Amounts owing, General Account .. .. 38 14 7 Less unpresented cheques .. 1,235 16 3 Credit balances, special accounts .. .. 5,670 16 5 2.530 19 6 Credit balance, General Account .. .. 3,000 29] Cash in hand .. .. .. .. 59 16 4 | Fixed deposits .. .. .. .. 4,954 0 3 : Amounts due, special accounts .. .. 4,137 1 3 Amounts due, General Account .. - .. 1,687 16 8 £13,369 14 0 £13,369 14 0 WELLINGTON. [Returns not available.]

XIX

Name of Ac«ount Name of Ac«ount Credit Balance, gist December, 1922. Income. Expenditure. Balance. As at 31st December, 1923. Amounts due to Board. ,_ . . . I Amounts owing by Due from Department. Due from other Sources. I Board. As at 31st December, 1923. Amounts due to Board. Special Accounts. Teachers' salaries House allowances School libraries Conveyance, &c. Grants to School Committees Teachers' classes Scholarships —National District High School salaries Manual instruction Technical instruction Rebuilding Buildings —Maintenance New buildings Workshop Account Sites sales Contractors' deposits Voluntary contributions and subsidies I :: | £ s. d. 50 17 0 1 1 8 18 11 7 1.315 17 5 255 2 11 6.024 12 3 1.257 3 1 317 16 5 ** £ s. d. 112,005 18 0 2,929 9 7 126 14 7 2,516 7 5 6.840 13 4 394 4 10 749 2 0 3.127 12 0 5.535 2 0 4.513 2 11 237 3 10 7,734 1 7 16.035 4 4 6,473 14 7 7 10 0 555 0 0 3.244 2 2 i £ s. d. 112,005 18 0 2.929 9 7 96 9 7 2,516 7 5 6,839 0 10 395 17 3 749 2 0 3.127 12 0 5,226 6 3 4.420 11 1 2,756 10 6 8,908 8 3 16,035 4 4 6,789 10 4 555 0 0 3.244 2 2 i £ s. d. 81 2 0 2 14 2 16 19 2 1,624 13 8 347 14 9 3.505 5 7 82 16 5 2 0 S 7 10 0 £ s. d. £ s. d. £ s. d. 104 16 9 5 15 10 7 2 6 .. 35 7 9 105 16 2 37 13 4 .. 38 12 2 394 4 10 .. 90 5 9 0 10 0 '.'. '.'. 438 5 4 ... 25 2 2 99 1 9 .. 74 7 9 164 15 5 1,270 8 6 8 14 10 2,205 2 0 681 10 4 625 15 1 50 0 0 355 0 0 1,978 13 3 £ s. d. 104 16 9 5 15 10 35 7 9 38 12 2 90 5 9 25 2 2 74 7 9 1,270 8 6 681 10 4 355 0 0 1,978 13 3 Total of special accounts General Account 9.241 2 4 2,852 8 4 173,025 3 8 4,532 17 0 176.595 9 7 4.385 2 7 176.595 9 4,385 2 7 7 5,670 16 5 3,000 2 9 5,670 16 5 3,000 2 9 1,717 3 10 2,419 17 5 4,660 0 3 69 6 10 1,618 9 10 38 14 7 1,717 3 10 69 6 10 2,419 17 5 1,618 9 10 4.660 0 3 38 14 7 |- Grand total 12,093 10 8 177.558 0 8 180,980 12 2 180,980 12 2 8,670 19 2 8,670 19 2 I 1,786 10 8 4,038 7 3 4,698 14 10 1,786 10 8 4,038 7 3 4,698 14 10

E.—2.

NELSON. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ended 31st December, 1923.

[Appendix B

Balance-sheet, 31st December, 1923. Liabilities. £ s. d. Assets. £ s. d. £ s. d. Amounts owing, special accounts .. .. 1,473 2 6 Cash at bank on current accoimt 2,332 16 5 Credit balances, special accounts .. .. 4.103 13 1 Less unpresented cheques .. 322 17 11 Credit balance, General Account .. .. 273 4 9 2,009 18 6 Fixed deposits .. .. .. .. 2,500 0 0 Debit balance, special accounts .. .. 513 1 Amounts due, special accounts .. .. 1,213 1 7 Amounts due. General Account .. .. 121 7 2 ' £5,850 0 4 £5,850 0 4

1 I I f • 1 ' c 9 2 SIt'l 9 81 01 8 ST 828*1 | f 8 T 2t9'S8 t 8 196*98 { g ® ItS't *-<0 \" " PWP^O . : ; Z L 1ST 6 f 2LZ *49 01 91 WS II 0 I89'S 8 61 98 *49 * * ** ** *" " tunoooy jvxwdf) 9 slsif'l 9 SI 01 18 m'l { { |{ Iffi-fUQ / 01 0 i6T ' 88 S I 9SS'f8 {q | oil4 '49 " pnoods petoi Z L ZfZ 9 81 01 '' "* 9 f SSI' I 01 91 981 4 1 L L 81 "" ** saipisqns pn'B snoi^nqu^noo 0 0 fZ " •" '' 0 0 tS 0 0 f- " I ' • •' ■ • ' • ajisodap juo!|oto).uoo T 91 26 0 II 62 0 0 1 I 81 121 " " " " saps sacfig Z 8 923 •' Z ST 808 'f Z SI 808 ' t " " sStnpimq A9j)j 0 t 688 •' f 61 88 8 I 608' t 6 I 888*8 Z I 68ft 01 I 961 'I " ** " " aamraa^un! W —sSuipimg o oi zz to 09S'i e z tsi'i o oi 66 6 zi i9t*s ■■ •• ■■ •• Snrpn n q a a | •• •• 9 II 2811 '■HI " •' " sjaSempj; jo pneog uosja^j ! •• I 6 QZ Z 8 9t [ 1 I 9 SIS 6 S 628*1 9 I II " " •• •• noEjaiufjsni psonnjaax 9 91 811 " 8 81 088 8 I 8? 8 8 S9t*2 6 tl t6S'S 01 81 501 '-'G " "* '* " uorpruisni pmrej^ t c 18 '• '• -6 21 98£"l 6 31 982 'I "" "" "" sauupss tooqag qS}H W^SRI 0 OT 2tS 0 01 2tS • * " • • • • ■ • psuoi^—sdiqsiBioqag 9 II !fi " ' 9 8 OtI I 81 S ■•'ff 9 8 61 8 Z 98 8 I 21 '■HI " " " "' sassep . I t 091 II 21 IlO't 6 I 686 '8 t 01 S08 - * " '• saawnuiuoQ jooqag s^ubiq 0 Z I " t 0 6 ■' 018 ISO - 1 018 180' I " " " ** •• "3$'aon«£aAuoo 0 0 06 8 9 8 6 0 61 8 01 822 6 SI III II tl 621 " " " " " sanuiqn poqag 8 9 81 9 9 888*6 2 9 888*6 " " " " " " saouBMonn asnon 0 01 I '• 8 2 tS *• 6 tl 291*6? Z tl 291*62 " " " " " " sairefas .sjaqauax ■p -s j -p -S3 -p -s 3 I -p -s 3F -p -s j , p -S 3 -p -s] jp pisndg Iniwl(T -Baoinog J91H0 moij 9n a urarajKcfoa raoij ati a I , 'aoaBr^a" Aq niMO -pat-oa anp s'lunoray -araooui 8 ?uuo3oy jo "€o6I 'laqniaoacr W sy

Appendix B.|

IS.—2.

XXI

CANTERBURY. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ended 31st December, 1923.

Balance-sheet, 31st December, 1923. Liabilities. £ s. d. Assets £ s. d. Debit balance at bank .. .. .. 4,813 64 Cash in hand .. .. .. .. 10 0 0 Amounts owing, special accounts .. .. 3,365 12 5 Fixed deposits .. .. .. .. 6,500 0 0 Amounts owing, General Account .. .. 41 17 6 Investments .. .. .. 1,313 11 2 Credit balances, special accounts .. .. 7,565 8 7 Amounts due, special accounts .. .. 10,948 6 5 Credit balance, General Account .. .. 2,985 12 9 £18,771 17 7 £18,771 17 7

Name of Account. Credit Balance, 31st December. 1922. Income. Expenditure. Balance. As at 31st December, 1923. Amounts due to Board. .„, ,.„ „„.„„ K _ Amounts owing by Due from Department. 'Due from other Sources.! oard. As at 31st December, 1923. Amounts due to Board. ti*ii «*- i J6,»a«tt Special Accounts. Teachers' salaries House allowances School libraries Conveyance, &c. Grants to School Committees Training colleges Teachers' classes Scholarships —National Scholarships —Special District High School salaries Manual instruction Technical instruction Rebuilding Buildings —Maintenance New buildings Workshop Account Sites sales Hororata bath £ s. d. 137 10 8 128 16 II 5 7 11 25 6 10 784 19 6 13 13 8 7.206 12 8 1,203 12 9 70 0 0 £ s. d. 270.180 18 10 5,246 16 3 413 6 3 7,221 7 8 16,375 5 8 33,328 17 6 153 3 0 1.633 7 6 304 19 0 8,293 5 8 15.420 11 4 285 5 4 23,384 19 9 33,763 4 10 22,670 15 2 2,886 12 5 6 5 7 £ s. d. ! 270.180 18 10 5.246 16 3 475 8 3 7,221 7 8 16,375 5 8 33,453 10 10 157 4 0 1.633 7 6 304 19 0 8.317 9 0 14.338 5 7 291 3 1 2.362 9 11 23.824 10 6 33,763 4 10 22,740 15 2 2.886 12 5 6 5 7 £ s. d. 75 S 8 4 3 7 1 6 11 1 3 6 1.867 5 3 7 15 11 4.844 2 9 764 2 0 I I £ s. d. 90 5 9 45 16 8 181 1 3 153 3 0 21 0 4 1,211 3 6 2.916 0 0 4,853 19 5 I £ s. d. 550 0 0 925 16 6 £ s. d. 9 6 II 92 7 1 19 14 0 794 16 7 328 18 11 10 0 0 500 0 0 1,446 17 9 163 11 2 iTotal of special accounts General Account .. I 9.576 0 11 2,666 18 0 441,569 1 9 12,138 14 11 441,569 1 9 12,138 14 11 \ 443,579 14 1 11,820 0 2 i_ 443.579 14 1 11,820 0 2 7.565 8 7 2,985 12 9 7.565 8 7 2.985 12 9 9,472 9 11 9,472 9 11 1,475 16 6 -•lid 1,475 16 6 -•lid 3,365 12 5 41 17 6 3,365 12 5 41 17 6 Grand total 12,242 IS 11 453,707 16 8 455.399 14 3 10,551 1 4 10,551 1 4 9,472 9 11 9,472 9 11 1,475 16 6 1,475 16 6 11 3, 11

E.—2.

OTAGO. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ended 31st December, 1923.

[ Appendix B

Balance-sheet, 31st December, 1923. Liabilities. £ s. d. Assets. £ s. d. £ s. d. Amounts owing, special accounts .. .. 3,017 13 0 Cash at bank on current account 1,312 6 11 Amounts owing, General Account .. .. 125 14 10 Less unpresented cheques .. 970 0 4 Credit balances, special accounts .. .. 21,757 17 6 342 6 7 Credit balance, General Account .. .. 9.637 18 0 Fixed deposits .. .. .. .. 11,000 0 0 Investments .. .. .. .. 8,701132 Amounts due, special accounts .. .. 11,984 16 5 Amounts due, General Account .. .. 2,510 7 2 £34.539 3 4 £34,539 3 4

XXII

oi i 8fi's it si ost'i 8 f ffO'L 9 ei S68'i8 oi n os9's8s v si sw'sis o 6 sss'ss •• •• iwpubjo OT tl 9Z I Z fl zm~z 0 81 LI 0 81 1S9'6 8 f SZ8'8 I Z 899'i 8 61 S61"0I " " " " pirumy jvarn q 0 81 iI0'8 6 f 8S6't 8 II 9S0'l - 9 II ISl'IS 1 I 161'SIS 6 SI S6l'01S t 6 6SL'fZ " " sjunooatt reloads jo pj<>x - j II 8 98 9 il Z II I SI 8 61 101 I I 9IS'I 6 0 8I9'l " " •' " " •• jaqjo 9 6 II 9 6 II " "• " "• ' 8 6 90t 0 81 118 0 0 SS 8 1 869 " " •' " S3 l BS S8 nS 8 II 181 I S 81 •• II 01 601 e 81 mt'L Z 61 681 'I S 01 618 " • " " lunoooy doqs^jo^ 0 0 oei 8 SI 801 'I I 1 iI8'8 f 5 99f I 1 OSE'e I 81 IIS'6 f 61 89f ' '• '• " "" sSutpijnq A\.a» 0 0 Offi 8 n 669 '8 9 0 ?fl 6 61 019' I 01 81 S8S"1I I tl fZL'Sl 9 0 ZLY 8 " " " aoueua^urepj- -sSuipimg f 91 180' I '• '• 9 1 918'SI 9 SI OIS'S Z fl 6f9 01 8 180'il ' " " " "" 8u!PI™q»a 0 0 881 0 0 881 ' ' ' • .... .. uojionxjsui psaruqoax 0 0 811 ■' S SI IT'S 'I f SI S68'S 01 0 888'1 01 9 *88 '1 f 9 1*6 ' I " " " •• nmmsjf Z 81 91 " " •' I 81 181 'f I 81 181'* " '• •' sai.rei'Bs [ooqag qgtj-j 0 6 1** 0 9 88 9 8 LZ 9 61 SS* " " " •• piaadg—sdmsjeioqag 8 *1 118 • I 11 8*S ' I I II 8*S'l •• '• " " " rraoppiji—sdiq&re[oqog 9 01 LZ ' • 9 II 181 9 II 181 '" "" " ' ' '" " sassup t sjaqai3ax 0 0 00? 0 01 * 0 Olf 0 0 00? • ■ • • • • • • " • vmoooY ISTUJ 8 SI *8* S 9 SI 01 6 881 '98 8 8 961'98 1 S 1 " •• " " " sa§a n oo gunireax II 9 9 •' •' Olf *90'0l 01* *90 1 01 " " ■■ •• saawinnnoQ poqag o* II SI 906 01 * I 881 1 11816 " 01 SI 681 '8 01 Zl 681 '8 " " " " " 'aauuAaAuoQ 8 1 SSI ■' '• II 1 18 6 1 118 6 1 SS5 II I 56 '• " " " "" sauuiqij looqag * 8 0 • 9 fl SIO'S 9 *1 SIO'S '• '• •• •• •' ■" saouBAVonB astio H 8 1 *81 •• •• • 5 81 16r69I S 81 161'691 " " " ' " sairerro c sraqo«ax "P "8 J 'P 's j -p -s j -p -s j -p -s j •[> -s 3: -p -s 3 •stunmoy pnoddg : ; i I I •piBoa '-Esjjnog tnojj 9na •inarajaBdaci mojj ana [ Aq »UIA10 Sinnoray -picoa: oj anp 1 3 -a-uooni 5 5!pMO STS jo araus "SS61 'Jaqniaaacj jsxg sy

Appendix B.]

SOUTHLAND. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ended 31st December, 1923.

E.—2

Balance-sheet, 31st December. 1923. Liabilities. £ s. d. Assets. £ s. d. £ a. d. Amounts owing, special accounts .. .. 559 8 10 Cash at bank on current account 3,297 3 9 Amounts owing, General Account .. .. 5 0 0 Less unpresented cheques .. 1,714 9 2 Credit balances, special accounts .. .. 8,926 15 0 1,582 14 7 Credit balance, General Account .. .. 2,000 5 4 Cash in hand .. .. .. .. 57 0 10 , Fixed deposits .. .. •• 8,750 0 0 Amounts due, special accounts .. . . 894 3 4 Amounts due, General Account .. ' .. 207 10 5 £11,491 9 2 £11,491 9 2

XXIII

Name of Account Credit Balance, 31st December. 1922. 1 nconie. ! Expenditure. Balance. As at 31st December, 1923. Amounts due to Board. Due from Department. Due from other Sources. As at 31st December, 1923. Amounts due to Board. Amounts owing by Board. 1 Special Accounts. Teachers' salaries House allowances School libraries Conveyance, &c. Grants to School Committees Teachers' classes Scholarships —National District High School salaries Manual instruction Technical instruction Rebuilding .. .. Buildings —Maintenance New buildings .. .. Workshop Account Contractors' deposits Subsidies, ordinary Boarded-out children £ s. d. 562 3 11 123 4 8 268 3 2 '590 17 6 .. ! 0 19 4 .. I 4,024 IS 5 4,146 9 2 £ s. d. 95,582 11 11 1,801 15 0 323 10 3 1,955 15 9 6.355 1 6 28 10 0 612 4 1 266 7 2 3,731 19 2 655 11 11 218 19 10 7,111 18 4 6,432 7 2 2,988 0 4 208 10 0 1,516 6 6 4 17 0 £ s. d. 95,582 11 11 1,801 15 0 373 11 5 1.955 15 9 6,316 0 4 47 10 2 612 4 1 266 7 2 3,716 11 1 655 11 11 1,656 0 0 6,450 7 3 0,432 7 2 2,988 0 4 208 10 0 1,516 6 6 4 17 0 £ s. d. 512 2 9 162 5 10 .249 3 0 606 5 7 ■ 0 19 4 2,587 18 3 4,808 0 3 £ s. d. £ s. d. 33 4 9 27 6 0 0 6 S 205 11 6 52 15 7 562 12 0 12 0 10 £ s. d. 2 6 2 3 0 0 0 1 9 514 0 3 40 0 8 Total of special accounts General Account .. j 9,716 16 2 1,643 10 10 9,716 16 2 1,643 10 10 129,794 5 11 3,990 7 8 129,794 5 11 3,990 7 8 130,584 7 1 3,633 13 2 130,584 7 1 3,633 13 2 S.920 15 0 2,000 5 4 S.926 15 0 2,000 5 4 841 7 9 52 15 7 84 2 1 123 8 4 i 841 7 9 84 2 1 52 15 7 123 S 4 559 8 10 5 0 0 ._ . Grand total .. I 11,360 7 0 11,360 7 0 133,784 13 7 133,784 13 7 134,218 0 3 134,218 0 3 10,927 0 4 10,927 0 4 925 9 10 176 3 11 925 9 10 176 3 11 564 8 10 I

8.—2,

APPENDIX C. REPORTS OF INSPECTORS OF SCHOOLS. AUCKLAND. Proficiency Examination. — The pupils in Standard VI were examined for certificates of proficiency and competency during the latter part of November and during December, the town and suburban schools and most of the country ones being visited by Inspectors for this purpose. In those schools which, in the opinion of the Inspectors, were most efficiently conducted and taught a system of accrediting was again adopted, and a percentage of the pupils were granted certificates without examination. In every such case, however, before the certificate was granted, the headmaster's records were consulted, the work of the pupil at the various periodical examinations was reviewed, and his daily attendances, conduct, and attitude towards his work were considered. We are of opinion that this system of accrediting, with the sufficient safeguards provided, is having a beneficial effect, for it serves as an inducement to the pupils to attend punctually and rogtdarly, and as an incentive to good daily work throughout the year. A synchronous examination was held for the pupils of many of the smaller country schools, the questions being set by tho Senior Inspoctor and the examination supervised by tho head teachers. In every case the papers were marked and the award of certificates made by the Inspectors. The work done at the Proficiency Examinations was in general of high quality, the town and suburban schools especially securing excellent results. Classification and Promotion of Pupils.—ln general, the classification and promotion of pupils at the end of the year is determined by the headmaster with sound judgment, and pupils aro well able to deal satisfactorily with the work of the standard class to which they have been promoted. Some head teachers still consider that promotions should be made only at the end of tho year, but it is pleasing to note that the large majority are adopting the principle of promoting the pupil when the latter is ready. To some extent tho question of accommodation in the next higher room has unduly influenced promotion, but by the subdivision of classes into upper and lower groups the difficulty has been overcome. Accelerated promotions have in many cases resulted in a large number of pupils covering the year's syllabus in six months and then proceeding to the next year's allotment. The incentive to work under these conditions is considerable, and we have noted no ill effects due to overstrain. Many pupils by rapid promotion now miss a standard class, and almost invariably are found to be in the upper part of the new class during the ensuing year. Especially is this noticeable in the secondary departments of district high schools ; in many cases tho top pupils in the junior secondary class are those who passed through Standards V and VI in one year. In a few large schools a system of special classes has been fostered. Standards 111, IV, and V pupils are subdivided into two groups, A and B. Class A consists of the bright pupils, who are taught by one teacher, and Class Bof the duller ones, who are taught by another teacher. The results in one case were remarkable :in Special A Class there were nine pupils in Standard V all of whom gained Standard VI certificates of proficiency with marks averaging higher than those of Standard VI pupils in the same school. Of Special B, three of the Standard V pupils sat for certificates, one gaining a certificate of proficiency and two of competency. Under ordinary treatment none of these pupils either in Special A or Special B would have sat for examination. Retardation. —Teachers are much more alive to this problem, and most head and sole teachers have made genuine attempts to reduce the time that their pupils spend in the primer classes. During the past two years there have been more promotions in the course of the year within tho department than in previous years. In the absence of a system of mental testing it is, of course, impossible to estimate with a reasonable degree of accuracy the amount of retardation in any group or groups of pupils. It must bo borne in mind that most teachers are faced with one or more of the following difficulties, which tend to lengthen the time spent by the pupils in the primer department: (a) Frequent changes of school due to shifting population ; (6) late entry to school; (c) loss of time owing to distance from school, weather conditions, or sickness (although the time at school on the roll may appear as twelve or eighteen months, the actual time at school may be only a few months); (d) some five-year-old pupils develop very slowly. Still, the retardation or non-promotion of tho bright pupils is a serious weakness, most noticeable in the larger schools, where possibly the lack of accommodation may be urged as an excuse. A competent and efficient headmaster should be able to solve the difficulty. One remedy would seem to lie in the teacher in, say, Standard I room promoting part of her class, retaining them in the same room, and thus pushing them forward in the work of Standard 11. This should not be impossible to the efficient teacher ; the promoted pupils will naturally be very keen, and will not bo a source of worry to the teacher, as they might be if they went to another room; their teacher will reap all the honours, since they will remain as exhibits in her own room. And if all the staff pursue the same policy, then the general promotion at the end of the year will not unduly congest any room. There is another aspect of the matter which calls for serious consideration. Many headmasters demand in the highest preparatory class a standard of attainment much beyond that prescribed in the syllabus, and this is especially so in the case of arithmetic. One frequently finds the work of Standard I completed before the pupils reach that class, with the consequent result that somewhere

i—E. 2 [A PP . o],

E.—2.

[Appendix C.

in the school course the pupils " mark time." While we are quite in sympathy with all efforts put forth to accelerate the progress of the brightest pupils through the lower classes of the school, yet we think that care should be taken that the duller and slower children receive tho attention they deserve, and that their school lives are not made miserable by attempts to force them along at the pace of their more capable companions. The keener the teacher, the greater is tho danger of undue forcing. A suggestion is offered that in our largest schools an alteration be made in the organization to permit of " retardates " obtaining special treatment. Instead of each assistant being placed in charge of a standard class as at present, an extra class or group of pupils might well be formed of those who constitute the " tail " of each standard class. This group could be specially taught by a qualified assistant until the members of it are fitted to take their places in the ordinary classes without being a drag on the work of the normal pupils. A modification of this principle could even be applied to all schools where there are at least two assistants. In a Grade 3b school, for instance, the first assistant might teach P, SI, and S2 average or normal pupils, while the second assistant could busy herself with a class —of smaller numbers, but one requiring special skill in handling—consisting of tho average primer pupils and the backward ones of SI and S2, and possibly a few from S3 and S4. There appears to be no reason, moreover, why the infant-mistress in a large school should not to some extent supervise, for at least the first three months, the working of SI, so that she could follow her pupils some distance into the standard work. She would then be able to note at first-hand any weaknesses which had been overlooked in the primer department, and so guard against them in the future, render her work of preparation more efficient, and make the break from primer to standard work loss marked. It is, however, an encouraging sign that so many of our teachers now promote the more intelligent pupils at times other than at the beginning of the year ; their efforts in this direction are worthy of commendation. Schemes of Work, Work-books, Time-tables.—The schemes have improved as statements of the work which it is proposed to do and of the aims to be pursued in the teaching, but, judging from the " depths " from which the book is sometimes withdrawn when asked for, one often wonders whether the schemes are prepared rather to satisfy the Inspector than to serve as the source of tho matter and the method of teaching. A comparison of the schemes and the work-book sometimes shows that tho order in which topics appear in the schemes is not the order in which they have been taught, nor has the whole of the work outlined been covered in tho time allotted. Young teachers should note that the time-table, the schemes of work, and the work-book are definite evidences to the Inspector of their personality and skill, and they should carry out faithfully what they have stated in writing to bo their intention. It has been found necessary in a few instances to remind headmasters of the regulations, which provide that the assistants should co-operate in the preparation of the schemes of work in order that the individuality of the teacher may be evident in them. In the sole-teacher schools and in grouped classes there is often undesirable repetition, year after year, especially in such subjects as history, geography, nature-study, singing, and physical instruction. Schemes of work for sole-charge schools have been recently drawn up by the organizing teachers and supervised by the Senior Inspector. These are available to solo-charge teachers on application to the Education Board. Practically every teacher now keeps a work-book, which is more or loss helpful according to the use made of it and the value placed upon it by tho teacher. Some are the merest outlines of the week's work, while the most elaborate ones contain entries bearing on every lesson to be given during the week. Probably all that is needed is sufficient detail to enable a new teacher to carry on the work of the class or school with a minimum of uncertainty regarding what has been done. If the work-book is not an expanded statement of the scheme of work, and does not show that the aims and methods outlined therein arc being applied, and that tho specified work is being covered, it is not being used properly. The time-tables are nearly always displayed on the wall, and are in general satisfactory in their division of time among the subjects, but it is doubtful whether they are adhered to as rigidly as the custom was. Some of the younger teachers have rather a contemptuous regard for anything that appears to hamper the freedom of either the teacher or the pupils. This is a mistaken view to take, and leads to desultoriness rather than to precision in teaching and learning. So long as the teacher is free to frame his own time-table, and is not required to carry out one made for him, it is not unreasonable to expect him to follow it faithfully, and it is in the best interests of his pupils that ho should do so. Even under the Dalton plan, or other method of auto-education, a time-table prepared by the pupil is not incompatible with the best use of the time available. Efficiency of the Schools. —The schools in this district still maintain a high standard of efficiency. The town, suburban, and larger country schools aro ably controlled and efficiently taught. We dosire to record our appreciation of the enthusiasm and devotion to duty of the great majority of the teachers ; rarely do we meet one who is undoubtedly slacking, even although the conditions under which some are teaching might to some extent condone laxity. There are very few teachers who do not appreciate the responsibility that rests upon them and the importance of their efforts in the direction of educating their pupils. The deficiencies that exist in tho smallest schools are due to inexperience on the part of tho teachers, and to the need for more frequent guidance from the Inspector or the organizing teacher. In a few of our large schools there are still to be found headmasters who make little endeavour to adopt modern ideas, and it is often due to them that teaching on the most modern lines is not done in the primer and junior classes. Wo still find the old method of teaching reading : a miscellaneous reader is used, all tho pupils read the same passage, and the book is frequently reread two or three times. Tho pupils are required to learn to spoil every word in every lesson, as in years long past. Standard I pupils aro taught to work long addition and multiplication sums of the nineteenth century type long before they can deal readily with the numbers from 20 to 100. Formal grammar —the knowledge of noun, verb, &c, —is taught long before the pupils can frame simple sentences.

Appendix C]

E.—2.

Whilst mentioning the duties of head teachers we desire to point out that quite a large number of headmasters of Grade VII schools do not appear to make full use of the abilities of their assistants. The Grade VII assistants are probably the best treated in the profession. As a rule theirs is the smallest and tho most highly selected class in the school. The pupils could and should work largely without aid. The first assistant, therefore, could reasonably be expected to relieve the head teacher of some of his duties, and thus at tho same time give himself a training for the headmastership he looks forward to. He could, inter alia, (a) be made responsible for at least one subject— e.g., arithmetic in the wholo school; (b) conduct the term examination in some subject in all classes, or all subjects in some classes. Unless something like this is done there is danger lost the first assistant become self - centred and unprogrossive. It is an absurdity that the head teacher should be burdened with a mass of detail when he has on his staff a highly qualified man who has himself very probably been a headmaster of no mean ability. Such a reallocation of duties would sot free the headmaster for more valuable work. Many head teachers also seem to be unaware of the interest which parents naturally take in the work of our primary schools. Such interest should be encouraged to the utmost if the co-operation of parents —that is, the public—is to be secured. In connection with every school a " parents' day " might well be established, when parents might see the pupils at work. A great deal of unnecessary friction and misunderstanding would by this means be avoided, the parents would be led to see that their interest and co-operation were va.ued, teachers would becone better acquainted with the parents of their pupils, and benefits would accrue to all concerned. In every school, moreover, head teachers should keep a special file for holding the reports of visiting officers. At prosent it is impossible in practically every school to secure all tho reports without considerable delay, and in many cases some of the reports cannot be secured at all. The file might, well be supplied, by the Board or School Committee, and on it should be clearly stated its use, and the fact that it must be placed, before the Inspector immediately on his arrival at the school. The file should contain the reports for at least tho last three years of—(«) the visiting Inspector, (b) the school medical officer (who might well write a short report after each visit), (c) the physical instructor, (d) the science instructor, and (c) the organizing teacher. We note with pleasure the good training in teaching and class-management that pupil-teachers and probationers aro receiving from the head teachers. Dalton Plan.—The Dalton plan, or auto-education, does not make much progress. Unfortunately, those best qualified to carry it out — i.e., the best assistants in the large schools—lack room and equipment. It cannot be efficiently carried out with only a single text-book in a subject; nor can it be successfully adopted in a crowded room. Hence wo find its most successful application in the country school, where it is possible to equip a library, and whore the parents willingly contribute to outside shelters, seating, &c. Where conditions are favourable and enthusiasm present very fine results are obtained. Several teachers adopted the plan, some because it was a new idea and others because they considered it to be an easy method of teaching ; many failed to make a success of it because they did not possess either the personality or the ability to carry it on. We are strongly of opinion that weak teachers who attempt the system are foredoomed to failure ; only those possessing (1) the confidence of parents and pupils, (2) an original turn of mind, (3) unbounded enthusiasm, and (4) plenty of energy are likely to bo successful. It may be said that in schools where the plan is working well neither parents nor pupils would desire to revert to the ordinary methods. School-grounds and Community Interest.—School Committees, parents, teachers, and pupils in some districts take the keenest interest in their schools, and the building and its surroundings roflcct the greatest credit on those responsible for their appearance. Many of these schools possess good gardens, which are both attractive and useful; they become objects of interest to the people in the district, and are used in conjunction with the teaching of nature-study and agriculture. But whilst recognizing the good work in this direction done in many schools we cannot fail to note the lack of interest taken by some teachers in their school environment. Many of these consider that when they have taught the children within the school their work as teachers Is complote. In such cases the schoolroom is untidily kept, tho interior environment is by no means attractive, while no efforts are put forth to beautify the grounds, or to arouse a community interest in the school and its welfare. Teachers might well reflect on this matter, and note that Inspectors consider it to be an important part of their work as teachers. District High Schools. —During the year the work of the secondary departments of district high schools has steadily improved, and in most cases has now reached a pleasing standard of efficiency. This is due to several causes, among which we may note the greater interest taken by the headmasters in the secondary work, the increased efficiency of the assistants and their employment of more modern methods, the guidance afforded by the pamphlet drawn up by the Senior Inspector, and the establishment of good class libraries, resulting in wider reading on the part of the pupils. English. —We are pleased to note that, owing to the increased facilities for. wide reading, a general improvenemt has taken place in the teaching of English, and especially of English literature. Not only do the pupils read more books, but they show a keener appreciation of good literature ; and we have received some really good answers to questions set to test the pupils' enjoyment as well as their appreciation of the selections read. Some teachers have been very successful in stimulating interest by having the pupils impersonate the various characters in the plays studied —a practice which we heartily commend. The quality of the essays often varies with the taste of the teachers, some of whom appear to be quite satisfied if the essay contains no grammatical errors. In too many cases the compositions of second- and third-year pupils do not show a sufficient advance in matter and style on the work presented by a large number of Standard VI pupils. This defect is probably due to a lack of efficient teaching in the art of writing, and a want of perseverance on the part of the pupils in producing, after repeated effort, work commensurate with the extra years of practice and study.

III

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[Appendix C.

In most schools a good deal of attention has been given to the teaching of grammar ; but too often it is regarded as a separate subject, and taught on old-fashioned lines, instead of being closely correlated with composition. Mathematics. —Arithmetic is not as strong as it should be. Short methods are rarely used. In each test set there has usually been included at least one problem which could be solved very briefly, but in nearly all cases cumbrous methods were used. The trouble seems to be that there is not enough blackboard demonstration. One thing that secondary teachers do not always realize is that methods used in the primary department are equally applicable in the secondary — nay, more, are necessary ; another is that the enthusiasm of the teacher reacts on tho pupil much more forcibly than is generally appreciated. Progress in algebra in particular naturally varies with the knowledge and keenness of the instructor. Most of the assistants now recognize the importance of teaching simple problems as early as possible, so as to show that algebra is, after all, only generalized arithmetic. Some of tho methods in the senior classes are too cumbersome, but throughout the year the importance of shorter methods has been demonstrated by Inspectors. In geometry, as a result of last year's suggestions, the blackboard has been much more freely used, and a very satisfactory improvement has boon noted. As a rule the written work has been very carefully set out. Science. —During the year more of the responsibility for the teaching of science has devolved upon the secondary teachers. Wo have to bear testimony to the very valuable services rendered by the Board's agricultural instructors, but we are of opinion that since the class-teacher has been made responsible greater continuity and better correlation have resulted. The instructors exercise supervision over the teaching, and are always ready to give skilful help and advice in the preparation of schemes, and in the best methods of carrying out theoretical and experimental work. History. —History shows improvement both in the methods and in tho results. In many cases the subject is taught enthusiastically-on broad and interesting lines, and a larger number of pupils are leaving the secondary schools with a satisfactory knowledge of, and a growing interest in, the development of the Dominion and of the Empire. If this improvement continues tho time should not be far distant when pupils can no longer be reproached with ignorance of the causes and effects of the great movements that have made our Empire what it is. French. —In the junior classes this subject is usually taught on a good method, but. the progress is often far too slow. The work of the seniors is usually very satisfactory. Plenty of reading in French is given, but in too many cases tho English versions of a piece of French poetry or prose are bald and unidiomatic. In the teaching of French composition more use should be made of retranslation of pupils' versions into French, and comparing tho result with the original. Subjects of Instruction. — Reading. —This subject continues to improve. An increasing number of teachers are recognizing the value of requiring their pupils to read more continuous readers. It is pleasing to note that some class-teachers now make a regular practice of taking only a small percentage of their pupils for oral reading, while the majority are permitted to read silently from books of their own choosing. It is difficult to persuade some of our less progressive teachers that it is no longer considered necessary for every child, bright as well as dull, to read every passage contained in a miscellaneous reader. Though school and class libraries are increasing in number, the time seems to be far distant when a collection of interesting juvenile literature will be considered a necessary part of the equipment of every school. There are still too many instances where the Journal occupies the greater part of the time spent in reading during each month, and some schools have not applied for or made use of the grant for the supply of continuous readers. Strange as it may appear, the greatest diffidence in attempting individual book-study as against ordinary class reading is shown by some of the headmasters of the largest schools. The advantages of wide reading are so manifested in all other branches of school-work that its adoption is essential. Certain definite lessons in elocution are, of course, necessary, but these can be given regularly, and suitable pieces of prose and verse used for the occasion. General comprehension does not seem to be so well treated, probably because teachers as a rule do not spend sufficient time in training their pupils to grasp and give expression to the general significance of the matter read. Few teachers, moreover, pay attention to the cultivation of a pleasant tone in oral expression ; this is no doubt due to lack of training in voice-production —a matter that needs to be emphasized. The chief faults to bo found in the oral reading are excessive speed, want of clearness of enunciation and pronunciation, and lack of phrasing. A common fault also is tho continual lowering of the voice at every comma, coupled with the placing of the accent on the last word of each sentence —on tho nouns rather than on the adjectives. Though this is found mainly in the smaller schools, there are signs of it in some of the larger ones also. The cause of the weakness is somewhat difficult to discover, but it seems to arise in the first place from faulty teaching in the primer department —the staccato "saying" (not "reading") of the little sentences. The fault is very difficult to eradicate once the pupil reaches Standard 111 or Standard IV. Recitation reaches about the same level as that of previous years, and there is ample scope for improvement in this subject. In some of the country schools better treatment is noted, but in general teachers do not seem to realize the value to the child of memorizing beautiful pieces of literature, both prose and poetry. The same faults are noticeable from year to year —the dreary stop at the end of every line of poetry, the sing-song type of repetition caused mainly by setting the piece to be learned at home with no previous attempt at discussion or dissection, and the assumption by the teacher that so long as the words are known the aim and end are secured. In many cases the; recitation is said intelligently and with obvious understanding of the meaning, but this is not common in the smaller schools. In some of the private schools, where a special instructor is employed, the

Appendix C]

E.—2.

subject reaches a high standard and becomes a source of pleasure to the pupils. The theory that it is advisable and advantageous to allow the children to select their own pieces of poetry does not work out well in actual practice, and for tho following reasons : (a) Pupils are usually incapable of selecting anything worth learning ; (b) the poetry is poorly known and poorly comprehended : (c) the selection usually falls on a piece learned in a lower standard or in a school previously attended. In the largest schools, where there are highly qualified assistants in charge of each class, tho head teacher in collaboration with his staff might well draw up a scheme for recitation, as for geography and history, in such a way that the pupils at the end of their school course might have some knowledge of the principal poets and prose writers of the language and of their chief works. Spelling. —Spelling is a satisfactory subject in our schools, but it is a rare thing to hear spelling taught. Most teachers spend the time of the lesson in dictating words and marking the pupils' efforts. Though no doubt much of this work is necessary, it would be very helpful to the pupils if well-thought-out lessons on the construption and formation of common everyday words were given during at least part of the time now devoted to testing. It frequently happens, moreover, that where spelling is taken from a " spelling-book " the results are unsatisfactory. Probably the best results are obtained where pupils are continually urged to observe; all the commonly used words they come across in one particular book — e.g., the School Journal. The habit should be inculcated of not letting a single word escape attention. Care should be taken in lessons such as history, geography, and science that names of places, persons, institutions, substances, &c, are subjected to constant spelling revision. In short, whatever word is constantly used should be subject to frequent observation for spelling purposes. Writing. —In a large majority of our schools the writing is of good quality. Where it fails to reach a satisfactory standard the cause is to be found in the fact that an insufficient number of formal lessons are given, especially to the junior and middle divisions. Even in different classes in the same school there is often a considerable lack of uniformity about the style of the writing, indicating that the subject is not receiving intelligent treatment at the hands of the head teacher. A good type of writing should be selected for the whole school, and uniformity should be insisted on in tho classes up to and including Standard IV. Individuality might be allowed, but not encouraged, in Standards V and VI, provided that the writing remained good. A number of teachers, moreover, do not take sufficient care to see that every exercise involving writing is executed with equal neatness and grace. Print script has been introduced into quite a number of schools, and has, generally speaking, been a success. In the infant department its adoption has expedited the teaching of reading, writing, and spelling to a most pleasing degree ; while in the higher classes, where adopted either wholly or partially — e.g., in arithmetic and spelling —the general neatness of the work has increased considerably. When used for dictation and spelling exercises there is a distinct falling-off in errors. Whore print script is adopted throughout the school the teacher must take the following precautions : — (a.) He must base his teaching on some definite system. (6.) A uniform type must be insisted on, the letters being as plain as possible and fancy strokes being forbidden. Print script containing a plentiful supply of flourishes is most difficult to road. In this connection some of the younger teachers set.their pupils a very poor standard in the grotesquely printed characters they frequently place on the blackboard, (r;.) The teacher must perfect his own style. (d.) He must teach the method with as constant a care as he would teach any other method of writing. Herein many teachers fail, for they seem to think that print writing requires no teaching. Where print writing is not the style generally adopted in the school all teachers would, from the aesthetic point of view, do well to adopt it in part>~ e.g., throughout written arithmetic, in the headings for most written work, and in all written work necessary in drawing-books. Thus there would be assured a little daily practice in artistic written expression. Composition and Grammar. —Composition, perhaps the most difficult in the curriculum, continues to receive better treatment, and as a rule the exorcises done by the pupils are increasingly creditable. The quality of the essays varies with the amount of reading done ; where silent reading is adopted and a large number of supplementary readers are used the work is most commendable. In many of our best schools the old method of setting a subject to write about has given place to frequent study of extracts from the best writers, followed by original essays patterned upon them. During the past few years a number of helpful books on the teaching of composition have been published, notably Glover's " New English Books," and those teachers who have based their methods on these have met with marked success. Slang is creeping into the essays, particularly in the efforts of those pupils who frequently visit the picture-theatre. " Gee "is quite common, as is also the Americanism "so " not followed by'" that." Our old friends "nice," "got," "lot," &c, still appear, though probably less frequently than of old. Punctuation is somewhat weak, the use of the comma being seldom understood by the children. Grammar still appears to be largely divorced from composition, and it cannot be said that it is well taught. Very little formal grammar is now looked for, but it is certainly reasonable to expect that pupils shall have a thorough knowledge of the functions of the single words, and of phrases and clauses, in the easy sentences which they meet with in their reading or write in their composition exercises. The direct bearing which grammar, as it should be studied, has on the structure of sentences is not duly appreciated by the majority of teachers. Oral composition is specially well taught in the primer department and satisfactorily in the junior divisions, but in Standards 111 to VI it is a weak feature in our schools. Indeed, oral expression is not keeping pace

E.—2.

[Appendix C.

with written expression. The responsibility, the pleasure, and the profit arising from the art of giving correct and vigorous oral expression to one's thoughts is shared too largely by the teacher and too little by the class. No matter how well pupils express themselves with pen, pencil, brush, or otherwise, their education must be considered one-sided and defective if what is in their mind cannot come freely and clearly off their tongue. Those schools are very few where the burden (a burden that can become a great pleasure) of questioning and answering is rather on the pupil than on the teacher. Only where there is a spirit of freedom and confidence will the natural curiosity of the child be called into play to probe the many problems of every subject. Only thus will the pupil leave the school with his intellectual curiosity stimulated, and not dulled, as it often is with tho passing of the years. Arithmetic. —Arithmetic is, on the whole, of satisfactory quality, but in too many schools a want of accuraoy seems to be pronounced. Until teachers become more insistent on the necessity for accuracy, on which arithmetic is based, this fault will not tend to disappear. Intelligent treatment of the smaller numbers, regular drill in addition and multiplication tables, compiled as a result of this intelligent treatment, and continued throughout the classes up to the highest, will do much to minimize the risk of inaccuracy. It is to be feared that the custom that has grown up of recent years among examiners of practically condoning inaccuracy and seeking merit for mere method, unaccompanied by the all-necessary correctness of working, has done much to weaken the efforts of those who previously rightly evaluated tho need for accuracy. Through the columns of the Education Gazette the attention of teachers has been drawn to this topic, and it is likely that an improvement will bo noticeable in the coming year. Whether this inaccuracy is innate in a subject practised by juvenile minds it is difficult to determine, but the fact remains that arithmetic receives nominally 20 per cent, of the school time in all classes from Standard I to Standard VI (actually nearer 25 per cent, in many schools) and yet few classes make a showing commensurate with the time spent. The subject is certainly not a difficult one, and failure to achieve good results is due to one or more of the following causes : — (1.) Insufficient table practice in all classes from Standard Ito Standard VI. In the primer classes concrete methods are used, and rightly so ; but teachers do not seem to realize that when a child has gone through the mental process of learning, by means of beans, sticks, counters, &c, that 9 added to'Jy make 14, he should know that 9 and 5 make 14, and not require to use his counters to obtain the result. Another weakness that is rather common is the absence of quick mechanical oral work in the four elementary rules —and more especially in addition —throughout all classes. This work is apt to be abandoned once Standard II is passed. If sound, quick, arithmetical calculations are to be made, constant practice in sums of steadily increasing difficulty is imperative. Too often we see Standard VI pupils making very simple calculations on paper instead of in their minds. (2.) In some schools in the lower classes quick oral mechanical work is sacrificed to problems. Problem work is good, but the time given to it is largely wasted unless the mechanical work upon which it is based is sound. (3.) Slovenly methods of teaching. There are many teachers who do not possess the mathematical sense of neat and orderly arrangement of the steps and parts of a sum. Their blackboard demonstrations lack continuity and clearness : they do not seem to see anything amiss in a wilderness of meaningless figures in what they call the " working columns," which sometimes extend to scraps of paper, or even the top of tho dcsk —careless, untidy figures and bad writing are tolerated day after day. It is not surprising that pupils taught by these teachers show a low degree of accuracy. Teachers must realize that the setting-out in an intelligent manner of the various steps in the reasoning, coupled with neatness and pride in his work, will do much to train the pupil in habits which will be of inestimable value to him in later years. (4.) Allowing the class to work their sums by any method they can discover for themselves, instead of teaching them one, or occasionally two, sound methods. The teacher, and not the pupil, should be the best judge of the easiest and neatest solution. Such teachers claim that they are cultivating originality in their pupils. (5.) Insufficient practice in easy mechanical operations. It is in these that a great number of the mistakes occur: — e.g., easy multiplication (reducing pounds shillings and pence to pence), simple division (bringing pounds to tons), finding the numbers of days between given dates, &c. A few minutes' daily practice in tables and simple mechanical work would help to eliminate a considerable number of inaccuracies. (6.) Allowing and even encouraging the children to work much too slowly —to got five sums right when they might easily do ten or fifteen. Perhaps this has as much to do with causing inaccuracy as any other factor. Many of the pupils become mentally indolent and unobservant, because they are not required to work to tho limit of their capacity. The brightest children, of course, suffer most in such cases. (7.) Large classes make it difficult to train each pupil to find his errors. (8.) Insufficient quick mental arithmetic in which short methods are not only taught but not encouraged. These are some of the principal weaknesses found in our schools in the teaching of arithmetic. Geography. —This subject is taught with intelligence and skill in the larger schools, but with indifferent success in the smaller ones. The poor results obtained in the latter schools are due in part to the lack of reading by who considers that names of places, rivers, mountains, &c, are all that is be taught. The physical aspects of the subject are still often divorced from the commercial and political, and the teaching becomes most uninteresting to both

Appendix C]

E.—2.

teachers and scholars. Another weakness in these schools is the lack of a suitable scheme ; more often than not pupils pass through the upper standards and complete their Sixth Standard course with little knowledge of much of the world's geography. In many schools a geographical reading-book is used, and the total knowledge acquired by the pupils is obtained therefrom. We would again point out the urgent necessity that exists for teachers to give bright, vigorous oral lessons in this subject, supplemented if necessary by the reading of a suitable book. Map-reading and map-drawing are to a large extent neglected. In connection with physical geography, which is really advanced nature-study, it may be pointed out that few teachers make a regular practice of training their pupils to take weather and similar observations, which form the foundation for tho subsequent intelligent teaching of such subjects as climate, day and night, seasons, &c. History. —History remains at about the same level as that of former years, and can scarcely be called satisfactory. During the past year the attention of: teachers has been specially drawn to the necessity that exists for securing greater efficiency in this subject, and in quite a number of schools a reasonable effort has been made in this direction. Strange to say, the parts best known are those connected with the pre-Plantagenet, Tudor, and Stuart periods ; of the Hanoverian little is generally known. There has been in general a return to the periodic method, with a retention of some of the weaker features of the concentric ; there is too much repetition year after year of some periods, to the exclusion of a progressive course of lessons. One source of: weakness in the teaching of this subject can be traced to the teacher's own scanty knowledge—a knowledge gleaned while at school from one text-book. If tho subject is to be vitalized the instructor must read, widely and be possessed of much more knowledge than he is required to impart to his pupils. Some years ago the teaching of history consisted in the mere memorizing of tabulated facts to be recited for examination purposes. To-day there appears to be a tendency to swing too far in the other direction. Pupils are asked to trace movements and to seek causes and effects without knowing the outstanding events. Memorization to the exclusion of everything else has in many schools given place to no memorization at all, with the result that scholars have but the haziest notions of the subject. It is a debatable point whether or not the smaller schools should not be supplied with a definite scheme in this subject (the courses of work drawn up by the Board's organizing teachers contain such a scheme). Inspectors could then demand a knowledge of the ground, covered, together with evidence that there has been some breadth of treatment. It is quite possible also that we are attempting too much in trying to teach this subject to the younger pupils—those in Standards 111 and IV. History is, after all, essentially a study for more mature minds. Certainly these younger pupils can derive pleasure and a certain amount of profit from the stories of earlier days, but they are not old enough to be burdened with an array of more or less dry facts or to appreciate cause and effect. Let them have presented to them, by word of mouth or per medium of books of historical romance, the lighter and naturally interesting stories of great persons and events (not for purposes of memorizing), but let the study of history be postponed to Standards V and VI ; and the high school should have something further to teach at a time when the pupil is better able to understand it. Meantime the gradual growth of school libraries is having a good effect upon this subject, and probably the enrichment of these libraries with interesting historical stories, biographies, &c, suitable for all standards will do more than anything else to cultivate an understanding and love for the subject. Where such libraries are absent tho foundations of history are inevitably narrow and uninteresting. Teachers will no doubt give the subject more attention, but we would point out that by too exclusive oral instruction they will not succeed in raising the standard in any marked degree : such work must be reinforced and impressed by much silent reading. Drawing and Handwork. —Drawing shows gradual improvement, and a higher standard of artistic expression is achieved. There are still, however, a large number of schools in which the teachers cling to the old conventional outline drawing to the exclusion of mass work in light and shade and colour, while the old fault —lack of proportion—is still much in evidence. Nature drawing is often in the country schools given too much prominence, and is too seldom properly correlated with design drawing. So-called mass drawing often means merely a waste of chalk, in that the pupil first of all produces the shape of the object by means of an outline and then spreads on the chalk to represent the mass, instead of following the more educative plan of producing the shape at the same time as he represents the mass. Handwork is capable of being considerably improved. In the larger schools in particular handwork appears to be a rather neglected subject. When attention is drawn to this teachers shelter themselves behind the excuse that supplies of material are late in coming to hand. Plasticinemodelling, which is meant to be made use of in connection with and as an aid to other lessons, is better taught than paper-work. In connection with geography plasticine is often misused to produce the outline of the representation of a country being studied, rather than to indicate its surface features. Handwork should be chiefly used as a means of illustrating other subjects; unfortunately, however, many teachers accept from their pupils illustrations of a very crude order which increase neither the pupils' accuracy nor their power of artistic expression. Crude illustrations should no more be accepted than crude writing, composition, or arithmetic. Creater attention to this matter would probably lead to greater neatness in all other work. In handwork, as in drawing, teachers appear to be quite unaware of the latent talent of their pupils. Agriculture. —The efficiency of the teaching in agriculture is of a satisfactory standard. The weakness most apparent is the neglect to adapt the work to the prevailing weather conditions. Too often indoor or academic work is not taken when the weather is unfavourable for practical work outside. Long periods elapse when only one aspect—the outdoor aspect—of the work is taken. In some schools, moreover, far too much time is devoted to outdoor work ; operations which one man could perform in an hour or two are often spread over weeks by twenty pupils. This is more

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[Appendix C.

than a waste of time. The pupils' agriculture and science notebooks show in most cases neat writing and careful drawing. Even our best teachers fail to get independent research on the part of their pupils, though there are isolated instances of this being attempted. An innovation which promises good results is the examining of tho science in district high schools' secondary departments by the Board's agriculture instructors, and the passing-on of such to the visiting Inspector before the latter makes his final report in September or October. The fact that these instructors direct the work rather than take it themselves puts them in the position of candid critics. These instructors also file a report on the teaching of agriculture in each primary school visited ; a rather more detailed report would be very valuable, while the setting of a short written test in science to Standards V and VI pupils by the instructor would do much to raise the standard of teaching in this subject. Physical Drill. —The physical instructors have done good work, and by their visits to schools have imbued the teachers with their own enthusiasm. Few teachers, if any, fail to realize the importance of this work ; but classes for refresher courses of instruction would be of much benefit to many country teachers, who naturally in this subject need reanimating. In most schools organized games form a part of the school routine. Commendation is also due to those teachers who after school hours and on Saturdays give their time to the supervision of school activities. Singing. —This is a somewhat disappointing subject. In some schools singing is to the pupils the most pleasant subject of the curriculum, but in a large majority of schools the ability to sing a few songs, often very badly, is considered to be an adequate result of a year's work. Teachers should realize that most children sing, and enjoy the exercise, and there is nothing to prevent pupils from Standard 111 upwards learning simple part-songs. It is still a cause for regret that the singing of songs does not enter more frequently into the daily work as a relaxation and a mental tonic. Native Pupils.—There is a goodly percentage of Native pupils in some of our schools in this district, and we note with pleasure an improvement in their work. It is often difficult to determine, except possibly in composition and grammar, which is tho work of the Native and which that of the white pupil. The cleanliness, too, of the Natives calls for commendation, a result which is due, wo understand, largely to the visits of the district nurses. NEATNESS of Pupils' Work. —In the larger and better-staffed schools the written work is usually methodically arranged and neatly written. In many of the smaller country schools, however, the reverse is often the case. Tt is apparent that a number of teachers fail to appreciate the necessity of training their pupils in habits of neatness and orderliness. In arithmetic particularly, loose and careless setting-out of sums is usually accompanied by gross inaccuracy. The neatness or otherwise of the pupils' work varies directly as the teacher. If ho insists upon a high standard of neatness and carefulness at all times he gets it, just as his less exacting brother gets what he will take. Inspectors are faced with some difficulty in trying to raise the quality of the work in this direction, because those teachers who regard writing and figuring merely as a moans to an end aro hard to convince on the point of neatness. In our opinion this part of school-work supplies one of the most direct means of character-building, and any teacher who neglects it is to sotne extent failing in his fluty to the community and to the State. Health and Temperance.—These subjects are adequately provided for in all the schools. In those that are well staffed a course of work is drawn up and definite lessons are given, while in the smaller schools opportunities are taken by tho teacher during suitable lessons of giving incidental talks on these subjects. The Service.- -In this report we have considered it necessary to criticize adversely the methods adopted by some teachers, and to point out the weaknesses apparent in the teaching of some subjects, and this with the objeot of raising the standard of efficiency in our schools. We acknowledge the good work done, and we recognize fully the sincere conscientiousness and earnestness of one and all to advance the cause of education. TARANAKI. Attendance. —The regularity of attendance for the year has been good. The percentage for the year indicates that the majority of parents are fully alive to the advantages accruing from daily attendance at school. It ought to be mentioned, however, that the Truant Officer for the district has paid frequent visits to schools where there are found pupils whose parents are somewhat apathetic so far as tho educational welfare of their children is concerned. The Teaching Staff. —In this district there are 348 teachers, excluding pupil-teachers and probationers. Of these, 227 are fully certificated. Most of our uncertificated teachers improve their status year by year, and the Board has made a practice of advertising all positions held by teachers who have not made progress during the year. To enable certificated teachers to qualify fully, Saturday classes in science and drawing were held throughout the year, and a most successful summer school was held during January, 1924. So thorough was the treatment at this school that we are led to think that intensive work of this kind is much more valuable than the training received when the course is spread out over a large part of the year. During the year the Women Teachers' Association, in conjunction with the Board's officers, arranged a special series of meetings for instruction in infant-room methods by Miss Baster, of Christchurch Training College, and Miss Edwards, of the Kelburn School, Wellington. In this course was included a number of addresses by the Senior Inspector, the headmaster of the Moturoa Observation School, and the Chief Agricultural Instructor. The whole course proved a fine stimulus to all concerned.

VIII

Appendix C]

8.—2.

We are particularly well pleased to be able to report that the Education Board and the Taranaki Branch of the Educational Institute have arranged a library scheme, whereby the Board undertakes the circulation of the volumes amongst the teachers. The leading educational magazines and papers will also bo available, and there is every prospect that in future tho teachers of the district will be supplied with those publications that deal with the latest phases of educational development. It is hoped that during 1924 the observation school at M'oturoa and tho model country school at Stratford may be profitably used by many teachers. Largely owing to the efforts of our two organizing teachers, surprisingly good work is done in most of our remote schools, and the teachers are mostly enthusiastic, keen, and thoroughly in earnest. Our time in such schools is largely taken up in teaching, and in exemplifying such methods as seem necessary. Pupil-teachers and Probationers.—We have continued the practice of gathering at a centre once a year all pupil-teachers and probationers. These are required to teach before their fellow-trainees, who are then asked to criticize and offer suggestions for the improvement of the lesson. We. have no hesitation in stating that the skill and ability shown in the handling of tho classes, the methods adopted, and the criticisms offered would in many instances do credit to experienced teachers. It is pleasing to record that side by side with the practical training the education of the young teachers has been successfully carried on by the headmasters. The results for the teachers' examinations for 1923 afford ample proof of this statement, for in these examinations the proportion of our young people that qualified for the D certificate was larger than in any previous year. Modern Teaching.—lt is our pleasure to record that modern methods have been adopted by many of our teachers. The methods now used, in our infant-rooms especially, have made for much more rapid progress of pupils, and have already done much to lower the percentage of retardates throughout the whole school. Many of our teachers adopted, either partially or wholly, the Dalton system, with modifications, with results that varied considerably, but gave convincing proof that its adoption by inexperienced teachers cannot be recommended. In all our best schools much greater attention is now paid to the progress of the individual. There are still cases whore large classes hinder teachers from departing much from tho rigid control of the past, but, even with these classes, experiments in freedom have been carried on, usually with much success. In not a few of our schools there is amongst the scholars delightful exchange of opinion, free discussion of the best ways of tackling problems of dealing with passages in reading and verses for recitation, of the facts of geography and history, and of thought-statement in composition. In those cases the teacher is the guide and the director and the final " court of appeal." In some cases, though, we have noticed a tendency to unnecessary discursiveness and to unprofitable use of time by talkative pupils. The Syllabus.-—All teachers, and especially such as are inexperienced, are recommended to read the syllabus frequently and carefully. The appendices therein will be found full of hints that cannot fail to be of very great assistance in any difficulty that may arise. Speech-training.- -We would reiterate our opinion that special attention to speech-training is required in order to preserve the purity of our English speech. Wo are convinced that oral expression and speech-training should be looked upon as tho most important part of the school-work, and every opportunity should be taken to secure natural and correct speech. Almost every subject of the curriculum lends itself to discussion, in which the pupils should be required to express their views freely and fully, and not, as often happens, in short stilted sentences. It is pleasing to record that during the past year, in tho large majority of our schools, a decided improvement was noticeable in oral response and in speech-training generally. We would advise all teachers to read carefully the suggestions issued by the Department in Appendix A of the Syllabus of Instruction. Scheme of Work and Work-books.—There are still many teachers who fail to submit suitable programmes of work, and fail also to secure proper sequence and gradation therein. But in most schools a vast improvement in tho compilation of the keeping of the schemes and work-books has been noticed. With the assistance furnished in the syllabus there can be little excuse for such neglect, and in future much more stress will be laid on the proper presentation of schemes and the attention given to work-books. We find that in far too many instances teachers cause themselves unnecessary drudgery—and. if work-books are not made out in the proper spirit they are verily a drudgery —by needless daily or weekly repetitions. We have advised that in the general schemes there should be shown the general treatment of now ideas in lessons, together with the revisional treatment of lessons in any subject, and then the " treatment " part of the work-book may refer to these general entries as occasion requires. It is in the "treatment" of lessons that we find the work-book notes most defective. Subjects of Instruction. — Reading and Recitation. —These subjects are now being well taught in by far the greater number of our schools. Comprehension of reading-matter has received increased attention —to such an extent that most of the pupils in the upper standards now read not only fluently but intelligently. There is need for closer attention to secure clear articulation and correct enunciation in order that the speech of our children may not be allowed to degenerate. Tho poems selected for recitation are improving in quality. Our literature abounds with gems of poetry : there is, then, no excuse for compelling school-children to memorize any poetry except that which will be " a joy for ever." Writing. —We regret to state that this subject is not receiving the attention that its importance warrants. In point of fact, the writing in even some of our largest schools is far from satisfactory — in the upper standards especially. The neglect of careful supervision of all written exercises, the common practice of introducing small hand in the lower classes, and the infroquoncy of formal lessons, are all contributory to the careless writing so frequently seen on our visits. In too many schools careless penholding and wrong bodily positions mar the beauty of the writing produced. And that is true of both teachers and pupils. Spelling. —A more rational system of teaching spelling is now being employed, and little fault can bo found with the work presented during the year. The improvement is, we believe, largely due to the abandonment of the method of teaching from lists of unrelated words, and the return to the sane method of treating each new word in relation to its context. Teachers generally are adopting

ii—E. 2 [App. C].

8.—2.

[Appendix C.

the practice of constantly noting and revising words commonly misspelt by their pupils —a practice that cannot be too strongly recommended. Grammar. —In almost every school formal grammar has been well taught, and the proficiency results show that the subject was a particularly strong one in Standard VI. On the other hand, the results in composition seem to show that the raison d'etre of grammar is but little understood by many of the pupils, who, in consequence, fail to apply their knowledge in formulating correct sentence forms in their essays. Arithmetic. —During the year the tendency has boon to lay greater stress on accuracy of results. Teachers have seen that the only possible foundation of speedy and accurate arithmetic is the thorough memorizing of tables in the lower classes, and the best memorizing is that which obtains through " learning by doing." More parrot, repetition of tables leads nowhere. In the senior classes there is still too much working of calculations on scraps of paper, only the results being shown in the solution. The practice prevents teachers and Inspectors from finding out just whore, and in what operation, pupils go wrong. We much perfer to see set out in full both tho operations and the results. Both teachers and pupils should regard errors in calculation as very serious. In most schools the settingout of tho arithmetic examples for examination purposes is conspicuously attractive and neat. History and Geography. —There is evidence that the former subject is now being taught more thoroughly than formerly. By means of pictures, dramatization, &c, teachers are endeavouring to make both subjects of real live interest to the pupils. The system adopted by some teachers of giving copious notes in history is condemned as being wasteful of time, and not conducive to searching inquiry on the part of the pupil. In a number of our schools there is evident fresh and froo treatment of all geography topics. These form almost the most interesting lessons of the course. Citizenship. —It may be safely said that in an increasing number of our schools the teachers are keenly interesting themselves in inculcating in the minds of tho children an appreciative attitude towards matters that tend to make them worthy citizens of our Empire. By special lessons in civics, by song and by story, and often by suitable addresses, the children are led to realize more clearly the duties of good citizens. In only a fow schools have we found teachers uninterested or careless in regard to these matters. Drawing. —Attention is drawn to the syllabus instructions on the subject, as we frequently find but little attempt to cover the course laid down. The method of placing an object in front of the children and asking them to draw it does not tend to the advance in this subject that we should like to see. As a general rule the better method, we find, is to ask the children to observe carefully the object sot before them and then allow a free discussion with regard to the main features. In fact, the children should first of all " road the object" before attempting to express on paper what they think they see. Agriculture and Nature-study. —ln the past wo must confess that we have boon somewhat disappointed with the general treatment of this subject, but during 1923 the work has been placed on a more satisfactory footing. Tho lessons are in the main well handled, the pupils being trained to observe, experiment, and draw their own conclusions. As a result the children evince a much keener interest in the world around them, and take a keen pleasure in collecting specimens for examination. But we must point out to teachers the striking need for close supervision and correction of the notes made by the children ; otherwise many misspellings, careless writing, and poor drawings are found to disfigure tho books. The Board's Chief Agricultural Instructor, Mr. Ridling, has visited all the outlying schools, and has succeeded in laying before the teachers a very fine scheme of instruction — one that leads to education through experiment and observation. At the centres for woodwork and cookery, rural science classes for the visiting country children have also been, conducted by the agriculture- instructors, and have proved invaluable as a means of training in such work. Physical Exercises. — In all our larger schools this part of the day's operations is carried out with marked success ; but we must reiterate our statement of previous years and declare that the schools in this district are not visited frequently enough by a physical instructor. Indeed, there aro schools which, so far as wo know, have never yet been so visited. Naturally, then, there are schools in which the attention paid to this training is not so careful as it should be, and the result is loss of physical fitness in the children. Tooth-brush Drill. —Except in a fow schools tooth-brush drill is taken regularly, and after hearing the opinions expressed by teachers, and from our own personal observations, we may say that it is finding greater favour with pupils and parents alike. It has certainly served to form a good habit, and at the same time, as a sanitary practice, it has prevented the children's mouths and throats from becoming, as in the past, a breeding-ground for certain diseases. Our experience of this drill is so entirely satisfactory that we think it should be carried on in every school in the Dominion. Moral Training, &c. —Practically all schemes of work in the district provide for lessons designed to improve the moral tone of the school. The majority of tho teachers realize their full responsibility in the development of a high standard of morality in their pupils, and sufficiently realize, too, that a teacher's efficiency is measured by a finer rule than mere success in examinations. The best schools are those in which there is the best tone. In tho greater number of our schools, but not in all, it is found that the teachers recognize the necessity for a close supervision and inspection of the grounds, buildings, cupboards, &c, with a view to keeping them as tidy as possible, and are apparently keenly alive to the important part that attractive environment and personal appearance play in the education of the child. Temperance Teaching. —lt is our practice to see that in the scheme of work suitable provision is made for tho inculcation of temperance principles, and frequently to tost the children in. their knowlodge of the facts taught. A compulsory question dealing with alcohol is inserted every year in our final S6 tests, and as a rule wo find this question fully and well treated. Organizing Teachers. —The organizing teachers continue to carry out their duties with commendable zeal and enthusiasm, and we are more than ever impressed with the important part they play in the training of our inexperienced teachers, who are ever ready to express their appreciation of the helpful assistance at all times so freely given. So marked is the improvement manifest in this district that two men are now able to oversee all the schools where their help is required. Final. —In conclusion, wo would express our warm appreciation of the unvarying courtesy and ready co-operation of the Education Board and its officers all through tho year.

Appendix C]

E.—2.

WANGANUI. Inspection.—With few unavoidable exceptions, all schools of Grade 1 and upwards wore visited twice during tho year. The first visit was devoted to general inspection : schemes and time-tables were discussed and recommendations made; the teacher was seen at work; and, where necessary, the Inspector took lessons. During the second visit part of the time was devoted to testing the pupils in such objects as the Inspector deemed it advisable. Towards the end of the year tho Proficiency Examination was taken at the second visit in remote schools. Pupils of Grade 0 schools, where practicable, attended for inspection at tho nearest convenient school of a higher grade. Organization, etc, —As in previous years, we found the general organization, distribution of staff, and arrangement of work quite satisfactory, except in some few cases, where alterations had to be recommended, A very pleasing feature of the organization was tho extension of the class-library movement. The advantage of having a full supply of reading-matter of diverse character is becoming more widely recognized by teachers, and there are now few sohools where most classes are not supplied with a fairly wide range of suitable books. An increasing number of teachers now apply to their pupils one or other of the mental tests in general use. The results obtained are of material advantage in the classification of the pupils within their respective standards. In most of the large schools tho classes are divided for instruction into two or throe fairly homogeneous groups, resulting in a better distribution of tho teacher's time on tho one hand, and on tho other a more rapid promotion of the brighter pupils. In this way a certain degree of vertical classification is achieved ; but both headmasters and assistants appear so far to be somewhat unwilling to utilize that system to tho full by having the brighter children of two or more standards taught togothor. We hope to sco some extension on these lines during tho coming year. Those teachers who took up auto-education on the Dalton plan or a similar system still continue to use such methods, though experience has in some cases induced them to modify their original schemes. Good results still continue to be obtained from, these methods. Our observation of the working of tho Dalton plan has led ns to the following general conclusions : — (1.) The plan should be restricted to those pupils who show an I.Q. of at least 100 when tested by one of the recognized mental tests. (2.) A plentiful supply of literature on all subjects as well as other material must be provided. (3.) The mental and academic equipment of the teachor must be of a high order. (1.) The teacher must bo willing to undertake more work in tho oversight and correction of written exercises than is usual when ordinary methods are employed. (5.) The plan is not well adapted, in general, for pupils below Standard IV. Intelligence Tests.—We give below tho results of the application of the Northumberland group tests to tho S3, S4, and S5 pupils of a Grade 4 school. In order to obtain some estimate of the value and reliability of the tests, we have calculated the correlation between Ihe position in class of the pupils as determined by the tost and that as determined by examination (using Spearman's formula). For S3 R = -57, and it may therefore bo assumed that this tests fire reliable, tho coefficient of correlation being satisfactory. For S4 it will be found that R = -58, and hero also it may he assumed that tho tests have proved to be reliable. In 85 R = -41, so that tho correlation here is not at all good.

Standard HI. Standard IV. Stand lard V. Position in Class Exam. Chronological Age. Mental Age. I.Q. I'osl- , .,, ( lirono- ,,- , , turn m , . , Mcnta! ,„ i logical . ( ass P Age. oi Aire. Exam. | h I I.Q. ,. Chrono(1011 111 ill ,„ logical Class P Exam. A S ( '* Mental Age. I.Q. 1 2 3 4 5 6 7 8 9 1.0 11 12 13 14 15 Yrs. Mos. 9 6 11 9 10 1 .1.0 2 11 5 10 3 11 4 10 0 12 5 11 5 .10 9 11 11 13 0 12 5 12 0 Yrs. Mo,j. 11 2 11 9 13 6 12 5 13 7 10 0 12 1 10 9 10 10 10 9 10 7 10 9 .11 1 10 7 9 6 117 100 134 .118 127 97 102 102 87 94 98 97 91 85 79 Yrs. Mos. Yrs. Mos. 1 II 0 15 6 2 111 12 10 3 10 6 12 9 4 14 5 13 0 5 14 1 13 5 (i .12 I 12 2 7 12 8 12 6 8 II 8 12 6 9 12 3 12 10 10 12 3 12 9 11 15 4 10 10 12 II 4 10 6 13 11 8 11 10 14 12 9 | 10 8 15 12 5 14 2 16 13 0 II 6 17 11 9 12 0 18 13 2 11 2 1.9 13 7 8 9 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Yrs. Mos. 15 6 12 10 12 9 13 0 13 5 12 2 12 6 12 6 12 10 12 9 10 10 10 6 11 10 10 8 14 2 11 6 12 0 11 2 8 9 141. 115 121 90 95 100 98 107 104 104 69 93 101 89 114 89 102 85 64 141 115 121 90 95 100 98 107 104 104 69 93 101 89 114 89 102 85 64 .1. 2 3 4 5 6 7 8 9 Yrs. Mos. 12 0 12 9 13 3 13 2 15 5 11 11 12 II 12 6 13 7 13 8 13 8 12 5 Yrs. Mos. 15 8 15 2 13 3 13 0 13 8 14 6 13 5 12 9 13 9 12 8 10 10 12 5 130 120 100 99 101 122 104 102 101 92 79 100 10 11 12

E.—2.

[Appendix C.

It will bo noticed that in each class there are pupils of high intelligence who aro lower in the examination order than tiny should bo according to their ability. These were marked "Careless" or " Lazy." Wo venture, the opinion that the apparent carelessness or laziness may be due to the fact that they master tho work more quickly than their classmates, find find time hanging heavy on their hands. Such pupils should either bo in a higher class or should bo doing extra work. Pupils shown by tho mental tests to be of high intelligence should bo given the chance of more rapid promotion than their less gifted classmates. Some very interesting results have been disclosed by the application of the same tests (Northumberland) to the pupils of 82, S3, S4, S5, in a Grade 5 school. Tin; results are summarized in the tables given below, which show details of the differences in the order of the pupils when arranged [a) in order of intelligence quotients, (b) in class order as determined by the head teacher's examination.

Standard II.

It would appear that the experience due to extra age (at any rate, in this standard) helps the pupil to do well at an examination. This advantage should tend to become loss in the successive higher standards, while the influence of intelligence should become greater. The Spearman co-efficiont of correlation between the two orders in this standard is -53, while the probable error is -06. From these figures it would appear that there is quite a good correlation.

Standard III.

Age and experience again affect the examination order. Correlation between the two orders is not so good here, the coefficient being 45 and probable error -05.

Standard IV.

Age and experience are still affecting examination position. Coefficient of correlation, -56 ; probable error, -05.

Standard V.

XII

Higher in Cli ,ss than I.Q. Lower in Class than I.Q. Difference in Position. Equal in Class and by I.Q. Total. Over 10 Years Old. ,„ , , Under 10 Years iotal. 0kL 0-5 6 - 10 11 and over 1. 5 8 II 3 6 12 5 7 7 3 5 6

Higher in Class than I.Q. Lower in Class than I.Q. . t, ... Equal in Class ; Difference in Position. . „ r ,, and by I.y. Over 11 Years m . , Under 11 Years 0 Old. Lotal - Old. : " 0 - 5 .. 2 5 3 6 2 6-10 .. .. .. 7 5 I 13 4 11 and over .. • .. 18 14 26 14 1

Higher in Class than I.Q. Lower in Class than I.Q. . ... Equal in Class ; Difference .111 Position. _„j i_. r t n . and by I.Q. Q ver 12 Years t + 1 Under 12 Years Total. 0 , d Total. 01d 0-5.. .. 2 10 7 8 6 -10 .. • • 5 2 5 4 11 and over .. .. 16 13 22 16

Higher in CI; ,ss than I.Q. Lower in CI ,83 than I,Q. Difference in Position. Equal in Class and by I.Q. Total. Over 13 Years Old. Total. Under 13 Years Old. 0-5 6-10 11 and over 1 4 6 II. 3 3 12 12 3 28 5 I 12

Appendix C]

E.—2.

The influence of intelligence begins to bo felt, but ago and experience are still strong in determining examination order. Coefficient of correlation, -42 ; probable error, -05. The School Medical Officer was asked to examine those pupils whose class position varied greatly from their position in the I.Q. order. Her report is interesting reading, and is given below : — " I have examined, as you specially requested me, the children whose I.Q. and whose position in class varied more than they should do. There were 48 examined whose differences were more than 10. Of these, .12 are suffering from marked malnutrition, 19 have physical deformities, 23 have decayed second teeth, 16 have enlarged thyroids, 12 have enlarged tonsils, 6 have defective hearing, 5 whoso mental condition is much below the average, 14 have enlarged glands, 2 have defective speech, 1 cleft palate, 1 very severe heart trouble. Of the remaining 35 children, whoso differences varied from 5 to .10, tho following are the defects : 11 are suffering from malnutrition, 6 have physical deformities, 10 have dental caries, 2 have enlarged tonsils, 8 have enlarged glands, 10 have enlarged thyroids, 2 have heart trouble. " I hope you will find those results interesting. To my mind, the first group shows such marked physical defects that it is ridiculous for us to expect any accurate or concentrated school-work until these defects have been satisfactorily attended to. It seems to me that the medical-record card of the child should bo at hand for every teacher to be informed of the child's physical condition ; and, although tho percentage which we now get attended to is satisfactory, it should be possible to compel ignorant parents to have necessary remedial defects treated. Those results of yours I consider prove conclusively that teachers have a lot of unnecessary hard work in trying to teach children whoso physical condition is such that they are not fit to appreciate the efforts of their teachers." Comparison of Northumberland, and Terman Tests. —The standard pupils of the Queen's Park Model School were given both these tests, and it was found that there was a very close correlation between the two orders. The coefficient of correlation was -71 ; probable error, -1. Subjects of Instruction. —Sound work has been found in most of the subjects of instruction, and, in general, we are quite satisfied with the progress of the pupils. Wo are not satisfied, however, that the teachers have due regard in their lessons to some definite aim. The aims of the instruction are stated in the schemes, but the individual lessons too often appear to form no part of a welldesigned course. The attention of teachers has been directed to this phase of their work, and we hope for improvement in this respect during the coming year. Reading. —lncreased attention to the comprehension appears to have been given, and we regard this as a very hopeful sign. In the coming year it is proposed to attach a greater proportion of marks to " comprehension " in the Proficiency Examination. Recitation. —We are pleased to be able to report distinct improvement in this subject. Teachers are beginning to realize the importance of well-thought-out lists of subjects, and there is also general improvement in the treatment, especially where teachers use the " whole-poem " method rather than the line-by-line method of learning by rote. Composition. —Both in the tests given by us and in the examples soon in the exorcise-books we found very pleasing work, and our remarks of last year appear to have borne fruit, though there are still some teachers who confine their instruction in composition merely to setting subjects and correcting errors. Wo would like to see some closer relation between the essay work and the study of literature, especially in the upper standards. The work in formal grammar, also, should be more closely correlated with the essay work. Wo note that in some cases there is too much reliance on " skeleton " essays. This practice should be entirely discontinued. Spelling. —We found this subject good throughout, though there are still teachers who waste their own time and that of their pupils in the teaching of words unsuited to the stage of the pupils' progress. In many schools there is a pleasing extension of vocabulary work. Writing. —Generally satisfactory. The setting-out of work in exercise-books would bear improvement in some cases, but is generally good. A review of the exercise-books shows that in some schools most or all of the formal writing " iessons " are confined to transcription. While this kind of work certainly has its value, teachers should know that (even where copybooks are in use) the blackboard lesson is the only means of really teaching writing. Script writing has been adopted in the infant classes of most schools and in the lower standards of a few. Arithmetic. —Formal work taken from text-books is generally well done, but we note an almost universal neglect of practical work. This matter has been dealt with fully in a special " leaflet," and no teacher should now be able to plead want of material or ignorance of method in the matter of " practical " arithmetic. The following comments appear somewhat frequently in our reports to teachers : Failure to apply mental methods in written exercises ; neglect of mental arithmetic ; neglect of drill work. The last applies chiefly to the lower classes, where the teachers continue to use " concrete " methods long after the pupil should have mastered the combinations of numbers under consideration and after memorization of results should be expected. History and Civics.-— Again we have to report that this subject is disappointing. We attribute this to two main causes : (1) Failure to keep one definite aim in view ; (2) a poor knowledge of tho subject on the part of the teacher. Geography. —The work presented was in advance of that seen in history. The following comments, appearing frequently in our reports, indicate the general linos of improvement considered necessary : Failure to make full use of natural surroundings and to cultivate and encourage observation ; neglect of practical work ; failure to make full use of human interest and of pictures and newspapers ; failure to correlate with history and with nature-study ; separation of physical, commercial, and social geography ; failure to make use of the biography of exploration. Drawing. —This subject, on the whole, was good.

XIII

E.—2.

[Appendix C.

Nature-study. —We were much displeased with the work in this subject throughout. We note, tho following as the chief faults in this work : Inadequate preparation of lessons and material on the part of tho teacher; too much reliance on material brought by pupils; indeflniteness of aim and method; haphazard development of the scheme; observation, experiment, and investigation not sufficiently encouraged ; overlapping of the work of several classes, and consequent lack of interest; work not in touch with environment; tendency to rely on books and merely to supply information. Stops will be taken during the coming year to ensure improvement along the lines implied in these comments. Elementary Agriculture. —The work in this subject is fair on the whole. Environmental work has been a special feature of the outdoor activities of the schools, and this may have reacted to sonic degree on the more truly educational instruction. Indoor experimental work has in general been regularly carried out, but there aro indications that tho teacher does not lead the pupils to observe sufficiently the events that occur during the progress of an experiment. He is too often satisfied if the pupil can sum up tho predetermined or expected result of sin experiment in a sentence or two (often quite incorrect). Notebooks have not always met with our approval. These sometimes contain quite trivial and irrelevant entries, and too often the notes have manifestly boon dictated by the teacher. A good class record of every experiment (whether indoor or outdoor) should be kept, and after discussion of this tho pupils should make their own notes independently. Singing. —Very fair work on the whole. Improvement should be on the lines of better instruction in sight reading and part-singing, a better selection of songs, and some attempt at voice-training. Needlework. —The work of the district as a whole is satisfactory. Handwork. —Wo are of opinion that teachers as a whole do not take handwork at its proper value as a method of teaching, though wo wore pleased to note during the year evidence that this lack of appreciation is now beginning to disappear. These remarks apply to classes below S5. The woodwork of the boys in S5 and S6 in the larger schools calls for favourable comment. At every centre we were well satisfied with the work, which is now fairly well correlated with the general instruction in other subjects-. We were not so well satisfied with tho domestic science seen at the several centres, and shall take an early opportunity of indicating to the instructresses lines of improvement, The cookery was, however, generally satisfactory. The teaching of homo science for girls in tho smaller schools presents considerable difficulties, but some of tho teachers are making commendable efforts to carry out a suitable course. Physical Instruction. —Our own observations and the reports of the Instructor show that quite good work is being done in this subject. Organized games are well arranged at most schools, and both boys and girls are being taught to " play the game." Teachers are learning to appreciate the value of games as moral training. Health and Temperance. —These subjects receive due attention in all schools, the former often being taken as part of nature-study or of elementary science. In most schools we have received very good essays on temperance subjects from the senior pupils. District High Schools.- -The number of district high schools in operation is now six, the secondary classes at Patea having been re-established. During the year great difficulties were again encountered in staffing the schools. In two cases the work has been carried on in adverse circumstances. At Ohakune tho classes wore housed in the woodwork-room, which had to be vacated one whole day a week. At Marton the accommodation has been wholly inadequate. The usual programmes of work have been in operation, including a general course for first-year students as well as the courses necessary for those seniors who wished to sit for Intermediate, Public Service Entrance, or Matriculation examinations. The results of the instruction have, on the whole, been satisfactory. We again wish to state our opinion that if the teachers at these schools were graded as secondary teachers staffing difficulties would largely tend to disappear. Model School. —Four student teachers from country schools attended the model school at Queen's Park during the first half of the year. In the middle of the year a change of teachers was made, owing to the promotion of the previous teacher to a higher position. Good work has been done at this school since its establishment, both with tho pupils and the teachers attending for training. The teachers are trained in the use of modern methods, and are given a good i introduction to individual work, Dalton plan, application of intelligence tests, and the like, as well as instruction in the best methods of organizing and conducting a small school. These methods are beginning to be effective in the country schools under the charge of the trained students. During the latter part of the year, owing to the inability to obtain, suitable relieving teachers, no students were admitted to the model school. Special Class for Retardates. —This class has been carried on during the year on the linos indicated in our last report. The assistant in charge, who was new to the work when appointed, has done quite creditable work, but we feci that such classes as this will not be on a sound basis until there is a sufficient supply of teachers properly trained for the work. Organizing Teachers.-—We arc pleased to be able to repeat our commendatory remarks of last year on the work of the organizing teachers. The advice and assistance given by them to unskilled and untrained teachers have been of the highest value. Circumstances affecting the Work of the Schools. —Some individuals and societies (whose names need not bo given here) have learned to exploit the schools for various purposes. Often there appears to be some educational value in their activities, but on close examination this apparent educational value is seen to be very slight —indeed, often quite negligible. On the other hand, tho distraction of the pupils from their school-work is great. We feel that teachers have boon too prone to put themselves into the hands of these people, and that tho work of the pupils has suffered accordingly.

XIV

Appendix C.l

E.—2.

Wo fear that if the number of days or half-days on which school-work has been suspended in some schools wore listed the* list would be formidable enough to cause serious misgivings. Wo are strongly of opinion that schools can take reasonable part in the social life of the community without unduly trenching on the time which should be spent in their legitimate work. General Efficiency of the Schools.—From a scrutiny of the year's reports we estimate the general efficiency of the schools of Grade J and upwards as follows : — Public Schools. Private Schools. Good to excellent .. .. .. .. 66 3 Satisfactory . . .. . . .. .. .. 122 21 Lower than satisfactory .. .. .. .. .. 6 4 194 28 In addition to the above public schools there were eleven schools of Grade 0 doing work which may be classified as fair to good. Destination of S6 Pupils.—The very satisfactory interest in the secondary education of their children taken by parents in this district is shown by the fact that of schools having S6 pupils no less than 72 per cent, sent on children to the secondary schools, while from. 60 per cent, of them more children continued work in advance of the primary course than left to take up occupations. Tho following figures, summarized from returns furnished by head teachers, give the destinations of the S6 pupils for the 1922-23 period : (I.) Number of 1922 S6 pupils who undertook some form of secondary education during 1923: College or secondary school, 287; district high school, 155; technical school or technical college, 272 ; S7 in own or other primary school, 45 ; repeated S6 work in own school, 178. (2.) Occupations of 1922 S6 pupils and others who left after the 1922 Proficiency Examination or during 1923 : Postal service, 22 ; Railway service, 6 ; factory-work, 40 ; farm-work, 169; domestic service, 63; domestic duties at home, 186; sawmill-work, 13; carpenter, 5 ; dressmaker, 5 ; milliner, 3 ; clerk, 14 ; shop-assistant, 55 ; plumber, 4 ; engineering, 12 ; sundry, 15 ; unknown, 16. HAWKE'S BAY. Tho number of public schools open in the district at, tho 31st December was 193, and the roll number 16,063. If we were asked to classify tho schools reported on during the year according to tho general efficiency we should do so as follows : Excellent, 16 ; very good, 30 ; good, 57 ; very fair, 67 ; fair, 19 ; weak, 1. While we do not wish to detract from the value of arithmetic, we think that teachers are somewhat prone, especially in connection with the Proficiency Examination, to regard arithmetic as the all-important subject. We therefore consider it advisable to stress the need for more, careful attention to English composition. Most frequently tho only evidence before the public of the child's standard of education is his English, and the teacher's success is judged on this subject alone. Proficiency in composition is held to be the surest sign of a high degree of mental intelligence, and a child who cannot at the end of his primary course express himself in correct English cannot have been properly taught. Occupations of Pupils who left School at the End of 1923.- -Returns giving information as to the destination of pupils who left school at the end of the year produce the following :— ii i on Did not m , , Passed bo. .... lota . pass So. Secondary schools .. .. . . .. 641 24 665 Farming .. .. .. .. ..62 93 155 Domestic duty . . .. ..... .. 161 106 267 Trades .. .. .. ' .. 38 18 56 Commerce .. . . . . .. 29 17 46 Clerical work .. .. .. .. ..16 1 17 Postal and Railway . . .. .. .. 9 2 11 Hospital assistant .. . . .. .. 1 0 1 Unskilled .. .. .. .. ..21 21 42 978 282 1,260 Comparison with a similar return for 1921 shows that while unskilled or blind-alley occupations continue to claim tho same percentage (3 per cent,) tho number proceeding to secondary schools has increased by 83 per cent. This is probably to be discounted by the fact that the returns for 1921 were far from complete ; nevertheless, a substantial improvement is manifest. Educational Investigation.—At the end of the year wo tested the power of reading of a large infant division of two hundred pupils. Ballard's tost was used for the purpose, our object being to test both the pupil's ability and also the efficacy of the method in use. The results, which have been forwarded to the Department, were very gratifying indeed, the norms being generally higher than those given by Ballard for children tested at Homo. An interesting return was also obtained from a large school showing the kind of reading-lesson most appreciated by the pupils. The lessons in each part of the School Journal were considered, and votes or marks awarded by the children according to a scale assigned. An investigation of this kind made over tho whole district would no doubt prove very useful to the Department.

E.—2.

[Appendix C.

Petardation. —The causes which have boon shown to underlie retardation in another district no doubt hold good generally. The frequent changes in school and consequent loss .of time do explain most cases, as is seen in considering applications for junior free places from pupils over the age of fifteen. Remoteness is also a common factor. We note, however, that in some of the largest schools there is a tendency Io hold back the children in tho preparatory classes longer than we consider necessary. In one school, for example, half tho number in tho highest preparatory class had already been two years at school, and should have been promoted to SI. In another case we noted that thirteen pupils classified in PI had been over a year in school, and, indeed, tho whole class showed insufficient progress for the time since admission. The organization in such circumstances cannot be considered satisfactory, and we have, informed tho head teachers concerned that more rapid promotion is required. The retention of pupils for a whole year in a I*4 class cannot bo justified. Wo think, however, that, especially in the case of the large city schools, children who are entering for the first time should be admitted only at tho beginning of each term. Special Class for Retardates. —To meet the needs of exceptional pupils, a special class was established during the year. In its establishment wo were fortunate in having the co-operation of the Schools .Medical Officer, Dr. Clark, who is specially interested in what are termed ungraded children. The results have fully justified the establishment of the class and, we understand, gave satisfaction to the Department expert who visited it towards tho end of the year. Hospital Special Class. —During the year a special class was also established, in the interests of child inmates, at the Napier Hospital. This class, which comprises all standards (P - S6) is fulfilling a long-felt want, and is much appreciated by the children and by their parents. Organizing Teachers. Two organizing teachers are engaged in tho district, each having a dozen small schools under his supervision. There is no doubt as to tho value of the assistance given- those little schools with very few exceptions are doing remarkably good work, and especially in the northern end the visits of the organizing teacher are eagerly sought by tho parents. We have been assured that none of the recent provisions of tho Department has given more satisfaction to parents in the backblocks than that by which the teachers in charge of their little schools are regularly visited by a capable and experienced adviser. District High Schools. —There are now five district high schools in operation in this district, and we consider that they are all doing satisfactory work and meeting a real want. The programme prescribed by the rural course is adopted by all pupils in the first two years, and I hereafter the ordinary matriculation course is followed. Agricultural science, comprising general physics and chemistry, agriculture, dairy science, and, for girls, home science, is studied in tho first and second years, and natural science, physics and chemistry, agriculture and dairy science, with home science for girls, are taken up to the matriculation standard in the third and fourth years. In three of the district high schools the science subjects are in the hands of the special instructor in agriculture, and wo consider that this has contributed very largely to the success which has been achieved. Nor can we see at present any advantage to be gained by dispensing with the special instructors. We have found it very difficult, if not indeed impossible, to get as teachers in district high schools those who are qualified in every subject of the curriculum, including science, and adequate provision should be made for the training of teachers in this important branch. The establishment of the Isabella Siteman Scholarship, of the value of £8(1 per annum, offered every two years, and tenable for four years to pupils from secondary schools in Hawke's Bay Education District who take a prescribed course, in science at tho l'Diversity of Otago, should prove a great stimulus to science in our schools. Subjects of Instruction. —In the following paragraphs our impressions of the quality of the instruction in the various subjects in the curriculum aro set forth : — Reading. —Thanks to tho expansion of the school library, there is a great deal more reading in the district than formerly, and the subject accordingly shows commendable improvement. The elocutionary aspect, however, still requires special attention, and the comprehension would be further enhanced were the pupils encouraged to debate the topics suggested to thorn by tho reading-lesson. Recitation still gives us little satisfaction. In some of tho larger schools the passages were not known as they should bo, while style in delivery was almost entirely wanting. In only one or two schools could the recitation be said to be excellent. The best results have been obtained where pupils have offered their own selection, and we commend this practice to all concerned. Spelling. —The written work of the pupils shows that the small error has not yet been eliminated in the upper classes, and that while there is more actual teaching of spoiling, careful supervision of the pupils' own work must not bo overlooked; nor do we think that the adoption of a spelling-book will relieve the teachers from dealing with the mistakes that the pupil actually makes. "If commonly used words are properly mastered and spelling attitude and ideal aro right, the small specialized vocational vocabulary most of us need may be left to itself." Writing. —The formal writing throughout the district is generally of a very high quality, so much so that there seems to bo no reason why those who can write and can teach writing should make use of an ordinary copybook. It is important, however, to see that the neatness which characterizes the formal work should be maintained to some degree, at any rate, in the general written work. Every written lesson then would be more or less a writing-lesson. Composition. —Wo have made some reference to this in connection with the Proficiency Examination, but we would again stress the extreme importance of the subject. Wo consider that pupils who have boon eight years at school should have, a better command of language than they frequently have, and that they should bo able to express themselves correctly and freely. We have advised teachers to announce tho subjects of composition beforehand to idlow tho children to collect information upon tho topic chosen and make a rough draft and then present tho finished copy. Wo

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8.—2.

consider that wore this plan adopted in the upper classes of the school not only would, it tend to improve the quality' of the work, but it would open up to the child the way of collecting facts and then marshalling them in order of importance, and thus composition could bo made a subject in which the pupil could be trained to find out much for himself. We may add that class discussion, with blackboard correction of typical errors, is more educative and economical than toilsome repetition of individual markings. Wo would again emphasize the need for special attention being paid to the writing of ordinary business and social letters. If pupils are taught from tho middle divisions upwards to write hitters, there should bo no excuse in the higher classes for the lack of proper form and punctuation and in correct spelling, or for obscurity of expression, while the cultural influence of the school life should be sufficient to secure politeness in addressing either friends or strangers. Arithmetic. —In regard to arithmetic, wo think that tho suggestion made at the recent conference —viz., that concrete teaching should be dispensed with as soon as possible—is a correct one. When an adequate foundation of the concrete relations has been laid, they should be laid aside and abstract symbols considered. As a matter of fact, much of the teacher's endeavour is to save pupils from too much concreteness. Accuracy in the fundamentals is not achieved until tho necessity for thought in reckoning has been reduced to a minimum ; it is when we stop to think that mistakes are made in addition or other process work. Thus drill for habit-formation must be given ; and, while this is recognized usually as being the prerogative of the infant department, it should, be continued throughout the school. Of tho general arithmetic work in the standards we consider that in 85 to be the least satisfactory, for in this class seldom do the children show more than a fair degree of proficiency. This is probably due to the fact that the pupil has now to face exorcises which are quite dissimilar from those he has met in tho previous standard. Much may be done here with practical work, handwork being used as a method of teaching. We frequently meet children who think that they have "no head " for arithmetic—a fixed idea which is aggravated by the parents' view that none of the family could ever do arithmetic. In such cases the teacher must establish confidence within the child, and ho can do this best by giving him exercises that are well within his compass. It has been said that many a pupil loses his arithmetic morale because of what he fancies to be a hard problem, when the real trouble is that he cannot use ♦ correctly 7 times 8, or is unable to keep a column of figures in line. He wastes half his mental energy in thinking of what should be purely mechanical. Arithmetic is popularly chosen as a subject for homo-work, and is frequently tho occasion of much waste of time. No problem should be given a child for home exorcise that he does not understand and cannot do without the aid of his parents. Lastly, wo may emphasize in the case of arithmetic the need for careful setting out, which, indeed, is just as important as method, inasmuch as it leads to accuracy. Geography, History. —Of the other subjects of the course we consider that very satisfactory work is done in geography, and that history has received intelligent treatment at the hands of tho teachers. Wo welcome the proposal adopted by the Council of Education to modernize the syllabus in history for secondary schools, and trust that a similar course may be arranged for primary schools. Drawing. —ln drawing, some excellent work is done. Our only comment is that we are inclined to think that perhaps we have made too extensive demands in expecting that every child shall present work in every branch. It might bo well to leave to the child or the teacher the branch of drawing which he desires to offer. Many of the schools still present drawing-books in the infant classes, in spite of the fact that the walls are specially prepared for drawing. We consider that in the early stage the book hampers the freedom of the child and probably retards his skill. Where blackboards are available there is no need for a book. Some of the best work that we have seen has been done on the walls of the class-room. Science. —We are very pleased to record our appreciation of the progress that has boon made in science. This is due to the energy and ability of the Supervisor of Agriculture, to the increase in skill acquired by the teachers through attending refresher courses in science, and to the adoption of a definite programme suited to the district. Even in the smaller country schools we found that science had been well taught. The pupils' notes contain merely three entries : (1) What we did; (2) what we saw ; (3) what we think : showing that training in scientific method has begun. The services of an additional instructor are undoubtedly necessary in the district. Singing. —The programme of singing in the syllabus which has been so favourably commented upon is not carried out to any reasonable degree, apparently because teachers do not know how to set about it. The candidates who come to us for examination in practical music do not show an amount of knowledge commensurate with tho time they have spent over the subject from tho beginning of their school course, and the newly trained teachers do not appear to have acquired much facility in teaching it. We consider that they should go through tho course laid down in the syllabus, so that they are thoroughly familiar with not only the requirements for each standard and for grouped classes, but also the method of teaching it. The value of singing as a cultural subject is being appreciated more highly every year, and it is to be regretted that we aro not making bettor provision for it. Manual-training Instruction. —In the manual-training subjects we appreciate very much the work done by the special instructors in tho subjects under the Manual and Technical Regulations. Our inspection of the classes and the reports received show us that the subjects are efficiently taught, while their practical utility, especially of cookery, is much appreciated. Pupil-teachers.—We consider that the head teachers and their staffs give, on the whole, very satisfactory instruction to the pupil-teachers and probationers attached to their schools. Reports on the progress of all trainees aro submitted quarterly, and at the same time notes of criticism lessons given are furnished. From an examination of these we are able to trace the gradual improvement in teaching skill, and the trainees themselves are accustomed before entering training college to face

iii—E. 2rA PP . c].

XVII

8.—2.

[Appendix C.

what they regard as the ordeal of a criticism lesson. Of the pupil-teachers in the district who completed their course only six failod to qualify for admission to training college at the end of the year. Discipline, etc. —We hear very few complaints as to the severity of tho discipline in our schools, and we feel that in the treatment of children our teachers generally adopt the rational view, so that school nowadays is not the house of correction and restraint that it was in bygone days when suppression was characteristic of the schoolroom autocrat. In not a few instances during the present year has it been necessary, through the inevitable absence of the teacher, for tho pupils to conduct their own school, and where the school tone is right this can. be done without difficulty. On the other hand, while we wish to emphasize the desirability of the heartiest co-operation, friendliness, arid comradeship between teacher and pupil, we cannot regard lack of orderliness or of courtesy, even though offered in the name of freedom, as being satisfactory discipline. True discipline can be oxercisod only by a teacher who has the personality which appeals to his pupils, and the man who allows his pupils to run out of the school like a flock of sheep, or to remain seated when a visitor or stranger enters the room, under the impression that he must not interfere with the freedom of his charges, has probably the inferior value as a disciplinarian in their estimation which he has in ours. Correspondence Classes and Country Children. —Tho number of applications that have come before us during the year for enrolment in the correspondence classes established by the Department shows that this provision is very much appreciated by the parents in the outlying districts. The opportunities we have had of seeing the work of some of the pupils has shown us that good results are being obtained. We have paid visits to all tho small schools in the district, and have every reason to be satisfied with tho progress that has been made. It has been a very great pleasure to us to give what assistance we can, and tho parents have shown their appreciation in a very marked degree. Wo may say that our country schools have reached a very pleasing degree of efficiency. Three Junior National Scholarships wore gained by these schools at tho end of the year. Wo desire to express our appreciation of the assistance afforded us during the year by the Education Board and its officers. We are provided with excellent accommodation, have received every assistance in carrying out our duties both in the office and the field, and have to thank the • members of the staff for their courtesy and kindness during the year. WELLINGTON. Including twelve side schools, 273 schools were inspected during the year. In 1922 the number of schools in operation was 275, the decrease this year being due to the closing of Grade 0 schools situated chiefly in the Marlborough Sounds, where the system of instruction by correspondence has been substituted. The following table shows tho destination of pupils who left school before and after passing S6 : — After. Before. Secondary education .. .. .. .. .. 1,303 35 Home duties .. .. .. .. .. .. 209 101 Clerical .. .. .. .. .. .. 80 5 Trades .. .. .. .. .. ..228 65 Farming .. .. .. .. .. .. 80 51 Unskilled occupations .. . . .. .. .. 75 4-0 Unknown .. .. . . .. .. .. 95 46 Efficiency.—A summary of inspection reports shows 44-7 per cent, of the schools varying from good to very good, 42-5 per cent, satisfactory, 8 per cent, fair, and 4-8 per cent, inferior. As usual, most of the schools whose condition is below satisfactory are in Grado 0. Remotely situated as they are, and with the low attendances attached to them, the staffing of these schools is a perennial source of difficulty. We are of opinion that, so far as the Sounds are concerned, the nearest approach to a solution of the problem would be a combination, of instruction by correspondence, find itinerant teachers, each taking a group of, say, ten or a dozen schools. District High Schools. —Nine of these schools, with a total roll of 387, aro in operation, their curricula embracing Matriculation, Public Service Entrance, Senior Scholarship, and Intermediate courses. Candidates arc also prepared for Teachers' D Certificate, and for Accountancy Entrance. In seven of the schools elementary agriculture or dairy science is a compulsory subject. The following results of the 1923 examinations indicate a very satisfactory condition of efficiency : Matriculation (full and partial), 15; Public Service Entrance, 36; Senior Scholarship, 1 ; Intermediate, 13 ; D Certificate (Groups), 2. A secondary class has also been formed, at Pongaroa, the Department having sanctioned the appointment of an extra assistant to enable this to be done. Though tho class at present is small, we hope that the effort to bring the elements of secondary education to one of our most remote districts will meet with bettor support later on. Syllabus.— English Subjects. —For reading the efficiency mark is rarely less than satisfactory, and in the majority of cases it is good. The satisfactory pronunciation and enunciation of the pupils during oral reading are not, however, always apparent in their ordinary spoken language. Freedom and fullness of expression continue to be commendable characteristics of the composition, but weakness in punctuation is still too common a fault. Spelling and writing, judged both by set tests and incidentally, are good. Recitation, on the other hand, is the English subject with which wo are

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least able to express satisfaction. No subject has suffered more from tho exploded idea of " faculty training " than has recitation, and we still find teachers who look upon the poetry lesson as an instrument for developing the memory instead of as a means of cultivating in the children an appreciation of, and love for, literature in its true sense. History. —We cannot say that history is well, taught. Apart from tho programme laid down in tho syllabus, the subject in itself calls for special knowledge and real experience on the part of tho teacher, who, too often, is indifferently equipped in either respect. So far as our primary schools are concerned wo believe that in. this, as in other subjects, far better results would be obtained were the requirements made loss ambitious and kept more within the real comprehension of our primary children. Arithmetic. —In regard to arithmetic, a subject under some public discussion at present, we see no reason to alter the opinion that has again and again been expressed in our reports. As an example we quote from our report of 1912: "We here again express our opinion that the excessive demands made in arithmetic by the ordinary school examinations not only seriously retard the pupil's progress in other and more important subjects, but absolutely render impossible a rational treatment of the subject itself. In its ' Suggestions to Teachers ' tho English Board of Eduoation lays special emphasis on the danger to the effective teaching of arithmetic arising from undue attention to abstract and difficult examples. The result of facing the child with problems of undue difficulty and complexity has been that our teachers arc driven to sacrifice instruction in principles to the more working of examples as types. By constant repetition and mechanical drill the pupil is familiarized with these types with the very words in which they are expressed (the ' cue ' words, as they have been apcly called), till by wearisome practice he becomes habituated to the processes required for their solution. When examination tests conform to these familiar types the pupil passes ; but when the tests deal with unfamiliar matters, or are expressed in unfamiliar phraseology—that is, when the ' cue ' words are missing—the pupil fails. The problem in arithmetic makes a threefold demand on the child : (1) Comprehension of the language in which tho problem is set out, (2) comprehension of what is required to be done in order to solve the problem, (3) knowledge of the mechanical operations in arithmetic necessary to get the answer. The first, as Professor Suzzalo points out, is a question of language, the second a question of reasoning-power. Our contention is that the bulk of problem work in arithmetic not only deals with facts and circumstances that do not lie within the experience of the average child of twelve or thirteen years of ago, but as a rule it is beyond the natural scope of his reasoning-powers and comprehension of language, and that, instead of these being cultivated with the object of enabling the child to cope with such work in a rational manner, and to derive real educational benefit therefrom, valuable school time is being wasted in the acquisition of what at best is a merely factitious facility in getting answers. Opinions, of course, differ, but facts speak for themselves. No subject, receives so much attention in our primary system as arithmetic —at least 20 per cent, of the child's school life is devoted to it —and we cannot pretend that the results are in any way commensurate with this expenditure of time and teaching-energy. The practical business man is not satisfied with the working knowledge of figures possessed by the boy who enters his office, nor is tho secondary teacher satisfied with the arithmetic of tho pupil who takes up his secondary course." Infant Instruction. —In no branch of education has there been greater development during recent years than in infant instruction and management, and the infant-mistresses in our large schools deserve special commendation for the whole-hearted and admirable way in which they have adopted the new methods and ideas. In spite of large classes the principles of individual instruction and auto-education are being successfully applied, and both infant-mistresses and their assistants have shown unremitting industry in the making and preparation of the large quantities of apparatus and material necessary for modern infant-work. On the other hand, in sole-teacher schools neglect of proper infant instruction has not infrequently come under our notice. Registration, School Records, etc. —Registration we find almost invariably correct and up to date. Schemes of work and work-books are satisfactory. We have, however, been in some instances under the necessity of drawing attention to the regulations requiring " that schemes be prepared not later than the second week of the school year," and " that the head teacher show a genera] outline of his plan for supervising and guiding the work of the school," also "that the workbook should contain sufficient detail to show that the teacher has given adequate preparation to each day's work." A circular is being issued from the office dealing with this matter. Manual Training.—The Supervisor of Manual Training, Mr. E. Howe, reports very favourably on the progress made in his department of education. During the year 113 classes were held in woodwork and 107 in domestic science, with some 4,400 pupils on the rolls. With a keen and enthusiastic staff of instructors a high standard of work has been maintained in all the classes. As Mr. Howe points out, it is in the handwork lesson that tho pupil is not only told things but does things, where he learns by doing, and not merely by being told. We sincerely hope the time is not far off when tho benefits and advantages of manual training will be more fully recognized in our educational system. Physical Instruction. —The Senior Instructor reports the condition of the schools as ranging from satisfactory to good, but points out the necessity for refresher courses in view of the frequent changes not only in the staffs of the schools but also in the staff of instructors. Corrective classes have been established in some sixteen of tho city and suburban schools. Good work has been done, but here again changes in the school staffs have in some instances adversely affected the results. We have in previous reports emphasized the benefits and success of these corrective classes, which for years have boon a conspicuous feature of Miss Blackburne's work. She has shown exceptional ability in their management, and we would strongly recommend that she be given more scope and a freer hand for their development.

XIX

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[Appendix C.

Elementary Science and Nature-study.—During the year the two Agricultural Inspectors paid 714 visits to 170 schools. The Senior Inspector reports that while definite experimental work had, for various reasons, fallen behind in the schools along tho Manawatu lino, over a hundred sohools in Wairarapa and Marlborough carried out experimental work leading to more advanced treatment for the coming year. The cultivating of trees for school-grounds and for distribution among settlers in the district is a special feature of fourteen schools, and this branch of the work will be developed still more in the future. As to the reproach that little is done in our primary schools in the interests of agricultural pursuits, we would point out that in regard to the treatment of elementary science and naturo-study (which include elementary agriculture) the directions of the syllabus are that " the method of instruction is intended to give children the beginnings of scientific method rather than to teach a special science " —" to train children in tho careful observation of surrounding objects and phenomena in nature." In this respect full justice is being done in the primary schools to the interests of agriculture. Tho special treatment of the subject is tho function of a moro advanced stage of instruction. We have again to express our appreciation of the hearty and loyal spirit with which the teachers of the district have worked during the year, and of their earnest endeavour to assist us in the discharge of Our duties. NELSON. Inspection.—With the exception of one or two household schools, all the schools in the district received the usual two visits of inspection during the year. Efficiency of the Schools. —Wo aro pleased to report a very gratifying improvement in the general efficiency of the schools as a whole. This is due very largely to the hotter class of teacher now seeking employment in this district, and to the earnest desire shown by most of the older teachers to bring themselves up to date in regard to the aims and methods of teaching. There is, moreover, throughout the district a spirit of work that augurs well for the future. Our reports show that of our own schools 30 per cent, are now good to very good ; 39 per cent, are satisfactory ; 31 per cent. tiro not yet satisfactory. As showing how the status of tho teachers of this district has risen during tho past two and a half years, we may mention that at tho end of 1.921 there were no less than seventy-six uncertificated teachers employed in our graded schools. To-day there are only thirtyfive, many of whom require to pass in only a few subjects to finish their certificates. With a view to assisting and encouraging the teachers to adopt improved methods of work, we continue, to assemble and address them in the various centres on tho occasion of our regular visits. This, in conjunction with the demonstration work which is regularly done by us during our inspection visits, is having a most gratifying result on tho quality of the work of most of our schools. There is still, however, on the part of many teachers a groat lack of tho study of works on modern educational movements. Indeed, many do not trouble to make themselves conversant even with the " Syllabus of Instruction," and with the valuable suggestions as to the aims and methods of treatment contained in tho appendices thereto. It appears that some of our junior teachers and training-college students have completed their course of training without having made a systematic study of the syllabus (some aro quite ignorant of its contents) ; hence their early efforts at teaching a class or a small school are very disappointing. No teacher can bo successful who has not a full knowledge of the scope of the work required in the various classes, as well as a clear conception of the aim and general method of presenting each subject. Such neglect is inexcusable, as is also the failure to keep abreast of the times, not only in method but in knowledge of the subjects taught. Too few of our teachers are students : too many regard the securing of a teacher's certificate as tho happy termination of their studies. In many cases it would be beneficial if the teachers studied again some, standard text-book on general methods. Schemes and Work-books. —For the purpose of counteracting this tendency on the part of our young teachers to cease to improve their efficiency we are demanding that greater attention be given by them to the drawing-up of schemes of work, and to the preparation of the work-book. In each case models been prepared by us and sent out to the teachers. In the case of young teachers, permission has been given to adopt the Inspectors' scheme for tho first year, but the work-book must show that the teacher's knowledge of the subjects taught and of the methods to be adopted are being refreshed and enlarged by recent study. We have frequently found, too, that tho regulations contained in the first thirteen pages of the syllabus have not boon carried out. Records have not been systematically kept, and returns have boon incomplete. The methodical perusal and filing of official circulars, Gazettes, and educational periodicals is necessary to the efficient carrying-out of school duties, and their absence often hampers the work of the Inspector. Experimental Work. —Wo regret that in a district such as this, where the great majority of schools are small, and are, therefore, held for the most part by young and inexperienced teachers, there is little opportunity for experimental work. In tho best of our town schools the headmaster experimented for a term with the Dalton plan, and although at first he was most enthusiastic about its success, his enthusiasm steadily diminished as time went on. He found that while the underlying principles of this method were sound and were valuable in overcoming the undoubted weaknesses of much of our class teaching, the system failed to give general inspiration to the pupils to work earnestly : that while it was well suited to the brighter pupils and to those who possessed sufficient moral force, it failed in the case of others who need to be impelled to work by the driving-power of the teacher. He found that much better results could bo obtained by taking a middle course—by grafting on to the old system the principal advantages of the new. Tho plan was also tried in one

8.—2.

Appendix C]

or two of the smaller country schools, with varying success. In one it proved a hopeless failure, in another it was carried out with at least satisfactory results. The whole matter, however, resolves itself into a question of the personality of the teacher. A poor teacher will wreck even the best of methods ; the good one may do good work with inferior methods. The team system has been tried, and is working with pleasing results in several of our larger schools. Little further has been done since last year with regard to intelligence-testing. The researches already made seem to show a remarkable agreement between the results obtained by this and by our present methods of classification. Agricultural Instruction. —We are pleased to report a decided improvement in this branch of tho work. Tho weakness in the past has been a lack of knowledge of the subject on the part of the teachers, and a consequent lack of interest in the teaching of it. A definite syllabus of work, find a text-book (Green's Rural Science) covering that syllabus, has been suggested by the instructor, who on his regular visits, in addition to assisting in the practical gardening, tests the work covered, and reports to tho Board on the progress being made. A very gratifying improvement has in this way also been made in the environment of many of tho schools. Tho weakness of tho instruction is the lack of a definite aim in the teaching of this subject. The school-garden may produce excellent flowers and vegetables and yet entirely fail to achieve the object for which gardening is included in tho syllabus. In addition to arousing an interest in nature, every effort should be made to show how the principles which govern the operations carried out in the cultivation of the farm aro exactly similar to those carried out on a smaller scale in the garden. The subject is a most interesting one, and lends itself admirably to the cultivation of the child's reasoning-powers. Physical Instruction. —Although the visits of the Instructors aro not so frequent as they were previously, and many of the backbiocks schools are now seldom visited, still this branch of the work is receiving very satisfactory attention, and tho standard of work is being worthily maintained. Organizing Teachers. —These teachers continue to do most valuable work in assisting not only the raw uncertificated teacher, but also many of tho ex-training-college students in getting a grip of sole-charge work. The experience of most of the ox-trainees, especially of the B students, is very limited indeed, and when placed in charge of a small country school they almost invariably fail, for the first year or so, to make a success of the work. It is in such cases that organizing teachers are most valuable. When visiting tho schools under charge of these officers the Inspectors are accompanied by the organizer himself, to whom they aro able to point out weaknesses on the spot and at the same time demonstrate improved methods of dealing with the various subjects. All the officers here are keen men, and by this means a marked improvement is being effected in the schools under their charge. Model School. —This school was situated some three miles and a half from Nelson, and as a model school was such a dismal failure that we. had to recommend the Department to disestablish it. Tho securing of an able and experienced teacher proved the greatest difficulty ; but in any case we very much doubt whether the value of the work done in such schools is in any way comparable with that of tho organizing teacher, who notes from time to time where the teacher under his charge is succeeding or failing, and is thus able to give at once the direction needed. Ex-trainkes. —While on the subject of.the training of teachers it would not bo out of place to suggest again a closer co-ordination of the work of tho Inspectors with that of the Principals of the training colleges. Until this is done we feel that it will be impossible to secure in our young teachers the maximum of efficiency. At present the Principals of the training colleges have no means of knowing how the training given in tho colleges is resulting when translated into actual practice. Only the Inspectors in the field are able to see this. A conference between the Senior Inspectors and the Principals of the college, where matters affecting tho welfare of tho schools could bo freely discussed, would, we are sure, make for good. In the meantime, reports by the Inspectors on the work of tho ex-trainees might, for the first two years after their leaving college, be sent to the Principals, in order that they might see wherein, in tho opinion of the Inspectors, their trainees were succeeding or failing. Teachers' Classes.—During last year classes for junior and uncertificated teachers were hold both in Nolson and in Westport. Tho subjects taught were those set out in tho Regulations for Teachers' Classes of Instruction ; but, although conducted by highly qualified instructors, tho results., as judged from the successes in the Teachers' D Examination, especially in drawing, were not at all satisfactory. Many young teachers, however, were thus enabled to secure the necessary practical science certificates. No provision was made by which the backbiocks teacher could obtain his certificate for practical work, and to overcome this difficulty it is proposed to hold this year an intensive course of instruction during the first-term holidays. District High Schools. —Of the three schools doing secondary work, two, Motueka and Reefton, continue to flourish, and their success is reflected in the yearly increase of pupils taking higher work. The third one, Takaka District High School, is still languishing. We feel, however, that there is great need of a secondary school in this secluded valley, and can soo no reason why this school should not bo relatively as successful as the others. With the appointment of a now assistant wo aro hoping for better things. Quality of the Work in the various Subjects.— English. — Reading: With the adoption of newer methods of work much more rapid progress is being made in the teaching of this subject in the primer classes. This is having the effect of reducing considerably the time spent by the pupils in the infant-school. Tho early introduction of easy supplementary readers has also proved of great advantage in getting children to love reading for its own sake. From S3 upwards no miscellaneous reader (other than the Journal) is demanded, but, with a view to awakening early a love of literature, an abundant supply of well-selected interesting continuous readers is in use in most of tho schools. The establishment of libraries has boon encouraged in every school. Many of these are being stocked

XXI

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[Appendix C.

with supplementary readers of various sorts suitable for children from the P classes upwards, with geographical, historical, and scientific readers, and abridged and full editions of the works of the various standard authors. The movement has caught on most effectively, as is shown by the fact that the subsidy for libraries in this district last year amounted to no less than £300. The effect not only on the reading and spelling, but on the extension of the general knowledge of the pupils, has been most gratifying, and has encouraged us to extend this work as much as possible during the coming year. The reading-lesson, however, is still too seldom correlated with the teaching of composition. A study of good models, first treated as a reading-lesson and then examined as to tho arrangement and stylo, cannot be started too early. Even in the lower classes much can be done by drawing the attention of tho pupils to tho arrangement of the sentences into paragraphs, and to the use of the more common marks of punctuation. Moreover, there is no reason why the passages set for preparation in dictation should not be models of good English instead of " trashy " pieces whose only recommendation is that they contain a few hard words. Again, plenty of good standard pieces of prose should be committed to memory for recitation. All these methods have been recommended for the improvement of the most important subject on the curriculum —viz., composition. Composition. —We are pleased to note the great improvement which has been effected in this subject in many of our schools. Instead of the haphazard method of treatment, composition is now being definitely taught, from the lowest standard upwards. There is, however, still need for much more oral and written expression in the treatment of all the subjects. As a method of revision in geography, history, nature-study, &c, long and continuous oral expression should always precede a few paragraphs written carefully and in good style on tho lesson taught. This is tho surest means of securing impression. The cultivation of the habit of wider reading will unconsciously produce in children a good style, but for a deliberate method of treating this subject we would refer the teachers to Glover's New English Books (George Philip and Son). Writing and Spelling, which were both weak subjects throughout the district, are now receiving due attention, and the improvement is being reflected in the setting-out of work. Geography.--The teaching of geography still leaves much to bo desired. Too many teachers still think that a knowledge of place-names is a knowledge of geography. They fail to recognize the great change in outlook which has transformed geography from a purely informational subject to one of great intellectual value. While it is still necessary to study tho. build of a country anil to be able to name the chief physical and political features, tho influence of the former features and of tho climate on the character of the people and the nature of their industries should be treated in a rational way. A study of some of the more modern books on regional geography would materially assist tho teachers in approaching this subject in a more intelligent manner. History, too, although showing a definite advance, is still the worst-taught subject in the school curriculum. As one writer truly says, " The reasons for this are manifold. In tho first place, many teachers do not clearly understand what history is, and have uncertain and wavering ideas as to why they teach it." Chronology is confused with history, which is really the recorded development of human society. The unit of study, therefore, is the community and not the individual. The study of the individuals should be used to show how they affected or were affected by the society of the time. From this point of view the study of the life of William the Conqueror, of Stephen Langton, of Shakespeare, of Nelson, of Napoleon, bears a different aspect. Their lives all mark groat turningpoints in their country's history. An appeal is made not only to the patriotism but to the intelligence of the pupils. Tho history of the French Revolution provides an intelligent explanation of the present Russian Revolution, and its ultimate result. The fate of Napoleon has its counterpart in that of the Kaiser. Treated in this way history becomes a living thing ; but to treat it thus requires wider study on tho part of the teacher. Drawing. —The full syllabus in drawing is attempted in very few of our schools, and with few exceptions the teaching of this subject is not yet satisfactory. Even tho work set out for a proficiency certificate falls much below what it should be, and our attempts to raise the standard by sotting tests in this examination have as yet met with only partial success. Arithmetic, although improving, is not a strong subject. The weakness lies chiefly in the poor preparation in mechanical work which has previously been done in the lower parts of the school. The teachers are now working strenuously to remedy this evil, and a steady improvement is confidently anticipated. The improvement in the setting-out of the work is also noticeable in most schools. We desire to express our appreciation of the excellent manner in which the teachers have responded to our suggestions for the improvement of their schools, to the Board, the Secretary, and the staff for the unfailing support which they have always given us in our efforts to raise tho educational standard of the Nelson District. CANTERBURY. Inspection.—The inspection of schools was carried out on lines very similar to those of previous years. On our first visit we observed the teachers at work, criticized methods, made suggestions, and, where time allowed, took charge of part or the whole of the school. Our second visit was devoted to a large extent to gauging, by oral or written tests, the standard of efficiency reached, teachers at the same time being given opportunities of demonstrating their methods. In connection with the Proficiency Examination we adopted the synchronous method of testing history, geography, drawing, and science, and were very pleased with the results. The preliminary marking of the papers was carried out by the teachers in a most conscientious manner. It was gratifying to find that with very few exceptions their standard was quite satisfactory. This form of tost relieved both Inspectors and pupils of considerable strain on examination-day.

XXII

Appendix C]

E.—2.

District High Schools. —During the year Greymouth District High School was disestablished, being superseded by a Technical High School. Tho existing schools are all doing satisfactory work, and quite half of them compare very favourably with secondary schools more strongly staffed and better equipped. School Furniture. —Notwithstanding the many reports by medical officers and Inspectors on the subject of furniture and apparatus, little is being done to atone for the neglect of the past. Modern apparatus and furniture are just as important as hygienic rooms. Surely the time has arrived when desks and forms which have served half a century should be replaced by types which conform to presont-day requirements. Schemes of Work and Work-books.—ln regard to these records, teachers aro familiar with our views ; for by oral discussion, confidential reports, and general circular we have endeavoured to make plain what wo believe necessary. It is now exceptional to find a school in which tho yearly scheme is not at least formally complete. Some very good schemes have been submitted. In the preparation of these the teachers have brought to bear on tho syllabus tho result of their own reading, of their experience, and of their study of tho child-mind. A number of schemes, however, have to be recast before they can receive unqualified approval, as they contain exploded conceptions of the aims and. methods of certain subjects of instruction. Tt is, after all, to the training college that we look to implant in young teachers a just appreciation of the aim in teaching the different subjects and a clear idea of approved modern methods. In regard to the daily or weekly work-book there is considerable improvement. As a general rule it may safely be assorted that if the work-book is of little value to the teacher it cannot be of much value to the headmaster or to tho Inspector. Judged by such a test there are still some work-books that are not satisfactory. Subjects of Instruction. — English. —Though there is much to commend in the teaching of this group, we would stress the importance of always keeping in view a very high standard. The results obtained in some of our best schools, both large and small, convince us that in a considerable number of schools teachers and pupils are capable of better things. In a previous report we pointed out how improved results would follow from the wise co-ordination of reading, spelling, composition, and grammar. Unfortunately, old methods die hard. As fluent delivery rather than thought-getting appears to be the accepted desideratum, in reading comprehension is still diffidently attacked, the children's vocabulary still remains limited, common words met with in reading are misspelt in dictation and composition, and the latter subject itself lacks the flexibility and vigour of expression which comes from the careful study of good literary passages and the memorizing of useful words, phrases, and other turns of speech. Grammar, too, is frequently taught as an isolated subject. Recitation as handled in very many cases is open to grave criticism. Both this subject and spelling call for skilful treatment, but the testing of these subjects seems to suggest that the scholars have too often been permitted to create their own standard. Arithmetic. —The fundamental desideratum in this subject— i.e., accuracy in making calculations — is receiving the earnest attention of teachers, and we fully anticipate that their efforts will produce the desired results. There is no doubt that some teachers have in the past had a too ambitious conception of the aim of teaching arithmetic in the primary schools, which led to some dissipation of energy upon the solving of the many unpractical problems and exercises still retained in the textbooks. Concentration on the comparatively simple demands of the 1919 syllabus will produce bettor and more enduring results at a less cost of time and effort. Moreover, in the reaction against a dogmatic treatment of the subject, and in a praiseworthy desire to make full use of concrete methods in building up a knowledge of arithmetical facts, teachers must not, at tho proper stage, disdain to call in the aid of the child's memory. We have had to point out in a good many cases that the addition tabic must bo as thoroughly memorized as the multiplication table. In the higher standards teachers sometimes err in following rigidly the rotation of exercises presented in the text-book, which generally exhausts one so-called rule before proceeding to the next, a plan that brings in much of the difficult work at too early a stage in the year. Excepting the old complaint about crowding the calculations of tho " working column " into too small a space, there is not much fault to find with the setting-out of the pupils' arithmetical exercises. Geography. —The modern conception of geography, which regards physical phenomena and the physical features of the earth as interesting chiefly in their relation to man and his activities, is receiving fairly general recognition, and in many of the schools the pupils have acquired, a good knowledge of geographical facts by a more or less scientific method. The commercial aspects of geography have generally received due attention. More can be got, however, out of map-reading and tho study of continental regions rather than political divisions. It may be doubted, whether the explanation of the seasons by reference to the revolution of the earth round the sun and the inclination of the earth's axis should be included in the primary-school course. Its effect is generally to puzzle children, who, on tho other hand, can readily see the connection between the varying position of the sun and the seasonal changes. History. —By some teachers this subject is carefully and successfully taught, but by many the treatment is not illuminating, and often lessons are stodgy, uninteresting, and wearisome to a degree. In many instances the indifferent results obtained are due to — (a) Want of appreciation of the subject by the teacher; (b) an overloaded programme, with much unnecessary detail ; (c) the slavish adherence to a text-book often beyond the intelligence of the children ; (d) the inability of a teacher to " tell a tale "in a bright, graphic, and dramatic style. " History is the, story of grown men and of the society in which they lived," and that this story has to be told to children of tender years makes it imperative that the teacher should present the facts in as vivid and attractive a style as possible, We cannot too strongly emphasize that with young pupils the appeal to the child's

XXIII

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[Appendix C.

imagination is of primary importance; hence simple and attractive narrative must form the substance of the instruction. In this connection it is pleasing to note that in some schools oral history is successfully introduced as early as SI and S2. Schemes of simple historical stories are arranged dealing with famous men and women and stirring deeds, and thus tho early interest of the child is aroused and the ground is prepared for more serious and solid work in later years. With regard to the history schemes presented during the year, we are pleased to record that in many cases praiseworthy efforts have been put forth to associate history with geography and other subjects of the curriculum. Being essentially human subjects dealing with man and the life of man, history and geography are interdependent, and neither can be studied without reference to the other. Writing. —The attainment in this subject still shows a fairly wide range. In very many of our schools carefully written and methodically arranged exorcises give abundant evidence! that the subject has received careful and systematic treatment. Some teachers, however, set a very low standard, or aro inclined to neglect the work as far as instruction or proper Supervision is concerned. Far too.many instances of irregularities in size, form, spacing, weight, and stylo aro in evidence. Accuracy in letter-formation and strict attention to detail, as well as facility and rapidity of movement, should at all times be insisted upon. Where a system is not taught by the medium of a copybook, it is often found that head teachers fail to set a uniform style for the school. If all teachers would disallow everything in the nature of scribble and always insist upon a free-running style in which all letters are correctly formed, the slur so often cast by business people upon the writing of our schools would soon disappear. Drawing. ■— This subject is satisfactorily taught in most schools, and in some very creditably. In others there is no decided elaboration of tho scheme of work and too little attention to the aims and methods professed. A want of the correct knowledge of the underlying principles of drawing is often responsible for a badly graded selection of objects for freehand work. Instances aro still to be found whore instrumental drawing is taught uncorrected with the other subjects of instruction, whilst in many schemes there does not appear a really progressive course in design and colour. Much of the work in drawing is still too laboured. Pupils should be taught to express their ideas by means of pencil or brush with the same facility and rapidity as they are taught to use their pen in writing. Singing. —This subject continues to be fairly well treated by a majority of teachers, at least so far as the actual songs are concerned ; but there is still much room for more systematic and thorough treatment. In view of its importance in the scheme of general culture, it is worthy of at least the same consideration as that given to other subjects. Where the treatment is perfunctory the pupils lose invaluable training. Much of the instruction as laid down in the syllabus receives, unfortunately, too little consideration. This applies more especially to that portion dealing with musical notation. If pupils are to receive permanent benefit they must acquire the ability to read music, and to sing from notes rather than by ear only. In some small country schools where the teacher is unable to teach singing, and no provision has been made to meet the requirements, the want of its brightening and stimulating influence on the school-work generally is felt to bo a distinct loss. Physical Instruction. —This very important branch of school training receives due recognition at the hands of teachers, aided by an occasional visit from the earnest staff of physical instructors, tho members of which are the same as last year. It is unfortunate that the largo number of schools to bo visited and the long distances to be covered make such heavy demands on the time at the disposal of the latter that it is found to be quite impossible to devote adequate time to each school. Under the conditions it is considered that something in the way of a refresher course for teachers might with advantage bo attempted at the various centres. Practically all our teachers make ample provision for carrying out an approved course of exercises, but it is felt that a refresher course would prevent staleness and add zest and enthusiasm. A more intimate knowledge on the part of teachers of the exercises, with the corresponding physiological effects of each, could not but prove highly beneficial to them and their pupils. In reference to organized games and other outdoor recreation, it is found that most teachers adopt a correct attitude, but there are still some who appear to regard these as outside their school duties. The attention of the latter is directed to the regulation on page 25 of the syllabus, dealing with physical training. General.— Heavy rains and floods, and later an outbreak of influenza, seriously interfered for a time with the attendance of many schools. It is satisfactory to be able to report, however, that, except in a comparatively few cases, the general efficiency of the teaching has been well maintained. Although there are some teachers who are unprogressive and some schools that are not quite efficient, a substantial majority of the teachers carry out their work with zeal, show commendable enthusiasm, and render valuable service to the State. During the year there have been many changes in the staffing of the sohools, and wo regret tho loss to tho service of men and women who have been long identified with the cause of education. They have the satisfaction of knowing, however, that they have done their duty and been largely instrumental in building up a system which, in spite of much criticism, bears favourable comparison with that of other lands. Those who have taken their places have made a good impression, find we believer that the outlook to-day for the whole district is healthy and promising. From the members of the Board we have received faithful support, and tho usual excellent relations have prevailed. Wo regret the retirement of the Board's Secretary, Mr. Lane, who during all his long term of service was exceedingly helpful to the Inspectors. His unfailing courtesy, honesty of purpose, and faithful discharge of duty have been much appreciated. To this staff for all their kindnesses and for help rendered in connection with our professional duties we tender our sincere thanks.

XXIV

Appendix C]

E.—2.

OTAGO. At tho end of December 258 schools wore in operation in the district. The average weekly roll for the December quarter was 22,229, and the average attendance was 20,759. Arrangements were made to examine the children of Grade 0 schools, of which the majority received a visit. All schools of Grade 1 and upwards wore, visited, and all but a few received two or more visits during the year. Twenty-throe private, registered schools were also visited and reported on during the year. Efficiency.—An analysis of the reports on the public schools gives the following results with regard to general efficiency : Excellent or very good, 10 per cent. ; good, 45 per cent. ; very fair, 33 per cent. ; fair, 9 per cent. ; weak, 3 per cent. Several events during the year have adversely affected the work of the schools. Tho bad weather and floods in April caused the closing, for a short time, of several schools in Dunedin and suburbs, and some schools on the Taieri Plain were more seriously affected by floods. An influenza epidemic and stormy weather interfered with the attendance during the. June quarter, and owing to a very severe winter some of the country schools were closed for periods ranging from a fow weeks to two months. Changes in the staffing lowered the efficiency mark of a number of schools. Of the twenty-four schools in the " fair " group there were changes in the staffing of twelve. Of the eight schools in the " weak "or " unsatisfactory " group, only two had the same teacher all the year. Several of the schools in this last group were in the " very fair " or " good " group in the previous year, and tho change of condition in these cases was due in great measure to changes in the staffing. Organization.—ln general our schools were found to be suitably organized. The organization of a few schools of Grade 3 was, however, adversely criticized on tho ground that the headmasters allotted an undue share of tho work to the assistants. In order to secure a more equitable distribution of responsibility, to utilize more fully tho available accommodation, and to permit of freer promotion of individual pupils from class to class, the wisdom of the adoption of a system of parallel classification has been stressed in some of the larger schools. Those headmasters who show a disinclination to break away from tradition in this respect are advised to study carefully the article on parallel classification in the June (1923) issue of the Education Gazette. A few sole teachers fail to avail themselves of the provision in the regulations for grouping two or more classes for instruction in one subject, the result being an unnecessary diffusion of teaching effort. On the whole, teachers exercise with discretion their powers in regard to the classification of pupils, but a small proportion show a lack of judgment in this respect. In a few cases that came under our notice during the year pupils who reached a satisfactory standard of attainment in English were, contrary to the regulations, retarded in all subjects because of weakness in arithmetic. The annual examination report form Bla shows 280 children who on promotion to Si were over eight years.of ago and had boon more than two years in the preparatory division. Iti addition, 118 children over eight years of age are being retained in the infant department. Among the reasons given for such retardation are the following : " Distance from school," " irregular attendance," " late entry," " delicate health," " slow," " mentally dull," " subnormal," " mentally defective." It is the practice to refer subnormal and mentally defective cases to the medical officers for examination. We have occasionally given mental tests during the year, and compared tho results with the teachers' marks. In the majority of cases the tests showed that the headmaster's classification had been justified. Syllabus.— Reading and, Recitation. —lt is said that the most discouraging aspect of our modern life is tho distaste for work on the part of the younger generation. One of the main functions of the school is to develop in the pupils that pass through its ranks a love of work which will be carried into practice in the world beyond the school. Do our teachers realize the importance of this in their classteaching ? While helping the duller pupils onward and keeping the normally intelligent working so as to receive full benefit from their work, are they also giving the brighter pupils the training due to thorn ? Are these more highly gifted ones not being kept monotonously at work in which they have lost interest, and, indeed, are they not being drilled to lifeless uniformity ? "To feed the slow without starving the quick, that is the. great dilemma of education : wo must take, care that we do not maim a boy or a youth of genius." In this connection we should like to see the plan of dividing the larger standard classes into sections according to ability more frequently adopted, and the cleverer pupils set to do research work on their own account. Tho conditions of our class-teaching are frequently not conducive to instilling in the minds of the pupils a love for work, or to creating the desire to learn for themselves. "If the children acquire, the habit of taking their [educational] meat from the [educational] spoon, their school training is not good for them but bad." This plan of dividing a class is specially suitable to the treatment of reading, the better readers being left to read silently by themselves, thus allowing the teacher more time to help the more backward over their difficulties. Even in the infant classes this plan may occasionally be used ; if extra lessons are composed by the teacher from suitable material and written in permanent form on sheets a supply of exercises will soon be collected, and these will be available at any time for revision or extended practice. These lessons may not always be completely mastered by all tho brighter pupils, but, if their interest is kept aroused and their powers fully extended, this condition is preferable to one of " boredom and concealed inattention " that js frequently seen in the case of the cleverer readers when listening to child after child reading the same lines, which are often known by heart before the lesson is completed. As many schools do not now use tho miscellaneous readers which supply in the appendices the meanings of difficult words occuring in the lessons, there will be greater opportunities for pupils in the higher classes to use dictionaries and atlases in the preparation of their reading-lessons. In this connection we have rarely seen a lesson given on how to use a dictionary, and pupils are frequently unable to find a r word in""the~ quickest manner, or to determine for themselves the correct pronunciation of new words, as the use of the key words usually printed at the bottom of each page in a good dictionary has not been explained to them.

iv—E. 2 [A PP . cj.

XXV

[Appendix 0.

8.—2.

We are pleased to record that in many schools regular practice is being given in phonics. As a series of useful exercises on speech-training is now included in the insets in the latest addition of the " Live Readers," we advise teachers to use regularly the material thus provided. It is not usual, but not altogether unknown, to hear pupils reciting poetry of which they do not understand, the meaning. Comprehension and appreciation of the poem should always precede memorizing and recitation. We think that more use might be made, both in the reading and recitation of poetry, of the opportunity of cultivating a taste for beauty of expression, and in. their selection of poems to be studied teachers should not feel themselves tied down to use those in the school-books, but should select from any source available only the best, as it must be remembered that in these lessons the pupils are laying up in their memories the beginning of a store of literary treasures which will be theirs for life, and also that it is possible by the use of unsuitable poems to create a feeling of dislike for poetry which it may bo difficult to eradicate in later years. We again commend to teachers a careful study of the chapiter on " The Teaching of English " in the " Board of Educat'cn's Suggestions " issued to all schools in this district. Writing. —The writing in most of our schools is very satisfactory, but in some schools more intensive systematic Instruction is necessary. Since the acquisition of the art of writing depends on accurate observation and faithful reproduction, it follows that pupils must be habituated to observe accurately and to reproduce faithfully, and that, if good writing is desired, the copy set for imitation must be of the best. Care should always be taken that the pupils do their writing under reasonably wholesome conditions. For no other reasons than those of hygiene, correct posture at all writinglessons is of very great importance ; and before a child can take up the correct posture it is necessary that the desk at which he sits should be suitable in size and construction. When writing in ink comes to be practised it is most important that all the writing-materials should be good. No angular system, of writing should be taught, nor should microscopic writing be tolerated. A bold legible hand should be the first consideration ; attention should be directed to the forms and proportions of the letters and figures; the letters in the same word should be properly joined; and the spacing between letters in the same word and between successive words should neither be cramped nor exaggerated. Teachers should insist on written exorcises being done with the maximum degree of rapidity consistent with full legibility. In tho junior section of the school provision should be made in the time-table for a short systematic daily instruction in writing and figuring, accompanied with liberal blackboard illustration by the teacher, and followed by criticism of their individual efforts by the pupils. As writing has been made a pass subject for the Public Service Entrance Examination, it behoves us to see that a solid foundation is well and truly laid during the primary-school course. Valuable suggestions for teaching writing are outlined on pages 102-3 of " Suggestions to Teachers." Spelling and Word-building. —ln a large number of our schools the teaching of this subject has been brought into line with modern ideas. During the year, however, frequent references to the absence of definite systematic teaching were made in our confidental reports. Those teachers who are experiencing difficulty in introducing method into their teaching, and who confine their attention almost solely to testing, are advised to study and adopt the " Progressive Speller," which makes provision for a systematic treatment of the subject as outlined in the syllabus. Every word in the spellinglist should become part of the child's vocabulary : this can be secured only if the word is presented in a suitable context. We should like to see the blackboard more freely utilized in the teaching of spoiling and word-building than is the case at present. It is essential that the pupils' spellingnotebooks should be inspected daily. Composition. —Tho majority of our teachers give this subject the attention which its importance merits, the effectiveness of the teaching being seen in the fluency of speech manifested by the pupils and in the very satisfactory character of the written essays. In a number of schools, however, the compositions are short and stilted, affording, in general, ample indication of tho failure on the part of the teacher to provide opportunities for the development of the pupils' powers of oral expression. In schools where pupils are encouraged to discourse freely and question one another upon the subjectmatter of the lessons, and on suitable current topics and events, little d'fficulty is experienced in securing freedom and fullness of thought and expression. The selection of topics for written essays is not always a wise one, the choice frequently being made without regard to the pupils' environment and experience,. Wo have again to emphasize the fact that the art of speaking and writing correctly is acquired by familiarity with good models ; selections from the works of groat writers should bo carefully studied by the pupils under the guidance of the teacher. In the essays of the senior division the weakness most freely commented upon during the year was the lack of attention to paragraphing and punctuation ; here the reading-lesson, if judiciously utilized, should form a valuable medium for impressing tho underlying rules, and should aid materially in eradicating this defect. Suggestions for tho correction of essays outlined on page 41 of " Suggestions " are once more, brought under the notice of teachers. In tho majority ofour schools"grammar receives good attention, with very satisfactory results. Arithmetic. —ln the preparatory classes a decided improvement is noticeable in the teaching of number work. Tho value of a basis of sense-training and of work with concrete material is now fully recognized as a primary principle of infant-teaching. Teachers are to bo commended for the zeal and ability they have displayed in constructing suitable material for individual work. In many schools, however, the number work could be made more interesting and real if the pupils were trained to apply number to their activities and environment. If blackboard illustrations and written impressions wore used to aid the auditory impressions, the memorization of tables would be rendered more interesting and thorough. In connection with concrete teaching in number work it is essential that pupils should commit to memory tables summarizing the results of their practical work. We cannot too strongly insist that the best foundation of speedy and accurate arithmetic is the thorough memorizing of tables in tho lower classes. There are still some teachers who regard mental and written arithmetic as two distinct and separate subjects instead of two associated parts of the same work. Although a considerable improve-

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niont has been effected in the teaching of mental arithmetic, much remains to be done before this subject can be regarded as an important educational factor and an important aid to instruction in reasoning and oral expression. We urge teachers to adopt the practice of loading up to written arithmetic through related, mental exeroises. Oral and mental arithmetic should form part of every arithmetic lesson. Wherever a written problem is worked, pupils should bo trained to make up a simple mental problem of the same type, and then to explain in concise language the various steps required in reasoning out tho problem. If regular instruction is given on the above linos we feel certain that h-ss will bo hoard of the pupil who is efficient at working out examples of a straightforward character but who fails to attack a problem with any degree of confidence. In written arithmetic in the middle and senior classes, while a largo proportion of tho pupils show that they are receiving a thorough training not only in modern methods, but also in speed and accuracy, we find that in too many cases the work shows a lack of accuracy and logical arrangement, and a want of neatness in tho setting-out. In those cases it is evident that, although the teachers may have taken great pains to explain the various processes used and the reasons underlying them, they have not sufficiently satisfied themselves that the teaching has boon thoroughly assimilated. If educative results commensurate with tho time spent on this subject are to be obtained it is essential that greater stress should be placed upon mechanical accuracy. The teaching of arithmetic cannot be considered successful unless the pupils are able to work with jirccision and reasonable speed. We desire teachers to be sparing in awarding partial marks for solutions that are inaccurate. Geography. —The commercial side of geography is generally well attended to in our schools, but the dependence of the commercial aspect on the physical is not always so well worked out. In too many cases the elementary work in geography is not carried out in a practical manner, out-of-door lessons on such features as are visible from l,he playground being rather the exception than tho rule, and a knowledge of the main points of the compass, with the application of this to winds, direction of currents, places in the vicinity of the school, &c, is frequently of poor quality. In all schools a course of simple experiments should bo carried out to enable pupils to understand fully the lessons in physical geography, elementary agriculture, and health. Sometimes the omission of this work of experimental science is explained by tho absence of apparatus in the school. It does not require much ingenuity to procure such apparatus as is needed to show combustion, boiling and condensing of water, presence of C0 2 , and other simple phenomena, illustrations of which aro necessary for an understanding of the teaching of the subjects named above. In these lessons teachers should not be satisfied with tho reproduction by tho pupils of tho definitions often dictated by tho instructor, but they should always sec that the underlying principles are thoroughly understood by the pupils, who should then be asked to give in their own language a description of what they have observed. Tho intelligence and the memory must work together neither should be overtaxed. Nature-study is treated with varying degrees of success and failure. In those schools—and wo are pleased to state that the number is increasing—whore the teachers aro enthusiastic nature-students the child is taught to realize that school is out-of-doors —in plant, and animal, and stone, in cloud, and sunset, and waterfall. But, on the other hand, the subject is too often devoid of interest and educational value ; lessons are informative and not observational, and the pupils tend to become passive listeners instead of active seekers. In order to arouse in their pupils an active interest in the world of nature, teachers are advised to use field excursions to a greater extent than at present. Most of the work done in schools is connected with plant-life, but few teachers attempt to follow up the close association between this branch and the insect and animal life of the district. We aro pleased to note t.iat an increasing number of teachers are earnestly taking up the study of our native birds, and pupils aro being trained to gather first-hand information of them and their habits from hold observation. Health and Temperance. —Lessons in health, temperance, and morals aro, in general, receiving suitable treatment, and full advantage is taken of incidental opportunities for inculcating good habits of life and conduct. In a number of schools a slavish adherence to text-books, and the introduction of an excessive amount of physiology-teaching, tend to lessen tho educative value of the work. The rules of health impressed upon children in the junior classes should be few and direct, and as little as possible encumbered with technicalities. The aim should be to establish health habits, and not merely impart bookish information about hygiene. A great deal may be done by correlation so that healtti habits may be illustrated in almost every lesson. The price of health is self-control in eating and drinking, in work and in play ; and the child who is trained to control himself in these physical matters has learnt one of the important lessons of life. Agricultural Instruction. —Mr. Green, Chief Agriculture Instructor, writes : " Tho instruction in elementary agriculture during the past year his been marked by a distinct improvement in an increased number of school-gardon3, both in their appearance and also in the tangible results obtained from the working of them. Both those aspects aro of vital importance from the child's, point of view, inasmuch as their attainment naturally affords satisfaction and provides a powerful motive for his future efforts. Such internal stimuli aro certainly too valuable to be disregarded, but at tho same time it should be recognized that tho school-garden provides abundant material and problems which can bo utilized to advantage in contributing to tho aim of the curriculum. In this relation, attention must aoain be drawn to tlie limited use in a number of schools of the many simple lines of inquiry and the theoretical basis on which their solution depends. The experimental method of solving many such problems can be used to added advantage by the careful record by tho pupils of the object of such experiment, of details as te method and observations made during its progress, and of the conclusions reached as a result. This phase of the work needs more general attention in S5 and S6. Such note-making rather than note-taking will be found an effective means of focussing attention on tho subject of inquiry, and also of correcting inaccuracies of impression and expression. The aesthetic aspect of the work continues to be reflected in the improvement of the school-grounds by the planting of ornamental shrubs distributed from the Training College students' garden."

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[Appendix C

History and Civics. —While many headmasters have been successful in drawing up schemes of work in history and. civics, there is yet, even in the limited time available, much room for improvement in the teaching. Some of the schemes failed to show a suitable correlation with other subjects, more especially witti such subjects as geography and literature, with both of which history should go hand-in-hand. It is, however, to be rememoered tliat in tlie primary schools very little real history can be taught. It is difficult for young children to grasp fully the meaning of the great movements in our history, but if a teacher has succeeded in creating interest and has recognized that his main aim is to make his lessons "an inspiration to conduct," he will have succeeded to a considerable extent. " The best that history has to give," says Goethe, "is the enthusiasm that it arouses." As a rule stories of the great men and women, not only of our nation but of ail countries, are not given early enough. Many good reading-books for Si, S2, and S3 arc now published, and if those were used as extra readers, and discussions held in the class on the subject of the lessons, interest would be created in the minds of the younger children. Such books as " The New Ago Histories," " Britain and her Neighbours," and the " Piers Plowman Histories " make very good extra readers for all standards, but especially for the lower standards, and the interest aroused will prepare the way for a better reception ot the lessons of the higher standards. The history of New Zealand, too, should not bo forgotten. In the upper standards a good text-book should De in the hands of the pupils. Nearly ail the schemes we met with were drawn up on the " periodic " method. Teachers who adopt this method should not forget that frequent reference should Do made to any earlier events which attect the period dealt with, and that therefore a certain amount of revision of an earlier period is sometimes necessary. Unless a teacher possesses a good knowledge of the relative importance of the groat movements of history he will find it very difficult to teach the upper standards by the " concentric " method without creating confusion in the minds of the pupils. A series of reading-lessons (and discussions) in the lower classes on the " concentric " plan might very well precede a series in the upper standards on the " periodic " method, provided the teacher takes care not to crowd the " atmosphere " of his period with too many details. Again, he may make a compromise by covering the whole history in two years in S3 and S4, and then repeating it with more advanced lessons in S5 and S6. This method will enable him to group his classes when he finds he can do so with advantage. As somo teachers seem to have difficulty in determining what are the groat movements in our history, we wish again to call attention to Professor Pollard's excellent little " History of England "in the Home University series. In preparing lessons considerable assistance will be obtained from Lay's " History in Pictures," Parts 1 and 11, and from his " Pictorial Atlas of tho English History," copies of these should be. in every school library. Drawing and Handwork. —There is a general improvement in the drawing in the district, and a marked improvement in the power of teachers to illustrate their lessons. Some of the younger teachers, especially those from the Training College and the drawing classes, show considerable ability in illustrating lessons m such subjects as nature-study, geography, reading, &c. There is still, however, a largo number of teachers who fail to make good use of the drawing-lessons. For tho benefit of those who cannot avail themselves of the services of Mr. R. Dorm, lecturer in drawing, we beg to include in our report a fow hints which he kindly forwarded to us for their guidance. Mr. Dorm writes : — " Object-drawing for correctness of observation : In class work it is desirable that two or throe large models be placed on stands, in convenient positions for clear and unobstructed observation. The models need not bo the same, but must be clearly visible to the child. Largo models are more useful for general class work, and small models for class groups or individual work. A teacher need not fear tho result of a number of different objects if a good method of ' building-up ' the drawing is followed. A graded course is advisable, and will assist tho teacher to emphasize special points and methods, and obviate the error of giving a complicated object to a junior child. The course might be graded thus: SI and S2, two dimensions —flat objects; S3, the ellipse—conical and cylindrical objects ; S4, continue the ellipse, introduce handles in simple positions, begin the box ; S5, box types and compound objects —vases ; S6, groups of objects, details of school and largo models. When drawing round or box models the levels should bo varied so that pupils may realize that position modifies form. " Illustration and memory drawing for expression of observation and imagination : Crayon should be used. First objects should be chosen for action and detail in clear, interesting stories, as the young child does not observe the relation of foreground and distance. S3 might occasionally have a subject with distance, but as yet the child is not able to realize the full effect of perspective on relative sizes. Up to this stage the drawings are decorative rather than realistic. S4, fe>s, and S6 may attempt any subject which gives a clear, pictorial image, and tho pupils should be encouraged to observe their daily surroundings and any pictures which will assist them to express their thoughts clearly. The drawings should be placed within a rectangle. Memory and observation drawings of single figures, tree forms, animals, houses, &c, might be done at any time and used later to build up illustrations. " Design and ruler work, for the expression of tho decorative instinct: In the first three standards a foundation should bo laid by a careful course of ruler drawing for correct drawing, measuring and joining of parts,'and the construction and division of useful figures. The simple elements of repetition and series in geometric pattern can bo shown. On this foundation should bo built a free course of design leading to practical design in S6. The elements for design need not be ' naturalistic-floral,' but may bo geometric or very ' conventional-floral.' Too often design begins with a filling for a square and continues with a series of similar exorcises until the end. Design for a special purpose and the use of colour with observation of designs soon in daily life should bocombinod in all exorcises. " In all branches of drawing a thoughtful, observant, and free drawing will give a better educational result than a mechanically laboured effort." Handwork. —In the majority of the schools this subject is being taught in accordance with the spirit of the syllabus, and good progress is made. But it is to bo feared that in somo cases teachers treat the subject rather from a vocational than from an educational point of view. " The teacher's scheme of work should show clearly what educational purpose is intended to bo served by each form of handwork undertaken, as well as the relationship which this work bears to other wor*c done by the pupils in reading, composition, history, geography, arithmetic, or nature-study." If handwork as a means

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of expression is to be of value in enabling the pupil to see truly and to express his ideas clearly, it is essential that some definite instruction in the technique of the several branches of handwork should be given in the early stages. Now that all schools are furnished with handwork materials it is imperative that tho provisions of tho handwork syllabus bo fully complied with. Singing. —Although in a few schools the educational value of this subject is not fully recognized, on the whole we are pleased to bo able to record a distinct advance in regard both to treatment and. to the results accruing from the teaching. This is in Some measure due to the excellent training our young teachers have received in their " student " years, and to tho enthusiasm displayed by them in regard to this important subject. Another contributing factor, particularly in the larger schools, is the foundation laid in our infant departments ; almost without exception ttie instruction is on the right lines, the voices of the children aro carefully trained, and swoot, tuneful, and expressive singing, together with attention given to gesture and dramatic action, is a distinctive feature of the work at this stage. We wish to emphasize the importance of voice and breathing exercises ; where these are regularly practised a marked improvement is soon effected in the quality of the tone and in the enunciation of the pupils. When, as is frequently tho case, tho school staff includes teachers possessing exceptional qualifications in this subject, full use should be made of their musical ability. We again find it. necessary to stress the value of singing as a means of relieving the tedium of the daily routine. Physical Instruction. —Physical instruction is carried out in all our schools, and the good quality of tho work in most of thorn reflects credit on the instruction and help given by the physical instructors. Of the 548 teachers visited by them during the year, they report 40 as excellent, 190 very good, 219 good, 88 very fair, and only 11 as fair. Of the unsatisfactory teachers most were inexperienced country teachers. In their report tho instructors say : " The teachers as a whole show a keen and practical interest in this work. Those teachers who have left college are doing very good work as a rule, and the majority of the older teachers express a keen desire for a further course of instruction in the subject, in practically all the largo schools, and in a large proportion of the smaller ones, a special period ii set apart for organized games. This period is generally one hour, during which games and competitions are organized m Rugby, soccer, hockey, cricket, basketball, rounders, and the various group games that are found suitable when dealing with large numbers under the conditions prevailing. On Saturdays competitions are carried on in the various towns in the different season's activities, and the teachers in charge devote a great deal of time to their teams, fn addition they spend hours during tho week out of school time coaching the children for their sports." The majority of our teachers are to be commended for the interest taken in the games of the children generally. In the early part of the year swimming sports were organized ana successfully carried out. At the latter end of the year the annual championship athletic meeting was held, at which there were nearly one thousand entries. At this mooting a display of physical exercises was given by two thousand children, and the manner in which these exorcises were carried out reflected great credit on both teachers and physical instructors. From the 20th February to the 2nd March the pupil-teachers, probationers, and Training College students were given the usual course of instruction. The men were taken at the drill-hail under the usual arrangements with the Defence Department, and the women were taken at various halls in the city. The Otago physical instructors received valuable assistance from Miss Blackburn, Mr. Mountford, and Mr. Reid. A fine spirit was shown m all classes, and a display given at the end of the course showed that the instruction given by the various instructors had been of excellent quality. These classes arc of great benefit to the younger teachers, and it would be a mistake to discontinue them. Afternoon classes were held for a fortnight for tho female junior teachers both at Dunedin and Oamaru. Both headmasters and physical instructors affirm that such classes as the above prove more useful in training junior teachers than Saturday classes held throughout tho year. District High Schools. —Of tho 387 pupils in the secondary departments of nine district high schools at the dates of the Inspectors' visits, 176 were in the junior division, 109 in the intermediate, and 102 in the senior division. With one exception all schools presented candidates for the public examinations, the programmes of work being designed mainly for that purpose. For the first two years the requirements of the rural or scientihe course are met, and during tho third and fourth years the matriculation programme is covered. In most departments the latter programme is covered in the third year. The anxiety of parents and the zeal of the teachers probably account for this hastening of a programme which the University Senate designed to be covered in four years. A threeyears course tends to make the work too bookish, and does not prepare tho average pupil thoroughly enough to enable him to benefit from a course of lectures at the Umversity. Sixty-one of the seniors, most of them in their third year only, sat for the Matriculation Examination, and of these forty-one obtained either a full or a partial pass, sixteen failing in one subject only. Eighteen obtained success in some groups of the examination for D, two completed the certificate, and two others obtained success in some subjects for the C Certificate Examination. For the various Intermediate Examinations 50 per cent, of the 107 candidates presented succeeded in passing. This is not as high a percentage as usual. The falling-off, however, may be accounted for partly by the changes in the staffing of a number of tho secondary departments, and partly by negfoct to take notice of a now regulation of the Public Service Examination requiring the candidates to obtain 50 per cent, in writing as a necessary condition for passing. It was in this examination that the highest number of failures occurred. In most of the secondary departments the work in the senior division is particularly sound, both in English and mathematics ; and the science work, generally, is on good lines, the work in both laboratory and garden being carefully supervised by the agricultural instructors. The notebooks are well kept, some of them being well illustrated, in a fow cases, mostly junior pupils, wo have to report that an improvement was desirable in the setting-out of the work, in most of those departments, however, a considerable improvement in the writing and sctting-out of the class work generally is very desirable. There is a tendency for the writing to become too small and to lose its legibility.

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[Appendix C.

We beg to call the attention of teachers to the remarks on " Handwriting " on page 9 of the February Education Gazette. Two schools teach Latin alone, and throe French, while the other four teach both languages, though one is optional. In those subjects the scholars generally make progress varying from satisfactory to good. Tho "direct method" of teaching in its entirety is not, however, generally adopted. Two languages are required for some professional courses, but with the other subjects of tho curriculum a course with two languages is far too heavy for most of the scholars. We take the liberty of quoting the Matriculation result of one department, one that has boon noted for good work in this part of tho programme for a number of years.. Of eleven pupils presented, ten obtained a full pass, and tho eleventh obtained a partial pass, failing in one subject only. While we have been quoting examination results, we do not wish it to be assumed that the work of those secondary departments is to be judged on these results alone. Tho pupils in those classes arc receiving a training in culture and knowledge which examinations alone cannot reveal. These classes also afford an opportunity to many country children of receiving further education which would otherwise bo denied them, and on this account alone they deserve to be encouraged. The order, discipline, and tone generally vary from very good to excellent, and in one department alone can it be said to be only fair. In four of the schools the general work is very good, and in four others it varies from very fair to good. In one school only has the progress been less than satisfactory. Library and Pictures. —Now that a large number of schools are making more use of continuous readers than formerly, it is imperative that every school should have a good library containing books suitable for every class. In the larger schools each standard should have its own library, from which the pupils should be able, under the direction of the teacher, to take books for silent reading. The subsidies now given by the Department and the Board should encourage Committees to see that the school library is kept up to date in this respect. Too few schools in the district have taken advantage of the Board's generous subsidy for pictures, and there are still too many schoolrooms whose walls present a drab and uninviting appearance. Good pictures not only brighten the surroundings of the children, but they are a valuable aid to the teacher, and they also afford a good training in the assthetic sense. Self-government.—We are pleased to see that the number of teachers who recognize the importance of self-government in the school is steadily on the increase. By allotting to the pupils some share in the government of the school, teachers are able to give concreteness to their teaching in civics, and thus make their lessons more effective. By a method of this kind children can more easily be led to form habits of service and responsibility through devotion to their school and to the community. As our report contains a number, if not " counsels of perfection," of suggestions designed to assist the teachers, it may appear that we have taken more notice of defects than of virtues, but wo do not wish it to be assumed that the teachers of Otago have been failing in their duty. The Otago Board is fortunate in having in its service a body of teachers whose devotion to the welfare of the children, both in and out of school, is worthy of all praise, and whoso efficient work in their schools is successfully upholding the fine educational spirit which exists in the district. SOUTHLAND. The work of inspection has boon carried on this year under normal conditions. Tho August examinations passed off as a matter of history. As a result of tho change from January, it has boon found much easier to have things ready for the commencement of the school year. All schools from Grade 1 upwards, except one, were visited once ; of the whole number (176), 155 were paid two visits. Style of Examination. —Last year we mentioned that it was then too early for us to liavo formed definite conclusions as to the working of the new system of inspection. On the one hand we are still making investigations as to what should be the minimum to which wo may reduce formal examination without endangering general efficiency. On the other hand wo find that the opportunities we now have for dealing with teaching method and so on are having a beneficial effect upon school-management as a whole. As regards testing, wo feel that it is desirable to touch, even if very briefly, upon as great a number of subjects as possible with any one teacher. A teacher who has worked steadily may feel a want if the results of his efforts aro not noticed ; one who may have been dilatory will need a spur. We have therefore, more or less frequently, while, in general, allowing the lessons to be taken in tho manner prepared by the teacher, used some of our time for the general survey which seems to us to be necessary. Our notifications have, except in a fow cases, been confined to our October schools — i.e., those examined from October onward. Proficiency Examination. —This year wo made our first trial of synchronous examinations in geography and history. Wo hope next year to be able to give our conclusions in detail. In the largest schools we examined in such subjects as reading and composition at a time previous to the " main " day. This was a saving to Inspectors, teachers, and pupils. Commenting on the quality of the work, wo find that tho work shown in pupils' drawing-books is generally better done than that given as a test. Science is somewhat inadequate. We are glad to note that the traditional percentage chase is apparently loss keen than formerly. Teachers' Classes. —We intend this year to try and find time for more frequent visits to Saturday and night classes. Wo feel that wo arc too much out of touch with the students and their work. Some of the instructors find, difficulty in securing the interest of the students, concerning some of whom there are adverse reports as to careless work and irregular attendance. Adequate steps were taken to deal with such offenders. We note with pleasure that our Gore classes, conducted by

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Appendix C.

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an experienced headmaster, went with a swing that made them a source of pleasure and profit to all conoerned. Organizing TEACHERS. — If a teacher is in earnest and willing to learn and to work, the relations between him and an organizing teacher will be friendly and good results will follow. The lot of such a teacher is hard : study and work arc liable to conflict. If one must bo loft it must bo study, for the welfare of the pupils is before tho welfare of the teacher. The system of employing organiz ng teachers has in this district proved its value by producing some teachers of most promising quality. Those who slack are reported to the Senior Inspector, who in turn reports 1o the Board, wh'ch takes effective steps by way of remedy. In teaching, as in any other walk of life, there is no royal road to success. Model School. —Our model school at Charlton is now established, and has more than justified itself under the capable management of one of our experienced teachers. Every student is reported upon confidentially to the Senior Inspector. Some of tho things that had to bo said concerning some of the earlier student teachers wore rather surprising, and led to our drawing up a set of rules and instructions to be handed to each teacher when he or she first attends. We aro glad to know that, this plan has had tho desired effect. REGfSTERS, Schemes, etc. —Registers generally were well kept. We have taken particular note in all schools of Grade 3 and upwards to get various details of organization into proper order. In one or two cases wo find that assistants' schemes are not a development of that of the head teacher. We have had to point out with too groat a frequency that there is a vital relationship between the scheme and the work-book. The latter is an expansion of the former. In this connection we have boon somewhat surprised at the frequency with which wo have had to draw the attention of teachers to direction 5 of the scheme-book. Pupil-teachers and Probationers. —These young people are now benefiting by experience in tho different divisions of tho school. Wo have already indicated why we think that this is necessary. Head teachers and assistants are now showing a very commendable attitude towards criticism lessons. The written criticisms required for all lessons aro beneficial to those criticized, and are also useful in causing head teachers and assistants to refresh themselves in method. We regret that in one or two of our largest schools, which should bo models for the smaller ones, the criticism lessons were omitted till the omission was pointed out by us. Apart from this we have every reason to be well satisfied with tho progress made. Wo consider that in the matter of the young people who aro employed as apprentices to the teaching profession every school should be a normal school or training college in miniature. School Furniture. —Considerable progress has been made in the desire of our hearts to have all of our schools properly desked. The Board has authorized remodelling as far as financial considerations will allow, and a rota for renewal of furniture has been decided upon, for which purpose we took a detailed inventory as to the kind of desk now in use. School Hygiene.—Teachers are now making a better use of the present furniture, though, where dual desks are not yet provided, there aro still some, evidences of ungraded, desks and seats. Teachers generally" have not yet gripiped the value of, and necessity for, frequent changes of position and opportunities of relaxation during tho school day. A knowledge of the elementary principles of school hygiene would give teachers an appreciation of the need for proper relaxation and recreational exercises. We console ourselves from the fact that the education of a body of people to an " opinion " is a matter of growth, and, to balance what we have said about the inside working of the school, we aro very glad to be able to say that teachers generally have seen the value of our afternoon period for school games on one day of the week. The whole scheme is now in full working-order and fully organized. Tho team spirit is strongly manifested, and we aro told that the true sjiorting spirit is spreading —e.g., when competitions are held, losers are learning to lose handsomely. Cinema Establishment. —So far, this avenue for education through pictures does not seem to be favoured either by Board or parents. The, value of the method of education by moans of the cinema is undoubted, but there seems to be considerable room for improvement in the nature of the programme itself. Some films should be deleted altogether. Others, though suited to adults, appeared to be beyond the capabilities of children with their lack of knowledge necessary to supply the gaps. Musical Appreciation.—The committee of Ferguson's Orchestra, which gives three orchestral concerts every season, made a proposal to the Board to give, shortly after their ordinary concerts, a repetition of the programme for the benefit of our school-children. These concerts have been very largely attended and keenly appreciated. For the first concert, tickets were sod, to all schoolchildren who wished to attend. Thereafter, however, the privilege was restricted, with advantage, to pupils of S5 and 86. To add variety to the concerts a male quartet party gave some humorous quartets on one occasion. This proved to be a doubtful policy ; the youthful audience's enthusiasm 'became rather uproarious. In connection with the orchestral items, simple lectures were given, with practical illustrations, on the loading instruments employed in an orchestra and on the pieces performed Granted tho sympathetic co-operation of tho teachers, the movement should have very valuable results. Subjects of the Curriculum. — Speech-training. —This phase of school-work is still somewhat indefinite in character. We think that this is because teachers are only learning what speech-training really means. We find it a good jilan to require all to give five minutes or more every day. The work-book shows what has been given. Wo can thon investigate how it has been given, and give suggestions and directions whore necessary. In this way we hope to make more rapid the general improvement in treatment of which there are already signs. Reading. —We have little to add to what we said last year. As regards oral reading we find a general improvement in treatment, in that teachers are realizing that oral reading should in general be an expression of what is known and fully appreciated by the pupils.

XXXI

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[Appendix C.

Recitation.- —This subject continues to improve. Wo note increasing signs that our children are being led more and more to appreciate the music of words. Mechanical repetition is, we are glad to say, much less to the fore than it, was. The selection of pieces for study is also more in keeping with tho ago and general capabilities of the pupils. Singing. —General singing tone is improving. As regards method, there should bo, in some of the larger schools, a better graded system of exorcises in such elements as sight tests, ear tests, breathing, and so on. We note with feelings of regret a more or less general want of apjireciatlon of the value of recreational singing. We should not require to have to point out to a number of our teachers that what is said on page 16 of the syllabus regarding the use of singing to enliven the day requires to be carried out. Such suggestions as these are not put into the syllabus without good and sufficient reason. Tho laxity hero appears even in a few of our larger schools. Writing. —ln form wo think that the general standard has boon more than maintained, but there is a great deal of room for systematic training in speed and fluency by means of suitable exercises. Spelling. —Teachers are giving more thought fo the teaching of this subject as against the practice of merely requiring pupils to learn. We are not quite satisfied in our own nr'nds as to the working-out of the principles relating to what words should appear in any list. It may be that the standard of difficulty needs adjustment with a view to bringing in a better relation between a list and a child's vocabulary. Composition. —The standard in this subject, is being well maintained-—in fact, we notice an improvement in paragraphing and general arrangement. Somo of the subjects sot for essays by teachers are found to be unsuitable, in that they are beyond tho grasp of the average pupil. Tn composition, as in some other subjects, we think that tho imitative powers of children are not svjffic'ent'y appreciated. Were it so wo should find a more extensive use of model construction?. Drawing and Handwork. —Last, year we commented upon the tendency shown by teachers to sacrifice, those subjects to the detriment of child-devolopn ont. This year we are pleased to see the correct viewpoint being more fully appreciated. Many teachers express diffidence about the teaching of drawing and handwork because, they themselves feel that their artistic attainments and constructive ability are limited. They also consider that the work done by the pupils is so far short of what is desirable that there is little hope for tho average pupil to become proficient. We think this view is entirely wrong. Tho child's effort, no matter how crude, should bo accepted. It is then within the capacity of any teacher to take tho pupil's effort and show him how to improve upon it. Teachers can keep ahead of their pupils, and tho practice of continual acceptance by tho teacher and improvement by the, pupil will soon raise the general standard. If pupils cannot draw, it is only in an odd instance that the fault lies with the pupil himself. Regarding correlation, wo are taking steps to ensure that all drawing and handwork aro an impression of idea in relation to the other subjects of the curriculum and are not taught in isolation. Needlework is a well-taught subject. Arithmetic. —Our ideas upon this subject were set out somewhat fully in our reports upon the Progressive Arithmetics. With arithmetic, perhaps more than with any other subject, is a text-book necessary as a guide to teacher and pupils. Tt is essential that that, text-book fulfil the requirements, as teachers, as a matter of convenience, tend to view it as their standard. They assume that, as a result of the collective opinion of Inspectors and others, we shall in the future have a revision of the present books or another set more suitable to what we feel to be the requirements of the syllabus. Our observations show that scope is generally in need of adjustment, as we have indicated, the consequence being that pupils are often set to do work that has no connection with everyday life whatever. At the same time, wo find, that arithmetic is, apart from scope, one of tho best-taught subjects of the curriculum. Against this is the fact that in nearly all schools the subject has an hour a day. For scope, we feel that toa.chers aro not to blame. This is a matter of syllabus interpretation and is largely guided by text-books. Wo find that pupils in actual working could in some cases be neater, especially in their working-column. The tendency in this column is towards figuring that is too small, which leads to inaccuracy. Pupils have also not all realized that the figuring should be as neat in the working-column as in any other part of the sum. To these two points wo have directed the attention of teachers. On the whole, however, we have no reason to be dissatisfied with tho way our teachers are carrying out their obligations towards arithmetic. Geography, Nature-study, Science. —We have little to add to what we said last year. In agriculture and geography especially wo are not yet satisfied with the amount and kind of practical work. History and Civics.—We are glad to note that a text-book is to be in the hands of every pupil. The teacfrng of history has shown a slight improvement since last year. Teachers are beginning to realize that it is not impossible to give every primary-school pupil some idea of the conditions of life in the past. To this end we note an increasing use of pictures, story, dramatic work, and so on. An impression of past life cannot be given to the pupil by means of the old dictated summary : it can be given only by as real a reflection as possible of that past life. We arc glad to see sets of historical readers in the various school libraries. These are interesting for the pupils, and are giving them an approach to the varied viewpoint which is necessary in any historical study. A sign of the times is the attempt at the visualization of time in the shape of time-charts which have appeared upon school walls and in pupils' books. These charts are as yet perhaps crude, but we accept them gladly as a basis for whatever improvements experience may suggest. Lessons in temperance are included in all health schemes, and. have received our attention as we have visited the schools.

XXXII

B.— 2.

APPENDIX D.

TRAINING COLLEGES.

I. DETAILED TABLES. STATISTICS RELATING TO TRAINING COLLEGES. Table P1. —Number of Students in the Four Training Colleges in 1923.

Table P2.—Initial Status on their Admission to the Training Colleges in 1922 of Divisions A and B Students completing their Course in 1923.

Table P3. —Examination Status of all Training-college Students who completed their Course in 1923.

i—E. 2 (A PP . D).

_.— 2 APPENDIX 1). TRAINING COLLEGES. I. DETAILED TABLES. STATISTICS RELATING TO TRAINING COLLEGES. Table PL—Number of Students in the Four Training Colleges in 1923. As Classilied by Divisions. As Classified by Years. Totals. Training College. Division A. Division B. Division C. Division D. ' First Year. Seeonil Year. M. F. M. F. M. F. M. F. M. P. M. ! F. M. F. Totals. • _ Auokland .. .. 68 203 i 45 38 .. .. 9 6 I 68 139 54 I 108 122 ' 247 30!) Wellington .. .. 41 170 j 25 50 .. 4 .. .. 29 113 37 111 66 224 290 Christchurch .. .. 56 152 18 26 3 4 1 1 43 104 35 79 78 183 261 Dunedin .. .. 51 164 21) 20 5 2 7 13 j 50 121 33 78 83 199 282 Totals .. j 216 689 108 j 134 8 10 17 20 190 477 159 376 349 853 1,202 1,202 Division A. —Ex-pupil-teachers or ex-prubationers. Division B. —Students other than ex-pupil-teachers or ex-probationers who have passed Matriculation or some equivalent or higher examination. Division C.—University graduates, &0., admitted for one year. Division D. —Teichers admitted to short-period studentships. icrs or ?ersity Table P2.—Initial Status on their Admission to the Training Colleges in 1922 of Divisions A and B Students completing their Course in 1923. I. Teaclters' Certificate Examinations. II. University Examinations. full Passes. Partial Successes. -§ MJj 'BS - ° ■ —- t%A S St?* I.- ■- Training Colhsgc attended. i $q f.2 o » § ' "PS fl -j • Sla ! H _J 1 &$ III ' SS I| § M 1 % j 111 ii 3 i% | l| ill jj ii ,1 ._ 3 3 3 o St*- 5 3" Z OCT a 8" o >0 -g ; §3 -g-B fl (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (U) (12) I (13) '(14) Passes. Partial Succt 8 I 80 §■3 ■ SrS ! _§]_ fsi is Pu Ph (5) (6) ics. 11 Oh 8 __« I -3 ■H H 71 (8) f I I ft J <m _. s ffl to I O m Ot-t_ 't>50 co . i 1 p3| 111 - SS I| I 11 ill i ll ii P * X H >-; h (9) (10) (11) (12) I (13) !(W) i i I »■ 1 __! •c 1| 3 S ._<__________. o hi ■SB -gee E-l .(14) 1 H (71 f Auckland .. 44 44 .. 71 71 115 74 .. .. 74 4 126 , j Wellington .. .. .. 1 31 32 4 52 56 88 47 3 .. 50 1 96 ) Ohristohuroh 41 41 4 44 48 89 58 3 2 63 89 I Dunedin .. 38 38 3 49 52 90 62 2 .. 64 2 90 Totals .. .. 1 154 155 11 216 227 382 241 8 2 251 7 401 71 4 52 4 44 3 49 71 56 48 52 'I 115 i(j 88 .8 89 12 90 74 .. .. 74 4 121 47 3 .. 50 1 91 58 3 2 63 8! 62 2 . . 64 2 91 74 17 3 58 3 62 2 126 no 89 90 11 216 227 .7 382 241 8 2 251 7 40 241 8 401 {Auokland .. 1 1 1 33 .. 3 36 36 Wellington 3 3 4 12 16 19 48 .. 1 49 .. 52 0__ristO-_uroh 2 2 .. 17 17 19 25 .. 2 27 .. 25 Dunedin .. 13 13 13 21 .. 2 23 .. 21 Totals ••.. •• 6 6 4 42 46 52 127 .. 8 135 .. 134 Total number of stu- .. I 160 161 15 258 273 434 368 8 10 386 7 535 dents ■{ 4 4 12 17 13 16 17 13 1 li III 7 111 I! Ill 33 .. 3 36 31 48 .. I 49 .. 5! 25 .. 2 27 .. 2{ 21 .. 2 23 .. 2 33 33 48 25 21 48 36 52 25 21 25 21 4 4 42 46 6 52 127 8 135 .. 13 127 134 127 1.5 15 258 273 3 434 368 8 10 386 7 531 368 8 368 535 • Table P3.—Examination Status or all Training-college Students who completed theih Course in 1923. GE STU. IDENTS WHO COMPLETED THJBIK i-COLLE' 1923. Training College attended. Hi o I za si ■tct o . i- go -_,«! gig O ■ fl s. cn Cl-pJ O 2 m p Ip o P_ u * 1'S a 11 ifl-s 1 »•§ C ton B | 3 Auckland Wellington .. CbristoTxurch Dunedin .. ! I .. 4 .. : I I! 8 (i 8 1(1! I II 8( 1(19 119 80 !)4 45 16 26 9 7 7 55 1 220 II .. 153 8 .. 124 26 .. 138 55 9 8 26 Totals ti 25 402 96 7 98 I 635 i-E. 2 ,. d;

_.— 2 APPENDIX 1). TRAINING COLLEGES. I. DETAILED TABLES. STATISTICS RELATING TO TRAINING COLLEGES. Table PL—Number of Students in the Four Training Colleges in 1923. As Classilied by Divisions. As Classified by Years. Totals. Training College. Division A. Division B. Division C. Division D. ' First Year. Seeonil Year. M. F. M. F. M. F. M. F. M. P. M. ! F. M. F. Totals. • _ Auokland .. .. 68 203 i 45 38 .. .. 9 6 I 68 139 54 I 108 122 ' 247 30!) Wellington .. .. 41 170 j 25 50 .. 4 .. .. 29 113 37 111 66 224 290 Christchurch .. .. 56 152 18 26 3 4 1 1 43 104 35 79 78 183 261 Dunedin .. .. 51 164 21) 20 5 2 7 13 j 50 121 33 78 83 199 282 Totals .. j 216 689 108 j 134 8 10 17 20 190 477 159 376 349 853 1,202 1,202 Division A.—Ex-pupil-teachers or ex-prubationers. Division B.—Students other than ex-pupil-teachers or ex-probationers who have passed Matriculation or some equivalent or higher examination. Division C.—University graduates, &0., admitted for one year. Division D.—Teichers admitted to short-period studentships. icrs or ?ersity Table P2.—Initial Status on their Admission to the Training Colleges in 1922 of Divisions A and B Students completing their Course in 1923. I. Teaclters' Certificate Examinations. II. University Examinations. full Passes. Partial Successes. -§ MJj 'BS - ° ■ —- t%A S St?* I.- ■- Training Colhsgc attended. i $q f.2 o » § ' "PS fl -j • Sla ! H _J 1 &$ III ' SS I| § M 1 % j 111 ii 3 i% | l| ill jj ii ,1 ._ 3 3 3 o St*- 5 3" Z OCT a 8" o >0 -g ; §3 -g-B fl (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (U) (12) I (13) '(14) Passes. Partial Succt 8 I 80 §■3 ■ SrS ! _§]_ fsi is Pu Ph (5) (6) ics. 11 Oh 8 __« I -3 ■H H 71 (8) f I I ft J <m _. s ffl to I O m Ot-t_ 't>50 co . i 1 p3| 111 - SS I| I 11 ill i ll ii P * X H >-; h (9) (10) (11) (12) I (13) !(W) i i I »■ 1 __! •c 1| 3 S ._<__________. o hi ■SB -gee E-l .(14) 1 H (71 f Auckland .. 44 44 .. 71 71 115 74 .. .. 74 4 126 , j Wellington .. .. .. 1 31 32 4 52 56 88 47 3 .. 50 1 96 ) Ohristohuroh 41 41 4 44 48 89 58 3 2 63 89 I Dunedin .. 38 38 3 49 52 90 62 2 .. 64 2 90 Totals .. .. 1 154 155 11 216 227 382 241 8 2 251 7 401 71 4 52 4 44 3 49 71 56 48 52 'I 115 i(j 88 .8 89 12 90 74 .. .. 74 4 121 47 3 .. 50 1 91 58 3 2 63 8! 62 2 . . 64 2 91 74 17 3 58 3 62 2 126 no 89 90 11 216 227 .7 382 241 8 2 251 7 40 241 8 401 {Auokland .. 1 1 1 33 .. 3 36 36 Wellington 3 3 4 12 16 19 48 .. 1 49 .. 52 0__ristO-_uroh 2 2 .. 17 17 19 25 .. 2 27 .. 25 Dunedin .. 13 13 13 21 .. 2 23 .. 21 Totals ••.. •• 6 6 4 42 46 52 127 .. 8 135 .. 134 Total number of stu- .. I 160 161 15 258 273 434 368 8 10 386 7 535 dents ■{ 4 4 12 17 13 16 17 13 1 li III 7 111 I! Ill 33 .. 3 36 31 48 .. I 49 .. 5! 25 .. 2 27 .. 2{ 21 .. 2 23 .. 2 33 33 48 25 21 48 36 52 25 21 25 21 4 4 42 46 6 52 127 8 135 .. 13 127 134 127 1.5 15 258 273 3 434 368 8 10 386 7 531 368 8 368 535 • Table P3.—Examination Status or all Training-college Students who completed theih Course in 1923. GE STU. IDENTS WHO COMPLETED THJBIK i-COLLE' 1923. Training College attended. Hi o I za si ■tct o . i- go -_,«! gig O ■ fl s. cn Cl-pJ O 2 m p Ip o P_ u * 1'S a 11 ifl-s 1 »•§ C ton B | 3 Auckland Wellington .. CbristoTxurch Dunedin .. ! I .. 4 .. : I I! 8 (i 8 1(1! I II 8( 1(19 119 80 !)4 45 16 26 9 7 7 55 1 220 II .. 153 8 .. 124 26 .. 138 55 9 8 26 Totals ti 25 402 96 7 98 I 635 i-E. 2 ,. d;

[Appendix I).

8.—2.

Table P4.—Staffs of Training Colleges at 31st December, 1923.

IL EXTRACTS FROM REPORTS OF PRINCIPALS OF TRAINING COLLEGES. 1. AUCKLAND. (11. G. Cousins, M.A., Principal.) I beg to submit my report for the year 1923. The following table shows the numerical strength of tho College : — Men. Women. Total. In College, 1922 .. :. .. .. 97 251 348 Loft at end of year .. .. .. . . 43 140 183 Remaining in College .. .. .. ..54 111 165 Admitted, 1923.. .. .. .. ..68 140 208 Total, 1923 .. .. ..122 251 373 Loft during year . . . . . . . . 3 7 10 In College at end of year 1923 .. .. ... 119 244 363 In 1921 there was one man to three women ; in 1922 two men to five women ; in 1923 one man to two women. This year sixty-ono first-year students aro leaving College, Sonic of these are retiring voluntarily ; the others have boon selected in aooordance with tho Department's instructions. Wo, have several men on our 1923 roll who have already spent somo time in studying for other professions. This seems to indicate that teaching is making a wider appeal under the present economic and industrial conditions of the. Dominion. Already the number of applications for admission to College next year greatly exceeds the number of vacancies. This will entail a rigorous selection that will inevitably lead to an improved standard. This is what it should be, and augurs well for the future of education in Now Zealand. College Work. —It has boon extremely difficult to arrange tho work for so largo a body of students, with the accommodation at our disposal. Fortunately, the annex was still available. Notwithstanding all the difficulties, the whole programme of work was carried through without a hitch, and under the circumstances the College routine has been satisfactorily maintained. Classes. —With our full complement of lecturers throughout the year there was no disorganization of class-work as in the previous year, when we were awaiting the appointment of a second science lecturer throughout two terms. The advantage of having two lecturers in science subjects was therefore much in evidence this'year, and considerable work was accomplished. Physiography has been added to tho curriculum, and, with one science lecturer permanently situated at the annex the whole work has boon on a bettor basis. In tho practical work wo aro still handicapped by tho size of the classes. A large number of our students have attended University classes. They wore carefully selected, and their work has boon under the supervision of the College staff. The results have been highly creditable. If the present standard is maintained —and there is no reason why it should not, go on improving—tho Training College will take a big part in the life of tho University. It is most gratifying to find what excellent use our students arc making of the privilege of University attendance. Practical Training. —This has again presented formidable difficulties, but the staffs of the Wollesley Street Normal School, Richmond Road, and Curran Street Schools, with a considerable number of the associated normal teachers in the city and suburban schools, have enabled us to

Training College. Name. Position. Salary. Auckland Wellington Canterbury Cousins, Herbert G. .. Pitt, Arthur E. (Dr.) .. Brew, Fred. C. Clinch, John A. Jones, E. R. .. Shaw, J. W. (Rev.) .. Wallace, Harry Kennedy, Agnes Hume, Jeanie.. Could, W. H... Lomas, E. K... Irvine-Smith, Fanny Jacohsen, N. It. Loy, E. Aitken, J. W.. . Joyce, Mary E. Watkin, Len. J. Purchase, John E. Poison, John G. Greene, William Maxwell, Robert W. D. Ironside, Annie F. Comes, J. J. S. Johberus, George Moore, John A. Maefarlane, Samuel G... Bayley, L. V. Martin, William Fleming, James J. W. .. MoLeod, Janet Harrison, Vera K. Donn, Robert Land reth, (.!. .. Principal Vice-principal.. Assistant Lecturer Tutor and Librarian .. Principal Vice-principal. . Assistant Lecturer i, - - Tutor and Librarian .. Art Lecturer Principal Vice-principal. . Assistant Lecturer Tutor and Librarian .. Assistant Lecturer Believing Priniopal Relieving Vice-principal Relieving Assistant .Lecturer Tutor and Librarian .. Drawing Instructor Home, Science Instructor £ 720 580 445 •'75 135 465 455 433 303 070 530 433 485 393 443 363 485 720 605 455 463 433 365 445 700 550 400 485 455 433 363 445 .. I 300 Otago .. I

Appendix D.'l

E.—2.

cope with the situation. Tho method adopted has been the one that best met the position last year. Each student spends half a term in College anrl half a term on school section. Practical work in the schools covers Monday, Tuesday, and Wednesday ; all tho students are in College for the whole of Thursday and Friday. This has strengthened the academic side while giving due weight to the great value of practical teaching. It also gives continuity to the influence of the College atmosphere on the character and personality of each student, a matter which we find to be of supremo importance. We are deeply indebted to the Normal School staff and all the associated teachers for the thoroughness and zeal that has charaoterizetl their work for the College. In addition there have, been regular classes in method conducted by members of the College staff. The Physical Side. —The health of the students has again been good. Tho Medical Officers report a distinct improvement in the physical condition of the students during the, year. A drill refresher week at the beginning of September undoubtedly helped to put students in good physical condition for the strenuous work of the last term in College. Dr. Mecredy, the Department's Medical Officer, has been of the greatest service to the College. He has identified himself with our work, has come into the closest relations with the staff and students, and has rapidly won a fine influence. His personal interest in tho men in the College is making for highest ideals of physical fitness. The Social Side. —As in past years, a strong effort has been made to achieve an atmosphere that will encourage the development of every side of the personality. Students come to tho College from all sorts of environ merits and with widely different experiences. They are at an age to make, or mar. Tho years in College usually give them a definite direction. The development of each year's students is a constant source of interest anel inspiration to the staff. As far as is possible, we have tried to make conditions here such as would give all students a chance to cultivate all tho qualities that will increase their efficiency and value to the community and the State. To this end the social life of the College has been carefully arranged and is carefully controlled. Hostel. —Tho hostel has already more than justified itself. It has been full from tho opening of College,- and it is going to prove a very influential factor in College life. With increased numbers and under the wise supervision of Miss Maindonald, tho hostel has not only boon an invaluable adjunct to the College but has also managed to pay its way. In conclusion, I have pleasure in recording my appreciation of the work of the. staff. For much of its successful and happy life the College is indebted to various members of the staff for their generous services in various directions apart from the work of the formal curriculum. As the whole success of the College as a social institution rests upon the effective and happy interaction of staff and students, it is very gratifying to a Principal to find in his staff such ability and aptitude for working with young people in various directions as has been shown conspicuously by most of its members, and there is no doubt that the students have very much appreciated the interest that the staff has shown in all their activities. Once again I must specially record the excellent work done for the College by the Headmaster and staff of the Normal School. I also wish to record my sincere appreciation of tho way in which my wishes have been met by the various officers of the Education Department, and of the unfailing courtesy and kindness of every official of tho. Auckland Education Board.

2. WELLINGTON. (J. S. Tennant, M.A., B.Sc, Principal.) I have the honour to submit tho following report on the work of tho College for the year 1923 : — Jl o ll, The total roll for the year was—Senior students, 152 ; junior students, 142 : total, 294. This was made up of 67 men and 227 women. Tho following table, shows the total enrolment since the establishment of the College, in 1906 : —

It will be seen from tho above that the steady increase in enrolment during the past few years has been maintained. Tho percentage of men students to women students, however, for the first time since 1917, showed a decline. . . . . Classification. —The classification of tho students according to their various qualifications was : Division A, 213 (101 pupil-teachers and 112 probationers); Division B, 76 (no previous teaching experience)'; Division C, 5 (University graduates) ; Division 1), 0 (adult uncertificated teachers). As anticipated in last report, the percentage of "B" students shows a considerable decline, while the " D " students have disappeared altogether. New Students. It is very gratifying to note that the number of applications for admission to the College continues to increase. It is a matter for regret, however, that, owing to lack of accommodation, a considerable number had to be, refused admission. By direction of the Department we are required to admit all qualified applicants of Division A (pupil-teachers and probationers). Numbers of these have to be admitted on the minimum qualification (Group 1, Class D), a standard of attainment dangerously low ; while many Division B applicants with qualifications equal to matriculation, or better, are excluded. On the whole, however, the typo of applicant for admission to each division shows a distinct improvement. The bulk of applicants under Division A and B have, matriculated ; many have higher leaving-cortificatcs ; somo have passed University scholarship with credit; some, have part of a degree in arts or science. .In the circumstances tho time seems

ii— E. 2 (A P p. D).

III

Number of Students. Percentage of Roll. Year. Men. Women. Total. Men. Women. 906 916 .920 921 .922 923 12 21 44 49 74 67 34 93 142 147 203 227 46 114 186 196 277 294 26-1 18-3 23-7 25-0 26-7 22-8 73-9 81-7 76-3 75-0 73-3 77-2

E.—2.

(Appendix D.

opportune for raising the entrance qualification, which should bo at least a full D certificate. It will be deplorable if, because of an excess of Division A applicants with the present minimum qualification, the profession is to lose the services of a type so well qualified as are many who apply under Division B. Districts. —The following shows the education districts from which the students were drawn : Wellington, 120; Wanganui, 64; Hawke's Bay, 42; Taranaki, 39; Nelson, 25; Canterbury, 2; Otago, 1 ; Auckland, 1 : total, 294. Accommodation. —ln consequence of the rapid increase in the student roll during the past five years (from 136 to 294) our accommodation has fallen very considerably behind requirements. The present building was erected in 1916 to accommodate a maximum of 1.20 students (there were then 109 students on the roll) ; and, though the only addition since then has been a gymnasium, it is to-day called upon to accommodate practically 300. The inconvenience arising from such congestion, the interference with the smooth running of the institution, the complications in organization, as well as the discomfort to students and staff—these do not contribute to efficiency. The need is very urgent either for a considerable reduction in our numbers or for an increase in our accommodation. The, Staff. —During the year under review the staff of tho College underwent very considerable changes. Professor Tennant, after having directed the College since 1912, was appointed to the Chair of Education at Victoria University College. Several changes were rendered necessary consequent upon his retirement. The Vice-Principalship rendered vacant by my appointment as Principal was filled by the promotion of Mr. E. K. Lomas, M.A., M.Sc. Mr. Lomas was succeeded by Mr. N. R. Jacobsen, M.Sc. During the year Miss J. Hetherington, M.A. resigned her lectureship in history, and her position has been filled, by the appointment of Miss Irvine-Smith, M.A. University Classes. —The University classes attended by students were —English, 49 ; Latin, 15; French, 20 ; education, 130 ; philosophy, 45 ; history, 26 ; economics, 9 ; geography, 10; mathematics, 15 ; geology, 6 ; chemistry, 7 ; physics, 6 ; botany, 7 ; zoology, 1. An analysis of the term examination result gives tho following: First-class passes, 14; secondclass passes, 87 ; third-class passes, 194. Chair of Education. —The establishment of a Chair of Eduoation at Victoria University College marks a distinctly forward step in tho academic study of this important social function. While it cannot be doubted that the study of the subject itself will receive an impetus with corresponding reaction upon our educational outlook, there is a danger that it become too academic and be divorced from educational practice. Only tho very closest co-operation between tho Chair and tho Training College will avoid this. Such at present maintains, and it is hoped that the tradition now being established will be a safeguard against the possibility of a future lack of co-operation. It must be recognized, however, that the present arrangement is only a compromise rendered necessary by the exigencies of finance. When the population and finances of the Dominion permit, each University centre will require its School of Education within the University, where the academic pursuit of the subject will proceed pari passu with the professional. In the meantime, however, the present arrangement, fraught with danger though it be, is apparently the best possible. The Department is to be commended for its forward step. Students' Teaching Practice. —For the purpose of teaching practice the College has at its disposal a total of thirty-six class-rooms for 294 students ; and wo arc able to organize our work so that not more than eighty students are engaged in. teaching practice at one time. This enables fairly satisfactory arrangements to bo made, but the position is not altogether satisfactory. Class-teachers are, and rightly, jealous of the welfare of tho children committed to their charge. The latter must receive first consideration, so it is plain that class-toachors will be anxious to reserve to themselves as much of the actual work of teaching as possible, and to reduce the time the class is in the 'prentice hands of the student to a minimum. With two, sometimes three, students in a class-room, each student receiving at least an hour's class teaching per-day —obviously not too much for the student—the class-teacher finds himself reduced to only half-time with his pupils. If this were maintained for a limited period during the year it would be easily possible for the teacher to make good any leeway, and the children, rather than suffer, might well benefit from tho effect upon the classteacher of the student's visit. But the necessity for providing for students is a continuing thing from which there is no respite while the College is in session. Differentiated Training. —A very urgent need appears to me to be a greater element of differentiation in our work. At present our entrants vary in academic attainments from " Group 1, Class D," to " M.A. with Honours " —a range almost, if not quite, as great as from kindergarten to Standard VI. Further, some have had previous teaching experience, some have not; some will be required for infant-teaching, some for primary, some for secondary, some for rural. Yet, because of a lack of accommodation and a lack of staff, we are able to differentiate the training in only the slightest degree. During the past year we did our best to provide differentiated courses for students preparing for secondary teaching ; but tho remainder have been compelled to pursue a general course, in common. This is surely not as it should be. Methods of Instruction. —We have long been convinced that the prevailing method of instruction in higher education —the lecture method —was far from satisfactory. It is a method that encourages passive reception rather than active expression—a method that makes examination the end of education, and that justifies the jibe that our typical University product is not a reader, a student. Though we have long boon well aware of this, the great difficulty has been to devise a workable substitute. Early last year, with the approval and support of the Director of Education, we entered upon an experiment in what we have designated a " project " method. The term is not a happy one, but it is tho best we could find. This method is a combination of what the Americans call " teaching by projects," the Dalton plan, and the traditional lecture method. The work of the year is divided into definite units of work or projects, each of which requires some definite reading and, in a mild way, research. Further, each project calls for some definite expression work, the writing of an essay or story, the construction of some piece, of apparatus, the oral delivery of some report, the giving of a lesson, &c. The project is invariably introduced by a lecture or lectures, and the subsequent work of tho students is done in small groups each under a leader. It is perhaps too early to make a definite pronouncement as to the success of the experiment. During last year it was applied only in English, history, and .nature-study. Its success in these subjects was undoubted; but whether it is equally applicable to other subjects remains to be seen. Of one thing, however, we are certain, and that is that it makes much greater demands upon the staff in both energy and ability than does the old lecture ; but the, greatly increased zeal and

Appendix D.]

8.—2.

enthusiasm of the students, and the obvious improvement in the quality of tho work done, appear to us a sufficient compensation, and to warrant an extension of tho experiment to other subjects of the College course. Such an extension, however, is contingent on further library facilities. Hostel Accommodation. —Despite the increase in our numbers, the difficulty of finding boardingaccommodation last year was somewhat less than in former years. As was pointed out in last report, this was possibly due to the prevailing slumps and the consequent desire of a considerable number to augment their earnings. But present appearances would scorn to point to a return of our old difficulty with returning prosperity. Social. —The past policy of the College regarding the social side of College life has been fully maintained. In concluding this report I would like to express my appreciation of the ready assistance I have received from the Board's staff and others concerned in the administration of tho institution. 3. CHRISTCHURCH. (J. E. Purchase, M.A., Principal.) I have the honour to submit my report on the Christchurch Training College for the year ending 31st December, 1923. The number of students in training is increasing so rapidly that the pressure upon the available accommodation has become very groat indeed. The number of class-rooms is totally inadequate, and it has only been with very great difficulty that satisfactory work has been carried out. It is to be regretted that although a grant, sufficient for one wing of a new College, was made more than six months ago, no relief will bo possible during 1924. As the number of applications for admission has increased, a greater degree of selection has been possible, and it is pleasing to record that both in. academic attainments and in personal qualifications a higher standard has been reached. A more rigid medical examination will have the effect of preventing those physically unfit from undertaking tho work of teaching. In this connection I wish to point out that in my opinion a rigid exclusion of all those who are physically weak should be insisted on. Students have done particularly well at their University work this year, and consequently a greater number is definitely preparing for secondary work. This is thoroughly satisfactory. Wo find in many cases that a period of pupil-teachership results in a distinct loss to the student from the point of view of academic success. When appointed pupil-teachers thoy very frequently drop their high-school subjects to study the remaining subjects required for the D certificate. Two bad results follow : they enter College in a much worse position with regard to their University subjects than they would have been had they come direct to us, and they have, in addition lost the habit of serious study. The work required to enable them to qualify for admission to the Training College, is so little that they have too much " unorganized " time left. I would suggest that all those pupil-teachers and probationers who desire to read for a University degree be required to do some work in that direction while employed as pupil-teachers. The habit of study acquired in the secondary school will thus become fixed to the very great benefit of the student. Each year for some time past a few pupil-teachers on their appointment have come to me- for assistance in mapping out a University course. All have done well, and have thus proved the wisdom of an early start. The proper relation of teaching practice to College instruction is the, most difficult problem we have to solve. Tho arrangement throughout the year was similar to that adopted in 1922—-namely, to concentrate on study and the. learning of principles in the first year with the addition of demonstration lessons given by expert members of the Normal School staff. Towards the end of the second term all first-year students spend three weeks in the class-rooms, where they see the principles they have learned being put into practice. In their second year, students spend alternate, five-week periods in class-room and in College, so that practically half the year is devoted to actual class practice. lam aware that this is more than is given in some Colleges, but it seems necessary if practical teaching is to be carried on adequately with the theoretical study. Any undue stressing of either aspect is liable to create a partially developed teacher. Further, those students whose appointments lie in rural districts have little opportunity of obtaining any further assistance, and they should receive the practice necessary to enable them to take up their work with confidence. Even in large schools the headmaster is so occupied with other duties that he has little time to give to the junior members of his staff, and many regard the ex-Training College student as fully qualified and trained, and therefore not in need, of assistance. It should be remembered that many of these students have not taught previously to entering College, that all are immature and cannot be expected to develop satisfactorily unless thoy are watched over and helped during at least the first twelve months after leaving Training College. The work of the students on the academic side has been quite as good as in previous years, and tho successes achieved at Canterbury College examinations somewhat better. Art Classes. —The classes in various branches of drawing were conducted on somewhat similar lines to those of previous years. Tho first-year students proved to be particularly enthusiastic both in colour work on paper and in blackboard drawing. An endeavour has boon made throughout to induce the students to look at their work from a higher point of view than that of the mere training of the eye and hand, and to realize that it is possible, by means of the crayons and chalks which the children use, to represent much of the beauty that surrounds us, and to lay a foundation of a true appreciation of tho beauties of art and. nature. During the latter part of this year subjects to be studied by the students in their own time have been set, the resulting sketches being exhibited and the criticism of the students invited. Tho results have been very promising. This year again a largo number of students entered College without having obtained the D certificate for drawing, and in somo cases having done little or no drawing since leaving the primary school. It seems a great pity that students destined to become teachers should not have more tuition in this subject when at high schools. It is this break of four or five years that is largely responsible for tho weak drawing of so many of tho students and young teachers. The socond-year students were given a short course of figure-drawing from life, in order that they might be able to make somo attempt to illustrate fairy-stories, &c. This was followed by a course of wator-colour drawing of objects and flowers, and design work. In order to increase the interest and educational value of the lessons in design it is intended next year to connect them definitely (in part) with the work of the needlework

E.—2.

[Appendix D

class. The work in carton consisted of the planning and making of the ordinary geometrical models, followed by more interesting objects. The aim throughout was to show how carton can be used to develop the initiative and constructive powers of the child. The drawing of plans and elevations was in most cases insisted on, as well as a careful isometric or freehand drawing of the finished article. A large amount of work was. done showing how carton can be used as an aid to the teaching of history, arithmetic, and geography. A very enthusiastic class of school-teachers, who did excellent work, attended the classes hold for their benefit during the year. Lectures on British art given to the junior students last year wen; continued. The art club, which, met during the lunch-hour on Friday, has been well attended throughout the year, and quite heartily supported by a number of interested students. Associated Schools. —Work was carried on in the associated schools, Linwood, Richmond, and Phillipstown, on much the same linos as last year. Most of the students spent a part of their time allotted for teaching practice at one or more of these schools, and each student, as far as possible, was given an opportunity of gaining an insight into the experience in all departments--infant, lower, middle, and senior divisions. In addition to taking special set lessons, they wore, soon and criticized by the critic teacher, and ample opportunity was afforded the students for observation in classmanagement and gaining an- appreciation of the standard of work required in the several subjects at the various stages throughout the primary-school curriculum. To this end the students were required to take, charge of their classes over a set period, say a whole morning or a whole day, and in some cases, particularly with infants, they were responsible for the work covered by a particular group of children over their set teaching period. During the year the infant department and a model solocharge school were opened at Phillipstown, thus affording further facilities for the training of students in these two important branches of work. Periodically the students assembled for the discussion and elucidation of points which arose eluring teaching practice. Throughout the year tho students applied themselves with zeal and enthusiasm to the task of acquiring skill in their profession, and fully appreciated what was being done for them by the several members of tho teaching staffs of tho associated schools. Methods of Teaching. —The course of work in methods of teaching follows trie lines set out in last year's report. With the students of both first and second years tho purpose has boon to encourage clear thinking regarding educational aims, methods of teaching, and the value of tho subjects of the curriculum. The results, as evidenced by interest in lectures, discussions of problems connected with educational views and school-work, and the satisfactory average of marks in the final examination for second-year students, were distinctly encouraging. Miss Baster continued her course of lectures to students of both years, dealing with kindergarten theory and practice, and handwork and. its application to infant classes formed a substantial part of the second-year course. The procedure of last year's teaching practice was not altered, but tho women students of Division,C did part of their practical work with classes in the Girls' High School. A definite scheme of observation for all students allotted to school classes was drawn up, and the work submitted by the students was, as a whole, quite satisfactory, while some reached a very high standard in this department of their professional training. Demonstration lessons by members of the Normal School staff wore, given regularly throughout the year. 4. DUNEDIN. (.1. A. Moore, M.A., B.Sc, Principal.) I bog to submit the annual report on the work of the Training College. The College year opened with 88 men and 200 women in attendance. These numbers taxed our class-room accommodation to the utmost. Our students also find it very difficult to secure suitable board. At present there are about 200 women students on the Training College roll, and of these, the majority are residing away from home. A Training College women's hostel would bo a groat asset. It would provide suitable board at a reasonable rate in a homo where definite study hours could be instituted, and where, all the inmates had the same, object in view. Such an institution would also provide a certain amount of social life which would be most beneficial —it develops powers of leadership, and provides in a home the social intercourse which at present those in lodgings must seek elsewhere. University Classes. — Altogether 128 College students attended one or more classes at Otago University. Of these 75 took pass-degree English, 5 advanced English, 5 pass-degree Latin, 2 advanced Latin, 2 Greek art and literature, 34 pass-degree French, 7 advanced French, 27 pass-degree history, 4 advanced history, 1 honours history, 13 pass-degree economics, 2 honours economics, 68 pass-degree, education, 7 advanced education, 16 pass-degree philosophy, 1 advancsd philosophy, 1 applied mathematics, 1 advanced mathematics, 2 pass-degree geology, 1 pass-degree physics, and 1 advanced chemistry. As a result of the terms examinations our students gained 12 first-class, 64 second-class, and 152 third-class passes. College Work. —The usual courses of instruction were taken at College ; the chief alterations made in the programme of studies for the year being —(I) All first-year students had a course in practical and theoretical agriculture ; (2) all first-year students attended classes in general science, which should serve as a foundation for either domestic science or practical agriculture ; (3) all senior students, men included, were instructed in kindergarten principles. The students on the whole entered into all departments of College and University life with zeal and enthusiasm, and their conduct while in College has been exceptionally good. As usual, there was a number of failures in both University and College classes, some of those resulting from ill health, others from lack of steady application. As a result of successes gained either at College or University, one student has been recommended for an A certificate, eight for a B certificate, 103 for full C, one with credit towards C in five subjects, fifteen with credit towards C in four subjects, nine with credit towards Cm three subjects, one in two subjects, and one in one subject. Only one student failed to gain any credit towards a C certificate. As these numbers include students of Divisions C and Das well as all two-year students, the results must be considered satisfactory.

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APPENDIX E.

PUBLIC SCHOOLS AND TEACHERS. List of the Public Schools in the several Education Districts, with the Average Attendance, Grade of School, and Names, Positions, Classification, and Salaries of the Teachers, as in December, 1923. Notes. (1.) The schools are placed in alphabetical order, the grade for 192.S being shown in column 2. (2.) The average attendance of half-time schools is shown for each school as well as for the group—viz., Ahuroa (9) and Woodcocks (14); similarly the attendance of main and side schools, anil of the primary and secondary departments of district high schools, is shown separately for each school or department. (3.) In column (6), "Position," "H" means head of school; "S," sole teacher; "A," assistant; " I," infant mistress; " Pt," pupil-teacher ; " l'r," probationer ; and " D," assistant in secondary department of a district high school. In the case of normal schools, "N" means assistant or head of model school; "X M" means kindergarten mistress; "N (D)," assistant in secondary department. Teachers on leave of absence are included. Relieving teachers filling vacant positions are indicated by "(R)," and those taking the place of teachers absent on leave but whose names are on the list are indicated by "R." " Hup " means supernumerary teacher not included in staff. (4.) A residence is either provided for the sole or head teacher, or house allowance is paid according to the following scale : ttrade I, £30 per annum ; Grades II and 111, £ 40 per annum ; Grade IV, £50 per annum ; Grades V, VI, and VII, £60 per annum. (5.) Headmasters of district high schools (other than normal district high sohools) receive £30 per annum in addition to salary ehown in column (8) unless tho average attendance of the secondary department exceeds sixty, when they receive £50 per annum. (0.) The salaries of assistants in secondary departments of district high schools are not shown in this Appendix ; they may be found in E.-6. (7.) Organizing teachers, and teachers conducting the Department's correspondence classes, are shown on the last page.

AUCKLAND.

i—E. 2.

Schools. Teachers. Name. (D CO a)" lag TO > Bh « ***S ** "5 O H J2) (8)__ CO* (M e-i "5 *■ Name. g g OS to (41 (5) c 1 Ch 4 o 8 j *3 -***■* im o (8) (7) 18) Ahuroa (9) and Woodcocks (14) .. Aka Aka 2 23 3a 71 Smith, William M. .. 151 Hoey, Reuben L. .. .. Ill 'trotter, Margaret I. .. .. 199 Potter, Ethel M. .. .. 97 Warin, Hilda I... .. .. 205 Grant, James G. .. .. 196 s fl A H A S A C C c D C £ 303 345 233 35.3 223 243 Albany 3a 41 Albert land North (9) and Hoteo North (9) Alexandra , I 18 3 u 88 Hook, Alfred C... .. .. 102 Stuart, Frances M. .. .. 222 MeCrae, Verona.. . . . . 215 Wight, George F. . . .. Ill Evans, Mary Schroder, Daisy.. Stanton, William T. .. .. 157 Eggers, Vcrley R. Newman, Leslie.. .. .. 220 Witten, Hazel Kelly, Barton A. .. .. 203 Hendry, George M, .. .. 125 Moloughney, Phoebe M. . . .. 204 Crabb, Lillian L. .. .. 180 Snee, Agnes E. C. Blakey, Frank E. .. .. 92 Wilkins, Winnifred A. .. .. 213 Bartle, Crace .. .. .. 212 Stubbs, Jessie M. Smith, William (!. S. .. . . 148 Ebert, William E. R. 15. .. Atkinson, Reginald V. . . .. 146 (Joulstone, Gertrude 1). .. .. 196 Jonathan, Arthur (1. S. .. (iauntlett, Eileen L. .. .. 203 Berridge, Reginald S. H A A S S s H A S s s 11 A s s II A A Pt2 1) S H A H A S c 1) 0 c 373 223 195 275 120 30 315 183 195 155 223 3-15 223 233 170 375 223 205 78 Alfriston Amodeo Bay No. 2 Anawhata Aotoa.. 2 ' 37 0 8 0 2 3a ' 51 c Aramati Aranga Arapae Arapohue I 13 1 15 2 j 32 3a i 08 i) c I) I) B Ararimu Ai-arua Aratapu District High SchoolPrimary (81), secondary (29) 2 21 I 14 3b No B I) I) Aratoro Ardmore 2 28 3a 50 B 193 335 233 295 223 245 2 3a 28 50 1) C I) c Aria 3a 37 3a 37 Avoca 2 22 2 22

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[Auckland.

List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

Schools. Teacher* Name. CO d Ol Si" TO OS K o a? H Name. t» J £§ d J rt 3 *S £1 I 1 H** 0 (5) (8) I (7) >*: 2 Sri « -53 (4o5S "3 18) (1) _ (2) OS) W Avondale 7o 562 Darrow, Harry A. Dean, William F. Newton, Edith M Slevin, Franz R. Ingram, Dorothea It. Small, Harold Small, Annie T... Mansfield, Winifred M. .. Russell, Beatrice M. (Mrs.) Mabbett, Una Johnson, Margaret M. Syers, Phyllis L. Lawson, Wilfred C. Stubbs, Olive B. Forrester, Grace L. Avery, Doris W. E. Lamb, William 0. French, Winifred M. Abel, Doris E. . . Prescott, Jessie C. 17 H B 92 A C 84 I C 121 A 15 102 A C 128 A C 134 A E 170 A 0 156 A E 199 A C 208 A B Ptl Ptl Pt2 Prl Prl 94 H C 182 A C 202 A C S £ 520 425 363 355 343 303 203 225 245 195 175 83 88 78 83 83 375 233 205 193 Avondale South 3b 109 Awakanac (7) and Te Kouma Road (6) Awakaponga Awakeri 1 1 3a 13 13 60 McCabe, Pearl D. E. Hannken, Wilfred P. Hannken, Hilda A. (Mrs.) Place, John R. .. Mclntyre, James K. Wilson, Ruth Matthews, Kathleen M. L. (Mrs.) .. Barrington, Pearl L. (Mrs.) Jenkins, Charlotte M. Gribbin, Clinton It. Jones, Francis Foote, Doreen E. Mclnness, Donald Jones, Thomas R. Thompson, Frances E. Andrew, Richard E. ... Jones, Ruth B. .. Jenkins, Clifford E. Rumsan, Eleanor W. (Mrs.) Lees, Eliza A. (Mrs.) McGinley, Ruby V. Grigg, Hilda M... Partridge, Mary E. Bell, George M. .. 'terry, Clara A. K. Takle, Muriel A. Wilson, Romi M. Graham, James W. W. .. Fox, Theresa M. Sheppard Phyllis E. F. .. Plummer, Ailsa G. Lethaby, Norma M. Harrison, Rupert P. C. . . Hewlett, Theophilus N. .. Vialoux, Kate V. Clark, Ada Oliver, Mabel L. Miller, Mary A. (Mrs.) Kelso, Archibald Esdailte, Enid S. M. McLean, Katherine I. Wilson, Lewis A. Wallace, Dorothy M. McGill, Lorna E. Kay, William Green, Anna M. (Mrs.) 'Forsyth, Caroline C. (Mrs.) Moore, Daniel V. Milne, Margaret T. Gillibrand, Emma Walsh, Mabel H. (Mrs.) Young, Edith M. J. 230 S D 135 H 15 203 A I) S 1) 134 H C A 223 A 1) .. (R) .. 191 S C It 205 S G 199 S C 31 H C 76 A C 83 I D 100 A C 109 A C 152 A C 120 A D 177 A D 201 A D 191 A C 170 A D Ptl Ptl Pt,2 Pt,2 Prl Prl Pr2 Pr2 Pr2 58 H B 116 A C 135 I D 142 A C 164 A C 182 A 1) 179 A C 202 A C A 1) Pt2 Pt2 Pr2 25 H C It B 116 I I) 120 A C It 103 A I) .. (R) .. 145 A I) 185 325 223 185 353 173 205 165 243 185 205 215 510 393 303 385 333 335 273 225 185 195 205 88 83 78 78 118 83 78 78 78 450 375 303 283 253 215 225 185 185 83 108 108 520 263 385 355 360 313 213 243 Awamarino Awanui 1 3b 10 89 Awaroa Awitu ('ontral Awitu No. 2 .. Batley Bayfield 2 2 1 1 7i« 27 21 15 13 564 Belmont (U 449 IJeresford Street 7c 544 For ex pi lanatory notes see page i.

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List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

III

Schools. Teachers. Name. (1) CO Ol TO eg t, 0 (2) 01 3 ■§ S3 >§2 HS H Name. CO Ol bDCT. S -5 i-" re o Og to (5) i ■J § t? .2 S Sa«i 1 1 III 3 "3 S (8) (7) . (8) (3). (-*) Beresford Street— continued. Birkdale Bombay Brigham's Creek Broadvvood Brookby Brooklyn Brynavon (15) and Whareora (14) Brynderwyn Buckland 3b 2 2 1 1 2 2 3b 3b 97 30 30 19 10 29 22 95 122 Hatfaway, Martha Cleary, Elsie E. Spenee, Maggie Finer, Thomas L. Dickson, Kathleen Paterson, Jeanie H.) Creedon, Eileen M. Moon, George D. i'oore, Bonita M. Derham, Veronica M. Lee, Maurice G... Gilfodder, Leticia M. Chapriell, William Phillips, Byril M. Warner, Louisa (Mrs.), .. Fordham, Marjorie E. Bullen, Frederick R. S. Wootten, Jessie C. West, Nora E. .. Taylor, Minnie I. O'Halloran, Kevin fl. Ritchie, Percy C. MeQuoid, Evelyna Costello, Peter J. Worthington, Herbert Wily, Harry H. D. Whitburn, Florence M. .. Knowlcs, Isabella (Mrs.) .. Stephenson, Oswald C. M. Jones, Griffith R. Vause, Harry Brann, Grace L. Heath, Phillip C. Foster, Heath D. Mason, Lucy I. .. Backhurst, Annie Bycroft, Frances R. Humbley, Florence E. Solomon, Edith Porter, \ 7 ictoria E. Nicholson, Amelia C. Meredith, Charles de Lambert, Ethel G. Phelan, Richard J. Newhook, Clara F. Wallis, Charlotte N. Ridsdale, May Crispe, Colin R. It. Day, Agnes H. .. Moore, Irene B. Birss, William (ii) Kelly, John (ii) Fraser, Annie B. Worthington, Minna L. .. Worrall, Winifred M. Cowley, Olive M. Evans, Irene G. Smith, Edward B. S. Sheppard, Ada G. Eyre, Ethel M. .. Clay, Ella M. .. Mackay, Sybil C. Barber, George Jackson, Emma M. 157 190 203 80 181 87 161 216 144 210 186 A A A Ptl Ptl Pt2 Pt2 Prl Prl Pr2 Pr2 Pr2 fl A A Pr2 H A A S S s s s s H A A S H A I A A A A A (R) A Ptl Pt2 D D (IDD H A S H A A II A I A A A A Ptl Prl Prl Pr2 Pr2 H I I) 1) I) 15 C D O D C C 15 C £ 225 195 185 88 83 78 108 88 83 78 83 78 375 233 195 78 375 243 195 303 223 215 105 283 260 365 223 205 253 460 395 313 325 253 215 215 195 125 145 113 78 115 202 b c Cabbage Bay Cambridge District High School— Primary (431), secondary (51) 2 6b 21 482 198 59 105 120 158 144 193 194 199 c G G C D (J I) C C Cambridge Road Lie. 111 134 C C 3A 47 140 172 15 323 243 185 375 233 215 415 365 263 253 225 215 175 88 83 83 78 78 395 2.13 Churchill Clevedon 1 3B 12 82 loo 188 181 58 110 145 142 166 172 215 D C 15 C C D D Cornwall Park 5b 323 Coroinandel District High School — Primary (128), secondary (23) 71 183 D 4b 151 Grange, Muriel S. Patterson, Margaret D. .. Bell, Eric W. .. Hill, William W. Bullians, Andrew Murray, Ethel M. Price, Alfred C. .. Waddington, Florence M. Whibley, John C. (prov) 216 A Pt2 D H A 1 A A A C 195 78 Curran Street 19 82 D D D C C c 520 435 353 385 323 345 7A 521 106 97 116 For ex] ilanatory notes see page I.

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List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

Schools. Teachers. Name. CO Ol Ol oi TO c o (2) CO 01 Ol 01 O r. r cV ■ re reco .So fc*£ol to u "2 > S"*"": Name. re 41 -s ■3 J £*§ £ H S to (») .(4) _(5) (C) a p re I re 5 (1) (8) (7) Curran Street -continued. Dacros (18) and Tawharaniii (9) .. Dairy Flat Dargaville District High School— Primary (361), secondary (28) 2 2 5d 7i) 2 ;; 3a 0 3a 7(1 5c 2 2 5i> Tuthill, Mary H. .. .. 148 A Grarft, Florence S. .. .. 163 A Roberts, Constance M. (Mrs.) .. 166 A Weetman, Lilly .. .. .. 1.86 A Nash, Dorcas E. (Mrs.) .. .. 170 A Moves. Ethel B. A. .. .. 170 A 27 Redwood, Horace S. .. .. .. S 33 .Ross, Alice G. (Mrs.) .. .. 166 8 389 Davidson, George A. .. .. 103 11 ('hristensen, Sydney G. .. .. 159 A Hoywood, Edith M. .. .. 144 I Barriball, Letitia L. .. .. 164 It Watson, Margeret J. .. . . 179 A line, Tholma I. . . .. .. 215 A Savident, Ellen .. .. .. 218 A Levy, Esther R. .. .. 215 A Morgan, Josephine I. .. .. j Ptl Upton, Allen D. .. .... Ptl Callaway, Ronald P. .. .. 194 D (ill Armstrong, James .. .. 19 H Webster, Robert S. .. .. 82 A Herbert, Mary E. .. .. 80 I Blow, Harold" I... .. .. 118 A Grant, Jane D. .. .. .. 80 A Tatton, Joseph A. .. .. 131 A Sinclair, Bertha M. .. . . 152 A Fooks, Alice C. .. .. .. 156 A Rice, Aroha P. .. .. . . 200 A Carrie, Elsie G. .. .. .. 200 A Watson, Florence (Mrs.) .. .. 197 A Alexander, Annie S. .. .. 216 A Falla, Robert A. .. .. 210 A Death, Edna M... .. . . .. Ptl Jewell, Olive It... .. .. .. Ptl Stewart, Jessie F. .. .. .. Ptl flamer, Eric W... .. .. .. Prl Penrose, Eileen A. .. . . .. Pr2 Ensoll, Beryl W. .. .. .. Pr2 30 Lock, Albert, D... .. .. 156 S 27 Osborne, Philip F. .. .... S 72 McNaughton, James D. .. .. 112 II Smythe, Madeline E. C. .. .. 187 A 3 Simpson, Julia W. .. .. .. s 57 Allen, Frederick N. .. .. 144 H Shaw, Sarah G. (Mrs.) .. .. 204 A 088 Semadeni, Casper A. .. .. 31 11 M.ahon, Roso.M. .. . . 96 1 Stretton, Ernest C. N. .. .. 113 A Laws, Charles It. .. .. 158 A Harrison, Emily .. . . 145 A Pirrit, Ruth .. .. .. 162 A Taylor, Hazel E. .. .. 195 A Gibson, Amy .. .. .. 177 A Casiey, Gladys M. .. . . 192 A Hiscock, Bertha M. .. .. 216 A Kennedy, Annie It. .. . . 209 A Bell, Janie P. .. .. . . .. A Dixon, Agnes M. .. .. 207 A Mo.Leod, Gladys M. .. .. 215 A Barlow, Dorothy .. . . .. R Dale, Doris A. .. . . .. .. ptl Pattison, Arthur J. .. .. .. Ptl Morrison, Alma P. D. .. .. .. Pt2 Merritt, Kathleen M. .. :. .. Pt2 Monk, Harold E. .. .. .. p r ] Garratt, Roma G. .. . . .. p,-2 Lane, Lorna N. .. .. . . .. Pr2 305 Vuglar, James .. .. .. 48 H II ayson, Bertrand W. .. .. 87 A Goldsworthy, Elizabeth M, .. 130 I Patterson, Edward J. D. .. 145 A Constable, Winifred T. (Mrs.) .. 162 A Wilson, Alice K. .. ' 104 A Barwick, Doreen W. .. .. .. A 27 33 389 c c 1) D I) I) I) I) D 1) I) C D C C c £ 235 215 205 195 205 205 310 293 435 303 273 233 243 195 185 175 83 88 Devonport 7d (ill c D c c I) 15 I) e c c D I) D C 520 435 303 375 343 303 263 225 195 195 195 185 175 83 83 83 88 78 78 295 223 345 233 00 335 223 520 353 375 295 253 225 195 205 195 185 185 145 175 175 300 83 88 78 78 88 78 78 455 385 303 293 223 225 175 Dome Valley Donnelly's Crossing Drury 2 2 3a 30 27 72 1) I) D I) Dunsdale East Tamaki 0 3a 3 57 C I) c 1) c D D C B C C I) I) Edendale 7a 088 c" c ISIle rslie 5c 365 48 87 130 145 162 164 c c I) c E C B For explanatory notes see page i. For e:

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List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

Schools. Teachers. Name. (1) cool Ol ■a re h O (2) fill > *n°i ■** is"* H ] Name. (4) CM bp"ft a i-i 'to S 22 Sa a to _(°1 ci 1 f Sre'ri 1 | 31S tn -. "■red (6) (7) 18) (») Ellorslii EUerslie— continued. Elstow Epsom Eureka Fairburns Road Fairfield ie -conk linued. 3a 7n 3a 3a 4c 48 602 47 *41 220 Earl, Emily C. . . Hoyle, Margaret !.!. Speight, Marjorie A. Garland, Auriol H. Aickin, Thomas W. Moyle, Elizabeth (Mrs.) . . Isemonger, Thomas Roberts, John E. Caruaehan, Blanche E. .. Rust, Douglas S. Vellenoweth, Jessie Fordyce, Johanna 0. Covey, Mildred A. (Mrs.) .. Murray, Kathleen B. Wright, Janet S. (Mrs.) .. Rohan, Gladys M. Tierney, Hilda G Hollis,'Eileen .. Matthews, Vivienne E. Harris, Ida Purtell, Edith. Caisley, Margaret, F. 1 lamilton, Gordon G. Itademacher, Marie M Macl-iean, Donald J. Hollis, Ailsa R. .. Griffiths, Marion A. Rose, Margaret E. Fitzgerald, Mary Skimiigton, Henry Best.ie, Helen J. V. Shepherd, Arthur .1. Downey, Michael R. Marton, Agnes M. Gledstane, Helen Fletcher, Elizabeth Lomba, Laura M. Primrose, Sybil O. Rogers, Marion R. Braithwaite, Frederick C. Preseott, Emily R. Hon nor, Harold.. Gibbons, Nancy. . Maclaurin, Kenneth C. Leech, Joshua S. de itenzy, Elizabeth Glass, George K. Blaekett, Isabella H. Bell, Mary ('owie, Kathleen Fisher, Ruby E. Simpson, Arthur J. Bennett, Beryl A. Ware, Evelyn M Roche, Geoffrey H. Hayter, Ernest McKenzie, Edith E. (-ooke, Jessie B Sands, Mabel Sar-good, Miriam H. Hoskiug, George, F. C. Joyce, Amie E Ncwcombe, Leila M. Bailey, Dorothy T. Kenyon, Bessie Gelling, William M. Ctifford. Eliza C. (Mrs.) .. Day, Charles Foley, Hugh Westfield, Margaret J. Rudall, John H. Adnams, William D. Piggott, Ellen M. McGill, Isabel B. Walker, Karl F. 194 130 107 34 69 101 147 106 117 1.49 169 156 .191 213 204 118 180 206 68 .177 170 216 A Prl Prl Pr2 H A II A I A A A A A A A A A A Ptl Ptl Pt2 Prl Pr2 Pr2 Pr2 Pr2 H A II A 11 A I A A A Pr2 S H A S R H A I A A A A Ptl Pt2 Prl Pi-2 S H A H A Pr2 H I A Pt2 Prl H A Prl H A S S H R S C C G D 15 E I) C C I) c E C c c c c D 1) c D I) D D £ 195 83 83 78 313 285 520 435 353 305 333 303 235 225 205 195 175 185 175 83 83 108 88 78 83 78 78 313 233 285 173 405 295 243 253 205 145 78 223 345 223 155 165 445 375 283 283 263 225 185 83 83 83 78 185 333 203 333 223 78 390 243 205 78 83 345 275 88 345 233 335 223 333 145 285 Fornilea Flat Bush 2 3a 23 42 122 211 D C D Flaxmill Forest Gate (5) and Rotoohu (5) .. Frankton 2 1 5c 21 10 377 '62 119 B 0 D C c D C 177 143 173 208 Fryers Road Glenbervie .1 3a 13 38 i±9 c c E C Glonbrook 3a 66 133 214 Glen Eden 4a 128 92 156 206 0 D C Glenfield 120 187 c I) 3a 44 Glen Massey 3a 74 110 185 138 B B C Lie. C Glen Murray (15) and Opouatia (7) Glorit (10) and Mangakura (10) .. Goodwood 2 1 3a 22 20 58 148 Gordon 2 23 D , * For ex| llanatory notes see page i.

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[Auckland,

List of Public Schools, the Staff, etc. — continued. AUCKLAND—continued.

Schools. Teachers. Si e £ lj . i Hi H W 0 -l 2 <S o ti (2) (8) Name. S3 JP i J] £ Hi J5) (6) c o <fl *in re 3 (7) 5 «ri (8) Name. (D . (4) jordonton jlrafton 3a 7d 68 601 Ogilvie, Wilfred M.j Anderson. Irene F.j Scott, Augustus, N. Moon, Mark H. .. Russell, Magdalen L. Bannister, Harold Robinson, Florence K. McMillan, James D. Campbell, Annie, E. (Mrs.) Milligan, Maud Pardington, Annie Murdoch, Eileen A. Riee, Dorothy J. Exolby, Evelyn R. Robins, Zeilie D Hoald, George L. M. Franet, Frances L. Hilicoat, Helen W. Dean, Eric B. .. Harrison, Frances J. Phillipps, lima J. Vuglar, Mavis G. Thomson, Monica (Mrs.) .. Jones, Stanley C. Hunter, Edward J. 128 189 20 85 92 120 111 141 129 170 181 191 203 214 H A H A I A A A A A A A A A A Ptl Ptl Ptl Prl Pr2 Pr2 Pr2 S S s C C B C C D D C E D C C D 15 15 £ 345 233 520 435 353 355 323 293 315 225 195 195 185 195 175 88 113 83 118 78 78 78 135 293 285 Jraham's Beach Graham's Fern Jreat Barrier (4) and Katherine Bay (23) Jreenhithe Jreerton 0 2 2 0 3a 9 26 27 8 66 Dillner, Gertrude, M. (Mrs.) Wills, George H. A. Butoher, Dorothy .15 Smyth, Andrew A'. Newton, William H. Johnson, Joseph B Ashman, Eva M. Warner, Garoth W. it. Gillibrand, Winifred Vos, Victor R. Foster, Mabel K. Eslick, Violet I. Curtis, Marie It. Crawford, Mary A. C. (Mrs.) Niccol, Ysabel A. Tierney, Esma Armstrong, Florence B .. Noble, Charles A. McKenzie, Jessie M. Johnson, Kate Rose, Edwin Ward, Lillian G. Edwards, John T. Grainger, Ida M. Ray, Vera A. Connell, Rosamond V. Day, Hilda Harsant, Caroline M. (Mrs.) Wilcox, John S... Bagley Benjamin Tooman, Francis Roche, Emily Day, Norman D'A. O'Donnell, Ada R. Fergusson, Aleathea Barton, Lucy F. K. Chadwick, Muriel Tring, Elizabeth J. Delaney, Clara Phair, Henrietta McKenzie, Dulcie E. McCarthy, Irene M. McNally, Marjorie G. Calvert, Marguerite I. Dixon, Alice M. Hall, Gladys E. Lloydd, Muriel C. Pilkington, Dorothy Rigby, Norah S. ioi s H A Prl H A I it A A A A A A A ' A A . A Ptl Ptl Pt2 Prl Prl Prl Prl Pr2 S S s H A I A A A A A A A A A A Ptl Pt2 Pt2 Prl Prl Prl Prl C 120 345 223 88 520 405 353 203 333 293 263 225 1.85 195 195 195 175 175 113 83 83 83 88 83 83 78 193 155 310 500 425 353 375 313 293 263 205 195 185 205 185 45 83 78 108 113 83 83 83 ii3 208 15 I) Jrey Lynn 7f 643 30 91 94 C C E 117 138 137 176 207 E D D D D D C 1) C 15 190 198 201 Gumtown (7) and Whcnuakito (8) Hahei Hakaru (10) and Tara Road (12) .. Hamilton East 2 0 2 7e 16 9 28 004 Lie. C C D 0 D D C C E D D C 38 92 101 119 131 138 144 199 193 204 173 Ji'or exi ilanatory notes see page i.

Auckland.]

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List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

VII

Schools. Teachers. Name. co* | oT TO re B O 0l" oi S* mS ■ re ™ro > ajrr HS Name. (4) oi 9 £ I | tsSri 51 | 1 "■- a ■ 3 = (5) (ti) (7) 18) (1) (2) (3) Hamilton West Ilangatiki llarrisville Hautapu Hauturu Helena Bay Helensville Henderson Henderson Valley He re kino 7 ii 3a 2 3b 1 1 • 5a 5a 43 24 78 15 19 242 251 504 Sinclair, George K. Fenwick, Herbert Lanyon, Harriet B. Young, Georgina F. Earie, William J. MeDonogb, Aimee M. Clark, Hugh R. Piper, Hilda E. (Mrs.) Nutsford, Enid McClure, Emma V. J. Mc-Duff, Kathleen E. Y. .. Edge, George J... Syms, Kathleen M. Lewis, Beatrice D. Carter, George E. Dowd, Freda C... Downard, Henry J. F. Allen, May E. Naylor, Harriet M. (Mrs.) Downard, Frederick N. R. Watson, Edith Watt, Eileen R. Wills, Isobel M. (Mrs.) .. Birdsall, Thomas R. Hill, Arthur J. .. Smith, Albert H. M. Bell, Nora A. .. Short, Violet Wapp, Lydia M. E. Brooke, Claude W. Hill, Phyllis D. McKay, Farquhar J. Keane, Percy T. Casey, Clara E. Smith, Violet M. Hawkes, Louisa A. Paltridge, Lola L. B. Sharp, Leonard N. Croker, Ethel M. (Mrs.) .. Walsh, John Walsh, Ada F. (Mrs.) Furse, Peter Rust, Alexander M. Palmer, Reginald N. Burley, Jane A. (Mrs.) Jenson, Violet (Mrs.) Allaway, Margaret A. Jackson, Alfred T. Elliot, James Frost, Leonora M. C. Hassett, Monica E. Morrison, Lucy A. Haigh, Isabel E. (Mrs.) .. C'-Jifie,.Albert S. Muir, Minnie, Dewhirst, Irene Wade, Catherine (Mrs.) .. Forde, Kathleen Hardie, Caroline L. Stagpoole, Thomas Gentles, Mavis P. Deroles, Violet Shopnard, Albert L. McKenzie, Clifton H. Campbell, Mary B. flardwick, Eva M. Nicol, Marjorie E. Allaway, Frederick D. J. .. Tudehope, Bern ice I. Lovatt, Olive B. Robinson, Eileen F. Galpin, Richard N. Hogwood, Ethel M. Smith, Ada A, .. £ 37 U C 490 102 A B 405 86 * A C 353 (R) .. 243 147 A C 305 128 A E 323 161 A D 315 156 A D 253 175 A C 225 181 A C 195 200 A C 195 .... A C 175 Ptl .. 83 Ptl .. 83 Pt,2 .. 83 Pr2 .. 78 126 I! C 345 213 A D 223 134 S D 305 91 II C 355 R .. 145 Pr2 .. 78 204 S D 215 .... S C 195 64 II C 405 180 A C 325 158 I C 273 A .. 218 216 A D 205 Pt2 .. 113 Prl .. 83 67 II C 405 172 A C 273 134 I E 263 157 A D 243 191 A I) 215 A .. 135 Pt2 .. 83 157 S D 263 132 H C 335 A .. 198 S .. 258 140 H I) 375 209 A 1) 243 129 I D 263 A D 203 214 A C 195 Pt2 .. 83 94 H C 355 180 A D 233 A Lie. 165 Prl. .. 83 152 S I) 263 76 II C 375 135 A E 253 210 A D 205 125 II 1) 343 209 A C 213 227 A 1) 195 105 II C 355 201 A C 223 S Lie. 165 65 11 0 405 175 A D 325 142 I C 293 217 It C 105 200 A C 215 Ptl .. 88 Ptl .. 83 Pr2 .. 78 Pr2 .. 78 Pr2 .. 83 188 S D 235 S .. 185 i 2 3a 17 64 Hikiiai Hikurangi 2 4(22 227 llikiitaia SB 88 Hikutaia West flillcrest 2 3b 23 83 Himiera 3a 86 Hobsonville 3a 66 II oni kiwi Hora Hora ] 5a 21 267 Hora Hora Rapids Hore Hore 1 I 22 17 for ex] ilanatory notes see page i.

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[Auckland

List of Public Schools, the Staff, etc.— continued. AUCKLAND— continued.

VIII

Schools. Teachers. Name. 0) . I CO 04 Ol 01* ■fl 2 o (2) 0) o be a . **""ci w 5t2-* (3) Name. W co* a S! . o W S 1 ca « re S r ?| o *5* M«3 to 8 (,*|) (0) (7) I (S) Ilorotiu 3 a 102 Brown, Robert Chainey, Eveleen S. (Mi's.) Spence, Dora J. Fletcher, Lucy £ 102 H C 375 217 A K 213 208 A C 195 173 S D 243 Horsham Downs lloteo North (half-time with Albertland North). Iliiiihora . . .. • .. Howick 0 2 3 a 32 29 68 Henderson, James E. Judkins, Alfred J. T. Williams, Florence A. Harper, Mary M. Garbolino, Margaret A. .. .lory, Harold D.,. Taylor, Norman H. Carrey, Agnes McBean, John S. Davies, Winifred M. Medley, Winifred M. Seville, Edward W. Edgerley, William W. Murphy, Clarence J. Smith, Dasy A. .. Stewart, Albert .. Sykes, Elsie B. . . Veall, Florence D. G. Harrison, Mary E. Mcintosh, Gertrude (Mrs.) Chisholm, Alice (Mrs.) Holmes, Emily Burgess, Nora 15. Russell, Edna L. Gasparich, Joseph G. Patterson, Lavinia C. McMillan, Hugh N. Hunter, John K. Rodgers, Thomas Berry, Alice Brighouse, Kathleen (Mrs.) Hanks, Kathleen A. (Mrs.) Davies, Thomas V. Priestly, Christine M. Smith,"William E. J. Whitwell, Thomas H. Moorcrof t, Joyce F. McCowan, John T. Ariel], Janet I. .. McCowan, Marguerite (Mrs.) Patience, Frederick Dunning, Nellie M. Routley, Coleen M. Glover, Brunswick Fortune, Esther.. Wilson, Anne M. Rouse, George .. Itoss, Ruby Manson, Janette C. Scott, Charles E. Vyner, Marjorie G. Wood, Mary R. Blytb, Doris Elleston, Agnes W. (Mrs.) Pound, Oscar Truscott, Reginald J. Teesdale, Jacob T. Campbell, Wdla E. Bradney, Isabella M. Berryman, Dora M. Williams, Violet L. Meek, Eileen P. Benoit, Desiree J. M. Winstanley, Constance 0. Dyer, Maud L. (Mrs.) Hogwood, Edward J. L. . . Comrie, Minnie 0. McFarland, Isabella D. .. S D 223 122 H 0 345 178 A C 233 104 II D 353 196 A I) 233 197 S C 245 S 15 195 170 S C 243 141 II 15 335 A .. 173 Pr2 .. 78 I! .. 125 69 II C 440 119 A G 375 139 I D 303 180 A (' 285 184 A I) 223 20.*! A 0 195 KM A 1) 205 157 A E 195 R .. 135 Ptl .. 113 Pt2 .. 78 Pr2 .. 78 97 H C 355 101 A 0 243 S Lie. 303 P. 1) 243 114 II 1) 365 212 A C 213 A .. 165 S C 185 S .. 165 S .. 00 212 S D 283 102 H. C 325 A .. 173 138 H C 345 220 A I) 213 (It) .. 145 100 H C 355 175 A C 243 202 A C 205 S .. 90 S 1) 185 S I) 225 151 H 1) 335 220 A C 213 1 15 S I) 313 85 H C 375 217 A C 213 190 A C 215 193 D B 170 S I) 245 177 S D 293 Mil S C 233 87 H G 390 155 I C 253 202 A C 205 A .. 135 Prl .. 83 Pr2 .. 78 Pr2 .. 78 Pr2 .. 78 187 S C 283 I 19 II C 323 204 A C 223 205 S C 225 Huapai 3a 68 122 178 104 196 197 Hiiarau II uia Hukatere lliikereniii South 2 2 2 3a 23 15 22 5(1 170 Ml Huriaa Hnnoa Huntly I Oa 15 423 69 119 139 180 181 20.*! I III 157 Iliinua 3a 44 3a 44 97 101 Jordan (19) and Rlponui (28) Kaeaea (13) and Rira (17) 3a 3a 3a 3a 8 u 41 30 <I7 30 SO Kaeo 8 u SO 114 212 Kaharoa Kaiate trails Kaiatea Kaiawa (20) and Miranda (9) Kaihere 1 1 o ' 2 3a 1 1 0 ' 2 3a 19 15 4 29 47 19 15 4 29 47 212 102 Kaihu 3a 3a 55 55 138 220 Kaikohe 3 ii 3 ii 97 97 100 175 202 Kaimai .. ... Kaimamaku Kaimarama Kaipaki 0 1 I 3a 0 1 I 3a 6 16 14 48 6 16 14 48 Kaipara Flats Kaitaia District High School — Primary (106), secondary (17) Kaitangiweka Kaiwaka Kakapuka Kamo 3 a 3 ii 3 a 3 ii I 2 2 4a 33 123 11 26 37 128 33 123 151 220 1 If. 85 217 190 193 170 177 Mil 87 155 202 1 2 2 4a 11 20 37 128 Kara (22) and Kokopu (10) Karaka 2 3a 32 52 187 119 204 205 2 3a 32 52 C c c c Karaka North .. I 1 10 10 For ex] ilanatory notes see page i.

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ii—E. 2 f

Schools. Teachers. • <u S3* 9 2 g«» |t- I 1 21" Name. g ggaj Name. g| | « a i = (1) (2) (3) W (5) (0) (7) (8) £ Karamu .. .. .. 2 26 Welsh, Alfred E. .. . . 189 S E 270 Karangahake .. .. .. 3b 84 Jones, John W. T. .. .. 115 H D 343 Scott, Nellie .. .. .. 180 A D 355 Close, Edith M.\. .. 227 A D 218 O'Neill, Albert S. .. .. .. Prl .. 88 Milroy, Jean M. A. .. .. .. Pr2 .. 78 Kare Kare .. .. .. 0 5 Qualtrough, Mona M. .. .. S .. 00 Kariaotahi .. .. .. 3a 32 Shepherd, Frank M. .. .. 185 S C 265 Katherine Bay (half-time with Great Barrier). Katikati No. 1 .. .. 2 31 Taylor, Maria E. .. .. 190 8 C 253 Katikati Central . . .. 3a 71 Cooper, Hubert J. .. .. 1.19 H C 345 Yeo, Doris W. .. .. .. .. A .. 183 Katikati No. 3 .. .. 2 29 Wright, Wilfred T. H. .. .. 187 S C 233 Katui .. .. .. 2 1 6 Singleton, Charles H. .. .. .. S C 233 Kauaeranga Valley .. .. 1 15 Watkin, Gertrude E. (Mrs.) .. 214 S D 205 Kaukapakapa .. .. .. 3a 44 Wilson, Ralph C. .. .. 192 R B 183 Lamont, Hypatbia B. .. .. 192 A G 233 Kaurihohore .. .. .. 2 28 Law, George B. .. .. 131 S B 313 Kauroa . . .. .. 1 17 Davies, William E. B. .. .. S .. 175 Kawakawa .. .. .. 3b 87 Read, Thomas .. .. .. 119 H 1) 365 Miller, Lydia A... .. .. 203 A C 223 Underwood, Emily M. .. .. .. A ]) 195 Piggot, Amy M. 0. .. .. .. Prl .. 83 Kawa West (16) and Te Kawa (21) 3a 37 Rintoul, Hugh .. .. 169 S C 325 Kawhia .. .. .. 3a 61 Molloy, John J. .. .. 140 H C 335 Place, Mildred M. .. .... A D 203 Kennedy Bay .. .. .. 1 17 Ward, Arthur D. .. .... S C 195 Kereone .. .. .. 2 23 Raven, Constance M. .. .. 210 S C 223 Kerepehi .. .. .. 3a 58 Twist, Joseph .. .. .. 152 H 1) 330 Bridge, Louisa R. (Mrs.) .. .. .. A 1) 223 Wright, Ida M. .. .. .. .. (R) .. 135 Kereta .. .. .. I 17 Tatton, Arthur W. .. .. .. S .. 185 Kerikeri .. .. .. 1 16 Fuller, Grace .. .. .. 202 S B 195 Kerikeri Inlet .. .. .. I 14 Hall, William A. .. .... S .. 185 Kihikihi .. .. .. 3b 90 McPherson, Donald A. .. 94 H G 375 McPhorson, Bose L. (Mrs.) .. 159 A D 233 Grams, Doris E. .. .. 200 A C 215 Kimihia .. .. .. 2 34 Smith, Norman R. .. 196 S C 263 Kinohaku No. I .. .. 2 23 Pooley, Fred H. . . .. 194 S C 283 Kinohaku No. 2 .. .. 3a 45 Harris, Samuel .. .. .. 147 H D 335 Alexander, Flora M. .. .. .. A .. 173 Kiokio .. .. .. 3a 60 Lumsden, Jane .. .. .. .. H D 293 McFarlane, Janet .. .. 207 A C 223 Kirikopuni .. .. .. 2 22 Harford, Hilda J. .. .. 215 R D 185 Kiripaka .. .. . ■ I 7 Harris, P. J, .. .. .. .. S .. 120 Kiwitahi .. .. .. 2 22 Carrick, Margaret C. .. .. 153 S C 273 Kohanga .. .. .. 1 20 Appleton, Ruth .. .. .. S .. 185 Hare, Geoffrey W. M. .. .. .. (R) .. 203 Kohimaramara (side school to St. Heliers). Kohukohu .. .. .. 3b 88 Philips, Henry W. C. .. .. 134 H D 355 Molloy, Alice M. .. 214 A D 223 Spender, Elizabeth (Mrs.) .. .. A .. 165 Kohumaru . . .. .. 1 7 Foster, Jessie E. .. .. .. S .. 135 Kokopu (half-time with Kara). Komakorau .. .. .. 2 17 Dibble, Ralph G. .. .. 218 S C 195 Komata . . .. .. 1 7 Smith, Hazel .. .. .. .. S .. 185 Komata North .. .. 1 16 Waite, Elsie C. A. .. .. 211 S C 195 Kopu (61) and side school (34) .. 3b 95 Rennick, James W. .. .. 103 H D 375 Wily, Iris .. .. 209 A D 223 Dick, Jessie A. .. .. .. 214 A C 175 Kopuarahi .. .. .. 3a 57 Briggs, Charles R. .. .. 132 H. C 333 Mitchell, Catherine .. .. 171 A D 243 Korakonui .. .. .. 2 33 Philpot, Owen J. .. .. 140 S C 303 Smith, Lincoln J. R. .. .. 194 (R) B 225 Koromatua .. . • .. 2 36 Clarke, Mary .. .. S .. 243 Koutu .. .. .. 2 22 Riclccord, La Vallette M. E. .. .. S .. 193 Kowhai Road Junior High School.. 7b 584 Rudman, Robert E. .. .. 14 II A 670 Pritchard, Herbert D. .. 69 A B 490 Taylor, Fanny J. .. .. 96 A B 360 Binsted, Henry .. .. .. 87 A B 440 For explanatory notes see page I,

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[Auckland.

List of Public Schools, the Staff, etc. — continued. AUCKLAND — continued.

Schools. Teachers Name. © o 01 ° to 5 . h XCl Hi < Name. CO Ol bcfli a -5 C re oi o a y, (5) d p -*a o Ch («) I tf re 2 %«> 1 *</53 _re o J7) (8)_ (1) (2) (3) d) Kowhai Road Junior High School — continued Kemw, Arthur A. Dunn, Annie Salmon, Edith J. Woods, Archibald It. Potter, John F. Fawcett, Jacob Hughes, Wilfred L. ..a Meston, Jane M. Green, Bessie H. (Mrs.) French, Edna 1). Chisholm, Mary C. (Mrs.).. Copeland, Ivy M. Wooley, Georire B. Stewart, Wilfred 15. Astley, Katrina W. Boocock, M. A. (Mrs.) McDonald, Ronald S. York, Evan P. . . Roberts, Mary A. McGettigan, I'na Upton, Frederick G. Farmer, Alice (Mrs.) Durrieu, Josephine Walsh, Margaret E. M(CarrolI, Sarah A. Pascoe, Lucv ( Mrs.; Brett, Reginald E. Norton, Tmelda M. Kilfoyle, Thomas E. 75 131 146 109 117 89 107 83 151 130 139 A A A A A A A A A A A A A A A A S H A S H R A Ptl S S s s s £ 15 440 15 320 A 320 C 390 C 390 B 390 C 390 C 310 C 280 B 310 C 280 193 370 350 201 * Kuaotunu Kutarere 1 3a 13 42 Lie. 185 C 283 D 203 185 D 305 I) 223 Lie. 175 113 I) 243 I) 313 C 305 105 D 223 230 Lake Waikare Leamington 1 3b 17 136 113 Lichfield Lochnorrie Long Bay Lyndale Mahurangi Heads West (13) and Pohuehue (8) Maihiihi Maioro Mairoa Maitahi Makarau (15) and Tahekeroa (21) Maketu Mamaku 2 2 2 0 2 2 2 1 1 2 2 4a 26 22 26 6 21 15 22 19 17 36 37 123 Saunders, Margaret 0. .. Telfer, Austin S. Russell, Amy W. Norman, Edith L. Kay, James Ryan, Elizabeth M. Wilson, David G. Bright, Marjorie Barkley, Mary Smith, Edna M... Hey wood, Arthur I). Morton, Isabella (Mrs.) Keaney, John J. McMiken, Edith M. Scott, Janet Morgan, Ernest ('. flight, Linda F.. . 178 120 151 208 It s R s s s H I A Ptl S S H A A H A 145 C 223 145 1) 205 C 325 Lie. 253 B 305 C 213 D 185 113 185 193 C 365 C 223 1) 195 D 315 C 233 202 158 105 211 Mamarunui Manawahe Manawaru 1 2 3b 14 22 89 119 205 Mangaiti 3a 50 157 200 Mangakura (half-time with Glorit). Mangaokewa Road Mangaotaki Mangapai .. .. ., 1 1 3a 18 14 37 Walsh, Cecil J. .. Stewart, Greta B. Byles, Frank R. Hirst, Ivy P. Flood, Katharina M. Dawson, Ethel Rich, Eileen W.. . Abercromhie, Harry 15. . . Harper, Hilda A. Clark, Alice E. ('. Henderson. Richard A. .. Black, William (i) Sundberg, Olof A. Kayes, Arthur H. Kelly, Elizabeth (iii) Cooper, Charles W. Freeman, Lila M. MacKcnzie, Donald H. .. Andrew, Edith H. (Mrs.) Chapman, Winifred B. Bull, Evelyn F. Woods, Francis D. Burns, Ruby M. (Mrs.) Carnachan, Myrtle E. S R H R S H A H A S s s s s s H A s R S S H A A D 215 155 1) 335 165 C 293 D 333 C 213 C 325 183 C 243 185 193 C 195 185 D 215 I) 335 D 223 155 185 D 233 0 303 D 375 C 275 C 215 142 Mangapai South (13) and Mata (16) Mangapehi 2 3a 29 73 168 118 Mangapiko 3a 43 13(5 Mangarewa (10) and Oturoa (10) .. Mangatangi Mangatapu . . ,. Mangatara Mangatarata Mangateparu Mangatete 1 1 2 1 1 1 3a 20 17 28 17 12 21 41 193 213 191 145 216 Mangatoi Mangatu (11) and Tutamoe (17) .. Mangawai Beach Mangawhero Mangere .. 1 2 2 2 3b 12 28 36 29 86 195 147 54 179 200 For expli latory totes see page i. page i, * Part time ; paid by the hour.

Auckland.]

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List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

Schools. Teachers. Name. Ol « 5 S§ . I HI M H % O H*. (2) (3> Name. CO I s § *| Ch to (5) (6) g 8 a tn re 5 (7) 2«d re «oi «*«s "i . (O' (4) (8) , Haugere Bridge 4a 124 Jaffrey, Henry C. Evans, Francis L. (Mrs.) Moore, Minnie Wells, Elsie M. .. Farnell, Wilfred J. Kelly, Sarah R. Paterson, John H. McNaugbton, David W. .. Beasley, Charles J. Jeffs, Maud C. A. Downing, Lillian M. White, Margaret A. Craig, Bella Ghezzi, Evelyn M. Bonner, Lucy Maefarlane, Margaret E. J. (Mrs.) .. Gamlon, Richard B. Collecutt, Beatrice A. Armstrong, Joseph Preston, Mabel Joblin, Arthur E. R. Walker, William Gosling, Te Paid 0. H. M.. Brown, George S. 72 158 177 H I A Pt2 H A S H A I (R) A A A A S si S H A S (R) S S c c c £ 405 285 225 78 345 223 185 425 325 283 270 243 225 195 185 253 335 105 285 173 223 193 45 303 Haugonui 120 211 15 D 3a 40 Vlanukau Heads Han ure wa 1 5a 14 298 80 166 148 C D D Uapiu daraetai No. 1 (14) and No. 2 (11) miramarua West Vlareretu 178 176 204 D C 1) C D B 2 2 1 2 25 25 21 36 188 150 D llareretu North (9) and Waikiekie East (9) (lareretu Household Harlow (9) and Ruapckapeka West (21) Vlarohemo Haromaku Vlaropiu .. 1 18 127 I) 0 0 2 3 30 199 D I 2 3a 18 36 39 Currie, Zena M. Torr, Ivy J. Cox, Cyril J. Hudson, Dorothy I. M. B. Parris, Stanley It. Hirtzel, Clace E. (Mrs.) MacLeod, Mary I 176 198 204 s s II A s H A C C c 185 273 303 223 155 313 223 Harsden Point 1 3a 9 37 196 209 E G tf arua (lata (half-time with Mangapai South Hatahuru No. 1 tfataitai Vlatakana )• 1 2 3a 15 22 56 Craig, Stephenson E. .. Sankey, Alice M. McKay, Donald A. Smith, Mary (Mrs.) Howes, Bernard H. Ash by, Clarice E. Smith, David G.N. Moore-Jones, Herbert J. .. Shanks, Ernest A. Grant, Annie J. Stockdale, Florence A. (Mrs.) Kea-ry, Catherine M. Prowse, Alice M. Rapson, Ellen J. M. Wright, Florence M. Watkins, Leslie A. Hill William H. Robinson, Ernest T. Anderson, Nona A. C. Mitchell, Mary M. Mann, Mabel F. Devlin, Eva F. Frost, Ida V. D. Bone, Elizabeth M. (Mrs.) Moor, William J. Clark, Winifred M. Gordon, Forbes B. Smedley, Mary G; McArthur, Caroline M. .. Goss, Esther M. (Mrs.) .. Farrow, Rosa K. Sands, Bridget M. Morrison, Margaret I). Nobbs, I.aughlin J. Robertson, Gordon T. Moxsom, William A. P. .. Jarvie, Doris E... Collins, William Smith, Ruihi B... Ohlson, Frederick J. Rowe, Adrian M. 233 200 130 S S H A 11 A Prl H A I A A Pt2 Pt,2 Prl I) I) it I A Ptl 8 s s H A H A Prl H A Prl Pr2 S S H A H A H A 1) 1) E 195 243 333 183 32-5 223 88 405 345 263 263 215 78 78 83 tfatakohe .. 3a 43 140 205 G I) Halamata District High School — Primary (242), secondary (43) 5 b 285 98 141 132 1.50 198 D I) D 1) C Hatangi 4a 138 148 107 A Lie. G D C 390 223 195 113 120 268 225 365 233 335 223 113 333 213 83 78 233 223 285 213 335 223 520 425 Hatapouri .. .. tfati :. llatira vlauku 0 2 1 3b 8 25 II 68 170 189 102 198 .1.38 201 D 1) D C C G Vlaungakaramea 3a 63 'laungatapcrc .. 3a 49 139 210 G D Maungatautari No. 1 Maungatautari No. 2 Maungatawhiri Valley .. 2 2 3a 31 23 37 199 207 180 209 136 202 12 92 C c G a D 1) C c Maungaturoto 3a 03 Maungawhau 7o 702 For ex] ilanatory notes see page i.

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List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

XII

Schools. Teachers. Name. CO Ol 8, IB 2 o to v ci OK fl . re rem £ flfl* Name. Hi H (8) (4) CO <N 6. fll C -H ■fl M E-fl o a a to (5) d o 'in O Ph d o 1 s 'in _re u 2 rem ss£ •s (1) (2) (6) (8) (7) Maungawhau— continued Maunu Wells, Florence M. Crawshaw, Richard G. Eastgatc, Florence T. Kem bio, Albert E. Duffus, Elizabeth P. Clark, Dinah Lewis, Gwendolyn H. Walker, Ethel M. Wakerley, Isabel L. Taylor, Dulcie K. Downey, Elsie A. Mitchell, Mary ■ Campbell, Violet E. (Mrs.) Becroft, Hubert C. Moyes, Mavis 0. Clarke, Doris E... Dawes, Clement L. W. Wright, Dorothy B. Fleury, Eva R. Rowe, Lillian F. 45 Murray, William It. McKenzie, Marjory M. 288 Ashworth, Margaret A. (Mrs.) Stanton, John A. Walker, Hilda M. Power, Catherine F. Hardy, Leila M... Denize, May I... H. Thorpe, Mabel L. Stewart, Martin L. H. .. Fairburn, Alice E. Wayte, Eileen (). Wilson, Dorothy M. Semadeni, Ruth E. C. 86 Edwards, Charles T. Latta, Bessie L. T. Thompson, Doris V. 121 Morrington, Alfred R. Boyd, Ada M. .. Evans, Boryl E. Pollard, Frederick II. 81 106 87 148 122 133 173 189 201 .180 208 196 IIS 201 I A A A A A A A A A A A A A Ptl Ptl Ptl Prl Pr2 Pr2 II A It A I A A A Ptl Pt-2 Prl Prl Pr2 Pr2 1! A A II I A P(2 D C C 15 E 0 C 1) D C C I) c 15 (' I) Lie. c I) c c 1) £ 363 365 343 293 273 235 205 195 185 195 175 185 I '.i') 225 83 83 88 83 78 78 345 223 185 355 293 263 225 215 83 113 83 83 78 108 373 233 205 375 173 165 113 3 a 45 Mcadowbank 5b 288 123 128 133 158 173 Mercer 3b 86 99 190 191 81 I) c (! 15 Mercury Bay 4a 121 Miranda (half-time with Kaiawa). Moehau Mokai 5 Evans, Pearl 69 Louch, Isabella Chalmers, Helen M. 33 Watson, Robert A. 10 McLennan, Jane A. (Mrs.) 21 Paterson, Marv II. 39! Campbell; Donald R. F. . . Rendell, Alfred G. Brc-nkley, Annie Hill, Horace R. .. Eraser, Lucinda (Mrs.) O'Brien, Eileen E. Hewitt, Alfroda.. Butcher, Grace L. S. Box, Charles It. Woull'e, Nora O'Connor, Cornelius F. 52 Donaldson, Lawrence T. .. Foster, Clara E... 59 Kelly, Roy D. .. Bell,' Dorothy O. 12 Simpson, Mary B. C. A. .. 571 Whitaker, Joseph it. Fyfe, Evelyn Hintz, Alfred A. S. Carr, Norman M. Day, Esther M. .. Hope, Amy Gillanders, Helen A. Ross, Rita (Mrs.) Snialllield, Roy Copolnnd, Adah S. Blaiklock, Edward M. .. 147 S II A S s s II A 1 A A A A Ptl Pt2 PI 2 I) I! A II A ,S II I A A A A A A A A A c 00 333 183 283 225 243 445 355 293 295 305 215 185 113 113 10S 0 3a 5 69 Mokauiti Molesworth Monavale Morrinsville District High School— Primary (369), secondary (22) 3a 1 3 a 5d 33 10 21 39! 207 185 72 139 148 175 144 191 203 c E C (' c c (.' I) I) I) Motukaraka 198 171 is i) Motumaoho Moumoukai Mount Albert .. 3a 3 a 1 7e 52 59 12 571 111 202 21 82 .103 121 152 161 192 c I) (' I) c D 15 (' I) I) c c D 15 313 183 345 223 195 520 363 385 345 263 215 195 195 195 185 175 200 219 211 For e: For explanatory notes ace page i.

Auckland.]

E.—2.

List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

XIII

Schools Teachers. Name. W in g »3 S §p i • « £*ss TO O- a0i re £2 S ***S O f, J2) (3) CO Ol br 3 -* 'O M aS W v 'TTi 5 y, (5) (6L fl .2 re to S re 5 (7) o Name. (U (4) (8) Mount Albert— continued Mount, Eden Mount Maiingauiii Mount Roskill . . 7h 3a 5d 789 71 401 Herlihy, Ellen E. Dryland, Nellie 8. Brown, Margaret 15, Dick, Jean V. . . Day, Albert T. Box, Josiah Ivey, Beryl G. .. Barr, Charles It. Brown, Francis II. Robinson, Elizabeth A. .. Goodwin, Frank It. Price, Francis M Turner, Margaret- W. Stevens, Mary E. Fernie, William G. V. Nioholls, Lilian II. Wayte, Thomas E. Turner, Josephine ('. Drtimmond, William G. .. Broadgate, Ruby E. Mason, Agnes Brown, Janet H. Hickcy, 1'osn.iina (.Mrs.) . . Coop, Joseph Tulloch, Lena M. Field, Lorna E. .. Doo, Florence L. Capper, Vera J.. . Smith, Brian W. II. Mason, Lelsie J... Brown, Emily P. Ashwin, Rita L... Fyfe, Rhona M. It are, Irene G. .. Mackay, Thomas E. A. ('hell. Louisa E.. . Lloyd, William Bond, Elson W... Cardno, Elizabeth Rushbrook, Walter EL .. Leathert, Edith I. (M.rs.).. Casley, Ethel I. . . Turvey, Dorothy G. Nvitsford, Hazel Million, Hilda M. 11 mil. Lesley M. Noble, Kathleen Buchan, George ((. Scherer, Arnold F. Gatl and, Sara Marshall, Edith E. (ii) .. Warn, John M. .. Cough, James T. Arey, Alice M. IInf ton, Alexander L. Stables, Florence R. (Mrs.) Grice, Lionel L. J. Askew, Laura L (Mrs.) .. Lochhead, Helen P. Ill,Hand, Edith 0. P. Latimer, Kathleen L. Lee, Frances E. Pattison, Roland .1. Syinonds, Dura M. Bell, William C... Wilson, Edna M. Moor, Viola E. Macey, Russell S. Mathoson, Margaret N. .. Harvey, Roderick M. Beaney, Olive M. Fronting, Harold W. Ramsay, James B. Mark, Louis J. .. Ross, Gertrude E. 20 70 III 135 149 161 198 192 193 187 197 .193 207 219 223 106 208 47 129 124 122 139 182 197 203 (R) Ptl Ptl Ptl Pt2 Prl Prl IV? I! I A A A A A A A A A A A A A A A Ptl Ptl Ptl Ptl Prl Prl Pr2 Pr2 Pr2 H A H A I A A A A A PI2 Prl S S s (R) s II A I A A A A A A A A Ptl Ptl Pt2 Prl Prl Pr2 Pr2 H A Pr2 fl A I C C D A C C c c B D <: i) c D (' C c G D C E B C C c c £ 175 83 83 83 83 88 83 83 520 303 375 335 253 225 195 195 195 195 195 195 I 15 175 175 1.75 175 83 83 83 118 88 83 78 78 78 353 213 ■155 375 273 303 203 215 185 185 78 83 223 233 283 125 155 510 383 353 323 333 345 253 225 175 175 175 88 113 113 83 113 S3 78 345 223 83 510 405 343 Muir's Gold Reef Mullet Point . . Muriwai 205 200 184 c c c 2 2 2 28 22 25 Naikc Napier Street .. 1 7c; 14 528 43 88 86 140 128 126 147 173 208 217 214 c c E c D B D c B C I! Naumai 3a 42 114 215 d D Nelson Street .. 7a 481 44 90 107 B c c For ex] ilanatory notes see page I.

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[Auckland .

List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

XIV

Schools. Teachers. Name. 60 Ol "2 rC3 Mi > S* 7 * HS~ < (3) Name. (M |S -5 c re i UJO O = fl to (,-.) a o s d o lES a ca '55 « (7) SSrf WcoS 3 (1) (2) (4) w. (8) Nelson Street — continued. "Jess Valley V'etherton ■Jew Lynn ■fewmarket (485) and side school (Hospital) (47) J 3d 5 ii 7b 12 101 -115 532 Farrell, James P. Maekellar, Jeannie L. Donovan, Mary E. Jenkins, Stella E. (Mrs.) .. McSporran, Grace G. Simpson, Dorothy M. II. .. Elmore, Margaret 10. Evans, Harold S. Leather, Mary J. J. White, Bowman A. Bradanovioh, Maria Callaghan, James P. K. . . McGinlcy, Amy 1. Neal, Grace C. .. Rice, Thomas D. White, Thelma Allium. Norma 15. Bayliss, Daisy M. Ellis, Howard J. S. Fox, Norman S. Litten, Alice I. .. Dillon, Edwin L. Mclsaac, Catherine M. Bell. Ivy E. Caisley, Esme P. Carey, flonora Bell, Ada E. Stubs. Evelyn At Wilson, Charles (ii) ('orbed, Robert J. Sinclair, Ellen E. Waddeil, William H. Shepherd, Adina (Mrs.) .. Gnldsworthy, Clara G. Worthington. Frances D... Budge, Agnes E. Fenton, Alice Irvine, Elbe J. . . Garland, Una A. Macdonald, Edith I). Burgin, Annie M. AlcDougall, Frances Z. Elliott, Kathleen M. I. .. Simpson, John E. Wiseman, Rona A. Mnckay, Mary C. Caldow, Helen G. I'l.iveil, Dennis R. Brown, Francis A. Campbell, Louisa E. (Mrs.) Fenton, Miriam Bishop, Emily E. Hall, Kathleen A. B. Adams, Ida II. .. Iloifey, Margarita R. Jury, Ernest P. C. Paterson, Robert H. Wells, John F. .. Shroff, Maud A... Perkins. Edward Longdill, Kate W. Duliin, Annie (Mrs.) Gaukrodger, Blorenoe M. (Mrs.) Johnston, Janet Charlton, Lilian (Mrs.) Dent, Agnes Hansen, Eileen M. Phipps, Dura Al. Phillips, Irene Al. C. Wilcock, My rile Al. Hiiyle, Alillicenl II. Burton, Robert V. MoClure, Elsie Al. Bilham, Ernes! W. Dclarean, John II. 121 124 13! 179 176 192 124 217 54 115 140 105 166 176 2'Ki 21.4 226 27 76 118 108 129 119 172 161 210 210 A A A A A A A Ptl Ptl Prl Prl 1V2 Pr2 S H A A Prl H A I A A A A A A Prl H A I A A A A A A A A A Ptl Prl Pr2 Pr2 Pr2 II A R Ii, i: it R R R IY2 I'll II A I A A A A A I! A A A A A A Ptl Ptl Ptl Ptl G I) I) (' 1) C c I) (' Lie. I) c c (' I) c c c I) c c A c c K D C C C (! £ 305 333 283 243 225 195 175 88 8.*! 88 83 83 78 155 305 223 175 83 455 375 293 325 233 225 185 175 I 65 83 520 135 35.*! 333 323 303 243 215 225 .175 175 160 83 83 78 83 78 343 233 305 250 203 135 175 125 175 78 88 510 435 343 385 313 273 253 225 105 185 185 195 195 195 185 88 83 88 118 lewstead 3 a 43 122 200 c (' I) Lie E C C fewton (Central 5b 303 146 lewton East .. 7h 713 27 80 95 10! 119 128 157 167 c (! 15 C c D K 15 C 211 216 194 190 188 203 G D I) C C B For ex] ilanatory notes see page I.

Auckland.]

E.—2.

List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

Schools. Teachers. Name. (M v u be a . of flCO h£~ H Name. CO* •5 .. .2 •fl fc.' +3 g o 'in n & y, (5) (C) •2 >, I III — cc ■/} "*! VI I -4 ' J rH re o s (7) (8) (1) m (3) (I) Newton East — continued. Newton West Ngahape (16) and Tokanvu (27) .. Ngahinepouri 71 786 Robertson, Miriam J. Alonaghan, Nora J. Ilallott, William H. Shand, Hilda G. Wooller, Joseph Harden, Cecil J. Coombe, Jessie W. Smerdon, Stanley V. Bayly, Jessie J. Francis, Archibald G. Simpson, Mary J. M. (Mrs.) Clark, Margaret Bush, Samuel E. Clarke, Ruth E... Speedy, Una (Mrs.) Windross, Winifred G. Gordon, Phillis I. L. (Mrs.) Adams, Cecil E... Smith, Violet L. M. Barr, Agnes S. .. Iloare, Doris Hcfferen, Florence A. Mclntvre, Nathaniel H. .. Baird,' Stella E. Alaleolm, William J. V. .. Musgrove, Frederick A. .. Fletcher, Allan Frood, Florence J. Hawson, Amourelle J. M'. Bear, Reginald C. Crandle, Esther M. M. (Mrs.) Bremner, Alexander R. .. Alexander, William H. Carter, Stanley C. Jackson, Elva E. Colhoun, John S. McCowan, Henry Terry, Elizabeth S. Downey, Joseph C. Johnston, Ella F. (Mrs.) .. Osborne, Dora M. W. (Mrs.) Gerring, Margaret (Mrs.) .. Vallance, Ivan S. C. McCabe, Winifred M. G raham, Patrick Crabbe, Norman J. McGinlev, Eileen K. A. Mason, Phyllis It. K. Kidd, Henry L. Foggin, Arthur H. Hill, Doris I. .. Grange, Gladys H. Matthews, Phyllis E. Ward, Reginald J. Blackwell, Frederick G. .. Forrester, Isabel A. Bruford, Sydney H. Gill, Nancy Law, Norman H. S. Cockroft. George W. Foley, Veronica M. Ston'o, Alfred E. Groen, Samuel Anderson, Millicent C. M. Earle, Jane M. .. Taylor, Elizabeth M. Rohan, Mary E. Shaw, Ada (Mrs.) Macken, Ella Bayne, Eleanor M. G. Solomon, Lola Lord, George H. Tills, Ethel E. Webster, Harold E. Frost, Florence H. 36 , 95 104 104 90 146 151 168 188 206 198 194 188 I'rl Prl Pr2 Pr2 II A I A A A A A A A A A A A A Ptl Ptl Pt2 Prl Prl Pr2 S II A S S s (R) S H A II A 1 A A A A Pt2 Prl S II It A R(D) H A A Pr2 S H A S S H N It N N N N N N N N N N N N N N C C D C I) B E D C c D C B C £ 83 83 83 108 520 405 353 385 313 283 205 225 235 160 185 195 235 195 175 83 83 78 88 83 83 335 303 1.83 233 223 235 185 185 333 213 445 375 283 243 263 225 205 113 83 193 335 175 195 2 3a 43 40 153 144 c' c Ngakonui Ngapuke Ngararatunua 2 o 2 28 26 24 204 212 200 c B I) Ngaroma Ngarua 1 3a 14 48 126 213 69 109 135 189 c c c c c c I) I) I) Ngaruawahia 5o 321 Ngataki Ngatea District High School — Primary (84), secondary (12) 159 105 2 3 ii 23 90 90 B Ngongotaha 214 c B D Ngongotaha Valley Ngunguru Ngutunui Nihotapu Normal schools—Main (340), Model type (i) (32), Model junior typo (ii) (34), Special class (35), Eden Park model (31), Eden Park junior modol (29), Richmond Road junior model (28) 3 b 1 3a 1 1 7n 111 15 37 12 10 529 1.35 230 190 21 08 152 95 110 109 153 154 148 141 149 166 167 87 127 97 144 C C C c B D 0 C D D C D D C c c 0 D B c 355 173 105 78 195 285 203 185 155 570 335 253 395 375 323 293 243 273 273 253 253 243 455 303 335 273 for ex] >lanatory notes see page I.

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[Auckland,

List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

XVI

Schools. Teachers. Name. 01 -j o 2 »S • «? °=S ■d > tozl rt h (2) (3) Name. CO* ol be* 2 ■5 L-" re % Sg 3 to (5) d* p *3 1 0h a o I a «3 CO B (7) 2 reco ChA'S, *3 (1) (4) (8) formal schools — continued £ 303 273 253 263 520 425 343 343 313 335 263 223 215 185 185 195 185 185 195 145 185 175 88 83 88 83 83 83 113 83 78 83 78 255 295 213 215 385 253 205 78 343 213 223 145 293 173 83 283 293 [orthcote (553) and side school (328) 7 ii 781 Gillespie, Hilda W. Milncs, Esther M. Andrews, Margaret S. Clare, Moana L... Wernham, William J. Harris, Norman R. Flatt, Caroline J. Johnston, Henry G. Sones, Louisa E. (Mrs.) .. Colegrave, Charles H. . .< Macdonald, Alexandrina .. Earle, Ivy D. Brown, Isabella (ii) Bates, Violet W. James, Agnes M. Simms, Eliza G. Rowley, Lilian It. Foster, Alice M. Chappell, Enid M. Sergeant, Cecil C. Andrew, Florence E. Hamilton, Thomas G. Brown, Allan J. M. Lyon, Ruth L. H. J oil, John B. .. Goodall, Margaret R. Runciman, Valtio C. Newman, Phillis Dennis, Dorothy E. Dickson, Walter Gill, Iris Greenslade, Reginald H. .. Williams, Kathleen M. le C. Burnett, Archibald F. Cheeseman, Lewis C. O'Callaghan, Eily M:. Simpson, Doris E. K. C. Burrell, Robert McLeod, Mary M. Paltridge, Emily E. A. .. Find lay, Jessie It. Baston, Florence I. Loaman, Laura F. Harre, Frederick S. Dodd, Ella Malone, Charles L. Jarvie, Laura M. Domett, Maud Arnold, Basil E. Thorpe, Ewart W. C. 127 159 155 21 93 115 97 119 151 138 108 187 203 208 195 202 198 i85 207 N N N Special H A I A A A A A A A A A A A A A A A Ptl Ptl Ptl Prl Prl Prl Prl Pr2 Pr2 Pr2 Pr2 S H A S H I A Pt2 H A S (») H A Prl S s I) D C A C E B D C D C C C I) c c c c c B Nukuhou Ohaeawai Ohauiti Ohaupo 2 3a 1 4a 36 45 10 131 184 156 211 204 99 176 211 c c c c I) I) c Ohinewai 109 211 230 c c D 3a 43 Okahu No. 1 (4) and No. 2 (6) .. 1 10 Okahukura 3a 03 169 c Okaihau Okaihau No. 2 (8) and Utakura Valley (15) Okaihau East Okarari Okarea Okauia 2 2 32 23 i82 201 0 c Okoroire Okupu (7) and Tryphena (9) Omaha, Little Omana ... Omana Tunnel Omanawa (10) and Omanawa Falls (22) Omapere Omaunu Omokoroa 2 2 1 3a 2 2 1 1 2 2 28 25 21 34 30 18 1.4 22 39 32 Elder, Eunice F. Hollins, Kate Swanston, Doreen L. Gall, Elizabeth A. (Mrs.).. Watt, Maud C. (Mrs.) .. Crickott, Nellie Lamond, James A. Fecht, Albert C. Jeffries, Emily V. Forbes, Laura (Mrs.) Malcolm, Flora M. 156 192 212 131 209 185 s s s H A 8 S S R S S c c c E E 0" 273 235 195 343 223 283 285 185 155 223 293 199 166 E I) c Onehunga 1 1 3a 7g 12 17 39 761 Hay, Daniel Monro, Allison Edmondson, John H. Mirrielees, Kathleen J. Trayes, Alfred E. Shepherd, Frederick H. M. Barry, Catherine E. Pendergrast, Harold E. .. Blackie, Elizabeth M. (Mrs.) Richardson, Alfred E. B. Bower, Eva 177 28 93 87 110 120 154 134 s it R A fl A I A A A A I) 0 I) c c c c c I) 155 135 285 213 520 425 353 375 323 293 253 For exp ilanatory notes see page i.

Auckland.]

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List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

iii—E. 2.

XVII

Schools. Teachers. br fl . re re :o ? = 2 Name. ■"I £ H (3) (4) N,i roc. CO Ci V 2 o CO* ol brfli .0 -5 ire to i. Jd og a to (6) d o CH fl -2 -A 3 %*% 1 tfw® re o 5 (7) (8) (1) (2) (6) Onebunga — continued Onerahi i 3b Pilcher, Doris Stein, Ethel M. Larkin, Irene M. (Mrs.) Worsloy, Kathleen M. Green, Dorothy G. Dwyer, Mary It. Itobb, Ailsa L. L. Niehol, Hilda G. Paterson, Frances D. Metge, Cedric L. Hill, Emma L. Lawes, Edith C. Vazoy, Alice S. Harris, James (I. Schnackenberg, Patti J. .. Rout, Ernest, B. Lloyd, Zoe 0. 92 McGrath, Francis Howlott, Edna florae, Daisy M. I). Drake, Charles E. McLeod, Iris 75 Floyd, Alfred B. Foster, Marie R. C. 17 Moir, William J. 15. 9 Sellers, Estelle P. (Mrs. ).. 4 Kelly, Kathleen 44 Cooke, Violet M. ... Morin, Katie (Mrs.) 44 Parkinson, Arnold E. H. Parkinson, Dorothy V. (Mrs.) 8 Traiford, Anne E. 284 Burton, Percy R. 'tidmarsh, Henry Anderson, Mary Stephenson, Alice M. Tidmarsh, Queenie E. (Mrs.) Gardner, Ruby C. Ferguson, Christina G. .. Grant, Irvine T. ('rossman, Mabel R. Davis, Edna M. 46 Haeusler, Rudolph H. .. Haeusler, Doris M. (Mrs.) 2! Alder, Henry E. 60 Browne, George.T. M. Wilson, Frances E. Gillett, Ina C. .. 92 151 216 196 190 205 201 193 210 90 199 202 A A A A A A (It) A A A Ptl Ptl Prl Prl Prl Pr2 Pi-2 II A ■ A Prl Pr2 H A S S s II A H A S H A I A A A Ptl Prl D D H A S II A Pr2 £ I > 235 D 185 I) 195 C 195 145 C 185 125 D 185 C 195 G 175 83 83 83 88 83 83 78 C 375 C 223 C 205 88 78 C 355 C 213 155 165 00 E 323 183 15 333 C 223 120 C 405 C 325 0 203 I) 233 I) 185 135 83 88 c I) c c c c c Onewhero 87 208 c c 3a 75 Ongaroto Oniao (Inokc Oparau 1 1 0 3a 17 9 4 44 160 E Oparure 3a 44 111 B c Oponae (5) and Wairata (3) Opotiki District High School —Primary (241), secondary (43) 0 5 a 8 284 74 174 162 187 c c c I) I) (Ipouriao 184 218 147 15 15 c I) D Opouteke (8) and Tangowahine (13) Opua 3a 1 3a 16 21 60 137 212 C I) 335 1) 203 275 I) 335 D 223 - 78 it D Opuatia. (Half-time with Glen Murray.) Opuawhanga (13) and Otonga (15) Ora O ra Oratia 2 1 3a 28 Tills, Harry H. H. 9 Field, Gladys .. 63 Joyce, May F. .. York, Ray I. E. 23 Westwood, Millicent M. .. 36 I Carroll, Archibald J. Piiliiian, Katharine E. 29 Loving, Gertrude A. (Mrs.) 19 Andrews, Honoria L. 22 Berry, Lavinia M. (Mrs.) 24 Eaves, Harold 566 Murdoch, Albert, Caddy, Edward W- B. Davis, Ethel W. B. Stephenson, Edward W. .. Muir, Margaret M. Bond, Enoch A... McArfchur, Jessie E. Speer, Elsie A. .. Jones. Florence M. D. Johnston, Alexandra C. .. Clark, Irene M. .. Nodwell, Emily E. 28 9 63 S S H A S H A R S S s H A I A A A A (R) A A A A D 285 120 1) 323 C 223 C 313 1) 305 D 223 170 I) 195 E 303 1) 223 C. 510 C 383 D 353 C 333 D 333 B 335 C 263 270 1) 215 C 175 C 175 I) 175 D Orewa (9) and Waiwcra (14) Orini . . .. 2 3a 23 36 146 200 158 154 211 1) C C I) D Oropi Oruaiti Oruru Ostend (12) and Te Huruhi (12) .. Otahuhu 2 1 2 1 7b 29 19 22 24 566 219 141 1) E D C. C I) c D B C 45 90 96 113 115 134 141 187 215 221 222 I) c c I) For explanatory notes see page i.

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XVIII

Schools. Name. (1) .. * % £ =:» Name. 2 <;§ o ■*■'! (2) (8) (1) Teachers. co' A 53 . o C'fll rj ■- .5 o « re £ fl. 5 *-& o in to o (5) (8) (7) re~ ol *o (8) Otahuhu — continued Otaika Otaika Valley .. Otakiri Otamarakau ()tara Otara East (10) and Tirohanga (21) Otaiia .. Otewa Johnson, Maisie H. Nicholls, Maude R. Hall, Jeanctte M. Collins, Meryl M. 0. Latta, Thomas A. Cleave, John W. 2 29 Gash, Edwin T... 1 22 Thorn, Alan H. .. 3a 38 Brown, Kenneth S. Robertson, Edna M. (Mrs.) 2 21 Humberstone, Gladys R... 2 26 Hilford. Arnold H. ' 3a 37 White. Nellie 3a 04 Gray, Daniel Muir, Elizabeth F. 3a 42 Barker, Robert C. Fortune, Lucy M. (Mrs.) .. 2 1 3a 29 22 38 Ptl Ptl Pt2 Prl Prl Prl 173 S C S 214 H I) It Lie, S 172 S C 140 S I) 133 H C A 161 11 C A D 173 2i4 C b Lie. £ 83 83 78 83 88 118 295 155 283 i. 155 193 263 353 335 183 293 223 2 3a 3a 21 26 37 04 172 140 133 G 1) C 3a 42 101 C 1) Otonga (half-time with Opuawhanga). Otorohanga Otumoetai 4n 170 Hall, William fl. V. ... Colhoun, James A. Barker, Lilyan G. Gregson, Florence M. Barker, Bel-nice A. Cannons, Violet A. 3,\ 47 Devin, Annie M. Taylor, Marjorie (Mrs.) . . Fenn, Nora M. .. Thomas, Charles M. In 170 119 H D 191 A (! 186 I 1) 211 A D A C Pr2 129 H E 179 A G Prl Pr2 119 191 186 211 1) C 1) D C 385 285 213 205 175 108 323 223 83 83 3a 47 129 179 E 0 Oturoa (half time with Mangarewa). One .. Paemako Paengaroa 3,\ 30 King, Mary W- ■ • Hartley, Ellen M. 2 28 Simmons, Richard C. F. .. 3a 04 Williamson, Francis J. R. Noble, Violet A. Lemon, Agnes B. 3a 2 3a 36 28 6-1-197 R C A 202 S C it Lie. ..AC Prl 197 202 c c Lie. C 233 173 233 265 213 83 Paerata (side school to Pukekohe). Paerata Ridge Paei-na Distriot High School— Primary (351), secondary (51) Paewhenua (9) and Rewarewa (8) Pakanao Pakaraka Pakaru Pakautiikua (8) and Port Charles (5) Pakeho Pakiri Pakotai Pakuranga Panmiirc Papakura 1 17 Lovatt, Claude R. 0a 402 Taylor, George H. Bishop, Stanley J. Shaw, Minnie Gibson, Elizabeth M. McCaskill, Josephine Whitten, Iris R. Whitten, Eileen G. 15. Freeman, Ethel E. Malcolm, Charles W. Mclntyre, Jean 0. Kerr, David G. K. Budd, Henry S... Halligan, Florence M. Royal, Gordon W. Hassett, Kathleen E. Wilks, Frank Sutton, Winifred E. 1 17 MacDoivald, Stewart I). .. 3a 45 Duekering, Mahala M. (Mrs.) Beattie, Bertha A. 2 24 Phelan. Ernest, (). 3a 55 Barton, Robert Jeppesen, Jessie M. 1 13 Me Dell, Arthur D. 1 10 Mathew, Kathleen A. 2 18 White, Harold B. 3a 44 Morgan, Marguerite E. (Mrs.) Hyland, Norecn.. 3a 45 Jameson, Frank. . Bates, Winifred R. 3u 95 Cahill, William .1. Humphreys, Georgina F.. . Kernohan, Florence C. 5(| 329 Elliott, Joseph E. Gerrand, Percy A. MoKinnon. Margaret J. W. Robins, Thorley.. 1 3a 1 6a 17 402 1.7 45 S D 62 H C 111 A G 107 I E 115 A E 186 A C 19.3 A C A I) A I) Ptl Prl Prl .. • Pr2 Pr2 Pr2 Pr2 97 I) 15 1) 15 R 153 II C A S D 128 fl. (I 216 A C S 211 S B 207 S B H A 119 H C 208 A I) 107 H D 171 A I) 178 A. I) 71 II C 133 A C 149 I C 158 A D 62 111 107 115 186 193 97 153 1) c "c E E C 0 I) I) 15 15 C 185 450 375 323 30.3 243 215 185 175 88 S3 88 83 78 83 78 145 313 183 273 345 213 193 195 195 273 173 345 223 375 233 205 445 365 283 325 2 3a 24 55 128 216 I) C c 1 1 2 3a 13 16 -18 44 211 207 B B 3a 3 ii 45 95 119 208 107 171 178 71 133 149 158 C I) D I) I) C C C I) 5c 329 For explanatory notes sec page 1, J'or ex]

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List of Public Schools, the Staff, etc. —continued. AUCKLAND— continued.

XIX

Name. Schools. 8 8 2 Sc . re re co to fS2 Name. g <S o ■« (2) (3) (l) Teachers. CO* rl bJ-'S d % A ■9 P re o S * '!« i -fig Or, CH J -g to " (5) (6) (7) _(8)_ (1) Papakura— continued .. ..' Papamoa No. I I'aparata Paparimu Paparoa Papatoefoe (347) and side school (41) Paponga Paraheka Parahi Parakao Paranui (13) and Taipa (9) Parkhurst Parnell i ) ' . . .. Cooper, Lucy Slowey, Teresa M. ... O'Callaghan, Agnes J. C.. . Turbott, Lena E. Suisted, Ngaire G. A. Derbyshire, Alice O'Neill, Ivor G... 3a 27 Goodyear, Frances M. Lees, Eileen H. .. 3a 32 Nairn, Robert R. 0 9 Gamble, Mary B. (Mrs.) .. 3a 54 Robertshaw, Allan K. Copoland, Dorothy I. ) 5n 388 Andrew, Henry P. Hoather, Bernard O. Pegler, Amy B. A. Tunnicliffe, Norris H. Eraser, Ethel M. Bennett, Faith Turney, isobel F. Ansonne. Alice (Mrs.) Atkinson, Grace It. J. Chapman, Maud M. Snelling, Dorothy M. Rawson, Annie J. S. 1 16 Dunwoodie, Maida F. 2 32 Kime, Charles F. 0 6 Gribben, Mary 2 21 Wadey, Louisa W. (Mrs.).. 2 22 Sharp, Ernest J. 2 18 Johnson, Phyllis M. 7i« 656 Murphy, Francis Finch, Thomas Fuller, Mary M... Haytor, Reuben. . vSta'tham, Isabella M. Collis, William F. King, Agnes L. .. Olbcrg, Olive G. Gaulton, Harvey E. MeKinlay, William Robins, Isabel It. D. Entwistle, William H. Halls, Winifred K. Mountain, Nora J. Power, Mary I. .. Ross, Florence (.low, Francis M. Kelly, Kathleen H. McMillan, Jean Mitchell, Elsie Bramley, Doreen Morrison, Charles F. 2 35 Tocker, Francis A. I 2 0 '2 2 2 7 k 3a 3a 0 3 a 51) 16 32 6 21 22 18 656 27 32 9 54 388 £ 150 A 0 235 A (.' 235 219 A C 175 A .. 145 Pt2 .. 78 Prl .. 83 Pr2 .. 83 162 II I) 243 Prl .. 83 163 S (! 295 S .. 120 107 H (' 355 210 A I) 223 66 H (I 440 149 A 15 365 116 I I) 273 144 A D 335 172 A C 225 194 A C 215 210 A I) 185 A .'. 135 218 A (' 185 Pt2 .. *78 Pt2 .. 78 Pr2 .. 78 S . . 155 155 S I) 293 S .. DO 202 S I) 223 S .. 255 S D 215 23 H O 520 93 A I) 405 98 I I) 353 Lie A C 318 120 A 0 323 148 A 0 29.*! 148 A I) 253 173 A 0 215 A .. 115 213 A B 185 199 A B 195 177 A Ii 205 180 A I) 195 A .. 135 I'll .. 113 Ptl .. 83 Pt2 .. 113 Prl .. 83 Prl .. 113 Prl . . 83 Pr2 .. 78 Pr2 .. 113 188 S 15 305 0 C (' D C C D (] 15 I) D c (' I) (.' I) £ 235 235 175 145 78 83 83 243 83 295 120 355 223 440 305 273 335 225 215 185 135 185 '78 78 78 155 293 90 223 255 215 520 405 353 318 323 29.*! 253 215 I 15 185 195 205 195 135 113 83 113 83 113 83 78 113 305 i) D c D D (! (I C I) 0 B B B I) Parua Bay No. 1 (19) and Taraiinui (10) Parua Bay No. 2 Paterangi 2 35 188 is 2 31 Richards, Henry L. 3a • 59 Bates, Agnes J.' (Mrs.) Civil, Elizabeth 0. 3 ii 95 Sealy, Alfred D. Miller, Iris E. Henry, Dorothy M. 3a 00 Douglas, Efne Hunter, Logan (Mrs.) 3a 81 Johns. William E. Pattinson, Elizabeth R. .. 3a 47 Harrison, Robert J. Wharfe, Mabel K. 1 19 Power, Mary E.. . 2 _ 25 Paterson, Percy T. M. 1 15 McLeod, Robina 4a 121 Laing, Archibald M. Gauntlett, Dorothy S. Corbett, Sarah E. Johnson, John F. McKonzie, James I. S. 2 3,\ 31 • 59 203 S C 253 95 H C 353 A I) 183 130 II I) 325 220 A I) 203 A .. 155 127 II I) 323 A Lie. 235 127 H K 345 A . . 183 176 I! C 325 A .. 173 182 S I) 235 199 S C 233 S . . 175 113 I! C 305 205 I C 223 A .. 155 Prl .. IIS 171 D I) (prov.)l 203 95 c c I) I) I) 253 353 183 ''25 203 155 323 235 345 183 325 173 235 233 175 305 223 155 IIS Patotere 31! 95 130 220 Patclonga 3a 00 127 I) Lie. E Patutuahoc 3a 81 127 Peria ,3a 47 170 C Piako Road Piarere Pikowai Piopio District High School — Primary (97), secondary (24) I 2 1 4a 19 25 15 121 is2 199 i) c 113 205 r (! C 171 i) (prov.)l For explanatory notes see page i. For ox]

E.— ±

[Auckland,

List of Public Schools, the Staff, etc. — continued. AUCKLAND — continued.

Schools. Name. 01 Teachers. Ol r, to 2 a = • - a rt jo Z to io-. Name. o co* rl s . 8 *~?3 a •£ •*' I. .2 g sSco 2a o 'S M M 3 tt l * 1 -s to » (5) (6) (7) (8) Pipiroa Pohuehue (side school to Mahurangi Heads West). Point Chevalier (627) and side school (72) Pokapu Pokeno (52) and side school (26) .. Pollock Ponga Pongakawa .. Pongakawa Sawmill Ponsonby Poroti Port Albert 1*/.t+ f *l-i n flotj Miilf -(.-i trio n'iMi l^'ili-'iii-2 36 Goldthorpe, Hilda (Mrs.) i B7 699 flail, Alfred J. C. flickson, Walter Marcroft, Louisa F. (Mrs.) Macdonald, James A. Miller, Olga J. (Mrs.) Lepine, Inez E. .. Houghton, Eva M. White, Miriam S. E. Lang, Muriel I. .. Morey, Doris M. Officer, Dorothy Mason, Edna M. Avery, Alice E. Beale, AdaE. (Mrs.) Connor, Margaret I). Smith, Dorothy A: Walker. Eva L. T. Wilson, Eric J. .. Marshall, Edward M. 2 19 Fitzgerald, Hilda L. 3a 78 Lippiatt, George Naylor, Ivy J. .. Harper, Marianne G. (Mrs.) 2 33 Selby, Harold I. J <) Mack, Louie M. 2 28 McMillan, Lillian M. E. do la 15. 1 18 Rintoul, Kenneth .. 7n 604 Braithwaite, James fl. Mcnzies, Albert G. Ingall, EvaK. M. Coltman, Archibald R. .. Moore, Margaret R. (Mrs.) Shearer, Florence Cnrrie, Kathleen A. M. Ponsford, Mary E. Rohan, Edith G. Spargo, Dorothy M. Darroch, Bertha H. Duffin, Thelma P. Watson, James W. Dobson, Frances R. Slaney, John W. Dye, Kathleen A. Gardiner, Phoebe E. MoGill, Kathleon C. Inglis, Arthur J. Connolly, Gordon H. Otter, Florence M. Sharpe, Bertha 2 21 Pendergrast, Charles E, 3a 61 Smith, George H. Hill, Mary E. S Lie. £ 268 43 91 101 119 113 159 171 176 206 208 210 203 201 H A I A A A A A A A A A A A A Pt2 Prl Prl Pr2 S H A A S S s s H A I A A A A A A A A (R) A A Ptl Ptl Ptl Prl Prl Pr2 Pr2 Pr2 S H A C D C C I) c c c 0 c I) c c 490 415 395 375 333 203 243 225 185 185 185 185 185 185 175 78 S3 88 83 223 355 223 195 245 225 293 155 485 435 353 385 375 293 273 235 185 195 160 105 195 135 88 113 83 113 88 83 78 108 225 355 223 211 c 2 3a 2 1 2 1 7a 19 78 33 9 28 18 604 212 84 202 199 183 205 159 1) A c E D D 1) 43 75 103 102 126 137 126 122 204 199 C G D 0 c D G 1) C c D D B D 222 194 Poroti Port Albert 2 3a 21 61 91 185 0 D Port Charles (halt time with Pakaut.iikiiaV tukua). Portland Poutu Puahue Puhipuhi Puhoi Pvkeatua Pukehuia Pukokapia (17) and Rotongaro (8) Pukekaroro Pukekawa l'ukekohe and two side schools— Main (386), Paerata (25), l'ukekohe West (17) Port Charles (half time with Pakautukua). Portland 3b 104 Deinpsey, Walter S. Rochfort, Nora A. Blakcy, Clara L. 2 25 Junes! .lanie St. M. (Mrs.) 1 24 CJdy, Annie 1 12 Rouse, Harry M. L. 3a. 13 Bunker, Ethel .. 3a 51 Thompson, Sarah J. Patterson, Maud M. (Mrs.) 2 21 McFarlane, James L. 2 25 Oldfield, George 15. 1 10 Underwood, William A. T. 3a 44 Lowe, Joseph E. Armitage, Gwendolen A. .. Oa 428 Snell, Edgar F. .. Allison, David A. B. Hamlin, Aleathea S. 0. .. Parker, Edwin G. 95 H A A S s s R II A S S s fl A H A I A C 355 183 185 293 243 165 203 303 183 193 315 175 293 213 455 375 303 825 3b 104 Poutu Puahue Puhipuhi Puhoi Pvkeatua 2 1 1 3a 3a 25 24 12 13 51 158 180 I) C E 144 D Pukehuia Pukokapia (17) and Rotongaro (8) Pukekaroro Pukekawa 2 2 1 3a 21 25 10 44 215 i) l'ukekohe and two side schools— Main (3861, Paerata (25), PukekoheWest (17) 6a 428 166 212 58 124 138 186 D c c c E D For explanatory notes see page 1. For ex]

Auckland.'

E.—2,

List of Public Schools, the Staff, etc. — continued. AUCKLAND —continued.

XXI

Schools. Name. CO Ol CI r-l ■fl t-t o to oi fl bl, fl . re re,:o t- -floi J fl°i Hi** H (8) Name, (4) ■ Teachers. CO* -j oi 9 b'2 d fl "i ■9 . .2 « 2 re n 22 g ~ ««2 0 | rH J *S to « (S) (6) (7) ,. (8) (1) (2> Pukckoho and two side sohools — continued l'ukekohe East.. Pukemiro Puketaba Puketurua Puni Purerua Puriri Puru Purua Putaruru Raglan Ramaratna Rangiahua Rangiaohia 2 3u 2 1 3A 1 3a 2 2 3b 3b 2 3a 3a ) 1 ( ( 1 ) 1 1 ( 1 1 30 1 107 i ( ( c 27 ( 12 I 03 I I 12 I 61 I 1 31 t 19 g 114 I I I 83 J\ £ I \ 37 I I 37 I g 41 1 I 16 r I 44 J I 13 1 11 I 14 C 4 I 37 I A I 96 I V I I 24 I 21 S 16 T E 085 I IV s T E \ P E V I u B A ,G C TM M B I B 30 107 27 12 03 J2 61 31 19 114 83 37 37 41 Widdup, Florence G. Day, Louise (Mrs.) Carr, Frederick fl. Carr, Doris E. .. Robson, Marion P. Vant, John S. .. Holt, Ivev A. (Mrs.) McNally, "Eleanor M. Graham, Kathleen M. Hoddinott, Muriel Lapwood, Ivy M. Benjamin Margaret (Mrs.) Johnson, Robert N. Claridge, Alexander Steinert, Eleanor E. Gutry, George A. Darragh, Margaret Langdon, Arthur Kensington, Florence C. 15. Plaw, Hazel F. Bartlett, Alice G. Dunlop, Sarah M. Adams, Alice M. Stuart, Claude G. ' Roberts, William P. Roberts, Gladys M. Byatt, Emily Moore, William R. Searle, Constance M. Keam, Loveday M. Wallis, Edith E. Proctor, Grace E. (Mrs.) . . Harvey, Olive E. Robinson, Harvey T. Sissons, Isabel M. N. McKenzie, Kenneth Lachorc, Moana L. B. Thomas, Kathleen Macdonald, Agnes H. (Mrs.) Tidd, Florence E. P. flazell, Elsie Lockhard, Mary A. Clark, Una M. ,. Henry, Kathleen Bayliss, John R. Moore, Delta C. Hodgson, Ruby G. Day, Frederick C. Wilson, Irenee Z. E. Baker, Arthur L. Donnelly, William E. Dean, Tellira C. (Mrs.) Smith, Reginald D. Torkington, Agnes M. Ray, Evelyn M. fl. Bowden, Alfred N. McGeehie, John W. Shroff, Kate S. M. Tooman, George Black, Gertrude I. (Mrs.).. Young, Sarah M. J. Preston, Edgar G. Benge, Lorna R. Ward, Sylvia B. Hale, Dorothy B. Maclennan, Effie W. Barker, Mary A. Adams, Doris M. , Gray, Arthur J. Coulston, May A. MoGuire, Susannah B. M. Mather, Geoffrey L. Branch, William J. | Rogers, Gwendoline M. Widd Day, Carr, Carr, Robs* Vant. Holt, McNc Grahi 11 odd Lapw Bcnji Johns Clark Stcini Gutrj Darr-f: Langi Kensi Plaw, Bartli Dunlc Adam Stuar Robei Robei Byatt Moon Searle Keam Wallii Proct Har vi Robir Sissor McKe Lachc Thorn Macdi Tidd, Hazel Lockl Clark, Henri Baylii Moore Hodgi Day, '. Wilso Bakei Donni Dean, Smith Torkii Ray, '. Bowdi McGei Shroll' loom; Black Voun} Prcstc Benge Ward, Hale, \taclei Barke \dam 4ray, Joulst VIoGui Mathe Srane ioger dup, Flo , Louise , Freder; , Doris 1 5on, Mar t, John . ,, Ivev A ally, El( lam, Ka dinott, i ,vood, Iv amin Mi ison, Ro idgc, Ale lert, Ele •y, Geors •agh, Ma rdon, Ar iington, -, Hazel lett, Alii lop, Sam ns, Alice rt, Claue srts, Wil ;rts, Gla it, Emilj •e, Willi; le, Const n, Lovec is, Edit! tor, Gra' rey, Oliv nsOn,Hi ns, Isab enzie, K ore, Moi nas, Kat lonald, 1 , Florom ill, Elsie hard, M; t, Una W 'y, Kath iss, Johr ■e, Delta ;son, Ru Frederi in, Irene ir, Arthu lelly, Wi i, Tellira h, Regin ington, i Evelyn len, Alfr iehie, Jo EF, Kate lan, Geo i, Gertri ig, Sarat on, Edg; e, Lorna I, Sylvia , Doroth mnan, It er, Mary is, Doris , Arthur ton, Ma; lire, Susi er, Geoff ch, Willi rs, Gwer orence G. ■ (Mrs.) rick fl. E. .. rion P. S. .. k. (Mrs.) leaner M. ithleen M. Muriel vy M. largaret (J ibert N. exander eanor E. ■ge A. irgaret rthur Florence F. .. ice G. ah M. « M. de G. lham P. idys M. y lam R. tance M. iday M. hE. ice E. (Mn ve E. larvey T. lei M. N. tenneth >ana L. B. thlecn Agnes H. ice E. P. iary A. H. .. lleen nR. i C. uby G. ick C. iee 'A. E. ur L. Illiam E. a, C. (Mrs.) nald D. Agnes M. iM. fl. red N. ohn W. S. M. orge tide I. (Mill M. J. jar G. aR. i B. iyB. EffieW. yA. jM. rj. iyA. sannah B. ffrey L. liam J. ndoline M, Mi C rs. (J ) rs. .Ik t. rs •) M '•) M ■s ) ) 1. 9.) I Irs )• )' Ii. ■s. I. ) '■'■ £ 162 A C 253 174 A B 225 221 A 1) 205 207 A C 185 A .. 145 A .. 175 A .. 145 Prl .. 83 Pr2 .. 108 Pr2 .. 78 Pr2 . . 108 147 S 1) 303 104 11 C 375 A .. 173 A 0 195 S I) 225 It .. 145 111 H C 345 A .. 183 S .. 185 80 H CI 353 200 A D 223 R •• 145 143 S D 275 89 H C 375 194 A 0 233 228 (It) C 175 128 II D 345 195 A C 233 A .. 155 Prl ■• 83 139 11 1) 255 Prl .. 83 169 II 0 293 It .. 145 .108 H C 355 209 A C 213 S .. 165 122 II I) 313 A C 213 R .. 145 S .. 155 S .. 185 S .. 60 129 11 (! 335 203 A C 223 Prl .. 83 118 H C 365 224 A D 203 Pr2 .. 113 192 D B 130 S D 273 R .. 185 S D 185 (R) .. 145 25 H C 520 88 A C 425 83 I C 363 114 A D 375 119 A D 323 A D 263 182 A B 243 167 A D 225 181 A 0 195 184 A C 195 179 A C 195 184 A C 195 180 A B 195 204 A B 175 Ptl .. 113 Ptl .. 83 Pt2 .. 83 Prl 118 Prl .. 83 162 174 221 207 147 104 III 80 200 143 89 194 228 128 195 139 169 .108 209 A A A A A A A Prl I'r2 Pr2 Pr2 S H A A S R II A S H A R S It A (It) II A A Prl 11 Prl II It H A S II A R S S s 11 A Prl H A Pr2 D S R S (R) H A I A A A A A A A A A A A Ptl Ptl Pt2 Prl Prl Rangiatea Rangiriri 1 3a 16 44 122 Rangitihi Rangitoto No. 2 Itangiuru Raukokore No. 1 (2) and No. 2 (2) 1 1 1 0 3a 13 11 II 4 37 Raupo 129 203 itawene District High School- - Primary (73), secondary (23) 3b 96 118 224 Rawhia Red Hill Rehia 192 130 2 2 1 24 21 16 Remuera 7f 685 25 88 83 114 119 182 167 181 184 179 184 180 204 For ex] ilanatory notes see page i.

E.—2.

[Auckland

List of Public Schools, the Staff, etc .— continued. AUCKLAND— continued.

XXII

Schools. Teachers, Name. ol oi CO TO & O to a> o M fl . tc -r ''i flfli rt V rH hh H Name. co* -; oi fl b ,! 2 e 33 fr .9 . S « ii re co » S ~ « «reS Ol ft | -g to 5 (S) (6) (7) (8) (1) (2) (3) (4) Remuera- -continued .. Gough, Alfred R. Giles, Susan B. H. Fowlie, Jeannie G. Myers, Sarah t Prl .. 88 Pr2 .. 78 Pr2 .. 78 S Lie. 165 Reporoa Rewarewa (half-time with Paewhenua). Richmond Downs Richmond Road 1 10 Lie. 1 7n II lilS Watson, Edith M. (Mrs.) Macgrcgor, Alexander Shimmin, James E. Ban-, Muriel L. .. Paction, Amy W. Smith, William fl. (i) Eastgate, Mildred M. Beaslcy, Arthur Fenton, Mattie Grant, Jessie M. Hodkinson, Sarah Evans, Edith L. Home, Dorothy A. Soloman, Teuila J. Thorpe, Elsie M. T. Claridge, Leslie C. Hammond, Vera 15. Wilson, Georgo (i) Boswell, Charles W. Bryant, Catherine A. Newton, Elsie P. Fletcher, Maria M. Dupree, Margaret (Mrs.) .. Leonard, Gwladys L. Butter worth, Charles Keyes, Alfred W. Sheahan, Kathleen A. McDermott, Roydcn M. J. S .. 155 23 H C 520 88 A C 415 102 I I) 353 (It) .. 320 98 A 0 385 87 A (.; 343 128 A C 345 148 A (J 253 157 A D 225 170 A I) 205 1.84 A C 195 193 A B 195 190 A D ■ 195 188 A C 195 181 A C 195 199 A C 195 66 II C 445 117 A 15 365 154 A E 283 139 A C 263 191 A D 215 157 A 1) 225 (it) .. 155 Ptl . . 88 Pt2 .-. 83 Prl .. 83 Prl .. 88 23 88 102 C C I) 98 87 128 148 157 170 1.84 193 190 188 181 199 66 117 154 139 191 157 0 (.; c (j D D c B D • c c c c 15 E C D 1) Richmond West 5n 309 Riponui (half-time with Jordan). Rira (half-time with Kaoaoa). Riverhead 3a 42 Masson, William Davies, Alma B. C. Lysaght, Marion L. 112 II ; C 345 208 A C 213 202 S B 205 112 208 202 C C B Riverslea Rotoehu (half-time with Forest Gate). Rotokakahi (15) anil Runaruna (15) Rotokauri Rotongaro (half-time with Pukokapia). Rotongata Rotopotaka (12) and Wairiri Falls (7) Roforangi 1 2 2 17 30 12 Hodge, Robert P. Young, Robina S. 197 R C 223 R I) 145 197 0 1) 0 1 3a 5 19 39 Brill, Wilhelmina E. Minogue, Daniel Clark, Charles W. Belfield, Annie L. B. Greenhow, E. Headlam .. Lewins, William Hart, Ernest Allen, Harriette M. Shepherd, Charles L. Bridle, Mary (Mrs.) Hayes, Edith M. Burton, Dorothy M. Edmonds; Irma E. Robertson, Nancy L. Banks, Mona Phillipps, Ivor G. Dannefaerd, Alfred C. Carter, Emily M. Rosser, Edna J... Morgan, Roy McHardie, Winifrod E. .. Menzies, Isabel J. Anderson, Isabella C. Hawkes, Annie E. Milne, Edith H. Halkett, Dorothy J. A. M. Totman, Leonard W. Paltridge, Muriel T. Meiklejohn, Lemuel S. A. Banks, Mona E. S .. 90 S D 223 163 H 1) 315 It .. 165 S .. 120 76 H B 460 117 A C 385 119 I E 333 202 A D 243 149 A D 263 174 A C 223 A C 185 225 A 0 175 A C 175 Pt2 .. 78 Pt2 .. 83 Pr2 .. 83 Pr2 .. 78 Pr2 .. 78 Pr2 .. 83 102 D B 188 I) B 137 H C 303 143 A C 243 A .. 145 R .. 145 131 H C 345 206 A C 223 174 II C 315 A C 213 ib3 D 1) Rotoroa Island Rotorua District High School — Primary (428), secondary (53) 0 6b 6 481 76 117 119 202 149 174 15 C E D I) C c G C 225 102 188 137 143 B B C C lotorua Hospital 3b 52 lototuna 131 206 174 c c c c 3a 37 'uakaka 3a 47 For OX] rianatory notes see page I.

Auckland.]

E.—2.

List of Public Schools, the Staff, etc. — continued. AUCKLAND—continued.

XXIII

Schools. Teacher... Name. (1) CO CM Ol r-l 0*' TO re D O (2) eS oi o ti fl . |ll Name. Hi H (3) 1 (4) CO c5 =3 •■ -2 ■» hi -£ * 3 W if £ y ( 6 > . (8) S -S .53 W re *o 5 (7) (8) Ruakiwi Ruakuri .. .. liiiapekapcka West (halt-time with Marlow). Ruapuke Ruatangata East Ruatangata West Ruawai Rukuhia I I I I 2 3 a 3a 1 I I I Corcoran, Mary F. 21 Cheriton, Agnes W. (Mrs.) II Jeffries, Thelma M. 21 flail, Leslie G. .. 32 Yates, Margaret R. (Mrs.) 49 Reeoe, Arthur G Hill, LenaM. .. 61 de Montalk, Alexander S. Raley, Marion N. II 21 R S £ 105 I) I 85 1 1 2 3a 11 21 32 49 173 169 214 109 204 s s 173 S 169 H 214 A 109 H 204 A 155 105 I) 245 0 295 C 213 D 345 C 223 I) C c D 0 3a 01 Runariina (half-time with I'otokakahi). Russell St. Ileliers (240) and side school (Kohimarama) (115) St. Michaels Sclwyn Silverdale Springdale Stanley Bay Swanson Taheke 3a 5 n I I 3 a 3 ii 5a 3a 3 a 3a 5 ii 1 I 3 a 50 Wright, John Ellis, Alexandria P. (Mrs.) 355 Brown, Daniel C. Lownsborough, Frederick J. Holder, Marion C. Lock, Gertrude J. Wilks, Doris E. Bumside, Hilda (Mrs.) Jarman, Grace K. Batts, Thelma II. McAuley, Isabel A. Phillips, Ilene ill. 13 Bryce, Wilhelniina 24 Blundell, Arthur II. 48 Graham, James (ii) Coxell, Violet 92 Teasdalc, William I). Lee, Minnie C. .. Cole, Hilda G. .. 282 Cox, William L. McGreal, Michael Findlay, Mary M. 11 arty, Ruth Bass, Elsa G. .. Smith, Mary C. W. Darrooh, Daphne V. 62 Ingrain, William N. Spence, Vera Ii. Stansell, Gloria 37 Cumber, Kenneth M. II. Meiklejohn, Charlotte 13 24 48 50 355 115 115 II R 93 H 122 A 15! I 150 A • 152 A 180 A 193 A 205 A 207 A Pt,2 S S 128 II A 106 H 187 A 208 A 70 H 110 A 118 I 157 A 164 A 208 A Ptl 93 H 190 A Prl 154 It A 93 122 15! 150 • 152 180 193 205 207 128 1) 335 I) 175 G 405 C 355 E 273 E 203 0 235 E 205 C 195 1! 175 I) 175 ! .. 78 155 105 G 345 173 C 373 C 233 C 205 B 435 C 303 E 293 0 253 C 225 B 175 I .. 83 C 355 D 233 I .. 83 C 335 183 1) 1) G G E E 0 E C 1! I) G 3b 5a 92 282 106 187 208 70 110 118 157 164 208 G C C B C E C c B 3a 62 93 190 0 D 3a 37 154 (I Tahekeroa (half-time with Makarau). Tali una Taikawhana (9) anil IJmawera (10) Taipa (half-time with Paranui). Tairua Ta kali lie Takapuna Takjnini T'akiri Tamahere Taneatua 3 a 2 I 3 a 6 ii 3a 1 3 a 3 ii 3a 43 Atkins, Harry Edward, Barbara M. (Mrs.) 25 Clarke, Henry N. C. 17 Lynch, Peter J. 42 Bell, Mary I. .. Cornwell, Lilly 15. (Mrs.) . . 485 Matthews,' George H. Slulibs, George H. Stretton, Clarice Harris, Arthur L. Hewlett, Edith M. Wharfe, Clara. J. I lew lctt, Mary E. l-'lavell, Lucy I). Bigelow, John E. Dawes, Ann J. M. Ilickson, John T. Larritt, Melvin G. Woolloxall, Eudora E. Hall, Marie E. .. 64 llaughey, James Ma Illicit, Elsie .. 15 Williams, Christina 37 Rigby, Eliza A. (Mrs.) .. Diixlield, Sarah E. 96 Rogers, Cornelius J. Lane, Phyllis A. Cussen, Mary Johnson, Magdalen I. 13 141 141 II A S I) 335 I 75 I) 283 I) 2 25 I) 1 3 a 17 42 s 181 fl II 49 H 93 A 112 I 130 A 157 A 178 A 170 A 194 A 217 A Ptl Ptl Pt2 Pt2 Pr2 98 II 195 A S 131 II It 100 II 210 A A 1'rl 181 185 C 2S"3 (I 175 C 400 15 395 D 323 15 335 C 233 I) 215 (' 225 C 195 C- 175 113 88 I .. 83 ! .. 78 ! .. KIS C 355 C 233 155 E 343 135 C 375 I) 213 165 83 C c c B D B C I) c c c - On 485 49 93 112 130 157 178 170 194 217 3a 01 98 195 c c I 3 a 15 37 131 E 3 b 90 106 210 0 D For explanatory notes see page i. For ox]

E.—2.

[Auckland,

List of Public Schools, the Staff, etc. — continued. AUCKLAND— continued.

XXIV

Schools. Teachers. Name. CO Ol o-i or -a 2 o (2)_ hi" CO fl bl fl . rt re,co r*3£" £ act HS" 1 H (8) Name. 01 brfli "5 n" ft 8 OS fl to (5) a a § * .2 S 2 *co* S cfl re"re*ii S 1 « M S fi I -g u m <7) (8) . (1) (*) Taneatua Saddle Tangailii Tangiteroria Tangitu Tangowahine 2 I 3a 2 3a 30 21 29 21 32 Potter, Norman F. Cole, William A. I). Mulling, Franois J. Bacon, Gladys M. (Mrs.) .. Strumpel, Frederick W. .. Garside, Helen (Mrs.) 215 149 157 172 209 £ S (' 223 S G 195 S I) 335 S I) 243 II C 313 A E 223 (' G D D C E Tangowahine Valley (half-time with Opoutoke). Taniwha Taotaoroa No. I I 3a 17 36 Kinloek, Eine L. Hamilton, Josephine Reaks, Jean P. .. Hill, Minnie E. L. Cameron, Catherine E. (Mrs.) Morgan, Leonard o. Shaw, Joseph W. Matthows, Hilda M. (Mrs.) Tonks, W. E. 220 137 S C 195 H E 3.33 A ... 183 (It) .. 125 S .. 155 S G 225 S C 235 S Lie. 210 S .. 120 C E Tapairu Tapapa Tapu Tajiuhi Tapuwae Tara Road (half-time with Hakaru). Taranui (half-time with Parua Bay No. 1). Taringanuitu 1 2 1 1 0 II 36 21 13 II 148 G G Lie. Tatarariki Tatuanui Tauhei No. 2 Tauhoa Taumarunui District High School— Primary (394), secondary (54) Tau paid Taupiri 3a 2 3a 3a 1 6a 3a 4a 40 31 4.6 45 13 448 60 121 Carlton, Marguerite A. (Mrs.) Tremain, Constance R. Williamson, William le Gallais, Owen McLauchlan, Marion F. .. Fogerty, Thomas Corbett, Emily Ingerson, William L. Boden, William J. Sale, Gilbert Lowrie, Florence E. Hillam, Ernest B. Knight, Daisy A. McPherson, Willa White, Yvonne Morgan, Eunice. E. Knight, Rita M. Norman, Norah P. Bell, Elizabeth V. Catran, James G. Durrieu, Pauline Boucher, Marjorie A. .loll, William A... Kay, Alice (Mrs.) McCarroll, Sarah McCarthy, Marjorie M. .. Davies, Leslie A. O. Button, Lois F. Morton, Hubert II. 1''. I lav, Amy Walker, William R. C. . . Revell, George C. Murphy, Ellen (i) Dale, William S. J. Daines, Susan R. Anderson, Agnes Kirk, Holly II. H. (Mrs.).. Robbins, Alice E. Tumor, Kathleen M. Brewer, Arthur F. Reeve, Ernest C. Moore, Ruth M... Bear, ijeslie C. .. Aelams, Alma L. Hall, Joyce L. .. Martin, Margaret M. ■ .. Smith, Elsie M. .. Gavey, Annie L. Smith, Roy V. .. Bryce, Howard M. 167 216 208 158 193 57 144 150 193 180 174 2ie 181 192 91 178 91 193 H A S H A H A S H A I A A A A A Pt2 D D ii A Prl H (It) 1 A Prl Prl II A J! A 1 A A A A A A Ptl PI2 Prl Prl Prl Prl Prl Pi-2 D I) S H D 323 A .. 173 S I) 263 II C 333 A E 223 H I) 325 A 183 S C 235 II 15 450 A C 365 1 0 303 A D 315 A C 243 A C 225 A .. 155 A C 175 Pt2 .. 10S T*\ A DA.. D 15 ii D 355 A I) 233 I'll .. 83 H 15 375 (It) I) 213 I 15 233 A .. 165 Prl .. 88 Prl .. 83 II B 303 A C 213 1! I) 510 A C 425 1 D 313 A C 365 A C 323 A I) 283 A I) 233 A C 215 A (' 175 Ptl .. 88 P12 .. 83 Prl .. 83 Prl .. 118 Prl .. 83 Prl .. 83 Prl . . 83 Pr2 .. 78 ii /1 D I) C E I) C B C c I) c c c A B I) 1) 15 I) 15 Tan pii 188 215 31 100 117 154 133 153 143 179 220 15 C B C 1) C 0 1) D c c 3a 54 Tauranga District High School— Primary (132), secondary (55) 7a 487 98 199 D C c B Tauraroa Tawharanui (half-time with I lucres). Tawhare 2 33 243 3a 48 Wilson, Evelyn Moore, Esther B. Burch, Arthur J. 110 202 H A S E C 343 223 228 Te A kau 2 24 For exj ilanatory notes see page i.

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XXV

Schools. CO c\ a CO -o re to o T 01 CO o ti. fl . rt re co **: flea Name. Hi Ci\_ (4) Teachers. rea ac] [•hers. 3' § 3*3 a S £■ *2 B 5 cS re - ■■•> re £ ° y u (.*.) (8] (7)_ _<8*_ Name. U)_ (2) r 11 Burgess, Dorothy M. 307 Burton, Alfred V. Slane, Gordon W. ., Terry, Annie S. .. I'ire , Albeit C. Puokeridge, Margaret T. .. Matheson, Mona Wilson, Margaret It. Curio, Ellen F. B. Keaney, Mary K. Biggs, Wilheiinina H. 60 Jamieson, Robert E. Russell, Mary S. 39 Chitty, Adelaide M. (Mrs.) Downs, Elva M... 360 Walker, Spencerley McDonald, Ivon F. Stephenson, Marianne A... Donald, Raymond R. Lineham, Mary E. Ellison, Gertrude Clarke, Mona K. Al. Wilson, Thomas ('. Dwen, Mary II. Lehndorf, ChloeR. Anschutz, Richard P. 17 Hunter, Constance C. B. .. 30 Masters, Alice M. (Mrs.) .. £ S .. 155 78 H C 45 122 A C 333 134 I C 293 181 A D 273 172 A D 253 215 A D 205 213 A 0 175 Pt2 .. 78 Prl .. 113 Prl .. 83 130 II 1) 315 200 A C 233 142 11 C 303 194 A C 233 56 H 15 455 112 A 0 375 150 "I C 283 201 A D 203 202 A D 223 212 A 1) 205 A .. 145 Prl .. 88 Pr2 .. 78 145 1) 15 224 I) 15 S .. 185 102 S I) 293 Te Akau South Te Aroha District High School — Primary (287). seoondary (20) 1 5o Te Aroha West 3a 60 Te Atatu 3a 39 Te Awamutu 1 listrict High School Primary (304), secondary (56) 5c 360 To Hihi Te Hoe Te lluruhi (half-time with Ostein I). 'To Karae Te Karae Mill .. Te Kauwhata 1 2 17 36 1 I 3a 16 Packer, Hilda 14 Newton, Lilian F. 48 Ussher, Agnes Paterson, Vera I. L. 166 Skinner, Percy F. Manning, Arthur E. Trounson, Ida M. Ashby, Emma Bassett /Phyllis 0. Mackenzie, Athol C. Rikys, Thalma J. 6 Prosser, Blodwen C. SI Gillespie, William It. Dunn, Sarah 1V1. (Mrs.) .. Jameson, Winifred A. 529 Carnaehan, Robert McCormack, Daniel T. Bell, Muriel F. .. Bathgate, Charles M. Goodyear, Catherine A. . . Ray, Lydia M. .. Daldy, Sarah M. Tudehope, Marion D, Dunn, Eunice it. Bertelsen, Jessie C. .McKarlane. Marjurie McDonald, Grace Al. .1. .. White, Fergus G. Sibley, Henry C. Bethell, Doris A. 24 McRae, James D. 63 Boswell, George.. Hamilton, Genesta M. 9 Sadler, Hester M. 42 Wilson, Hilda K. (Mrs.) . . Daldy, Phoebe E. Gates, Iris A. 12 Marshall, Eliza (Mrs.) 18 Cowern, Phoebe A. 29 Matheson, Roy 481 Gibson, Henry T. (ii) Squire, Donald S. 15. Hawkins, Margaret A. (Airs.) Foster, Olive 0... 10 14 48 S .. 155 S .. 185 133 H E 333 205 A I) 223 82 H C 405 A .. 173 189 I C 233 202 A I) 205 Pt2 .. 78 Pr2 .. 78 Pr2 .. 78 S .. 90 108 II 0 375 A .. 188 219 A I) 205 58 H (' 500 93 A B 425 HO I C 343 122 A C 375 142 A D 323 157 A D 273 A D 218 203 A C 205 A .. 145 203 A C 185 Ptl .. 113 Ptl .. 83 174 I) 15 202 D B D .. .. 211 S. D 233 144 H D 305 R .. 125 S .. 185 139 H E 333 A I) 213 Pr2 .. 78 S I) 205 S .. 193 207 S D 243 47 H C 470 100 A (' 395 93 I 1) 343 145 A 1) 293 Te Kopuru I I! 166 To Koraha Te Knwhai 0 31! 6 SI Te Kniti District High School— Primary (-159), seoondary (70) 7 b 529 To Mapara 'Io Mata 2 3a 24 03 Te Matai Te Mawhai I :.a 9 42 Te Miro 'le Pahi No. 2 .. To Palm To Papapa l 2 2 6a 12 18 29 481 S 11 A I A For exFor explanatory notes see parte i.

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XXVI

Schools. Teachers. Name. eo g |H eS TO 2 o (12) a? ® 3 beef . Er, ■" °i s g2 Name. 01 .3 rrj h 3 to (5) Si o i 8 o "recci <^2 o (1) (3) (I) (6) _.(?)__ _< 7 .L_. Te Papapa — continued Te Poi 'e Papapa— Hunt, Sarah A. .. Whiting, Dorothy H. Berryman, Adeline L. Murphy, Lucy M. McKerras, Norma E. Brown, Leslie 0. M. Sutherland, William P. . . Cormack, Goorge W. Batty, Rosamond 11. Coutts, Kathleen M. Thomas, Stephen it. Jones, Gwendoline A. Ziegler, Albert T. Hewitt, Florence N. Frood, Nida Bishoprick, Charles Hunt, Percy R. Phelan, Lilan M. Jones, Frederica K. Mark, Bessie R... Blair, Violet Audley, Ernest 1!. Fowler, Ella M. O'Donnell, Hanorah Zimmerman, Johannese E. Carter, Harry G. Walker, Mary E. Benton, Arthur .. Findlay, Caroline J. McDonald, Percy Laing, Arthur E. O'Connor, Kathleen Honore, Rudolph C. Parkinson, Margaret E. . . Simmonds, Mary M. 167 171 198 207 199 • A A A .A A A Ptl Ptl Pt2 Pr2 II A S II A H A I A A Ptl D D S s II A H A S II R S s s 15 C D B C £ 225 225 215 145 175 195 88 88 78 78 285 233 195 343 I S3 395 295 243 223 215 113 To Pu.. Te Pua 3a 1 3a 47 14 8 194 217 123 B G K Te Puke District High SchoolPrimary (227), secondary (30) 5a 203 89 188 183 176 G G D D D Te Puke No. 2 . . 'I'e Puna 'le Puninga 2 2 3a 24 23 38 175 212 160 113 171 177 123 229 0 15 D C C D (! I) 283 285 293, 243 33'5 203 213 345 145 275 45 283 Te I'ahu 3a It Te Ranga , .. '. 'I'e Rapa ' .. 2 3a 22 60 III C Te Rauamoa Te Rauamoa No. 2 'I'e Raumauku (15) and Waitomo Valley Road (16) Tererenga (9) and Whangapoua (6) Te Rore Te Toro Te Uku 'I'e Wairoa Te Werenga Te Whetu 2 0 2 18 4 31 169 (': 209 b 1 1 2 1 0 1 3a 15 17 24 20 9 7 40 McLean, Olive C. Mabbett, Harold C. Bateman, Emma Peart, Catherine L. Evans, Alice Williams, Virginia S. (Mrs.) Duckworth, Thomas I). . . Stone, Elfrida M. Wooller, Harold J. Hammond, Thomas W. G. II. Smith, Sylvia G. Edgar, John T. .. Sprague, Hettie Maxted, Cecilia G. (Mrs.).. Broadhurst, Phyllis A. Baker, Millieent M. (Mrs.) Boles, Annette V. M. Shand, Elaine R. Kelly, Marjorie E. Johnston, Douglas Adams, Albert G. Russell, Daviel O'Sullivan, Winifred Hook, Percy J. Waddell, Joseph A. Wishart, Alice E. Crocker, James F. Telfer, Violet M. Daldy, Helen J. Whiteside, Dorothy M. .. Franklin, Florence M. Bach, Winsome Caisley, John P. Hoyle, Celia M. .. Wayne, Ruth 15. Bostock, Patricia French, Cecil It... Goodyear, Ethel V. Wallace, Kathleen K. s s s 193 175 233 235 135 185 255 213 470 405 343 305 223 230 225 245 145 83 83 83 83 355 223 455 375 303 315 263 180 135 125 78 83 78 78 00 293 185 195 194 180 c c Thames Central Thames North . . '.. Oa 405 218 62 S3 107 166 182 166 170 101 208 58 129 128 175 153 s s s ii A H A A A A A A A A Ptl Prl Pr2 Pr2 H A H A 1 A A A A It Pt2 Pr2 Pr2 Pr2 S H R S c c D E G I) Lie. I) I) C I) C C c c c 3a 65 'Thames South 5d 353 The Wires Thornton 0 3a 4 62 187 194 218 c c c Tikinui 1 14 For ex] ilanatory notes see page i.

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XXVII

SehnnlH Schools. Tea aehers. Teachers, Schools. lienors. I fl S m rt rt co Name. to % B 2 Name. 2 ' H% o «j . (1) (2) (3) (4) CO* Ol brfli -3 u s ~ KA * fl fl to m_ d p 'to o 9, (0) J s S 'in CS 5 _J7J_ fin (8) Tinopai] .. .. .. 1 12 Cope, Arthur B. H. 'Ti Point .. .. .. 2 24 Stewart, Christophor J. Ti Rangi .. .. .. 0 5 Walsh, Bertha C. Tirau .. .. .. .. 3a 66 itapson, George W. Hill, Eileen M. (Mrs.) Dixon, Hilda Tiroa .. .. .. .. 1 25 Bishop, Goorge Tirohanga (half-time with Otara East). Tirohia .. .. .. 2 46 Pendergrast, Arthur S. Sleep, Lillian it. Titirangi .. .. .. 2 26 Witten, Lilly (Mrs.) Titoki .. .. .. 3a 41 Fortune, Wilfreel H. Taylor, Ruth M. Toatoa .. .. .. 0 9 Reid, Edith M. .. Tokanui (half-time with Ngahapo). Tokatoka .. .. .. 2 32 Fronting, Annie (Mrs.) Tokoroa .. .. .. 2 22 Dyer, May E. (Mrs.) Tomarata .. .. .. 2 19 Chipchase, William C. Topuni .. .. .. 0 0 Mooney, Verna V. Totara .. .. .. 3a 36 Wood, Ernest A. Mitchell, Alexandrina B. .. Totara Household .. .. 0 4 Kitchen, Nellie G. M. Towai .. .. .. 2 26 Bartley, Olive M. Tryphena (half-time with Okupu). Tiiakau .. .. .. 4a 155 Graham, William G. Scott, Mary (vii) Hooper, Annie L. Parkinson, Thelma M. Leaman, Erica V. McGuire, Rose E. Turanga-o-moana .. .. 2 24 Armstrong, Edith C. Turiwhiri .. .. .. 1 23 Pender, Lauchlain C. Turua .. .. .. 4a 152 Brownlee, James L. Martin, Sylvia W. (Mrs.) . . Polton, Florence M. Dallison, Daphne L. Wilson, Mary N. 151 i34 142 156 2ii 151 j.22 91 202 211 200 '.'. 137 149 (prov.) 217 211 S s s H A (R) S H R S H A S s s s s R A S S D C D I) C C 1) D D £ 255 243 75 335 173 165 185 305 183 203 303 213 150 203 233 253 105 285 183 45 223 0 D H I A Pt2 Prl Prl S S II I C I) c 375 225 195 108 83 83 235 185 375 233 2 1 4a 24 23 152 d Lie. D C A R Pt2 c 1) 205 145 108 Tutamoe (half-lime with Mangatu). Tutekehua .. .. .. 1 13 Finlayson, Norman J. Tutukaka ..... .. 1 9 Jackson, Flosina E. Umawera (half-time with Taikawhana). Upper Oruaiti .. .. .. 0 3 Foster, Muriel C. Upper Waihou .. .. 2 15 Charles, Lucinda Upper Waiwera .. .. 2 16 Watts, Elizabeth A. (Mrs.) Utakura Valley (half-time with Okaihau No. 2). Vauxhall .. .. .. 5a 250 Crosby, Edward Cook, Walter S... • Barnes, Adina L. (Mrs.) .. McMillan, Goorgina H. Anderson, Coralie F. (Mrs.) Clark, Brendon H. Clarke, Maud N. B. Armiger, Flora C. Falla, Helen M. .. Victoria Valley.. .. .. 3a 72 Jones, Albert L. MoLeod, Mary .. Waereuga .. .. .. 3a 38 Ritchie, Annie M. Autridge, Enid F. Waharoa .. .. .. 3b 94 Doull, John S. .. Westlake, Elsie V. Whyte, Florence E. Waiare .. .. • • 0 10 Smyth, Daniel B. Waiau .. . • ■. 2 27 Bryan, Elizabeth E. Waiharara .. .. .. 3a 42 Funke, Ernest E. Schutt, Annie Waiheke Central .. .. 1 11 Malloy, Francis R. A. VVaihi District High School—Pri- 7a 511 Smith, William (iii) mary (389), secondary (122) Armstrong, William T. Staples, Jane A. (Mrs.) McPherson, Daniel Hume, Jane H. .. 1 1 0 2 2 5a 3 15 10 250 13 9 67 144 .. 144 178 149 L33 '.'. 133' 219 101 229 .'. io8 155 48 107 129 168 128 67 144 144 178 149 S S s s s H A I A A Ptl Pt2 Prl Pr2 H A H A 11 A A R S H A S H A I A A D Lie. A D D C C 155 165 75 185 218 405 235 263 233 235 83 78 83 78 323 183 323 213 363 203 185 105 293 323 183 175 480 405 333 355 313 3a 72 i33 D 3a 3b 38 94 133* 219 101 229 0 D 0 D C 0 2 3a 10 27 42 m 155 c D 1 7a 11 511 48 107 129 168 128 B C E D E For explanatory notes see page i. For exj

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XXVIII

Schools. Teachei Name. CO Ol Ol CO "2 O CO *mS • rt «CC s = *a r* cG < £*** -n Name. « bD<^* 0TH '•£ S -^rO o a =3 (■3) t I g •a a CH 1 0 («) (7) p** S MCO o (8) (1) (**) (3) (|) Waihi District High School — contd. Nicol, Mildred W. Hasleft, Esther 15. (Mrs.).. Roberts, Beatrice M. Marshall, Stella M. Thompson, Hilton Verry, Wilfred N. Gracey, Gertrude E. Brown, Edna M. Cochrane, Agnes T. White, Myrtle J. Burke, Francos B. L. Omant, Thelma L. M. Roberts, Lillian R. H. .. Sims, Charles F... Morrison, Margaret A. Adams, Olga L. G. Elliott, Samuel D. Masefield, John Harris, John C. .. Foley, Ruth (Mrs.) Paterson, Marjorie G. Goodwin, Dorothy Tierney, Edna P. Anderson, Marehu A. Worth, Zoe D. .. Nisbet, Alberta R. French, Ethel S. Landy, Walter M. Ashby, Muriel E. Large, George E. Robinson, Lily K. Bell, Alexander (ii) Phillips, John S. Rohan, Gertrude C. Kidd, Ivy B. .. Lloyd, Katherine V. Wilcox, Russell A. Cornes, Olive E. Walters, Stella Gale, Aela M. .. Dawson, Fyvie O. T. Saunders, Ellen M. C. Tctley, William H. Drake, George W. C. Bodle, Atherly I. Hamilton, Gorelon K. Rogers, Amy C. Atkinson. Aviee E. Schischka, Ruport J. Reynolds, Ethel A. James, Leonard 169 212 (R) Aj a! ph Pt2 Pt2 Prl Prl Prl Prl Pr2 Pr2 D D D D H A I A Prl Prl Prl Prl Prl Pr2 Pr2 S H A H A I A A Ptl Prl Prl Prl Prl Pr2 Pr2 H A H I A Pt2 Pr2 S C Lie. C £ 203 265 205 155 88 83 78 83 83 83 83 78 78 142 181 B B VVaihi East Waihihi Waihi Plains Waihi South 4b 0 3a 4o 208 8 39 249 80 210 181 204 1.33 78 148 186 177 219 B C C c B D C D C c D 405 265 285 205 83 83 88 83 83 78 83 165 335 213 405 335 233 253 205 88 83 83 83 83 78 83 285 173 375 223 215 113 78 193 Waihopo 199 D 3a 51 Waihou 4a 136 77 183 197 0 I) c tVaikeria Reformatory ■Vaikiekio East (half-time with Mareretu North). Waikiekie West Waikino 2 3a 4a 21 38 121 Hyde, Albert W. Reid, Roberl 'I', Booth, Frederick Kendon, Gladys M. C. Graham, Ivy Hewitt, Doris i. Bell, Ida M. Sutton, Elma (I. Jones, Cyril E. . . Brough, Glaelys L. Bromley, John W. Gordon, Iris M. McElroy, John Jurd, Gertrude F. 1. Kennedy, Aileen J. (Mrs.) Somervi'lle, Elfrida G. McKenzie, Myrtle A. Andrews, Samuel H. Leith, Frederick E. McLeod, Jessie B. Rewa Waaka S. • R H (R) I A Ptl Prl Pr2 S S fl A H A H A S s s s s 275 395 285 213 195 113 83 78 233 60 305 233 335 213 333 213 135 305 185 155 240 88 149 C E I) C 213 Waikokowai Waimai tVaimamaku Valley 2 0 3a 21 4 42 222 0 i74 199 c I) E C D C Waimana 3a 00 212 145 214 Waimate 3a 44 Waimatenui Waimauku Waingakau Waingarara Wainui 0 2 1 1 2 9 26 13 21 21 152 i) Lie. For cx| ilanatory notes see page i.

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XXIX

Schools. Teachers. CO* to 01 ., CO 2 S>2rr* i-i rt rt CO E-floi Name. rg "S3 Name. 2 <S o 11 (1) (2) (3) (4) CO Ol 22 = to (.*.) d p 5 0< d o o ■a 8 rt Hi (7) fl rt CO *>-- Ol M*«3 o (8) (6) Waiorongomai .. .. ... 1 20 Early, Minnie F. (Mrs.) Waiotahi Valley .. .. 2 34 Snell, James H. Waiotama .. .. .. I 14 Rayner, Charles E. Waiotemarama (21) and VVokaweka 2 30 Ansley, Arthur F. T. (9) Waiotira .. .. .. 3a 68 Le Petit, Erie N. Staunton, Cecilia M. Waipapa .. .. .. 2 IS Molloy, Thomas J. Waipipi .. .. .. 3a 52 Criekott, Atholl G. Blott, Edith M. Waipu Central .. .. 3a 49 Mackay, Edward It. McLennan, Violet M. McKenzie, Annie T. Waipu Covo .. .. .. 1 9 Guest, Owen T. Shepherd, Dorothy M. .. Waipu North .. .. .. 2 19 Steventon, Arthur 0. Waipu Upper .. .. .. 2 26 Christie, John C. Waipuna .. .. .. 3a 68 Shaw, John L. Oliver, Edith V. Wairamarama .. .. . . 0 8 Bycroft, Zealia M. Wairata (half-time with Oponae). Wairere .. .. .. 2 13 Stephens, Edward S. Wairiri Falls (half-time with itotopotaka). Wairoa South .. .. .. 2 30 Stevenson, Jane E. B. .. Waitakaruru . . . . . . 2 37 Griffith, Geoffrey L. Waitakore .. .. .. 2 31 de Montalk, Ethel J. (Mrs.) Waitangi .. .. .. 2 21 Ernest, Annie Waitanguru .. .. .. 2 29 Heron, Samuel G. F. .. ' Waiteitei .. .. .. 1 17 Grant, Frank K. Waitekauri .. .. .. 1 13 Corbett, Clarice A. F. (Mrs.) Waiterimu .. .. .. 1 19 Kyd, Gladys E. Waiteti Valley .. .. .. 1 13 Conway-Jones, Florence M. Waitetuna .. .. .. 1 13 Price, Lillian B... Waitoa .. .. . . 3b 94 Boswell, James Hosking, Ethel J. Carnachan, Janet M. Waitomo Caves No. 2 .. .. 1 9 Rothbury, Rose Waitomo Valley Road (half-time with Te Raumauku). Waituhi .. .. .. 3a 54 McLoughlin, Elisabeth M. Walker, Edmeo L. Waiuku .. .. • • 5a 227 Harris, Richard J. Brown, Martin G. Campbell, Gladys 0. Heather, Elizabeth Whitham, Cora Nops, Maro E. .. Strong, Elizabeth P. Muir, Julie E. .. l 2 1 2 3a 2 3a 3a 1 2 2 3a 0 2 2 2 2 2 2 1 1 1 1 1 3b 20 34 14 30 OS 18 52 49 9 19 26 68 8 13 30 37 31 21 29 17 13 19 13 13 III 167 i51 194 230 131 205 128 211 229 227 212 183 131 249 S S s s H A S H A H A Pr2 S (It) s s H A S s s s s s s s s s s s H A A R D C 15 D C C C C D 1) I) C D D D £ 245 203 165 333 283 203 155 345 223 345 223 78 205 175 245 265 325 183 135 215 258 293 313 223 235 165 225 195 205 195 345 233 195 165 159 203 216 c D 0 0 163 211 207 217 116 191 D c 0 0 c c c 1 9 3a 54 158 H A H A I A A Ptl Pt2 Prl G 293 173 395 335 253 233 205 113 108 83 5a 227 86 135 174 195 206 0 G C C C Waiwera (half-time with Orewa). Walton .. .. • ■ 3a 58 Jenkins, James Given, Isabella O. G. tnsley, Mary C. (Mrs.) Wardvillc .. .. . . 3a 51 Gauntlett, Charles G. Reaks, Henry J. Murray, Amy V. E. Warkworth District, High School— 4b 169 Green, Bertram M. Primary (150), secondary (19) Blair, Thomas M. It. Macgregor, Winifred I. Morrison, Lorna Baxter, Charlotte A. Wayby .. .. I 12 Dubery, Elizabeth W. Wekaweka (half-time with Waiotemarama). Wellsford . . .. .. 3a 37 Ford, Barbara O'Neill, Oenone J. M. Weymouth .. .. .. 2 34 Hoekin, Florence M. (Mrs.) Whakamarama .. .. 3a 39 Ferguson, William (ii) Davis, Olive Whakapara . . .. .. 2 33 Sissons, Thomas H. Whakatane District Hkh School— 6a 419 Wilkinson, Henry F. Primary (379), secondary (40) Moffitt, Henry A. Cussen, Eily B. .. Allen, John 3a 3a 4b 1 12 58 51 109 138 192 172 136 80 190 H A (R) H (R) A H A I Ptl D R 0 0 b E C 0 i) 335 233 175 295 275 183 395 250 215 83 i45 3a 2 3a 37 34 39 122 215 154 173 H A S H A S H A I A D I) D I) 313 223 303 295 173 305 440 355 313 295 2 6a 33 419 135 73 172 123 188 I) B I) D AC For explanatory notes see page 1. For ex]

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Schools. Teachers. CO co' -- rt rtCO fcr-COl Name. * - £ g 2 2 ■***£ o -** (1) (2) (3) Name. CO ol fl-l -3 u rt to t-JO »i fl to (5) o 8 (6) d P -a tg (7) &*■ CO ei CO -g-goi ™ ™ (8) (4) Whakatane District High School— continued * Lupton, Dorothy Hunter, Gladys Parsonson, Florence M. .. Atkinson, Florence E. Prideaux, Avice C. Kirk, Charles R. Shaw, Dinah M. Salmon, Doreen M. Bloor, Annie Pyne, Stephen S. Ward, Frances V. J. (Mrs.) Willocks, Ada M. it. Nimmo, William Nimmo, Jane (Mrs.) Hooper, Susan (Mrs.) Einey, Margaret Martyn, E. M. .. Shepherd, Daisy Osborn, Amy V. (Mrs.) .. 186 193 211 A A A A A Ptl Prl Prl Pr2 Fr2 D 1) II A S S s s s D I) D C A B £ 233 165 205 185 175 88 83 83 78 83 Whanauaki .. .. .. 3a 43 139 300 243 185 185 30 185 120 Whangae .. .. .. 1 13 Whangamarino .. .. 1 14 Whangamata .. .. .. 0 2 Whangaparaoa .. .. 1 18 Whangaparapara .. .. 0 8 Whangapoua (half-time with Torerenga). Whangarata .. .. .. 2 27 Whangarei .. .. .. 7c 572 3a 1 1 0 1 0 43 13 14 2 18 8 ir39 I) I) D 2 7c 27 572 Carter, Emily (Mrs.) Collins, Charles B\ Hotson, Claude Moore, Mary A. Boyd, Edward A. Mitchell, Maggie Thompson, Roy D. Stuart, Kate A. Galpin, Annie L. McMillan, Flora E. G. McPhee, Margaret (i) Bradbury, Winifred M. .. McLeod, Kate M. Cooko, John E. .. Reyburn, Madge A. Bartley, Jonathan W. Cowdeil, Alcayne H. McCarroli, Kathleen D. .. Williams, Rona M. Garland, Frank W. Keyes, Hilda V. (Mrs.) .. Reid, Rita J. Gregory, Ernest D. Heath, Herbert W. Allen, John B. .. 131 47 99 92 157 112 176 173 217 208 200 205 s H A I A A A A A A A A A Ptl Prl Prl Pr2 Pr2 Pr2 H R R S S s D C C D C C D D C I) D C 313 490 405 353 313 333 305 253 195 185 195 185 145 88 83 88 78 78 108 375 185 145 255 245 283 Whangarei No. 2 3b 108 79 C Whangarei Heads Whangaroa Wharehine Whareora (half-time with Brynavon). Wharepoa 2 2 2 22 19 27 C Lie. iso B 3a 50 Le Cocq, Walter A. Towers, Gwendoline Ryan, James B... Butcher, Gladys I. Tobin, Blanche K. L. Lupton, Cicely Sutton, James Lilburn, Minnio Moore, Ellen Bongard, Blanche Schofield, Ethel 158 H A S S H A H A Prl R S D 325 173 165 185 333 213 355 223 113 135 205 Wharepuhunga Whataroa Road Whatatiri 1 1 3a 14 10 38 Lie. Whatawhata 3a 83 212 89 216 D C C D Whatoro Whawharua Whenuakite (half-time with Gumtown). Whenuanui Whitehall White Hills .. Whitford No. 1 1 1 10 14 203 C 1 1 1 3a 18 10 14 37 Reid, Frank Yeates, Alice G... Wray, Ruth E. (Mrs.) .. Shaw, Norman F. Sinclair, Irene M. Phillips, Lucy Naylor, Evelyn B. O'Connor, Mary F. Hare, Frederick WGilbert, Stephen L. Daldy, Rhoda C. Bowater, Harold R. Shanahan, Margaret A. .. Bonthron, Escott Burnett, Esther E. 213 S s s H A S (R) S H A I A A A A C 195 155 185 335 213 303 165 195 480 385 .323 375 343 305 243 138 217 147 C D C Whitford No. 2 2 23 Whitikahu Whitiora 1 7\ 12 564 52 153 140 120 105 176 193 D C C D B C c 0 For expl lanatory notes see page 1.

Auckland.]

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List of Public Schools, the Staff, etc. — continued. AUCKLAN D— continued.

XXXI

Schools. Teachers. 2 an ■ Name. -§ gg§ • Name. 2 O -«j (1) (2) (3) L_li> S 6J.01 fl,*" 1 TO m" « £ Bi" y, (5) . g t,j?oi fl,*" 1 TO m" « s t.JCt og to ) d o b CM («) fl t o o Ph | 3 1 S i m r £ o J7i 1 s in | Srtco* cSrtOJ o (0) (7) (8) . Whitiora — continued .. .. .. .. - Eraser/ Hazel M. Heighway, Katherine N. (Mrs.) Sinclair, Edna G. Manning, Marjorie It. Stevenson, Helen D. Lindsay, Margaret E. McDonald, Annie G. Perry, William E. G. 186 157 198 A A A A Ptl Ptl Pt2 Prl c 0 D £ 215 215 195 145 83 83 78 88 Woodcocks (half-time with Ahuroa No. 1). Woodhill .. .. .. 3a 41 Attwood, Frederick C. .. Fegan, Hannah Woodlands .. .. .. 1 21 Burns, Robert A. 3a 98 185 H A S B C 355 223 155 I • TARANAKI. Aekland .. .. .. 2 24 Morgan, Muriel G. Ahititi .. .. .. 1 9 O'Sullivan, Eileen N. Albert .. .. .. 1 17 Hill, Dulcie Aotuhia .. .. .. 0 2 Sadlier, Minnie 0. Ararata .. .. .. 2 32 Anthony, Ida M.. Arawhafa .. .. .. 2 18 Orr, Charlotte E. Astwood .. .. .. 0 7 Stoekwell, Mary C. (Mrs.) Aukopae .. .. .. 1 13 Inkster, Annie Auroa.. .. .. .. 3b 113 Walker, Theodore H. A. .. Farquhar, Elizabeth F. .. Heal, Phyllis B... Walker, Basil Awakino .. .. .. 3a 47 Calvert, Agnes P. (Mrs.) .. Hodder, Mary E. Awatuna .. .. .. 3a 45 Lennane, Myra L. (Mrs.).. Mace, Annie Bell Block .. .. .. 3b 96 Murray, Norman H. Evans, Florence E. Laurent, Florence L Bird .. .. .. .. 1 22 Finch, Winifred M. (Mrs.) Cardiff .. .. .. 3a 45 Boyle, Thomas Scott, Lily S. .. Oarrington .. .. .. 3a 36 Turner, Edgar Tanner, Clara Central .. .. .. 7i> 659 Evans, Dafydd P. Wagstaff, Wilfred L. Martin, Gertrude, E. (Mrs.) Pearce, Elsie M. Wilbers, Frances Thomas, Edward J. Henderson, Beattie M. Eliey, Ethel M. .. Firth, Frances A. (Mrs.) .. O'Brien, Ida Parli, Margaret Downs, Kathleen A. Simpson, Thelma M. Lament, Lenora Morrison, Janet Thomson, George MoC. .. Burton, Annie L. Cameron, Margaret Day, Ruth Smith, Charles M. M. Worn, Florence A. Smith, Edwarel G. Denbigh .. .. .. 1 13 Guppy, Isabel! Douglas .. .. .. 3a 45 Westrup, Ague's C. L Woul*e, Doris 3a 3a 3b 1 3a 3a 7o 47 15 96 22 45 36 659 171 i()2 187 217 92 217 211 174 i t> l 202 110 204 146 iis 213 25 107 90 97 202 113 151 101 207 217 120 220 171 i(>2 187 217 92 217 211 174 101 202 110 204 iie 115 213 25 107 90 97 S s s s s s s s H A A Prl H A H A H A R S H A II A II A I A (R) A A A A A A A A A A Ptl Pt2 Pt2 Pt2 Prl Pr2 Pr2 S H A S S S S s s s s H A A Prl H A H A H A R S H A II A II A I A (It) A A A A A A A A A A Ptl Pt2 Pt2 Pt2 Prl Pr2 Pr2 S H A c c Lie. i) 1) C c I) C c c O c c :b Lie. •D D C 15 E C 0 I) c E c c D C I) Lie. i) 1) C c I) C c c 0 c c D Lie. •D D C 15 E C £ 243 185 210 30 273 283 105 195 365 223 195 88 293 173 293 213 345 213 115 155 335 193 345 223 500 405 353 343 300 2S3 303 203 225 100 185 175 195 135 100 88 78 108 78 88 78 83 175 343 223 202 113 151 101 c I) c E 207 217 C c D Denbigh Douglas 1 3a 13 45 120 220 C D For explanatory notes see page I. For ex|

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[Taranaki

List of Public Schools, the Staff, etc.— continued. TARANAKI — continued.

XXXII

Schools. Teaol Teachers. in. Name. CO cr. -fl o lis ilS Namo. . tO.. icaei iner irs. CO* J ol S MA! • O iZ -2 g S&=o 22 % s rill S *"• rt o to e (S) (fl) (7) 18) (1) (2) (3) Dudley Durham Egmont Village Eltham Everett Road Einnerty 1 2 3a 5c 0 3a 13 29 47 354 4 47 MeCool, Mary Corrigan, Eileen G. Butler, Fenton Giddy, Alice M... Bary, Edward Bicheno, William C. Einnerty, Lilla McCormick, Susan J. Baker, Dorothy D. Parrott, Laura M. Whiting, Lilian E. L. McCartie, Ruth Donnelly, Elpbine M. Kopke, Nellie Curd, Marjorie Eelwards, Albert (). Severne, Blanche Collingwood, Millie M. Rowntree, Ethel Belcher, Ethel Johnson, Oscar Andrews, Elsie E. Binns, Leonard F, Allen, Belle Whitaker, Mabel (Mrs.) .. Gilbert, Arthur V. (lorney, Lucy i". Olson! Madge L. Abraham, Aileen fl. Shaw, Kathleen M. Fetch, Amy A. Sims, Arthur V... O'Key, Amalea I. (Mrs.) .. Warren, Ellen Mouat, Marjory A. Jennings, James A. Metealf, William J. £ S .. 185 S Lie. 203 136 H D 335 211 A D 223 69 H C 405 130 A C 375 168 1 1) 273 189 A I) 253 204 A C 225 212 A I) 205 211 A C 185 A .. 135 Ptl .. 83 Ptl .. 113 Prl .. 113 Pr2 .. 83 Pr2 .. 108 S .. 00 120 H C 343 A. .. 183 80 H D 415 128 - I 1) 313 174 A C 305 190 A D 243 (R) C 203 200 A C 205 218 A C .195 Ptl .. 83 Ptl .. 83 .. - Prl .. S3 Pr2 .. 78 87 II C 390 1 C 213 196 A C 215 200 A I) 195 Ptl .. 118 145 H D 306 (nrnv.l 136 211 09 130 168 189 204 212 211 120 Eitzroy 5b 314 80 128 174 190 206 218 Frankley (66), anel siele school (Westown) (51) 4a 117 87 196 200 Eraser Road 3 a 39 145 (prov.) 202 Hapurua Hawera 0 7f 9 694 Pitt, Dorothy W. Kibblewhite, Harold Strack, Conrad A. Nairn, John It. .. Robertson, Catherine M. . . Baker, Edwarel S. Slattery, Julia C. Barkley, Ethel I. M. M. . . Bourke, Mary Lee, Elsie V. (Mrs.) Robertson, Catherine G. .. Corcoran, Nina A. (Mrs.) Smith, Elizabeth 15. Mountfort, Ida A. Frank, Mary Newbery, Beatrice M. (Mrs.) Moore, Rachel L. Renowden, Theresa Richards, Iris G. Beauehamp, Rita G. Windelburn, Margaret F. Wood, Myrtle H. Reid, Stuart Leighton, Marjorie Shcat, Alice R. .. O'Brien, Florence Mouat, Grace B. Purvis, Patience I. Hedgeman, Doris L. Hodder, Ivy G. .. Evans, Edna A.. . Arms, Annie I. .. Percy, George H. ('oilier, Norma V. Norris, Emma O'Brien, Kathleen ■prov.202 A D 223 S .. 155 43 H I) 540 90 A I) 425 113 1 C 33.'! 148 A D 345 100 A E 343 134 A E 293 110 A 1) 27:i (R) D 185 220 A I) 195 A I) 185 209 A D 175 A .. 145 A .. 145 A .. 135 A .. 135 A .. 135 Ptl .. 83 Pt 1 .. 83 Ptl .. 113 Prl .. 83 Prl .. 88 Pr2 .. 78 Pr2 .. 78 111 H 1) 333 189 A I) 233 140 H 1) 303 A .. 173 205 S C 223 151 H C 303 211 A C 213 217 S 1) 225 220 S 1) 223 S .. 223 S ,. 200 43 90 113 148 100 134 110 220 209 rlillsborough 3a 47 111 189 140 tfuiakama 3a 41 rluinga rluirangi 2 3a 27 41 205 151 211 217 220 Huiroa Turford riurimoana haia .. 3a 2 2 1 37 24 20 15 For ex] ilanatory notes see page |,

Taranaki.]

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List of Public Schools, the Staff, etc.— continued. TARANAKI— continued.

V-E. 2.

XXXIII

Schools. Teachers. Name. Ml 2 H* 1 2 rrl i-l fl rtCO fc-flOl 01 II BCI ■O I r- 01 rH 2 Hi o <. (2) I (3) I Name. (-1) CO Ol 6pOS ■3 M 22 a y : G>) o 'in to Ch (fl) I a o >; 'S2 u . rt ' 11 rt CO ° rt"rt **.' a |mS tti 0^ S O y (7) 'Si Inglewood liahui Kaimata Kaimiro Kaponga Kapuni Kent Kina Kiore Kohuratfthi Korito Koru Lepperton Lincoln Mahirakau Mahoe Mahoenui Makahii M'akaka Manaia 4c 241 I 15 3 A 58 3 a 42 3 b 93 3 a 81 i 40 1 11 2 19 0 10 1 19 3a 39 3a 58 3a 49 3a 36 3a 59 2 25 2 19 2 :12 4 n 192 1 3 a 3a 3b 3.A 2 1 2' 0 1 3a 3a 3a 3a 3a 2 2 2 4 n 81 40 11 19 10 19 39 58 49 36 59 25 19 :12 192 15 58 42 93 Henderson, Alexander Bicheno, Clarence L. Jemison, Jane W. Tarry, Mabel E. H. Leech, Ethel F. Nicholls, John ('. Gernhoefer, George Nicholls, Clarence Williams, Muriel Cameron, Sarah (Mrs.) .. Leech, Marguerite E. Gibson, Elsie E. (Mrs.) . . Gibson, Jessie H. C. Bailie, James Rawlinson, Alice Earquhar, Sarah E. Des Forges, Lawrence Honores, Abraham T. Bullot, Amelia .. Stevenson. Mary Corney, Clarice M. Mitchell, Jane R. Sutton, Elsie E. Ford, Celia M. .. McCartie, Frances (Mrs.) . . Miles, Ida M. .. Smith, Maurice J. Spence, Margaret K. Gilmor, Edward J. Butler, Helen Winthrop, Alice E. (Mrs.) Coyne, Norah Barnett, Clarice L. Macdonald, Vuna Smith, Kate E. Therklcson, Ivy V. ltansbottom, Harry V. Coyne, Mary McLeod, Catherine N. Adams, William R. McEwen, Alethea If. A. H'illos, Agnes M. Surrey, Freda J. Walker, Gwendoline E. .. Clarke, Garnett J. Robinson, Frank MacClure, Andus Jolley, Joseph Therkleson, Isaboll Gant, Albert H... McGregor, Charlotte . . . Perrott, Ivy Humphreys, Zita A. Jennings, Alfred W. Turner, Mildred (Mrs.) .. Balsom, Ivy A. E. (Mrs.). . Mitchell, Margaret A. Landells, Robert St. John, Edmund Farno, Elizabeth McCarthy, Catherine M, . . Hawkes, Muriel A. McHardie, Aloathoa O. . . Hooker, Jessie M. Burkhardt, Enid Orsbourn, Eva (Mrs.) Young, Clarenoe A. Williams, Lorna Shepherd, Esther D. Shepherd, Alice E. Anthony, Annie (Mrs.) Mail, James W. Fugle, Matilela 15. Stiller, Veronica L. Kilpatrick, Mary B. 81 128 14(1 160 211 95 162 199 106 209 230 117 I SO 181 210 194 103 213 133 183 120 110 100 103 15.8 111 128 '.. 131 215 '.. 102 205 :: 153 '.'. 102 190 I H A I A A I'll Pr2 Pr2 S H A II A II A A Prl H A Prl II A S s s s H A H A H A It A H R S s s H I A A A Pr2 S S s s H A A Prl S s s It s s s H A A Prl S S II R A Prl S II A A Pr2 H A I A A Ptl Pr2 Pr2 S H A H A a A A Prl H A I'rl II A S s s s H A H A H A It A H R S s s H I A A A Pr2 S £ C 405 F 345 1) 263 C 243 D 205 88 S3 83 165 E 353 183 1) 293 I) 22.3 E 373 D 223 1) 195 88 I! 365 173 83 I) 253 135 155 I > 253 155 I) 253 (! 283 173 0 355 C 213 1) 333 183 D 283 173 E 323 125 243 Lie. 223 C 243 C 355 E 253 1 > 253 C 195 135 113 Lie. 175 175 D 255 155 C 345 Lie. 208 165 113 155 185 D 313 105 B 273 15 223 D 223 I) 363 C 223 165 83 185 105 C 323 105 155 113 243 C 375 (I 233 155 108 E 1) I) E I) 1) is D D i) c c c I) i) E Lie. C C E 1) C Mangahume Mangakara Mangamingi Mangatoi Mangatoki 2 23 1 12 2 21 I 10 3 n 99 .) I 2 I 3 u 23 12 21 10 99 S S Lie. i) Mangatupoto .. Mangorei Lower Mangorei Upper Marakopa Marco Mata Matapu I 10 1 IS 2 39 2 23 2 27 2 24 3n 1.16 1 1 2 2 2 2 3 ii 10 IS 39 23 27 24 1.16 128 131 215 102 205 S H A A Prl S S s It s s s H A A Prl S S II R A Prl S II A A Pr2 C Lie. i) B B D I) C Matau Matemateonga . . Matiere I 17 I 7 3a 86 1 I 3a 17 7 86 153 c Meremere Midhirst 2 33 3B 83 2 31! 33 83 102 196 c c For ex] ilanatory notes see page I.

E.—2.

[Taranaki,

List of Public Schools, the Staff, etc. — continued. TARANAKI— continued.

XXXIV

Schools. Teachers. I Name. (1) *y a a oi - Sbc . -i aVco . L, TO Ol » gg***- Name. 2 Hi o h (2)_ _ (8) i-D eofli .9 -fl h? 22 a>l a to J8) - I I fc. 1 I IP s 2 as co 2 o tn *. Ch m .^ *h ci , o 3 I (8) (71 ; (8) Mi mi Miicaloa Moeroa Mokau Mokoia Motuniii Moturoa Mount Messenger Muskers Newall Ngaere Nihoniho Norfolk Norm an by Oakura Oaonui Oeo .. Ohangai Ohura , . Okaiawa Okaihae Okato Okau Okoke ()mata Ongarue Opatu Opua Opunake Otakeho Otangiwai Otaraoa Otunui. Paraketu Pehu 3a 41 Simpson, Dorothy E. Frost, Barbara 0 9 Harper, Elsie M. .. .. : 1 s McCartie, Eunice 2 .30 Murray, Elizabeth P. N. .. 3a 40 Morocral't, Muriel Ivy .. Newman, Edith M. fl. 3a 58 Read, Annie E. (Mrs.) Gilliver, Dorothy . . ... Musker, Joyce V. 4a 141 MpClune, Hugh K. Kirkton, Muriel Onions, Hilda G. Bithell, Ida 1 14 George, William G. 1 15 Murray, Annie .. .. .. | 3a 40 Rogers, Franois H. P. Scheib, Violet, E. P. 3b 80 Taylor, David Miils, Sarah A. . . Lunam, Mary Ii. . . . . . 2 33 Graham, George W. 3b 75 Aellam, Ronalel ('. ... Wilson, Mary Williams, Gladys E. Heal, Cecile 4a ill Mitchell, George W. .. Peach, Elizabeth (Mrs.) Linn, Clarice E... Whyte, Murray it. Francis, Beatrix A. 3a 45 Mahon, Archibald E. Fleming, Annie 3a 60 Evetts, Eli C. Rowland, Cora M. (Mrs.) .. 3a 41 Hunt, Benjamin W. 15. .. Murphy, Catherine 3a 49 gangster, Mary (Mrs.) Guppy, Annie E. 3a 53 Robinson, Mary H. (Mrs.) Barak, Gertrude M. 4b 180 Innes, Thomas .. Taylor, Adah L. (Mrs.) .. Gibbs, Alice W... Bayly, Maelge Lawn, Lucy Johns, Alice E. .. 0 4 Wcsth, Thclma . . 3b 91 Larsen, Christian R. McGregor, Eva Cameron, Flora M. Anderson, Maud F, 1 18 Fuller, Lvdia C. I 18 Elliott, Bertha E. I). 3a 02 McHardie, Laurie A. White, Edna R, Draeler, Charles . . 3a 53 Sage, Alfred J. . . Tompkins, Marjorie I 12 Priestley, James P. 1 20 Guild. Ian M. .. 4a 135 Cron, William McLean, Janet F. Hiekey, Margaret Ross, Brenda K. Sinclair, Robert H. Free, Constance.. .. 3a 82 Evans, Alice M. (Mrs.) .. Lewis, Norah 15. Clarke, Harold 2 37 Smith, Carl V. .. 1 10 Breen, Anthony. . 2 23 Bayly, Clarice E. 0 7 Campbell, Sheila 0 0 Larsen, Clara S. (Mrs.) .. * . . 1 1 3a 3b 2 3b 4a 3a 3a 3a 3a I II 45 00 41 49 14 15 4:0 80 33 75 I 132 190 97 190 84 177 202 217 ,64 210 III 162 133 213 93 140 189 214 91 183 134 188 132 190 97 190 84 177 202 217 164 216 111 162 133 213 93 140 189 214 91 183 ±34 90 1.73 178 105 153 213 214 143 161 86 188 205 180 £ H C 303 A .. HIS S .. 120 S .. 120 S I) 24:', It (' 32:', A 11 233 H (' 353 A I) 233 Prl 113 H (' 375 I D 243 A D 195 Pt2 . . 78 S D 215 S . . 155 H C 313 A I) 223 H (' 355 A E 243 A .. 105 R .. 145 II 15 325 A (' 223 A .. 165 Prl .. 113 H C 395 I D 203 A I> 205 Pt2 .. 83 Pr2 .. 78 II I) 293 A D 223 H I) 355 A .. 225 H C 303 A .. 183 H E 333 A . . 183 H I) 333 A .. 183 H C 395 I E 243 A C 233 A I) 195 Ptl .. 113 Pr2 .. 7S S .. 00 H C 375 A 1) 253 A C 195 Prl .. 113 S Lie 210 S C 195 II D 335 A C 233 Prl .. IIS H D 315 R .. 105 S .. 155 S .. 155 H C 373 A Lie. 193 A .. 165 A I) 165 Pt2 .. 113 Pr2 . . 108 H D 333 A I) 223 Pr2 .. 113 S D 245 R .. 135 S .. 228 S . . 120 S . . 90 I) (' I) c I) (' D D i) c D c E 15 (' C I) I) I) D I) C E C 3a 53 i) -In 180 90 173 17S C E C I) 0 3b 4 91 105 153 213 C D C 1 I 3a 18 18 02 214 143 Lie C I) c 3a 53 101 D 1 12 20 135 1 4a 80 0 Lie. I) 3a 82 186 205 I) I) 2 1 2 0 0 37 10 23 7 (I 180 I) For explanatory notes see page i. Fot exr.

Taranaki.]

E.—2.

List of Public Schools, the Staff, etc. — continued. TARANAK I— continued.

XXXV

Schools. Teachers. Nil inc. M CM o> 1 r. O (a) 01 to S in Co 00 g*2a! > 5*"*" H (:l) Name. . (4 > Name. CO Ol Mfl 'to u 22 I to (■v r .o '35 o Ch 5 a u x: '"j* rt c SI q t- ■ 111 •8 (4) (B) IS - Pembroke Pihama 2 3a 34 73 Mi-Ali.on, Alice M. (Mrs.). . Mason, Frederick WDucker, Olive L. Mason, Wilfred H. Ekdahl, Motto M. Lewis, Annie M. L. 153 113 225 151 'Prov.' s II A Pr2 S S D E D £ 303 345 21.3 83 60 253 Piko .. Piopiotea West 0 2 5 23 c Pohokura Pukearuhe Pukeho Pukengahu I 1 I 3a 16 13 15 43 Prideaux, Margaret (Mrs.) Bright well, Alice E. (Mrs.) Young, Herbert W. Ewart, Eelmonil O. Were, Ruby Garrey, Phoebe Fleming, Mary (!. I'carsun, Aeieline (Mrs.) . . McRae, Christina Webb, Frances M. King. Hazel (Mrs.) Linehain, John T. Frethey, Ethel Slinger, Vera Hayes, Nora Wilson. Oney E. Leslie, Norma K. McNeill, Rose W. (Mrs.) .. Corbett, Julia Mills, Allan E. Davies, Olive H. Granville, Ursula M. James, Margaret E. Sartori, Ellen O'Shea, Alice M. Furrie. Leonard .!. Thomas, Richard E. Papps, Mary M.. . Craig, John Foster, Ivy A. . . Fair-brother, Lewis M. Lawn, Doris A. . . Taylor, Ida Sage, Thirza Kelleher, Annie .. ' Martin, Dorothy Boon, Ida E. Pratt, Ivy L. . . .. Hall, George J. . . North, Violet, S. Millar, Bertha G. Grant, Kathleen E. Bremner, Marion L.Curfeis, Juanita. . Brown, Winifred D. Woods, Edith M. Divohall, Queenie A. A. .. (lampbell, Fitzroy C. Harrison, Jessie I. (Mrs.). . Leech, Gwendoline , Gunn, Grace M. (Mrs.) Smith. Elsie Mary (Mrs.). . Paterson, Oma MeOann, George E. J. Jackson, Herbert W. King, Emily A. Hunter, Helen Burgess, Emily M. Wells, Robert E. Death, Mavis 1). Palmer, Arthur I 1 '. Mason, Lilian L. Edwards, Isabel Corry, Alice E. .. Sherson, Donald Jack, James Nicoll, Phyllis .. 222 136 228 132 141 211 '. . ' 90 157 190 153 31 71 83 '.'. 132 197 172 193 174 200 '. '. 155 224 106 218 117 '.'. ' 8« 168 155 172 139 224 108 209 '.'. ii i 231 s s s H A H A S S S S It A Pr2 S E Pr2 fl A H A S S H A H A. I li A A A A A A A A A Ptl Pt,2 Pt2 Pl,2 Prl Pr2 Pr2 It A H II A S H A S H I A A Pt2 Pr2 H A H A R If A I) 185 225 165 335 213 303 183 208 175 200 1S5 325 223 108 190 313 I OS 323 213 298 173 175 3,23 313 173 500 435 363 275 323 325 283 243 225 145 185 145 135 88 7S 78 78 I) I) c Pungarehu 3 a 03 Puniho Puniwhakau Purangi Radnor Rahotu 2 1 I I 3a 29 14 16 14 81 Lie. 141 211 0 c Kangi.. Ratapiko 1 2 13 27 ' 90 D Rawhitiroa 3a fl 157 190 D I) Lie Rivorlea 3a 02 Itotokare Rowan Stanley 1 2 3a 13 34 64 153 I) Stratford 7b 5SO 31 71 83 132 197 172 193 174 0 c 0 I) 1) 0 I) D B 200 C Tahora Tarata Tariki Tarurutangi Tataraimaka Tatu .. Tawbiti 3a 3a 3a 1 3a 1 4b 40 33 58 22 41 II 186 155 224 100 218 117 89 108 155 172 B D b b D B D D C 83 78 78 293 213 255 353 173 195 333 19S 155 385 253 233 225 83 78 335 213 353 223 135 345 213 Te Kiri 139 224 108 209 c D D D 3a 57 Te Roti 3a 43 Te Wakarac Tikorangi 1 3a 10 53 ii i 231 I) I) For ex; planatory notes see page i.

E.—2.

[Taranaki.

List of Public Schools, the Staff, etc. — continued. TARANAKI— continued.

XXXVI

Schools. Teache 'Teachers. ,ers. Name. (D CO ol CO TO ctl O J2)_ I ; . _______ |f. CC M Tic 8 go j Name. H$" H (3)_ (4) CO Ol S r-I *3 !« 22 og to (5) ""ffl o Ch § 1 to-. ca S (7) 2 SCO "3 (**> <§L. Tokaora 3a 50 Francis, George T. Thompson, Margaret A. . . 23 Gardner, David T. 105 Bocock, James H. Scott, Amy S. . . Hinton, Winifred J. Manning, Joseph C. 15 Bruce, Francis A. 27 Sheirt, Charles H. 10 Old, Vilma A. . . 13 Simpson, Elveris A. L. 58 McKay, Annie I.' Musker, Constance M. 31 George, Catherine M. (Mrs.) 131 Allan, Orlanno L. King, Kathleen L. Gibson, Emily M. Noble, Myrtle Harkness, Grace E. 14 Read, Alfred I I Bradshaw, Mildred 10 Rowe, Linda (Mrs.) 15 Longley, Donald 21 Cartwr'ight, Mary G. (Mrs.) II Boisen, Leslie 301 Lyall, George A. Hail, John 0. .. Berntsen, Alberta M. Davies, Myra G. Merron, Jessie Knight, Marion Smith, Cecil R. Rattenbury, James Murray, Eileen M. Hutchinson, Annie M. Kedgley, Doris 13 Moss, James C. 25 Worm, Louisa F. 81 Barak, Mary 0. (Mrs.) Gerrard, Frances M. (Mrs.) Jenson, Thomas A. 483 Thomas, Joseph W. Train, Arthur D. N. Mynott, Laura E. King, Sidney Russell, Margaret A. (Mrs.) Hardgraves, Gladys Harper, Ellen M. Billiard, Elsie M. Thyer, Mabel Hobbs, Mildred E. Lawrence, Stella Olson, Ada M. .. Jillett, Douglas Jones, Nita I. G. Hawkes, Clifford Valentine, Helen C. 161 218 215 116 116 212 163 91 183 206 185 72 184 146 168 I8S 213 153 203 53 119 98 140 118 178 204 212 H A S H A A Prl S S s s H A S H I A Pt2 Prl g S S S S S H A I A A A A Ptl Pt2 Prl Prl S S fl A Pr2 H A I A A R A A A A Ptl Ptl Pt2 Prl Pr2 Pr2 I) I) 0 E £ 325 223 223 305 183 195 118 215 225 166 165 343 223 293 375 233 205 78 S3 200 175 155 155 255 175 405 345 283 253 215 195 175 118 108 83 83 155 303 353 223 113 4,55 385 353 305 313 115 213 195 135 175 113 113 83 113 83 78 Tokirima Toko 2 3 n 1) Tongaporutu Tuna Turoto Road .. Tututawa Urenui 1 2 . 1 1 3a 1 2 I. 1 3a 15 27 10 13 58 I) Lie. Uruti Vogeltown 2 4a 2 4a 31 131 E I) I) C I) 1) Waiau Waikaka Waikari Waingongora . . Waiongona Waitaanga Waitara 1 I 1 1 2 I 5e' 1 1 1 1 2 I 5c 14 II 10 15 21 11 301 I) I) B I) C D C c Waitewhena Waitui Warea 1 2 3a 13 25 81 I) C I) West End 7o '483 c c E I) I) c c c Westown (side school to Frankley). Whakamara Whangamomona 2 3a 24 53 24 Rodgers, Mary E. 53 Taylor, Thomas.. Palmer, Bertha M. 12 Rawson, Florence E. 27 Simmons, Olive L. 195 207 167 S H A R S c Lie. D 243 295 223 115 273 Whareroa York 1 2 12 27 1) For ex] ilana tor; notes see iiirje i.

Wanganui.]

E.—2.

List of Public Schools, the Staff, etc. — continued. WANGANUI.

XXXVII

Schools. Teachers. Name. 0) co ei" H Us E -agj ... £ 9 8 * Name. TO ■* CJ rr 2 Hi I (2) _J3) 14) I I I SO I s . F* £ y, (5) © 'in O PH (8) d o SS CO ;« CO rt (71 CO rt CO e^roi o (8) Aratika Ashhurst ilton ipiti .. kramoho Watika Uhhursl Vwaluiu Vwahou £ Uvnhuri Sainesse iangonie ieiaconsli, Jell's Jui "Shift Roa irunswic lull's Dis (132), s binnytlii 'arnarvoi ,'asfleclifT 'licltcnha 'lydesdal ,'ollege St i Sc iel nc ad 3k sti SCI .or m I( an le Itr out del otii d no 'COl |-|1C L (» m ree th ion . . ■ Ot High School -Prim melary (II) e . . 79) and side school (7 it . . lary 72) 3a 81 Clemance, Herbert J. Armour, Mary E. Sutherland, Janet I. 3a 73 Howell, Frank G. Duncan, Emily L. 5b 311 Broad, Rowlanel P. Matheson, Dugald Blcnnerhassett, Rowland. . Pitcher, Susan M. E. Cavell, Marion C. MoKirdy, Ann Spurdlc, Winifred A. Hall, Flora B. (Mrs.) Williams, Cecil J. II. Kendriok, Nina Sleight, George F. Richarelsem, Stella V. 2 21 Kelling, Florence A. G 4a 124 Hutton, Robert G. Orgias, Edith H. (Mrs.) .. Shaw, Esther L. Vincent, Grace H. 1 22 Tunnicliffe, Cecil M. I 8 Carr, Olivia M. .. 3a 59 Bousfield, Arthur M. Hope, Eryl C. G. 3a 41 Callanan, John F. McKenzie, Florenoe 0. 1 I I Lacy, Agnes 2 25 Daniell, James S. 0 7 Bell, Helen J. .. 0 7 McKenzie, Dora K. 2 25 Jollie, David A. y 4u 143 Lewis, Percy G. Henderson, Aileen M. Martensen, Cathinka I). . . Harris, Annie Doyle, Eleanor M. Kemp, Leslie J. Williams, Aile (Mrs.) 4a 1.21 Webber, John O. Mountfort, Janie M. Lee, Marion V. .. Rose, Florenoe A. Eggletori, Eunice M.. • .. 3a 48 Bayly, Gwladys Snellgrove, Rita J. 5n 251. Smith, William (ii) Hart, Bessie A. .. Read, Bessie A. Thompson, Linda O Beggs, Vera E. 11. Thomas, Kathleen Rutherford, Adrien A. ; Eeles, Annie L. N. Childs, Venice M. 3a 57 florneman, Agnes (Mrs.).. Kitto, Frances 2 28 Hansen, Christine E. 7 b 565 Low, David W. Trevena, Albert J. Mowbray, Lucy O. Govan, Frances Martin, Norman M. Staite, Florence M. King, Johannah Murray, Elizabeth H. Retemeyer, Caroline G. (Mrs.) 2 4a 21 121 136 215 109 02 112 179 150 162 175 205 85 169 206 H A R H A I H I (R) A I A A A A Ptl Pt2 Prl Pr2 S H I A Ptl S s H R 11 A. S S S s s H. I A Pt2 Pr2 Prl R(D) 11 I A Pt2 Pr2 H A 11 I A A A A A Ptl Prl H A S* H A I A A A A A A A A Ptl Pt2 Pt2 | Prl c c c B D D I) I) C B C 1) D I) Lie. D A D B C C 0 D I) I) C I) c E 6' 15 C c I) c E I) E E C D £ 303 213 90 345 183 405 335 325 283 253 225 205 135 88 78 88 78 193 385 233 195 83 175 155 345 105 293 183 175 205 105 185 273 395 253 183 108 108 88 Awahou Awahou South Awahuri 1 1 3a 22 8 59 109 Baineisse . . '. . 3 a 41 Baiigonio Beaoonsliedel Bell's ,1 unction .. • Bluff Road Brunswick Bull's District High School—Primary (132), seoondary (II) 1 2 0 o 2 4 is II 25 7 7 25 143 09 .158 Bnnnyflior-ie |A 121 179 89 149 385 203 155 108 78 303 183 415 303 203 213 205 135 135 83 83 333 173 233 520 425 343 333 323 283 253 225 235 Carnarvon 132 3a 48 Oastloeliff (179) and side school (72) 5 i i 251 82 146 170 184 197 Cheltenham 3a 133 ('lydesdale College Street 2* 7b 209 25 93 109 109 139 166 156 133 169 (Prov.) 215 224 Fabrian, Ruth K. Blamires, Rosa G. C. T'urton, Minnie Woolford, Colin W. S. .. Snell, James A. M. Rogers, Mavis L. 185 165 113 113 83 83 -- For explanatory notes see page i. For exp

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[Wanganui,

List of Public Schools, the Staff, etc. — continued. WANGANUI—continued.

XXXVIII

SchoolsTeachers. Name, fl) ('ollege Street — continued ( 'oh lull Dunollv Durie Hill .. Fitzherbert East Fordell l-'nxliin (381) and side school (Wharangi) (24) Glen Oroiia Glyneath Gonville (004) anil side school (Hospital) (10) Greatford llalcombe I I ..I'l-imrl mi , ~n I,- .t-ln ii >l In I in, I In 11II I j *y Ol Co TO 2 o (?) 3a 1 4a 3 a 3,v 0a 3 a 2 7e: 2 3 H 3a 3 a 6a SB « CO HT3 01 £ g 2 Name. Hi (8) if) Olsen, Florence I. Jordan, Joyce Peelersen. Rosa ('. 54 Tregurtha, Edward Pile, Clara 17 Sweet. Charles 123 Haydon, Thomas 15. Molloy, Ellen C. Mounsey, Mavis E. Dixon, James It. 49 , Gilligan, William F. Dracier, Helena 52 i Belton, Joseph Howie, Be-ssie Y. 405 Banks,. James (ii) Davidson, Andrew M. Williams, Agnes M. 'I. Beard, Catherine W. Mudford, Ivy M. I'a hey, Nano M. Frank, Phoebe (Mrs.) Eel wards, Marion I. Patton, Iris V. . . Proctor, John L. C. Burr. Henry Fuller. Edward A. Proctor, Frank ('. H. Aelmore, Madge A. E. 47 Webber, Jane Lithgow, Grace F. 27 Harris, Eliza E. 014 Bowater, Charles fl. T. . . Thomas, William W. Tufhn, Margaret S. Marshall, James E. Piercy, Florence M. S. Caiman, Gordon J. Bain, Agnes S. . . Stevens, Flora A* Calvcr, Bessie Arnold, Irene M. Swan, Winifred Bell, Edith A. .. Hussey, Winifred H. G. Read George C. Miers, John J. G. Peattie, Jessie M. Roberts, Gwendoline O. . . Allan, Hazel G. .. Flower, Douglas G. 30 Thompson, Lydia C, 100 Stansell, William l\ Gourlay, Beatrice D. MacDougall. Muriel M. CO Ol tiles'" 1 TO M 22 as to (5) 130 204 87 193 136 102 199 50 '.'. 1.38 150 184 221 113 220 '.'. 40 91 112 112 142 133 159 184 205 220 210 223 140 81 170 218 o 'in O Ph (8) I'll Pr2 Pr2 H. A S II I A Pt2 II R Ii A H A I A A A A A A I'll Pt2 Pt2 Prl Pr2 II A S H A I A A A A A A A A A A Ptl Ptl Pt2 Prl Pi-2 Pr2 S H A A a c "rt tn " '71 c I) c D I) C c C 15 I) I) C 1) m co o 18) t 83 78 78 345 173 225 375 233 105 83 323 203 355 233 450 333 303 253 233 195 105 135 135 88 83 83 88 78 313 223 233 510 415 343 365 323 335 253 215 I 85 185 185 175 135 ss 88 78 S3 78 83 253 395 243 195 3a 2 7c 47 27 014 I) c I) I) 15 I) c E C C I) c D C I) Greatford llalcombe 2 3b 36 100 C c I) c llcrringloii (siele scliool In I mumiiri). Hikimut.u llinaii Hiwinui lloropito Hiiikuma Eukapapa Hunterville District High School— Primary (148), seoondary (18) Hurleyville Kaheke Herrington (sideschool o> CJmumuri). Hikimiitu llinaii Hiwinui lloropito I 2 0 2 3a 0 3a 111 3a I 2 0 2 3a 21 Day, George T. 4 Bryce, Marjorie G. 24 McNaughton, Henry L. .. 82 Britton, William L. S. Britton, Winifred E. (Mrs.) 3 Murdoch, Ruth 46 Wither, James A. Latham, Monica M. Tunnicliil'e, Gwenyelel E. . . i 106 ironmonger, Edwin L. (llare, Ada Davcy, Olive Brennan, Nora C. Dean, Marjorie H. Johnson, Morea R. McNiven, Jessie I. F. 50 Barber, James H. Benton, Charlotte (Mrs.) . . 7 Caldwell, Mary A. 21 4 24 82 215 i93 223 193 51 100 203 132 154 S S s H A S II A Prl H I A Pt2 Prl Pr2 I) H A S I) c B D 223 105 255 285 213 45 305 183 83 405 213 205 78 83 78 Hiiikuma Eukapapa 0 3a 3 40 C Hunterville District High School - Primary (148), seoondary (18) 4 b 166 D 1) I) Hurleyville 132 154 B B 335 183 105 3a 5(1 Kaheke 1 7 For explanatory notes see paye 1. For expl

Wanganui.

E_2

XXXIX

List of Public Schools, the Staff, etc. — continued. WANGANUI— continued.

Schools. Teachers. Name. (1) co co 01 a, O *5 CC a ■ rt cc co iX 13 ol to to a oi to > to th 2 H$ o "I (2) (3) cfScC sX-aol oi as H& t, (3) Name. (4) CO* -" oi e gPS d -2 ■? . o "5 (7) (SI Kai I wi Kairanga Kaitieke Kaitoke Kakahi Kakaramea Kakariki Kare ware wa Kaurapaoa Kaukatea Kawhataii Keith Street, Infants Kelvin Grove . . Kimholtou Kirikau Kiwitea Koeke Koekc Junction Kohi Linton Livingstone Long Acre Valley Longburn 3a 46 3a ! 46 1 20 3a 03 4a 102 3a 64 2 25 1 11 0 'l 1 7 1 10 40 240 3a 03 3 a 53 0 2 3a 42 2 IS 0 I 10 2 20 3b 81 1 8 I 14 4a 128 3a 3 a 0 3a 2 0 2 3b 1 1 4a 46 40 20 03 102 64 25 11 'l 1 10 246 03 53 2 42 18 10 20 81 S 14 128 324 10 47 9 35 498 63 53 2 42 18 III 20 81 M'ackay, Duncan H. Kerr, EelithM. (Mrs.) Martin, Donald Hookham, Marianne G. .. Biggins, William Whalley, George E. Stewart, Evelyn C. Codelington, Edward G. .. Wapp, Mauele A. A. Naylor, Frances E. Olsen, Elsie A. . . Kiliner, Elizabeth I). Beamish, Marion G. Roots, Arthur Annett, Augusta M. Spurdle, Claudia T. Herlihy, TJmilta C. (Mrs.) Higgins, Albert K. .... Sampson, Eileen N. Gebbie, Margaret E. Bell, Winifred H. Dabinett, Stella E. ('urham, Barbara W. .. Pyle, Frances M. Beareimore, Marjorie E. Walters, Edwarel H. Buchanan, Bent L. Edwards, Ernest, Ryelen, Zipporah Rimciman, Blanche S. .. Macrae, Roderick 1). Twemlow, Dorothy G. Emmett, Frank N. Woulfe, Marjory Price, Grace W. Murdoch, James M. O'Brien, Grace Follow, Mabel Phillipps, Jessie A. McLaughlin, Francis J. Hills, Charles C. Piercy, Ruby E. Harris, Kathleen S. McKay, Allan Mcliroy. Robert L. Gabites, Herbert E. Crabb, Janet L. Kemp, Amy R. Best, Sarah E. Hostick, Ethel 0. 15. Mills, Dorothy J. To I ley, Frances II. Dufhii, John W. McKenzie. Ronald G. Eggers, Florence N. Gosnell, Wallace B. Deihl, Ada .. .. ' Burns, Andrew S. Heley, Marion W'. Simpson, Joan McCann, Thomas Jackson, Percy G. McLean, William H. Shortall, Mary R. Davey, George H. Walton, Margaret, C, Mahoney, Mabel A. Ross, Aelelaide W. Ayers, Edith M. Sandbrooke, Ruby M. (Mrs.) Malcolm, Annie 0. Davidson, Rita M. Browning, Leonard A. Cormack, David J. Wishnowsky, Caroline A. ' Barrow, Lillian C. £ 85 H C 353 A .. 173 142 H E 335 224 A C 203 R .. 185 94 H C 355 209 A C 223 89 11 C 385 209 I C 223 A Lie. 173 Pt2 . . 78 100 H I) 353 166 A D 243 167 S D 293 S .. 175 S .. 105 174 S D 215 S . . 105 71 H A 343 139 A C 283 153 A C 253 173 A C 225 193 A I) 215 213 A 0 175 Prl .. 113 H C 355 213 A C 223 128 fl E 345 A .. 183 S .. 30 124 H C 335 214 A O 213 S Lie. 255 S .. 120 S .. 233 110 fl C 305 A .. 183 217 A I) 205 201 S D 215 S .. 190 86 H C 385 187 I 1) 223 A .. 165 Ptl .. 118 71 fl 15 405 97 A C 385 155 I I) 273 (R) .. 340 176 A I) 253 A C 215 182 A C 215 . 203 A C 185 Ptl .. 118 Pt,2 .. 113 .. j Prl .. 1.13 .. i Pr2 . . 83 S . . 155 142 ; H I) 335 A .. I S3 S .. 90 S .. 245 38 II C 490 92 A 1) 425 111 I E 343 120 A 15 375 139 A I) 323 157 A I) 253 106 A D 253 198 : A C 215 184 A C 185 Ptl .. 113 Ptl . . 83 Ptl 88 Pt2 .. 113 .. Prl .. 113 .. . Pr2 . . 78 8 14 128 Lytton Street . . 5n 324 5b 324 15 C I) I) C c c Main South Road Makino Road .. 1 10 3a 47 1 3a 10 47 I) Makohau Makotuku Manchester Street 0 9 2 35 7a 498 0 2 7a 9 35 498 c 1) E 15 D 1) I) c c For exr planatory notes see page 1.

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[Wanganui.

List of Public Schools, the Staff, etc. — continued. WANGANUI— continued.

Schools. Teachers. CO Ol CI r-l Name. 3" 2 9 (1) (2) SfSco S-doi 01 HO. > 01 rH1S (ii) CO ol btitoi a-* iir Name. 2S OS p (4) (S) I d o ■"3 o Ph (6) rt g rtco I S&ii 1 o 3 (7) <8\ Mangaeturoa .. .. .. 1 Mangamahu .. .. .. 0 Mangaonoho .. .. .. 3a Mangara . . . . . . I Mangarimu .. .. . . 2 Manga we ka .. .. .. 3a Mangawhio .. .. .. I Mangoihe .. .. .. 1 Manui .. . . .. 1 Maniiiiui .. .. .. 4b 15 13 38 10 19 74 II 9 10 i 190 MoPhee, Jennie Maoede, John F. Harre, Garnet C. .. .. 176 Chileis, Minnie (Mrs.) Boyd, Una J. .. .. .. 209 Stewart, James Kibblewhite, Forest G. .. .. 97 Edwards, Annie.. .. .. 184 Graham, Kathleen Moloney, John "Ford, Margaret (ii) .. . . 2.16 Nettlefold, Cyril Wilson, William C. .. .. 80 Evans, Owen L. Ryan, Teresa Young, Dorothy L. Richardson, Reginald J. 0. Corlett, Lilian C. Barns, Alfred B. Mitchell, Nellie Bates, Frederick A. .. .. 46 Goldsbury, Montague .. .. 122 (Prov.) 176 209 97 184 216 s s fl R S s H A Pr2 S s s fl A I A Pt2 Prl S s H A £ Lie. 200 175 I) 295 185 C 195 193 C 355 I) 233 78 185 C 195 175 C 395 175 Lie. 193 155 11.3 113 Lie. 235 185 A 450 D 375 I 4b 86 Manutahi .. .. .. 2 Marohema .. .. .. 1 Marton District High School -Prim- ' 0a ary (344), seoondary (67) 2 1 Oa 36 21 411 36 21 411 46 122 (Prov.) 139 147 169 186 207 Marton Junction .. .. 4b Matarawa .. .. .. 1 Mataroa • • • • .. 3a Maungaroa Road .. .. 1 Maxwell .. .. .. 3a Moawhanga ... .. .. 2 Momohaki .. .. .. I Mosston .. . . •. 3n 1 3a 1 3a 2 I 3u 4b i 155 21 56 18 48 32 HI i 82 155 21 56 18 48 32 16 S2 irrov.j Ray, Violet H. M. .. .. 139 Cartwright, Elizabeth J. .. .. 147 Hull, Eva .. .. .. 169 Nicol, Ethel V. . . .. .. 186 Giles, Mary I. .. .. .. 207 Galloway, John Hunter, Henrietta F. Lambie, Kenneth R. Gabites, Winifred M. Stafford, George L. Tait, Thomas A. Hall, Percy H. .. .. .. 127 Roy, Rubina A... .. .. 171 Hackell, Charlotte M. . . .. 213 Hemplemau, Frederick A. .. 88 Gills, Evelyn H. .. ... 150 Davey, Dorothy M. Taylor, Freda M. P. Christie, Elizabeth .. .. 100 MacKay, Duncan .. .. 130 Bowler, Margaret, . . . . 182 Dooley, John II. Ritchie, Thomas R. .. . . 124 Keyworth, Margaret R. .. .. 210 Warner, Douglas G. . . ... 201 Jewell, Mary J, J. (Mrs.) .. Astbury, Henry E. .. • . 95 Inder, Winifred .15. . . .. 104 Ferens, Miriam I. .. .. 210 Lambert, Elsie S. Haase, Agnes M. Balmer, Mary E. J. .. . . 204 Turnbull, Frances K. (Mrs.) .. 173 Westwood, Florence (Mrs.) Aitken, James D. .. .. 143 Aitkin, Hilda C. (Mrs.) .. Galland, James .. .. . . 99 Bagnall Isabel A. (Mrs.) .. Johnson, Harold Matthews, Elizabeth .. .. 140 Daws, Bernard V. Christoffersen, Christian O. Handley, Harrison W. Berry, Laxton G. . • . • 152 Button, Mildred T. .. 207 Blyth, Thomas A. .. •■ 61 Bates, Cyril P. .. . . . . Ill Broughton, Marion H. (Mrs.) . . 166 McDonald, Cora J. .. .. 185 Grant, Hilda M. .. . . 220 Tobin, Cecilia .. .. .... Davies, Kenneth W. .. .. | 127 171 213 88 150 100 130 182 124 210 201 95 104 210 I A A A A. A. Ptl Pt2 Prl Prl Pr2 D D D II I A Pr2 S H A R H A S S H. A A S S s H A H R H A S s s s s H A fl A I A A A Ptl D 303 C 283 C 243 C 225 C 195 135 83 1.13 113 88 I .. 113 I) A B D 395 D 263 C 195 ! .. 78 E 293 D 333 C 223 145 D 345 B 213 I) 263 I) 205 C 375 G 243 C 205 30 238 D 225 I) 295 D 1,83 D 315 145 C 355 Lie:. 193 185 D 303 C 185 Lie. 190 185 1) 335 C 223 D , 453 15 375 E 273 1) 233 I) 205 105 IIS Moukahu .. .. .. 0 Mount Biggs . . .. .. 2 Mount Richards Road .. .. 1 Moilnf View .. .. .. 3a 0 2 1 3 a 2 24 21 41 2 24 21 41 204 173 Moutoa .. .. .. 3a 3a 50 50 143 Newbury .. ■ .. .. 3a 3a 51 51 99 Ngamatea .. . . . . 1 Ngaturi .. .. . . 2 Ngawaka .. .. .. I Ngutuwera . . .. .. 1 Nukumaru . . .. . . I Ohakea •. ,• •• 3a 1 2 1 1 I 3a 13 21 8 16 1.0 46 13 21 8 16 1.0 46 140 Ohakuuo District High Scheiol — 5b Primary (283), secondary (1.9) 5 b ) 302 302 152 207 61 111 106 .185 220 For e> For expl lanatory notes sec page i.

Wanganui.]

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List of Public Schools, the Staff, etc.—continued. WANGANUI— continued.

vi—E. 2.

XLI

Schools. Teachers. Name. 1 (U* 1 o < 2 >.. &i. 2-aoi co a os > CO rH Hi H (3) Name. («) ftft M .9 ° •d in £3 22 s «a a to (S) (6) a .2 >, rt HI rt CO 0 S^Ol 2 ot&Z (7) (8) .. (1) Ohakune District High School — continued Fraser, Gwendoline A. (Mrs.) Lyttle, Robina V. Stephens, Emily E. Fitzgerald, Ashley J. Collins, Helen (:. R. Meads, Zenobia Baldwin, Mauele Haydon, Christopher Warner, Doris K. Smith, Gerald D. Oliver, John D. Meyer, Alvina McCormick, Mary T, Nieol, Albert C. McMurray, Phyllis M. Ellerby, Robina L. E. Jones, Harry Browning, Joseph McDonald, Flora (ii) Gray, Evelyn Graham, Marjorie Hay, Mary Y. .. Johnstone, Edith I, ele Berry, Leonard F. Lyall, Henry Haggett, Gladys E. E. Burgess, Conway McLeod, George M. Weeks, Charlotte B. (Mrs.) Warren, Minnow F. 1. Bland, Elsie M. Seeker, Phyllis E. Carrie, Annie E. D. Ferguson, Susan (Mrs.) .. Waters, Lorna II. (llare, Unice M. McKenelrick, Jane L. (Mrs.) Scott, Margaret B. Whitehead, Jane C. Jensen, Harold H. Robbie, Raymond A. Wilson, Enid M. Attwood, Thomas H. Doull, Mavis R. Noedl, Nita M. .. Johansen, Alma. . Coup, Kura C. .. Lawrence, Ivy G. Munro, Might M. Matthews, James Whittington, Charles V. .. Lavery, Catherine Hare, Edith L. .. Morse, Myrtle W. A. Carrel, Vida D. .. Roberts, Charlotte E. Abraham, George C. Montgomerie, Alice J. J. .. Brooke, Edith (Mrs.) Nettlefold, Vivian P. Humphrey, Albert E. Craven, Geraldine E. (Mrs.) James, Beatrice G. Lewis, Celia E. .. McDonald, Archibalel Price, Ellen J. .. Piatt, Thomas E. Palmer, Charlotte L. Watts, Roland S. Warelen, Charles H. Browning, Claude A. Ross, Jane W. M. McCarthy, Adelaide Ptl Pr2 I) H A H A S s s s s s Ii A s s H 1 A Ptl Prl S fl A I A A A A A A A R A A A A A Ptl Pt2 Pt2 Pt2 Prl Prl Pr2 Pr2 Pr2 S H A I A A A D H A S S s s s s s s s s s H A I A £ 113 78 Ohingaiti 3a 58 1.65 A D 315 183 353 173 275 185 245 105 190 155 293 233 105 245 383 233 205 113 83 195 510 383 343 305 320 263 223 215 195 165 145 185 145 185 185 175 118 83 78 83 113 83 78 108 108 255 405 243 203 253 205 175 Ohutu 3a 55 97 C Okoia Omahine Opaku Orangimea Orautaha Oreore Oroua Downs 2 I 2 0 J 1 3a 22 13 25 7 15 16 59 b 156 188 D 15 Otaire Owhakura Owhanga 1 1 4a 10 15 131 87 185 C c c Pakihikura Palmerston North (Central) D B D D C 1 7h 14 761 6 89 103 132 136 169 172 195 227 I) E B D D 209 C 203 198 214 D B C Parewanui Patea District High School — Primary (200), seoondary (17) 2 4c 33 223 197 83 200 137 159 220 210 c D C I) c I) B Piriaka 283 233 263 243 203 185 185 185 155 105 245 185 190 450 385 313 333 Pohangina Pohonui Pokako l.'orewa Potaka Roael Poukiore Pourarigaki 1'iikekaha, Pukeokahu Pukeroa Putorino Queen's Park (356) and two side schools -St. John's Hill (36), Model (32) 3a 2 2 2 1 1 I I 1 2 1 1 6a 40 20 23 23 10 13 23 10 7 20 10 10 424 iso 168 b D 226 b 57 100 123 111 D c c D For ex] ilanatory notes see page i.

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[Wanganui,

List of Public Schools, the Staff, etc. — continued. WANGANUI—continued.

XLII

Schools. 'teachers. Name. CO CM Ol f-l -d 2 o to co hi 1 5~; re cc co t. -noi .a. c oi Name. CO o „g _. I £ ■SI .2 « 2 13 S3 -3 tJ 43 o £ cc oi 22 i 1 4«2 eg- s I -8 to (5) (6) (7) 181 fl) (2) (3) Queen's Park and'two side schools -continued Raetihi Rangataua Rangiotu 5a 4a 242 132 Gage, Bessie McGulloeh, Margaret M. .. Andrew, Edith T. Dabinett, Hazel A. Barnes, Arthur C. Woon, Una G. .. Barford, Gweneth M. Dudley, Maurice P. Maxwell, Sarah A. M. Spurdle, Frederick G. Ford, Frederick McLean, Charles J. Gordon, Ronald K. Dement, Unice I. G. Meyer, Winifred.. Logge, Lucy I. .. Winks, Alice N... Clement, John E. A. T. . . Rogers, Edward H. Powle, Una W. .. Gormly, Winifred A. Whishaw, Gertrude K. Walker, Louis J. Banks, Gertrude LP. Lavery, Mary Wood, Horace W. Field, Charlotte M. Kerr, Catherine Ratcliff, Alfred J. Butement, Constance A. . . Butement, Aline Walpole, Clifford Thomas, Emily F. (Mrs.).. Wilson, Arthur L. C. Piatt, Dorothy M. Eraser, Laura M. Stuart, Mabel (Mrs.) King, Rita Liggins, Charles W. Bali-Guymer, Ellen L. Porteous, Grace T. R. Elstone, George H. Carr, Hugh A. J. 120 176 199 216 213 184 86 196 189 202 102 152 A A A A A A Ptl Pt2 Prl Prl Pr2 H A I A A Pt2 Pt2 H I A Ptl H A A fl A S H A R S s H A Pr2 S s H A A S S I) c B C c D A C C c c E D C D C I) c c c £ 303 243 2.15 195 175 195 83 113 83 88 83 405 253 243 185 205 I OS S3 305 203 165 S3 365 233 205 345 223 293 335 223 105 165 200 345 183 1.08 253 200 365 253 165 215 155 3b 90 ii© Rangiwahia 3a 44 215 121 Rapanui Rata 2 3a 24 58 177 132 Rataiti Raukura Raumai Raurimu 1 1 1 3a 12 13 13 71 125 b Rewa Rongoiti Rongotea 2 1 3b 23 17 121 159 106 164 E c I) I) Ruahine Ruatiti St. Johns Hill (siele school to Queen's Park). Sanson 2 1 18 13 Silverhopo South Makirikiri 3a 2 3a 65 22 35 Stevenson, William H. Martin, Doris B. Pees, Katherine S. Barnes, George E. McKee, Alice Nicholson, John Caiman, William G. Dive, May F. (Mrs.) Britton, Vincent G. Hird, William E. McDonnell, Stephen J. Baldwin, lima M. Gordon, Jane Y. Donovan, Constance M. .. Short, Raymond James, Gladys M. Mills, Elizabeth B. McClellan, Keith 15. Ottoway, Martha M. Sexton, Margaret C. Wapp, Hedwig 11. Johnson, Dorothy A. Yates, Otho If. E. Brereton, Maud A. (Mrs.) Murray, Ellen R. Young, Edwin R. McEwen, Malcolm R. Fowles, Alice T. Turner, Marion (Mrs.) James, John E. 102 190 190 154 193 II A S fl A S H A S H A I A A A A A Ptl Pt2 Prl Prl Pr2 I) H A S H A S S c c D c D D B 343 233 243 305 233 175 313 240 155 435 313 303 203 215 195 135 145 IIS 108 S3 83 78 Spur Road Stanway 1 3a 9 42 144 Table Flat Taihape District High School anel sido school —Primary (297), seoonelary (27) Winiata (side school) (24) 1 5c 9 348 52 B D D I) C 0 113 145 197 Taikorca 3a 38 187 177 216 A 1) I) 305 213 185 355 233 235 265 Tangiwai Taonui 1 3a 1.2 70 102 185 181 C c I) I) Taoroa Taoroa Road 1 I 17 14 For ox ilanatory notes see page i.

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Wanganui.]

List of Public Schools, the Staff, etc.—continued. WANGANUI— continued.

XLIII

Schools. Teachers. Name. 'I) 2$ at 3 **-■■ (j KM T**** ,• O t-H 2 HS o ". (2) 00 Name. .5 -5 u eg a to (6) I o m o Ch (8) d o to 'in £ o (7) I Cl rt CO S*?oi 3 _(81 I (4) . Tauaugatutu Taumata Te Arakura To Main; Te Miro Terrace End Tiakitahuna Tiriraukawa Tiritea Tokorangi Tunakotekote Turakina Turaugaiore 0 8 0 5 3a 02 I 1(1 0 4 7e 657 2 1 3a 2 0 3b 3a 8 5 02 10 4 057 71 22 10 39 26 8 84 Whalley, Ruby E. McDonald, Aloxandrina (ii) Bailey, Wenimah Nairn, Grace Howard, William H. Johnson, Mary H. Overton, George E. Campbell, Feruley C. O'Donnell, Mary'.E. Chapman, Jessie M. Billens, Kathleen Wiigley, Sarah T. (Mrs.) Hampton, Lilly W. Minoguc, Ann Myles, Laura 15. G. (Mrs.) Richard, Margaret E. Bowilen, Eunice L. Nicholson, Jane A. Berndtson, Dorothea I. . . Emmett, Christine McPherson, Isabella White, Keith M. Buchanan, Constance E. Stannaid, Louis Tier, James E. .. Parlane, Sidney G. Palmer, Alice A. Hostick, John B. B. Tarrant, Katherine L. . . Hall, Amy H. .. Arnolei, Catherine P. Gabites, Frederick G. Espiner, Evelyn A. M. .. Horsley, Hilda R. G. J. .. Franklin, Gretchen S. J. .. Blennerhassett, Raymond Arrow, Olive B. Sandle, Henry J. Kennedy, Grace Elmore, Anna R. Hardie, John II. MoCosli, Samuel D. Payne, Amy S. .. Beechey, Fuialie M. Maiden, Janet I. W. (Mrs.) Fenton, Henry C. MeLeeid, Ann E. G. Mountfort, Charles E. Pussell, Muriel C. Richardson, Henry H. .. Williams, William P. Gordon, Maria M. Maclean, Allan H. Siddells, Ethel M. Cook, Olivia M. Ditford, Mabel L. Sampson, Gwendoline W. Haase, Emily M. Marshall, Eva (Mrs.) Grigg, Annette R. White, Murray F. R. Smith, Catherine I. Ash, Norman J. Whiteside, Myrtle Ward, John C. .. Orr, Adrienne M. Taylor, Mary H. (Mrs.) Taylor, Jessie (Mrs.) Taylor, Edgar II. Tasker, Madge F. Eggers, Mabel (Mrs.) Guylee, Marjorie Beardmore, Annie E. (Mrs.) Laing, Evelyn L. in 53 92 108 112 154 130 166 172 220 204. 223 210 167 130 189 130 92 213 204 181 191 lis 170 184 134 205 15 93 111 139 122 101 214 177 199 190 177 112 100 178 136 222 ill 53 92 108 112 154 130 100 172 220 204 223 210 i67 130 189 130 92 213 204 181 191 s s fl A s s H A I A A A A A A A A A A Ptl Ptl Pt2 Pr2 Pr2 Pr2 S S 11 A S s H A A Pr2 fl R H 1 R S H A S S H R S S H A I A A A A A A A A A Ptl Pt2 Pr2 Pr2 S S s H R H A H A C i) B C c 1) I) c I) c I) G I) C i) c c D G <*•: C D E 15 b C 1) c B C 1) D D B I) D C C c Lie. I) C 0 I) 15 I) c i) B c C 1) I) c I) c I) G I) c i) c c D c c D £ 105 75 343 183 105 0(1 480 415 353 333 323 303 243 225 185 185 175 135 175 83 83 113 78 83 83 245 165 333 233 313 120 375 223 205 78 283 90 335 1.73 105 165 345 213 185 233 335 213 155 233 520 425 343 375 323 283 243 223 225 185 195 135 83 83 78 83 218 90 245 345 105 353 233 283 223 Umumuri (71) and side school (Herrington) (25) 4a 96 Uuiutoi Upokongaro I 3a II 70 lis 170 E 15 Upper Retarukc Upper Tutaenui Utiku 0 2 3a 0 41 83 184 134 1) c 1) Utuwai Valley Roael Victoria Avenue 1 2 7a 15 24 471 205 15 93 111 c B C 1) D D B I) D C C c 139 122 161 214 177 199 190 Lie. Waiata Waikupa Road. • Waitohi Waitotara 2 0 1 3a 26 7 13 58 177 112 I) C Waituna West .. 3a 41 100 178 130 222 0 I) 15 I) Wangaehu 2 38 For ex] ilanatory notes see page i.

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[Wanganui.

List of Public Schools, the Staff, etc. — continued. WANGANUI— continued.

XLIV

Schools. Teachers. 23 <s ©3 § « s §>* ■ g I „&• 03 efl CO .s .. .2 «3 CO Name. £ gg§> Name. gjj f 33 g s ® a cm » ■« 0-1 I g 0) (2) (3) (4) (j>) (6) (J) (8) £ Wanganui Central Infants .. 5a 224 Blennerhasgett, Emily .. . . 06 H 0 403 Hall-Jones, Harriet .. .. 147 A 1) 263 Ridge, Elsie E. .. .. .. 217 A D 205 Allomes, Mary I. .. .. 207 A C 195 Watson, Lucy M. .. .. .. R .. 303 Dixon, Gladys V. .. .. 215 A G 175 Savage, Valda V. R. .. . . .. Ptl .. 83 Johnston, Mavis R. .. . . .. Prl .. 83 Miers, Rita M. .. .. . . .. Pr2 .. 78 Wanganui East .. .. 6b 498 Andrew, William J. .. . . 53 H B 470 Jannitigs, Frederick G. . . 101 A C 395 Clemance, Winifred M. . . 100 A C 333 Horneman, Flora M. .. . , 139 A D 293 Fergusson, Catherine I. .. .. 165 A C 253 Angland, Honora . . . . 177 A C 243 Wheal, Edith B. .. .. 205 A I) 205 Bathgate, Daisy K, .. . . 204 A C 185 Gordon, Florence M. (Mrs.) .. 201 A E 225 Perrett, Margaret M. .. . . 214 A C 175 Clayton, Huia L. .. .. .. Pt2 .. 108 Coombe, Jessie M. .. .. .. Pt2 .. 78 Kinder, Maurice .. . . .. Prl .. 88 Waverley .. . . .. 4a 155 Brown, William A. .. . . 75 H B 385 Cleary, Ethel M. . . . . 152 I D 263 Walker, Dorothy T. . . .. 204 A D 205 Harvey, Dorothea . . . . .. A D 175 Armstrong, Margaret- .. .. . . Prl .. 113 West End .. .. .. 5c 348 Thompson, Alfred W. . . 62 H G 425 Hamilton, Harry . . . . 137 A C 365 Kendall, Gertrude (Mrs.) . . .. Ill T E 335 Price, Catherine E. . . .. . . R .. 155 Jamieson, Margaret .. . . 184 A C 215 Jamieson, Georgina E. . . 197 A D 205 Hayman, Beatrice A. .. .. 217 A 0 175 Grover, Kenneth F. R. .. .. .. Ptl .. 88 McMurray, Robin .. .. .. Ptl .. 118 Burke, Leonard J. ' .. . . . . Prl .. 88 Rainforth, Constance E. .. .. . . Pr2 .. 78 Riske, Marcus .. .. .. .. Pr2 .. 113 Western Rangit-ikei .. .. 2 23 May, Jessie E. .. .. .. 179 S D 243 West-mere .. .. .. 3a 71 O'Reilly, John J. .. .. 101 H D 355 Thompson, Mabel H. .. .. . . A Lie. 193 Whaka Road .. .. .. 2 21 Oliver, Cecil R. .. . . . . 209 S D 225 Whakaronga .. . . .. 3a 55 Braik, Peter .. .. .. 115 H G 345 Gawith, Elsie M. .. . . 200 A C 223 Wharangi (side school to Foxton). Whareroa .. . . . . 0 6 McKinlay, Agnes M. .. .. .. S .. 75 Whenuakura .. .. . . 3a 65 Cheyne, Jemima .. .. 91 H E 353 Bradley, Elizabeth M. .. . . A .. 183 Woodlands .. .. .. 1 15 Simpson, George S. . . .. 212 S C 195 HAWKE'S BAY. £ Ardleigh .. . ■ .. 0 4 Reid, Rose .. . . . . .. S .. 75 Argyle East .. .. .. 1 21 Fletcher, Lilian R. (Mrs.) . . 181 S D 285 Ashley-Clinton .. .. .. 2 23 Rennie, Jessie G. .. .. 126 S C 313 Awariki .. .. •• 1 11 Smaill, Helen G. .. .. 207 S C 195 Clive .. •• •• 4b 172 Cartwright, James .. .. 123 H C 375 Smith, Mabel E. .. . . 156 I D 253 Atkin, Annie . . . . 162 A C 225 Tregurtha, Grace R. . . . . 204 A C 205 Kernanan, Elgitha R. J. . . . . .. Pt2 .. 108 Kernahan, Bertha J. .. . . .. Pr2 .. 108 For explanatory notes aee page i.

Hawke's Bay. I

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List of Public Schools, the Staff, etc.—continued. HAWKE'S BAY— continued.

XLV

Schools. Teachers. Name. co Ol Ol TO s o (2) CO c 5co 2 -aoi to a a. > CO r-l "IS «i (3) Name. CO H ol 9 8fS £ -~ £* - II 1 2 5^2 to « (5) (8) (7) 18) (1) (4) L ('live Grange Clydebank (Vaggy Range .. Dannevirke North Dannevirke South Elsthorpe Fernhill 3a 1 1 5c 5c 3a 3a 54 15 9 302 351 43 53 Webster, Edwarel Jones, Edith M... McLean, Dorothy E. Wilson, Amy G. Bissell, Edward (ii) Engebretseti, John A. McPherson, Jeannie C. Ruscoe, George M. Macdonald, Linda Wood, Mary A. G. (Mrs.).. Blows, Ruby I. .. Rix, Bertha S. . . Smith, Maurice R. Wright, Millicent E. Asheroft, Muriel E. McMillan, Gladys E. Harvey, George Soumly, Arthur W. Brewer, Ellen M. Barham, William J. Brewer, Elsie H. T. Piniley, Gertrude Goodwin, Hester M. Thomass, Leile C. Newling, Muriel M. Goodall, James C. Horton, Wilfred L. Riley, Edgar O'Donnell, Winifred Dugleby, Ethel G. Saker, George T. Smith, Muriel G. Scully, Eileen M. Barnby, Fred G. Beckett, Eva E. Reader, Theo G. McLeod, John (iv) Plank, Louis J. .. Oormack, Isabella Lancaster, Albert G. Faram, Edith II. Curran, James A. Hall, Gladys I. .. Osborne, Constance Barlow, Margaret (Mrs.) . . Mead, Helen M. Argue, Elizabeth Emmerson, Doris Trolove, Dorothy Murray, Mary S. McGuinness, Edyssa (Mrs.) Price, Mary Ward, Louisa M. A. Wilkes, Florence E. Clark, Annie E. (Mrs.) Faram, Frank I. Gleave, Elsie M. Hampton, Muriel E. M. Ferris, Lorna M. Tasker, Edith D. £ II.'! H G 345 145 A I) 243 S .. ISO S .. 155 41 H C 455 108 A B 385 115 I C 303 211 A C 243 166 A D 243 178 A I) 255 A .. 145 212 A C 175 Pt2 .. 113 Pt2 .. 78 Prl .. 113 Pr2 . . 78 49 H C 455 96 A D 385 144 I C 293 166 A C 325 160 A C 253 187 A D 215 210 A D 185 Ptl .. 113 Ptl . .. 83 Prl .. 118 Pr2 113 129 II I) 335 A .. 198 97 II E 353 202 (R) C 275 192 A C 223 S .. 75 133 H D 336 201 A D 223 228 A D 185 38 H C 490 84 A C 435 127 I C 333 171 A C 293 130 A E 323 A Lie. 275 203 A C 203 181 A C 205 177 R E 185 192 A D 195 190 R D 193 212 A C 175 203 A D 185 A .. 135 A .. 145 A .. 145 A .. 145 211 A C 175 188 R C 145 Ptl .. 88 Pt2 .. 78 Pt2 .. 78 Prl .. 83 Prl .. 113 Flemington Frasertown 0 3b 5 84 G is borne 7k 870 Greenmeadows Taradalc). Ilangaroa Hastings (side sohpol to McCracken, Thelma Pegler, Leonard F. Bark, John A. . . Cameron, Louisa F. Driller, William J. Gray, Georgina Shearer, Alta M. Bell, James F. .. Donnelly, Sarah Carruth, Maggie M. Chambers, Pamela S. Jackson, Donald L. Adams, Frances G. S .. 155 13 H B 570 100 A C 425 88 I D 353 103 R D 405 106 A D 343 (R) .. 250 192 A C 243 150 A D 263 217 A C 205 209 A C 185 Ptl .. 88 Ptl .. 83 1 7a 11 521 13 100 88 103 106 B C I) D D 192 150 217 209 C I) c c For exp ilanatory notes see page i.

[Hawke's Bay.

E.—2.

List of Public Schools, the Staff, etc. — continued. HAWKE'S BAY— continued.

XLVI

School"". Teachers. CO CM CH Name. ,§ 2 o (1) I (2) CO co to bfcfl . rt rtco fc -a Ol .*■> floi H%** H (3) __ Name. CO* ol S3 a .9 •9 *« **■ P o '""* fc. HI Q °i p-* to (ft) _ 111) fl p rt CJ ss 5 (7) £ MM 'o (8) _ (4) Hastings— continued Hastings Street (537) and side 7a school (15) Hastings West 7a 5c 552 552 338 Kingston, Cyrus 0. Heiforman, Mary C. Buroe, Florence M. Martin, William G. Smith, II ugh P. Gray, Maggie I. Pryor, David O.. Hodgson, Ruth J. Bain, Ida W. Lang, Mary C. .. Corbett, Gladys G. Hamilton, Ethel (Mrs.) . . Gallagher, Kate (Mrs.) . . Lowe, Laura C. Lambourne, Sydney J. Turner, Ina H. . . Craven, Leslie Munro, Edna F. Cullon, Arthur R. Cornes, Henry A. Wellwood, Susan K. Grey, Mary W. (Mrs.) Hawley, Agnes (Mrs.) McCormick, Adelia R. Richdale, Alice M. Mullenger, Florence A. Ronayne, May B. Warren, Cyril G. Gloyn, Hazel H. Burt, Nellie C. .. Lock, Henry W. Wright, Muriel E. Sefton, Percy J. Macken, Ian B. Satehell, Winifred A. Black, Winifred J. B. Sollitt, Florence G. Ridgway, Mildred I). Stedman, Eva D. Cooper, Thelma A. Smith, Gladys R. (Vacant) Moore, Elizabeth S. Williams, B. 1). Whibley, Edith D. C. Redmond, Kathleen H. Griffin, Ruth Kent, Pearl .. Coriett, Augustine West, Isaac M. .. Matheson, Dorothy E. (Mrs.) ■ Asbton, Avis M. Ronton, William (ii) Jensen, Hans A. Harris, Margaret Oxenham, Mary A. Oxenham, Esther Middleton, Mary Carter, Margaret W. Douglas, Vivian K. florton, Cyril R. Partridge, Neva F. Davis, May Williams, Freda Hirst, Irene Quigley, Middleton S. Atkinson, Mary B. Simpson, James Moore, D. W. (Mrs.) Jefferson, Christina Thomson, Dorothy A. Hutchinson, Mabel C. Scott, Fanny (Mrs.) Higgins, Harriet 29 80 100 136 166 182 188 206 63 115 130 108 186 179 202 213 Pt,2 Pt2 Prl II A I A A A R A A R I'll Pt2 Prl i'i-2 A II A I A (R) A A A A Pr2 Pr2 Pr2 R S H A I A A A A Prl Prl C C E C B D C D I) B C c E C D C C D C £ IB! 78 83 500 425 353 365 338 225 223 195 195 193 113 83 83 83 213 405 375 293 335 185 215 205 185 175 83 78 78 155 155 450 273 203 233 195 175 135 83 83 I latum a Hauturu Havelock North 2 0 5a 30 9 275 59 183 153 169 202 224 C c 1) c D D llcrliortville Hinerua Homebrook Hopelands Ihungia Kaiana Kairanga Kaitangata Kaiteratahi 0 0 0 1 1 0 0 1 3b 10 6 9 22 12 3 4 12 98 213 S S R S S s s H A A H A I A A R A A Pt2 Pr2 S s s H A S S R Prl S R S b i) 75 120 155 205 45 45 165 303 253 155 405 283 27.3 263 225 193 160 135 113 78 195 45 205 303 213 155 75 193 83 30 185 90 107 117 c D Kaiti 5o 326 73 195 B C c D C D 152 176 Kanakanaia Karetu Kereru Kiritaki b 1 0 1 3a 13 3 14 39 204 142 214 0 c c Korokoro Kowhai Kumeroa 1 0 2 9 9 31 194 c Lunesdale Maharahara Maharahara West 0 3a 0 3 31 8 I) For ex] ilanatory notes see page i.

Hawke's Bay."]

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List of Public Schools, the Staff, etc. — continued. HAWKE'S BAY—continued.

XLVII

Schools. Teachers. Name. I I tl. rt rt CO 4 IgS Name. g h§ o H (2) (8) (4) S3 ST**) J i". I Is -a * 3 fit to (5) (6) fl « si tn a o (7) t-. 2 Sec* «*rt*a P4«3*2 o (8) (1) Mahora Makaraka Makaretu North Makauri Makotuku Mangaheia Mangakoheko he Mangaone Mangapapa 6b 486 Chaplin, Wilfred T. Boyle, Campbell A. P. Brain, Victoria M. Blight, Wesley Dallas, Catherine 11. Epps, Fanny A... Frude, Annie D. Kinaston, Brenda C. Graham, Janet T. Wiseman, Ivy E. Wyatt, Lucy M. McDonald, Mildred L. Bishop, Kathleen E. flawley, Gertrude R. 4a 127 Murphy, Frank G. Kay, Jessie H. .. Baty, Christina McKinley, Gilbert E. J. .. Baird, Veronica A. I 13 McRae, Murdo A. 3 b 93 Long, Edgar R. Scott, Mary G. G. Richmond, Janet K. 3a 66 Harper, Arthur S. Beddie, Edna L. Logan, Myrtle A. 1 27 O'Donnell, Maurice C. 0 1 Ellmers, Elsie E. 0 8 Albreoht, Dorothy M. 7a 507 Cole, Robert Olsen, Othenius R. Milne, Christina T. Strong, Edward A. Watt, Emily H... Primrose, John M. Ormiston, Florence V. Horton, Frances V. Minnis, Hellen F. Hill, Margaret J. Mead, Christina E. Zachariah, Eve L. Miller, Christina C. Phillips, Edna M. 0 3 Stevens, Myra 1 15 King, Alice M. .. 0 6 Hunt, Evelyn 3a 74 Cowan, David McKenzie, Georgina J. 0 9 MacWiliiam, Grace A. 2 30 Moore, Lily C. . . Simmons, Dora M. 2 17 Picken, Muriel K. (Mrs.) .. 1 17 Ferguson, Agnes M. 2 22 Broadbent, Edith 2 32 Sparks, William J. 31 05 Brown, Jonathan Falconer, Julia D. J. 3b 81 McRae, James McBratney, Minnie Gibson, Frances B. (Mrs.) Bell, Stanley F. 3 a 50 Nieison, Albert .. Gasson, Myra M. 3a 77 Black, William (ii) Phillips, Alice R. E. (Mrs.) Lowe, Lois E. A. 1 15 Finnis, Muriel A. 2 22 Mason, Clueas I). C. 3a 43 Hewett, Olive M. Wakely, Bessie 1). Ridgway, Elsie M. 3b 83 Tucker, Leonard E. Mackinnon, Laura M. Lister, Edith A... Lambert, Margaret T. 6b I A 1 3b 3a 1 0 0 7a 127 13 93 66 27 1 8 507 38 121 192 171 157 183 212 210 110 195 189 128 200 116 196 47 105 119 141 140 181 168 209 215 11 A R A A A A A A A Ptl Prl Pr2 Pr2 H I A Pt2 Prl S H A R H A Prl S S s H A I A A A A A A A Ptl Pt2 Prl Pr2 S S s H A S S Pr2 S S R S H A H A A Pr2 H A H A A S S H (R) R H A A Prl B c G G I) D C D D D D 1) 6' C b b D D c B D C c c c £ 470 34.3 273 253 225 233 215 175 175 165 83 113 78 78 363 215 215 83 83 155 365 223 105 335 173 83 225 15 90 500 383 333 323 303 273 223 195 175 145 83 78 83 78 30 215 90 343 213 135 303 78 243 235 233 213 355 223 375 243 205 113 345 223 345 213 135 235 223 333 283 105 315 198 155 113 Mangarara Mangatahi Mangatarata Mangateretere .. 0 1 0 3a 3 15 6 74 204 c 99 208 D c Mangatu Maraokakaho .. 0 2 9 .■so 144 0 Maraetotara Marakeke Marumaru Matakaoa Matamau .«. 2 1 2 2 3a 17 17 22 32 05 159 184 I) D D Lie. C C C E D Matawai 3b 81 90 209 96 156 185 Meoanee 113 209 D 1) D I) 3 a 50 Mohaka 3a 77 208 Morere Motea Motu 1 2 3a 15 22 43 209 129 184 D I) C D Motuhora 3b 83 148 C '''or explanatory notes see page 1, For exi

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[Hawke's Bay.

List of Public Schools, the Staff, etc .— continued. HAWKE'S BAY—continued.

XLVIII

Schools, Teachers. Name. CO a*. is « o _1 2 >_ a 0 3 t(.: a . eS «i70 P Pi OS (3) Name. (4) i 2'3 a I - - 2 *| (H 3 to (5) (6) d o 8 s 'ift O (7) (8) - (1> "ount Cameron lurewai 0 3a 4 44 Lumsden, I). (Mrs.) Peake, Frederick M. Muir, Florence C. Hislop, James Greig, Alexander Barnett, Annie fl. Phillips, Henry V. Pickering, Esther E. Bullen, Alfred W. MeVay, Ella M. York, Ethel D. .. Sinclair, Hazel R. Gregg, Lucy A. W. Davidson, Eileen M. Cassidy, Una E. Thornton, Gwendoline M. Stevens, Glaeiys F. Sinclair, John H. McVicar, Jessie C. Ewen, Edmund A. Garratt, Ethel V. Thorp, Marjorie E. Hudson, Edward V. Lake, Alexander Martin, Ethel E. Johns, Walter D. McAllister, Ruby E. Purllett, Anne L. Marshall, Christina A. Wolstenholme, Elfreda M. Retemeyer. Dorothy Smith, Ethel M. (Mrs.) .. Widerstrom, lima A. Stinear, Ijeah E. (Mrs.) Tindall, Alice G. (Mrs.) . . Alexaneier, David Rose, William E. Challew, Hazel E. Rae, Helen W. .. Gillies, Rona M. Sim, Tona P. Marchant, i*slie H. Logan, Tsobell M. Gordem, Gladys Menzies, David Vaughan, May Keith, Syelnoy M. Pole, Leonard E. Delivers, Kathleen Harding, Lena A. Crombie, Annie E. Edgeley, Elsie I). Hopkirk, Dorothy 0. Nielsen, Engelhardt 1!. 15. Bricknell, Ada Luoas, Doris M... Coles, Kathleen Cossar, Irene A.. . de Greenlaw, Cora (Mrs.).. Brown, Alfred A. Wright, Elizabeth R. Southey, Charles ('. Baird, Ella M. .. Sim, Mary W. .. Gordon, Hector L. Smith, William H. (ii) .. Watson, Jane D. M. Ridgway, Henry Davidson, William (ii) Pointon, Monica 0. Ingleton, Elsie Davidson, Francis L. S. . . Eyles, Ada Smith, Jane (i) .. Swain, Lionel H. 204 S H A H A I A A A A A A A A A A Ptl Ptl Ptl Pt2 Pr2 Pr2 H A I A A A A A A A A R R Ptl I'd Pt2 Pt2 Prl Pr2 Pr2 S S II A R II I AI'll Pr2 S S II A A Prl S H A II A A Pr2 H A S II 1 A Ptl S H A 15 £ 60 293 173 520 425 353 365 323 243 273 215 195 195 185 165 175 83 88 83 83 78 78 520 405 353 365 333 293 253 225 195 245 160 185 193 88 88 78 78 83 108 83 165 30 345 183 135 395 223 205 113 78 243 285 303 233 195 83 245 285 183 373 233 195 8.*i 333 213 195 395 253 215 88 30 263 135 rapier Central (597) and siele school (Napier Hospital) (10) 7b 607 10 90 102 140 135 197 121 179 206 193 207 224 212 C 15 1) c E C E D B 1) 0 D C lelson Park 7n 644 32 95 89 125 B C D 15 C I) I) C I) D 160 161 183 173 C 1) Ngamoko Ngapakira Ngatapa 1 0 3a 19 2 51 ii76 186 c c 187 222 c c ()papa Opoutama 1 3a 21 43 176 196 b i) Ormiinil 3 109 98 186 c 1) c Ormondville 135 B c I) c c D 3a 75 (Hainan ii ()tane.. 1 4a 15 113 93 103 188 Otanga Otawhao 0 2 4 38 150 c For ex| ilanatory notes see page i.

Hawke's Bay.]

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List of Public Schools, the Staff, etc. — continued. HAWKE'S BAY—continued.

vii—E. 2.

XLIX

Schools. Teachers Name. CO CO Ol r, O ***: *niS , rt "co CO "Eg g <c]B O < (2) (3) Name. CO* ri oi fl I- -2 1, ScJco 73 'A ■« £ rt -3 ol 22 g f (3 co 3 °| 2 I "S to 0 (5) («) I (7) I (8) (1) (4) Otoko Otupae Pakipaki Pakowhai Paparata Papatawa Papuni I'arkvale Patangata Patnk'a Patutahi .. • 2 0 3a 3a 0 3a 0 5b 1 2 4a 27 5 08 68 4 43 5 297 12 27 141 Shaw, Norman H. Thorn, Florence E. Florence, Robert H. Davidson, Dorothy M. Patrick, James F. Brittain, Edith 1). Trewby, Cecil M. Lindauer, Victor W. Sinclair, Cecil M. Bruce, Ida Garry, Francis A. Wimsett, Herbert L. Chappoll, Eva (Mrs.) Anderson, Annie M. L. Gray, Elsie Bedingfield, Lilian Corless, Thomas Ballard, Barbara J. Gray, Ethel M. .. Taylor, Flora (Mrs.) Wilmot, David H. Sadler, Dorothea Faram, Moana E. II. Morton, Winifred Jordan, Benjamin I'. Cockerill, William M. Pedersen, Ruth J. Fenton, Marjorie M. Duncan, Elsie M. Silcoek, Harold S. Troacy, Eileen Speight, Hubert Mudgway, Alt'red W. Christy, Agnes C. M. Harris, Rose E. (Mrs.) Pedersen, Anna D. Johnstone, James 15. Murphy, Agnes P. Bleimfield, Lionel 1). Brosnahan, Nellie E. Kineh, Alfreel W. C. Moore, Mairi (lleael-teachership vacant) West Maria A. . . Mayhead, Neira M. Lysnar, Sybil H. Lorking, Ernest S. Mackie, Ellen H. Billelift, Leslie G. Rigby, Cyril G. .. Hickling," Olive M. Horner, Frederick A. Jenkins, Alfred E. Bullon, Melinda E. Priestley, Sally Carston, Henry F. Allen, Eileen 1)... Hickling, Hubert Jonasen, Walter W. Heard, Gladys Black, Charlotte M. Biilnian, Hose (Vacant) Me Bean, Ernest S. Harris, Elsie J. McLellan, Grace Y. Simpson, William S. I. B. Bush, Margaret R. Ward, May Alfreds Duff, Laura M. .. Bailey, Dorothy E. £ 140 S E 303 S .. 75 129 H C 345 222 A C 213 128 H C 345 188 A C 233 S .. 30 124 H C 323 A Lie. 193 S .. 75 60 H C 435 164 A D 335 161 I C 315 175 A D 233 193 A D 215 204 R D 155 Prl .. 118 Pr2 .. 78 S .. 105 189 S C 233 76 H C 405 148 I I) 263 196 A C 205 A .. 135 Pr2 .. 113 120 II D 305 188 A C 233 R .. 145 Prl .. 113 155 II I) 325 165 A C 243 75 H C 405 159 A C 273 137 1 E 263 139 A E 263 182 A D 205 Ptl .. 88 Pr2 .. 78 S .. 165 S .. 185 184 S B 225 S .. 155 Petane 3b 101 Porasgahau 3a 61 Port Ahuriri 4c 210 Port Awanui Pouawa Poukawa Poututu I'liha 1 1 1 1 3b 12 1.3 20 10 100 Pukahu Pukehamoamoa J'ukeliiiii Pukerua Puketapu 3a 2 3a 0 3a 36 26 49 3 43 174 A D 243 214 A C 195 Prl .. IB! II C 323 208 A C 213 S D 233 12, II I) 333 205 A C 223 S .. 00 135 II C 335 206 A C 223 S .. 45 166 S D 275 213 S D 223 S .. 75 165 S D 295 S .. 90 188 S D 233 S Lie-. 195 Puketawa Puk'-titiri Rakauroa Raukawa llaiimati Rawhiti ■ Reay, Brielge .. Re re Rissington Ruaroa 0 2 2 0 2 0 2 1 1 3a 4 32 23 8 22 0 25 13 IS 51 Ruataniwha Sherenelen Springhill Tahoraiti 2 I 23 19 20 43 128 II G 323 189 A I) 233 111 S I) 343 223 S C 195 R .. 185 109 11 C 293 211 A C 213 223 S D 195 3a Talumga 1 21 For ex] ilanatory notes see page 1.

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[Hawke's Bay.

List of Public Schools, the Staff, etc. — continued. HAWKE'S BAY— continued.

Schools Teachers. Name. M a. ■■d a R o (2) 4) O t_c . 111 H3~ H (3) Name. M _f2 a ■d n +*> II I 0 (5) (6) d o i a B 3 5 (V) >. _rtco «5*rt*a o _ (1) (4) (8) Takapau 4a 1 36 Caughley, .Tamos Watkins, Beatrice, J. 15. Allan, Margaret E. Wilson, Edith M. Kirk, Ronald E. Eraser, Annie I). Drummond, Elizabeth E. Williamson, John (ii) Gilchrist, Norman I). Burness, Jane M. Hannay, Amelia W. Shugar, Carrie M. Earl, Charlotte M. Butcher, Dorothy G. F. .. Dunn, Leta A. L. McKenzie, William A. Bishop, Joyce E. Chalmers, Eileen W. Ashworth, Mabel E. Jones, William II. (ii) McCashion, Alice F. Fawbert, Emma L. Doherty, Mary McDonald, Gertrude Michell, Rosa Faram, Frank C. Cook, Fred Limburg, Sophie Reading, Leslie M. (Mrs.) Thompson, Claude G. Scott, Emily G. Enting, Gretchen fl. Pugh, Eileen M. Mathews, Annie F. Steers, Ellen H. McNutt, Amelia Muir, Constance G. Sharp, Frances L. 0. Lysnar, Marjorie H. Shelton, Alan Hill, John H. .. Yorston, Elizabeth M. Stacey, Kathleen M. Howie, Clarence B. Allen, Amy A. .. Lockhart, Ronald G. Thorp, Mary J. Magill, Mary Cameron, Margaret A. Coventry, Harry Dougherty, Florence M. Thomas, Violet V. Parsons, Vivian Castle, Victoria M. King, Clara R. .. Roach, Kathleen N. Thomson. Niel Grigor, Janet P. Smart, David L. Butler, Gwen M. M. Guthrie, Catherine Smith, Ellen C. .. Menzies, Jack H. Webber, Daisy C. Bridgens, Henry E. Kemp, Stanley M. Wilkinson, Jean N. Goodwin, Muriel Bullen, Frances C. Priestly, Pani Frank, Henry W. de Silva, Zillah Ray, Sydney P. Baker, Edith M. 82 162 213 H I A Pt2 Pr2 S S H A I A A A A A Ptl Ptl Prl S H I R A S S H (R) R R A A A A A R A Ptl Pt2 Prl Pr2 H I A Ptl Pr2 D D S S H A S H A A Prl S H (R) A S H (R) A R H I A A Pt2 Prl S S R C c c £ 405 243 195 108 113 195 165 455 325 283 263 225 225 185 175 88 83 83 30 385 213 283 135 60 45 470 440 250 233 243 253 215 205 160 155 135 83 78 83 83 375 233 195 118 78 Tamumu Tangitere Taradale (236) and side school (Greenmeadows) (101) 1 1 5c 9 13 337 2i2 42 178 135 134 168 173 208 c B c D C D C C c Tarewa 'Te Arai 0 4a 4 131 95 189 121 c D E To Awaputahi Teesdale 'I'e Hapara .. . . 0 0 Or, 4 3 496 44 108 C C 197 174 186 221 c c D D Te Karaka District High SchoolPrimary (105), secondary (33) 4a 138 80 185 221 B C D Te Pohue To Puia Springs Te Rohunga 204 B Te Uri Titeikino Tiniroto Tipapakuku Ti-tree Point Tokomaru Bay.. 2 1 3a 1 .'in 1 3a 1 :!n 28 15 71 12 100 12 62 12 lit) 159 115 112 199 85 D Lie. D I) G I) C B C 293 195 345 173 205 305 233 195 83 165 353 275 198 165 363 275 213 193 365 203 185 135 .108 118 60 45 115 105 c Tolaga Bay 218 218 94 210 I) c c c D 4a 142 Toromero Tupuaehikitia Tutira 0 0 1 4 3 10 For ex| ilanatory notes see page i.

Hawke's Bay.]

E.—2.

List of Public Schools, the Staff, etc. — continued. HAWKE'S BAY— continued.

8choois. Teacl lers. Name. __ ?> a o> 2 Hi O •"* (2) (3) Name. (M a-* 'S m" £ 3 (5) a .2 33 'S3 O Oh (6) J 5 (7) 11 rt CO art 0 " W co3 O (1) (4) (8) Tututohora Tutumatai Twyford Umutaoroa Waeronga Waerengaahika 0 0 3a 2 0 3a 3 8 72 20 2 83 Harvey, Edith McNamara, Emma (Mrs.) Nieoll, Thomas A. Morrison, Annie B. S. Sankey, Arthur W. Fleming, Lillian C. Watson, Robert G. S. Gallagher, Ellen Robertson, A. .. Bell, Ruth A. .. Leach, Margaret Bargrove, Jessie E. Ross, Ida Carr, Ivy B. (Mrs.) 94 205 113 179 S S H A S S . H A S S s s s s C Lie. C B C £ 45 120 355 208 235 30 343 233 155 303 60 90 233 233 Waerengaokuri.. Waiaruhe Waihau Waikari Waikatea Waikohu 1 2 0 0 2 2 12 26 5 5 30 23 140 b 179 200 (Prov.) D D Waimata Waimata Valley Waimoko .. ... Waingake Waipawa District High School — Primary (204), secondary (76) 0 1 0 1 5a 4 20 7 23 280 Maxwell, Clair (Mrs.) Robb, Mildred A. E. Hamilton, Margaret Jones, Clara J. (Mrs.) Gumming, Clyde A. Hilton, Leonard P. B. Ryan, Beatrice S. Campbell, Norma 208 07 s s s R H A I A b D B c c c 30 225 60 185 455 243 263 215 140 181 (Prov.) 204 Waipiro Bay Waipukurau District High School— Primary (368), secondary (39) Wairoa District High School—Primary (416), secondary (35) 3a 5d 53 407 McLeod, Euphemia E. Nielsen, Christina L. Watts, Edward J. Milburn, Joseph L. Lewis, Cyril B. .. Loekart, John A. Dent, Marion McRae, Janet E. Ward, Richard D. Latham, Winifred L. Curd, Frank B. . . O'Donnell, William F. Caughley, Rachel Don, Alexander W. McCormick, Ellen K. McCormick, Ann E. E. .. Williams, Dulcie M. Robinson, Hilda A. (Mrs.) Brown, Adeline P. Reidy, James M. Harvey, Nellie M. Grace, Eleanor A. Wimsett, Arthur R. 0. .. Rohson, John T. Stille, Daisy Burns, Evelyn H. M. Fittall, Jack Stewart, Dora Foster, Ada M. .. Sullivan, Eileen Milne, Edith M. (Mrs.) .. Gillespie, Gordon S. Rhodes, Irene B. Hamlin, George Hardie, Tom A. White, Eve Bickerton, William M. Hind, Helen M. .. Campbell, May E. Blake, Agnes B. Preston, Hilda M. 191 192 44 117 137 187 188 212 183 124 215 66 A Pt2 Pt2 Prl Prl D R(D) D H A II A I A A A A A A Pr2 Pr2 D D H R I A A A A A A A Prl Pi-2 Pr2 D D S s s D B B C B C D Lie. D C C E C C c 205 108 113 88 118 293 198 455 375 283 223 215 215 185 195 135 83 78 On 451 181 207 145 189 222 194 D c D C D D 450 203 323 243 233 233 205 185 175 135 88 113 78 Waitahora Waiwhare Wakarara 208 181 A B 1 0 1 15 2 15 194 (Prov.) C 155 45 205 Wallace's Crossing Wallingford Wanstead Weber Westshorc 1 1 1 3a 3b 15 IO 9 37 Riley, James C. Wyatt, Evelyn B. McGreevy, M. C. Piper, George M. Ingleton, Anastasia Daly, John T. .. Murphy, Fanny M. Jordan, Winifred M. Archer, Alexander 154 87 186 189 s s s H A H A A Pr2 D D D c D C 185 205 105 335 173 373 233 215 78 95 For expl lanatory notes see page i.

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[Hawke's Bay.

List of Public Schools, the Staff, etc. — continued. HAWKE'S BAY— continued.

LII

Schools. Teachers. « o" S3 d 2 &§ . §>s d s ' & • .9 ° rt $ OT Name. «' ||| Name. || £ I |1| 2 ■<% »t (S p "V CD ■< => — & ° U) (2) (3) (4) (5) («) (7) (SI £ Whakaangiangi .. .. 2 33 Thompson, Albert E. .. .. .. S .. 193 Whakarau .. .. .. 0 6 Haydon, Margaret J. .. .. .. S 75 Wharekopae .. .. .. 0 0 Franks, Morton .. .. .. S .. 150 Wbareiti .. .. .. 0 5 Brown-Bayliss, Vivienne .. .. .. S .. 75 Whatatutu .. .. .. 3a 51 Hawkes, Emma.. .. .. 122 H I) 343 Albrechston, Severine H. .... R .. 165 Whetukura .. .. .. 2 25 McWilliam, Mona .. .. 189 S C 233 Wigan .. .. .. 1 17 Walker, Elsie L. .. .... R .. 125 Wilder . . .. .. 1 9 Wilson, Louisa N. .. .. 190 S I) 205 Willowbank .. .. .. 0 3 Power, Myra .. .. .. .. 8 .. 45 Wimbledon ... .. .. 1 15 Bruce, Doris .. .. .. .. R .. 175 Woodlands .. .. .. 3a (12 Rigby, Norman F. .. .. 116 H I) 345 Rigby, Doris A. (Mrs.) .. 197 R C 185 Woodville District High School— 6a 421 Hewlett, Henry C. .. .. 64 H A 440 Primary (380), secondary (41) Cowie, Norman A. M. .. .. 122 A C 333 Sheen, Lois H. .. .. .. 90 I C 323 Islip, Ellen G. . . . . .. 156 A C 263 , Ashcroft, Catherine L. .. 176 A C 233 Travers, Ellen .. .. .. 193 A C 215 Eaton, Margaretta B. .. .. 210 A D 205 Redwood, Isobel M. .. .. 226 A D 175 Smith, Harold M. .. .. .. Ptl .. 88 Warboys, Grace E. .. .. .. Pt2 .. 78 Curry, Vivian I. .. .. .. Pr2 .. 83 Oliver, Selina R. .. .. 133 D A Merrick, Francis S. .. .. 133 D | C WELLINGTON. £ Akatarawa .. .. .. 1 10 Campbell, Jessie (i) .. .. 18{> S 1> 215 Alfredton .. .. .. 2 32 Strong, Florence M. .. .. 171 S D 245 Arapeti .. .. •• 1 15 Talbot, Harry .. .. .. 181 S B 215 Awatoitoi .. .. .. 1 12 Barker, John .. .. .. 161 S B 235 Ballance .. .. .. 2 33 Tait, Marjorie U. (Mrs.) - .. .. 141 H E 263 Houlbrooke, Vida E. .. .. .. Pr2 .. 108 Belvedere .. .. .. 3a 45 Stout, Robert .. .. .. 112 H D 345 Osborne, Alice M. .. .. 192 A C 233 Berhampore .. .. .. 7b 521 Bary, Charles .. . . .. 39 H D 490 Duncan, Stuart.. .. .. 83 A C 435 Hurley, Irene N. .. .. 89 1 C 353 Wilkinson, Isabella A. (Mrs.) .. 118 A D 333 Grant, Colin C. .. .. .. 129 A B 333 Magi.ll, Maggie E. .. . . 147 A C! 263 Feist, Lily .. . . .. 154 A C 263 Bird, Grace E. .. .. .. 171 A 0 225 Whitwell, Rebecca L. .. .. 183 A C 205 Pitkowsky, Minnie .. .. 200 A B 195 Tackaberry, Ethel (Mrs.) .. .. (R) .. 260 O'Donoghue, Margaret L. M. .. 203 A C 185 Fielder, Leonard A. L. .. .. 227 A B 175 Warren, Gwendolyn A. .. .. .. Pr2 .. 78 Bideford .. . • .. 1 11 Ward, Jane B. (Mrs.) .. .. 212 S D 225 Blenheim (651) and side school 7f 704 Kean, Balfour .. .. .. 63 H B 470 (Redwoodtown) (53) Rockel, Cecil F. .. . . 124 A B 395 Jones, Sarah J. (Mrs.) .. .. 102 I 1) 353 Wanden, Elizabeth W. .. 138 A E 323 Pattle, Kate A. .. .. .. 152 A D 313 McFarlane, Alexander CI.. . .. 200 A B 243 Hilliard, Kathleen . . . . 158 A B 263 Hilliard, Josephine .. .. 180 A C 215 Heffer, Dorothy G. .. .. 151 A D 215 Pinfold, Doris C. . . . . j 198 A B 195 I Hicks, Phoebe M. E. .. .. I 203 A D 185 For explanatory notes see page i.

Wellington.]

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List of Public Schools, the Staff, etc. — continued. WELLINGTON—continued.

LIII

Schools. Teachers. Name. CO Ol Ol to TS 2 o (2) to CO co toed . rt rt CO ■r, TOC-t P flee t* A COrH H*S H (3) Name. CO ol MO» 0"-* ■5 r." tHr& oa 3 to (S) a 5 **8 -"n O Ch a o rt "9 "w tn d 5 (7) S Sco* rt "rt s? tftnS *o (1) U) (f>> (8) Blenheim and side school— eontd. Blinel River Branoott Brooklyn (670) and side school (Mornington) (26) 1 0 7.1! 14 2 690 Paterson, Gladys B. Perry, Flora B. .. Horton, Freda W. Murphy, Bernadette M. . . Willi ins, Winnifred M. Williams, Eva M. McFaddcn, Edith V. V. .. Workman, Jean King, Lena A. .. Watson, Annie E. (Mrs.) .. Brown, Alma Hopkirk, John B. East, Alfred F. D. Fitehett, Jessie H. Thompson, Annie L. Williams, Enid Calder, JohnK... Cook, Ada M. .. Look, Bertha, R. (Mrs.) . . Wheeler, Ruby G. Ensor, Dorothy F. Arthur, May Madeley, Ethel M. O'Connor, Eileen J. Gunn, Isabel A... Burchett, Eric S. C. Hampton, Doris V. M. Escher, Robert H. Coster, Winifred V. Tolley, Hattie T. Pitkowsky, Maurice Bade, Leila F. Millar, Jane E. V. Martyn, William Taylor, George N. Noal, Marion F. W. Greig, Arthur G. Radford, Nellie W. B. .. Thorpe, Caroline (Mrs.) . . Eelie, John K. . . Baskiville. Walter C. I. . . Skelley, Harriett M. Armstrong, Doris G. Armstrong, Mary C. Holgerson, Inger Tyler, Mara L. .. Peters, Janet W. Henderson, Deiris E. Colquhoun, Mary H. Olson, Claude H. Dorgan, Beatrice 15. Clarke, Thomas Monorieff, Janet Foster, William H. L. Fisher, Horace R. Lea, Sarah Ellen B. Barnes, Florence J. Brown, William B. Byers, Mary H. Howden, Ada L. Jones, Sarah G. (Mrs.) .. Godfrey, Grace L. Allan, Agnes C. Cranmer, Carrie.. Tebbs, Alice C. Priestley, Doris A. Barnett, Eileen J. Grant, Kathleen M. Darling, Sylvia A. Prince, Ngairc B. Thew, Myrtle I... Jones, Norman J. E. Wilson, Archibald M. Robertson, Mabel M. 204 207 209 212 213 213 i99 19 84 89 105 130 129 144 100 174 180 187 171 193 197 A A A A A A Ptl Prl Pr2 S S H A I A A A A A A A A A A A R A Pt,2 Prl Prl Prl Pr2 Pr2 S H A H A S H A I A A A A Prl Prl D D S H A H A I (R) A A A A A A A A A A A A Pt2 Pt2 Prl Prl Fr2 C c c c c c D c B c c D C D D C C I) B C D £ 185 175 175 175 185 175 83 83 78 215 30 520 435 353 343 333 303 203 225 205 205 195 195 195 195 203 175 83 83 83 88 78 78 90 325 213 333 213 268 450 375 303 273 253 195 175 83 83 210 0 Camden Canvastown 0 3 a 6 40 149 225 135 210 I) c c c Lie. B D C C 0 B G Carluke 3 a 50 Cerrrington Carterton District High School— Primary (295), seoonelary (49) 2 5d 20 344 57 121 129 145 175 218 Castlepoint and Whakataki Clareville 129 201 192 115 159 5 87 97 15 B C G E 15 1) C Clyde Quay 1 3a 7 k 21 74 084 99 111 125 151 154 181 185 188 204 207 B C I) D D .1) 0 c c c c c 233 343 243 520 425 353 325 385 333 303 275 235 195 195 195 185 185 185 185 78 78 118 88 78 211 For e: ilanatory notes sec page 1.

E.—2.

[Wellington,

List of Public Schools, the Staff, etc. — continued. WELLINGTON— continued.

LIV

Schools. Teachers. Name. CO Ol a-. «f ■to 3 u O &I • Sis HZ, H Name. CO <N tea-. 5 ei HA to (5) a* H* _ * .2 a 2 S co £ " a - oi Tr, tO. „> g CO S ***■ - 1 *" -i 0 (8) (7) I (8) (1) (2) (3) (4) Goonoor Cross Creek Cullen Hill Dalefield Deep Bay Deep Creek Dillon's Point, Dreyer's Rock Dyer Eastern Hutt 0 3a 0 3a 0 2 2 1 2 7a 0 40 0 38 3 16 19 10 35 534 Moore, Lorna E. Howard, Kate A. (Mrs.) .. Wilson, Mary O. Pike, Sibyl Bowie, William S. Peters, Christina C. T. Lazarus, Marjorie A. Watson, Oliver L. Clouston, Constance K. . . Stewart, Jessie Dale, Annabella S. Martin, Frances P. MeBain, Alexander Olson, Walter fl. Webb, Hilda M... Stenhouse, Christina Harland, Edward D. Hurrell, Doris Neeelham, Irene C. (Mrs.) McLean, Lilian N. C. (Mrs.) Patterson, James M. Harding, Winifred M. E... Fowler, Kathleen M. Heyes, Norman Mutter, Amy Allan, Sybil A. C. Baillie, Ellen M. (Mrs.) .. Lynskey, James H. Bird, Arthur E... Broom, Lavinia E. Grierson, Ethel F. Anderson, Eleanor M. Harrison, Mary E. Moss, Evelyn C. Wilson, Margarite Hawkins, Rosa M. Lazarus, Frances Wilson, Constance M.. Davidson, James Davis, Annie E. Hilliard, Ailoen Lane, Mavis N. L. Curran, Eileen C. K. Combs, Frank L. Kirby, James R. Burbush, Margaret A. Kilmartin, Kate Collier, Fanny I. Henderson, Sarah C. Lonie, Adrian T. Merlet, Muriel F. Brown, Alexandra M. Denham, Fanny R. (Mrs.) Campbell, Kathleen Ramsay, Lilly M. Gardner, John Adams, Joseph W. T. Marston, Ronald A. J. Webber, Dorothea M. Green, Marion (Mrs.) Elder, James A. Nightingale, Henry J. Stratford, Clarence F. Mabson, Maud E. Tully, Dorothy Laing, Ivy B. .. Freeman, Annie E. Stunell, George R. Keltie, Thelma Mather, Winifred M. Ball, Douglas G. Ladley, Ada B. E. Cresswell, Phyllis M. Daken, Mary E. (Mrs.) .. 109 21-4 i 14 202 196 116 49 110 116 132 167 158 153 186 203 212 219 S H A S II A S R S s H Pr2 H A I A A A A A A A R Ptl Ptl Pr2 S H A I A Pt2 Prl Prl Prl Pr2 D D II A II Pr2 S H A I A A A Prl Prl I) D H A Prl % S s s s s H A I A A A Ptl Pr2 D H A A S b c b c Lie D B D C C D D C C D B B C £ 75 343 213 105 335 213 45 135 233 175 313 78 480 405 333 303 335 253 285 205 185 175 165 88 83 78 303 425 243 293 243 78 83 113 83 78 East Taratahi Eketahuna District High School — Primary (189), secondary (46) 2 5 26 235 60 197 141 191 D B B D C Epuni I 88 180 106 192 174 C B D D C Fairhall Fairy Bay Featherston District High School — Primary (244), secondary (27) 3a 2 0 5a 04 26 8 271 65 134 157 A I) D 355 233 203 78 135 445 293 273 218 205 175 118 83 209 212 0 C Fernridge 107 124 106 170 B B D C Flat Creek Fourfathom Bay French Pass Gladstone Grassmere Greytown District High School and side school — Primary (222), secondary (22), side school (11) 3a 2 0 1 2 1 5a 79 23 5 17 29 12 255 2K> 231 148 212 83 191 148 203 169 b D D C A D C D C 353 243 88 223 90 205 293 195 415 273 273 223 225 160 118 78 Grovetown 172 126 153 200 B C C D 335 253 215 15 3a 96 Hakahaka 0 1 For cxi planatory notes see page i.

Wellington.]

E.—2.

List of Public Schools, the Staff, etc. — continued. WELLINGTON— continued.

Schools. 'teachers. Name. CO Ol CI rH 01* ■O M o (2) CO d rt co' G to -o Ol > CO —I HS H Namo. co* rl oi 9 IPS a 3 .*"* ° ~ci -Or." 3 - CI rt 01 ■£ * « "9 P '*** to ° (5) (6) (7) oi rt CO rtrtg o (_ (3) (4) (8) Harri.ua Hastwell Hataitai Havelock Havelock Suburban llillorsden Hinakura Hinemoa 11 oroeka 11u kanui Huritmi Hutt District High School—Primary (484), secondary (67) 3a 3a 5a 3a 2 1 1 1 1 3a 0 7 n 43 38 289 04 18 15 II 10 10 28 8 551 Abraham, Robert II. McManus, Mary E. Willis, Barbara 15. Harrison, Jane M. (Mrs.) Matthews, Dulcie E. Grant, John B. Kirk, Allan A. .. Bird, Florence R. Fouhy, Alice (Mrs.) Francis, Doris A. Smith, Alice E. Cooley, Mary E. Moynihan, Mary A. Hislop, Thomas G. Sykes, Wallace D. Walshe, Edward B. Walshe, Marian L. (Mrs.) Hilliard, Madeline Murphy, Christine Gilford, James R. A. Blake, Marjorie II. Hawkins, Anna L. Urejuhart, Arabella, (Mrs.) Orr, Marion J. N. Campbell, Maretta M. (Mrs.) Tamblyn, Joseph Mason, Francis A. Hooper, Eva M. F. Melody, William J. Mowitt, Sybil Watson, Florence (i) Young, Mabel F. Scott, Isabella .. Bishop, Cecil J. Presants, Eveline A. Tamblyn, Ethno M. Burnloy, Edith M. Stewart, Irene A. Bird, Clarence G. Tamblyn, Joseph J. M. L. Sinclair, Mary A. McKay, Sophia A. F. C. .. Browne, Maude J. Jones, Edna L. M. Thwaites, John E. [lodgers, John Aeheson, Catherine E. A. Martin, Magdalene J. F. (Mrs.) Dempsey, Kate Davidson, Jessie L. McCarrison, Ellen Carriok, Margaret A. MacKay, Emma A. (Mrs.) flawley, Agnes D, Martin, Gordon IJ. Thwaites, Irene E. Swan, Mabel J. .. Paul, Eillen L. .. Huliiek, Sophia, Nelson, Theo B. Burton, Mavis I. Reece, Kathleen M. Taylor, Bon Jones, George A. Dudson, Walter E. Duff, Minnie Preoce, Olive W. Blair, Elizabeth M. Knapp, Mabel I'. Bollinger, Marjorie J. Bath, Marie E. .. Brown, John K. Kerr, Frank W. Hume, Dora I. .. , 143 H I) 187 A 1) Pt-2 132 H E 206 A C 32 H C 150 A B 130 I E 141 A C 176 A C 213 A C Pt2 Pt2 Prl Pr2 147 H C .. (R) C R R 119 S C ■ S C s 200 S E 167 S D S 34 H B 82 A D 97 I B 103 A B R 146 A D 159 A I) 184 A D 210 A C 212 A I) Ptl Pt2 Prl .. Prl Prl 58 I) B 139 1) C 202 I) B R 33 H B 90 A B 84 I C 175 (R) D 91 A C 120 A I) 150 A C 166 A C 171 A C 195 A C 197 A 15 R D 215 A C Ptl Pt2 Prl Prl Pr2 Sup. 72 II C 129 A 1) 135 I C 145 A C 160 A I) 196 A C 197 A C 208 A C Ptl 209 S B 189 S C £ 305 223 78 333 213 405 283 273 263 225 175 78 78 88 83 325 203 160 185 225 195 165 215 283 120 520 435 343 385 310 293 253 215 175 185 83 78 83 88 88 Ihuraua Island Bay 1 7o 9 580 105 520 425 363 303 343 333 293 243 225 195 195 125 175 83 78 88 83 78 155 445 375 293 293 233 215 195 175 88 195 225 Johnsonville (309), anel side school (28) 5o 337 72 129 135 145 100 190 197 208 Jordan Jiielgeford . . - .. 209 189 1 1 9 18 For ex.; ilanatory notes see page i.

E.—2.

[Wellington

List of Public Schools, the Staff, etc. — continued. WELLINGTON— continued.

LVI

Schools. Teactiers. Name. CO 01 o ~z u o tu o rt ei m 3 ccn _____ Name. CO <M £2 a .5 „ .2 Jj 8 to (5) (6) .2 ei £ o (7) 5 Ism (8) (1) (2) (4) Kahautara Kaiparoro Kaitara Kaitoke Kaitawa Kaituna Kaiuma Kaiwaiwai 3a 2 2 1 2 1 1 3a 45 31 31 18 21 6 17 40 Turner, Mary E. (Mrs.) .. Wilson, Agnes II. Johnson, Edith M. Cooper, James P. Josephs, Jessie McRae, Duncan (Vacant) Mahood, Charlotte II. Rockel, Felix F. S. Keddell, Catherine G. Pope, Robert J... Dalrymple, Amelia A. (Mrs.) Sutton, John P. C. Pickett, Rose Bollons, Hinemoa L. Williams, Margaret Churchill, William Poison, Donald Stainton, William H. King, Catherine White, Augusina Hind, Queenie M. Peart, Elvira S. Sutton, Constance G. Guthrie, Gwondlyn G. Thomson, Marjorie M. Cattanach, Agnes E. R. .. Williams, Natalie 15. B. .. Moore, William S. Bringans, John .. Booth, Ada K. M. Stevenson, Helen Fairbrother, Doris Lambert, Allison J. McGowan, Marjorie fl. North, Margaret J. Kidson, George R. Feltham, Edgar C. Benzoni, Frances E. S. Pottingor, William C. Finlayson, Catherine H. .. Betts, Ethel G. .. Gore, Mary E. . . Matthews, Erica M. Rathie, Margaret L. E. . . Gray, Olive McKittrick, Netta J. Harvey, Kathleen E. Mclntyre, Kenneth C. Hamilton, Irene Ottaway, Nellie Britland, Walter Cole, Rehutai A. E. Kelly, Marie A. Aitchison, Evelyn R. Forsyth, Donald E. Anderson, Myrtle D. Langdon, Gladys K. Boyd, Daisy I. .. Timms, William Rains, Catherine M. Claris, Maurice W. C. Smith, Eva H. .. Mcintosh, Ian D. Souness, Grace N. Swinbourne, William A. Caigou, Charles A. Brown, Winifred E. Atkinson, Mary E. Curtis, Vera I. . . Hall, Lily E. .. Tankersley, Iris Sellar, Margaret M. Robinson, Lilly I. F. 118 225 142 184 204 II A S S s s D D D D C £ 343 213 303 255 195 155 Kaiwarra Kakariki Karapoti Karori Kekerangu Khaneiallah ... Kilbirnie 4 1 1 5b 0 4b 6a 139 17 18 325 11 198 413 222 118 202 93 153 100 170 05 133 127 166 175 177 212 76 148 154 183 51 93 118 152 158 163 171 189 196 s H A H I A Pt2 Prl S S H A I A A A A Prl Prl Pr2 Pr2 S H I A A Ptl Pr2 Pr2 H A I A A A A A A Pt2 Prl Pr2 Pr2 S R H A Pr2 S H A A A R A H A Prl S H A I A (R) A A A A C C D D E B c' C c D D B I) B C D I) D B B D D C I) I) B C 195 345 213 385 203 265 108 83 245 185 405 375 293 243 225 225 175 83 83 78 78 170 395 203 203 215 118 78 78 460 395 323 293 253 225 225 195 195 78 83 78 113 200 105 355 223 78 293 375 223 205 105 233 223 255 213 88 185 450 395 313 293 223 253 213 205 195 Kohiku Kohinui Konini 1 1 3a 16 18 44 97 215 b D Kopuaranga Koputaroa (84) and side school (16) 2 3b 22 100 157 97 206 217 D c c D c D D C 15 Korokoro North 170 187 194 210 3a 44 Koromiko 2 39 Korora Lansdowne (370) and side school (Te Ore Ore) (42) 1 On 10 412 59 105 123 149 167 164 178 204 199 C C D I) D I) C D 1) For exj ilanatory notes see page i.

Wellington.]

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List of Public Schools, the Staff, etc.— continued. WELLINGTON— continued.

viii—E. 2.

LVII

Schools. Teachers. Nrimi-. (1) <3J %} (D O __ b(i c . *""* Srtco 2 ni* O H (2) (8) Name, CO* CI br-Ol -fl M - .1 »i to (:■) fl O ***; s O tn CM Sg 5 (8) (7) _ r. • 2 «co CrtcS « COS O t_ (8) Lanilsihiwne and side SOhool amid. Levin Distriot ftigh School Primary (580). secondary (91) 7n 077 7 E 677 Adams, Eleanor M. ('. . McGrath, Norma M. G. . . Chreadwell, David E. L. . . (lostello, Mary E. fuss, Reginald, J. Kibblewhite, Bruce M. .. Hitchcock, Mary L. Jones, Howard J. Smith, Sara E. (Mrs.) Casey, John Bobbie, Ann (Mrs.) Perry, Catherine Frost, Eileen M. Dove, Sylvia E. A. Britland, Eleanor S. Perry, Jean R. M. Beverley; Felicia M. Leger, Elma M. Kingsbeer, Thehna L. Hearle, Rita V. Harris, Leslie (I. Marsh, John Armstrong, Beryl G. Milneis, Ruby ()'. Aplin, Grace M. Clark, William F. Mclsaac, Vera Era in, Robert J. • .. Blake, Alexander C. Robertson, Charles Roberts, Florence G. Conway, Edith Jackson, Patrick M. Stevenson, Jane Stitt, Annie B. .. Raikes, Helen M. Johnson, Marguerite M. .. Warner, Grace McAtcer, Margaret V. Wilkins, Dorothy L. Beith, Violet H.' Wilkinson, Sylvia H. Grono, Robert N. Kirk, Pearl Hitohings, Lilian M. Lothian, James F. McKittrick, Mary St. II. .. Buoknell, Dorothy G. Simpson, Lilv P. Olellii'Id, Gladys.. Donaldson, Hector A. Crandle, -Henry E. Taylor, Franois II. Anion, Aubrey E. McKay, Mary A. (Mrs.) . . Ullmer, Frederioa Anderson, Wigo.. Wadsworth, Bertha E. Dyer, (Irace A. .. Burnell, Marie F. Ilolyoake. Muriel (Ireagh, Kathleen Braggins, Aroha V. Vanderpump, Helena P. (Mrs.) Orr, Margaret F. M. Ridgley, Roie M, Hughes, Maggie Gunn, Elizabeth M. Thompson, Frederick 11. . . Seymour, Violet K. Gibson, Catherine (Mrs.) .. Ashby, Edith E. E. Burgess, Muriel N. Woodhouse, Elizabeth C... 21.8 237 31 SO 104 106 117 146 143 163 212 209 213 A A Ptl Prl 11 A 1 A A A A A A A A R Ptl Pt2 Prl Prl Pi-2 I) D 1) 1) S s s H A I A A A A R A A A A A A A Ptl Pt2 Prl Prl Pr2 S s s s s R s R H A A 1'tl S H Pr2 S R S s s H A R I'll S S C 1) B A C C D B 1) D C C c £ 185 175 88 83 500 415 353 385 333 335 243 215 185 175 175 105 83 78 83 113 83 133 103 185 190 220 B B 15 15 I) Mahau Mahupuku Makairo Makara Makorua Makomako Maku Makuri Manakau Linkwater Loohmara Longbush Lyall Bay. 1 0 0 I I 1 1 2 3b 1 0 2 7f 9 6 8 21 23 15 7 19 no 18 4 25 079 180 18 80 85 120 121 131 102 187 187 197 205 210 204 205 209 c B 15 B C 15 C 0 C C D B C D C C 205 00 295 520 435 303 313 375 303 225 213 195 195 195 185 185 185 175 113 78 118 83 78 200 105 120 305 255 185 215 213 335 253 205 83 150 303 78 235 125 105 200 303 375 223 185 83 120 195 154 193 190 163 108 140 208 O Lie. O E C E I) I) Manaroa Mangahao 0 2 9 21 151 c Mangamahoe Mangamaire Mangapakeha . . Mangarama Mangaroa Mangatainoka . . 1 2 0 I 2 3d 16 19 6 16 24 109 200 I) Lie. 152 SO 210 1) 15 C Maraetai Bay .. Mamma 0 . I 9 ! io I 223 b Fi or espial lalnry notes see pane i,

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LVIII

Schools. T Si to co *— rt rt CO Name. £ £°2 Name. S H§ O H (1) . (2) (31 (4) Teachers. Poachers. boo* A .9 w **3 fcT +3 ofl 8 a to __5) _! fl 2 1 rt 5 ___ 2 rt CO ce ~ CI *o (8) Marima .. .. .. 1 11 Checklsy, Grace A. Marshlands .. .. .. 3a 36 Smart, Lily M. (Mrs.) Murphy, Reges F. Martinborough District High School 5a 242 Wilson, Henry L. —Primary (221), seoondary (21) Watson, Herbert W. Clarke, Mary A. ('. Hunt, Winifred M. Brown, Mary L. McKay, Eme E. Ward,'Joan M. .. Ross, Mary I. MacDonald, Edith E. Dale, Margaret J. Masteirton Central .. .. 7a 497 Drummemd, Robert Goldsman, George J. Iorns, Olive E. Bowman, Thomas W. Taylor, Lillias O. Bradbury, Annie E. Hiddleston, Bcrniee G. Smith, Gertrude A. Atkinson, Agnes A. Cocker, Lily M. 'A. Ralph, Edith L. Lines, Dorothy A. Evans, Agnes J. Welch, Victor A. Masterton West (276) anel side school 5*0 388 Miller, Henry .. (112) Best, Thornton R. Bevwlcy, Daisy R. (Mrs.) .. Fallows. Mary R. E. Cumberworth, Dorothy M. Hogg, Felicitas M. F. ' Ball, Elizabeth Bennett, Irene Harvey, Georgina D. ... Levi is, William Matahiwi .. .. .. 1 8 Edwards, Leila Matarawa .. .. .. 2 18 Tuck, Alice B. (Mrs.) Maud Island .. .. .. 0 0 McMaster, Matilda Mauriceville .. .. .. 2 33 Shand, Florence J. Mauriceville West .. .. 2 27 Tregurtha, Richard H. Rose, Ernestine M. Mikimiki .. .. .. 2 30 Woodley, Rosanna B. (Mrs.) Miramar South .. .. 5o 386 Reid, John Messenger, Ernestina R. G. Whitcombo, Minnie A. Scott, Mary (iii) Cooper, Ethel R. Nelson, Hannah C. Battersby, Rose I. McKenzie, Isabella M. I '-'■ 134 193 04 198 146 161 201 R H A H A A R A Pt2 Prl Prl Pr2 D H A I A A A A A A A Ptl Ptl Prl Pr2 II A I A A A A R Ptl Ptl S S s s II Prl S H I A A A A A A F G B 1) C B B E C B D C B B £ 105 323 233 415 243 273 253 195 78 113 113 108 7a 497 105 38 94 116 125 132 141 169 179 183 179 15 I) 15 C 1) I) 1) c 15 1) c b D D 1) C I) c b b E 15 c D 0 1) 1) 0 c B D B C D D D C B I) C 490 425 343 333 303 203 245 215 195 195 113 113 83 83 435 375 273 303 233 | 225 185 145 113 88 135 » 215 75 248 I 295 113 I 303 I 455 333 I 293 303 I 263 • 225 175 175 5n 388 71 123 144 119 170 175 203 I) D D D C I) C 1 2 0 2 2 8 18 6 33 27 ii)2 b 109 b 2 5o 30 380 152 126 126 120 136 170 210 215 (Prov.) E B C D c D D C C Harris, Thomas C. C. Clark, Olive M. I). Braggins, Isa N. Mirza .. .. .. 1 13 Bell, Susan C. .. Mornington (side school to Brooklyn). Mount Cook Boys .. .. 5n 293 Darroch, Robert Proctor, Francis J. Cook, Eleanor N. Roughton, Edna G. V. Rishworth, Eric K. Monro, Martha C. Kelly, Myrtle E. Lamasem, John R. Massoy, Harold B. Mount Cook Girls .. .. 5a 235 Piggford, Mary H. Stevens, Winifred L. Gernhocfer, Amy M. 1 5b 13 293 00 123 109 187 171 180 198 Ptl Ptl Pr2 S H A A A A A A Prl Pr2 H A A b D c D D B D 15 b D 15 b D c D D B D B 88 83 108 > 185 > 455 ! 375 ) 303 ) 243 . 265 ) 205 ( 195 88 113 ) 453 ) 283 5 253 5a 235 51 133 157 (Prov.) 150 167 196 D D B Tuely, Catherine B. Wallach, Ida W. Drewe, Dorothy E. A A A D B C D B C ) 263 5 225 J 195 For explanatory notes see pajre 1. For exi

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LIX

Teachers. Schools. Name. CO <M Ol cS TO 2 o ____ a? <_, o fcL (3 . « « co t"C(N HS H CD Name. S3 a 6D_ C3 '_ s g « ■b « *_ s eg S. J to « (5) JSJ (7) i* r, H ' 2 ceo c3*rtSJ «co2 ■3 (1) (4) J. 8 L_ lount Cook 1 nfants luritai lewman 5b 5b 290 309 Morgan, Louisa Cross, Alice M. .. Howden, Jessie E. Johnston, Janet S. Feist, Hannah E. Griffiths, Amy C. Barclay, Mary T. King, Eustace Rendle, Charles A. Cooke, Alice B. .. Rose, Florence Priestly, Marie L. McKay, Doris J. King, Kathleen M. Noblo, Eileen M. "Hurren, Mary P. flyndes, Mary C. Thurston, James F. Bennett, William D. Finlayson, Janet A. Ward, Edward H. Woodward, Elizabeth Bisset, Elizabeth A. ... Duncan, Myra (Mrs.) Donkin, Catherine J. Caugbloy, Marjorie E. Maysmor, Edna 0. (Mrs.) Thomas, Catherine A. (Mrs.) Beattie, Jane D. (Mrs.) .. 76 H B 137 A D 140 A D 169 A C 156 A C 202 A C 204 A C 71 H B 123 A B 135 I D 173 A D 196 A. C 201 A C 205 A C Prl 130 H D Prl 27 H C 95 A C 82 I C 110 A D 118 A D 129 A D 135 A C 189 A D 201 A C ..AD 189 R D 185 A C (Prov.) 189 A C A D 201 A C 207 R D 203 A D R 208 A C 216 A C Ptl Ptl Pr2 73 H D 133 I 0 168 R D R Pr2 Pr2 218 S C 203 S D 115 H E 182 A C 212 S C 11 H B 82 N A 136 N D 109 N B 140 N D 128 N B 135 N C 149 N D 153 N D 99 N C 151 N C Spec. C 132 N C 16 H C 68 N A 115 KM D . . R(N) .. 104 N B 116 N C 124 N C 163 N C 187 N B £ 373 273 263 253 225 185 185 405 355 293 253 205 205 185 113 313 83 520 415 363 375 333 303 273 215 195 195 185 185 2 32 [ewtown (857) and side school (Hospital) (13) 71 870 Igaio Igaturi fgaumu iireaha fopera Bay formal and sido sohools —Thorndon (324) ; Model, P-S2 (22) ; P-S5, Primary No. 2 (18); Model, P-S6, (30); Deaf (6); Kelburn(382) 4 v I 1 3a 1 7a 164 11 12 56 10 782 Diamond, Mary J. Patterson, Ingeborg M. (Mrs.) James, Annie C. McBeth, Helen A. Ambrose, Margaret Agnew, May L. .. Warring, George D. Richardson, Henry G. Thompson, Carrie Rabe, Vera L. .. Reveirs, Joyce E. P. Clark, William H. Crellin, Muriel L. Stephens, Ethel I. Trisohler, Walter J. Barnes, Kathleen R. Henderson, Dorothy W. M. Tait, Catherine L. Richards, Anna M. Scott, William W. Morrison, Sybil D. N. Clift, Frank H. . . Webb, James C. Kane, Thomas flargreaves, Lizzie Graham, Arnold J. Fossette, Walter E. W. R. Kerr, Kate F. .. Welsh, Annie Taylor, Frances E. Ashton, Jeanie (Mrs.) Roe, William B. Lea, Norah Grant, Ruby M. A. Batt, Charles A. Maitland, Winifred J. G. .. Blake, Bertie N. T. Ray, Olive M. . . Buggy, Annie E. Hind, Florence M. Garnham, Grace Tremewan, Maurice A. Meffin, James M. Wagborn, Reginald J. 195 195 185 145 185 330 175 185 S3 83 78 405 263 213 145 78 78 195 522 335 233 195 570 465 333 375 323 293 273 273 253 415 293 263 353 565 455 363 325 373 333 333 325 233 For lanatory notes see page 1.

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Schools. Teachers. Name. CO CI - 01 TO 2 o o o tU'f= . -, 'DIN g? oo> HIS H Name. co a b *2 a § ** •S .. .2 s 3_co* V. 8 1 a * rtS 22 S l M-oS Wg A, 3*3 to 5 (:"') («) (7) _____ (1*) i?L {■" (4) _, £ 188 N D 253 200 R(N) B 185 N C 263 186 S E 225 78 H B 405 141. I C 203 170 A C 225 Pt2 . . 108 Prl .. S3 Pr2 .. 78 123 H I) 345 A .. 173 147 S D 303 83 H D 395 I I) 243 A .. 180 I'll . . 83 182 R E 185 S .. 175 S .. 155 S .. 170 S .. 105 ' 151 S E 263 62 H D 405 126 A C 315 149 I C 243 172 A I) 225 Pt2 . . 108 Prl . . 83 S .. 105 108 11 C 355 209 A C 223 204 A C 205 170 S I) 235 34 II C 455 153 I 0 263 193 A 0 243 176 A. C 225 188 A 0 215 Pt,2 .. 78 Pr2 .. 108 Pr2 .. 78 128 D 0 137 1) B 101 II I) 375 156 A 15 253 205 A (! 205 170 H C 263 Pr2 .. 83 136 H 1) 303 211 A 1) 223 209 H D 223 R .. 145 17 H B 520 95 A G 405 104 I G 353 R .. 290 R I) 233 106 A D 343 148 A C 263 188 A B 215 184 A B 195 199 A C 195 200 A B 195 217 A B 175 A .. 160 203 A B 175 R .. 185 Ptl . . 118 Ptl .. 83 Pt2 .. 113 Pt2 .. 78 Pr2 .. 78 Pr2 . . 83 Normal anel side schools, &c. — contd. Norma ndale Northland Ocean Bay Ohariu Ohau .. Okaramio Omaka Onamalutu Onauku Oneiti Opaki.. Otaki Otanerau Packakariki Pahautanui Pahiatua District High Soli.ml Primary (233), seooirdary (49) 1 4b 3 a 2 4 a 2 1 4u 0 3 n 2 5a 15 149 40 31 140 25 9 II 10 5 19 210 7 94 10 282 Burnett, Ethel M. Jacka, Ida V. .. Meffin, Mary (1. (Mrs.) Stace, Edith C. (Mrs.) Howarth, Oswald J. Morcom, Annie E. Swan, Jessie E. McLean, Alexandria M. .. Waller, Gwendolyn F. M. Panting, Marguerite E. .. Fanning, James I 1 '. Sawtell, Morkar Bodcll, Florence A. Arciis, Laurence II. Mc.Lca.vey, Mary L. (Mrs.) Miles, Mary P. . . Hogg, Esma G. .. i loneys, Jessie T. Grigor, Eleanor I. (Mrs.) .. Cox, Edwarel J. Watson, Jessie (Mrs.) Harvey, May E. (Mrs.) . . Burden, Louisa II. (Mrs.) Smith, William B. (i) Rudkin, Alfred B. Hardy, Florence F. Miller, Edith I'. Yates, Marcella V. E. Smith, Margaret J. Kissel, Elizabeth (laze, Frederick J. Ivory, Alice E. Muir, Mayll. .. Engstrom, Ellen M. (Mrs.) Chalwin, George W. Sinclair, Vera C. Bird, Alfred W. McCardle, Alice C. McCardle, Doris E. McCardle, Olive M. Yeoman, Ruth K. Wingfield, Naomi I. Edmed, Mildred ('. Junker, Dorothy I''. E. Barnett, John Pigott, Emily L. Richards, Flora M. Pettigrew, Robina Ivey, Ainslio Freeman, Jessie A. Harvey, Barbara fl. Mills, Howard C. Gallop, Eliza E. Bedingfield, I louglas S. . . Williams, John E. Macalister, Ria Atherton, Gwendoline E. Wyatt, Ida Stanton, Elizabeth A. Harvey, Charlotte T. Halliwell, Isabella E. C. .. Brassell, Lena A. Bedingfield, Esther B. .. Mutter, Nell !). A. Erickson, Dagny E. E. Kydd, Maude Lockwood, Amelia Cuddy, Agnes Hankin, Fred G. S. G. Bucknall, Margaret Budden, Ernest D. Ross, Mavis J. .. Heberley, Ena .. MeFarlane, Alexander M. Paraparaumu 3b 93 c B I) 15 C C Paremata 2 31 Parkvale 3a 39 D I) I) Pelorus Bridge 2 38 Petone District High School— Primary (697), seoondary (75) 7n 772 B C 0 D D C B B C B B B I'm* , x-ii ilanatory notes 8oe page i.

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LXI

Schools. Teachers. CO _ c*i to cj 2 £ a . w rt rt CO Name. r§ £ flS £ Hz o H (11 (2) (HI i . § be*"*" c" •£ *-> •S ., .2 g 2 S co' Name. || *| S ||| Og p. | _ to « _J_) (5) (6) (7) ___S) Petone District High School— contd. £ Petone West (324), and side school 7a 497 (173) Pioton (20.2) and side school (Wai- -4i kawa) (18) Pine Valley .. .. ■• 1 Pirinoa .. .. ■ • 3a 7i -4< 497 220 McLeod, David .. 118 I) B Park, Jean G. .. . . .. 130 1) G Loftus, Mabel IT. .. . . 175 1) B Williams, Kate . . .. .. .. 1) Gilford, Grace E. .. . . .. I) Burns, John C, . . . . 51 H 15 490 Manning, William A. ... .. 99 A D 383 (iorman, Annie .. . . . . Ill I C 343 Stanlon, Alice J. .. 114 A C 333 Ogg, James . . . . . . 120 A 15 375 Haldanc, Minnie .. . . 149 A D 293 D'Emden, Amy I. .. .. 175 A D 253 Hare, Janet C. .. .. . . 179 A 15 215 Maynard, Carmelita M. . . .. 195 A D 195 Campbell, Kate (Mrs.) .. . . .. R I) 203 Coull, Jessie A. .. . . . . 210 A. 0 185 llalliwell, Marguerite O. .. . . 220 R 1) 125 ClOugher, Ethel S. .. .. .. Ptl .. 113 Callander, Roselyn V. .. .. .. Pr2 .. 78 Williams, Lionel F. I>. .. .. .. Pr2 .. 83 Robinson, Herbert J. .. .. 73 II D 405 Johnston, Margaret A. (Mrs.) . . 140 I D 293 Bush, Violet E. (Mrs.) .. .. 170 A E 223 Pinfold, Frederick M. .. . . 209 A D 213 Atkin, Eva V. .. .. . . .. A D 205 W'uldowson, Florence A. . . .. .. (R) D 175 Beekley, Gladys E. .. 227 A D 175 Wadsw'orth, Ada .. .. .. Pt2 .. 108 Martyn, Kathleen M. .. .. .. S .. 165 Rossi Hilda .. . . 136 H B 303 Currie, Ida M. F. .. . . .. R .. 125 Dallaston, Charles W. .. .. 102 H C 375 Rayne, Jessie .. .. .. 182 A C 233 Buroh, Margaret L. (Mrs.) .. 194 A D 255 Beckett, Herbert W. . . .. .. Prl .. 88 Cairns, Elizabeth S. O. .. .. 208 S C .195 Gregory, Frederick W. .. . . 158 H D 325 Winge, Aziyadee .. .. .. A .. 198 ■ Mickle, Paul A. I). . . 97 H C 375 Liddell, Jessie S. M. (Mrs.) .. .. A D 223 Mickle, Eulalie (Mrs.) . . .. .. R .. 105 Scott, Margaret M. .. .. 201 8 1) 225 Fryer, Alice .. .. .. .. S .. 90 Westlake, Ethel A. .. 193 S. I) 253 Henderson, Lilian A. .. .... S .. 90 Robinson, Alice M. .. .. 193 S. D 233 Kilsby, Alfred S. .. .... S 15 195 Hancox, Spencer M. .. . . .. S D 185 Hill, Annie (Mrs.) .. .. .. S .. 155 Warner, Margaret (Mrs.) .. .. 202 S D 205 Oldham, Medley .. .. 102 H I) 355 Williams, Beatrice M. K. . . .. .. A Lie. 208 Hiskens, Ivy M. .. .. .. Prl .. 83 51 99 111 114 120 149 1.75 179 195 210 220 73 140 170 209 227 1 3a 10 46 i36 Pliminerloii .. .. • ■ 3d 3b 101 102 1.82 194 Ponatahi .. . • • • 2 Pongaroa ,. .. ... 3 a 2 3 a 21 74 208 158 Porirua .. . . • ■ 3b 3b 86 97 Poroporo .. . • ■ • 1 Pukatea Bay .. .. • • 0 Pukehinau • • • • • • 2 Pukekoikoi . . ., • • 0 Pukenui (7) and Ruakokopatuna (9) 1 Puketoi .. .. ■ • 1 Putara .. .. .. 2 Rakaunui .. .. .. 1 Rangitumau . . .. • • 1 Rapaura .. .. • . 3 a, 1 0 2 0 1 1 2 I 1 3 a 18 0 21 5 16 17 20 17 20 51 201 193 193 202 102 Redwoodtown (side school to Blenheim). Reikiorangi .. .. .. 3a Howard, Harry J. .. . . 122 H 1.) 345 Thomas, Florence II. M. . . .. 207 A C 213 Green, Arthur W. V. .. .. 132 H D 335 Askew, Bertha K. .. .. 222 A C 213 Chapman, Florence M. .. 122 S C 313 Hughan, Jessie (Mrs.) .. 154 S E 295 Barrel I, Beatrice A. .. .. 174 S C 253 Stephens, James T. O. .. .. 79 fl. B 405 MeGowan, Mary .. 160 I B 253 Lake, Lulu A. .. .. 153 A C 225 Miller, Leslie G. .. .. .. .. Ptl .. 118 Hogg, Ralph .. .. .. .. Pr2 .. 83 122 207 132 222 122 154 174 79 160 153 39 Renwick .. .. . . I 3a 77 River-lands ... .. .. j 2 Rongokokako, Rongomai .. .. •, 2 Roseneath .. .. ..4a 33 26 29 .154 Ruakokopatuna (hail-time with Pukenui). Ruavvhata Saratoga Bay .. . . .. 1 Saunders Road.. .. .. 0 18 10 0 Walden, Eric M. .. 223 S C 205 Hooguard, Ceoilia M. (Mrs.) .. 166 S D 245 McKelvie, Kathleen M. (Mrs.) .. .. S .. 105 223 166 For ex; ilanatory notes see page i.

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LXII

Schools. Teache'.,. Name. S si - i HI S HZ O H (2) (3) Name. CO to* .3^ •B M rf 3 e 3 fl ¥< (5) fl .2 o ft (G) a o 1 _ rt O (7). 0-. 2 rtco "5 "Sag o _____ . (1) . (4) (8) Scarborough 3a 64 Warwick, l Robert S. Burge, Agnes H. Anderson, Bonifaeius Webb, Alice fl. .. Thompson, Laura E. Gilpin, Ann S. .. Elder, Annette M. Atkinson, Walter F. R. .. Best, Frank D. Trischler, Eleanor Voysey, William Morgan, Alexander H. Eason, Minnie F. Hosking, Jane (Mrs.) Burns, Ellen S. (Mrs.) Helme, Marie J. (Mrs.) .. Maitland, Hazel M. R. .. Blandforel, Gladys Easton, Mavis C. Hall, Henry G. .. Wallis, Minnie F. McKenzie, Ivy V. Fieldhouse, Joseph II. Niool, Dorothy I. Miller, Barbara M. Thomas, Joseph Finlayson, John H. M. Little, Isabel I). B. Blake, Charles M.. Hayes, Ellen V. 'Thomson, Isabel S. M. Cousins, Eric G. Walls, Margarita Tait, Annie F. Olsen, Dorothy S. Thompson, Clarice V. Patterson, Airini Maloney, Grace G. Blake, Norma 'R. Patterson, Grace M. Foley, Rita R. .. Steele, James T. V. Chipper, Thomas Key, Arnold R. Dickinson, William E. Wills, Emily N. J. Wooley, Maud E. Anderson, Cocil C. Kirk, George W. Millington, Emily E. Woulfe, Kathleen Nevison, Isabella, Haswell, Nessie Ward, Olive N. .. Woodbury, Iris M. E. Basket, Georgina C. (Mrs.) Fail-brother, Gladys V'aughan. Frederick T. Williamson, Isa M. Levien, Rachel Roberts, Gladys V. Stoddart, Annie F. Conned, Elizabeth E. (Mrs.) Bowman, Eva M. (Mrs.) .. Shepherd, Evelyn M. (Mrs.) Peters, Ellen M'. (Mrs.) .. McKenzie, Alexander (i) . . O'Connor, Maurice J. Edwards, Dorothy L. W.. . Hayes, Amy L. .. McFarlane,' Olive V. Maealister, Itta O'Shea, Mary Gordon, Mary J. (Mrs.) .. 119 158 78 149 173 173 II A H I A A Pt2 S H A II A I A A R R A Prl 11 A A H A A H A I A A A A A A A A A R A A Ptl Pt2 Prl Pr2 H R Pr2 S H I A A Ptl Pr2 S s s H A A S s s s s s H A I A A A A A C D C 0 c c £ 345 243 405 263 243 225 78 195 345 173 453 305 293 305 225 145 105 135 83 375 243 215 355 223 195 520 405 353 375 333 303 233 225 195 195 195 195 193 185 185 83 83 88 83 355 145 78 105 383 263 253 215 83 78 165 235 105 365 233 205 205 225 245 303 203 255 520 425 353 343 323 303 243 235 Seatoun 4b 189 Sea View Seddon 1 3a 9 00 213 117 c" D Shannon 5o 344 02 153 145 150 174 1) D D C D Solway South Featherston South Wellington 3b 3b 7f 95 83 714 97 176 185 101 205 206 22 97 105 121 121 121 172 167 182 1.89 191 193 186 202 202 C C D C D D C c c c c c B c B C D B D C B Spring Creek 3a 53 io8 B Spring Grove Springlands 0 4b 8 187 81 143 155 181 C D D C Stephens Island Stokes Valley Tablelands Taita 1 1 1 3b 8 19 7 109 i78 E Takapu Tane Taratahi West Taueru Tauheranikau Tawa Flat Te Aro (463) and two side schools —Infants (195) and Mitchelltown (125) 1 1 1 2 1 2 7h 9 17 13 24 22 35 783 113 188 210 213 200 155 141 109 156 34 86 , 95 j 107 133 126 161 133 D D D D C E 1) C D C B D D I) C D C For exi ilanatory notes ace page i.

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Schools. Teachers. Name. a. rH fl a „2__ to O • ■n -*■*; «. S'SM S a a. «3 Name. so b, 2 fl .5 ° os 8 a to (6) (6_ fl © £ 5 (7) *o (8) (1) (3) W 'I'e Aro and two side schools — ctd. Rishworth, Myrtle R. (Mrs.) Stewart, Blanche P. (Mrs.) Halliwell, Charlotte L. L. Forsyth, Jessie M. Searrow, Gertrude V. Watson, Clara (Mrs.) Potter, Iris C. .. Godfrey, Irene I. White, Alvan W. Howe, Clement W. P. Agnes 11 arris, Margaret G. Clift, Charlotte M. Freeman, Jean F. Holelsworth, Vera M. Kraft, Ivy M. .. Watson, Margaret A. Black, Bertha Sellar, Jeannie E. Oswin, Mabel E. Kershaw, Lucy I). 182 191 195 197 202 200 206 209 210 A A A A A A A A A A Ptl Prl Prl ■Pr2 Pr2 Pr2 Pr2 H A H A B D C c B E C B C c £ | 205 195 195 195 195 185 185 185 175 185 83 113 83 78 78 78 78 353 223 323 223 Te Horn 100 185 113 181 B C B C 3a 07 Te Mania 3a 40 Te Oreore (sielo school to Lanselowne). 'I'e Rawa 'I'e Ron Terrace 1 0 7,\ 12 5 485 i'airie, Ethel M. Phi I potts, Olive M. Leslie, David E. White, Alfred T. Fogelberg, Norma E. Murphy, Arthur P. Sparrow, Eva T. Edwards, Ralph W. Van Staveren, Lena Gibson, Fanny Coady, Ellen Jacka, Elsie M. .. ... Glover, Nada M. Bragg, Nathaniel B. G Shotlander, Lionel Connell, Margaret C. Smith, Marion E. McLauchlin, Lillian Birkby, John S. D'H. .. Gibson, Mary A. R. Sutton, Henry Russell, Cecil'R. Philip, William H. Higgs, Gladys 15. Wake, Florence M. Parmer, Clarence C. H. Gibson, Francis Connor, Teresa M. Goulton, Clarice E. Fisk, Nellie Boyec, Margaret Marryatt, Ernest Bell,'Cecil R. .. Anderson, Athol M. St. G. Smith, Annabella P Caigou, Melba F. Morrison, Annie C. G. Brown, Jean D. Nicholls, Georgina E. Marryatt, Ernest R. Burns, William J. Ferguson, Samuel S. Battersby, Margaret N. .. Fletcher,' Mabel F. Richmond, Marietta D. .. Williamson, Alice R. Grant, Dorothy C. Haggo, Mabel D. (Mrs.) .. Campbell, Alice O'Leary, Cornelius N. Aroa, Lilian M. .. 32 81 109 103 122 151 131 162 152 196 199 S S H A I A A A A A A A A Prl Prl Pr2 Pr2 S S s s s H I A Pt2 H A Pr2 R S H A I A A A R R Pt2 Prl H I A A Prl Pr2 S s s s 15 C 15 C A B ■ 0 D E B B 105 75 520 435 343 343 323 283 273 225 215 195 195 118 118 108 108 60 155 155 305 170 375 243 205 113 303 233 78 105 90 415 355 263 263 253 195 145 105 83 88 395 263 225 195 83 78 263 235 245 120 TeWeka Te Whiti Tinline Valley Tinui Tiraumea .. Tokomaru 0 1 1 2 1 4a 4 17 14 20 12 127 136 D 99 175 213 c c D Tuamarina 3a 53 143 183 D D Tunakino Tuturumuri Upper Hutt 1 o 5c 16 6 376 65 130 147 142 165 225 C D C D C D Wadestown (69) and sielo school (79) C D 15 C -In 148 142 172 187 Waihakeke Waihoanga Waihoki Valley Waikakaho 2 2 1 0 26 21 10 7 171 19.3 176 C D D For ox] ilanatory notes see paste i.

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List of Public Schools, the Staff, etc.— continued. WELLINGTON—continued.

LXIV

Schools. J Teachers. « «? i § §> 45 2 w>2 d s h 2 bO G • H rH n • J2 ,to S l," ® S -2«w Name. £ S || Name. || | S S °| I O (1) (2) (3) (4) (5) (8) (7) (8) £ Waikanae .. .. .. 3a 75 Flaherty, Morgan D. ' .. .. 96 H Q 355 Brown, Hilda A. (Mrs.) .. .. 182 A I) 233 Parata, WaiUuha.ru .. .. .. Prl .. 83 Waikawa (side school to Picton). Waikawa Pa .. .. .. 2 35 Fraser, Christina A. .. .. 175 H C 253 Foley, Cecily .. .. .. .. R .. 135 Waingawa .. .. .. 2 29 Kelleher, Caroline H. .. .. 112 S 1) 313 Wainuiomata .. .. .. 2 18 Kerr, Arthur H. .. .. .. It . . 175 Waione .. .. .. 1 22 Wheatley, Agnes (Mrs.) .. .. .. S D 185 Wairau Bar .. .. .. ] 13 Hamilton, Jean A. .. .. 213 S D 225 Wairau Pa .. .. 1 6 Harford, Rita M. .. .. .. R .. 115 Wairau Valley .. .. .. 2 32 Mapp, Elsie M. .. .. .. 165 H I) 293 Coleman, Nancy A. .. .. .. Pr2 .. 78 Wairongomai .. ' .. .. I 14 Tolley, Enid M. .. .. 213 S C 195 Waitaria .. .. .. 0 6 Henderson, Isabella M. .. .. .. S . . 120 Wallaceville .. .. .. 1 12 Scholes, Olive I. (Mrs.) .. .. .. S 1) 215 Wangaehu .. .. .. 1 11 Jackson, Frances L. (Mrs.) .. .. R .. 145 Wantwood .. .. .. 2 19 Murray, Margaret P. (Mrs.) . . 94 g C 263 Ward .. .. .. 3a 69 Gubbins, George H. . . .. 204 H B 283 Armstrong, Violet M. (Mrs.) .. 194 A B 233 Waterfalls .. .. .. 0 6 Henderson, Eunice M. C... .. .. S .. 90 Whakataki (half time with Castlepoint). Wharenui .. .. .. 1 13 Brock, Charles L. .. .. 202 S B 195 Whareama .. ... .. 2 14 Sutton, Howard H. .. .. 90 8 B 285 Whareatea Bay .. .. 0 7 Burton, Patrick.. .. .. . • S .. 90 Whatamango .. .. .. 0 3 Boese, Mary • ■ • ■ .. • • S .. 45 Whiteman's Valley .. .. 1 13 Monkhouse, Grace J. . . .. 219 S T> 195 Woodbank .. .. .. 1 19 Green, William H. M. .. .. .. S .. 155 Worser Bay .. .. .. 4a 164 Webb, James S. .. .. 88 H C 395 Pinder, Constance M. .. .. 158 I C 253 Pigou, Agnes M. .. .. 180 A B 205 Butler, Daisy E. (Mrs.) .. .. .. R I) 145 Palmer. Eric L. .. .. Ptl .. 88 I NELSON. £ Anatimo .. .. .. 0 6 Taylor, Beatrice .. .. .. S .. 105 Appleby .. .. .. 2 29 Rogers, Marmad uke .. .. 1'16 S C 315 Arapito .. .. .. 1 17 Allen, Blanche I. (Mrs.) .. .. 172 S 1) 245 Awanui .. .. .. 0 4 Sloan, .Lucy C. .. .. .. .. S .. 60 Awaroa .. .. .. I 10 Green,Muriel .. .. .. .. S .. *155 Bainham .. .. .. 3a 38 Clayton, John C. .. .. 160 H D 295 Harford., Marjorie E. . . .. .. A .. 183 Harford, Claude M. .. .. .. (R) .. 105 Big River .. .. .. 0 3 Fairbrother, Sydney R. .. . . .. S .. 45 Birohfield .. . . .. 2 22 Dickson, Margaret M. . . . . R . . 185 Black's Point .. .. .. 3a 68 Ching, Harold L. .. .. 141 H C 355 Mori, Kate A. . . . . .. .. A .. 175 Kater, Joyce H. F. .. .. .. Pr2 .. 108 Blackwater Upper .. .. 2 22 Simpson, Arthur B. .. .. .. S .. 213 Brightwater .. .. .. 3a 81 Eyles, Robert E. ... . . I 14 H C 315 Cropp, Daisy E... .. , . 189 A C 233 Dodson, Kathleen M. .. . . Pr2 .. 108 Brooklyn .. .. .. 3a 76 Goodycr, John . . .. .. 134 H D 335 MofEatt, Joyce H. .. .. . . A Lie. 195 Shirtliif, Amy .. . . .. .. Prl .. 113 Burnett's Face . . .. 3a 72 Ralph, George H. . . .. 161 H B 295 Saunders, Mary C. . . .. .. A .. 173 Cape Foul wind.. .. .. 2 36 Vercoe, Eric .. .. .. S .. 215 Capleston .. .. .. 1 12 Roberts, Cyril J. . . .. .. S . . 175 Charleston .. .. .. 2 20 McCarthy, Annie W. . . .. .. S .. 223 Churchill .. .. .. 1 16 Clay, Douglas S. .. .. 216 S B 195 Clifton Terrace (Model) .. .. 2 37 Harlo, Margaret A. .. .. 176 S A 293 Collingwood .. .. .. 3a 37 McCarthy, Margaret .. .. 178 H C 278 Freeman, Hilda .. .. .. R ' 145 I'or explanatory notes see page i.

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List of Public Schools, the Staff, etc. — continued. NELSON—continued.

ix—E. 2.

LXV

Schools. Teachers. Name. S3 «< 8 2 lj . |S £ III Name. %$ 2 Hz a>a OH " to _____ (3) (4) (__ a o a. a o I *S £ "rt CO BeOS •3 (1) ._' 6 L (8) (7) Corbyvale Cronadun ('rushingtou Denniston Doveelale Fern Flat Eerntown Fox Hill Glengarry Glenhopo Glenroy Gordon Gowan Valley Granity (124) and side school (Hector) (63) 0 0 Ladbrooke, Olive 3a 36 Ellery, Henry V. .. .. 171 McDowell, Frank M. Butcher, Florence M. .. .. 204 0 4 Calder, Lily C. .. 3 ii 100 Smalley, Percy .. .. .. 154 Palmer, lsobel C. . . . . 205 Gibbons, Julia 2 25 Loveridge-, Raymond C. .. .. 193 1 II Jelley, Clara .. .. .. 210 I 10 I McNabb, Philip V. .. 225 3 a 47 i McGTashen, Ralph .. .. 128 | Cropp, Hazel G. V. .. .. 210 1 10 Ash, Frederick E. 1 18 Forbes, Norma J. 1 15 Woods, Hugh .. .. I Hi Ching, Maurice J. 1 9 | Drogemuller, Eileen 4b 187 Burgess, William H. .. 101 Henderson, Katie (.'. G. (Mrs.) Friend, Alice Kaye, Miriam A. Martin, James A. Scadden, Ailie M. Heslop, Mona M. E. Powell, Olive A. 1 17 Whelha.ni, Edna 4o 226 , Irwin, Robert .. . . . . 73 Baigcnt, Beatrice L. M. .. .. 128 Shirtliff, Kato W. .. .. 161 Manson, Lola M. .. .. 196 Me Rae-Fittall, Helen .. .. Louis, Violet D... Braeldock, IvaW. Taylor, Josephine 2 10 Ra'wstorn, Albert J. .. . . 190 2 24 Emms, Olive M. . . 201 0 3a 0 3 n 2 1 1 3a 1 1 1 1 1 4b s fl (R) A S fl A A S S s H A S S s R s H I R A A Pt2 Pr2 Pr2 R H I A A A Prl Prl Prl S s D c 0 c D c I) c c 0 I) £ 90 313 265 213 60 335 223 165 255 195 215 335 223 155 175 165 165 185 365 213 105 165 175 108 108 108 115 395 273 223 215 205 83 113 83 255 223 Lie. C Hamama Hampden Street 1 4o 17 226 C c D I) D Happy Valley Harakeke Hector (side school to Granity), Hillside Hiuekaka Hope 2 2 10 24 15 I) [nangahua Junction [nangahua Landing Kairuru Kaituna Karamea .. Katanga Kikiwa Kiwi .. Kongahu Koreke KerenLittle Grey Little Wanganui Longford Long Plain Lyeil Mahana Maitai Valley Mangles Valley.. Mapua Marahau Maruia Lower Matakitaki Mawheraiti Midmaruia Millcrton I 12 j Childe, Marjory (Mrs.) .. . . 217 1 12 I Dowgray, Andrew E. .. 216 3a 42 Fair, George 0. . . . . . . 103 Straek, Elspeth (Mrs.) 2 36 Wilson, Helen W. .. 200 1 19 Fittall, Edith J. 0 4 Wells, Elva 1 18 Co-win, Robert A. .. .. 234 3a 49 Burke, Richard J. J. .. .. 130 Connor, Elizabeth A. (Mrs.) .. 178 0 8 Bastin, Phyllis S. 0 9 Mead, Ruby L. .. 1 15 Crowo, Catherine M. 1 111 Button, William 1 8 Parkes, Gladyce M. (Mrs.) 2 22 Dale, Daniel S. .. 3a 50 Walsh, Elizabeth M. .. .. 133 Tindale, Grace .. .. .. 211 .1 18 Hilton, Stella F. 0 10 Bastin, Kathleen 2 30 Mason, Jessie M. (Mrs.) .. .. 184 0 7 Robertson, Margaret 2 26 Papps, Roland J. . . .. 222 0 6 Smith, Ella 0 9 McFarlane, Jessie 2 23 Palmer, Ethel R. . . . . 206 1 12 Kidson, Edward W. .. .. 215 0 9 Erskinc, Gladys. . 0 7 Brooks, Arthur W. 2 24 Dunn, Ellen 0 5 Ellison, May 4b 176 Gapper, Bernard B. .. .. 138 Morine, Leith M. . . . . 197 Preston, Lucille Mumm, Mary M. Thomson, Maisie E. Harden, Robert.. I 3a 2 1 0 I 3a 0 0 1 1 I 2 3a . 1 0 2 0 2 0 0 2 I 0 0 2 0 4b 1 12 12 42 30 19 4 18 49 8 9 15 10 8 22 50 18 10 30 7 26 6 9 23 12 9 7 24 5 176 I | s s H R s s s s H A S R S s R S IT A S s s s s s s s s s s s s II A I A Ptl Pr2 D C C c D 1) E 1) 1) D C 225 195 355 125 233 155 75 185 325 233 120 105 200 155 185 225 333 223 175 150 233 105 225 90 105 223 195 150 105 208 105 305 223 173 165 113 83 b hi o B Lie. E C - For explanatory notes see page 1. For c.v|

E.—2.

[Nelson,

List of Public Schools, the Staff, etc. — continued. NELSON — continued.

LXVI

Schools. Name, (l) Schools. co -l3 »*** • w rt rt co _ "cS Name. 2 Hz" o H (2) (3) (4) [" I I Teachers. CO* CM fS 2" O Q 3 to (__ i & '33 o Oh | a Bj o HI o (0) (7) (8__ Motueka District High School and side school (Whakarewa) — Primary (214), secondary (37), Whakarewa (27) Motupiko Motupipi Moutere Lower.. Moutere Upper. . Miirchison Nelson Boys and two side schools - Main (272), Brook Street (131), Tasman Street (188) Neudorf Ngatimoti Norris's Gully Okiwi Bay Onekaka Oparara Orinoco Owen Junction. . Owen Valley Pakawau Pangatotara Pariwhakaho Pigeon Valley Pikomanu Pokororo Progress Punakaiki Puponga Raliu Ran/.au Redwood's Valley Reefton District High School- - Primary (217), secondary (47) 5b 278 Banner, Oscar A. Bastin, Ida E. .. Wilkinson, Dan Raikes, Alice 0... Raikes. Margaret W. Fowler, Alma G. Rankin, Audrey Fowler, Robina M. Still, Sydney G... Desaunais, Leonie A. Cutforth, Leslie R. Hall, Walter J. .. 2 22 Boyes, Philip A. 3a 52 Ainswortb, Emma F. Whelham, Dorothy I. 3a 50 Snadden, George Ferrier, Sarah C. 3a 47 White, James .. • Prestidge, Marjorie R. 3n 75 Morris, Stuart F. Fairbanks, J. (Mrs.) Smith, Violet V. 7n 591 Gibbs, Frederick G. Boyes, Esmond E. C. Bannerman, Herbert I). Forster, Janet B. (Mrs.) .. Holdaway, Hubert R. Cameron, Sarah Gibbs, Betsy A. H. Palmer, Constance M. Espie, Marjorie J. Lublow, Alice G. O'Hara-Smith, Margaret .. Clifford, Maud M. Cheel, Eveline A. Douglas, Ethel Knapp, Marjorie Vercoe, Gordon E. Addison, Leslie W. Hughes, Viva R. Muncaster, Eric Palmer, Ruby 0. Knyvett, Edmunei H. Marshal], Nellie A. 2 25 Clay, Hilda D. .. 3a 39 Wills, Allan R. .. Burgess, Vera E. 0 5 Soholfleld, Mary E. 0 0 Stratford, Annie (Mrs.) .. 0 8 Scadden, Maria (Mrs.) 1 11 Lecher, Norman R. 1 18 Winter, Winifred 2 2.3 Craig, Georgina M. 0 6 ! McLean, Thelma 2 22 j Nightingale, Albert (!. 2 22 Kelly, William J. 1 13 Walkey, William F. 2 22 McCormack, Mary 1 15 Ford, Leslie 1 19 Smith, Edna M. J. I 9 Yates, Albert 1 11 Wylde, Harry E. 2 29 McEwan, Mary G. 0 6 Hart, Margaret K. 3a 38 Eves, Charles A. Bowie, Jean M. M. 1 12 Irwin, Annie M. E. 5a 264 Werry. Alfred E. McNabb, Robert L. Garth, Isabelle O. Moore, Euphcmia J. Scarlett, Margaret L. Williams, Martha Duncan, Margaret V. Henry, Lillias 09 141 192 183 197 186 198 197 222 116 208 107 206 109 202 162 198 210 1 101 113 i,59 130 141 145 '.'. 200 :: ! :: 209 162 218 188 208 218 193 167 ii 3 181 208 69 211 147 129 169 H I A A A A Ptl Prl Prl Pr2 1) I) S H A H A H A H A A H A A R A A A A R A A A A A I'd Pt2 Pt2 Pt2 Prl Prl Pr2 Pr2 S H A S S s s s s s s s s s s s s s s s H A s H A I A A Ptl Prl Prl c D C D 1) D £ 445 813 263 243 215 215 83 83 88 78 2 3a 3a 3a 3b 22 52 50 47 75 C c I) B C c c c D D D C A B B D C D I) B 223 343 223 355 223 345 223 313 223 195 520 405 385 165 313 283 263 235 145 185 185 175 195 170 113 83 83 78 88 113 83 78 223 315 213 75 105 120 155 185 273 105 223 223 165 253 175 175 135 165 283 90 325 233 205 405 243 283 273 225 83 83 83 7ii 591 0 D D C Neudorf Ngatimoti 2 3a 25 39 D 0 c Norris's Gully Okiwi Bay Onekaka Oparara Orinoco Owen Junction. . . . .. j Owen Valley Pakawau Pangatotara Pariwhakaho Pigeon Valley Pikomanu Pokororo Progress Punakaiki Puponga Raliu Ran/.au ■ . 0 0 o l l 2 0 2 2 1 2 1 1 I I 2 0 3a 5 0 8 11 .18 23 0 22 22 13 22 15 19 9 II 29 6 38 i) c c b b Redwood's Valley Reefton District High School—Primary (217), secondary (47) I 5 a 12 264 c c c c c E E D For explanatory notes see page 1. For ex

E.—2.

Nelson.]

List of Public Schools, the Staff, etc.—continued. NELSON— continued.

LXVII

Schools. Teachers. ' S «=> • ca rtco Name. _ £ eg 2 Hz O H (1) (_ (8) Reefton Distriot High School — continued Richmond .. . . .. 4o 200 Biwaka ., .. .. 4a 128 Rockvillc .. .. .. 3a 35 Rotokohu . . . . .. 1 18 Scddonvillo .. • • .. 3a 52 Sergeant's Hill .. .. 2 27 Shelbourne Street and side school 7a 453 (Haven Road) —Main (231), side school (222) 40 4a 3a 1 3a 2 7a gc§ Name. Hi H (8) (4) Kearns, Ivy Scott, Edith K. Hopkirk, Susan M. Saunders, Ada A. 200 Harrison, Robert Hill, Ethel I. .. Horner, Lilian Davies, Hilda V. Booth, Alice E. Evan, Clarissa Giblin, Allan N... 128 Street, Samuel W. Fowler, Lucy I. McKeo-Wright, David Buckeridge, Florence M. .. Ross, Ruth A. .. 35 Lewis, Allan Condell, Ada M. (Mrs.) . . 18 Levestam, Wilhelmina Z. 52 Beilby, George H. Wall,' Mary E. .. 27 Ryan, Maud E. 453 Douglas, Arthur Kidson, Kitty E. (Mrs.) . . Easdale, Mildred J. N. . . Wright, Julia C. Tuckey, Amy E. Wright, Gwendoline F. Christie, Florence B. (Mrs.) Turner, Zilla L. Redgrave, Katherine G. .. Hornsby, Harriet R. Pellew, Minnie Robertson, Cynthia .1. Sutton, Gladys M. McNamara, Alison N. Wix, Estella Johnston, Hilda M. 19 Rayner, Ruth 10 Tcbay, Ivan S. .. 40 Poole, William E. Huffam, Runa F. B. 22 Parkes, Kathleen E. 49 Me Adam, Charles C. O'Sullivan, Margaret M. .. 87 Trevalla, Arthur Cooke, Gertrude M. Bell, Myrtle A. M. 21 Satherley, Vernon 6 Newport, Thelma 30 Sileock, Harold F. S. 129 Sanders, Herbert B. S. Worley, Winnifred G. Griffin, Helen R. Taylor, Mamari A. L. 45 Page, May Fittall, Margaret 16 | NcCurdy, Ada 97 | Hiddleston, John F. C. . . Hiddleston, Frances M. . . Grooby, Constance M. Grooby, Mona C. Bruce, Violet M. Barclay, Margaret 14 Sadd, Vernon W. 37 Hogan, Catherine B. Crowe, Margaret J. 22 j Stade, Hilda H. 23 I McNab, Wallace R. 200 128 35 18 52 27 453 a "J a I b _ . 2 Si 2£" ■§ S S £ rt„s ■si - s 1 _ (5) (6) (7) (8) £ Prl .. 83 Pr2 .. 78 120 D B D 80 H C 405 151 I D 293 168 A D 253 175 A D 253 202 A C 205 .. Ptl .. 113 .. I Prl .. 88 83 j H C 395 193 I I) 243 A .. 165 .. | Pt2 .. 78 .. j Pr2 .. 108 161 I H C 295 215 I A D 223 S D 215 132 , H C 335 A Lie. 193 187 I S D 263 28 I H C 490 81 [ A B 435 122 ! I C 343 122 j A C 333 103 A C 253 147 | A E 293 134 : A D 233 194 | A D 195 201 A C 185 205 A C 185 Ptl .. 83 Pt2 .. 78 .. Pt2 .. 108 .. I Prl .. 83 Prl .. 83 Pr2 .'. 78 R .. 105 R .. 105 90 H C 355 208 A D 223 S Lie. 195 144 H C 325 A D 223 89 H D 376 155 A C 243 179 A C 215 190 S C 235 S .. 90 210 | S C 223 86 I H D 375 156 | A C 233 206 A C 205 Pt2 .. 78 113 H E 333 207 A 0 223 R .. 105 93 H C 375 186 A C 223 219 A D 205 Prl .. 83 181 D B 207 (R)D C S D 225 128 H C 313 A .. 173 213 | S 0 195 200 S I) 223 (Prov.)j Sherry River Six Mile Spring Grove I 1 3a 1 1 3a 19 10 40 Stanley Brook Stockton 1 3a 1 3a 22 49 Stoke 3b 3b 87 Summer lea Sunnyside Tadmor Tahunanui 2 J 2 3b 2 1 2 :'n 21 6 30 129 Takaka Central 3a 3a 45 Takaka East .. ■. . . i Takaka Lower District High School —Primary (83), secondary (14) 1 3d 1 3n 16 97 Takaka Upper .. .. Tapawera .. . . -. I 3a Tarakohe Tasman 1 2 Tophouse Tu! .. Tutaki Umere Uruwhenua .. .. .. i 0 2 1 1 1 4 Huddleston, Mary 0. 20 i Sadler, Andrew 13 Barker, Caroline A. 15 I Curtin, Annie C. 17 | Scott, Vera L. .. S .. 120 200 S C 243 S .. 155 S .. 155 219 S D 225 For explanatory notes see page i.

E.—2.

j Nelson.

List of Public Schools, the Staff, etc. — continued. NELSON—continued.

LXVIII

Schools. Teachers. Name. TO 2 ra CO to *"■? co co r% ** ' 2t0C1 ci oi a ci TO > CO rH 2 H'S a h (2) (3) Name. co _„os flrH ■3 m" 22 5 y (5) o _ o a p H CI s £ (7) o [8)_ _ (1) . (2) (4) (6) Wai-iti Waimanga-roa .. Waimca West .. Wairangi Wairoa Gorge .. Waitahu Waiuta Wakefield Lower Wangapeka Westport 2 3a 2 0 1 1 3a 3b 0 7n 34 Chipperiield, Emily (Mrs.) 59 Shedden, Samuel C. McNamara, Annie E. 25 Whiteside, Brian S. 2 Hunt, Clara 13 Smith, Constance I. S. 11 Rivers, Ethel M. 75 Ching, Leonard C. ! Sigley, Zena Sigley, Freda 97 Coleman, Bernard F. P. .. Hagen, Norah M. Ellis, Flora M. .. 7 j Douglas, Helen 630 ' Harkness, James IT. Hayes, Francis S. Hill, Jessie A. .. Wills, Edgar J. . . Moore, Doris Finellay, Elspeth A. Bettjeman, Alma Bayfield, Georgina I). M. Seaton, Rose C. Larsen, Mary L. Graddoeik, Margaret I). E. Laurensen, WiUiamina Doyle, Norah B. Green, Mary M. Griffiths, Elsie Ralph, Amy F. Todd, Vladimir Moss, Mary H. .. Stevens, Corneliae j Ward, Lillias A. .. ' 126 142 204 210 102 99 104 13 135 99 154 149 156 153 183 .. j 1.73 .. i 215 .. , 203 . . i 202 . . I .. .. j .. . . i S H A S s s s H A A H A A S H A I A A A ' A A A A R A A Ptl Pt2 Pt2 Pt2 Pr2 Pr2 Pr2 £ 1) 313 D 335 183 I) 223 45 C ! 205 Lie. 195 I) 315 183 155 B | 375 1) j 243 D 195 105 15 ; 570 C , 405 C | 353 I) | 365 15 ! 303 I) 283 C 263 I) 215 C 205 C 175 105 C 185 C 175 83 78 108 78 108 78 108 I Whakarewa (side school to Motueka District High School). Whangamoa Whangarae Woodstock 0 1 1 I 0 1 1 3 Riddell, Jessie 9 Simpson, Clara E. (Mrs.) .. 15 Papps, Ruth F. S S s 60 155 I) 235 CANTERBURY. Adair Addingtou 1 7f 15 Byrne, Frances J. 726 Clarke, Robert B. Kenneely, Hans Thomson, Jane H. Walker, Robert Beck, Elizabeth Bowden, Bessie E. Wilson, Wilfred Dowd, Patrick J. Harris, Rosa A. Griffin, Annie M. Petrie, Frances J. Braisher, Doris E. T. Burr, Joyce H. .. Haberneld, Dulcie M. MePherson, Olive L. Wright, Caroline L. Blake, Martha A. M. Edward, Alfred in. Gourlay, Leonard A. Willoughby, Ian M. Spillar, Mavis Weallens, Ronald Hooker, Olive M. 28 75 98 148 108 111 180 158 194 203 205 200 197 206 217 S H A I A A A (R) A A R A A A A A A A Ptl Pt2 Pt2 Prl Prl Pr2 B C D D D D I) C C C C c 15 c D 0 & 185 520 435 353 365 343 303 193 275 235 180 195 185 185 195 195 .185 175 88 83 83 83 88 78 i For exi F For explanatory notes see page i.

Canterbury.!

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List of Public Schools, the Staff, etc .— continued. CANTERBURY—continued.

LXIX

Schools. | Teachers. „ CO a 2? <t> <M 5 § 43 « 602 fl !§ h S 5 9 o ® a Name. «f J>|® Name. gj | | 8 <1£ °| | -3 (1) (2) (3) (4) (5) (6) (7) (8) £ A!; a lira .. .. .. 3a 40 Hargreaves, Alice M. .. .. j 147 H I) 303 James, Catherine .. . ■ .. R . . 105 Akaroa District High School —Pri- 4a 146 Hall, Charles .. . . . . 69 H C 405 mary (131), secondary (15) Prince, Dorothy I. .. ..188 I C 233 Petrie, Edith S. .. . . j 208 A C 195 Innes, Hazel .. .. .... Prl .. 83 Donnelly, Thomas B. J. .. .. . 200 R(D) B Albury .. .. 3a 66 Dick, David .. .. 123 H D 345 McLean, Vera G. .. . . 183 A C 223 Alford Forest .. .. .. 2 33 Stewart, Catherine (Mrs.) 166 S 1) 293 Allandale .. . . . . 1 19 Sneddon, Jessie R. .. S .. 200 Allenton .. .. . . 4o 221 Partridge, Ernest .. 76 H A 385 Ford, Ralph J. .. .. . . 200 j A C 243 Thexton, Elizabeth .. .. 135 j I D 253 Galbraith, Lancelot B. .. 205 j A C 203 Buchanan, Eva E. W. . . . . 200 A C 215 Breach, Dorothy A. . . 219 A C 175 Humphreys, Edna M. .. .. .. Pr2 .. 78 Amberley .. .. . . 3n 92 Jackson, Joseph . . 103 H C 375 Stanton, Edith E. F. . . .. 167 A E 243 Laurenson, Ethel R. . . .. 207 j A C 205 Hadler, Norman J. . . .. .. 1 >r2 .. 83 Anama .. .. .. 2 24 Hookway, Harold F. . . . . 200 S C 233 Annat .. .. . . 3a 39 Barr, Alexander C. .. . . 163 H C 305 McMcekan, Lilian E. A. .. .A .. 183 Arahura Road .. .. 3a 47 Maloney, John W. .. 131 H D 335 Jones, Cecilia M. . . .. .. A j 183 Aranui .. .. . . J 4a 133 Smith, James E. R. . . . . 71 H C 385 Jones, Violet M. . . 151 I D 253 Ironside, Emily M. (Mrs.) . . 195 A D 255 McDonald, Annie E. . . .. . . Ptl .. 83 Iggo, Alfred C. .. . . .. .. Pr2 .. 83 Pennall, Martha A. J. . . . . .. Pr2 . . 78 Aratika .. .. .. 1 18 Rooney, Josephine .. .. 195 S D 253 Arthur's Pass . . . . . . 2 22 Wilson, John F. . . . . 136 S D 306 Arundel .. .. . . 2 29 Dearsley, Rosina L. . . .. 172 S C 273 Ash burton .. .. . . 7 a 450 Trwin, Samuel J. . . . . 49 H A 480 Silcock, Frederick A. . . 100 A C 415 Menzies, Catherine . . . . 94 I C 343 Dalley, Edward R. .. .. 142 A C 345 Swap, Josephine A. . . . . 138 A C 303 Gray, Louie .. . . . . 158 A C 243 Somerset, Miriam J. B. . . . . 212 A C 195 Bolton, Elizabeth C. (Mrs.) . . 216 A D 225 Undrill, Lauris R. .. .. A D 175 Eden, Marjorie .. .. .. .. Ptl .. 113 McClurg, Phyllis A. .. . . Ptl . . 83 Sewell, Oliver D. W. .. Ptl .. 118 Stevenson, Annie C. . . .. Prl . . 83 Miller, Margaret H. . . .. Prl .. 83 Cowan, Ngaire F. .. .. ; . Pr2 .. 78 Percy, Norma J. .. Pr2 .. 78 Ashburton East .. .. 5i> 407 Watson, Harold C. N. 61 H B 445 Chapman, Henry J. . . 105 A D 385 Fawcett, Lucy .. Ill I D 303 Marshall, Lionel A. . . 196 A D 285 Lawry, Bertha M. 155 A C 225 Cowan, Thelma M. . . . . 205 A I C 205 Kerr, Florence M. 208 A | C 185 Lee, Mildred C. .. . . 219 A ! C 175 Beck, Ethel M. .. .. Ptl 113 Bell, Elizabeth .. .. Ptl I 83 McLeman, Mary R. . . .. Prl .. 83 Scott, Eileen T. . . . . Prl .. 113 Crammond, Jessie . . . . Prl .. 83 Dennehy, Margaret P. .. .. Pr2 r. 78 Ashburton Forks . . . . I 17 Moffitt, Eliza H. T. . . . 229 S D 195 Ashley .. . . .. 3a 46 Williams, Owen W. . . 124 H C I 343 Steel, Vera E. .. . . 199 A D 233 Ashley Gorge . . • . . . 1 17 Kerr, Catherine A. (Mrs.) 110 S ' D t 255 Ashton . . . . . . 1 14 Sanders, Annie R. . . . . S I) 185 Ashwiek Flat . . .. .. 1 13 Symes, Grace M. (Mrs.) .. 200 S D 235 Ataahua . . . . .. I j 23 Todd, Winifred J. . . . . S .. 185 Avooa .. .. .. 1 | 13 Chapman, Julia H. . . .. R j 155 Awatuna .. .. .. 1 I 13 Hogan, Mary .. .. .. S j 200 For explanatory notes see page i.

[Canterbury

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LXX

Schools. Teachers. Name. CO C-l CI CO to rt r, o ml' *k>!"" . rt ™co Peg HZ" H Name. (4) CO* H __ H •5 tr" ffl ci _£ o a I to (5) d .2 "3 o 0h "S 3 c3CO _■■> la moi •a (3*3 rt '3 0 (7) (81 (1) (2) (3) Aylesbury Balcairn Ban-Hill Barry's Bay Barrytown Baxter's Mill Beckenham 2 3a 1 2 1 0 So 28 46 14 29 13 8 364 Bradley, Elizabeth (Mrs.) McGallan, Thomas G. Russell, Agnes M. O'Connor, Margaret H. .. Banks, Ann E. Ryall, Jane Butler, Ethel D. Irwin, Major G. Gurnsey, Frederick W. Buelden, Amy H. Sparrow, Harry Foster, Sylvia M. Buckhurst, Irene M. Foster, Rhoda L. I 132 100 191 181 60 133 129 188 148 160 181 (Prov.) S D R C A D R S D S Lie. S H B A B I D A D A C A C A C £ 305 365 233 135 253 195 135 425 355 293 295 263 225 185 Belfast Main (116) and side school (90) 206 Moore, Eula LB. Werren, Herbert H. McKendry, Helen M. Moore, Frederic W. Saunders, Herbert A. Morgan, Gladys R. Eggleton, Ada L. Stark, Jessie Butcher, Veda G. Spencer, Margaret H. Pierr, Leslie B. .. Forbes, Leslie Simpson, Harriet A. (Mrs.) Long, Mary (Mrs.) Stirling, William Watt, Margaret R. M. Stubbs, Edith A. Mason, Florrie (Mrs.) Muir, Frances E. Glasson, Agnes V. Daly, Doreen 78 197 160 145 205 211 176 117 203 176 A C Ptl Pr2 fl A A C A C R ! D A ! 0 A I) Prl Pr2 S s S I) H D I C A D R Prl Prl Pr2 175 88 78 405 243 225 223 195 185 83 83 190 105 225 375 205 233 145 83 83 78 4o Belfieid Bell Hill Birdling's Flat . . ... Blackball 1 0 1 In 15 11 14 183 • Blakefovvn (side school to Greymouth). Blueoliffs Bluespur Boddytown Broaclfield Bromley 1 1 0 2 3b 15 154 8 32 109 Chisholm, Annabella Pointon, Eleanor J. Larcombe, Violet L. Eagan, Victoria H. W. .. Pole, Thomas L. P. Gilmour, Lily Cross, Ada M. .. McCallum, Allan Hastings, Nellie Probble, Stanley G. Fahey, Honora Walker, Minnie Wright, Emily H. A. Bradstock, Leonard 15. Kenna, Mona R. Livingstone, Ethel M. Carleton, Reginald J. Simpson, Myrtle M. Berg, Ivy Smeaton, Lucy E. (Mrs.) .. Delaney, Ellon. Smeaton, Nancy Amyes, Mary 0. G. 'lizard, Annie T. Roberts, William J. Pavitt, Norman W. Newnham, Eliza (Mrs.) . . Rydings, Evalina E. Wilson, Frank R. Stanley, Ernest J. Walter, Ngaio A. Foster, Kate MO'Connor, Mary.. Newell, Lucy K. Knight, Mary (Mrs.) Stubberfleld, Maude ilanatory notes see page 1. 201 118 97 154 153 150 198 172 222 153 78 150 157 111 190 1.30 177 74 92 171 215 132 178 178 201 S S D S s c H D A D A D H D A D S C s S D S D H C I D A D Pt2 Prl Pr2 H ' G A D Pr2 S C* S Lie'. S D H I) 1 I) A C A C Ptl Pr2 H D A C i; s D s I) 200 205 120 313 375 253 235 325 233 253 185 195 303 385 253 225 83 83 78 345 233 78 255 195 245 405 273 225 175 88 78 333 243 105 283 105 3a 46 118 97 154 153 150 198 172 C I) I) I) I) I) c Brooksidc Broomtiehi Bruce Bay Burke's Pass Burnham Burwooel 2 1 1 2 4a 24 13 13 30 137 222 153 78 150 157 I) I) c - D I) (lameron's iii 190 0 I) 3a 54 Cannington Carew Carleton (lashmere 2 1 2 4a 25 23 26 150 136 177 74 92 171 215 C ' Lie. I) I) I) C c Cave .. 3a 40 132 178 i> c ('hainberlain Charing Cross Charwell Forks. . . . ■ 1 2 1 15 18 7 178 D For ex]

Canterbury.]

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List of Public Schools, the Staff, etc. — continued. CANTERBURY— continued.

LXXI

Schools. Teaohen i. Name. '(1) CO IM A rt E o ___ ■mS • m ,2 CO US Name. 1 CO rl <M § b0 2 a* = r5 3 . .2 1 -S «co -d i. Z to _ -= oi 22 '§ | IIS =>g 8 s b to » (5) , (8) (7) 18) _ (8) Chert sey Chorlton Christchureh East Christchurch West—Primary (008), secondary (21.4) 3a .. ! i .. i 7u 7j. 40 11 863 822 Leamy, Agnes W. Stewart, Pearl E. Dallard, Dorene G. Wake, Hugh G. Lawn, George Gilmour, Ruth Blain, Thomas Sfirensen, Marion J. Hay man, Frank IT. Watson, Mary H. C. O'Donnell, Aileen Macalister, Annie (Mrs.) .. O'SuIlivan, Mary Clague, Edith E. M. Tabraham, Minnie (Mrs.) Pennal, Mary E. Salvensen, Muriel V. (Mrs.) Napier, Helen E. Curran, Mary E. Parson, Edna E. Mills, Eileen 0. .. Hendren, Augustine L. .. Lloyd, Ita Breward, Alfred Brown, Hector G. .. Quartermain, Kathleen V. Waller, Francis D. Parry, John G. .. Ritchie, Eliza J. Hunnibell, Arthur Hardey, Mary I. Jaekman, Clarence V. Best, Tsabel W. Kininmonth, Flora E. Cowley, Hilda M. Burnett, Rhoda E. (Mrs.) Burley, Renee M. A. Barr, Gladys E. Glover, Beatrice G. E. (Mrs.) Ives, Nancy K. .. Sinclair, Huia I. Hayward, Edna R. Bradley, Amor E. P. Cowan, Kathleen Godfrey, Ida F.. . Smee, Mary E. . . Allard, Charles VV. Barrel!, Arthur E. Mayne, Arthur J. Finlayson, Annie C. Broadhead, Ellen Reese, Marion Marriott. Gladys E. Cuming, Samuel R. McKenzie, Gordon M. Cartwright, Walter H. Storey. Ernestine I. L. McFedries, Esther D. E. (Mrs.) Marlow, Thomas Brewins, Kate E. Barrett, Henry R. O'Brian, Agnes C. S. R. . . Dunn, Olive Farnell, Daisy A. (Mrs.) .. Greaney, Theresa James, Elizabeth James, Margaret McSherry, Borgia Gourlay, Allan R. Webb, Florence L. (Mrs.) Dobson, Beatrice H. Wood, Ellis J. .. Leversedgo, Edith M. Leversedge, Alice McLaughlin, Vera £ 125 H C 343 183 A C 223 209 i S C 195 20 II B 520 91 A C 405 87 I 1) 343 95 A A 385 1.20 A I) 313 183 A C 243 163 A D 225 1.85 A 1) I 215 192 A I) 195 198 A C 195 190 A 15 195 R .. 175 187 A C 195 219 R 1) 155 192 A B 1.95 215 R C 140 202 A C 185 217 A C 175 Ptl .. 118 Pt2 .. 78 Pt2 .. 83 Prl .. 88 Pr2 .. 78 12 H B 520 99 A. C 405 94 I G 353 112 A D 375 109 A 15 333 158 A G 315 118 A B 273 155 A G 225 177 A I) 205 199 A C 195 168 A C 205 A I) 1.05 190 A D 195 Pt2 .. 78 Pt2 .. 83 Prl .. 83 Prl . . 118 Prl .. 113 Pr2 .. 108 Pr2 .. 78 71 D B 85 D A 97 D B 100 I) A 210 (R)D 0 104 D B 125 I) 15 179 1) B 194 D C 140 H G 315 210 A (1 223 143 S C 273 113 H D 315 205 A C 223 97 fl D 395 118 I I) 303 162 A I) 253 148 R 15 185 184 A C 215 A .. 135 Prl .. 83 Pr2 .. 78 212 S C 195 157 S E 293 156 S C 245 207 S C 195 94 H 1) 353 R .. 145 Prl I .. 83 Clandeboye 3a 73 Claremont Clarkville 2 3a 23 55 Gobelen 4c 219 Coldstream Cooper's Creek .. Courtenay Cricklewooel Culverden 1 2 1 1 3a 14 24 14 13 53 For ex] ilanatory notes see page i.

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List of Public Schools, the Staff, etc .— continued. CANTERBURY— continued.

LXXII

Schools. I Teachers. i if if i i s. Name. «' Name. |jg | .1 £$% | *«« ®1 1 o (1) (2) (a) (*) (5) (6) (7) (8) . . . II £ Oust .. .. .. .. i 3b 81 Mackenzie, John (i) .. .. j 126 | H C 365 Walker, Annie E. E. . . .. j 177 I A C 243 Rowe, Eva M. .. .. .. 219 A I) 20. r > Scott, Hannah P. .. .. 1 .. Pr2 .. 108 Darfiekl . . . . 3a 37 Williams, Albert (}. .. 171 K C 293 Rinaldi, Lilias B. .. ..I 204 A C 213 Dobson .. . . . . 1 18 Creagh, Eileen .. . . . . 193 S B 235 Domett .. .. .. 2 19 Keys-Wells, Arthur P. .. .. .. S O 305 Doric.. .. .. .. 1 17 Ballantyne, Barbara .. 212 S G 215 Douglas .. . . . . 2 31 Rawstorn, Myrtle A. .. . . 200 S C 253 Doyleston .. .. .. 3a 75 Mottram, Francis .). .. .. 90 H B 355 Reece, Ella M. . . .. .. 186 A 0 233 Dromore .. .. .. 1 22 Buehler, Sara J. (Mrs.) .. .. 183 S D 235 Dunganville (10), and Marsden (6) 1 10 Noreross, Mary (Mrs.) .. .. .. S . .. 248 Dunsandel .. .. .. 3a 70 Smith, Frederick (i) .. .. 94 H B 355 Aylmer, Dorothy .. .. 167 A | C 243 Duvauchelles Bay .. . ■ 2 31 Rinaldi, Mary I). . . . . 184 S C! 253 Ealing .. .. .. 3a 42 Knox, Eliza .. . . .. 125 H C 313 McCallum, Agnes M. . . .. 1 A .. 173 Eiffleton .. .. .. 3a 40 Shrimpton, Kenneth G. .1. 180 H C 283 Symonds, Rita T. .. .. 211 j A 0 j 223 Elgin .. . . . . .. 1 15 Miller, Ella J. .. R .. , 105 Ellesmere .. . . .. 3a 38 Doubleday, William H. .. .. 104 | H D 293 Steinmetze, Doris I. . . . . 212 A C I 223 Elmwood .. .. .. 7n 575 Sinclair, John R. . . . . 28 H C 520 Baird, Samuel .. . . . . 79 A D 435 Barron, Isabella E. .. . . 103 I G 353 North, Robert H. .. Ill A C 375 Commer, Edith R. . . . . 109 A D 333 Hodson, Mabel E. . . .. I 112 ! A D 303 Lockwood, Mabel F. . . .. 129 A C 273 Seyb, Philip S. .. . . . . 200 A B 205 McCullough, Dorothy L. .. .. 163 A C 205 Foster, Eileen M. .. ... 182 R C 165 Whitcombe, Edna M. . . .. 164 A C 205 McNab, Jeanie C. .. .. 198 A C 195 Thomson, Alice M. .. .. .. A J 135 Boleyn, Isabel M. .. .. .. Ptl .. 113 Bryden, William .. .. .. Pt2 ' .. 113 Stevenson, Gertrude I. . . .. Prl .. 83 Free, Moyra A. .. .. .. .. Pr2 .. 78 Esk Valley .. .. .. 1 18 Hewson, Kathleen W. .. .. 211 S 0 195 Eyreton .. . . .. 2 22 Evans, William .. . . . . .. R .. 235 Eyreton West .. .. .. 3a 52 Owen, Llewellyn .. . . 121 H ; D 345 Larsen, Ebba R. .. 192 A C 233 Fairlie District High School —Pri- 4o 236 Wilson, James R. .. . . 62 H B 405 mary (208), secondary (28) Berry, Osborne V .. .. 209 A ■ C 243 Wills, Mary . . .. .. 135 I I D 263 Cruickshank, Sara M. .. .. 184 A , 0 233 Rowe, Mary E. .. .. .. 219 A ! 0 205 Satterthwaite, Gertrude M. . . 220 A i D 175 O'Sullivan, Constance . . .. .. Prl ! .. 113 Annan, Agnes M. . . .. Pr2 j .. 78 Wills, Kathleen P. . . . . 108 D j B Fairton .. . . .. 3a 66 Marriott, William G. .. . . 108 H i D 355 Line, Emily M. .. .. .. .. A .. 183 Fail-view .. . . . . 3a 47 Maxwell, James E. . . . . 141 H C 325 Gardner, Winney .. . . 182 A C 233 Fendalton .. .. .. 4b 202 Blank, Albert R. . . . . 71 H C 405 Anderson, Rosalina . . .. 145 I D 263 Colthart, James.. .. .. 160 A D 295 Prebble, Jane W. .. . . 167 A C 225 Baxter, Annie L. .. .. 217 A C 175 Glubb, Eileen E. .. . . .. Pt2 j 78 Burns, Grace .. . . Prl I 83 Walker, Doris M. . . . . .. Prl . . 83 Herd, Naomi M. .. .. .. Pr2 J .. 78 Fernside .. .. . . 3a 53 Rainey, Robert J. .. .. 120 H j C 345 Hodgson, Barbara A. 194 A 1 C 233 Flemington .. .. .. 1 15 Harries, Eunice A. K. .. 199 S C 225 Four Peaks .. .. . . 1 7 Brown, Catherine I.. .. .. .. R 145 Fyvie .. . . . . 0 9 Good, Dora .. . . .. Si.. 135 Gapes Valley .. .. .. 2 19 Kearon, Anna M. .. .. 136 S | D 303 Gebbie's Valley . . .. 2 17 McKeage, Stewart G. .. . . 225 S | D , 233 For explanatory notes see page i.

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List of Public Schools, the Staff, etc. —continued. CANTERBURY— continued.

X—E. 2.

LXXIII

Schools. Teachers. rt «co Name. tf g £g g HZ" O H (1) - (2) (HI ., o *1 &= BfS rt _ co ,S gf 8 Name. |_ HZ o a H 3 to (S) (4) (5) i p "Si O Ch d o I « sa'co 'o (I'D (") v8) Geraldine District High School-— 60 330 Primary (282), seoondary (54) Glenavy .. .. .. 2 36 Gleniti . .. .. .. 3u 95 Glen Kowhai .. .. .. ! I 14 Glenroy .. .. .. I 15 Glentunnel .. .. . . 3a 70 Goldsborough .. .. .. | I 19 Governor's Bay .. .. ! 2 j 22 Grange Road .. .. . . 1 13 Gray's Corner .. .. .. j I 10 Greendalo .. . . .. 2 37 Greenpark .. .. .. 3a 60 Greenstreet .. .. .. 2 24 Grohan Valley . . .. .. 0 9 Greta Valley .. . . .. I 12 Greymouth (538) and side seheio! 7n 631 (Blaketown) (93) 330 Piper, Frank .. .. .. 60 Hughes, Alice M. .. .. 100 Steele, Elizabeth .. .. 141 Hammond, Herbert F. S. . . 198 Manson, Nedby M. .. .. 154 Martin, Rita E. .. .. 203 Chamberlain, Charles P. . . Hayes, Edward Brown, Hugh Anderson, Flora A. J. Farnie, Dorothy C. .. . . 98 Farnie, Winifred C. 30 Dawber, Bruce K. .. 203 95 Winnington, Edward .. . . 101 Beck, Constance A. .. . . 180 Hume, Helen M. .. .. 188 Newton, Hedvig Mathieson, Elsie E. .. .... 14 Goodwin, Margaret S. (Mrs.) 15 McPherson, William R. .. 70 Hartstonge, Daniel . . 122 Rydings, Beatrice M. .. .. 205 19 Schwebe, Annie E. .. 198 22 Newstead, Louisa (Mrs.) . . .. 130 13 Mounsey, Emily E. 10 Sparrow, Elizabeth S. A. 37 Sloane, Jessie S. M. .. . . 176 00 Williamson, Ernest A. .. .. 112 Costello, Rose A. 24 Donald, Eliza N. (Mrs.) .. .. 132 9 , Hayward, Eva G. . . .. 12 I Kealy, Catherine 631 Allison, Herbert H. .. '.. 47 Hunnibell, Frederick W. .. 55 Skoglund, Wilhelmina C. . 89 Dunn, Minnie .. .. .. 121 Moore, Ellen .. 119 Black, Henry W. R. .. .. 206 Williams, Louisa .. .. 161 Wise, Agnes M. A. (Mrs.) .. 175 Bignell, Rose .. . . .. 183 Cornwall, Annie E .P. .. 197 Hopkins, Olive M. M. .. .. 208 Anderson, Jane M. (Mrs.) Wylie, Alicia Donnellan, Honorab Pamment, Constance Coumbe, Alfred Carr, Donald A... Tindall, Hannah Boustridge, Doris A. McDonald, John D. Me Knight, Christina 4 I Cron, Ivy 21 Walker, David A. S. .. .. 131 21 Kane, Elizabeth M. .. .. 217 23 ; Stewart, William L. .. 208 82 Whitelaw, George .. .. 107 Ingley, Mary (Mrs.) .. . . 189 45 Maguiness, Stanley M. .. .. ' 137 Sfraehan, Dorothea B. T. .. 176 31 Kippenberger, Karl 30 Mcllwraith. Elizabeth M. (Mrs.) .. 165 Collins, Elizabeth K. .. .... 129 ! Morgan, Richard W. .. 107 Garmson, Jane E. .. .. 177 Church, Lilian F. .. .. 197 Ryall, Margaret M. Worthington, Mary E. F. 26 ] Storland, Jessie E. 23 Stewart, Tsobel E. .. . . 210 25 Roscoe, Frances S. .. . . 161 36 96 11 I A A A A A Pt2 Pr2 Pr2 D D S H A A Prl Pr2 R S II A S s R R S H A S s R •fl R I A A A A A A A A R A A Ptl Ptl Pt2 Prl Prl Prl Pi-2 SS s s H A H A S H A II 1 A Ptl Pr2 S s s D C D B I) C B A C 1) D C C c c B c 6' B D c D D C D C D D D C C D £ 435 343 283 243 305 205 135 83 113 78 223 375 233 215 83 78 185 165 345 223 215 303 145 105 253 345 183 255 120 145 560 355 353 333 333 243 253 265 195 195 185 193 160 145 113 88 83 83 83 88 78 60 255 205 233 355 233 325 243 265 293 173 365 233 205 113 78 233 205 243 i> Haast Hakataramea .. Hakataramea Valley Halkett Halswell 0 1 1 2 3a c c c c E c c c D Hanmer Springs *{A Hannaton Hapuku 2 3a Harewooel 4a c c c Harihari Hatters Hazelburn 2 1 2 B D C for explanatory notes see page I,

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List of Public Schools, the Staff, etc. — continued. CANTERBURY— continued.

LXXIV

Schools. Teachers. CO Ol Ol Name. ,§ 2 o (1) __. _ co CDCC . n rt co ffg Hz" H (3) Name. (4) CO* _ I. I i s£« 22 g 1 M»S S I S 1 *s I o (6) (6) (7) (8) I ! Heathoote Valley 4a 121 O'Flynn, Francis E. .. • French, Olive A. .. .. I Wenmouth, Ellen E. .. .. j Hunter, Elsie Lilburne, Courtenay M. .. Karnbach, Pearl Campbell, John (iv) Merry, May A. .. Sheldon, Jamos C, Maxwell, Dorothy Cook, John Percy, Edna M. Irvine, Thomas .. . . . . i Beck, Wilfred D. Wilson, Mary E. . . Secbeck, Albert Wallace, Isabella E. Dale, Margaret (Mrs.) Bruce, Mary Wilson, Marjorie E. Ferguson, Maud.. Fox, Coral Dale, Edna Aitken, Alexander B. Heenan, Myra Niven, James Mayne, Helga M. I'arham, Bayard Ail ken, Isobel M. Miller, Amy E. .. Holmes, Ralph K. McDowell, Jessie P. Kidd, Janet O. .. Henry, James A. Kennedy, Daniel H. Lockwood, Helena McKenzie, Isabella Al. Beattie, Helen A. Conway, Walter II. Charles, Gwladys T. Wishart, Allen E. Pratt, William S. Eldridge, Tui G. Wright, Merle M. Coleman, Frederick W. .. Beggs, Ann M. .. Ritchie, Annie Phelan, Kate R. (Mrs.) Brougham, Amelia G. Montgomery, Jessie 1). (Mrs.) (iotton, George W. Campbell, Vera C. Eggelton, Thomas E. Webster, Pamela T. Moore, Mary E. Flint, Dorothy H. Morland, Thomas A. Jackson, Samuel Lace, Bessie Judson, Charles G. Lynsky, Agnes A. Smith, Frances W. Collins, Margaret M. McDougall, Iris K. Hoskin, Minnie W. Robinson, George F. Green, Arthur G. Lunn, Harry 'Todd, Emma (Mrs.) Kelly, Norah E. Wilson, Ernest Home, Agnes M. Warner, Frederick S. H. . . Stanlake, Marie A. Simcoek, Violet F. I £ 75 H C 405 154 I C 243 157 A C 225 Ptl .. 83 Pr2 .. 83 S .. 75 124 H I) 345 A .. 173 138 H E 335 177 A C 243 99 H D 355 205 A D 223 53 II A 435 196 A 15 283 219 I C 313 211 A I) 263 153 A C 263 185 A E 215 212 A I) 185 219 A C 175 Ptl .. 113 Prl . . 83 Prl .. 83 Pr2 .. 83 Pr2 .. 78 101 D A 119 I) C (II) I) 208 D 15 I! . . 120 153 H 0 325 A .. 183 212 S 0 195 74 H 15 405 200 A C 243 138 I C 263 147 A I) 243 184 A C 215 210 A B 175 Pr2 .. 108 I'r2 . . 83 111 H 15 335 208 A C 213 Prl .. 78 182 R I) 283 185 A 0 233 S .. 233 212 S I) 225 213 S C 215 S D 195 109 S C 295 S . . 1.85 117 II I) 325 191 A 15 223 188 S (' 243 R .. 105 67 H A 405 133 A D 365 125 I C 303 175 A 0 273 147 A D ; 263 200 A C ' 215 212 A D 185 218 A C 175 Ptl .. 83 Pt2 .. 113 Prl .. 88 Prl .. 118 S .. 185 142 S I) 293 148 H D 335 218 A C 223 87 H C ' 375 183 1 C 243 231 A D 195 I Hende's Ferry Highbank 0 3a 5 49 Hilton 3a 39 Hinds.. 3 A 54 Hokitika District High SchoolPrimary (323), secondary (63) 5„ 386 101 119 208 Homebush Hook 1 3 a 9 45 9 45 153 Hook Bush Hornby 1 4o 8 242 8 242 212 74 200 138 147 184 210 Hororata .. .. 3a 67 07 111 208 B C Horsley Downs 3 a 44 44 182 185 I) 0 Humphrey's Hunter Huntingdon Hurunui Ikawai Inchbonnie Trwell.. 2 2 I I 3a I 3a 28 30 23 23 32 15 52 28 36 23 23 32 15 52 212 213 109 S S s s s II A s R H A I A A A A A Ptl I'12 Prl Prl S S H A IT I A I) C I) c 117 191 188 I) 15 (' Jack's Mill Jackson Kaiapoi 2 1 5n 32 7 386 32 7 380 07 133 125 175 147 200 212 218 A D C 0 D C D C Kaiapoi Island Kaiata Kaikoura Suburban I I 3,\ 1 1 3.\ II 18 56 11 18 56 Kaikoura Town District High School— Primary (128), secondary (26) 4a 4a 154 154 142 148 218 87 183 231 I) D C 0 ' c I) For eXl planatory notes see pumi i.

Canterbury, j

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List of Public Schools, the Staff, etc. — continued. CANTERBURY— continued.

LXXV

Schools. Teachers. CO Ol Ol Name. ,_' 2 o CO CO CO sue . p« Name. <i H (3) (4) I Name. (4) 1 s *-*"*2 a 'Z b rtS S o «rt« 22 g H McoS OS ft, « -£ to 5 (6) (7) , ___ 0J <__ Kaikoura Town District High School— -continued Kakahu Bush .. .. .. 1 Kanieri .. . ■ .. 3a Kapua . . . , • • 3a KiTlinchy .. . . . . 3a Kimberley . . .. .. 1 Kingsdown .. . • .. 2 Kirikiri .. .. .. I Kirwee .. . . • , 3a Kisselton .. . • .. 1 Kohika .. .. . • 1 Koiterangi Kokotahi Lower .. .. I Kokotahi Upper .. .. 2 Kokiri .. . . .. I Kowhai Bush .. .. .. 1 Kukupa .. . • .. 1 Kumara .. .. .. 3a i McSwigan, Mary Holmes, Catherine O. 14 O'Sullivan, Gertrude M. . . 48 Manson, Elizabeth T. W. (Mrs.) Mi liner, Evelyn L. M. 27 Jeffries, Laura 66 : Warnoek, Selina M. McKenzie, Violet A. 11 i Knight, James P. 32 ' Stewart, Robert 12 Affleck, Elizabeth :S7 Sloan, Caroline Guthrie, Aileen J. 10 Craig, Beatrice .. 19 Eraser, Lilian F. 26 i Dixon, Fllenor 17 MoKinnon, Maud 21 Kelly, Eva J. (Mrs.) 22 : Bourke, Alice 8 ■ Nimmo, Mary 9 i McArthur, Christina 76 Scebeck, Albert H. Wallace, Thyrsa M. Goad, Martha 14 , Heissenbuttell, Ivy M. 31 Scbmedes, Cornelius F. 13 | Donovan, Ellen J. 27 I Molnman, Emily M. 52 I Bruce, Robert .. ... McDonald, Emily G. 50 j (Head-teaohership vacant) J Gunn, Ellen O. .. 29 "[Sharp. William A. H. 85 English, Henry Parkin, Alice M. Heinzman, Margaret Ibbetson, Frances M. 24 Lloyd, Ada 0. .. 85 Thwaites, Leonard J. W.. ■ Hurley, Bridget.. Sutherland, Edna I. J. 050 Douds, Thomas Ormandy, Guy N. Wills, Mabel S. M. J. Kennedy, Aichibald P. L. Cradock, Mary A. Jae-kson, Thomas B. Wauchop, Margaret S. Hampton, Elsie M. Spencer, Myrtle J. (Mrs.). . Hooper, Gwendolen 15. Dobson, Sarah E. W. Marselen, Doris A. Goodchild, Annie Free, Kathleen M. 21 Chesl, Amos J. .. Ma the Ge za % i ni eli: vTc nei ibe ■at in ee •ice m aoi Ms T. ;e O' Iniei yn la ell Jor He "m >rt En ary lerino 0 ■ertrude ibeth T yn L. M a .. ina M. olet A. is!. ert both >e . . ;n J. ie .. F. >r .. !aud (Mrs.) ristina rtH. rsa M. , I, Ivy IV melius '. 311 J. nilv M. t .. mily G. ). [.' 1. W I M. . \\. I. . F. . £ A .. 135 I) 201 S C 215 , (Mrs.) .. 138 H D 335 ..161 A I) 243 141 S E 323 84 H B ' 353 AC 213 210 S I C 195 124 S 15 345 S .. 185 137 H E 333 212 A C 213 149 Si C 245 202 S D 175 125 S C 313 166 S E 293 176 S E 263 220 S D 195 183 S C 235 S .. 200 76 H I) 355 186 A C 233 Pr2 .. 78 S .. 155 136 R D 285 S .. 185 133 S D 303 114 H E 345 200 A C 213 Kumara Junction • , I Laelbrook's .. .. . • 3 \ La Fontaine .. . . .. I Laghmor Lakeside .. , , • ■ 3a 136 133 114 200 Lauriston . . •. • • 3a ers 0 an nri el Ma :ar C. B01 Ice Ee na uy IS icl ■1'y on tar !1si rtl em ah iris im len J. ■ship va ). .'. ii A. H. •y •• M. argaret noes M. inard J. ;et.. dna I. l is vN. 5. M. J. hilialel I yA. nas 15. rgaret S lie M. le J. (M idolcn I i E. W. is A. mie nM. '. .. ic :. j p s. di i! cant ] \V.. I. '. P. L. i. Irs.). 5. . t) 189 A I C 233 .193 S D 255 80 R E 355 149 A D 253 223 R I) 165 Pr2 .. 108 138 S C 293 .. 117 H 15 365 184 A C 233 .. 187 A C 215 21 H B 520 79 A C 435 87 1 D 353 133 A C 333 104 A D 343 187 A C 243 140 A I) 263 177 A C 225 172 A I) 205 190 A C 195 192 A 15 195 A C 175 189 A C 195 201 A C 175 217 S D 195 T'l-iiv. Le Bon's Bay Le-eston .. • ■ ■ • 3u 18)1 193 80 149 223 Leith lie-Id .. •■ •• 2 Lincoln .. . • • • 3b 2 3b 24 85 138 117 184 187 21 79 87 133 Kll 187 140 177 172 190 192 Linwood . • • • • • 7 k 7 k 050 Lismore .. . • • • 2 189 201 217 Prov. 21 Little Akaloa •. • • • ■ I Little River . . . • • • 3a 20 Freeman, Frederick C. 77 Cook, William E. Miller, Josephine J. Line, Susan H. .. 36 Ellis, Leonard R. Percy, Mary C. .. 15 Phillpott, Sarah A. 17 Stack, Annie E. (Mrs.) .. 20 77 ed m ihi H. •d C. ral ■F leriek ( ;E. ine J. R. 1 ih A. E. (Mrs. r;. ) ■ ITOV. S .. 185 112 H C 335 185 A 0 233 Prl .. 83 119 H E 315 200 A C 233 148 S C 303 154 S D 225 nv.,v 112 185 Loburn . • • • • • 3a 36 119 200 148 154 (Prov. Loburn North Longbeacb .. •• I 15 17 Lowcliffe .. .. 2 Lyalldale .. .. 2 Lyndhurst . . . ■ . . 8a 46 46 Mclver, Sarah Fulton, Marjorie F. 23 Ferguson, Catherine A. \\. 68 Rudd, Mildred Dennehv, Marv K. M. 9 Gill, Margaret "(Mrs.) 18 Mills,, Winifred 14 Newman, Bubina A. 23 68 ih ior ill! Bd in St" ed ibi rie F. herine / 1 .. v K. M. "(Mrs.) 1 .. iina A. A [. L \\. (i-rov. H .. 243 R .. 125 150 S E 293 125 H C 343 A .. 173 171 S D 235 203 S C 195 194 S C 225 150 125 Lyndon . . - • ■" Lynnford . ■ ■ • . . j 1 Lynton Downs . . . . | 1 9 18 14 171 203 194 For explanatory notes see page !. For cx

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LXXVI

Schools. Teachers. Name. CO 01 OS rH 01 TO 2 o (2) ,8 bud . ert co ,,-dd % doi Hz" H Name. (4) CO Ol t,r<=i rj TJ FH + *> o| 8 to . (_> (<__ o a £ o (7) _|co III © (§)_, (D_ _.< 3 1_ Lyttelton District High School — Primary (413), seconelary (30) On 149 Walker, Joseph W. A. Napier, William G. 11 ardley, Agnes E. Clague, Robort M. K. Eraser, Helen M. Wales, Dorothy B. Monro, Lois W. Mochan, Dorothy M. Harrison, Dorothy S. Curtis, Noeline II. ... Taylor, Henry A. Gower, Sydney Green, Ivy M. .. Hill, Claude A. .. May, Roria E. Moyle, Mary A. Gunn, Hellen C. W. McNaughton, Margaret W. McKeown, Blaikley A. Hoffmann, Ethel A. Ward, Leicester F. N. Malonoy, Mary J. Rowe, William A. Pitcaithly, Alan C. Parker, Erne • • " Berg, Frederick R. N. Wilkinson, Caroline M. (Mrs.) Sloss, Eleanor Saunders, Mabol A. Cottrell, Ethel C. Gilling, (Tarence D. O'Callaghan, Annie V . Nightingale, Mary J. Baas, Eric F. Armstrong, Christina M. .. 45 H 108 A I 181 A ..141 A 198 A 193 A 206 A 217 A Ptl Pt2 Prl Prl Prl Pr2 121 D 144 I) S 72 II 160 I ..210 A 191 A A Pr2 Prl 110 H 156 A 189 A Pr2 I'll 125 H 223 A 214 S S 174 S C C I) 15 C I) c c c 1 2 1 1 1 2 15 15 c I) c c I I 15 D c I. I .. B s I E £ 47( 39: 32:24: 26: 23: 2 If 17: 17.' SISI St n: id 7' 7." 39: ; 25J 20.*: 20£ 13£ 8.1 sa 35!i 2-B! 21c It8.1 33:" 22J I9r 15:* 241: £ 470 395 323 243 203 233 215 175 175 83 83 88 113 118 78 i H A I A A A A A A Ptl Pt2 Prl Prl Prl Pr2 I) I) S II I A A A Pr2 Prl H A A i'i-2 Prl fl A S S s c c D 15 c I) c c (.' Lyttelton Heads Lyttelton West 0 4b B B Mackenzie 3 ii 5 181 90 C I) c c 15 I) c 75 393 253 203 205 135 83 83 355 243 215 78 83 335 223 195 155 243 Makikihi 3,\ 39 B I) c Manama Mangaiiiauuu .. . . Maronan .. .. Marsden (half-time with Dunganville). Marshland .. .. .. 1 1 2 3 A 18 22 31 E Mason's Flat .. 3 a 70 39 Pilkington, George M. Vague, Rosa le Fleming, Laely Jeauette Willett, Lucy R. Miller, Margaret (Mrs.) . . Patrick, Hannah M. M. Hayes, Mahala L. Rivers, Ethel R. V. Kennedy, Alexander S. .. Guffie, Selina Allen, Ronald H. Hayes, Daisy L. Kenneely, Julia Saunders, Lilian K, McErlain, Daniel Hayman, Benjamin E. Turner, Eva M. Hock, Ella ('. .. 'lizard, Florence L, Crooks, Ruby Martin, Margaret Smart, Alice R. Dunn, Elizabeth P. Wellwood, Adelaide M. Sheard, Fanny Bailey, Mary 10. (Mrs.) Norrisb, Robina C. Jones, Philip H. Gunn, Mary E. .. Campbell, Gavine Bishop, George W. Boyce, William J. Menzies, Agnes Scott, Frank J. L. Wise, Herbert P. Williamson, Annie 1'. Hooker, Elsie 107 H A H 212 A R 187 A 118 S 180 S 80 H 131 I 200 A 210 A 219 A R R 149 H 205 A S s R S 110 H 193 A ..I .. Pr2 133 S R 173 S 159 H 198 A Pr2 47 H 80 A 84 1 143 | A 195 A 168 A 158 I A H A H A R A S ■ s II I A A A R R fl A S S R S II A Pr2 S R S II A Pr2 H A I A A A A C (' I) (' K (J I) 15 I) C C D 15 C c c 2 c I) I) c c 2 I) I) B C A D 0 C C I) (' 35: 23: 34: 21: 24: 2.3: 3D 23£ 37£ 27? 23c 19f 17f id; 18( 30f 2D 17! 24; io; 17( 34; 22! 7f so; 161 24:' 291 23; 10! 51( 42i : 36! 34; ! 24! ; 2.4; i 211 355 233 343 213 243 233 313 235 375 273 233 195 175 193 185 305 213 175 243 105 170 343 223 78 303 165 245 295 233 108 510 425 363 345 243 243 215 Maylielel .. .. 3 a 58 E c D B I) C c 1) Mead Medbury .. .. .. i Methven • • .. .. ! 2 1 -In 21 14 215 Mikonui .. . . Milloril I 3a io 82 c .. Moana . . . . Monavale .. .. Mont Alto .. .. Moonlight Morven 1 a 2 i o 3a 11 24 13 II 02 c c Motukarara Mount Grey Downs Mount Nessing Mount Somers 2 1 2 3a 23 12 22 57 c D I) C C New Brighton (598) and siele school— (South New Brighton) (51) 7c: 049 1) I) B C A D 0 'or eacpU uiatory notes sec page i.

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LXXVII

Schools. Teachers. co of co • <M rj O r 2 »S • «; j | >; £ is CO Name. «f ® c§J Name la & S .5 t3 > »l' i>aiue. g £ •- e .*» jS o> 2 Sg I i o p JH 0 - —.— _J2) (8) (4) (5) (B) (7) (8) I ! New Brighton and side school—eld, .. .. | Hodges, Dorothy A. .. .. 177 R C 193 Hassall, Alma D. .. .. j 192 A C 195 Hounsell, Mary B. .. . . 170 A C 205 Spratt, Margaret A. . . . . j 174 A C 205 Hooker, Nellie .. .. ... 200 A D 195 Hill, Doris E. .. .. . . 1 198 A C 195 Hepplethwaite, Georgina (Mrs.) . . j 194 A j D j 195 Hood, Mildred J. .. ,. 224 A C 165 Graham, Barbara W. .. Ptl .. 83 Lee, Allan F. .. .. .. I .. Pt2 .. 83 ; Robins, Herbert J. .. .. j .. Pt2 .. ! 83 Newbegin, Mary C. .. .. .. Prl : .. 113 Price, Frederick R. .. .... Pr2 .. 83 Newland .. .. .. 1 12 Frings, Constance M. .. .. .. R .. 135 Ngahere .. .. 3a 47 Dixon, Dorothy S. .. .. Ill 8 D 343 Normal District High School —Pri- Ob 473 , Asohman, Christopher T... .. 17 H C 570 mary (375), secondary (36), model i Roehfort, Henry .. .. Ill N A i 373 P.-S2 (30), model P.-SO (23), 1 Raster, Dorothy G. .. .. 68 KM D I 413 special (9) Smith, Mabel ' .. . . .. 89 N C 373 Burbury, Alexander .. .. | 204 R C 165 | Hoskins, Albert H. .. .. j 171 N B 303 Jameson, Esther D. .. .. ] 19 N j) 313 Parrott, Alice A. .. . . . . (R) t .. 290 Turner, Kassie B. .. .. 179 N A 233 Buckley, Maud A. A. .. .. 143 N C 273 Willis, Dorothy M. I. .. .. .. KM ' C 233 Roscoe, Edith A. .. .. 203 N 1 C 223 1 Burrows, William M. .. . . j 123 N C 415 Pattrick, Cherrie L. .. .. ! 119 N D 303 j I Colville ,Victor W. .. . . 109 N C 385 Jamieson, Isabella M. .. .. j 123 N | D 313 Irwin, James W. .. .. I 43 N( D) 'A Osborn, Mabel E. .. .. j 100 N(D) j B North New Brighton .. .. 4a 171 Wilson, James F. .. . . 71 H C 393 Hodgson, Mildred E. (Mrs.) .. 139 I C 263 Hunt, Olive E. .. 178 A C 205 Jackman, Ivy H. (Mrs.) .. .. 188 A C j 195 Oara .. .. .. .. I 12 Hope, Jessie E. C. .. .. 190 S D ' 235 Ohoka .. .. .. 3a 64 Baxter, Alexander F. .. 178 H D 285 Taylor, Bernice M. A. .. .. 206 A C i 213 Newton, Hilary M. . . .. . . Pr2 ! 78 Okain's Bay .. .. .. 3a 40 Thomas, Stanley H. .. . . 166 ; H C 295 Box, Geraldine M. . . .. 214 ! A C 213 Okarito Forks .. .. . . 0 4 Heveldt, Mary .. .. ....IS ... 60 Okuku .. . . I 13 Moore, Ida M. .. .. . . 208 S C 205 Okuru .. .. 0 3 Nolan, Lilian M. .. .... t S .. 45 Okute Valley .. .. . s 1 15 Higgins, Elfreda .. . . 221 S C 195 Omihi .. .. .. 3a 30 Jones, Marion F. (Mrs.) .. ., 200 S D 223 Opawa .. . . .. 5d 334 Wiokes, Arthur J. .. .40 i H C 455 Cross, Edward H. .. . . 122 A C 375 Kininmonth, Helen M. . . 133 I C 273 Pitt, Alfred W. . . . . . . 134 A B 345 Tulloch, Elizabeth .. . . 141 | A D 263 Davis, Annie M. . . 162 A C 225 Keir, Mary H. . . . . . . 208 j A D 185 Pycroft, Alice M. . . . . 226 A C 175 Billcliff, Neta A. .. . . .. Pt2 .. 78 Morrison, Alex M. . . . . ., Pt2 .. 83 Webber, Muriel S. .. . . .. p r l . . 83 Robinson, Dorothy H. .. .. .. Pr2 . . 108 Opilii .. .. .. 2 39 Skinner, Marion Y. .. 151 S D 303 Orari . . . . . . .. 3b 90 Cooke, Montague j'. . . . . 89 11 C 375 Goodeve, Mabel C. . . . . 195 AID 223 Hancox, Myra W. .. . . 205 A ■ 0 205 Carter, May E. . . .. .. I p r 2 .. 78 Orari Bridge . . . . . . 2 30 Cowie, Isabella H. .. . . 202 ! 8 0 223 Orari Gorge . . . . 1 15 Methven, Doris K. .. 219 8 C 195 Orton .. .. .. 2 24 Keyes, Edwin T. .. 141 8 D 303 Otaio .. . . . . .. 2 23 Mcllwraith, Fanny A. (Mrs.) . . 101 8 D ' 295 Otira Upper .. . . . . 3a 60 Treacy, Kathleen .. 147 H 1) 333 Benyon, Mildred A. . . .. 210 A C 213 Ouruliia .. . . 3a 66 Gamble, Victor J. .. 110 H (! 343 Ward, Elizabeth (Mrs.) .. 188 A E 233 Overdale . . .. 2 22 Morrison, Donald C. . . .. 212 S C 223 Owenga .. . . 1 ! 20 McLaughlin, Mary . . .. i .. I S i .. I 243 For explanatory notes see page I.

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LXXVIII

Schools. Teachers. Name. ___) CO of *S <iS 2£ m _ "S*" Name. « H if*"" 1 •h O H (2) (15) (4) CO CM SjDOl flrH "3 L." rt 01 t-rO Og 3 to (6) a p o Ch w d ci .. « 2 "'co 1 M to ■-. _3 o w (7) (8) £ " C 365 0 215 C 195 S3 Oxford East District High School--Primary (129), seoondary (14) Oxford West Papanui Pareora East Pareora West Parnassus Paroa Peel Forest Pendarves .• • • Phillipstown (700), and sielo seheiol (Model), (31) Pigeon Bay Pleasant Point District High School -.-Primary (1.80), seoondary (27) Pleasant Valley Port Levy i'rebbleton Puaha Puhipuhi Pukekura Rakaia, Little Rakaia South Rangiora 4a 143 Denne, Archibald H. Alley, Gwendoline L. Wright, Catherine I. Johnson, Stanley A. Somerset, Hugh CD. 3a 49 Anderson, George MeLeman, Jessie E. 5a 270 Gates, Thomas A. McClatchy, Hector B. Glanville, Theresa (Mrs.) . . Cullen, Glaelys Callaghan, Alice C. G. Kitto, Elizabeth L. Marriott, Eileen M. Moon, Doris R. .. 3ii 109 Hall, Andrew Mills, Gwendoline P. Slattery, Ellen Mackay, Ina M. 3a 34 Glanville, William J. Davidson, Irene P. 2 24 Down, Cherrie 3a 49 Griffiths, Elizabeth Evenden, Frances P. 1 24 Methven, Iris J. 1 23 Penney, Katherine E. I 7t 731 Maxwell, Alfred C. Heath, Andrew W. Callaghan, Margaret M. Heath, Alexander H. Taylor, Mabel V. Thompson, Albert Manifold, Dorothy Metherell, Florence R. S. Brewins, Ethel M. Smith, Ellen T. Cornwall, Nell Paul, Gertrude Miller, Doreen M. Smith, Muriel S. Calder, Una L. .. Suckling, Mollie B. Hay, Jean E. .. 1 20 Billing, Ellen J. I 4b 207 Garton, Wilfred W. Oliver, Amy E. E. Kime, Henrietta Cooling, Agnes G. Gibson, Elizabeth L. B. Smith, Nancy Cox, William Struthers, Susan B. 2 32 Ladbrooko, Charlotte J. 2 22 Dix, Alice E. .. 3b 81 Moodie, Bedford P. Beattie, Isabella S. Hav, Millie C. .. 3a 46 Bell, Matilda Sunckell, Lucy 0 0 Stubbersfield, Ida 0 7 Wright, Catherine i 23 Hampton, Sarah E. 4a 121 Judkins, William F. Clark, Rita" Willis, Marjorie P. I. Flynn, Nora M... Corbett, Colin A. 5c 350 Boyce, Charles G. M. Breach, Edward E. L. Rogers, Lilly A. 0. Jack, Leslie G. .. Ambrose, Clarice M. Lace, Elizabeth A. 3 a 5a 111; 3a 2 3a 1 1 77 III 270 109 34 24 49 24 23 731 |1,8 178 210 111 202 03 194 132 142 177 110 192 222 213 136 218 215 100 192 208 211 -II 89 116 119 103 174 134 176 205 212 219 200 207 219 IT I A Pr2 R(D) 11 A IT A I A A A Pt2 Prl H A (B) A IT A S II A S s H A I A A. A A A A A A A A A Prl Prl Prl S fl I A A A Prl Pr2 D S S H A A II A S S s H I A Pt2 Pr2 H A I A A A I) 345 0 223 C 415 15 243 I) 293 C 263 C 225 Lie. 145 78 83 I) j 345 C 233 I) 115 C I 205 E 335 C ! 213 I) i 233 I) ! 353 (I > 223 C ' 215 C 205 C 490 A i 415 D | 333 C 365 C I 323 15 ! 263 1) i 263 1) 225 I) 185 C 175 C 175 C 195 0 175 C 175 83 83 83 185 A 405 I) 263 I) 263 0 195 C 175 83 83 I) C I) c E C I) I) c c c c A D C c 15 1) 1) I) c c c 0 c 1 4b 20 207 70 142 143 203 A I) I) 0 c 2 2 3b 32 22 81 125 128 174 108 182 198 118 202 B I) 313 G 253 15 373 I) ! 233 0 215 E 343 C 223 90 120 C 215 15 405 G 233 ti 205 108 113 B 415 C 303 C 293 D 243 C 233 I) 205 B I) c 15 I) 0 E C 3a 46 0 0 1 4a 6 7 23 121 204 82 173 197 c 15 C ti 5c 350 65 149 121 196 174 208 B c 0 D 0 I) For explanatory notes see page I For ex

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LXXIX

Schools. Teachers. Name. (_* co of *a lis 2 »5rri i-i rt ccco k.T0 Ol 01 01 □ Ol •O S- SrH 2 HS a H (2) (3) Name. S^ ■3 0J f| y (__ c* o 8 Ph a .2 >: s lis 3 rS^S (7) (8) (4) (f.) Rangiora — continued Rangitata Island Rangitata Station Rapaki Redclitts Rewanui .. Riccarton Richmond 1 17 2 24 1 13 4a 142 1 10 4c 241 7c 568 I ! 4a 1 4c 7c 568 17 24 13 142 10 241 Cooper, Emily V. Howes, Evelyn M. 15. Lambert, Colin M. Payne, Arthur H. Scotter, William H. Beaumont, Irene M. Yates, William M. Christian, George Kirkpatrick, William I). Walker, Hilda Donald, D. (Mrs.) Sanson, Elsie P. M. Pongelly, Edna M. Gillin, Patrick J. Penlington, Benjamin Guiney, Alan H. Webster, Elizabeth Anderson, Helen (Mrs.) .. Berryman, Flora (Mrs.) .. Clague, John H. Brocklehurst, Madge Smith, Phyllis W. Dow, Norton J... Rowntrce, William W. Wilkins, Thomas J. C. .. McGregor, Elizabeth J. .. \iken, Janet M. Bowden, John Diehl, Ernest B. Kent, Helen M. Nicholls, Dora Andrews, Dorothy G. Brunton, Christina N. Chillingworth, Eva Mitchell, Gladys R. Hall, Rana Bowring, Gwendolyn M. .. Maxwell, Enid J. Gooelall, Eleanor M. Burnard, Louie Mclntyre, Isabel A. Cottee, Avery 15. Tregenza, Annie Erayne, Lenora J. Lawry, Emily G. Sargison, James H. Chesterman, Elizabeth Millner, Jane E. Knowles, Mary Moor, Carolus T. Rutherford, Alice F. (Mrs.) Wick, Sara A. .. Edmiston, Margaret P. .. Callaghan, Elizabeth M. .. Hogan, Theresa M. Wallace, Susannah L. Malone, Michael.. Crowley, Elizabeth L. McDonough, Maurice Dwyer, Evelyn G. Orr, Ruby F. .. Duggan, Elizabeth Gore, Robert S. Pattison, Doris M. Bansgrove, Lawrence Fitzgerald, John O'Donnell, Honorah Sims, Margaret L. Sutherland, James Rowe, Alfred C... Lawrence, Grace McDonald, Donald J. Wardle, Charlotte E. Watkins, Charles 0. 207 222 210 161 92 152 200 60 175 136 150 33 83 97 108 120 207 137 169 212 182 194 A A Ptl Prl Pr2 S s s H I (R) A Pt2 S H A I A A A Prl Prl Pr2 H A I A A R A A R A A R A Pt2 Pt2 S R S II A S S IT A A Prl H A S H R H A H I A A A A Pt2 Prl Prl Pr2 S R H A I A A A c c 0 I) A C C c 11 I) c I) D B B E C 1) c I) E C c c £ 185 175 88 8 88 205 295 155 375 263 203 215 78 1.85 405 315 263 305 225 175 83 83 83 520 435 353 333 375 160 263 225 130 195 195 135 135 78 78 1.35 135 195 325 213 263 195 345 213 175 113 323 185 233 263 115 333 223 355 303 255 243 205 175 83 83 88 83 303 175 520 415 353 335 343 273 Roa Robinson's Bay Rockwood Rokeby 0 1 1 3a 10 17 15 47 210 151 221 0 (I C A C C C Lie. Rolleston Rosewill Ross 2 1 3b 20 14 87 202 131 213 Rotherham 135 D Lie. C I) 3a 64 Rotomanu Ruapuna 2 2 24 40 219 170 Ruatapu Runanga 3a 4o 41 245 134 207 110 125 201 157 212 222 D C D D C C c c •-• Ruru Russell's Flat .. St. Albans 2 1 7c 28 18 567 160 203 12 89 97 161 107 156 D c B C D C D B li'orc rplanntory notes see page I.

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LXXX

S Name. (D St. Albans — continued St. Andrew's .. Salisbury Saltwater Creek Scargill Seadown Seafielel Sedgemere Softem Solwyn Sherwood Downs Shirley Silver-stream Skipton Somerfield South bridge District Hi Primary (175). secone Southbrook Southburn Schools School.' iigh Si idary I Is 'chool (22) I— -— CO M _ •a & o (2) 3b 1 1 1 3a 1 2 3a 2 2 7ii 3a I 51) 4 ii 4a 3a Teachers. oi i CO 8 _ = £*_•_• I 1 - ,2 8 2 «ri es ez co rrt iS S v ti—• -.% SIS Name. 1| 1 I g_3 «!S a 3 CM 3 '13 (3) (4) _0_ (C) (7) (S) £ Tindall, William .. .. 192 (R) B 185 Kent, Florence E. .. 134 A C 203 Burn, Ethel R. .. . . .. 181 A C 205 Bell, Mavis L. .. .. .. 190 A C 195 McGregor, Margaret .. .. 205 A (' 185 Johnson, Ethel M. .. .. 142 A C 185 Joyce, Kathleen H. .. .. 224 A C 105 Rout, ValdaF. .. .. .. .. Ptl .. 113 Dewar, Alan L. .. .. .. Ptl .. 88 Doak, Brian W... .. .. .. Pt2 .. 113 Suckling, Verna .. .. • • Pr2 78 81 Park, William F. .. .. 80 H 0 375 Copland, Elizabeth M. .. .. 208 AC 213 Saunders, Lucy .. .. 204 AC 205 Kane, Margaret J. .. . • • ■ Prl | . . 83 Hurst, Mary A. .. .. .. Pr2 i .. 108 23 Warrington, May .. .. 202 S (' 205 20 Hutchinson, Lydia (Mrs.) .. •■ 8 B 185 19 | Dunlop, Jean ' .. ■ • • • 187 S I 0 235 45 Southward, James .. .. 172 H C 295 Crawford, Vera A. .. .. 179 AC 233 14 Boyd, Gertrude •■ •• 202 S (' 205 24 Anderson, Caroline V. . . .. 141 S (' 303 50 Thomson, Hugh F. .. .. 113 H D 345 Willcox, Gladys C. .. .. 188 A 0 233 32 Laishley, Dorothy .. .. 193 S C 253 23 Isitt, MaryK. .. .. .. 198 | S C 233 534 Balch, William .. . . .. 26 H B 500 Pratt, Colonel Frank . . .. 95 I A D 415 Harvey, Matilda E. .. .. 99 I (' 313 Beattie, James .. ■ • • ■ 122 I A C 323 Cartwright, William J. .. ..' 124 A B 333 Sapsford, Elsie F. L j 128 A C 283 Ritchie, Frances M I 179 A C 253 Ferguson, Eva L. .. . . 170 | A C 225 Nankivell, Mabol S. .. .. I 189 A 0 195 Johnston, Muriel S. .. ., ! 171 A C 205 I Brunton, Beatrice S. •. 211 A 0 175 Erancis, Sybil G. .. . . .. Ptl .. 83 Campbell, Harry M. Pt2 .. 83 Bell, Florence H. .. . . . . Pt2 .. 78 Nankivell, Katherine .. .. .. Prl .. 83 Clarkson, Audrey A. . . . . .. Pr2 .. 78 40 Batos, Jane (Mrs.) .. ■ ■ 95 H E 343 Arnold, Aelelaide C. .. .. ISO R C 165 II Grieve, Alice I. .. .. 223 SI) 225 405 Clark, Sydney A. . . .. 41 . H B 445 Sherrard, William .. .. 108 A C 385 Thompson, Emma E. .. .. 133 I I) 273 Grieve, Leslie M. . . .. , 204 A C .243 Suckling, Gertrude A. . . .. 153 A C 235 Bradley, Rachel E. .. 184 A C 205 Horrell, Elizabeth D. H. .. .. I 192 A I) 195 Elisor, Leonard le F. .. .. 209 A 15 175 Burtt, Francis O. .. .... Pt2 .. 83 Morland, Freda ■ ■ .... Pt2 .. 108 Hay, Flora .. .. .. .. Prl .. 83 Hawkins, Margueirite A. . . .. .. Prl .. 83 197 Eggelton, William C. .. ... 80 H I) 375 Lino, Vivian F. . . .. .. R I) 275 Webster, Isabella .. .. I 116 I D 273 Lewton, Inez M. E. .. .. 186 A C 215 Hunter, Florence M. . . 224 A C 165 Hawkins, Theodora .. .. .. Ptl .. 83 Rowe, Margaret.. .. .. .. Prl .. 83 Kirby, Harold A. .. .. .. 1) B 137 Sullivan, Samuel H. . . .. 86 H B 385 Keir, Jessie A. . . .. .. 140 I D 203 Gellatly, Euphemia .. ... 191 A C 215 Leech, Louisa D. A. .. .. .. A . . 135 Coombs, Hilda K. .. .. .. Ptl 113 Hughes, Mary E. .. Pr2 .. 78 34 Torrance, Maurice .. . ■ .. H . . 255 Purvis, Ida G. Y. .. .. 221 A D 213 Silver-stream 3a 40 Skipton Somerfield 1 ! 51) II 405 South bridge District High SchoolPrimary (175). secondary (22) 4 ii 197 Southbrook 4a 137 Southburn 3a 34 For explanatory notes see I. • For ex

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LXXXI

Schools. Teachers. Name. (1) I CO* oi" (N _ o 1 2 &SrS ' —* rt cJ CO 2-doi oi oi a o TO r* CO rH 2 H$ O H 12) (3) Name. eo* M •S 2 22 1 »| CL, ca y (I.) (ti) d o 8 _ tn a S Ch 2 *""? 2h "°2 O (*) (7) 18) South Malvern South Spit Speneervillo iSpotswood Spreydon Spring bank Springbrook Springburn Springfield Springston Springston South Stafforet Stillwater Summerhill Sumner SuthorlaniTs 2 1 2 3a 4c 1 3a 3a 3a 3a 3a 2 3a 1 5c 37 2.1 18 40 231 22 50 59 44 68 45 .16 42 17 330 Soal, George W. Seward, Bertram A. McDonald, Christina McLaueihlan, Mabel J. R. Keys-Wells, Sybil M. Voss, Johann . . ' . • Cookson, Walter G. Bcvin, Elizabeth E. Brown, Lilian A. Callaghan, Cecilia M. Mackie, Margaret G. H indie, Mary E. Fahey, Annie Browne, William Browne, Julia A. H. (Mrs.) flinton, Claude H. Balfour, Elsie R. Campbell, William M. Dal by, Louisa Chambers, Edwin S. Marshall, Sophie P. McLeod, John A. Calder, Annie Thomson, Mary M. (Mrs.) Crowley, Johanna O' Donnell, Mary K. H owes, George G. Allen, George F. (ii) Withers, Arthur J. T. Wilson, Grace E. Craven, Edwarel S. Andrews, Agnes C. Paul, Sarah A. .. Bowelen, Rata J. Pearee, Miriam A. Belshaw, Florence M. Hampton, William H. Fletcher, Jean P. Stewart, Jeanie D. Soyb, Caroline P. Sloan, Mary Rumbold, William A. Noble, John Pavitt, Marie A. Todd, Eric M. .. Pearson, Florence Campbell, Percy W. Hale, Doris M. .. Duncan, Robena Grigg, Dolce U. M. Irvine, Lucy D. Struthers, Jane .full, Ruth M. .. Pickering, Rita V. Gibbs, Ethel M. Houliiou, Leah (Mrs.) Robinson, Olive W. Hawkins, Ivy M. Armstrong, Elizabeth Cameron, Gwendolen G. (Mrs.) Archey, Marjorie S. Blackmail, Joseph H. Steinmctz, Florence O. Field, Doris Skipwoi-th, Ivan II. Ferguson, Eileen C. ,. Powke, Alan A. Graham, Charles H. F. Miller, Sarah It... Curtis, Olive I. .. Hay man, Lilian O. (Mrs.) 178 S R 204 S 141 H 212 A 88 H 109 A 130 I 172 A 183 A A Pr2 S 143 fl 202 A 158 H 218 A 155 H A 112 H 207 A 126 II 202 A 127 S 122 H A 187 S 55 H 135 A 148 I 189 A 151 A 182 A 207 A 220 A Ptl Prl I'r2 121 H 225 A R 29 H 83 A 100 I 171 A 100 A 187 A 211 R 159 A 204 A 194 A 203 A 190 A 197 A 207 R 199 A 197 A 201 A 203 A A 193 A A Ptl I't2 Pt2 Prl l'r-2 90 fl 183 A 163 S S c c D c c c D C c 0 D D D C B D C c 0 D D A C C D B C I) 1) C £ 255 165 215 333 213 395 345 273 253 215 175 78 185 315 223 30*3 213 315 183 345 213 345 223 313 343 183 235 455 365 283 253 243 215 185 175 113 88 78 343 213 145 500 435 353 335 343 243 130 225 185 195 185 195 195 135 185 195 185 185 195 195 175 83 78 83 83 113 355 233 243 135 3a 39 b D Swannanoa Sydenham 1 7k 17 884 c c D C G B C 1) D C B C C G D C C c c c 1) Taitapu 3a 70 c c c Takamatua Tasman Downs 2 0 21 8 For es ilanatory notes see page I.

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LXXXII

Schools. Tcacliei Name. CO <D (M (p O 2 t*£ ■ 4 IP 5 ni~ O H (2) (3) Name. CO* <N .5 a <3 O g B to (5) C .£ 1 o 1 ta 'to - 5 >* SSco «J*rt "ri PH!«2 O (1) (4) M J 8 ' (7) Tawai Taylorville Te Awa Tedelington Te Kinga Te Moana Templeton Temuka District High School — Primary (365), seoondary (45) 3a 3a 1 2 2 0 4a 32 50 17 22 29 9 137 Marks, Horace R. McKenzie, John A. Bourko, Catherine Donaldson, Dorothy Bremner, Isabel F. Parkin, Ellen M. O'Donnell, Mary Mallinson, Bessie Gilmour, William 0. Banks, Alma E. Marshall, Edith E. Boll, Barbara M. Malcolm, Robert A. Smart, John T. Elder, Violet Grant, Charles G. Manson, Jessie Turner, Edith M. Scrimshaw, Esme M. Washington, Ida M. Hume, Gwynne E. Iveraeh, Marion E. Hornbrook, Baden A. Hancox, Cora Arnold, Clarence B. Mansoll, Joan Beaumont, Huia W. Bird, Arthur W. Bennett, Myrtle E. Barwell, John S. Soannell, Agnes Moore, Margaret M. H. .. Low, Benjamin H. Oram, Harry Pilliet, Franeesca A. Gordon, Charles S. Hartstonge, Annie P. Fraser, John E. Ziesler, Freja L. Cowio, Williamina V. White, Olive J. M. Fraser, Evelyn M. Kennedy, Margaret (ii) Beck, Doris W. Aburn, Agnes G. Rollinson, (.'live R. Maleolmson, Frederick S. Ashton, Leslie N. McLeod, Johnina Hall, Margaret M. Ferrier, Eva C. .. Millar, Ian C. .. Methven, James Johnston, John G. Fyfe, Jessie ('alder, George A. Lindsay, Catherine Mcintosh, Winifred S. (Mrs.) Millar, Sarah (Mrs.) Watson, Agnes M. Ellis, Eelith G. .. Hutt, Hilda J. .. Ward, Florence A. Stewart, Robert A. Poster, Marjory A. Macintosh, Winnie S. Bowen, Mavis T. J ones, Lilian C. Milliken, Margaret Mahan, Mary M. Browne, Reginald R. Hall, Emil J. .. Emerson, Albert L. 160 202 207 156 82 175 57 98 120 197 137 176 204 225 s H A Pr2 S R S s H I A Pt2 H A I A A A A A Ptl Ptl Pr2 Pr2 D D S s s s s s H A I A A A A A A A R A A Ptl Ptl Pt2 Prl Prl Prl Pr2 H A I A A A A A A A A Ptl Pt2 Prl Prl Prl Prl Prl Pr2 Pr2 I'r2 D I) D D i) B C B C B 0 B C C c £ 305 303 223 78 215 145 293 135 395 253 165 108 450 395 333 253 253 225 205 165 83 83 83 78 6a 410 Te Ngawai Te One Te Pirita Te Roto Teschmakers The Peaks Timaru 2 3a 0 1 1 1 7d 22 36 9 16 14 16 617 144 204 205 B c c 223 303 120 223 185 205 520 303 353 375 323 263 273 205 205 195 185 175 175 88 88 83 82 83 83 83 500 425 353 375 333 293 263 21-5 185 195 175 118 78 83 83 83 83 83 83 83 83 c 211 27 95 103 111 110 167 127 185 164 195 I) 15 c D C C c D c B 15 C D D 228 222 Timaru South .. 7B 502 26 94 88 112 116 139 154 196 208 195 220 B A C D D D D C C c c For ex] ilanatory notes see page i.

Canterbury.]

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List of Public Schools, the Staff, etc. — continued. CANTERBURY— continued.

LXXXIII

Schools. Teachers. Name. CO ol Cl ■a 2 a ___ tfc =3 . « rt co 3 CO H§" H (3) co' a "3 tr Z P Name. __ "Si S ! «f 8 I to 8 (4) J I (5) (0) (7) 2 H.d rt rtOl O (R*_ (1) Timaru West .. Timaunga Tinwald Totara Flat Totara Valley .. Tuahiwi Tycho View Hill Waeldington Waiau Waihao Downs.. Wahaorunga Waiho Gorge .. Waikakahi Waikari rm 1 4c 2 1 2 1 1 3a 3a 2a 2 0 1 3b 292 13 203 15 21 21 22 21 55 71 44 20 10 15 70 48 283 091 292 13 203 15 21 21 22 21 55 71 44 20 10 15 70 Pearson, Robert S. .. .... H G Maugor, Ernest .. .. . . 100 A C Schmidt, Helene G. .. . . 133 I C Ray, Mabel A. .. .. .. 139 A D Rudge, Gwendolen W. .. .. 189 A C Willis, Ivy E. .. .. .. 190 A C Cuthbert, Edith A. .. .. .. Pt2 Jefferson, Winifred .. . . .. Prl Latta, Dorothy . . .. .. .. Prl Allport, James .. .. .. .. Pr2 McDougall, Joyce .. .. 209 S C McMurtrie, Alexaneler F. .. 73 H A Tank, Leslie J. .. .. 212 A C Hay, Janet R. .. .. .. 105 I C Edgimilnn, Elizabeth S. .. .. 166 A C M.-Keivy, Mary .. .. 193 A I) Watson," Sophia M. .. .. 219 A C Hampton, Erances .. .. .. Prl Bayliss. Fanny ('. .. .. • • Prl Stewart, John N. .. .. 51 R C 'Thompson, Frances E. .. . . . . S Dempsey, Alexander .. .. .. S Lie. Boys. Katherine M. .. .. 204 S (.' Smith, Emma F. .. .. 193 S C Menzies, James L. .. .. 112 H C Neale, Grace A. .. .. 179 A C Aldridge, George W. .. .. 112 IT I) Shelley, Bridget.. .. .. 199 A C Aldridge, Arita B. .. .. .. Pr2 O'Connor, William .. .. 119 IT C Milne, Helen 0. .. .. 180 A C Soott, Henry A... .. .. .. S Murray, Guy .. .. .. .. S Mcl'herson, Catherine . . . . . . R Learmonth, Robert .. .. ill R D Collinson, Florence .. .. .. R Farquhar, Eva M. .. .. 201 A (' Harvey, Janet E. .. .. .. Pr2 O'Donoghuc, Francis M. .. .. 131 H 15 Rout. Blanche 0. .. 162 A C Shirlaw, David M. .. .. 58 H A Cook, Alice J. .. .. .. 126 I E Mottram, Benjamin R. .. .. 165 A C Garmson, Christina I. .. .. 141 A C Hansen, Mary .. .. 155 R D Webb, Adelaide I. .. 177 A C Taylor, Alice G... .. .. 219 A C Johansen, Frederick E. G. .. .. Ptl Hookham, Nancy C. .. .. .. Ptl Colee, Walter C. .. .. 26 H A Connor, James .. .. .. 99 A 0 Allan, Isabella C. .. .. 99 1 D Crawford, William .. .. 134 A A Bairei, Mary L. .. .. .. 113 A C Cartwright, George E. .. .. 189 A B Sunaway, Flora P. M. .. .. 144 A C Ferguson, Isobel O. .. .. 171 A 0 O'Callaghan, Constance I. .. 171 A C Leslie, Verena M. L. .. .. 198 A C Penlington, Isabel G. .. 207 A B Ashton, Catherine R. .. .. 212 A C Tizard, Marjorie E. M. .. .. 214 A C Pearson, Doris .. .. .. 209 A 0 Iverach, Agnes M. .. .. 213 A C Oxford, Enid .. .. .. .. Ptl Cowie, Grace .. .. .. .. Pt2 Buxton, Thomas R. .. .. .. Pt2 Boys, Clarence R. .. .. .. Prl Cooper, Freda E. .. .. .. Prl Miller, Agnes . . .. - .. .. Prl Harper, Frederick T. .. .. .. Prl Bowie, Doris M. .. .. .. Prl ele Latour, Jeanne M. .. .. .. Pr2 Fergusin, Allan L. .. . . .. Pr2 S TI A II A Pr2 II A S S R R R A i'i-2 H A H 1 A A R A A Ptl Ptl H A 1 A A A A A A A A A A A A Ptl Pt2 Pt2 I'll Prl Prl Prl Prl Pr2 Pr2 g C Lie-. (.' C C G 1) C C C i) c £ 455 283 273 235 205 195 78 83 113 83 215 405 243 243 225 215 175 113 83 225 155 255 195 225 345 233 345 233 78 345 233 195 165 155 305 145 205 78 325 243 425 303 305 263 193 225 175 88 83 520 425 353 375 313 203 203 215 205 195 185 175 175 175 175 83 78 83 88 83 113 88 83 78 113 Waikuku 15 0 A E C C D C C 3a 48 Waimairi 5b 283 Waiiiiataitai 7f 691 A C D A C B 0 C 0 c B c c c c For cxi For exp [ilanatory notes sec page i.

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List of Public Schools, the Staff, etc. — continued. CANTERBURY— continued.

LXXXIV

Schools. Teachers. ' I Name. CO* 0 - _ _ 01 Ol _,a . rH % & CO tH-OOl 01 01 C CD ■O > 5-1 2 Hi O H (2) (3) Name. CO <_1 a- 1 a (5) ■s i s '53 S 8 | (6) (7) >: oi Sed |tSS o (8) (1) (4) 'aimate District High School— Primary (525), secondary (82) 7c 607 McLeod, John (iii) Money, Herbert Melton, Jane B. (Mrs.) .. Kibblewhito, Charles W. ■ • Smart, Margaret A. L. Tait, Helen M. .. Anderson, Margaret Blaekett, Aileen M. Hart, Kathleen M. Boyd, Flora Orton, Erica Grant, Raymond E. Meredith, Alice E. Fleming, Jessie J. Colville, Rex H. Beckett, Hazel A. Collett, Hen-i C. .. Laing, Thomas M. M. Olliver, Margaret L. Borrie, Margaret A. Ward, Mary A. .. Pope, Eileen N. Sloan, Emily Cassidy, Mary C. Duncan, Flora Doak, Annie A. Jones, Jessie A. Anderson, Mary A. (Mrs.) (ii) J'etrie, Arthur Shepherel, Jessie H. Bourke, Charles.. Melntyre, John (ii) Adams, Mary A. McGuigan John J. Armstrong, Ella Penney, Baden C. Dalziel, Catherine A. Willcox, Eleanor A. M. Thomson, Jane V. St. John, Louise S. Jackman, Eileen N. Sowdeu, Merle F. Voice, Susannah R. King, Clauele L... Freeman. Agnes M. Stanley, Arthur O. Bellwood, Lorna K. R. Reynolds, Margaret E. Riekard, Doris J. Bussell, Lilian E. Scott, Peter Smith, Myrtle M. Askew, Irene R. Cassidy, Frederick S. Gunn, Wilhelmina S. (Mrs.) Dingwall, Elizabeth (Mrs.) Fahey, Delia Cotton, Edwarel E. Wild, Cyril T. Bisset, Florence W. Penlington, Henry F. Brown, Walter A. Rockett, Ethel B. (Mrs.) .. Thomson, Lawrence F. Morgan, Amy B. B. Jones, Lina M. .. Graham, Violet R. .. . Beere, Catherine F. Dickson, Gladys C. Gamble, Ruby L. Pearson, Hope Kennedy, Mary McKenzie, George Williams, Mary H. Port, Annie B. .. 17 212 118 100 123 139 185 208 217 212 H R I A A A A A A A A Ptl Pt2 Pt2 Prl Prl Pr2 D D I) I! S ■ S s s s s s H A H A I A A A A A A A A A A Ptl Pt2 Pt2 Prl Prl Pr2 S H R A Pr2 R S S R H A H A R A A A A A Ptl Prl Pr2 S H A Pr2 B 15 D D D C 1) 0 c c £ 520 145 333 355 333 283 213 205 175 175 145 88 108 78 88 83 83 73 105 158 15 A B Wainihinihi Wainui Waipara Wairewa Waitaha Waitohi Flat .. VVaitohi Upper Waituna Creek.. Wakanui WaRham 1 1 2 1 1 2 2 2 3a Id 9 2.1 36 12 15 22 28* 25 44 618 211 141 162 203 132 .1.85 198 30 110 89 134 101 191 138 196 206 194 223 200 220 (! E D 0 I) c c B c D I) D C C c c B c c c 105 205 303 185 175 293 215 305 283 233 500 425 353 365 343 273 263 205 185 195 175 175 175 88 78 83 83 113 78 253 305 135 205 83 213 303 120 185 345 203 425 355 203 273 253 215 185 105 83 83 108 185 345 233 108 Warren Estate Washdyke 2 3b 21 90 151 112 E C 211 C Wataroa Weedon's Westbrook Westerfield .._ West Melton .. 2 2 0 3a 3a 29 28 6 32 32 139 b D i21 A Wharenui 5c 340 50 128 C D 169 157 178 203 231 B C C c D Whiterook Willowbridge .. 1 3a 13 71 122 193 b c For ex] ilanatory notes see page i.

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List of Public Schools, the Staff, etc.— continued. CANTERBURY— continued.

LXXXV

Schools. Teachers. Name. CO T3 M » (2) be g . rt rt CO i-,-csoi •CO rr 01 rH HZ H (3) Name. CO* W)_ ■3 "3 ri 22 Og I y > I (5) | I CH p I 1 if) £ Srtco* *o (1) (4). (W (7) (8) Willowby Winchester V'iiichmore Winslow Woodbury Woodend Woodstock Voolston 3a 3a 2 1 3a 3n 3a 7n 42 59 30 20 47 102 48 570 42 Roseveare, Charles J. Rose:e)e, Helen K. 59 Ferguson, Daniel McArthur, Elizabeth 30 Holmes, George 20 Hickman, Margaret E. (Mrs.) 47 Farnie, Thomas C. Alabaster, Annie B. 102 Gillman, Herbert A. W. . . Price, Marjorie M. Robertson, Christina W. M. 48 McCullough, Thomas G. .. Aitken, Grace M. 570 West, William M. Kennedy, William A. Watson, Margaret R. Newbury, Philip J. Picki'ii, Jessie M. D. Robertson, George H. Ewart, Jane Batchelor, Elsie V. Gormaok, Marie A. (Mrs.) Sehultz, Mary (Mrs.) Gilpin, Mary E. Hoben, Moyna B. Saunelers, Alfred D. Gant, Monica E. I'ring, Irene B. .. Park, Beatrice Robertson, Annabella Y. .. 48 Pearce, Charles W. Freeman, Hilda F. 146 70 191 163 108 211 93 176 207 146 189 18 79 100 142 114 189 139 102 H A fl A S S H A H A A H A H A I A A A A A R A A A Pt2 Prl I'rl Prl Pi-2 H A D 0 15 C D 15 C I) C c c c B 0 D B I) C D 0 Lie. D C D £ 315 203 355 233 245 245 355 223 375 243 205 303 233 520 393 353 305 313 243 203 215 215 235 1.95 165 113 83 83 113 78 355 243 i99 199 aldhurst 3a 100 109 D c OTAGO. Airedale Akatore Akatore Coast Albany Street 2 1 1 7b 28 11 8 552 Copland, Catherine King, Hazel A. .. Gordon, Ada A.. . Rawlinson, Charles C. Melville, John Little, Douella (Mrs.) Hubbard, Ivan B. Sullivan, Lilly Brook, Frederick J. Wilson, Isabella (Mrs.) Gillespie, Sarah Roseveare, Vera D. M. Harland, Huia V. Webb, Richard G. Lucas, Elizabeth E. Wilson, Thomas.. Wallace, Isabella R. Macdonalel, Elsie R. Beniell, Elizabeth A. Caskie, John J. .. Williamson, Leslie Mechaelis, William R. Brownlie, Edgar Hull, Matilda M. Walker, Mary P. Hesson, Beatrice M. Govan, Marguereta L. • Percy, Mary Kaye, Albert E... Holmes, Mary Stokes, Gertruele M. E. .. 155 213 38 81 91 110 82 208 123 152 180 204 210 S S S 11 A I A A A A A A A A Ptl Ptl Pt2 Prl Prl Pr2 Pr2 H A I A Prl Pr2 Pr2 Pr2 D I) B C D 0 C D B B C C c c c B £ 253 195 195 490 415 353 333 343 243 315 225 195 185 175 83 88 78 83 83 83 78 405 203 233 175 113 108 78 113 Alexandra District High School— Primary (1.35), secondary (57) 4b 192 73 180 213 B B C C 147 184 B B For ox] ilanatory notes see page I.

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LXXXVI

Schools. Teachers. Name. CO 01 a, i-i co -a g o cj" [jFeS CO > « r-l HZ H Name. 14) co' J J9 4 1 _. ■ 9 « 01 rt CO 22 1 S rS»2 0| fH I _ to 3 (5) (6) (7) 18) (1) (2) (3) Allanton Anderson's Bay Ardgour Ardgowan Arthur Street Arthurton Awamangu Awamoko 2 5n 1 1 Ca 10 18 427 34 290 'Thompson, Jane L. W. .. Harrison, Wilkinson L. Allan, Reginald Gunn, Elizabeth J. Long, Mary A. .. Me-Quarrie', Effie Henderson, Veda M. McRae, Johan Cox, Annie L. C. Gardiner, George L. Peeldie, Margaret G. Beardsmorc, Ellen Barrett, Richard J. Hawke, John Maepherson, Gertrude C. Bringans, Alexander Pilkington, Jane Hutt em, Pearl E. Orkney, Daisy M. James, Elizabeth E. MoTntyre, Mabel E. Buchan, James J. McNaughl, Eleanor F. Benzoni, Mabel F. Stenhouse, Agnes G. Philps, John P. . . McNab, William A. Gibb, Stewart C. Potts, Millicent 15. Hunter, Robert R. Graham, James W. Gillespie, Margaret MeVie, David T. Hislop, Mabel R. Fleming, Aeniel M. M. Munro, Barbara M. Hislop, Helen A. Smith, Elizabeth McKinlay, Clara C. Mitchell," Alma M. Rooney, Patience Patersein, Janet Woodheael, Mona S. Somervilfe, Airini 1. Simonsen, Bertzow F. Blair, Alice Buckland, Kate B. L. (Mrs.) Thomson, Arehibalel Low, Margaret Herd, Margaret L. Collins, Elizabeth E. Oliver, Ellen Smith, James C. Currie, Kate W. Wyllie, Ellen M. Austing, Oswald C. Naismith, Alice M. Collins, Elizabeth Gourlie, Helen T. R Sutherland, Margaret A. . . Pope, Josephine M. J. Chapman, Doris M. Palmer, George T. Wilson, Robert Bonnin, Fannie Fleet, Arthur V. Farnie, Grace M. Loekhart, David R. W r eir, Christina Jeans, Eana, B. .. Bonnin, Winifred M. L. .. McCrono, Florence E. T. .. Goudie, Dorothy L. Nelson, Margaret M. 183 55 126 139 147 152 183 213 194 14 93 91 108 103 .169 126 196 208 s H A I A (R) A A A Ptl S S H A I A A A A A A Ptl Prl Pr2 Pr2 R S H A II A I A A A A A Pt2 Prl Prl Pr2 D R(D) D II A S H A A Pr2 S H A S H A S R S s R H A I A A A A A A A A A C A 1) D C C C 0 c c A I) C I) G I) C C £ 233 425 333 283 203 310 235 215 175 88 185 215 520 385 353 385 343 215 273 195 185 88 83 78 78 115 205 345 213 450 375 333 273 235 225 205 195 78 83 83 78 Balclutha District High SchoolPrimary (365), secondary (85) 1 2 3a 6a 10 21 83 450 131 214 59 148 120 204 191 157 202 196 Lie C C 15 I) I) C 1) c c c Bannoekburn 66 i5 Barevvood Beaumont, Bendigo Benhar Berwick . . Black's Blaekstone Blue Spur Brighton Broad Bay Cambrian Caversham and two side schools— Main (634), Convalescent (13), Dunedin Hospital (12) 3a 1 3b 1 3a 2 3a 1 1 2 1 2 7k 13 48 20 41 15 10 37 15 23 059 Mi 111 70 174 209 157 107 197 213 150 140 155 213 195 202 205 221 148 153 c c A C c I) 1) c c 15 1) c 15 0 0 E 293 213 245 365 233 205 78 255 335 233 223 285 223 195 165 303 255 115 520 435 353 303 323 243 253 225 225 195 205 195 29 65 96 146 132 211 144 161 161183 172 191 B c I) A D C C 0 G c D C If, ir explai latory notes see page i.

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LXXXVII

Schools. Teachers. co © 23 c § d | 6 . « ®5 S3 .2 „ O « <u 3 co Name. ® «g 2 Name . || | s 2 CS OB I 1 % O •«! D ■— fc ° (1) (2) (3) (4) (5) (6) (7) (8) £ Caversham and two side schools— .. .. Young, Lilian L. .. .. 199 A C 195 continued Ray, Mabel E. .. .. .. .. Ptl .. 83 Allan, Olive A. .. .. . . .. Pt2 .. 78 Crookshanks, Joseph .. .. .. Pt2 .. 83 Purvis, Margaret .. .. .. Pt2 .. 78 West, Dorothy R. .. .. .. Prl .. 83 McClymont, William G. .. .. .. Prl . . 118 Roy, Margaret G. .. . . .. Pr2 .. 78 Chaslands .. .. .. 1 12 Gillespie, Effie S. .. .. 21! S C 195 Chatto Creek .. .. .. 2 22 Nind, Horace W. . . .... S D 255 Circle Hill .. .. .. I) 13 Wilson, Evelyn J. .. .. .. S .. 155 Clark's Flat .. .. .. 1 10 Shaw, Arthur J. H. .. .. 213 S D 225 Clinton .. .. .. 3b 104 Romans, Henry C. .. .. 105 H C 355 Wallace, Elizabeth K. A... .. 193 A C 233 Beaufort, frene M. .. .. 210 A C 195 Hay, Margaret E. .. .. .. Prl .. 83 Clyde .. .. .. 3b 71 George, William K. .. 123 H C 115 Bodkin, Alice G. .. .. 191 A D 223 O'Regan, John J. .. .. .. Pr2 .. 113 Clvdevale .. .. .. 1 19 Archer, Mary A. .. 213 S C 195 Coal Creek .. .. .. 3a 39 Laing, Henry .. .. .. 149 H I) 335 Maedougall, Margaret T. .. .. 204 A C 223 Concord .. .. .. 3b 113 Strong, James W. .. .. 79 H I ) 405 McGregor, Isabella (i) .. . . 135 A D 203 Charlton, Vida M. .. .. 203 A D 205 Shanks, Jessie D. .. .. .. Prl .. 83 Conical Hills .. .. .. 2 24 Welsh, Margaret .. 204 S D 225 Crestlow .. .. .. 0 2 Gray, Ruby M. .. .. .. .. S .. 30 Cromwell .. . . .. 3b 93 Luke, Gabriel M. .. . . 106 H C 355 Ewart, Hannah .. .. 103 A I) 243 Macpherson, Agnes .. . . .. A C 205 Scott, Annie 0. .. .. .. .. Prl .. 113 Sanders, Roa D. .. .. .. Pr2 .. 78 Crookston .. .. .. 2 21 Begg, Margaret T. .. .. 192 S C 243 Duiiback .. .. .. 3a 45 Anderson, Peter J. .. .. 108 H D 333 Mawhinney, La una .. .. 209 A C 213 McLennan, Eliza J. L. .. .. Pr2 .. 78 Dunrobin .. .. .. 2 30 Beresford, Gertrude E. .. .. 133 S I) 303 Duntroon .. .. . . 3b 8(i Cairney, Thomas . . . . 133 11 0 355 Stringer, Alice A. .. .. 200 A C 213 Doak, Rachel M. .. .... A D 195 Earnscleugh .. .. .. 2 24 Taylor, Gladys H. .. .. .. R .. 155 East Taieri .. .. .. 3b 80 Waddell, James N. .. .. 98 H B 375 Carncross, Edith J. W. .. .. 184 A C 233 McDonald, Elizabeth A. C. .. 188 A C 215 Elderslie .. .. .. I 12 Doak, Margaret S. .. 187 S I) 235 Ettriok .. .. .. 2 20 Carey, Daphne G. .. .. 200 S C 243 Evansdale .. . . .. 2 41 McQueen, Henry 0. .. .. 184 H 0 285 Smith, Doris L. .. .. 212 R C 155 Evans Plat .. .. .. 1 18 Campbell, Jessie S. .. .. 215 S C 205 Five Forks .. .. .. 2 34 Lory, Netta H. A. .. .. .. R .. 115 Flag Swamp .. .. .. 3a 38 Wilson, John M. .. 135 H B 325 Henderson, Margaret H. .. .. 200 A C 213 Forbury .. .. .. 7k 704 Sproat, William A. .. .. 33 H C 500 Nelson, James . . .. .. 73 A C 435 Ford, Margaret O. T. .. 95 I C 353 Borthwick, James .. .. 115 A E 333 Scott, Marjory T. .. .. 119 A I) 333 Boraman, Walter J. .. .. 140 A A 283 Budd, Elizabeth .. .. 119 A C 273 Hastings, Angela .. .. 177 A C 215 Wishart, Doris L. .. .. 202 A C 185 Rennie, Nora M. .. .. 215 A D 185 Cormack, Florence B. .. .. 196 A C 195 Cooke, Beryl O. .. 211 A C 185 Smith, Florence A. .. .. 193 A B 195 Ross, Irene C. .. .. .. .. R .. 155 Connor, Robert W. .. .. .. Pt2 .. 83 Gray, James S. .. .. .. .. Pt2 .. 83 Kaye, David W. .. .. .. Pt2 .. 83 Harrison, Lonsdale G. .. .. Prl .. 83 Beck, Hannah W. .. .. .. Prl .. 83 Boulton, Esma L. .. .. .. Prl .. 83 Fruitlands .. .. .. 1 6 Symes, Clara A... .. .. .. S .. 185 For explanatory notes see page i.

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LXXXVIII

Schools. Teachers. Name. CO Cl rH 01* To F0 o » s rt «CO* "2-T3 01 HZ." H Name. CO* 6 * a a— o _ c z UrG O O g Ch p to (5) (6) I (j 1 %%% s m*o2 I * (7) '81 '1) (2) (3) (4) Calloway Lleorge Street .. 1 7a 19 493 Ross, Ethel R. .. Patterson, Thomas A. Bell, Cecil F. J. Greaves, Alice Forsyth, David Sheriff, Margaret R. Hawkins, Horace H. Brown, Isabel E. McMullin, Margaret L. Bonnin, Muriel G. R. Anderson, Olive.. Loudon, Beatrice C. Johnston, Richard McLeod, Emilia N. K. . . Yeoman, Glaelys W. Dallas, Muriel A. G. Murphy, Veronica Smith, Annie Duff, George F. Aitchison, Mary J. Cole, George N. Munro, Donald (i) Fleming, Allan G. Hilgendorf, Francis Brand, Robert Johnson, Helen 0. W. Thompson, Herbert W. .. Blair, Isabella Smith, Annie F. Swan, Elizabeth Hill, Doris M. Barclay, Nigel E. Smith, Alice I. . . Laing, Jessie A. Arnold, Cuthbert F. Walter, Isabella M. VValden, El leen M. McWilliam, Jean dc Y. . . Percy, Orrina Taylor, Grace I. Macdonald, Hugh G. 15. .. Lonie, Margaret S. Bennett, William J. Glanville, Jane Smith, James W. Robertson, John A. Cooper, Isabella 0. Swan, George Taylor, Mabel A. Wadelell, David 15. Thomas, Minnie A. Gowely, Vivienne Buchanan, Mary M. Mitchell, George H. Dowries, Harold M. Forbes, Rita M. Morrison, Phyllis E. Forbes, John A. MacKenzic, Margaret A. .. Duncan, Agnes D. Connor, Grace M. Hall, Mary M. .. Bryant, Hilda J. Henelra, Elizabeth H. Lopelell, Cecil B. Sinoe)ck, Emily B. Robert, Jane R. (Mrs.) . . White, Eliza Prentice, Allen I'. Dolphin, David E. .. ' Lonie. Margaret 'I. Buchler, Arthur O. Matheson, John Robertson, Jano (ii) 212 22 100 90 158 94 200 140 171 186 176 S II A I A A A A A A A Ptl Pt2 Pt2 Pr2 S s s H A S s s fl A I A A A R Pr2 Pr2 Pr2 S H A A Pr2 R S H A H R H A I A A A A A A A Pt2 Pt2 Pt2 Prl Prl Prl S s s s s s s s R s s H A I C B C D C I) c I) G D D £ 195 520 425 343 283 343 243 263 215 195 205 83 83 78 78 205 60 60 315 213 195 245 185 405 355 203 223 253 225 155 78 83 78 90 355 223 205 78 125 225 345 213 335 135 520 435 353 375 343 293 253 225 185 175 83 78 78 88 83 83 233 205 185 195 193 223 215 313 115 193 225 500 435 353 Gimmerburn Glencairn Glenkenick Glenomaru 1 0 0 3a 11 3 4 38 203 C 168 b c Glenore (loodwood Oreenfielel Green Island 2 1 1 5b 10 13 14 314 169 224 64 132 133 B D B C I) C c c 160 161 Hamilton Householel Hampden 0 3 n 5 97 98 197 207 B D C Hawea Henley Heriot 3a 2 3a 29 39 57 218 115 224 128 I) C I) 15 Highclitf 3a 40 High Street, 7a 504 28 61 90 120 J 40 155 165 202 G G I) c D 0 c c c c Hilderthorpe Hillend Hiuahina Hinelon Railway Houipapa Hydo Ida Valley Inch Valley Island Cliff Kahuika Kaihiku Kaikorai 2 1 1 1 2 2 1 2 2 2 1 7 c 25 10 17 10 28 28 20 24 19 22 II 505 187 206 208 212 177 101 b c c c I) c 221 37 92 97 D c I) D l''or ex| ilanatory notes see page i.

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xii—E. 2.

LXXXIX

Schools. Teachers. Name. co ol 99 ■B rt to O CO CO to a . co rt co G-oo" SOl Hz" < (3) Namo. (TO t<2 d -S .£ ■■a ti '+j « 3 m rHrO Q tt C Oh R to _(5) (6)_ d .2 1 eg a (7) lis O (8) (1) (2) (4) Kaikorai — continued Kaitangata Kakanui Kakapuaka Karitane Kartigi Katea Kauru Hill Kelso Kensington 5c 3a 2 3a 1 2 2 3a 5o 302 49 26 37 21 28 24 59 350 Kelk, Henry P. Jones, Florenoe A. Me( 'urily, Mary E. E. Reid, VVilhelmina R. ( raw ford, Bertha Young, Ella Bowie, Mary E. Wix, Margaret A. R. Maxwell, Isabel F. Benzoni, Kathleen H. MoGuire, Hazel M. Y. Patterson, Bessie M. Pettitt, Edward R. Young, Moira .15. Begg, Thomas Taylor, Charles H. Frazer, Ellen F... Barclay, iSamuel M. I'at e-i son, Jessie L. Davidson, Grace O. Gage-, Sophia P... Allan, Nancy J... Dark, (lee-ilia P.. . Ross, Florence I. Kelehcr, Ruth I. Buohan, John McLeod, Sara E. Ayson, Annie I. W. Stevens, Edward M. Orange, Florence M. Sutherland, Annie E. Landreth, William H. Kidd, Isabella Townrow, Walter H. Sim, Hannah M. Stewart, Peter G. La lies, Albert A. Lear, Constance M. Palmer, Philip J. Botting, Amy I. Roche, Augustine D. Brenner, Rita Hare, Adeline M. Hilliker, Ethel M. L. Young, Hester F. Morrison, Stuart R. Kay, Margaret Melville, Mary J. Miller, Doris E. .. Miller, Daisy Dull', Ronald .. Borrie, John A. Wilson, Sarah Biilanel. MarvW. Melville, Ella R. Blanc. Olivia J. Hawkes, Helen (Mrs.) Wallace, William McLean, Jessie H. Darton, Henry L. (libson, Margaret P. Rcnz, Stena B. .. Polls, Jane 15. LoueIon, Jean Kidd, Christina Vare-oc, Myrtle A. Matheson, Norman M. .. Blyth, Douglas R. Kelly, Thomas Bait-el, Agnes I'. Saunders, David Hepburn, David J. Anderson, Ann C. 94 110 143 152 109 180 61 152 132 173 200 200 219 133 203 180 198 176 202 197 108 207 50 119 115 184 155 102 A A R A A A A A A Pt2 Pt2 Pt,2 Prl Prl H A I A A A A A Ptl Prl Pr2 H A S IT A S s s H A H A I A A A (R) A A Prl Pr2 S s s R s H A A Pr2 S s s R R R I A Prl Pr2 Pr2 D D II A S H A D D D C B C D C C c I) c I) c c 15 c c c c c c c c D c c B c I) c c c £ 343 333 156 253 235 205 195 185 135 78 78 78 88 83 415 365 283 263 215 215 175 175 113 113 108 315 213 243 305 243 205 200 253 295 223 455 375 303 243 253 225 155 195 185 83 83 303 195 235 125 90 345 213 195 78 195 105 223 155 435 115 215 175 83 108 78 Kia Ora .. .. Kokoami) Kokonga Kuri Bush Kuriwao .. .. Kurow .. .. • 2 1 1 1 0 3d 26 16 14 12 4 82 207 207 i33 187 D c c 115 D D D Kyeburn Kyeburn Diggings Lauder Lauder Railway Lawrence District High School— Primary (138), seoondary (29) 1 0 2 1 In 21 4 14 22 107 212 88 c' C b 185 214 c c Leith Valley 3a 41 157 200 119 145 209 145 149 c c c B c I) D 345 253 22,3 335 253 Livingstone Loveli's Flat 2 3a 30 40 ("or exi ilanatory notes see pavee i.

E.—2.

[Otago.

List of Public Schools, the Staff, etc. — continued. OTAGO — continued.

Schools. Teachers. Name. co .; 3 MS . rt rt CO i «"§§ 2 ■•Is o h (3) Name. CO* - Ol cc S3 a I b W\o 8 « = B 'g * a 3 (5) (6) __ _ (8J__ (1) (4) Loburn Lower Harbour Luggate Macandrew Road McLcnnan Macrae's M'aerewhenua .. Maheno Makarora Manuka Creek .. Maori Hill Matakanui Matau Matea Maungatua 3a 2 2 7b 2 2 1 3b 1 0 5o 63 22 22 556 20 22 14 94 9 8 342 Finlay, John Matthews, May S. Hill, Clement A. Kibblewhite, Arthur W. .. Macdonald, George W. C. Robinson, Arthur H. Crawley, Janet L. McKenzie, Lionel A. Murray, Florenoe Alloo, Arthur W. Hubbard, Fanny Hughes, Maggie G. . r Appleby, Dorothy F. E. .. Watt, Elizabeth F. Russell, Elizabeth Painc, Charles H. MeLay, Rudolph E. Gibson, Agnes E. Rontley, Edna M, Doogue, Winifred 0. Gorman, Marjorie Kibblewhite, James T. Kennedy, William R. Howard, Edwin H. Taylor, Grace I. Bastings, Edna C. George ,William Callanan, Margaret K. Fitzgerald, John A. Hanna, Alexander Newlands, Marion S. S. Brown, Jane K... Graham, Nina S. Guy, Gladys M. Allen, Greeba E. Eaton, Janet A. Reed, Randolph C. Gumming, Bramwell 0. .. Black, Marjory R. E. Armstrong, Ercna A. Inder, Alma F. .. Sutherland, Isabel D. Spark, Mary J. Finlay, Robert N. Wynne, Olga E. Thomson, Jane Grey, Mabel N. .. Murdoch, Jane N. Sharpe, Norah B. Thorby, George L. Alexander, Sarah J. C. Woods, Llewellyn Cornish, Lily M. Wood, Hazel E. D. Nicholson, Colin C. Coppin, Ezra N. McLean, Rena E. Scully, James II. McDonald, Jeanie W. Blair, Robert L. Murison, Mabel Morrison, Robert R. Robertson, Alexander 0. Thomson, Magnus MeCallum, Louisa M. Beattie, John W. G. Hodges, Bithia L. C. Shaw, Ethel Finlay, Lilian V. Nicolson, George K. Hall, Marie E. .. Rutherford, John R. Dickinson, Lesley H. Nelson, Jessie R. £ 143 II 15 325 214 A 0 213 S C 225 S D 233 16 II B 520 97 A B 303 9,8 I I) 343 111 A B 375 111 A D 333 125 A A 303 145 A C 263 158 A B 225 199 A D 195 185 A C 195 210 A C 185 A C 175 Pt2 .. 83 Prl .. 83 Prl .. 83 Pr2 .. 78 182 S C 233 S .. 193 200 S C 205 95 H C 375 180 A C 233 210 A C 205 S .. 165 S .. 105 50 H D 355 110 A C 375 102 I B 313 93 A D 313 R D 165 161 A C 225 183 A C 195 205 A C 185 T'rl .. 88 l'r.2 .. 83 Pr2 .. 78 Pr2 .. 78 R .. 125 R .. 155 206 S C 205 144 fl C 325 208 A C 213 Prl .. 83 215 8 C 215 S .. 165 213 S C 195 151 II C 325 193 A D 233 116 H C 355 152 A 15 253 R .. 155 Pr2 .. 83 S D 243 213 S C 195 H 278 206 A C 22.3 130 H D 345 180 A C 233 S .. 155 61 11 C 415 99 A D 343 109 I C 293 141 A C 305 145 A D 203 150 A C 225 184 A C 195 Prl .. 88 Pr2 .. 78 16 H A 490 R .. 155 104 I D 353 2. 2 1 3a 26 21 13 43 Maungawera Merino Deiwns .. Morton Milburn 1 1 1 3a 13 7 15 55 Miller's Flat .. 3b 83 Moa Creek Moa Flat Moeraki 2 1 3a 26 13 41 Momona 3a 39 Moonlight Moray Place 0 5b 12 302 Mornington 7o 509 for cxj ilanatory notes sec page I.

E.—2.

Otago.]

List of Public Schools, the Staff, etc. — continued. OTAGO—continued.

XCI

Schools. Teacher! CO <D N _> 3 '-* « «co O "* (2) (3) Name. CO* Ol bp_ S rH "5 I-" 22 to (•-.) s' o o Ch d a .£■ SS cc so M-iM i i& * *3 13 0 (7) (8) Name. __)_ (4) (8) Mornington— continued .. Mosgiel Mount Cargill .. Mounl Stuart Musselburgh 5c 1 0 7c 323 11 10 509 Campbell, David F. L. Calder, Elizabeth M. Milne, Alexander Smith, Lucy E. 1). Duke, Ivy E. . . Mackisae'k, Kathleen E. .. MoKinnon, Ethel E. Morris, Marcia E. liriggs, James M. Grant-, Emily W. Young, Noel H. R. MoAra, Esmond R. Hobbs, Mavis Jack, James A. .. Crimp, Dorothy E. Christie, Elizabeth G. Dallas, Thomas W. Jack-sou, Mary J. Melrose, Susan R. McDonald, Sarah E. (ii) .. .Anderson, May (i) Melrose, Myra Hamilton, Flora G. Sim, Victoria M. IT. Arthur, Dorothy Coghill, Daphne I. H. Grant, John B. .. Ironside, John Campbell, Janet M. Chalmer, Clara E. Graham, John Farquharson, Janet fl. Woods, Alexaneler .1. Graham, Catherine A. C. Whitehead, Marjory M. .. Pearce, Annie E. Wilkic, Janet H. Anderson, Mabel M. Aiken, Louisa Wilson, Edna M. BarreJwclough, Elizabeth A. (lampbell, Marion 15. Walker, (lenient R. Smith, Lilian M. Hyde, Margaret J. Paterson, Thomas Mai loch, Elizabeth W. .. Beattio, Helen M. Dewar, Geoi-r_ r o TI. Slater, William T. Seoon, Elsie A. .. Chambers, Mary J. N. 11. Hutton, Nellie L. I). Moir, John fl. .. McMillan, Hugh 'Thornton, Marion G. Forrester, Francis E. L. Henderson, Elizabeth O. Botting, Howard A. E. . . Vickers, Mary J. Allan, Flora M. Wilson, Elizabeth Alexander, Ann C. Pearson, Norma G. E. McDougal, Isabel Kaye, William T. 0. Woodhouse, Bertha J. Brossey, Florence F. Kenyon, Helen M. Goldsmith, Alice E. Luke, Robert L. L. Botting, Ethel E. Jonos, Herbert C. Ritchie, William A. 59 106 145 158 181 202 210 32 73 110 102 94 122 122 160 189 197 198 205 127 121 140 143 108 183 2.14 200 A A A A A A A A A Pt2 l't,2 Prl I'll H R I A A A A R Prl Prl Prl S s H A (It) 1 A A A A A A A A A Ptl Ptl Prl Prl Pr2 Pr2 H A A S H A A R H N KM N N N KM N N N (R) N N R N(D) N(D) N(D) H A H R C D B D B C D C C B D C D C D C c c c D c c A B C c c c c £ 375 333 203 203 225 195 185 195 165 78 83 88 83 475 155 313 335 253 215 185 155 83 113 113 155 195 510 435 165 343 343 343 345 263 225 195 195 195 185 S3 83 83 88 78 78 373 223 195 185 365 213 195 175 545 475 413 415 313 313 263 273 243 283 155 273 425 263 Naseby 3b 84 102 215 210 c I) c Nevis Ngapara 1 3b 15 84 125 200 211 D B C Ngapuna Normal District High School and side schools — Primary (415), seconelarv (52), Junior (ii) (27), rural(34) 1 7o 10 528 10 58 70 97 120 131 180 122 149 114 215 147 85 140 70 102 100 128 210 27 194 B 1) C B C B 0 C c D 0 c c c A B D 1) C B B North-east Harbour 3a 03 345 213 490 193 North-east Valley 7b 642 For ex] ilanatory notes see page 1.

E.—2.

[Otago.

List of Public Schools, the Staff, etc. — continued. OTAGO—continued.

XCII

Schools. Teachers. Name. CO ol a, TO cd H a (2) Cl CO co St S . rt rt " ?' coco Hi" H Name. CO* eg 3 o ■a _j _■_ * 3 w 1-lrQ £ os 8 s to (5) (6)_ s o "rt s rt 5 >: 2 3*> rt Ol s & I 'o (1) (3) ____ J_) (8) lorth-east Valley— continued forth Taieri luggct Point .. lamaru Middle lamaru North 2 1 3b 7a 28 14 130 485 Andrew, Alice M. Cowen, Martin Bowling, Alice G. Morrin, Edward W. Mackisack, Eleanor W. .. Bayley, Stella I. Black, Eveline M. Manson, Ellon M. Wallace, Mary Y. Gibson, Winifred J. Alexander, Myra L. Fraser, Percy J. MoCrae, Agnes S. Munro, Janet M. :. Henderson, William H. Hcneira, 'Thomas fl. Spears, George A. Mackenzie, Iona L. Pretsoh, Maria S. McKay, Ethel B. Bringans, Robert McKenzie, Emma V. M. .. Barrett, Elizabeth R. Hay, Edward G. W. Abel, William F. Stollhouse, Robert A. Brown, Mary (i) Dimick, Reuben E. Beattie, Ethelwyn J. Wilkinson, George E. Jones, Eliza J. .. Wood, Alieie A. .. Wright, Ellen R. Kibblewhite, Evelyn M. .. Imrio, Ellon Macpherson, Tela C. Slater, Vera M. .. Cronk, Ezma R. Turner, George A. Bromner, Victor H. T. Paul, Eliza F. M. fl. Smith, Norris Y. Darling, Rosy Martyn, Frances Ti. Swinarel, Bertha M. Patterson, Marjorie Meklrum, Marion H. Moir, Phyllis M. Mackenzie, Letitia 15. Grenfell, Marjory A. McKenzie, Alice F. Nisbet, Elsie L. Wilson, Maude Cameron, isobol M. R. Miller, Leonard W. A. Bennet, Gwendolyn .. Tindall, Nesta Brownlie, Ethel I. G. Fleming, James Boyd, Henrietta A. Flamank, Vera M. Watt, Rose Watt, Elsie J. .. Farquharson, William E. Harrison, Samuel J. Griffin, Isabella L. McDonald, Williamina Southgato, George W. Chesnoy, Andrew Tyrrell, Norman M. MeColl, Mary A. Tither, Eileen McLean, Sheila L. Overton, Samuel J. McAra, Mary A. 92 I 118 A 100 A 107 A 158 A 173 A 216 A 205 A 197 A 204 A 205 A A Ptl Ptl .. . Pt2 Prl Prl Prl 107 S 210 S 88 II T84 A 172 A Pr2 43 H 85 A 139 I 150 A 165 A 199 A 168 A 180 A 200 A 222 A P12 I't2 Pt2 Pr2 46 H 109 A 108 I 155 A 145 A 166 A 166 A 211 A 202 A 207 A Ptl Pt2 Pt2 Pt2 Pr2 Pr2 S 194 S 160 S 216 S 101 H 209 A 216 A 205 S 189 S 209 S 84 H 211 A 216 A Prl 77 IT. 193 (R) 192 A 213 A .. R (D) S s D B D D C D 1) C B C C c D c c c c c c c I) c B c c c D £ 353 333 343 315 243 225 185 185 195 185 185 175 83 83 83 88 88 83 313 205 375 223 225 83 510 435 323 303 293 243 225 205 185 175 108 78 78 78 510 405 353 345 313 203 233 195 185 175 113 78 108 108 78 108 285 253 273 205 375 213 205 243 235 225 375 213 205 88 405 303 243 205 Oamaru South 7b 526 c c c B D C C c c c Otakou Otanomomo Otekaike Otekura Otepopo Otiake Otokia Oturehua Outram 3a 2 3a 1 3b 2 2 2 3b 31 29 33 22 82 28 26 24 94 Lie. C D C C c D D D C c c D Owaka District High School — Primary (126), secondary (20) 4a 140 D A C D Owaka Valley Paerau 2 0 27 6 240 75 for ex ilanatory notes see page 1.

Otago.]

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List of Public Schools, the Staff, etc. — continued. OTAGO — continued.

XCIII

Schools. Teachers. CO* CO 2 «1 ■ Name. _ % gS « ' HZ^ O H (1) (2) (3) Name. CO <N 0r4 <a o> tr£l to (5) s a a ■< 'g -g «3a * s _ (») (7) (8) (4) Palmerston District High School — 4c 247 Primary (207), secondary (40) le 247 Rodger, William Mayer, William G. Crawford, Elsie J. Edgar, Mary E. Snell, Winifred S. J. Henry, Agnes G. Lunan, Agnes C. McKenney, Catherine I. .. Torraneie, Mabel Burn, David W. M. Searle, Irena F. Percy, David M. Wilson, Ellen Burton, George E. Culling, Elizabeth M. Ineler, Charlotte M. Nesbit, James W. Matheson, Clara R. Reilly, Margaret Buchan, Robert.. Booth, George F. Gray, James H... Nicolson, Ada (Mrs.) Eindlay, Ivan H. Grono, Violet A. Neione, Isabella Facer, Mary A. .. Hughes, Martha M. Glongarry, Jessie S. Miller, Alec M. .. Porter, Gilbert Stevenson, Isabel Fraser, Ahne C. Sinclair, Agnes Burn, Mary G. .. Smith, Thomas Cable, Violet L. Dickie, Roy A. .. Skinner, William Begg, Isabella Allan, Gertrude M. Morgan, Daniel W. Restall, Walter Hill, Florence C. Davis, Edward Wilson, Alice I. Adams, Margaret (Mrs.) .. Falconer, Violet M. (Mrs.) MeDowall, Wilfred J. Searle, Ernest A. Clare, Emily S. E. Clarke, Edith E. Kennedy, Pereival R. Williamson, Alexander H. Spears, Anthony Lothian, Jeanie M. Green, Lilian C... McLeod, Mina R. Nicolson, Edith M. Martin, Sarah R. Durward, John W. Flannory, Nora J. Burn, Edgar H... Johnston, Jane F. Parr, Cuthbert Green, Jessie A... Mawhinncy, Bethia Ballantine, Janet N. Craig, Hazel M. Cockburn, Georgina M. .. Bennetts, Ethel J. (Mrs.).. Coutts, Thomas R. W. MoMullan, John J. M. Hopcraft, Victoria K. 62 173 159 175 191 H A I A A Pt2 Prl Prl Pr2 D D H R S R S H A S R H A I A A A A A A Ptl Pt2 Pt2 Pr2 D S H A S s s s s H A H A S S R H A Prl S H A I A A Pt2 Prl S S H A H 1 A A Prl Pr2 R H A I B C C D D io 405 325 253 253 205 108 83 83 78 l'apakaio .. .. .. 3 a 56 97 B B D D C 3a 56 127 345 155 223 155 30 345 243 185 125 510 435 343 365 333 283 233 215 175 118 83 78 78 Papatowai .. .. .. 2 26 Patearoa .. .. .. 2 31 Patearoa Homestead .. .. 0 2 Pine Hill .. .. .. 3a 39 2 2 0 3a 26 31 2 39 209 112 175 C c Poolburn .. .. .. 1 15 Popotunoa • • •. .. 1 17 Port Chalmers District High 6n 442 School —Primary (419), secondary (23) 1 1 (in 15 17 442 32 62 95 150 121 137 181 189 215 B B D C c D C c c Port Molynoux .. .. 1 13 Portobello .. .. .. 3a 72 113 200 90 177 212 0 c B C B 225 335 243 223 155 235 195 185 295 233 315 223 255 215 115 335 213 113 205 405 325 263 233 205 78 113 185 60 345 213 395 225 215 175. 83 78 155 465 385 323 1 3a 13 72 Pukeiwitahi .. .. .. 2 28 Pukema .. .. .. 1 12 Pukepito .. .. .. 1 11 Puketi .. .. .. 1 18 Puketiro .. .. .. 1 16 Pukeuri .. .. .. 3a 64 2 1 1 1 1 3a 28 12 11 18 16 64 187 212 C C Purakanui .. .. .. 3a 46 3a 46 162 186 120 203 147 D Q D C D D Purakauiti .. .. .. 1 14 Purekireki .. .'. .. 1 13 Rae's Junction.. .. .. 1 13 Ranfurly .. .. .. 3a 70 1 1 1 3a 14 13 13 70 125 210 C C Ratanui .. .. .. 3a 32 Ravensboiirnc .. .. .. 4c 213 3a 4c 32 213 61 176 149 173 201 Lie. C D D C C Reomoana .. .. .. 1 9 Roekvale ... .. .. 0 5 Romabapa .. .. . 3a 41 1 0 3a 9 5 41 120 215 76 159 197 222 C D A C C D Roxburgh .. .. .. 4a 1.28 4a 128 St. Bathan's .. .. .. 1 21 St. Clair .. .. .. 6b 490 D B C D 1 6b 21 490 43 118 120 For ex| ilanatory notes see page i.

E.—2.

[Otago,

List of Public Schools, the Staff, etc. — continued. OTA GO— continued.

XCIV

Schools. Tcachera. Name. CO ol ca _ ra o a, U &9 ■ tO »eo r* T3fM 3 «» > !»~_ Name. (4) ©9 N bD__ m '•£ ■-* 22 °a to (5) a p CO O CH s 3 **• I ill o O (7) (8) (1) (2) (3) («) t i St. Clair— continued St. Leonarels Sandymount Sawyer's Bay Scacliif South bridge) Spottis Creek Spylaw Valley Stirling .. 3a 2 4a 3b 2 1 1 3b 50 : 27 124 9> 81 [36 22 9 92 Barton, Vivian Mclntyre, Sophie Woolliams, Eva M. E. Telfer, Catherine M. Twhigg, Mabel F. Young, Margaret L. 15. . . Morice, Agnes Z. Lyders, Caren C. Esson, John A. .. Notman, Alfred C. MoKinnon, Charles McCallum, Eliza J. Rabbidge, Ida M. Finlay, Thomas A. Botting, Ethel K. M. Glanville, Alice Stowart, Doris M. Nicolson, Una M. Marshall, Hugh Walden, Kathleen E. Marshall, Grace K. MoKinnon, Jeanie R. FJannery, Margaret W. . . Jack, Aileen A. .. Ellisson, Liemel E. Moir, Maria Anderson, Reinga A. Bastion, Ernest fl. floggans, Alexander Crawford, Margaret M. .. Mr;Loan ,Elsie A. Dreavor, Andrew R. Ewart, Marion (Mrs.) Forsyth, Flora H. O'Connell, Thomas F. Vickers, Elizabeth M. Gordon, Jano Duff, Olive M. Duncan, James A. Murray, Louis H. Burns, William G. Graham, Agnes G. Graham, Amelia B. P. Black, Mary R. .. McKenzie, Effie S. Hill, Jessie T. .. Powell, Louisa A. Buchan, James W. A. Clyne, Mary E. (Mrs.) Hogg, Elspeth V. Gumming, Reka R. Cuttance, Eli W. Wilson, Charlotte M. Grant, Christina flannay, Charlotte 15. Harrison, Thomas Dunn, Annie D. O'Donnell, Catherine T. .. Bell, Hazel M. .. Park, Isabel J. .. Couch, George B. Doak, Robina Allan, John M. .. Hare, Muriel Bowie, John Harrison, Robert S. Davie, Victoria R. McRae, Alexandrina Wilson, Margaret A. Johnston, Margaret H. M. Shutt, Robert fl. A. Woodhead, James H. A. McLean, Cora A. Martin, George P. 121 142 169 183 1.93 201 106 182 209 94 135 155 90 193 212 93 184 209 A A A A A A A Ptl Pr2 Pr2 H A S H I A Pt2 Prl H A A S R S II A A S H A A Pr2 S S R R R R S S H I R A Prl Pr2 Pr2 D S s R R S S s H A A S S H A II R H A I A A A Ptl Ptl Prl Pr2 15 C c I) G G I) c c i) c c 0 B c B C c I) c £ 345 253 225 215 195 185 135 83 83 83 355 233 223 395 203 225 78 83 375 213 205 223 125 195 375 233 195 155 365 233 215 113 303 75 245 135 155 115 223 105 395 253 145 175 113 78 78 Stony Crook Strath Taieri 1 SB 14 80 98 190 185 G G G Sutton Table Hill Tahakopa 2 0 3a 25 7 85 Ul 1) Tahatika Taieri Beach Taieri Ferry Tapanui District High School — Primary (130), secondary (20) 1 2 1 4a 18 27 9 158 2il C I) c 0 75 158 213 c' Tapui Tarara Tarras Taumata Tautuku Tawanui Tavvhiti Teaneraki 0 1 1 1 0 2 1 3b 9 12 21 9 5 26 9 85 193 150 A C 245 155 115 115 60 213 155 373 233 195 205 45 315 213 355 125 455 283 283 253 233 215 118 88 83 83 88 181 210 207 0 c c c Te Houka Timaru Creek Tokarahi 1 0 3a 18 3 38 179 B c c Tokoiti 3a 61 97 Tokomairiro District High School— Primary (276), secondary (46) 5c 322 48 207 145 176 186 185 B c 0 0 c c For ex] ilanatory notes see page i.

Otago.]

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XCV

Schools. Teachers. Name. CO eS <M _ O 2 l>i ■ TO r* 01 =1 H IS O H (2) (8) Name. CO r! Ol S SP2 a § I- -s I 22 I a to C (5) < 7 > >* -SSco* o (1)_ (4) ____ .18) Moir, James H. Yardley, Mary IT. Robertson, Mary T. M. A. Fegans, Frances M. Rogers, Walter J. Hall. Evelyn M. Campbell, Jessie (ii) Bond, William A. Horn an, Phyllis M. MeGovern, Alice Blair, Marjory E. Kilgour, Jane G. IT. 'Tyrrell, Lydia M, Henaghan, Florence A. .. Hilliker, Greta A. Kirby, Alban M. Elder, Winifred I. Adamson, David Renfroe, Doris T. MeNie, Marion C. Fawcett, 'Horace Sheppard, Vera TI. Baxter, Ellen L. Carson, Marion E. Simpson, Henry G. E. Sutherland, Lorna A. Shea, Ellen Greene, Clarisse A. Harrison, Annie Roseveare, Areta I. E. Tempore, Frank J. MeNeilly, Elizabeth K. .. Bateman, Vera L. Murphy, Marguerite Rosinelale, Agnes Marwick, Ethel Smith, Robert L. Stevens, Herbert M. Hare, Emma J. Thomson, Marjory G, Legal, William Lory, Norman P. Fleming, Emilia M. M'oir, James McKenzie, Georgina Traynor, Jean VV. Knowles, Ada P. Cohen, George C. H. Mc Lay, James Moss, Doreen II. Whitefield, Jane II. Taylor, Annie M. Aysem, Emily F. McLean, George Ii. McKeenan, Thomas A. Colquhoun, Hercules Thompson, Alicia M. Wilkinson, Alice I. Diehl, Kathleen McCaw, Marion B. Stan well, Ella M. Little, Gladys Macelonalel, George C. Fleet, Margaret E. Currie, Isabella T. Thompson, Dorothy A. (Mrs.) Pr2 184 1) A 193 D C 171 A D 110 H 0 204 A C 216 S C 183 H D A C Pr2 195 S C 151 II C 223 A C 166 S D S 124 H C 207 A C 163 IT D 205 (R) C 11 92 H C 160 I B 211 A C .. Pt2 130 H C 209 A C 135 S 15 s c R 202 S C 145 H C 184 A C Pr2 215 S D S 110 s c 222 S D 98 H B 101 A C 203 A C Prl 105 H C R 71 II D 130 I D 161 A D Pt2 Prl 94 H B 177 A C S s 192 S I) S s 103 H C R D R Pr2 s c s .. s '.'. 117 H 1) 204 A C 149 S D .. S C £ 83 Tokomairiro District High School — continued 'Tomahawk Totara 1 3d 17 67 225 365 223 205 283 213 108 243 273 213 293 165 345 223 315 263 125 375 253 205 78 323 213 303 90 125 223 333 223 78 205 185 313 223 355 243 205 118 315 145 405 263 215 78 88 355 243 175 90 253 155 185 , 365 155 115 78 205 155 120 345 233 283 263 'Tuapeka Flat Tuapeka Mouth 1 3a 16 47 Tuapeka West Upper Junction 2 2 23 42 Waianakarua Waihemo Waihola 2 1 3 a 21 13 39 Waikoikoi 3a 39 Waikouaiti 4a 123 Waipahi 3a 39 Waipiata Waipori Waipori Falls VVairuna Waitahuna 2 0 1 2 3a 28 8 17 25 68 Waitahuna Gully Waitahuna West Waitaki Bridge Waitapeka Waitati 1 1 2 2 3b 12 9 32 30 95 Wii.iwera 3a 68 Wakari 4a 129 Walton 3a 40 Wanaka Wanaka Road Warepa Warimui Wedderburn Weston 2 0 2 1 1 3b 17 7 32 9 14 105 West Taieri Whare Flat Wharetoa Windsor 1 1 0 3 A 16 13 4 45 Wyllie's Crossing Spei-ial Class 2 27 For ex] ilanatory notes see page i.

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[Southland.

List of Public Schools, the Staff, etc. — continued. SOUTHLAND.

XCVI

Schools. Teachers. Name. CO CM Ol 41* **2 1 O (2) HX%" H Name. eo M br,o Qr-t 'O rH 22 a a s . |Zi (.__ s o S fl .2 a HH O S 2 o m Q. tn £ *""i (6) (7) CH Sci CO _ _OI rt _ S o (8) (!)__ (3) (4) Aparimu Ardlussa Ai'rowtown Arthur's Point .. Athol Awarua Plains .. Balfour Beaumont Birehwood Bluff .. Brown's Brydone Cainard Cardrona Caroline Charlton Chatton East .. Chatton North Clifton 2 2 3a 0 3a 1 3b 1 0 5b 3a 3a 0 1 1 2 2 1 3a 19 29 66 4 47 13 97 10 11 283 67 42 4 11 9 25 26 14 36 Barron, Mary E. Fwart, John F. Douglas, RosinaM. (Mrs.) Milne, Vera B.A. Flynn, Ida W. .. Thompson, John Brown, Leslie Brand, Hazel D. Hamilton, Jessie D. Sproat, Hugh G. Liddoll, Margaret Brewster, Daisy M. Jones, William H. Kidd, Margaret V. Brown, Edmund A. Steadman, David D. Kinross, Andrew Webb, Williamina I. Clifford, Jessie C. Lovett, Dulcie M. Long, Gladys C. A. Sheppard, Louisa Roberts, Marion L. Brooks, Vera L. T. Shiels, Edith M. Watson, John (ii) Hamilton, Victoria C. T. . • Ballantyne, Albert McClymont, Elizabeth H. Anderson, Mabel G. Millar, Gordon Watson, Elsie Barclay, Violet A. Dillon, Frederick V. McAngus, Annie Stirling, Mary (Mrs.) Forrester, Jean H. Smith, Edwarei (ii) Hannan, Cecilia Sullivan, Robert M. Mackay, Johann M. Atkinson, Connie Pullar, Annie C. Mackay, William Cullen, Pearl M. Naieler, Sophia J. M. J. .. Hamilton, Henry (ii) McDowell, Mary (iii) Downey, Kathleen McAhan, Gilbert E. Gill, Dorothy ... Hutchinson, Margaret M. M. Lilico, Jaines E. Miller, James M. Bews, David W. Anderson, Mary A. (Mrs.) (i) Ross, Annie Tayies, Elsie E. Manson, Duncan Martin, Alice M. Foley, Stanley Gait', Margaret M. Athy, Margaret M. Hiddleston, Archibald II. Pryde, Annie Burnett, Agnes Viekery, Rose 0. (Mrs.) .. Pringle, Vera M. J. Walker, Alexander T. Stewart, Elizabeth Watson, Tna Anderson, Albertina V. .. Lepper, Elizabeth H. 213 209 112 213 200 206 119 211 218 69 139 171 194 198 212 122 216 177 205 135 164 s s IT A Pr2 S H A R H A A Prl S S 11 A R A A A A Ptl Prl Pr2 H A H A S s R S s s H R H A H A S S s (R) s H A Pr2 H A S S H A I A A Pt2 Prl Pr2 S (R) H T A R Pt,2 Pr2 S S II A D 0 B C C C c c D c c D I) D I) c c D D C c i> £ 223 223 343 223 108 60 293 213 115 355 213 205 118 155 155 405 365 155 225 215 215 175 83 83 78 323 223 3B! 213 60 175 115 303 20.3 175 323 115 345 233 283 173 90 283 175 105 343 335 183 108 283 173 223 155 375 253 305 263 215 113 83 113 253 135 395 253 213 165 78 113 195 165 283 173 Clifton 3a 58 120 182 207 c E c Colac Bay 3a 46 Crown Terrace .. Croydon Croydon Siding 0 2 1 6 18 24 155 c Dacre Dipton 3a 3a 31 82 133 d D Drummonel 3a 45 202 B Dunearn Eastern Bush . . East Gore 2 1 4c 23 19 221 C ■ 86 199 141 147 185 c B c D C East Limchills .. 187 c 2 23 Edendale 4b 150 107 103 E D I) D Ermcdale Etalvale Fairfax 1 1 2 23 8 45 209 C 155 c l"or ex] ilanatory notes see page i,

Southland.]

E.—2.

List of Public Schools, the Staff, etc.—continued. SOUTHLAND—continued.

xiii-E. 2.

XCVII

Schools. Teachers. Name. 4 ill It -w O H (2) (8) Name. i mi at «J to _ o Oh I b g Srtco* I III Ul rr jg o o • (7) (8__ _yL_ (4) (0) Foldwick Ferndale Eerndunlaw Eernhills. Five Rivers Siding Flint's Bush .. Forest Hill North Fortification Fortrose Garston Uibbston filadfielel Ulenaray Ulencoe Gflendhu Glenham (llenorchy Gore Gorge Road 1 13 1 19 0 9 3a 53 2 25 1 9 2 35 0 8 3a 51 2 27 0 9 2 30 2 23 2 34 0 4 2 33 2 21 6a 453 :u 44 Selby, Edgar A... York, Christina J. Twemlow, Margaret E. M. Martin, John W. Vickery, Adeline Hicks, Margaret E. McNaughton, Margaret Morgan, Isabel Hurle, Violet L. E. Blick, Adolphus R. E. Daplyn, Ethel V. ... Pears, William Hargrave, Harry Ranee, Annie Macdonald, Dora J. Payne, Mary E... Ewing, Jean Linn, Arthur G... Stevenson, Jessie (Mrs.) (ii) Donald, James Clapp, Lewis J. .. Macdonald, Catherine I. .. Wilson, Elizabeth M. Steel, Christina Morris, Mary (Mrs.) Morris, Muriel N. Simpson, Douglas Melvin, Ella G. .. Davidson, Jean A. M. Cunningham, Agnes M. .. Donald, James S. Schmidt, Anna Cruickshank, Ivan S. Fortune, Alan E. Jackson, William H. Spillane, Hanorah Georgeson, Grace (Mrs.) Tangney, Garnet, McNeill, Jane Marnane, Catherine M... Lea, Albert, G. .. Mackay, James I). Lewis, Richard R. Robertson, Peter S. Gregg, Annie (Mrs.) Hamilton, Jessie W. Reid, James Webber, Stella R. Bourke, William J. Nieoll, Jessie J. . . MaoGregor, Christina J. .. Gardiner, John R. Kennedy, George R. Crowe, Kathleen J. Gedney, Mary J. Brotherston, Agnes J. Featherstone, Arthur E. Griffiths, George F. Baird, Mary Maclennan, Ian G. Murphy, Kate Lucas, Evelyn M. Dundas, Jessie A. Falconer, Jessie D. Lumsden, Mary E. Affleck, Milly V. Doogin, Mary Jones, Doreen Ayton, Grace Strang, Doris J... Cook, Archibald A. Hannah, Ewart N. J. 188 195 112 221 209 54 117 119 121 155 101 194 211 146 S S S H A S R R S H A S S s s s 's s s H A I A A A A A A Ptl Pt2 Prl Prl Pr2 Pr2 H A R 11 A S H (R) s s H A S s s H A S H R S s H A I A A A A A A A A A A A Ptl Pt2 £ Lie. 185 185 135 15 283 198 D 245 105 115 120 345 183 195 135 208 193 I) 223 60 D 243 193 B 460 D 375 C 333 D 303 1) 253 D 235 C 215 C 175 C 175 83 108 88 8.3 83 113 B 315 D 213 165 C 333 I) 233 155 (! 335 125 208 155 D 353 I) 233 155 C 195 185 I) 343 I) 223 165 D 283 115 C 263 I) 215 C 520 B 405 C 353 C 283 C 343 1) 293 D 263 C 225 C 185 D 195 C 205 C 185 C 185 C 175 118 83 H D Granity Greenhills 2 3a 25 70 139 200 C D Greenvale Grove Bush 1 3a 18 35 115 C Gummie's Bush Halelane Half-moon Bay 3a 1 3a 32 20 09 104 179 D D Hamilton Burn Happy Valley .. Heddon Bush .. Hedgehope Lower 1 1 1 3a .12 13 II 38 213 C 109 209 1) D Hedgehope Upper Hillend South .. 1 3a 19 44 212 I) Hokonui Holmesdale lnvercargill Mil Idle 2 1 7f 31 16 689 160 26 91 87 212 94 135 151 160 219 194 175 201 200 209 C D c B c c c I) D C c I) c c c c For ex] ilanatory notes see page 1.

E.—2.

[Southland.

List of Public Schools, the Staff, etc.— continued. SOUTHLAND— continued.

XCVIII

Schools. Teachers. Name. CO S8 «" TO CQ N o CO Ii • & .2 co 111 H Name. CO Ol be 5 flrH "5 fcr" rt CO 1.0? O a to (5) g = ob ■ 1 = iai 8 S, « CO rH S S *s 0 (6) (7) 18) (1) __, (2) (3) (_> lnvercargill Middle — continued lnvercargill North 5c 352 Kettlewell, Stuart E. MacKintosh, Margaret M. Hay, Margaret J. Kidd, Jessie V. .. Soar, James Baird, Thomas Hareiie, Margaret Brown, Isabella (i) McDougall, Agnes V. Doogin, Ella A. McGregor, Jessie E. Small, Florence M. Cox, Robert D. .. MacBean, Anne C. Laelbrooke, Albert W. McKenzie, Irene J. Ritchie, Janet R. 69 118 140 144 144 1.74 182 69 118 140 144 144 1.74 182 £ Pt2 .. 83 Prl .. 113 Prl .. 83 Prl .. 83 H C 435 A D 333 (R) E 185 I D 283 A C 273 A C 235 A 0 215 A .. 135 Ptl .. 88 Ptl .. 113 Pr2 .. 113 Pr2 .. 78 Pr2 .. 78 c I) E D C c c lnvercargill Park (side school to Waihopai). lnvercargill South 7d 645 Hain, James Grenfell, Alfred F. Bellamy, Elizabeth W. .. Proston, Irene O. Frew, Mary M. .. Francis, Cecil D. Ramsay, Willeamina A. .. Francis, Agnes M. J. Stout, Edith M. 49 78 95 iso 190 159 199 220 (Priw 1 49 78 95 150 190 159 199 220 (Prov.) 216 195 224 210 H D 510 A C 393 I D 353 R B 165 A C 303 A B 253 A D 253 A C 205 A D 175 D c D B C B D C I) McLeod, Marjorie F. Hamilton, Alice A. MoFarlane, Violet Fraser, Elsie Clark, Ellen A. .. Davidson, Hannah A. Spence, Agnes A. McRae, Catherine A. Galbraith, Gertrude M. .. Hamilton, Allan D. Matthews, Cyril L. Bigwood, Frank R. Trapski, Eileen E. MuOalman, Violet H. Leckie, Douglas F. Parry, Gladwin M. (±*rov.) 216 195 224 210 213 182 208 eProv ) A D 185 A B 195 A D 175 A C 175 Pt2 .. 108 Pt2 .. 108 Pt2 .. 108 Prl .. 113 Prl .. 83 Pr2 .. 83 Pr2 .. 83 H C 283 A .. 173 S .. 155 H D 285 A D 213 I) 15 I.) C Kapuka 3a 42 213 c Kapuka South . . Kennington 1 3a 12 (ill 182 208 (Prov.) b D Kingston Kinloch Knapelaie Limehills Limestone Plains LochiolLongbush 0 0 3a 3a 3a 3a 3a 10 0 45 04 50 09 37 Logan, Jessie K. Pankhurst, Edward G. McErlain, Helen E. Sullivan, William Graham, Winifred F. Murray, Henry E. Clark, Agnes G. Macdonald, Ralph N. Duke, Catherine Gazzard, William H. D. . . Murray, Jessie E. I, Neas, Mary I. .. Ballantine, Archibald Galloway, Jossie I. McLauchlan, David L. Gilford, Gordon Nelson, John S. .. Martin, Esme R. Romans, Ina B... McKenzie, Irene C. Marshall, Edith R. Fiynn, Mary G. .. O'Kane, Edith M. Somerville, Agnes T. Eraser, Mona 0... Young, Elizabeth M. Whittingham, W. (frov.) 167 126 196 146 166 129 189 146 219 89 223 142 191 167 126 196 146 166 129 189 146 Prl .. 113 S .. 165 S .. 90 H C 305 A .. 173 II I) 345 A C 223 H D 335 A C 243 H D 345 A I) 233 Pr2 .. 108 H I) 335 A D 203 S E 225 S .. 155 fl C 365 (R) D 165 I .. 183 R .. 115 Pt2 .. 108 Pr2 .. 108 S .. 60 H I) 333 A .. 173 S C 253 S .. 175 c I) c I) c D D D D E Longridge Village Lora Gorge Lumselen 1 1 4a 12 17 150 219 89 223 C D Lynwood Mabel.. 0 3a 4 38 142 b McNab Maitland Village 2 1 23 13 For ox| 191 c ilanatory notes see page I.

Southland.]

E.—2.

List of Public Schools, the Staff, etc. — continued. SOUTHLAND— continued.

xiv—E. 2.

XCIX

Schools. Teachers. Name. CO (N O) aT 2 o (2) CO to H CH S . rt rt CO ifs Hsr H Nome. (4) co' N _P2 J3 ■5 _T 22 °B to (5) s o 'tn o Ph s .0 I _ 'in tn £ 0) (8) (6) (8) (7) lakarewa 4a 136 Leith, Maitland James flamor, Jean C. Brown, Ellen S... Horman, Carvel C. Gait, Annie C. .. Morton, Margaret Stephens, Fuphemia M. .. Lawless, Cyril N. Park, James fl. Cookerill, Myrtle Winning, Annie T. Donald, Isabella M. Smith, Elsie Pringle, David Woodfield, Reginald fl. .. Whitefield, Annie C. Payne, James T. W. Robertson, Myrtle J. Mackay, Catherine H. Barraclough, Elfrerla M. . . Gait, John M. H. Dewe, Mary P. .. Shepherd, Francis H. Newman, Ivy M. Chalmers, Rupert G. Stevenson, Myrtle I. McGearty, Elizabeth Finlayson, Anna C. Kennedy, Francis M. O'Brien, Catherine E. M. .. Gilchrist, Alice M. Rose, Frank R. .. McLauehlin, Ewen M. Dunlop, Mary M. (Mrs.) . . Milne, Alexander I. Irwin, Annie M... Forde, Christina (Mrs.) Cook, Alice M. .. McKenzie, Mary A. Haywood, John S. Curtin, 0. (Katie) Witting, Aubrey 0. Miller, John I. .. Johnstone, Richarel S. Wilson, Sybil I. MoKinnon, Bessie B. Young, Thomas F. J. Evans, Daphne Allott, Spencer M. Elliott, Mary K. Gilfedder, 'Thomas J. Gil-van, Frederick L. Finlayson, Catherine I. .. Melvin, Susannah J. Stirling, Christina Rae, Elizabeth (i) Macdonald, Flora (iv) Wilson, Robert N. Saunders, George N. Speden, Helen Donnan, Mary R. Webb, Catherine A. Wakeling, Reginald N. .. flarely, Elizabeth A. Ferguson, Archibald Bryant, Herbert P. McKay, Leslie D. Betteridge, Mildred Grant, William Wilson, Catherine B. Reid, Pearl Henderson, William J. M. Dewe, Ethel Hargest, Edwin 103 H R A Ptl Prl s s H A I A A A Ptl Ptl Prl H A H A II A II A S R S (R) H R R S S s fl A R Pr2 S s s s H A I A Ptl Prl H A S S s H A H A H A A A A Pt2 Prl Prl S H R H R S H A S £ 375 145 205 88 113 233 283 405 385 283 223 205 195 118 118 113 285 213 343 233 335 183 293 183 175 155 293 135 283 105 105 245 225 243 345 253 .185 78 225 155 105 275 375 173 233 180 118 113 295 213 235 155 223 313 198 323 223 405 305 243 223 215 113 83 118 223 303 125 283 115 75 323 183 245 C 203 C lakarewa North landeville lataura 2 2 5 ii 25 36 297 190 172 64 103 154 178 200 212 C I) B C I) D C c lataura Island 3a 51 208 D C I) c c lenzies Ferry .. 3a 60 111 190 149 lerrivale 3a 44 limihau 3a 47 159 I) iokoreta lorton Mains .. lorton Mains Siding 1 2 2 19 25 28 165 c D Tossburn 3a 44 c loturimu lyross Bush few River Ferry Tiagara Jighteaps 2 2 1 2 3b 19 29 17 29 116 207 167 118 161 D C D C c I) fokomai forthope )pio Iraki )repuki 1 1 1 2 lu 10 19 14 32 153 i> D c 100 190 c )reti Plains 168 c c I) 3a 39 )tahu )tama, Hapiri )tara 1 1 2 3 a 17 18 23 38 181 205 159 c J) )tatara )tautau 3a le: 38 219 145 202 83 173 168 166 182 D c c I) c c I) )teramika 'abia 2 3a 26 44 1) c 'apatotara 3 a 58 207 B 'aradise 'embroke 0 3a 5 49 Ui A 'ine Bush 2 28 D For ex] ilanatory notes see page i.

E.—2.

[Southland.

List of Public Schools, the Staff, etc. — continued. SOUTHLAND— continued.

Schools. Teachers. frame. (1) CO Ol Ol CJ* TO 2 o ___ CO O 01 CC ai H m_ _ .2 HCJC1 „ TO M HH " S§2 Name. _,_ ■-g S hz oa 8 ™ h : 3 s to -> (3) (*)' (6)_ (0) (7) 01 rl CO SK*" o (8) Port Craig Pukemaori Pukerau Pyramid Sieling Quarry Hills Queenstown Raymond's Gap Redan Rees Valley Rimu Riverselale Riverside Riverton District High School— Primary (220), secondary (37) R,osIyn Bush Bound Hill Runtime Ryall Bush Sandstone Scott's Gap Seaward Downs Shotover Lower Skipper's Point Spar Bush Springbank Springhills St. George Sunnyside Taramoa Te Tua Te Waowae Thornburj' Tisbury Tokouui Tuatapere Tussook Creek Tuturau .. .. .. 2 2 3\ I I 3 u I 2 I 3 a 3 a I 5a I 2 1 3 a I 2 3a 2 0 1 1 2 7a 0 1 2 2 3a 3b 3a 3b 2 2 1 2 1 3a 1 2 3a 2 0 1 1 2 7a 23 Bigwood, George V. .. .. .. S 27 Polwarth, Alexander A. .. .. 204 S C 09 Hoare, Eric .. .. 199 H B King, Violet .. .. .. .. A 13 Campbell, Charles .. .. .. S 13 Tcmpleton, James G. .. .. S i 83 Macdonald, Donald F. .. 128 H C Tait, Georgina F. .. .. 195 A C Beer, Gladys .. .. .. .. A 13 Reid, George R. .. .. .. S 20 Mackay, Naomi .. .. .. R 11 Munro, Harry W. .. .. .. S 45 Wilkinson, Francis .. .. 203 H 1) Yule, Mary M. .. .. 202 A C 79 Caldwell, Nathan J. .. .. 198 IT D Nelson, Irene V. .. .. .. A I) Mason, Agnes I. .. .. .. Pr2 13 McDonald, Allister P. .. .. S 257 Rae, Duncan M. .. 74 H A Ashley, James F. .. .. 180 A C Southberg, Eleanor .. .. 150 > I E Swap, Marion W. .. .. 186 A D Mackay, Vera I). .. .. .. A Pearsey. Gladys W. .. .. .. Pt2 • Cloughley, Myrtle .. .. .. Prl Mclntyre, Robert A. M. .. .. .. D Templeton, Marv F. .. .. 210 D C 25 Faulkner, Mary *.. .. 216 S 15 80 Kelly John (iii) .. .. 174 S C 9 Pont, Grace C. R. .. .. .. R Frederick, Isabella U. .. .. .. (1.1) D 70 Shroeder, Peter .. .. 123 II 0 Spillane, Katherine .. .. .. R 14 McKenzie, Aby J. .. .. .. S 33 Hartley, Allan L. .. .. .. R 57 Linn, Mary I. (Mrs.) .. .. 124 H E Bower, Johan C. .. .... A D 28 Butel, John .. .. .. .. S D 7 Smith, Louise R. .. .. .. S 18 Kelly, Sydney J. .. .... S 14 Connor, Katherine F. (Mrs.) .. .. S 25 Miller, Charles .. .. .. .. S D 504 Robertson, George E. .. .. 31 H B Lenihan, James .. .. 103 I A C Selby, Bertha G. .. .. 92 I 0 McNaughton, Donald S. .. .. 161 A B Macdonalel, Jane .. .. 143 A B Watson, Annie .. .. .. 145 A C Affleck, Emily G. .. 175 A C Pay, Elizabeth B. .. 182 A C Campbell, Roberta A. .. .. 214 A C Conland, George .. .. .. Ptl Clark, Marjorie E. .. .. .. Ptl Turner, Alice M. .. .. .. Ptl Mclndoe, Ellen A. S. .. .. .. Pt2 Willett, John E. .. .. .. Pr2 Rout, Harold M. .. .. .. Pr2 5 Robertshaw, Amelia E. .. .. .. S 20 McMullan, Patrick .. .. .. S 28 Bone, Edna L. R. .. 213 S D 24 Kelly, Bernard .. .. .. .. S 42 Diack, William A. .. .. 120 H C MePherson, Mary F. E. .. .. 184 A C i 79 . MoFeely, Hugh .. .. .. 117 H C Hannan, Julia M. .. 217 A C Buckingham, Lucy .. .. .. A C.. Maher, Isabella .. .. .. .. Pr2 63 Brown, Hugh L. .. 154 H D McLees, Mary E. ... .. .. A i 119 Higgins, George E. .. 123 H D Brighton, Isabella .. .. .. A D.. Cameron, Catherine M. .. .. 229 A D 19 Jenkins, Myrtle .. .. .. R 33 Brighton, Olive M. .. 189 S C 25 80 9 70 14 33 57 28 7 18 14 25 504 c 15 c c 1) C D I) A C E D C 15 C b c E D D £ 193 233 283 183 185 1 65 323 233 165 155 125 165 283 223 285 223 108 175 405 285 263 213 180 78 83 195 293 115 175 345 185 155 105 343 213 225 105 155 155 245 490 405 343 293 303 263 225 205 175 88 83 83 108 83 83 90 215 223 213 345 233 345 223 ... 195 ..:.. 78 303 185 345 223 195 125 243 £ 193 233 283 183 185 1 05 323 233 165 155 125 165 283 223 285 223 108 175 405 285 263 213 180 78 83 195 293 115 175 345 185 155 105 343 213 225 105 155 155 245 490 405 343 293 303 263 225 205 175 88 83 83 108 83 83 90 215 223 213 345 233 345 223 . 195 78 303 185 345 . 223 195 125 243 I) B C C B B C c c c 0 1 2 2 3a 5 20 28 24 42 b 3b 79 c c c c c... 3a 63 b 3b 119 D D... D 2 2 19 33 c For explanatory notes see page i. For ex]

Southland.]

E.-f2.

List of Public Schools, the Staff, etc.— continued. SOUTHLAND— continued.

Schools. Teachers. CO Cl C! Name. -g M O (1) . (2| Co co CO ceS . d rt CO '-TOCt ¥ SC! Hz" H _(3) Name. cd -1 si,® a -.M .5 ° « TO 1H -S CO S2 % a tHrd O Ift £ rS to » (5) (6) (7) 123 H D 195 A D Pr2 S 48 H C 100 A C 112 I C 150 A D 87 A C 142 A D 163 A C 177 A C 205 A C 189 A C 202 A C Pt2 Pt2 Pt2 Prl Prl Pr2 Pr2 161 H C A 211 A C 179 H. 1) A Lie Prl S 208 S C 211 S B 56 H B 200 A C 172 I C 197 A C 210 A D Ptl Prl Prl S 167 H D 212 A C 183 H D A 124 H B 205 A C S S E 2 3» « oOl rn'tri^. o (8) m S "l 345 233 78 175 480 415 343 365 343 263 253 1 225 185 195 185 83 83 108 88 113 78 83 335 173 195 295 208 8.3 193 205 195 405 243 233 215 205 88 83 83 193 295 i 213 305 183 345 223 195 293 ■W Waikaia Waikaka Waikaka Valley Waikana Waikawa Valley Waikiwi Waikouro Waimahaka iVaianiwa iVaihoaka Vaihopai and side schools —Main , (424), lnvercargill Park (71) 3a 1 7a 3 n 3a 2 1 1 4c 57 13 495 91 72 23 13 13 198 Lopdell, James W. Spiilanc, Johanna Young, Irene J. Watson, Walter Mackie, William W. Brown, Douglas Salmonel, Elizabeth I. Lewis, Lewis R... Watson, Isabella H. Wright, Eliza J. Bain, Mary H. . . Edgington, Ivy S. Mackintosh, Vida A. Smith, Mary H. Stevenson, Thelma M. Howie, Allan R. Stevenson, John E. Svendsen, Lena C. MoKinnon, Hugh L. Houston, Isabella Dey, Gladys E. Ferguson, Donald N. MoOnw, Alexander L. Wright, Marion M. MoLeod, Sophy M, Wright, James R, I. Dovvling, Nellie Green, Elizabeth M. I. .. Stickle, Thomas H. O'Brien, Agnes Gibb, Irene W. .. Groig, David M. Brash, William R. Brown, Irene B. Oughton, Jcannie M. Cameron, Isabella Pickford, David S. Donovan, Rachel Munro, Florence M. Carson, Margaret C. Gibson, Harold C. Kilpatriok, Hannah G. Stuck, Cyril A. E. Morris, Geraldine Welsh, James Mclntyre, Mary E. Templeton, William S. Kelly, Elizabeth J. (Vacant) Moir, Robert W. Gallagher, Mary Clark, Alexander Browne, Margaret Williams, Emma G. Hardie, Jessie Junker, Marguerite Calder, Walter S. P. Monaghan, Mary Ritchie, Ann Tsabel Scott, Helen Shand, Annie (Mrs.) Falkiner, Mary K. (Mrs.) Ericson, Margaret A. (Mrs.) McKillop, David S. Cullon, Herbert C. Watson, Jane Watson, Mabel Kidd, Louie B. A. Clark, Mabel E. Crane, Robins F. Hutchinson, Kathleen B.. . Cushen, John A. Winder, Elizabeth McDonald, Maude E. Brand, Mavis A. 2 3a 25 49 Waimatua 3a 52 Waimatuku 3a 61 Waimumu Waipounamu .. Wairaki Wairio 3a 2 2 3a 28 23 32 43 Waituna Wallacetown Walter Peak Wendon Wendonside Wendon Valley West Plains Whitehead Wild Bush Winton 3a 3a 0 3a 1 2 2 0 2 4n 47 63 6 41 19 27 33 2 26 207 191 H A 195 A D 133 H D A I) 102 H D 201 A D .... S 121 H C A S D S 111 S D 174 j S E 159 | S E 61 fl B R 171 I C 184 A C 177 A C Pt2 Pr2 Pr2 103 H C 182 A D A Prl 283 233 335 223 353 223 90 343 198 195 213 313 30 293 405 135 243 233 225 108 113 78 375 233 155 113 Woodlands 3b 77 For ex] ilanatory notes see page i.

E.—2.

[Southland

CII

List of Public Schools, the Staff, etc. — continued. SOUTHLAND— continued.

Organizing Teachers.

Correspondence Classes. Classification. Salary. Mills, Stanley M., Head Teacher .. .. .. C £440 McKenzie, Janet C. M., First Assistant Teacher .. C £330 Lynn, Ruth, Assistant Teacher .. .. .. C £225

Authority : W. A. G. Skinner, Government Printer, Wellington.—l 924.

Schools. Teachers. ?? o S3 5 = Sa . »S d ■§ £• ,r-t flCSCO .S 2 Cj C . t< 'OW tj (J +5 O *; ?3 £4 Name. % J J 3 Name. gj§ 'S S 3 o I J= r2 fc ■ -> (1) (2) (3) 14) _ I (5) (6) (7) W £ Wyndham .. .. .. 4<; 222 Golding, Jabez .. .. .. 100 H D 395 Sligo, Alexander J. .. .... A B 243 Butson, Millioent .. .. 177 I C' 253 Alexander, Elizabeth G. .. .. 177 A 1) 253 Wright, Jessie I. .. .... A C 195 Stuck, Annie E... .. .. .. Pt2 .. 108 Burgess, Samuel W. J. .. .. .. Pr2 .. 113 Wyndham South . . .. 1 14 Beck, Cecil P. .. .. .. .. S . . 165 For explanatory notes see page 1. f

District. j Name. Classification. Salary. £ Auckland .. . . .. Reynolds, Arthur E. .. .. .. .. C 405 Lightbourne, Reuben 0. 1 >. .. . . . . C 405 Turbott, Thomas .. . . . . .. .. C 405 Taranaki .. . . .. Curteis, William A. .. .. . . .. C 405 MoKinney, Charles A. . . . . .. . . C 395 Wanganui .. . . . . Thurston, Daniel P. . . .. .. B 405 Hawke's Bay .. . . . . Benson, Herbert N. . . .. .. .. C 375 Day, Arthur E. .. . . .. .. C 405 Wellington .. .. .. Wedde, Albert A. .. .. .. . . .. D 405 Nelson .. .. .. Boyes, William H. .. . . .. .. I) 425 Horner, Hugh H. .. .. . . .. .. C 405 Jordan, James G. .. .. .. .. .. C 385 Southland .. .. .. Gray, John .. .. .. .. .. D 415 Menzies, George G. .. .. .. . . B 415

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1923.], Appendix to the Journals of the House of Representatives, 1924 Session I, E-02

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1923.] Appendix to the Journals of the House of Representatives, 1924 Session I, E-02

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1923.] Appendix to the Journals of the House of Representatives, 1924 Session I, E-02

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1923.] Appendix to the Journals of the House of Representatives, 1924 Session I, E-02

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1923.] Appendix to the Journals of the House of Representatives, 1924 Session I, E-02

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EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1923.] Appendix to the Journals of the House of Representatives, 1924 Session I, E-02

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