EDUCATION: TECHNICAL EDUCATION. [In continuation of E.-5, 1923.]

Appendix to the Journals of the House of Representatives, 1924 Session I, E-05

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1924. NEW ZEALAND.

EDUCATION: TECHNICAL EDUCATION. [In continuation of E.-5, 1923.]

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

CONTENTS. I'age I Page 1. Extract from the Forty-seventh Annual Report ' 3. Tables relating to Technical Instruction— of the Minister of Education (E.-l) .. 2 continued. Classes other than Classes at Technical High 2. Reports of Superintendent of Technical Education and vt Inspector of Manual and Students at Technical Classes other than Technical Instruction .. .. .. 8 Technical High Schools .. .. 15 8, Tables relating to Technical Instruction— Occupations of Students .. .. .. 15 Particulars relating to Technical Education, 1916-1923 .. .. .. •.. 10 Free Pupils .. .. .. ..15 ~,,.,.. ~ Technical High Schools —Courses, AttendAssets and Liabilities .. .. .. 11 ance If Receipts and Payments of Controlling Technological Examinations of City and Authorities of Technical Classes .. 12,13 Guilds of London Institute .. .. 16

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1. EXTEACT FEOM THE FORTY-SEVENTH ANNUAL REPOET OF THE MINISTER OF EDUCATION. General. Number of Schools. The number of technical high schools open during 1923 was fourteen, in addition to which there were nine organized technical or art schools offering day courses. Technical classes were also conducted in thirty-three manual-training or other centres, the total number of centres being fifty-six, a decrease of ten on the number for the previous year, mostly in the Auckland Education District. Attendance. The total number of students receiving instruction in all technical classes was 18,117, as compared with 16,464 in 1922. The attendance at technical high schools increased from 4,202 in 1922 to 5,054 in 1923, an increase of 852. Of the total number of 18,117 students, 4,795 held free places at technical high schools, 4,858 at other technical classes, 269 were attending continuation and technical classes held under the regulations for compulsory classes, and 150 were attending under the regulations relating to the free instruction of discharged soldiers. The decrease in the number of pupils attending under the compulsory regulations was 55 ; and there was also a decrease of over 200 discharged soldiers attending without payment of fees under arrangements made with the Repatriation Department. The increase in numbers of students at classes other than those of technical high schools is probably due mainly to relaxation of restrictions adopted as a means of economy in the previous year. In the case of technical high schools the increase was 852, almost the same as in the previous year, the total for the two years being almost exactly 50 per cent, of the attendance in 1921. The increase is partly due to the conversion of district high schools into technical high schools, but also largely due to increases in the rolls of the technical high schools in the larger towns, the five largest increasing from 2,469 in 1921 to 3,369 in 1922, an increase of more than half the total increase for the two years. The numbers should have been much higher in both years, the deficiency being due to the large proportion of the pupils leaving at the end of the first year. This difficulty is more serious in technical high schools than in other secondary schools, and will probably persist as long as employment is open to children under sixteen years of age. Staffing. There were at the end of 1923 249 full-time assistant teachers on the staffs of technical schools, besides a large number of part-time teachers. The teachers employed full time were classified as follows, Class VI being the highest:—

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Class. l)i Men. Division I. livision nl. Women. Division II. Totals. Men. Women. VI IT 3 1 c\ 3 12 24 17 14 7 5 5 5 5 6 12 5 7 3 • 9 18 18 8 6 9 15 17 19 8 2 20 41 65 66 IV III 11 I 24 17 14. 7 6 12 5 7 35 22 Totals for 1923 77 77 40 40 02 70 249 Totals for 1922 63 63 27 27 53 66 209

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The increase in the numbers of technical-school teachers was due partly to the transfer of manual instruction in certain centres to the technical schools and partly to the increase of 20 per cent, in the attendance at technical high schools as compared with the previous year. Talcing both courses into account, the staffing was almost exactly in the same ratio to roll as in the previous year, though a larger proportion had good academic or professional qualifications. The courses of instruction were set on similar lines to those of previous years. The tendency referred to last year for the country technical high schools to concentrate their energies largely on the matriculation course and to neglect, comparatively, the agricultural and home-science courses is no less noticeable this year, though signs are not wanting that the directors and teachers would in most cases prefer to encourage the more vocational courses if it were not that parents and children are anxious that the course taken should lead to the University or to a learned profession. The difficulty can hardly be overcome until the curriculum of the Matriculation Examination is largely extended or untL some system of accrediting is substituted for it. Classes other than Classes at Technical High Schools. Classes were held at fifty-five centres, as compared with sixty-three in the previous year. The number of individual students was as follows : — 1922. 1923. Classes conducted by Education or High School Boards .. 1,807 2,292 Classes conducted by Technical School Boards or by Managers 9,195 9,503 Classes conducted by University colleges .. .. .. 1,260 1,268 Totals .. .. .. .. .. 12,262 13,063 The increase was mainly in classes conducted by Education Boards, which showed the greatest decrease under the restrictions of the previous year. The ncrease in classes under Technical School Boards was almost entirely in the largest schools. In the smaller technical schools run in connection with technical high schools in country towns the classes were comparatively small and showed little improvement on the previous year. The following are some particulars of the age, sex, and occupations of students : —

Summary oj/ Occupation of Students. 1922. H)-23. Number of Percentage Number of Percentage Students. of Total. Students. of Total. Clerical pursuits .. .. .. 1,957 15-96 1,972 15-10 Professional pursuits .. .. .. 872 7-1 1 1,002 7-67 Students .. .. .. ..1,960 15-98 2,754 21-08 Domestic pursuits .. .. .. 2,022 1649 2,193 16-79 Agricultural pursuits .. .. .. 215 1-75 270 2-07 Various trades and industries .. .. 4,730 38-58 4,323 33-09 Other occupations not stated .. .. 506 4-13 549 4-20 Totals .. .. .. 12,262 100-00 13,063 ' 100-00 " College " classes were conducted in connection with the Auckland University diool of Engineering, Canterbury College School of Engineering and School of

Seventeen Years of Age and Under. Over Seventeen Tears of Age. Totals. 1922. 1923. 1922. 1923. 1922. 1923. Males .. Females 3,522 2,660 3,651 2,725 3,537 2,543 3,706 2,981 7,059 5,203 7,357 5,706 Totals 6,182 6,376 6,080 6,687 12,262 13,063

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Commerce, Otago University School of Domestic Science and School of Commerce, the total capitation earnings for these classes for the year being £2,720. The School of Domestic Science in Otago University was attended by sixtyfour students taking either the course for the degree or that for the diploma. Sixteen Government bursaries were awarded in 1923, making a total of thirty-two tenable during the year. Eight degree and fifteen diploma students completed their courses. Graduates from this school are now filling important positions throughout the Dominion as instructors in home science, and their influence in this important phase of the training of girls is already very marked.

Number of Students receiving Free Education at Technical Schools other than Technical High Schools.

The following technical schools had a roll of more than 500, exclusive of the technical high schools carried on in connection with some of them :— Number on Roll. 1922. 1923. Christchurch Technical School .. .. .. .. 1,670 1,751 Wellington Technical School .. .. .. .. 1,175 1,321 Dunedin Technical School .. .. .. ..1,117 1,170 Auckland Technical School .. .. . . 772 928 Palmerston North Technical School .. .. .. 810 742 Christchurch School of Art .. .. .. .. 513 654 Inveroargill Technical School .. .. .. .. 583 565 Technological examinations were conducted by the Department on behalf of the City and Guilds of London Institute at eighteen centres in the Dominion. The total number of entries was 40.1, an increase of 24 over the number for the previous year, and the number of passes was 189, or 47-1 per cent. Technical High Schools. The number of students in attendance at technical high schools in 1923 was 5,054, compared with 4,202 in the previous year. The numbers of pupils taking up the various courses provided were as follows : — . .

1922. Males. Females. Totals, 1923. Males. Females. Totals. T . j. ., I First year Tumor free pupils } s?con £ year f First year Senior free pupils-{ Second year Third year 1,009 615 454 287 172 673 . 439 317 267 172 1,682 1,054 771 554 344 1,047 712 1,759 734 426 1,160 517 399 916 373 250 623 210 190 400 Totals 2,537 1,868 4,405 2,881 1,977 4,858

Course. Boys. Number of Pupils. Increase over 1922. Girls. Total. ndustrial Commercial and general .. Domestic Agriculture Art 1 ,469 1,087 296 13 32 1,501 267 1,471 2,558 504 663 663 52 296 8 23 36 21 Totals 2,865 2,189 5,054 852

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

Financial. The total amount due by the Department to the controlling authorities for the salaries and incidental expenses of all technical classes, including technical high schools, was approximately £125,651, made up as follows :— £ Salaries of full-time teachers and Directors . . .. .. .. 83,672 Capitation for part-time teachers .. .. .. .. .. 16,854 Capitation for student teachers .. .. .. .. .. 2,261 Overtime payments .. .. .. .. .. .. 2,575 Incidental allowances .. .. .. .. .. .. 27,573 College classes capitation 135,655 Less recoveries from tuition fees .. .. .. .. 10,004 Totals .. .. .. .... £125,651

2. REPORTS OF THE SUPERINTENDENT OF TECHNICAL EDUCATION AND OF THE INSPECTOR OF MANUAL AND TECHNICAL INSTRUCTION. Sir,—. Education Department, Wellington, 3rd August, 1924. 1 have the honour to report as follows in regard to certain aspects of technical education in the Dominion for the; year 1923. 1 have again to report a large increase in the enrolment of full-time pupils in technical high schools, and also of full-time pupils in the day classes of other technical schools, such as Hamilton, New Plymouth, Ashburton, Falmerston North, and Timaru, which are practically conducted as technical high schools but are not recognized as such by the Department. The total enrolment of full-time day pupils was approximately 5,700, an increase; of over 900 on the numbers for the previous year. The numbers attending evening classes and other part-time courses showed a slight increase as compared with those for the previous year. The greater part of this increase was due to heavier entries in classes conducted in the large centres, numbers attending in country towns being for the most part disappointingly small. In comparing the numbers with those listed in E.-5 for years previous to 1922 it must, however, be remembered that the; exclusion from the present returns of primary pupils of private schools taking manual training in technical schools, and also of teachers in special classes for science, drawing, &c, formerly included, reduces the total by nearly 4,000. The most encouraging feature of evening-class work at the present time is probably the large enrolment of apprentices in the building and allied trades in the larger technical schools. The increase is an indication of renewed activity in the building trades throughout the Dominion. A similar large increase in numbers of pupils from the electrical trades is probably due to the demand for electricians in connection with the hydro-electric schemes now being developed in this country.

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Boys. 1922. Girls. i Totals. 1923. Boys. Girls. Totals. j. ., \ First year unior free pupils \ a j 1 l I Second year fFirst year lenior free pupils <{ Second year Third year 1,213 668 227 92 18 929 532 193 94 13 2,142 1,200 420 186 31 1,512 814 275 90 34 1,117 613 239 79 22 2,629 1,427 514 169 56 Totals I 2,218 1,761 3,979 2,725 2,070 4,795

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The, appended table shows the variation in attendance of students in certain occupations in the last eleven years. Both sexes are included, but in the commercial group females probably predominate, while students from the engineering and building trades are probably without exception males. The effect of the war is clearly seen in both groups, and also probably lo some extent that of the " slump " of 1921-22, though most of the shrinkage in these groups between 1921 and 1922 was due to the regulations for compulsory attendance in force in certain country districts having been placed in abeyance.

Students in Technical Schools.

It appears generally from the table that there is a distinct tendency for the classes in the engineering and the building trades to grow stronger, while, on the other hand, the continuation and commercial classes tend to become on the whole smaller. The weakening of these classes in numbers is perhaps largely due to the increase in the numbers attending full-time post-primary courses, the increase in which has been large in both district high schools and high schools ; while in technical high schools the number attending fourteen such schools in 1923 was 5,024, as against 1,664 attending eight schools in 191.3, an. increase of over 200 per cent. In. connection with these figures it should be noted that there has been in recent years a considerable shrinkage in the number of centres in which recognized technical classes are being held. While this shrinkage is partly due to a change in the method of recognition, it is also ( largely due to the discontinuance of such classes as woodwork for amateurs, dressmaking, cookery, English, arithmetic, and elementary commercial subjects in small centres. The growth of the post-primary day-school system has to a large extent removed the necessity for such classes, though doubtless as population increases an increased demand, may warrant the re-establishment of such centres, with more satisfactory courses bearing directly on local industries. The results of the City and Guilds Examinations for the past ten years would appear to show that in trade subjects the standard of attainment is not so high as it was before the war, though the difference is not well marked, the proportion of passes to the total number of trade students being much the same as in former years. The only trade in which progress may be gauged by results of local examinations is that of plumbing. In this trade the Plumbers' Board has had occasion to note in the last few years a distinct decline in average attainment of candidates for certificates. This decline is due, in the opinion of the technical-school teachers, mainly to the fact that, whereas before the. Plumbers' Board of New Zealand was set up under the Plumbers Registration Act the passing of first-, second-, third-, and fourth-year examinations was a usual and often a prescribed preliminary for apprentices wishing to qualify for certificates, it is not now compulsory for apprentices to take any specific technical-school course before sitting for the certificate examination, with the consequence that a large proportion of the candidates attempt to prepare for the examination by a short course of cramming. Steps are being taken in at least one centre to ensure, by day classes as well as by compulsory attendance at evening classes, that the apprentices shall take a full course extending over the years of apprenticeship. The extension of this principle to other trades is contemplated by the provisions of the Apprentice Act of 1923. This Act provides means by which in any trade and locality the Arbitration Court may direct attendance of young learners at suitable classes, while provision is also made whereby the cost of more directly vocational training may be met by the employers if the majority employing the majority of the workers in any trade in any locality are prepared to co-operate in establishing classes.

Numbers atl sending 'I 1'echnical Classes from cer in the Yea: tain Groi ■s ups of Industrial Occupations Occupation) 1918. 1914. 1915. 11)16. 1917. 1918. 1919. 1920. 1921. 1922. 1923. Clerical Shop and warehouse .. * .. Dressmaking, millinery, &o. Tailors and tailoresses Printers, &c. 1,752 1,874 1,144 1,187 230 267 84 118 151 170 1,874 1,187 267 118 170 1,996 1,307 241 100 176 2,207 1,422 262 ■ 127 147 2,382 1,373 249 102 176 2,173 1,295 227 68 151 1,911 1,295 227 102 130 2,146 1,300 245 ■ 85 119 2,214 1,042 240 131 130 1,957 1,203 264 86 79 1,972 858 135 83 83 Total commercial 3,361 3,616 3,616 3,820 I 4,165 4,282 i 3,914 3,665 3,895 3,757 3,589 3,131 Engineers and mechanics Electricians Plumbers and metal-workers Woodworkers Painters, plasterers, &c. 638 644 238 228 601 622 535 521 162 136 644 228 622 521 136 699 214 441 454 126 745 248 377 384 117 784 261 351 315 124 826 316 290 289 101 961 278 362 346 109 878 476 546 506 79 900 408 577 539 107 701 359 511 428 186 754 420 634 519 69 Total engineering and building 2,174 2,151 2,151 1,934 1,871 1,835 1,822 2,056 2,531 2,185 2,396 2,483 N umber of centres at which recognized technical classes were held 132 138 138 168 151 154 131 110 121 94 66 56 City and Guilds Examinations : Trade subjects— Entries I I, I 270 215 172 133 63-8 62-0 215 133 62-0 186 122 65-7 250 141 56-5 236 128 54-3 226 111 49-0 156 70 45-0 261 161 61-8 339 185 54-6 363 187 51-5 362 165 45-7 Passes Percentage of passes

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The need for systematic technical training of apprentices has been felt for a long time, as has been shown in the case of the plumbing trade, in which, in places where the apprentices are induced to take a reasonably good course, the results of the certificate examinations are satisfactory, but where they are allowed to leave, their technieal-soliool training to the last few months of apprenticeship the results are correspondingly poor. It is to be hoped that full advantage will be taken of the powers given in the Apprentice Act, and, further, that the importance of day continuation and technical classes will become more, generally recognized, so that the provisions of the Apprentice Act relating to the technical training of apprentices may be extended to include all young people at work. It is, however, quite certain that the reintroduction of compulsory attendance only at evening classes of young people between fourteen and seventeen would not be in accordance with either the letter or the spirit of recent legislation, while in the opinion of the great majority of Directors of Technical Schools and of those in the industries it would be of very doubtful advantage educationally. The Inspectors of Technical Schools have repeatedly noted a lack of freshness in the appearance of young people at evening classes. In many cases it was obviously difficult for students to fix their attention on the work in hand or even to keep awake. In these circumstances it is easily seen that the work of unwilling students forced to take subjects in which they were not interested could not be of any appreciable value. During the year grants totalling nearly £35,000 were made in respect of buildings and equipment. Additions were made to the following schools : Wellington Technical College (completion of north front of main building) ; Palmerston North (extension of engineering workshops) ; Masterton (alterations to woodwork-shop) ; Dunedin (erection of G. M. Thomson wing for the home-science department) ; Feilding (hostel for boys). British Empire Exhibition. —A large and representative exhibit of work done in technical schools and manual-training classes in the Dominion was sent to England for the British Empire Exhibition. The work was not specially prepared, but was selected from the ordinary work done in class during the year. The general quality of the exhibits was good, and the range of work fairly wide. Classification of Teachers. —The system of classification adopted for teachers in technical and manual-training schools has worked smoothly during the year, and appears to satisfy the great majority of the teachers. The number of appeals in respect of the annual reclassification was small, and the cases presented no serious difficulties, and indicated no essential weaknesses in the method of classification. Indication points, however, towards the necessity of making some provision for regulating the strength of staff which may be approved in respect of each school, in order to prevent popular schools from obtaining an undue advantage in staffing. I have to record with deep regret the untimely death of Mr. F. D. Opie, late Director of the Palmorston North Technical School. Mr. Opie managed the school for many years with great tact and enthusiasm, and, practically without any permanent assistance, built up one of the most successful evening schools in the Dominion. I have, &c, W. S. Lα Trobe, Superintendent of Technical Education. The Director of Education, Wellington.

Sib, — Education Department, Wellington, 28th July, 1924. I have the honour to present a report on technical, education as carried on at the technical higli schools for the year 1923. The opening of the new technical high school at Greymouth in February made the fourteenth school of this type inaugurated in the Dominion, an increase of one upon the number for the previous year. As for the previous year, there was a large increase in the numbers of full-time day students attending technical high schools, being in each case equivalent to an increase of 20 per cent, of the whole. The most disturbing feature in connection with the work done at the technical high schools is the great wastage of pupils during the first and second years' attendance. Returns where available show that some 20 per cent, of the entrants leave before the end of the first year, while only some 30 per cent, complete the second year, and the proportion staying for three and four years is in most schools negligible. Various reasons have been given in explanation of this very serious state of affairs, and certain remedies have been proposed. The causes are undoubtedly to be found in social and economic conditions rather than in any inherent defect in the schools themselves, and the remedy lies most probably in the direction of suitably controlling those conditions. It is satisfactory to note that there is an increasing tendency for pupils to take courses other than the general or literary courses, and it may be expected that this tendency will become more pronounced as workshop, field, and laboratory accommodation are added to the technical high schools, especially to those which are in the position of being the only post-primary school in the

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town or , district. An exaggerated importance, however, is still in some schools attached to the passing of external examinations, such as Matriculation and Public Service Entrance, as an end in itself, and in such schools the curriculum of the general course is necessarily limited and confined strictly to the requirements of these examinations, while able pupils are naturally encouraged to take the course and add lustre to the school by their success in their examinations. At the same time it is satisfactory to note that in at least one school which has been very successful in presenting candidates for matriculation this objection loses some of its force in that a fair number of pupils stay on after matriculation and study for the higher leaving-certifioate, while others sit for professional examinations in accountancy, engineering, and teaching. A. very wide range of subjects is taught in technical schools under varying conditions, and the Inspectors offer the following remarks and criticisms upon certain aspects of the work : — Languages. —Here the teaching of the mother tongue is rightly regarded as a matter of the first importance, and great improvements have of recent years taken place in the teaching of this all-important subject. The more formal work in English grammar has been reduced to moderate limits, and more attention is being paid to forms of self-expression and to becoming acquainted with some of the best of our vast heritage of literature, both of poetry and prose. Here again the tendency is to be too conservative, and all teachers would do well to read the very excellent " Report on the Teaching of English in England," published by the English Board of Education, and to consult more recent books which have obviously been inspired by that report. A large amount of debating and dramatic work is also undertaken in various schools, and it is pleasing to note with what facility children practised in such methods are able to express themselves orally and in writing. As far as Latin and French are concerned, these are in most instances wisely taught only to pupils who appear able to profit by studying them and who are likely to stay at school sufficiently long to be able to gather more than a mere smattering; but, even so, it cannot be said that the standard attained or the methods of teaching employed are for the most part any more than fair. Mathematics.— As is to be expected, this is one of the subjects to which great attention is devoted and which is, on the whole, well taught. Traditional methods, however, are very strong, and are perpetuated by the text-books in use, which for the most part exercise the ingenuity of the student in manipulations and transformations without giving him any real grasp of principles or of facility in using the mathematical tool. It is suggested that large parts of arithmetic, algebra, and geometry as ordinarily taught could well be cut away, and the time so gained used in such a way that no boy who had completed, say, a two-years course should be unaware of the nature and use of logarithms and the slide-rule ; further, during the third year he should be able to become acquainted with the fundamental processes of the differential and integral calculus. The traditional arithmetic which is often given to girls taking home-science courses might with advantage be replaced by the teaching of a simple system of household accounts and. book-keeping. Agriculture is a subject taught in nearly all schools, in some, indeed, being made the main subject in the curriculum for boys. Opinions differ as to the amount of field-work that it is advisable to give and the size of plots or gardens required. While some schools would be in favour of farms of many acres, others are in favour of small experimental plots, and others again are satisfied with giving experimental work in the school laboratory. All are agreed, however, that a good general education is the necessary preliminary for the sound training for the future scientific farmer, and deprecate too early specialization in the education of the would-be farmer. Engineering. —The number of boys entering the engineering courses has shown considerable fluctuations in recent years, but in the large centres, at any rate, the tendency has been to increase at a fairly steady rate. The word "" engineer " is very loosely used —it is popularly applied to the artisan or mechanic, whereas it should be retained for the professional engineer of University or equivalent standing. If a boy wishes to become a tradesman his needs would probably best be met by a two-years course of post-primary instruction, including such subjects as English, history and geography, mathematics, drawing (both mechanical and free), woodwork, metal-work, &c, so as to give him as good an all-round education as can be secured in that limited time, followed by an apprenticeship the length of which would be regulated according to his standard on entry. If he intends to become a professional engineer he will need a full secondary course leading to matriculation and the University. There is the further case of the marine engineer, for whom there exists a steady demand, in New Zealand, whose needs would have to be met by a special course not coinciding entirely with either of those outlined above. Such special courses would naturally be held in the schools of seaport towns. fn the matter of engineering equipment and machinery considerable sums have been spent in providing new machines, chiefly to replace older ones. The question here arises as to whether the technical schools of the Dominion should have examples of specialized machinery as used in various trades, and to what extent, if any, or whether simple tools demonstrating fundamental processes only should be installed. The same question, of course, has arisen in more acute form in England, America, and elsewhere, and the complete answer has not yet been found. While in America the technical schools are often lavishly equipped with specialized machinery, in England this has not generally been done; such specialized instruction is regarded as the function of the employers themselves, who have not been loath to undertake it. Most large engineering-works iri England now have their " instructional bays," where the specialized machines and processes are demonstrated to the learners and apprentices by instructors provided by the firms themselves. The whole question of supply and replacement of tools and machines for engineering in technical schools in

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New Zealand demands urgent consideration. Some attention has been devoted at certain schools to sheet-metal work and to pattern-making and moulding, and even, more attention might profitably be devoted to these subjects. Building-construction and Carpentry. —There has been a greater demand for instruction in these subjects than in the previous years, and the technical high schools in the large centres have had strong classes in those subjects. Again, there has been a considerable expenditure upon new tools and replacement of worn tools so as to keep a reasonably good standard of completeness. In cabinetmaking many successful classes are now chiefly composed of amateurs who have made woodwork their hobby. Some very good work embodying sound design, construction, and finish lias been accomplished, and provided duo, attention is given to such points as these such classes are worthy of every encouragement. As an experiment simple woodwork was assigned as a part of their course to a class of girls taking the domestic course in a technical high school, and the results have certainly justified the making of the experiment. Domestic Science and Domestic Arts. —Of the technical, high schools and technical schools providing day courses some seventeen have fully organized courses in domestic science and arts, and in all schools some time is given to this work. The courses of instruction generally include some or all of the following subjects : English, experimental science, cookery, laundry work, dressmaking, millinery, pure and applied art, hygiene, first aid and home nursing, arithmetic and household accounts, music, drill, and games. As is naturally to be expected, in places where the technical high schools provide the sole post-primary courses more attention is usually paid to the scientific and theoretical than to the practical side of home-making, and the course in such cases is generally modelled so that third-year students may sit for matriculation, taking home science as a subject. Such students are then, under certain conditions, eligible for bursaries, and a number pass on to the University and take the home-science diploma course with a view to becoming teachers. In other schools greater stress is laid on the practical side of the training, and excellent results are achieved. This is the case generally in the larger centres where technical schools are able to provide courses not necessarily leading to University examinations, and are thus free to develop on broader lines. While in these schools the cooking, dressmaking, hygiene, &c, are as a rule well taught, the same cannot always be said of such subjects as English, arithmetic, and drawing, which are sometimes regarded as of lesser importance. The girls are often put to do tho. same work in these subjects as others preparing for definite examinations, with unsatisfactory results. Though, no doubt, the difficulties of organization are great, especially in the case of the smaller schools, every endeavour should be made to differentiate the courses so that the teaching shall be purposeful and designed to meet the real needs of the child. Of the actual work accomplished on the practical side it can be said that a very good standard is almost always reached, and that in certain schools extraordinarily good work is done. The reasons for this are not far to seek, for the course, in a great measure, supplies the instinctive needs of the adolescent girl, who thus brings to bear the one thing most necessary in the educative process —a deep and true interest with its accompanying pleasurable emotion. It is obvious, however, that many aspects of the question of training in domestic science and arts can be dealt with adequately only by a woman, and it is therefore a matter for congratulation that the year under review is the last of those in which tho services of a highly qualified woman Inspector have not been available. Commercial Subjects. —It is becoming increasingly common to admit only girls to two-years commercial courses where a considerable part of the time is devoted to shorthand and typewriting. For boys wishing to take a commercial course a modified general course is arranged in which is incorporated book-keeping and commercial arithmetic, and in some cases a full course for the Accountants' Preliminary Examination of the University. It is being realized, more fully that a good general education of more modern type is the best preparation for a successful commercial career, and that undue early specialization must be avoided. Drawing. —As a rule mechanical drawing is well taught, the schools being well supplied with models, parts of machines, and engines to serve as materials for instruction. In the matter of free drawing, including design, lettering, painting, modelling, there is a great diversity of aims and attainments. Some schools devote considerable time to drawing and obtain excellent results, while in others very little time or attention is devoted to it. It should be the aim of every school to secure at least one teacher well qualified in drawing and enthusiastic in the teaching of it, so that the attention which it merits may be given to this very important means of self-expression. During the last few years the teaching staff of the Dominion has been strengthened by the addition of several graduates of the Royal College of Arts, London, and the effects of their teaching are now becoming apparent. Singing. —Again, very different degrees of attention are paid to this subject. In all schools boys as well as girls should be taught to sing. Some schools have prepared pupils to give cantatas and operettas in public in order to aid the school funds ; others have inaugurated " community sings," and have school orchestras, whose efforts are made use of at school assemblies, anniversaries, and socials. There are others, again, in which no time at all is given to singing, and thereby a great opportunity is missed by neglecting a subject which can do so much to raise the tone of a school by giving opportunity for corporate self-expression and intellectual enjoyment. Physical Exercises and Games. —The importance of these outdoor activities is fully realized. It is the general practice to devote daily some fifteen or twenty minutes to more or less formal exercises,

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either at the commencement of morning session or at the morning break, and this practice lias much to recommend it. Cadet work is taken up with enthusiasm at certain of the technical high schools, and the Seddon Memorial Technical College Cadets were the runners-up for the Riddiford Cup. Special physical-culture mistresses have been appointed to take the work of the girls in the larger schools, and the results of such special teaching are in every way admirable. Football, basketball, hockey, cricket, and swimming are very strongly supported in almost every school. General Organization of Schools. —Technical schools are in all cases open to pupils of both sexes, in the technical high schools the number of boys being about one-third more than that of the girls. There is an increasing tendency for such schools, though nominally co-educational, to become separate schools for boys and girls under one roof and one principal —that is to say, for the boys and girls to be segregated in classes by themselves and taught, the boys by men and the girls by women exclusively. Such schools cannot properly be called co-educational schools at all; and, while the consensus of opinion amongst educationists is strongly in favour of co-education, it is also agreed that it is far more dangerous to segregate the sexes in the same school than to teach them in separate institutions. It is understood that in certain subjects the boys and girls must be separated, but when they should naturally be taught together, as they should in the greater part of their school-work, it is uneducational and wrong to separate them. The Inspectors have observed the best tone and school spirit in those schools which are conducted as nearly as possible on full co-educational lines. 1 have, &c, F. C. Renyard, Inspector of Manual and Technical Instruction. The Director of Education, Wellington.

3. DETAILED TABLES RELATING TO TECHNICAL INSTRUCTION. Table J1.—Some Particulars relating to Technical Education for the Years 1916-1923 inclusive.

1916. 1917. 1918. 1919, 1920. 1921. 1922. 1923. lumber of centres at which classes were held fumber of technical high schools lumber of students — (a.) Technical high schools (6.) Other classes fumber of free pupils at (a) and (b) above fumber of students attending under compulsory regulations 151 154 131 110 121 94 66 56 8 8 8 8 g 13 13 14 2,105 17,586 5,975 2,347 18,400 6,127 2,747 16,910 6,715 2,926 17,950 7,242 2,766 18,628 6,542 3,349 16,832 6,975 4,202 12,262 8,384 5,054 13,063 9,653 1,219 1,334 1,324 1,372 1,636 1,585 324 269 'otal expenditure by Government for financial year Including-— Capitation— (a.) Technical high schools.. (6.) Other classes.. (c.) Salaries and allowances, &c. Grants for buildings and equipment Subsidies on voluntary contributions Conveyance of (a) Instructors (6) Students .. £ 84,931 £ 100,199 £ 85,335 £ 132,245 £ 169,530 £ 244,627 £ 207,628 £ 177,501 25,934 38,922 35,795 44,021 33,150 33,119 47,343 47,858 29,818"! 31,918 v 20,589 J 119,289 119,464 126,795 6,614 6,898 5,773 13,319 67,217 101,198 66,308 34,970 4,206 2,154 1,673 6,934 5,466 3,991 4,207 2,561 790 2,596 j 464 3,312 615 3,852 635 3,767 261 2,982 679 4,386 808 4,742 527 5,621

E.—s.

Table J2.—Assets and Liabilities of (a) the Technical Instruction Accounts of Education Boards as Controlling Authorities of Technical Schools and Classes, and (b) Technical School Boards and Managers, as at 31st December, 1923.

11

Cash Balances and Investments. Assets. Liabilities. Net Bi Amounts i „ . n(ll dueto : Total. Tota , Cr ilancos. Dr. I («.) Education Boards. £ Auokland Tavanaki .. .. .. .. 1,516 Wanganui Hawke'a Bay .. .. .. 323 Wellington (figures not available) Nelson .. .. .. .. 121 Canterbury .. .. .. 18 Otago Southland £ l^516 323 £ 4,002 99 £ 4,002 1,516 422 £ 4,936 305 £ 83 1,516 95 74 £ 5,019 1,516 400 74 £ 348 £ 1,017 400 "l21 18 "25 U6 18 10 "lO 146 8 53 53 52 52 1 Totals (excluding Wellington) .. 1,978 1,978 4,179 6,157 5,293 1,778 7,071 503 1,417 (b.) Technical School Boards and Managers. Auckland Technical School .. .. 2,399 " Elam '" School of Art .. .. 147 Pukokohe Technical School .. .. 120 New Plymouth Technical School .. 302 llawera Technical School . . .. 23 Stratford Technical School .. . . 221 Wanganui Technical School.. .. 091 Feilding Technical School .. .. 114 Napier Technical School .. .. 178 Waipawa Technical School .. .. 136 Wellington Technical School .. 3,283 Petone Technical School .. .. 116 Masterton Technical School. . .. 1,139 Nelson Technical School .. .. 148 Westport Technical School .. .. 175 Christchurch Technical School .. 3,940 Ashburton Technical School .. 1,155 Timaru Technical School .. .. 592 Greymouth Technical School .. 614 Kaiapoi Technical School .. .. 82 Temuka Technical School .. .. j 122 Waimate Technical School .. .. 123 Pleasant Point Technical School .. L8 Fairlie Technical School .. .. ! 28 Akaroa Technical School (not available) Dunedin Technical School .. ,. I 2,599 Oamaru Technical School .. .. 52 Milton Technical School .. .. 57 lnvcrcargill Technical School .. 1,281 1,520 123 67 440 108 175 017 129 1,093 58 1,752 4 252 308 229 2,308 403 049 2 20 132 3,919 270 187 742 181 396 1,308 243 1,271 194 5,035 120 1,391 450 404 6,248 1,618 1,241 616 102 254 123 31 31 653 120 207 68 6 432 19 101 3,330 57 3 43 21 541 411 169 123 053 120 207 08 6 432 19 101 3,330 57 3 43 21 541 411 169 123 3,266 150 187 535 63 390 876 224 1,170 194 1,706 63 1,388 413 383 i 5,707 j 1,207 i 1,072 j 493 102 135 123 31 31 i id ii9 "l3 3 3^875 0,474 52 57 4,012 5,313 23 5,313 23 1,161 29 57 1,618 2,731 21894 2,394 Totals .. .. .. 19,855 19,855 17,071 30,920 14,153 14,153 22,773 Grand totals .. .. 21,833 21,833 21,250 43,083 5,293 15,931 21,224 23,276 1,417

E.—s.

Table J3.—Receipts by Controlling Authorities of Technical Schools and Classes, and by Managers of Technical Schools and Classes (including Technical High Schools), for the Year ending 31st December, 1923.

12

Receipts from Governmenf Other Receipts. |S" U - MM 1 I ns ill I oQ 33 i 5 ■a » IS «l.g ■sli 03 ■si s> c? f-< a EH I 6 a 6 11 r fa hi PR 1 O i «| S3 go H hi o . !« l a o H A. Education Boards, High School Boards, and University Colleges. Auckland Education Board .. Taranaki Education Board Wanganui Education Board .. Palmerston North High School Board Hawke's Bay Education Board Wellington Education Board .. Nelson Education Board —• Westport Technical School. . Other technical classes Canterbury Education Board — Greymouth Technical School Other technical classes Canterbury College (in respect of School of Art) Gore High School Board £ 1,601 673 95 3,968 3,826 266 £ 3,940 727 539 948 1,067 £ 53 43 207 31 £ 760 90 20 41 £ 6,354 1,445 634 5,213 4,944 307 £ 406 488 189 44 £ 1,253 20 93 20 41 £ 39 70 £ 599 1 168 87 £ 230 £ 2,297 21 230 819 296 85 £ 8,651 1,466 864 6,032 5,240 392 313 218 2 62 593 2 71 5 19 5 90 598 92 74 80 4,005 1,000 16 8 37 i()2 1,111 46 4,115 42 880 "u. 618 6 370 618 62 1,250 1,729 108 5,365 50 25 75 75 Totals 14,853 8,465 535 911 24,764 2,170 1,466 109 1,873 23.0 5,848 30,612 B. Technical School Boards and Managers. Auckland Technical School " Blam " School of Art Pukekohe Technical School .. New Plymouth Technical School Hawera Technical School Stratford Technical School Wanganui Technical School .. Feilding Technical School Napier Technical School Waipawa Technical School Wellington Technical School .. Petone Technical School Masterton Technical School .. Nelson Technical School Westport Technical School Christchurch Technical School Ashburton Technical School .. Timaru Technical School Greymouth Technical School .. Kaiapoi Technical School Terauka Technical School Waimate Technical School Pleasant Point Technical School Fairlie Technical School Akaroa Technical School Dunedin Technical School Oamaru Technical School Milton Technical School Invercargill Technical School.. 14,600 1,616 3,874 3,902 2,927 3,520 8,931 3,054 5,662 74 11.826 551 2,152 2,854 3,788 15,793 3,552 2,214 3,259 25 83 13 6 1,350 526 137 77 373 55 813 9,262 49 3,025 4 110 28 189 336 84 133 1,359 800 53 48 164 40 208 355 22 53 176 307 55 33 321 414 119 105 285 63 56 320 3 80 17,057 2,195 4,011 4,034 3,333 3,944 9,908 12,770 6,038 74 15,206 682 2,600 3,121 4,033 17,099 3,742 2,487 4,667 25 97 34 11 892 437 48 20 61 28 364 85 222 10 1,868 150 143 139 127 1,004 123 198 98 16 41 125 7 10 1,869 45 34 31 98 40 13 5,300 112 485 35 387 486 82 90 488 73 56 45 20 80 80 50 816 55 108 103 262 234 3,762 51 355 1,748 50 223 137 107 2,787 206 142 289 15 74 32 4 9 218 40 170 3,795 492 156 281 583 338 4,224 196 590 10 8,916 392 851 391 671 4,277 615 430 937 76 159 188 14 34 20,852 2,687 4,167 4,315 3,916 4,282 14,132 12,966 6,628 84 24,122 1,074 3,451 3,512 4,704 21,376 4,357 2,917 5,604 101 256 222 25 34 650 103 60 49 204 21 31 62 45 23 14 21 5 3 15 1 806 101 1J684 26 250 370 56 14410 183 1,136 112 19 243 L84 38 1J062 4 2,382 154 19 1,424 16,492 337 19 10,552 8^301 539 i.77 111 9,128 i74 1,007 Totals 114,484 20,159 3,208 2,738 140,589 7,726 10,058 741 13,642 428 32,595 173,184 Grand totals 129,337 28,624 3,743 3,649 105,353 9,896 11,524 850 15,515 658 38,443 203,796

E.—s.

Table J4.—Payments by Controlling Authorities of Technical Schools and Classes, and by Managers of Technical Schools and Classes (including Technical High Schools), for the Year ending 31st December, 1923.

13

Controlling Authorities. 1 e H •« CO 0 t>0 •S .3 sf •eg r il o a a a> 5 H II ' 8~ Working-expenses. i I ?$ S? gi »M ™ S % S 1-5 EH lit 'ill M.ff 1 1 I I o 8 I O II g<] EH 1 A. Education Boards, High School Boards, and University Colleges. Auckland Education Board Taranaki Education Board Wanganui Education Board Palmerston North High School Board Hawke's Bay Education Board.. Wellington Education Board Nelson Education Board — Westport Technical School Other technical classes Canterbury Education Board — Greymouth Technical School .. Other technical classes Canterbury College (in respect of School of Art) Gore High School Board £ 3,084 64 3,388 3,177 525 £ 500 140 220 £ 23 48 3 £ 119 2 405 90 £ 150 ios 140 15 £ 1 74 128 2 £ 100 3 236 45 1 £ 80 174 105 33 £ 949 0 1,220 788 54 £ 9,246 1 464 1,003 880 10 £ 10 21 £ 228 222 £ 13,270 290 686 5,621 4,866 589 20 5 11 35 I 2 f> 12 16 2 53 56 282 2 50 385 58 81 67 3,752 253 2 8 1 131 4 255 60 2 2 211 14 158 8 25 1,074 846 10 017 66 935 102 5,809 55 6 J 9 6 22 27 104 Totals 14,193 1,113 j 109 860 j 687 272 020 588 4,255 13,688 97 500 32,733 B. Technical School Boards and Manaoers. Auckland Technical School " Elam " School of Art Pukekohe Technical School New Plymouth Technical School.. Hawera Technical School Stratford Technical School Wanganui Technical School Feilding Technical School Napier Technical School Waipawa Technical School Wellington Technical School Petone Technical School Masterton Technical School Nelson Technical School Westport Technical School Christchurch Technical School .. Ashburton Technical School Timaru Technical School Greymouth Technical School Kaiapoi Technical School Temuka Technical School Waimate Technical School Pleasant Point Technical School Fairlie Technical School Akaroa Technical School Dunedin Technical School Oainaru Technical School Milton Technical School Inveroargill Technical School 12,483 ' 1,545 2,976 3,350 2,540 2,91.0 7,442 2.450 4.700 97 10,714 738 2,001 2,469 3,363 12,838 3,047 2,201 2,094 06 130 ]I2 20 24 575 288 72 65 49 11 176 43 190 11 583 40 ! 200 27 757 07 90 72 20J 120 72 41 90 .107 147 57 44 2 263 6 47 49 60 205 73 43 73 6 16 2 I 6 1,837 51 74 224 400 155 1,019 154 337 881 48 123 292 148 1,454 278 258 103 5 23 37 508 37 125 182 210 261 248 129 520 99 91 104 140 885 235 100 116 13 31 9 10 10 322 76 96 25 f> 82 305 12 120 234 8 147 25 62 580 125 272 1 4 35 212 42 31 24 80 37 (iS 64 145 5 156 55 93 89 64 384 53 83 31 . 6 21 13 233 40 151 79 80 20 258 95 296 2 167 13 106 139 132 425 90 43 99 5 53 18 2 17 3,948 654 62] 458 898 628 2,234 673 1,270 20 2,804 229 647 898 633 4,696 921 889 494 39 179 79 10 38 1,738 469 559 171 149 498 1,113 9.795 518 10,872 275 36 518 825 208 659 1,507 249 79 27 300 25 3,460 58 349 901 I I 3 15 2,151 42 15 295 18.418 2,668 4,235 4,012 3.893 4,061 14,249 12,976 6,837 117 25,291 978 2,926 3,403 4,529 20,510 4,218 3,764 4,990 105 321 244 36 77 4 2 53 3 5 15 0,740 175 10 0,490 f>81 75 2 396 107 3 3 179 (U4 18 480 12 2 305 226 4 202 8 1 112 406 9 1 132 2,922 129 9 1,644 2,842 20 4J4 15,924 324 19 10,084 487 33 1,188 811 Totals 97,355 4,370 2,028 0,32(5 4,934 2,817 2,084 3,111 28,670 33,924 9,207 53 169,209 Grand totals 1.11,548 I 5,483 2,137 10,186 5,621 3,089 2,710 3,099 32,925 47,612 9,304 553 201,942

E.—s.

Table J5. —Number of Pupils attending Classes other than Classes at Technical High Schools during the Year ended 31st December, 1923.

14

Controlling Authorities, Technical School Boards, and Managers. Number of Students. Free Discharged Compulsory Other T«*.ii. Pupils. Soldiers. Pupils. Pupils. totals. , J Number of Students. 1 Auckland Education Board— Auckland Technical School* " Elam " School of Art* Other classes, Auckland District Auckland University College Council — School of Engineering Taranaki Education Board — New Plymouth Technical School* Stratford Technical School* VVanganiiL Education Board— Wanganui Technical. School* H'eilding Technical School* Palmerston North High School Board—■ Palmerston North Technical School Hawke's Bay Education Board— Napier Technical School* Waipawa Technical School* Other classes, Hawke's Bay District Wellington Education Board — Wellington Technical School* Petone Technical School* Other classes. Wellington District Managers, Masterton Technical School — Masterton Technical Schoolf Nelson Education Board— Nelson Technical School* Westport Technical School* Other classes, Nelson District Canterbury College Board of Governors — School of Art School of Engineering School of Commerce Canterbury Education Board— Christchurch Technical School* .. Ashburton Technical School and euboentres* Greymouth Technical School* Timaru Technical School* Kaiapoi Technical School* Pleasant Point technical classes* Tomuka technical classes* Waimate technical classes* Other classes, Canterbury District OtagO University College Council — Homo-science classes Commerce classes OtagO Education Board— Dunedin Technical School* Uunedin School of Art* Oamaru Technical School* Milton technical classes* Southland Education Board— Invercargill Technical School* Gore High School Board— Gore Technical School . 457 7 .. 464 928 349 349 368 3 31 543 945 97 97 191 .. 103 ' 40 334 1 .. .. 13 14 56 I) 48 . 211 321 53 .. .. 49 102 404 2 .. 336 742 84 7 .. 156 247 9 .. 8 17 86 1 .. 78 165 447 .. .. 874 J, 321 (il .. .. 115 176 54 .. .. 71 125 209 ! 12 .. 184 405 i 180 .. .. 251 431 70 1 .. 122 193 122 122 178 6 70 400 654 260 260 78 78 649 75 ' .. 1,027 1,751 244 .. 17 66 327 7 . . . . 59 66 206 .. .. 203 109 43 43 8 8 91 91 J06 106 123 J 23 64 64 115 115 503 .. .. 497 1,000 170 170 26 .. .. 76 102 27 27 307 21 .. 237 565 17 .. .. 53 70 457 368 191 1 56 53 404 84 86 447 61 54 209 180 70 7 "8 I) 2 7 9 1 12 1 81 103 48 464 349 543 97 40 13 211 49 336 156 8 78 874 115 71 184 251 122 122 928 349 945 97 334 14 321 102 742 247 17 165 J, 321 176 125 405 431 193 122 178 6 70 400 260 78 654 260 78 649 244 7 206 75 17 1,027 66 59 203 43 8 91 J 06 123 1,751 327 66 ■109 43 8 91 106 J 23 64 115 64 115 503 26 497 170 76 27 I .000 170 102 27 307 21 237 565 17 53 70 Totals for 1923 4,858 150 269 7,786 13,063 4,858 150 269 7,786 13,063 Totals for 1922 4,405 366 324 7,167 12,262 4,405 366 324 7,167 12,262 * Schools or classes under the Immediate control ol' managers. t The Board oi Managers is the controlling authority. t The Boal il of Manager re is the conti rolling ailthi >rity.

E.—s.

Table J6.—Number of Students, according to Ages, admitted to Classes other than Classes at Technical High Schools during the Year ended 31st December, 1923.

Table J7. —Occupations of Students in Attendance at Technical Classes other than Classes at Technical High Schools during the Year ended 31st December, 1923.

Table J8. — Number of Pupils holding Government Free Places at Technical Classes OTHER THAN Classes at Technical High Schools during the Year ended 31st December, 1923.

15

Education District. Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland Un( 18 Yi M. 38 9 18 104 16 Lor )ars. F. 25 3 8 i 28 112 i 12 1 13-15 Years. M. F. 253 236 45 60 83 112 I 28 11 128 80 63 70 348 320 264 ] 12 37 49 15-17 Years. M. V. 457 320 59 53 154 168 100 36 443 192 107 117 552 353 258 130 87 113 Over 17 Years. Totals. M. l< , . M. F. 613 368 1,361 958 76 52 180 168 270 383 507 658 125 129 253 170 714 453 ! 1,294 733 145 198 333 413 1,196 931 2,200 1,716 382 ! 304 920 558 185 163 309 326 Students ac during 192 loft a Publii during : (include Foregoing ' •m r M. 256 43 134 38 .100 56 296 86 39 imitted !3 who g School 1922 din rotate). F. 168 41 111 !) 82 49 283 39 42 Totals, 1923 .. 185 189 ! 1,249 I 1,050 2,217 824 1,486 3,706 2,981 7,357 5,706 1,048 Totals, 1922 .. 214 214 205 1,039 869 2,269 1,586 3,587 2,543 J 7,059 5,203 1,016 720

Occupations. •4 i a 1 Cβ L I L I 3 § Totals. d 3 I I Agricultural pursuits Professional pursuits Clerical pursuits .. .. .. Domostic pursuits Students Employees in shops or warehouses Dressmakers, milliners, &o. Tailors and tailoresses Engineers and mechanics Electricians Plumbers, metal-workers, &c. Woodworkers Painters and plasterers Printers, &c. Skilled labourers Labourers Seamen Engaged in various other trades and industries Engaged in various public services Occupations not stated 24 274 204 316 j 508 135 19 10 170 104 168 116 12 7 19 19 49 12 J J 223 ! "l •■ 21 52 140 ■ 341 1 218 99 14 78 16 33 29 5 1 2 2 6 60 99 48 7 41 2 2 34 11 30 7 5 22 29 152 41 584 49 350 289 142 122 130 ! 60 18 I 6 22 2 117 31 102 6 125 ! 19 91 18 11 4 26 7 6 12 11 153 197 439 521 1,310 211 45 33 193 136 126 154 24 25 5 26 9 6 270 92 86 1,002 340 99 1,972 166 157 2,193 168 50 2,754 123 59 858 Iβ 14 133 13 .. 83 96 35 754 23 22 420 80 25 634 65 10 519 7 1 69 12 4 83 26 12 73 8 2 83 28 29 1 "a 3 59 29 33 48 28 108 59 19 383 46 109 16 68 21 17 41 18 28 6 59 151 15 13 229 154 16 549 Totals for 1923 2,319 348 1,165 429 2,027 j 746 3,916 1,478 635 13,063 Totals for 1922 2,073 288 1,148 451 I 1,863 635 3,662 1,559 583 12,262

Education District. Jr. 1st. Jr. 2nd i and 3rd. S, 1st. Sγ. : 2nd. Sr. 3rd i and 4th. Tot tals. Grand Totals. I I Auckland Caranaki tVanganui Hawke's Bay Wellington .. kelson Janterbury .. Dtago Southland .. M. 1 245 43 114 42 138 47 266 104 48 F. 142 41 120 9 91 41 175 39 54 M. 128 23 64 40 104 36 194 113 32 F. 65 24 67 13 56 25 117 29 30 M. 81 20 26 10 110 33 129 85 23 F. 35 19 63 14 61 23 107 26 51 M. 55 7 16 Iβ 86 9 104 03 17 F. M. 37 , 24 7 ' 6 19 I 4 15 ! 2 35 i 08 16 7 67 46 31 j 27 23 i 20 13 2 20 9 22 13 79 12 i 20 M. 533 99 224 110 506 132 739 392 146 F. 292 93 289 60 205 118 545 137 178 M. & F. 825 192 513 170 771 250 1,284 529 324 Totals, 1923 1,047 712 '734 426 439 517 373 250 ' 210 J 90 2,881 399 1,977 4,858 Totals, 1922 1,009 I 673 i 615 454 317 287 i I 267 172 I I 172 2,537 1,808 4,405

E.—s.

Table J9.—Technical High Schools: Courses taken by Students during the Year 1923.

Table J10. —Number of Pupils holding Government Free Places at Technical High Schools during the Year ended 31st December, 1923.

Table J11. —Number of Candidates who entered for and who passed the Technological Examinations of the City and Guilds of London Institute, 1923.

Approximate Coal of Paper. —Preparation, not given ; printing (950 copies), £25.

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

Price 6d.]

16

Coi urses of Inetructic in, and Number and Sex of Studei its. School, Industrial. Agrici iM.lirul. Domi [>fitio Commercial , lklia - and General. A1 rt. Tol ;ala. Grand Totals. I M. F. M. 370 17 46 13 23 5 56 61 .. 37 34 99 28 J2 252 1 80 .. 327 .. 43 18 i .. 155 .. 11 128 14 16 1,469 32 296 1,234 .. 265 F. M. M. I F. 47 J 171 90 115 73 111 70 89 195 85 57 30 42 47 92 82 71 174 65 77 80 167 85 99 69 127 51 97 Auckland Pukekohe Hawera Stratford Wanganui . * Feilding Napier Hastings Wellington .. Westport Ohristchurch Greymouth .. Dunedin Tnvercargill .. t ■ F. 97 13 14 24 43 38 40 8 83 M. F. 3 M. 463 103 101 126 288 91 169 104 335 101 450 103 236 195 F. 285 128 125 113 131 68 87 90 272 77 312 99 211 191 M. & F. 748 231 220 239 419 159 256 194 607 178 762 202 447 386 12 "l4 145 78 80 1 "6 .. I Totals, 1923 663 1,087 1,471 831 1,223 13 23 2,865 2,189 5,054 Totals, 1922 23 611 I 4 11 2,334 1,868 4,202

Juniors. Sen! tore. School. First Year. Second Year. First Year. Second Year. Third Year. Totals. Giand Totals. Auckland Pukekohe Hawera Stratford Wanganui Feilding Napier Hastings Wellington .. Westport Ohristchurcsh Gireymouth .. Dunedin [nvereargill .. B. a. B. G. 283 169 133 82 54 58 28 42 43 57 36 35 67 56 39 33 125 71 81 20 36 38 38 15 62 37 54 27 49 38 28 29 202 143 75 I 88 49 40 22 18 240 161 124 85 58 63 32 26 136 91 69 53 108 95 55 60 a. 169 58 57 56 71 38 37 38 143 40 161 63 91 95 B. a. 133 82 28 42 36 35 39 33 81 20 38 15 54 27 28 29 75 88 22 I 18 124 85 32 26 69 53 55 60 B. 28 15 7 9 38 8 27 16 26 15 41 11 15 19 G. 21 20 12 15 20 7 8 15 16 7 33 6 32 27 B. 6 3 4 4 18 4 7 3 8 9 16 1 2 5 a. B. Q. 5 .. 4 1 .. 7 4 2 2 2 2 3 11 3 5 7 [ 4 2 n ' G. 5 4 7 Q 3 5 7 [ 3 ; 15 1 11 3 B. 1 4 2 11 4 2 2 5 3 B. a. 450 277 101 124 i 94 113 ! 121 108 273 117 86 65 154 81 96 85 313 254 97 74 426 302 102 96 222 187 1 190 187 B. &Q. 727 225 207 229 390 151 235 181 567 171 728 198 409 377 3 .. n I a 7 J 2 .. 6 12 3 15 5 8 1 . , 1 .. 11 3 3 2 Totals, 1923 1,512 1,117 814 613 1,117 814 613 668 532 275 239 110 79 34 94 18 22 2,725 2,070 4,795 Totals, 1922 1,213 929 668 532 929 227 193 92 13 2,218 1,761 3,979

Subjects o{ Examination. ■s ■ Subjects of Examination. "S "3 . S.s Si Electrical engineering— Grade I .. Grade II (continuous current) Grade II (alternate current) Final Klectrical installation work— Grade I Final Minor course in plumbing— Grade I .. Grade II Final Major course in plumbers' work —Grade I Mechanical engineering— Division I, Grade I .. Division I, Grade II .. Division I, Final Division II, Grade I .. Division II, Grade II .. 113 53 34 4 19 3 56 20 13 2 7 2 Motor-oar engineering— Grade I! .. Grade II Final Carpentry and joiner v — Grade I .. Grade II Final .. Cabinetmaking— Grade I Final Manual training, woodwork —Final Millinery Dressmaking Plain needlework Plain cookery 8 4 2 1 1 0 18 10 2 1 1 1 1 1 1 1 1 0 1 1 2 2 4 2 4 4 9 4 12 7 1 1 17 12 31 3 1 46 9 13 2 1 18 3 Totals, 1923 401 401 189 Totals, 1922 377 197 377