REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDING 31st DECEMBER, 1924. [In continuation of E.-1, 1924.]

Appendix to the Journals of the House of Representatives, 1925 Session I, E-01

1

1925. NEW ZEALAND.

REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDING 31st DECEMBER, 1924. [In continuation of E.-1, 1924.]

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

C ONTBNTB. Page Page Introductory and General .. .. .. 2 Primary Education—continued. Legislation Correspondence School .. . . 15 Junior High Schools .. .. 2 Physical Education 10 Secondary and -technical Schools .. 4 ~ , T a Registration of Teachers 4 Manual Instruction 1(, Teaching of Special Subjects— Staffing of Primary Schools .. .. 17 History .. .. .. .. 4 Teachers' Salaries .. . . . . ..18 Music .. .. .. .. 4 Training of Teachers .. .. .. .. 2U Conferences.. .. ._. .. ..5 Native Schools .. .. .. ..21 Cost of Education .. .. .. .. 5 Secondary Education .. . . . . 22 School Buildings .. .. .. .. 6 Technical Education .. .. .. 24 Primary Education — i Special Schools .. . . .. 27 Number of Schools .. .. .. 8 University Education .. . . . . 29 Large Classes .. .. .. . . 9 General—■ Enrolment and Attendance .. .. .. 9 Annual Examinations .. . . 30 Classification of Pupils .. .. 13 Teachers' Superannuation Eund .. 31 Retardation .. .. .. 13 Subsidy to Public Libraries .. .. 32 Pupils leaving School .. .. .. 14 Appendix—Details of Expenditure for Year ended Registered Private Schools .. .. 15 31st March, 1925 .. .. .. 33

Office of the Department of Education, Your Excellency,— Wellington, 24th June, 1925. I have the honour, in accordance with the provisions of the Education Act, 1914, to submit to Your Excellency the following report upon the progress and condition of public education in New Zealand during the year ending the 31st December, 1924. I have, &c., C. J. Parr. His Excellency the Governor-General of the Dominion of New Zealand.

I—E. 1.

E— 1

2

REPORT. INTRODUCTORY AND GENERAL. During the past year the usual activities in the various spheres of education, ranging from the kindergarten to the University, have been well maintained, and, in addition, substantial progress has been made through the extension or initiation of a number of reforms and improvements in the efficiency, management, and equipment of the several types of schools. While each of the changes referred to brings to education an inherent benefit, it has to be recognized that reforms and advances in educational administration, practice, and equipment, have a stimulative and encouraging effect, apart from and far beyond the actual matter which each change affects. Provided always the changes are inherently valuable, they convey to teachers and others a sense of growth, adaption, and development which are the marks of an active organism directly related to life. Of all the activities and public services for which the Government is responsible, education in particular must always give scope and expression to this vital factor of development. Our various types of schools have the distinctive advantage and responsibility of dealing not only with human life but with young human lives in the making. To a great extent also the schools are, on the one hand, the sphere in which the changing spirit of the age and of the race makes a deep and lasting impression, while, on the other hand, they are the seed-ground of influences and tendencies which will express themselves in a profound and far-reaching manner on the growth of our national life and ideals. The schools must therefore not only express and reflect the evolution of life and thought from generation to generation, but must themselves have as a distinctive characteristic a spirit of hope, optimism, inspiration, adaptivity, and adventure ; and it is gratifying to find that teachers of all grades are to an ever-increasing degree becoming more versatile, original, and stimulative in their training of the children and students under their charge. Special and separate mention will presently be made of improvements and developments made during the past year, such as new buildings, remodelling of old buildings, improved lighting, ventilation, and equipment, more liberal staffing, establishment of new types of schools, special provision for the improvement of the more humanistic and aesthetic phases or subjects of education. Steps have also been taken to investigate in a comprehensive manner the present condition of postprimary and university education, in order to survey the trend of the many avenues of advance in education recently opened up and to find the direction which our future progress should take. Not every individual school or teacher has been directly affected by the changes just referred to, but these changes should have the indirect effect of indicating to all concerned that education is in a continuous state of flux, and that our system is a living, growing organism, and not a piece of machinery. It is therefore hoped that the activities and changes of the past year, however incomplete they may be, will serve the greater purpose of fostering and encouraging a spirit of progressiveness. LEGISLATION. The Education Act of 1924 contained, in addition to certain machinery clauses designed to facilitate the working of the principal Act, a number of new provisions to meet new conditions arising out of various developments in the education system. Chief among these are— (a.) Junior High Schools. The amending Act authorized the establishment of junior high schools of various types. Only the broadest outline was prescribed by legislation, it being considered necessary to|leavefthe way openjtofmake such arrangements in each particular locality as its special circumstances might require. Up to the present four junior high schools have beenfestablished, though there are numerous applications from other districts under consideration. [The [Kowhai Junior High School, Auckland, continues to give increasing justification for its establishment. Every testimony,

3

E.—l

from whatever quarter it has come, has been highly favourable, and the further establishment of similar schools in large town districts could now be confidently proceeded with. At Waitaki High Schools (Oamaru) junior high schools have been successfully established as integral parts of the Boys' and Girls' High Schools respectively. Owing to the epidemic the opening of the junior section of the high school was delayed until May, but all arrangements are now working smoothly, and it is anticipated that, in the capable hands of the two Principals concerned, this form of junior high school will prove just as successful as that of Kowhai. Quite a different type of junior high school was organized and established at Matamata, near Hamilton. Matamata previously had a district high school with a small number of pupils and two secondary teachers. Though even under these conditions the secondary department of a district high school can give a valuable course of instruction to post-primary pupils, it has to be admitted that owing to the small number of pupils the best provision for secondary education cannot be made. At the request of the people of Matamata and surrounding districts there were added to the pupils of the Fifth and Sixth Standards at Matamata the pupils of the same standards from ten schools within a radius of about ten miles The people of the district themselves made arrangements for the conveyance of these children to Matamata, and are prepared to meet any extra cost above the ordinary rate of conveyance paid by the Government. This consolidation now provides a junior high school of about one hundred and sixty pupils, with a staff of a head teacher and five assistants. Thus the pupils will not only have the benefit of the advantages of the junior-high-school system as set out in last year's annual report, but they will also have these advantages in a scattered country district where formerly only a limited provision for secondary education could be made for pupils above the Sixth Standard. Moreover, the junior high school will give strength and support to the present district high school department. The Matamata Junior High School is a part of Matamata Primary School. The whole is under a newly appointed headmaster, and is governed by a committee comprising the Chairman of the Committee from each of the various schools which now feed the Matamata consolidated school. Another quite different type of junior high school has also been established at Northcote, on the north side of Auckland Harbour. Here one large school and two neighbouring small schools have supplied from their Fifth and Sixth Standards the pupils for a junior high school under the control of one head teacher and five assistants. It will thus be seen that the four junior high schools now established are of entirely different types. Possibly only two additional types of school need to be provided to complete a series which by duplication would meet the needs of the whole Dominion if the system be fully applied. Of the other two types one would be somewhat similar to a junior high school in that its pupils would be collected from the Fifth and. Sixth. Standards of a number of small schools hi an area where at present not even a district high school can be established. Though such a school could not be as fully equipped and staffed as the junior high schools proper, the arrangement would be distinctly beneficial to the pupils, and in any case would be necessary so that, on the complete adoption of the scheme for pupils above the age of twelve, these children would all be engaged in a similar course of work, and could, if they changed their place of residence or if they transferred to a higher school, after completing the primary stage, be able to proceed'with their studies on the same footing as all other pupils where the junior-high-school system had been established under ordinary conditions. In addition, there would still remain many very small and scattered schools whose pupils, after reaching the age of twelve, could not conveniently be conveyed to any central school for the purpose of combined instruction in a modified junior-high-school course. As instruction of senior pupils in these small schools is practically individual instruction, the teacher would need to provide the necessary course of study for pupils. There is no need for experiment regarding the value of the junior-high-school principle itself. That stage has passed.. The testimony of other countries as well as our own experience sufficiently establish the validity of the principle. We are now trying out different methods of applying the principle to the varying sets of conditions to be found in the different districts of New Zealand, and the results alreadv obtained are distinctly encouraging.

E.—l

4

(6.) Amalgamation of Secondary and Technical®JSchools. In a number of towns outside the four chief centres there have grown up side by side two systems of post-primary education —the ordinary secondary and the technical systems. As far as the work of full-time day pupils is concerned, there does not appear to be justification for this separation. Moreover, in many cases each of the schools is so small|that a complete staff cannot be provided. It would appear to be in the interests of the pupils in such places that the secondary and technical schools should be amalgamated as far as the full-time day pupils are concerned. To a very large extent the same steps are taken in both schools. The amalgamation would provide for a better staff and for more complete provision for the various courses of instruction. During the recent investigations made by Mr. F. Tate, M.A., C.M.G., of Melbourne, there was a general agreement of opinion on the part of the various witnesses as to the advisability of amalgamating secondary and technical day schools. This would involve the formation of one controlling Board instead of two, with some modifications in the constitution. In several centres in New Zealand the Secondary and Technical School Boards concerned have approved of the principle of amalgamation, and the matter is being discussed in other centres. In the amending Act of 1924 statutory provision was made for carrying into effect amalgamations of the kind referred to wherever the local authorities agree to the proposal. (c.) Registration op Teachers. As a legal difficulty had come to light in connection with the cancellation of teachers' certificates, it was necessary to provide an effective method of preventing the employment of a teacher on the ground of misconduct or other sufficient cause. The amending Act of 1924, therefore, provided that the names of all qualified teachers should be placed on a Teachers Register, and that only teachers so registered could be employed in a secondary, technical, or primary school established under the authority of the Department. Subject to safeguard by way of appeal to a properly constituted Court, the name of any teacher may be removed from the register for any grave offence. This amendment.makes adequate provision for the protection of the schools, while it ensures that injustice cannot be done to any teacher. TEACHING OF SPECIAL SUBJECTS, j It appears necessary from time to time to take some special means of bringing into prominence the desirability of improving teaching methods in respect to any subject which may have fallen somewhat into the background. History. A special committee was set up last year to inquire into and report on the course of instruction in history in the primary and secondary schools, to draft suggestions for a new syllabus in this subject, and to suggest general methods of teaching by which this subject could be given more prominence and taught more effectively. The committee consisted of representatives of the Department, of the primary, secondary, and technical schools, and it has drawn up a valuable report. This has been printed and widely circulated, so that the curriculum and suggestions may be fully discussed before any change is made. It is hoped that before the end of the year all suggestions and criticisms of the report of the History Committee will be consolidated. The teachers who will be called upon to carry into effect any new programme that may be adopted will also, before the end of the year, be fully conversant with the new proposals, and the syllabus adopted should be easily introduced in 1926 after the wide and informative discussions referred to have taken place. Music. It is felt that, though our teachers have done their best under the circumstances and with the present facilities for training in the difficult subject of singing, and though in many cases very fine results have been achieved, it has to be admitted that on the whole the standard of training in singing in New Zealand leaves much to be desired. The subject is worthy of special recognition and effort. Music appeals to the gesthetic side of the child's nature. It calls forth feelings and emotions, and cultivates tastes and ideals which scarcely any other subject can

5

E.—l

provide for. A love of music, and the ability to express thought and feeling through music, have a wonderful effect in the formation of character and temperament. Class singing has also the special benefit of cultivating a feeling of community effort, since class or group singing lias the effect of creating a sense of unity and co-operation among the members of the group. Spontaneous singing by those who through training feel confidence in expressing their feelings also has the effect of freeing the mind, quickening the spirit, and stimulating the energies of children in school. Arrangements are therefore now under way for the appointment of a Supervisor of School Singing, who will reorganize the teaching of this subject, chiefly by arranging for the instruction of training-college students and of class-teachers in the best methods of teaching singing and cultivating appreciation of music. Arrangements have also been made to assist every school in the Dominion ultimately to possess a good gramophone and to have a supply of approved records. Already one hundred gramophones have thus been supplied, and a subsidy up to £5 per school is now offered on a pound--for-pound basis, so that a gramophone of one of the several approved types may be obtained at a special rate by any school. The Department being able to deal wholesale in the matter can secure quite reliable instruments at a very reasonable cost. Art. There is, no doubt, a need for developing in a somewhat similar manner the teaching of drawing and related art subjects. CONFERENCES. In addition to the annual meeting of the Council of Education held in June last, a number of very useful conferences was held during the past year, including conferences of Education Boards, of School Architects, of Inspectors of Schools, of Training College Principals, together with conferences with, various bodies of primary, secondary, and technical school teachers. Throughout the year relations between the various local education authorities and the Department have been cordial. It is believed that the visits of the Minister to the various Boards, and conferences on the spot, have contributed to a greatly improvedjrelationship between the Department and the local authorities. The result has-been that, though everybody has not received all desired (a consummation which would probably absorb double the present vote) the selection of the most urgent needs has been carried out in a co-operative and friendly manner. It is generally recognized that full and fair consideration has been given to all claims, and that those which have not been granted, though often worthy in themselves, must wait until more pressing requirements are provided for. COST OE EDUCATION. The appendix to this report shows in detail under various headings the expenditure on education during the financial year ending 31st March, 1925. The total expenditure, including endowment revenue, amounts to £3,723,000, as against £3,350,000 for the previous year, an increase of nearly £373,000. In considering the yearly increasing cost of education it must be borne in mind that nearly two and a half millions, or 83 per cent., of the cost of education is devoted to the salaries of teachers, Inspectors, and other officers of the Department, and that, owing to the natural yearly increase of school population, amounting to nearly four thousand in the primary schools, seven hundred in the secondary schools, and six hundred in the technical high schools, about two hundred must be added to the teaching staffs each year, at a cost of about £50,000, and other school expenditure must be correspondingly increased. Unless our free-education policy is modified and privileges restricted or salaries reduced, this annual increasing cost, with its cumulative effect, must be met from year to year. It has also to be considered in connection with the expenditure for last year that owing to the very large classes in some of our primary schools the staffs of the larger schools have had to be increased during the year under review, for the day has passed when the Government can permit classes of seventy, eighty, or ninety children under one teacher. Part of the increased cost of education last year was due to

E.—l

this natural increase in numbers, but there were also special circumstances affecting the expenditure. The increase was accounted for by the following :— (1.) An increase of nearly £160,000 in the expenditure on the erection of new buildings rendered necessary by the curtailment of this work during the war and subsequently, so that large arrears of building at greatly increased cost has li.ad to be undertaken : (2.) A grant of £50,000 to increase the salaries of teachers during the financial year : (3.) An extra expenditure of £22,000 on high-school teachers' salaries to provide teachers for the increased numbers of pupils now taking advantage of free education in the district high, technical high, and secondary schools : (4.) The additional cost, estimated at £37,000, of providing teachers in primary schools for the annual increase of the number of pupils, and for the purpose of reducing the size of the very large classes : (5.) A much larger expenditure than usual (£35,000) on rebuilding schools destroyed by fire : (6.) The inclusion in the expenditure on education for the first time, of subsidies to the Institute for the Blind (£15,000) : (7.) The restoration of the grant (£3,000) for public libraries : (8.) Increased grants, amounting to about £6,000, to the Workers' Education Association and Universities: (9.) Increased grants of over £4,000 to School Committees : (10.) Smaller increases in the other votes. From the above it will be apparent that, though a keen eye be kept onl every increase in annual cost, yet it would be extremely difficult, if not impossible, to cut down the Department's yearly expenditure without attacking and doing hurt to the essential features and main, fabric of the whole system. SCHOOL BUILDINGS. The year saw very considerable progress in making additions to existing schools and in erecting new schools in both newly settled rural districts and where the spread of population has extended the suburban areas in the older centres. A number of the smaller schools was erected to replace temporary accommodation in the form of rented h lis, &c., which had to be used when building operations were restricted during and after the war, but which had become inadequate for the increasing attendance, or were so unsatisfactory that their use could not be continued. Similarly, in larger centres additions have been made to avoid the continued use of halls for auxiliary school purposes. Altogether the past year has witnessed more activity and a heavier expenditure in new buildings than any previous year. In nearly all cases where the older schools have been added to, a considerable amount of remodelling has also been carried out to bring the existing building into line with modern educational and hygienic requirements. In other cases even where the accommodation over all has been ample, remodelling has been undertaken to improve the conditions. Such remodelling most frequently consists in extending and subdividing long rooms which are too large for one class and cannot be suitably subdivided to accommodate two, together with the removal of galleries, improvements in the lighting and ventilation, and the provision of suitable teachers' rooms. Sometimes it has been found necessary to remove whole sections of the buildings (if in wood) to other positions. Remodelling in connection with wooden buildings is often comparatively easy to carry out, and is not necessarily expensive ; but when the buildings are erected in permanent material, such as brick or stone, the [problem is much more difficult, and involves a larger outlay, though this will be still only a small proportion of what an entirely new school would cost. Yet even at this class of school remodelling can sometimes be most satisfactorily carried out, as has been amply proved in Dunedin, where, in addition to several brick buildings, the schools at Port Chalmers, Arthur Street, and North-east Valley, built in heavy stone, have been remodelled and are giving the greatest satisfaction. Indeed, in the remodelled building at Port Chalmers particularly an ex-pupil would have a difficulty in recognizing his old school, either inside or out. During the last three years the number of cases where grants have been approved for remodelling has been —1922-23, 42 ; 1923-24,55; and 1924-25, 66 : total, 163.

6

7

E.—l

Some of the older buildings in wood are so worn out, and some brick or stone buildings are so entirely unsatisfactory, that total replacement is necessary, and a policy has been adopted of rebuilding at least one of the worst schools in each of the largest centres each year. Accordingly, new buildings are being erected at Napier Street, Auckland ; Mount Cook, Wellington ; Richmond Road and Christchurch West, in Christchurch ; Caversham, in Dunedin ; and Invercargill South, at Invercargill. In other places works of less magnitude have been undertaken. During the coming year a similar policy will be followed. By steadily pursuing the present plan of rebuilding, it is estimated that, in seven years nearly all, if not all, the most ancient wooden structures will be replaced, each case being taken in order of urgency. When new schools are immediately required sites must be obtained often at considerable cost, and the question of providing adequate sites for future use before the land is subdivided and built upon, and the cost therefore enormously increased, is one presenting considerable financial difficulties in view of the immediate and urgent demands for actual school accommodation. So far as possible advantage is taken of opportunities for providing for sites before prices rise, and in the rapidly growing centres the Department has been able to secure new sites ahead of population. During the past year a few teachers' residences have been erected, and it is hoped that during the current year grants for this purpose will be available. Grants towards the cost of installing electric light in existing residences are being approved where the power is available. As in some districts many of the older schools are still furnished with long desks, which should be replaced with modern furniture, a return of the Boards' requirements in this connection is being obtained, and a policy of progressive replacement with modern desksTand equipment with Government assistance is being adopted. The following table shows the expenditure, &c., in connection with school buildings and sites over a number of years : —

When the present cost of school-building is being compared with pre-war rates it must be remembered that not only has the cost of materials increased by 100 per cent, and the cost of labour by about 70 per cent., but also that the presentbuildings are much superior to the older forms. The compact type (of which the corridor school, where class-rooms were 011 both sides of the corridor, may be taken as an example) has been abandoned and a more open plan adopted ; better lighting and cross-ventilation are provided, not only in the class-rooms but also in the corridors ; there are separate cloak-rooms ; the accommodation for the teachers has improved; and hot - water systems of heating are installed. Having regard to the actual increase in the cost of building generally, and also to the increased cost of better buildings, it may be taken that school accommodation is costing from 120jto 140 per cent, more than in pre-war days. Open-air Schools. Medical and other authorities have in late years urged the establishment of open-air schools- that is, of schools with at least one wall entirely open to the air, though in very bad weather it closedjwith sliding-doors. Under this system each room would have to be a separate wooden building, and for schools with not more than six|or|eight rooms the distribution of separate class buildings around the school-site would not present any serious difficulty. Schools up to

Primary (including 0 , A tt • u Year ended Native Schools and Secondary and University Tota] Training Colleges). Technical. Colleges. £ £ £ £ 31st March, 1914 .. .. 83,091 26,327 9,677 119,095 1917 .. .. 49,407 11,380 3,360 64,147 1921 .. .. 308,928 112,428 37,243 458,599 1922 .. .. 364,999 186,551 39,071 590,621 1923 .. .. 193,559 112,782 55,362 361,703 1924 .. .. 212,562 56,061 38,212 306,835 1925 .. .. 316,258 120,714 52,236 489,208 I

E.—l

8

the size mentioned contain about three-fourths of the primary-school children in public schools. More difficulty would be found in connection with the largest schools, which are generally situated in towns and have often a small area of playground. The advantages claimed for the use of the open-air separate class-room are the stimulus of moving fresh air, of more sunlight, the opportunity for more freedom of movement by the pupils, and the mental effect of an open outlook as compared with the alleged restrictive effect on pupils taught in a room with fourwalls. Though the amount of benefit sometimes claimed'or suggested by the supporters of the open-air principle can scarcely be always realized, there is sufficient to justify a thorough trial of the open-air-school plan under the best possible conditions and with a genuine desire for its success. Approval has accordingly been given for the erection of open-air rooms in connection with four or five schools, and it is expected that shortly a complete school of four or five rooms will be built on the new plan. In order to test the system, full and exact recordsjwill be made of the state of health of the children at the outset and during each succeeding year of school-life. These can then be compared with those of children taught in the best type of school building now being erected. PRIMARY EDUCATION. Number of Public Schools. The number of public schools open at the end of 1924 was 2,574, or eight more than in the previous year. In the following table the schools are classified according to their grade, and the yearly average attendance and the number of children per teacher are shown.

Average Number of Children Average Attendance. per Teacher in Primary Number Department. Grade of School. of Schools. Primary Secondary I Total Excluding | Including Department. Department. I ' Probationers. Probationers. i 0 (1-8) .. 219 1,319 .. 1,319 6 6 1 (9-20) .. 766 11,043 .. 11,043 14 14 II (21-35) .. 512 13,298 .. 13,298 24 24 IIIa (36-50) .. 336 14,310 .. 14,310 22 22 IIIB (51-80) . . 245 15,319 26 15,345 30 28 IIIc (81-120) .. 142 13,050 109 13,159 31 29 IYA (121-160) .. 69 9,415 204 9,619 IVB (161-200) .. 31 5,592 171 5,763 ; 39 34 IVc (201-240) .. 33 7,293 438 7,731 J Va (241-280) .. 21 5,323 234 5,557 1 Vb (281-320) .. 27 8,069 193 8,262 }> 40 35 Yc (321-360) .. 29 9,882 215 , 10,097 J VIA (361-400) .. 23 8,677 371 9,048 | VIb (401-440) .. 17 6,200 352 6,552 [ 42 39 Vic (441-480) .. 7 4,100 145 4,245 |J VHA (481-520) .. 17 8,361 54 8,415 | VIIB (521-560) 14 7,414 139 7,553 VIIc (561-600) .. 21 12,143 101 12,244 VIId (601-640) .. 11 6,503 235 6,738 VIIe (641-680) .. 13 8,476 .. i 8,476 VIM (681-720) .. 11 7,376 67 7,443 41 37 Vila (721-760) .. 1 703 .. 703 VIIh (761-800) .. 6 4,404 .. 4,404 VIIi (801-840) VIIj (841-880) .. 2 1,645 .. 1,645 VIIK (881-920) . . 1 922 .. 922 Totals, 1924 .. 2,574 190,837 3,054 193,891 31 29 Totals, 1923 .. 2,566 190,439 2,896 193,335 32 30 Difference .. + 8 + 398 + 158 + 556 - 1 - 1

E.—l.

Consolidated School, Piopio, King-country, Auckland District.

Two of the Four Small Schools that have been closed, the Pupils being transferred to the Piopio Consolidated School.

Face p. 8. ]

E.—l

Education Department's Motor-bus picking up Children for Conveyance to the Piopio Consolidated School.

Pupils of the Consolidated School preparing to leave for Home.

E.—l

Education by Correspondence for Children in Isolated Districts: the Staff of the Department's Correspondence School.

Manual Instruction for Children of the Native Race: Woodwork and Cookery Room erected by the Pupils with the Aid of Teacher and Parents (Manutahi Native School, East Coast, North Island).

E.—l

New Public Primary School, Eltham, built in Concrete by the Taranaki Education Board's Staff.

Open-air Class-room, Fendalton, Christchurch.

E.—l

9

it will be seen that 1,497 schools, or more than half the total number, had an average attendance of less than thirty-six pupils. These sole-teacher schools had a total average attendance of 27,660. A great improvement has been made in the remuneration of teachers in sole charge of a small country school. In 1919 the maximum salary and allowance for teachers of Grade T schools was £160 ; it is now £290. The maximum salary of a teacher of a Grade II school in 1919 was £210 ; and is now £370. The latter amount may be further increased by the addition of a remote allowance : this is a special grant given to the head teacher of a school in a difficult district. It will thus be seen that the Government is making every endeavour to secure and retain good teachers for the children in the backblocks schools. Consolidation op Small Schools. Mention was made of this project in the report last year. It is pleasing to state that in two different centres there is now established a consolidated school in place of a number of small schools. The greatest difficulty is that of obtaining suitable conveyance at a reasonable cost. In all other respects the two schools concerned (Piopio and Oxford) are fully justifying their establishment. Both the local committee and the parents recognize that in a central school of this type the pupils receive a much better and more complete education (including secondary instruction in the district high-school attached to the consolidated school) than was procurable in the small [one-teacher schools which existed before the advent of the new type of school. Reduction op Large Classes. Special effort, with very successful results, has been made during the past two years towards the reduction of all primary-school classes containing more than sixty pupils. The preliminary survey was systematically made, and as a result some three hundred additional assistants have been appointed, and nearly all classes with over sixty pupils have disappeared. Where classes exceeding this number still exist the difficulty is generally not that of insufficient teachers but of unusual complications in the organization of the school. This difficulty of organization is usually the result of the existence of some old buildings which it is almost impossible to remodel. In consequence of the increase in the number of teachers there has had to be an increase in the number of class-rooms. This has been provided partly by the addition of new rooms, but very largely through the remodelling of old buildings. This has frequently taken the form of the subdivision of two overlarge rooms into three rooms of standard size, or the lengthening of a long room and its subdivision into two rooms. Connected with this remodelling there have been numerous improvements made in the buildings concerned by the addition of teachers' rooms and the general improvement of lighting and ventilation. It will thus be seen that the reduction of large classes involves a considerable outlay apart from the cost of the salaries of additional teachers. As to the educational advantages of the new policy there can be no doubt. Every pupil is entitled to individual attention from the class teacher, and this is only possible in a class of reasonable size. Enrolment and Attendance. : ||Tlie total enrolment in public primary schools at the end of the year 1924 was 213,290, an increase of 1,330 over the total for the previous year. While this small increase is to be recorded in the aggregate, it is interesting to note that the number

2—E. 1,

Average Number of Children Total Average P er Teacher ' i I Attendance. i r (Primary.) Excluding i Including Probationers. | Probationers. Grades III—VII (two or more teachers) .. .. 165,177 36 33 Grades V-VII (six or more teachers) .. .. 100,198 41 37 All schools .. .. .. .. .. 190,837 3L 29

E.—l.

in the preparatory classes showed an actual decrease, being in fact considerably less than the figure for any of the previous five years. Moreover, if the enrolment by classes last year is compared with that for ten years ago it is observed that, while the total has increased by over 36,000 and each of the standard classes by approximately 6,000, the figures for the preparatory classes show an increase in the decade of less than 500. To some extent this is doubtless due to the more rapid promotion of children through the preparatory classes, a practice which has in recent years been urged by the Department ; but it is clear that the reduction is by no means wholly due to this factor. Elsewhere the pupils are classified according to age regardless of their standard in school, and this table shows a positive decline in the number of children between the ages of five years and eight years. The explanation is to be found in the marked decrease in the birth-rate for the Dominion which was produced by the disturbed conditions at the end of the warperiod. The abnormally low birth-rate at that time is now reflected in the decline in the number of infants admitted to public schools. Reference to the vital statistics for the years 1920-22 shows an annual increase of approximately five thousand births compared with the numbers registered during the two previous years ; so that the reduction in the number of pupils in preparatory classes is clearly only a temporary phenomenon. The normal increase of about five thousand per annum in the school population was suspended during the last two years by exceptional circumstances arising out of the war, and it is reasonable to anticipate that the influx of new pupils will in future be substantially in excess of the numbers of these two years. Regularity of Attendance. —The regularity of attendance has continued at a highly satisfactory figure, the average attendance for the year 1924 being 90'6 per cent, of the average weekly roll number. The Otago Education District again has the highest degree of regularity, but the figures for all districts are creditable, in no case falling below 89-6 per cent. It is of interest to note that the percentage for the Dominion of Canada is reported to be 71 (varying from 64 in one province to 82 in another), for the United States of America 58 (ranging from 44 in one State to 77 in another), for Australia, 82 per cent., and for England, 88 per cent. The relative activities of the nine Education Boards may be gauged from the following figures, which are exclusive of the secondary departments of district high schools : —■

The more pronounced increase in the North Island districts is, of course, a natural corollary to the northward trend of the population. The increase in public-schools enrolment over a period of five years is shown graphically in the first figure on the following page. It will be observed that the Auckland District accounts for somewhat more than 50 per cent, of the increase for the Dominion.

10

Enrolment. Schools 1924 . i ,, m , Education District. j Pw e (excluding Adult Teachers, 1919. 1924. | Increase Uraae {)) ' ! 5 Years. Auckland .. .. .. 54,422 64,689 19 70-3 1,720 Taranaki .. .. .. 10,128 11,310 11 161 342 Wanganui .. .. .. 15,311 16,983 11 186 464 Hawke's Bay .. .. 13,843 15,865 15 160 432 Wellington... .. .. 24,603 26,533 7 226 698 Nelson .. .. .. 6,841 7,074 3 116 238 Canterbury.. .. .. 34,488 36,853 7 379 958 Otago .. .. .. 22,192 21,749 243 602 Southland .. .. .. 12,072 12,234 1 181 368 Totals .. .. 193,900 213,290 10 2,355 5,822

11

E.—l

Public Schools Enrolment.—Five Years' increase, 1919-24, by Education Districts,

Retardation in Public Schools.

E.—l

12

Class P. Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Totals. Ag eS . : : : j Boys. Girls. Boys. Girls. Boys. Girls. Boys, j Girls. Boys. Girls. Boys, j Girls. Boys. Girls. Boys. Girls. Boys. Girls. | I 5 and under 6 .. 7,574 6,854 3 .. .. j 1 7,577 6,855 6 „ 7 .. 10,751 10,058 127 145 9 12 10,887 10,215 7 „ 8 .. 9,604 8,793 2,225 2,490 136 131 6 1 ' 11,971 11,415 8 „ 9 4,641 3,663 5,873 5,772 2,057 2,247 131 187 4 3 12,706 11,872 9 10 .. 1,281 931 3,893 3,367 5,219 5,106 1,722 1,811 143 145 3 3 12,261 11,363 10 11 .. 417 327 1,532 1,207 4,175 3,646 4,776 5,060 1,462 1,555 134 91 2 5 .. 12,498 11,891 — US* ->«• 11 „ 12 .. 188 129 451 331 1,824 1,338 4,225 3,770 4,078 i 4,378 1,241 1,353 110 131 2 1 j 12,119 fl,431 12 „ 13 .. 80 53 160 114 638 458 2,170 1,840,4,044 3,719 | 3,864 3,927 1,085 1,131 6 15 12,047 11,257 13 14 .. 25 30 60 25 209 136 917 761 2,245 1,669 3,637 3,378 3,237 3,212 40 34 10,370 9,245 I 14 15 .. 14 8 18 10 46. 34 242 153 782 541 1,870 1,328 3,041 2,570 40 46 6,053 4,690 15 „ 16 .. 3 3 7 1 8 , 7 50 30 146 64 478 306 1,235 897 27 16 1,954 1,324 16 17 .. 2 2 4 4 19 11 72 24 181 100 6 13 284 154 17 years and over .. .. 2 .. .. .. .. I 1 .. 4 1 7 7 29 16 3 41 29 i I Totals .. 34,580 30,853 14,349 13,462 (14,321 13,116 13,617 12,927 12,086 11,306 jl0,417 8,920 8,062 121 128 110,768 101,741 tj J 1 j . I ? • 1 : 1 . f, - 1 : I y

13

E.—i

Classification op Pupils. The table opposite classifies, according to age and standard of education, tlie whole of the pupils who were in attendance at public primary schools at the end of 1924. The heavy lines indicate the normal progress of a pupil who, entering between the|jage of six years and seven years, spends two years in the preparatory classes and 'one year in each of the standard classes, and thus completes the work of Standard VI when he is between thirteen and fourteen years of age. The most important feature to be noted in the table is the extremely large number of children who are in classes below that which should be expected at their age. The number of such pupils in each class is shown by the figures below the heavy lines ; and if the table is examined horizontally the figures on the left of the heavy lines indicate the number of retarded pupils in the various agegroups. The percentage of retarded girls in each class is illustrated by the second graph on p. 11. In the figure, the blocks below the line of " normal progress" show the increasing percentage of retardation in Standard II compared with Standard I, and so on, until in Standard IV no less than 56 per cent, of the boys and 50 per cent, of the girls are retarded. In the two highest standards the percentage of retardation is somewhat reduced, this being, of course, a natural result of the withdrawal of pupils who have reached the age of fourteen years. Retardation. Special importance is attached to the table given under the preceding heading of " Classification of Pupils." The table with the accompanying graph should be self-explanatory, j The full significance of the table will be seen when it is pointed out that the numbers enclosed in the heavy lines do not represent the children of average age in each class. The numbers enclosed indicate the pupils who, even allowing that they entered school at six years of age instead of five, spent two years in the infant-room and one year in each of the other classes. This should surely represent a very moderate standard of requirement. There should be no difficulty whatever for a child with average or even slightly lower intelligence in completing the infant-school course in two years after commencing at the age of six. Much more should this be easy of accomplishment for the children, 14,428 in number, who entered school at the age of five, and who would have three years to complete the infant course and thus still be included in the numbers within the heavy lines, which are taken to show a reasonable standard of progress. What must be said, therefore, of the 10,799 children in the infant classes who, in 1924, had failed to reach this standard ? It surely cannot be thought that these, representing about 15 per cent, of the children in the infant-rooms, are below average intelligence. It is true that those who are still in the infant class while over the age of eleven, numbering somewhat over 500, might be classed as subnormal, but with respect to the larger number the cause will apparently have to be found in some other direction. It can scarcely be through frequent changes of school while pupils are still in the infant-room, which has sometimes been urged was a reason for retardation generally. It is intended to investigate this matter thoroughly during the present year. The position becomes more definite if reference is made to Standard I. Here there are about 42 per cent, in the normal position above described, while there are nearly 5,000, or about 18 per cent, who have progressed at a quicker rate. On the other hand, there are over 11,000, or about 40 per cent., who are not ready to leave Standard I though they are over nine years of age. Again it cannot be thought that 40 per cent, of the pupils in Standard I are so deficient in intellgence that they cannot pass out of the class after being three or four years at school. The position appears to be similar in Standard II; but considering Standard 111 we find that the proportion of pupils who proceeded at the standard rate indicated by the thick lines is only 35 per cent. The proportion of pupils who have proceeded at a faster rate has fallen to 14 per cent., while the proportion who are lagging

E.-i

14

behind is increased to 51 per cent. It is true that of the 14,167 retarded pupils in Standard 111 about 8,000 are only one year behind, but over 3,000 are two years behind, being over twelve years of age : that is, if they entered school at the age of five years they are not ready to pass from Standard 111 after seven years at school, or, if they entered at six years of age, after six years at school. In addition to these there are over 1,600 who are three years or more behind the normal rate of progress; It is possible that the remaining 500 who are over fourteen years of age are really deficient in intelligence, or it may be that they have been retarded through other causes ; but omitting these extreme cases there are still 47 per cent, of the whole who are retarded one, two, or three years. The figures for the upper three standards might be analysed in a similar manner, and would appear to give equal cause for grave consideration by all concerned. It is hoped that the problem will not be lightly dismissed by reference to large classes and an overcrowded syllabus, which all too frequently, and sometimes quite unnecessarily, are made the scapegoats of educational problems. With regard to the size of classes, it may be stated that the staffing of schools has been relatively strengthened during the past twenty-five years by over 50 per cent., partly by what is at present almost a complete staffing by adult teachers in place of the former large proportion of pupil-teachers, and partly by the very great reduction in the size of classes that has been made in the last twenty-five years. Further, it is not found that the problem above referred to presents itself only in connection with schools where there are large classes. With regard to the syllabus, it can quite clearly be proved that the content of the syllabus for the primary schools is only about half of what it was twenty-five years ago, and although a small proportion of new work has been introduced the position as a whole is that the demands on the child are far less than they have ever been before, leaving more time and opportunity for better educational treatment of the various subjects. The whole question will be brought before the teachers and Inspectors, who, it is confidently expected, will give earnest attention to the question and will, it is hoped, be able to offer valuable practical suggestions. Sfecial Classes for Retarded Children. —In almost every school there is a small percentage of pupils who, though quite normal in a general sense, and who cannot be regarded as mentally deficient, find the ordinary course of instruction unsuited to them. Others seem to have some special difficulty in learning one or two subjects or in getting over some particular stage of a subject. These pupils require more or less individual instruction, and amply repay the effort thus made on their behalf. In a number of schools, therefore, in the Dominion special classes have been established for these children. The classes contain about twenty pupils drawn from various standards, and specially qualified teachers are placed in charge. By studying the needs and capacity of each child and modifying the ordinary course of instruction very good results have been obtained. In most cases the pupils will be able to return to the ordinary classes and proceed with their work confidently and happily without being a hindrance to the rest of the class. There is no doubt that great benefit would result if it were possible to provide suitable means of testing the mental capacity of children by competent persons, particularly at an early stage in the child's career, and also at any stage when there appears some unusual difficulty. Consideration is being given to the means that should be adopted to secure this end. Pupils leaving Primary Schools. In 1923, 18,458 pupils left the public primary schools; of these, 13,713, or 74 per cent., had passed the Standard VI examination, and 4,745 (26 per cent.) had not passed that examination but had attained the age of fourteen years. From a comparison of the total enrolment in each class over a period of years with the enrolment in the next higher class in the succeeding year an estimate can be made of the loss of pupils at the various stages of primary education. It appears that there is practically no loss up to the completion of Standard 111, but that 5 per cent, of the entrants in any year leave before completing Standard IV; a further 9 per cent., making 14 per cent, in all, fail to complete Standard V; and a further

15

E.—l

17 per cent., or 31 per cent, in all, leave school before the end of their Standard VI year. It will be noted that the greatest loss amongst those failing to complete Standard VI occurs after the completion of Standard Y. This is, of course, in part the natural result of the withdrawal of pupils on their attaining the age of fourteen years. Some weight must also be given to the fact that our education system prolongs the course of primary education far beyond the stage common to most countries. The ordinary curriculum of the primary school is not framed to meet the special needs of the minority of " intelligent, non-academic " children, and these in the absence of a congenial course are perhaps over-anxious to leave school. It is confidently anticipated that the development of the junior-high-school plan, leading to an earlier differentiation in the courses and methods of instruction, will contribute towards the solution of this problem. Registered Private Primary Schools. The following table summarizes the returns furnished by registered private primary schools with respect to the year .1924 : —

The number of schools at the end of the previous year was 294, and the total enrolment 26,010. Correspondence School for Backblocks Children. In addition to the statement under this heading contained in the report of last year, it is pleasing to find that the work of the correspondence school is meeting with almost universal approbation. Scores of letters are being received from grateful parents, thanking the Department for the arrangements made for the children who cannot attend school. It has been found possible during the past year to give tuition by correspondence to a number of crippled or otherwise disabled children who cannot attend the ordinary school. The staff of teachers has been increased, and the whole system is rapidly becoming more and more systematically developed and easier in its working. The number on the roll is now 504. Eleven of the pupils sat for the Standard VI examination last year : of these nine obtained proficiency and two competency certificates. Owing to the exactitude, thoroughness, and comparative independence under which correspondence pupils have to work, and to the definite correction and comment on the individual work of the scholars, as well as to the intimate and helpful guidance given by the parents or elder members of the family, it is found that in many respects the pupils of the correspondence classes have distinct advantages compensating for some of their disabilities. It is expected that a •considerable proportion of these children will in many respects quite hold their own with children taught in the ordinary schools. The expenditure on the correspondence school amounted to approximately £3 10s. per child. As the Government grant allowed towards the salary of teachers

Undenomi- Catholic i Other national Church Church Total. Schools. Schools. Schools. Number of schools .. .. . . .. 45 187 63 295 Roll—Boys .. .. .. .. .. 937 9,585 1,373 11,895 Girls .. .. .. .. .. 1,221 11,013 2,173 14,407 Total.. .. .. .. .. 2,158 20,598 3,546 26,302 Average attendance .. .. .. .. 1,854- 18,330 3,213 23,397 Teachers —Men . . .. .. .. . . 33 48 37 118 Women .. .. .. .. 95 581 128 804Total.. .. .. .. .. 128 629 165 922

E.—l

16

in Grade 0 schools (average attendance 1-8) is £15 per unit of average attendance, it will be seen that the correspondence system of tuition represents a very considerable economy, while it provides an education quite as good as, if not better than, that generally provided in Grade 0 schools. Physical Education. The Chief Physical Instructor reports that the work of physical training is progressing in a satisfactory manner. The number of instructors employed by the Department is fifteen. Corrective classes have again been held in some districts, and good work is being done ; the number of children requiring to attend these classes becomes smaller each year. In two districts insufficient children were found with physical defects to warrant the formation of corrective classes. In this connection it is instructive to make comparison with 1913. In 1913, according to the School Medical Officers' reports, 22 per cent, of the school-children had stooped shoulders, in 1924, 5-78 had this defect. In 1913 7 per cent had spinal curvature, in 1924 1-08 per cent. ; 33 per cent, had obstructed breathing in 1913, and in 1924 8 per cent. Much ground has been covered by the instructors, 2,800 visits beingTpaid to schools. The work at the training colleges has been continued. This is regarded as perhaps the most important phase of the work of physical instruction. Manual Instruction. Staffing. The following table shows the classification of full-time teachers of manualtraining classes at the end of 1924, Class VI being the highest class, and Division I including those teachers who are classified as having academic or professional qualifications equivalent to at least a University diploma involving three years' preparation of University standard.

Full-time Classified Teachers in Manual Training Classes, December, 1924.

The table shows a total of 136 teachers, as compared with 132 for the previous year, the increase being due to increase of special classes at manual-training centres. Capitation payments on account of incidental expenses were made under the Regulations for Manual Training at the rate of l|d. per pupil-hour for cookery and Id. per hour for other subjects of manual instruction. The capitation payments amounted for the year 1924 to £20,065, as compared with £19,826 for the previous year. The demand for the provision of facilities for special classes in manual training, especially in connection with district high schools, continues to be very strong, but it has not been possible to regard every case as of such urgency as to warrant the considerable cost for buildings, equipment, and running-expenses which the establishment of each new centre involves. The reports of Inspectors indicate that the work has continued on much the same lines as in previous years. In the subjects of home science and domestic arts the schools have had for the first time the advantage of being inspected by a

Division I. Division II. Class. Totals. Men. Women. Men. Women. YT .... 1 .. 3 2 6 Y.. .. .. 5 .. 11 8 24 IV .... 6 1 18 8 33 III .. .... 2 15 8 25 II .... 3 8 9 8 28 I .. .. 2 11 6 1 20 Totals, 1924 .. 17 22 62 35 136 y J y 39 97

E.—l.

New Building, West Christchurch District High School: Front Block, containing Laboratories and Class-booms. (Erected by Canterbury Education Board's Building Staff.)

West Christchurch District High School: Main Corridor.

E.—l

The First Junior High School established in New Zealand: Kowhai Road, Auckland. Front Block (opened 1924).

Kowhai Junior High School: Grounds and Building.

Face p. 16.~\

E.—l.

Two-roomed Portable School, South Brighton, Christchurch, erected on Temporary Site. The portable building is constructed in sections and can readily be extended or removed as required.

Portable School, South Brighton: Interior of Class-room.

E.—l.

Wellington Technical College,

Te Abo Infant School, Wellington: A Class-room Interior.

17

E.—l

competent lady Inspector, and it is hoped that as a result of lier recommendations the teachers of home science will be enabled to make their work more practical, systematic, and effective than was possible when they were working under the supervision of Inspectors not skilled in the special subjects of domestic science. The subjects of agriculture, nature-study, and rural science have been supervised and, in some of the district high schools, taught, as in former years, by itinerant instructors specially qualified in agriculture. As, however, there are seventythree district high schools "and over 2,500 primary schools, it is not possible for the twenty-five itinerant instructors to do much more than visit the schools occasionally to advise the teachers and supervise their work in the school-garden and scienceroom. As it is not considered necessary at present to increase largely the staff of specialist agriculture instructors in primary schools, it is necessary that the teachers themselves should have a competent knowledge of the subjects of rural science and nature-study, and the Department has accordingly encouraged the attendance of teachers at special short courses in connection with these subjects, arranged at convenient centres during school vacations. Such courses were held also in February of 1925 during the enforced closing of the schools on account of the epidemic of infantile paralysis, and the itinerant instructors in agriculture were thus able to give efficient instruction to the teachers in centres properly equipped for the work. Handwork supplies were obtained as usual from London through the High Commissioner, and forwarded to the several Boards for distribution to the schools. The saving effected by pooling the requirements of the Dominion and importing in wholesale quantities has enabled the Department to provide larger and better supplies, as well as increasing the range of material to include much of the kind suitable for infant classes, which it would have been impossible to provide under the former system —material which is regarded in modern infant schools as absolutely necessary to the right development of the infant mind. Among such material was included a small supply of simple handwork tools for use in the larger infant schools. The Department's total payments for the year 1924-25 for salaries, materials, and incidentals in connection with manual-training classes, including instruction in handwork, amounted to £76,842, of which approximately £44,400 was for salaries, £20,850 for materials and incidentals, and £11,600 for handwork materials. STAFFS OF PRIMARY SCHOOLS. The number of adult teachers employed in the primary departments of public schools at the end of 1924 was s,B22£(men, 1949 ; women, 3873), an increase of 166 over the previous year. There were in addition 513 pupil-teachers and 805 probationers, compared with 511 and 850 respectively at the end of the previous year. The following table shows the number of teachers in. the schools of the various grades : —

Number of Adult Teachers employed in Primary Departments of Public Schools, December, 1924.

3—E. 1.

Sole Teachers. Head Teachers. Teachers' Total Adult Teachers. Grade of School. ; — — ; M. P. M. K. M. F. M. | F. Total. .1.1 I I Grade 0 (1-8) .. 20 173 ..I 20 173 193 I (9-20) 237 467 237 467 704 II (21-35) .. 204 278 12 22 .. 26 216 326 542 „ IIIA (36-50) .. 13 11 205 101 3 300 221 412 633 „ IIIb (51-80) 193 45 3 248 196 293 489 „ Illc (81-120) 129 6 7 257 136 263 399 „ IV (121-240) 125 2 52 326 177 328 505 V (241-360) 67 3 92 324 159 327 486 VI (361-480) 47 .. 102 274 149 274 423 „ VII (over 480) .. .. .. 106 1 332 1,009 438 1,010 1,448 All grades .. 474 929 884 180 591 2,764 1,94-9 3,873 5,822

E.—l

18

The too-frequent movement of teachers from one school to another, resulting inevitably in the dislocation of school-work, has continued to be a matter for concern. During 1924 action was taken in two directions with the object of lessening this constant migration. In the revised scale of salaries the number of separate grades for assistant teachers was reduced from seven to four in the case of men and three in the case of women ; there is a correspondingly larger number of steps within each grade, and this allows teachers to secure regular annual increments while remaining for a substantial period in one position. The problem also received some attention in the Education Amendment Act, 1924. This provided that, as a condition precedent to any appointment, the applicant, if already in the Education service, should have held his position for the balance of the school year in which he was appointed and for the succeeding year. In special cases, on the recommendation of the Education Board and the Senior Inspector, the Director of Education may waive this condition. Ratio of Men to Women Teachers. The following table indicates the number of women for each 100 men teachers :• —

In the Education service as a whole the ratio of women to men remains fairly constant at about two to one. Amongst the probationers and training-college students the number of women somewhat exceeds this ratio ; but the relatively heavy loss of women teachers after only a few years' teaching has of reducing the ratio in the teaching service as a whole. Teachers' Salaries. The total amount of all salaries and allowances at the rates payable on the 31st December, 1924, was £1,672,729 or £84,147 more than in the previous year. The total is made up as follows : — £ Adult teachers'salaries .. .. .. .. .. .. 1,516,699 Pupil-teachers'allowances .. .. .. .. .. 44,504 Probationers' allowances .. .. .. .. .. 69,306 House allowances to head or sole teachers where residence is not provided .. .. .. .. .. .. .. 42,220 £1,672,729 The above figures do not include the equivalent of house allowance where residences are provided, estimated at £51,650 nor the additional amounts paid to head teachers for the supervision of secondary departments of district high schools. The total cost of salaries and allowances (including the sum saved in house allowances) works out at £9 Is. 3d. per head of the average attendance, or £8 4s. 4d. per head of the average weekly roll number ; the corresponding figures in 1923 were £8 14s. 6d. and £7 17s. respectively,

1915. 1918. 1922. 1923. 1924. Adult teachers — All schools .. .. .. .. 193 253 197 203 199 Schools with roll 1-20 .. .. .. 323 523 299 293 249 Schools with roll over 20 .. .. .. 176 227 182 191 191 Pupil-teachers .. .. .. .. 344 425 223 172 185 Probationers .. .. .. .. 647 688 349 279 286 Training-college students .. .. .. 387 488 256 244 224

19

E.—l.

The average salaries of adult teachers (including house allowances and value of residences) in 1914 and for the last five years are shown in the following table :— Average Salaries of Prlmary-sohool Teachers. (1.) Teachers in all schools — 1914. 1920: 1921. 1922. 1923. 1924. (a.) Men and women .. .. 163 278 285 269 268 276 (b.) .Men .. .. .. .. 224 366 369 349 350 358 (c.) Women .. .. .. 128 235 243 228 228 236 (2.) Teachers in schools with average attendance over eight— SH HIS (a.) Men and women .. .. .. 283 292 276 275 283 (6.) Men .. .. .. .. .. 367J 371 352 353 361 (c.) Women .. .. .. .. 241 jg 250 235 235 242 (3.) Teachers in schools with average attendance over twenty — (a.) Men and women .. .. .. 294 30L 285 283 291 \b.) Men .. .. .. .. ..382 388 370 370 380 (c.) Women .. .. .. .. 245 253 235 237 245 (4.) Head teachers— (a.) Men .. .. .. .. .. 432 438 420 422 436 (6.) Women .. .. .. ..373 385 360 365 365 (5.) All. sole teachers—■ (a.) Men .. .. .. .. ..266 266 246 247 251 (b.) Women .. .. .. .. 221 234 216 218 226 (6.) Assistants— (a. Men .. .. .. .. ..336 313 326 321 326 (b.) Women .. .. .. .. 229 238 224 224- 230 The next table groups certificated teachers according to their salaries. This table shows that 40 per cent, of the certificated male teachers receive salaries over £400 per annum and 65 per cent, receive salaries over £350. Of the certificated women teachers 40 per cent, receive salaries in excess of £250.

Differentiation of Salaries. A considerable amount of discussion has taken place during the year concerning the new scale of salaries, which set out a definite differentiation of salaries for men and women assistant teachers. The mere claim of equal pay for equal work does not adequately meet the position, though it appears to appeal, to those who are not familiar with the facts of the case. It is not true that differentiation in the salaries of men and women assistant teachers was introduced for the first time by the new scale of 1924. Examination of previous reports will show that at all times there has been a marked differentiation. In particular during the five years preceding the introduction of the new scale the average salary of women assistant teachers was over £100 per annum less than the salary of men assistants, though it was not held that the services or ability of the former were inferior to those of the latter. The new scale, therefore, has only made explicit what was contained in. all previous scales, though as a matter of actual fact the average differentiation under the new scale is less than it was under the old one, concerning which no complaint was made. None of those who criticize the new scale in this respect appear to have taken into account what would have been the position if no differentiation had been made. Under the old scale there were seven grades of assistants. Under the new scale the grades have been reduced to three, with a wider range of increments, in order that teachers would not be induced to change from one position to another as frequently as formerly.

Certificated Male Teachers. Certificated Female Teachers. Salaries (including Allowances and —; *— : Value of Residences). Sole and Head . . , , Sole and Head . . , Teachers. | Assistants. Teachers. j Assistants. Not exceeding £180 .. .. 4 10 10 280 £181 to £250 .. .. 74 114 136 1,481 £251 „ £300 .. .. 132 |67 255 383 £301 £350 .. .. 105 100 110 223 £351 „ £400 .. .. 262 155 160 105 Over £400 .... .. 574 117 30 4 Totals .. .. 1,151 563 701 2,476

e.—i

20

An illustration relating to each end of the scale will show the necessity for differentiation. The highest salary in the largest schools was Grade 7, and this position was always held by a man. The next position, Grade 6, was always held by a woman. new these positions come into the new Grade 3 salary. If no differentiation had been made this would have given to every woman of an increase of £30 per annum with no corresponding increase to the man. It was an instruction from the Government that the reduction of seven grades to three was not to cause any increase in the total of the salary vote. Therefore, if without differentiation the woman had received the the man, the increase of £30 to the woman assistant would have had to be taken from the man's salary. Grades 1, 2, and 3 of the old scale were combined into Grade 1 of the new scale. In every case the old Grade I position, which was the lowest-paid, was held by a woman. The young male assistant nearly always commenced with a Grade 2 salary, and in manyncases with a Grade 3 salary. These three grades being grouped into one, if no differentiation had been made the young man assistant would have had to commence at a salary a grade lower than before, and this would have had the result of reducing the salaries of men to the benefit of the women, while it would have the still worse effect of deterring young men from entering the teaching profession. Further, throughout all the grades of the old scale there were many women who never advanced beyond Grade 4 salary ; but since this was included, along with Grade 5 salary, inj the. new Grade 2 the maximum salary for a great many women teachers was raised. The minimum had therefore to be reduced so that, covering the whole period, the aggregate amount received by the women would be approximately the same as before. If this had not been done the women teachers would again have received increased salary, which could only be made up by reduction in the salaries of the men. This will be sufficient to show that it was not with any desire to disparage the services of women teachers, or with any design to introduce a new policy that would be detrimental or offensive to them, that the differentiation had to be made in the new scale. It was a positively necessary consequence of the reduction of the grades of salaries from seven to three, and this reduction was urged not only by all Education Boards but by teachers themselves in order to produce greater stability in school staffs. Training op Teachers. The numbers of students in training in the four training-colleges during 1924 were as follows, the figures for the previous year being also given for comparison : —

Students are admitted to the training-colleges under one or other of the following divisions: Division A, students who, having obtained the necessary educational qualifications, have completed a course of training as pupil-teachers or probationers, or have completed a course of training at a recognized kindergarten school, or have completed a full-time course as student teachers in a technical school; Division B, other students who, being over seventeen years of age, have passed matriculation or obtained an equivalent or higher qualification; Division C, University graduates admitted for one year ; Division D, teachers entering on short-period studentships. The numbers of students under the several divisions in 1924 were : Division A, 1,044 ; Division B, 200 ; Division C, 7 ; and Division D,

1923. 1924. College. t Men. : Women. Total. Men. Women. Total. j I Auckland .. .. .. 122 247 369 125 243 368 Wellington .. .. .. 66 224 290 100 224 324 Cliristcliurch .. .. .. 78 183 261 82 200 282 Dunedin .. .. .. 83 199 282 86 214 300 Totals .. .. 349 853 1,202 393 881 1,274

1

21

23 : total, 1,274. The numbers for the previous year were : Division A, 905 ; Division B, 242; Division C, 18; and Division D, 37 : total, 1,202. The number of students who completed their course in 1924 was 645, and their examination status was as under: Class A certificate, J ; Class B certificate, 83 ; Glass C certificate, 309 ; Class D with partial success towards C, 131 ; Class D, 0 ; Credited with some subjects towards a teacher's certificate, 55 ; no examination, nil. Status of Teachers" in regard to Certificates. E&L The table below gives a summary of the position with regard to the number of primary-school teachers holding teachers' certificates in the last three years: —

Primary Teachers in Public Schools.

The numbers of teachers holding certificates of the various classes in 1923 and 1924 were as follows : —

The following figures indicate the very marked decrease in recent years in the numbers of uncertificated teachers employed in public primary schools : — Uncertificated Teachers. Year. Number. As Percentage of Adult Teachers. 1920 .. .. .. 1,472 .. 28 1921 .. .. .. 1,336 .. 25 1922 .. .. .. 1,234 .. 22 1923 .. .. .. 1,100 .. 19 1924 .. .. .. 931 .. 16 NATIVE SCHOOLS. At the end of 1924 there were 125 Native village schools under the direct control of the Department for the primary education of Maori children in districts principally settled by Natives. In addition there were nine primary and eleven secondary (boarding) schools controlled by various religious organizations. Maoris are also admitted to the ordinary public schools—and in fact the number attending these schools is greater than the number in attendance at Native schools.

1922. 1923. 1924. Number. r ! Number, i ® r " Number. ' f 1 eentago. i centage. eentage. . , , . . i. Certificated teachers .. .. 4,231 78 4,556 81 4,891 84 11. Uncertificated teachers(1.) Holding licenses .. .. 74 1 78 1 68 1 (2.) Unlicensed .. .. 1,160 21 1,022 18 863 15 Total uncertificated .. 1,234 22 1,100 19 931 16 Totals of I and II.. .. 5,465 100 5,656 100 5,822 100

1923. 1924. Class of Certificate. M F. | Total. M. F Total. ■ i J ( I A ...... 44 5 49 53 12 65 B .. .. .. 282 139 421 310 174 484 C .. .. .. 812 1,467 2,279 916 1,692 2,608 D .. .. .. 439 1,206 1,645 415 1,171 1,586 E .. .. .. 22 140 162 20 128 148 Total .. .. 1,599 2,957 4,556 1,714 3,177 4,891

E.—l

22

The following table shows the number of schools with the enrolment at the end of 1923 and at the end of 1924 :—

These figures include a number of European children (762 in 1924) who attend Native village schools, and if these be deducted the enrolment of Native children in primary schools at the end of last year becomes 12,515, compared with 12,039 at the close of the previous year. This represents a somewhat higher rate of increase than is to be observed in the comparison of the European school populations of the two years, but, as is noted elsewhere in this report, the school enrolment at the present time is subject to the effects of abnormal circumstances. The average yearly attendance at Native village schools was maintained at a creditably high percentage (88"4) of the average weekly enrolment. Boarding-schools for the secondary education of Maoris have been established by religious bodies, and the Government provides a number of scholarships tenable at these schools, which are inspected by the Department's officers. There were eleven schools at the end of last year with an enrolment of 524 pupils, of whom 130 held Government scholarships. Three further scholarships were held at ordinary secondary schools, making a total of 133 scholarships for the secondary education of Natives. In addition, nine Maoris held scholarships at Otago University and Canterbury College, taking courses in medicine, law, and engineering. SECONDARY EDUCATION. In 1924 there were in operation thirty-five secondary schools at which Government free places were held and for which the teachers' salaries, &c., were provided by the Government. Twelve of the schools were for boys only, thirteen were for girls only, and ten were for both boys and girls. Two additional boys' schools, the Wanganui Collegiate School and Christs' College Grammar School, were originally endowed with public property. There were also seventy-three secondary departments of district high schools, fourteen technical high schools, eleven Maori, secondary schools, and thirty registered private secondary schools, making a total of 165 schools providing secondary education. The following figures show the roll and attendance at these schools (37) for 1924 (a.) Secondary schools (37) — Roll, Ist March .. .. .. .. .. .. 12,845 Roll, 31st December (boys, 6,620 ; girls, 5,390) .. .. 12,010 Average attendance .. .. .. .. .. ..11,742 (b.) District high schools —secondary departments (73) — Mean of average weekly roll .. .. .. .. .. 3,273 Roll, 31st December (boys, 900 ; girls, 863) .. .. .. 2,900 Average attendance .. .. . . .. .. 3,020 Number of new entrants .. .. .. .. 1,763 (c.) Technical high schools (14) — Roll, 31st December (boys, 2,935 ; girls, 2,434) .. .. .. 5,369 (d.) Registered private secondary schools (30) — Roll, 31st December (boys, 1,065 , girls, 1,408) .. .. .. 2,473 Average attendance .. .. .. .. .. 2,320 (e.) Secondary schools for Maoris — Mean of average weekly roll . . .. .. .. .. 513 Roll, 31st December (boys, 307 : girls, 217) . . .. .. 524 Average attendance .. .. .. . . .. .. 491 The total number of pupils receiving secondary education at the end of the year was 23,276, compared with a total of 22,1.18 at the end of 1923.

I I I ! Schools. | Roll, 1923. j Roll, 3924. Native village schools .. .. .. .. 125 6,186 6,310 Mission schools (primary) .. .. . . .. 9 367 343 Public schools with Native children enrolled .. .. 708 6,220 6,624 Totals .. .. .. .. 842 12,773 13,277

23

E.—l

The following table shows the number of free places held at the end of 1924 : —- (i.) Secondary schools— Boys. Girls. Total. (a.) Junior free pupils .. .. .. 3,866 3,630 7,496 (b.) Senior free pupils .. .. .. 1,856 1,532 3,388 Totals .. .. .. 5,722 5,162 10,884 (ii.) District high schools-— (a.) Junior free pupils .. .. .. 1,128 1,171 2,299 (b.) Senior free pupils .. .. .. 196 29? 494 Totals .. .. ..1,324 1,469 2,793 (iii.) Maori secondary schools .. .. .. 57 73 130 (iv.) Technical high schools — (a.) Junior free pupils .. .. .. 2,378 1,958 4,336 (b.) Senior free pupils .. .. .. 411 339 750 Totals .. .. .. 2,789 2,297 5,086 Grand total .. .. 9,892 9,001 18,893 The number of free places represents 93 per cent, of the total roll of the Government schools providing free education. Pupils entering Secondary Schools. In the following table the pupils who entered Government secondary schools in 1924 are classified according to their age at entry : — . Number of Percentage of ® ' Pupils. Total. Under twelve years .. .. .. .. .. 51 1 Twelve to thirteen years .. .. .. .. 710 14 Thirteen to fourteen years .. .. .. 1,938 38 Fourteen to fifteen years .. .. .. 1,653 32 Over|fifteen years .. .. .. .. .. 771 15 All ages .. .. 5,123 100 It will be seen that 53 per cent, of the entrants were under the age of fourteen years. The average age of pupils in Standard VI at public schools at the end of 1923 was 14 years; the average age of 1924 entrants to all post-primary schools at 29th February, 1924, was 13 years 11 months. This emphasizes the fact that at the point of articulation between primary and post-primary schools there is a relatively heavy loss of pupils who are over fourteen years of age at the completion of their primary course. The whole of the 1924 entrants to secondary schools, district high schools, and technical high schools were also classified according to the grade of the primary school previously attended. If these figures are compared with the number of Standard VI pupils in the public schools of the various grades at the end of 1923, an indication is given of the extent to which pupils from the different grades of schools proceed to post-primary education. The percentages are as under : Percentage of „ , ,„ , , Average Standard VI Pupilb Grade ot School. ... , ,» / Attendance. entering Postprimary Schools. 0 .. .. .. .. 1-8 21 1 .. .. .. .. 9-20 26 2 .. .. .. .. 21- 35| 31 3 .. .. .. .. 36-120 37 4 .. .. .. .. 121-240 51 5 .. .. .. .. 241-400 52 6 .. .. .. .. 401-480 53 7 . . . . . . .. Over 480 56 All schools . . . . . . .. 52 It is clear that one of the pressing needs of to-day is to bring secondary education of a sound type suitable for rural needs within the reach of a larger

E.—l

24

proportion of the children in country schools. The conditions governing the award of National Scholarships already give certain advantages to candidates from oneteacher schools, a definite number being set aside annually for the pupils of these schools, but this can at best serve only a small minority of the children. Consideration is being given to the question as to whether the funds now applied to National Scholarships should not be used to provide boarding-allowance for children who require to live away from home to enable them to attend a secondary school. This fund so used would confer the benefit of higher education upon deserving children from the backblock areas, and would in the ultimate result be of greater advantage to the nation than as at present employed. Notwithstanding our shortcomings in this respect it can still be claimed that the provision of high-school education for rural communities by district high schools, and also by boarding-hostels in the larger centres, is he most generous among the Dominions. Staffs and Salaries. The number of fall-time teachers on the staffs of the thirty-five secondary schools at the end of 1924 was 493, compared with 474 in 1923. There were 22 male and 13 female Principals and 250 male and 208 female assistants. The average rates of salary at the end of the year were as follows, the figures for 1923 being also shown : — 1923. 1924. Principals— £ £ Men .. .. .. .. .. .. .. 713 720 Women .. .. .. .. .. .. 546 553 Both sexes .. .. .. .. .. .. 651 658 Assistants— Men .. .. .. .. .. .. .. 370 374 Women .. .. .. .. .. .. 271 287 Both sexes .. .. .. .. .. .. 324 335 AH teachers — Men .. .. .. .. .. .. .. 399 402 Women.. .. .. .. .. .. .. 287 303 Both sexes .. .. .. .. .. .. 348 358 In addition, male Principals for whom a residence was not provided received house allowance of £60 per annum. TECHNICAL EDUCATION. General. Number of Schools. The number of technical high schools open during 1924 was fourteen, in addition to which there were nine organized technical or art schools offering day courses. Technical classes were also conducted in thirty-four manual-training or other centres, the total number of centres being fifty-seven, an increase of one on the number for the previous year. Attendance. The total number of students receiving instruction in all technical classes was 19,612, as compared with 18,117 in 1923. The attendance at technical high schools increased from 5,054 in 1923 to 5,369 in 1924, an increase of 315, making an increase of over 2,000 in last three years. Of the total number of 19,612 students, 5,086 held free places at technical high schools, 5,343 at other technical classes, 289 were attending continuation and technical classes held under the regulations for compulsory classes, and 104 were attending under the regulations relating to the free instruction of discharged soldiers. Increases in the number of pupils in technical classes were greater and in technical high schools were less respectively than the increments recorded in the previous year. Making allowance for cha- ges due to the exclusion of students formerly included in this return, the total numbers are, however, at least equal to the highest record of previous years, showing that the effects of the drastic restriction of classes which was due to the slump of 1921 have now been masked by the normal yearly increases,

25

E.—l

Staffing. At the end of 1924 there were 274 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:—

The increase in the number of technical-school teachers was due entirely to increase in the classes taken by full-time teachers, the staffing regulations having been the same as for the previous year. Classes other than Classes at Technical High Schools. Classes were held at fifty-six centres as compared with fifty-five in the previous year. The number of individual students was as follows : — 1923. 1924. Classes conducted by Education or High School Boards .. 2,292 2,667 Classes conducted by Technical School Boards or by Managers 9,503 ] 0,288 Classes conducted by University colleges .. . . 1,268 1,288 Totals .. .. .. .. 13,063 14,243 The following are some particulars of the age, sex, and occupations of students : —

Summary of Occupation of Students. 1923. 1924. r A t J Number of Percentage Number of Percentage Students. ol Total. Students. of Total. Clerical pursuits .. .. •• 1,972 15-10 2,209 15-51 Professional pursuits .. •• 1,002 7-67 1,187 8-33 Students 2,754 21-08 3,041 21-35 Domestic pursuits .. .. •• 2,193 16-79 1,840 12-92 Agricultural pursuits .. • • 270 2-07 290 2-04 Various trades and industries .. 4,323 33-09 4,908 34-46 Other occupations not stated .. 549 4-20 768 5-39 Totals .. .. •• 13,063 100-00 14,243 100-00

4—E. 1.

Division II. Division I. Class. j Totals. Men. Women. Men. Women. VI ...... 4 5 2 10 21 V ...... 16 6 15 15 52 IY ...... 24 7 14 22 67 III .. .. .. 19 10 21 14 64 II ...... 13 11 12 6 42 I ...... 11 6 4 7 28 Totals for 1924 .. 87 45 68 74 274 Totals for 1923 .. 77 40 62 70 249

Seventeen Years of Over Seventeen Years i „ , , Age and Under. of Age. ! lotals - j III 1923. I 1924 1923. i 1924. 1 1923. 1924. I 1 I Males .. .. •• 3,651 3,813 3,706 4,328 7,357 8,141 Females .. .. .. 2,725 2,871 2,981 3,231 5,706 6,102 Totals .. .. 6,376 6,684 6,687 7,559 13,063 14,243 "

E.—l

26

" College " classes were conducted in connection with the Auckland University School of Engineering, Canterbury College School of Engineering and School of Commerce, Otago University School of Domestic Science and School of Commerce. An annual grant has now been substituted for the capitation system, and the expenditure included under " Higher Education." The School of Domestic Science in Otago University was attended by sixtyfive students taking either the course for the degree or that for the diploma. Eighteen Government bursaries were awarded in 1924, making a total of thirty-four tenable during the year.

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

Technical High Schools. The number of students in attendance at technical high schools in 1924 was 5,369, compared with 5,054 in the previous year. The numbers of pupils taking the various courses provided were as follows : —

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

1923. ' 1924. Males. Females. Totals, i Males. Females. Totals. T . , f First year .. 1,047 712 1,759 1,095 822 1,917 Junior free pupils| gecondyear 734 426 ljl60 m 525 lj322 f First year .. 517 399 916 638 411 1,049 Senior free pupils <J Second year .. 373 250 623 425 259 684 [ Third year .. 210 190 400 223 148 371 Totals .. .. .. 2,881 1,977 4,858 3,178 2,165 J 5,343

Number of Pupils. r , I Increase over Course. 192g Boys. Girls. Total. Industrial and science .. .. .. 1,501 17 1,518 17 Commercial and general .. .. .. 1,083 1,613 2,696 138 Domestic .. .. .. .. .. 778 778 115 Agriculture .. .. .. .. 332 .. 332 36 Art . . . . . . . . 19 26 45 9 Totals .. .. .. 2,935 2,434 5,369 315

1923. 1924. Boys. Girls. Totals. Boys. j Girls. j Totals. T . , ., /First year .. 1,512 1,117 2,629 1,476 1,202 2,678 Junior free pupils| Seco / dyear ' 814 ' 613 ' 902 ' 756 f First year .. 275 239 514 285 235 520 Senior free pupils Second year .. 90 79 169 90 89 179 year .. 34 22 56 36 15 51 Totals .. .. .. 2,725 2,070 4,795 2,789 2,297 5,086

27

E.—l

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 for the year 1924, was approximately £138,000, made up as follows : — £ Salaries of full-time teachers and Directors .. .. .. .. 92,483 Capitation for part-time teachers .. .. .. .. .. 18,365 Capitation for student teachers .. .. .. .. .. 2,805 Overtime payments .. .. .. .. .. .. 3,914 Incidental allowances .. .. .. .. .. .. 30,743 148,310 Less recoveries from tuition fees .. .. .. .. 10,310 Totals .. .. .. .. .. .. £138,000 SPECIAL SCHOOLS. State Care of Dependent and Delinquent Children, Ineants, and Afflicted Children. The Special Schools Branch of the Education Department provides (1) for the maintenance, training, and general upbringing of neglected and homeless and orphan children committed by Courts to the care of the State, for the training of delinquent children and juvenile offenders, for the supervision of all young persons (male and female) placed on temporary probation by the Courts ; (2) for the supervision of all infants under the age of six years maintained apart from their parents or adopted with premium, for the general supervision of children for whose upkeep pensions are paid under the widows' pensions scheme, and for the investigation of applications for the adoption of children ; and (3) for the education and maintenance of all afflicted children who are deaf, blind, feebleminded, or have speech defects. The total number of children under the supervision of the State in 1924-25 was 5,194, classed under the following headings : — Boarded out, industrial schools, receiving-homes, &c. .. .. .. 3,784 Juvenile probation .. .. .. .. .. .. .. 376 Infant-life protection .. .. .. .. .. .. 704 Deaf children .. .. .. .. .. .. .. 97 Feeble-minded children .. .. .. .. .. ... 233 Total .. .. .. .. .. .. 5,194 The number of children committed to the care of the State during the period Ist January, 1924, and 31st March, 1925, was 514 ; classified according to reason for committal as follows: Destitution, 199; vagrancy, 3 ; associating with disreputable persons, 7 ; not under proper control, 161 ; uncontrollable (complaint by parents), 9 ; transferred from goal, 11 ; accused or guilty of punishable offences, 98 ; section 47 of the Infants Act, 1 ; and, in addition, 25 were admitted by private arrangement. Classified according to age at the time of admission the numbers are as follows : Under six months, 40 ; over six months and under one year, 15 ; from one to five years, 63 ; from five to ten years, 82 ; from ten to fourteen years, 63 ; and over fourteen years, 50. Numbers under Control. At the end of the year there were 3,784 children under control (excluding those mentioned under separate headings below), and of these 208 were in residence at Government receiving-homes, probation homes, training-farms, and training institutions, and 96 in private industrial schools ; 1,767 children were boarded out in foster-homes, 874 were in situations, and 512 residing under license with relatives and friends. The remainder were in various homes or institutions.

E.— \

28

Of the boarded-out children 79 are over the age of fourteen years and are still attending primary schools, 44 are receiving higher education (22 technical and 22 secondary), and a number are apprentices partly maintained by the State. The children over school age in employment number 732 males and 359 females (included in the total of 3,784). Of the males 528 are farm workers (150 skilled in dairy-work and cheesemaking and 378 competent to milk and carry out general farm-work), 58 are apprentices, and 146 others are employed in various trades. Of the girls there are 299 domestic workers, 20 factory employees, and 40 engaged in various employments such as shop-assistants, nurses, dressmakers, typists, &c. Juvenile Probation System. The functions of Juvenile Probation Officers are to assist the Courts in ascertaining the full facts regarding parents, conditions of homes, and environment of all children brought under the notice of the police, to supervise and befriend any juveniles placed on probation by the various Magistrates, and to undertake, on the application of the parents, the supervision of any children who are inclined to become uncontrollable. In addition, all male inmates of industrial schools or training-farms placed in situations, or with relatives or friends, are supervised by the Juvenile Probation Officers. There were 1,572 cases dealt with by the Courts in the principal centres of population throughout the year, and of these only 471 were actually admitted to receiving-homes, or training institutions, 376 were placed on probation and supervised in their own homes, and the remainder were dealt with generally in a summary manner not calling for supervision by Probation Officers. Infant-life Protection and Adoption of Children (Infants Act, 1908). At the end of the year there were 704 children being maintained in 584 licensed foster-homes. Of these, 485 homes each had one child, 81 had two children each, 15 homes had three each, and 3 homes had four each. The payments by relatives for the maintenance of each child ranged from ss. to £l 10s. a week, the average rate of payment being approximately 15s. Bd. a week. Adoptions. During the year 322 children were adopted, and in 32 of these cases premiums were received by the Department's agents and paid out at the rate of 15s. a week for each child concerned. Of the total number of children adopted, 73 were under the age of six months, 28 between the age of six and twelve months, and 158 between the age of one and six years. Care and Training of Afflicted Children. Deaf Children, Children with Defective Speech, and Mentally Backward Children. The pupils under instruction at the school for the deaf, Sumner, during the year numbered 118 and of these 19 were day pupils and 99 boarders. The special day classes in Auckland, Wellington, and Dunedin for partially deaf children and for children with speech defects were continued with highly successful results. About 119 children attended the classes last year. Provision has also been made in these centres and in Christchurch for night classes for the instruction of the adult deaf, 55 persons afflicted in this manner attending the classes in 1924. Special Schools for the Feeble-minded. There are two such special schools —one at Richmond (near Nelson) for girls, and one at Otekaike (near Oamaru) for boys. The number of girls in residence at Richmond at the end of the year was 76 and the number of boys at Otekaike 157. These institutions are for children who are educable to a certain degree, but not at the ordinary public school. General. Further information regarding the activities of this branch of the Department is contained in a separate paper, E.-4.

EL—l

Well-kept School Grounds: Eastern Hutt, Wellington.

face y. 24'.]

E.—l

Auckland University College: New Arts Building in course of Erection.

Victoria University College, Wellington, the Youngest of the Four Colleges affiliated to the University of New Zealand, celebrated its Silver Jubilee in 1924.

29

E.—l

HIGHER (UNIVERSITY) EDUCATION. The number of students on the books of the four University colleges affiliated to the University of New Zealand increased from 4,202 in 1923 to 4,236 in 1924. The figures for each of the four colleges were as under : — 1923. 1924. Auckland .. .. .. .. .. ..1,154 1,103 Victoria .. .. .. .. .. .. 930 989 Canterbury .. .. . . • .. .. .. 985 1,021 Otago .". .. .. .. .. .. .. 1,133 1,120 4,202 4,236 The total number of students described as taking definite courses at the affiliated colleges was 3,738, distributed as follows : Arts, 1,503 ; science,, 371 ; medicine, 325 ; dentistry, 118 ; law, 586 ; commerce, 279 ; music, 76 ; engineering, 347; agriculture, 14; home science, 65; architecture, 24; journalism, 30. The number of exempted students was 344 in 1923 and 428 in 1924, the numbers in actual attendance at lectures being 3,858 and 3,808 respectively. The following shows the growth in the numbers of students over a period of years : 1878, 168 ; 1895, 742 ; 1900, 805 ; 1905, 1,158 ; 1915, 2,039 ; 1920, 3,822 ; 1924, 4,236. There has been a fairly constant increase in the ratio of men to women, and in 1924 over 72 per cent, of the students were men. With the extension of the system of Government bursaries there has also been, of course, a marked increase in the number of students receiving free University education. Of the students attending lectures last year 37 per cent, in the case of men, and 53 per cent, in the case of women, or 41 per cent, of all students, received free tuition. It is of interest to note that the latest available figures show that for every ten thousand of the population, New Zealand has thirty-two university students, New South Wales has fourteen, and Victoria has sixteen. Returns showing the occupations of students have been furnished with respect to last year by Otago University and Auckland and Victoria University Colleges. Expressed as percentages the figures are as under : — Men. Women. Full-time students .. .. .. . . . . 32 39 Teachers and training-college students . . . . . . 21 50 Government and local-body employees . . . . . 14 1 Employees, private firms .. . . .. . . 31 3 Not known .. .. .. .. .. .. .. 2 7 100 100 The number of full-time students as a percentage of the total number of students attending lectures was 62 in the case of Otago. 15 in the case of Auckland, and 21 in the case of Victoria. The number of candidates for examinations conducted by the University of New Zealand again shows a marked increase over the previous year's figures. For the Matriculation Examination there were 4,932 candidates, and of these 1,003 passed the whole examination, 871 gained partial passes, and 562 who already held partial passes completed the examination. There were 5,740 entries for the various degree examinations, compared with 5,575 in 1923. Royal Commission on University Education. University education under the more liberal provisions made by the Government in New Zealand has developed in a remarkably rapid manner, particularly during the past ten or twelve years. The figures quoted above give some idea of the liberal provisions made by the Government and the wide utilization of these privileges by the young people of New Zealand. There has been no general investigation of the University system since the year 1879, when a Royal Commission was set up. Since that date the statutes of the University have been added to and amended nearly every year as the result of resolutions carried by the Senate. These statutes affect not only the courses of

E.—l

30

study, but the methods of examination ; the partial elimination of external examination ; the powers of the Senate ; the authority within the Senate of the Board of Studies, consisting entirely of professors ; and the establishment and distribution of special affiliated schools of the University, such as those of medicine, dentistry, agriculture, engineering, forestry, and mining. Both outside and inside the Senate there are very sharp and widely supported differences of opinion on a number of major matters of policy. There is a large body of well-informed opinion in favour of|making radical reforms in the constitution and administration of the University system. Each of the measures of reform has also well-informed opinion in opposition to it. In many of these questions keen and powerful variant local interests are involved. It will thus be seen that we have a rapidly developing field of University education; an unusually rapid growth for such a young country of the four colleges affiliated to the University; the presentation of many fundamental problems, whose solution arouses keenly divided local, general and expert opinion ; and we have as meeting all these conditions only the year-to-year emendations and adaptations provided by the University Senate, which has not at any time made a complete investigation of the system with a view to systematic and fundamental reform. This is no reflection on the Senate, which is, in general, busily occupied with matters demanding immediate attention from year to year, and among whose members there would always be such diversity of opinion as would make it unlikely that an amount of agreement could be reached sufficient to justify any very comprehensive reorganization of the system. For these reasons the Government has decided to set up a royal Commission, consisting of Sir Harry R. Reichel, Kt., M.A., LL.D., Principal of the University College of North Wales (Chairman), and Mr. Frank Tate, M.A., C.M.G., Director of Education for Victoria. It was felt that full scope should be given for the experience, general and local knowledge, and judgment of those interested in and conversant with University education in New Zealand to be expressed before an impartial and independent Commission. All points of view, all local conditions, and every considered suggestion or recommendation may thus be placed before the Commission by every competent person or authority in New Zealand. The Commissioners will then bring to bear on the probably widely varying and conflicting proposals placed before them their high qualifications and experience in University and educational matters, and will be able to make recommendations to the Government with due regard to the weight of evidence, being dissociated from sectional interests. It is expected, therefore, that, as this is the first thorough investigation that has been made of the University system for nearly fifty years, nothing but good can result from the setting-up of the Commission. It is confidently expected that the consolidation and sifting of the competent opinion in New Zealand by two independent Commissioners of the highest experience and standing will provide the Government and Parliament with a report on the basis of which it will be possible to deal more satisfactorily with the present and future policy of higher education. GENERAL. Annual Examinations. The annual examinations conducted by the Department are as follows : (1) Ad examination to determine the grant of Junior Scholarships and junior free places, held in November ; (2) a main series for Public Service Entrance, Senior National Scholarship, senior free place purposes, and the qualifying examination for Railway Engineering Cadets, held in November ; (3) an August series for teachers'certificates of Classes D and C, and incidentally to some extent of Class B. The examinations were held at sixty-six centres in 1924. The total number of entries for all examinations was 12,367, of which number 11,193 candidates actuallypresented themselves for examination. A certain proportion of the absentees is due to the practice of the accrediting principle by which candidates for senior free places may be exempted from an external examination, as may also training-college

31

E.—l

students who are candidates for the teachers' examinations. 2,900 candidates were exempted in this manner from the necessity of passing the Intermediate Examination, of which number 1,262 are not included in the total of examination entries given above. The number of candidates actually presenting themselves for the various examinations during the last three years is shown below : — 1922. 1923. 1924. Junior National Scholarships and junior free places .. .. 2,500 2,564 2,481 Public Service Entrance, Senior National Scholarships, and Intermediate .. .. .. .. .. .. .. 3,544 4,222 5,192 Teachers D and C .. .. .. .. .. .. 3,227 3,319 3,353 Kindergarten Certificate Examination .. .. .. .. 5 6 3 Special Public Service Entrance Examination in June .. .. .. . . 162 London University Examinations .. .. .. .. .. 1 1 Qualifying Examination, Railway Engineering Cadets .. .. 9 4 1 9,285 10,116 11,193 Of the 2,310 candidates for Junior National Scholarships in 1924, 249 obtained the scholarship qualification, 1,530 qualified for a free place in the scholarship examination, and 531 failed. There were also 171 candidates for free places only, of whom 53 qualified and 118 failed. Of the 1,083 candidates for Senior National Scholarships 134 gained scholarships, 711 qualified for senior free places, and 191 failed. Only six of the total number of candidates were examined on the Scheme (Rural and Domestic) Course, none of whom qualified for scholarships. There were 3,132 entries for the Intermediate Examination, 2,555 candidates presenting themselves, of which number 551 passed and 1,343 failed to do so. The number present at the Public Service Entrance Examination was 1,601, 904 of the number passing and 697 failing the examination. The number present at the Public Service Entrance Examination held in June was 162, 106 of the number passing and 56 failing the examination. By arrangement with the General Manager, New Zealand Railways, a qualifyingexamination was held for Railway Engineering Cadets. One candidate presented himself for examination but failed to qualify. The number of candidates who sat for the different stages of the teachers' certificate examinations was 3,353 (527 for the whole or part of Class C and 2,826 for Class D). Of the total number 499 obtained complete passes in Class D, 140 in Class C. 1,955 improved their status and 759 failed to improve their status. Teachers' Superannuation Fund. The position of the fund at the 31st January, 1925, and the principal figures concerning the transactions for the year, compared with those for the thirteen months ended 31st January, 1924, are given below : — 1923-24. 1924-25. £ £ Balance at credit of fund at end of year .. .. .. .. 858,662 942,755 Increase over balance at end of previous year .. .. .. .. 79,027 84,093 Income for the year — Members'contributions .. .. .. .. .. 101,632 111,025 Interest .. .. .. .. .. .. .. 48,725 53,689 Government subsidy .. .. .. .. .. 63,833 68,000 Total income .. .. .. .. .. £214,190 £232,714 Expenditure — Retiring and other allowances .. .. .. .. .. 112,861 126,232 Contributions refunded, &c. .. .. .. .. .. 19,189 19,462 Administration expenses .. .. .. .. .. 3,113 2,927 Total expenditure .. .. .. .. .. £135,163 £148,621

E.—l

32

1923-24. 1924-25. £ £ Number of contributors at 31st January .. .. .. .. 6,858 7,443 Number of members admitted and reinstated during period .. .. 1,029 1,044 Number retiring from the fund during period .. . . . . . . 467 459 Net increase in membership at 31st January .. .. .. .. 562 585 Number of allowances in force at end of period .. .. . . 1,078 1,153 Representing an annual charge of .. .. .. .. .. £118,562 £132,687 Ordinary retiring-allowances .. .. .. .. 620 £87,477 667 £98,499 Retiring-allowances under extended provisions of section 12 of the Act.. .. .. .. .. .. 99 £14,544 107 £16,152 Retiring-allowances in medically unfit cases .. .. 11l £12,544 119 £13,818 Allowances to widows .. .. .. .. .. 152 £2,749 165 £2,983 Allowances to children .. .. .. .. .. 96 £1,248 95 £1,235 Funds invested at 31st January— £ £ At 4| per cent. .. .. .. .. .. .. 38,250 38,150 At 5 per cent. .. .. .. .. .. .. .. 13,004 12,920 At 5J per cent. .. .. .. .. .. 38,360 38,260 At 5| per cent. .. .. .. .. 146,192 137,002 At 5f per cent. .. .. .. .. .. .. 80,825 80,795 At 6 per cent. . . .. .. .. .. .. .. 219,400 376,531 At 6| per cent. .. .. .. .. .. .. 277,306 216,706 Total .. .. .. .. .. .. £813,337 £900,364 Average rate of interest on investments at 31st January .. 5-93 per cent. 5-93 per cent. Approval was given for the continuance of the cost-of-living bonus to widows and children, and, in cases of special hardship, to other annuitants, for the year Ist April, 1924, to 31st March, 1925, the rate being — widows, £13 per annum; children, £13 per annum ; other annuitants, sufficient to bring the allowance up to £100 per annum, but with a maximum bonus of £26. Approval has also been given for the continuance of the bonus at the same rate up to the 31st March, 1926. This bonus is not a charge on the Superannuation Fund, but is provided for out of the Consolidated Fund. Under the provisions of section 36 of the Finance Act of last session, contributors and annuitants who, on the coming into force of the present Superannuation Act, had elected to remain under the provisions of the original superannuation scheme were given an opportunity of revoking such election and so coming under the provisions of the more liberal Act of 1908. All of such annuitants (forty-eight in number) who would be beneficially affected by the change have revoked the election, and of thirty-three contributors under the old Act thirty-two have, up to the present date, also revoked the election. Subsidy to Public Libraries. The sum of £3,000 was distributed to public libraries in country districts on the basis of subsidy on moneys raised locally by voluntary contribution. Some three hundred libraries participated in the grant, receiving amounts varying from £7 to £14. The subsidy is not paid to libraries situated in towns or boroughs with a population exceeding fifteen hundred. Parliament will be asked to appropriate a further sum of £3,000 this year to enable the payment of subsidy to be continued.

E.—l

APPENDIX.

STATEMENT OF EXPENDITURE AND RECOVERIES In respect of all Services under the Control or Supervision of the Minister of Education during the Year ended 31st March, 1925.

5 —E. 1.

33

General Administration. £ £ £ Salaries .. .. .. .. .. .. 26,525 Clerical assistance .. .. .. .. .. 1,768 ' 28,293 Travelling-expenses .. .. .. .. .. .. 1,154 Telephones .. .. .. .. .. .. .. 286 Postage and telegrams .. .. .. .. .. 2,142 Books of reference, newspapers, &c. .. .. .. .. 93 Printing and stationery .. .. .. .. .. 2,592 Office furniture and fittings .. .. .. .. .. 538 Council of Education : Travelling-expenses, advertising, &c... .. 165 Overtime and meal-allowance ., .. .. .. .. 155 Sundries .. .. .. .. .. .. .. 5 35,423 Ltss miscellaneous recoveries .. .. .. 901 34,522 Elementary Education. Teachers' salaries (including pupil-teachers' and probationers' 1,640,054 allowances) Teachers' house allowances .. .. .. . . 44,009 — 1,684,063 General administrative purposes (including school committees' .. 140,455 allowances) Organizing-teachers' salaries and travelling-expenses . . 9,937 Removal of teachers .. .. .. .. .. .. 461 Correspondence School: Salaries, &c. .. .. .. 1,863 Manual instruction: Salaries, capitation, and material .. 76,842 School and class libraries .. .. .. .. .. 1,807 School buildings and sites— Maintenance and repair of school buildings and residences 104,002 Rent of buildings and sites used for school purposes .. 5,352 Schools destroyed or damaged by fire: Rebuilding and 35,021* repairs Payment to Lands for Settlement Account for school-sites | 162 New buildings, additions, sites, and teachers'residences: ] 247,527 Education Purposes Loans Act, 1919 j 392,064 Inspectors— Salaries .. .. .. ■■ .. 32,037 Travelling and removal expenses .. .. .. 10,963 Telephones, office requisites, &c. .. .. .. j 258 Extra clerical assistance, typing, &c, .. .. .. 383 School physical services— 43,641 Salaries of instructors .. .. .. .. 4,544 Courses of instruction .. .. .. .. 43 Travelling and removal expenses .. .. .. 3,182 Material: Officers' requisites, uniform allowances, &e. .. 182 7,951 Conveyance and allowance for board of school-children (rail- . . 38,021 way fares, £12,972 ; boarding-allowances and conveyance by road and water, £25,049) Conveyance of instructors and teachers .. .. .. .. 6,935 Fares of children attending standard VI examinations .. .. 19 School Journal: Salaries, printing, &c. .. .. .. j .. 7,575 Education Gazette: Printing, &c. .. .. .. .. .. 864 Subsidies on voluntary contributions on account of public ; .. 21,605 primary schools, including district high schools Destruction of schools by fire: rewards for evidence, and ! .. 130 payments for other preventive measures, &c. Sundries .. .. . - • - ■ • .. j - • 54 2,434,287 Less miscellaneous recoveries (including School j .. 1,407 Journal, £643; Education Gazette, £105; ! 2,432,880f teachers' salaries, £313; special examination fees, £125) Secondary Education. Payments to Education Boards for— District high schools : Secondary teachers'salaries .. .. 46,862 National Scholarships .. .. .. .. .. 11,077 Pavments to Secondary schools and colleges for— Salaries and incidental expenses .. .. .. 188,209 Manuai instruction capitation .. .. .. . , 3,666 Subsidies on voluntary contributions .. .. .. 5,165 New buildings, equipment, furniture, sites, &c.: Educa- .. 89,037 tion Purposes Loans Act, 1919 Maintenance of school buildings .. , . .. . . 844 From reserves revenue in accordance with Education .. 9,047 Reserves Amendment Act, 1914 Carried forward .. .. .. ! .. .. 2,467,402 * During the financial year £32,829 was recovered from the Fire Insurance Fund in the hands of the Public Trustee. t Including £55,254 from national-endowment reserves revenue and £109,926 from primary-education reserves.

E.—l

34

Statement of Expenditure and Recoveries, etc. —continued.

£ j £ £ Brought forward .. .. .. | 353,Of)" 2,467,402 Secondary Education —continued. Conveyance of pupils to secondary and district high schools ... .. 7,647 Marlborough High School: Statutory payment .. .. ' ] .. 400 Inspectors'salaries .. .. .. .. .. [ .. 1,442 Inspectors' travelling-expenses .. .. .. .. j .. 390 Hutt High School Board: Payment of accumulated rents .. 50 from High School site ! 363,836* Technical Education. Salaries of Inspectors .. .. .. .. .. ! 2,633 Travelling-expenses of Inspectors .. .. .. .. 900 Technological examinations .. .. .. .. .. 362 Salaries and capitation, technical and continuation classes .. .. 142,173 Material for classes .. .. .. .. .. | .. 4,796 Buildings and permanent apparatus, &c. — Education Purposes Loans Act, 1919.. .. .. 31,677 Rents .. .. .. .. .. .. 1,104 Maintenance of buildings .. .. .. .. 865 33,646 Conveyance of instructors and students .. .. .. .. 484 Conveyance of pupils to technical schools .. .. .. .. 5,590 Subsidies on voluntary contributions .. .. .. j .. 4,152 Sundries .. .. .. .. .. . . . . 13 194,749 Less recoveries (including exam, fees, &c., £134) 255 194,494+ Training Colleges and Training of Teachers. Training colleges— Salaries of staff (one-half; the other half is charged to 26,890 teachers' salaries, " Elementary Eduoation ") Allowances to students . . .. .. .. 133,578 Students'University college fees .. .. .. 4,630 Special instruction, libraries, and incidental expenses .. 2,521 Science apparatus and material .. .. .. 195 New buildings, sites, furniture, &c.: Education Purposes | 31,261 Loans Act, 1919 j ——— 199,075 { Training of teachers other than at training colleges— Fares of teachers .. .. .. .. .. 2,475 Classes at subcentres .. .. .. .. 3,319 — 5,794 204,869J Higher Education. Statutory grants — University of New Zealand— New Zealand University Act, 1908 .. .. 3,845 National-endowment reserves revenue .. .. j 4,131 | 7,976 1 Auckland University College—■ Auckland University College Act, 1882 .. .. 1 4,000 New Zealand University Amendment Acts, 1914 and 7,100§ 1919 National-endowment reserves revenue .. .. 2,066 — 13,166 Victoria University College— Victoria College Act, 1905 .. .. .. 4,000 New Zealand University Amendment Acts, 1914 and 7,100§ 1919 National-endowment reserves revenue .. .. 2,065 ! 13,165 Canterbury College— New Zealand University Amendment Acts, 1914 and 4,100§ 1919 National-endowment reserves revenue .. .. 2,065 Additions to statutory grant: Finance Act, 1920 1,562 (section 43) — ——— 7,727 University of Otago— New Zealand University Amendment Acts, 1914 and 8,700§ 1919 National-endowment reserves revenue .. .. 2,065 j 10,765 Grants for new buildings, &c.— Auckland University College .. .. .. 23,478 1 University of Otago .. .. .. .. 28,758 — —| 52,236 Sir George Grey Scholarships .. .. .. .. .. 150 University National Scholarships .. .. .. .. 3,095 National Research Scholarships .. .. .. .. .. 267 Bursaries — University .. .. .. .. .. 11,000 Educational .. .. .. .. .. 928 Agricultural .. .. .. .. .. 854 Home Science and Engineering .. .. .. 3,442 16,224 Carried forward .. .. .. .. j 124.771 | 3,230,601 * Including £7,000 from national-endowment reserves revenue, and .£9,017 from secondary-education reserves revenue t Including £4,000 from national-endowment reserves revenue. t Including £5,000 from national-endowment reserves revenue. § Includes £500 for Workers' Educational Association Glasses.

E — 1

Statement of Expenditure and Recoveries, etc. —continued.

35

£ £ £ Brought forward .. .. .. .. 124,771 3,230,601 Higher Education —continued. Special Technical Classes .. .. .. .. .. 2,701 Workers' Educational Association— Grant for organization expenses .. .. .. .. 1,500 Subsidies on voluntary contributions .. .. .. .. 17,040 University of Otago: Grant for additions to salaries of .. 225 Mfc Medical Professors Salaries of professors of education .. .. .. .. 3,008 Temporary assistance, Home Science Department, Otago .. 379 University Travelling-expenses, etc., professors of education, including .. 30 f* expenses to New Zealand Sundries .. .. • • .. .. . • .. 3 149,057 Less recoveries (rents) .. .. .. .. 228 — 149,429* Native Schools. Salaries (Teachers and Inspectors) .. .. .. 57,386 Special allowances to teachers in isolated places .. . ■ 189 57,575 Higher education and scholarships (including nursing scholar- [ .. 4,044 ships Books, school requisites, sewing-material, &c. .. .. j .. 2,292 Storage and despatch of school books, &e. .. .. .. 115 Expenses of removals of teachers.. .. .. .. .. 465 Inspectors travelling-expenses .. .. .. .. ! .. 515 Buildings : New schools, additional class-rooms, &c.— Education Purposes Loans Act, 1919 .. .. i 2,287 Maintenance of buildings, rebuilding, repairs, &o. .. 3,227 5,514 Manual instruction: Payment of instructors and material .. 326 for classes Conveyance and board of children .. .. .. .. 2,184 Sundries: Advertising, &c. .. .. .. .. .. 23 73,053 Less recoveries (sale of maps, &c.) .. .. .. 563 72,490f School for the Deaf. Salaries ■. . • • • •. •. • • .. 5,630 General maintenance of institution .. .. .. .. 1,793 Travelling-expenses, including transit of pupils .. .. .. 264 Maintenance of buildings, furniture, repairs, &c. .. .. .. 217 Advertising, &c. .. .. .. .. .. .. 15 Additions to buildings—Education Purposes Loans Act, 1919 .. 270 Sundries .. • • • • • • • • - • .. 5 8,194 Less recoveries (including maintenance payments, .. 2,565 £2,455) 5,6291 Education of the Blind. Grant for maintenance of Government pupils at Jubilee .. 667 'Institute Special instruction and secondary education of pupils .. .. 15 Subsidies on voluntary contributions under Hospital and .. 14,903 Charitable Aid Acts 1909, 1910, 1913, 1923 Sundries • • • • • • ■ • -. • • .. 8 15,593 Less recoveries (maintenance payments) .. .. 465 — 15,128 Schools for the Feeble-minded. Salaries .. .. •• •• .. .. .. 6,150 Maintenance of buildings, &c. .. .. .. .. .. 794 Travelling-expenses .. .. .. .. .. .. 315 Maintenance of institutions, &c. .. .. .. .. .. 4,574 Advertising, &c. .. .. .. .. .. .. 36 Sundries .. ■ • .. •. .. .. .. 6 11,875 Less recoveries (including amounts received from .. 2,989 parents and others and sales of farm produce) 8,886§ Industrial Schools, Receiving Homes, Probation System, Boarding-out System, &c. Maintenance of buildings .. .. .. .. .. 1,684 New buildings—Education Purposes Loans Act, 1919 .. .. 204 Salaries .. .. .. •. .. .. .. 20,677 Boarding out of children, &c. .. .. .. .. .. 65,479 Refund of maintenance payments .. .. .. .. 215 Refund of inmates' earnings .. .. .. .. .. 75 Travelling-expenses .. .. .. .. .. .. 5,971 Law costs .. .. .. .. .. .. .. 57 Payment to Post and Telegraph Department for services, &c. , .. 613 Carried forward .. .. ..I .. 94,975 3,482,163 * Including £200 paid from national-endowment reserves revenue. t Including £2,000 paid from national-endowment reserves revenue. t Including £200 from national-endowment reserves revenue. § Including £200 from nationalendowment reserves revenue.

E.—l

36

Statement of Expenditure and Recoveries, etc. —continued.

SUMMARY.

Approximate Cost of Paper.—Preparation, not given; printing (1,475 copies, including illustrations, &e.), £97 10s.

By Authority : W. A. G. Skinner, Government Printer, Wellington.—l92s.

Price Is. 6d.]

£ £ £ Brought forward .. .. .. 94,975 3,482,163 Industrial Schools, Receiving Homes, Probation System, Boarding-out System, &c.—continued. Bent, office requisites, &e. .. .. .. .. .. 2,079 Grant towards travelling-expenses of manager Caversham .. 100 Industrial School while inquiring into systems in America and Europe Maintenance of inmates in Government schools, &c. .. .. 18,059 Maintenance of inmates in private industrial schools .. .. 1,565 Maintenance of inmates in other institutions .. . . .. 34 Wages of inmates .. .. .. .. .. .. 35 Sundries .. .. .. .. .. .. .. 35 116,882 Less recoveries (amounts received from parents .. 31,635 and others, and sales of farm produce, &c.) 85,247* Material and Stores. Stores and material purchased .. .. .. .. 2,343 Lighting, cleaning, cartage, &c. .. .. .. .. 156 2,499 Less recoveries (stores issued and issues on pay- .. Gr. 8,258 ments) Gr. 5,759 Miscellaneous. Examination expenses: Teachers', Public Service, and 8,298 Scholarships Less recoveries .. .. .. .. 4,859 — — 3,439 Grading and Certificates of Teachers : Courts of Appeal, in- . . 449 quiries, &c. War bursaries .. .. .. .. .. .. . . 341 Teachers' Superannuation Fund— Government contribution .. .. .. .. .. 68,000 Free Kindergartens — Government capitation .. .. .. .. 3,185 New Buildings .. . . .. . ■ .. 621 3,806 Accidents to school-children: Grant for expenses .. . . .. 8 Conference of Education Authorities .. .. .. .. 782 New Zealand Ensigns .. .. .. .. .. .. 105 Exchange of teachers: Allowances and bursaries .. .. . . 36 Exhibitions : Preparation and forwarding of school exhibits . . 26 Expenses connected with visits of departmental officers and Ill representatives to other countries Purchase of typewriters for High Schools, &c. (to be recovered) .. 200 Legal expenses, &o. ■ ■ .. .. .. .. .. 13 Purchase of motor-cars (to be recovered) .. .. .. 766 Storage and despatch of stores and stationery .. .. .. 35 Visit of Professor Adams: Honorarium and expenses .. .. 112 Waikino Tragedy: Payments to head teacher and pupils to .. 795 cover loss of salaries, medical and other expenses Subsidies to Public Libraries .. .. .. .. .. 2,999 82,023 Less recoveries (motor-cars, £391; typewriters. .. 891 £230, &c.) — 81,132 Total .... .. .. .. .. £3,642,783 * Including £2,500 paid from the National Endowment Reserves Revenue.

QcMTin* Paid from Parlia- Paid from ! m n , , c service. mentary Votes. Reserves Revenue. J-Oisais. I * 1 £ £ £ General Administration .. .. .. .. 34,522 .. 34,522 Elementary Education .. .. .. .. 2,269,700 163,180 2,432,880 Secondary Education .. .. .. .. .. 347,789 | 16,047 363,836 Technical Instruction .. .. .. .. .. 190,494 4,000 194,494 Training Colleges, &c. .. .. .. .. .. 199,869 5,000 204,869 Higher Education .. .. .. .. .. 136,837 12,592 149,429 Native Schools.. .. .. .. -• •• 70,490 2,000 72,490 School for the Deaf .. .. .. .. .. 5,429 200 i 5,629 Education of the Blind .. .. .. .. .. 15,128 .. 15,128 Schools for the Feeble-minded .. .. .. .. 8,686 200 8,886 Industrial Schools and probation system .. .. .. 82,747 2,500 85,247 Material and Stores .. .. .. .. .. Or. 5,759 .. Cr. 5,759 Miscellaneous Services .. .. .. .. .. 81,132 .. 81,132 Totals .. .. .. .. £3,437,064 £205,719 j £3,642,783