EDUCATION: TECHNICAL EDUCATION. [In continuation of E.-5, 1924.]

Appendix to the Journals of the House of Representatives, 1925 Session I, E-05

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1925. NEW ZEALAND.

EDUCATION: TECHNICAL EDUCATION. [In continuation of E.-5, 1924.]

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

CON T E N T S. Page Page 1. Extract from the Forty-eighth Annual Report 3. Tables relating to Technioal Instruction— of the Minister of Education (E.-l) .. 2 continued. Classes other than Classes at Technioal High 2. Reports of Superintendent of Technical Education, and of Inspector of Manual and Students at Technical Classes other than Technical Instruction .. .. .. 5 Technical High Schools .. .. 13 3. Tables relating to Technical Instruction— Occupations of Students .. .. .. 13 Particulars relating to Technical Education, 1916-1924 .. .. .. .. 9 Free Pupils .. .. .. ..13 , , , r . „ Technical High Schools—Courses, AttendAssets and Liabilities .. .. .. 9 anoe D Receipts and Payments of Controlling Technological Examinations of City and Authorities of Technical Classes .. 10,11 Guilds of London Institute .. .. 14

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1. EXTRACT FROM THE FORTY-EIGHTH ANNUAL REPORT OF THE MINISTER OF 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. 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,

I ! Division II. Division I. ■ ■. Class. « '— 1 —: '' ,w 1 ~~~ |' 1 ' , V 'Totals. Men. Women. Men. Women. VI .• ■ ■ 4 5 2 I 10 21 \ .... .. 16 6 15 15 52 IV .. .... 24 7 14 22 67 111 .. .. .. 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

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Classes other than Classes at Technical Hiuh 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 10,288 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. Number of Percentage Number of Percentage Students. ot 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 " 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 thejyear.

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

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! Seventeen Years of Over Seventeen Year?? j T + l Age and Under. of Age. ° a S * I j i 1923. j 1924, 1923. j 1924. 1923. 1924. 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

1923. : 1924. Males. Females. I Totals. | Males, j Females, j Totals. T . , ., /"First, year .. 1,047 712 1,759 1,095 822 1,917 Junior free pupils-^ Second year 734 m 1160 m 525 , 322 f First year .. 517 399 916 638 411 1,049 Senior free pupils 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 5,343 . *

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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.

Financial. The total amount due by the Department to the controlling authorities for the salaries and incidental expenses a 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 Total .. .. .. .. .. .. .. £138,000

j Number of Pupils. ■„ Increase over Course. j 1923 Boys. | Girls. Total. | J 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. Girls. Totals. 1 . | T • £ ■ -i /First year .. 1,512 1,117 2,629 1,476 1,202 2,678 Jumor free pupils| gecon^ year gM 613 1>427 9Q2 756 1>658 f First year .. 275 239 514 285 235 520 Senior free 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

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2. REPORTS OF THE SUPERINTENDENT OF TECHNICAL EDUCATION, AND OF THE INSPECTOR OF MANUAL AND TECHNICAL INSTRUCTION. Sir, — Education Department, Wellington, Ist July, 1925. I have the honour to report as follows in regard to certain aspects of technical education in the Dominion during the year 1924. I have again to report a substantial increase in the enrolment of full-time pupils in technical high schools, and also of full-time pupils in the day classes of technical schools, for which, however, separate returns are not available. The enrolment at technical high schools was 5,369, being an increase of 315 on the numbers for the previous year. The enrolment of full-time pupils in technical-school day classes, apart from technical high schools, was approximately 900, there being an increase of about 200 on the numbers for the previous year ; so that the total increase of full-time pupils for the year was about 500. There was also an increase of about 1,000 in the number of students attending part-time day or evening classes. The total increase in the work was approximately 10 per cent., involving an increase in expenditure on salaries and working-expenses of about the same percentage. Training of Apprentices. —Reference was made in my report last year to the provisions of the Apprentice Act, 1923, and the hope was expressed that full advantage would be taken of the powers given under the Act. So far as the utilization of the technical schools in connection with the training of apprentices is concerned, progress has not been rapid, although in trades which have for years sent their apprentices to the schools there has been a steady increase in the numbers attending. Arrangements have been made in one or two of the large centres for the establishment of trade classes with special trade equipment, as, for example, in typography and in motor mechanics at the Auckland Technical School. Again, in the plumbing trade, in connection with which for many years highly successful evening classes have been held, Saturday morning classes were established in Auckland some two years ago, through the generous co-operation of the employers, and are doing excellent work with the apprentices. It is hoped that this example will be widely followed when the Act is in full working-order, and that apprentices will not be expected to devote their evenings to the acquisition of skill and knowledge which in former times they obtained in their employer's workshop during working-hours, but will be sent for such training, when necessary, to special day classes established under the provisions of the Act by the trade concerned, leaving them free to devote at least their evening hours to those higher studies in technology which will doubtless in the future, as hitherto, enable many to raise themselves out of the ruck and become leaders in industry. Steps are being taken in some centres to provide such vocational training outside that which the apprentice gets in the ordinary course of his employer's business as the trade itself may think necessary. On the whole, however, it cannot be said that there has been so far any widespread development of trade classes under the Apprentice Act, although it is to be noted that technical classes in the various branches of the building and engineering industries have steadily expanded in the larger centres during recent years. The establishment of technical classes, in which the principles underlying the practice of a trade or occupation form the essence of the course, is a comparatively simple matter, since only class-rooms, laboratories, and workshops containing simple tools and general-purpose machines are needed, and the amount of material used is not comparable with that put through in a trade workshop. The provision for such classes, which are mainly educational and not directed merely to turning the student out as a competent operative, may be regarded as a proper function of the Education Department. When, however, as has been from time to time proposed, the object is to train an operative to. handle materials at the rate and on the scale of the factory, involving the use of a complete unit manufacturing plant consisting of a series of highly specialized machines (as, for instance, in bootmanufacturing, where a complete unit includes a series of specialized machines for performing some sixty to seventy distinct operations in the manufacture of a boot), it would appear that such training does not lie within the legitimate scope of the activities of the Education Department. In such cases the trade concerned should be expected to arrange its own training, as provided for in the Apprentice Act, 1923. In most trades, however, the required training is intermediate in character between the pure study of the application of scientific principles and the acquisition of specialized manual dexterity in a single operation or group of operations. In such trades the training of apprentices could probably be arranged most satisfactorily by co-operation between the trade and the technical schools, the trade providing at least the equipment and material necessary for practical training in operations lying outside the normal scope of technicalschool work, while the technical school would provide training in the application of scientific principles to the problems of the particular trade, as well as taking care of the more general education of the apprentice. In the case of the printing trade in Auckland, for example, the local employers have presented three linotype machines besides contributing half the cost of the other machines and material required for the class. In this way the employers have associated themselves definitely with the technical school in providing for the training of apprentices, and will, without doubt, take a keener interest in the work than they would have done if the plant had been provided entirely by the Government.

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Agricultural Training.—The problems in connection with agricultural education, which are in many respects similar to those of other types of technical and vocational training, have been brought into prominence recently through the inquiry conducted by the Board of Agriculture at the instance of the Hon. Minister of Agriculture. The evidence showed that though over 30 per cent, of the boys leaving post-primary schools went farming, only about 10 per cent, took a course at school definitely arranged to provide some prevocational training in addition to a general education. It was also shown that very few students attended the special farm training colleges for a full-time special course in farming, covering the scientific, commercial, and crafts sides of the profession. There was a general agreement among farmers that the conditions under which actual farm-work could be learned at a farm training college such as Ruakura were in some respects so different from those which the student would have to face in earning his living by farm-work that it would be better not to spend much time at such an institution in getting hand-skill in the various operations, but to concentrate on the learning of methods and on applying the scientific principles on which the practice of farming is based, leaving the boy to acquire skill and speed in the business and crafts of farming under ordinary farm conditions after he has left the farm training college. It was suggested that in this way the course at the farm training college could be made much shorter and more intensive so that a much larger proportion of the boys leaving school to go farming could receive preliminary training of a highly specialized character in a much more concentrated form than could be given in the ordinary course in agricultural science and art at a post-primary school. There is much to be said for this view, provided always that the general education of the boy has included, in addition to English, history, civics, mathematics, &c., such studies in natural science, physics and chemistry, elementary agricultural science, and handwork as would form a reasonable basis on which to build a good working knowledge of the practical application of scientific results to the solution of problems which, as a farmer, he would be likely to meet. Such a training could well be provided by the establishment, of junior high schools in connection with district high schools in the smaller country centres, in which there could bo continuity of work in manual training and agricultural science as well as in the more general subjects from the age of about twelve years till the boy was ready to top off at a farm training college with a short intensive vocational course in agriculture. In most post-primary schools, however, preparation for the Matriculation Examination determines to a very large extent the range and content of the subjects of the curriculum, and it is clear that a suitable course for boys wishing to become farmers could only be generally taken by the boys if it formed a more suitable preparation for the Matriculation Examination than other courses which might be arranged. In the present conditions of the Matriculation Examination this is not possible, and this may be largely the reason why the agricultural courses in the high schools attract no more than about 10 per cent, of the boys, although, as above stated, about 30 per cent, go farming after leaving the secondary school. On the other hand, the agricultural classes in technical high schools in the large towns are not popular, though the Matriculation Examination is not made the special object of the courses. In this case, however, the reasons for the comparative neglect of the courses may well be found in the difficulty which most town boys foresee in getting on to the land, and the fact that there are at present no regular means of securing further training for farm life after leaving school, beyond those available at Lincoln College or at Ruakura, both of which involve a fairly long residence and some monetary expenditure. It is thought that a suitable school training, followed, as indicated above, by a short intensive course at a farm training college, might prove much more popular and quite effective if arrangements could be made for the further training of the boys as wage-earners on private farms, and by short off-season courses at farm training colleges or elsewhere, with a view to their setting up ultimately as farmers on their own account. The solution in this, as in many other problems of technical education, is bound up with and dependent on the practical solution of general economic problems of the industry. Amalgamation of High and Technical Schools. —Legislative provision was made in the year 1924 for the amalgamation, by Order in Council, of secondary and technical schools in any centre under one Board of Governors where the present governing bodies were favourable to such amalgamation. The object of amalgamation is to reduce cost of administration, promote closer co-operation in all forms of secondary and technical education and so avoid overlapping and possible waste of effort, besides directly encouraging a clearer recognition of the essential unity of the whole system of education and the mutual dependence of its several parts. Arrangements have been completed for unified control in Masterton, and in New Plymouth the principle has been accepted, while in Whangarei and Oamaru arrangements are practically completed. It is expected that in most cases outside the four main centres amalgamation will ultimately be found to be necessary, especially where junior high schools are established in connection with high schools or technical schools. The general adoption of the principle of amalgamation will render necessary a revision of the systems for fhe classification of teachers in the secondary and technical branches respectively, with a view to framing a single system suitable for both types of school. The matter has been under consideration by the Department during the past year, but certain difficulties still remain to be overcome before a system adapted to all the varying conditions of service in the two branches can be evolved. I have, &c., W. S. La Trobe, Superintendent of Technical Education. The Director of Education, Wellington.

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Sir, — Education Department, Wellington, 10th July, 1925. I have the honour to present my report on the work of the technical schools and technical high schools as observed by me at my visits of inspection during the year 1924. Wherever it has been found possible each school has been inspected at least twice during the school year, though not necessarily by the same officer on each occasion. At the first inspection, which is made as early in the year as possible, such matters as organization, curriculum, co-ordination of studies, and teaching methods are given special attention, while at the second visit, made towards the end of the year, the session's work is passed in quick review, the work of the pupils presented for senior free places is scrutinized and appraised, and the efficiency of the teachers is discussed with the Director or Principal, so that the Inspectors may be as fully informed as possible from all points of view of the value of the work done by all members of staffs before proceeding to the annual classification and grading of teachers in technical schools. With the existing staffing of the Inspectorial Branch time does not permit of the issue of a detailed written report on every school after each visit, or even yearly. Opportunity, however, is always taken to discuss fully with the Principals and teachers concerned any points which seem to call for such discussion. At these informal discussions opinions may be expressed much more frankly than would be possible in a written report, and I am sure that the most good can generally be done in this way. Where, however, it is deemed more fitting or, indeed, necessary that written reports should be made, such reports have been issued from time to time. In regard to certain aspects of the work I have to report as follows : — Technical High Schools. —No striking innovations of any kind have to be recorded for the year, but there can be no doubt that steady progress is being made continually. The organization of a large technical high school presents very formidable difficulties. Moreover, each school has its own special class of difficulty to surmount. It requires very much greater effort and skill to organize effectively a mixed school providing for some half-dozen courses of instruction than to do so in the case of a school of similar size organized on the lines of a traditional secondary school. Unfortunately, compromises have to be adopted to a greater extent than one could wish to see, yet in almost every case where adverse criticism has been made of any point of organization or curriculum it has been found on examination that the particular point has had ample consideration, so that the course adopted has been the best practical solution. In my report for 1923 certain criticisms were made of the teaching of certain subjects, and suggestions were made for the betterment of such teaching. Without traversing again the same ground as in that report, it may be said that though something has been done to comply with the suggestions made therein the criticisms noted must, on the whole, still be applied to last year's work. The main defects of the curriculum now, as before, are in the lack of aesthetic education and education for the leisure side of life. Too little attention is given to drawing, music, dramatic and literary work of such a kind as would ensure that a delight in the liberal arts might become a possession for life for at least some of the pupils passing through our schools. The utilitarian aspect is too much emphasized, and too often, it is feared, a lifelong apathy engendered in those who have suffered from the courses presented to them. It is also surprising and much to be regretted that even where schools are favourably situated no attention is paid to country lore or to becoming acquainted with the native fauna or flora of which such wonderful stores are in many cases close to hand. To the matters of drill, sports, and games, organizations into houses with inter-house competitions, school and class magazines, practically all schools devote great attention and a reasonable amount of time, while in many debating and photographic societies are organized with good effect. In the older schools a good school spirit is being steadily developed, evidence of which is to be found in the activities, social and athletic, of the old boys and girls of the schools, and their readiness to help their Alma Mater in all good works. Technical Schools.-*— At the larger centres complete courses in mechanical engineering, marine engineering, electrical engineering, cabinetmaking, and joinery are held. These courses require attendance on four nights per week, and in some cases five nights per week, and the attendance at such courses is surprisingly good. In order to avoid overlapping with the work of the Universities a working agreement has in some instances been made by the authorities concerned whereby the work is suitably divided between the technical school and the University. Good attention is given to plumbing, the work done being generally of a very high standard. Apprentices, however, often attempt to complete the requirements for the registration examination in too short a period, instead of attending regularly over the whole of their apprenticeship, as they should be required to do, and it is to this reason, rather than to any lack of apparatus and teaching-power provided, that must be attributed the poor showing made in the registration examinations to which attention has once again been drawn. The remedy would seem to lie in the holding of the examination in two or more parts, each of which had to be taken at definite—say, yearly—intervals. The class in typography held at the Christchurch Technical School has again an excellent year's work to its credit, and it is refreshing to find that similar classes are being established in Auckland. It is hoped that the other large centres will follow suit. Commercial work accounts for a very large number of pupils at all the technical schools, where in most cases a good course, comprising shorthand, typewriting, book-keeping, and at least English and mathematics, is insisted upon. In the higher branches of book-keeping and accountancy there are some excellent classes, and very earnest and painstaking work is done, the aim generally being the Professional Accountants' Examination of the University of New Zealand. A large number of

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classes are held in general subjects up to about the Matriculation standard. In most cases the pupils consist of those who have had eitherY complete course'at'afhigh school and? who have sat for Matriculation and completely or partially failed, or those who have withdrawn from school to go into industry before completing their secondary courses. The diversity of aim and difference of standard among the pupils of such classes makes effective teaching very difficult, and it is much to be doubted if in many cases the results obtained are commensurate with the time and effort involved. For pupils holding junior free places compulsory English and arithmetic classes are provided. In very few cases is effective work being done. Too often the old methods which have produced nothing but distaste for such studies are exclusively employed, and the pupils are confronted with studies in formal grammar and commercial arithmetic such as they had probably hoped to have left behind for ever. It is not sufficiently realized that in leaving the primary school and going out into the world as wage-earners the pupils in our evening schools have jumped quite suddenly out of childhood into adolescence. They need special treatment, sympathetic teachers, and a rich and broad curriculum adapted to their special needs. Without these provisions positive harm is in many cases being done, and I am strongly of the opinion that it would be better to forego such compulsory subjects altogether than to have them treated in a non-liberal spirit. The crux of the whole matter, of course, is to be found in the personality of the teachers employed for this work. Domestic arts, such as dressmaking, stitchery, and millinery, remain, as before, very popular subjects, and the excellent instruction given in many classes throughout the length and breadth of the Dominion must be having a very positive effect for good in the lives of the rising generation. It is to be regretted, however, that cooking as a subject for adults in evening classes is on the whole poorly supported. There is now an excellent supply of well-trained teachers and well-equipped kitchens, but advantage is not taken of the facilities available to anything like the same extent as is done in the case of, say, dressmaking. Manual Training.—This work has been carried on with considerable vigour and enthusiasm, and everywhere attempts are being made to get the greatest possible educational return from the time that is being spent at these occupations. It is being more and more realized that full educational advantage can only be obtained when the work is closely correlated with the ordinary school-work of the child with his special needs as a pre-adolescent or adolescent, as the case may be. It is becoming a usual rather than an exceptional thing for the manual-training teacher and the classteacher to come together for the discussion of problems involved in correlation and subdivision of the necessary preliminary work. At these discussions the special traits of individual pupils are also reviewed, and much good has resulted therefrom. In some cases models have been made illustrating the class-work —say, geography, arithmetic, science, and agriculture —whilst in others toys and small pieces of apparatus for use in infant-rooms have been constructed and have proved to be very useful. Into certain centres equipped primarily for woodwork a certain equipment of simple metal-working tools has been introduced so that models and objects requiring the use of metals such as tinplate or sheet brass as well as wood may be used. This gives an added power to the pupil, and has been responsible for stimulating interest and industry to a marked degree in those centres where the practice has been adopted. There are two manual-training centres equipped primarily for metal-work —one in Auckland and one at Westport —and, while some good results have been obtained at both of these centres, experience goes to show that, at any rate for little boys, wood is the more suitable material for the earlier constructions. It can be said that in almost every case the greatest care is taken of the equipment provided so as to keep it in the best condition for use. Many instructors spend much out-of-school time in repairing, sharpening, and making tools, models, and appliances for the better teaching of their pupils. During the year a comprehensive system of examination for teachers of handicraft jwas discussed by the Department and authorities and teachers concerned, and finally approved. This course has been rendered necessary by a change in the programme of the City and Guilds of London Institute, which had hitherto conducted such examinations and granted universally recognized certificates for teachers of handicraft, whereby the necessary conditions could no longer be fulfilled by candidates resident in New Zealand. The scheme which has been adopted and which will be put into operation immediately provides for organized courses of study and examinations over a period of three years, covering not only the actual craft to be taught, but ensuring at the same time a good standard of general education in related and cultural subjects and the general theory of education. It is confidently expected that by this means teachers of handicraft well equipped for their special work and having also a sympathetic understanding of the whole range of the work of the schools will become available in greater numbers as time goes on. In this way their professional status will be raised and a further step taken in securing unity of purpose in the teaching in primary and post-primary schools. F. C. Renyard, The Director of Education, Wellington. Inspector of Technical Schools.

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3. DETAILED TABLES RELATING TO TECHNICAL INSTRUCTION.

Table J 2.—Assets and Liabilities of (a) the Technical Instruction Accounts of Education Boards as Controlling Authorities of Technical Schools and Classes, and (b) Technical School Boards and Managers, as at 31st December, 1924.

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Table Jl. —Some Particulars relating to Technical Education for the Years 1916-1924 (inclusive). 1916. 1917. 1918. [ 1919. ! 1920. 1921. 1922. 1923. 1924. ! _J Number of centres at which classes 151 154 131 110 121 94 66 56 57 were held Number of technical high schools ..8 8 8 8 9 13 13 14 14 Number of students— (o.) Technical high schools .. 2,105 2,347 2,747 2,926 2,766 3,349 4,202 5,054 5,369 (6.) Other classes .. .. 17,586 18,400 16,910 17,950 18,628 16,832 12,262 13,063 14,243 Number of "free pupils at (a) and (b) 5,975 6,127 6,715 7,242 6,542 6,975 8,384 9,653 10,429 above I , Number of students attending under 1,219 1,334 1,324 1,372 1,636 1,585 324 269 259 compulsory regulations £ £ £ £ £ £ £ £ £ Total expenditure by Government 84,931 100,199 85,335 132,245 169,530 244,627 207,628 177,501 194,494 for financial year Including — |f Capitation— (a.) Technical high schools.. 25,934 35,795 33,150 47,343 29,8181 (6.) Other classes .. 38,922 44,021 33,119 47,858 31,918 119,289 119,464 126,795 142,173 gpj (c.) Salaries and allowances, .. .. .. .. 20,589J y &°- Grants for buildings and equip- 6,614 6,898 5,773 13,319 67,217 101,198 66,308 34,970 31,677 ment Subsidies J on voluntary contribu- 4,206 2,154 1,673 6,934 5,466 3,991 4,207 2,561 4,152 tions Conveyance of— (o.) Instructors .. .. 790 261 464 615 635 679 808 527 484 (6.) Students .. .. 2,596 2,982 3,312 3,852 3,767 4,386 4,742 5,621 5,590 I

Assets. Liabilities, Net Balances. Cash Amounts [ „ , ot - Balanoes and due to Total. Ila hiIitL. Total - 0r Dr - Investments. Board, i JJeticits. Liabilities. (a.) Education Boards. £ £ £ £ £ £ £ £ Auckland .. .. .. .. 1,723 1,723 2,378 .. 2,378 .. 655 Taranaki.. .. .. .. 10 53 63 26 26 37 Wanganui .. •. ■. .. .. .. 200 .. 200 .. 200 Hawke's Bay .. .. .. 194 368 532 .. 162 162 370 Wellington (figures not available) Nelson .. .. .. .. .. 21 21 14 14 - 7 Canterbury .. .. .. 5 .. 5 .. .. .. 5 Otago .. .. .. .. 52 52 52 52 Southland .. .. .. .. 5 5 4 4 1 Totals (excluding Wellington) .. 231 2,170 2,401 2,596 240 2,836 420 855 ( b.) Technical School Boaeds and Managers. Auckland Technical School .. .. 5,402 1,096 6,498 .. 1,275 1,275 5,223 " Elam" School of Art .. .. 41 129 170 .. 63 63 107 Pukekohe Technical School.. .. 78 226 304 j 122 122 182 New Plymouth Technical School .. 979 478 1,457 .. 21 21 1,436 Hawera Technical School .. .. 446 412 858 .. ! 289 289 569 Stratford Technical School .. . . 905 669 1,574 .. j 500 500 1,074 Wanganui Technical School .. 645 2,363 3,008 .. 444 444 2,564 Feildmg Technical School .. . . 17 885 902 .. 613 613 289 Napier Technical School .. .. 384 950 1,334 .. 60 60 1,274 Waipawa Technical School .. .. 183 16 199 .. .. .. 199 Wellington Technical School .. 3,579 3,384 6,963 .. 2,768 2,768 4,195 Petone Technical School .. .. 256 102 358 .. j 259 259 99 Masterton Technical School .. 1,073 291 1,364 •• 4 4 1,360 Nelson Technical School .. . . 254 304 558 .. i 16 16 542 j Westport Technical School .. .. 398 185 583 .. j 154 154 429 Christchurch Technical School .. 4,303 1,381 5,684 .. 752 752 4,932 ; Ashburton Technical School .. 637 329 966 .. ; 483 483 483 1 Timaru Technical School .. .. 859 213 1,072 .. 107 107 965 Greymouth Technical School .. 108 259 367 .. 120 120 247 Kaiapoi Technical School .. .. 44 52 96 .. .. .. 96 .. Temuka Technical School .. .. 83 62 145 .. 37 37 108 Waimate Technical School .. .. 58 16 74 .. .. 74 Pleasant Point Technical School .. 27 .. 27 .. .. .. 27 Pairlie Technical School .. .. 38 .. 38 .. .. .. 38 Dunedin Technical School .. .. .. 2,521 2,521 198 1,519 1,717" 804 Oamaru Technical School .. .. 8 60 68 .. .. .. 68 Milton Technical School .. .. 37 .. 37 .. .. .. 37 Invercargill Technical School .. 344 2,925 3,269 .. 2,376 2,376 893 Totals .. .. 21,186 19,308 40,494 198 11,982 12,180 28,314 Grand totals .. .. 21,417 21,478 42,895 2,794 12,222 15,016 28,734 855

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Table J 3.—Receipts by Controlling Authorities of Technical Schools and Classes, and by Managers of Technical Schools and Classes (including Technical High Schools), for the Year ending 31st December, 1924.

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Receipts from Government. Other Receipts. !i« i|s| 6 °S *§ ! e l . 2| 3 i ~ ISg 9|".S s Sfcs SS | 5 «o. § ■"§ °« -I a s | «|gg S 3 || j S® £ &g f-s § g« ~t, S «o| g . •-§■§ «a§ a £.2 §«§ s ~s | « ■§=§• »|gg Is ,2c!£ -321 $ g-S 00 g-S I S3 -3 2<\S Jjsss |t> =>-s |Sa -1 * g<> ? 02 EH *> Ps EH H EH A. Education Boards, Hiqh School Boards, and University Colleges. £ £ £££ £££ ££ ££ Auckland Education Board .. 3,553 2,784 67 131 6,535 547 25 .. 382 .. 954 7,489 Taranaki Education Board .. .. .. .. .. .. 17 .. .. 13 30 30 Palmerston North High School 4,516 88 197 90 4,891 487 125 .. 100 .. 712 5,603 Board Dannevirke High School Board .. .. .. .. .. 11 .. .. 8 .. 19 19 Hawke's Bay Education Board 4,158 .. 44 22 4,224 120 20 .. 150 .. 290 4,514 Wellington Education Board 501 15 15 16 547 44 59 1 104 651 Nelson Education Board .. 18 .. .. .. 18 39 .. .. 6 45 63 Canterbury Education Board 61 19 .. 25 105 75 42 6 123 228 Canterbury College (in respect 4,560 9 103 7 4,679 860 7 .. 351 .. 1,218 5,897 of School of Art) Gore High School Board .. 126 .. .. 25 151 43 .. .. .. .. 43 194 Totals .. .. 17,493 2,915 426 316 21,150 2,243 278 .. 1,017 .. 3,538 24,688 B. Technical School Boards and Managers. Auckland Technical School .. 16,696 1,659 850 624 19,829 830 2,388 .. 846 .. 4,064 23,893 " Elam" School of Art .. 1,196 55! 68 .. 1,319 263 25 30 335 .. 653 1,972 Pukekohe Technical School .. 4,797 395 ■ 3 .. 5,195 50 25 .. 314 .. 389 5,584 New Plymouth Technical School 4,479 61 j 100 .. 4,640 49 52 .. 74 450 625 5,265 Hawera Technical School .. 3,415 101 ! 24 .. 3,540 48 22 .. 242 700 1,012 4,552 Stratford Technical School .. 4,711 j 173 | 46 232 5,162 38 35 .. 91 360 524 5,686 Wanganui Technical School .. 9,298 219 200 .. 9,717 436 100 401 5,041 95 i 6,073 15,790 Eeilding Technical School .. 3,247 5,882 ! 95 132 9,356 49 141 59 31 ... 280 9,636 Napier Technical School .. 5,923 290 ' 196 13 6,422 176 10 .. 309 .. j 495 6,917 Waipawa Technical School .. 150 .. .. .. 150 15 .. .. .. .. 15 165 Wellington Technical School .. 13,142 5,985 ! 479 1,322 20,928 1,848 400 40 1,640 111 s 4,039 24,967 Petone Technical School .. 740 18 11 74 843 137 72 99 34 342 1,185 Masterton Technical School .. 2,463 62 64 200 2,789 125 350 .. 133 .. j 608 3,397 Nelson Technical School .. 2,707 20 106 60 2,893 144 52 168 149 .. 513 3,406 Westport Technical School .. 4,454 903 99 302 5,758 97 47 105 69 .. ! 318 6,076 Christchurch Technical School 16,196 1,339 700 502 18,737 1,069 587 .. 3,185 .. 4,841 23,578 Ashburton Technical School .. 3,772 379 80 320 4,551 94 120 399 272 .. 885 5,436 Timaru Technical School .. 3,341 27 109 30 3,507 231 72 .. 193 .. 496 4,003 Greymouth Technical School 4,251 195 93 77 4,616 124 70 233 246 .. 673 5,289 Kaiapoi Technical School .. 40 .. .. .. 40 41 37 19 97 137 Temuka Technical School .. 55 .. .. 30 85 94 50 159 .. 303 388 Waimate Technical School .. .... .. 3 3 82 14 56 152 155 Pleasant Point Technical School 13 .. .. .. 13 .. .... 7 7 20 Fairlie Technical School .. 14 .. 10 24 12 18 10 40 64 Dunedin Technical School .. 10,751 2,254 339 145 13,489 1,335 162 .. 1,031 .. 2,528 16,017 Oamaru Technical School .. 115 39 9 .. 163 103 53 5 161 324 Milton Technical School .. .. .. .. .. .. 46 .. .. .. .. 46 46 Invercargill Technical School.. 8,941 274 210 82 9,507 196 130 .. 1,188 .. 1,514 11,021 Totals .. .. 124,907 20,330 3,881 4,158 153,276 7,732 5,032 1,534 15,679 1,716 31,693 184,969 Grand totals .. 142,400 23,245 4,307 4,474 174,426 9,975 5,310 1,534 16,696 1,716 35,231 209,657

E.—6.

Table J 4. —Payments by Controlling Authorities of Technical Schools and Classes, and by Managers of Technical Schools and Classes (including Technical High Schools), for the Year ending 31st December, 1924.

3—E. 5.

11

-d |f ft a W orkmg-expenses. a '3 £ s o< f g H il i | 1 sS $ Ll |l I o S o F! o S 1 ■« m cdcd iri m Controlling Authorities. g» «0 § g Q M . S S* S fl'g g 5- g °l °g • f - ®"| ■ •2s > ' ?| 13 - f Eg * SSo $®« H .2 . S oj.9 - g pqla-g H £o S 'S 8 8 |» '3 § "■S J fr -3® S So 78 ||s | |0 £.3 g. *u JSS | §<l | m ai O g o hi gl? EH g OH H A. Education Boards, High School Boards, and University Colleges. £ £ £ £ £!£ £ 1 £ £|£ £j£ £ Auckland Education Board .. 3,898 .. .. 126 200 .. 150 ! 256 732 ' 284 .. j .. 4,914 Taranaki Education Board .. 15 .. 2 5 j 3 1 11 .. .. 1,510 1,536 Palmers ton North High School 4,254 150 26 309 119 74 212 ; 181 1,071 j 442 .. ! .. 5,767 Board Oannevirke Hich School Board .. 20 .. .. 61 .. .. 1 .. 62 .. .... 82 Hawke's Bay Education Board .. 3,665 183 65 130 162 98 42 69 749 1 231 .. .. 4,645 Wellington Education Board .. 386 98 11 51 1 12 5 2 180 70 .. . . 636 Nelson Education Board .. .. 10 63 4 13 2 92 21 .. 113 Canterbury Education Board .. 188 45 3 .. 1 5 2 1 11 67 18 .. 273 Canterbury College (in respect of 4,129 270 .. 143 267 10 175 90 955 72 180 560 5,896 School of Art) Gore High School Board .. 250 .. .. .. 1 8 j 7 15 6 .. ; 271 Totals .. .. 16,805 756 107 888 754 j 199 611 619 3,934 1,144 180 2,070 24,133 B. Technical School Boards and Managers. Auckland Technical School .. 13,653 560 216 2,238 511 232 288 279 4,324 2,575 116 218 20,886 " Elam" School of Art .. 1,426 321 110 120 .. 63 51 5 670 13 .. .. 2,109 Pukekohe Technical School .. 3,940 75 56 178 232 77 57 89 764 536 386 .. 5,626 New Plymouth Technical School 3,4-29 65 48 423 320 157 40 75 1,029 63 70 .. 4,591 Hawera Technical School .. 2,911 65 260 75 215 6 71 30 722 168- 328 .. 4,129 Stratford Technical School .. 3,906 35 97 145 257 43 30 19 626 468 2 .. 5,002 Wanganui Technical School .. 8,269 202 213 810 246 802 32 235 2,540 40 4,988 .. 15,837 Feilding Technical School .. 2,689 60 51 142 256 139 75 182 905 5,817 102 220 9.733 Napier Technical School .. 4,724 211 27 352 133 185 125 210 1,243 575 168 .. 6,710 Waipawa Technical School .. 98 10 1 .. .. 4 4 1 20 .. .. .. 118 Wellington Technical School .. 12,266 732 204 820 483 oil 325 655 3,730 7,464 1,206 .. 24,666 Petone Technical School .. 662 50 4 58 110 92 57 12 383 .. .. .. i 1,045 Masterton Technical School .. 2,376 42 49 129 99 218 107 106 750 334 3 .. 3,463 Nelson Technical School .. 2,328 200 87 297 104 16 86 34 824 77 71 .. 3,300 Westport Technical School .. 3.622 61 53 215 161 51 98 101 740 1,444 47 .. 5,853 Christchurch Technical School .. 13,911 773 213 1,508 963 816 341 230 4,844 2,011 2,449 . 23,215 Ashburton Technical School .. 3,215 88 62 295 210 64 62 65 846 1,857 36 .. 5,954 Timaru Technical School .. 2,488 99 50 272 102 28 79 39 1 669 ; 525 54 .. 3.736 Greymouth Technical School .. 3,751 115 32 189 168 1 42 88 j 635 ' 698 1 710 .. 5,794 Kaiapoi Technical School .. 89 25 1 21 9 8 6 4 j 74 ! '.. j 12 175 Temuka Technical School .. 119 65 14 33 34 3 21. 34! 204" 91 13 .. 427 Waimate Technical School .. 90 j 33 2 55 11 2 8 16 ! 127 3 ; .. .. 220 Pleasant Point Technical School I 1 .. 10 .. 1 • • 12 .. . . .. 12 Eairlie Technical School .. 16 j| 10 3 10 4 2 3 32 5 j .. 53 Akaroa Technical School* .. .... .. .. .. .. .. .. 1 .. .... Dunedin Technical School .. 9,607 568 103 944 490 92 181 335 2,713 6,087 I 407 .. 18,814 Oamaru Technical School .. 193 75 3 .. 17 3 8 14 j 120 54 .. .. 367 Milton Technical School .. 32 27 .. 4 2 1 34 : .. .. 66 InvercargiU Technical School .. 7,505 430 166 482 351 369 139 77 j 2,014 1 1,575 864 .. 11,958 Totals .. .. 107,315 4,997 2,126 9,712 5,500 3,984 2,339 2,936 131,594 32,480 12,032 438 183,859 | i ■ Grand totals .. 124,120 5,753 2,233 10,600 6,254 4,183 2,950 3,555 135,528 33,624 12,212 2,508 207,992 I | \ * Figures not available.

5.

Table J 5.—Number of Pupils attending Classes other than Classes at Technical High Schools during the Year ended 31st December, 1924.

12

Number of Students. Controlling Authorities, Technical School Boards, and Managers. Free Discharged Compulsory Other , p . , Pupils. Soldiers. Pupils. Pupils. I Auckland Education Board— Auckland Technical School* .. .. .. . . j 532 3 .. 532 1,067 " Elam " School of Art* .. .. .. .. 38 .. .. 378 j 416 Pukekohe Technical School* .. .. .. .. 18 .. .. 15 33 Hamilton Technical School .. .. .. • • ! 234 1 .. 304 539 Pukekohe Technical School .. .. .. .. .. .. .. Other classes, Auckland District .. .. .. .. j 136 .. 34 325 495 Auckland University College Council — School of Engineering .. .. .. .. .. .. .. .. 102 j 102 Taranaki Education Board— New Plymouth Technical School* .. .. .. 193 1 12 86 292 Stratford Technical School* .. .. .. .. 16 .. .. 26 42 Other technical classes .. .. .. .. .. .. .. .. 57 57 Wanganui Education Board — Wanganui Technical School* .. .. .. .. 68 5 29 268 370 Eeilding Technical School* .. .. .. .. 42 .. .. 59 101 Palmerston North High School Board — Palmerston North Technical School .. .. .. 464 .. 184 335 983 Hawke's Bay Education Board— Napier Technical School* .. .. .. .. 68 4 .. 140 212 Waipawa Technical School* .. .. .. .. .. 6 .. 8 14 Hastings Technical School .. .. .. .. 34 .. .. 18 52 Other classes, Hawke's Bay District .. .. . . 37 1 .. 47 85 Dannevirke High School Board — Dannevirke Technical School .. .. .. .. .. .. .. 11 11 Wellington Education Board — Wellington Technical School* .. .. .. .. 530 3 .. 897 1,430 Petone Technical School* .. .. .. .. 99 .. .. 113 212 Other classes, Wellington District .. .. .. 69 .. .. 85 154 Managers, Masterton Technical School — Masterton Technical Schoolf .. .. .. .. 210 .. .. 199 409 Nelson Education Board— Nelson Technical School* .. .. .. .. 194 .. .. 235 429 Westport Technical School* .. .. .. .. 67 .. .. 119 186 Other classes, Nelson District .. .. .. .. .. .. .. 70 70 Canterbury College Board of Governors — School of Art .. .. .. .. .. .. 216 3 .. 384 . 603 School of Engineering .. .. .. .. .. .. .. .. 284 284 School of Commerce .. .. .. .. .. .. .. .. 128 128 Canterbury Education Board — Christchurch Technical School* .. .. .. .. 678 58 .. 1,113 1,849 Ashburton Technical School and subcentres* .. .. 259 .. 30 76 365 Greymouth Technical School* .. .. .. .. 37 .. .. 105 142 Timaru Technical School* .. .. .. .. 235 .. .. 238 473 Fairlie Technical School* .. .. .. .. .. .. .. 21 21 Kaiapoi Technical School* . . .. .. .. .. .. .. 71 71 Temuka technical classes* .. .. .. .. .. .. .. 127 127 Waimate technical classes* .. .. .. .. .. .. .. 100 100 Other classes, Canterbury District .. .. .. .. .. .. 151 151 Otago University College Council — Home-science classes .. .. .. .. .. .. .. .. 65 65 Commerce classes .. .. .. . . . . .. .. .. 106 106 Otago Education Board — Dunedin Technical School and School of Art* .. .. 502 .. .. 759 1,261 Oamaru Technical School* .. .. .. .. 37 .. .. 68 105 Milton technical classes .. .. .. .. .. .. .. .. 35 35 Southland Education Board — Invercargill Technical School* .. .. .. .. 313 19 .. 194 526 Gore High School Board— Gore Technical School .. .. .. .. .. 17 .. .. 53 70 Totals for 1924 .. .. .. .. 5,343 104 289 8,507 14,243 Totals for 1923 .. .. .. .. 4,858 150 269 7,786 | 13,063 * Schools or classes under the immediate control of Managers. f The Board of Managers is the controlling authority.

E.—s.

Table J 6.—Number of Students, according to Ages, admitted to Classes other than Classes at Technical High Schools during the Year ended 31st December, 1924.

Table J 7.—Occupations of Students in Attendance at Technical Classes other than Classes at Technical High Schools during the Year ended 31st December, 1924.

Table J B.—Number of Pupils holding Government Free Places at Technical Classes other than Claśes at Technical High School during the Years ended 31st December, 1924.

13

Students admitted during 1924 who Education District. isYears 13-15 Years. 15-17 Years. Over 17 Years. Totals durfag'wlf 100 ' (included in Foregoing Totals). I'M. F. j M. F. M. j F. M. F. M. F. M. F. Auckland .. 48 32 248 192 543 | 306 767 516 1,606 1,046 220 161 Taranaki 4 4 I 43 65 57 j 72 88 58 192 199 77 48 Wanganui .. 12 .. 53 61 188 ! 246 398 496 651 803 101 118 Hawke's Bay .. 3 .. 21 10 73 40 120 107 217 157 29 9 Wellington .. 9 8 144 117 509 I 232 799 387 1,461 744 131 101 Nelson .. 21 3! 54 56 99 102 144 178 318 367 53 47 Canterbury .. 108 122 j 310 317 657 I 472 1,356 972 2,431 1,883 264 268 Otago .. ..11 6 j 122 72 316 ! 149 526 370 975 597 98 48 Southland .. j 2 .. j 41 39 117 120 130 147 290 306 51 50 Totals for 1924 .. 218 203 ! 1,036 929 2,559 | 1,739 4,328 3,231 8,141 6,102 1,024 850 I | ! Totals for 1923 .. 185 189 1,249 ! 1,050 2,217 1,486 3,706 2,981 7,357 5,706. 1,048 824 ! vky I . It-

• .. -g M S t Occupations. g 3 a 5 ! I Totals. 2 S. c3 O *-S ? 1 9 I I I i I I S H oS 5 <D "T" flici | % g S w is 1 5 !■ o I Agricultural pursuits .. .. .. 23 2 9 1 21 25 171 31 7 290 Professional pursuits .. .. .. 305 46 114 37 152 57 320 108 48 1,187 Clerical pursuits .. .. ..267 55 153 91 640 53 489 351 110 2,209 Domestic pursuits .. .. .. 293 17 138 55 332 190 488 174 153 1,840 Students .. .. .. 559 219 448 7 162 158 1,286 155 47 3,041 Employees in shops or warehouses .. 157 19 87 43 163 50 277 107 63 966 Dressmakers, milliners, &c. .. .. 35 2 11 4 16 3 52 33 12 168 Tailors and tailoresses .. . . 17 3 5 2 9 2 25 16 2 81 Engineers and mechanics .. .. 149 13 70 30 129 30 204 99 33 757 Electricians .. .. .. .. 114 2 26 3 123 11 129 26 12 446 Plumbers, metal-workers, &c. .. .. 196 .. 43 42 145 28 128 68 17 667 Woodworkers .. .. .. ..194 5 32 8 124 14 242 67 27 713 Painters and plasterers .. . . .. ; 31 2 8 20 3 19 15 5 103 Printers, &c. .. .. .. .. 19 1 3 3 19 5 40 15 5 110 Skilled labourers .. . 18 1 4 1 2 3 40 4 19 92 Labourers .. .. .. .. , 10 4 1 11 16 44 5 7 98 Seamen .. .. .. .. I .. Engaged in other various trades and industries 78 1 38 12 43 10 88 122 9 401 Engaged in various public services .. 51 29 10 66 20 74 43 13 306 Occupations not stated .. .. .. j 136 5 238 16 28 7 198 133 7 768 Totals for 1924 .. .. 2,652 391 1,454 374 2,205 685 4,314 1,572 596 14,243 Totals for 1923 .. .. |2,319 348 1,165 429 2,027 746 3,916 1,478 635 13,063

I i i I Education District. Jr. 1st. \ Jr. 2na and 8rd.! Sr. 1st. ! Sr. 2nd. Sr. 3rd and 4th. Totals. I Totals. • j M. If. M. F. M. F. M. ! F. M. F. M. ; F. M. & F. Auckland .. .. 238 178 157 72 140 51 67 23 25 7 627 331 958 Taranaki .. .. 48 39 27 36 16 14 11 I 11 4 3 106 103 209 Wanganui . . .. 99 123 71 94 53 49 22 I 38 11 14 256 ! 318 574 Hawke's Bav 32 12 20 8 18 17 13 8 7 4 90 49 139 Wellington .. .. 168 99 127 71 130 74 111 i 40 66 22 602 306 908 Nelson .. .. 52 39 38 25 22 20 22 , 21 8 14 142 119 261 Canterbury .. .. 278 231 218 142 152 117 98 | 73 53 63 799 626 1,425 Otago .. ..123 50 98 32 77 33 61 | 19 35 11 394 145 539 Southland .. .. 57 51 41 45 30 36 20 26 14 10 162 168 330 Totals for 1924 .. 1,095 822 797 525 638 411 425 ; 259 223 148 3,178 2,165 5,343 Totals for 1923 .. 1,047 712 734 426 517 399 373 250 210 190 2,881 1,977 4,858 I

E.—s.

14

Table J 9. —Technical High Schools: Courses taken by Students during the Year 1924.

Table J 10. —Number of Pupils holding Government Free Places at Technical High Schools during the Year ended 31st December, 1924.

Table J 11. —Number of Candidates who entered for and who passed the Examinations of the City and Guilds of London Institute, 1924.

Approximate Cost of Paper.—Preparation, not given; printing (976 copies), £22 17s. 6d.

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

Price tid.]

Courses of Instruction, and Number and Sex of Students. School. ; i i i ; (Vmrnornial Totals# Industrial. | Agricultural. Domestic. ! I Art. Totals. M. F. M. F. M. F. M. F. M. F. M. F. M. & F. Auckland .. ..410 17 32 .. 95 13 205 .. 455 317 ; 772 Pukekohe .. 33 .. .. 24 86 96 .. .. 119 120 239 Hawera .. .. 40 6 .. ! .. 16 55 94 .. 101 110 1 211 Stratford .. 80 . . 41 77 97 .. 157 138 295 Wanganui .. .. 31 46 60 216 115 1 293 176 469 Feilding .. 37 .. ! . . 52 70 40 .. .. 107 92 199 Napier .. .. 76 24 45 40 49 3 143 94 237 Hastings .. 5 .. 7 103 105 .. 108 112 220 Wellington .. ..259 .. 86 71 205 15 16 345 307 652 Westport .. .. 35 j .. 11 76 90 .. .. Ill 101 212 Christchurch.. .. 361 .. 41 .. .. 159 93 179 .. .. 495 338 | 833 Greymouth .. .. 21 .. .. .. j .. .. 58 93 .. .. 79 93 1 172 Dunedin .. 120 .. j 6 .. .. 88 64 134 1 9 191 231 422 Invercargill .. . . 148 .. j 22 .. ! . 94 61 111 .. .. 231 205 436 Totals for 1924 .. 1,501 17 , 332 .. .. 778 1,083 [1 ,613 19 26 2,935 2,434 5,369 Totals for 1923 .. 1,469 32 J 296 .. .. 663 1,087 Jl,471 13 23 2,865 2,189 : 5,054 I | ! j

Juniors. Seniors. Sch ° o1 - -1 - Totals - Totals. First Year. Second Year. First Year. Second Year. | Third Year. | B. G. B. G. B. G. B. G. B. G. [ B. G. I B. & G. Auckland .. .. 257 193 133 95 33 19 8 1 432 307 739 Pukekohe .. .. 60 59 33 37 9 7 8 9 2.. 112 112 224 Hawera 46 40 25 36 19 21 3 6 1 1 94 104 198 Stratford .. 69 54 44 48 28 22 8 7 1 149 132 281 Wanganui .. .. 141 82 72 49 41 16 11 13 18 4 283 164 447 Feilding .. 41 41 28 26 20 9 5 9 . . 94 85 179 Napier .. 71 46 45 26 18 10 4 3 2 2 140 87 227 Hastings .. .. 48 53 36 31 10 17 10 4 .. 104 105 209 Wellington .. .. 182 176 122 91 16 25 4 1 1 1 325 293 618 Westport .. .. 45 39 41 39 10 12 8 5 1 3 4 107 99 206 Christchurch.. .. 253 164 156 120 39 23 12 13 6 2 466 322 788 Greymouth .. 24 32 42 45 7 12 4:3.... 77 92 169 Dunedin .. 109 123 59 48 13 18 1 J 9 .. 1 182 199 381 Invercargill .. 130 100 66 65 22 24 4 I 7 2 224 196 420 Totals for 1924 .. 1,476 1,202 902 756 285 235 90 89 36 15 2,789 2,297 5,086 Totals for 1923 .. 1,512 1,117 814 613 275 239 90 J 79 34 22 2,725 2,070 i 4,795

'o w O • *0 . "o . sh .2 <8 *■< S ujUio}!/} <d a> 5? Subjects of Examination. a"S : a«§ Subjects of Examination -o «, §H gfn |a ' j j | - - Telephony—Grade I .. .. .. 1 j 1 Mechanical engineering—continued. Electrical engineering— I Division IT, Grade I .. .. .. 35 18 Grade I .. .. .. .. ! 70 j 35 Division II, Grade II .. .. .. 3.1 Grade II (continuous current) .. .. 32 15 Division II, Final . . .. . . 1 1 Grade II (alternating current) .. .. 17 8 Motor-car engineering—Grade I .. .. lb 10 Final .. .. .. .. 3 .. Carpentry and joinery— Electrical installation work— Grade I .. .. 51 29 Grade I .. .. .. .. 6 5; Grade II .. .. .. 10 9 Final .. .. .. .. 3 1 Final .. .. -. .. 1 1 Minor course in plumbing—Grade I . . 6 3 Cabinetmaking— Major course in plumbers' work — Grade I .. . . .. .. 2 2 Grade I .. .. 24 15 Final • .. .. .. 4 3 Grade II (written) .. .. 13 9 Millinery .. .. .. 10 7 Grade II (practical) .. .. .. 16 10 Dressmaking .. .. .. .. 6 5 Final (written) \ j Plain cookery .. .. .. .. 11 8 Final (practical) f '' '' " —— Mechanical engineering—• | Totals for 1924 .. 389 223 Division I, Grade I .. 41 24 Division I, Grade II .. .. .. 5 2 Totals for 1923 .. 401 189 Division I, Final .. .. ■ • 1 1