Papers Past | Parliamentary Papers | Appendix to the Journals of the House of Representatives | 1928 Session I | EDUCATION: MANUAL AND TECHNICAL EDUCATION. [In...

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1928. NEW ZEALAND.

EDUCATION: MANUAL AND TECHNICAL EDUCATION. [In continuation of E. 5, 1927.]

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

CONTENTS. PAGE 1. Extracts from the Fifty-first Annual Report of the Minister of Education (E.-l) .. .. .. 2 2. Reports of Superintendent of Technical Education, and of the Inspectors of Technical Schools and Manual Training Centres .. .. .. .. .. .. .. .. .. 6 3. Tables relating to Manual and Technical Instruction :— Section A : Tables relating to Technical High Schools and Technical Day Schools (Full-time Courses) — ,'j 1, —Average Attendance Roll Numbers, and Number of Government Free-place Holders and Pupils living away from Home .. .. .. .. .. .. .. 14 il 2. —Classification of Pupils on the Roll at 30th June, 1927, according to Year of Attendance .. 14 .) .'J. —Classification of Pupils on the Roll at 30th June, 1927, according to Courses of Instruction 15 .1 4. —Number of Pupils who commenced their Post-primary Education in 1927, according to Age at Date of Admission .. .. .. .. .. .. .. 15 .1 s.—Classification of Pupils on tin; Roll at 30th June, 11)27, according to Ages .. .. l(i J 0. —Destination of Full-time Pupils who left the Technical High or Day School during or at the End of 1927 .. .. .. .. .. .. .. .. ..17 Section B: Tables relating to Technical Classes held in the Evening or in connection with Part-time Day Courses — J 7. —Classification of Students according to Occupations .. .. .. 18 J 8. —Classification of Students according to Ages .. .. .. .. .. 19 J 9.- Classification of Free Pupils according to Years of Attendance and Number of other Students in Attendance during 1927 .. .. .. .. .. .. 20 Section C: Tables relating to all Technical and Technical High and Day School Classes (Full Time, Part Time, and Evening Courses) — J 10.—Tables showing Combined Roll Numbers at Day and Evening Classes .. .. 21 J 11 (a). —Receipts by Controlling Authorities for Year ended 31st December, 1927 .. 22 Jll (6). —Payments by Controlling Authorities for Year ended 31st December, 1927 .. .. 23 Section D: Tables relating to Manual Instruction in connection with Primary Schools .1 12. —Statement of Receipts and Payments by Education Boards for Year ended 31st December, 1927, in respect of Classes for Manual Instruction and Elementary Handwork .. 24 J 13. —Some Particulars relating to Pupils attending Primary Manual-training Classes during Year ended 31st December, 1927 .. .. '.. .. .. .. ..25 Section E: General Summary relating to all Glasses (Manual and Technical) — J 14. —Some Particulars relating to Manual and Technical Instruction for Year 1927 .. 25

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1. EXTRACTS FROM THE FIFTY-FIRST ANNUAL REPORT OF THE MINISTER OF EDUCATION. MANUAL INSTRUCTION. Staffing. —On the 30th June, 1927, there was in the employ of the various Education. Boards a total of 119 full-time specialist teachers engaged in giving instruction to senior pupils in. woodwork, metal work, and domestic subjects, besides twenty-two specialist instructors in elementary agriculture. These teachers were classified as under. Class VII is the highest, and in Division I are placed, those teachers whose classification is based on 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 as at 30th June, 1927.

In. this table are included nine teachers (four men and five women) on staffs of junior high schools and one supervisor of needlework in primary classes. The average rates of salary on the 30th June, 1927, were as follows : Men, £352 ; women, £222 ; both, £297. The following are some particulars of the number of schools and the number of pupils receiving instruction in manual training during 1927 :— Agriculture : The number of public primary schools at which instruction in elementary agriculture was given was 1,927, and the number of pupils receiving instruction was 40,578. Woodwork : Total number of pupils who received instruction, 19,409. Metalwork : Total number of pupils who received instruction, 799. Domestic subjects : Total number of pupils who received instruction, 18,890. Elementary Science : Total number of pupils who received instruction, 5,545." Private schools : 3,148 pupils from 114 private schools received instruction in manual-training subjects. Financial. The total amount due by the Department to the Education Boards for the salaries and incidental expenses for the year 1927 was approximately £66,662, made up as follows : — Salaries — £ Full-time assistants .. .. .. .. .. 41,469 Full-time student teachers .. . . . . . . 230 Overtime .. .. .. . . .. . . 130 Capitation for part-time teachers . . . .' . . 579 £ — 42,408 Incidental allowances .. .. . . . . .... 9,734 Capitation grants .. .. .. . . . . .... 14,520 Total .. .. .. .. .. .... £66,662 In addition, the Department provided handwork materials costing some £9,060, and also refunded to Education Boards the actual receiving and distributing charges, amounting approximately to £1,320, involving a total expenditure of £10,380.

VII .. VI .. V .. IV .. Ill .. II .. I Class. Division I. Men. Women. 1 3 8 1 4 4 6 9 Divis: Men. 5 16 15 11 2 16 ion II. Women. 5 8 6 10 8 3 Totals. ! 11 27 30 25 20 28 Totals .. L6 20 65 40 141

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TECHNICAL EDUCATION. General. ; .' ■,-■;.;. : Number of Schools. —The number of technical high schools open during 1927 was fourteen, in addition to which there were seven organized technical or art schools offering full-day courses. From the Ist May, 1926, the Hastings Technical High School was constituted a high school, and from the Ist January, 1927, the, New Plymouth. Technical Day School was amalgamated with the New Plymouth High Schools and the statistics as far as the full-time pupils are concerned are included in the secondary schools report. Technical classes were conducted, at twenty of the twenty-one centres referred to above, and also at twenty-one other centres, the total number of centres being forty-two. Attendance. —The following table shows the numbers in attendance at technical schools and classes in 1927 : —

In the technical high schools arid technical day schools, excluding Hastings and New Plymouth, the total enrolments increased from 6,559 in 1926 to 7,193 in 1927, an increase of nearly 10 per cent. In. the evening and part-time day classes there was an apparent decrease in the attendance, due to some extent to the cessation of classes at small country centres, particularly in the Canterbury District. The main reason for the apparent reduction, however, is that in 1926 444 pupils attending the Christchurch Technical School for instruction in manual training classes were inadvertently included in the statistical returns submitted by the Board. The total of 12,681 for 1926 should have been 12,237, so that in reality there was a slight increase in the total number of pupils enrolled in 1927 at evening or part-time day classes. Staffing. —On the 30th June, 1927, there were 295 full-time assistant teachers on the staffs of technical schools, besides a large number of part-time teachers. There were also twenty-nine full-time student teachers, thirteen being males and sixteen females. The following table shows the classification of the 295 full-time assistant teachers, Class VII being the highest :—

Free. Other. Total. Total number of pupils on the roll of technical high and technical day schools at 30th June, 1927 Total number of students in attendance at other technical classes (ie., part-time and evening classes) during 1927 6,455 265- 6,720 I 5,699 6,709 12,408 Grand total 12,154 6,974 I 19,128

Divisi ion I, Divisi ion II. Glass. 1 i Totals. Men. Women. Men. Women. m 71 7 .V II I I • • I i " 5 20 28 26 15 17 1 4 8 8 13 7 12 6 15 11 21 9 4 5 6 18 18 6 6 I 6 6 21 61 65 66 37 39 Totals at 30th June, 1927 111 53 66 65 295 Totals at 31st December, 102 48 58 69 277

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It will be seen from the above table that the main increase has been in the number of Division I teachers (graduates). The average rates of salary on the 30th June, 1927, were as follows : Principals (male), £638 (excluding house allowance). Assistants —Men, £400 ; women, £255 ; both, £342. All teachers (principals and assistants) —Men, £426 ; women, £255 ; both, £363. With the inclusion of manual-training teachers employed by Education Boards the average rates of salary for all teachers (including Principals of technical schools) graded under the Kegulations for Manual and Technical Instruction were as as follows : Men, £404 ; women, £244 ; both, £342. Evening Technical Classes and Part-time Day Classes. Classes were held at forty-one centres, as compared with forty-eight in the previous year. The number of individual students was as follows :— In classes conducted by Technical School Boards .. . . .. 10,091 In classes conducted by Secondary Education Boards .. .. .. 296 In classes conducted by Education Boards .. . . . . . . 474 In classes conducted by High School Boards .. .. .. .. 922 In classes conducted by University College Boards .. .. . . 625 Total .. .. .. .. .. .. .. 12,408 Of these students 5,699 held Government free places, classified as follows :—

The following are some particulars of the age, sex, and occupation of students :—

Sex and Age.

Summary of Occupations of Students.

Males. Females. Totals. First year .. .. .. 1,138 Second year .. .. .. 876 Third year .. .. .. 727 Fourth year .. .. .. 561 Fifth year and over . . .. 356 3,658 628 448 465 292 208 1,766 1,324 1,192 853 564 2,041 5,699

Sex. Under 13 Years. 1 13 Years. 14 Years. 15 Years. 16 Years. 17 Years and over. Totals. [ales 'emales L 85 68 139 121 644 448 i 1,224 1,477 668 794 4,346 2,394 7,915 4,493 Totals 153 260 1,092 1,892 2,271 6,740 12,408

! Number of Percentage of 1926 Students. Total. Percentage. Various trades and industries .. .. .. .. 5,718 46*1 42-7 Agricultural pursuits .. . . .. . . . . 178 1-4 1-1 Professional pursuits .. .. .. .. .. 676 5-5 6-3 Clerical pursuits .. . .. .. .. 2,573 20-7 19-8 Domestic pursuits .. .. .. .. .. 1,359 11-0 12-6 Students .. .. .. .. .. .. 1,221 9-8 12-5 Other occupations, not stated . . . . . . .. 683 5-5 5-0 Totals .. .. .. .. .. 12,408 1000 100-0

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Technical High Schools, Technical Day Schools, and Full-time Day Classes. At the 30th June, 1927, the numbers of pupils taking the various courses provided were as follows : —

It is to be noted that in some cases under the general course are included pupils preparing for the Engineering Preliminary Examination. Of the total number of pupils (6,720), 6,455 held Government free places, classified as follows : —

During 1927 3,908 new pupils were admitted, and of this number 3,612 were commencing their secondary education. The following table shows the classification of pupils according to age at 30th June, 1927 :—

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 and day schools for the year 1927 was approximately £179,106, made up as follows : — Salaries — £ £ Full-time principals and assistants .. .. .. 115,000 Full-time student-teachers .. . . .. .. 2,346 Full-time teachers —overtime . . . . . . 8,241 Capitation for part-time assistants and student teachers .. 20,585 146,172 Incidental allowances .. .. .. .. .. .. 43,149 189,321 Less recoveries from tuition fees .. .. .. .. 10,215 Net amount .. .. .. .. .. .. £179,106 The above figures include salaries and incidental allowances payable in respect of manual-training classes conducted by Technical School Boards.

Percentage of Totals. Course. Boys. Girls. Totals. Boys. Girls. I i industrial .. Agricultural domestic .. Commercial General Art 1,969 314 608 591 75 891 1,798 245 229 1,969 314 891 2,406 836 304 55-4 8-8 17-1 16-6 2-1 28-2 56-9 7-7 7-2 Totals 100-0 3,557 3,163 6,720 100-0

Boys. Girls. Totals. First year Second year Third year Fourth year Fifth year Sixth year 1,846 1,064 361 140 22 2 1,576 920 376 122 22 4 3,422 1,984 737 262 44 6 Totals 3,435 3,020 6,455

Under 13 Years. 13 Years. 14 Years. 15 Years. 16 Years. 17 Years. 18 Years Totals. and over. ioys . . rirls .. 114 115 684 1,173 940 463 131 52 3,557 602 1,043 790 368 147 98 3,163 463 368 131 147 52 98 3,557 3,163 Totals 2,216 1,730 831 150 229 1,286 278 6,720

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2. ABRIDGED REPORTS OF THE SUPERINTENDENT OF TECHNICAL INSTRUCTION AND THE INSPECTORS OF TECHNICAL SCHOOLS AND MANUAL-TRAINING CLASSES. Sir,— , , , Education Department, Wellington, 28th July, 1928. We have the honour to submit, in accordance with the regulations, the following report on manual and technical instruction for the year 1927. We have, &c, W. S. Lα Tkoiik. ■ ■ M. Dyer. F. C. Renyard. The Director of Education, Wellington. W. S. Austin. I. TECHNICAL INSTRUCTION. Attendance. The total number of students in part-time day and in evening classes was 12,408, of whom 5,699 held junior or senior free places and 6,709 paid fees. Of the total number, 1,494 had been attending day schools for primary instruction in the previous year. From Table J 8 appended to this report it will be seen that 6,740 students, being over 54 per cent, of the total, were seventeen years of age or over, while 1,505, or 12 per cent., were under fifteen years of age. Of this 12 per cent., however, a considerable number —probably at least one-third were part-time day pupils included among the 1,221 persons whose occupation was given as that of " student " in the returns made by the schools and summarized in Table J 7 appended to this report. It is probable, therefore, that less than 8 per cent, of the evening-class pupils were under fifteen years of age. Of this 8 per cent., those under fourteen years of age all held, under the regulations, a certificate of proficiency and were free-place holders. It is noteworthy that the proportion of girls to boys in the evening classes is only about 57 per cent. This ratio lias been decreasing in recent years. This increasing disparity is due mainly to the small and diminishing attendance of girls at technical classes in cookery, dressmaking, millinery, &c. The following table gives a comparison of the position in 1927 with that in 1919, based on the numbers of students attending from the leading groups of occupations and not on the courses which they were taking : —

In 1919 the total numbers of pupils over seventeen years of age, including all groups of occupations, were 4,305 males and 4,587 females, whereas in 1927 there were 4,346 males and only 2,394 females over seventeen years of age. The decrease is mainly in the classes for domestic subjects, although there is also a considerable decrease in the numbers of agricultural and pastoral workers taking classes. The whole of the decrease in the number of agricultural students is due to the fact that in 1919 it was a common practice for Education Boards to arrange for short courses for farmers in country centres. These courses might occupy only a few days in any one centre, and the classes were generally well attended —a class of twenty or thirty farmers being not uncommon. Such short courses have not been held in recent years, the instructors who formerly took the work being now more fully occupied with the supervision of elementary science and nature-study in the primary schools. In regard to classes in domestic subjects, the decay of country classes, due originally to drastic pruning during the slump of 1920-22, has probably been one of the chief reasons for the decrease in the numbers attending. The primary causes of this marked decrease in country classes are not to be found, however, in the temporary curtailment of facilities during the slump, nor in the apparent

Occupation of Pupils. Number enrolled. Year 1919. Year 1927. Increase or Decrease. Domestic pursuits Agricultural pursuits Clerical pursuits Industrial pursuits 2,911 1,359 753 178 1,911 2,573 5,071 5,718 | ' -1,552 575 + 662 + 647 10,646 9,828 - 818

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apathy of Education Boards. The truth is that the Education Boards would welcome and foster any demand for instruction, especially in agricultural and domestic subjects, and the Department is prepared to recognize classes of reasonable size and to provide the necessary facilities, but there is no widespread demand for such instruction at the present time. It is to be remembered that in country districts where it would be possible for evening classes of a reasonable size to exist there are always post-primary day schools, which are attended by an increasingly large proportion of the children. These schools usually provide courses in domestic subjects for girls, and in rural science for both girls and boys, and in woodwork and cognate subjects for boys. Boys and girls leave school with a better grounding in elementary science, and are able to make better use of special publications relating to agriculture and home arts, than if they had not attended secondary classes. They are also better able to profit by the advice of the district officers of the Agricultural Department. It may also be that the demand for evening classes in dressmaking and millinery is affected by changing fashions in dress, and the demand for classes in cookery and housewifery by the changing conditions of houseAvork and the supply and preparation of food. The pre-war pupil in dressmaking and millinery came to class because the dress of that time demanded greater technical skill and more elaborate methods of working than present fashions require. Similarly, the preparation of foods is increasingly done in the factory, and the domestic worker is therefore relieved of the necessity for a long training in a large number of branches. Also, the facilities now available for cooking by gas or by electricity, and for cleaning and housekeeping, are much superior to those of pre-war days, and the difficulties of the housewife are correspondingly reduced. On the whole, it would appear that the diminishing demand for evening instruction in domestic subjects is mainly due, on the one hand, to the girls getting more training at day schools, and, on the other, to the fact that the housewife finds it possible to get along with less skill and knowledge of practical methods than she formerly required. Though these appear to be the chief causes of the diminution of interest in evening classes in domestic subjects, there are no doubt other local or general sociological factors entering into the question and making it difficult to determine to what extent it would be in the'interests'of the girls themselves, and through them of the people as a whole, to make any special efforts to foster the growth of such evening classes. Probably the best solution of the problem is to be found in a reorganization of the post-primary education system, with the transfer of pupils at an earlier age to the post-primary school, where the tuition in domestic subjects may be taken as an integral part of the teaching provided on the premises, and be carried on as a continuous and progressive course throughout the whole school life of the girls. In connection with such an institution, provision for evening instruction of those girls who were compelled to leave school at an early stage of their training might be made economically and with some chance of being fully utilized. The demand for instruction in commercial subjects which enables the student, especially the girl student, to prepare in a comparatively short space of time for a position in an office is naturally increasing with increase in the size of the towns. Most of the girls taking evening classes do so with, the object of increasing their usefulness as clerks or typists. There is also a steady attendance in the larger centres of boys and girls preparing for the several examinations conducted by the University for the Society of Accountants. In towns where there are no University courses available in accountancy, classes at the technical school are provided in all cases where there is a reasonable enrolment, and the Society of Accountants gives assistance in some centres towards the cost of the classes. In towns where University courses in accountancy are available the technical schools should not provide courses overlapping those of the University colleges, but it is possible that the technical schools can still do useful work in preparing candidates for, say, the book-keepers' certificate, since the University course for the professional accountant is not usually suitable for those who have only the lower qualification in view. Attendance at classess for trade apprentices and learners has in recent years tended to develop considerably, especially in the larger centres. In many cases apprentices attend under the provisions of the Apprentices Act, 1923, their training in the workshop and in the school being under the supervision of Apprenticeship Committees formed in the particular trade and centre. The total number of Apprenticeship Committees is considerable, there being about 120 such, committees dealing with trades for which technical classes are at present available, besides about forty in trades for which courses are not at present provided in technical schools. The Apprenticeship Committees have done excellent work in co-ordinating the training of the apprentices in the workshops with that in the technical classes, and in securing the sympathy and assistance, in kind and in money, of the employers and employees in the industries concerned. Steps have been taken towards the setting-up of Dominion technological examinations in other branches of technology besides those for which special legislative provision has already been made. The proposed examinations are intended to replace those conducted by the Department on behalf of the City and Guilds of London Institute. Provisional syllabuses drawn up by committees representative of the industries concerned, and approved by the representative committee appointed in anticipation of the establishment of a Technical Schools Board, were circulated and tried out in the schools in 1927, and it is proposed to hold the first examinations in 1928. Continuation Classes. As in former years, continuation classes in the larger centres have been well attended, chiefly by junior-free-place holders taking courses of all kinds, forming nearly 25 per cent, of the total number of students, and compelled by regulations to take Rnglish and arithmetic or mathematics as part of their courses, but also by other pupils, fee-paying or free-place, preparing for Matriculation, Public Service Entrance, or other examinations.

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Staffing. In addition to an increasing full-time staff, to which more particular reference is made in the second part of this report, the larger schools continue to employ a considerable number of part-time teachers, especially in the evening classes. For continuation work these part-time teachers are mostly drawn from the ranks of the local primary- or secondary-school staffs, and are in all cases trained and experienced teachers, in the various trade courses, on the other hand, the part-time teachers are invariably men in the trade or directly connected with it as inspectors, overseers, or managers, and necessarily lack the professional training of a teacher. They are, however, usually accustomed to handling men and boys, are conversant with all the practical details of the trade, and with its psychology, and are therefore in a much better position for understanding the needs of the pupils and their point of view than if they were trained teachers without a living knowledge of the trade or of trade conditions. In formulating any scheme for training teachers for technological subjects this basic fact must be borne in mind. (Generally speaking, the work of the part-time teachers in trade classes maintains from year to year a very satisfactory level. In recent years the schools have come more closely into touch with trade conditions through advisory committees of employers and employees, and also through the Apprenticeship Committees. Boildings, Furniture, and Equipment. Considerable difficulty in making provision for the instruction of classes in special trade subjects arises from the fact that special rooms and equipment are required in nearly all cases, whereas it is only in a few trades that full use can be made of accommodation and equipment. In general metal-work and in woodwork there is a sufficient demand for instruction, in the larger centres at least, to keep the shops fully engaged day and evening, and in such crafts as painting and decorating and plastering the major part of the work can be done in art rooms also used for general classes in art; but in a trade like plumbing, or in the more specialized training of the apprentice in machine-work, or in trade processes such as piecemoulding for plasterers, or paperhanging and painting for painters and decorators, special rooms are needed, perhaps for two evenings weekly, and cannot be used at other times for other purposes. In such cases the capital cost for housing the classes is often prohibitive, especially when it is remembered that only the more urgently necessary buildings for full daytime use can be provided out of the available funds. In other cases the equipment and material to be provided and the output to be disposed of make it practically impossible to establish classes in a country like New Zealand where there are no large concentrations of a manufacturing population. In one or two cases —for example, in the training of linotype operators —the trade itself has supplied the necessary machinery, while the Department has provided the accommodation and the cost of teaching and supervision. In no case, however, have classes been established where materials are used on a manufacturing scale, and the problem of disposing of the output has arisen. In the main centres it is true that woodworking machinery has been installed, but it ia used mainly for demonstration and for dealing with stock for class or school purposes. In the case of classes for motor-mechanics in several centres the Apprenticeship Committees have secured the support of the employers, who have made substantial contributions towards the cost of equipment and running expenses. Character and Quality of Instruction. The character and quality of the instruction in the evening classes varies little from year to year. Probably the percentage of boys and girls with a good grounding of secondary instruction is increasing though the evidence on this point is not very conclusive. The teaching itself, in the hands of competent practical men and women, maintains a good level, but cannot improve at any great rate, since it must reflect the general standard of the best craftsmanship, and this changes very slowly in most trades. The same remarks apply to the special commercial classes, and also to the art classes, in which, however, it is probable that the present staffing is considerably stronger on the average than it was some years ago. The establishment of a University diploma course in art at the Christchurch School of Art should have a good effect on art teaching in years so come, and also, is is to be hoped, on the popular estimation of the value of a training in art subjects. The cultural value of the training in art given in the schools of art and in some of the technical schools has been recognized for many years, but in recent years an additional incentive to the study of art has been provided by the growing demand in industry and commerce for men and women with skill and knowledge of applied art of various kinds. To this must be attributed the progressive increase in numbers of young students, especially boys, taking a course in art in the day classes in preparation for employment. . Regulations, Eeturns, etc. The authorities concerned have, with few minor exceptions, faithfully observed the provisions of the Act and regulations during the year 1927.

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11. PREVOCATIONAL AND MANUAL TRAINING. Attendance. The total enrolment of full-time pupils at technical high schools and technical day schools, including pupils in amalgamated schools, taking courses under the Regulations for Manual and Technical Instruction was approximately 7,500, as compared with about 6,800 for the previous year. In the special manual-training classes in woodwork, ironwork, cookery, laundry-work, <fee, for pupils in primary schools, junior high schools, and district high schools, the total number was approximately 39,100, as against about 39,700 in the previous year. Of this total, about 3,150 were pupils from private schools. Deducting also some 2,500 pupils in the secondary classes of district high schools, and 350 to allow for pupils in Standard IV sent to manual-training centres, it appears that at least 33,000 of the 45,000 pupils in Standards V and VI of the primary schools, or more than 73 per cent., received manual training in specially equipped centres. About 40,600 of the primary-school pupils also received instruction in nature-study and elementary agriculture, in classes whose workwas supervised by itinerant instructors, who paid, on the average, three or four visits to each school during the year. The increase of nearly 10 per cent, in the attendance at full-time technical-high-school or technical day-school courses is fairly distributed over the Dominion, and in three of the main centres at least the accommodation is strained to overflowing, and the numbers, including evening and part-time day classes, are too great for the Principal to fulfil all the duties of his position without assistance in the administration of his school. To have the direction of the post-primary education of a thousand pupils, boys and girls, in some five or six full-time day courses, and of another two thousand students in a wide variety of subjects taken in some two hundred different classes in the evening, is an impossible task for one man unless he is able to command the assistance of a Vice-Principal or of heads of departments with sufficient time free of teaching for performing the necessary duties of organization and supervision in their own departments. Under present conditions that personal supervision of the actual teaching which is absolutely necessary for efficiency cannot be given. Great difficulties, too, are being experienced by certain of the schools that have been built on sites which, though perhaps sufficient at the time of their establishment, have, owing to the growth of the schools, now proved to be much too small even for class-room and workshop purposes, to say nothing of the social and recreative needs of the students. Some, too, have been so placed that traffic and other street noises, which have enormously increased in recent years, militate to a large extent against the efficiency of the schools, and impose a severe strain on the health of pupils and teachers ; nor is it easy to see how any amelioration of the position can be made. On the other hand, the smaller country schools which have, in general, no such disadvantages to contend with, find that their chief problem is to secure a staff adequate in numbers and power to conduct the varied courses required by the pupils, since the regulations prescribe staffs according to the total number of pupils and not according to the courses and the standard of attainment required in the several courses. The difficulty is aggravated in those centres which by reason of inaccessibility or reputed badness of climate are not regarded as specially desirable places of residence. Tn view of the great importance of a knowledge of domestic arts and domestic science in the adult life of the girls, it is disappointing to find that the courses in home science at the technical high schools are comparatively small and are not increasing in attendance. Out of some 385.000 women in various occupations, including home-keeping, the 1921 census for the Dominion shows that over 330,000, or nearly 85 per cent., are engaged in occupations for which a training in the home-science course is a suitable preparation. The actual number of pupils taking a home-science course in technical high schools and technical day schools in 1927 was 891 out of a total number of 3,163 girls, or about 28 per cent. There were, in addition, courses in home science in several of the secondary schools, among which a few, such as Wanganui Girls' College, and Napier and Otago Girls' High Schools, are now endeavouring to give a more decided domestic bias to courses which were formerly called home or domestic courses, but often contained very little domestic work. The largest number of girls are reached through the manual-training classes for primary-school children, which are attended by about 18,800 girls, drawn from about 600 schools, so that nearly 75 per cent, of the total number of girls at the stage of Standards V and VI receive some instruction in cookery, and possibly a little in laundry-work, while all the girls in primary schools receive some instruction in sewing. The time that can be given to such subjects in the primary school is very small—not usually more than three hours weekly even for Standards V and VI, and much less in other classes. Such treatment of homecraft as is possible in the primary stage should certainly be continued more intensively, and on sound scientific and practical lines, in the post-primary day or evening school. Owing to the extremely vague way in which the terms " home " or '' domestic " have been applied to courses in some high schools it is difficult to give any figures relating to these institutions. For example, one high school applied the term "home course" to a general course which excluded Latin, but only gave the compulsory hour per week of needlework in the first two years, and gave none after that, and no cookery or housecraft. In the third and fourth years it gave some elementary hygiene. Staffing . The full-time staff of the technical schools continues to improve according to classification, for of 295 full-time teachers on the staffs of technical schools, 68 per cent, of the men and 50 per cent, of the women were last year classed in Division I as having qualifications equivalent at least to those of a diploma of the University, as compared with 64 per cent, for men and 41 per cent, for women in the previous year. As regards teachers in manual-training centres and travelling instructors in agriculture, 20 per cent, of the men and 33 per cent, of the women were classified in Division I.

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Apart from the teachers on the staffs of day technical schools, there were in the service of the several Education Boards 118 classified, instructors in manual training subjects —fifty-nine for woodwork or metal-work and fifty-nine for domestic subjects. Serving under Technical School Boards there were seventeen instructors in woodwork or metal-work, and sixteen in domestic subjects, who devoted part of their time to manual and part to technical classes. There were, in addition, five local parttime instructors in woodwork and three in cookery. The staffing for domestic subjects, and indeed for all practical subjects, is still inadequate. Even in the technical schools and. high schools the classes are too large and the work suffers, and must suffer until a more generous scale of staffing for practical work can be adopted. In addition to the need for more instructors, there is also great need, especially in connection with domestic subjects, for additional organizing teachers, supervisors, and inspectors. The supply of teachers for subjects of domestic economy is still insufficient to meet the demand, and several trachers have been appointed who are not as highly qualified as is desirable. During 1927 the staffing for home science was increased by three in the technical schools and manual-training centres and by four in the high schools. In the home-science work the preponderance of young teachers of comparatively low grading is still great, but is more marked in the high-school lists than in those of the technical branch. An increasing percentage of the home-science teachers have received their training in the Home Science School of the Otago University, from which they enter the service with the degree or the diploma in home science. At present about three teachers with the degree, and nine with the diploma, are turned out annually from the Otago School, the, supply being equal to the demand. The occurrence of vacancies in the ranks of the men teachers, especially in the manual-training centres, is much more rare. For the filling of these, and of new positions created from time to time as the volume of the work expands, the Education Boards have perforce to rely for the most part on securing skilled tradesmen without previous teaching experience, and there is seldom any difficulty in obtaining a sufficient number of applications to enable a suitable selection to be made. In most cases the teachers so appointed already have good qualifications with regard to trade experience, and in addition they usually possess such evidence of their gcneTal knowledge of principles and practice as is afforded by certificates awarded on the results of examinations conducted by the City and Guilds of London Institute or some similar body. In some ca-scs it is possible to give such new entrants a kind of apprenticeship by way of service as assistants to experienced teachers in those centres which are large enough to accommodate either double or abnormally large classes, and this preliminary training is found to be invaluable. Some of the younger handicraft teachers, and, indeed, some of the older ones as well, are seeking to improve their qualifications by studying for the handicraft teachers' certificate or for one of the ordinary teachers' certificates, and in 1927 the first handicraft certificate was awarded the candidate having passed each of the three annual sectional examinations. The number of student teachers at manual-training centres has diminished. On the woodwork and metal-work side there are none now in training, and the mimber of those serving under teachers of domestic subjects is only two. Generally speaking, the student teachership system, is not satisfactory. As far as the young men are concerned, it is not possible both to serve as a student teacher and to pass through an ordinary apprenticeship, whereas, under the conditions prevailing in the country, it is practically indispensable to their success as teachers that they shall have had the benefit of good trade experience ; with respect to the young women, a student teachership cannot be regarded as affording a sufficient training for a full position, but rather as a means of gaining such an insight into the work of teaching as will stand them in good stead as an introduction to the complete course of study at the Otago School of Home Science. The establishment of teachers' handicraft examinations and certificates for teachers of domestic subjects would provide an alternative to the University course in home science for young women who wished definitely to specialize in the work of the manual-training centres. In such cases, however, as in the corresponding case of the woodwork instructor, the trainee should have some trade experience before taking up full-time employment, especially if she were intending to specialize on the needlework, dressmaking, and millinery side. Buildings and Equipment. Necessary additions and extensions due to growth of the technical schools were made in the more urgent cases. In general, buildings and equipment have been maintained in good order and condition, though in certain cases, one or two due to the transfer o(: buildings from the care of one body to that of another, necessary repairs were not carried out promptly, and not sufficient attention was paid to keeping the grounds in good order and the buildings well painted and clean. Grants authorized in 1927 for new technical-school buildings, additions, &c, totalled about £23,600, including new class-rooms in the Auckland Technical School hall extensions, towards which local contributions with Government subsidies, &c, amounted to nearly £9,000 ; a new wing of five rooms at Hamilton Technical School; a new room at Hawera Technical School; two new rooms at Wanganui Technical School; a new workshop building at Palmerston North ; additional grant for new workshops at the Napier Technical School; and the purchase of additions to site at Dunedin Technical. School. Equipment has been for the most part maintained at the standard, of previous years. This standard is undoubtedly low in some departments of the work, but in others, where it might be expected that greater facilities for practical work would be welcomed by the teachers, even the moderate amount of equipment provided is not fully utilized. Grants authorized for equipment totalled about £4,200, mainly for additions to the equipment of existing laboratories and workshops.

E — 5

In regard to manual-training centres, the buildings and equipment provided are in many cases required only during part of the school week, and it is therefore impossible to preserve in present conditions a high standard of buildings and equipment in all cases. New rooms for domestic subjects have been provided and furnished at Auckland and Wellington Technical Schools, at Motueka Manual-training Centre, at Takapuna Grammar School, and at Timaru High School: rooms have been remodelled at Wanganui Technical School and Wellington South Manual-training Centre. Additional rooms for domestic subjects are required at Auckland, Hamilton, and Palmerston North Technical Schools, and at Opunake, Foxton, Napier, Wairoa, Waipukurau, Mount Cook (Wellington) Manual-training Centres, Blenheim Junior High School, Christchurch and Southbridge Manual-training Centres. Of these, Foxton and Blenheim should be opened early in 1928. Insufficient attention is paid to the cleanliness of rooms, especially where they are not in use every day. A dirty cookery-room floor is a poor object-lesson in a course in which cleanliness is rightly emphasized, as being of the first importance ; yet many of the cookery-rooms have bare floors, which the pupils cannot be expected to clean, and the caretakers only occasionally scrub. Where the floors are covered with linoleum the pupils can easily keep them clean, and the general appearance is greatly improved, with corresponding improvement in the value of the work and the interest taken in it by both teachers and pupils. Generally speaking, the equipment in technical schools and manual-training centres is carefully looked after where classes are held daily and. rooms are not used for several purposes. In some cases, however, even in the laboratories of full-time schools, insufficient attention is paid to neatness and tidiness in handling and storing apparatus and materials. In workshops, for the most part, the machines and tools are reasonably well cared for and maintained in an efficient condition, though in some woodwork-rooms, where large numbers of young children are taught, the teachers have considerable difficulty in keeping the tools sharp and in good order. This is especially the case in districts where one instructor conducts classes in two or more country centres and has to spend a large proportion of his spare time in travelling. In the largest centres the technical high schools, with about a thousand pupils in the day classes and up to two thousand in the evening, are sufficiently large for the question of establishing subsidiary district schools, for the elementary stages of the work, to be one admitting of practical solution. In Christchurch one such subsidiary school is projected, and a site at Papanui has been acquired, for it. In Auckland similar steps must soon be taken, and in Wellington there will be need of subsidiary schools before long. The establishment of such schools will enable the principal school to concentrate on the more advanced work, and on all such technical classes as require expensive buildings and apparatus. The subsidiary schools, on the other hand, will not require a very elaborate equipment of machinery or heavy laboratory apparatus. In truth, all post-primary schools which take in children who remain less than three or four years should probably provide courses leading to the senior work of the technical school, rather than to the general course in arts of the University. The genesis, government, and. traditions of the secondary schools, the comparative simplicity of organization of the. school with only one main course, the ease with which reasonably competent teachers of academic subjects can be obtained, the difficulty of getting trained teachers of subjects of courses specialized, on the lines of industry and commerce, the impossibility of arranging any general scheme of training for teachers of technology, the additional cost of buildings and equipment for schools with varied courses, all militate against the development of real differentiation in the courses of the high schools. A further factor of considerable importance is the fact that, on the whole, pupils taking the industrial and commercial courses do not stay long at school, since, on the average, they must go to work at sixteen or seventeen years of age, if not sooner. The Sixth Form, usually dominant in the affairs of the school, therefore, generally exists only on the classical side, and gives a classical bias to the aims and ambitions of the institution and of every able child who enters it. The most important practical obstacle, however, to the adoption of the principle of varied courses of equal standing in the secondary schools is the restricted scope of the Matriculation Examination and its acceptance as a standard of education for general purposes, and not merely as a preliminary to keeping terms at the University. Chabactbe and Quality of Instruction. With regard to the actual teaching of the various subjects, it can be said that definite improvement in method and results attained is, taken on the whole, not easy to discern. The greatest fault to be found in all the teaching, but most conspicuously in the teaching of the sciences and even of the crafts, is bookishness. Teachers apparently find it much easier to lecture their pupils and to give them notes to copy and learn rather than to perform experiments or to turn the pupils into the laboratories to perform vital and searching experiments for themselves. In spite of the large amount of apparatus which has been provided, and which, at the urgent request of Boards, is being from time to time increased, it may safely be stated that in very few schools indeed is adequate use made of their material resources in this respect. It is lamentable that the written or spoken word should still too often be looked upon as being the most effective, and indeed the only instrument in the process of education. Still greater reluctance is shown to using improvised and home-made apparatus, even in schools which have workshops capable of turning out almost any piece of apparatus for, say, experimental mechanics, that may be required. Such reluctance is indefensible, since it may safely be said that a piece of apparatus constructed by one pupil, or by many as a class exercise, is capable of giving the pupils, just because of its being in a peculiar way a production of their own hands and brains, greater understanding than the most highly finished piece made for the same purpose by the scientific instrument maker.

E.-5

Complaints are often made that the work of the technical high school is hampered by the fact that the pupils are ill-prepared in arithmetic —that they lack facility in calculations, have an uncertain knowledge of decimals and of the metric system, and have no clear understanding of the meaning of measurement. The remedy would appear to lie in giving more practice in the primary stages to the use of simple measuring-instruments in connection with lessons in subjects such as arithmetic, geography, handwork and drawing, as an exercise in manipulation, and to develop both readiness in the making of calculations and an appreciation of tie degree of accuracy to which results may usefully be stated. The quality of the instruction given in manual-training centres in woodwork, metal-work, and domestic subjects is for the most part satisfactory, many of the specialist teachers in these branches being not only painstaking and thorough but also enthusiastic to a very gratifying degree. The same tendency to cling too closely to stereotyped procedure is the principal weakness observable in the work. The fault does not lie entirely with the teachers, since the classes are generally too large to permit of such modification of the schemes of work as might secure greater development of originality and independence on the part of the pupils. The normal maximum class for practical work of this kind consists of twenty pupils in England, arid even this number is considered excessive, whereas in this Dominion twenty-four is ordinarily regarded as a working maximum, but is often exceeded in order to suit the convenience of schools with large classes in Standards V and VI. The system by which children are drawn together from the schools to a centre for manual training is not by any means ideal, however small the class may be ; but there appears to be little hope of every school having its own general workrooms. The transfer of Standards V and VI to post-primary schools, and the application in country districts of the principle of consolidation of Standards V and VI in central district high schools, would appear to afford a possible solution of this problem so far as the work of the manual-training centres is concerned, for each such district high school would require its own workrooms for manual training. It is interesting to report that an increasing number of children who are backward in the ordinary work of the standards are attending manual-training centres, these pupils being taken from the lower standards or from special classes. They gain considerably from the opportunities Cor development thus afforded them, but it is felt that closer co-operation is needed between the instructor on the one hand and the class-teacher—particularly the teacher of a special class —on the other, if full benefits are to be secured. At each of the junior high schools already established the benefits of such consolidation are very obvious, for manual training can be given its rightful place in the general education of the pupils and continued in the higher forms, especially for those whose main interests lie in practical work. There a.re many indications of a growing desire to give more manual work to secondary pupils, not only in cases where a junior high school lias been attached to a secondary school, or replaces a district high school, but also in some cases where an ordinary secondary school is within reach of a manual-training centre. The following table gives a comparison of domestic subjects courses in four selected schools, which may be regarded as typical. The number of hours per week devoted to each subject in the course is

Primary-school Classes. Besides the work done in special manual-training classes taught in the manual-training centres by specialist teachers classified under the Regulations for Manual and Technical Instruction, some of the work in the primary schools themselves is supervised by instructors classified under the same regulations.

Large Technical School. Subject. First Second Year, j Year. Large High School. Small Technical School. - Small Schi High ooi. First Year. Second Year. First Year. Second Year. First Year. Second Year. English .. .. 3* 3* History and Civics . . 1^ Geography French Arithmetic .. . . 3 3 Home science Hygiene .. .. 1 1 First aid and home nursing j f Cookery .. .. 3 3 Laundry Needlecraft .. . . 3 3 Millinery .. .. \\ \\ Drawing . . .. 2 2 Applied art .. .. 2| 2J Singing .. .. li* U* Physical drill .. .. l| l| 4-83 2-00 1-30 3-75 3-60 2-25 5-00 2-00 1-50 4-16 3-58 2-00 5-00 2-00 1-50 4-16 3-58 2-00 4-25 1-50 1-50 3-75 1-50 1-50 4* H 1A .1.2 H 3 T ir 2 I 44 *A li 4 O 7 9 7 " 0-60 2-00 2-00 2-00 4t 2-25 0-75 0-75 2-25 0-50 4-50 1-75 1-50 3-00 2-25 0-75 0-75 2-25 H 1-00 1-30 1-30 6-75 2-50 1-50 i* H 1-30 1-50 1-50 i* iA 1-00 1-00 0-60 1-00 0-60 1-00 0-75 2-00 0-75 2-00 'i 2 i 8 1 * Elocution takes place of singing and is co ordinated with Engl •ith Englii ih. 1 includes b< )ok-keeping.

E.—s

Practical work in elementary agriculture, dairy science, and general science, in the higher classes of primary schools, including district high schools, is therefore, for general purposes, recognized as manual training. The primary-school teachers have in these subjects the guidance and assistance of agricultural instructors serving under the respective Education Boards. In 1926 there were twenty-five of these specialists, in 1927 the number was reduced to twenty-three. They are distributed in the several education districts as follows : Auckland, 4 ; Taranaki, 3 ; Wanganui, ( 3 ; Hawke's Bay, 2 ; Wellington, 3; Nelson, 1 ; Canterbury, 3 ; Otago, 3; Southland, 1. The distribution is not so even as it should be, but in one or two cases the instructors in one district help those in the next, so as to even up the work as much as possible. Originally the instructors were appointed to take over to a very large extent the actual science-teaching in secondary departments of district high schools, which were all bound under the regulations to offer a rural course. The secondary assistants are now expected to do the science-teaching and conduct the practical work, and in 1927 the last of the specialist teachers was freed from direct responsibility for the science work of the district high schools of his area. During the period of transition the work of supervision was gradually extended to the lower classes of as many primary schools as possible, and now the nature-study generally, as well as the less rudimentary branches of scientific training, receives the close attention of the supervising instructor. To such duties are added that of advising teachers and School Committees with regard to beautifying the grounds and the planning of larger works of development in this direction, and to these instructors must be given most of the credit for the way in which a vast number of bare school-yards have been transformed into places of beauty which cannot fail to have a beneficial effect on the aesthetic training of the young people of the country. As another extension of the ordinary school-work the instructors in several districts, working in conjunction with those of the Agricultural Department and with local farmers' institutions, are devoting much self-sacrificing labour to the promotion of home-garden competitions, or of boys' and girls' clubs engaged in the rearing of calves, the growing of root crops, and so forth, and in this way, as in others, they are making their influence felt in improving general farm practice. In two or three districts forestry methods on a comparatively large scale are being demonstrated through the establishment of forest areas in or near the school grounds, and in Taranaki these plantations already aggregate more than 30 acres. There is little change to report in connection with the various forms of handwork taken by classes which do not attend at manual-training centres. Material for this work is supplied by the Department to the Boards, which distribute to the individual schools. The cost for the year 1927, including distribution and all other charges, was about £10,380. The supplies generally, with few exceptions, appear to be of suitable quality and sufficient quantity. Special provision has also been made in the last two or three yeaxs for the supply of material for use in the preparatory classes, partly for manual training and partly for the better application of modern methods of teaching infants. Some handwork material has also been supplied to the special classes for retarded children, for whom manual occupations are often the only possible means of stimulating connected thought.

E.-5.

3. DETAILED TABLES RELATING TO MANUAL AND TECHNICAL INSTRUCTION

SECTION A.—FULL-TIME DAY PUPILS. Table J1 . — Average Attendance, Roll Numbers, and Number of Government Free Place Holders and Pupils living away from Home.

Table J 2. —Classification of Pupils on the Roll at 30th June, 1927, according to Year of Attendance.

3. 3. DETAILED TABLES RELATING TO MANUAL AND TECHNICAL INSTRL rECH NICAL INSTRUCTION SECTION A.—FULL-TIME DAY PUPILS. Table J I.—Average Attendance, Roll Numbers, and Numbee ok Government Free Place Hol Pui'lLS LIVING AWAY FROM HOME. S EOT ION A.—FULL-TIM] I DAY PUPII iS. re Free Place Holders and ENbANCE, Roll Numbers, and N 'mber of Gov BJRNMEN Pupils living away 'Rom Home. .L UJTJLUO IjlVJLNU aVYAl J? JXU1V1 1..1.UM l'j. Roll Numbers. £ °£ « ■§§ Number of Free Pupils 1 S £% a ,c on Roll at 80th June, Roll Numbers. S o — i i w r- o <*• S3 ' . .8 S o» os , a £$ 4 i I I I $ s '3 s < 5 & i **■ i © -'CM g ih <» w 5™ Ss +J o > *i "i •*< H «! § - i tiG* ,,, a>-i la 3 o 5* ■ to PM« PI Oi si h n'S h'S 1° 11 |« |s S5 to n§ 1_M U (M sis o a o aS ■2 s! Number of IN umber of Free Pupils Pupils living on Roll at 30th June, away from 1927. Home to attend School. ber of ; living r from neto School. l j § o H S -2 F 8 #.> &I . at » tr <*, 2 s &> .SaSH «ei,ooi. s s „• g i . sj J a> |Sfl j 3 _d — W. f- d * fl $ M o <o o »-. H • M H r.2 S "3 't 8 m a S 5 is 3 <-> tfl H ;q w * § 1 *l Sf %% II 111- * i * 2 5 : P j P |a III ill; I 3 1-8 o '1 03 o Auckland Teohnioal School .. 882 872 721 882 798 325 557 536 779 78 857 Elam School of Art .. .. 27 60 37 63 44* 26 37 14 22 ' 10 32 Hamilton Technical School .. 320 299 263 335 265 137 198 1.85 248 j 43 291 Pukekohe Technical School .. 240 226 145 250 194 138 112 103 167 | 45 212 New Plymouth Technical School'!' Hawera Teohnioal School .. 293 302 266 302 246 156 146 141 214 I 75 289 Stratford Technical School .. 284 293 229 302 231 188 114 105 195 92 287 Wanganui Technical School .. 524 505 468 545 465 233 312 260 380; 91 471 Feilding Technical School .. 199 191 164 208 186 119 89 I 84 127 50 177 Palmerston North Technical 216 205 194 216 176 92 124 ! 120 182 17 199 School Napior Technical School .. 221 224 231 231 192 106 125 I 120 171 : 42 213 Mastorton Technical School .. 144 130 100 149 116 50 99 87 118 11 129 1 Wellington Teohnioal School .. 655 629 534 704 563 309 395 370 525 72 597 j Nelson Teohnioal School .. 40 41 36 41 30 14 27 27 35 4 39 Weatport Technical School .. 153 146 132 161 120 82 79 75 109 33 142 Groymouth Technical School . . 260 250 216 273 221 148 125 118 198 46 244 Christchuroh Technical School 985 903 820 996 831 481 515 495 i 759 135 894 Canterbury College School of Art 143 152 130 152 112 74 78 60 | 94 21 115 Ashburton Technical School .. 149 161 121 161 136 73 88 84 :' 129 31 160 Timaru Technical School .. 1.14 110 89 167 91 43 124 78 98 11 109 Uunedin Technical School .. 564 585 450 593 470 258 335 315 502 70 572 Inveroargill Technical School .. 458 436 357 402 413 233 229 229 368 58 426 882 27 320 240 882 872 721 882 798 27 60 37 63 44' 320 299 263 335 265 240 226 145 250 194 882 63 335 250 798 44* 265 194 325 26 137 138 557 37 198 112 536 14 185 103 779 22 248 [ 167 779 78 857 j .. 50 22 10 32 I 78 10 43 45 857 32 291 212 50 29 15 248 I 43 291 ' .. 29 i <>-7 A rr fin n I if167 45 212 .. 15 293 284 524 199 216 293 302 266 302 246 284 293 229 302 231 524 505 468 545 465 199 191 164 208 180 216 205 194 216 176 302 302 545 208 216 246 231 465 186 176 .156 188 233 119 92 146 114 312 89 124 141 105 260 84 120 214 195 380 127 182 214 j 75 289 4 5 195 | 92 287 .. 39 380 i 91 471 72 127 j 50 177 29 8 100 i f7 i on n 75 92 91 50 17 289 287 471 177 199 "5 39 8 7 182 17 199 7 221 144 655 40 153 260 985 143 149 114 564 458 221 224 231 231 192 144 130 100 149 116 655 629 534 704 563 40 41 36 41 30 153 146 132 161 120 260 250 216 273 : 221 985 903 820 996 831 143 152 130 152 112 149 161 121 161 136 1.14 110 89 167 91 564 585 450 593 470 458 436 357 462 413 231 149 ! 704 41 161 273 996 152 161 167 593 462 192 116 563 30 120 221 831 112 136 91 470 413 106 50 309 14 82 148 481 74 73 43 258 233 125 99 395 27 79 125 515 78 88 124 335 229 120 87 376 27 75 1.18 495 60 84 78 315 229 171 118 525 35 109 198 759 94 129 98 502 368 171 : 42 213 .. 8 i I o ii i ct<\ ' r. 118 11 129 | .. 5 42 11 T i 33 46 135 21 31 11 70 58 213 129 597 39 142 244 894 115 160 109 572 426 49 8 5 5 1 13 12 15 14 9 22 11 . . i i Totals .. .. 6,851 6,720 5,703 7,193 5,901 3,285 3,908 3,612 5,420 1,035 6,455 6,851 6,851 6,720 5,703 7,193 5,901 7,193 5,901 3,285 3,008 3,612 5,420 1,035 6,455 154 268 268 * Estimate only. "UncUided in New Plymouth High Schools returns. Table J 2.—Classification of Pupils on the Roll at 30th June, 1927, according to Year of Ati LTTE NUANCE. First Year. Second Year. Third Year. Fourth Year. Fifth Year. I Sixth Year. Tot; School. | J j , Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. First Year. Second Year. Third Year. Boys. Girls. Boys. Girls. Boys. Girls. Fourth Boys. i Year. Girls. Fifth Year, j Sixth Boys. Girls. Boys. 1 Year. Toti Girls. Boys. als. Grand Totals. Girls. Auckland Teohnioal School . . . . 285 250 143 115 44 24 2 8 1 I 475 Elam School of Art .. .. .. 4 20 3 13 2 9 ll 7 .. 1 .. ..10 Hamilton Technical School ... .. 94 78 48 33 15 22 4 5 I 161 Pukekohe Technical School .. .. 58 45 31 39 18 14 12 9 I 119 New Plymouth Technical School* Hawera Technical School . . . . 64 78 47 35 21 29 10 14 2 2 .. .. i 144 Stratford Technical School .. .. 52 54 38 52 28 32 16 14 4 2 .. 1 138 Wanganui Technical School .. .. 168 79 87 54 46 21 31 5 10 3 1 .. 343 Feilding Technical School . . .. 46 37 31 26 16 11 17 7 ' 110 Palmerston North Technical School . . 56 68 19 43 5 8 .. 2 . . 4 .. .. ! 80 Napier Technical School . . .. 63 55 39 22 18 15 6 4 .. 2 .... 126 Masterton Teohnioal School .. .. 38 37 17 26 5 6 I 61 Wellington Technical School . . .. 202 144 125 78 43: 24 7 5 1 377 Nelson Technical School . . . . 19 8 9 1 1 2 .. 1 29 Weatport Technical School . . . . 50 24 22 17 9 8 31 10 . . 3 .. .. 84 Groymouth Technical School .. . . 64 54 45 34 15 16 9 10 2 1 .. .. 135 Christchuroh Technical School .. .. 297 181 174 112 54 52 13 10 4 5 .. 2 542 Canterbury College School of Art . . 12 66 6 37 . . 19 .. j 6 . . 3 1 2 19 Ashburton Technical School .. . . 39 44 19 28 11 16 2 2 ' 71 Timaru Technical School . . ' . . 26 43 8 24 .. 9 ! 34 Dunedin Technical School .. .. 158 157 98 98 171 42 3 11 I 277 Inveroargill Technical School .. .. 112 116 78! 66 21 23 10 8 I 1 .. .. 222 285 250 143 113 44 24 4 20 3 13 2 9 94 78 48 33 15 22 58 45 31 39 18 14 2 I 12 8 I 9 1 1 .. 1 .. . . I 475 10 .. I 161 ..I 119 397 872 50 60 138 299 107 226 64 78 47 35 21 29 52 54 38 52 28 32 168 79 87 54 46 21 46 37 31 26 16 11 56 68 19 43 5 8 63 55 39 22 18 15 38 37 17 26 5 6 202 144 125 78 43 24 19 8 9 1 1 2 50 24 22 17 9 8 64 54 45 34 15 16 297 181 174 112 54 52 12 60 6 37 .. 19 39 44 19 28 11 16 26 43 8 24 . . 9 158 157 98 98 17 42 112 116 78l 66 21 23 10 10 31 17 6 I 71 14 14 5 7 2 4 5 1 10 10 10 6 2 2 2 .. 4 2 .. 10 3 1 4 .. 2 .. .. I 144 1 138 .. ' 343 .. 110 .. ! 80 126 61 1 377 29 84 135 2 542 2 19 ..I 71 .. 34 277 222 6 3,557 158 302 155 293 162 505 81 191 125 205 98 224 69 130 252 629 12 41 62 146 115 250 361 903 133 152 90 161 76 ! 10 308 585 214 436 "3 9 13 3 .. 2 1 .. 4 5 .. 3 1 2 4 2 3 10 11 8 i I 1 I 1 .. "l Totals .. .. .. 1,9071,6381,087| 952 389 402 147 138 25 27 2 6 3,557 ,9071,6381,087i 952 389 402 147 138 25 27 2 25 27 3,163 6,720 * Included in New Plymouth High Scho< )ls retu irns.

E.—s.

SECTION A.—FULL-TIME DAY PUPILS— continued. Table J 3.—Classification of Pupils on the Roll at 30th June, 1927, according to Courses of Instruction.

Table J 4.—Number of Pupils who Commenced their Post-primary Education in 1927, according to Age at Date of Admission.

School. Industrial. ! Agricultural. Domi ! Boys. Girls. Boys. Girls. Boys. estlc. ComnK Girls. Boys. ercial. Gene Boys. eral. Ai Girls. Boys. rt. Girls. Tot Boys. tals. Grand Totals. Girls. Girls. Auckland Technical School Elam School of Art Hamilton Technical School Pukekohe Technical School New Plymouth Technical School* Hawera Technical School Stratford Technical School Wanganui Technical School Feilding Technical School Palmerston North Technical School Napier Technical School Masterton Technical School Wellington Technical School Nelson Technical School Westport Technical School Greymouth Technical School Christchurch Technical School .. Canterbury College School of Art Ashburton Technical School Timaru Technical School Dunedin Technical School Inveroargill Technical School Totals 262 .. 37 .... 132 I 44 .. 8 .. .. 44 . . 18 .. 77 .. 73 .. 31 .. .. 49 .. ! .. 75 66 .. 25 .. j .. 55 276 ! .. 27 27 58 | .. 404 .. 30 .. .. 49 . . 14 .. 29 j '202 146 .. 25 .. | 1,969 .. 314 .. [ .. 157 94 44 29 18 16 225 94 52 82 15 .. . . I 10 50 475 10 161 119 397 50 138 107 872 60 299 226 51 *37j '.'. 22 32 63 18 28 53 40 .. 42 5 24 30 ' 23 6 55 39 32 18 53 'e 30 6 39 2 30 12 108 I 83 ; 46 I 104 41 75 I 74 i 46 i 174 : 12 i 36 ! 62 226 50 43 186 61 4 22 53 .. 46 .. 30! .. 1 ! *4 40 26 .. i 33 .. 8 i 19 144 138 343 110 ; 80 .126 61 i 377 29 84 135 542 19 7.1 34 277 222 158 155 : 162 i 81 I 125 i 98 69 ■ 252 | 12 62 115 361 133 90 76 308 214 302 i 293 : 505 191 i 205 : 224 i 130 : 629 41 146 250 903 152 161 110 585 436 2 30 20 12 135 108 27 65 51 8 6 5 62 73 101 48 8 5 73 48 39 69 230 .110 19 :: j 3 245 75 133 16 3 891 608 608 1,798 591 229 3,557: 3,163 6,720 * Included in New Plymouth High l Schools returr s return as. *In< iluded ii

School. Under Thirteen Years. Boys. Girls. Thirteen Years. Ages. Fourteen Years. Fifteen Years and Over. T'01 ;als. Boys. Girls. Girls. Boys. Girls. Boys. Girls. Grand Totals, Girls. Boys. Auckland Technical School Elam School of Art Hamilton Technical School Pukekohe Technical School New Plymouth Technical School* Hawora Technical School Stratford Technical School Wanganui Technical School Feilding Technical School Palmerston North Technical School Napier Technical School Masterton Technical School Wellington Technical School Nelson Technical School Westport Technical .School Greymouth Technical School Christchurch Technical School . . Canterbury College School of Art Ashburton Technical School Timani Technical School Dunsdin Technical School Tnveroargill Technical School 9 I 10 { 4 S 7 U 6 4 25 ! ..I .. ! 3 ( '.'. \ 3 '< 19 2< 1 i 6 ] 4 < 34 2/ .. I .. i .. \ 2 .. I 2 ..I 28 1( .. ! 13 If 8 5 9 97 j 66 3 37 I 29 21 2.1 132 2 33 24 136 50 38 4 14 41 20 10 1.2 9 3 136 4 41 12 50 1 20 9 288 3 100 58 248 11 85 45 536 14 185 103 14 4 9 1 6 3 4 24 2 1 6 25 2 3 1 16 19 16 32 16 1.5 80 38 10 6 10 15 11 16 13 18 91 72 4 3 18 9 18 .14 139 82 4 II 17 | 12 12 | 16 73 ! 76 53 j 54 27 24 56 15 22 26 16 87 9 20 28 101 2 15 10 37 36 24 .17 4 20 6 14 27 15 10 10 20 22 20 19 25 28 27 9 14 12 7 45 25 13 I 5 2 10 7 4 23 14 11 67 35 12 20 3 IS 22 5 8 i 16 10 11 50 20 15 36 11 7 24 20 27 10 20 28 14 45 I 10 23 67 20 22 16 50 36 .17 6 15 20 19 27 12 25 5 7 14 35 3 5 10 20 11 67 52 176 45 54 64 44 222 19 51 64 309 9 39 34 .158 113 74 53 84 39 66 56 43 154 8 24 54 186 51. 45 44 157 116 .141 105 260 84 120 120 87 376 27 75 118 495 60 84 78 315 229 Totals . . | 176 16: 162 i 740 | 608 722 626 331 247 1,969 1,643 3,612 * Included in ided in N( ew Plymouth High Schools n eturns.

E.—s

SECTION A.—FULL-TIME DAY PUPILS— continued. Table J5 .—Classification of Pupils on Roll at 30th June, 1927, according to Ages.

Lnder Thirteen Years. Thirteen Years. Fourteen Years. Fifteen Years. I Sixteen Y r ears Seventeen Years. Eighteen Years and over. Totals. School. I Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. : Girls. Boys. Girls, i Boys, i Girls. Grand Totals. Boys. Girls. Auckland Technical School Elam School of Art Hamilton Technical School Pukekohe Technical School New Plymouth Technical School* Hawera Technical School Stratford Technical School Wanganui Technical School Feilding Technical School Palmerston North Technical School Napier Technical School Masterton Technical School Wellington Technical School . . Nelson Technical School Westport Technical School Greymouth Technical School . . Christchurch Technical School.. Canterbury College School of Art Ashburton Technical School .. Timaru Technical School Dunedin Technical School Invercargill Technical School . . " 9 4 1 8 6 9 3 3 6 4 10 2 28 14 8 2 5 13 5 4 1 6 3 2 8 1 6 13 9 1 16 19 98 26 13 16 21 67 9 10 12 10 74 1 22 21 109 4 12 9 85 65 70 3 21 14 30 18 32 7 16 16 13 70 3 10 14 66 14 11 16 91 67 179 2 55 35 49 43 92 23 27 37 17 132 6 25 45 209 16 8 87 80 I 191 5 50 36 46 41 55 15 35 32 20 96 2 18 34 119 29 26 22 103 68 132 2 46 36 '40 33 79 32 28 43 21 114 12 19 38 131 3 26 8 58 39 89 8 43 26 38 47 40 27 29 30 24 50 2 16 21 108 41 30 21 57 43 49 2 20 28 20 23 60 2S 8 21 7 40 6 10 21 66 2 12 7 16 17 27 9 17 19 22 23 23 20 28 9 8 17 3 11 25 34 15 15 14 20 9 5 8 4 10 9 24 14 4 11 2 8 3 4 14 1 2 1 6 11 8 3 4 5 14 7 7 9 7 2 6 2 3 10 17 5 7 2 12 6 | 3 4 2 2 1 3 12 2 1 2 1 1 2 3 3 3 2 1 1 17 2 3 4 7 1 4 2 1 5 3 5 4 27 1 9 2 475 10 161 119 144 138 343 110 80 126 61 377 29 84 135 542 19 71 34 277 222 397 50 138 107 158 155 162 81 125 98 69 252 12 62 115 361 133 90 76 308 214 872 60 299 226 302 293 505 191 205 224 130 629 41 146 250 903 152 161 110 585 436 Totals .. 114 114 115 115 684 684 — 602 I 1 602 I 1,173 1,173 I 1 1,043 I i 1,043 940 940 790 790 463 368 131 147 52 98 : 3,557 3,163 6,720 I i * Included in New Plymouth High Schools returns.

E.—s

3—E. 5

SECTION A.—FULL-TIME DAY PUPILS— continued. Table J 6.—Destination of Full-time Pupils who left the Technical High or Day School during or at the End of 1927.

Continued Full-time Education at other Technical or Secondary School or University College. School Teaching or Training College. Clerical, Legal, Government Service, &c. Various Trades and Industries. Shops and Warehouses. Farming. Home. Other. Xot known. Totals. School. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. I Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Auckland Technical School Elam School of Art Hamilton Technical School Pukekohe Technical School New Plymouth Technical School*.. Hawera Technical School Stratford Technical School Wanganui Technical School Feilding Technical School Palmerston North Technical School Napier Technical School Masterton Technical School Wellington Technical School Nelson Technical School Westport Technical School Greymouth Technical School Christchurch Technical School Canterbury College School of Art .. Ashburton Technical School .. j Timaru Technical School Dunedin Technical School Invercargill Technical School Totals 2 1 2 5 6 5 21 3 1 3 6 5 1 4 9 6 3 4 6 2 95 6 3 5 4 5 3 1 4 3 4 1 3 1 5 3 ; 1 1 2 2 3 4 1 17 9 4 3 8 20 6 5 3 2 34 45 I 22 8 12 9 13 2 4 7 5 26 1 1 6 41 89 28 10 15 4 24 2 19 18 10 96 5 10 13 101 6 8 3 63 18 40 3 7 9 8 2 2 4 21 5 1 7 7 16 1 9 10 37 15 ! 4 4 2 6 3 9 2 5 8 5 5 1 5 10 7 10 2 2 12 8 7 31 21 16 15 31 19 12 5 20 4 3 2 2 29 13 7 5 6 1 4 8 5 1 3 8 16 3 "i i 23 10 42 31 28 32 47 27 24 16 20 33 3 13 16 83 12 15 12 36 35 1 1 3 1 5 1 1 1 5 2 3 2 4 1 2 1 1 12 1 1 2 3 11 2 27 1 64 1 3 1 70 2 2 61 9 20 5 1 2 12 4 11 2 52 33 14 1 1 70 1 141 3 83 45 46 44 139 43 38 64 47 224 11 36 56 293 9 32 24 156 51 155 23 79 50 54 55 92 32 45 52 42 132 5 29 41 201 40 26 32 161 59 4 2 3 6 13 7 4 12 2 2 1 10 3 3 1 3 1 3 5 9 33 1 4 11 6 3 11 22 6 2 22 1 3 5 12 5 1 2 10 8 80 i 17 20 180 245 543 128 160 125 248 55 I 557 14 21 273 229 1,585 1,405 * Included in Sew Plymouth High Schools returns.

E.—s.

SECTION B.—PART-TIME STUDENTS. Table J 7.—Classification of Students according to Occupations.

Names of Technical Schools or Classes. is 2 "3 m ft o O oi . Pi Ch 3 rH "3 3 o 3S B~ -1 a d s A — - z cc O tn i- r a CD O o3 o o a CD CO o EH Auckland Elam School of Art .. Pukekohe Hamilton Whangarei Onehunga, Botorua, Taumarunui, Thames, Waihi New Plymouth Stratford Wanganui Feilding Palmerston North Napier Gisborne Waipawa Dannevirke Masterton Wellington Petone Lower Hutt.. Blenheim Nelson Westport Motueka, Takaka, Mnrchison Greymouth Christchurch Canterbury College School of Art Ashburton Timaru Kaiapoi Fairlie and Southbridge Oamaru Dunedin Invercargill Gore 194 5 19 2 2 34 2 25 41 ie 16 18 161 14 7 7 10 42 186 3 2 19 127 27 43 ; 186 1 138 4 32 6 44 3 5 1 34 17 33 17 204 13 78 13 21 21 35 46 27 65 15 8 3 3 133 15 28 5 15 77 23 16 2 3 1 o 67 2 16 173 2 '7 "2 1,30: 19! 1 25 I 12 17 2 16 2 2 30 1 ; 6i 135 1 1 " 13 22 2 25 32 1 45 26 15 26 12 18 22 1 17 5 4 5 22 2 1 2 21 2 27 21 24 23 10 83 11 59 41 195 53 18 34 6 45 82 101 31 26 3 6 3 10 6 1 35 5 20 27 103 38 16 5 10 18 6 25 17 1 "2 10 2 26 34 2 164 1 5 2 22 9 2 2 32! 35 43' 19i 79< 26i 12; 1] 29( 23] 121 I! 37( 135 7( 17< 1,93! 625 26! 231 72 2 36 17 1 1 '27 "8 2 16 2 4 1 11 5 18 115 148 9 35 1 .. ■ 13 9 19 2 31 155 23 29 1 71 1 3 2 6 1 17 "2 2 12 143 4 1 30 584 61 29 70 119 13 29 4 30 5 2 30 64 26 7 8 139 18 2 5 48 86 8 6 2 44 7 4 128 39 25 14 138 61 4 1 11 13 27 2 23 16 2 'is 19 23 195 32 20 1 2 147 35 1 7 9 1 2 83 45 3 55 44 116 26 .. 4 1 4 2 3 14 2 5 17 9 18 6 12 50 130 12 27 13 1 32 478 30 36 92 1 133 14 22 7 3 9 '16 65 84 11 183 30 12 32 1 9 12 1 1 52 13 63 2 1 82* 294 80 205 ' 6 6 9 12 •■ •• .. 32 94 14 22 1 "25 95 30 14 2 19 1 7 6 1 14 35 1 12 259 75 22 27 11 75 78 11 •- 6 2 85 49 1 2 142 39 1 2i 5! 1,241 445 3! Totals .. 979 828 971 193 188 178 676 2,573 1,359 198 1,063 I 754 I 100 1,221 683 12, 4( * In 1926 returns 44t manual-training students were included in error.

E.—s

SECTION B.—PART-TIME STUDENTS— continued. Table J 8.—Classification of Students according to Ages.

:N ames of Technical Schools or Classes. Under Thirteen. Males. Females. Thirteen Years. Males. Females. Fourteen Years. Males. Females. Fifteen Years. Males. Females. Sixteen Years. Males. | Fema Seventeen Years and over. Totals. Grand Totals. Females. Males. Females. Males. Females. Auckland Elam School of Art Pukekohe Hamilton Whangarei Onehunga, Rotorua, Taumarunui, Thames, Waihi New Plymouth Stratford Wanganui .. Feilding Palmerston North Napier Gisborne Waipawa Dannevirke Masterton Wellington Petone Lower Hutt Blenheim Nelson Westport Motueka, Takaka, and Murchison Greymouth Christchurch .'. Canterbury College School of Art Ashburton Timaru Kaiapoi Fairlie and Southbridge Oamaru ... .. Dunedin Invercargill Gore 21 4 13 1 1 14 1 3 14 1 3 2 6 118 3 15 1 5 43 7 1 11 5 23 183 4 27 1 4 50 9 16 11 14 232 13 38 5 8 48 7 25 12 13 520 ! 38 3 101 18 10 121 7 172 34 233 94 34 10 11 69 746 101 29 10 54 31 9 80 797 157 61 60 25 20 577 ! 112 2 76 83 70 10 44 59 7 I 81 86 234 75 18 75 322 29 8 91 50 28 46 230 232 98 23 19 23 11 164 78 23 ■ 1,067 79 182 25 31 219 19 278 61 393 151 76 17 11 160 1,366 167 74 13 130 52 35 109 1,459 235 94 145 25 32 933 266 8 235 120 125 40 101 109 13 156 132 401 114 47 i36 501 64 47 246 80 35 67 479 390 174 88 19 28 21 315 176 31 1,302 199 6 307 65 132 1 1 3 19 16 6 31 11 16 7 11 1 16 16 26 3 9 32 5 41 4 64 14 12 15 25 10 47 13 10 43 6 48 12 57 32 8 24 3 32 19 85 18 7 328 32 434 193 794 265 123 17 11 296 1,867 231 121 13 376 132 70 176 1,938 625 268 233 44 28 53 1,248 442 39 2 1 4 2 I 1 3 7 4 2 1 5 3 3 2 ■■ 1 6 3 3 7 17 3 6 4 8 5 3 22 78 11 8 21 33 10 7 31 219 • 21 17 22 64 14 43 10 3 8 85 56 25 17 30 300 31 14 12 8 18 271 25 15 18 14 71 12 12 9 19 2 16 1 2 26 3 14 5 10 125 15 8 24 38 5 3 1 59 22 8 14 25 7 4 10 259 22 9 20 29 10 1 12 96 65 38 30 9 11 2 6 2 7 5 1 23 7 9 5 2 19 2 5 1 I 1 10 4 1 2 6 3 37 33 1 1 2 20 32 2 124 61 2 1 6 51 32 1 6 166 54 3 3 1 73 27 7 ; •• Totals 85 68 139 121 644 448 1,224 668 1,477 794 4,346 2,394 7,915 4,493 12,408

E. —5.

SECTION B.—PART-TIME STUDENTS— continued. Table J 9.—Classification of Free Pupils according to Years of Attendance and Number of other Students in Attendance during 1927.

Number of Students who having left a Public or Free Pupils. Private Primary School or Forms I or II of a Other Pupils. Junior High School durNames of Technical Schools or Classes. j ... v . owfi* j. ng pi® 26 ' w i5'h?!} 111 !q$S? TiSra* voot VflOT , v -._ VrtQT . i Fifth Year and T«+«ia Totals. to Classes during 1927. First Year. Second Year. Third 1 ear. Fourth 1 ear. Over. Totals. (Included in foregoing Totals.) Males. Females. Males. Females. Males. Females. Males Females. Males. Females. Males. Females. Males. Females. Males. Females. Totals. — — j - i j Auckland .. .. .. .. .. 301 114 148 36 83 17 27 559 167 508 68 1,302 117 j 64 181 Elam School of Art .. .. .. 4 2 2 1 2 1 3 .. 4 11 8 68 112 199 4 2 6 Pukekohe .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 3 3 6 Hamilton .. .. .. .. 22 11 25 11 17 13 23 20 14 3 101 58 81 67 307 21 10 31 Whangarei .. .. .. .. .. 1 4 3 15 1 2 3 2 7 24 18 16 65 5 5 Onehunga, Rotorua, Taumarunui, Thames, Waihi 10 26 3 11 2 3 1 1 16 41 15 60 132 26 65 91 New Plymouth .. .. .. 18 10 19 11 4 20 20 .14 14 9 ] 75 64 144 45 328 18 10 28 Stratford .. .. .. .. .. 8 6 1 .. •• •• •• •• • ■ ® ® ® ® Wanganui .. .. .. .. 26 16 19 14 14 10 7 7 3 7 j 69 54 209 102 434 15 16 31 Feilding .. .. . . 6 15 8 12 2 8 3 .. 16 38 45 94 193 10 22 32 Palmerston North .. .. . . 56 55 44 48 39 56 30 39 29 36 198 234 195 167 794 56 55 111 Napier .. . . 6 5 13 7 9 7 13 12 4 3 45 34 106 80 265 4 3 7 Gisborne .. .. .. . . 13 14 9 2 2 5 3 3 9 [ 27 33 49 14 123 19 14 33 Waipawa .. .. .. .. .. .. .. .. .. .. .. .. .. ; . ■ 17 .. 17 Dannevirke .. .. .. .. . .. .. .. .. .. .. .. .. .. .. 11 11 Masterton .. . . . . 33 24 28 12 17 16 2 4 .. 80 56 80 80 296 22 17 39 Wellington .. .. .. .. 108 23 113 23 142 50 141 38 114 26 618 160 748 341 1,867 27 9 36 Petone .. .. .. . 23 26 11 10 8 3 2 1 .. 44 40 123 24 231 33 18 51 Lower Hutt.. .. .. 20 17 14 5 8 1 2 1 .. 44 24 30 23 121 11 7 18 Blenheim .. .. .. .. .. .. .. .. .. .. .. .. .. . ■ .. . ■ 13 .. 13 Nelson .. .. .. . . lo 28 13 24 17 21 8 18 2 6 55 97 75 149 376 52 46 98 Westport .. .. .. .. 7 3 2 4 3 2 4 5 3 10 19 24 33 56 132 7 3 10 Motueka, Takaka, and Murchison . .. 9 4 4 2 1 -. .. ■ • 13 7 22 28 70 21 1 22 Greymouth .. .. .. .. 4 4 5 7 11 6 6 5.. .. 26 22 83 45 176 13 13 26 Christchurch .. .. .. .. 264 42 171 42 179 60 133 34 91 44 838 222 621 257 1,938 142 59 201 Canterbury College School of Art .. .. 25 69 15 47 9 40 10 11 7 10 66 177 169 213 625 11 55 66 Ashburton .. 15 28 13 25 9 28 5 14 7 11 49 106 45 68 268 15 28 43 Timaru .. 27 13 18 12 11 25 4 10 5 2 65 62 80 26 233 77 35 112 Kaiapoi .. ■ ■ ■ • • ■ ■ ■ • .. .. .. .. . ■ • • ■ ■ • ■ • • • • ■ • 25 44 Fairlie and Southbridge .. .. .. .. .. .. .. .. • ■ .. .. .. .. ■ ■ .. 28 28 .. 1 Oamaru .. .. •- .. 1 8 1 1 1 1 1 1 4 11 28 10 53 1 5 Dunedin .. .. .. 84 40 139 50 121 50 86 31 45 14 475 185 458 130 1,248 93 44 137 Invereargill .. .. .. .. 32 20 34 14 16 18 32 17 14 11 128 80 138 96 442 37 27 64 Gore .. .. • • • ■ .. ■ ■ 1 1 3 .. 3 .. .. .. .. 1 7 7 24 39 Totals .. .. .. 1,138 628 876 448 727 465 561 292 356 208 3,658 2,041 4,257 2,452 12,408 857 j 637 1,494

E.—s

SECTION C.—FULL-TIME AND PART-TIME COURSES. Table J 10.—Table showing Combined Roll Numbers at Day and Evening Classes.

Controlling Body. Technical High and Day Schools as at 30th June. Other Technical Classes. Totals. Grand Schools and Classes. Males. Females. Totals. Males. Females. Totals. Males. Females. Technical School Board High School Board University College Board Secondary Education Board Education Board Auckland Technical School Elam School of Art ... Pukekohe Technical School .. [ Hamilton Technical School New Plymouth Technical School Hawera Technical School Stratford Technical School Wanganui Technical School .. j Feilding Technical School .. j Napier Technical School Waipawa Technical School Wellington Technical School .. j Petone Technical School .. ; Nelson Technical School .. Westport Technical School .. ; Christchurch Technical School .. .. i Ashburton Technical School .. ! Greymouth Technical School .. ! Timaru Technical School .. | Kaiapoi Technical School Dunedin Technical School Oamaru Technical School Invercargill Technical School .. j Whangarei Technical School .. j Palmerston North Technical School .. ] Dannevirke Technical School Blenheim Technical School .. I Gore Technical School Canterbury College School of Art Masterton Technical School Auckland (Onehunga, Rotorua, Taumarunui, Waihi, Thames) Hawke's Bay (Gisborne) Wellington (Lower Hutt) Nelson (Motueka, Takaka, and Murehison) Canterbury (Fairlie and Southbridge) 475 10 119 161 144 138 343 110 126 377 29 84 542 71 135 34 397 50 107 138 158 155 162 81 98 252 12 62 361 90 115 76 308 214 125 133 69 872 60 226 299 302 293 505 191 224 629 41 146 903 161 250 110 585 436 205 152 130 1,067 79 3 182 219 19 278 61 151 17 1,366 167 130 52 1,459 94 109 . 145 i 25 933 32 266 25 393 11 13 8 235 160 31 76 74 35 235 120 3 125 109 13 156 132 114 501 64 246 80 479 174 67 88 19 315 21 176 40 401 31 390 136 101 47 47 35 28 1,302 199 6 307 328 32 434 193 265 17 1,867 231 376 132 1,938 268 176 233 44 1,248 53 442 65 794 11 13 39 625 296 132 123 121 70 28 1,542 89 122 343 219 144 157 621 171 277 17 1,743 167 159 136 2,001 165 244 179 25 1,210 32 488 25 473 11 13 8 254 221 31 76 74 35 632 170 110 263 109 158 168 318 213 212 753 64 258 142 840 264 182 164 19 623 21 390 40 526 31 523 205 101 47 47 35 28 2,174 259 232 606 328 302 325 939 384 489 17 2,496 231 417 278 2,841 429 426 343 44 1,833 53 878 65 999 11 13 39 777 426 132 123 121 70 28 277 222 80 19 61 Totals 3,557 3,163 6,720 7,915 4,493 7,656 19,128 12,408 11,472 I

E.—s

SECTION C.—FULL-TIME AND PART-TIME COURSES— continued. Table J 11(a).—Receipts by Controlling Authorities for the Year ended 31st December, 1927.

;ceipts f roi Government Other Receipts. JSfame of School. Salaries and Allowances T „„ Hmtal (Full-time, *™^* dent Teachers). Buildings, Sites, Equipment, Rent, and Maintenance, j Subsidies on Voluntary Contributions. Miscellaneous. Total Receipts Voluntary from ContriGovern- butions. ment. ScholarOther — e.g. ships. Material Typing. )S. Miscel- Transfers Sous. ft™ Other Acoounts. Hostel Receipts. Total Other Receipts. Total Receipts. Tuition. ! Under Technical School Boards — Auckland Elam School of Art .. Pukekohe Hamilton New Plymouth Hawera Stratford Wanganui Feilding Napier Waipawa Wellington Petone Nelson Westport Christchurch Ashburton Greymouth Timaru Kaiapoi Temuka§ Waimate Dunedin Oamaru Invercargill Under High School Boards — Whangarei Palmerston North Dannevirke Blenheim Gore Under University College Board — Canterbury College School of Art Under Secondary Education Board — Masterton Under Education Boards — Auckland Small Centres Hawke's Bay Small Centres .. Wellington Small Centres Nelson Small Centres Canterbury Small Centres £ 16,196 1,809 4,357 6,466 5,035 3,796 4,595 9,801 3.914 4,547 93 15,253 659 2,769 3,345 17,832 3,808 4,812 2,412 68 4 12.078 129 8,735 242 6,014 59 4,816 2,927 370 318 380 84 £ 3,572 1,199 1,264 916 889 1,080 1,846 921 950 2,374 73 580 860 3,480 846 1.124 540 £ 767 49 440 105 502 160 99 358 488 251 3,758 16 294 100 1,803 320 118 821 £ 25 9 125 10 22 498 77 17 586 69 £ 160 61 83 33 33 126 £ 20,720 1,858 6,005 7,896 6,453 4,845 5,774 12,130 5,333 5,770 93 21,883 825 3,726 4,355 23,734 5,043 6,180 3,823 68 ■ £ 89 "l8 6 1 85 29 247 403 82 25 34 529 74 1,220} 67 32 5 178 36 74 222 15 25 250 £ 899 ' 571* 112 284 182 69 1 55 559 : 167 ! 200 40 I 1,900 : 133 146 : 116 1,234 157 108 154 48 893 29 I 289 I 26 I 725 j 18 40 769 85 £ 55 8 84 44 348 6 269 11 54 218 14 24 76 £ 80 17 16 230 "22 "72 27 £ 1,224 28 97 225 282 110 150 1,718 146 469 2,963t 108 158 209 4,382 375 657 106 23 580 304 18 292 5 9 574 154 £ 1,688 2,952 £ 3,332 2,274 I 1,710 £ 4,035 599 227 534 470 179 206 5,778 2,676 916 40 5,844 323 329 365 8,124 617 4,959 381 103 £ 24,755 2,457 6,232 8,430 6.923 5,024 5,980 17,908 8,009 6,686 133 27,727 1,148 4,055 4,720 31,858 5,660 11,139 4,204 171 "50 2,111 1J77 13 18 17 15,384 129 11,329 .. 1 6 1,941 65 708 23 17,325 194 12,037 2,235 280 "79 22 953 232 6 90 264 7,289 6 68 1,315 8 42 65 332 8,604 14 42 149 25 84 521 25 5,362 ■• i 1,343 6,705 591 3,518 489 4,007 59 20 38 408 338 439 10 134 20 61 92 91 39 17 27 27 230 13 7 13 339 13 2 688 137 109 30 27 1,096 475 548 40 161 50 10 Totals 147,723 147,723 29,056 12,179|| 1,715 552 191,225 3,827 10,277 1,238 464 j 15,630 4,994 7,316 43,746 234,971 * Includes £280 from Elam Trust. t Includes £1,000 from Wellington City Council. t Hostel furnishing. § Figures not available. I Amounts paid direct to Public Works Department not shown.

E.—s

SECTION C.—FULL-TIME AND PART-TIME COURSES— continued. Table J 11(b).—Payments by Controlling Authorities for the Year ended 31st December 1927.

Same of School. Salaries and Allowances (Full-time, Part-time, and Student Teachers). Sites, Buildings, Equipment, and Office Rent. Salaries. Working Expenses. j j Office MaintenBxpenses M „ tpri „i ance of r a ,„ts.kin<j Lighting, (including PfS™} Buildings, C "*™, kmg Heating, MiscelAdver- ,,„„ Grounds, f , 1 *"?„ and laneous. Using and ,13e - | and Cleaning. Water Printing). Equipment. Working Expenses. Totals. Other Expenditure. Transfers to other Accounts. -n-„„t„i Total pS±L j ExpendiPayments. t^re ' Under Technical School Boards — Auckland Elam School of Art Pukekohe Hamilton New Plymouth Hawera Stratford Wanganui Feilding Napier Waipawa Wellington Petone Nelson .. Westport Christchurch Ashburton Greymouth Timaru Kaiapoi Temuka* W'aimate Dunedin Oamaru Invercargill Under High School Boards — Whangarei Palmerston North Dannevirke Blenheim Gore Under University College Board — Canterbury College School of Art Under Secondary Education Board — Masterton Under Education Boards — Auckland Small Centres Hawke's Bay Small Centres Wellington Small Centres Nelson Small Centres Canterbury Small Centres Totals .. £ £ .. 16,139 972 1,814 27 4,330 236 6,224 358 4,683 909 3,618 568 4,612 497 9,826 683 3,959 367 4,558 625 98 9 .. 15,257 1 10,942 695 50 2,836 ; 378 3,356 384 .. 17,885 2,744 3,882 927 4,600 373 2,687 699 69 .. 11,992 1,819 127 8,636 310 141 5,964 564 57 88 50 4,451 53 2,901 258 302 296 338 20 101 15 .. 146,578 24,787 „ £ 526 156 78 108 251 114 53 332 100 271 11 746 161 130 130 966 130 172 91 35 601 40 449 £ 325 88 166 115 172 120 89 255 151 157 6 316 22 86 57 457 96 93 116 3 3 415 40 251 £ 1,989 125 238 637 478 77 97 753 130 269 £ 188 49 726 155 150 38 296 416 251 147 £ 606 130 244 239 189 227 367 332 338 185 1 596 99 104 215 1,125 195 203 115 9 £ 368 64 59 44 82 46 74 91 95 143 2 503 58 38 114 352 76 76 76 6 £ 166 181 81 100 77 134 1,465 318 305 1,267 j 131 131 2,634 139 901 63 7 £ 4,168 612 1,692 1,379 1,422 699 1,110 3,644 1,383 1,477 20 5,077 417 854 933 7,774 966 1,618 876 85 £ 148 18 75 289 913 22 £ 531 212 £ £ 21,958 2,453 6,258 7.979 7,014 4,885 6,219 2,867 17,095 2,265 8,001 6,872 127 31.565 1,162 4,068 4,673 2,025 31,341 5,775 100 i 6,713 4,262 154 .. I 1,134 62 296 268 1,776 289 165 235 25 515 15 69 18 464 41 8 180 — 10 17,721 223 11,206 999 541 118 116 1 650 10 591 424 2 252 •■ 560 ■35 4 3,767 96 2,235 ±43 '25 20 281 13 182 45 430 11 42 229 29 191 9 128 1 212 1 116 1,653 13 42 29 . 28 150 257 8,359 70 130 79 1 20 3 6 200 215 177 144 343 253 51 1,383 43 5,930 75 95 295 78 98 132 ... 138 911 4,070 45 69 5 4 7 5 8 7 6 64 36 17 18 1 3 1 8 9 2 7 25 5 5 22 18 149 145 33 34 320 445 483 53 150 •■ ■• 46,578 24,787 6,366 4,138 11,707 4,436 7,450 3,613 9,124 46,834 1,704 920 7,257 228,080 * Figures not available.

E.—s

SECTION D.—PRIMARY MANUAL INSTRUCTION. Table J 12.—Statement of Receipts and Payments by Education Boards for the Year ended 31st December, 1927, in respect of Classes for Manual Instruction and Elementary Handwork.

Receipts. Education Board. Salaries Conveyance (Full-time and of Instructors Part-time). and Pupils. Capitation and Incidental Allowances. Recei] >ts from Gove] Refunds in connection with Handwork Supplies. Sites, Subsidies T rt *„i Buildings, on „„* Rent, and Voluntary G^"™T Equipment. Contributions. receipts. lent. Voluntary Contributions. Sales of Material. Other Receipts. Payments by Pupils for Miscellaneous. Material. Other Receipts. Total other Receipts. Total Receipts. Auckland Taranaki Wanganui Hawke's Bay .. Wellington Nelson Canterbury Otago Southland £ 12,902 2,756 2,867 3,581 5,476 921 7,335 4,197 2,374 £ 1,948 1,147 1,136 701 902 312 773 541 244 £ 9,317 1,349 1,739 2,750 3,180 920 3,960 2,381 1,702 £ 357 105 99 151 107 58 157 124 59 £ 830 82 121 131 18 17 182 165 £ 6 8 ] £ i 25,360 5,439 5,962 7,314 9,683 2,228 12,407 7,243 4,552 £ 20 10 34 £ 181 14 49 2 25 4 8 £ 948 125 183 256 477 422 193 173 £ 2 21 33 69 50 4 10 1 £ 1,151 160 265 327 527 29 436 203 216 £ 26,511 5,599 6,227 7,641 10,210 2,257 12,843 7,446 4,768 Totals 1,546 80,188 64 283 42,409 7,704 27,298 1,217 14 2,777 190 3,314 83,502 Payments. Salaries. Working-expenses. Education Board. Manual-training Teachers. uanual-traini Teachers. Elementary Needlework Teachers. Buildings, Equipment, and Rent. Conveyance of Instructors and Pupils. Office Salaries. Other Office Expenses. Class Material .-. .. , . and other °f A* to?g Incidentals. and Cleaning. Miscellaneous. Total Expenditiue. Total Workingexpenses. I Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland £ 12,784 2,756 2,868 3,610 5,500 856 7,381 4,207 2,371 £ 1,228 307 662 209 177 279 320 323 372 £ 581 212 313 444 122 45 962 177 127 £ 2,146 1,163 959 791 863 404 1,126 361 205 £ 1,299 128 217 300 500 100 590 350 490 £ 258 44 121 50 156 40 265 100 16 £ 4,449 623 746 1,300 1,966 225 1,912 1,850 829 £ 903 92 13 308 £ 53 102 11 121 £ 6,962 989 1,084 1,650 2,633 378 3,196 2,300 1,422 £ 23,701 5,427 5,886 6,704 9,295 1,962 12,985 7,368 4,497 87 Totals 42,333 3,877 2,983 8,018 3,974 1,050 13,900 1,316 374 20,614 77,825 I I I

E.—s

SECTION D.—PRIMARY MANUAL INSTRUCTION— continued. Table J 13.—Some particulars relating to Pupils attending Primary Manual Training Classes during the Year ended 31st December, 1927.

SECTION X.—GENERAL SUMMARY. Table J M. -Some Particulars relating to Manual and Technical Instruction for the Year 1927. Technical Instruction. 1. Number oi technical high schools and technical day schools offering full-time courses (excluding New Plymouth .... .. .. .. .. .. .. .. 21 2. Number of pupils on roll of technical high schools and technical day schools at 30th June, 1927 .. 0,720 3. Number of free pupils on roll of technical high schools and technical day schools at 30th June, 1927 . . 6,455 4. Number of centres at which other technical classes were held (evening and part-time day) .. 41 5. Number of students attending evening or part-time day classes .. .. .. .. .. 12,408 6. Number of free pupils attending evening or part-time day classes .. .. .. .. .. 5,699 7. Number of full-time teachers, exclusive of principals, on staffs at 30th June, 1927 .. .. .. 295 8. Approximate amounts payable by Government for— (a) Salaries and allowances (including part-time and overtime and manual training teachers on £ staffs of technical schools) .. .. .. .. .. .. .. 146,200 (b) Incidental allowances .. .. .. .. .. .. . . . . 43,150 189,350 Less recoveries from tuition fees .. .. .. .. .. .. 10,200 £ 179,150 9. Total expenditure by Government for financial year .. .. .. .. .. .. 219,343 Including— (a) Consolidated Fund .. .. .. .. .. .. .. ..187,192 (b) Education purposes loan .. .. .. .. .. .. .. 30,060 (c) Subsidies on voluntary contributions .. .. .. .. .. .. 2,091 Primary Manual Instruction. 10. Number of primary manual-training centres .. .. .. .. .. .. .. 119 11. Number of full-time teachers on staffs controlled by Education Boards at 30th June, 1927 .. .. 141 12. Approximate amounts payable by Government for—■ (a) Salaries and allowances (including part-time and overtime, and excluding manual training teaohers £ on staffs of technical schools) .. .. .. .. .. .. .. .. 42,400 (b) Incidental allowances .. .. .. .. .. .. .. .. .. 9,750 (c) Capitation for agriculture, science, and elementary needlework classes .. .. .. .. 14,500 (d) Handwork supplies .. .. .. .. .. .. .. .. .. 10,380 13. Total expenditure by Government for financial year on account of— (a) Salaries, incidentals, capitation, and handwork material .. .. .. . 80,798 Hi) Education purposes loans .. .. .. .. .. .. .. -. 3,068

Approximate Cost of Paper. —['reparation, not given ; printing (980 copies), £48.

Authority : W. A. G. Skinner, Government Printer, Wellington.—l92B.

Price 9d.]

4—E. 5.

IMucation district. || ||| Tota. «h aiCB ili§&8 Woodwork. _* _ Number of Pi Manual Metalwork. upils who rccci Training and ! Domestic Subjects. ived Instruct!' Science. Elementary Agriculture. on in Private Scho Manual Trai «ssssr N ™™te of Science. ; SchooK tols Attending ining Centres. Number of Pupils (in- ; eluded in foregoing Totals). Auckland Taranaki Wanganui Hawke's Bay Wellington .. Nelson Canterbury . . Otago Southland Totals 448* ! 5,893+ 165 ! 1,082 188 ■ 1,256 163 1,308 190 2,538 107 ( 783 311 3,629 212 ' 1,812 143 I 1,108 1,927 19,409 698 6,004+ 962 1,067 1,134 2,331 726 3,799 1,702 1,165 14,000* 2,294 3,233 3,293 4,808 1,969 5,603 3,590 1,788 1,688 32 92 11 195 9 872 12 2,289 9 377 4 28 4 32 5 873 304 170 308 252 159 872 72 138 40 61 799 18,890 40,578 5,545 114 3,148 * Includes Native lOhools. t Includes junior high school.

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Bibliographic details

EDUCATION: MANUAL AND TECHNICAL EDUCATION. [In continuation of E. 5, 1927.], Appendix to the Journals of the House of Representatives, 1928 Session I, E-05

Word Count

18,300

EDUCATION: MANUAL AND TECHNICAL EDUCATION. [In continuation of E. 5, 1927.] Appendix to the Journals of the House of Representatives, 1928 Session I, E-05

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EDUCATION: MANUAL AND TECHNICAL EDUCATION. [In continuation of E. 5, 1927.] Appendix to the Journals of the House of Representatives, 1928 Session I, E-05

Using This Item

No known copyright (New Zealand)

To the best of the National Library of New Zealand’s knowledge, under New Zealand law, there is no copyright in this item in New Zealand.

Pages 1-20 of 25

Pages 1-20 of 25

Pages 1-20 of 25

Pages 1-20 of 25

Permanent link to this item

Bibliographic details

Word Count

EDUCATION: MANUAL AND TECHNICAL EDUCATION. [In continuation of E. 5, 1927.] Appendix to the Journals of the House of Representatives, 1928 Session I, E-05

Using This Item

No known copyright (New Zealand)

EDUCATION: MANUAL AND TECHNICAL EDUCATION. [In continuation of E. 5, 1927.] Appendix to the Journals of the House of Representatives, 1928 Session I, E-05

Using This Item

No known copyright (New Zealand)