REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDED 31st DECEMBER, 1942 (In continuation of E.-1, 1942)

Appendix to the Journals of the House of Representatives, 1943 Session I, E-01

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1943 NEW ZEALAND

REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDED 31st DECEMBER, 1942 (In continuation of E.-1, 1942)

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

Office of the Department of Education, Your Excellency— Wellington, 18th May, 1943. I have the honour, in accordance with the provisions of the Education Act, 1914, to submit to Your Excellency the following report, upon the progress and condition of public education in New Zealand during the year ended the 31st December, 1942. I have, &c., His Excellency the Governor-General of the H. G. R. Mason. Dominion of New Zealand.

REPORT

The War and the Schools. —With the entry of Japan into hostilities, the impact of the war upon the schools attained what one trusts was its maximum early in 1942. Not only were large numbers of teachers absorbed into the armed forces, but it became necessary for military and hospital authorities to take over a number of schools and other educational buildings for defence purposes. These were willingly given up by controlling authorities to meet the sudden emergency, and I must pay a tribute to Boards and their staffs, to Committees, and to teachers for the courageous and imaginative way in which they struggled to see that the children in their care should suffer as little as possible from this regrettable but necessary sacrifice. For weeks or months, and in a few cases for the whole year, classes had to be taken in improvised accommodation, and it says much for those engaged in education that only a handful of children missed more than a few days of schooling. The blow fell hardest on one training college, on a few post-primary schools, and on the schools of Palmerston North and Feilding. In these two towns, out of thirteen primary and post-primary schools, only two were available for educational work for the first five weeks of the year. Boards and teachers rose to the occasion magnificently and organized a system of education without schools that not only met the emergency, but also broke new ground and turned a necessity into a genuine educational experiment. The Government has made every effort, even in the face of growing demands for defence buildings, to release school buildings for their proper use. Over the same period, it became necessary to provide air-raid shelters and fire-fighting and first-aid equipment for schools. These were provided free of cost for both State and private schools in vulnerable areas. The Education Boards were most helpful in this by 110 means easy task. Children in all schools were drilled in orderly dispersal in case of emergency, and in most schools first-aid instruction was intensified. Soldier Teachers.—No group of men entering the armed Services can have had their civilian interests better protected than have soldier teachers. After consultation with the teachers' professional bodies, the Government last year passed regulations which ensure that no man entering the Services can lose status, salary, or advancement thereby. Already nearly 70 per cent, of the male primary teachers and 36 per cent, of the male post-primary teachers'are with the armed forces : many have won distinction. The loss of these men has thrown a heavy strain upon the schools. Women teachers have

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in common with women in other spheres, taken up new responsibilities most efficiently; but any further loss of men must have a serious effect upon the work of the schools. For this reason, teaching was last year declared an essential industry. This has given the Boards rather more power to use their teaching strength to the best advantage. Only a few small schools have had to be closed, but great difficulty is found, in keeping some "positions filled. Many married women have re-entered the profession, and retirements on superannuation are not permitted without special approval. Expenditure.- The total expenditure on education, not including revenue from reserves vested in post-primary schools and University colleges (£50,377 last year), for the year ending 31st March, 1943, was £5,038,395. Buildings.—The increasing pressure of war needs resulted in a greatly reduced school building programme, on which £226,567 was spent, as against £4-86,536 for 1941-42. Major buildings completed during the year included Takapuna, Westport North, Tapawera Consolidated, Lytteitcm Main, and Ohai public schools, Invercargill East Intermediate, Otaua Native School, and the first portion of a new school and dining block for Nelson Boys' College. Conveyance. —I am pleased tft report that, even when the petrol and tire shortage was most acute last year, the Government managed to avoid making major cuts in school conveyance services, of whose vital importance to country districts it is fully seized. Some services were subject to slight reductions and some children had to. walk rather longer distances. In general, such unavoidable reductions were very reasonably received, and I have promised that many of them will be reconsidered before the onset of winter in 1943. The expenditure on school conveyance (other than by rail) was £280,000, as against £257,000 in the previous year. Accrediting for University Entrance. —Perhaps the most important educational event of the year was the final acceptance by the Senate of a system of accrediting for entrance to the University. To make this possible the Government has promised to compensate the University for the consequent loss of examination fees and to provide the salaries of four liaison officers who will act as the points, of contact between the University colleges and the post-primary schools. For over fifty years the secondary schools have been largely dominated by the demands of the University Entrance Examination, which has become for the business community as well as for the University the hall-mark of a completed secondary education, and which has consequently compelled many pupils with little academic ability and with no intention of going to the University to study subjects for which they were entirely unfitted. After 1943 the University Entrance Examination as we now know it will cease to exist (although a modified examination will remain for those unable to qualify for accrediting) and the Department's School Certificate will replace " Matriculation " as the accepted mark of a completed post-primary course. This involves the final acceptance of the principle that the post-primary school has two functions of equal importance —the first, to prepare the few for higher education, and the second, to prepare the many for immediate participation in the life and work of the community. To perform this second function to the full it will probably be necessary to make considerable changes in the curriculum of some of the post-primary schools. Fortunately, there is now nothing to prevent the Department and the schools from making such changes. Recognizing that this will probably mark a major turning-point in post-primary education, I set up during the year the Consultative Committee on the Post-Primary Curriculum, under the chairmanship of Mr. W. Thomas, M.A., LL.B., to study the implications of the"introducing of accrediting and to advise me on the changes necessary to enable the schools to make the fullest use of the new freedom so generously offered by the University Senate. The Committee will report during 1943. Vocational Guidance.—lt is proposed that in April, 1943, the Education Department should take over full control of the Youth Centres, which hitherto have been run jointly by the Education and National Service Departments. Started originally to deal with depression conditions, the Youth Centres have, paradoxically enough, found the need for their services greatly increased by the present strong demand, for juvenile labour. Skilled vocational guidance is essential if the country is to make the best possible use of its limited man-power and if young people of ability are to be protected from the temptation to enter unskilled and blind-alley occupations for the sake of high wages in the immediate future. The assumption of full responsibility for this work by the Education Department follows from the recognition of the principle that educational and vocational guidance is a function of the education system hardly less important than its more commonly recognized function of instilling knowledge. The school cannot regard its obligations to the child as completely fulfilled until he is established in an occupation for which he is well fitted. In addition to their normal functions, the Youth Centres have taken over for the National Service Department the administration of certain parts of the Industrial Man-power Emergency Regulations for young people. _ They have also been asked by the Rehabilitation Board to undertake responsibilities in connection with the rehabilitation of returned servicemen desirous of further training for civilian occupations. These additional duties will necessitate an expansion of the Youth Centres during the coming year. Raising of the School Age.—lt is the Government's intention to raise the school age to fifteen years as from the beginning of 1944. The Education Amendment Act, 1920, made provision for this as from a date to be determined by the Governor-General in Council. Owing to constant shortage of teachers and accommodation, these provisions have never been put into operation. I am convinced that if we wait till every additional building and teacher is ready, we shall wait for ever : I would prefer to raise the school age now when the need is greatest, even, if we have to make use of rather make-shift accommodation for a few years. Owing to war conditions there are an increasing number of young adolescents who are missing the discipline of a normal home, and it is essential that the school keep its grip upon them during these very critical years, even if it cannot give them quite the facilities one would wish for. At present children can slip out of school even before the age of fourteen if they have completed Form 11. This,.also, must be stopped. For some years the Government has been training more teachers than are necessary to make good normal wastage, with the idea of reducing the size of classes and raising the school age. The armed Services have, unfortunately, had to drain away this surplus, but temporary means will be found to meet the increased demands for teachers in 1944 and to carry the additional load until the war ends. As for buildings, it is proposed to devise some simple kind of temporary room that will meet the situation where it arises. In many schools surplus

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accommodation is, already available. It is anticipated that intermediate schools, where they exist, will take much of the strain arising from the retention of the fourteen-year-olds, but secondary and technical schools will also be affected. Not the least of the problems to be faced will be the devising of courses of study fitted to the needs and interests of the non-academic type of fourteen-year-old. Kindergartens and Nursery Schools. —The very existence of some kindergartens was being threatened by shortage of staff, and so regulations were amended to provide for annual allowances of £50 (plus £25 boarding-allowance, where necessary) to be paid to kindergarten trainees. In 1942, thirty-eight trainees were working under this scheme, and the future supply of teachers seems well assured. An additional grant was also made to the free kindergartens to enable them to raise the salaries of their staffs. Financial provision has been made for certain Wellington free kindergartens to open in 1943 as all-day nursery schools to care for the pre-school children of mothers engaged in work of national importance. If these are successful, it is proposed to extend the scheme to other centres where the need is shown to exist. At the end of the year there were 2,008 pupils on the rolls of 44 free kindergartens. Primary School Curriculum. —I have given instructions that the whole primary curriculum be brought under review section by section. To this end I set up during the year an Arithmetic Syllabus Revision Committee consisting of departmental officers and representatives of the teachers' organizations. This Committee has now reported, and their suggested syllabus is being considered by the New Zealand Educational Institute. The report will have an important influence on arithmeticteaching throughout the school. I propose early in 1943 to set up a Committee on Health Education. School Library Service. —The School Library Service started during the year has already proved itself a most popular and successful venture. By the end of the year 402 schools and 22,462 children were being served with the finest children's books available. There is a long waiting-list, and the expansion of the service is limited only by the difficulty of securing books overseas. It is hoped eventually to cover all schools, but the needs of the country schools are greatest and must be met first. The success of the scheme has been due to the excellent work of the Country Library Service, which instituted and administers it. Teaching Aids, Art, and Handwork. —Because of its wider scope and enriched curriculum, the modern school needs far more equipment than ever before, just as the modern teacher needs knowledge and skills of which his more formal predecessor might well be innocent. In spite of difficulties arising from the war, considerable advances have already been made in providing schools with necessary equipment and specialist services. With the co-operation of the High Commissioner for Great Britain and of the Miramar Film Studios, a National Film Library has been started which gives to the schools (as well as to other organizations) a free and growing service of films, both sound and silent. The Department has established free libraries of film-strips in every Education Board district, and is regularly adding to them film-strips prepared in New Zealand. The whole system of school broadcasting was reorganized during the year with the assistance of the National Broadcasting Service ; it now provides a country-wide coverage of specially prepared school broadcasts for three hours and a quarter a week. An Acting-Supervisor of Art and Handwork has been appointed to the Department, and a scheme of handwork has been devised that will use to the full New Zealand supplies of raw materials. In particular, textile crafts —spinning, dyeing, knitting, and weaving—have proved popular, and arrangements have been made for the Otago Education Board to manufacture in its own workshops supplies of looms and spinning-wheels, which are sold to the schools at well below cost price. In 1943 a small number of specialist teachers of art and handwork mil be appointed as additional assistants to certain schools to work out the new scheme and to help to train teachers in it. It is hoped to extend the use of special instructors in art and handwork as soon as the staffing position improves. One of the greatest needs of the schools is increased teaching equipment, and I propose in 1943 to seek the co-operation of other Boards in the making of equipment for handwork, physical education, and infant rooms for distribution to the schools. It is also proposed to alter the regulations to permit School Committees to spend part of their grants for incidentals on such equipment, which must bo regarded as more than a luxury in the modern school. Physical Education. —The new system of physical education is now becoming well established in the primary and is increasingly spreading to the post-primary schools. During the year the number of area organizers was increased from four to sixteen. Counting additional assistants, there are now forty men and women engaged full time on physical education in the primary-school system. Many of the teachers specially trained in this work in recent years are being used by the armed Services in their physical and remedial work. Post-primary Schools.—A new problem was introduced into the secondary schools by the call-up of some senior boys for home defence : every effort was made to see that there should be as little interference as possible with the studies and careers of these pupils. In the technical schools a disturbing feature is the growing tendency of pupils to be attracted into industry before completing their courses. This is particularly the case in the night classes, in the enrolment for which there has been a drop of as much as 50 per cent, in certain schools. The chief causes seem to be the withdrawal of men for the armed forces, overtime, difficulties of transport, and the reluctance of women and girls to attend evening school under restricted lighting conditions. The raising of the school age will help to keep pupils at day school, but the drop in night-school enrolments is in large part due to factors over which educational authorities have little control. One pleasing factor in this year's statistics is that a record figure of 69 per cent, of children leaving primary schools began full-time post-primary courses. There were 14,568 enrolments in 1942, as against 13,230 in 1941. Native Schools. —Staffing problems have been particularly acute in the Native schools, although it is pleasing to be able to report that the number of Maoris qualifying for teacher's certificates is growing rapidly. There are in the Native Schools Service eighteen fully certificated Maori teachers, of whom all but three have qualified within the past few years. In 1943 there will be in the training colleges sixteen first-year and eighteen second-year Maori students. Twenty-three Maori girls have completed nursing scholarships, of whom twenty have begun or completed hospital training. Ten

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Maoris are at present holding University scholarships in medicine, dentistry, engineering, law, arts, and science. The three Native district high schools recently opened on the East Coast are passing out of the first stage of experimentation and are finding their place in the communities tliey serve. Correspondence School. The work of the Department's Correspondence School grows in scope and value every year. This year there were 1,800 primary and 679 post-primary children 011 the roll in addition to 640 part-time pupils, many of them adults. No less than 303 of the pupils were sick or crippled children. Recently courses for young farmers were instituted in co-operation with the Department of Agriculture. The school is giving valuable assistance in the preparation of courses for the Artny Education and Welfare Service and in the provision of educational facilities for returned ex-servicemen. It is probable that still greater demands will be made on it along these lines next year. Training of Teachers. —Two of the training colleges had their work badly disrupted during the year, one because its buildings were taken for defence purposes, and the other because of severe earthqake damage. Yet the work went on, thanks to the tenacity of the staffs and to the generosity of the University colleges in offering accommodation. The number of students admitted to the training colleges in 1942 was 750. In 1943 a new scheme will be started to help to remedy the shortage of domestic-science teachers. Selected students will have six months in a training college, followed by eighteen months in the home science departments of technical schools and a year as probationary assistants in selected manualtraining centres. This course will lead to a Housecraft Teacher's Certificate. Handicapped Children.—Additional provision made for handicapped children during the year included the opening of new special classes for backward children, the appointment of another specialist to examine entrants to these classes, and a considerable increase in the number of speech clinics. The Sumner School for the Deaf had to give up its buildings, and the school was broken into two parts, one remaining in Cliristchurch and the other going to Auckland. Child Welfare. —From much that has been publicly said and written of late it might be imagined that a wave of juvenile delinquency is sweeping New Zealand. Whilst strongly deprecating such alarmist statements, I had myself feared that there might be a sharp rise in the figures for juvenile offences similar to the marked increases there have been in Britain as a result of war conditions. lam happy to say that these fears have not up to the present been realized. The figures for juvenile offences in the Children's Courts, including offences against by-laws, show only a very slight rise for last year, and this is the first rise that has occurred since the outbreak of war. There is, however, no ground for complacency. All the conditions exist that would make for increased delinquency among children—broken homes, with the consequent inadequate control of children, unusual industrial and social conditions, and the general air of unrest and excitement and the weakening of inhibitions in the adult community that always occur in time of war. There would appear to be an increased restlessness and sense of adventure in a small proportion of children that call for all the help the adult community can give if some children are not to slip from mere childish mischief or naughtiness into delinquency. There is no simple solution to the problem, and this is not the place for mo to assess the relative responsibilities of home, school, church, and the general community, but I wish to report on the steps the Government is taking through its education system to meet the position. The raising of the school age to fifteen in 1944 will be the most important single step that can be taken in this direction. Above all, it is essential that every young adolescent in times like these should be responsible to some authoritative and reliable person. This duty is primarily one for the home, but in so far as some homes cannot carry it, the school must needs take it over. Most teachers are aware of this and are giving an increasing amount of attention to the personal lives of those children whose homes appear to exercise inadequate control. I have given approval for the appointment in certain areas in 1943 of " visiting teachers." Those teachers will be attached to schools or groups of schools, without responsibility for class-teaching, but with the special function, under the headmaster, of maintaining contact between the school and the home. They will be, in effect, school social workers responsible for the study and treatment of individual children who find difficulty in adjusting, for one reason or another, to normal school life. I anticipate that their appointment will be the best reply to the complaints recently received that truancy is on the increase. If the work of these first visiting teachers is successful, the system will be extended and special arrangements made for training teachers in. this difficult branch of work. The staff of Child Welfare Officers has been increased to meet the new demands arising from the war, aiid especially to handle the growing bulk of the preventive work on which the branch is concentrating. Four new Child Welfare offices will be opened in 1943, and a new institution to handle younger delinquent girls is in course of construction at Christchurch. Caversham Boys' Home, Dunedin, has been rebuilt. The first conference of Child Welfare Officers was held in 1941, since when regional conferences have been held in Wellington, Christchurch, and Dunedin to consider methods of dealing with, present problems. Special sessions have been held at each conference, to which representatives of teachers, churches, social workers, and allied Government Departments have been invited, to plan closer cooperation of all agencies concerned with child welfare. As one direct result of these conferences new regulations dealing with a wide variety of child-welfare topics will shortly be brought down. I would stress, however, that, necessary though they may be, the final solution to the problem of juvenile delinquency will be found not in regulations or in purely restrictive measures, but in the provision by schools, churches, social organizations, and the homes of activities that will absorb the energies and capture the faith of the young people of to-day. Army Education. —The Education Department played a leading part in the inauguration of the system of Army education, and the Director of the Army Education and Welfare Service, Lieutenant-Colonel D. G. Ball, was seconded to the Army from his position of Senior Inspector in the Department. The Department, moreover, has the responsibility for organizing the twenty-two Regional Committees whose work it is to mobilize all civilian educational facilities for the use of the Army Education and Welfare Service. A particularly prominent part in Army education is being played by the Department's Correspondence School and by many of the technical schools, which are

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not only admitting soldiers to their ordinary classes, but are also putting on special intensive full-time courses for men and women in the forces. The Council of Adult Education and the various bodies associated with it have agreed to put their resources at the disposal of the Army Education and Welfare Service : they are becoming increasingly engaged in this work. Educational Research. —The New Zealand Council for Educational Research has continued its investigations into some of New Zealand's fundamental educational problems. The value of such a cool and independent research organization is very great, and already the Council's published reports have had some effect on educational policy and teaching practice. Schools and the War Effort. —Schools of all types have continued to work energetically for the war effort, and have made in the aggregate large contributions in money and materials for patriotic purposes. Post-primary schools have given excellent service in connection with the Air Training Corps. Technical schools entered with enthusiasm into the difficult task of making scale model aeroplanes for training purposes, and already many hundreds have been delivered to the Air Department. Several technical schools have put on special courses for training Army personnel in technical subjects. Staff Changes.—Mr. A. E. McKinnon, A.E.A.N.Z., has been appointed Secretary of the Department in place of Mr. A. J. H. Benge, retired. Acknowledgments.—lt is with an ever-increasing sense of obligation that I record again the Government's appreciation of the fine work done by Education Boards and other governing bodies, School Committees, teachers, and the host of workers, paid and unpaid, who have, through this most difficult year, stood between the children and the worst effects of war.

TABLES Note. —Owing to the paper shortage several tables have again been omitted this year. They will be reinstated as soon as conditions permit. For particulars of expenditure on education, including capital expenditure on new buildings, &c., see the appendix to this report.

Table C1.—PUBLIC PRIMARY SCHOOLS BY Grade

Two half-time schools and thirty-seven schools with side schools attached are counted as separate schools.

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Grade. Number of Schools. Grade. Number of Schools. I (1-8) .. .. .. 112 VA (191-230) .. .. .. 37 II (9-24) .. .. .. 695 Vb (231-270) .. .. .. 45 IIIA (25-30) .. .. .. 121 Va (271-310) .. .. .. 24 IIIB (31-70) .. .. .. 560 VD (311-350) .. .. .. 18 681 — 124 IVa (71-110) .. .. .. 188 VI (351-870) .. .. .. 170 IVb (111-150) .. .. .. 81 IVo (151-190) .. .. .. 58 Total .. .. .. 2,115 327

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Table D.—ROLL NUMBERS at Educational Institutions (exclusive of University Colleges and Kindergarten Schools)

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Total Total Children. Adolescents. Adults. Number Number , , on the Roll on the Type of School. on the Roll on ! i „ 1st July, 1st July, Under 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20 20-21 21 Years 1941. 1942. 10 Years. Years. Years. Years. Years. Years. Years. Years. Years. Years. Years. Years. and over. _ - Public primary schools .. 190,103 189,117 105,564 21,995 22,164 19,802 14,275 4,588 656 65 8 .. .. j Special classes for backward 767 769 137 90 125 152 134 67 24 14 26 children Native village schools (primary) 10,651 11,013 6,018 1,203 1,212 1,034 947 465 116 14 4 ; Native mission and boarding 680 650 329 77 66 74 73 22 8 1 schools (private primary)* Public primary schools, Chatham 134 133 59 17 19 18 11 7 1 1 Islands Secondary schools, lower depart- 148 147 29 18 26 27 29 12 4 1 1 ments Private primary schools* .. 26,926 26,148 13,420 3,081 3,243 3,138 2,236 789 197 38 6 Intermediate schools and depart- 6,699 7,474 1 112 1,359 2,704 2,354 801 126 14 2 1 ments Secondary departments of district 5,852 5,640 .. 1 64 860 2,009 1,571 769 303 56 6 1 high schoolsll Secondary schools .. .. 14,950 14,682 .. .. 4 176 2,281 4,639 3,982 2,356 977 242 22 2 1 Combined schools .. .. 3,053 2,930 .. •• 3 44 432 897 819 518 186 30 1 Technical high and day schools.. 9,257 9,016 .. 1 2 81 1,437 3,711 2,514 925 258 53 12 6 16 Part-time students at day and 15,152 11,305 .. •• 19 19 100 550 1,696 2,487 2,412 1,293 461 343 1,925 night classes Native secondary schools* — Primary .. .. .. 82 38 1 2 3 11 9 9 3 Post-primary .. .. 444 370 .. • • • • 2 26 78 112 92 41 19 Endowed and registered private 6,007 6,113 .. •• 12 139 975 1,705 1,593 1,153 454 74 6 2 secondary schools* Correspondence school — Primary . .. 1,805 1,800 1,000 164 168 144 139 91 40 22 9 5 3 3 12 Secondary! 711 679 .. 1 8 118 207 165 83 59 29 8; 1 Training-colleges .. .. 1,503 1,463§ .. •• •• •• •• ■■ 266 486 381 196 134 Schools for mentally backward, &c. 235 206 22 13 20 32 29 33 25 18 5 4 2 3 School for the deaf .. .. 115 107 44 11 10 8 12 11 8 3 New Zealand Institute for the Blind 32 25 5 4 3 1 6 4 1 1 Grand totals.. .. 295,306 289,825 126,629 26,788 28,460 27,678 26,483 20,695 13,661 8,574 5,018 2,292 901 558 2,088 1 V ' Estimated population (inclusive of .. 1,639,000 130,000f 110,900 28,200 28,600 28,900 28,900 28,700 28,400 28,300 26,400} Maoris) at 1st July, 1942 j * Native mission schools are registered private primary schools, and two Native secondary schools are registered private secondary schools, but in this table these schools are considered, respectively, missions schools and Native post-primary schools. t Estimated population five years of age but under ten years of age. t Estimated population twenty-one years of age and under twenty -two years of age. § There were 286 students in the armed forces or engaged in essential work. j[ Includes 65 pupils in 1942 attending Native District High Schools.

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Table E2.—AGE AND CLASSIFICATION of Pupils at Public Primary Schools, 1st July, 1942.

Table E1.—NUMBERS OF FULL-TIME PUPILS, 1st July, 1942.

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Special Class 'tally 1 Class p - Standard I. Standard II. Standard III. Standard IV. Form I. Form II. Form III. Form IV. Form V. Form VI. Totals. Type of School. ward. Boys. Girls. Boys Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. - - - j - _ Public primary .. .. 465 304 29,019 25,35912,35711,27912,06111,17312,74811,82412,92512,155 10,78310,723 8,230 8,345 49 87 .. 98,637 91,249 Native— European .. 169 148 79 56 51 60 78 63 60 62 37 56 31 45 1 • .. 506 490 Maoris .. 2,254 1,971 725 633 675 630 592 577 484 511 288 310 155 191 7 14 5,180 4,837 Public primary—Chatham .... 21 19 6 9 7 7 18 14 2 7 5 5 4 7 2 65 68 Islands Private primary and lower .. .. 3,309 3,282 1,487 1,562 1,517 1,630 1,667 1,780 1,749 1,844 1,735 1,838 1,512 1,648 82 303 13,058 13,887 departments of secondary Intermediate .. 2,056 1,914 1,789 1,592 40 83 3,885 3,589 Secondary departments of 1,1531,422 670 891 563 759 46 71 2,432 3,143 district nigh schools Secondary .. 2,619 2,8551,9421,955 2,3571,990 564 400 7,482 7,200 Combined .. g91 503 , 432 374 530 3g8 82 60 1:6 35 1,295 lechmcal .. 2,6931,9481,4931,189 818 663 116 96 5,120 3,896 Endowed and registered private 9141,202 882 968 909 943 264 195 2,969 3,308 secondary Correspondence— Primary .. 65 57 294 321 107 106 65 85 75 103 79 106 71 89 59 97 *13 *8 828 972 Secondary 147 285 29 110 16 83 2 7 194 485 Totals •• • • 530 36135,066 31,10014,76113,64514,37613,58515,17814,361 15,29914,68514,97514,93511,78011,925 8,3118,710 5,448 5,487 5,193 4,7961,074 829141,991 134,419 •Adult section.

Special Classes for Backward Children. Class P. Standard I. Standard II. Standard m. Standard IV. Form I. Form II. Form in. Totals. Age. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 5 and under 6 .. 2 .. 10,081 9.577 .. 2 .. .. .. .. .. .. .. .. .. .. .. 10 083 9 579 6 " 7 5 2 10,811 10,116 247 448 2 4 .. .. .. .. . 11 065 10 570 7 8 11 7 5,923 4,299 4,930 5,469 312 481 3 5 ' ll'l79 10 261 8 9 •• 27 17 1.629 993 4,740 3,889 4,166 5,112 354 504 3 6 1 .. lo'919 10^522 9 » 10 .. 42 24 409 257 1,735 1,031 4,618 3,854 3,959 4,753 307 524 1 9 11071 10 452 » 11 •■ 54 36 103 74 499 297 2,025 1,192 4,735 4,095 3,768 4,491 273 439 1 3 .. 11,458 10,627 " J 2 .. 79 46 37 28 142 94 663 367 2,413 1,682 4,985 4,461 3,028 3,657 237 368 1 1 11,585 10,704 58 19 10 44 35 209 121 933 652 2,604 1,923 4,402 4,432 1,947 2,565 3 3 10,255 9,699 J 3 "it ■■ 86 48 5 2 16 11 56 31 299 205 1,029 634 2,308 1,751 3,942 3,958 14 23 7,746 6,663 ■■ 40 27 2 2 3 2 6 9 53 25 207 104 704 397 1,755 1,248 21 50 2,791 1,864 •' 8 16 1 1 3 1 7 3 19 8 62 35 308 188 10 10 418 262 1 1 1 1 2 4 3 2 37 13 51 28 17 " 18 '• 10 16 .. .. .. .. .. .. .. .. i 2 3 2 .. 16 18 Totals •• 465 304 29,019 25,359 12,357 11,279 12,061 11,173 12,748 11,824 12,925 12,155 10,783 10,723 8,230 8,345 49 87 98,637 91,249 Median age, in 12 2 12 5 6 5 6 4 8 3 7 11 9 4 9 0 10 5 10 2 11 6 11 3 12 6 12 4 13 6 13 4 14 4 14 4 years and months

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Table E3.—AGE AND CLASSIFICATION of Pupils at Public Post-primary Schools, 1st July, 1942.

Table E4.—AGE AND CLASSIFICATION of Pupils at Registered Private Secondary and Endowed Schools, 1st July, 1942.

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Form III. Form IV. Form V. Form VI. , Totals. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Under 11 years .. .. 1 •• •• •• •• J 11 and under 12 .. .. 7 3 .. .. .. .. •• " 3 12 „ 13 .. .. 148 201 10 6 158 207 13 „ 14 .. .. 2,092 2,545 178 186 4 1 .. 2,274 2,732 14 15 .. .. 3,720 3,272 1,834 2,080 151 175 .. .. 5,705 5,527 15 16 958 650 2,030 1,782 1,041 1,670 75 59 4,704 4,161 16 " 17 .. .. Ill 49 435 323 1,721 1,373 319 225 2,586 1,970 17 18 16 7 45 28 625 450 300 249 986 734 18 ""19 2 1 4 3 116 84 105 66 227 154 iq " 20 9 10 8 13 17 23 20 ;; 21 :: :: 1 31528 21 and over .. .. .. • • • • 1 1 1 4 .. 10 2 15 Totals .. .. 7,056 6,728 4,537 4,409 4,268 3,770 808 627 16,669 15,534 Median age, in years and months 14 4 14 2 15 1 15 0 16 2 16 0 17 0 17 I

Form III. Form IV. Form V. Form VI. Totals. Boys. Girls. Boys, i Girls. Boys. Girls. Boys. Girls. Boys. Girls. 11 and under 12 .. 4 9 .. .. ■ • • • • • • • 4 9 12 „ 13.. .. 46 88 3 2 49 90 13 „ 14 .. .. 333 475 96 80 3 3 .. 432 558 14 15 .. .. 376 501 344 384 64 59 7 791 944 15 16 .. .. 136 115 319 370 330 343 23 12 808 840 16 17 .. .. 16 14 105 119 355 403 127 52 603 588 17 18 .. 2 12 11 132 121 81 112 227 244 18 19 2 2 22 12 24 18 48 32 19 „ 20 .. .. 1 1 2 1 2 1 6 2 20 „ 21 .. 1 1 • ■ 1 1 21 and over Totals .. .. 914 1,202 882 968 909 943 264 195 2,969 3,308 Median age, in years and Il4 2 14 1 15 0 15 1 16 2 16 2 16 9 17 4 months I

2—E. 1

E.—l

Table E5.-AGE AND CLASSIFICATION of Pupils at Registered Private Primary Schools and Lower Departments of Secondary Schools, 1st July, 1942

9

Class P. Standard I. Standard II. Standard III. Standard IV. Form I. Form II. Form III. Totals. ! ' ; Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. | Girls. ! 1 , i 5 years and under 6 . . 1,297 1,357 .. 1 2Q7 1 S57 6 » 7 •• !' 215 M 18 64 99 2 ;; ;; ;; ;; ;; ;; ;; ;; ;; 1319 7 " 8 .. 598 568 607 773 96 131 .. . . . , 2 301 1 472 « 9 .. 150 106 556 503 574 730 59 92 2 2 .. .. .. .. 1 341 1 433 9 » 10 .. 36 26 176 136 532 529 566 785 72 112 5 4 .. .. .. .. l'387 l'592 » 11 .. 10 5 58 32 231 170 620 584 572 690 80 115 5 4 l'576 1 600 » 12 •• 1 2 22 14 56 46 270 230 668 673 537 641 62 112 1 .. l'617 1J18 " |3 .. 2 4 5 21 20 107 72 318 265 639 674 463 611 19 19 l'573 l'666 4 2 35 12 102 83 386 320 665 635 33 61 1 i 113 1 8 4 11 17 73 70 257 251 18 113 368 455 •' ■ • • • ■ • • ■ 2 2 4 1 13 14 50 35 9 79 80 129 I, " il 2 .. 8 .. 1 29 11 29 S ;; !:,:: 1 ■■ ' •• 2 123 . 19 „ 20 20 „ 21 " " ;; ;; ;; ; Totals •• 3 = 3 09 3,282 1,487 1,562 1,517 1,630 1,667 1,780 1,749 1,844 1,735 1,838 1,512 1,648 82 303 13,058 13,887 Median age, in years and 6 4 6 3 8 2 7 11 9 2 8 11 10 4 10 0 11 4 11 2 12 5 12 3 13 4 13 2 13 8 14 8 " months . ....

E.—l

Table E6.—AGE AND CLASSIFICATION of Pupils at Intermediate Schools and Departments, 1st July, 1942

Table K2. —SIZE OF CLASSES in Public Primary Schools of Grade IV and over.

Table N. —AGES at which Pupils begin Post-primary Course

10

Form I. Form II. Form III. Totals. Boys. ! Girls. Boys. Girls. Boys, j Girls. Boys. Girls. Under 10 years . . 1 .. . . . . .. .. 1 10 and under 11 .. 45 63 1 3 .. 46 66 11 „ 12 .. 612 650 45 52 .. .. 657 702 12 „ 13 .. 877 870 456 499 1 1 1,334 1,370 13 „ 14 .. 415 277 850 784 9 19 1,274 1,080 14 „ 15 .. 101 49 359 227 18 47 478 323 15 „ 16 .. 3 3 69 27 .10 14 82 44 16 „ 17 .. 1 2 7 2 2 10 4 17 „ 18 .. 1 1 .. . ■ 2 18 „ 19 .... .. 1 .. .. 1 Totals .. 2,056 1,914 1,789 1,592 40 83 3,885 3,589 Median age, in years and 12 5 12 3 13 6 13 4 14 7 14 6 months

February, 1935. February, ]942.* February, 1943.* Number of Children. N cL b S e e r S .° f N cSss e es.° f *»'*«■ Under 31 .. .. 616 20-6 682 20-2 669 20-1 31-40 1,011 • 33-8 1,135 33-5 . 1,104 33-1 41-50 .. .. .. 1,007 33-7 1,123 33-2 1,124 33-8 51-60 .. .. .. 349 11-6 447 13-1 430 12-9 61 and over .. .. 9 0-3 .. .. 4f 0-1 Totals .. .. 2,992 100-0 3,387 100-0 3,331 100-0 * The Teachers' Salaries Regulations 1938 provided new grades for public schools. Since this year schools of Grade IVb (roll minimum of 111) have been included. A Grade IV school under the previous regulations had a minimum average attendance of 121. Hence a few more schools with lower rolls have been included since 1938. f These classes have been reduced in size since 1st February.

Age at which Post-primary Courso begun. Total Numbers ' beginning Y ik v Post-primary Type of School. Under 12 12 Years. 13 Years. 14 Years. io xears Education. Jr Years. and over. Boys. Girls. Boys, j Girls. Boys. Girls. Boys, j Girls. Boys. Girls. Boys, j Girls. Secondary .. 9 10 184 344- 1,346 1,590 922 811 196 88 2,657 2,843 Combined .. 1 5 43 71 245 261 267 155 55 10 611 502 Technical.. .. 3 2 143 176 1,250 1,052 1,191 671 201 119 2,788 2,020 District High .. 10 5 119 166 597 739 456 499 109 97 1,291 1,506 Correspondence .. 3 1 19 25 47 96 35 96 15 33 119 251 Totals .. 26 23 508 782 3,485 3,738 2,871 2,232 576 347 7,466 7,122

E.—l

Table O 1. —PROBABLE DESTINATION, Public Primary Schools' Pupils, 1942

Table O 2. —PROBABLE DESTINATION, Intermediate Schools and Departments' Pupils, 1942

11

Table 0 1. —PROBABLE DESTINATION, Public Primary Schools' Pupils, 1942 Totals. With Primary Without Primary School Certificate. School Certificate. Destination. Boys ' Girk " j ~ : ! | | Boys. Girls. Boys. Girls. Number. P f r " Number, i P ° r " : * centage. centage. Post-primary .. .. .. 6,586 6,698 229 136 6,815 67-0 6,834 70-3 Clerical (including typing)— (а) Government and local body 24 20 5 1 29 0-3 21 0-2 (б) Banks, insurance, legal, com- 25 39 10 9 35 0-3 48 0-5 mercial liouses, shops, and warehouses Shop and warehouse assistants .. 249 281 135 78 384 3-8 359 3-7 Manual trades— (a) Government and local body 11 3 7 .. 18 0-2 3 * (b) Building .. .. 55 .. 17 .. 72 0-7 (c) Motor engineering.. .. 57 .. 22 .. 79 0-8 (d) General engineering .. 28 .. 14 .. 42 0-4 (e) Printing.. .. .. 15 6 7 3 22 0-2 9 0-1 (/) Other trades .. .. 121 51 110 16 231 2-3 67 0-7 Farming .. .. .. 782 150 753 79 1,535 15-1 229 2-4 Factory operatives .. .. 102 162 144 149 246 2-4 311 3-2 Other occupations .. .. 132 143 167 130 299 2-9 273 2-8 At home .. .. .. 107 761 108 625 215 2-1 1,386 14-3 Not known .. .. .. 63 79 91 96 154 1-5 175 1-8 Totals .. .. 8,357 8,393 1,819 1,322 10,176 100-0 9,715 100-0 * Insignificant percentage. Table 0 2. —PROBABLE DESTINATION, Intermediate Schools and Departments' Pupils, 1942 Boys. Girls. Occupation. First Second Third , Per- First Second Third T . PerYear. Year. | Year. ' ' centage. Year. Year. Year. Aotal - eentago. Post-primary .. .. 18 1,402 11 1,431 75-3 3 1,270 17 1,290 74-8 Clerical (including typing) — (а) Government or local- .. 6 .. 60-3 .. 2 1 30-2 body service (б) Banks, insurance, legal, 1 12 4 17 0-9 10 7 17 1-0 Commercial houses, shops, and warehouses Shop and warehouse assistants 13 80 II 104 5-5 7 63 19 89 5-1 Manual trades— (a) Government or local- I 2 .. 3 0-2 body service (b) Building .. .. 4 23 6 33 1-7 (c) Motor engineering .. 1 13 .. 14 0-7 (d) General engineering .. 1 14 8 23 1-2 (e) Printing .. .. 1 I 1 3 0-2.. I 1 * (/) Other trades .. 5 45 9 59 3-1 6 27 13 46 2-7 Farming .. .. .. 15 62 3 80 4-2 .. 3 .. 3 0-2 Factory operatives.. .. 5 23 2 30 1-6 10 47 3 60 3-5 Other occupations .. .. 9 43 1 53 2-8 5 52 10 67 3-9 Home .. .. .... 9 9 0-5 26 93 14- 133 7-7 Not known .. .. 4 29 2 35 1-8 4 9 ,2 15 0-9 Totals .. .. 78 1,764 58 1,900 100-0 61 1,577 86 1,724 100-0 * Insignificant percentage.

Table 0 1.—PROBABLE DESTINATION, Public Primary Schools' Pupils, 1942 Totals. With Primary Without Primary School Certificate. School Certificate. Destination. Boys ' Girk " j ~ : ! | | Boys. Girls. Boys. Girls. Number. P f r " Number, i P ° r " : * centage. centage. Post-primary .. .. .. 6,586 6,698 229 136 6,815 67-0 6,834 70-3 Clerical (including typing)— (а) Government and local body 24 20 5 1 29 0-3 21 0-2 (б) Banks, insurance, legal, com- 25 39 10 9 35 0-3 48 0-5 mercial liouses, shops, and warehouses Shop and warehouse assistants .. 249 281 135 78 384 3-8 359 3-7 Manual trades— (a) Government and local body 11 3 7 .. 18 0-2 3 * (b) Building .. .. 55 .. 17 .. 72 0-7 (c) Motor engineering.. .. 57 .. 22 .. 79 0-8 (d) General engineering .. 28 .. 14 .. 42 0-4 (e) Printing.. .. .. 15 6 7 3 22 0-2 9 0-1 (/) Other trades .. .. 121 51 110 16 231 2-3 67 0-7 Farming .. .. .. 782 150 753 79 1,535 15-1 229 2-4 Factory operatives .. .. 102 162 144 149 246 2-4 311 3-2 Other occupations .. .. 132 143 167 130 299 2-9 273 2-8 At home .. .. .. 107 761 108 625 215 2-1 1,386 14-3 Not known .. .. .. 63 79 91 96 154 1-5 175 1-8 Totals .. .. 8,357 8,393 1,819 1,322 10,176 100-0 9,715 100-0 * Insignificant percentage. Table 0 2.—PROBABLE DESTINATION, Intermediate Schools and Departments' Pupils, 1942 Boys. Girls. Occupation. First Second Third , Per- First Second Third T . PerYear. Year. | Year. ' ' centage. Year. Year. Year. Aotal - eentago. Post-primary .. .. 18 1,402 11 1,431 75-3 3 1,270 17 1,290 74-8 Clerical (including typing) — (а) Government or local- .. 6 .. 60-3 .. 2 1 30-2 body service (б) Banks, insurance, legal, 1 12 4 17 0-9 10 7 17 1-0 Commercial houses, shops, and warehouses Shop and warehouse assistants 13 80 II 104 5-5 7 63 19 89 5-1 Manual trades— (a) Government or local- I 2 .. 3 0-2 body service (b) Building .. .. 4 23 6 33 1-7 (c) Motor engineering .. 1 13 .. 14 0-7 (d) General engineering .. 1 14 8 23 1-2 (e) Printing .. .. 1 I 1 3 0-2.. I 1 * (/) Other trades .. 5 45 9 59 3-1 6 27 13 46 2-7 Farming .. .. .. 15 62 3 80 4-2 .. 3 .. 3 0-2 Factory operatives.. .. 5 23 2 30 1-6 10 47 3 60 3-5 Other occupations .. .. 9 43 1 53 2-8 5 52 10 67 3-9 Home .. .. .... 9 9 0-5 26 93 14- 133 7-7 Not known .. .. 4 29 2 35 1-8 4 9 ,2 15 0-9 Totals .. .. 78 1,764 58 1,900 100-0 61 1,577 86 1,724 100-0 * Insignificant percentage.

E.—l

Table O 3.—PROBABLE DESTINATION, Post-primary Schools' Pupils, 1942

12

Seooadaiy Schools. Sto*. J^LhS,™ d _ T °«- Occupation. Boys. Girls. Boys. Girls. Boys. Girla. Boys. Girls. Boys. Girls. Num- Per Sum- Per Sum- Per Sum- Per Sum- Per Sum- Per Sum- Per Nam- Per Sum- Per Sum- Per ber. Cent. ber. , Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. i I " ' ' ~ 7 ~ p * _ University college .. .. 269 10-8 125 4-9 32 5-6 15 3-0 29 1-2 7 0-4 20 1-8 7 0-5 350 5-4 154 2-5 Teaching or training college .. 118 4-8 286 11-2 21 3-7 46 9-4 25 1-1 45 2-4 56 5-0 136 9-9 220 3-4 513 8-2 Professional engineering, 8 0-3 1 * 4 0-7 .. .. 9 0-4 2 0-1 9 0-8 1 0-1 30 0-4 4 * surveying, architecture Clerical (including typing) — (a) Government and local body 276 11-1 122 4-8 48 8-5 46 9-4 102 4-4 112 6-0 115 10-4 124 9-1 541 8-3 404 6-4 (b) Banks, insurance, 1 e g a 1, 441 17-8 679 26-5 76 13-4 130 26-4 123 5-3 574 30-8 56 5-0 293 21-4 696 10-7 1,676 26-7 commercial houses, shops, and warehouses Shop and warehouse assistants 245 9-9 327 12-8 45 7-9 52 10-5 231 9-9 323 17-3 146 13-1 166 12-1 667 10-3 868 13-8 Manual trades — (a) Government and local body 27 1-1 3 0-1 5 0-9 .. .. 133 5-7 4 0-2 18 1-6 6 0-4 183 2-8 13 0-2 (b) Building .. .. 36 1-4 .. .. 16 2-8 .. .. 144 6-2 .. .. 18 1-6 .. .. 214 3-3 (c) Motor engineering .. 58 2-3 .. .. 29 5-1 .. .. 114 4-9 .. .. 31 2-8 .. .. 232 3-6 (cl) General engineering .. 83 3-3 .. .. 42 7-4 .. .. 321 13-7 1 * 23 2-1 .. .. 469 7-2 1 * (e) Printing .. .. 14 0-6 17 0-7 4 0-7 2 0-4 39 1-7 7 0-4 6 0-5 2 0-1 63 1-0 28 0-4 (/) Other trades .. .. 126 5-1 34 1-3 30 5-3 .. .. 241 10-3 129 6-9 49 4-4 13 1-0 446 6-9 176 2-8 Farming .. .. .. 399 16-1 46 1-8 129 22-7 27 5-5 405 17-4 21 1-1 431 38-8 44 3-2 1,364 21-0 138 2-2 Factory operatives .. .. 20 0-8 7 0-3 15 2-6 .. .. 58 2-5 43 2-3 22 2-0 12 0-9 115 1-8 62 1-0 Other occupations .. .. 121 4-9 400 15-6 15 2-6 52 10-6 124 5-3 141 7-6 52 4-7 86 6-3 312 4-8 679 10-8 Home .. .. .. 26 1-0 439 17-1 10 1-8 95 19-3 40 1-7 327 17-5 34 3-1 435 31-8 110 1-7 1,296 20-6 Not known .. .. 217 8-7 75 2-9 47 8-3 27 5-5 194 8-3 130 7-0 26 2-3 44 3-2 484 7-4 276 4-4 Totals .. .. 2,484 100-0 2,561 100-0 568 100-0 492 100-0 2,332 100-0 1,866 100-0 1,112 100-0 1,369 100-0 6,496 100-0 6,288 100-0 * Insignificant percentage.

E.—l

Table Q2.—LENGTH OF POST-PRIMARY COURSE

TABLE Q3.—Number of Pupils at EVENING TECHNICAL AND PART-TIME DAY CLASSES

Table R.—Number of Pupils at NATIVE SCHOOLS, etc.

Table.—MANUAL INSTRUCTION

Table W.—Number of Students in the various TRAINING COLLEGES at December

13

Secondary Combined Technical High District High *n a i, 1 Schools. Schools. DaySchools S ° h ° olS Number. Number. | Number. Number. Number. | Leaving in first year .. 639 12-7 156 14-7 1,229 29-3 695 28-0 2,719 21-3 Leaving in second year 1,185 23-5 279 26-3 1,524 36-3 727 29-3 3,715 29-0 Leaving in third year .. 1,271 25-2 360 34-0 944 22-5 481 19-4 3,056 23-9 Leaving in fourth year 1,950 38-6 265 25-0 501 11-9 578 23-3 3,294 25-8 or later — ——— < Totals .. 5,045 100-0 1,060 100'0 4,198 100-0 2,481 100'0 12,784 100-0 Note. —The approximate average length of school life of pupils attending post-primary schools was : Secondary schools, 2 years 11 months ; combined schools, 2 years 8 months ; technical high and day schools, 2 years 2 months ; secondary departments of district high schools, 2 years 5 months; all post-primary schools, 2 years 6 months.

Number on .Roll, N umber holding Number 1st July- Frbe Places. Year. of Centres. Males. Females. Males. Females. 1940 .. .. 138 10,315 5,836 7,621 3,238 1941 .. .. 126 8,894 6,258 7,231 3,467 1942 .. 50 6,907 4,398 5,446 3,233

1942. 1941. Schools. Roll. Schools. Roll. Native village schools .. .. .. 154 11,013 149 10,651 Mission and boarding schools (primary) . . 10 650 10 680 Public schools with Native children enrolled 879 13,181 875 12,712 Totals „ .. .. 1,043 24,844 1,034 24,043 Note.—Of the pupils unrolled at Native village schools, 989 in 1942 and 1,199 in 1941 were Europeans.

Number of Number of Pupils attending Schools Centres. from which attended. B °y s " Girls ' Public primary and Native schools .. .. .. 891 14,714 14,642 Intermediate schools and departments .. .. .. 20 3,757 3, 489 Secondary departments of district high schools .. .. 89 1,820 2,156 Private schools .. .. .. .. .. 183 2,065 2,311 Totals .. .. .. .. .. 1,183 22,356 22,598 Note. —There were 149 manual-training centres during 1942.

1942. 1941. College. — —— ——. Men. Women. Total. Men. Women. Total. Auckland .. .. .. 56 445 501 196 369 565 Wellington .. .. .. 125 246 371 105 227 332 Christchurch 123 284 407 91 234 325 Dunedin .. .. .. 105 266 371 105 184 289 Totals .. .. .. 409 1,241 1,650 497 1,014 1,511

ft—i

Table. —NUMBER OF CHILDREN under Supervision of the Child Welfare Branch at 31st March

14

1941. 1942. 1943. State wardsIn foster-homes, hostels, and with friends .. .. .. 2,559 2,563 2,641 In situations, including those absent without leave .. .. .. 986 1,106 1,105 In Government institutions, receiving-homes, &c. .. .. .. 229 231 223 In private institutions .. .. .. .. .. .. 105 127 98 In Roman Catholic institutions recognized under Child Welfare Act .. 77 98 95 In special schools for backward children .. .. .. .. 189 131 138 In refuges or cognate institutions .. .. .. .. .. 51 36 59 In hospitals, convalescent homes, &c. .. .. .. .. 30 26 36 In residential colleges (mostly Maori children) .. .. .. 14 12 15 Subtotal .. .. .. .. .. .. .. 4,240 4,330 4,410 British children .. .. .. .. .. .. .. 202 203 204 Other , than State vards — Young persons supervised by Child Welfare Officers in their own homes, 1,109 1,123 "1,301 with relatives, or with friends, pursuant to orders of Courts Infants supervised in foster-homes registered under the Infants Act . . 581 627 665 Pupils at School for the Deaf, Sumner .. .. .. .. 117 110* 126 Pupils at schools for mentally backward, Otekaike and Richmond (other 47 52 45 than State wards included in figures above) Children supervised as preventive cases .. .. .. .. 1,739 1,960 1,978 Children in New Zealand Institute for Blind for whom the Department 24 19 18 makes payment ——— Subtotal .. .. .. .. .. .. .. 3,617 3,891 4,133 Grand total .. .. .. .. .. .. 8,059 8,424 8,74-7 *At 31st December, 1941.

UNKNOWN

15

General Administration £ £ £ Salaries and allowances, Head Office staff .. .. .. 40,845 Salaries, Inspectors in Head Office .. .. .. 3,377 44,222 Travelling-expenses and transfer expenses .. .. .. 1,159 Education Gazette .. .. .. .. .. .. 2,113 Miscellaneous .. .. .. .. .. .. .. 4,853 52,347 Less recoveries 5,637 — 46,710 Primary Education (including Intermediate Schools or Departments under Control of Education Boards) Teachers'salaries and allowances .. .. .. 2,072,696 Education Boards: Administration .. .. .. 41,005 School Committees : Grants .. .. .. .. 158,636 Miscellaneous .. .. .. .. .. .. 1.8,057 r 2,290,394 School buildings (maintenance) .. .. .. .. .. 178,425 Free kindergartens .. .. .. .. .. .. 9,770 Conveyance of children (£254,438) and board (£7,574) .. .. 262,012 Conveyance of Instructors .. .. .. .. 7,443 Correspondence School .. .. .. .. .. .. 19,564 Inspection of schools .. .. .. .. .. .. 39,785 School Journal .. .. .. .. 4,964 Manual instruction .. .. .. .. .. .. 111,003 Miscellaneous .. .. .. .. 6,535 \ 2,929,895 Less recoveries .. 5,439 2,924,456 Post-primary Education (including Intermediate Departments attached to Secondary and Technical Schools) Teachers'salaries and allowances .. .. .. .. 620,564 Grants to controlling authorities .. .. .. .. .. 107,712 Manual instruction .. .. .. .. .. 9,150 Conveyance (£33,210) and board (£30,413) of pupils .. .. 63,623 Inspectors: Salaries and allowances .. .. .. .. 7,890 War bursaries .. .. .. .. .. .. .. 7,654 School buildings : Maintenance .. .. .. 17,147 Correspondence School .. .. .. .. .. .. ' 20,940 Reserves revenue paid to High School Boards .. .. .. 13,474 Miscellaneous .. .. .. .. .. .. 3,243 871,397 Less recoveries .. 2,538 868,859 Higher Education Statutory grants— University of New Zealand .. .. .. .. 8,414 University colleges .. .. .. .. 117,965 126,379 Scholarships and bursaries .. .. .. .. .. 40,424 Adult education .. .. .. .. .. .. 10,000 Miscellaneous .. .. .. .. .. .. 2,282 179,085 Less recoveries .. 527 178,558 Training Colleges and Training of Teachers Salaries of staff, &c. .. .. .. .. .. .. 38,860 Allowances and fees of students .. . . .. .. .. 176,477 Miscellaneous .. .. .. .. .. .. .. 4,207 219,544 Less recoveries .. 158 — 219,386 Native Schools Salaries and expenses of teachers .. .. .. .. 132,540 Conveyance and board of pupils .. .. .. .. .. 16,583 Manual instruction, books, &c. .. .. .. .. .. 6,579 Buildings: Maintenance .. .. .. .. .. 8,890 Scholarships .. .. .. .. .. .. .. 9,149 Inspection .. .. .. .. .. .. .. 3,208 Miscellaneous .. .. .. .. .. .. .. 123 177,072 Less recoveries .. 1,151 175,921 Physical Instruction Salaries and expenses of Instructors, &c. .. .. .. .. 12,103 Education of the Blind Grants, fees, &c. .. .. .. .. .. .. .. 5,862 Education of the Deaf Salaries and expenses of staff and inmates .. .. .. .. 12,165 School for the Mentally Backward Salaries and expenses of staff and inmates .. .. .. .. 24,995 Child Welfare Salaries and travelling-expenses of staff .. .. .. .. 60,767 Boarding out of children .. .. .. .. .. 86,813 Maintenance of children and staff in institutions .. .. .. 49,036 Miscellaneous (buildings, &c.) .. .. .. .. .. 15,434 212,050 Loss recoveries .. 40,883 171,167

E.—l

Statement of Expenditure and Recoveries, etc. —continued

SUMMARY Consolidated Fund— £ Vote, Educatio n" .. .. .. •• -■ ■■ •• 4,670,839 Vote, " Internal Affairs" .. .. •• •• •• •• •• •• •• 1,900 Finance Act, 1940 (section 10) .. .. .. •• •• •• •• •• 109,560 Education Reserves Act, 1928, sections 23 and 30 (primary-education reserves revenue) .. .. 42,951 Education Reserves Act, 1928, sections 23 and 30 (secondary-education reserves revenue) .. .. 13,474 Tauranga Educational Endowment Reserves Act, 1896 (reserves revenue) .. .. .. .. 274 Public Revenues Act, 1926, section 133 (Fire Insurance Fund) .. .. .. .. .. 2,899 Public Works Fund, vote, Education buildings .. .. .. .. .. 200,751 Unauthorized expenditure .. .. .. . • • ■ • • • • • ■ • • 655 5,043,303 LessConsolidated Fund— £ Recoveries on account of expenditure of previous year .. .. .. 253 Territorial revenue .. .. .. .. . • ■ • • • 437 Miscellaneous revenue .. .. .. .. .. •• •• 4,156 Registration and other fees .. .. .. .. .. ■ • 1 Interest on public moneys .. .. .. .. .. .. 61 4,908 £5,038,395 Figures are not obtainable as to the additional amounts available from revenue from reserves vested in post-primary schools and University colleges. Last year the amounts were as follows : — £ Post-primary schools .. .. .. .. .. •• •• •• 33,528 University colleges .. .. .. •• •• •• •• 16,849 Total .. £50,377

Approximate Cost of Paper.—Preparation, not given ; printing (080 copies), £40.

By Authority: E. V. Paul, Government Printer, Wellington. —1043, Price Gd,J

16

Country Library Service Salaries and expenses of staff .. .. .. •• •• 5,498 Purchase and binding of books .. .. . ■ 8,414 Sundries .. .. .. •• •• •• •• i' 935 15,847 Less recoveries and subscriptions, &c. .. 2,426 - - 13,421 Miscellaneous Examinations .. .. .. . • •• •• .. 4,383 Teachers'Superannuation Fund .. .. .. •• 159,339 Other .. .. .. •• •• •• 6 > 428 170,150 Less recoveries, examination fees, &c. .. 5,286 164,864 4,818,467 Public Works Consolidated Fund : Capital Expenditure Funa - Vote, " Education." Sites, buildings, equipment, &c. — £ £ Public schools .. .. •• •• •• 134,059 13,187 Secondary schools .. . • .. •• 37,194 1 ,077 Technical schools .. .. •• •• 11,121 1,382 Native schools .. .. .. •• •• 13,938 3,531 Universities .. .. . • • • • ■ • • ' School for feeble-minded .. . . .. • • 384 Child welfare .. .. .. .. •• 8,227 School for Deaf ., .. .. .. • • 5® Wellington Education Board Offices .. .. .. 1,058 207,390 19,177 Less recoveries (sale of sites, &c., and recoveries on account of expenditure of past years)— Public schools .. .. .. •• 3,964 Secondary schools .. .. .. . • 4-75 Technical schools .. .. .. . • 1,319 Child welfare . . .. .. .. 60 Training colleges .. .. .. .. 100 Education Board properties .. .. .. 721 6,639 Net expenditure on new buildings, &c. .. 200,751 19,177 J 219,928 Net total, including new buildings, &c. .. j .. . • 5,038,395