EDUCATION: PRIMARY AND POST-PRIMARY EDUCATION [In continuation of E.-2 of 1944]

Appendix to the Journals of the House of Representatives, 1945 Session I, E-02

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1945 NE W ZEAL A N I)

EDUCATION: PRIMARY AND POST-PRIMARY EDUCATION [In continuation of E.-2 of 1944]

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

Note. —Some of the tables have been omitted because the information or part of it can be obtained olsewhere. These tables are as follows, and the tables to which reference can be made are also given : Table A s—see5 —see Table E 2 in E.-l for median ages; Table A 9—see Table 0 1 in E.-l ; Table A 14 —Table E 5 in E.-l ; Table B 2—see Table E 6 in E.-l ; Table D 2—see Table E 3 in E.-l ; Table D 4 see Table N in E.-l ; Table E 2—see Table D in E.-l ; Table -T 2—see Table E 5 in E.-l. REPORT OF THE CHIEF INSPECTOR OF PRIMARY SCHOOLS (Mr. G. E. OVERTON) FOR THE YEAR 1944 Sir, — 1 have the honour to present the following report on the primary schools in New Zealand for the year ending 31st December, 1944 : — War Conditions. —The teaching service has made a generous contribution to the man-power of the Armed Forces, up to 70 per cent, of the total male personnel. To pretend that this withdrawal of men from the education service has had little effect on the schools would be a poor tribute to the teachers in the Forces. It is a matter for satisfaction, however, to record that the effect on the schools has not been as serious as was anticipated. Our troubles in New Zealand, moreover, are smaller than those in other lands. In one large State of Australia over two hundred country schools have been closed for the want of teachers. The teaching staffs, in general, have shown commendable devotion and skill. Many married women have returned to the service, and many young women have accepted positions in remote country schools, normally staffed by men. In numbers of cases Inspectors report considerable strain arising in the case of women teachers doing the work of men. With the war position becoming easier, it should be possible to release from the Forces teachers who are ineligible or unfit for overseas service or who have returned after serving three or more years overseas. It must be remembered that there is practically no recruitment of young men teachers to the teaching service, as all fit men on completion of their training as teachers, and sometimes before completion, are drafted into the Forces. The policy laid down early in the war with respect to safeguarding the interests of soldier teachers and students has been successfully followed, and many returned men have expressed appreciation of what has been done. The guiding principle has been to place the teacher as closely as possible at the stage in his professional career that ho would have reached if military service had not intervened. Military service counts as teaching service for purposes of salary increments, grading, and superannuation. Grading is safeguarded by a system of automatic increases. General or specific applications for positions or for promotion may be lodged, and many teachers in their absence have received appointments. Concessions in examination requirements for teachers' certificates are granted. To assist in the rehabilitation of returned men, refresher courses are provided so that observation and practice can be undertaken at teachers' training colleges or at selected schools, permanent rates of salary being payable during the period of the courses. Various benefits for University studies ranging from cost of fees and books to full-time bursaries with payments up to £5 ss. per week during the college year as well as fees are provided through the Rehabilitation Board. Similar facilities for selected students to pursue their studies overseas are also available. Some teachers on returning may find it difficult to settle down, and when they express a wish to resign, their resignations may be held over for twelve months to enable them to make up their minds whether they desire to leave the profession permanently. Standards of Work. During the past two years there has been considerable criticism of the standard of attainment in the essential skills of English and arithmetic. There is some deterioration reported in some districts, while in others the level of attainment is regarded as being maintained or even rising. A careful analysis of the whole situation reveals no cause for concern, but a need for constant care to obtain from the pupils the best they can achieve according to their respective abilities. Inspectors throughout all districts report that during the past year they have given special attention to English and arithmetic. As mentioned previously, the withdrawal of so many men from the service has added greatly to the difficulties of the schools. Another handicap has been the inability to reduce the size of classes in our larger schools. There are enough trained teachers in the Forces without permanent positions to bring into operation a liberal staffing schedule for this purpose, and thus ensure that pupils are given adequate individual attention. A further difficulty due to prevailing conditions has been experienced in the compiling and issuing of new text-books in English and arithmetic, and also in manufacturing or procuring apparatus and equipment used in modern teaching.

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Some of the criticism is based on a misunderstanding of what the schools are setting out to achieve. In the days of the Proficiency Examination it was extremely rare for a backward pupil to progress beyond Standard 4or at the most Standard 5. This thinning-out process in order to obtain high examination results has practically disappeared. Backward pupils are now given full educational opportunities, even in Standard 6. It would be unreasonable to expect from these pupils the same standards of achievement as those of the more gifted pupils, and certainly unreasonable to compare the general standards of heterogeneous groups with those of selected groups of former days. Revision of the Curriculum. One of the major problems confronting educationalists at present is devising a libers 1, well-balanced curriculum that can be covercd in the time available. Life is much more complex than it was a generation ago. The child of to-day must be taught to live in the present, and therefore new features to meet changing conditions must be introduced into the curriculum. In addition to ordinary school subjects, there are such features as milk in schools, apples in schools, school savings-banks, medical inspection, dental treatment, road-safety instruction, fire drills, organized \isits to museums or institutions, manual training, swimming, additional physical education, health, first aid, &c. What has been aptly termed " the crowded life of the modern school " has to be compresscd into the time-limits of the schooj day, which has remained unaltered in length for many yeara. The reaction to these demands has been a searching scrutiny into the scope of work in various subjects which have hitherto usurped an undue share of school time. Arithmetic, which a generation ago was given five to six or even more hours per week, has now a little more than half that amount. The revised courses of work in arithmetic and those projected in written English, though reduced in content, contain all the fundamental requirements, linked, as far as possible, with the conditions and situations of real life. Sound mechanical drilling in the four operations in number merges into the working of every-day problems in which quick, accurate computation is required. The main aim in written English is to ensure that every child can write clearly, concisely, and correctly on familiar topics and real experiences, the emphasis being focused on the simple, accurate English of communication. There is nothing in the aims, treatment, or content of these subjects that condones slipshod, inaccurate, or badly executed work on the part of the pupils. A reduction in content but not in quality is intended. A new syllabus for health teaching has been prepared. Preliminary work in connection with bringing art and crafts, including needlework, into line with modern ideals has been undertaken. The prescriptions in history, civics, and geography, which have an important social bearing, are also to be revised. Other aspects to be reviewed are speech, reading and literature, writing, and spelling. Another important consideration has been how to obtain a better articulation between the primary and the post-primary curricula. In various districts, meetings between post-primary and primary head teachers have been held to discuss the matter, and in another district there is close liaison between each district high school and the adjacent primary schools in order to work on uniform lines in basic subjects. An outstanding example of co-operation is one in which a large post-primary school has established a special form for pupils who left primary school without obtaining the Primary School Certificate. These pupils will in their secondary education undertake courses of work designed to remove this handicap. Interesting features in the Work of the Schools. - (a) Extension of Library Services : During the war period it has been difficult to obtain supplies of new books, but it is gratifying to know that there has been a noteworthy advance made in the provision of facilities for the children. There has been an increase in the number of schools linked up with the Country Library Service, which is providing an attractive range of excellent books for the use of children. More schools are asking for the service than can at present be served. In some parts of the country municipal libraries are providing a fine service to schools. Increased grants have been made to Education Boards to purchase books of reference and also supplementary readers for class use. It has been stated that a " quiet revolution "is taking place in the reading habits of the children. It is certain that reading is now wider and more diversified than ever before. (b) Museum Services to Schools : There has been renewed interest in this work, and several additional teachers have been required. One centre reports that for 1944 there were 30,000 pupil attendances: Classes of pupils attend at the museum for observation and instruction, and service is provided to country schools by means of box material. The children display a keen interest, and the movement is particularly valuable in making certain phases of education more real. (c) Road-safety Instruction : Collaboration among the Transport and Education Departments, Education Boards, local bodies, and automobile associations has resulted in a co-ordination of the instruction with an adequate coverage for the whole of New Zealand. The work is supervised by four Road Traffic Instructors for schools, who work in close association with the local authorities. Instruction is actually given by these officers and also by officers of local bodies and of automobile associations. Besides, talks are given to children in all classes and films are shown. Special attention is now being given to the training of school patrols, which operate at crossings near the schools. These measures are very successful, and our children are acquiring a road sense. The success of the scheme is largely due to the whole-hearted co-operation of the teachers. (d) Visiting Teachers : This innovation has proved worth-while in the seven education districts in which it has been tried, and Education Boards have asked that the positions be made permanent. Experienced women teachers who possess tact and understanding have been attached to selected schools to act as the intermediary between the school and the home where problems arise in connection with the progress, attendance, or behaviour of children. Attendance at school has been better, and much has been done to adjust these pupils more happily to their school environment. (e) Infant Work : New techniques of infant-teaching are being developed, and a modern outlook is general. Considerable quantities of toys, and equipment have been supplied, and teachers continue to supplement these with material they themselves prepare. The play activity period, with its allround development, is now being freely adopted. The modern infant-room is a happy place where pupils are trained to be natural, responsive, and self-reliant. Healthy living and social adjustment are given early and constant attention. The advisers to infant departments have carried out valuable work, and short refresher courses for infant-teachers have been held in several districts. Reading, speech, and associated work continue to be strong features of infant work, although the shortage of class and supplementary readers haa caused some inconvenience.

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(/) School Music : Greater interest is being shown in school music and generally there is an improvement in the teaching, although the standard varies considerably from school to school. Fine results have been obtained where music specialists have been employed. In one district high school a specialist has charge of the musical education of the children from, the infants to Form VI, and the pupils are being trained in instrumental as well as vocal music. In another district several district high schools have organized brass bands, one school having as playing members every boy from Standard 4 to Form VI. In many schools, and in the smaller ones in particular, the weekly broadcasts of music lessons have proved of the greatest benefit to teachers, especially where the work is prepared and followed up and the principles applied in the regular music lessons. The standard of work set through the broadcast lessons is undoubtedly an inspiration to many teachers, and assists much in raising the general level of achievement in music. Rural Education. —Mention must be made of the fine work being done by young women teachers, many fresh from training, who have taken over sole-charge schools, some in remote localities. There are many sole-teacher schools in New Zealand, numbering half or more of the total in some education districts. Sole teaching is arduous, and requires both a sound knowledge of methods for all classes and real organizing ability. To assist some of these young teachers, and particularly the untrained teachers in Grade I schools (roll, 5 to 8), the adopted-school plan has been successfully used in most of the education districts, the largest one having sixty-nine adopted schools. Adopted schools are attached to parent schools, preferably nearby efficiently conducted sole-charge schools. Regular exchange of pupils' work is made, and, as far as possible, teachers and children visit the parent schools to observe or participate in the work. Young teachers are in this way able to get better ideas of good standards of work. Inspectors assist in various ways, and in one district an Inspector receives pupils' work as often as monthly from small, remote schools, and returns it with helpful suggestions and comments. The raising of the school age has brought problems to the small schools, as provision has to be made for Form 111 pupils who cannot attend post-primary schools. Helpful suggestions for programmes of work and methods have been supplied in National Education, the official organ of the New Zealand Educational Institute, and in the Education Gazette. When pupils require a course lasting a year or more, they are enrolled in the Correspondence School. Agricultural-club activities throughout New Zealand show marked extension, particularly in calf-rearing and in home-garden competitions. Some enthusiasts include, lamb-rearing, poultryraising, and beekeeping. Strong interest is shown by parents and by farmers, who willingly assist. The influence of these clubs is far reaching. Home and school are brought together through common interests, and a wider conception of education is engendered. In some localities the home-garden campaign is officially sponsored as a wartime effort. Important food crops are grown, especially potatoes, onions, and root vegetables. Propagation of hedge and shelter trees is undertaken. At a time like the present, when there exists as never before the need to increase food production to the highest pitch, the importance of fostering instruction in agriculture cannot be over-stressed. Physical Education - -The physical-education staff of sixty, consisting of area organizers, assistant organizers, and additional assistants, continues to give very efficient service. Travelling conditions are difficult, as no cars have been available for the use of the staff. It has been difficult to obtain equipment, and much has to be improvised. Play-balls have been distributed to schools for ballhandling practice, and small-size basketballs have also been obtained. The staff has shown considerable enterprise in locating equipment and material in shops and warehouses, so that, despite war conditions, many schools are reasonably equipped. Initial difficulties about the adoption of costume by the children for physical lessons are gradually being overcome. The new syllabus of physical education is now understood by the majority of the teachers, and visiting specialists have been able to give attention to details of class organization, leader training, and the development of style. Special attention has been given to secondary classes of district high schools. Short refresher courses for all teachers have been continued, as far as conditions permit. One large district has had sixty-seven such courses in the past biennial period. The young teachers completing their training and entering the schools are well fitted to carry on the work of the new syllabus. Instruction in swimming is receiving increasing attention. Throughout the whole Dominion there has been a considerable increase in the number of learners' pools, the type of bath most favoured, because children of all classes from infants upward can be instructed with confidence and safety. Particularly pleasing is the progress made in the far South, where climatic conditions are a limiting factor. During the swimming season all the physical-education staff concentrates, as far as possible, on swimming instruction. Training of Teachers. —Accommodation at the four training colleges has been fully used for the training of nearly 1,700 students. Practically all schools within convenient access are used for teaching practice. College staffs have been strengthened to extend the . courses in art, crafts, and needlework, and to provide individual attention for returned soldier teachers undertaking refresher courses. A librarian has been appointed to each college to supervise library work for students and to arrange a library service for teachers in the schools. A larger number of specialist studentships have been awarded for an additional year's training in the following fields of education : physical training, art and crafts, music, education of the deaf, and speech therapy. An important change was the concentrating at one college of all the training of graduate students for service in post-primary schools. Training-college lecturers have given much assistance in refresher courses for teachers at various town and country centres, particularly in special subjects. Experimental work in modern art has been successfully carried out in one centre, where an art specialist works full time in a large school in collaboration with the lecturer in art. An interesting type of training course has been carried out in a group of sixteen town and nearby country schools. Two periods each of three weeks were devoted to the training of teachers in art and handwork. Special handwork grants were made to the schools concerned for follow-up work. A combined display of work towards the end of the year testified to the value of the courses, which will provide the pattern for projected extension to other localities.

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District High Schools. —There are now over one hundred district high schools, which continue to do a really fine service in the rural communities, and this service has been extended in some cases by the teachers giving valuable assistance in adult education. The raising of the school age has resulted in a substantial increase of roll numbers. A beginning has been made in lower forms in modifying the courses of work in conformity with the suggestions given in the report of the Consultative Committee on Post-primary Education. The general plan is that of a " common core " which provides a broad liberal programme for all courses, to which is added the special subjects or options which differentiate one course from another. In many districts, conferences of headmasters and senior secondary assistants have been held and the discussions have been helpful. It is in the teaching of science and social studies on the new lines that assistance is specially needed. The prsctical and sympathetic co-operation of the Secondary Inspectors has been much appreciated. A disappointing feature in connection with most of the district high schools has been the lack of support given to the farm course where this option is offered. In very few schools can it be said that the work is a real success. The economic factor is important, and it is not easy for young people who do not already live on the land to acquire farms for themselves in later life. Another limiting factor in providing full differentiated courses is that of staffing. Most of the secondary departments are staffed with one to three or four assistants, and very few have larger staffs. It is a tribute to the versatility of the staffs that they can attempt so much with such a measure of success. Increased grants are being made for libraries and for science equipment, and when more trained specialist teachers are available it is hoped that staffing can be improved where most required. An event worthy of special comment was the holding of a " culture week "at a district high school centrally situated. Upwards of 200 pupils from different secondary departments, about half of whom were billeted, attended lectures and took part in physical and social activities. The panel of lecturers included representatives from two training colleges, an agricultural college, the Association of Country Education, and a Vocational Guidance Centre. It was a worth-while experience for the pupils. Intermediate Schools. —Intermediate schools and departments have clearly shown that the movement is serving a most useful purpose in the general organization of education and that the pupils are deriving material benefit from the more liberal programmes, smaller classes, and homogeneous classification. A closer liaison is possible between the intermediate and secondary schools than between the older type of primary school taking pupils up to Form II and the post-primary schools. A type of school that is proving interesting and successful is a consolidated school with intermediate and secondary departments but no primary classes. It is especially suitable for country towns where surrounding schools are within convenient transport distance. The separate intermediate school is a fine unit, and perhaps more than any school has benefited by the abolition of the Proficiency Examination. The favoured trend of organization is towards ordinary class-teaching in English, arithmetic, and social studies, and confining specialization more to music, physical education, art, crafts, including homecrafts, woodwork, and horticultural pursuits. In several schools a six- or sevenday cycle instead of the usual five day is used in planning time-tables. Club, hobby activities, visual, and health education are featured. With the raising of the school age there has been an increase in the number of Form 111 classes, which contain pupils who do not intend to continue their education beyond the age of fifteen years. Schools that have facilities for additional work in homecraft for girls are doing particular useful work for the girls. Education of Handicapped Children.- -There are fifty special classes for backward children in operation, two new classes being established in 1944. For children who are unable to profit from attending special classes there are three occupation centres where training in healthy living and in formation of good social habits is featured. One of these centres is to become residential so that country pupils can attend. There are also several schools for physically handicapped children, and one of these, working in conjunction with the School Medical Service, is carrying out useful experimental work with diet, rest, and exercise. Hospital classes are established in various hospitals where the numbers of children warrant. Crippled children who are unable to attend school are provided with suitable lessons by the Correspondence School, several teachers being engaged full time in visiting the homes to assist the children. Thirteen speech clinics are in operation, four new centres being opened during the year. Expert treatment is given, to children who suffer from speech defects. Fine work is being accomplished in the clinics, and more will be opened as soon as trained specialists become available. There have been increased enrolments at the two schools for the deaf, and the number of teachers being trained for this special work has been increased. Correspondence School.—The Correspondence School, established in 1922, is organized to provide educational facilities for persons, whether children or adults, who are unable to attend school owing to personal disability, distance, or employment. The enrolment for third term, 1944, was primary 2,009, post-primary 2,223, a total of 4,232. Of this number, over 400 are enrolled on account of physical disability, while approximately 600 are adult students. Pupils are prepared for the usual examinations and certificates, including Primary School, Secondary School and Higher Leaving Certificates, Government Shorthand Typists, Post and Telegraph, Public Service, University Entrance, Teacher's "C " Certificate, and University Scholarship Examinations. In all, last year 240 students gained successes under these headings. The year 1944 saw considerable development in the number and variety of practical subjects offered by the school. The courses include commercial, agricultural, home crafts, and other art and craft courses. The time allotted to the Correspondence School for its broadcast lessons has been increased to two half-hour sessions per week. The number of full-time visiting teachers has been increased to six. During the spring and autumn terms visits are paid to pupils living in the back country. During the winter term the service is carried on in various urban centres for the benefit of physically handicapped and near-by country students. The school circulating library and teachers' reference library now comprises over ten thousand volumes. Extra-mural activities are of a varied nature and are closely articulated with the daily life and studies of the pupils, and include Girl Guides, Boy Scouts, Junior Red Cross, Animal Welfare, Garden Circle, Meccano, Stamp Exchange, Camera, Naturalists', and International Pen Friendship Clubs. Throughout the year there was a regular and generous despatch of garments for the benefit of bombed-out and homeless children in Great Britain and the occupied

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countries of Europe. Vigorous parents' and ex-pupils' associations have co-operated in these and other fields. The publication of the school magazine, " The Postman," has been maintained. Altogether the school is performing a very useful service in the educational life of New Zealand. Widening Contacts in Education. —The people who are most interested in the education of the children are the parents and the teachers. There has been much more in evidence a genuine desire on the part of parents to obtain a better understanding of the work of the schools. The number of parent-teacher or home and school associations shows remarkable increase. The movement follows mainly three lines of activity : social gatherings, raising of funds, and discussion groups. The development of the discussion groups is particularly valuable, as new aims and methods in education are frequently not understood by the parents, and they welcome an opportunity to gain the information at first hand. The following extract from the report of the Inspectors of one district where the number of home and school associations has more than doubled in the one year sets out clearly the purpose to be achieved :— " School associations can, and do, contribute much to the development of modern education. From the point of view of the child, such co-operation provides unity in his life. Instead of two different points of view and two standards of conduct and work, an equilibrium can be created which is satisfying and stabilizing for his emotional development. From the teacher's standpoint they provide an enrichment of life and experience that reinforce his faith in his ideals, his profession, and his pupils. The knowledge he is able to acquire regarding the child's home conditions, his emotional background, his interests and hobbies, gives the teacher an understanding of the social setting in which his children are growing. Finally, from the parents' point of view they provide an opportunity to study child development and to become acquainted with life within the school. By these means it is possible to create and maintain an enlightened public opinion on education which will materially contribute to the fulfilment of the function of our schools as institutions of society." Another useful activity is a Parents' Day, when parents visit the school during school hours to see the children actually at work. All reports state that every opportunity is taken by Inspectors to meet and address not only groups of teachers, but also School Committees, home and school associations, women's institutes, public bodies, associations of businessmen, and other organizations interested in education. By such means a better understanding of the problems of education is reached by all. The biennial plan of inspection and grading has proved beneficial in this respect. Under the annual plan a rigorous itinerary had to be followed to enable Inspectors to see every school and teacher once or twice each year, and there was little time available either for personal discussions with the teachers or with various bodies interested in education. It is Unfortunate that war conditions, with travel restrictions, shortage of petrol, and changes of teachers, should have intervened when the biennial plan was being tried out. For the reasons given, a fair comparison of the value of the two plans cannot be made, but Inspectors arc unanimous in stating that never before have they had such opportunities to extend their activities as ambassadors in the cause of education. I have, &c., G. E. Overton, Chief Inspector of Primary Schools. The Director of Education, Wellington C. 1. REPORT OF THE SUPERINTENDENT OF TECHNICAL EDUCATION (Mr. F. C. RENYARD), AND EXTRACTS FROM THE REPORT OF THE SENIOR INSPECTOR OF SECONDARY SCHOOLS, FOR THE YEAR 1944 Sir, — I have the honour to present my report, and extracts from the report of the Senior Inspector of Secondary Schools, for the year 1944. Technical and Combined Schools Inspectorial Staff. —Mr. C. H. Sayers, M.A., of the staff of the Auckland Technical School, was appointed to a temporary inspectorship for the year, vice Dr. J. Nicol, who is on military service. Mr. H. B. Tomlinson, M.A., who had retired from the inspectorate in 1943, again assisted for various periods during the year. School Rolls. —School rolls in general showed considerable increases, one of the most important factors being the raising of the school leaving age to fifteen years. In anticipation of these increases and of consequent shortage of school places, the Department had conducted surveys in all the main centres, which disclosed that the position in Auckland was likely to be very difficult and that, in particular, the probable demand for places at the Auckland Technical School could not be met. A conference was therefore held in which representatives of the Education Board, the Grammar Schools' Board, the Technical School Board, and the Education Department took part. As a result certain measures were decided upon to meet the situation, and these were as follows :— (1) The technical-college course in business training for boys was retained for Form IV only, and is to be dropped altogether in 1945. New applicants for this course were directed to the Auckland Grammar School or to their local post-primary schools. (2) The technical-college course in agriculture was retained at the Form IV level for 1944, and is to be dropped in 1945. New entrants were to be directed to Mount Albert Boys' Grammar School, to Otahuhu Technical School, or to Northcote District High' School. (3) The technical college retained the home science course girls in Forms IV and V during 1944, but as from 1945 is to retain Form V pupils only drawn from Kowhai Intermediate School. Applicants for admission in 1944 were directed in general to Kowhai Intermediate School, but those from Northcote and Otahuhu were to attend local post-primary schools. (4) With the exception of pupils taking typography, south-line pupils in 1944 were directed to the Otahuhu Technical High School.

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I am glad to report that, in the event, these measures proved sufficient to avoid the necessity which would otherwise have arisen, of turning away prospective pupils for post-primary education. It is evident, however, that a permanent solution can only be found in the erection of more postprimary schools, since the existing ones are already full to overflowing and most of them do not permit of further enlargement upon present restricted sites. Similar remarks might be made with equal truth about the situation as it obtains in Wellington and Christchurch, except that some schools in these cities have sites sufficiently large to allow of additional building. Staffs. —The increased rolls of schools brought demand for more teachers, but these demands were not easily met even in the case of general-subjects teachers, and in the case of specialist teachers of mathematics, science, and technology the supply was less adequate than in the year immediately preceding. In this connection it may be mentioned that many teachers of science and engineering who had been given leave of absence and seconded to Government Departments to do essential work have neither returned to their teaching positions nor resigned from them. In consequence, only relieving positions in the schools can be offered to replace these teachers, and for obvious reasons relieving positions are singularly unattractive to persons engaged in industrial or professional work, with the result that the positions remain unfilled, much to the detriment of the work of the schools. At this point, too, it may be noted that, as anticipation of the cessation of hostilities becomes more justifiable, war relieving positions become the more precarious and undesirable, and in consequence very difficult to fill. Revised Regulations. —During the year, revised regulations affecting classification and salaries and appointments of teachers in post-primary schools and in manual-training centres and for staffing such schools were under consideration, and the new regulations were to be so designed as to effect a unification of the services affected in these regards. The importance of this innovation justified the very full discussions which took place between the Department, the Boards, and the teachers' organizations. Finally, a substantial measure of agreement was reached upon the basis of the scale recommended by the Committee set up by the Government in 1938 to consider the salaries of post-primary teachers, which submitted its report in 1939. The salary scale finally agreed upon was more liberal than that recommended by the 1939 report, and Government approval was only given to this scale after its very full consideration by the Economic Stabilization Commission and the favourable report of the Commission to the Government. Although it was not found possible to have the validating regulations gazetted before the end of the year, dispensation was obtained in anticipation of the gazetting of the regulations, which enabled teachers to receive their improved salaries together with arrears from Ist April before the Schools closed for the Christmas vacation. Buildings.—lnsufficiency of accommodation in many technical schools continues to be a major difficulty and. one of increasing urgency as school rolls increase. As previously mentioned in this report, recourse has had to be made to the device of rationalization by restricting entries to certain courses in particular schools or by zoning the districts from which pupils are admitted. There are obvious difficulties attached to these restrictions and definite limits beyond which they cannot be successfully carried. In Auckland and other centres immediate relief has been afforded by the provision of standardized pre-fabricated rooms ; but even if these were supplied in unlimited numbers it should be pointed out that a new problem would be created thereby, for it is clear that unless laboratories and workshops are also supplied pro rata with class-rooms the function of a technical school cannot be properly carried out, either at the pre-vocational or vocational stage. Another factor which increases the importance of permanent additions to technical-school buildings is the probability of daylight training for apprentices in certain trades in the near future : this work would add considerably to the existing load carried by the schools and particularly to the demand for facilities for practical work. Schools which are particularly affected by lack of adequate buildings and teaching facilities are Southland Technical School and Timaru Technical School in the South Island, and Hamilton Technical School in the North Island. There are many other schools not so badly placed as those mentioned which are yet in urgent need of additional buildings, even with present rolls. In view of the anticipated increase in school rolls in 1945, the importance of the problem of insufficient buildings cannot be too strongly stressed. Evening Classes. —No great change is reported in the attendance at evening classes during the year under review, but there is a satisfactory tendency for increased enrolments of senior pupils and for the strengthening of higher technical work, so that, on the whole, the general level of the instruction demanded and given tends to rise. Classes continued to be held in large numbers for members of the Armed Forces and for members of the Air Training Corps. A good spirit of co-operation in circumstances not always easy was maintained between the various authorities concerned in the control of these classes. A careful analysis recently made of evening school attendances for a large city technical school over a term of thirty years —1914-44 —revealed the following tendencies — (1) A doubling of the proportion of free-place holders to paying students. (2) A gradual raising of the median age from sixteen years to about nineteen years. This is a healthy tendency and, of course, depends on the fact that an ever-increasing number of children take good courses at post-primary schools: there is thus ever less need for the educational " patching " which in the early years was one of the chief functions of technical school evening class work. (3) Following upon this there is a greater demand for technical and technological subjects than for the purely continuation subjects up to the standard of School Certificate, which were formerly much in demand. Many students now enter evening classes with School Certificate or University Entrance qualifications. (4) Greatly increased demand for more advanced work, particularly in mechanical and electrical engineering, is very noticeable. The city technical schools and others now have courses leading to Associate Membership of the professional bodies in these subjects.

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The Apprenticeship Commission. —During the year a Commission on Apprenticeship sat and presented its report to the Government. Members of the Commission included Dr. C. E. Beeby, Director of Education, Mr. E. C. Renyard, Superintendent of Technical Education, and Mr. R. G. Ridling, Principal of Wellington Technical College. The findings of the Commission must, of course, be of the greatest interest to all engaged in technical education, and the report of the Commission will certainly bear oilt this view. Among the recommendations of the Commission more directly concerning the schools are the proposals to institute daylight training for apprentices, to revise and extend the scope of the Technological Examinations, to have representatives of technical education upon the Dominion and local Apprenticeship Committees, and to inaugurate bursaries for technical-school students. Copies of the report have been sent to all technical schools for study. Staff Training.—While many teachers of general qualifications are needed in technical schools (and these are provided from the usual sources of supply without undue difficulty in normal times), the position is not satisfactory in regard to the supply of teachers of practical subjects, more particularly those for the advanced or technological stages. It may be stated with some confidence that the new salaries scale makes the transition from industry to teaching much easier than before from the angle of remuneration for services, but the difficulties of selecting suitable persons for teaching and of giving them at least the beginnings of training in teaching methods still remain. Proposals are now under consideration for providing such minimum training, and these, if approved, will at any rate enable a start to be made on the problem of technical-teacher training. There is, however, a collateral problem —namely, how to keep teachers in touch with industry and with the actual world of work after they have been teaching for a number of years and have perhaps become important members of staffs. It is clear that some opportunities of periodic return to industry, coupled with possibilities of travel to other countries, will be necessary if a complete solution of this problem is to be attained. The Technological Examinations,• —As in the two previous years, schools were permitted to accredit candidates for the preliminary and intermediate stages of all subjects. Einal examinations were held by the Department in the subjects of cabinetmaking (1 candidate, 1 pass), carpentry and joinery (8 candidates, 3 passes), and in plumbing (6 candidates, 5 passes). Music in Technical Schools.—Nothing has been more remarkable than the growth of the practice of music, both vocal and instrumental, in the last few years. The movement first became noticeable in the Dunedin Technical School under the leadership of Dr. Vernon Griffiths, now Professor of Music in Canterbury University College. Music has now taken hold of the life of this school to a remarkable extent; but, so far from its being regarded as extraneous to the real work of a technical school or as occupying time and consuming energy which might better be devoted to more austere studies, close observation has failed to reveal it as otherwise than a vivifying and unifying agency of great power. Certainly no falling off of the general standard of work has been observed, rather, on the contrary, standards of work and of esprit de corps have been raised. Other schools whose musical work may be mentioned are the technical schools at Petone and Wellington, both of which have good choirs and orchestras ; and, in general, it may be said that interest in the performance of music has been quickened in almost all schools. That such an advance should have been made after five years of war is a tribute to the energy and devoted service of the organizers of these movements. Many difficulties have had to be faced and overcome, not the least of which has been the difficulty of obtaining musical scores, and particularly of musical instruments of all kinds. Secondary Schools Inspectorial Staff.—The responsibilities of the inspectorate have been greatly increased during the year owing (1) to the increased rolls of schools, (2) to the increased number of registered private secondary schools, (3) to the introduction of accrediting, and (4) to the demands made by schools in the interpretation of the proposed changes in the curriculum. To give some relief, Mr. E. R. G. Aitken, M.A., 8.C0m., of the permanent staff of Waimate High School, and at the time Acting Lecturer in Geography at the Christchurch Training College, was appointed Inspector of Secondary Schools. Mr. Aitken took up his duties in September. School Rolls.—The raising of the school leaving age has had a marked effect on the rolls of secondary schools. The following arc the numbers enrolled on Ist March for the past three years :—- 1943. 1944. 1945. Secondary schools (39) .. .. .. 16,218 18,573 20,042 Combined schools (7) .. .. .. 3,276 3,639 3,846 The increase cannot be considered as due solely to the raising of the leaving age. An important additional factor is the heightened appreciation on the part of parents of a longer secondary course of training. This increase in rolls has caused difficulty in accommodation. Permanent buildings cannot be provided in sufficient quantity owing to the shortage of labour and materials. In Auckland the difficulties were met partly by the establishment of the new Avondale Technical High School, but, in the main, relief has been given by the provision of pre-fabricated class-rooms at the following schools : Auckland Grammar School, Mount Albert Grammar School, Takapuna Grammar School, Gisborne High School, Hutt Valley High School, Wellington Girls' College, Christchurch Boys' High School, Christchurch West High School, Waitaki Boys' High School, and Waitaki Girls' High School. This is a partial solution only, as the pressure on laboratory and special class-room accommodation remains. Private Registered Secondary Schools.—During the year provisional registration was granted to four private secondary schools. The rolls of the endowed schools and registered schools increased from 6,926 on Ist July, 1943, to 7,847 on Ist July, 1944. Staffing and Salary Regulations.• —In so far as secondary schools are concerned, the new regulations have meant the abandoning of the old classification of assistant teachers into four groups, A, B, C, and D, and their reclassification into five divisions. The number of senior (Grade V) positions is now onesixth of the total number of assistants in each school. A new appointment, that of first assistant, is now made legal in all schools with a roll of 300 or over,

7

53.—2

The part-time capitation grant is abolished and provision made under the staffing regulations for equivalent teaching power. Owing to the acute shortage of teachers, the new staffing schedule has not yet been fully put into effect. Accrediting and University Entrance. —For the first time the new system of accrediting for entrance to the University was used. The number of candidates who presented themselves for entrance was 543. Of these, 308 were accredited. Of the remainder, 223 sat the Entrance Examination and 54 passed. A considerable number of candidates for the School Certificate Examination were granted a concession pass for University Entrance. There is every reason to believe that the new system of accrediting will run smoothly and that accredited candidates will fully justify the confidence of Principals. The full effect of accrediting in so far as numbers are concerned should become evident at the end of 1945. Other Examinations, &c.—The number of candidates for the Public Service Examination, which the Department conducts for the Public Service Commissioner, was 2,781, of whom 1,650 passed. For the first time the Department conducted the whole of the School Certificate Examination, although the prescriptions were in the main those in use for the old University Entrance Examination. The number of candidates for the examination was 6,477, of whom 3,527 passed and 1,042 gained partial passes. Higher Leaving Certificates were awarded as follows : — 1944. 1943. Secondary and combined schools.. .. .. .. 1,158 934 Technical high schools . . .. .. .. .. 108 105 District high schools .. .. .. .. .. 128 113 Endowed and registered private secondary schools .. .. 382 305 Correspondence School . . . . . . . . . . 10 5 1,786 1,462

Educational Bursaries. —The total expenditure on national bursaries and special bursaries during the financial year was £45,667, as compared with £40,552 for the previous year. In addition, the sum of £4,835, was expended on account of secondary-school bursaries. The number of bursaries current during 1944 and the further awards at the close of the year are given in the following table : —

The institution of secondary-school bursaries has liad very happy consequences. During the year 149 bursaries were granted, and the record of achievement of the bursars fully justifies the system. One candidate gained a University Entrance Scholarship, fifteenth on the list for New Zealand. In addition, three gained Taranaki Scholarships and eight gained credit passes in the University Entrance Scholarship Examination, and eighteen received good places in the National Boarding Bursary Examination. School Hostels.—The demand for accommodation in school hostels continues to exceed the supply and many schools have long waiting lists. The accommodation requirements of secondary-school bursars constitutes a small but important problem, and schools would be well advised to "consider the reservation of a few places for possible bursars. The importance of the Sixth Form in the organization of the larger schools certainly justifies a special provision. The number of pupils resident in school hostels was 2,287 (as against 1,996 in 1943). The following schools had more than 100 boarders in receipt of boarding allowances : Whangarei High School, 175 ; Gisborne High School, 129 ; New Plymouth Boys' High School, 138. In addition, Gore High School had 99 boarders and Wanganui Girls' College 95 boarders receiving boarding-allowances. Changes in the Schools.—The following changes took place in the Principalships of the secondary schools towards the end of 1944 : Miss E. M. Johnston resigned her appointment as Principal of the Auckland Girls' Grammar School, and was succeeded by Miss R. I. Gardner, formerly on the staff of Wellington East Girls' College. Mr. TI. G. Dorrington, of the Otahuhu Technical High School, succeeded Mr. W. 11. Hoult as Principal of Thames High School. Miss M. S. Fitzgerald, of the Christchurch Training College, succeeded Miss M. H. M. King as Principal of the Otago Girls' High School. Mr. F. Milner, C.M.G., had resigned during the year after his long service as Principal of the Waitaki Boys' High School, and Brigadier J. T, Burrows, D.5.0., from Christchurch Boys' High School, is his successor,

8

Current in— Awards at Beginning of— 1944. 1943. 1945. ! 1044. Agriculture .. .. .. .. 21 24 15 10 Architecture ...... 4 3 2 2 Engineering.. ...... 20 13 15 10 Fine arts .. . . . . . . 13 10 4 4 Home science ...... 61 49 20 20 Science .. .. .. .. 14 .. 20 15 National boarding .. .. .. 197 187 65 65 Ordinary national .. .. .. 1,738 1,498 .. 739 Total .. .. .. 2,068 1,784 .. 855 Secondary-school bursary .. . . 149 .. 193 149 Grand total .. .. 2,217 .. .. 1,014

E.—2

It is fitting that Mr. Milner's great services to education should here be put on record. His tragic death at the end of his career has removed a remarkable personality- from the educational scene. During the year there has been much experiment in the secondary schools and the impending changes in the post-primary curriculum have been studied with much care by the great majority of teachers. There has been a happy spirit of co-operation amongst all branches on the teaching service, and this has nowhere been more evident than in the two refresher courses in social studies held in January of this year at the Feilding Agricultural High School and at St. Andrew's College, Christchurch. At these courses teachers of the secondary, technical, and primary services met and discussed the implications of proposed changes. The conduct of these courses was vested in a committee appointed by the three teachers' organizations and the Principals of the four training colleges. The thanks of all interested in education are due to the governing authorities and the Principals of the two schools at which the courses were held. Buildings.—Although the problem of accommodation has been partially solved by the use of prefabricated class-rooms, some progress is being made towards the provision of permanent buildings. At Epsom Girls' Grammar School, work has begun on the new school. New rooms have been provided at Auckland Girls' Grammar School and Thames High School. A block providing for domestic science and art is in progress of building at New Plymouth Girls' High School. At Wellington Girls' College the building of a block of twelve class-rooms to form part of the new school is now in progress. Christchurch and Otago Boys' High Schools have new woodwork-rooms, and at the Christchurch Girls' High School a group of four class-rooms is being added. Progress is being made in the building of the Southland Girls' High School. The hostel accommodation at Epsom Girls' Grammar School and Waitaki Boys' High School has been extended. Facilities for sewing and laundry work are being provided at Timaru Girls' High School. The War. —The year has seen the return to teaching service of a number of teachers who have been engaged in active service overseas, particularly in the Pacific zone. There still remain on service with the Armed Forces overseas or in New Zealand 80 teachers of the secondary or combined schools. Of these, 51 are serving overseas and 29 in New Zealand. The following have lost their lives on active service : Major W. N. Wood, King's High School; Flying Officers W. R. Baillie and R. W. Herron, both of the relieving staff of Otago Boys' High School; Sergeant T. H. Hendra, of Waitaki Boys' High School; Sergeant N. J. Hosking, Ashburton High School; and Sergeant R. J. Corkill, Correspondence School. Teachers decorated for military service include Brigadier J. T. Burrows, D.5.0., who received a bar to the D.S.O. and the Greek Order of Valour, and Temp. Lieut-Colonel A. W. F. O'Reilly, of the Correspondence School, who was awarded the Military Cross. Lieut.-Colonel H. G. Dyer, Whangarei High School, Major H. H. Craig, Rotorua High School, and Major J. H. Kempthorne, Otago Boys' High School, were mentioned in dispatches, the last-named on two occasions I have, &c., F. C. Renyard, Superintendent of Technical Education. The Director of Education, Wellington.

Table A1.—PUBLIC PRIMARY SCHOOLS BY GRADE, and Intermediate Schools and Departments, December, 1944

2—E. 2

9

£ Education District. c3 «- M „ ■ ; & to -t« •§8 g- fgS co-g ltoll for determining Grade • ft d >» iz 43 ' - ' of School. -g | w o g' J a>o etf «§ «3 g a a "2 iS •o ° f -3iHP=wisg<3o<g I 1-8 .. ..15 5 13 9 11 18 20 18 8 117 II 9-24 .. ..159 32 04 62 63 34 110 75 51 650 IIIA 25-30 .. 46 10 6 12 7 5 26 10 19 141 IIIB 31-70 .. ..197 42 41 33 39 23 72 41 43 531 IVA 71-110 .. ..62 15 16 16 19 6 25 14 8 181 IVB 111-150 .. ..30 7 7 4 7 6 7 12 7 87 ■ IVo 151-190 .. ..14 6 1 5 9 4 4 4 5 52 VA 191-230 .. ..11 2 4 5 4 .. 8 2 1 37 Vb 231-270 .. ..11 4 1 3 5 8 3 2 37 Vc 271-310 .. .. 8 .. 2 2 6 .. 4 3 1 26 Vd 311-350 .. ..5.. 2 3 4 3 2 3 1 23 VI 351-870 .. 62 7 12 10 27 3 30 14 6 171 Intermediate schools and 10 .. 2 2 2 .. 2 4 I 23 departments Totals . . .. 630 130 171 166 203 102 318 203 153 2,076 Note.—Two half-time schools and foity-one main schools with side schools attached are counted separately and are included in the separate grades determined by the separate average attendance of each school.

E.—2

Table A3.—AGE AND SEX of Public Primary and Intermediate Pupils at 1st July, 1944

Table A4.—STANDARD CLASSIFICATION of Public Primary and Intermediate Pupils at 1st July, 1944

10

(Excluding Secondary Departments of District High Schools and Form III of Intermediate Schools and Departments, but including special classes, Forms I and II of all Intermediate Schools and Departments and Standard VII) . , _ Pupils at 1st July in Standards and Forms. SP6C bLS Pupils sS aratory i Totals - Children. • Standard I. Standard II. Standard III. Standard IV. Form I. Form II. Form HI. 5. a ! 3 & a 3 s a 3 £, a 3 g, s 3 t 4 3 £ -3 I 3 £ 4 3 £ £ 3' i. 3 I i oijlo o o o o o O O •— O O — O O o o O <2 ?k r5 5 ?h I tS P3 0 j H PQ O H PQ O eh PQ O H PP © H P3 O H PQ C5 | H | P3 C5 HPPOH P9 © I H Education district — Auckland 132 84 216 10,729 9,638 20,367 4,416 4,212 8,628 4,158 3,924 8,082 4,182 3,959 8,141 3,957 3,889 7,846 3,104 3,027 6,131 2,755 2,680 5,435 18 23 41 33,451 31,436 64,887 Taranaki 23 9 32 1,643 1,400 3,043 670 645 1,315 611 563 1,174 680 562 1,242 619 603 1,222 638 594 1,232 535 538 1,073 3 8 11 5,422 4,922 10,344 Wanganui 40 18 58 2,224 2,040 4,264 904 796 1,700 856 847 1,703 887 799 1,686 829 807 1,636 586 558 1,144 502 453 955 4 8 12 6,832 6,326 13,158 Hawke's Bav 57 24 81 2,292 1,967 4,259 954 844 1,798 890 791 1,681 876 856 1,732 896 788 1,684 600 524 1,124 455 522 977 2 4 6 7,022 6,320 13,342 Wellington 96 45 141 4,212 3,550 7,762 1,481 1,453 2,934 1,473 1,362 2,835 1,609 1,383 2,992 1,496 1,363 2,859 1,393 1,410 2,803 1,247 1,280 2,527 10 .. 10 13,017 11,846 24,863 Nelson 911 838 1,749 401 364 765 357 319 676 377 331 708 366 395 761 368 321 689 323 333 656 1 3 4 3,104 2,904 6,008 Canterbury 137 66 203 4,633 4,252 8,885 1,827 1,673 3,500 1,832 1,713 3,545 1,721 1,645 3,366 1,868 1,752 3,620 1,559 1,535 3,094 1,579 1,566 3,145 15 26 41 15,171 14,228 29,399 Otago " 75 48 123 2,469 2,201 4,670 996 879 1,875 1,010 954 1,964 1,000 1,000 2,000 1,001 903 1,904 782 722 1,504 689 646 1,335 6 15 21 8,028 7,368 15,396 Southland 35 26 61 1,463 1,317 2,780 647 615 1,262 636 557 1,193 626 578 1,204 614 565 1,179 524 527 1,051 454 462 916 4 3 7 5,003 4,650 9,653 Intermediate schools 2,152 1,931 4,083 2,338 1,988 4,326 .. .. .. 4,490 3,919 8,409 11 * 111611 .! 595 320 915 30,576 27,203 57,779 12,296 11,481 23,777 11,823 11,030 22,85311,95811,113 23,07111,64611,065 22,711 11,70611,149 22,85510,877 10,468 21,345 63 90 153101,540 93,919195,459 Percentage of pupils .. .. 0-5 .. .. 29-6 .. .. 12 1 .. .. 11-7 .. .. 11-8 .. .. 11-6 .. .. 11-7 .. .. 10-9 .. .. 0 1 .. .. 100-0 ° f 1943 1 .! 485 299 784 29,186 26,014 55,200 12,174 11,030 23,204 11,876 10,865 22,74112,26511,425 23,69012,20611,383 23,589 12,319 11,65o|23, 969 11,046 11,18722,233 39 45 84101,596 93,898195,494 Difference .. +110+21 +131 +1,390+1,189 +2,579 +122 +451 +573 -53 +165 +112 -307 —312 —619 -560 —318 —878 —613 —501 —1114 —169 —719 —888 +24+45 +69 —56 +21 —35

(Excluding Secondary Departments of District High Schools and Form III of Intermediate Schools and Departments, but including special classes, Forms I and II of all Intermediate Schools and Departments, and Standard VII) 5 andjinder 6 6 and under 7. 7 and under 8. 8 and under 9. 9 andunder lO.llOandunderll. Illand under 12. 12 and under 13. 13 and under 14. 14 and under 15. 15 and under 16. ; Totals of all Ages. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. , Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys, i Girls. Boys. Girls. Total. - - - Education district — ! Auckland .. .. 3,780 3,668 4,188 4,094 3,978 3,902 3,953 3,673 3,744 3,655 3,768 3,641 3,388 3,203 3,100 2,821 2,324 1,944 1,048 695 161 119 19 21 33,451 31,436 64,887 Taranaki .. .. 552 495 645 621 607 618 606 543 628 500 570 551 543 584 593 519 448 345 199 125 28 17 3 4 5,422 4,922 10,344 Wanganui .. .. 711 745 885 843 883 823 797 809 847 755 795 753 719 656 570 520 422 289 179 105 22 26 2 2 6,832 6,326 13,158 Hawke's Bay .. 791 691 854 823 873 779 806 784 865 756 821 757 700 612 627 592 450 364 201 135 31 22 3 5 7,022 6,320 13,342 Wellington .. 1,617 1,492 1,614 1,477 1,446 1,294 1,425 1,355 1,444 1,322 1,475 1,262 1,346 1,347 1,295 1,251 958 772 344 246 49 27 4 1 13,017 11,846 24,863 Nelson .. .. 316 351 377 339 364 354 374 336 319 287 322 332 334 342 359 295 234 196 93 61 10 11 2 .. 3,104 2,904 6,008 Canterbury .. 1,685 1,632 1,778 1,783 1,775 1,730 1,679 1,648 1,746 1,554 : 1,727 1,664 1,645 1,508 1,527 1,457 1,099 913 432 290 68 42 10 7 15,171 14,228 29,399 Otaeo .. .. 938 863 1,036 970 972 902 923 888 864 903! 888 894 821 727 781 637 568 420 206 132 25 26 6 6 8,028 7,368 15,396 Southland .. .. 553 575 615 549 585 561 566 556 567 548 544 518 530 491 493 432 392 311 150 99 8 8 .. 2 5,003 ; 4,650 9,653 Intermediate schools and 1 1 43 71 815 856 1,537 1,501 1,369 1,066 615 370 101 49 9 5 4,490 3,919 8,409 departments j Totals .. .. 10,943 10,512 11,99211,49911,48310,96311,12910,59211,02510,281 10,95310,44310,841 10,32610,88210,025 8,264 6,620 3,467 2,258 503 347 58 53101 ,540| 93,919195,459 Percentage of pupils of 11*0 12-0 11*5 11 *1 10-9 11-0 10-8 10*7 7-6 2-9 0-4 0*1 100-0 each age Totals, 1943 .. 10,438 9,99311,40610,82510,93310,52411,05210,16410,98310,391 10,99710,48811,247 10,61311,73810,758 8,972 7,707 3,236 2,104 540 281 54 50101,596 93,898195,494 Difference .. +505 +519 +586 +674 +550 +439 +77 +428 +42 —110 —44 —45 —406 —287 —856| —733 —708—1087 +231 +154 —37 +66 +4 +3 —56 +21 —35

E.—2

Table A2. ATTENDANCE at Public Primary Schools and Intermediate Schools and Departments in 1944

Table A8.—AGE AND ATTAINMENT of Pupils leaving Primary Schools during 1944

Table A15.—REGISTERED PRIVATE PRIMARY SCHOOLS Number of Schools, Pupils, and Teachers at the End of 1944

11

(Excluding Form III pupils of Intermediate Schools, Secondary Departments of District High Schools, but including pupils in special classes and Standard VII) Average Attendance for Tioll NninhfiVR Mean of Average Weekly Roll Whole Year (Mean of of Three Terms, 1944. Average Attendance of Three Average Terms). Attendance Education District. pu n p „ Percental at at of Average 31st De- 31st De- Boys. Girls. Total. Boys. Girls. Total. comber, cember, xtoii, 1943. 1944. Auckland .. .. 06,291 68,329 33,557 31,415 64,972 29,520 27,415 56,935 87-63 Taranaki.. .. .. 10,887 10,804 5,473 4,969 10,442 4,954 4,474 9,428 90-29 Wanganui .. .. 13,726 13,916 6,914 6,408 13,322 6,174 5,679 11,853 88-97 Hawke's Bay .. .. 13,856 13,975 7,039 6,348 13,387 6,234 5,533 11,767 87-90 Wellington .. .. 26,629 26,497 13,083 12,000 25,083 11,781 10,620 22,401 89-31 Nelson .. .. .. 6,322 6,408 3,128 2,962 6,090 2,789 2,595 5,384 88-41 Canterbury .. .. 31,153 30,999 15,273 14,338 29,611 13,786 12,842 26,628 89-93 Otago .. .. .. 16,208 16,194 8,050 7,379 15,429 7,248 6,608 13,856 89-81 Southland .. .. 10,318 10,183 5,178 4,873 10,051 4,708 4,484 9,192 91-45 Intermediate schools and 8,608 8,309 4,472 3,889 8,361 4,157 3,587 7,744 92-62 departments 1 Totals .. .. 203,998 205,614 102,167 94,581 196,748 91,351 83,837 175,188 89-04 Note.—The corresponding figures for the secondary departments of district high schools will bo found in Table G 1 on page 19 of this paper, and the corresponding figures for Form III of the separate intermediate schools in Table B 1 on page 16 of this paper.

In Form II. Age. With Primary School Without Primary r Certificate. School Certificate. Boys. Girla. Boys. Girls. Boys. Girls. 15 years and over . . .. .. .. .. 879 537 164 103 216 123 14 „ under 15 .. .. .. .. 2,591 2,163 88 80 202 102 13 „ „ 14 .. .. .. .. 3,623 3,902 25 13 22 16 12 „ „ 13 1,157 1,617 8 5 22 15 11 „ 12 .. .. .. .. 44 83 .. 19 27 Under 11 years .. .. .. .. .. 1 .. .. ,. 1 g Totals, 1944 .. .. .. .. .. 8,295 8,302 285 201 482 288 Totals, 1943 .. .. .. .. .. 8,372 8,617 389 351 728 474 Difference .. .. .. .. .. -77 —315 -104 -150 -246 -186 In Standard IV, In Standard III, ' T1 or Totals. Age : ; , S ■ Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Total. 15 years and over .. .. 65 27 15 8 15 2 1,354 800 2 154 14 „ under 15 44 22 12 1 9 5 2,946 2,373 5^319 13 „ >,14 .. 10 1 2 3 1 3,684 3,934 7,618 12 » » 13 •• 3 2 1 1 1 1 1,192 1,641 2,833 11 » » 12 •• 4 2 1 1 3 2 71 115 186 Under 11 years .. .... .. . . 1 8 10 10 16 26 Totals, 1944 .. 126 53 30 14 39 21 9,257 8,879 18,136 Totals, 1943 .. 279 151 91 47 44 28 9,903 9,668 19,571 Difference .. .. —153 —98 —61 —33 —5 —7 —646 —789 —1,435

Roll Number at End of Year. g Number of Teachers. Number of Schools. —— § . .o 2 •§ Total Roll. g g "rt w xijn District. "r — ajjn nd §§ § § g^o s-a« .2** u** £ » 18 „8 oo « -S *1 aSZ °o« gflo o£o o if= g# tt a a CO °ao £:§| 5j2.a ■§.§.§ ofj.§ g® .g® |« ® »• g | : 32 d O tSn u Oq O H 5 O rrj ■£? "2 +2 •> g g " ° gc0 °" g" I a ° g 3 S « m.|F. M. F. M . F. Auckland .. 4 58 16 78 182 7,489 1,230 4,314 4,587 8,901 7,764 .. 10 14 196 19 38 Taranaki .. .. 11 2 13 .. 1,341 50 665 726 1,391 1,261 38 ' 4 Wanganui .. 2 18 7 27 92 1,716 367 1,101 1,074 2,175 1,891 ..5 4 50 ii 9 Hawke's Bay 2 13 6 21 27 1,510 251 852 936 1,788 1,567 ..2 5 37 6 10 Wellington .. 2 41 9 52 156 4,557 937 2,608 3,042 5,650 5,035 3 4 12 124 3 34 Nelson .... 5 1 6 598 17 300 315 615 498 16 2 Canterbury .. 5 51 10 66 258 4,857 752 2,802 3,065 5,867 5,043 4 13 16 125 5 27 Otago .. 1 23 3 27 26 1,954 200 1,074 1,106 2,180 1,918 1 3 8 64 1 9 Southland .. 1 10 11 52 1,098 .. 531 619 1,150 1,012 .. 3 4 33 Totals, 1944 .. 17 230 54 301 793 25,120 3,80414,24715,470 29,717 25,989 8 40 63 683 48 133 Totals, 1943 . . 17 231 54 302 834 24,684 3,81014,11415,214 29,328 25,791 8 43 62 685 45 131 Difference .. -1 .. -1 -41 +436 -6 +133 +256 +389 +198 ..-3 +1 -2+3 +2

E.—2

Table D1.—AVERAGE ATTENDANCE, ROLL, FREE-PLACE HOLDERS, BOARDERS, STAFF, and PART-TIME PUPILS of Public Post-primary Schools (exclusive of District High Schools)

12

(Statistics of part-time pupils wilJ be found in Table E 1, et seq.) Boll Numbers (Full-time Pupils). Average j,-, lmb(!r Nnmber Ne" . Full-time Staff ' -Boarders, 1st July, 1944. (Technical Classes i i i anoetor of 1943 of Sew Pu ' >lls wh ° FreePuuS (including Principals), | Part-time: Pupils o u i , -ie\AA mn Pupils on Pupils commenced (December, 1944). lin , , j at 1st July, School. At At December, 1944. 1944 Eoll at admitted their Post- t T , At Sch ° o1 Hostels. Privately. Totals. j 1944. 1st March, 1st .Inly, j ending beginning during primary 1044. j 1 1944. 1944. Boys _ Girl s. Total. December). of 1944 1944 ' | ' H. F. Boys. j Girls. Boys. | Girls. Boys. | Girls, j Boys, j Girls. A. Secondary Schools Whangarei High School .. .. 640 617 310 246 556 566 340 I 316 285 617 12 9 89 79 21 23 110 102 23 47 Auckland Grammar School .. 939 919 897 .. 897 862 622 333 292 908 34 .. .. .. 38 . . 38 Mount Albert. Grammar School .. 841 826 795 .. 795 786 503 347 308 826 28 2 78 71 149 Auckland Girls' Grammar School .. 704 684 .. 652 652 663 451 283 259 684 .. 26 .. .. .. 33 33 Epsom Girls' Grammar School .. 662 639 .. 600 600 614 467 188 182 621 .. 25 .. 21 80 101 Takapuna Grammar School .. 650 620 293 302 595 588 373 295 264 620 11 13 .. .. 16 13 ie 13 Thames High School .. .. 203 192 105 81 186 182 117 97 85 192 5 5 .. .. '09 Hamilton High School .. .. 620 605 235 331 566 577 419 218 200 605 10 11 .. 52 16 14 "l§ '(56 Rotorua High School .. .. 253 247 117 102 219 223 124 146 132 247 8 3 6 6 6 6 151 134 Wanganui Girls'College .. .. 438 431 .. 391 391 399 281 163 145 431 .. 17 .. 121 .. 59 180 Palmerston North Boys' High School 355 345 331 .. 331 328 287 132 111 345 12 2 55 3 58 Palmerston North Girls' High School 277 272 .. 248 248 249 173 109 99 272 .. 12 "i6 .. "i6 " Gisborne High School .. .. 753 723 346 328 674 668 440 331 318 723 15 13 46 30 26 27 72 57 137 116 Hastings High School .. .. 512 503 248 202 450 449 271 235 220 503 10 9 .. 16 9 16 9 65 76 Dannevirke High School .. .. 427 411 212 160 372 369 268 175 163 410 8 9 60 10 20 70 90 Hutt Valley High School .. 631 608 328 251 579 564 373 270 250 608 13 11 .. .. 2 3 2 ~3 Wellington College .. .. 834 827 808 .. 808 792 538 323 286 827 24 6 96 1 97 Rongotai College .. .. 334 329 298 .. 298 297 214 121 118 321 13 2 .... 4 4 Wellington Girls'College .. 552 537 .. ' 504 504 495 355 214 201 536 .. 21 3 "3 Wellington East Girls' College .. 429 427 .. 409 409 393 256 187 173 427 .. 17 4 '. 4 Marlborough High School .. 335 316 158 137 295 278 188 157 147 316 4 10 .. .. 10 19 10 19 93 96 Rangiora High School .. .. 185 183 62 103 165 161 106 89 81 183 6 3 5 6 5 6 Christchurch Boys' High School .. 777 754 683 .. 683 712 512 288 262 754 26 2 55 16 71 Christchurch Girls' High School .. 551 530 .. 511 511 481 364 190 177 530 .. 21 .. 69 30 99 Avonside Girls' High School .. 420 410 .. 367 367 370 240 187 170 410 .. 17 .. .. .. 26 .. 26 Christchurch West High School .. 641 632 297 274 571 579 339 314 305 630 10 14 .. .. 10 7 10 7 Ashburton High School .. .. 235 230 109 107 216 207 154 92 88 230 6 4 .. 7 13 7 13 Timaru Boys' High School .. 379 367 339 .. 339 338 238 143 130 366 13 2 85 14 99 Timaru Girls' High School .. 342 329 .. 311 311 306 234 122 111 329 .. 14 .. 58 .. 24 82 Waimate High School .. .. 216 202 80 109 189 180 150 69 62 202 6 5 .. 3 5 "3 5 Waitaki Boys' High School .. 407 395 363 .. 363 359 219 199 177 395 14 1 187 6 193 'op Waitaki Girls' High School .. 330 316 .. 301 301 287 195 141 127 316 .. 14 95 16 iil " iis Otago Bovs' High School .. 515 504 484 .. 484 490 348 177 160 504 17 3 64 9 73 Otago Girls' High School .. 526 505 .. 478 478 476 314 223 205 505 .. 20 18 18 King's High School .. .. 294 284 271 .. 271 272 181 117 108 284 11 1 .. .. 4 "4 South Otago High School .. 188 182 69 97 166 162 100 93 87 182 4 5 3 3 Gore High School .. .. 378 356 150 194 344 327 215 178 168 356 7 6 38 36 12 14 50 50 ' 17 "38 Southland Boys' High School .. 373 351 328 .. 328 328 238 140 135 351 15 .. .. .. 46 46 Southland Girls' High School .. 427 417 .. 391 391 387 245 192 172 417 .. 17 101 .. 101 !! !! Totals, A .. .. 18,573 18,025 8,716 8,187 16,903 16,762 11,452 7,594 6,963 17,983 342 372 853 561 372 592 ! 1,225 1,153 543 550 I —

E.-2

13

B. Combined Schools New Plymouth Boys' High School .. 722 693 647 .. 647 649 458 281 266 693 27 .. 244 .. 32 .. 276 .. 198 New Plymouth Girls' High School .. 609 579 .. 528 528 538 363 251 236 579 23 .. 131 .. 48 .. 179 .. 80 Napier Boys' High School .. 371 358 323 .. 323 328 198 186 172 358 16 .. 65 7 72 68 Napier Girls' High School .. 326 322 .. 300 300 301 202 138 125 322 .. 14 .. 60 11 71 45 Wairarapa College .. .. 528 501 263 192 455 458 308 234 211 501 14 5 54 8 25 62 25 196 70 Nelson College .. .. .. 607 595 548 .. 548 544 389 228 205 595 25 .. 242 .. 33 .. 275 .. 146 Nelson Girls' College .. .. 476 461 .. 432 432 416 299 182 176 461 .. 20 .. 77 39 116 208 Totals, B .. .. 3,639 3,509 1,781 1,452 3,233 3,234 2,217 1,500 1,391 3,509 82 62 605 268 80 123 685 391 608 403 _ 1 C. Technical Schools Auckland Technical School .. 1,548 1,451 803 445 1,248 1,340 868 680 661 1,450 I 37 18 .. .. 39 11 39 11 1.379 436 Elam School of Art .. .. 130 128 33 68 101 109 61 84 53 121 3 4 1 5 1 5 80 129 Otahuhu Technical School .. 762 736 368 298 666 650 329 453 437 736 17 8 .. .. 11 10 11 10 374 80 Pukekohe Technical School .. 295 270 132 99 231 242 158 145 138 268 8 5 .. .. 1 2 1 2.. Hamilton Technical School .. 739 695 381 228 609 646 343 425 390 695 17 13 .. .. 42 6 42 6 376 94 Hawera Technical School .. 392 367 174 175 349 342 187 222 207 367 8 6 . . 2 2 2 2 51 45 Stratford Technical School .. 405 374 169 147 316 331 240 175 164 374 9 7 .. .. 15 17 15 17 35 Wanganui Technical School .. 660 593 368 166 534 559 378 293 272 593 20 8 72 19 24 8 96 27 248 216 Feilding Technical School .. 324 308 193 90 283 283 184 146 134 308 10 5 130 8 9 138 9 12 8 Palmerston North Technical S'chool 548 521 232 190 422 472 248 314 299 521 14 8 .. .. 5 6 5 6 332 237 Horowhenua Technical College .. 404 400 192 173 365 363 257 173 167 400 10 8 .. 3 4 3 4 29 Petone Technical School .. .. 472 465 225- 183 408 406 216 281 279 465 12 6 .. .. 2 2 677 185 Wellington Technical School .. 1,247 1,197 607 433 1,040 1,078 670 636 605 1,197 26 23 .. 4 3 4 3 1,139 414 Westport Technical School .. 153 147 87 49 136 138 82 77 73 147 8 2 .. 5 2 5 2 34 43 Greymouth Technical School .. 438 393 183 176 359 366 225 218 205 393 11 9 15 10 7 3 22 13 98 78 Christchurch Technical School .. 1,632 1,538 „ 848 469 1,317 1,402 849 835 822 1,538 32 14 26 25 33 10 59 35 1,423 516 Canterbury College School of Art .. 147 143 18 107 125 136 73 80 58 127 5 2 3 24 3 24 157 255 Ashburton Technical School .. 330 306 136 114 250 261 172 159 156 . 306 9 7 .. 10 7 10 7 96 85 Timaru Technical School .. 289 270 139 93 232 245 129 166 160 270 8 3 5 3 5 3 172 175 Dunedin Technical School .. 896 822 331 359 690 748 395 509 487 820 22 13 .. .. 15 15 15 15 691 420 Invercargill Technical School .. 719 690 296 256 552 603 291 445 435 690 16 11 .. .. 68 39 68 39 196 144 Totals, C .. .. 12,530 11,814 5,915 4,318 10,233 10,720 6,355 6,516 6,202 11,786 302 180 243 54 303 186 546 240 7,570 3,589 Grand totals, 1944 .. 34,742 33,348 16,412 13,957 30,369 30,716 20,024 15,610 14,556 33,278 726 614 1,701 883 755 901 2,456 1,784 8,721 4,542 Grand totals, 1943 .. 30,293 28,867 14,108 12,003 26,111 26,634 17,875 13,208 12,155 28,800 639 577 1,472 805 662 849 2,134 1,654 7,292 3,951 Difference .. .. +4,449 +4,481 +2,304 +1,954 +4,258 +4,082 +2,149 +2,402 +2,401 +4,478 +87 +37 +229 +78 +93 +52 +322 +130 +1,429 +593 Note. —In Section A of the above table pupils attending a secondary class attached to a primary school have been excluded. There were 69 such pupils on 1st July, 1944.

E.—2

Table D5.—COURSES OF INSTRUCTION OF FULL-TIME Post-primary Pupils on 1st July, 1944

14

Professional or Professional or University Degree General, with Two General, with One Industrial. Commercial. Agricultural. Art. Home Life. and Advanced Other. Totals. School Foreign Languages. ForeignLanguage. Work. Totals j B. G. B. G. B. G. B. G. B. G. B. I G. B. G. B. G. B. G. B. G. Secondary Schools [ I Whangarei High School .. .. 43 46 143 98 88 .. .. 70 32 -5 .. .. .. 34 .. .. 3/ 11 343 2/4 61/ Auckland Grammar School .. .. 278 .. 352 .. .. .. 236 .. .. .. .. • • • • • • 20 .. 33 .. 919 .. 919 Mount Albert Boys' Grammar School .. 285 .. 333 .. .. • • 93 .. 82 .. .. .. .. .. 8 .. 25 .. 826 j .. 826 Auckland Girls' Grammar School.. .. .. 204 .. 236 .. .. .. 193 .. .. .. • • • • 40 .. .. .. 11 Epsom Girls' Grammar School .. .. 303 . . 281 .. .. .. .. . • • • • • • • • • 55 • • • • • • • • • • 639 Takapuna Grammar School .. .. 48 45 174 179 67 .. 15 92 .. .. .. .. . • • • • • • • • • • • 304 316 620 Thames High School .. .. .. 14 14 43 29 53 .. .. 36 .. .. .. .. •• •• •• •• 1 2 111 , 81 192 Hamilton High School .. .. .. 19 57 90 169 102 36 9 103 20 248 j 357 j 605 Rotorua High School .. .. .. 19 20 47 37 57 .. 34 23 9 132 ; 115 247 Wanganui Girls' College.. .. .. .. 103 .. 116 .. .. .. 95 . . .. .. - • • • 56 .. .. .. 61 . - j 431 431 Palmerston North Boys' High School .. 21 .. 97 .. .. .. 75 .. 43 .. .. .. .. .. j 109 .. 345 | 345 Palmerston North Girls' High School .. .. 15 .. 123 .. .. .. 51 .. .. .. .. • • 54 .. .. .. 29 .. 272 j 272 Gisborne High School .. .. .. 37 41 125 105 129 .. .. 120 47 81 .. .. 25 13 363 360 j 723 Hastings High School .. .. .. 58 55 122 83 72 .. 16 53 14 . • • • • • • • 30 .. .. .. .. 282 221 j 503 Dannevirke High School .. .. 37 26 120 52 57 .. 1 63 18 .. .. .. .. 37 .. .. .. .. 233 178 ; Hutt Valley High School .. .. 36 14 196 115 122 101 24 333 275 608 Wellington College .. .. .. 347 .. 434 .. .. .. 46 .. .. .. .. .. .. .. . • • • • • • • 827 .. 827 Rongotai Boys'College .. .. .. .. 82 .. 114 .. .. .. j 155 .. .. .. .. .. 161 " " *' ""I Wellington Girls' College .. .. .. 105 .. 139 .. .. .. 119 .. .. .. 24 .. 64 • • • • • • • • • • 427 427 Wellington East Girls'College .. .. 113 .. 168 .. .. .. .. .. •• •• •• •• •• •• •• i •• 48 .. 329 .. 329 Marlborough High School .. .. 22 11 74 43 68 .. 10 77 11 .. | 174 142 316 Rangiora High School .. .. .. 1 3 27 26 12 .. 10 31 25 .. .. .. .. 48 .... .. .. 75 108 j 183 Christchurch Boys' High School .. .. 181 .. 294 .. .. .. .. .. .. .. . • .. • • .. ! • • 279 .. 754 Christchurch Girls' High School .. .. .. 220 .. 149 .. .. .. .. .. .. .. .. • • 161 " \ '' '' '' .. 530 530 Avonside Girls' High School .. .. .. 58 .. 93 .. .. .. 166 .. .. .. .. .. 86 .. . • . • 7 .. 410 410 Christchurch West High School .. .. 57 28 161 37 .. .. 53 149 97 .. .. 50 .. 321 311 632 Ashburton High School .. .. 46 39 51 62 .. .. 1 18 13 .. .. .. .. .. .. .. .. .. Ill 119 , 230 Timaru Boys' High School .. .. 76 .. 74 .. 110 .. 67 .. 40 .. .. .. .. .. j . • .. • • 367 Timaru Girls' High School .. .. .. 82 .. 113 .. .. .. 55 .. .. .. .. .. 68 .. •• •• 11 •• 329 329 Waimate High School .. .. .. 4 5 20 27 30 .. 6 30 25 .. .. .. .. 55 .. • • • • • • 85 117 202 Waitaki Boys' High School .. .. 10 .. 109 .. 52 .. 133 .. 65 .. .. .. .. .. .. .. 26 .. 395 .. j 395 Waitaki Girls' High School .. .. .. 57 .. 120 .. .. .. 98 .. .. .. .. .. 41 .. .. • • • • • • 316 316 Otago Boys' High School .. .. 206 .. 125 173 .. 504 .. 504 Otago Girls' High School .. .. .. 183 .. 108 60 154 505 505 King's High School .. .. .. 87 .. 122 75 .. 284 .. 284 South Otago High School .. .. .. .. 41 52 23 .. 10 43 4 .. .. .. 9 .. •• •• •• 78 104 182 Gore High School .. .. .. 19 17 70 73 .. .. 2 67 52 .. .. .. .. 36 .... 20 .. 163 193 35(> Southland Boys' High School .. .. 26 .. 113 .. 193 .. .. .. .. .. .. .. .. .. 6 .. 13 .. 351 .. 351 Southland Girls' High School .. .. .. 52 .. 151 109 29 76 | 417 417 Totals .. .. .. 2,090 1,885 3,725 2,930 1,011 .. 774 2,208 460 15 .. 24 .. 1,430 79 10 1,118 266 9,257 8,768 18,025

E.—2

15

Combined Schools New Plymouth Boys' High School .. 103 .. 153 .. 230 .. .. .. 42 .. .. .. .. .. 19 .. 146 .. 693 .. 693 Sew Plymouth Girls' High School .. .. 103 .. 113 183 127 53 .. 579 579 Napier Girls' High School .. .. 27 .. 67 .. 130 .. .. .. 37 .. .. .. .. .. .. ■ • 97 .. 358 .. 358 Napier Boys' High School .. .. .. 63 .. 82 .. .. .. 124 .. .. .. .. .. 51 .. .. .. 2 .. 322 322 Wairarapa College .. .. .. 15 13 47 52 122 .. 93 32 .. .. .. 27 .. 75 25 291 210 501 Nelson College .. .. .. 61 .. 266 .. 160 .. 44 .. 41 .. .. .. .. .. .. . - 23 .. 595 .. 595 Nelson Girls' College .. .. .. .. 91 .. 155 .. .. .. 146 .. .. .. .. .. 69 .. .. • • .. .. 461 461 Totals .. .. .. 206 270 533 402 642 .. 44 546 152 .. .. .. .. 274 19 .. 341 80 1,937 1,572 3,509 Technical High Schools Auckland .. .. .. .. .. .. 51 7 749 .. 31 424 29 .. .. .. .. 76 2 4 78 .. 940 511 1,451 Elam School of Art .. .. .. .. .. j .. .. .. • • • • ■ ■ 39 89 .. . • .. ■ • • • • • 39 89 128 Otahuhu .. .. .. .. 94 70 .. .. 251 .. 8 164 49 1 99 402 334 736 Pukekohe .. .. .. .. 1 4 34 27 60 3 51 19 .. .. .. 13 .. 37 21 154 116 270 Hamilton .. .. .. .. .. .. .. .. 331 .. 29 161 67 .. 5 10 .. 92 .. .. .. .. 432 263 695 Hawera .. .. .. .. 9 11 22 39 77 3 80 24 .. .. .. 23 .. 47 32 182 185 367 Stratford ., .. .. .. .. 46 58 53 .. .. 77 71 1 .. .. .. 42 .. .. 26 .. 196 178 374 Wanganui .. .. .. 184 27 132 .. 29 125 54 .. 5 .. .. 37 404 189 593 Eeilding .. .. .. .. 1 1 22 21 .. 2 43 143 .. .. .. 14 .. 41 20 209 99 308 Palmerston North .. .. .. .. .. • ■ I • • 131 • • • • ' ■ *" '" '' Horowhenua College .. .. .. .. .. 78 i 61 98 .. 2 47 .. .. 4 7 .. 19 .. .. 25 59 207 193 400 Petone .. .. .. .. .. .. .. . .. 238 .. 7 84 .. .. 16 10 .. 109 .. .. 1 .. 262 203 465 Wellington .. .. .. .. .. .. 82 38 522 .. 54 223 .. .. 31 48 .. 199 .. .. .. .. 689 508 1,197 Westport .. .. .. 20 8 48 .. 2 45 22 2 92 55 147 Greymouth .. .. .. .. .. .. VI | 43 112 .. 13 94 .. .. .. .. .. 60 .. .. .. .. 196 197 393 Christchurch .. .. .. .. .. •• I •• •• 108 241 93 .. .. .. .. 300 .. .. .. .. 997 541 1,538 Canterbury College School of Art .. .. .. .. .. .. .. .. . • ■ • ■. 24 119 .. . . .. .. .. .. 24 119 143 Ashburton .. .. .. .. .. .. .. 135 .. 9 60 23 .. .. .. .. 79 .. .. .. .. 167 139 306 Timaru .. .. .. .. .. .. .. .. 160 .. 3 58 .. .. .. .. .. 49 .. .. .. .. 163 107 270 Dunedin .. .. .. .. .. .. .. .. 331 .. 52 282 .. .. 13 19 ..125 .. .. .. .. 396 426 822 Invercargill .. .. .. . . 8 .. .. 1 271 .. 24 165 75 .. j .. .. j 146 .. .. .. .. 378 312 690 Totals .. .. .. 113 86 610 J 330 4,632 .. 386 2,555 j 647 2 | 141 315 .. 1,580 j 2 4 277 134 6,808 5,006 11,814 " —— — -r j ~ ~ j Note. — In the section of the above table relating to secondary schools pupils attending a secondary class attached to a primary school have been excluded. There were 69 such pupils on 1st July, 1944.

E.—2

Table A17. —CORRESPONDENCE SCHOOL, Primary Department Average Weekly Roll, Classification, etc.

Table B1—ROLLS and CLASSIFICATION of PUPILS and STAFFS of Intermediate Schools and Departments as at 1st July, 1944

Table D3.—YEARS OF ATTENDANCE of FULL-TIME Post-primary Pupils at 1st July, 1944

16

>* +» l Classification according to Standards of Pupils on Roll at 1st July. o | kg Special ~ 7 I fcJiSf N fn Backward Class '■ S1 - S2 - S3 ' FI - j ge A Totals. |||| w>pq j2 . Children. I * £ * r 1 . 03 03 M ; — FH rl U n gj g ■Sm.o o 3 B. G. B. G. B. G. B. G. B. Q. B. G. B. G. M. P. B. G. M. F. < W pq o 1943 .. 1,851 1,941 73 74 302 326 93 118 89 85 72 86 84 109 77 91 62 82 30 21 882 9921,874 2 47 1944 .. 1,871 1,920 95 91 281 326 94 123 66 102 85 81 74 106 71 109 69 89 37 25 87210521,924 1 46 Difference +20 -21 +22+17 -21 .. +1 +5-23+17 +13 -5-10 -3 -6+18 +7 +7 +7 +4-10+60 +50 -1 -1

§J2oS Classification of Pupils on Boll as at 1st July, 1944. Number of T O r ~* c 3 i —i . li 1 1111 - f f m ti A nalflt. 111 Ji |I| 111 Form I. Form II. Torn, III. All Forms. ant Teachers. l€l 11 f S ftl 1 ' I I Total. .3 d 50 a' 0 Boys, i Oirls. Bovs. Girls. Boys. Girls. Boys, i Girls. M. F. -2 I __ I g I (a) Whangarei .. 162 176 352 329 82 91 92 85 .. . . 174 176 350 5 9 14 (c) Kowhai .. .. 515 443 886 827 174 155 196 192 49 131 419 478 897 13 19 32 (e) Northcote .. .. 148 132 262 240 51 64 87 64 .. .. 138 128 266 5 5 10 (c) Pasadena .. .. 273 299 550 506 125 135 148 110 7 22 280 267 547 7 9 16 (A) Otahuhu .. .. 120 172 267 249 70 76 72 56 .. . . 142 132 274 4 4 8 (c) Manukau .. .. 278 305 506 470 135 115 126 105 18 21 279 241 520 8 9 17 (d) Matamata .. . . 94 137 209 192 52 54 60 49 .. .. 112 103 215 4 5 9 (e) Waihi .. .. 71 86 137 128 43 31 35 37 .. .. 78 68 146 2 2 4 (e) Te Awamutu .. 94 128 202 188 50 55 52 40 . . .. 102 95 197 5 4 9 (a) Rotorua .. .. 107 139 224 200 57 61 62 44 .. .. 119 105 224 4 4 8 (c) Wanganui .. .. 183 208 355 328 82 76 98 96 3 1 183 173 356 3 8 11 (c) Palmerston North .. 358 354 671 634 175 140 178 189 .. .. 353 329 682 9 15 24 (C) Gisbome .. .. 322 275 545 511 121 125 146 146 1 13 268 284 552 7 11 18 (c) Napier .. .. 254 260 480 456 110 114 130 115 4 12 244 241 485 7 11 18 (a) Rongotai .. .. 113 146 243 230 109 .. 133 242 .. 242 .. 9 .. 9 (a) Marlborough .. 116 129 237 216 69 46 58 63 .. 127 109 236 5 5 10 (c) Shirley .. .. 168 194 339 325 87 82 99 77 2 1 188 160 348 4 7 II (c) Christchureh South .. 288 328 569 528 139 139 136 128 9 24 284 291 575 10 12 22 (a) Waitaki Boys' .. 79 72 141 128 64 .. 83 147 .. 147 6 .. 6 (a) Waitaki Girls' .. 70 78 145 130 .. 64 .. 79 143 143 .. 6 6 (c) Dunedin North .. 164 223 347 324 98 85 89 75 8 5 195 165 360 5 9 14 (c) Macandrew .. 282 326 538 504 151 117 145 136 4 5 300 258 558 10 10 20 (<?) Tweed Street .. 239 230 417 391 108 106 113 102 .. .. 221 208 429 6 9 15 Totals, 1944 .. 4,498 4,840 8,622 8,034 2,152 1,931 2,338 1,988 105 235) 4,595 4,154 8,749 138 173 311 Totals, 1943 .. 3,962 5,438 8,670 8,182 2,339 1,979 2,283 2,106 35 68' 4,657 4,153 8,810 131 173 304 Difference .. +536 -598 -48 -148 -187 -48 +55 -118 +70 +167 -62 +1 -61 +7 .. +7 (a) These are intermediate departments, consisting of Form I and Form II pupils, which have been attached to secondary schools. (b) This school is a technical high school to which is attached an intermediate department. (c) These schools are separate int ermediate schools. (<Z) District high school including a primary-school department up to Standard IV, an intermediate or junior secondary department consisting of the former Form I and Form II pupils, and a senior high school or senior secondary department. (ie) District high school with intermediate department attached.

lOl UUUI, 1C71I First-year Second-year Third-year Fourth-year Fifth-year tv*„io Pupils. Pupils. Pupils. Pupils. Pupils. rupiis an<i lotais. Type oi School. baier ' B. O. B. 0. B. | G. B. j G. B. G. B. G. B. Q. Secondary .. 3,417 3,530 2,446 2,591 1,751 1,592 1,114 749 456 331 73 44 9,257 8,837 Combined .. 751 631 539 457 331 283 187 143 103 53 26 5 1,937 1,572 Technical .. 3,492 2,599 2,064 1,561 883 613 274 164 75 47 20 22 6,808 5,006 District high 1,593 1,918 865 1,055 412 556 193 224 71 68 3 8 3,137 3,829 schools —. . Totals, 1944 9,253 8,678 5,914 5,664 3,377 3,044 1,768 1,280 705 499 122 79 21,139 19,244 Totals, 1943 7,582 7,000 5,390 5,164 2,895 2,515 1,645 1,259 658 531 80 71 18,250 16,540 Difference +1,671 +1,678 +524 +500 +482 +529 +123 +21 +47 -32 +42 +8 +2,889 +2,704

E.—2

Table D8. —CORRESPONDENCE SCHOOL, Secondary Department.—Average Weekly Roll, Classification, etc.

Table E1.—OCCUPATIONS OF PART-TIME STUDENTS at 1st July, 1944

3—E. 2

17

Classification according to Forms of Pupils on Roll Number of at 1st July. Assistant Teachers Average Iloll Numb,er (December). Weekly at 31st Form III. Form IV. Form V. Form VI. Totals. Total. Roll. December. B. G. B. G. B. G. B. G. B. G. M. F. 1943 .. 008 559* 140 285 39 88 14 68 2 5 195 44<i 641 16 38 1944 .. 709 672 209 286 46 109 23 53 3 9 281 457 738 15 54 Difference +101 +113 +69 +1 +7 +21 +9 -15 +1 +4 +86 +11 +97 -1 +16 •Amending B.-2, 1944. Note. —The above table does not include part-time pupils. The number of part-time secondary pupils on the roll at 31st December, 1944, was 1,362 ; the corresponding number in .1943 was 996.

ill 1 |j,§ I §1- |s is as i fgf 5|l ||g|j g |. 1| — Ill i 111 ! Si' I 1| 11 s'g I |1 J|S« Jfa! |M?j I II P 1 l*| I I"! J *|-| |t y jfejfaii *- h " All schools and classes— Males .. .. 1,993 561 443 861 56 100 246 300 1,247 .. 23 520 507 140 2,050 261 0,317 Females .. I 2 24 40 530 1,661 634 221 307 294 .. 962 160 4,926 Totals, 1944 .. 1,994 663 443 861 56 124 286 830 2,908 634 244 917 801 1403,021* 421 14,243 Totals, 1943 .. 1,749 472 344 602 30 140 379 781 2,907 733 219 945 924 65 2,368f 140 12,798 Difference .. +245 +91 +99+259 +26 -16-93 +49 +1 -99 +25 -28 -123+75+653 +281 +1,445 * Includes 1,749 males and 523 females in the Armed Forces. t Includes 913 males and 274 females in the Armed Forces. \

E.—2

Table F.—SPECIAL MANUAL-TRAINING CENTRES: Particulars for the Year 1944

18

f I . i Public Primary and Native Intermediate Schools Secondary Departments of p .„ afa « . , Schools. intermediate bchools. District High Schools. Pnvate Schools - Totals. i N umber of | ; — j j Education District. j Manual- Naml)er of Number of Pupils Number of Number of Pupils Number of Number of Pupils Number of | Number or Pupils _ Number of Pupils Centre® Schools from attending Centres. j Self's attending Centres. ! s X™sfl-om| attending Centres. Schools j attending Centres S cho™ls fro4 attending Centres. W att C endeT iSl i "Pupils* 7 which Pupils I fr0 pSpTb Cl> l ; which Pupils | ' j Boys. | Girls. | attended. | Boys Girls. : 8 ™ " ' Boys, j Girls. attended, j Boys. j Girls. attended. Boys j 01r|i< Auckland .. .. 40 235 4,394 4,305 9 1,697 1,659 25 1,279 . 1,518 40 370 481 309 7,740 7 963 Taranaki .. .. 10 65 998 954 .. .. .. 2 65 57 12 136 154 79 1,199 1,165 \V anganui .. .. 13 37 828 721 2 552 535 5 163 187 13 153 196 57 1,696 1,639 HawkesBay .. ... 10 30 721 716 2 512 525 5 149 175 13 146 I 241 50 1,528 1 657 Wellington .. . . 19 85 2,375 2,389 2 373 107 6 104 144 22 366 205 115 3,218 2,845 kelson .. . . . . 10 62 635 597 .. .. .. 8 159 142 5 64 57 75 858 796 Canterbury .. .. 2o 212 3,042 2,972 2 461 426 12 255 294 52 675 614 278 4,433 4,306 o j " " 118 1,331 1,217 4 641 545 13 231 252 26 176 238 161 2,379 2,252 -Southland .. .. 8 90 846 822 1 215 202 5 39 77 10 121 154 106 1,221 1,255 Totals .. : 157 934 15,170 14,693 22 4,451 3,999 81 2,444 2,846 193 2,207 2,340 1,230 24,272 23,878

E.—2

TABLE G1.—AVERAGE ATTENDANCE, ROLL, FREE-PLACE HOLDERS and TEACHERS of Secondary Departments of District High Schools for 1944

19

U G nh OA 0 g . °3 a fJ! ° Roll Numbers (Full-time Pupils). & £ - ruI1 . tlmo sta „ ■2 s |"S &, |IS &I (excluding gfc cmd Principals), j S6 w.S tcS -S-9 December, Name of School. u 3 "2 § ol >S?f ®5o 1944. 5 - December, 1944. |s rt 'a *3 k_* la O S? H©CT3w 3 a ■«s2 ° "St* oSS r " 1 I a| g | 8 §g jps !S ! Boys. Girls. Total. | S fl fl f|& fl *. F. <! -4 . •*! . B ; ■:■ ■ R :S -: '« Auckland Education Disteict Cambridge .. .. 136 129 58 64 122 119 78 71 57 129 2 3 Dargaville .. .. 188 177 68 89 157 163 89 104 96 177 4 3 Helensville . . .. 72 62 30 34 64 59 2'9 60 44 62 2 1 Howick .. .. 41 40 12 20 32 35 12 30 30 40 1 1 Huntly .. .. 128 125 55 63 118 115 63 75 63 125 3 2 Kaeo .. .. .. 22 21 10 10 20 19 12 11 8 21 1 Kaikohe .. .. 93 89 33 47 80 84 48 50 44 89 2 2 Kaitaia .. .. 146 141 57 71 128 139 63 86 85 141 2 3 Katikati .. .. 70 66 30 30 60 58 40 33 30 66 2 1 Kawakawa . . .. 84 80 41 33 74 68 47 46 39 80 1 2 Matamata .. .. 277 261 102 135 237 228 139 147 133 261 3 6 Maungaturoto .. .. 43 40 8 26 34 31 20 23 22 40 1 1 Morrinsville .. .. 173 170 68 94 162 151 88 92 84 170 2 4 Ngatea .. .. 112 99 41 48 89 88 56 60 56 99 3 1 Nortlicote .. .. 223 212 102 85 187 193 110 126 118 211 4 4 Okaihau . . 21 18 10 6 16 16 * 13 12 18 I Opitiki .. . . 109 106 51 48 99 101 61 51 47 106 3 1 Otorohanga .. .. 99 93 34 45 79 85 45 57 53 93 2 2 Paeroa .. .. 79 76 38 37 75 66 50 35 28 76 1 2 Piopio .. .. .. 68 66 24 38 62 59 42 27 25 66 2 1 Putaruru .. . . 72 63 31 26 57 58 38 45 41 63 I 2 Raglan . . . . 29 28 12 16 28 26 14 17. 16 28 1 1 Rawene . . . . 43 40 11 20 31 32 19 25 25 40 1 1 Ruawai .. . . 57 54 11 35 46 48 28 31 29 54 1 1 Taumarunui .. . . 131 126 63 54 117 107 59 82 72 126 2 3 Tauranga .. .. 245 243 102 111 213 218 123 142 127 243 4 5 Te Aroha .. .. 144 129 48 56 104 118 66 79 78 129 3 2 Te Awamutu .. .. 202 185 64 95 159 166 94 115 106 185 4 3 Te Kuiti .. .. 143 135 62 65 127 126 69 78 75 135 3 2Te Puke .. .. 109 102 42 50 92 92 52 62 58 102 2 2 Waihi .. .. . . 78 76 22 44 66 69 54 47 46 76 2 1 Waipu .. .. . . 38 36 15 18 33 33 21 20 19 36 1 1 Waiuku .. 77 66 18 40 58 58 41 41 39 66 1 2 Warkworth .. . . 62 58 23 28 51 52 27 37 35 58 1 2 Wellsford .. . . 53 51 21 23 44 45 28 28 26 51 1 1 Whakatane .. .. 213 198 78 102 180 175 104 126 123 198 3 5 Totals .. .. 3,880 3,661 1,495 1,806 3,301 3,200 1,929 2,162 1,990 3,660 73 74 Tabanaki Education Disteict Ohura .. .. .. 45 [ 40 18 14 32 34 25 22 20 40 1 1 Opunake .. .. 114 | 109 47 50 97 97 71 65 63 109 1 3 Totals .. 159' 149 65 64 129 131 96 87 83 149 2 4~ Wanganui Education Disteict Apiti .. .. .. 12 12 6 5 11 10 7 5 5 12 1 Foxton .. 65 63 19 31 50 55 31 38 33 63 1 "'2 Marton .. .. 128 124 51 53 104 112 61 76 72 124 4 1 Ohakune .. .. 110 107 43 53 96 95 58 56 50 107 2 2 Raurimu .. .. 24 22 7 10 17 18 13 13 11 22 1 Taihape .. .. 105 94 41 40 81 86 54 54 48 94 2 2 Waverloy ... .. 30 26 9 12 21 24 16 17 15 26 1 Totals .. .. 474 448 176 204 380 400 240 259 234 448 11 8 Hawke's Bay Education Disteict Te Karaka .. .. 102 94 36 50 86 85 60 44 40 94 2 2 Tolaga Bay .. .. 22 23 7 14 21 21 11 12 12 23 1 Tuai .. .. .. 13 11 2 9 11 11 * 14 14 11 1 Waipawa .. .. 114 109 48 51 99 100 61 56 53 109 ] 3 Waipulturau .. .. 54 53 23 29 52 50 14 43 41 53 1 1 Wairoa .. .. 133 126 46 62 108 108 62 79 73 126 2 3 Woodville .. .. 36 38 15 13 28 32 13 27 23 38 1 1 Totals .. .. 474 454 177 228 405 407 221 275 256 454 9~ 7o Wellington Education Disteict Carterton .. .. 63 63 18 34 52 50 27 38 37 63 1 2 Eketahuna .. .. 48 47 20 22 42 43 20 31 29 47 1 2 Eeatherston .. . . 50 47 10 30 40 43 33 21 19 47 1 1 Greytown .. .. 45 40 17 20 37 38 25 24 20 40 1 Martinborough .. .. 39 38 20 14 34 34 26 19 17 38 1 Pahiatua .. .. 76 68 32 31 63 64 42 33 30 68 1 2 Totals .. .. 321 303 117 151 268 272 173 166 152 303 6 <T * Established as a district high school in 1944.

E.—2

Table G1.—AVERAGE ATTENDANCE, ROLL, FREE-PLACE HOLDERS, and TEACHERS of Secondary Departments of District High Schools for 1944 —continued

20

! s « If § . Boll Numbers (Full-time Pupils). I»g | s „ £ gjj Flll ,. tlm0 g tafI •2 s is %Jt p3 §« (excluding gcf tc Ph-U £ Principals), 9$ CO.S . s -§-S a. 3 December, Name of School. o a§ I ®.S £ 5? <u 5 § 1944. £ December, 1944. §p C iTil ™ « ■& ! °2 'Sob °S . >-> &<!> u at m 13 « i ?? -2=3 Ssl l| Z Boys. Girls, Total. S" |l8 |1 gg£ M - F - < <i | fc fe fc !a Nelson Education District Collingwood .. .. 20 20 10 10 20 20 9 13 11 20 1 Denniston .. .. 18 17 10 6- 16 16 11 8 8 17 1 Granity .. .. 62 62 12 42 54 55 43 20 20 62 2 1 Motueka .. .. 94 91 45 43 88 83 50 52 52 91 2 2 Murchison .. .. 32 31 15 12 27 27 17 15 15 31' - 1 1 Reefton .. .. 67 63 23 38 61 60 44 26 23 63 2 1 Takaka .. .. 54 54 20 24 44 46 27 31 30 54 1 1 Tapawera .. .. 42 39 19 12 31 33 27 18 18 39 I 1 Totals .. .. 389 377 154 187 341 340 228 183 177 377 11 7 Canterbury Education District Akaroa .. .. 34 32 11 16 27 * 27 16 21 19 32 I 1 Cheviot .. .. 24 23 10 12 22 22 8 16 16 23 1 Fairlie .. .. .. 36 32 10 15 25 29 22 15 13 32 1 1 Geraldine .. .. 88 85 39 41 80 77 57 38 31 85 2 V Hawarden .. .. 67 65 23 30 53 56 38 32 29 65 1 2 Hokitika .. .. 118 106 44 44 88 96 72 53 47 106 2 2 Kaikonra .. ■ .. 53 49 18 29 47 45 26 32 28 49 1 1 Methven .. .. 67 66 17 32 49 55 44 26 25 66 2 1 New Brighton .. .. 49 47 13 29 42 43 22 27 27 47 2 I Oxford . . .. 32 26 13 9 22 20 19 16 15 25 I 1 Pleasant Point .. . . 46 41 15 21 36 36 31 16 16 41 1 1 Southbridge .. .. 45 42 15 21 36 35 17 30 30 42 I 1 Temuka .. .. 117 109 42 57 99 100 70 53 48 109 2 2 Totals .. .. 776 723 270 356 626 641 442 375 344 722 18 15 Otaoo Education District Alexandra .. .. 105 106 43 49 92 91 66 43 40 106 2 2 Clutha Valley .. .. 31 26 II 10 21 21 19 12 12 26 1 ] Cromwell .. .. 35 32 13 14 27 30 21 16 14 32 1 1 Kurow .. .. 32 31 10 18 28 26 12 23 21 31 2 Lawrence .. .. 29 30 12 14 26 26 17 14 12 30 2 Mosgiel .. .. 94 91 41 40 81 77 35 61 58 91 2 2 Owaka .. .. 25 24 10 12 22 21 13 12 11 24 I Palmerston .. .. 71 67 26 '33 59 59 38 32 30 67 1 2 Ranfurly .. .. 18 17 9 6 15 15 9 9 8 17 1 Roxburgh .. .. 42 40 15 23 38 37 20 24 22 40 1 1 Strath-Taieri .. .. 19 17 7 5 12 13 9 10 10 17 1 Tapanui .. .. 31 31 10 17 27 26 13 19 19 31 1 1 Tokomairiro .. .. 81 73 23 40 63 70 53 42 41 73 2 1 Totals .. .. 613 585 230 281 511 512 325 317 298 585 15 14 Southland Education District Nightcaps .. .. 33 28 7 19 26 25 21 13 12 28 2 Queenstown .. .. 28 27 15 10 25 24 11 19 17 27 1 Riverton .. .. 41 42 13 28 41 37 20 23 22 42 1 1 Winton .. .. 25 24 6 11 17 19 15 11 11 24 1 Wyndham .. .. 38 36 4 25 29 31 21 18 18 36 1 1 Totals .. .. 165 157 45 93 138 136 88 84 80 157 3 5 Native District High Schools Manutahi .. .. 34 35 15 12 27 28 11 27 25 35 1 1 Te Araroa .. .. 22 27 13 13 26 24 7 20 15 27 1 Te Kao .. .. 20 18 7 10 17 17 * 20 14 18 1 Tikitiki .. .. 29 29 9 9 18 22 9 25 24 29 1 Totals .. .. 105 109 44 44 1 88 91 27 92 78 109 4 1 Grand totals, 1944 7,356 6,966 2,773 3,414 6,187 6,130 3,769 4,000 3,692 6,964 152 147 Grand totals, 1943 6,320 5,899 2,339 2,842 5,181 5,291 3,484 3,203 2,922 5,898 120 141 Difference .. +1,036 +1,067 +434 +572 +1,006 +839 +285 +797 +770 +1,066 +32 +6 * Established as a district high school in 1944.

E.—2

Table J1.—ROLL NUMBER, ETC., AND STAFF: Endowed Schools and Registered Private Secondary and Technical Schools

21

Roll lumbers (Full-time Pupils). dumber of „ „ ... Xnmhpr nf Full-time Staff (including i Average 2* Number of Principals), Sch0 °l- At i At : December, 1944. Attendance OD J at NewPupils menc ° e^ e ir December 1944. 1st March, j 1st July, : 1944. be = of during 1944. p ° s t-primary 1944 1Q44 I 1944. ° Education Boys. Girls. j Total. in 1944. M. j F. Dilworth School, Auckland .. .. .. .. .. 34 34 33 33 33 20 15 1 15 3 1 St. Patrick's Convent, Wellington Street, Auckland (Technical) .. 26 28 .. "25 25 19 ! "9 19 18 2 Auckland Diocesan High School, Epsom, Auckland .. .. .. 204 198 .. 185 185 179 176 64 5o 9 St. Cuthbert's College, Epsom, Auckland .. .. .. .. 337 337 '' 332 339 314 ! 228 123 105 12 St. Peter's College, Epsom, Auckland .. .. .. .. 171 171 163 _ i63 160 j 12 3 09 69 4 St. Mary's Convent, Hamilton . . .. .. .. .. 90 91 .. 85 85 84 49 43 37 4 Waikato Diocesan School for Girls, Hamilton .. .. .. 91 92 .. 88 88 85 ! 62 32 21 '' 6 Marist Brothers' High School, Hamilton .. .. ,. .. 50 46 41 41 41 22 '6 26 2 King's College, Otahuhu 336 332 326 ;; 326 312 207 j 129 111 13 "2 bt. .Benedict s Convent, Newton, Auckland (Technical) .. .. 104 98 .. 96 96 89 i 50 64 64 3 Wesley Training College, Paerata .. .. .. .. .. 30 40 "40 . 40 38 * 40 26 "3 Sacred Heart College, Ponsonby, Auckland .. . . . . .. 379 371 345 .. 345 348 235 161 153 13 St. Mary s College, Ponsonby, Auckland . . .. .. .. 159 159 .. 155 155 151 87 77 63 7 Convent of the Sacred Heart, Remuera, Auckland .. ., ... 66 64 .. 64 64 64 51 30 24 4 St. Michael's Convent, Rotorua .. .. .. .. .. 41 29 16 26 42 36 26 19 16 2 Sacred Heart Convent High School, New Plymouth . . .. .. 61 61 .. 56 56 55 24 27 27 '' 3 Wellington Diocesan School for Girls, Marton .. . . .. 141 141 145 145 140 109 33 22 9 St. Joseph's Convent High School, Palmerston North .... 46 43 40 40 38 25 24 24 4 Marist Brothers' St. Patrick's High School, Palmerston North .. .. 64 61 61 61 59 3-5 99 27 2 Sacred Heart Convent High School, St. John's Hill, Wanganui .. 132 128 .. 113 113 i 119 84 56 48 " " 1 St. Augustine's High School, Wanganui .. .. .. ,. 28 28 25 .. 25 25 + 31 31 1 Wanganui Collegiate School, Wanganui .. .. .. .. 329 325 320 !! 320 317 252 81 77 21 St. Joseph's Maori Girls' College, Greenmeadows .. .. .. 78 I 74 .. 75 75 73 40 37 37 "3 St. John's High School, Hastings .. .. .. .. .. 91 88 "84 .. 84 79 60 32 31 4 Iona Presbyterian College for Girls, Havelock North .. .. .. 102 101 101 101 98 74 i 38 28 "9 Woodford House, Havelock North l 7 i 172 1 73 173 i 62 119 58 44 13 bacred Heart High School,. Napier .. .. .. .. .. 53 49 45 45 ' 46 29 27 3 Te Ante College, Pukehou Napier 127 | 128 'l27 .. 127 123 81 47 45 "4 1 bt. Mary s Convent High School, Blenheim .. .. .. ., 31 28 .. 20 20 23 '< 19 13 ! 13 2 Sacred Heart Convent High School, Island Bay, Wellington .. .. 56 56 56 56 56 36 21 17 6 Marsden Collegiate School, Karori, Wellington .. .. .. 180 175 !! 180 180 168 149 64 54 7 Sacred Heart College, Lower Hutt .. .. .. .. .. n 2 108 .. 106 106 100 I 61 51 42 3 Chilton St. James Girls'School, 'Lower Hutt .. .. .. 55 I 55 .. 55 55 52 40 15 11 5 St. Brides' Convent, Masterton .. .. .. .. .. 43 44 _ 40 40 39 28 20 19 " 3 St. Matthew's Collegiate School for Girls, Masterton .. .. .. 59 j 57 .. 55 55 ! 54 33 29 24 " 4 Scots College, Miramar, Wellington .. .. .. .. 85 87 82 .. 82 79 61 26 2' '*7 St Patrick's College, Silverstream 2 65 267 271 ! 271 275 184 96 90 14 " Solway Girls College, Masterton .. .. .. .. .. 125 [ 127 126 126 | 123 76 55 j 36 6 * School reopened, 1944. t School first opened, 1944.

E.—2

Table J1.—ROLL NUMBER, ETC., AND STAFF: Endowed Schools and Registered Private Secondary and Technical Schools— continued

22

Boll Numbers (Pull-time Pupils). Number of _ .. . Average Number Qf Pupils (meludmg School. At At December, 1944. tendance onKo/at mlnc~eir December, 1944. 1st March, 1st July 1944. VS!?® during 1944. 1Q44 1944 1944 - Education Boys. Girls. Total. in 1944. M. F. Queen Margaret College, Wellington .. .. .. .. 140 138 .. 136 136 130 113 50 50 .. 10 St. Mary's College, Wellington .. .. .. .. .. 261 258 .. 253 253 249 168 93 88 . . 8 St. Patrick's College, Wellington .. .. .. .. .. 277 271 262 .. 262 256 182 99 94 13 Sacred Heart High School, Nelson .. .. .. .. .. 48 46 .. 40 40 39 25 21 19 .. 2 St. Mary's College, Westport .. .. .. .. .. 55 44 11 42 53 50 28 31 29 !' 3 Cathedral Grammar School, Christchurch ........ 48 44 45 45 49 28 17 16 3 1 Christ's College, Christchurch .. .. .. .. .. 377 377 373 .. 373 360 ] 276 106 94 17 4 Sacred Heart Girls' College, Christchurch .. .. .. .. 173 169 .. 148 148 154 91 87 84 5 St. Andrew's College, Christchurch .. .. .. .. .. 192 193 186 .. 186 148 128 69 64 8 St. Margaret's College Christchurch.. .. .. .. .. 239 229 .. 225 225 219 191 63 63 .. 10 St. Mary's College, Christchurch .. .. .. .. .. 77 72 .. 68 68 67 43 35 , 32 .. 4 Marist Brothers' High School, Greymouth .. .. .. .. 69 68 64 .. 64 63 38 31 30 3 St. Mary's High School, Greymouth .. .. .. .. 73 72 .. 69 69 65 39 34 33 ., ' 4 St. Mary's School, Hokitika .. .. .. .. .. 34 35 6 32 38 38 23 26 20 '' 3 St. Bede's College, Papanui, Christchurch .. .. .. .. 285 279 273 .. 273 280 172 116 106 12 Craighead Diocesan School for Girls, Timaru.. .. .. .. 82 82 .. 79 79 78 54 26 24 7 Sacred Heart Girls' College, Timaru .. .. .. .. 86 83 .. 79 79 81 j 48 39 35 !! 4 St. Patrick's High School, Timaru .. .. .. .. .. 56 55 46 .. 46 49 ' 32 24 24 "3 Archerfield School, Dunedin .. .. .. .. .. 31 32 .. 32 32 27 25 8 7 2 Christian Brothers' High School, Dunedin .. .. .. .. 126 123 117 .. 117 110 67 52 51 "5 John McGlashan College, Dunedin .. .. .. .. .. 32 31 31 .. 31 30 23 8 7 3 1 St. Dominic's College, Dunedin .. .. .. .. .. 83 82 .. 77 77 78 53 34 30 6 St. Hilda's Collegiate School, Dunedin .. .. .. .. 51 52 .. 53 53 49 25 28 20 5 St. Philomena's College, Dunedin South .. .. .. .. 92 92 .. 90 90 92 44 51 48 3 St. Kevin's College, Redcastle, Oamaru .. .. .. .. 132 127 121 .. 121 124 76 59 50 6 Columba College, Roslyn, Dunedin .. .. .. .. .. 136 134 ... 133 133 124 71 69 47 "5 Dominican College, Teschemakers, Oamaru .. .. .. .. 54 54 .. 51 51 52 32 23 22 3 Marist Brothers' High School, Ipvercargill .. .. .. .. 50 49 42 .. 42 44 27 24 23 2 St. Catherine's Convent, Invercargill .. .. .. .. 66 63 .. 60 60 58 32 36 34 3 Totals, 1944 .. .. .. .. .. .. 7,978 7,847 3,511 4,109 7,620 7,419 5,112 3,182 2,843 166 233 Totals, 1943 .. .. .. .. .. .. 7,002 6,926 3,138 3,546 6,684 6,552 i 4,369 2,772 2,431 146 221 Difference .. • +976 +921 +373 +563 +936 +867 j +743 +410 +412 +20 +12 L_ !

E.—2

Table K1.—STUDENTS in the Four Training Colleges in December, 1944

Approximate Cost of Paper.—Preparation, not given ; printing (780 copies), £70.

By Authority: E. V. Paul, Government Printer, Wellington.—l94s.

Price 9<i.]

23

Division A. Division C. Totals. Training College. Grand Totals. M. F. M. F. M. F. Auckland (first year) .. .. 72 229 4 29 76 258 334 „ (second year) .. .. 82 183 .. .. 82 183 265 „ (specialist) .. .. 3 13 .. .. 3 13 16 Wellington (first year) .. .. 56 104 . . .. 56 104 160 „ (second year) .. 54 110 . . .. 54 110 164 „ (specialist) .. .. 1 4 ,, 1 4 5 Christchurch (first year) .. 50 96 .. .. 50 96 146 „ (second year) .. 52 108 . . .. 52 108 160 „ (specialist) .. 2 7 . . 2 7 9 Dunedin (first year) .. . . 36 94 .. . . 36 94 130 „ (second year) .. .. 52 96 .. .. 52 96 148 „ (specialist) .. .. 12 24 .. .. 12 24 36 Totals .. .. 472 1,068 4 29 476 1,097 1,573