REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDED 31st DECEMBER, 1945 (In continuation of E.-1, 1945)

Appendix to the Journals of the House of Representatives, 1946 Session I, E-01

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1946 NEW ZEALAND

REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDED 31st DECEMBER, 1945 (In continuation of E.-1, 1945)

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

Office of the Department of Education, Wellington, 21st June, 1946. Your Excellency,— I have the honour, in accordance with the provisions of the Education Act, 1914, to submit to Your Excellency the following report upon the progress "and condition of public education in New Zealand during the year ended the 31st December, 1945. I have, &c, H. G. E. Mason.* His Excellency the Governor- General of the Dominion of New Zealand.

REPORT This report covers the tenth year of the Government's administration of education. It would be fitting, therefore, that I try to sketch briefly what has happened in education not only in the past year, but also in the past decade. My predecessor, the Right Hon. P. Fraser, stated in his annual report for 1939, " The Government's objective, broadly expressed, is that every person, whatever his level of academic ability, whether he live in town or country, has a right, as a citizen, to a free education of the kind for which he is best fitted, and to the fullest extent of his powers." I gladly accept this statement of policy as the criterion by which all the changes introduced into the education system over the last ten years should be judged.

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Buildings When the Government came into office the school-building programme had, owing to the depression, been practically at a standstill for three years. It realized that little advance could take place in education until satisfactory school buildings could be provided, and so it immediately began a vigorous new building programme. Unfortunately, the war intervened before all arrears could be caught up, but, even so, the number of new buildings erected and old ones remodelled in the past ten years is most impressive. The following figures give some measure of the volume of the work done. The remarkable rise for the year ended 31st March, 1946, is very gratifying, and gives an indication of the Government's policy in school building in the post-war years : Capital Expenditure on School Buildings from Public Works Account Amount. Financial year ended 31st March, — £ 1935 .. .. .. .. .. .. 62,183 1936 .. .. .. .. .. .. 169,733 1937 .. .. .. .. .. .. 276,732 1938 .. . . . . . . .. . . 554,759 1939 .. .. .. .. .. .. 727,078 1940 .. .. ' .. .. .. .. 851,726 1941 .. .. .. .. .. .. 555,572 1942 .. .. .. .. .. .. 465,686 1943 .. .. .. .. .. .. 207,390 1944 .. .. .. .. .. .. 236,137 1945 .. .. .. .. .. .. 477,393 1946 .. .. .. .. .. .. 1,187,823 The mere figures of capital expenditure, however, give no indication of the qualitative changes that have taken place in school buildings over recent years, of the light and colour that have been introduced, or of the libraries, workshops, homecraft rooms, and facilities for practical work generally that have been provided in the best of the modern buildings. The recognition that education is more than pencil-and-paper work with large passive classes has of itself created an enormous building programme. Very many schools and residences still fall far short of what the Government would desire, but every effort will be made to remedy this as soon as possible. A peculiar combination of circumstances will create an unusual demand for new buildings over the next five years, and the Government's policy is to press forward with a vigorous school building programme that will—(1) Catch up with the arrears in building resulting, firstly, from the depression, and, secondly, from the war. (2) Cater for the increased school rolls resulting from the raising of the school age and from the rapid rises in the birth-rate in the periods centring on the years 1941 and 1945. The years 1951-54 will be critical ones for accommodation in both primary and post-primary schools, and preparations to meet the situation must begin immediately. (3) Meet the special needs for school buildings arising in Government housing settlements, and from drifts in population generally. (4) Enable the size of classes to be greatly reduced. (5) Replace the large number of schools built in the early days of the national system. (6) Enable the intermediate-school system to be extended wherever possible, when new accommodation is needed. (7) Provide school residences for sole and head teachers in all rural areas. (8) Provide for very greatly increased enrolments at the University colleges and agricultural colleges. (9) Provide training-college hostels.

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These are the immediate and pressing needs that must under any conditions be met. In so far as supplies of labour and materials permit, and without interfering with the meeting of the fundamental needs mentioned above, the Government will try to improve school buildings qualitatively by making provision for — (a) Gymnasiums and halls for post-primary schools and combined gymnasium-halls for large intermediate and primary schools. (6) Workshops and practical rooms for post-primary schools not already so equipped. (c) Laboratories and special rooms to enable the post-primary schools (including district high schools) to put the new post-primary curriculum into full effect. (d) Library rooms for all large schools, primary as well as post-primary. (e) A general-purpose room for every large primary school. Major building works in progress or completed during the year include : the new pathology block, Otago Medical School; Avondale Technical High School; Avondale Intermediate School; Southland Girls' High School; Wellington Girls' College (additions); Otahuhu Technical High School (workshops); Epsom Girls' Grammar School; Hutt Intermediate School; Hastings High School; Tauranga College ; Petone Technical School; Matamata Intermediate Department; Kaitaia District High School; Rawene District High School; Murchison District High School; Ha warden District High School; and Burwood Girls' Home Hostel, Christchurch. In addition to these major permanent buildings, large numbers of minor works were undertaken and temporary buildings erected. Finance The total expenditure on education, including revenue from reserves vested in post-primary schools and University colleges, was £3,316,992 for 1935-36. For 1945-46 the corresponding figure, including £29,447 expended from War Expenses Account, was £7,945,773. Pre-school Education The Government has increased the assistance to pre-school educational services in the following ways : (1) The basis of financial assistance was made more liberal. Special increases to enable salaries to be raised were given in 1943 and again in 1945. (2) In 1942 the Government began to pay allowances of £5O a year (plus £25 boardingallowance where necessary) to kindergarten trainees, who before that were unpaid. The rate of payment was raised to £7O as from June, 1944. In 1941 there were only 31 kindergarten teachers in training ; in 1945 there were 80, and in 1946 there will be 100. (3) The Education Department assisted in establishing a kindergarten at the Karitane Hospital in Dunedin, which serves the double purpose of training Plunket trainees in the management of the pre-school child and kindergarten trainees in the feeding and physical care of young children. (4) Two emergency all-day nursery schools were opened to cater for children whose mothers were engaged in work of national importance. (5) Dental and health services were extended to cover the pre-school child, and free apples and milk are given to children at free kindergartens. As recommended by the 1944 Education Conference, I set up in 1945 a Consultative Committee on Pre-school Services, representative of all the bodies working in this field. Their report is promised for August, 1946, and will doubtless assist the Government in determining its future policy on pre-school educational services. The Government anticipates considerable development of these services over the next few years.

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The Primary School The Government has always realized that, in addition to adequate buildings, there are four things essential to a good primary education — (a) Smaller classes ; (b) Good supplies of equipment, including books ; (c) Freedom of teachers from unnecessary external restrictions ; and (d) A training that will enable them to make the best possible use of that freedom and to meet the greatly extended demand now made upon them. The war has seriously interfered with the Government's plans for providing these essentials, but, even so, progress has been by no means negligible over the past ten years. (1) The five-year-olds were readmitted to school in 1936. (2) Two training colleges, which had been closed in the depression were reopened in 1936. In 1945 there were no fewer than 1,448 teachers in training, in addition to the certificated returned servicemen taking refresher courses. In normal times only about 600 are needed each year for replacements. This apparent overproduction, which has gone on for several years, has been intended to meet the needs arising from the raising of the school age and to reduce the size of classes. During the war the majority of the trainees have been women, and it is difficult to foresee what the rate of retirement due to marriage will be during the next year or two. This, combined with the number of returned servicemen taking refresher courses or full-time rehabilitation bursaries, promises to cause a temporary shortage of teachers in 1946. It would be possible to meet the situation by denying returned-soldier teachers these special rights, but I am convinced that no one would wish this done. In spite of the threatened temporary shortage, the Government introduced regulations during the year giving a new staffing schedule for 1946 that will add a total of about 450 new teachers to the larger schools where the classes are biggest. Should the shortage of teachers make it impossible to put this new staffing schedule into full operation immediately, it will yet provide permanent positions to which soldier teachers can return on demobilization. It would be very undesirable to risk keeping large numbers of returned men in relieving positions through a lack of permanent posts. (3) The Proficiency Examination was abolished in 1937. This gave the teachers for the first time the necessary freedom to adapt their curricula and methods to the individual child, to local needs, and to the changing demands of the modern world. It was, moreover, an important step towards full professional responsibility for the teacher. Like all major changes, the abolition of the Proficiency Certificate brought its own problems with it, and intensified the need for better equipment, smaller classes, and fuller training for teachers. I dealt in my last annual report (E.-l, 1945, pages 3-4) with the precautions being taken by the Department to maintain and improve academic standards in the schools. I know of no one, however, who is familiar with the work of the primary schools and who would willingly reinstate the old Proficiency Examination. (4) The capitation grant for primary schools was increased by 50 per cent, in 1936, ~by £B,OOO in 1942, and by £24,000 in 1945-46, and more money will be provided as it is found necessary. (5) The syllabus of instruction is being systematically reviewed by committees representative of the Department, of teachers' organizations, and, in most cases, of private schools, with the object of bringing it into line with modern needs and laying down minimal prescriptions in the basic subjects. A new arithmetic syllabus was adopted in 1944, and new syllabuses in health education and English in 1945. Last year, in addition, the Committee on History and Geography brought down its draft report, which is now under consideration by the teachers' organizations. In 1945 new committees were set up on spelling and pre-reading activities. In 1946 other committes will begin work in children's reading and school needlework. (6) The policy is to prepare text-books, based on the new syllabuses, for free distribution to all primary schools, private as well as State. Excellent arithmetic textbooks up to Form I are already in the schools, and the preparation of English texts

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is well advanced. Only shortages of labour and materials in the printing industry are preventing more rapid publication. Teachers' manuals will also be produced ; a very good one on Number Work in the Infant-room has already been given to all schools. The School Journal is to be doubled in size in 1946. Apart from smaller classes, there is no more urgent need in the primary schools than good text-books, and the Government is determined to provide them at the earliest possible moment. (7) The School Library Service, administered by the Country Library Service, was begun in 1938, and, in spite of difficulties of supply in wartime, has now built up a magnificent collection of 124,782 children's books and is providing a loan service to 63,923 children, in 1,042 schools, mostly in the country. A small charge is made to a school for the first two years, but after that the service is free to both State and private schools. It is hoped eventually to extend the service to cover all schools. Special grants have also been given to Education Boards to enable them in some cases to carry on loan services and in others to purchase reference books to remain permanently in schools. (8) Departmental advisers to infant departments were first appointed in 1938, and have done excellent work in assisting infant-mistresses to adopt modern methods. The amount of formal work in infant-rooms has been greatly reduced. Increasing emphasis is being placed on helping the young child to adapt himself socially and to lay a foundation of real experiences that will give a concrete understanding of numbers and verbal symbols when they are introduced later. This has created a need for much more infant-room apparatus of all kinds, and the Department, with the assistance of the Boards, has distributed great quantities of it free to schools over the past three years. Still more is needed, and will be provided as it can be produced. The best modern infant-rooms come as near as any places I know to providing a balanced allround education. (9) Considerable advances have been made in the field of teaching-aids since the appointment in 1941 of a departmental officer to supervise the work. A National Film Library has been built up which gives to schools and other organizations a free and rapidly growing service of films, both sound and silent. Free libraries of film strips have been established in every Education Board district. Education officers have been attached to the four main museums for museum work with school-children. The National Broadcasting Service now provides a country-wide coverage of specially prepared school broadcasts for three and a quarter hours a week. All these services are available to State and private schools alike. (10) In 1939 a Superintendent of Physical Education was appointed to the Department's staff. Since then there have been great improvements in physical education in the primary schools, and within the last year or two a special effort has been made to extend the work to the post-primary schools. Ten years ago there were at the most only half a dozen full-time physical education specialists in the primary-school system ; in 1945 there were 70, and some of the very best training-college students are selected each year for specialized instruction in physical education. Substantial grants have been made to Education Boards for the provision of apparatus and equipment to the schools, and these will be continued until all schools are well equipped. (11) The teaching of art and crafts fell to a low level during the depression owing to lack of specialized staff and of materials. A Supervisor of Art and Crafts was appointed to the Department in 1941, since when a scheme of art and crafts utilizing New Zealand raw materials has expanded rapidly through the schools. In spite of supply difficulties due to the war, far more materials for art and crafts have been issued than ever before. Teachers with specialist qualifications in art and crafts are being trained in increasing numbers. (12) Visiting teachers were attached experimentally in 1944 to certain groups of schools to act as school social workers and form a special link between home and school in the case of problem children of all types. The experiment proved most successful, and there are now 15 visiting teachers employed.

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(13) Increased facilities have been provided for manual training—cooking, sewing, woodwork, and metalwork—in primary schools. (14) Free dental clinic services have been greatly increased, and also extended to secondary schools. In 1944 local parents were freed from having to make a contribution to the cost of clinics. (15) Free daily milk and free apples in season have been made available to children in nearly all schools, private as well as State. (16) Since, 1935, 12 new intermediate schools, well housed and equipped, have been established, the equipment of existing schools has been improved, and they have been encouraged to experiment with curricula, methods of teaching, and systems of internal organization adapted to their special needs. With the co-operation of the Education Boards, the Department has made extensive surveys, covering most of New Zealand, with a view to plotting out the best locations for intermediate schools. The extension of the system as conditions permit is definite Government policy. In 1945 three new intermediate schools were established—Epsom Normal, Balmoral, and Avondale. (17) A very real effort has been made since the abolition of the Proficiency Examination to develop methods of inspection of schools that will give every teacher all the freedom and professional help he can reasonably ask. The Inspectors themselves, freed from the restrictions of a narrow formal test, have been encouraged to become professional leaders in their districts and to adopt a broad and positive attitude in their work. Freedom, I know, cannot be forced on a group, but lam convinced that the new policy is steadily improving the attitude of teachers to their work. The amount of responsible experimentation in teaching methods is increasing every year, and the best schools are now far better than they could ever have been under the rule of the Proficiency Examination and a less positive system of inspection. As far as the children are concerned, the change has shown itself in an increasing amount of pupil activity in the schools, of doing things rather than just learning them from books, and a steadily growing emphasis on the ajsthetic side of the child's life. The average school is now a happy place. I do not forsee any very radical changes in the primary schools over the next five years. The main problem will be to provide grounds, buildings, equipment, and trained staff to carry out fully the policy laid down over the past ten years. All the new advances mentioned above will be pressed forward even more vigorously now that the war is ended. The greatest reform of all, with which nothing else must interfere, is the reduction in the size of classes. Education of Handicapped Children The Government has always been particularly solicitous of children suffering from some kind of handicap, physical, mental, or social. Over the past ten years the following improvements have been effected in this field : (1) The New Zealand Institute for the Blind has been helped by a Government guarantee to put its finance on a more stable basis, and grants have been made for additional buildings. (2) In 1940 a highly qualified Principal for the Sumner School for the Deaf was brought from England. During the war a branch of the school was, of necessity, started in Auckland. In 1946 this will be made a separate school, and as soon as possible a new permanent building will be provided for it. Special methods have been adopted to train new teachers of the deaf to cater for an increase in the number of pupils that has occurred in recent years. (3) The number of speech clinics has risen from 4to 15. Specialist teachers are trained each year for this useful work. (4) The number of special classes for backward children has doubled since 1935 and is now 50. In 1946 a group of selected teachers will undertake in Christchurch a year of advanced training to fit them for special class work.

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(5) Two additional occupation centres for children of low mentality have been established. In 1946 a hostel will be opened for the pupils of the Dunedin Occupation Centre. (6) Hospital classes have increased from 11 to 20, and 6 additional health camps have been established. (7) Four visiting teachers have been appointed to the staff of the Correspondence School for the special duty of visiting crippled and handicapped pupils in their homes, to help them with their school work, and generally to make them feel they belong to a school that is not a mere pencil-and-paper institution. The Correspondence School provides for the tuition of some 400 children, mainly cripples, who are unable to attend any other school. (8) Several adjustment classes have been established on an experimental basis to assist children of normal intelligence who suffer from special weaknesses in certain subjects, such as reading, spelling, or arithmetic. The Government looks forward to a further expansion of the facilities for handicapped children, and particularly to a more complete and systematic training for teachers in this field. Post-primary Schools As in the case of the primary schools, I do not anticipate any marked changes in policy in the post-primary schools during the next five years. The schools must be given time to adjust themselves to the changes in the post-primary curriculum that have been effected over the past two or three years. As was explained in my predecessor's report for 1939, the original structure of the New Zealand secondary-school system (as, indeed, of practically all systems of the world) was based on the assumption that secondary education would be given to only a small proportion of the population—the well-to-do would buy places in the secondary schools, and the specially brilliant would win them through a limited number of scholarships. The education given to these selected groups was mainly verbal and academic in nature. Although the rigour of this highly selective system was gradually relaxed from the beginning of the century, this Government, in the words of my predecessor in office, " was the first to recognize explicitly that continued education is no longer a special privilege for the well-to-do or the academically able, but a right to be claimed by all who want it to the fullest extent the State can provide Schools that are to cater for the whole population must offer courses that are as rich and varied as the need and abilities of the children who enter them." The changes introduced into the postprimary schools over the past ten years have been based on this principle : (1) The abolition of the Proficiency Examination removed the last barrier to a full post-primary education for every child desiring it. In 1935, 58 per cent, of the children leaving primary and intermediate schools and departments entered a postprimary school; in 1945 the corresponding figure was 82 per cent. Since the abilities of the children in academic subjects vary widely, the secondary schools have been compelled, as never before, to diversify their curricula and provide courses for the practical as well as for the academic types of children. (2) The work of the secondary schools had for many years been dominated by the demands of the University Entrance Examination. Although only a small proportion of secondary-school pupils ever went on to University studies, a large number were virtually compelled to take subjects unsuited to their talents or their future careers, because the University Entrance Examination had become the recognized qualification demanded by employers. The University decided as from 1944 to raise the standard of University Entrance and to adopt a system of accrediting for the better pupils from approved schools. The Government has met the additional costs incurred by the University as a result of the change. The introduction of accrediting and of a higher standard for University Entrance largely restricted this qualification to pupils seriously intending to undertake University studies. So the School Certificate Examination, which allows a wide range of subjects, practical as well as academic, has become the new

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measure of a completed secondary education for the child not contemplating a University course. I set up a Consultative Committee on the Post-primary Curriculum to report on the changes that should be made in the School Certificate Examination prescriptions to enable the examination to play its new and important role. The result of their deliberations was the Education (Post-primary Instruction) Regulations 1945 which laid down a basic curriculum, with a wide range of options for all post-primary schools. The new syllabus frankly recognizes that the post-primary school has a double function—to prepare a minority of students for University education, and to prepare the remainder for immediate participation in adult life and labour. Care was taken to see that all educationists, both State and private, should have every opportunity to comment on the new proposals before the regulations were gazetted, and I am pleased to say that the new curriculum has been taken up with enthusiasm by the schools, and, up to now, seems to be very successful. Efforts are being made to provide the schools with the buildings, staffing, and equipment they need to provide the wide range of courses demanded. (3) In order to help children from smaller schools that are not able to accredit for University Entrance, particularly the smaller district high schools, the Government in 1943 established secondary-school bursaries. These bursaries are of the value of £4O each, and are available for one or two years for any child who has the School Certificate, whose home is not within reach of an accrediting school, and who wishes to attend such a school in preparation for University studies. In 1945, 222 children took advantage of these bursaries. (4) In 1944 the school leaving age was raised from fourteen to fifteen years. The roll numbers of post-primary schools (includißg district high schools) totalled 36,613 in 1943 and 46,888 in 1945, a remarkable rise of 28 per cent, in two years. The building and staffing problems resulting are not inconsiderable. (5) Since 1935 two new post-primary schools have been established—Horowhenua College and Avondale Technical School. In 1946 two district high schools—Matamata and Tauranga—which have grown to the requisite size, will be converted into full postprimary schools. It is anticipated that Northcote District High School will be similarly converted at the beginning of 1947. By the end of 1946 or the beginning of 1947 a new technical and agricultural high school will be opened at Kaikohe with a large hostel to cater for both Maori and pakeha boys. This should meet a very real need for the Northland as a whole. (6) Careers teachers have been appointed in the larger schools to help pupils select the school courses and the careers for which they are best suited. (7) A full secondary training department was set up in the Auckland Training College in 1944. Graduate students from all over New Zealand go there for special training in secondary school teaching. (8) The post-primary inspectorate has been almost doubled since 1935 in an effort to help the schools to deal with the new and difficult problems facing them. (9) Special library grants were introduced for secondary schools in 1939. Special grants have also been made for science and physical education, and grants for music will be made in 1946. The National Film Library is open to the free use of post-primary schools. (10) A new staffing schedule was provided in 1945, which will reduce the size of post-primary classes in 1946. (11) In 1946 the Government grant to secondary schools for general purposes will be put on the same basis as that for technical schools. This will give increased finances to the secondary schools to enable them to conduct a wider range of courses involving more practical subjects. (12) In 1943 a scheme was inaugurated for training domestic science teachers, partly at the Dunedin Teachers' Training College and partly at selected technical schools. At the beginning of 1946 a special training scheme was begun at the Auckland Technical School for tradesmen desirous of becoming teachers of woodwork and metalwork. In this way it is hoped to reduce the present serious shortage of manual-training teachers.

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(13) In recent years the secondary and the technical schools have come closer together in many ways. The introduction of practical subjects into the secondary schools, on the one hand, and, on the other, the welding of the diversified subjects of the technical schools into strong and unified courses have reduced the gap between them. The new regulations for post-primary instruction apply equally to both types of school, and the new salary scale introduced in 1944 is the same for secondary and for technical teachers. As mentioned above, grants will be made to secondary and technical schools on the same basis in 1946. I predict that in the not very distant future the two systems will tend to coalesce, but that the six or seven biggest technical schools will in time break away from the post-primary system as such and become senior technical colleges catering for the growing needs of industry and business for highly trained technicians and workers. The introduction of daylight training for apprentices and young workers generally would accelerate the process. Rural Education The Government's policy has always been to give to every country child educational facilities as nearly as possible equal to those open to the city child, whilst still providing for rural areas a type of education that fits children for happy and useful life in the country. The combining of these two purposes is by no means easy, particularly in the small district high school which finds difficulty in providing staff and facilities for teaching both the academic subjects needed by children going on to higher education and also the more practical subjects required by those who intend to go directly into rural pursuits. Advances made in the past ten years have pointed the way to at least partial solutions of this problem : (1) Between 1935 and 1939 the policy of consolidation of small schools was pressed forward strongly where the local communities were agreeable. In many cases this enabled district high schools to be established, and in others it brought existing secondary Departments to a size sufficient to justify specialist staffing and more optjonal courses. The war temporarily slowed down consolidation. (2) Largely as a concomitant to consolidation, the system of school conveyance has been greatly extended for both primary and secondary children. In 1935, £94,457 was spent on school conveyance by rail or by road ; in 1945 the amount was £407,187. (3) In 1937 the boarding-allowance for children who have to board away from home to attend school was increased from ss. to 7s. 6d. a week ; in 1944 it was raised to 10s. (4) As previously stated, secondary-school bursaries of £4O each were instituted to help country children to secure fuller secondary education. (5) The number of secondary departments of district high schools increased from 85 in 1935 to 104 in 1945, and the rolls rose from 5,331 in 1935 to 8,034 in 1945. This gives some measure of the additional facilities provided for secondary education in the country. The special grants, already referred to, for physical education and science equipment have been made available for all district high schools. (6) Agricultural club work has been strongly encouraged. In 1935 there were about 3,000 projects in the schools ; in 1945 there were over 33,000. (7) There has been a marked increase in the number of manual-training centres attached to country schools. (8) Part-time teachers in commercial subjects were reintroduced into district high schools in 1939. (9) New hostels have been provided at some post-primary schools and additions made at others. As soon as conditions permit many more hostels will be built. (10) The scale of primary teachers' salaries introduced in 1938 made country positions relatively more attractive than town ones in order to draw highly graded teachers into rural schools.

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(11) There have been striking developments in the Department's Correspondence School during the past ten years. In 1935 there were 1,415 primary pupils and 561 secondary ; the corresponding figures are now 1,840 primary and 878 full-time secondary. In 1946, as a result of new developments, there are 1,715 part-time secondary and adult pupils. The curriculum has been broadened in.many ways, and summer schools and the system of visiting teachers have strengthened the personal contacts of the school. (12) In 1946 there will be established under the Department a technical correspondence school built on the nucleus of the Army Education and Welfare Service study courses. It should prove particularly helpful to ex-servicemen, apprentices, and other young workers in rural areas. (13) The County Library Service, Division of the national library service established in 1938, has been outstandingly successful. The expenditure on it for 1945-46 amounted to £38,935. Native Education There have been marked qualitative advances in the education of Maori children over the past ten years, in addition to a rapid increase in the number of pupils. The Government realized that the school has a double responsibility to the Maori child. On the one hand, it must teach him the language, the intellectual and manual skills, and the system of hygiene of the pakeha, and, on the other, it must help the Maori elders to hand on to him the old Maori culture and a healthy pride of race. This meant a new appeal by the schools to the emotions of the Maori child through the history, the music, the arts and crafts of his own people. The following have been the main developments : (1) Most of the Native schools have been either rebuilt or remodelled during the past ten years. (2) The percentage of certificated head teachers and assistants in the service has risen from 83 in 1935 to 90 in 1945. (3) The first bath was provided in a school in 1937. Hot showers and baths have now been installed in 22 Native schools. (4) Eleven schools have been equipped with model cottages for the teaching of housecrafts, and 55 have cookery-rooms. Many provide hot meals for some of the children. (5) Woodwork tools have been provided in 93 Native schools, and 68 have woodworkrooms. Expenditure on manual training has increased from £398 in 1935 to £2,247 in 1945. (6) A new emphasis has been placed upon Moari elements in Native education. Maori crafts, singing, and dancing now play a large part in the work of the schools. Two travelling instructors in these activities have been appointed. (7) The total number of native scholarships has been raised from 158 in 1935 to 304 in 1945, and the value of the scholarships has been increased. The number of Native University scholarships has been increased from one to three. (8) A substantial sum has been appropriated in recent years to help the denominational secondary schools for Maoris to improve their facilities for practical work, particularly woodwork and cookery. (9) Four Native district high schools have been established since 1941 to increase the facilities for secondary education for Maoris. (10) The increase in the number of continuation scholarships and other facilities. for continued education have made it possible for an ever-increasing number of Maori boys and girls to complete a full secondary course and qualify for professions. For example, since 1940, 98 Maori students have entered training college, and the numbers of Maoris now in the Native Schools' Service are 213 (certificated head teachers 6 ; certificated assistants, 40 ; uncertificated teachers, 115 ; probationary assistants, 12 ;

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training-college students, 40). In addition, a number of Maori girls have, with the help of nursing scholarships, qualified as nurses. This represents one of the most hopeful developments of recent years. (11) One Maori Vocational Guidance Officer has been appointed, and other appointments will follow. Islands Education During 1945 a survey of the education systems of Western Samoa, Cook Islands, and Niue was made by the Director of Education, the Superintendent of Technical Education, and the Senior Inspector of Native Schools. As a result of their report an Officer for Islands Education has been appointed to the staff of the Education Department to co-operate with the Department of Island Territories in the improvement and extension of the educational facilities in the islands. The Teaching Profession An education system is only as good as the teachers who work in it, and the Government has done its best to improve the recruitment and training of teachers, and to encourage a strong sense of professional responsibility in the teaching service. The war has interfered seriously with much that it was planned to do in this sphere, but even so advances have been made. (1) As previously stated a new and more generous salary scale for primary teachers was introduced at the end of 1938. The war prevented corresponding improvements being made in the post-primary teachers' salaries until February*, 1944. In addition to these improvements, the trades' teachers working under the technical regulations were given a substantial rise in status and prospects in 1944. The latest Post-primary Teachers' Salary Regulations have the special virtue of bringing both secondary and technical schools teachers on to the same scale, an important step towards the unification of the profession. (2) All teachers participated in the general rises in salary given to all State servants as from June, 1944. (3) Early in 1946 there will be set up a Consultative Committee on Teachers' Salaries, representative of the Department and of all branches of the teaching service. "To inquire into and report on the scales of salary for primary and post-primary teachers, inspectors of schools, and vocational guidance officers, and professional officers drawn from the teaching service, with reference to the adequacy of existing rates, to the suitability of the present types of salary scales, and to the desirability of devising a scale or scales that shall have a common basis for the primary and the post-primary services ; and on the basis of this inquiry to formulate a scale or scales for presentation to the Government." (4) In 1944 I set up a Committee on Grading, consisting of representatives of the Department, the Education Boards, and the New Zealand Educational Institute, to investigate certain problems that have arisen in the working of the primary teachers' grading system. Owing to the death of its Chairman, Mr. B. N. T. Blake, this Committee has not yet reported. (5) Last year, teachers, with other State servants, were given an improved superannuation scheme. (6) Working in close collaboration with the teachers' associations, the Government has done everything possible to safeguard the interests of teachers serving in the Forces. Every man has come back to the salary that he would probably have been receiving if he had remained in the teaching service. Their grading has also been safeguarded, but in case a mere mechanical adjustment should do injustice to some returned men I have agreed to the setting up of a special Grading Adjustment Board to consider the grading of any rehabilitated teacher who appeals to it. Over 600 ex-servicemen have taken, or are taking, refresher courses at training colleges or in selected schools, and some 500 are holders of rehabilitation bursaries.

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(7) In 1945 a sum of £l,OOO was given to the teachers' associations for the conducting of refresher courses. This sum was raised in 1945-46 to £2,000. Very valuable results have followed from this expenditure. (8) The Education Gazette has been entirely changed in character and is now consistently used to make teachers aware of educational policy and to assist them with the techniques of their craft. (9) It has been the Government's consistent policy to consult the teachers' official organizations before taking any major step in education, and to invite them to take a part, wherever possible, in the actual planning. Child Welfare Unsettled national and domestic conditions have created special problems for childwelfare authorities throughout the world during the war, but, in spite of this, and of serious staff shortages, the Child Welfare Branch has been able to make some progress over the decade. (1) During the early part of the war there was a slight increase in the total figures for juvenile delinquency, with a rather greater increase for the more serious offences. These increases were by no means as great as those in other comparable countries, but any increase at all was a cause for concern. The total juvenile-delinquency figures reached a peak of 2,493 in 1943, and then fell by 19 per cent, to 2,012 in 1944. lam glad to be able to report a further fall of 11 per cent, to 1,786 in 1945. This figure is below those for the years immediately preceding the war —2,447 in 1938 and 2,248 in 1939. The percentage decrease in the number of children appearing for the more serious offences is even a little greater than that for total offences. It is impossible to say just how far the special steps taken by the Department are responsible for this decrease in delinquency, but the total result is encouraging. It will not, however, lead to any relaxing of the efforts to reduce the figures still further. The total number of children under the control and supervision (including preventive supervision) of the Branch declined during the year from 8,307 to 8,048. (2) Three child-welfare institutions, closed during the depression, have been reopened. A junior school section has been started at the Burwood Girls' Home, and a hostel for girls going out to work from the home is nearing completion. A new institution for dealing with difficult Maori girls was opened at Featherston in 1944. A hostel for working-boys needing special attention was established in Auckland. The Boys' Training Centre at Levin and the Boys' Home in Dunedin have been rebuilt on modern lines. A receiving-home will be opened in Palmerston North in 1946. (3) More positive methods of training and discipline have been introduced into the Branch's institutions, involving an increase in their educational activities and in specialized staffs. The most sweeping changes were made at the Boys' Training Centre at Levin, and these have proved very successful. The dietaries in all institutions have been greatly improved. (4) Increases were made in 1944 and again in 1945 to the rates of pay to fosterparents for boarded-out children. Even so, the task of finding satisfactory foster-homes has of late become very difficult. State wards have been given greater opportunities than ever before for extended education and for entrance to the skilled trades. (5) There has been a growing emphasis on the preventive side of child-welfare work. Regional conferences have been held to co-ordinate the work of the Branch more closely than ever before with that of the schools, Churches, and other private organizations. (6) The Branch was responsbile for the well-being and supervision of 203 British children who were evacuated to New Zealand in 1940. The last of those who are leaving New Zealand returned to Great Britain during the year. (7) Departmental psychologists have been appointed in Christchurch and Wellington to assist child-welfare and related services with specially difficult cases.

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(8) The field staff lias increased from 39 in 1935 to 100 in 1945 to provide for the extended work of the Branch. The number of honorary officers, who give very valuable service, rose from 156 to 255. New district offices have been opened at Eotorua, Ashburton, and Masterton, and one will be opened in Taumarunui during 1946. (9) Efforts to introduce systems of staff training for officers of the Branch have been seriously hampered by the war. There is no more urgent need than this, and lam hopeful that one of the University colleges will be able in the near future to provide special courses for Child Welfare Officers and workers in related fields. Mr. J. R. McClune, who has been with the Department for forty-three years, and has been Superintendent of Child Welfare since 1938, went on retiring-leave at the end of the year. He has given very valuable service to the Department and will be greatly missed. Vocational Guidance The policy of providing post-primary education for every child necessarily involves the provision of a system of educational and vocational guidance to help each child to choose the school course and the life's work for which his particular abilities best fit him. So, in 1938, the Education and Labour Departments combined to set up a system of educational and vocational guidance in the four main cities. In 1943 the Education Department took over full control of these four Vocational Guidance Centres, and since then their staffs have been strengthened and their activities greatly expanded. A centre has been opened on a part-time basis in Invercargill, and another will be started in Wanganui during 1946. The Centres have, during the past two years, assumed new and important responsibilities .in connection with the guidance and rehabilitation of ex-servicemen. For example, applications for rehabilitation bursaries are referred to the Vocational Guidance Officers for report. I believe that the Vocational Guidance Centres are giving a valuable service to the children of New Zealand, and save large numbers from the unhappy fate of a life-time spent in work for which they have neither aptitude nor taste. When a child has decided on the type of work he prefers, the Centre helps him to find a suitable position and follows him up later to see if he needs further assistance. Needless to say, no parent or child need make use of the Centres unless he so desires. University Education I am convinced that the University should have the greatest possible autonomy, and, although they are very largely dependent upon the State for finance, the Government has in no way made this an excuse for increasing its control over University institutions. Within my experience as Minister, and with possible very minor exceptions, the Government has never refused any requests for financial assistance from the University colleges, although the policy of stabilization and the difficulty of having buildings erected have admittedly limited demands to some extent in recent years. Plans are now under way for a major building programme in the University institutions. The Government is well aware that its policy of giving free secondary education to all who can profit by it must inevitably lead to big increases in University enrolments. It is recognized that the present high student roll may represent a temporary peak, but, even so, the country must be prepared to support a bigger University than ever before. Increased Government assistance over the past decade to the University and to University students includes the following : —■ (1) For the year ended 31st March, 1936, the Government grant to the University of New Zealand itself was £4,570 : for that ended 31st March, 1946, it was £15,105. (2) The Government grants to the constitutent colleges totalled £56,873 in the year ended 31st March, 1936. In 1939 a five-year plan was agreed upon, and the total grants to the colleges for the year ended 31st March, 1944, the last year of the plan,

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were £106,461. Since then the colleges have not asked for another such plan, but the grants to the four colleges had risen to £156,687 for the year ended 31st March, 1946. In 1946, as a result of a request in March, there will be a further substantial rise in the grant. (3) In addition to these grants, the Government provided such buildings as the new biology blocks at Auckland and Victoria, major additions to the Otago Chemistry building, and the new pathology block at the Medical School, which is well under way. Overcrowding is excessive in 1946, and the Government has either already given or has promised every college all the temporary buildings for which they can find room and reasonable use. At the same time plans are being prepared for the permanent college buildings of highest priority. (4) In 1945 a grant of £lO,OOO a year was made to enable colleges to provide additional lecturers to cope with increased numbers of students. Victoria University College was given a special annual grant in 1944, and Auckland University College Engineering School was given grants in 1945 and again in 1946 for the same purpose. In 1945 three colleges were given grants for staff and equipment for teaching geography, and in the same year the Government took over full financial responsibility for the Otago Chairs that had previously been supported in part by the Presbyterian Church. In 1944 Canterbury University College was given funds to establish lectureships in engineering, chemistry, and electronics, and Otago received grants for additional staff for the Medical School. Early in the war, grants were made to colleges to help them meet deficits due to reduction in the numbers of students. In 1945, £13,000 was given to the Dental School for equipment. All University and college employees participated in the general increases in salary given to State employees as from June, 1944, and in the improvement in State superannuation schemes in 1945. Substantial increases in the salaries of Professors and Lecturers in the Medical School were made by the Government in 1945. (5) The amount spent by the Government on scholarships and bursaries at the University level rose from £11,542 in 1935 to £55,523 in 1945. This does not include the £88,779 expended in 1945 for rehabilitation bursaries, or the £23,688 expended through the Health Department for medical and dental bursaries. There is now a wide range of general and special bursaries to help able young New Zealanders to secure a University education. (6) In 1944 the financial responsibility for the School of Agriculture and its two agricultural colleges was transferred from the Department of Agriculture to the Education Department. The annual grant to the school was raised to £53,262 in 1945. Adult Education (1) The Government grant to adult education was cut out altogether during the depression. It was restored in 1936. In 1945 the grant was £17,000. (2) The national administrative organization under the Council of Adult Education was set up by statute in 1938. (3) Increased facilities for adult classes have been made available at many technical schools. (4) The Feilding Community Centre was opened in 1938, and has been so successful that it is now becoming a model for later ventures. Government assistance was given to the Risingholme Community Centre in Christchurch in 1944 and to the Dargaville Community Centre in 1945. (5) The Army Education and Welfare Service and the Educational Services of the Air Force were interesting experiments in adult education, both headed by officers seconded from the Education Department. (6) The Country Library Service, the National Film Library, and the Department's Correspondence School all operate as adult educational services. The Technical Correspondence School, to be established in 1946, will also be a valuable agency for adult education.

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(7) In 1945, on the recommendation of the Ministerial Conference on Education held in Christchurch, I set up a Consultative Committee on Adult Education, whose report is now awaited with interest. It may be expected to lead to an extension of the work of adult education agencies throughout the Dominion. Educational Research Believing that cool and independent research is essential to real progress in education, the Government during the year passed legislation giving statutory existence to the New Zealand Council for Educational Research. The Government now makes a contribution of £3,000 a year towards the expenses of the Council, but, apart from the usual financial audit, has left it entirely free of Government control, so that its researches into New Zealand's educational problems may have the complete impartiality that alone will make them of value. In taking over the major financial responsibility for the New Zealand Council for Educational Research I would pay a tribute to Carnegie Corporation of New York, whose wisdom and generosity led to its foundation ten years ago as an independent agency. United Nations Educational, Scientific, and Cultural Organization (UNESCO) New Zealand was one of the first of the United Nations to adhere, early in 1946, to the constitution of the United Nations Educational, Scientific, and Cultural Organization. At a preliminary conference held in London in November, 1945, to prepare a draft constitution, New Zealand's chief delegates were Dr. R. M. Campbell, then Official Secretary to the High Commissioner in London, and Mr. A. E. Campbell, Director of the New Zealand Council for Educational Research. I have hopes that the creation of UNESCO may mark the beginnings of a deeper mutual understanding between the peoples of the United Nations. Acknowledgments Now that the war is ended I should like to express my thanks to all concerned with the nation's education for the way in which they have carried the burdens that the war has placed upon them. Teachers, administrators, members of controlling bodies, committees, and parents associations, all have had their work vastly increased, and all have known at times the disillusion of working for things that in a country at war were almost unattainable. It says much for the spirit of New Zealand that real progress has been made in the, face of such difficulties and that the country has come out of the war, if I judge the signs aright, with a deepened faith in the need for still more education for its children.

TABLES Table C 1. — PUBLIC PRIMARY SCHOOLS by Grade

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Grade. Number of Schools. Grade. Number of Schools. I (1-8) 106 VA (191-230) 35 II (9-24) 632 VB (231-270) 40 IIIA (25-30) 144 Yc (271-310) 27 IIIB (31-70) 530 YD (311-350) 27 IVA (71-110) 166 YI (351-870) 165 IVb (111-150) 94 IYc (151-190) 57 Total 2,023 Thirty-nine schools with side schools attached are counted as separate schools.

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

* Native mission schools are registered private primary schools, and some Native secondary schools are registered private secondary schools, but in this table these schools are considered, respectively, mission schools and Native postprimary schools. t Estimated population five years of age but under ten years of age. t Estimated population twenty-one years of age and under twenty-two years of age. § Includes 94 pupils in 1945 attending Native District High Schools.

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Type of School Total Number on the JEtolj on the 1st July, 1944. Total Number on the Roll on the 1st July, 1945. Children. Under 10 Years. 10-11 Years. 11-12 Years. 12-13 Years. 13-14 Years. Public primary schools Special classes for backward children Native village schools (primary) Native mission and boarding schools (private primary)* Public primary schools, Chatham Islands .. Secondary schools, lower departments Private primary schools* Intermediate schools and departments Secondary departments of district high schools§ Secondary Schools Combined schools Technical high and days schools Part-time students at day and night classes Native secondary schools*— Primary Post-primary Endowed and registered private secondary schools* Correspondence school— Primary Secondary Training-colleges .. .. - .. Schools for mentally backward, &c. School for the deaf New Zealand Institute for the Blind Grand totals Estimated population (inclusive of Maoris) at 1st July, 1945 186,135 915 11,317 648 127 184 28,388 8,749 6,966 18,094 3,509 11,814 • 14,243 3 490 7,631 1,924 738 1,678 183 176 36 189,274 900 11,830 683 111 164 28,712 9,604 8,046 19,126 3,626 13,056 16,463 24 509 8,424 1,840 878 1,431. 204 212 32 116,121 149 6,204 363 44 36 15,957 2 1,007 16 128 8 20,975 112 1,226 78 12 19 3,168 145 142 15 2 18,873 147 1,204 60 16 23 3,212 1,993 7 8 ' '22 2 4 159 3 "l7 10 3 16,680 159 1,183 69 10 47 3,139 3,395 185 358 74 264 20 7 1 209 154 25 ' '25 14 3 10,815 152 1,010 55 14 20 2,072 2,452 1,511 3,402 619 2,444 45 4 30 1,398 118 165 "31 19 4 303,948 315,149 1,688,076 140,035 145,000t 25,910 25,763 26,021 26,380 103,900 Type of School. Adolescents. Adults. 14-15 Years. 15-16 Years. 16-17 Years. 17-18 Years. 18-19 Years. 19-20 Years. 20-21 Years. 21 Years and over. Public primary schools Special classes for backward children Native village schools (primary) Native mission and boarding schools (private primary)* Public primary schools, Chatham Islands .. Secondary schools, lower departments Private primary schools* Intermediate schools and departments Secondary departments of district high schools§ Secondary schools Combined schools Technical high and days schools Part-time students at day and night classes Native secondary schools* —• Primary Post-primary Endowed and registered private secondary schools* Correspondence schoolPrimary .. • .. Secondary Training-colleges Schools for mentally backward, &c. School for the deaf New Zealand Institute for the Blind Grand totals Estimated population (inclusive of Maoris) at 1st July, 1945 4,964 115 762 44 13 17 939 1,342 2,938 5,812 1,151 5,142 88 9 98 2,381 114 364 ' '38 10 2 804 22 214 13 2 1 205 254 2,013 4,696 919 3,292 1,117 1 144 2,093 47 164 "33 8 2 34 15 24 1 1 18 17 988 3,016 548 1,349 2,339 1 134 1,468 26 72 ' "l8 3 5 8 29 3 2 4 336 1,483 247 401 2,713 "69 750 18 53 180 4 3 1 ' '62 317 64 102 2,164 "26 117 7 21 515 1 2 6 32 4 29 1,197 6 2 8 6 431 2 1 "10 581 1 5 2 160 1 "23 6,177 1 1 35 3 145 4 1 26,343 27,900 16,044 28,000 10,077 27,900 6,304 28,100 3,398 28,200 1,723 28,000 760 27,600 6,391 25,700{

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Table E 1.—NUMBERS OF FULL-TIME PUPILS, 1st July, 1945

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Type of School. Special Class for the Mentally Backward. Class P. Standard 1. Standard 2. Standard 3. Boys. Girls. Boys Girls. Boys. Girls. Boys. Girls. Boys. Girls. Public primary Native —Europeans Maoris Public primary—Chatham Islands Private primary and lower departments of secondary Intermediate Secondary departments of district high schools Secondary Combined Technical Endowed and registered private secondary Correspondence—Primary Secondary 570 330 32,533 131 2,259 21 4,010 28,680 114 2,034 20 4,141 12,691 60 721 3 1,664 11,998 39 654 7 1,821 12,198 56 621 10 1,612 11,387 56 567 5 1,759 j 11,808 66 708 4 1,710 • • 11,235 57 611 5 1,779 97 119 286 327 85 94 73 106 66 83 Totals 667 449 39, 240 35,316 15,224 14,613 14,570 13,880 14,362 13,770 Type of School. Standard 4. Form I. Form II. y Form III. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Public primary .Native —Europeans Maoris Public primary—Chatham Islands.. Private primary and lower departments of secondary Intermediate Secondary departments of district high schools Secondary Combined Technical Endowed and registered private secondary Correspondence—Primary Secondary 11,596 61 581 . 6 1,780 67 10,904 42 554 6 1,804 75 9,082 48 444 8 1,773 2,399 58 8,763 53 494 5 2,000 2,161 97 8,080 52 297 2 1,688 2,410 60 8,063 45 355 8 1,720 2,209 92 116 1 20 "88 ' 93 1,922 3,266 744 3,647 1,352 31* 225 140 2 27 1 234 237 2,049 3,389 585 2,861 1,715 24* 391 Totals 14,091 13,385 13 ,812 13,573 12,589 12,492 11 ,505 11,655 Type of School. Form IV. Form V. Form VI. Totals. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Public primary Native —-Europeans Maoris Public primary—Chatham Islands.. Private primary and lower departments of secondary Intermediate Secondary departments of district high schools Secondary Combined Technical Endowed and registered private secondary Correspondence—Primary Secondary 13 1,141 3,032 609 2,522 1,170 ' 61 82 1,414 3,141 561 1,930 1,551 "il2 2 1 '595 ,397 462 966 ,016 "26 724 2,267 396 752 1,364 "53 ' '92 1,020 172 257 456 2 i09 614 97 121 309 " 8 98,674 475 5,651 54 14,325 4,915 3,750 9,715 1,987 7,392 3,994 823 314 91,500 408 5,296 57 15,258 4,689 4,296 9,411 1,639 5,664 4,939 1,017 564 Totals 8,548 8,791 5 ,462 5,556 1,999 1,258 152,069 144,738 : Adult section.

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Table E 2.—AGE AND CLASSIFICATION of Pupils at Public Primary Schools, 1st July, 1945

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Special Classes for 1 Backward Class P. Standard 1. Standard 2. Standard 3. Age. Children. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 6 and under 6 3 1 12,453 11,457 6 7 3 2 11,952 11,381 356 *532 3 4 7 8 10 7 6,104 4,563 5,685 6,365 356 564 2 & 8 9 23 16 1,498 942 4,664 3,893 908 5,004 5,750 346 520 9 10 57 27 360 228 1,466 4,482 3,664 4,399 5,352 10 11 72 40 114 65 383 217 1,688 1,024 4,281 3,567 11 12 97 50 33 25 96 61 489 265 1,882 1,244 12 13 106 53 10 13 26 11 125 85 638 374 13 14 99 53 8 4 12 8 39 22 185 130 14 15 72 43 1 1 3 2 11 9 67 34 15 16 13 9 1 8 8 16 17 8 7 17 18 7 22 1 1 Totals 570 330 32,533 28,680 12,691 11,998 12,198 11,387 11,808 11,235 Median age, in years and 12 1 12 5 6 4 6 3 8 1 7 10 9 2 8 11 10 3 9 11 months Standard 4. Form I. Form II. Form III. Totals. Age. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 5 and under 6 12,456 11,458 6 7 12,314 11,919 7 8 12,157 11,505 8 9 1 4 11,536 11,125 9 10 305 542 1 9 11,070 10,730 10 11 4,145 4,785 276 419 " 6 5 10,965 10,122 11 12 4,123 3,693 2,750 3,589 256 365 1 " 1 9,727 9,293 12 13 1,986 1,290 3,230 2,994 2,622 3,266 4 6 8,747 8,092 13 14 774 443 1,897 1,231 3,094 2,897 30 41 6,138 4,829 14 15 242 132 804 472 1,727 1,310 73 76 3,000 2,079 15 16 . 19 15 115 47 358 210 8 15 522 304 16 17 1 6 2 15 9 1 30 19 17 18 3 2 1 12 25 Totals 11,596 10,904 9,082 8,763 8,080 8,063 116 140 98,674 91,500 Median i age, in years and 11 4 11 0 12 6 12 1 13 4 13 2 1A 4 14 3 months

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Table E 3.— AGE AND CLASSIFICATION of Pupils at Public Post-primary Schools, 1st July, 1945

Table E 4.— AGE AND CLASSIFICATION of Pupils at Registered Private Secondary and Endowed Schools, 1st July, 1945

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Form in. Form IV. Form V. Form VI. Totals. Age. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Under 11 years 11 and under 12 years io 5 "io 5 12 „ 13 „ 330 535 6 io 336 545 13 „ 14 „ 3,394 3,840 308 429 1 4 3,703 4,273 14 „ 15 „ 4,348 3,609 3,124 3,447 205 305 4 1 7,681 7,362 15 „ 16 „ 1,332 800 3,045. 2,696 1,427 1,504 62 54 5,866 5,054 16 „ 17 „ 151 82 744 414 1,898 1,735 510 367 3,303 2,598 17 „ 18 „ 9 11 72 41 726 523 690 395 1,497 970 18 „ 19 „ 4 2 3 8 130 55 249 94 386 159 19 „ 20 „ 1 1 1 24 6 23 15 49 22 20 „ 21 „ 2 3 6 5 . 6 21 years and over 1 7 7 9 8 16 Totals 9,579 8,884 7,304 7,046 4,420 4,139 1,541 941 22,844 21,010 Median age, in years and 14 3 14 0 15 1 14 11 16 4 16 2 17 3 17 1 months

Form III. Form IV. Form V. Form VI. Totals. Age. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 11 and under 12 years 4 4 12 „ 13 „ 57 145 7 1 *64 146 13 „ 14 „ 514 742 83 84 3 2 600 828 14 „ 15 „ 572 606 434 718 53 94 2 1,061 1,418 15 „ 16 „ 177 188 475 556 306 475 42 is 1,000 1,237 16 „ 17 „ 26 25 147 169 413 552 164 106 750 852 17 „ 18 „ 3 5 21 21 201 215 200 153 425 394 18 „ 19 „ 2 1 2 38 22 47 31 88 55 19 „ 20 „ 1 1 4 1 1 3 5 20 „ 21 „ 1 1 21 years and over 1 1 2 Totals 1,352 1,715 1,170 1,551 1,016 1,364 456 309 3,994 4,939 Median age, in years and 14 2 13 11 15 2 15 0 16 4 16 2 17 1 17 2 months

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Table E 5.— AGE AND CLASSIFICATION of Pupils at Registered Private Primary Schools and Lower Departments of Secondary Schools, 1st July, 1945

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Class P. Standard 1. Standard 2. Standard 3. Standard 4. A Age. Boys. Girls. Boys. Girls. Boys Girls. Boys. Girls. Boys. Girls. 5 years and under 6 1,681 1,830 ' 6 „ 7 1,493 1,618 60 106 7 „ 8 656 563 768 1,010 91 1.44 1 8 „ 9 144 110 611 556 671 904 81 120 4 5 9 „ 10 29 13 166 113 581 490 685 842 92 114 10 „ 11 5 5 47 ' 27 204 163 594 574 629 795 11 „ 12 2 11 7 49 39 244 164 618 561 12 „ 13 2 1 2 14 15 72 55 290 234 13 „ 14 2 4 24 12 115 73 14 „ 15 8 9 27 18 15 „ 16 2 2 5 3 16 „ 17 1 17 „ 18 18 „ 19 19 „ 20 20 „ 21 Totals 4,010 4,141 1,664 1,821 1,612 1,759 1,710 1, 779 1,780 1,804 Median age, in years and 6 3 6 2 8 0 7 10 9 1 8 10 10 2 9 11 11 3 11 0 months Form I. Form II. Form III. Totals. Age. Boys. Girls. Boys i. Girls. Boys. Girls. Boys. Girls. 5 yesirs and under 6 .. * 1, 681 1,830 6 „ 7 .. 1, 553 1,724 7 „ 8 . . 1, 515 1,718 8 „ 9 .. 1, 511 1,695 9 „ 10.. 2 2 1, 555 1,574 10 „ 11.. 92 121 3 6 1, 574 1,691 11 „ 12.. 621 811 73 93 3 1 1, 621 1,676 12 „ 13 .. 628 667 557 700 11 14 1, 573 1,689 13 „ 14 .. 324 292 605 579 46 75 1, 116 1,035 14 „ 15 .. 91 89 376 272 23 96 525 484 15 „ 16 .. 14 17 66 66 5 40 92 128 16 „ 17 .. 1 7 4 8 8 13 17 „ 18.. 1 1 1 1 18 „ 19.. 19 „ 20 .. 20 „ 21 .. Totals 1 <1 <1 CO 2,000 1,688 1, ,720 .88 234 14,325 15,258 Median age, in years and 12 3 12 1 13 4 13 1 13 8 14 3 months

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Table E 6.— AGE AND CLASSIFICATION of Pupils at Intermediate Schools and Departments, 1st July, 1945

Table K 2.— SIZE OF CLASSES in Public Primary Schools of Grade IV AND OVER

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

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Age. Form I. Form II. Form in. Form IV. Totals. Boys. Girls. Boys. I Girls. Boys. Girls. Boys. Girls. Boys. Girls. Under 10 years 10 and tinder 11 years 11 „ 12 „ 12 „ 13 „ 13 „ 14 „ 14 „ 15 „ 15 „ 16 „ 16 „ 17 „ 17 „ 18 „ 18 „ 19 „ 69 867 893 408 149' 13 ■ 2 75 977 731 275 94 6 1 1 59 839 906 478 118 8 1 90 932 801 331 53 1 1 ii 72 10 50 154 29 2 2 8 3 2 1 56 22 3 70 926 1,732 1,325 707 144 10 1 2 75 1,067 1,663 1,127 635 110 7 3 Totals 2,399 2,161 2,410 2,209 93 237 13 82 4,915 4,689 Median age, in years and months 12 4 12 0 -13 4 13 1 14 6 14 5 14 10 14 9

* Number of Children. February, 1935. February, 1945.* February, 1946.* Number of Classes. Per Cent. Number of Classes. Per Cent. Number of Classes. Per Cent. Under 31 .. 31-40 41-50 51-60 61 and over Totals 616 1,011 1,007 349 9 20-6 33-8 33-7 11-6 0-3 704 1,152 1,147 377 20-8 34-1 33-9 11-2 751 1,385 1,25& 214 20-8 38-5 34-8 5-9 2,992 100-0 3,380 100-0 3,602 100-0 * The Teachers' Salaries Regulations 1938 provided new grades for public schools. Since that year schools of Grade IVb (roll minimum of 111) have been included. A Grade IV school under the previous regulations had a minimum average attendance of 121. Hence a few more schools with lower rolls have been included since 1938.

Type of School. Age at which Post-primary Course begun. Total Numbers beginning Post-primary Education. Under 12 . Years. 12 Years. 13 Years. 14 Years. 15 Years and over. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. SecondaryCombined Technical District High Correspondence .. Totals 8 "7 10 3 1 9 4 481 107 269 231 15 676 126 304 328 32 1,562 343 1,555 798 80 1,801 297 1,404 971 134 1,036 251 1,594 725 75 786 147 969 639 124 226 61 343 246 17 130 25 180 169 16 3,313 762 3,761 2,007 187 3,403 598 2,858 2,116 310 15 27 1,103 1,466 4,338 4,607 3,681 2,665 893 52010,030 9,285

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Table O 1.— PROBABLE DESTINATION, Public Primary Schools' Pupils, 1945

Table O 2.— PROBABLE DESTINATION, Intermediate Schools and Departments' Pupils, 1945

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With Primary Without Primary Totals. Occupation. School Certificate. School Certificate. Boys. Girls. Boys. Girls. Boys. Girls. Number. Percentage. Number. Percentage. Post-primary Clerical (including typing)— (а) Government and local body (б) Banks, insurance, legal, commercial houses, shops, and warehouses Shops and warehouse assistants .. Manual trades — (а) Government and local body (б) Building (c) Motor engineering (d) General engineering (e) Printing (/) Other trades Farming Factory operatives Other occupations At home Not known 6,796 15 7 95 16 41 26 12 11 56 339 48 87 54 40 6,903 3 11 99 2 2 29 45 96 60 345 53 243 1 8 46 17 18 20 10 6 61 417 61 110 114 77 152 2 9 47 7 3 11 25 79 82 343 43 7,039 16 15 141 33 59 46 22 17 117 756 109 197 168 117 79-5 0-2 0-2 1-6 0-4 0-7 0-5 0-3 0-2 1-3 8-5 1-2 2-2 1-9 1-3 7,055 5 20 146 9 5 40 70 175 142 688 96 83-5 01 0-2 1-7 0-1 01 0-5 0-8 2-1 1-7 81 11 Totals 7,643 7,648 1,209 803 8,852 100-0 8,451 100-0

Boys. Girls. Occupation. First Second Third TV-viol PerFirst Second Third PerYear. Year. Year. JLULcil. centage. Year. Year. Year. JLotal. centage. Post-primary 4 2,094 23 2,121 83-7 4 1,932 107 2,043 81-5 Clerical (including typing)— (a) Government or local-body 3 3 6 0-2 service (b) Banks, insurance, legal, com1 1 3 5 0-2 1 16 17 0-7 mercial houses, shops, and warehouses Shop and warehouse assistants 3 35 24 62 2-5 2 31 63 96 3-8 Manual trades— (a) Government or local-body 3 3 0-1 service (6) Building 1 23 22 46 1-8 (c) Motor engineering l 21 9 31 1-2 (d) General engineering 2 6 9 17 0-7 (e) Printing 2 6 8 0-3 "l ' 1 * (/) Other trades ' *2 25 11 38 1-5 ' '2 "9 36 47 1-9 Farming 4 39 8 51 2-0 1 1 Factory operatives 5 34 13 52 2-i 15 46 51 112 4-5 Other occupations 6 15 6 27 1-1 4 23 29 56 2-2 Home 5 6 1 12 0-5 4 55 54 113 4-5 Not known 12 37 5 54 2-1 6 11 4 21 0-9 Totals 46 2,344 143 2,533 100-0 37 2,108 362 2,507 100-0 * Insignificant percentage.

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Table O 3.— PROBABLE DESTINATION, Post-primary Schools' Pupils, 1945

23

Occupation. Secondary Schools. Combined Schools. Technical High and Day Schools. Boys. Girls. Boys. Girls. Boys. Girls. Number. Per Cent. Number. Per Cent. Number. Per Cent. Number. Per Cent. Number. | Per Cent. Number. Per Cent. University college Teaching or training college .. Professional engineering, .surveying, architecture Clerical (including typing)— (а) Government and local body (б) Banks, insurance, legal, commercial houses, shops, and warehouses Shop and warehouse assistants Manual trades— (a) Government and local body (b) Building (c) Motor engineering (d) General engineering (e) Printing (/) Other irades Farming Factory operatives Other occupations Home Not known Totals 276 80 29 172 407 329 28 102 95 64 18 187 529 50 210 87 143 9-8 2-9 1-0 6-1 14-5 n-7 1-0 3-6 3-4 2-3 0-6 6-7 18-9 1-8 7-5 3-1 51 132 176 162 659 429 2 ' 1 122 20 77 525 614 114 4-4 5-8 5-4 21-7 14-1 0-1 4-0 0-7 2-5 17-3 20-2 3-8 39 10 6 34 70 56 17 35 42 42 3 84 176 7 41 15 17 5-6 1-4 0-9 4-9 10-1 8-1 2-4 5-0 6-1 6-1 0-4 12-1 25-4 1-0 5-9 2-2 2-4 19 25 1 25 137 99 i5 20 4 78 139 8 3-3 4-4 0-2 4-4 24-0 17-4 2-6 3-5 0-7 13-7 24-4 1-4 49 20 28 100 125 302 68 240 273 324 53 410 584 108 273 83 333 1-4 0-6 0-8 3-0 3-7 8-9 2-0 7-1 8-1 9-6 1-6 12-2 17-3 3-2 8-1 2-5 9-9 15 28 2 138 577 533 4 14 149 18 116 288 439 237 0-6 1-1 0-1 5-4 22-6 20-8 0-1 0-5 5-8 0-7 4-5 11-3 17-2 9-3 2,806 100-0 3,033 100-0 694 100-0 570 100-0 3,373 100-0 2,558 100-0 Occupation. Secondary Departments of District High Schools. Totals. Boys. Girls. Boys. Girls. Number. Per Cent. Number. Per Cent. berPer Cent. Number. Per Cent. University college Teaching or training college Professional engineering, surveying, architecture Clerical (including typing)— (а) Government and local body (б) Banks, insurance, legal, commercial houses, shops, and warehouses Shop and warehouse assistants Manual trades — (a) Government and local body (b) Building (c) Motor engineering (d) General engineering (e) Printing (/) Other trades Farming Factory operatives Other occupations Home Not known Totals 21 15 7 89 31 149 33 71 60 31 3 105 635 25 111 46 63 1-4 1-0 0-5 5-9 2-1 10-0 2-2 4-7 4-0 2-1 0-2 7-0 42-5 1-7 7-4 3-1 4-2 7 65 2 83 219 348 1 " 4 29 46 57 150 649 55 0-4 3-8 0-1 4-8 12-8 20-3 0-1 0-2 1-7 2-7 3-3 8-8 37-8 3-2 385 125 70 395 633 836 146 448 470 461 77 786 1,924 190 635 231 556 4-6 1-5 0-8 4-7 7-6 10-0 1-7 5-4 5-6 5-5 0-9 9-4 23-0 2-3 7-6 2-7 6-7 173 294 5 408 1,592 1,409 7 *19 315 104 254 1,041 1,841 414 2-2 3-7 0-1 5-2 20-2 17-9 0-i V>-2 4-0 1-3 3-2 13-2 23-4 5-3 1,495 100-0 1,715 100-0 8,368 100-0 7,876 100-0 ♦ Insignificant percentage.

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Table O 4.— Percentages of BOYS LEAVING POST-PRIMARY SCHOOLS in 1942-45 who proceeded to the University or to Employment in the Three Main Occupational Groups

Table P 2.—Enrollees, etc., with VOCATIONAL GUIDANCE CENTRES placed in Employment in 1945-46

Table Q 2.— LENGTH OF POST-PRIMARY COURSE

Note. —The approximate average length of sehool life of pupils attending post-primary schools was : Secondaryschools, 2 years 10 months; combined schools, 2 years 7 months ; technical high and day schools, 2 years 2 months ; secondary departments of district high schools, 2 years 2 months; all post-primary schools, 2 years 5 months.

24

University. Clerical, Professional, Shop, and Warehouse. Farming. Trades and Industries. Class of School. 1942. 1943. 1944. 1945. 1942. 1943. 1944. 1945. 1942. 1943. 1944. 1945. 1942. 1943. j 1944. I1945. I Secondary 11 13 15 10 44 41 38 33 16 18 17 19 15 17 18 19 Combined 6 7 9 6 34 27 27 24 23 29 25 25 25 26 30 33 Technical 1 2 2 1 21 21 17 16 17 19 18 17 45 41 44 44 District High 2 3 4 1 34 22 21 19 39 43 39 43 15 20 24 22 All schools 5 7 8 5 33 29 26 23 21 23 22 23 27 28 30 31

Centre. Placed by Centre. Self-placed. Total. Auckland 453 2,703 3,156 Wellington .. 481 1,474 1,955 Christclmrch 870 1,574 2,444 Dunedin 472 631 1,103 Invercargill 9 61 70 Totals 2,285 6,443 8,728

Secondary Schools. Combined Schools. Technical High and Technical Day Schools. District High Schools. All Schools. NumPer NumPer NumPer NumPer NumPer ber. Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. Leaving in first 677 11-6 203 161 1,395 23-5 933 29-1 3,208 ; 19-7 year Leaving in second 1 ,770 30-3 425 33-6 2,740 46-2 1,268 39-5 6,203 1 38-2 year Leaving in third 1 ,439 24-6 306 24-2 1,227 20-7 599 18-6 3,571 22-0 y68»r Leaving in fourth 1 ,953 33-5 330 26-1 569 9-6 410 12-8 3,262 20-1 year or later Totals 5 ,839 100-0 1,264 100-0 5,931 100-0 3,210 100-0 16,244 100-0

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Table Q 3.—Number of Pupils at EVENING TECHNICAL AND PART-TIME DAY CLASSES

Table R.—Number of Pupils at NATIVE SCHOOLS, etc., 1st July

Table S.—Registered PRIVATE PRIMARY Schools, 1945

25

Year. Number of Centres. Number on Roll, 1st July. Number holding Free Places. Males. Females. Males. Females. 1943 51 8,129 4,669 5,599 3,088 1944 59 9,317 4,926 5,975 2,690 1945 65 11,066 5,397 6,681 3,071

1945. 1944. Schools. Roll. Schools. Roll. Native village schools Mission and boarding schools (primary) Public schools with Native children enrolled 158 10 885 11,830 683 14,974 155 10 866 11,317 648 13,952 Totals 1,053 27,487 1,031 25,917 Note.—Of the pupils enrolled at Native village schools, 883 in 1944 and 883 in 1944 were Europeans.

— Undenominational Schools. Catholic Church Schools. Other Church Schools. Total. Number of schools Roll at December — Boys ©iris Totals Average attendance Teachers (inclusive of head teachers) — Men Women Totals.. 16 234 58 308 213 530 12,454 13,040 2,067 2,097 14,734 15,667 743 25,494 4,164 30,401 646 22,276 3,675 26,597 5 39 58 692 55 133 118 864 44 750 188 982 The number of schools at the end of the previous year was 301, and the total enrolment 29,717.

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Table T.—Endowed Schools and Registered PRIVATE SECONDARY Schools

Table U.— KINDERGARTEN Schools, 1945

Table Y 1.—Particulars relating to UNIVERSITY EDUCATION

26

— 1944. 1945. Number of schools .. Roll at 1st July Average attendance Teachers (inclusive of head teachers) — Men Women 67 7,847 7,419 75 8,933 8,269 166 233 180 268 Totals .. .. .. ... 399 448

Association. Number of Schools. Pupils on Roll at End of Year. Average Attendance. Average Weekly Boll. Auckland .. Hastings .. Masterton .. Hutt Valley Wellington Christchurck Hokitika .. Timaru Dunedin .. Invercargill 21 1 1 3 9 13 1 1 8 4 1,025 60 31 139 421 642 23 40 369 184 743 46 17 98 308 479 19 28 275 126 980 61 22 132 414 625 23 40 360 1/76 Totals, 1945 .. .. .. Totals, 1944 62 53 2,934 2,483 2,139 1,752 2,833 2,244 Difference + 9 +451 + 387 + 589

— 1941. 1942. 1943. 1944. 1945. Number of students in actual attendance at lectures 4.857 3,837 5,181 6,584 7,986 Number of exempted students 409 536 772 1,146 1,345 Percentage of students— Men .. ' .. 67 62 68 72 75 Women .. .. .. .. 33 38 32 28 25 Percentage of students actually attending Universities receiving free education* — Men 49 54 49 51 51 Women 59 67 61 56 56 All students 53 59 53 52 53 Occupations of students expressed as percentages — M. F. M. F. m. f. M. F. M. F. (1) Full-time students 45 44 57 48 51 43 49 46 50 48 (2) Teachers and training colleges 16 28 10 33 33 32 14 28 11 27 (3) Government and local bodies 19 6 16 9 16 9 13 9 11 9 (4) Other 18 16 15 8 14 9 21 12 24 12 (5) Not known 2 6 2 2 6 7 3 5 4 4 * These students hold scholarships or training-college studentships.

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Table Y 2.—Numbers of UNIVERSITY Students and COURSES taken

TabIe.— MANUAL INSTRUCTION

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

27

Year. Number of Students enrolled. Courses taken. i c8 1 z K 2 a Canterbury. 1 O i a Cant'y Agric. £ i Agriculture.* Architecture. i ci 1 a a o o 1 1 P Diploma of Education. Engineering. Home Science. Horticulture. a i i i Hi « t P <o fl ]3 I th a '3 k 0 1 I .2 *o CQ 1944 .. 1945 .. 1,985 2,411 1,614 1,865 1,576 1,892 1,811 1,981 362 564 382 618 7,730 9,331 780 1,179 82 134 2,508 2,965 827 1,111 154 175 40 67 309 399 207 207 20 52 38 37 267 317 40 44 844 893 35 38 167 147 1,002 1,176 * Includes 906 students taking short courses at agricultural colleges in 1945. The corresponding figure in 1944 was 463.

Number of Number of Pupils Schools attending Centres. from which Pupils attended. Boys. Girls. Public primary and Native schools 910 14,323 13,537 Intermediate schools and departments 26 4,807 4,534 Secondary departments of district high schools 80 3,021 3,107 Private schools 181 2,505 2,217 Totals 1,197 24,656 23,395 Note.—There were 162 manual-training centres during 1945.

College. 1945. 1944. Men. Women. Total. Men. Women. Total. Auckland 164 400 564 161 454 615 Wellington . 79 215 294 111 218 329 Christchurch 118 197 315 104 211 315 Dunedin 80 195 275 100 214 314 Totals 441 1,007 1,448 476 1,097 1,573

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

28

— 1944. 1945. i 1946. State wards— In foster-homes, hostels, and with friends In situations, including those absent without leave In Government institutions, receiving-homes, &c. In private institutions In Roman Catholic institutions recognized under Child Welfare Act In special schools for backward children In refuges or cognate institutions In hospitals, convalescent homes, &c. In residential colleges (mostly Maori children) 2,477 1,048 261 121 98 142 63 47 10 2,502 1,022 285 108 90 139 59 36 17 2,444 1,006 316 105 82 129 49 40 13 Subtotal Other than State wards — Young persons supervised by Child Welfare Officers in their own homes, with relatives, or with friends, pursuant to orders of Courts Infants supervised in foster-homes registered under the Infants Act Pupils at School for the Deaf, Sumner Pupils at schools for mentally backward, Otekaieke and Richmond (other than State wards included in figures above) Children supervised as preventive cases Children in New Zealand Institute for Blind for whom the Department makes payment 4,267 4,258 4,184 1,375 698 175 38 1,954 24 1,063 799 215 47 1,905 20 1,026 909 238 45 1.629 17 Subtotal 4,264 4,049 3,864 Grand total 8,531 8,307 8,048 British children in New Zealand 203 190 46

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APPENDIX STATEMENT OF EXPENDITURE AND RECOVERIES in respect of all Services under the Control or Supervision of the Minister of Education during the Year ended 31st March, 1946

29

General Administration £ £ £ ' Salaries of Head Office staff 51,284 Part salaries | of Inspectors attached to Head Office 4,107 Overtime and meal allowances 1,645 — — 57,036 Office furniture and fittings 1,166 Office expenses .. 1,839 Payments to Post and Telegraph Department for telephone 2,834 and postal services Travelling-expenses 1,123 Education Gazette— Salaries .. .. .. .. 890 Printing, postage, &c., office and other requisites 3,067 3,957 Printing and stationery 588 Printing and stationery— Storage with Government Printer .. 127 Miscellaneous 7 68,677 Less recoveries— Services rendered to Teachers' Superannuation Board 2,043 and to other Departments Education Gazette : Sales and advertising, &c. 90 Postage and telegrams 405 Printing and stationery and sale of publications 71 Teachers' certificates, fees for 670 Sale of surplus, stores 300 3,579 Primary Education 65,098 {Including Intermediate Schools or Departments under Control of Education Boards) Teachers' salaries and allowances 2,531,098 Teachers' salaries and allowances —Chatham Island schools .. 2,430 2,533,528 Education Boards—Grants for administration and general 53,108 purposes School Commmittees' allowances —Cleaning,- heating, &c. 197,511 School and class libraries 27,783 Supply of books in necessitous cases 769 Special assistance to deserving students 20 Removal expenses of teachers 1,473 School buildings and sites— Maintenance, including alterations to make safe against 250,888 earthquake Rebuilding or repairing buildings destroyed or damaged by 5,643 fire Rent of buildings and sites for school purposes 5,210 Valuation fees and miscellaneous 399 Grants towards cost of swimming baths not on school grounds 298 Grants to Fire Brigades 4 262,442 Maintenance and cost of disposal of buildings not used for school 1,299 purposes Boys' and girls' agricultural clubs 1,150 Grants in aid of free kindergartens 24,828 Grant to pre-school education centre, Dunedin 248 Conveyance, &c., of children — By rail 12,641 By road and water 326,702 Boarding-allowances 12,004 Purchase of new buses 14,575 Q99 Conveyance of instructors and teachers 8,100

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Statement of Expenditure and Recoveries, etc. — continued

30

Primary Education —continued Correspondence School— Salaries of staff Overtime and meal allowances Other expenses Office furniture and fittings Travelling-expenses of teachers £ 28,521 225 3,824 141 936 £ 33,647 309 £ Accidents to school-children, &c. Inspection— Salaries (less part charged to Head Office Administration) Travelling and removal expenses Office requisites Clerical assistance Payments to Post and Telegraph Department for telephone and postal services 34,960 9,198 150 530 155 44,993 School Journal— Salaries Printing, postage, office expenses, &c. 969 9,360 10,329 184,641 13,938 1,475 759 75 Manual instruction— Salaries Material Incidentals 125,375 28,291 30,975 Preparation of school text-books— Salaries Printing, &c. .. .. .. .. Office furniture and fittings 1,021 12,630 ! 287 Printing (register and other school books and forms) Swimming instruction Miscellaneous Less recoveries— Salaries Education Boards —Grants for administration, &c. On account of maintenance of buildings Correspondence School Rent of school-sites, &c. Manual instruction Conveyance of children Travelling and removal expenses Sale, stores School and class libraries Preparation of school text-books Sundries 794 66 1,223 3,644 2,351 335 166 75 103 1,176 175 1 3,768,347 10,109 3,758,238-Post-primary Education (Including intermediate departments attached to secondary and technical schools) Teachers' salaries and allowances— District high schools Secondary schools Technical schools and classes Combined schools 181,094 409,985 364,063 86 ,"594 1,041,736 -1 158,632 Grants to Boards for administrative and general purposes — District high schools Secondary schools Technical schools Combined schools 2,015 61,479 76,272 18,866

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Statement of Expenditure and Recoveries, etc. — continued

31

Post-primary Education —continued £ £ £ School Committee allowances (portion for secondary depart7,695 ments, district high schools) Manual instruction in secondary schools 14,394 •Conveyance of pupils— By rail 16,121 By road and water 34,723 Boarding-allowances 66,175 117,019 Special assistance to deserving students 37 Supply of books in necessitous cases 1,244 Inspection— Salaries (less portion charged to Head Office Administration) 7,653 Travelling and removal expenses 2,120 Payments to Post and Telegraph Department for telephone 82 and postal services Office furniture and fittings 269 10,124 War Bursaries 9,131 School buildings, &c. — Maintenance of buildings (including secondary departments 15,390 of district high schools) Rents of buildings for school purposes 725 Rebuilding or repairing schools destroyed or damaged by fire 2,243 Valuation fees 39 18,397 •Correspondence School — Salaries 28,903 Other expenses 5,000 33,903 Technical Correspondence School —printing, &c. 65 Accidents to school-children, &c. 227 JSchool ar*d class libraries 2,832 Reefton School of Mines —Services rendered by secondary 100 department of district high school Marlborough High School—Grant under Marlborough High 400 School Act, 1899 Printing forms, &c., for schools 776 Secondary education reserves revenue distributed to High 12,728 Schools Boards (Education Reserves Act, 1928) Secondary School bursaries 7,993 1,437,433 Less recoveries— On account of maintenance of buildings 270 Salaries .. .. .... 3 Rent of school-site, &c. 1,597 Conveyance of children 8 Travelling-expenses 5 Interest on loans 1,214 Secondary school bursaries 40 3,137 1,434,296 Higher Education •Grants to — New Zealand University 15,105 Auckland University College 36,176 Victoria University College 30,806 Canterbury University College 30,908 University of Otago 58,797 New Zealand School of Agriculture 7,545 Massey Agricultural College 27,186 •Canterbury Agricultural College 19,219 225,742

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Statement of Expenditure and Recoveries, etc. — continued

32

Higher Education —continued Scholarships and bursaries — University National Scholarships " Sir George Grey " Scholarships University Bursaries Agricultural Bursaries Architectural Bursaries Engineering Bursaries Home-science Bursaries Art Bursaries Science Bursaries £ 3,199 200 42,061 1,775 280 1,575 4,020 879 1,534 £ 55,523 663 17,000 1,600 10 £ Special assistance to deserving students Adult Education, including Workers' Educational Association Otago Medical School: Grants for clinical teachers Miscellaneous Less recoveries : Sundries 300,538 25 300,513 Training Colleges and Training of Teachers Training Colleges— Salaries of staffs (including staffs of practising schools in excess of usual staff as public schools) Allowances to and expenses of students Students' University College fees .. ... Special instruction, libraries, and incidental expenses Apparatus and material Printing, &c. Training classes : Fares of teachers, &c. Accidents to students, &c. Special assistance to deserving students 57,834 251,310 3,673 8,887 919 6 1,453 3 226 Less recoveries— Students' University College fees Travelling-expenses 43 13 324,311 56 324,255 Native Schools Salaries of teachers Removal expenses of teachers Books, apparatus, and other school requisites Manual instruction and board of children Buildings and sites— Maintenance of buildings Rent of buildings and sites Rebuilding or repairing schools destroyed or damaged by fire Valuation and survey fees Improvements to school-grounds Improvements in approaches to schools 8,098 172 1,506 117 1,342 109 175,593 2,490 3,903 2,247 18,519 11,344 366 3,192 10,263 43 2,406 267 5 Equipment for supply of milk to children Inspection— Salaries of Inspectors Travelling and removal expenses Payments to Post and Telegraph Department for postal services Scholarships Printing, postages, &c. Grants to private Native schools Special assistance to deserving students Miscellaneous .. 2,483 684 25 230,638

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Statement of Expenditure and Recoveries, etc. — continued

2—E 1

33

Native Schools—continued Less recoveries— £ £ £ Fines 2 Maintenance of buildings 75 Rent of school-sites, &c. .. 268 Salaries of teachers and Inspectors 297 Sale of surplus stores, &c. 55 Books, &c. .. .. .. 11 Travelling-expenses .. .. .. 86 Sundries .. .. 36 830 229,808 Physical Instruction Salaries of instructors 14,639 Travelling and removal expenses 2,674 Uniform-allowances 110 Equipment 8,278 Printing, postages, &c. 291 Office furniture and fittings .. .. 9 Physical-education displays 105 Miscellaneous 1 Less recoveries— 26,107 Salaries .. .. ... 1 Equipment 1,116 Travelling-expenses 2 1,119 24,988 Education of the Blind Grant to New Zealand Institute for the Blind 5,350 Maintenance fees of Government pupils at New Zealand 470 Institute for the Blind 5,820 Less recoveries : Maintenance fees, &c. 279 5,541 School for the Deaf Salaries of staff 13,451 General maintenance of institutions 7,021 Maintenance of buildings, &c. 652 Payments to Post and Telegraph Department for telephone 94 and postal services Travelling and removal expenses (including transit of children) 685 Refund of maintenance payments 133 Less recoveries— 22,036 Salaries 171 Maintenance fees, &c. 3,001 Institution receipts 6 Travelling-expenses 17 3,195 IS 84-1 IO) O-JtjI. Schools for the Mentally Backward Salaries of staff 16,206 Maintenance of institutions 8,899 Maintenance of buildings, &c. 1,055 Travelling allowances and expenses (including transit of children) 314 Payments to Post and Telegraph Department for telephone 95 and postal services Refund of maintenance payments 11 Less recoveries— 26,580 Maintenance fees, &c. 902 Institution receipts 1,428 Rents 77 Salaries 224 Sundries 5 , uou 23,9 H

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Statement of Expenditure and Recoveries, etc. — continued

34

Child Welfare £ £ £ Salaries of staffs, including field officers 73,052 Wages of inmates employed in institutions 541 Travelling and removal expenses (including transit of children) 10,020 Boarding-out of children 104,165 Maintenance of children in Government institutions 57,330 Maintenance of children in private institutions 7,259 Maintenance of buildings, &c. 3,751 Rent of offices .. * .. 3,942 Office expenses 704 Printing .. 483 Payments to Post and Telegraph Department for telephone, 3,843 postal, and other services Refunds of inmates' earnings 46 Refund of maintenance payments 288 Legal expenses 36 Sundries 45 Accidents 2 Special assistance to large families 10,389 Payment to Registrar-General for services 40 Office furniture and fittings .. .. .. 1,816 Less recoveries— 277,752 Maintenance fees, &c. 25,276 Refunds for clothing, &c., supplied 8,818 - Refunds of boarding-out payments 2,979 Refunds of travelling-expenses 53 Recoveries on accoimt of inmates' earnings 44 Rent of land and buildings 219 * Sale of furniture, &c. 12 Salaries 82 Unclaimed money 57 Institution receipts 2,939 Special assistance to large families 4 Sundries .. 3 40,486 MatArial 5)Tiri Sfnroc 007 9«A iua tci lai c&iiu w iiux Co ZO I 9 iOO Salaries 1,056 Stores and material purchased 5,659 Lighting, cleaning, cartage, &c. 67 6,782 Less stores issued and charged to other tems of vote, 7,910 Education Cr. 1,128 Less recoveries; Stores sold, &c. ■ .. 372 Cr. 1,500 Country Library Service Salaries 11,373 Overtime and meal allowances 37 Purchase of books .. .. .. ... 21,379 Binding of books 462 Motor-vehicles — Purchase 1,060 Maintenance and repairs 547 Office expenses 961 Postage, printing, and stationery ... 393 Office furniture and equipment 1,861 New Zealand Library Association : Expenses of Book Resources 16 Committee Payments to Post and Telegraph Department for telephone and 766 postal services Travelling-expenses 623 Sundries .. .. .. 15 Library School, Wellington 746 Rent of offices 967 Library Fellowship in the United States of America 256 41,462

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Statement of Expenditure and Recoveries, etc. — continued

35

Country Library Service—continued Less recoveries— £ £ £ Subscriptions . .. ». .. !. 2,076 Salaries .. 51 Books Postage 378 16 Sundries 6 2,527 38,935 Vocational Guidance Salaries 18,221 Office expenses 232 Printing and stationery 290 Office furniture and fittings 407 Rent of offices 1,605 Payments to Post and Telegraph Department for telephone and 736 postal services Travelling and transfer expenses 1,146 Compensation and cost of providing alternative accommodation 842 Sundries 2 23,481 Less recoveries— Salaries 124 Rent 21 Travelling-expenses 11 156 23,325 Miscellaneous ■Conference of education authorities 233 Examination expenses 8,462 •Grading of teachers, costs of appeal, inquiries, &c. 365 Projectors, gramophones, and radios for schools (recoverable) 3,145 Payment for damages to motor-vehicles other than departmental 134 vehicles Teachers' Superannuation Fund— Annual contribution under Act 43,000 Additional allowance to widows and children 6,901 Additional subsidy 95,000 Additional subsidy (loss of interest) 1,685 146,586 Visual education : Equipment for schools, &c. 6,075 Sundries . . .. . . . . 28 Grant to New Zealand Council for Educational Research 3,000 Grant to Waitangi Trust Board 200 Publicity .. .. .. .. .. 1,334 Compensation under Workers' Compensation Act 1,014 170,576 Less recoveries— Examination fees, &c. 17,106 Projectors for schools 3,843 Damages to motor-vehicles 150 Sales of publications 195 Sundries 13 21,307 149,269 Net total, excluding new buildings, &c. 6,632,817

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Statement of Expenditure and Eecoveries, etc. — continued

SUMMARY Consolidated Fund — £ Vote, Education .. .. .. .. .. .. .. .. 6,460,623^ Vote, Internal Affairs . . .. .. .. .. . . .. 1,685 Finance Act, 1942 (No. 2) (section 3) .. .. .. .. .. .. 95,000 Education Reserves Act, 1928, sections 23 and 30 (primary-education reserves revenue) .. 100,306 Education Reserves Act, 1928, sections 23 and 30 (secondary-education reserves revenue) 12,728 Tauranga Educational Endowment Reserves Act, 1896 (reserves revenue) .. .. 386 Public Revenues Act, 1926, section 133 (Fire Insurance Fund) .. .. . . 6,479 Public Works Account, vote, Education buildings .. .. .. .. .. 1,182,754 Less— 7,859,961 Consolidated Fund— £ Territorial revenue .. .. .. .. .. 574 Miscellaneous revenue .. .. .. .. .. 5,120 Registration and other fees .. .. .. .. 1 Interest on public moneys .. .. .. .. 1,217 6,912 £7,853,049 In addition to the above the following expenditure was met from War Expenses Account— £ Day nurseries and kindergartens .. .. .. .. .. .. 845 Country Library Service .. .. .. .. .. .. 28,450' Refugee camp for Polish children .. .. .. .. .. 152 £29,447 Additional amounts are available from revenue from reserves vested in post-primary schools and University colleges as follows : £ Post-primary schools .. .. .. .. .. .. -. 47,076 University colleges .. .. .. .. .. .. .. 16,201 Total .. .. .. .. .. .. •• £63,277

Approximate Cost of Paper. —Preparation, not given ; printing (828 copies, £130)

By Authority: E. V. Paul, Government Printer, Wellington. — 1946. Price Is.]

36

Capital Expenditure Sites, buildings, equipment, &c.— Public schools Training colleges .. .. .. .. Secondary schools .. Technical schools Native schools Universities Child welfare Kindergartens School for the Deaf .. .. .. ... Public Works Account. £ 528,240 26,855 166,270 313,00i 26,261 121,961 4,899 336 Vote, Education: Consolidated Fund. £ 26,232 3,844 3,043 2,280 2,079 £ Less recoveries (sale of sites, &c., and recoveries on account of expenditure of past years)— Public schools .. .. .. .. m .. Secondary schools Native schools Training colleges 1,187,823 37,478 3,366 1,645 8 50 5,069 Net expenditure on new buildings, &c. 1,182,754 37,478 l,220r232 Net total, including new buildings, &c. 7,853,049