EDUCATION: PRIMARY AND POST-PRIMARY EDUCATION [In continuation of E.-2 of 1946]

Appendix to the Journals of the House of Representatives, 1947 Session I, E-02

E—2

1947 NEW ZEALAND

EDUCATION: PRIMARY AND POST-PRIMARY EDUCATION [In continuation of E.-2 of 1946]

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

Note. —Some of the tables have been omitted because the information or part of it can be obtained elsewhere. These tables are as follows, and the tables to which reference can be made are also given : Table A s—see Table E2 in E.-l for median ages; Table A 9 —see Table 01 in E.-l; Table A 14 — Table E5 in E.-l ; Table B 2—see Table E6 in E.-l ; Table D 2—see Table E3 in E.-l ; Table D 4—■ see Table Nin E.-l ; Table E 2—see Table Din E.-l ; Table J 2 —see Table E5 in E.-l. REPORT OF THE CHIEF INSPECTOR OF PRIMARY SCHOOLS (Mr. G. E. OVERTON) FOR THE YEAR 1946 Sir, — I have the honour to present my report on the primary schools for the year ended 31st December, 1946 : Biennial Inspection The main purpose of inspection is to give stimulating guidance and assistance to teachers, and to this purpose all other phases of inspection are subsidiary. The two-year plan of inspection and reporting adopted six years ago provides more freedom for Inspectors and allows longer visits to be paid where help is most needed. Greater opportunity is given for discussion, for demonstration of teaching methods, and for staff conferences. Modern trends in education make increasing demands on the skill of teachers, and it is only by effective team work on the part of the headmaster and the staff that the school can function successfully. Regular staff conferences are therefore strongly recommended by Inspectors. Further assistance is given to teachers in some districts by periodical circulars containing suggestions on the teaching of various subjects, and notes on special developments in education. The former annual system of inspection involved excessive reporting and Inspectors were rarely free from the burden of writing reports. The present method of personal discussion is much more effective. Time is now available for reading educational literature, and for meeting groups of teachers, branches of the New Zealand Educational Institute, School Committees, parent-teacher associations, and others interested in education. The growth of these parent-teacher associations shows that interest in the work of the schools is increasing. Public interest in education has perhaps never been so great as it is at the present time.

E—2

Recent developments in education have added greatly to the work of the Inspectors. In some districts there has been a substantial increase in the school population, and it is becoming necessary to strengthen some inspection staffs. The largest increase in roll numbers is in the Auckland district, where an increase of some 10,000 pupils has been recorded. Standards of Work The importance of sound standards of work, especially in " tool" subjects, has been emphasized by the Inspectors of all districts. Special efforts or " drives "in such subjects as spelling, composition, and writing have been undertaken, and some districts report a definite improvement in the fundamental skills of English and arithmetic. One district, however, reports : " Frankly, we have been disappointed with much of the work in the basic subjects, but realize that many factors during the war period made for instability both in the staffs of the schools and amongst the children themselves. . . . From this it must not be inferred that teaching in the tool subjects in all our schools is poor, for there is much sound and creditable work being done, especially under experienced and dynamic head teachers." During the past six years, schools have encountered considerable difficulties, of which the chief was staff changes arising mainly from war conditions. The syllabus of instruction has been under review, but unavoidable delays have occurred in issuing new text-books. Materials and equipment have been in short supply. No country perhaps has emerged from the recent crisis with less impairment to its educational system than New Zealand has. But this situation is not one that should be accepted with equanimity. There has been- criticism of the work of our schools, and this must be considered in the spirit in which it is offered. The new prescriptions of work in written English and arithmetic place great emphasis on thoroughness, neatness, and accuracy, and there is nothing in content or method that can be construed as condoning careless, inaccurate work on the part of the pupils. As an effective means of assisting teachers in obtaining good standards of work, it is intended to establish norms of attainment in basic subjects. In several districts initial steps in compiling tests for the various stages have been taken, and when the work is completed, suitable tests and appropriate norms will be available for teachers. Ultimately standardized tests for the whole Dominion can be provided. This work will take some time, as new prescriptions in certain subjects have been in use only for a short period, and in others—e.g., spelling —the revised syllabuses have not yet been issued. In such phases of school work as physical education, art, crafts, music, reading, and oral expression, substantial improvements are generally noted. Character-training The supreme purpose in education is character-training, and the whole life of the school should be directed towards this end. This is recognized in the schemes of work of every teacher. Contacts in class-room and playground, attitudes in sport, the team spirit, and behaviour in and out of school are well exploited. In most schools a good tone is in evidence, and some have built up fine traditions. Teachers, however, must constantly keep in mind the fundamental importance of the development of right attitudes in the everyday tasks of the class-room. In oral phases of instruction most schools succeed admirably and the children are responsive, courteous, and self-reliant. In written phases, however, it is only the good schools that really succeed. In these schools the teaching inculcates habits of good work, pride of achievement, and the desire to excel. The personality of the well-trained child expresses itself in careful, neat performance of the daily written tasks. Failure to develop desirable attitudes results in imperfect character-training.

2

E—2

It is a pity that there has not been a greater extension of self-government among pupils. A lead has been given by progressive schools in organizing group activities under leaders acting in turns, in the functioning of school councils, and in encouraging more responsible participation in school affairs. Judicious training in leadership and " folio wership " aids children to understand, in a simple way, the meaning of the democratic way of living. Practical interest in the care and preservation of school property can be used to strengthen children's respect for public and private property. While, in fairness, it must be said that most of the vandalism occurring is considered not to be the work of school-children, a forthright effort to crush its spirit is a worthwhile objective in the character-training of the school. Some Features of School Work (1) Infant Departments. —-Modern infant methods require teachers to understand each child's stage of development and provide purposefully planned and well-organized experiences at appropriate times. Definite progress has been made during recent years, and the expert guidance of the advisers to infant departments has been very helpful. Our best infant departments are hives of industry and activity. Music and rhythm brighten the school life. Many departments have definite rest periods when the children relax, and some of the youngest children sleep. In some schools there has been a break away from the traditional arrangement of class-room furniture to provide more space for pupil activity. Much material and equipment are needed for the new methods. In addition to what has been provided, many teachers have shown enterprise in preparing graded apparatus. It is pleasing to note that in some schools, Committees and parent-teacher associations have assisted these teachers. In two districts, investigations into the best layout of an infant room, and subsidiary accommodation especially for storage, are being carried out by committees composed of experienced infantmistresses, infant-advisers, Inspectors, and Education Boards' architects. It is hoped to incorporate some of the best ideas in plans for model infant blocks. (2) Health and Temperance.—The new syllabus introduced this year provides a progressive health scheme with a simple scientific approach and due emphasis on the inculcation of health habits. Improvement in the teaching of the subject is already evident. Good use has been made of film strips and Health Department posters, and nurses of the School Medical and Dental Services and District Nurses have extended willing co-operation. Much useful work is being carried out in the teaching of first aid, the active assistance of the St. John Ambulance Association being much appreciated. The Junior Red Cross movement continues to flourish in the schools, and it deservedly receives the encouragement of local education authorities. In addition to lessons on diet, some schools have developed organizations whereby pupils are able to purchase a well-balanced lunch at a reasonable price. Highly beneficial results have been obtained, and it is hoped that similar schemes will be more widely adopted, especially in consolidated schools, where pupils are obliged to spend a long time away from their homes. The teaching of temperance in its fullest sense, including the harmful effect of overindulgence in alcohol, has a definite place in the health programme. While in many schools specific lessons on the deleterious effects of alcohol have been regularly given, in others more could be accomplished in this direction. (3) Physical Education. —This year has been the busiest year for physical education in the history of the Dominion. The return from the Forces of large numbers of men specialists has meant that a strong permanent field staff has been built up, and the itinerant field staff now numbers about 80. About half of these are employed by the Education Boards, the other half being on the staff of the Department. A record number of 42 specialist students was trained, one-third being returned servicemen. In addition,

3

E—2

6 have returned from rehabilitation courses in Britain and Sweden. A new departure has been specialization within the field staff, and in three areas special officers to deal with liaison work between primary and post-primary schools have been appointed. It is particularly desirable that there should be no sharp break in methods between the two types of schools, and these appointments serve to prevent this. The Head Office staff of the Physical Education Branch was strengthened considerably by appointments to the new positions of Chief Organizer and Organizer at Head Office, the former specializing in liaison work in the field, equipment, and teaching aids, the latter in post-primary problems and administration. With the fulfilment of plans put forward in previous years, there has been steady advance in physical education during the year. Short refresher or training courses for small groups of teachers, followed by visits to their schools, have been successfully conducted by the specialist staff. In January a summer school attended by some 120 teachers dealt with elementary post-primary work for both men and women. In January, 1947, a course for the field staff is to be held particularly for the benefit of the returned men. Special attention has been given to the teaching of swimming and large numbers of children have been taught to swim, intensive campaigns supplementing the ordinary school instruction. The film " Learn to Swim " has been used effectively. Learners' pools have proved so valuable that a good many more have been built. Games and sport continue to have an important place, and athletic and swimming meetings organized by schools' associations are held in all districts. (4) Music. —An interesting development is the expansion of the Schools Music Festival movement in many districts. Teachers are to be commended for the enthusiasm displayed and the care and skill exercised in training the pupils. Expert guidance has been given by training college lecturers and by specialist teachers. In our schools the music lessons are always popular and the quality of the singing is, in most cases, good. It is pointed out, however, in most reports that too much reliance is placed on imitative methods rather than on teaching children to read music with understanding. In too few schools is sight reading definitely taught. Some teachers are diffident, and some may not have the necessary qualifications. It is agreed that more expert assistance is needed. In a measure this is given by a number of specialist assistants attached to various schools. When the supply of teachers is better, more specialists will be trained. Generous appreciation of the excellent music lessons provided by the schools broadcast service is expressed in all quarters. These lessons are regarded as being the most valuable feature of school broadcasts. (5) Art and Craft. —The introduction of the new schemes is proceeding well, 260 more schools being included during the year. As much of the work is of a new nature, expert guidance for teachers is essential. The specialist staff, under the direction of the Supervisor of Art and Crafts, has been busily engaged in holding short training courses, in which the teachers have taken a keen interest. The tentative art scheme has meant a reorientation of older ideas of art teaching. The new art aims at selfexpression, with judicious guidance in techniques. Where the scheme has been in operation for some time, Inspectors state that pupils' efforts are characterized by spontaneity and freshness, and some very fine interpretative work in picture and design is being obtained. The committee set up to formulate the tentative scheme has, after studying the reports of teachers throughout New Zealand, drafted the scheme in final form. The major crafts undertaken in the new courses are weaving, bookbinding, and clay-modelling. Difficulties in obtaining supplies of material and in their distribution hamper the full development of the art and craft scheme. It is anticipated, however, that before long a constant flow of supplies will be maintained. Woodwork, cookery, and home crafts continue to receive good attention. The special training schemes for teachers in these subjects are successfully operating and a better supply of well-trained teachers will soon be available.

4

E—2

It is interesting to note that the work of many of our pupils in the new art and in «crafts has reached such a good stage that it is considered desirable to arrange .an exhibition of primary work during 1947. (6) Agricultural Clubs—Boys' and girls' clubs continue to flourish, and several •districts report substantial increases in entries of completed projects. In many dairying localities calf clubs are featured, and there is no doubt of the community interest aroused in the work. In a few cases a form of rivalry has been engendered, and this forces an over-emphasis on calf-club work. The award of substantial money prizes to local winners and to contestants for group classes, a step regarded with disfavour by educational authorities, is not in the best interests of the calf-club movement. The home and school garden clubs are proving a fine medium for encouraging vegetable production .and for providing material for observation and use in the school lessons on nature study .and elementary science. It is pleasing to note a growing interest in horticulture. The realism of all these aspects of school work makes a strong appeal to parents and children, .and the club movement in rural localities has probably done more than any other'school movement to bring the school and the community into closer and better relationship. (7) Libraries. —The paramount importance of intelligent reading and the need for the fullest development of library facilities are well recognized. In this field of school work the scope for local effort and interest and adult co-operation is obvious. In several centres Book Weeks have been held, besides shop displays, free use was made of the radio for book reviews and talks, while follow-up work took place in the schools: ■Generous grants have been made to Education Boards for the .provision of books for reference and for general reading, and, despite difficulties of supply and increased costs, steady advance towards adequate libraries has been made. Up to the present, middle .and senior classes have been better provided for than the junior and infant, but more books are becoming available for the latter classes. The wide range among pupils in reading ability renders suitable grouping of pupils and grading of books essential. Modern practice has shown that slow readers make more rapid progress when interest .and confidence are established through books which have a controlled vocabulary range .and yet still retain content suited to the children's development. Some schools make provision for this, and the practice could be more widely adopted. The best results are obtained when school libraries are systematically catalogued and a library period is allotted to each class. Students at training colleges receive training in modern library practice. Urban schools are fortunate in obtaining fine service from the public libraries, and the country schools are being supplied with excellent books by the Country Library Service as quickly as facilities will allow. Kevision of the Syllabus : Text-books The thanks of the Department are due to the committees of Inspectors, teachers, and specialists who have undertaken the onerous work of revision. New prescriptions in oral and written English, arithmetic, and health are in official use. A tentative scheme in art is in operation, and a new course in history and geography is shortly to be tried, with a view to final revision. Drafts of new prescriptions in needlework and spelling are in the hands of teachers for comment. The committee work in nature study .and elementary science and in reading and literature is nearing completion, and a committee has been set up to deal with writing. The investigation into reading is comprehensive, and includes the pre-reading stages of infant work. The new prescriptions, incorporating the best ideas of past practice and of recent advances in education, aim at bringing the work of the schools into line with everyday social experience, the approach being practical and the treatment as realistic as school conditions permit. Methods are planned to encourage maximum pupil activity. Large quantities of material and equipment are needed in connection with some of the new courses of work. Much has been .accomplished, but much more remains to be done when existing shortages of labour .and materials have been overcome.

5

E—2

It is fully recognized also that new text-books are essential for carrying out the revised syllabuses in English and arithmetic. Text-books in arithmetic for all the standard classes are now in use by the pupils, and infant-teachers have a manual on infant number work. All the necessary answer books are in the schools, except that for Form 11, which is being printed. Text-books for the new courses in written English have been prepared for all classes, but post-war difficulties in the printing trade have delayed their issue. Standard 1 book has been issued to schools, Standard 2is shortly to be issued, and the other books will follow as quickly as possible. As over 40,000 copies of each standard class book are needed, the difficulties of supply can be appreciated. The books are attractive in format, clear in print, and set a high standard in text-book production. The School Journal, beginning with the February issue of 1946, has been enlarged,. Standards 1 and 2 being issued in separate parts to effect a simpler transition from the infant readers, and the amount of reading matter for Standards 3 and 4 has been doubled. Sufficient staff could not be obtained for despatch of the Journals, and the Department is grateful to the New Zealand Educational Institute for arranging for teachers to do the work. Teacher-training In July, 1946, 1,575 students were attending the four training colleges. This number included 53 graduates taking a course leading to post-primary teaching and about 70 students undergoing specialist training in such fields of education as physical education, art and craft, music, agriculture, speech theraphy, and education of the deaf and of backward children. Difficulties of boarding outside students continue, but by the special efforts of the Principals and staffs lodging for all has been obtained. In two districts an extension of hostel accommodation has greatly relieved the situation. The number of men students in proportion to women is much larger than usual —in one college the numbers being about equal —largely due to the return of soldier students and the admission of ex-servicemen desiring to make a career of teaching. The colleges are accomplishing fine work in teacher-training and exert a stimulating influence in education generally. Inspectors continue to keep in touch with the colleges, and the suggestion has again been made that exchanges for definite periods of members of the college staffs and the inspectorate would be mutually helpful. Liberal annual grants have been made to augment library facilities and fine educational libraries are being built up for use not only by students, but by teachers in the school's. At the request of the Department, the college staffs have during the year been engaged on a revision of the prescriptions for the Teachers' Class "C " Examination. The general opinion appears to be that the period of training of two years in college and one year as a probationary assistant in a school is too short, and that a four-year training course would be better. Refresher or training courses for teachers in service have been continued, the topics including art and crafts, music, physical education, infant work, and science for the secondary departments of district high schools. Owing to an epidemic, schools in two southern districts were closed and the courses there lasted for a month. All these courses have been particularly valuable owing to their practical nature. K Rehabilitation The problems of rehabilitating soldier teachers have been handled with sympathy by all concerned. Education Boards, training College staffs, the New Zealand Educational Institute, and individual teachers have co-operated to the fullest extent with the Inspectors in carrying out the measures formulated by the Department. Most returned men have attended three-month refresher courses at training college or in selected schools. The aim of the courses was to enable the men to become acquainted with developments

6

E—2

and approved techniques in education, and also to enable them to settle down smoothly after the strain of military service. The results have been beneficial, and the men are appreciative of the efforts made on their behalf. During the year some 500 teachers successfully took full-time University courses in arts and science subjects under bursaries or other financial assistance provided by the Rehabilitation Department. Many others who intend to take up teaching as a career also undertook similar studies. The opportunity of entering training college was extended to returned men who felt they would like to enter the teaching profession. Concessions in academic qualifications for admission were made to suitable applicants, and a good number have begun training. Their progress has been good. At the beginning of the year 450 new positions for men teachers were created, about 200 being of A Grade, and the rest B. The object was to reduce the size of classes in large schools and to assist in rehabilitating returned men. The general staffing position has been such as to enable all returned men to obtain permanent appointments. A difficulty common also in other occupations has been the lack of housing for married men. During the year a Soldier Teachers' Grading Adjustment Board was set up to hear applications from teachers who considered that their grading as teachers had been adversely affected by military service. The regulations under which the Board functioned gave wide powers, and stated explicitly that all reasonable inferences were to be drawn in favour of the applicants. In the 1946-47 sittings over 400 cases have been dealt with and the grading position of practically all applicants improved, the increases in some instances being substantial. A special tribute is due to the returned men. With very few exceptions, they have returned to the teaching service with a sincere resolve to do their best. All who have come in contact with them, whether in the University or the training college, have been impressed by their earnest attitude. Inspectors who have seen the men back in their teaching positions report that this feature is most marked. Education of Handicapped Children Forty-seven special classes for backward children are in operation. Individual work on practical lines is carried out so that these pupils may gain the maximum of primary education commensurate with their ability. Three occupation centres cater for pupils too backward to benefit from tuition in special classes. In these centres the main stress is laid on the development of social and personal habits. Music, physical •education, simple homecrafts, and gardening occupy most of the time. One centre is residential enabling country children to attend. There are 18 hospital classes, where the teachers, in collaboration with the nursing staff, plan educational work of therapeutic value for the inmates of school age. In addition to these classes, there are 3 schools for physically handicapped children, where good work is accomplished. Some 6 health-camp schools are in operation under the control of teachers employed by the Education Boards in whose districts the camps are located. The Correspondence School has on its roll about 400 handicapped children, many of whom are crippled, and employs teachers in various districts to visit these children in their homes and give individual assistance. Two Schools for the Deaf, staffed with teachers specially trained in modern methods for this particular work, are continuing to carry out efficient work. Seventeen speech clinics are doing remedial work for speech defectives, and new clinics will be opened as soon as trained teachers are available. To assist in the social adjustment of the type of child usually called the " problem " child, 15 visiting teachers are employed. These teachers are attached to schools in a particular area and form a liaison between the school and the home. Their work during

7

E—2

the year has produced a marked improvement in attendance at school of the cases referred to them and has also given a better insight into the factors giving rise to the social maladjustment of these children. Intermediate Schools There are 28 intermediate schools or departments in operation, and but for the building situation more would be functioning, especially in areas where the accommodation in the primary schools is taxed. These schools, however, become vigorous institutions, developing strong, individual characteristics. Their organization on a pupil-ability basis permits the best use to be made of selected staffs for general and special work. The top ability groups are able to pursue enriched courses, while the less gifted children have courses adapted to their stage of development. In several centres older children have been transferred from special classes to the intermediate school,, where they can be taught with pupils of their own age. A great advantage of the intermediate school is that children of the same age groups can be better provided for in club work, organized games, and training in citizenship. More efficient use can be made of more expensive school equipment and facilities —e.g., for manual training and for visual education. With the raising of the school age, more children are obliged to remain until the leaving age. Pupils who do not intend to continue education in post-primary schools are catered for, as far as possible, in Form 111 classes in intermediate schools, where the work has a practical and cultural bias. District High Schools About 100 district high schools provide post-primary education in country districts. Three large secondary departments will become full post-primary schools in 1947, and 6 new district high schools will be established. Recent changes in the curriculum and the wide scope of the School Certificate Examination are enabling the district high schools to develop their own individuality to a greater extent than formerly. Cultural and practical aspects of education such as music, art and craft, physical education, and rural and home centred courses can be planned along flexible lines to meet the requirements of the particular district, and in many cases of individual pupils. Several factors have contributed to a large increase in roll numbers, chiefly the raising of the school age, the tendency to prolong the period of education, and also the heightened consciousness of the need for secondary education. Resources have been strained, but the schools are meeting the situation arising from the demands of the new curriculum, and the greater numbers of pupils, in a commendable manner. The staffing schedule has been improved, 1 teacher to 25 pupils instead of 30, but there will be insufficient teaching strength to implement this until a large number of teachers attending University under rehabilitation bursaries complete their degrees. Liberal grants for the purpose of extending libraries and providing equipment and material for special subjects, including science, have been made. A number of these schools do not now provide instruction past School Certificatelevel. In smaller departments especially this is a wise plan, since it permits better attention to be given to the needs of the majority of the pupils. The more academically" able can take advantage of special bursaries assisting them to spend the Form VI year in large accrediting secondary schools where richer opportunities can be provided. Correspondence School The school continues its remarkable growth. The total roll is now 4,492 —1,857 primary and 2,635 post-primary. The staff numbers 173 —139 teachers and 34 clerical officers. Pupils are enrolled only on the grounds of distance from a school (70 per cent.),, employment (20 per cent.), or physical disability (10 per cent.). The school, founded

8

E—2

in February, 1922, has completed twenty-five years of service, and Silver Jubilee celebrations have been planned for 1947. Courses are provided for Primary School Certificate, School Certificate, Endorsement of School Certificate, Higher School Certificate, University Entrance, University Scholarship, Special Bursaries, Teachers' " C " Certificate, Post and Telegraph Entrance, Public Service Temporaries, Government Shorthand-typists, and Chamber of Commerce Examinations. Special courses of a practical character are provided in all branches of agriculture, commerce, needlecraft, woodcraft, and many other arts and crafts. Lessons are broadcast over all national stations twice a week throughout the year. Six teachers are permanently engaged in visiting pupils in their homes throughout New Zealand. There is a circulating library of over ten thousand volumes. Publications include the Correspondence School Circular (twice each term), the " Postman " (annually), the Handbook of Information, Ex-pupils' Budget, and the correspondence School Book •of Yerse. Extra-mural activities are vigorously carried on, including Guides, Scouts, Bed Cross, Animal Welfare, Garden Circle, Meccano, Stamp Exchange, Camera, Naturalists', and International Pen Friends. There is a valuable school museum. Throughout the year there was a regular and generous despatch of garments for distribution through Bed Cross headquarters in London to needy families in Britain and Europe. Active parents' and ex-pupils' associations co-operate fully with the school. " Altogether the school plays a very important and successful part in the educational system of the Dominion. Experimentation With a return to conditions approaching normal, encouragement has been given to worth-while experimentation, and the report of one district gives some interesting information about several experiments. One, undertaken in a large intermediate school, aimed at determining the effects of a balanced midday lunch served at the school. While a, final evaluation has still to be made, the experiment has continued for a sufficiently long period to justify tentative conclusions. Spongy gums were eliminated in the experimental group, but continued in the control group, and the incidence of dental decay was considerably reduced. The experimental group suffered much less from colds and made two hundred more half-day attendances during a period of seven months. From their observations the teachers are of the opinion that in the former group powers of attention and resistance to fatigue increased to a greater extent than in the latter. Incidentally, it is interesting to note that in other schools where a suitable lunch is provided, beneficial results are noticeable. Another experiment aimed at making an investigation into the use of the radio as a teaching aid, to determine how much of the factual matter of the broadcast was retained by pupils, and what was the best method of listening. Ten classes from a range of schools —two-teacher country to large city type —were selected to listen to a history serial. Each class was divided into three sections, one to take down notes which might help pupils to remember facts of the broadcasts, another to make sketches for the same purpose, and the last, just to listen carefully. At the end of the broadcast a written test of seven simple questions was given, and without warning the same questions were given a week later. The results were noteworthy, first that the pupils did not get much out of the broadcasts from the point of view of the facts presented, and the second that the section that just listened got most benefit. To some extent the poor results have been attributed to poor reception conditions due in part to faulty sets, but some of the notes made by the pupils clearly indicated that they misunderstood much of the lesson. One great difficulty is in the co-ordination of broadcast lessons with those planned in school programmes. It would be far too restrictive to expect school lessons in such a subject as history to follow closely the scheme of broadcasts, or vice versa, and yet

9

E—2

if there are not adequate school preparation for and follow-up of the broadcast, much of its value is lost. Further investigation would be worth while, as the school broadcast service is anxious to provide programmes that are suitable for general school use. I have, &c., G. E. Overton, Chief Inspector of Primary Schools. The Director of Education, Wellington C. 1. REPORT OF THE CHIEF INSPECTOR OF POST-PRIMARY SCHOOLS (Mr. E. CARADUS) FOR THE YEAR 1946 Sir, — I have the honour to present my report for the year 1946. The year 1946 has been a year of greater development in the post-primary field than any year which I remember. The following are some of the changes which have been introduced : Unification of the post-primary inspectorate ; Further increases in the strength of the post-primary inspectorate ; Improvement in the staffing of post-primary schools ; Further developments in the training of post-primary teachers ; The setting-up of a Consultative Committee on Teachers' Salaries ; The bringing of secondary departments of district high schools into the postprimary field' proper ; Additional grants for music and social studies and increased grants for libraries in post-primary schools ; Arrangements for the utilization of War Assets Realization Board equipment; The introduction of the new School Certificate Examination ; The establishment of an examination for special bursaries ; The reintroduction of the City and Guilds Examinations and of the Department's Technological Examinations ; The setting-up of a Consultative Committee on the Technological Examinations ; The establishment of technical bursaries ; Increased allowances for scholarships and boarding bursaries ; The establishment of a Technical Correspondence School; The extension of the work of careers advisers in post-primary schools ; The development of motor-trade training in post-primary schools ; and The preliminary steps for daylight apprentice training. (1) The Unification of the Inspectorate Following the retirement of Mr. F. C. Renyard, Superintendent of Technical Education, on 31st July, 1946, certain staff changes were made in the post-primary inspectorate. The Chief Inspector of Secondary Schools was appointed Chief Inspector of Post-primary Schools, and two additional Senior Inspectors were appointed, making,, in all, two Senior Inspectors on the secondary side and two on the technical side. The position of Superintendent of Technical Education disappears temporarily. The change made was a further step in the unification of the post-primary services begun when a single salary scale and unified system of grading were instituted in 1944, and continued this year by the introduction of a common basis of grants for incidental purposes and administration. At the same time there were two appointments to the staff of the post-primary inspectorate —Miss R.. F. C. Tyndall, M.Sc., B.H.Sc., and Mr. S. M. Kinross, M.A. —and two temporary appointments —Mr. G. Guy, M.A., B.Sc., and Mr. G. M. Salt, M.Sc. Mr. Salt is on temporary loan to the Auckland Education Board in order to assist that Board in the control of the many district high schools and the several post-primary schools established under the Board in the Auckland Education

10

E—2

District. Towards the end of the year arrangements were made for further appointments in 1947, made necessary by the bringing of the secondary departments of district high schools into the post-primary field proper. Arrangements are in train also for the inspectorate in 1947 to work in one group over all post-primary schools instead of in two distinct groups, secondary and technical, as previously. (2) New Post-primary Schools Three new post-primary schools were established during the year, Whangarei Girls' High School (by the division of Whangarei High School into separate boys' and girls' schools), Matamata College, and Tauranga College (by the disestablishment of the respective district high schools). The total number of post-primary schools is now 72. (3) Secondary Departments op District High Schools For staffing, salary, and grading purposes these have been brought into the postprimary system proper, with a consequent very great increase in the duties devolving upon the post-primary inspectorate. The total number of secondary departments is now 103, 17 of which have rolls exceeding 150. (4) Endowed Schools and Registered Private Post-primary Schools During the year 5 additional private post-primary schools were granted provisional registration, making the total number 80 (inclusive of 2 endowed schools and 2 private post-primary schools registered as technical). This represents a remarkable increase of 17 in the number of such schools on the register three years ago. (5) School Rolls The increases which have taken place in recent years in the total rolls of all post-primary schools are shown in the following table, which gives the numbers enrolled on Ist March for the past four years. The numbers of schools in each year are shown in parentheses:— 1943. 1944. 1945. 1946. Secondary schools .. .. 16,218 (39) 18,573 (39) 20,042 (39) 20,255 (40) Technical schools .. .. 10,799 (21) 12,530 (21) 14,295 (23) 14,943 (25) Combined schools .. .. 3,276 (7) 3,639 (7) 3,843 (7) 3,839 (7) Secondary departments of district high schools .. 6,320 (98) 7,356 (101) 8,708 (104) 8,375 (103) Registered private post-primary schools (including two endowed schools) .. 7,002 (63) 7,978 (67) 9,146 (75) 9,621 (80) Totals .. .. 43,615 50,076 56,034 57,033 Increase over previous year .. .. 6, 461 5, 9J58 999 (6) Improvement in Staffing of Post-primary Schools The Education (Post-primary Teachers) Regulations, which came into force on 31st March, 1945, made for an improved staffing of post-primary schools, but owing to the shortage of teachers arising largely as a result of the war it was impossible to bring the new staffing ratio into operation until the beginning of 1946. Approval was, however, given for it to operate as from the beginning of 1947, the change necessitating about 50 additional teachers in secondary schools and about 70 additional teachers in technical schools—an average increase of some 8 per cent, of the total number of teachers engaged. This increase should go a long way towards enabling schools to cope with their new responsibilities under the new post-primary programme.

11

E—2

(7) Further Development op Teacher-training Already some training is being provided for homecraft teachers and teachers of woodwork and metalwork. The course for homecraft teachers began in 1943 and is one of three years' duration, the first year being spent at Dunedin Training College and the second and third years at approved post-primary schools as student teachers or as probationary assistants. The proportion of time spent in the two latter capacities is under review at the present time. Already 30 teachers have completed the course and some 75 others have entered upon it. A training course for woodwork and metalwork teachers was initiated in Auckland in co-operation with Seddon Memorial Technical College at the beginning of 1946. This course is of one year only. Fifteen woodwork and 5 metalwork instructors entered upon and completed this course. They have all been absorbed in schools. A further course for 15 woodwork teachers and 9 metalwork teachers has been arranged for 1947. It is quite clear, however, that we should do more to assist in connection with the training of post-primary teachers. At the present time, for post-primary teachers in general, there is available one year at Auckland Training College, to which course only those teachers who have already obtained a degree are admitted. Most of these students have obtained their degrees at their own expense. Ido feel that the institution of some form of bursary for teachers selected for the post-primary service is desirable, but in my opinion the establishment of such bursaries is not warranted unless the teacher selected enters into a bond to give service at the end of the course. Otherwise, we should undoubtedly find that students would take advantage of the post-primary bursary to help them on the way with courses in accountancy, law, and the like, with no intention ever of taking up teaching. The introduction of such a bond would be in line with the policy of other Government Departments and with the bond demanded in other partsof the world for post-primary teachers. An estimate of the exact number of new entrants to the post-primary service in all its branches —secondary, technical, and district high —is difficult as, owing to warconditions, the entry over the last six or seven years has been abnormal. A careful investigation of the position shows, however, that the average annual intake is probably 45 to 60 men and an equal number of women. Many of these, of course, have received their training as primary teachers and have transferred to the post-primary service at a later stage. Others enter direct from industry. 'Others again obtain their University training at their own expense. It is not therefore necessary to legislate for anything like 100 annually. Having regard, however, to the certain increase in the post-primary rolls in the early 1950'5, I feel certain that there would be no risk of post-primary teachers being out of employment if we awarded 40 post-primary teachers bursaries annually. As the bursars would ultimately be post-primary teachers, an interview should have a considerable bearing upon the selection, and the needs of the post-primary service would be kept constantly in mind. Students selected would be required to follow approved courses of study, and their courses of study would be continually under review by the Department. At the present time too many students are entering upon degree courses with subjects which are of no great value for post-primary teaching. I feel, too, that we should give further consideration to the training of teachers of commercial subjects and of art. In all probability commercial teachers should be taken direct from commerce and given a short period of training on the lines of that already given to teachers of woodwork and of metalwork. Refresher courses were continued as in 1945. In that year refresher courses in social studies were held at Feilding and Christchurch. Further courses in general science were held at Wellington and Christchurch in January of this year, over 400 teachers being present at these two courses. Arrangements were made during the year for a continuation of further courses in 1947 : in English at Christchurch and Feilding ; in home science at Dunedin ; and in astronomy and map-reading at Wellington. The

12

E—2

total amount approved for refresher courses, inclusive of those for primary teachers, was £3,200, an increase of £1,200 upon the amount available for 1946. I regard these refresher courses as being a valuable addition to teacher-training. (8) Consultative Committee on Teachers' Salaries A considerable increase in the salaries of post-primary teachers became effective on the Ist February, 1944, but the recommendations of the Consultative Committee on Teachers' Salaries set up during this year made for further increases. These recommendations, as is now well known, were adopted by the Government and most, if not all, teachers have already received the payments due to them on account of these increases, which operated as from Ist April, 1946. Under the previous arrangement the salary of a post-primary teacher was made up of a salary on a basic scale, a possible grading increment, a possible married allowance, and, in the case of those teachers who held Grade V positions or positions as first assistants, senior assistant mistresses, or heads of departments, a further allowance on this account. There was very little change in the general basis of payment of post-primary teachers as a result of the recommendations of the Committee, although married allowance is now incorporated in salary. The main change was a general increase in the amounts payable under the basic scale, as a grading increment, or as a position salary, as the case might be. Post-primary teachers were generally very well satisfied with the provisions made under the recommendations of the Salaries Committee, and the profession as a whole is in a much better financial position than previously. It is anticipated that these increases will assist materially in securing an adequate supply of capable teachers for the post-primary service.

The following table shows the maxima for married men and for women teachers in each grade under the old and new system :

The allowances for heads of departments, first assistants, and senior assistant mistresses are also increased from £3O per annum to £6O per annum, and the possibility of increasing this allowance in special cases to £BO is provided for in the draft regulations. (9) Secondary Departments of Districts High Schools Reference has already been made to the bringing of the secondary departments of district high schools into the normal post-primary field for purposes of staffing, salaries, and grading of teachers. This naturally necessitates more frequent visits to the secondary departments of district high schools on the part of the post-primary inspectorate. For some years now Inspectors of Secondary Schools have been visiting secondary departments once in every three years in an advisory capacity in order to assist teachers in the secondary departments in the various problems confronting them. As a result of the -increase in the post-primary inspectorate it will now be possible to make these visits much more frequently, and although nothing could be done in this direction in 1946, a programme of work has already been mapped out for 1947 making for a visit to every one of the 103 district high schools in the Dominion in the early part of 1947 in order that, at this first visit, provisional classifications of the teachers might be confirmed

13

Men. Woman. Grade. Old Scale. New Scale. Old Scale. New Scale. £ £ • £ £ I 483 490 363 390 II 538 550 415 440 III 598 610 457 490 IV 648 680 497 540 V 698 740 542 600

E—2

and the provisional salaries allotted to them as from Ist April, 1946, also confirmed or, if necessary, adjusted. Once in every three years, as previously, formal inspection reports will be written on secondary departments, but in every future year one visit at least will be paid to every district high school. A few of the district high schools are on the list of schools approved for accrediting purposes, and to these more frequent visits will be paid as the opportunity arises. These more frequent visits should go a long way towards ensuring that the programmes of work and the standard reached in the secondary departments of the district high schools will be comparable to those in the post-primary schools proper. (10) Grants for School Activities During 1946 greater assistance has been given by the Department to post-primary schools, inclusive of the secondary departments of district high schools, for purposes of libraries, and for equipment for music, social studies, and general science, than ever before. The following amounts were paid during 1946 in addition to those normally payable by way of incidentals : Libraries : £lO per school, together with a capitation at the rate of 2s. per head. Music : £5O per school in the case of schools with a roll of 150 or over, and £25 per school in other cases. Social Studies : £l5 per school in the case of schools with a roll of 150 or over, and £lO in other cases. Science (district high schools only) : £lO per school, together with a capitation at the rate of ss. per head of roll number. These grants individually are perhaps not large, but in the aggregate amount to a very considerable sum, and will undoubtedly enable schools to make further additions to existing equipment. It is hoped that similar grants of at least an equal amount can be continued in future years. In addition to these grants, a considerable amount of equipment was supplied to schools through the War Assets Realization Board without cost to the Boards themselves. Further assistance to schools to enable them to cope with their responsibilities under the new programme was provided by the regular issue to post-grimary schools of bulletins. These bulletins aim to supply background reading in connection with subjects of the revised curriculum, in particular with social studies, general science, literature, and music. It is planned to issue twenty bulletins per year. The preparation of a series of booklets on geology designed to cover regionally the whole Dominion is well advanced and it is hoped to publish several booklets in the coming year. (11) Equipment ex War Assets Realization Board Mr. L. le F. Ensor, Senior Inspector of Secondary Schools, and Mr. R. Hynes, Senior Inspector of Technical Schools, were seconded from their normal duties as Inspectors on Bth March last for the purchase from the Armed Services of surplus stocks useful to the Department. All the Services—Navy, Air, and Army—rendered generous assistance, and with a dual benefit —schools are being provided with equipment that has been extremely difficult to purchase, and sterling funds are being conserved by the use of material in New Zealand. The total amount in the estimates —£20,000 —has practically all been spent. The equipment purchased included biological, chemical, electrical, and engineering equipment. (12) The First Year op the New School Certificate Examination In this, the first, year of the new examination some difficulties were anticipated. Notifications in the Education Gazette throughout the early part of the year, however, removed many of these, while at the same time the setting-up of a Board of Moderators

14

E—2

representative of the secondary schools, the technical schools, and the Department did much to ensure that the papers set were of a satisfactory standard and reflected correctly the aspirations of the new programme. The main functions of the Board of Moderators were to assist in the selection of examiners and moderators in the various subjects and to settle differences between the examiners and the moderators in the preparation of the examination papers. There were few problems of any magnitude which had to be decided by the Board of Moderators, and during the initial stages and during the examination itself matters ran smoothly. There was little criticism of the papers set or of their standard, and generally teachers seemed to be well satisfied with the new examination in this, its first year. The system of using supervising examiners, never before in operation in the Department's examinations, proved very successful.. Very largely as a result of this the standard of the marking turned out to be most satisfactory, and even in the case of some subjects in which there were as many as 13 examiners there was a very small range between the highest and the lowest medians returned by different examiners. In only one subject could the range be considered excessive. This satisfactory result can undoubtedly be attributed largely to the good work of the supervising examiners in having preliminary meetings of examiners and in drawing up suitable schemes of marking. I should like here to commend the Examination Branch for the admirable work which it did throughout the whole period of the examination. With the large numbers involved, it is somewhat remarkable and an undoubted tribute to the work of the Examination Branch that no single mistake of any moment was made. The total number of candidates for the examination was 8,300, as compared with 6,693 in 1945. Of these, 200 sat in two subjects for the purposes of University Entrance and 790 sat to complete a partial pass obtained under the old regulations. Of the 4,450 candidates who passed, 632 completed previous partial passes, 50 qualified for Certificates of Attainment only, while 80 others qualified for School Certificates, but were exempt under Regulation 3 (2) of the regulations from taking music and a craft or fine art. For the newly established Special Bursaries Examination there were 200 candidates. Bound up with the new School Certificate Examination is the recognition for this purpose of certain forms in schools not previously recognized for purposes of the School Certificate Examination. This recognition has been granted to Third Forms in those preparatory schools in which provision is made for instruction in the core subjects under the conditions laid down in the Education (Post-primary Instruction) Regulations 1945. (13) Accrediting in University Entrance Accrediting has now completed its third year, although in the first year of operation —l944 —as candidates could qualify for entrance under the old examination, there were comparatively few entries for the new University Entrance Examination —543. Of these, 303 were accredited. The number of entrants has now increased to 3,257, of whom 1,773 were accredited. Of the remainder, 1,443 presented themselves for examination. Of these, 432 passed. With the standard of the new examination one year in advance of that of the old, the large number of candidates for entrance is somewhat surprising and may be taken as an indication not only of an increase in roll numbers, -but also of an increase in the length of the school course. (14) Endorsed and Higher School Certificates The Higher Leaving Certificate was awarded for the last time in 1945, and the Endorsed School Certificate took its place, although, owing to the increased number of subjects on the list for the new School Certificate, many more candidates are in the position to apply for Endorsed School Certificates than were eligible to apply for Higher Leaving Certificates. Air-Endorsed School Certificate is awarded to a candidate who satisfactorily completes a course of instruction of one year in advance of School Certificate. At least two of the subject's which he is presenting must be at an advanced

15

E—2

stage ; the third subject may be completely new—for example, a commercial group of subjects, a new science group, or an art group. At the same time, the new regulations have made possible the award of Higher School Certificates to pupils who have satisfactorily completed a five years' course of secondary instruction of not less than 100 units with at least two years' satisfactory work in advance of School Certificate or one year's satisfactory work in advance of University Entrance. Again at least two of the subjects presented for Higher School Certificate must be advanced subjects. The number of certificates awarded are as follows :

(15) Education Bursaries The total expenditure on national bursaries and special bursaries during the financial year was £60,003, as compared with £52,124 for the previous year. In addition, the sum of £11,307 was expended on secondary-school bursaries, as against £7,953 during the previous year. During the year the Government decided to establish technical bursaries at approved post-primary schools for pupils following senior technical courses in agriculture, art, building construction, engineering, and homecraft. The first awards of these bursaries were made at the end of the year. These bursaries are tenable at any post-primary school approved for the purpose by the Director, and are awarded on the recommendation of the Principal, approved by the Director, to candidates whose standard of work is considered sufficiently high to warrant the award of a bursary and who require to live away from home in order to attend the nearest school affording tuition at the Fifth Form stage. Applicants must have completed an approved two years' course of postprimary education relating to their intended course of study.

The number of bursaries current during 1946 and the awards at the close of the year are given in the following table :

16

1946. 1945: Higher Leaving Certificates. Endorsed School Higher School Certificates. Certificates. Secondary and combined schools 1,296 1,550 367 Technical schools 156 250 34 District high schools 129 131 15 Endowed and registered private 430 492 ' 87 secondary schools Correspondence School 9 12 Totals 2,020 2,435 503

Current ill— Awards at Beginning of — 1946. 1945. 1947. 1946. Agriculture 38 25 20 20 Architecture 6 5 5 2 Engineering 38 27 15 15 Fine arts 14 14 10 4 Home science 66 60 20 20 Science 50 31 20 20 National boarding 210 210 65 65 Ordinary national 2,342 1,969 * 1,038 Total 2,764 2,341 1,184 Secondary-school Bursaries 289 222 218 Technical bursaries 125 Grand total 3,053 ' 2,563 1,402 * Not available.

E—2

As from the Ist October the value of boarding bursaries was increased from £3O to £5O annually exclusive of fees, while the holders of Higher School Certificates, if on full-time University courses, will be given a bursary allowance of £2O per annum in addition to fees up to the limit of £2O previously paid. (16) Reintroduction of the City and Guilds Examinations and the Technological Examinations No candidates were accepted for City and Guilds Examination during 1946, but arrangements are in train for candidates to be examined in 1947 in those subjects in which there are no departmental Technological Examinations and in which there is a reasonable number of candidates. Ninety-four entries have been received, mainly for electrical engineering practice. During the war years the Department held no Technological Examinations at the preliminary or intermediate stages, schools being allowed to accredit candidates in the various subjects at these stages. In 1946, however, the Department again examined at all grades. The following table shows the numbers of candidates presenting themselves for the various subjects and the numbers passing : Carpentry and joinery— Sat. Passed. Preliminary .. .. .. .. 45 8 Intermediate .. .. .. .. 45 13 Final .. .. .. .. 13 5 Building construction: Final .. 2 1 Cabinetmaking — Intermediate .. .. .. 14 7 Final .. .. .. .. 4 3 Plumbing — Preliminary .. .. .. .. 15 11 Intermediate .. .. .. .. 13 5 Final .. .. .. .. 3 3 Engineering trades — Preliminary .. .. .. 3 0 Intermediate .. .. .. 16 • .8 Final .. .. .. 6 2 Motor mechanics (Major): Preliminary 1 0 Motor mechanics (Minor) — Preliminary .. .. .. 5 0 Intermediate .. .. .. 4 2 Final .. .. .. 22 (17) Consultative Committee on the Technological Examinations For some time teachers have been asking for a revision of the Department's Technological Examinations. The Department had itself realized that these examinations needed overhaul, but the first move was clearly the general consideration of the postprimary school curriculum and the School Certificate Examination, which caters for large numbers of pupils in all types of schools. Now that the new School Certificate Examination has been firmly established, the way is open to a consideration of the Technological Examinations, and the Hon. Minister decided in October last to set up a Consultative Committee in order to consider and to make recommendations in regard to these examinations. This Committee is under the Chairmanship of the Chief Inspector of Post-primary Schools, and includes six representatives of various industrial organizations intimately concerned with the Department's Technological Examinations, three members nominated by the New Zealand Technical-school Teachers' Association, and two other representatives of the Department. No meeting could be held before the end of the year, but all arrangements were made for the Committee to commence its deliberations early in 1947.

17

E—2

(18) Technical Correspondence School The Technical Correspondence School was opened on Ist July, 1946, to provide for correspondence courses in vocational and technical subjects for apprentices and advanced students. The school, which has a wide field to cover in vocational work,, is an outgrowth of the Army Education Welfare Service. It uses the trade and agricultural courses prepared by that Service during the war and has taken over also a number of trade and engineering courses developed in recent years by the correspondence section of the Wellington Technical College. Its premises adjoin the Wellington Technical College and it shares certain teachers with the college. Progress in the initial stages has been hampered by the difficulty of securing technically qualified staff, but eight new subjects have been added to the curriculum since July, 1946. These include several subjects for the Survey Board's examinations—namely, forestry, geology, physics, survey computations, town-planning, and engineering surveying. It is intended to provide courses in all the chief subjects needed for professional examinations in surveying and in civil, mechanical, and electrical engineering; provision needs to be made also for several important trades, and the preparation of new agricultural courses has been authorized. At 31st March, 1947, there were 615 enrolled students; the staff comprised 5 full-time 'teachers, 5 clerical assistants, and 14 part-time instructors who deal with specialized subjects. (19) Extension of Work of Careers Advisers in Post-primary Schools Advantage was taken of the new Salaries Begulations to provide on a more rational basis for the appointment of careers advisers in post-primary schools. Hitherto, careers teachers have been paid only in post-primary schools in the four main centres. Preliminary arrangements were made during 1946, however, for the appointment of careers advisers in all post-primary schools, including the secondary departments of district high schools, in which the total number of full-time pupils on the roll is at least 200. These appointments will not, however, become effective until the beginning of 1947 and will be contingent upon the person recommended for appointment attending and satisfactorily completing a special course of instruction arranged for careers advisers. Preliminary arrangements have been made for three such courses during 1947. The two booklets published by the Department during 1946, entitled " Careers for Girls," and " Careers for Boys," cover the whole field of employment, giving an outline of qualifications, training, and prospects for work of all kinds. These booklets will be of great value to careers advisers already appointed and to be appointed in postprimary schools. (20) Development of Motor Training in Post-primary Schools The motor-traders of New Zealand have been very active in recent years in taking steps to improve the training of motor mechanics responsible for the care of public and private vehicles. To that end the New Zealand Motor Trade Certification Board was set up with a full-time technical organizer. The Education Department has encouraged collaboration between the Board, the organizer, the Inspectors of Technical Schools, and the school authorities, and the organizer has been permitted to see the technical classes in motor engineering, to confer with the Department in relation to these classes, and to report back to his Board his views on the results of his, observations. The Certification Board, moreover, just recently invited the Director of Education, or his nominee, to become a member of the Certification Board as a representative of the Education Department.

18

E—2

At present there are some 35 post-primary schools in which organized training of apprentices to the motor trade is being carried out. It is estimated that there are well over 1,000 apprentices in the trade, quite apart from those in remote districts, and a fairly large increase is expected in the near future. Early in 1946 the Hon. Minister gave his general approval of the policy for the development of facilities for instruction in motor engineering by the provision of •equipment and also accommodation, as circumstances permitted. Following on from the Minister's general approval of the scheme proposed, the Department and the schools concerned in the first place endeavoured to provide suitable rooms for both theory .and practice. This was not an easy task ; prefabricated rooms have been used in some •cases, and in others Army huts have been brought into service to supplement the school buildings. Grants for equipment according to the requirements of the particular districts are now being made, and it is expected that the total amount necessary for the 35 schools will be in the neighbourhood of £13,000, as approved by the Hon. Minister. Thus the facilities for training in motor engineering are improving steadily, and in a matter of, say, six months, they should be very much better. It may be mentioned that the Certification Board is the only Board of its kind controlling the training of its apprentices and mechanics, and as such it may be regarded as a pioneer movement that has achieved marked success in every way. In the actual training of „ apprentices the co-operation between the Education Department and the Certification Board has been very gratifying on both sides, and there is every reason to believe that the continuation of this co-operation will prove invaluable in raising the standard of trade training for the motor mechanics of the Dominion. (21) Apprentice-training A great step forward in apprentice-training was made during the year by the passage of the Apprenticeship Amendment Act, based upon the recommendations of the Apprenticeship Commission set up a few years ago. On this Commission the Department was represented by the Director and by the Superintendent of Technical Education. The Apprenticeship Commission made, in all, some thirty-six recommendations, most of which were incorporated in the Apprenticeship Amendment Act put through last year. It is this amendment which makes possible daylight training of apprentices. Of the thirty-six recommendations made by the Apprenticeship Commission, only five specifically concern the Education Department, and the Department has already taken steps to implement these recommendations in order that there should be no delay in carrying out its part of the work when daylight training of apprentices becomes operative. These five recommendations are as follows : Recommendation 14. —" In the programme of work for " social studies "in schools there should be incorporated reference to possible careers, including a broad general knowledge of the conditions of apprenticeship." (Definite regulations are at present being prepared making for an increase in the numbers of careers advisers in schools, for the training of these careers advisers, and for defining their particular duties.) Recommendation 15. —" A system of bursaries should be inaugurated to help pupils who live in country districts not served by a technical school and who are desirous of further study in technical subjects above the level of the School Certificate." (This system of bursaries has just been established and the first awards made. Pupils following advanced technical courses in agriculture, art, building construction, engineering, and homecrafts who are required to live away from home in order to follow these courses are now granted bursaries of an annual value of £4-0.)

19

E—2

Recommendation 18. —" When salary scales affecting technical teachers are being drawn up, due regard should be paid to the remuneration of similarly qualified persons in industry." (This was done during the considerations of the recent Teachers' Salaries Committee, the recommendations of which have now been approved by Cabinet and given effect to.) Recommendation 26. —" The Education Department's Technological Examinations should be revised and more extensively used." (The Department, towards the end of the year, set up a Consultative Committee to inquire into these examinations under the Chairmanship of the Chief Inspector of Post-primary Schools.) Recommendation 34.—" There should be an extension of correspondence courses in technical education for the benefit of country apprentices." (Early in the year the Department set up a Technical Correspondence School which is now operating and which is doing exactly what was asked—that is, is providing technical correspondence courses in engineering, building construction, and the like.) (22) Buildings The following major works were completed during 1946-47 Kaikohe Technical High School: New school and hostel. Epsom Girls' Grammar School: First portion of the new building. Petone Technical School: Addition to workshops. Wellington Girls' College : First portion of the new building. Rangiora High School: Workshops. Major works are in progress at the following schools : Auckland Girls' Grammar School: Four rooms and remodelling. Thames High School: Assembly hall ex-Army. Hamilton Technical School: Assembly hall ex-army. Tauranga College : Workshop block and assembly hall ex-Army. Stratford Technical School: Assembly hall ex-Army. Hastings High School: Domestic science block and additions to workshop.. Dannevirke High School: Assembly hall ex-Army and additions to rectory. Wairarapa College : Gymnasium ex-Army. Petone Technical School: Assembly hall ex-Army. Wellington College : Gymnasium ex-Army. Rangiora High School: Boys' hostel. Christchurch Technical School: Remodelling workshops. Timaru Girls' High School: Additions to hostel. Dunedin Technical School: Home science block. Otago Boys' High School: Remodelling science laboratory. Southland Girls' High School: New building. Southland Technical School: Additions. (23) School Hostels The number of pupils in residence at school hostels continues to increase, but the demand is still unsatisfied, with waiting-lists at many schools. The number of pupils resident in 1945 and 1946 is shown in the following table : 1945. 1946. Secondary .. .. .. .. 1,523 1,583 Technical .. .. .. .. 294 323 Combined .. .. .. .. 906 967 2,723 2,873

20

E—2

(24) General There has been a considerable development in instrumental music in the postprimary schools, and many schools are justly proud of their band or orchestra. It has been somewhat difficult to obtain instruments, but arrangements have been made by the Department for schools to import pianos and musical instruments free of Customs duty and sales tax. The museums in the four centres are giving considerable help to visiting classes from the post-primary schools, while schools themselves are making greater use of visual aids with assistance from the Department. The main difficulties at present confronting the post-primary schools are those of equipment and accommodation, but these are being steadily overcome. I have, &c., E. Caradus, Chief Inspector of Post-primary Schools. The Director of Education, Wellington C. 1.

REPORT (EXTRACT) OF NELSON EDUCATION BOARD (CHAIRMAN, Hon. W. H. MCINTYRE) School Environment The total environment, by which term is meant inside and outside functional attractiveness, of every school in this Board continues to be a purposeful consideration in the life of Committees, teachers, pupils, and Board staff officers and Inspectors. Whilst we recognize that efforts at providing pleasant settings for modern educational appurtenances would be made irrespective of any official rewards, we consider that the system of certificates operating within this Board has a generally satisfying effect. The difficulties of the war are now fading, and caretaker-groundsmen in those schools possessing them are as alive as any one to the maintenance and improvement possibilities at various schools and to the chances of raising the standards, within upkeep reason, already achieved. Endeavouring to keep the award of certificates to a sound standard, we this year presented or endorsed twelve Certificates with Medallion of Excellence, twenty-three with Certificates with Medallion of Special Merit, and twenty-five with Certificates of Environment. The Environment Shield, for so long held by schools in the Waimea areas, has this year been shared by Seddonville, a West Coast school, and this is a pleasing item to record. The Board wishes to reward those schools making great efforts against difficulties and yet which might not reach the required certificate standard, and to this end it is presenting an ornamental bowl for circulation amongst the schools. It will be held a year by the school considered to have made the best effort at environment improvement. We regard environment as a very important item in school life and charactertraining, and if we make a special feature of it we do so with, in our opinion, sound results.

21

E—2

Table A1.—PUBLIC PRIMARY SCHOOLS BY GRADE, and Intermediate Schools and Departments, December, 1946

22

<D g Education District. CO Grade or Subg of School. Roll for determining Grade of School. ' r3 1 < S 1 H 1 W> § £ £ ffl *b 1 H a" o "So .5 "3 £ a o fc >> t-t "§ C3 o o to OS O a t3 O co ■Q (B 05 3o rt fclf 3®! O O o H ® I II IIlA IIIb IYa IVb IVc Va Vb Vc VD VI VII 1-8 9-24 25-30 31-70 71-110 .. 111-150 151-190 191-230 231-270 .. 271-310 311-350 .. 351-510 511-910 .. Intermediate schools and departments Totals 12 152 43 184 60 40 11 11 9 12 5 36 28 14 6 31 9 44 11 9 7 1 3 2 4 3 12 62 8 38 18 6 4 2 2 3 1 8 4 2 8 63 5 37 15 6 5 4 3 3 2 8 3 2 14 61 7 41 18 9 9 6 3 5 5 21 9 3 10 33 3 26 5 9 2 1 1 4 1 14 113 24 68 24 10 4 5 8 7 2 14 15 2 12 60 9 45 14 10 7 1 3 1 8 10 1 4 4 56 11 44 10 6 5 1 2 2 4 2 1 92 631 119 527 175 105 54 32 33 33 26 109 66 28 1 617 130 170 164 211 95 310 1 185 148 2,030 Note.—Thirty-seven main schools with side schools attached are counted separately and are included in the separate grades determined by the separate average attendance of each school.

23

E—2

Table A 2.—ATTENDANCE at Public Primary Schools and Intermediate Schools and Departments in 1946

(Excluding Forms III and IV pupils of Intermediate Schools, Secondary Departments of District High Schools, but including pupils in special classes and Standard VII) » Numbers. Me„ o|A™ EoU 4^=ce 3.S Education District. Percentage Pupils at Pupils at 31stDecember, 31stDecember, Boys. Girls. Total. Boys. Girls. Total. p n ii io«: 1945 1946. • K,01i ' la4 °- Auckland .. .. .. 69,349 73,402 35,995 33,699 69,694 30,429 28,762 59,191 84-93 Taranaki .. .. .. 11,199 11,179 5,713 5,219 10,932 5,152 4,719 9,871 90-29 Wanganui .. .. .. 14,411 14,908 7,376 6,927 14,303 6,189 5,750 11,939 83-47 Hawke'sBay .. .. .. 14,517 15,250 7,668 6,909 14,577 6,681 5,975 12,656 86-82 Wellington .. .. .. 26,543 27,278 13,179 12,043 25,222 11,604 10,566 22,170 87-90 Nelson .. .. .. 6,487 6,776 3,304 3,120 6,424 2,963 2,717- 5,680 88-42 Canterbury .. .. .. 31,394 32,761 16,090 15,050 31,140 14,230 13,273 27,503 88-32 Otago .. .. .. 16,224 16,660 8,332 7,580 15,912 7,416 6,714 14,130 88-80 Southland .. .. .. 10,196 10,373 5,135 4,741 9,876 4,636 4,239 8,875 89-86 Intermediate schools and depart- 9,077 9,468 5,028 4,540 9,568 4,582 4,098 8,680 90-72 ments — Totals .. .. 209,397 218,055 107,820 99,828 207,648 03,882 86,813 180,695 87-02 Note. —The corresponding figures for the secondary departments of district high schools will be found in Table G 1 on page 42 of this paper, and the corresponding figures for Forms III and IV of the separate intermediate schools in Table B 1 on page 31 of this paper.

E—2

Table A 3.—AGE AND SEX of Public Primary and Intermediate Pupils at 1st July, 1946

24

(Including Standard VII, Special Classes, and Forms I and II of Intermediate Schools and Departments) 1 5 and under 6 Years. 6 and under 7. 7 and under 8. 8 and under 9. 9 and under 10. 10 and under 11. 11 and under 12. 12 and under 13. 13 and under 14. 14 and under 15. 15 and under 16. 16 Years and over. Totals. Grand Totals. Education district — Auckland .. .. Boys Girls Taranaki .. .. Boys Girls Wanganui .. Boys Girls Hawke's Bay .. Boys Girls Wellington .. Boys Girls Nelson .. .. Boys Girls Canterbury .. Boys Girls Otago .. .. Boys Girls Southland.. .. Boys Girls Intermediate schools Boys and departments Girls 5,053 4,663 713 639 976 925 1,011 944 1,942 1,760 413 388 2,095 1,936 1,161 1,113 752 610 4,985 4,640 688 699 1,070 991 1,051 958 1,777 1,728 438 433 2,018 1,854 1,135 988 668 666 4,375 4,327 644 591 839 886 961 882 1,662 1,579 373 366 1,777 1,798 1,018 934 586 594 4,309 4,115 656 634 933 854 882 837 1,622 1,438 379 371 1,652 1,717 1,017 932 602 550 4,060 3,968 611 589 859 849 829 788 1,529 1,373 364 345 1,670 1,632 950 885 569 541 3,907 3,626 586 527 830 821 805 795 1,385 1,291 350 335 1,570 1,595 906 881 536 537 55 89 3,273 3,034 632 523 770 621 741 628 1,246 1,199 332 302 1,596 1,382 763 740 520 466 1,020 1,165 2,776 2,576 563 531 511 494 612 495 1,144 1,061 308 306 1,400 1,324 628 625 436 414 1,844 1,841 1,844 1,538 366 324 378 299 429 338 717 564 227 188 937 682 446 306 297 220 1,361 1,018 919 659 192 118 158 120 252 155 308 257 121 57 419 234 226 114 • 135 79 648 380 184 131 32 11 28 15 64 35 51 31 15 5 58 41 34 16 17 6 117 53 13 20 1 5 5 4 2 1 1 5 5 4 9 4 14: 2 35,698 ' 33,297 5,683 ' 5,186 7,353 6,875 7,642 6,860 13,387 12,283 3,321 3,097 15,197 14,200 8,288 7,543 5,122 4,683 5,059 4,548 V 68,995 | 10,869 | 14,228 \ 14,502 i 25,670 \ 6,418 \ 29,397 i 15,831 \ 9,805 | 9,607 Totals .. .. Boys Girls 14,116 12,978 13,830 12,957 12,235 11,957 12,052 11,448 11,441 10,970 10,930 10,497 10,893 10,060 10,222 9,667 7,002 5,477 3,378 2,173 600 344 51 44 106,750 98,572 205, 322 Percentage of pupils of each age 13-2 13-1 11-8 11-4 10-9 10-4 10-2 9-7 6-1 2-7 0-5 * 100-0 Totals, 1945 .. Boys Girls 12,456 11,458 12,314 11,919 12,157 11,505 11,536 11,125 11,070 10,732 11,035 10,197 10,653 10,360 10,479 9,755 7,452 5,905 3,627 2,504 653 363 51 47 103,483 95,870 J* 199, 353 Difference .. Boys Girls + 1,660 + 1,520 + 1,516 + 1,038 +78 +452 +516 +323 +371 +238 -105 +300 +240 -300 -257 -88 -450 -428 -249 -331 -53 -19 -3 +3,267 +2,702 j^+5,969 * Insignificant percentage.

E—2

25

Table A 4.—STANDARD CLASSIFICATION of Public Primary and Intermediate Pupils at 1st July, 1946

(Excluding Secondary Departments of District High Schools and Forms III and IV of Intermediate Schools and Departments, but including special classes, Forms I and II of all Intermediate Schools and Departments and Standard VII) ■ Special Classes for Backward Children. Pupils in Preparatory Classes. Pupils at 1st July in Standards and Forms. Standard 1. Standard 2. Standard 3. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Education district — Auckland Taranabi Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland Intermediate schools and departments Totals Percentage of pupils of each standard Totals, 1945 Difference 133 22 39 49 85 i28 77 31 86 9 17 21 49 87 52 20 219 31 56 70 134 215 129 51 12,779 1,814 2,626 2,778 4,593 1,079 5,289 2,809 1,711 11,294 1,624 2,332 2,385 4,105 941 4,653 2,432 1,454 24,073 3,438 4,958 5,163 8,698 2,020 9,942 5,241 3,165 4,768 734 969 j 1,034 1,810 413 1,884 1,104 637 4,485 635 945 928 1,635 414 1,805 976 601 9,253 1,369 1,914 1,962 3,445 827 3,689 2,080 1,238 4,435 694 934 851 1,688 391 1,751 1,029 622 4,283 603 876 831 1,494 378 1,763 990 571 8,718 1,297 1,810 1,682 3,182 769 3,514 2,019 1,193 4,394 632 904 910 1,543 389 1,734 968 620 4,120 623 842 871 1,397 354 1,690 885 604 8,514 1,255 1,746 1,781 2,940 743 3,424 1,853 1,224 564 341 905 35,478 31,220 66,698 13,353 12,424 25,777 12,395 11,789 24,184 12,094 11,386 23,480 0-4 32-5 12-6 11-8 11-4 570 330 900 32,533 28,680 61,213 12,691 11,998 24,689 12,198 11,387 23,585 11,808 11,235 23,043 -6 + 11 +5 +2,945 +2,540 +5,485 +662 +426 + 1,088 + 197 +402 +599 +286 + 151 +437

E—2

Table A 4.—STANDARD CLASSIFICATION of Public Primary and Intermediate Pupils at 1st July, 1946— continued

26

(Excluding Secondary Departments of District High Schools and Forms III and IV of Intermediate Schools and Departments, but including special classes, Forms I and II of all Intermediate Schools and Departments and Standard VII) Pupils at 1st July in Standards and Forms —continued. Totals. Standard 4. Form I. Form II. Form III. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Education district — Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland Intermediate schools and departments Totals 4,041 614 831 888 1,398 338 1,683 978 598 3,873 562 835 790 1,321 323 1,599 913 563 7,914 1,176 1,666 1,678 2,719 661 3,282 1,891 1,161 2,778 659 578 584 1,206 382 1,357 691 491 2,554 2,679 544 540 574 1,178 341 1,353 713 450 2,311 5,457 1,203 1,118 1,158 2,384 723 2,710 1,404 941 4,865 2,331 509 469 543 1,052 327 1,361 626 402 2,505 2,431 576 482 457 1,087, 345 1,239 570 406 2,237 4,762 1,085 951 1,000 2,139 672 2,600 1,196 808 4,742 39 5 3 5 12 2 10 6 10 46 10 6 3 17 1 11 12 14 85 15 9 8 29 3 21 18 24 35,698 5,683 7,353 7,642 13,387 3,321 15,197 8,288 5,122 5,059 33,297 5,186 6,875 6,860 12,283 3,097 14,200 7,543 4,683 4,548 68,995 10,869 14,228 14,502 25,670 6,418 29,397 15,831 9,805 9,607 11,369 10,779 22,148 11,280 10,683 21,963 10,125 9,830 19,995 92 120 212 106,750 98,572 205,322 Percentage of pupils of each standard Totals, 1945 10-8 10-7 9-7 0-1 100-0 11,596 10,904 22,500 11,481 10,924 22,405 10,490 10,272 20,762 116 140 256 103,483 95,870 199,353 Difference -227 -125 -352 -201 -241 -442 -365 -442 -807 -24 -20 -44 +3,267 +2,702 +5,969

E—2

Table A8.—AGE AND ATTAINMENT of Pupils leaving Primary Schools during 1946

27

In Form II. Age. With Primary School Certificate. Without Primary School Certificate. In Form I. In Standard 4. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 15 years and over 14 „ under 15 13 „ „ 14 12 „ „ 13 11 „ „ 12 Under 11 years 913 1,992 3,158 1,068 34 536 1,550 3,527 1,584 64 270 53 14 3 229 39 14 2 1 348 67 15 1 1 187 39 3 3 1 2 82 22 ; 6 4 2 1 47 10 1 2 3 2 Totals, 1946 Totals, 1945 7,165 7,643 7,261 7,648 340 393 285 341 432 538 235 304 117 155 65 79 Difference —478 -387 -53 -56 -106 -69 -38 -14 Age. In Standard 3. In Standard 2 or lower. Totals. Boys. Girls. Boys. Girls. Boys. Girls. Total. 15 years and over 14 „ under 15 13 „ „ 14 12 „ „ 13 11 „ „ 12 Under 11 years 16 1 1 16 4 6 1 10 1 3 1 3 3 1 1 ' '2 1,639 2,136 3,197 1,077 36 5 1,018 1,643 3,552 ] ,591 . 68 8 2,657 3,779 6,749 2,668 104 13 Totals, 194(5 Totals, 1945 18 64 27 30 18 59 7 49 8,090 8,852 7,880 8,451 15,970 17,303 Difference -46 -3 -41 -42 . -762 -571 -1,333

E—2

28

Table A10.—STAFF: Public Primary and Intermediate Schools, December, 1946 (exclusive of Secondary Departments of District High Schools, but inclusive of Forms I and II of all Intermediate Schools and Departments)

[umber of Schools. Sole Teachers. Heads of Schools. Assistant Teachers. Probationary Assistants. Total Number of Teachers. Percentage of Male to Female Teachers. §>^ P >t£ rage number Pupils per Teacher. M. F. M. F. M. F. M. F. M. F. Total. 03 g <1 ° Education district — Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland Intermediate schools and departments 603 130 168 162 208 95 308 181 147 28 172 35 53 46 48 33 87 47 55 47 12 30 27 34 16 71 40 20 341 70 73 77 100 42 131 81 66 19* 37 11 9 6 12 1 18 8 4 402 52 80 74 184 35 205 102 55 170 1,054 174 204 202 441 94 446 226 145 205 38 14 7 21 20 5 44 9 17 148 19 32 25 25 18 60 46 13 953 171 213 218 352 115 467 239 193 189 1,286 216 275 260 512 129 595 320 182 205 2,239 387 488 478 864 244 1,062 559 375 394 741 79-2 77-5 83-8 68-8 89-1 78-5 • 74-7 106-0 92-2 59,191 9,871 11,939 12,656 22,170 5,680 27,503 14,130 8,875 8,680 26-4 25-5 24-5 26-5 25-7 23-3 25-9 25-3 23-7 22-0 Totals, 1946.. 2,030 576 297 1,000 106 1,359 3,191 175 386 3,110 3,980 7,090 78-1 180,695 25-5 Totals, 1940.. 2,204 644 363 991 147 886 2,890 227 438 2,748 3,838 6,586 71-6 180,055 27-3 Difference .. -174 -68 -66 +9 -41 +473 +301 -52 -52 +362 + 142 +504 +6-5 +640 -1-8 * There are sixteen Principals of separate intermediate schools, are attached intermediate departments, and are not shown elsewhere. The other three are head teachers of district high schools to which

29

E—2

Table A15.—REGISTERED PRIVATE PRIMARY SCHOOLS Number of Schools, Pupils, and Teachers at the End of 1946

Number of Teachers. Number of Schools. Roll Number at End of Year. UndenomiCatholic Other District. Average national Church ' Church ATOenciDCI1UU1S. S3CI1UU1S. OCUOOIS. UndenomiCatholic Other Total UndenomiCatholic Other Total Roll. ctllLu. national Church Church Number national Church Church Schools. Schools. Schools. of Schools. Schools. Schools. Schools. Boys. Girls. Total. M. P. M. 1\ M. F. Auckland 5 59 19 82 205 7,946 1,542 4,618 4,985 1 9,603 8,310 10 13 201 28 42 Taranaki 11 2 13 1,362 53 652 763 1,415 1,277 39 3 W anganui 2 16 7 25 96 1,724 395 1,119 1,096 2,215 1,877 5 5 49 i2 12 Hawke's Bay .. 3 13 5 21 118 1,601 • 168 '891 996 1,887 1,617 7 5 38 9 4 Wellington 1 43 10 54 44 4,768 1,130 2,758 3,184 5,942 5,192 2 *2 14 129 7 34 Nelson 6 6 653 334 319 653 594 19 Canterbury " 4 51 11 66 250 5,057 954 3,068 3,193 6,261 5,544 4 12 i3 130 8 29 Otago 24 4 28 2,023 265 1,147 1,141 2,288 2,039 6 65 2 10 Southland 1 11 12 61 1,181 576 666 1,242 1,095 4 4 33 Totals, 1946 .. 16 234 58 308 774 26,315 4,417 15,163 16,343 31,506 27,545 6 40 60 703 66 134 Totals, 1945 .. 16 234 58 308 743 25,494 4,164 14,734 15,667 30,401 26,597 5 39 58 692 55 133 Difference •• +31 + 821 +253 +429 +676 + 1,105 + 948 + 1 + 1 +2 + 11 + 11 + 1

E—2

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

30

>, Classification according to Standards of Pupils on Roll at 1st July. °-g Eta's ® Jog Special •g'f'Saa! ___ H ' If 25E& Class:p - S1 - S2 - s3 ' S4 - FL FIL siction. Totals - |ll§| §)P3 " 2 Children. Total. es a ® — :—' • ' - , £ i 1 B. G. B. G. B. G. B. G. B. G. B. G. B. G. M. F. , B. G. M. F. <1 go 1945 . 1,847 1,912 97 119 286 327 85 94 73 ! 106 66 83 67 75 58 97 60 92 31 24 823 1,0171,840 2 49 1946 .. 1,871 1,857 96 120 310 392 76 97 77 74 62 104 60 80 58 66 62 80 33 22 834 1,0351,869 6 48 Difference +24 —55 —1 +1 +24+65—9 +3 +4 —32 —4 +21 —7 +5 .. —31 +2 —12+2 —2 +11 +18 +29 +4 - «-l

E—2

Table B1.—ROLLS and CLASSIFICATION of PUPILS and STAFFS of Intermediate Schools and Departments as at 1st July, 1946

31

! ~ S 1 Classification of Pupils on Boll as at 1st July, 1946. -gS Number of Pull-time IntcrmprtifttR Srhool o w o "%*-< fl o® Assistant Teachers. orDepartment? § |? °J| §£i| Form I. Form II. Form III. Form IV. All Forms. gag |'g §®lg j Total - gift py Is | ° J Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. M. F. Total. (a) Whangarei Boys' .. 84 108 170 166 86 95 .. .. .. .. 181 181 7 1 8 (a) Whangarei Girls' .. 60 85 140 128 .. 70 .. 73 .. .. .. .. 143 143 6 6 (c) Avondale .. .. 288 324 547 495 153 120 142 137 .. .. .. . . 295 257 552 . 9 12 21 (c) Balmoral . . .. 228 201 393 373 82 97 114 110 .. .... .. 196 207 403 6 9 15 (e) Kowhai .. .. 375 438 697 662 126 138 167 159 40 88 6 40 339 425 764 12 18 30 (c) Manukau .. .. 254 305 511 446 155 105 110 117 8 11 1 2 274 235 509 8 10 18 (c) Normal .. .. 211 276 438 406 115 109 99 95 11 10 .. .. 225 214 439 8 12 20 (e) Northcote .. .. 113 134 233 214 58 66 68 46 .. ,. .. 126 112 238 5 5 10 (c) Pasadena .. .. 248 304 476 444 120 128 111 118 3 14 1 234 261 495 7 8 15 (a) Otahuhu .. .. 97 145 228 204 56 63 60 49 . . .. .. .. 116 112 228 3 3 6 (e) Waihi .. .. 73 85 137 123 42 36 33 . 31 . . . . . . . . 75 67 142 2 2 4 (a) Matamata .. .. 99 150 212 188 55 67 51 45 .. .. . . 106 112 218 3 4 7 (e) Te Awamutu .. 105 120 184 171 53 55 45 45 .. .. .. .. 98 100 198 5 5 10 (a) Rotorua .. .. 79 124 173 159 56 33 41 42 .. .. .. 97 75 172 3 4 7 (e) Wanganui .. .. 185 203 339 316 86 71 99 84 5 8 .. .. 190 163 353 5 8 13 (c) Palmerston North .. 378 379 686 643 184 183 175 158 1 2 .. .. 360 343 703 10 13 23 (e) Gisborne .. .. 279 287 515 474 125 117 142 129 .. 9 . . . . 267 255 522 9 10 19 (c) Napier .. .. 263 277 474 450 119 129 112 103 4 15 .. | 235 247 482 7 11 18 (a) Rongotai .. .. 88 166 234 216 122 .. 115 .. .. .. .. . . 237 .. 237 8 .. 8 (c) Wellington South .. .. 386 345 318 106 93 71 90 2 6 .. .. 179 189 368 7 8 15 (a) Marlborough.. .'. 127 127 240 219 63 62 68 52 .. .. .. .. 131 114 245 5 5 10 (c) Christchureh South .. 226 261 447 430 126 102 102 114 7 17 . . .. 235 233 468 9 10 19 (c) Shirley .. .. 154 199 333 311 86 80 81 70 3 17 . . . . 170 167 337 4 7 11 (a) Waitaki Boys' .. 70 78 140 128 69 .. 73 . . . . .. . . . . 142 .. 142 6 . . 6 (.a) Waitaki Girls' .. 64 80 135 107 .. 71 .. 62 .. . . .. .. .. 133 133 .. 6 6 (c) Dunedin North .. 170 158 324 299 80 78 71 79 17 16 . . .. 168 173 341 5 11 16 (c) Macandrew .. 298 306 535 506 122 131 148 118 20 19 .. . . 290 268 558 12 11 23 (c) Tweed Street .. 237 249 423 394 109 107 112 111 .. . . .. .. 221 218 439 6 10 16 Totals, 1946 .. 4,853 5,955 9,718 8,990 2,554 2,311 2,505 2,237 121 232 7 '43 5,187 4,823 10,010 171 209 380 Totals, 1945 .. 4,477 5,993 9,296 8,765 2,399 2,161 2,410 2,209 93 237 13 82 4,915 4,689 9,604 157 187 344 Difference .. +376 -38 +422 +255 +155 +150 +95 +28 +28 -5 -6 -39 +272 +134 +406 +14 +22 +36 (a) These are intermediate departments, consisting of Form I and Form II pupils, attached to Secondary or technical schools. (c) These schools are separate intermediate schools. (e) District high school with intermediate department attached.

E—2

Table D1.—AVERAGE ATTENDANCE, ROLL, STAFF, AND PART-TIME PUPILS of Public Post-primary Schools

32

(exclusive op District High Schools) (Statistics of part-time pupils will be found in Table E 1) Roll Numbers (Full-time Pupils). Average Attendance for 1946 (Year ending December). Number Number Number of New Full-time Staff (including Principals), (December, 1946). Technical Classes Part-time Pupils at 1st July, 1946. School. At 1st March, At 1st July, December, 1946. of 1945 Pupils on Roll at beginning of New Pupils admitted during Pupils who commenced their Postprimary J94.6. 1946. Boys. Girls. Total. of 1946. 1946. Education in 1946. M. P. Boys. Girls. A. Secondary Schools Whangarei Boys' High School Whangarei Girls' High School Auckland Grammar School Mount Albert Grammar School Auckland Girls' Grammar School Epsom Girls' Grammar School Takapuna Grammar School Thames High School Hamilton High School Rotorua High School Wanganui Girls' College Palmerston North Boys' High School Palmerston North Girls' High School Gisborne High School Hastings High School Dannevirke High School Hutt Valley High School .. Wellington College Rongotai College Wellington Girls' College Wellington East Girls' College Marlborough High School Rangiora High School Christchurch Boys' High School Christchurch Girls' High School Avonside Girls' High School Christchurch West High School Ashburton High School Timaru Boys' High School Timaru Girls' High School Waimate High School Waitaki Boys' High School Waitaki Girls' High School .. Otago Boys' High School Otago Girls' High School King's High School.. . South Otago High School Gore High School Southland Boys' High School .. Southland Girls' High School .. .. 382 385 933 758 703 698 721 267 670 390 429 373 312 864 593 490 722 893 330 575 495 364 277 846 595 429 743 237 376 332 232 483 368 493 617 359 220 460 386 455 368 374 908 735 670 679 670 251 661 365 413 362 298 813 565 465 676 873 314 550 465 347 261 804 583 409 689 226 359 322 217 455 357 483 601 346 204 442 372 437 341 '887 695 293 114 294 157 346 '383 255 244 375 844 300 'i84 91 760 '281 109 344 "96 406 '437 '325 82 180 344 '325 '630 633 305 100 343 163 381 '278 327 225 179 270 *518 412 155 136 *556 370 327 99 301 94 '323 '560 'ioo 203 '416 341 325 887 695 630 633 598 214 637 320 381 346 278 710 480 423 645 • 844 300 518 412 339 227 760 556 370 608 208 344 301 190 406 323 437 560 325 182 383 344 416 335 . 330 845 679 640 634 605 225 600 319 377 343 271 701 498 377 626 820 302 494 418 308 231 740 535 369 625 199 339 290 185 424 323 451 549 326 178 394 346 367 226 220 668 538 481 465 457 177 462 220 301 249 218 583 360 300 496 676 214 384 341 183 167 617 409 272 460 154 267 250 124 324 243 353 434 244 129 278 279 283 166 172 287 234 242 252 268 95 248 196 136 140 110 294 237 197 241 251 118 202 164 200 125 244 193 160 292 75 112 89 111 165 133 153 200 126 96 179 115 153 145 156 234 210 213 219 248 86 184 171 113 118 88 286 225 187 207 223 114 181 146 121 107 231 174 151 282 72 104 77 107 152 116 122 174 108 86 173 94 132 14 "34 29 "l7 6 11 8 "l4 "l9 12 11 15 35 14 7 6 31 "l4 5 15 6 18 "20 "l5 6 11 16 "l2 "27 25 12 4 13 6 17 1 13 13 10 8 12 "23 18 8 6 "22 17 14 5 "l3 4 "14 "24 4 7 "l8 114 "61 "91 202 65 73 "41 "64 1 29 si "81 "35 "58 16 31 "80 "ll 30 !fotftls, A .. 20,255 19,389 9,167 8,729 17,896 17,618 13,506 7,171 6,337 409 370 741 393

E—2

2—E 2

33

B. Combined Schools New Plymouth Boys' High School 771 713 634 634 674 483 260 243 31 296 New Plymouth Girls' High School 630 607 '568 568 540 404 238 217 "27 ' '92: Napier Boys' High School 386 355 330 330 333 245 153 132 17 "i22 Napier Girls' High School 357 343 325 325 317 233 136 121 13 ' '23 Wairarapa College 608 571 '261 247 508 503 372 244 216 17 5 i.83 38 Nelson College 635 620 593 593 581 426 226 165 26 251 Nelson Girls' College 452 439 ' 406 406 398 317 156 135 ' '20 '271 Totals, B .. 3,839 3,648 1,818 .1,546 3,364 3,346 2,480 1,413 1,229 91 65 852 429 C. Techn ical Sch ools Auckland Technical School 1,154 1,086 599 314 913 926 669 533 491 | 38 11 2,409 400 Avondale Technical School 904 850 394 345 739 723 518 508 482 | 23 15 39 35 Elam School of Art 119 115 33 55 88 97 87 56 3 5 5 92 98 Otahuhu Technical School 1,110 1,034 520 400 920 894 632 512 463 31 15 316 97 Pukekohe Technical School 378 359 138 162 300 316 21-3 177 165 12 7 Tauranga College 358 342 148 165 313 308 245 182 154 8 7 ' '36 "32 Matamata College 352 341 137 139 276 298 191 166 150 11 7 18 13 Hamilton Technical School 829 749 347 285 632 663 471 371 353 24 14 340 80 Hawera Technical School 520 470 223 195 418 428 314 223 210 13 8 109 77 Stratford Technical School 428 394 187 152 339 343 234 200 189 13 5 80 37 Wanganui Technical School .. 704 659 416 178 594 609 415 302 285 12 9 325 101 Feilding Technical School 335 324 199 102 301 291 201 144 123 15 3 7 8 Palmerston North Technical School 608 555 227 231 458 488 308 312 305 19 8 361 199 Horowhenua Technical College 462 442 181 205 386 381 280 197 183 13 7 40 52 Petone Technical School 573 516 236 200 436 449 270 290 288 17 6 686 205 Wellington Technical School 1,329 1,231 634 485 1,119 1,050 753 611 586 34 22 1,398 439 West port Technical School 184 161 75 65 140 150 106 85 76 8 2 50 42 Greymouth Technical School 469 396 196 147 343 372 319 150 144 17 6 130 69 Christchurch Technical School 1,156 1,063 535 328 863 934 659 526 493 27 17 1,616 376 Canterbury College School of Art 137 131 30 80 110 123 96 53 1 4 2 149 184 Papanui Technical School 439 396 227 110 337 342 283 . 168 166 14 6 100 64 Ashburton Technical School 356 332 155 118 273 287 202 159 154 10 7 107 72 Timaru Technical School 321 282 . 133 105 238 252 164 163 146 9 5 303 149 Dunedin Technical School 915 859 304 . 367 671 736 472 469 463 24 16 959 407 Invercargill Technical School 803 734 295 210 505 636 429 391 385 24 8 316 119 Total, C .. .. • 14,943 13,821 6,569 5,143 11,712 12,096 8,531 6,948 6,458 425 218 9,986 3,355 Grand totals, 1946 39,037 36,858 17,554 15,418 32,972 33,060 24,517 15,532 14,024 925 653 11,579 4,177 Grand totals, 1945 ... 38,180 35,808 16,959 14,786 31,745 32,658 23,170 15,968 14,695 857 661 9,374 4,211 Difference +857 + 1,050 + 595 + 632 + 1,227 + 402 + 1,347 -436 -671 + 68 -8 + 2,205 -34

E—2

Table D 3.—YEARS OF ATTENDANCE of FULL-TIME Post-primary Pupils at 1st July, 1946

34

Type of School. First-year Pupils. Second-year Pupils. Third-year Pupils. Fourth-year Pupils. Fifth-year Pupils. Sixth-year Pupils and Later. Totals. B. G. B. Gr. B. G. B. G. B. G. 1 B. G. B. G. Secondary Combined Technical District high schools Totals, 1946 Totals, 1945 Difference 3,033 690 3,487 1,728 3,228 568 2,764 1,876 2,770 577 2,632 1 1,139 ! 2,926 480 2,157 1,336 2,180 387 1,141 503 2,031 370 830 623 1,251 231 352 196 995 168 223 211 509 90 86 58 363 67 73 48 82 11 30 o 21 9 46 4 9,825 1,986 7,728 3,626 9,564 1,662 6,093 4,098 8,938 9,516 8,436 8,816 7,118 7,289 6,899 7,057 4,211 3,327 | 3,854 3,120 2,030 1,921 1,597 1,483 743 702 551 466 125 89 80 68 23,165 22,844 21,417 21,010 -578 -380 -171 j -158 1 +884 1 +734 + 109 + 114 +41 + 85 +36 + 12 + 321 1 +407

E—2

Table D5.—COURSES OF INSTRUCTION OF FULL-TIME Post-primary Pupils on 1st July, 1946

3—E 2

35

Professional Professional or General, or General, University School. with Two Foreign Languages. with One Foreign. Language. Industrial. Commercial. Agricultural. Art. ±iome Life. Degree and Advanced Work. Other. Totals. Grand Totals. B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. Secondary Schools Whangarei Boys' High School 40 101 104 39 84 368 368 Whangarei Girls' High School 14 82 io6 I io7 65 374 374 Auckland Grammar School 172 273 168 '25 270 908 908 Mount Albert Grammar School 203 182 13 97 117 4 119 735 735 Auckland Girls' Grammar School 141 214 , i.43 '97 75 670 670 Epsom Girls' Grammar School 225 392 62 679 679 Takapuna Grammar School 17 39 125 112 111 6 86 59 '68 '48 327 343 670 Thames High School 5 4 32 36 64 43 23 36 8 137 114 251 Hamilton High School 65 91 50 117 94 "7 "l 169 67 291 370 661 Rotorua High School 8 22 40 57 83 37 '42 51 25 182 183 365 Wanganui Girls' College 38 137 77 10 48 103 413 413 Palmerston North Boys' High School 17 71 76 40 i.58 362 362 Palmerston North Girls' High School 6 95 63 i34 298 298 Gisborne High School 13 13 90 111 187 122 48 '98 '99 32 437 376 813 Hastings High School 52 54 64 79 78 82 98 58 292 273 565 Dannevirke High School 5 6 80 70 76 ' 4 80 49 32 52 11 266 199 465 Hutt Valley High School 159 111 93 1 1 227 84 387 289 676 Wellington College i.86 623 64 873 873 Rongotai College 11 111 64 '56 72 314 314 Wellington Girls' College 65 i.39 io4 227 'is 550 550 Wellington East Girls' College 118 159 90 98 465 465 Marlborough High School 6 '82 56 90 70 22 'l7 ' '4 i.89 158 347 Rangiora High School 3 9 62 io 58 25 85 8 1 108 153 261 Christchurch Boys' High School '97 292 415 804 804 Christchurch Girls' High School 238 i70 ii4 '61 583 583 Avonside Girls' High School 47 57 i.62 127 16 409 409 Christchurch West High School "2 3 '88 62 '48 132 166 166 22 304 385 689 Ashburton High School Timaru Boys' High School 10 3 70 62 18 14 24 25 118 108 226 10 89 '35 68 151 359 359 Timaru Girls' High School 65 77 59 83 '38 322 322 Waimate High School Waitaki Boys' High School Waitaki Girls' High School "l '25 17 '55 ' '2 22 19 4 72 106 111 217 3 116 128 123 85 455 455 '45 1.33 io2 '77 357 357 Otago Boys' High School i.27 i45 2il 483 483 Otago Girls' High School King's High School ii2 i88 io2 158 '41 601 601 65 128 96 '57 346 346 South Otago High School 1 ' '2 41 48 '37 8 40 8 'i9 95 i09 204 Gore High School 1 1 27 59 54 1 64 29 75 95 '36 207 235 442 Southland Boys' High School 23 78 142 129 372 372 Southland Girls' High School *70 ie>2 ioe '99 437 437 Totals 1,140 1,428 3,185 3,011 1 1,206 872 2,154 541 5 11 1,990 36 1 2,840 969 9,825 9,564 19,389

E—2

Table D5.—COURSES OF INSTRUCTION OF FULL-TIME Post-primary Pupils on 1st July, 1946— continued

36

School. Professional or General, with Two Foreign Languages. Professional or General, with One Foreign. Language. Industrial. Commercial. Agricultural. Art. Home Life. University Degree and Advanced Work. Other. Totals. Grand Totals. B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. Combined Schools New Plymouth Boys' High School .. New Plymouth Girls' High School .. Napier Boys' High School Napier Girls' High School Wairarapa College Nelson College Nelson Girls' College 32 "is 32 '70 'i9 9 64 133 iis '41 219 69 '93 69 i42 214 ii7 i.33 162 '43 i.50 i.44 94 i.23 45 41 35 57 2 3 8 240 *81 49 67 289 '82 '71 99 '78 ' '6 50 43 713 355 298 620 607 343 273 439 713 607 355 343 571 620 439 Totals 79 162 508 373 626 43 511 178 2 11 437 541 177 1,986 1,662 3,648 Technical High Schools Auckland Avondale Elam School of Art Otahuhu Pukekohe Tauranga College Matamata College Hamilton Hawera Stratford Wanganui Feilding ... Palmerston North Horowhenua College Petone Wellington Westport Greymouth Christchurch Canterbury College School of Art Papanui Ashburton Timaru Dunedin Invercargill '49 81 ' 1 4 ' 'l "l 60 *83 ' *3 . 8 ' "l ' 'l 51 "i4 23 20 56 32 55 83 11 51 66 '34 i.5 24 46 52 ~42 63 20 27 47 46 690 299 348 78 33 46 314 95 95 166 263 72 234 516 21 133 565 225 141 143 317 303 - 6 45 '21 1 '32 'is ' '9 15 72 ' '7 49 'is 7 11 67 29 365 142 i.55 70 66 53 208 71 82 87 31 114 51 81 185 26 69 114 '49 52 60 241 146 94 25 51 66 73 56 67 55 157 60 1.9 33 98 39 '7 7 4 20 52 31 16 76 '2 12 7 14 35 100 30 25 170 i.98 51 45 56 113 62 32 55 29 150 33 152 270 53 275 '85 99 68 188 158 'is 49 54 '61 1L37 45 '90 '62 67 12 ' '6 38 23 '49 *38 24 '87 '39 47 8 696 444 39 576 176 159 172 426 245 217 459 213 279 217 269 702 88 219 674 31 262 181 154 400 430 390 406 76 458 183 183 169 323 225 177 200 111 276 225 247 529 73 177 389 100 134 151 128 459 304 1,086 850 115 1,034 359 342 341 749 470 394 '659 324 555 442 516 1,231 161 396 1,063 131 396 332 282 859 734 Totals 137 156 462 416 5,097 407 2,518 854 1 176 276 2,367 595 359 7,728 6,093 13,821

E—2

Table D7.—Pupils at 1st July, 1946, BOARDING AWAY FROM HOME to attend Secondary Schools, Combined Schools, and Technical High Schools

37

37 E—2 'Table D 7.—Pupils at 1st July, 1946, BOARDING AWAY FROM HOME to attend Secondary Schools, Combined Schools, and Technical High Schools Boarders, 1st July, 1946. School. At School Hostels. Privately. Totals. Boys. Girls. Boys. Girls. Boys. Girls. A. Secondary Schools Whangarei Boys' High School 92 8 100 Whangarei Girls' High School 83 33 ii6 Auckland Grammar School 3i 31 Mount Albert Grammar School 80 71 151 Auckland Girls' Grammar School 32 32 Epsom Girls' Grammar School 53 52 105 Takapuna Grammar School .. 4 8 4 8 Thames High School 4 4 4 4 Hamilton High School 52 16 20 16 72 Rotorua High School 6 2 6 2 Wanganui Girls' College 111 33 144 Palmerston North Boys' High School . 48 io "m Palmerston North Girls' High School . 23 23 Gisborne High School 55 34 29 29 84 63 Hastings High School 19 11 19 11 Dannevirke High School 67 14, 22 81 22 Hutt Valley High School3 1 3 1 Wellington College 104 5 109 Rongotai College 1 1 Wellington Girls' College 7 7 Wellington East Girls' College 6 6 Marlborough High School 10 15 io 15 Rangiora High School .. . 5 7 5 7 Christchurch Boys' High School 55 8 63 Christchurch Girls' High School 70 34 104 Avonside Girls' High School .. 13 13 Christchurch West High School 3 20 3 20 Ashburton High School 3 12 3 12 Timaru Boys' High School .. 109 13 122 Timaru Girls' High School 62 18 *80 Waimate High School 3 5 3 5 Waitaki Boys' High School .. 244 3 247 Waitaki Girls' High School .. 104 20 124 •Otago Boys' High School 78 io 88 Otago Girls' High School 20 20 King's High School 5 5 South Otago High School 1 2 1 "*2 Gore High School 36 34 7 21 43 55 'Southland Boys' High School 54 54 Southland Girls' High School.. 99 99 Totals, A .. 977 606 337 566 1,314 1,172

E—2

Table D7.— Pupils at 1st July, 1946, BOARDING AWAY FROM HOME to attend Secondary Schools, Combined Schools, and Technical High Schools —continued

38

E—2 38 Table D 7. —Pupils at 1st July, 1946, BOARDING AWAY FROM HOME to attend Secondary Schools, Combined Schools, and Technical High Schools — continued Boarders, 1st July, 1946. School. At School Hostels. Privately. Totals. Boys. _ Girls. Boys. Girls. Boys. Girls. B. Combined Schools New Plymouth Boys' High Sob ool .. .. 248 31 279 New Plymouth Girls' High Sch ool 140 36 176 Napier Boys' High School 69 6 75 Napier Girls' High School 60 11 71 Wairarapa College '. '.'. '.'. 65 46 io 14 75 60 Nelson College 260 18 278 Nelson Girls' College .. 79 17 96 Totals, B .. 642 325 65 78 707 403 C. Technical High Schools Auckland Technical School 25 16 25 16 Avondale Technical School 12 11 12 11 Elam School of Art .. 4 10 4 10 Otahuhu Technical School 13 11 13 11 Pukekohe Technical School . 9 2 9 2 Tauranga College 8 10 8 10 Matamata College 2 2 2 2 Hamilton Technical School 32 12 32 12 Hawera Technical School 3 6 3 6 Stratford Technical School 7 11 7 11 Wanganui Technical School . '.'. '.'. 79 20 22 8 101 28 Feilding Technical School 134 6 7 140 7 Palmerston North Technical S chool 9 5 9 5 Horowhenua Technical College 1 1 1 1 Petone Technical School Wellington Technical School . 3 3 Westport Technical School 2 2 2 2 Greymouth Technical School . ! '.'. '.'. i9 U 5 3 24 20 Christchurch Technical School 26 28 23 17 49 45 Canterbury College School of Art 19 37 19 37 Papanui Technical School 5 2 5 2 Ashburton Technical School . 7 9 7 9 Timaru Technical School 8 5 8 5 Dunedin Technical School 18 10 18 10 Invercargill Technical School 58 38 58 38 Totals, C .. 258 65 301 235 559 300 Grand totals, 1946 . .. 1,877 996 703 879 2,580 1,875 Grand totals, 1945 . .. 1,774 949 778 919 2,552 1,868 Difference .. .. +103 +47 -75 -40 +28 + 7

E—2

Table E1.—OCCUPATIONS OF PART-TIME STUDENTS at 1st July, 1946

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

4—E 2

39

— Average Weekly Roll. Roll Number, December Classification according to Forms of Pupils on Roll at 1st July. Total. Number of Assistant Teachers (December). Form III. Form IV. Form V. Form VI. Totals. B. G. B. G. B. G. B. G. B. G. M. F. 1945 .. 1946 .. Difference 825 798 738 678 225 224 391 351 61 49 112 84 26 29 53 76 2 14 8 • 12 314 316 564 523 878 839 23 29 55 56 -27 -60 -1 -40 -12 -28 +3 +23 + 12 +4 +2 -41 -39 +6 + 1 Note. —The above table does not include part-time pupils. The number of part-time secondary pupils on the roll at 31st December, 1946, was 1,957 ; the corresponding number in 1945, was 1,909.

-i ; : ' ; § . 1 1 | 1m Id |»t ||1 2 . _ is I .-a I IS i P P 11 11 111 III .sfl! § | is | 11 i |i 1 i| 1 tl ll || ||l ||i 1 | || h F£j He: »y J2 <ri Q] /R -2 M _ OM s p 1 K w eP°§ g o All schools and classes — Males .. .. 2,944 870 1,050 1,460 150 137 370 818 2,677 .. 106 656 847 108 1,030 128 13,351 Females .. 2 26 20 840 1,790 1,107 212 425 323 .. 424 152 5,321 Totals, 1946 .. 2,944 870 1,050 1,460 152 163 390 1,658 4,467 1,107 318 1,081 1,170 108 1,454* 280 18,672 Totals, 1945 .. 2,195 572 637 1,183 68 130 455 1,104 3,326 1,023 202 1,031 921 114 3,190 312. 16,463 Difference .. +749 +298 +413 +277 +84 +33 -65 +554 +1,141 +84 +116 +50 +249 -6 -1,736 -32 +2,209 * Includes 662 males and 101 females in the Armed Forces; the corresponding figures in 1945 were 2,038 and 418.

E—2

Table F.—SPECIAL MANUAL-TRAINING CENTRES: Particulars for the Year 1946

40

Education District. Number of Manualtraining Centres. Public Primary and Native Schools. Intermediate Schools. Number of Schools from which Pupils attended. Number of Pupils attending Centres. Number of Schools from which Pupils attended. Number of Pupils attending Centres. Boys. Girls. Boys. Girls. Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland Totals 42 10 14 12 18 10 26 23 9 203 71 42 35 73 63 211 106 111 3,510 1,025 757 793 2,024 656 2,798 1,134 843 3,501 978 718 645 1,429 645 2,697 1,121 799 14 2 2 3 " 2 4 1 2,362 - 549 502 542 405 600 221 2,325 502 493 297 400 574 218 164 915 13,540 12,533 28 5,181 4,809 Eduoatkm District. Secondary Departments of District High Schools. Private Schools. Totals. Number of Schools from which Pupils attended. Number of Pupils attending Centres. Number of Schools from which Pupils attended. Number of Pupils attending Centres. Number of Schools from which Pupils attended. Number of Pupils attending Centres. Boys. Girls. Boys. Girls. Boys. Girls. Auckland 23 1,558 1,601 38 467 436 278 7,897 7,863 Taranaki 2 79 77 11 148 155 84 1,252 1,210 Wanganui 7 254 260 11 172 137 62 1,732 1,617 Hawke's Bay 6 188 160 11 161 238 54 1,644 1,536 Wellington 6 151 138 18 349 115 100 3,066 1,979 Nelson 8 192 206 5 56 82 76 904 933 Canterbury Otago 14 314 396 49 773 706 276 4,290 4,199 13 331 333 28 138 198 151 2,203 2,226 Southland 6 72 117 10 125 142 128 1,261 1,276 Totals 85 3,139 3,288 181 2,389 2,209 1,209 24,249 22,839

E—2

Table G1.—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1946

41

Name of School. Roll Numbers (Full-time Pupils). Average Attendance for Year ended December, 1946. 1 Number of 1945 Pupils on Roll at beginning of 1946. Number of New Pupils admitted during 1946. Number of New Pupils who commenced their Postprimary Education in 1946. Full-time Staff (excluding Principals), December, 1946. A 1 . S3 18 S rH >> 'B . Ha co -ta ■"* CT> tH rH < December, 1946. Boys. Girls. Total. M. F. Cambridge Dargaville Helensville Howick .. Huntly Kaeo Kaikohe Kaitaia Katikati .. Kawakawa Maungaturoto Morrinsville Ngatea .. North cote Okaihau Opotiki Otorahanga Paeri5li Piopio Putaruru Raglan Rawene Ruawai Taumarunui Te Aroha Te Awamutu Te Kuiti Te Puke Waihi Waipu Waiuku Warkworth Wellsford Whakataae Totals Ohura Opunake Totals Apiti Foxton Marton Ohakune Ranglwahia Raurimu Taihape Waverley Totals 193 212 111 55 185 32 156 171 91 115 44 227 123" 276 31 192 130 102 63 101 34 28 74 159 171 273 161 130 154 46 94 86 74 231 Au 177 195 105 54 164 30 147 158 85 105 42 199 106 248 • 31 176 120 96 55 93 32 30 70 150 166 253 150 122 137 42 82 81 70 208 CKLAND 57 83 33 23 52 10 59 56 35 48 12 87 46 109 13 77 49 44 23 39 12 6 28 65 67 100 66 58 59 21 32 38 24 84 Educat 100 87 63 28 90 15 60 76 36 37 22 94 44 101 15 79 54 41 30 47 16 20 38 56 68 121 56 49 65 20 36 36 39 87 ION BOJ 157 170 96 51 142 25 119 132 71 85 34 181 90 210 28 156 103 85 53 86 28 26 66 121 135 221 122 107 124 41 68 74 63 171 LRD 159 167 93 50 147 25 119 134 72 87 35 168 89 215 27 152 106 86 49 81 28 24 60 129 141 231 130 103 121 38 72 72 62 177 112 122 64 30 90 16 82 88 54 66 33 131 78 172 15 128 62 64 41 74 16 17 40 105 96 134 89 74 97 18 52 51 46 115 91 96 66 27 97 19 82 87 50 53 13 103 46 105 21 73 82 45 22 53 20 24 39 63 84 150 74 60 86 30 46 44 29 126 79 92 63 26 90 17 71 77 42 49 11 101 43 99 19 66 74 39 22 43 20 17 38 55 75 144 69 57 78 26 42 35 27 109 4 6 2 1 4 2 4 3 2 3 1 4 4 5 2 5 4 3 2 3 1 1 2 4 3 7 4 3 3 1 2 2 2 7 3 3 2 1 3 2 4 2 1 4 1 5 '2 1 1 1 1 1 1 1 2 3 3 2 2 3 1 2 1 1 3 4,325 3,979 1,615 1,826 3,441 3,449 2,472 2,106 1,915 106 63 44 134 Ti 40 124 LRANAKI 18 43 Educat 20 53 ION BOJ 38 96 JID 34 103 25 65 22 75 21 71 1 2 '3 178 164 .61 73 134 137 90 97 92 3 3 20 67 156 118 10 33 109 46 W. 19 59 149 110 10 25 98 42 1NGANUI 8 22 62 46 4 10 41 11 Educat 10 27 62 53 3 14 41 24 DION BO, 18 49 124 99 24 82 35 4JRD 17 52 131 93 7 23 86 38 13 32 111 59 * 14 59 18 8 44 81 65 8 22 54 32 6 36 71 50 6 16 51 28 1 1 3 3 1 1 2 '2 3 1 "i 2 2 559 512 204 234 438 447 306 314 264 12 11 * Established as a district high school to 1946,

E—2

Table G1.—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1946—continued

42

E—2 42 Table G 1.—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments oi District High Schools for 1946— continued i® ■ 2 ■S-sssi Roll Numbers (Full-time Pupils). "S . Full-time 3 ° Staff If si 5*60 Ph.S.2 0> , S£ (excluding «1 Principals), Name of School. ■§ „ 11 C--.S December, December, 1940. rH 60 °5 (*H CD *b 1946. "§£» && cS ©-£ lit I 3 ? CO r-1 3 r-i 3 §1 as Boys. Girls. Total. M. F. Hawkb's Bay Education Board Te Karaka 01 85 20 45 71 74 50 30 34 2 2 Tolaga Bay 15 15 4 11 15 14 7 8 8 1 Tuai 30 29 8 18 20 26 18 14 11 'i Waipawa 118 113 43 51 94 90 70 52 48 l i Waipukurau 72 64 28 30 58 58 39 37 33 l 2 Wairoa .. 163 153 55 76 131 130 91 81 74 3 4 Woodville 59 57 20 25 45 49 31 31 20 2 Totals 548 516 184 256 440 453 312 259 234 8 15 Education Board Carterton 66 55 15 27 42 48 40 28 27 1 2 Eketahuna 57 50 14 23 37 45 36 22 19 2 Eeatherston 68 65 21 34 55 59 31 39 38 2 , 1 Grey town 46 37 14 20 34 33 18 ,22 20 2 Martinborough 39 33 10 15 25 28 22 18 17 'i 1 Pahiatua 75 08 32 26 58 01 40 33 30 2 1 Totals 351 308 106 145 251 274 193 102 151 6 9 Nelson Education Board Collingwood 21 18 5 13 18 17 11 10 10 1 Denniston 20 19 8 8 16 19 10 11 11 1 Granity .. 57 49 13 27 40 43 40 19 17 2 Karamea.. 23 20 13 9 22 20 12 14 8 1 Motueka 130 119 52 53 105 110 75 61 59 3 *2 Murchison 37 37 16 17 33 33 22 15 15 2 Reefton .. 83 75 36 33 69 67 43 43 35 2 i Takaka .. 67 63 26 31 57 54 42 30 26 2 l Tapawera 31 31 14 11 25 24 23 12 12 1 l Totals 469 431 183 202 385 393 278 215 193 15 5 Canterbury Education Board Akaroa .. 31 29 9 17 26 25 10 16 16 1 1 Cheviot .. 38 35 17 17 34 33 23 19 15 1 1 Fairlie .. 37 30 13 22 35 31 17 22 20 1 1 Geraldine 79 71 28 30 04 63 50 35 28 2 1 Hawarden 95 91 29 48 77 75 52 41 40 2 2 Hokitika 109 95 50 33 83 86 09 49 43 3 1 Kaikoura 64 01 23 29 52 48 15 57 52 2 1 Lincoln .. 43 40 14 19 33 33 20 19 16 1 1 Methven 67 59 10 29 45 50 42 26 25 2 1 New Brighton 40 42 11 21 32 37 14 35 33 1 1 Oxford .. 33 30 13 12 25 24 17 16 16 1 1 Pleasant Point 42 40 18 18 30 30 28 17 17 1 1 Southbridge 47 41 10 19 35 35 28 19 17 1 1 Temuka .. 140 133 51 71 122 118 77 03 60 2 3 Totals : 871 806 308 391 699 694 474 434 398 21 17

E—2

Table G1.—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1946 —continued

43

43 . E—2 Table G 1.— AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1946 —continued 1 a . OcO 2 . <o Rol Numbers (Full-time Pupils). o2 ll *3S A Full-time jgrH pmS Staff l! si Si be 4 (excluding Principals), Name of School. .a I a I § December, * . "3 . December, 1946. § s 11 *! °i 1946. BfirH r-4 1-3 to 0,0 Jg-a ll ill ill < < Boys. Girls. Total. > 1 |8* M. F. Otago Education Board Alexandra 74 73 28 33 61 62 41 34 34 2 1 Clutha Valley 32 31 11 14 25 25 22 10 9 1 1 Cromwell 48 47 19 22 41 43 26 26 24 1 1 Kurow .. 39 37 14 18 32 32 22 15 15 1 1 Lawrence 51 46 22 23 45 43 23 30 25 2 Mosgiel .. 157 146 69 48 117 126 75 85 82 4 2 Owaka .. 29 28 14 14 28 25 18 14 10 1 1 Palmerston 78 76 33 37 70 69 44 43 33 2 2 Ranfurly 29 20 6 15 21 19 16 15 14 1 Roxburgh 38 37 19 17 36 30 21 18 17 2 Strath-Taieri 15 17 8 7 15 13 8 10 9 1 Tapanui .. Tokomairiro 31 29 11 12 23 23 14 18 17 1 i 82 77 33 34 67 68 38 50 45 3 l Totals 703 664 287 294 581 578 368 368 334 22 li Southland Education Board Nightcaps 54 49 12 30 42 43 22 35 32 1 l Queenstwon 39 34 11 13 24 30 17 24 20 1 l Riverton 46 46 12 26 38 40 23 26 26 1 i Tuatapere . . 41 38 9 20 29 . 32 21 24 23 1 l Winton .. 39 35 12 16 28 30 17 24 23 1 l Wyndham 36 35 11 20 31 30 15 24 22 1 l Totals 255 237 67 125 192 205 115 157 146 6 6 Native District High Schools Manutahi 37 35 14 17 31 29 12 26 26 1 1 Te Araroa 51 4(i 25 18 43 42 26 26 25 2 1 Te Kao 16 16 5 7 12 13 12 5 4 1 Tikitiki .. 12 10 4 5 9 10 5 7 7 1 Totals 116 107 48 47 95 94 55 64 62 5 2 Grand Totals, 1946 8,375 7,724 3,063 3,593 6,656 6,724 4,663 4,176 3,789 204 142 Grand Totals, 1945 8,708 8,034 3,182 3,690 6,872 7,037 4,620 4,576 4,138 187 177 Difference -333 -310 -119 -97 -216 -313 + 43 -400 -349 + 17 -35

E—2

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

44

Roll Numbers (Pull-time Pupils). Number of 1945 Pupils on Roll at beginning of 1946. Number of New Pupils admitted during 1946. Number of New Pupils who commenced their Postprimary Education in 1946. Pull-time Staff (including Principals), December, 1946. School. At 1st March, 1946. At 1st July, 1946. December, 1946. Average Attendance for 1946. Boys. Girls. Total. M. F. Dilworth School, Auckland St. Patrick's Convent, Wellington Street, Auckland (Technical) Auckland Diocesan High School, Epsom, Auckland .. St. Cuthbert's College, Epsom, Auckland St. Peter's College, Epsom, Auckland Sacred Heart College, Hamilton Waikato Diocesan School for Girls, Hamilton Marist Brothers' High School, Hamilton Marist Sisters' School, Mount Albert, Auckland King's College, Otahuhu St. Benedict's Convent, Newton, Auckland (Technical) ♦St. Peter's Maori College, Northcote, Auckland Wesley Training College, Paerata Queen Victoria School, Parnell, Auckland Sacred Heart College, Ponsonby, Auckland St. Mary's College, Ponsonby, Auckland Convent of the Sacred Heart, Remuera, Auckland .. St. Michael's Convent, Rotorua (Technical) Sacred Heart Convent High School, New Plymouth .. Turakina Maori Girls' College, Marton Wellington Diocesan School for Girls' Marton St. Mary's Diocesan School, Stratford St. Joseph's Convent High School, Palmerston North Marist, Brother's St. Patrick's High School, Palmerston North Sacred Heart Convent High School, St. John's Hill, Wanganui St. Augustine's High School, Wanganui Wanganui Collegiate School, Wanganui *Marist Brothers' High School, Gisborne *St. Mary's Girls' School, Gisborne St. Joseph's Maori Girls' College, Greenmeadows St. John's High School, Hastings St. Joseph's Convent, Hastings Iona Presbyterian College for Girls, Havelock North.. Woodford House, Havelock North .. Hukarere College, Napier .. .. Sacred Heart High School, Napier Te Aute College, Pukehou, Napier St. Mary's Convent High School, Blenheim Sacred Heart Convent High School, Island Bay, Wellington Marsden Collegiate School, Karori, Wellington Sacred Heart College, Lower Hutt.. .. Chilton St. James' Girls' School, Lower Hutt 40 36 39 27 36 ' 23 36 23 35 25 22 17 14 19 14 19 2 2 1 198 376 216 105 88 44 59 416 93 34 91 80 416 209 66 55 73 57 135 36 54 88 143 62 318 30 65 79 96 43 107 180 89 50 116 24 64 170 101 58 196 371 193 100 86 44 58 412 94 35 90 80 400 205 64 57 72 57 128 33 52 84 141 60 312 30 63 80 90 42 106 179 95 48 116 27 64 170 104 59 "i85 ' '40 *413 ' 33 83 376 ' '22 ' 80 61 306 28 "86 il5 194 359 'io4 8:2 "58 'i09 "76 '203 63 39 72 54 134 32 42 112 ' '60 71 34 106 178 94 44 ' '27 65 174 92 59 194 359 185 104 82 40 58 413 109 33 83 76 376 203 63 61 72 54 134 32 42 80 112 61 306 28 60 71 86 34 106 178 94 44 115 27 65 174 92 59 182 345 194 95 80 37 52 387 98 33 85 74 401 200 63 55 66 54 129 29 43 82 124 56 283 27 52 74 88 32 102 171 92 44 107 23 65 171 91 51 150 262 135 48 54 22 39 313 53 "40 56 260 143 52 28 46 39 104 22 29 62 73 37 237 13 37 50 60 27 80 132 60 32 74 14 50 143 70 38 52 108 83 68 37 24 31 113 46 37 51 25 156 93 16 35 38 19 33 18 26 25 72 26 87 16 23 31 39 17 31 47 36 18 44 13 15 65 36 22 45 89 82 51 26 22 19 108 38 33 41 20 140 76 14 25 30 19 22 14 24 24 59 26 74 16 _ 23 26 37 17 25 32 35 14 37 8 13 43 31 15 "5 "2 'is "1 5 'i3 1 ' 3 3 20 2 ' *4 "l ' '6 13 14 4 7 ' '4 "3 ' 5 ' '8 6 2 4 3 14 2 3 8 ' '3 3 ' 2 8 12 4 3 1 3 6 10 3 1 5 * Registered as private secondary school in 1946.

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

E—2

45

School. At 1st March, 1946. Roll Hum At 1st July, 1946. bers (Pull-time Pupils). December, 1946. Average Attendance for 1946. Number of 1945 Pupils on Roll at beginning of 1946. Number of New Pupils admitted during 1946. Number of New Pupils who commenced their Postprimary Education in 1946. Pull-time Staff (including Principals), December, 1946. Boys. Girls. Total. M. P. St. Brides' Convent, Masterton 77 73 71 71 68 37 41 39 4 St. Matthew's Collegiate School for Girls, Masterton .. 72 72 70 70 72 58 24 17 6 Scots College, Miramar, Wellington 130 129 i.26 126 116 89 42 36 ' '8 St. Patrick's College, Silverstream 307 305 301 301 285 197 115 91 15 Solway Girls' College, Masterton 126 107 "io5 105 109 70 42 28 ' '8 St. Joseph's College, Masterton 37 36 ' '33 33 32 18 20 17 ' '2 Queen Margaret College, Wellington 151 152 'i43 143 139 101 51 40 1 ' '8 St. Mary's College, Wellington 288 279 276 276 273 181 107 97 8 St. Patrick's College, Wellington 363 360 '338 338 319 230 146 133 15 Sacred Heart High School, Nelson.. 51 50 ' 51 51 45 32 27 17 2 St. Mary's College, Westport 43 41 6 34 40 41 29 14 14 3 Cathedral Grammar School, Christchurch 51 46 46 46 48 36 16 16 ' 3 1 Christ's College, Christchurch 377 376 370 370 359 294 92 79 20 Sacred Heart Girls' College, Christchurch 157 154 "i38 138 136 103 57 52 ' 5 St. Andrew's College, Christchurch St. Margaret's College, Christchurch 195 192 i.89 189 182 141 54 48 ' 9 1 253 253 '247 247 231 159 78 64 14 St. Mary's College, Christchurch 82 76 77 77 70 54 38 30 4 Te Wai Pounamu College, Christchurch 38 37 37 37 37 26 12 11 ■2 Xavier College, Christchurch 89 83 "71 71 71 42 47 46 3 Marist Brothers' High School, Greymouth 71 69 61 61 63 40 34 30 3 St. Mary's High School, Greymouth 88 78 "74 74 71 51 37 34 5 St. Mary's School, Hokitika 51 48 "10 36 46 43 31 21 18 3 *Rangi-ruru Presbyterian Girls' School, Christchurch 138 139 133 133 128 100 42 34 9 St. Bede's College, Papanui, Christchurch 288 284 '268 268 273 201 88 74 "i4 Craighead Diocesan School for Girls, Timaru 87 90 ' '89 89 84 60 30 27 ' '7 Sacred Heart Girls' College, Timaru 126 121 104 104 109 70 56 51 5 St. Patrick's High School, Timaru 63 61 "59 59 56 39 26 24 ' '3 *Villa Maria College, Upper Riccarton 29 33 ' '28 28 27 20 14 12 ' '2 Christian Brothers' High School, Dunedin 140 134 i.26 126 115 89 51 49 ' 6 John McGlashan College, Dunedin 49 50 48 48 45 23 28 ' 23 5 "l St. Dominic's College, Dunedin 78 78 "83 83 75 51 35 24 5 St. Hilda's Collegiate School, Dunedin 80 81 78 78 75 56 26 20 5 St. Philomena's College, Dunedin South 116 113 106 106 111 75 40 35 4 St. Kevin's College, Redcastle, Oamaru 138 133 "i27 127 129 85 48 38 "6 Columba College, Iioslyn, Dunedin 144 141 'i34 134 126 92 55 41 ' '7 Dominican College, Teschemakers, Oamaru 52 51 53 53 50 31 24 14 3 Marist Brothers' High School, Invercargill 67 67 ' '64 64 59 56 30 27 ' '2 St. Catherine's Convent, Invercargill 69 69 ' 61 61 58 34 35 35 ' '3 Totals, 1946 Totals, 1945 Difference .. .. .. 9,621 j 9,146 | 9,424 8,933 4,107 3,831 4,988 4,686 9,095 8,517 8,827 8,269 6,324 6,053 3,548 3,482 3,011 3,086 200 180 281 271 +475 1 +491 + 276 + 302 +578 + 558 .,'.+271 1 + 66 -71 + 20 + 10 » R egistered as a private secondary school in 1946.

E—2

Table K1. —STUDENTS in the Four Training Colleges in December, 1946

Approximate Cost of Paper.—Preparation, not given ; printing (898 copies), £142.

By Authority: E. V. Paul, Government Printer, Wellington.—l 947. Price is.]

46

Division A. Division 0. Totals. G-rand 1 raining College. Totals. M. F. M. F. M. F. Auckland — First year 127 127 28 18 155 145 300 Second year 85 169 85 169 254 Specialist 3 6 3 6 9 Wellington— First year 98 77 98 77 175 Second year 52 101 52 101 153 Specialist 4 3 4 3 7 Christchurch — First year 111 98 111 98 209 Second year 72 78 72 78 150 Specialist 14 10 14 10 24 Dunedin— First year 85 61 85 61 146 Second year 47 80 47 80 127 Specialist 28 21 28 21 49 Totals 726 831 28 18 754 849 1,603 Note. —In addition to the above, 686 ex-servicemen teachers attended refresher courses at teachers' training colleges during 1946.