EDUCATION: PRIMARY AND POST-PRIMARY EDUCATION [In continuation of E.-2 of 1947]

Appendix to the Journals of the House of Representatives, 1948 Session I, E-02

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1948 NEW ZEALAND

EDUCATION: PRIMARY AND POST-PRIMARY EDUCATION [In continuation of E.-2 of 1947]

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 E 2 in E.-l for median ages ; Table A 9—see Table 0 1 in E.-l ; Table A 14— see Table E oin E.-l ; Table B 2—see Table E 6in E.-l ; Table D 2—see Table E 3in E.-l; Table D 4—see Table N in E.-l ; Table E 2—see Table D in E.-l ; Table J 2—see Table E 5 in E.-l. REPORT OF THE CHIEF INSPECTOR OF PRIMARY SCHOOLS (Mr. D. G. BALL) FOR THE YEAR 1947 Sir, — I have the honour to present my report on the primary schools for the year ended 31st December, 1947 : Standards op Work The Inspectors and the senior teachers in the service are the guardians of standards of taste, industry, and scholarship in the schools. Evidence of good standards is the ability of children to apply themselves to a task in hand, to maintain a deep interest in what they are doing, and at an elementary level to examine critically new experiences. These are the qualities necessary for citizens of a democracy. At the same time, it is essential that a constant check be kept on the level of achievement in our schools. The Inspectors report that good work is being done. It is important in considering the work of the schools to bear in mind that education to-day differs in many ways from that of a quarter of a century ago. Two of the outstanding differences may be mentioned here. First, with our better knowledge of child growth and psychology, the emphasis to-day is on the full development of the child and not, as it was in earlier years, mainly on subject-matter. In order that the child may be active, help himself, and work with others, teaching methods have become varied. To-day the curriculum and methods of the primary school are based on the child's natural line of development and permit the exercise of all the child's powers —physical, mental, emotional, and social. At one time the curriculum was restricted in the main to " tool" subjects such as arithmetic, reading, English, spelling, and writing. To-day it is much broader and includes physical education, health education, social studies, art and crafts, music, and naturestudy. Because the curriculum is wide, and because it is not possible to increase teaching time, the original subjects have been revised and the content confined to essentials.

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Second, promotion from class to class and from primary school to post-primary school is no longer dependent solely on examination success. It will be remembered that in the 1920's there was a public outcry at the extent of retardation in the schools. As a result, teachers were encouraged to promote children from standard to standard, providing their ability in English was sufficiently good to permit them to work effectively in the higher class. In 1936, with the abolition of the Proficiency Examination, the road was finally open to promotion by age and attainment rather than by attainment alone. This was beneficial to children who had been kept in the lower classes year after year simply because they could not pass the necessary examinations. Owing to these " social " promotions, classes to-day contain a much wider range of intellectual ability than was the case twenty years ago. A class can no longer be handled as a unit. The upper level is still capable of and attains a high standard of work. Real standards for all children have improved, but there are children in each class to-day who, if a fair comparison with the past is to be made, must be compared with those of similar intellectual ability who twenty years ago would have been found in classes lower in the schools. A committee of a conference of Inspectors of Schools held in August, 1947, confirmed this change in the level of standards, but at the same time reported improvement in standards of achievement in many aspects of the curriculum. The committee stressed the continued need for objective teaching, regular and systematic drills, close application, steady concentration, persistent industry, and the development of those habits which inspire a child to be satified only with the best he can achieve. The committee considered that some of the factors contributing to improvements in standard of work were as follows : (1) The more friendly and congenial atmosphere of the schoolroom and the happier and more natural relations existing between teacher and pupil. (2) The erection of more modern and brighter schoolrooms and the increased attention to environment, both inside and outside the school. (3) The provision of teaching equipment in larger quantities. (4) The better type of literature now being written for primary-school children and dealing with topics specially suited to their interests. (5) The work of specialist teachers. (6) The establishment of intermediate schools with greater opportunities for ability grouping and remedial teaching. Teacher Training and Supply In 1946 each of the four training colleges was filled to capacity. In view of the rapidly increasing birth-rate, it became evident that existing training facilities were inadequate. A fifth training college was necessary, and plans were made during the year to open in 1948 a residential college at the R.N.Z.A.F. Station, Ardmore, to cater for 250 students. This will make it possible to admit to training almost 1,100 students in 1948. Special endeavours are being made to recruit this large number. Unfortunately, the urgent need for class-teachers has meant the restriction of places available for the training of students in specialist subjects such as physical education, music, &c. In 1947, specialist studentships were available in speech therapy, education of the deaf, and art and crafts. The training colleges continue to make positive contributions to education as a whole, and their emphasis is rightly placed on growing personality and scholarship no less than on preparation for class-room work. Nevertheless, the time has arrived for a critical examination of the content and adequacy of our teacher-training to remedy both the obvious and less apparent weaknesses. It is hoped that the suggestion made last year for the exchange for limited periods of time of members of the college staffs and the inspectorate will be adopted next year.

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Private Accommodation for Teachers The difficulties that are being experienced by teachers in securing private accommodation, particularly following appointment to new positions, are adversely affecting the efficiency of the schools. In quite a large number of localities Education Boards are unable to fill vacancies because no suitable boarding-accommodation is available. This shortage is not confined to country areas, but is equally bad at the main centres. Soldier Teachers During the year the work of the Soldier Teachers' Grading Adjustment Board was completed. The regulations under which the Board functioned gave wide powers. The practical result has been to improve the grading position of most applicants. During the year, 386 teachers and others desirous of taking up teaching, assisted by bursaries provided by the Rehabilitation Department, took full-time University courses mainly in arts and science subjects. Concessions in academic qualifications required for admission to training college were continued to suitable ex-soldier applicants. Libraries The present library facilities are far from adequate. At the present time, books are supplied to schools in various ways. The Schools Section of the National Library Service maintains a valuable loan service to over 1,700 schools. In some districts the local-body public library has a Children's Section available for use in the schools. The library grants to Education Boards have been increased and Boards expend this grant in various ways. In one district a small committee of teachers and Inspectors was appointed to consider how best to use the grant, and in another district a survey was made of the library facilities to ensure the fullest use of what was available. In this district the staff of each school selects the books up to the amount of its grant, usually purchasing from local sources. There is obvious need for a thorough survey of the methods of supply, selection, and housing of books for use in the primary schools. Towards the end of the year a large special grant was made available for the purchase of reference books in history and geography. These books should be in the schools in 1948. In each of the main four centres the training-college authorities now offer splendid library facilities to teachers. Greater use is being made of this service. Duties of Assistant Teachers Head teachers in the larger schools were urged to delegate to their senior men and women assistants wider responsibilities and a greater share in the organization and management of the school. Senior men assistants are looked on as potential headmasters and should be given opportunities of gaining the experience that should fit them for future responsibility. It is hoped, too, that a wider acceptance of this practice will free head teachers for more constructive work with the younger and less-experienced teachers on their staffs. Poliomyelitis In December an epidemic of poliomyelitis resulted in the closing of the schools for the remainder of the year. Teachers remained at their posts in order to Complete the school records. In most districts special refresher courses were arranged and plans were made for 1948, including the preparation of school and class schemes and the making of teaching apparatus. The Curriculum The review of the primary-school curriculum is now almost complete. With the exception of music and physical education, every part of the curriculum has been studied by Revision Committees consisting of teachers and officers of the Department.

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Early in the year a revised syllabus in oral expression was issued stressing the importance of speech work in its broadest sense, and suggesting methods of getting the best results in this phase of school work. In October a new syllabus in history and geography was presented to teachers. This syllabus is noteworthy, as it outlines a combined course in history and geography and is arranged as a series of topics, units, or " centres of interest" for each class around which, to quote the Education Gazette, " the teacher is free to organize pupil activity in the manner that best suits his own interests and the resources of the local district." Both the syllabuses in oral expression and in history and geography were based on reports of Revision Committees plus the comments of teachers to whom the reports had been circulated. The Nature Study and General Science Revision Committee reported in November, and its comprehensive suggestions for the approach to nature work have been circulated through the teachers' organ, National Education. Text-books The arithmetic text-books and answers are now complete and, for the most part, are being well used. Where comprehensive planning of arithmetic occurs, a certain amount of the book work has to be supplemented by additional exercises prepared by the teacher. In some classes the pupils are left too much to themselves with the textbook, and this results in a rather disturbing amount of incoherent figuring, particularly in the case of simple problems. The printing of text-books in English, all of which have been prepared by the Department, is being continued. During the year, the Standard 2 and Standard 3 English books were distributed. In order that the new syllabus in history and geography may be carried out adequately, the supply of reference books will be supplemented by the preparation of material on New Zealand topics which will be published in the School Journal. A useful reference book, "Native Trees and Shrubs," was printed and supplied to each school. Education of Handicapped Children There are fifty special classes for the education of backward children in operation throughout New Zealand. Besides these, the Correspondence School caters for over two hundred primary pupils in this category. For pupils who cannot benefit from the work in special classes, three occupation centres are in existence where these pupils are being developed in habits of personal hygiene and the simpler homecrafts. To allow country children to take advantage of these special provisions, a hostel has been established at one centre. Nineteen classes are provided in hospitals so that convalescent children may be given some individual educational work prior to their return to ordinary school life. To give remedial work for speech-defective cases, twenty clinics have been approved and some of these employ two or three therapists catering for the needs of these children over an extended area, both in city and country centres. Increased staffs were provided this year for the two schools for the deaf, partly to cope with pupil increase, but more particularly to allow more individual teaching of these children. The visiting-teacher system introduced some years ago continues to develop and has proved a worthwhile link between the school and the home. In most cases the mal-adjusted child is treated early, and the follow-up work of the visiting teachers does much to counteract any tendency to relapse. Grading of Teachers Consideration was given to the report of the Consultative Committee on Grading, and thanks are due to this Committee for the very comprehensive report which it submitted. After very full discussion with the New Zealand Educational Institute, a somewhat amended scheme was finally approved and will be put into operation in 1948. It is hoped that the new system will bring about greater stability of the teaching staff and remove some of the present grading disabilities.

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Correspondence School Silver Jubilee Opened in 1922, the Correspondence School celebrated its Silver Jubilee this year with a series of functions in-Wellington. These were attended by large numbers of pupils, ex-pupils, and parents. The governing bodies of Wellington and Hutt Yalley schools organized billeting for all visitors and lent their halls, grounds, and refectories for the various functions. The railways and tramways, workshops, municipal milksupply, harbour facilities, and zoological gardens were visited as part of a planned education week. A comprehensive exhibition of pupils' work was displayed. Conferences of the Parents' and Ex-pupils' Associations were held. The enrolment for the first time exceeded 5,000 students, of whom approximately 2,000 were primary and 3,000 post-primary. A notable feature of the School is the large number of families on the roll, in many cases in all branches at once—children in both primary and post-primary sections and parents enrolled for part-time vocational courses. Altogether, 516 students achieved examination and certificate successes, including Higher School Certificate, 3; Endorsed School Certificate, 19 ; University Entrance, 27 ; School Certificate, 56; Teachers' "C" Certificate, 160; Post and Telegraph Entrance, 107; Public Service Entrance, 37 ; Chamber of Commerce, 3; Primary School Leaving Certificates, 104. A team of six visiting teachers was fully engaged throughout the year, chiefly in urban areas, where the School's courses include work for physically handicapped students. Some Features of School Work Infant Department. —The infant departments continue to function very successfully. The infant-advisers have been of great assistance to teachers and have been largely responsible for the almost universal adoption of the " development" period, with its learning and growing activities and its smooth " home to school" adjustments. Many infant-teachers find it difficult to obtain sufficient reading-material, partly due to the leeway to be made up on account of the poor supply during the war years. It is of vital importance, however, that the infant departments be supplied generously with wellgraded and brightly illustrated reading-material. Reading is now being taught with a wise emphasis on meaning and is no longer an exercise in word-recognition. This method of approach, based on the story and comprehension, is proving successful in fostering a love of reading and the formation of good reading habits. The same emphasis on meaning is being applied to the teaching of number, an appreciation of which the children now obtain through activity and the manipulation of specially devised equipment and toys. Health and Temperance.—The purpose here is to establish good health habits. The new syllabus stresses this, and the teachers co-operate fully with the nurses of the school medical and dental services and with District Nurses. The Junior Red Cross continues to hold the interest of the children and is proving remarkably effective in the methods it adopts. Practical teaching in health habits has the happy result of bringing about closer co-operation with the homes. In one district several schools held a health week, when the medical officers, the dental nurses, and the school staffs worked together to bring this most important subject before the parents and the children. While, in general, progress can be reported, there are some schools where the teaching of health and hygiene is vague and nebulous. Temperance teaching in its widest sense is closely related to health and is largely a matter of habit-formation and character-training. The syllabus provides for instruction in the harmful effects of over-indulgence in alcohol and stresses the need for an appreciation of the beneficial effects of temperance in all things.

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Physical Education.—ln 1947 the specialist staff in physical education had increased to eighty-three. Twenty-six of these were employed by Education Boards as additional assistants. A decision has now been made not to appoint any more additional assistants, but to strengthen the field staff, whose main function is to assist and advise the class teacher. During the year, twenty-eight specialists were trained and the usual refresher courses held. Physical-education equipment is now more readily available and an issue of gymnastics benches was made to all primary and district high schools. Learn-to-swim campaigns were organized in February, special emphasis being given to this important phase of the work. The Department offered twenty bursaries to candidates for the diploma course in physical education opening at Otago University in 1948. Bursaries are at the same rate as for secondary-teacher trainees and will enable successful applicants to complete the three-year course. Music.—The few music specialists continue to do very good work. Several districts report very successful music festivals. These festivals encourage good music and an intelligent interest in choir work. They bring together the lecturer in music at the training college, the music specialist, the teachers, and the organizing committees, thus effectively co-ordinating the teaching work and deepening musical appreciation in the schools. More specialist assistance would be most helpful to teachers, but this may have to wait until the supply of teachers has improved. In many schools the quality of the singing is good, and the assistance given by the broadcast lessons of the Schools Broadcasting Service is acknowledged. During the year, the National Symphony Orchestra gave several afternoon concerts to primary and post-primary pupils. A continuance of these concerts will be most helpful in laying a foundation of musical appreciation. Art and Crafts. —During the year, additional areas were brought into the art and crafts scheme. The total number of schools now working under this scheme is 322. No area is incorporated until the teachers have had the benefit of specially prepared courses in art and the selected crafts. This has meant a somewhat slow extension of the scheme, but is justified by the enthusiasm and confidence of the teachers who have already benefited. Supplies of equipment and materials have been difficult to obtain, but an improvement is noticeable. During the year, an interesting exhibition of New Zealand children's art was held in several centres. At the request of the British Council, a most interesting exhibition of British rural arts was shown throughout New Zealand. Intermediate Schools The intermediate schools are now firmly established and their functions well understood. The immediate need is for a closer and more regular contact between the head teachers of the contributing and intermediate schools. District High Schools Under the provisions of the new proposed regulations, the secondary departments of district high schools will henceforward be inspected by Post-primary Inspectors, and teachers in such departments will be classified with other post-primary teachers. The change-over has now been completed, and the new arrangements are working smoothly. There is, in consequence, a means for a closer co-ordination of the work of the two branches of the inspectorate. Post-primary Inspectors visit, as occasion offers, classes of primary and intermediate schools, and Primary Inspectors co-operate with their colleagues in similar occasions in visits to classes in both secondary departments of district high schools and other post-primary schools. The resulting interchange of views is likely to bring solid advantages, particularly in the educational guidance of pupils.

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Special Experiments (1) Remedial Reading.—Arising out of a conference of departmental officers and teachers interested in the question of remedial work in reading, a course of instruction to teachers selected from nine schools in the Wellington area was conducted by Professor Bailey, of Victoria College. The course of weekly lectures of two hours' duration extended over the second term. Various reasons for backwardness in reading were outlined, suggested remedies were discussed, and a full list of literature and of tests available were supplied. Diagnostic work was then carried out in the selected schools, and groups were formed for remedial treatment. It was necessary for the headmaster of each of the participating schools to arrange to free one teacher for the special work with remedial groups and individuals. The children concerned were not permanently removed from their classes, but were given daily remedial work on an individual basis. (2) Nutrition Experiment.—The data of a nutrition experiment at Manukau Intermediate School is now being collated and interpreted by medical and dental officers under the direction of the ex-Principal of the school. The following progress report has been submitted : Experimental group and control group consisted of forty-eight children each. Content of lunch supplied to experimental group : Wholemeal bread and butter. Salad of raw vegetables with high vitamin A and C content. Half-pint milk with addition of skim-milk powder. Honey, dates, and cheese. Brufax and vitaminized vanilla solution. Results (to date). —Dental Caries: Both groups began with average of 5-3 cavities per child. Incidence of dental decay in control group was 65 per cent, greater than in experimental group. Size of cavities in control group was considerably greater than in experimental group. Colds : 34 per cent, more colds in control group. Colds in control group lasted 73 per cent, longer than in experimental group. Resistance to Fatigue, Behaviour, Participation in Sport.—Experimental group showed greater improvement as judged by teachers' observation. The Education of the Superior Child At the conference of Inspectors a small committee was set up to go i,nto the question of the education of the child of superior intelligence. This committee has now brought down a scheme which it is hoped will be implemented in 1948. It is proposed to ask the head teachers in specially selected schools to organize classes so as to bring together children of superior intelligence. The head teachers, assistants, and Inspectors will work together in planning an enriched curriculum for the rapid-learning division. Staff Changes Towards the end of the year my predecessor, Mr. G. E. Overton, retired from the service, where for many years his influence in professional matters and in educational administration has been profound. Mr. Overton guided primary education through the difficult war years, and I am fortunate to succeed a man who, for wisdom and integrity, was so highly esteemed by teachers. Mr. P. A. Smithells, Superintendent of Physical Education, left the Department during the year to take up the position of Director of the newly established School of Physical Education at the University of Otago. I should like to pay a tribute here to the excellent work he did for physical education in our schools. I have, &c., D. G. Ball, Chief Inspector of Primary Schools. The Director of Education, Wellington C. 1.

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REPORT OF THE CHIEF INSPECTOR OF POST-PRIMARY SCHOOLS (Mr. E. CARADUS) FOR THE YEAR 1947 Sir,— I have the honour to present my report for the year 1947. During 1947 there continued to be great development in the field of post-primary education. The changes listed in the 1946 report were consolidated during 1947, and additional advances made : The decentralization of the post-primary inspectorate. Further refresher courses for post-primary teachers. Courses of instruction for careers advisers. Final report of the Consultative Committee on National Trades Certificates. Establishment of post-primary teachers' bursaries. Establishment of bursaries in physical education. Continuation of training scheme for teachers of woodwork, metalwork, and homecraft, and establishment of a training course for commercial teachers. Resumption of teacher exchange. (1) The Inspectorate The additional responsibilities of the post-primary inspectorate, in particular the bringing of the secondary departments of district high schools into the post-primary field proper, necessitated further additions to the inspectorate : —- Mr. I. S. McHarg, M.A., B.Ag., B.Sc. Mr. W. C. J. Perry, M.A., B.Com. Mr. M. F. Woodward, M.A. Mr. n. S. Dixon, A.M.1.E.E., J. L. Hunter, M.A... B.Sc. while Mr. T. L. James, M.Com., and Mr. W. E. Mclndoe, were appointed in an acting capacity. During the year, Mr. G. Guy, M.A., B.Sc., and Mr. G. M. Salt, M.Sc., relinquished their temporary appointments and j turned to the teaching service. Towards the end of 1947 two further permanent av intments were made to the post-primary inspectorate —Miss E. E. Stephens, M.A. (wno nad held a temporary appointment during the early part of 1947), and Mr. A. H. Thom, M.A. These two officers will not take up their inspectorial duties, however, until early in 1948. I regard the Department as extremely fortunate in the quality of recent additions to the inspectorial team. The arrangements made at the beginning of 1947 for the post-primary inspectorate to work as a number of composite groups over all post-primary schools instead of in two distinct groups, secondary and technical, as previously, worked extremely well and will be continued during 1948. At the same time, steps have been taken for a partial decentralization of the post-primary inspectorate, and a team, in the initial stages of four, will be transferred to Auckland early in 1948 as part of the Department's general policy of decentralization. Mr. Ensor has been appointed Senior Inspector of postprimary Schools in the Auckland area. Additional Inspectors will be added to thisteam from time to time, either temporarily or permanently, as the need arises, and Inspectors from the Auckland area will occasionally be seconded for duty to Wellington and the rest of the Dominion in order that uniformity of standards may be maintained. I am proposing, in the meantime, to leave to the Auckland group the provisional grading of all post-primary teachers located in the Auckland area, their annual classification, approvals of appointments to positions in the Auckland area, approvals of evening classes, recommendations for the award of Endorsed and Higher School Certificates, recommendations in connection with accrediting, and all preliminary investigations in connection with accommodation and equipment at post-primary schools in the Auckland

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area. School Certificates will still be signed in Wellington, and all final approvals in connection witli accrediting will still be given in Wellington in order to ensure uniformity of standards. The above list of duties is tentative only and may be modified from time to time as circumstances warrant. (2) New Post-primary Schools Three new post-primary schools were established during the year, at Kaikohe, Northcote, and Te Awamutu, the respective district high schools being disestablished. The total number of post-primary schools is now 75. (3) Secondary Departments of District High Schools The establishment of 3 new district high schools in the Auckland district (Hukerenui, Te Kauwhata, and Titoki), of 1 in Taranaki (Waitara), and of 3 Maori district high schools (Rangitahi, Ruatoki, and Te Kaha) brought the total number of secondary departments to 107. Of these, 16 have rolls exceeding 150. All these schools are now being visited at least once annually by the Post-primary Inspectors, with a consequent very great increase in their duties. The grading of the teachers in these schools is now the concern of the post-primary inspectorate. —(4) Endowed Schools and Registered Private Post-primary Schools F:r During the year there was only 1 new registration of a private post-primary school, but 1 school which had been closed during,the war period reopened. The total (inclusive of the two endowed schools) is now" 82." (5) School Rolls XJ The following table gives the numbers enrolle/1 on Ist March for the pasty-five years in the various groups of schools. The numbers of schools in each year are shown in j^rentheses. 1943 1944 1945 1946 1947 Solidary schools.. .. 16,218 (39) 18,573 (39) 20,042 (39) 20,225(40) 20,242 (40) Technical schools .. .. 10,799 (21) 12-380 (21) 14,295(23) 14,943 (25) 15,862 (28) Combined schools .. .. 3,276 (7) 3, 3,843 (7) 3,839 (7) 3,869 (7) Secondary departments of • > district high schools .. 6,320(98) 7,356 (101) 8,708(104) 8,375 (103) 8,329 (107) Registered private postprimary schools (including two endowed schools) .. 7,002(63) 7,978(67) 9,146 (75) 9,623(80) 10,163 (82) Totals .. ... 43,615 50,076 56,034 57,035 58,465 Increase over previous year.. .. 6,461 5,958 1,001 1,430 (6) Staffing of Post-primary Schools Although from time to time representations have been made by the teachers' associations for a further improvement in the staffing of post-primary schools, I have, while sympathetic, been very diffident about recommending any increase until such time as I am satisfied that the supply of post-primary teachers is really adequate. During'l94:7, teacher shortages continued and many Boards found it difficult to secure teachers for advertised positions, in particular in many of the district high schools. To quote one particular instance, the Auckland. Education Board at one stage advertised twelve special posts in the district high schools in the Auckland district. For only one of these was there an applicant with a Grade Y classification. lam satisfied that any improvement in the present staffing ratio would act to the disadvantage of schools rather than to their advantage until such time as there are sufficient post-primary teachers to fill all positions. The only effect would be to effect an improvement in the staffing of schools in favoured localities which already have little difficulty in securing teachers and to make the position of schools in less-favoured localities worse than at present.

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(7) Development of Training of Post-primary Teachers The training of homecraft teachers and of teachers of woodwork and metalwork is being continued. The course for homecraft teachers, begun in 1943 and of three years' duration, has now been modified slightly to improve its effectiveness. Until the end of 1947, portion of the first year and the whole of the second year of the course were spent in one or other of a number of post-primary schools able to provide the necessary facilities for training. This arrangement did not prove particularly effective, as homecraft teachers already on the staffs of these schools were not able to devote a great deal of their time to the trainees. Arrangements were made during 1947 with the Auckland and Christchurch Technical Schools to take, during 1948, the full number of trainees in their second year, a total of 33. Seventeen of these go to Auckland and 16 to Christchurch. These two schools are co-operating well in this connection and the Department is able to assist by providing additional staffing and some additional accommodation. Thirty-five further homecraft trainees have been accepted for 1948. Including these, there are now 86 homecraft trainees in training, while 59 who commenced their courses in 1943, 1944, or 1945 have completed. The training course for woodwork and metalwork teachers initiated in Auckland in co-operation with Auckland Technical School at the beginning of 1946 was continued during 1947, and arrangements have been made for a further continuation during 1948. Fifteen woodwork and five metalwork instructors entered upon and completed the course in 1946, and a further 15 woodwork teachers and 9 metalwork teachers during 1947. Almost all of these have been already absorbed. A further 25 woodworkers and five metalworkers have been selected for 1948. Arrangements were made during 1947 for two further valuable additions to the scheme of post-primary teacher training. Hitherto there has been no training of commercial teachers. Now, however, arrangements have been made with Wellington Technical School to provide a course of one year during 1948, and 20 commercial teachers have already been selected for the course. The object of the course is to provide a fuller knowledge of the subjects book-keeping, commercial practice, shorthand, and typewriting for those trainees whose knowledge is inadequate, and for those who already have some knowledge of these subjects the opportunity to go further with their studies. At the same time, the course will include some knowledge of fundamental ideas concerning education and general teaching methods. Appropriate syllabuses are being drawn up in these subjects. All those trainees selected for the course have a knowledge either of book-keeping and commercial practice on the one hand, or of shorthand and typing on the other hand, and will be trained so that they have a reasonable knowledge of all these subjects. A further great advance has been made by the provision of post-primary teachers'" bursaries. In my report of last year I recommended the institution of some form of bursary for teachers selected for the post-primary service, pointing out that for postprimary teachers in general there is available only one year at Auckland Training College,, to which course only those teachers who have already obtained a degree are admitted,, and that most of these students have obtained their degree at their own expense. The,recommendation to Cabinet was for the award in 1947 of a number of post-primary teachers' bursaries not to exceed 40, with further awards of a number not exceeding Ithis in subsequent years. This recommendation, Cabinet approved. The bursaries are of a value of £7O, with an additional £4O if the student is required to live away from home in order to complete his University course, together with payment of tuition fees. The Department will control the University course which the bursar is undertaking. The period of the bursary will be a maximum of four years, and applicants, to be eligible for award, must have reached a standard at least equivalent to University Entrance..

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The bursar, 011 the completion of his University course, will be required to undertake as a Division " C " student a training-college course of one year, during which period he will be paid the allowances and fees payable to a student in Division " C " under the Training College Regulations. For the 40 bursaries there were 246 applicants, of whom 203 were eligible, and these were interviewed by the Selection Committee in the main towns of the Dominion. The Selection Committee (Miss L. A. S. Hurle, Mr. L. leF. Ensor, and Dr. J. H. Murdoch) was most impressed with the quality of many of the applicants desiring to enter the post-primary teaching field, and strongly recommended that in this the first year of award the number of bursaries be increased to 65. Cabinet approved of this recommendation, and the 65 successful applicants have already been notified that they are recommended for the award of a post-primary teachers' bursary. The 65 awards fall into the following groups : Candidates still at school .. .. .. ~ .. 25 Candidates who have completed their first University year .. 15 Candidates who have completed their second University year .. 17 Candidates who have completed their third University year ~ 8 Total .. .. .. .. .. .. 65 The award of any one of these bursaries is contingent upon the successful applicant entering into an agreement and providing a surety that he will, on the completion of his bursary, if required by the Crown, serve as a post-primary teacher in a secondary school, technical school, combined school, secondary department of a district high school, secondary department of the Correspondence School, a registered private secondary school, or any other school which is approved by the Director for the purpose. Bursars who have already completed three University years will hold the bursary for one year only, those who have already completed two University years for two years only, those who have already completed one year for three years only. An analysis of the awards shows that of the total 65 awards, 35 went to men and 30 to women, and that the awards were distributed over the various University courses as follows : Languages .. ~ .. .. .. .. 18 History and/or geography .. .. .. .. .. 16 Mathematics or science .. .. .. .. 23 Home science .. .. .. .. .. 2 Music .. .. .. .. .. .. 1 Agriculture .. .. .. .. .. 4 Art .. .. .. .. .. .. 1 During 1947, also, arrangements were made for the establishment of bursaries in physical education. The decision to establish a School of Physical Education at the University of Otago was made towards the end of 1946, but the actual commencement of the school was postponed until the beginning of 1948. The University of Otago agreed to accept at the School of Physical Education 30 applicants annually, and as part of the arrangements the Department established bursaries in physical education of a number not exceeding 20 annually and of the same value as post-primary teachers' bursaries. These bursaries are tenable for three years and have similar conditions attached to them as to post-primary teachers' bursaries, with similar conditions as to agreement and to bond. These bursaries, also, were awarded very largely as a result of interview by a Selection Committee consisting of the Selection Committee for postprimary teachers' bursaries together with the Superintendent of Physical Education, Mr. P. A. Smithells. As the calibre of many of the applicants was not quite up to the expected standard, and as it was felt that too little publicity had been given to the existence of these bursaries, the Department decided to extend the time for the award, and the final award of bursaries in Physical Education was not made until early in 1948.

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The establishment of post-primary teachers' bursaries and of bursaries in physical education goes a long way to completing the arrangements for the training of postprimary teachers and leaves only art and music still to be considered. It is to be hoped that arrangements somewhat similar to those for teachers of commercial subjects can be made in the near future in the case of these two subjects also. lam convinced that from the post-primary point of view the most satisfactory arrangement is to provide instruction in teaching technique to an individual already well qualified in the subject for which a teacher is required. The new scheme of refresher courses for teachers inaugurated in January, 1945,. has been continued annually. The following is a summary of the courses actually held to date: — January, 1945 ; Two courses (North and South Island) for teachers of postprimary social studies. January, 1946 : Two courses (North and South Island) for teachers of postprimary general science, and courses in physical education and in agriculture. January, 1947 : Five courses — (a) Two courses for teachers of post-primary English. (b) Two courses for primary head teachers of schools of Grades IY to VII. (c) A course in astronomy and map-reading. The following were planned for : January, 1948 : Ten courses—(a) Two courses for teachers of commercial subjects (post-primary). Ib) Two courses for teachers of geography (post-primary). (c) Two courses for primary and post-primary woodwork instructors, (id) One course for arts and crafts specialists. (e) Two courses for sole and head teachers of primary schools of Grades II and 111. (/) One course in agriculture. Unfortunately, owing to an outbreak of poliomyelitis, the courses for January, 1948, planned for the North Island had to be postponed after organization for them had been virtually completed. In 1945 the grant to cover certain costs in connection with refresher courses was £l,OOO. It has been increased annually, and for the 1948 courses the total was approximately £6,000. In 1945 the total number of teachers attending the two social-studies courses was about 350. In 1946 it was approximately 400 ; while in January, 1947, the total number of teachers and lecturers involved was approximately 800. For the courses for January, 1948, this number has risen to 1,090. Until January, 1948, the travelling-expenses of State-school teachers only attending the courses were paid. By a Government decision the grant for the 1948 courses was extended to cover travelling-expenses of teachers from registered private schools. Teachers from these schools had always attended refresher courses, but entirely at their own expense. An important feature of all refresher courses has been that they have been kept [practical —i.e., the programmes have been planned so that the teacher on returning to his class-room will feel that he has gained something that materially assists him with his day-to-day job. A further feature of the refresher courses has been that they are all made residential, if the teachers so desire. Schools and colleges with hostels have been generous in making available their facilities for the courses. The value of a course is greatly enhanced if the teacher goes into residence. The majority of those attending do go into residence. There can be no question of the value of these refresher courses or of the desire of teachers to attend them, which in itself is a reflex of the felt value of them. They have 'established themselves in the eyes of teachers.

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(8) Education (Staffing and Salaries) Regulations The new regulations giving effect to the recommendations of the Consultative Committee on Teachers' Salaries are still under discussion with the teachers' associations, but agreement has been reached in regard to most of the clauses. It is hoped to gazette the regulations early in 1948. In the meantime the draft regulations are being used as the basis of the administration of the post-primary-school system. (9) Visits to Secondary Departments of District High Schools All these schools have this year been visited by the Post-primary Inspectors, who have confirmed or, when necessary, adjusted the provisional classifications and salaries allotted to the secondary assistants as from Ist April, 1946. Formal inspection reports have this year been written on the secondary departments of the district high schools in the Canterbury, Otago, and Southland Education Districts. These reports, together with opinions formed by Inspectors on purely grading visits, indicate that secondary assistants in the district high schools are in sympathy with the new prescriptions and are attempting very enthusiastically to solve the problems which their introduction into the school curriculum involves. The grants for social studies, music, and libraries which these schools now share in common with other post-primary schools are proving very beneficial. Full use is being made of the extra equipment which these grants provide. Staffing appears to be a little more stable than in previous years, although cases are not uncommon where, within the year, three or four changes in one position have occurred. This, of course, is due partly to the general shortage of post-primary teachers and partly to accommodation difficulties experienced, particularly in the smaller centres. The provision made in recent regulations for country service means that all new entrants to the post-primary service must teach for a period in certain approved schools, which include most district high schools. It is hoped that this will help to lessen the present staffing difficulties in many of these schools. The new bursaries for intending postprimary teachers, to which fuller reference is made elsewhere in this report, should help also in this matter. . Special posts have, for the first time, been created m the secondary departments ot the larger district high schools, placing them on the same footing in this respect as the post-primary schools. This means that all teachers of post-primary classes, irrespective of the type of school they are in now have opportunities of appointment to positions carrying the maximum salary. (10) Grants for School Activities During 1947 the same additional grants (given in detail in the 1946 report) were paid to post-primary schools for libraries, music, and social studies as in 1946. These supplement the amounts available from incidentals, and over a period of years will do much to place these activities on a satisfactory basis. Grants of a total amount of some £3B 000 were made available to post-primary schools for equipment, and a further amount of over £5,000 to district high schools for the same purpose, while further assistance continues to be given by the distribution of equipment ex War Assets Realization Board and by various publications of the School Publications Branch distributed free to schools. Twenty-five issues of the Post-primary Bulletin have now appeared, lhe Bulletins are planned to meet the needs of the new and more flexible curriculum, and have been issued in series. The series entitled " Our Living Environment" gave a preliminary account of the animals native to New Zealand; the social-studies series dealt with the lives of New Zealanders on dairy-farms, mixed farms, high-country runs, in the mines and in the factories; and the science series aimed to show how our primary and secondary industries depend on scientific research. Other topics covered include "Music,'

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" Towards World Unity," " How History is Written," and " Holding a Meeting." The Bulletins, as they deal with subjects on which detailed information is not readily available, are being well received in the schools. A handbook on Native trees and shrubs has been issued by the Department and a set sent to each post-primary school. This booklet will prove of particular value in schools which are offering a course in horticulture. Early in 1948 the Department will publish a booklet entitled " New Zealand Geography through Pictures," and will supply sets to post-primary schools. This booklet aims to assist pupils preparing for School Certificate by giving useful exercises in analysing and interpreting photographs. (11) The Post-primary Curriculum The new curriculum introduced into post-primary schools in 1945 has now firmly established itself. Very few schools have found any difficulty in providing the minimum time for instruction in core subjects ; in most schools the minimum time is considerably Exceeded in at least some of these subjects. There is increasing appreciation of the educational value of the core syllabuses, particularly in the case of those pupils who leave school on reaching fifteen years of age and therefore receive two years or less of post-primary education. Further experimentation is necessary in adapting syllabuses to the needs of the latter class of pupil. The raising of the leaving age, among other reasons, has enlarged the numbers of 'those who now make School Certificate their objective. Schools through the variety of their courses, and.pupils through their choice of course or subject, are taking advantage of the wide range of optional subjects, whether these are an extension of core instruction or, as in the case of foreign languages and commercial subjects, entirely outside the core. An important effect of the extension of the number of optional subjects, as compared with the limited number available to most pupils when School Certificate and University Entrance were the joint objective of the Fifth Form courses, has been the improved status gained by those subjects and courses that do not normally lead on to the University—e.g., the home course, the trades and industrial course, and the new agricultural subjects. As a result, the term " multilateral" can now be genuinely applied, at the School Certificate stage especially, to the majority of New Zealand postprimary schools. The new School Certificate courses are succeeding in their purpose of providing a definite objective for post-primary education, without interfering with the interests of those pupils who will ultimately reach the University. The following figures, giving the number of candidates in 1947 for the various options in School Certificate, and the accompanying commentary, will illustrate the tendencies that have been generally noticed : Candidates who entered for School Certificate, 1947 A. Subjects closely associated with core syllabuses— English (taken by all candidates) .. .. 8,447 History .. .. .. ~ .. 5,362 Geography .. .. .. .. .. 4,767 Mathematics .. .. .. .. .. 4,035 General science .. .. .. .. .. 1,774 B. Fine-art subjects — Drawing and design .. .. .. .. 1,081 Music .. .. .. .. .. .. 175 Embroidery .. .. .. .. .. 23

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C. Science subjects specialized from core syllabuses — Applied mechanics .. .. .. .. 241 Biology .. .. .. .. .. 1,305 Chemistry .. .. .. .. .. 2,887 Electricity and magnetism .. .. .. 615 Heat, light, and sound .. .. .. .. 150 Physiology and hygiene .. .. .. .. 305 D. Agricultural subjects— General agriculture .. .. .. .. 370 Animal husbandry .. .. .. .. 90 Dairying .. .. .. .. .. 150 Horticulture .. .. .. .. .. 60 E. Trades and industrial subjects— Engineering-shopwork and theory .. ~ .. 222 Heat engines .. .. .. .. .. 35 Technical drawing .. .. .. .. 458 Technical electricity .. .. .. .. 130 Woodwork .. .. .. .. .. 187 F. Home-course subjectsHomecraft .. .. .. .. .. 453 Clothing .. .. .. .. .. 599 G. Commercial subjects— Commercial practice .. .. .. .. 632 Book-keeping .. .. .. .. .. 1,211 Shorthand and typewriting .. .. .. 351 H. Foreign languages— French .. .. .. .. .. .. 2,904 German.. .. .. .. .. .. 32 Greek' .. .. .. .. .. .. 1 Latin .. .. .. .. .. .. 1,002 Maori .. .. .. .. .. .. 88 In section A the growth of the new subject, general science, and of the former " Cinderella " subject, geography, are noteworthy. In the syllabus for general science, biology is a prominent section, and the interest stimulated through the universal study of the subject in the core has also led to its development as a specialized School Certificate option. Mathematics as a specialized study is not taken by as large a proportion of pupils as formerly, even in boys' courses ; but it is still taken as a School Certificate option by nearly half the candidates. The elementary mathematics of the core taken by every pupil is not so far being taught to the entire satisfaction of the Inspectors, but as yet there are no completely suitable text-books to assist the teachers, although the difficulty has in part been overcome through the free issue to schools by the Department of a bulletin on statistics. There is still need for teachers to adapt the syllabus to the various courses. It is probable that a refresher course for teachers in mathematics would be of great benefit. The standard of mathematics in the Sixth Form remains high, and, indeed, is higher than ever it was in the larger schools which have specialist teachers and senior classes limited to able pupils who are interested in the subject. Partly as a result of their inclusion in the core, the fine-art subjects are developing noticeably as specialized studies. The core work itself has attracted the keen interest of teachers and pupils, and the result of the work in music especially has exercised an influence outside the walls of the schools. In too many schools embroidery has been regarded as a subject for the home course only and has failed so far to gain recognition rather as one of the fine arte.

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Physical education on modern lines has developed strongly since 1945. The process has been more rapid in girls' schools than in boys' schools, where the older gymnastic tradition, the war shortage of trained instructors, and the greater proportion of time given to organized games have had some retarding effect. The health-education section of the syllabus has so far been shared between the teachers of general science and home subjects and the physical instructors. The arrangement is frequently unsatisfactory, and more specific organization appears to be necessary. The institution of a University School of Physical Education should, within a few years, raise physical education in the schools to a high level. There is some instability in the position of agricultural courses. They have, in general, declined in district high schools. It seems that, except for the prospective student of the University Agricultural College (who, in any case, prefers to concentrate at the post-primary school on a course based on the pure sciences), most pupils interested in agricultural subjects desire a brief course stopping short of School Certificate. The increase in the number of rural high schools may be the solution of the problem. The sciences, both in their general and their specialized aspects, retain a very strong position in the schools, and in girls' courses have increased their influence. This increase is due partly to the emphasis on and the interest in biology, and partly to the necessity for providing a sound foundation for the Sixth Form and University science and allied courses, which have been attracting so many boys and girls. In the trades and industrial courses there are now more pupils remaining at school till the School Certificate year, and it appears that the number taking the subjects of these courses as School Certificate options will grow steadily. The same comment applies to the home and commercial courses. In the full trades course, however, offered by a number of schools, the multiplicity of subjects required is making it rather difficult to give sufficient time to the four or five School Certificate options for these to reach the necessary standard in three or four years. The new commercial subject, commercial practice, has proved very popular and is now an integral part of many general courses as well as of most revised commercial courses. The study of foreign languages declined sharply when the new curriculum was '[first introduced. Present indications suggest some recovery in the case of French, an increased interest in other modern foreign languages, and the stabilizing of Latin at the existing or a somewhat lower level of numbers. The annual refresher courses instituted in 1945 have had a most valuable effect in modernizing the curriculum and in stimulating teachers to examine their teaching methods and the content of their subjects. (12) The School Certificate The year 1947 was the second year of the new examination, and, considering the magnitude of the examination (there were, for example,. 8,319 candidates who sat in English alone), everything ran very smoothly. Except in one subject, there were few criticisms of the papers, and these were of little moment; in English, only one, and that from a person not a post-primary teacher ; in bookkeeping, only one, an isolated point; in general science, only one, and again from a person not a post-primary teacher ; in embroidery, criticism from one school owing to a misunderstanding; in commercial practice, a criticism from one school which, in the opinion of the Inspectors, is devoting doo little time to the subject; in French, a criticism from one source that the paper was long and unduly difficult, not, however, confirmed by the marks returned by the Examiners, the medians of whom ranged in the case of six examiners from 52 to 57, j,nd in the case of the seventh was 48. In history there was a spate of criticism. The listory paper was, however, set by an experienced teacher in close touch with class:oom and text-book conditions, and the moderating of the paper was carried out by >fficers of the Department also in close touch with school conditions, who tried to ensure hat in a period of text-book difficulties and transition in syllabus there were questions

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suitable for candidates from any school which was making a reasonable attempt to teach the new School Certificate history syllabus. The new syllabus required a detailed knowledge of the history of the British people, empire, and commonwealth from 1870 to the present day and only a general knowledge of British history from 1815 to 1870 to provide an introduction to the former, while the previous syllabus laid the stress on the period prior to 1870. It was noticed by Inspectors during the year that many teachers were spending too much time on the optional section of the syllabus, British and European history from 1815 to 1870, and were not giving sufficiently intensive treatment to the period after 1870, the major portion of the syllabus. This was confirmed by the examiner, who found the same weakness in the answers submitted by the candidates. Some teachers have apparently not yet accustomed themselves to the new syllabus, which came into operation for the first time this year. Ido feel that much of the criticism arises from the fact that some teachers have not yet accustomed themselves to these new standards. The examination standards again turned out, in the main, to be quite satisfactory, although in a few subjects considerable adjustments in the marks were necessary. My general impression of the examination was that everything worked well. The total number of candidates for the examination was 8,706, as compared with 8,300 in 1946 and 6,693 in 1945. Of the number sitting, 91 sat in two subjects for the purposes of University Entrance, and 57 sat to complete a partial pass under the old regulations. Of the 4,698 candidates who passed, 32 completed previous partial passes, 29 qualified for Certificates of Attainment only, while 43 others qualified for School Certificates but were exempt under Begulation 3 (2) of the regulations from taking music and a craft or fine art. For the Special Bursaries Examination, established for the first time in 1946, there were 216 candidates. (13) Accrediting for University Entrance Accrediting has now completed its fourth year, although in the first year of operation, 1944, as candidates could qualify for Entrance under the old examination, there were comparatively few entries for the new University Entrance Examination. From 1945 onwards, however, the number has been considerably increasing, from 2,186 in 1945 to 3,530 in 1947. The numbers of candidates for University Entrance and the numbers accredited are shown in the following table :

This large number is indicative of the increasing numbers in our Sixth Forms, also of the importance attached to the new examination. The percentages shown do not indicate the percentages accredited in schools approved for accrediting, which are considerably greater than the figures shown. Principals' recommendations have to be approved by the Department before they are accepted by the University, and I am satisfied that this clause in the present statute is a wise one. We find that, although recommendations from most schools are being made on a sound basis, some schools recommend on a more generous basis than the standard of work in the school warrants. In these cases the Department, either through its visiting Inspectors or through the Chief Inspector of Post-primary Schools, points out the position to the Principal, and in all cases so far a reasonable adjustment in the list of recommendations has been effected. I would emphasize, however, that the Department in its approvals is not concerned with individuals, but with average standards in the particular school, and the recommendation or lack of recommendation of a particular individual is a matter

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Year. Candidates. Accredited. Percentage accredited. 1945 1946 1947 2,186 3,264 3,500 1,213 1,776 1,844 55-5 54-4 52-7

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or the Principal alone. I feel that the necessity for approval by the Department i» i very necessary requirement in order to ensure that the standard of those going on to ;he University may be satisfactory. (14) Endorsed and Higher School Certificates These were awarded for the first time in 1946, replacing the old Higher Leaving Certificate. An Endorsed School Certificate is awarded to a candidate who satis'actorily completes a course of instruction of one year in advance of School Certificate ; i Higher School Certificate to a pupil who satisfactorily completes at least two years' york in advance of School Certificate or one year's work in advance of University Entrance. In each case, at least two of the subjects presented must be advanced subjects. The numbers of certificates awarded in the three years, 1945, 1946, and 1947, ire as follows :—-

(15) Education Bursaries The total expenditure on national bursaries and special bursaries during the financial rear was £73,694 —again a considerable increase upon the amount spent during the previous financial year, £60,003. In addition, a sum of £16,962 was expended >n secondary-school and technical bursaries, as against £11,307 for the previous year, [t will be remembered that 1947 was the first year of the operation of technical bursaries. The number of bursaries current during 1947 and the awards at the close of the year tre given in the following table

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1945. 1946. 1947. Higher Endorsed Higher Endorsed Higher Leaving School School School School Certificates. Certificates. Certificates. Certificates. Certificates. Secondary and combined schools .. 1,296 1,550 367 1,638 469 Technical schools 156 250 34 330 31 District high schools 129 131 15 142 9 Endowed and registered private 430 492 87 592 132 secondary schools ! Correspondence school 9 12 •• 19 3 Totals 2,020 1 2,435 503 2,721 644

— Current in Awarded at beginning of 1947. 1946. 1948. 1947. Agriculture 42 38 20 20 Architecture 10 6 5 5 Engineering 47 38 15 15 Jine arts 20 14 10 10 Some science 63 66 20 20 Science 57 50 20 20 National boarding 218 210 65 65 Ordinary national 2,593 2,342 * 995 Total 3,050 2,764 1,150 Secondary-school bursaries 321 289 * 257 Technical bursaries 156 * 156 Grand total 3,527 3,053 1,563 * Not available.

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(16) National Trades Certificates The Consultative Committee set up by the Minister under the Chairmanship oi the Chief Inspector of Post-primary Schools to consider a revision of the Department's trade examinations completed its deliberations, after having met sixteen times, on the Ist October, 1947. The Committee recommended the setting-up of a National Trades Certification Board under the joint authority of which, and of other examining authorities (either the Education Department or other established New Zealand examining body), there should be a series of National Trades Certificates in each trade in which there is a reasonable demand. It was recommended that the main functions of this National Trades Certification Board should be — (i) To make recommendations to the Minister of Education for facilities foi the training of candidates for trade examinations. (ii) To make recommendations in regard to any educational matter affecting apprentices to the appropriate New Zealand Apprenticeship Committee. (iii) To draw up prescriptions and conditions for qualifying examinations in trades as circumstances warrant, and conduct or arrange for the necessary examinations. (iv) To issue, either independently or in conjunction with other examining bodies, National Trades Certificates. (v) To work in the closest co-operation with any national examining bodies which may exist, some of which are examining bodies and issuing certificates under legislative enactment, and to be empowered to delegate its powers for the conducting of certain examinations to these bodies. It was recommended, further, that the constitution of this Board should be as follows: — (i) The Chairman, to be appointed by the Minister of Education on the recommendation of the Director of Education. (ii) Two other members, to be appointed by the Minister of Education on the recommendation of the Director of Education. (iii) Two members to be nominated by the New Zealand Employers' Federation. (iv) Two members to be nominated by the New Zealand Federation of Labour. (v) One member to be nominated by the New Zealand Electrical Wiremen's Registration Board. (vi) One member to be nominated by the New Zealand Motor Trade Certification Board. (vii) Two members to be nominated by the New Zealand Technical School Teachers' Association. (viii) The person for the time being holding office as Dominion Commissioner of Apprenticeship. The Committee in its report makes specific recommendations of examination prescriptions in the following trades : bricklaying ; cabinet-making ; carpentry and joinery ; electrical; fitting, turning, and machining ; motor-mechanics ; painting and paper-hanging ; plastering and tile-laying ; plumbing ; signwriting ; and welding. If the necessary legislation to give effect to the recommendations of this Committee is passed, as I hope it will be, I feel certain that we shall have made a very big step forward with a national system of Trade Certificates available in all trades in which there is a reasonable demand and of such a standard as to ensure ready recognition in this country and abroad. The implementation of the recommendations of this Committee will also provide a sound basis on which further advances can be made and consideration given to the possibility of establishing, in co-operation with the technical schools, a national system of professional diplomas similar to those widely accepted overseas.

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(17) City and Guilds and Technological Examinations In the City and Guilds Examinations conducted by the Department in 1947 there were 75 candidates who sat 98 papers with the following results Electrical engineering practice— Preliminary— Sat. Passed. D.C. .. .. .. .. .. 42 20 A.C. .. .. .. .. .. 26 12 Intermediate — D.C. .. .. .. .. .. 16 1 A.C. .. .. .. .. .. 5 4 Final, Part II .. .. .. 1 Illuminating engineering: Final .. .. 1 1 Machine design: Preliminary .. .. 1 1 Metallurgical operations: Final .. .. .. 1 Builders' quantities: Intermediate .. .. 5 Totals .. .. .. .. 98 39 The results of the 1947 Technological Examinations are as follows: Carpentry and joinery— Sat. Passed. Preliminary .. .. .. 25 4 Intermediate .. .. .. .. 100 16 Final .. .. .. .. 8 5 Building construction .. .. .. .. 4 3 Cabinetmaking— Intermediate .. .. .. 16 9 Final .. .. .. .. .. 4 4 Plumbing — Preliminary .. .. .. 15 15 Intermediate .. .. .. 7 6 Final .. .. .. .. .. 6 6 Engineering trades — Preliminary .. .. .. 6 2 Intermediate .. .. .. 21 7 Final .. .. .. .. 6 4 Motor mechanics (minor) — Preliminary .. .. .. 4 1 Intermediate .. .. .. .. 4 2 Final .. .. .. .. 1 1 As in 1946, the average calibre of the candidates presenting themselves for the preliminary and intermediate examinations in carpentry and joinery was low (18) Technical Coebespondence School The Technical Correspondence School provides technical instruction for students in employment who are unable to attend classes. The school roll, which was 638 in March, 1947, stood at 614 on Ist July and 673 on 31st December, 1947. The increase between July and December was due mainly to the enrolment for electrical courses of a group of employees belonging to the Signal and Electrical Branch of the New Zealand Railways. On 31st December the school employed 7 full-time teachers, 13 part-time teachers, and a clerical staff of 5. Three additional positions for full-time teachers were approved some time ago, but difficulty has been experienced in obtaining men with adequate technical qualifications.

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Courses in five subjects for Survey Board examinations and also in plumbing, motor trade theory (mechanical), and automotive electrical theory were instituted during 1947. By March, 1948, courses in engineering science, electrical installation and maintenance, and five subjects for the Section A examinations of the Institutions of Civil, Electrical, and Mechanical Engineers should be operating. Further surveying and engineering courses will be prepared as circumstances permit. Over £l,OOO worth of A.E.W.S. study-course booklets, which are now controlled by the Technical Correspondence School, were sold during 1947. The preparation, by qualified authors, of further books on agriculture similar to those of the A.E.W.S. series has been put in hand. The desirability of preparing courses in textiles is under consideration. (19) " Pool " Drawing Scheme eor Workshop Projects For some time we have had in mind a pool drawing scheme for workshop projects in woodwork and in metalwork, and the scheme has now reached an advanced stage. The appointment of a draftsman has been approved, and also a small grant to meet the expenses of a Selection Committee for a short conference in Wellington. Instructors in woodwork and in metalwork throughout the Dominion have been invited to contribute to the bank of drawings, and all will receive something in return. The scheme is not intended in any way to replace the individual work of instructors for their own centres, but rather to set up standards in craftsmanship and organization and to provide a library of interesting and instructive projects. We do not regard the proposed projects as standards to be made to the exclusion of all other jobs. It is felt, however, that drawings of this nature would be of great value to many instructors, particularly to those just commencing their teaching career. In woodwork the plan is well advanced; in metalwork, preliminary meetings have been held. In both cases it is proposed finally to provide drawings to meet the needs of teachers over the whole course from Form I to Form Y. Naturally, however, the first endeavour will be to complete sets of drawings for Forms I and 11. Committees for the final selection of projects in woodwork and metalwork will be set up in Wellington. These will be representative of teachers in all types of schools. (20) Development of Apprenticeship Training In accordance with the recommendations of the Apprenticeship Commission of 1944 and the legislation of 1946, Apprenticeship Committees have been set up for some seven or eight industries for the whole of New Zealand. Ultimately there will be twentyone New Zealand Committees. So far, three have met, and six more are to meet during the next six months. The New Zealand Committees will control the general policy in regard to apprenticeship, while the local Committees will perform the administrative duties. Of the recommendations made by the Commission, many are now in operation. In my last report I indicated that the Education Department had even then taker steps to implement the recommendations of the Apprenticeship Commission whicl specifically concerned it. The first Apprenticeship Committee to function was that oi the New Zealand Motor Trade, and the draft of the New Zealand Motor Trade apprenticeship order states, inter alia : {a) Apprentices shall, if required to do so by the Arbitration Court or the New Zealand Committee, be required to attend classes if they are within such a distance of the school that attendance at these classes would be reasonable (b) Where an apprentice is required so to attend, the employer shall refund to birr the amount paid in fees in each year in which his attendance is not less thar 75 per cent, of the maximum possible. (c) If an apprentice resides or works beyond the distance determined by the Committee, he shall be required to take a course of lessons at the Educatior Department's Technical Correspondence School under the same conditions as if he were attending classes.

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The instruction is to be half practice and half theory, according to the syllabus prescribed by the New Zealand Motor Trade Certification Board. Two other Committees, Bakers' and Plumbers', have considered new apprenticeship orders. The bakers favour intensive day courses in special schools suitably equipped. In the case of the plumbers, however, the matter is to be referred to the Arbitration Court for decision. It seems probable that some form of practical instruction will be necessary in almost all trades. All trades will be called on to decide to what extent they want apprentices trained in day or evening classes and the type of instruction to be given in both theory and practice. The equipment necessary for the training will depend on the decisions arrived at. The Education Department is in close co-operation with trade examining bodies where such exist. For example, a representative of the Department is a member of the Motor Trade Certification Board and also a member of the Plumbers' Board. Already accommodation for classes in trade instruction could be made available for day or extended evening classes in some post-primary schools, but in quite a number of cases some additions will be essential if all apprentices are to attend for a couise of instruction. At the present time, post-primary schools are providing trade instruction for apprentices, both theory and practice, in evening classes and to a slight degree in the daytime. The classes are limited only by the demand on the part of the various trades. Further day classes will be started as soon as they are approved by the particular trades. There are some 13,000 trade apprentices in the Dominion, and though additional accommodation and equipment will be necessary for a complete training scheme in all phases of apprentice training, nevertheless day training could be started in many postprimary schools fairly quickly, provided the trades concerned are prepared to give the scheme full co-operation. (21) Careers Advisers in Post-primary Schools In accordance with recent regulations, a total of 92 careers advisers were appointed in 68 of the larger post-primary schools. During 1947 three courses of instruction for careers advisers, each occupying ten half-days, were held, with attendances as follows : May holidays : Auckland, 30 ; Christchurch, 36. August holidays : Wellington, 40. In addition to the official careers advisers, several careers advisers from smaller j schools and from private secondary schools attended by invitation. All three courses ;were marked by considerable enthusiasm, and very animated discussion took place. While it is as yet too early to pass final judgment on the work carried out in the schools by the newly appointed careers advisers, there is ample evidence that many of the schools have welcomed the new regulation and have selected able and enthusiastic teachers for the work. Aided by the vocational information available through the Department's Vocational Guidance Centres, and by the other facilities that the Vocational [Guidance Officers are able to place at their disposal, careers advisers should continue to play an important part in assisting young people to make a wise choice of careers. Careers advisers are not intended to act as a substitute for Vocational Guidance Officers, and, generally speaking, and particularly in the larger centres, the schools cannot hope to make placements with the same assurance as can the Vocational Guidance Officers. Within the schools themselves, however, there is much that can only be done by a teacher who is in a position to know every pupil and to be ever at hand to offer advice. The Department regards the post of careers adviser as one calling for initiative and understanding and providing an excellent training ground for posts of even greater responsibility.

22

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(22) Exchange of Teachers During the past year, arrangements were made for the resumption of the exchange of teachers between New Zealand and other parts of the Empire. It was hoped that these exchanges would be on a fairly extensive scale, but difficulties in arranging transport for teachers from England made it necessary to reduce the numbers. Three post-primary teachers left New Zealand in December and will be replaced in 1948 by teachers from England. These teachers were all women, two from secondary schools and one from a district high school. It is hoped that exchanges will be on a more extensive scale in future years. (23) Conference of Inspectors A conference of all Inspectors of schools was held at the Wellington Teachers' Training College in August. The conference divided into seven sub-committees, on each of which there were representatives of the post-primary inspectorate. Much valuable work was done, and one of the most useful aspects of the discussions was the interchange of views between the various branches of the inspectorate. Of matters discussed particular reference may be made to (1) the co-ordination of the work of the intermediate, and post-primary schools ; (2) collaboration, when possible, of Primary and Postprimary Inspectors on visits to schools ; (3) standards of work ; (4) specialist teachers ; (5) decentralization of the functions of the Department. (24) Buildings The following major works were completed during 1947 : Auckland Girls' Grammar School .. Additions and alterations. Dannevirke High School .. .. Assembly hall; additions to rectory. Hastings High School .. .. Domestic science, and additions to workshops. Thames High School .. .. Assembly hall ex-Army. Hamilton Technical School .. Assembly hall ex-Army. Stratford Technical School .. Assembly hall ex-Army. Wairarapa College .. .. Gymnasium ex-Army. Petone Technical School .. .. Assembly hall ex-Army. Wellington College .. .. Gymnasium ex-Army. Christchurch Technical School .. Remodelling workshops. Otago Boys' High School .. Remodelling science laboratory. Avondale College .. .. Engineering workshop. Tauranga College .. .. Workshop block. Major works are at present in progress at the following schools : Rangiora High School .. .. Boys' hostel. Southland Boys' High School .. Replacement of windows—renovations. Southland Girls' High School .. Additions to new building. Thames High School .. .. Biology room. Timaru Girls' High School .. Hostel. Dunedin Technical School .. Home-science block. Hawera Technical School .. Additions and gymnasium. Matamata College .. .. Additions. Auckland Technical School .. •Remodelling and reorganization. Southland Technical School .. Additions. Tauranga College .. .. Home-life building, and assembly hall. Northcote High School .. .. Assembly hall ex-Army.

23

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(25) School Hostels There is still ail unsatisfied demand for accommodation at school hostels. The number of pupils resident in 1946 and 1947 is shown in the following table : 1946. 1947. Secondary .. .. .. .. 1,583 1.634 Technical .. .. .. .. 323 376 Combined .. .. .. .. 967 990 2,873 3,000 (26) Conclusion May I in this, my last annual report as Chief Inspector of Post-primary Schools, nake a brief reference to the growth of the post-primary school system since I first joined ;he secondary service as a junior master some forty-one years ago. The technical system pas then practically non-existent, while the total school roll of the State secondary schools vas only some 3,500 and the total secondary salary bill for the whole Dominion just over '45,000. There were a few private secondary schools not yet registered as such. To-day ,he total post-primary rolls exceed 57,000 and the total annual salary bill for post-primary chools exceeds £1,000,000. We have now a post-primary system of which we may well be proud, and my visit o Australia during August and September of last year left me very well satisfied with >ur New Zealand post-primary schools. To this high standard Principals, assistants, and ay friends and colleagues on the inspectorate have all contributed. Too often the a.fpectorate is forgotten in this connection, and I should like to take this last opportunity f thanking them for their helpfulness to me during my period as Chief Inspector. A more ffective, loyal, and hard-working team it would be difficult to imagine. I have been ideed fortunate. May I, too, thank the officers of the Department on the administrative side. Their fficiency and complete co-operation have enabled us to put into effect readily and with ase any plans which we may have formed for the further development of the post-primary fstem. I have, &c., E. Caradtjs, Chief Inspector of Post-primary Schools. The Director of Education, Wellington C. 1.

24

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Table A1.—PUBLIC PRIMARY SCHOOLS BY GRADE, and Intermediate Schools and Departments, December, 1947

25

1 Education District. Grade or Subgr of School. Roll for determining Grade of School. •6 § ! S3 ■< 3 a OS H a 1 £ « a *® & 1 a" I .9 £ a O M <u fc *4 ,n <d 0 6 0 1 0 1 § 03 rQ rc i;§ h o I II IIIa IIIb IVa IVb IYo Va Vb Vo Vd VIA VlB Vic VID YIIa VIIb VIIc VHd VIIe VIIF VIIg VIIh VIIi VIIj VIIK VIIL 1-8 9-24 25-30 31-70 71-110 111-150 .. 151-190 191-230 .. 231-270 271-310 311-350 351-390 391-430 .. ... 431-470 471-510 .. ■ . 511-550 551-590 591-630 .. 631-670 671-710 711-750 751-790 791-830 831-870 871-910 911-950 .. 951-990 Intermediate schools and 10 130 50 182 62 36 17 9 7 13 8 8 7 7 11 5 7 " 3 3 3 5 1 4 1 14 2 31 8 46 11 9 6 2 5 1 2 1 17 57 9 38 15 8 3 3 3 2 2 2 5 1 1 2 10 56 11 34 10 9 - 6 4 3 2 2 5 2 1 1 1 1 1 2 13 58 4 33 21 8 2 8 8 3 2 6 9 3 3 2 2 4 1 1 1 3 12 25 5 24 5 4 4 2 1 1 2 1 1 9 107 27 60 32 9 6 4 5 7 6 1 4 7 1 6 2 2 1 2 1 2 '2 11 49 13 42 12 10 6 1 2 4 1 6 3 2 2 1 1 1 4 7 49 13 42 11 8 2 2 1 1 2 1 2 1 1 1 1 91 562 140 501 179 101 52 35 29 37 24 28 28 31 20 16 16 15 7 6 8 4 4 1 28 departments Totals 603 1 127 171 161 195 87 303 171 145 I 1,963 Note. —In the above table side schools have not been counted a s separi a,te schools.

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26

Table A2.-ATTENDANCE at Public Primary Schools and Intermediate Schools and Departments in 1947

I I ! l I i i | J Note.—The corresponding figures for the secondary departments of district high schools will be found in Table G 1 on page 43 of this paper, and the corresponding figures for Forms 111 and IV of the separate intermediate schools in Table B 1 on page 33 of this paper.

(Excluding Forms III and IV pupils of Intermediate Schools, Secondary Departments of District High Schools, but including pupils in special classes and Standard VII) Education District. Roll Numbers. Mean of Average Weekly Roll of Three Terms, 1947. Average Attendance for Whole Year (Mean of Average Attendance of Three Terms). Average Attendance as Percentage of Average Weekly Roll, 1947. Pupils at 31st December, 1946. Pupils at 31st December, 1947. Boys. Girls. Total. Boys. Girls. Total. Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson .. Canterbury Otago Southland Intermediate schools and departments Totals 73,402 11,179 14,908 15,250 27,278 6,776 32,761 16,660 10,373 9,468 77,089 11,646 15,504 15,749 28,706 7,053 33,698 17,068 10,448 9,617 39,561 5,901 7,696 7,877 14,390 3,440 16,697 8,443 5,201 5,119 36,906 5,352 7,210 7,215 13,092 3,266 15,680 7,811 5,009 4,574 76,467 11.253 14,906 15,092 27,482 6,706 32,377 16.254 10,210 9,693 35,612 5,338 6,922 7,122 12,897 3,134 15,098 7,654 4,686 4,776 32,804 4,872 6,468 6,441 11,919 2,958 14,117 7,086 4,378 4,255 68,416 10,210 13,390 13,563 24,816 6,092 29,215 14,740 9,064 9,031 89-5 90-7 89-8 89-9 90-3 90-8 90-2 90-7 88-8 93-2 218,055 226,578 114,325 106,115 220,440 103,239 95,298 198,537 90-1

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Table A3.—AGE AND SEX or Public Primary and Intermediate Pupils at 1st July, 1947

27

(Including Standard VII, Special Classes, and Forms I and II of Intermediate Schools and Departments) 5 and 6 and 7 and 8 and 9 and 10 and 1 11 and I 12 and 13 and 14 and 15 and 16 Years • under under under under under under under under under under under and Totals. Grand 6 Years. 7 - 8. 9. 10. u. | 12. 13. 1 14. | 15. 16. over. Totals. Education districtAuckland Boys 5,108 5,743 5,093 4,394 4,292 4,046' 3,435 2,761 1,833 863 203 16 37,787 1 79 QG^ Girls 4,893 5,394 4,743 4,342 4,099 3,847 3,109 2,526 1,422 587 119 27 35,108 J r / L , OtfO Taranaki Boys 668 799 725 639 676 643 597 568 369 180 31 2 5,897 1 n 947 Girls 667 734 688 598 620 614 512 510 275 118 14 5,350 j r xx , Li-. 1 1 Wanganui Boys 1,003 1,109 1,064 885 903 835 665 610 357 182 27 6 7,646 I 14,863 Girls 1,016 1,036 1,006 884 859 823 649 493 286 133 27 5 7,217 J Hawke's Bay Boys 1,023 1,133 1,077 956 874 832 704 624 388 220 50 7 7,888 1 L 1 a AO X Girls 980 1,042 955 901 832 814 642 526 318 162 30 5 7,207 J r lu j Wellington Boys 2,058 2,151 1,927 1,730 1,635 1,545 1,315 1,152 775 302 45 7 14,642 1 L 97 QKJ. Girls 1,856 1,930 1,779 1,597 1,472 1,421 1,280 1,118 624 215 14 6 13,312 i r 1 9 VU-r. Nelson Boys 420 459 446 364 379 352 * 351 306 189 107 21 2 3,396 1 L a (\aq Girls 446 423 427 392 367 341 337 273 164 71 6 3,247 J r O,O^O Canterbury Boys 2,206 2,402 2,134 1,865 1,758 1,752 1,586 1,521 957 408 45 ' 6 16,640 1 L Q9 9QA Girls 2,105 2,262 1,960 1,838 1,782 1,723 1,548 1,317 765 251 36 3 15,590 r u-, — Ou Otago Boys 1,145 1,256 1,109 1,013 1,029 930 751 625 400 184 26 2 8,470 I OlA Girls 1,081 1,207 990 930 919 900 734 617 325 128 9 6 7,846 P lUjOiU Southland Boys 675 770 647 565 612 552 499 432 261 141 11 1 5,166 I in 077 Girls 672 671 664 604 574 540 485 428 188 81 4 , 4,911 r lUjlH J Intermediate schools and Boys 55 1,093 1,911 1,376 567 118 14: 5,134 Q 791 departments Girls 81 1,215 1,854 1,102 291 41 6 4,590 J /■ a , 1 £'k Totals Boys 14,306 15,822 14,222 12,411 12,158 11,542 10,996 10,510 6,905 3,154 577 63 112,666 L917 O-i-1 Girls 13,716 14,699 13,212 12,086 11,524 11,104 10,511 9,662 5,469 2,037 300 58 104,378 J r jL 1 i j U-t-t Percentage of pupils of each age 12-9 14-1 12-7 11-3 10-9 10.-4 9-9 9-3 5-7 2-4 0-4 * 100-0 Totals 1946 Boys 14,116 13,830 12,235 12,052 11,441 10,930 10,893 10,222 7,002 3,378 600 51 106,750 39° Girls 12,978 12,957 11,957 11,448 10,970 10,497 10,060 9,667 5,477 2,173 344 44 98,572 J- £\JU , — Difference Boys + 190 + 1,992 + 1,987 +359 +717 +612 + 103 +288 -97 -224 -23 + 12 +5,916 L il1799 Girls +738 + 1,742 + 1,255 +638 +554 +607 +451 —.) — 8 -136 -44 + 14 1 +5,806 * Insignificant percentage.

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Table A4.—STANDARD CLASSIFICATION of Public Primary and Intermediate Pupils at 1st July, 1947

28

(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 Pupils in Preparatory Pupils at 1st July in Standards and Forms. Backward Children. Classes. 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 129 19 42 35 77 ios 74 23 82 9 20 12 39 94 45 12 211 28 62 47 116 i99 119 35 13,733 1,925 2,809 2,956 5,226 1,120 5,953 2,959 1,738 12,333 1,705 2,462 2,555 4,460 1,036 5,255 2,643 1,552 26,066 3,630 5,271 5,511 9,686 2,156 11,208 5,602 3,290 5,195 773 1,009 1,092 1,926 443 2,159 1,165 719 4,816 692 1,050 990 1,810 406 2,042 985 691 10,011 1,465 2,059 2,082 3,736 849 4,201 2,150 1,410 4,631 700 944 994 1,784 395 1,945 1,051 591 4,416 636 934 917 1,635 411 1,820 982 605 9,047 1,336 1,878 1,911 3,419 806 3,765 2,033 1,196 4,587 709 921 892 1,746 388 1,831 1,049 629 4,330 592 889 864 1,542 390 1,855 982 598 8,917 1,301 1,810 1,756 3,288 778 3,686 2,031 1,227 504 313 817 38,419 84,001 72,420 14,481 13,482 27,963 13,035 12,356 25,391 12,752 12,042 24,794 Percentage of pupils of each standard Totals, 1946 0-4 33-4 12-9 11 • 7 11-4 564 341 905 35,478 31,220 66,698 13,353 12,424 25,777 12,395 11,789 24,184 12,094 11,386 23,480 Difference -60 -28 -88 +2,941 +2,781 +5,722 + 1,128 + 1,058 +2,186 +640 +567 + 1,207 +658 +656 + 1,314

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Table A4.-STANDARD CLASSIFICATION of Public Primary and Intermediate Pupils at 1st July, 1947— continued

29

(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 IT. 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 4,250 598 868 864 1,458 371 1,772 900 567 3,997 614 822 838 1,408 350 1,664 877 583 8,247 1,212 1,690 1,702 2,866 721 3,436 1,777 1,150 2,823 610 560 584 1,272 364 1,548 689 475 2,610 2,700 581 549 527 1,283 345 1,513 688 459 2,301 5,523 1,191 1,109 1,111 2,555 709 3,061 1,377 934 4,911 2,419 555 490 471 1,134 314 1,322 578 416 2,524 2,410 517 487 500 1,122 305 1,346 638 400 2,289 4,829 1,072 977 971 2,256 619 2,668 1,216 816 4,813 20 8 3 19 1 5 5 8 24 4 4 '13 4 1 6 11 44 12 7 4 32 5 6 11 19 37,787 5,897 7,646 7,888 14,642 3,396 16,640 8,470 5,166 5,134 35,108 5,350 7,217 7,207 13,312 3,247 15,590 7,846 4,911 4,590 72,895 11,247 14,863 15,095 27,954 6,643 32,230 16,316 10,077 9,724 11,648 11,153 22,801 11,535 10,946 22,481 10,223 10,014 20,237 69 71 140 112,666 104,378 217,044 Percentage of pupils of each standard Totals, 1946 10-5 10-4 9-3 * 100-0 11,369 10,779 22,148 11,280 10,683 21,963 10,125 9,830 19,955 92 120 212 106,750 98,572 205,322 Difference +279 +374 +653 +255 +263 +518 + 98 + 184 +282 -23 -49 -72 +5,916 +5,806 + 11,722 * Insignifioant percentage.

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Table A8. —AGE AND ATTAINMENT of Pupils leaving Primary Schools during 1947

30

Age. In Form II. In Form I. In Standard 4. With Primary School Certificate. Without. Primary School Certificate. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 15 years and over 14 „ under 15 13 „ „ 14 12 „ „ 13 11 „ „ 12 Under 11 years Totals, 1947 .. Totals, 1946 .. Difference 858 1,947 3,245 1,091 33 521 1,563 3,531 1,544 57 304 66 17 1 247 39 21 304 68 4 173 37 4 1 76 14 36 8 7,174 7,165 7,216 7,261 388 340 307 285 376 432 215 235 90 117 44 65 +9 -45 +48 +22 -56 -20 —27 -21 Age. In Standard 3. In Standard 2 or lower. Boys, Totals. Boys. | Girls. | Boys. Girls. Girls. Total. 15 years and over 14 „ under 15 13 „ „ 14 12 „ „ 13 11 „ „ 12 Under 11 years Totals, 1947 .. Totals, 194(3 Difference [ i 28 12 3 16 3 10 3 1,586 2,098 3,266 1,092 33 999 1,653 3,556 1,544 58 2,585 3,751 6,822 2,636 91 28 18 15 27 19 18 13 7 8,075 8,090 7,810 7,880 15,885 15,970 + 10 -12 +1 +6 -15 -70 -85

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31

Table A10.—STAFF: Public Primary and Intermediate Schools and Departments, December, 1947 (exclusive of Secondary Departments of District High Schools)

* There are sixteen Principals of separate intermediate schools. The other one is a head teacher of a district high school to which is attached an intermediate department, and is not shown elsewhere. t In 1946 side schools were counted as separate schools.

rumber of Schools. Sole Teachers. Heads of Schools. Assistant Teachers. Probationary Assistants. Total Number of Teachers. 1 1 %£ 11 <D£j |s <D „ >■ 0> 41 rage number Pupils per reacher. M. • F. M. f. M. F. M. F. M. F. Total. o © Ah o II Education District — Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland Intermediate schools and departments 589 127 169 159 192 87 301 167 144 28 148 40 54 52 49 27 88 51 58 41 10 31 25 31 17 56 28 19 362 66 74 75 101 42 137 79 67 17* 38 11 10 7 11 1 20 9 434 60 77 79 174 38 213 115 51 181 1,087 157 217 221 446 99 480 242 147 192 70 8 5 13 19 8 46 20 13 122 22 26 23 47 17 29 33 18 1,014 174 210 219 343 115 484 265 189 198 1,288 200 284 276 535 134 585 312 184 192 2,302 374 494 495 878 249 1,069 577 373 390 78-7 87-0 73-9 79-3 64-1 85-8 82-7 84-9 102-7 103-1 68,416 10,210 13,390 13,563 24,816 6,092 29,215 14,740 9,064 9,336 29-7 27-2 27-1 27-4 28-3 24-5 27-3 25-5 24-3 23-9 Totals, 1947 .. Totals, 1946 1,963 2,030f 567 576 258 297 1,020 1,000 107 106 1,422 1,359 3,288 3,191 202 175 337 386 3,211 3,110 3,990 3,980 7,201 7,090 80-5 78-1 198,842 180,695 27-6 25-5 Difference -67 -9 -39 +20 + 1 +63 +97 +27 -49 + 101 + 10 + 111 +2-4 + 18,147 +2-1

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Table A15.—REGISTERED PRIVATE PRIMARY SCHOOLS: Number of Schools, Pupils, and Teachers at the End of 1947

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

32

— Average "Weekly Roll. Roll Number December. Classification according to Standards of Pupils on Roll at 1st July. Number of Assistant Teachers on Staff (December). Special Class for Backward Children. Class P. SI. S2. S3. S4. PI. PII. Adult Section. Totals. Total. 1 M T3 b B. G. B. G. B. G. B. G. B. G. B. G. B. G. M. P. 1 B. G. M. 1 P. 1946 1947 Difference 1,871 1,913 1,857 1,972 96 106 120 125 310 308 392 364 76 76 97 121 77 72 74 84 62 63 104 75 60 61 80 87 58 64 66 88 62 65 80 64 33 40 22 19 834 855 1,035 1,027 1,869 1,882 6 6 48 45 +42 + 115 + 10 +5 -2 -28 +24 —5 + 10 + 1 -29 + 1 +7 +6 +22 +3 -16 +7 -3 +21 -8 + 13 -3

Number of Teachers. Number of Schools. Roll Number at End of Year. UndenomiCatholic Other District. Average A f f /I national Church Church bcnools. ocnools. scnoois. UndenomiCatholic Other Total UndenomiCatholic Other 1 Total Roll. ance. national Church Church Number national Church Church j I Schools. Schools. Schools. of Schools. Schools. Schools. Schools. Boys. | Girls. Total." 1 M. F. M. F. M. F. Auckland 4 60 19 83 199 8,231 1,495 4,763 5,162 9,925 9,379 9 15 205 27 39 Taranaki 11 2 13 1,381 38 650 769 1,419 1,311 38 3 Wanganui 2 16 7 25 95 1,671 403 1,058 1,111 2,169 1,925 5 5 48 ii 10 Hawke's Bay» ,. 3 13 4 20 107 1,633 195 921 1,014 1,935 1,659 i 5 6 36 8 5 Wellington 1 44 10 55 54 5,020 1,196 2,943 3,327 6,270 5,571 2 2 17 126 8 35 Nelson 7 7 706 359 347 706 613 21 Canterbury 3 51 11 65 '274 5,178 1^030 3,168 3,314 6,482 5,776 4 8 11 134 3 37 Otago 24 3 27 2,101 277 1,188 1,190 2,378 2,095 7 67 2 9 Southland 1 11 12 ' '69 1,251 614 706 1,320 1,130 4 4 34 Totals, 1947 .. 14 237 56 307 798 27,172 4,634 15,664 16,940 32,604 29,459 7 33 65 709 62 138 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 Difference —2 +3 -2 -1 +24 + 857 +217 + 501 +597 + 1,098 + 1,914 + 1 -7 + 5 +6 -4 +4

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Table B1.—ROLLS and CLASSIFICATION of PUPILS and STAFFS or Intermediate Schools and Departments as at 1st July, 1947

2—E 2

33

2 isij ■g 9 2 2.■s I «> Classification of Pupils on Boll as at 1st July, 1947. Number of Full-time Intermediate School or Department. H 9 Ml Ml slf s-i a> « s| lis fcT fl) fl) H U ® 3 ® § < § Form I. Form II. Form III. All Forms. Total. Assistant Teachers. 1* Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. M. F. Total. (a) Whangarei Boys' (a) Whangarei Girls' (c) Avondale (c) Balmoral (c) Kowhai (c) Manukau (c) Normal («) Northcote .. (c) Pasadena (a) Otahuhu (e) Waihi (a) Matamata .. (a) Te Awamutu (a) Botorua (c) Wanganui .. (c) Palmerston North (c) Gisborne (c) Napier (a) Bongotai (e) Wellington South (a) Marlborough (c) Ohristchurch South (e) Shirley (a) Waitaki Boys' (a) Waitaki Girls' (c) Dunedin North (c) Maeandrew .. (c) Tweedsmuir 85 70 270 167 370 232 244 117 ' 227 113 72 118 106 85 189 284 251 282 120 224 122 287 217 66 68 186 295 204 90 116 305 231 373 295 255 120 287 165 93 147 117 158 193 374 308 305 116 270 140 265 196 81 55 173 321 241 168 179 525 365 635 502 465 222 481 261 150 225 198 224 332 686 510 517 225 393 253 443 360 142 120 299 554 411 159 166 486 347 620 464 447 202 452 242 138 207 184 204 326 647 486 500 217 378 242 432 355 129 110 284 528 384 71 1.29 94 152 122 125 50 124 77 41 70 52 59 84 184 129 148 97 93 65 134 93 67 61 170 119 i02 131 107 136 120 116 46 118 65 32 43 45 62 86 153 137 127 119 72 99 72 '51 63 109 90 97 149 78 128 138 110 58 113 57 47 52 50 66 92 177 131 109 132 90 61 119 90 75 *84 122 99 '76 127 88 136 109 99 65 121 67 35 63 50 31 78 173 119 129 *94 66 93 84 *68 80 134 104 '24 10 11 ' 3 "i3 "5 "3 'io 12 u 16 *79 12 15 io h 1 4 18 "9 "8 18 io 16 168 278 172 304 270 246 108 240 134 88 122 102 125 189 361 260 262 229 186 126 263 195 142 i59 308 218 i78 258 195 351 241 230 111 249 132 67 106 95 93 176 327 260 274 222 138 200 174 ii9 153 259 194 168 178 536 367 655 511 476 219 489 266 155 228 197 218 365 688 520 536 229 408 264 463 369 142 119 312 567 412 8 "9 8 13 11 9 2 9 2 2 3 2 3 5 8 9 8 8 7 8 10 6 6 ' 8 11 6 7 11 9 15 9 11 4 8 4 2 4 3 3 8 14 9 12 "6 3 10 7 "6 5 12 10 8 7 20 17 28 20 20 6 17 6 4 7 5 6 13 22 18 20 8 13 11 20 13 6 6 13 23 16 Totals, 1947 Totals, 1946 5,071 4,853 5,790 5,955 9,845 9,718 9,336 8,990 2,610 2,554 2,301 2,311 2,524 2,505 2,289 2,237 121 121 212 232 5,255 5,180 4,802 4,780 10,057* 9,960 181 171 192 209 373 380 Difference +218 -165 + 127 + 346 + 56 -10 + 19 + 52 -20 + 75 + 22 + 97 +10 -17 -7 (a) These are intermediate departments, consisting of Form I and Form II pupils, attached to secondary or technical schools, mediate schools. (e) District high school with intermediate department attached. * .There were, in addition, 55 pupils the corresponding figure in 1946 was 50. (c) These schools are se] in Form IV at intermed )arate interliate schools;

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

34

(exclusive op District High Schools) (Statistics of part-time pupils will be found in Table E 1) School. Rc At 1st March, J947. >11 Numbe At 1st July, 1947. rs (Full-time Pupils). December, 1947. Average Attendance for 1947 (Year ending December). Number of 1946 Pupils on Roll at beginning of 1947. Number of New Pupils admitted during 1947. Number of New Pupils who commenced their Postprimary Education in 1947. Pull-time Staff (including Principals), (December, 1947). Technical Classes Part-time Pupils at 1st July, 1947. Boys. Girls. Total. M. P. Boys. Girls. A. Secondary Schools Whangarei Boys' High School 410 382 358 358 360 263 158 145 18 134 Whangarei Girls' High School 376 363 *302 302 328 222 156 142 ' *17 ' 46 Auckland Grammar School 885 869 '846 846 823 654 234 209 ' '38 Mount Albert Grammar School 748 718 684 684 667 518 244 203 32 Auckland Girls' Grammar School 752 728 '697 697 702 445 328 297 ' '32 Epsom Girls' Grammar School 726 700 666 666 667 514 232 219 30 Takapuna Grammar School 737 698 *283 338 621 624 457 308 266 ' 'l8 13 Thames High School 275 262 133 97 230 238 162 119 106 8 4 ' '60 "62 Hamilton High School 657 646 275 341 616 607 451 235 185 13 14 Rotorua High School 399 362 158 167 325 325 241 173 160 11 5 "70 6 Wanganui Girls' College Palmerston North Boys' High School 413 385 367 367 366 289 134 119 19 410 402 399 399 383 270 153 138 " 18 Palmerston North Girls' High School 315 299 '286 286 284 213 105 99 ' 15 Gisborne High School 877 832 *399 343 742 777 531 350 341 ' '21 12 i83 'i06 Hastings High School 596 546 244 237 481 480 374 246 219 14 10 84 2 Dannevirke High School 476 438 242 159 401 400 314 175 148 14 8 117 43 Hutt Valley High School 722 687 373 274 647 637 498 248 210 17 10 Wellington College 835 801 789 789 776 657 192 178 34 Rongotai College 330 309 297 297 298 220 120 112 15 Wellington Girls' College 537 508 '489 489 474 377 169 153 "23 Wellington East Girls' College 465 445 416 416 412 304 165 151 19 Marlborough High School 429 391 *i85 146 331 349 265 179 174 ' 11 6 "io7 'iio Rangiora High School 297 278 106 137 243 248 173 132 117 7 6 19 1 Christchurch Boys' High School 841 806 756 756 761 572 285 244 37 Christchurch Girls' High School 607 591 *564 564 554 422 181 171 ' 26 Avonside Girls' High School 432 414 369 369 385 283 162 147 20 Christchurch West High School 736 686 '289 337 626 628 458 194 280 15 18 Ashburton High School Timaru Boys' High School 231 220 107 108 215 207 162 72 70 6 5 370 359 339 339 339 265 112 101 16 Timaru Girls' High School 312 206 '274 274 279 229 87 78 ' 14 Waimate High School 245 222 ' '99 103 202 207 159 91 85 8 4 9 ' 13 Waitaki Boys' High School 495 468 414 414 422 327 172 156 22 • • 72 Waitaki Girls' High School 383 352 332 332 317 247 141 129 15 55 Otago Boys' High School 446 429 *404 404 414 314 141 114 "21 Otago Girls' High School King's High School.. 605 575 535 535 542 410 212 185 ' '24 360 333 '310 310 320 264 101 88 ' 17 South Otago High School 216 186 79 ' '90 169 174 139 80 75 6 5 ' 36 ' 59 Gore High School 454 400 167 193 360 370 295 164 155 14 6 56 58 Southland Boys' High School 382 360 333 333 337 265 123 106 17 Southland Girls* High School 460 423 '384 384 399 318 145 135 ' '20 Totals, A .. 20,242 19,169 1 9,435 8,384 17,819 17,880 13,541 7,018 6,4^0 468 400 947 561

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35

B. Combined Schools New Plymouth Boys' High School 691 650 577 577 617 466 239 226 28 334 New Plymouth Girls' High School 615 587 533 533 546 393 238 216 ' '28 iso ' '79 Napier Boys' High School 434 407 '371 371 380 263 181 168 ' 19 Napier Girls' High School 356 335 '308 308 333 238 132 117 ' 16 ' 24 Wairarapa College 636 590 '280 258 538 550 369 284 243 ' 17 7 'i86 50 Nelson. College 659 638 599 599 609 446 229 193 27 289 Nelson Girls' College 478 463 '425 425 424 317 176 161 ' 20 '333 Totals, B .. 3,869 3,670 1,827 1,524 3,351 3,459 2,492 1,479 1,324 91 71 989 486 C. Technical Schools Northland College 219 207 117 ■ 86 203 189 * 224 109 10 2 19 30 Auckland Technical School 1,231 1,134 604 357 961 1,039 625 639 574 37 13 2,596 405 Avondale College 994 922 410 400 810 836 602 419 406 24 16 47 42 Elam School of Art 89 88 22 57 79 89 53 57 1 4 4 109 139 Northcote High School 270 246 119 94 213 222 * 288 114 9 6 Otahuhu Technical School 1,192 1,083 516 426 942 966 723 494 451 32 15 '298 'ios Pukekohe Technical School 391 368 155 172 327 336 233 167 151 13 7 Tauranga College 397 380 160 190 350 346 259 177 137 10 7 ' '74 "61 Matamata College 351 317 124 153 277 285 204 143 132 10 7 18 13 Hamilton Technical School 835 768 360 318 678 704 482 377 342 24 17 415 82 Te Awamutu College 303 281 115 140 255 253 * 324 127 10 6 14 10 Hawera Technical School 535 473 209 210 419 438 333 220 197 13 10 145 65 Stratford Technical School 449 396 177 166 343 365 249 208 196 13 7 61 15 Wanganui Technical School .. Feilding Technical School 680 . 615 358 160 518 561 442 254 228 20 10 356 128 326 311 193 88 281 271 207 117 111 14 3 14 30 Palmerston North Technical School 607 530 225 211 436 483 336 291 271 T4i 10 404 182 Horowhenua Technical College 446 395 163 187 350 362 280 181 147 12 8 56 62 Petone Technical School 583 539 246 209 455 469 311 288 282 14 6 690 163 Wellington Technical School 1,292 1,159 531 450 981 1,042 756 559 534 36 19 1,763 452 Westport Technical School 187 169 78 82 160 164 111 79 73 9 2 73 30 Greymouth Technical School 465 371 172 152 324 341 313 156 146 16 8 175 136 Christchurch Technical School 1,125 1,013 535 294 829 887 637 503 502 25 20 1,670 450 Canterbury College School of Art 128 126 38 75 113 126 81 60 2 7 2 155 138 Papanui Technical School 427 400 212 137 349 361 247 192 185 14 7 120 104 Ashburton Technical School .1 331 306 128 130 258 268 189 149 143 10 6 122 62 Timaru Technical School 321 287 135 87 222 259 180 148 133 11 4 287 118 Dunedin Technical School 886 803 286 355 641 734 390 413 411 24 17 910 399 Invercargill Technical School 802 706 316 238 554 620 408 405 398 24 8 334 102 Totals, C 15,862 14,393 6,704 5,624 12,328 13,016 8,651 7,532 6,503 459 247 10,925 3,526 Grand totals, 1947 Grand totals, 1946 39,973 37,232 17,966 15,532 33,498 34,355 24,684 16,029 14,237 1,018 718 12,861 4,573 39,037 36,858 17,554 15,418 32,972 33,060 24,517 15,532 14,024 925 653 11,579 4,177 Difference + 936 +374 + 412 + 114 + 526 + 1,295 + 167 + 497 + 213 + 93 + 65 + 1,282 +396 * Established in 1947. j

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Table D3.—YEARS OF ATTENDANCE of FULL-TIME Post-primary Pupils at 1st July, 1947 (excluding Pupils attending Schools of Art)

36

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. Gr. B. Gr. B. Gk B. G. B. G. B. G. B. Gr. Secondary Combined Technical District high schools 2,963 690 3,472 1,784 3,279 567 2,794 1,917 2,666 559 2,584 1,091 2,785 501 2,166 1,266 1,980 381 1,218 457 1,812 310 976 610 1,439 246 444 203 1,127 202 338 224 597 114 117 32 418 83 57 40 70 10 9 1 33 7 4 4 9,715 2,000 7,844 3,568 9,454 1,670 6,335 4,061 Totals 8,909 8,557 6,900 6,718 4,036 3,708 2,332 1,891 860 598 90 48 23,127 21,520

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Table D 5.-COURSES OF INSTRUCTION OF FULL-TIME Post-primary Pupils on 1st July, 1947

37

1 Professional Professional Professional or General, or General, or General, . , „ with Two with One without a Industrial. Commercial. Art. rVfv, Other. Totals. s „ honl Foreign Foreign Foreign cultural. Ute. Grand Languages. Language. Language. 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 .. 39 .. 63 .. 134 .. 106 40 382 .. 382 Whangarei Girls' High School .. „. 16 .. 63 .. 36 .. .. .. 99 127 .. 22 .. 363 363 Auckland Grammar School.. .. 177 .. 275 .. 221 .. .. .. 162 34 .. 869 .. 869 Mount Albert Grammar School . . 171 .. 222 . . 38 109 .. 104 74 .. 718 .. 718 Auckland Girls' Grammar School .. .. 168 .. 190 .. 81 173 116 728 728 Epsom Girls' Grammar School .. .. 176 .. 355 .. 53 .. .. .. 25 .. 91 .. 700 700 Takapuna Grammar School . . 41 46 103 114 73 74 95 9 80 63 .. 321 377 698 Thames High School .. .. 1 4 21 31 48 12 80 .. 50 15 .. 150 112 262 Hamilton High School .. .. 57 86 62 107 113 61 91 62 7 294 352 646 Kotorua High School .. .. 4 14 49 53 34 25 80 .. 42 47 9 5 176 186 362 Wanganui Girls' College .. . . .. 32 .. 108 .. 110 74 7 .. 49 .. 5 .. 385 385 Palmerston Worth Boys' High School 11 .. 89 .. 174 .. .. .. 72 .. 56 .. .. 402 .. 402 Palmerston North Girls' High School .. .. .. 90 .. 114 .. .. .. 71 .. 24 .. 299 299 Gisborne High School .. .. 8 13 86 108 98 55 206 .. 98 61 .. 1 1 .. 97 .. 460 372 832 Hastings High School .. .. 41 53 53 49 116 82 66 .. 86 276 270 546 Dannevirke High School .. .. 5 6 50 48 71 34 75 .. 75 63 11 .. 264 174 438 Hutt Valley High School .. 129 114 266 86 90 .... 2 397 290 687 Wellington College .. .. 287 .. 437 .. 77 .. .. .. .. . . .. 801 .. 801 llongotai College .. .. 117 .. 93 .. 43 .. 56 309 .. 309 Wellington Girls' College .. .. .. 68 .. 177 .. 32 90 6 .. 130 .. 5 .. 508 508 Wellington East Girls' College .. .. 92 .. 140 .. 135 .. .. .. 78 .. .. .. 445 445 Marlborough High School .. .. 3 7 82 45 22 9 65 .. 79 46 33 .. 218 173 391 Rangiora High School .. .. 1 3 3 7 4 73 10 47 36 94 .. 130 148 278 Christchurch Boys' High School .. 67 .. 287 .. 344 .. .. .. .. 108 .. 806 .. 806 Christchurch Girls' High School .. .. 219 .. 178 .. 90 104 591 591 Avonside Girls' High School .. .. 45 .. 47 .. 21 .. .. .. 154 147 .. .. .. 414 414 Christchurch West High School .. 1 1 62 60 194 21 .. 51 135 161 .. 308 378 686 Ashburton High School .. .. 4 1 62 56 28 37 16 16 110 110 220 Timaru Boys' High School .. 6 .. 51 .. 204 22 .. 76 359 .. 359 Timaru Girls' High School .. .. .. 30 .. 101 .. 56 .. .. .. 50 59 .. .. .. 296 296 Waimate High School .. .... 1 24 26 14 2 44 1 22 21 .. 1 1 65 .. 105 117 222 Waitaki Boys' High School 162 .. 36 .. 107 .. 70 .. 93 468 .. 468 Waitaki Girls' High School.. .. .. 50 .. 125 .. .. .. 89 .. 88 .. 352 352 Otago Boys' High School .. .. 101 .. 152 .. 176 429 .. 429 Otago Girls' High School .. .. .. 92 .. 179 .. 57 91 104 .. 52 .. 575 575 Kings' High School .. .. 77 .. 116 .. 140 333 .. 333 South Otago High School .. .. 1 .. 28 35 21 10 34 .. .. 33 6 18 .. .. 90 96 186 Gore High School .. .. 1 .. 20 60 59 32 49 .. 12 59 39 69 .. .. 180 220 400 Southland Boys' High School .. 22 .. 71 .. 80 ..' .. .. 128 .. 32 27 .. 360 .. 360 Southland Girls' High School .. .. 80 .. 122 .. 26 98 97 423 423 Totals .. .. .. 1,126 1,300 2,876 2,784 2,881 1,355 1,123 .. 702 2,070 689 .. 4 15 .. 1,631 314 299 9,715 9,454 19,169

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Table D5.—COURSES OF INSTRUCTION OF FULL-TIME Post-primary Pupils on 1st July, 1947—continued

38

Professional Professional Professional or General, or General, or General, with Two with One without a Industrial. Commercial. AgriArt. Home Other. Totals. Foreign Foreign Foreign cultural. Life. Grand School, Languages. Language. Language. 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 .. 12 180 114 194 86 34 30 650 650 New Plymouth Girls' High School .. 68 io2 70 i.33 1.59 '55 587 587 Napier Boys' High School i.29 138 '74 66 407 407 Napier Girls' High School .. 8 100 8 1.47 '72 335 335 W airarapa College i3 11 58 71 73 49 121 91 35 1 5 62 305 285 590 638 Nelson College 37 236 84 165 '45 60 11 638 Nelson Girls' College 75 154 45 106 '83 463 463 Totals 62 162 603 427 271 172 618 205 477 195 1 16 376 30 55 2,000 1,670 3,670 Technical High Schools Northland 13 16 15 14 55 3 32 35 24 121 86 207 Auckland 719 1 322 92 720 414 1,134 Avondale 53 85 77 22 17 6 291 34 162 175 472 450 922 Elam School of Art 35 53 35 53 88 Northcote 56 '39 'io ' '8 '37 7 "i9 30 '40 140 106 246 Otahuliu '70 *87 10 15 46 15 355 22 174 96 193 599 484 1,083 Pukekohe 1 38 50 35 15 77 1 81 26 44 177 191 368 Tauranga 33 59 38 33 47 64 57 49 175 205 380 Matamata ' '2 ' '2 24 26 40 40 32 47 58 46 156 161 317 Hamilton 311 '25 243 69 11 8 101 416 352 768 Te Awamutu 'ii 'io ' '4 7 23 '20 45 2 50 41 65 129 152 281 Hawera 39 51 47 21 100 87 52 76 238 235 473 Stratford 48 47 63 37 90 57 54 205 191 396 Wanganui ' 1 ' 1 56 21 154 35 149 ' '2 79 56 61 418 197 615 Feilding m. 28 33 30 10 27 148 35 206 105 311 Palmerston North 255 14 98 4 5 154 273 257 530 Horowhenua *21 '35 '92 '86 63 3 52 4 3 36 183 212 395 Petone 248 16 80 26 13 156 290 249 539 Wellington '49 467 69 218 52 35 269 637 88 522 1,159 Westport ' 1 40 '24 44 4 56 81 169 Greymouth .. ' 2 '61 44 17 11 116 2 63 55 196 175 371 Christchurch 552 44 110 68 239 664 349 1,013 Canterbury College School of Art 46 80 46 80 126 Papanui 2il '17 57 1.9 '96 247 153 400 Ashburton 122 7 56 23 98 152 154 306 Timaru 154 13 59 61 167 120 287 Dunedin 294 56 218 14 22 199 364 439 803 Invercargill 285 32 111 94 184 411 295 706 Totals 140 188 508 466 716 338 5,066 374 2,655 929 192 219 2,602 7,925 6,468 14,398 j

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Table D7. —Pupils at 1st July, 1947, BOARDING AWAY FROM HOME to attend Secondary Schools, Combined Schools, and Technical High Schools

39

Boarders, 1st July, 1947. School. At School Hostels. Privately. Totals. Boys. Girls. Boys. Girls. Boys. Girls. A. Secondary Schools Whangarei Boys' High School 94 23 117 Whangarei Girls' High School 91 24 iis Auckland Grammar School 35 35 Mount Albert Grammar School 82 61 143 Auckland Girls' Grammar School 34 34 Epsom Girls' Grammar School 70 54 124 Takapuna Grammar School 8 13 8 13 Thames High School 3 6 3 6 Hamilton High School 44 17 21 17 65 Rotorua High School 5 6 5 6 Wanganui Girls' College Palmerston North Boys' High School 110 23 133 55 "8 *63 Palmerston North Girls' High School "i7 17 Gisborne High School *57 37 *42 20 99 57 Hastings High School 17 15 17 15 Dannevirke High School *70 11 22 81 22 Hutt Valley High School 2 2 Wellington College 97 5 102 Rongotai College 6 6 Wellington Girls' College 3 3 Wellington East Girls' College .. 4 4 Marlborough High School is 18 "is 18 Rangiora High School 6 7 6 7 Christchurch Boys' High School 55 17 72 Christchurch Girls' High School 72 31 io3 Avonside Girls' High School 9 9 Christchurch West High School 7 18 7 18 Ashburton High School Timaru Boys' High School 2 10 2 10 ii3 8 121 Timaru Girls' High School 62 i6 *78 Waimate High School 4 4 4 4 Waitaki Boys' High School 247 6 253 Waitaki Girls' High School iii *i9 i30 Otago Boys' High School 75 "\2 87 Otago Girls' High School i4 14 King's High School *3 *3 South Otago High School .. .. 3 1 3 1 Gore High School 34 33 7 19 41 52 Southland Boys' High School 61 61 Southland Girls' High School •< 25 *83 ios Totals, A .. .. ... 1 979 655 397 511 1,376 1,166

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Table D7.— Pupils at 1st July, 1947, BOARDING AWAY FROM HOME to attend Secondary Schools, Combined Schools, and Technical High Schools —continued

40

Boarders, 1st .Tuly, 1947. School. ( At School Hostels. Privately. Totals. Boys. Girls. Boys. Girls. Boys. Girls. B. Combined Schools *\ New Plymouth Boys' High School 249 24 273 New Plymouth Girls' High School .. iio *38 178 Napier Boys' High School 77 11 *88 Napier Girls' High School 60 is 75" Wairarapa College 73 56 *3 11 76 67 Nelson College .. 256 15 271 Nelson Girls' College *79 22 ioi Totals, B 655 335 53 86 708 421 C. Technical 1 High Sch ools Northland College 47 7 12 54 12 Auckland Technical School 34 26 34 26 Avondale College 9 5 9 5 Elam School of Art 1 6 1 6 Northcote High School 1 1 1 1 Otahuhu Technical School 16 5 16 5 Pukekohe Technical School 5 2 5 2 Tauranga College 6 8 6 8 Matamata College Hamilton Technical School 31 28 31 *28 Te Awamutu College 15 12 15 12 Hawera Technical School 6 6 Stratford Technical School '*8 7 8 7 Wanganui Technical School 79 is 15 10 94 28 Feilding Technical School 136 5 8 141 8 Palmerston North Technical School 7 3 7 3 Horowhenua Technical College 1 1 Petone Technical School Wellington Technical School 2 2 "2 2 Westport Technical School 2 1 2 1 Greymouth Technical School 20 is 3 1 23 19 Christchurch Technical School 28 30 22 16 50 46 Canterbury College School of Art 26 37 26 37 Papanui Technical School 5 6 5 6 Ashburton Technical School 6 6 6 6 Timaru Technical School 10 2 10 2 Dunedin Technical School 11 7 11 7 Invercargill Technical School 40 33 40 33 Totals, C 310 66 288 250 598 316 Grand totals, 1947 .. 1,944 1,056 738 847 2,682 1,903 Grand totals, 1946 1,877 996 703 879 2,580 1,875 Difference +67 +60 +35 -32 + 102 +28

Table D 8.—CORRESPONDENCE SCHOOL, Secondary Department.— Average Weekly Roll, Classification, etc.

Table E1.-OCCUPATIONS OF PART-TIME STUDENTS at 1st July, 1947

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CO eg £ T* 05 <D g O CO o3 £3 O <D § *Ph Ph >- § o> © a «rH 3 o •H o rO S 5 •xl H 4 & 1 6 2 • .IB OS -£ r-T | 00 C 3 O £ - ""d ~ _5 CD 'SS .as -4 o .5 fl CQ © II ® § cS M) ® H Jig § H is H O &® CO ©i

41

O-g M c3 .§■§ i® io lO lO 7 i||i a OS -# <N CO lO + Total. as t~ CO CO CO t--72 ■1 cs 523 490 -33 o H w CD !> f-H CO -39 "ro *§ M r* C5 <M 00 CO + !§ o « O f=J « GO CO 1 & PM o a Form V. CS CO C- CO <35 1 £ o bD 0 w OS l> (M <N 7 0 1 fl o > M d 84 95 + 11 1 Ji o 9 o PR m" Oi lO rfi 1 H5 ►H M 6 rH O lO rH CO CO Ifa u o PR M* t> CM a rH -27 Roll Number, December 00 00 l> rH CO CO o CD 1 Average Weekly Roll. 00 -rt» O) i~H CO 1 i Difference 1946 . 1947 .

•smoj 15,574 6,153 21,727 18,672 +3,055 ♦Includes 174 males and 8 females in the Armed Forces; the corresponding figures in 1946 were 662 ajad 101. snoi^dnooo <N >-i O) !> i-H 263 280 r—1 1 ojsi 565 684 •X" a T* iO <M f-H nH -205 •siamoq^i CO p—i • CO GO rH O f—1 i—1 IO + pu« raifto snoii'BA hi poxteSug; T* <N rH (M O CO 1,236 1,170 99+ •gasrioiTOJBM ui jo sdoqs ui pa^oiduig; 650 462 1,112 1,081 +31 •O# < S0SS9IOII'8X 'sianxniH f si85[«niss0j(X <N t> C5 | rH ! 419 318 101 + •spsiry; oi^saraod 1 1,461 1,462 1,107 +355 I«bu9io 3,692 1,922 5,614 4,467 + 'SpSJBJ IBUOISS9JOJJ JO lO GO O 00 1,839 1,658 cc + CO <N 495 390 + 105 *o$> c si0^mi3[ l© l> CO <M 162 163 7 *02$> 'sia^nrej 213 213 152 19+ *SJ02fjpAiPOO M 1,930 1,930 1,460 o t> _L '02? 'SJ02[IOM. c sj0qnmu 1,037 1,037 1,050 CO 7 •sn-Bioii^ooia 1,133 1,133 870 CO CD •sonreqoow put? sj00tn§itg[ 3,450 3,450 2,944 +506 ■ All schools and classes — Males Females Totals, 1947 Totals, 1946 .. Difference

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Table F. —SPECIAL MANUAL-TRAINING CENTRES: Particulars for the Year 1947

42

Education District. Number of Manualtraining Centres. Public Primary and Maori Schools. Intermediate Schools. ■* 1 Number i of Schools ] from i which ! Pupils attended, j Number of Pupils attending Centres. Number of Schools from which Pupils attended. Number of Pupils attending Centres. Boys. Girls. Boys, j Girls. Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland Totals 47 10 14 12 18 10 26 23 9 i 249 76 47 35 74 64 222 102 112 4,088 1,043 816 792 1.969 647 2,767 1,117 857 3,751 970 725 650 1,972 627 2,761 1,207 812 14 2 2 3 2 4 1 2,307 6i4 522 534 *450 617 218 2,082 *489 534 352 367 533 194 169 981 14,096 13,475 28 5,262 4,551 1 Education 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. j Boys. ■ Girls. Boys. Girls. Auckland .. 26 1,385 1,474 36 431 | 470 325 8,211 7,777 Taranaki .. i 3 145 159 10 134 133 89 1,322 1,262 Wanganui .. i 7 252 255 9 152 119 65 1,834 1,588 Hawke's Bay .. I 6 225 190 11 152 222 54 1,691 1,596 Wellington .. 6 165 203 19 389 161 102 3,057 2.688 Nelson 8 210 245 7 58 68 79 915 940 Canterbury 14 351 402 52 660 608 290 4,228 4,138 Otago 13 356 353 20 51 230 139 2,141 2,323 Southland 6 84 122 10 102 196 129 1,261 1,324 Totals 89 3,173 3,403 174 2 129 2,207 1,272 24,660 23,636

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Table G1.—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1947

43

Name of School. Roll Numbers (Full-time Pupils). Average Attendance for Year ended December, 1947. Number of 1946 Pupils on Roll at beginning of 1947. Number of New Pupils admitted during 1947. Number of New Pupils who commenced their Postprimary Education in 1947. Full-time Staff (excluding Principals), December, 1947. 4 H OS 02 r-( 5) 3 . 1-5 I> 02 O rH rH December, 1947. Boys. Girls. Total. M. F. Cambridge Dargaville Helensville Howick .. Huberenui Huntly Kaeo Kaitaia Katikati Kawakawa Maungaturoto Morrinsville Ngatea Okaihau Opotiki Otorohanga Paeroa Piopio Putaruru Raglan .. Rawene Ruawai .. Taumarunui Te Arolia Te Kauwhata Te Kulti Te Puke Titoki Waihi Waipu Waiuku Warkworth Wellsford Whakatane Totals Ohura .. .. . Opunake .. .. Waitara .. .. Totals 189 213 113 65 25 180 37 193 67 121 37 233 117 43 182 141 99 64 120 47 39 87 167 160 32 179 127 32 ' 161 54 108 77 89 255 A 165 199 103 60 24 154 35 178 62 114 35 204 108 39 163 129 94 56 123 43 38 69 160 149 30 173 108 31 143 50 112 71 85 237 [JCKLAND 49 78 41 32 10 53 9 70 28 51 15 93 50 16 73 51 51 24 52 17 10 30 71 59 14 81 51 12 64 22 44 30 33 93 Educa 1 93 94 51 28 13 83 18 91 31 53 16 86 49 19 71 60 32 21 60 19 22 32 82 69 16 82 41 19 65 21 64 36 45 119 HON BO. 142 172 92 60 23 136 27 161 59 104 31 179 99 35 144 111 83 45 112 36 32 62 153 128 30 163 92 31 129 43 108 66 78 212 AKD 155 171 95 57 22 139 29 161 62 100 31 177 98 36 149 117 84 50 106 38 33 65 143 131 28 159 103 29 130 45 101 65 79 215 120 170 66 32 105 14 100 51 60 16 131 67 21 112 117 55 34 64 29 17 51 82 99 90 69 124 30 43 44 55 113 82 99 53 39 27 81 26 101 21 66 25 114 59 26 80 84 53 30 81 21 22 37 96 73 38 98 64 35 76 25 75 38 35 148 71 94 50 34 13 76 24 94 18 62 19 102 51 25 71 80 41 2863 21 20 37 81 63 17 92 59 17 67 23 65 35 34 131 5 6 3 2 1 5 2 4 2 3 2 4 1 5 3 2 3 1 1 3 6 3 1 5 3 1 5 2 2 2 2 7 3 S 2 1 "a ' '4 1 1 "3 1 2 1 1 1 2! 1 ' 'l 1 4 1 3 1 2 1 3 2 2 3,853 3,544 1,477 1,701 3,178 3,203 2,181 2,028 1,778 111 55 45 164 121 Takanaki 45 1 17 155 68 116 49 1 Edttcat 16 66 59 ion BOA 33 134 108 RD 36 138 109 26 96 * 22 97 127 19 93 79 2 4 3 3 3 330 316 134 141 275 283 122 246 191 9 6

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Table G1.—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1947 —continued

44

Name of School. Roll 4 ■S3 rH A !z| At 1st July, 5 1947. | 8 s (Full-time Pupils). December, 1947. Average Attendance for Year ended December, 1947. Number of 1946 Pupils on Roll at beginning of 1947. Number of New Pupils admitted during 1947. Number of New Pupils who commenced their Postprimary Education in 1947. Full-time Staff (excluding Principals), December,"* 1947. Boys. Girls. Total. M. F. Apiti Foxton Marton ©hakune.. Rangiwahia Raurimu.. Taihape .. Waverley Totals Te Karaka Tolaga Bay Tuai "Waipawa Waipukurau "Wairoa .. "Woodville Totals darterton Eketahuna Featherston Greytown Martinborough Pahiatua Totals Oollingwood Denniston Granity Karamea Motueka Murctaison Reefton Takaka .. Tapawera Totals 22 71 154 132 16 38 130 54 "W 21 66 145 115 16 33 126 50 ANGAsrcr 4 25 66 46 6 12 54 19 EduCA 13 26 63 51 7 19 65 22 TION B0 17 51 129 97 13 31 119 41 ARD 19 58 132 103 13 31 113 44 18 41 93 72 4 18 64 33 12 38 71 72 13 21 75 30 10 30 55 58 10 20 68 25 1 1 4 4 1 1 2 2 1 3 2 1 4 1 617 572 232 266 498 513 343 332 276 16 12 104 26 35 118 79 200 61 HA? 99 28 33 104 69 185 53 ,'KE'S B 43 10 5 37 29 69 24 LY EDTJC 45 16 24 50 29 90 18 1ATION I 88 26 29 87 58 159 42 10ARD 92 24 29 93 62 164 49 59 11 16 71 42 91 29 48 18 20 50 40 114 34 47 18 19 47 36 109 30 2 1 1 2 2 4 2 3 1 1 3 2 4 623 571 217 272 489 513 319 324 306 14 14 58 41 57 59 26 84 Wei 51 41 50 51 23 77 :ixngtos 12 21 19 24 2 34 r Edttca 26 17 22 19 15 37 TION Bo 38 38 41 43 17 71 ARD 43 38 45 49 20 70 29 23 42 27 13 43 31 21 19 37 13 48 31 18 16 33 13 42 1 2 2 2 1 2 2 1 2 1 1 1 325 293 112 136 248 265 177 169 153 10 8 20 25 62 32 154 45 84 65 39 N 23 21 57 28 135 39 72 59 38 ELSON I 5 7 17 13 61 23 31 20 15 JDUCATIC 13 7 32 8 66 12 34 32 16 >n Boar 18 14 49 21 127 35 65 52 31 D 19 19 51 24 114 38 69 54 32 11 16 33 19 68 28 49 41 19 12 I 11 32 13 93 17 40 24 22 12 10 31 12 80 17 37 20 21 1 1 2 1 4 2 2 2 1 1 1 3 1 1 1 526 472 192 220 412 420 284 264 240 16 8

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Table G1.—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1947 —continued

45

Name of School. Roll Numbers (Full-time Pupils). Average Attendance for Year ended December, 1947. Number of 1946 Pupils on Roll at beginning of 1947. Number of New Pupils admitted during 1947. Number of New Pupils who commenced their Postprimary Education in 1947. full-time Staff (excluding Principals), December, 1947. .g -»05 < "3 . 1-5 jH r-f < December, 1947. Boys. Girls. Total. M. F. Akaroa Cheviot Fairlie .. Geraldine Hawarden Hokitika Kaikoura Lincoln Methven New Brighton Oxford Pleasant Point Southbridge Temuka Totals Alexandra Clutha Valley Cromwell Kurow Lawrence Mosgiel Owaka Palmerston Ranfurly Roxburgh Strath-Taieri Tapanui Tokomairiro Totals Nightcaps Queenstown Riverton Tuatapere Win ton Wyndham Totals Manutalii Rangitahi Ruatoki Te Araroa Te Kaha Te Kao Tikitiki Totals Grand totals, 1947.. Grand totals, 1946.. Difference 26 29 51 77 93 98 79 50 63 57 22 34 52 117 Cai 25 29 44 72 89 82 70 42 59 50 21 34 47 105 1TERBUR 11 17 16 28 34 49 28 19 18 13 7 12 14 44 Y Edttc. 13 11 23 37 41 31 31 16 32 27 12 19 24 46 ATIOH B 24 28 39 65 75 80 59 35 50 40 19 31 38 90 OARD 23 26 44 66 77 80 58 36 52 44 19 31 41 97 19 19 29 44 57 61 38 26 31 24 13 24 28 74 7 11 24 34 37 45 45 29 34 34 12 13 26 45 7 10 22 32 36 37 40 29 33 34 11 8 25 43 1 1 2 2 2 3 2 1 2 2 1 1 2 2 -s 1 1 1 2 2 1 1 1 1 1 1 1 3 848 769 310 363 673 694 487 396 367 24 17 84 31 47 47 54 157 30 90 20 44 16 26 83 75 29 43 44 53 141 28 80 18 40 14 23 79 Otago I 38 4 17 18 19 65 12 25 17 4 7 27 jDUCATK 25 18 14 23 23 47 9 39 8 12 7 11 30 Boar 63 22 31 41 42 112 21 64 15 29 11 18 57 D 68 22 37 41 46 130 24 71 17 31 13 21 69 44 15 31 29 37 84 16 51 10 24 12 11 46 42 17 17 19 19 76: 16 36 10 23 I 4 18 41 40 16 15 19 17 69 15 35 10 19 4 16 39 2 2 1 1 3 5 1 2 1 2 1 1 2 2 1 1 " 2 1 2 " 1 2 729 667 260 266 526 590 410 338 314 24 12 46 34 45 29 46 45 So 32 31 38 20 41 41 UTHIiANl 9 9 18 4 14 11 ) EDTJCi 20 18 15 8 19 25 .TION Bo 29 27 33 12 33 36 IARD 31 28 37 18 35 36 27 21 29 15 21 19 22 16 20 15 27 27 17 14 17 14 25 26 1 1 1 ' 1 1 1 1 1 1 245 203 65 105 170 185 132 127 113 5 4 63 22 32 57 24 16 19 MJ 62 25 32 51 23 14 15 lORI DIS 21 14 16 27 8 4 TRICT H 27 12 12 20 15 10 8 IGH So® 48 26 28 47 23 13 12 OOLS 51 21 29 47 21 13 15 23 25 5 5 40 34 33 32 24 11 15 38 23 25 31 14 11 15 2 1 2 "i i 1 1 "l 1 233 222 93 104 197 197 58 189 157. 7 4 8,329 8,375 7,629 7,724 3,092 3,063 3,574 3,593 6,666 6,656 6,863 6,724 4,513 4,663 4,413 4,176 3,895 3,789 236 204 140 142 -46 -95 + 29 -19 + 10 + 139 -150 +237 +106 + 32 -2 * Established as a district high school in 1947.

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

46

Roll Numbers (Full-time Pupils). Number Number of New Averaae of 1946 ofWew Pupils who £2 At December, 1947. Attendee *{*«•» JXa 1st March, 1st July, iwa/. beginning during primary 19 47. 1947. Boys . Glrls . Total . of 1947. 1947. Education M F . Auckland Diocesan High School, Auckland .. 204 201 .. 195 195 190 152 65 52 .. 13 Dilworth School, Auckland ...... 43 43 42 42 43 22 21 21 4 1 Marist Convent High School, Auckland .. .. 63 58 .. 53 53 55 36 30 26 4 Queen Victoria School, Auckland .. .. .. 80 79 .. 76 76 74 51 32 26 5 Sacred Heart College, Auckland .. .. .. 418 414 371 .. 371 385 259 154 143 14 Convent of the Sacred Heart, Auckland .... 75 73 73 73 73 46 32 28 4 St. Benedict's Technical School, Auckland .. . . 89 90 .. 98 98 95 58 48 35 3 St. Cuthbert's College, Auckland .. .. .. 377 363 .. 363 363 345 276 89 80 .. 15 St. Mary's College, Auckland .. .. . . 222 231 .. 233 233 222 137 96 89 9 St. Patrick's Technical School .. .. .. 28 23 .. 22 22 21 13 16 16 2 St. Peter's College, Auckland .. .. .. 200 185 179 .. 179 178 132 78 74 6 St. Peter's Maori College, Auckland .... 54 52 46 46 50 27 28 24 2 King's College, Otahuhu .. . . . . . . 451 447 438 . . 438 413 293 123 102 19 "Wesley College, Paerata .. . . .. . . 90 89 84 . . 84 83 50 46 41 5 St. Stephen's Maori Boys' School, Bombay .. .. 21 27 26 .. 26 25 * 28 20 1 Marist Brothers' High'School, Hamilton . . . . 47 44 42 . . 42 40 22 25 24 2 Sacred Heart Girls' College, Hamilton .. .. 129 126 .. 121 121 119 77 56 46 4 Waikato Diocesan School, Hamilton .... 87 81 78 78 77 62 19 19 6 St. Michael's Convent (Technical), Rotorua . . 69 69 16 42 58 54 33 36 30 2 Sacred Heart High School, New Plymouth .. .. 90 85 .. 72 72 78 49 45 40 4 St. Mary's Diocesan School, Stratford .. .. 32 30 30 30 30 16 18 17 2 Sacred Heart Convent High School, Wanganui .. 144 142 ,. 133 133 134 79 78 66 6 St. Augustine's High School, Wanganui .... 78 71 64 64 60 53 23 21 4 Wanganui Collegiate School, Wanganui .. .. 324 322 316 .. 316 311 238 90 85 18 Turakina Maori Girls' College, Marton .. ., 57 56 .. 53 53 54 36 22 19 3 Wellington Diocesan School for Girls, Marton .. 124 124 .. 124 124 121 104 28 24 .. 11 Marist Brothers' High School, Palmerston North .. 97 92 93 .. 93 90 49 45 45 ' 3 St. Joseph's Convent High School, Palmerston North 58 57 .. 56 56 52 31 27 25 3 Marist Brothers' High School, Gisborne .... 23 23 23 23 22 15 9 9 1 St. Mary's Girls' School, Gisborne .. .. .. 64 63 .. 61 61 55 40 24 23 3 Hukarere College, Napier .. .. .. 100 99 .. 99 99 93 63 31 31 4 Sacred Heart High School, Napier .. .. 65 65 .. 60 60 61 30 37 34 3 St. Joseph's Maori Girls' College, Greenmeadows .. 92 91 .. 76 76 90 49 43 36 3 St. John's High School, Hastings .. .. .. 94 92 88 .. 88 84 52 41 40 4 St. Joseph's Convent High School, Hastings .. 48 44 .. 37 37 38 23 23 23 2 Iona College, Havelock North .. .. .. Ill 102 .. 102 102 99 82 31 24 8 Woodford House, Havelock North .. .. 181 "181 .. 182 182 174 147 36 23 .. 13 Te Aute College, Pukehou .. .. .. 136 130 127 .. 127 129 84 52 42 8 St. Bride's Convent School, Masterton .... 85 82 75 75 76 52 34 33 3 St. Joseph's College, Masterton .. .. .. 43 43 37 .. 37 40 28 15 15 3 .. St. Matthew's Collegiate School, Masterton .. .. 73 73 .. 70 70 69 59 15 11 5 Solway College, Masterton .. .. .. 122 122 .. 118 118 116 85 55 36 9 St. Patrick's College, Silverstream .. .. 318 318 311 .. 311 301 215 114 100 14 Chilton St. James School, Lower Hutt . . .. 61 62 .. 63 63 55 46 18 12 5 Sacred Heart College, Lower Hutt . . . . 93 94 .. 83 83 84 48 51 46 3 Marsden Collegiate School, Wellington .. .. 195 187 .. 186 186 177 165 81 55 .. 11 *School reopened in 1947. -■

E—2

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

47

Roll Numbers (Full-time Pupils). Kumber Number ofNew I Averaee of 1946 of New Pupils who Prindmlsl December, 1947. Deo«nbl. 1^7. l ist March, 1st July, beginning during primary 1947. 1947. B(Jys Girls . Total . of W47. 1947. Education M< F< Queen Margaret College, Wellington .. .. 168 168 .. 163 163 155 71 59 45 .. 10 Sacred Heart Convent High School, Wellington .. 70 68 68 68 67 60 17 14 ,. 7 St. Mary's College, Wellington .. .. . . 310 299 . . 296 296 290 190 117 111 .. 9 St. Patrick's College, Wellington .. . . 356 350 333 .. 333 327 237 125 123 16 Scots College, Wellington .. .. . . 142 139 135 .. 135 130 69 44 33 9 St. Mary's Convent High School, Blenheim .. 35 30 27 27 28 17 18 18 2 Sacred Heart High School, Nelson .. .. 55 51 .. 47 47 46 33 22 17 3 St. Mary's College, Westport .. .. . . 52 47 9 38 47 48 31 22 21 3 Marist Brothers' High School, Greymouth .. 77 78 68 .. 68 69 45 36 32 3 St. Mary's High School, Greymouth .. . . 91 88 . . 82 82 77 64 32 29 . . 4 St. Mary's Convent School, Hokitika .. .. 62 56 6 40 46 49 36 27 23 .. 3 . Cathedral Grammar School, Christchurch.. .. 47 45 43 .. 43 45 34 14 13 2 Christ's College, Christchurch .. . . . . 363 364 361 .. 361 j 351 281 87 62 19 1 tHoly Name Seminary, Christchurch .. .. 40 40 37 .. 37 39 .. 40 21 3 JXangi-ruru School, Christchurch .. .. 158 157 .. 152 152 148 95 50 50 .. 10 Sacred Heart Girls'College, Christchurch.. .. 173 162 .. 159 159 156 93 78 77 5 St. Andrew's College, Christchurch .. .. 195 195 189 .. 189 187 141 56 50 8 1 St. Bede's College, Christchurch .. .. 300 300 280 .. 280 270 213 91 67 12 St. Margaret's College, Christchurch .. .. 259 259 .. 263 263 238 203 71 64 .. 13 St. Mary's College, Christchurch .... 97 96 93 93 85 50 52 47 4 Te Wai Pounamu College, Christchurch .... 36 36 35 35 35 24 13 11 2 Villa Maria College, Christchurch .... 50 50 44 44 46 19 32 28 3 Xavier College, Christchurch .. .. .. 105 103 90 .. 90 93 44 64 62 4 Craighead Diocesan School, Timaru .... 93 93 94 94 94 69 23 20 7 Sacred Heart Girls' College, Timaru .. .. 130 113 .. 114 114 116 72 42 38 4 St. Patrick's High School, Timaru .... 61 58 49 .. 49 53 41 23 21 3 Dominican College, Teschmakers .... 64 65 64 64 62 40 25 20 4 St. Kevin's College, Oamaru .. .. .. 150 150 131 .. 131 130 104 59 57 6 Christian Brothers' High School, Dunedin .. 125 124 120 .. 120 114 76 53 52 6 Columba College, Dunedin .. .. .. 148 150 .. 157 157 140 103 48 26 .. 10 John McGlashan College, Dunedin .. .. 50 49 47 .. 47 47 34 • 17 14 5 I St. Dominic's College, Dunedin .. .. .. 92 95 .. 86 86 87 58 37 33 5 St. Hilda's Collegiate School, Dunedin .. .. 91 88 .. 88 88 85 67 22 21 7 St. Philomena's College, Dunedin .. . . 114 112 .. 109 109 112 66 48 44 5 Marist Brothers' High School, Invercargill .. 75 71 66 .. 66 66 48 30 28 2 St. Catherine's Convent School, Invercargill .. 74 74 .. 70 70 67 40 38 34 3 Totals, 1947 .. .. .. .. 10,163 9,968 4,267 5,323 9,590 9,387 6,552 3,740 3,257 206 296 Totals, 1946 .. .. .. .. 9,621 9,424 4,107 4,988 9,095 8,827 6,324 3,548 3,001 200 281 Difference .. .. .. .. +542 +544 +160 +335 +495 +560 +228 +192 ,+256 +6 +15 t Registered as a private secondary school in 1947.

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Table K1.—STUDENTS in the Four Training Colleges in December, 1947

Approximate Cost of Paper. —Preparation, not given; printing (923 copies), £l7O.

By Authority: E. V. Paul, Government Printer, Wellington.—l94B.

Price Is.}

48

Training College. Division A. Division C. Totals. Grand Totals. M. F. M. r. M. F. Auckland— First year 120 173 16 26 136 199 335 Second year 108 116 108 116 224 Specialist Wellington— First year 2 86 6 86 2 86 6 86 8 172 Second year 80 72 80 72 152 Specialist .. Christchurch— 7 7 7 % First year 45 92 45 92 137 Second year 77 98 77 98 175 Specialist .. Dunedin — 12 20 12 20 32 First year 66 81 66 81 147 Second year 75 61 75 61 136 Specialist 21 18 21 18 39 Totals 692 830 16 26 708 856 1,564