EDUCATION: PRIMARY AND POST-PRIMARY EDUCATION [In continuation of E-2 of 1948]

Appendix to the Journals of the House of Representatives, 1949 Session I, E-02

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1949 NEW ZEALAND

EDUCATION: PRIMARY AND POST-PRIMARY EDUCATION [In continuation of E-2 of 1948]

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 E5 in E-l ; Table B 2—see Table E6 in E-l ; Table D 2—see Table E3 in E-l ; Table D 4—see Table Nin E-l ; Table E 2—see Table Din E-l ; Table J 2—see Table E5 in E-l. REPORT OF THE CHIEF INSPECTOR OF PRIMARY SCHOOLS (Mr. D. G. BALL) FOR THE YEAR 1948 Sir, — I have the honour to present my report for the year ended 31st December, 1948 Basic Principles Recent world events have put emphasis on education for democracy. Democracy needs not only more education, but education of a kind suitable to its purposes if the threat to its existence by internal stresses and strains, social and economic, is to be removed. All who plan the work of our schools must now more than ever before bear in mind the needs of the individual person and the needs of a changing democratic society. It is a democratic ideal to provide the means so that each child may develop to his fullest stature according to his innate endowment, and, since individual differences in mental ability and in emoWaal and physical constitution are so great, the good school is a flexible, many-sided institution. The aim of full personal development is, however, much more than a democratic ideal. It is also, from a pedagogical point of view, sound method. Only in comparatively recent times have educationists fully realized that the highest efficiency in formal or tool subjects comes from total all-round growth and development. The child who is identifying himself completely with the aims and purposes of the school (and he can do this if the school has been adjusted to his needs) is enjoying an intellectual and emotional harmony which will help him to bring to the tasks in hand the whole of his capacity whatever it may be. Consequently, the school must seek to discover potentialities and to take into account the

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various capacities and interests of its pupils. Some of the studies and activities have to do with personal happiness and with life for its own sake, some with service or citizenship according to the requirements of the community. A recent comprehensive report on primary education in Scotland* stresses this point of view : rec l uires em phasis is (1) that, in the school, curriculum and methods should follow the child s natural line of development; and (2) that, while the child is receiving the richest of all gifts it is in our power to bestow, a literary education . . . we should not destroy or needlessly impair those primitive powers and graces, those qualities of initiative, curiosity, ingenuity, and selfdependence that are also an essential part of his heritage. Specific training and drills find their place—an important one—but technical efficiency in the world of business or in the private fives of people is much more the outcome of allround growth than of direct training alone. The modern school is not wrong in its purposes when it sets itself the wider functions, and criticism should be directed not at the aims, but rather at the means. Teachers, Inspectors, and administrators should thus be the chief critics. The supply and training of teachers, the adequacy of buildings and equipment, and the nature of the curriculum require the closest attention in order that the means may be adequate to the ends in view. The Scottish report already mentioned states very clearly the relationship of subjectteaching to education in its fullest sense, as the following quotations indicate. They give, moreover, strong confirmation of the educational policy we have been following in this' country : We believe that the object to be achieved is to awaken the interest in the child, or make him aware of needs demanding fulfilment, so that he will either spontaneously or with suitable encouragement persevere along profitable lines of activity suitable to his stage of development and his native genius. ***. * * * The general purpose of the curriculum must direct the special approach to each " subject " This purpose is surely to give meaning to the apparently chaotic, to give direction and discipline to natural activity; to make what seems complex, difficult, and awkward into something that is simple, easy and graceful; to give a sense of mastery over self and circumstance. ****** As we have already hinted, we discard with little regret the narrow and obsolete view that reading, writing, and arithmetic are the three fundamentals of education. A half-truth of this kind does more harm than good if it leads to the notion that every effort must first be concentrated on these subjects, that on them alone can any sound superstructure be built, and that all other subjects are more or less " frills." ****** If it is necessary, having regard to what We have already said above, to talk about any subject at all being more fundamental than another, we would suggest tentatively, and as a basis for clearer thinking on the subject, that the three fundamental subjects are physical education, handwork, and speech. While recognizing a certain artificiality even in this division, we think it may be worthwhile to consider it in a little more detail. The report goes on to show how on the threefold foundation of physical education, handwork, and speech it is proposed to plan the whole superstructure of Scottish education. From physical education emanates physical development, good personal habits, knowledge of hygiene, suitable exercise and games, a healthy environment; from handwork the curriculum expands into skills and studies associated with the hands or with machines operated by the human hand, into mathematics, arithmetic, many sciences, and into the arts of the painter, sculptor, architect, and musician ; from speech, which is the foundation of human communication and the vehicle of thought, develop reading, oral and written expression, literature, history, &c.

* Primary Education : A Report of the Advisory Council on Education in Scotland. His Majesty's Stationery Office, Edinburgh, 1946.

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It is many years since New Zealand embarked on the reforms which Scotland is just now adopting. The fact that Scotland, with its well-recognized respect for learning and for education, should condemn its primary system as " academic " and verbal, cut off from the living interests of childhood, and should set out to revise, in the manner indicated above, the content of the curriculum and methods of instruction, should banish the doubts of those who question the wisdom of recent trends in the development of our education. The full benefit of the changes we have made, and are still making, will not be realized, despite all that administration has been able to accomplish, until time and experience have come to our aid. Teachers versed in the traditional instructional processes cannot easily adopt the methods in which self-directed effort is emphasized, and in which activity and questioning are encouraged rather than passivity and the listening attitude. There is evidence throughout the various education districts of a deeper understanding of the fundamental principles among teachers, who are in general gladly accepting the challenge of the wider responsibilities involved and of the unfamiliar methods in the new approach. The training colleges are laying sound philosophical foundations and developing professional attitudes, and young teachers are entering the service eager to practise techniques that were unknown to the older generations of teachers. For teachers in service local and national refresher courses have been instituted on an increasing scale, specialist services are being increased as quickly as the supply of will permit, and both the Publications Branch of the Department and the teachers organization are publishing a great number of explanatory and interpretative articles that should be very helpful to teachers. The curriculum, too, has been under revision. It can be confidently stated that the aims and purposes of the primary school are being more clearly defined, and that school organization and methods consonant with the larger conception of education are being successfully devised. In accepting its wider role, the school becomes to a large extent an organ of the community, and it can fulfil its mission only in the closest relationship with parents through parent-teacher groups, home and school associations, or in similar ways. The number of such associations seems to be increasing rapidly, and it is pleasing to note that they are becoming increasingly interested in addresses by teachers and Inspectors on the aims of modern education. Learning and teaching are inseparable in education. When the teacher is predominant, the process is one of instruction, and when the pupil is active the process is one of learning. In recent years the change of emphasis has been taking place, and modern techniques are concerned with pupils' interests, natural activities, and self-directed effort, whereas a generation ago almost the whole of a text-book on teaching method would have been devoted to the art of instruction. Both these aspects of the educational process are essential, and the skilled teacher keeps the balance. The teacher's part is now more difficult: it was comparatively easy to present oral lessons and to assign exercises ;it is not so easy to plan programmes of work so as to have the materials, the furniture, apparatus, illustrations, and reference books at hand when necessary and to keep the activity programme smoothly graded and directed towards the right goals. Teachers are learning to do this and are finding satisfaction in this way of teaching. Parallel with this development, and largely the outcome of it, there have been in some schools considerable modifications of class-room organization. The whole class is no longer the only teaching unit : the practice is growing of dividing the class into streams according to ability and of planning work and rate of progress to suit each group. An alternative method of organization is to have different groupings for each subject, and many teachers are achieving fine results by this method. A close analysis of learning individually and m small, homogeneous groups would show that they have advantages for democracy, for they foster independence of thought and the spirit of co-operation and avoid'the conditioning which is apt to result from large-group and mass teaching.

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During recent years teachers and Inspectors have, more and more, met together to discuss the revision of the subject syllabuses and new teaching procedures. These discussions are most valuable for they arouse professional interest, deepen understanding, and strengthen co-operation and team work. In order to assist the development of discussion and group thinking, plans have been made to conduct a residential staff school in which small groups of headmasters and Inspectors will meet to discuss important aspects of educational thought and to experiment with discussion procedures. Within the primary service, the influence of the headmaster is crucial, and the progress of the revised curriculum and the introduction of modern learning methods depend largely on his understanding and leadership. Furthermore, for changes in the curriculum and in method to reach their fullest fruition, care must be taken to ensure that what might be termed the pedagogical security of the teacher is respected. This security cannot, of course, be divorced from professional responsibility, but to a great extent depends upon the calibre of the headmasters and their power to develop healthy, happy, human relationships within the school. Training of Teachers Two years ago the training colleges were asked to make suggestions for the revision of their subject syllabuses. After deliberations lasting more than a year, the staffs of the colleges presented individually revised prescriptions for each subject, and at this stage a conference of the principals of the colleges was called. The conference discussed policy relating to certification, curriculum, and staffing, and it set up collating committees to draw up from the various recommendations syllabuses which would be operative until the Consultative Committee on Teacher Training should make its report, probably towards the end of 1950. In the meantime the provisional arrangements approved by the Acting-Director will enable the colleges to keep in line with modern developments. The Consultative Committee began its deliberations in December, 1948, and plans to make investigations in the Auckland, Ardmore, and Wellington Training Colleges early in 1949. In order to train additional teachers to meet the increase in school population a fifth Teachers' Training College was opened at Ardmore in March, 1948. A co-educational, residential training college, this was a new departure in teacher-training for the Dominion, and new problems raised by housing and domestic matters, equipment, staffing, transport, and accommodation all called for intense effort. The major burden of these problems fell on the Auckland Education Board and its officers, who are to be congratulated on the expeditious way in which all the difficulties were overcome. The Auckland University College Council assisted materially in the success of the first year by permitting instruction at Stage I in education, English, and history at Ardmore itself. _ Supply of Teachers Four factors have an important bearing on the supply of teachers —viz., the trend of the school population, the size of classes, the length of service of those entering the profession in primary schools, and the special problems connected with the staffing of country schools. In the ten years 1936 to 1945 the total primary-school population was stationary (approximately 220,000). With the rising birth-rate from 1940 onwards, the total increased to 240,000 in 1948 ; as children born after 1940 go through our primary schools the rolls will show accumulated increases, and are expected to be near 300,000 in 1952-53. The total of approximately 7,000 class-teachers, which was sufficient to keep all schools adequately staffed in 1945, will have to be increased to 9,600 by 1952-53. A further increase in the numbers of primary-school teachers will be necessary before the full staffing provided by the Education (Salaries and Staffing) Regulations 1948 can be put into operation. Moreover, provision has to be made for maintaining and expanding the specialist services which have been built up in recent years. Between

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1936 and 1940 the proportion of women , students admitted to the training colleges was about 160 to every 100 men. During the war years the proportion of women students was increased to almost three to one. For various reasons, the number of women teachers who leave the service after only a few years is relatively high. The very years in which the increasing rolls created a demand for additional staff saw a considerable loss from this source. It is estimated that of all women entering the training colleges in the five years 1941 to 1945 only 49 per cent, were still teaching in the primary schools in 1948, while about 38 per cent, had given up teaching and about 13 per cent, had taken up specialist work or gone to post-primary and private schools and into other educational services. The number of sole-charge and two-teacher rural public primary schools fell from 1,670 in 1938 to 1,303 in 1948. This reduction is due chiefly to consolidation, but nevertheless difficulties were experienced in keeping country schools adequately staffed. The proportion of positions filled by relieving teachers increased, and there remained vacancies for which no teachers could be found. These difficulties are partly due to lack of suitable board and accommodation, and partly to the reluctance of younger teachers who are studying for the University degrees to accept positions in country schools. The whole question, which it would seem cannot merely be solved by salary .adjustments, has received urgent consideration. All the above factors affecting teacher supply are being carefully examined, and .action has been taken to meet the shortages disclosed. First of all, measures were taken to increase the number of trainees. The number of students admitted to the training ■colleges had been increased by 50 in 1947, and the opening of the fifth training college ■at Ardmore at the beginning of 1948 made it possible to increase the number of entrants by a further 300, making a total of 1,050. As a temporary measure the number of specialist third-year students had to be reduced to 21. It has been possible to find .sufficient applicants for the increased intake in 1948 without lowering the standard of •qualification for admission to the training college. To meet the immediate shortages in the supply of teachers, married women were encouraged to resume teaching in relieving positions, and the existing regulations governing a married teacher's salary were eased for this purpose. Moreover, a number of second-year students volunteered to act as relieving teachers for short periods during the third term in 1948. More detailed plans have been made to meet the shortage of teachers which it must be expected will continue to exist in 1949. The Syllabus and Publications The whole of the primary-school curriculum has now come under review. During the year committees comprising teachers and officers of the Department were set up to revise the syllabuses in speech-training, in woodwork and metalwork, and in domestic science. The Reading Syllabus Revision Committees reported in September, 1948, and their reports were circulated to teachers for comment through National Education. •Comment was similarly invited on the Report of the Physical Education Syllabus Revision Committee. Towards the end of the year the Music Syllabus Revision Com mitt,p.p. submitted a comprehensive report, which will be published as soon as possible. The Art and Crafts Syllabus Revision Committee's report is to be published early in 1949. During the year teachers welcomed the publication of a booklet which included syllabuses in health education, oral expression, written expression, spelling, arithmetic, history and geography, and needlework. It was followed by the revised syllabus in nature-study in similar form. The publication of text-books and teachers' manuals to meet the demands of the revised syllabuses has been continued. During the year textbooks in English for Standards 3 and 4 and reprints of the arithmetic text-bo'oks for Standards 1 and 2 were put into the schools. Towards the end of the year the copy

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for the Forms I and II English text-books was in the hands of the printer. The text of a handbook on needlework for teachers was completed, and that of a teachers' handbook based on the revised syllabus in nature-study was well advanced, while the preparation of a text-book on health education, entitled " Human Nature-study," was also completed. To provide material on the New Zealand topics of the revised syllabus in history and geography several issues of Parts 111 arid IV of the School Journal were converted into special bulletins—eight in all. In November a further step was taken when the issue of a new series of primary-school bulletins was begun. To mark the occasion of the Royal visit to New Zealand a special supplement to the School Journal was also prepared, but its publication has been postponed. Education, a magazine for teachers published five times a year, was added to those sent regularly to schools. Its main purpose is to bring before teachers the new v£ lues and the changed attitudes needed for the full development of the revised syllabuses for our primary schools. It is planned to enlarge it next year and to alter its format. The Work of the Schools Here are some comments on the work of the primary schools taken from the annual! reports of the Senior Inspectors in the various Education Board districts :—- Considerable progress has been achieved in inspection methods. Efforts to make the teachers realize that they are part of a co-operative concern have been very successful. At conferences with headmasters, infant-mistresses, and local branches of the New Zealand Educational Institute, teachershave been made cognizant of the aims and plans for the development of modern education in practice. ****** Emphasis has been increasingly focused on the welfare of the individual child. At the same time standards of work in the basic skills have been carefully watched. The stress laid on the necessity of associating the child's written expression with real situations,, and thereby encouraging sincerity in all written work, has resulted in an increase of fluency and a general liking for the subject. The issue in compact form of major new prescriptions and publication of new text-books havereplaced uncertainty by definiteness. From trial and error during the war years ideas have begun to crystallize as to what is essential, and so we can say without any hesitation that standards in thebasic subjects are rising. In the core subjects we can report that teachers, generally realizing the necessity for laying a sound foundation, are giving due importance to regular and systematic drills. ****** The lively interests of the child are being harnessed to an increasing extent, and his delight in words is being wisely exploited for vocabulary enrichment along natural lines. The new syllabus has had a fine influence in shifting the emphasis in written expression to thewriting of clear, concise, practical English. There is honesty and sincerity in compositions that did not always exist when teachers were concerned too exclusively to encourage not merely imaginativewriting, but colourful, even if insincere, expression. All forms of letter writing receive close attention.. * * Jjc * sfe * * Teachers increasingly recognize reading to be a key subject because disability in it has very farreaching effects, not only upon the progress of the child in school pursuits, but also upon behaviour.. The valuable work done in the three remedial reading clinics is increasingly appreciated by all services* endeavouring to cope with backwardness. Progress made by children with specific disability in reading has been remarkable. The school duplicator could be more generally used to make much poetry and prose available for study and appreciation. The special poetry number of the School Journal met a felt need. ****** ' As the teachers of infants become assured that, for the development of the child's innate the atmosphere of the school-room must become less formal, we find more and more reliance placed upon the value of experience and opportunity for experimentation and discovery. Teachers generally are becoming more aware of the need to provide wide preparatory experiencesbefore attempting to teach reading.

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It should be said at once that the recent emphasis upon, approach to Infant Number through the concrete is universally appreciated and practised; but some teachers have not yet an understanding of the need for logical progression in their work. Our experience tends to show that unless pupils by the age of eleven acquire a quick, accurate, automatic response in addition and subtraction facts and in "times " tables, as a general rule they are past the stage when they have any interest in learning these things. ****** Boys' and Girls' Agricultural Clubs. —That the work of the boys' and girls' agricultural clubs continues to flourish is indicated-by the creation of a new record for the number of completed projects in the 1947-48 season. Undiminished interest is displayed by farmers, committeemen, parents, and teachers. ****** Testing and Recording.—What is expected now is a record of progress throughout the year. As much as possible should be found out about the child so that teaching can be adjusted accordingly and complete but confidential information should be handed on from class to class and school to school. ****** Visiting Teachers.—On all sides we hear favourable and well merited comment upon the work being done by our visiting teachers. * sic * * * * Libraries.—During the period a worthy advance has been made in providing more and better books. The chief sources have been (a) liberal grants made through the Department, and (b) funds raised locally and carrying subsidy. The schools are becoming library conscious, and great satisfaction with the improved stocks has been expressed by the teachers. The placing of books in our schools creates a problem of suitable storage and display. In our larger schools we believe that nothing short of large and suitably-equipped library rooms will meet the need. * * * * * * Social Studies. —The memorization by rote and meaningless recitation of facts in history and geography, though met with on occasions, is disappearing from the school, and the emphasis is shifting to the awakening of curiosity, to the learning through experience, and to the development of understanding. This by no means implies that the factual aspect of social studies can be neglected, but rather insists that facts gained through vital experience have significance to the child, develop right attitudes and sound understanding, and provide growing points for further knowledge and deeper realization. Much valuable work is being done along project lines, the most successful where there is full encouragement and adequate guidance on the part of the teacher. It should be realized that projects are not confined to book work. Projects of the activity type, often linked with the work in art and crafts—e.g., setting up in the sand-tray the farm with its fields and its animals, or the making of models to illustrate the development of transport—are exercises of paramount import in all classes, and particularly to the non-verbal type of pupil. ****** Health and Physical Education. —The provision in some schools of some form of school meal or refreshment, often with primitive equipment and at great personal inconvenience to teachers and other helpers, is but one instance of a solicitude for the pupils' welfare. Parent-teacher associations have done valuable service in linking the work of the school and the Health Department with the home, which can do so much more than the school to ensure that favourable conditions exist for maximum physical development. Good health habits are practised, and every effort has been made to establish that sense of security and group well-being that is of vital importance to the child's educational development. ****** Music. —Very creditable, happy festivals have been held. The interest engendered in music through them will do much to foster a love for music that will carry over into adult life. In many schools, both country and city, the Department's radio lesson fills a real need. When the lesson is intelligently prepared for and followed the results are generally good. The training colleges and the schools in the main centres were privileged to have a visit from Miss Louie de Rusette, an English teacher who has done much in percussion-band work. ****** Group Teaching and Class-room Recognition of Individual Differences in Capacity of Pupils.—ln -co-operation with the Psychological Division of the Education Department, a full-scale experiment in stream or ability-attainment grouping was well begun in 1948 at Oxford District High School, where Standard Ito Form II were reorganized into A, B, and C streams. This plan has been taken up enthusiastically by the headmaster and his standard class assistants, each of whom teaches a composite class of as nearly equal ability as relative attainments and numbers permit. This experiment is being persisted with very painstakingly, and a worthwhile result is anticipated.

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Parent-Teacher Bodies. —The movement to form these bodies continues to grow, and is regarded as one of the important signs of educational progress in this district. Inspectors have attended meetings from time to time, and there is a good deal of evidence to show that through addresses on, and discussion of, common problems a very real sympathy and understanding have been built up between home and school. * * * * sjc sjs Joint Committee.—The Joint Committee (Dunedin), comprising representatives from the Training College, the Headmasters' Association, and the inspectorate under the chairmanship of the Principal of the Training College, continues to meet monthly. Standards of work in the basic subjects, the infant reading report, and Standard 1 arithmetic were the main topics this year. This bringing together of the three branches solely for the purpose of discussing current educational problems affecting the primary-school child has proved highly successful and has been most productive. ****£* Buildings, Furniture, and Equipment.—lncreasing awareness of the importance of school buildings,, furniture, and equipment has revealed itself in modifications of design and additions to equipment during recent years. It behoves all engaged in education to help to find a solution so that, on the one hand, floor space is available for activities such as project work, practical arithmetic, and dramatization, and, on the other, adequate surfaces are available for art and handwork. If our schools areless attractive than other public buildings as regards floors, mural decorations, and general facilities, the efforts being made by the Department, the Board, and many of our teachers encourage the hope that before long no child will be asked to work in conditions that are unhygienic or unattractive. " Form follows function " has become the basic principle in planning. This involves constructivecriticism by those who actually use the facilities provided so that there shall be no physical impediment to those who desire to introduce activity and groupwork into their daily programme. ****** Education op Handicapped Children The existing services for the education of handicapped children, in special classes,, schools for the deaf, occupational centres, and speech clinics have been maintained. To allow for an extension of these services in the education of the deaf, and in speech remedial work, more specialist teachers are being trained. A beginning has been made in providing special education for myopic children by the establishment of two sightsaving classes, and the class-rooms are being fitted with the special equipment and lighting necessary for the protection of the limited vision of these young people. It isproposed to extend this service when surveys have been made by the Medical Officers of Health in the various districts. Classes for spastic cases and hard of hearing pupilsare also under consideration. Intermediate Schools One large intermediate school (at Lower Hutt) was opened during the year, and plans are well advanced for several new intermediate schools in various centres. The raising of the school-leaving age has inevitably led to expansion at the top of some of the older intermediate schools to accommodate pupils who will not continue their schooling after the age of fifteen. The provision of a curriculum suited to the needs, of these pupils has led to some interesting modifications of the usual syllabus. Physical Education Teachers are showing greater interest in the aims of physical education, and in many schools excellent work is being done. Appropriate costume is still needed in some schools. Equipment issued by the Department included small balls and ropes to all schools, and mats to sole-charge and two-teacher schools. Now that equipment is more readily available it is hoped that all schools will be fully supplied by the end of 1950. Special emphasis was given to the Learn-to-Swim Campaign in February. Teachers and training-college students gave instruction to children in schools throughout the Dominion.

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• Art and Crafts During the year the work of the art and craft specialists was extended to Tauranga, Motueka, and Temuka. In the centres opened previously the specialist instruction was ■consolidated and has resulted in some interesting work from the pupils. Exhibitions ■of children's art and craft work were held in city and country centres, and in a number of cases the specialists have played an important role in the cultural activities of their •communities. In January a successful refresher course for both primary and postprimary specialists was held at Feilding, and, arising from the requests of post-primary specialists, a start has been made in extending the primary scheme into the post-primary schools. Correspondence School The Correspondence School continues to fulfil its important functions in serving the isolated and otherwise handicapped children throughout the country. In 1948 •enrolments were well maintained, the peak roll being over five thousand. " During the year teams of visitiDg teachers (five or six each term) have travelled in diiferent districts, making personal contacts, helping pupils, and advising their parents. For the first time official cars were made available in Auckland and Wellington for visiting purposes, making it possible for Correspondence School teachers to call more frequently on handicapped pupils. The appointment of permanent visiting teachers, recently authorized, will permit the extension of this service. During October the Headmaster attended the Second International Conference on Correspondence Education at Lincoln, Nebraska, U.S.A. An invitation from the New Zealand Government to hold the Third International Conference in Christchurch, New Zealand, in April, 1950, was accepted, and Dr. Butchers, as President-elect, has been authorized to proceed with the organization. Temperance Temperance, as part of health education, is being treated in its widest aspect—that is, as the avoidance of over-indulgence in any activities of life. That parentteacher associations have included talks on this aspect at their regular meetings is ■encouraging, as in all phases of health education the co-operation of the home is essential. Specific teachings on the effects of alcohol is being carried out in senior classes, where the emphasis is on simple, facts that do not lend themselves to mis-interpretation. I am grateful to the school medical officers who are co-operating by giving talks to pupils on temperance in the widest sense. # Poliomyelitis Emergency On the closing of the schools for varying periods early in 1948, on account of the •spread of poliomyelitis, the Department quickly launched a scheme for alternative •education for primary pupils by correspondence. Assignments used by the Correspondence School were adapted for general use, printed, and despatched." The success of this national scheme of correspondence education depended almost wholly on the fine spirit of co-operation shown by Education Boards, teachers, the Government Printer And the postal and railway authorities, and last, but not least, the parents. I believe it will be true to say that many parents, through having to supervise work done at home, gained a valuable insight into the work of a modern primary school. In all •districts Inspectors met groups of teachers while the schools were closed and discussed with them phases of school work.

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Grading of Teachers The Education (Grading of Public-school Teachers) Regulations were gazetted on 29th April, 1948. The aim of the new grading scheme, to put all teachers in their correct relative position on the grading register, can be achieved only if the scheme operates without essential changes for a relatively long period. The Inspectorate In January, 1948, Mr. C. Robertson was appointed Senior Inspector, Head Office, a position which he had capably held in a relieving capacity. Mr. T. Wilson, Staff Inspector, Christchurch, was appointed in March to the important post of Principal of the newly-established training college at Ardmore. In April Mr. W. Parsonage, who held the position of Officer for Islands Education, was promoted to Senior Inspector of Maori Schools. New appointees to the inspectorate during the year were Messrs. J. L. Ewing, A. H. Forbes, and D. G. Mclvor. I have, &c., D. G. Ball, Chief Inspector of Primary Schools. The Acting Director of Education, Wellington C. 1. REPORT OF THE CHIEF INSPECTOR OF POST-PRIMARY SCHOOLS (Mr. G. Y. WILD) FOR THE YEAR 1948 Sir, — I have the honour to present my report for the year 1948. The year may be briefly described as a period of consolidation following the great changes in curriculum and in school population referred to in recent reports, a period of development and reconstruction in the constitution and location of the inspectorate, and a period of preparation for the expansion of the post-primary population which is shortly expected. The establishment of a branch of the Department in Auckland early in 1948 was pre9eded by the transfer of several postprimary Inspectors to Auckland. This team was subsequently built up to full strength, though some of its members continue to have inspection duties outside the Auckland district. Refresher courses have been continued to the great profit of the service. The courses for post-primary teachers have been well attended. A development of great interest and importance was the holding of refresher courses for part-time teachers of motor engineering, one in each Island. These part-time teachers are tradesmen who undertake the training of motor apprentices in technical evening classes. They have had no. training as teachers, so the refresher courses were of great value. The response to the establishment of the courses was most gratifying, and the helpful co-operation of the men and their employers is much appreciated. Legislation passed during 1948 resulted in the establishment of a New Zealand Trades Certification Board, of which the first Chairman is Mr. E. Caradus, formerly Chief Inspector of Post-primary Schools. The rolls, of post-primary schools have shown little change since 1945, and considerable increases are not anticipated before 1952, though local variations are to be expected. The following table shows the total post-primary population in recent years, and the anticipated enrolments in future years. Figures for past years are as at Ist March.

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The figures for future years presume that the length of stay at school will remain as at present, and that the percentage coming on from primary schools will remain constant. The total population, Maori and pakeha, is included in these figures : 1945 .. .. 56,034 1950 .. .. 57,700 1946 .. .. 57,035 1951 .. .. 59,000 1947 .. .. 58,465 1952 .. .. 60,500 1948 .. .. 57,515 1955 .. .. 70.000 1949 .. .. 56,600 1960 .. .. 84,000 These figures emphasize the very great building programme required for the needs of post-primary schools. Other matters of interest are discussed in the paragraphs below. The Post-primary School Like other growing and developing organizations, the New Zealand post-primary school has been shaped by heredity and modified by environment. The earlier schools were strongly academic in character, as was to be expected of schools which had as their model, if not as their parent, the English public school, and which were designed to prepare pupils for a University education. The technical high schools were a later development, first as short-course day schools for young people soon to go into industry, later also for pupils preparing for the University but anxious to associate the pre-Univer-sitv studies with more practical aspects of their future calling. These schools made an immediate appeal to the average boy or girl who delights in the concrete rather than in in the abstract. It was, however, clearly impossible to justify both types of schools in country districts and small towns. The country technical high school, therefore, provided a full academic course, with some art and handwork, as well as one or more prevocational courses. The older country secondary school first added manual training (woodwork and cookery), and then adopted and developed technical courses backed by extensive workshops and equipment. It is therefore true to say to-day that there is little difference in many cases between schools established as secondary schools and schools established as technical schools, but as the schools have travelled along different roads to this point, the resemblances are occasionally superficial and the differences deep-seated and more elusive. There can be no doubt, however, that all post-primary schools that are called upon to serve the needs of all pupils in their community will become indistinguishable except for those desirable modifications which the particular needs of the district or the personal views of a headmaster will call into being. New Zealand will then have developed and perfected a type of multi-purpose school which has been an object of interest and occasionally of admiration to visitors from Britain. The position in the cities of New Zealand is, however, somewhat different. Here the technical school has accepted the responsibility for providing part-time technical education, mainly in evening classes hitherto, and the secondary school has concentrated on studies leading to the public examinations, more particularly University Entrance and University Entrance Scholarship. Further duties are now being undertaken by the city -technical schools (and by many all-purpose schools in other centres) in the daylight training of apprentices and the full-time day training of students for certain professional examinations. Some of these developments are referred to elsewhere in this report. It is perhaps idle to speculate on the future work and status of the city technical schools, for aspirations may well be negatived by extreme pressure on all available buildings; but it is certain that, however much rural post-primary schools may move towards one another, city technical schools and city secondary schools are likely to diverge. The differences between our solution of the problem of the education of the adolescent and that adopted in England are not always understood. The impact of environmental conditions on the developing system in England has produced three

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types of State secondary schools—grammar, technical, and modern—sharply separated according to the intellectual capacities of the pupils. The important system of nonState schools has also to be considered. Again, post-primary education in England begins at Form I, and there is a highly competitive and selective examination for all pupils in the class corresponding to our Standard 4. Educational opinion is by no means, unanimous in favour of this tripartite system, however, and there are powerful arguments in favour of multilateral, comprehensive, or omnibus schools. The picture of post-primary education in New Zealand would not be complete without reference to the district high schools. These are primary schools with a secondary department under one headmaster. The secondary department varies in size from about a dozen pupils to 250 or more, and the schools therefore vary extremely in their organization and scope. They provide educational opportunities for young people in the villages and rural districts. They are necessarily multi-purpose, but cannot be equipped to provide the. technical courses found in the cities. Even the agricultural course, which should perhaps flourish in district high schools, has not made the progress originally expected. Nevertheless, these schools have done excellent work in conditions that have often been difficult and never luxurious. Their further improvement depends on the provision of better equipment and a more varied staff. The Inspectorate During 1948 Mr. E. Caradus, 0.8. E., retired on superannuation from the position of Chief Inspector of Post-primary Schools. Mr. Caradus had a varied and distinguished career, first as an industrial chemist, then as a teacher, and later as Inspector and administrator. Prior to the second world war he became interested in the education of Air Force personnel, to which he devoted much attention while still carrying out his duties as an Inspector of Secondary Schools. After the outbreak of war he became more deeply involved in the training of pilots and navigators and in the pre-entry training of Air Force recruits, and he finally joined the Air Force as Director of Educational Services with the rank of Wing Commander. In this capacity he controlled a large staff and built up a system of training that received high commendation. For his services Mr. Caradus was made an Officer of the Military Division of the Order of the British Empire. He returned to his duties as Chief Inspector of Secondary Schools at the end of the war, and later became Chief Inspector of Post-primary Schools, thus bringing permanently under one control the work in both secondary and technical schools. The most important change affecting the inspectorate in 1948 was the establishment of a branch of the Department in Auckland, and the transfer there of some Inspectors with duties confined to the Auckland Education District. This first year has been a difficult one. The transfer was not effective until April. The team of Inspectors was at no time at full strength (though it received some assistance from headquarters), and half the year was spent in temporary quarters remote from the administrative staff, Mr. Ensor was appointed Senior Inspector of Post-primary Schools in Auckland. Several Inspectors stationed in Wellington were transferred to Auckland, and others were appointed in the course of the year. The establishment of the Auckland branch has undoubtedly resulted in a lessening of the pressure of work in the Head Office, and has produced at the same time closer contact between the Department and the schools. For the time being it is certain that the total volume of work is much greater, but, when the Auckland office is well established, the most important result should be the closer contact between the school and the Inspectors. One most useful contact established in 1948 was with the Post-primary Committee of the Auckland Education Board, which controls directly seven post-primary schools. A post-primary Inspector attends the meetings of this committee. The whole team of Inspectors has worked very hard and willingly throughout the whole of the year. Their duties frequently take them away from their headquarters, and travelling has become a labour involving early preparation of detailed plans. In

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the office between trips and in school holidays they have many duties thrust upon them, and have as well to keep up to date in their subjects and maintain close contact with many schools and teachers. The service is fortunate in having a group of conscientious and alert Inspectors, and I am personally deeply grateful to them for their forbearance and co-operation. Schools and School Rolls No new post-primary schools were established during 1948, and only one new secondary department (Mangakino). There was one addition to the list of registered post-primary schools (Hato Paora). The following table gives the numbers enrolled on Ist March for the past five years in the various types of schools. The numbers of schools in each year are shown in brackets : Rolls of Post-primary Schools, Ist March, 1944. 1945. 1946. 1947. 1948. Secondary schools .. 18,573 (39) 20,042 (39) 20,225(40) 20,242(40) 19,972 (40) Technical schools.. .. 12,530(21) 14,295 (23) 14,943 (25) 15,862(28) 15,096 (28) Combined schools .. 3,639 (7) 3,843 (7) 3,839 (7) 3,869 (7) 3,828 (7) Secondary departments of district high schools .. 7,356 (101) 8,708(104) 8,375 (103) 8,329 (107) 8,642 (108) Registered private postprimary schools (including two endowed schools) .. 7,978 (67) 9,146 (75) 9,623 (80) 10,163 (82) 9,977 (83) Totals .. 50,076 56,034 ' 57,035 58,465 57,515 As stated earlier, the distinctions between secondary and technical schools are now often not of sufficient importance to make this classification significant. It differentiates rather between the methods of establishment than between curricula. Some other method of classification will no doubt later prove desirable and feasible. Secondary Departments of District High Schools One new department, at Mangakino, was opened in 1948, bringing the total number to 108. Of these, 5 had rolls in excess of 200, and 11 others in excess of 150. These departments are now visited annually by the Inspectors of Post-primary Schools ; in addition, very many of them were specially visited in the first month in order to assist the teachers with the organization of their work for the year. Discussions were also held on the teaching of the main subjects of the curriculum. The teachers in many secondary departments have helped to solve the problems caused by the introduction of the new prescriptions by—(i) Simplifying the courses offered to their pupils. (ii) Encouraging pupils who have passed the School Certificate Examination to take advantage of Secondary School Bursaries. The extra equipment purchased from the special grants for social studies, music, libraries, and physical education is being well used and is proving of great value. Although staffing has on the whole been more stable, many schools are experiencing difficulty in obtaining qualified permanent teachers. With the coming into force of the Country Service Regulation on Ist*February, 1949, the position should improve considerably. Curriculum and Standards There has been no change in the curriculum during 1948. All pupils take the common core of studies, and a group of optional subjects, so that it is possible for any pupil to sit the School Certificate Examination if he remains at school for not less than three years.

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The schools are, however, faced with the task of devising suitable work for the shortcourse pupils, who have enrolled in much greater numbers since the school-leaving age was raised. For the majority of these pupils the School Certificate Examination will be of little interest—they will not stay long enough at school to enter for it. The problem is, therefore, to improve their standards in basic subjects, to fit them as fully as possible for the parts they will play in the world, and to create an interest in further educational activities. The subjects of the common core are the key to these problems, and it is to the content of these subjects and the teaching methods required that most thought must be given. A great deal of progress has been, made, particularly in the teaching of general science, physical education, art and music, but further experimental work is needed in the teaching of English, elementary mathematics, and social studies, particularly because of the extreme variation in ability among those coming on to post-primary schools. We have had and have valued greatly the advice of our colleagues in the primary service in these matters. Complaints are occasionally made of the lower standard of attainment apparent in • pupils leaving our schools. Critics do not always recognize that many pupils now enter post-primary school who only a few years ago would have gone straight to work. It is reasonable to assume that the natural intellectual ability of these pupils is, in many cases, comparatively low. Many of them are incapable of reaching a high standard in fundamental subjects, but there can be no doubt that they gain in confidence and in initiative by their stay at post-primary school. The standard of the average or better pupil is high, and he is in the fullest sense better educated than his predecessor of a generation ago, for the standard of education is, in the long run, fixed by the standard of the teacher, and the community has every reason to be pleased with the calibre and the devotion of members of the teaching profession. In the upper school, the standard in individual subjects is higher than it used to be. That is due to a number of related causes, chiefly concerned with curriculum and syllabus changes. A high standard in a limited range of subjects may, however, be obtained at the expense of a broader and more liberal education, and the work in the upper school is therefore constantly under critical review. The School Certificate Examination This examination was introduced to provide a certificate of attainment for pupils who are not proceeding to the University, and thus to remove from the University Entrance Examination itself large numbers of candidates whom it did not concern. - What we have to look for, therefore, in gauging the success of this change is a considerable reduction in the numbers qualifying for University Entrance. There might well have been also a reduction in the numbers taking School Certificate, for a complete pass in that examination is not essential to those going on to the University Entrance, even by examination. The figures given below do show a substantial drop in University Entrance candidates. There is also, however, a very large increase in the numbers entering for School Certificate, so that it would appear that the change has been effective in both directions.

The tables immediately following give the numbers entering for School Certificate and (by courtesy of the University of New Zealand) the numbers entering for University Entrance in each second year since 1940 :

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Number Entering For Year. •(School University Certificate. | Entrance. 1940 5,028 5,191 1942 4,942 4,947 1944 .. 6,052 543* 1946 8,300 3,257 1948 8,592 3,7] 1 * Candidates under old regulations entered for the School Certificate Examination.

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In last year s report the School Certificate subjects were grouped in eight sections, and the number of candidates in each subject was given. This arrangement is again followed, and the numbers of candidates in 1947 and 1948 are both given A. Subjects Closely Associated With Core SyUabus—--1947. 1948 - English •• •• • • .. 8,447 8,369 History .. .. .. ..'5.362 4,721 Geography .. .. .. 4,767 4,769 Mathematics .. .. .. 4,035 3,920 General science .. .. • • 1,774 1 747 B. Fine Arts Subjects—Drawing and design .. ..1,081 982 * Music • • • • • • 175 197 Embroidery .. .. .. 23 49 C. Science Subjects— Applied mechanics .. .. 241 9^ Biology ;; 1; 579 Chemistry .. .. .. ..2,887 2,737 Electricity and magnetism .. .. 615 621 Heat, light, and sound .. .. 150 132 Physiology and hygiene .. .. 305 360 D. Agriculrual Subjects— General agriculture ... .. .. 370 307 Animal husbandry .. .. .. 90 117 Dairying .. .. .. .. 150 147 Horticulture .. .. .. qq gg E. Trades and Industrial Subjects— Engineering-shop work .. .. 222 249 Heat engines .. .. .. 35 38 Technical drawing . . .. .. 453 Technical electricity .. .. 130 140 Woodwork .. .. .. 187 212 F. Home-course Subjects— Homecraft .. .. .. .. 453 445 Clothing .. .. .. 599 605 G. Commercial Subjects— Commercial practice .. .. 632 808 Book-keeping .. .. ..1,211 1,166 Shorthand and typewriting .. .. 351 368 H. Foreign Languages— French .. .. .. .. 2,904 2,763 German .. .. .. .. 32 29 Greek .. .. .. .. 1 1 Latin .. .. .. .. 1,002 1,004 Maori .. .. .. .. 88 117 In all there were 8,592 candidates in 1948 and 8,706 in 1947. It will be seen that there is little change in many subjects, but where there is an upward tendency it is found in the newer subjects. The fact that 360 candidates offered physiology and hygiene shows that there is a definite desire to retain such a subject in the list of options for examination. With a revised prescription, it becomes human biology from 1949. Although the number of pupils taking languages for School Certificate has shown little change since last year it is considered that the general position of foreign language teaching has improved. The number of pupils taking French in junior forms has increased,

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and some district high schools which had dropped the subject are now restoring it as a curriculum subject for academic pupils or utilizing the Correspondence School course where there are too few pupils to form a class. More schools have taken up the teaching of German, mainly at the Sixth Form level. Latin appears to have reached a stable position. The development of the secondary departments of Maori district high schools is reflected in the noticeable increase in the number of School Certificate candidates offering Maori. Poliomyelitis Epidemic • The epidemic which began in 1947 carried over into 1948, and the reopening of schools was delayed until Ist March. The experience gained with assignment work by correspondence in 1947 was immediately used in 1948. Except in the Auckland Province, and in one or two other isolated cases, schools reopened early in March ; in Auckland schools remained closed for varying periods, in most cases for the greater part of the first term. There were a few cases of the closing of schools in each month until October. Correspondence work was strongly developed when the pupil proved thoroughly keen. The epidemic had its effect on the rolls of schools. A number of pupils who had secured temporary employment during the vacation were encouraged by the late opening of schools to remain in employment rather than work by correspondence, and many severed their connection with school completely. Schools were permitted to staff on the figures for 1947, and thus to retain their existing staff. Consideration was also given to the effect on pupils sitting for examinations in 1948. After discussion with representatives of the University of New Zealand, a concession was agreed on which was applied to both School Certificate and University Entrance candidates. The concession took into account the varied lengths of time during which schools were closed. The effect on the School Certificate Examination was as follows Number of candidates .. .. .. .. .. 8,592 Number of passes without adjustment .. .. .. 4,778 Number of additional passes on account of poliomyelitis concession .. .. .. .. .. 317 The arrangements made appear to have given satisfaction. Accrediting for University Entrance Accrediting proceeded smoothly in 1948. There were many comments on the working of the scheme, as is perhaps inevitable when it remains open to question and decision whether a school should be admitted to the list of accrediting schools or left out. For the most part those schools that have been so admitted are content to exercise the responsibilities and privileges while gaining experience of the operation of accrediting. Schools not yet admitted, however, may resolve with equal and opposite force either that all schools of their type should have the right to accredit or that the system should be abolished. It has therefore been observed with interest that the Senate of the University of New Zealand has decided to set up a committee to investigate the whole accrediting system.

Some statistical information concerning the University Entrance Examination for the years 1947 and 1948 is given below :

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Year. Total dumber of Candidates. Number Accredited. Number Passed Examination. Percentage Accredited. 1947 1948 3,500 3,711 1,844 1,872 491 626 52-7 50-4

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The percentage accredited has dropped steadily since 1945 (55-5 per cent.), but this appears to be due to an increase in the number sitting for the examination, and not to a decrease in the number accredited. Supply and Training op Teachers Recruitment of teachers for the post-primary schools has not hitherto been well organized. The majority of teachers probably entered the service after a University training with or without a period at a teachers' training college. More recently large numbers have been recruited from the primary branch of the service. Many others required for the practical courses in the post-primary schools have been recruited direct from trade, industry, or commerce. It is clear that this method of recruitment is not entirely satisfactory, and the aim must be kept in view of developing training courses for all types of teachers, including part-time teachers. A beginning was made several years ago by recruiting graduates and giving them a one-year training-college course. Since 1944 these Division "C " students, as they are called, have been concentrated in the Auckland Training College. The following table shows the numbers enrolled each year according to the University college from which -they graduated : —-

The 77 students enrolled in 1949 include 38 men and 39 women, and the following faculties are represented :■ — M. W. Arts .. .. .. .. 21 35 Science .. .. .. 13 2 Home science .. .. .... 2 Agriculture.. .. .. 2 Music .. .. .. 1 Fine arts .. .. .. 1 The increasing numbers entering this training course and the satisfactory spread through the four districts of New Zealand hold out some hope for an improvement in supply of teachers. There has also been a marked and very pleasing change in the proportion of these students qualified in science, as the following figures show :

Analysis of Division "C" Students According to Degree Held

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Year. Auckland. Victoria. Canterbury. j Otago. Total. 1944 19 11 7 7 44 1945 20 7 7 3 37 1946 31 10 9 4 54 1947 19 9 9 8 45 1948 35 6 9 11 61 1949 21 16 23 17 77

Year. Arts. Science. Argiculture. Music. Commercial. Fine Arts. Total. 1944 42 1 1 44 1945 31 6 37 1946 46 6 2 54 1947 36 9 45 1948 42 15 1 1 2 ;; i 61 1949 56 17 2 1 | i ! i 77

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It is evident from these figures that four and five years ago most of the students came from Auckland, and the arts faculty provided almost all of them. There is now a much better geographical distribution of students, and faculties other than arts are securing representation. A detailed investigation of the destinations of the graduates after their year at Auckland Training College discloses the fact that Auckland, which has provided most of the students, secures most of them as teachers. Unless the better spread of recruitment evident in 1949 can be made permanent, some thought may have to be given to the development of a similar graduate course in the South Island. Post-primary Teachers' Bursaries

In order to encourage an improved supply of graduate teachers Post-primary Teachers' Bursaries were instituted in 1947. The response from the schools and from students at the University was very gratifying. The following table gives the number of Bursaries awarded in the last two years :

An analysis of the bursars according to the course they are following is also of interest, as it is most desirable that this training scheme should be used at least in part to meet the needs of the schools. This information is given in the table below :

The number of applications received in 1948 for the bursaries was 264. These were carefully analyzed, and a selection of 160 applicants was made for interview. The selection committee spent three weeks in a tour of New Zealand and interviewed candidates in fourteen towns. An interesting feature of the awards made to applicants from schools was the wide spread of schools represented.' Successful applicants included pupils from district high schools, and others, who had gone from district high schools to accrediting schools with secondary-school bursaries in the Sixth Form.

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Status of Student at Time of Selection. 1947. 1948. Still at school First University year Second University year Third University year Total 25 15 17 8 29 8 2 11 65 50

Main Subjects Taken or Course Followed. 1948. 1949. Languages, including English .. History and/or geography Mathematics and/or science .. Home science Music Agriculture Art Commerce Total 18 16 23 2 1 4 1 19 9 16 1 2 ' 1 2 65 50

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In awarding the bursaries the Department retains the right to suggest the course which the student-is to follow, so that useful teaching subjects are taken, and an attempt is made to secure applicants for the various faculties in proportion to the known needs. The bursars will complete their training with a year at the Teachers' Training College in Auckland, and will then be required to teach for a period in proportion to the number of years the bursary was held. Bursaries For Physical Education As there is a great need of a number of highly-qualified specialists in phvsical education for work in post-primary schools, bursaries have been offered to a number of suitable applicants. Twenty-one bursaries were awarded towards the end of 1948 for entry to the University of Otago School of Physical Education. Fourteen awards went to women and seven to men. Four of the successful applicants were already students of the course, so that the new intake of bursars is 17. There were therefore thirteen other places available at the school. The bursaries are similar to the Post-primary Teachers' Bursaries, and are tenable for three years. On the completion of their diploma course bursars may be required to undertake a course of training for a year at a teachers' training college. Training and Supply of Home Science and Homecraft Teachers There are two systems of training home-science and homecraft teachers—(l) Teachers of home science are trained at the University of Otago, which offers two courses — (a) Diploma of Home Science : This is a three-year course, which can be taken as a specialized course leading to teaching, institutional management, or home-making. (b) Degree in Home Science: This is a four-year course, with specialization in scientific subjects, leading in the fifth year to the degree of M.H.Sc. The following figures show the numbers from these two courses taking up teaching

(2) Homecraft teachers are trained for the first year of their course at the Dunedin Training College, where they receive some instruction in homecraft subjects as well as in teaching methods and psychology. During the second year they go either to Seddon Memorial Technical College, Auckland, or to the Christchurch Technical College. In these schools they receive further instruction in homecraft subjects and are prepared for the Homecraft Teachers' Certificate Examination, which is usually completed by the end of this year. During the third year the students are drafted to approved schools as probationary assistants. This year is spent in observing and assisting, and at the end of it the student is awarded a Homecraft Teacher's Certificate, and is eligible to apply for teaching positions in manual training centres or in post-primary schools.

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Year. Total Number of Home-science Students. 1 Final-year Students. Number of Final-year Students Taking Teaching Course. 1944 189 54 28 1945 178 38 31 38 1946 186 53 1947 157 92 39 1948 144 49 28

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The number of teachers entering the profession from this source is shown in the following table: —

From both sources an average of 51 teachers have been trained each year for homescience and homecraft work, but many more could be absorbed into the teaching service. Training of Woodwork and Metalcraft Teachers The Practical Teacher Training Course, initiated by the Department in Auckland at the beginning of 1946 to meet an increasing demand for trained woodwork and metalwork teachers, has now been in operation for three years. During this time 55 woodworkers and 18 metalworkers have completed the course, and in 1948 a further 18 woodworkers were selected from a total of 55 applicants for the 1949 course. The increasing demand for woodwork instructors has been brought about by an increase in the roll, the development of woodwork in the district high schools, and the broadening of the curriculum in the post-primary schools. The trainees, the majority of whom are ex-servicemen, are men who have completed apprenticeships and have had further trade experience as journeymen. There is no doubt that the training received enables them to carry out their duties efficiently and to take their proper place in the normal life of the school.

The following table shows the number of trainees for the last four years :

Training Courses for Commercial Teachers Bpards have for some years experienced difficulty in filling positions for teachers of shorthand, typewriting, book-keeping, and commercial practice, and appointments in most cases have had to be made either from those who have had several years of office experience, but no training as teachers, or from those who have been trained as teachers and have studied one or more commercial subjects in their spare time, but have no practical knowledge of business conditions and organization. To overcome this difficulty, and to assist in increasing the general supply of teachers, a training course was established at the Wellington Technical College in February, 1948, for the purpose of training as teachers of commercial subjects adult students who had already had a number of years of business experience, and who held qualifications in accountancy or in shorthand and typing. Of 88 applicants, 22 were selected. Eight withdrew, so that finally 14 students, 3 men and 11 women, completed the year's training..

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Number of Number Still Students. Teaching. 1943 24 14 1944 17 11 1945 20 17 1946 • • 20 16 1947 35 33* 1948 36 36* Six years 152 127 * In training.

—■ Woodworkers. Metalworkers. Total. 1946 .. 15 5 20 1947 .. 16 9 25 1948 .. 24 4 28 1949 .. 18 18

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Though largely experimental, the course was highly successful. Developed by the Director of the Wellington Technical College, and supervised by the head of the commercial department, it gave training in commercial subjects, and also in English, education, and general teaching methods. All State post-primary schools in Wellington co-operated in providing opportunities for observation and practice in teaching. The course will be continued in 1949. Refresher Courses for Post-primary Teachers Refresher courses are now well established annual events. In January, 1949, the following courses of interest to post-primary teachers were held Woodwork . . .. \ •, * «. n Engineering . . .. / Avon dale College. Engineering .. .. King Edward Technical College. Part-time motor engineering Seddon Memorial Technical College. Part-time motor engineering King Edward Technical College. Teacher-Librarians .. / Wellington. Dunedm. Astronomy .. .. Carter Observatory, Wellington. In addition, the following courses (postponed from January, 1948, because of the poliomyelitis epidemic) were held in the North Island Arts and crafts .. .. Feilding. Geography .. .. .. New Plymouth. Commercial .. .. .. New Plymouth. As m the past, arrangements were in the hands of the Teachers' Refresher Course Committee. All the courses were well attended. Teachers showed great interest in the meetings and expressed their satisfaction at the benefits accruing from them. Early in 1948 a series of one-day refresher courses was arranged for engineering instructors at Auckland, Hamilton, Hawera, Masterton, Petone, Christchurch, and Dunedm. In the northern area particularly, and in Christchurch, the courses were a great success. At Dunedm, owing to the fact that the schools opened suddenly it was not possible to bring in all the instructors. Two refresher courses for part-time instructors in motor engineering were also held m January, 1949, one at Dunedin and the other at Auckland. These conferences were so successful that similar courses are being considered for other centres during 1949 As January is not a convenient time for the men concerned it is hoped that future couress may be held during the winter months, when work in the trade is slack. It will be clear from this account of several training schemes that progress has been made in recent years towards organizing the training of post-primary teachers ; what may still be done will no doubt be discussed by the Consultative Committee 'on the Training of Teachers, recently appointed to inquire into " the provision made for the recruitment, education, and training of teachers in New Zealand." Such a comprehensive survey will gather together valuable information concerning the training of teachers. At the same time the findings of the Committee and its general recommendations may be able to indicate how best to increase the supply, which at present falls far short of the demand for trained teachers. For some time to come increasing rolls will tend to increase our difficulties. The needs for woodwork and metalwork have probably been anticipated with success, but in all branches of science and in engineering both an insufficiency of graduates and the demands by other Government Departments and by industry make the shortage acute. In the next decade a great increase in the numbers of teachers will be necessary if that very desirable objective of a complete and fully qualified staff for every school is to be achieved.

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Science in Post-primary Schools Prior to the publication of the Consultative Committee's report and the Education (Post-primary Instruction) Regulations 1945 the type of science instruction given in post-primary schools had been stable for at least twenty years. General experimental science, chemistry, and one or more branches of physics were most widely taught in boys' schools ; home science, general experimental science, and botany or physiology and hygiene were most widely taught in girls' schools. In mixed secondary schools various combinations were taught, but chemistry usually featured prominently. In district high schools chemistry and agriculture or home science were the most popular. All pupils usually took a science for at least two years. In technical schools the sciences were more directly related to the courses followed, so mechanics and electricity were favoured in engineering courses with home science in the girls' home courses. As a result of the 1945 regulations general science was introduced into the curriculum of all post-primary schools as a core subject. In the first year of any post-primary course the regulations require that at least 3-5 units should be devoted to general science and elementary mathematics, and any candidate entering for the School Certificate Examination must complete a course in these two subjects involving at least 8 units. This was a major change, for it shifted the emphasis in science teaching from the class-room and laboratory to the pupils' environment for at least the first two years at post-primary school. Laboratory work is still very important, but with the appearance in the schools of such things as aquaria, terraria, and insect boxes, and the development of field-work as part of the school programme, general science is more closely related to the pupils' immediate interests than the rather academic science, often divorced from experience, that had previously been taught. It was a major change for teachers also. Many had been brought up on traditional chemistry and physics, and now found themselves only partially equipped to teach the new work. Generally speaking, teachers welcomed the change and were not slow in preparing themselves for the new syllabus and the new approach to elementary general science teaching, and few who have tried to comply with the spirit as well as the letter of the regulations remain unconvinced that biology properly taught can be both instructive and interesting, that all pupils should have an elementary knowledge of the principles of nutrition, and that the chemistry and physics of the home and its environment can provide the background for good science teaching. Prescriptions for the School Certificate Examination include the following sciences : biology; chemistry; electricity and magnetism; general science ; heat, light, and sound; and technical electricity. As a result of requests made by the teachers themselves human biology has been added to this list in the place of physiology and hygiene, and the first examination on the new prescription for this subject will be held in 1949. In most schools where a science is taught to School Certificate standard the aim is to concentrate on elementary general science in the first two years, enabling a full allocation of time to be given to the chosen School Certificate option in the Fifth Forms. In general, the science option chosen is the one having the greatest bearing on future occupations, but the smaller schools are not able to provide the wide range of sciences that can be developed in our larger post-primary schools. The outstanding feature of the science for School Certificate over the last three years has been the greater increase in the numbers presenting general science and biology compared with the numbers presenting other science subjects. Chemistry still remains the most popular, but chemistry and heat, light, and sound are the only two science subjects showing a decrease in the number of entries in 1948 as compared with 1947. In the Sixth Forms home science has disappeared, as it, with agriculture, is no longer included in the University Entrance and scholarship prescriptions. Zoology is securing increased attention at this higher stage, though zoology and botany are still mutually exclusive subjects for the Entrance Scholarship Examination. A new subject, physics,

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has appeared for University Entrance, and it will shortly be possible to carry on with biology to this stage. Changes have also taken place in the prescriptions of the longerestablished University Scholarship subjects, chemistry and electricity and magnetism. Both show developments corresponding with, the progress of knowledge in these subjects, and teachers who have not attended University recently find that they have to do a great deal of reading if they are to remain efficient. The introduction of general science into the curriculum has increased the need for equipment and apparatus necessary for teaching all aspects of the subject, particularly biology and the various branches of physics. These needs have so far as possible been met by the provision of special grants for equipment. Much material has also been distributed free to the schools, material that has been purchased by the Department through the War Assets Realization Board. When School Boards or science teachers have wanted information on laboratory design, the plans and specifications drawn up by a special committee of science teachers, and approved by the Department, have been available. Some of the post-primary bulletins issued by the School Publications Branch of the Department have been designed specifically for use in science teaching. These include the " Living Environment " series and a number of issues dealing with scientific institutions in New Zealand. Commercial Education Since 1945 when, by the Education (Post-primary Instruction) Regulations, commercial practice was added to the three long-established subjects'book-keeping' shorthand, and typewriting, there has been developed in many post-primary schools a more clearly-defined commercial course than was commonly found previously. At the same time the requirement of a compulsory core of studies has prevented'such a course from becoming too narrowly vocational. Prior to 1945 commercial courses were largely restricted to girls ; for boys, there was a general course with book-keeping as an option. The 1945 regulations gave an opportunity to all schools to introduce a range of commercial subjects and to develop a planned commercial course for all pupils desiring it. The new subject, commercial practice, has proved a popular addition and, up to the present time, has been developed in schools as an additional subject to book-keeping and not at the expense of book-keeping. The following table gives, for the last three years, the numbers of candidates sitting the School Certificate Examination in each of the commercial subjects :

The lower numbers sitting in shorthand-typewriting are explained by the fact that the subject is, in practice, restricted to girls, and by the fact that in some schools the Public Service Junior Shorthand and Typewriting Examination, and not the School Certificate Examination, is made the objective. The requirement by the New Zealand Society of Accountants of the University Entrance Examination as a prerequisite for its professional examinations and the postponement of the Entrance Examination to the post School Certificate year have resulted in a decrease in the number of pupils in Form VI who are preparing for accountancy examinations.

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Number of Candidates. Subject. 1946. 1947. 1948. Commercial practice 385 629 808 Shorthand-typewriting .. 276 343 368 Book-keeping 1,016 1,173 1 1,166

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Evening class part-time instruction in commercial subjects has shown continuing development. Almost all centres have sufficient numbers to maintain classes in shorthand and typewriting at both introductory and advanced stages. Classes are also available in almost every centre for the subjects of the Professional Accountants' Examination ; these classes, though often with small enrolments, are invariably attended regularly. The increasing popularity of the Professional Examination has been reflected in a markedly increased demand for part-time instruction over the past three years, Libraries The libraries of all post-primary schools benefited this year from an additional supplementary grant, bringing the total library capitation for the year up to ss. a pupil. Book stocks, in range and quantity, are now showing the valuable results of a firm capitation allowance since 1945. Those schools, however, which had no initial book stock, particularly district high schools, are still under a disadvantage. In this latter group of schools the problem of book storage and accessibility is becoming urgent, as few have even a small, separate room that could be called a library. In January, 1949, teachers were given the opportunity to learn some of the duties and techniques of the teacher-librarian at two refresher courses held in Wellington and Dunedin respectively. The Wellington course emphasized the more technical aspects of library practice ; the Dunedin course covered a wider and more general field. Both courses were eminently successful, and it is expected that school library organization will show immediate beneficial results. The Department wishes to acknowledge the invaluable assistance and interest of the National Library Service and the Library School in the planning and operation of both courses, and of the various librarians of Dunedin in the operation of the Dunedin course. It is expected that closer co-operation in school library matters between the National Library Service and the Department will be established during the coming year. Two experienced members of the former's staff have been made available at intervals for actual organizing assistance in post-primary school libraries, and some schools have already benefited. A detailed manual of library practice, adapted to school needs, is in course of preparation, and the Buildings Branch of the Department has been in frequent consultation with the National Library Service staff on the planning of libraries for new schools. Sixth Form : Link With the University As much of the work of the Sixth Form is a preparation for University studies, a link between the school and the University is very desirable, and the valuable work of the liaison officers in this connection has been much appreciated. There is now a steady flow of in form at,ion to the schools, so that in most cases intending University students now know quite clearly what subjects they should take for the degree they seek, the particular requirements of each college in regard to the degree, and even which subjects they should take in any particular year. One possible danger arising from the very closeness of this link is that the course chosen may tend to become too narrowly specialized —the intending science student may desire to concentrate entirely on these subjects in Form VI, and thus take no further interest in other cultural subjects. Most Principals are watching this matter very closely, so that there is probably little to fear. Post-primary Bulletins Nineteen ordinary bulletins and two technical ones were produced in 1948, the second year of operation. The topic system has again proved very popular, and the following subjects were covered : Our Living Environment (three bulletins), Government (two bulletins), General English (How to Read, How Words Work, Fact and

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Opinion m Newspapers, Writing English), Towards World Unity (two bulletins). In addition, a number of single issues covered the following topics : Music, Play Production, Statistics, New Zealand in the World, Scientific Institutions in New Zealand China, Something About the Pacific, and the Office Worker (Social Studies). Because they are prepared by experts in their respective fields, these bulletins are an extremely valuable and much appreciated addition to the factual literature available m post-primary schools. Their reliable and up-to-date background material, not readily accessible to the ordinary classroom teacher, is appreciated by teachers and pupils Overseas teachers have spoken enthusiastically about them and have asked for samples to take home with them. One of the two technical bulletins dealt with plating, and the other was a composite bulletin on moulding and casting, pattern-making, and a special electrical drive for woodworkers' grinding-stones. Several other bulletins are being prepared, and it is hoped that it may be possible to continue a series of them in the future. The standard of printing and illustrations has been maintained at the high level established by the School Publications Branch. The Correspondence School The post-primary division of the Correspondence School continues to meet a need m remote districts and among children with various disabilities. It has also been called upon for assistance in the secondary departments of district high schools when there is a need for a subject which cannot be met by the staff. The total roll in the post-primary division in 1948 at 31st May was 3,290, of whom 801 were full-time and the remainder part-time. The full-time pupils came under four sections—Academic, Commercial, Country Life, and Home Life. Part-time pupils were m these sections also, but large numbers belonged to special groups, as follows Grou P- Number. Army personnel .. .. 91 Maori School assistants .. .. .. 57 Post-Office cadets .. .. 333 Public Service (temporary officers) .. 250 Public Service senior .. .. 282 District High School pupils .. .. 310 1,323

The full-time and part-time enrolments in the main courses were as follows

The course for full-time pupils includes core subjects in each case, and the following special subjects : & Academic .. .. Mathematics and/or foreign language. Commercial .. .. Commercial practice. Book-keeping, shorthand, and typewriting are added later if desired Country Life .. .. General agriculture. Dairying, animal husbandry, " and horticulture may be added later. Home Life .. .. Two art or craft subjects.

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Course. Full-time. Part-time. Academic Commercial .. Country Life .. Home Life .. 181 161 180 279 593 190 138 245

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The staff for the post-primary division includes 90 teachers. The pupils are prepared for many public examinations, including School Certificate, University Entrance, Teachers' " C," and various commercial and Public Service Examinations. The following passes were recorded : . TT . tj i fl5 by accrediting. University Entrance ..j lg examination . School Certificate . . 49 ; these took all subjects through the Correspondence School. Public Service (temporaries) 75 complete passes. Post Office Cadets .. 95 complete passes. These results show that the School is providing opportunities for advancement to many people who would otherwise find it very difficult to study. Technical Correspondence School The Technical Correspondence School, now in its third year, has gradually widened its range of work and increased its number of students. On Ist December, 1948, the roll stood at 765, an increase of 92 over the corresponding figure for the previous year ; 11 full-time teachers, 9 part-time tutors, and a clerical staff of 7 were then employed. Most of the survey cadets in New Zealand are on the school roll. Complete courses are offered in eight subjects for the Land Surveyors' Examination, and courses in two of the remaining subjects (Land Classification and Utilization, and Surveying Laws and Regulations) will begin shortly. Courses in five subjects for Section A of the examinations "of the principal Engineering Institutions have reached the second-year stage. Two new courses have been provided for students taking the Intermediate Examination of the Royal New Zealand Institute of Horticulture —one on Principles of Botanical Classification —the other, a short course, on Surveying, Levelling, and Drainage. A course for employees in commercial gardens is planned to begin by July, 1949. The preparation of seven courses relating to the wool textile industry has been authorized. This new field for correspondence instruction is one in which Scotland and Australia, as well as New Zealand, are active. Difficulty is being experienced in finding qualified persons within the Dominion who can spare sufficient time to deal adequately with these subjects. Progress has been made locally with two of the courses, those on Raw Materials of the Woollen Industry, and Weaving; they are expected to operate from May, 1949. The New Zealand Woollen Mill Owners' Association has offered, on certain conditions, a substantial sum annually to help the best students to go overseas for further study. The largest groups of students of the school are motor trade apprentices, electrical trade apprentices, and Army students who wish to qualify for promotion. Other groups include survey cadets, engineering cadets, building-trade apprentices, and adult students of agriculture or horticulture. The school has no full-time pupils ; its students are all employed in industry or the armed Services and take subjects which relate directly to their occupation. The first-year series of lessons on motor engineering has been bound in handbook form and distributed to schools at the request of the Motor Trade Certification Board to serve as an instructor's manual. A similar procedure is to be followed with the second-year lessons. Two text-books, the preparation of which has been arranged by the school, will appear shortly ; these are " Paint and Painting," by J. M. C. Tingey, and " The Principles and Practice of Animal Nutrition," by I. E. Coop. Other textbooks, chiefly on agricultural subjects, will be issued at intervals.

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Technical and Continuation Classes Classes approved under the regulations for manual and technical instruction are he?d not only in technical schools, but in many secondary schools (in centres where there is no day technical school), and in an increasing number of small centres particularly in the Auckland district. There are now very few continuation classes as the raising of the school-leaving age to fifteen has eliminated the need for the former compulsory classes in English and history. There are, however, examination classes in School Certificate and University Entrance subjects, as well as in subjects for preliminary and higher engineering qualifications. In small centres there are many hobby classes in woodwork and well-attended classes in dressmaking, and frequently classes in commercial subjects. In the larger centres most of the classes are technical in nature—that is, they are directly related to a trade and are designed to improve the trade knowledge and skills of those attending them. In the Auckland Education District technical classes are held in 13 post-primary schools and in 24 small centres. This latter number is larger than will be found in other districts, and is therefore not altogether typical, but it emphasizes the fact that technical education is reaqhing the smaller townships, including some that are relatively remote. At the other end of the scale the Auckland Technical School has approximately 300 technical classes spread over four evenings in two sessions each evening. This is m itself a large school, representing nearly 5,000 weekly attendances, and requiring a large and extremely varied staff. The following analysis will give some idea of the variety of classes offered : . . Classes. Art classes .. .. .. .. _ _ g Commercial classes, including accountancy . . .. 64 Homecraft classes . . .. .. J3 General technical classes covering many trades .. . 160 Other classes, mainly for public examinations .. \ . 50 Consultative Committees During 1948 there were two consultative committees on which post-primary interests were represented, and whose findings are likely to be of great interest to our schools. One committee investigated the scientific man-power resources of New Zealand. Its report, made available early in 1949, has some comments on the type of training that should be given in the schools to future scientists, and it is of particular interest to note the stress on breadth of education rather than on a narrow specialization. The other committee considered the training of professional engineers. Its report will be available in 1949.

Endorsed and Higher School Certificates The numbers of these certificates awarded in the last three years are shown in the following table :

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1946. 1947. 1948. - Endorsed School Certificates. ! Higher School Certificates. Endorsed School Certificates. Higher School Certificates. Endorsed School Certificates. Higher School Certificates. Secondary and combined schools Technical schools District high schools .. Endowed and registered private secondary schools Correspondence School 1,550 250 131 492 12 367 34 15 87 1,638 330 142 592 19 469 31 9 132 3 1,740 359 144 472 24 547 63 1 17 125 Totals 2,435 i 503 1 2,721 644 2,739 752

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Educational Bursaries The following table shows the numbers of the various types of educational busaries current or awarded in the last two years. Those in the first group apply to students who have entered upon University studies ; the two in the second group concern pupils still at school: —

Technological Examinations The following table shows the numbers of candidates in the Department's technological examinations in 1948. These examinations will probably shortly be replaced by the examinations of the New Zealand Trades Certification Board, which is established under the Trades Certification Act, 1948 : Preliminary— Sat. Passed. Carpentery and joinery .. .. 59 21 Mechanical engineering . . .. 10 4 Plumbing .. .. .. .. 27 18 Painting and decorating .. .. .. 3 3 "99 _46 Intermediate — Cabinetmaking .. .. .. 20 9 Carpentry and joinery .. .. .. 74 19 Mechanical engineering .. .. 31 11 Plumbing .. . . .. 14 7 Electrical fitting .. .. .. .. 1 140 _46 Final — Cabinetmaking .. .. .. .. 9 5 Carpentry and joinery .. .. 16 4 Mechanical engineering .. .. 5 3 Plumbing .. .. .. 3 1 Building construction .. .. .. 3 1 J56 J4 Total .. .. .. .. 275 106

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Current in— Awarded at Beginning of— 1948. 1947. 1949. 1948. Agriculture .. ■. 53 i 42 19 20 Architecture 10 10 10 5 Engineering 54 47 25 15 10 Fine arts 24 20 15 Home science 61 63 18 20 Physical education 20 21 20 Post-primary teachers 63 52 63 ' Science 60 57 20 20 National boarding 217 218 65 65 Ordinary national .. 2,469 2,593 ** 1,043 Total 3,031 3,050 * 1,281 Secondary school bursaries 279 321 * 235 Technical bursaries 168 156 * 118 Grand total 3,478 1 3,527 * 1,634 * Not available.

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City and Guilds of London Examinations There was increased interest in these examinations in 1948, 16 separate subjects or sections being taken (9 in 1947). The following table shows the number of candidates and of passes : Electrical engineering practice Preliminary- Sat . PaBsed DC - •• •• -• ■■ ..57 39 A -C- • • .. .. 23 17 Intermediate— D.C 18 7 A -C- •• •• ■■ .. ..18 7 Final— Part I .. .. .. 22 Part llb .. .. .. 1 i Part lie .. 22 Part He .. .. 1 1 Telecommunications Practice elementary .. .. .. 22 Principles .. .. .. 2 1 Telephone exchange systems .. .. .. 1 1 Hand embroidery: Intermediate .. .. 22 Radio: Grade I .. .. .. ..2 2 Milk processing and control: Final section, A and B 1 1 Machine design: Intermediate .. .. .. 1 Principles and practice of metallurgical operations: Sections B, C, D .. .. 1 Number of candidates 95 (75) .. 134 (98) 85 (39) Figures for 1947 are given in brackets. New Zealand Trades Certification Board Following the report of the Consultative Committee referred to in the last annual report, the Trades Certification Act, 1948, was passed providing for the setting-up of a Board, the functions of which are—(a) To make provision for the examination of persons practising or intending to practise any trade who desire from time to time to present themselves for examination : (b) To grant or issue, either independently or in conjunction with any other examining body, diplomas or certificates to any such person in recognition of his proficiency in any trade, or in any art, science, or matter relating to any trade. In December, 1948, Mr. E. Caradus was appointed Chairman of the Board. After nominations had been called from the organizations mentioned in the Act, additional appointments were made, broadly representing trade, industry, and technical education, and including the Commissioner of Apprenticeship. The development of the work of this Board will be of great importance to technical education and will be watched with interest.

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Development of Apprentice Training Dominion Apprenticeship Orders have now been made in the following trades and occupations : Baking and pastrycooking. Bootmaking and repairing. Coach-building. Furniture-making, &c. Gardening and horticulture. Leather, saddlery, and canvas-goods making. Mechanical dentistry. Men's hairdressing. Motor engineering. Painting and decorating. Photo engraving and printing. Plumbing and gasfitting. Sheet-metal working. Ship, yacht, and boat building. Watch making and repairing and manufacturing jewellery. In all but three of these some reference is made to daylight training in technical schools, when the accommodation and equipment are available. Early in 1949 this work began in a number of centres in connection with motor engineering and plumbing. Little difficulty was experienced in those centres where the apprentices were sufficiently numerous to form a class, because, with the co-operation of the trades concerned, evening classes have been conducted for many years ; accommodation and equipment were therefore already available and not normally used by day-school pupils. For example, in the motor-trade there are now forty-six school centres at which evening classes for theory and practice are being held. Seven of these schools are approved for day training and many others will qualify as soon as suitable accommodation can be found for the practical classes. Equipment to the value of approximately £24,000 has been supplied by the Department and distributed to the forty-six centres according to their requirements. An additional list of equipment is now being prepared, and, subject to approval, it will be supplied to equip the centres completely for both day and evening training. During 1948 Motor Trade Examinations in line with the recommendations of the Consultative Committee on the Technological Examinations were held for the first and second qualifying examinations, as well as for the Certified Motor Mechanics Examination. The examinations were conducted by the Education Department on behalf of the Motor Trade Certification Board, with the following results :

Preliminary discussions have taken place concerning apprentice training in the baking trade. Fortunately, again, some experience has been gained in recent years through the development of adult training by the Wheat Research Institute in Christchurch. The Institute, though primarily designed for research under the Department of Scientific and Industrial Research, has been able to take a small number of trainees from time to time. It is proposed to use the resources in staff equipment and accommodation of the Wheat Research Institute for the training of all bakery apprentices in the Dominion, who will be brought to Christchurch by the Labour Department for approximately four weeks' training each year. The training will therefore be a joint effort of three instead of two Departments.

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Examination. Passes. j Fail. Total. Percentage of Passes. i | First Qualifying222 j 109 331 67 Second Qualifying "97 55 152 63-8 Certified Mechanics 1 175 1 85 260 1 67-3

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Buildings The year was one of great activity in building. Many of the more obvious needs of schools which could not be met during the war were dealt with by the provision of Army buildings. Some very good work was done in transforming these for school purposes. It must be admitted, however, that some temporary buildings are far below our standards of comfort and convenience. A very extensive building programme must be faced if reasonable facilities are to be provided for the large numbers of post-primarv pupils expected in the next decade. J The following building works were completed during 1948 Auckland district — Northcote College .. .. Assembly hall. Pukekohe High School.. .. Motor engineering room. Thames High School .. .. Assembly hall. Tauranga College .. .. Assembly hall. Central district--Hawera Technical School .. Gymnasium ; two class-rooms. Wellington Girls' College .. Remodelling two class-rooms to provide a library. Steel huts were erected at the following schools : Horowhenua College .. For motor engineering. Hutt Valley High School .. For arts and for crafts. Palmerston North Boys' High For woodwork School Palmerston North Technical For motor engineering. School Wanganui Technical School For two dormitories. Wanganui Technical School For welding. Southern District— Nelson College .. .. Kitchen replaced after fire. Rangiora High School .. .. Hostel for boys. Christchurch Technical College . . Steel hut for homecrafts. Timaru Girls' High School .. Hostel additions. Dunedin Technical College .. Home science block. Gore High School .. .. Two steel huts. Southland Girls' High School ... New school. Major works at present in progress : Auckland District— Whangarei Boys' High. School .. Temporary accommodation for engineering. Whangarei Girls' High School .. Remodelling old hostel for home science. . Epsom Girls Grammar School .. Temporary accommodation . Seddon Memorial Technical College Temporary class-rooms; remodelling science laboratories. Avondale College ... .. New pottery room. Elarn School of Art .. .. Remodelling of Newton West School for temporary quarters. Otahuhu College .. .. Provision of further facilities in Engineering block ; extension to hall; new wing, making provision for two laboratories, geography and commercial rooms, and staff' common room.

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Pukekohe High School .. Additions to engineering and woodwork block; remodelling laboratories. Thames High School .. .. Remodelling gymnasium and homescience room ; general science laboratory. Tauranga College .. .. Home life block and new laboratories. Matamata College .. .. Additions to engineering and woodwork block ; additional class-rooms and laboratories. Te Awamutu College .. - • Home life block workshop additions , motor engineering room. Central District — New Plymouth Boys' High School Four class-rooms. Wanganui Technical College .. Alterations to workshop. Wanganui Girls' College .. New school. Dannevirke High School .. Additions to hostel. Wairarapa College .. .. Dining-room for girls' hostel. Wairarapa College .. .. Motor workshop. Hutt Valley Memorial Technical Alterations to provide laboratories. College Wellington East Girls' College . . Earthquake strengthening. Wellington Technical College .. Gymnasium. Southern District — Marlborough College .. .. Domestic science block. Greymouth Technical School .. Conversion of class-room into laboratory. Christchurch Technical College .. New workshops. Timaru Technical School .. Assembly hall. King's High School .. .. Laboratory. Gore High School .. . - Preparation room for hostel. Gore High School .. .. New school. Southland Girls' High School .. Additions to new school. Southland Technical College .. Additions.

School Hostels Pupils boarding at school hostels in 1947 and 1948 are shown in the following table :

Report of the Senior Inspector, Auckland The following extracts from a report by Mr. Elisor will serve to emphasize some of the points made in this report: — District High Schools. —The staffing position is beginning to stabilize, as under the post-primary regulations it is possible for a teacher to advance steadily in the one post without frequent changesencountered under the former system. There is still a shortage of suitably-qualified graduates, especially women.

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1948. 1947. Boys. Girls. 1 Total. Secondary schools Combined schools Technical schools 1,634 990 376 997 655 342 683 333 66 1,680 * 988 408 Totals 3,000 1,994 1,082 3,076

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. interesting and successful attempt at co-ordinating the syllabuses of primary and postprimary departments was recently made at Dargaville, where a conference of teachers from adjacent schools was held. Departmental Inspectors and lecturers from the Auckland Teachers' Training l>ollege attended and participated in the discussions. ~ a L dvent of the new curriculum the district high schools, considering the limitations of tne statt, have been able to give a generous and well-balanced education—not always as rural in its outlook as one would desire—but well fitted to the majority of its pupils. Most schools have to conserve the teaching-power of the staff by not spreading 'it among too many subjects. At the same time it is necessary to select subjects so as to utilize the special qualifications of teachers as luliy as possible, while at the same time considering the wishes of the parents. As a result of the new Sohool Certificate prescriptions, pupils are choosing subjects for which thev nave a real aptitude, with the certainty that no course is a " dead-end " course. The subjects for School Certificate arise largely from the core—English, history or geography, general science or biology or horticulture. Further options then are mathematics and/or French tor the Greneral Course; agriculture and/or dairy science for the Agricultural pupil, and commerce and/or book-keeping or typing and shorthand for the Commercial Course. Homecraft and/or clothing is a popular variant for girls if a suitable teacher is available. Zoning.—The zoning of pupils to schools in the Auckland district has had to be continued. The boundaries of the various schools were examined, and in some cases redrawn. Parents who objected to any particular school were given every opportunity to discuss their case, and in the great maioritv oi cases an amicable agreement was reached. In spite of zoning, Auckland Girl's Grammar roll rose by 68 pupils over last year. It will not, however, be possible to reduce this roll until new schools are built. Buildings and Grounds— Birth-rate statistics show that there will be a greatly increased demand tor post-primary school buildings in the near future, and the activities of an energetic Building .branch are being devoted to the necessary planning. It appears that in the next ten years the number of post-primary schools in Auckland will need to be doubled. A?^ ve ste P s are being taken to acquire suitable sites, and every endeavour is being made to cope with the necessary preparation of plans. The provision of rooms for the daylight training of apprentices is being allowed for, and immediate needs are being met by the provision of prefabricated rooms. a initiative has been displayed by the Building Branch (in collaboration with Mr. Miller, Architect to the Auckland Education Board) in getting an initial contract let for fifty prefabricated rooms. These are considerably in advance of earlier designs, and are allocated to schools while the permanent buildings are designed and erected. Technical Schools in country centres are very similar to high schools in their organization and curriculum, except perhaps that in the technical school the industrial (boys) and commercial (girls) courses play a larger part. Both types of schools have a vigorous multi-course programme. Technical schools have in the past done excellent work in providing courses of work for tvpes of pupils that were not catered for in the older type of high school. The large urban technical schools have developed many courses, but still retain their practical bias because of the influence of many teachers with trade experience. There is a tendency for pupils to stay longer at school, so that the influence of the courses is increasing. interesting development in recent years has been the increase in the number of students studying at the technical schools for the professional examinations in engineering. These classes are held both m the day-time and in the evening, and, though most students can attend only part time, there are some who have been enabled to devote their full attention to these studies. „ ~T ile introduction of daylight training classes for apprentices has also helped to alter the character 01 the technical school. Further developments of a like nature will almost certainly make necessary a reduction in the technical high school roll, so that it can be said with some confidence that we are witnessing the first steps in the development of senior technical schools and perhaps of technological institutes. 6 . Schools in the main centres are developing a wider course of studies and a better-balanced education—crafts, music, and art are all playing a more significant part. The Correspondence School (Secondary Department) has done excellent work in providing for the education of pupils in remote areas and for those who are crippled. It has also provided a service for district high schools by teaching occasional subjects for which there is no qualified teacher. I have, &c., G. V. Wild, Chief Inspector of Post-primary Schools. The Acting Director of Education, Wellington C.l.

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Table A1—PUBLIC PRIMARY SCHOOLS BY GRADE, and Intermediate Schools and Departments, December, 1948

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*§ Education District. t. 00 2 s rQ O b if" 5,2 Roll for Determining Grade of School. *t3 a 3 '3 a a n oi a" >> a £> i 3 "3 eg *h 3 5 § 1 c3 60 § "<S> .a "a! a" o "3 §3 1 1 § a o o o H » o o H £ H iz; 8 o m I 1-8 6 3 17 5 12 13 6 10 7 79 II 9-24 112 26 50 53 56 23 104 45 46 515 IIIa 25-30 45 8 11 8 10 4 21 8 7 122 IIIb 31-70 180 45 40 34 30 23 72 48 44 516 IVa 71-110 .. 69 12 16 14 24 5 28 12 11 191 IVb 111-150 .. 35 9 7 8 2 6 8 10 10 95 IYc 151-190 21 5 4 5 8 2 7 6 2 60 Va 191-230 13 2 1 5 6 4 2 3 3 39 Vb 231-270 3 5 1 6 8 2 1 26 Vc 271-310 15 3 . 1 4 5 5 •4 1 38 Vd 311-350 .. 6 2 3 2 4 i 7 1 1 27 VIA 351-390 9 1 3 7 1 1 4 2 28 VlB 391-430 9 1 2 4 5 3 6 30 Vic 431-470 3 1 10 1 6 1 2 26 VlD 471-510 9 2 4 2 1 3 3 1 25 VIIA 511-550 12 1 2 4 2 1 22 VIIb 551-590 4 1 1 5 15 VIIc 591-630 4 1 2 1 3 13 VIlD 631-670 8 1 11 VIlE 671-710 3 1 2 7 VIIf 711-750 .. 1 1 2 VIIg 751-790 4 2 8 VTTTT 791-830 1 2 3 VIIi 831-870 3 3 VIIj 871-910 VIlK 911-950 VIlL 951-990 1 1 VIIm 991-1,030 1 1 Intermediate schools and 14 2 2 4 2 4 i 29 departments Totals 591 122 169 153 201 86 300 169 141 1,932 Note.—In the above table side schools have not been counted as separate schools.

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Table A 2—ATTENDANCE at Public Primary Schools and Intermediate Schools and Departments in 1948 (Excluding Forms III and IV pupils of Intermediate Schools, Secondary Departments of District High Schools, but including pupils in special classes and Standard VII)

Note.—The corresponding figures for the secondary departments of district high schools will be found in Table G 1 on page 53 of this paper, and the corresponding figures for Forms 111 and IV of the separate intermediate schools in Table B 1 on page 43 of this paper.

Education District. Roll Numbers. Mean of Average Weekly Roll of Three Terms, 1948. Average Attendance for Whole Year (Mean of Average Attendance of Three Terms). Average Attendance as Percentage of Average Weekly Roll, 1948. Pupils at 31st December, 1947. Pupils at 31st December, 1948. Boys. Girls. 1 Total. Boys. Girls. Total. Auckland Taranaki Wanganui Hawkes Bay Wellington Nelson Canterbury Otago Southland Intermediate schools and departments Totals 77,089 11,646 15,504 15,749 28,706 7,053 33,698 17,068 10,448 9,617 79,313 11,910 15,876 15,870 29,387 7,251 34,888 17,290 10,64-9 10,371 39,101 5,987 7,854 8,022 14,648 3,562 17,255 8,662 5,251 5,473 36,444 5,473 7,419 7,350 13,427 3,373 16,111 7,912 4,959 4,983 75,545 11,460 15,273 15,372 28,075 6,935 33,366 16,574 . 10,210 10,456 34,724 5,509 7,189 7,254 13,414 3,287 16,051 8,032 4,838 5,117 32,213 5,023 6,729 6,583 12,194 3,109 14,914 7,308 4,533 4,631 66,937 10,532 13,918 13,837 25,608 6,396 30,965 15,340 9,371 9,748 88-6 91-9 91 1 90-1 91-2 92-2 92-8 92-6 91-8 93-2 226,578 232,805 115,815 107,451 223,266 105,415 97,237 202,652 90-8

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Table A3— AGE AND SEX of Public Primary and Intermediate Pupils at 1st July, 1948 (Including Standard VII, Special Classes, and Forms I and II of Intermediate Schools and Departments)

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5 and Under 6 Years. 6 and Under 7 and Under 8. 8 and Under 9. 9 and Under 10. 10 and Under 11. 11 and Under 12. 12 and Under 13. 13 and Under 14. 14 and Under 15. 15 and Under 16. 16 Years and Over. Totals. 1 Grand Totals. Education district — Auckland .. .. Boys Girls Taranaki .. .. Boys Girls Wanganui .. .. Boys Girls Hawkes Bay .. Boys Girls Wellington .. Boys Girls Nelson .. .. Boys Girls Canterbury . . Boys Girls Otago . . .. Boys Girls Southland . . .. Boys Girls Intermediate schools and Boys departments Girls 4,498 4,074 604 593 858 835 905 814 1,765 1,668 367 393 1,892 1,798 993 913 580 536 5,612 5,267 765 753 1.152 1,133 1.153 1,034 2,124 2,000 470 476 2,432 2,275 1,223 1,128 718 735 5,753 5,551 780 708 1,117 1,039 1,113 1,036 2,100 1,944 473 435 2,447 2,324 1,235 1,214 769 661 5,179 4,759 697 681 1,049 977 1,024 992 1,899 1,752 459 427 2,102 1,935 1,185 987 641 643 4,398 4,352 628 563 848 899 930 863 1,723 1,588 356 382 1,860 1,887 988 925 573 606 1 4,298 4,091 653 642 896 856 875 830 1,554 1,446 393 375 1,752 1,791 1,018 942 601 548 68 123 3,497 3,304 606 583 747 703 743 714 1,337 1,227 355 351 1,625 1,595 771 726 509 459 1,182 1,290 2,843 2,583 585 492 538 529 586 546 1,057 1,013 340 311 1,488 1,384 648 590 442 404 2,135 2,060 1,811 1,413 396 283 384 240 398 290 633 470 213 157 951 723 347 289 258 197 1,428 1,113 884 608 167 104 167 128 197 130 259 190 89 66 423 273 172 117 105 70 575 .350 179 117 29 10 24 17 40 37 34 29 . 20 10 60 22 31 9 11 11 82 44 22 22 2 3 1 4 3 4 2 1 7 9 1 5 3 *6 5 38,974 36,141 5,910 5,414 7,783 7,357 7,968 7,289 14,489 13,329 3,535 3,384 17,039 16,016 8,612 7,845 5,210 4,870 5,477 4,985 \ 75,1.15 V 11,324 \ 15,140 \ 15,257 | 27,818 1 6,919 | 33,055 | 16,457 j; 10,080 | 10,462 Totals . . .. Boys Girls 12,462 11,624 15,649 14,801 15,787 14,912 14,235 13,153 12,305 12,065 12,108 11,644 11,372 10,952 10,662 9,912 6,819 5,175 3,038 2,036 510 306 50 50 114,997 106,630 221, 627 Percentage of pupils of each age 10-9 13-7 13-8 12-4 11-0 10-7 10-1 9-3 5-4 2-3 0-4 * 100-0 ■ Totals, 1947 .. Boys Girls 14,306 13,716 15,822 14,699 14,222 13,212 12,411 12,086 12,158 11,524 11,542 11,098 10,959 10,452 10,443 9,572 6,860 5,426 3,124 2,014 570 299 63 58 112,480 104,156 J=216636t Difference .. Boys Girls -1,844 -2,092 —173 + 102 1 + 1,565 + 1,700 + 1,824 + 1,067 + 147 +541 +566 +546 +413 +500 +219 + 340 -41 -251 -86 +22 -60 +7 1 -13 -8 +2,517 +2,474 +4,991 » insignificant percentage t Amending E-2, 1948,

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Table A4—STANDARD CLASSIFICATION of Public Primary and Intermediate Pupils at 1st July, 1948 (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)

37

— Special Classes for Backward Children. Pupils in Preparatory Classes. Pupils at 1st July in Standards and Forms. Standard X. Standard 2. Standard 3. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Education district — Auckland Taranaki Wanganui Hawkes Bay Wellington Nelson Canterbury ... Otago Southland Intermediate schools and departments Totals Percentage of pupils of each standard Totals, 1947 Difference 138 24 37 30 75 in 93 27 64 12 17 16 37 94 45 27 202 36 54 46 112 2il 138 54 13,454 1,875 2,637 2,809 4,964 1,113 5,817 2,849 1,647 11,690 1,640 2,401 2,352 4,382 1,058 5,147 2,488 1,452 25,144 3,515 5,038 5,161 9,346 2,171 10,964 5,337 3,099 5,640 771 1,232 1,226 2,095 491 2,402. 1,275 809 5,468 746 1,036 1,125 1,899 429 2,177 1,162 709 11,108 1.517 2,268 2,351 3,994 920 4,579 2,437 1.518 5,117 726 960 1,015 1,906 438 2,092 1,113 636 4,772 685 1,043 978 1,795 410 2,004 944 640 9,889 1,411 2,003 1,993 3,701 848 4,096 2,057 1,276 4,664 721 953 984 1,776 413 1,945 1,031 592 4,542 624 939 914 1,637 412 • 1,906 979 602 9,206 1,345 1,892 1,898 3,413 825 3,851 2,010 1,194 541 312 853 37,165 32,610 69,775 15,941 14,751 30,692 14,003 13,271 27,274 13,079 12,555 25,634 0-4 31-5 13-8 12-3 11-6 504 313 817 38,419 34,001 72,420. 14,481 13,482 27,963 13,035 12,356 25,391 12,752 12,042 24,794 +37 -1 +36 -1,254 -1,391 -2,645 + 1,460 + 1,269 +2,729 +968 +915 + 1,883 +327 +513 + 840

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Table A 4—STANDARD CLASSIFICATION of Public Primary and Intermediate Pupils at 1st July, 1948— continued (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)

38

Pupils a t 1st July in Standards and Forms —continued. Totals. 1 Standard 4. * Form I. Form II. Form III. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Education district — Auckland Taranaki Wanganui Hawkes Bay Wellington Nelson Canterbury Otago Southland Intermediate schools and departments Totals 4,466 659 918 863 1,628 381 1,757 1,016 603 4,302 570 854 849 1,515 400 1,833 982 560 8,768 1,229 1,772 1,712 3,143 781 3,590 1,998 1,163 2,935 601 557 569 1,087 375 1,552 625 493 2,820 2,833 610 573 588 1,088 344 1,455 605 451 2,575 5,768 1,211 1,130 1,157 2,175 719 3,007 1,230 944 5,395 2,545 526 488 471 948 324 1,352 598 397 2,657 2,457 523 491 464 965 329 1,398 629 426 2,410 5,002 1,049 979 935 1,913 653 2,750 1,227 823 5,067 15 7 1 1 10 5 12 6 13 4 3 3 11 2 2 11 3 28 11 4 4 21 2 7 23 9 38,974 5-, 910 7,783 7,968 14,489 3,535 17,039 8,612 5,210 5,477 36,141 5,414 7,357 7,289 13,329 3,384 16,016 7,845 4,870 4,985 75,115 11,324 15,140 27,818 . 6,919 33,055 16,457 10,080 10,462 12,291 11,865 24,156 11,614 11,122 22,736 10,306 10,092 20,398 57 52 109 114,997 106,630 221,627 Percentage of pupils of each standard Totals, 1947 10-9 10-3 9-2. * 100-0 11,648 11,153 22,801 11,442 10,827 22,269 10,133 9,920 20,053 66 62 128 112,480 104,156 t216,636 Difference +643 + 712 + 1,355 + 172 +295 +467 + 173 + 172 +345 —9 -10 -19 +2,517 +2,474 +4,991 * Insignificant percentage. t Amending E-2, 1948.

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Table A8—AGE AND ATTAINMENT of Pupils Leaving Public Primary Schools During 1948

Note.—ln this table both European and Maori pupils are included. Separate figures for Maori pupils leaving public primary, intermediate schools and departments, and Maori schools are given in Table H 9 in E-3, Education of Maori Children.

39

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, 1948 .. Totals, 1947 Difference 786 1,936 3,294 1,243 30 559 1,491 3,523 1,735 63 314 65 9 4 1 216 43 6 3 292 70 9 179 52 6 82 18 48 12 7,289 7,174 7,371 7,216 393 388 268 307 371 376 237 215 100 90 60 44 + 115 + 155 +5 —39 -5 + 22 + 10 + 16 Age. In Standard 3. In Standard 2 or Lower. Totals. Boys. Girls. Boys. Girls. Boys. Girls. Total. 15 years and over 14 „ under 15 13 „ „ 14 12 „ 13 11 „ „ 12 Under 11 years Totals, 1948 Totals, 1947 Difference 16 5 15 4 17 7 13 6 1,507 2,101 3,312 1,247 31 1,030 1,608 3.535 1,738 63 2,537 3,709 6,847 2,985 94 21 28 19 15 24 19 19 13 8,198 8,075 7,974 7,810 16,172 15,885 -7 +4 +5 + 6 + 123 + 164 +287

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Table A10— STAFF: Public Primary and Intermediate Schools and Departments, December, 1948 (Exclusive of Secondary Departments of District High Schools)

40

umber of Schools. Sole Teachers. Heads of Schools. Assistant Teachers. Probationary Assistants. Total Nlimber of Teachers. £ 2 C3 0> « o *S2 <x>\ H SPs a g g Yearly Average Attendance, 1948. rage Number Pupils Per Teacher. K M. F. M. F. M. F. M. F. M. F. Total. o «> S-t <12 0*0 0) <4-4 > o < Education district — Auckland Taranaki Wanganui Hawkes Bay • .. Wellington Nelson Canterbury Otago Southland Intermediate schools and departments 577 122 167 151 197 86 298 165 140 29 141 34 59 50 51 29 103 50 53 33 8 24 20 31 14 42 26 13 370 70 76 74 106 42 139 81 71 18* 33 10 8 7 9 1 14 8 3 447 52 74 69 181 38 223 91 44 184 1,157 179 221 211 435 96 491 245 159 210 82 6 10 11 47 10 33 43 13 83 21 26 17 27 15 46 24 9 1,040 162 219 204 385 119 498 265 181 202 1,306 218 279 255 502 126 593 303 184 210 2,346 380 498 459 887 245 1,091 568 365 412 79-6 74-3 78-5 80-0 76-7 94-4 84-0 87-5 98-4 96-2 66,937 10,532 13,918 13,837 25,608 6,396 30,965 15,340 9,371 10,030 28-5 27-7 27-9 30-1 28-9 26-1 28-4 27-0 25-7 24-3 Totals, 1948 .. 1,932 570 211 1,047 93 1,403 3,404 255 268 3,275 3,976 7,251 82-4 202,934 28-0 Totals, 1947 .. 1,963 567 258 1,020 107 1,422 3,288 202 337 3,211 3,990 7,201 80-5 198,842 27-6 Difference -31 +3 -47 +27 -14 -19 + 116 +53 -69 +64 -14 + 50 + 1-9 +4,092 + 0-4 * There are seventeen Principals of separate intermediate schools, is not shown elsewhere. The other one is a head teacher of a district high school to which is attached an intermediate department, and

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Table A13—NUMBER OF TEACHERS IN PERMANENT POSITIONS in Public Primary Schools According to Position and Year of Salary Service, December, 1948

41

Year of Service. Sole Teachers and Head Teachers. Assistant Teachers. Grand Totals. Grade. Totals. Grade. Totals. B7. A6. A12. A20. A28. A31 + . B. A. A3. A6. A9. A12. First .. M. 14 1 15 22 22 37 F. . 167 ' 6 173 173 Second .. M. '32 2 '34 46 "l 47 81 F. 2 2 233 'is 248 250 Third .. M. 52 ' 5 57 50 3 53 110 F. 11 * 11 235 26 ' 3 264 275 Fourth .. M. 31 "6 37 37 2 1 40 77 F. 8 8 175 37 3 215 223 Fifth .. M. 21 ' *2 23 24 . 6 1 31 54 F. 4 4 95 31 12 138 142 Sixth .. M. 28 "4 32 32 8 "l 41 73 F. 3 3 49 18 "l5 1 83 86 Seventh .. M. 29 'ii 40 61 17 4 1 83 123 F. 4 4 ' 48 22 8 78 82 Eighth .. M. 51 '19 70 83 44 16 2 145 215 F. 5 2 7 ' 56 25 7 88 ' 95 Ninth . m. 31 9 40 24 16 11 ' 1 "l 53 93 F. 1 1 2 38 23 7 2 70 72 Tenth .. M. 24 17 41 11 18 9 3 41 82 F. 1 3 4 26 31 4 5 66 70 Eleventh .. M. 24 11 35 10 24 16 ' 1 51 86 F. 4 1 5 22 23 7 ' 3 2 57 62 Twelfth .. M. 13 13 ' 'l 27 5 16 8 3 32 59 F. 10 8 3 1 ' 1 ' 1 24 24 Thirteenth . . M. *18 "9 '2? 1 14 9 1 25 52 F. 2 2 12 8 6 3 29 31 Fourteenth . . M. 11 '35 46 1 11 6 3 ' 1 22 68 F. 3 5 10 30 17 5 1 63 68 Fifteenth .. M. 3 21 24 10 12 5 2 29 53 F. 5 5 10 ' '8 29 16 9 2 64 74 Sixteenth .. M. 3 24 ' '4 31 1 10 . 13 4 3 31 62 F. 3 4 7 8 24 21 7 ' 3 63 70 Seventeenth .. M. 2 31 2 35 2 8 8 ' 4 22 57 f! 10 3 13 io 42 17 11 1 81 94 Eighteenth and over .. M. 10 284 3i5 128 99 '92 928 4 31 68 78 126 30 337 1,265 F. 24 109 6 139 41 203 230 208 63 192 937 1,076 Totals .. .. M. F. 397 90 504 130 322 6 128 99 92 1,542 226 412 1,243 232 601 183 376 110 255 138 70 30 196. 1,105 2,741 2,647 2,967

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Table A15—REGISTERED PRIVATE PRIMARY SCHOOLS: Number of Schools, Pupils, and Teachers at the End of 1948

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

42

' Number of Teachers. Number of Schools. Roll Number at End of Year. UndenomiCatholic Other District. Average A + f Ayi r] national Church Church ADDcIlU." QnTinnlc finViArtlc finVinnlc Other Total Roll.ance. national Church Church Number national Church Church M. F. Schools. Schools. Schools. of Schools. Schools. Schools. Schools. Boys. Girls. Total. M. F. M. F. Auckland 4 60 19 83 224 8,426 1,491 4,873 5,268 10,141 8,939 13 15 211 29 37 Taranaki 11 2 13 1,379 30 651 758 1,409 1,281 37 3 Wanganui 2 17 7 26 94 1,724 399 1,097 1,120 2,217 2,002 5 6 46 ii 9 Hawkes Bay 3 13 4 20 119 1,661 204 985 999 1,984 1,777 i 5 5 37 9 3 Wellington 1 45 10 56 56 5,115 1,211 2,944 3,438 6,382 5,795 3 1 16 130 6 38 Nelson 1 7 8 7 701 359 349 708 635 1 22 Canterbury 3 51 "ll 65 303 5,342 1 J 29 3,337 3,437 6,774 6,131 3 10 13 140 11 29 Otago 23 3 26 2,115 330 1,241 1,204 2,445 2,164 7 66 2 11 Southland 1 11 12 59 1,241 626 674 1,300 1,119 4 4 37 Totals, 1948 .. 15 238 56 309 862 27,704 4,794 16,113 17,247 33,360 29,843 7 39 66 726 68 130 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 Difference + 1 +2 +64 +532 + 160 +449 + 307 + 756 + 384 +6 + 1 + 17 +6 -8

— Average Weekly Roll. §3 . •3 S3 gjClassification according to Standards of Pupils on Boll at 1st July, Number of Assistant Teachers on Staff i (December). Special Class for Backward Children. Class P. SI. S2. S3. S4. FI. FII. Adult Section. Totals. Total. & o ffl S o B. G. B. G. B. G. B. G. B. G. B. G. B. G. M. F. B. G. M. F. 1947 1948 Difference 1,913 1,857 1,972 1,784 106 115 125 99 308 301 364 339 76 96 121 111 72 67 84 92 63 64 75 90 61 60 87 77 64 60 88 67 65 58 64 77 40 45 19 16 855 866 1,027 968 1,882 1,834 6 4 45 46 -56 -88 +9 -26 -7 —25 +20 -10 — 5 +8 + 1 +15 -1 -10 -4 -21 -7 + 13 +5 -3 + 11 -59 -48 —2 + 1

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© © II g w> •S g 1 £ |o © 5 if II © © © c 3 H? si s "3 02 t> Is ©.s *l3^2 !l f-< a c 3 c 5 5 8g © o .3 © "© c 8 <D p-t' "g © ./•H !s nd +-> §* M § a a && Cm © Cd bJO © .33 . a Is 0 f-03 © _© r-T a? .3.3 § [S'S £23 % © !£>l ©^"o 1 -2» "rfl •Sfl ss - w lO 02 H | S||

Table B1—ROLLS and CLASSIFICATION of PUPILS and STAFFS of Intermediate Schools and Departments as at 1st July, 1948

43

ts - & fll-P-Classification of Pupils on Roll as at 1st July, 1948. SoS |S8 Number of Full-time Intermediate School or Department. P h 610 3 fl iron I Decern 1948. t; ills Form I. Form II. Form III. All Forms. m A i„i Assistant Teachers. |-al Z 0 tj) & P Sot nil Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. J. Ot&l. M. F. Total. (a) Whangarei Boys' 70 103 167 157 92 75 167 167 5 5 (a) Whangarei Girls' 104 79 173 163 67 i06 1.73 173 7 7 (c) Avondale 244 370 567 528 169 164 iis 134 287 298 585 ' '9 10 19 (c) Balmoral 192 230 396 380 106 115 89 98 195 213 408 7 9 16 (c) Kowhai 331 421 674 642 186 145 140 122 'i9 65 345 332 677 14 16 30 (e) Manukau 295 326 538 511 160 125 120 124 14 14 294 263 557 9 10 19 (c) Normal 280 251 478 453 122 112 118 109 20 12 260 233 493 10 10 20 (a) Northcote 98 129 213 199 52 66 56 44 108 110 ' 218 3 3 6 (c) Pasadena 248 269 478 449 131 110 123 108 5 ' '9 259 227 486 10 9 19 (a) Otahuhu 129 153 263 247 78 63 66 62 144 125 269 3 5 8 (e) Waihi .. ... 69 85 139 129 37 40 39 30 76 70 146 2 2 4 (a) Matamata 124 146 234 201 58 62 69 43 127 105 232 3 4 7 (a) Te Awamutu 100 127 206 195 50 52 55 50 105 102 207 3 3 6 (a) Rotorua 120 121 223 203 46 49 61 62 107 111 218 4 4 8 (c) Wanganui 188 204 339 325 86 73 86 94 ' '4 "0 176 173 349 5 10 15 (c) Palmerston North 327 376 676 652 180 176 181 155 5 366 331 697 11 13 24 (c) Gisborne 289 308 542 516 136 147 112 141 5 "ii 253 299 552 10 11 21 (c.) Napier 277 268 492 479 148 100 136 116 1 15 285 231 516 6 12 18 (c) Hutt t 546 497 471 141 137 102 119 243 256 499 8 13 21 (a) Rongotai 97 116 210 193 94 107 201 201 7 7 (c) Wellington South .. 206 214 373 358 83 ioi 78 ii.3 2 ' '8 163 222 385 6 7 13 (a) Marlborough 134 147 273 250 71 61 63 70 134 131 265 6 4 10 (c) Christchurch South 234 278 463 452 118 134 121 88 ' '0 5 245 227 472 7 11 18 (c) Shirley 192 263 373 377 87 89 106 85 5 4 198 178 376 6 7 13 («) Waitajd Boys' 67 74 136 127 58 78 136 136 6 6 (a) Waitaki Girls' 55 44 96 90 45 '53 98 98 ' '6 6 (c) Dunedin North 153 181 287 274 71 71 64 69 "l2 ' '8 i.47 148 295 ' ~5 6 11 (c) Macandrew 297 369 614 584 144 160 177 115 17 11 338 286 624 12 10 22 (c) Tweedsmuir 218 273 454 425 116 111 117 100 5 238 211 449 7 8 15 Totals, 1948 5,138 6,471 10,574 10,030 2,820 2,575 2,657 2,410 120 168 5,597 5,153 10,750* 184 210 394 Totals, 1947 5,071 5,790 9,845 9,336 2,610 2,301 2,524 2,289 121 212 5,255 4,802 10,057 181 192 373 Difference + 67 + 681 + 729 + 694 + 210 + 274 + 133 + 121. -1 -44 + 342 + 351 + 693 +3 + 18 + 21

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Table D1.—AVERAGE ATTENDANCE, ROLL, STAFF, AND PART-TIME PUPILS of Public Post-primary Schools (Exclusive of District High Schools) (Statistics of part-time pupils will be found in Table E1)

44

' Roll Numbers (Pull-time Pupils). Average Attendance for 1948 (Year ending December). Number Number Number of New Full-time Staff (including Principals), (December, 1948). Technical Classes Part-time Pupils at 1st July, 1948. School. At 1st At 1st December, 19 48. of 1947 Pupils on Roll at of New Pupils admitted Pupils who commenced their PostMarch, July, 1948. beginning during primary Education in 1948. J 948. Boys. Girls. Total. of 1948. 1948. M. E. Boys. Girls. A. Secondary Schools Whangarei Boys' High School 430 415 374 374 386 252 186 170 21 147 ' '44 Whangarei Girls' High School 389 371 '347 347 371 230 170 151 ' "l6 Auckland. Grammar School 874 856 *846 846 793 622 273 227 ' '38 Mount Albert Grammar School 749 717 694 694 657 505 244 222 30 Auckland Girls' Grammar School 775 733 697 697 726 476 299 271 ' 32 Epsom Girls' Grammar School 717 687 673 673 636 466 •273 215 31 Takapuna Grammar School 666 613 '279 298 577 570 430 256 235 "l7 11 ' '89 "46 Thames High School 304 295 157 112 269 252 174 144 128 10 3 Hamilton High School 686 666 279 320 599 610 455 261 207 12 12 llotorua High School 398 355 177 135 312 304 245 170 159 11 6 ' *87 ' 26 Wanganui Girls' College 402 397 375 375 370 268 144 118 17 Palmerston North Boys' High School 434 415 ' 398 398 397 306 128 115 ' 19 Palmerston North Girls' High School 326 307. '294 294 298 220 118 104 ' 15 Gisborne High School 812 764 '363 332 695 711 523 294 281 ' 22 12 245 169 Hastings High School 587 567 256 241 497 512 347 253 234 15 10 252 83 Dannevirke High School 465 406 211 156 367 381 330 141 132 15 8 97 42 Hutt Valley High School 703 691 377 282 659 648 458 242 221 19 12 Wellington College 785 764 750 750 753 605 193 160 • 32 Rongotai College Wellington Girls' College 363 353 344 344 339 226 145 132 17 540. 525 '508 508 491 342 217 186 ' '24 Wellington East Girls' College 420 409 398 398 385 301 136 113 18 Marlborough High School 436. 417 "i91 181 372 389 247 196 184 ' 10 7 ' '97 "81 Rangiora High School 290 272 109 129 238 247 179 113 104 8 6 38 5 Christchurch Boys' High School. 807 786 756 756 747 559 272 230 32 Christchurch Girls' High School 590 559 533 533 527 406 192 175 ' 24 Avonside Girls' High School 460 432 403 403 410 271 197 187 19 Christchurch West High School 719 680 '288 315 603 615 447 277 265 ' 15 16 Ashburton High School Timaru Boys' High School 237 215 97 110 207 208 163 76 69 8 5 369 367 357 357 351 264 11s 94 17 Timaru Girls' High School 314 311 '289 289 292 196 129 111 ' 14 Waimate High School 235 220 ' '95 106 201 197 151 84 84 9 4 ' '28 " - ?7 Waitaki Boys' High School 443 434 414 414 412 294 157 139 20 72 Waitaki Girls' High School 366 347 324 324 326 234 136 121 "l7 ' 42 Otago Boys' High School 423 416 408 408 400 308 126 100 ' 22 Otago Girls' High School 625 608 571 ' 571 572 403 238 206 ' '27 King's High School 331 312 293 293 301 226 105 98 16 South Otago High School 236 231 96 "i20 216 212 144 108 98 8 4 ' '47 ' 42 Gore High School .. .. .. 445 416 174 198 372 375 272 183 170 14 6 61 49 Southland Boys' High School 376 360 339 339 344' 259 122 110 17 Southland Girls' High School 445 427 403 403 408 288 170 145 ' 20 Totals, A .. 19,972 19,116 <9,122 8,850 17,972 17,923 13,092 7,281 6,471 474 396 1,260 706

E—2

45

B. Combined Schools New Plymouth Boys' High School 701 661 616 616 619 442 259 233 31 342 New Plymouth Girls' High School 589 550 515 515 512 388 217 191 ' 25 "74 Napier Boys' High School 457 438 405 405 412 279 184 179 ' 21 323 Napier Girls' High School 366 347 315 315 327 206 174 160 ' 16 "69 Wairarapa College 618 '580 *288 257 545 535 387 249 216 ' 17 8 '205 72 Nelson College 630 619 593 598 581 433 205 173 28 231 Nelson Girls' College 467 456 '412 412 421 305 168 142 ' '20 '427 Totals, B .. 3,828 3,651 1,902 1,499 3,401 3,407 2,440 1,456 1,294 97 69 1,101 642 C. Technical Scl lools Northland College 305 285 154 112 266' 263 180 159 112 12 3 47 54 Auckland Technical School 1,047 1,028 898 555 344 899 928 580 526 485 37 14 2,554 483 Avondale College 998 415 314 729 765 573 386, 333 24 15 84 58 Mam School of Art 99 95 50 39 89 96 68 61 4 4 108 113 Northcote High School 271 261 117 113 230 234 149 127 '' 115 9 6 Otahuhu Technical School .. 1.214 1,039 500 425 925 889 697 533 522 32 15 '249 ioi Pukekohc Technical School 413 387 174 187 361 343 240 185 160 14 7 Tauranga College 406 383 172 l7l 343 341 233 190 174 12 8 ' '90 ' '66 Matamata College 345 314 130 160 290 301 215 158 136 10 7 30 26 Hamilton Technical School 767 735 349 270 619 666 388 395 358 26 13 501 161 Te Awamutu College 318 278 119 130 249 254 179 151 127 10 6 71 65 Hawera Technical School 511 471 207 211 418 429 300 232 209 13 11 155 84 Stratford Technical School 442 409 204 157 361 381 244 210 188 14 6 47 12 Wanganui Technical School .. 648 621 342 191 533 568 366 290 262 v 20 10 255 111 Feilding Technical School 320 309 187 99 286 285 194 134 116 15 4 18 40 Palmerston North Technical School 607 584 253 248 501 533 317 329 305 16 10 384 225 Horowhenua Technical College 425 413 182 181 363 370 246 193 179 15 6 74 49 Petone Technical School 524 489 213 197 410 424 238 261 252 . 16 8 599 179 Wellington Technical School 1,099 1,082 526 374 900 • 961 67-2 504 478 40 29 932 223 Westport Technical School 233 208 87 86 173 190 141 97 92 11 3 283 208 Greymouth Technical School 389 364 162 153 315 329 232 174 158 15 9 191 154 Christchurch Technical School 1,025 949 522 255 777 842 589 442 436 28 34 1,626 472 Canterbury College School of Art 137 136 40 74, 114 127 91 49 6 2 148 150 Papanui Technical School 413 381 212 124 336 326 232 194 176 14 6 109 107 Ashburton Technical School 307 262 113 118 231 252 184 129 125 10 8 129 55 Timaru Technical School 295 265 148 79 227 248 156 143 137 11 4 255 142 Dunedin Technical School 832 786 302 377 679 704 406 380 376 24 17 1,013 415 Invercargill Technical School 706 650 279 233 512 573 385 329 326 24 8 387 141 Totals, C .. 15,096 14,082 6,714 5,422 12,136 12,622 8,495 6,961 6,337 482 273 10,339 3,894 Grand totals, 1948 38,896 36,849 17,738 15,771 33,509 33,952 24,027 15,698 14,102 1,053 738 12,700 5,242 Grand totals, 1947 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 Difference -1,077 -383 —228 + 239 ' + u — 403 -657 -331 -135 + 35 + 20 -161 + 669

ID—2

Table D3—YEARS OF ATTENDANCE of FULL-TIME Post-primary Pupils at 1st July, 1948 (Excluding Pupils Attending Schools of Art)

46

First-year Second-year Third-year Fourth-year Fifth-year Pupils and Totals. Pupils. Pupils. Pupils. Pupils. Pupils. L a t er . Typr nf Sn.hnnl. — B. G. B. G. B. G. B. G. B. G. B. G. B. G. Secondary .. 3,013 3,360 2,561 2,858 1,918 1,786 1,352 1,006 734 435 63 30 9,641 9,475 Combined . 687 581 594 510 373 264 233 193 117 63 24 12 2,028 1,623 Technical .. .. .. 3,408 2,791 2,473 2,064 1,123 890 481 352 156 93 16 4 7,657 6,194 District high schools .. .. 1,800 1,895 . 1,150 1,386 516 606 197 288 46 53 1 3,709 4,229 Totals .. .. 8,908 8,627 6,778 6,818 3,930 3,546 2,263 1,839 1,053 644 103 47 23,035 21,521

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Table D5—COURSES OF INSTRUCTION Of FULL-TIME Post-primary Pupils on 1st July, 1948

47

Professional Professional Professional 1 or General, or General, or General, Agricultural. Home Life. With Two With One Without a Industrial. Commercial. Art. Other. Totals. School. Foreign •Foreign Foreign Grand Lang uages. 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 25 75 152 112 51 415 415 Whangarei Girls' High School 'l2 '79 '■41 io9 io9 21 371 371 Auckland. Grammar School •215 280 337 24 856 856 Mount Albert Grammar School 181 229 67 98 58 717 717 Auckland Girls' Grammar School 134 2i4 *68 i92 i25 733 * 733 Epsom Girls' Grammar School 140 386 110 51 687 687 Takapuna Grammar School 34 37 187 159 69 ' 1 85 41 . 291 322 613 Thames High School , 24 32 '51 i6 64 47 26 174 121 295 Hamilton High School ' 47 67 74 115 163 79 "8 111 292 374 606 Itotorua High School 9 9 50 40 41 24 92 29 42 i2 "7 204 151 355 Wanganui Girls' College Palmerston North Boys' High School Palmerston North Girls' High School 35 117 122 67 52 397 397 ' 'a 135 i.25 *94«5 415 148 '59 *07 33 307 307 Gisborne High School ' i ' 'e '76 97 iis 55 i61 125 73 407 357 764 Hastings High School 35 44 42 57 156 99 55 79 288 279 567 Dannevirke High School 3 2 64 59 54 19 67 09 ~22 235 171 406 Hutt "Valley High School 121 106 268 82 114 389 302 691 Wellington College 345 259 160 764 764 Rongotai College Wellington Girls' College 117 142 36 '58 353 353 '72 202 'i7 '97 ios ' 5 525 525 Wellington East Girls' College 86 129 126 68 409 409 Marlborough High School io 12 77 45 '26 15 '57 ' '2 82 48 '43 220 197 417 Rangiora High School 2 7 2 73 12 51 32 92 126 146 272 Christchurch Boys' High School 56 258 351 i21 786 786 Christchurch Girls' High School 2ii 176 68 i04 559 559 Avonside Girls' High School 50 69 22 U4 147 432 432 Christchurch West High School ' 1 66 47 i79 28 66 136 157 3i2 368 680 Ashburton High School Timaru Boys' High School 1 39 47 47 19 2 27 i2 21 101 114 215 6 90 167 21 83 367 367 Timaru Girls' High School 41 90 26 '<54 90 sii 311 Waimate High School Waitaki Boys' High School '29 30 is 2 43 27 ii 60 ioi 119 220 '24 138 58 75 ©4 85 434 434 Waitaki Girls' High School.. 40 ii3 27 '78 '89 347 347 Otago Boys' High School io3 i.47 i<56 4i6 416 Otago Girls' High School King's High School 81 1.94 io3 i<55 '65 608 608 76 ios i28 3i2 312 South Otago High School 1 34 '44 21 ' 6 36 '39 i3 '37 105 i26 231 Gore High School 1 14 60 70 29 49 i5 62 52 64 201 215 416 Southland Boys' High School 11 88 63 125 53 20 360 360 Southland Girls' High School '76 iis 36 io7 90 427 427 Totals 1,197 1,155 2,823 2,973 3,127 1,197 989 580 2,179 714 1 31 1,841 211 98 9,641 9,475 19,116

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Table D5—COURSES OF INSTRUCTION OF FULL-TIME Post-primary Pupils on 1st July, 1948— continued

48

1 Professional Professional Professional or General, or General, or General, With Two With One Without a Industrial. Commercial. Ag riArt. Home Other. Totals. Grand School. Foreign Foreign Foreign cultural. Life. Languages. Language. Language. Totals. B. G. B. G. B. G. B. G. BD G. B. G. B. G. B. G. B. G. B. G. Combined Schools New Plymouth Boys' High School .. 5 183 182 184 7 36 64 661 550 661 New Plymouth Girls' High School 87 102 57 1.29 154 21 438 550 Napier Boys' High School 78 65 i47 67 81 347 438 Napier Girls' High School 104 17 i.56 '70 347 Wairarapa College 13 17 59 64 72 53 119 83 39 8 1 52' 3io 270 580 Nelson College 36 235 96 143 39 68 2 619 456 619 Nelson Girls' College 83 125 40 '82 ,i.26 456 Totals .. .. 132 187 542 395 350 167 593 113 450 224 10 1 402 64 21 2,028 1,623 3,651 Technical High Schools Northland 33 22 17 16 53 2 45 65 32 170 115 285 Auckland 563 2 285 123 55 620 408 1,028 Avondale 66 79 77 35 59 10 277 . 150 145 479 419 898 Elam School of Art 36 59 95 Northcote io 39 18 7 36 i2 35 25 '49 131 130 261 Otahuhu 77 90 10 13 54 19 314 17 161 104 171 576 463 1,039 Pukekohe 35 40 98 21 43 78 12 60 188 199 387 Tauranga .. 37 50 33 21 67 60 54 61 191 192 383 Matamata .. • .. 18 43 57 28 34 43 40 51 149 165 314 Hamilton 12 8 276 32 198 82 108 410 325 735 Te Awamutu 21 i9 io ' 6 14 18 40 5 52 39 54 129 149 278 Hawera 46 54 39 21 94 76 50 91 229 242 471 Stratford 57 44 61 36 66 78 67 232 177 409 Wanganui ' 1 47 15 176 36 154 73 56 63 433 188 621 Pending 29 34. 25 11 39 148 23 202 107 309 Palmerston North t 7 259 14 101 15 *6 3 172 301 283 584 Horowhenua 50 '38 33 23 112 82 3 1 71 198 215 413 Petone 229 ii 77 19 6 147 259 230 489 Wellington '25 ' 1 458 63 205 59 26 245 605 477 1,082 Westport .. 41 26 59 5 42 35 105 103 208 Greymouth 58 '34 16 20 109 66 61 183 181 364 Christchurch 526 55 98 54 216 635 314 949 Canterbury College School of Art 49 87 49 87 136 Papanui 206 i7 46 is 94 241 140 381 Ashburton '» 105 4 43 21 89 130 132 262 Timaru 123 20 50 20 52 163 102 265 Dunedin 275 54 196 is 20 223 347 439 786 Invercargill 256 17 103 78 196 351 299 650 Totals 164 1 ■ 189 547 467 785 293 4,704 330 2,470 959 9 198 213 2,699 55 7,742 6,340 14,082

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Table D7—Pupils at 1st July, 1948, BOARDING AWAY FROM HOME to Attend Secondary Schools, Combined Schools, and Technical High Schools

3—E 2

49

Boarders, 1st July, 1948. School. At School Hostels. Privately. Totals. Boys. Girls. Boys. Girls. Boys. Girls. A. Secondary Schools Whangarei Boys' High School 98 6 104 Whangarei Girls' High School ioo 13 113 Auckland Grammar School 24 24 Mount Albert Grammar School 82 51 133 Auckland Girls' Grammar School 34 34 Epsom Girls' Grammar School 70 45 115 Takapuna Grammar School 12 7 12 7 Thames High School .. .. .. 3 12 3 12 Hamilton High School 46 16 20 16 66 Rotorua High School 4 1 4 1 Wanganui Girls' College ii2 25 137 Palmerston North Boys' High School 50 3 53 Palmerston North Girls' High School 23 23 Gisborne High School 59 37 23 31 82 68 Hastings High School 15 14 15 14 Dannevirke High School 61 9 14 70 14 Hutt Valley High School 1 1 Wellington College *96 9 ios Rongotai College 3 3 Wellington Girls' College 4 *4 Wellington East Girls' College 4 4 Marlborough High School 13 15 13 16 Rangiora High School ii 3 7 14 7 Christchurch Boys' High School 55 14 69 Christchurch Girls' High School 73 17 90 Avonside Girls' High School 16 16 Christchurch West High School 5 7 5 7 Ashburton High School 5 12 5 12 Timaru Boys' High School ik 10 144 Timaru Girls' High School 75 8 83 Waimate High School 2 3 2 3 Waitaki Boys' High School 237 6 243 Waitaki Girls' High School iio i5 i.25 Otago Boys' High School 75 ii *86 Otago Girls' High School U i4 King's High School 5 5 South Otago High School 3 3 Gore High School 39 30 7 15 46 45 Southland Boys' High School 58 58 Southland Girls' High School 30 58 *88 Totals, A 997 683 317 438 1,314 1,121

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Table D7—Pupils at 1st July, 1948, BOARDING AWAY FROM HOME to Attend Secondary Schools, Combined Schools, and Technical High Schools —continued

50

Boarders, 1st July, 1948. School. At School Hostels. Privately. Totals. Boys. Girls. Boys. | 1 Girls. Boys. | Girls. B. Combined Schools New Plymouth Boys' High School 243 10 ■ • ! 253 New Plymouth Girls' High School 139 33 i72 Napier Boys' High School 89 9 98 74 Napier Girls' High School 59 is Wairarapa College 71 57 4 13 75 70 Nelson College 252 12 264 Nelson Girls' College 78 15 93 Totals, B 655 333 35 76 690 409 C. Technical High Sch ■ools Northland College 81 7 18 88 18 Auckland Technical School 27 20 27 20 Avondale Technical School .. .. 15 8 15 8 Elam School of Art .. .. .. 3 8 3 8 Northcote High School 1 1 1 1 Otahuhu Technical School 14 6 14 6 Pukekohe Technical School 1 1 Tauranga College *9 12 "9 12 Matamata College 10 2 10 2 Hamilton Technical School 30 30 30 30 Te Awamutu College 16 9 16 9 Hawera Technical School 5 5 5 5 Stratford Technical School 7 6 7 6 Wanganui Technical School "n 20 19 3 96 23 Peilding Technical School 136 4 5 140 5 Palmerston North Technical School 7 2 7 2 Horowhenua Technical College 1 1 Petone Technical School Wellington Technical School 2 1 2 1 Westport Technict l School Greymouth Technical School 20 *20 1 20 *21 Christchurch Technical School 28 26 i6 9 44 35 Canterbury College School of Art 50 50 Papanui Technical School 3 3 ' 3 3 Ashburton Technical School 25 2 5 Timaru Technical School 11 3 11 3 Dunedin Technical School 5 4 5 4 Invercargill Technical School 53 37 53 37 Totals, C 342 66 266 250 608 316 Grand totals, 1948 1,994 1,082 618 764 2,612 1,846 Grand totals, 1947 1,944 1,056 738 847 2,682 1,903 Difference + 50 +26 —120 -83 -70 -57

51

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Note.—The above table does not include part-time pupils. The number of part-time secondary pupils on the roll at 31st December, 1948, was 1,630 ; the corresponding number in 1947, was 2,376..

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

Table E1—OCCUPATIONS OF PART-TIME STUDENTS at 1st July, 1948

4—E 2

. Average Weekly Boll. Boll Number, December Classification According to Forms of Pupils on Boll at 1st July. Total. Number of Assistant Teachers (December). Form III. Form IV. Form V. Form VI. Totals. B. ! G. 1 B. G. B. G. B. G. B. G. M. F. 1947 .. 1948 .. Difference 714 .700 618 601 197 185 310 334 45 39 95 102 27 26 67 51 8 10 18 31 277 260 490 518 767 778 34 35 55 61 -14 -17 -12 +24 - 6 + 7 -1 — 16 +2 + 13 -17 +28 + 11 + 1 +6

' § to i ~ 8jl i '1 .9 ® "S *M)iS ' Plumbers, Metalworkers, &c. Uj | 8 2 Jr 3 a-£-8 Printers, &c. Agricultural Pursuits. Professional ... Pursuits. Clerical Pursuits. Domestic Pursuits. Dressmakers, Milliners, Tailoresses, &c. Employed in Shops or in Warehouses. Engaged in Various Other Trades and Industries. Labourers. No Occupations. Occupations Not Stated. Totals. All schools and classes — Males .. Females .. 3,641 tl,103 - i •• ! 1,124 1,880 10 205 ' 147 25 591 24 1,118 1,181 3,409 2,170 2,451 116 363 768 450 1,021 270 155 316 423 215 282 1 15,809 7,649 Totals, 1948 .. Totals, 1947 .. 3,641 1,103 3,450 1,133 1,124 | 1,037 1,890 1,930 205 u . 213 172 162 615 495 2,299 1,839 5,579 5,614 2,451 1,462 479 419 1,218 1,112 1,291 1,236 155 113 739 1,249 497 263 23,458 21,727 Difference +.191 j -30 +87 -40 ! — 8 J : | +10 + 120 1 +460 -35 +989 +60 + 106 +55 +42 -510 +234 + 1,731

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Table F—SPECIAL MANUAL-TRAINING CENTRES: Particulars for the Year 1948

52

Education District. Number of Manualtraining Centres. Public Primary and Maori Schools. Intermediate Schools. Number of Schools Prom Which Pupils Attended. Number of Pupils Attending Centres. Number of Schools From Which Pupils Attended. Number of Pupils Attending Centres. Boys. Girls. Boys. Girls. Auckland Taranaki .. Wanganui Hawke's Bay Wellington Nelson Canterbury Otago .. Southland Totals 49 10 14 11 18 9 26 23 9 271 76 44 38 71 65 228 102 106 4,344 1,012 772 757 1,701 682 2,789 1,143 858 3,999 1,014 757 728 1,794 666 2,760 1,203 835 14 2 2 4 2 ' 4 1 2,480 573 538 785 443 621 238 2,386 524 530 652 405 532 211 169 1,001 14,058 13,756 29 5,678 5,240 Education District. Secondary Departments of District High Schools. Private Schools. Total#. Number of Schools From Which Pupils Attended Number of Pupils Attending Centres. Number of Schools From Which Pupils Attended Number of Pupils Attending Centres. Number of Schools From Which Pupils Attended Number of Pupils Attending Centres. Boys. Girls. Boys. Girls. Boys. Girls. Auckland 26 1,394 1,473 44 479 564 355 8,697 8,422 Taranaki 3 238 239 11 150 168 90 1,400 1.421 Wanganui 7 239 233 10 104 119 63 1,688 1,633 Hawkes Bay 6 235 256 9 176 179 55 1,706 1,693 Wellington 6 149 140 20 266 177 101 2,901 2,763 Nelson 9 222 235 7 59 76 81 963 977 Canterbury 14 391 437 52 647 629 296 4,270 4,231 Otago 13 307 339 20 64 234 139 2,135 2,308 Southland 6 85 141 10 159 196 123 1,340 1,383 * Totals 90 3,260 3,493 183 2 104 2,342 1,303 25,100 24,831

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Table G1—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1948

53

Name of School. Roll cS on rH < If umbei £oo In <5> rH rH < s (Full-time Pupils). December, 1948. Average Attendance for Year Ended December, 1948 Number of 1947 Pupils on Roll at Beginning of 1948. Number of Ifew Pupils Admitted During 1948. 1"^ £ o a Q. rH a d &.E3 "Z 2.2 is-"! fi ©rg 0J >s 111 |zi 0 & Pull-time Staff (Excluding Principals'), December, 1948. Boys. Girls. Total. M. l *' Cambridge Dargaville Helensville Howick Hukerenui Huntly .. Kaeo Kaitaia Katikati Kawakawa Mangakino Maungaturoto Morrinsville Ngatea Okaihau Opotiki .. Otorohanga Paeroa Piopio Putaruru Raglan .. Rawene Ruawai Taumarunui Te Aroha Te Kauwbata Te Kuiti Te Puke Titoki Waihi Waipu Waiuku .. Warkworth Wellsford Whakatane Totals Ohura Opunake Waitara Totals 195 103 C7 23 181 39 217 63 J 34 55 38 247 128 47 - 180 133 101 61 127 45 56 77 177 160 64 173 135 41 177 54 116 82 88 287 A 166 203 118 64 23 148 34 191 61 119 57 38 219 121 45 173 129 86 51 101 34 64 71 157 140 58 168 127 42 158 51 109 74 80 276 UCKXANJ 50 87 46 25 10 59 14 81 23 53 26 9 82 50 18 77 61 42 26 40 12 29 33 63 55 23 71 64 19 75 19 39 31 26 112 J EDTJCJ 95 87 64 34 9 70 "12 87 33 48 25 19 109 58 23 66 56 30 22 51 20 27 33 73 75 30 73 48 20 60 20 61 38 50 122 LTION Be 145 174 110 59 19 129 26 168 56 101 51 28 191 108 41 143 117 72 48 91 32 56 66 136 130 53 144 112 39 135 39 100 69 76 234 >ARD 150 180 107 61 21 133 29 168 107 49 33 198 106 38 155 115 77 50 88 30 53 61 142 131 52 144 109 37 141 42 102 68 74 250 113 128 62 38 13 78 22 112 40 72 20 132 66 23 102 64 56 31 39 22 27 44 81 76 37 115 64 26 96 32 72 40 55 150 87 98 70 29 13 93 17 93 24 66 63 21 124 71 25 85 73 46 32 83 14 47 33 100 89 31 67 80 17 88 23 49 41 37 146 82 92 66 26 11 81 17 83 21 62 34 18 114 61 21 77 68 45 32 69 14 39 33 86 84 30 59 71 16 78 22 42 36 34 139 6 3 2 1 6 2 5 2 4 6 3 2' : 7 5 3 2 3 2 3 6 3 1 5 3 1 5 2 3 4 2 7 4 3 2 1 "l "t 1 1 ' 4 1 "l 1 1 1 ' 1 ' 1 1 4 2 2 3 1 3 1 2 2 4,093 3,756 1,550 1,748 3,298 3,356 2,148 2,075 1,863 120 53 42 165 173 Ti 41 155 167 URANAKI 13 62 66 Edttcai 18 67 81 ion Boa 31 129 147 JtD 34 137 1 156 20 104 108 25 64 94 23 58 87 2 4 4 "3 3 380 363 141 166 307 327 232 183 168 10 6

E—2

Table G1—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1948 —continued

54

Name of School. At 1st March, 1948. g) ss Numbe ►>3 H?0O rH 2sj rs (Full-time Pupils). December, 1948. Average Attendance for Year Ended December, 1948. Number of 1947 Pupils on Boll at Beginning of 1948. Number of New Pupils Admitted During 1948. Number of New Pupils who Commenced their Postprimary Education in 1948. Full-time Staff (Excluding Principals), December, , 194S. Boys. Girls. Total. M. J F. Apiti : Foxton Marton Oliakuno Kangiwahia Raurimu Taihape .. Waverley Totals Te Karaka Tolaga Bay Tuai Waipawa Waipukurau Wairoa .. Woodyille .. Totals Carterton Eketahuna Featherston Greytown .. Martinborougli Paliiatua Totals Collingwood Denniston Granity Karamea Motueka Murchison Reefton Takaka Tapawera Totals 18 83 155 115 14 35 148 \v_ 17 67 140 103 10 30 129 49 LNUANUI 6 29 58 51 5 7 58 19 Educai 8 23 62 38 5 19 53 23 'ION BOJ 14 52 120 89 10 26 113 42 lRI) 14 60 130 95 9 27 110 44 11 42 82 65 5 82 21 7 43 77 53 10 15 63 32 7 40 70 50 8 13 61 32 1 2 4 4 1 1. 3 2 ' 1 1 621 545 '233 231 464 489 330 300 281 18 11 117 42 30 105 76 205 48 Ha\> 108 45 22 100 67 199 40 PKES BA 52 17 6 27 29 14 Y EDUCl 50 21 10 58 26 89 11 most Bi 102 38 16 85 55 162 25 0ABD 100 40 20 89 61 167 34 66 18 15 59 41 117 30 48 31 16 51 34 94 18 41 25 15 49 33 85 16 2 1 1 2. 3 5 1 3 "4 2 1 623 581 218 265 483 511 346 292 264 15 12 60 46 43 60 28 79 WE] 56 44 39 55 23 67 DLINGTOI 16 23 16 23 10 sr Educa 29 15 18 21 9 24 TION Bo 45 38 34 44 19 61 IAKD 42 40 35 50 21 62 30 38 23 35 13 42 40 29 23 26 16 39 33 26 19 25 15 36 3 1 1 2 1 1 "l 1 1 1 3 316 284 125 116 241 250 181 173 154 9 7 26 15 65 31 146 39 92 63 36 5 25 11 63 29 129 38 85 55 36 rEtSON 1 13 4 22 11 52 18 32 28 14 SDTTCATK 9 6 36 9 65 15 34 20 18 3N BOAI 22 10 58 20 117 33 66 48 . 32 tl> 23 11 55 24 120 35 75 50 31 14 5 42 13 78 22 49 25 21 14 7 27 18 69 17 45 39 17 13 7 27 17 62 17 41 39 16 1 1 2 1 4 1 3 2 1 "l 1 3 ' 1 1 1 513 471 194 212 406 424 269 253 239 16 8

E—2

Table G1-AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1948—continued

55

Name of School. Ro £ « . S oo .p® 02 rH lH < 11 Numb 3 . 1-5 0O J, -# r-i rH ers (Pull-time Pupils). December, 1948. Average Attendance for Year Ended December, 1948. Number of 1947 Pupils on ! Roll at Beginning of 1948. I Number of New Pupils Admitted During 1948. Number of New Pupils Who Commenced their Postprimary Education in 1948. Full-time Staff (Excluding Principals), December, 1948. Boys. Girls. | Total. 1 M. F: Akaroa Cheviot .. Fairlie .. Geraldim; Hawarden Hokitika Kaikoura Lincoln .. Methvcn 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 River ton Tuatapere Winton .. Wyndham Totals Manutalii Rangitahi Ruatoki .. Te Araroa Te Kaha Te Kao .. ... Tikitiki Totals Grand totals, 1948 Grand totals, 1947 Difference 31 39 56 04 77 100 80 38 56 32 42 65 115' OA* 26 38 49 62 75 101 67 38 56 29 42 62 109 JTERBUK 11 17 23 25 31 52 25 20 17 23 11 18 23 45 sr Lutjo,' 14 16 21 34 43 40 32 14 31 20 12 21 32 48 lTIOX Be 33 44 59 74 92 57 34 48 49 23 39 55 93 >ARD 25 3-3 45 55 70 94 58 34 49 50 25 39 55 104 16 22 34 47 42 67 49 18 40 26 17 22 34 57 23 22 35 43 33 24 20 31 15 20 32 63 14 17 19 19 34 37 29 21 17 28 15 20 27 57 1 1 3 4 2 1 2 2 1 3 1 1 1 2 1 1 1 1 1 "l 858 811 341 384 725 736 491 395 354 28 13 84 30 42 39 54 166 27 81 25 35 12 35 78 80 29 37 36 47 156 27 72 27 33 11 34 65 0TAG0 J 31 9 17 15 17 81 13 23 9 14 3 14 20 J>UUATIt 44 16 16 19 27 44 11 38 17 12 6 20 30 in Boak: 75 25 33 34 44 125 24 61 26 26 9 34 50 D 74 26 35 34 43 131 24 64 25 28 10 28 59 36 14 18 25 30 80 14 49 9 19 - 7 17 40 50 13 25 17 26 85 15 32 21 25 6 20. 41 48 13 24 13 24 84 13 31 18 24 5 18 39 2 1 1 2 5 1 3 1 1 1 3 2 V:1 1 1 2 1 ' 1 h 1 708 654 266 300 566 581 358 376 354 25 13 55 39 40 20 56 39 801 54 34 38 18 51 32 [TTHtAlfD 17 7 14 4 19 7 1 Eduoa' 22 20 16 10 24 15 HON BO. 39 27 30 14 43 22 iRl) 45 30 34 15 43 29 21 18 18 6 23 24 35 21 22 16 38 15 32 20 22 12 33 15 2 1 1 1 1 1 1 1 1 "i 1 249 227 68 107 175 196 110 147 134 7 5 85 35 30 58 28 24 21 Mai 60 28 27 56 24 24 27 OKI DlST 23 16 10 25 13 7 17 kict Hi 30 8 13 28 11 16 13 »H SCHO 53 24 23 53 24 23 30 OlS 50 23 22 47 26 23 27 33 21 19 26 16 9 12 37 17 14 35 14 17 25 36 16 10 31 13 17 16 3 1 1 1 1 1 1 1. 1 1 1 281 246 111 119 230 218 . 136 159 139 9 4 8,642 8,329 7,938 7,629 3,247 3,092 3,648 3,574 6,895 6,666 7,088 6,863 4,601 4,513 4,353 4,413 3,950 3,895 257 236 132 140 + 313 + 309 + 155 +74 + 229 + 225 : +88 -60 + 55 + 21 -8 * Established as a district hjsh school in 1948.

E—2

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

56

Roll Numbers (Full-time Pupils). Number Kumber • : - . ; ; of 1947 of New Pupils Who School. At A t December, 1948. Wat* Ad!^Dumber, 1948. 1st March, 1st July, r 1 Begmmng During pfimary ; 1948 - 1948 - Boys, Girls, j Total. , '. ; of1948 " 1948 " . M - *■ } | ' 1 ' ' ' Auckland Diocesan High School, Auckland .. ... 205. 201 .. 194 194 188 149 59 52 .. ,13V Dilworth School, Auckland ' ' .. ~ 45 .44 • 44 • .. 44 44 J® , J5 • ' . Marist Convent High School, Auckland .. .. 60 66 .. 63 - 63 58 34 34 ••••£.0 : ... -4. Queen Viqtoria School, Auckland .. .. .. 80; 79 .. <8 . /8 73 4 J 30- .««> '• . °L, Sacred Heart College, Auckland .. .. .. 387 380 34/ .._ 34/ 36a 2a3 13a 1-4 iz Convent of the Sacred Heart, Auckland * . ..' 71 71 ■ • • 70. . ! '9 - •< 2 % A Z in " « St. Benedict Technical School, Auckland : .. .. 90 90 .. 9o 9a - 90 49 47 40 ; -, , . 6. St. Cuthbert's College, Auckland .. • .. .. 374 373 .. 369 369 3ol -/I 10a : 93, . ... 15 St. Mary's College, Auckland .. .. .. 225 224 .. 238 238 229 144 81 /6 .. 9. St. Patrick's Technical School .. .. .. 22 19 .. 18 . 18 18 12 10 J® "» St. Peter's College, Auckland .. .. .. 202 195 191 . . 191 ■ 181 126 91 83 6 St. Peter's Maori College, Auckland .. .. 52 52 51 .. 51 50 32 -0 la j, King's College, Otahuhu .. .. .. • • 418 416 409 . . 409 39:. 316 10_ 9a 20 Wesley College, Paerata .. .... .. 97 88 85 So 84 66 38 33 6 St. Stephen's Maori Boys' School, Bombay .. .. 35 38 38 .. 38 37 -0 22 18 3 Marist Bros. High School, Hamilton .. .. 53 54 55 , oa 50 -3 -it -8 .. Sacred Heart Girls'College, Hamilton .. .. 118 115 .. : 114 j 114 106 6b 48 41 .. 4 Waikato Diocesan School, Hamilton .. .. i 68 68 .. 6/ j 6i 66 aa -8 -1 » , St. Michael's Convent (Technical), Rotorua .. 55 . 63 10 44 a4 53 o 8 38 -4 .. z Sacred Heart High School, New Plymouth . . .. 69 64 .. 60 60 63 44 -6 -a .. 4 St. Mary's Diocesan School, Stratford .. .. 27 26 .. 24 24 -4 tO 14 1- .. £ Sacred Heart Convent High School, Wanganui .. 143 150 .. 14o 14a 134 89 67 62 • • St. Augustine's High School, Wanganui .. .. 71 72 6a .. 65 61 4- SZ 31 4 Wanganui Collegiate School, Wanganui .. .. 328 325 321 .._ 321 308 -3/ J3 83 18 .. Turakina iMaori Girls' College, Marton .. .. 52 54 .. 52 . o2 *£ o» it 14 ■■ «■ Wellington Diocesan School for Girls, Marton .. 144 129 .. 131 131 1-6 110 06 ~b .. ♦Hato Paiora College, Feilding .. .. .. 21 21 19 .. 19 19 . |1 19 2 Marist Bros. High School, Palmerston North .. 95 81 77 ... <6 »» 6 St. Joseph's Convent High School, Palmerston North 63 61 .. 52 a2 5/ t ■'<< 27 -b .. Marist Brothers High School, Gisborne .. .. 36 33 31 §1 30 j 19 -0 20 - ... St. Mary's Girls' School, Gisborne .. . . .. 51 53 .. 50 •>() 49 31 2.3 -3 .. 4 Hukarere College, Napier .. .. .. 93 93 .. 93 9o o2 '' Sacred Heart High School, Napier .. .. 81 78 .. 74 / 4 7i. 48 3a 33 .. A St. Joseph's Maori Girls' College, Greenmeadows .. 105 105 .. 98 9* 9/ ba 45 o2 .. 4 St. John's. High School, Hastings .. .. .. 86 82 80 .. 80 78 1 59 29 26 4 St. Joseph's Convent High School, Hastings .. 48 i 45 .. 39 o9 43 i 26 23 -3 • • , o lona College, Havelock North .. .. .. 104 104 .. 104 104 98 '0 33 28 .. 8 Woodford House, Havelock North.. .. .. 182 j 182 .. 182 182 167 j 146 39 29 .. 13 Te Aute College, Pukehou .. .. .. 126 126 j 117 .. ! 117 117 80 40 37 7 St. Bride's Convent School, Masterton .. .. 75 j 72 .. 70 -0 6/ 49 2o | •• 4 St. Joseph's College, Masterton .. .. .. 44 43 43 | 43 41 | Lo -4 -4 3 .. St. Matthew's Collegiate Schocfi, Masterton .. 59 59 i. »/ a/ 4o 18 , 10 .. 4 Solway College, Masterton 123 121 .. "119 j 119 .11/ 85 52 36 .. 8 .St. Patrick's College, Silverstream .. .. 325 I 322 I 301 1 - 301 ! 29» ! 19/ 115 ! 109 15 * School opened in 1943.

E~2

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

57

Roll Numbers (Full-time Pupils). Number Number of New »» ! " ~ "" Average ofl947 I ofNew Pu P ils Who Scll00L 1 At At 1 December, 1948. S i 1st March, 1st July, I Beginning! During primary | 1948. 1948. Boys Girls . Tot,,. of 1948. | 1948. Education M p _ Chilton St: James School, Lower Hutt .. .. I 58 58 .. 50 50 52 39 17 13 .. 5 Sacred Heart College, Lower Hutt .. .. 86 84 .. 75 75 75 52 41 33 !! 4 Marsden Collegiate School, Wellington .. .. 182 183 .. 190 190 173 150 64 53 8 Queen M&rgaret College, Wellington .. .. 180 178 .. -178 178 170 125 59 48 .! 10 Sacred Heart Convent High School, Wellington . . 60 60 .. 59 .59 58 46 22 16' 5 St. Mary's College, Wellington .. . . .. 341 335 .. 326 326 321 205 136 119 .. 11 St. Patrick's College, Wellington . . .. .. j 370 357 342 .. 342 338 246 122 119 15 Scot's College, Wellington .. .. .. 146 ] 44 146 .. 146 139 101 49 44 10 St. Mary's Convent High School, Blenheim .. .. 32 j 31. .. 28 28 29 16 16 16 .. 3 Sacred Heart High School, Nelson .. .. i 45 j 43 .. .43 43 41 23 20 19 3 St. Mary's College, Westport .. .. ,. j 39 36 .. 35 35 35 27 15 14 !! 2 Marist Brothers' High School, Greymouth •• 70 | 68 61 .. 61 60 40 33 29 3 St. Mary's High School, Greymouth . . . . si j 77 I . . 69 69 i 71 j 50 36 31 .. 4 St. Mary's Convent School, Hokitika .. .. 43 43 1 4 38 42 40 1 28 18 14 !! 3 Cathedral' Grammar School, Christchurch .... 13 i 13 13 13 L2 4 9 9 1 Christ's College, Christchurch .. .. .. 371 371 365 .. . -365 - -358 . 288 "89 75 17 1 Holy Name Seminary, Christchurch .. .. 56 54 54 .. 54 52 30 26 22 4 Bangi-ruru School, Christchurch .. .. .. 152 151 .. 151 151 122 129 42 35 .. 'll Sacred- Heart Girls'College, Christchurch .. .. 159 155 .. 143 143 143 105 65 63 !. 5 St. Andrew's College, Christchurch .. .. 238 233 233 .. 233 223 141 89 72 11 St. Bede's College, Christchurch .. .. .. 286 286 | 272 .. 272' 271 193 91 79 11 . St. Margaret's College, Christchurch .. . . 263 244 .. 243 - 243 230 217 60 56 - 14 St. Mary's College, Christchurch .. .... 90 80 .. 73 73 75 59 32 29 .. 4 Te Wai Pounamu College, Christchurch .. . . 38 39 .. 37 37 38 27 14 12 !.' 3 Villa Maria College, Christchurch .. .... o3 47 .. 40 40 44 34 21 18 3 Xavier College, Christchurch .. .... 98 94 90 .. 90 84 66 34 32 4 Craighead Diocesan School, Timaru .... 98 98 .. 95 95 92 64 29 26 .. 8 Sacred Heart Girls' College, Timaru . . .. 117 109 .. 102 102 104 84 39 37 .. 4 St. Patrick's High School, Timaru . . .. 54 53 52 . . 52 50 30 25 24 3 Dominican College, Teschmakers .. .... 68 69 .. 70 70 68 40 24 .24 .. 4 St. Kevin's College, Oamaru .. .. .. 138 138 133 .. 133 128 90 54 51 7 .. v Christian Bros. High School, Dunedin . . .. 140 134 126 .. 126 120 86 53 52 5 Columba College, Dunedin .. .. .. 134 134 .. 132 132 122 101 38 26 .. "8 £ John McGlashan College, Dunedin .... 50 51 51 .. 511 48 | 34 18 14 5 St. Dominies College, Dunedin .. .... 79 77 J 76 76 ! 76 54 25 1 21 .. 6 St. Hilda's Collegiate School, Dunedin .... 80 78 .. 78 78 75 62 18 12 .. 7 ? St. Philomena's College, Dunedin .. .. .. 119 117 . . 108 108 115 78 42 40 !! 4 Marist Bros. High School, Invercargill .. .. 68 63 j 60 .. 60 59 47 22 22 2 St. Catherine's Convent School, Invercargill .. i 71 71 | 70 70 64 . 42 30 30 ..8 Totals, 1948 .. .. .. .. 9,977 9,793 4,286 5,209" 9,495 ' 9,219 6, : 717 3,516 3,110 212 293 Totals, 1947 .. .. .. .. j 10,163 9,968 4,267 5,323 9;,590 9,387 6,552 3,740 3,257 206 296 Difference .. .. .. .. -186 j -175 +19 -114 -95 -168 +165 -224 -147 +6 -3 •"

E—2

Table K1-STUDENTS in the Five Training Colleges in December, 1948

Approximate Cost of Paper.—Preparation, not given; printing (1,059 copies), £lBB.

By Authority: R. K. Owen, Government Printer, Wellington. 1949.

Price Is. 3d.]

58

Training College. Division A. Division C. Totals. Grand M. F. M. F. M. Totals. Auckland — First year Second year Specialist 80 100 1 157 146 3 36 24 116 100 1 181 146 3 297 246 4 Ardmore — First year .. Second year Specialist 67 16 113 24 67 16 113 24 180 40 Wellington— First year Second year Specialist .. 91 83 132 83 1 91 83 132 . 83 1 223 166 1 Christchurch — First year Second year Specialist 92 46 1 110 90 11 92 46 1 110 90 11 202 136 12 Dunedin — First year Second year Specialist 100 68 3 88 80 1 100 68 3 88 80 1 188 148 4 Totals 748 1,039 36 24 784 1,063 1,847