EDUCATION: PRIMARY AND POST-PRIMARY EDUCATION [In continuation of E-2 of 1949]

Appendix to the Journals of the House of Representatives, 1950 Session I, E-02

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1950 NEW ZEALAND

EDUCATION: PRIMARY AND POST-PRIMARY EDUCATION [In continuation of E-2 of 1949]

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

Note.-—Some of the tables have been omitted because the information or part of it can be obtained elsewhere. These tables are as follows, and the tables to which reference can be made are also given : Table A s—see Table E2 in E-l for median ages ; Table A 9—see Table 01 in E-l ; Table A 14— 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. EEPOET OF THE CHIEF INSPECTOK OF PPJMAKY SCHOOLS (Mr. D. G. BALL) FOE THE YEAE 1949 Sir I have the honour to present my report for the year ended 31st December, 1949 Consideration of what has been done over the past year falls under four main heads, viz.— I. The Curriculum, including publications and equipment. 11. Buildings. 111. The Supply and Training of Teachers. £& IV. The Work of the Schools. I. THE CURRICULUM Work on the revision of the curriculum proceeded during 1949. Eeports on three subjects—handcraft, homecraft, and handwriting—were submitted to the Education Department by revision committees, on which teachers and Department were represented. Those on handcraft and homecraft, along with reports previously received on music and on art and crafts, were circulated to teachers for comment through National Education. The report on handwriting will be published early in 1950. The curriculum as a whole has now come under review, and it remains for the syllabuses to be consolidated and reissued. The process of revision has taken time, but lam sure that the procedure whereby the teachers have had a share in the work will be justified by results in the class-room.

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Text-books. —As an outcome of recommendations made by a committee set up to revise the syllabus in reading in infant classes, it was decided to issue a new series of infant readers. The Department purchased seven readers based on the texts of a series published in England but specially adapted for New Zealand children. A teachers' mannal prepared in the Education Department is to accompany the series. The readers are to be supplied free to schools, and the first group of books will reach the Dominion early in 1950. I feel sure that these new readers, which are attractively produced and scientifically prepared, will do much to help the teachers and pupils in the vital early stages of reading. The text-book in English for Form I—one of the' series written expressly to cover the revised syllabus- —was put into the schools during the year. Distribution of the Form II English text will begin early in 1950. Reprints of arithmetic text-books for Standards 3 and 4 were also issued to schools. Revision of the whole series of arithmetic texts, in the light of their use in the schools over the past few years, was begun. To help teachers in working with the revised syllabuses, the publication of primaryschool bulletins was begun. The aim is to provide material, particularly about New Zealand, that is not available, elsewhere in a form suitable for primary-school children. The three bulletins issued during the year were entitled " Houses to Live In," " Towns to Live In," and " The Dairy Farm." Other Aids—As an aid to teachers and pupils in covering New Zealand geography topics, the regular distribution of photographs, each 23 in. by 20 in., and reproduced on card, was begun. The photographs show New Zealanders at work and characteristic features of the New Zealand landscape. Seventy of these photographs were issued during the year. Demands on the services of the National Film Library have greatly increased. Over six hundred schools are registered with the Library, and the number will increase as more schools obtain projectors, the purchase of which is subsidized. Ten new film strips on New Zealand topics were produced during the year, and a steady supply is being received from overseas. Art and Crafts.—The art and crafts scheme was introduced through special courses to schools in the following areas : Featherston, Carterton, Martinborough, Ward, Murchison, Inangahua Junction, Reefton, Westport, Granity, Dannevirke, Waipukurau, and Havelock. Considerable progress has been made by the two specialist teachers working in the Maori schools on the East Coast, and a firm basis has been established on which the Department is now building a scheme of work suitable for Maori schools. During the year exhibitions of children's art and crafts work were held in city and country centres. An Auckland exhibition drew the record attendance of 22,000 people during a three-week period, and other exhibitions at Hamilton, Stratford, Wellington, and Blenheim were all well patronized. The New Zealand Child Art Exhibition was shown this year in the Wanganui Education Board area. It was exhibited at Wanganui, Palmerston North, and Feilding, and was enthusiastically received by pupils, teachers, and the general public alike. These exhibitions are evidence of the rapid growth and the quality of art and crafts in the primary schools throughout New Zealand. Physical Education. —Under the present plan to have all primary and district high schools equipped by the end of 1950, further issues of balls, mats, benches, vaultingstools, and boxes were made. This will permit a fuller application of the syllabus. The third-year specialist course was resumed at Dunedin Training College with twelve students. These students, along with Diploma students from the Otago School of Physical Education, will help to meet the shortage of specialist staff which the service suffered last year. The Department's film, " Learn to Swim," was remade completely during the year, and was used extensively in the " Learn to Swim " campaigns conducted in schools throughout the country during the summer months. Two teachers of physical education attended the Gymnastic Festival in Stockholm (The Lingiad) and the Congress

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on Physical Education for Girls and Women held in Copenhagen. One addressed the Congress on " Physical Education in New Zealand Schools," and the other was chairman of one of the major sessions. The Lingiad and the Congress were attended by representatives from over fifty different countries, and the experience gained by the two New Zealand representatives should be of great benefit to our work. 11. BUILDINGS The most important task of the school-building programme has been the provision of class-rooms to meet the rise in the school population. Building plans have to take into account not only the fact that the school population has already risen from 210,320 in 1940 to 247,600 in 1949 : it is expected that primarv-school rolls will total about 300,000 in 1954. Several new class-room blocks were completed during the year. Largest among them was a group of thirteen rooms built at Papatoetoe West School, in the Auckland District. Nine new class-rooms were built at Marton (Wanganui District), and six at Wairakei Road (Canterbury). Among major works in progress mention may be made of two large new schools (Rata Street and Naenae) in the Hutt Valley. Plans are being prepared for intermediate schools in Auckland, New Plymouth, Hastings, Christchurch, and Dunedin. 111. THE SUPPLY AND TRAINING OF TEACHERS The effects of the rapid increase in births since 1940 on the supply of teachers in the last few years were surveyed in my report for the year 1948. The problems of present shortage and future supply, which are accentuated by abnormally high resignations in the years after the last war, and by the movement of primary-school teachers to postprimary schools and to specialist education services, were fully discussed at a Dominion Conference in April, 1949, at which Education Boards, the training colleges, the New Zealand Educational Institute, and the Department were represented. Careful investigation of the supply position led to the conclusion that immediate action was necessary to cope with the existing shortage. To avoid unduly disturbing the regular course of training of students, a number of probationary assistants were selected for certification between June and October —that is, before they had completed their probationary year. This measure made available 178 certificated teachers who applied for permanent positions during the second and third terms. Among other measures taken was the continued employment of superannuitants and of married women as relieving teachers. Moreover, the decision previously made not to deduct married salary from the salaries of male teachers whose wives were thus employed was continued in 1949. An experiment was also made with the employment of part-time teachers. Furthermore, it was decided to discourage long periods of leave, and the total number of teachers on leave for any purpose decreased by one-third between September, 1948, and September, 1949. By these means the number of vacant positions was kept at a minimum, but the high proportion of relieving teachers and the difficulties experienced by Education Boards in keeping all schools adequately staffed continue to be a matter for concern. As regards less immediate measures, it was possible, by using to the full all available accommodation at the five training colleges, to increase the number of admissions by a further 175 to 1,225 students. Before the beginning of the third term, arrangements had been completed for a special one-year training course designed to increase the number of trainees by inviting applications from persons over twenty-one years of age. Selection committees chose, from nearly a thousand applicants, three hundred students to undergo the special course. Details of the shortened course were worked out at a conference of principals of the training colleges and officers of the Department. The additional burden of increased numbers of students was shouldered by the training college principals and their staffs, whose co-operation in meeting a difficult situation I greatly appreciate.

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The in-service training of teachers was continued by refresher courses, organized by the Teachers' Refresher Course Committee. In January, 1949, courses for Grade II and Grade 111 sole-charge and head teachers, for primary and intermediate school assistants, and for art and crafts specialists were held. Three special courses, each of a week's duration, were arranged at Wallis House, Lower Hutt. Each group of twenty, comprising senior headmasters and officers of the Department, discussed various aspects of primary education, including basic aims and their application in school organization and class-room practice. These courses followed a similar series of three in which Inspectors of Schools had participated. The discussions were of great value. They were extended further afield by the visit to the Dominion at the invitation of the Government, in conjunction with the New Education Fellowship, of Mr. James Hemming, Research Officer of the Association for Education in Citizenship, Great Britain. Mr. Hemming visited various parts of the country and initiated discussion with groups of headmasters, principally on human relations in school and class-room. Two other overseas visitors to New Zealand contributed very valuable assistance in special aspects of the curriculum. Miss L. de Rusette was an inspiration to teachers of infants in her demonstrations of percussion band music. Dr. E. L. Palmer, Professor of Rural Education at Cornell University, United States of America, gave to Parent-Teacher Associations and to city and country teachers lectures and demonstrations which will prove a stimulus to the teaching of nature-study in this country. At Auckland and Wellington, at which were assembled the district agricultural instructors and the trainingcollege lecturers in nature-study, he conducted courses each of a week's duration. These courses were of immense value at the particular moment when new science and naturestudy syllabuses had been introduced into the schools. The Consultative Committee on the Training of Teachers, which was set up by the Minister of Education in November, 1948, began its sessions early in 1949. The Committee took oral evidence in the four main centres and visited the five training colleges. It is expected that the Committee will complete its deliberations and bring down its report in 1950. IV. THE WORK OF THE SCHOOLS These comments on the work of the primary schools are taken from the annual reports of the Senior Inspectors of the various Education Board districts : 1. Standards of Wobk Basic Skills. —ln written expression pupils are being systematically taught to write a plain thing in a plain way—accurately, and with reference to real-life situations. The formal aspects of language as the tool of thought are carefully treated and the need for care and accuracy in spelling continues to be stressed. Oral expression is coming to be recognized as the pivotal point round which work in all subjects revolves, and reading, from the practical activities of the infant-room to the intensive treatment of comprehension in the upper classes, shows steady progress. There is still a need for improvement in writing, but a gradual improvement is resulting from the emphasis which has been placed on free-arm and rhythmical methods. We are unanimously of opinion that a general improvement of standards in the fundamental subjects is apparent throughout the whole educational district and embracing all types of schools, both city and rural. We are pleased, too, to note the increased attention being paid to accuracy in detail and care and neatness in the setting out of written work. Diagnosis in Arithmetic. —A sub-committee of headmasters convened by an Inspector conducted a diagnostic arithemtic investigation in the four fundamental rules, using Schonell's Diagnostic Tests. Four thousand five hundred children in Standards 2, 3, 4, and Form I were tested. Based on the frequency of error, the 100 possible combinations of addition, subtraction, multiplication, and division were each arranged in decreasing order of difficulty. Norms of accuracy and speed for various ages and similar approximate norms for standards were calculated. In the schools tested, teachers were supplied with a sheet for each child, showing his individual errors in each operation, together with a comparison between his accuracy and speed and that of the norms found by Schonell. The " order-of-difficulty " tables were circulated to teachers early in the year, and the norms as found by the inquiry are ready for circulation. The tables are proving particularly useful, in that teachers have a valuable guide to the combinations in which most practice must be given to ensure that they be

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thoroughly known. By rearranging the order of the combinations teachers can use the tables again and again to diagnose difficulties. Many teachers are already doing so, with resultant definite improvement. Diagnosis is an integral part of method in teaching skills, and it is hoped that more and more use will be made of it as a basis for scientific teaching not only in arithmetic, but also in other subjects which lend themselves to the use of this principle. 2. Interesting Developments Group Methods. —We have urged on teachers the importance of increased pupil participation in the learning process, and the necessity for adjusting the work of the school to meet the needs and capacities of the pupils. With these principles in mind, several teachers have modified considerably their usual class-room techniques. A Grade V school carried out comprehensive experiments in group methods of learning. Beginnings were made with arithmetic, and the early successes here led to the plan being carried over into other aspects of school work. While it is impossible to measure the extent to which such methods assisted towards the child's all-round development, there is little doubt that there were considerable gains in interest, confidence, initiative, and co-operation. Quite striking results, however, were apparent in the acquisition of skills, the children so taught achieving higher scores in mental arithmetic than any of the tested groups instructed by class methods. Education of Bright Children. —By adjustment of organization and adaptation of both curriculum and method, a successful attempt was made in certain selected schools to provide a more satisfactory programme suitable for the education of children of superior intelligence. The teachers concerned entered whole-heartedly into the experiment and, as the year progressed, a pleasing development was noted both in the understanding of the problem and also in the ability to devise activities specially suitable. We have co-operated fully with the Committee of Inspectors from the various districts set up to inquire into the education of the gifted child. One Inspector was freed to initiate investigation along the lines suggested by this Committee. The aim of the investigation is "to see that gifted pupils are working to capacity along the lines of an enriched rather than of a merely accelerated programme." The headmasters of an intermediate school, a large mixed city school, a large contributing, and a small two-teacher school agreed to co-operate. These investigations were along two main lines: (a) organization of school or class to allow the children of higher intelligence to develop the subject-matter further after they have completed the programme of their particular class, and (b) to inquire how the programme can best be expanded for these pupils. A report has been made to the Central Committee, and the investigations will be continued next year. A Form II teacher at an intermediate school first organized his work so that the core requirements were completed in the early part of the year. The children were then given opportunities to do more advanced work, to follow out individual interests, and in general to participate in a much fuller programme of studies than had previously been followed. The results were sufficient to show that we have as yet barely touched the fringe of what might be done with these " superior " children, and emphasize that the schools must take more active steps to provide opportunities for their fullest development. 3. Teachers and Inspectors Confer Committees. —An interesting and progressive development which has taken place during the year has been the setting-up of consultative committees, consisting of head teachers and Inspectors, in the main centres. Four sub-committees have been set up to consider educational questions of general interest, such as " The Intermediate School " and " The Training of Probationary Assistants." These sub-committees will later report back to the general committee, when full discussion will take place and recommendations will be formulated. An experimental activity among rural schools has been the setting-up of a teachers' study group, the principal aim of which is to further co-operation among neighbouring schools. About twice each term the teachers from the ten schools in this area meet with an Inspector at a centrally situated school to study and discuss class-room procedures. 4. Libraries A regular flow of library books is reaching the schools, and keenness in general reading is steadily mounting. The books supplied under the Board's library scheme are supplemented by the issues from the National Library, which maintains the usual high standard. Nearly all the schools in the area obtain books from the National Library Service, which, during the year, was extended to cover, through the Wellington Municipal Library, the city schools. The " request service," instituted by the National Library Service, offers a very valuable source of extra reference books, but it is not yet being used to the fullest advantage. In the schools a greater interest in books and reading is noted at each visit. In most schools, reading-tables have been set up, and the books are displayed so that it is possible to develop " library situations." Teachers have also been encouraged to put into operation comprehensive reading plans through which all aspects of reading are treated. In social studies, we find that many teachers have developed an index and catalogue system for easy and quick reference and for teaching pupils how to use the reference section of public libraries.

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Parent-Teacher Associations This movement continues to nourish. We believe that the school can function effectively only when it works in the closest harmony with the parents. While this is always true, it is particularly so in times of changing educational values. Parents quite naturally tend to question practices which differ from those they themselves experienced at school, and which they therefore do not understand, and this may lead them to underrate the newer values as well as the schools that foster them. It becomes the function, therefore, of the school to ensure that these newer aims and methods are understood, and the most effective way of securing this end is through the Home and School Association Movement. Grading of Teachers The first general grading under the Education (Grading of Public School Teachers) Eegulations 1948 was made on Ist February, 1949. The biennial increases of all teachers were, owing to the abolition of service marks, two marks less than under the old system. Before the general grading took place, the new regulations and the changes they had made in the system of grading were discussed at several conferences of Senior Inspectors. The aim of these discussions was to ensure uniformity of grading among the various groups of Inspectors. Pre-school Education Four new Free Kindergarten Associations were affiliated with the New Zealand Free Kindergarten Union during the year, and 11 new kindergartens were established, making a total of 20 associations and 95 kindergartens. In addition to the children on the morning roll, all kindergartens are now admitting a group of children for kindergarten experience on two afternoons a week. During the year the Government adopted the principle of meeting in full the cost of sites and buildings for free kindergarten training centres. The greatest difficulty facing those districts wishing to provide free kindergartens for their children is the shortage of trained teachers. There were 134 students in training at the end of the year, of whom 63 gained the Kindergarten Diploma. To meet the urgent need for trained staff, the number of student grants for 1950 was increased to 175. The four Nursery Play Centre Associations have been very active in improving the standard of equipment in the centres, improving the quality of the supervision, and establishing more intensive training courses for Supervisors. There are now 52 active nursery play centres. Correspondence School The peak roll of the Correspondence School in the winter term again exceeded 5,000 students, of whom approximately 600 were in the primers and 1,200 in the standard classes ; 900 were full-time and the remainder part-time post-primary students. Ten per cent, of the total roll comprises pupils suffering from spastic paralysis, epilepsy, diabetes, and other physical disabilities. Six permanent visiting teachers are engaged in travelling from home to home in various parts of the Dominion counselling and helping pupils and parents in their work. Residential schools held at Otaki and Palmerston North (Massey Agricultural College) during the year were attended by 100 boys. These schools proved highly successful. Education of Handicapped Children Extension of existing services for children who are physically handicapped was made along two lines. Two classes for partially-sighted children were established, one in Wellington and one in Christchurch. The class-rooms have special equipment, and the Wellington teacher spent a short period in Australia studying a class already in

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operation there. A day school for cerebral-palsied children has been opened in Christchurch, a class has been attached to George Street School, Dunedin, and another class, housed in the Correspondence School building until suitable premises are made available, has been set up in Wellington. In equipping and organizing the work of these schools the Department has the co-operation of the Health Department and the Crippled Children Society. The Inspectorate At the end of the year my colleague in Head Office, Mr. C. Robertson, Senior Inspector of Schools, retired on superannuation. In September, Mr. H. D. Prichard, Senior Inspector, Canterbury, retired after twenty years of service as an Inspector of Schools. I should like to record my appreciation of the loyal and efficient service they gave during the years they were in the inspectorate. It is with regret that I record the deaths of Mr. E. W. D. Maxwell, Senior Inspector of Schools, Dunedin, and Mr. G. H. Percy, Inspector of Schools, Auckland. New appointees to the inspectorate during the year were Messrs. H. W. Findlay, W. S. Hormann, R. L. McNabb, J. W. Martin, B. M. Pinder, W. H. Scott, and E. J. Watts. I have, &c, D. G. Ball, Chief Inspector of Primary Schools. The Director of Education, Wellington C. 1. REPORT OF THE CHIEF INSPECTOR OF POST-PRIMARY SCHOOLS (Mr. G. V. WILD) FOR THE YEAR 1949 Sir I have the honour to present my report for the year 1949. Though there have been no marked changes during the year, steady progress has been made in some activities that first came under notice within the last few years. Refresher courses, for example, have been very well attended and have undoubtedly demonstrated their great value in providing an opportunity for the inter-change of ideas and information. The short training courses for part-time teachers have been continued and have proved outstandingly successful. The introduction of compulsory day or evening classes for apprentices has created a big demand for part-time teachers from industry, and these instructors are naturally somewhat inexperienced in the art of teaching. It has therefore been gratifying to find them so keen that they are prepared to give up two or three days for an intensive course of training. Most instructors in motor engineering have now had a course, and plumbing instructors from all parts of New Zealand have also attended a short course in Petone. These courses were necessary and they have been successful beyond expectation. The value of our recently introduced training schemes for teachers of woodwork, metalwork, homecraft, and commercial work has been emphasized by the readiness with which the trainees have found employment on the completion of their period of training. No fewer than 73 carefully selected woodworkers have been trained in the last four years, and there are positions for all of them. We would undoubtedly have had difficulty in filling these vacancies if there had been no training scheme. It is not yet possible to fill all homecraft positions ; the shortage here is so serious that it is necessary to consider extending the training facilities.

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The New Zealand Trades Certification Board has had regular meetings during the year and has made much progress in co-ordinating its work with that of some existing Boards and in preparing examination prescriptions for other trades. The examinations for motor mechanics were conducted jointly with the Motor Trade Certification Board, the arrangements being made through the Department. The decentralization of the post-primary inspectorate was carried a stage further during the year, and as from the beginning of 1950 the South Island group of Inspectors has its headquarters in Christchurch, and its members are domiciled there. Schools and School Rolls During the year, Morrinsville District High School was disestablished and Morrinsville College took its place. New district high schools were established at Coromandel and Kawhia and a new Maori district high school at Tokomaru Bay. There was one addition, the Seventh Day Adventist School, Auckland, to the list of registered schools. 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 parentheses :

Rolls of Post-primary Schools, 1st March

The figures for Morrinsville College are included in the district high school numbers as the change did not take place till late in the year. Educational Developments The influence of the University on the curriculum of post-primary schools has always been considerable, and eventually became oppressive. The development of the School Certificate Examination, the introduction of accrediting, and the elimination of compulsory subjects for University Entrance have been powerful agents in freeing the schools from domination of their curricula by University requirements. The influence of the. University is, however, still felt strongly, and changes in University regulations have to be closely considered by the schools. For the year 1950 the University Entrance Statute will be changed. Hitherto the student, if he has not been accredited, has been required to sit in three subjects at the University Entrance level, and two others at the School Certificate level. From 1950 he will be required to take four subjects at the University Entrance level. It is already quite clear that accrediting does not free the schools from the need to prepare students for the examination. That duty will be a more exacting one now that four subjects are required. It is not a duty that will weigh heavily on the larger post-primary schools ; but it is a very difficult one for the smaller district high schools to carry out. It was our intention to meet that situation by granting secondary school bursaries to district high school students who have passed School Certificate and

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— 1945. 1946. 1947. 1948. 1949. Secondary schools 20,042 (39) 20,255 (40) 20,242 (40) 19,972 (40) 20,607 (40) Technical schools 14,295 (23) 14,943 (25) 15,862 (28) 15,096 (28) 15,487 (28) Combined schools 3,843 (7) 3,839 (7) 3,869(7) 3,828 (7) 3,933 (7) Secondary departments of 8,708(104) 8,375 (103) 8,329 (107) 8,642 (108) 9,110 (111) district high schools Registered private post9,146 (75) 9,623 (80) 10,163 (82) 9,977 (83) 10,452 (84) primary schools (including two endowed schools) Totals 56,034 57,035 58,465 57,515 59,589

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desire to carry on to Matriculation. The bursary takes them to a larger school which has a stronger Sixth Form staff. It was, perhaps, natural that some students would prefer to remain at home and struggle towards Matriculation under difficulties ; it was to be expected that some teachers in district high schools would be prepared to undertake an added burden in order to retain the senior pupils in their schools ; but it was not anticipated that many of the students would in any case be unable to avail themselves of the bursaries because of shortage of accommodation in school hostels. That, however, is often the case, though all authorities controlling hostels have been asked to give priority to applications from district high school pupils. They are doing this as far as they can, and many such pupils have gone forward to the bigger school; but for one reason or another there are still many left in the district high schools. Because of the limited staffing of such schools, we are using the services of the Correspondence School for some subjects taken only by a few pupils in the school. The University has also given notice of its intention to require students for the University Entrance Scholarship Examination to take five subjects from a revised list. This move has already brought some protests ; but it also received powerful support because it will tend to ensure that the student going to the University after a second year in the Sixth Form will have a broader basis on which to build his specialist University course. This decision of the University will also have the inevitable effect of modifying some Sixth Form courses. Another development within the University is at the moment the cause of much greater concern in the schools. The University colleges affiliated to the University of New Zealand have been given in recent years an increasing measure of control over the subjects they teach and the courses they require students to follow. The point has now been reached where it appears that different courses for a degree in arts or science mav be required by the four University colleges, including requirements that are not foreshadowed in the Statutes of the University itself. There is evidence, for example, that in one or two of the colleges a degree in arts must include a foreign language unit. The effect on the schools may be much the same as if a foreign language unit were required in University Entrance —a requirement from which we escaped only a few years ago. Developments will be watched with great interest, and no little concern ; for New Zealand is a country with a fairly fluid population, and a student who has gained his University Entrance qualification may find it convenient to carry out his University studies in any one of the four main colleges, or indeed, in more than one of them. When the University of New Zealand laid down the requirements for a degree, this was no handicap ; but if the four colleges are to have different requirements, then the lot of the student will be unhappy. The principal of a school in the Auckland district will feel impelled to develop courses which lead towards a degree in the Auckland University College ; but he may also have to keep an eye on the degree course in Victoria University College because so many of his students will migrate to Wellington for employment. There is already a large measure of specialization in the University colleges, for example, in medicine, engineering, home science, architecture, and agriculture. Each of these faculties has obvious requirements that the schools can meet easily enough if the student stays at school for a year after passing University Entrance; but the introduction of varying requirements in faculties that are found in all four colleges may easily lead to confusion. It is obvious that the colleges realize some of the difficulties and are prepared to meet them ; but the schools must undoubtedly watch these developments very carefully over the next few years.

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Educational Developments in Technical Schools The greatest development during the year has been in apprentice training. Classeb have been organized in many centres in motor engineering and in plumbing, and a start has also been made with classes in the furniture trades. It is possible that classes in carpentry and joinery and in electrical practice will commence in the near future. All these classes, amounting in the aggregate to a considerable number, are pressing heavily on the available space. Technical schools have always been economically used, inasmuch as they are occupied all day and in the evening. In several cases they are also used in the late afternoon as well as in the evening and on Saturday mornings, and the workshops have very little rest. A difficulty with which the schools have had to contend is the varied requirements of the apprenticeship orders in regard to daylight training. The commonest requirement is perhaps half a day a week, but on occasions a day a fortnight is suggested, and other variations ranging up to two or three weeks at a time. Sometimes the order stipulates day training ; sometimes training at evening classes ; sometimes both ; and in at least one case it is a requirement that the school work shall be done on Saturday mornings. There is thus added to the difficulty of finding rooms and equipment in schools already taxed, and of finding part-time staff at odd hours or of devising means of employing full-time teachers, the real problem of organizing a school to meet a variety of intermittent demands. Principals and staffs have responded with commendable spirit to these many and varied tasks and have successfully met the first stages of the new challenge of daylight training. The increased use of technical schools for daylight training of apprentices and for the training of professional engineers brings appreciably nearer the time when the junior school must be reduced in order to make room for these new and supremely important activities. Junior pupils must, of course, be accommodated elsewhere, and that is no easy problem to solve. The ultimate objective of a limited number of senior technical schools gradually assuming the character of technological institutions is still a few years ahead. The Inspectorate The full team of post-primary Inspectors is now divided into three districts, and each district is complete and self-contained. The Auckland district has one more Inspector than each of the other two districts, as the Senior Inspector in Auckland is called upon to do a very great deal of administrative work, which is done for the other districts by the Head Office staff. The teams include Inspectors of Homecraft, Woodwork, and Engineering, and are therefore able to deal with the many developments of practical work in schools of all types and with apprentice training. The close association of a group of Inspectors with a limited number of schools in a compact geographical area has been to the very great advantage both of the schools and of the Inspectors. Apart from the routine work of school inspection, and the grading of teachers, Inspectors have been called on to carry out many duties concerned with education in the trades and professions. Thus Inspectors were on the committees set up to investigate the Technological Examinations and the education and training of professional engineers. They are members of various permanent Boards and committees, such,as the New Zealand Trades Certification Board, the Motor Trade Certification Board, and the Plumbers' Board, and a variety of local and Dominion Apprenticeship Committees. In this way, useful contacts are maintained with the educational problems of industry. Inspectors are also on the Board of Moderators for University examinations affecting schools, and on the Entrance Board of the University.

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Curriculum and Standards During the last two years a considerable amount of thought and attention has been given to the curriculum for the short-course pupils. We have realized that a large number of pupils have come on to post-primary schools who in earlier years completed their schooling at the primary stage. We have therefore been faced with a situation different from that which has been the particular problem of secondary schools in the past. Many of these additional pupils stay for a short time, though there is a growing tendency for them to stay at least for two years, as this is now regarded as a minimum standard o± education for those entering many trades. It seems clear that these short-course pupils cannot be satisfied with just the elementary parts of the curriculum that has been speciallv designed for pupils who are staying at school to pass School Certificate or University Entrance. Much time has therefore been spent in discovering a new approach to the subjects which are common to everyone. The introduction of the " common core ' has been a great help in this regard, for the basic education of short-course pupils is a development of the "common core" with emphasis on English and elementary mathematics, together with some practical subjects in which the pupils are particularly interested. In rural centres a very large percentage of the short-course pupils return to their homes in the country and secure employment on farms or m their homes. Particular attention has therefore been given to the development of a suitable curriculum for them The introduction of horticulture as a School Certificate option has proved helpful, for it can be included as a development of the " common core " and is very relevant to the future occupation of both boys and girls. The various aspects of homecraft have also been developed for girls, and attention is being paid to a sound course of practical work for boys based on gardening and rural crafts While we have shortcourse pupils-that is, while pupils leave school when they reach the school-leaving age or as soon thereafter as possible-we cannot hope to do much more than round off thei general education and give them some inkling of the fields of study that he beyond. It is not a very easy matter to assess the standard of work from year to year in a wide variety of schools and subjects. Of one thing, however, the Inspectors are positivethe standard of work in the Sixth Form has never been higher and the attitude of pupils who reach the Sixth Form is, in general, very good indeed. In some subjects, particularly those with a mathematical basis, the standard of work in the Sixth Form is very high and may even be regarded as unnecessarily high if mathematics is to be kept at about the same level as other subjects. Students who have taken mathematics to scholarship level are exempt in at least one college from lectures at Stage I, and it is proposed that they should be permitted to proceed direct to Stage 11. In this regard, therefore, mathematics in the post-primary school has advanced beyond the requirements of the University ; but this is not the case in other subjects. In general I am satisfied that the standards of work have been well maintained. There are teachers who are doing excellent experimental work in such subjects as social studies and elementary mathematics, and have proved that these subjects can be exacting disciplines and of cultural significance. In English there has been a very considerable development of library work, and I think it is not unreasonable to children have to-day a much wider knowledge of English literature than their elders had at their age in the past. The introduction of music has been attended in many cases with splendid results. The development of broadcasting has, of course, had a tremendous effect on musical taste, and the schools have not been slow to make use of those improved standards to develop music amongst their own pupils.

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It is always a pleasure to visit district high schools, to see the conscientious work and the enthusiasm of teachers and the very friendly attitude of the pupils who, though they miss some of the facilities provided for students in larger schools, have of necessity to learn to work with a minimum of class teaching, and gain in self-reliance and in habits of study. These schools do very well to School Certificate standard. They cannot be expected to provide for Sixth Form pupils, except in a few cases among larger schools, and, in fact, their teachers are usually content to concentrate on work up to Form V. Some provision is made for short-course pupils in woodwork and homecrafts ; but I believe that a good deal more remains to be done for those pupils who return to country pursuits after about two years in the secondary department. We shall help in the near future by issuing a bulletin on suitable practical work in the garden and on the farm, but these schools lack the specialist staff, which we are as yet unable to supply. One difficulty confronting district high schools and the smaller rural post-primary schools is the provision of staff. There are now some 2,500 post-primary teachers, of whom 1,500 are men and only 1,000 are women. The total number of teachers is, even now, insufficient for our needs, for some schools, particularly district high schools in the North, are understaffed or have a badly balanced staff. It is necessary to employ teachers who are not adequately qualified, and the outlook for the future, with a school population increasing at such a rate, is not bright. There is a great need of fully qualified women teachers in post-primary schools and no lessening in the demand for men. The Correspondence School In 1949, enrolments were well maintained. The total post-primary roll on 31st May was 3,368, of whom 703 were full-time and 2,665 part-time (mainly students in employment). Many of these, though classified as part-time, were doing full courses. The postprimary full-time pupils were classified under the four sections : Academic, Commercial, Country Life, and Home Life. Part-time pupils were in these sections also, but many belonged to special groups as follows : District high school pupils .. .. .. 280 Maori school assistants .. .. .. .. 51 Army personnel .. .. .. .. 110 Public Service temporaries .. .. .. 193 Public Service senior .. .. .. .. 293 Post Office students .. .. .. .. 479 The full-time and part-time enrolments in the main courses were as follows :

The staff for the post-primary division consisted of 92 teachers. The pupils are prepared for the usual public examinations, including School Certificate, University Entrance, Teachers' "C" Certificate, Handicraft Teachers' Certificate, Government departmental examinations, Chamber of Commerce, Engineering Common Preliminary Examination.

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Course. Full-time. Part-time. Academic Commercial Country Life Home Life 153 139 166 245 596 179 227 257

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The following are some of the passes recorded for 1949 : School Certificate |f full Pf ses ' completions. University Entrance ' /(?) * 7 accreditm g> 18 ; (Jo) By examination, 21.* Diploma in Fine Arts (preliminary) .. 3. "C" Certificate f35 completed the examination. \226 obtained partial passes. Public Service Senior . . .. .. 46. Public Service temporaries .. . /JJ completed. partial passes. Post Office students /JJJ completed. partial passes. District high school pupils taking one or more subjects by correspondence : University Entrance . . .. . . .. 10 passes. School Certificate . . .. . . .. 43 passes. A residential school for post-primary boys was held at Massey College from 2nd to 30th November. It was attended by 60 boys from Forms 111 to VI with 8 teachers in residence. Other teachers and departmental instructors visited the school periodically. Formal instruction was interspersed with visits to places of interest, including a trip to Wellington. From all points of view, but perhaps more particularly from the social angle, the experiment was an outstanding success. Technical Correspondence School The Technical Correspondence School has continued to develop and has outgrown the temporary premises in which it is accommodated. At 30th November, 1949, the roll was 933 and the total staff 22 (14 teachers and 8 clerical workers). The number of sets of work received from students during the 1949 session was 75 per cent, higher than in 1948 and more than double the number for 1947. Approximately 45 per cent, of the roll consists of trade apprentices ; the remainder is made up of students of engineering, surveying, textiles, agriculture, and horticulture. The recently instituted textile courses began with an enrolment of over 50. The preparation of courses in dairy manufactures to cover the requirements of the Dairy-factory Managers' Eegistration Examination has been authorized. The stimulus given to trade education by the organizing work of the Commissioner of Apprenticeship and his staff, the setting-up of national Apprenticeship Committees, and the instituting of new examinations by the New Zealand Trades Certification Board have caused increased demands to be made on the School, which has an obligation to provide for the needs of country apprentices. Over 150 students were successful at public examinations in 1949. Of 82 candidates presented for various stages of the Certification Board examinations in motor engineering, 57 passed, the percentage of passes (70 per cent.) being appreciably higher than the New Zealand average. Sixty-nine students gained successes in the examinations of the New Zealand Survey Board, the majority of them passing in three, four, or five subjects. Smaller numbers were successful in subjects of departmental examinations for survey draughtsmen and computers, or passed the Electrical Wiremen's Registration Examination or the Plumbers' Board Examination. Ten apprentices of the State Hydroelectric Department who were enrolled with the School passed the preliminary or the intermediate technological examination for electrical fitters. The School Certificate Examination Figures quoted below show that the School Certificate Examination has come to play an important part in the life of our schools. The number of candidates will continue to increase with the inevitable increase of the post-primary school population. The

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examination has served a very useful purpose in diverting the thoughts of pupils and teachers towards other than the fairly narrow range of former examination subjects. The increasing number of candidates is throwing an ever-greater burden on the Department, which must arrange for the examination of great numbers of candidates in a wide range of subjects in many centres, and which is expected to produce a pass list as early as possible in the New Year. The whole examination procedure, from the Department's point of view, is a remarkable piece of detailed organization. The numbers of candidates for the examination in 1948 and 1949 are given below : A. Subjects Closely Associated with Core Syllabus—--1948. 1949. English 8,369 8,846 History .. 4,721 4,838 Geography 4,769 5,279 Mathematics 3,920 4,087 General science .. .. .. 1,747 1,899 B. Fine Arts Subjects — Drawing and design .. .. 982 1,003 Music 197 244 Embroidery .. .. .. 49 39 C. Science Subjects — Applied mechanics .. ■. • ■ 255 255 Biology .. .. •• ■• 1,579 1,896 Chemistry .. .. _ .. .. 2,737 2,636 Electricity and magnetism .. .. 621 668 Heat, light, and sound .. .. 132 138 Physiology and hygiene (in 1949, human biology) 360 456 D. Agricultural Subjects — General agriculture .. .. • - 307 311 Animal husbandry .. .. .. 117 109 Dairying 147 138 Horticulture .. .. •■ 90 138 E. Trades and Industrial Subjects — Engineering shopwork .. • • 249 246 Heat engines .. .. • • 38 21 Technical drawing .. .. ..491 493 Technical electricity .. .. 140 111 Woodwork .. .. ..212 214 F. Home-course Subjects — Homecraft .. .. .. .. 448 531 Clothing 605 660 G. Commercial Subjects — Commercial practice .. • • 808 1,005 Book-keeping .. .. ..1,166 1,305 Shorthand and typewriting .. .. 368 457 H. Foreiqn Lanquaqes — French / •• 2,763 2,812 German .. .. .. • • 29 25 Greek .. .. .. .. 1 H Latin 1,004 1,091 Maori .. .. .. ..117 143 In all there were 9,352 candidates in 1949 and 8,592 in 1948. 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.

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University Entrance The lists of accredited students were again scrutinized and approved, but from 1950 the approval of the Director of Education will no longer be required and accrediting will concern only the University and the principals of accrediting schools. The committee on accrediting set up by the Senate has not yet completed discussions and a number of questions concerned with accrediting must, in the meantime, remain unanswered. Statistical information concerning the University Entrance Examination for the last three years is given below :

Endorsed and Higher School Certificate The following table gives the number of Endorsed School Certificates and Higher School Certificates awarded in 1948 and 1949 :

Educational Bursaries The following table shows the number of the various types of educational bursaries current or awarded in the last two years :

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Year. Total Number of Candidates. Number. Accredited. Numbers. Passed Examination. Percentage Accredited. Percentage Total Passes. 1947 1948 1949 3,500 3,711 3,828 1,844 1,872 1,954 . 491 626 708 52-7 50-4 51-0 66-7 67-3 69-5

School. Endorsed School Certificate. Higher School Certificate. 1948. 1949. 1948. 1949. Secondary and combined Technical District high Private Correspondence 1,740 359 144 472 24 1,774 424 160 735 20 547 63 17 125 583 102 20 172 1 Totals 2,739 3,113 752 878

Current. Awarded. 1949. 1948. 1950. 1949. Agriculture 48 53 20 19 Architecture 17 10 10 10 Engineering 58 54 25 25 Fine Arts 32 24 15 15 Home science 54 61 20 18 Physical education 40 20 23 21 Post-primary teachers' 99 63 40 52 Science 49 60 20 20 National boarding 217 217 65 65 Ordinary national 2,916 2,469 1,215 Total 3,530 3,031 * 1,460 Secondary 285 279 * 252 Technical 210 168 152 Grand total .. , . - 4,025 3,478 * 1,864 * N T ot available.

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Technological Examinations The following table shows the numbers of candidates in the Department's technological examinations in 1949. 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 : Sat. Passed. Preliminary — Carpentry and Joinery .. . . 56 27 Mechanical engineering .. .. 30 16 Plumbing .. .. .. 14 9 Motor mechanics, minor .. .. .. 4 4 104 56 Intermediate — Cabinetmaking .. .. .. 20 10 Carpentry and joinery .. .. 41 13 Mechanical engineering .. .. 21 8 Plumbing .. .. .. .. 6 5 Electrical fitting . . .. . . .. 3 2 91 38 Final— Cabinetmaking .. .. . . 3 3 Carpentry and joinery .. .. 11 4 Mechanical engineering .. .. .. 5 2 Plumbing .. .. .. 7 5 Motor mechanics, minor . . .. 1 1 Building construction .. . . 2 1 29 16 Totals .. .. .. .. 224(275) 110(106) Figures for 1948 are given in parentheses.

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City and Guilds of London Examinations The following table shows the number of candidates and of passes for 1949 : Electrical engineering practice— Preliminary — • Sat. Passed. D.C. .. .. .. .. ..22 7 A.C. 18 4 Intermediate — D.C. .. .. .. .. ..29 11 A.C. .. .. .. .. ..32 15 FinalPart 1 . . . . .. 22 Part llb .. .. 2 1 Part He .. .. .. 3 0 Telecommunications: Principles .. 2 1 Radio — Grade I .. .. .. .. .. 7 4 Grade II .. .. .. .. .. 22 Grade 111 . . .. .. . . 1 0 Grade IV .. .. .. .. .. 1 Lines Plan and practice .. .. 1 0 Mathematics for telecommunications, II .. .. 2 Principles and practice of metallurgical operations, B, C, and D .. .. .. .. 1 1 . Woollen yarn manufacture — Intermediate .. .. .. 1 1 Final .. .. .. .. ..1 1 Mill engineering and services .. .. 1 1 Machine design : Intermediate . . . . . . 1 Heating and ventilating engineering design 1 1 Typography: Section 111, Final .. 1 1 Lithographic printing: Intermediate .. 1 1 Hand embroidery: Final .. .. .. 1 1 Number of candidates 78 (95) .. .. .. 133 (134) 55 (85) Figures for 1948 are given in parentheses.

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Development of Appeentice Training Dominion apprenticeship orders have now been made in the following additional trades and occupations : Bespoke tailoring, glove-making, &c. Bricklaying, masonry, and plastering. Carpentry and joinery. Coopering. Electrical. Reference is made to daylight training in the bricklaying, carpentry, and electrical trades orders, and instruction will commence when accommodation can be made available. Further progress has been made in the conducting of classes for apprentices in the motor engineering and plumbing trades, seventeen schools conducting daylight classes in plumbing and gas-fitting and ten schools in motor engineering. The recent order requiring Saturday morning attendance at classes for electrical apprentices will necessitate the installation of new equipment in a number of the technical schools, and lists of requirements are being prepared. In three schools this Saturday morning training has already commenced, and in seven others it will be commenced as soon as instructors can be appointed. The first apprenticeship classes in the baking trade at the Wheat Research Institute, Christchurch, were completed at the end of 1949, and new classes will commence in March, 1950. The following summarizes the position : Number of Dominion apprenticeship orders .. .. 21 Number making reference to daylight training .. .. 16 Daylight training commenced —■ Motor engineering . . .. .. 10 centres. Plumbing .. . . .. .. .. 17 Baking . . . . .. .. .. 1 „ Compulsory evening classes only— Motor engineering .. .. .. 31 centres. Painting and decorating .. . . .. 3 „ Apprentices who are unable to attend a class may be required to enrol with the Technical Correspondence School. The numbers so instructed are as follows : Motor engineering .. .. .. 169 Electrical wiring .. .. .. 21 Carpentry and joinery .. .. .. 29

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Buildings The need for new buildings, and for additions to and renovation of older schools, has been very evident and much planning has been done. Within the next year it is likely that many contracts will be let. The, following is a brief statement of the position : (1) Major works completed in 1949 — Tauranga College .. .. Home life block and laboratories. Te Awamutu College .. Home life block. Southland Girls' High Schooli Additions. Dunedin Technical School .. Home life block. Many smaller alterations and additions were also completed. (2) Major works in progress in 1949-50 Otahuhu College . . .. Laboratories and class-rooms. Pukekohe High School .. Home life block. Hamilton Technical School Laboratories and workshops. Morrinsville College .. Workshops. Matamata College .. Laboratories and class-rooms. Tauranga College .. .. Home life block and class-rooms. Te Awamutu College .. Home life block and workshops. Napier Boys' High School.. Additions. Dannevirke High School .. Boys' hostel. Wanganui Girls' College . . First stage rebuilding. Wellington East Girls' College Strengthening building. Marlborough College . . Domestic science block and hall. Christchurch Technical School Workshops. Gore High School .. Rebuilding. Southland Technical School New block. (3) Plans in preparation include the following : Northland College .. Engineering block. Whangarei Girls' High School Additions. Auckland Grammar School Science block. Penrose . . . . .. New school. Papakura .. .. New school. Huntly District High School New school. Hamilton High School' .. New boys' school. Te Awamutu College .. Additions. Palmerston North Technical School .. .. New school. Wellington Technical College Workshops. Rongotai College .. .. New school. Hutt Valley High School .. Additions. Nae Nae. . .. . . New school. Nelson Girls' College .. Additions. Christchurch Boys' High School ... . . Additions. Opawa, Christchurch . . New school. Grey mouth Technical School Additions. Timaru Technical School .. Workshops. I have, &c, G. V. Wild, Chief Inspector of Post-primary Schools. The Director of Education, Wellington C. 1.

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Table A1—PUBLIC PRIMARY SCHOOLS BY GRADE, and Intermediate Schools and Departments, December, 1949

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i i I Education District. Grade or Subgi of School. Roll for Determining Grade of School. T3 § I ■< 3 cS 1 H "3 u bfl § £ cS ffl % C3 H 1 to fl 1 a o £ >> | <3 i d J O •a ! 1 5 pi 02 ! So H £|£ 1 o O s I II IIlA Mb IVa IVb IVc Va Vb Yc Yd VIA VlB Vic VlD VIlA VIlB VIIc VIlD VIlE VIlF YIIg VIIh VIII VIlJ VIlK VIlL VIlM 1-8 9-24 25-30 31-70 71-110 111-150 .. 151-190 191-230 231-270 271-310 .. 311-350 351-390 391-430 431-470 471-510 511-550 .. 551-590 591-630 .. 631-670 671-710 711-750 751-790 791-830 831-870 871-910 911-950 951-990 991-1,030.. Intermediate schools and departments 5 96 29 187 67 31 26 15 2 15 5 10 5 10 5 12 4 7 5 5 1 3 5 1 1 14 1 24 7 49 13 8 6 2 3 1 1 2 3 1 1 9 58 9 43 14 7 5 6 1 3 1 1 2 3 1 1 3 1 *2 3 52 9 11 27 10 11 5 4 4 2 2 3 6 2 1 1 1 2 8 56 11 33 20 7 6 5 7 6 5 3 8 5 2 5 4 2 3 4 6 27 2 24 6 5 2 6 1 1 2 1 1 5 96 19 76 26 11 4 5 7 6 4 5 7 2 2 3 5 3 2 1 1 2 1 2 7 42 8 47 14 13 5 4 2 4 1 3 4 3 4 2 4 10 41 8 50 9 8 4 2 1 2 2 1 2 1 1 1 1 54 492 102 520 196 100 69 42 31 41 24 27 30 32' 20 27 17 15 9 9 3 5 6 3 2 29 566 122 170 156 200 84 295 168 144 1,905 Note. —In the above table side schools have not been counted as separate schools.

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Note.— The corresponding figures for the secondary departments of district high schools will be found in Table G 1 on page 39 of this paper, and the corresponding figures for Forms 111 and IV of the separate intermediate schools in Table B 1 on page 29 of this paper.

Table A 2—ATTENDANCE at Public Primary Schools and Intermediate Schools and Departments in 1949

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(Excluding Forms III and IV pupils of Intermediate Schools, Secondary Departments of District High Schools, but including pupils in special classes and Standard VII) _ ,, _ „ | Average Attendance for Whole Averatre Roll Numbers. Ye » < M » 0 ? ' Pfirc.enfcase Education District. 0 f Average Pupils at Pupils at T . , Weekly 31stDecember, 31stDecember, Boys. Girls. Total. Boys. Girls. Total. Boll, 1949. 1948. 1949. Auckland 79,313 82,675 40,675 37,680 78,355 36,265 32,894 69,159 88-3 Taranaki 11,910 12,263 6,119 5,610 11,729 5,384 4,974 0,358 88-3 Wansanui .. .. •• 15,876 16,291 8,094 7,572 15,666 7,255 6,738 13,993 89-3 Hawke'sBay 15,870 16,302 8,181 8,143 16,324 7,365 6,649 14,014 85-8 Wellington .. 29,387 31,225 15,355 14,224 29,579 13,813 12,642 26,455 89-4 Son 7 251 sisiS 3!686 7,398 3,467 3,264 6,731 91-0 Canterbury .. .. .. 34,888 35,907 17,836 16,536 34,372 16,359 15,111 31,470 91-6 Otago .. .. •• 17,290 17,761 8,865 8,048 16,913 8,021 7,276 15,297 90-4 Southland 10,649 10,873 5,384 4,993 10,377 4,851 4,468 9,319 89-8 Intermediate schools and depart- 10,371 10,918 5,695 5,262 10,957 5,299 4,885 10,184 92-9 ments Totals .. 232,805 241,699 120,017 111,653 231,670 108,079 98,901 206,980 89-3

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Table A 3—AGE AND SEX of Public Primary and Intermediate Pupils at 1st July, 1949

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(Including Standard VII, Special Classes, and Forms I and II of Intermediate Schools and Departments) 5 and 6 and 7 and 8 and 9 and 10 and 11 and 12 and 13 and 14 and 15 and 16 Years | Grand Under Under Under Under Under Under Under Under Under Under Under and I Totals. Tnf 6 Years. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Over, j iutalSt Education district- * j Auckland .. .. Boys 5,255 5,024 5,670 5,810 5,270 4,470 3,743 2,670 1,872 970 229 50 41,033 I / 70 1/10 Girls 4,963 4,672 5,469 5,456 4,881 4,379 3,362 2,437 1,586 701 159 44 38,109 IV, 14fcZ ■Taranaki . . .. Boys 704 657 760 770 752 628 635 584 397 168 27 6,082 I 1 1 Tftl Girls 666 655 748 748 654 " 582 623 556 254 117 15 1 5,619 / 11, /U1 Wanganui .. .. Boys 1,057 947 1,147 1,105 1,078 821 759 615 357 175 24 2 8,087 I 1 PI Girls 924 926 1,119 1,056 995 877 679 592 285 98 19 4 7,574 /. 10,OOl Hawke's Bay .. Boys 957 961 1,165 1,146 997 928 750 592 389 226 57 11 8,179 1 1 Pi Girls 919 900 1,023 1,044 999 819 703 568 316 137 32 4 7,464 / lO, O<±o Wellington .. Boys 2,092 1,827 2,162 2,108 1,887 1,700 1,388 1,119 644 262 36 4 15,229 X 90 Girls 2,009 1,744 1,962 1,946 1,785 1,590 1,267 1,059 512 171 29 2 14,076 / 7 oUO Nelson .. Boys 446 404 478 470 460 384 371 334 226 89 18 2 3,682 I / 7 TOO Girls 411 411 477 447 432 366 358 322 173 44 '9 3,450 / , lOZ Canterbury .. Boys 2,294 2,048 2,428 2,430 2,107 1,815 1,588 1,472 894 417 61 3 17,557 X Q/l AQ1 Girls 2,084 1,967 2,241 2,274 1,970 1,869 1,636 1,478 693 232 25 5 16,474 f t5~fc y Uo 1 Otago .. Boys 1,162 1,074 1,209 1,249 1,082 992 918 835 468 173 26 2 9,190 X f 1 H KA (\ Girls 1,063 1,003 1,080 1,205 949 897 855 763 403 119 17 2 8,356 1/,040 Southland .. .. Boys 676 637 730 779 627 569 510 463 258 106 15 5,370 X 1 A QQ9 Girls 560 591 720 662 656 590 521 413 189 54 5 1 4,962 f 1U,ooL Intermediate schools and Boys 1 69 1,249 2,145 1,547 584 102 12 5,709 X 1 A OQ/1 departments Girls 1 114 1,468 2,156 1,161 330 40 5 5,275 f 1U, yo4 Totals .. Boys 14,643 13,579 15,749 15,867 14,261 12,376 11,911 10,829 7,052 3,170 595 86 120,118 x OOl All Girls 13,599 12,869 14,839 14,838 13,322 12,083 11,472 10,344 5,572 2,003 350 68 111,359 f Zoi 9 47/ Percentage of pupils of each age 12-2 11-4 13-2 13-3 11-9 10-6 10-1 91 5-5 2-2 0-4 0-1 100-0 Totals, 1948 .. Boys 12,462 15,649 15,787 14,235 12,305 12,108 11,372 10,662 6,819 3,038 510 50 114,997 X OOl AO<7 Girls 11,624 14,801 14,912 13,153 12,065 11,644 10,952 9,912 5,175 2,036 306 50 106,630 f ZZ1, OZ 1 Difference .. Boys +2,181 -2,070 -38 + 1,632 + 1,956 +268 +539 + 167 +233 + 132 +85 +36 + 5,121 X IQ QKA Girls + 1,975 -1,932 -73 + 1,685 + 1,257 +439 +520 +432 +397 -33 +44- + 18 +4,729 / -p y,OOU

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Table A4—STANDARD CLASSIFICATION of Public Primary and Intermediate Pupils at 1st July, 1949

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(Excluding Secondary D»partments of District High Schools and Forms III and IV of Intermediate Schools and Departments, but including speoial classes, Forms I and II of all Intermediate Schools and Departments and Standard VII) Special Classes for Backward Children. Pupils in Preparatory Classes. Pupils at 1st July in Standards and Forms. Standard 1. Standard 2. Standard 3. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Education district — Auckland Taranaki Wanganui Hawke's BayWellington Nelson Canterbury Otago Southland Intermediate schools and departments Totals Percentage of pupils of each standard Totals, 1948 Difference 129 22 34 28 64 ii6 96 38 73 9 18 15 19 ' 86 48 23 202 31 52 43 83 202 144 61 13,719 1,838 2,688 2,711 5,158 1,087 5,925 2,792 1,707 12,147 1,676 2,301 2,315 4,546 1,000 5,050 2,421 1,387 25,866 3,514 4,989 5,026 9,704 2,087 10,975 5,213 3,094 6,015 853 1,182 1,260 2,144 537 2,450 1,321 746 5,512 746 1,182 1,108 1,988 503 2,328 1,185 713 11,527 1,599 2,364 2,368 4,132 1,040 4,778 2,506 1,459 5,532 768 1,151 1,134 2,064 482 2,394 1,224 744 5,371 768 990 1,083 1,934 422 2,185 1,113 698 10,903 1,536 2,141 2,217 3,998 904 4,579 2,337 1,442 5,203 764 989 1,044 1,914 447 2,071 1,104 645 4,927 663 1,038 990 1,778 420 2,040 956 647 10,130 1,427 2,027 2,034 3,692 867 4,111 2,060 1,292 527 291 818 37,625 32,843 70,468 16,508 15,265 31,773 15,493 14,564 30,057 14,181 13,459 27,640 0-4 30-4 13-7 13-0 11-9 541 312 853 37,165 32,610 69,775 15,941 14,751 30,692 14,003 13,271 27,274 13,079 12,555 25,634 -14 -21 -35 +460 +233 +693 +567 +514 + 1,081 + 1,490 + 1,293 +2,783 + 1,102 +904 +2,006

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Table A4—STANDARD CLASSIFICATION of Public Primary and Intermediate Pupils at 1st July, 1949— continued

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(Excluding Secondary Departments of District High Schools and Forms III and IV of Intermediate Schools and Departments, but including special classes, Forms I and II of all Intermediate Schools and Departments and Standard VII) Pupils at 1st July in Standards and Forms —continued. Standard 4. Form I. Form II. Form III. Totals. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Education district — Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson Canterbury Otago Southland Intermediate schools and departments Totals 4,680 666 913 919 1,760 401 1,824 953 597 4,425 612 930 876 1,628 407 1,834 944 599 9,105 1,278 1,843 1,795 3,388 808 3,658 1,897 1,196 3,143 663 632 580 1,176 375 1,448 948 484 2,862 3,017 587 596 548 1,187 385 1,600 896 465 . 2,687 6,160 1,250 1,228 1,128 2,363 760 3,048 1,844 949 5,549 2,596 505 494 482 937 352 1,329 733 404 2,847 2,610 557 515 502 988 312 1,346 769 426 2,588 5,206 1,062 1,009 984 1,925 664 2,675 1,502 830 5,435 16 3 4 21 12 1 i9 5 27 1 4 27 8 1 5 24 4 43 4 8 48 20 2 5 43 9 41,033 6,082 8,087 8,179 15,229 3,682 17,557 9,190 5,370 5,709 38,109 5,619 7,574 7,464 14,076 3,450 16,474 8,356 4,962 5,275 79,142 11,701 15,661 15,643 29,305 7,132 34,031 17,546 10,332 10,984 12,713 12,255 24,968 12,311 11,968 24,279 10,679 10,613 21,292 81 101 182 120,118 111,359 231,477 Percentage of pupils of each standard Totals, 1948 10-8 10-5 9-2 0-1 100-0 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 Difference +422 +390 +812 +697 + 846 + 1,543 +373 + 521 +894 + 24 +49 + 73 +5,121 +4,729 + 9,850

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Table A8—AGE AND ATTAINMENT of Pupils Leaving Public Primary Schools During 1949

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.

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In Form II. >rm I. In Star Age. With Primary School Certificate. Without Primary School Certificate. In F( dard 4. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 15 years and over 14 ,, under 15 13 „ „ 14 12 „ „ 13 11 „ „ 12 Under 11 years 828 1,995 3,440 1,219 43 464 1,420 3,757 1,823 69 1 257 34 9 2 210 20 9 2 295 101 2 1 184 54 3 62 23 51 9 Totals, 1949 Totals, 1948 .. 7,525 7,289 7,534 7,371 302 393 241 268 399 371 241 237 85 100 60 60 Difference +236 + 163 -91 -27 +28 +4 -15 Age. In Standard 3. In Standard 2 or Lower. Totals. Boys. Girls. Boys. Girls. Eoys. Girls. Total. 15 years and over 14 ,, under 15 13 „ „ 14 12 „ „ 13 11 „ „ 12 Under 11 years 17 4 23 4 11 4 5 1,470 2,161 3,451 1,222 43 937 1,507 3,769 1,825 69 1 2,407 3,668 7,220 3,047 112 1 Totals, 1949 .. Totals, 1948 .. 21 21 27 19 15 24 5 19 8,347 8,198 8,108 7,974 16,455 16,172 Difference + 8 -9 14 + 149 + 134 +283

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Table A10—STAFF: Public Primary and Intermediate Schools and Departments, December, 1949 (Exclusive of Secondary Departments of District High Schools)

* There are seventeen Principals of separate intermediate schools. The other one is a head teacher of a district high school to which is attached an intermediate department, and is not shown elsewhere.

26

1 Vh o r - Sole Heads of Assistant Probationary Total Number of 2 ffi %2 ""2 Teachers. Schools. Teachers. Assistants. Teachers §1 l? CO » ?&£ O) t*-i M. P. M. F. M. F. M. F. M. F. Total. 55^ *% > o < Education district — •Auckland 552 140 18 376 18 486 1,180 82 142 1,084 1,358 2,442 79-1 69,159 28-3 Taranaki .. 122 33 7 73 9 .51 178 11 20 168 214 382 78-5 10,358 27-1 Wanganui 168 63 18 74 13 88 221 15 29 240 281 521 85-4 13,993 26-9 Hawke's Bay 154 58 16 76 4 88 221 18 21 240 262 502 91-6 14,014 27-9 Wellington 196 62 19 104 11 194 432 43 54 403 516 919 78-1 26,455 28-8 Nelson 84 27 13 43 1 34 98 8 15 112 127 239 88-2 6,731 28-2 Canterbury 293 97 37 145 14 229 495 43 58 514 604 1,118 85-1 31,470 28-1 Otago 164 52 14 84 14 103 269 28 24 267 321 588 83-2 15,297 26-0 Southland 143 54 13 72 4 49 150 16 13 191 180 371 106-1 9,319 25-1 Intermediate schools and departments Totals, 1949 29 18 186 195 204 195 399 104-1 10,365 26-0 1,905 586 155 1,065 88 1,508 3,439 264 376 3,423 4,058 7,481 84-3 207,161 27-7 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 Difference -27 + 16 -56 + 18 -5 + 105 +35 + 9 + 108 + 148 + 82 +230 + 1-9 +4,227 -0-3

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Table A13—NUMBER OF PRIMARY TEACHERS IN PERMANENT POSITIONS in Public Primary Schools and Intermediate Schools and Departments According to Position and Year of Salary Service, December, 1949

Note.— Prior to 1949, teachers in intermediate schools and departments were not included in this table.

27

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. 15 1 /; !. 16 40 40 56 F. 2 2 197 14 211 213 Second .. M. 27 2 29 43 1 44 73 Third F. 1 1 199 13 5 217 218 . . M. 41 3 44 66 4 1 71 115 F. 197 29 2 228 228 Fourth . . M. ' *48 ' 12 ' '60 55 9 64 124 Fifth F. 4 4 156 45 19 220 224 .. M. 26 9 35 35 9 5 49 84 F. 8 8 116 47 19 1 183 191 Sixth . . M. • 25 7 32 22 9 2 1 34 66 F. 2 2 62 39 13 1 115 117 Seventh .. M. 32 4 36 22 14 4 2 42 78 F. 2 1 3 42 17 15 4 78 81 Eighth .. M. 33 15 48 65 30 15 2 112 160 F. 4 4 34 22 12 3 71 75 Ninth . . M. 54 ' '24 78 80 53 30 4 167 245 F. 4 4 48 29 13 3 93 97 Tenth .. M. 26 ''ll 37 17 20 14 2 53 90 F. 2 2 4 29 25 10 2 66 70 Eleventh .. M. 23 19 42 4 25 16 6 51 93 F. 1 4 5 22 26 13 6 67 72 Twelfth . . M. 12 16 28 5 27 19 1 52 80 Thirteenth F. 3 3 13 28 11 7 2 61 64 .. M. 9 15 1 25 7 13 12 3 35 60 F. 2 13 6 21 21 Fourteenth .. M. 9 14 ' *23 1 12 12 3 28 51 F. 2 2 12 13 6 3 34 36 Fifteenth . . M. 8 ' *42 50 1 7 13 5 2 28 78 F. 3 2 5 8 27 26 7 1 69 74 Sixteenth .. M. 3 21 3 27 6 18 7 6 1 33 60 F. 3 3 6 8 32 24 11 1 2 78 84 Seventeenth .. M. 2 25 4 31 1 4 18 6 4 33 64 F. 3 4 7 8 22 29 11 5 75 82 Eighteenth and over .. .. M. 9 281 311 i.35 ' '99 il6 951 6 25 88 100 'l42 45 406 1,357 F. 26 95 6 127 37 177 255 202 75 209 955 1,082 Totals .. M. F. 402 70 521 111 319 6 135 99 116 1,592 187 470 1,190 268 618 262 478 141 261 155 79 46 216 1,342 2,842 2,934 3,029

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Table A15-REGISTERED PRIVATE PRIMARY SCHOOLS: Number of Schools, Pupils, and Teachers at the End of 1949

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

28

Number of Schools. Boll Number at End of Year. Number of Teachers. Average UndenomiCatholic Other Diftrict. national Schools. Church Schools. Church Schools. Undenominational Catholic Church Other Church Total Number Undenominational Catholic Church Other Church Total Roll. ance. Schools. Schools. Schools. of Schools. Schools. Schools. Schools. Boys. Girls. Total. M. F. M. !<'. M. K Auckland 4 59 18 81 239 8,895 1,540 5,178 5,496 10,674 9,374 12 14 217 29 39 Taranaki 11 2 13 1,449 32 727 754 1,481 1,295 38 1 2 Wanganui 2 17 8 27 81 1,765 423 1,096 1,173 2,269 2,012 4 7 47 14 9 Hawke's Bay • • 3 13 4 20 107 1,778 214 1,036 1,063 2,099 1,865 1 6 0 38 9 5 Wellington 1 43 9 53 55 5,392 1,282 3,159 3,570 6,729 6,038 3 1 18 131 7 35 Nelson 1 7 8 6 730 396 340 736 656 1 20 Canterbury 3 51 11 65 311 5,519 1,209 3,462 3,577 7,039 6,283 4 10 10 141 11 33 Otago 24 3 27 2,198 355 1,282 1,271 2,553 2,253 11 65 2 Southland 1 11 12 55 1,325 681 699 1,380 1,193 4 4 37 734 73 Totals, 1949 . . 15 236 55 306 854 29,051 5,055 17,017 17,943 34,960 30,969 8 38 69 134 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 Difference —2 -1 -3 -8 + 1,347 -1-261 + 904 + 696 + 1,600 + 1,126 + 1 -1 + 3 +8 + 5 +4

1 3 11 si Classification according to Standards of Pupils on Roll at 1st July. O += M S S^-o Special Class for Backward Children. Class P. 81. 82. S3. 84. PI. PII. Adult Section. Totals. Total. Numbe Assists Teach on St. (Decern o 3 B. G. B. G. B. G. B. G. B. G. B. G. B. G. M. P. i B. G. M. p. 1948 1949 1,857 1,727 1,784 1,749 115 105 99 99 301 251 339 295 96 97 Ill 86 67 84 92 109 64 58 90 77 60 56 77 81 60 39 67 64 58 45 77 67 45 24 16 14 866 759 968 892 1,834 1,651 4 4 46 46 Difference -130 -35 -10 -50 -44 + 1 -25 + 17 + 17 -6 -13 -4 + 4 -21 -3 -13 -10 -21 _2 -107 -76 -183

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(a) These are intermediate departments, consisting of Form I and Form II pupils, attached to secondary or technical schools. W These schools are separate intermediate schools. (e) District high school with intermediate department attached. HThere were, in addition, 41 pupils m Form I\ at intermediate schools : the corresponding figure in 1948 was 34.

Table B 1—ROLLS and CLASSIFICATION of PUPILS and STAFFS of Intermediate Schools and Departments as at 1st July, 1949

29

22 *S |ft.S iS s Ho 2 S 3--1^ Classification of Pupils on Roll as at 1st July, 1949. Number of Fu Assistant Tea 1-time shers. Intermediate School « §S Average A ance for th ending : December Form I. Form II. Form III. All Forms. or Department. p fa Total. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. M. F. Total. (a) Whangarei Boys' 92 85 168 160 72 96 168 168 166 644 4 ' '4 10 4 4 23 (a) Whangarei Girls' (c) Avondale 72 314 101 374 162 639 158 596 160 '90 168 161 76 155 321 166 323 'l3 (p) Balmoral (c) Kowhai (c) Manukau (c) Normal 212 278 434 413 114 129 97 98 211 227 438 ' 10 17 877 399 614 687 158 141 186 141 39 '67 383 349 732 15 16 31 302 297 535 500 132 132 163 115 11 6 306 253 559 10 10 20 265 246 451 424 125 104 119 99 9 17 253 220 473 8 11 19 (a) Northcote . . (c) Pasadena 115 259 132 279 226 518 210 484 47 134 58 132 52 132 66 114 ' '5 "6 99 271 124 252 223 523 3 9 3 10 6 19 (a) Otahuhu (e) Waihi 139 143 269 246 74 52 77 68 151 120 271 2 5 I 69 112 159 147 48 47 32 34 80 81 161 3 2 5 (a) Matamata . . 123 136 229 211 48 65 60 66 108 131 239 3 4 7 6 6 12 (a) Te Awamutu 104 125 203 193 62 46 52 47 114 93 207 3 3 3 (a) Rotorua (c) Wanganui . . (c) Palmerston North (c) Gisborne (c) Napier (c) Hutt (a) Rongotai 94 145 220 205 41 69 55 53 96 122 218 3 190 209 363 337 81 87 102 92 ' '4 3 187 182 369 4 8 353 415 726 689 202 169 182 174 1 1 385 344 729 10 13 23 303 305 552 529 136 135 137 157 3 5 276 297 573 9 10 19 229 304 484 463 132 126 137 95 2 5 271 226 497 1 9 16 21 269 352 580 519 148 170 130 135 278 305 583 10 11 99 129 225 209 106 115 221 221 6 6 16 li) (e) Wellington South (a) Marlborough (c) Christ church South (c) Shirley («) Waitaki Bovs' (a) Waitaki Girls' (c) Dnnedin North (c) Maoandrew .. (c) Tweedsmuir 198 132 262 301 143 304 437 273 527 386 252 502 120 65 134 ii 7 67 143 90 72 118 iio 65 131 "3 ' '4 210 137 255 237 132 278 447 269 533 9 3 8 7 2 11 199 198 373 361 111 80 91 94 3 2 205 176 381 6 7 13 57 77 126 116 62 62 124 124 4 ' 4 4 4 48 66 112 103 59 '55 114 114 162 181 306 289 '78 67 '76 66 ' 9 ii 163 144 307 ' 4 11 21 302 353 609 570 145 135 147 164 10 5 302 304 606 12 9 224 257 441 406 127 99 106 108 233 207 440 8 9 17 Totals, 1949 5,564 6,446 10,961 10,365 2,862 2.687 2,847 2,588 99 132 5,808 5,407 11,215* 186 195 381 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 Difference + 426 -25 + 387 + 335 + 42 + 112 + 190 + 178 -21 -36 + 211 + 254 + 465 + 2 I -15 -13

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

30

(Exclusive of District High Schools) (Statistics of part-time pupils will be found in Table E 1) Roll Numbers (Full-time Pupil#. Average Attendance for 1949 (Year ending December). Number Number Number of New Full-time Staff (including Principals), (December, 1949). Technical Classes Part-time Pupils at 1st July, 1949. School. At 1st March, At 1st July, December, 1949. of 1948 Pupils on Roll at beginning of New Pupils admitted during Pupils who commenced their Postprimary 1949. 1949. Boys. Girls. Total. of 1949. 1949. Education in 1949. M. F. Boys. Girls. A. Secondary Schools Whangarei Boys' High School Whangarei Girls' High School Auckland Grammar School Mount Albert Grammar School Auckland Girls' Grammar School Epsom Girls' Grammar School Takapuna Grammar School Thames High School Hamilton High School Rotorua High School Wanganui Girls' College Palmerston North Boys' High School Palmerston North Girls' High School Gisborne High School Hastings High School Dannevirke High School Hutt Valley High School Wellington College Rongotai College Wellington Girls' College Wellington East Girls' College Marlborough High School Rangiora High School Christchurch Boys' High School Christchurch Girls' High School Avonside Girls' High School Christchurch West High School Ashburton High School Timaru Boys' High School Timaru Girls' High School Waimate High School Waitaki Boys' High School Waitaki Girls' High School Otago Boys' High School Otago Girls' High School King's High School South Otago High School Gore High School Southland Boys' High School Southland Girls' High School 417 469 890 734 824 756 708 328 659 447 405 429 323 829 608 425 764 742 376 595 436 480 286 823 612 500 764 234 379 327 221 491 340 454 640 347 244 423 394 484 408 444 868 719 796 738 673 304 645 413 391 415 297 790 567 388 739 730 365 579 414 453 273 793 604 475 717 224 368 317 195 485 331 444 599 337 217 395 379 460 376 '841 680 '304 140 288 180 '403 363 266 210 420 715 357 '206 130 761 '301 97 356 "84 449 '432 312 98 159 351 '421 '752 693 317 127 335 130 378 '286 339 235 150 288 550 383 204 124 576 421 342 117 306 85 '306 '544 ioo 183 '429 376 421 841 680 752 693 621 267 623 310 378 403 286 702 501 360 708 715 357 550 383 410 254 761 576 421 643 21.4 356 306 169 449 306 432 544 312 198 342 351 429 381 410 820 671 787 690 624 282 608 393 363 395 284 732 516 350 697 702 352 536 386 407 246 732 551 442 669 211 351 299 184 446 304 412 557 320 198 349 352 410 260 280 641 492 531 484 461 200 461 226 264 308 233 516 369 281 496 552 264 405 279 265 158 592 403 311 443 160 271 225 154 296 233 321 425 227 164 277 270 296 165 201 276 255 321 285 251 140 232 240 141 128 102 313 245 149 295 211 114 214 156 223 128 249 221 197 329 78 115 106 68 200 114 133 225 125 84 151 128 192 150 190 230 221 286 247 235 115 180 234 123 108 93 292 226 143 249 176 108 188 148 215 120 225 196 184 315 74 101 96 63 182 98 123 202 113 76 137 112 170 21 ' '34 30 ' 18 10 11 13 ' 'l8 ' '20 18 14 20 31 19 15 8 33 ' 16 8 17 8 23 ' '20 ' 'l6 7 14 19 ' "l9 ' '33 31 11 3 13 7 15 ' 'l5 13 10 7 11 ' '24 19 8 5 ' 25 21 16 4 ' 'l5 3 "l6 ' '28 4 5 ' 21 135 ' '79 ' '80 '296 293 65 'i04 34 ' '48 105 ' '43 48 "31 ' 41 "56 160 159 42 ' i 12 'io9 ' '75 ' '48 47 Totals, A .. 20,607 19,749 9,279 9,121 18,400 18,419 13,494. 7,500 j 6,744 481 402 | 1 1,330 880

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31

5. Combined Schools New Plymouth Boys' High School 673 646 608 608 593 431 257 232 29 341 New Plymouth Girls' High School 576 548 '505 505 504 366 228 201 "23 'i29 Napier Boys' High School 521 497 452 452 460 290 231 207 "23 '208 Napier Girls' High School 390 379 '353 353 355 238 168 144 "l7 "81 Wairarapa College .. 641 626 318 254 572 579 400 260 230 "l9 6 211 110 Nelson College 6'54 634 603 603 604 445 226 202 28 1 280 Nelson Girls' College 478 449 '417 417 381 311 181 166 20 '516 Totals, B .. 3,933 3,779 1,981 1,529 3,510 3,476 2,481 1,551 1,382 99 67 1,040 836 1 J. Technical Schools Northland College 336 323 176 110 286 288 220 135 118 11 5 27 12 Auckland Technical School . 1,127 1,037 560 343 903 906 610 538 482 41 16 2.423 584 Avondale College 976 911 434 393 827 826 631 416 378 25 11 '209 214 Elam School of Art 86 81 27 42 69 71 62 32 1 4 3 74 110 Northcote High School 274 243 111 107 218 226 179 100 99 9 6 27 64 OtaHuhu Technical School . 1,185 1,059 546 408 954 959 700 518 475 33 15 287 109 Pukekohe Technical School . 473 453 222 208 430 416 260 234 206 17 6 53 61 Tauranga College 435 413 191 189 380 375 277 188 160 12 8 120 69 Matamata College .. 369 344 154 148 302 310 227 156 137 12 7 13 23 Hamilton Technical College . 809 732 351 246 597 668 467 363 325 23 12 525 155 Te Awamutu College 338 320 141 147 288 293 190 162 150 11 5 101 136 Hawera Technical School 521 479 217 217 434 437 312 221 208 15 8 162 77 Stratford Technical School . 504 461 233 175 408 403 266 242 227 16 7 58 51 Wanganui Technical School . 664 632 355 173 528 582 382 301 267 20 10 268 120 Feilding Technical School 324 314 193 91 284 294 203 127 114 14 5 13 32 Palmerston North Technical School 671 625 266 274 540 541 380 311 299 15 12 441 214 Horowhenua Technical College 428 403 175 176 351 358 269 174 160 14 7 95 103 Petone Technical School 573 531 326 269 595 437 288 305 295 21 8 678 263 Wellington Technical School 1,131 1,036 502 373 875 936 618 420 395 39 16 1,227 327 Westport Technical School 222 189 96 78 174 178 164 74 69 10 3 254 483 Greymouth Technical School ... 381 348 168 148 316 322 241 158 150 14 7 198 156 Christchurch Technical School 962 903 493 255 748 810 545 456 426 28 13 1,444 390 Canterbury College School of Art 101 96 24 63 87 96 76 29 6 2 131 131 Papanui Technical School 424 389 237 123 360 367 238 191 "l86 14 6 101 113 Ashburton Technical School 324 292 119 120 239 263 175 153 148 9 8 124 52 Timaru Technical School 307 275 166 74 240 254 267 144 140 11 4 261 181 Dunedin Technical School 860 761 299 324 623 685 446 424 424 25 14 847 465 Invercargill Technical School 682 635 249 199 448 535 342 347 339 23 6 341 173 Totals, C .. 15,487 14,285 7,031 5,473 12,504 12,836 9,035 6,919 6,378 492 230 10,502 4,868 Grand totals, 1949 40,027 37,813 18,291 16,123 34,414 34,731 25,010 15,970 14,504 1,072 699 12,872 6,584 Grand totals, 1948 38,896 36,849 + 964 17,738 15,771 33,509 33,952 24,027 15,698 14,102 1,050 711 12,700 5,242 Difference + 1,131 + 553 + 352 + 905 + 779 + 983 + 272 + 402 + 22 -12 + 172 + 342

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Table D 3— YEARS OF ATTENDANCE of FULL-TIME Post-primary Pupils at 1st July, 1949 (Excluding Pupils Attending Schools of Art)

32

Type of School. First-year Pupils. Second-year Pupils. Third-year Pupils. Fourth-year Pupils. Fifth-year Pupils. Sixth-year Pupils and Later. Totals. B. G. B. G. B. G. B. G. B. G. B. G. B. G. Secondary Combined Technical District High Schools 3,071 746 3,558 1,868 3,556 622 2,660 2,067 2,707 614 2,561 1,253 2,968 523 2,082 1,437 1,903 379 1,149 539 1,853 317 966 664 1,373 252 456 229 1,102 142 364 267 704 100 191 50 388 60 89 45 97 22 27 7 27 2 5 1 9,855 2,113 7,942 3,946 9,894 1,666 6,166 4,481 Totals 9,243 8,905 7,135 7,010 3,970 3,800 2,310 1,875 1,045 582 153 35 23,856 22,207

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Table D5—COURSES OF INSTRUCTION OF FULL-TIME Post-primary Pupils on 1st July, 1949

33

to Professional Professional Professional or General, or General, or General, . Home Life. With Two With One Without a Industrial. Commercial. Agricultural. Art. Other. Totals. School. Foreign Foreign Foreign Grand Languages. Lang uage. 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 43 44 170 99 52 408 408 Whangarei Girls' High School 4 41 112 i44 iis '25 444 444 Auckland Grammar School 207 240 304 ii7 868 868 Mount Albert Grammar School 172 235 122 77 74 39 719 719 Auckland Girls' Grammar School 141 251 50 232 53 69 796 796 Epsom Girls' Grammar School 155 330 62 6 185 738 738 Takapuna Grammar School 35 34 73 134 131 49 84 5 70 58 328 345 673 Thames High School 19 32 53 20 59 52 34 35 165 139 304 Hamilton High School 66 68 76 76 142 87 'i7 108 1 4 302 343 645 Rotorua High School 13 24 50 35 65 36 108 35 44 ' 3 239 174 413 Wanganui Girls' College 24 124 114 71 3 55 391 391 Palmerston North Boys' High School 5 160 121 85 44 ii5 415 Palmerston North Girls' High School 9 119 105 50 i.4 297 297 Gisborne Hiah School 3 3 60 111 108 39 156 140 52 18 20 80 397 393 790 Hastings High School 29 45 37 59 146 91 79 81 291 276 567 Dannevirke High School 63 46 55 27 51 66 53 27 222 166 388 Hutt Valley High School ' 1 ' '2 137 110 288 78 122 1 427 312 739 Wellington College 324 348 • 58 730 730 Ilongotai College 100 2.34 31 365 365 Wellington Girls' College Wellington East Girls' College 96 177 41 ii7 18 1.23 ' 7 579 579 96 135 113 70 414 414 Marlborough High School 2 '84 87 29 5 '59 ' 1 82 51 48 229 224 453 Rangiora High School 5 4 1 7 3 82 10 40 37 1 83 141 132 273 Christchurch Boys' High School 291 335 112 793 793 Christchurch Girls' High School i.88 237 65 114 604 604 Avonside Girls' High School 68 86 17 i.63 141 475 475 Christchurch West High School 70 53 3.85 29 '74 141 165 329 388 717 Ashburton High School 42 54 40 41 4 30 13 99 125 224 Timaru Boys' High School ' 3 149 137 6 64 1 . . 9 368 368 Timaru Girls' High School '39 ios 26 56 88 3i7 317 Waimate High School ' 'l. 1 22 24 7 3 49 26 16 46 95 100 195 Waitaki Boys' High School 146 63 114 46 116 485 485 Waitaki Girls' High School '48 122 '88 '73 331 331 Otago Boys' High School ios io2 237 444 444 Otago Girls' High School 86 i.90 i.7 90 i.78 38 599 599 King's High School 69 144 1.24 337 337 South Otago High School 24 '33 24 ie 54 '39 '27 102 iis 217 Gore High School 33 58 45 34 55 U 55 31 70 178 217 395 Southland Boys' High School ' *8 105 80 115 51 20 379 379 Southland Girls' High School '93 io4 33 i25 ios 460 460 Totals 1,149 1,230 2,854 2,937 3,310 1,313 1 1,049 602 '2,293 688 20 105 .. >1,946 183 70 9,855 9,894 19,749

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Table D5—COURSES OF INSTRUCTION OF FULL-TIME Post-primary Pupils on 1st July, 1949—continued

34

Professional Professional Professional or General, or General, or General, a Hnmp With Two With One Without a Industrial. Commercial; Art. Tift Other. Totals. Foreign Foreign Foreign cultural. idle. Urand School. Languages. Language. Language. Totals. i B. | G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. B. G. 1 Combined Schools "New Plymouth Boys' High School.. .. .. 186 .. 180 .. 176 .. .. .. 52 . 52 .. 646 646 New Plymouth Girls' High School .. .. 86 .. 119 .. 51 .. .. .. 133 .. 159 .. .. .. 548 548 Napier Boys' High School .. 92 .. 30 .. 47 .. 163 .. 70 .. 95 .. .. _ .. • • 497 .. 497 Napier Girls' High School .. .. .. •• 131 .. .. .. .. .. 188 ...... 15 .. 4 o .. .. .. 379 379 Wairarapa College .. .. 11 19 50 65 86 50 128 .. .. 97 54 7 .... 59 .. . • 336 290 626 Nelson College .. .. .. 38 .. 249 .. 91 .. 125 .. 47 .. 76 8 .. .. .. 634 .. 634 Nelson Girls' College .. .. . ■ 74 . . 142 .. 26 . . .. . . 71 136 .. .. .. 449 449 Totals .. .. 141 179 515 457 404 127 592 .. 117 489 277 .. 15 15 . . 399 52 .. 2,113 1,666 3,779 Technical High Schools __ Northland .. .. ■ ■ • • ■ • 18 23 38 25 85 .. 1 36 55 42 .. .. 197 126 323 Auckland .. .. .. .. .. • • • • • • . • 629 .. . . 284 124 . . .. 629 408 1,037 Avondale .. .. .. 86 86 56 45 77 8 253 . . 161 139 .. 472 439 911 Elam School of Art .. .. .. .. .. •• •• •• •• 31 50 .. .. .. 31 50 81' Northcote .. .. .. . . .. 48 38 17 6 49 . . 14 30 41 .. .. 128 115 243 Otahuhu.. .. .. .. 78 82 17 19 59 19 309 .. 11 165 120 13 167 .. 594 465 1,059 Pukekohe .. .. .. • - .. 22 39 46 23 141 .. j 83 24 75 .. .. 233 220 453 Tauranea .. .. .. 1 1 35 56 39 26 98 .. .. 65 32 60 .. .. 20o 208 413 Matamata .. .. .. .. 1 20 52 61 32 48 .. . . 30 47 52 1 .. 177 167 344 Hamilton .. .. 13 8 289 45 188 73 .. 8 10 . . 98 .. 428 304 732 Te Awamutu .. .. .. 20 35 12 13 20 15 44 .. 2 46 58 55 . . .. 156 164 320 Hawera .. .. .. 52 61 39 22 93 .. 66 57 89 .. 241 238 479 Stratford .. .. .. • • • ■ 75 52 104 .. .. .. .. 78 84 68 .. .. 263 198 461 Waneanui .. .. .... 1 47 12 189 31 143 .. 96 49 64 .. 428 204 632 Peilding 33 33 23 12 40 149 24 .. . . 205 109 314 Palmerston North .. .. . - .. • • • • 9 2 289 .. 17 100 . . .. 6 3 .. 199 .. .. 321 304 625 Horowhenua .. .. .. • • • • 47 53 29 14 128 .. . . 69 .... 1 3 59 .. .. 205 198 403 Pet,one 257 18 80 .... 18 4 . . 154 .. 293 238 531 Wellington '! .. 24 .. 474 .. 67 174 .... 44 17 .. 236 .. .. 609 427 1,036 Westport 39 30 62 . . 2 30 26 . . . . 103 86 189 Grevmouth . .. .. 3 29 28 46 15 108 .. 1 68 50 .. .. 184 164 348 Christchurch .. .. .. . - .. .. .. 494 .. 48 93 50 .. .. .. .. 218 .. .. 592 311 903 Canterbury College School of Art .. 1 .. .. .. .. •• •• •• •• 27 69 .. .. .. 27 69 96 Papanui .. .. .. .. 1 • • • • • • • - • • 206 .. 17 57 33 76 .. .. 256 133 389 Ashburton .. .. .. • ■ • • • • .. .. .. Ill .. 4 54 23 .. .. .. .. 100 .. .. 138 154 292 Timaru 147 . . 21 37 22 48 . . . . 190 85 275 Dunedin' .. .. 274 53 194 .... 20 9 .. 211 .. 347 414 761 Invercargill .. . . . • • . ■ • • • • • • • • 255 .. 19 91 74 . . .. .... 196 .. .. 348 287 635 Totals .. .. .. 185 209 511 524 872 288 4,980 .. 1 340 12,415 950 13 155 105 j .. 2,671 1 .. 8,000 6,285 14,285 111 i !

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Table D7—Pupils at 1st July, 1949, BOARDING AWAY FROM HOME to Attend Secondary Schools, Combined Schools, and Technical High Schools

35

Boarders, 1st July, 1949. School. At School Hostels. Privately. Totals. Boys. Girls. Boys. Girls. Boys. Girls. A. Secondary Schools Whangarei Boys' High School 96 16 112 Whangarei Girls' High School .. 100 30 130 Auckland Grammar School 19 19 Mount Albert Grammar School 81 51 132 Auckland Girls' Grammar School 31 31 Epsom Girls' Grammar School '70 51 121 Takapuna Grammar School 8 11 8 11 Thames High School 1 11 1 11 Hamilton High School 50 23 9 23 59 Rotorua High School 4 9 4 9 Wanganui Girls' College 112 13 125 Palmerston North Boys' High School . 51 8 59 i« Palmerston North Girls' High School . 15 15 •Gisborne High School 54 37 30 24 84 61 Hastings High School 12 12 12 12 Dannevirke High School 61 8 20 69 20 Hutt Valley High School 4 1 4 1 Wellington College '99 4 103 Rongotai College 2 2 Wellington Girls' College 6 6 Wellington East Girls' College 4 4 Marlborough High School 10 11 10 11 Rangiora High School 23 1 5 24 5 Christchurch Boys' High School 53 12 65 Christchurch Girls' High School 70 23 93 Avonside Girls' High School . . 12 12 Christchurch West High School 4 6 4 6 Ashburton High School 4 20 4 20 Timaru Boys' High School £33 4 137 Timaru Girls' High School 87 9 96 Waimate High School 2 4 2 4 Waitaki Boys' High School 243 6 249 Waitaki Girls' High School 106 7 113 Otago Boys' High School 77 4 81 Otago Girls' High School 25 25 Kings High School 6 6 South Otago High School 3 5 3 5 Gore High School 39 h 7 20 46 51 Southland Boys' High School .. 72 72 Southland Girls' High School .. 33 51 84 Totals, A. .. 1,010 696 325 445 1,335 1,141

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Table D7— Pupils at 1st July, 1949, BOARDING AWAY FROM HOME to Attend Secondary Schools, Combined Schools, and Technical High Schools — continued

36

Boarders, 1st July, 1949. School. At School Hostels. Privately. Totals. Boys. Girls. Boys. Girls. Boys. Girls. B. Combined Schools • New Plymouth Boys' High School 267 9 276 New Plymouth Girls' High School i34 22 156 Napier Boys' High School 92 '20 li2 Napier Girls' High School 59 15 74 Wairarapa College 71 57 7 12 '78 69 Nelson College 255 16 271 Nelson Girls' College .. '78 17 95 Totals, B. .. 685 328 52 66 737 394 C. Technical i High Schools Northland College .. 93 6 12 99 12 Auckland Technical School 27 25 27 25 Avondale Technical School 6 15 6 15 Elam School of Art . . 4 11 4 11 Northcote High School 5 5 Otahuhu Technical School "9 9 "9 9 Pukekohe Technical School 5 5 5 5 Tauranga College 8 13 8 13 Matamata College 7 4 7 4 Hamilton Technical School 30 29 30 29 Te Awamutu College 12 7 12 7 Hawera Technical School 2 4 2 4 Stratford Technical School 9 11 9 11 Wanganui Technical School '73 20 23 13 96 33 Feilding Technical School 136 2 3 138 3 Palmerston North Technical School 9 2 9 2 Horowhenua Technical College 1 1 Petone Technical School Wellington Technical School "2 4 2 4 Westport Technical School Greymouth Technical School 20 19 "3 1 23 20 Christchurch Technical School 27 26 18 9 45 35 Canterbury College School of Art 15 46 15 46 Papanui Technical School 1 4 1 4 Ashburton Technical School 2 7 2 7 Timaru Technical School 7 3 7 3 Dunedin Technical School Invercargill Technical School 38 33 *38 33 Totals, C. .. 349 65 245 276 594 341 Grand totals, 1949 2,044 1,089 622 787 2,666 1,876 Grand totals, 1948 .. 1,994 1,082 618 764 2,612 1,846 Difference .. +50 +7 +4 +23 +54 +30

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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 D cember, 1949, was 1,907 ; the corresponding number in 1948 was 1,630.

Table E1—OCCUPATIONS OF PART-TIME STUDENTS at 1st JULY, 1949

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

3—E 2

37

Average Weekly •Roll. Roll Number, December Classification According to Forms of Pupils on Roll at 1st July. Total. Number of Assistant — Form III. Form IV. Form V. Form VI. Totals. Teachers (December). B. G. B. G. B. G. B. G. B. G. M. F. 1948 .. 1949 .. 700 635 601 533 185 : 334 I 39 175 . 269 , 35 102 88 i 26 i 51 19 i 48 10 11 31 26 260 240 518 431 778 671 35 61 34 58 Difference -65 -68 -10 -65 -4 -14 -7 -3 + 1 — 5 -20 -87 -107 -1 ! -3

— jjfli So 3 '3 1 Is 11 11 s 1 ■a o o o •i fe d 1 Js Professional Pursuits. 11 11 2 oa is li 6 III I s ! pi B o „; a 0 ©! o a o § O o it 11 "3 All schools and classes — Males 3,935 1,169 977 1,905 179 166 738 1,369 3,124 3 104 714 1,065 178 453 290 16,369 Females ,. 7 71 1,035 2,481 2,746 321 469 309 676 145 8,260 Totals, 1949 .. 3,93.5 1,169 977 1,905 179 173 809 2,404 5,605 2,749 425 1,183 1,374 178 1,129 435 24,629 Totals, 1948. .. 3,641 1,103 1,124 1,890 205 172 615 2,299 5,579 2,451 479 1,218 1,291 155 739 497 23,458 Difference +294 +66 -147 + 15 -26 + 1 + 194 + 105 +26 +298 -54 -35 +83 +23 +390 -62 + 1,171

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Table F—SPECIAL MANUAL-TRAINING CENTRES: Particulars for the Year 1949

' i i : I : Note.—Pupils attending from secondary departments of district high schools have not been included in 1949.

38

Number of VEanualbraining Centres. Public Primary and Maori Schools. Intermediate Schools. Education District. Number of Schools Prom Which Pupils Attended. Number of Pupils Attending Centres. Number of Schools Prom Which Pupils Attended Number of Pupils Attending Centres. Boys. Girls. Boys. Girls. Auckland Taranaki Wanganui Hawke's Bay . Wellington Nelson Canterbury Otago Southland 53 10 14 11 18 9 26 23 9 277 80 47 36 77 66 222 107 114 4,659 1,094 883 796 1,866 704 2,823 1,190 856 4,449 1,081 815 790 1,942 698 2 ; 849 1,174 839 14 2 2 4 2 4 1 2,676 641 547 796 '478 619 239 2,597 525 529 660 465 569 212 Totals 173 1,026 14,871 14,637 29 5,996 5,557 Private Schools. Totals. Education District. Number of Schools From Which Pupils Attended. Number of Pupils Attending Centres. Number of Schools Prom Which Pupils Attended. Number of Pupils Attending Centres. Boys. Girls. Boys. Girls. Auckland Taranaki Wanganui Hawke's Bay Wellington Nelson .. Canterbury Otago .. Southland 42 11 10 10 20 8 53 18 10 526 138 102 154 243 106 598 69 126 601 167 117 186 200 101 623 270 128 333 91 59 48 101 74 277 129 125 7,861 1,232 1,626 1,497 2,905 810 3,899 1,868 1,221 7,647 1,248 1,457 1,505 2,802 799 3,937 2,013 1,179 Totals .. 1 82 2,052 2 ,393 1,237 22,919 22,587

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Table G1— AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1949

39

Roll Numbers (Pull-time Pupils). £ D o 11 a g §3 aS §•"3 hg> P-OJ *3 Number of New Pupils who Commenced their Postprimary Education in 1949. Full-time Staff (Excluding Name of School. § . S3 ■83 ' t . Hscn £3 T-f-1 December, 1949. II i-* w> "SW ■S!=f M ®.g ft 3 o-d «s ■2 S Principal?). December,' 1949. 51 Boys. Girls. Total. 4 S3 £ M. F. Auckland Education Board Cambridge Coromandel Dargaville Helensville Howick .. Hukerunui Huntly .. Kaeo Kaitaia Katikati Kawakawa Kawhia Mangakino Maungaturoto Morrinsville Ngatea .. Okaihau Opotiki Otorohanga Paeroa Piopio Putaruru Raglan .. Rawene .. Ruawai .. Taumarunui Te Aroha Te Kauwhata Te Kuiti Te Puke Titoki Waihi .. Waipu Waiuku Warkworth Wellsford Whakatane 168 20 223 147 81 26 184 42 249 72 121 19 78 37 252 147 61 206 157 101 51. 153 41 66 80 178 155 65 198 141 62 179 60 122 88 83 305 157 20 214 143 76 25 159 40 236 70 113 20 71 33 239 137 57 203 150 101 44 147 39 62 74 163 128 59 182 140 56 159 58 106 86 79 276 53 4 87 56 29 6 66 17 106 25 52 4 29 11 95 54 23 96 71 45 22 59 16 29 33 64 50 18 77 70 22 74 25 38 37 27 124 84 10 101 77 43 16 71 18 108 . 40 49 12 30 17 108 63 27 81 64 43 22 67 23 28 33 66 59 28 85 55 29 63 28 62 40 43 117 137 14 188 133 72 22 137 35 214 65 101 16 59 28 203 117 50 177 135 88 44 126 39 57 66 130 109 46 162 125 51 137 53 100 77 70 241 142 17 190 127 70 21 143 36 210 62 97 17 63 28 215 124 51 179 133 88 43 123 37 55 66 149 120 51 172 123 52 146 54 102 81 9-7 97 i20 68 42 14 89 20 126 44 73 37 17 191 87 29 112 117 70 29 78 24 56 49 81 88 35 114 84 30 113 27 70 54 46 226 79 20 113 72 44 16 107 27 141 37 48 21 46 25 115 67 37 103 75 62 24 85 21 27 39 104 72 31 94 69 32 78 38 55 40 37 157 67 8 102 60 38 15 95 24 130 29 45 16 41 21 106 64 33 94 66 51 19 68 19 25 36 89 64 30 88 56 31 73 32 53 38 '37 143 5 1 8 3 2 1 6 2 7 2 4 1 3 1 7 4 2 6 5 4 2 4 2 2 3 5 3 2 6 3 1 6 2 3 3 2 11 2 " 2 3 2 2 3 1 1 " 1 4 1 "3 1 1 3 1 1 2 4 1 3 3 1 1 1 2 1 2 3 Totals 4,418 4,122 1,714 1,910 3,624 3,715 2,557 2,258 2,006 134 56 Taranaki Education Board Ohura Opunake.. Waitara 38 152 192 37 143 175 17 57 75 14 68 85 31 125 160 32 129 165 19 95 120 23 65 86 17 58 75 2 6 4 2 4 Totals 382 355 149 167 316 326 234 174 150 12 6 * Established as a district high school in 1949.

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Table G1—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1949—continued

40

§ a . 2 , o3 as Oca So t< A ■* Rol Numbers (Full-time Pupils). s 12 3S b O rH PMg.g full-time Staff II 8l (Excluding '■■ " Principals), Name of School. ■a ■11 3 December, o ■3 . December, 1949. Is >> < . 'to °s 1949. ■§■§ 0 c &, ill Boys. Girls. Total. M. f. Wanganui Education Board Apiti 14 12 6 5 11 10 8 6 6 1 Eoxton .. 95 84 34 33 67 76 38 59 56 2 ' 2 Marton .. 161 146 60 67 127 114 96 74 66 4 3 Ohakune.. 142 127 47 57 104 113 64 81 75 6 Rangiwahia 9 9 3 4 7 8 8 2 1 1 Raurimu.. 4(5 39 13 20 33 35 19 28 27 1 1 Taihape .. 138 123 53 51 104 110 73 69 65 3 3 Waverley 53 40 9 26 35 38 21 33 32 2 1 Totals 658 580 225 263 488 504 327 352 328 20 10 Hawke's Bay Education Board Te Karaka 111 102 46 44 90 94 67 8 39 3 2 Tolaga Bay 40 36 14 15 29 32 21 19 19 1 1 Tuai 12 12 4 6 10 10 8 9 4 1 Waipawa 107 99 35 53 88 91 65 46 44 . 2 3 Waipukurau 69 63 25 32 57 60 39 34 28 1 1 Wairoa .. 177 170 67 75 142 149 101 84 75 6 2 Woodville 28 29 15 7 22 25 16 14 14 2 Totals .. 544 511 206 232 438 46l" 317 214 223 16 9 Wellington Education Bo uu> Carterton 56 46 17 i 22 39 41 35 21 20 2 1 Eketahuna 52 50 20 22 42 47 . 29 29 28 3 Eeatherston 40 35 9 16 25 31 17 25 22 1 1 Greytown 52 41 19 17 36 39 38 14 13 2 1 Martinborough 27 25 11 9 20 20 15 14 12 1 1 Pahiatua 79 75 42 30 72 72 40 49 49 3 1 Totals .. 306 272 118 116 234 250 174 152 144 12 5 Nelson Education Boar D Collingwood 24 23 10 8 18 20 16 8 8 1 Denniston 13 10 2 6 8 10 5 8 8 1 Granity .. 58 53 .17 24 41 44 38 24 21 2 1 Karamea 19 19 8 10 18 17 14 (i 5 1 Motueka 164 150 61 72 133 139 85 81 74 3 4 Murchison 42 40 22 11 33 36 29 15 15 2 Reefton .. 82 74 30 32 62 67 42 45 39 3 1 Takaka .. 64 59 31 17 48 52 25 39 39 2 1 T.ipawera 58 55 20 28 48 53 25 39 34 2 1 Totals .. 524 489 201 208 409 ' 438 279 265 243 17 8

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Table G1—AVERAGE ATTENDANCE, ROLL, and TEACHERS of Secondary Departments of District High Schools for 1949—continued

41

Name -of School. R( 1 . rH ■*> >11 Numl Hs os J, ->* los i-l rH <! ers (Full-time Pupils). December, 1949. Average Attendance for Year Ended December, 3949. Number of 1948 Pupils on Roll at Beginning of 1949. — Number of New Pupils Admitted During 1949. Number of New Pupils Who Commenced their Postprimary Education in 1949. Full-time Staff (Excluding Principals). December, 1949. j Boys. 1 1 Girls. | Total. I 1 M. F. Akaroa . . Cheviot Fairlie . . Geraldine Hawarden Hokitika Kaikoura Lincoln Methven New Brighton Oxford Pleasant Point Southbridge Temuka Totals Alexandra Clutha Valley Cromwell Kurow Lawrence Mosgiel Owaka Palmerston Ranfurly Roxburgh Strath-Taieri Tapanui Tokomairiro Totals Nightcaps Queenstown .. Riverton.. Waiau (Tuatapere) Winton Wyndham Totals Manutahi Rangitahi Ruatoki Te Araroa Te Kaha Te Kao Tikitiki .. . . .. ! Tokomaru Bay . .. | Totals Grand totals, 1949.. Grand totals, 1948.. Difference 30 35 60 66 76 121 84 40 52 93 28 51 69 111 Cant 29 33 59 64 71 116 78 36 47 82 25 50 62 103 EMBURY 12 14 24 21 23 62 36 14 24 21 12 20 27 47 Edttoat 14 13 33 33 37 45 34 18 22 43 11 25 33 43 'ion Boa 26 27 57 54 60 107 70 32 46 64 23 45 60 90 RD 1 25 28 55 56 63 107 69 33 44 73 23 46 60 93 20 23 28 67 56 73 46 23 48 34 17 33 38 65 10 12 32 35 21 57 41 18 20 59 12 18 34 48 8 12 28 30 21 51 39 17 17 56 12 18 30 46 1 1 2 2 2 4 3 1 2 3 2 3 1 3 1 1 1 1 1 1 1 1 1 1 1 2 916 107 28 45 35 55 169 30 88 36 42 18 40 76 769 855 357 404 761 775 571 417 385 30 13 0 101 26 39 30 54 159 31 82 34 33 17 40 68 TAGO E 39 7 16 12 15 75 14 33 13 21 12 17 DUCATIOJ 44 16 16 16 31 44 16 40 19 13 9 18 37 sr Board 83 23 28 46 119 30 73 32 34 14 30 54 90 23 35 28 49 126 28 32 31 15 32 61 58 15 21 22 31 87 13 49 21 15 6 24 41 50 13 22 14 24 83 20 43 17 27 12 18 38 50 13 22 13 23 81 18 40 15 24 12 16 38 3 2 1 2 2 5 1 3 2 1 1 3 3 1 1 2 1 1 1 1 714 279 319 598 .622 403 381 365 29 10 60 34 49 33 69 51 SOUT 52 32 44 31 61 44 HLAND : 12 7 15 8 17 15 Educati 22 24 24 16 25 22 on Boar 34 31 39 24 42 37 ,D 44 29 38 25 50 38 30 24 24 10 38 18 31 12' 28 24 35 34 28 12 26 23 31 31 2 2 1 2 3 2 1 1 1 296 264 74 133 207 224 144 164 151 12 3 56 29 26 60 27 21 43 35 Maori 40 29 21 51 23 21 40 40 DlSTRIC 8 1 14 10 ] 16 j 8 8 14 18 p High 27 12 8 30 13 14 20 Schools 35 26 18 46 21 39 38 34 18 43 21 39 36 29 15 11 32 15 11 25 * 28 16 16 34 15 12 22 39 16 16 12 11 18 3 1 1 1 1 1 "l 1 1 1 1 1 1 297 | 265 96 149 245 238 138 182 155 9 6 9,110 8,642 8,427 7,938 3,419 3,247 3,901 3,648 7,320 6,895 7,553 7,088 5,144 4,601 4,559 4,353 4,150 3,950 291 257 126 132 468 + 489 + 172 +253 -{ 425 ! 465 + 543 4 206 •1 200 + 34 | — 6 * Established as a district high school in 1949,

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

42

School. At 1st March, . 1949. Boll Num At 1st July, 1949. tiers (Pull-time Pupils). December, 1949. Average Attendance for 1949. Number of 1948 Pupils on Boll at Beginning of 1949. Number of New Pupils Admitted During 1949. Number of New Pupils Wh< Commencec Their Post Full-time Staff (Including a Principals), December, 1949, Boys. Girls. Total. primary Education in 1949. M. F. Auckland Diocesan High School, Auckland 209 205 200 200 193 151 59 52 14 Dilworth School, Auckland 51 51 ' '51 51 50 32 19 19 ' *3 1 Marist Convent High School, Auckland 76 72 68 68 67 49 27 26 4 Queen Victoria School, Auckland 80 80 78 78 75 59 21 21 5 Sacred Heart College, Auckland 410 405 385 385 392 250 160 150 'i5 Convent of the Sacred Heart, Auckland 73 73 ' 73 73 72 47 26 24 "3 St. Benedict's Technical School, Auckland 92 87 88 88 85 90 56 34 3 St. Cuthbert's College, Auckland 377 365 358 358 354 280 87 79 16 St. Mary's College, Auckland 271 259 261 261 243 187 83 79 9 St. Patrick's Technical School, Auckland 18 18 18 18 11 5 13 13 2 St. Peter's College, Auckland 202 197 "i75 175 169 101 96 96 5 St. Peter's Maori College, Auckland 62 55 52 52 55 37 27 25 3 ♦Seventh Day Adventist School, Auckland 13 13 4 6 10 10 18 8 1 King's College, Otahuhu 461 453 445 445 436 *336 124 112 20 Wesley College, Paerata 91 102 100 100 98 68 39 33 6 St. Stephen's Maori Boys' School, Bombay 75 77 30 ' '43 73 71 34 46 35 4 Marist Bros. High School, Hamilton 69 66 64 64 61 34 37 35 3 Sacred Heart Girls' College, Hamilton 130 123 '112 112 115 80 51 47 ' 4 Waikato Diocesan School, Hamilton 71 71 70 70 65 40 33 22 6 St. Michael's Convent (Technical), Rotorua 55 50 5 41 46 44 36 23 20 2 Sacred Heart High School, New Plymouth 74 73 65 65 61 40 36 34 4 St. Mary's Diocesan School, Stratford Sacred Heart Convent High School, Wanganui " .. 28 26 21 21 23 13 13 13 2 146 141 136 136 112 95 44 41 8 St. Augustine's High School, Wanganui 76 75 ' '67 67 62 46 31 30 ' '4 Wanganui Collegiate School, Wanganui 337 338 337 337 325 248 95 90 18 Turakina Maori Girls' College, Marton 54 55 55 55 55 34 23 23 ' 3 Wellington Diocesan School for Girls, Marton 136 134 132 132 121 99 36 27 11 Hato Paora College, Feilding 34 32 ' '29 29 31 14 18 17 ' 1 Marist Bros. High School, Palmerston North 65 64 63 63 60 41 27 25 3 St. Joseph's Convent High School, Palmerston North 63 62 ' 60 60 57 37 27 24 ' 3 Marist Bros. High School, Gisborne St. Mary's Girls' School, Gisborne 27 27 ' '24 24 25 15 13 13 "l 50 49 ' 44 44 44 33 18 17 "3 Hukarere College, Napier 112 112 108 108 106 68 44 39 4 Sacred Heart High School, Napier 90 88 88 88 90 • 54 36 33 4 St. Joseph's Maori Girls' College, Greenmeadows St. John's High School, Hastings 110 108 106 106 105 74 36 34 4 100 96 ' '82 82 85 52 44 44 ' 4 St. Joseph's Convent High School, Hastings 55 54 ' 49 49 49 28 26 26 ' '2 lona College, Havelock North 103 102 105 105 100 83 29 24 8 Woodford House, Havelock North 181 181 182 182 172 137 51 42 12 Te Aute College, Pukehou 143 143 i.37 137 140 91 53 48 ' *7 1 St. Bride's Convent School, Masterton 84 82 ' *79 79 77 51 38 35 4 St. Joseph's College, Masterton St. Matthew's Collegiate School, Masterton 56 55 55 55 52 33 24 20 ' 3 55 55 ' '53 53 51 32 22 19 ' 6 Solway College, Masterton 136 134 132 132 129 100 32 35 8 St. Patrick's College, Silverstream 318 310 298 298 301 228 90 75 i6 * Registered as a secondary school in 1949.

E—2

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

43

Boll Numbers (Full-time Pupils). Number of 1948 Pupils on Roll at Number of New Pupils Admitted Number 1 of New Pupils Who Commenced their Post-Full-time Staff (Including School. At At December, 1949. Average Attendance for 1949. Principals), December, 1949. 1st March, 1st July, Beginning During primary 1949. 1949. Boys. Girls. Total. of 1949. 1949. Education in 1949. M. F. Chilton St. James School, Lower Hutt 66 69 67 67 61 34 31 26 6 Sacred Heart College, Lower Hutt 88 84 83 83 82 45 50 44 3 Marsden Collegiate School, Wellington 204 200 201 201 191 141 78 56 10 Queen Margaret College, Wellington 195 191 187 187 181 156 58 50 10 Sacred Heart Convent High School, Wellington St. Mary's College, Wellington St. Patrick's College, Wellington 75 334 69 324 69 320 69 320 68 316 46 213 30 111 16 107 7 10 356 341 318 318 312 243 107 105 i.4 Scots' College, Wellington 161 158 148 148 151 111 50 47 11 St. Mary's Convent High School, Blenheim 38 37 "30 30 34 20 19 18 "3 Sacred Heart High School, Nelson 43 43 41 41 40 23 21 19 2 St. Mary's College, Westport 37 37 5 27 32 32 19 17 16 2 Marist Bros. High School, Greymouth 71 61 52 52 57 40 27 23 "4 St. Mary's High School, Greymouth St. Mary's Convent School, Hokitika 104 99 "87 87 96 56 52 50 "5 85 36 1 32 33 32 24 11 11 2 Cathedral Grammar School, Christchurch 17 17 15 15 15 1 16 16 "1 Christ's College, Christchurch 369 370 370 370 353 284 86 75 20 Holy Name Seminary, Christchurch 72 71 64 64 68 49 23 17 4 Rangi-ruru School, Christchurch 185 180 177 177 157 156 71 62 io Sacred Heart Girls' College, Christchurch 172 166 158 158 156 102 72 67 4 St. Andrew's College, Christchurch 253 253 '249 249 243 176 77 66 'is 1 St. Bede's College, Christchurch 284 275 263 263 262 198 90 78 13 St. Margaret's College, Christchurch 247 242 '235 235 230 210 65 61 'i4 St. Mary's College, Christchurch .. 94 94 87 87 86 56 39 37 4 Te Wai Pounamu College, Christchurch 41 40 39 39 40 28 14 12 3 Villa Maria College, Christchurch .. 48 43 43 43 41 32 16 16 Xavier College, Christchurch 108 108 io4 104 96 62 48 46 "5 Craighead Diocesan School, Timaru 102 101 'io2 102 100 75 27 23 "7 Sacred Heart Girls' College, Timaru 118 118 116 116 113 69 52 52 5 St, Patrick's High School, Timaru 55 51 "51 51 51 41 14 13 ' '3 Dominican College, Teschemakers 71 71 "71 71 70 48 23 19 "4 St. Kevin's College, Oamaru 143 143 146 146 142 148 117 31 "e Christian Bros. High School, Dunedin 133 131 117 117 117 86 52 50 5 Columba College, Dunedin 132 129 "l28 128 122 85 44 33 "9 John McGlashan College, Dunedin 60 60 "58 58 55 36 24 24 "5 St. Dominic's College, Dunedin St. Hilda's Collegiate School, Dunedin 84 81 "80 80 77 52 32 27 "6 70 71 71 71 66 45 26 22 6 St. Philomena's College, Dunedin 116 110 108 108 106 67 51 49 5 Marist Bros. High School, Invercargill 66 65 "59 59 58 40 26 26 "2 St. Catherine's Convent School, InvercargiU 86 86 "76 76 74 50 36 36 "3 Totals, 1949 10,452 10,243 4,423 5,466 9,889 9,650 7,029 3,754 3,304 223 299 Totals, 1948 9,977 9,793 4,286 5,209 9,495 9,219 6,717 3,516 3,110 212 293 Difference +475 + 450 + 137 + 257 + 394 + 431 + 312 + 238 + 194 + 11 + 6

E—2

Table K1—STUDENTS in the Five Training Colleges in December, 1949

Note.—In addition to the above, the following students were receiving training at training colleges in 1949 : Men. Women. Students admitted under special training scheme .. .. 174 118 Division " B " (paying) students (Auckland Training College) . . 8 Homecraft students (Dunedin Training College) .. .. .. 35 Totals .. .. .. .. .. .. 182 153

Approximate, Ps.ss of Paper. —-Preparation, not given; printing (1,279 copies), £lB7.

_tiy Authority: E. E. Owen, Government Printer, Wellington.—l9so.

Price 2s.]

44

Training College. Division A. Division C. Totals. Grand M. V. M. I<\ 1 M. F. Totals. Auckland — First year Second year Specialist 113 62 190 120 34 i 37 147 62 227 120 374 182 Ardmore — First year Second year Specialist 101 53 148 73 101 53 148 73 249 126 Wellington— . . First year Second year Specialist 110 87 131 109 110 87 131 109 241 196 Cliristchurcli— First year Second year Specialist 81 89 3 123 98 15 81 89 3 123 98 15 204 187 18 Dunedin — First year Second year Specialist 92 95 9 124 84 13 92 95 9 124 84 13 216 179 22 Totals . . 895 1,228 34 37 929 1,265 2,194