E.—l

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those of another, provided the standard of proficiency required for each class is approximately uniform in the various districts. The figures for the Dominion vary very little from year to year, and are themselves too high. Tables C 3 and C 4 in E.-2 show the percentages of children at the various ages and in the various classes for the last five years, and there is very little difference in the figures for each year over that period. As in the year 1915, 53 per cent, of the children were under ten years of age and 47 per cent, over that age. The percentage of children in the preparatory classes has fallen from 35-94 in 1915 to 35-48 in 1916, showing a slight tendency in the right direction. Nearly 7 per cent, of the children in these classes were nevertheless at the end of the year over nine years of age, and 21 per cent, were over eight years of age. The following figures show a comparison in respect of the ages of school-children between England and New Zealand : — England.* New Zealand. Five and under seven years of age ... ... ... 22\8 185 Seven and under twelve years of age ... ... ... 58" 1 564 Twelve and under fifteen years of age ... ... ... 190 233 Fifteen years of age and over ... ... ... ... O'l I*B * Excluding children from three to five years of age. Children leaving School before passing S6. Information relating to the proportion of pupils that leave the primary schools before reaching S6 may be derived from the classification tables. A comparison between the number of children in SI in the year 1911 and the number in S6 in 1916 will show, roughly, the number of children that have left before reaching the higher standard. Allowance should be made for retarded children and for children leaving to attend private schools. It appears that there were 19,944 pupils in SI in. 1911, and only 11,420, or 57 per cent, of that number, in S6 at the end of 1916, so that about 43 per cent, left school before doing the work of S6. This figure is 3 per cent, higher than the percentage for 1915, and the fact that there were only 81 more pupils in S6 in 1916 than in 1915 and actually 40 fewer boys, while there were 911 more pupils in Si in 1911 than in 1910 who should have reached S6 in 1916, goes to show that the conditions at present prevailing are tending to the increased withdrawal of children, especially boys, from school before they have completed their primary education. From returns supplied by the Education Boards it appears that 5,738 children, including 3,213 boys and 2,525 girls, left school during the year 1916 without passing S6. The shortage of labour is probably to some extent responsible for this very regrettable state of affairs, which must eventually adversely affect the efficiency of the manhood and womanhood of the Dominion. Examination of Pupils. S6 examinations for certificates of proficiency and competency are conducted by the Department's Inspectors, the pupils being examined in English and arithmetic, at least, by means of written tests. The regulations relating to the examination were amended in 1916, with the object of slightly increasing the requirements for the certificates and of securing a better qualification for free places in secondary schools. For the proficiency certificate pupils are now required to obtain 50 per cent, of the possible marks in each of the subjects reading and composition, instead of 50 per cent, in English, as was previously the case, and the total percentage of marks necessary for the competency certificate has been increased from 40 to 50. Provision was also made for granting endorsed certificates of competency to pupils showing evidence of special ability in handwork and drawing and science, such pupils being eligible for free places in technical schools. Partly as a result of the altered conditions, no doubt, the proportion of proficiency certificates granted fell from 70 per cent, in 1915 to 67 per cent, in 1916, the number of competency certificates likewise being reduced from 18 per cent, to 16 per cent. A decrease in the percentage of certificates granted obtained in every education district excepting one. There is still a wide range of difference in the proportion of certificates granted in