E.-_

have to be framed and made applicable generally. In. the meantime a substantial increase in the public-works estimates has been applied for for primary, secondary, and technical schools. Having regard therefore to the conditions existing in the Dominion, it seems desirable that steps should, be taken to secure unity of control in the management of the various types of educational institutions in order to bring about adjustments, economy, and efficiency in. the various spheres of education represented by primary, secondary, and technical schools. The question of control is now under consideration by the General Council of Education, and when its report is received the whole question as to what further steps should be taken in New Zealand to secure a closer correlation of the various branches of education with actual needs and conditions will receive full consideration. The Present Position. Though many of the defects of our present system of education have been frankly set forth herein, it is necessary to point out that even with respect to the special defects discussed New Zealand is in no worse position than are the leading nations of the world, while in. many respects it might be shown that we are distinctly in advance of many of the older civilized nations. Those who have been, responsible for the working of the educational system in. New Zealand have every reason, to be proud of the results achieved in so young a, country, especially when the resources at their disposal are taken into consideration. Very great advances have been made during the past, fifteen years. and. some of the burning questions now being faced in England and America, and for which wider powers and greater expenditure are being proposed, have already to a large extent been solved in New Zealand. As some indication of the progress made in New Zealand since, the year 1900 it may be stated that though the school attendance between. 1900 and 19.14 increased by 41 per cent., the grants to Education Boads for buildings, sites, and equipment rose from £58,000 to £219,000. an increase of over 275 per cent. The approval made with regard to certain.other items between the years 1902 and 1916 is set out in the following table, which shows the increase in annual expenditure over and above the increase of 43 per cent, that would be due to natural increase in average attendance : —

It might further be pointed out that if from the year 1902 to the year 1910 the educational expenditure of New Zealand had increased in the same proportion as the population of the Dominion the expenditure in the hitter year would have been £939,000, whereas the actual expenditure was £1,772,000. Consideration of these facts should convince the public that the Government and educational authorities have effected very substantial progress during recent years, and should indicate that, given the necessary resources, this progress will be continued, in the future. The Future. A review of the defects and deficiencies discussed, above, as well as all others which have not been, mentioned, shows, however, what a, great deal still remains to be done, and no amount of satisfaction at the progress recently made should blind us to the fact of the immediate and imperative needs of to - day. As previously indicated, no investment, of national funds, administrative skill,

15

Item. For 1902. Plus 43 per Cent. for Natural Increase. Actual Expenditure, 1916. g ,, s Amount above Natural Increase. Teachers' salaries Grants to superannuation Training colleges Manual and technical Buildings, sites, and furniture . . Secondary education capitation, 1903 £ 41.2,568 £ 589,972 1.430 14,050 96,708 39,745 £ 933,000 40,000 43.000 129.265 189,000 126,424 £ 343,028 40,000 41,570 115,215 92,292 86,679 1.000 9,825 67,628 15,170 Totals £506,191 £741.905 CI.460.689 £718,784 I