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as they do at present, they will, in 1960, have about 123,000 more children on their rolls than they had in 1949. The major share of the responsibility for providing the additional teachers, class-rooms, subsidiary buildings, teaching materials, and other educational services falls on the Government and on the local governing bodies which function under the Education Act. The chief implications of that fact, for Government, will in this Part be discussed under the three headings of (1) demand for teachers, (2) school accommodation, and (3) finance. Demand for Teachers To understand the significance of the figures that follow it is necessary to know the ways in which teachers are at present recruited and trained. Primary-school teachers enter the service in either of two ways. The great majority, on leaving post-primary school, spend two years at a teachers' training college, followed by a year as a probationary assistant in a State school. In 1949 a special emergency training course of one year was instituted to cater for more mature entrants from other occupations. A small number of uncertificated teachers are employed in special circumstances. Entrance to the postprimary service is more varied. Some teachers are recruited directly from the primary service, whilst others spend one year at Auckland Teachers' Training College after having completed a degree. Recently a system of post-primary teachers' bursaries has been instituted to assist some of these students while they are studying full time for a degree prior to entering training college. Some home-science teachers are trained at the School of Home Science at Otago University, and others have one year of training at a training college and a second year at a selected technical school. Teachers of woodwork, metalwork, and commercial subjects are sometimes appointed straight from industry and sometimes are given a year of training in teaching before being employed in the schools. It is still possible, in theory at least, to become a post-primary teacher in any subject without any training in teaching. Staffing of primary and of post-primary schools must be considered separately. Estimates of the numbers of teachers required can conveniently be based on the present ratio of pupils to teachers. In 1948 the ratios were 33 pupils to one teacher in public primary schools and 20*5 to 1 in public post-primary schools. While these are over-all averages obtained by dividing the total number of pupils by the total number of teachers, they do not mean that the average sizes of classes are 33 and 20J respectively. The total of primary school teachers includes certificated teachers only—that is, it excludes probationary assistants, junior assistants at Maori schools, and other uncertificated assistants, but it includes head teachers freed from class teaching as well as itinerant specialists who are not in charge of classes. The total for post-primary teachers includes specialists with a post-primary grading such as manual-training instructors and also those who teach part-time students not included in the numbers of full-time post-primary pupils. Therefore the ratios of pupils, while valid for the purpose of estimating the future need for teachers, are not a guide to the average size of classes, nor do they give an indication of the great variations in the size of classes. Table ll—Additional Numbers op Teachers Required to Meet the Increases in School Population Y ear Public Public Post- All Public Primary. primary. Schools. 1951 .. .. 300 85 385 1952 .. .. - .. 410 100 510 1953 .. .. .. 450 145 595 1954 .. .. .. 390 220 610 1955 .. .. 310 235 545 1956 .. .. 280 80 360 1957 .. .. 260 .. 260 1958 .. .... 220 70 290 1959 .. .. 160 155 315 1960 .. .. 70 310 380 Ten-year totals .. ..2,850 1,400 4,250

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