REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDING 31st DECEMBER, 1923. [In continuation of E.-1, 1923.]

Appendix to the Journals of the House of Representatives, 1924 Session I, E-01

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1924. NEW ZEALAND.

REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDING 31st DECEMBER, 1923. [In continuation of E.-1, 1923.]

Presented to both Bouses of the General Assembly by Command of His Excellency,

CO N TEN TS. Page Page Junior-High-School Course .. .. .. 2 Post-primary Education : — Relation of Secondary and Technical Education .. 4 General .. .. .. .. .. 21 Consolidation of Small Schools .. .. .. 5 Group Test of Intelligenoo .. .. .. 22 School Buildings .. .. .. .. 5 Free Seoondary Education .. .. .. 22 Correspondence Classes .. .. .. 6 Destination of Pupils leaving Secondary Schools Reduction of large Classes .. .. .. 6 and Technical High Schools .. .. 23 Agriculture .. .. .. .. .. 7 Staffs of Seoondary Schools .. .. .. 23 Homo Science .. .. .. .. 8 Technical Education :— Grading and Appointment of Teachers .. .. 8 General .. .. .. .. .. 24 Staffs and Salaries of Teachers .. .. .. 9 Classes other than Classes at Teohnical High Conferences .. .. .. .. .. 9 Schools .. .. .. .. .. 25 School Committee Allowances . . .. .. 9 Technical High Schools .. .. .. 26 Welfare of the Blind .. .. .. .. 9 Pinanoial .. .. .. .. .. 27 Cost of Education .. .. .. .. 10 Special Schools :— Primary Education:— State Care of Dependont and Delinquent GhildNumbor of Public Schools .. .. .. 10 ren and Infant-life Protection .. .. 27 Roll Number and Attendance .. .. 11 Care and Training of Afflioted Children .. 28 Classification and Examination of Pupils .. 12 Higher (University) Education:— Pupils leaving the Primary Schools .. .. 13 Number of University Students, &o. .. .. 29 Registered Primary Private Schools .. .. 13 Workers' Educational Association .. .. 29 Physioal Eduoation .. .. .. .. 13 Finance .. .. .. .. .. 29 Manual Instruction .'. .. .. .. 14 General:— Staffs of Primary Schools .. .. .. 15 Annual Examinations .. .. .. 30 Salaries of Primary Public-school Teachers .. 16 Teaohers' Superannuation Fund .. .. 31 Status of Teachers in regard to Certificates .. 18 Appendix:— Training of Teachers .. .. .. 18 Expenditure of Parliamentary Appropriations Native Sohools .. .. .. .. 19 for Financial Year ended 31st March, 1924 .. 32

Office of the Department of Education, My Lord,— Wellington, 31st July, 1924. I have the honour, in accordance with the provisions of the Education Act, 1914, to submit to Your Excellency the following report upon the progress and condition of public education in New Zealand during the year ending the 31st December, 1923. I have, &c, C. J. Parr. His Excellency the Governor-General of the Dominion of New Zealand.

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EBPOET. In educational matters considerable progress has been made during the past year, and. a number of reforms are in hand which it is expected, will still further improve the education system and administration in the Dominion. JUNIOR-HIGH-SCHOOL COURSE. This is one of the most far-reaching reforms in education that have been undertaken in New Zealand. It involves a recognition of the world-wide opinion of educationists that, consequent on the extension of facilities for secondary and advanced education, the old boundary limit of the primary school is placed too far on in the pupil's course, and that in his interest a rearrangement should be made in the relationship of primary, secondary, and technical education. Since it may be held that New Zealand gives wider operative facilities for education than, almost any other country, and as the people of New Zealand have shown themselves unusually eager to give their children the benefit of these facilities, there is all. the more reason why we should adopt the newer arrangement of primary- and. secondary-school courses as approved with, virtual unanimity by the educationists of English-speaking countries. Acting on the authority granted in 1922, the Kowhai Junior High School was established in Auckland. This school, has now been in operation nearly two years, and from every quarter enthusiastic endorsements of the new system, have been expressed. The parents of the children concerned are enthusiastic in their praise of the new system, and would view with positive dismay any suggestion to revert to the older system. Scholars, teachers, Inspectors, and other officers of the Department, and visiting educationists have expressed warm appreciation of the results under the new arrangement of curriculum. Briefly stated, the system takes into account two most significant factors. The first is that the primary school, with a course arranged up to the Sixth Standard, was designed for pupils who were, with, few exceptions, not to proceed beyond, the primary-school stage. Consequently the old primary-school course with the Sixth Standard was made to provide as much as possible for the children for whom this course represented an entire education. With the same object the compulsory age of attendance and standard of acquirement was raised as high as possible in order that children, might in this stage of education receive as much schooling as could be given. The introduction of the free - place system of secondary instruction has entirely altered this fundamental condition upon which the old primary-school course was based. Now a very large proportion of those who pass the Sixth Standard continue their education at secondary or technical schools, the latest figures showing that over 66 per cent, of such pupils enter upon a post-primary course. The result is that the point of junction between the primary and secondary courses is found to be misplaced, owing to the obvious fact, as stated above, that the Sixth Standard was not originally designed to be a point of junction at all but a final goal. Under the system hitherto in vogue, therefore, a considerable amount of time was misspent in the upper portion of the primary school. The pupils commenced their secondary studies too late in life, and many had to leave the secondary school when they were just fairly entering upon the course and beginning to realize and profit by its advantages. The other important factor is that educationists all over the world have long agreed that pupils who wish to carry their studies beyond the primary-school stage should commence their secondary studies at about the age of twelve. Under the old high-school system, both, in New Zealand and Great Britain, before free secondary education was offered, the vast majority of the pupils in high schools attended private preparatory schools and commenced their secondary studies at about the age of twelve.

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The children entering on the junior-high-school course continue their general education in common, but, while avoiding any danger of too early specialization, a portion of their time is devoted to supplementary courses of elementary secondary education, such as the general or academic course, or the agricultural, mechanical, commercial, or domestic-science courses. Every facility is provided for trying out pupils in. these courses so that they may find where their special aptitudes lie. Children who enter upon this course and who do not remain at school beyond the age of fourteen or fifteen will at least have passed through a junior course of secondary instruction with some definite objective and with some real benefit, whereas under the present system a pupil of the same age would have spent two years in the Eifth and Sixth Standards and only one year at a secondary or technical school, where, after struggling through the elements of advanced subjects, he would leave school before he could derive any real benefit. At the conclusion of the junior-high-school course pupils can qualify for senior free places at secondary or technical schools in the same way as at present, the qualification being based on the coarse of study they have followed. Thus the child's education can be continuous right through the advanced forms of the secondary or technical schools. Though many other reasons might be advanced for the establishment of the junior-high-school course, the two that have been mentioned are alone sufficient to warrant the change being made. Arrangements are being made for the establishment of a junior-high-school course at Whangarei, and it is hoped that the system will soon be in full workingorder. In Auckland the Kowhai Junior High School is a separate institution under its own Principal, and it contains about nine hundred pupils and meets the needs of three adjacent schools; while at the same time the four high schools and the technical school in Auckland are full, except one, which will be well filled next January. To meet the needs of our four largest cities several separate junior high schools of this type would need to be established. For this reason it would not be possible or desirable to attach a junior-high-school course to any of the existing secondary or technical schools in the four main centres. In towns of from five thousand to about fifteen thousand inhabitants the junior-high-school course must necessarily be attached to the existing secondary school, since it would not be possible to maintain the separate junior high school and separate senior high schools with adequate staffs owing to the smallness of the numbers. Arrangements are well in hand also for the establishment of a junior-high-school course in a small town, where there is a small mixed secondary school. It is expected that not only will the pupils in the junior high school thus receive the benefit of the modern arrangement, but the high school or the technical, high school, as the case may be, will be strengthened and made more efficient right up to the sixth-form stage. It is hoped to establish one more type on the junior-high-school plan in a district where at present there is only a district high school with perhaps one or two teachers in the secondary department and a small number of scholars. In this case the junior-high-school course will be attached to the existing primary school and attended by children from neighbouring schools. It is hoped that this plan will have the effect of considerably strengthening a number of secondary departments of district high schools where at present the number of pupils and teachers is too small to allow for effective staffing and organization. As opportunity and the circumstances of finance make it possible, it is hoped that these four types of the junior-high-school course, together with any other that may prove to be desirable, will be developed in all parts of New Zealand, so that the time will come when, throughout the Dominion, the primary-school course will branch off into the junior-secondary-school course at about the present Fourth Standard and when the pupils are about twelve years of age. The changes would, of course, be made only after consultation with the Education Board and School Committees affected and with every consideration and every safeguard against hardship in any direction. Every care would be taken to

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disturb as little as possible any existing conditions that should be preserved. It cannot be too strongly urged, however, that, in view of the indisputable advantages of the new system—advantages so great and so numerous as to outweigh by far any small difficulties that may occur during the state of transition—it would be foolish, for anybody to focus his attention, on the minor difficulties that are incidental to every period of adjustment. Such an attitude would be of the " pennywise and pound-foolish " order, and if it were effective could have no other result than that of robbing the children of New Zealand of the advantages of one of the greatest reforms in education, a reform which is positively essential to the proper application of the system of free secondary education which is so deservedly popular in New Zealand. RELATION OF SECONDARY AND TECHNICAL EDUCATION. The general pursuit of advanced education beyond the primary-school stage referred to in the preceding section presents probably the most pressing problems in education. One of these is the relation and the proper function of technical high schools and secondary schools. In this connection the evening vocational or trade classes attended by part-time pupils in technical centres is not being considered, since to a large extent the function of the school either is or may be made quite definite and clear. Since the introduction of the free-place system the technical schools or colleges have by degrees developed large technical high schools attended by full-time free-place pupils for the full school day throughout the week. This was not contemplated when technical schools were established. The practice grew up under the old capitation system, which has now happily been abolished, under which it was difficult to secure a sufficient number of qualified instructors in really technical subjects. It is unfortunate, however, that the development of the practice is to grow away more and more from the technical subjects to courses of instruction which are very little different from the ordinary high-school course. Returns show that about 50 per cent, of the technical-day-school pupils are taking either a commercial course or a general course leading up to matriculation. The former course is also taken in almost every secondary school in New Zealand ; and, since its distinctive subjects are shorthand, typewriting, commercial correspondence, and book-keeping, there seems to be no reason why these should be regarded as technical-school subjects while the pupils have at the same time to follow their general course of study. In the four large centres special and expensively equipped technical colleges have been erected, with, the object of fostering technical or vocational education in the schools as ordinarily understood, yet about half the accommodation of these colleges is occupied by pupils taking general or commercial courses, and at the same time the Department is being urged to extend the buildings to provide for technical education proper. In smaller centres the same problem presents itself in a different aspect. In some of the smaller towns there is a boys' high school, a girls' high school, and a technical high school, none of which is large enough to provide the fullest facilities by way of staff and equipment for a course of instruction equal to that given in larger centres. In some of these centres the Department has promoted joint discussions with the high-school and the technical-school authorities with a view to finding a basis of amalgamation so as to prevent the existing overlapping and to provide for larger and better-equipped schools. In several cases the Department's action has been appreciated and endorsed by both the local bodies, and in two cases it is expected that amalgamation will eventuate. In other cases difficulties have been met which at present have not been overcome. These difficulties, arising from the establishment of two forms of post-primary education in small towns, at least make it clear that in the future no such duplication should be permitted. No sound reason can now be advanced why all forms of post-primary education cannot be fully and equitably developed on a democratic basis with all the pupils attending the same school. A third phase of this problem appears in some of the still smaller towns where the only post-primary school is a technical high school. In quite a number of these recently established technical high schools one finds very little to indicate

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the technical nature of the institution, except an engineering-room. In all other respects many of these technical high schools are really high schools of the ordinary type devoting the greater part of their attention to the Public Service Entrance and Matriculation, courses. On the other hand, the secondary schools have broadened their curriculum considerably in. the last fifteen years. Nearly all of them provide a commercial course, a considerable number provide an agricultural course, and all the girls' schools have a home-science course. In far too great a degree, however, are the time, energies, and ambitions of the high school concentrated on the Matriculation course, which, of necessity cannot be the proper course of instruction for a very large proportion of the pupils. It will thus be seen that the secondary and the technical schools are more and more approximating to a common type as far as the full-time day free-place pupils are concerned. Arrangements are in hand for investigating the whole position through a select representative committee, so that, as far as possible, a definite future policy, and perhaps a modification of the present practice, may be laid down. Our secondary institutions should cater more for the needs of the pupil who requires a sound, general education, but who has no wish to proceed to a University or to enter upon an academic or professional course. CONSOLIDATION OF SMALL SCHOOLS. During the past few years considerable additional assistance has been given to small country schools in order to improve the facilities of country education and to justify the desire that more people should help to develop directly the cultivation of primary products. It is admitted that though small one-teacher schools have done excellent work under their conditions, and though the teachers concerned deserve all praise for this devotion, to the interest of the pupils, the small school cannot offer the same educational advantages as the larger and more fully staffed school. The consolidation of small schools has been discussed for many years, but this year a definite application of the policy has been made at Otorohanga, where a number of children are now being conveyed in motor-buses owned by the Department to a centrally situated school which is now able also to provide a secondary department. Everything points to a successful result, and it seems certain that before long the Department will be pressed in all directions to convey children to the more-fully-equipped centrally-situated school. Arrangements for a second application of the system are now almost completed in Taranaki at the request of the people concerned, while in the South Island in several localities the parents and Committees connected with small country schools are urging the Department to consolidate the small schools into one larger school. Thus, instead of the previous objections and opposition that existed, the Department is beginning to find that the people themselves are convinced, of the benefits of the policy and are urging its adoption. SCHOOL BUILDINGS. The resources of the Department have been taxed to the uttermost and have even then failed, to meet all the demands made in respect to school buildings. The Government has spent during the past year on new buildings, alterations and additions to buildings, a sum which a few years ago would have caused widespread satisfaction. There are, however, at least three important respects in which the question of buildings is at present a very difficult one. There is, first, the very rapid increase in population, particularly in the North Island; further, a large number of the schools which were built thirty or forty years ago are falling into decay and have to be rebuilt. There is the leeway of the war period to make up ; and there is the undoubted fact that any given sum spent on the erection of buildings will provide less than one-half, probably only one-third, of the school accommodation it would previously have secured. In spite of these difficulties the position is being rapidly improved and the more urgent needs are being overtaken.

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It can also be claimed with justification that the type of new school building is one of which the Dominion may be proud, seeing that it meets all reasonable requirements of lighting, ventilation, heating, sanitation, school hygiene, and educational method. The various Education Boards of the Dominion have rendered welcome and valuable service in the way they have co-operated with the Department in carrying out this most difficult work. Interesting experiments are being made at Christchurch in a new type of open-air school. The following table shows the expenditure, &c, in connection with publicschool buildings during the last eight years: —

CORRESPONDENCE CLASSES FOR BACKBLOCKS CHILDREN. The correspondence classes for isolated country children which were established in 1922 have become very popular, and. the number of pupils is very rapidly increasing. With one or two exceptions, certainly of less than 2 per cent, of the whole, the children now being taught through correspondence are children who could not attend even a Grade 0 school with from three to eight pupils under an uncertificated, untrained teacher. The total, enrolment is now about 450. There is a staff of six teachers employed at the Head Office, Wellington, and a weekly or fortnightly quota of work is sent out by post to each pupil, with instructions for the guidance of parents or elder members of the family who generally supervise and assist the children's work. The progress made by children who have belonged to this class for about two years is remarkable. The children take the keenest interest in their work, and numerous letters of appreciation and thanks have been received from the parents. It is not too much to say that though this venture touches only some 450 children, it deals effectively with a difficulty of the greatest national importance. It is not merely a question of improving education. It means a distinct advance from no education at all to an education and an association with the outside world that cannot fail to have a beneficial influence on the children and bring hope and encouragement to the parents. REDUCTION OF LARGE CLASSES. Large classes have always existed in New Zealand. Twenty-five years ago the classes under assistants were very large, and in addition to this nearly half the staff of a large school consisted of pupil-teachers, each of whom had to take charge of a class of thirty or forty pupils, with almost the same responsibility as a junior assistant of the present day. In more recent years the proportion of pupil-teachers to assistants has been steadily reduced, until now there are not more than three in even, the largest school. This large increase in the proportion of assistants has made great demands on the supply of teachers. This, together with the rapid increase in population, especially in the North Island, and the existence of many of the older type of large class-rooms, has resulted, to a regrettable extent, in the continuance of a number of large classes. Preparatory to making an improvement in this respect the number of students at the training colleges was very largely increased, so that there are now about 1,270 in training. Last year approval was

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Financial Year. Applications received. Special Grants approved. Expenditure on New Buildings for Public Schools. 1916-17 1917-18 1918-19 1919-20 1920 21 1921 22 1922-23 1923-24 £ 95,849 129,202 238,817 496,153 790,296 152,335 394,941 477,333 £ 36,973 66,75(1 124,162 319,225 380,977 72,615 212,811 244,593 £ 43,790 47,106 80,780 109,981 279,476 328,228 184,674 208,817 1 i

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given to the appointment of about two hundred additional assistants to replace pupil-teachers and enable large classes to be subdivided. Even then the returns obtained early this year showed that there were still far too many large classes of over sixty pupils. At the instance of the Minister, an immediate investigation was therefore made in the case of each school, and a large number of the schools were personally visited by the Chief Inspector of Primary Schools. Erom his report it was found that no fewer than 113 classes of over sixty pupils could be reduced by reorganizing the classes and rearranging the pupils. In seventy-seven other cases it was found that an additional assistant would be needed, and the Boards concerned have been notified that they may appoint this additional assistant immediately. In forty-nine cases it was found that an. additional assistant could not be properly utilized unless some of the class-rooms were remodelled by enlarging or subdividing rooms, or by adding a new room. The Boards concerned have been asked to supply sketch-plans and estimates immediately in order that this work may be done. It is considered that no matter is of so immediate and pressing importance as the reduction of these large classes, the existence of which is prejudicial to good methods of teaching and is a strain on both pupils and teachers. As a result of the steps taken, there should, before the end of the present year, be no class in New Zealand with more than sixty pupils. As so many difficulties and defects have been attributed to the existence of large classes, it may be confidently expected that with the general clearing of the position as herein indicated there will be a marked advance in the work of the schools in many directions. INSTRUCTION IN AGRICULTURE. Since the prosperity of New Zealand depends so largely on the development of agriculture, the Department is constantly being urged to provide for more complete instruction in agriculture in the schools. The Department fully recognizes the value of a sound and thorough training in agriculture, and that a much larger proportion of our boys should be attracted to and trained in this fundamentally important occupation in the Dominion. It should be recognized by even the most ardent advocate of the pursuit of agriculture that in the primary school at least very little of what may really be called agricultural instruction can be given. People may read or hear of instruction in agriculture and of instructors of agriculture in connection, with primary schools in this or other countries, but if so these names do not really represent all that might be implied from them. At a recent conference of teachers of agriculture, agricultural experts, and representatives of farming interests, it was unanimously agreed that in the primary schools the best service that can be rendered to agriculture is to foster a soundly devised course of instruction in nature-study in a direct and practical manner. By this means children may become interested in all living and growing things, they will find absorbing interest in all kinds of plant and animal life, and will see to what a great extent the study of nature is as interesting and demands as much of the intellect as any study of mathematics, languages, or arts and sciences. The main object should be to promote a love of nature and a deep and intelligent interest in it. The children should also have small gardenplots in which they may cultivate and see grow under their own care and attention all kinds of plants and crops. It must be remembered that this school-gardening, which is often wrongly called " elementary agriculture," can be undertaken in the primary school only by children of from about eleven to fourteen years of age, so that the scope of their work should be limited to their capacity and by the claims of their general education. The claim of general education is a strong one, for this is the main purpose of a primary-school course. Nothing would more quickly drive children from the country or give them a disinclination to follow agricultural pursuits, or cause parents to seek the towns, than any early limitation of a child's general education in order to introduce too soon or too greatly either so-called agricultural instruction or any other form of vocational training. To do so would be to tell the boy who it is desired should take up farm-work that he must thereby be content with a limited general education and stand at a disadvantage in ordinary social and public life with boys in other occupations.

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In secondary and technical high-school courses the study of elementary agriculture may be commenced, but even here it is advisable to confine attention largely to the scientific basis of agriculture and to such studies of plant and animal life and of soil and atmospheric conditions as will enable the youth later on to profit fully by a course of practical direct instruction in farming. Denmark has what may be described as the most fully developed system of agricultural training in the world. Its results certainly are remarkable, for in probably no country in the world is the worker in agriculture so highly trained or has such a high standing as in Denmark. Yet we find it laid down as an important and fundamental policy that no direct instruction in agriculture shall be given before the age of fifteen years. The education of the young people up to that time is almost entirely of a general character, though it is not of such a distinctly academic type as is found in the ordinary British secondary Great attention is given to physical training and to the general subjects of study. For two or three years after the boy has completed his general education he must go to work on a farm, so as to come into direct contact with every common form of farm or agricultural work and be able to understand the problems and difficulties that arise in its pursuit. Then, at about the age of eighteen or nineteen, he goes to the agricultural school proper and receives a thorough training in agriculture. The aims of these folk high schools or agricultural schools are set out by the authorities as — (a) To make a broad-minded, moral citizenship ; (6) to foster a deep-seated love of the soil and native land ; (c) to give a correct outlook on agricultural life ; (d) to free the people from class domination and show them how best to utilize their growing political power; (c) to lay a broad cultural foundation for the technical subjects to be pursued in the local agricultural schools ; (/) to prepare the young people to face intelligently the great struggle for existence that presses hard on all alike in the European countries. Under this system about 47 per cent, of the pupils who leave the primary schools take up agricultural pursuits. It should be noted that even in the folk high schools, where the training of the farmer is given, a considerable proportion of time is devoted to the study of the Danish language and history, as well as to geography and gymnastics. Yet the Danish authorities attribute to the folk high schools more than to anything else the fact that Danish agriculture is organized on a system more thorough and scientific than can be found in any other European country. In New Zealand it would seem, therefore, that if boys pass through a junior-high-school course from the age of twelve to fifteen or sixteen years, and receive a general education with due regard to nature-study and science in relation to agriculture, as well as to general forms of handwork, they could then most profitably proceed to work either on a farm or at a farm-school such as the Government farm at Buakura or Weraroa, and then, after two years or so of practical experience, take up the more thorough study of agriculture. It should be noted that in Denmark boys are apprenticed to farmers after they leave school, just as they would be in connection with any other occupation. HOME SCIENCE. In order to co-ordinate and improve the instruction in home science in the primary, secondary, and technical schools, Miss M. Dyer, M.A., was selected for appointment as Inspector of Home Science for New Zealand. This lady has wide and very thorough qualifications, both theoretical and practical, for this most important duty. She is at present engaged on a survey of the work now being done, and will shortly be able to present a report and suggestions on the system generally. GRADING AND APPOINTMENT OF TEACHERS. Early this year the Senior Inspectors of the nine education districts exchanged centres for three months. During that period they made investigations regarding the uniformity or otherwise of the standard of grading of primary-school teachers. They visited and inspected a largefnumber of schools, observed teachers of various grades in their work, comparing them with teachers of a similar type in their own

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districts. At the end of the period the Inspectors assembled in Wellington and reported unanimously that they found the standard of grading to be practically uniform. Apparent divergencies from, uniformity in appraisement were found to be quite justified, and were explainable through varying local conditions. The result of this investigation appears to be a complete vindication of the system of grading of teachers, and. should dispose once and for all with the supposition that because Inspectors graded, teachers in nine different districts it was impossible to secure practical uniformity. The appointment of teachers based on their efficiency as shown in their grading continues to receive practically the universal support of teachers. There have been some objections from School Committees because they do not have a shari? in the appointments, but it ought to be recognized that if there is to be a Dominion system of appointment and promotion of teachers on merit alone and without any barriers of district or locality there must be a Dominion system of grading. STAFFS AND SALARIES OF TEACHERS. Owing to numerous complaints that there were too many changes in the staffs of schools, to the detriment of the children's education, the scale of staffs and salaries, as far as assistants are concerned, has been recast so that instead of there being seven grades of assistants there are now only three. This should considerably reduce the number of changes of staffs. It should be recognized, however, that it was only natural that there should be an unusual number of transfers of teachers in the first year or two after the adoption of a Dominion system of appointment on grading. For the first time the whole of New Zealand was thrown open for the promotion of teachers on their merits; consequently many teachers who, under the more parochial system that had largely existed previously, were unable to secure promotion outside their own district are now able to do so. After this first general transfer it is fairly clear that the number of changes will be smaller, and the reduction of grades of assistants from seven to three will further lead to a greater stability of staffs. CONFERENCES. A number of conferences was held during the year covering a wide range of subjects and representing very many interests. Apart altogether from the definite resolutions passed or the reforms resulting from these conferences, undoubted benefit has been received through the free discussion between various representative educational bodies and the officers of the Department. A very large number of misapprehensions and difficulties has been either cleared up or better understood, with the result that there is a sound and substantial basis for future co-operation and mutual goodwill. With the very numerous and widely .scattered local educational authorities, and the wide responsibilities which the Government has undertaken, in connection with education, nothing but good can result from a round-the-table discussion with those who are associated in the administration of education. SCHOOL COMMITTEE ALLOWANCES. Though the allowances to School Committees have been very largely increased in recent years, a further additional grant of £3,000 was this year placed at the disposal of the Education Boards to distribute to the School Committees where it was deemed most necessary. It should be recognized that newly-built schools with hot-water heating arrangements should, not require the same incidental allowances as the older type of school. In the new schools there is a very large saving in the cost of fuel, in labour, and in cleaning. WELFARE OF THE BLIND. A departmental investigation was made into the welfare of the blind, of the Dominion, and a very valuable and comprehensive report was submitted. The recommendations of the Committee are being carried into effect, and it is hoped that shortly the whole question will be placed in a highly satisfactory position.

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COST OF EDUCATION. The appendix to this paper sets out in detail the items of expenditure during the year ended 31st March, 1924. The total payments amounted to £3,247,130, provided as follows : — Votes from Consolidated Fund — £ Department of Education .. .. .. .. .. 2,604,508 Special Acts ... .. .. ... .. .. 96,505 Teachers' Superannuation Fund .. .. .. .. 43,000 Primary Education reserves revenue .. .. .. .. 108,071 Secondary Education reserves revenue .. .. .. .. 8,928 Native schools endowment revenue .. .. . . .. 450 National-endowment revenue. .. .. .. .. .. 77,788 Education loans for buildings .. .. .. .. .. 295,390 Public Buildings Fire Insurance Fund .. .. .. .. 12.490 £3,247,130 To this is to be added the expenditure by secondary schools and University colleges out of their income from reserves, and also the sum of £25,000 paid out of the vote ' Department of Internal Affairs," in addition to the above amount of £43,000 on account of the Teachers' Superannuation Fund. The aggregate expenditure from public sources for the year thus becomes £3,350,000, as compared with £3,268,000 in the previous financial year. The following table shows the total expenditure for each of the past ten years :— £ £ 1914-15 .. .. 1,586,000 1919-20 .. .. 2.624,000 .1915-16 .. .. 1,704,000 1920 21 .. .. 3,307,000 1916-17 .. .. 1,772,000 1921-22 .. .. 3,567,000 1917-18 .. .. 1,895,000 1922-23 .. .. 3,268.000 1918-19 .. .. 2,072,000 1923 24 .. .. 3,350,000 Some indication of the factors accounting for the increased expenditure may be gained from a comparison of the school populations in 191.4 and 1923 respectively :— 1914. . 1923. Public schools .. .. .. .. ..158,134 214,778 Secondary schools .. .. .. .. .. 6,056 11,620 Technical high schools .. .. .. .. 1,839 5,054 University colleges .'. .. .. .. .. 2,257 4,202 168,286 235,654 In the aggregate the roll has increased by 40 per cent., while the figures for the post-primary grades show an increase of more than .100 per cent. Allowance must also be made for the greatly reduced purchasing-power of money, which, of course, renders fallacious any unqualified comparison of pre-war costs stated in pounds sterling with present costs stated in pounds sterling. The position is complicated by the fact that the available statistical data of pricefluctuations are based on items of general expenditure, and to only a limited extent can be taken to measure variations in costs incidental to education. If, however, it be assumed that prices have advanced by 50 per cent., it will be noted that normal costs, already raised by the increase in the number of pupils to 140 per cent, of their 1914-15 basis, must now be raised to 210 per cent, of that basis. Thus the actual increase of 110 per cent, in the education budget from 1914-15 to 1923-24 is justified by the two factors alone of increased enrolment and decreased value of money. In 1923-24 the total cost of education per head of the population was £2 10s. sd, PRIMARY EDUCATION. Number ok Public Schools. The number of public schools open at the end of 1923 was 2,566 or sixteen more than in the previous year. In the following table the schools are classified

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according to the yearly average attendance, and the total number of children at the schools in each grade is shown.

Total, 1923.. .. .. .. 2,566 schools „ 1922 .. .. .. .. 2,550 „ Increase .. . . .. 16 ~ Comparing the above figures with those for the previous year, it will be noted that the number of schools with average attendance under 21 decreased, by- thirtythree, while the total of the schools in Grades II and 111 (21-120 pupils) increased by twenty-seven. There are still some 26,000 children in sole-teacher schools with an attendance not exceeding 35. Reference has already been made to the movement for consolidating schools, and the very considerable number of children in attendance at small schools shows that this is a matter of first importance. Roll Number and Attendance. The number of children attending public schools (including secondary departments of district high schools) in 1923 (average weekly roll number) was 211,624, being an increase of 2,373, or 1-1 per cent, on the previous year. The increase is somewhat smaller than that of recent years, and in fact the preparatory classes show a positive decrease in total roll number. It is gratifying to note that this is to some extent due to acceleration of the. pupils in their promotion to the standard classes, the number of over-age pupils in those classes showing a marked decrease, but it also reflects the drop in the birth-rate that was experienced as a result of the disturbing conditions produced by the war. The birth-rate in New Zealand in 1918 and 1919 was the lowest on record. The year 1920 and each subsequent year had approximately 5,000 more births than the year 1919. The total number of pupils (average weekly roll number) receiving primary education in the Dominion was—Public schools .. .. .. .. .. .. .. 208,496 Native schools .. .. .. .. .. .. .. 6,640 Registered private primary schools .. .. .. .. .. 26,010 Lower departments of secondary schools .. .. .. .. 500 Correspondence classes .. .. .. .. .. .. 365 241,646 The yearly average attendance at the public schools was 190,449, or 90 per cent, of the average weekly roll number. This percentage, while 0-8 per cent, below the record established in 1922, is eminently satisfactory. The Otago Education District again shows the highest average, but the results in all districts are uniformly good, the lowest percentage being 88-8.

11

Grade of School. Num her Tota of Average Schools. Attendance. Grade of School. Number of Schools. Total Average Attendance. 0 (1-8) 1 (9-20) II (21-35) IIIa (36-80) IIIb (81-120) IVa (121-160) IVb (161-200) IVc (201-240) Va (241-280) Vb (281-320) Vc (321-360) Vd (361-400) VIA (401-440) 232 722 546 578 138 64 33 31 25 22 33 17 15 1,399 10,226 14,367 29,703 12,985 8,715 5,987 6,999 6,719 6,641 11,401 6,755 6,446 Vln (441-480) .. VIIa (481-520) .. VIIb (521-560) .. VIIc (561-600) .. VIId (601-640) .. VIIe (641-680) .. VIIf (681-720) .. VIIg (721-760) .. VIIh (761-800) .. VIIi (801-840) .. VIIj (841-880) .. ' VIIk (881-920) .. II 21 II L3 14 hi 12 5 5 1 2 2 5.192 10,051 7,080 7,909 8,579 6,336 8,265 3,463 3,898 1.608 857 1,754

B.—l.

Classification ano Examination oe Pupils. The average ages of pupils in the various classes of the primary schools are shown in the following table :— Average Age at End of Year. 1922. 192:}. Y. M. Y. M. Preparatory classes .. .. .. .. ..70 71 Standard 1 .. .. .. .. .. ..91 90 Standard II .. .. .. .. .. .. 10 2 10 1 Standard 111 ... .. ~ .. .. .. 11 3 II 3 Standard IV .. .. .. ... .. .. 12 3 12 2 Standard V .. .. .. .. .. ..13 2 13 2 Standard VI . . .. .. . . .. 14 0 14 0 All classes .. .. .. .. .. ..911 9 11 The examination of the work of Standard VI for certificates of proficiency and competency is conducted by the Inspectors of Schools, cognizance being taken of the teachers' estimate of the candidates' work throughout the year. Certificates of proficiency were awarded at the end of 1923 to 12,803 pupils of the public schools (representing [72-9 per cent, of the Standard VI roll number), 2,235 competency certificates (12-7 per cent, of the Standard VI roll) were also awarded, 628 of these being endorsed for merit in science or handwork. The following table shows the ages of pupils in the several classes of the primary schools. The numbers between the heavy horizontal lines represent those that, beginning school under six years of age, spend an average of two years in the preparatory classes and one year in each of the standards. The numbers above the upper heavy lines have progressed at a greater rate than that indicated, and those below the lower lines have either begun school later or have progressed more slowly.

The most arresting feature in this table is the large number of children in classes lower than should be expected at their age. Thus the preparatory classes had 12,693 pupils over the age of eight years. This number is certainly a considerable reduction on the total for the previous year, but it still represents no less than 18 per cent, of the total roll of those classes. Particular attention is being directed to the problem of retardation, and in some of the larger centres special classes for retardates have been established.

12

Classification and Examination of Pupils. The average ages of pupils in the various classes of the primary schools are sflOWll in the following table :— Average Ago at Knd of Year. 1922. 1923. Y. M. Y. M. Preparatory classes .. .. .. .. ..70 71 Standard I .. .. . . . . . . ..91 90 Standard II .. .. .. .. .. .. 10 2 10 1 Standard III ... .. ,. .. .. .. 11 3 113 StandardIV -. .. ..12 3 12 2 Standard V .. .. .. .. .. ..13 2 13 2 Standard VI .. .. .. .. .. 14- 0 14 0 All classes .. .. .. .. .. ..9 11 9 11 The examination of the work of Standard VI for certificates of proficiency and competency is conducted by the Inspectors of Schools, cognizance being taken of the teachers' estimate of the candidates' work throughout the year. Certificates of proficiency were awarded at the end of 1923 to 12,803 pupils of the public schools (representing JJ72-9 per cent, of the Standard VI roll number), 2,235 competency certificates (12-7 per cent, of the Standard VI roll) were also awarded, 628 of these being endorsed for merit in science or handwork'. The following table shows the ages of pupils in the several classes of the primary schools. The numbers between the heavy horizontal lines represent those that, beginning school under six years of age, spend an average of two years in the preparatory classes and one year in each of the standards. The numbers above the upper heavy lines have progressed at a greater rate than that indicated, and those below the lower lines have either begun school later or have progressed more slowly. Class P. Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard VII. Totals. Ages. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 5andundor6.. 7,923 7,334 7,923 7,334 Boys. Girls. Boys. Boys. Girls. Girls. 6 „ 7.. 10,776 10,356! 73 72 3 2 10,852 10,430 3 2 .. 3 7 „ 8.. 10,324 9,291j 2,0212,047 111 141 3 1 .. 12,459 11,480 Ill 141 3 111 3 I | I 8 „ 9.. 4,970 4,183 6,6965,4131,7291,884 113 135 3 2 12,511- 11,617 4,970 4,183] 5,696 5,413 1,7291,884 113 1,729 113 135 3 2 102 66 9 „ 10.. 1,400 1,118 4,4433,7325,0115,1521,4471,531 102 66 .. 4 1 .. j .. .. 12,404 11,603 1,400 1,118 4,443 3,732 5,011 5,152 1,447 1,531 1 10 „ 11 .. 393 277 1,6571,1624,2103,6244,5704,7491,31l[l;439 82 108 6 _..'.. 12,229 11,363 393 277 1,657 1,162 4,210 3,624 4,570 4,749 1,311|1,I3!) 6 11 „ 12.. 112 107 487 3831,8141,4614,2023,8274,16614,2141,1231,202 93 95 •• 111,997 11,290 112 107 487 3831,8141,4614,202 487 383 1,814 1,461 3,827 ,166 4,214 93 1 12 ., 13.. 54 30 140 91 628 4252,2681,8603,8903,5153,540 3,6641,0201,064, 3 8 11,549 10,652 54 30 140 91 628 425 2,268 146 91 628 425 1,800 3,890 3,540 3,664 1,020 3 3 13 „ 14.. 18 13 51 24 201 125 935 6692,1291,7643,7663,2713,255 3,277 20 4210,375 9,185 18 13 51 24 201 125 935 51 24 201 125 669 2,129 3,766 3,271 3,255 3,277 20 42 14 „ 15.. 7 5 10 9 58 42 235 139 790 5001,8481,499 3,1012,883 34 47 6,083 5,124 7 5 10 9 58 42 235 10 9 58 42 139 790 '1,848 1,499 15 „ 16 .. 2 1 2 6 12 6 36 26 118 81 532 3491,4541,010 23 37 2,209 1,516 :' 2 6 12 6 36 2 6 12 6 26 118 532 349 16 „ 17 .. 1 .. 1 2 .. 2 8 6 11 13 61 30 194, 114 3 15 279 182 1 2 .. 2 8 1 2 6 II : 61 30 Over 17 1 .. .. 1 .. .. 3 8 8 25 18 I 3 35 28 1 .. .. 1 I 8 8 Totals, 1923 .. 35,98032,715 14,587 12942 13777 1286413818 12.143 12550 11597 10960 10135 9,149J8,460 84 148 110905 101,804 14,58712942137771286413818 13777 12.143 12550 10960 10135 , i ! ! ! The most arresting feature in this table is the large number of children in classes lower than should be expected at their age. Thus the preparatory classes had 12,093 pupils over the age of eight years. This number is certainly a considerable reduction on the total for the previous year, but it still represents no less than 18 per cent, of the total roll of those classes. Particular attention is being directed to the problem of retardation, and in some of the larger centres special classes for retardates have been established. •resting feature in this ii should be expected ; i over the age of eight n the total for the pi ;. of the total roll of 1 iroblem of retardation ates have been establis s tai at tl. year revio those ., am died.

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Pupils leaving the Primary Schools. The number of pupils returned as having left the public schools in 1922 was 17,881, of whom 13,251 had passed Standard VI and 4,630 (or 26 per cent.) had not. Sixty-six per cent, of those who left with the proficiency qualification entered upon a course of secondary or full-time technical education in 1923. Registered Private Primary Schools. The provisions of the Education Amendment Act, make it compulsory for all private schools to apply for registration, which is granted if in the opinion of the Department's Inspectors the instruction afforded is as efficient as in a public school of the same class and if the school is satisfactory from the point of view of premises, staff, and equipment. The operation of the Act has resulted in the registration of an increased number of private schools, and in raising the efficiency of some that were below the required standard. The parents of children attending unregistered schools are liable to a penalty under the compulsory attendance clauses of the Act. Private schools are inspected annually by the Department's Inspectors, and the S6 pupils examined for the award of proficiency certificates ; in this way it is ensured that children not attending the State schools are receiving an adequate education elsewhere. The following statistics relate to registered primary schools in 1923 :—

The ages of the pupils at the end of the year were :— Under 7 years .. .. 4,318 13-14 years .. .. 2,467 7-1.1 years .. .. 10,995 .1.4-15 years .. .. 1,531 11-12 years .. .. 2,814 Over 15 years .. .. 1,141 12-13 years .. .. 2,744 Total ~ .. 26,010 Of the pupils on the roll of Standard VI, 71-5 per cent, gained proficiency certificates and 13-1 per cent, gained competency certificates ; the corresponding percentages for the public schools were 72-9 and 12*7 per cent, respectively. Physical Education. The Chief Physical Instructor reports that the work of physical training is progressing in a satisfactory manner throughout the country. The staff has been increased in number during the year to fifteen. It has been proved that where there are efficient teachers, and where schools have had fairly frequent visits by physical instructors, the physique of the children is superior to that of children in schools where such conditions do not exist. Teachers speak of the great value of visits paid by physical instructors and of the benefit derived by both children and teachers from these visits. Particular stress is laid on the value of refresher courses for teachers and of the work at the training colleges. Corrective classes are still in being, but the time is coming when these will not be necessary. In one district it has been found that there were insufficient children showing postural deformity

Undenominational Schools. Catholic Schools. Other Church Sohools. Totals. Number of schools 55 183 56 294 Roll—Boys Girls 901 1,358 9,591 11,158 1,266 1,736 11,758 14,252 Both sexes 2,259 20,749 3,002 26,010 Average attendance 1,948 19,048 2,878 23,874 Teachers —Men .. Women 23 116 39 587 32 110 94 813 Both sexes 139 626 142 907

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14

to warrant the forming of corrective classes, and in another district in four big city schools the same state of things existed. There is no doubt that in these schools the subject is well taught, the teachers taking a keen interest in the physical welfare of the children. In some districts one hour a week extra time is, with good results, given to games. Since 1913, when regular provision was first made for physical training, there has been noticed a gradual improvement in the physique of the girls. Sir George Newman, Chief Medical Officer of the Board, of Education, London, remarks that " Physical education properly conceived and employed is one of the most powerful instruments of preventive medicine." Manual Instruction. Staffing. The following table shows the classification of full-time teachers of manualtraining classes at the end of 1923, Class VI being the highest class, and Division I including those teachers who are classified as having academic or professional qualifications equivalent at least to a University diploma involving three years' preparation of University standard.

Full-time Classified Teachers in Manual Training Classes, December, 1923.

The table shows a total, of 132 teachers, as compared with 138 for the previous year. Thirteen teachers of manual training were transferred with their classes from the control of Education Boards to that of Technical School Boards during the year, so that the total number—l4s—shows an increase of seven as compared with the previous year, an increase due mainly to the opening of several new centres for manual training during the year. Incidentals and Materials. Capitation payments on account of incidental expenses were made under the Regulations for Manual Training at the rate of ljd. per pupil-hour for cookery and Id. per hour for other subjects of manual instruction. The capitation payments amounted for the year 1923 to £19,826, as compared with £20,657 for the previous year. The reduction is due for the most part to the fact that payments in respect of pupils in Standard IV for subjects other than agriculture and dairy-work were discontinued in 1923, while the subject of swimming was removed from the list of subjects for which capitation on account of .incidental expenses was payable. There was also a slight reduction in the rate of capitation payable for domestic subjects other than cookery. As in 1922, handwork supplies were obtained through the High Commissioner in London, and. forwarded, to the Boards for distribution to the schools. Owing to unforeseen delays after the order was dispatched from the Dominion in the previous year supplies came to hand some two or three months after the beginning of the school year, thus causing considerable inconvenience to the schools. The 1924 shipment, however, was received in November and December of 1.923, with the result that nearly the whole cost of both shipments is included in the expenditure for the year ending 31st March, 1924. There is little doubt that this method of

Division I. Oivisi ion 11. Class. Men. Women. 'totals. Men. Women. VI V IV III II I 5 6 1 1 2 I 2 3 8 21 II 12 6 7 10 12 3 20 38 26 27 18 6 9 8 1 Totals, 1923 15 18 61 38 132 3; 9!

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pooling the orders of the various Boards results in a very considerable reduction in cost, while as regards quality and type of materials there are considerable advantages in being able to command the services of expert buyers in the employ of the New Zealand Government in London. The reports of the Inspectors of technical schools and manual-training classes show that the standard of work in manual-training centres has been well maintained, and it is interesting to note that there is an insistent demand for the establishment of manual-training centres wherever the available numbers of children in Standards V and VI offer the slightest warrant for the outlay in rooms and equipment. Owing to the urgent necessity for other extensions of primary-school buildings and equipment the establishment of several manual-training centres in populous districts has been unavoidably held over. The work of the travelling instructors in agriculture, nature-study, and rural science has been carried on during the year with considerable skill and enthusiasm. In certain manual-training centres where country children attend for a whole day owing to the train service not permitting the return of the classes immediately after the lessons in woodwork and cookery, the classes are taken at the centre in elementary science, under skilled instructors, and with adequate equipment and accommodation. There is no doubt that in such circumstances what would otherwise be lost time is put to excellent use, and attendance at the centre for a whole day is fully justified. It is noted that in certain districts primary-school teachers who accompany the classes visiting manual-training centres take a definite share in the work, especially in such parts as correlate naturally with the ordinary class work of the primary schools. This practice is to be highly commended, as it conduces to a better understanding of the training on the part of both pupils and teachers. The Department's total payments for the year 1923-24 for salaries, materials, and incidentals in connection with manual-training classes, including instruction in handwork, amounted to £73,572, of which approximately £41,000 was for salaries, £19,000 for materials and incidentals, and £13,000 for handwork materials, of which £7,000 represented expenditure on account of materials for 1923 and £6,000 on account of 1924 materials. Staffs of Primary Schools. The number of teachers employed in the primary departments of public schools at the end of 1923 was 6,167, or 115 more than in the previous year. Of the total number 5,656 were adult teachers (1,865 males and 3,791 females) and 511 were pupil-teachers (188 males and 323 females). In addition to the staff of adult and pupil-teachers 850 probationers (224 males and 626 females) were employed as compared with 767 (171 males and 596 females) in the previous year. The following table shows the number of adult teachers in each grade of school classified under the headings of sole, head, or assistant teachers : —

Number of Adult Teachers employed in Primary Departments of Public Schools. December, 1923.

Grade of School. Sole Tt eachers. Head Teachers. Assistant Teachers. Total .dult Teachers. M. F. M. F. M. F. M. P. Total. i ' rade 0 (1-8) I (9-20) II (21-35) „ IIIa (36-80) „ TIIb (81-120) ., IV (121-240) V (241-400) VI (401-480) „ VII (over 480) 24 1.98 214 19 185 465 310 16 6 10 404 128 129 4 119 I 90 3 28 105 1 10 I 541 I 253 43 312 128 431 56 175 299 947 24 198 221 424 130 162 218 84 lol 185 465 330 685 257 313 434 175 947 209 663 551 1,109 387 475 652 259 1,351 All grades 455 976 881 146 529 2,669 1,865 3,791 5,656

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The number of pupils per teacher in the several grades or groups of schools is shown below- (1) two pupil-teachers being counted as equivalent to one adult teacher, and probationers being disregarded ; and (2) probationers being included on the same basis as pupil-teachers : -

Average Number of Children Total Average per Teacher. Attendance. Excluding Inoluding Probationers. .Probationers. Grades 111-VII (two or more teachers) .. 164,447 37 34 Grades V-VII (six or more teachers) .. 100,602 43 38 All schools .. .. .. ..190,439 32 30 The proportion of male to female teachers remains fairly constant at approximately one male to every two female teachers. It will be noted from the following table that amongst the junior teachers and training-college students the number of women somewhat exceeds this ratio ; but as the average length of a woman's service is less than a man's, the ratio adjusts itself throughout the teaching service as a whole.

Number of Female Teachers for each 100 Male Teachers.

Salaries of Primary Public-school Teachers. The scale of salaries introduced in 1920 provided salaries for head or sole teachers ranging from £180 to £480, and for assistants ranging from £160 to £400. In addition, increments of from £20 to £60 are payable according to a teacher's position on the graded, list, and married assistants also receive an additional allowance of £40 per annum. Head teachers either have the free use of a school residence or receive a house allowance of from £30 to £60 per annum. Under the provisions of the Public Expenditure Adjustment Act, 1921-22, deductions ranging from £15 to £20 per annum were made in the salaries of all teachers payable according to the scale mentioned.

Grade of School. 0 (1-8) 1 (9-20) II (21-35) IIIa (36-80) IIIb (81-120) IVa (121-160) IVb (161-200) IVc (201-240) Va (241-280) Vb (281-320) Vc (321-360) Vd (361-400) Average Number of Average Number of Total Children per Teacher. Total Children per Teacher. XT ! Grade of School. %££ - ance. Excluding Inoluding j anoe. Excluding i Including Probationers. Probationers.' Probationers. Probationer! 1,399 6 6 VIa (401-440) 6,0631 ,, , Q 10,226 14 14 VIb (441-480) j 4,9581 4,i d " 14,367 26 26 VIIa (481-520) ' 9,8741 29,703 26 25 VIIb (521-560) 6,943 12,890 32 30 VIIc (561-600) 7,775 8,557 VIId (601-640) 8,579 5,781 38 34 VIIe (641-680) 6,245, .„ " 6,914J VIIf (681-720) 8,265 f 4,i '' J 6,315 VIIg (721-760) 3,463 6,542 Q7 VIIh (761-800) 3,823 11,198 4L A1 VIIi (801-840) 1,608 6,554J ! VIIj (841-880) 643 VIIk (881-920) 1,754J 43 39

Adult teachers — All schools Schools with rolll 20 Schools with roll over 20 . . Pupil-teachers Probationers Training-college students 1915. 193 323 176 344 647 387 1918. 253 523 227 425 688 488 1921. 197 318 182 294 445 324 j 1922. _J 197 299 182 223 349 256 1923. 203 293 191 172 279 244

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The total amount of all salaries and allowances at the rates payable on the 31st December, 1923, was £1,588,582, or £63,426 more than in the previous year. The total is made up as follows : — £ Adult teachers'salaries .. .. .. .. .. .. 1,426,552 Pupil-teachers' allowances . . .. .. .. . . 46,508 Probationers'allowances .. .. .. .. .. 74,886 House allowances to head or solo teachers where residence is not provided .. .. .. .. .. .. .. 40,636 £1,588,582 The above figures do not include the equivalent of house allowance where residences are provided, estimated at £48,414, nor the additional amounts paid to head teachers for the supervision of secondary departments of district high schools. The total cost of salaries and allowances (including the sum. saved in house allowances) works out at £8 14s. 6d. per head of the average attendance, or £7 17s. per head of the average weekly roll number ; the corresponding figures in 1922 were £8 7s. lid. and £7 12s. sd. respectively. The average salaries of adult teachers (including house allowances and value of residences) in 1914 and for the last five years are shown in the following table :-- Average Salariks of Primary-school Teachers. 1914. 1919. 1920. 1921. 1922. 1923. (1.) Teachers in all schools— (a.) Men and women .. .. 163 240 278 285 269 268 (b.) Men .. .. . . .. 224 323 366 369 349 350 (c.) Women .. .. 128 201 235 243 228 228 (2.) Teachers in schools with average attendance over eight — (a.) Men and women .. . . .." 245 283 292 276 275 (b.) Men .. .. .. .. .. 324 367 371 352 353 (c.) Women .. .. .. .. 207 241 250 235 235 (3.) Teachers in schools with average attendance over twenty— (a.) Men and women .. .. .. 254 294 301 285 283 (b.) Men .. .. .. .. .. 339 382 388 370 370 (c.) Women .. .. .. .. 210 245 253 235 237 (4.) Head teachers — (a.) Men .. .. .. .. .. 380 432 438 420 422 (b.) Women .. .., .. .. 319 373 385 360 365 (5.) All sole teachers — (a.) Men .. .. .. .. .. 221 266 266 246 247 (b.) Women .. .. .. . . 193 221 234 216 218 (6.) Assistants — (a.) Men .. .. .. .. .. 301 336 343 326 321 (b.) Women .. .. .. .. 197 229 238 224 224 The next table groups certificated teachers according to their salaries. This table shows that 32 per cent, of the certificated male teachers receive salaries over £400 per annum and 63 per cent, receive salaries over £350. Of the certificated women teachers 38 per cent, receive salaries in excess of £250.

3 —E. 1.

17

Certificated Male Teachers. Certificated Female Teachers. Salaries (including Allowances and Value of Residences). Sole and Head . . , Teachers. Assistants. Sole and Head Teachers. Assistants. tfot exceeding £180 .. ■181 to £250 1251 „ £300 ■301 „ £350 '.351 „ £400 )ver £400 51 112 145 356 425 31 70 68 101 144 91 4 163 212 138 134 5 193 1,464 351 216 73 3 Totals 1,089 505 656 2,300 l_

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Status of Teachers in regard to Certificates. The table below gives a summary of the position with regard to the number of primary-school teachers holding teachers' certificates in the last three years :—

Primary Teachers in Public Schools.

The numbers of teachers holding certificates of the various classes in 1922 and 1923 were as follows :-

Training of Teachers. The numbers of students in training in the four training colleges at the end of 1923 was as follows, the figures for the previous year being also given for comparison : —

The number of students who completed their course in 1923 was 635, and their examination status was as under: Class A certificate, 6 ; Class B certificate, 25 ; Class C certificate, 402 ; Class D and partial C, 96 ; Class D, 7 ; Partial pass, 98 ; no examination, 1. The number in attendance this year is 1,270, of whom 391 are men and 879 are women. The new entrants in 1923 numbered 667, of whom 28 per cent, were males, while this year there were 722 new entrants, 34 per cent, of whom were males.

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192 192: 192: Number. Percentage. Number. Percentage. Number. Percentage. I. Certificated teachers 3,924 75 4,231 78 4,556 81 II. Uncertificated teachers — (1.) Holding licenses .. (2.) Unlicensed 139 1,197 3 22 74 1160 1 21 78 1,022 1 18 Total uncerti fi cated 1,336 25 1,23d 22 1,100 19 Totals of I and II 100 5,260 100 5,465 100 5,656

Class of Certificate. M. 1922. F. ""I Total. 1923. F M. Total. i A II C I) E » 43 260 778 429 28 8 113 1,235 1,183 154 51 373 2,013 1,612 182 44 282 812 439 22 5 139 1,467 1.206 140 49 421 2,279 1,645 162 Total 1,538 1,538 2,693 2,693 4,231 1,599 2,957 4,556

1922. 1923. College. Men. Women. Total. Men. Women. Total. Auckland Wellington Christchurch Dunedin 97 79 71 76 254 197 172 205 351 276 243 281 122 66 78 83 247 224 183 199 369 290 261 282 Totals .. 323 828 1,151 349 853 1,202

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With the increasing number of trained teachers emerging from the training colleges it is becoming possible to dispense with the services of uncertificated teachers who, notwithstanding the facilities offered by the Department to enable them to qualify for the teachers' certificate examinations, have failed to improve their status. NATIVE SCHOOLS. Number of Schools. The primary education of Maori children living in districts principally settled by Natives is provided by means of Native village schools specially instituted by the Government and under the direct control of the Education Department. All of these schools (numbering 124 at the end of 1923) except one are situated in the North Island. The schools were graded as follows :— Grade I (average attendance 9-20) . . .. .. . . 16 „ II i (average attendance 21-25). . . . . . . . ..II „ II ii (average attendance 26-35) . . . . . . 25 ~ lIIa i (average attendance 36-50). . .. .. .. ..33 „ Hla ii (average attendance 51-80) . . .. . . 28 ~ lIIb (average attendance 81-120).. . . . . . . . . 7 „ IVa (average attendance 121-160) . . . . . . . . 4 Total .. .. .. .. .. .. ..124 In addition to the Government schools there are in operation for the benefit of Maori children nine primary mission schools (the same as in 1922) and eleven boarding-schools, the latter affording a rather more advanced educational programme. These schools have been established by private enterprise, but they are inspected by the Department's officers, and the Government provides a number of free places for Maori children at the boarding-schools. Maori children living in districts more or less sett ed by Europeans attend the ordinary public schools, 674 of these schools having some Maoris in attendance in 1923 ; thus the total number of schools under inspection at which Native children were receiving instruction in 1923 was— Native village schools .. .. . . . . .. . . . . 124 Native mission schools subject to inspection by the Education Department .. 9 Public schools at which Maori scholars were in attendance .. .. .. 674 Total number of primary schools .. .. .. . . 807 Native boarding-schools affording secondary education to Maoris .. .. II Total .. .. .. .. .. .. .. 818 Roll Number and Attendance. The number of pupils on the rolls of Native village schools at the end of 1923 was 6,186, including 5,452 Maoris and 734 Europeans, the latter representing 12 per cent, of the roll. The roll exceeds that of the previous year by twenty-five. The following figures refer to attendance at Native village schools :— 1922. 1923. Number on rolls at end of year .. .. . . 6,161 6,186 Average weekly roll number ... .. .. .. 6,239 6,278 Average yearly attendance .. .. .. ..5,541 5,586 Percentage of regularity of attendance .. .. , . . 88-8 89 Compared with the percentage of regularity in public schools —90 —the high figure of 89 achieved in Native schools, situated as they are in very remote country districts, is a matter for congratulation. The number of pupils on the rolls of the Native mission schools at the end of 1923 was 367, and on the rolls of the Native boarding-schools 462. The total number of children on the roll at the end of the year of Native village, mission, and boarding schools visited and inspected by the Inspectors of this Department was therefore 7,015. The following are the figures for the years 1922 and 1923 in respect of the three classes of Native schools mentioned: — 1922. 1923. Combined rolls of Native schools at end of year .. .. 6,937 7,015 Combined average weekly roll number .. .. ~ 6,998 7,095 Combined average yearly attendance .. .. .. 6,237 6,347

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As mentioned above, Maori children living in European settlements attend the ordinary public schools, the total number so attending in 1923 being 6,220, or 303 more than in the previous year. The majority of these pupils are in the North Island schools, about half of them being in the Auckland District. The total number of Maori children receiving primary education at the end of .1.923, including pupils of Native village schools, mission schools, and public schools, was thus 12,039, the corresponding number for the previous year being 11,627. Classification of Pupils. The following table shows in summary form the classification of pupils in Native schools, the percentages of pupils in the various classes in public schools and in the case of Natives attending public schools being also shown for comparison : —

General Efficiency of the Schools. Native village schools were inspected as usual by the two departmental officers appointed to the work, and their report is to the effect that the methods of teaching followed are distinctly good in the majority of schools, the splendid progress made by the pupils being evidence of the high quality of the instruction given. The small number of less satisfactory schools are keenly criticized, and it is evident that as high a standard of merit is expected in Native schools as is reached in public schools. In a comparison between the efficiency of an average Native school and of a public school of similar size it is probable that the former would not appear at any disadvantage. From the point of view of efficiency the schools were classified as follows : Very good to excellent, 40 ; very satisfactory to good, 50 ; fair to satisfactory, 23 ; weak, 11. The pupils of S6 (260 in number) were examined for the award of certificates of proficiency and competency, eighty-two of the former and forty-three of the latter class of certificate being awarded. The figures represent an improvement on the results of the previous year. Staffs of Native Village Schools. The staffs of Native village schools in December, 1923, included eighty-one male and forty-four female head or sole teachers and 152 assistants, of whom eleven were males, making a total of 277 teachers —seven more than in the previous year. The following figures indicate the average salaries paid in 1923 to Native-school teachers : — Males. Females. £ £ Head teachers .. .. .. .. . . .. 289 280 Sole teachers .. .. .. .. .. .. 215 179 Assistants .. .. .. .. .. ..132 129 The total expenditure on salaries and allowances for the year ended 31st March, 1924, was £54,924.

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Classes. Pupils attending Native Schools. Percentage of Roll. Native Schools. ,, ,,. Natives o , , attending Publio Schools. o v i Schools. Preparatory Standard I II III IV v VI „ VII 2,896 732 718 637 473 414 260 56 46-8 11-8 11-7 10-3 7-6 6-7 4-2 0-9 32-4 50-6 13-0 15-5 12-6 12-5 12-6 10-0 11-4 5-9 9-9 3-5 8-0 2-0 0-1 32-4 13-0 12-6 12-6 11-4 9-9 8-0 0-1 50-6 15-5 12-5 10-0 5-9 3-5 2-0 Totals 100-0 100-0 100-0 6,186

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Higher Education and Free Places. The Government has not instituted any schools especially for the secondary education of Maoris, but a number of such schools having been established and being maintained by the various denominational bodies, the Government secures free continued education for qualified Maori children by providing at these schools a number of scholarships or free places. The value of the free places is £30 per annum, and they are tenable for two years. The roll number of these schools (ten in number) at the end of 1923 was 493, of which number fifty-four boys and seventy girls held the free places referred to. The great majority of the scholars were ex-pupils of Native schools. The syllabus of work to be followed by freeplace holders as prescribed by the Department is designed to secure such industrial training as is considered desirable in the case of Maoris : the boys learn agriculture and woodwork, and the girls take a domestic course. A farm of 600 acres is being worked in conjunction with Te Aute College —one of the schools referred to. In some of the schools the more capable pupils are prepared for the Public Service Entrance and Matriculation Examinations, several candidates being successful in 1923. The Te Makarini and Buller Scholarships were founded out of private bequests, and are tenable by Maori scholars at Te Aute College. One senior and one junior Te Makarini Scholarships and one Buller Scholarship were awarded in 1923, there being keen competition for the senior Te Makarini and the Buller Scholarships. Disappointment is again expressed at the small number of candidates from Native village schools competing for the Government junior scholarships or free places, and the obligation is impressed upon teachers of encouraging suitable pupils to enter for the qualifying examination. Senior free places are provided for boys in the form of industrial and agricultural scholarships, which enable the holders to be apprenticed to suitable trades, or to obtain agricultural training at Te Aute College. Three scholarships of the latter type were held in 1923. Senior free places for girls take the form of nursing scholarships. These scholarships have proved very satisfactory, a number of Maori girls having qualified as nurses and now being at work in the field. At the end of 1923 two scholarship-holders were in training. University scholarships are awarded to promising Maori youths who have matriculated, and are intended to enable them to take up a profession which will eventually prove of service and benefit to the Maori race. Six such scholarships were current at the end of last year, the holders studying medicine, law, and engineering (four scholars) respectively. Cost. The total payments made by the Department for Native schools during the year ended the 31st March, 1924, amounted to £72,495, being £2,864 more than in the previous year. The chief items of expenditure were salaries and allowances, £54,924 ; new buildings and additions, £3,692 ; maintenance of buildings, repairs, &c, £3,476 ; secondary education, £4,484; conveyance and board of children, £2,368 ; books and school requisites, £1,581. POST-PRIMARY EDUCATION. General. Reference has already been made to the modification necessarily involved in our education system to give effect to the junior-high-school plan, and it has been noted that the general question of the relationship between secondary and technical schools is under review. In 1923 there were in operation thirty-seven secondary schools, including fourteen separate schools for boys, thirteen for girls, and ten for boys and girls. Two of the boys' schools, although endowed with public property, do not come directly under the control of the Government. The remaining secondary schools are managed by separate Boards in accordance with special Acts constituting them, and the provisions of the Education Act and regulations thereunder. There were sixty-eight secondary departments of district high schools, fourteen technical high schools, eleven Maori secondary schools, and twenty-seven registered private secondary schools, making a total of 157 schools providing secondary education.

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The following are some of the figures for 1923 in connection with the roll and attendance of the schools : — (a.) Secondary Schools — Roll, Ist March .. .. .. .. .. .. 12,563 Poll, 31st December (boys, 6,392 ; girls, 5,227) .. .. ..11,619 Average attendance .. .. .. .. .. .. 11,516 Number of new entrants .. .. .. .. .. 5,017 (b.) District High Schools —Secondary departments Mean of average weekly roll .. .. .. .. .. 3,128 Roll, 31st December (boys, 1,521 ; girls, 1,607) . . .. . . 2,818 Average attendance .. • .. .. .. . . .. 2,858 Number of new entrants .. .. .. .. .. 1,912 (c.) Technical high schools — Roll, 31st December (boys, 2,865 ; girls, 2,189) .. .. .. 5,054 (d.) Registered private secondary schools--Roll, 31st December (boys, 889; girls, 1,245) .. .. .. 2,134 Average attendance .. . . .. . . . . .. 1,834 (c.) Secondary schools for Maoris — Mean of average weekly roll . . . . .. .. .. 455 Roll, 31st December .. .. .. .. .. .. 493 Average attendance .. .. . . . . . . .. 433 The total number of children receiving secondary education at the end of 1923 was 22,118, representing an increase of 2,164 on the corresponding figure for the previous year. Of the 13,251 children who left the public primary schools in 1922 with the Standard VI proficiency qualification, 8,771, or 66 per cent, entered a secondary school, district high school secondary department, or technical high school in 1923. This number represents 49 per cent, of the total number of pupils leaving the schools in 1922, of whom 26 per cent, had not passed Standard VI but had attained the age of fourteen years. In addition to the pupils who entered upon a full course of secondary education, a further 1,872 entered technical schools or classes, of whom 1,460 had passed Standard VI and 412 had not. Group Test op Intelligence. At the beginning of the present year the Terman group test of mental ability was applied to all first-year pupils in the post-primary schools, the number tested being 8,657. Valuable information was secured, and this has been summarized and published in pamphlet form. On the whole the results correlated to a remarkable degree with the more elaborate entrance examinations. The interest and enthusiasm displayed by the teachers were most commendable. Free Secondary Education. The following table gives details of the free places held at the end of 1922 and 1923 :— , 1922. , , 1923. -, (i.) Secondary schools — Boys. Girls. Total. Hoys. Girls. Total, (a.) Junior free pupils .. 3,472 3,222 6,694 3,583 3,609 7,192 (6.) i Senior free pupils .. 1,536 1,216 2,752 1,860 1,426 3,286 Totals .. .. 5,008 4,438 9,446 5,443 5,035 10,478 (ii.) District high schools — (a.) Junior free pupils .. 1,033 1,063 2,096 1,081 1,175 2,256 (b.) Senior free pupils .. 181 215 396 192 258 450 Totals .. .. 1,214 1,278 2,492 1,273 1,433 2,706 (iii.) Maori secondary schools .. 52 56 108 54 70 124 (iv.) Technical high schools— (a.) Junior free pupils .. 1,881 1,461 3,342 2,326 1,730 4,056 (6.) Senior free pupils .. 337 300 637 399 340 739 Totals .. .. 2,218 1,761 3,979 2,725 2,070 4,795 Grand totals .. 8,492 7,533 16,025 9,495 8,608 18,103 The number of free places represents 93 per cent, of the total roll number of all Government schools affording secondary education.

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The following figures relate to secondary school certificates : — 1922. 1923. Higher leaving certificates awarded .. . . . . . . 439 450 Lower leaving certificates awarded . . . . . . . . 240 218 Applications for certificates declined .. . ,■ ~ .. 102 69 781 737 Destination of Pupils leaving Schools. Keturns supplied by the head teachers show the following occupations as having been entered upon by pupils who left secondary schools, district high schools, and technical schools during or at the end of the year 1923.

Of the pupils leaving school in 1923 the following percentages were in their first year, second year, or third and subsequent years respectively : — Boys. Girls. Percentage—first year .. .. .. .. .. .. 30 28 Percentage—second year . . .. .. .. ... 31 34 Percentage —third year or over .. .. .. .. 39 39 Staffs of Secondary Schools. The number of full-time teachers on the staffs of secondary schools at the end of 1923 was 474, as compared with 442 in 1923. This number includes 22 male and 13 female principals and 234 male and 205 female assistants. The following figures indicate the average rates of salary as at the end of the year : —

The value of residences, and board and residence, and of house allowance where payable, is excluded from these figures.

Girl loys. Is. First Year. Second Year. Third Year and; over. Total. First Year. Second Year. Third Year and over. Total. Clerical— Government or local-body service Banking, insurance Legal Commercial Engineering, surveying, architecture Farming School-teaching 60 16 7 78 85 290 2 48 148 277 57 221 85 56 13 175 116 244 7 25 117 213 43 223 219 114 73 210 158 178 207 1.4 51 127 158 143 364 186 93 463 359 712 216 87 316 617 258 587 4 2 60 5 8 176 24 4 12 204' 4 33 4 22 440 Home Shops, warehouses Various trades and industries Miscellaneous Not known 2 588 74 45 43 164 34 547 75 58 77 143 444 400 57 11 124 79 480 1,535 206 114 244 386 1,289 1,317 1,652 4,258 982 1 1,123 1,363 3,46;

1922. 1923. Men. Women. Total. Men. Women. Total. 'rincipals assistants £ 703 359 £ 529 267 ■ £ 636 315 £ 713 370 £ 546 271 £ 651 324

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TECHNICAL EDUCATION. General. Number of Schools. The number of technical high schools open during 1923 was fourteen, in addition to which there were nine organized technical or art schools offering day courses. Technical classes were also conducted in thirty-three manual-training or other centres, the total number of centres being fifty-six, a decrease of ten on the number for the previous year, mostly in the Auckland Education District. Attendance. The total number of students receiving instruction in all technical classes was 18,117, as compared with 16,464 in 1922. The attendance at technical high schools increased from 4,202 in 1922 to 5,054 in 1923, an increase of 852. Of the total number of 18,117 students, 4,795 held free places at technical high schools, 4,858 at other technical classes, 269 were attending continuation and technical classes held under the regulations for compulsory classes, and 150 were attending under the regulations relating to the free instruction of discharged soldiers. The decrease in the number of pupils attending urider the compulsory regulations was 55 ; and there was also a decrease of over 200 discharged soldiers attending without payment of fees under arrangements made with the Repatriation Department. The increase in numbers.of students at classes other than those of technical high schools is probably due mainly to relaxation of restrictions adopted as a means of economy in the previous year. In the case of technical high schools the increase was 852, almost the same as in the previous year, the total for the two years being almost exactly 50 per cent, of the attendance in 1921. The increase is partly due to the conversion of district high schools into technical high schools, but also largely due to increases in the rolls of the technical high schools in the larger towns, the five largest increasing from 2,469 in 1921 to 3,369 in 1922, an increase of more than half the total increase for the two years. The numbers should have been much higher in both years, the deficiency being due to the large proportion of the pupils leaving at the end of the first year. This difficulty is more serious in technical high schools than in other secondary schools, and will probably persist as long as employment is open to children under sixteen years of age. Staffing. There were at the end of 1923 249 full-time assistant teachers on the staffs of technical schools, besides a large number of part-time teachers. The teachers employed full time were classified as follows, Class VI being the highest:—

The increase in the numbers of technical-school teachers was due partly to the transfer of manual instruction in certain centres to the technical schools and partly to the increase of 20 per cent, in the attendance at technical high schools as compared with the previous year. Taking both courses into account the staffing was almost exactly in the same ratio to roll as in the previous year, though a larger

Division I. Division II. Totals. Men. Womon. Men. Women. :v 11 I 3 12 24 17 14 7 5 5 6 12 5 7 3 9 18 18 8 6 9 15 17 19 8 2 20 41 65 66 35 22 Totals for 1923 77 40 62 70 249 Totals for 1922 209 63 27 53 (id

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proportion had good academic or professional qualifications. The courses of instruction were set on similar lines to those of previous years. The tendency referred to last year for the country technical high schools to concentrate their energies largely on the matriculation course and to neglect, comparatively, the agricultural and home-science courses, is no less noticeable this year, though signs are not wanting that the directors and teachers would in most cases prefer to encourage the more vocational courses if it Avere not that parents and children are anxious that the course taken should lead to the University or to a learned profession. The difficulty can hardly be overcome until the curriculum of the Matriculation Examination is largely extended or until some system of accrediting is substituted for it. Classes other than Classes at Technical High Schools. Classes were held at fifty-five centres as compared with sixty-three in the previous year. The number of individual students was as follows : — 1922. 1923. Glasses conducted by Education or High School Boards .. 1,807 2,292 Classes conducted by Technical School Boards or by Managers 9,195 9,503 Classes conducted by University colleges .. .. .. 1,260 1,268 Totals .. .. .. .. .. 12,262 13,063 The increase was mainly in classes conducted by Education Boards, which showed the greatest decrease under the restrictions of the previous year. The increase in classes under Technical School Boards was almost entirely in the largest schools. In the smaller technical schools run in connection with technical high schools in country towns the classes were comparatively small and showed little improvement on the previous year. The following are some particulars of the age, sex, and occupations of students :—

Summary of Occupation of Students. 1922. 1923. , » , r- -a- , Number of Percentage Number of Percentage Students. of Total. Students. of Total. Clerical pursuits .. ,',.. .. 1,957 15-96 1,972 15-10 Professional pursuits . . .. .. 872 7-1.1 1,002 7-67 Students .. .. .. .. 1,960 15-98 2,754 21-08 Domestic pursuits .. .. .. 2,022 16-49 2,193 16-79 Agricultural pursuits .. . . .. 215 1-75 270 2-07 Various trades and industries .. .. 4,730 38-58 4,323 33-09 Other occupations not stated . . .. 506 4-13 549 4-20 Totals ... .. .. 1.2,262 100-00 13,063 100-00 " College " classes were conducted in connection with the Auckland University School of Engineering, Canterbury College School of Engineering and School of Commerce, Otago University School of Domestic Science and School of Commerce, the total capitation earnings for these classes for the year being £2,720.

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Seventeci Age and Years of Under. Over Seventeen Years of Age. Totals. 1922. 1923. 1922. 1923. 1922. 1923. Males . . Females 3,522 2,660 3,651 2,725 3,537 2,543 3,706 2,981 7,059 5,203 7,357 5,706 Totals 6,182 6,376 6,080 6,687 12,262 13,063

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The School of Domestic Science in Otago University was attended by sixtyfour students taking either the course for the degree or that for the diploma. Sixteen Government bursaries were awarded in 1923, making a total of thirty-two tenable during the year. Eight degree and fifteen diploma students completed their courses. Graduates from this school are now filling important positions throughout the Dominion as instructors in home-science, and their influence in this important phase of the training of girls is already very marked.

Number of Students receiving Free Education at Technical Schools other than Technical High Schools.

The following technical schools had a roll of more than 500, exclusive of the technical high schools carried on in connection with some of them :— Number on Roll. 1922. 1923. Christchurch Technical School .. .. .. .. 1,670 1,751 Wellington Technical School .. .. .. ..1,175 1,321 Dunedin Technical School.. .. .. .. ..1,117 1,170 Auckland Technical School .. .. .. .. 772 928 Palmerston North Technical School .. .. 810 742 Christchurch School of Art .. .. .. .. 513 654 Invercargill Technical School .. .. .. .. 583 565 Technological examinations were conducted by the Department on behalf of the City and Guilds of London Institute at eighteen centres in the Dominion. The total number of entries was 401, an increase of 24 over the number for the previous year, and the number of passes was 189, or 47-1 per cent. Technical High Schools. The number of students in attendance at technical high schools in 1923 was 5,054, compared with 4,202 in the previous year. The numbers of pupils taking up the various courses provided were as follows : —

1922. Males. Females. I ' 1923. . . . ., I First year unior free pupils j Sec0I / dyear ["First year ienior free pupils- Second year [ Third year 1,009 673 615 439 454 3.17 287 267 172 172 Totals. 1,682 1,054 771 554 344 Males. 1,047 734 517 373 210 Females. Totals. 712 1,759 426 1,160 399 916 250 623 190 400 Totals 2,537 1,868 2,537 1,868 4,405 2,881 1,977 4,858 L

Course. Number of Pupils. Boys. Girls. Total. Increase over 1922. industrial Commercial and general .. Domestic Agriculture .. .. Art 1,469 32 1,087 1,471 663 296 13 23 1,501 2,558 663 296 36 1,501 2,558 663 296 36 267 504 52 8 21 267 504 52 8 21 Totals 2,865 2,189 5,054 852

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Number of Pupils receiving Free Education at Technical High Schools under Regulations for Free Places.

Financial. The total amount due by the Department to the controlling authorities for the salaries and incidental expenses of all technical classes, including technical high schools, was approximately £125,651, made up as follows : — £ Salaries of full-time teachers and Directors . . . . . . . . 83,672 Capitation for part-time teachers .. .. .. .. .. 16,854 Capitation for student teachers . . . . . . . . . . 2,261 Overtime payments .. .. .. .. .. .. 2,575 Incidental allowances .. .. .. .. .. .. 27,573 College classes capitation . . .. .. .. .. .. 2,720 135,655 Less recoveries from tuition fees . . . . .. .. 10,004 Totals .. .. .. .. .. .. .. £125,651 SPECIAL SCHOOLS. State Care oe Dependent and Delinquent Children and Ineant-liee Protection. The Special Schools Branch of the Education Department provides (1) for the maintenance, training, and general upbringing of neglected and homeless and orphan children committed by Courts to the care of the State, for the training of delinquent children and juvenile offenders, for the supervision of all young persons (male and female) placed, on temporary probation by the Courts ; (2) for the supervision of all infants under the age of six years maintained apart from their parents or adopted with premium, for the general supervision of children for whose upkeep pensions are paid under the widows' pensions scheme, and for the investigation of applications for the adoption of children ; and (3) for the education and maintenance of all afflicted children —deaf, blind, feeble-minded, and for children with defective speech. The total number of children under the supervision of the State in 1923 was 4,925, classed under the following headings : — Boarded out, industrial schools, receiving-homes, &c. .. .. .. 3,692 Juvenile probation .. .. .. . . .. .. .. 227 Infant-life protection .. .. . . .. . . .. 684 Deaf children . . . . . . . . .. .. .. 1.06 Feeble-minded children .. .. .. .. .. .. 216 Total .. .. .. .. .. .. .. 4,925 The number of children committed to the care of the State during the year was 313 ; classified according to reason for committal as follows : Destitution, 134 ; vagrancy, 10 ; associating with disreputable persons, 1 ; not under proper control, 88; uncontrollable (complaint by parents), 6; transferred from gaol, 11; accused or guilty of punishable offences, 46 ; and, in addition, 17 were admitted by private arrangement. Classified according to age at the time of admission the numbers are as follows : Under six months, 40 ; over six months and. under one year, 15 ; from one to five years, 63 ; from five to ten years, 82 ; from ten to fourteen years, 63 ; and over fourteen years, 50.

1922. 1923. Boys. i Girls. Totals. T Boys. Girls. Totals. T . j, .. First year Junior free pupils i a J , 1 ' { becond year f First year Senior free pupils-; Second year [_ Third year 1,213 929 668 532 227 193 92 94 18 13 2,218 1,761 2,142 1,200 420 186 31 1,512 814 275 90 34 1,117 613 239 79 22 2,629 1,427 514 169 56 Totals 3,979 2,725 2,070 4,795

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Numbers under Control. At the end of the year there were 3,692 children under control (excluding those mentioned under separate headings below), and of these 160 were in residence at Government receiving-homes, probation homes, training-farms, and training institutions, and 100 in private industrial schools ; 1,868 children were boarded out in foster-homes, 800 were in situations, and 488 residing under license with relatives and friends. The remainder were in various homes or institutions. Of the boarded-out children 122 are over the age of fourteen years and are still attending primary schools, 36 are receiving higher education (16 technical and 20 secondary), and a number are apprentices partly maintained by the State. The children over school age in employment number 622 males and 377 females (included in the total of 3,692). Of the males 465 are farm workers (100 skilled in dairy-work and cheesemaking and 365 competent to milk and carry out general farm-work), 49 are apprentices, and 108 others are employed in various trades. Of the girls there are 325 domestic workers, 25 factory employees, and 27 engaged in various employments such as shop-assistants, nurses, dressmakers, typists, &c. Juvenile Probation System. The functions of Juvenile Probation Officers are to assist the Courts in ascertaining the full facts regarding parents, conditions of homes, and environment of all children brought under the notice of the police, to supervise and befriend any juveniles placed on probation by the various Magistrates, and to undertake, on the application of the parents, the supervision of any children who are inclined to become uncontrollable. In addition, all male inmates of industrial schools or training-farms placed in situations, or with relatives or friends, are supervised by the Juvenile Probation Officers. There were 1,044 cases dealt with by the Courts in the principal centres of population throughout the year, and of these only 275 were actually admitted to receiving-homes or training institutions, 223 were placed on probation and supervised in their own homes, and the remainder were dealt with generally in a summary manner not calling for supervision by Probation Officers. Infant-life Protection and Adoption of Children. At the end of the year there were 684 children being maintained in 565 licensed foster-homes. Of these, 469 homes each had one child, 152 had two children each, and 51 homes had three each. The payments for the maintenance of each child ranged from ss. to £l 10s. a week, but the average rate of payment was approximately 14s. 6d. a week. Adoptums. During the year 364 children were adopted, and in 30 of these cases premiums were received by the Department's agents and paid out at the rate of 15s. a week for each child concerned. Of the total number of children adopted, 73 were under the age of six months, 38 between the age of six and twelve months, and 165 between the age of one and six years. Care and Teaining of Afflicted Childeen. School for the Deaf, Sumner. The pupils under instruction during the year numbered 129, and of these 31 were day pupils and 98 boarders. In 1920 special day classes for partially deaf children and for stammerers were established in Auckland, Wellington, and Dunedin, which have been continued with highly successful results. About 229 children attended the classes last year. Provision has also been made in these centres and in Christchurch for night classes for the instruction of the adult deaf, 102 persons afflicted in this manner attending the classes in 1923. Special Schools for the Feeble-minded. There are two such special schools —one at Kichmond for girls, and one at Otekaike, near Oamaru, for boys. The number of girls in residence at Kichmond at the end of the year was 64, and the number of boys at Otekaike 152.

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HIGHER (UNIVERSITY) EDUCATION. The numbers of students on the books of the four University colleges during the past two years are as follows : —

Of the total number of students, 344 were exempt from lectures — that is, they were prevented by considerations of distance or of other special circumstances from attending college lectures, but were permitted to keep terms by passing the annual college examinations. Of the 3,858 students actually attending lectures, 1,511, or 39 per cent., were receiving free tuition (32 per cent, of the men and 57 per cent, of the women). The number of candidates for the University's examinations continue to increase. In 1923 there were 4,517 candidates for the matriculation examination, compared with 4,143 in the previous year ; for the degree examinations there were 5,575 candidates in 1923 and 5,467 in 1922. Woekers' Educational Association. The Workers' Educational Association continued its activities in 1923 in conjunction with the four University colleges. During the year there were eightyeight classes with 3,225 enrolled students, showing an increase of sixteen classes and 725 students over the 1922 figures. The Government contributes directly £2,500 per annum to the movement, in addition to which £1,250 paid by the Government out of the National Endowment Fund to the University of New Zealand is devoted to the same object, making a total of £3,750. Voluntary contributions received by the University colleges on account of the association's classes are also subsidized by the Government, the amount paid on this account in 1923-24 being £406. University Finance. The following table shows the principal receipts and payments of the University of New Zealand for the year 1923 : — I. —General Account. Receipts. £ Payments. Balance, Ist January, 1923 .. .. 14,441 Transfer to Ordinary Scholarship Ac- £ Statutory grant .. .. .. 3,845 count .. .. .. .. 1,375 National endowment .. .. 3,704 National endowment .. .. 3,704 Fees and certificates .. .. 24,524 Examinations .. .. .. 17,105 Miscellaneous .. .. .. 3,674 Office salaries and rents .. .. 3,166 Expenses of Senate sessions . . . . 966 Miscellaneous .. .. .. 2,247 English agent .. .. .. 2,632 Travelling scholarships .. .. 500 Balance, Ist January, 1924 (including balance in hands of English agent) .. 15,493 £47,188 £47,188 ll.—Ordinary Scholarship Account. Receipts. £ Payments. £ Balance, Ist January, 1924 .. .. 28,813 Scholarships .. .. .. 2,751 Transfer from General Account .. 1,375 | Balance, Ist January, 1924 .. .. 29,124 Interest .. .. .. 1,687 £31,875 £31,875 In the above statements no account has been taken of special scholarships and prize funds.

University College. 1922. Total. Men. 1923. Men. Women. Women. Total. i Auckland Victoria (Canterbury Otago 788 257 577 259 595 219 862 401 1,045 836 814 1,263 871 634 666 855 283 296 319 278 1,154 930 985 1,133 Totals 2,822 1,136 3,958 3,026 1,176 4,202

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The total receipts of the University colleges (exclusive of special trusts) for the year 1923 amounted to £218,057, of which sum £121,733 was received directly from the Government and £3,700 indirectly from the Government through the University of New Zealand. The receipts from the Government included £44,810 maintenance grants and apportionment of national-endowment revenue, and £49,814 grants for buildings and equipment. Receipts from local sources included £25,963 income from reserves and £39,182 fees. The total payments amounted to £203,244, of which the principal items were — salaries, £95,230 ; buildings, £61,856 ; equipment, £7,008 ; administration, £14,949. GENERAL. Annual Examinations. The annual examinations conducted by the Department are as follows : (1) An examination to determine the grant of Junior Scholarships and junior free places, held in November ; (2) a main series for Public Service Entrance, Senior National Scholarship, senior free place purposes, and the qualifying examination for Railway Engineering Cadets, held in November ; (3) an August series for teachers' certificates of Classes D and C, and incidentally to some extent of Class B. The examinations were held at sixty-two centres in 1923. The total number of entries for all examinations was 11,691, of which number 10,116 candidates actually presented themselves for examination. A certain proportion of the absentees is due to the practice of the accrediting principle by which candidates for senior free places may be exempted from an external examination, as may also training-college students who are candidates for the teachers' examinations. 2,746 candidates were exempted in this manner from the necessity of passing the Intermediate Examination, of which number 1,384 are not included in the total of examination entries given above. The number of candidates actually presenting themselves for the various examinations during the last three years is shown below : — 1921. 1922. 192.'!. Junior National. Scholarships and junior free places .. .. 2,282 2,500 2,564 Public Service Entrance, Senior National Scholarships, and Intermediate • 3,4.19 3,544 4,222 Teachers D and 0 .. .. .. .. .. .. 2,921 3,227 3,319 Public Service Senior . . .. .. . . .. .. 28 Kindergarten Certificate Examination .. .. . . .. 2 5 6 Special Public Service Entrance Examination in June . . . . 248 London University Examinations .. .. .. .. 2 .. 1 Qualifying Examination Railway, Engineering Cadets .. .... 9 4 8,902 9,285 10,116 Of the 2,049 candidates for Junior National Scholarships in 1923, 241 obtained the scholarship qualification, 530 qualified for a free place in the scholarship examination, and 1,278 failed. There were also 515 candidates for free places only, of whom 36 qualified and 479 failed. Of the 1,073 candidates for Senior National Scholarships 134 gained scholarships, 676 qualified for senior free places, and 263 failed. Only four of the total number of candidates were examined on the Scheme B (Rural and Domestic) Course, none of whom qualified for scholarships. There were 2,801 entries for the Intermediate Examination, only 1,692 candidates presenting themselves, of which number 484 passed and 1,208 failed to do so. The number present at the Public Service Entrance Examination was 1,457, 708 of the number passing and 749 failing the examination. By arrangement with the General Manager, New Zealand Railways, a qualifying examination was held for Railway Engineering Cadets. Out of the four candidates who presented themselves for examination two passed and two obtained partial passes. The number of candidates who sat for the different stages of the teachers' certificate examinations was 3,319 (421 for the whole or part of Class C and 2,898 for Class D). Of the total number 464 obtained complete passes in Class D, 132 in Class C, 4in Class B, -and 1 in.Class A. 1,886 improved their status and 830 failed to improve their status.

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Teachers' Superannuation. The position of the fund at the 31st January, 1924, and the principal figures concerning the transactions for the year, compared with those for the thirteen months ended 31st January, 1923, are given below: — Thirteen Months to 1923-24. 31/1/23. £ £ Balance at credit of fund at beginning of year .. .. .. 779,635 858,662 Increase over balance at end of previous year.. .. .. .. 97,858 79,027 Income for the year — Members'contributions.. .. .. .. .. ..*100,309 101,632 Interest .. .. .. .. .. .. .. 45,041 48,725 Government subsidy .. .. .. .. .. ..71,583 63,833 Total income .. .. .. .. ..£216,933 £214,190 Kxpenditure— Retiring and other allowances .. .. .. .. .. 100,132 112,861 Contributions refunded, &c. .. .. .. .. ..16,755 19,189 Administration expenses .. .. .. .. .. 2,188 3,113 TofcsJ expenditure .. .. .. .. ..£119,075 £135,163 Number of contributors at 31st January .. .. .. .. 6,296 6,858 Number of members admitted and reinstated (luring period .. .. 838 1,029 Number retiring from the fund during period . . .. .. .. 414 467 Net increase in membership at 31st January .. .. .. . . 424 562 Number of allowances in force at end of period .. .. .. 984 1,078 Representing an annual charge of .. .. .. .. .. £100,641 £118,562 Ordinary retiring-allowances .. .. .. .. 554 £72,174 620 £87,477 Retiring-allowances under extended provisions of section 12 of the Act.. .. .. .. .. .. 88 £12,490 99 £14,544 Retiring-allowances in medically unfit cases .. .. 108 £12,21.7 1.11 £12,544 Allowances to widows .. '.. .. .. .. 141 £2,551 152 £2,749 Allowances to children .. .. .. .. .. 93 £1,209 96 £1,248 Funds invested at 31st January — At 4| per cent. .. .. .. .. .. .. 40,930 38,250 At 5 per cent. .. .. .. .. .. .. 13,031 13,004 At 5£ per cent. .. .. .. .. .. .. 38,360 38,360 At 5J per cent. .. .. .. .. .. ..258,392 146,192 At 5| per cent. .. .. .. .. .. .. 81,905 80,825 At 6 per cent. .. .. .. .. .. .. 28,900 219,400 At 6£ per cent. .. .. .. .. .. .. 274,808 277,306 Total .. .. .. .. .. .. £736,348 £813,337 Average rate of interest on investments at 31st January .. 5-84 per cent. 5-93 per cent.

* After allowing rebates under section 11 (2) of the Public Expenditure Adjustment Aot, 1921-22, amounting to £4,209

Approval was given for the continuance of the cost-of-living bonus to widows and' children, and, in cases of special hardship, to other annuitants, for the year Ist April, 1923, to 31st March, 1924, the rate being — widows, £13 per annum; children, £13 per annum ; other annuitants, sufficient to bring the allowance up to £100 per annum, but with a maximum bonus of £26. Approval has also been given for the continuance of the bonus at the same rate up to the 30th September, 1924. This bonus is not a charge on the Superannuation Eund, but is provided for out of the Consolidated Fund. Under section 56 of the Finance Act, 1922, provision was made for the recognition for superannuation purposes of service in schools under the control of the Fiji Government in the case of those teachers who were or are contributors to the fund at the time of transfer to Fiji, subject to the Fiji Government paying into the fund an additional contribution to be determined by the Superannuation Board. This additional contribution has been fixed at 80 per cent, of the contributions payable by the contributor during his service at Fiji. The section came into force as from the Ist September, 1923.

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32

APPENDIX.

STATEMENT OF EXPENDITURE AND RECOVERIES In respect of all Services under the Control or Supervision of the Minister of Education during the Year ended 31 st March, 1924.

General Administration. £ £ £ Salaries Clerical assistance 27,243 881 28,124 1,052 447 2,186 2,922 215 246 144 32 Travelling-expenses Telephones, office requisites, books of reference, &c. Postage and telegrams Printing and stationery Office furniture and fittings Council of Education : Travelling-expenses, advertising, &c... Overtime and meal-allowance Sundries Less miscellaneous recoveries 35,308 1,008 33,700 Elementary Education. 1,509,105 Teachers' salaries (including pupil-teachers' and probationers' allowances) Teachers' house allowances 40,030 General administrative purposes (including school committees' allowances) (Jrganizing-teachers' salaries and travelling-expenses Removal of teachers Correspondence classes: Salaries, &c. Manual instruction : Salaries, capitation, and material School and class libraries School buildings and sites — Maintenance and repair of school buildings and residences Rent of buildings and sites used for school purposes Schools destroyed or damaged by fire: Rebuilding and repairs and rent of temporary premises Payment to Lands for Settlement Account for school-sites New buildings, additions, sites, and teachers' residences: Education Purposes Loans Aot, 1919 1,009,801 130,400 9,710 597 999 73,572 1,642 100,419 3,295 12,490* 310 196,017 312,531 Inspectors — Salaries Travelling and removal expenses Telephones, office requisites, &c. Extra clerical assistance, typing, &c. 28,415 10,232 154 376 School physical services— Salaries of instructors Courses of instruction Travelling and removal expenses Material: Officers' requisites, uniform allowances, &c. oa,J/ l 4,229 23 3,043 177 7,472 34,773 Conveyance and allowance for board of school-children (railway fares, £11,589 ; boarding-allowances and conveyance by road and water, £23,184) Cionveyance of instructors and teachers Fares of children attending standard VI examinations School Journal .* Salaries, printing, &c. Education Gazette: Printing, &c. Subsidies on voluntary contributions on account of public primary schools, including district high schools 7,423 32 8,314 000 13,727 Less miscellaneous recoveries (including School Journal, £1,116 ;'] Education Gazette,{£152) 2,250,848 J ,450 Carried forward 2,255,392t 2,289,152 1 During the financial year £ 12,490 was recovered from the Firo Ii I Including £48,275 from national-endowment reserves revenue ai isnrance Fund in thi id £108,071 from virii hands of the Publii lary-education resei : Trustoe. •ves.

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Statement of Expenditure and Recoveries, etc.— continued.

5—E. 1.

33

Brought forward £ £ £ 2,289,152 Secondary Education. Payments to Education Boards for— District high schools : Secondary teaohers' salaries National Scholarships Payments to Secondary schools and colleges for— Salaries and incidental expenses Manual instruction capitation Subsidies on voluntary contributions New buildings, equipment, furniture, sites, &c.: Education Purposes Loans Aot, 1919 Maintenance of school buildings From reserves revenue in accordance with Eduoation Reserves Amendment Aot, 1914 Conveyance of pupils to secondary and district high schools .. Marlborough High School: Statutory payment Inspectors' salaries Inspectors' travelling-expenses 38,820 11,257 183,905 3,506 2,932 21,091 280,541* 204 8,928 7,376 400 1,071 331 Technical Eduoation. Salaries of Inspectors Travelling-expenses of Inspectors Technological examinations Salaries and capitation, technical and continuation classes Material for classes Buildings and permanent apparatus, &o.— Eduoation Purposes Loans Act, 1919.. Rents Maintenance of buildings 1,995 500 288 126.795 2,784 34,970 924 481 30,375 527 5,021 2,561 0 Conveyance of instructors and students Conveyance of pupils to technical schools Subsidies on voluntary contributions Expenses in connection with appointment of Inspector of Domestic Science Less recoveries 177,512 11 Training Colleges and Training of Teachers. Training colleges— Salaries of staff (one-half; the other half is oharged to teachers' salaries, " Elementary Education ") Allowances to students Students' University college fees Special instruction, libraries, and incidental expenses Science apparatus and material New buildings, sites, furniture, &c.: Education Purposes Loans Act, 1919 Training of teachers other than at training oolleges— Fares of teachers Classes at subcentres 22,940 177,501t 126,698 4,301 2,397 167 53 150,022 100,4201. 2,254 1,544 3,798 Higher Education. Statutory grants — University of New Zealand —■ New Zealand University Act, 1908 National-endowment reserves revenue 3,845 3,705 Auckland University College—■ Auckland University College Act, 1882 New Zealand University Amendment Acts, ] 914 and 1919 National-endowment resorves revenue 7,550 4,000 7,100§ Victoria University College— Victoria College Act, 1905 New Zealand University Amendment Acts, 1914 and 1919 National-endowment reserves revenue 1,852 12,952 4,000 7,100§ Canterbury College—■ New Zealand University Amendment Acts, 1914 and 1919 National-endowment reserves revenue Additions to statutory grant: Finance Act, 1920 (section 43) 1,852 12,952 4,100§ 1,852 1,501 7,313 University of Otago— New Zealand University Amendment Acts, 1914 and 1919 National-endowment reserves revenue 8,700§ 10,552 1,852 Carried forward 51,519 2,907,014 * Including £5,700 from national-endowment reserves revenui + Including £3,600 from national-endowment reserves revenue, revenue. § Includes £500 for Workers' Educational Aseocial I, and £8,928 from se { Including £i,'. iiou Classes. icondary-education 200 from national-ei reserves revenue, idowment reserves

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34

Statement of Expenditure and Recoveries, etc. — continued.

Brought forward Higher Education — continued. Grants for new buildings, &c.— Auckland University College Victoria University College University of Otago £ £ 51,519 £ 2,907,014 34,286 1,000 2,926 38,212 150 2,978 248 Sir George Grey Scholarships National Scholarships National Research Scholarships BursariesUniversity Educational Agricultural Home Science and Engineering 10,339 522 033 3,040 14,540 Workers' Educational Association— Grant for organization expenses Subsidies on voluntary contributions Victoria University College : Lecturer on education University of Otago: Grant for additions to salaries of Medical Professors Salaries of professors of education Temporary assistance, Home Science Department, Otago University Expenses of Special Committees set up to report on Dental School 500 11,057 03 325 121,061* 1,208 100 155 Native Schools. 54,777 147 Salaries (Teachers and Inspectors) Special allowances to teachers in isolated places """.. Higher education and scholarships (including nursing scholarships Books, school requisites, sewing-material, &c. Storage and despatch of school books, &o. Expenses of removals of teachers Inspectors travelling-expenses Buildings : New schools, additional class-rooms, &c.— Education Purposes Loans Act, 1919 Maintenance of buildings, rebuilding, repairs, &c. 54,924 4,484 1,581 113 980 511 3,092 3,470 7,108 323 Manual instruction : Payment of instructors and material for classes Conveyance and board of children Sundries : Advertising, &c. 2,308 37 72,495f School for the Deaf. Salaries General maintenance of institution Travelling-expenses, including transit of pupils Maintenance of buildings, furniture, repairs, &c. Advertising, &c. Additions to buildings 5,210 2,051 180 240 37 017 Less recoveries 8,335 2,580 5.755J Education of the Blind. Grant for maintenance of Government pupils at Jubilee Institute Special instruction and secondary education of pupils Fares of pupils 522 15 14 Less recoveries 551 500 Schools for the Feeble-minded. Salaries Maintenance of buildings, &c. Travelling-expenses Maintenance of institutions, &c. Additional buildings, &c. Advertising, &c. 0,024 384 514 4,109 59 10 45 Less recoveries 7,933§ 11,100 3,233 Industrial Schools, Receiving Homes, Probation System, Boarding-out System, &c. Maintenance of buildings New buildings Salaries Boarding out of children, &c. Refund of maintenance payments Refund of inmates' earnings Travelling-expenses Law costs Payment to Post and Telegraph Department for services, &c. 1,225 059 20,590 07,518 291 131 0,023 54 037 Carried forward 97,134 3,116,503 • Including £150 paid from national-endowment reserves revenue. reserves revenue and £450 paid from Tauranga Education lteservei reserves revenue. § Including £200 from national-endowmenl + Including Revenue. t Inc reserves revenue. £1,800 paid from nai ;1 nding £150 from na .tional-endowment itional-endowment

35

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Statement of Expenditure and Recoveries, etc. — continued.

SUMMARY.

Approximate Cost of Paper. —Preparation, not given; printing (1,475 copies), £57 10s.

By Authority : W. A. G. Skinner, Government Printer, Wellington.—l 924.

Price !#■]

£ £ 97,134 £ 3,115,503 Brought forward Industrial Schools, Receiving Homes, Probation System, Boarding-out System, &e.— continued. 1,186 200 16,869 1,716 52 12 12 Rent, office requisites, &c. Grant to residential nurseries Maintenance of inmates in Government schools, &o. Maintenance of inmates in private industrial schools Maintenance of inmates in other institutions Wages of inmates Sundries Less recoveries (amounts received from parents and others, and sales of farm produce, &c.) 117,181 32,411 Material and Stores. 1,260 226 84,770* Stores and material purohased Lighting, cleaning, cartage, &c. Cr. 4,242 Less recoveries (stores issued and issues on payments) 1,480 5,728 Miscellaneous. 7,786 Examination expenses: Teachers', Public Service, and Scholarships Less recoveries 1,099 •Grading and Certificates of Teachers: Courts of Appeal, inquiries, &c. War bursaries Teachers' Superannuation Fund— Government contribution Free Kindergartens— Government contribution Aocidents to school-children: Grant for expenses Conference of Education Authorities New Zealand Ensigns Exchange of teachers : Allowances and bursaries Exhibitions : Preparation and forwarding of school exhibits Expenses connected with visits of departmental officers and representatives to other countries Gramophone records : King and Queen's message to schoolchildren Special payment for services rendered by the Dargaville Fire IK Brigade Purchase of typewriters for High Schools, &c. (to be recovered) Legal expenses, &c. Purchase of motor-cars for School Inspectors Storage and despatch of stores and stationery 6,687 510 369 43,000t 2,504 15 437 105 50 140 53 309 50 49 15 834 35 Less recoveries (examination fees, £3,634; motorcars, £293, &c.) 55,174 4,075 51,099 Total £3,247,130 * Including £2,600 paid from the National Endowment Eeservi " Department of Internal Affairs." is Fund. t An additional £25,000 was paid out of vote

Service. raid from Parliamentary Votes. Paid from Reserves Revenue. Totals. General Administration Elementary Education Seoondary Education Technical Instruction Training Colleges, &c. Higher Education Native Schools School for the Deaf Education of the Blind Schools for the Feeble-minded Industrial Schools and probation system .. Material and Stores Miscellaneous Services £ 33,760 2,099,040 205,913 173,901 150,220 110,298 70,245 5,005 45 7,733 82,170 Cr. 4,242 51,099 £ 150,346 14,628 3,eo:> 4,200 11,363 2,250 150 £ 33,700 2,255,392 280,541 177,501 100,420 121,001 72,495 5,755 45 7,933 84,770 Cr. 4,242 51,099 200 2,000 Totals 3,051,793 195,337 3,247,130