EDUCATION: TECHNICAL EDUCATION. [In continuation of E.-5, 1926.]

Appendix to the Journals of the House of Representatives, 1927 Session I, E-05

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1927. NEW ZEALAND.

EDUCATION: TECHNICAL EDUCATION. [In continuation of E.-5, 1926.]

Presented to both Houses of the General Assembly by Command of His Excellency.

OONTE NTS. Page Page 1. Extract from the Fiftieth Annual Report of the 3. Tables relating to Technical Instruction —continued. Minister of Education (E.-l) .. .. 2 2. Reports of Superintendent of Technical Edu- Fr ?f Technical High Schools and cation, of Inspector of Home Science, and of Technical Day Schools the Inspectors of Technical Schools and Manual Training Centres .. .. .. 5 Free Pupils at Technical Classes .. .. 14 3. Tables relating to Technical Instruction : — Particulars relating to Technical Education, Courses of Students at Technical High Schools 1925 and 1926 .. .. .. 12 an d Technical Day Schools .. .. 15 Numbers in Attendance at all Classes .. 12 Ages of Students admitted to Technical High Occupation of Students in Attendance at Schools or Technical Day Schools .. 13 Technical Classes .. .. .. 15 Ages of Students admitted to Classes other than Classes at Technical High Schools or Technical Receipts and Payments of Controlling Day Schools .. .. . . 13 Authorities .. .. .. 16

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1. EXTRACT PROM THE FIFTIETH ANNUAL REPORT OF THE MINISTER OF EDUCATION. TECHNICAL EDUCATION. General. Number of Schools.—The number of technical high schools open during 1926 was fifteen, in addition to which there were eight organized technical or art schools offering day courses. Technical classes were also conducted in twenty-seven manual-training or other centres, the total number of centres being fifty. It is to be noted, however, that from the Ist May, 1926, the Hastings Technical High School was constituted a high school. Attend,ance. —The total number of students receiving instruction in all technical classes was 19,740, as compared with 18,098 in 1925. The attendance at technical high schools increased from 5,132 in 1925 to 5,963 in 1926, an increase of 831, or over 16 per cent. Of the total number of 19,740 students, 5,758 held free places at technical high schools, 1,015 at day technical schools, and 5,157 at other technical classes, making a total of 11,930 free pupils, an increase of over 16 per cent. Staffing. —At the end of 1926 there were 277 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 VII being the highest: —■

The number of Division I men (graduates) lias increased from eighty-seven in 1924 to one hundred and two in 1926, while the number of women in Division I has increased from forty-five to forty-eight. Classes other than Classes at Technical High Schools or Technical Day Schools. (Note : The following figures exclude those relating to technical day schools, which are now included with technical high schools.) Classes were held at forty-eight centres, as compared with forty-three in the previous year. The number of individual students was as follows : — In classes conducted bv Technical School Boards .. .. .. 10,361 In classes conducted by secondary Education Boards .. .. .. 311 In classes conducted by Education Boards .. .. .. .. 702 In classes conducted by High School Boards . . .. .. .. 827 In classes conducted by University College (Christchurch School of Art) .. 480 Total .. ~ .. ~ .. 12,68]

Division I. Division II. Class. i j • : | Totals. Men. Women. Men. Women. i VII ...... .. 1 .. 5 6 YI ...... 5 3 4 7 19 V ...... 21 8 16 20 65 IV ..... . 30 8 13 20 71 III .. .. .. 24 12 18 5 59 II .... 11 7 6 7 31 I 11 9 1 5 26 Totals for 1926 .. 102 48 58 69 277 Totals for 1925 .. 94 45 63 72 274

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The following are some particulars of the age, sex, and occupations of students : —

Summary of Occupations of Students. Number of Percentage Students. of Total. Various trades and industries .. .. .. .. 5,412 42-68 Agricultural pursuits .. .. ... .. .. 146 1-15 Professional pursuits . . . . .. . . .. 800 6-31 Clerical pursuits .. .. .. .. .. 2,513 19-82 Domestic pursuits .. .. .. .. .. 1,597 12-59 Students .. .. .. .. .. .. 1,584 12-49 Other occupations not stated .. .. . . . . 629 4-96 Total .. .. .. .. ..12,681 100-00 Number of Students receiving Free Education at Technical Schools other than Technicai High Schools or Technical Day Schools.

Technical High Schools and Technical Day Schools. The number of students in attendance at technical high schools in 1926 was 5,963, compared with 5,132 in the previous year, and at technical day schools in 1926 was 1,096, making a total of 7,059. The numbers of pupils taking the various courses provided were as follows : —

Under 13 13-15 15-17 Over 17 I „ , , Years. Years. Years. Years. I o a s. Males .. .. .. .. .. I 170 937 2,685 3,979 7,771 Females .. .. .. .. .. 205 728 1,375 2,602 4,910 Totals .. .. .. | 375 1,665 4,060 6,581 12,681

Males. i Females. : Totals. j ■ ( -i /First year .. .. .. .. ... 896 474 1,370 Junior free pupil S | Second yeM 836 36g fFirstyear .. .. .. .. . . 722 420 1,142 Senior free pupils <J Second year .. .. .. . . 570 300 870 [ Third year .. .. . . .. . . 396 175 571 Totals .. .. .. .. .. 3,420 1,737 5,157

CompariTechnical High Schools : Technical Day Schools : son w jth Number of Pupils. Number of Pupils. 1925 TechCourse. . , , imeal High 1 I Schools Boys. Girls. Total. Boys. Girls. Total, j only. Industrial .. .. ..1,656 .. 1,656 287 .. 287 +325 Agricultural .. .. .. 323 .. 323 32 .. 32 +43 Domestic .. .. .. .. 749 749 .. 158 158 +5 Commercial .. .. .. 590 1,575 2,165 46 313 359 +363 General .. .. .. 645 361 1,006 18 25 43 + 77 Art .. .. .. .. 37 27 64 33 184 217 + 18 Totals.. .. .. 3,251 2,712 5,963 416 680 1,096 +831 I ; I i 1

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Number of Pupils receiving Free Education at Technical High Schools and Technical Day 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, for the year 1926 was approximately £167,085, made up as follows Salaries— £ £ Full-time Principals and assistants .. .. .. 107,201 Full-time student teachers .. .. .. .. 1,583 Overtime for full-time teachers .. .. .. 6,944 Capitation for part-time teachers .. .. .. 20,539 Capitation for part-time student teachers .. .. 920 137,187 Incidentals .. .. .. .. .. .. .. 40,621 177,808 Less recoveries from tuition fees .. .. .. .. 10,723 £167,085 It is to be noted that from Ist February, 1926, the allowances for incidentals were increased from 26 per cent, to 30 per cent, of salaries, and that special grants for material were abolished. The above figures also include salaries and incidentals payable in respect of manual-training classes conducted by Technical School Boards (£5,930, approximately).

CompariTechnical High Schools. Technical Day Schools. son 1925 Technical High —7 — —j — Schools I Boys. Girls, j Total. Boys. ! Girls. j Total. only. T • , /First year .. 1,717 1,298 3,015 239 333 572 +411 Junior free pupils-| gecond year _ 91? g39 10g 2Q6 3U +23Q f First year .. 329 291 620 34 55 89 + 62 Senior free pupils<J Second year .. 134 118 252 9 24 33 +104 [Third year .. 54 61 115 2 5 7 + 60 Totals.. .. .. 3,151 2,607 5,758 392 623 1,015 +867

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2. REPORTS OF THE SUPERINTENDENT OP TECHNICAL EDUCATION, OF THE INSPECTOR OF DOMESTIC SUBJECTS, AND OF THE INSPECTORS OF TECHNICAL SCHOOLS AND MANUAL TRAINING CENTRES. Sir, — Education Department, Wellington, 11th July, 1927. I have the honour to present herewith my report on certain aspects of technical education and manual training during the year 1926, together with extracts from the annual reports of the Inspectors concerned. I have, &c., W. S. La Trobe, Superintendent of Technical Education. The Director of Education, Wellington. I. TECHNICAL EDUCATION IN NEW ZEALAND, 1926. (W. S. La Trobe, Superintendent of Technical Education.) Attendance. —The numbers attending in technical schools and classes during the year 1926 were considerably larger than those for the previous year. The apparent increase was abnormal, being partly due to the fact that the normal increase of the previous year was masked by the effect of the epidemic of infantile paralysis in the early part of the year, both day and evening classes being adversely affected. Staffing. —I have again to record a general improvement in the staffing of technical schools, the proportion of teachers with qualifications for classification in Division I being greater than for the previous year. When in 1920 the Department took over the payment of salaries of teachers in technical schools and of classes for manual training 36 per cent, of the men and 23 per cent, of the women were qualified for Division I classification, as having had the benefit of a training equivalent to that required for a university degree or diploma, whereas in the published list of classified teachers in December, 1926, 50 per cent, of the men and 41 per cent, of the women were so qualified. The proportion of Division I teachers in the technical high schools and technical day schools is somewhat higher, being about 64 per cent, for men and 41 per cent, for women. Buildings and Equipment.—ln regard to buildings, the schools are not, on the whole, well served. In some cases the accommodation is old, unsuitable, and inconvenient, and in most cases it is inadequate. In this respect the technical schools are no better off than the primary schools, and it is hardly possible to avoid overcrowding, since the schools are growing rapidly (in ten years the rolls of the technical high schools have increased from 2,347 to 5,963), and the moneys available for new buildings, and especially for rebuilding, are necessarily limited. The same is to a great extent true of equipment, though the conditions are somewhat different, as it is rather in proportion to the attainments and needs of the students, and not solely in proportion to numbers, that provision must be made. Under the Apprentices Act, 1923, there has been some development of classes for trade training, in which specialized machinery and other equipment is necessary if the instruction is to be closely enough correlated with actual trade conditions. In few trades is it possible to provide such close correlation without having to face problems of material and output which are not found easy of solution even in the manufacturing centres of countries like Great Britain and the United States of America, and are practically insoluble in the Dominion. In one trade, that of linotype operating, the conditions are simplified by the absence of waste in material, and further by the ease with which schools have been able to secure on loan the free use of suitable machines. In certain other trades —as, for instance, that of motor-mechanics—the conditions for providing trade training in the technical schools are not impossible. In trades such as bootmaking, machine joinery and cabinetmaking, &c., while the cost of equipment is high, the cost of material and the disposal of output are more serious factors which have hitherto prevented any considerable development of what is, after all, the business of a specialized trade school rather than of a technical school. In regard to the general laboratory and workshop equipment of technical schools, the present provision is for the most part suitable only for students taking what corresponds to a minor course as given in the British technical schools, and even at that the equipment provided is not always fully utilized. On the other hand, it may be doubted whether the more advanced technical-school students can be induced to continue their studies if the necessary equipment is lacking. Certainly there is great difficulty in obtaining the services of competent instructors in subjects for which apparatus for practical work is either totally lacking or inadequate and out-of-date. Where competent instructors are found, they are greatly hampered in their teaching if the necessary equipment is not available, and their services in certain aspects of the more advanced work may be lost altogether.

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Character and Quality of Instruction.—ln the last ten years the distribution of evening students over the various courses offering in the technical schools has changed very considerably. This is clearly seen by comparing the percentages of students in different occupations. The following table gives a comparison between the years 1914 and 1926 :—

Occupations of Pupils at Technical Classes other then Classes at Technical High Schools or Technical Day Schools, Years 1914 and 1926, by Percentages.

The large diminution in the percentage following domestic and agricultural pursuits is due mainly to the cessation of classes in small country centres, which were sedulously fostered before the war but were largely discontinued in consequence of the slump of 1920. and have not since recovered. The number of centres at which classes were held in 1914 was 138 ; in 1926 it was 50. On the other hand, students from the engineering and building trades have increased from 12-9 per cent, to 25-4 per cent, of the total, and other trades have also increased. The wide range of occupations represented indicates also the varied demands made on the schools for instruction. The courses necessarily include subjects of general education, such as English, science, mathematics, history, geography, civics, economics, &c., since these are all important subjects in the vocational training of the students. For their evening work, therefore, the schools must possess the staff, buildings, and equipment required not only for specific trade subjects, but also for subjects of general education, which, however, must usually be treated in co-ordination with technological subjects. It is to be remembered that a large proportion of the evening students in technical schools attend as free pupils with qualifications that would have entitled them, had they not gone to work, to full-time day tuition in a post-primary school. In the year 1926 41 per cent, of all the students in evening classes held free places. It is, therefore, necessary that a technical school should possess facilities for training in general and commercial subjects as well as for industrial and domestic pursuits. This involves the provision of adequate class-rooms, laboratories, and workshops, with a competent teaching staff and a specially developed administration for maintaining the evening work at an efficient level, besides keeping the school as closely correlated as possible with the needs of commerce and industry. The evening school can be run at, the most, for twelve hours weekly, and therefore is unable to arrange full-time occupation for the teachers unless it provides day instruction. Moreover, it is not economical to maintain buildings, sites, and administration for evening work only, when they can just as easily be run full time both day and evening, thus reducing overhead charges on the evening work by nearly two-thirds. There are also great advantages from the educational point of view in establishing day classes in technical schools. It is found that old day pupils are among the best evening students, especially as they generally bring into the evening classes a school spirit and loyalty which are most valuable factors in the evening work. The development of the technical high school, which has been very rapid during the last ten years, is, therefore, based on sound economic and educational principles —on sound economic principles since it ensures, the full use of buildings, sites, equipment, teaching-power, and administration, and on sound educational principles since it promotes the continuous development of the pupil as a loyal member of an institution whose honour and reputation it is his privilege to maintain and increase from the time of his leaving the primary school to that at which as a trained citizen he has completed

Percentage of Total Enrolment. Occupation. 1914. 1926. Domestic pursuits . . .. .. . . . . . . 20-0 12-6 Dressmakers, milliners, tailoresses, &c. .. . . .. 2-3 T5 22-3 14-1 Professional .. .. .. .. . . . . 17-0 6-3 Clerical . . .. . . . . . . . . . . 12-3 19-8 Employed in shops and offices . . . . .. . . 7-1 8-0 364 34-1 Students .. .. .. .. .. .. .. 13-2 12-5 Engineers and mechanics .. .. .. . . . . 3-9 64 Electricians . . .. .... . . . . 14 3-9 Plumbers, sheet-metal workers, &c. .. .. .. . . 3-7 64 Woodworkers . . .... . . .. . . 34 7-2 Painters, plasterers, &c. .. .. .. .. .. 0-8 1*5 — 12-9 25-4 Agricultural pursuits . . . . . . . . . . 9-3 1*2 Labourers . . . . .. .. . . .. 1-7 0-8 Printers, &c. .. . . . . . . .. .. 1-0 1-2 Other trades and industries .. . . . . .. . . 1-8 5-8 2-8 — 7-0 Occupations not returned . . . . . . .. . . 14 4-9 100-0 100-0

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his preparation for service in the larger sphere of the State. The fact that an institution of this character is forced by its circumstances to maintain close contact with primary education on the one hand, and with the needs of industry and commerce on the other, ensures that the courses provided for its students shall be designed not so much in accordance with custom and tradition as with actual conditions of life and employment in the Dominion. In 1914 there were some 16,602 evening and part-time day pupils in technical classes, and 1,839 full-time day pupils in technical day schools ; in 1926 there were 12,681 evening and part-time day pupils in technical classes, and 7,059 full-time day pupils in technical day schools. In the four large centres, where the numbers available permit of the free development of more than one type of secondary school, it is obvious that there is no possibility of harmful overlapping between postprimary schools, any more than between primary schools. In the smaller centres, on the other hand, where there is not room for more than one post-primary school, it is evident that such a school should discharge as far as it may the functions of all the types of post-primary school to be found in the large centres, and to this end technical high schools, with an academic course in addition to the ordinary pre-vocational courses of the town technical high school, have been established in some cases. In towns of intermediate size, where there is room for two post-primary schools of reasonable size, the choice may lie between having two co-educational schools—one of the academic, the other of the technical-high-school type —and separate schools for boys and girls, each leaning towards either* the academic or the technical-high-school type. Legislative provision was made in 1924 for the amalgamation of secondary and technical schools for the purpose of control by a single governing body in cases recommended by the Minister with the approval of the governing bodies or controlling authorities of the schools affected, but, so far, the Boards have been amalgamated in only one case, that of Masterton, where, however, the schools are separately managed by Principals each responsible directly to the Board. Recently absorption of the technical day school by the boys' and girls' high schools has been completed at New Plymouth, the courses of the high schools being rearranged to provide pre-vocational training for a considerable proportion of the pupils attending. How far it will be possible to obtain in the amalgamated schools such equality of status between the several courses as usually exists in technical high schools is a serious question, since on the relative status of a course depends to a large extent the quality of the pupils taking that course, and therefore in some measure the quality of the entrants to a particular trade or profession. The course which attracts the largest proportion of the pupils and keeps them longest is the academic course, and it must on this account alone be regarded by all concerned as the most important. When as is usually the case, it includes most of the brighter children preparing for Matriculation and all those reading for University Entrance Scholarships, its status is still further enhanced, and all the other courses are in danger of being regarded merely as dumps for " duds." Not only so, but the very methods of teaching and the viewpoints of the teachers tend to be adjusted rather to the intricacies of competitive examinations than to the needs of the average pupils in the trade or commercial courses. Tf, therefore, the demands of the Matriculation and University Entrance Scholarship Examinations govern to any appreciable extent the work of a post-primary school, it is thereby largely unfitted for assuming the functions of a technical high school. In one or two of the large towns the technical schools, especially the day schools, have grown too large for their buildings and sites, and various proposals have been made for relieving the pressure. It has been suggested that the commercial students should be accommodated elsewhere ; but, as the commercial work in both day and evening classes is closely associated with the work of other courses, it would probably be a mistake to transfer it to a, separate school, especially as regards day classes. Owing to the considerable cost of the elaborate equipment of a senior technical school, it would not be wise to establish a second fully equipped technical school in any town in the Dominion. Probably the difficulty could best be overcome by adopting the practice of large towns in Great Britain and America, and establishing junior technical schools under the same authority as the senior school, which should take junior evening pupils in all branches, and junior free-place pupils in the day classes, the senior pupils being accommodated in the more elaborately equipped central institution. If pupils were admitted at an earlier age than they now enter the technical high school, the junior technical school would serve all the purposes contemplated for the junior high school, besides utilizing its resources for the more elementary evening work. Regulations, cfie. —The authorities concerned have, with few minor exceptions, faithfully observed the provisions of the Act and regulations during the year 1926. 11. HOME SCIENCE. (Extracts from the report of Miss M. Dyek, Inspector of Domestic Subjects.) Teachers. —On the staffs of technical schools and Education Boards there were 105 full-time teachers of domestic subjects, besides a number of part-time teachers. Thirty-three (31 per cent.) teachers had university qualifications ; fifteen (14 per cent.) teachers had certificates in domestic subjects from the educational authorities of Britain or Australia ; seventeen (16 per cent.) teachers had had experience in dressmaking and the allied trades ; three (2-8 per cent.) fully-trained teachers had specialized in domestic work for a short time ; and most of the remainder of the teachers had served as studentteachers and afterwards been appointed with little or no further training. Thirty-two (30'4 per cent.) are itinerant instructors, each having charge of from two to six centres. Included in the above return is one Supervisor of Needlework, whose work has been most successful.

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Courses.—Under the general heading of " Domestic subjects " are included courses in cookery, laundry-work, and housewifery for primary-school children taken at manual-training centres, as well as courses for these subjects, plus dressmaking, millinery, needlework, hygiene, first aid, home nursing, and science applied to the home (generally termed " home science "), taken at technical schools and technical high schools. In addition, there are evening classes in these subjects ; and special classes in invalid cookery are held for hospital probationers. Primary.—ln the manual-training centres the aim has been to make the courses more sensible and practical—to teach the children by practice rather than by " lessons " how to choose and cook wisely and well the foods required for normal nutrition, following, where possible, the. dietary principles laid down by the Health Department. The introduction of recipe-books has been encouraged. The mistresses of the Auckland District prepared a collection of recipes, which, by the courtesy and kindness of the local gas company, will be printed and issued free of charge to the pupils. The mistresses of the Christchurch manual-training centres have revised a recipe-book published locally, and this will, it is hoped, be increasingly used. Needlework up to Standard VI is now entirely confined to the teaching given by members of the primary-school staffs, and there are no specialist teachers taking classes in Standards Y and VI. There is, however, one specialist Supervisor of Needlework employed in advising teachers in primary schools. She did excellent work in 1925-26 in the district about Christchurch, and has latterly been engaged in similar work in the Hawke's Bay District. The technical schools and technical high schools offer special courses in domestic subjects, as 'well as giving instruction in domestic subjects to girls taking other courses. The number of girls taking the special course in domestic subjects has not increased as rapidly as the numbers taking, for example, the commercial course. During the period under review the secondary schools have been increasing their equipment and offering courses with a larger proportion of domestic work than was formerly the case, and this has probably somewhat affected the numbers taking up the course at the technical schools in towns where both kinds of secondary institutions exist. Domestic Subjects Courses :—

It is probable, too, that economic pressure accounts in some measure for the relatively small rate of increase in the numbers enrolling in the domestic-subjects course, because it is less strictly vocational than the commercial course, and, in addition, the chief openings for domestic-subjects students are in the clothing trades, which are strongly affected by present conditions. The extent of the courses offered varies very much from school to school; and, again, the time devoted to the different subjects is very variable. The practical work is better developed in the larger towns, where there is more opening in trades and where a more specialized staff is possible. In the smaller places the course often comprises a wider range of subjects, and frequently differs but little from the secondary-school courses. A typical curriculum includes English, history, with civics; arithmetic, including book-keeping or household accounts ; science and hygiene ; housecraft", including one or more of the following—cookery, laundry, and housewifery ; needlecraft, including one or more of the following —embroidery, dressmaking, millinery, and needlework ; drawing, including design and such applied arts as stencilling, leather or metal work ; singing ; games and physical exercises. Analyses of some Actual Courses : —

1922. 1923. 1924. 1925. ! 1926. Number of technical high schools (all offering courses in 10 12 13 I 14 14 domestic subjects) Number of students selecting course .. .. .. 611 663 778 744 749

I A. j B. | C. English I .. .. .. .. .. : 4f (1) ' 4 3J English II .. .. .. .. .. 4f : 4 3| : History and civics I . . . . . . If ' 1 2 History and civics II . . .. . . If 1 Arithmetic I .. .. . . . . . . 3 4f 5f Arithmetic II . . . . . . . . .. 3 j 4f 3 Science I .. .. .. .. .. If 2 3J: (3) Science II If 2 6 Housecraft I .. .. .. .. .. 3 5f 5f (3) Housecraft II . . . . . . .. .. 3 3 5J Needlecraft I ! 4f 5f (2) 3 Needlecraft II . . . . . . . . . . 4f 8 5| Drawing I . . . . . . . . 4f 2f § Drawing II . . .. .. . . 4f 2f 2 Games I .. .. .. . . 3f 3f 3 Games II .. . . .. .. .. . 3f | 3f 3 Notes.—The figures denote the number of hours given weekly throughout the first and second years to the various subjects.

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A and B are large schools with full classes, whilst C is a small school where there are not sufficient girls to form a separate class. (1) This includes elocution, not given at other schools. (2) Pupils wishing to take French (three hours) do so at the expense of needlecraft. (3) Short courses in laundry, furnishing, first aid, &c., are given, so that it is not very easy to estimate exact hours given these subjects. The syllabuses used for these various courses have hitherto been prescribed by each school. In 1926 it was decided to add (a) housecraft and (b) needlework and dressmaking to the subjects for Intermediate, Public Service Entrance, and Senior National Scholarships Examinations. Fresh syllabuses were accordingly prepared for these subjects, and are being used as a basis on which to build the detailed schemes of work which each school requires to suit its own particular needs. Buildings and Equipment.—The older buildings are, generally speaking, but poorly equipped. A large number of ranges, now no longer fully serviceable, should be replaced. The gas companies have been very generous, in some cases giving and in others quoting special terms for new stoves of an up-to-date pattern and greatly improved construction. The Department has thus been able to improve the equipment at a low cost where gas is available. In a similar manner the Electric-power Boards have assisted the various controlling authorities, and many centres are now equipped with electrical cookers. The different Boards, in some cases by the aid of special grants from the Department, are endeavouring to improve and increase the smaller equipment. The quality of the equipment supplied is, however, frequently found to be poor and unsuitable. As the expenditure of the money is in the hands of the Boards, the Department has little opportunity to advise in this matter before the equipment is purchased. 111. TECHNICAL EDUCATION IN ENGLAND. (F. C. Renyard, Inspector of Technical Schools.) In consequence of my absence from New Zealand during the greater part of 1926, I am not in a position to report at length on the conditions of technical education in the Dominion during that year. During my stay in England I was able to investigate a good many educational problems, and to visit schools and institutions of very varied aims and types. I was also able to interview employers of labour, chiefly in the engineering and instrument-making trades, and to find out to some extent what views were held as to the kind and amount of education considered desirable for apprentices, operatives, foremen and overseers, and executive officers. The times were hardly propitious for taking stock of a form of education which necessarily makes heavy demands for expenditure on buildings, special rooms, and apparatus and appliances, for the country was in the grip of industrial strife during the whole period of my stay, and this following on some years of acute trade depression, naturally had had its effect on all educational and on almost all industrial activities. Though, however, for the time being, any great increase in expenditure for the purposes of technical education cannot be made, yet the problem of the right education of the adolescent boy and girl, of whatever social grade and for whatever niche in the organization of the country he or she is destined ultimately to fill, is being grappled as never before. The very valuable report of the consultative committee set up to consider the education of the adolescent (commonly known as the Hadow report), which necessarily deals with conditions and complexities of industrial organization and social structure not altogether paralleled by the conditions in New Zealand, could nevertheless be studied with advantage by every person interested in the education of the young in this country. The main principle which emerges from that report seems to be that, though post-primary education for every child up to the age of at least fifteen years is a vital necessity if British democracy, now at the parting of the ways, is to progress, such post-primary education facilities as are provided must be on the very broadest possible lines, and must make the fullest use of the child's environment, his special aptitudes, and his constructive no less than his reflective abilities. All avenues of culture must be explored—of the hand and the heart as well as of the head. With more particular reference to the present conditions of technical education in Great Britain, the most notable tendency is the revival of interest in technical-school work of associations of employers and of workers, and for this revival to be the result of pressure not so much from the employers and industry from above as from the individual below. A recent inquiry shows that in one way or another not less than 4,400 firms in England and Wales now support attendance at technical schools, and that not less than 68,000 young persons come under arrangements for encouraging it. These range from such active measures as taking part in " sandwich " schemes, under which the young person is alternately full time at school and full time in the works, or allowing time off each week for attendance at school during working-hours, to comparatively passive arrangements for the consideration of periodical reports upon the progress of the individual employees who attend evening classes. The particulars collected in the schools show that 57 firms (including 37 engineering, 6 shipbuilding, and 4 vehicle and rail-carriage building) take part in " sandwich " schemes, and 1,756 (including 438 engineering, 328 printing, 277 building trades and plumbing, and 58 vehicle and rail-carriage building) grant time off during ordinary workinghours. In some occupations the tradition that the youth who wants to make his own way to a position of responsibility must begin by going to the technical school is so well established as to make the intervention of the employer or manager quite unnecessary. Joint Industrial Councils have been established for many industries—notably those for flourmilling ; heating and ventilating ; engineering; pottery, printing, and silk—and these give consideration to the interests, educational and otherwise, of young workers,

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There is a general feeling in Great Britain that the national aim must be to give the greatest possible amount of education—cultural and practical—to every child capable of profiting by it in the long run, not only for the sake of economic progress, and, indeed, of the very existence of industry in fiercely competitive markets, but more particularly in order to give or to restore to the worker that self-respect and self-reliance which comes from the consciousness of skill in a craft or process the scientific principles underlying which are also to some extent apprehended. The attempt to restore the dignity of labour to the high place it held in popular esteem in the Middle Ages in Europe, and to give it again its lost social prestige, is being made on all sides, and recent speeches of the President of the Board of Education have put forward this point of view with no uncertain voice. The technical-school teachers, of whom there are some three thousand in full-time employment are now included for salary and superannuation purposes in the terms of the Burnham award, the range of the salary scale probably being somewhat more generous to the teachers than is the scale in operation in New Zealand, having regard to the relative costs of living. The matter of training of teachers of handicraft and technology is proving, however, to be a very difficult one, and, with the exception of one institution in London which is definitely engaged in the training of teachers of handicraft and trade subjects, no general solution of the difficulty has yet been found. So far as I could gather, the teachers are recruited from much the same sources and in very similar ways to those which are found suitable in New Zealand, and most of them, bringing knowledge and enthusiasm to their work, rapidly improve in the technique of instruction and become admirable teachers in every way. IV. —MANUAL TRAINING. (Extracts from the annual report of W. S. Austin, Inspector of Schools.) Manual training in woodwork, metal-work, and cookery is provided for such pupils in the two higher-standard classes of primary schools, the secondary classes of district high schools, and the various forms of junior high schools as may be within convenient reach of buildings which have been fitted up for the purpose and known as manual-training centres. At the end of the year 1926 there were 117 such centres, in which there were in all 116 rooms for woodwork, six for metal-work, and 117 for cookery. Two of the centres are double, each containing two separate sets of rooms; eight are sufficiently large for the accommodation of either double classes or classes much above the normal size, in which cases assistant instructors are employed ; five are attached to junior high schools ; and eleven serve for both manual-training and day technical schools or technical high schools. At two small centres (Owaka and Methven) provision is made for cookery, but not for woodwork. With a few outstanding exceptions, the manual-training centres are suitable in construction and arrangement. Some of the older ones, but particularly the woodwork sections of these, are buildings which have been more or less appropriately adapted for the purpose ; but in the planning of modern structures consideration has been given to the fact that manual-training woodwork is not mere carpentry, and in consequence the woodwork-rooms of these later buildings in arrangement and finish more nearly approximate the class-room than the carpenter's shed. On the whole, the equipment of the woodwork and metal-work rooms throughout the Dominion is satisfactory, and greater attention is now being given to the replacement of worn-out furniture, fittings, and tools, for which purpose the incidental allowances provided annually by the Department appear to be amply sufficient. There have been some instances where the new tools supplied are of inferior quality, but false economy of this kind is not general. Certain defects in the equipment of the rooms in which cookery is taught are discussed in the report of the Inspector of Domestic Instruction. During the year there were in operation 914 recognized classes for woodwork, with 19,625 pupils in attendance ; 41 classes, with 479 pupils, for metal-work ; and 950 classes, with 19,143 pupils, for cookery : making in all 1,905 classes, with 39,247 pupils. In some of the larger centres laundry-work takes the place of cookery for a short period each year. Instruction in dressmaking, as well as in cookery, is provided at the certres that can be attended by classes from post-primary schools, including those from the secondary departments of district high schools, and there is a growing demand from certain high schools for instruction in woodwork. Wherever possible, provision is made at the centres for classes from private schools. The staff of full-time manual-training teachers for classes taken at the centres numbered 118, comprising 60 for woodwork or metal-work and 58 for cookery. In addition, 16 men teachers and 14 women teachers on the staffs of technical day schools and technical high schools were engaged for a part of each week in taking manual-training classes at centres attached to those schools ; on the other hand, a few day technical classes were taken by manual instructors. At one isolated centre the woodwork classes were successfully conducted by the headmaster of the school, and the cookery classes by a part-time teacher secured locally; and at three other centres similarly situated local part-time teachers for one or both subjects were employed. In the cities and most of the larger towns the centres are fully occupied throughout the week ; but in localities where the population is so widely scattered as to render the cost of the transport of pupils to a large extent prohibitive the centres, less fully used, are served by itinerant instructors. For the training of specialist teachers for service in manual schools it has not been possible in this country to make the most satisfactory arrangements. On the domestic side the position is partly met by the training provided at the Otago University, where students may secure either an appropriate degree or a diploma ; but these students do not, as a rule, get the same definite training in teaching as is provided for ordinary students who attend the teachers' training colleges. The men teachers have not any facilities of this kind. Many of the older woodwork instructors are of that number brought out from England at various times in the course of the earlier stages of the development of manual training in this country, and were already experienced teachers as well as skilful tradesmen. With two or three exceptions, all the others have come over directly from the trade, generally at some financial disadvantage to themselves, and the success which has marked their service in the new phere of activity is for the most part due to a general adapt ability established in the course of their

11

E.—s,

trade training, reinforced by a strong feeling that they have a call to the work of the teacher. Where they are able to commence their teaching as assistants to instructors in charge of large centres, such as those in Auckland and Christchurch, they are at some advantage, but, in any case the new work at its commencement is of the nature of an uphill fight. Practically all of the men teachers have, in addition to their trade qualifications, certain attainments indicated by the possession of such certificates as those awarded to successful candidates at examinations conducted, by the City and Guilds of London Institute, but because of the nature of the new regulations of the Home authorities New Zealand candidates can no longer fulfil the requirements for the handicrafts certificate which now takes the place of the former woodwork (or metal-work) teachers' certificate. To meet the situation the Department instituted a Handicraft Teachers' Certificate Examination for candidates in this country. The prescription was as far as possible modelled on that for the Home examination, but in certain particulars the requirements were made somewhat more exacting, with the result that the attainments of the candidate who succeeds in passing the three yearly examinations will be at least equal to those of a primary-school teacher who holds a Class D certificate. The first examination was held in 1925, when two candidates secured a full pass in the first section, and four others a partial pass in this section. At the 1926 examination one candidate passed Section II in full, while, of those who sat for the first section, two secured full passes, one completed the section, and three gained a partial pass. Other instructors, who already hold South Kensington and City and Guilds certificates, are improving their status by taking examinations for the ordinary teachers' D, C, and B certificates. The student-teachership system, whereby young people who propose to take up the work of instruction serve a land of apprenticeship, devoting part of their time to practical training in the art of teaching at a centre, and part to the prosecution of their studies in the theory of education, as well as continuing at technical classes practical work in connection with their special subject, is not being availed of to any great extent. There were not in 1926 any student teachers for woodwork or metal-work, and only seven were serving under domestic teachers at manual-training centres. The professional and academic standing of the itinerant agricultural instructors may be gauged from the fact that 72 per cent, of their number have either university degrees or such other qualifications as entitle them to be classified in Division I, and that most of the remainder were already experienced in science-teaching at the schools before taking up the special work which now engages their attention. The issue of the permissive regulation whereby Education Boards, if they so desire, are enabled to hand over to Principals of technical schools and technical high schools the immediate control of manual instruction in their school districts, has not resulted in any noteworthy development in the unification of primary and secondary work in practical subjects ; in only three localities has there been a transfer involving centres not directly connected with or immediately adjacent to the technical school concerned. There can be little doubt that the principle underlying the regulation is sound and that if the idea were put into practice universally there would be a distinct gain in improved instruction directed by the experts who, from the nature of things, have in the highest degree the qualifications necessary for the direction of the whole course to the best advantage. As it is, there are only three education districts in which manual-training affairs are under management of supervisors who are able to give a fair measure of attention to them, while in the other districts, where the duty falls to a member of the clerical staff, or perhaps to a senior teacher with his ordinary duties pressing heavily upon him, little beyond routine administration, can be accomplished. There were twenty-five itinerant instructors employed by the Education Boards in supervising and directing the instruction in nature-study, elementary agriculture, dairy science, and general science in the primary and district high schools during the year. These specialists are giving good service to the State. Their schedules of duties differ slightly according to the varying requirements of the Boards and the extent of the ground the instructors must cover in traversing their areas, but in general they are entrusted, under the direction of the senior Inspector of the district, with the guidance of teachers in regard to both the matter to be dealt with and the methods to be employed in carrying out experimental work in the plots, the laboratory, and the class-room. Amongst other duties cheerfully taken up by the agricultural instructors, and performed largely in their own time, is the supervision, in co-operation with officers of the Department of Agriculture and members of farmers' associations, of boys' and girls' club competitions connected with home gardens, crop-growing, and calf-rearing. It is noteworthy, too, that in the course of their visits to different localities they are frequently consulted by parents and by old pupils now engaged in farming pursuits on problems confronting the men on the land in their daily occupation. They have aided greatly in transforming a very large number of bare and, in some cases, neglected school-grounds into places altogether pleasing to the eye, for not only have they given expert advice on this matter to the teachers and children, but they have by personal effort stirred apathetic School Committees into action and worked shoulder to shoulder with them in the effort to brighten the surroundings of the school, and thus create and encourage in the minds of the children love and respect for all that is orderly and beautiful. The various branches of handwork in the schools are not now taken as separate subjects, the materials and exercises being used as aids in dealing with the ordinary subjects of the curriculum. There is a danger here lest hand-and-eye training, which in itself is so important in the education of the young, should be thrust too far into the background. lam strongly of the opinion that handwork is not carried on with due continuity ; it bulks large in the kindergarten, infants', and junior classes, but appears to fall away rapidly in the middle division, and the result is that, as far at any rate as the boys are concerned, there is an undue break between the work of the lower division and that of the manual-training classes. Weakness in this direction seems to be almost universal. The solid training in co-ordinating the operations of hand and eye, in the use of the scale rule, in instrumental drawing, in elementary geometry, and in mensuration, which should be secured by appropriate practice in carton and cardboard work, is on all hands reported to be lacking, and as a consequence boys attending woodwork and metal-work classes must spend some time in making a commencement when they should be merely continuing, for there is no great change in the new occupations beyond the difference in. the media. Inquiries regarding the handwork material, the whole of which is supplied by the Department through the Boards, show that there is little complaint with respect to the quality; the quantity is sometimes said to be insufficient, but in most cases this appears to be the result of errors or omissions in requisition or distribution.

E.—s.

3. DETAILED TABLES RELATING TO TECHNICAL INSTRUCTION. Table J1.—Some Particulars relating to Technical Education for the Years 1925 and 1926.

Table J2 —Number of Pupils in Attendance at all Classes held during 1926.

12

I 1925. 1926. Number of centres at which classes were held .. .. .. .. .. 45 50 Number of technical high schools .. .. .. .. .. .. 15 15 Number of technical day schools .. .. .. .. .. .. 8 8 Number of students at all classes .. .. .. .. .. .. 18,098 19,740 Including— (a) Technical high schools .. .. .. .. .. .. 5,132 5,963 (b) Technical day schools .. .. .. .. .. \ 19 Qfifi f 1,096 (c) Other classes .. .. .. .. . . . . ..J ao ° \ 12,681 Number of free pupils at all classes .. .. .. .. .. .. 10,268 11,,930 Including— (a) Technical high schools .. .. .. .. .. .. 4,891 5,758 (b) Technical day schools .. .. .. .. .. \ / 1,015 (c) Other classes .. .. .. .. .. .. .. J ' \ 5,157 Approximate amounts payable by Government for — £ £ (a) Salaries and allowances .. .. .. .. .. .. 126,000 132,800 (6) Incidental allowances* .. .. .. .. .. .. 32,200 39,200 (c) Material for class use .. .. .. .. .. .. 4,200 Less recoveries from tuition fees .. .. .. .. .. .. 10,100 10,700 Total expenditure by Government for financial year .. .. .. .. 209,183 213,065 Including— (a Consolidated Fund .. .. .. .. .. .. 168,749 174,192 (b) Education purposes loans .. .. .. .. .. 37,892 37,314 (e) Subsidies on voluntary contributions .. .. .. .. 2,542 1,559 * From the 1st February, 1926, allowances were increased from 26 per cent, to SO per cent, of salaries, and grants for material were abolished.

Technical Higli Schools and other rinses Technical Day Schools. 0ther Uasses - Centres at which Classes are held. I Totals i Free. Other. Totals. Free. : Other. Totals. ' : i ~ Technical School Boards. Auckland Technical School .. .. .. .. 794 6 800 697 761 1,458 2,258 " Elarn" School of Art .. .. .. .. 30 27 57 15 173 188 245 Pukekohe Technical School .. .. .. .. 249 5 254 .. 21 21 275 Hamilton Technical School .. .. .. .. 247 9 256 142 142 284 540 New Plymouth Technical School .. .. .. 237 .. 237 81 123 204 441 Hawera Technical School .. .. .. .. 245 15 260 .. .. .. 260 Stratford Technical School .. .. .. .. 279 8 287 21 8 29 316 Wanganui Technical School .. .. .. . . 471 29 500 94 333 427 927 Feilding Technical School .. .. .. .. 192 2 194 63 100 163 357 Napier Technical School .. .. .. .. 187 30 217 89 159 248 465 Waipawa Technical School .. .. .. .. .. .. .. .. 21 21 21 Wellington Technical School .. .. .. .. 646 26 672 748 1,103 1,851 2,523 Petone Technical School .. .. .. .. .. .. .. 91 132 223 223 Nelson Technical School . . . . .. . . 31 3 34 162 190 352 386 Westport Technical School .. .. .. .. 141 6 147 34 78 112 259 Christchurch Technical School .. .. .. 914 20 934 889 1,301 2,190 3,124 Ashburton Technical School .. . . .. . . 151 9 160 147 67 214 374 Greymouth (sub-centres at Reef tor) and Hokitika) .. 195 1.0 205 44 139 183 388 Timaru Technical School .. .. . . . . 115 2 117 141 186 327 444 Kaiapoi Technical School .. .. .. .. .. .. .. .. 43 43 43 Waimate Technical School] .. .. .. .. .. .. .. .. 108 108 108 Dunedin Technical School .. .. .. .. 473 18 491 608 627 1,235 1,726 Oamaru Technical School .. .. .. .. .. .. . . 15 35 50 50 Invercargill Technical School .. .. .. .. 475 8 483 216 214 430 913 High School Boards. Whangarei Technical School .. .. .. .. .. .. .. 28 31 59 59 Palmerston North Technical School .. .. .. 219 7 226 358 346 704 930 Dannevirke Technical School .. .. .. .. .. .. .. . . 10 10 10 Gore Technical School .. .. .. .. .. .. .. 8 46 54 54 • University College Board. Canterbury College School of Art .. .. .. 127 32 159 121 359 480 639 Secondary Education Board. Masterton Technical School .. .. .. .. 105 1 106 140 171 311 417 Education Boards. Auckland (Onehunga, Rotorua, Taumarunui, Te Aroha, .. .. .. 52 121 173 173 Thames, Waihi) Hawke's Bay— Gisborne .. .. .. .. .. .. .. .. .. 68 54 122 122 Hastings .. .. . . .. .. .. 250 13 263 .. .. .. 263 Wellington (Blenheim, Lower Hutt) .. .. .. .. .. .. 72 84 156 156 Nelson (Motueka, Takaka) .. .. .. .. .. .. . . 13 46 59 59 Canterbury (Leeston, Lakeside, Killinchy, Doyleston, South- .. . . .. .. 192 192 192 bridge, Fairlie) Totals, 1926 .. .. .. 6,773 286 7,059 5,157 7,524 12,681 19,740 Totals, 1925 .. .. .. Details not available. 18,098

E.—6.

Table J3.—Number of Students, according to Ages, admitted to Technical High Schools or Technical Day Schools during the Year ended 31st December, 1926.

Table J4. —Number of Students, according to Ages, admitted to Classes other than Classes at Technical High Schools or Technical Day Schools during the Year ended 31st December, 1926.

13

Students admitted during 1926 who left a Name of School. lSXears 13-15 YeaIS ' 15 ~ 17 Years ' I 0ver 17 Years ' Totals. (Included in F oregoing Totals.) Technical High Schools. m. f. m. ! f. m. f. m. f. m. f. m. f. Auckland .. .. .. 20 28 3I7| 229 112 85 7 2 456 344 250 .196 Pukekohe .. .. 5 9 71 70 43 39 10 1 129 125 57 61 Hamilton .. .. .. 6 4 86 76 39 33 8 4 139 117 79 57 Hawera . . .. 3 6 69 58 51 51 7 15 130 130 66 46 Stratford . . .. .. 5 2 59 78 59 55 10 19 133 154 57 70 Wanganui . . .. 14 9 150 95 120 63 34 15 318 182 138 97 Feilding .. .. .. 2 .. 36 26 56 41 18 15 112 82 58 30 Napier .. .. .. 4 2 67 42 49 36 4 13 124 93 68 33 Hastings (to 30/4/26) ..11 8 76 72 41 38 10 7 138 125 71 54 Wellington.. .. .. 21 34 275 172 94. 62 5 9 395 277 215 134 Westport .. .. . . 1 .. 24 20 37 35 9 21 71 76 31 21 Christchurch .. . . 28 19 329 235 159 136 15 13 531 403 266 168 Greymouth .. . . 2 1 44 30 46 59 5 18 97 108 56 48 Dunedin .. .. . . 21 28 164 168 42 55 4 9 231 260 158 150 Invercargill .. .. 16 20 157 154 66 58 8 4 247 236 143 121 Totals.. .. .. 159 170 1,924 1,531 1,014 846 154 165 3,251 2,712 1,713 1,286 Technical Day Schools. " Elam" School of Art ...... 3 5 4 13 9 23 16 41 13 8 New Plymouth .. .. 5 6 44 71 39 53 11 8 99 138 45 67 Palmerston North .. 31 35 47 91 3 19 81 145 53 87 Masterton .. .. 3 2 35 41 17 7 .. 1 55 51 37 38 Nelson .. .. 15 5 9 2 3 .. 27 7 17 4 Ashburton , . 17 26 51 53 6 7 74 86 41 42 Timaru .. . . .. 1 .. 21 33 24 33 2 3 48 69 30 37 Canterbury College School of Art .... 4 23 7 75 5 45 16 143 11 62 Totals .. .. 9 8 170 239 198 327 39 106 416 680 247 345 Grand totals .. ..168 178 2,094 1,770 1,212 1,173 193 271 3,667 3,392 1,960 1,631 > v ; v y > 7,059 3,591

Students admitted during 1926 who left a Education District. i3Years 13-15 Years. 15-17 Tears. Over 17 Years, j Totals. (Included in Foregoing Totals). M. P. M. P. M. F. M. r. M. F. M. F. Auckland .. 12 12 131 111 528 218 821 350 1,492 691 222 98 Taranaki ..1 7 12 24 50 31 66 42 129 104 40 21 Wanganui 43 40 199 194 383 435 625 669 76 69 Hawke's Bay . . 2 1 28 11 100 57 116 86 246 155 36 13 Wellington" .. 15 25 179 99 614 233 920 456 1,728 813 239 162 Nelson .. 10 17 36 84 58 71 89 158 193 330 21 39 Canterbury .. 122 136 288 242 697 358 | 1,072 822 2,179 1,558 195 118 Otago . . . . 5 6 173 86 338 129 ! 407 141 923 362 155 57 Southland ..3 1 47 31 101 84 ! 105 112 256 228 53 39 Totals .. 170 205 937 728 2,685 1,375 3,979 2,602 7,771 4,910 1,037 616 V : y > V Y ' 1 12,681 1,653

E._6.

Table J5.-Number of Pupils holding Government Free Places at Technical High Schools and Technical Day Schools during the Year ended 31st December, 1926.

Table J6.—Number of Pupils holding Government Free Places at Technical Classes other than Classes at Technical High Schools or Technical Day Schoods during the Year ended 31st December, 1926.

14

Juniors. j Seniors. School. - - r —r- — Totals I Tot&lB. First Year. I Second Year. 1 First Year. ; Second Year. Third Year. __ Technical High Schools. m. f. | m. f. m. f. m. f. m. f. j m. f. Auckland . . .. 249 196 163 109 42 32 3 .. { 454 340 794 Pukekohe .. .. 56 64 j 32 42 21 10 11 2 5 6 j 125 124 249 Hamilton .. .. 80 57 j 34 47 14 11 4 132 115 247 Hawera .. . . 61 45 37 41 17 18 8 12 6 123 122 245 Stratford .. .. 57 69 37 44 18 22 14 13 4 1 130 149 279 Wanganui .. . . 141 98 89 40 46 18 14 8 9 8 299 172 471 Feilding .. .. 51 29 8 13 .. 25 15 27 24 111 81 192 Napier .. .. 64 30 ; 32 27 13 14 3 2 2 114 73 187 Hastings (to 30/4/26).. 71 57: 30 33 15 17 12 9 1 5 129 121 250 Wellington .. .. 214 133 124 94 33 28 12 7 1 383 263 646 Westport .. .. 31 21 23 23 8 16 5 13 1 67 74 j 141 Christchurcb .. 294 181 163 137 44 50 13 23 5 4 519 395 ! 914 Greymouth . . .. 47 52 32 31 8 11 6 3 1 4 94 101 1 195 Dunedin . . . . 158 148 54 76 13 16 2 5 1 227 246 473 Invercargill .. 143 118 j 59 82 37 28 5 -3 . . 244 231 j 475 Totals for 1926 .. 1,717 1,298 917 839 329 291 134 118 54 61 3,151 2,607 I 5,758 Totals for 1925 .. 1,378 1,226 815 711 298 260 82 66 27 28 2,600 2,291 4,891 Technical Day Schools. " Elam" School of Art 4 6 2 8 1 2 1 4.. 2 8 22 30 New Plymouth 47 69 26 44 19 17 5 8 2 99 138 237 Palmerston North ... 54 86 ! 18 39 2 11 2 4 3 76 143 219 Masterton .. .. j 37 38 | 16 11 1 2 54 51 105 Nelson .. .. I 17 4 2 1 4 2 1 24 7 31 Ashburton .. .. 40 36 i 24 38 5 8 69 82 j 151 Timaru .. .. ■ 29 36 16 22 2 8 2 .. 47 68 j 115 Canterbury'College Sch'l 11 58 i 4 43 5 6 .. 15 112 j 127 of Art Totals for 1926 .. 239 333 108 206 34 55 9 24 2 5 392 623 1,015 Totals for 1925 . . Not a vailabl e. I _ . I Grand totals, 1926 1,956 1,631 j 1,025 ll,045 363 346 143 142 56 66 3,543 3,230 | 6,773

j I 1 I I Education District. Jr. 1st Year. Jr ' 2 "? *j nd 3rd ' Sr. 1st Year. Sr. 2nd Year. . 8r " 3r y e a a 'J. d 4th | Totals. Totals. 1 I ' I I M. F. M. F. M. F. M. F. M. F. M. F. Auckland .. . . 167 110 208 54 131 64 93 27 ! 71 9 670 264 934 Taranaki .. .. 18 15 10 7 11 4 16 6 12 3 67 35 102 Wanganui .. .. 79 58 44 62 46 68 40 55 1 37 26 246 269 515 Hawke'sBay .. 36 11 18 15 20 18 18 16 j 3 2 95 62 157 Wellington .. ..162 59 124 59 183 74 162 52' 139 37 770 281 1,051 Nelson .. .. 25 46 23 27 14 25 7 18 6 18 75 134 209 Canterbury .. .. 252 111 243 79 200 93 149 81 80 54 924 418 1,342 Otago .. 132 47 136 36 83 54 67 21 j 39 8 457 166 623 Southland .. .. 25 17 30 29 34 20 18 24 9 18 116 108 224 Totals .. .. 896 474 836 368 722 420 570 300 396 175 3,420 1,737 5,157

E.—s.

Table J7.—Technical High Schools and Technical Day Schools: Courses taken by Students during the Year 1926.

Table J8. —Occupations of Students in Attendance at Technical Classes other than Classes at Technical High Schools or Technical Day Schools during the Year ended 31st December, 1926.

15

School. Industrial, i Agricultural. Domestic. Commercial. General. Art. j Totals. 1 Totals j j ' j * Technical High Schools. , m. | f. m. f. j m. f. m. f. ! m. f. m. , jr. M. f. Auckland .. .. .. [ 281 j .. 30 .. ! .. 99 72 214 1 73 31 .... 456 344 800 Pukekohe .. .. .. ; 19 j .. 12 . . i .. 22 24 56 ! 74 47 . . ! . . 129 125 254 Hamilton .. .. .. j 125 | .. 40 14 77 i 139 117 256 Hawera .. .. .. j 34 . . 12 .... 13 29 64 55 53 . . . . 130 130 260 Stratford .. .. 73 .. .. 59 19 41 41 54 .. .. 133 154 287 Wangamii .. .. I 60 . . 40 .. .. 45 46 99 .172 38 .... 318 182 500 Feilding .. .. 55 .. .. 42 .. 40 57 112 82 194 Napier .. .. .. | 63 .. 22 .. j .. 25 33 66 5 I 2 124 93 217 Hastings (to 30th April, 1926) 21 .. 16 .. [ .. 7 29 59 72 59 .. .. 138 125 263 Wellington .. 267 | ,. 64 70 195 24 4 34 14 395 277 672 Westport .. .. .. 29 ! .. .. 17 45 25 31 . . . . 71 76 147 Christohurch .. .. 391 . . 36 .. j .. 146 104 257 531 403 934 Greymouth .. .. 40 j .. 15 10 49 47 44 .. .. 97 108 205 Dunedin .. .. .. 161 .. 10 .. .. 64 58 185 .. .. 2 11 231 260 491 Invercargill .. .. 165 .. 17 .. . .. 108 65 128 .. 247 236 483 Totals .. .. 1,656 ..323 .. ..749 590 1,575 645 361 37 i 27 3,251 2,712 5,963 Technical Day Schools. " Blam" School of Art 16 I 41 16 41 57 New Plymouth Technical School 57 .. 10 .. .. 23 18 110 14 5 .. .. 99 138 237 Palmerston N. Technical School 76 72 .. 53 4 20 1 ] 81 145 226 Masterton Technical School .. 44 13 11 38 j 55 51 106 Nelson Technical School .. 27 2 .. 5 i .. 27 7 34 Ashburton Technical School .. 43 .. 22 .. .. 40 9 46 j 74 86 160 Timaru Technical School .. 40 i •• 8 8 61 1 .. 48 69 117 Christohurch School of Art .. .. .. .. 16 \ 143 16 143 159 Totals .. .. 287 .. 32 .. ! .. 158 46 313 18 25 33 I 184 416 680 1,096 ' ! Grand Totals ..1,943 .. 355 .. .. 907 636 1,888 663 386 70 I 211 3,667 13,392 7,059 ! I

Occupations. « 3j g .* S • £ § Totals. I a & & 3 § s a a i ■Sao^-aSS 1 ? l S telte2§S§: <3 H >■ K t> u O m Engineers and mechanics .. .. 205 25 63 28 145 ' 22 172 122 j 30 j 812 Electricians .. .. .. .. 99 18 52 16 133 ! 19 96 41 14 J 488 Plumbers, metal-workers, &c. .. .. 248 7 50 45 171 i 30 : 151 93 16 811 Woodworkers .. .. .. ..205 18 84 11 211 10 236 100 30 905 Painters, plasterers, &c. .. .. .. 40 3 38 3 57 J 21 20 7 190 Printers, &c. .. .. .. .. 53 4 4 4 15 55 10 2 147 Agricultural pursuits .. .. .. 11 .. 13 2 7 12 j 87 8 ; 6 146 Professional pursuits .. .. .. 155 12 57 23 229 41 j 224 18 j 41 800 Clerical pursuits .. .. .. 431 61 269 78 696 33 i 584 260 101 2,513 Domestic pursuits .. .. .. 197 17 155 65 235 239 500 90 j 99 1,597 Dressmakers, milliners, tailoresses, &c. .. 35 I 30 6 41 3 68 11 2 197 Employed in shops or warehouses .. 161 22 93 61 145 35 321 133 45 1,016 Engaged in various other trades and industries 99 .. 64 37 117 10 237 162 18 744 Labourers .. .. .. .. 4 11 3 12 .. | 56 13 3 102 Students .. .. .. .. 72 42 247 13 194 50 850 62 ! 54 1,584 Occupations not stated .. .. .. 168 3 64 6 133 18 j 79 142 j 16 629 Totals .. .. .. 2,183 233 1,294 401 2,541 523 ;3,737 1,285 j 484 { 12,681

E.—6.

Table J9.-Receipts by Controlling Authorities of Technical Schools and Classes (including Technical High Schools) for the Year ended 31st December, 1926.

16

Receipts from Government. Other Receipts. | Controlling Authorities. = 1 incidental 1 Subsidies on Total Receipt, Tuition Voluntary Miscella . Transfers , Total | Be^pts. Part-time^nd' AUowances Maintenance), S'Tanceof Voluntary from Contribu- r ® n °™ • from other of other ! Student ! " ' Equipment, Gl f or 1925. Contributions. Government. * tions. f ch oo ls . ' Accounts. Heceipts. , Teachers. ana Kent ' i 1 J ! Jii Technical School Boards. £ i £ £ £ £ £i£ £ £ £ £ £ j £ Auckland Technical School ..I 15,600 ; 3,753 430 185 34 20,002 ! 994 155 .. 1,095 .. 2,244 22,246 " Elam" School of Art .. .. 1,671 i 116 .. 11 25 1,823 j 263 j 20 300 .. j 583 2,406 Pukekohe Technical School .. 4,401 1,286 95 .. .. 5,782 ! 56 8 .. 158 .. 222 6,004 Hamilton Technical School .. 5,090 1,542 264 30 .. 6,926 260 .. 63 156 .. 479 7,405 New Plymouth Technical School .. j 3,815 1,100 13 100 .. 5,028 77 11 20 229 .. 337 5,365 Hawera Technical School .. .. 3,099 806 139 4 46 4,094 61 .. .. 132 .. 193 4,287 Stratford Technical School .. 4,426 | 1,210 20 16 .. 5,672 84 10' .. 123 .. 217 5,889 Wanganui Technical School .. 8,793 i 2,101 940 200 196 12,230 603 50 106 6,134 .. 6,893 19,123 Eeilding Technical School .. .. 3,536 i 926 247 27 10 4,746 106 24 32 178 414 754 5,500 Napier Technical School .. .. 4,327 j 1,055 215 192 35 5,824 269 60 ; .. ! 411 .. 740 6,564 Waipawa Technical School .. 81 25 .. .. .. 106 23 .. j .. 23 129 Wellington Technical School .. 14,380 ] 2,215 3,984 113 994 21.686 1,891 399 .. j 2,312 .. 4,602 26,288 Petone Technical School .. .. 650 56 23 .. 79 808 133 80 129 I 11 .. 353 1,161 Nelson Technical School .. .. 2,679 811 29 12 .. 3,531 187 25 j 31 I 129 .. 372 3,903 Westport Technical School .. 3,136 781 160 67 18 4,162 105 43 98 69 .. 315 4,477 Christchurch Technical School .. 16,650 ; 3,561 9,326 700 343 30,580 1,218 498 .. 5,385 .. i 7,101 ; 37,681 Ashburton Technical School .. 3,392 780 175 78 209 4,634 103 69 i 71 139 .. ■ 382 | 5,016 Greymouth Technical School .. 4.360 i 1,178 140 54 100 5,832 179 .. I 156 480 .. I 815 I 6,647 Timaru Technical School .. .. 2,916 j 679 603 96 50 4,344 184 75 217 486 ! 4,830 Kaiapoi Technical School .. .. 33 j 15 .. 10 .. 58 29 6 ! 1 .. 36 94 Waimate Technical School.. .. 1 14 .. 22 13 50 92 13 26 .. . 131 181 Dunedin Technical School .. 9,987 : 2,061 .. 323 92 12,463 956 185 .. 1,102 .. 2,243 14,706 •Oamaru Technical School .. .. 98 42 .. .. .. 140 j 50 49 .... .. 99 239 Invercargill Technical School .. 8,176 | 2,158 1,298 225 .. 11,857 300 84 .. 587 .. 971 12,828 High School Boakds. Whangarei Technical School .... .. .. .. .. .. 34 .. .. .. .. 34 34 Palmerston North Technical School.. 6,298 1,087 175 173 186 7,919 j 772 172 13 249 .. 1,206 9,125 Dannevirke Technical School .. 80 19 .. .. .. 99 28 .. .. .. .. 28 127 Gore Technical School .. .. .. .. .. .. .. .. 40 25 .... .. 65 65 University College Board. Canterbury College School of Art .. 4,356 498 19 94 .. 4,967 i 762 .. .. : 419 .. i 1,181 j 6,148 Secondary Education Board. Masterton Technical School .. 2,743 596 20 101 40 3,500 150 25 .. ! 70 .. 245 ' 3,745 Education Boards. Auckland .. .. .. 305 194 864 23 .. j 1,386 | 92 .. .. 240 .. 332 1,718 Hawke's Bay — Gisborne .. .. .. 232 14 13 20 j 279 93 20 .. 21 ! 134 413 Hastings .. .. .. 1,199 325 170 36 5 1,735 11 .. .. 240 251 1,986 Wellington .. .. .. 413 45 16 33 j 507 I 71 11 .. 10 ; 92 599 Nelson .. .. .. .. .. .. .. .. j 20 .. .. 21 41 41 Canterbury .. .. .. 4 .. 14 .. .. | 18 95 2 .. .. j .. 97 115 Totals .. .. .. 136,927 31,049 19,392 2,945 2,475 j 192,788 10,401 2,099 739 1 20,644 414 34,297 227,085

E.—s.

Table J10.—Payments by Controlling Authorities of Technical Schools and Classes (including Technical High Schools) for the Year ending 31st December, 1926.

Approximate Cost of Paper.—Preparation, not given ; printing (980 copies), £28.

By Authority : W. A. G. Skinner, Government Printer, Wellington.—l 927,

Price 9d.~\

3 —E. 5.

17

Cfi rQ , £ g Working-expenses. 3 § — — 5* • ® o»iie'2S ■op, « to »S A, W "S | 3 2 a , 3« 5-2 |®-9 -S =3 ° .9 S n »■" 5 o 3 Controlling Authorities. " Wh ™ 8 £ ®& g "§ 5 ■ 111 £ 21 9$ WJ s? : |g |§ I .1 | 8 1 bS 3 . 31 ®| „§ H •§§ « § •« ® S « <? 85® ® ® si's ® — 3a »'S -SB" ®" a ® § ° < "3 ° -gSm E§-3 t|C &.s 0 £* j| i °» ■£ 3 $ o CO m ofi™ 3 « OrfgPH 33 OH H Technical School Boards. £ £ £ £ £ £ £ £ £ £ £ £ £ Auckland Technical School .. 15,718 638 426 1,890 135 516 427 ; 23 4,055 931 223 1,688 : 22,615 " Elam " School of Art .. 1,810 155 73 123 13 130 59 I .. 553 1 45 2,409 Pukekohe Technical School .. 4,356I 67 111 242 73 235 64: 97 889 559 158 .. 5,962 Hamilton Technical School .. 5,215 j 74 116 371 110 206 35! .. 912 575 106 .. : 6,808 New Plymouth High School .. 4,034 ! 127 206 443 371 144 40 .. 1,331 99 170 .. 5,634 Hawera Technical School .. 3,115 75 76 61 9 178 39! .. 438 478 232 .. 1 4,263 Stratford Technical School .. 4,283 45 97 62 38 340 32! 10 624 459 132 .. 5,498 Wanganui Technical School .. 9,014 305 238 617 276 323 97 3 1,859 1,633 5,419 .. 17,925 Fending Technical School .. 3,650 126 94 14 22 336 157 1 .. 749 555 260 .. 5,214 Napier Technical School .. 4,120 249 148 243 290 140 125 44 1,239 266 356 .. 5,981 Waipawa Technical School .. 98 10 7 1 .. 4 .. 22 120 Wellington Technical School .. 14,591 770 339 968 53 531 386 j 278 3,325 j 4,992 1,479 .. 24,387 Petone Technical School .. 636! 159 37 24 16 100 38 ! .. 374! 60 2 .. 1,072 Nelson Technical School .. 2,681: 160 65 288 11 104 45! 15 688! 118 75 .. 3,562 Westport Technical School .. 3,237 113 103 272 95 197 120 i .. 900 361 74 .. 4,572 Christchurch Technical School .. 16,603 847 522 1,413 699 1,107 330 .. 4,918 9,147 6,518 .. 37,186 Ashburton Technical School .. 3,423 126 81 271 15 220 61 31 805 449 69 .. 4,746 Greymouth Technical School .. 4.537 159 66 189 14 200 64 j 98 790! 520 652 .. 6,499 Tiniaru Technical School .. 2,645 109 86 179 29 102 77' 13 595 1,485 16 .. 4,741 Kaiapoi Technical. School .. 70 15 2 12 9 6 4 48 .. 10 128 Waimate Technical School .. 92 35 8 31 4 12 12 102 . . .. .. 194 Dunedin Technical School .. 10,184 621 357 1,051 71 626 272 35 3,033 566 324 .. 14,107 Oama.ru Technical School .. 132 71 6 .. .. 6 5 .. 88 .. .. .. 220 Invercargffl Technical School .. 8,657 383 350 619 219 578 174 .. 2,323 1,395 1,801 .. 14,176 High School Boards. Whangarei Technical School .. 151 .. .. 45 .. 25 11 .. 81 .. .. .. 232 PalmerstonNorth Technical School 5,899 244 150 438 168 177 161 19 1,357 429 123 .. 7,808 Dannevirke Technical School .. 61 j .. 40 .. .. 3 .. 43 .. .. .. 104 Gore Technical School .. 81 32 5 .. 3 9 4 53 21 .. 155 University College Board. Canterbury College School of Art 4,344 200 193 136 48 346 203 .. 1,126 85 126 450 6,131 Secondary Education Board. Masterton Technical School .. 2,746 97 100 224 138 103 99 23 784 400 .. .. 3,930 Education Boards. Auckland .. .. .. 428 .. 27 27 1,725 110 .. 2,290 Hawke's Bay— Gisborne .. .. .. 316! 45 8 ' 79 19 8 7 166 43 .. 525 Hastings .. .. .. 1,089 53 23 35 44 69 16 62 302 303 22 441 2,157 Wellington .. .. .. 441 70 15 26 3 1 3 118 23 .. 582 Nelson .. .. .. .. .. I 19 I 3 24 .. ! .. .. 24 Canterbury .. .. .. 135 5 2 6 .. .. .. 13 19 ; 5 172 Totals .. .. 138,592j 6,185 4,138 10,432 2,987 7,069 '3,184 759 34,754 27,697 jl8,507 2,579 J222,129