EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1929.]

Appendix to the Journals of the House of Representatives, 1930 Session I, E-02

E.--2

1930. NEW ZEALAND.

EDUCATION: PRIMARY EDUCATION. [In continuation of E.-2, 1929.]

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

CONTENTS. Detailed Tables relating to Primary Education. Appendices. Table. Page Page Al. Number of Public Schools according to Grade.. 2 Appendix A— 81. Attendance at Public Schools .. .. 2 Report of Chief Inspector of Primary Schools .. 18 Cl. Age and Sex of Pupils on Rolls of Public Schools 3 C 2. Number of Pupils in various Standards at Public Schools .. .. .. 4 Appendix B — C 3. Average Age of Pupils at Public Schools .. 5 Reports of Education Boards— C 3a. Median Age of Pupils at Public Schools .. 5 Auckland .. .. .. .. .. 27 C 4. Proficiency Examination Results .. .. 6 Taranaki .. .. .'. , . .. 27 C 5. Number of Children who left Public Schools in Wanganui .. .. .. 28 1929 .. .. .. .. 6 Hawke's Bay .. .. .. 28 C 6. Destination of Children who left Public Schools Wellington .. .. .. .. 29 in 1929 .. .. .. 7 Nelson .. .. .. .. .. 29 Dl. Registered Private Primary Schools —Number Canterbury .. .. .. 29 of Schools, Pupils, and Teachers .. .. 8 Otago .. .. .. . . .. 30 D 2. Registered Private Primary Schools —Age and Southland .. .. . . 30 Sex of Pupils .. .. .. 9 E 1. Number of Teachers in Public Schools .. 10 E2. Classification of Teachers in Public Schools . 10 Balance-sheets of Education BoardsE 3. Class of Certificate held by Teachers in Public Auckland ... 31 Schools .. .. .. 10 Taranaki .. .. .. . 32 E4. Amount of Salaries received by Teachers in Wanganui ' !! !. " *33 Public Schools .. •• y Hawke's Bay .. .. .. ..34 E 5. Grade of Salary received by Teachers m Public Wellington ... 35 Schools .. . • • • .. 12 Nelson .. . . 37 Fl. Receipts and Bank Balances of Education Canterbury' *' ' * 38 Boards .. .. .. 13 Otao-o .. .. *39 F2. Payments and Bank Balances of Education Southland ' !! .! *40 Boards .. .. .. 13 F 3. Payments of Education Boards on account of Administration and of Incidental Expenses of Schools 14 Appendix CE4. Office Staffs of Education Boards .. .. 15 Training Colleges Reports of Principals of Training Colleges— Detailed Tables relating to Training Colleges. Auckland .. .. .. .. 41 Table. Wellington .. .. .. .. 42 Pl. Number of Students in Training Colleges .. 16 Christchurch .. .. .. .. 43 P 2. Initial Status on their admission of Students Dunedin .. .. .. .. 44 who left in 1929 .. .. 16 P3. Examination Status of Students who left in 1929 17 P 4. Highest Status on Admission of Students who Appendix D— entered Training Colleges in 1929 .. 17 Report of Supervisor of Musical Education ~ 45

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DETAILED TABLES RELATING TO PEIMAEY EDUCATION.

The following tables relate to primary education for the year 1929. Table Al. —Number of Public Schools, December, 1929, classified according to Grade.

Table B1 .—Attendance at Public Schools in 1929.

I 5» ® - 03 fl >> • Grade of School 'd *d § ™ -2 s a |o<£ 0 „a a " oc . ,0 ee^.jq' -1 fmci c3 ®5 06 © q a . 1—1 £5 o • Average Attendance. 3 § •« a o _2 g, 3 J* te J ! f § | § o op 0 1-8 .. 66 14 25 27 25 24 22 24 7 234 1 9-20 .. 235 44 65 68 77 46 123 78 54 790 II 21-35 . . 154 39 32 26 51 27 83 52 49 513 f A 36-50 .. 104 29 23 14 16 13 44 33 29 305 III<j B 51-80 .. ..70 18 26 19 20 9 45 20 19 246 LC 81-120 .. ..44 11 10 13 16 9 18 12 8 141 fA 121-160 .. ..14 5 8 7 6 3 13 8 5 69 IV ■{ B 161-200 .. 8 3 3 3 5 3 3 1 1 30 LC 201-240 .. ..5 1 3 3 6 1 8 3 5 35 fA 241-280 .. ..11 2 5 2 4 1 6 1 1 33 V<{ B 281-320 .. .. 4 .. 1 .. 3 .. 4 1 1 14 LC 321-360 .. ..7 2 3 6 7 1 3 5.. 34 fA 361-400 .. .. 9 .. 3 2 2 .. 4 4 1 25 VI<! B 401-440 .. ..5 2 1 1 2.. 1 2 2 ]6 LC 441-480 .. .. 8 .. .. 1 3 1 3 4 .. 20 f A 481-520 .. .. 8 .. 1 2 2 .. 3 .. .. 16 B 521-560 . . .. 6 1 1 1 2 .. 3 1 .. 15 C 561-600 .. .. 5 1 1 2 2 1 4 3 .. 19 D 601-640 .. . . 4 . . 1 .. 4 .. 3 1 1 14 E 641-680 .. ..5 .. .. .. 3 .. .. .. 2 10 VTT J F 681-720 .. .. 2 .. 1 . . 1 .. 4 2 .. 10 Vlie j G 721-760 .. .. 1 ■ • 1 1 1 4 H 761-800 .. .. 1 •• •• •• 1 .. .. 2 I 801-840 . . .. 1 .. . • ,- .. .. .. .. .. 1 J 841-880 . . .. • • • • •• • • •• ■ • 1 • ■ .. 1 K 881-920 L 921-960 Totals for 1929 .. 776 173 214 198 258 139 399 255 185 2,597 Totals for 1928 .. 776 175 212 191 260 146 | 395 253 190 2,598 Difference .. .. [ -2 +2 +7 -2 -7 | +4 +2 -5 -1 Note. —Part-time schools and main schools with side schools attached are counted separately, and are included in the separate grades determined by the separate average attendance of each school.

(Excluding Secondary Departments of District High Schools, but including the Three Junior High Schools conducted by the Auckland Education Board.) Average Attendance for Rnii NniviViova Mean of Average Weekly Roll Whole Year (Mean of of Three Terms, 1929. Average Attendance of Three Average Terms). Attendance as Education District. Punils Punils i Percentage at at of Average 31st De- 31st De- Boys. Girls. Total. Boys. Girls. Total. cember, cember, Koll, 192J. 1928. ! 1929. Auckland.. .. .. 67,600 67,389 34,803 31,324 66,127 31,671 28,270 59,941 90-6 Taranaki.. .. .. 11,830 11,895 5,982 5,686 11,668 5,421 5,119 10,540 90-3 Wanganui .. .. 17,129 16,881 8,849 7,883 16,732 8,027 7,074 15,101 90-2 Hawke's Bay .. .. 16,443 16,335 8,425 7,548 15,973 7,672 6,839 14,511 90-8 Wellington .. .. 28,152 28,330 14,402 13,277 27,679 13,122 12,030 25,152 90-8 Nelson .. .. .. 6,973 6,872 3,564 3,177 6,741 3,258 2,885 6,143 91-1 Canterbury .. .. 37,373 37,155 18,700 17,459 36,159 17,130 15,884 33,014 91-3 Otago .. .. .. 20,957 20,981 10,530 9,808 20,338 9,775 9,036 18,811 92-4 Southland .. .. 12,237 12,123 6,247 5,546 11,793 5,716 5,049 10,765 91-2 Totals, 1929 .. .. 217,961 111,502 101,708 213,210 101,792 92,186 193,978 90-9 Totals, 1928 .. 218,794 .. 111,879 |l02,515 214,394 101,334 92,086 193,420 90-2 Difference .. .. -833 -377 j -807 j — 1,184 + 458 +100 + 558 + 0-7

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Table C1.-Age and Sex of the Pupils on the School Rolls in the several Education Districts at 30th June, 1929.

(Excluding Junior High Schools and Secondary Departments of District High Schools.) 5 andjmder 6 f; atK } under 7. 7 and under 8. 8 and under 9. 9 and under 10. 10 and under 11. 11 and under 12. 12and under 13. ISand under 14. 14and under 15. 15 andunder 16. Over 16 Years. Totals of all Ages. Education District. 1 — — 1 Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Total. . - Auckland b . .. 3,188 2,917 3,842 3,481 4,250 3,726 4,084 3,793 3,987 3,550 3,579 3,209 3,512 3,208 3,403 3,140 2,567 2,252 1,274 932 321 184 52 23 34,059 30,415 64,474 Taranaki .. .. 500 507 668 633 719 729 654 659 727 680 649 619 618 601 639 619 475 406 208 142 44 28 3 3 5,904 5,626 11,530 Wanganni.. .. 767 664 979 849 1,024 993 1,038 973 1,018 895 950 845 959 920 933 869 736 601 352 234 84 29 14 5 8,854 7,877 16,731 Hawke'sBay .. 757 643 939 830 1,005 891 984 859 970 889 931 816 896 895 833 807 629 595 343 209 107 50 19 4 8,413 7,488 15,901 Wellington .. 1,284 1,099 1,639 1,465 1,744 1,701 1,813 1,646 1,728 1,619 1,530 1,437 1,553 1,459 1,472 1,426 1,005 974 467 311 92 52 12 8 14,339 13,197 27,536 Nelson .. .. 330 284 423 366 394 364 422 369 430 428 402 374 366 345 405 303 271 220 100 87 29 .14 3 2 3,575 3,156 6,731 Canterbury .. 1,605 1,448 2,105 2,009 2,147 2,158 2,234 2,039 2,134 2,040 1,936 1,872 1,971 1,951 2,0381 1,984 1,486 1,319 724 475 183 85 25 6 18,588 17,386 35,974 Otago .. .. 977 921 1,183 1,190 1,206 1,222 1,194 1,175 1,234 1,163 1,191 1,057 1,235 1,068 1,113 1,030 806 735 297 177 57 28 5 2 10,498 9,768 20,266 Southland.. .. 540 525 678 643 852 725 746 655 687 678 660 539 612 666 702 577 484 358 196 125 50 17 3 1 6,210 5,509 11,719 Totals for 1929 .. 9,948 9,00812,45611,46613,341 12,50913,16912,16812,91511,94211,82810,76811,72211,11311,53810,755 8,459 7,460 3,961 2,692 967 487 136 54110,440100,422 210,862 Percentage of pupils 9-0 11-3 12-3 12-0 11-8 10-7 10-8 10-6. 7-5 3-2 0-7 0-1 100 of each age j [ ' — ' Totals for 1928 .. 10,117 9,26812,80611,90713,135 12,01812,65511,98011,84110,99811,93811,29112,35611,85211,55210,679 8,752 7,824 4,193|2,932 l,055j 514 148 64 10,548101,327 211,875 Difference .. -169 -260 —350 -441 206 491 514; 188 1,074 944 -110 —523 —634; -739 —14 76 -293 —364 —232| -240 -88 -27 -12 -10 —108 -905-1,013

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Table C2.-Standard Classes of Pupils on School Rolls in the several Education District at 30th June, 1929.

(Excluding Junior High Schools and Secondary Departments of District High Schools.) Pupils at 30th June in Standard Special Classes for Pupils in Preparatory ! Backward Children. Classes. I ! ~ Education District. j I. II. III. IV. V. | VI. VII. - Boys. Girls. Total. Boys. Girls. Total. j Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. | Boys. Girls. Total, j Boys. Girls. Total. Boys. Girls. Total. Boys. Girls. Total. Auckland .. 64 48 11210,355 8,824 19,179 4,368 3,795 8,163 4,185 3,843 8,028 4,321 4,013 8,334 4,160 3,770 7,930 3,447 3,180 6,627 3,086 2,841 5,927 73 101 174 34,059 30,415 64,474 Taranaki .. 18 12 30 1,843 1,687 3,530 740 690 1,430 676 672 1,348 733 662 1,395 644 694 1,338 659 662 1,321 576 515 1,091 15 32 47 5,904 5,626 11,530 Wanganui .. 7 9 16 2,595 2,237 4,832 1,073 950 2,023 1,088 950 2,038 1,077 974 2,051 1,061 984 2,045 1,014 897 1,911 908 852 1,760 31 24 55 8,854 7,877 16,731 Hawke's Bay .. 20 11 31 2,508 2,064 4,572! 1,030 868 1,898 1,001 897 1,898 1,022 944 1,966 938 953 1,891 978 954 1,932 878 771 1,649 38 26 64 8,413 7,488 15,901 Wellington .. 73 38 111 4,399 3,689 8,088' 1,757 1,644 3,401 1,751 1,694 3,445 1,790 1,643 3,433 1,749 1,619 3,368 1,441 1,518 2,959 1,354 1,318 2,672 25 34 59 14,339 13,197 27,536 Nelson .. .. 13 12 25 1,006 833 1,839' 411 360 771 438 368 806 465 438 903 434 395 829 421 397 818 376 333 709 11 20 31 3,575 3,156 6,731 Canterbury .. 35 9 44 5,245 4,652 9,897, 2,258 2,114 4,372 2,193 2,108 4,301 2,402 2,272 4,674 2,266 2,188 4,454 2,202 2,146 4,348 1,968 1,875 3,843 19 22 41 18,588 17,386 35,974 Otago .. .. 46 35 81 2,696 2,461 5,157 1,337 1,303 2,640 1,349 1,312 2,661 1,317 1,230 2,547 1,330 1,215 2,545 1,276 1,148 2,424 1,122 1,040 2,162 25 24 49 10,498 9,768 20,266 Southland .. 11 5 16 1,669 1,464 3,133 | 842 699 1,541 721 725 1,446 794 657 1,451 781 683 1,464 687 687 1,374 678 577 1,255 27 12 39 6,210 5,509 11,719 Totals for 1929 .. 287 179 466 32,316 27,91160,227113,816 12,423 26,23913,40212,569 25,971 13,921 12,833 26,75413,363 12,501 25,86412,12511,589 23,714 10,94610,122 21,068 264 295 559110,440100,422 210,862 Percentage of pupils .. .. 0-2 .. .. 28-6 .. .. 12-4 .. .. 12-3 .. .. 12-7 .. .. 12-3 .. .. 11-2 .. .. 10-0 .. .. 0-3 .. 100 in each standard : j Totals for 1928 .. 241 145 386 32,817 28,474 61,291 13,146 12,201 25,347 13,23612,204 25,44014,041 13,046 27,08713,234 12,804 26,038 12,667 11,995 24,662 10,93810,170 21,108 228 288 516110,548101,327 211,875 Difference .. 46 34 80 -501 -563-l,064| 670 222 892 166 365 531 -120 —213 - 333 129 — 303 -174 -542 -406 - 948 8 -48 -40 36 7 43 —108 - 905 -1,013 J I

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Table C3.-Average Age of Pupils as at 30th June, 1929.

Table C3a.—Median Ages of Pupils as at 30th June, 1929.

Average Ages of the Pupils in each Class. Education District. . — Classes! P ' 81 - s2 ' 83 ' S4 ' S5 ' S6 ' ' S7 ' j " Yrs. m. Yrs. m. Yrs. m. Yrs. m. Yrs. m. Yrs. m. Yrs. m. Yrs. m. Yrs. m. Auckland .. .. .. 11 5 6 8 8 4 9 4 10 5 11 7 12 7 13 5 13 11 Taranaki .. . . ..Ill 6 9 8 5 9 6 10 5 11 6 12 6 13 4 13 9 Wanganui .. ... .. 12 9 6 8 8 5 9 4 10 6 11 6 12 6 13 4 13 10 Hawke's Bay .. . . 10 11 6 8 8 4 9 4 10 5 11 5 12 6 13 5 14 2 Wellington .. .. .. 11 2 6 8 8 4 9 4 10 4 11 6 12 5 13 3 14 3 Nelson .. .. .. 11 5 6 6 8 1 9 2 10 2 11 4 12 3 13 3 13 6 Canterbury .. .. .. 12 7 6 7 8 3 9 2 10 4 11 6 12 6 13 5 14 4 Otago .. . . 9 11 6 5 8 0 9 1 10 2 11 4 12 4 13 2 14 0 Southland .. .. .. 11 8 6 6 8 0 9 0 10 2 11 4 12 4 13 3 13 9 All districts .. .. 11 2 67 83 93 10 4 11 6 12 6 13 4 14 0 Range (difference between 2 10 0405Q6040304030 10 highest and lowest)

Special Education District. for Class P. SI. S2. S3. S4. S5. S6. S7. Backward Children. Yrs. m. Yrs. m. Yrs, m. Yrs. m. Yrs. m. Yrs. m. Yrs. in. Yrs. m. Yrs. m. Auckland .. .. .. 11 7 6 6 8 2 9 2 10 3 11 5 12 6 13 5 13 11 Taranaki .. .. .. 11 6 6 7 8 4 9 5 10 4 11 5 12 6 13 4 13 9 Wanganui .. .. .. 12 11 6 7 8 3 9 3 10 4 11 5 12 6 13 4 13 11 Hawke's Bay .. .. 11 6 6 6 8 3 9 4 10 3 11 4 12 5 13 5 14 2 Wellington .. .. .. 11 5 6 7 8 3 9 3 10 3 11 5 12 5 13 3 14 0 Nelson .. .. .. 11 0 6 5 8 0 9 0 10 0 11 1 12 3 13 2 13 5 Canterbury .. .. .. 12 7 6 6 8 1 9 1 10 3 11 4 12 5 13 4 14 5 Otago . . .. .. 10 3 6 4 7 10 9 0 10 2 11 3 12 4 13 2 14 1 Southland .. .. .. 11 7 6 5 7 10 8 11 10 0 11 3 12 4 13 2 13 10 All districts .. .. 11 6 6 6 8 2 9 2 10 3 11 5 12 5 13 4 13 11 Range (difference between 2803060604040303 10 highest and lowest) »

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Table C4. —Proficiency Certificate Examination Results, 1929, in Public and Private Schools.

Table C5. —Age and Attainment of Pupils who definitely left Primary Schools during or at End of Year 1929.

Proficiency Certificates. Competency Certificates. Number of Education District. S6 Pupils Percentage of Average Age Percentage of presented. JNumDer Num ber ! of Successful Number gained. presented. [ Pupils. gained. presented. Public Schools. Yrs. m. Auckland .. .. .. 6,625 5,392 , 81-4 I 13 9 663 | 10-0 Taranaki.. .. ... . .. 1,008 806 80-0 | 13 7 148 i 14-7 Wanganui .. .. .. 1,694 1,333 78-7 | 13 9 250 j 14'7 Hawke'sBay .. .. .. 1,608 1,175 73-1 13 9 233 | 14-5 Wellington .. .. .. 2,796 1,925 68-8 ; 13 7 564 20-2 Nelson .. .. .. .. 679 585 86-2 13 4 71 j 10-5 Canterbury .. .. .. 3,623 2,831 78-1 13 7 445 12-3 Otago .. .. .. .. 2,088 1,670 80-0 13 6 212 10-2 Southland .. .. .. 1,191 828 69-5 j 13 7 244 20-5 Totals .. .. .. 21,312 16,545 77-6 I 13 8 2,830 I 13-3 Private Schools. Auckland .. .. . . 722 453 62-7 13 10 118 16-3 Taranaki .. .. . . .. 150 120 80-0 13 9 14 9'3 Wanganui .. .. .. 186 150 80-6 13 9 20 10-8 Hawke'sBay .. .. .. 291 201 69'1 13 11 33 11-3 Wellington .. .. .. 490 390 79-6 13 9 60 12-2 Nelson .. .. .. .. 122 105 86 1 13 10 12 9-8 Canterbury .. .. . . *820 560 68-3 13 9 162 19-8 Otago .. .. .. .. 272 231 84-9 13 9 17 6-3 Southland .. .. .. 123 85 69-1 13 10 23 18-7 Totals .. .. .. 3,176 2,295 72-3 13 9 459 14-5 * Includes also pupils from Secondary Schools and Technical Schools. Note.—Total number of pupils of public schools who passed Standard VI, was 19,375, or 90-9 per cent, of the number presented; total number of pupils of private schools was passed Standard VI was 2,754, or 86-8 per cent, of the number presented.

In Standard VI. ) In Standard V. a ae Gamed Proficiency Gained Competency Had not passed Certificate. Certificate. Standard VI. Boys. | Girls. Boys. Girls. j Boys. Girls. Boys. Girls. 15 -years and over .. .. .. 930 502 310 142 447 258 286 i 164 14' „ .. .. .. 2,421 1,979 j 446 i 400 593 598 624 626 13 „ .. .. .. 3,225 3,352 ] 274 ! 323 84 97 69 66 12 „ .. .. .. 1,443 1,625 j 51 79 12 14 17 14 11 „ .. .. .. 177 155 j 1 | 2 4 .. 10 9 Under 11 years .. .. .. 11 4 j .. j .. .. 1 Totals .. .. .. 8,207 7,617 1,082 1 946 1,140 967 1,007 879 j In Standard IV. j In Standard III. In 11 or Totals. Age. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Total. j ' j " 15 years and over .. .. 82 39 17 12 14 5 2,086 1,122 3,208 14 „ .. .. 262 i 234 j 81 60 33 ; 35 4,460 3,932 8,392 13 „ .. .. 24 30 ! 9 6 "5 i 4 3,690 3,878 7,568 12 „ .. .. 3 13 [ 2 3 3 3 1,531 1,751 3,282 11 „ .. .. 7 4 I 4 5 5 3 208 178 386 Under 11 years .. .. 6 8 j 11 13 55 ; 77 84 102 186 Totals .. .. 384 328 124 99 115 127 12,059 10,963 23,022

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Table C6.-Dectin ation of Children who defi nitely left Primary Schools during or at end of 1929.

Auckland. Taranaki. Wanganui. Hawke's Bay. Wellington. Twx. . • Passed Not passed Passed Not passed Passed Not passed Passed Not passed Passed Not passed Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. • Boys. Girls. ~ i i i ' 1 " Post-primary .. .. .. .. .. 1,637 11,495 68 44 | 278' 275 j 11 14 533 j 492 | 17 7| 468 410 27 14 756 792 j 51 60 Commercial occupations — (a) Clerical (including typing) .. .. .. 21 33 6 8 1 1 ;. 14 8 9 2 j 10 1 20 7 j 3 1 (b) Shop and warehouse assistants .. .. .. 85 69 41 30 ! 20 3 10 3 24 3 j 19 7 27 19 20 8 43 37 19 22 Trades — (а) Engineering .. .. .. .. .. 46 18 2 2 6 2 9 6 16 12 (б) Building , .. .. .. .. .. 29 16 5 4 7 3 7 10 18 7 (c) Other .. .. .. .. .. 82 7 63 7 12 1 8 22 1 16 16 J .. 10 64 19 26 7 Agricultural and pastoral .. .. .. .. 429 46 350 37 114 13 104 11 146 4 112 4 124 j 7 100 4 72 8 88 9 Other occupations .. .. .. .. ..135 98 114 102 16 7 12 12 36 19 27 19 22 | 13 37 19 57 51 65 52 Home .. .. .. .. .. 158 693 85 431 23 145 17 104 23 157 18 136 27 ! 177 26 149 37 176 34 142 Not known .. .. .. .. 35 26 94 82 4 5 10 15 7 7 12 22 10 j .. 12 3 25 9 22 21 Total number of children leaving .. .. 2,657 2,467 855 741 475 449 179 159 818 691 235 197 720 626 249 197 1,108 1,099 327 314 I I — — » Nelson. Canterbury. Otago. Southland. Totals. . _ - j • • "npetinn+inn Passed Not passed Passed Not passed Passed Not passed Passed . Not passed Passed Not passed Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Standard VI. Boys. Girls. Boys. Girls. Boys. Girls. Boys. : Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. | Girls. Boys. Girls. Post-primary .. .. .. .. 215 201 8 4 1,169 1,098 38 40 603 533 3 6 305 298 8 10 5,964 5,594 231 199 Commercial occupations — (a) Clerical (including typing) .. .. .. 2 1 1 45 10 6 4 | 11 11 3 4 11 4 1 135 74 30 20 (b) Shop and warehouse assistants .. .. .. 6 1 1 2 1 63 33 12 14 30 13 15 16 9 5 7 307 183 145 101 Trades — (a) Engineering .. .. .. .. .. 1 15 .. 7 19 10 2 116 57 (b) Building .. .. .. .. .. 5 23 .. 15 1 11 3 9 3 114 61 1 (c) Other .. .. .. .. .. 10 .. 3 31 8 30 5 36 5 25 7 10 3 283 41 184 j 26 Agricultural and pastoral .. .. .. ..48 4 26 1 156 j 3 138 5 149 4 68 2 124 7 86 4 1,362 96 1,072! 77 Other occupations .. .. .. .. .. 31 13 13 9 63 48 71 35 31 31 51 32 19 12 18 18 410 292 408 298 Home .. .. .. .. .. .. 16 84 10 I 56 73 336 68 245 71 283 48 126 44 155 28 68 472 2,206 334 1,457 Not known .. .. .. .. .. 3 4 8 1 23 20 55 49 11 3 23 17 8 3 12 11 126 77 248 221 Total number of children living .. .. 337 308 | 71 72 1,661 1,556 440 398 972 883 249 210 541 484 165 112 9,289 8,563 2,770 2,400

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Table D1. —Registered Private Primary Schools. —Number of Schools, Pupils, and Teachers at the end of 1929.

Roll Number at End of Year. g Number of Teachers. Number of Schools. —= ; § "§ •§ Total Roll. g §"§« «' s =3 2 ofl o o 5^2° District. — — g« <j 5 5 gj . I O . o . 5° o flojo c«5o Of^° 3=3.3 ' a-SS JH'S" -b3 as 3j§ 5 a so® 0 *> ill 1 !!! sf| lp §£ s£ |S » » 3 i 1 —• o 3 ® °°to H aM | I O O g t> M. P. M. | F. . j F. Auckland .. 8 48 12 68 464 5,986 682 3,230 3,902 7,132 6,268-2 10 16 10175 6 34 Taranaki .. .. 11 1 12 .. 1,085 43 513 615 1,128 1,007-1 ...... 37 .. 3 Wanganui.. 5 17 6 28 209 1,590 290 944 1,145 2,089 1,847-8 5 11! 2 55 5 11 Hawke'sBay 10 14 4 28 330 1,722 137 1,024 1,165 2,189 1,984-9 9 19' 4 40 1 7 Wellington.. 8 34 10 52 362 4,019 680 2,378 2,683 5,061 4,487-0 12 10' 10114 4 25 Nelson ..1 6 2 9 26 656 49 329 402 731 664-4 .. 2 .. 20 .. 3 Canterbury 7 46 13 66 222 4,349 1,046 2,681 2,936 5,617 5,005-8 1 11 4136 15 32 Otago 3 21 3 27 112 1,723 157 921 1,071 1,992 1,751-7 .. 8 9 56 .. 7 Southland.. .. 11 1 12 .. 996 42 478 560 1,038 918-5 .... 3 32 .. 3 Totals .. 42 208 52 302 1,725 22,126 3,12612,49814,479 26,977 23,935-4 37 77 42665 31 125

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Table D2.-Ages of Pupils in Private Primary Sch ools in the Various Education District as at 30th June, 1929.

5-6 Years. 6-7 Years. 7-8 Years. 8-9 Years. 9-10 Years. 10-11 Years. 11-12 Years. 12-13 Years, j 13-14 Years. 14-15 Years. I 15-16 Years. Years 17 Totals. Education District. > ; i t , ; t i i I i ! i : ' ! Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys, j Girls. Boys. Girls. Boys. Girls. Boys. Girls. | Boys. Girls. Boys Girls. Boys. Girls. Boys. Girls. . . Auckland .. .. 325 337 327 371 325 413 368 430 | 335 435 313 432; 358 430 351 386 j 260 320 144 136; 46 100 28 16 8 5 13,188 3,811 Taranaki .. .. .. 55 51 58 57 63 57 49 77 57 82 47 69 64 66 57 71 37 46 27 27 j 3 5 2 .... 2 519 610 Wanganui .. 67 76 93 101 108 115 94 117 91 150 119 116 1 95 124 131 129! 81 99 j 29 49 14 24 2 10 1 8 925 1,118 Hawke'sBay .. .. 91 122 91 95 110 115 107 129 97 112 108 128 J 114 125 124 106! 99 99 40 59 15 31 5 16 8 19 1,009 1,156 Wellington .. .. .. 199 230 241 261 251 269 264 281 265 289 263 322 ! 253 306 270 314 201 212 93 106 25 26 6 2 3 1 2,334 2,619 Nelson .. .. .. 41 42 23 37 28 48 32 42 40 40 25 40 32 32 36 46 29 34 8 26 7 10 .. 11 .. 5 301 413 Canterbury .. .. .. 252 236 280 292 278 312 270 324 301 312 303 328 301 332 305 367 I 232 265 99 118 29 23 4 3 .. 3 2,654 2,915 Otago .. .. .. 86 87 78 76 91 108 81 133 112 115 94 124 95 139 119 143 78 87 43 43 16 9 4 1.... 897 1,065 Southland ., .. .. 31 44 38 40 ; 46 70 51 54 55 69 56 67 53 63 71 67 | 32 48 24 28 6 8 ... .. 1 .. 464 558 Totals .. .. 1,147 1,225 1,229 1,330 1,300 .1,507 1,316 1,587 1,353 1,604 1,328 1,626 1,365 1,617 1,464 1,629 1,049 1,210 507 592 161 236 51 59 21 43 12,291 14,265

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Table E1.—School Staff, December, 1929 (exclusive of Secondary Departments of District High Schools).

Table B2.—Classification of Teachers in Public Primary Schools at 31st December, 1929.

Table E3.—Details of Classification of Teachers in Public Primary Schools, December, 1929.

10

I ' "5 © CO 0) 5H © . g ° *3 JH oc jjcij: o . Sole Heads of Assistant Total Number of Ph £,3.3 2© ..-2 Teachers. Schools, j Teachers. Adult Teachers. <h» r? S > n §2 2 Education ©§ 1 °S -5 § © matriot - I* —j —I i — ii m *i m 55 M. F. M. I F. M. F. M. F. Total. Sa2 S'sS | I ! >3 CM S* .g 0 "* : : I I Auckland .. 776 211 193 281 53 253 949 7451,195 1,940 162 62-3 60,539 31-2 Taranaki .. 173 44 46 54 25 27 177 125 248 373 32 50-4 10,612 28-5 Wanganui .. 214 49 69 72 20, 48 254 169 343; 512 41 49-3 15,373 30-0 Hawke'sBay .. 198 41 74 71 8 59! 231 171 313 484 41 54-6 14,546 30-0 Wellington .. 258 41 90 86 23 100. 456 227 569 796 66 39-9 25,422 31-9 Nelson .. 139 31 55 36 9 16 103 83 167 250 23 49-7 6,205 24-8 Canterbury .. 399 57 156 148 26 144 546 349 728 1,077 93 47-9 33,232 30-9 Otago .. 255 53 89 98 8 96 286 247 383 630 54 64-5 18,878 30-0 Southland .. 185 51 57 66 8 37 157 154 222 376 35 69-4 10,552 28-1 Totals, 1929.. 2,597 578 829 9121 180 780 3,159 2,270 4,168 6,438 547 54-5 195,359 30-3 Totals, 1928.. 2,598 563 899 892; 156 788 3,043 2,243 4,098 6,341 572 : 54-7 ( 195,411 30-8 Difference.. -1 +15 -70+20 +24 -8 +116 +27 +70 +97 -25 . -0-2 | -52 -0-5

All Schools. Excluding Schools of Grades 0. Education ! j Unclassified Unclassified District. Classified Holders of and Total Classified Holders of and Total Teachers. Licenses. Unlicensed ' Teachers. 1 Licenses. Unlicensed ' Teachers. Teachers. ! (1) (2) I (3) (4) (5) I (6) (7) (8) Auckland ..1,782 3 155 1,940 1,773 3 121 1,897 Taranaki .. 347 1 25 373 344 1 18 363 Wanganui .. 473 2 37 512 463 2 23 488 Hawke's Bay .. 433 .. 51 484 432 .. 25 457 Wellington .. 765 1 30 796 746 1 26 773 Nelson .. ! 208 1 41 250 207 1 20 228 Canterbury .. 1,015 .. i 62 1,077 J ,004 .. 51 1,055 Otago .. 589 .. j 41 630 583 .. 24 607 Southland .. 357 .. 19 376 355 .. 15 370 Totals .. 5,969 8 461* j 6,438 5,907 8 323* | 6,238 * Included in these totals are 224 probationary assistants who are not uncertificated teachers in the ordinary sense. These assistants have completed a term of service as probationers and training-college students, and as part of their training are now serving a term as probationary assistants. When this term is completed nearly all the assistants concerned will be granted trained teachers' certificates.

(Arranged according to Sex of Teachers and Class of Certificates held.) I Class A. Class B. Class C. Class D. ! Class E. Total. i I Education District i 7 i —; M. | P. Total. M. F. Total. M. F. Total. M. P. Total.j M. P. Total. M. F. Total. Auckland .. 11 3 14 163 95 258 417 6561,073106 307 413 3 21 24 700 1.082 1,782 Taranaki 32 13 45 63 135 198 23 77 100 1 3 4 119 228 347 Wanganui .. 2 1 3 41 30 71 87 173 260 31 97 128 1 10 11 162 311 473 Hawke'sBay .. 3 .. 3 48 15 63 84 176 260 27 75 102 .. 5 5 162 271 433 Wellington .. 3 4 7 84 96 180 103 303 406 27 136 163 2 7 9 219 546 765 Nelson .. 2 .J 2 17 16 33 41 80 121 16 35 51 .. 1 1 76 132 208 Canterbury .. 11 1 12 120 60 180 160 464 624 44 145 189 2 8 10 337 678 1,015 Otago .. 9 1 10 87 42 129 105 244 349 37 62 99 1 1 2 239 350 589 Southland .. 1 .. 1 38 24 62 80 128 208 31 53 84 .. 2 2 150 207 357 Totals .. 42 10 52 6303911,0211,140 2,359 3,499 342 9871,329 loj 58 68 2,164 3,805 5,969 I 1 I I I I

11

E.-2

Table E4.—Adult Teachers in Public School (excluding Secondary Departments of District High Schools) classified according to Salary, which for the Purpose of this Return includes House Allowance or an Equivalent Amount where a Residence is provided.-1929.

Male Teachers. Female Teachers Summary. Certificated and Licensed. Uncertificated. Certificated and Licensed. Uncertificated. a,ary ' : Total — Total Certifi- Uncertifi . Soleand Sole and Teachers Sole and Sole and TeaSTers cated - T ° ta '' Head Assistants. Total. Head Assistants. Total. Head Assistants. Total. Head Assistants. Total. Teachers. Teachers. Teachers. Teachers. Not exceeding £140 .. .. .. 4 4 8 12 52 1 64 72 49 39 88 130 182 312 j 400 96 376 472 £141-£160 .. .. .. .. 4 14 18 4 1 5 23 4 127 131 6 14 20 151 149 25 174 £161-£180 .... .. .. 10 6 16 5 .. 5 21 12 282 294 6 1 7 301 310 12 322 £181-£200 .. .. .. ..13 58 71 4 1 5 76 8 415 423 8 1 9 I 432 494 14 508 £201-£225 .. .. .. .. 4 58 62 4 1 5 67 4 907 911 5 5 i 916 973 10 983 £226-£250 .. .. .. .. 81 43 124 6 1 7 131 54 353 407 6 1 7 I 414 531 14 545 Totals not exceeding £250 .. 116 183 299 35 56 91 390 131 2,123 2,254 161 199 360 2,614 2,553 451 3,004 £251-£275 .. .. .. ..121 37 158 2 1 3 161 175 124 299 .. .. .. 299 457 1 3 460 £276-£300 .. .. .. .. 134 50 184 2 .. 2 186 184 203 387 . . 1 1 388 571 3 574 £301-£325 .. .. .. .. 100 56 156 3 .. 3 159 64 197 261 .. .. .. 261 417 3 420 £326-£350 .. .. .. .. 95 33 133 1 .. ! 134 75 161 236 .. .. .. 236 369 1 370 £351-£375 .. .. .. .. 105 117 222 .. .. .. 222 124 131 255 .. .. .. 255 477 .. 477 £376-£400 .. .. .. ..148 109 257 .. .. .. 257 64 8 72 .. .. .. 72 329 .. 329 £401-£425 .. .. .. ..170 40 210 .. .. .. 210 29 8 37 .. .. .. 37 247 .. 247 £426-£450 .. .. .. .. 135 85 220 .. .. .. 220 1 4 5 .. .. .. 5 225 .. 225 £451-£475 .. .. .. .. 80 3 83 .. .. .. 83 1 .. 1 .. .. .. 1 84 .. 84 £476-£500 .. .. .. .. 31 5 36 .. .. .. 36 .. .. .. .. .. .. .. 36 .. 36 £501-£525 .. .. .. .. 58 ., 58 .. .. .. 58 .. .. .. .. .. .. .. 58 .. 58 £526-£550 .. .. .. .. 44 .. 44 ., ,, ,. 44 ., , _ r _ _ _ # _ _ _ _ _ 44 44 £551-£575 .. .. .. .. 23 .. 23 .. !! !! 23 .. .! !! " !! " .! 23 !! 23 £576-£600 .. .. .. 77 77 _ _ 77 .. .. . 77 77 £601-£625 .... 44 4 44 £626-£650 .. £651-£675 " "5 " "g " " " "5 " " !! " " " " "5 " "5 £676-£700 .. £701-£725 .. £726-£750 .. £75i-£775 .. .. .. '' '' 1 '' " ] j' !! "1 !! !! 1' !! !! 1! I !! 1 !. 1 Totals, £251-£775 .. .. 1,331 540 1,871 8 [ 1 9 1,880 717 836 1,553 .. 1 1 1,554 3,424 10 3,434 Grand totals .. .. 1,447 723 2,170 43 57 100 i 2,270 848 2,959 3,807 161 200 361 4,168 5,977 j 461 6.438 I : I I

E.—2.

Table E5.—Adult Teachers in Public Schools (excluding Secondary Departments of District High Schools), classified according to Grade of Salary received at 31st December, 1929.

12

Males. Females. Totals. i Grade of Salary. Certificated T t„i Certificated Certificated and Licensed, j Jand Licensed. Uncertificated. and Licensed . Uncertificated. Sole Teachers and Head Teachers. 0 (£13 per pupil in average attendance) 6 IS 54 136 60 151 1 (£170-£200) .. .. .. 300 10 371 12 671 22 II (£210-£270) .. .. ..230 4 245 1 475 5 IIIa (£265—£295) .. .. 184 I 2 98 .. 282 2 IIIB £280-£310) .. .. .. 198 .. 43 .. 241 Illc (£280-£325) .. .. .. 131 .. 10 .. 141 IV £325-£355) .. .. .. 127 .. 1 .. 128 V (£360-£405) .. .. .. 70 | .. 70 VI (£405-£425) .. .. .. 60 .. j .. .. 60 VII (£435-£465) .. .. .. 103 .... .. 103 Special* .. .. .. .. 5 I .. 5 Believing .. .. .. .. 41 12 j 27 12 68 24 Totals .. .. .. 1,455 43 J 849 161 2,304 204 Assistants. Probationary assistants (male £140, female .. 51 1 .. 173 .. 224 £135) 1 (men £160-£205, women £140-£175) .. 184 1 1,738 2 1,922 3 1 (with an additional £25 per annum)f .. .. 1 .. 129 .. 129 2 (men £230-£280, women £205-£260) .. 366 .. 550 .. 916 2 (with an additional £30 per annum)! .. .. .. 169 .. 169 3 (men £300-£330, women £285-£315) .. 138 .. 144 .. 282 4 (£340-£385) .. .. .. .. 1 .. .. .. 1 Special* .. .. .. .. 2 .. 4 1 6 1 Believing .. .. .. .. 24 5 224 24 248 29 Totals .. .. .. 715 57 2,958 200 3,673 257 * Certain teachers in junior high schools and normal schools. f This grade of salary is paid to infant mistresses in schools of Grade IIIc. j This grade of salary is paid to infant mistresses in mixed schools of Grades Vb, Vc, and VIa, and to second female assistants in mixed schools of Grade VII. N.B.—-In addition to the grade salary shown in the table the regulations provide for the payment of additional amounts by way of grading increment, married allowance, house allowance, remote allowance, normal school allowance, and associated normal school allowance.

E.—2.

Table F2.-Payments and Bank Balances of the seve ral Education Boar ds for the Year 1929.

Table F1.-Receipts and Bank Balances of the several Education Boards for the Year 1929.

13

Receipts from Government. BllW . Crt Receipts Cash Education Teachers' and Blind inS? Rent and from Workshop Total Balances, Board. a dminictra Relieving- Libraries Conveyance Incidental Training i Miintpmnrp Scholarships, Local Account. Receipts. 1st January, asss. < c sr war E i=. 0 ' SSSSSL. « saasu • 8 ™ Allowinpps sites, Jjurm- x>unum 0 s. Allowances. tnre> &e> ! (1) (2) (3) (4) (5) «<» ■ -(11) (I.! til II •> ' 'In l.£ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ Auckland .. 10,838 581,059 762 17,137 i 29.413 48,646 29,752 386 100,014 33,903 10,244 862,154 19,546 32 881,732 15,981 Taranaki .. 2,458 106,289 154 2,861 j 5,668 131 7,127 .. 14,795 8,303 2,909 150,695 6,315 1,049 158,059 3,427 Wanganui >. 3,781 146,402 227 2,578 7,490 13 5,665 ! 5,894 16,698 11,121 715 200,584 4,098 309 204,991 2,300 Hawke'sBay 3,211 137,700 251 8,075 6,910 73 6,997 392 12,887 8,268 2,781 187,545 5,156 425 193,126 6,392 Wellington .. 4,836 221,949 278 4,208 10,783 41,092 12,494 402 , 42,368 15,653 2,835 356,898 25,512 .. 382,410 5,537 Nelson .. 1,836 71,063 93 1,799 3,711 .. 2,337 .. 4,968 4,843 5,300 95,950 1,986 .. 97,936 4,828 Canterbury .. 6,422 315,593 425 15,029 15,962 38,056 14,237 729 33,737 22,981 4,839 468,010 13,617 134 481,761 22,575 Otago .. 3,961 182,508 255 6,522 9,185 40,067 8,938 .. 22,443 16,495 3,751 294,125 8,694 478 303,297 1,195 Southland .. 2,527 107,058 321 3,287 6,029 .. 5,095 .. 8,533 7,881 2,443 143,174 5,041 369 148,584 1,797 Totals .. 39,870 I 1,869,621 2,766 61,496 95,151 168,078 ! 92,642 7,803 256,443 129,448 35.817 2,759,135 89,965 2,796 2,851,896 64,032 I ■ • ; ■

Staff Salaries, I I i Public School Education Board. SaSSnd (SpStion andToSdlf Expenses' of I T Manual Technical | (ll M?tatenance ScMarshTps, Workshop Total Bonces Contingencies Allowances. Grants). Pupils. Schools. Teachers. Instructjon. Instruct.,,,,, j uUding)j g slteSj Refunds, and Account. Payments. 31st December, * Furniture, &c. ° £ £ £ £ £ - £ £ £ £ £ £ £ £ £ Auckland .. 15,840 581,449 1,839 18,255 31,983 51,319 31,669 1,062 ; 93,421 31,701 16,182 1,032 875,752 21,961 Taranaki 3,099 106,401 109 2,680 6,203 144 7,147 .. ! 10,066 6,794 4,712 8,703 156,058 5,428 Wanganui .. 3,987 146,594 471 2,806 8,248 , 13 5,686 4,144 13,819 11,650 1,066 5,785 204,269 3,022 Hawke'sBay .. 4,150 137,938 205 7,787 7,567 ! 73 6,912 409 11.542 7,116 6,393 3,820 193,912 5,606 Wellington .. 6,227 222,094 446 4,149 12,352 ! 41,286 13,967 620 49,709 19,933 8,947 .. 379,730 8,217 Nelson .. 2,286 71,040 157 1,753 4,148 .. 2,079 .. 9,180 5,967 3,341 .. 99,951 2,813 Canterbury .. 6,705 315,742 776 19,010 17,702 37,862 14,959 851 35,907 22,397 9.681 13,567 495,159 9,177 Otago .. 4,454 182,566 545 5,926 10,187 40,052 ; j 8,886 .. 16,700 11,923 11,259 9,354 i 301,852 2,640 Southland .. 4,004 107,195 611 3,731 6,465 6 4,998 67 7,596 6,061 4,379 3,897 j 149,010 1,371 Totals .. 50,752 1,871,019 5,159 66,097 104,855 170,755 96,303 7,153 247,940 123,542 : 65,960 46,158 | 2,855,693 60,235

E.--2

14

Table F3.-Payments of Education Boards on account of Administration and of Incidental Expenses of Schools, 1929.

I Cost of Administration. Incidental Expenses of Schools. Education Board. Attendance. I Per Unit of I Pet Unit of Total. , Average Total. i Average Attendance. 1 Attendance. £ s. £ s. Auckland .. .. .. 61,425 15,840 5-2 31,983 10-4 Taranaki .. .. .. 10,644 3,099 5-8 6,203 11-7 Wanganui .. .. .. 15,335 3,987 5-2 8,248 10-8 Hawke'sBay .. .. 14,816 4,150 5-6 7,567 10-2 Wellington .. .. 25,481 6,227 4-9 12,352 9-7 Nelson .. .. .. 6,376 2,286 7-2 4,148 13-0 Canterbury .. .. 33,847 6,705 4-0 17,702 10-5 Otago .. .. .. 19,198 4,454 ! 4-6 10,187 10-6 Southland .. .. .. 10,910 4,004 7-3 6,465 11-9 Totals .. .. 198,032 50,752 5-1 104,855 10-6

E2

Table F 4.—Office Staffs of Education Boards as at 31st December., 1929. Annual Kate of Annual Rate of Position. Salary as at Position. Salary as at , End of Tear. End of Year. Auckland. £ Wellington—continued. Secretary and Treasurer .. .. .. 800 Typists, B—l8 —1 at £230, lat £190, lat £130, 2at £ Accountant .. .. .. .. 600 £120,1 at £90, lat £80, lat £70 .. .. 1,030 Advisory Inspector .. . . .. .. 550 Staff Officer .. .. .. .. 200 Chief Clerk .. .. .. .. 500 Clerks, 9 —2 at £395, 1 at £355, 1 at £335, 1 at Architect's Branch. £320, lat £275, lat £250, lat £210, lat £135 2,670 Architect .. .. .. .. .. 575 Cadets, 2—l at £115*, lat £95 .. .. 210 Draughtsman .. .. .. .. 390 Office-boy .. .. .. .. .. 95 Clerk of Works .. .. .. .. 350 Clerk-typiste .. .. .. .. 230 Assistant Draughtsmen, 2 —l at £250, lat £208.. 458 Typists, 4—2 at £205, lat £185, lat £160 .. 755 Typist .. .. .. .. .. 190 Cadet-typists, 2 —l at £115, 1 at £75 .. .. 190 Attendance Officer .. .. .. .. 200 Total .. .. .. .. 5,681 Architect's Branch. Architect .. .. .. .. .. 775 Nelson. Assistant Architect .. .. .. .. 450 Secretary .. .. .. .. .. 600 Working Foreman .. .. .. .. 400 Accountant .. .. .. .. 350 Clerk .. .. .. .. .. 355 Clerks, 3—l at £150, lat £135, lat £60 .. 345 Second Draughtsman .. .. .. 350 Draughtsman! .. .. .. .. 312 Architects Branch. Typist .. .. .. .. .. 205 Architect .. .. .. .. .. 450 Painters, 2—l at £299, 1 at £286 .. .. 585 Manual and Technical Branch. Attendance Officer and Storeman .. .. 210 Clerk .. .. .. .. .. 275 Apprentice Painter .. .. .. .. 39 Typists, 2—2 at £205 .. .. .. 410 — Total .. .. .. .. 2,579 Total .. .. .. .. 10,332 , Canterbury. Tabanaki. Secretary .. .. .. .. .. 725 Secretary .. .. .. .. .. 600 Assistant Secretary .. .. .. .. 525 Assistant Secretary .. .. .. .. 320 Accountant .. .. .. .. 450 Accountant .. .. .. .. 350 Salaries Clerk .. .. .. .. 310 Clerks, 4—l at £180, lat £165,1 a.t £110, lat £104 559 Typists, 6—2 at £220, lat £163, lat £155, lat Caretaker .. .. .. .. .. 234 £143, lat £123 .. .. .. .. 1,024 Clerks, 3—l at £180, 1 at £125, 1 at £85 .. 390 Architect's Branch. Architect .. .. .. .. .. 600 Architect's Branch. Architect's Clerk .. .. .. .. 165 Architect .. .. .. .. .. 675 Attendance Officer .. .. .. .. 325 Assistant Architect .. .. .. .. 450 Workshop Foreman .. .. .. 364 Draughtsmen, 2—l at £365, lat £300.. .. 665 Outside Foremen—2 at £338 .. .. .. 676 Foremen, 4—l at £475, lat £450, lat £365, lat £350 .. .. .. .. .. 1.640 Total .. .. .. ..4,193 Buyer .. .. .. .. .. 375 Workshop Clerk .. .. .. .. 230 Attendance Officers, 2—l at £150, lat £100 .. 250 Wanganui. Secretary .. .. .. .. .. 665 Manual and Technical Branch. Assistant Secretary .. .. .. .. 435 Supervisor .. .. .. .. .. 290 Accountant .. .. .. .. 385 Typist .. .. .. .. .. 133 Assistant Accountant .. .. .. 250 — Senior Typist .. .. .. .. 180 Total .. .. .. .. 8,132 Clerk-typists, 5—2 at £150{, lat £85, 2at £52 .. 489 Clerk .. .. .. .. .. 150 Storeman .. .. .. .. .. 234 Otago. Secretary and Treasurer .. .. .. 625 Architect's Branch. Chief Clerk .. .. .. .. 435 Architect .. .. .. .. .. 625 Clerks, 4—l at £370, lat £280, lat £180, lat £85 915 Architect's Assistant .. .. .. 300 Record Clerk .. .. .. .. 220 Clerk .. .. .. .. .. 100 Typists, 3—l at £195, lat £145, lat £75 .. 415 Foreman of Works§ .. .. .. 390 Attendance Officer .. .. .. .. 350 Workshop Foremen, 2—l at £312, lat £260 .. 572 Foreman Painterij . . .. .. .. 299 Architect's Branch. Architect .. .. .. .. .. 600 Total .. .. .. .. 5,074 Draughtsman .. .. .. .. 485 Clerks, 2 —l at £380, 1 at £265 .. .. 645 Workshop Foreman .. .. .. 355 Hawke's Bay. Secretary and Treasurer .. .. .. 725 Total .. .. .. .. 5,045 Assistant Secretary and Accountant .. .. 480 Clerks, 4—l at £400, lat £345, lat £315, lat £90 1,150 Typists, 3 —l at £250, lat £230, lat £165 .. 645 Southland. Junior Clerk .. .. .. .. 78 Secretary .. .. .. .. .. 500 Accountant .. .. .. .. 450 Architect's Branch. Chief Clerk .. .. .. .. 195 Architect .. .. .. .. .. 715 Clerk and Typist .. .. .. .. 155 Architect's Clerk and Draughtsman .. .. 385 Typist .. .. .. .. .. 155 Clerks, 2 —l at £125, 1 at £80 .. .. 205 Total .. .. .. ..4,178 Architect's Branch. Architect .. .. .. .. .. 475 Wellington. Foreman .. .. .. .. .. 300 Secretary .. .. .. .. .. 800 Architect's Cadet .. .. .. .. 104 Assistant Secretary .. .. .. .. 550 Attendance Officer and Caretaker .. .. 240 Supplies Clerk and Attendance Officer .. 375 Clerks, s—l at £250, lat £208, lat £135, lat £90, Total.. .. .. .. 2,779 1 at £80 . ■ ■■ 763 ; * Plus £10 boarding-allowance. t Temporary. J One School Medical Officer's Clerk. § Plus ss. per day country allowance. |! Plus 3s. 4d. per day country allowance.

15

E.—2.

DETAILED TABLES RELATING TO TRAINING COLLEGES.

Table P1. —Number of Students in the Four Training Colleges in 1929.

Table P2.—Initial Status on their Admission to the Training Colleges of Students who left in 1929.

16

Division A. Division B. Division C. Division D. P^ateT Training College. Totals. I I M. P. M. P. M. V. M. P. M. | P. Total. f First year 51 119 .. 4 3 1 1 1791 56"] 123"] Auckland Second year 57 122 179 57 VI16 122 >253 369 [ Third year .. 3 8 11J 3 J 8j | First year .. 18 101 3 .. .. 1221 18"] 1041 | Wellington Second year 24 81 105 >234 24 48 81 J>186 234 Third year .. 6 1 7 J 6J lj f First year .. 42 122 5 3 1 173 ] 128 "j Christchurch <J Second year 37 74 Ill >290 37 J> 87 74 f>203 290 (_Third year .. 5 1 .. .. .. .. .. .. 6 j 5 J 1J f First year .. 26 74 .. .. 2 7 6 2 1171 34") 831 Dunedin Second year 49 98 .. .. .. .. .. .. 147 >290 49 J- 95 98 >195 290 12 14 .. .. .. j .. .. 26 J 12J 14j Totals .. .. ! 330 815 .. .. | 6 18 10 4 1,183 346 837 1,183 I | | !

O a Oi a> <U ' m I i A fl <W .3$ a as§ 2 a si o O 0 ~ 0>. +■> +3 —05 Tr, SSc5 53 W -SS S S g.s £ - 2 h «J &»5 v V si rt *d a 00 s .3 x2 i <*>$ . m 6c is-s *2 0.2 a .-So w flc« g .s .9 §< a •§ «+3 O 08 £ +5. o ;> > 53 M oJ 0 . - fl H 3,a W &§ "S 2 S S«2g> S3 fi'3 %■$ -g Hj . g OP fi f2o 5 P® h g ?.2r9 — * d S *3 £ „, — •m'5 5 s S 9 *s 52 S S-S & "s £> cj 3 «h ® £ V%&° % •§ ■§>* M Js&o *»■§ ®" G3 E* c3 OJCOcH+i jg O OS ,2P W O occ ho 5ho t> H t£ ►-l o eh __ - ■ - Auckland. Third-year students (Divisions A and B) .. 1 1 7 9 j 1 [ 1 .. .. 11 Second-year students (Divisions A and B) .. 2 41 43 I 32 9 j 4 79 .. .. 167 First-year students (Divisions A and B) .. .. .. .. * * • • ! „ (Division C) .. .. .... .. .. j .. 7 .. .. .. .. 7 ,, (Division D) .. .. .. .. 2 2 .. .. .. .. .. .. 2 Totals .. .. .. .. 1 3 50 54(a) 33(6) 16 ! 4 80 j .. 187 Wellington. Third-year students (Divisions A and B) .. .. I 1 ■ 2 3 2 | .. .. 7 Second-year students (Divisions A and B) .. .. 8 11 19 28 26 .. 28 .. .. 101 First-year students (Divisions A and B) .. .. .. .. .. .. j .... (Division C) .. .. .. .. .. j .. .. 3 j .. | .. .. 1 .. 3 ,, (Division D) .. . . .. .. .. ! .. .. .. .. .. 1 Totals .. .. .. .... 9 12 21(c) 31 (d) 31 j .. 28 .. j .. Ill Christchurch. Third-year students (Divisions A and B) .. 1 .. ! .. 1 1 3 II 1 6 Second-year students (Divisions A and B) .... 10 j 10 j 20 | 5 j 30 j 49 .. j .. I 104 First-year students (Divisions A and B) ••■.{ .. .. .. . . j •• • ■' ! • j • • ' • • ,, (Division C) .. .. I .. .. j - - i • • I 4 .. ..... | 4 ,, (Division D) .. .. j .. 2 j 1 j 3 j .. j 1 j .. j .. | .. j .. 4 Totals .. .. .. .. 1 12 11 24(e) 8(f) 36 .. 50 .. .. 118 Dunedin. Third-year students (Divisions A and B) .. •• 17 8 2, 4 1 11 .. .. 26 Second-year students (Divisions A and B) 1 8 18 27 24 13 .. 69 .. .. 133 First-year students (Divisions A and B) .. • • j • • • • „ (Division C) .. .. .. ! .. .. .. .. 9 .. .. .. .. 9 ,, (Division D).. .. .. i 3 3 6 .. .. .. 2 .. .. 8 Totals .. .. .. .. 1 12 ! 28 | 41(gr) | 26(A)! 26 1 1 82 | .. .. 176 Grand totals . . .. . 3 36 | 101 | 140 j 98 109 5 240 .. .. j 592 (a) Including 37 students who passed matriculation. (6) Including 27 ditto. (c) Including 18 ditto. (d) Including 24 ditto. e) Including 22 ditto. (/) Including 7 ditto. (g) Including 30 ditto. (h) Including 20 ditto.

E —2.

Table P3.—Examination Status of Training-college Students who left in 1929.

Table P4.— Highest Status on Admission of all Students who entered Training Colleges in 1929.

3—E. 2.

17

Completed Examination Requirements for c a Teacher's Certificate. Incomplete £ _ Examination — C.a fth D Qualification 0, r c b. 98 c a s c r ssi gf towards § K Class C. H Auckland. Third-year students (Divisions A and B) .. .. .. 4 7 .. .. 11 .. 11 Second-year students (Divisions A and B) .. .. .. ' 20 125 ! 18 .. 163 4 167 First-year students (Division C) .. .. .. .. I 6 .. 6 1 7 ,, (Division D) .. .. .. .. j 2 j .. 2 .. 2 Totals .. .. .. .. .. .. 30 134 I 18 .. 182 5 187 Wellington. Third-year students (Divisions A and B) .. .. .. 4 2; 1 .. 7 .. 7 Second-year students (Divisions A and B) .. .... 14 59 24 97 4 101 First-year students (Division C) .. .. .. .. 3 .. j .. 3 .. 3 ,, (Division D) .. .. .. .. .. .. Totals .. .. .. .. .... 21 61 25 ..107 4 111 Cheistchtjrch. Third-year students (Divisions A and B) .. .... 3 3 .. .. 6 .. 6 Second-year students (Divisions A and B) .. .. .. 13 75 15 .. 103 1 104 First-year students (Division C) .. .. .. 1 3 .. .. 4 .. 4 ,, (Division D) .. .. .... 1 1 1 J 4 .. 4 Totals .. .. .. .. .. 1 20 79 ! 16 1 117 1 118 DtTNEDIN. Third-year students (Divisions A and B) .. .... 9 1.7 .. 20 .. 26 Second-year students (Divisions A and B) .. .. .. 8 113 11 .. 132 1 133 First-year students (Division C) .. .. .... 8 1 .. 9 .. 9 (Division D) .. .. 1 7 .. 8 .. 8 Totals .. .. .. .. .. .. 25 131 19 175 1 176 Grand totals .. .. .. .. 1 96 405 78 1 581 11 592

° OS « I <g • 8 O « <6 o -Js • s 1 = d S«i| Sf lis 1 I I I °f °I M 3 || «I& | | £ ■ m .S - OT .a-5 S§ 5S~& j - g »■§ |S fl - "a -a.s» £. i j 5s Sgf? „ „s St2« fe® i .2 fee „"§ o O <5 2H >CSW ,C P ~t< n< K gw «hpmS § §s "SPM S= ,»s -g gg |S HH 3 : CO P H I 3 1-3 &« • j Auckland — Division A 2 27 28 33 7 60 13 .. 170 Division B .. .. .. .. .. Division C .. .. .. .. .. 7 | .. .. 7 ! >i vision D .. .. .. 2 .. .. .. .. .. 2 Totals .. 2 27 30 33 .14 j 60 13 .. 179 Wellington— Division A .. .. 6 12 70 22 7 1 .. 118 Division B .Division G .. .. .. .. .. 3 | .. .. 3 Division D .. .. .. .. .. Totals .... 6 12 70 25 7 1 .. 12) Christchurch—Division A 9 16 33 41 53 9 2 163 Division B Division C .. .. .. .. .. 4 .. .. .. 4 Division D .. .. 2 1 .. 1 ! .. .. 4 i Totals .. .. 11 17 33 46 53 9 2 171 Dunedin— Division A 16 4 13 16 51 .. .. 100 Division B Division 0 .. .. .. .. .. .. 9 .. .. 9 Division D .. .. 3 3 .. .. 2 .. .. 8 Totals .... 19 7 13 16 62 .. .. 117 Grand totals .. 2 63 66 149 j 101 182 23 | 2 588

E.—2

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APPENDIX A. REPORT OF THE CHIEF INSPECTOR OF PRIMARY SCHOOLS. Sir, — I have the honour to present the following report for the year ended 31st December, 1929 - There has been considerable alteration in the personnel of the Inspectorate during the year. Four Inspectors —Messrs. Porteous, Strachan, Richardson, and Evans—retired on superannuation ; five new appointments were made from teachers in the primary-school service, while consequential changes followed in the Senior Inspectorships of Wellington and Southland. Mr. N. T. Lambourne, M.A., Senior Inspector of Schools, Wanganui, was transferred to the Head Office for special duty. It is with deep regret that I have to record the death of Mr. C. W. Garrard, 8.A., late Senior Inspector of Schools, Auckland. Mr. Garrard, who had completed forty-seven years' service, and was to retire upon superannuation at the end of March, had just finished the year's work by completing the annual report and the grading of teachers when he was overtaken by a sudden and fatal illness. Appointed Inspector of Schools, Auckland, in 1906, and Senior Inspector in 1921, Mr. Garrard had done much in the cause of education in the northern province. His natural kindness and his outstanding ability as a teacher made him a welcome visitor in every school. As Senior Inspector, he gained the willing co-operation and unswerving loyalty of his colleagues, while as the Department's responsible officer in the largest education district he proved a capable administrator, a wise adviser, and loyal colleague. Mr. Garrard also gave valuable service as a member of the Council of Education, to which position he had been appointed by the Minister. His loss, at a time when he was just to enter upon a well-earned leisure, is deplored by his fellow Inspectors and by the large body of teachers with whom he was associated. The new syllabus has now been in operation for a full year, and it is too much to expect that a radical change in the general system has resulted from it in a short time. Teachers will require to have a much closer personal experience with it before they can fully appreciate its aims, and put into practice its contents. It has been remarked that the syllabus does not involve drastic alteration in methods. It does, however, go further than any previous syllabus in extending to teachers freedom in the methods of teaching. The reports of the Inspectors show that few teachers have so far availed themsfelves of the privilege thus offered, and that they have been content to follow the courses as outlined in the syllabus, instead of using their own initiative. There may be a conservative tendency on the part of some teachers to keep to the traditional paths, and this is pardonable in the case of teachers less experienced or competent: for freedom carries with it a responsibility that must be accepted by the teacher who would exercise it. There is good reason to think that as the aims of the syllabus become more appreciated teachers will strike out on independent lines, and they should receive every encouragement in their venture. The Inspectors' reports indicate that they are looking for development along these lines, and the teacher who has the opportunity and skill to carry his schemes to a definite conclusion can proceed without trepidation. The reports of the Inspectors show that the work in the various subjects shows improvement and, in cases, a marked improvement. The one subject in which there is most cause for adverse comment is spelling, the quality of which, in such written exercises as composition, is, on the whole, disappointing. Although spelling has received more attention in recent years in method and treatment, the results are still unsatisfactory. Indeed, in the largest school district, Auckland, the Senior Inspector reports that to judge by the proficiency test and the answers to scholarship papers, correct spelling is in danger of becoming a lost art. On his leaving school a child tenders in his spelling direct evidence to the public of the efficiency of the teaching he has received during the eight years of his primary-school course, and it is evidently necessary 'that steps be taken to remedy the present state of the subject. In writing, too, there appears to be need for improvement. A uniform system has been adopted, designed, as far as possible, to meet the opinions of business men and, while in the period of transition there may be some temporary falling-off, it certainly seems as if a better quality should be sought. The attention of all concerned should be directed to the suggestions for the teaching of writing contained in the appendix to the syllabus. A scale for the guidance of teachers in the marking of writing is now in course of preparation. Proficiency Examination.—ln view of the fact that the course in arithmetic had been materially reduced in the new syllabus, and that greater time was, therefore, available for English subjects, which, after all, constitute the cardinal subjects of the primary instruction, it was decided to require a somewhat higher standard of attainment in English and arithmetic in the examination for certificates of proficiency. The minimum percentage in each subject was, therefore, raised by 5 per cent., the aggregate number of marks required for a pass remaining unaltered. It was represented, however, that the notice of the change was insufficient, and that hardship might ensue, with the result that the operation of the new rule was postponed. Investigations have shown that the higher demand would have made a comparatively small decrease in the award of certificates of proficiency and a corresponding

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increase in the number of certificates of competency. As, however, the new regulations extended the privilege of free secondary instruction in district high schools, technical high schools, and approved secondary schools, the winners of competency certificates would have suffered no great disability. The examination was conducted on the same lines as in previous years, a considerable number of pupils being accredited on the recommendation of the head teacher, the remainder being examined by the Inspectors either in their own schools or at centres. The percentage of proficiency passes shows a further decrease on that of 1928, being 77-6 this year, as compared with 80-3. The percentages of passes in the various districts range from 68-8 to 86-2. This cannot, of course, be definitely interpreted as showing a corresponding range in efficiency. Varying standards of appraisement probably form part of the explanation, and, as the tests in spelling, arithmetic, and grammar are marked on a uniform basis, it would seem that the marking of reading and composition should be carefully investigated by the Inspectors. Thanks to the more generous provisions made this year for secondary education, any variation in standard has a less serious effect on the pupil than it formerly had. The following opinions in respect to the Proficiency Examinations, on various subjects of the curriculum, and on other matters are expressed by Senior Inspectors in their reports to the Department: — Proficiency Examination. Auckland. —It has been objected that the Proficiency Examination dominates and unduly conditions the whole of the primary-school system. That it has been permitted to do so must be admitted, but that it need not do so is also true. A certain standard of attainment is demanded in English and arithmetic, but it cannot reasonably be asserted that attainment to that standard makes such inordinate demands upon the pupils' time and attention that no time is left for the development of the more aesthetic aspects of education. It appears to us that some form of investigation, be it the Proficiency Examination or something else, will always be necessary at the end of the primary course to determine the type of post-primary training from which the pupil is most likely to derive the maximum benefit. The stimulus to be obtained from striving towards a definite objective, the training to be derived from the overcoming of difficulties by continuous persistent effort, instead of pursuing the pleasant paths of preference, are aspects more important, perhaps, than the actual attainment of the objective itself. It may also be urged that the training and information acquired at school are of little service unless they can be marshalled to meet the situations that arise in life, and the examination is merely a preliminary test of the child's ability to do this. We would, therefore, urge caution in abolishing all forms of examination, as some would have us do. Cram and undue strain are to be deprecated, but to legislate entirely for the weakling is to do irreparable harm to the strong, and to loosen the moral fibre of the nation. Nelson.—Last year, our percentage of proficiency passes was 76-5, the second lowest in the Dominion. This year, in spite of the disorganization due to the earthquake, the schools throughout the district have done exceptionally well. The fact, too, that a good many of last year's failures came up for a second time helped to swell the number of passes to the high total of 86-2 per cent. As regards the basis of marks assigned under the new regulations, we found that the raising of the standard would have affected a few, probably about 2 per cent, of the candidates, but it could not be said to " seriously affect " children sitting this year. And, moreover, the concession made of allowing even competency holders to enter secondary schools would more than counterbalance this disadvantage, except, perhaps, in the case of those who desired a proficiency certificate for the purpose of entering the Public Service or other employment. Accrediting for Standard VI Proficiency Certificates. Auckland. —The accrediting system was this year again adopted in all Grade Y, VI, and VII schools, and our experience lea-ds us to the conclusion that the results were on the whole soundly determined. One or two aspects of the situation, however, give cause for consideration. In the first place, there seems to be a danger that the headmasters place too much reliance on the results of one, or at most two, formal tests applied at the end of the year. This introduces into the accrediting method just the very element it was designed to eliminate. A further danger lies in the fact that there is a possibility of the standard adopted by the head teachers becoming too low. For the purpose of readjusting such standard it appears to us to be desirable that once in every few years the proficiency passes should be determined "in whole "by the Inspectors. Moreover, while the right to accredit might be granted to Grade IV headmasters, we are not at present prepared to recommend its extension to all teachers of lower-grade schools. We do not doubt the teachers' honesty of purpose, but it is quite evident that many do not know the standard of the examination. Where the pupils of small schools are gathered to a centre for examination by the Inspector, a perusal of the teachers' estimates not infrequently shows that from 90 to 100 per cent, are considered by them worthy of proficiency certificates. The departmental tests, however, reveal quite a different state of affairs, as many as half of the candidates sometimes falling below the requisite standard. Canterbury. —Our thanks are due to head teachers who again carried out for us tests in writing, spelling, and number work. We recognize that this work imposed an additional burden upon those who are already heavily weighted with the details of management of the larger schools, but we value their co-operation and the generous spirit which accompanied it. Their services, too, in preparing the recommendations for the accrediting of Standard VI pupils for proficiency certificates are also acknowledged. Much of this was done excellently, but there were some head teachers from Grade 111 to VII whose standard of marking hampered rather than helped the work of accrediting. Some were far too lenient, and their pupils scored ridiculously high marks. Others went to the other extreme,

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and failed by their estimates as many as 50 per cent, of a large Standard VI. The chief weaknesses in the marking by head teachers was in the assessment of oral reading and composition. The range of marks in both these subjects was frequently far too narrow, and the estimates too high. Experimental Education. Canterbury. —Our hopes that the introduction of the new syllabus would embolden teachers to show more initiative and individuality in their methods have to a large extent been disappointed. There was more timidity and hesitation than we expected, but there were some good reasons behind the policy which teachers adopted. The feeling that drastic changes in the educational system of the Dominion were imminent made some adopt a wait-and-see attitude. Some were hampered by lack of equipment; others felt that their plans were not mature enough to launch in the first year ; while a considerable number doubted their ability to make a successful departure from familiar routine. Only a small minority introduced secondary subjects into their curricula. French wag the most popular optional subject, and it was more often taken in country than in city schools. As a rule, some form of the direct method was adopted, and where the teacher was enthusiastic the pupils were most interested and made really good progress. Latin was taught in a few, algebra, practical geometry, and elementary book-keeping in more ; and it was often in country schools that most progress was made. In class organization and classroom methods, however, we are glad to be able to record a considerable advance. It is now a. common experience to find children working in groups, and individual children busy with some self-imposed project or a contract mapped out by the teacher. This was indicative of a general tendency this year to get away from the older purely instructional methods and to work more along lines of auto-education. This and a generally broa-der treatment adopted in some subjects indicates a more wholesome conception of w T hat the term " education " implies. Retardation. Canterbury. —The classification of pupils is being considered 011 much more scientific lines than hitherto. Departmental investigations into the question of retardation have directed attention to the causes, and, as a result, most head teachers make a close study of the school history of their pupils, and are thereby enabled to classify them with less chance of error than hitherto. We are glad to record also that the rapid promotion of bright pupils is becoming much more common than formerly. We are still of the opinion expressed last year that such promotions are better made below Standard IV, and that there is a distinct loss of culture in shortening the time spent in Forms I and 11. An enriched Form I course for bright pupils is more profitable than promoting them to Form II before their cultural programme has been covered. Probationary Assistants. Auckland. —One of the most noticeable features of school-work is the enthusiasm of the ex-trainee. Such enthusiasm constitutes a happy augury for the future, and adds to administrators a responsibility properly to encourage, direct, and mould this teaching-power. A somewhat serious criticism must be made of the organization of our larger city schools. This is the practice of placing probationary assistants in charge of composite classes made up for the most part of the difficult cases from two standard classes. Such a group can be successfully taught only by a teacher of some experience. A. year with a problem class tends to destroy a young teacher's confidence in his ability, and his faith in the children —two vital factors in his work if it is to be successful. Taranalci. —In keeping with the improvement noted in reference to the type of probationer offering, the students from the training colleges have shown a distinct improvement within recent years. The great majority of them adjust themselves quickly to the needs of the practical work, and only in a few sole charge schools do any serious difficulties arise. Nelson. —The probationary assistants placed in our schools all qualified for trained teachers' certificates. In many cases, the work they did during the year compared well with that of older and fully qualified assistants. Southland. —In schools of Grade V or higher a certain difficulty has been experienced in restricting the classes allotted to probationary assistants to a reasonable size without unduly burdening others of the assistants. Since the training of the probationary assistants is not regarded as completed until the end of the year, it is, of course, not to be expected that they can teach a large class efficiently ; about thirty-five pupils is, in our opinion, the maximum number that should be entrusted to a probationary assistant. The headmasters recognize their obligations to these trainees in initiating them in the routine of practical teaching methods, in instilling into them a conception of what constitutes a good standard of work, and in guiding their efforts generally. The best proof of the success of this training is the fact that most headmasters are very unwilling to part with their probationary assistants at the end of the year. Hawke's Bay. —The probationary assistants did very promising work, and. under the direction of the headmasters put into successful operation the ideas gained during their term at the training colleges, the pleasing quality of their work being a clear index to the training they received while there. Probationers. Wanganui. —The head teachers are carrying out the instruction and training of the probationers in a satisfactory manner. In some cases we think a fuller and more helpful criticism of the special lessons given by the probationers might be made. In most cases the probationers show themselves enthusiastic in carrying out their duties, and they generally show to good advantage when they have received the year's training and experience. ■ Hawke's Bay. —The headmasters and their stalls have given a thorough training to the probationers throughout the district, with the result that only three were not qualified to enter the training college.

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Reading. Auckland. —Emphasis on the need for silent reading has sometimes been overstressed, and there is distinct evidence that the elocutionary aspect of reading is being somewhat neglected. A good deal of the reading in the senior classes is lacking in clearness, modulation, and expression, is often too hurried, and sometimes not so correct as one could wish. Teachers would be well advised to preserve an even balance between the various aspects of this important subject. We would commend also the practice of reading to the pupils. No one is able to make the story live as the teacher can. Short passages frequently read and. discussed are of more value than lengthy extracts at longer intervals. The beauty of literature can be appreciated best through the spoken language. Canterbury. —The teaching of reading is in some respects improving, the most pleasing feature being the increased use of school and class libraries. More schools are now adopting the practice of studying at least one book per term in addition to the School Journal, and by this and other means an effort is made to develop a real liking for reading and some appreciation of what is best in our poetry and prose. Too frequently, however, the only matter studied more or less intensively, in class or at home, is the School Journal, anything further being confined to the silent reading of library books. The teaching of oral reading cannot be regarded as satisfactory. Unfortunately, the advice given in the appendix to the syllabus did not make a general appeal, and the old rotation practice, which fails to distinguish reading for content and oral reading, has too many adherents. The value of oral reading as a training in appreciation as well as in elocution, is too often lost sight of, and the aim being obscure the teaching is misdirected. Otago.—We have been pleased to note that more general attention has been given to silent reading. We have been somewhat perturbed, however, by evidence that this reading tends to become rather purposeless, and that on the one hand insufficient attention is given the supervision and discussion of the matter read, while on the other hand too little use is made of the opportunities which reading affords for the general study of the English language. While we are alive to the fact that the interest of the pupils in reading might be considerably lessened if they felt that literature was merely material for lessons in formal English, we are strongly of opinion that pupils should be expected to achieve an appreciation of the suitability of the vocabulary, the beauty and aptness of the imagery, and the arrangement of the thought in the matter selected for their reading. Recitation. Taranaki.—The work reviewed was in many cases disappointing. The selections were often devoid of excellence of thought and beauty of language and poorly memorized. In the upper classes some time should be devoted to an appreciation of the literary merit of the poem under consideration : " free choice " poems (which in the main have little or no literary merit) should be regarded as " extra." In two schools the attempts at original verses and short poems merited commendation, and indicated good teaching. Speech-training. Taranaki.—Efforts have been made to correct the major defects in pupils' speech, and in some schools good work has been done. It is obvious that there are at the present time influences at work which will require vigorous combating by the teacher to prevent the young people of this generation being swept into the whirlpool of impure vocalization. Wellington. —Oral expression is not making the progress that could be desired. The " Speechtraining 1 pamphlet issued to schools is ineffectively used, and steps are seldom taken to supplement the examples it contains with examples from other sources. Schemes have consisted either of complete extracts verbatim from the syllabus or of merely a general statement. In only a few cases did we find that teachers were concentrating on the commonest faults. It is very seldom that one notices a school or even a class where the pupils are striving consciously after correctly articulated speech. In recitation such training should be at once apparent; but, unfortunately, the value of this subject in securing a correct and pleasant enunciation is for the greater part overlooked. In recitation, also, one finds a singular lack of expressive speech. Dramatic work in a few cases has been highly successful. It is, however, only too rarely seen. The heavy hand of tradition lies here. When one considers how long we have had English specialists in our training colleges and the successful plays these colleges have staged, the only conclusion we can draw is that the students revert to type on re-entering the schools. In spite of the prescription and the encouragement of the modern and the experimental, traces of them even in our larger schools are rather difficult to find. Southland. —The drill work and the formal instruction in phonetics arc being very thoroughly carried out. Teachers wage unceasing war against the common errors in pronunciation and in grammatical structure, as well as against the intrusion of vulgarisms into the language of the pupils. Thus a very strong effort is being made to preserve a good standard in respect of purity of speech. We feel, however, that these efforts are for the most part counteracted by such powerful and insidious influences as the cinema and much of our modern fiction. Some deplorable Americanisms, such as " guy," have already become part and parcel of the vocabulary of our young people. Writing. Auckland.—There "is a general indication that it is desirable that a uniform system of writing should prevail throughout all the primary schools in the country. Page after page of the syllabus is devoted to precise instructions as to how to teach the new style, but, notwithstanding all this, itis most disappointing to find, that the majority of our teachers are afraid or unable to give the muscular system a fair trial. They do not appear to recognize that a change-over means a temporary disorganization of the writing, and that steady and persistent effort extended over a long period will

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be necessary before the pupils will possess the mechanical skill to produce writing comparable in neatness and uniformity with the carefully-taught writing of former years. In other words, the mere setting of a copy will not produce good writing ; there must be careful supervision, stimulation to secure earnest effort, careful scrutiny and correction, and demonstration followed by still further practice ; the subject must be intelligently taught. Wanganui. —In the great majority of schools a distinct improvement is noted in the writing, but in the upper classes it is yet too laboured and slow. As a remedy for this, definite brief writinglessons should be given several times weekly, attention being paid to the cultivation of rhythmic movement closely associated with speed, and beauty and accuracy of letter-formation. Good writing is largely a matter of discipline—a refusal on the part of the teacher to accept from the pupil any written work that does not show a definite measure of care and neatness, and the cultivation of a feeling of pride in work well done. C'tago.—The majority of the teachers are giving regular attention to developing a free style of writing. The poor quality of much of the work is mainly due to the lack of supervision of all the written work, and failure to insist on correct posture. More attention should be given to the making of good figures. In a small number of schools we were very pleased with the standard of written work, but the development of a " writing conscience " is very desirable. Spelling. Wanganui.—The quality of the work in this subject shows definite improvement, as the result of the careful instruction in the words connected with the pupils' written vocabulary. The improvement is most noticeable in the written expression in composition. The greatest weakness is apparent in the tests given upon the lists of words taught. This, we feel, is due to the inadequate revision of words taught not only during the year, but in the previous standards. We cannot stress too strongly the ever-present necessity for frequent and regular revision on as wide a scale as possible. In connection with all such revision, lists of errors should be kept for further teaching purposes. Wellington.—Spelling has met with very fair success, especially with the smaller words of everyday use, but not in a degree commensurate with the time spent on it. Perhaps one of the causes of this is the very general adoption of a spelling list from which five words a day are selected. Words in such a list are as isolated and unconnected as pebbles on a beach. A large amount of time is consequently spent in finding dictionary meanings and incorporating the words in what are too often most unsatisfactory sentences. Time is thus wasted in useless and almost purposeless labour. This is the more to be regretted since every pupil has the School Journal, in which the great majority of words he needs are displayed in a context more perfect and more intelligible than any dictionary can provide. The list can serve as a very useful check, and as an alternative means of quick revision ; but since spelling is only a part of the problem of comprehending and writing the language, no mere list can replace the written page in the teaching of this branch of English. Nelson.—Spelling still appears to be the most unsatisfactory subject; indeed, in our opinion, it is getting steadily worse. We have noticed, too, that where spelling is taught from spelling lists —apart altogether from reading lessons —the results are the most disappointing. The plan of limiting the spelling to twenty-five or thirty words a week, and a total of some 2,500 words for a S. VI pupil savours somewhat of the "go-slow" policy. With most children learning to spell is drudgery, but the attempt to avoid this necessary but tiresome work—by reducing it to the barest minimum—is, in our opinion, largely responsible for the unsatisfactory spelling of our school-children to-day. Otago.—We regret to note that the quality of the spelling is not improving. In many schools and classes (though the work in the set list for the day may be excellently done) we have found the spelling in the general written exercises little short of appalling, and we have often found it necessary to write copious suggestions to the teachers for dealing with the subject. Southland.—Although spelling is systematically taught in the great majority of the schools, the results as judged by the quality of the spelling in such written exercises as composition are on the whole disappointing. There may be a feeling that spelling is a subject apart, a subject that is " got up " for examination purposes, and it may be that some pupils do not seriously try to apply it to the use for which it is intended. We recommend that from the beginning of written expression in P. 4 the formation of bad habits in respect of spelling be resisted. It is a fallacy to assert, as some educationists do assert, that when a child is writing a composition exercise the free flow of his expression is checked if he is required to be careful about his spelling and writing. In these mechanical arts he must be habituated to correctness and neatness. The experience of examiners is that normally children who write good composition exercises are also the ones that spell correctly and write neatly. Acting on the suggestion of the syllabus, many teachers are resuscitating with good results two forms of spelling exercise that have been more or less discarded during recent years —viz., transcription and " dictation." EnglishAuckland. —Essay-writing is much as it has been for some years. Pleasing progress is made up to Standard IV, but noticeable advance is not evident in the higher classes. In fact many pupils write just as well in Standard IV as they do in Standard VI. This is mainly due to the fact that few teachers succeed in drawing up a scheme in essay-writing that shows any effective means of enabling children's powers of expression to increase as they rise through the standards. It seems to be a case of set, mark, and correct, without sufficient constructive work, and without

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intelligent use of good models. It is reasonable to assume that, as most pupils usually write with satisfactory formal accuracy by the time they pass Standard 111, they should subsequently cultivate some style in writing, and display it in their essays. Apart from style or other desirable refinements of quality, it is amazing how many Standard VI pupils ignore full stops, apostrophes, and capital letters. Taranaki. —In the majority of cases there has been a decided improvement in oral composition, though there is still a wide margin left before fluent and intelligent speech can be said to have taken its proper place in the school. The solution of the matter seems to be mainly one of organization, and, while not unaware of the difficulties, we would stress the point that opportunity for oral speech pays handsome dividends in every branch of education. In view of the developments in oral composition, use of the library, a more rational English programme, and unlimited sources from which ideas may be obtained, written composition should reach a much higher standard as regards quantity and quality. In a number of instances some schools have revolutionized this work during the year, but the others are still content to accept short formal efforts lacking in ideas and beauty of diction. Teachers must recognize that it is impossible to make bricks without straw, and that written and oral composition will continue to remain stunted until pupils' experiences are enriched by the experiences of others through literature. Otago.—Except in a few cases we have found little improvement in the quality of the written work in composition. Where increased attention has been given to the development of the pupils' powers of oral expression and to the study of literary models, we have found a corresponding advance in the quality of the written work, and we were pleased to find in some schools examples of outstanding merit. Arithmetic. Wanganui.—Notwithstanding the reduction in the time devoted to this subject, a distinct improvement is noted in the quality of the work. The attention that has been paid to daily table drill and speed and accuracy exercises has improved the ability of the pupils in making their calculations, and has freed their minds for the required concentration upon the solving of problems. The chief weaknesses in the mechanical work are evident in the processes of subtraction ancl division. There is still a need for a careful scrutiny of all exercises worked by the pupils, so that the nature of the errors may be noted and remedial practice supplied. Wellington. —There has been a much greater improvement in mental arithmetic than in the written work. This is probably due to the new emphasis placed on the former in the Proficiency Certificate Examination and to a more consistent testing in this subject. The written work was this year rather disappointing. The correct statement of a problem in arithmetic demands correct English, and should be regarded as a good and exacting training therein. So valuable an opportunity for training the pupil to say and write what he is thinking should not be missed. A contributing factor in the failure noted above is probably a neglect of the reasoning processes involved in mathematical calculation, and especially a lack of insistence upon clear, logical, and consecutive statement in the pupils' oral or written exposition. In far too many cases Standard VI pupils set forth their problems in a tangled mass of figures or in a series of absurd statements ; but so long as the right answer emerged from this welter the average teacher asked for nothing more. The .". sign is seldom used ; the = sign is rarely understood, otherwise such absurdities as : " To find the number of miles = 60 X 12 = 720 -f- 80 = 9 ans.," would surely never be tolerated, even though the correct answer happened to be 9. It is a good mental training for Standard VI to state every problem in the form of an equation or series of equations where the equal sign is a substitute for some form of the verb to be ; it is also an excellent introduction to work in algebra, where progress is so often hindered by an ignorance of the meaning of equations, or by an inability to express mathematical ideas in equation form. Geography. Wellington.—ln geography very fair results have been obtained, especially in those classes where interest is centred around the articles of daily use. In the highest classes there is too rudimentary a knowledge of New Zealand. The centre of interest should be the child's own country ; this should be thoroughly known, and in the treatment of other countries constant reference to and comparison with New Zealand should be made ; areas, surface-features, and climates should be compared ; people and products should be contrasted ; and the advantages and disadvantages of each as competitors and co-workers in world-markets should be estimated. Otago.—We are pleased to note an improvement in the treatment of what may be termed " human geography." The study of local life and natural conditions is being extended to form a better idea of New Zealand geography as a whole, and this in turn is being used (though not as widely as we should like to see it) as a basis for the understanding of foreign countries. We have found in a few cases that the teachers are making use of excursions for the purpose of giving the pupils first-hand knowledge, and we should like to see a widespread extension of this method. History. Wanganui.—While history is being intelligently treated in many schools, in many others the results are disappointing. The successful teacher of history must first have a love for and a sound knowledge of the subject, and, secondly, be able to present his matter with a vividness that arouses the interest and stimulates the imagination of his pupils.

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Nature-study. Wellington.—ln science and nature-study there has been a distinct and encouraging advance. In the latter, however, there is still, with some teachers, a tendency to look upon the lessons as a means of imparting facts instead of as a method of training the child in accurate observation and experiment, and inculcating in him a love of nature. It is with regret that we note, a lack of the former keenness in forestry. This was almost inevitable, once the schools realized that there was neither market nor demand for the trees they grew. Otago. —We are pleased to note an extension of outdoor work and the gaining of first-hand knowledge through school excursions and the like. We should like to see a much wider use made of this method of developing nature-knowledge and the training of pupils in observation and an intelligent appreciation of their surroundings. Only in this way can they be brought to see that they are not only in the world but of it. The difficulties of this kind of woik are known to us, but we are also aware that they have been successfully met and can be overcome by effective organization and co-operation among the teachers. Failure to comprehend the principle that nature-study should be wholly, or at any rate chiefly, the study of the child's environment has often led in many cases to the presentation of a generalized scheme unsuited to the district in which the school is placed. Drawing. Wellington. —Drawing is perhaps the weakest subject in the curriculum in our district; the higher the class the relatively weaker it is. The principal defects are (I) an inordinate amount of drawing from copies, first discountenanced by the syllabus of 1904 ; (2) an overemphasis of the outline instead of the mass of the object; (3) a lack of the appreciation of the value of light and shade and of colour ; (4) too great a concentration on the drawing of fashioned objects to the neglect of the more graceful forms which nature so amply provides ; (5) a failure to teach the rudiments of perspective, or, when taught, to apply them to objects of real interest to the pupils —e.g., buildings, street, land, or sea scapes, &c. ; and (6) a tendency for all the pupils in a class, no matter how large, to draw the same object at the one time, and to use the same media for expression. There is often in Forms I and II an inability to draw with grace either straight lines or curves. This is an aspect of the work that should be mastered at a much earlier stage. On the whole, it may be said that the subject is not brought to such a stage, except in the lowest departments, as would induce the pupil to turn to it with pleasure either for illustrative or more assthetic ends. Even students fresh from the training college often revert to drawing from copies, and neglect the principles of art enunciated in that institution. Otago. —We are pleased to note that increasing attention is being given to colour-drawing as a means of expression, but we should like to see the work in free drawing more carefully graded and the more general employment of devices to render pencil-work more expressive and artistic. In some schools it was apparent that the amount of work done in this subject was incommensurate with the time allocated to it. Although the suggestions in the drawing syllabus regarding design and decoration have been enthusiastically and successfully carried out in a number of cases, yet we feel that this branch is worthy of more general development. We should like to see more attention to geometrical drawing. Geometry not only lends itself to correlation with handwork (especially carton-modelling), but it also has a clear value of its own which can hardly be overemphasized. Handwork. Otago.—Good work, in general, is being done in the preparatory and junior divisions, and the Form 1 and Form 2 pupils who attend for woodwork and domestic work at manual and technical centres are also receiving sound instruction in the respective subjects. We are much concerned, however, with the work of the middle division generally, and of those senior-division pupils who cannot be conveyed to manual and technical centres. In a number of schools we found little or no use being made of the material (carton) supplied by the Department, except for the manufacture of reading and number material by the teachers of the preparatory division. In many schools there was no definite programme, and we were told that handwork was " correlated." In most of these cases we found no evidence of its effective use. It cannot be denied that handwork lends itself as a useful method in conjunction with general teaching, but we hold the opinion that it has methods and values of its own, that it is of the greatest importance in the training of the young, and that therefore it deserves recognition, apart from its correlative value, as a separate activity. Elementary Agriculture. Southland.—Agriculture itself is almost without exception treated on sound and practical lines. Next year we hope to be able to report on visits which are at present being initiated to a Government experimental farm. We find that the school-garden is dear to the hearts of nearly all children. Its influence is powerful, and permeates the homes. The inauguration of agricultural clubs has added considerably to the pleasure and profit which are enjoyed by the children from the study of the subject in our schools. Singing. Auckland.—Singing is gradually on the up grade. Most teachers now realize the necessity for devoting a few minutes daily to exercises designed to produce a good singing and speaking voice, in addition to taking at least one half-hour lesson per week. Where this is done systematically the results are creditable. The theory of the subject is not yet taught satisfactorily, and few pupils are receiving much knowledge of either the staff or sol-fa notation, but a beginning has been made, and the more courageous and progressive teachers are " feeling their way." There is still a good deal of

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unnecessary trepidation regarding the use of Mr. Tayler's excellent handbook on school music. This is no doubt due to the teachers' lack of knowledge of the subject, and their consequent want of confidence in using the book as a guide to their teaching. Until our children are taught to read music as they are taught to read a book, we shall not have placed the instruction on the satisfactory basis which its importance as a cultural subject warrants. Wellington. —The increasing public interest in singing is being reflected in the schools. There is an improvement in the variety and quality of the songs, and generally in the tone. The standard is undoubtedly rising, but musical knowledge does not keep pace with the pupils' progress through the school. The growing practice of composing should prove helpful here. There is insufficient insistence on accuracy, and a lack of keen concentration on the part of the class. It is rarely indeed that one sees a class concentrating on the teacher with anything like the same intensity with which a welltrained choir or orchestra concentrates on its conductor. Pupils lean on desks, let their minds wander, and seem to make little conscious effort to secure perfect performance. In many schools there is too great a reliance on the piano. Health and Temperance. Auckland.—Health and temperance lessons are regularly given, and a course of work in these subjects is outlined in the scheme books. Teachers are now more fully alive to the advantages of fresh air, cleanliness, &c., but in many cases the practical application of the lessons is forgotten. Teachers give lessons on cleanliness, and permit pupils to work with unwashed hands and dirty finger-nails ; on the value of posture, and allow pupils to crouch over the desks. This side of the health instruction needs to be stressed. In the higher classes, moreover, it is seldom found that the topics taken are sufficiently specific or advanced. Few teachers give definite lessons on the eye, the ear, the skin, the heart, or the lungs. Wellington. —Temperance-teaching has received fair attention, though not to the extent of former years. The growing temperance of the people and the less active public agitation, for prohibition have been reflected in the schools. The greater care given to games and swimming both in schools and out, and the attention given, almost unconsciously to the art of " keeping fit," have tended to make the teaching and practice of temperance rather indirect than direct. Provision is made in the schemes for talks on the subject. Probably it would be an advantage if a good article on temperance in its widest sense were inserted at least once a year in the senior number of the School Journal. District High Schools. Auckland. —District high schools continue to render efficient service in the rural areas where they are situated. The increase in enrolment is sufficient evidence of their popularity with parents, who undoubtedly are awakening to the benefits of further education for their children, and who appreciate the opportunity of securing such in their immediate neighbourhood. The general attitude of the pupils themselves betokens a healthy appreciation of the advantages offered. It can be confidently stated that the child with academic tendencies is well catered for, and the examination successes of the pupils in the secondary departments are a clear indication of the value of. the instruction in this type of work. Many pupils, however, are non-academic, or do not desire to follow the usual secondary course. The extension of the commercial courses in large measure accounts for the increased roll number. Pupils who previously would not have entered a post-primary school at all, or who would have discontinued attendance in a few months after an unsuccessful trial of mathematics and a foreign language, now find open to them a course which is both utilitarian and cultural. For the cultural aspect is not confined solely to the purely academic ; in large measure it is social. Children in small country schools taught in most cases by the lower-graded and less-experienced teachers are afforded an opportunity of measuring themselves against others of their own age, and adjusting their standards of comparison. This opportunity of revising one's criteria we regard as the most valuable aspect of the training offered in our district high schools. Canterbury.—The secondary departments of our district high schools continue to do thoroughly sound work in catering for the needs of secondary education in country districts. The courses taken are in the main directed towards fitting boys and girls to take their places in the life of the community, with some bias towards the needs of rural life. Cultural work is for the most part confined to literature, but art and music are beginning to claim a place. Commercial work is very popular, especially with girls, and. it has been found that the supply of trained teachers who are able to teach the work is not equal to the demand. Otago.—We are pleased to record gratifying efficiency in the important work of secondary education in our district high schools. A truer conception of the teacher's work is resulting in a better all-round training than formerly ; the tasteful and stimulating class-room environment, the more cultural study of English, the well-stocked library, and the inclusion of drawing or music in a broader curriculum reveal this, as do the fostering of outdoor games and espirit de corps among the pupils. Recognition of the significant place the district-high-school system is taking is shown in improved conditions, two instances of which are the up-to-date and well-equipped secondary-department buildings provided this year at two of the district high schools. Buildings and Grounds. Wellington. —Buildings and grounds are receiving increased attention. A few interiors are quite attractive. Some comparatively new have been temporarily disfigured by the pasting of cheap pictures and manuscripts along the walls in a manner that would never be tolerated in any modern shop, theatre, or private house. But there is plenty of evidence that the more thoughtful teachers are

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realizing that there must be an added emphasis on the beautiful and the orderly in the child's surroundings and in the work of his own hands if he is to fit into a civilization whose increasing mastery of the material leaves an ever-increasing leisure for the cultivation of the beautiful. The external environment, too, of the school is improving ; the raising of funds for this purpose by Committees proceeds apace. Many of the country schools and a few in the city are making good use of their natural advantages, and their grounds are becoming gardens of delight. A number of the older city schools have practically no natural advantages whatever, some of the newer ones are sadly neglecting their opportunities, and —it can no longer be denied —their responsibilities. Between these extremes lies a fairly large number of schools that make but spasmodic efforts towards ground-improvements. Canterbury.—The practice of decorating the walls with pictures is growing rapidly, and is having a marked effect in rendering the classrooms more attractive. The pictures are usually chosen for their direct educative value in connection with lessons in literature, history, geography, and nature-study ; but, as a rule, their aesthetic value is not lost sight of. There are cases, however, where illustrations have been crowded so thickly that the effect is anything but artistic. Though we have still a long way to go before the majority of our schools can boast of beautiful surroundings, we are pleased to note a general improvement. It is in schools where the teacher is most enthusiastic that the greatest advance has been made, but much is due to the inspiration of the agricultural instructors. School Committees and children are also entitled to their share of the praise. I have, &c.., William W. Bird, The Director of Education, Wellington. Chief Inspector of Primary Schools.

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APPENDIX B. REPORTS (EXTRACTS) AND STATEMENTS OF ACCOUNTS OF EDUCATION BOARDS. I. EXTRACTS FROM REPORTS. AUCKLAND. (Chairman, Mr. A. Burns.) Teachers' Residences.—The need for the erection of teachers' residences is becoming still more acute in this district, especially in rural areas. The Board has found considerable difficulty in staffing several country schools, owing to the lack of suitable accommodation for teachers. The Board is of opinion that the number of grants made for teachers' residences is insufficient. The Board renews its request that the number of grants for teachers' residences at country schools, particularly those of Grades 3a and upwards, be considerably increased, in order to cope with urgent requirements, and to overtake arrears of former years. Practically the whole of the teachers' residences in the Auckland District are now occupied by the teachers. Training College.—The matter of the unemployemnt of ex-students of the training college, particularly for the first six months of the year, still continues to give the Board the greatest concern. These teachers, who have satisfactorily completed their training-college course, have little opportunity of securing appointments in open competition, owing to their relatively low grading, due mainly to their short service. The Board employs the students in relieving work wherever possible, but the employment is not continuous, and often only of a very temporary nature. Several are out of employment for periods as long as three months. The action of the Department in authorizing the employment of temporary additional assistants, in view of large classes, or on account of sudden increase in attendance, is greatly appreciated by the Board. Such action not only improves the staffing conditions of the schools concerned, but also greatly assists in relieving the unemployment situation. Subsidies. —The Committees of the Auckland District continue to show keen interest in the schools under their jurisdiction. During the year they raised approximately £6,000 for the establishment of libraries, for improvements to school-grounds, and for many other purposes for which provision is not made in the allowance for incidental expenses. Such contribution is an evidence that the parents in general are keenly interested in the importance of a suitable environment during the school life of their children. Staffing of Schools. —A steady improvement continues to take place in the staffing of schools. Certificated teachers have almost entirely replaced uncertificated teachers, and the number of the latter in the Board's service is now very small, being mainly employed in aided schools. The grading of schools on the attendances for the year ending 30th September, has greatly facilitated the staffing of schools at the beginning of the year. Married Women Teachers. —The Board trusts that the Government will see its way to grant to Boards discretionary power in the mat'ter of the employment of married women teachers. The Board considers that the employment of married women teachers should not be unconditional, but that the Board should have discretionary power. The interests of all married women teachers who, through special circumstances, are required to take up employment, would not be in any way prejudiced by the granting of the Board's request. Adopted Schools. —During the year the scheme of adopted schools inaugurated by the Senior Inspector has continued to prove of great benefit to teachers in outlying districts. The principle of a highly efficient school adopting one or more small schools has proved quite sound and beneficial. The enthusiasm of the teachers concerned is greatly appreciated by the Board. Consolidation of Schools.—The consolidated schools established in the Auckland District continue to give the greatest satisfaction, and frequent applications are being received for the extension of the system. During the year a consolidated school was established at Ruawai, the Awaroa, Naumai, Raupo, Ruawai, and Whenuanui schools having been closed and the pupils conveyed to Ruawai. A district high school was also established in connection with the consolidated school. TARANAKI. (Chairman, Mr. S. G. Smith.) Junior High Schools. —My Board considers that the matter of establishing junior high schools, or intermediate schools, should be approached very carefully. Detailed information concerning the working of similar existing schools in New Zealand should be made available. Particularly should it be made clear that qualified teachers have been properly trained, and that provision is made for suitable administrative control. We realize that the system has many advantages, but before it can be successfully operated the amalgamation of local Education Boards and the unification of primary, secondary, and technical teachers' salaries is essential. Teachers. —It is pleasing to note that the aim of the Board for many years past has at last been realized. There are now no uncertificated teachers permanently employed in graded schools in Taranaki. Approximately one hundred permanent appointments and 169 relieving appointments have been made during the year. These do not include thirty transfers due to rise or fall in grade of

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schools, or thirty-nine temporary appointments of additional assistants and twenty-four probationary and substituted assistants. These figures give much, food for thought. Of a total of 420 teachers employed, no less than 225, or more than 50 per cent., have sought a change. Agriculture and Afforestation. —Agriculture is taught in all schools in Taranaki, and the expenditure is justified by the results as verified by the Inspectors' reports. The general standard of the work of the Boys' and Girls' Clubs appears to be higher than ever, and the interest of the parents and teachers and competitors is generally maintained. Six hundred and fifty-one animals were judged in 1929, an increase of 125 above the previous year. The Board's thanks are due to the agricultural and pastoral associations and the officers of the Agriculture Department for their hearty co-operation in the work. It may be of interest to know that in Taranaki alone there are now 32,000 young trees growing towards maturity upon rough school sections and otherwise waste land. WANGANUI. (Chairman, Mr. W. A. Collins.) Adopted Schools.—The system of adopted schools, which was introduced some three years ago> was not continued during 1929. Whilst in operation this system fulfilled a useful purpose, and will probably be re-established later on. Teachers.—While the majority of Grade 0 schools are in charge of uncertificated teachers, the number in charge of schools of Grade 1 and upwards is gradually being reduced, and those still employed are located in very remote districts. A further reduction has taken place during the present year, and it is anticipated that in the not far distant future all schools above Grade 0 will be under the charge of certificated teachers. Voluntary Contributions. —Voluntary contributions received during the year totalled £2,214 Bs. Id., as compared with £1,984 15s. 9d. for the year 1928. These contributions were raised by School Committees for various purposes —i.e., improvement of buildings and grounds, purchas'e of new sites and additional land, installation of septic tanks, erection of buildings for use as dental clinics, purchase of pianos, gramophones, and records, pictures and special equipment, and the establishment and enlargement of school libraries. Late Mr. B. P. Lethbridge.—lt is with very great regret that the Board records the death of Mr. B. P. Lethbridge, who, over a period of ten years, did magnificent work in connection with the children's health camps held on his property at Turakina. The public knew in a general way that the late Mr. Lethbridge took a keen interest in the camps, and rendered valuable assistance, but only those who were in close association with him were in a position to, know the extent of his generosity, the interest he displayed in the welfare of the children, and the sacrifices he made to enable the camps to be held. His personality exercised a wonderful influence over the children, and the many hundreds who have passed through the camps will ever remember him with feelings of love and gratitude. School Environment.—ln a large majority of the schools throughout the district very admirable work has been and is being done in improving the environment, and it may be said that, taking the district as a whole, a very high standard has been attained in this respect. Teachers and School Committees have co-operated, and in a great many cases have -by personal effort created delightful surroundings at their schools. The excellent results attained reflect the greatest credit on all concerned, and the value of order and tidiness thus exemplified is calculated to have an important bearing upon the formation of the characters of the children who enjoy the privilege of attending the schools concerned. Some fifteen years ago the Board, having in view the encouragement of teachers and School Committees in their endeavours to improve the environment both inside and outside the schools, introduced the practice of issuing environment certificates to certain schools recommended therefor by the Inspectors and the Agricultural Instructors. HAWKE'S BAY. (Chairman, Mr. J. Clakk Thomson.) Teaching Staff. —The Parkvale school was approved as a model school in 1928, and was continued as such in 1929. Many teachers, especially those from the country, have attended for a few days to observe modern methods of instruction. The establishment of this model school has been a great success, and the teachers who have had the privilege of attending have expressed to the Board their keen appreciation of the benefit they have derived. The conditions in respect of the supply of trained teachers have vastly improved during the past few years. The supply is now quite equal to the demand ; in fact, in the earlier months of each year there is a definite surplus of teachers, due to the annual accretion of students completing their training. The result is that unemployment exists in those earlier months, and considerable hardship is inflicted on many young people. The Board does not, however, agree with the statement that too many teachers are being trained. All students leave the training colleges at the end of each year, and obviously all cannot be absorbed into the service immediately. The Board's experience over several years is that, notwithstanding the unemployment and consequent hardship in some cases early in the year, the retirement of teachers on superannuation, for marriage, or for other causes, enables all teachers to be absorbed by the end of the year following that in which they have completed their training. In fact, in the last few months of each year, the Board usually finds difficulty in securing the services of a sufficient number of teachers to staff all schools fully, and is compelled to seek the services of retired teachers for employment in relieving positions.

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WELLINGTON. (Chairman, Mr. T. Forsyth.) Manual Training.—There have been some interesting community efforts carried out by the pupils attending the manual instruction classes. In one " help the school " effort, the girls volunteered to do some baking for a fair that was being held. The School Committee supplied the ingredients required, and the result was a substantial offering to the tea-room and cake-stall, with a satisfactory financial increase in the school funds at the conclusion of the fair. In many of the home-science classes the girls have been specially instructed in serving at table and table-setting. During one of the Supervisor's visits he complimented the teacher and her pupils on the excellent and (iainty tabledisplay which they had arranged with the equipment at their disposal. The girls afterwards sat down and partook of the meal as it was arranged. He considers that the ajsthetic benefit involved in such a display cannot be overestimated. The community efforts of the pupils in the woodwork classes have consisted in the making of bookshelves, cases for gramophone records, umpire's stand for tennis tournaments, and various pieces of apparatus for teaching purposes, all to be used in connection with the work of the schools. During the third term a large amount of individual work of the pupil's own selection was carried out in the woodwork classes. Some of the principal articles made were as follows : Tea-trays, umbrella-stands, letter-boxes, box for wireless set, stools, wall and table book-cases, fire-screens, palm-stands, and many other articles for household and individual use. Two articles which received special attention by a large number of Wellington City boys were model aeroplanes and seaplanes, and the ingenuity displayed in carrying out the smallest details in the construction of these models was remarkable. School Committees : Contributions, Allowances. —The Board acknowledges with appreciation the loyalty and the devoted labours of many Committees in their efforts to improve the school and its environment. The Board's officers are always ready to advise and as required to produce suggestive plans of improvement of grounds and premises. The interest in the schools is reflected in the steady growth of the amounts raised on which subsidy is claimed. The amounts for three years, 1927, 1928, and 1929, are £2,150, £2,258, and £2,498 respectively. The activity of the Home and School Associations and of the teachers has in many instances been a material factor in this result. NELSON. (Chairman, Mr. F. W. 0. Smith.) Earthquake. —One of the greatest disturbances in the history of our district was the disastrous earthquake which occurred at 10.20 a.m. on Monday, 17th June last. All schools were in session and it is most gratifying that, with one exception, all the children were removed from the buildings without serious injury. Lola Dent, an infant pupil at the Westport School was struck by a falling chimney and suffered a broken leg and injuries to her head. The little sufferer was for several months an inmate of the Westport Hospital, but is now making a good recovery. The pupils of the Newton Flat School had a very narrow escape. A spur of the hill on the opposite side of the road fronting the school came down, completely demolishing the building. The pupils rushing to safety were caught in the fringe of the slip, but fortunately suffered only minor cuts and bruises. The Board desires to express to all teachers its appreciation of the manner in which they saw to the children's safety during the trying period. Altogether 109 schools and teachers' residences were damaged, the most serious case being the Westport Primary School. Either the Secretary or Architect immediately visited all the schools in the district, with the exception of those between Corbyvale and Karamea, which were inaccessible for some weeks, and arrangements were made for the carrying-out of the necessary repairs. Voluntary Contributions and Subsidies. —School Committees have rendered excellent service in raising funds for the general improvements to the school-grounds, the establishment of school libraries, and other activities in connection with the schools. The Department's scheme of supplying gramophones and pianos has been taken advantage of by many Committees, and a considerable proportion of the schools are now equipped with these instruments. Typewriters have been obtained by several Committees for the district high schools, and five Committees were successful in raising funds for the erection of dental clinics. During the year fifty-one Committees claimed subsidies on cash contributions amounting to £1,032 7s. 2d. The Board paid £25 6s. from its General Fund by way of supplementary grants towards school libraries. CANTERBURY. (Chairman, Mr. R. Wild.) School Committees.—The local representatives of most of the schools continue to take an active part in educational affairs of the respective districts, but in too many cases it is significant that the householders fail to attend the annual meetings in sufficient numbers to be able to elect Committees. The main reason appears to be a recognition of the fact that a School Committee's powers are very nominal, and that its chief work is the raising of money which it considers should be provided by the State for school purposes. Agricultural Instruction.—The quality of the work in agriculture and agricultural science has shown a distinct improvement on that of the previous year. This is due principally to the Board's policy of insisting that in all cases the scheme of instruction shall be fully carried out, and also to the fact that the agricultural instructors have directed their efforts towards ensuring that this end shall be attained.

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OTAGO. (Chairman, Mr. J. Wallace.) Elementary Agriculture.—This work continues to make good progress under the direction of three instructors. Board members have noted in their visits to schools the marked difference in the appearance and quality of the work in different gardens. To some extent soil and locality will account for this, but the Board is inclined to think that the enthusiasm of the teacher for this branch of school work is the contributing factor. A well-cared-for garden and an attractive environnaent give the visitor a good first impression, and this is a point worth noting bjr teachers. Training College.—The Board still presses the need of a hostel for female students. A similar need exists for male students, but the fact that a fine site has been acquired for the first-named purpose is a definite inducement for the Department to proceed with the building. During the year seventyfive women and sixty-one men boarded in private establishments. The Principal states that the number of suitable boardinghouses is, in comparison with the number of students, totally inadequate ; that the housing of students with boarders not similarly engaged in study usually militates against the satisfactory performance of college-work ; and, further, that adequate facilities for studying rarely exist in the average boardinghouse, students frequently having to decide between the quiet of unheated bedrooms and the distraction of the general sitting-room. The Board is satisfied that there is a real need for the establishment of comfortable hostels where students will be under reasonable control and supervision. It is of supreme importance to the State that it secures the highest mental, physical, and moral efficiency in its future teachers. Class for Speech Defects and Hard-of-hearing Children.—The Board is particularly impressed with the importance of the work being carried out by this class. Among the full-time pupils are hard-of-hearing children who require to learn lip-reading, stammerers, children who are dumb but who have perfect hearing, and children with unintelligible speech. With the first two groups, assistance can be given along recognized lines, but with the last two each case must be studied and dealt with individually. In one instance the teacher required to work with the pupil for two months before one sound was uttered. All of these children can now speak normally or are well on the road to doing so. As they are children of normal intelligence, they are being given the opportunity of becoming useful citizens, whereas without this specialized aid they would have continued a burden to themselves and their relations. There are a certain number of high-grade thyroid-gland, cases which cannot be satisfactorily treated at the school, simply because the teacher has not the available time. The teacher in charge expresses the opinion that speech-defects are increasing. Two years have passed since the reopening of the school and, out of a waiting-list of 104 names furnished by the Dunedin schools at that time, there are still forty who have received no aid owing to the classes being full. The Board cannot commend too highly the self-sacrificing nature of the work which Miss Williams is performing. School Committees.—The Board is glad to be able to report that School Committees as a whole are taking a broader and more enlightened view of their duties. This is evidenced by the larger amount raised locally each year for expenditure on improvements both inside and outside the school. During the past five years voluntary contributions have increased as follows : £878, £1,309, £2,235, £2,623, and £3,797. Most committeemen agree that the children are worth serving, and that they will be better children if their school days are spent in an ideal environment. The State cannot do everything, but School Committees in co-operation with teachers and parents have a great field of work in improving the aesthetic side of school life and in adding to the comfort of the children. SOUTHLAND. (Chairman, Mr. A. W. Jones.) Consolidation of Schools. —The Board is whole-heartedly in favour of consolidation wherever it can be satisfactorily arranged, and even though in some cases consolidation may not effect a saving, yet the advantages children derive from attendance at a large school more than compensate for the little extra expense entailed. Agriculture. —Recognized classes in elementary agriculture were carried on during the year at 153 schools, an increase of eight over the corresponding figures for the previous year. Under the direction of the Board's agricultural instructor good work continues to be done in this subject. That children can be led to take a pride in their school-garden work is abundantly evident in the increasing number of schools where excellent gardens may be seen. Hand in hand with this work goes the beautification of school-grounds, and it is pleasing to report the increased interest that is being manifested in making school-grounds attractive. The transformation that has been effected in some cases within a few years is wonderful, and bears abundant testimony to the energy and enthusiasm displayed by some School Committees and teachers in raising funds wherewith to make their grounds the show places of the district. Unfortunately, however, there are still many school districts where the benefits derived from having a beautiful environment are not yet appreciated.

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2. STATEMENTS OF INCOME AND EXPENDITURE, AND ASSETS AND LIABILITIES. AND BALANCE-SHEETS OF EDUCATION BOARDS.

AUCKLAND. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ending 31st December, 1929.

* Transfer General Account. t Transfer Suspense Account. Balance-sheet, 31st December, 1929. Debit Bank Balances and Moneys owing by Board. Credit Bank Balances and Moneys due to Board. £ s. d. £ s. d. £ s. d. Amounts owing—Special accounts .. .. 21,409 1 11 Cash at bank on current account .. 15,493 15 7 Credit balances— Less unpresented cheques .. 1,183 0 4 Special accounts .. .. .. .. 18,013 11 6 14,310 15 3 General Account .. .. .. .. 3,987 6 2 Fixed deposits .. .. .. .. 7,650 0 0 Amounts due— Special accounts .. .. .. .. 21,423 0 0 General Account .. .. .. .. 26 4 4 £43,409 19 7 £43,409 19 7

As at 31st December, 1929. Name of Account. 31st lg2a Income. j Expenditure. Amounts due to Board. j Amounts owing by valance. I 1 Board Due from Department. I Due from other Sources.! Special Accounts. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. Teachers' salaries .. .. .. .. .. .. 544,292 12 8 544,292 12 8 .. .. i I 138 6 11 House allowances .. .. .. .. .. .. 16,625 7 11 16,625 7 11 .. 42 7 10 School libraries .. .. .. .. .. .. 1,654 7 6 1,654 7 6 .. 1,062 15 1 Conveyance, &c. .. .. .. .. .. .. { 18 243 T} 18 ' 781 6 8 " 2 ' 473 77 " 2,374 14 5 Grants to School Committees .. .. .. .. 31,982 10 9 31,982 10 9 .. 3,025 8 3' Training colleges .. .. .. .. .. .. 48,659 8 7 48,659 8 7 .. 708 13 8 Scholarships —National .. .. .. .. .. 3,982 5 7 3,982 5 7 .. 282 3 5 District High School salaries .. .. .. .. 20,556 16 10 20,556 16 10 .. .. 1 •• 0 6 9 Manual and technical instruction .. .. .. 5,525 8 6 32,741 1 2 33,252 13 7 5,013 16 1 4,229 13 8 j .. 964 10 11 Rebuilding .. .. .. .. .. 8,325 1 10 3,738 11 4 .. 12,063 13 2 3,265 0 0 430 12 9 200 0 0 Buildings—Maintenance .. .. .. ... 1,026 11 5 34,056 19 4 34,717 14 8 365 16 1 634 14 3 .. 10,000 0 0 New buildings .. ... .. .. .. .. 91,326 11 1 91,326 11 1 .. 4,989 0 0 .. 4,604 5 0 Workshop Account .. .. .. .. .. 1,192 11 4 1,192 11 4 Sites sales .. .. .. .. .. 4,538 12 5 3,765 15 0 6'987 19 " " " 25 7 6 Contractor's deposits .. .. .. .. 1,678 4 0 1,678 4 0 .. •• •• 385 4 0 Training College Hostel .. .. .. .. 738 0 3 H 11 2'659 6 0 570 6 2 Voluntary contributions, &c. .. .. .. 10,404 14 5 10,404 14 5 .. 279 3 6: .. j 2,716 6 5 Total of special accounts .. .. 20,153 14 5 : 867,930 16 1 870,070 19 0 18,013 11 6 20,992 7 3 430 12 9 21,409 1 11 General Account .. .. .. .. .. 1 qsi 17 1 / 1,316 7 llf 537 18 5*\ o ng„ go 21 4 4 500 1 1 \ 18,150 18 6 16,923 18 11 / ' • Grand total .. .. .. .. 22,135 11 6 i 887,398 2 6 ! 887,532 16 4 22,000 17 8 21,013 11 7 435 12 9 21,409 111 II I 1

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TARANAKI. Statement of Income and Expenditure, and Assets and Liabilities, for the year ending 31st December, 1929.

Balance-sheet, 31st December, 1929. Debit Bank Balances and Moneys owing by Board. Credit Bank Balances and Moneys due to Board. Amounts owing— £ s. d. £ s. d. £ s. d. Special accounts .. .. .. . . 3,204 6 10 Cash at bank on current account .. 4,259 11 3 General Account .. .. .. .. 46 0 0 Less unpresented cheques .. 282 0 10 Credit balances— 3,977 10 5 Special accounts .. .. .. ... 10,078 12 10 Investments.. .. .. .. .. 1,450 0 0 General Account .. .. .. .. 1,11979 Amounts due— Special accounts .. .. .. 8,835 11 8 General Account .. .. .. .. 185 5 4 £14,448 7 5 £14,448 7 5

32

S As at 31st December, 1929. Name of Account. 81st D ®ember 1928. Income. Expenditure. ■ ' I ' So' Amounts dne to Board. Amounts owing by 5 .Balance. i "Roard J Due from Department, j Due from other Sources. Special Accounts. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. Teachers' salaries .. .. .. .. .. .. 101,547 7 2 101,547 7 2 .. 73 8 7 .. 5 12 1 House allowances .. .. .. .. .. .. 2,908 4 6 2,908 4 6 .. 23 6 5 School libraries ' .. .. .. .. .. Dr. 4 9 8 157 16 4 108 48 45 20 535 Conveyance, &o. .. .. .. ., .. .. 2,875 2 6 2,875 2 6 .. 376 4 3 .. 639 15 1 Grants to school committees .. .. .. 1 15 2 6,224 6 8 6,202 14 1 23 7 9 515 5 0 .. Teachers' classes .. .. .. .. .. 13 16 4 130 13 2 144 9 6 Scholarships —National .. .. .. .. .. 941 3 1 941 3 1 . ■ 13 6 8 .. District High School salaries .. .. .. .. 1,930 1 7 1,930 1 7 .. 6 18 6 .. .. Manual instruction .. .. .. .. 825 5 4 7,389 15 0 7,633 18 11 581 1 5 791 0 11 24 16 2. 381 1 3 Technical instruction .. .. .. .. 20 5 10 .. .. 20 5 10 Rebuilding .. .. .. .. .. 166 1 6 .. 43 15 4 122 6 2 .. .. 2 16 2 Buildings —Maintenance .. .. .. .. 3,887 9 11 8,989 13 4 9,407 0 9 3,470 2 6 1,146 7 10 24 16 2 71 2 6 New buildings .. .. .. .. .. .. 13,238 6 8 13,238 6 8 .. 1,622 3 11 .. 1,372 7 0 f 977 2 11 Workshop Account .. .. .. .. 5,089 3 1 9,832 8 6 9,105 4 5 5,816 7 2 .. ggg jq 11*/ 379 7 2 Sites sales .. .. .. .. .. .. 45 7 6 45 7 6 Subsidies .. .. .. .. .. .. 3,385 6 11 3,385 6 11 .. .. .. 352 5 7 Total of special accounts .. .. 9,999 7 6 159,595 12 11 159,516 7 7 10,078 12 10 4,573 5 6 4,262 6 2 3,204 6 10 General Account .. .. .. .. .. 886 15 8 3,888 15 8 3/656 3 7 1,119 7 9 24 8 2 160 17 2 46 0 0 Grand, total .. .. .. .. 10,886 3 2 163,484 8 7 163,172 11 2 11,198 0 7 4,597 13 8 4,423 3 4 3,250 6 10 * Stocks on hand.

33

E.—2

WANGANUI. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ending 31st December, 1929.

5—E. 2.

Balance-sheet, 31st December, 1929. Debit Bank Balances and Moneys owing by Board. Credit Bank Balances and Moneys due to Board. Amounts owing— £ s. d. £ s. d. £ s. d. Special accounts .. .. .. . . 9,694 13 10 Cash at bank on current account .. 3,319 7 9 General Account .. .. .. .. 44 1811 Less credit balance, Credit balance. General Account .. .. 848 16 7 Alexander Bequest Account.. .. 45 8 3 Less unpresented cheques .. .. 379 2 1 424 10 4 2,894 17 5 Post Office Savings-bank .. .. .. 127 11 1 Debit balance, special accounts.. .. .. 1,815 7 1 Amounts due— Special accounts .. .. .. .. 5,626 15 4 General Account .. .. .. .. 123 18 5 £10,588 9 4 £10,588 9 4

As at Slat December, 1929. Same of Account. 31st 1928. Inc0 ® e - Expenditure. Balance. Antounfa duo tip Board. Amounts owing by Due from Department. Due from other Sources. Board. _ . „ Special Accounts. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. Teachers' salaries .. .. .. .. .. .. 139,037 8 11 139,037 8 11 .. I 150 18 8 0 15 0 38 4 8 House allowances .. .. .. .. .. f .. 3,790 11 3 3,790 11 3 I .. 3 12 10 School libraries .. .. .. .. . . .. 417 9 4 481 7 4 Dr. 63 18 0 248 1 2 .. 0 4 7 Conveyance, &c. .. .. .. .. .. j .. 3,063 14 9 3,063 14 9 .. j 762 3 10 1 5 0 893 18 7 Grants to School Committees .. .. .. 34 14 7 8,240 11 9 8,245 15 1 29 11 3 750 8 11 .. 5 2 0 Teachers' classes .. .. .. .. .. 1 45 12 7 13 5 0 .13 5 0; 45 12 7 j Scholarships — National .. .. .. .. .. .. 478 16 4 478 16 4 .. .. .. 11 13 4 Special .. .. .. .. .. j .. 300 300 .. .. .. 300 District High School salaries .. .. .. I .. 3,750 11 10 3,750 11 10 .. .. .. 1 18 8 Manual instruction .. .. .. .. 739 15 10 6,009 10 10 6,365 0 7 384 6 1 758 0 5 30 18 8 443 2 3 Technical instruction .. .. .. .. .. 5,971 17 6 5,971 17 6 .. .. .. 1,441 15 9 Buildings—Maintenance .. .. .. .. 2,288 8 7 12,942 17 1 14,110 10 10 1,120 14 10 916 12 4 5 0 0 805 7 4 New buildings .. .. .. .. .. .. 16,048 10 5 16,048 10 5 .. 1,877 19 4 96 2 10 3,502 18 8 Workshop Account .. .. .. .. Dr. 786 19 8 5,407 16 9 5,973 11 11 Dr. 1,352 14 10 .. 24 16 4 270 1 6 Sites-sales .. .. .. .. .. 639 9 3 .. 440 0 0 199 9 3 Contractors' deposits .. .. .. .. .. 7150 71 5 0 .. .. .. 20 00 Wanganui school-sites .. .. .. .. Dr. 2,008 15 2 998 16 0 1,231 8 1 ! Dr. 2,241 7 3 .. .. j 2,246 0 0 Prize Fund and miscellaneous .. .. .. 61 8 2 74 12 3 73 1 5 62 19 0 .. .. 11 6 6 Total of special accounts .. .. 1,013 14 2 206,320 15 0 209,149 16 3 Dr. 1,815 7 1 5,467 17 6 158 17 10 9.694 13 10 General Account .. .. .. .. 608 1 6 4,634 8 5 4,393 13 4 848 16 7 .. 123 18 5 44 18 11 Grand total .. .. .. .. 1,621 15 8 210,955 3 5 J 213,543 9 7 Dr. 966 10 6 5,467 17 6 282 16 3 j 9,739 12 9 . I I

E.--2.

34

HAWKE'S BAY. Statement of Income and Expen diture, and Assets and Liabilities, for the Year ending 31st December, 1929.

Balance-sheet, 31st December, 1929. Debit Bank Balances and Moneys owing by Board. \ Credit Bank Balances and Moneys due to Board. Amounts owing— £ s. d. £ s d. £ s. d. Special accounts .. .. .. .. 4,921 14 7 Cash at bank on current account .. 4,428 17 8 General Account .. .. .. .. 57 6 5 Less unpresented cheques .. 1,749 11 0 Credit balances— 2,679 6 8 Special accounts .. .. .. .. 5,376 14 8 Cash in hand .. .. .. .. 77 6 2 General Account .. .. .. .. 2,783 12 3 Fixed deposits .. .. .. .. 2,000 0 0 Post Office Savings-bank .. .. .. 849 3 2 Amounts due— Special accounts .. .. .. .. 6,532 13 11 General Account .. . ■ .. 1,000 18 0 £13,139 7 11 £13,139 7 11

As at 31st December, 1929. Name of Account. Slst 1928. Income - Expenditure. I Amounts due to Board. Amounts owing by | Due from Department. Due from other Sources. Board. Special Accounts. 1 £ s. d. j £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. Teachers' salaries .. .. .. .. .. •• 129,648 1 6 129,648 1 6 .. .. .. 103 3 4 House allowances .. .. .. .. .. •• 3,411 5 10 3,411 5 10 .. .. .. 6 2 3 School libraries .. .. .. .. .. •• 287 3 11 287 3 11 .. 47 14 6 .. 72 10 6 Conveyance, occ. .. .. .. .. • • i • • 8,108 4 1 8,108 4 1 .. 278 2 10 2 0 0 321 3 1 Grants to School Committees .. .. .. j .. I 7,557 3 5 7,557 3 5 .. 645 9 5 .. 119 5 4 Teachers' classes .. .. .. .. . • j . • 72 15 2 72 15 2 Scholarships —National .. .. .. .. •. 683 5 6 683 5 6 District High School salaries .. .. .. .. 4,994 5 6 4,994 56 .. .. .. 12 12 8 Manual instruction .. .. .. .. 2,294 9 7 7,449 15 5 7,407 15 9 2,336 9 3 1,179 2 11 58 16 5 469 19 6 Technical instruction .. .. .. .. 76 16 2 477 6 1 427 13 6 126 8 9 77 16 3 .. 10 19 4 Rebuilding .. .. .. .. .. 8 1 3 80 0 0 88 1 3 Buildings—Maintenance .. .. .. .. 3,508 17 2 8,478 16 3 10,889 10 0 1,098 3 5 150 12 8 2,229 18 8 2,198 15 0 New buildings .. .. .. .. .. 13,352 3 0 13.352 3 0 .. 1,620 5 0 214 11 9 Workshop Account .. .. .. .. 1,136 10 11 5,186 8 11 4,637 13 4 1,685 6 6 28 3 6 Sites-sales .. .. .. . - • • 130 6 9 .. .. 130 6 9 Contractors' deposits .. .. • • . • - • 415 0 0 415 0 0 .. .. .. 225 0 0 Voluntary contributions and subsidies .. .. j •• 4,137 6 9 4,137 6 9 .. .. .. 1,382 3 7 Total of special accounts .. .. 7,155 1 10 194,339 1 4 196.117 8 6 ! 5,376 14 8 4,027 7 1 2,505 6 10 4,921 14 7 General Account .. .. .. .. .. 2,847 6 3 5,169 16 5 5,233 10 5 2,783 12 3 68 1 9 932 16 3 57 6 5 Grand total .. .. .. .. 10,002 8 1 199,508 17 9 201,350 18 11 8,160 6 11 4,095 8 10 3,438 3 1 4,979 1 0

E.—2

35

WELLINGTON. Statement on Income and Expenditure, and Assets and Liabilities, for the year ending 31st December, 1929.

A3 at 31st December, 1929. Name of Account. «l.t DeamS 1928. Income ' Expenditure. Amounts due to Board. Amounts owing by Roflrd Due from Department. j Due from other Sources. I I Special Accounts. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. j £ s. d. Teachers' salaries .. .. .. .. .. .. 211,230 9 7 211,230 9 7 .. I 101 5 1 .. j Organizing teacher's salary .. .. .. .. .. 71 13 4 71 13 4 .. I .. .. j Teachers' house allowances .. .. .. .. .. 4,948 7 6 4,948 76 .. j 6 7 7 .. j School libraries .. .. .. .. .. 28 8 5 311 15 3 326 14 10 13 8 10 | 33 13 3 .. 10 1 9 Conveyance, &c. .. .. .. .. .. .. 4,517 3 0 4,517 3 0 .. i 792 16 0 .. 889 5 9 Incidental expenses of schools .. .. .. .. 11,835 1 0 11,835 1 0 .. j 980 7 6 .. 286 4 1 Training College — Staff salaries .. .. .. .. .. .. 5,898 18 11 5,898 18 11 .. j 3 15 2 j Normal School .. .. .. .. .. .. 6,222 15 7 6,222 15 7 .. [ 2 3 4 Associated Normal Schools .. .. .. .. 2,648 17 2 2,648 17 2 .. j 4 17 4 Special instructors .. .. .. .. .. 300 300 .. t 300 Students .. .. .. .. .. .. 25,725 4 3 25,725 4 3 .. ! .. .. 24 16 7 Incidentals .. .. .. .. .. 35 17 10 609 13 0 640 15 4 4 15 6 j .. 9 13 0 4 8 11 Teachers' training classes .. .. .. .. .. 45 15 5 45 15 5 .. r 3 .15 6 National scholarships .. .. .. .. .. 966 4 7 966 4 7 .. 312 17 9 " Heckler" Scholarship .. .. .. .. 345 15 10 262 7 8 248 10 0 359 13 6 ! District High School teachers' salaries .. .. .. 5,853 8 7 5,853 8 7 .. j .. .. 10 17 10 Manual instruction — Salaries .. .. ... .. .. .. 6,134 18 7 6,134 18 7 .. 2 18 7 .. ! Expenses .. .. .. .. .. .. 771 6 4 771 6 4 .. 49 11 6 .. 65 14 0 Conveyance .. .. .. .. .. .. 116 3 0 116 3 0 .. 26 14 9 .. 18 6 General .. .. .. .. .. 1,653 15 1 5,212 3 7 5,616 1 2 1,249 17 6 585 19 1 .. 268 11 11 Handwork .. .. .. .. .. .. 192 11 8 192 11 8 .. 66 3 0 j .. 1 3 6 11 Technical instruction Adjustment Account .. .. .. .. 91 14 10 .. .. 91 14 10 .. .. j Lower Hutt .. .. .. .. .. 166 12 8 501 0 5 579 12 6 88 0 7 62 0 0 .. 1 13 12 2 District High School part-time teachers .. .. .. 69 15 0 69 15 0 .. 29 15 0 .. j Rebuilding .. .. .. .. .. 1,502 X8 11 83 7 7 221 5 5 1,365 1 1 Maintenance of school buildings .. .. .. 764 7 5 22,406 15 11 18,745 3 0 4,426 0 4 .. 4 8 6 j 291 9 3 Rents of buildings and sites .. .. .. .. 1,284 16 2 1,284 16 2 .. 160 12 2 19 14 5 Special grants — New school-buildings .. .. .. .. .. 38,455 19 1 38,455 19 1 .. 2,108 16 6 .. 1,338 2 3 New school-sites .. .. .. .. .. 5,196 19 2 5,196 19 2 .. 354 15 7 .. 447 9 10 Manual instruction .. .. .. .. .. 1,868 0 5 1,868 0 5 j .. 249 15 8 .. 28 9 10 Technical instruction .. .. .. .. .. .. .. .. 610 Training College —Materials, &c. .. .. .. j .. 85 13 8 85 13 8 .. 35 13 8 .. 9 13 0 Sites sales and purchases .. .. .. .. 88 4 9 25 1 0 6 18 6 106 7 3 Contractors' deposits .. .. .. .. .. 1,194 15 11 1.194 15 11 .. .. .. 660 12 10 Contributions and subsidies .. .. .. j .. 3,832 2 7 3,832 2 7 .. .. .. 141 5 9 Accidents to children, &e. .. .. .. .. j .. 12 1 5 12 1 ; .. .. j .. | First-aid outfits .. .. .. .. .. ! .. 15 4 0 14 8 6 0 15 6

E.—2.

WELLINGTON-continued. Statement of Income and Expen diture, and Assets and Liabilities, for the Year ending 31st December, 1929.

Balance-sheet, 31st December, 1929. Debit Bank Balances and Honeys owing by Board. Credit Bank Balances and Moneys due to Board. Amounts owing— £ s. d. £ s. d. £ s. d. Special accounts .. .. .. .. 4,835 12 10 Cash at bank on current account .. 2,279 10 3 General Account .. .. .. .. 51 19 1 Less unpresented cheques .. 253 1 1 Credit balances— 2,026 9 2 Special accounts .. .. .. .. 8,564 19 2 Investments, Post Office Savings-bank .. .. 6,190 10 8 General Account .. .. .. .. 1,161 3 8 Amounts due— Special accounts .. .. . . 6,300 6 0 General Account . j .. .. ,, 96 8 1 1 £14,613 14 9 £14,613 14 9

36

As at 31st December, 1929. Name of Account. 31st December ; 1928 . Income. Expenditure. Amounts due to Board. Amounts owing by .balance. Board Due from Department. Due from other Sources. . " ! ~r ' i ! 1 ; Special Accounts —continued. £ s. d. ! £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. Kelburn Normal —Incidentals .. .. .. 1 4 8 3; 168 0 0 ! 180 10 1 Dr. 8 1 10 .. .. j 37 16 9 Thorndon Normal —Incidentals . . .. .. .. 1 294 15 5 289 15 5 500 .. 500 School Committees' funds .. .. .. . • . • 133 17 9 133 17 9 .. .. .. 122 16 4 Marlborough Sounds library .. .. .. 2 17 10 7 5 0; .. 10 2 10 Akitio County library .. .. .. .. 34 14 0 .. 18 9 0 16 5 0 Health Camp No. 4 .. . . .. .. .. 132 5 6 132 5 6 Education Department's Trust .. .. .. 86 4 11 2,008 1 3 2,094 6 2 .. .. 1 16 0 179 8 7 School Committees' works .. .. .. .. .. 632 19 10 632 19 10 .. . . 71 3 1 Motor-cars Replacement Fund . . .. .. 434 16 0 304 8 8 .. 739 4 8 Advances Account.. .. .. .. .. .. 725 16 3 725 16 3 . . .. 200 0 0 Requisites for necessitous children .. .. .. .. 68 10 8 68 10 8 .. 4 16 0 Office Social Fund .. .. .. • • 20 4 6 103 10 1 102 9 4 21 5 3 .. ,. | Removal expenses of teachers .. .. .. .. 30 10 0 30 10 0 Eketahuna library .. .. . . • . .. 100 0 0 24 13 8 75 6 4 Teachers' library .. .. .. .. .. .. 220 200 020 Total of special accounts .. .. 5,261 1 3 373,321 12 9 370,017 14 10 8,564 19 2 5,988 11 0 311 15 0 4,835 12 10 General Account .. .. .. .. .. 929 5 2 6,649 15 2 6,417 16 8 1,161 3 8 .. 96 8 11 51 19 1 Grand totals .. .. .. .. 6,190 6 5 379,971 7 11 376,435 11 6 9,726 2 10 5,988 11 0 408 3 11 4,887 11 11

E —2.

37

NELSON. Statement of Income and Expenditure, and Assets and Liabilities, for the year ending 31st December, 1929.

Balance-sheet, 31st December, 1929. Debit Bank Balances and Moneys owing by Board. Credit Bank Balances and Moneys due to Board. £ s. d. £ s. d. £ d. Amounts owing—Special accounts .. .. 1,836 8 0 Cash at bank on current account .. 528 0 9 Credit balances— Less unpresented cheques .. 353 8 4 Special accounts .. .. .. .. 2,013 18 8 174 12 5 General Account .. .. .. .. 395 16 6 Cash in Post Office Savings-bank . . .. 638 5 2 Fixed deposits .. .. .. .. 2,000 0 0 Amounts due— Special accounts .. .. .. .. 1,396 18 4 General Account .. .. .. .. 36 7 3 £4,246 3 2 £4,246 3 2

As at 31st December, 1929. Name of Account. 81st December, 1928. Income ' Expenditure. 1 Amounta due to Board. Amounts owing by naiaurr. Hoard Due from Department. ! Due from other Sourcei. Special Accounts. £ s. d. £ s. d. £ s. d. £ 3. d. £ s. d. £ s. d. ' £ s. d. Teachers' salaries .. .. .. .. .. .. 64,786 4 8 j 64,786 4 8 .. .. .. j 15 IX 11 House allowances .. .. .. .. .. .. 2,473 3 5 ! 2,473 35 : .. ' 068: .. I School libraries .. .. .. .. .. 1 5 4 104 16 7 I 101 7 3 4 14 8 28 16 7 1 .. i 50 0 0 Conveyance, &c. .. .. .. .. .. [ .. 1.804 4 11 j 1,804 4 11 .. .. i .. 51 11 2 Grants to School Committees .. .. .. 429 7 6 4,111 9 4 i 4,178 6 4 362 10 6 338 9 0 .. 55 0 0 Teachers' classes .. .. .. .. .. 10 2 5 .. : .. 10 2 5 Scholarships —National .. .. .. .. .. 1,206 13 4 | 1,206 13 4 .. District High School salaries .. .. .. .. 3,793 3 6 j 3,793 36 .. j .. .. 668 TechidLTinXuction " " " " 13 8 } 2 ' 341 17 10 2 ' 249 10 5 406 15 2 290 18 3 " 213 12 9 Rebuilding .. !. .. .. .. ! 454 12 7 23 14 0 j 325 4 0 153 2 7 .. .. 310 5 6 Buildings —Maintenance .. .. .. .. j 2,205 17 10 4,780 4 0 J 5,909 8 6 1,076 13 4 .. .. 74 0 0 New buildings .. .. .. .. .. .. 5,401 9 7 j 5,401 9 7 .. 713 7 10 26 0 0 64 15 0 Sites-sales .. .. .. .. .. 1,449 12 9 74 12 0 ! 1,524 4 9; Contractors' deposits .. .. .. .. .. i 158 17 0 158 17 0 .. .. .. Ill 17 6 Voluntary contributions and subsidies .. .. .. 1,611 18 5 ; 1,611 18 5 .. .. .. 181 1 10 Earthquake damage .. .. .. .. .. 3,006 0 0 3,006 0 0 .. .. [ .. 702 5 8 Total of special accounts .. .. 4,865 6 2 j 95,678 8 7 I 98.529 16 1 2,013 18 8 1,371 18 4 25 0 0 1,836 8 0 Ventral Account .. .. .. .. .. 388 17 8 2,743 18 0 ; 2,736 19 2 395 16 6 36 7 3 Grand total .. .. .. .. 5,254 3 10 98,422 6 7 j 101,266 15 3 2,409 15 2 1,408 5 7 25 0 0 1,836 8 0

E.—2

CANTERBURY Statement of Income and Expenditure, and Assets and Liabilities, for the year ending 31st December, 1929.

Balance-sheet, 31st December, 1929. Debit Bank Balances and Moneys owing by Board. Credit Bank Balances and Moneys due to Board. £ s - d. £ s , d. £ s . d. Debit balance at bank .. .. .. 10,986 4 4 Cash at bank on current account .. 368 19 3 Amounts owing— Less unpresented cheques .. 11,355 3 7 Special accounts .. .. .. .. 9,368 3 1 General Account .. .. .. .. 155 6 4 Cash in hand .. .. .. . . 136 5 8 Credit balances— Fixed deposits .. .. .. .13, 110 0 0 Special accounts .. .. .. .. 17,433 2 8 Investments, &c. .. .. .. .. 6,917 6 5 General Account .. .. .. .. 7,534 13 3 Amounts due— Special accounts .. .. .. .. 25,048 19 8 General Account .. .. .. .. 264 17 11 £45,477 9 8 £45,477 9 8

38

As at 31st December , 1929. Name of Account. 31st December,. 1928. Income - Expenditure. j Amounts due to Board. I Amounts owiBg by Due from Department. Due from other Sources. | Board. L j Special Accounts. £ s. d. £ s. d. i £ s. d. I £ s. d. £ s. d. £ s. d. £ s. d. Teachers' salaries .. .. .. .. .. .. 300,742 0 7 ! 300,742 0 7, .. 100 9 10 House allowances .. .. .. .. .. .. 6,053 X 4 j 6,053 1 4 .. 3 8 4: .. 10 0 0 School libraries ... .. .. .. .. .. 775 14 7 : 775 14 7 .. 103 9 9 Conveyance, &c. .. .. .. .. .. .. 17,074 1 0 17,074 1 0 .. 1,134 6 4 27 5 9 82 2 9 Grants to School Committees .. .. .. .. 17,731 5 3 | 17,719 10 1 11 15 2 1,491 8 4 11 8 0 29 7 6 Training colleges .. .. .. .. .. 56 6 0 37,548 17 9 37,573 14 6 31 9 3 0 12 0 60 1 11 31 8 0 Teachers' classes .. .. .. .. .. 86 2 4 247 10 9 264 11 9 69 1 4 Scholarships — National .. .. .. .. .. .. 1,745 4 0 1,745 4 0 .. .. .. 12 12 2 Special .. .. .. .. .. Dr. 27 13 5 321 12 0 293 18 7 .. .. 2 15 0 526 14 4 District High School salaries .. .. .. .. 8,916 2 6 8,916 26 .. .. 25 00 548 Manual instruction .. .. .. .. 1,785 14 8 15,100 18 0 15,242 19 1 1,-643 13 7 1,379 0 7 Technical instruction .. .. .. .. 90 7 10 729 9 1 819 16 11 Rebuilding .. .. .. .. .. 161 2 0 11 3 0 .. 172 5 0 Buildings —Maintenance .. .. .. .. 2,164 4 1 25,087 3 4 28,444 9 4 Dr. 1,193 1 11 1,968 9 0 210 10 8 Sew buildings .. .. .. .. .. .. 43,071 11 1 43,071 11 1 .. 9,364 18 11 47 10 3 7,536 19 3 Workshop Account .. .. .. .. 12,970 2 8 14,439 8 8 11.331 2 8 16,078 8 8 .. 9,054 17 9 462 7 11 Sites sales .. .. . . .. .. 7 15 1 .. .. 7 15 1 Contractors' deposits .. .. .. .. .. 84 15 2 84 15 2 .. .. .. 6 13 3 Burnham Bequest .. .. .. .. .. 611 16 6 .. .. 611 16 6 Subsidies Account .. .. .. 6,139 12 2 6,139 12 2 .. 21 8 0 41 19 3 664 13 3 Total of special accounts .. .. 17,905 17 9 495,819 10 3 496,292 5 4 17,433 2 8 15,567 11 1 9,481 8 7 9,368 3 1 General Account .. .. .. .. .. 7,711 9 11 8,612 10 10 8,789 7 6 7,534 13 3 85 6 6 179 11 5 155 6 4 Grand total .. .. .. .. 25,617 7 8 504,432 1 1 505,081 12 10 j 24,967 15 11 15,652 17 7 9,661 0 0 9,523 9 5

OTAGO. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ending 31st December, 1929.

E.~2,

Balance-sheet, 31st December, 1929. Debit Bank Balances and Moneys owing by Board. Credit Bank Balances and Moneys due to Board. Amounts owing— £ s . d. £ s. d. £ s. d. Special accounts .. .. .. .. 10,699 2 5 Cash at bank on current account .. 905 18 3 General Account .. .. .. .. 270 17 4 Less unpresen ted cheques .. 644 12 2 Credit balances— 261 6 1 Special accounts .. .. .. .. 4,883 15 5 j Fixed deposits .. .. .. .. 450 0 0 General Account .. .. .. .. 7,350 10 6 Investments .. .. .. .. .. 1,928 19 9 1 Amounts due— Special accounts .. .. .. .. 16,159 7 4 General Account .. . . .. .. 4,404 12 6 £23,204 5 8 £23,204 5 8

39

As at 31st December, 1929. Name of Account. 81st Derembe?; 1928. Incom,! - Expenditure. Balance. | Amounts due to Board. Amounts owing by I Due from Department. Due from other Sources. Board. . _ . - . . . . Special Account*. j £ s. d. £ s. d. £ s. d. £ s. d. j £ s. d. £ s. d. £ s. d. Teachers' salaries .. .. .. .. .. | .. 174,822 2 5 174,822 2 5 .. 66 7 6 House allowances .. .. .. .. ..I 7 15 1 2,082 4 4 2,069 0 7 20 18 10 .. : School libraries .. .. .. .. .. : 2 9 0 341 14 8 343 0 3 1 3 5 86 5 8 i .. 7 5 7 Conveyance, &c. .. .. .. .. .. ; .. 6,518 1 4 6,518 1 4 .. 898 9 2 136 7 4 1,305 17 5 Grants to School Committees .. .. .. 66 2 1 10,063 12 2 10,008 19 4 120 14 11 878 12 4 .. 350 6 2 Training-colleges .. .. .. .. .. 46 13 5 40,049 10 8 40,038 3 11 58 0 2 17 15 7 1 9 5 40 19 10 Training-colleges Trust Account .. .. .. 200 0 0 1100 110 0 200 0 0 Teachers' classes .. .. .. .. .. j 28 16 2 .. .. 28 16 2 Scholarships — National .. .. .. .. .. .. 1,012 5 11 1,012 5 11 .. 328 6 8 Special .. .. .. . . .. 458 8 10 37 1 3 32 1 0 463 9 1 District High School salaries .. .. .. .. 5,692 13 2 ! 5,674 7 4 18 5 10 Manual instruction .. .. .. .. 1,335 15 3. 9,149 6 3 j 10,035 4 7 449 16 11 795 11 7 .. 151 8 8 Technical instruction .. .. .. .. 105 12 1 4 19 9 .. 110 11 10 Buildings—Maintenance .. .. .. .. 1,188 19 8 17,233 15 10 17,912 18 8 509 16 10 54 14 3 3,775 12 5 225 0 0 New buildings .. .. .. .. .. 137 17 0 20,710 3 0 20,848 0 0 .. 2,575 0 5 287 9 1 1 5 0 0 Workshop Account .. .. .. .. 467 6 1 13,946 8 10 13,170 18 10 1,242 16 1 .. 6,249 11 6 6,513 1 11 Sites sales .. .. .. .. .. 220 5 4 .. 220 5 4 Contractors' deposits .. .. .. .. .. 99 6 6 99 6 6 .. .. .. 83 16 6 Other accounts .. .. .. .. .. 3,938 1 5 8,021 1 8 10,299 17 9 1,659 54 205 5 14 0 2,016 6 4 Total of special accounts .. .. 8,204 1 5 309,795 7 9 313,115 13 9 4,883 15 5 5,703 3 7 10.456 3 9 10,699 2 5 General Account .. .. .. .. .. 6,893 12 1 10,482 13 2 10,025 14 9 7,350 10 6 .. 4,404 12 6 270 17 4 Grand total .. .. .. .. 15,097 13 6 320,278 0 11 323,141 8 6 12,234 5 11 5,703 3 7 14,860 16 3 10,969 19 9 'I - i

E.—2

40

SOUTHLAND. Statement of Income and Expenditure, and Assets and Liabilities, for the Year ending 31st December, 1929.

Balance-sheet, 31st December, 1929. Debit Bank Balances and Moneys owing by Board. Credit Bank Balances and Moneys due to Board. £ s. d. £ s. d. Debit balance at bank .. .. .. 629 4 6 Fixed deposits .. .. .. .. 2,000 0 0 Amounts owing— Amounts due— Special accounts .. .. .. .. 2,922 12 9 Special accounts .. .. .. .. 5,656 13 11 General Account .. .. .. .. 121 9 9 General Account .. .. .. .. 525 16 10 Credit balances— Special accounts .. .. .. .. 3,295 1 9 General Account .. .. .. .. 1,214 2 0 £8,182 10 9 £8,182 10 9

As at 31st December, 1929. Same of Account. 31st DcSlXr, 1928. Expenditure. | Amount3 due to Board. Amounts owing by Due from Department. Due from other Sources. Board. | Special Accounts. I £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. £ s. d. Teachers' salaries .. .. .. .. .. I .. 102,717 6 4 102,717 6 4 .. 8 3 6 House allowances .. .. .. .. ..I •• 2,132 7 9 2,132 7 9 .. 6 5 6 School libraries .. .. .. .. : 63 1 10 418 10 6 564 6 10 Dr. 82 14 6 .. 11 16 7 69 6 9 Conveyance, &c .. 4,037 18 11 4,037 18 11 .. 1,722 14 1 .. 1,250 3 9 Grants to School Committees . . .. .. j 361 12 7 6,682 19 9 6,468 9 0 576 3 4 551 18 9 .. 3 6 8 Teachers' classes .. .. .. .. .. | 242 17 0 .. • • 242 17 0 Scholarships —National .. .. .. .. j .. 250 19 8 250 19 8 .. .. .. 0 10 1 District High School salaries .. .. .. .. 2,304 9 2 2,304 9 2 .. .. .. 8 12 4 Manual instruction .. .. .. .. Dr. 209 6 9 5,329 19 5 5,458 12 6 Dr. 337 19 10 798 13 7 1 5 8; 498 2 1 Technical instruction .. .. .. .. 0 19 4 66 18 8 66 18 8 0 19 4 Buildings—Maintenance .. .. .. .. 3,568 10 1 12,543 4 0 13,215 17 8 2,895 16 5 1,043 12 0 49 14 10 265 4 4 New buildings .. .. .. . • . • • • 8,044 0 7 8,044 0 7 .. 923 17 8 20 7 3 91 4 0 Workshop Account .. .. .. .. .. 8,453 8 2 8,453 8 2 Sites sales .. . • . • • • • • 147 3 6 99 15 3 246 18 9 .. 10 3 3 Contractors' deposits .. .. .. .. .. 18 16 6 18 16 6 .. .. .. 4 10 0 Subsidies, ordinary .. .. .. .. .. 2,819 12 1 2,819 12 1 .. 455 17 1 .. 731 12 9 Boarded-out children .. .. .. .. .. 18 8 9 18 8 9 .. 18 8 9 Free school-books, necessitous cases .. . .. .. .. 33 15 5 33 15 5 ., 33 15 5 Total of special accounts .. .. 4,174 17 7 155,972 10 11 156,852 6 9 3,295 1 9 5,573 9 7 83 4 4 2,922 12 9 General Account .. .. .. .. .. 1,837 13 4 4,880 18 7 5,504 9 11 1,214 2 0 55 10 5 470 6 5 121 9 9 Grand total .. .. .. .. 6,012 10 11 160,853 9 6 162,356 16 8 4,509 3 9 5,629 0 0 553 10 9 3,044 2 6

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APPENDIX C. EXTRACTS FROM REPORTS OF PRINCIPALS OF TRAINING COLLEGES. AUCKLAND. Teaching Practice.—All second- and first-year students have spent at least one-third of their College course in 'practical teaching in one or other of the practising schools. Much devoted and effective work has been done by all of the teachers of the Normal School, especially by those in charge of the model schools and parallel groups of the Normal School. The standard of work set before students in these small schools has been impressively high, and the teachers have inspired students to such an ideal that the training may confidently be expected to influence them wholesomely for the rest of their teaching careers. In the associated schools many of the teachers have entered in loyal fashion into the work of training students in practical teaching, and in many ways the system under which the overflow students are brought into touch with practically all the Auckland schools has been of benefit to both the schools themselves and the College. School Practice.—: First-year students have, in school practice lectures, conducted varied and useful discussions on the difficulties and problems of school-work as met with during the first part of the week. Almost every student has had practice in addressing the class and conducting a discussion ; some have spoken three times on topics of their own choice, and all have had the opportunity of contributing to the discussions initiated by their fellow-students. Notes of these discussions have been made by all students in their school-section notebooks, so that the gist of what has been said is available for critic teachers. I feel that the practical training of the students is proceeding on very sound lines, the theoretical outline given by the College staff finding its expression in the practising schools under the loyal guidance of the associate teachers. In future I hope still further to strengthen the relationship between the College and the practising schools by organizing the time - table to enable all the staff to spend one half-day each week in the schools, with a view to bringing our theory and the requirements of the school more clearly into line. The experiments already made in this direction by the music and the art lectures have been eminently satisfactory with profit both to the schools concerned and to the College. While it is necessary for the young teacher to reach a much higher standard in his work than the syllabus of instruction for the primary-school prescribes, it is nevertheless essential that the Training College lecturers should always be in close touch with the school. I have noted that the student finds an intrinsic interest in the lecture work that provides instruction that can be of immediate use in the practising school. We must, however, not neglect the fact that our young teachers require an academic equipment in the subjects of the curriculum far beyond the needs of the children they teach, and to this end our lecturing staff must not be overburdened with five hours' lecturing each day. It is essential to maintaining a good standard of work in each of the departments dealt with that lecturers should have not more than sixteen hows' lecturing per week. The remainder of the time could be devoted to visiting practising schools and to preparation of lecturing work at College and to personal interviews with students. Training for Secondary Schools. —The recent innovation made by the Education Department to provide instruction in the Training College for students preparing for secondary-school work has been hampered by the inability* to secure ample practice for the keen group offering. In this important work much valuable assistance has been given by Kowhai Junior High School, by Seddon Memorial Technical College, and by Northcote Junior High School, but many students had to be sent to the senior classes in primary schools instead of being placed in adjacent secondary schools. This defect is, I am pleased to note, to be remedied by a recent regulation that will open to our young teachers during their training years, the very schools for which they are being recruited. The special course planned for this secondary group has proved very interesting and profitable to the students concerned. Thirty students took the course, and I feel confident that they will do admirable work on the staffs of secondary or district high schools. In order, however, to secure full value for the special training of these secondary students, I would strongly urge upon the Board the desirability of providing probationary positions in the secondary schools or district high schools where these young people, exceptionally well equipped for secondary work, might be " tried out." The recent regulations for primary schools which provide for an enriched syllabus for Forms I and II make it imperative that the trainees coming forward should receive adequate instruction in the most up-to-date methods of teaching the added subjects, languages and mathematics. The

* The Auckland Grammer School Board refused to comply with the regulation that required schools staffs to allow Training College students to observe and practise teaching in selected schools. The Technical High School Board and the Education Board, on the other hand, gave hearty co-operation.

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secondary group, too, requires in addition to their University work in these subjects, instruction at the Training College in the teaching of modern languages, mathematics, science, &c. In general, however, with regard to the whole question of training of secondary teachers, I feel that, while the intention of the present scheme is a move in the right direction, the actual organization should be placed upon a sounder footing. University Work. —Many students embark upon University work without any knowledge of the heavy demands to be made upon their time and powers of industry, and I welcome the Department's new regulations which demand that College work must take first place. I believe a still further curtailment in the numbers of students taking up University work in a haphazard fashion could be effected by making a student pay his own fees at the outset, but returning the fees on his passing a section for degree. The attempt on the part of the Education Department to recover fees on the presentation of an unsatisfactory professorial report on the student's work will provide at least some check. I believe that most of our best students make splendid use of their University Busaries and endeavour to cope with the double burden of work, but the fact that both courses are carried on contemporaneously makes for a lower average standard in College work than should be expected. Library. —The College library has just been overhauled and recatalogued for the convenience of students. The volumes number four thousand, but very many of them are out of date, and our effective sections would number fewer than two thousand. I have to report a very handsome addition of one hundred and fifty recent educational books presented by the Carnegie Corporation of the United States of America. Full use is made of the library. When it is considered how much these young people must depend on their own study within the next few years, one realizes what a large part our library plays in the general education of the students. At present new books are added when moneys a,re available as a balance from the Maintenance Fund. This precarious system of budgeting for one of the mainstays of the student's private study needs revising, and a definite amount set aside each year to provide for an efficient library. College Hall.—At the present time for all our social gatherings it is necessary to hire outside halls, there being at College no room large enough to accommodate more than one hundred students. I look forward to the time when it will be possible to have a hall built not only to save the present heavy expense incurred in hiring outside halls for all important gatherings, but because it is not at present possible to call the students together frequently to develop a community responsibility. Moreover, considerable economies in time-table could be effected by grouping for some routine lectures. Musical and dramatic work suffers at present, through our lack of a suitable hall, and we have no opportunity of taking full advantage of the visits of eminent men and women to hear whom we should be able to call our people together. Agriculture. —I have to thank the Education Board for its new policy regarding facilities for agricultural instruction at the College, and I trust that 1930 will see a very great improvement in this subject. I would point out very clearly that the present amount of lawn-cutting and general maintenance work which has to be done by the students occupies a considerable portion of the time that should be devoted to instruction in practical agriculture. The provision of a capable groundsman or the redistribution of the cleaning arrangements of College, normal schools, and the hostel on a spunder and cheaper basis might at the present total cost allow for the appointment of a resident caretaker and groundsman. The continual trespassing on the grounds, which is little checked by notices, can be controlled only by a resident caretaker. WELLINGTON. Swimming and Life-saving.—Excellent work is being done in swimming and life-saving. At the end of the year the senior students gained in all fifty-two awards for life-saving, consisting of twentynine bronze medallions, nine instructor's certificates, twelve awards of merit; and two students passed the practical part of the diploma certificate, and now await the result of the written examination — this is the highest award granted by the Society. The College is greatly indebted to Mrs. Davies for her excellent instruction. Method in Teaching. —To develop a more efficient supervision of the method of teaching the various school subjects, it has been possible, by a careful revision of the time-table, to free members of the staff for one half-day a week to visit the schools. The headmasters are informed of the time of the visit, and the subject for which the staff member is responsible. During the visit the students are giving lessons in this particular subject. Although in its infancy, the scheme is working well, and headmasters are giving most loyal co-operation. It is now possible for the staff lecturer to keep in touch with the schools, and to see how the students are teaching his subject. The lessons thus seen and criticized form a basis for subsequent discussion in the classroom. Close correlation is maintained between theory and practice. Secondary-school Training. —The division " C " students and a few others well advanced in their degree courses and desirous of becoming secondary-school teachers have received their teaching practice in the secondary schools of Wellington. The four Wellington colleges and the Technical College and the Hutt Valley High School, by the courtesy of the various Principals, have all assisted and given these graduates most valuable experience in the technique of secondary-school method. The time

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seems most opportune for the establishment of a more fully recognized Secondary Department in the Training College, where provision in staffing would be made for this most important work. At present secondary method is taken as an additional subject by members of the staff ; the work is well done, but it means additional preparation and responsibility. Normal Schools.—The Normal and the Associated Normal Schools have given great assistance in teaching practice by the members of the staff giving numerous classroom demonstrations. The discipline maintained is an excellent example to students of how classes can be run. At Thorndon an attempt is being made with beneficial results of a scheme of specialization whereby the school subjects, geography and history, writing (the McLean system), speech-training and literary appreciation, and drawing are each taught from Standard lla to Standard VI by the one teacher. This makes for the establishment of a thorough scheme of progress from standard to standard. Students' Association.—l would like to commend the work of the executive of the Students' Association. This executive controls all the external activities of the students, and its energy and vigour is responsible for maintaining a fine spirit of co-operation between staff and students. CHRISTCHURCH. The work has been extended in several directions during the year, particularly in the forming of special classes in which considerable interest has been evinced. Most of these classes met from 3 to 4 o'clock in the afternoon on every afternoon during the week ; some classes were in session often two at the same time. Students seemed to appreciate the classes very much. Attendance is optional, except that once a student has enrolled he is expected to continue to the end of the course unless specially exempted. The class for the study of rural-school problems gathered together seventy students in two classes. All the problems likely to meet the young teacher were presented and discussed, and knowledge thus gained must be of great value to students who receive country appointments. The special course for infant-school teachers attracted twenty-five women students, who devoted themselves zealously under the guidance of Miss Baster to the study of modern methods of teaching in the lower department of the school. The making of apparatus and the gathering together of material likely to be useful formed an important part of the work. Most of these students, as part of their course, attended a special class in rhythmic exercises conducted by Miss Hay, now at the Dalcroze School of Eurhythmies, London. Miss Ferguson's folk-dancing class was again very popular, and met once a week throughout the year. Nearly all the men took their extra subjects at Canterbury College as a part of a degree course> and took a variety of subjects. Care and discrimination is shown by the increasing recognition of the value of a thorough grounding in subjects that form the curricula of post-primary schools. These subjects are generally chosen rather than the more philosophic or social subjects that have little direct application to teaching. In other words, students are now regarding their University work as a preparation for the work of teaching. It is not so much the gaining of a degree as the gaining of a particular kind of degree that is the desideratum. The granting of third-year studentships in certain subjects has had a most beneficial effect, as the number now taking mathematics, for example, shows. It would be of distinct advantage to the profession if the third-year studentships were more widely extended. They should be extended to arts as well as to sciences. Any student who shows such industry and ability as to reach either the 8.A., B.Sc., or the final section of either of these degrees by the end of his second year should be regarded as eligible, other things being equal, for the third year. Then a steady supply of good teachers solidly grounded in their subjects would be available for post-primary schools. The success of the reorganized system of education, whatever form it may take, will depend upon the teaching-power available, and it seems sound business to have at hand a body of teachers ready to fill the position required. Otherwise the change-over will be a slow process. The special class for instruction in methods of teaching secondary-school subjects has been continued. It is attended by all senior students who are well forward with their degree work, and, judging by the interest aroused, it is very much appreciated. Methods of teaching English, Latin, and French on modern lines are dealt with. Secondary-school curricula and organization also receive attention. Demonstration lessons have been arranged, and practice teaching is provided by the boys' and girls' high schools and the district high schools in the city. Next year it is hoped to make more complete arrangements for covering more thoroughly the teaching of science and mathematics. I wish to express my appreciation of the assistance rendered by the Director of the School for the Deaf by accepting selected students for a teaching period in his school. During the third term students visited Sumner, and were instructed in. the methods employed, observed the teachers at work, and took some part in the teaching themselves. The report of the Director on the work of these students shows that they were very keen and acquitted themselves well. Their personal report confirmed this. They all bear witness to the consideration they were shown and the benefit they had derived from their experience. The life-saving and swimming classes have been well attended and practically all students in College are able to swim. They have all received resuscitation drill, and know how to treat the apparently drowned.

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DUNEDIN. Specialization. —During the past year twenty-six students attended for a third year to specialize in the study and teaching of some school subject. Twelve specialized in physical instruction, six in music, three in science, two in science and mathematics, and three m drawing and handwork. In addition to this intensive specialization, large numbers of first- and second-year students also did specialization work for one hour weekly. This was organized as follows : For one hour each week in College time students were at liberty either to specialize in their favourite subject or to study under supervision. As a result of this arrangement forty-nine students specialized in drawing under Mr. Donn ; forty-six in singing under Mr. Clitheroe ; forty-one in handwork under Miss Sanders ; thirty-eight in infant-room work under Miss Macalister; twenty-nine in agriculture under Mr. McCaskill; twenty-two in geography under Mr. Laws and Mr. Fleming ; sixteen in history under Mr. Woods ; and fifteen in science under Mr. Anderson. In all these classes commendable enthusiasm was manifested by both instructors and students, and much valuable work was done. In music this specialization class took the form of a College choir, which made excellent progress under Mr. Clitheroe, and gave two concerts in His Majesty's Theatre, which were much appreciated by all Dunedin musiclovers. College Clubs. —The Art, Dramatic, and Debating Clubs were continued during the past year, and a new club, in handwork, came into existence. The Art Club met regularly throughout the year. Discussions and lectures, under the leadership of Mr. Donn, were held on alternate Friday evenings in the College. On Saturday mornings the club met either in the art-room for various kinds of craft-work, or out of doors for painting and sketching. The Dramatic Club, assisted and guided by Miss McLeod and Mr. Fleming, organized several reading circles which met on Saturday evenings to study the drama —chiefly the more modern plays. Much enthusiasm was shown, and two readings, for the instruction and entertainment of the general body of students, were admirably given and well received. Debating : Many interesting debates were held during the autumn and winter months. Members of the staff assisted in various ways, especially by acting as judges. Handwork : The club in handwork was organized and instructed by Miss Sanders. Members of this club met in the handwork-room on Saturday forenoons, and some very good work was done in various departments of handwork. The making of useful and ornamental articles in leather became exceptionally popular. Orchestra. —The College orchestra, though few in numbers, did useful work at some of the smaller social functions. Social Life. —About a dozen social functions, including a welcome picnic, welcome and farewell dances, &c., were held during the course of the year. These were managed entirely by the Students' Executive.

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APPENDIX D. REPORT OF SUPERVISOR OF MUSICAL EDUCATION. Sir,— Wellington, 17th June, 1930. I have the honour to submit to you my report for the year 1929. Training Colleges. —The most important work in the direction of musical, progress is necessarily being done in the training colleges, where there is much cause for satisfaction. The instruction to the students is being based on the official " Scheme of School Music," which will thus, in course of time, be carried out into the schools by teachers fully competent to put it into effective operation. The third-year students who are specializing in music are working in various town schools with good results. The recommendation by the Department that the Boards should create specialist positions for the future employment of these students is a welcome development, and it is to be hoped that the fullest use will be made of their abilities. The devoted work done by our four Music Lecturers is worthy of all praise : and in the case of Wellington and Dunedin this has been accomplished in face of many difficulties due to inadequate accommodation. It may be pointed out that one of the greatest gains is the arousing of the feeling among students that music plays a really important part in human life, and is therefore worthy of serious consideration in education. When the D Certificate Music Examination is abolished it will be possible to create an even better outlook upon the subject, as the preparation which the students receive from outside sources is often of such a nature as to prejudice them somewhat against music-study. A leaving-examination of high standard will accomplish a great deal more. Eurhythmies. —There is still need for development of this subject in connection with school music. At Auckland Training College a large percentage of women students are taking eurhythmies under Miss Whistler, but nothing is being definitely done at the other training colleges. If teachers in this subject could be appointed there to work under or in conjunction with the Music Lecturers it would be of great value. There is an especial need that all infant mistresses and special-school teachers should know something of this work ; but there is not a single child, boy or girl, junior or senior, who would not benefit by eurhythmies. Miss Hay, now training at the London School of Dalcroze Eurhythmies, will be available at a future date ; but there are sure to be others among our students and teachers who have a special aptitude for the subject. Inasmuch as eurhythmies involves both physical and musical training, it might perhaps be possible to divert some of the attention now being given to non-musical physical training into this channel. Vacation Courses in Music. —In January a series of lectures and other musical activities formed a feature of the Waitaki Teachers' Summer School. Arrangements were made so that all teachers attending the school could be present at the music lectures, showing the value that was attached to them. In May Mr. Ernest Jenner gave a course of lectures at Timaru, Mr. T. Vernon Griffiths at Christchurch and Greymouth, and I took courses at Napier and Gisborne. Systematic Musical Instruction in Schools. —This is still in a very backward state. In general, the quality of actual singing performance is improving in the schools, but with a few exceptions there is practically no attempt on the part of head teachers to promote proper systematic and progressive instruction in music. This is usually ascribed to the lack of skilled teachers on the staff, while the head teachers disclaim any adequate knowledge of the subject themselves. Until these conditions, and especially this outlook, are changed, little real progress will be made ; but since the issue of the " Scheme of School Music " it has really been within the power of every head teacher to do something towards organized instruction. If progress is to be made without the necessity for awaiting a new generation of head teachers, the Inspectors will have to give special attention to the matter, and urge upon head teachers the importance of giving sight-singing a reasonable treatment. The only fully effective way of carrying this out, however, would be to appoint visiting music specialists in the different districts similar to the agricultural and physical instruction specialists. Such music specialists could be found, provided the expense could be met ; but as these would be drawn from the ranks of teachers who would in any case be receiving salary the cost would be more apparent than real, except for travelling-expenses. School Song-book.—The plans for issuing a school song-book have been delayed from various causes, but the book should be ready about the middle of 1930. All children from Standard 111 upwards may be required to purchase it at a charge of 3d. The book will contain songs of various countries, songs with historical associations, songs for special occasions, songs by great composers, and New Zealand songs, with explanatory notes. Education Gazette. —Articles on musical topics, and songs suitable for school use, have been published in the Education Gazette during the year. Gramophones and Pianos. —During the year 350 gramophones and 104 pianos were supplied to schools through the Department.

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Visits to Schools.—Personal visits to schools were continued during the first half of the year, districts visited being Middlemarch, Cromwell, Alexandra, Omakau, Ranfurly, Hunterville, Rata, Palmerston North, Clive, Havelock North, Otane, Norsewood, Ormondville, Napier, Gisborne, Tolaga Bay, and Christchurch. In many of these places teachers met for demonstrations and addresses, and general interest in music was aroused whenever possible by means of lectures to various societies, organ recitals, &e. Children's Musical Festival. —One of the most notable features of musical progress in 1929 has been the Christchurch Children's Musical Festival, organized by Mr. T. Vernon Griffiths, of the Training College. With the aid of private teachers, music classes were held on Saturday mornings, and 677 children were trained, for a highly successful three days' non-competitive festival held in October. The scheme is to be continued in 1930, and the classes extended in scope. This splendid effort in the direction of co-operation as distinct from competition should do much to promote the right spirit in the children's music-making, and is worthy of all support. Instrumental Music-classes. —There is likely to be a rapid development of instrumental classteaching for children in the Dominion such as has already become well established in Britain and America. This is chiefly the work of private music-teachers who obtain permission to establish classes in the schools, but outside school hours. Excellent methods of class-teaching for piano and violin are now available, and the movement is wholly good so long as competent teachers can be found. Although this will not take the form of a departmental activity, it should receive the same encouragement as is being accorded by the educational authorities of other countries. Anglo-American Music Conference. —In August I attended the first Anglo-American Music Conference in Lausanne. Delegates from all parts of the British Empire and the United States met for a week to discuss musical education. The development of instrumental work in the American schools, culminating in the remarkable achievements of the National High School Orchestra, was an interesting point emphasized. Discussions on elementary-school music seemed to show that the official " Scheme " lately issued to our New Zealand schools will bring us well into line with other countries when it is effectively carried out. In every other country, however, there would seem to be much more organized supervision of school music than we have here. It is manifestly impossible for one Supervisor to pay a sufficient number of personal visits to the schools of New Zealand to ensure the proper carrying-out of any scheme however good. Valuable lectures were given at the Conference on different musical topics such as choir-training, the use of classical songs in schools, &c. Visit to England. —From August to December I was in England, and took the opportunity of visiting the Goldsmiths' College, London, for the training of school-teachers, and also many schools, both primary and secondary, in the London district. Here I observed remarkable work done with a large class of infants : beautiful eurhythmies by senior girls ; a first-rate boys' orchestra, the wonderful musical organization of the Mary Datchelor Girls' School (secondary), where every girl takes music, and a special advanced course is also provided ; a performance of Mozart's opera, " the Magic Flute." by secondary schoolboys; and other interesting work. I met and discussed school music with Sir Arthur Somervell, late Musical Adviser to the Board of Education ; Sir Hugh Allen, Director of the Royal College of Music ; Dr. Percy Buck, Musical Adviser to the London County Council; Mr. Alec Robertson, of the Educational Branch of His Master's Voice Gramophone Company ; Major Bavin, Mr. Kirkham Jones, and other authorities. I visited two schools for mental defectives, where the curative value of music, and especially of eurhythmies, was abundantly made evident. Concerts for school-children are now an important feature in some districts in Britain. These are given by highclass orchestras and instrumental combinations ; explanatory talks are given, in some cases at the schools before the children hear the music. This development is also spreading. Conference of Training-College Music Lecturers. —A conference of training-college Music Lecturers, the first of its kind, is projected for 19-30, to take place in Wellington. In conclusion, it may be said that there has been a very real, if slow, progress towards better conditions in music in New Zealand schools, which could be greatly accelerated by the appointment of local supervisors. Otherwise, it is a matter of waiting until the reorganized work now in operation in the training colleges permeates the school life of the Dominion, which must, of course, come in the long-run, but cannot be expected before its time. I have, &c., E. Douglas Tayler, Supervisor of Musical Education. The Director of Education, Wellington.

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