REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDED 31st DECEMBER, 1948 (In continuation of E-1, 1948)

Appendix to the Journals of the House of Representatives, 1949 Session I, E-01

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1949 NEW ZEALAND

REPORT OF THE MINISTER OF EDUCATION FOR THE YEAR ENDED 31st DECEMBER, 1948 (In continuation of E-1, 1948)

Presented to Both Houses of the General Assembly by Command of His Excellency

Office of the Department of Education, Wellington, 30th June, 1949. Your Excellency,— I have the honour, in accordance with the provisions of the Education Act, 1914, to submit to Your Excellency the following report upon the progress and condition of public education in New Zealand during the year ended the 31st December, 1948. I have, &c., T. H. McCombs. His Excellency the Governor-General of the Dominion of New Zealand.

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REPORT Before I turn to a review of happenings and progress in education during the past year, I wish to mention some consequences of long-term social trends. As the objective of Government policy in education, the task has been set of ensuring that every individual has the advantage of the best possible educational facilities up to the limit of his capacity. We consider it the birthright of every New Zealand child to have the benefit of those facilities, and we believe it is the responsibility of Government to see that the future citizens are fully equipped to take their places as responsible individuals in a modern democratic community. This task in itself requires a flexible and many-sided educational system which can be adapted and developed constantly to meet changing individual and community needs. It is sufficient to tax the energy, enthusiasm, and intelligence of all who are engaged in this task, and at present it is complicated by difficulties peculiar to the present day. The education of the growing generation of children is something which cannot be delayed. Trained teachers, school buildings, and equipment must be ready as the children reach school age, and it is this matching of resources to needs which is causing difficulties at the present time. Sixteen years ago we were in the depths of the economic depression, and in those hopeless days the number of children born in New Zealand sank to a low figure. In 1948 the number of children in the five-year age-group of thirteen to seventeen years — that is, those born between 1932 and 1936—was 13,000 less than the number of children born between 1927 and 1931. That is a drop of almost 10 per cent. The consequences are still with us. The demand for juvenile labour is greater than can be met by the numbers of pupils leaving school, and this shortage has been accentuated by the fact that more pupils are staying at school after reaching the school leaving age of fifteen years than was the case ten or fifteen years ago. Out of this smaller age-group a greater proportion is needed to-day in the teaching profession to provide the additional staffing in our schools since enrolments began to rise sharply following the increased birth-rate from 1940 onwards. To provide the required staff the number of admissions to teachers' training colleges was increased from 749 in 1947 to 1,051 in 1948. By taxing to the utmost the available facilities at the newlyopened residential college at Ardmore, as well as at the other training colleges, it has been possible to accommodate the additional number of students. A further increase of admissions to over 1,200 has been approved for 1949. The additional admissions will, it is hoped, go some way towards reducing still further the size of classes, an object which the Government would like to achieve as early as possible as circumstances will permit. At the same time, to meet the existing shortage of teachers, an appeal was made to married women with training as teachers to resume in the teaching service. It was also necessary to engage temporarily uncertificated teachers for relieving work, mainly in schools-in rural areas. The difficult position arising out of the shortage of teachers is paralleled by a shortage of class-room accommodation. During the war the normal school-building programme was of necessity seriously curtailed, and shortages of essential materials and workmen still hinder full progress. Immediately after the war housing needs were acute and were, rightly, given priority, but as much solid progress has now been made in the provision of housing the needs of school accommodation must in the next few years claim a very large share of the materials and labour available for construction.

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The need for increased class-room space occurs first in the primary schools, and it is pleasing to be able to record that much solid progress has been made by Education Boards in the provision of primary-school buildings. To cope with urgent needs, standard unit-type class-rooms have been used in some districts, but no falling off in the standard of school accommodation is allowed. Architects are working under great pressure to design and build new schools and class-rooms, and, in close consultation with practising teachers and the Department's Inspectors, are overlooking no opportunity for improvement in design and layout of school buildings. Some degree of standardization is essential, but not to the extent that the schools will all have the same design. The major problems in post-primary school accommodation are still a few years ahead, but as larger buildings are required than are needed for primary schools a longer period is necessary to design and build them. A considerable number of our postprimary schools have reached, or are reaching, the size which renders necessary the provision of new schools rather than extensive additions to existing ones. In the larger cities particularly, several new post-primary school buildings must be provided during the next few years. On the basis of data obtained from surveys of population trends many new sites have already been chosen, and others are being sought. Plans are in the course of preparation for new schools in Auckland, Wellington, Christchurch, Hamilton, and Palmerston North. Others will be put in hand as soon as possible. The shortage of cement and of steel is making it necessary to build some schools in wood when more permanent buildings would have been preferable, but at present there is no option. Stringent precautions are being taken in the design of wooden buildings to reduce the fire-risk to the minimum. Educational Policy During the past year there have been no major changes in educational policy, but the effects of changes made during recent years are still working themselves out. The changed emphasis in educational methods by which children should be encouraged actively to learn instead of passively submitting to being taught is now accepted as good practice, but it will be some time yet before all the implications of the new processes are fully grasped by all teachers. Refresher c6urses and specialist services are helping teachers to understand and intelligently apply modern educational theory, but education in a rapidly changing world will not remain efficient without some systematic plan for advancing the education of the teacher in service. Till the time is ripe for the formulation of such a plan the refresher course movement and the encouragement of reading by the provision of professional libraries must remain the chief means of keeping teachers up to date in their thinking and in their teaching practice. It reflects credit on both primary- and secondary-school teachers that the summer vacation courses are attended to maximum capacity. One still hears criticisms of the newer methods of teaching from those who have not grasped the full import of the changes that have taken place since they themselves were pupils in the schools, but no one who has been inside a present-day school while classes were in progress can remain Unconvinced. Nevertheless, it is worthy of note that the 1946 reports of the Advisory Council on Education in Scotland on both primary and post-primary education recommended similar policies to those which we have been following in New Zealand. Scotland has long been noted for leadership in education and for a respect for sound learning. We in New Zealand owe much to the determination of the early Scottish settlers that the educational needs of their new country should not be neglected. It is therefore very pleasing indeed to read in these reports so much that confirms the soundness of the educational developments in New Zealal\d.

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Administration During the past year the new administrative reorganization in the Department has been tested, adjusted, and consolidated. Few aspects of our social life are static, and as social conditions and social needs change the educational system designed to equip young people to live in the modern community must alter and adapt itself. In their turn administrative organization and administrative methods within the education service must be made flexible and responsive to the changing demands which they must meet. Recent years have seen rapid developments in educational methods, but, partly because of the man-power shortage resulting from the war and partly because for the moment attention was concentrated on other things, adjustments to the administrative system have lagged. Re-examination of working methods has extended to the relationships between the Department and local education authorities. As one example I may mention that the system of grants to Education Boards had over the years become complicated as grants for different purposes were instituted, added to, or altered piecemeal. After the working of the existing system had been studied and discussed with Education Board Secretaries a simpler system was devised and put into effect at the beginning of 1949. Similar changes have been made in post-primary-school grants after discussion with representatives of the Post-primary School Boards at their 1948 Conference and in consultation with a small committee of Secretaries of Boards. The Department and the local controlling Boards are engaged in closely related aspects of the same administrative task, and their closer association in devising simpler and more effective administrative arrangements can be productive of much good. The Pre-school Child To assist the New Zealand Federation of Nursery Play Centres' Associations in the development and care of the pre-school child a special annual grant of £l,OOO was made available for equipment. The Free Kindergarten Associations, which hitherto had received a capitation grant on the average roll number of pupils, were placed in a stronger position to. expand their services by the Government assuming the responsibility for the salaries of teachers in lieu of the capitation grant. At the same time the subsidy of £1 for £1 paid on expenditure for sites, buildings, and equipment was raised to £2 for £l. There are now in New Zealand sixteen Free Kindergarten Associations operating »over eighty schools. Primary Education The upward trend in the school population, is having marked effects on the primary schools. The actual increase this year in the school population was 5,774, which adds cumulatively to already existing problems of staffing, buildings, and the supply of equipment. Elsewhere I have mentioned the steps that are being taken to close the gap between our educational resources and the needs of the schools. Long-term plans are necessary, particularly to maintain staffing, and they are being made. One aspect of staffing that has met with a considerable measure of success has been the efforts made to ensure the rehabilitation of teachers and trainees who served in the Armed Forces. Special refresher courses at the training-colleges eased returned servicemen back into the class-room, and at the same time their service, superannuation, and grading rights were carefully safeguarded. The rehabilitation, now practically complete, of some two thousand servicemen is, I consider, a performance in which we may justly take some pride. The servicemen themselves have faced up admirably to the changed conditions they have found in the schools after several years' absence.

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During the war a complete revision of the primary-school curriculum was begun, and is only now nearing completion. It has been a process in which both teachers and officers •of the Education Department have fully shared. The underlying aim has been to adjust the curriculum still further to the needs of children along lines that are generally accepted by educationists in Great Britain and in other countries. Already several revised syllabuses have been issued, and I have been impressed by the way teachers have sought to bring to their work the broader conceptions of teaching that the new syllabuses imply. In spite of shortage of staff and of class-rooms, many teachers are putting into operation new methods that rely less on direct instruction of the class as a whole and more on group work, discussion, and a variety of practical activities, all of which lead to true learning. Experiments in new and more mobile types of school furniture point the way to further changes in the class-rooms. Discussions on the revised curriculum have made it evident that teachers and Inspectors must re-examine the fundamental bases of primary education and discuss the practical outcomes. Arrangements for Inspectors and senior Headmasters to begin such discussions are now under way. They will help to ensure that real standards of achievement in keeping with the natural capacity and ability of each pupil are maintained. Every child, if he is to grow into a worth-while citizen in our type of community, must give the best of which he is capable in all phases of his work at school, and the work of the school must be organized so that he may do so. This is the true standard and will lead to better intellectual and emotional adjustment than attempts to impose an arbitrary standard ■on all children, no matter what their capabilities. Post-primary Schools In my report last year I dealt at some length with the important changes that have taken place in the nature and scope of post-primary education, and with the problems that face teachers in giving effect to these changes. During the past year steady progress has been made, and among teachers there is a growing realization that the much wider range of ability and attainment in the entrants to post-primary schools requires the ■development of different methods and techniques of teaching. It is probable that the well-tried and long-practised methods and organization continue to be satisfactory for the large number of pupils in the middle range of ability. At the moment lam particularly concerned with the pupils at the two extremes. Investigations have been made during the year by a committee of departmental officers into the problem of the ■child of high intelligence and methods of obtaining the best results from these pupils, are being tested with selected groups in both primary and post-primary schools. But the greater problem lies in the field of the pupil who is not as well endowed mentally as the majority, and I am pleased to report that the claims of these pupils are fully appreciated by principals and teachers. Greater provision has been made for tuition of a more practical nature to supplement and in part to replace the " book " learning for which so many are not equipped. More materials and facilities have been supplied to schools to enable this progressive development to be carried out. Developments in this field during 1948 include the following : (1) Additional staffing allowances have been granted in order to enable schools to ■develop more fully their services to children. (2) A new and more equitable system of incidental grant. This will relieve School Boards of the responsibility for the maintenance of school buildings and increase the amount of money available for the purchase of materials for the class-room. (3) An additional supplementary grant for the purchase of library books was made to all post-primary schools and the secondary departments of district high schools.

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(4) With the establishment of a branch of the Department in Auckland, a team of Post-primary Inspectors is stationed there. A very high degree of co-operation hasalready been developed between schools and the Inspectorate, which must be reflected in greater efficiency in the schools. (5) Very successful refresher courses, one in each Island, were instituted for parttime teachers of motor engineering. These part-time teachers are tradesmen who areconcerned with the training of apprentices in technical evening classes. The refresher courses proved most valuable in giving these men some very necessary instruction in the art of teaching. (6) The establishment of a New Zealand Trades Certification Board. The functionsof this Board are to provide for the examination of persons practising any trade and to arrange for the granting of diplomas or certificates on the completion of an approved course in that trade. The development of the work of this Board will be of great importance to technical education. (7) Daylight training of apprentices has begun in plumbing and motox engineering. This aspect of apprentice-training will become more widespread when accommodation and staffing are available. (8) The award of Post-primary Teachers' Bursaries, begun in 1947, was continued this year, and I am pleased to report that some excellent students have been attracted to the profession. In 1948 there were 264 applicants for the fifty bursaries offered. (9) To overcome the shortage of commercial teachers, a training course was established at Wellington Technical College for adult students who already had some business experience and who held qualifications in accountancy or in shorthand and typing. Fourteen trainees completed the course and are now teaching in post-primary schools. (10) Short two-day district conferences between local teachers and Inspectors from primary and post-primary branches of the profession have been instituted. These have proved very successful in co-ordinating school work' locally and in giving a greatermeasure of continuity throughout the pupil's school life. Christchurch Post-primary Schools A problem in educational administration is to reconcile the need for the greatest degree of local participation with the necessity for central direction of educational policy. When each city or town required no more than one or two post-primary schools the problem was not so difficult, but it has now been complicated by the need for several schools in each large city and by the existence side by side of technical schools and the secondary schools. It is highly" desirable that there should be individual local interest in and control of each school, but at the same time it is also, I think, necessary to have one controlling authority concerned with the more general problems of educational development and co-ordination in each urban area. The new arrangement in Christie church, established in terms of the Education Amendment Act, 1948, is designed tomeet that need. Each of the two technical schools and each of the four high schools is governed by a Board of Managers ; and a central Board of Governors, on which each Board of Managers is represented, is charged with general oversight of the co-ordination and advising the Government on the development of post-primary educational facilities in the Christchurch urban area. Higher Education University enrolments continue to be much higher than before 1939, and, though some slight decrease may be expected within the next two or three years, it seemsprobable that the students for whom the University Colleges will still have to provide will greatly exceed the numbers for whom the buildings were designed. As mentioned

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in my report last year, it has been necessary to use temporary accommodation to meet the most pressing needs. Relief has been given to Auckland University College by the removal of the Engineering School to the R.N.Z.A.F. station at Ardmore. The new south block of the Otago University Medical School, commenced some years ago, was •opened in September, 1948. It is expected that good progress will be made with the new buildings at Canterbury Agricultural College during 1949. I have hopes that the planning of permanent buildings for the other University colleges may be so far advanced as to permit structural work to commence within the next two years. Before new buildings can be erected, or even planned, it will be necessary to decide whether expansion should take place on the existing sites of the colleges or whether new sites should be •obtained. The College Councils have these problems under consideration, and I expect to be able to report on agreed schemes during 1949. During 1948 a Consultative Committee was set up to consider the education, training, and supply of professional engineers. The report of this Committee, which is expected to be available early in 1949, should have important suggestions to make, some of which will no doubt have a bearing on future policy governing the schools of •engineering. The general purpose grants to University colleges were again increased in 1948. I am convinced that, as soon as possible, these grants should be determined so as to •cover not a single year, but a period of four to five years. The National Council of Adult Education, set up under a special Act in 1947, has •commenced its work, and has appointed a National Secretary. The way would now seem to be clear for development of this important branch of education. Maori Schools Maori schools are now being administered from Auckland by the new branch of the Education Department established there in May, 1948. The number of pupils in Maori schools continues to increase. The total for 1948 was 13,254, 84 more than the figures for 1947. Although no new district high schools were established during the year, every -effort was made to consolidate and extend the work of those already in existence. Each year they are taking a more important share in the post-primary education of the Maori. The Maori people are quickly coming to realize the value of higher education for their -children, and there is an increasing demand for all types of Government scholarships. It is pleasing to note also that an increasing number of post-primary pupils are going on to reach School Certificate standard, and to win even higher qualifications. Last year thirty-five Maori students were admitted to training college, having passed School 'Certificate, and four were awarded University scholarships, having passed the University Entrance Examination. These figures represent a steady increase over all preceding years. They demonstrate the proof of the Maori child's ability to attain academic success when proper opportunity and encouragement are provided. Correspondence Schools The Correspondence School is now serving more than five thousand pupils who are unable, by reason of distance or of physical handicap, to attend the ordinary schools. The visiting teacher service, by which Correspondence School pupils and their parents from time to time have the advantage of personal help and guidance, has been extended. During February and March, 1949, a party of thirty-seven Form I and II boys from remote districts was brought to a residential school at Otaki for four weeks. Those who were concerned in this experiment and who saw the effect on the children believe that it was very well worth-while. The Technical Correspondence School is performing a valuable role, but it is not yet fully developed. The student roll at the end of April, 1949, was 819.

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Handicapped Children The existing services for the education of children suffering from physical or mental abnormality have been maintained. In addition, approval has been given for theestablishment of classes to cater for the education of children suffering from cerebral palsy. Medical advice showed that in two centres the need for sight-saving classes wasgreat, and these classes also have been established. Child Welfare The decline in the number of children appearing before the Children's Courts still continues, and is a source of much gratification. Recent legislation has provided that the Superintendent of Child Welfare may assume the care and guardianship of immigrant children coming to New Zealand under official schemes. These schemes concern British children from the United Kingdom, and refugee children from Europe whose transfer to this country with adult displaced persons has been arranged between the Government of New Zealand and the International Refugee Association. Arrangements have been completed in the United Kingdom for the despatch of the first group of British immigrant children. All were nominated by relatives in New Zealand. United Nations Educational, Scientific, and Cultural Organization The permanent New Zealand National Commission for UNESCO has now been established, and its first meeting was held on Ist November, 1948. The Secretariat has been established in the Education Department. The Commission consists of fifteen members, representing the various interests of UNESCO, and thirty co-operating bodies have been approved for consultative status. New Zealand was represented at the third general Conference of UNESCO held at Beirut. Five New Zealand/UNESCO Fellowships in New Zealand were offered for 1949. These were two to China and one each to Burma, Philippines, and Malaya. Students from Malaya and the Philippines have arrived and commenced studies, the former on infant-welfare and the latter on social service. Vocational Guidance The Vocational Guidance service has continued to do useful work. A training scheme for Vocational Guidance Officers has been put into operation. This provides for an initial eighteen months of practical " in-service " training for new appointees.. Towards the end of 1948 a booklet entitled " Next Year " was distributed to Form II pupils, giving condensed information about post-primary courses, bursaries, and conditions of entry to various occupations. Both parents and teachers have found this booklet useful. Despite shortages of staff, the Vocational Guidance Centres have offered an extended service to young people. Careers advisers who have been appointed in the larger post-primary schools form a useful link between the Centres and the schools,, and are regularly supplied with information from the Centres. Appeals of Teachers Against Non-appointment - "Following discussions with the New Zealand Educational Institute, a satisfactory basis was arrived at for the necessary legislation to provide an appeal procedure for teachers applying for positions in schools for which the highest-graded applicant is appointed. The Education Amendment Act, 1948, provided for an Appeal Board tobe appointed in each education district consisting of three persons —a chairman, a representative appointed on the recommendation of the Education Board of the district, and a representative appointed on the recommendation of the New Zealand Educational Institute. The Act also sets out the procedure to be followed in the hearing of the appeals and details the particular teachers who have the right of appeal.

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Exchange of Teachers I am pleased that the scheme for the exchange of teachers, though restricted in its ■scope by the numbers of passages available, has been resumed. In the first instance ten New Zealand teachers exchanged positions with ten in the United Kingdom, and one teacher in Victoria exchanged his position with a New Zealand teacher. The exchanges arranged were mainly between teachers holding positions in primary schools, and the majority of the teachers concerned were women. lam sure that there is much to be gained both by our visitors and also by our own teachers under this scheme, and I hope that it will be possible for the scheme of interchange of teachers to be continued, and in due ■course, when conditions are favourable, considerably extended. Teachers' Superannuation The Superannuation Act, 1947, which enabled teachers to participate in the more generous superannuation allowances provided for other public servants and to join the Fund although they may have failed to take an earlier opportunity to do so, was amended in 1948 to allow of the service of kindergarten teachers being recognized for superannuation purposes. I feel that the legislation as it affects teachers goes a long way towards meeting -their objections to the former legislation. Island Education Development of education in the Islands has been confined largely to the reconstruction of curriculum. In the Cook Islands a feature of the new "syllabus is the gradual shifting of the stress on English to more practical subjects such as material •culture, woodwork, and domestic science. Hygiene plays a far more important part in the school time-table, and emphasis is laid on mothercraft. There is greater cooperation between education and medical and dental .services. Committees formed to study the Maori language have almost completed their work, with the result that publications will now be possible in the vernacular. Experiments are being conducted in a few schools to discover the relative effectiveness of teaching through this medium rather than through English in the lower classes. In Samoa an Education Committee on which there is a strong representation of •chiefs has rendered valuable assistance to the Superintendent of Schools and has made rapid strides towards developing the type of initiative which Government aims to foster .among Island peoples. Furthering this policy of assisting trusteeships in taking -a larger measure of responsibility in the management of their own affairs, the scholarship scheme, inaugurated in 1945, has to date permitted a total of fifty-six Island students to attend boarding schools throughout New Zealand. Two completed the University Entrance Examination and six the School Certificate Examination. Arrangements were made for six students who had completed' their schooling to be employed in Government Departments and workshops for vocational training preparatory to being returned to Samoa. This is a remarkable achievement when it is considered that in four years bilingual with a limited background, have been able to compete with pupils in New Zealand schools. The number of teacher-trainees in all Island groups has been considerably increased and their terms of appointment improved. In Samoa the training college has extended its course to three years, and has increased staffing and training facilities. In Cook Islands, pending the building of the Tereora Training School on the site already acquired, increased time has been devoted by New Zealand teachers to training both senior and junior staff. Quantities of library books and infant apparatus have been sent to the Islands, .and the equipment of schools generally has been appreciably improved. A sub-editor for Island Publications was appointed to accelerate the production of texts and reading

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material for pupils in schools in the Islands. The Samoan School Journal, printed in the vernacular, was improved and the number of issues increased. Preparations were also made for the production of similar Journals in the vernacular for Gook Islands and Niue. . The appointment of a teacher to conduct radio lessons for classes m charge ot Native untrained teachers is an interesting development which has already shown remarkable results in village schools scattered throughout Samoa. This may prove to be one of the most important experiments in the education of Natives. Ninety-three New Zealand teachers were seconded for service in the Islands. Of these, 48 were in Fiji, 20 in Samoa, 17 in Cook Islands, 5 in Tonga, 2 in Niue, and 1 in Pitcairn Island. Many of these were responsible for the training and supervision of large native staffs, and five were in charge of the local administration of education in their island group. Although small in numbers, this nucleus of New Zealand teachers has a tremendous influence on almost half a million people scattered throughout the Pacific. Buildings Major building works completed during the year include Primary Schools .. Oranga Avenue (Auckland), Stratford, Taita CentralIntermediate Schools .. Hutt. Post-primary Schools .. Southland Girls' High School. Domestic-science block at Dunedin Technical College. University .. .. Pathology block at Otago. Expenditure for the year from the Public Works Account for the erection and improvement of educational buildings totalled £1,650,396, as compared with £1,065,870 for the previous year. This represents a considerable speeding up in building activity, but it is intended to increase the rate of construction still further to assure that we shall be able adequately to house all the children who will be coming forward to the schools in the next few years. Acknowledgments I should like to express my thanks to all those people who have given so freely of their time and thoughts to education. Those who have served on home and school associations, on School Committees, on other local controlling authorities, and in other ways, teachers and those engaged in the administration of education, have all contributed in their respective spheres much towards the common goal of providing the best possible education for the children in our schools.

TABLES Table C1—PUBLIC PRIMARY SCHOOLS by Grade, December, 1948

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Grade. j Number of Schools. Grade. Number of Schools. I (1-8) II (9-24) IIIA (25-30) IIIB (31-70) IVA (71-110) IVB (111-150) IVc (151-190) 79 515 122 516 191 95 60 VA (191-230) VB (231-270) Vc (271-310) YD (311-350) VI (351-510) VII (511-1,030) Total 39 26 38 27 109 86 1,903

• . | | , | j. | * Maori mission schools are registered private primary schools, and Maori secondary schools are registered private secondary schools, but in this table these schools are considered, respectively, mission schools and Maori post-primary schools. f Estimated population five years of age but under ten years of age. 1 Estimated population twenty-one years of age and under twenty-two years of age. • § In other tables schools of art'are classed as technical schools unless otherwise indicated. || Amending E 1, 1948.

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Table D—ROLL NUMBERS at Educational Institutions (Exclusive of University Colleges and Kindergarten Schools)

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Type of School. Total Number on the Roll Total Number on the Roll Children. on the 1st July, 1947. on the 1st July, 1948. Under 10 Years. 10-11 Years. 11-12 Years. 12-13 Years. 13-14 Years . Public primary schools -Special classes for backward children Maori village schools (primary) Maori mission and boarding schools (private primary)* Public primary schools, Chatham Islands .. .Secondary schools, lower departments Private primary schools* Intermediate schools and departments -Secondary departments of district high schools Secondary schools -Combined schools Technical high and day schools .Schools of Arts§ Part-time students at day and night classes Maori secondary schools* — Primary Post-primary Endowed and registered private secondary schools* •Correspondence school— Primary Secondary Training colleges Schools for mentally backward, <fec. .Schools for the deaf New Zealand Institute for the Blind 206,0951! 817 12,597 745 110 189 30,964 10,112 7,629 19,169 3,670 14,179 .214 21,727 31 659 9,309 1,882 767 1,634 182 245 34 210,312 853 13,026 759 97 187 31,833 10,784 7,938 19,116 3,651 13,851 231 23,458 39 695 9,053 1,834 778 1,875 183 269 41 136,789 203 6,875 412 52 , 36 18,885 1 • 1,079 10 179 19 23,448 113 1,325 79 8 17 3,454 191 1 130 ' *18 8 19,711 141 1,287 98 6 39 3,443 2,472 4 3 1 1 21. 2 7 134 "22 17 4 16,254 125 1,245 51 12 48 3,102* 4,196 133 361 64 158 ' '20 9 5 265 120 12 ' 26 17 3 9,322131 1,092 57 9 28 1,931 2,5931,586. 3,746 681 2,718 ' 51 7 42 1,566 108* 171 "31 14 Grand totals 342,960 350,863 164,540 28,792 27,415 26,226 25,886 Estimated population (inclusive of Maoris) at 1st July, 1948 1,840,313 168,950t 28,775 27,550 26,650 26,025 Type of School. Adolescents. Adults. 14-15 Years. I 15-16 Years. .16-17 Years. 17-18 Years. 18-19 Years. 19-20 Years. 20-21 Years. 21 Years and over Public primary schools Special classes for backward children Maori village schools (primary) Maori mission and boarding schools (private primary)* Public primary schools, Chatham Islands Secondary schools, lower departments Private primary schools* Intermediate schools and departments Secondary departments of district high schools Secondary schools 'Combined schools TechniAl high and day schools Schools of Arts§ Part-time students at day and night classes Maori secondary schools*— Primary Post-primary Endowed and registered private secondary schools* •Correspondence school— Primary Secondary .. 4 .. Training colleges Schools for mentally backward, <fcc. Schools for the deaf New Zealand Institute for the Blind 4,065 84 856 36 8 14 815 1,155 2,834 5,557 1,088 5,260 1 117 13 133 2,366 101 303 "21 11 4 667 23 294 15 2 5 167 161 2,000 4,484 908 3,492 13 1,129 176 2,226 53 132 ' "27 14 5 52 8 40 7 "28 15 981 2,964 547 1,532 27 2,194 isi 1,610 27 75 14 7 4 4 25 12 4 " 6 341 1,534 283 563 31 2,919 1 102 784 11 46 179 5 2 2' *54 423 64 113 37 2,545 ' *41 201 12 22 473 8 3 37 8 9 34 1,897 8 21 2 6 496 1 2 6 5 1 16 1,373 2 5 6 2 259 1 2 3 72 11,192 5 51 7 468 Grand totals 24,842 16,000 10,313 6,852 3,995 2,522 1,677 11,803 Estimated population (inclusive of Maoris) at 1st July, 1948 26,000 26 ,075 26,975 27,775 27,725 27,625 27,825 28,125*

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Table E1—NUMBERS OF FULL-TIME PUPILS, 1st July, 1948

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Special Class for the Mentally Class P. . Standard 1. Standard 2. Standard 3. Type of School. Backward. Boys. Girls. Bo vs. 1 Girls. Boys. Girls. Boys. Girls. Boys, j Girls. Public primary 541 312 37, 165 32,610 15,941 14,751 14,003 13,271 13,079 12,555> Maori —Europeans 174 167 84 61 52 78 6' 6 56 Maoris 2, 308 2,026 820 733' 752 741 710 674 Public primary—Chatham Islands 17 14 5 5 8 9 10 8 Private primary and lower depart4, 409 4,702 2,160 2,273 1,919 2,024 1,920 2,007 ments of secondary Intermediate Secondary departments of district high schools Secondary Technicaf Combined Endowed and registered private secondary Correspondence—Primary 115 99 301 339 96 111 67 92 4 90 Secondary Totals 656 411 44,374 39,858 19,106 17,934 16,801 16,i 215 15,849 15,390 Standard 4 Eorm I. Eorm II. Form III. lype oi bcnoo!. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Public primary 12,291 11,865 8; ,794 8,547 7,649 7,682 57 52 Maori —Europeans 6 5 43 49 38 60 43 1 Maoris 676 568 549 565 397 4 :22 18 "30 Public primary—Chatham Islands 6 5 2 5 3 Private primary and lower depart1,810 2,008 1 ,848 1,958 1,688 1*7 '89 "71 '232. ments of secondary Intermediate 2 ,820 2,575 2,657 2,410 120 168 Secondary departments of district 1 .,822 1,929 high schools Secondary .. :. g ;,058 3,394 Technical 3 :,428 2,806 Combined 709 593 Endowed and registered private 1,470 1,708 secondary Correspondence—Primary 60 77 60 67 58 77 45* 16* Secondary 185 334 Totals 14,908 14,566 14 ,122 13,755 12,512 12,4 :23 10,984 11,262 Form IV. Eorm V. Eorm VI. Totals. Type of School. Boys. Girls. Boys. Girls. Boys. Girls. 1 Boys. | Girls. Public primary ... 109,520 101,645 Maori —Europeans 551 486 Maoris 6,230 5,759 Public primary—Chatham Islands 51 46 Private primary and lower depart15,825 .16,993 ments of secondary Intermediate .. .. 10 24 S >,607 5,177 Secondary departments of district 1,143 1,3 78 657 '821 "87 101 3 1,709 4,229 high schools Secondary 2,55: 9 2,854 2 ,663 2,410 1,361 817 9,641 9,475 Technical 2,46; 5 2,0 55 1 , 425 1,138 339 195 7,657 6,194 Combined 590 508 486 394 243 128 2,028 1,623 Endowed and registered private 1,19' 1,669 1 ,218 1,548 541 397 4 :,426 5,322 secondary Correspondence —Primary 866 968 Secondary 39 : 102 "26 " 51 10 31 260 518 Totals 8,003 8,590 6 ,475 6,362 2,581 1,669 166,371 158,435 * Adult section Note.—In addition to the above there were 85 males and 146 females attending full-time at Schools of Art.

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Table E2—AGE AND CLASSIFICATION of Pupils at Public Primary Schools, 1st July, 1948

13

Age, in Years. Special Classes for Backward Children. Class P. Standard 1. Standard 2. Standard 3. . Boys. Girls. Boys. Girls. Boys. Girls. Boys. ! Girls. 1 Boys. Girls. 5 and under 6 6 7 7 „ 8 8 „ 9 9 „ 10 10 „ 11 11 „ 12 12 „ 13 13 „ 14 14 „ 15 15 „ 16 16 „ 17 17 and over ... 4 4 17 40 65 82 81 82 93 47 14 3 9 1 2 12 31 27 31 60 43 38 37 9 16 12,456 15,300 7,452 1,524 310 86 25 8 3 1 11,618 14,197 5,519 974 212 57 21 8 3 1 2 345 7,898 5,672 1,499 381 102 31 11 5 596 8,691 4,241 893 256 46 16 4 1 2 418 6,531 4,743 1,664 469 124 47 5 2 " 6 684 7,277 3,947 959 287 81 18 8 4 2 464 5,267 4,667 1,856 595 185 35 7 1 5 625 6,309 3,936 1,211 323 101 41 4 Totals 541 312 37,165 32,610 15,941 14,751 14,003 13,271 13,079 12,555 Median age, in years and months 11 9 11 10 6 5 6 4 8 0 7 9 9 0 1 8 10 1 10 2 9 11 Age, in Years. Standard 4. Form I. Form II. Form III. Totals. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 5 and under 6 6 „ 7 7 8 •8 9 9 „ 10 10 „ 11 11 „ 12 12 „ 13 13 „ 14 14 „ 15 15 „ 16 16 „ 17 17 and over 4 415 4,852 4,319 1,868 611 204 15 3 1 5 668 5,816 3,716 1,171 363 107 17 1 5 304 3,061 3,031 1,628 663 93 8 1 9 458 3,878 2,713 1,035 390 58 5 1 4 277 2,784 2,804 1,471 290 19 i " 8 443 3,493 2,486 1,070 165 15 2 4 9 37 7 4 14 31 3 12,462 15,649 15,787 14,235 12,304 12,040 10,190 8,527 5,391 2,463 428 34 10 11,624 14,801 14,912 13,153 12,065 11,521 9,662 7,852 4,062 1,686 262 26 ' 19 Totals 12,291 11,865 8,794 8,547 7,649 7,682 57 52 109,520 101,645 Median age. in years and months 11 2 10 11 12 4 12 0 13 3 13 0 14 5 14 3 Note. —Maori pupils included in this table are shown separately in Table H 6 in of Maori Children. E-3, Education

14

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Table E3—AGE AND CLASSIFICATION of Pupils at Public Post-primary Schools, 1st July, 1948

Table E4—AGE AND CLASSIFICATION of Pupils at Registered Private Secondary and Endowed Schools, 1st July, 1948

(Excluding Schools of Art) i Form III. Form IV. Form V. Form VI. Totals. Age. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Under 11 years 11 and under 12 years 12 „ ' 13 „ 13 „ 14 „ 14 „ 15 „ 15 „ 16 „ 16 „ 17 „ 17 „ 18 „ 18 „ 19 „ 19 „ 20 „ 20 21 „ 21 years and over 1 4 281 3,643 3,707 1,169 198 12 2 5 426 4,265 3,174 742 94 16 ' '2 316 3,264 2,537 546 82 9 1 7 491 3,957 1,926 367 43 4 5 262 2,105 1,974 749 117 9 5 5 I 11 374 2,194 1,642 484 55 1 2 1 109 679 851 345 38 6 1 102 524 484 122 9 1 4 283 3,964 7,234 5,920 3,397 1,694 473 47 12 6 5 433 4,767 7,505 4,964 2,627 1,027 181 10 2 Totals 9,017 8,722 6,757 6,795 5,231 4,763 2,030 1,241 23,035 21,521 Median age, in years and months 14 2 13 11 14 11 14 9 16 1 15 11 17 3 17 0 Note.—Maori pupils included in of Maori Children. this table are shown separately in Table H 6a in E-3, Education

Form III. Form IV. Form Y. Form VI. Totals. Age. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Under 11 years 11 and under 12 years 12 „ 13 „ 13 - „ 14 „ 14 „ 15 „ 15 „ 16 „ 16 „ 17 „ 17 „ 18 „ 18 „ 19 „ 19 „ 20 „ 20 „ 21 „ 21 years and over 2 88 564 566 204 41 1 1 3 5 181 772 521 187 36 5 1 92 528 399 148 24 3 1 1 1 1 170 702 581 187 25 3 "l 69 409 443 229 45 12 1 3 3 108 556 627 217 35 1 1 4 44 174 197 107 11 4 1 22 135 188 48 3 2 88 663 1,167 1,056 806 451 155 25 6 7 5 182 945 1,332 1,346 985 435 87 4 1 Totals 1,470 1,708 1,197 1,669 1,218 1,548 541 397 4,426 5,322 Median ag months e, in years and 14 2 13 10 15 0 14 11 16 3 16 2 17 3 17 3 Note.—Maori pupils included in of Maori children. this table are shown separately in Table H 6b in E-3, Education

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Table E5—AGE AND CLASSIFICATION of Pupils at Registered Private Primary Schools and Lower Departments of Secondary Schools, 1st July, 1948

15

Class P. Standard 1. Standard 2. Standard 3. Standard 4. A /v # *rr Boys Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. 5 and under 6 .. 1,647 1,807' 6 „ 7 .. 1,790 2,020 96 137 8 7 „ 8 . . 798 737 1,068 1,309 86 132 5 5 8 „ 9 .. 139 104 754 644 900 1,126 97 127 1 3 9 „ 10 .. 24 23 197 146 662 596 818 1, 015 124 182 10 „ 11 .. 3 3 33 32 206 122 671 603 722 936 11 „ 12 .. 4 5 12 4 51 26 241 200 593 620 12 „ 13 .. 3 1 1 11 11 62 40 265 199 13 „ 14 .. 1 2 2 1 16 8 85 55 14 „ 15 .. 1 2 9 7 19 12 15 „ 16 .. 1 1 16 „ 17 .. 1 1 1 17 and over Totals 4,409 4,702 2,160 2,273 1,919 2,024 1,920 2,007 1,810 2,008 Median age, in years and 6 4 6 3 7 11 7 9 9 0 8 9 10 1 9 10 11 1 10 11 months Form I. Form II. Form III. Totals 4 * -\-»- Age, m i ears. Boys. Girls. Boys ). Girls. Boys. Girls. Boys. Girls. 5 and under 6 1, 647 1,807 6 7 1, 886 2,165 7 8 1, 957 2,183 8 9 1, 891 2,004 9 „ 10 5 1 1, 830 1,963 10 „ 11 83 125 3 8 1, 721 1,829 11 „ 12 733 863 83 145 2 1, 719 1,863 12 „ 13 606 628 633 739 9 2 1, 589 1,621 13 „ 14 308 245 590 602 42 66 1, 044 979 14 „ 15 98 85 303 246 10 86 440 438 15 „ 16 14 11 66 42 6 53 87 107 16 „ 17 5 5 1 21 7 28 17 and over 1 5 2 1 4 7 6 Totals 1 OO 00 1,958 1,688 1,789 71 232 15,825 16,993 Median age, in years and 12 2 12 0 13 3 13 0 13 7 14 7 months 1

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Table E6—AGE AND CLASSIFICATION of Pupils at Intermediate Schools and Departments, 1st July, 1948

Table H1-NUMBER OF TEACHERS Employed in Primary Departments of PUBLIC SCHOOLS, December, 1948

Table H2-NUMBER OF WOMEN to Every Hundred MEN TEACHERS in Primary Schools (December)

16

Form I. Form II. Form III. Form IY. Totals. Age, in Years. * Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Boys. Girls. Under 10 years 10 and under 11 years 11 „ 12 „ 12 „ 13 „ 13 „ 14 „ 14 „ 15 „ 15 „ 16 „ 16 „ 17 „ 17 „ 18 „ 18 „ 19 „ 1 68 1,117 1,049 427 137 19 2 123 1,206 874 281 76 15 65 1,086 1,001 438 63 4 84 1,186 832" 274 29 5 i4 88 16 2 "l 37 115 13 2 ' 8 2 1 19 4 1 68 1,182 2,135 1,442 671 100 8 i23 1,290 2,061 1,151 484 61 7 Totals 2,820 2,575 2,657 2,410 120 168 10 24 5,607 5,177 Median age, in years and months 12 3 12 0 13 2 12 11 14 6 14 5 14 8 14 7

Sole Teachers. Head. Teachers. Assistant Teachers. Total Teachers. Grade-of School. M. F. M. F. M. F. M. F. Total. Grade I (1-8) Grade II (9-24) Grade III (25-70) Grade IV (71-190) Grade V (191-350) Grade VI (351-510) Grade VII (511 and over) 28 405 137 51 110 50 373 331 130 109 86 78 15 11 123 296 521 523 438 731 561 742 990 28 405 521 454 426 630 609 51 110 566 746 561 742 990 79 515 1,087 1,200 987 1,372 1,599 Totals, 1948 Totals, 1947 570 567 211 258 1,029 1,003 93 107 1,474 1,443 3,462 3,433 3,073 3,013 3,766 3,798 6,839 6,811 Difference +3 —47 +26 -14 +31 +29 +60 -32 +28

— 1932. 1933. 1934. 1935. 1936. 1937. 1938. 1948. Teachers all schools Training-college students 167 201 157 163 156 * 148 187 153 166 148 154 144 166 123 121 * All training colleges were closed during 1934.

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Table H3 —NUMBER OF FULL-TIME TEACHERS Employed in State Schools, December, 1948, and December, 1947

Table K2—SIZE OF CLASSES in Public Primary Schools of Grade IVb and Over

Table N—AGES at Which Pupils Began Post-primary Course, 1948

17

Type of School. December, 1948. December, 1947. Principals and Sole and Head Teachers. Assistant Teachers. Total Teachers. Principals and Sole and Head Teachers. 1 Assistant Teachers. Total Teachers. M. F. M. F. M. F. M. F. M. F. M. j F. Public (primary) .. ,. Intermediate Secondary departments of district high schools Secondary ■Combined Technical Maori (primary) •Chatham Islands •Correspondence— . Primary Secondary Technical Correspondence Special Totals 1,599 17 27 4 28 144 3 1 ' "l 3 304 13 3 15 3 1,474 184 257 447 93 454 42 4 35 10 6 3,462 210 132 383 66 273 217 2 46 61 1 27 3,073 201 257 474 97 482 186 3 5 35 11 9 3,766 210 132 396 69 273 232 2 46 61 1 30 1,570 16 27 4 28 143 4 1 ' 1 3 365 13 3 13 ' 3 1,443 181 236 468 91 459 37 6 34 6 5 3,433 192 140 400 71 247 203 2 45 55 29 3,013 197 236 495 95 487 180 4 7 34 7 8 3,798 192 140 413 74 247 216 2 45 55 ' '32 1,827 338 3,006 4,880 4,833 5,218 1,797 397 2,966 4,817 4,763 5; 214

Number of Children. February, 1937. February, 1948. February, 1949. Number of Classes. Per Cent. Number of Classes. Per Cent. Number of Classes. Per Cent. Under 31 .. 31-40 41-50 51-60 61 and over Totals 346 927 1,259 487 25 11-4 30-4 41-4 • 16-0 0-8 1,007 1,753 1,307 136 24-0 41-7 31-1 3-2 1,049 1,761 1,376 142 24-2 40-7 31-8 3-3 3,044 100-0 4,203 100-0 1 4,328 100-0

(Excluding Schools of Art) Type of School. Age at Which Post-primary Course Begun. Total Numbers Beginning Post-primary Education. Under 12 Years. 12 Years. 13 Years. 14 Years. 15 Years and o-ver. Boys. Girls. Boys. Girls. Boys.Girls. Boys. Girls. Boys. Girls. Boys. Girls. Secondary Combined Technical , .. District High Correspondence .. Totals .. 14 4 2 7 2 17 5 6 13 5 478 120 335 207 29 715 134 396 315 44 1,657 352 1,652 863 72 1,971 310 1,452 955 132 751 179 1,221 612 56 609 122 806 562 73 176 50 304 243 11 83 18 163 173 32 3,076 705 3,514 1,932 170 3,395 589 2,823 2,018 286 29 46 1,169 1,604 4,596 4,820 2,819 2,172 784 469 9,397 9,111

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Table M I—AVERAGE SALARIES OF PRIMARY-SCHOOL TEACHERS (Exclusive of Uncertificated and Relieving Teachers and of Teachers in Intermediate Schools and Departments and Secondary Departments of District High Schools) as in December, (1) Teachers in all schools — 1947*. 1948. (a) Men and women .. .. • - 478 478 (b) Men .. .. ■ • • • 562 561 (c) Women .. .. • • • • 405 404 (2) Head teachers — (а) Men .. .. •. - - 676 677 (б) Women .. ~ . • • • 555 556 (3) Sole teachers — (а) Men ' .. .. . - • • 493 494 (б) Women .. .. .. .. 476 490 (4) Assistants — (а) Men .. • • • • • • 485 487 (б) Women .. .. .. .. 395 395 * Amending E-l, 1948, by excluding relieving and uncertificated teachers. Table M 3—AVERAGE SALARIES OF MAORI SCHOOL TEACHERS (Excluding Uncertificated and Relieving Teachers) as in December, (1) Teachers in all schools — 1947*. 1948. (a) Men and women .. .. .. 480 481 (b) Men .. - - - - • • 554 551 (e) Women .. .. - • • • 399 404 (2) Head teachers — (a) Men 579 581 (b) Women .. .. • - • • 532 531 (3) Sole teachers—(а) Men 485 499 (б) Women .. .. • ■ • • • • 445 (4) Assistants — (a) Men .. . • • ■ • • 442 429 (b) Women .. .. ■ • • • 389 395 * Amending E-l, 1948, by excluding relieving and uncertificated teachers.

18

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Table O1—PROBABLE DESTINATION of Pupils Leaving Public Primary Schools in 1948

19

With Primary Without Primary Totals. Occupation. School Certificate. School Certificate. Boys. Girls. ' Boys. Girls. Boys. Girls. Number. Percentage. Number. Percentage, Post-primary Clerical (including typing)— (a) Government and local body (b) Banks, insurance, legal, commercial houses, shops, and warehouses Shop and warehouse assistants .. Manual trades — (a) Government and local body (b) Building (c) Motor engineering (d) General engineering (e) Printing .. (/) Other trades Farming Factory operatives Other occupations At home Not known .. .. 6,722 14 7 39 26 17 9 4 6 38 242 34 58 46 27 6,946 2 8 '62 1 12 17 44 60 193 26 208 2 1 36 30 8 7 4 6 48 327 45 93 55 39 138 3 3 30 4 1 6 26 69 48 245 30 6,930 16 8 75 56 25 16 8 12 86 569 79 151 101 66 84-5 . 0-2 0-1 0-9 0-7 0-3 0-2 0-1 0-2 11 6-9 1-0 1-8 1-2 0-8 7,084 5 11 92 4 ' '2 18 43 113 108 438 56 88-8 0-1 0-1 1-2 0-1 0-2 0-.5 1-4 1-4 5-5 0-7 7,289 7,371 909 603 8,198 100-0 7,974 100-0 * Insignificant percentage.

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Table O1a —PROBABLE DESTINATION of Pupils Leaving Maori Schools in 1948

Table O2 —PROBABLE DESTINATION of Pupils Leaving Intermediate Schools and Departments in 1948

20

Occupation. With Primary School Certificate. Without Primary School Certificate. Totals. Boys. Girls Boys. Girls Boys. Girls. Number. Percentage. Number. Percentage. Post-primary Clerical (including typing)— (a) Government and local body (b) Banks, insurance, legal, commercial houses, shops, and warehouses Shop and warehouse assistants .. Manual trades — (a) Government and local body (b) Building (c) Motor engineering (d) General engineering (e)' Printing (/) Other trades Farming Factory operatives Other occupations At home Not known Totals 357 1 3 2 37 2 9 6 1 347 3 3 2 26 28 3 22 2 3 2 2 118 5 16 18 7 21 2 "3 9 1 30 69 7 379 3 3 5 4 155 7 25 24 8 61-8 0-5 0-5 0-8 0-7 25-3 1-1 4-1 3-9 1-3 368 5 "3 12 3 56 97 10 66-5 0-9 0-5 2-2 0-5 10-1 17-5 1-8 418 412 195 142 613 100-0 554 100-0 Note. —In this table and in Tables 0 1 and 0 2 both European and Maori pupils are included. Separate figures for Maori pupils only are given in Table H 10 in E-3, Education of Maori Children.

Boys. Girls. Occupation. First Second Third rr A fnl PerFirst Second Third Tnfnl PerYear. Year. Year. JLOtai. centage. Year. Year. Year. JLUtal. centage. Post-primary .. 116 2,255 23 2,394 88-6 123 2,035 16 2,174 89-5 Clerical (including typing)— (a) Government and local body 5 2 7 0-3 2 2 0-1 (b) Banks, insurance, legal, com1 1 * 4 4 0-2 mercial houses, shops, and warehouses Shop and warehouse assistants 3 21 15 39 1-4 5 18 27 50 21 Manual trades — (») -Government and local body 1 7 3 11 0-4 (b) Building 7 • 7 14 0-5 (c) Motor engineering ' 'l 11 1 13 0-5 (d) Geheral engineering 1 8 5 14 0-5 (e) Printing 1 4 1 6 0-2 ' 1 ' 1 * (/) Other trades 3 20 12 35 1-3 2 3 5 0-2 Farming 7 . 24 11 42 1-6 Factory operatives 9 13 18 40 1-5 ' '2 '20 '27 '49 2-0 Other occupations 10 37 13 60 2-2 5 32 12 49 2-0 At home 1 4 5 0-2 5 46 27 78 3-2 Not known 2 15 ' 5 22 0-8 1 9 6 16 0-7 Totals 155 2,431 117 2,703 100-0 141 2,162 125 2,428 100-0 * Insignificant percentage.

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Table O3—PROBABLE DESTINATION of Pupils Leaving Public Post-primary Schools in 1948

21

[Excluding Schools of Art) Secondary Schools. Combined Schools. Technical High and Day Schools. Occupation. Boys. Girls. Boys. Girls. Boys. Girls. NumPer NumPer NumPer NumPer Numj Per NumPer ber. Cent. ber Cent. ber. Cent. ber. Cent. ber. Cent. ber. Cent. University college 353 12-0 158 5-3 54 8-1 22 3-7 73 2-3 16 0-6 Teaching or training college 118 4-0 313 10-4 12 1-8 . 51 8-5 39 1-2 77 2-9 Professional engineering, 39 1-2 5 0-7 24 0-8 surveying, architecture Clerical (including typing)— (a) Government and local body 233 7-9 187 6-2 42 6-3 71 11-8 136 4-3 107 4-1 (b) Banks, insurance, legal, 514 17-5 643 21-4 106 li 5-9 12: 3 20-5 142 4-5 601 23-0 commercial houses, shops, and warehouses Shop and warehouse assistants 293 . •9 366 12-2 46 6-9 54 9-0 305 9-6 443 16-9 Manual trades— (a) Government and local body 62 1 ( 0-2 25 3-8 1 0-2 158 5-0 9 :5 1-0 (b) Building 94 2 31 1-7 298 9-4 (c) Motor engineering 84 9 35 5-3 206 6-5 (d) General engineering 84 9 21 3-2 252 7-9 (e) Printing 27 9 2 6-1 8 1-2 1 0-2 33 1-0 3 0-1 (/) Other trades 130 4 103 3-4 27 4-1 297 9-3 102 3-9 Farming 518 1' 6 27 0-9 181 27-2 575 18-1 1 S 0-6 Factory operatives 51 7 47 1-6 2 0-3 "i; > 2-5 102 3-2 159 6-1 Other occupations 218 4 473 15-8 38 5-7 90 15-0 220 6-9 37 2 14-2 Home 32 1 526 17 • 6 9 1-3 149 24-9 35 11 47 0 18-0 Not known 98 3 148 4-9 23 3-5 22 3-7 284 8-9 224 8-6 Totals 2,948 100 •0 2,999 100-0 665 100-0 599 1 100-0 3,179 100-0 2,614 100-0 Secondary Departments of District High Schools. Totals. Occupation. Boys. Girls. Boys. Girls. NumPer NumPer NumPer NumPer ber. Cent. ber. Cent. ber. Cent. ber. Cent. University college 14 1-0 13 0-8 494 60 209 2-6 Teaching or training college 26 1-8 81 4-7 195 4 522 6-6 Brotessional engineering, surveying, 8 0-5 76 09 architecture Clerical (including typing)— («) Government and local body 96 6-6 112 6-6 507 61 477 6-0 (b) Banks, insurance, legal, commercial 65 4-5 217 12-7 827 100 1,1 584 20-0 houses, shops, and warehouses Shop and warehouse assistants . 132 9-1 297 17-4 776 94 1, 160 14-6 Manual trades— (a) Government and local both 44 3-0 13 0-8 289 35 45 0-5 (b) Building 67 4-6 490 5 • 9 (c) Motor engineering 54 3-7 379 46 (d) General engineering 31 2-1 388 47 (e) Printing 4 0-3 1 * 72 09 7 0-1 (/) Other trades 97 6-7 14 0-8 551 67 219 2-8 Farming 551 37-9 32 1-9 1,825 221 74 0-9 Factory operatives 42 2-9 71 4-2 197 2-' 4 292 3-7 Other occupations 123 8-4 212 1 2-4 599 7-; 3 1.147 14-5 Home 45 3-1 594 34-9 121 l-i 5 1,' 739 22-0 Not known 55 3-8 47 2-8 460 5-i 6 141 5-6 Totals 1. ,454 100-0 1,704 100-0 8,246 100-1 0 7,916 100-0 * Insignificant percentage. Note.—In this table both European and Maori pupils are included. Separate figures for Maori pupils only are given in Table H 11 in E-3, Education of Maori Children.

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Table O4—Percentages of BOYS LEAVING POST-PRIMARY SCHOOLS in 1945-48 Who Proceeded to the University or to Employment in the Three Main Occupational Groups

Table P2—Enrollees, etc., With VOCATIONAL GUIDANCE CENTRES Placed in Employment During 1948

22

Class of School. University. Clerical, Professional, Shop, and Warehouse. Farming. Trades and Industries. 1945. 1946. 1947. 1948. 1945. 1946. 1947. 1948. 1945. 1946. 1947. 1948. 1945. 1946. 1947. 1948. Secondary Combined Technical District High All schools 10 6 1 1 5 11 6 1 1 5 10 7 2 1 5 12 8 2 1 6 36 25 17 20 25 42 31 19 24 29 43 j 31 21 25 30 41 32 20 23 29 19 25 17 43 23 16 25 16 39 21 23 17 38 20 18 27 18 38 22 19 33 44 22 31 18 29 45 23 30 21 28 44 22 31 18 23 42 23 29

Centre. Placed by Centre. Self-placed. Total. Auckland .: Wanganui Wellington . . Christchurcli Dunedin 185 30 441 470 315 222 15 260 307 39 407 45 701 777 354 Totals 1,441 843 2,284

Table Q2—LENGTH OF POST-PRIMARY COURSE A—Classification of Pupils Leaving Public Post-primary Schools in 1948

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Note.— The above table is a modification of the previous Table Q 2 in which was shown the numbers of pupils leaving classified only according to the year of the post-primary course in which they were engaged at the time of leaving. As the table now stands, Section A gives the status of pupils at time of leaving, and Section B the actual year of attendance at post-primary schools at time of leaving. The approximate average length of post-primary-school life of pupils leaving, calculated on the basis of years of attendance, was : secondary schools, 3 years 2 months ; combined schools, 3 years ; technical schools, 2 years 4 months ; district high schools, 2 years 3 months ; all schools, 2 years 8 months. Prior to 1947 the basis of calculation was length of post-primary course and pupils leaving in the fourth year or later were regarded as having left in their fourth year.

B—Years of Attendance at Public Post-primary Schools of Pupils Leaving in 1948

23

Class. Secondary Schools Combined Schools. Technical High and Day Schools. District High Schools. All Schools. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Form III Form IV Form V Form VI Totals 271 •664 1,051 962 239 925 1,154 681 510 1,589 2,205 1,643 8-6 26-7 37-1 27-6 59 217 216 173 54 188 251 106 113 405 467 279 8-9 32-0 37-0 22-1 676 1,301 911 291 503 1,094 817 200 1,179 2,395 1,728 491 20-4 41-3 29-8 8-5 418 584 377 75 397 687 527 93 815 1,271 904 168 25-8 40-3 28-6 5-3 1,424 2,766 2,555 1,501 1,193 2,894 2,749 1,080 2,617 5,660 5,304 2,581 16-2 35-0 32-8 16-0 2,948 2,999 5,947 100-0 665 599 1,264 100-0 3,179 2,614 5,793 100-0 1,454 1,704 3,158 100-0 8,246 7,916 16,162 100-0

Secondary Schools. Combined Schools. Technical High and Day Schools. District High Schools. All Schools. Year c' Attendance. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. Boys. Girls. Total. Per Cent. First Second Third Fourth Fifth Sixth and over 272 655 636 721 601 63 240 921 776 635 397 30 512 1,576 1,412 1,356 998 93 8-6 26-5 23-7 22-8 16-8 1-6 54 217 153 134 84 23 54 191 151 119 76 8 108 408 304 253 160 31 8-5 32-3 24-0 20-0 12-7 2-5 658 1,312 790 306 105 8 480 1,123 702 249 60 1,138 2,435 1,492 555 165 8 19-6 42-0 25-8 9 • 6 2-9 0-1 412 582 290 121 48 1 390 686 387 183: 57 1 802 1,268 677 304 105 2 25-4 40-2 21-4 9-6 3-3 0-1 1,396 2,766 1,869 1,282 838 95 1,164 2,921 2,016 1,186 590 39 2,560 5,687 3,885 2,468 1,428 134 15-9 35-2 24-0 15-3 8-8 0*8 Totals 2,948 2,999 5,947 100-0 665 599 1,264 100 '0 3,179 2,614 5,793 100-0 1,454 1,704 3,158 100-0 8,246 7,916 16,162 100-0

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Table Q3 —Number of Pupils at EVENING TECHNICAL AND PART-TIME DAY CLASSES

Table R—Number of Pupils at MAORI SCHOOLS, etc., 1st July

Table S —Registered PRIVATE PRIMARY Schools, 1948

24

Year. Number of Centres. Number on Roll, 1st July. Number Holding Free Places. Males. Females. Males. Females. 1946 65 13,351 5,321 7,395 3,240 1947 85 15,574 6,153 8,967 4,082 1948 146 15,809 7,649 10,073 4,542

j 1948. 1947. Schools. Ron. Schools. Ron. Maori village schools Mission and boarding schools (primary) Public schools with Maori children enrolled 159 13 899 13,026 798 16,631 160 12* 880 12,597 737* 16,433 1,071 30,455 1,052 29,767 * Amending E-l, 1948. Note. —Of the pupils enrolled at Maori village schools, 1,042 in 1947, and 1,037 in 1948, were Europeans.

— Undenominational Schools. Catholic Church Schools. Other Church Schools. Total. of schools 15 238 56 309 Roll in December— Boys Girls 273 589 13,492 14,212 2,348 2,446 16,113 17,247 Totals 862 27,704 4,794 33,360 Average attendance .. .. 760 24,680 4,403 29,843 Teachers (inclusive of head teachers) — Men Women 7 39 66 726 68 130 141 895 Totals 46 792 198 1,036

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Table T—Endowed Schools and Registered PRIVATE SECONDARY Schools

Table U—KINDERGARTEN Schools, 1948

Table Y1—Particulars Relating to UNIVERSITY EDUCATION

25

— 1947. 1948. Number of schools 82 83 Roll at 1st July 9,968 9,793 Average attendance 9,387 9,219 Teachers (inclusive of head teachers) — Men 206 212 Women .. .. 296 293 Totals 502 505

Association. Number of Schools. Pupils on Roll at End of Year. Average Attendance. Average Weeklv Roll. Auckland .. 22 948 647 896 Hamilton 3 116 75 99 Wanganui 1 23 17 22 Hastings 1 56 44 58 Masterton 3 98 71 90 Upper Hutt 1 36 28 36 Hutt Valley 3 132 97 131 Wellington 11 438 395 478 Blenheim .. 1 38 27 35 Nelson 1 34 29 34 Christchurch 18 867 664 814 Hokitika 1 26 18 24 Ashburton 1 45 40 52 Timaru 2 80 67 80 Dunedin 9 376 299 371 Invercargill 4 149 134 182 Totals, 1948 82 3,462 2,652 I 3,402 Totals, 1947 • 73 3,325 2,448 1 3,260 Difference +9 + 137 +204 1 + 142

— I J 1944. 1945. 1946. 1947-t 1948.t Number of students in actual attendance at lectures ' 6,584 7,986 11,263 10,443 10,450 Number of exempted students 1,146 1,345 1,186 1,431 1,514 Percentage of students — Men 72 75 82 81 80 Women 28 25 18 19 20 Percentage of students actually attending Universities receiving free education*— Men 51 51 61 73 71 Women .. .. . . 56 56 59 62 63 All students 52 53 61 71 69 f A ' A * Occupations of students, expressed as percentages— M. P. M. P. __ M. F. f A ' M. F. M. F. (1) Full-time students 49 46 50 48 44 58 48 53 47 49 (2) Teachers and training colleges 14 28 11 27 10 23 13 25 14 28 (3) Government and local bodies 13 9 11 9 15 7 19 10 18 11 (4) Other 21 12 24 12 29 9 18 8 20 9 (5) Not known 3 5 4 4 2 3 2 4 1 3 * These students hold scholarships, training-college studentships, or bursaries, short courses at agricultural colleges. The number in 1948 was 877. f Excluding students taking

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Table Y2—Numbers of UNIVERSITY Students and COURSES Taken

Table—MANUAL INSTRUCTION

Table W1—Number of TEACHERS IN TRAINING (December)

26

Number of Students Enrolled. I Courses Taken, Year. cfi § D < c4 •a o > Canterbury. §> 4 o © § a Cant'y Agric. 3 o H Agriculture. Architecture. i < i a a o o >> fH "S p Diploma of Education. >> 13 s Engineering. 3 o a S Home Science. Horticulture. Journalism. 3 1 5 Med. & Med. Sc. I ej £ Science.* Other. 1947 1948 3,361 3,396 2,823 2,864 ;2,551 :2,534 2,556 :2,586 .310 - 323 273 261 11874 11964 514 521 226 244 3,980 4,275 1,962 2,024 175 203 106 144 25 44 473 461 48 60 129 110 69 63 63 53 |642 621 54 45 547 562 44 55 188 220 2,470 7 2,132 25 * Including Medical, &c., Intermediate. Note. —Excluding 274 students at Massey Agricultural College and 603 at Canterbury Agricultural College taking courses of less than one year's duration. The corresponding numbers in 1947 were 428 and 462.

Number of Schools From Which Number of Pupils Attending Centres in 1948. Pupils Attended. Boys. Girls. Public primary and Maori schools Intermediate schools and departments Secondary departments of district high schools Private schools 1.001 29 90 183 j 14,058 5,678 3,260 2,104 13,756 5,240 3,493 2,342 Totals 1,303 25,100 24,831 Note. —There were 169 manual-training centres during 1948.

Training-coll lege Students. Total. Division A. Division C. 1948 .. 1,787 60 1,847 1947 .. 1,522 42 1,564

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Table W2—Number of Students in the Various TRAINING COLLEGES in December

Table—NUMBER OF CHILDREN Under Supervision of the Child Welfare Branch at 31st March

27

College. 1948. 1947. Men. Women. Total. Men. Women. Total. Auckland Wellington .. Christchurch Dunedin Ardmore ■ 217 174 139 171 83 330 216 211 169 137 547 390 350 340 220 246 166 134 162 321 165 210 160 567 331 344 322 Totals 784 1,063 1,847 708 856 1,564

-— 1947. 1948. 1949. State wards— In foster-homes, hostels, and with friends In situations, including those absent without leave In Government institutions, receiving-homes, &c. In private institutions In Roman Catholic institutions recognized under Child Welfare Act In special schools for backward children In hospitals, convalescent homes, &c. In residential colleges (mostly Maori children) In mental hospitals 2,322 922 306 95 74 127 70 18 162 2,202 862 290 63 52 116 49 20 170 2,089 786 266 78 28 129 36 38 166 Subtotal .. .. .. - 4,096 3,824 3,616 Other than State wards— Young persons supervised by Child Welfare Officers in their own homes, with relatives, or with friends, pursuant to orders of Courts Infants supervised in foster-homes registered under the Infants Act Pupils at Schools for the Deaf, Sumner and Titirangi .. ... Pupils at schools for mentally backward, Otekaike and Richmond (other than State wards included in figures above) Children supervised as preventive cases Children in New Zealand Institute for Blind for whom the Department makes payment 915 788 250 45 1,569 24 879 772 251 44 1,645 22 854 832 27*2 49 1,460 16 Subtotal 3,591 3,613 3,483 Grand total 7,687 7,437 7,099 British children in New Zealand 11

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APPENDIX

STATEMENT OF EXPENDITURE AND RECOVERIES in Respect of All Services Under the Control or Supervision of the Minister of Education During the Year Ended 31st March, 1949

28

EXPENDITURE—VOTE, EDUCATION Subdivision I —General Salaries — National Film LibraryPhysical Education School Publications Vocation Guidance .. General £ 5,032 34,722 5,099 22,586 88,318 £ 155,757 514 I,810 2,280 9,894 305 4,200 490 16^077 28,843 15,635 8,139 .7,785 31 19,098 18,282 II,688 57,948 7,664 1,408 113 308 2,055 615,007 15,932 15,470 1,078 17,386 32,295 £ Broadcasting and publicity Compensation and expenses for injuries Conferences of education authorities Examination expenses Exhibits and displays— British Council .. Physical education .. .. .. School work 211 14 80 Expenses of delegates overseas Expenses of interviewing non-departmental officers Fitting up accommodation Motor-vehicles — Maintenance of (other than vehicles for transport of schoolchildren and institutional vehicles) Purchase of .. Repairs, &c., tb private vehicles and property damaged in accidents Office equipment Office expenses Overtime and meal allowances Payment of monetary equivalent of leave due to deceased officers Payments to Post and Telegraph Department • .. Poliomyelitis epidemic : . Printing and stationery .. Publications —Education, Education Gazette, Post-primary Bulletin, School Journal, pamphlets, text-books, &c.: preparation and despatch Rent Special assistance to deserving students in cases of hardship .. Teachers' Appeal Boards Teachers' superannuation: contributions of teachers with Armed Forces Transfer and removal expenses Transport of school-children (including maintenance of departmental vehicles used for such purposes) Travelling allowances and expenses UNESCO : New Zealand's proportion of expenses — Annual contribution Revolving fund .. .. .. 1,290 27,298 255 13,764 1,706 Uniform allowances, physical training instructors Visual education: equipment, materials, films, film strips, gramophone records, &c., for National Film Library War bursaries .. .. .. 1,067,492

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Statement of Expenditure and Recoveries, etc. —continued

29

EXPENDITURE—VOTE, EDUCATION —continued Subdivision II—Buildings, Land, [Furniture, and Equipment Buildings, grounds, furniture, and equipment: minor capital £ expenditure— £ 206 £ Agricultural colleges .. .. 'Correspondence School 960 'Child-welfare institutions 4,950 Maori schools 7,360 Post-primary schools 51,797 Primary schools 38,443 Special schools 3,467 Technical Correspondence School 370 Training colleges 702 Universities 19,840 128 095 -Central Store 21^593 Earthquake construction .. .. 10,392 Fees : valuation, survey, legal, &c. 2,268 Fire damage : rebuilding, &c. — Child welfare 7,095 Post-primary schools 6,905 Primary schools 2,189 Training colleges .. 25 16,214 Improvements to buildings and grounds, other than school223 buildings and grounds, reserved for school use Improvements to grounds and approaches— 371 Agricultural colleges Special schools 1,539 Universities 3,100 Child-welfare institutions 3,464 Maori schools .. - - 3,382 Post-primary schools 12,144 Primary schools 31,876 55,876 Maintenance of buildings, grounds, furniture, and equipment— Agricultural colleges 207 Correspondence School 963 Technical Correspondence School 300 Training colleges 384 Universities 1,529 Child-welfare institutions 12,996 Maori schools 13,661 Post-primary schools 30,543 Primary schools .. .. .. 239,387 Special schools 7,162 307 132 Rent: buildings and land— Maori schools 70 Post-primary schools 2,039 Primary schools 8,183 Special schools 208 Technical Correspondence School 79 Training colleges 50 Universities 100 10 72Q IV J 1 £i*J Seddon Memorial Technical College Board : refund of proceeds 296 sale of land purchased from Board funds Special equipment— 12,533 Physical education Teaching aids : projectors, radio sets, gramophones, records, 44,185 pianos, &e. , 609,536

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Statement of Expenditure and Recoveries, etc. —continued

30

EXPENDITURE—VOTE, EDUCATION —continued 1 Subdivision III—Primary Education Salaries — Chatham Islands school-teachers Correspondence School Inspectors £ 2,728 ! 28,455 46,981 j £ 78,164 65,505 12,908 5,183 j 72,162 320,912 52,175 3,411,272 30,716 918 9,812 11,266 £. Arts and crafts materials Board of school-children Correspondence School: costs apart from salaries Grants to Education Boards for — Administration .. .. General expenses of schools Manual instruction : materials, &c. Salaries and allowances of teachers School libraries Transfer and removal expenses Transfer of teachers Travelling allowances and expenses • ■ 4,070,993Subdivision IV—Post-primary Education Salaries— Correspondence School .. Inspectors Technical Correspondence School 51,900 19,584 8,182 79,666 2,788 59,971 8,800 400 261,352 1,295,285 5,551 412 35 5,086 18,377 Arts and crafts materials Board of school-children Correspondence School: costs apart from salaries Grant to Marlborough High School (Marlborough High School Act, 1899) General expenses of schools Salaries and allowances of teachers Technical Correspondence School: costs apart from salaries .. Transfer and removal expenses Transfer of teachers Travelling allowances and expenses Post-primary bursaries 1 ,737,723; Subdivision V —Higher Education Adult education : grants for purposes of Council of Adult Education Community centres : staffing, equipping, &c. Grants to University of New Zealand for— General purposes .. .. .. • Research, work 10,102 10,000 64,017 995 20,102 Grants to University Colleges— Auckland University College for— General purposes School of Architecture School of Engineering 73,242 6,850 16,586 96,678 Victoria University College for— General purposes School of Public Administration School of Social Work .. .. 72,010 3,963 454 76,427 85,610 Canterbury University College for — General purposes School of Engineering 66,373 19,237

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Statement of Expenditure and Recoveries, etc. —continued

31

EXPENDITURE—VOTE, EDUCATION—continued i Subdivision V —Higher Education—continued ■Grants to University Colleges—continued University of Otago for— General purposes School of Dentistry School of Home Science School of Medicine School of Mines School of Physical Education £ 68,173 16,961 9,443 32,032 4,173 2,550 £ - 133,332 90,774 92,006 £ New Zealand School of Agriculture : General Purposes Scholarships and bursaries— Agricultural bursaries Architectural bursaries Engineering bursaries .. . . .. i. Fine art bursaries Home-science bursaries Physical-education bursaries Public Service bursaries Science bursaries " Sir George Grey " (science) scholarship United Kingdom scholarships (recoverable) University national bursaries University national scholarships 3,598 503 3,472 1,531 4,322 2,741 396 3,238 167 1,413 66,131 4,494 659,941 Subdivision VI —Training of Teachers Post-primary teachers' bursaries Refresher courses for teachers : expenses of refresher courses and teachers conferences Training colleges— Allowances and travelling-expenses of students General expenses Salaries and allowances of staffs Students' fees : University, &c. 403,579 14,652 66,798 6,780 7,182 5,084 491,809 18,137 Training of commercial, technical, and other special teachers : allowances and expenses 522,212 Subdivision VII—Maori Schools Salaries — Inspectors Teachers 4,553 209,919 214,472 645 2,710 8,533 182 3,743 3,442 17,460 3,931 1,458 Assistance in necessitous cases Board of school-children Books, materials, and requisites Boys' and girls' agricultural clubs Grants to private schools for Maori children General expenses of schools Maori scholarships Transfer and removal expenses Travelling allowances and expenses 256,576 Subdivision VIII—Education of the Blind New Zealand Institute for the Blind : for general purposes .. Maintenance of Government pupils Transfer of maintenance Travelling allowances and expenses (including transit of Government pupils) 12,294 487 112 43 12,936

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Statement of Expenditure and Recoveries, etc. —continued

32

EXPENDITURE —VOTE, EDUCATION —continued Subdivision IX —Special Schools (Schools for the Deaf and for Backward Children) £ Salaries — £ £ Institutional 25,684 Teachers 14,853 40,537 Clothing of pupils 3,164 Incidental expenses of maintaining pupils 1,103 Maintenance of institutions 18,876 Transfer of maintenance 303 Transfer and removal expenses 15 Travelling allowances and expenses (including transit of 2,225 children) 66 223' Subdivision X—Child Welfare Salaries — Clothing factory and store 868 District officers 68,402 Head office 18,123 Institutional 35,408 Teachers 1,967 124,768 Clothing of children 54'952 Department of Justice : payment for services rendered by the 20 Registrar-General's Branch 14,227 Incidental expenses of maintaining children Legal expenses. 56 Maintenance of children—• Foster-homes 127,482 Government institutions .. 24,389 Private institutions .. 6,862 158,733 National Provident Fund : departmental contribution in 71 respect of Child Welfare Officers 2,773 Preventive work . . .. .. Transfer of maintenance .. 384 Transfer and removal expenses .. 314 Travelling allowances and expenses (including transit of 16,220 children) 372,518. Subdivision XI—Miscellaneous Grants Grants — 450 « Auckland Institute and Museum Free Kindergarten Associations — 6,452 Buildings, land, furniture, and equipment Salaries of teachers and allowances of students in training 60,968 67,420 New Zealand Amateur Swimming Association 560» New Zealand Council for Educational Research 3,000 New Zealand Federation of Nursery Play Centres Association 1,000 New Zealand Federation of University Women 1,550 New Zealand Free Kindergarten Union 46 New Zealand League of Hard of Hearing 3,000 Ngarimu V.C. and 28th (Maori) Battalion Memorial 14,000 Scholarship Fund Board 384 Nursery School, Taranaki Street, Wellington Occupation Centre Hostel, Abbotsford, Dunedin 24 Otago Education Board: contribution towards cost of 162 Centennial float 70 Pre-school Education Centre, Dunedin Sara Cohen School, Dunedin 70 Waitangi Trust Board . .. .. . - , . • 100 Wellington Chamber Music Society : towards cost of concerts 60 arranged for school-children | 91,896

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Statement of Expenditure and Recoveries, etc. —continued

2—E 1

33

EXPENDITURE—VOTE, EDUCATION—continued Subdivision XII —National Library Service Salaries Books and other publications— Binding Purchase of .. .. .. .. £ 3,450 54,959 £ 36,961 - 58,409 5,672 3,909 3,382 13 20 3,073 2,239 392 2,394 1,254 1,172 160 1,892 £ 1 Fitting up accommodation Library School, Wellington : allowances to students, travellingexpenses of students and visiting lecturers, and lecturers' fees Motor-vehicles— Maintenance of Purchase of .. 1,333 2,049 New Zealand Library Association: expenses of delegates attending meetings of the Book Resources Committee New Zealand Library Association : grant towards Children's Book Week Office expenses Office and library equipment Overtime and meal allowances Payments to Post and Telegraph Department Printing and stationery Rent Transfer and removal expenses Travellin'g allowances and expenses 120,942 £9,588,988 CAPITAL EXPENDITURE—VOTE, EDUCATION BUILDINGS Buildings, Land, Furniture, and Equipment Agricultural colleges Child-welfare institutions Maori schools Post-primary schools Primary schools Special schools Technical Correspondence School Training colleges University colleges 44,077 17,79260,353 469,790 752,393 9,205 1,140 119,923 175,723 1,650,396 £1,650,396 REVENUE RECEIPTS Subdivision I—General Education Gazette : sales and advertising .. .. • .. Examination fees Refund of accounts Refund of salaries Registration fees Sales of books, &c. Sale of films Sale of vehicle . . Sale of stores Sale of tires Teachers' Certificate fees Vocational guidance fees 76 14,450 497' 647 2 499 434 155 227 226 740 1,000 18,953

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Statement of Expenditure and Recoveries, etc. —continued

34

REVENUE RECEIPTS—continued Subdivision II—Buildings, Land, Furniture, and Equipment Public Revenues Act, 1926, section 133 (Fire Insurance Fund) — Child welfare Maori schools .. .. Post-primary schools Primary schools .. .. £ 3,130 100 227 516 £ 1 3,973 587 4,848 1,851 62 864 8 6,061 £ Refund of accounts Rent Sale of arts and crafts equipment Sale of furniture Sale of general equipment .. Sale of physical-education equipment Sale of teaching-aids equipment 18,254 Subdivision III—Primary Education Correspondence charges Education Reserves Act, 1928, sections 23 and 30 (reserves revenue) Refund of accounts Refund of salaries Sale of tires 3,558 112,603 451 3 67 116,682 Subdivision IV—Post-primary Education Refund of accounts Technical correspondence charges 355 571 926 Subdivision V —Higher Education Refund of accounts Refund of United Kingdom scholarships 30 665 695 Subdivision VI—Training of Teachers Refund of accounts 780 Subdivision VII —Maori Schools Refund of accounts .. .. .. Refund of salaries 66 52 118 Subdivision VIII —Education of the Blind Maintenance fees 496 Subdivision IX—Special Schools Maintenance fees Refund of accounts Sale of produce Sale of stores Sundry 5,097 46 1,114 5 54 6,316

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Statement of Expenditure and Recoveries, etc. —continued

35

REVENUE RECEIPTS —continued 1 Subdivision X—Child Welfare Maintenance fees Interest Refund of accounts Refund of advances .. .. Refund of salaries Refund of tires Sale of produce •Sale of stores .. .. .. Sundry Board £ £ 21,123 21 380 9,139 42 13 1,679 33 148 769 £ 33,347 Subdivision XI —Miscellaneous Grants Refund of accounts 23 Subdivision XII —National Library Serviee Refund of accounts Refund of salaries Sale of books, &c. Sale of catalogues ... School levies -Subscriptions .. .. ►Sundry .. .. .. .. 277 25 31 47 2,324 3,349 1 6,054 £202,644 CAPITAL RECEIPTS Refund of accounts Repayment of loans Sale of general equipment Sale of land and buildings 2,652 3,323 959 14,137 £21,071

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SUMMARY OF EXPENDITURE AND RECOVERIES

Additional amounts are available from revenue from reserves vested in post-primary schoolsand University colleges as follows : cb Post-primary schools .. •• •• •• University colleges .. •• •• •• 16,700 £65,600

Approximate Cost of Paper.—Preparation, not given; printing (1,198 copies), £l2O.

By Authority: K. E. Owen, Government Printer, Wellington. —1949,

Price 2 s.]

36

— Expenditure, j Recoveries. Vote, Education (see details above) — Subdivision I —General II—Buildings, Land, Furniture, and Equipment .. „ III —Primary Education „ IV—Post-primary Education .. „ V—Higher Education „ VI—Training of Teachers „ VII —Maori Schools „ VIII —Education of the Blind „ IX —Special Schools X—Child Welfare „ XI—Miscellaneous Grants „ XII —National Library Service £ 1,067,492 609,536 4,070,993 1,737,723 659.941 522,212 256,576 12,936 66,223 372,518 91,896 120.942 £ 18,953 18,254 116,682 926 695 780 118 496 6,316 33,347 23 6,054 Vote Education Buildings (see details above) Education Reserves Act, 1928, sections 23 and 30 (secondaryeducation reserves revenue) 9,588,988 1,650,396 13,889 202,644 21,071 6', 542 £11,253,273 £230,257 Net expenditure £11,023,016