1955-56

ViCTORIA

EDUCATION

REPORT

OF THE

MINISTER OF EDUCATION

FOR

THE YEAR 19 54-55

RJ

\V. l\L HOUSION, GOVLRNc.!ENr l'KINTEK. :-.!LLllL'L:1tNE,

CONTENTS

::\HNISTJU?.'S REPORT FOR THE YEAR 1954-55.

Report of the Minister of Edueation

Report on Primary Education

Report on Secondary Education

Report on Technical Education

Report on Art and Applied Art

Statistical T nformation

PAGE

12

19

25

33

35

Report of the Minister of Education

SIR,

Em::cATION DEPARTMENT,

:MELBOlJRNE, C.2, 21sT MAY, 1956.

The problems associated with school accommodation and with the supply of trained teachers must again occupy an important place in tlris annual report. For tlris reason the diagranunatic survey of departmental cchoolR (page 4) and a &tatistical statement (page 5) are introduced in order to give information neceaary for an understanding of the position. At the outset, however, it is necen:ary to draw attention to certain achievements of outstanding importance which are apt to be overlooked in our preoccupation with the twin problems of providing sufficient class-rooms and sufficient teachers. Perhapu the most important of these is the improved status of the teacher and of the teaching profession. Both have riEen markedly in recent years owing to salary awards made by the Teachers' Tribunal, to the improved environment and working conditions in so many of our schools-{)ld as well as new-to the increasing number of teachers ::ecuring university degrees and academic honours in their own country and abroad, and to the appreciation of the dignity of the work of the teacher fostered by the training given in our teachers' colleges. The result is a greater awareness of the worth of the teacher and a greatly increac:ed interest in schools on the part of parents and the public generally, shown by the success of Education Week, music festivals, group displays Ly pupils in country centres, speech nights, and school entertainments. The stimulating effect on teachers has ensured that a very high standard of service is maintained. Departmental officers who visit schools speak in glowing terms of training given in our sehools and of the full, happy, and sueeessful nature of the work done in them. Pupils' respome is indicated by their readiness to eontinue at school for a longer period, a vety real appreciation of school-life. An amendment of the Education Act increased the eompulsory sehool-leaving age from fourteen to fifteen years, but this has not yet been " proelaimed ". It is a distinct achievement, therefore, that so many pupils voluntarily continue at school and that in this way the intention of the amendment is partly fulfilled. A reeent investigation has indieated that the number of fourteen-year-old pupils who wntinued at school increased from 60 per cent in 1952 to 70 per cent in 1955. A trend of the same nature is indicated also at the Leaving Certificate and Matriculation levels, though this is undoubtedly due in part to the award of teaching bursaries. The picture is one of a steadily increasing level of education in the community--a highly important record of edueational progress.

New Erdrants to the Teaching Service. The Department continues to secure a highly satir:Jactory proportion of qualified

young people as new entrants to the service; in fact, approximately 30 per cent of students gaining Leaving Certificate or Matriculation enter teachers' colleges each year. This is remarkably high. The choice of teaching as a eareer is strongly influenced by the nature and variety of courses that are provided at teachers' colleges and that are dealt with in reports by the chief inspectors. It is important to note that the Department is maintaining Leaving Certificate as the educational standard of entry to the teaching service, though not all Australian States have been able to do this. The total of new entrants to the teachers' colleges for the last fm.v years is shown in the statistical table and indicates the outstanding success of recruitment measures undertaken by the Department. Fmther, the officers in touch with these beginners speak in high terms of the eharaeter and ability of the great rnajority of these young people.

Average Age in Grade or

Form at 1st August

Matncvlarlon

17 yr. 5 m. Form VI.

r---- c~~;;~;~;,. 16yr. 4m. Form V.

f~~termcdiate C<:n:ifkate

15yr. 5m. Form IV.

--------------

c:;:~~fi~~;~ 14 yr. 6 m.

Form Ill.

13yr.7m. Form 11.

12 yr. 9 m. Form I.

11 yr. 9 m. Grade VI.

IOyr. IOm. Grade V.

9 yr. 9 m. Grade IV. I

8 yr. 8 m. Grade Ill.

7 yr. 7 m. Grade 11.

J

6 yr. 3 m. Grade I.

STATE EDUCATION VICTORIA

r-

Teachers'

r - 1-Agricultural Colleges

1--

Colleges

I-

Grades

VII. & VIII.

....__ Courses for first two secondary years ore largely common. Transfer is practicable

liNIVEP,SITY

r--

1--

High Schools

Girls' 8 .c

Consolidated

,x ~

Secondary H1gher

c

and " " c Schools

0 a. Elementary

Group

Schools

1:

3r-- - -

:;- Schools

~ 0

r- -j- ~~ Central Schools

Primary Schools,

-

-

Sen1or

r-- Technical

Schools .. ., Transfer is possible from ~ ,

~ 1-"' 0

"' "' High to Technical Schools < ~ " ~ =- o· "' ::> S!:e:_ " (l

0 c ~

:J( . Junior

~ ~ Apprenticeship Courses ~

~-~- (part time) usually 5 years 3 ~ Technical

1-- - -· Schools

- r--

those with Opportunity Grades, and Special Schools :-

(a) Physically Handicapped­Sight-saving Class Blind Deaf Spastic

Aboriginal Mentally Handicapped Hospital

(e) Institutional (f) Remedial Centres (g) Open-air School (h) Correspondence

" ~ ~ " 0 ";;;' 3' ~. lb 0 ~,

~ ~ "' (l .. 0 < c:

-.. .., =~ ::;.~ ;;-

...

~--------------------------------------------------------------------------------------_J

Diploma

4th year

3rd year

r-- ---~-

2nd yeor

l·st year

Intermediate Tech. Certificate

Form IV. I

Junior Tech. Certificate

Form IlL

~

Form 11.

form L

1[)50 H15l l9f12 1933 1954 1935

1 9!">2 1 H:l3 1 !J;J!. .1\)f{i

l\152 1953 1954 1955

Hlf>2 1H53 l !)!).t l ~l;),'l

1 \IGi ]!!53 JH54

RTATI8TI('A L 1-\TXI'EMENT .

. 1. Enrolments (Census .figures at 1st Ati,IJW:it).

Primat'Y t ~f'a(k;.; I. ,·,, \"1.

180,871 191,14\J 206,7()4 2HJ,820 233,27'1 246,4(H

8,:3ti2 8.fi21 !l.OOII !l,5ii:1

Primary t :r;11lf>~

Yll. "'"'rill. P1.-;f -1~rit11ar~· ('nn..;n:Jdat!•d

;o,f'!J,I!.l]-:.

7,~1!2 6,76() t.\,:)10 :),7:-12 4,!Wi .'\.) t1

I .ti:l/ 2.(l:'!li

:UO\l 2.82:\

1:-18,41:3 1 !!7 ,91 ~~ 213,104 22fUi02 2:37 ,\1:!.-1 2H),!J4:-I

I ,1-\\13 2,!01\ 2,GW> :3,017

:r\~11:2

:'17.661 3\lA:-Ifi +3, 1 Hcl Hi.K-1:) fi 1 ,o;>,-,

lUll:!. 1:3.2:-i I 14 .\1\ll 1iiA8:1 lt\.22\l 20. HX'1

:!.:)5,\J::li 2lK,86U 267 ,r>Hl 285,279 :.>o2.mn .'\21.108

I 2.:11 .-~

13.Hi!l l !,2:'d I ~,_:-\!1 I

e. 8tltdeuts Ul. Colleges (Nmnba8 (/)/ i30th .!UIIl' Clll'h ymr). --

I

Pri1t1ary, ;.,.('!'•mdar,\·, 'J',TIJ!i:t·:J]. Ttd;:l.

l, Ill fi(l,) 141 I .8!1;) I \i.'J2 !tl ~) 1 ,:)18 fl95 l\13 2AOH 1 !).');) Uti I l ,666 760 2C>!l i.68;J I \J:'d l,2F> 1,8!)2 Hf>!l ;)~I\ :3.017 ~ 9:):-) 1.41 !I

Y1·:~r. l'ritnar.\·. ~~~('(lllllar; Tl'dlnlcal. Tol.·ll.

.\ J't ('! t Jp• aJJ,H·a t il)l 1 (11' t'Xl·t'!ldPd ,tudPntsliip:; it

;,12 !17 ;).J li l ;) is e>~tit:wted that, I .OUII lilifi ]I)] ·lii .~7;) 't ll< le ll ts will GOllllllPlH't'

HK p<;) .·);) \181 a;:-: JH'rmanent tt•ather' ( e;-;ti mated) KIY ]!ll 10:!. I , I I l lll FPhl'ltiliT, ]!l'>li

E. Class-rooms Procided for Prin:arif, 8ecomlary, and Ju11.ior J'edwical Schools.

5:) !J4 f>:l

1B48~4~ I H4!l~;)0 1~J50-51 1951~!)2

(Financial 145 ~{);)

·~I~

y<·ar.) l !Ji) 2-;);) l !J;);j :)-~ I !Jilt 5:J

P. Transport --Fnw Bus 8en·iccs.

71 !I :.!~,!J]7 j;)J :li'.:JOII K2:1 ;).1.:-\()( I

:J~J I ;)\);-;

1;n

I'

l.tl::\li.K:lll I, 12 I I ;Jf I

6

Curriculum Revision.

This State, in common with other States, has given careful consideration to :ochool courses-primary and eecondary-and to the methods and techniques of presentation advocated for teaching to-day.

The work in this connexion for primary schools is set out in a later report. In secondary Echools, " a secondary education for all " demands the planning of courses to meet the varying needs of pupils, and such coun:es are in operation to-day. In particular, the needs of the slow learner and of pupils who deFire courses of a practical nature receive close attention, and most of our high schools are multi-purpose in character. The development of work in consolidated schools is special evidence of the attempt to meet the real needs of rural pupils.

Handicapped Children.

In this field advance has been extensive and there are many institutions to serve the community. Services include psychology and guidance, speech therapy, opportunity grades, schools for the deaf, hospital schools, echools for dull or backward pupils and for the physically handicapped, and classes for remedial work in reading and number. The Glendonald School for Deaf Children, which is situated in Kew, has been considerably developed since its establishment in 1951. Scientifically planned equipment has been installed, and the most modern methods of instruction are employed.

Consolidation of Schools and Transport of Pupils.

During the past ten years 32 consolidated and group schools have been established, and the Department considers it wise to complete the buildings for those already opened and to prove the effectiveness of these schools before establishing others. As previously indicated, the courses at these schools will meet the particular needs of pupils and of the district. Transport has been enormously increased in order that free bus services may be available to these schools and also to convey pupils from small schools that have had to be closed owing to shortage of staff. Extensive free bus services have also been operating in recent years to convey pupils to high and technical schools. The total cost of this transport is shown in the statistical survey.

Consolidated-school Pupils About to Board School Buses.

7

Other Forms of Government Assistance.

The demand for accommodation has been accompanied by other demands necessary for the comfort and well-being of pupilf', college students, and teachers.

(a) Hostels.-~Hostels for 8tudents attending teachers' colleges have been provided as follows :~--In 1951 there were thirteen hostels with 482 students (primary and secondary). In 1955 there are 24 hostels with 777 students (primary and secondary). It is planned to have hm>tel accommodation in 1956 for lOO to 150 additional students.

(b) School Furniture and Aids.-Ne\v type dual desks for upper grades and modern-type tables and chairs for infant grades are being supplied to new schools and to other schools when replacements are necessary. Projectors, sound systems, and pianos are now supplied to new large schools.

(c) &tbsid1:es.-Liberal subsidies are granted to school committees to enable playground equipment, library books and fittings, projectors, pictures, and teaching aids to be purcha:oed. The great development of library facilities in our schools has been largely due to the funds made available. There are now central libraries in 250 schools, and £28,000 }'as been paid in library subsidies this year. The visual education grant has increased from £50 in 1946 to £30,000 in 1955, and fe,v schools are without broadcast receiving sets. Mar::hines for motion-~:ound films are in many schools.

(d) Works and Building Fund.-There has been placed at the disposal of local school authorities an increa~·ed annual sum to be used for minor repairs to school property \Yithout reference to the Department.

(e) Bursnries.--Reference to these is made in reports by the chief inspectors. In 1956, 800 bursaries for Leaving Certificate, 400 for Matriculation, and 125 for technical courses are to be available.

Bun.mNas AND GRouNDS.

The prov1s10n of new school buildings to accommodate the steadily increasing enrolment continues to be one of the biggest problems the Department has to overcome. It has been the Department's policy to provide buildings in the shortest possible time, and wherever practicable the standard type of timber frame construction has been msed. This type of construction has provided the bulk of the additional class-room accommodation, supplemented by a decreaFing number of imported prefabricated aluminium units and by other construction methods.

A total number of 647 elaRs-rooms were provided during the current year.

8econdary.--In the t:econdary field new high schools were established at Ballarat East, Belmont, Brighton, Burwood, Cohuna, Heidelberg, Kyabram, ~faffra, Mirboo North, Nunawading, Oakleigh, and Sunshine. Schools at Cohuna, Kyabram, Maffra, and Mirboo North, which were previomly higher elementary schools, were raised in status to high schools. Sections of buildings were occupied at Cohuna, Heidelberg, Mirboo North, and Sunshine, while the exi:cting higher elementary school building at Maffra was used.

Balwyn High School.

The first fections of t}e remaining n·hool,-.; are at present in varying rtages of construdion. A new girb' :::econdary :ehool >V<',s e;-,tabli:::hed at l\Ientone and the building was occupied. Second ~·ect.iom; of new high :::choclR were completed :md oeeupied at Balwyn, FootEcray, JVIadeod, i\JcKinnon, Herervoir. Hingwccd. Spring Y:de, ami Traralgon. Xew bnilding::o were provided at Hallarat Girls' f\n(nnc1 ~ny K•·l:ool :>Dd \\'angaratta High 8chool, a:> well as nc'v wings at the Hichn:.ond Gii],..," Reecnd:·ry Rehool and th• :\Iatthe'v Flinders Girls' Secondary School, Geelong. A ~ted-fr:'ILed huihling of two 1 cmns wac-; alw erected at Northcote High School to pHn'ide extra claNs-rPon•s required and as an experiment in this type of construction.

The hulk of the in:ported almPininm ela~ :'-room units provided during the year were wed for econdmy pnrr:mes, ;.uch as n'.:'nual and dome;,tie arts wings, including n•.ajor vvorks at Mam:fiehl Higl:er Elen:cntary School and Baiml'dale, Corryong, and Leongatha High School:'.

Centn-.l nlanes were e: tnlJli~ l p(l Dt Swift's Creek and lVhrtleford Consolidated School wa>' raj, ed in ~tatm to a hgh·r elen:entmy f d:ool., With tl{e er tablishment of new high schools at ~unawading and ();oklcigh, it W~1e> po;t'ible to cli: continue the central clasf:es at Bh?ckbnrn and Eac,tPnkleigh. Three additional high ::::e.hools and one girh;' 1 eeonclary ;.:chool were declared training ~chool: :.:,, part of the Department's teacher-training plans.

Technical.~· Xew technical schocls '"ere et>tablii'Led at lVIildnra and \rilliam::otown and :oections of buildingt' were occupied :~t Colmrg, Dandenong, Ferntree Gully, Geelong Wefit, Heidelberg, JordanYille, JVIildnra, :\lonrahbin, Wm1gamtta, and Williamstown. Xew buildings were proYided for t]e junior tcclmi('al ~<'hool,., at \rangaratta and Ballarat Xorth and for tl:e girL< te('tion of t]w Pn1hnrn Tvdmieal Sch>ol. Additional trade blocks were ocm1pied at Gee long and Yallotl1'!L I wported prefabricated buildings were proYicled for 1he mnnunl ate, wing;; nt BnirnN(lal1~ ;tucl Shcppg1ton. 'l'he new commerce buikting at tl:c l{oynl :\lelbour·1w Technical College '~'HR also occupied during the year. A new building w2.' n'lrn:enced at :X orth :VIelbourne for the Melbourne School of Printing and Graphic Arts.

Primary.-E.ighteen new 1niwnry :-chool>' wer0 erected, including an aluminium prefabricated building at Bennettswood. Among thc~e f;r·hoolH where buildings of the n•centl.'· ad(;ptPd 1->t:mdard (le~ign were erect(·rl wm·r Ararnt \\'e:-t, Box Hill North, Dandcnong ~orth, Ferntree Gully Xortl', Hon-lwm \Ye: t, and Koommg Height.•;, Four priron training ~.chools '"ere e:tahli~hd i11 exi:-ting lmilding>; at Beeehworth, Bendigo, French l:oland, and Langi Kal Kal. The lmlk of th• ttandard type timber units eonstructed during the year were proYi(le(l as ad(liticm:d cla:·t:-r·oointl at nn·ious primary :'>ehool:-; througl;out the State. Four itdditional prin:ary c:lasK-rooms were also provided by means of additions to, and the rcn:odelling of, exi~ting hnildings.

During the year :38 Kchcoh-: 'vere ed becau: e of immffieient attendance, and a further eighteen when traw.port fp ('j lit.iec, to near-by : ehoo]:-; "·ere provided. Two 1'\chools were elo: eel as 11 result C'f fmther conHJlidation of ~c:hool::; in the area. Eight ::ochools previomly clo: ed en account of im nfheient pnpils \Yere reopened ; four ~:ehools previously operating on a. p;'.rt-time lm: i;.; were n'nde full-tin:e ; and three ::oehools reverted to a part-tin:e ba:,is. Pc; t-plin'.<!ry e)gp::;es wt>rc diFeontinucd at five Fchools, and additional training fchools vvere ct.U:bli:ched at eight ('entre~;. Goroke Group 8chool was rai~ecl to the F~tatu:; of a eonwlidat.ed :chool dnring the year, while Jleringur (iroup School reverted to n primary n·hool.

Land and Properties.-The policy of acquiring land for future educational purpot:5es or for inerea: ing the ?.rea of :small exi:.ting : chool l"ites has been continued. During the year a property at 3,14 Swamton-:..treet, lVIelbourne, known a:-; Dureau building, was pureha,~ed for me by the Royall\lelbourne Teclmical College. Properties at Web:-,ter-street, Ballarat ; Pattenon-street, Hawthorn; ,170 St. Kilda-road, Melbourne ; and one adjoining "Ariston" Hostel, 247 Pakington-t'treetj, Xewtmm, Geelong, were purchac:ed for use as hostels for students in training.

An important purchase nutde during the year 'ms tl'<!t of the Australian Church Building, ] D Ru8Rell-street, Melbourne·, for u;.;e hy tl1e Council of Adult Education.

Residences.-Thirty-four residences, including eighteen prefabricated by the Public Works Department at Port Melbourne, were erected during the year. A residence at a closed school was moved to another location. Residences at Camperdown and Bast Loddon were converted into flats, while new teachers' flats were provided at Corryong, Kaniva, and Pakenham. In addition, nine residences were purchased in various localities.

General.--The Public Works Department has been faced with a heavy program of site works, particularly in connexion with new schools. Efforts have been made to have preliminary site works carried out before the opening of a new school, and, although much remains to be done before the position can be described as completely satisfactory, on the whole good results have been achieved. The excellent service provided by the Victorian State Schools' Horticultural Society has been fully availed of, and the Department is very appreciative of the efforts made by local bodies to beautify school sites.

The expenditure on school buildings and land for the year ended the 30th of June, 1955, was £5,773,657, of which £5,114,593 was made available from loan funds.

Toward the end of a year of considerable effort in providing new school buildings and additions throughout the State, a bulk contract for 214 class-rooms was let to the A. V. Jennings Construction Co. Ltd. These rooms are expected to be ready for occupation at the beginning of 1956.

SPECIAL AcTIVITIES.

Teachers and pupils in schools are engaged in a number of activities of considerable importance in developing the powers of understanding and helping others in the community. The training of pupils in this field of service and the benefits derived from participation in the associated activities are of the greatest significance in the education of the child.

School Chaplains.-Religious instruction in school-hours by ministers of religion or persons nominated by the churches, accredited by the Council of Christian Education in Schools and approved by the Minister of Education, is an increasingly important influence in school-life. Attendance of children is not compulsory since a parent may indicate his unwillingness for his child to attend ; but few seek exemption from attendance. In each of three large technical schools a chaplain has been appointed by the Council of Christian Education in Schools. He acts as a member of staff and gives regular instruction to each form, presenting religious teaching in a manner which makes strong appeal. His work in the school and in the community associated with the school will prove of great value.

Asian Students.---During the year, students, teachers, supervisors, and social workers from South-east Asia, mainly under the Colombo Plan, have visited our schools and teachers' colleges, some as students but most as observers. These visitors are keen to learn, and administrators and teachers have done their best to help them. In return they have given us a closer insight into life in other countries, particularly Indonesia, from which most visitors have come. It Eeems that we will be called upon for increased help in this direction.

Social Services.-As in previous years the social service work in sdwols has been considerable. Children face the problem of helping others with zest and enjoyment, and this is shown by the success of the appeals in the list that follows :-

Appeal.

Hospitals . . . . State Schools' Relief Committee Handicapped Children Red Cross .. New South Wales Flood Relief Other Appeals ..

£ li- d.

21,268 0 0 667 19 0

19,665 17 0 2,235 7 0

29,960 14 0 11,747 7 0

85,545 4 0

],;stinuttN! V a! ne of Goodi< H Cf'f'ived.

£ s. rL

2,255 HJ 0 3,333 9 () 2,841 3 0

655 12 () 14,276 3 () 1,228 3 0

2·1,590 5 0

In addition to the amounts shown above, 92,178 dozen eggs valued at £23,045 were collected at schools and forwarded to hospitals or other institutions.

10

Junior Red Cross Circles.-The number of schools in which Junior Red Cross Circles operate has increased considerably. The aim is greater international understanding through service to others, and very valuable help has been given, including the sending of friendship boxes, albums, and paintings to countries overseas, and scrap-books to New Guinea. Valued community service has also been given.

State Schools' Relief CommitteR.-This committee has now completed 25 years of service. Help is given to any child for whom a head teacher makes application, and for this help an average of £4,000 per annum has been spent over the last five years. It is a "children to children'' effort, and funds are obtained through social service leagues and from rag salvage. In the past twelve months 963 pupils have been provided with footwear and clothing by the committee.

Toys for Children of Deceased and Incapacitated War Servicernen.-During the year 1954, pupils from all types of schools in the metropolitan and Dandenong areas helped to brighten Christmas for these children by making and donating over 4,600 toys. This constitutes a record since the inception of the appeal in 1949. As, in many cases, an individual toy was the result of effort by n. group of children, it will be realized that the number of school pupils actually participating in this worth-while social service activity is very large.

It is pleasing to record that schoob in the Horsham im.;pectorate have now adopted the scheme and will, during 1955, make giftt; for the HonhP,m Legacy Club's Christmas party.

Junim· Safety Councils.~-There ue now 506 junior u~fety councils in our schools, 59 of them formed in the last twelve wonths. They give pupils valuable training in knowledge of traffic n;tles, in self-reliance, and in a ~:enEe of re&ponsibility. Post.ers and booklets on road safety are supplied to schools by the National Safety Council, and flags for school crossings are distributed.

Gould League of Bird Lovers.--This organization continues to do valuable work, and interest is maintained by competitions, exhibitions, and field days, and by the publication of a magazine The Bird Lover. This has been published annually since 1948, and in 1954, 31,000 copies were distributed.

Display of Toys Made by Children for Toy Appeal.

11

School Endowment Plantations.-There are now 411 plantations, twelve established in the last twelve months. During this period planting included 10,360 pines and 3,830 eucalypts. Sales profits for the year were £3,472, and since the beginning of the scheme nearly 40 years ago profits exceed £32,500. One of the earliest and largest of the school plantations is at Bright. From this plantation over 950,000 super. feet of timber have been cut, giving a total financial return of £2,671 lls. 7d.

Work of the Welfare Officer.-This work includes helping in the housing accommodation problems of teachers over the whole State. The officer maintains liaison with the Housing Commission and endeavours to arrange that houses being vacated by teachers are kept for incoming teachers. He also ascertains where suitable houses are available for purchase and advi8es where new residences are needed. Valuable personal service is given in the housing problems of teachers. At present a country survey of accommodation for single women teachers is being made.

Education Week.--This has been further developed as one of the outstanding events of the school-year. In some other States, too, educationists have followed the pattern of the organization established in Victoria. Efforts have been strongly directed toward the work of the school in order to ensure that parents and the public generally visit schools in order to see what is being done there. The interest thus created has led to valuable support for the school and for education generally.

RETIREMENT OF SECRETARY.

Mr. D. H. Wheeler, Secretary of the Department, retired on the 12th of October, 1954, after over 47 years of very valuable service to the Department, the last twelve of which were spent as Secretary. He occupied the position during a difficult period, which included the latter war years and the period of great expansion that followed.

RETIRE.~1ENT AND DEATH OF TEACHERS.

Rctirements.-The following teachers, all with very good departmental records, completed their serviw during the year ended the 30th of June, 1955 :--Men­Messrs. Richard F. Ellis, David C. Trainor, Herbert C. Holland, William H. Taylor, Esmonde Cantlon, .John S. Dyson, Thomas F. Cook, David Marshall, Norman G. McNicol, Robert C. Freeman, George B. Hamilton, Leslie J. Birchill, Richard Gainey, Lindsay R. Smith, Reginald M. Brett, Fawcett D. Head, William B. Crayford, Alfred A. Holmes, .John A. Ball, Michael J. McKee, Cy·Til Cavill, Robert Fletcher, George R. Phillips, Louis N. Graebe, Samuel H. Virtue, Thomas Gronow, John W. McLean, Oliver C. Flight, John A. Edmondson, Aloysius L. Tanner, George P. Reid, Frederick T. South, Roderick A. McDonald. Women-Misses Rubina H. Gainfort, Jean E. Brodie, Anastasia Hanley, Royena S. Chisholm, Dulcie V. Debney, Alice P. Cook, :Yiary C. Tetaz, Ellen 0. ChappeD, niary G. Egan, Lillian E. Ruston, Amelia M. Pittman, May Hunter, Vera M. Lemmon, Lillian J. Gillard, 1\lary E. McGawley, Kathleen Falloon, Dorothy C. Lear, Helen A. Cotton, Daisy E. Searby, Evelyn F. Curtis, Catherine Denney, Muriel D. Hawkyard, Mary :K McMahon, Isabella Hume, Lydia I. Williams, Dora Osier, Elsie F. Rutter, Vera V. Banks, Ada M. Stewart, Jean McGrowther, Catherine I. 2\Iackenzie, Viva J. King, Elizabeth .J. Milner, Ninevah U. Kerr, Lucy C. Malin, Ethel M. Logan, Mildred C. Newth, Evelyn A. Croft, Olive G. Jones, Victoria M. Young, Mary C. Hope, Alice Horan.

Deaths.-The following teachers died during the year ended the 30th of June, 1955 :-­Men--Mer;srs. Frank Hiatt, Allan S. lncoll, Riehard N. Ta1:=ker, Edward .J. Sedgely, Herbert F. Day, Herbert E. Stephens, William C. Dillon, Oliver J. Looney, Edwin C. Dodd, \Villiam A. Crowe, George Bathie, Aubrey F. Hustell, Harry lVIurden, Leslie R. Boardman, William Slatterv, James E. Rankin, Richard \V. Bailev. Women--Misses Dorothy C. Downey, Mador~ Tynan, Kathleen H. \Vills, Angela Bin~tto.

To Hrs ExcELLENCY,

I have the honour to be,

Sir,

Your Excellency';,; most obedient l'ervant,

Minister of Education.

Genera] Sir Reginald Alexander Dallas Brooks, K.C.B., K.C.M.G., K.C.V.O.; D.S.O., K,St.J., Governor of Victoria.

12

REPORT ON PRIMARY EDUCATION.

BY E. B. PEDERICK, B.A., M.ED., CHIEF lXS!'ECTOR OF PRIMARY SCHOOLB.

In the post-war period advanees in primary edueation in Victorian State sehools have been along the following two main lines

(a) Developments neeessitated by the large increase in sehool population and the consequent demands for additional sehools and class-rooms and for an increasing number of trained teachers.

(b) Developments of numerous special services in order to satisfy as fully as pol'lsible the aims of a modern edueation system.

This report will furnish information regarding (a) but will deal more fully and specifically with (b).

Hw:zdin,qs nnd Equipment.-Full information regarding enrolments in all State schools-primary, !econdary, and junior technical-is set out in the Minister's report. The additional accommodation provided year by year since 1948 is also given, and indicates clearly the success achieved. For primary schooL; alone 1,451 additional class-rooms have been provided during the period 1949 to 19M.

In 1955 all children six years of age or over seeking admission to primary schools have been enrolled, though it has been necessary to convey pupils iu a few cases from an area where there was inwfficient accommodation to a school where rooms were available. A nrv close check on the need for new schools and additional class-rooms is being maintained, and priority is giYeli according to the urgency of eaeh case.

In their annual reports for the twelve months ending the 30th of .hmC', HJ53, several inslJectors have spoken in very favourable terms of the new building.'\ providPd for ilChook They are comfortable, well-lighted, well-ventilated, and are provided with good hlat:k-board~, cuphoard space, and ;;uitable fixtures, Larger schools are also provided with a sound system, a piano, and a prGjectol'.

The new seating accommodation is also most attractiYe am\ comfortable and is being supplied to new schools and to other school>; as replacements and additions are neceHsary. Upper gradeR have a dual de8k with tubular-steel frame, wooden 8eat and back, and individual lids and book recesses. They arc mounted on rubber feet and arc in four sizes. Infant rooms are supplied with chromium tubular-steel tables and chairs. Tables have laminex tops and the wooden Lacks and seats of chairs are covered with a leather-tyl!e fabric. Chairs and tables stack compactly and 1tre in four sizes. Movable library shelves are issued to schools on a subsidy basis. Units are 5 ft. 3 in. high and 3 ft. wide ; 2,000 units were ordered last year. For infant rooms, lockers mounted on castors and with nine, twelve, or fifteen pigeon-holes for supplies are issued. Liberal subsidies are granted to sehool communities to enable playground equipment, library books and fittings, projectors, pictures, and teaching aids to be purchased. One country district inspector states :­" In this district £2,966 6s. 3d. has been spent on equipment for primary schools, £1,961 13s. 3d. from local funds, in the twelve months ending the 30th of June, 1955." He further states "Only one of 62 schools in the district i:> without a radio 1:\et."

It is evident that while the Department is maintaining every effort to provide modern class-room", it is also meeting such rlemandii as the provision of furniture and equipment suitable for schools of to-day.

New Type of One-teacher Rural-school Building.

13

A Corner of an Infant Room, Illustrating New Type of Furniture.

ReNnilmeul and Tra;niny r!/ 'l'enclter.<. -In the f'uur year.-; ~ince UJ:Jl there has been an increase of 52,000 in primary-school enrolmentR. To meet the <lemands of the :,;chools it ha~ been necessary to intensify the drive for tPacher~, and much ;,;uecess lms been achieved. This has been due to a number of factors, such aR the exeellent work done by the Recruitment Officer and his assistants, the award of teaching bursaries for Sehool Leaving Certificate and .Matriculation c mrRes, the liberal allowances to students while being trainee! a:-~ teachers, and above all to the increased' awarene,;,; of the worth of tea.ching as a profesRion in the minds of the public and of teacherR themselves.

Ad(litional teachers are in the following two main groups

(f/) Tt>mporary teachers, consisting in the main of women who have resigned on account of nHtrria~~:e, and of men and women who han· continued after retirement on account of nge.

(b) Bt•ginners entf'ring the ~ervinP on complPtiun of their secondary-school conr;.;e.

The table lwlow ~how,; the numlwr of pt·imai·y pupili'i for the years 19;)1 t1 1955 awl t.lw nu m her of pnmary teaeher,.; ami stttdent,.; in tmining on the 30th of .June in each of the,;,. year:'\

Vntr', Pupil;;. Tt•;tt·ltt'l'~.

197.!H.i ! Classified 6,243, Temporary Total 7,280

~1:3,104 Classified 6,14~. Temporary Total 7,322

l!li\:l

~2ti,60:! ('laBsified 6,315, Temporary Total 7,713

1!153

:!:li.!l:21 Classified 6,480, Ternporary 'J'otal 7,811

19;)4

:!49,81:; Classified 6,8HI, Temporary (PstimatP<I) Total 8,542

l !lii.}

J -------

1.037;

J.li>O;

1,3!!8;

1.331 ;

1,723;

Prilllurv Stu!knb in ('oiJpg"

(inrlnding tlwst: on f:XteUdi•d f'OHf~t':-. (in bra<'ket.') ).

1,060 (2ll)

1,144 (176)

l,;i18 (64)

l.61lli (!13)

1,8ii:1 ( 110)

Other teachers in the primary divi:-~im on the 30th of .June, 1955, are 117 temporary stuclent teacher~ who will entPr colleges in 1 B!'JO and 18R ;;ewing mi:;tresses.

The table indicate:; a significant and famurable inercase in the munber of teachers in schools in 1955; it show~, too, a steady and gratifying increase in the number undergoing teacher training. This result is in a larg(• measure due to the work of the Recruitment Oflieer, who Yisits secondary and technical schools to

14

address senior pupils and interview those desirous of becoming teachers. It is his duty to see that the conditions of entry to the teaching service~primary, secondary, and technical~and the opportunities open to those who choose a teaching career are well known to those concerned. A new booklet, Teaching, has recently been published and gives information regarding teaching bursaries, college courses, hostels, allowances, and other matters. This booklet is issued to those interested in the subject. It is estimated that the Department secures from 25 per cent to 30 per cent of the pool of candidates completing Leaving Certificate or Matriculation each year and leaving school.

The full result of the recruitment campaign is illustrated by the following table :~

1952

1953

1954

1955

Year.

.. -~----~-

Number of Teaching BurEaries Awarded.

J,.c. Matriculation. I

400 200

500 250

500 250

600 300

Primary Entrants

I to Colleges.

632

909

842

954

Primary S tudcnts Completing Teacher

Training.

512

666

i48

820 (estimated) Some of these will

receive extended studentships in 1956

For 1956 approval has been given for 800 Leaving Certificate and 400 Matriculation bursaries. A recent investigation of the bursa~y ~ystem fhcwed the following facts

(1) Most bursary holders remain in the Department;......-90 per cent in 1950, 1951, 1952.

(2) The percentage ( f hma1y l1clders who Jlfove unsuitable as teacher trainees is very low.

(3) The scheme acts as an inmrance policy for recruits.

District inspectors and college principals comment very favourably on the young people taking up duty in schools after training or entering college for training. They refer to weaknesses such as immaturity and poor study habits on entrance to college, and to ineXJlerience in facing the problems of management of a small school. But they express confidence in the powers of the new entrants to meet the challenge of teaching to-day. It is clear that the two-year course introduced in 1951 and modified for 1955 and subsequent years is proving very satisfactory and that the method of study is winning keen response from students. Some modification of training in practical teaching is necessary for women, who are, in all but a very few cases, called on to act as assistants either in infant departments or in the junior section of two-teacher schools. Training in rural-school management is therefore. not necessary for all. The following table shows the distribution of primary students in colleges and in courses on the 30th of J uue, 1955 :~

I Two~ yt'..ar Coun;e Three-year Course I One-year (T.P.T.C.). (T.J.T.C.).

College. Course Extended Total. (T.P.T.C.). i Courses.

First Second First Seeond Third Year. Year. Year. Year. Year.

I

Melbourne .. .. . . 59 152

I

142 23 73 111 29 589

Toorak . . . . .. 2i 111 106 42 38 .. . . 324 i

Burwood .. . . . . . . 158 i3 50 i

li .. .. 298 i I

Ballarat .. .. i 79 I 7l 24 i .. . . . . 174 . . .. Bendigo .. . . . . . . 82 61 16 .. .. . . 159

Gee long .. .. .. . . 95 96 20 .. .. . . 211

Seoondary . . .. . . .. .. . . .. .. . . 61 61 i

Training Centre for Teaohere of the Deaf .. .. . . .. . . .. . .

I . . . . 8 8

Agrioultural Colleges .. .. . . . . .. .. .. .. 12 12

I I i

Totals .. .. 86 I 67i

I 549 175 128 111 .. ..

l I

Totals for Courses .. .. T.P.T.C.-1,312 T .I. T .C.--414 110 i

1,836

There are also sixteen primary students doing the first year of a new course of training in physical education. This is a three-year course~~the Diploma of Physical Education at Melbourne University (two years) and teacher training (one year).

The number doing the one-year eoursr> of training is steadily declining~248 on the 30th of June, 1953, 148 in 1954, and 86 in 1955. The reason for this decrease is not entirely that students must now be over 21 year,.; of ag; before entering the course, but rathf'r that the pool of young men and women dissatisfied with their work in other fields has been reduced. Students of this group have proved a fine type and they approach the work with a mature outlook which is very helpful to other students. Manv memherR are ex­secondary college students who <'!nter very fully into college life as leaders. The work in schools of the one-year group members has also proved very satisfactory, owing mainly t.n their maturity.

The steady increase in thP number of students doing the Traint>d Infant Teacher's Certificate (T.I.T.C.) course is significant since it indicates both the willingness of ntudents t.o undertake a three-year teacher-training courHP and the increasing supply of young well-trained women available for infant teaching. ln the past the special training for infant teacher;.c has been undertaken onlv at the Melbourne college, but this year Too;ak and Burwoml are also sharing in this work. This fact will, it is believed, encourage more ~tudents t;o do the COUrRe.

Primary student;; taking extt>nded course~ at the University are attached to the Seeo:1dary Teachers' College as in recent years ; thq umlertake 1Jourses in arts, Reienc<', eommPree, music, or physical education.

A new course~ probably unique in Australia- is that for the Trained Teacher-

]5

Outdoor Activities at Burwood Teachers' College.

Librarian's Certificate (T.T.Lih.C.). It is planned to provide teaeher-librari<ms for large schools and is expected to prove of extreme value, for a central library is considered .-tn e;:~sential feature of the school of to-day. Tl1e library training is given to students in the year following the suceeRsful pompletion of the Trained Primary Teacher's Certificate course. Recognized :Melbourne lihraricR, booksellers, and publishers l1ave provided generously of their time and facilities in nHtking thir; courK•' a li\·ing and provocative experience for the students.

Another extension course, the Trained Special Teacher',; Certificate (T.Sp.T.C.) has been modified and now embraces training for teaching both the mentally and tlw phy~ieally handicapped. The combined course definitely enriches the experience of the ::-tndentil.

The three-year course in phyrlical education has heEn designed to provide well-trained staff for physical education in our schook Sixteen students commenced the first year of the course in 1955.

The Training Centre for Teacher~ of the Deaf was opened in February, 1954, and is now in temporary accommodation at " Glendonald '', Kew. In the first year there were twelve students, consisting of seven extended studentship holders, two nominated teachers, and three interstate teachers. The group of students who commenced their training on the 2nd of February, 1955, was composed as follows:--

7 women and 2 men--extended studentship holden>

3 men--nominated teachf>rs (Victoria)

4 men-interstate teachers

2 women and I man -oYerseas students

Total 19 students.

The Principal reports as follows :--" I believe that the exit students as well as those at present undergoing training have been well-equipped for work in schools for the deaf. They have a thorough grasp of the principles underlying tl1e education of the deaf child and adequate technical knowledge to cope with the problems of daily teaching .... Considering that this was the first attempt to train teachers in this highly specialized field, that the training stafr was new to its work, . . . . and that the work itself was carried out in inadequate buildings, the high standard of work reflects great credit on all those who so loyally co-operated."

16

The continued training of our teachers after they leave the teachers' colleges is accepted as a responsibility of the Department. i\'Iany teachers of their own volition do university courses or undertake study in special fields. A few go abroad, some on exchange to other countries or interstate, some as holders of scholarships, some by taking leave in order to travel. Most teachers, however, are dependent on study courses provided by the Department. These take the following forms :-

(a) Vacation schools are held partly during vacation periods and partly in school-time. These provide an opportunity for teachers to get help in many subjects, mainly necessary as a requisite for promotion. In 1955 approximately 550 teachers attended vacation schools; in 1951 the attendance was 350.

·(b) Conferences and group meetings arranged by district inspectors. At these, addresses are given by senior officers and by members of special staff,;. Usually demonstrations in physical education, singing, and other subjects are given. Seminar techniques are being increasingly employed at these conferences.

(1') District demonstration centres in handwork where groups of teachers attend for a period, say a week, for a course of practical training under an expert leader.

(d) Meetings of small groups of ten or twelve interested in special problems, for example, the small rural school. This is a discussion group on seminar lines and appeals as a method capable of much de\•elopment and possessing distinct possibilities.

It is felt that the problem of profitable in-service training may best be organized by district inspectors, according to the needs of teachers in his district.

The stress on the closely related problems of accommodation of pupils and of recruitment and training of teachers n'mst not be allowed to overshadow recent educational advances of outstanding importance in our schools. Some reference to these has been made in connexion with new types of buildings, improved furniture, generous provision of modern equipment, teaching aids, and libraries.

The new courses at teachers' colleges are in line with modern demands and deal with child-study, basic subjects for pupils, skills to be acquired, the content of school courses, and with techniques involved in new and improved forms of presentation. Activity methods and group discussions, where possible, make the teaching task much more interesting but also much more demanding. Inspectors speak with strong conviction of the increasing worth of work done by teachers and of the numerous encouraging features in our schools.

Work of Special Branches.-Many of the outstanding features in schools are due to the work done by officers in charge and the staffs of special branches. These are as follows :-

1. Music and Speech. 8. School Broadcasts. 2. Physical Education. B. Handwork. 3. Visual Education. 10. School Forestry. 4. Curriculum and Rt>search. 11. Young Farmers' Clubs. 5. Libraries Service. 12. Correspondence School. 6. Psychology and Guidance. 13. Migrant Education. 7. Hanrlicapped Children. 14. l 1ublications.

The officer in charge of each branch is a specialist in his or her sphere and givt>R enthuRiastic lt>adership to thP tt>am. The contribution of each branch is of distinct vnlue to the serYict'.

A Corner of the Library at Burwood Teac~ers' College.

17

In my laht report the wOJ·k for handicapped children and in broadcaKting was dealt with m detail. Thi:-; year the contribution hy the Curriculum and Researct Branch anrl thr Psychology and Cluidanee Branch will r!'cein) special attention.

Ourr£culum Rev£.~ion.~~It is believed that the most important contribution to educational progress in :-<chools of this Statr is the revision of the curriculum for primary schools. This revision has been carried out under the direction of the Curriculum and Re~eareh Offier·r aml his staff, a;~;;isted by many experiencprl teachers, and it is ,;till continuing.

The revised courses in English, social studies, physical education, health, nature-study, music, and lWNllework are being used in schools ; those for handwriting, handwork. and art are being prepared this year.

Numerous factors have determined the nature of the re\"ised eour~<'fl, ineluding thoNt> that follow :­

(a) The inelusion of suhjrct-matter most necessary for chilrlren to-day.

(b) The elimination of much formal work a,s in grammar.

(r) The introduction of new techniques in presentaJ·,ion.

(d) An integration nf much work usually conRidered under " Rubjccts ".

(e) Fuller consideration of the real nePd;; of tht> child.

As a result, there is much more freedom in the clas~~room to~day-freedom to discuss, to act, to construct, and to move. This poses problems for the teacher which are met during college training by a more intense study of the child and of activity and group method:; in presentation. Such methods have been successfully adopted in modern infant rooms for many years, and new eour~r~ involn a fuller extension of infant-room methods to higher grades.

In English the work is more interesting and more useful. Heading is to a great extent the basis of school progress, and the tmmendous expansion of library services it-! a (lirect result of the introduction of new cours<?s and new approaches in English and social studies. There are uow over 250 schools with central lihraries, 38 of which were established this year. The library subsidy for the same period was £28,0()1}--a record. A large number of rural schools have also built up eollections of good books. ln the soeial studie:;; com~e the use of reference books iN essential, and this too has meant a neceKsary inerease in library facilities.

Further, the need for aids in the presentation of subject-matter has meant increased service from the vi:mal education and broadcasting branches. Handwork and art are also more fully associated with other courses, and consequently the work in these sections has been stimulated. The manner in which courses have been introduced has in itself been of direct benefit to teachers. Initial di~cussion of proposals, trials of courses in schools, criticism of subject-matter involved, and explanations of methods have brought teachers together and encouraged all concemed to feel that they are active participants in a worth-while educational experiment.

Psychology and Gui(hmce Brmwh. -The Psychology Branch ha.~ continue(! to proYide a wide variety of services for teachers, for parents, and for pupils. At times the emphasis is upon helping the teacher to a better understanding of the class-room or individual problems that confront him ; at times it is the parent who needs some help in making important decisions concerning his child's educational future or, through discussion, in understanding and coping with the learnin(.!: or behaviour problems that his child presents. In most cases, however, both teachers and parents are involved, and few problems can he solved without their mutual understanding and eo-operation.

For many parents, nominating the type of school they desire their child to attend after primary education is complete presents difficultieH, partly because they do not know with any clarity the courses offering or the broad occupation field for which each type of school prepares, and partly because at this age children's occupational aspirations are often vague and unrf;alistic. Parents and the teachers who guide them have been helped in three ways-by giving them information through talks at parents' meetings, by testing and 80 supplementing the teacher's knowledge of his Grade VI. pupils, and by individually examining children and advising on particular individual problems. As in all the work done by the Psyehology and Guidance Branch, this work is done on request, but the demand is so great as to l'wamp the staff available to met>t it.

At the post-primary level an individual guidance serv:ce is available. The demand for this service has grown from year to year and has now reached the stage where there is a delay of some months between referral and appointment. Thi8 demand eomes, in the ma·in, from parents, especially of boys, who are verplexed about occupational choices open to their children and about entrance and training requirements in various occupational fields, for these have a bearing upon the course and subjects that their children should study.

In certain high schools, girls' secon<lary schools, and central schools testing of whole forms has been carried out on request, sometimes to assist in grading new entrants, sometimes to give additional information for the principal's use. Her<?, too, the demand is growing.

The guidance service in technical schools has continued but, beeause of staffing problems, it has not been possible to extend the service. The teaching of vocational information in Form III. social studies, which was introduced into all metropolitan technical schools in 1953, has been included in the new social studies sylla.bus for Form III. and is now operating in most Victorian technical schools.

633/56.-2

18

At the primary-school level children whose educational progress ts causing concern form the maJor problem. On occasions their difficulties can be resolved by a careful study of their educational needs, followed by an attempt to meet those needs within their owil school. If this is not possible, they may be transferred to a special class or school, or their attendance for a time at a remedial centre allows them to recover lost ground. In work of this kind the special educational provisions for children who are handicapped educationally, mentally, physically, or socially play a most impOTtant part.

The Psychology and Guidance Branch co-operates closely with those officers responsible for supervising these speeial educational facilities, controls admissions to opportunity grades and remedial centres, advises on suitable educational placements for the mentally and physically handicapped, and has special responsibilities in placing the children suffering hearing or crippling defects. Special surveys to determine the need for the establishment of new opportunity grades and others connected with the establishment of the special school in Bendigo and the proposed centre for spastic children in Geelong were completed. Special attention has been given to schools in institutions of deprived or problem children, and more follow-up work has been done. ~iany country centres have been visited in an attempt to give as wide a coverage as staff permits.

As well as arranging for the testing of children at the Grade VI. level, a considerable number of head teachers have sought help in clarifying educational problems that have become apparent at earlier stages in the primary Hchool. Group testing of lower grades to diagnose problems of educational retardation has then been carried out. Very often, however, the problem is not a purely educational one, but is assoeiated with maladjustments in social relationships at home or at school, and with emotionally toned attitudes toward learning which cannot be resolved without the co-operative effort of teacher and parent, helped by the special skills which the psychologist and social worker bring to their aid. Through the Psychology Branch this help is made available as freely as its limited staffing resources allow. Sometimes it is necessary to enlist the help of specialists in medical or psychiatrie fields, or community welfare agencies of various kinds. Such help, whether it be through Government Departments (for example, the Sehool Health Service, the clinics of the Mental Hygiene Authority, the Children's Welfare Department, etc.), hospitals, voluntary bodies, or private individuals, has been given readily. The kind of co-operative relationship which has developed between the Psychology Branch and the various welfare agencies dealing with children has been a strong force in helping children who might otherwise have become social problems.

During this year exploratory work in the use of modern techniques for inYestigating social relationships and attitudes of groups of children and in combining this information usefully with that obtained from tests of intelligence and attainment has continued. This is proving to he very useful in exploring problems of motivation in class-rooms and in understanding cases of problem behaviour, and it has enabled interested teachers to take positive steps to improve not only the unhappy position of social isolates, but also the attitudes, and henee the attainments, of whole groups of children. In this way the Psychology and Guidance Branch is attempting to bring into its everyday practice the fruits of modern research and so to make accessible to investigation those additional factors in motivation not reached by the more orthodox tests.

Inspectors.-In May, 1955, the number of district inspectors was inereased from 35 to 39 owing to additional duties eaused by the growth of the school population and the development of many new communities.

A revision of districts was made, and there are now fourteen districts in the metropolitan area ;md 24 in the country. There is one relieving inspector.

]9

REPORT ON SECONDARY EDUCATION.

Bv A. McDoNELL, B.A., B.Sc., B.ED., CHIEF IxsPECTOR OF SEcoxDARY ScHOOLS.

lntroduction.-The very considerable annual increase, which has been a feature of the enrolment of pupils in Victorian State secondary schools in recent years, again occurred in 1955. Because of this, there still remain as the two major problems of administration the provision of sufficient additional accommodation and the recruiting (and training where necessary) of the required number of additional teachers. The steps that have been taken and the degree of success that has been achi(•ved in solving these problems are described in subsequent sections in this report.

Bu·ildings.-The majority of the buildings under erect:on in the year 1954--55 were of light timber construction, a type which was first used in the previous year. According to this plan, one section of a school iil built in each of four successive years, at the end of which time the school will he complete. Second sections of the following high schools have been finished this year :-Balwyn, Footscray, Maeleod, :\1cKinnon, Reservoir, Ringwood, Spring Vale. An advanced stage has been reached at Ctlenroy, Rosebud, and Yarrawonga. In addition to these, a completely new building of brick construction lms been occupied by the Ballarat Girls' Secondary School ; extensive rebuilding has been carril:\d out at the Richmond Girls' Secondary School ; portion of the Hl:\idelberg High School has been occupied; and exten~ions have been ma(le to the Matthew Flinders Girls' Secondary School (Geelong).

First sections of high-school buildings have been built at Cohuna and Numurkah; at Ballarat East, Belmont, Brighton, Burwood, Nunawading, and Oakleigh they are under construction, but h?ve not yet been completed. At Sunshine High School and ::Vlentone Girls' Secondary School, first and second sections have been constructed simultaneously. Other high-school buildings are in various stages of completion at Alexandra, Casterton, Eltham, Kyabram, Lilydale, :\Er boo North, Portland, Traralgon, Wangaratta, and Yarram.

All of the foregoing projects have been designed to increase the ordinary class-room accommodation. In certain other established schools the facilities provided for the teaching of practical subjects (art, craft, woodwork and metalwork, domestic arts) have been inade(pate. In the following schools, additions have been or are being made to remedy deficiencies of this kind :- Bairnsdale, Camperdown, Castlemaine, Corryong, Dimboola, Echuca, Kyneton, Leongatha, and Nhill High Schools ; Boort, Euroa, Hopetoun, Mansfield, Murtoa, Nathalia, Rainbow, Werribee, and Yea Higher Elementary Schools.

In order to provide for the anticipated increase in enrolment in 1956, it is planned to open new high schools in new buildings for the following districts : -Bentleigh, Black burn, Fawkner, Highett, Holmesglen, 1lornington, Morwell, and St. Albans. Steps are also being taken to establish a girls' secondary school at Pascoe Vale. In addition to .these new schools being opened .. it is proposed to change the higher elementary schools at Euroa, Murtoa. Werribee, and Yea to high schooh;.

Ringwood High School.

20

Attendance.- The rate of growth of the Stat.n ;;yHtem of seconrlary ;;chool~ IS demon8trated hy the fullowing table:-·

_I 1t-J55.

Pupil:-:. i ,...:choob,

High i'choolx . ' :!;),:59~ ;'};) 21!.222 no :t2,H81 ~~ :n.n.>'i s:;

Higher Elem,.ntnry ~(·hnols 4,0i!l ;)!) 4,041 :r; !~.7H•1 :1.> :3,231 3:.'

Central Hohooli\ .>,:W4 ' 2:{ 6,202 .,--1 ;'),408 24 4,818 :W

Central C'htHi<eH H27 HI !130 12 'i:li !) ij!)() R

Uirl~' Secondary Schools :1,B72 I 14 !i.31H 14 11,31+ 14 ti,807 l.i

i

Total 41,6fi4 141 4ii.il:3 J.iO 4fl.22i\ i

L'\4 0:),40!) IilO

(This tahle IR rompilerl from n•turn,q nut1lt> by the schools in FPhrnary t>arh !'t>ar.)

It i" expected that the total enrolment for 1956 wi11 be about 58,000 pupilR and that tlw number of secondary schools will reach a total of 174, comprised ns follows :--High schools, 98: higher elementary schools, 28 ; i-(irlR' secondary schools, 16 : eentral l'chools, 24 ; and central clnsses, 8.

Conreyance of P·upil.~.--Corresponding to tlw gPneral growth of the secmHlary-sehool system there has been a considerable increase in the number of pupils conveyed each day b these schools. The total for high schools, higher elementary schools, central schools, girl~' ;wc.mdary schoob, and technicRl schools as at 30th of .June, 195!'\ was 13,9,Hi.

Stajfing.~If the problem of providing ;,ufficient accommodation is exclmiPd, Rt;tffing must he regarded a,q the most important matter requiring the attention of the administration.

The following table displays the present composition of the teaehing stnff of the Secondary Schools Division and also suggests present tendencies.

..:\s nt ~lareh, I 055.

"\Yonwn. Total. Total. ~.~~-~·-·

Permanent Teachers-

Secondary j ,0 I!) 507 1 ,1\lll J,JOS H7:1 1,781

Primary 117 40 lfi'i t>i lfJ 8H

Technical I!! ]!) Hl 19

Temporary Teachers 120 4•>'> ii4:! 11\4 728

Totals 1,27ti 2,3:{4 1,:3ii8 l,251l 2,614

It will be seen that between March, 1954, and March, 1955, there was a net inerease in teaching staff of about 280. The most significant changes reeorded in this table are an increase of 165 in permanent secondary teaehers, and of 186 in temporary teaehers. The latter increased from 24 per cent to 28 per cent of the total teaching force. M.any of them are fully trained mPmbers of staff who often have had considerable experience. ·However, others, while they are fully or at least reasonRbly well qualified iteademically, have had no professional training before appointment.

To meet this situation, an offer made by the Pmfessor of Education of the Melbourne Universitv nnd his staff was gladly accepted. By it, about 60 teachers were given a short course of training extending over a period of one week. Both the teachers who attended and their instruetors considered that this experiment had been both helpful and effeetive in assisting those concerned to overcome some of their initial difficulties.

Recruitm.ent of Secondary-school Teachers.~Every effort continues to be made to maintain the recruitment of student trainees at a high level as regards both numbers and suitnbility for the work of teaohipg. The Recruitment Officer ha8 been able to visit nearly all departmental seeondary schools and a number- of registered schools in order to inform interested pupils of the opportunities open to them as regards Pntry to, and service in, the Education Department. His efforts, combined with the encouragement given by their teachers, have influenced many of the best students in our schools in their choice of teaching as a career.

21

An Art Class at Work.

The following table showt-~ the distribution among t.he vanous courses of student" who entered upon their training at the beginning of 1955 : -

-------------- ---- -- ----~----~~-------~~--~~~ ('nun~t'. )!en. "-omtm.

---------------------------------------------~--- -------------------~-:

Arts .. Commerce Science Agricultmul Scienee :\fuHic .. :llunual Arts .. Domcstio Arts

•• I

48 76 19 8 43 6

9 2 5

25 33 40

14fi 168

Total. -----~

124 27 49

!)

7 58 40

314

Training r~f 8econd(u·y-sehool Tmchers.---The main sonrce of supply of Reeondary-school teaehers ts through the training scheme by wl1ich holders of studentships are admitted to courses of training leading to~

(a) a university dPgree in arts, science, commeret•, music, or agricultural science, follpwed by the first year of the Baclu'lor of Education cour~e ; or·

lb) the TrainPd Secondary Teacher·s Certiflcate (Art and Craft:-<); or

(c) the Trained Secondary Teacher';,; Certificate (Domestic Art;;).

Holder::~ of ,;tmlent,;hips for the Uui are enrolll"d at the Secondary Teachers' College. ln 1955 the total number of ;;;tudents in attendance at college reached 679, which was con~iderably higher than in any previous year. Exit Ktudents numbering 122 completed their courses successfully and took up appointments at the beginning of 1955, while 296 new student~ began their studies. Owing to the effective work of the Recruitment OfficeT, the careful selection of studentship winners, the keenness and interest in their studies of those selected, the enthusiasm and wise guid6,nce of the Principal of the Secondary Teachers' College, and the interested and efficient assistance rendered by her staff, the result" ;:ecured hy the :<tudents of the college were outstanding. This i:; shown by tlw high percentage~ of students iu each year who were ahle to reach au average pafl8 standard.

The figures are as follows :-lst year 70· 76 per r,ent.

2nd year 77 · 4 per cent.

3rd year 94 · 2 per cent.

4th year H4 · 0 per C<>n t.

The names of college students fretluently appeared m the l9G4 class lists, :24- First Class Honours having beeu gai:ued.

22

The course for Trained Secondary Teacher's Certificate (Art and Crafts) is of three years' duration, the first two of these being taken at a senior technical school and the last at the Melbourne Teachers' College. At the end of 1954, 32 students successfully completed this course and subsequently took up duty in the schools. At the beginning of 1955 there were altogether 128 students taking the course in the various years.

The training of domestic arts students is carried out partly at the Emily McPherson College of Domestic Economy and partly at the residential Domestic Arts Teache"rs' College, "Larnook ". In 1950, the total enrolment was ll8. At the end of 1954, 24 students successfully completed their training and took their places on school staffs at the beginning of 1955.

Curriculum and [J<.I·tructian. -The curriculum in Victorian State secondary schools is based on the recognition of a wide variation in abilities, interests, and futme occupations among the pupils. This variation has become increasingly evident as the generally accepted policy of " secondary education for all " has been more and more fully implemented.

In many schools during the first year a common course is followed by all pupils ; in subsequent years a certain amount of flexibility is introduced to suit the needs of various groups of pupils. These differing needs are also provided for by the use of distinctive courses of study in the subjects in each type of school. For example, different syllabuses in science are used in high schools, in girls' secondary schools, and in multi-purpose high schools where technical courses are offered.

Even more important than the eontent of the syllabuses that are provided for the various subject~:> of the curriculum are the means taken to secure the highest possible standards in the teaehing methods employed. This is a field in which the advances made are likely to be always gradual rather than sudden and speetaeular. However, it can be stated with confidence that in our State secondary schools, while the hest features of the past and present procedures are being maintained, constant effort is being exerted to carry out a progressive policy by which new ideas are tried out and, if suceessful, finally adopted in the class-room. By means of educational excursions and visits, by the choice of subject-matter of a realistic ch,uacter, by the use of projects and other aetivity methods, pupils are encouraged to regard the acquisition of knowledge and the gaining of skills as being an activity deserving of their full interest and attention.

By means of art, crafts, music, and suitable hobbies opportunity is given to pupils to develop a wide range of interests, and by means of social activities including sport and a share in school government pupils are given opportunities to develop as social beings and to prepare themseh·es for the social responsibilities that they will encounter as adults.

A Physical Training Class.

23

A Woodwork Class.

The Proof of the Pudding.

24

Part-time lnstructio'it.-As in former years departmental secondary schools have provided evening cla8ses in suitable subjects such as woodwork and metalwork, art, show-card writing, dress-making, typewriting, shorthand, and applied science. The numbers of schools involved and the numbers of classes in operation are given in the followin~ot table :

High Schools Girls' Secondary Schools Higher Elementary Schools Central Classes ..

Totals

195~. 1U55.

33

ti

39

1954,

153

lO

Classef!..

1~55.

136 2 IJ l

14~

In 1954, l ,762 sturlents were enrolled; in 1955 the number had increal:led to 1,863.

The well-established practice hy which country high schooltl provide instruction in invalid cookery for trainee nurses has been continued.

The special classes in certain modern langua~otcs that arc not tauj!ht as part of the normal secondary curriculum are again being conducted on Saturrlay niornings at the University High School. Their popularity is illustrated bv the fact that thi,; vear it has been necessary to institut<' an additional class in Russian. Numbers are a; follows :--- · ·

[talian Russian Dutch Japanest'

1 .Number of C'la~>'j'cs. NumbPr of ~tudent~.

2 37 2 28

2fl 7

6 92

CorresJ!ondence 8chool.--~The secondary section of this school provides correspondence tuition in secondary-school subjects from l<'orm I. to Matriculation leveL The students enrolled include those who reside more than fiv<' miles from a State secondarv schooL those who are too ill to attend school, and tho;;e students in State and registered secondary schools ~ho require single subjects not taught in their own schools.

This year the number of pupils enrolled from State secondary sehools ii:t l 69, and from registered secondary schools the number is J 18.

Of those who enrolled for single subjects or for full courses 22 <JUalified for the Intermediate Certificate, 50 for the l,eaving Certificate, and 45 for Matriculation.

The visiting of physically handica11ped students in the metropolitan area continues to have beneficial results.

In May, 1955, a film-strip lending library was established. This shoultl be ver,v helpful to pupils from Form I. to Matriculation level.

Conclusion.---As mentioned ehscwhere in this report, the two most pressiug matters re<pnrmg tlw attention of the secondary administration are the provision of accommodation, adequate in amount ami type. and the recruit-ing and training of teachers. With the year-by-year growth of s<'comlary education these responsibilities are constantly increasing. In addition, there are other important matters of administration, including the State scholarship system, the registration of non-departmental schools and teachers, and the work associated with the Class A sy::-;tem of the Melbourne University. These all .involve to an increasin)! degree the inspection of schools as well as administrative duties. It is considered that thi8 inspection is an important influence in maintaining and where possible raising the standard of education in our secowlary schools.

During the year there were appointed to the Board of Secondary ln~pectors lVIiss V. F. Martin, D.T.R.C., ann Mr. A. F. Moy, B.A., B.Ed. Both of these inspectors have given outstanding service ac; members of the staffs of various State secondary schools and they arP able to bring to the work of inspection the experience and skill they have ~otainerl as teachers.

The head ma;;ters and head mistresses have met their responsibilities in a loyal an1! enthusiastie manner. There is a l1igh degree of co-operation between them and the administrative ofticer01. bv whom they have been consulted both individuallv and collectively on numerous educational matters ; OH ;l,ll these their advice has been very helpful. Assistant teachers, too, have giYen interested and efficient service Ill

the intere;;ts of the pupils.

Although the State education ,;ystem is a centralized one, e\'ery opportunity is taken to build up a ~'ltrong community interest in ;;econdary schools. That there is generally a strong; link between the public and the schools is shown by the enthusiastic and loyal support given by school councils and parent organir.a.tions and by their co-operation in providin~~: opportunities for the schools t.o take part in local activities.

In spite of many difficulties it is felt that dnrin~ot t,he past vear· much has he<'n achiever! in thP \'<HlJ«' of Victorian Ktate secondary education.

25

REPORT 0~ TECHNICAL EDUCA'riON.

BY 0. E. NrLssox, B.Sc., A.M.I.E. A1sr., CHIEF hsr~;cTOR oF TECHNICAL ScnooLS.

In his presidential address to the Association of Technical Institutions in February this year the Ht. Hon. Lord Piercy, CJLK, stated, inter alia, . . . . . " Of conr·se, the problem of technical education in its full breadth is a very complicated one. lt concerns the whole of the educational field from the Cniversity to the level of the primary school ; and in a strictly educational sense presents intricate problems of principle and of org1mization. For its full effectivenei:ls it must have at all levels close relations with industry-both managements and individuals. And technical education-again using the term in its hroadest sense-must be properly related to education at large.

·• Before 1 say something about current progress it might be appropriate to take a look at to-day's scientific and economic backwound. The curtains have Homewhat lately been lifted on a very remarkable prospect of the future in connexion with a new American word- or a new piece of slang--· automation. I quote from The Economist of the 19th of February from the American Survey It is increasingly clear that t.here will be (an) industrial revolution in the seconrl half of the twentieth century . . . . . automation will transform technology.'

" Automation is the operation, control, and scrutiny of :nachines by other machines instead of by the human brain. At its simplest, automation controls a furnace by a thermostat ; at a more advanced stage, an electric computer installed by an insurance company does, hy itself, the work of 100 punch-card machines served by 1.'35 human operators. At the new Ford Motor Company plant in Cleveland, a series of electronic brains and ' automated ' machines, serviced by 250 skilled men, turn out in one day twice as much work as was formerly done by 2,500 employees. Complete assembly of an engine block used to require nine hours; with automation it takes less than fifteen minutes, and electronic brains can be obscured neither by weariness nor boredom. . .... Already it is known that full automation in the automobile industry would mean that 200,000 men could produce more than the million United Automobile workers now employed. Their head, Mr. Waiter Reuther, President of the Congress of Industrial Organizations, is preparing to meet the challenge : ' \Ve must accommodate ourselves to the implications of the new electronic-atomic ;~olar revolution, rather than conduct a vain embittered fight against it'. There is not much that I can add to that, except to say that what goes for America will go for us here. We cnn use some automation here, and in certain directions-if we are to retain our share of world trade- we shall need to use as much automation as the Americans ..... mere restrietionism will not save us from these developments. To deal with them, and to turn them to benefit, we need in industry more science, more technology, a bigger out,put of scientists and technologists, a better supply of teachers, and, as a basis of all this, better training and more versatility throughout the working population, of all degrees ...... The training of technologists and technicians of lesser scientific qualifications and experience, but sound and up-to-date, iR not necessarily, or indeed properly, the t·ask of the technological departments of the universities, nor are the needs of the man who is already in industry as an apprentice or a pupil and who requires additional qualifications

~'

l have quoted at length from the afldress by Lord Piercy because our technical schools and the members of our own Technical Schools Association, a body somewhat kindred to the Association of Technical Institutions in England, are concerned with similar problems. The Rt. Hon. R. G. Casey, Minister of External Affairs, in a recent lPcture at the 1\'Ielbourne University on the occasion of the presentation of the Kcrnot medals, 1mid that the engineer is the key man in the· rapidly expanding economy of this country, that gigantic tasks lie ahead of our engineer~. and that if he could use one word t,o sum up Australia's needs it would be the wonl production.

It is recognized that the n~qnirements of our expanding industries include technical training and industrial research at a higher level than that offering in our existing technical schools and of a different kind from that. provided by the universities ; it is realized that the development of our technical education system is incomplete and that an apex to the structure is an urgent necessity.

Industry needs mrn highly trained for research, design, and development, and this training can best be given in the traditional university on a full-time basis to selected students at the ::\'Iatriculation level, and a smaller number of post-diploma technical-school students, with the aptitudes for such training. But industry needs also, and will require in increasing numbers. men with different aptitudes but of equal ability trained in the application of scientific research--~in production, operation, maintenance, and adrninistration~-and this training e11n best be given in an Im;tit.ute of Technology-on a full-time, part-time sandwich, or eo-operative basis, with its students drawn at variouo levels at or above Matriculation stand1ud or its equivalent.

The establishment of :mch an Institute of Technology would not only provide courses in the production aspects of industry alternative to those now provided at the :Melbourne University but could provide courses in applied science not yet provided to degree level, s~1eh as communication engineering, engineerin" physics, applied mathematics, production engineering, foo1l technology, instrumental technology, gas ami fuel t.echnology, textile sciences, and aeronautical engineering. lt would also give the opportunity to many now engaged in industry to qualify themselves in technology by part-time study; this is an important field from which industry can obtain the many technologists it so urgently needs.

The primary function of such an Institute of Technology or Technical Univer~ity would be to train technical personnel for industry ; it should work in the closest possible collaboration with industry, and the breadth of its activity should be determined b:v the needs of industr:v. The courses of such an institution should be " works based ". The institution sliould he established as a new body independently controlled by an autonomous council with independent finance ; but in its e;;tablishment great care should "be taken to R~e that it is in all ways an apex to the present structure of technical (;!lueation~in this State. It is essent,ial that no rung in the ladder which is now provided for the students of our teelmieal schools should be removed when the Institute of Technology or Technical Univcn>ity is established.

26

Enrolment.-Enrolments m both semor and JUmor schools continue to increase, as shown m the following table :-

Junior Technical Senior Technical

First Term EnrolmetJt. 1954.

18,283 39,579

1955.

20,322 42,768

The increases in junior-school enrolments reflect the development of the seven new schools opened in 1954 for Forms I. and IL, which have been extended to take Form Ill. in 1 H5fl, and also the establishment of three new schools, at Mildura, Williamstown, and Ballarat North, a new junior school building at Wangaratta North, and a new building for girls which was opened at Prahran T<•chnical School. Some of the new schools are developing senior sections, and there continues a great demand for evening-class instruetion in hobbies and adult education generally.

Buildings and Equipment.-The erection of new schools and second sections of schools established in Hi54 was given priority in the Department's building program, and those projects mentioned in the previous paragraph were completed in the new light timber construction with stone veneer. February, 1955, saw the completion of a standard reinforced concrete building in connexion with the girls' school at the Prahran Technical School. This is a fine structure equipped and furnished in modern style. 'rhe fact that this building has taken some years to complete emphasizes the advantage of building in light timber construction, by which a school can be built and occupied section by section within a year, or often less, per section.

Other works continued in normal construction wert> the remodelling of W onthaggi and W arrnambool Technical Schools, a new workshop block at Sale, a new electrical workshop and alterations at Collingwood to provide an assembly hall, and the new chemistry school at Royal Melbourne Technical College. At this college, a general purpose building ereeted in steel and concrete has been completed aiHl occupied. This was commenced as a C.R.T.S. unit, intended to house the printing trades section, but with thr opening of the new mono-trade school-the Melbourne School of Printi~ and Graphic Arts, it has been possible to complete the building at Royal Melbourne to accommodate the architectural school, the humanities department, the photographic department, and a modern cafeteria. Also for the Royal Melbourne Technical College, the building in Swanston-street known as the Dureau Memorial Hall is being renovated and remodelled. The lower floor now houses in a comfortable and spacious setting the correspondence school, or as it is now known, the external studies department. The upper floor will be used for an examination centre and assembly hall, but much renovation is required to enable this to be brought into service.

The development of the Melbourne School of Printing and Graphic Arts was considerably advanced during the :rear by the acceptance of a tender for a new modern building in standard concrete construction on the site of the former Queensberry-street school in North Melbourne, where the old buildings had already been adapted as the first section of this school. The new building, which will be fully equipped, will enable all sections of the printing and allied trades to be catered for on completely modern lines, equal to any school in the Commonwealth or indeed the southern hemisphere.

Prahran .T.ech01cal Schooi-'-'-.Girls' .Seaion.- , .

27

Another standard brick project for which tenders have been let and work commenced is the new trade workshop block a.t the junior technical school in ~Ioorabool-street, Geelong. This is part of the general extensions planned for this school.

In June, 1954, the State purchased from the Commonwealth the former migrant hostel at Pascoe Vale for use as the Melbourne Textile School, until then conductP•.l in temporary premises at West Melbourne. Extensive alterations were completed during the year to accommodate mill sections in weaving, knitting, worsted spinning, warping, and winding, whil!' additions were begun in light. timber construction comprising science laboratories and cla8S·rooms. Much valuable machinery and equipment v..as installed, and the development of thP school is now expected to continue without. undue delay during the next few years.

Additions in light timber constrnetion and Bristol pre-fahricated units have been built at Bairnsdale, Hhepparton, Esscndon, and Swinburne. Shop properticR in Hurwood-road have also been converted for school use at Swinburnc.

At all new schools and buildings the equipment ami fumiture have been provided as part of the capital expenditure from loan funds.

The Special Equipment Gmnt for 1954-55 was £65,000, compared with £40,000 the previous year when a sum of approximately £20,000 was made available from loan funds for items of normal .school equipment. It is of interest to note that amollf( the items of equipment purchased during the year was a hydroptic jig boring machine for the tool-making department of the Royal Melbourne Technical College for advanced instruction in tool and die manufacture. This is a precision machine capable of fine measurements and is the first of its kind to he installed in a technical colleg<~ in Australia.

Staff.-Expansion of technical-school serVIces m recent years has placed inordinate demands on ~taffing resources. In all categories (with the exception of general subjects for which the teachers are obtained through the secondary and the primary divisions) th•: demands have largely been met---sometimes with difficulty, sometimes more easily.

The number of studentship holders completing training was slightly less than last year, so additional temporary teachers of mathematics, science, drawing, and art were required. It. proved possible to meet some of this defieiency by usillf( temporary trade instruetors who hacl completed certain post-apprenticeship studies. The value of post-apprenticeship studies for teachers of trade subjects cannot be too strongly stressed.

Although the annual advertisement for student instructors published in September brought a better re8pouse than in recent years, insufficient student instructors were appointed to meet all vacancies. Accordingly, it was again necessary to adycrtisc in the press for temporary instructors. As a result all vacancies in trade subjects were fillt>d ancl a small number of reserves obtained to meet emergencies.

Attention is ag'Lin invited to the difficulty of obtaining sufficient teachers of English and social studies, music, and physical education. J n these 8ubjeets technical schools have no recruiting or training ground of their own and depend upon the secondary roll and the primary roll for Class IV. appointments. It is essential that every possible step should be taken to incr<>aHe th<' number of teachers of general subjects, otherwise general education in tech~1ical schools must ~uffcr.

Tearhfr Tmininy.--Iu .Jaimary. I!Jf");'). the Teelmieal TP<tt'hers' Training Centre wa.r; raised in status to thP Technical Teachers' ColiPgP. :'llr. A. 1{. Blackman. B.~e .. B.Ed .. who had actccl as Hupervisor of the ct>ntre for three years, became the tin;t principal, with Mr. L . .1. Watts, B.A., IJip.Ed., as full-time lecturer in general education subjects. FomtcPn instruetors from teelmintl sc.hools were appoint,ed as part-time teaching method lecturers. These lecturPrs dcnJt!' from four to fiftt'''ll hours each week to teacher-training duties. Under the new organization eaeh ~;tudcnt in training re(·Pin's more individual p:uidanec than was pre,·iously pos~iblc.

Fifty-one technical >ltudentsbip holders commenced tcachN training in J9ti3. Thi;:; number is well in aclnnec of tho;;e for previous years (3:3 in 1954, 29 in 19f):3, and 2() in ]\J;)2). It represents the first full fruits of the initial awards of studcntships, in ] 95], to students who had completed the second year of a technical-school diploma course. This emolment inelwlt':<, too, record numbers of students in each of the main groups in whieh studentships arc awarde<l (art, needle.crafts, cookery and in::;titutional management, mathematics and seience, and engineering). During eaeh week of their one-y<•ar training course, studentship holders attend the Technical Teachers' Colh~ge for two days and a half ami t,each in metropolitan technical schools for an equal time.

Fifty-two student instructors or lll'Wly appointed tt·mpontry teachers commence<! the course of training for trade instructors this ypar, compari'd with 59 in 1954. Although numbers enrolled in most trade groups increased this year, there was 1t Rharp declini' in the number of carpentry and joinery teacher trainees. Under a re-organizecl system of tmining, introduced this year, student instructors now receive one full day's training each week for the first year awl one dny and a half for the second year. This system, which replaces the restrietctl evening training of )H'e\·iou~ yt>ar::;, i~ making possible a mort> aclequate training course for these teach<:>rs.

In addition to the numbers mentioned above, Rc'Vl'!lteen teacbcrH from council-controlled technical schools and three Colombo Plan studt>nts arc Pnrollcd eitht>r for t-he full course or for some subjects of the course.

At present all training classes arc held in rooms located in various buildings at the Hoyal l\:lelbourue Technical College, but it is planned to provide mot·e adequate accommodation in a section of the new chemistry school now nearing completion.

28

Bursa;ries and Bcholarships.-'l'here has been an encouraging increase in the number of students undertaking teacher training by means of diploma and technical· stl1dentships, but although the quality of applicant,s is very satisfactory, the number is not yet sufficient to meet the inerealiing demand for teachers in technical schools. The number of diploma bursaries available has been increased to 12:).

In 1955, 239 students hold technical studcntships, 97 hold student instructor;;hips, and 92 hold diploma bursaries, the corresponding figures for 1954, being 201 l, tH, and 9l respectively.

Diploma and Other Higher Courses.· The new courRPK haYe been introduced in the second vear of engineering and applied ehemistry diplomas. This has Pntailcd preparation of new syllaJmses for< certain subjects.

Important change;; have been made iu the (•,·ening certificate eoun;ps, which have been re-planned with careful attention to the needs of technicians. The aim ha:; lwl:'n to eliminate all non-(•ssPntial subjects and to provide a wide ran~-[e of clectivPs in order t11at each student may choose the course that meet;; his particular needs. The electivPs, however, have bet•n kept in carefully planned groups to preYent the selection of loosely connected collections of subjects that may catch the interest of a student. Tt is bcliPved that considerable flexibility has been achieved without. sacrificing sound planning. 'l'hP fipxibility is inerrasP<l still further by provision for the submission of other altematives to the Education Dejlartment for appro\-al.

Apprentice Traininy and Trade Courses. -Apprentice training continues to be of major importance m technieal schools, and the Education Department co-oprratcs fully with the Apprenticeship Commission m providing adequate training of apprentices in proclaimed trades, Sew trades proclaimed during the year were refrigeration mechanics throughout t,hc Rtate, and, in the metropolitan area only. pattc>rn-cutting (in the boot industry}.

The total Humber of apprentices in training throughout the State is 15,378, comprising 12,231 in the metropolitan area and 3,347 in country districts.

Under an amendment to the Apprenticeship Act Hl:)4, pr(n·iHion i,; made for RnbHidieH toward travelling and sustenance for country apprentices required to attend comses of instruetion in t<'ehnieal ;,;chools at places remote from their re:>idenecs or work, as direete(l by thP :\pprenticPship Connni,.Hion.

Education (or the Farmer.-~Thc farmers' courHe opPmting at Wangaratta, Eehuca, Rtawcll, Warrnambool, Sale, Bairnsdale, Wonthaggi, and Horsham, and it is planned to commence the course at Dandenong, Ferntrce Gully, Mildura, and Shepparton as soon as suitably qualified teachers arc available.

SeYcral of the schools taking the farmers' course organize ~Hcces;;ful short eouriies each year in shearing and wool-classing.

Bricklaying Apprentices at Collint:wood Technical School.

29

Science Class at a New Junior Technical School.

A senior course is now provided at Royal Melbourne Technical College in farm management, while senior courses in farm mechanics are available at Ballarat and Bendigo Rchools of Mines and in wool at the Gonlon Institute of Technology, Geelong.

Multi-purpose Sc.hools.--The junior technical course at Warracknabeal High Rchool was extended to Intermediate Teehnical Certificate standard in 1!~55. A new workshop block is heinp; equippe(l for practieal work.

A contraet has been let for a new technical wing at t,he Benalla High SchooL This will include accommodation for motor and farm mechanics, fitting a!Hl turning, shcetmetal-work. and plumbing.

Following the establishment, of a technical school at 1\'lildura, the technical classes at the high school have been discontinued.

A special syllabus was prepnrf'd for secondary and technical pupils studying a common course in Form I. in multi-purposP school~. This syllabus has heen implPmf'nte(l in some schools, and others ar<' expf>cte(l to introduce it in l95G.

Traininy of the De~f.--Technical schools lutvP assiste(l in the development of training of the deaf. At, Prahran Technical School pre-vocational training is carrie(l out for selected deaf children in woodwork, french-polishing, UJlholstery, a11<l millinNy, whilP deaf youths apprentiu~d in cabinet-making are specially catered for at this school.

Jun£or Technical Schools.-The standards of instruction have been maintained at a high level in spite of the continued existence of very large elasses in English, social studies. mathematics, and science. Teachers have shown flexibility in teaching techniques by their free uHe of the radio, nvlio-visual aids, the tape recorder, and activity programs.

We have hePn reminded recently that centralized systf>ms of education encourage the set syllabus, the learning of factA, anrl formal educ·ation generally. H may be m;eful to point out that our teacher~ arc eneouragcrl to e::qwriment in syllahm< construction within their schools as a function of the Re\·eml teaching departments, that .Junior and Interme(liate Technical ~chool Certificates are awarded by the individual schools themselves, and that such extemal papf'rs as art> inelurled in the Intermediat,c Technical Certificate examinations are set for th11 pur}JoSel:' of scholarship award and the special endorsement of the certificate as of "Diploma Entrance'' standarcl-for precise and limited reasons only.

Curriculum revision during the year includes the four-year social studies program and the music course. In the social studies program social sun·eys are includefl as being eon<lucive to the encouragement of a sense of responsibility and of an ilHlividual rather than a tt>xtbook approach to information gatherin()·. The art, mathematics, science, farmers· course, and practical suhjects curricula are positively based on ~'1 realistic approach which includes appreciation of the pupils' environment and a personal approach to the various units of work. The keen int<'rest shown in the class-room anrl practical (lisplays during Education Week demonstrate the fact that our ~chool-work becomBS less and less bookish and abstract as the years pass and that the puhlic approves.

30

It is not necessary to point to the importance of a library in a modern school. Both our diploma­school libraries for seniors and the junior-school libraries are being developed on sound lines. It is our aim to suppl;y specially trained librarians for each type of librar;y (the " professional librarian " and the " teacher-librarian " respectively) and to build up suitable reference and fiction sections. All new schools have been supplied with a library class-room, a social studies class-room, and a music room, each with specialized equipment and a teacher's small preparation room adjoining. Such facilities match the well-equipped rooms of the other departments and thE' practical "shops".

If the institute of technology concept is the apex of technical education then the junior technical school ma;y be regarded as the basis of the system. Every care must be taken to see that the basis of a structure is both broad and sound.

Music, Physical Education, and Sport.-Excellent work is being done in those schools possessing specialist teachers of the subjects. School choirs haYe been heard publicly during Education Week, aml at speech or award nights various light cantatas or variety shows have been produced. At the Emil:v 1\icPherson College the production of Humperdinck's ·· Hansel and Gretel " was a notable success.

Some schools encourage dramatic activities, and these provide a suitable substitute for music when it is difficult to supply trained music teachers.

The improvement of speech (included under the heading '"music " for mere convenience) is a matter worthy of special attention. Good speech has value in the development of personality and is a basis for resthetic appreciation as well as intellectual development. While some formal training is necessary, the fostering of drama, debates, discussions, music, and out-of-class actiYities of a social nature all have great value in the improvement of spoken English. It has been said that the spoken word is used in some 29 social situations as compared with the one social situation demanding written expression. If this is even an approximation of the truth t.here is in it an implicit challenge to educationists.

To review the physical side of education in junior technical schools on a yearl;y basis is not necessarily the best way to bring out a story of progress. The reYiew that takes in a number of years is the one most likely to be revealing. In the last decade we have seen the cessation of physical drill taken by unwilling teachers before normal class-work, or at the mid-morning recess, and the establishment of physical education in the curriculum as a recognized subject to be taken by specialists or by keen volunteers with reasonably good qualifications. Adequate gymnasia have been estahlished in many schools, and children are properly trained in exercises and games, while oversight of their physical condition is maintained. All new junior technical schools possess upwards of twelYe acres, which allow of adequate playing fields and the subsequent development of tennis-courts, cricket pitches, and other practice courts.

During the year the schools have continued their house and inter-school contests in seasonal games, but it has been recognized that a Stat,e-wide athletic contest for the boys' junior schools presents so many problems that the ideals behind the contest may be lost sight of.

Sports masters and mistresses play a very important part in the life of a good school, and our schools, both senior and junior, have been fortunate in the work done by their sports staff and physical education instructors.

Assistance to Asian Count:ries.-Victorian technical schools implementing the Commonwealth Government's policy of assisting Australia is helping with equipment, technical advice, and training. schools are assisting.

arc playing an important part in the development of Asian countries. In all three fields, Victorian technical

In the supply of equipment, they do not contribute directly; but they sometimes adYise on the nature and quantity of equipment that should be provided for training purposes, and on one occasion the Royal !\1elbourne Technical College assembled, tested, and calibrated equipment which had been specially manufactured in Australia for a technical college in Malaya.

In the field of technical advice, Victorian technical schools have given the services of Mr. Slater, Principal of the Richmond Technical School. Mr. Slater spent about eighteen months in Gaza on loan to the Urtited Nations Relief Works Agency for Palestine Refugees and was responsible for the establishment of a new vocational training school in Gaza. Mr. Ellis, formerly Principal of Melbourne Technical College, has spent about a year as adviser to the Egyptian Government on technical training.

The third form of assistance-- training-may be given either in Asia or in Australia. }:lr. Schmidt, from Royal Melbourne Technical College, has been in Indonesia for several months, training trade instructors at a centre in Bandung. These instructors arc needed for the important work of full-time training to adult unemployed throughout the country. }1r. M. S. Cuxon, also from Royal Melbourne Technical College, has been in Djakarta for nearly three years, training radio maintenance staff for ciYil aviation.

Asians studying in Australia include some who hold responsible positions in their own countries and come here to observe and draw their own conclusions. These people do not study set courses, and special itineraries are prepared in consultation with them. During 1954~55, visitors of this type included Mr. Ping Lhee, Director of Technical Education in Burma, Mr. C. E. Maningas, Supervisor of the Trade and Industrial Education Division in Manila, and Miss Maria A. Sembillo, Home Economics Supervisor for Pasay Cit;y Schools Division, also from the Philippines.

Special courses have been arranged for several Asian teachers who have been granted assistance under the Colombo Plan. Thirty other Colombo Plan students are studying standard courses in technical schools. In addition, there are over 300 visiting Asian students who are not receiving Colombo Plan aid.

Some correspondence tuition is given by Royal Melbourne Technical College to students living in Asia, and it is anticipated that this service will soon be greatly extended as part of the Colombo Plan. Of special interest are proposed prep~ratory- .courses for students who wis~ to attend Victorian t~chnical schools. It is hoped that these courses will provide a very valuable preparatiOn and at the same time a means of selection t0 reduce failures among those students who actually come to Australia later.

31

All this work sometimes makes rather heavy demands on the technical-school system, but it provides an excellent opportunity for improving relations with Asian countries, especially as it may be expected that the visitors will include some present and potential leaders in their own countries. Their influence in the student bodies here is indicated by the fact that the last two presidents of the Students' Representative Council at Royal Melbourne Technical College ha\'e been Asians.

Commonwealth Reconst-ruction Traininy Scheme, Korea~1l1alaya Train·ing Scheme, Disabled 1lfembers and Widows' Training Scheme, Social Serv1:ces Scherne.~~Training under the provisions of these Commonwealth training schemes is being arranged for trainees undertaking eith(•r full-time or part-time courses in professional or vocational categories at technical schools, annexes, approved industrial establishments, appro\'ed private institutions, or by correspondence through various channels.

On account of the many and varied flisabilities of trainees under the Disabled Members and Widows' Training Scheme and Social Services Scheme, more attention has to be giYen to each case, and more follow-up action taken than has been necessary with the Commonwealth Reconstruction Training Sch•~me or the Korea~Malaya Training Scheme.

Social Services Scheme : The bulk of the training may be grouped under the following headings

(a) For Women Commercial subjects, such as typing, shorthand, comptometer operating. (b) For Mf'n Cabinet-making, carpentry, chair-making, french-polishing, boot repairing,

special clerical to about Part, I. accountancy standard, photography, eomrJtometer operating.

Disabled Members and Widows' Training Scheme: Training is along the lines arranged for trainees under the Social Services Scheme. Satisfactory arrangements are being made through the Commonwealth Employment SerYice for those completing training.

The trainees under Social Services and Disabled Members and Widows' Training Schemes now coming forward for training are of a more difficult character to handle and train than those selected in the early stages of these schemes. The cases are frequently difficult socially as well as temperamentally, and require much more time and attention on the part of all concerned than was formerly the case.

Commonwealth Reconstruction Training Scheme and Korea~Malaya Training Scheme: Training is proceeding along normal lines but on a lower level as far as numbers are concerned, and most of the training given is covered by the following headings :~Part-time (Diploma and Vocational) and Correspondence.

Training in Technical Schools : One class of about fifteen trainees (women) is now attached to the Swinburne Technical College, ancl instruction is being given in commercial subjects, such as typing, shorthand, and book-keeping.

A limited number of individual trainees are enrolled in existing classes at various technical schools; some are in the professional category (diploma training), others are vocational and receive training of a more practieal character.

Attendance is either full-time or part-time depending upon the type of training required, and the physical fitness of the trainee.

Training Annexes : Two full-time classes are located at the West Melbourne annex, and instruction is being given in either typing and shorthand, or book-keeping, leading to accountancy.

At the annex at Heidelberg-road full-time training is being giYen in carpentry, cabinet-making. chair-making, and french-polishing.

The following tables give statistical details relating to the various schemes in operation

NuMBERS TRAINED AXD IN TRAINING IN VARIOL'S CouRSES AT 30TH JuNE, 1955.

Oomrnonwealth Reconstruction 'l'mining Scheme.

ProfesBional (Full-time) 2,141 58 i 2,1fl9 I

Vocational CFull~time) 9,55() 977 I l0,1i33

Part-time Class Instruction 211,0:32 4,:H3 33,36:>

Part-time CorTC'sponrlencC' .. 17.549 i 599 18,148 '-~~-~··~~~

Total ii8,298 '

Koua~clfnlaya Training Scheme.

Professional (Full-time) 4 4 .) 2 2 2

Vocational (Full-time) 63 63 3 43

Part-time Class and Corres-pondencc Instruction 84 84 i 60

Total lli1 !51 65 43

32

NuMBER:'-! TRAINED AND IN TRAIXING IX VAR!ou~ Cmmsp,;;: AT 30TH .fn,m, l!l.YJ. -conlinned.

Pre-vncational ClaRR Instruction

Corr~:Rpondenct>--Pre-vocational

Yocationa I ClaSR J nstructinn

\' ncatinnnl Correspomkncl'

Total

Pre-vocatinnal Cla~s Instruction

Pre-vocational Corrc~pondencc

Yncational Class Instruction

Vocational Correspondence

Tot-al

Full-time

Pa.rt-time

In Tminiu).(.

PPmalt>. Tntal. ~lak. [ }'emale.

( 'omplcb·d TJ·ilining­(lndwling \Yith•lmwuh-:)

Female. Total. '-·-------'-~-- --··-- ·-·------:----~- -----·'------ ·--

Rrho/Ji/itoli()n Troin·ing r~f the J)isrtb/Nl (Sol'irtl SariN-') 8rhm1e.

H4 31 65 4 .i :lO HO 60

7H 1:! fl,j 1:! 4 HI 61 s (i!)

:~or; 417 722 33 40 n 27:! 377 64!l

:iS 4 !) :t! 21 r.3 -·--·--·-~~

030 ;)3 .l() !Hl ! 395 436 H31 -~··----· -.--------- ------

Training of ni .. nblrrl .for Rrpntr·iotion Department.

33 :~ 3() Ill 20 14 ., 16

l2fl i 135 r.o r.n i8 7 s· .)

:l6 2 3S IS 18 lH 2 20

2 -------~

12 211 88 8!1 111 ll J•H

Di8abled "1¥1 fmbera arul W·idmca' Training Srheme.

('ommi•ttcPd Training. In Training. Complt•ted Training ( lnduding Withdrawals).

Tota,L

!8 4 22 18 4 22

Oversea.s llis•ts.---The head of the cookery department of the Emily McPherson College of Domestie Economy, who is also the Supervisor of Cookery in Teehnieal Schools, has reeently returned to duty after spending a year in Tennessee as a Fulbright scholar. A senior member of the mathematics department at Footscray Technical School is at present returnin11: to Melbourne after· a year in Indiana, also as a Fulbright scholar. The exchange teachers from America in these cases were attached to the Emily McPherson College of Domestie Economy and the Sunshine Teehnical School rer;pectivrly and proved very happy acquisitions to the staffs.

These visits and exchanges are again exemplifying the yalue of overseal'! contaets and experiPnce in furthPring the work of technical schools.

Appreciation of Ser·vices.-I wish to express appreciation of the valuable work carried out by the councils of our schools and by the various committees that advise the Rchools and the central office throughout the year. .

Parents' asr;ociations have been very helpful in their efforts on behalf of the welfare of students, and considerable services have been rendered to technical education by private firms and outside professional and trade associations. To all these, and to the staffs of schools ancl departmental eolleagu!'s I tender my sincere appreciation for loyal and willing service.

REPORT ON ART AND APPLIED ART.

<-~-~--<----------

BY DoNALD I. JoHNSTON, IxsPECTOR OF ART.

Primary Schools.~The widespread interest being displayed in child art throughout the world to-day is haYing a profound effect on the general attitude toward art; education in primary schools. There is a growing realization of the importance of this subject as a vital factor in the development of the child's personality. :Modern trends are toward self realization, and children are given every opportunity to display their individual powers of expression. The art course for primary schools has been revised during the year with the object of placing before teachers desirable activities that can be undertaken by children at different age levels. Emphasis has been given to creativity to provide opportunity for spontaneous expression of the creatiYe urge, to permit free exploration of materials, and so give scope for the exereise of the child's imagination. The general l>im of the teacl1er is to encourage interest, enjoyment, and a feeling for beauty in everyday things. }!any teachers in primary schools are achieving ereditable results along these lines. Evidence of their success has been revealed in many exhibitions of child art held during the year.

High Schools.--The most encouraging feature of the work being carried out in high schools throughout the State is the favourable response now being given to the new approach in the teaching of art in general education. Difficulties have been experienced in covering all sections of the syllabus adequately in the time allotted to this subject in the sehool curriculum, more particularly in preparation for the Matriculation examination in appreciation of art. To overcome these difficulties, modifications have been made to the syllabus by the standing committee, and examiners report a modest degree of improvement in the standard of work submitted this year compared with that of previous years. In the sections (1), Creative Expression and Design, and (2), Drawing and Painting from Reality, the satisfactory standard set in previous years has been well maintained.

Continued interest is being shown in the study of craft-work as a practical subject in the secondary-school course, and the number of pupils presenting for examination at both Intermediate and Leaving Certifieate levels is steadily increasing. For many years pat:Jt, study of this nature was restricted in many schools to woodwork for boys and needlework for girls, but now there is a growing demand for instruction in a. wider range of major crafts including bookbinding, leather-work, metal-work, pottery, weaving, and printed decoration. In an effort to meet this demand, steps are being taken to provide additional craft rooms and qualified instructors as opportunity offers.

Junior Technical Schools.~ The thoughtful attitude and sustained interest being displayed by junior technical school pupils in their art training is most praiseworthy. Teachers are to be commended for their progressive approach to the various sections of the syllabus, and for the encouraging manner adopted in their efforts to develop the creative instinct and technical skill of pU}Jils generally. In the limited time allotted to this subject of the curriculum wide experience is being gained in the use of varied media and materials in two and three dimensional exercises, and standards of achievement are being maintained at a high level. With the extension of facilities for craft-work it is hoped to stimulate greater interest in the design and construction of articles for practical purposes and to cultivate an awareness of resthetic values in articles of everyday use.

Senior Technical Sohools.~Regular instruction is being provided for senior students seeking advanced training in various branches of art and applied art in well-established centres throughout the State. Apart from full-time students enrolled for the general two-year Certificate of Art course or the more specialized four-year Diploma of Art courses at approved schools, an increasing number of part-time students are receiving im>truction at day and evening sessions in a wide range of art and craft subjects where qualified instructors and accommodation faeilities are available.

It is gratifying to note that over the past few years there has been a gradual increase in the number of students seeking diploma qualifications. At the end of last year 38 candidates sat for the Diploma of Art examinations. The results were as follows :-

I !

Subject. Number Presented. Pass. Fail.

Painting . . . . . . . . .. . . .. 7 6

I 1

Sculpture .. . . . . . . .. .. 1 1 .. Advertising Art . . . . .. . . .. . . 15 6 9

Art of the Book .. .. .. . . . . .. 7 3 4

Fabric Printing .. .. .. .. .. . . 2 1 1

Pottery . . .. .. . . .. . . . . 4 3 1

Gold and Silversmithing .. . . . . .. . . 2 2 ..

Training of Teachers of Art.-With the sudden and somewhat rapid increase in school population, the adequate staffing of schools has become a very acute problem. Temporary measures taken to meet recurring shortages have not been entirely satisfactory. The need for fully trained personnel for special branches of instruction is beeoming more essential as the education program expands. Continued efforts are being ma.de to reeruit a greater number of young people with artistic aptitudes to enter the teaching profession as a

633/56.-3

career. The total number of lrainees :;el,•eted <~t. the begi1ming of thi:; year for special eour~:>es of trnining in art and needlecraft shows an appreciable increase on that of previous years. Teaching bursaries were awarded to 22 young people selected on scholarship to complete the first two yenrs of a technical school diploma. course~sixteen in art and six in needlecraft. In addition, 93 studentships were awarded to qualified applicants. Of these, 60 are being trained for the Trained Secondary Tea,cher's Certificate (Art and Crafts) ami 33 for tl1e Trained Technical Teacher's Certificate~sixteen in art and seventeen in needlecraft.

O~;neral.~-The excellent facilities and special services proYided by the Trustees of the National Art, Gallery of Victoria for the study and enjoyment of works of art in the national collection have been of infinite benefit to teachers and pupils throughout thr State.

Organized visits, arranged by teachers, for groups of pupils from the upper grades of primary schools have been well maintained, and guide lectmes have been given to a greater number of students from metropolitan and country secondary and t('chnical schools and teachers' colleges than in previous years.

A special exhibition of prints and photographs was held in the Print Gallery and subsequently at five provincial galleries during the latter part of 1954 for the benefit of students studying for the public examinations in Intermediate Certificate, Leaving Certificate, and Matriculation art. Talks were given to 3,605 children in organized groups from 62 schools, and 600 copies of a catalogue of reproductions and publications available for reference to cover the 1955 art syllabus were distributed.

By arrangement with the Council of Adult Education, a travelling exhibition of " Subject Pictures from the Eighteenth Century to the Present Day" was organized and displayed in 42 towns in the eastern half of the State during the past twelve months. The education officer on tour with this exhibition gave 212 talks to groups of pupils from Ill schools-an overall total of 9,724 pupils. Coloured reproductions of paintings in the National Gallery collection were offered for sale in the towns visited, and purchases were surprisingly regular in ~~ll diRtrict centres.

The continued practice of circulating to schools, on loan for periods of six months, framed coloured reproduet,ions of works of art selected from t,he extensive print collection at the Gallery provides an opportunity for pupils to become acquainted with historical and contemporary paintings of world renown, and to develop an appreciation of rosthetic values in the visual arts.

STATISTICAL INFORMATION. INDEX TO TABLES.

The tables m this report are numbered according to a decimal system as set out below.

Subject. Item.

Schools Types, Classes, ="umbers, Enrohnents ..

Students .. Average, Gross, and Net Enrolments ..

Census Enrolments ..

School Leavers

Compulsory Attendance

Teachers .. . . ! Number of Teachers Employed .. i

Finance

Registered Schools ..

Qualifications . . . .

Vote Expenditure .. Summarv .. Administration .. Co-ordinate Activities Instruction .. Operation of School Plant .. Maintenance of School Plant

, Auxiliary Costs .. ! Fixed Charges .. j Capital Expenditure i Revenue ..

Numbers and Types Children ..

Teachers

. ., ..

i Primary Secondary Technical.

·00

2·10

3·10 3·101

5·01 5·0 5·1 5·2 5·3 5·4 f)'{)

5·6 5·7 5·8 5·9

I

Primary Schools.

·01 :

Secondary Scbools.

·02

2•12

3·121 3·122

3·22 ·229

3·32 3·321

Table 2 • 10.-Number of Schools in Operation on 31st December, 1954.

Technical Schools.

·03

3•131 3·132 3·133 3·231 3•232

:

I

i

Sub-total• Including Registered Schools.

·07

3·17

3·77

Type of School. I Number. Totali!. Grand Total.

Primary-Primary Schools­

Full-time .. Part-time ..

Special Schools (Hee foot-note) Group Schools Consolidated Schools Central Schools (Post-primary) Correspondence Schoo]R

Secondary­Central Classes Central Schools Girls' Schools Higher Elementary Schools High Schools .Junior Technical Schools Correspondence Schools

Technical Schools

Enming Schools and Classes (see foot-note)

Less Schools that are not independent establishments­Centra.! Schools (Post-primary) Central Classes Central Schools (Secondary) Higher Elementary Schools Junior Technical Schools C'orrespondence Schools (Secondary)

.. ii~------i

.. i

• Does not include (a) one school worked as Bu adjtmct; (b) two establishments where puplls Btl-end for special courses. t Primary and secondary courses a.re provided by the a&me school. The Royal Melbourne Technical C<lllege also pro\ides tuition by correspondence. ;j: Includes eight mnitl-purpose schools which provide some courses of a technical nature. § Junior technical schoolll are worked In oonjunctlon with technical schoola. Does not Include one school worked as an adjunct. 'If In six technical schools there Is no junior school attached.

11 Does not Include one school worked as an adjunct. Does not Include two schoola at penal establishment~. Evening classes are held In 34 high schools and In 37 technical schoola. Special schools may be placed In these categories:-

Aboriginal 2 Experimental 1

Hospital .. Institutional ..

4 13

Mentally Deficient .. Partially Handicapped

8 8

36

Table 2 · 12. -Attendances at Secondary Schools.

Central Schools and Central Classes. High Schools.

)li et June Attendances.

Over 1,000 900 800 700 600 500 400 350 300 250 200 150 lOO 75 50

25-50 l-24

Totals

1 1954.

3 6 3

10 5 2

.. 4 . .

33 i

2 l 6 2 8 4 l

. . 2 2

28

2

I .1 8

lO 0 =~ I

1 i

35 i

.. 2 6

12 7 3 1

32

I !

2 2 2

3 .. . . .. .. . . ..

14 I

l 1 1 1 3

5 l 2

..

..

. .

..

. .

. .

15

!

1954.

1 3 4 6 8 6 -t 6 9 tl

11 5 :3

. .

. .

. .

.. 72

Table 3 · 10.--Attendance of Pupils at State Schools (Senior Technical Schools Excepted).

Year ended 31st December, 1954. - ···-·····. ··-·-·:~-~- ····~~ ···--~--···-~~-- --·---~----~~-----

I

Course Ji'ollowed. Gross J'nrolrnent. I, Average Attendance. -1

1--~-~~~----------~--.----~~~-------~-------- -~~::r; ! Boys. Girls. Total. Bcys. Girls. Total. r~molment.

Primary-Primary Schools-~'nll and p>trt time .. Special Schools . . . . Group Schools .. Consolidated School• .. Central Schools (Post-prinuny) ('orrespondence School~ .. .. ;

135,703 2,477

682 4,374 1,441

1.116

125,076 1,561

645 4,065 .

356 I 597 I

!

260,7791 4,038 l,:-!27 I 8,439 !

l,79i : 1,213 !

104.993 1.535

530 3.394 1.oo:3 I

95,751 I 1,030 :

508 1

-

3,215 195 I

200,744 2,565 1,038 6,609 1,198

I

221,769 2,809 1,163 7,373 1,438

1055.

1 3 4 4 'f

12 12

8 5 6

12 8 2

. .

. .

..

. . 84

Net Enrolment.

231,421 2,950 1,308 8,213 1,712

854

Totals, Primar·~· Com·""' 132,300 I 277,593 I lll,4.55 100,699 212,154 234,542 I 246,458 ----------1----1----!------1

145,293

Secondary-Central Classes .. Central Schools .. Girls' Schools .. Higher Elementary Schools High Schools .. Junior Technical Schools Correspondence Schools

Grand Totals

I

I

:: I

408 2,461

1·,849 !

16,395 16,159

313

372 780 336 3,309 5,7i0 2,163 6,500 6,500 .. 2,0621 3,9ll 1,550

18,178 34,573 14,412 2,303 18,4132 13,900

398 . 7ll i ..

.. • 37,585 33,122 70,707 I 32,361 ~--~----:----·--1------

182,878 165,422 348,300 i 143,816

308 2,831 5,364 1,750

15,814 1,966

644 4,994 5,3134 3,300

30,226 15,866

28,033 60,394

128,732 : 272,548

698 I

5,343 I 5,903 3,547 I

32,293 17,344

65,128

299,670

747 5,551 6,322 3,693

33,256 17,829

107

67,505

313,963

Table 3 · 101.--Age-groups of Pupils Attending State Schools.

Year ended 31st De,cember, 1954. ·-~-·-~--------·-·----~-~- .. ---------- «·~----- .-.. ;-----·--- _ .. ,. __ ,,, .. ~----------.. ·--- --···---·-

Ccn.u-se 'Followed,

Primary-Primary School~-Foll an•l par·t time 12,720 Specia.l Schools 99 Group Schools 70 Consolidated Schools 428 Central Schools (Post-prim>try) ('orrespondence Schools 53

Secondary-Central Classes Central Schools Girls' Schools .. Higher Elementary Schools High Schools .. Junior Technical Schools Correspondence Schools

Totals 13,370

- .. --~-

Bet,reen 6 and 14

216,813 2,362 1,163 7,394

809 711

466 4,218 3,006 1,877

13,503 8,013

28

Over 14 Years.

1,888 489

70 391 903

90

281 1,333 3,316 1,816

19,753 9,816

79

TotaL

231,421 2,950 1,308 8,213 1,712

854

747 5,551 6,322 3,693

33,256 17,829

107

37

Table 3 · 121.- -Gross Enrolments, Post-primary Courses, 1949-1954.

Hdwo1. 1U49. Jvr.o. HJ52. 1953. 1954.

Central (Post-primary) :!,l);)(l 2,24!1 :.!,::liS 2,184 1,797

Central (Secondary, including Central Class<"s) 4,711;) .),t4.~ !i,641i .~.997 6,891 11,550

Higher Elementary .-,,.};)1 ;'i,t!lO +,fi32 4,343 4,276 3,911

Girls' Secondary ;i,:l!l3 a.11a ! ii,98H 6,180 6,477 6,500

High 20,()89 26,998 30.149 34,573

Totals 49,977 53,331

.Junior Technical 14,iti> 1 16,511 18,462

Totals •• ! ;10.-l-\JI ii4,469 I 5U09 60,621 66,488 i 71,793 I

Table 3 · 122. · Gross Enrolments, Secondary Schools, 1949-1954.

YPar.

Secondary Course (l'entml Schools <tnd Cbts~es. Girls' Schools, Higher Elementary Schools, and High Schools}-

First ..

Second

Third ..

Fourth

Fifth

Sixth

l>'.r-pnpils.

Entered University

11)49.

ll,!J75

10,303

7,328

4,306

1,779

647

36,338

2\12

181

1 IJJO.

13,587

11.002

7,298

4,556

1,996

74ii

:~oo

229

:\oTES.-1. Bnrolments as at 31st December in e~tch year.

13,!J10

12,369

7,611

4,418

2, I 14.

750

229

195::!.

14,26!)

12,574

8,897

4,791

2,124

866

519

273

2. ~,.,, T<tblc 3 · :12 for detailed intbrrnatio•1 conccming school leave1·s.

15,842

13,089

9,489

5,1:178

2,525

870

47,793

564

257

Table 3 ·131.-·Enrolments, Senior Technical Schools, Year ended 31st December, 1954,

Cla.ssHkatloll.

Full-time Students--

(l) Diploma Course" ..

(2) Other Full-time Professional Cour.•e~

(3) Trade Courses

(4) Other Courses

Part-time Students

Total Individual Enrolrnents

·-·---------··----

. \ln.k. J''emnlt .

I ,1)2i :198

lM 2.54

;{38 234

123 605

:12,659 13,287

14,778

1954.

17,310

14,525

9,631

6,108

2,983

977

51,534

Tofu!.

2,025

407

572

728

45,946

49,678

682

309

38

Table 3 • 132.-Gross Enrolments, Senior Technical Students, Term 1, 1955.

!

Classification. Males. 1:-emales. Total.

F ull-day Students-

Diploma Courses .. . . .. .. . . 1,743 371 2,114 Professional Cer~ificate Courses .. .. . . .. 148 236 384 Trade Courses .. .. . . . . . . . . 227 204 431 Other Full-day Courses .. . ' . . . . . . 89 1502 591

3,520 Part-time S~uden~s-

Preparatory Courses .. .. . . .. . . . . 1,470 3 1,473 Professional Certificate Courses-

Applied Science .. . . .. .. .. . . 4,460 19g 4,649

Applied Art .. .. . . .. . . . . 867 690 1,557 Trade Courses . . .. . . . . . . .. 18,123 896 19,019 Commercial Courses . . . . .. . . . . .. 546 1,067 1,613 Domestic Courses . . .. .. .. . . . . 5 1,272 1,277 Other Part-time Courses . . . . . . .. .. 1,820 318 2,138 Students Taking Single Courses .. . ' .. 2,372 i 5,150 7,522

39,248 - ··---

Total .. .. . . . . .. 31,870 10,898 . . 42,768

Table 3 • 133.-Gross Enrolment (First Term), Junior and Senior Technical Courses.

Year. Junior Technical. Senior Technical. Total.

1946 . . . . .. . . . . . . 10,613 31,394 42,007

1947 . . . . .. . . .. 10,764 35,412 46,176

1948 .. . . . . . . . . . . 11,426 34,910 46,336

1049 .. . . . . .. . . . . 11,812 35,31::! 47,124

1950 .. . . . . .. . . . . 12,57~ 34,001 46,573

1951* .. .. . . . . .. . . 13,738 34,032 47,770

1952 . . . . .. . . .. . . 14,725 35,733 50,458

1953 . . . . . . . . .. 16,527 38,186 54,713

1954 .. .. .. .. . . .. 18,283 39,579 57,862

1955 .. . . .. . . .. . . 20,322 42,768 63,090

• In the Annual Report for the year 1951-52, the figures quoted for 1951 were In fact for 19~2. ~'igures for the year 1951 were omitted, and are as shown above.

Table 3 •17.-Number of Individual Children under Instruction at School.

The number of individual children at school during the year was as follows:-

Above 14 years of age

21,448}

.. 347,832

62,304

431,584

Under 6 years of age

Between 6 and 14 years of age

NoTES ON 1954 CENSUS TABLES (3·21-3·232).

1. All tables relate tu State schools only. 2. The pupils at the School for the Blind, the Schools for Deaf Children at Prahran, Kew, and Bendigo, the special schools

for the mentally retarded at Montague, KangEtroo Flat, Flt7.roy, Footscray North, Trava.ncore, Jane!ield, Kew Children's Cottages, and Pleasant Creek and other special schools at Talbot Colony for Epileptins, l\Iarathon Spastic Centre, and Geelong Hospital Spastic ('_.entre could not easily be classlfted In the usual age·grade distributions, but the age distributions have been shown under the sub-heading " Certain Special Schools" in the table relating to primary schools (3.21 ).

3. Tables relating to pupils In post-primary schools (Tablns 3 · 221 and 3 · 222) should also be referrfld to when estimating the total number of pupils in schools administered by the Primary Schools Division.

4. In a number of tables, particularly those relatinjf to primary 8Chools, the numbers to the left of those in black type Indicating the normal age for grade are, for simplicity, eons1dered to refer to accelerants, and the numbers to the right of those in blaek type to retards. These tables relate to the 1st of August, and they include children undertaking correspondence tuition and ehildren In opportunity grades and special schools not always lneluded in previously published age-grade tables.

5. Table 3 · 21 relating to primary schools, includes 1,225 pupils in 64 opportunity grades, 17 pupils in a sight-saving class, aml children in Institutional, orphanage, and hospital schools, a.nd other special schools. It does not include the adult males at Pentridge Special School.

6. Table 3.228, relating to junior teol!nical schools, includes 727 pupils in multl·purpose high eobools who are undertaking the technlonl·school coumc.

7. As P __ A.rt·tlme students may enrol in more than one CO'tU'SC, the total fliUI'I',s shown in the summaries of re1en,nt ta.bl<>• me.y be alightly higher tha.n the Mt numlM' of peritons enrolled.

(lrnde.

I. H.

Ill. IV ... V.

VI. VII.

VIII.

Under 5.

39

Table & • 21.-Census Enrolment-Primary Schools and Classes.

Age Last Blrthd•y (as at 1xt August., 1954).

16.

186 ' 71 i 35 5 1 1:907 1 1o:ss6 • 4,128 9 i 1 ,iOO I' 9,936

ll ' l.7fil

·-·

3.m 1 m 1 2~~ i !r ~~ ~ . 7,510 3,5117 1,074 I Wl 10 4

753 :3,970 8,943 l,iU9

~N~~ i 18:008 16,821 15,759 11,107

6·80 7·70 8·76 11·80

I 1--··--j-------11-----------,

I : : 6:! , 2~1 ii~ 1 42 1 ~ ~

--1--------1---1·-----11-- -- 1-----11-~1-----1-----:-----1------1

618 330

10·8~ 11·81 12·911 13·80

Primary Schools 3.';5 12,197 19,159 21,318117,411 !6,450 15,560 HAJ3 5,191 1,954 326

. ..:1. __ -·'·-·-··-·--11

51 16 1:?2,401

B 0 Y{ s.

Certain Special Schools (U n· graded)

Totals

Correspondence·-

I. II.

IlL IV. V.

VI. VII.

VIII.

Tot•h

I Primary Schools :

G Certain Special 1 ~ grhllOls (t: n-R , graded)

u

Correspondeltt'J.:

IX •.. X. ..

'j'otals

I. II.

Ill. IV. V.

VI. VII.

VIII.

l j' Primary

T Certain A Schools L graded) s.

Schools

S!Jecial (Un-

I, --- ·I-------!------ l :' _________ , ----!---

59 75 52 41 i 13 500

:------1--------------'--·--92 I

I i I 10 25 30 I :w 51 4~ 56

l-·----1 i . ' --'----1----1·--·--:---·--11-·- ---

356 12,207 i 19,1~4 21,:3-t,~ i 17,450 16,501 15/l\08 12,409 5)250 :!,029 ;)7~ 29 122,901

.'35fi

---~j~ . --- ~----1-· !-·--

J I

13,608 12,469 I 5,250

'i 10

2,036 388

2! IV

3

-- -·--·· ..... ·----1--- --1-·----~-~1---i

111,368 I n

16,740 ~.,>1!6 :W1 45 9 8 4 1 3 1 . . 31,420 2,066 13,848 ~-171 320 68 23 9 I 5 1 . . 111,521

" 2,301 10,421 3,037 470 105 37 15 3 . . 1 16,395 9 1,978 9,6117 2,971 567 132 48 ~ 4 15,385

' • f> 2,056 8,962 2,858 691 188 15 9 14,784 .. .. ll 12,049 7,604 2,918 737 <10 1l 4 13,412 .. .. 2 75 352 267 42 4 7 749 . . 2 53 273 78 8 6 420

6-ze 7·60 8·6ll 9·67

10•69 ll·tl9 12·110 18·63

----,------ . --·~- '----1---1---+--1--- --·:j----1---·+------1------1'----

:;54,11,379 17,811 : 19,752 1

15,866 15,136 14,531 i 11,242 4,196 1,530 I 235 32 22 112,086

i i 1----·1---1---1----1-~---1----

i

0 13 26 :;u 34 ~~ I H 43 83 so 9 405

---+-- -I -----1~-----:-·---11 ·-···---1---···---· -----+~----- ---1----1-~·---

11,286 ! 4,239 1,613 278 02 31 112,491

---··--·

11.:)85 17,824 19,/i'B 13,8lltl 15,170 14,573

..... ---1---~--j, I

I --1----1--~1~-----1---------:-~-

!

13 2

1 3

19 6

--~-i-------l------l-------l------l------1------l---··-l------l-------l-----l·-----l------l·-----

11,385 17,824 l 9. 778 15,~Y6

I

15,170 H.,f>73 11,287

I ----!

23,566 33,148 8 ''')2 20 3,811 28;492

7;17 7,571

21,277 3,678

. . 11 4,268

2S,592

.. 18 14

!

I 41,o7o [ss,277 ! 31,586 so,og1

1. I

56 ..1 "· i ··I i

:17,oos 1

41,126 a:;,a46 31,671 1 so,l~1

:!1 76

291 1,423 6,591

15,114 137

2

lOO i

11 32

108 358

1,664 6,515

613 86

il,:l87

I_

1,615

4

!.g I 142 471

1,811 . 007 1

484 '

158

9,489 i 'l,l\4~

:!93

4 8 R

:Z8 56 i

220 ' 84

153

;)61 !

I

I

66

1 I 1 9

20 19 15 17

83

71

15!

33

1 1 6 5 8 9 8

112,516

ti6,U52 41,047 34,40!> 32,206 30,543 27,519

1,367 750

381 234,487

: --... ,I. V05

6·28 7·56 8·611 9•74

10·79 11·76 12·95 13·66

Corresponrience-- !

60 : Z35,392

··--1--- ·--:----, -------1---- ·-----,1----1-- i

IX. X ...

Totals

3 5

162

38 2 9

63 236,4311

1

Form. Group. !

10.

I. " Boys " 13 Girls 9 Totals:: 22

II. .. Boys " " Girls " Totals .. ..

Ill. " Boys .. j .. Girls .. " Totals .. "

40

Table 3 · 22.-Census Enrolment-Secondary Schools and Classes. (Grand Totals, Inclusive of Tables 3 • 221 to 3 • 228.)

Age Last Birtllday (as at lot August, 1954).

-I I I

-,-

i

21 11. 12. 18. 14. 15. 16. 17. 18. 19. 20. 1 and

:Over.

1,419 7,082 3,2741 646 60 5 " " .. " .. 1,580 6,652 2,392 344 21 1 " .. " .. " 2,99\l 13,734 5,666 I 990 81 61 " " " .. ..

14 1,686 5,951 2,460 417 21 .. .. .. .. .. 9 1,853 6,490 1 606 166 12 ! " .. " " "

23 3,539 11,441 4,066 583 33 • .. .. .. .. ..

15 1,413 4,007 1,699 277 18 .. .. " 1 I

" 25 1,519 3,383 743 74 4 1 " " .. .. 40 2,932 7,370 2,442 351 22 1 " .. 1

.!!i 1l £ .0 = U'.l

12,499 10,999

"

10,549 9,136 ..

7,4~0 5,729 ..

: 1-

2,3441 IV, .. Boys Girls

"

Totals ..

V. .. Boys .. Girls Totals::

VI. .. Boys .. Girls Totals ::

Tots! .. Boys .. Girls Total• ::

Form.

L .. ..

II. .. ..

Ill. .. ..

IV. .. ..

Sub-totals ..

Totals ..

.. .. . . 8 993 598 85 8 3 1 4.040

.. .. .. 19 1,019 1,944 382 39 0 1 .. .. 3,41~

.. .. .. 27 2,012 4,288 I 980 124 17 4 l " ..

.. " " .. 15 382 714 I 206 43

~ i 2 1 1)37~

.. .. .. 1 8 499 772 : 1!10 12 .. 1,455

.. .. .. 1 23 881 1,486 i 366 55 12 2 1 ..

I .. .. .. .. .. 8 }~~ i m 81 29 15 9 591 .. .. .. .. . . 11 18 2 2 3H .. .. .. . . 19 312 I 445 I 99 31 17 9

I --~

8,783 110,646 '

13 1,433 8,121 4,910 1,768 605 132 • 41 18 11 136,481 9 1,589 8,530 I 9,421 6,340 3,384 1,400 352

40 I 6 2 . . 31,073 22 3,022 17,313 20,067 14,461 8,2941 3,168 957

172 ' 47 20 11 ..

Table 3 • 221.-Census Enrolment-Consolidated and Group Schools. (Post-primary Pupils.)

Age Last Birthday (as at 1st August, 1954).

Group. 10. 11. 12. 13. 14. 15. Hl. 17.

i

Boys .. . . 24 135 74 23 I

. . . . . . Girls .. .. 42 136 70 9 I .. . . Total . . .. 66 271 I44 32 I . . . .

Boys .. . . . . 3I 100 36 8 . . . . Girls . . .. .. 34 120 25 I .. . . Total .. .. .. 65 220 6I 9 . . ..

Boys .. . . .. .. 22 35 ll I . . Girls .. .. . . . . 20 48 17 l .. Total .. . . .. . . 42 83 28 2 . . Boys .. .. .. .. . . I 3 . . . . Girls .. . . .. . . . . 5 2 .. . . Total .. .. .. .. . . 6 5 . . . . Boys .. .. 24 I66 I96 95 22 I . . Girls .. . . 42 I70 2IO 87 2I 1 ..

.. .. 66 336 406 I82 43 2 ..

,; .s . "' ~~ "" '" tJ,o

"' "" ""'"' ~ e

~~ " > !:-< < .,1"1

" 12·77 " 12·64

23.,498 I 12·71 34·78

.. 13·65 13·51

19,685 13·58! 20:14

.. 14·621 .. 14·39 ..

13,159 14·49 19·48

.. 15·4:; "

15·34 7,453 15·40 11·04

" 16·44 .. 16·28

2,827 16·36 4·18

.. 17·50 17·0(1

932 17·38 1·38 ,_

67:,i54 i .. .. .. .. i

I

! i

Totals. Average Age.

256 12·87 258 12·68 5I4 I2·78

175 I3·62 ISO I3·47 355 13·54

69 14·37 86 I4·49

I 55 14·44

4 15·25 7 14·79

11 I5·06

504 i . . 53I : ..

I,035 ..

Ft,)/'IIL

I.

II.

Ill.

Sub. totals ..

Totals

Form. (;roup,

1. Boys Girls .. Total

lf. Boys Girls Total ..

UI. Boy• Girls Total

IV. Boys Girls Total ..

Sub-totals .. Boys Girls ..

Totals ..

41

Table 3 · 222. .. Census Enrolment--Central Schools.

Gronp.

I · Boys / Girls

Total

Boys Girls .. Total . '

Boys Girls Total

Bovs Gicls

(Post-primary Pupils.)

.\ge I.:u;t 13irlhday

11. 12. 1:!.

19 264 340 ~~ 5 I 65 6:! ;)

20 329 402 H(; i)

I.J 243 1±7 Hi I " 114 29 1

20 357 176 17

17 8 4

2 21 8

19 ~~7H 584 ] 70 177

20 349 761

Table 3 · 223.-Census Enrolment--Central Classes. (Secondary Pupils.)

Age L:t~t nirthday (as a.t. 1st Altgust, H);,J).

11. 1:3. 14. {;.),

20 129 60 20 4 22 107 49 13 2 42 236 109 33 tl

71 26 2 69 22 J

140 48 3

4 7 5 4 16 1 8 23 (j

1:cl5 53 11 122 51 4 2

257 104 15 2

Table 3 · 224.-Census Enrolment-Central Schools. (Secondary Pupils.)

700 133 8±2

421 LiO 571

3 2!) f)

3 34

3 1,13\l ] 288

4 1,447

ll4 110 224

lti 22 38

~-- -~-----~-~----~------ -~-~~-----~~-----~---·--·~---·-·--~--~-----·--r---~-

f'ornL

12. 13.

L Boys .. 2 l!ll 723 220 28 1,161l Girls 1 232 1,059 322 34 l,f\51 Total '' 3 423 1,782 542 62 2,816

II. Boys .. 3 233 662 157 21 1,077 Girls :{ 302 876 198 23 1,403 Tot3l I; 535 1,538 3i\5 44 2 2,480

Ill. Boys .. 12 28 !l 50 Girls 10 15 5 30 Total .. 22 43 14 80

Sub-totals Boys 2 956 804 213 2,292 Girls 1 1,3!il I 1,208 247 3,084

Totals 3 2.102 5,376

A''emge Age.

13·211 1:~·03 13·17

13·8!1 13·69 1:J ·83

14·94: 14·30 14·85

Average Age.

12·89 12·82 12·8!i

l:cl·62 13·55 13·59

14·5(i 14·44 14·50

Average Age.

12·57 12·59 12·58

l3·4i 13·46 l3·4!i

14·48 14·34 14·44

Form.

I.

II. Boys Girls .. Total

Ill. Boys Girls Total

IV. .. ! Boys Girls Total

V. Boys .. i

Girls I Total ..

VI. Boys Girls Total

Sub. totals. . Boys Girls ..

Totals ..

Form.

I. . . . . . . II ... .. ..

Ill. .. ..

IV. .. ..

f. .. .. ..

I. . . . .

Totale ..

42

Table 3 · 225.-~-Census Enrolment--Higher Elementary Schools. (Secondary Pupils.)

Age J.ast Birthday (as at Jst August, 1954).

10. 11. 12. 13. H. 13. HI.

89 357 192 53 4 3 118 404 153 35 l 3 207 761 345 88 j 5

I 84 271 101 27 2 l 126 315 107 14 I 2 210 586 208 41 !3

69 140 60 10 104 199 49 (j

2 173 339 109 16

44 107 19 :~ 61 97 24 2

105 204 4-3 5

9 i 15 I 3 .. 25 27 5 34 42 8

3 2 2 3

9 7

16 i

--~---~--·--~----~-----~---~---·--

Table 8 • 226.-Census Enrolment-Girls' Secondary Schools.

Age I.ast Birthday (as at 1st August, 1954). -~~---~~~ ---- ------

10. 11. 12. 13. 14. l;). 16. 17. 18.

. . 223 1,259 487 73 2 . . .. . . I .. 2 336 1,255

i

344 22 .. . . . .

. . . . 4 312 697 109 ll I I .. I

i 2 172 342 44 3 . . . . I

. . . .

. . .. i . . . . l 48 79 8 1

I I . . . . . . . . . . . . . . . . .. : I !

I I

. . 225 i

1,599 2,056 1,287 I 523 134 12 l I

Average AI! e.

t)(),) 12·82 7H 12·64

1,409 12·73

486 13·61 564 13·52

1,050 13·57

280 14·53 359 14·38 639 14·44

173 1.)·39 185 15·34 358 1.1·36

28 16·22 ~17 16·15 85 16·18

3 17·00 2

i li·10 ,., 17·10

-~---

Totals I Average · Age.

2,044 I 12·69

1,959 13·52

l ,134 14·34

563 15·28

137 16·21

I . . . .

I ·~·-

I 5,837 ..

I

I

Form. (iroup.

I 10.

I Bovs .. 7 · Giils .. 3

I.

Total .. 10

II. Bova .. . . Girls .. .. Total .. ..

III. Boys .. .. Girls . . .. Total .. .. Boys ..

I ..

Girls .. .. IV.

Total .. .. V •. Boys .. . .

Girls .. .. Total .. ..

VI. Boys .. . . Girls .. .. Tot.a! .. ..

Sub-totals Boys .. 7

Girls . . I 3

Totals 10

I

43

Table 3 · 227.-Census Enrolment-High Schools. (Secondary Pupils.)

Age Last Birt.hday (as at lst August., 1954).

I ! 11. 12. 13. 14. 15. 16. 1 17. 18. 19. --

I 603 2,331 895 I 59 I7 3 . . .. .. 865 3,186 I,074 I6I 12 .. .. . . ..

I,468 5,517 1,969 320 I 29 3 I . . .. . . I I

7 689 11,793 587 80 4 . . .. I . . 2 880 2,355 732 87 8 .. . . I . . 9 I,569 4,148 I,3I9 167 12 .. .. . .

.. 11 743 1,713 471 77 6 . . ..

. . 18 954 2,086 494 49 3 . . ..

. . 29 1,697 3,799 965 I26 9 . . ..

.. .. 7 593 1,297 324 42 6 3

. . .. 16 721 1,356 291 32 7 I

. . .. 23 I,3I4 2,653 615 74 13 4

. . . . .. 14 373 699 203 43 9

. . .. 1 7 426 666 I47 11 3

.. .. 1 21 799 1,365 350 44 12

. . .. . . .. 8 I 53 293 SI 29

.. I

.. .. . . 11 157 149 18 2 . . . . .. . . 19 310 ' 442 99 31 I

610 [3,031 3,438 3,066 2,24611,260 ! 544 130 41

4,400 ! 3,707 867 4,084 2,386 1,171 I 331 36 6

1,477 7,115 ,7,838 6,773 14,632 2,431 875 166 47 I

20.

..

. .

..

. .

. .

..

. .

. .

. . l

.. 1

2 ..

2

15 2

I7

IS

2

20

Table 3 • 228.-Census Enrolment--Junior Technical Schools. (Including Junior Technical Pupils in Certain High Schools.)

--------------·-----~--

Age Last Birthday (as at 1st AugllBt, 1954).

Form. (iroup.

10. 11. 12. 13. I 14. I

15. 16. 17. I

I. .. Boys . . 4 473 3,143 1,493 282 29 2 . . Girls .. 2 I 77 436 175 14 .. . . .. Total . . 6 550 3,579 1,668 296 29 2 . .

II. .. Boys .. . . 2 620 2,811 1,406 263 14 . . Girls . . .. 1 152 386 149 17 1 .. Total .. .. 3 772 3,197 1,555 280 I5 . .

III. . . Boys .. .. . . 3 562 2,067 1,135 I85 12 Girls .. . . . . 2 114 298 68 6 . . Total .. .. . . i5 676 2,365 I,203 I9I 12

IV. .. Boys . . .. . . .. 1 355 937 255 40 Girls . . .. .. . . I 60 147 23 2

I Total . . . . .. . . 2 415 1,084 278 42

Sub-totals .. Boys .. 4 475 3,766 4,867 4,110 2,364 456 52

Girls .. 2 78 I. 590 i 676 521 l 232 30 2

'l'otab .. 6 553 4,356 5,543 4,631 I 2,596 I 486 54 I I I I I

~··-"-~.

·~ ·~·"

' Totals. Avera11•

i 21 +. All•·

I

. . 4,015

I I2·66

. . 5,301 I2·60 9,316 I2·63

I I . . 3,I60 I3·52

I . . 4,064 I3·5l . ' 7,224 13·51

I I 3,022 I4·46

I .. 3,604 I4·40 I 6,626 I4·42

.. 2,273 15·43

. . 2,424 15·35

. . 4,697 I5·39

I 1,344 16·44 . . I,26l 16·28

I 2,605 16·36

9 588

I

li·58 . . 339 17·06

9 927 17·40

11 II4,402 . . • • i_ 16,993 .. 11 31,395 ..

I

Total•. j Average

18. , Age.

. . 5,426 12·80

.. 704 12·67

.. 6,130 12·79

.. 5,116 13·76

.. 706 13·54

.. 5,822 13·64

. . 3,964 I4·74 I 489 14·43 I 4,453 I4·54

2 I,590 I5·49 I 234 I5·36 3 1,824 15·40

2 16,096 .. 2 i 2,133 ..

-·-·-4 II8,229 . .

Cour~e aud Subjeets.

of 14.

~laic.

--

Female. Mah'.

Table 3 · 229.-Census Enrolment-Part-time Students in Secondary Schools.

Age La:1t llirthday (as at lst Acugust, 1'1-}J..t.).

r:.. ·~ 1~ ~~ Totals.

Fmnu.le. }[ale. Female. .:lfale. FenmJ.,. ,\[ale. Mal<•. 1•\~malP.

Trado Apprentices 1 . . 15 55 26 12 . . 9 135 135 2 4 23 33 1 28 15 113 113

Trade-Non-appren· tices

Other Courses

Single Subjects

3 5 15 1 21 t5 5 . . 11 11 4 1 26 . . 6 41 . . 41 Not stated 1 6 3 ll l2 4 1 40 40

Totals 9--••• a) 86 86 79 . . li!J 27 400 400

1 2 3 4 Not

..

atated

Totals

2 2

I

Preliminary I

1 • . ;! 7 . 1 !{ i 3 2 ~ . ; Not stated 3 2 5 I 4

10

9 I 2 4

3

3

11 3 I

Totals ----, 5 9 6 9 7 12 !) 15

61 2 Not stated

1------;----Total 18 51 61

I

15 5 22 22

.. i j

2 19 5 27 22

1 I :3 i I I ••

17 . 43 29 -! 7 10

l 1 2 3 24 44

5 s I 3 77 73 ! 137

16 27 I 13 }')I . . Hll 266 320 570

-----16 27 Ul !;) I llll 266 i 320 570

44

I 4

49

liS I4 78

210

890

890

-------- -- --- --,-~

1

Totals --All CourRei< 49 60 120 72 Bl ][;) 79 Ill :n 45 2l 270 : 7:!!) !

1,549

---:~~

3ii 109 192 194 194 128 tili 618 1,549

..... """

Table 3 · 231.-Census Enrolment-Full-time Students in Senior Technical Schools. -·-~ --- -- --- ;-· --- - ---- - --- ~~--

\ge Last Birthday (as at 1st A11gust, 1954). -- -- -- ---~

i Su!J.totul~. (':ourse awl Year ~rt

lfl. I 8ubjoets. C'Olii'.:H:J, 14. 16. l'i. 18. l:J. 20. ~1 +- Tnk1l:-:.

-- --- -:---~~-- --- li'mnal•~· - ---~ ------

:O.lalP. I ;:mal:~ --

~la! e. Femalt". Male. l!'emalt>. j >Iale. :b'cma:~_:__ [ >!ale. Fetnalc. ) Male. l•'etnaie. )!ale. Female. Male. :b"'etnalt•.

I I

7 I . :

Diploma Courses .. 1 4 5 103 23 183 46 72 35 i I 20 4 26 I 66 ! lO 509 103 612 ..

I I

2 8 8!) lHJ .

67 I i i 425 100 525 . ' . . .. 1 27 :.!H 29 :J4 4 i

21 5 87 ;) .

3 I 4 3 I 71 25 !)9 25 40 i I(} 25 ll 70 I 3 309 83 392 .. . ' . ' '. I .. . i

! '

I

4 .. . ' . ' .. . . f

.. . . 11 54 :

9 79 i ]I I 51 7 80 j 6 275 :J3 308

!5 I -1 I

I

I PoHt· .. . . . . . .

I '. i . . . . . . . . -i '. 10 ! . . ll . . 31 ! . . fi6 . . :!6

, graduate . ' . ' '

! 2 I 2 2 .. . . . . . . . ' '. .. . . . . . . . . . . - --

Total .. 4 5 Ill ---

24 276 I 76 273 (\I i 259 I 701 183 li 35 134 24 I 336 24 1}576 319 1,895 ---

I I I I i I I

Professional Certifi- Preliminary '. 9 . . 2 . ' 1 '' .. I .. . ' 12 12 cate Coursoo I '. . . . '

l 6 11 19 26 I 10 I 27 26 H8 6 215 3 3 I

~ I

9 il 79 165 244 .. I . . I

2 2 11 11 ll 24 5 31 3 17 I

3 7 i 2 39 88 127 .. . . .. . . I .. il .. '' .. .. . . 1 . . 6 . . 4 . . 9 . . I . . :> I 24 I 25 ~ . 4 .. . . ,, .. .. . . . . . . I . ' 1 .. i . . . . I . . 1 i . . I 3 . . :J

Total .. 6 20 21 28 22 il9 :-- 43_ 1

92 16 56 .. 15 20 2 i 5 zo 1 6 I 145 266 41l - --- --

! I I i I

Trade Courses .. Prellminary .. . . a . . . . . . I . . . . .. '. . . .. . . . ' . ' 4 .. 4 I I

1 9 149 15 125 Hl 79 19 14 7 8 3 2 4 .

2 I 59 8 135 I

:J87 fi22 . ' ; I i

.. :! 11

i i 2 .. . ' lO .. 58 41 ll 26 12 6 6 8 2 1 I 20 2

:: i 147 200

3 .. . . .. . . 2 3 2 6 9 5 I i I 12 28 . . . . '. . . . . i -- 1--

Total .. 9 159 18 185 21 123 33 46 28 14 14 6 6 3 79 i 10 208 546 754 --- -

I j

•

Miscellaneous .. 1 . . . . 7 .. 24 . . 23 .. 17 . . 4 . . l . . 21 . . ;) ' . 102 102

2 .. . . I

. . .. 8 . . 8 . ' 12 '. I . . . . .. . . . . .. . . 29 21}

3 I

I I

I

'I

. . .. . . . . .. .. .. . . . . . . . . . . . . . . . .

I

. . . . I ' . . . . . Unstated .. I ! I

I .. .. . . . . . . .. .. . . . . . . . . . . . . . . .. . . . . . . ' .

Total .. .. 7 .. 32 .. 31 . . 29 . . 5 1 .. 21 . . I 5 I . . 131 131

Totals-All Courses '. . . 19 191 150 269 319 269 349 228 803 145 212 62 142 53 1 435 ! 45 1,929 1 1,262 . . 210 419 588 577

I 448 274 19.'5 480 ..

! 3,191

--~- ------- -~-- - --

Table 3·232.-<:eDBUI Enrolment-Pari-time Students in Senior TeeJmiea.I Sehools.

Age Last. Ilirthday (M at lst Augnnt, 1954). i r-- ---- :-\ub~totnls. Course and Yf'ar or H. 15. 16. 17. 18. l!l.

I ~0. :!1 +. Tntall"<, l"ubjects. Courst•,

---- --- ---

Male. JT'emale. Male. Female. Male. Female. 1lale. ll!'emale, • \!ale. Female . Male. Female. Male. l!'em"le. Male. Fernah;. Malt•. Female.

Diploma .. .. I .. . . 1 69 3 I08 7 102 11 41 2 30 I 25 .. 472 21 847 46 893 2 .. . . . . . . . . 22 2 58 6 60 8 33 I 18 . . 348 5 .139 22 561

3 .. . . . . .. . . 3 . . 22 .. 39 4 38. 4 20 2 232 !I 354 19 373 4 .. .. . . . . . . . . . . 1 . . 3 1 22 5 30 3 227 !I 283 18 301

5 .. 1 .. . . .. . . . . . . .. .. . . 1 . . ll . . 302 5 314 5 319 .

1 Not stated .. . . .. .. 1 .. 3 . . 5 .. 4 .. 6 .. 3I . . I 50 . . 50 I Totals

---.. .. I 69 3 134 9 186 17 148 15 128 ll llO 5 1,612 4!1 2,387 llO 2,497

---

Certificate .. 1 .. 5 l 36 . . 76 15 I

57 16 34 8 21 27 38 12 237 79 504 158 662

I 2 .. 4 4- . . . . 14 2 21 4 24 5 17 2 32 8 132 13 244 38 282

I~ .. . . . . .. . . . . . . 8 5 14 5 15 17 11 19 84 8 132 54 18(i

.. I

.. .. . . . . . . 6 . . 5 . . 5 .. 9 .. 71 2 96 2 98 i) •• . . .. .. . . . . . . . . .. I . . 1 . . 1 . . 16 . . 19 . . HI

16 .. I

.. .. .. . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . I Not stated 4 .. 5 . . ll . . ll .. ll 13 .. 8 .. 44 . . 102 . . 102 , Totals .. 13 5 4I .. 96 17 103 25 S9 18 72 46 99 39 .584 102 1,097 252 1,349

I P~limin•ry Trade Apprentices 77 . . 163 .. 82 . . 28 . . 11 . . 7 . . 5 .. 28 .. 401 .. 401

11 .. i I 129 .. 1,130 . . 1,319 . . 579 . . 178 . . 115 . . 54 .. 272 23 3,776 23 I 3,79!1

~

I 2 .. 3 .. 269 . . 1,195 . . 1,242 J S41 . . ! 152 . . 79 .. 89 4 3,ri70 5 3,575

I 3 .. . . . . 7 . . 208 . . 1,059 . . 990 1 451 .. 158 .. 80 . . 2,953 1 2,954

!4 .. .. .. . . .. 7 .. 176 . . 683 I 788 . . 409 . . 143 . . 2,206 1 2,207

5 .. . . .. .. . . .. . . 1 . . 8 . . 68 . . 103 . . 44 . . 224 . . 224

Not stated .. . . 6 .. 18 .. 20 .. 19 .. 21 . . 6 .. 37 . . 127 . . 127

j Totals . . 209 . . 1,575 .. 2,829 . . 3,10.'> I I

2,430 2 I,602 814 1 .. I 693 27 I3,257 30 13,287

C<>urae and Subjecb!.

Brought fwd.

rra.de-Non-apprentices

Oi.her CoUl'lleB

Year of Cou:rse.

Totals

I Preliminary 1

I 1 .. I 2 .. 3 . .

4 ..

5 .. Not stated

Totals ..

Preliminary

1 .. 2 .. I 3 ..

4 ..

5 ..

Not stated

Totals ..

----

Single Subjects .. Preliminary

1 .. Not stated

TotaL~ ..

Totals-All Courses .. ..

Table 3·232.-Census Enrolment-Part-time Smdenis in Senior Technical Sohools-continued.

Age Las~ Birthday (a• at 1st Ani!Uat, 1Q54).

14. 15. lk. 19.

Male. Female. i Male. I Female. I Male. Female. I Male. ]female.

222 6 · I 1,685 3 3,059 35 1,802 ;)7

24 I .. 66 .. 40 . . 16 . . 2 . . .. .. 1

I i

41 7 117 14 99 li 67 18 58 ll 64 8 76

;) 1 38 85 7 82 7 36 2 37 5 51

I 7 50 s 31:i 7 26 I 18 .. . . I . . .. .. .. .. 3

I 4 8 6 .. .. . . I . . .. .. ..

I I I I

. . .. .. .. .. .. I . . .. l . . 1 .. 3 '

1 : 5 I I

18 1 2 5 4 4 8 I 11 i 6 I 3 12 6

7l 10 226 18 236 T 28 226 44 143 23 148 20 173

~I 43 38 l 1 .. .. . . . . . . .. . . . . I 50 71 20I 82 227 75 llO 54 94 35 80 41

I i

! 32 17 40 52 32 52 I8 41 18 34 12 22 ll

5 .. 16 10 17 5 16 6 16 4 4 8 3

.. .. I 5 2 5 I 4 l 2 2 .. 2

. . .. . . .. . . . . .. .. .. .. . . .. ..

l 11 22 :1 31 5 39 6 I2 5 I6 6 I2 1

ll3 i 189 174 299 176 328 117 173 95 I 50 59 122 56

····-

.. .. .. .. .. .. .. .. .. .. . . .. .. 193 i 179 180 205 218 306 189 389 145 298 149 207 123

.. . .. .. .. .. . . .. .. . . . . . . ..

193 179 180 205 218 306 189 389 145 298 149 207 123

599 I 384 2,265 1 525 688 3,926 649 3,050 506 2,158 406 1,375

983 2,790 4,575 3,556 I 2,564 1,648

Totals

Female. I Jllale. J<emalo.

178 I 16,741 392 I 17,133

. . I

2 .. 151 .. 151

;; 1,531 23 2,053 103 2,156

2 403 7 I 737 31 768 I

3 192 34 I 329 53 382 I I '

I ll3 134 . . 134 . . . .

. . 28 . . 33 . . i

33

6 221 28 276 64 i

340 ---

16 2,490 !l2 s,7Is I 251 3.!l!l4

I

I .. .. . . 92 . . 92

53 I,007 644 I,431 I,559 I 2,9110 I

13 211 204 372 435 I 807 I

5 62 61 139 99 238

. . 26 I 3 35 I9 ;14 I . . .. . . . . . . . .

4 23 30 50 166 1 216

75 1;329 I 942 2,119 2,278 ! 4,397

.. . . : . . .. . . . ..

138 1,818 3,802 3,015 5,524 8,539

. . .. . . . . . . .. -

138 1,818 3,802 3,015 5,524 8.539

-273 8,526 5,014 25,588 8,445 34,033

·,-13,540 i 34,033 ..

Central Schools and Classes

Higher ElC>mentary High

Total

48

Table S · 32.--Destination of Ex-pupils, 1954 (Secondary Schools). Boys.

Oirls.

lmlustrial Life.

---~-----~--~-- ----,-------c------------------------

,; 0 .E i

SrhooL"l. " ·~ ?]

eo '"' .s -~ '§ ;;;,

"' '" E-< «:

(}\'CUpHtiOTI.

Table 3 • 321.- Destination of Ex-pupils, High Schools Only. (N urnbf'r per 1,000.)

1 \)~:2.

---~-!----

I I

!Ofo3. I i I

19ii4.

___ l ___ i ___

Teaching Service University Public Scrvicr Pharmacy Railways and Oth<>r Transport Banks .. Commercial Life Jndust!'ial Life Farming Technical Rchool Business College .. Other School Home Dutie" Nursing Domestic Duties Miscellaneous Unemployed a!l(l Unknown Armed Forces

Number of Ex-pupils Gross Enrolment

Percentage of Ex-pupil:<

Number of Convictions Prosecutions. Obtained.

•

3,168

•

2,510

1 ;) 10 9

11 34

190 12\l 17 :Hi 45

178 ll'.i)

2,990 8,965

33·3

:2;)

10 0

-1-()

:lO~ 17ii

(),)

2f) 20

111 82 11

6 8

2i'i 3

0,05:1 20,089

29-::

:;;~

::!;1 :.!~ !1 7 {) 8

;)4 ;j!j

30> 2Sl ]t)] lfi;.j

;)-1. 6:1 40 an 18 21

119 !17 72 78 21

6 8

Table 3 · 77.--Compulsory Attendance at School.

6:\ :n 18

8 I

:l9 q-,-_;>,)

13!1 63 6i) 20

135 77 :!6 8 7

24 5

Prosecutions during the Year ended 30th June, 1B54.

DisnlisseU. I Withdrawn. X ut Proceeded Fines. With.

I

£ s. 57 4.'H 150 2,768 ll

i I

60 66 30 33 23 28 6 6 8 9

53 62 280 278 150 156

66 62 36 58 28 21

ll9 93 73 66 28 26

8 6 9 .5

17 22 6 3

9,261 34,573

26·8

Costs against Department.

d. £ 8 • d. 6 ;\"i]

In the preceding year, the number of convictions obtaim'u was 2,143, and the fines amounted to £2,326 8s. 6d.

Table 4 · H.- Number and Classification of Teachers, Primary Schools Division, 31st Deeember, 1954.

Fir;;t Claso; Second Class Third Clails ~Fourth Class

Relieving Teachers­Third Class .. Fourth Class

Ntnd<;nts in Training

Cln~;.;itit?n tioll.

Total

Temporary Student TeacheJ\'< Sewing ~listres">e~

llt·ad Teachet·s-·­S pecial Clas>< }'irst. Clasx Second Clax;; Third ('lasc;*

A;.;~istant~·-· Second C'lassi­Thir<L Clas;; .. Fourth Cla,.;s

~buknt:-~ in Tt'aining

Gmnd Total

Tntal Hl·ad Teadtl'l'' ..

48 262

l,i7ii 1,907

3,992

4,505

ll2 :{*

21) 4\!0 :mo

l,IOO

1.184

402

lli:2

:.?9 ](i3 974

1,261

;, i

1,052

3,491

3,657

1,:{62 9*

ta:{ J7t

1 :l !I :!

w

+ lndHdl'" thu·r- \'i!·t·-prirwlpcll~ (f\rn nwn. one woman).

June,

ii 42.')

2,74!1 3,168

0,4!11

!l 12

1,55!i

7,99(1

118 !)J

S,Jil

1,474 12*

1:!3 J7t

1955.

TotaL

:l :!1 .1:! :!:!

lOO

4.) iS:{ HHii

UI!J4

1,1!14

HiJ7

S70

Table 4 · 13. ·-Number and Classification of Teachers, Technical Schools Division, 31st December, 1954.

l'l'in<'ipab­Npet·ial ( 'lasfi Fi1·;-;t Cht~s :-;,.,.ollrl CI.~Ss

Total

H('tHl :\ln~ters, ~Pilior Tedn1icnl ln;-;trut•torK~ T(:c·hnif'a1 ln:-;trw·tnl':-<~ ;-.;Pniol' ! Trade lnstnwtor~. Trade ln:-\tnH·tors, and :\;':;<.;i;..tant."'

Fir:it Clas.-< ~neonrl CJa:-::-l Third (']as,.; .. Fonrt h ('Ins.-<

Totnl

.'itudl'nt lJh;trudms in Technif'al Hr-hools

TPehnit·al i:itwh·ntship Holdt•rx

Tr-m pora ry Teaelwrs Othrr Students nmkr Bond~

Senior Technieal (Ten<'hing) Sl'holar><hip 1-lnld(•r,.; Council Empln,\'eC,·--

Fnll-time Part-timn*

li3!1/5tl.-4

li4

LiO

1:!11

'\il

3/:{ I,o:n

MU

H~

:\il

.);2

142

:; I ;J :!I

3!l

-)

.-,-•)•l

:;o/ 2:{1

7.7.)

:!14

:\il

42.i l.lf)!l

Table 4 · 31.--Qualifications of Teachers, Primary Schools Division, 31st December, 1954.

Hight•"'t .Lite1·ary Q1wlifka.tlon llt·hl.

Ti~a-e.lwr':!l Cert.itit:ate.

Fit'~t. ."'i'<':nud Honom~. H<m<mi'"· T .. ~JWd:ll T. T .. \rt' T.

T.C. J '. {·raft.:-; T.C.

2

~ ;; " -;:; '"' "' ~ ""'

~

~ "' ~ .:1 :; ;:: .3 ;:;: :;;

--, ""· ~' "- "' ;,.. ""· - "'

;;

" i "" :t .... i .-;

- - ----

I:J ¥Il·~t Cl:1 :;:;~ j ;, - ' 1 _,

:!:5

S(•1:ond f'!a . .;.-; 10 Ill _, i:! j 111:2 _, 14 :;; l:; l'iH

Thinl Cla"·"' I 7 .-d 3 ·1·1 :I :.:.-)0 d -;":_! • ..;: ::o ';.j I:! I li I+ I ;)().-, t::-H t:-:2

I~"ourtl1 ( ')n:-s :I :l:l _, If) ;,-..; _, :.!0 ;-, I I _, f}() li .o:::~ :101 n.-,:-, t:; "

·-- ·-

TO'I'.\1. 11 ~ :210 14 w I ..{.;),..., H S:!O ()0 :;:I :.:: !) :::2"\ " r.a."'~ 1 ,~;; H\1/ 11>

l~elin inu T(•ai·ht.:r.-.:

Tl!i r<l Clt~>'

J•'ourtll Cla .... ~.

----· - -·. ----·-ToT AI, ('[,Al-iSIFIEI;

~;.;, Jl:! -; :!lit !4 HI I 4JJ,, ?-:~4 (.() :.!H l; H ti I () :l ,loo(:W :-;:.,:;} 911<•( /U tu

:oimnht>r

~ •tai.-<:-:i!lr·~H !1 111

~l"h'. l'r•malP,

Jk:vl Tt'acli(•r,,-

Spet·ial ('la,;, .)

Virst c:JaKO 1!1 :I

Seeol\d ( '}h;-...; -14 !I

Third Cla~> l!l .. .. -----~----

ToTAL H !•:AI> Tl·:\i'li EH~ X4 w

Assist<Lil to; ·•··

.~econd Cla.~~ :!0 :2.)

Third Cta~,; 4HO :!H:!

Fourth ( 'Ja,, :i!JH :till

rr~•'l'AI. AsstS'L\~T .... .. I I, 100 .)!14

Table 4· 32.-Quallilcations of Teachet'S, Secondary Schools Division, 30th June, 1955.

VPJ.!ree and lJiploma of' EilU('<ttion.*

>la I<•.

•)

·•

4

:!

";t)

17 !I

~,--1:! OX

:WK 9:2

.)t}"i :Wi

De-gree.

:!

:l ·•

I tl

I !!I ~(l

l:ls :!7

:?liX 7!l

JJip\oma ot EdHI';ltion

( lrithout I )!•~n·e)

)£ale. Fen ate.

:2 :2

·•

·>

:~ (J

:~ ~

Highc:,t I..iterary Qunlifi('ation Held.

Trained Teucher'l' Certmcate.

)Lanual Arts. Domestk Art::;.

~la!c. I Female. ~!ale. I-'L•male. ::\falc:. I Fetnall'

..

:~ :!

:n :3/ 4H 14 ll

7(j .).q .. ;,4 fl :3

114 (1,) 10:! 24 J4

• Or with degree in effue_aOoll.

rnh·ersity Subjects.

On~r 4. l-4.

Male. Female.. )lale. l''emal.r. Fema!P.

:.;1

:JI 19 1 7 ' l :~ :!l l

4fi I 1 1-t :; 30 :!H

tii' :lO Li l:l 52 4i

('hl:&Sitie:1tion.

]',·inci~,ali!-

Rpccial Clas,.;

First Cla~s

>;,woml Chtos

ToTAL Pni);CII'.\Ls

As~istant:-+-

]?ir~t Cla~~

~f'f'ond CJn3~

Thirrl C\,tss

Fmtrth Class

T o'J' A L ;\:-<si~'l'A )ITs

:\uml~f·r.

~ :s "'

4

13

~()

:r;

-;

;;o

3:l

6!J;j i xo

.j,

11

Ill

/,) fi

Sll i

Table 4· 33.--Qualtllcations of Teachers, Technical Schools Division, 31st December, 1954.

Cllin:,rsit y Suhj(•;·t~.

J)j·~r<'l'.

Owr -1. 1--1.

~. :...

:l

~

:;

,, 3 2

-lA 3 Ill 3

., 3

52 5 ~I

Hi:.zJlf·~t Lit,C'rary Qnnliftrntion Hehl.

,\!'( Teaf·bt·r'z;

C(•rt.iJJ('nt.<'.

..3 ...,

~4 !

3

21!

n:r.s.c. or Other

Art Quali­!it·atinu:::.

~

3

31

9

I

I

4:l H

Jlnnnn I _\_rts.

~

• , I

3

3

I)

" Or with de~ree in edu<"ation.

"

Tr:lined Tetwhrr'." l'r.rtiJ1ente.

Technical. TradP.

"' " ..... ~. "' ~ "' ---~---

~ .)

~ 4 44 I 2 ,",\)

41 'i 51

,, 87 10

~ ;;;

"'

4

I)

:l

:! :!0

i)

i

TPvhnical ( 'prti.li.catt:>s.

~

..., E ··--··-

3

;'};:-)

34

1>9

,; ~ g " ;:; ~ ;:;: :...

~

:~

IS .,

10 (j

~~ H

Table 5 · 01. --Amount Expended from Annual Vote Financial Year ended 30th June, 1955.

.SaJade:s~-

Director of !::ducat ion Administrati \'e JJi.-isioll

Professional Oltieers--Chief 1 ntipector, Assistant Chit>f Inspector><, and lnspeetor.s of Primary i:'ch Chief Juspector, Aosistant Chkf Inspectors, «n<l Inspectors of Socondar.1· ~ Chief InRpector, Assistant Chief lnsp<•ctor. ;UH.I lnopectors of Technical Sel J nspeetor and Assistant J ns]JeCtor of Art Editor, ~ub-editon;, and A,;sistaut, Ml'lwol Publications :-itall, Teachers' Colkgos Mnpervism·r, Special i:'ubjeeb;

*Techni<·al and GenPml Di,·i:<ioll Teaeher~' ~alnric." Temporary Offieen; Co.-;t of Li,·ing .\llmnuwe:<~T,,aeh•·rs' Tribunnl

( 'ontingencie'-TraYel!ing l•:~penses ami Allo\Ulll<;('s Pnrcha~e and :!\lnintt•narH'C of ~lotor-,·a•··" PoHtage and Telf'phones Incidental li:x pen"'" Sehool Eqnipment School Requisite~

ol;4 ;ho'il' )ol..; ..

Cleaning Allowanees l'ai•l to H<~ad Teachers. Manitary Cha•·gcs, l<'neL \\'ater Hat s, Pte. 1 )omestlc Art" :\lanual Trainini( Contribution to ,.\dvioory Colllwil. \\';umgul l!igh School.. lnsnmnce againot l''irc of Hehool Equipment Pu1·cha"''l fmm Local J•'uuds Coum·il of Public Education·~Expeuscs in Cmmexicm with the Pre!Jaration of cpot·b Libraries and Subsidies for Lihraries Visual Education Ow•rtinw

:lfi!icellancnus-Soholarships and Bursaries, etc. Subsidies to Scholarship Holders, etc. Technical Schools li:qnipment and l\IiHcellaneott.~ Refunds of School .Fees, Rents, etc. Allowances to Rtudcnts in Training Printing and Copyrights-School Publications Allowances to School Cleaners, Groundsmen, <llld BoilermPn Pupils' Travelling Allommce~ a.nd Provision of Hm' ~eiTiCE's ~~xpenses in Connexion with Ho,tels "Utachcd to TeaelH'r~· Colleges and Training Subsidies to Hostels .Established in C'onnexion with Country High and Technical .\lnintenancc and Allowan0e:s on A(·count of :-itndcnts under Recijll'Ocal Arran! Cost of FE\llowship at t'nivcrciity of Lomlon ~nbsidv toward l\laintcnance of School:; hv \'ictnrian ('onncil fm Promotiun

Edn~ation for the Deaf · Payment to Australian Broadeasting Commbsion towHrd Cost of Bt·oadeasts I Ex Gratia Payment toward Cost of \VatE'1' ~lain to tkhool ~o. 370:.', lrympl< Travelling ExpcnBt-.s of Country Children ami Parent' .\.cenmpanying Tlwm l\11

Thrrnpy TPsts, de.

\rnrkt> and Bnildings-Expemlitnre on :-<chool l'ropertiPs under LJin:ction of M(•hool Committ-ees and ( Allowanct·s to Augment Loeal Contributions for JmprovrmentB Small Rt•pairs to lnsrwdot•s' Residences and Bnildings Where Thne b Xo

CommittPP .. Snbsi<ly towanl f'o4 of p,•de:<tt·i;tn ('n.w;ing for Mtudcnts 1111 Hortiham-Xatimuk;

Endo\Vlnent:-; and Grnntcl-~~ Technical ::lchools for .ibintt'llllncP Maintenance of Municipal Playgrounds Mtatc ~chools' Horticnltlll'al Nocit•tv \\'omen's College·--Cniversity · Australian (\mncil for Educational l{,,,enn·lt To Suppkmcnt "\mntal Appropriation to tiH" ,\dult [•;ducation Fnnd Mtate ~t·hools CommittPes' Association of Yietol'ia ;\dvance to .!Hn0t Clarke Hall, Trinit1· Cal'lton Std>,;id:-· towanl lh·ganizt·d .\thkti('s iil Mtntl·

Tendtcro' Trihtnml- ·

AdminiHtratin' Divisk>n·-Salarie, awl .\lluwatH"<'" Allowance to Chairman ( 'ontingenciPs

Totul

~~ntreN

('hoof,; 'lll('lltg

f Oral

lOk[(•tK Am1th ~peeeh

JUW.!iiS

Sehool

all way

f s . d. t:

a,OOI> !!~.08!)

7:!,8411 H s :.'4,(i5:.' •) 0 t:),3ii:! 18 I :l,5LO "i I)

4,2Htl 17 ll l 00,3S\J 7 4 ~1.01.) ll I

:!43,047 HI,:>20

l1Ji4(j,6()5 !llA.:;o

41:2

.!L!l:J 11 !! li.:;:J\) 14 li

:!4.;'iUi .) 11 1.),4411 ,) !J

lH3Ji;il ;)

44,:;:37 li I :!.);1Ji70 (j ll til,:n3 :.> 4 ~.i,x:.>3 l'i :J

ll:! 0 I)

liO.i H 7:2 ;j !I

.w,sm; 0 I :!li,98ti 2 I

S,:.'!ll l:! ll 'i :;J, IilO

Jij!H04 1.) 0 4,] 18 10 ()

!l0,6l3 I ,)

1,339 ;') 4 I ,002.378 \) 11

8l,ii!l6 li s 393,420 10 :J

1.444.4fi8 11 3 l:!i,!l;)6 ].) ;)

4-,;'ifll 18 ;)

1.!163 1 (i

:21i(i s ;;

:.>,G:)S 8 :> .i.:!!J8 17 0

l:lO () I)

!131) l.'i ,, -----· 3,3~6,43~

74,.)1iH 14 0 :.>:!,IIH8 10 l

1,1 !l·l .) :l :J8i) 0 (I

mJ,t::w

1.:!2(), I 00 0 (I

14! 0 0 4,,'31)() 0 ()

1,0011 0 0 l.:lliO 0 (J

:.>H.:!:ls 9 :{ ;)()\) 0 0

li.OOO 0 ()

;;oo 0 0 l,:.Wti,33!J

:!,H0:2 I m;o 0 0

:!l:l \J 4 3,714

I i ,tit O,:l!56

~"'- d.

6 :! w 0

1 l I ii !) (I

l I ~ :1

.j.

4 !i

Ill J

!I :1

lO .}

I:l

54

Table 5 · 03.~ Technical Education.

:-;ochool.

-~- --------------

BairnHdale Ballarat .. Bt'ndigo .. .Box Hill (.Boys') Box Hill (Girls') Brighton .Brunswick Castlemaine Can]field Coburg Collingwoorl Dandenong Davlesford Echuca .. Emi!y )JePlwrHon College J<;ssendon Ferntree Gullv Footscrav · Geelong · .. Heidelberg Jordanville Maryborough Melbourne Melbourne Printing Trades .. .Melbourne Textile Trades )1i!rlura .. .Moorabbin Oaklcigh Prahnm .. Prest-on .. Richmond 8<>le Sandringham ::lhepparton South Melbourne Stawell .. Sunshine Swinburne \Vangaratta Warrnambool William Angli;;s Food Trade' Williamstown Wonthaggi Yallourn Technieal Sections. High School• )Jiscellanco\lS

Tutalt-:

Salaries ..

.\1aiutf>.Jl:tll('t'.

4,\100 UH,4.i:i .-,7,80K

\l,li:-1 4,4;)f) 1~,44;)

11,941 1~1,2()1

2fi,ti7S 4,832

24,381 4,846 2,93:!

16.034 17,6!17 10,70()

4,S46 41,963

Ill ,6\J:) 4,8ti4 4,846 4,8;i3

46.),877 (),12(1 4,731 :!,748 4,846 !Ul82

:!;i,til:! 11,86S 11,90\J 7.552 ,),(i21 .},91;] (),430 .).2\lO

10,12.5 13;),6!)8

i,\145 ii.88:l 3,068 I,!!~~

10,8() 4,3:}1)

l.22(l,IO\l

!Building..; a11d Land,

1.74'1 :ri.HIH

:l.ilil:l I ,146 1.6Sil :l.li90

il8tl I ,41:~ •i.U.;

+7.8;3:2 :!\1,401 (ii\,il:3:l

+,tlil3 742

2,;'\S4 4,4\)(i

;}7,314 10,911 3tl,346 71,241 .)[1,207

2,0()0 I i3.388 ;!{;Jjij(j

31,714 ,)fi,66:! 68,0iil

2.21S 48,393

a,.>03 6)l[lil

40,12\l 3,214

liJ,!J46 6,22i\ 2,487 2,4\lO

1R,2S3 (\6,8;');)

:{2,2.31 77:1

2H.8+H 3,%6

12,70.')

l,l:liU;;ii

Additional Expenditure< from Other \'ote~t

Et!Ui]JIIl•'llt.

£

.-.oo :1,500 :!.iiOO l,;'iOO

250 1,000

800 1,000 :!,700

650 I ,7.10 1,000

100 15(1 700 600

I ,000 3,500 3,ii00

tlfiO t\50 650

lii,OOO i\00 iiJO

I ,:!00 li.JO !lOO fi;j(l 700

1,7;)\1 1300 4c)0

1,;)()0 3:;o 3150 3ii0

:l,750 1.400

7.10 3:'i0 .;oo

1 .. )00 500 60H

65,000

Total. *Ft-:t·~,

I tonation.s 1 etP. -~--~~----

£ \:

1.14\l I,Oi I IU\I,;ii I G.6i\!l 63,990 ti.160 lL8l!l 1,861 12,31ll i9:.! 16,135 :!,743 13.630 1.84R :!.1,164 l.3i(i 3;:\,623 10,426 :.3,334 4(i ii5.33:! (i,i33 il,(ii!J 41)0

8.01ii 40S 17,•):W 1.\JOO :!O,!JHl :3;4K> 15,80:!. 3,296 (i3,160 533 56,37·~ 10, 7i"j

).)4,541 12,85\J 7(3,735 2(j,;

t\4, i03 1,.1133 6511

ti34,26ii 1:12,642 3:~.18~ I ,74ii :17' ]\).) 2!)8 i\!),610 4(11 73,.347 },).:)

11,800 2,001 74,().);) 4.902 16,071 2,5Wi :!0,();)/ 6,9\11 -lcS,:!R I 1.6:!:!

!1,31i'i 7!Hi :!3,4:l'i H8•i 1fi,OO:; 1,441 i'\,127 4;)ij

12,tlfi;) 1,04:~ lii7,731 1:!,356 76,200 1,342 38.8R4 1.3:!7

4,1!11 ii,G?i3 32.2<38 W.3ti0 43!l li,555 :~.:3R3

600 :w,(~lo

:2.4::50,:{58 '.!J>7.S64

1,3Sl,On5

234.176

4,04.},.)8[!

:t EXJWilditnr(> on buildings <Hid land inf·lude~ fm·uittw· :~nd tittin~"~· nnd ~·qulpltli'lll :mppliNl to liP\\ "•·hllol:-., tUH\ ~~nuP othPr (·;~pltn.l ;•::qw-aditun: on equipn~ent,

1 la--.lticat;oll.

:)·]

~-~ :)-3 :)·4 ~-~

;")·0

~-7

~-s

of Arhnini~trntion of (_'o~ordinate .-\(~tivitJes

l·;~p<'!ldit1lll'

Toli1l

Plant Plant

( :ta:-.:-;iH l'~\! it )JJ.

lns1H'l·ior:-;

;--;alari<•" of lnc;p<·ctorial ;--;taH'-

,\rt ~uiatif'l"' of UuidntH'P ~tan· ;-;alaries of Hc·,K<•areh Ktaff

of Survey and of ~;cm;,. and

,-.;alnri<·~ of Clerieal Ktaff A<lmini~trativc Tc·ehni<'al n.nd ( ;e1wral

of ahovt·~narned Htaff

ek.

Snmll SnndrieN

Total

Table 5 · 0. -Summary of Expenditure for Year Ende1 30th June, 1955.

I: +l:i,O!J:! 223.1.);)

I :U60.:{Gil 702.~ 18 '\(i

;.;o:Z.ti!Js ,),02:1.4 >fi

~ii.IIS,411

H~·~·~ '.'0

J: :toos

2,31() :.!,3Hi 2,4\:l

70,ii24 :!:?.:J:JH 10,\!40 3,:>10 l,(lR+

11,001 1.:\0.i li, I ;;;j

!J+,HR;i :!H.71':1 :l3.7R9

1:~.0:l!l 2,!1!1+ ;J.ij4;i

:l-1,:{04

l:l

--·

4I•>.OH:.!

£

3.1!! :124.84:' 4>!l.:Hi2

:12:!

IA+4.7!Hi

Corrrs,ponderH··~.

E I,H:IO

(\;),71!\ ti!ll'

24 :l30

Subsidi7.f>tl.

i74,!lUi

Table 5 ·1.-Cost of Administration.

General Corre~pondence. Subsir!izrtl.

~~xprnditur\~,

---.

£ .t I: 3,008

:tii 10

H, L33

\l4,R8:i 2!1,783 :\3,78t

1,223 :!, ISH

543 1:!,70\1 1 ,<>:m

1:?,333 2!1,801

,83:1 ,417

l,S30

Primary.

l !JUHI 18,fi07

l'riJwtry.

I:

2.:~1!\

/0,;'521

S,!\li\1 1{(\i}

:1,00:2 .),070

\,0\18

\IIA84

S<,eond<lrr. Technical. Teacherii' Colkge::;.

t £ :30,/SI :l4,.,a:; 1,2!J6

~ ,;,;.; i. Hl:l :Uill.870 t:Kl0U I I H.H tii

,S(>H I .(i•tii

I ,o;; I, l iH

:i.I:Z:!,:'Oti 4,04:),,)1\!l 1.4!lO,G7ii

;;o;rcfm<l:lry. TcrhnieaL j Teachers' Colleg:l·.:L

1: [ 1:

:.>.:l flj vo :!.-1-13 01

:?:.u:m I ll.!l4\l

:2,:!-t-.) !Ht:!

:Uili:.! \J.7:l7 1.:!%

H. I 7!1

:1:!:! :Ulli4 --·

;lo.7XI :H,,'\:{5 U\lli

Cia...:~itil"}•t.iou.

Hal~tri<~R Bran ell of Attendance Hrancll

!tnd D!;ntal StHlf* Othtw K'pcns''" of School :\ledieal ancl

Total

CiasHHi~ntitm.

of ~"l"'ni;;oJ'.'< of SpeeiHl Subjcet...; and

Pr·imary School~ ( 'entm1 Sehools ( !entml ClasKes *Post· primary .Sehoob ( 'orTespundence School I ( t_HJ:-;UfHHH,CU

to M eh oo 1-­Clerical awl Other A~si,;tantr;

Costs of Rolh;, etc. ( 'ost of };;ducation Equipment and

(Bee aoO\'!')

Suh,.;idi<·s to Schools for Librnril'·"' nllfl .Mmmment Domestic .-'ht;; and l\1amml

and Correeting l~xnmina tlon Pa pPrri l'aym<•nts to Te<•hnieal SdJOol ('oruwils ~~ i;HII' Expense,;

Total

£ lti,48X :!,1 H)

158,3:l:~

4li.:l2.i

Table 5 · 2.-Cost of Co-orjinate Activities.

General Expendituu.

£

158,3:!:1

Correspondence. Subsl<li1.ed.

£ £

* ~ehool medieal ami dental ~tall' i:-: ml•l('f' thP eontrol of tlw Health Dt>)\iH'tnwnt.

t:

:!2iU03

Rl,82::! 20,32!1 !)!1,4()7 ;15,704 :38,841>

:l67,3fl0 260,500 16f),8f\8

I ,708,860 t.:J67,702

176,340 HlO,fi:J!l

:2,7tJ7 !17 ,6:i:~

:m6,6ti2 46,8tlfi 87,197 13,657

1,14::l,ii:!!l 11 'l;i l

I :{,460.:30!1

Table 5 · 3. -Cost of Instruetion.

£

131,54;)

18,3:lG

fi[l

179.4!1H

Correspondenm,,

;)f>,l04-

3.01>8

t\,!);)!1 !!4

6;i,77G

Suhshlizt>o1.

£

* A<hninisterod hy ('hie{ Jn~[)C{'tor Prhnn r~' ;S<·hoolf:..

Primary.

t: 1ti,48H :!.IlD

Ul,607

Primar.r.

£

\1::1,8;):-l

7,0 18,0(\.-,

f!H,4tii

38,841>1 :?t\7 .:~;;o

17(),:~40

:!,I~!)

74,210 32,fiH.S W,ti I:!

Z'l't'ondnry.

t

St•condary.

··-

t

2ti(UOO I O!.l,H!\X

I ,IOS,X!\0

.17,244

102.742 7,t:ri

74,\l(i;)

1\!lti

t

1\•dmienl,

£

l.:lli7 .70:!

77,4();; 2.0titi

13,6;:.7 1,143,fl2!1

7.511

2,1ill,870

CoHe)!es.

t

TPacher..;' Colleges.

r

IHO,ti:~!l

2,757 lti,85(i

4,71:! I ,iitiO

1,43:~

23:tHl4

Vl c;,

Cla•siH<·ation.

\VR~es of Caretakers, Cleaner,;, f:nr<lerwrs, etc.-­Primary School~ ( 'ent.•·~tl Schools Central ClaRHes l)nHt~prin1ary Sehn<)l:-; f'DIT<'spondence i'l••hool

School,; rhtted Schools

(;iriH' Hecondarv Sehools Hlght~r Elemontary Sehool~ Hi~h Schools .. Special Schools 'l't•achem' Colleges

al Activities :Materials, }~uel, \Vater. and HauitnJion- -··~

Schools Nchools

Central ChsseH Post-primnry School'

Nehool

<:iris' Higher RlemenhtrT Schoob High Schools Technical Schools

Schools

Total

\: ;!;)[),1!48

8,09G 961

:!,937 475

l,fl4:! 17,487 1.:!,520 fi.25H

7ii,l)4l il,084 6,S5!~

:n:J

:!11,52fi (),7(i I

;)iil !l7fi :l2!{

I ,14!1 (1,:!80 1,830 :!,i548

1!1,6S7 ii0,il(;8

!{,174 :?,S41

385

Table 5 · 4.-0peration of School Plant.

General E:.:penuiture.

£

Hl3

Correspondence. Subsidized.

£ £

47ii

:!:?:!

~o'!'R. ···-l~xpenditmv ou ;H'{'OUHt of sanitation ilH"hHif'f:i. thr follo\ving- amount;-; llilirl hy th~ Public \Vorkn DPHartntPnt

Cla~sHkat.ion.

H<•pair of Building,, Fpk<'<'P of C1·<mnds, Pt<•.­f'rimary Nchools Centrai Schools ('r·ntral Classes Post-primary Sehools

Hchool

Cirls' Higlwr J<:Iementarv f'\chools High Rchools .. Tcchn.ieal School"

Sehools

Total

~nTt:. ExpPnditUI'f' <UT\JIIIlt of

£ H:.!:!,!l82

1.25\l :.!9G !{66 24

:.!!)!) :!,G65

:lD,8:34 :!3,478 H5,77!l !1i,57+J 2,ll8

18,:!71\ 31)1)

Table 5 · 5.-Maintenance of School Plant.

CorrespotHil'nc.:e, 8n bsidizf'rl.

-

£ £ £

:?4·

3;1!.1

Primary.

£ H:l:l,H8:.!

:mu

2\l!J :!,fl(l.)

:!,liS

:Z.i!l ·:!ur;

:!;),834 :!3.478 ()t), 770

~l'e(·hnira:l. T1·aehrrs' Colln~etl.

£ 1:

H7,.)7.1

IS,27;)

97.575 18,27,';

(:JrJ:.;' ;-;P;:·ondary ~ .. hooh, .t.~~J,:~.&:-:

( 'la~~ifkation.

:\. ( 'hargPs Related to :-i<'hool»-·· m of l'upib .. -Schoo!r-:

Nehool.s (

1entral ( ~1axs;P,~ Post·primary :-!dwob t ~roup ;-.ichoolc-'

Consolidated Nel""''' ::-;(·hoob

N<•hool:-:.

~ehnol:-:

llostel Ks.pen"cs and B<liLl'd Allo\\·mweK !<n· Teachers Hostel ~~xpcn,.;<•s and Board Alto" lllH't's fin· Pupils Tnmsfcr and Herno\·al nf Teadlcl's

and Hursarks

:\ tlll·tlepartnwntal :-!d1• >ob la1·ships and HtH·smi<'>' to [Tni\'(•tsity

Printing of Hehool Books lh•cruit!ll!'nt and Ht•ha l.il it at ion of Tt'achcrs Ndwo! Plantations :\urr::t·r.v and Horti('ultun• ;--;nlal"in .. and l•~xpen~e..,; l'avnwnts to Te<"hlli!'a[ S('ho<>l ( 'onn<·ilsi' Su;nlriP . ...;

B. ('han!<'S i{<·htt<·d to i )!\"'~" J•:,tn"ational lw;titntions-Bool; All<marwt•s-H.N•iprocal Arrangem('Jit-<

••t l:ni\"t·rsitv of· London ( 'olltl<'il fill: l•:dw·ational Resear"h

( ;raut:-; t,o l 'niY~'r,..,ity*

Ent low men t* Sei('lit~e Hef'('Hl'!'h':'

\"('tet'inarv HP~(·nn·h'·~

,\gl'i"uttu;·al i':duetd Adult. Fdueat ion Fnnd:~: { :rnnt to Po:--t"f!nHlnnt~f' t 'nmmitte('* (:rant fo \\'owcn','-' ( 'ulh•ge, l rtliVPn.;it\·

(:rant n ~lnnicipal l'la.vg•·otJ!Hb · (;!'ant tu Sd:ool ( 'ounnittr•(•~' .\x;;nciation i:raut to State ;··klwok 11111'tir·ultuml ;ra.nt n Ut·gani'Zt'd ~\tli1Pti•·:--: in ~tnh• :1·ant 11 Oml l•>ltwal for tht• lkaf

.\rh lllHT to .)arwt ( 'ial'i«• IIHIL T1·inity College

Tot.d

T»t.al Expemlit11re.

£

;{!),!)44

7:!,0:{1> 4:!H,51J5 13:!.!>43

I ·1.524 17;1,7/H

I.

~.t.:3:31

l.JH!l

2!0 •. -.,tl04

:?H :!:l . .)li I li t.nsn

7.2HIS :l.:na ."i.H7

<.01!1

I.HH:i ~OH

l.:lUO HI:?.HOO

10.000 W,lOO .i 1.:?:1!1

2.0(10 1.000

141 iiOO

LiOO .)110

~.H:lx li,(XIO

:1.0:-lll.:l!l.)

Table 5 · 6.-Auxiliary Costs.

17,),77!1

l.:!t-:D

nt,mm ()9,:}1i4

i.:ZHH

;),(i7

:!.Hil

141 :;oo

.)011

:1::!J,S4:.'

Corri'spuud(>Df'i~.

£

:l(J:.'

:!S

_ .. :.':30

Sull~idi.r.Pil. Prhnary.

£

:l4!1,0(i;..:

201

14,ii::!l

l"i.!Hj';

:lJO

I O,!l l I

:z.:r;:~

;~,7:!J

l.!lli:.l :!tHi .:~60

I )I :.',>\IH>

4.).0()0 :1,100

Hi,OOII l!i.IOII ,-,l,:.>:m

:!.000 ,000

.~ . .-.oo

:.'.(!:iS fi,IIOO

7<1,!!()/ ii:lfi.HSO

"" Paid lJ\ :-:tatu '!'rvn:-;ul'y. : Cr;lnt"' tn Technical Rchool~ tota11ed £1,:32ti.100. 'Jhis a1nount is; disi-\crterl <jmong Tab!t:s 5· J. ,)·:-:, ·4 .~).-,,awl

~··Ntndary.

t:

:!,:ls S,fl!lO

2.:{1.1 .L\1!1[

i'ii.S04

117

lil :.'.HfiH

~~;)J)OO 11;1id h:.·

TPehnicaJ.

£

132,943

9 9{)7

~:lil

:l;{,f>fil

lflO,M:!

StaLe Trca'iury.

'l';·acll<•rs· Colleg:t>~.

£

1,12.),628

,12;3.fl:.'tl

\7.,)! en

\ 'la">A:iftcation.

Pnnf'i(m,.., <U\tl ~upPrannua.tl;,n* Rent of Building;-; and Uround~ iln· Sr·hool PurposPst l':w~~·nll Tax* ... Tn~uJ'ollll'l' -\V(Jf'k(~f':-..· CIJ!llpPnsntitHl*

Tu tal

<:las•ificat.ion.

~---

PH!'<·!.:"'' .,f Land itnd Building ( 'o:;ts

Total

Cla!;!:ltifkatlon.

fn ~lll ~alP nf Bunks I ttl"truction ~:xaminatiiHl

*Fine,.; f1~r ~on-attendatwe :tt Sehool l•'ot'f('itu re of Bonds H.ent from 'J'oaeh('rx' f{.psicleJW<"S

from f-l>1!e of Property

Total

!::

~1Jii'i.4:37 2:l.o:lo

:m1.o;;u Jj))7~

HO:l.@H

Table 5·7.--Fixed Charges.

J:

465.4:37

1 a.:lw; ;)5H

479,:j():l

Correspondenre.

1.4li :m

,47!1

* Pai;l lly Stat-e Trt~a~ury. t 1H(']wlr~ £~L6:-<:) paijl

£

.>.o:l:l,litl -~-~~---

;i,O:l:l.47!l

Table 5 · 8.-Capital Expenditure.

General Expenditure_

£

:1:!:l

3')·)

Corre:stwnden;,_•e,

£

l:lO

120

:Subsidized.

~ !::

Primary.

.i

14,;);j;{ ,HHi .HI 'i

:l0H,54ti

Publk Work,.; IJi!p;lrtnwlil.

~ub~idb:e.fL

£

Primary.

_~;

2,:100,189

:!,300.18\l

('apital expenditure wa;; rn0t hy the l'uhHc \V()rk-.; Departm~nt.

Total,

£

:10,4:!:1 H.RB4

'iHo .)0

14,!141 IO:U~I

7,569 1!13

Hi.5:!H 'i.:iOii f\,800

:lGil. 7fll

l---~

Table 5 · 9.-Revenue.

Gen~ral.

£

::10.34!1

7!Hi f}(l

ili I ,()4-f!

1!1:;

i.:m:; ,:!:!1

li!i.874

Correspondt•nee.

£

HO :!lK

4i'i

344

* ~t·l: Tahle :; 77.

Su bsidize<l. Prirna.ry.

£ £

144

i:l,O!H :),~/I

:1,102

:)epnndary.

£

:l,Ol:l 00,12:!

:! .. 111

'fl;),()4i'i

~econdary.

£

l,.)'i7,!l47

1..177 ,!14 7

3ccon(l:\ry.

£

7.471

li.3H8 Ill

1,47:;

:lti,40:l

Tf'{'hnkal.

£

4,H7ti :12,3!!·1

,!3i)3

:l8,(i2:l

Te<'hnieal.

£

l,O.H,liH

!.Of; l, 171\

Tt·chnital.

1:

n,nan .iHO

6!15

]] ,214

·~

--,

'l't'.lH·her:-, · Colleg(•S

i

I,:W9 6,;i!i:1

:li4

s.04o

Teacher:{' Collc~e_-.,

£

93,7:/:l

!13,722

Tt~ae.lH'rs' College~.

J:

1.0:1

1.482

H7 ~-.>2tl

306 ~---~-

90.:!45

0< ~

]J(·!H•lilinallt•ll.

l 'nd<:nomin:tliorml

('hlif(•h En)[land

.l'l'~~l>yl-el'i:tn

~kthodist

Bn pti.'t

:"e\-<'lltl, ll:1y AdvPntist.

Lmhcl':lll

( 'ln·i:-tlan :--:vit•Jw<•

fh·btcw

Total,

(;rand Tota.ls

STATISTICS OF HEGISTERB~D SCHOOLS IN VICTORIA.

Cndl·r ;,,

fj(j()

uliti

,),

Table 7 ·31.-Age Distribution of Pupils in Registered Schools .

.\.p• L:l'l.

(i. Ll. I;. l".

--!-~~---

3,:!3::! l .31l:l. :{OR

Tu tab. Hi.

;~,!1::! I

!:\1),::!81

1:!.664

3,334

!J(i!J

;)13

:ll:!

tiOS

3k: 14' IRI 11:!,471

() 1

Table 7 · 2.-. Registered Schools : Number of Schools. Number of Rchools

Table 7 · 3.~ Registered Schools : Attendance for Year ended 31st December, 1954.

Grus.s Enrolment. Estimatt-d ~- ~----- --~--- ----- -~---~--- ~et

.Buy8. (firis. Total. Eruulmenf. Age uf Pu1Jil:;.

Cnder 6 years 4,088 4,4/fi 8,564 H,OiX

Between 6 and 14 ypar·s 45,9(i!j 48,41!l !.14,382 87,460

Ahon< 14 years I l,09ti I l.iH 22,840 22,074

Totals 61,147 64,639 1~.5,786 117,621

Table 7 · 4.~-Registered Schools : Number of Teachers. I\ umber of Teachers . . :J,6fi~l

1\"ote. ~ Hegistered sehools referred to in Tu bles 7 · 2, 7 · 3, 7 · 31, and 7 · 4 comprise all private scllOo]c;, :,<('('omlary Rehool:o and eolleg('s, and denominational schools r('gisterNI under the Education Act.

By Authority: W. :V[ HousToN, Go\·ernment Printer, Melbourne.