1128
THE NEW ZEALAND GAZETTE.
[No. 75

3. ADDITIONAL SUBJECTS.

Knowledge of Subject-matter of Reading Lessons.

Repetition of Verses.—Syllabus showing progress.

Singing.—Songs as before; the places of the notes on the stave, or the symbol used for each note in the notation adopted; to sing the major diatonic scale and the successive notes of the common chord in all keys.

Needlework and Drill.—See Regulations 25 and 12.

STANDARD III.

1. PASS-SUBJECTS.

Reading.—Easy reading book, to be read fluently and intelligently, with knowledge of the meanings of the words, and with due regard to the distinction of paragraphs as well as of sentences. Insufficient apprehension of the value of the paragraph is not to affect the individual pass, but the Inspector will not be satisfied with the class if he finds that this defect is general.

Spelling.—From the same book; knowledge of words having the same, or nearly the same, sound, but differing in meaning; dictation of easy sentences from the reading-book of a lower standard. Dictation is not prescribed for Standards I. and II., because of the serious danger which attaches to the dictation exercise used prematurely. If a child writes incorrectly, his visual memory is affected by his error. On the other hand, transcription is continued in this standard (under the head of writing), because it affords no excuse for mistakes, and allows the teacher or examiner to expect and demand precision; and, besides, it ensures familiarity with the use of punctuation marks and capital letters.

Writing.—Longer words and sentences, not larger than round-hand; transcription from the reading-book of Standard III., with due regard to punctuation and quotation marks.

Arithmetic.—Numeration and notation generally (one billion being taken as the second power of one million, one trillion the third power, and so on); long multiplication and long division; the four money rules, excepting long multiplication of money; tables of money, avoirdupois weight, and long measure; and easy money problems in mental arithmetic.

Composition.—Very simple exercises to test the pupils' power of putting their own thoughts on familiar subjects into words.

Geography.—The names and positions of the chief towns of New Zealand; the principal features of the district in which the school is situated; names and positions of Australian Colonies and their capitals; of the countries and capitals of Europe; of well-known mountains; and of celebrated rivers. The mountains and rivers named in the following lists will suffice: Pyrenees, Alps, Apennines, Carpathians, Balkan, Vesuvius, Etna, Hecla; Ural, Caucasus, Altai, Himalayas, Hindu Kush, Thian-Shan; Atlas, Kilimanjaro, Ruwenzori; Rocky, Sierra Nevada, Alleghany, Popocatepetl; Andes, Cotopaxi; Australian Alps; Egmont, Ruapehu, Cook. Thames, Seine, Rhine, Rhone, Elbe, Danube, Tiber, Volga; Nile, Niger, Congo, Zambesi; Euphrates, Tigris, Amu (Oxus), Ganges, Hoang-ho, Yang-tse-kiang, Amur, Lena, Yenisei, Obi; St. Lawrence, Mississippi, Missouri, Mackenzie; Amazon, La Plata; Murray.

Drawing.—Freehand drawing of regular forms and curved figures from the flat; very elementary knowledge of degrees. (See Regulation 20.)

2. CLASS-SUBJECTS.

Grammar.—The distinguishing of the nouns, verbs, adjectives, articles, and pronouns in easy sentences. The more difficult pronouns (as the indefinite and distributive) are not to be used as tests of knowledge in this standard, but the children should be able to recognise as a pronoun any personal, possessive, or demonstrative pronoun, whether used as a substantive or as an adjective.

English History.—Such a knowledge of a few prominent persons and events distributed over the whole period from the Roman invasion, as might be imparted in twenty or thirty lessons of a simple character. Lessons explanatory of historical pictures would best answer the end in view. The teacher will prepare a list of about twenty-five persons and events and about a dozen dates, and the Inspector will ask simple questions to ascertain whether the children have retained an intelligent knowledge of the subjects set down in these lists, and will expect to find that the few dates selected are thoroughly impressed on their memory. The dates should be well spread over the whole period, and relate to very important events or crises.

Knowledge of Common Things.—A syllabus as for object-lessons in the former standards.