Oct. 14.] THE NEW ZEALAND GAZETTE. 1131

3. ADDITIONAL SUBJECTS.

Recitation.—As for Standard V.
Singing.—As for Standard V.
Needlework and Drill.—See Regulations 25 and 12.
19. In geography and history, in Standards IV., V., and VI., the
course of instruction and the scope of examination need not conform
strictly to the order in which the several parts of the subjects are set
forth in the syllabus. The principal teacher may, at his discretion, make
arrangements for instructing two or more of the classes S4, S5, and S6
together as one class in either of these subjects, and may take the
several prescribed parts of a subject in any order, provided that the
order he adopts for either subject be clearly defined in a written pro-
gramme showing that the whole of the work prescribed for that subject
in the syllabus is distributed in fair proportion over a three years' course
of instruction, that this programme be always ready to be produced at the
request of the Inspector, and that it be strictly followed. In this pro-
gramme, or in a separate programme, or in a note-book of lessons actually
given, or in a text-book marked for the purpose, the teacher may indicate
for the guidance of the Inspector the particular parts of the subject which
have been so treated as to afford reasonable expectation that the class will
be able to give evidence of having retained a solid knowledge of them. It
is expressly recognised that a great part of the instruction given in any
subject is illustrative, or explanatory, or connective, and also that the
aspects of a subject that have most interest for the teacher are those which
he will probably be most successful in impressing on the imagination
and on the memory of his pupils; and, further, that where it is not
possible to do more than establish an outline or sketch of any department
of knowledge there are usually more ways than one of drawing the out-
line. In history one teacher may be disposed to give prominence to
dynastic considerations, another to military exploits, a third to social
developments, and so on; and in geography the thread of the instruction
may be mainly political, or mainly physical, or mainly commercial. The
Inspectors will judge in every case whether the plan adopted is intelligent,
the work done sufficient, and the instruction effective; and they will
accommodate their examination to any intelligent and reasonable method
by which the teacher seeks to comply with the requirements of the
syllabus.
20. The drawing prescribed in the syllabus is illustrated by the several
parts of Blair's Colonial Drawing-book, issued by the authority of the
Minister of Education, and is further defined in this regulation (20). The
work appointed to be done has a direct bearing on the industrial and
decorative arts. In the first three standards the elementary knowledge
of geometrical form is to be acquired; in the Fourth Standard elementary
practical geometry is introduced, limited to plane geometry; in the Fifth
Standard practice in scale drawing is required; and in the Sixth the
practical geometry is extended so as to include elementary solid
geometry. The instruments required in the work of the first three
standards can be obtained in Wellington for 4d. They are—a measure of
inches, a small set square of 45 degrees, and one of 60 degrees. For the
Fourth Standard a pair of dividers (cost 6d.) is necessary. Freehand drawing
begins in the First Standard; simple rectilineal figures, first drawn with the
ruler, being afterwards copied without ruler, and also drawn as dictation
exercises. The freehand for the Second Standard includes forms based on
the circle, semi-circle, and quadrant; and in the Third Standard common
curved forms of a less simple character are introduced. The Fourth
Standard freehand work is to be decidedly in advance of Third Standard
work. In the Fifth Standard the easier examples, and in the Sixth
Standard all the examples, are to be drawn on a larger or smaller scale
than that of the copy, and in the Sixth Standard freehand is extended so
as to include drawing from simple models.
In the First Standard the pupils must be able to distinguish vertical,
horizontal, and oblique lines, to recognise such lines when they see them,
to give the lines the appropriate names, and to draw them with ruler and
without ruler at dictation. They must know that when two lines cross
one another four angles are presented to view, that the size of the angles
is independent of the length of the lines, that one pair of angles may be
larger than the other pair, that when there is no such inequality the
angles are said to be right angles and the lines are mutually perpen-
dicular, that in this case any two segments containing one of the right
angles form also a "square" corner, that a horizontal line is perpen-
dicular with respect to a vertical line, that the obtuse and the acute
angles are respectively greater and less than the right angle, and that
two lines without mutual inclination are parallel. Strict scientific
definitions will not be demanded, but the pupils must be able to use