Oct. 14.] THE NEW ZEALAND GAZETTE. 1133

To construct a rectangle, the diagonal and one side being given.
To construct a rhombus, the diagonal and side being given.
To construct a rhomboid, the sides and one of the angles being given.
To construct a trapezium equal to a given trapezium.
To construct a triangle on a given base and similar to a given triangle.
To construct a rectangle on a given side and similar to a given rectangle.
To enlarge or reduce any given figure by a system of squares.
To divide a circle into any number of equal parts (by construction).
To construct any regular polygon on a given line.
To construct an ellipse by pins and string.
To describe a circle through three given points.
To inscribe a circle within a given triangle.
To describe a circle with a given radius to touch two converging lines.
To describe a circle with a given radius to touch a given straight line and a given circle.

For the Fifth Standard pupils must be able to make their own freehand sketches of some common object as a preliminary to scale-drawing, to measure the object and note the measurements on the sketch, and then to draw the object to scale. Progress in freehand must be shown, and the simplest exercises of the year must be drawn either larger or smaller than the copy set.

In the Sixth Standard all copies made from the flat must be enlarged or reduced, and the freehand drawing must include drawing from simple models, the models being the same simple solids as are prescribed for the geometrical drawing of this standard, and combinations of the same as found in simple common objects, such as tables, boxes, books, bottles, buckets, &c. The model drawing and the method of teaching it are fully illustrated in the first-grade model drawing in the Colonial Drawing-book, issued by authority of the Minister of Education. The work in practical solid geometry is as follows: Plans and elevations of the sphere and cube, the cone and pyramid, the cylinder and prism, and slabs. Pupils must be able to give correct definitions of these solids, and to draw plans and elevations of them, and of simple objects based on them, on three planes of projection, and also to draw sections of them in any plane perpendicular to the horizontal or to the vertical plane.

21. The instruction in elementary science for Standards IV., V., and VI. shall be based on a programme, which shall be prepared by the headteacher, to show the distribution of the subject over a three-years’ course of lessons. The programme must include such elementary knowledge of physics, and such a conception of chemical action, as may be imparted by the proper use of Professor Bickerton’s “Materials for Lessons in Elementary Science,” and must also include instruction in elementary mechanics, or in such elementary physiology as may be learnt from Mrs. Buckton’s “Health in the House,” or in botany, or some other subject recognised by the Inspector as equivalent to one of these; provided, however, that, if the elements of agricultural knowledge be efficiently taught, no other elementary science shall be required for these standards.

22. The programme of the elements of agricultural knowledge which may be substituted for the programme of “elementary science” is as follows:—

Standard IV.—(a.) The parts of plants, stems, leaves, roots, flowers, and fruit (with special reference to fruit-trees and agricultural plants).
(b.) Fertilisation of flowers and formation of seed. Storage of food in seeds, roots, &c. Germination.
(c.) Composition of plants. The meaning of the terms organic and inorganic. Elements and compounds. Outlines of chemistry of air and water.
(d.) How plants obtain their food. Function of the leaf. Decomposition of carbonic acid. Leaf-green. Importance of water to the plant. Absorption of food by the roots. Action of root hairs.
(e.) The soil. How soils are formed. Decay of rocks. Chemical constituents of soil. Subsoil. Humus. The soil as a source of plant-food.

Standard V.—(f.) Brief outline of the chemistry of the elements essential to the growth of plants. Influence of light, warmth, and moisture on plant growth. Bacteria as the cause of decay and fermentation.
(g.) Mechanical analysis of soils. Classification of soils. Good and bad qualities of soils. Influence of mechanical condition of soils on their fertility. Plant-food in the soil, available and dormant.
(h.) The objects to be obtained by tillage. Improvement in the mechanical condition. Importance of a good seed-bed. Chemical changes induced by exposure to the air. Action of bacteria, &c., in the soil. Fallows. Tillage as partly replacing manure. Water in the soil. Capillary action in the soil. Drainage. Possible loss of plant-food in drainage water. Differences in modes of cultivation for light and heavy