JUNE 21.] THE NEW ZEALAND GAZETTE. 949

STANDARD V.

1. Pass-subjects.

Reading.—A book of general information, not necessarily excluding matter such as that prescribed for Standard IV.

Spelling and Dictation suited to this stage.

Writing.—Small-hand copies in a strict formal style, and text hand; transcription of verse in complicated metres, and of prose exhibiting the niceties of punctuation.

Arithmetic.—Proportion; simple interest; the easier cases of vulgar fractions, and problems involving them.

Composition.—A short essay or letter on a familiar subject, or the rendering of the sense of a passage of easy verse into good prose.

Geography.—New Zealand and Australia, as for Standard IV. The map of Great Britain and Ireland: Capitals, great ports, and cities and towns of more than 200,000 inhabitants, with their characteristic industries and geographical advantages. The map of Europe: The principal seas, gulfs, headlands, mountains, and rivers; countries and their capitals and great ports; geographical advantages of the several capitals and ports; forms of government of the Great Powers. Physical geography: General distribution of land and water on the surface of the globe; the mountain and river systems of some one continent; watershed; formation of deltas. The globe: The form of the earth; the daily rotation; the annual revolution; the approximately stable direction of the axis; day and night; the seasons; the zones; meridians and the cause of the differences of local time.

Drawing.—Practical plane geometry; drawing to scale; freehand drawing to be kept up. (See Regulation 19.)

2. Class-subjects.

Mental Arithmetic.

Grammar.—Inflections of the verb; the parsing (with inflections) of all the words in any easy sentence; analysis of a simple sentence.

English History.—The period from the accession of Henry VII. to the death of Queen Anne: About twenty-five persons and events, and about twelve dates, are to be selected by the teacher. (See Regulation 16, and the description of the work in history for Standard III.)

Elementary Science.—See Regulations 20 and 21.

3. Additional Subjects.

Comprehension of the Language of the Reading-lessons.

Recitation.—Of a higher order than for Standard IV.

Singing.—More difficult exercises in time and tune; strict attention to expression-marks.

Needlework and Drill.—See Regulations 24 and 11.

STANDARD VI.

1. Pass-subjects.

Reading.—A book containing extracts from general literature.

Spelling and Dictation suited to this stage.

Writing.—The copying of tabulated matter, showing bold head-lines and marking distinctions, such as in letterpress require varieties of type (e.g., the copying of these printed standards, or of a catalogue showing division into groups).

Arithmetic.—Vulgar and decimal fractions; simple cases of compound interest and of other commercial rules, such as discounts, stocks, partnership, and exchange; the metric system of weights and measures, and calculations with pound, florin, cent, and mil; square root, and simple cases of mensuration of plane surfaces and of solids bounded by planes.

Composition.—Essay or letter.

Geography.—The maps of Asia and North America: Work analogous to the work prescribed under the head of "Map of Europe" for Standard V. The map of the world: British possessions; their principal towns and leading products; with some knowledge of their relative importance, and of the forms of government of the most important. Physical geography: The principal causes of difference of climate, with illustrations. The globe, as in Standard V., with a knowledge of the significance of parallels of latitude, and with special reference to the seasons in the Arctic and Antarctic circles.

Drawing.—Elementary solid geometry and freehand drawing from simple models; or one of these subjects together with more advanced freehand drawing. (See Regulation 19.)

2. Class-subjects.

Mental Arithmetic.

Grammar.—Complete parsing (including syntax) of simple and compound sentences (easy), prefixes and affixes, and a few of the more important Latin and Greek roots, illustrated by part of the reading-book; analysis of easy complex sentences.

English History.—The period from the death of Elizabeth to the reign of Victoria; also the elements of social economy

—that is to say, very elementary knowledge of such subjects as government, law, citizenship, labour, capital, money, and banking; great stress is to be laid on the elementary knowledge of social economy. (See Regulation 15, and history for Standard III.)

Elementary Science.—See Regulations 20 and 21.

3. Additional Subjects.

Comprehension of the Language of the Reading-lessons.

Recitation.—As for Standard V.

Singing.—As for Standard V.

Needlework and Drill.—See Regulations 24 and 11.

18. 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 in geography the instruction prescribed for Standard V. under the heading "the globe" must always form part of the work for that standard, and that, similarly, the instruction in "physical geography" for Standard VI. must always form part of the work for Standard VI.; provided also that the order he adopts for either subject be clearly defined in a written programme 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 programme, 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 outline. 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.

19. 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 (19). 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