Dec. 18.] THE NEW ZEALAND GAZETTE. 2307

Object-lessons, and Lessons in Natural History and on Manufactures.
—A syllabus, as in Standard I.
Repetition of Verses.—Syllabus showing progress.
Handwork.—See Regulation 29.

ADDITIONAL SUBJECTS.

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.—See Regulation 28.
Drill.

STANDARD III.

PASS-SUBJECTS.

A. English.

1. 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 appre-
   hension 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.

2. 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 in-
   sures familiarity with the use of punctuation-marks and capital letters.

3. 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.

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

B.

5. 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, avoir-
   dupois weight, and long measure; mental arithmetic; easy money
   problems.

CLASS-SUBJECTS.

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. Law-
rence, 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 23.)

Grammar.—The distinguishing of the nouns, verbs, adjectives, articles,
and pronouns in easy sentences. The more difficult pronouns (as the in-
definite 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 sub-
stantive 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 a 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.

B