2310

THE NEW ZEALAND GAZETTE.

[No. 106

CLASS-SUBJECTS.

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 19, and history for Standard III.)

Elementary Science.—See Regulations 24 and 25.

Recitation.—As for Standard V.

Handwork.—See Regulation 29.

ADDITIONAL SUBJECTS.

Singing.—As for Standard V.

Needlework.—See Regulation 28.

Drill.

22. 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 the 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 methods by which the teacher seeks to comply with the requirements of the syllabus.

23. The drawing described 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 (23). 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, semicircle, 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