2312
THE NEW ZEALAND GAZETTE.
[No. 106

To draw a line parallel to a given straight line through a given point.
To make an angle at a given point in a given line equal to a given angle.
To divide a given straight line into any number of equal parts.
To divide a given straight line proportionally to a given divided line.
To divide a circle into three, six, twelve, four, or eight equal parts.
To construct a triangle, its three sides being given.
To construct an equilateral triangle on a given side.
To construct an isosceles triangle, the base and the angle at the apex being given.
To construct a square, the side being given.
To construct a square, the diagonal being given.
To construct a rectangle, the sides being given.
To construct a rectangle, the diagonal and one side being given.
For the Fifth Standard, pupils must be able to make their own free-hand 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. The problems required in practical geometry are the following:—
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.
In the Sixth Standard all copies made from the flat must be enlarged or reduced. The models for model drawing are 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 (in the largest schools) to draw sections of them in any plane perpendicular to the horizontal or to the vertical plane.
Teachers may claim exemption for girls from examination in geometrical drawing.
24. The instruction in elementary science for Standards IV., V., and VI. shall be based on a programme, which shall be prepared by the head-teacher, 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 a proper use of Professor Bickerton’s “Materials for Lessons in Elementary Science,” and must also include instruction in elementary mechanics, or in elementary laws of health, or in ambulance work and modes of resuscitation, 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.
25. 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.