1064
THE NEW ZEALAND GAZETTE.
[No. 32

And, subject to clause 35,—
(16.) Latin.
(17.) French.
(18.) German.
Attention should still be given to the kind of instruction that is indicated in clauses 48, 53, and 57.

SYLLABUS.
ENGLISH.
GENERAL.

37. There shall be at least two reading-books in each class. One of these shall consist mainly or entirely of literary matter suited to the comprehension of the pupils; the other may contain historical, geographical, or scientific matter, but must not be merely a text-book of history, geography, or science; it may be a continuous reader. If approved by the Minister, a school journal may be substituted for one of the reading-books. If a historical or geographical reader be selected for the second reader it may, if of adequate scope, be held to satisfy the requirements of such portions of history or geography as are so specified in the syllabus laid down for those subjects. (See clauses 42 and 49.)

The chief objects of the instruction in reading shall be to impart to the pupils the power of fluent reading, with clear enunciation, correct pronunciation, tone, and inflexion, and expression based upon intelligent comprehension of the subject-matter; to cultivate a taste for and an appreciation of good literature; and accordingly to lead the pupils to form the habit of reading good books. The reading of such books might, indeed, well replace all other kind of home-work.

Poetry set for recitation should, while suited to the age of the pupils, be chosen for its literary merit as well as for the interest it arouses. There is such a wealth of simple and beautiful poetry in English literature that there is no reason to select for repetition verse that is not worth the trouble of learning by heart. One of the objects in making children learn verse or prose by heart is that they may have stored up in their memory masterpieces that may develop their imagination, and may, whether the children themselves are conscious of the operation or not, mould their taste for good literature.

The children should have an intelligent comprehension of the poetry set for recitation, and be able to answer questions upon the subject-matter of it. In some classes the pupils might be trained to reproduce in their own words the substance of poetry previously committed to memory. These exercises link the recitation to the composition lessons.

In order to secure the objects named in the last three paragraphs, teachers are recommended, in the upper classes, to give special attention to a few selected lessons—e.g., the lessons for recitation and, say, six of the best prose lessons in the reading-book.

Spelling should be taught by means of systematic lessons on word-building, based on a general phonic scheme, or on the meanings of the words, or on both principles combined. This teaching should be regularly supplemented by transcription from script and print. Dictation is a useful test, but not in itself, it should be remembered, a method of teaching spelling. It is recommended that in the preparatory classes and Standard I., the transcription should be from script only.

The object of the instruction in composition shall be to train the children in the correct and ready use of their mother-tongue, both in speech and in writing. Although in the definition of the work for the several standards many grammatical terms are introduced, these terms are used for the guidance of teachers, and it is not intended that any grammar shall be introduced into the course of primary instruction except for the practical end above mentioned. Technical grammatical terms should be used very sparingly indeed, and the order of instruction should be, first from example to rule, and then from rule to example; in other words, by induction first, then by deduction. Every lesson, in short, should be a composition lesson, no lesson merely a grammar lesson.

38. The following shall be the complete course in English for the various standards in all schools:—

STANDARD I.

Reading.—Two books. One book at least should consist of short stories, fables, verses, &c., well within the comprehension of the youngest readers, and not containing rare words or long words.

Composition.—Answering orally, in complete sentences of a simple character, questions upon the most striking parts of the subject-matter