APRIL 20.] THE NEW ZEALAND GAZETTE. 1065

of the reading lesson, and upon such common objects and occurrences as
would be observed by children of seven or eight years of age at home, at
school, on the way from home to school, or elsewhere.

Writing.—Formation of the small letters and junctions. The small
letters, short words, and figures on the slate or on paper at dictation.
Transcription of short, easy sentences, beginning with a capital, from
script on the blackboard.

Spelling.—Based chiefly on word-building, but including also other
words in common use contained in one of the reading-books.

It is suggested that the word-building for this standard should consist
of such combinations of consonant and vowel sounds as are most com-
monly represented in words of one syllable and in easy words of two
syllables, and of easy words formed therefrom by the addition of common
inflexions. The following words may serve to illustrate what is here
meant: Ass, asses, mass, masses, lass, lasses; lip, slip, slips, slipping,
slipped, slipper, slippers; talk, talks, talking, talked, talker; stalk, stalks,
stalking, stalked, stalker; walk, walks, walking, walked, walker; match,
matches, catch, catches, latch, latches; ledge, ledges, sledge, sledges;
fly, flies, dry, dries, try, tries; light, tight, fight, might, &c.; eight,
weight, eighteen, eighty, weights; though, dough; rain, rains, train,
trains, strain, grain, chain, brain, stain, &c.; oar, roar, boar, soar, oars,
roars, boars, soars, roared, soared, roaring, soaring, &c.; swim, swims,
swimmer, swimming; light, sun-light, moon-light, star-light, candle-light,
fire-light, night-light, &c.; brave, braver, bravest, bravery; quick, quicker,
quickest, quickly; hot, hotter, hottest, hotly, &c.

Every word should be used in a sentence, formed if possible by the
child, unless its meaning is beyond the child’s comprehension or experi-
ence, in which case, indeed, it would be wiser to defer the teaching of it.

Recitation.—To learn at least 120 lines of suitable standard poetry.
A syllabus of the work done during the year to be given to the Inspector.

STANDARD II.

Reading.—Two books, containing more difficult matter than is required
for Standard I., but still well within the comprehension of ordinary
children of the age of nine.

Composition.—Oral composition as before, suited to this stage of
progress. Written composition: Simple sentences upon the subjects
already dealt with in oral composition. Completion of sentences given
in an incomplete form, e.g., Birds —— (fly); the boy —— (ran home);
(Tom) —— did not learn his lesson; the paws of the lion are furnished
—— (with sharp claws); the elephant can be taught —— (to do many
kinds of work). Use of the full stop and note of interrogation.

Writing.—Formation of the capital letters. Easy words at dictation.
Transcription from print or from script.

Spelling.—Word-building continued. Spelling of other words in
common use contained in one of the reading-books.

The word-building might include an extension of the work of
Standard I. to words of two and three syllables in common use; also
the formation of simple derivatives and compound words. The following
may serve to illustrate what is meant: East, eastward, eastern, easterly,
north, northern, &c.; after, afterwards, backward, forward; answer,
answers, answering, answered; breath, breathe, breathing, breathed;
feather, leather, weather, heather, &c.; steady, instead, read, lead,
pleasant (unpleasant); sleep, slept, sleeping, sleeper; weep, wept, weep-
ing; self, myself, himself, herself, ourselves, &c.; two, twice, twenty,
three, thrice, thirty, thirteen; four, fourteen, forty; five, &c.; carry,
carriage, marry, marriage, courage, &c.; berry, berries, gooseberry,
gooseberries, &c.; chestnut, walnut; butterfly, dragon-fly, &c.; after-
noon, forenoon; morn, morning; eve, even, evening; lady, ladies;
daisy, daisies; breakfast; dine, dinner; sup, supper; Monday, Tues-
day, &c.; January, February, March, &c.; Christmas, Easter; happy,
happily; merry, merrily; spark, sparkle; rap, rapped; wrap, wrapped;
rather, father, &c.

Recitation.—Not less than 120 lines of suitable standard poetry, a
syllabus of the work done being given to the Inspector.

STANDARD III.

Reading.—Two books, suited to the comprehension of average
children of nine or ten years of age; to be read fluently and intelli-
gently, with knowledge of the meaning of the words, and with due
regard to the distinction of paragraphs as well as of sentences.

Composition.—Analysis of easy simple sentences into subject and
predicate: e.g., The bad boy —— (hit the cat with a stone); Mary ——
(is a good girl); Edward VII. —— (was crowned in August, 1902). What
is required is not any exact definition of the terms “subject” and