APRIL 20.] THE NEW ZEALAND GAZETTE. 1067

STANDARD V.

Reading.—Two books suited to this stage.

Composition.—Oral and written compositions on suitable topics. The pupils may be expected to give in their own words the substance of a story contained in a ballad or other simple poem, but paraphrase as usually understood is not to be expected. Letter-writing.

The exercises in oral composition should embrace simple narratives and continuous short descriptions of natural objects, as of plants or geographical features, or of scientific experiments, or of pictures. Analysis, synthesis, and variation in the form of easy sentences; knowledge of the functions of adjective phrases and adjective clauses, of noun phrases and noun clauses, and of adverbial phrases and adverbial clauses, in easy direct sentences, as far as they can be distinguished by answering such questions as “ What kind of ?” “ Which ?” “ What ?” “ When ?” “ Where ?” “ How ?”—e.g., “ The State requires for its leaders men endowed with honesty, courage, and intelligence”—“ What kind of men does the State require ?” “ I remember the house where I was born”—“ Which house do I remember ?” “ It is glorious to die for one’s country”—“ What is glorious ?” “ I know where he lives”—“ What do I know ?” “ After the war Lord Kitchener returned to England,” or “ When the war was over Lord Kitchener returned to England ”—“ When did he return to England ?” &c. The children should be trained to ask the questions themselves.

(Complete analysis is not to be expected, nor are the children to be required to pick out adjective phrases and clauses, noun phrases and clauses, or adverbial phrases and clauses, except in answer to such questions as those indicated above. They need not even know the terms “ adjective phrase,” “ adjective clause,” &c., although the use of these terms may be found convenient.)

The distinction between the various tenses of the indicative, including the perfect forms, is to be taught by their use in sentences, but no parsing is to be insisted on, except such as is implied in analysis—e.g., the distinction between subject and object should be known, but the terms “ nominative ” and “ accusative ” (or “ objective ”) need not be used.

The exercises in the variation of the forms of sentences might include the substitution of phrases and clauses for nouns, adjectives, and adverbs —e.g., “ He got up early ”; “ He got up at sunrise ”; “ He got up when the sun rose. ”

The correction of common errors of spoken and written language, such as those arising from the misuse of “ shall ” and “ will,” “ should ” and “ would ”; the use of “ have got ” for “ have ”; the misplacing of common words like “ only ”; &c.

Spelling.—Word-building continued, and the spelling of other words from one of the reading-books. Dictation.

The word-building should include the formation of words by means of the commonest prefixes and suffixes of English, French, and Latin origin.

Writing.—The writing should include the transcription of more difficult prose and poetry than before, and of invoices and other commercial forms in common use.

Recitation.—Not less than 200 lines of suitable standard poetry or prose. A syllabus of the work done during the year to be given to the Inspector.

STANDARD VI.

Reading.—Two books suited to this stage.

Composition.—Revision of the work of the previous standards treated in such a way as to give average children of twelve or thirteen years of age a reasonable knowledge of the structure of easy sentences, the exercises in analysis and synthesis being directed always to the practical end of securing clearness, accuracy, brevity, fluency, and force in the use of language.

There should be further exercises in the blending of sentences and clauses, and in the conversion of phrases, clauses, and sentences into equivalent constructions; also in the proper order of words, phrases, and clauses; more especially should attention be directed to the proper position of limiting words, phrases, and clauses, of easy time phrases and clauses, and of very easy concessive clauses. Further practice in the correction of common errors of spoken and written language; oral and written composition, including in both the reproduction of the subject-matter of the poetry or prose learnt for recitation, and of other easy literary pieces; simple business letters.