1070
THE NEW ZEALAND GAZETTE.
[No. 32

accounts; the easier cases of vulgar fractions (excluding complex fractions); shorter methods in working sums required in earlier standards; easy direct percentages (e.g., to find the simple interest for a year or for a given number of months, but not years and months or days). The meaning of ·1, ·2, &c., is to be known as one-tenth, two-tenths, &c.; that of ·01, ·02, &c., as one-hundredth, two-hundredths, &c.; of ·11, ·12 .... ·49 .... ·95 .... ·99, to be known as one-tenth and one-hundredth, or eleven-hundredths, &c.; that of ·001, ·002, &c., as one-thousandth, two-thousandths, &c., and applied to concrete examples in a simple manner—e.g., the value of ·1, ·15, ·2, ·25 .... ·999 of a pound sterling or of a ton should be understood. The pupils should be able to express money and common weights and measures in decimal forms (to three or four places of decimals), and to work very easy sums thereby. Mensuration of walls and floors, and other simple rectangular areas, as far as possible from actual measurements. The relative values of the cubic foot and cubic inch, and of the cubic yard and cubic foot: these should be actually demonstrated by models, which in the former case may be made of cardboard, carton, or cartridge paper, and in the case of the latter of wood or tin. Relative values of the kilometer, meter, decimeter, centimeter, and approximate equivalents in yards and inches. Relative value of kilogram and gram, and approximate equivalents in pounds and grains respectively.

STANDARD VI. (See also Standard VII.)

Vulgar and decimal fractions (excluding sums in recurring decimals, but the meaning of simple recurring decimals should be known); percentages applied to simple examples—e.g., to find simple interest for a year, months, or days; to find rate or time when one of them and principal and interest or principal and amount are given, but not to find principal when rate, time, and amount are given; to find profit or loss when cost price and rate per cent. are given, or to find rate when cost price and profit or loss, or when cost price and selling price, are given; to find commission and commercial discount; to find compound interest, interest being payable yearly or half-yearly; compound proportion, which it is recommended should be taught by the unitary method, the steps of which may be curtailed as the children become more and more accustomed to the process; the meaning of ratio should be understood—e.g., 5:12 should be known as equivalent to 5/12, &c. Easy cases of partnership. Troy weight. The meaning of the following terms in the metric system of weights and measures to be known and illustrated: (a) kilometer, meter, decimeter, centimeter, millimeter; (b) kilogram, gram; (c) liter=cubic decimeter; very simple examples to show their use. Square root. Simple cases of mensuration of plane surfaces and of solids bounded by planes. Suitable mental arithmetic and problems. Shorter methods of working sums required in earlier standards.

STANDARD VII.

(a.) Simple direct cases of stocks; exchange; cube root of numbers reducible to prime factors not greater than 11; easy cases of present worth, that is, to find the principal when the amount, time, and rate are given; harder cases of sums required in Standards V. and VI.; shorter methods of working sums required in earlier standards; mensuration of the prism, the cylinder, sphere, pyramid, cone; simple cases to be demonstrated experimentally, and, as far as possible, by the pupils individually.

(b.) The meaning of a simple balance-sheet, and of ordinary commercial terms, such as “assets,” “liabilities,” “solvent,” “insolvent,” “creditor,” “debtor,” “profit” and “loss”; also of a statement of receipts and expenditure, and of a debit or credit balance. Working of sums arising therefrom. (b) may, with the approval of the Inspector, be substituted for an equivalent amount of the work required in Standard VI.

The arithmetic of this class need not be allotted a separate place on the time-table in schools below Grade 4.

GEOGRAPHY.

GENERAL.

40. This subject should be based as far as possible upon the actual observation of natural phenomena by the children; where the actual phenomena themselves do not come within the range of the children’s observation, models should be used if possible. Pictures rank next in value to models. Models of wet sand or clay or plasticine form an extremely useful means of instruction, and in most cases it will be an