APRIL 20.] THE NEW ZEALAND GAZETTE. 1075

(16.) A comparison of the inferences derived from (8), (9), and (10)
with the observed phenomena of (13), (14), and (15).

COURSE B.

42. The requirements for this part of the geography may be satisfied
    by the use of geographical readers, prescribed and approved by the
    Minister of Education, if the reading lessons are explained fully by the
    aid of maps, and, where possible, of pictures and other accessories.
    The course shall consist of lessons on some or all of the following
    subjects, occupying at least eighty hours in the aggregate, which may be
    spread over two, three, or four years in such a way that every child
    passing through one of the classes S3-6 in each year shall receive at
    least two years’ instruction therein :—
    New Zealand: (1.) Its natural productions of geographical or commercial interest—e.g., ores and minerals, rocks, insects; birds and other
    animals; plants, native and introduced. (2.) Influence of the position,
    soil, climate, and natural productions of New Zealand upon the occupations, trade, and general life of the people; internal and external communication.
    The five zones more fully treated than in Course A; their climate;
    animals and plants characteristic of each—e.g., regions of pines, rye,
    wheat, maize, rice, and also of gooseberries, apples, vines, figs, oranges,
    bananas, palms, pineapples, dates, coconuts; habitat of the polar bear,
    reindeer, whale, buffalo, camel, elephant, lion, tiger, ostrich, and also of
    the kangaroo, crocodile, seal, herring, cod, penguin, shark, humming-bird.
    Alluvial plains and valleys; areas of cultivation on the world’s surface; wheat and chief wheat-producing countries; other articles of food-supply—e.g., maize, rice, meat, fish, butter and cheese, sugar, tea, coffee,
    fruits, &c.
    Coal, iron, gold, silver, petroleum: where found; effect on manufactures, industries, and prosperity of various countries.
    Cotton, wool, silk: where most largely produced and manufactured.
    Other important animal products, such as leather, ivory, &c.
    Timber, different kinds of; other vegetable productions, indiarubber, &c.
    The different races of men, and where they live; their houses; degree
    of civilisation; effect of climate and other physical conditions on civilisation; migrations of races—e.g., English, Turks, Arabs; European
    colonies; a few typical examples of the connection between history and
    geography—e.g., discovery of America, independence of the Swiss, migrations of the Danes; chief lines of trade and communication in the world,
    oceanic, river, and continental; influence of winds, &c., on trade-routes;
    effect of the distribution of land and water upon trade and trade-centres; influence of rapid steamships and ocean cables in modifying
    this.
    Influence of position upon importance of towns, whether situated at
    mouths of rivers, at head of navigation of large rivers, on large lakes or
    natural harbours, on lines of communication, on coalfields, &c.
    Geographical causes of the rise and importance of the British Empire.
    Notable travellers and geographical discoveries.
    The object of the course sketched out here is to show, as far as it is
    possible for the minds of the children to see it, the connection between
    natural conditions on the earth’s surface and the civilisation of man—
    i.e., between physical geography on the one hand, and political and commercial geography on the other. In the course of the lessons many
    names of places will be naturally introduced in order to illustrate the
    principle which it is sought to establish, but it is not intended that the
    lessons should be used as an exercise of the memory. It will be expected,
    however, that the illustrations employed in courses A and B will be
    so chosen as, incidentally, to give the children clear ideas of the extent
    of the British Empire and of the position of the most important places
    in it
43. The geography indicated in clause 32 cannot be considered as
    fully dealt with if treated by the use of a reading-book only. There must
    be definite lessons given to the several classes by the teacher. The
    requirements will be satisfied by a fuller treatment of Course B than is
    implied in clause 42, but the Inspector may accept any equivalent course
    if a syllabus of the work done in Standards III.—VI. be presented to
    him.
    [The following programme will provide material from which a possible
    alternative course may be constructed :—
    New Zealand: its position on the globe and with reference to other
    countries; its length, breadth, and area illustrated by reference to known