APRIL 20.] THE NEW ZEALAND GAZETTE. 1085

In 6–8 time: “Oh, dear! What can the Matter be?” (♩ = 48); “The Campbells are comin’”; “St. Patrick’s Day” (♩ = 60); “Hey, Diddle-diddle” (“Kinloch o’ Kinloch”); “Lilibulero”; “Little Bo-peep” (♩ = 60); “Where are you going to, my Pretty Maid?” “Three Blind Mice”; “Bonnie Dundee”; “Garryowen”; “Ye Banks and Braes”; “The Lorelei.”

In 2–4 time: “Comin’ thro’ the Rye”; “British Grenadiers”; “There’s nae Luck about the House”; “Charlie is my Darling”; “Keel Row.”

In 3–4 time: “See-saw”; “My Nelly’s Blue Eyes”; “White Wings”; “The Ash Grove”; or any waltz refrain.

In 4–4 (common) time: “Hearts of Oak”; “What’s a’ the Steer, Kimmer?” “The Harp that once”; “The Marseillaise”; “The Red, White, and Blue”; “Ring the Bell, Watchman”; or any schottische refrain.

Boys who take military drill as prescribed in the regulations for public-school cadet corps will be held to satisfy the requirements under this clause.

Physical training should not be confined to the mere performance of exercises; but the teacher should endeavour to prevent the formation of habits that interfere with the good physique of his pupils, and should bring under the notice of parents any defects of eyesight, hearing, &c., that he observes. Teachers will also recognise the fact that attention paid to healthy games and school sports is a most important aid to the formal physical instruction.

MORAL INSTRUCTION.

48. It is not intended that these lessons should occupy, any more than they have done in the past, a separate place on the time-table, or be considered as forming a subject apart from the general instruction or from the life of the school. The moral purpose should, indeed, dominate the spirit of the whole school life, and the influence of the school and its teachers upon the pupils should be such as is calculated to be a real factor in the formation of good character. Many of the reading lessons and sometimes other lessons, and the ordinary incidents of school life, will in most cases furnish sufficient occasions for the inculcation of such principles as are indicated below.

The formation of habits—e.g., order (tidiness at home, in school premises, in the street, tidiness of dress and person); punctuality and regularity at school, at work, and elsewhere; industry in school, at home, in play; cleanliness of person (hands, faces, teeth, heads), of clothes, about the house, and in school; clean talk and clean thoughts; pure minds and pure deeds; truthfulness in word and deed; honest work; self-control; government of temper; patience; perseverance; moral courage; duties in relation to our own bodies and minds; temperance in eating and drinking; the reading of good books; choice of amusements; readiness to learn from all. Duties to others, to parents, to the family, to those in misfortune, to neighbours and those in authority, to fellow-pupils; respect for others; obedience to parents and teachers; toleration of others in regard to act, speech, and opinion; gratitude; practical help to others; speaking well of others; kindness, unselfishness, and self-denial. Good manners—at home, to parents, to friends, to brothers and sisters; at school, to teachers and fellow-pupils; in the street, to girls and women, to the old and to the young, to the sick and afflicted, to seniors, equals, and juniors—in short, to every one. Money and its uses; it represents the result of labour; frugality and thrift; savings-banks. Regard for property, public or private, not to injure or spoil. We should help to make the place we live in a more beautiful place. Civic duties; the franchise, and the duty of using it always with honesty and intelligence; the welfare of the State should be the care of all, for we are all members of it. Kindness to animals. Candour; honour; love of home; forgiveness and forbearance; peace; duty; accuracy and pains-taking; contentment; benevolence or humanity; cheerfulness; self-reliance; self-respect; modesty; courage; prudence; zeal and energy; justice; loyalty and patriotism; respect for law; magnanimity; integrity of purpose; precept and example; formation of character; the golden rule.

The experience of teachers will guide them as to the best time and manner in which to impart these lessons; it will probably be recognised that abstract moral teaching fails to excite any interest in the minds of children generally, and that it is best to enforce the principles of moral conduct by examples taken from history, biography, poetry, and fiction, and by anecdote, allegory, and fable.