1086
THE NEW ZEALAND GAZETTE.
[No. 32

HISTORY AND CIVIC INSTRUCTION.

49. The requirements of this subject shall be held to be satisfied by the use of reading-books embracing the topics named, if explanation of and questions on the subject-matter form part of the lessons in connection with these reading-books.

STANDARDS III. TO VI.

A course of lessons should be drawn up by the teacher to cover some or all of the ground indicated by the following list, and to occupy in the aggregate at least eighty hours. The lessons should be spread over two, three, or four years; they need not be taken in every year. The pupils should have a general idea of the order of the leading events, but the subjects need not be taken always in chronological order; it is recommended, indeed, that, especially in the earlier lessons, the order of instruction shall be from the known to the unknown—that is, from the present back to the past. Britons and Romans. Coming of the English and the North-men into Britain. Introduction of Christianity. Alfred the Great. The Norman Conquest and its chief effect on English language, social life, and government. The Crusades. Magna Charta. Origin and development of parliamentary institutions. Bannockburn. The Hundred Years’ War. Invention of printing. Discovery of America. Elizabeth and the Armada. Shakspere. Milton. The rise of absolute monarchy. The Civil War and Cromwell. The English Revolution. The Cabinet and party government. How the wish of the people becomes law. Union of England and Scotland. The House of Hanover. The expansion of England. Foundation of Indian Empire. Seven Years’ War. Canada becomes a British colony. American independence. Freedom of the Press. Union with Ireland. Introduction of machinery. French Revolution. Napoleon. Nelson and Trafalgar. Wellington and Waterloo. Factory and other industrial and social legislation. Trades-unions. Industrial arbitration. Reform Act of 1832 and similar Acts. Abolition of slavery. The reign of Queen Victoria. Railways. Electric telegraphs. Gas-lighting. Customs and excise duties. Freetrade and protection. Popular education, primary, secondary, technical, and university. Tennyson. Cook and his discoveries. The foundation of the Australian Colonies. Colononisation and early government of New Zealand. Abolition of the provinces. Leading principles of the British Constitution. New Zealand and other forms of colonial Government. Legislative and executive functions of Government. Local government. Courts and Magistrates. The privileges and duties of a citizen as a member of the Empire, of the State or colony, and of the municipality. The franchise. Elections. Labour. Capital. Money. Banking. Rates and taxes. Modern inventions. The telephone. Electric lighting.

50. The history 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 the history set out in clause 49 than is implied therein, but the Inspector may accept any equivalent course, if a syllabus of the work done in classes S3 to S6 be presented to him.

NEEDLEWORK.

51. The following is the programme of needlework for the various standards:—

STANDARD I.

Threading needles and hemming. A small article, e.g., a handkerchief, showing the stitch named.

STANDARD II.

The work of Standard I., and seaming, felling, and oversewing; also fixing a narrow hem. A small article, e.g., pillow-slip, sewing-bag, showing these requirements, as before.

STANDARD III.

The work of the previous classes, and stitching, pleating, sewing on strings and buttons. A small article or garment, as before, e.g., pinafore, apron, &c.

STANDARD IV.

The work of previous classes; setting-in gathers; button-hole stitch; eyelet holes; sewing on hooks and eyes. Plain darning, as for thin or worn places, but not for holes. A small article or garment, as before.