Jan. 21.] THE NEW ZEALAND GAZETTE. 275

Recitation.—To learn at least 120 lines of suitable standard poetry. A syllabus of the work done during the year to be given to the Inspector.

STANDARD II.

Reading.—Two books, containing more difficult matter than is required for Standard I., but still well within the comprehension of ordinary children of the age of nine.

Composition.—Oral composition as before, suited to this stage of progress. Written composition: Simple sentences upon the subjects already dealt with in oral composition. Completion of sentences given in an incomplete form, e.g., Birds —— (fly); the boy —— (ran home); (Tom) —— did not learn his lesson; the paws of the lion are furnished —— (with sharp claws); the elephant can be taught —— (to do many kinds of work). Use of the full stop and note of interrogation.

Writing.—Formation of the capital letters. Easy words at dictation. Transcription from print or from script.

Spelling.—Word-building continued. Spelling of other words in common use contained in one of the reading-books.

The word-building might include an extension of the work of Standard I. to words of two and three syllables in common use; also the formation of simple derivatives and compound words. The following may serve to illustrate what is meant: East, eastward, eastern, easterly, north, northern, &c.; after, afterwards, backward, forward; answer, answers, answering, answered; breath, breathe, breathing, breathed; feather, leather, weather, heather, &c.; steady, instead, read, lead, pleasant (unpleasant); sleep, slept, sleeping, sleeper; weep, wept, weeping; self, myself, himself, herself, ourselves, &c.; two, twice, twenty, three, thrice, thirty, thirteen; four, fourteen, forty; five, &c.; carry, carriage, marry, marriage, courage, &c.; berry, berries, gooseberry, gooseberries, &c.; chestnut, walnut; butterfly, dragon-fly, &c.; afternoon, forenoon; morn, morning; eve, even, evening; lady, ladies; daisy, daisies; breakfast; dine, dinner; sup, supper; Monday, Tuesday, &c.; January, February, March, &c.; Christmas, Easter; happy, happily; merry, merrily; spark, sparkle; rap, rapped; wrap, wrapped; rather, father, &c.

Recitation.—Not less than 120 lines of suitable standard poetry, a syllabus of the work done being given to the Inspector.

STANDARD III.

Reading.—Two books, suited to the comprehension of average children of nine or ten years of age; to be read fluently and intelligently, with knowledge of the meanings of the words, and with due regard to the distinction of paragraphs as well as of sentences.

Composition.—Analysis of easy simple sentences into subject (denoting that which is spoken about) and predicate (expressing what is said about it): e.g., The bad boy —— (hit the cat with a stone); Mary —— (is a good girl); Edward VII. —— (was crowned in August, 1902). What is required is not any exact definition of the terms “subject” and “predicate” (which, indeed, need not be used at all at this stage, although their use may be found convenient), but the ability to break up a sentence into its two parts. This power will probably be gained most easily by the answering of such questions as “Who hit the cat with a stone?” Answer: “The bad boy” (subject). “What did the bad boy do?” or “What is said about the bad boy?” Answer: “(He) hit,” &c. (predicate).

The sentences should be direct statements of simple character. The chief word of the subject should be identified as a name or “noun,” or as a substitute for a name (as a pronoun), and the essential part of the predicate as a verb. Synthesis of sentences to correspond, supplying subjects where predicates are given, or vice versâ, and so forming complete sentences. The synthetic exercises might embrace the joining-together of simple sentences to form easy compound or complex sentences (the terms “simple sentence,” “compound sentence,” “complex sentence,” need not be known): e.g., “Tom saw the cat — Tom hit the cat with a stone”; “Tom saw the cat and hit it with a stone”; or “When Tom saw the cat he hit it with a stone,” &c.

Oral and written composition: The pupils should be able to write several consecutive sentences on subjects that have been dealt with in oral composition exercises, using easy connectives such as “who,” “which,” “when,” “and,” “but,” “for,” “because,” “while,” &c.

Writing.—Continued instruction in the formation of letters and junctions, and of figures. Transcription of easy prose or poetry, including the use of the full stop, the comma, the notes of interrogation and exclamation, and the use of inverted commas.