Jan. 21.] THE NEW ZEALAND GAZETTE. 277

questions as those indicated above. They need not even know the terms “adjective phrase,” “adjective clause,” &c., although the use of these terms may be found convenient.)

The distinction between the various tenses of the indicative, including the perfect forms, is to be taught by their use in sentences, but no parsing is to be insisted on, except such as is implied in analysis—e.g., the distinction between subject and object should be known, but the terms “nominative” and “accusative” (or “objective”) need not be used.

The exercises in the variation of the forms of sentences might include the substitution of phrases and clauses for nouns, adjectives, and adverbs—e.g., “He got up early”; “He got up at sunrise”; “He got up when the sun rose.”

The correction of common errors of spoken and written language, such as those arising from the misuse of “shall” and “will,” “should” and “would”; the use of “have got” for “have”; the misplacing of common words like “only”; &c.

Spelling.—Word-building continued, and the spelling of other words from one of the reading-books. Dictation.

The word-building should include the formation of words by means of the commonest prefixes and suffixes of English, French, and Latin origin.

Writing.—The writing should include the transcription of more difficult prose and poetry than before, and of invoices and other commercial forms in common use.

Recitation.—Not less than 200 lines of suitable standard poetry or prose. A syllabus of the work done during the year to be given to the Inspector.

STANDARD VI.

Reading.—Two books suited to this stage.

Composition.—Revision of the work of the previous standards treated in such a way as to give average children of twelve or thirteen years of age a reasonable knowledge of the structure of easy sentences, the exercises in analysis and synthesis being directed always to the practical end of securing clearness, accuracy, brevity, fluency, and force in the use of language.

There should be further exercises in the blending of sentences and clauses, and in the conversion of phrases, clauses, and sentences into equivalent constructions; also in the proper order of words, phrases, and clauses; more especially should attention be directed to the proper position of limiting words, phrases, and clauses, of easy time phrases and clauses, and of very easy concessive clauses. Further practice in the correction of common errors of spoken and written language; oral and written composition, including in both the reproduction of the subject-matter of the poetry or prose learnt for recitation, and of other easy literary pieces; simple business letters.

Spelling.—Word-building, including the formation of somewhat harder words of English, French, and Latin origin, and of words containing common Greek prefixes and suffixes; also scientific and technical words in everyday use, and other words from one of the reading-books. Pupils in this class should be able to write correctly at dictation a passage from a daily newspaper, or any similar matter that is not technical in character.

Writing.—The copying from print or from fairly legible manuscript of business letters or forms, or of tabulated matter, showing bold head-lines and marking distinctions such as in letterpress require varieties of type.

Recitation.—Not less than 250 lines of suitable standard poetry or prose. A syllabus of the work done during the year to be given to the Inspector.

STANDARD VII.

English work generally as for Standard VI., but the work must be more advanced in character. The reading must include a study of one or more of the works of some standard author or authors—not less than 800 lines of poetry or 200 pages of prose in the year, or an equivalent in poetry and prose.

The subjects for the essays and other composition exercises should be such as are suited to more mature minds; especially should the pupils be practised in reproducing, in abstract or in outline, literary and other matter, and there should be training in very elementary commercial correspondence. In addition, the pupils might be expected to have a more explicit knowledge of the formal grammar implied in the composition of lower standards.