284
THE NEW ZEALAND GAZETTE.
[No. 7

tance from the school to the equator, the distance from either
pole to the equator; the circumference of the earth, its diameter;
the length of New Zealand and of the continents from north
to south; the distance of a few well-known places (London,
New York, Calcutta, Cape Town, Sydney, &c.) from the
equator; and (optional) method of finding latitude from the
altitude of the sun at noon may also be explained to Stand-
ard VI. All these may be calculated; it is not intended that
they should be committed to memory.
(7.) The altitude of the sun at the equinoxes or at the solstices:
hence, in conjunction with (4), we infer—
(8.) The inclination of the earth’s axis to the plane of its orbit.
(9.) The length of the day at different times of the year—from
observation, from the times of sunrise and sunset given in an
almanac, from experiments with a globe; length of day and
night at the poles.
(10.) The calorific effect of vertical and oblique rays from the sun
falling upon the surface of the earth.
(11.) The seasons, inferred from (4), (8), (9), and (10).
(12.) The antarctic and arctic circles; the tropics; the five zones.
(13.) The mean temperature at different times of the year. It is
recommended that the temperature in the shade should be
regularly recorded each day, say at 9 a.m., noon, and 3 p.m.
(or 5 p.m. if possible), and also the temperature in the sun
at noon, and that the mean temperature for each week and
each month should be found.
(14.) Vegetable life at different times of the year and in the different
zones of the earth (from pictures, &c.).
(15.) Seasonal winds; trade winds; monsoons.
(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 com-
    mercial 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 occupa-
    tions, trade, and general life of the people; internal and external com-
    munication.
    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, cocoanuts; 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 sur-
    face; 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 manufac-
    tures, 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 civilis-
    ation; 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, migra-
    tions 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.