294
THE NEW ZEALAND GAZETTE.
[No. 7

Further variety may be secured by causing the pupils to advance and retire while doing some of the exercises. Some marching in slow time, quick time, and double should always, if possible, precede the exercises. It would be well, too, if each pupil were made to take several deep inspirations. If the chest-expansion of a child twelve years old is less than 2 in., special breathing exercises should be given, with both arms down, with one arm raised horizontally, and with one arm raised upwards, the mouth being closed. The exercises are not all of equal difficulty; some are more suitable for older pupils. Most of the exercises may be done by girls as well as boys.

No part of the dress, including stockings and boots, should be tight. Any tightness hinders the movement and development of the muscles. The exercises should not be done too soon after a meal. Frequent short intervals of rest should be given; too many exercises of the same kind should not be taken in succession, and the exercises should not be continued after signs of fatigue have shown themselves in the pupils. If the pupils are too tired to brace their muscles up firmly and smartly for each movement the exercises cease to be beneficial, and may do more harm than good; lax, loose ways of performing the exercises will be acquired, or, possibly, weakly children may receive injury. There is, however, nothing in the exercises themselves to cause injury, even to children whose physical development is below the normal standard. Care should be taken after physical drill or gymnastics to avoid a chill.

The following tunes may be found suitable for the various exercises:—

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.

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.

48. In every school attention shall be given to the subjects indicated in the following clauses:—

MORAL INSTRUCTION.

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