Oct. 6.] THE NEW ZEALAND GAZETTE. 2505

(3.) Handwork.
Extension of work of previous standards.
(4.) Nature-study (extended).
A further study of the work laid down for Standards V and
VI, with special reference to the British Empire.
(5.) Morals. (See clause 17.)
(6.) Singing. (See clause 18.)
(7.) Physical Exercises and Laws of Health. (See clauses 19 and
20.)

GENERAL REMARKS.

3. It is important that the programme of instruction in any
   school shall be drawn up with due regard to the principle of co-
   ordination, so that the various portions of the work shall be regarded
   not so much as separate subjects, but as parts of a whole linked
   together firmly by immediate reference to the facts and needs of the
   children's daily life.

Accordingly, the requirements of the syllabus are not to be inter-
preted too rigidly, but for the several classes in various kinds of
schools are to be adapted to the children in those classes, to the
circumstances of the district, to the staff of the school, &c.

It is expected that teachers shall so arrange the scheme of instruc-
tion in their schools that pupils shall in the course of their school
career be afforded a certain amount of training in the subjects
enumerated. For all the boys in every school some definite form
of manual occupation must be provided, and for the girls the instruc-
tion must include regular training in needlework or domestic duties,
and in the case of older children in both.

In schools where an unassisted teacher is employed the neces-
sary time for making the instruction in the various subjects
efficient is to be obtained partly by such an extension of the principle
of grouping as the subjects attempted will permit, and partly by the
adoption of such abbreviated programmes of work as, subject to
the approval of an Inspector, may be devised to secure, without
elaboration of detail, substantial benefit to the pupils under instruc-
tion.

In English subjects and arithmetic, while any reasonable group-
ing adopted for purposes of instruction is to be encouraged, the
programme professed and the standard of attainment are not to
be regarded as subject to variation to suit any particular school
or class of school, nor is the time devoted to needlework and domestic
duties in the case of girls, or, in the case of boys, to any forms of
manual occupations, to be materially curtailed. Other subjects of
the school course may, however, be regarded as more elastic in
character.

Generally speaking, it will be expected that all schools of Grade 6
and upwards will present a full scheme, embracing not only all the
subjects of the programme, but so adjusted in each subject in point
of range and grading as to meet all reasonable requirements. In
schools of intermediate grades (Grades 2, 3, 4, 5) where the assistance
provided is that of a part-time or full-time assistant, abbreviated
programmes in not more than three subjects may, according to
circumstances, be submitted. In schools below Grade 2 abbreviated
programmes in any subjects in which a variation is permissible will
be accepted.

SUBJECTS OF SYLLABUS IN DETAIL, WITH REMARKS FOR GUIDANCE OF
TEACHERS.

ENGLISH.

4. The object of the instruction should be to teach the Maori
   children to use English correctly, first in speech and afterwards in
   writing also.

As the difficulty of the language is overcome, the work of the
teacher in every branch of school work becomes less difficult, and
teachers are therefore instructed to get on speaking terms in English
with their pupils as soon as possible, and to spare no effort to lay a
thorough foundation in this subject in the lowest classes.

The speaking of the child must at first be by pure imitation—
more or less parrot-like—the echo of what the teacher says, and the
language used by the teacher should, on this account, be as correct
as possible, as the force of his own example is the chief instrument
wherewith he has to work.