Oct. 6.] THE NEW ZEALAND GAZETTE 2509

in mind that dictation is a test of spelling, but not a method of teaching spelling. Teachers are often too anxious to test by dictation before they have prepared by spelling or transcription.

RECITATION.

8. Recitation is a great aid to reading, and teachers are enjoined to select suitable pieces, with due regard both to the literary merit of the poems and to the ability of the children to understand their general drift. One advantage to Maori children from this source will be the acquisition of new words, and in the higher classes the children may be trained to reproduce in their own words the substance of poetry previously committed to memory, thus linking the recitation to the composition lessons.

ARITHMETIC.

9. In the earlier stages all numbers are to be learnt and all processes explained by the actual observation and handling of suitable objects; in all stages it is imperative that every process is to be thoroughly understood by the pupils. Success in teaching arithmetic depends upon the attention given to the oral work at every stage, but most especially in the earliest stages, and recurrence should be had to concrete examples again and again in various forms until the relationship of the numbers is grasped.

The addition, subtraction, multiplication, and division tables are to be thoroughly learned after this fashion. Children must not be set to learn tables by mere repetition from blackboard or table-book. They must verify the facts for themselves. The tables should be “built up” by means of sticks, counters, &c., and the skill of the teacher in this respect will show itself in securing a wide variety in the exercises employed.

Preparatory Classes.

Junior Division: The numbers from 1 to 12. The composition of each number is to be taught from actual objects. The children should perform mentally and orally all kinds of operations with these numbers and apply the power thus acquired to concrete examples and to various easy problems. In this way addition, subtraction, multiplication, and division are to be taught practically without distinction of method, no number higher than 12 being employed in the questions.

Senior Division: The numbers from 1 to 20 treated in a similar manner. Children in this class are to be made familiar with such coins as the shilling, sixpence, threepence, penny, halfpenny, and learn the names of the days of the week in order.

Standard I.

The numbers from 1 to 100. The division of the hundred into tens, as well as the composition of every number up to 100. Thus 28 would be known (1) as 2 tens and 8 ones or units; (2) as 27 + 1, 26 + 2, &c.; (3) as 14 + 14, i.e., 7 + 7 + 7 + 7; (4) as 4 sevens, 7 fours, &c. Again, it should be known that ½ of 28 = 14, ¼ of 28 = 7, &c.; also that 28 + 72 = 100, thus, 28 + 2 = 30, 30 + 70 = 100. That is to say, the instruction should secure the power of working orally addition, subtraction, multiplication, and division of the numbers 1 to 100.

The meaning of ½ and ¼ should be taught by concrete examples. The exercises should include oral examples in shillings and pence.

Standard II.

The numbers up to 1,000. The composition of every number up to 1,000 should be known, e.g., 100 would be known as 10 tens, 200 as 2 hundreds or 20 tens, &c.; 340 as 3 hundreds and 4 tens, or as 34 tens, or as ten times 34, &c.; 672 as 6 hundreds, 7 tens, and 2 ones or units, or as 67 tens and 2 units. The composition of these numbers should be taught from the concrete by the use of cubes, bundles of sticks, bags of shot, &c., or by means of diagrams. The four simple rules, multipliers and divisors being confined to the numbers 1 to 12, and 20. The pupils should understand the meaning of ½, ⅓, ¹⁄₁₂, and ¹⁄₂₀, applied to easy concrete examples. Reduction of pence to shillings and pence, or of shillings and pence to pence; also of shillings to pounds and shillings, or of pounds and shillings to shillings, but not reduction of pounds, shillings, and