Oct. 6.] THE NEW ZEALAND GAZETTE. 2511

and gram, and approximate equivalents in pounds and grains respectively.

Standard VI.

Vulgar and decimal fractions (excluding sums in recurring decimals); percentages applied to simple examples, including easy direct cases of interest (simple and compound); profit and loss; commission and commercial discount; compound proportion; easy partnerships; troy weight; the following terms of the metric weights and measures, concretely illustrated and applied to very simple examples—(a) kilometer, meter, decimeter, centimeter, millimeter, (b) kilogram, gram, (c) liter (cubic decimeter); square root; easy mensuration of plane surfaces and of solids bounded by planes; suitable mental arithmetic; shorter methods of working sums in lower classes generally.

Standard VII.

(a.) Other (indirect) cases of interest, and profit and loss, and generally harder cases of sums required in Standards V or VI; simple direct cases of stocks; exchange; cube root of numbers reducible to prime factors not greater than 11; easy cases of present worth; practice in shorter methods generally. Mensuration of the prism, the cylinder, sphere, pyramid, cone—simple cases to be demonstrated experimentally, and as far as possible by the pupils individually.

(b.) Making out a simple balance-sheet, an easy cash account, a statement of receipts and expenditure, a personal account as in retail trade; the meaning of a simple balance-sheet, and of ordinary commercial terms, such as “assets,” “liabilities,” “solvent,” “insolvent,” “creditor,” “debtor,” “profit” and “loss,” “debit” or “credit” balance; working of sums arising therefrom.

HANDWORK.

Elementary Manual Training.

10. It is not advisable to prescribe any special course in elementary manual training, since what is suitable in the case of one school and one teacher may be quite inapplicable in others. The lower classes should receive some instruction in what may be described best as kindergarten work, e.g., folding and cutting paper, forming ornamental designs in paper, and making models of objects in plasticine or cardboard. Full liberty will be allowed to teachers in their choice of subjects: the Inspector will, however, approve of the suitability of the course of handwork adopted, having regard to the needs of the particular school and to the value of such course as part of the general curriculum of the school.

It must be borne in mind that quality of work and not quantity is to be aimed at; that the object of the instruction is not to turn out a large number of specimens for inspection, but to train the children to habits of careful observation and exactitude, combined with cleanliness and neatness.

(i.) Drawing.

11. The following shall be the course of drawing for the various standards:—

Class P. and Standard I.—Drawing with and without rulers of rectilineal figures, straight lines, angles, and of actual objects whose outlines consist of straight lines, e.g., a book, a slate, &c. (The objects to be selected are such as have no appreciable thickness.) The drawing in this standard may accompany any branch of handwork that may be taken.

Standard II.—As for Standard I, but more advanced. Drawing from actual objects, but simple curves introduced, e.g., a key, a leaf.

Standard III.—More advanced work, with simple curvilinear forms; elementary exercises in scale drawing. The work in this class may also be taken in connection with one of the branches of handwork.

Standard IV.—Drawing with the aid of instruments; drawing to scale and freehand, including drawing from actual objects, and in connection with any of the branches of handwork.

Standards V and VI.—As for Standard IV, but more advanced. Elementary geometrical drawing, and, in addition, some drawing from simple models.