2518
THE NEW ZEALAND GAZETTE.
No. 82

of the world and of the British Empire, specially selected as illustrative examples of national life, or, more especially, of some cardinal principle underlying exceptional growth, e.g., the influence of position, soil, climate, or other favouring conditions.

To these may be added, where Sixth Standard pupils are comprised in the scheme, a brief survey of the British Empire; the chief countries composing it and their relative importance; the peoples inhabiting them; the climate and natural resources.

N.B.—In no instance is superior merit to be sought in the multiplication of the number of examples chosen for lessons, but rather in the character of the selection made and of the treatment accorded in carrying out some general well-considered scheme of reasonable scope.

MORALS.

17. The influence of the school discipline will naturally be a real factor in the formation of character, but in order that the child may form ideals of conduct it is necessary that direct moral teaching should be given. The experience of the teachers will guide them as to the best time to impart these lessons. Probably the best method of inculcating the principles of moral conduct will be to make use of stories, anecdotes, and fables.

The following topics are suggested on which simple lessons through the medium of stories and fables, with a moral purpose, may be given:—Tidiness; punctuality; cleanliness of both body and mind; truthfulness; honesty; self-control; industry; obedience; gentleness; politeness; kindness to animals; respect for school laws; self-help; unselfishness; care of property; self-reliance; benevolence; good manners; temperance; duties to others; duties to self; care of body; moral courage; dignity of labour; thrift and frugality; use and abuse of money; savings-banks; evils of gambling; the Golden Rule.

In classes III, IV, V, and VI the instruction should include some lessons in the rights and duties of citizenship, as follows:—New Zealand Government; Parliament; making of laws; how laws are carried out; local government; the franchise; elections; Courts and Magistrates; trial by jury; taxation.

SINGING.

18. Singing is required to be taught in all schools, and the tonic sol-fa method is recommended. As a general rule, all classes will be grouped together for singing, but in the largest schools, where the conditions allow it, the junior classes will be taught separately. Regular practice should be given from the modulator; breathing exercises should be taken frequently, and some attention given to ear-training. In the lower classes a few easy and suitable songs in correct tune and time and at a proper pitch will suffice, one or two action songs being included.

Teachers should choose the songs carefully, having regard to both the music and the words. Children’s songs serve occasionally to enforce some moral or patriotic principle—that is to say, the singing lesson can form the vehicle for imparting a lesson in morals, and teachers are recommended to make use of the opportunity thus offered.

The teacher should aim at getting sweet singing, and all tendency to harshness or strain should be checked at once. To this end songs must not exceed the range of children’s voices.

Careful attention must be paid to the proper enunciation and pronunciation of the words of the songs, which must be learned by heart. (The songs will thus serve as part of the poetry, and the singing lesson will thus indirectly assist the English lessons.)

In the highest classes a few rounds should be given, and also one or two part-songs.

Children should also be made familiar with the more common symbols used for marking the time, and the expression marks.

LAWS OF HEALTH.

19. Though Health does not appear as a subject of instruction in Standard I and Standard II, it is not intended that instruction of the kind shall be omitted in the lowest classes. Teachers will find that the simplest facts of human life, as, e.g., the various parts of the body, can very easily be taught in the conversation English lessons from the earliest stages. In the higher standards, however,