Dec. 16.] THE NEW ZEALAND GAZETTE. 3689

in making very simple border-patterns based thereon. Colouring out-line drawings and border-patterns with chalk or with brush. Manual occupations affording opportunities for the elementary study of form (e.g., modelling), and for elementary exercises with ruler and set-squares (e.g., paper-work).

(4.) Nature-study.

In schools with more than one teacher the scheme of work in this division must include a definite set of lessons in nature-study; in smaller schools the “observation talks” (which must, however, be based on the actual observation of the children) may suffice for this requirement.

In the second year (S2) the nature-study should include elementary geographical notions from actual observation, and the drawing of very simple plans of the class-room or school and of the playground.

(5.) Moral Instruction and Health.

The requirements under this head will be held to be satisfied if suitable stories and fables are treated as the matter of conversation in the English lessons. A few very simple topics coming under the head of health may be similarly treated, especially those relating to personal cleanliness, the care and use of the teeth, &c.

(6.) Singing.

As set out in clause 37 below and the Appendix.

(7.) Physical Exercises.

Suitable games and exercises, in accordance with the Regulations for Physical Training.

SENIOR DIVISION.

25. The following shall be the subjects of instruction in all schools for the Senior Division: (1.) English, (2) arithmetic, (3) drawing and hand-work, (4) nature-study and elementary science, (5) geography, (6) history and civics, (7) moral instruction and health, (8) singing, (9) needlework (for girls), (10) physical exercises.

Needlework must also be taken by all girls of the Senior Division in every school where there is a female adult teacher, provided that girls who are attending a class in cookery, dressmaking, or laundry-work recognized under the Regulations for Manual and Technical Instruction need not take needle-work while they are so attending; provided further that girls who take needlework and one of the last-named subjects in connexion with an approved course in home science shall not at the same time be required to take any other elementary science.

(1.) English.

(a.) Speech.—The oral work of the lower divisions is to be extended and continued, and increasing attention is to be paid to purity of speech in regard to sound and form. More definite teaching in the sound-values of the letters shall be given, and correct pronunciation, especially of the open vowel sounds, should be insisted on.

(b.) Reading.—Three or more books, of which one may be the School Journal, one may be a book of standard selections in poetry and prose, and one at least shall be a continuous reader, to be read fluently and intelligently. In all cases the books read by the pupils of the third and fourth years (S5 and S6) shall be of greater difficulty than those used by pupils of the first and second years (S3 and S4). Where there are separate teachers for S3 and S4, at least one of the books used in S4 shall be of greater difficulty than the corresponding book used in S3; and similarly for S5 and S6.

Silent reading should form part of the work, especially in S5 and S6, at the discretion of the teacher.

(c.) Composition.—Oral and written composition, progressively more advanced than before. The composition should include the reproduction in the children’s own language, orally and in writing, of the matter contained in the poetry or prose learnt for recitation, and in other easy literary pieces, and of the subject-matter of the silent reading (paraphrase is not to be attempted), letter-writing, and, in S6, the writing of simple business letters. In S5 and S6 special regard should be given to the practical aim of securing good arrangement, brevity, clearness, and force in composition. In all exercises of written composition suitable attention must be given to punctuation.

(i.) S3 and S4 (two years): Analysis into subject and predicate, synthesis to correspond, and variation of the form of very easy sentences; the

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