3690

THE NEW ZEALAND GAZETTE.

[No. 89

recognition of nouns, pronouns, verbs, and of adjectives, adverbs, and of
equivalent phrases by their functions in easy sentences. Correction of
common errors of the spoken and the written language corresponding
to this stage. Technical terms are to be used very sparingly.

(ii.) S5 and S6 (two years) : Analysis of a general character, synthesis,
and variation in the form of easy sentences. The recognition of the parts of
speech and of equivalent phrases and clauses by their functions in easy
sentences. The distinction between singular and plural, masculine and
feminine, first, second, and third persons, past and present, present and
future, active and passive, to be taught by their use in sentences. (Defini-
tions are not to be required, nor, in general, abstract rules of grammar.)
Further practice in the correction of errors corresponding to the above
work.

(d.) Writing.—First and second years (S3 and S4) : Systematic instruc-
tion in the formation of letters and junctions, and of figures. Transcription
of easy poetry or prose, including the use of the full stop, the comma, the
notes of interrogation and exclamation, and the use of inverted commas.

Third and fourth years (S5 and S6) : Systematic instruction with the
aim of securing legible, neat, fluent, and ultimately rapid writing, with due
regard to the junctions of letters and to spacing. More difficult transcrip-
tion, including invoices and other commercial forms in common use, and
easy tabulated matter ; filling up printed forms.

(e.) Spelling.—Word-building continued, with special reference in S5
and S6 to the force of the commonest prefixes and affixes. Common
homonyms.

(f.) Recitation.—150 to 200 lines of suitable standard poetry or prose.

(2.) Arithmetic.

Especial emphasis is to be laid on the importance of the oral and mental
work. Where the Upper Division is divided into four classes (S3, S4, S5,
and S6), with separate teachers, the work may be arranged as below ; but,
in other cases, if the ground indicated is covered in the four years spent by
the average child in the Senior Division, any convenient grouping may be
allowed.

(a.) First Year (S3).—The general analysis of numbers up to 1,000,000 ;
notation and numeration of these numbers. The simple rules and their
application to easy concrete examples of a familiar and practical cha-
racter : the relative values of the mile, chain, yard, foot, and inch ; of
hours and minutes ; of the day, week, and year ; of the ton, hundredweight,
pound, and ounce, and of the quarter and stone, to be known and applied
to easy exercises, but no sum requiring a knowledge of measures of length,
time, or weight to involve the use of more than two denominations. The
compound rules as applied to money sums ; multipliers and divisors in
money sums not to exceed 99 ; multipliers, if over 12, to be reducible to
factors not over 12 ; sums of money in the questions and answers not to
exceed £1,000.

(b.) Second Year (S4).—The simple and compound rules applied to easy
concrete examples relating to money, and to the following weights and
measures : avoirdupois weight, long measure (excluding poles or perches),
square measure (excluding square poles or perches and roods), capacity (pint,
quart, gallon, bushel, quarter), time. The methods of practice may be used
in multiplication, but complicated examples thereon should not be set.
Mensuration—to find the area of a square and of a rectangle with given
sides, expressed in one denomination only (as in inches, or feet, or yards,
but not in feet and inches, &c.). The meaning of proper fractions, with
denominator not greater than 20, and of 0·1, 0·2, 0·3, and so on up to 0·9,
to be known as applied to concrete examples in a simple manner. Easy
tradesmen’s bills. Mental arithmetic and problems adapted to this stage
of progress.

(c.) Third Year (S5).—The meaning of 0·01, 0·02, &c., of 0·11, 0·12,
. . . . 0·99, and of 0·001, 0·002, &c., to be known and applied to concrete
examples in a simple manner ; easy sums involving the expression of money
and common weights and measures in decimal forms and the converse ;
multipliers and divisors in all cases to be integers. Very easy cases of
vulgar fractions (excluding complex fractions).

Mensuration of walls and floors, and other simple rectangular areas,
as far as possible from actual measurements. The rood and the square
pole to be known as fractional parts of the acre. The relative values of the
cubic foot and cubic inch and of the cubic yard and cubic foot—to be demon-
strated by models. Relative values of the kilometer, meter, decimeter,
centimeter, and approximate equivalents in yards and inches. Easy
examples on the foregoing.