1162
THE NEW ZEALAND GAZETTE.
[No. 53

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
demonstrated by models. Relative values of the kilometer, meter, deci-
meter, centimeter, and approximate equivalents in yards and inches. Easy
examples on the foregoing.

The solving of easy practical problems by the unitary rule, by practice,
and by other methods based on first principles. Bills of accounts, and
discount thereon.

(d.) Fourth Year (S6).—Vulgar and decimal fractions (excluding com-
plicated expressions and sums in recurring decimals); percentages applied
to simple examples, including easy direct cases of interest, profit and loss,
commission and tradesmen’s discount (banker’s discount, true discount,
and inverse questions in percentages are excluded). The following terms
in the metric weights and measures, concretely illustrated and applied to
very simple examples—(a) kilometer, meter, decimeter, centimeter, milli-
meter; (b) kilogram, gram; (c) liter (cubic decimeter). Square root; easy
mensuration of plane surfaces and of solids bounded by planes and of the
cylinder. Suitable mental arithmetic; shorter methods of working sums in
lower classes generally.

Especially emphasis is to be laid on the importance of the oral and mental
work.

The knowledge of the work of any class in English and in arithmetic
shall be deemed to presuppose a knowledge of the work of any lower class
in the same subject.

(3.) Drawing and Handwork.

(i.) Drawing: It is recommended that, where the Senior Division is
divided into two, three, or four separate classes, the instruction in drawing
should include such work as that described below, any suitable program on
these lines being accepted; but in any other case a smaller program may
be drawn up, provided that sufficient instruction is given in free drawing
from actual objects, in the use of simple drawing-instruments, and in the
knowledge of colour.

First Two Years.—The representation with chalk, pencil, or brush of
simple natural and fashioned objects (for examples see “Further Direc-
tions” under clause XVI), also of simple flat ornamental shapes cut out
on a large scale in cardboard, &c., and, in S4, of circular shapes unfor-
shortened and then foreshortened. Memory and imaginative drawing.

The construction to given dimensions of rectilinear figures of three,
four, six, and eight sides, and of circles and parts of circles. Drawing to
scale in plan and elevation very simple straight-lined objects.

Elementary practice in pattern-making (with known forms as units)
illustrating the principle of symmetry, and (with brush and colour) in mass
filling, direct representation, without outline, of simple shapes, and colour-
matching.

The instruction in drawing should be associated with suitable instruction
in handwork; the free drawing with modelling in plasticine or clay, and the
instrumental drawing with brick-laying, paper-work, cardboard-work, or
light woodwork.

S5 and S6.—The instruction in drawing should include the representa-
tion with chalk, pencil, or brush of simple natural and fashioned objects
(for examples see “Further Directions” under clause XVI), of flat shapes
cut out on a large scale in cardboard, &c.; also of foreshortened rectilinear
shapes leading up to the pictorial representation of simple objects;
memory drawing. The free drawing should be associated, if practicable,
with modelling in plasticine or clay.

Drawing to scale in plan and elevation, from the pupils’ own direct
measurements, simple objects based on the cube and prism, and on simple
combinations of these; practical exercises involving the careful setting-
out of lines and angles; use of protractor. The instrumental drawing
should, in the absence of facilities for instruction in woodwork, be associated
with constructive work in cardboard or some other suitable medium.

Elementary design and colour work. Only units derived from forms
known to the pupils are to be employed.

(ii.) Handwork: One of the following—Woodwork, elementary agri-
culture, dairy-work, needlework, and, where suitable arrangements can be
made, cookery and practical home science (girls).

(4.) Nature-study and Geography.

A graduated course for the four years should be drawn up from the topics
suggested under these heads in the Appendix; but any suitable program