Mar. 29.] THE NEW ZEALAND GAZETTE. 1127

of errors in the written and spoken language, with simple reasons
therefor. Simple punctuation. Conversion from direct to indirect
speech and the converse. Paragraphing and rearrangement of sentences
to secure brevity, clearness, and force. The common prefixes and suf-
fixes, and some of the more common roots.”

Further, by deleting from the last paragraph of the subclause (d)
Writing, the word “institution,” and substituting therefor the words
“practice and training.”

Further, by adding to the same paragraph the words “The writing
of the pupils should be judged from their written answers to questions
as well as from exercise-books in common use in the class. A fair
standard of neatness and legibility should be maintained in all written
work done in connection with any subject in class-work.

Further, in subclause (3) Drawing and Handwork, (i) S5 and S6,
by inserting, after the words “flat shapes,” the words “such as shields,
crosses, stars, &c.”

Further, by adding to the subclause (4) Nature-study and Elementary
Science, the words “In schools under the charge of a sole teacher good
theoretical and practical work in Elementary Agriculture or Dairy-work
may be counted as both Science and Handwork.”

Further, in the subclause (5) Geography, by inserting after the first
paragraph the following paragraph:—

“The programme for the four years should show not only that certain
ground has been covered in each class, but that a general sequence has
been maintained throughout the work of each class and between the
work of each of the classes. The physical, mathematical, and political
geography should not be set out separately, seeing that they should not
be taught separately. The programme of work should be so arranged as
to show how the mathematical geography is related to the physical
geography, and how both have a bearing on political geography.”

Further, in the subclause (6) History and Civics, after the first
paragraph insert—

“The teaching of History should not be considered satisfactory if
it comprises the teaching of a number of isolated events, even if these
are separately important. The whole of the matter for the four years’
instruction should be so selected as to deal with some degree of con-
tinuity and completeness with some of the most important developments
in our national life. The work of each class should form a part of a
related series of short studies which will in the aggregate give the pupils
some conception of the growth of our Empire and the ideals of its
people. During the study of the geography of foreign countries—such as
Russia, China, France, Germany—some idea of the history and character
of the people should be given.

“The instruction in Civics and, where possible, in History should
have a close connection with much of the moral instruction and training,
and the whole should aim at the development and strengthening of
character, the fostering of a sense of service, and the encouragement
of the growth of those virtues which make for good citizenship.

“History in the public schools should primarily be directed to a
comprehension of the rights and duties of the citizen and their historic
foundation, with such a knowledge of great incidents of the past as will
enable children to understand and appreciate their national existence.

“In the earlier stages of the teaching of History (S3), (or in small
schools S3 and S4), biography should be the principal basis of the pro-
gramme in conjunction with elementary notions of civics.”

Clause 29 is hereby amended by inserting, after the first sentence in
paragraph headed “Speech,” the words “Exercises designed to secure
accuracy of pronunciation will be supplied to teachers by the Depart-
ment”; and by inserting, after the same paragraph, the following
paragraph:—

“When revising work orally, or when pupils are required to express
their ideas on certain topics, teachers should avoid asking a series of
finely dissected questions much of which requires small effort on the part
of the pupil, and during which the teacher is almost entirely responsible
for the whole of the sequence of thought. A question in the form of
“What do you think about this?” or “What is your explanation of
that?” should give sufficient opportunity to pupils of expressing their
own thoughts in their own way instead of their being kept to a rigid
sequence of questions controlled by the teacher.”

Further, by inserting after the second paragraph the words—

“In general, it is better for the class to read a portion of an extract
silently, and then to work out the thought contained therein with the
teacher, before any member of the class is required to read it aloud.
Pupils are frequently called upon to read first and to find the meaning
afterwards, whereas the former should properly follow the latter. The
D