Sept. 18.] THE NEW ZEALAND GAZETTE. 2893

The forms of the personal and relative pronouns. Correction of errors in
the written and spoken language, with simple reasons therefor. Simple
punctuation.

Senior Division (S6).—G1, COMPOSITION.—To include the reproduction,
though not the paraphrasing, of the matter contained in poetry or any other
easy literary matter, and of the subject-matter covered during silent reading.
Letter-writing and the writing of simple business forms are to be practised.
Training in the use of a paragraph and in the sequence of paragraphs
through oral exercises in summarizing the main idea in successive paragraphs
or stanzas of selected reading-matter. The composition should show some
evidence of taste, of descriptive power, and of the possession by the pupil of
a fairly wide vocabulary.

G2, GRAMMAR.—Revision and extension of the work for S4 and S5
applied to somewhat more difficult, but not to very difficult, cases. The
substitution of words, phrases, and clauses for other forms with the same
function. The use of the three cases of nouns and pronouns. The use
of the infinitive, the participles, active and passive voice, first, second, and
third persons, and the common tenses to be taught by their use in sentences.
Correction of errors of speech, with simple reasons therefor. Simple
punctuation, with conversion from direct to indirect speech, and the con-
verse. Paragraphing and rearrangement of sentences to secure clearness,
brevity, and force.

For further details and suggestions see Appendix G.

GRAPHIC EXPRESSION.

19. The course of instruction in graphic expression shall be as follows:—

H. DRAWING.

Preparatory Division.—This subject should be regarded chiefly as a means
by which the children may express their ideas or impressions of objects
animate or inanimate, or ideas suggested by nursery rhymes or other
forms of story. The drawing should at first be free and spontaneous, and
the teacher should devise exercises arising from these drawings in order
to develop powers of observation, with increasing dexterity and better
control over the muscles. The drawings should be on a large scale, pre-
ferably with coloured chalk or crayon. A definite plan of work for each
term should be set out by the teacher.

Junior Division.—Drawing should be treated as a means of expression
and illustration connected with other lessons such as reading, nature-study,
and handwork, but provision should be made for systematic training in the
drawing of various simple forms. The scheme should, in the first stage,
include free drawing with coloured crayons, chalk, brush, or pencil, in mass
and in outline, of familiar, natural, and fashioned objects containing simple,
curved, or straight lines, or both, illustrative and imaginative drawing,
elementary drawing with the ruler, including exercises involving simple
measurement.

Middle Division.—The representation with chalk, pencil, or brush of simple
natural and fashioned objects, also of simple flat ornamental shapes cut out
on a large scale in cardboard, &c. Memory, imaginative, and descriptive
drawing. Provision should be made for developing the particular skill of
any pupil with regard to a certain form of drawing. Simple geometrical
exercises according to measurement with the ruler and set-squares should
be provided, with exercises in form and colour designed to ornament a given
object or form.

Senior Division.—Freehand drawing and design of a more advanced cha-
racter than for the Middle Division, including the representation of natural
and fashioned objects of flat shapes, such as shields, crosses, stars, &c., cut
out on a large scale in cardboard or wood; also of foreshortened and
unforeshortened, circular and rectilineal shapes leading up to the pictorial
representation of simple objects. The free drawing should be associated,
where practicable, with modelling in plasticine or clay. For design or
colour work natural units derived from forms known to the pupil are
to be employed. Special arrangements should be made to develop
special aptitudes in particular phases of drawing on the part of individual
pupils. Instrumental drawing is to include drawing to scale from pupils’
own measurements of simple objects. Practical exercises in setting out
lines and angles, and the construction of simple geometrical figures. In the
case of boys the instrumental drawing should be connected chiefly with
exercises in woodwork, in the case of girls with dressmaking, and in the
case of girls and boys with practical mensuration and design.

For further details and suggestions see Appendix H.