2896
THE NEW ZEALAND GAZETTE.
[No. 115

Division, there should also be some study of methods of cultivation of
various products in relation to soil and climate, and in relation to the
industries and productions of New Zealand and other countries, dealt with
in the geography lessons. Wherever possible the work should have a direct
bearing on simple rural science, and in all schools girls must receive some
training in elementary home science. The work should be illustrated and
explained through simple experiments in elementary physics and rural
science.

For further details and suggestions see Appendix K.

L. GEOGRAPHY.

The programmes set out below for the various standards are intended to
form stages of a systematic five-year course in geography. The Inspector
may approve of a scheme showing any suitable modification of this course,
as to the quantity of work to be undertaken, the redistribution of the work
among the standards, or as to the grouping of classes and programmes.

Junior Division.—S2: An extension of nature-study so as to include
elementary geographical notions from actual observation; plans of the
class-room, school, and playground; the study of very simple plans
from models made to represent local surface features; elementary use
of globe so as to show oceans and continents; direction; cardinal points;
rising and setting of the sun; natural phenomena from direct observation—
i.e., clouds, rain, hail, snow. Very simple lessons should be given on the con-
figuration of the immediately surrounding district and its effect on the
distribution of rainfall, the wearing of land-surfaces, the relative fertility
of hill, valley, and plain soils, the effect of the quality of the soil, and the
rainfall, winds, and aspect on vegetation.

Middle Division.—S3: Further observation of natural phenomena;
evaporation and condensation; parts of a river; water and river action
treated simply; lakes and their uses; observation of the phases of the
moon; rise and fall of tides. Lessons should be given on the configuration
of the immediately surrounding district; this should be extended so as to
deal first with the province or the largest natural area in which the school is
situated, and then with New Zealand as a whole. Some knowledge of the
occupations and life of the people should be required—the province in which
the school is situated to be treated with some fullness, and the rest of New
Zealand to be treated broadly for purposes of comparison. While dealing
with these lessons and with the information gained during reading-lessons
the pupil should acquire some knowledge of the position and character of
some of the more important countries of the world.

S4: The study of New Zealand as set out for S3 is to be deve-
loped more fully, and the same method of investigation is to be applied
to the study of Australia, where similarities and contrasts, with the reasons
therefor, should be examined. The chief characteristics of more important
races of people, together with simple knowledge of their industries and
occupations, are to be studied. Lessons based on observations concerning
the position of the sun at different times of the day and of the year, on
seasonal changes, and on conditions of climate and weather, are to be
treated in a suitable manner. All the topics dealt with in connection with
geography should be treated not as isolated facts, but so as to lead the
children to the recognition of certain elementary principles within their
comprehension connecting natural surroundings and physical geography
with the facts of human life as known to them.

Senior Division.—S5: Revision of previous work, widening the scope of
inquiry, and taking up the study of the countries of Europe and Africa in
the manner prescribed in Appendix L. This will include the study of the
following: Scales of maps, distance and areas roughly calculated therefrom,
the sea and its work, general distribution of land and water, winds and
currents, elementary study of the causes affecting climate, the zones of the
earth, vegetable life at different seasons and in different zones, typical
animal life in different parts of the earth, the chief trade routes.

S6: Revision of previous work, and an extension on the same line of
inquiry in relation to Asia, America, and the British possessions. Glaciers
and the work of ice, daily rotation of the earth, meridians, local time
at a few important places, latitude and longitude, revolution of the
earth round the sun, the seasons, the altitude of the sun at the equinoxes
and the solstices, the inclination of the earth’s axis, the length of the day.
Great travellers and geographical discoveries; the chief trade routes of the
world; interdependence of nations for food supplies, raw material, and
manufactured articles.

For further details and suggestions see Appendix L.