3210
THE NEW ZEALAND GAZETTE.
[No. 93

Class IV.

Reading and writing numbers to 10,000. Multiplication and division tables to 12 times 12. Four simple rules within limits. Buying and selling and giving change (all operations).

Class V.

Reading and writing numbers to 100,000. Four operations applied to money. Reduction of money. Measuring and weighing. Bills of account. Trade calculations of a practical nature and within limits.

Class VI.

Four simple operations generally. Four operations applied to money, weight, and length. Reduction of length and weight, using two denominations. Bills of account. Trade calculations of a practical nature.

GARDENING AND NATURE-STUDY.

The object of the instruction in gardening and nature-study is not so much the inculcation of specific information (though this is by no means to be despised) as the cultivation of an interest in all that contributes towards the formation of a bias towards agricultural occupations. This will be achieved only by constant, pleasurable, and intelligent contact with growing things.

Every school is therefore required to have, as the most important and indispensable part of the school equipment, a sufficient area of land under close and careful cultivation. The school-grounds should be laid out with the object of beautifying the property as well as of growing crops for purposes more obviously utilitarian. This does not imply that the playing-area should be unduly restricted, but that the fullest possible use should be made of the available ground, and that the precincts of the school should be as ornamental as the ingenuity of the teacher and the industry of the pupils can make it.

The following outline of work is suggested: its detailed application will depend upon local circumstances and the limitations of the teacher. It should be noted that in nothing will less tolerance be shown than in incapacity and lack of enthusiasm for gardening.

Provision must be made for—Simple gardening operations connected with the preparation of ground; growing, raising, and harvesting suitable garden crops; succession of crops; propagation of plants by cuttings, layers, &c.; management and care of fruit-trees and crops; planting and care of hedges, ornamental trees, flower-borders; care and improvement of school-grounds; care of tools.

Growth and habit of crops should be studied at first hand, also plant pests and diseases; useful and harmful insects; weeds; formation of soil; character of soil and subsoil; general effects of cultivating, watering, manuring; moisture in soil and its conservation by cultivating, mulching, &c.

Observation should be made of seasonal changes, dispersal of seeds, and the general nature-study of the locality. Nature calendars and records of gardening operations at school and in the district should be carefully and neatly kept.

Simple observations of plant-structure should be made and recorded—e.g., forms of roots, arrangement and function of leaves, flowers, fruit, seed. Simple experiments should be made on the germination of seeds, growth of seedlings, transpiration, &c.

The life-history of some common insect should be studied.

A programme of work in nature-study for each class or division of the school should be carefully prepared.

For further particulars and suggestions see “Explanatory Notes.”

HANDICRAFT.

The various handicraft occupations, while aiming to produce the handy man or woman skilled in occupations incidental to farming and domestic life, shall also aim to perpetuate and elevate those native industries that have been found of worth, and to introduce such new home industries as may be considered expedient. It should be clearly understood that the object of the occupations is not the production of skilled artisans, but handy men and women.