3216
THE NEW ZEALAND GAZETTE.
[No. 93

Class IV.

Conversation.—The remarks under Class III have application in this and subsequent classes. It will probably be found that some of the forms have been learned incidentally. In such an event no purpose is served by labouring the constructions. Teachers should be ever on the watch to avoid a stilted style. The playground and school-room conversation of the pupils should be absolutely free from the vernacular. The continuance of phonic exercises is at the discretion of the head teacher.

In narrative and description (c) teachers should aim at topics that are of real current interest to the pupils. The lessons should be as little formal as possible, and the teacher should rarely interrupt the speaker for the purpose of making language-corrections. This does not mean that errors should not be noted for subsequent treatment, but, as previously pointed out, that the pupils should be permitted to concentrate rather on the thought to be expressed than on the form of expression.

Reading.—See remarks under Class III.

Composition.—Increasing emphasis should be placed on letter-writing. Remember that this is practically the only form the post-school literary efforts of the pupils will take. Aim at freedom rather than exact expression, and do nothing (e.g., excessive scoring of composition) to discourage the pupils. The best form of correction is that effected by teacher and pupil while the pupils are writing. Typical errors should be noted for subsequent treatment in class. Carefully prepare all work orally.

Writing.—The method of teaching writing by copying is the least effective method. Definite, systematic instruction should be given frequently in pen-movement drills, formation of letters, junctions, spacing, alignment, &c. Give frequent practice in making figures.

Class V.

Conversation.—Now that continuous oral narrative and description have been developed, the necessity for “series” becomes less. Give the pupils plenty of exercise in reproducing short stories they have read or that have been previously told to them. Opportunity should be taken of acquainting the pupils with some of the many outstanding classical tales, historical incidents, Polynesian mythology, and facts concerning other peoples and other lands.

Composition.—Continue to make the letters deal with real or possible situations.

Class VI.

Conversation.—If the work of the previous classes has been well done the speech of the pupils should be comparatively free from errors and should be free and spontaneous. No special constructions are prescribed, but teachers are expected to give attention to any that are incorrectly or not freely used.

Reading.—The best evidence that the teaching of reading has been successful will be the quantity and kind of voluntary reading the pupils do. The quantity of poetry and prose for declamation should be very considerably increased in this class.

Composition and Spelling.—A systematic attempt should be made to develop the written vocabulary beyond the scope of the conversational vocabulary. The new words so treated—a very few at a time—should constitute the spelling-lists.

Writing.—Freedom and legibility rather than fidelity to some conventional form should be the chief consideration. The pupils should now be able to set out tabulated matter neatly and well. Give instruction in printing, or what is known as “script-writing.”

ARITHMETIC.

In the past too much time has been devoted to arithmetic, which has occupied a place altogether disproportionate to its real importance. If the practical side of the subject be considered—and with the Polynesian only the practical side should be considered—it will be found that not more than 10 per cent. of the pupils’ time need be devoted to the subject.

The bulk of the work in the lower classes, and wholly in the Preparatory Class, belongs more properly to the language lesson, and in the first stages should be wholly incidental to the occupations, games, and conversation lessons. In these cases the work should be almost entirely in the concrete. This, however,