JAN. 10.] THE NEW ZEALAND GAZETTE. 15

ledge of sentence-structure and word-function as will enable them to criticize
their own or another’s composition. Further synthetic treatment of sentence-
structure, including the recognition of subject and predicate in easy direct
sentences. Attention to be paid to the normal order of the various parts
of the sentence. Constructive exercises leading to a recognition of nouns,
pronouns, verbs, adjectives, adverbs, and conjunctions. Sentences involving
comparison of adjectives and *simple cases of gender. Using the following
interrogatives to introduce questions: how, when, where, why, who, whose,
whom, which, what. Constructing sentences involving the use of the possessive
forms of nouns and pronouns. Practice in writing paragraphs in the present,
past, and future tenses, with attention to unity of time. Synthetic exercises
in enriching written composition (a) by adding to verbs words that tell
when, where, how, why; (b) by phrases introduced by at, by, on, over, under,
below, beside, near, in; (c) by adding to verbs phrases telling when, where,
how, and noting the effect of placement; (d) by adding to nouns appropriate
descriptive phrases. Combining two simple sentences by the participial
construction and by using the following conjunctions and relative pronouns:
either . . . or, neither . . . nor, both . . . and, not only . . . but also, as,
as if, if, unless, though, although, who, whose, whom, which, that. Correct
placing of qualifying phrases and clauses to be taught. Correct use in
sentences of the parts of the verbs forget, shear, ring, rise, break, flow, lie,
lay. Correction of written and spoken errors, reasons not being required.

READING.—Oral and silent reading of the following: (a) The School
Journal; (b) supplementary continuous readers. Reading-matter should
be selected and treated in much the same way as indicated for Standard III.
Increased time should now be given to silent reading; the use of library
books under the teacher’s direction to be encouraged, and a record kept
by the pupils of books so read. The reading aloud of selected poems and
prose passages by teacher and pupils, followed by discussion thereon, to be
regularly practised. Magazine clubs and reading at home to be encouraged.

RECITATION.—Recitation of suitable passages of poetry and prose, with
attention to enunciation, emphasis, and natural expression. Individual
selection should be encouraged, and a record of pieces learned should be
kept. Dramatic work to be continued.

APPRECIATION OF LITERATURE.—Wherever the subject-matter and
treatment of the lessons in reading and recitation suit the purpose, training
in the appreciation of good literature should be given.

SPELLING.—Systematic instruction in the spelling of common words
used by the pupils in discussions, oral lessons, and composition. Class and
individual lists to be compiled by the teacher and by the pupils, the plan
of teaching being clearly set out in the scheme of work. Dictation of
passages of suitable difficulty. Use of dictionary for pronunciation and
spelling to be encouraged.

WRITING.—Former exercises to be continued. Position of body and of
writing instrument to be carefully supervised. Systematic instruction in
writing should be completed in this class. A good standard of writing and
figuring to be insisted on in all written work. Writing to be somewhat
smaller than in previous classes. Print-script may be practised in con-
nection with arithmetic, drawing, &c.

STANDARD V (FORM I).

LANGUAGE:—

(a) Speech Training.—Exercises to secure correct speech should be con-
tinued, attention to correct pronunciation of Maori words to be included.

(b) Oral Expression.—Oral expression of a more advanced character.
Continuous oral description or narrative to be expected. Training in the
orderly arrangement of ideas. Oral exercises in summarizing the thought
content of successive paragraphs and in enlarging the pupil’s vocabulary.
Class debates and dramatization should be included, and short prepared
lecturettes should be given by individual pupils; careful attention to correct
speech and manner of delivery. Free discussion should form part of all
branches of classwork.

(c) Written Composition.—Definite teaching in composition to be given.
Subjects to be taken with which pupils are familiar, and to include imaginative
stories, reproduction of narrative and description from literature read.
The conversational type of written composition should receive attention.
Pupils should be encouraged to make notes during silent-reading periods or
in individual research, and to produce from these a continuous composition.
Definite study of selections of literature with the object of encouraging
the pupil to imitate good models. Opportunity for pupils to criticize and
correct their own or one another’s written compositions should be given.
The writing of original poems to be encouraged. Business and social letters
in correct form and language. The writing of contributions to school or