Jan. 10.] THE NEW ZEALAND GAZETTE.

Drawing to scale of such rectangular objects as a page of the School
Journal, the floor of the schoolroom, top of table, slate, picture-frame.
Only simple scales to be used, such as 1 in. = 1 ft., 1 in. = 1 yard, 1½ in.
= 1 ft., or ⅛ in. = 1 in., where the subdivisions into feet or inches can be
readily obtained from the ruler.

4. Lettering.—Plain block lettering, and simple though less rudimentary
   print-script.

5. Appreciation.—Further development of appreciation of beauty of form
   and colour in nature and art.

STANDARDS V AND VI.

1. Free Drawing.—Free illustrative and imaginative drawing to be
   further developed. Elementary study of foreshortening and systematic
   training in the drawing of—
   (a) Objects of the box type, such as chalk-box, matchbox, book,
   attache-case, brick, cupboard, loaf of bread;
   (b) More difficult curved forms, such as vases of various shapes,
   kettle, teapot, pieces of drapery, &c.
   (c) Parts of objects—e.g., large studies of handles, spouts, and rims.
   (d) Groups of fashioned objects and of sprays of leaves and flowers.
   (e) Tree forms from nature.
   Outdoor sketching to be encouraged. Memory drawing. Instruction
   to be continued in the proper use of colour and tone, flat-tinting, harmonizing
   colours, contrasting colours.

2. Instrumental Drawing.—To be taught in relation to design. Use of
   plain scales. Elementary work in drawing plan and elevation of simple
   geometrical objects. Isometric and oblique views of simple rectilinear objects.

3. Lettering.—Roman capitals, print-script, and broad-pen lettering
   suitable to this stage.

4. Art Appreciation.—Further developments of appreciation through the
   study of all kinds of good works of art.

STANDARD VII (FORM III).

1. Free drawing to be continued as prescribed for Standards V and VI,
   but to be more advanced in character. Outdoor sketching should be
   encouraged. Further study in the elementary principles of perspective.

2. Further study of design applied to definite crafts so that the pupils
   may gain a fuller understanding of decorative art.

3. Further development of appreciation through the study of good
   pictures and of other good works of art to be continued.

4. Instrumental drawing to be mainly of a practical character, as, for
   example, in (a) drawing to scale the ground-plan of a cottage, or plans or
   maps derived from the use of the plane table; (b) drawings of cross-sections
   of simple objects; (c) drawings connected with elementary mathematics,
   and with woodwork, ironwork, and other manual-training occupations.
   In country schools the instrumental drawing should have some relation to
   farming pursuits—e.g., plan and sections of sheep-dip; layout of woolshed
   and pens, of sheep and cattle-yards, and the setting-out of such details
   of the construction of a wooden shed as piles, floor-plates, joists, studs, wall
   plates, and braces.

HANDWORK.

INTRODUCTION.

Handwork is to be regarded as serving a double purpose — (1) as a
means of satisfying the creative instinct; (2) as a means of reinforcing the
instruction in the ordinary subjects of the curriculum.

Both continuity and progression are essential if the best results are to
be secured. During the whole course there should be abundant occupational
work providing for free expression, and affording full scope for the
exercise of imagination, both reproductive and constructive. In all classes
the pupils should be allowed a certain amount of freedom to make something
they particularly desire either for themselves or others.

As the pupil develops, a gradual transition should be effected by grafting
on to the free work more definite training in the construction of objects in
accordance with his own designs or with more or less detailed direction.
The latter class of work should receive increasing attention until, owing to
experience in conceiving and planning, to the development of muscular
control, and particularly to an increased pride in carrying out work with
a good degree of exactitude, the pupil is ready to take up with confidence
F