in this case the school cannot receive the grant of ls.

(vii.) If the girls in a Mixed School take Needlework and the boys another subject, the grant may be

paid on the average attendance of boys and girls separately.

(viii.) All scholars who are required to be presented for examination in the elementary subjects, must be presented for examination in any class subjects that are taken, unless there is a reasonable excuse for their being absent, or withheld from the examination.

(ix.) The scholars examined in the class subjects are examined in the classes in which they are

taught.

(x.) The examination is, as a rule, oral in the lower division.

(xi.) The examination of the scholars varies according to the Standards." (Revised Code, 1883.)

ENGLISH.

This for Standard I. consists of the learning and repetition of twenty lines of simple verse.

As a rule, suitable selections for this purpose will be found in the Standard I. reading-books; and narrative pieces should be preferred. The teacher should, if possible, select a single poem of 20, 24, or 28 lines; and the children should be taught the general meaning of the whole; and the meaning of the separate words, phrases, and sentences in it. They should also know how to pick out from it the common and proper nouns in preparation for Standard II.

The poetry in general, in the reading-book, and this in particular, should be made the vehicle for teaching Expression.

GEOGRAPHY.

This will be found in practice to be the most educative of the subjects taught in Standard I.; and will very usefully lead up to the Geography of Standard II. With teachers properly supervised and instructed by the Head Teacher no insuperable difficulty will be found in satisfying the requirements, so far as children properly trained in the Infant School are concerned. The difficulty will be with the wastrels brought into school without infant training, who have not yet been instructed in the "3 R's." We propose to ignore these for the present, and consider, at first, the ordinary Standard I. children.

With these, the teacher should begin with the schoolroom, and to make the matter simple, the first lessons should be given in the class-room when such is to be had.

The four walls of the room should be first pointed out without reference to the points of the compass. Next, the attention of the class should be called to the floor, and to the objects upon it (desks, stove, teacher's desk, chair, easel, etc.). Then the relative positions of these should be noted.

The next stage should consist in drawing on the floor the lines marked out by the walls; these lines being drawn parallel to the actual walls of the room. Within this rectangular space, the groups of desks should be represented, in lines parallel to the desks; their positions being correspondent to the actual sites occupied by them in the

room.

Following this, the children should draw plans of the room, marking the four walls and groups of desks, as on the chalked plan on the floor.

The next stage would introduce into the floor-plan the remaining objects on the floor.

This might be succeeded by the same thing being done on slates.

At the next stage the door or doors might be indicated, on the floor and on slates. All this is much helped by the use of a toy kitchen and parlour, with furniture. (See Part I.)

At this point the class will have experienced the want of names to the four sides of the room. These should now be referred to the points of the compass, if the walls directly face north, south, east, and west.

A good plan to teach these points will be to call attention, at 12 o'clock, to the position of the sun in the heavens.

The children will have to be told here, that the sun is always in the south at mid-day to us; and that the opposite point is the north. A line should be drawn across the room, to represent the north and south direction, and this will be the Meridian Line, but the hard name

reserved from the class.

can be

The class must next be informed that facing the south we always have the east on our left, and that the opposite side is the west, which lies, therefore, on the right.

All this will take time to familiarize to the class.

The next stage will deal with the corners of the room; and it will be pointed out by the teacher that the corner that is in the north side, and also in the east side, is both north and east; or, as we agree to call it, north-east; and so on for the north-west, south-east, and south-west.

Another lesson should refer to the same matter, dealt with on the slates; and a following lesson with a map placed on the floor with its top side to the north. If this has been sufficiently grasped, the map may be hung on the wall, and the matter treated after the same manner.

To enlarge the subject, the children should be taught to associate the east with the rising sun, and the west with

the setting sun; also with shadows thrown westward and eastward respectively.

But if the room does not lie four-square to the points of the compass there will be much greater difficulty.

It will then be best to draw the plan of the room on the floor as before, with the sides still facing the north, south, east, and west; and to accustom the children to the plan drawn askew of the real outlines of the floor.

When the planning of a single room has been well understood, it will not be difficult to add to the plan the adjoining rooms, play-ground, and street; marking each with the proper points of the compass, which should, however, be limited to 8 out of the 32.

These lessons may be well illustrated by the blackboard itself as the plan, and by the slates of the children. (See plan of school, Part I.)

When the notions of the eight points of the compass referred to a rectangle are well fixed, the teacher should illustrate with the school clock and a watch, in which XII. may stand for North; VI. for South; III. for East; and IX. for West. This will lead up to a compass and magnetic needle, which may be purchased in brass box and glass cover for a shilling.

In order to give first notions of the meaning of a map, copious reference should be made to pictures of landscapes, rivers, mountains, islands, capes, harbours, ships, etc. Some of these will be found in the reading-books, others may be provided by the teachers in books not used in the class, and others, again, in Geographical Picture Charts now published for this special purpose. Most of the latter are in duplicate, one half giving the picture, the other a corresponding plan or chart. Continuous exercises should be given in linking these two together, the children being asked to point out the situation on the chart of the objects figured in the picture, and vice versa. When this has been

repeatedly done, the children will learn the differences between a picture and a map, and the meaning of the latter.

The uses of a map will be then pointed out in detail, viz:

(1) To tell the shape and size of pieces of land and water. (2) To mark out the relative situations and distances of objects (rivers, towns, etc.) on the map.

(3) To enable voyagers and travellers furnished with maps and a compass to travel in unknown regions.

Very little of this mechanical part of the subject can be learned in Standard I. from a reading-book, but excellent geographical notions can be learnt by the use here of any of the interesting Standard I. geographical readingbooks, which are full of suggestions to the young teacher. The same lessons, but in less detail, should be given to the class of wastrels.

ELEMENTARY SCIENCE.

This is a Class Subject which will perhaps be rarely taken by teachers; and one on which it would be difficult to give any instructions within the limited compass of this Manual. The writer thinks that so far as Standards I.-III. are concerned, the best course will be to work out the lessons in some good work on "Notes of Lessons" (see Major's "Notes of Lessons"), or Object Lesson Book. Thus in the former all the requirements of the Government are provided for in Parts I., II. (Animal and Vegetable Kingdoms), while Parts III., IV., V. (Metals, Minerals, and Manufactures) deal with the third requirement of the Schedule in Elementary Science, viz. substances employed in ordinary life." A lesson on each of these subjects is appended for the use of Pupil Teachers not supplied with these "Notes of Lessons," as a Model on which to frame others.

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