The New Syllabus.

Taranaki Daily News, Volume XXXXV, Issue XXXXV, 8 December 1903, Page 4

The New Syllabus.

A REVIEW. (Lyttelton Times.) From a glance over a copy of the new regulations for the inspection and examination of schools we gather that in its application to the work of the schools a considerably heavier burden than that imposed by the existing syllabus will be laid upon teachers and pupils. While additional subjects have been 'added to the primary school curriculum, the ordinary work has in no particular been made lighter. Some of the Itimediu headmasters, indeed, consider the new scheme unworkable in the time at the disposal of the schools in the. various subjects that are made compulsory, although they refrain from expressing an authoritative opinion until they have had time to look more closely into the syllabus. Certain changes of an apparently revolutionary character have been embodied in the now regulations, but as these are based on the lines of the English code no particular objection need be taken to them, if the way was made clear for them by reducing the other work of the syllabus generally. A feature of the syllabus is the great prominence. given to instruction in scientific subjects. The method of teaching spelling is changed in the new syllabus. It must now be taught by means of .••y.stematic lessons on word-building, based on similiuriitv in the words, such as

"lip, slips, slipp'ing, slipped, slipper." and so on. Previously. the spelling lessons were taken from the readers. It is thought that the-new ideas in this respect will necessitate the preparation of a special school book, as the teachers wilj not have time to construct the groups of. words that will be used. In Standard I. it will be neecssarv for each child to learn at least 120 lines of standard poetry. This is considered too much for a child of six or seven years of age. Tho lines are increased with the standards, until 250 linefi of poetry or prose, are set down for Standard VI., and children in Standard (VII. must study not less than 800 lines of poetry, or 200 pages of prose in the year. The teaching of grammar as grammar is practically abolished. Grammatical terms will bo omitted as far as possible, and grammar will be taught only as an aid to composition. Errors in English will be detected and corrected, and special attention will be given to the construction of sentences and analysis. Every lesson will be a composition lesson, and no lesson will be a grammar lesson. Some teaciiurs consider that a certain amount of gr/unjnar should be taught as grammar. Another change has been made in bringing down the instruction in composition to Standard I. 'At present it starts at Standard 11].," though jj, is taught in thr 'former class by means <»f conversational lysfsons. In Standard 11. there will be written composition, comprising simple sentences on subjects dealt with before in oral composition. In Standard 111., the composition lessons will include phases of tho subjects that are now treated in Standard V. Two books wilj have to be redd ill each standard, and the system of word-building is continued throughout the standards. The preparatory classes will have to perform in arithmetic orally and mentally every kind of operation with njimfiers train 1 to 20. Under the present system they go up to only the six times table, and it, is tJioug'ht that the new proposals will Ixi too much" for them. Arithmetic has been made harder right through the standaixls, Standard J. having to deal with numbers up to 100, doing division, which Iras not been done up to the present time ; and the arithmetic in supst of the other standards has been added to considerably.

In geography numerous changes of an important nature havu been brought about. The principle inculcated upon the teachers is to teach it as far as possible by the actual observance of natural phenomena by thp children, and where that is not possible by models of wet sand or plasticenc.. The action of water and rivers, it is suggested, sliould be illustrated by e.\periiUo7rt.s outside in the playground or indoors by ;ncans of a wooden tray with fine shingle, sand and clay. in Standard 11., it is set forth., elementary geographical notions are supposed to be taught by tho jvosition of the sun at noon and at .other times of the day by position and length 'of the shadow cast by a post, in the playground at different times of tJi/J day, the direction of the wind on different dajs, the distinction between »lay, sand, and very common rocks, and so on. It is suggested that first lessons might be given in the playground, or the roadswl« near the school, on the action of water running down a gentle slope to form streamlots, streams and rivers. In Standard 111. the instruction will includo such subjects as the phases of the moon, the chief forms of clouds—such as the "feather cloud," "the heap cloud," and " the rain cloud"—the most common birds, plants and insects found near the school, and the fact that water sinks very quickly through sand, but not through clay. The children of Standard IV will be supposed to understand all about evaporation, the formation of vapour clouds, the formation of dews, and to find altitude to the nearest degree of the sun at noon at the equinoxes and the solstices. The children will also have to be led up to a general idea of the daily rotation of the earth by olxservation of the stars at night. Scale maps will be used for teaching geography in the higher standards, ana among the items for Standard VI. is '■ vegetable life at different times of the ,y<>ur nn-.l in different zones of the earth." It it-: recoiiinjpndetl that in this standard tegular records .should be kept of the temperature at different times of the year. There is a special course for New Zealand geography, dealing with soils, minerals, rock;s, insects, birds, native and introduced plants, and the influence of th« position, soil, climate.and natural productions of New Kealand on the occupations, trade, and general life of the people, and the internal and external communication. 'Die children are also to be taught the geographical causes of the rise and importance of tho British Empire, and something about notable travellers and geojrniphh'al discoveries. The idea is to'show, as far as possible, the connection be-twi-ew natural conditions on thci earth's surface and the civilisation of man. The teaching of the names of placus has been, evidently. made an optional subject. The' syllabus is, therefore, very revolutionary, so far as geography is concerned.

There appears to be but little change in the teaching or drawing. MoraT instruction deals with the formation of habits, tidiness at home, punctuality, cleanliness, (lean thoughts. «cll'-conl.rol, duties to others, in parents, to the family, to those in misfortune, good maimers, civic duties, candour, kindness to animals, cheerfulness, tin- use of money, how n repn-scnts the result of labour, and many other things such as that " the welfare of the State should he the care of all. for we are all members of it." Provision is made for Nature study, which, however, is not' intended to have a separate place on the time-table, as it mav be taught with geography and other subjects. "Nothing can l>e considered as Nature study." the syllabus seys, "unless it includes an actual study of things themselves by the individual children." A vsry long list of heads of study iucluilus such things as the structure of birds and mammals, the hie histories of i.nseets. the pressure of water, artesian wells, tests of milk, separators, pumps, density, levers, pulleys, steam, expansion of solids, and flotation. Lessons ore provided for dealing

with the structure of the body, and health. These are not intended as a course in physiology, hut to serve the practical purpose of an introduc- J tion to such a knowledge of Hie laws of health as every individual in the community ought to possess, | An idea of the mature of the course in elementary science may be obtained from the following oxtiacts given as suggestions for Standard IV. :—Construct a model to illustrate an artesian well, and a model with branches to illustrate a high-pressure Hater supply system. Find the temperature of melting ice. Put some pieces of ice .\nitoi. water. Why does it float ? Make experiments to explain conduction, ladiation, and connection of heat, ebullition, evaporation, distillation, condensation of vapour, the formation of clouds, ruin and dew, and the principles cl ventilation. Make experiments to explain the composition of air and- water, anil the process and products of combustion, solutions, and changes of temperature, when common salt or ammonium-nit-rate is dissolved in water, the action of acids on carbonate,'' and so

on. A long list of exercises in physical drill i\rom which a selection can 'be made is given.