Q. 6. What is a Pseudomorph? Describe three commonly occurring pseudomorphs, stating how each has been formed.

This question was not so frequently attempted as the last, but those who selected it appear to have understood what pseudomorphism really is, difficulties in definition appearing to be due rather to want of powers of expression, than to want of knowledge of the subject.

Q. 7. What is the crystalline form of Native Sulphur? How and where has this mineral been formed.

Selected by very few candidates. Some of these give excellent answers, but others rather indifferent ones.

Q. 8. From what sources is the metal Tin obtained? State the modes of occurrence of tin-ores.

More than half the candidates attempted this question, and the answers are uniformly good.

Q. 9. What are the chief minerals which occur as "veinstones" in association with ores? Give the chemical composition of each of these veinstones.

66

Among the few candidates who selected this question there is a strange want of clear perception of the difference between" veinstones" and ores." Q. 10. Name the three specimens placed before you; give the chemical composition of each, and the system in which it crystallises. Also make a qualitative blowpipe-analysis of each of the two powdered minerals supplied to you. State your results clearly; if any chemical symbols or abbreviations are used, write them distinctly.

Of the minerals given, Actinolite (Hornblende) is seldom recognised. Selenite is generally rightly named and described, and the candidates are equally successful with the Stibnite. The blowpipe work is fairly well done. In the powdered Barium Carbonate, Calcium and Strontium are often found, and the Barium is sometimes missed. Nearly all determine the Cuprite.

STAGE 2.

Results 1st Class, 6; 2nd Class, 16; Failed, 2 ; Total, 24.

In this stage the number of candidates is rather less than last year, but the number of failures is equally small. The proportion of First to Second Class is this year rather lower than in 1905. On the whole, the results may be regarded as very satisfactory, there being good evidence of careful teaching.

Q. 21. Draw a commonly occurring crystal of Augite, indicating the forms present in it. How do crystals of Augite and Hornblende generally differ from one another?

Selected by one-third of the candidates, all of whom, with two or three exceptions, give good and correct answers.

Q. 22. What are the chief precautions necessary in taking the specific gravity of a crystal or cut gem by means of a chemical balance? Also attempted by one-third of the candidates, who give intelligent and fairly good answers.

Q. 23. Describe exactly what is seen when a section cut from a crystal of Hornblende is rotated in a polariscope or polarising microscope, (a) over a single Nicol prism, (b) between crossed Nicols. The same proportion of the candidates selected this as attempted the two previous questions. The great defect in the answers is a failure to recognise the distinctive appearances when the crystal sections are cut in different directions. It is to be feared that few of the candidates have an opportunity of seeing these appearances for themselves.

Q. 24. In what respects do crystals of Orthoclase, Microcline, and Oligoclase resemble one another, and in what respects do they differ?

This question was attempted by a much smaller number of candidates. The answers are correct, but unnecessarily verbose. Instead of confining themselves to definite points of resemblance and difference, the candidates write long descriptions of the three minerals.

Q. 25. Describe the three models placed before you, giving a sketch of each to show which axis you place in an upright position. In each case name a mineral that crystallises in the form shown. Although the answers to this question are generally correct, there is one very prevalent error, namely, in the position of the axes in the Tristetrahedron. This mistake is probably due to trusting to drawings instead of handling models of the crystals.

Q. 26. Name the three specimens placed before you; give the chemical composition of each, and the system in which it crystallises. Also make a qualitative blowpipe-analysis of each of the two powdered minerals supplied to you. Tabulate the results, stating how each was obtained; if any chemical symbols or abbreviations are used, write them distinctly.

This question was only moderately well answered. Of the minerals for determination Zincite is almost always correctly identified, Molybdenite is frequently mistaken for Graphite, while no candidate correctly identified Brucite. The blowpipe-work is much better done, the elements present both in Cobaltite and Pyrohisite being found, though the inferences drawn are sometimes less satisfactory.

Q. 27. Describe the mineral Nepheline-its crystalline form, chemical composition, and physical properties-stating the chief rocks in which it occurs as an Essential Constituent."

About one-fourth of the candidates who attempted this question answer it very well.

Q. 28. Give an account of the Sodium, Potassium, and Ammonium Chlorides occurring as minerals, describing the mode of occurrence and origin of each.

One half of the candidates selected this question, and give good answers, except with respect to the origin and mode of occurrence of Ammonium Chloride-a subject which does not appear to have been properly taught.

Q. 29. Describe the Oxides of Iron (both anhydrous and hydrous) which are used for the extraction of iron.

Well answered in nearly all cases, full and complete accounts of the several minerals being given.

Q. 30. Give an account of the mineral Talc, its composition and properties, the forms which it assumes, and the uses to which it is put. Point out the difference between the commercial and scientific uses of the term "talc."

Very few candidates attempted this question; only one of them is aware of the difference between the commercial and the scientific use of the term talc"; and, generally, the uses of the mineral are entirely ignored.

66

Q. 31. Describe the chief minerals which constitute ores of Silver. This was the question in the Technical Series which was most often selected, and it is extremely well answered.

Q. 32. What is known concerning the nature and origin of Jet, Amber, and Emery? Why are these substances no longer regarded as minerals?

One fourth of the candidates attempted this question, but many of them appear to be vague in their ideas concerning the modern definition of

"minerals." Usually the organic origin of Jet and Amber is recognised. as putting them outside the category, but the mixed composition of Emery is not appreciated as leading to its being classed as a rock rather than a mineral. Some are quite unacquainted with the composition of Emery.

STAGE 3.

Results 1st Class, -; 2nd Class, 7; Failed, 4; Total, 11.

The few candidates in this stage show a very fair knowledge of the subject. In 1905, the students taking this stage were of exceptional ability, no less than five being awarded a First Class. This year, while the failures are one more than in 1905, the remaining candidates attain only to a Second Class standard.

The question on "Hardness-Figures" was only well answered by one or two candidates, most of them regarding the Sclerometer as only an instrument for determining comparative hardness. In one case "Exner "" was taken as the name of a mineral! In the question on the use of the polariscope, the difference between the effect seen when the rays ar parallel and when they are convergent is seldom appreciated. "Schiller is treated by some as merely a variety of lustre, the fact that reflection takes place only in certain positions being missed. The accounts given of Uralite, Apatite, and the Stassfurt Salts are, on the whole, disappointing, and the economic questions involved in the use of certain materials for incandescent gas-mantles have apparently not been taught. On the other hand, the identification of minerals and their study with the blowpipe have evidently received much attention, and the results are satisfactory.

HONOURS.

Results 1st Class, 2; 2nd Class, -; Failed, 2; Total, 4.

Four candidates presented themselves, two of whom sent in very admirable papers that would be regarded as very creditable indeed in any University Examination, and these are placed in the First Class; two failed.

Report on the Examination in Principles of

Mining.

The following Table gives the number of candidates this year and

last:

-

The comparison shews an increase of 93 candidates, there being a larger number of entries in Stage 3 and Honours, but a falling off in Stages 1 and 2.

STAGE 1.

Results 1st Class, 236; 2nd Class, 417; Failed, 298; Total, 951. Compared with the previous year the papers in this Stage shew little change. They are up to the average of last year in matter, and shew a distinct improvement in neatness and style. The papers in one parcel are exceptionally bad, and have lowered the general average.

With regard to the questions severally, the following points may be noted:

-:

BRANCH A.

Q. 1. What is anthracite, and what are its special properties and uses? Where is it mined?

This question is answered very well on the whole. The only faulty portion is in regard to the uses. Even Welsh candidates, familiar with the mining of anthracite, appear to have hazy notions as to the uses of that material, and many refer to it as being largely employed in the Navy. No reference is made to its use in stoves. By a curious mental confusion several candidates describe anthracite as a dangerous explosive.

Q. 2. Describe the operation of shot-firing with an explosive on the "permitted list." (Sketches required.)

In very many cases this question has been carelessly read, and much time wasted in descriptions of the actual drilling and the preparation of the shot hole. Comparatively few candidates lay stress on the essential acts that have to be performed in the interest of safety, such as the careful examination for gas, the watering of any coal dust that may be present, and the use of clay for tamping. In some cases vague ideas as to permitted explosives" obtain, even ordinary gunpowder being sometimes regarded as an explosive on the permitted list.

66

Q. 3. What precautions should be taken in withdrawing timber when the roof is bad? (Sketch required.)

This question is answered very well. Candidates appear to be fully aware of the common-sense precautions that have to be taken in withdrawing timber, and generally describe the old dog and chain or one of the modern timber-withdrawing appliances. The Sylvester pulling-jack is as a rule accurately described, but generally inaccurately sketched, the candidates connecting both the withdrawing chain and the chain anchoring the machine to the firm prop to opposite ends of the notched bar. Many of the candidates can have had no practical knowledge of withdrawing timber, as they recommend, after examining, to place the setting of chocks before beginning to draw timber, so that they would use more timber than they save.

Q. 4. Describe the pit-bottom arrangements at some colliery with which you are acquainted. (Sketch required.)

This is a favourite question, and is answered satisfactorily on the whole. There appears to be a good knowledge of the arrangements for convenient and rapid handling of wagons at the pit bottom, and the different practice in various districts is well indicated. Good sketches, however, are few.

Q. 5. Describe the best form of wheels for mine wagons, and the most economical method of greasing their bearings. (Sketches required.)

This also is a favourite question; but much time has been wasted by a discussion of the relative merits of fast and loose wheels. The methods of greasing are well and clearly described. Reference is frequently made to automatic greasers of the corrugated wheel type. In South Wales the candidates generally describe the Rowbottom wheel, loose on the axle with the oil chamber in the body.

Q. 6. In what manner should a cage be attached to the winding rope? (Sketch required.)

The sketches given in answer to this question are poor, but the descriptions are generally accurate. Most of the candidates appear to realise the importance of a good capping to the rope, although in describing the capping many think that the rope is brought through the large link connecting the bridle chains together and then bent back and held in place by two flat

cheeks of iron. This idea is to some extent excusable, as in a dusty mine with a well oiled rope the student might easily draw such a conclusion from a casual examination of the end of the rope.

Q. 7. Explain the action of the plunger pump used in mines, and state its advantages over a bucket lift. (Sketch required.)

This question is that least frequently attempted, and is poorly answered. Even from the satisfactory replies, it is obvious that the knowledge was purely theoretical. There appears to be general ignorance as to the difference between the plunger and the bucket lift. It is possible that the lack of good answers is due to the fact that the old type of engine at the surface with the rods going down the shaft has been largely displaced during recent years by the direct-acting steam pump placed underground.

Q. 8. Supposing 40,000 cubic feet of air per minute to be passing through an airway 8 feet 9 inches wide and 7 feet 3 inches high, what is the velocity of the air per second.

This question has elicited a large number of correct answers with the working clearly stated. A few give the quantity of air per second and the velocity per minute, but as a rule the ideas are correct and the mistakes made are in the arithmetic.

Q. 9. Explain the action of any centrifugal fan with which you are acquainted. (Sketch required.)

Most of the answers shew a very good knowledge of the action of a centrifugal fan, but the sketches leave much to be desired.

Q. 10. Describe the safety lamp with which you are most familiar, and state the method of locking adopted. (Sketch required.)

This is a favourite question, and is answered very satisfactorily with good sketches. Of those who attempt the question, about 64 per cent. describe locking by lead rivets, 28 per cent. magnetic locks, and 8 per cent. the old-fashioned screw.

BRANCH B.

Comparatively few candidates entered in Branch B., many, as in previous years, being coal miners who had obviously wandered unintentionally into this Branch. Their answers are too poor to enable useful deductions to be drawn from them. There are good papers from a few classes in Cornwall and in iron-ore districts.

Q. 11. Give particulars of the nature and extent of any workable mineral deposit (other than coal) with which you are acquainted. This question when attempted elicited good descriptions of tin-ore and iron-ore deposits.

Q. 12. Describe the operation of shot-firing with an explosive of the nitro-glycerine class. (Sketches required.)

This question is, on the whole, satisfactorily answered.

Q. 13. What precautions should be taken in withdrawing timber when the roof is bad? (Sketch required.)

The answers are not so good as those to the similar question in Branch A., attention being devoted to bad timber rather than to bad roof.

Q. 14. Describe the operation of filling mineral into a skip in an inclined shaft. (Sketch required.)

This question is answered well, and there are some excellent sketches. Q. 15. Describe the best form of wheels for mine wagons, and the most economical method of greasing their bearings. required.)

(Sketches

9291.

M