thoroughly. The pneumatic trough was well described or figured, and the chief deficiencies in the answers were the want of reference to the evolution of heat, and in certain cases to some important properties of hydrogen. Occasionally the gas evolved was described as sulphur dioxide.

Q. 23. Define mass. Name units of mass in British and French systems of weights.

This question was very generally selected, and the answers were nearly always correct, so far as the verbal definition went. But some candidates who proceeded to "explain" the meaning of the definition, gave evidence that they did not realise the real distinction between mass and volume. The difference of British and French standards was generally correctly given.

Q. 24. Name the chief properties of hydrogen and describe one method of preparing it.

Although the subject matter of this question had much in common with that of Q. 22, the candidates showed great intelligence and discrimination in their answers. The manner in which the practical details in preparing the gas, such as looking for traces of air by testing small quantities of the gas, showed that the experiment had been witnessed, if not actually performed, by the candidates. The answers were, on the whole, excellent.

Q. 25. After a bright starlight night in winter, that has succeeded a wet day, there is a heavy deposit of hoar frost. Explain the reason of this.

This question was well answered in the case of some schools, but badly answered in others. The chief errors in the defective answers were the want of recognition of the effects of radiation with a clear sky, and the notion that dew is deposited at the outset, and that on a winter's night the freezing of this dew gives rise to the hoar frost.

Q. 26. How do the waters of different rivers differ in respect to hardness? Explain the reasons of these differences.

There were a few excellent answers to this question, but in the majority of cases the candidates showed a want of appreciation of the important part played by calcium carbonate, and of the action of carbon dioxide when dissolved in natural waters.

Q. 27. Explain how animals are able to live at great depths in the ocean, under the pressure of the water, and state what happens when these animals are brought suddenly to the surface.

Very few candidates selected this question, and among these only a small minority showed a knowledge of the pressure conditions in the deep ocean, and of the manner in which external is counterbalanced by internal pressure in the organisms. Many stated that the only difficulty arising in the case of these animals was the want of dissolved oxygen in the water.

Q. 28. Describe the forms of lava-streams, and state what is known of their composition.

The answers to this question were generally very incomplete. Very few candidates showed a knowledge of the fact that lavas are composed of a mixture of silicates, though they write about "acid" and "basic " varieties. Much is written about the varying degrees of fluidity in lavas, but the resulting characters displayed in the form and appearance of the lava streams are not referred to.

Q. 29. State three methods of proving that the earth rotates on its axis.
Describe in full one of these methods.

The results in the case of this question were very unequal. In many cases indirect evidence was taken as sufficient, and the diurnal movements of the heavenly bodies were described. In some schools, however,

Foucault's pendulum was well and clearly described, the most prevalent error being a supposition that the pendulum would make a complete revolution in 24 hours in any latitude. The principle of the observations was, however, well understood.

Q. 30. Explain why only one side of the moon can be seen from the earth.

Two classes of errors were displayed in the answers to this question, which were by no means good. Some candidates were quite unaware of the fact that only one side of the moon is ever exhibited to the inhabitants of the earth. These contented themselves with the statement that, the moon being a sphere, we can never expect to see more than one half of it at once. Those who were aware of the real facts of the case very often stated that the phenomena result from the moon not rotating on its axis at all.

Q. 31. How do observations of Jupiter's satellites help us to determine the distance of the earth from the sun?

It is evident from the answers given to this question that teachers have directed their attention to the results of actual observation-numerical details being often given-rather than to making the pupils thoroughly understand the principles on which this kind of determination depends. Explanation is evidently required of the cause of the differences between the observed and calculated times of the eclipse, when the earth is in different positions in its orbit.

Q. 32. By what simple means can the law of attraction and repulsion of magnets be demonstrated?

In the case of this question, complete knowledge of the subject was very generally, almost universally shown, and the answers were both full and correct. The question was selected by nearly all the candidates.

STAGE 2.

Results 1st Class, 27; 2nd Class, 31; Failed, 23; Total, 81.

In this stage, although the exceptionally high results attained last year are not maintained, yet they still come up to a very good average, as compared with previous years.

Q. 41. Describe the principal forms of clouds, and explain the differences

in their appearance.

The answers to this question were, on the whole, very good. The different varieties of cloud were known (the "nimbus being most frequently omitted), and a considerable amount of intelligence was shown in explaining the causes of the diversity in appearance.

Q. 42. Describe the chief forms of self-registering meteorological apparatus.

The answers to this question were far less satisfactory. Many candidates quite disregarded the word self-registering instruments, and described ordinary barometers and thermometers, while many thought that the sundial maximum and minimum thermometers and even seismographs come within the category of self-registering meteorological instruments.

Q. 43. Explain what is seen when sunlight is observed through a spectroscope. How is the spectrum affected when much water vapour is present in the atmosphere?

While a fair acquaintance with the ordinary solar spectrum is shown in the answers, it is only too evident that few of the candidates have learnt anything about the rain-bands, and that still fewer have ever seen them.

Q. 44. Describe how in London a true north and south line can be determined by means of a horizontal magnetic needle.

Though not often selected, this question when attempted was invariably answered correctly and fully.

Q. 45. Explain the origin and describe the courses of the great surface currents of the Atlantic Ocean.

The "courses" of the various currents were usually correctly described, but their "origin" was not well understood. Convection was often referred to, but usually there was no mention of the action of prevailing winds.

Q. 46. What are the chief materials brought up from the deepest portions

of the ocean by dredging operations?

Although the word deepest is emphasised in the question by means of italics, a large proportion of the candidates ignored it, and described all deep-water deposits, including globigerina ooze. The manganese nodules &c., were referred to by a considerable number, but almost complete ignorance was shown of the existence of scattered boulders, volcanic materials, zeolite crystals, and meteorite débris.

Q. 47. What are Isobars? What observations are required in order to draw them? What deductions can be drawn from their study? This question was generally well answered. Some candidates neglected any reference to the need of correction in the barometric readings for altitude and temperature. The weakest portions of the answers, however, were the attempts to explain how a study of the Isobars enables meteorologists to deduce conclusions concerning wind force and direction, and, in some cases, of the character of the weather in the immediate future.

Q. 48. State what you know concerning the nature of, and the forms assumed by, the deposits which accumulate round geysers.

In some schools there seems to have been no teaching on this subject, and even the siliceous nature of geyser deposits was unknown. In other schools a fair general knowledge of the nature of the deposit was exhibited, but very little was known of the cones, basins, or terraces formed around geyser vents. Comparatively few candidates selected this question.

Q. 49. Describe the motion of Venus round the sun as observed from the earth. What is known about the period of rotation of this planet?

The answers to this question were almost always very incomplete. The portion about which most knowledge was shown was the apparent movement of Venus in the heavens. With regard to the "rotation " period, those candidates who did not confound rotation with revolution evidently gave mere guesses on the subject.

Q. 50. What is the physical cause of the precession of the equinoxes? Describe an experiment to illustrate precession.

Very diverse results were seen in the case of different schools. In some the phenomena and causes of precession had evidently been well explained and illustrated by means of spinning tops or gyroscopes. But in other cases the poverty of the answers indicated that there had been very little exact teaching given.

Q. 51. Describe fully the system adopted for classifying stars according to their brightness.

In only one or two cases were good and full answers given to this question, and we must conclude that in most schools there has been no teaching, worth the name, on the subject. As a rule, there was no reference whatever to exact numerical estimates adopted by astronomers, or to the photometric methods which render such systems of classification possible. Q. 52. Describe the chief different forms assumed by nebulæ. What is known about their general distribution in the heavens?

While a general fair knowledge of the character of nebulæ, especially the spiral, annular, and irregular forms, was shown, and the fact of their abundance in the region of the Milky Way was usually stated, there was much less exact knowledge of the subject shown than could be wished. The statement of the varieties of type was far from exhaustive-all reference to planetary nebulæ being usually omitted-and of the distinction in the character and distribution of the gaseous and non-gaseous nebulæ nothing seems to be known. Very few candidates, however, selected this question.

GROUP VI.--BIOLOGY, PHYSIOLOGY, AND HYGIENE.

The work in the first and second stages of the Evening Examination for 1906 shows a distinct improvement over that of previous years. This is evidenced by the intelligent character of the answers of a considerable number of the candidates, by the increased extent to which candidates realise the bearing of the examination questions, and above all by the small number of those totally inadequate answers which have in previous years been but too common. This improvement may, it is hoped, be considered as showing a corresponding improvement in the efficiency of the teaching and is an indication that teachers have realised the value of supplementing their work by such simple demonstrations as are set forth in the printed syllabus. A further satisfactory feature of the written work of candidates in these stages is the general improvement in writing and in spelling, the defects to which attention was drawn in the report for 1905 being much less conspicuous. As the total number of candidates in the first and second stages was slightly larger than in 1905, it seems improbable that the favourable result is due to the dropping out of the lowest class candidates, and it thus affords grounds for believing that the teaching has become more efficient. If this belief is substantiated it is a very satisfactory feature of the whole work.

STAGE 1.

Results 1st Class, 337; 2nd Class, 482; Failed, 225; Total, 1044.

The number of candidates who attained the standard necessary for firstclass amounted to 32 per cent. as compared with 29 per cent. in 1905, but only 22 per cent. of the candidates failed, whereas 27 per cent. failed in 1905. There are still many instances of incapacity to answer questions which involve the description of some simple structure or physiological process, and examples of this in reference to Questions 1, 3, 4, 6, and 7 will be found in the appended remarks.

Q. 1. What gives the blood its red colour? Explain the importance of the colouring material. Does the colour ever change, and, if so, under what circumstances?

This question was answered by nearly all candidates. The colour of a dilute solution of defibrinated blood should be demonstrated, as also its change by taking away the oxygen through any so-called reducing agent, ammonium sulphide, etc. The change of colour is not brought about by CO but by loss of some oxygen.

Q. 2. Draw a diagram representing the general distribution of the vessels through which the blood circulates. Describe the general structure of the finest branches of this circulatory system.

The drawings which illustrated many answers to this question were not satisfactory. A familiar mistake in many instances was the character of the wall of the capillary vessels, which are formed by a single layer of flat cells in no way resembling mucous membrane cells.

Q. 3. What chemical elements are present in albumin, gelatine, starch, fat and sugar? Give an example of the occurrence of each of these in familiar articles of food. What happens if you heat albumin and sugar respectively so as to char them?

The question was well answered except as regards the final part. It was evident that some groups of candidates had observed what happens if albumin and sugar are heated so as to burn them, whilst others had never been shown this simple way of distinguishing between a nitrogenous compound and a carbohydrate.

Q. 4. What is the average rate of breathing per minute. Give the general composition of the atmosphere and of the expired air respectively. How would you show the peculiar characters of the latter?

This question was taken by nearly all candidates and was generally well answered. The composition of the atmosphere and expired air was often given to two places of decimals, which is absurd, and as regards expired air of no value. Such gross mistakes as the inclusion of hydrogen among the atmospheric gases were occasionally made, but were rarer than in previous years.

Q. 5. Describe the general structure, position, and chief functions of (a) the parotid glands, (b) the pancreas, (c) the liver.

The answers do not call for any special comment, being generally satisfactory.

Q. 6. What groups of bones are present in the palm of the hand and the digits? Explain how it is possible for the hand to turn round, and for the thumb to meet each of the finger tips.

The groups of bones were generally given correctly, but the explanation of the movements allowed by the articulations was inadequate in almost all cases. It was not realised that the first carpo-metacarpal articulation is a saddle joint allowing movements round two axes.

Q. 7. What is the temperature of the body as determined (a) by the Fahrenheit thermometer, (b) by the Centigrade thermometer. How does it come about that this temperature remains steady whether we are living in summer heat or in winter cold?

There is still an uncertainty as to the two thermometric scales. Since in the case of the body temperature the first scale is used (clinical thermometers) whilst in physiology the second (Centigrade) scale is always referred to, the comparison between the two must be actually demonstrated by teachers.

Q. 8. Describe the position, general structure and functions of the diaphragm, illustrating your answer by appropriate drawings. The weak point in most of these answers was the nature of the diagrammatic drawings. Weak candidates still describe the diaphragm as a muscular structure which by contracting moves the ribs and thus causes inspiration. However, the majority of answers were much more intelligent than in previous years.

Q. 9. What nervous structures are concerned in reflex actions? Give two examples of such actions.

This question was satisfactorily answered by very few of the candidate Simple reflexes which occur in the body should be actually demonstrated there are a number of respiratory ones, coughing, sneezing, etc., also several in the eye, pupillary contraction to light, blinking, etc.