The practical work was considerably better than the theoretical work; but it is not enough to give the mere diagram. If the figure does not clearly explain itself a written explanation should be given, and the given magnitudes of lines and angles should be shown in the figure.

Question 1. This was Euc. I 5, many wrote out Euc. I 6. Question 2.-Comparatively few saw that it was first necessary to find the third angle. Still fewer quoted Euc. I 26 to show that the triangles of all candidates ought to be of the same shape and size. Question 3.-Many of the weaker candidates wrote Euc. I 4 or I 8 instead of the right theorem. Question 4.-Few gave the correct definition of a parallelogram. Question 5. This was done well, but explanation of the figure was often omitted. Question 6.-The word perpendicular was apparently strange to many, for they drew instead either the bisector of the angle or the bisector of the opposite side. Question 7.-Many drew the triangle correctly; a fair number drew the first locus, but very few saw that a second locus had to be drawn to determine the stopping point.

BOOK-KEEPING.

The great majority of the candidates treated “Bank overdraft" as an asset and journalized the extra capital as "Bank to Cash." Very many, too, treated the "cash sales" (on May 10) as a "cash purchase," and then paid money into the bank oblivious of the fact that it was not there! These mistakes show a general failure to understand the subject properly. Other very common blunders were ignored "to settle a/c" and treating bank charges as "Cash to Bank." The calculations were usually correct. The ledger was fairly well done, but the many incorrect journal entries necessarily detracted from its value. The questions were badly done and careless spelling errors were noticeable throughout, particularly "captial" or "captail" (for capital), "buisness," and "lanlord."

There was again evidence that neatness has not been impressed upon the candidates as being desirable and necessary in Book-keeping after accuracy. Some candidates, too, have apparently been incorrectly taught to make a journal entry on one line and others to ignore opening balances.

FRENCH.

A large proportion of the work showed that great pains had been taken in acquiring a thorough knowledge of the reading text. The work was neat and the spelling fairly good.

was

The translation into English was frequently excellent, and, with few exceptions, passable; no considerable amount of nonsense written, but a great number had obviously learned by heart the translation of the text and, regardless of omissions in the questions, inserted passages not asked for. The answers in Grammar failed in most cases to reveal any sound knowledge at all. The most elementary rules of agree

ment of adjectives with nouns and of verbs with the subject, &c., and even the names "present" and "past" applied to tenses, seemed to be unknown or ignored. The translation into French naturally suffered seriously, though many partially concealed their ignorance by having apparently committed to memory one of the pieces set. Only a very few made even a passable attempt to translate the alternative passage, which varied from the text-book though based on the same vocabulary.

The proportion of failures is excessive considering the lenient standard adopted and the fact that an extra 5 per cent. was allowed to compensate for some few divergencies from the set book. On the other hand, a good number of papers gained distinction, and many of these showed remarkable merit.

The attention of teachers should be drawn to the introductory remarks in Siepmann's French Course," especially with regard to the "dangers of the imitative method," and the importance of grammar being. "not neglected" but "reduced to essentials."

LATIN.

Accidence.-Nouns and adjectives were fairly familiar ground to these candidates, but they were very weak in their knowledge of verbs. Far too many candidates were completely at sea over the simplest terminations, not knowing whether a termination signifies first, second, or third person, or distinguishing between singular and plural. Very few recognized a very obvious imperative, some even describing it as a future perfect indicative-which is really an almost inconceivable confusion if a candidate has even learned a single verb.

Translation into Latin.-This part was better done, but there was considerable evidence of learning by heart, since candidates who had shown marked ignorance of elementary accidence and could not spell the words correctly showed a surprising familiarity with rather difficult phrases which occur in the text-book. This is a serious danger, resulting from excessive reliance on a fixed curriculum.

Translation into English.-This was the best part of the paper, except for the fault, above described, of too much learning by heart. The good candidates clearly knew the work well, but many were equally clearly telling a story of which they knew the outlines without any grasp of the words. A serious fault was the mis-spelling of the proper names which occurred in the question-Claudius, Nasica, and Ennius being mutilated almost beyond recognition. 90 per cent. of the candidates actually failed to spell "Britain" correctly!

GENERAL ELEMENTARY SCIENCE.

The candidates seemed to fall into three distinct batches. Of these the second batch sent in very good scripts, but the work done by the others was very poor indeed. In almost every script the spelling was

unsatisfactory; beign for "being," stur for "stir" are typical of the kind of mistake made again and again on every page. Very few diagrams were drawn and those were rough and crude. Question 3 gave most difficulty; the descriptions of the construction of a barometer seemed sometimes to refer to a thermometer and sometimes to a form of Boyle's law apparatus-the simple cistern barometer was quite unknown. The other common mistake came in Question 2; in this question the candidates usually referred to so many centimetres of water (in a graduated jar) when evidently cubic centimetres was meant.

HYGIENE.

The papers showed a remarkably even, and on the whole a satisfactory, level of attainment. In most cases the candidates had evidently been taken systematically through the syllabus. In many papers there was too great a tendency to parrot-like reproduction of the actual phrasing of the text-book used, not infrequently without a proper grasp of the meaning of the sentences set down. Candidates could make their answers much more attractive and effective by sub-dividing long para graphs under suitable headings. Spelling was often very defective.

DRAWING.

The Examiner regrets to have to report that the work in all sections was of an extremely low standard.

With the exception of a very small minority, the candidates showed little or no evidence of training or guidance in the subject. Judging from the unusually poor quality of the work, either the candidates presented for the examination were too young to enter, or they had not been properly prepared. It was distressing to find so many who hopelessly floundered with the most simple questions. A large number of papers might easily have been worked by students who had never received a single lesson in the subject and were without even a knowledge of the materials and instruments they used. Pencils had been unwisely selected, either being too hard or too soft (a few had used copying-ink pencils which were accompanied by the free use of the indiarubber). The use of the indiarubber was not understood. In most examinations there is an occasional paper defaced by the misuse or abuse of the rubber, but, in this case, dozens of papers were so mutilated by the candidates that they made it impossible to use the pencil on that part of the surface at all, and found it necessary to start again after having used, probably, half the time allowed for the examination. A favourite practice of many candidates was to write the word "Cancelled" across an attempt and to begin over again. The Examiner never remembers seeing so many papers treated

in this way, and he is bound to conclude that a large number of the candidates treated the examination as a thing of no importance.

As far as mathematical instruments were concerned, with the exception of a very few candidates who had evidently come under the influence of a good teacher, the majority had not the remotest knowledge of their intended use, and do not seem to have made any progress in the acquisition of precision and exactness. As regards the solving of the problem in geometry, few were successful in showing they had any knowledge of recognized methods, and the usual way adopted to find the centre of a circle was to make so many guesses that that part of the page where the centre should be apparent often showed evidence of a dozen or more attempts.

SHORTHAND.

The papers varied much in character, some batches of papers showing evidence of very careful training while from others it was clear that the candidates had not mastered the first lesson. It is at this stage that instinctive habits are acquired, and therefore the necessity of inserting the full stop in the shorthand notes should be insisted upon. In many papers there was no attempt at punctuation. The Examiner suggests that greater accuracy would be obtained in transcription if the final vowel were inserted in such words as "so," "also, "no," and "know."

TYPEWRITING AND OFFICE ROUTINE.

The standard of work submitted was fair. The speed attained averaged eighteen words per minute, the highest being thirty, and the lowest seven. Six examinees failed to reach the minimum speed required. The typescript contained many inaccuracies due to faulty manipulation of the keyboard or the mechanism, mis-spellings, omissions of groups of words or the marks of punctuation. No examinee submitted a correct answer to Question 5. The necessary caret mark is typed by re-inserting the paper upside down and striking small "v"; if, however, the keyboard is fitted with a "circumflex" sign, this can be used for the caret by turning up the paper a little or raising the platen. The composition of the draft circular was weak-many candidates merely repeated the data.

NEEDLEWORK.

Much of the work was good, and with more practice and attention to necessary detail many of the candidates could turn out excellent work. In a few cases it would seem that the syllabus of needlework had not been studied; but, with very few exceptions, the candidates made a gallant effort to carry out the work required, and those who gained high marks deserve commendation.

Miniature paper garments should not be submitted for examination,

unless they are specifically asked for by the Board of Examination, or unless the supply of paper for the use of the candidate is insufficient for full-sized patterns.

DOMESTIC ECONOMY.

In many of the papers there was good work and evidence of much intelligent thought and sound common sense. In some cases defective spelling and difficulty in expressing knowledge proved a serious handicap.

Careless reading of questions and vague and incomplete answers, as well as unasked for information, caused loss of marks in a number of papers. Question 2 was very generally answered and some excellent points were given, although many touched solely on cleanliness, and such essential details as fresh air, food, and exercise, were overlooked. Question 1 seemed unpopular; and Question 7, on scraps, was dealt with in a very slight and elementary fashion.

Intermediate Grade.

SCRIPTURE HISTORY.

With some displeasing exceptions these papers reached a fair level of merit, and the number of passes was satisfactory. But the general style of answering pointed to a want of vis vivida in the teaching. For the most part candidates were content to give a dry and simple enumeration of facts, often choosing the less important. Scarcely an answer struck a spark of fire. Very few made any attempt to delineate the character of Jacob as contrasted with his brother, or seemed to have been given any insight into the lessons of the life of Joseph or the nature of God's revelation to Moses. Dull uniformity of narrative marked most of the answers. More than this should be aimed at in this grade. Teachers should carry in mind the fine sentence of Robertson Smith, which applies even more to the Old Testament than to the New: "The revelation recorded in the Bible is a jewel which God has given to us in a setting of human history." The setting is important, but it is the jewel which counts.

ENGLISH GRAMMAR AND COMPOSITION.

The general result in Grammar was satisfactory, but there was a good deal of fluctuation in the standard of the papers, and a rather large percentage of the candidates did little more than reach the pass mark.