l'eau, collier and transport, etc. In several instances blanks were repeatedly used, making thus the reading of the answers more puzzling still.

Moreover, not a few candidates were sadly deficient in English spelling, and the following samples are only a few out of many: sews (for sows), spreds (spreads), scaterring, ungratitude, fantasmagora, similiar, parroquete, follish, fantasy, etc.

The composition represents the weakest part of the answers. Out of the 53 candidates who attempted the paper only twelve obtained a few marks over half of the maximum, and four only did a fairly good composition.

Here again the want of a sound vocabulary is very much felt. It seems as if any word will do for French as long as it has not an English look. It is the only conclusion one. can come to in viewing the following monstrosities: touffeé, sombrité, excitilé, accomplissed, papouille, paraissance, poure, sensibilas, cune, etc. Their name is legion.

As for the construction, many candidates do not seem to have the faintest idea of the elementary rules of accidence and syntax. Genders, numbers, persons form an inextricable medley through which the examiner cleaves his way as well as he can.

Teachers will do well to bear in mind that, before attempting composition, students should receive a thorough grounding in grammar, and above all things possess a practical vocabulary. At least it is the best way to make them reap the greatest benefit from the learning of a living language taught as if it were a dead one. And as long as that system of teaching French continues in fashion the work of preparation should be done above all in reading as many standard books as possible, acquiring an extensive vocabulary of useful and practical words, and finally in learning thoroughly the principal rules of accidence and syn

tax.

The teaching of etymology should also be as simple as possible, more especially that of the parts bearing on comparison between Latin and French genders. Candidates could not then give answers like the following: principe comes from principus; mer from maire; splendor from splenditia (neut. pl.); vie from vitia; nature from nautilem.

Higher Chemistry.

On the whole the questions were answered very satisfactorily, and Question 5 only calls for special comment. Few candidates seemed to have a clear grasp of the ideas conveyed by the word

"valency", and were often at a loss to express their views concisely. Valency was often taken as synonymous with affinity. It is suggested that a much more extended use of graphic formulae might be helpful and might enable the student to understand that because, e.g., barium is considered bivalent in the compound BaO, it is not necessarily tetravalent in BaOThe results of the practical examination were good.

Junior Commercial Examination.

Junior Commercial Geography.

The examiner is again pleased to note an improvement in general matters, though occasionally papers were presented by candidates whose work showed they ought not to have sat for the examination. The spelling of geographical names, however, still needs attention.

The question on the materials of commerce was only moderately well answered, too much guess-work having been presented. Teachers are recommended to obtain the Statistical register of South Australia; pt. IV: Interchange, for information on the amount, countries of origin, destination, and routes of materials of commerce imported into and exported from South Australia. The corresponding publications for the other States and for New Zealand may be seen at the University Library and the Public Library, or may be obtained direct from the various Government Printers. Improvement may still be shown in the arrangement of the answers. Where possible it is advisable to arrange such a class of materials of commerce as fertilizers under separate headings; the same may be said of timber; and some attempt ought to be made to indicate order of importance. Few candidates, too, noted that producing countries are often heavy consumers of the article they produce. It is also a common fault to write "America" when "United States" is meant.

Question 2 gave the best candidates scope to show their ability, but many did not note the threefold nature of the question. Generally speaking there was far too much fine writing, but the sanguine views of our future commercial leaders on the possibilities of commercial development between Japan and Australia augur well for the future. It is a slur, however, both on the English language and on the Japanese character to say, as one candidate did, that "many miles are laying wasting for someone who can work".

Questions 3 and 4 need no detailed notice.

Question 5 produced maps ranging from very bad to fair. More attention should be paid to this section of the work.

Question 6.-This was a similar question to the seventh of the 1905 examination, and teachers are advised to read the portion of the corresponding report on p. 94 of last year's Manual. The examiner regrets that so few of the candidates treated the towns as suggested in that report; there was, unfortunately, too much evidence of learning by rote.

Junior Commercial Typewriting.

The results as a whole are only moderately satisfactory, except the practical work, which was generally well done. This, however, does not include the speed test. In this many of the candidates made the mistake of sacrificing accurate copying to speed. It would almost appear that these have not been properly prepared for this part of the examination by steady and thorough practice in accurate speed copying during the year.

In the theory paper some candidates described the margin stop instead of the margin release. Question 2 was incorrectly answered by several, and Question 4 was either omitted or imperfectly answered, only a few showing that they understood what was meant by "alignment" in typewriting machines.