512 JOURNAL OF SCIENCE. 
higher, and is of a different character, not being formed by the 
ice moving over a convex surface. The ice above this “ Berg- 
schrund” never moves, whilst the lower portion moves along 
with the glacier, downwards, so that a great gap is formed, 
which would widen indefinitely, but for the avalanches which fill 
it. This crevasse can be considered stationary. The stationary 
ice above would rise, in consequence of the continually falling 
snow, to an unlimited height, if it were not that the snow does not 
lie steeper than a certain angle, and then when that angle 
is attained, comes down as an avalanche. 
We got to this crevasse at the saddle between the two peaks, 
and tried to get over it. A snow bridge just covered the black 
bottomless abyss. I managed to get over it, but could not 
ascend the other side, the mountain side of the “ Bergschrund ” 
lying much higher than the valley side, a steep wall of ice, per- 
pendicular in many places, slightly overhanging the crevasse. 
The difference of height in the two margins is caused by the 
downwards motion of the part towards the valley. I believe 
the bottom rock on which the nevé of the Hochstetter rests to be 
terraced on the southern side. After we had attempted to cross 
the “ Bergschrund” at another place, likewise without success, 
we went round the highest peak, over the main range on the 
northern (West Coast) side. There was only one possibility left 
to get across, and this was to descend the northern side, a little 
to the east of the highest point of the Hochstetter Dome. 
(To be continued.) 
GENERAL NOTES. 
es 
SCIENCE IN SCHOOLS.—We have received from the Educa- 
tion Department, Wellington, a work recently issued by the 
Government Press, entitled “ Materials for Lessons in Elemen- 
tary Science,” by Professor Bickerton, of Canterbury College. 
The small book before us consists of the first three chapters of 
what is evidently intended to be a very comprehensive work, 
and one touching on every branch of elementary science teach- 
ing. The preface informs us that it is intended for the use of 
teachers in primary schools, and not to be read by the pupils. 
The object of the work is to furnish teachers with a series of 
graduated experiments of the simplest possible nature, by 
means of which they may instruct their pupils in the fundamen- 
tal principles of physical science. The author’s aim is a most 
excellent one, and though some of the experiments may seem to 
be of too trivial a nature, yet in the hands of an intelligent 
teacher they may be utilised to great advantage, and will prove 
suggestive of other experiments. Our experience, however, of 
