DISTRIBUTION OF PRIZES. 267 
3. Describe generally the internal structure and external appearance of a Monocotyle- 
donous Stem. 
4. Define the followingInvolucre, Thalamus. Receptacle, Disk, Cyme, Capitulum, 
Pappus, Gynandrous, Loculicidal, Septicidal, Follicle, and Legume. 
5. Enumerate the officinal plants of the Ranunculacese. Describe the physical and 
chemical characteristics of the Rhizome and Rootlets of Hdkborus niger, , and 
show how they may be distinguished from the corresponding parts of Aclcea 
spicata. 
6 . What is the botanical source of Gamboge ? What is its geographical source ? 
How is it obtained, what are its physical and chemical characteristics, and how 
may its purity be ascertained ? 
7. Describe the physical characteristics of annulated , striated , and undulated Ipecacu¬ 
anhas. Mention their botanical and geographical sources, and to what their 
medical properties are due. 
8 . What are the botanical and geographical sources of Copaiba? Describe its physical 
and chemical characteristics. Mention the substances used to adulterate it, and 
the means of detecting such adulterations. 
9. Distinguish the Solanacea from the Atropacece; the Composites from the Dipsa- 
caceee; the Amaryllidacece from the Iridacece ; and the Labiatce from’the 
Scrophulariacece. 
10. Give the essential characters of the following Natural Orders, and enumerate the 
officinal plants which they respectively contain:—Papaveracese, Cucurbitacere, 
Rutaceie, Convolvulaceae, Oleacese, and Melanthacese. 
The Chairman having presented the medal and certificates, 
PRACTICAL CHEMISTRY. 
Professor Attfield was called upon for his report of the Practical Chemistry 
Class. lie said that, during the last session, there had been eighty-eight students 
at work in the laboratory, most of them from ten o’clock to five daily,—some 
only half that time,—for periods varying from two to ten months, the average 
term being a little over five months. The students worked independently of 
each other, though on one common plan, namely that of pulling to pieces and 
putting together every chemical substance employed in medicine. They did 
this not necessarily that they might become builders or breakers—manufacturers 
or analysts—of chemical structures, but that they might perfectly comprehend 
the grand principles on which the great edifice of chemistry was raised, and 
thus be able to apply those principles in the daily practice of pharmacy, where 
chemistry was encountered in nearly every operation. With regard to the 
manner of study, an inspection of the laboratory would probably convey more 
information than any description, and he invited any one at the close of the 
meeting to pass upstairs and see for themselves. One new feature in the 
course of instruction had been introduced last session, which he might briefly 
mention. This was the organization of a system of class examinations. Twice 
a week he collected together those who had progressed to about the same extent, 
and examined them on given chemical subjects, for he had found that, although 
in a practical chemistry class one was brought into contact with students every 
hour of the day, and so could make sure of work being performed, still, 
without some system of examination, he could not feel sure that men under¬ 
stood what they were doing, and the principles on which they were working. 
These examinations had been remarkably well attended; in fact, the students 
found that they were thus prepared to go before the Board of Examiners with 
confidence of success both for the Major and Minor examinations, and henue, 
the system became highly popular ; he should continue the examinations during 
the ensuing session. 
The competition for prizes was of an entirely practical character. Each 
T 2 
