This arrangement marked the triumph of red-tape and apotheosis of the examination system. The narrowness of the curriculum made it unsuitable for many boys, and almost all girls. As attempts were made to adopt it more generally for the sake of the grant, condemnation became frequent. The obligatory fifteen hours’ Science were complained of; in 1895 new regulations reduced them to thirteen, and introduced a general _viva voce_ inspection, which was to take cognisance of literary subjects as well. Grants are still given only for Science and Art, but the other side is not wholly neglected. Ten hours must nominally be given to literary subjects, though this is held to include manual instruction for boys and cookery or needlework for girls. Less stress is laid on examination. In the elementary course, payments are made wholly on the results of inspection, and in the advanced course partly on inspection and partly on examination. The arrangements are extremely complicated, but they amount to—(1) an attendance grant on all students who have attended a minimum number of times; (2) a variable grant on each student; (3) grants for practical work; (4) payments on examination results in the case of advanced students of Science and Art; (5) payments for manual instruction, cookery, needlework, etc. Such are the means of financing a Science School (the term now adopted), and schools of this description are often found serving the purpose of continuation departments to elementary schools. Since 1897 examinations have also been held in the day-time. A higher grade school which systematically organises its upper department is divided into upper and lower school, the former under the cognisance of South Kensington, and the latter of the Education Department. A four years’ course in the upper school usually leads to matriculation. But although they are in a sense two distinct schools, they fit into each other as the primary and grammar schools do in America. The methods are the same in both, the organisation similar, and children pass from one to the other without that breach of continuity which makes the transition from the elementary to the high school so sudden, and often so unprofitable. It is this continuity which conduces so largely to the success of the higher grade schools, and accounts for the extraordinary rapidity of their growth. As many as seven or eight hundred pupils have been known to enter one of these schools on the opening day; three hundred of these had free places, the rest paid small fees.