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matriculation examination. In Latin, one of the best proofs of their knowledge of the language was the fact that they all did their translation " at sight" and their composition with more accuracy than even their prepared work. In English they have done all the work required of candidates for Junior Scholarships ; their grammar was extremely good, their English literature and composition good. But, as in the rest of the school, a little more attention to composition would be better,_not only for their prospects in examinations but for their usefulness in life. In French this class gained a very high percentage in translation and composition, and a fair percentage in reading. Their unprepared translation and their knowledge of idioms are worthy of special commendation. In history the boys have shown a thorough knowledge of the period set for Junior Scholarships, whilst the girls have shown a good knowledge of the period set for matriculation. The rest of the school is working well up to this highest class, although there are weak points that will have to be strengthened. In Latin the Fifth Class of boys and the Third Glass of girls show in their translations from Caesar, and in their Latin composition and grammar, that they will be able to take the place of the highest class next year and prepare for the University entrance examination. _ But in thentranslation, as in that of the upper class too, though in a less degree, a fault that is perhaps not altogether an evil will have to be somewhat remedied, and that is a tendency to make it too literal: more attention will have to be paid to the difference between Latin idiom and English idiom. _ In the Lower School the girls' side is doing admirably, gaining percentages the highest in the school; but the boys' side in this part of the school is as weak in Latin as that of the girls is In English the Lower Fourth Class on the boys' side is the weakest in the school, and. will need far more attention paid to it next year if it is to be made a good class preparatory to matriculation: its grammar is inaccurate, and its composition is still worse. But that it needs only a little more attention is evident from the good percentages it obtains in all its other subjects. The girls side of this class is somewhat better, and yet stands below the average. In the Lower School, in this subject, the girls are again decidedly ahead of the boys ; on both sides the Second Class is the best, although the First Class of girls is not far behind. But here, as all through the school, the weak point is, as I have said, the composition. Few of the pupils have any idea of consecution in writing or of punctuation, whilst a large number seem quite incapable of appreciating what a sentence is. If a little more of the time which is evidently given to parsing and theoretical grammar were given to the practical application of grammatical rules to composition, this evil, which is a widespread one amongst secondary schools in New Zealand, would rapidly disappear. If teachers would spend twice as much time as they do at training their scholars in ready manipulation of their own language in writing, there would be fewer failures in examinations, and perhaps fewer in practical life; for where two candidates in examination or for success in life are equal m acquisitions, it is power of expression that differentiates the successful from the unsuccessful. To express ideas fluently and well in written language is the one accomplishment without which all others are lost. . . . . In the subject of French the weak point is pronunciation, as it is m all English schools, for m them it is an alternative between English masters and bad pronunciation on the one hand or French masters and bad discipline on the other. But this weakness is quite made up for by the excellence of the translation, and of the knowledge of grammar. In respect of pronunciation, the First, Second, and Third Classes on the boys' side are the weakest, whilst the girls' side far surpasses the boys'. But in translation and grammar it is the Third and Fourth Classes of girls that fall far the lowest, whilst the First Class of girls holds the highest place, the Sixth Class of boys holding the second place, ail the Second Class of girls holding the third place. In history the upper classes have obtained a very high percentage through their thorough acquaintance with the" facts, and the ease with which they treat of the features of the civilization. The lowest percentages in this subject belong to the First and Third Classes on both the girls' side and the boys'. And this, it seems to me, arises most from the barren and uninteresting nature of the elements which are taught them; dates and outlines are unattractive even to the mature mind, but to the mind of a child they must be absolutely unintelligible. Young children should have their interest in history aroused by the more romantic portions of its narrative; afterwards, when they have come to be strongly attracted to the study, the succession of events and the dates may be communicated with advantage. . In Greek little has been done in the school, as little can be done m any colonial school, tor in them modern subjects occupy, and must necessarily occupy, most of the time. One boy translated with considerable fluency parts of Xenophon's "Anabasis," and answered with accuracy-questions on grammar. Five other boys translated short English sentences into Greek, and short Greek sentences into English, from Smith's " Initia Grseca." To make Greek at all efficient or apleasure to a boy, two hours a week is far too little; one-third of his time during two-thirds of his school course would be needed if he is to reach the stage at which it would be pleasant for him to read the language, and so much time drawn from his other and necessary studies would seriously impair his education. ' . ~■ ~ . I have criticised the school with all the more candour, and indicated its weakness with all the more pointedness, that I feel it can well afford such criticism, holding, as I am convinced _by the examination it does, a good position amongst the boys' high schools of the largest towns in New Zealand. If it continue to do as good work as it has done this year, and try to remedy the faults I have pointed out, its pupils will be certain to hold their own with those of the best New Zealand schools. Before closing I should like to say one word in praise of the discipline of the school I spent three days in it, occupied in oral examination, and during all this time all the classes were conducted, without exception, with the most perfect order. An excellent tone holds throughout the school; the pupils seem to respect their teachers as teachers should be respected, while discipline is kept without any effort on the part of the teachers. I append to this report tables