E.—9

7

Arithmetic. —The arithmetic of Forms 1., 111., IV.c, and IV.b was not good, especially in Form IV.c ; that of For-tn 11. was on the whole satisfactory Geography. —The geography in all these forms was indifferent; History. —The papers in history were not satisfactory: Latin. —The papers were for the most part excellent, particularly those of IV.S. French. —The French papers were on the whole good. Those of Forms 11. and 111. were very Satisfactory, and many good papers wore sent in from IV.c. Sewing. —The sewing in all the forms was anything but satisfactory, There is very great room for improvement. Drawing. —Mr Trevithick reported favourably of the progress made in drawing Calisthenics. — Captain Mahon reported that the Indian-club and dumb-bell exercises were gone through in a satisfactory manner He did not report favourably of the inarching drill. The results of this examination appear to show that it may be somewhat advantageous to a pupil to have gone through a course of good elementary teaching before entering a secondary school. E. J o' Sullivan Wμ. Fidleb. John S. Goodwin Note.—The papers in English, laws of health, French, and Latin, were drawn up by Mr O'Sullivan. Mr Fidler drew up those on arithmetic, geography, history and algebra, except the arithmetic of I. and ll.b, which Mr. Goodwin set, Mr Goodwin also examined the reading of the two lowest forms,

8, Pbofessoii Tuckee's EepoeT. Gentlemen,— Auckland, 17th September, 1883. I have at your request examined the more advanced work of the Auckland Girls' High School in Latin, English, and German, and I have to submit the following report, dealing with the several subjects and forms seriatim • — A. Latin.— -To Form VI., which consists of three promising girls, was set one paper, comprising translation, composition, and grammar. The form had read sufficiently advanced work, viz., Odes and Ars Poetica of' Horace, and the translations were all extremely well done. The girls had been Very successful in catching the precise meaning of several delicate expressions. I think, however', it would be better if the renderings were less free, as I do not consider that the English idiom requires quite so wide a departure from the Latin, while a close translation affords a better criterion of syntactical knowledge, besides being a valuable exercise for the pupil. A short passage not previously prepared was so accurately rendered as to show that the knowledge possessed is fixed, and not the effect of " cramming." The grammar was eminently satisfactory The class is, as all classes are, weakest in composition , for, though the girls display a copious vocabulary and a mastery of the accidence, yet their syntax is faulty Their business-like conciseness where direct answers were required was\ery pleasing. With less freedom of rendering and more attention to syntax, this form should compare favourably with any class of similar standing. To Form V was set a, paper analogous to that of Form VI. It was perhaps somewhat too lengthy for the time allotted to it in consequence very little composition was sent up. The translations of Virgil and Cassar were very accurate, and generally well expressed. In Sallust most of the girls quite failed to catch the point of his epigrammatic periods, a result which is not surprising when his great subtlety is con sidered. On the whole the translation papers were highly commendable. I asked for explanation of allusions and grammatical difficulties, but the request was apparently not I should recommend that a method of brief annotation in the margin be adopted, and the girls taught to comment on any unusual or abnormal expression. There was in nearly all cases a good vocabulary, and the accidence was excellent. In Form IV.A the renderings of Ovid and Catullus were extremely pleasing. The subjects had evidently been well The grammar and accidence were for the most part above the average, though there is a great disparity in this respect between the highest and lowest girls. The sentences for translation into Latin were barely attempted, though what little was done showed a fair knowledge of syntax. On the whole I am agreeably surprised at the proficiency reached by this school in Latin, and can sincerely congratulate the Board upon it. There is great thoroughness of method discernible in each form. B. English. —These papers were set to Form VI. In English literature all the girls did well. The selections from Shakespeare and Milton had been read in the most useful way, and wordsused by these authors in an obsolete sense were in all cases concisely explained. I could only have wished that more attention had been given to the reason of the existence of two meanings in such cases. A general paper was set on the history and grammar of the English language. This paper was intended to cover a wide field, and it was therefore only partly framed after a particular text-book. Under these conditions the results were good. A very fair knowledge indeed was displayed on the whole of the paper , but in the matter which had been previously read I should have desired less superficiality The present state and laws of the language were well understood, but the historical knowledge should be deeper, especially in regard to formatives. The English essays of this form were good in point both of grammar and of expression. The language was unaffected and quite free from stereotyped or objectionable phrases. The arrangement also was methodical. —The members, of Form V sent in very good answers on the matter of " Julius Csesar " They were very ready in explaining Shakespearian meanings and allusions. But there is wanting here, as in Form VI., what I consider to be a main object of bestowing minute study upon a special work : I mean an insight into the " why " of the apparent peculiarities. Many an answer was wasted by a girl describing whereabouts in the play an expression was used. This, indeed, shows laudable familiarity with the subject, but of course is not required in the words "explain" and "illustrate." My meaning will be made clearer if I mention that not one girl thought it necessary to account for the phrase, " I