Its aim is described as the imparting of ‘a thoroughly sound secondary education, with special provision for the study of pure and applied science, manual training, workshop practice and domestic economy.’ This school is interesting apart from its curriculum, owing to the efforts made by Mr. S. H. Wells, Principal of the Polytechnic, who acts as headmaster, to make it ‘secondary’ in the full sense, and introduce some of the _esprit de corps_ and out-of-school life which are such marked features in boys’ ‘public’ and girls’ high schools. The school is divided into forms with a form-master; ‘each form meets in its form-room for call-over before school opens for the day, after which they assemble for prayers, which are read by the Principal. These are confined to a few verses of Scripture and the Lord’s Prayer; and exemption from attendance is granted when requested by the parent, although only two such requests have been made. In matters of discipline the students have been taught to realise that having ceased to be children they should have given up childish things; they are present to work not to play, and their duty to their parents and themselves calls them to take every advantage of the opportunities afforded; in a word, they are not expected to commit acts against discipline—they are trusted.’ Mr. Wells further tells us that ‘senior students are told off every day to ascertain the chief events recorded in the newspapers, and to record them on a blackboard, which all the school are expected to read, to be afterwards questioned on the event in their English classes. In the same way a record is made of daily weather observations. All boys are required to wear the school cap, and the habit of “capping” the teachers outside the school is willingly adopted. Each term sees its “drill competitions” between the different forms for a shield presented by the Principal, its inter-form cricket or football matches for a challenge cup presented by the masters, and matches between the masters and school. The end of term sees its gymnastic displays or concerts with acting and recitals, to which parents and friends are invited. Three school captains are elected each term, the method being that they are proposed and seconded, and voted for by the whole school. The captains have authority outside the class-rooms, and their position is readily and loyally acknowledged.’ The girls have their games among themselves, though now and then they play a boys’ team at hockey. They have their own captain, and are assembled for call-over by a mistress, who has a general control over them, and is always ready to help them with advice and sympathy. Women, of course, give the lessons in cooking, etc., which are the feminine counterpart of manual training; else all the teaching is in the hands of men. The intellectual results appear to be satisfactory, and here, as in other co-educational institutions the girls are quite able to hold their own in class. Of the moral and