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(6.) Amalgamation of Secondary and Technical®JSchools. In a number of towns outside the four chief centres there have grown up side by side two systems of post-primary education —the ordinary secondary and the technical systems. As far as the work of full-time day pupils is concerned, there does not appear to be justification for this separation. Moreover, in many cases each of the schools is so small|that a complete staff cannot be provided. It would appear to be in the interests of the pupils in such places that the secondary and technical schools should be amalgamated as far as the full-time day pupils are concerned. To a very large extent the same steps are taken in both schools. The amalgamation would provide for a better staff and for more complete provision for the various courses of instruction. During the recent investigations made by Mr. F. Tate, M.A., C.M.G., of Melbourne, there was a general agreement of opinion on the part of the various witnesses as to the advisability of amalgamating secondary and technical day schools. This would involve the formation of one controlling Board instead of two, with some modifications in the constitution. In several centres in New Zealand the Secondary and Technical School Boards concerned have approved of the principle of amalgamation, and the matter is being discussed in other centres. In the amending Act of 1924 statutory provision was made for carrying into effect amalgamations of the kind referred to wherever the local authorities agree to the proposal. (c.) Registration op Teachers. As a legal difficulty had come to light in connection with the cancellation of teachers' certificates, it was necessary to provide an effective method of preventing the employment of a teacher on the ground of misconduct or other sufficient cause. The amending Act of 1924, therefore, provided that the names of all qualified teachers should be placed on a Teachers Register, and that only teachers so registered could be employed in a secondary, technical, or primary school established under the authority of the Department. Subject to safeguard by way of appeal to a properly constituted Court, the name of any teacher may be removed from the register for any grave offence. This amendment.makes adequate provision for the protection of the schools, while it ensures that injustice cannot be done to any teacher. TEACHING OF SPECIAL SUBJECTS, j It appears necessary from time to time to take some special means of bringing into prominence the desirability of improving teaching methods in respect to any subject which may have fallen somewhat into the background. History. A special committee was set up last year to inquire into and report on the course of instruction in history in the primary and secondary schools, to draft suggestions for a new syllabus in this subject, and to suggest general methods of teaching by which this subject could be given more prominence and taught more effectively. The committee consisted of representatives of the Department, of the primary, secondary, and technical schools, and it has drawn up a valuable report. This has been printed and widely circulated, so that the curriculum and suggestions may be fully discussed before any change is made. It is hoped that before the end of the year all suggestions and criticisms of the report of the History Committee will be consolidated. The teachers who will be called upon to carry into effect any new programme that may be adopted will also, before the end of the year, be fully conversant with the new proposals, and the syllabus adopted should be easily introduced in 1926 after the wide and informative discussions referred to have taken place. Music. It is felt that, though our teachers have done their best under the circumstances and with the present facilities for training in the difficult subject of singing, and though in many cases very fine results have been achieved, it has to be admitted that on the whole the standard of training in singing in New Zealand leaves much to be desired. The subject is worthy of special recognition and effort. Music appeals to the gesthetic side of the child's nature. It calls forth feelings and emotions, and cultivates tastes and ideals which scarcely any other subject can