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REPORT. INTRODUCTORY AND GENERAL. During the year particular interest attached to the marked progress in secondary and University education. The number of pupils in post-primary schools increased, as well as the number of those who reached a standard of education that entitled them to free education at one of the University colleges. This advance was reflected in the quality of the applicants for entrance to the teaching profession. A few years ago Education Boards found it necessary to accept candidates who had no higher qualification than that indicated by the possession of an intermediate certificate or a pass in the Public Service Entrance Examination. None of the probationary teachers appointed during the year had a lower qualification than a partial pass in the Teachers' Class D Certificate Examination, while not less than 67 per cent, had matriculated or passed the Class D or Class C examination for teachers, or possessed a higher leaving-certificate. Additional evidence is provided by the increased number of training-college students who are taking University courses. It is interesting to note that, while the output from the post-primary schools is of increasingly better quality academically, there is a marked tendency for those who have charge of secondary education to favour wider and more differentiated courses. The traditional ecclesiastical type of education founded so many centuries ago is at last losing its hold on the schools. A demand has arisen for courses of education that bear some relation to the future occupations of the pupils. This change, so far as the general public is concerned, is due to an increased general interest in education and to a more independent and common-sense view of its aims. While these views undoubtedly reflect the opinions of a large number of people not only in New Zealand but in all parts of the Empire, it is necessary to guard against too great specialization in curricula. It is generally agreed that it is impossible to settle what occupation a boy or girl of thirteen or fourteen years of age should follow ; hence the necessity for varied general courses that will include not only cultural subjects but subjects and occupations that will give the pupil an opportunity to reveal his inclinations and aptitudes. Consequently, secondary schools are not now confining themselves to purely academic courses, but are adding manual-training and commercial courses that give an opportunity for a pupil to select the type of education best suited to his needs and capacity. The secondary schools in doing this appear to be drawing closer to the technical high schools. Apparently there will presently be little difference between the two types of post-primary institutions, so far, at all events, as day courses are concerned. The technical high schools will, however, continue to provide for evening students industrial courses more nearly related to specific trades and occupations than is desirable in the case of the secondary schools. In thus providing full opportunity for evening students the technical high schools continue to do a service of the utmost importance to the State. The New Zealand University Amendment Act passed during the year aimed at the realization, in part at all events, of the recommendations made by the University Commission of 1925. Unfortunately, the full project could not be carried into effect at the time, and much has still to be done in the direction of establishing a federated University. It may be questioned whether in such a small country as New Zealand, with a population of less than one and a half millions, four University colleges are really needed. There are wide differences of opinion regarding the best method of reorganizing University activities ; but it seems generally accepted that, whatever system of control may eventually be evolved, it is desirable in the meantime to have one central University organization comprising four constituent autonomous colleges. The existence of the four colleges has unfortunately led to a duplication of University activities in certain directions, and consequently to increased expenditure on University education.