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One of the sessions of the High Council of Education (iii) Audio-visual aids to instruction have been increasingly utilised and educational films are being shown in all schools through a mobile cinema unit. II—Secondary Education: National languages, especially in the field of History of Literature, were being taught in different ways. This system has been revised and the programmes have been made on a unified and uniform pattern. In girls' schools greater attention has been paid to such vital subjects as housekeeping, child care, etc. Certain retrenchments have been carried in the programmes for mathematics and science but teachers have been authorised to use their discretion in selecting those units of the programmes for these subjects which, in their opinion, may have a more important bearing on the future duties of schoolgirls. III—Vocational Education: The teaching programmes of the Colleges for Religion, the Teachers' Training College in Kabul and the Finance Department of the College of Commerce have been revised in certain ways. New methods of teaching have been adopted and the Colleges for Religion have been improved with the advice of religious scholars with a view to bringing them up to par in modern as well as religious sciences. With the addition of General Science, Physics and Chemistry, and the subjects of Mathematics, History and Geography (which had been introduced in previous years) the programme for these Colleges has been modernised. Similarly Arabic is now being taught according to modern and improved methods and by qualified teachers. It is hoped that future scholars of these Colleges will be well trained not only in religious matters but also in modern sciences. The Teachers' Training Schools have, as in previous years, remained the focus of special attention. Certain reforms were carried out in these schools during the past twelve months. Their programmes were taken into consideration by local and foreign experts last year, with emphasis on the following points:— The teacher of the future should possess deep interest in his profession from the very beginning and no doubts and suspicions should be allowed to creep into his mind. His knowledge of scientific subjects should be more of a practical nature. The programmes for Physics and Chemistry were accordingly given a more functional character and laboratories were required to be improved. The Social Sciences were also taken into consideration and the programmes for History and Geography of Afghanistan underwent certain changes for the better. Arts and agriculture took on a more tangible form and came to be part of the lessons in all forms. A small farm for experimentation by students and an agricultural laboratory were established. 10