esentative government in the matter of educational control, are (1)
the spread of a more enlightened self-interest as to the value of
education as a means of securing the social efficiency of the nation and
of the individual, (2) the effective control of education by the central
authority, and (3) the strengthening of the local authorities by
devolving upon them more and more important educational duties. By this
means the control of education by the State will become more and more
the control of the people by themselves and for themselves, and the
chief function of officials and inspectors will then be to advise
central and local authorities how best to realise the educational aims
desired by the common will of the people.

Let us now consider the main principles which should guide the State in
her organisation of the means of education.

In the first place, and upon this all are agreed, the control of all
grades of education, primary, secondary, and technical, should be
entrusted to one body in each area or district. For there can be no
co-ordination established between the work of the various school
agencies, and there can be no differentiation of the functions to be
undertaken by the various types of school, until there has been
established unity of control.

In England, by the Act of 1902, a great step was taken towards the
unification of all the agencies of education. According to its
provisions, the School Board system was abolished. "Every County Council
and County Borough Council, and the Borough Councils of every non-county
borough with a population of over 10,000, and the District Council of
every urban district with a population over 20,000, became the local
education authority for elementary education, while the County Council
and the County Borough Council became the authorities for higher
education, _with the supplementary aid of the Councils of all non-county
boroughs and urban districts_." By this means the unification of
educational control has been realised, and already in many districts of
England much has been done to further the means of higher education and
to co-ordinate this stage with the preceding primary stage.

In Scotland the question of the extension of the area of educational
control and of the unification of the various agencies directing
education still awaits solution. Several plans have been put forward to
effect these ends.[23]

In the first place, it has been proposed to retain