h during the adolescent period to the
unregulated and uncertain forces of society.

Lastly, in this connection it is economically wasteful for the nation to
spend largely in laying the mere foundations of knowledge, and then to
adopt the policy of non-interference, and to leave to the individual
parent the right of determining whether the foundation so laid shall be
further utilised or not.

A fourth criticism urged against our educational system is that in the
past we have paid too little attention to the technical education of
those destined in after life to become the leaders of industry and the
captains of commerce. Our Higher School system has been too
predominantly of one type--it has taken too narrow a view of the higher
services required by the State of its members, and our educational
system has not been so organised as to maintain and farther the economic
efficiency of the State. For it may be contended that the economic
efficiency of the individual and of the nation is fundamental in the
sense that without this, the attainment of the other goods of life can
not or can be only imperfectly realised, and it is obvious that
according to the measure in which the economic welfare of the individual
and of the State is secured, in like measure is secured the opportunity
for the development and realisation of the other aims of the individual
and of the nation.

Thus the present unrest as regards our educational affairs may be
largely traced to the four causes enumerated. We have begun to realise
that our educational system lacks definiteness of aim, and that its
various parts are badly co-ordinated; that, in short, we do not as yet
possess a national system of education which ministers to and subserves
the life of the State as a whole. We are further beginning to perceive
that the provision of the means of higher education is too important a
matter to be left to the care of the private individual, and that
education must be the concern of the whole body of the people. Hence it
has been said that on the creation of a national system of education,
fitted to meet the needs of the modern State, depends largely the future
of Britain as a nation.

Again, all that was hoped for as the result of universal compulsory
education has not been realised, and the feeling is growing that there
is something defective in the aims of our Primary School system, and
that it fails, and has failed, to develop in the individual the moral