to her external neighbours, has to be asked
and answered anew by each and every State desirous of retaining her
place amongst the nations of the world and of securing the welfare and
happiness of her individual members. It is mainly because we as a nation
have not realised this truth that our educational organisation has,
neither in the explicitness and clearness of its aims, nor in the
distinction, gradation, and co-ordination of its means, attained the
same thoroughness and self-consistency as that possessed by the
educational systems of some of our Continental neighbours.

FOOTNOTES:

[6] Cf. Professor Findlay, _Journal of Education_ (Sept. 1899), also
"_Principles of Class Teaching_," p. 2.

[7] Cf. _The Educative Process_, chap. iii., esp. pp. 59, 60
(Macmillan).

[8] Montaigne, _The Education of Children_, L. E. Rector, Ph.D.
(_International Education Series_), Appleton, New York.

CHAPTER IV

THE RELATION OF THE STATE TO EDUCATION--THE PROVISION OF EDUCATION

The end of education is, as we have seen, the securing of the future
social efficiency of the rising generation, and the method in every case
is through the evoking of the reason-activity of the individual to
organise and establish in the minds of the young and immature, systems
of ideas which will hereafter function as means in the attainment of
ends of definite social worth.

The question now arises as to whether the provision and organisation of
the agencies of education may be safely left to the care and
self-interest of the individual parent, or whether on principle such
provision is a duty which devolves upon the State.

The principle of the State provision of the means of elementary
education has now practically been admitted, and whether wisely or
unwisely, the larger part by far of the cost of this provision now falls
upon the shoulders of the general and local taxpayer. _E.g._, in England
in 1902 there were six hundred and thirty-three thousand fee-paying
children in the Public Elementary Schools, and over five millions
receiving their education free.[9] Further, by the Education Act
(England) of 1902 and by the Education and Local Taxation Account
(Scotland) Act of the same year the principle of the State aid for the
provision of the means of secondary and technical education may be said
also practically to have been recognised. By the former Act certain
Imperial funds derived from the income on Probate and Licence duties
were