handed over to the Councils of counties and boroughs for
expenditure on the provision of the means of education other than
elementary, and at the same time these bodies were empowered, if they
thought it necessary, to impose a limited rate for the same purpose. In
Scotland at the same time a certain part of Scotland's share of the
"whisky" money was set aside for the provision of secondary education in
urban and rural districts, and Secondary Education Committees were
appointed in the counties and principal boroughs charged with the
allocation of the funds towards the aid and increase of the provision of
higher education in their respective districts.

But while this has been done, the question as to whether and to what
extent the State should undertake the provision of the means of higher
education is still one on which there is no general agreement. If it is
the duty of the State to see that the provision of the means of
education, elementary, secondary, technical, and university, is adequate
to the attainment of the end of securing the future social efficiency of
all the members of the community, then it must be admitted that the
means at present provided for this purpose are totally inadequate, and
that the method followed in furnishing this provision is not of a kind
to ensure that the funds granted are spent in the manner best calculated
to extend the agencies and to increase the efficiency of the higher
education of the children of the nation. This latter objection applies
more especially in the case of Scotland. In that country certain
nominated bodies who are responsible only to themselves and to the
Scotch Education Department are entrusted with the expenditure of the
monies received for the extension of the means of higher education, and
since these bodies stand in no intimate connection with the
representative bodies entrusted with the control of elementary
education, no efficient co-ordination of the two grades of education is
possible. Further, in some cases sectional interests rather than the
educational interests of the district as a whole are the main motives at
work in determining the distribution of the funds amongst the various
bodies claiming to participate in its benefits. The uncertainty of the
amount of income available for this purpose, and the limitation in
England of the power of rating, might also be urged in objection to this
peculiarly English method of providing the means for the higher
ed