tary" so
as to include education of a more extended nature than was originally
intended to be covered by that term. In England until 1902, very much
the same conditions prevailed, but since then, mainly in order to remedy
the state of things created by the judgment in the Cockerton Case, the
control of primary, secondary, and technical education has been placed
in the hands of the County and Borough Councils, who are empowered "to
consider the educational needs of their area, and to take such steps as
seem to them desirable, after consultation with the Board of Education,
to supply or aid the supply of education other than elementary, and to
promote the general co-ordination of all forms of education." Tinder the
powers so granted much has been done throughout England during the past
few years to extend and make efficient the means of higher education; to
erect schools which shall provide training for the future services
required by the community and the State of the more highly gifted of its
members, and to co-ordinate the work of the various agencies entrusted
with the care and education of the children of the nation.

Through the failure of the Education Bills of 1904 and 1905 to pass into
law, Scotland still awaits the creation of local authorities charged
with the control and direction of all grades of education, and in this
respect her educational organisation is much more loosely compacted than
the system which now exists in England.

Further, in Scotland, on account of the absence of one controlling
authority, we often find in those districts in which the provision for
higher education is ample, imperfect co-ordination between the aims and
work, on the one hand, of the Primary School, and on the other, of
schools providing higher education. From this cause also it follows
that, unlike our German neighbours, we have made little progress in
determining the different functions which each particular type of Higher
School shall perform in the social organism, and have not assigned the
particular services which the State requires of each particular type of
Higher School. It is surely manifest that the service which the modern
industrial State looks for from its members is not the same in kind and
is much more complex in its nature than that which was required during
the mediaeval period, and that if this service is to be efficiently
supplied, then there is need for Higher Schools varied in type and
having various aim