r hand, where the government is
founded upon the representative principle, the appearance of bureaucracy
is an indication of some imperfection in the organisation of the State
itself. The introduction of the representative principle may have been
too premature or its extension too rapid, and as a consequence the
government of the people by themselves is ineffective through the
general want of an enlightened self-interest amongst the majority of the
nation. In such a condition of affairs, if progress is to be made, it
can only be accomplished effectively through an enlightened minority
forcing its will upon the unenlightened and ignorant majority, and as a
result we may have the creation of an army of official inspectors whose
chief duty becomes to secure that the will of the central authority is
realised. In such a condition of things the tendency ever is for more
and more power to fall into the hands of the permanent officials.

But this condition of things may arise in a government founded upon the
representative principle in another way. The organs through which the
will of the people makes itself known may be imperfect, so that as a
consequence it fails to find adequate expression, or its expression is
felt only at infrequent intervals. If, for example, the central
authority is so overburdened with work that little or insufficient
attention is given to many matters of supreme importance for the welfare
of the nation, then it follows that more and more power will pass into
the hands of its executive and advisory officers. This condition of
things will be further intensified if the governing bodies charged with
the local control of national affairs are too weak or too unenlightened
to make their voice effective. Now, the tendency to the bureaucratic
control of the educational affairs of our own country may be traced to
all three causes. The want of an enlightened self-interest in the matter
of education amongst a large number of the people, the ineffectiveness
of Parliament to deal thoroughly with purely educational questions, and
the weakness in many cases of the local governing bodies have all
contributed to the gradual creation of the bureaucratic control of
education in Great Britain. But this form of control is not entirely
evil, and in certain cases it may be a necessary stage in the
development of a democracy passing from unenlightenment to
enlightenment. The remedies for this imperfection, this disease of
repr