t men in the community to undertake
the work.

5. It is questionable whether the interests of the teacher would not be
better furthered by a local authority entrusted with the care of the
interests of the community as a whole than by a body having charge of
education alone. Men entrusted with the larger interests of the
community are usually more ready to take wider views than the man who is
narrowed down to one interest. As a rule, they know the value of good
work done, and are ready and willing to pay for it wherever they find
it.

6. Lastly, we may urge the test of practical experience. In England,
and especially in London, since the control of education has passed into
the hands of the County Councils a great advance has been made both in
the furthering and in the co-ordination of the means of education.

Whether ultimately the control of education be vested in District School
Boards or in the County and Burgh Councils, one reform is urgently
needed in Scotland, and this is the extension of the area of educational
control, under a strong local authority, and with the entire control of
elementary, secondary, and technical education.

In the second place, whatever the area of control chosen it should be of
such a nature as to admit within its bounds of schools of different
grades and of different types, so that children may pass not only from
the Elementary School to the Secondary, but may pass to the particular
type of Secondary or Higher School which is best fitted to prepare them
for their future life's work. In many cases, in Scotland, we cannot make
the same clear distinction between the various types of school as they
do in Germany, but must remain content with the division of a school
into departments; yet in our large towns and in our most populous
centres of industry we must establish schools of different types and
with differing particular ends in view.

The third principle of organisation follows from the second. We must see
that our educational system is so organised as to provide an efficient
and sufficient supply of all the services which the community requires
of its individual members. In particular, our Higher School system must
be designed not merely for the supply of the so-called learned
professions, but must also make due and adequate provision for the
training of those who in after-life are destined for the higher
industrial and commercial posts. In particular, we must see that there
is due