bly, to differences in
the size and constitution of the sensory areas of the brain, and are due
also in part to inborn differences in the capacity for acquiring and
utilising experiences. As a consequence of these differences one
individual will acquire and organise certain kinds of experience more
readily than others.

But not only have the ends sought to be realised through the educational
agencies of society varied in the past--not only do we find that the
ideals at present vary in character according to the stage of
civilisation which the particular country has reached--we also find that
the agencies of society determining the character and end of education
also vary. For in the discussion of the ends sought to be attained by
means of education, we must remember that these are not determined by
the teacher, but by "the adult portion of the Community organised in the
forms of the Family, the State, the Church, and various miscellaneous
associations"[6] desirous of promoting the welfare of the community. At
one time the Church largely determined the character and ends of
education, but the tendency at the present time is for the State to
control more and more the education of the rising generation. In some
countries the entire control of all forms of education, primary,
secondary, and technical, has come under the guidance of the State, and
in our own country elementary education is now largely under the control
of the State authorities, and the other forms of education tend
increasingly to come under this control. Not only is this so, but the
period during which the State exercises its control over the education
of the child is gradually being lengthened.

Many causes are at work tending to produce these results in the first
place, it is being clearly realised that there can be no thorough-going
co-ordination of the various grades of instruction until all the
agencies of education in each area are placed under one authority acting
under the guidance of some central body responsible for the organisation
and direction of the education of the district as a whole. Further,
there can be no satisfactory settlement of the problem as to what
particular function each distinct type of Higher School shall perform
until the whole means of education are under one determining authority.

In the second place, the higher education of the children of the nation
is too important a matter to be left entirely to the care of the privat