The first thing, therefore, as all who on this matter speak from experience agree, is to establish local councils for educational purposes which by the prevention of confusion and overlapping between schools of different grades, will directly promote the economy of educational force not less than of expenditure. As for the central authority which the interests alike of teachers, of taught, of children and parents, of the State, and of its subjects demand, substantial unanimity as to the composition of that body exists among those who are most qualified to give an opinion. Generally it is suggested that the new Council might be shaped after the model of the Indian Council. To come to particulars, there would be, in the first instance, a certain number of Crown nominees; secondly, the Universities, perhaps the great public schools or other public educational bodies, would be asked to select representatives of their own. Another element in the new central authority would be experienced members of the teaching professions. These might be chosen partly by the headmasters in conference, but to some extent by the assistant teachers employed in every variety of public schools from the highest to the lowest. It would seem on the whole advisable to select the teachers' members by the direct vote of the class immediately concerned. The machinery for doing so would not be difficult. Voting papers, as in the case of London University in the choice of appointments to the Senate, or of professional representatives on the Medical Council, would be employed. In this way, every registered teacher would have a voice in regulating the details and rewards of his profession to the great increase, as cannot be doubted, of its _esprit de corps_. In the case of elections to the local authority for preventing waste and confusion between local schools an analogous method might be employed. The registered teachers, that is, would in each neighbourhood choose their proportion of the members of the local educational body.