In many, if not in most districts, the new provincial Councils have now added as many rungs to the educational ladder as could fairly be expected. The wants which still await fulfilment are definite. They ought not to prove very difficult to supply. Local endowments supplemented by a moderate amount of State help, will, if wisely directed, provide the larger facilities still needed for the promotion of higher grade elementary school pupils to grammar schools. In order that there may be no further waste either of the money or of the machinery for national education, a drastic scheme of reorganization seems to be a cardinal necessity. Secondary education is a phrase too mechanically interpreted as a synonym for technical or scientific education. If the Statutes be interpreted literally, the County Councils are empowered only to levy a rate for a higher school grant when the teaching which that grant defrays is to enable a boy or girl to learn the elements of some remunerative handicraft, and is thus expressly sanctioned by the Technical Education Act of 1890. If the Councils have gone beyond this, and pecuniarily ministered to the needs of a more generous culture, they have acted, so to speak, at their own peril, or that action has been rendered possible by the private liberality of their more opulent members. In addition to this need of a new definition of the ambiguous epithet and substantive employed so often in the foregoing text, a new educational authority which can officially survey every department of the entire field of teaching has become indispensable. Centralized at Whitehall this authority will to some extent inevitably be. Its operation, however, must be highly elastic. The conditions of its control must be adaptable to the infinitely varying conditions, social, geographical, material, sentimental, of the United Kingdom. The most recent enquiries show that there is much less dissipation of educational energy by the mutual overlapping of schools than might be expected. The single instance of this sort to which attention has been directed by the last Commission is that of Bolton, where there exists an unprofitable competition between the grammar school and the Church Institute Boys' School. Elsewhere, however, as at Leeds and other great towns of the North, Mechanics' Institute Schools, Higher Grade Board Schools, trench respectively on each other's province, though each of them, by slightly varying its curriculum, does good work and is in great local demand. The explanation of the latter fact is the universality of the appetite for higher teaching created in the large centres of the English population. The most frequent, and with proper care the most easily remediable form of overlapping occurs when the higher divisions of a lower grade school retain pupils already ripe for a higher grade school. What are the exact limits to be placed respectively to the provinces of elementary schools of both grades? and what to the grammar schools on the one hand, or the University schools on the other with which the rudimentary institutions ought closely and cordially to co-operate? these are problems with which, in the fifty-ninth year of Her Majesty's reign, there does not exist any single authority competent to deal. The confusion between the jurisdiction of the educational bodies now in being is comparable with that which existed in the relations of the various administrative authorities and areas in the case of local government before these functions were comparatively simplified by the legislation of 1874 and of 1888. The Education Department in London has no concern with secondary schools save so far as some of these are inextricably intermingled in their operations with the finance or the teaching of primary schools. The Charity Commission wherein the Endowed Schools Commission is now merged, can only take cognizance of the agencies for higher teaching for a special purpose and from a single point of view. This loose and very partially effective machinery of control has since 1890 received a new element of complexity from the educational power vested with such happy results as it has been in the County Councils. The educational branch of the Privy Council office in London has long attracted to it young men of industry and talents from the Universities as well as of considerable administrative ability developed at a later date by official experience.