citizenship was felt during his life in the remotest corners of the country. Its animating influences have survived his death; they still operate as an inspiring force wherever the domains of municipal and educational life converge. This good man and patriotic citizen did not live to witness the active assumption of educational responsibilities by the County and Borough Councils from which, not vainly, he hoped great things. An educational system in thorough touch with Oxford and Cambridge on the one hand and on the other hand with primary village schools; this was the ideal that Jowett, Lake and Stanley advocated to the earlier School Enquiry Commissions. Jowett lived long enough to see in the case of several great provincial grammar schools, notably that of Bradford, his ambition fulfilled. 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,