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The article presents information related to the recent developments in the field of education. The annual general meeting of the Standing Conference on Studies in Education was held at Kings' College, London, England on December 11, 1970. The subject of the one-day Conference was "The Purpose and Structure of Higher Education." Educational structures can facilitate good work or make it difficult. They cannot guarantee it. If there is dissatisfaction the odds are that remedies are more likely to be found in changing what is done within a structure than with root-and-branch transformation. If there is a national decision that some of those qualified to enter a university will have to go to less expensive institutions there is a logical case for turning some of the present colleges of education into general colleges of liberal arts and science. Some polytechnics must still choose between providing, for some years at least, either an honors course or an ordinary, but not both, thus losing comprehensive provision, and devoting to a particular academic area greater manpower, space, and equipment resources than they would have chosen to do at that stage of their development. In any event, the need of the 1970s is not solely for an ever increasing number of very narrow vocational courses in higher education.

The article presents information on published sources related to education in Great Britain. Sources for a detailed study of special aspects of technological education are very varied. Problems of education for particular branches of technology are discussed in journals of appropriate professional associations. On management studies in Great Britain, the British Institute of Management's report "A Conspectus of Management Courses," reviewed courses that were available. Scientific and technological research in colleges was urged in several government circulars, and commented on in the report "Education in 1958." Regional advisory councils and academic boards publish progress reports of research projects in their areas. Proposals were made in reports such as the Robbins Report, and the Trend Report. Wastage in full-time higher education was discussed in the Robbins Report. Sources of specific information on apprenticeship, colleges, courses, examination schemes and so on are similar to those in technical education.

The article focuses on and concerns with the nature of moral growth and the contribution that can be made to it by education in early adult life. Education seems to have been moving steadily further in the direction of the amassing of information, at the expense of the development both of intellect and of imagination. By intellect is meant here, very approximately, the power of logical analysis and judgment; while by imagination it means, a discriminating, sympathetic insight into human personality and values. It is the latter that is of central concern in the article, though this is not to suggest that the intellect has no function in this area of mental activity. The argument falls into three parts: one, a statement of what is meant by moral growth, with a definition of values; two, a reference to some traditional methods of moral education in early adult life, with their shortcomings; three, an account of further methods better adapted to the kind of society one lives in Great Britain.

The article focuses on civil servant Robert Morant. In 1901-02 Morant played an important part in the deliberate destruction both of the system of school boards established in 1870 and of the cardinal ideas on which it was based. He was determined that any new educational system should be integrated into the whole local administrative pattern; that local power should no longer be divorced from local financial responsibility; and that committees should not be appointed for school work only-"ad hoc." Morant, moreover, helped to contain, to repel, and in some respects to destroy the upward striving of the elementary schools. With John Gorst, Vice-President of the Committee of Council, he shared responsibility for setting afoot the Cockerton case, which brought into the limelight the illegality of the higher education being fostered by the school boards, and made radical reconstruction of the educational system imperative. His attitude to both the school boards and the old elementary system was not sympathetic; but he destroyed with a view to building better. Before him he had a great educational plan from which one has inherited much.