[FN20. We invite the interested reader to consider cases in other jurisdictions, which have been instructive and helpful to us. See also Dupree v. Alma School District No. 30 of Crawford County, et al., 279 Ark. 340, 651 S.W.2d 90 (1983); Horton v. Meskill, 172 Conn. 615, 376 A.2d 359 (1977); Robinson v. Cahill, 69 N.J. 449, 355 A.2d 129 (1976); Washakie County School District v. Herschler, 606 P.2d 310 (Wyo.1980).] We consider foreign cases, along with our constitutional debates, Kentucky precedents and the opinion of experts in formulating the definition of "efficient" as it appears in our Constitution. OPINIONS OF EXPERTS Numerous well-qualified experts testified in this case. They were all well educated, experienced teachers, educators, or administrators; and all were familiar with the Kentucky system of common schools and with other states' and national school issues. Dr. Richard Salmon testified that the concept of efficiency was a three part concept. First, the system should impose no financial hardship or advantage on any group of citizens. Further, local school districts must make comparable tax efforts. Second, resources provided by the system must be adequate and uniform throughout the state. Third, the system must not waste resources. Dr. Kern Alexander opined that an efficient system is one which is unitary. It is one in which there is uniformity throughout the state. It is one in which equality is a hallmark and one in which students must be given equal educational opportunities, regardless of economic status, or place of residence. He also testified that "efficient" involves pay and training of teachers, school buildings, other teaching staff, materials, and adequacy of all educational resources. Moreover, he, like Dr. Salmon, believed that "efficient" also applies to the quality of management of schools. Summarizing Dr. Alexander's opinion, an efficient system is unitary, uniform, adequate and properly managed. The definitions of "efficient" were documented and supported by numerous national and local studies, prepared and authorized by many of the giants of the education profession. The primary expert for the appellees was a local school superintendent who felt that an efficient system is one which is operated as best as can be with the money that was provided. We reject such a definition which could result in a system of common schools, efficient only in the uniformly deplorable conditions it provides throughout the state. In summary the experts in this case believed that an "efficient" system of common schools should have several elements: 1) The system is the sole responsibility of the General Assembly. 2) The tax effort should be evenly spread. 3) The system must provide the necessary resources throughout the state--they must be uniform. 4) The system must provide an adequate education. 5) The system must be properly managed. DEFINITION OF "EFFICIENT" We now hone in on the heart of this litigation. In defining "efficient," we use all the tools that are made available to us. In spite of any protestations to the contrary, we do not engage in judicial legislating. We do not make policy. We do not substitute our judgment for that of the General Assembly. We simply take the plain directive of the Constitution, and, armed with its purpose, we decide what our General Assembly must achieve in complying with its solemn constitutional duty. Any system of common schools must be created and maintained with the premise that education is absolutely vital to the present and to the future of our