Abstract
THE course of the debates in the House of Commons on Wednesday, March 13, and on Monday last, when the second reading was taken, augurs well for the passage of the new Education Bill into law. With one or two exceptions, which might in any circumstances have been expected, every speaker accepted cordially the proposals embodied in the measure, and some even went so far as to regret that more drastic changes had not been submitted, having regard to the grave position in which the nation finds itself, not merely from an industrial and commercial point of view, but also in respect of the responsibilities, personal and public, which the coming generation must perforce accept if we are to maintain and enhance our pride of place among the nations of the earth. Nothing is more gratifying to read in the course of an animated and informing debate than the all but unanimous demand from all parties for a better-paid teaching body with a much improved status. Without doubt the Bill is but a tentative measure, far exceeding, however, the most sanguine hopes of ardent educationists prior to the war. Let it be remembered how many Education Bills since the Act of 1902 have proved still-born or abortive.
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The Education (No. 2) Bill. Nature 101, 45–46 (1918). https://doi.org/10.1038/101045c0
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DOI: https://doi.org/10.1038/101045c0