11. The cost of carrying out the provisions of this Act shall be paid out of moneys provided by Parliament.
So much is said about the example of Germany that it may serve as a stimulus to those who think the above provisions too drastic to observe that my Bill was based upon the scheme which is in actual operation at Munich and which may soon be in operation for all German children.
It is by the adoption of such rational methods in our schools that we may give opportunity to the new generation. If they exhibit ability they can advance to, and benefit by, a secondary education which shall fit them to perform the highest service for the State. If their abilities are of a meaner order, we shall at least send them out into the world well-equipped mentally and physically for their life's work and keep a guiding hand upon them after their school days are ended.
With such an education the individual unit of industry would have strength and understanding to contend for a better wage and be fitted to do better work. He would also take thought as to the constitution of the society of which he forms a part, and employ intelligently the franchise which in the past he has so frequently used to his own undoing. In an individualistic society such a unit would be better fitted to hold his own. In the wise collectivism towards which we are steering, he would be fitted to do his whole duty to his fellows and himself.
The relevance of education to the main theme of this book demands little comment. It is obvious that, if we are to provide a proper physical and mental training for our people we must spend more money. Better schools, better playgrounds, better apparatus, more and better trained teachers, classes not exceeding 30 pupils per class, the introduction of the school doctor and school dentist, the provision of meals, the compulsory continuation schools—all these things are needed and all these things are costly. It is only want of reflection upon the enormous resources at the disposal of the State which makes so many people timid in educational reform. Take the matter of school doctors, for instance. On page 64 of the Report of the Physical Deterioration Committee will be found:
"Dr Eichholz thought it (the medical inspection of school children) was the greatest need in school organization."
Therefore, you would say, Dr Eichholz and the Committee would urge that the "greatest need" be properly supplied. Alas! the report goes on:
"On the ground of expense he would confine a general examination to the poorest schools, and considered that in London the work could be done by ten young men at £250 each."
The Committee, speaking for themselves, say:
"The Committee believe that, with teachers properly trained in the various branches of hygiene, the system could be so far based on their observation and record, that no large and expensive medical staff would be necessary...."