inistrative position on the
Board when the Education question was before the Society.

The educational scheme of the Society was not, however, the joint
production of its experts. It was entirely the work of Sidney Webb.
Headlam and Wallas, and the members who took part, contributed their
share as critics, but as critics only, and for the most part as hostile
critics. It was in part a struggle between the County Councils and the
School Boards and in part a controversy over the denominational schools.
Wallas opposed our proposals in the main because he regarded them as
too favourable to sectarian education: Headlam was against them on both
issues. They put up a vigorous fight, but they were beaten every time in
the Society, as the defenders of School Boards were beaten ultimately in
Parliament and in the country.

The first step in the controversy was taken in May, 1899, when a
Members' Meeting was held to discuss "The Education Muddle and the Way
Out," in the form of sixteen resolutions, six on "General Principles"
and the remainder on "Immediate Practicable Proposals." These were
introduced by Webb, and the "General Principles," advocating the
transfer of education to the local government authority and the
abolition of School Boards, were adopted. Amendments by Graham Wallas
were defeated by large majorities, and the discussion on the second
part, the immediately practicable proposals, was adjourned.

At the adjourned meeting in November, 1899, the resolutions were put
aside and a draft tract was submitted. Graham Wallas again led the
opposition, which was always unsuccessful, though serious shortcomings
in the proposals were revealed and it was agreed to meet the criticisms
wherever possible. Finally it was decided to appoint a Revision
Committee, on which Wallas was placed. Thirteen months passed before the
scheme came before the Society again; in December the tract as amended
was submitted, and this time the chief critic was Mr. Headlam. On the
main question of principle he found only one supporter, and with minor
amendments the scheme was adopted.

It is unnecessary to describe the Fabian plan, because it is
substantially the system of administration, established by the Act of
1902, under which present-day education is organised. The main
difference is that we presented a revolutionary proposal in an
extremely moderate form and Mr. Arthur Balfour found himself able to
carry out our principles more thoroughly th