“Economy of time in education is one of the beneficial results of the Metric system. While the study of English weights and measures is laborious and repulsive to both teacher and pupil, any one can easily master the Metric system. “Comparing the English system of calculation with the decimal” says M. Lorsont, “I think the difficulty of the English system is as great as it would be to make a calculation in the old Roman figures.” The Metric system is soon learnt; “any person” says Mr. Fellows, “in a quarter or in half an hour would be able to master the whole Metric system.” The time which the use of a decimal system would save in education has been generally stated (on the authority of schoolmasters) to be at least a year.”

“… strong evidence was brought forward as to the serious loss of time incurred by English school children in having to learn the complicated system of tables of existing weights and measures, and the urgent need of the adoption of a simpler system. It was stated that no less than one year’s school time would be saved if the metrical system were taught in place of that now in use.”

“… we think that, in the best interests of later science teaching, great importance should be attached to sound work in elementary mathematics and physical measurements and to familiarity with the use of decimals and the metric system.

… We have been informed that the teaching of elementary physics and chemistry in the Public Schools is often hampered by the fact that the boys are ill-prepared in arithmetic and want practice in mental arithmetic; that they lack facility in making calculations, have an uncertain knowledge of decimals and of the metric system and have no clear understanding of the meaning of measurement.

… Practical exercises in physics give better practice in rational arithmetic than the very unreal problems common in text books, and help to familiarise pupils with the metric system. The question as to the advantages and disadvantages of the metric system of weights and measures has many aspects which it is not within our province to discuss. As far however as education is concerned the introduction of the metric system would be attended with great advantages. Arithmetic would be much simplified, and time saved, which could be devoted to other subjects.

… SUMMARY OF PRINCIPAL CONCLUSIONS
… That the present chaos of English weights and measures causes waste of time and confusion of thought and that there are strong educational reasons for the adoption of the metric system.”

“Education is critical. A new generation will have to think metric. This must be reflected throughout the whole educational system on a time-scale consistent with having a Metric Britain in 1975.”

“Children born from now on will be freed from the clutter of imperial units and will come to treat them as a quaint piece of history …”

“… every classroom should contain metre and 50 centimetre rules, a metric tape measure, and a vertically fixed scale so that children can measure their heights in centimetres.”