[Congressional Record (Bound Edition), Volume 160 (2014), Part 8]
[House]
[Pages 11865-11869]
[From the U.S. Government Publishing Office, www.gpo.gov]




                       STEM EDUCATION ACT OF 2014

  Mr. SMITH of Texas. Mr. Speaker, I move to suspend the rules and pass 
the bill (H.R. 5031) to define STEM education to include computer 
science, and to support existing STEM education programs at the 
National Science Foundation.
  The Clerk read the title of the bill.
  The text of the bill is as follows:

                               H.R. 5031

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

[[Page 11866]]



     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``STEM Education Act of 
     2014''.

     SEC. 2. DEFINITION OF STEM EDUCATION.

       For purposes of carrying out STEM education activities at 
     the National Science Foundation, the Department of Energy, 
     the National Aeronautics and Space Administration, the 
     National Oceanic and Atmospheric Administration, the National 
     Institute of Standards and Technology, and the Environmental 
     Protection Agency, the term ``STEM education'' means 
     education in the subjects of science, technology, 
     engineering, and mathematics, including other academic 
     subjects that build on these disciplines such as computer 
     science.

     SEC. 3. INFORMAL STEM EDUCATION.

       (a) Grants.--The Director of the National Science 
     Foundation, through the Directorate for Education and Human 
     Resources, shall continue to award competitive, merit-
     reviewed grants to support--
       (1) research and development of innovative out-of-school 
     STEM learning and emerging STEM learning environments in 
     order to improve STEM learning outcomes and engagement in 
     STEM; and
       (2) research that advances the field of informal STEM 
     education.
       (b) Uses of Funds.--Activities supported by grants under 
     this section may encompass a single STEM discipline, multiple 
     STEM disciplines, or integrative STEM initiatives and shall 
     include--
       (1) research and development that improves our 
     understanding of learning and engagement in informal 
     environments, including the role of informal environments in 
     broadening participation in STEM; and
       (2) design and testing of innovative STEM learning models, 
     programs, and other resources for informal learning 
     environments to improve STEM learning outcomes and increase 
     engagement for K-12 students, K-12 teachers, and the general 
     public, including design and testing of the scalability of 
     models, programs, and other resources.

     SEC. 4. NOYCE SCHOLARSHIP PROGRAM AMENDMENTS.

       (a) Amendments.--Section 10A of the National Science 
     Foundation Authorization Act of 2002 (42 U.S.C. 1862n-1a) is 
     amended--
       (1) in subsection (a)(2)(B), by inserting ``or bachelor's'' 
     after ``master's'';
       (2) in subsection (c)--
       (A) by striking ``and'' at the end of paragraph (2)(B);
       (B) in paragraph (3)--
       (i) by inserting ``for teachers with master's degrees in 
     their field'' after ``Teaching Fellowships''; and
       (ii) by striking the period at the end of subparagraph (B) 
     and inserting ``; and''; and
       (C) by adding at the end the following new paragraph:
       ``(4) in the case of National Science Foundation Master 
     Teaching Fellowships for teachers with bachelor's degrees in 
     their field and working toward a master's degree--
       ``(A) offering academic courses leading to a master's 
     degree and leadership training to prepare individuals to 
     become master teachers in elementary and secondary schools; 
     and
       ``(B) offering programs both during and after matriculation 
     in the program for which the fellowship is received to enable 
     fellows to become highly effective mathematics and science 
     teachers, including mentoring, training, induction, and 
     professional development activities, to fulfill the service 
     requirements of this section, including the requirements of 
     subsection (e), and to exchange ideas with others in their 
     fields.'';
       (3) in subsection (e), by striking ``subsection (g)'' and 
     inserting ``subsection (h)'';
       (4) by redesignating subsections (g) through (i) as 
     subsections (h) through (j), respectively; and
       (5) by inserting after subsection (f) the following new 
     subsection:
       ``(g) Support for Master Teaching Fellows While Enrolled in 
     a Master's Degree Program.--A National Science Foundation 
     Master Teacher Fellow may receive a maximum of 1 year of 
     fellowship support while enrolled in a master's degree 
     program as described in subsection (c)(4)(A), except that if 
     such fellow is enrolled in a part-time program, such amount 
     shall be prorated according to the length of the program.''.
       (b) Definition.--Section 10(i)(5) of the National Science 
     Foundation Authorization Act of 2002 (42 U.S.C. 1862n-
     1(i)(5)) is amended by inserting ``computer science,'' after 
     ``means a science,''.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from 
Texas (Mr. Smith) and the gentlewoman from Connecticut (Ms. Esty) each 
will control 20 minutes.
  The Chair recognizes the gentleman from Texas.


                             General Leave

  Mr. SMITH of Texas. Mr. Speaker, I ask unanimous consent that all 
Members may have 5 legislative days in which to revise and extend their 
remarks and to include extraneous material on H.R. 5031, the bill under 
consideration.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Texas?
  There was no objection.
  Mr. SMITH of Texas. Mr. Speaker, I yield myself such time as I may 
consume.
  The STEM Education Act of 2014 is bipartisan legislation that ensures 
computer science is included in the definition of STEM education for 
programs and activities at our Federal science agencies.
  The bill also supports and strengthens ongoing STEM education efforts 
at the National Science Foundation. I thank Ranking Member Eddie 
Bernice Johnson and Representatives Elizabeth Esty, Larry Bucshon, 
Chris Collins, Randy Hultgren, Robin Kelly, Joe Kennedy, Dan Lipinski, 
and Frederica Wilson for their initiative on this bill.
  Earlier this year, the Science Committee held a hearing on STEM 
education. The discussion that took place at that hearing helped to 
illustrate the importance of STEM education and why we should include 
computer science as a component of STEM education. Frankly, it is hard 
to believe it hasn't been done before.
  Today, a variety of jobs from banking to business to medicine require 
familiarity with computer science. According to the Bureau of Labor 
Statistics, computing and mathematics will be one of the top 10 major 
occupational groups from 2010 to 2020; and by 2020, there will be over 
4 million U.S. jobs in computing and information technology.
  Unfortunately, America lags behind many other nations when it comes 
to STEM education. American students rank 21st in science and 26th in 
math. That must change for the better.
  We need to ensure that young adults have the scientific and 
mathematical skills to strive and thrive in a technology-based economy, 
but we have to capture and hold the desire of our Nation's youth to 
study science and engineering, so they will want to pursue these 
careers.
  H.R. 5031 also includes language to support informal STEM education 
programs and activities at the National Science Foundation. These 
activities reach students outside of the classroom and strengthen a 
student's engagement in STEM subject areas.
  The STEM Education Act ensures that teachers working towards a 
master's degree in STEM subjects can participate in the Robert Noyce 
Master Teacher Fellowship program. This program provides more 
opportunities for teachers who want to strengthen their teaching skills 
and now will encourage more teachers to pursue advanced degrees.
  A healthy and viable STEM workforce, literate in all STEM subjects, 
including computer science, is critical to American industries. A well-
educated and trained STEM workforce ensures our future economic 
prosperity. More graduates with STEM degrees means more advanced 
technologies and a more robust economy.
  We must work to ensure that students continue to go into these 
fields, so that their innovative ideas can lead to a more innovative 
and prosperous America. I encourage my colleagues to support this bill.
  Mr. Speaker, I reserve the balance of my time.
  Ms. ESTY. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I would like to start by thanking my friend, Chairman 
Smith, for his leadership on the Science Committee in promoting STEM 
education. I am grateful that we are able to advance these important 
provisions today in a bipartisan fashion, thanks in large part to his 
willingness to work across the aisle.
  I would also like to thank Ranking Member Eddie Bernice Johnson and 
Representative Lipinski for their leadership on the committee and their 
thoughtful guidance on these issues.
  The STEM Education Act of 2014 provides critical support to the 
teachers and advocates of STEM education who are preparing our students 
with the skills they need to succeed in our increasingly competitive 
global society.
  As Chairman Smith said, the bill includes three provisions to support 
and promote STEM education in this country. It supports teachers who 
are passionate about STEM education, codifies the importance of 
informal hands-

[[Page 11867]]

on STEM education, and expands the definition of STEM education to 
explicitly include computer science.
  As a mother of three, I know firsthand the importance of having 
teachers who are engaged and passionate about being in the classroom, 
particularly science and math teachers.
  From my own experience--my son just graduated from college with a 
degree in astrophysics--and from our time studying these issues on the 
committee, we know that when children are excited about science 
projects and math problems at a young age, they carry that passion with 
them throughout their lives. That is why we must encourage talented 
people to go into teaching, and this bill does just that.
  It expands the Robert Noyce Master Teacher Fellowship at the National 
Science Foundation, so that more people who are enthusiastic about the 
sciences can teach our children.
  I am grateful to see portions of my bill, the STEM Jobs Act, included 
in the legislation before us today. Currently, the Robert Noyce Master 
Teaching Fellowship provides mentoring, training, and financial support 
to people who have a master's degree in a STEM discipline and who want 
to enter the teaching profession.
  The program is designed to ensure that these passionate individuals 
have the tools they need to become highly effective math and science 
teachers.
  In Connecticut, the University of Bridgeport's Master Teaching 
Fellowship program is dedicated to placing physics teachers in our 
high-needs schools. At UConn's Teachers for Tomorrow program, we 
prepare teachers to effectively teach math to elementary, middle, and 
high school students.
  The bill before us today expands the master teaching fellowships, so 
those working towards a master's degree are also eligible to apply. 
This expansion will allow more gifted individuals to be in our 
classrooms, preparing our children to become the next generation of 
engineers, scientists, and even astronauts.
  However, no matter how great your math teacher is, studies show that 
all students thrive in a hands-on learning environment.
  We are fortunate in Connecticut to have a terrific partner in 
informal STEM education at the Connecticut Science Center, which opened 
in 2009, to support STEM education in our schools.
  When students visit the center, they can navigate through outer 
space, use lasers to learn about sight and sound, experiment with 
forces and motion, and explore our very own Connecticut River.
  These interactive learning environments also provide structured 
support for teachers and for students. For example, the Connecticut 
Science Center trains more than 800 teachers annually. In teaching 
skills and content to support our school curriculum, these teachers 
then return to the classroom across the State of Connecticut and 
provide our students with the high-quality education that they need to 
succeed.
  Programs like these are hosted by museums and science centers around 
the country. This bill directs the National Science Foundation to 
continue to award competitive grants to support these out-of-school, 
hands-on STEM learning experiences.
  Finally, as Chairman Smith noted, this bill takes an important--in 
fact, a critical step forward in expanding the definition of STEM to 
include computer science. Computer science is a critical component of 
STEM education. As he noted, the Bureau of Labor Statistics projects 
there will be more than 4 million computing and information technology 
jobs by the year 2020.
  Students who study computer science can be leaders in diverse fields 
such as energy, manufacturing, defense, and health care. Unfortunately, 
computer science has all too often been overlooked at our elementary, 
middle, and high school levels. Even more concerning, only 25 percent 
of computer scientists are women, although women make up 57 percent of 
the workforce.
  Manufacturing is the backbone of our economy in Connecticut, and I 
know, from conversations with our manufacturers, that they are 
desperate for high school and college graduates who have the computer 
skills necessary for our manufacturing jobs--high tech manufacturing 
jobs.
  Our need for graduates with these skills will only continue to grow, 
and that is why it is so critical that we focus on building these 
skills in our elementary, middle, and high school students today.
  Mr. Speaker, I am proud that we have put together a bipartisan bill 
to support an advanced STEM education. Preparing our students with the 
skills they need to thrive in a global economy transcends partisan 
politics.
  Again, I want to thank Chairman Smith, Ranking Member Johnson, 
Representative Bucshon, Representative Lipinski, and all of the 
committee staff for their hard work on the STEM Education Act. This 
bill is an important step in securing our children's future.
  Mr. Speaker, I reserve the balance of my time.
  Mr. SMITH of Texas. Mr. Speaker, I would like to again thank the 
gentlewoman from Connecticut (Ms. Esty) for her interest in this 
subject of STEM education and for her contributions to this bill as 
well.
  Mr. Speaker, I yield 2 minutes to the gentleman from New York (Mr. 
Collins), who is a member of the Science Committee and also a cosponsor 
of this legislation.
  Mr. COLLINS of New York. Mr. Speaker, I thank Chairman Smith for the 
opportunity to speak in support of the STEM Education Act, legislation 
that I have cosponsored to help create a new generation of innovators.
  As a graduate in mechanical engineering, I quickly learned years ago 
of the important role a STEM background plays in U.S. manufacturing. 
Later, as I started my own business ventures, I have continued to learn 
how hard it can be to find new graduates with backgrounds in science, 
technology, engineering, or math.
  These are jobs that drive our economy, and we need to act now to 
encourage students to realize the benefits in choosing one of these 
fields.

                              {time}  1515

  Among these STEM fields is commuter science, which is the primary 
driver for job growth among the four STEM fields of study. By 2020, 
there will be an estimated 4.2 million computing and information 
technology jobs; yet, at the current rate of students graduating from 
American universities and colleges, these jobs will be vastly 
underfilled.
  We cannot let that happen. That is why we need this no-cost 
legislation to direct Federal agencies to include computer science as 
one of the definitions of STEM. This will allow the Federal Government 
to expand on this focus and help address the future gap in computer 
science.
  Further, this bill will help teachers find ways to spur student 
interest in STEM. With more than 40 years separating us from the last 
Moon landing, we need to find a spark that spurs interest in STEM among 
young students. Whether it is a robotics competition or a simple after-
school science experiment, these are the ways we will help create the 
next generation of great American innovators and inventors.
  I urge all my colleagues to support H.R. 5031.
  Ms. ESTY. Mr. Speaker, I yield such time as she may consume to the 
gentlewoman from Texas (Ms. Eddie Bernice Johnson), the ranking member 
of the committee.
  Ms. EDDIE BERNICE JOHNSON of Texas. Mr. Speaker, I rise in support of 
H.R. 5031 and the three other Science, Space, and Technology bills 
being considered today.
  Earlier this year, all of my Democratic committee colleagues joined 
me in introducing H.R. 4159, the America Competes Reauthorization Act 
of 2014. Three of the bills considered today are similar or identical 
to the provisions we included in our Competes bill, and the fourth bill 
similarly reflects a longstanding bipartisan effort. I will speak 
briefly about each of the four bills.
  First, I want to thank Chairman Smith and my Democratic colleagues, 
Mr. Lipinski and Ms. Esty, for introducing H.R. 5031, the STEM 
Education

[[Page 11868]]

Act of 2014. While we still have much work to do to improve access to 
high-quality STEM education for all young Americans, this bill is a 
good step in the right direction.
  American students and American companies are at a significant 
disadvantage when it comes to having a well-prepared information 
technology workforce. While there is no silver bullet, it is important 
that we include computer science in the definition of STEM.
  This bill also authorizes informal STEM education grants at the 
National Science Foundation. Learning happens in all settings at all 
times of the day, not just in the classroom.
  While we know that informal STEM education holds great promise to 
increased engagement and learning in STEM by diverse populations, R&D 
and NSF helps ensure that we are developing and implementing the most 
effective programs.
  Finally, H.R. 5031 amends NSF's Noyce Master Teacher Fellowship 
program to expand eligibility to current math and science teachers who 
already have a bachelor's degree in a STEM field.
  This update ensures that we are tapping into our entire pool of 
talented STEM teachers who might serve as master teachers in their 
schools and districts. I urge my colleagues to support this good bill.
  Next, I want to thank my fellow Texan, Mr. Neugebauer, who introduced 
H.R. 1786, legislation that would reauthorize the National Windstorm 
Impact Reduction Program, or NWIRP. The last several years have been 
devastating years for natural disasters across the country. Tornadoes 
have resulted in significant loss of life and property across the 
Midwest.
  Superstorm Sandy caused widespread destruction and death along the 
eastern seaboard, and it was not so long ago that Hurricane Katrina 
devastated the gulf coast. We cannot stop these windstorms, but we must 
make sure our communities have the tools they need to prepare for and 
respond to and recover from these disasters.
  H.R. 1786 reauthorizes NWIRP, an important program that helps our 
Federal agencies and communities across the Nation develop and 
implement new model building codes and many other measures to minimize 
the loss of life and property during windstorms and to rebuild 
effectively and safely after such storms.
  I urge my colleagues on both sides of the aisle to support this 
important bill.
  I also want to thank Mr. Bucshon and Mr. Peters for introducing H.R. 
5056, the Research and Development Efficiency Act. I think we can all 
agree that when federally funded researchers are spending more than 40 
percent of their time on administrative burdens rather than doing 
science, we are not getting the most we can out of our investments in 
R&D.
  While we must continue to prioritize both safety and accountability 
in federally funded research, we should not be creating piles of 
unnecessary paperwork for the scientists in the lab. Much of the burden 
is caused by a lack of consistency and uniformity in policies and 
requirements across our Federal science agencies.
  I applaud my colleagues for ensuring that the science agencies, along 
with OSTP and OMB, continue to look for ways to harmonize and 
streamline Federal requirements affecting the conduct of R&D in our 
Nation's great research institutions. I urge my colleagues to support 
this bill.
  Finally, I want to thank Mr. Lipinski for introducing H.R. 5029, the 
International Science and Technology Cooperation Act of 2014. The 2012 
National Academies report, Rising to the Challenge: U.S. Innovation 
Policy for the Global Economy, notes that ``the globalization of 
research and innovation presents valuable opportunities for U.S. firms 
and federally funded research institutes to capitalize on offshore R&D 
initiatives and growing pools of science and technology talent.''
  International collaborations have led to some of the latest 
discoveries and developments in science and technology, many of which 
have relevance to our everyday lives. Topics such as cybersecurity, 
nanotechnology, energy technology, and water resources are all ripe for 
greater international engagement and cooperation. In many cases, we 
simply cannot afford to do it all alone. In some cases, in this 
interconnected world, going at it alone could lead to significant 
unintended roadblocks in the future.
  The better coordinated we are as a nation, the better positioned we 
are to lead on these issues globally. H.R. 5029 helps us achieve these 
goals. This is a good bill, and I urge my colleagues to support it.
  Mr. SMITH of Texas. Mr. Speaker, I have no other requests for time on 
this side, and I reserve the balance of my time.
  Ms. ESTY. Mr. Speaker, I yield 2 minutes to the gentleman from 
Illinois (Mr. Lipinski).
  Mr. LIPINSKI. Mr. Speaker, I want to thank the gentlewoman for 
yielding.
  Mr. Speaker, I rise in support of H.R. 5031, the STEM Education Act.
  Like Mr. Collins who spoke earlier, I am also a mechanical engineer. 
I understand, as all of us do, the importance of improving STEM 
education. It is one of the most important tasks our Nation faces if 
our children are going to be able to compete in the global economy of 
today and tomorrow.
  The language in this bill, which affirms support for informal STEM 
education at the National Science Foundation, is language that I 
offered to the NSF authorization bill in markup. I would like to thank 
Chairman Smith for including it in his bill.
  About 65 million visits to museum and science centers occur each 
year, including 13 million visits from schoolchildren. However, museums 
and science centers are much more than just an inspiring field trip 
destination. Their educational programming and inspirational exhibits 
linked to classroom curriculum make museums and science centers natural 
partners with schools in STEM education.
  Programs supporting informal education at museums and science centers 
are responsible for some of the most innovative forms of teaching 
around. Passage of this bill would be a clear signal that Congress 
supports informal STEM education activities funded by the National 
Science Foundation and would ensure that they continue.
  I would also like to thank my friend from Connecticut (Ms. Esty) for 
her work on this bill to make substantive improvements to the Noyce 
scholarship program at NSF, and to Chairman Smith for providing 
language which includes computer science in the definition of STEM 
education.
  I urge my colleagues to support this bill.
  Mr. SMITH of Texas. Mr. Speaker, we have no further individuals who 
have requested time, so I am ready to yield back if the minority is 
ready to yield back.
  Ms. ESTY. Mr. Speaker, I yield back the balance of my time.
  Mr. SMITH of Texas. Mr. Speaker, I yield back the balance of my time.
  Ms. JACKSON LEE. Mr. Speaker, I want to thank Chairman Smith and 
Ranking Member Eddie Bernice Johnson for their leadership in bringing 
this legislation to the floor and for their commitment to advancing 
STEM education and including computer science within the definition of 
STEM.
  As a senior member of the Homeland Security Committee, I rise in 
support of H.R. 5031, the ``STEM Education Act of 2014.'' STEM workers 
drive our nation's innovation and competitiveness by generating new 
ideas, new companies and new industries.
  I am committed to making sure that our nation can keep pace with 
global innovation today and into the future. During the 113th Congress:
  I originally sponsored the Cybersecurity Education Enhancement Act, 
which directs the Secretary of Homeland Security to establish a program 
to award grants to institutions of higher education for: cybersecurity 
professional development programs, associate degree programs in 
cybersecurity, and the purchase of equipment to provide training in 
cybersecurity for either professional development or degree programs.
  I offered an amendment that was adopted by the Full Homeland Security 
Committee that would establish a fellowship program to attract STEM 
undergraduate and doctoral students to work at the Department of 
Homeland Security

[[Page 11869]]

in exchange for tuition reimbursement assistance.
  I cosponsored the Veterans' STEM Education Program, the STEM Gateways 
Act, the National STEM Education Act, the Tax Incentive for Teacher 
Act, and the Women and Minorities in STEM Booster Act of 2014 all of 
which work towards bolstering the growth of STEM.
  I also hosted the first Annual Congressional STEM Competition for my 
District, which challenged High School Students to design and/or create 
projects using Science, Technology, Engineering, and Mathematics 
skills.
  Houston is the 4th largest city in the United States and the 5th most 
populated metropolitan area in the nation.
  The Houston region is one of the most important industrial bases in 
the world and recently Manufacturers' News ranked the city first among 
other U.S. manufacturing cities.
  Houston is also home to the largest medical complex in the world--the 
Texas Medical Center--and provides clinical health care, research and 
education at its 54 institutions.
  The Houston Texas region lost 153,100 jobs during the Great Recession 
and gained 309,100 jobs during the recovery.
  Only 3 other top metropolitan areas have done as well as Houston: 
Dallas at 158.9% recovery of jobs; Washington, DC, at 144.2% of post 
recession job recovery and Boston had a 123.4% post recession jobs 
recovery.
  The middle class of this decade is being determined by workers who 
get the right STEM education and job training today.
  Brookings' Metropolitan Policy Program's report ``The Hidden STEM 
Economy,'' reported that in 2011, 26 million jobs or 20 percent of all 
occupations required knowledge in 1 or more STEM areas.
  Half of all STEM jobs are available to workers without a 4 year 
degree and these jobs pay on average $53,000 a year, which is 10 
percent higher than jobs with similar education requirements.
  There will be STEM winners and losers, but not because the skills 
needed are too difficult to obtain, but because people are not aware of 
the jobs that are going unfilled today nor do they know what education 
or training will create job security for the next 2 to 3 decades.
  A third of Houston jobs are in STEM-based fields.
  Houston has the second largest concentrations of engineers (22.4 for 
every 1,000 workers according to the Greater Houston Partnership.)
  Houston has 59,070 engineers the second largest populations in the 
nation.
  STEM Jobs can be found in every sector of the economy. For example:
  Science.
  Houston has more than 400 software development companies and a ready 
customer base in the areas of energy, space science, biotechnology, and 
leading technology research and development entities.
  Houston has the Johnson Space Center, a $1.5 billion complex housing 
one of NASA's largest Research and Development facilities that provides 
some of the nation's best high-tech professionals in science and 
engineering.
  Mr. Speaker, in the past 10 years, growth in STEM jobs has been three 
times greater than non-STEM jobs.
  In the next decade, almost all of the 30 fastest-growing jobs will 
require some STEM skills, yet 61 percent of middle school students 
would rather take out the garbage than do their math homework.
  STEM jobs are expected to keep up an accelerated pace in the coming 
years leading to 1.8 million STEM-related job openings in 2018.
  60 percent of U.S. employers are having difficulties finding 
qualified workers to fill vacancies at their companies.
  In the current overall employment market, unemployed people outnumber 
job postings 3.6 to one. In the STEM occupation 4, job postings 
outnumbered unemployed people by 1.9 to one.
  At all levels of educational attainment, STEM job holders earn 11 
percent higher wages compared with their same-degree counterparts in 
other job.
  I urge all of my colleagues to join me in supporting passage of H.R. 
5031.
  The SPEAKER pro tempore. The question is on the motion offered by the 
gentleman from Texas (Mr. Smith) that the House suspend the rules and 
pass the bill, H.R. 5031.
  The question was taken; and (two-thirds being in the affirmative) the 
rules were suspended and the bill was passed.
  A motion to reconsider was laid on the table.

                          ____________________