Towards One System
This system of education grew over the next twenty or so years in such a way that the strains implicit in the lack of coordination present in 1870 became more obvious. The possibility for autonomous development inherent in the lack of central control allowed growth in totally unintended directions. These strains were purely educational and internal to the educational system itself. In addition, as strains between education and such other factors as the economy and the political system grew more serious, conditions became ripe for the massive redefinition that took place around the turn of the century. This was to be the first attempt to construct an educational system of a unitary character in modern England.