ABSTRACT
It is not long ago that the major emphasis on pupil development was, to the practitioner, discipline and excellence in examination performance. Under the old tripartite system parents, teachers and indeed pupils were mainly preoccupied in the outcome of the now outmoded 11+ examination. Once this outcome was determined, the drive then was to do the best one could for youngsters in developing academically, especially in the grammar schools. In the secondary modern schools a parallel emphasis on the more technical skills was found. Admittedly the sizes of schools, as they then were, facilitated this limited view of pupil development. It was not easy to see the effects of such unimaginative approach to education, since the ease with which teachers often managed to know their pupils in many ways compensated for a wider definition of care and development.
