Tripartitism and the Multilateral Principle
T HE official acceptance of the policy of secondary education for all, and its incorporation in the Education Act of 1944 necessitated a decision on the still
controversial issue of the content of a universal secondary system. The Hadow Report had suggested a bilateral system of secondary grammar and secondary modern schools,1 the former to be distinguished by their more academic curriculum and longer school course. Since 1926, however, the supporters of the secondary technical school had gained in strength. They had won over a large number of local authorities to their point of view, and were exerting a steady pressure on the Board. It is not surprising, therefore, that the report of the Consultative Committee on Secondary Education in 1938 rejected the Hadow bilateralism and advocated instead a tripartite system of secondary education based on the grammar, the technical and the modern schools.