ABSTRACT

SO far we have been mainly concerned with the efforts of teachers and administrators to modify the content of secondary education to meet the changing needs of its pupils. Many critics, however, dissatisfied with the progress of reform, turned elsewhere for the education of those children for whom the secondary schools of the traditional type were obviously unsuitable. The years after 1918 saw the development of alternative forms of post-primary education of which the selective central and the junior technical schools were the most outstanding example. In so far as they were a deliberate attempt to provide a vocationally biased education of a secondary nature outside the existing secondary system rather than within it they have a significant role in the developing conception of the secondary school.