ABSTRACT
It has often been said that, whatever the educational and social merits of comprehensive schools, they are too big: they make the individual pupil (and teacher) feel anonymous, and may, as a result, breed disorder; further, they are unwieldy to manage. The most relevant study of size of school as a factor in morale and learning among pupils was carried out in the United States some years ago. The reorganization of existing schools to form comprehensives also puts teachers into something of a hostile environment. The prime administrative instrument is the timetable, by means of which different teachers are allocated to various classes in sequence. The 'grammar school tradition' has been plainly associated with the Ambitious. In this school pupils were not formally differentiated until the ninth grade. The translation of the grammar school tradition into Hinsley Mill was different in several respects to its adaptation in Castle Town.
