ABSTRACT
Recent expansion of interest in continuity of educational experience seems to be related to the increasing complexity of educational provision. When the system of schooling was simpler, one would expect a pupil's educational continuity to be more easily achieved. Following the Hadow Report, interest in continuity between successive stages of education was centred on methods of selecting primary-school pupils for the available kinds of secondary provision. At the beginning of the war, the Government concentrated efforts on saving lives of as many children as possible; the continuation of an education service was an important though inevitably secondary matter. For many months it was impossible to guarantee continuity in a child's education. The Education Act, eighteen years after Hadow's recommendations, recast the system into one of continuous stages: 'primary', 'secondary' and 'further' were to replace 'elementary' and 'higher' education. Passing the eleven-plus was the uppermost educational issue for many pupils and even more parents during the post-war period.
