ABSTRACT
The teacher-tutor was expected to arrange tutorials with his two students. As there was usually more than one teacher-tutor in a school the overall supervision and co-ordination of the students’ school experience was located with a general supervisory tutor, who was often the headmaster. It became very clear that while students came from a variety of home backgrounds, with a wide range of commitment to being teachers and from a large number of universities, one of the characteristics that most coloured their early reaction to the course was the subject specialization of their first degree. The measures were chosen because they included important attitudes, relevant to educators and social scientists. Radicalism is concerned with the allocation of resources to and the distribution and availability of education. Tendermindedness is against narrowly conceived vocationalism and instrumentalism in education and is against efficiency in fitting children into the ‘system’.
