ABSTRACT
IN CHAPTER II I emphasized the extraordi-narily different conditions in which schools find themselves in different districts, and suggested that such differences almost compelled the evolution of different kinds of schools. I repeat this emphasis here because I want to make it perfectly clear that nothing derogatory is necessarily implied when a Secondary Modern school is said to be doing “highly effective senior elementary work”. In some circumstances this may be the right kind of work upon which to concentrate, because the pupils and the environment make it unlikely that, for the time being at any rate, any more ambitious programme will succeed. That is not, of course, to suggest that nothing more should be attempted.
