Committee, made the following comment1 on these Regulations: The most salient defect . . . is that they failed to take note of the comparatively rich experience of secondary curricula of a practical and quasi-vocational type which had been evolved in the higher grade schools, the organised science schools, and the technical day schools. The new regulations were based wholly on the tradition of the grammar schools and the public schools. Furthermore, the concept of a general education which underlies these regulations was divorced from the idea of technical or quasi-technical education, though in reality much of the education described as "liberal" or "general" was itself vocational education for the "liberal" professions. . . . An unreal and unnecessary division was introduced between secondary education and technical education.