ABSTRACT
THE implementation of the 1907 Regulations meant, as we have seen, a new conception of the content of secondary education, and there was a general demand for more variety in the curriculum of the school. 'One of our first objects,' said Mr. Pease, the President of the Board, in 1912, 'is to try and widen the character of our secondary schools, and to give them an increased bias of a commercial, industrial or agricultural tendency according to the needs of the various localities.' 1
