Abstract
1 This paper arises out of a research project entitled ‘When a Society Changes its School System: The Introduction of Comprehensive Schools in Great Britain’, being jointly prosecuted by Duke University, North Carolina and the University of Leicester. I am grateful to the Spencer Foundation, Chicago for generously sponsoring the project. Thanks are also due to Mr P. Morrish, Sub‐Librarian (Special Collections) and Mr M. Davies of the Brotherton Library, University of Leeds for their invaluable assistance.
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