Until recently the most contentious, if not the most important issue on the educational stage was comprehensive re‐organization. Apart from dying rumbles from Surrey and the swamplands, it has over the past year or so passed from contention to reality. Its acceptance was not achieved overnight and has been due to long and strenuous efforts of local education authorities committed early to advancing on the 1944 Education Act. As an example and as a pioneer, the ILEA and its predecessor were responsible in large part for the system's present acceptability and the authority is now benefitting from the foresight of some twenty years ago. Long past the experimental stage, the comprehensive schools in London prove daily the comprehensive advantage and have evolved a detailed system of organization which each new foundation adds to.
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