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Shena Simon (1883-1972), a leading English socialist and educationist, actively called for the reform of secondary education in the 1930s and 1940s in order to bring the ideal of 'equality of opportunity' into the English educational system. This paper explores the continuity and changes in Simon's proposed reforms in relation to her ideals of social democracy from the appearance of the Spens Report (1938) to the publication of her book, "Three Schools or One?" (1948). In addition, Simon's transnational visits to the Soviet Union, the USA and Scotland, as well as the impact of her international and comparative perspectives on different educational systems on her policy agenda, are also examined. It concludes that as many policy issues shown in the current paper continue to be debated, Simon's democratic ideals and discourses are still relevant in the present and suggest implications for the future of secondary education in England.

R.H. Tawney (1880-1962), a leading English economic historian and prominent socialist, was vigorously involved in educational reconstruction during the Second World War. For Tawney, the war was a war for social democracy. His ideals of social democracy formed a basis for his case for Public (independent) School reform and free secondary education for all. Despite this, the connection between Tawney's ideals and his perspectives on educational issues has not been addressed fully by historians and thus there has been a lack of a proper explanation for his often criticised sympathy for the public schools and his indifference towards the multilateral school. Hence, this paper aims to re-examine the link between them in greater depth. It concludes that, according to Tawney's ideals of social democracy, the abolition of the public schools was not necessary for the establishment of a democratic educational system. Moreover, Tawney did not launch an attack on the tripartite system proposed by the Norwood Report of 1943 since it was not against his ideal of equality as long as different secondary schools were equal in quality and status. Equality, he believed, must be advanced through the raising of the school leaving age to 16 and the abolition of fees in all secondary schools. Thus, he laid more emphasis on the school leaving age and tuition fees than on the multilateral school. In brief, on various issues pertaining to secondary education, Tawney's opinions and actions were deeply grounded in his distinctive ideals of social democracy.

Fred Clarke (1880-1952), an English educationist, emerged as a leading figure with his liberal approach alongside such key figures as R. H. Tawney and Cyril Norwood in the reform leading to the 1944 Education Act. Many of his reform proposals, which were provided by the new Act, reflected his ideals of liberal democracy. Nevertheless, his contribution to the process of the legislation has not been examined thoroughly. Therefore, this paper explores his positions on educational issues in various debates and his approaches towards the reform. It also evaluates the extent to which the 1944 Education Act was in line with Clarke's ideals and proposals so that a comprehensive assessment of Clarke's contribution to the legislation can be made.

Shena Simon (1883–1972), a leading English socialist and educationist, actively called for the reform of secondary education in the 1930s and 1940s in order to bring the ideal of ‘equality of opportunity’ into the English educational system. This paper explores the continuity and changes in Simon’s proposed reforms in relation to her ideals of social democracy from the appearance of the Spens Report (1938) to the publication of her book,Three Schools or One?(1948). In addition, Simon’s transnational visits to the Soviet Union, the USA and Scotland, as well as the impact of her international and comparative perspectives on different educational systems on her policy agenda, are also examined. It concludes that as many policy issues shown in the current paper continue to be debated, Simon’s democratic ideals and discourses are still relevant in the present and suggest implications for the future of secondary education in England. [ABSTRACT FROM PUBLISHER]

R.H. Tawney (1880–1962), a leading English economic historian and prominent socialist, was vigorously involved in educational reconstruction during the Second World War. For Tawney, the war was a war for social democracy. His ideals of social democracy formed a basis for his case for Public (independent) School reform and free secondary education for all. Despite this, the connection between Tawney’s ideals and his perspectives on educational issues has not been addressed fully by historians and thus there has been a lack of a proper explanation for his often criticised sympathy for the public schools and his indifference towards the multilateral school. Hence, this paper aims to re-examine the link between them in greater depth. It concludes that, according to Tawney’s ideals of social democracy, the abolition of the public schools was not necessary for the establishment of a democratic educational system. Moreover, Tawney did not launch an attack on the tripartite system proposed by the Norwood Report of 1943 since it was not against his ideal of equality as long as different secondary schools were equal in quality and status. Equality, he believed, must be advanced through the raising of the school leaving age to 16 and the abolition of fees in all secondary schools. Thus, he laid more emphasis on the school leaving age and tuition fees than on the multilateral school. In brief, on various issues pertaining to secondary education, Tawney’s opinions and actions were deeply grounded in his distinctive ideals of social democracy. [ABSTRACT FROM PUBLISHER]

Fred Clarke (1880–1952), an English educationist, emerged as a leading figure with his liberal approach alongside such key figures as R. H. Tawney and Cyril Norwood in the reform leading to the 1944 Education Act. Many of his reform proposals, which were provided by the new Act, reflected his ideals of liberal democracy. Nevertheless, his contribution to the process of the legislation has not been examined thoroughly. Therefore, this paper explores his positions on educational issues in various debates and his approaches towards the reform. It also evaluates the extent to which the 1944 Education Act was in line with Clarke’s ideals and proposals so that a comprehensive assessment of Clarke’s contribution to the legislation can be made. [ABSTRACT FROM PUBLISHER]