1910-1913
Following the example of the educational policies of the liberal bourgeois parties of Western Europe and the United States of America,

'to provide each social class with the comprehensive education essential to it' was put forward as the aim of educational reform.
Thus, the basic components of the Liberals' educational policy can be summarized as follows: universal attendance at a dynamic primary school that uses demotic Greek as a prerequisite for an efficient educational process.
These principles were evident in the bills proposed by the Minister of Education, Ioannis Tsirimokos, in 1913. An important role was also played by the leading figures of the circle of Society for Education, who collaborated with him.

There was also an interest in the care for groups of the 'underprivileged' (girls, illiterate adults, children with learning difficulties), and a provision that two years of pre-school education be included in compulsory education, especially where both national (foreign-speaking populations) and economic and social conditions rendered this imperative.

Legislation concerning the organization of education in the areas that were annexed after the wars of 1912-1913 should also be mentioned.

Here the chief concern was the imposition of uniformity and the integration of the educational system into the state model.

An important development was the shifting of the responsibility for the educational system from academics to a specialized staff having a direct and
organic relation to general education.

However, the new 1911 Constitution included provisions that functioned as a brake to these changes, especially in regard to the language question, which safeguarded katharevousa. Besides, the knowledge of Classical Greek, which has always been a feature of the Greek educational system, was largely preserved.
Nevertheless, despite retrogression and the 'sacrifice' of certain options in a political manoeuvre to ensure the very cohesion of the party, the educational venture of 1910-13 was significant and consistent in its aim in bringing about 'educational recovery'.

Educational reform was interrupted and did not bear fruit, whereas in the immediately subsequent period (1915-17) no progress occured at all in educational matters.

1917-1920
The second period of Eleftherios Venizelos' government was more constructive, even though structural reforms in the educational system did not take place here either. The participation of three of the leading members of the Society for Education, Dimitris Glinos, Alexandros Delmouzos and Manolis Triantafyllidis, in governmental reforms, by way of taking on key educational posts, created the impression that the government adopted the views of the Society. The most substantial act of the period was the legislation concerning primers and language teaching in primary schools. In this way demotic Greek was established in the first grades of the Primary school, while the remarkable primers were written and used (Alfavitari me ton ilio and Ta Psila Vouna).

These primers inaugurated a new concept in the use of text books as an educational instrument. They were particularly attractive to young pupils, with their vivid illustrations and an attractive style of writing: the pomposity and didacticism of the previous school text books was done away with.

It was intended that the primary school be a 'real' school, where knowledge was provided and attitudes cultivated that would allow (in the future) the bulk of the population to acquire qualifications for life and awareness of their role in the social structure.

After the 1920 elections, when the anti-Venizelists returned to power, the Committee for the Examination of Language Teaching in Primary Schools, which had just been established, went so far as to suggest the burning of reform books! In July 1921, the Assembly voted in a law that restored to use the primers used before 1917. Thus, the educational reform movement came to an abrupt end, with the return of the previous status quo with new proposals.

Generally speaking, the whole reform movement was limited to primary school level, and to the first grades in particular; other levels did not change substantially.

However, in the field of primary teacher training, the Didaskaleion (Teachers' Academy) was founded, from which teachers specializing in art, physical education and foreign languages graduated.

No changes occurred in the character or the function of the universities, but there was more focus on new, more practical directions. The School of Industrial and Fine Arts was reorganized, and was renamed as the National Technical University of Athens, becoming the equivalent of a University. The School of Chemistry was founded in the University (1919), the Athens College of Agriculture and the Athens School of Economics and Business (1920).