The idea of learning for mastery is not new. In the 1920s there were at least two attempts to produce mastery in students' learning: the Winnetka Plan, by Carleton Washburne and associates, and another approach by Henry C. Morrison, at the University of Chicago Laboratory School. Both these projects provided school situations where mastery of particular learning tasks - rather than time spent - was the central theme. While these ideas were popular for a while, they faded due primarily to the lack of technologies that could sustain a successful implementation.