This work looks at the development of ideas concerning comprehensive (unique) schools from the point of wiev of their size and organisation, from the time of Komenský, through theenlightenment, the German experiments at the end of the 19th century, the influence of the educational reforms up to the present day situation in particular in Scandinavian countries. The author analyses various ideas and organisational forms taking into consideration the harmonisation of three aspects of the comprehensive school: the educational, social and political aspects. On the basis of experiences gathered from the second half of the 20th century, is shows the positive and negative aspects of the comprehensive school.