ABSTRACT
From time immemorial, textbook authors in their prefaces have assured teachers that they would find in the pupil material to follow improvements never before imagined. More often than not these were claimed on the grounds of the introduction of a novel teaching method, which would serve afresh to exercise the minds and enhance the motivation of pupils. In this chapter, two centuries of change in various aspects of the process element: the pedagogy of textbooks, will be examined.
