ABSTRACT
There is a real difference of national temperament between the unwritten constitution and history syllabuses of England and the well-defined constitutions and history syllabus of France. In one of the new Senior Schools known to the committee the children were grouped (with the exception of two special classes for retarded children) in six consecutive and separate classes, each pursuing its work without interruption from a newly promoted group. Another school combined the periodic with the concentric plan: Others advise that pupils should work individually as much as possible, so that several schemes of work should go on in the same room at the same time. The children gain both in interest and in general grasp of the work if they understand their programme: and alternatively it is extraordinary what ignorance of the main historical sequence may be shown by a well-informed child who has never realized his syllabus as a whole.
