At the present time, when the reform of the root-principles of education is being considered, it may be useful to study systems, organisations, didactic and methodic experiences of other countries, and compare them with the proposals recently made by various committees and individuals, proposals that might become the basis of educational regulations of the near future. The comparison of the study and teaching of mathematics is the more justified since they will be certainly less affected by differences in national temperament and conditions than the study and teaching of any other subject. This has been one of the purposes of the meeting of school teachers from occupied countries working in British schools, in conference with British teachers, in August 1943. These intensely practical studies of comparative education are invaluable at this time.