There is little doubt that many teachers are seriously bewildered by this Report. It is not an easy document to read and frequently it is difficult to ascertain the precise nature and application of its recommendations. It suffers from attempting to cover too much ground: the reader is confused by the double purpose it tries to serve, (i) instruction on the axiomatic basis of geometry for teachers who have made no special study of the logical foundations of the subject, (ii) pronouncements on practical procedure in teaching and geometrical method.