The principles underlying my proposals with regard to this matter were published in an article in the Mathematical Gazette (May 1922). They may be briefly restated as follows. The first principle is that school geometry should be organised not as a purely logical system but rather on the lines of the natural sciences. This means that it should be based explicitly upon the pupils’ spatial experiences, which it should seek to extend, to make precise, to analyse and to co-ordinate. Under this description one includes the important field in which geometrical observations and conclusions have practical utility.