Teachers of history in many parts of the country are now trying to formulate objectives for the study of their subject. This framework is put forward as a possible aid to them in a task which all admit to be a difficult one. Here, we try to spell out the constituent parts which need attention in the learning of the discipline, and to bring out relationships between those parts.

Perhaps the word 'framework' suggests some rigidity, but this is certainly not intended. The process of learning is a dynamic one and there is continual interplay between learneres, teachers and materials. Examination of something as fluid as the learning process is always difficult, and the provision of a framework is an attempt to give some structure to the exercise. But it needs to be remembered that, even when one part of the framework is being stressed, it is always related to other parts.