Dutch children do 20% better than their parents on IQ Tests, and Japanese in the USA seem to do better than Americans. But schools don't report a flood of geniuses, exam scores fall. These and other puzzles are addressed.

At what point is a school big enough? Some small schools provide a better range of subjects than big ones, but tiny schools will always be expensive to run.

A Planning Council economist sees market forces, plus education, as the only route to well paid, sustainable, full employment. Professor Snook says the figures don't back up the dogma.

We can count all the shootings and violence on the TV we let our children watch. But what about the good things they see? More counting reveals interesting facts.

In Northern Ireland they used to assume that boys would catch up to girls at school. But the courts said there was discrimination and treating them differently must stop. Where does that leave us?

5- and 6-year-olds can solve problems our syllabuses assume they cannot. This evidence of abstract thought and mathematical problem solving strategies should encourage everyone to aim high.

Children should learn how to learn. Nowadays we hope school will teach that, above all else. Here is a second example of how it can be encouraged; the first was Item 11 in set No.1, this year.

The way beginning teachers find jobs, or are directed into them, are very different, country to country, state to state. Here a brand new system, at the 'market-forces' end of the spectrum, is assessed.

The weather does have an effect on children's (mis)behaviour. Evidence from Britain puts rain, wind and temperature alongside referrals for 'time out' and comes up with a predictive formula.

The way infant children learnt some new maths was matched with the way their teachers taught. The result is some more hints for the struggle of 'how to get it right.'