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As part of a wider questionnaire concerned with their life in class and at school, pupils in each country were asked six multiple choice questions about their conception of themselves as being English or French. They were asked to agree or disagree with statements intended to assess their feelings of national pride, the extent to which they identified themselves with their country and had a sense of 'belonging' to it, the importance they attach to having a particular nationality, how well they feel their primary schooling has prepared them for future citizenship in their society, the degree to which they have been explicitly taught about the multicultural character of the country, and how far they believe they are part of a country in which everybody is equal. The results are shown in Tables 12.1-12.6, and although they arise out of a study of ten and eleven year olds, it is important to bear in mind that they represent the outcomes of processes underway during the preceding years of infancy and early childhood.

The results in Table 12.2 provide an even starker contrast. French pupils seem unequivocal in their identification of themselves with approaches. As part of a wider questionnaire concerned with their life in class and at school, pupils in each country were asked six multiple choice questions about their conception of themselves as being English or French. They were asked to agree odisagree with statements intended to assess their feelings of national pride, the extent to which they identified themselves with their country and had a sense of 'belonging' to it, the importance they attach to having a particular nationality, how well they feel their primary schooling has prepared them for future citizenship in their society, the degree to which they have been explicitly taught about the multicultural character of the country, and how far they believe they are part of a country in which everybody is equal. The results are shown in Tables 12.1-12.6, and although they arise out of a study of ten and eleven year olds, it is important to bear in mind that they represent the outcomes of processes underway during the preceding years of infancy and early childhood.

The governor-general is appointed by the British crown on the advice of the ministers of the country concerned and is fully independent of the British government. Acting on the advice of his ministers, he performs constitutional duties comparable to those the monarch performs in Britain. The office, therefore, is largely a ceremonial one, as contrasted with the governorship of the non-self-governing territories of the Commonwealth. Often the governor-general is a citizen of the country in which he serves, although some governments prefer a British appointee.