VII. CONCLUSION

This guide will certainly not have answered all of the host of questions posed by the elaboration of school textbooks. The topics taken up in the various chapters primarily concern those aspects for which a methodological approach seems to be required if manuscripts are to correspond to the specific objectives of school books. It should not be forgotten that the latter are teaching and learning tools and, for this reason, should be manufactured in a way which, whilst rendering them both practical and effective for the reader, does not renounce an agreeable and attractive presentation.

There does, however, remain one aspect for which no methodological guide can provide a solution or a recipe. And that is what could be called the "intellectual talent" which, when linked to professional motivation and method will result in the production of a high-quality school textbook. This gift cannot be learned or taught. It can, however, be revealed when potential authors feel the need to transmit the knowledge and experience they have accumulated over the years, and to make a contribution to educating young minds. Beginner authors must convince themselves that, whereas elaborating their first manuscript will doubtless be an arduous task and a test of endurance, it will, at the same time, be a rewarding learning process, of benefit in their future work.