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This consideration led to many independent experiments being done in Hungary, Great Britain and other countries. Some of the most significant were:
*'''1918-1921''' - Female middle school in Bishop Auckland (GB). Esperanto taught as propaedeutical language for French and German<ref>Alexandra FISCHER, Languages by way of Esperanto; ''Eksperimento farita en Bishop Auckland (GB) en la jaroj 1918-1921'' in ''Internacia Pedagogia Revuo'', 1931.</ref>
*'''1934-1935''' - Public high school in [[New York]]{{clarify|date=November 2016}}<ref>Helen S. EATON, "An Experiment in Language Learning", in ''Modern Language Journal'', Volume 19, Issue 1, pages 1–4, October 1934</ref>
*''' 1947-1951''' - Provincial grammar school in Sheffield (GB),<ref>J. H. HALLORAN (teacher of pedagogy at University of Sheffield), "A four-year experiment in Esperanto as an introduction to French", in ''British Journal of Educational Psychology'', vol. 22, no. 3, 1952 (Nov.), pp. 200-204.</ref> focused on help received by less intelligent students
*'''1948-1965''' - Egerton Park School, Denton (Manchester, GB).<ref>Report: Norman WILLIAMS (didactical director) ''Report on the teaching of Esperanto from 1948 to 1965.'' - It concluded that a child can learn as much in six months of Esperanto study as in about 3-4 years of French study. The conclusion was that if all children would learn Esperanto during the first 6-12 months in a 4-5 year course of French, they would gain a lot of time without losing anything.</ref>
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