Footnotes

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1. As to the mathematics of these institutions, one may consult the book on The Teaching of Mathematics in the Higher Sehool of Prussia' (New York, Longman Green & Co., 1900) by Professor Young, and the article (Bulletin Amer. Math. Soc. (2), vol. 6, p. 225) by Professor Pierpont.

2. Here I refer to the very suggestive paper of Benchara Branford. entitled Measurement and Simple Surveying. An Experiment in the Teaching of Elementary Geometry to a small class of beginners of about ten years of age (Journal of Education, London, the first part appearing in the number for August, 1899.)

3. Why is it that one of the sanest and best-informed scientific men living, a man not himself an engineer, can charge mathematicians with killing off every engineering school on which they can lay hands? Why do engineers so strongly urge that the mathemtical courses in engineering schools be given by practical engineers?

   And why can a reviewer of 'Some Recent Books of Mechanics' write with truth:
   "The students, previous training in algebra, geometry, trigonometry, analytic geometry and calculus as it is generally taught has been necessarily quite formal. These mighty algorithms of formal mathematics must be learned so that they can be applied with readiness and precision. But with mechanics comes the application of these algorithms, and formal, do-by-rote methods, though often possible, yield no results of permanent value. How to elicit and cultivate thought is now of primary importance"? (E. B. Wilson, Bulletin Amer. Math. Soc., October, 1902.) But is it conceivable that in any part of the education of the student the problem of eliciting and cultivating thought should not be of primary importance?

4. In an article shortly to appear in the Educational Review, on 'The Psychological and the Logical in the Teaching of Geometry,' Professor John Dewey, calling attention to the evolutionary character of the education of an individual insists that there should be no abrupt transition from tbe introductory, intuitional geometry to the systematic demonstrative geometry.

5. Subsequent to the meeting of organization in the spring of 1902. Mr. Chas. H. Smith of the Hyde Park High School, Chicago, is president of the Association. Reports of the meetings are given in School Science (Ravenswood, Chicago)

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