Abstract
Reform in teaching will only come through pressure brought to bear by examinations. Experimental work should be devised in which the student must exercise his originality and resource in devising his apparatus and methods. The student should be given far more opportunity of making himself familiar with the construction and performance of optical instruments. Graphical exercises could be devised to supplement the experimental work. An appeal is made to mathematicians to state their problems wherever possible in non-mathematical language.
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