Abstract
Eight years ago I became interested in organizing a course in mathematics for two classes of pupils: those who elect no mathematics in high school and those who, having elected the regular work, soon find themselves beyond their depth. I am frank in confessing that the original motive was more a desire to improve the teaching of the better students than to aid those in the poorer group. The reasons that led me to do this were probably the same reasons that have led others to establish similar courses in many high schools throughout the United States.
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