Abstract
In most of our high schools our courses of study are too crowded with formal work to permit our following, in the class room, interesting by-ways which touch our paths. Such is the case in mathematics. It is largely because of the failure of teachers to provide opportunity for exploring these mysterious by-ways that many high school pupils regard mathematics as a necessary evil, as something almost entirely apart from every day life, as an affliction to be escaped as soon as the minimum requirement has been met. But work that has been considered drudgery may become a pleasurable pastime with the proper incentive. Some one has fittingly said that the greatest problem to be solved by the mathematics teacher today is the problem of making mathematics interesting to the pupil. The mathematics club offers a means of helping to solve this problem.
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