Abstract
During the last few years the methods of teaching Mathematics in schools have been subjected to much adverse criticism: this has induced teachers to apply themselves to the task of setting their house in order. It is now generally deemed advisable to give greater prominence to practical applications, to make more use of accurate drawing as a method of solution of problems and for purposes of verification, to curtail numerical calculations by dispensing with figures of doubtful or unnecessary accuracy, and to lay more stress on the employment of graphical methods.
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