The past two decades have seen many changes in the mathematics of secondary schools both in aim, method, and content. This movement to vitalize mathematics and make it more appreciative was begun in 1901 by Professor Perry who was at that time in charge of certain apprenticeship schools in London and who felt that the traditional mathematics of those schools meant little to the pupils in their later work. The reform movement in this country was started by Professor E. II. Moore of the University of Chicago. In 1903 associations of mathematics teachers were formed in various parts of the United States and mathematics magazines were established in order to spread the movement among classroom teachers. After twenty years of persistent effort on the part of reformers, we can see a marked change in aim, method, and content of mathematical curricula through new types of text books, efforts of progressive teachers, and through investigations and reports of national and international committees culminating in the Reorganization of Mathematics in Secondary Education by the National Committee of Mathematics Requirements under the auspices of the Mathematics Association of America. This noteworthy publication furnishes a national basis from which future improvement is assured.