other than the experimentation by the instructor?
Should students in the social sciences study the subject
deductively from abook or should the book be postponed
and the instructor present a series of problems from the
social life of the student so that the analysis of these may
lead the student to formulate many of the generalizations
that are given early in a textbook course?
Should college mathematics be presented as a series of
subjects, e.g., algebra advanced), solid geometry,
trigonometry, analytical geometry, calculus, etc.? Would it
be better to present the subject as a single and unified
whole in two or three semesters?
Should a student study his mathematics as it is developed in
his book,—viz.,as an intellectual product of a matured
mind familiar with the subject,—or should the subject
grow gradually in a more or less unorganized form from
a series of mechanical, engineering, building, nautical,
surveying, and structural problems that can be found in the
life and environment of the student?

V. Moot Questions in the Teaching of this Subject.

VI. How judge whether the subject has been of worth to the
student?
How test whether the aims of this subject have been realized?
How test how much the student has carried away? What means,
methods, and indices exist aside from the traditional
examination?


VII. Bibliography on the Pedagogy of this Subject as Far as It
Applies to College Teaching. The aim of the bibliography
should be to give worth-while contributions that present
elaborations of what is here presented or points of view
and modes of procedure that differ from those here set forth.

Paul Klapper
The College of the City of New York

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