course that is really analytical can be
given. Wherever a rigorous analytic course is given those who have
been well trained in descriptive physics do well in it in general. Let
us not beg the question by giving such physics in a college that does
not require high school preparation. The college curriculum is full
enough as it is without duplication of high school work, and any
college physics course that is a first course is essentially a high
school course.

Let us rather put the responsibility squarely where it lies. The high
school will respond if the urgency is made clear. Witness some of them
in our cities already attempting the junior college idea, an idea that
has not been unsuccessful in some of our private schools. If it is
made clear that a thoroughgoing course in descriptive physics is a
paramount necessity in college work and that no effort will be spared
on the part of the university to insure this quality, the men will be
found and the proper courses given.

=Preparatory work in mathematics essential for success in college physics=

We favor a comprehensive examination plan in all cases where the
quality of the high school work is either unknown or open to question.

Familiarity, likewise, with the most elementary uses of mathematics
should be insured. It would be highly desirable that a course of
collegiate grade in trigonometry should immediately precede the
physics. This is not because the details of trigonometry are all
needed in physics. In fact, a few who have never had trigonometry make
a conspicuous success in physics. These, however, are ones who have a
natural facility in analysis. To keep them out because of failure to
have had a prerequisite course in trigonometry often works an
unnecessary hardship. We would argue, therefore, for a formal
prerequisite on this subject, reserving for certain students
exemption, which should be determined in all cases, if not by the
instructor himself, at least by his cooperation with some advisory
administrative officer.

=Need of testing each student's preparation=

Nor is it sufficient with regard to the mathematical preparation or
the knowledge of high school physics in either case to go exclusively
by the official credit record of the student. It is our firm
conviction from several years' experience where widely different aims
in the student body are represented that above and beyond all formal
records attention to the individual case is of prime imp