My special object is to consider how extensive the tables should be for school use, and how far pupils who have used fairly complete sets of tables at school are likely to be handicapped in examinations for which scantier tables are provided, or tables less conveniently arranged, and to what extent steps could be taken to minimise this handicap. It is to be hoped that most of the important examining bodies will before long adopt one or other of the completer sets, as it seems a pity to give the candidates needless difficulty over mere computation. I confine my remarks to 4-figure tables. And, first, as to the tables which are the most essential.