Those who have worked for the reform of mathematical education in this country, and the Mathematical Association in particular, have up to the present time concerned themselves mainly with reform in the school. A fairly complete survey of this field has been carried out. As a result the character of school mathematics has been transformed, the syllabuses, if not always the question papers, of most examining bodies have been regenerated, and even in the most academic haunts there has been a feeling of uneasiness. It would be unduly optimistic to suppose that the recommendations of the reformers have been universally adopted, or that there is not still a great deal to accomplish, but the progress achieved suggests that the time has come when the universities may be taken in hand.

Now that the value of models in the teaching of Geometry has received emphasis in the Report on the Teaching of Geometry in Schools, a great impetus may be expected in their development. This expectancy combined with the article by Mr. Langley (Math. Gazette, May 1924), has led the writer to think that some account of a device for three-dimensional representation may be of interest to readers. In its present form the model is so arranged that figures for very general straight-line problems can be built up in a very few munites. It has been in active use for about a year and has proved of valuable assistance both in trigonometrical and in pure geometry.

The Mathematical Association has done in the past, and continues to do, work of the’highest importance in connexion with the teaching of Mathematics in Secondary Schools. Its activities have reacted with advantage on courses of instruction, methods Of teaching, and inevitably also on examination syllabuses. The Report on the Teaching of Geometry, which is one of its most recent publications, is a valuable document, the influence of which may be far-reaching.