2 | 136 | 96 | 15.5 | 10.7 |
3 | 142 | 131 | 16.3 | 14.4 |
4 | 152 | 149 | 17.2 | 15.4 |
5 | 142 | 144 | 17.1 | 14.9 |
6 | 155 | 146 | 17.5 | 15.0 |
7 | 142 | 140 | 16.1 | 14.4 |
8 | 158 | 142 | 17.9 | 14.1 |
===========================================================
Total | 1065 | 1008 | 15.5 | 13.3 |
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That everybody should be well grounded in the fundamental operations
of arithmetic is so obvious as to require no discussion. Beyond this
point, however, difficult problems arise. The probabilities are that
the social and vocational conditions of the coming generation will
require that everybody be more mathematical-minded than at present.

The content of mathematics courses is to be determined by human needs.
One of the fundamental needs of the age upon which we are now entering
is accurate quantitative thinking in the fields of one's vocation, in
the supervision of our many co-operative governmental labors, in our
economic thinking with reference to taxation, expenditures, insurance,
public utilities, civic improvements, pensions, corporations, and the
multitude of other civic and vocational matters.

Just as the thought involved in physics, astronomy, or engineering
needs to be put in mathematical terms in order that it may be used
effectively, so must it be with effective vocational, civic, and
economic thinking in general. Our chief need is not so much the
ability to do calculations as it is the ability to think in