Abstract
It is an established faot that civilization has always progressed concomitantly with the development of mathematics. By inference, then, it might be deduced that, since this our present century is one of widespread enlightenment, technological culture, and unparalleled scientific achievement, "the queen of the sciences" should be quite secure on a prominent throne in all our schools. But is she? A cursory glance at the status of mathematics in the secondary schools of this country within the past three decades gives this answer; "It defies explanation and is contrary to all logic that as the world becomes more mathematical fewer students in high schools take courses in mathematics."