To be fair we must face just such attacks, and we must recognize that they set forth the feelings of many honest people. One is tempted to inquire if Mr. Locke could have written in such an incisive style if he had not, as was the case, graduated with honors in mathematics at one of the great universities. But he might reply that if his mind had not been warped by mathematics, he would have written more temperately, so the honors in the argument would be even. Much more to the point is the fact that Mr. Locke taught mathematics in the schools of England, and that these schools do not seem to the rest of the world to furnish a good type of the teaching of elementary mathematics. No country goes to England for its model in this particular branch of education, although the work is rapidly changing there, and Mr. Locke pictures a local condition in teaching rather than a general condition in mathematics. Few visitors to the schools of England would care to teach mathematics as they see it taught there, in spite of their recognition of the thoroughness of the work and the earnestness of many of the teachers. It is also of interest to note that the greatest protests against formal mathematics have come from England, as witness the utterances of such men as Sir William Hamilton and Professors Perry, Minchin, Henrici, and Alfred Lodge. It may therefore be questioned whether these scholars are not unconsciously protesting against the English methods and curriculum rather than against the subject itself. When Professor Minchin says that he had been through the six books of Euclid without really understanding an angle, it is Euclid's text and his own teacher that are at fault, and not geometry.