-LO

B. A student showing in his entrance examinations a serious
lack of ability to handle the arithmetic of everyday life
shall be required either (1) to prove by an examination

- near the end of his first semester in residence that he
has this minimum ability or (2) be required at his next
enrollment to take a non-credit course designed to give
him this ability. A student might enroll in this course
during his first semester in residence without waiting to
take the second examination. ,

C. Without regard to his high. school record a student showing
in his entrance examinations such a deficiency in knowledge
of elementary algebra or of plane geometry as to make it
highly improbable that he could carry satisfactorily col-
lege courses in mathematics will be required to take a nm-
credit course in elementary algebra or plane geometry or
both before enrolling in any University course in mathe-
matics. Here again a student might, if he so desired, take
a second examination, more comprehensive and given under
more favorable circumstances than the entrance examination,
before being required to enroll in a non-credit course.

D. A student whose high school transcript shows the normal
prerequisites for the standard college algebra course
(Mathematics 2a), but whose entrance examination in alge-
bra indicates lack of training or ability to carry that
course successfully shall be required to take Mathematics 2
or 2b for reduced credit. This practice is permitted but
not required at the present time.

The information already available in the Department will, we
believe, make it possible for us to set the minimm standards for ad-
mission to the algebra courses at such a point that most of those who
otherwise would fail can be transferred to more elementary work which
will give them the necessary preparation. Until the Department has
had experience with this program the number of students to whom it
will apply should be kept at a minimm.

A by-product of this proposal would be a stronger course in
College Algebra than we are able to give at the present time. The

students who ultimately fail in the course retard seriously the
progress of the more capable and more interested students.

The above recommendations of the Department of Mathematics aim at
two results: | 2
1, To make sure that our graduates are not mathematically illiter-
ate and unable to handle the arithmetic of everyday life. We should not

graduate a person who cannot compute the simple interest at five per cent