As contributory testimony here, witness the number of colleges that do not take cognizance at all of high school preparation and admit to the same college classes those who have never had preparatory physics with those who have had it. We are told the difference between the two groups is insignificant. Perhaps it is. If so, this fact reflects as much on the college as on the high school. If we are looking for a solution of our problem in this direction, let us be undeceived; we are looking backwards, not forward.
=Need of adequate high school preparation in physics=
No one will affirm that to a class of whose numbers some have never had high school physics a course that is really analytical can be given. Wherever a rigorous analytic course is given those who have been well trained in descriptive physics do well in it in general. Let us not beg the question by giving such physics in a college that does not require high school preparation. The college curriculum is full enough as it is without duplication of high school work, and any college physics course that is a first course is essentially a high school course.
Let us rather put the responsibility squarely where it lies. The high school will respond if the urgency is made clear. Witness some of them in our cities already attempting the junior college idea, an idea that has not been unsuccessful in some of our private schools. If it is made clear that a thoroughgoing course in descriptive physics is a paramount necessity in college work and that no effort will be spared on the part of the university to insure this quality, the men will be found and the proper courses given.
=Preparatory work in mathematics essential for success in college physics=
We favor a comprehensive examination plan in all cases where the quality of the high school work is either unknown or open to question.
Familiarity, likewise, with the most elementary uses of mathematics should be insured. It would be highly desirable that a course of collegiate grade in trigonometry should immediately precede the physics. This is not because the details of trigonometry are all needed in physics. In fact, a few who have never had trigonometry make a conspicuous success in physics. These, however, are ones who have a natural facility in analysis. To keep them out because of failure to have had a prerequisite course in trigonometry often works an unnecessary hardship. We would argue, therefore, for a formal prerequisite on this subject, reserving for certain students exemption, which should be determined in all cases, if not by the instructor himself, at least by his coöperation with some advisory administrative officer.