It is now a truism that apparent defects in our methods of studying and teaching mathematics are causing anxiety to all those who are concerned with the subject. There is, in fact, a widespread feeling that some positive action is needed—together with some uncertainty about what the action should be and who should do it. The inevitable feeling of frustration that follows is hardly surprising in the light of the technical complexity of the subject and the diffusion of control among the several bodies which are responsible for it.