Those who have worked for the reform of mathematical education in this country, and the Mathematical Association in particular, have up to the present time concerned themselves mainly with reform in the school. A fairly complete survey of this field has been carried out. As a result the character of school mathematics has been transformed, the syllabuses, if not always the question papers, of most examining bodies have been regenerated, and even in the most academic haunts there has been a feeling of uneasiness. It would be unduly optimistic to suppose that the recommendations of the reformers have been universally adopted, or that there is not still a great deal to accomplish, but the progress achieved suggests that the time has come when the universities may be taken in hand.