Various articles which have appeared in The Mathematics Teacher during the past year relative to the present-day status of mathematics in our secondary schools and in the first part of college work show that the mathematics curriculum is in a state of transition. These articles point out that in secondary mathematics the aim is to make the subject contribute as much as possible “to a better appreciation of civilization and a better understanding of life about us.” Another and more striking modification is the new principle stated in the Report on College Entrance. It says that the preparation in mathematics should be the kind that will be the best basis for work in all the main departments in college rather than that the preparation should show merely the mastery of certain standard parts of abstract mathematics. The Report of the National Committee on Mathematical Requirements is especially interesting in that it recommends as electives in senior high school mathematics simple courses in elementary calculus and in the history of mathematics. This is in harmony with the trend in the status of mathematics as I found it apparently to be from a year's graduate study which involved an investigation also along this line. I shall put some of the results of my investigation in the form of conclusions in the hope that they may be of interest to the reader and may aid those in doubt to decide in favor of these new departures in the mathematics curriculum.