That some advantages have been derived from the freedom now enjoyed in the teaching of Geometry will be denied by no one; but there are disadvantages equally obvious. The, confusion both of order and method, the neglect of the theoretical and deductive work as compared with the practical and experimental, and the failure to grasp the value of Euclid’s work as an educational discipline may be mentioned. Perhaps it is not too late to express the hope that one of our great mathematicians—or a representative group chosen from among them—may yet produce a Textbook of Geometry which will be to English-speaking people what Legendre’s Eléments has been, during more than 100 years, to so large a part of the Continent of Europe.