ABSTRACT
The Princeton system had two important consequences. First, it enabled one to organize preferred sections even before entrance. Second, courses could be initiated at a more advanced stage and proceed more speedily. Thus algebra and trigonometry were done each in two weeks, analytical geometry in five weeks, calculus started in the second freshman semester (in Kansas-Nebraska in the sophomore year). The Princeton aim was decidedly different from the Nebraska-Kansas aim. The latter had to provide for a considerable number of teachers in their states, to form moderate level technicians of all kinds, sending a very few of the best for better training to major eastern institutions. Princeton on the contrary was planned to form the top echelons, notably in the sciences. This meant aiming first for the doctorate. In mathematics it soon became customary to retain the best men for at least one year after the Ph.D. on some fellowship, or in some teaching position with very light duties.
