Partial answer

A partial resolution to this dilemma might lie in the adoption of automatic teaching devices, which for the most part adopt programmed learning techniques. Such methods are particularly suitable in the area of mathematical concept-learning, but are not restricted to that field of remedial learning.

It is suggested that a number of students "flunk" because they find that their course of study is not that most suited to their abilities or changing interests. Where this is the case it is often the result of new interests which have been developed as a result of the student's first year at the university. It must be admitted that there are some difficulties in to change his course of study in mid-stream—often such difficulties are related to bursary requirements, the regulations governing "cross-crediting of subjects" and so forth.

All these points argue for a rational appraisal by the student of the academic choices that lie before him, preferably (but unfortunately) in his first year of study. The criterion by which subjects should be selected by the student I would argue, is that of interest: Interest does not always coincide with the student's "best subject at school."