first, vague generalizations, entirely undocumented, concerning views held by 'modernists', and second, the inferences drawn from what has not been said by the 'modernists'." By 1966 Kline proposed an eight-page high school plan. The rebuttal for this article was by James H. Zant; it asserted that Kline had "a general lack of knowledge of what was going on in schools with reference to textbooks, teaching, and curriculum." Zant criticized Kline’s writing for "vagueness, distortion of facts, undocumented statements and overgeneralization." In 1966 and 1970 Kline issued two further criticisms. In 1973 St. Martin’s Press contributed to the dialogue by publishing Kline’s critique, Why Johnny Can’t Add: the Failure of the New Math. Its opening chapter is a parody of instruction as students’ intuitions are challenged by the new jargon. The book recapitulates the debates from Mathematics Teacher, with Kline conceding some progress: He cites Howard Fehr of Columbia University who sought to unify the subject through its general concepts: sets, operations, mappings, relations, and structures in the Secondary School Mathematics Curriculum Improvement Study. In 1977 Kline turned to undergraduate university education; he took on the academic mathematics establishment with his Why the Professor Can't Teach: The Dilemma of University Education. Kline argues that the onus on professors in the United States to conduct research misdirects the scholarly method that characterizes good teaching. He lauds scholarship as expressed by expository writing or reviews of original work of others. For scholarship he expects critical attitudes to topics, materials and methods. Among the rebuttals are those by D.T. Finkbeiner, Harry Pollard, and Peter Hilton. Pollard conceded, "The society in which learning is admired and pursued for its own sake has disappeared." The Hilton review was more direct: Kline has "placed in the hand of enemies…[a] weapon". Having started in 1956 as an agitator for change in mathematics education, he became a critic of some trends. Skilled expositor that he was, editors frequently felt his expressions were best tempered with rebuttal. In considering what motivated Morris Kline to protest, consider Professor Meder’s opinion:I am wondering whether in point of fact, Professor Kline really likes mathematics [...] I think that he is at heart a physicist, or perhaps a ‘natural philosopher’, not a mathematician, and that the reason he does not like the proposals for orienting the secondary school college preparatory mathematics curriculum to the diverse needs of the twentieth century by making use of