1. Present it in its most interesting form
   A.) Demonstrate its general use in life.
   B.) Demonstrate its specific use to the student in life.

2. Present it in its simplest form (but not necessarily its most elementary)
   A.) Gauge its terms to the understanding of the student.
   B.) Use terms of greater complexity only as understanding progresses.

3. Teach it with minimal attitude (prestige)
   A.) Do not assume importance merely because of knowledge of the subject.
   B.) Do not diminish the stature of the student or his own prestige because he does not know the subject.
   C.) Stress that importance resides only in individual skill in using the subject and, as to the instructor, assume prestige only by the ability         to use it and by no artificial caste system.

4. Stress the values of data
   A.) Inculcate the individual necessity to evaluate axioms and theories in relative importance to each other and to question the validity of every axiom or theory.
   B.) Stress the necessity of individual evaluation of every datum in its relationship to other data.

5. Form patterns of computation in the individual with regard only to their usefulness.

6. Teach where data can be found or how it can be derived, not the recording of data.

7. Be prepared, as an instructor, to learn from the students.