We’ve clearly fallen into exactly the fault that Whewell wanted to avoid, and have dumped the geometrical approach almost entirely while dedicating years to teaching analytic methods. The fundamental pedagogical mistake is in this approach is that it teaches abstractions before teaching what they are abstracted from.
That was sophomore year. Freshman year was given over to Algebra. In my section -- Freshman 7 -- we covered both Algebra I and Algebra II, the latter being normally reserved to Junior year. If I read Whewell, Siris, and Chastek aright, we should do Geometry first and postpone Algebra until later.