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254 The Century of the Child
is only true after a higher stage is reached in
these courses. But there is no one who seri-
ously maintains that, so far as nature or man
is concerned, he has used directly or indirectly,
in a single observation, conclusion, or exercise
of judgment, the theses, hypotheses, state-
ments, problems, the rules and exceptions, of
mathematics and grammar, with which his
childish brain was burdened. I have heard
from mathematicians and philologians the
same heresy that I am proclaiming, that
mathematics and grammar, when they are not
pursued as sciences, must be reduced to a
minimum. Provided a person has mathema-
tical talent, the study of mathematics is
naturally agreeable, through the development
of a capacity in a certain direction. If one
has the gift for languages, the same is true of
linguistic study. But without such special
talent, these subjects have no educational
value, because the powers of observation,
drawing conclusions, exercising judgment,
are just as undeveloped as they were before
the mathematical problem was solved or the
grammatical rules learned.
Life—the life of nature and of man—this
alone is the preparation for life. What the
world of nature and the world of man offers
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