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 are matters depending on experience. But I plead that this period is the true age for the romance of science.

Towards the age of fifteen the age of precision in language and of romance in science draws to its close, to be succeeded by a period of generalization in language and of precision in science. This should be a short period, but one of vital importance. I am thinking of about one year’s work, and I suggest that it would be well decisively to alter the balance of the preceding curriculum. There should be a concentration on science and a decided diminution of the linguistic work. A year’s work on science, coming on the top of the previous romantic study, should make everyone understand the main principles which govern the development of mechanics, physics, chemistry, algebra and geometry. Understand that they are not beginning these subjects, but they are putting together a previous discursive study by an exact formulation of their main ideas. For example, take algebra and geometry, which I single out as being subjects with which I have some