It was probably much better that you did it on your own when you felt like it. My art students tell me that rote learning is what put them off math. I'd rather we found ways to keep those people interested.https://twitter.com/davidmanheim/status/1028945037550407680 …
Mathematics education in the schools is a relatively recent phenomenon. Neither Euler nor Lagrange experienced any of it.
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Neither did many of history's greatest mental calculators -- who, not infrequently, were illiterate.
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What produces mastery is not rote repetition or practice, but passionate curiosity. An obsessed student practices extensively, without even noticing that he is doing so. Practice is a by-product of curiosity. The more passionate the curiosity, the more extensive the practice.
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People like to claim that there weren't grammar schools back then, but there's clear evidence that there were, and that anyone who got an education attended them. For instance, see: http://www.educationengland.org.uk/documents/leach/leach1915.html …
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Similar if you look at Shakespeare’s education huge amount of memory work in classics and languages
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