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In reality, so much that goes into the traditional mathematics curriculum, especially at the elementary level, is deplorable--it is not good mathematics, it is pointless and it is dull. To try to avoid it, indeed, a thoroughly healthy reaction. At best this material is suitable for a machine and it is a supreme irony that, dedicated as we are as a nation to the concept of the rights of human beings and the glory of their individualities, we devote a major part of our educational effort to turning our children into efficient machines (for obtaining correct answers to mechanical problems), and to destroying their individuality by homogenizing and standardizing their responses.

Peter Hilton
American mathematician