One of the most enlightening aspects of my math classes is the time set aside to discuss a "quote of the day." Each day I ask a student to read a quote I download from the Furman University Mathematical Quotations server (http://math.furman.edu/~mwoodard/mquot.html) on the Internet. I usually begin each several minute discussion by inviting students to paraphrase the quote because many are in unfamiliar, eighteenth- or nineteenth-century language; then I ask them to say whether agree or not and why. I am careful not to give my view too early. I also go to some pain to emphasize that there is no right answer or interpretation. The comments and questions from my students range from the humorous, perceptive, and interesting to the completely irrelevant, not to mention, irreverent. I am often amazed by students' unique understandings of the quote. My students enjoy the quotes and are usually eager to read them; in fact, they often compete to be the reader.
Most quotes come from mathematicians or scientists, but some are from philosophers and other great thinkers. For example,
"The search for truth is more precious than its possession." Albert Einstein, The American Mathematical Monthly, v. 100 no. 3.
Quotes like this one generate a lot of debate because nearly everyone has an opinion. These conversations provide a good way for students to rev up their engines. These discussions are also valuable because they often lift a student's thoughts above his or her everyday concerns about assignments and tests; this is high-level discourse that is NOT graded.
Occasionally, there are quotes from novels or poems that refer in some way to math. One of my favorites is,
"...he seemed to approach the grave as an hyperbolic curve approaches a line, less directly as he got nearer, till it was doubtful if he would ever reach it at all." Thomas Hardy, Far from the Madding Crowd.
I like this quote because the math analogy perfectly captures the scene being described. It says something to me, and I hope my students, about the power of mathematics to say more about the world than just finding numerical solutions to problems. As a writer and a math teacher, I appreciate the melding of the two disciplines. It also makes the perfect opportunity to talk about hyperbolas and asymptotes to younger students who have not yet studied these topics.
The quotes often introduce students to people and topics they might not otherwise ever hear of, sometimes leading to further talk or study of the topic or the person. I may be deluding myself, but I think that the quality of the responses often gives me additional insight into the intellectual abilities of some students. I value any activity that allows my students the chance to say what they think. Finally, I really like the idea of students reading aloud to each other and having to be quiet and listen.
Many people think of math and language and completely unrelated. I see them as inextricably connected, and I want my students to see that connection as well. The quote of the day is one way of establishing that link.
This issue of Independent Teacher is not only our largest ever, it is also one of the most diverse we have yet published. Michael Wirtz talks about how his department managed to change the chemistry curriculum with a minimum of discomfort and maximum benefit, Warren Hawley discusses his role mentoring new department chairs, and Editorial Board member Bart Thornton tells us about the great value of including the study of Hamlet all through the curriculum. And, for the first time, we are publishing a humorous essay, a satirical look at independent education by Peter Gow. In addition to all this, there are articles on the cultural gap between students and teachers, handling class issues in Lower School, how the study of Mozart's music can enhance curriculum beyond music classes, and the use of historical fiction.
We hope that you enjoy the essays in this issue and that the ideas expressed in them will be beneficial to your teaching. Most of all we hope that these essays will stimulate some new ideas in you.
Have a wonderful school year.
S. I.