Ending the Year with Gratitude -- for Teachers!

     During his time as Poet Laureate of the United States, Billy Collins created Poetry 180 -- a project designed to encourage students to engage with poetry but providing a poem (accessible for high school students) for each of the 180 days of the school year.  Each week in my email, I get a message with links to five of these poems; one of the recent ones (poem 72, given below) has reminded me about the importance of teachers in my life -- teachers of poetry AND teachers of mathematics -- in shaping my learning and my personhood.   Here is  "Gratitude to Old Teachers" by Robert Bly:

   Poem 072: Gratitude to Old Teachers    by Robert Bly

          When we stride or stroll across the frozen lake,
          We place our feet where they have never been.
          We walk upon the unwalked. But we are uneasy.
          Who is down there but our old teachers?

          Water that once could take no human weight—
          We were students then—holds up our feet,
          And goes on ahead of us for a mile.
          Beneath us the teachers, and around us the stillness.

Bly's poem is from his collection, Eating the Honey of Words, (HarperCollins, NY, 1999).  Its presentation in Poetry 180 may be found at this link. 

Here is a link to previous mentions of "Poetry 180" in this blog.

Learning from Poetry -- "The Courtesy of the Blind"

      Can difficulty with understanding mathematics be compared with physical blindness -- a difficulty that is biological rather than chosen?  This is a question that has come to my mind as a reaction to Wislawa Szymborska's poem (offered below) "The Courtesy of the Blind."  This Szymborska poem is part of a wonderful online collections of poetry, Poetry 180, a poem for each day of the 180-day public school year.  

Poem 119: The Courtesy of the Blind     by Wislawa Szymborska

Polish poet Wisława Szymborska (1923-2012)
was the 1996 recipient of the Nobel Prize in Literature
and the author of over 20 volumes of poetry.

     The poet reads his lines to the blind.
     He hadn’t guessed that it would be so hard.
     His voice trembles.
     His hands shake.

     He senses that every sentence
     is put to the test of darkness.
     He must muddle through alone,
     without colors or lights.

Attitudes of Numbers

     I like Bruce Snider 's "The Certainty of Numbers" (which you may already have found online at The Poetry Foundation website, featured in the April 14  posting) even though I disagree with the initial attitude toward mathematics expressed by its narrator.  Writing a poem can be a voyage of discovery with the narrator's view flexing as the poem progresses.  
     Snider's poem brings to mind a view of mathematics that repeatedly bothers me:  I wonder why some people -- who would not complain about the fixendess of spellings of "cat" or "dog" or "sum" -- dislike mathematics for the so-called rigidity of  arithmetic facts such as "2 + 4 = 6."  ? ? ?

The mathematician, she . . . .

     Tomorrow, March 8, is the International Day of the Woman -- and I celebrate the day with mixed feelings.  YES, there are many women I want to celebrate. BUT WHY are they not celebrated daily, equally with men? And a more specific concern, WHY, when the word "mathematician" is used, is the person assumed to be a man. (There is, on the other hand, a nice non-gendered neutrality in numbers -- as in this first stanza of "Numbers," by Mary Cornish, found below.)
      In this posting I celebrate Grace Brewster Murray Hopper (1906-1992) -- a mathematician with a doctorate from Yale, a navy admiral, a computer scientist who led in the development of COBOL, an early (c.1959) programming language.  A person I had the good fortune to meet when she visited Bloomsburg University in 1984 to receive an honorary Doctor of Science Degree.  Hopper was imaginative and articulate; here is some poetry found in her words.

                               If it's a 
                               good idea,
                               do it.  

Classroom Difficulties with Mathematics

     Something to think about . . . do some of us still cling? . . . obediently and thoughtlessly . . . to beliefs such as

                I can't / poets can't     understand mathematics
                                or
                I can't / math people can't     understand poetry 

Current interactive teaching/learning processes are helping to revise those negative attitudes -- and my thoughts on the subject were brought to mind by a poem that showed up recently in my email.  It is Poem 15 in the Poetry 180 project, an activity initiated in 2002 by Poet Laureate Billy Collins in 2002 -- a project that provides a poem for students for each day of the traditional school year.  (Each Sunday subscribers get an email that provides a link to a poem for each day of the coming week.)

Fondness for numbers . . .

     Today I am looking back to a posting on 23 April 2011 that includes the first stanza of one of my favorite mathy poems; here is a copy-and-paste of a part of that day's entry.
      A poem that offers affection for mathematics is "Numbers," by Mary Cornish, found as Poem 8 at Poetry 180 (a one-a-day collection of poems for secondary students) as well as at The Poetry Foundation. Cornish's poem begins with this stanza:

     I like the generosity of numbers.
     The way, for example,
     they are willing to count
     anything or anyone:
     two pickles, one door to the room,
     eight dancers dressed as swans.   

Distance and Time

        Poetry 180 was a project initiated back in 2002 by the poet laureate Billy Collins -- a project with the goal of providing for students a thoughtful and accessible poem for each day of the school year.  A recent email alerted me to a slightly mathy poem within that collection -- Poem 081, "After Years" by Iowa poet Ted Kooser (also a former US poet laureate);  I offer Kooser's poem below.

From Solo: A Journal of Poetry, 1996.

Today, February 2, is Groundhog Day.  Celebrate the day with some poems.