# Protecting Students from Learning

I attended Mumford High School in Detroit, from the fall of 1964 through June of 1967, the end of a period known to some as the golden age of education, and to others as an utter failure.
Raymond
I attended Mumford High School in Detroit, from the fall of 1964 through June of 1967, the end of a period known to some as the golden age of education, and to others as an utter failure. For the record I am in the former camp, a product of an era which in my opinion well-prepared me to major in mathematics. I am soon retiring from a career in environmental protection and will be entering the teaching profession where I will teach math in a manner that has served many others well over many years and which I hope will be tolerated by the people who hire me.
I was in 10th grade, taking Algebra 2. In the study hall period that followed my algebra class I worked the 20 or so homework problems at a double desk which I shared with Raymond, a black student. He would watch me do the day’s homework problems which I worked with the ease and alacrity of an expert pinball player.
While I worked, he would ask questions about what I was doing, and I would explain as best I could, after which he would always say “Pretty good, pretty good”–which served both as an expression of appreciation and a signal that he didn’t really know much about algebra but wanted to find out more. He said he had taken a class in it. In one assignment the page of my book was open to a diagram entitled “Four ways to express a function”. The first was a box with a statement: “To find average blood pressure, add 10 to your age and divide by 2.” The second was an equation P = (A+10)/2. The third was a table of values, and the last was a graph. Raymond asked me why you needed different ways to say what was in the box. I wasn’t entirely sure myself, but explained that the different ways enabled you to see the how things like blood pressure changed with respect to age. Sometimes a graph was better than a table to see this; sometimes it wasn’t. Not a very good explanation, I realized, and over the years I would come back to that question–and Raymond’s curiosity about it–as I would analyze equations, graphs, and tables of values.