by Ben Orlin
There is something reassuring about teaching math. On the eve of a pivotal election, as my colleagues in U.S. history grapple with their subject’s urgent and terrible relevance, I can console myself that math is rarely urgent, and (as we tend to teach it) almost never relevant.
Or so it would seem. But math has a guilty secret: its longstanding role in American statecraft.
I’m not referring to math’s technocratic applications, or the pious calls for better STEM education. Rather, math has long inspired our country’s leaders for precisely the same reason that it befuddles our students: its willingness to wrangle with abstraction.
Math is the science of unifying laws. As such, it has served as a model for our messy republic’s perpetual efforts to live up to the “United” in its name.
I scarcely exaggerate when I say that we are the people of the equals sign.
Thomas Jefferson was an avid mathematician. He described calculus as “a delicious luxury,” and trigonometry as “most valuable to every man,” adding, “there is scarcely a day in which he will not resort to it.”
(Sidebar: I spent years teaching trig, and never once heard this sentiment echoed.)
In 1776, when Jefferson penned his famous equation—that all men are created equal—he was not trying to set the U.S. apart. Quite the opposite: the Declaration’s goal, he later wrote, was “to place before mankind the common sense of the subject,” so as to persuade other nations of our cause. Read more »