The Good Old Days
[From AMS, courtesy of Alan Tucker]
I received my copy of the latest American Mathematical Monthly today. The Monthly is a publication of the Mathematical Association of America, which describes itself as “the largest professional society that focuses on mathematics accessible at the undergraduate level.” (They complement the American Mathematical Society, whose mission is to “further the interests of mathematical research and scholarship.”)
An article in the new Monthly caught my eye, Alan Tucker’s “The History of the Undergraduate Program in Mathematics in the United States.” This is not likely to interest you as much as me, so you may not be too disappointed to learn that for non-members it sits behind a pay wall, available at JSTOR for $12. Thus you’re likely to miss out on the following paragraph:
In the early 1950s faculty at many leading research departments still saw teaching as their primary mission. Even senior administrators often taught two courses per semester. When my father, A. W. Tucker, was chair of the Princeton mathematics department in the 1950s, not only did he have the same teaching load as other senior faculty, but every other semester he was also in charge of the freshman calculus course taken by almost all students. When I questioned him years later why he took on this huge extra obligation, he responded, “The most important thing that the Princeton Mathematics Department did was teach freshman calculus and so it was obvious that as chair, I should lead that effort.”
Just as well. I wouldn’t want you to get any crazy ideas.
(It may be useful to explain that at many large research universities, including mine, the math department chair has no teaching obligations.)