Walking the Line

Historical Photo of the University of Calgary in the Mid 60’s

After a few sessions in the Calculus Course I realized that I had underestimated the scope and depth of this extremely demanding subject area. I was of the mistaken belief that I could easily sail through its content with a minimum of effort, as the course appeared to be merely a review of what I had already learned at the German high school. Also the lecture hall for the Math 211 students was overcrowded with more than two hundred students in attendance. The course was compulsory for all first-year students in the Departments of Engineering and Education. Then there were the obligatory tutorial classes, which were much smaller and more conducive to the nature of a question-and-answer period. The tutor, a young graduate student by the name of Jenkins, was very keen on telling us off-color jokes and even more questionable mathematical riddles very much to the embarrassment of the female students in the class. When asked to explain how to go about solving a particular math problem, he appeared often evasive and rarely was of any real help to anyone. So we got into the habit of helping each other.

This is how I got to know Brian Fisher, with whom I immediately struck up a friendship that was going to last a lifetime. I helped him to get through the course with a passing grade, while he freed me from my social isolation  His mother was a very caring person. Seeing that I had been on a hunger diet she insisted that I should join the family for Thanksgiving. For the first time in my life I looked at an oven-roasted turkey, smelled the aroma of the carved up slices on my plate that together with the mashed potatoes drenched in mouth watering gravy, the cranberry sauce, and the mix of carrots and peas presented a most wonderful culinary delight. This was truly a treat for someone like me, who out of budgetary constraints was content with a diet alternating between chicken noodle soup on one day and chunky dinner out of a can on the next.

In the meantime the calculus course had become increasingly more difficult. We were now struggling with the concepts of mathematical limits and the first derivative. At the end of the tutorial class a female student intending to become a music teacher approached me rather timidly and asked if I could give her some help with a problem that Mr. Jenkins had been unwilling or unable to explain. Why the curriculum required that primary, music, art and all other teachers not embarking on a career in secondary math had to take this course, I could never figure out. I was able to give her some valuable clues without providing the answer. On the next tutorial class she cheerfully told me that thanks to my help she was able to solve the problem and asked me a little less timidly this time if I could spare a few minutes again after the tutorial to assist her with a question she had some trouble with. As I showed her the steps that would lead her with some work of her own to the answer, I noticed how excited she had become during my lesson. And when I saw her joyfully singing and prancing down the hallway, I realized that she had more on her mind than just receiving extra help from me. So I told her there and then that my fiancée was coming to Canada next spring and that we intended to get married soon after her arrival. Disappointment was written all over her face. But she managed to say, “I am so happy for you two.” I had to repeat the story a few more times during the course of the year, when I felt I was being approached by some other girl with similar intentions. I had no trouble doing so and did it each time I felt in my heart that someone has been trying to cross the line. Before I immigrated to Canada I had often listened to the popular Johnny Cash song ‘I walk the line’ on the American Forces Network in Munich. It has been one of my favourite tunes and lyrics to this very day.