Last weekend, I was out to dinner with three friends. Since
it was a cool, spring evening, we went for a stroll after dinner through one of
Chicago’s trendier neighborhoods. By “trendy”, I mean that we came across a
boutique that specialized in sex toys and sundry forms of adult naughtiness.
So, of course, we went in for a laugh. Soon, a friend of
mine spotted a rather alarming device that instantly reminded me of an amorous
Shetland pony I had as a child. “That thing’s three inches in diameter!” he
exclaimed. “How many inches is that in circumference?”
“Multiply the diameter by pi,” I replied, drolly. “About nine
and a half.”
They were impressed.
(I then had to explain to him what ‘pi’ was. I’m glad we weren’t
dating. The magic would have been over at that point).
I got to thinking about the times in geometry and algebra
classes when a student would complain, “When are we ever going to use this
I now want to be a geometry substitute teacher. The next
time a 15 year-old kid whines, “When are we ever going to use this?” I’d be
able to say, “Trust me. Someday, you’ll be in a sex shop with your friends,
encounter a huge, nasty sex toy and your friends will query about its
circumference. You’ll be able to impress them by being able to easily factor it
on the spot.”
Needless to say, I was a good geometry student.