How has George School changed since you began working there?

Enos: We at GS have become uniquely challenged, I think, in our efforts to remain true to our schizophrenic mission of a non-elitist/highly selective Quaker international/American boarding/day school as the strains of shifting demographics and roller coaster economics have contrived to pull us in various directions. The friction between working to fulfill fairly traditional college aspirations while providing a progressive approach to learning differences has also altered the academic landscape of the school. Our conscientious efforts to incorporate more technology into our teaching have proven challenging both financially and philosophically.

How have you changed?

Enos: Although I still feel (and sometimes act) like the math department's high-energy new kid, I dispensed with somersaults in the classroom about 10 years and 20 pounds ago.

Why does anyone need calculus anyway?

Enos: I love this question. I say that none of the math that one is taught beyond basic arithmetic and pattern recognition is essential. I also point out, however, that most do not need Shakespeare, either, nor fluency in a second language, nor the ability to turn a clay pot, nor anything taught in school, ad infinitum. But that's OK. I don't teach math; I believe I use math to get kids to learn. When kids have asked the "do we have to?" question, I have typically answered: "Are any of you athletes? Most athletes do sit-ups as part of their training regimen. And yet never in the course of a game are they asked to do a sit-up. So why do we do sit-ups? Because they exercise an important muscle group that enables them to play the game well. Math is sit-ups for the brain."

What do you look for in a teacher?

Enos: I'm hoping to find people who know math and love kids or who love math and know kids. Or both. It is as simple (and as complicated) as that.

What is the most ecstatic part of your day, related to work?

Enos: I just love to hear that little voice from the back of the room say, "Um, Mr. Bill, I got that answer, too, but I did it a completely different way. Can I show you?

How can parents actually be helpful, to their kids and their advisors?

Enos: I would urge parents to recognize that, as teenagers, their kids are likely to perceive and describe the burdens of their academic lives in a somewhat skewed way. Listen, of course, but with a discerning ear; there is usually more method to our madness than has been made apparent. Confirm your concerns directly at the source. Encourage your kids to do the same. Rest assured, we're all seekers of the same truth.