I first read this passage in my first week of college, before I knew I wanted to study applied math, and before I knew I was interested in teaching. I have revisited it many times since, gaining something slightly new from it with each visit. Is math my offering? What about teaching? What would it mean to make that valid? Though it applies to a lifelong journey, this passage seems to apply particularly well to a student's journey through college. Young, bug-eyed freshmen flow in with either no idea what they want to pursue; strong, made-up minds of exactly what they want to do; or something in the middle: a semblance of their skillset but no idea of the directions in which to take them. With each course and each academic year, students uncover new skills and interests, narrow their focus, and get closer to obtaining some degree. I see it as my duty as a teacher and educator to challenge students to wrestle with Merton's questions. 

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Note: Click on "-Thomas Merton-" above to read the full passage.