Two and Two Together

​A math teacher asked his students:

“How do you know that 2 + 2 = 4?”

It was a calculus that the teacher taught so the students were quite advanced and certainly had a wide and vast knowledge of mathematics,

...especially about arithmetic which they learned when they were children way back when.

But perhaps that was more of a hindrance for them since they could not give the teacher an answer now.

“Take the weekend and think it over,” said the teacher.

“Be prepared to give me an answer Monday.”

At first the question seemed intriguing to most students, but eventually their attention was drawn to more important things rather than being concerned with children’s business.

So the hard work fell to a select few.

This group to the time to sit in the gardens around the grounds of the school and contemplate.

“You know that’s a good question...why ‘is’ it that 2 + 2 = 4?”

“...I just memorized it and moved on.”

“It is a representation of quantities which are combined to make a larger quantity.”

“...well of course; that’s what it is, but why?”

“Good question.”

“Is it though?”

And with that comment everyone was stirred from their relaxed haze.

“What kind of question is that? ‘Why?’

“Why not?

“Why anything?”

“How is anyone to know why something happened; anything could have happened.”

With that, the group formulated the answer and gave it to the teacher on Monday.

“Well, you have given me a satisfactory answer…

...but you still did not answer the question.”