math"a colleague said he "regarded teaching mathematicslike doing mathematicsas both important and also genuinely fun." At fourteen, during his brief attendance at Berkeley High School, he found himself not only bored with first-semester geometry, but also helping other students with their homeworkincluding those taking the second half of the course, which he soon began auditing.<ref name="amsx">. </ref> At Harvard he "regularly taught at every level", including administratively burdensome multisection courses. One class presented Gleason with a framed print of Picasso's Mother and Child in recognition of his care for them. In 1964 he created "the first of the 'bridge' courses now ubiquitous for math majors, only twenty years before its time." Such a course is designed to teach new students, accustomed to rote learning of mathematics in secondary school, how to reason abstractly and construct mathematical proofs. That effort led to publication of his Fundamentals of Abstract Analysis, of which one reviewer wrote: But Gleason's "talent for exposition" did not always imply that the reader would be enlightened without effort of his own. Even in a wartime memo on the urgently important decryption of the German Enigma cipher, Gleason and his colleagues wrote: His notes and exercises on probability and statistics, drawn up for his lectures to code-breaking colleagues during the war (see below) remained in use in National Security Agency training for several decades; they were published openly in 1985. In a 1964 Science article, Gleason wrote of an apparent paradox arising in attempts to explain mathematics to nonmathematicians: Gleason was the first chairman of the advisory committee of the School Mathematics Study Group, which helped define the New Math of the 1960sambitious changes in American elementary and high school mathematics teaching emphasizing understanding of concepts over rote algorithms. Gleason was "always interested in how people learn"; as part of the New Math effort he spent most mornings over several months with second-graders. Some years later he gave a talk in which he described his goal as having been: In 1986 he helped found the Calculus Consortium, which has published a successful and influential series of "calculus reform" textbooks for college and high school, on precalculus, calculus, and other areas. His "credo for this program as for all of his teaching was that the ideas should be based in equal parts of geometry for visualization of the concepts, computation for grounding in the real world, and algebraic manipulation for