Glenn F.Webb: A Career in Mathematics

Abstract

Let me begin by thanking the editors for compiling this volume honoring the 65 birthday of Professor Glenn F. Webb. It is hard to believe that almost forty years have passed since I first met Glenn at Vanderbilt. It is my distinct good fortune to have had Glenn as teacher, mentor, colleague, collaborator, and friend. In a profession filled with some gargantuan egos, one should always bear in mind the words of St. Augustine: "It was pride that changed angels into devils; it is humility that makes men as angels". Glenn has always eschewed the limelight and distained being a center of attention. With Glenn, the message has always been the subject and never Glenn. He always tries to be a partner in the process of learning and discovery. This is readily apparent to those of us who have sat in Glenn's classes, attended his scientific lectures, or collaborated with him. I should say at the onset that this volume has been prepared and this essay written despite the misgivings of Glenn. Were the decision left to Glenn, neither the volume nor the essay would have appeared.Glenn has authored or co-authored over 140 papers, written one research monograph, and coedited four volumes. He has given plenary lectures, colloquia, and seminars across the globe, and he serves on the editorial boards of 11 archival journals. He has been the dissertation advisor of sixteen students. The existence of this compiled volume is in itself a testimony to his dedication and pursuit of scientific excellence. As we honor Glenn, we honor what is excellent in our profession.Glenn was born in Cleveland Ohio, but grew up in Miami, Florida. He attended Georgia Institute of Technology with the original intention of studying chemical engineering. However, he quickly turned to mathematics. He pursued graduate studies at Emory University working under the supervision of John Neuberger. Many of Glenn's graduate courses followed the Socratic methods of the legendary R.L. Moore and H.S. Wall of the University of Texas. Under the Socratic Method, frequently referred to as the Texas Method, students learn fundamental mathematical results through the process of discovery and not from the literature or presentation by the instructor. Although Glenn soon moved beyond the Texas Method, his relentless pursuit of discovery, his independence of thought, and his ability to break complex problems into small manageable parts