JF Ptak Science Books Post 1770
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There is a terrific find on Alex Bellos' website exhibiting Alan Turing's “report cards” for his time at the great Sherborne School from 1926-1930 (and which were transcribed by archivist Rachel Hassall), from the time when Turing was 14 to 19 years old. Turing (1912-1954) I think needs no introduction for his importance to mathematics and computing (and code breaking during WWII), and it is very interesting—thrilling even—to see how his instructors were coming to grips with the developing genius. Even at such a school as Sherborne (a very old school with 39 headmasters overseeing the place since 1437) where the teachers were I am sure familiar with gifted pupils, The comments on the reports of Turing's progressed showed that many weren't quite sure about what Turing was all about. Obviously Turing as a boy was very gifted, but many instructors reported as many hindrances to his intellectual development as there were advances—more, even.
Perhaps people at the school didn't know exactly how to deal with him; perhaps they did, but still at the end of the day Turing had to meet the common standards of the school. Or perhaps not—I really can't tell from the transcripts presented by Bellos and I don't know the intricate history of the school. But certainly as time progressed Turing's abilities were more readily recognized, but early on it seems that his talents didn't overwhelm his many supposed shortcomings, the faults of the parts larger than the whole of what he could accomplish. In instructors' comments across all of his disciplines, Turing was “capricious”, “untidy”, “lacking in life”, “need(ed) concentration”, “depressing unless it amuses him”, “careless”, “absent minded”, “un-methodological”, “slovenly”, (made) “mistakes as a result of hastywork”, and so on. He “could do much better” though one instructor felt that “he may fail through carelessness”. All of which may well have been true—from the outside. These statements may have simply been the result of teachers not being able to reach a boy genius, and perhaps the boy couldn't be reached, at least early on in his academic career.
The statements in general—especially in the maths—I think are fascinating things. It may be easy to judge some of the remarks as intemperate, the teachers unable to clearly see the genius-in-the-making who (70 years later) we can so clearly see today. I think the remarks need more careful consideration than that, and that is where they become interesting.
Here are some selection from reports on Alan Turing, 1926-1930, below; a more full list exists at the Bellos site, here.
Subject: Mathematics
1926. Works well. He is still very untidy. He must try to improve in this respect
1927. Very good. He has considerable powers of reasoning and should do well if he can quicken up a little and improve his style.
____. A very good term’s work, but his style is dreadful and his paper always dirty.
____. Not very good. He spends a good deal of time apparently in investigations in advanced mathematics to the neglect of his elementary work. A sound ground work is essential in any subject. His work is dirty.
____. Despite absence he has done a really remarkable examination (1st paper). A mathematician I think.
____ I think he has been somewhat tidier, though there is still plenty of room for improvement. A keen & able mathematician.
1928. Easily the best mathematician in the set. His position is caused by untidiness and carelessness due largely to impatience to let on something great as soon as he has seen his way through a problem.
____. This term has been spent, & the next two terms will have to be spent, in filling in the many gaps in his knowledge & organising it. He thinks very rapidly & is apt to be “brilliant”, but unsound in some of his work. He is seldom defeated by a problem, but his methods are often crude, cumbersome & untidy. But thoroughness & polish will no doubt come in time.
1929. His work on Higher Certificate papers shows distinct promise, but he must realise that ability to put a neat & tidy solution on paper – intelligible & legible – is necessary for a first-rate mathematician.
1930. He has faced the uninspiring task of revision & consolidation of his previous knowledge with determination, and I think he has succeeded in improving his style of written work, which is more convincing & less sketchy than last year. If he does not get flustered & relapse into slip-shod work, he should do very well in the H.C. this year.
____ A really able mathematician. His trouble is his untidiness & poor style, but he has tried hard to improve in this. He sometimes fails over a simple problem by trying to do it by complicated methods, instead of by an elementary one.
1931. He has done some post-scholarship reading without encountering any serious difficulties. He should be able to take the Higher Certificate next July in his stride.
____. He has gone on with his reading as well as revising the elementary work for the Higher Certificate, & I expect him to get a Distinction with ease. He has my best wishes for an equally successful career at Cambridge.
Subject: Natural Science
1926. He is keen & has a natural bent for science, but his work is badly spoilt by extreme untidiness.
Subject: English.
1926. Without being lazy, he seems to do his work rather perfunctorily. I should like to see rather more life in him.
1928. His English work is becoming less feeble. He undoubtedly has brains, but is only slowly learning to apply them to subjects for which he has little interest.
1930. His reading is too deliberate. On paper he is usually sensible.
Subject: Chemistry.
1930. If the questions suit him, he is certain of getting a scholarship: but I do not feel that his knowledge is sufficiently all-round to make him independent of luck in the examination.
Subject: Physics.
1928 He has done some quite good work by himself in my room. Good work.
1930. He has done some excellent work, mostly strict training for his scholarship examination. I can only hope Cambridge will think as well of him as I do.
1931. He continues to take a genuine interest in physics.
House Report
1927 He is frankly not one who fits comfortably for himself into the ordinary life of the place – on the whole I think he is tidier.
____. No doubt he is a strange mixture: trying to build a roof before he has laid the foundations. Having secured one privileged exemption, he is mistaken in acting as if idleness and indifference will procure further release from uncongenial subjects.
____. Rather more tidy: & the one paper I looked over of his was certainly better than I expected in neatness. He certainly has ideas & imagination.
____. I have seen cleaner productions than this specimen, even from him. No doubt he is very aggravating: &he should know by now that I don’t care to find him boiling heaven knows what witches’ brew by the aid of two guttering candles on a naked wooden window sill. However he has borne his afflictions very cheerfully: & undoubtedly has taken more trouble, e.g. with physical training. I am far from hopeless.
1928. Satisfactory. I am very glad that he is sociable & makes friends: & he seems unselfish in temper. He is certainly ambitious.
1931. He has had an interesting career, with varied experience: & brought it to a very successful close. I am grateful to him for his essentially loyal help: & I hope he will reap further reward at King’s, both in work & friendships.
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