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So the guy says, “What are you doing? You come to fix the radio, but you’re only walking back and forth!”
I say, “I’m thinking!” Then I said to myself, “All right, take the tubes out, and reverse the order completely in the set.” (Many radio sets in those days used the same tubes in different places—212’s, I think they were, or 212-A’s.) So I changed the tubes around, stepped to the front of the radio, turned the thing on, and it’s as quiet as a lamb: it waits until it heats up, and then plays perfectly—no noise.
When a person has been negative to you, and then you do something like that, they’re usually a hundred percent the other way, kind of to compensate. He got me other jobs, and kept telling everybody what a tremendous genius I was, saying, “He fixes radios by thinking!” The whole idea of thinking, to fix a radio—a little boy stops and thinks, and figures out how to do it—he never thought that was possible.
Radio circuits were much easier to understand in those days because everything was out in the open. After you took the set apart (it was a big problem to find the right screws), you could see this was a resistor, that’s a condenser, here’s a this, there’s a that; they were all labeled. And if wax had been dripping from the condenser, it was too hot and you could tell that the condenser was burned out. If there was charcoal on one of the resistors you knew where the trouble was. Or, if you couldn’t tell what was the matter by looking at it, you’d test it with your voltmeter and see whether voltage was coming through. The sets were simple, the circuits were not complicated. The voltage on the grids was always about one and a half or two volts and the voltages on the plates were one hundred or two hundred, DC. So it wasn’t hard for me to fix a radio by understanding what was going on inside, noticing that something wasn’t working right, and fixing it.
Sometimes it took quite a while. I remember one particular time when it took the whole afternoon to find a burned out resistor that was not apparent. That particular time it happened to be a friend of my mother, so I had time—there was nobody on my back saying, “What are you doing?” Instead, they were saying, “Would you like a little milk, or some cake?” I finally fixed it because I had, and still have, persistence. Once I get on a puzzle, I can’t get off. If my mother’s friend had said, “Never mind, it’s too much work,” I’d have blown my top, because I want to beat this damn thing, as long as I’ve gone this far. I can’t just leave it after I’ve found out so much about it. I have to keep going to find out ultimately what is the matter with it in the end.
That’s a puzzle drive. It’s what accounts for my wanting to decipher Mayan hieroglyphics, for trying to open safes. I remember in high school, during first period a guy would come to me with a puzzle in geometry, or something which had been assigned in his advanced math class. I wouldn’t stop until I figured the damn thing out—it would take me fifteen or twenty minutes. But during the day, other guys would come to me with the same problem, and I’d do it for them in a flash. So for one guy, to do it took me twenty minutes, while there were five guys who thought I was a super-genius.
So I got a fancy reputation. During high school every puzzle that was known to man must have come to me. Every damn, crazy conundrum that people had invented, I knew. So when I got to MIT there was a dance, and one of the seniors had his girlfriend there, and she knew a lot of puzzles, and he was telling her that I was pretty good at them. So during the dance she came over to me and said, “They say you’re a smart guy, so here’s one for you: A man has eight cords of wood to chop …”
And I said, “He starts by chopping every other one in three parts,” because I had heard that one.
Then she’d go away and come back with another one, and I’d always know it.
This went on for quite a while, and finally, near the end of the dance, she came over, looking as if she was going to get me for sure this time, and she said, “A mother and daughter are traveling to Europe …”
“The daughter got the bubonic plague.”
She collapsed! That was hardly enough clues to get the answer to that one: It was the long story about how a mother and daughter stop at a hotel and stay in separate rooms, and the next day the mother goes to the daughter’s room and there’s nobody there, or somebody else is there, and she says, “Where’s my daughter?” and the hotel keeper says, “What daughter?” and the register’s got only the mother’s name, and so on, and so on, and there’s a big mystery as to what happened. The answer is, the daughter got bubonic plague, and the hotel, not wanting to have to close up, spirits the daughter away, cleans up the room, and erases all evidence of her having been there. It was a long tale, but I had heard it, so when the girl started out with, “A mother and daughter are traveling to Europe,” I knew one thing that started that way, so I took a flying guess, and got it.
We had a thing at high school called the algebra team, which consisted of five kids, and we would travel to different schools as a team and have competitions. We would sit in one row of seats and the other team would sit in another row. A teacher, who was ru
One thing was for sure: It was practically impossible to do the problem in any conventional, straightforward way, like putting “A is the number of red books, B is the number of blue books,” grind, grind, grind, until you get “six books.” That would take you fifty seconds, because the people who set up the timings on these problems had made them all a trifle short. So you had to think, “Is there a way to see it?” Sometimes you could see it in a flash, and sometimes you’d have to invent another way to do it and then do the algebra as fast as you could. It was wonderful practice, and I got better and better, and I eventually got to be the head of the team. So I learned to do algebra very quickly, and it came in handy in college. When we had a problem in calculus, I was very quick to see where it was going and to do the algebra—fast.
Another thing I did in high school was to invent problems and theorems. I mean, if I were doing any mathematical thing at all, I would find some practical example for which it would be useful. I invented a set of right-triangle problems. But instead of giving the lengths of two of the sides to find the third, I gave the difference of the two sides. A typical example was: There’s a flagpole, and there’s a rope that comes down from the top. When you hold the rope straight down, it’s three feet longer than the pole, and when you pull the rope out tight, it’s five feet from the base of the pole. How high is the pole?
I developed some equations for solving problems like that, and as a result I noticed some co