Tag Archives: Edinburgh University

Catching the spirit of the thing

Last week, we were pleased to welcome Professor Peter Fenton from Otago University, New Zealand, who was researching the work of A C Aitken.  A deeply troubled and brilliant mathematician, Aitken was a phenomemal human calculator, with a photographic memory which could recall Pi to 1000 decimal places. His work impacted algebra, numerical analysis, and statistics.   Additionally, he was a polyglot, a poet, a writer, and a violist.

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Aitken in his later years

My interest was immediately piqued – always a fan of historical gossip, I had been intrigued when I discovered this letter from Aitken, who helped Thomson during the writing of his book Factorial Analysis of Human Ability, in Thomson’s collection:

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Who was this lady who possessed ‘just about every quality of combined physique, charm, character, and intelligence as would enrich any nation possessing her type in good proportions’?!  Aitken continues ‘valuable as her chosen career may prove to the nation, in the end, there was a still more valuable career of which the nation was being defrauded, partly, of course, through the blind crassness of men younger than ourselves’.  I can forgive Aitken’s comments which suggest a woman’s biological capabilities should be valued over any others, since he is also rather unfair to his own sex!  But I can’t help but wonder who this nameless, charming lady is – or just what Aitken and Thomson ‘mentioned’ about her in their previous discussion!

Alexander Craig Aitken (1895–1967) was born in Dunedin, in Otago, New Zealand.  He was an exceptional student, winning several class prizes and graduating top of his class.  His Father, who was a shopkeeper, allowed Aitken to do the accounts from an early age – this he enjoyed, and often credited his later mental arithmetic skills as stemming from this period.  In 1913, he was awarded a full scholarship to attend Otago University, studying mathematics and languages (Latin and French).  His experience of mathematics at University was unpleasant, although he met his future wife there, a brilliant botanist credited with establishing the Botany department at Otago.

100_1484Winifred Aitken

Aitken’s studies were interupted by the First World War, and he enlisted in 1915 at the age of 20.  He documented his experience of the War in his book, Gallipoli to the Somme.    It was first drafted in 1917, but Aitken’s published version was re-edited in 1962.  Aitken’s account is at once harrowing and moving, as can be seen when he describes a friend’s death:

Two or three yards beyond this pair we found Harper lying, his thigh badly fractured, but calm and in full possession of his senses.  We asked if it was very bad.  He simply said: ‘I think I’m done for’…he spoke quietly, with the same high calm, far beyond his years – he was, I suppose, my own age, twenty-one, perhaps twenty-two – and he knew better than we, for he had lost too much blood and died of wounds a week later.  He was of very heavy build and we could not move him an inch without causing him pain; but at that moment I caught site of a group of men, carrying a stretcher with them, coming through the gap and towards the trees.  It was a volunteer party lead by Captain Hargrest, always the first to think of his men, and including Sergeant-Major Howden (killed at the Somme, 27th September 1916), Sergeant Carruthers (killed at Paschendaele, 12th October 1917), and Sergeant Frank Jones (died of wounds received at the Somme, 22nd September 1916).  These men laid Harper on the Stretcher and carried him in, I following as dawn was breaking.

Gallipoli to the Somme p.103

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Aitken c.1915

Throughout the war, Aitken carried a cheap violin, deriving comfort from the art he had learned as a child from a blind violinist who guided his playing through touch and ear.   Such luxuries were prohibited – space in the trenches was extremely limited, but Aitken’s comrades took it in turns to hide the contraband instrument.

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Aitken’s music manuscripts, many of which are his own compositions

Aitken sustained wounds to his arm and foot in 1917, which ended his army career.  He returned to Otago, completing his studies, and becoming a mathematics master at his old school, Otago Boys High School.  In 1923, he gained a postgraduate scholarship to study under Sir Edmund Whittaker.  During his studies, his wife fell pregnant with their first child, and Aitken, feeling the full weight of his financial, familial, and academic responsibilities, began to feel physically and mentally ill.

His research was not prospering, and he feared he would be unable to submit his thesis on time.  Months of frenzied calculations followed, cultimating in weeks of illness Aitken describes as being ‘like food poisoning’.  Following his recovery, Aitken set about his thesis, and found the solution to the problem instantameously, submitting his thesis (by his own admission) hurredly.  The thesis was awarded the DSc rather than PhD, an honour which AItken modestly describes as ‘a surprise’.

A fellowship of the Royal Society of Edinburgh at the age of thirty followed, as well as the society’s highest honour, the Gunning Victoria Jubilee Prize.  In 1936, Aitken became a fellow of the Royal Society of London in 1936; and in 1946 the chair of Pure Mathematics at the University of Edinburgh.  For a short time during World War II, he also worked at Bletchley Park, though this part of his life remains a mystery.

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Some of the many cuttings showing Aitken’s achievements

These achievements were overshadowed by his breakdown in 1927.  Aitken, who had had something of a prepensity for mysticism from an early age, had been subject to hallucinations throughout his life.  These began to intensify:

Clermiston Road, which leads up Corstorphine Hill to Clermiston Avenue, would suddenly twist in front of me; the branches of trees, full of the foliage of June, would suddenly become drenched with the heaviness of some further dimension, arresting, symbolising something, apocalyptic.  The world “apocalyptic” is the only one by which I can describe the moonlight, the sycamore tree at nightfall, the further Pentlands, the edge of the skyline at Curriehill, which often seemed fringed with fire; and I could not see that this fire was the fire of my own nerves.

To Catch the Spirit, p.90

‘The fire of his own nerves’ would plague him throughout the rest of his career, ordinary women would look like angels and he would see indescribable colours.  His wife, who had long since given up her distinguished work, devoted herself to looking after Aitken.  This, according to their daughter, Margaret Mott, she did not grudge, fully believing in Aitken and his abilities.  He spent much time towards the end of his career campaigning against decimilsation, his zeal eventually attracting ridicule, and died in 1967.

In his excellent introduction to Aitken’s memoirs, compiled from papers in the possession of his daughter Margaret Mott, Fenton tells us the title derives from ‘a letter taken up with the proof of a certain theorem, which Aitken signed ‘Q.E.D and A.C.A’ (ad captandam animam=to catch the spirit of the thing)’ (To Catch the Spirit, p.7).  The title is a wonderfully evocative one, especially fitting in light of the following passage:

I believe we are surrounded the whole time by marvellous powers, are immersed in them, closer than breathing,and I think that all great music, poetry, mathematics, and real religion come from a world not distant but right in the midst of everything, permeating it. 

To catch the spirit, p.23

Numbers, and Aitken’s intrinsic gift of understanding them, were ‘the spirit of the thing’, allowing Aitken to view the world around him in a way no one else could.  In his review of Aitken’s memoirs, Wimp asks if any of us would choose to have such an incredible gift in light of the terrible price it comes with.  I end with what I would imagine Aitken’s reply to be, from a passage regarding his breakdown:

It is customary to pass quickly over such an experience, as an illness,a regrettable pathological interruption in a career otherwise uniform, a passing spasm of suffocation.  When I consider the great gain of experience, the widening even of personal sympathies, the sudden openings onto a hundred vistas unsuspected before, the emergence of new standards in literature music and painting… I could not but regard my own breakdown of importance…for since that time, there is not a tree, not a turn in a road, nor a hilltop, not even a swaying reed, but speaks of the beauty, the at first terrible beauty and mystery of the world.

To Catch the Spirit, p.94

Sources:

Aitken, A C, To Catch the Spirit,  with an introduction by Peter Fenton, (Edinburgh: Edinburgh University Press, 1995)

Aitken, A C, Gallipoli to the Somme, (London: Oxford University Press, 1963)

Wimp, Jet, accessed 27/09/2012

Oxford DNB

 

 

‘Do not rest on your oars. It is never time to rest on your oars.’

As the celebrations of graduation came to a close this week, I was reminded of Thomson’s advice to graduates of Aberdeen Training Centre in 1954.

Graduation is a time of celebration, but it can also be a time of uncertainty, which is reflected in Thomson’s address.  He didn’t expect the graduates in front of him to have all the answers their bright eyed, bushy tailed counterparts lacked a few years earlier.  For Thomson, graduation was simply the beginning of a life long education:

You must remain students. No advice to those leaving college is more necessary or more important. Other things are also important, of course…you must be active, if you can, in the public life of the community in which you settle. But remain students. Study. Choose some branch of knowledge in which you can become, if not a master, at least a well-informed disciple. Choose a subject you like. “No profit grows where is no pleasure ta’en”. And if you possibly can, do something creative in it.

Thomson presenting a prize at a school in Wolverhampton

Sound advice, but perhaps not quite what those of you about to gleefully burn the books would like to hear!  Thomson also advised the graduates not to become complacent:

The other that I want to emphasise is the importance of the early years of your career on your ultimate success, on the ultimate height you may hope to rise to. The years behind you have already laid their mark on you. The next few years will in most cases be decisive. So do not rest on your oars. It is never time to rest on your oars, but least of all in these years just ahead of you. There are of course vacations legitimately to be enjoyed. Life would be a sad journey without its inns at which to recuperate. But to spend the whole of life at the inn makes a sadder story.

Thomson admits his advice may seem rather grim at first, but as he tells us, ‘the fact is there is no greater pleasure than comes from work’, and there is no greater rest than that which is earned.

With that, I would like to congratulate our graduates, and wish them the very best!

A man of excellent repute

A pet hate of Thomson’s was his name being spelled ‘Thompson’. Any correspondent who did so was wont to find a rather amusing peculiarity in Thomson’s reply.  Whatever their name, placed in the middle of it would be the offending ‘p’!

One can only hope that the following letter didn’t provoke the same response:

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Letter to Thomson from Karl Pearson, 1919

Those in the statistical know will recognise the signature of Karl Pearson, often referred to as the founder of modern statistics. The first thing we notice about the letter is that Thomson has crossed out the ‘p’!  The second, that Pearson is offering Thomson a job at the Francis Galton Laboratory, University of London, despite never having met him before.  Such was Thomson’s reputation.

The collection boasts a further two letters from Pearson around the same time.  Pearson has misspelled Thomson’s name in all three, so we can only assume Thomson thought better of correcting him!

The second letter offers Thomson more money, and the third graciously accepts Thomson’s decision not to accept the post. In this letter, Pearson tells Thomson ‘I think you have done the wise thing, although it is my loss as I am not likely to get as good a man’.

Thomson treasured the letters his whole life, and they were a great source of pride to him. His son found them after his death, along with other letters which held significance to Thomson, including letters from Edward Thorndike, Derrick Lawley, and Pearson’s son, Egon Pearson.

In the coming months, we will be looking at some of these letters, and the fascinating stories behind them, in more depth.

A brief history of Godfrey Thomson!

In 1932 and 1947, every 11 year old child in Scotland was given an intelligence test, known as the ‘Moray House Test’, as part of the Scottish Mental Survey.  Additionally, they were the subject of a questionnaire which gleaned information about their social and familial background.  All of this was in response to the idea that as a nation, Scotland’s intelligence was decreasing due to a supposed differential birth rate.  The resulting data, which proved this hypothesis wrong, survives to this day.  It is an entirely unique and rich source of information, which has allowed current researchers at the department of Psychology at the University of Edinburgh to undertake pioneering research exploring cognitive ageing.

The creator of these tests (and chairman of the second Scottish Mental Survey) was none other than Professor Sir Godfrey Hilton Thomson.

So just who was Thomson- and why do we think him so important?!

Thomson was a pioneer in the interloping fields of intelligence, statistics, and education. He was the first person to the Bell Chair of Education at the University of Edinburgh, and the Directorship of Moray House School of Education simultaneously; published prolifically on the topic of psychometrics; debated voraciously with eminent statistician Charles Spearman for almost 30 years, and last, but by no means least, was a Knight of the Realm thanks to his considerable services to Education.  More than this, Thomson was an egalitarian from a humble background, a ‘lad o’ pairts’ who achieved greatness thanks to his talent and determination, and who believed deeply in equality and fairness.

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Godfrey Thomson, c1920s

The ‘Moray House Tests’ which the children sat in 1932 and 1947 actually had their origins in Newcastle in 1921.  The local authorities, who at that time provided bursaries for secondary school education, were concerned by a lack of applicants from rural backgrounds.  Thomson was conscious of the fact that rural children were often absent from school, so he wanted to create a test which would allow children to demonstrate ‘native wit’ or innate intelligence, rather than a test which would rely upon past learning.

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Example of a question from the Newcastle tests

This striving for equality was typical of Thomson, and perhaps in part a result of his own humble background.  Born in Carlisle in 1881, his Mother left his Father, taking the infant Thomson with her, to return to her childhood home in Tyneside.  His Mother and he lived with her three sisters, and she earned a very modest income from working with a sewing machine firm in Newcastle.

Thomson had plans to become a ‘pattern maker’, a specialist joiner who made wooden models of steel castings for engineering works, after leaving High Felling Board School.  However, after sitting a scholarship examination, Thomson found himself at Rutherford College, where he discovered various interests in mathematics, music, and etymology.  Rutherford College was supported largely by the students entering and winning examinations as part of a government scheme, and Thomson soon became a veteran in these examinations, obtaining prizes for English and Mathematics amongst others.

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Thomson as a young boy

At 16, he sat the London Matriculation exam, and returned to High Felling Board School as a pupil teacher.  During this time, he took additional evening classes, studying chemistry, physics, botany, and zoology.  In 1889, aged 18, Thomson sat the Queen’s Scholarship, an all-England competition, and came third, continuing his studies in what would become Armstrong College, and later King’s College, at Durham University.  Thomson studied for his teaching diploma and a joint Mathematics and Physics degree simultaneously, and graduated with distinction.  He went on to study at Strasbourg under the Nobel prize winning physicist, Professor Ferdinand Braun, and graduating Summa cum Laude following his work on Herzian waves.

After his three years in Strasbourg came to a close, Thomson returned to Newcastle, attaining the post of assistant lecturer at Armstrong College in order to fulfil the obligation of his scholarship.    It was here he met his wife, Jennie Hutchinson, a fellow lecturer, and here he gained an interest in Educational Psychology. In 1916 he published a paper which would ignite a 30 year debate with the eminent statistician, Charles Spearman.

Essentially, the debate centred around Spearman’s Theory of Two Factors regarding intelligence.  He believed that performance in each subject was down to specific abilities linked to each, and general ability linked to all.  Thomson provided an alternative for this in his bonds model, in which he hypothesised that any mental task requires a number of ‘bonds’, some of which are more closely related to others in ‘pools’ (Thomson made a link between these bonds and the neurons of the brain).  Thomson had no wish to discredit Spearman’s theory, rather to show that his provided an alternative, and he showed good sportsmanship in holding off publication during the war years to enable Spearman, who was serving, time to respond. However, the debate would continue until Spearman’s death in 1945.

In 1925, Thomson accepted his position in Edinburgh and his family (by now including his son, Hector) moved to Edinburgh.  It was here in what became the Godfrey Thomson Unit that Thomson and his team would formulate the Moray House Test.  The test, which included questions on verbal reasoning, English, and mathematics, was also used by local authorities throughout the UK for School selection.  Thomson was not wholly comfortable with this, but concluded testing was preferable to nepotism, and worked on making the tests as fair as possible.  Thomson could have made a considerable fortune on the tests, but instead insured all royalties were transferred into a research fund to facilitate their continual improvement.

On his retirement in 1951, Thomson, who had proved highly popular amongst staff and students, was presented with 2 portraits of himself by RH Westwater, one of which hangs in Moray House to this day.  He passed away in 1955.

These are just some of the many reasons why we think Thomson is incredibly important, and has been unfairly neglected from the history of psychometrics.  This neglect is, in part, due to scholars having no primary material to consult – the archive itself was only discovered in 2008, and it is no exaggeration to say it was rescued.

It is our task to catalogue his papers, and to ensure he finally receives the recognition his work deserves.  In the coming months, we will be blogging about Thomson, his collection, and the people he came into contact with throughout his life and career.  We hope you will enjoy!