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    Simply Turing
    Simply Turing
    Simply Turing
    Ebook236 pages

    Simply Turing

    By Michael Olinick

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    About this ebook

    “Michael Olinick has written a vibrant and absorbing biography of Alan Turing. Turing's work as a cryptographer during WW II and his pioneering development of the digital computer helped us win that war and make our technology-driven world of today possible—all this against the backdrop of the homophobic world Turing tried to navigate.”
    — Joseph Malkevitch, Professor of Mathematics at York College (CUNY) and CUNY Graduate Center


    Alan Turing (1912-1954) was born in London and showed signs of genius from a very young age. Turing was just 24 when he devised the theory that led to the development of modern computers and he went on to achieve major breakthroughs in probability, number theory, cryptology, and mathematical biology. His codebreaking efforts during World War II allowed the British to decipher secret German communications, effectively shortening the war and saving millions of lives. Yet instead of being celebrated for his accomplishments, Turing was prosecuted for being a homosexual and was forced to undergo hormone treatments designed to reduce his sexual drive. Turing died of cyanide poisoning in 1954 at the age of 41, a tragic end to a brilliant life, and an event that remains mysterious to this day.


    In Simply Turing, Professor Michael Olinick recounts the life and work of a man who, along with Newton and Darwin, is considered one of the three most influential British scientists of all time. Prof. Olinick provides an accessible explanation of Turing’s monumental achievements, while introducing us to the friends, colleagues, and rivals who shared his life, and exploring the controversy surrounding his death.


    For anyone interested in the beginnings of our computer-defined age, or anyone who wants a better understanding of why LGBTQ rights are so important, Simply Turing is an indispensable and fascinating introduction to a man who was both ahead of his time and a tragic victim of it.

    LanguageEnglish
    PublisherSimply Charly
    Release dateJan 3, 2021
    ISBN9781943657384
    Simply Turing

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      Simply Turing - Michael Olinick

      1Roots and Childhood

      It was a shipboard romance.

      Ethel Sara Stoney (1881-1976) was the 26-year-old daughter of the Madras Railway Company’s chief engineer. Born in India, she spent much of her childhood in Ireland, studied at the Sorbonne in Paris, and returned to India at age 19. In April of 1907, she joined her family for a long trip to Ireland, traveling by ship over the Pacific, train through the United States, and another ship across the Atlantic. Julius Mathison Turing (1873-1947) was a fellow passenger. He was the second son of a curate who died when Julius was 10 years old, leaving the family struggling financially. Julius earned a scholarship to Oxford and won a placement in the Indian Civil Service, arriving in Madras in December 1896. After serving a decade, he took his first leave to England and met Sara Stoney on the voyage.

      The ship-board romance progressed quickly. The couple married in October of 1907 in Dublin and soon returned to India. September saw the birth of their older son, John Ferrier Turing (1908-1983) in Coonoor. Although John had fond memories of his early years in India (I saw much of the elephants for they were wont to wash themselves with great drenchings and slurping from their trunks outside my father’s bungalow), he contracted a serious case of dysentery from infected cow’s milk. Because of John’s dangerous illness, Sara decided to have her second child in England.

      Alan Mathison Turing entered the world on Sunday, June 23, 1912, at the Warrington Lodge Medical and Surgery Home for Ladies in London. At that time, Britain was a rigid, class-based society. There were stirrings of discontent and challenges from Irish nationalists, suffragettes, and the trade unions, among others. War clouds gathered over Europe as tensions fueled an arms race. Five days after Alan’s second birthday, Austria’s Archduke Franz Ferdinand was killed, triggering the start of World War I.

      In the biography of her younger son, Sara Turing noted that It had been intended to take Alan out to India, but owing to his having slight rickets it was thought better to leave him in England. Despite his delicacy, he was an extremely vivacious and forthcoming small child. Julius returned to India in the spring of 1913; Sara followed in September when Alan was only 15 months old.

      It was common for Britons serving in India to leave the children behind, and John’s bout with dysentery and Alan’s with rickets also affected the decision. While their action strikes modern sensibilities as cruel abandonment, Julius and Sara were following the wisdom of the times. The London-published The Care of Infants in India: A Work for Mothers and Nurses in India Upon the Feeding and Management of Infants in Health and Sickness advised:

      European children demonstrate most forcibly the unfavourable effects of hot climates, and in India it is generally thought desirable to bring them at an early age to a cold climate like that of this country to escape the effect of the tropical heat, and few sights are more pleasing than to see these puny, pallid, skinny, fretful little ones converted, by British food and British meteorology, into fat and happy English children.

      Sara and Julius left their boys in the care of a retired army colonel and his wife who presided over Baston Lodge, a large house in St. Leonards-On-Sea, with their four daughters, several nieces, a nanny, and various servants. Baston Lodge was home to Alan and John for eight years, their fostered childhood punctuated by brief periods when their parents visited on leave.

      The long family separations had significant impacts on both boys. In My Brother Alan, a postscript to the Centenary Edition of Sara’s biography Alan Turing (originally published in 1959), John wrote:

      But it was a harsh decision for my mother to have to leave both her children in England, one of them still an infant in arms. This was the beginning of a long sequence of separation from our parents, so painful to all of us … I am no child psychologist, but I am assured that it is a bad thing for an infant in arms to be uprooted and put in a strange environment … [B]oth of us were, in our different ways, sacrificed to the British Empire … [T]he unsettled existence of our childhood was to leave its mark on us both.

      From infancy until age four, Alan saw little of his parents; but his mother stayed in England when Julius made the dangerous wartime trip back to India in 1916, and remained until the war’s end. When Sara saw Alan again in 1921, she was alarmed about changes in his personality: From having been extremely vivacious—even mercurial—making friends with everyone, he had become unsociable and dreamy, she wrote.

      Alan’s relationship with his mother was especially complex and challenging. His early letters to his parents began Dear Mother and Daddy, a curious blend of the informal for Julius and the formal for Sara. Later in life, he made disparaging remarks about her to his friends, told his psychiatrist that he hated his mother, and reported dreams that revealed hostility toward her. John observed that while his father viewed Alan’s eccentricities with amused tolerance, his mother displayed constant exasperation, nagging him about his dirty habits, his slovenliness, his clothes and his offhand manners … achieving nothing by it except a dogged determination on Alan’s part to remain as unconventional as possible.

      My mother implies [John wrote] that his many eccentricities, divagations from normal behaviour and the rest were some kind of emanation of his genius. I do not think so at all. In my view, these things were the result of his insecurity as a child, not only in those early days … but later on as his mother nagged and badgered him.

      Thus, the unconventional behaviors that continued throughout Alan’s life appeared quite early. As a child, Alan showed an intense interest in the biological, chemical, and physical aspects of nature. One example was regeneration. Many animals are capable of growing new body parts to replace those damaged or lost. Spiders can regrow missing legs, lizards can sprout new tails, and starfish can replace lost arms. If cut into chunks, each piece of a flatworm can develop into a new worm. Humans can display modest regeneration, particularly of fingertips and certain kidney tissues. Turing’s last major research concerned morphogenesis: how biological form and structure are generated. Alan’s interest in regeneration was evident already at age three when one of his toy wooden sailors broke into pieces. He planted the arms and legs in the garden, hoping that whole new toys would grow.

      Budding interest in mathematics and science

      At age six, Alan began his formal education at St Michael’s school in Hastings. When Sara removed him from the school three years later, the headmistress told her that Alan was a genius. She was perhaps the first person to note his extraordinary mental powers, but Sara was alarmed by his unsociable and dreamy personality. She focused her energy for a time on her son, but left for India once again, placing Alan at Hazelhurst, a small boarding school.

      The Turing brothers were two of the 36 boys attending Hazelhurst in 1922—John in his last year and Alan in his first. Alan was a lackluster student. He shied away from the emphases on group sport, scouting, and carpentry. He engaged other students in origami, but more importantly pursued a deepening understanding of mathematics, complaining, for example, that the algebra instructor "gave quite a false impression of what is meant by x."

      An important influence on Alan’s thinking was the book Natural Wonders Every Child Should Know. Author Edwin Tenney Brewster introduced human physiology to help a young reader answer such questions as, By what process of becoming did I myself finally appear in the world? and What have I in common with other living things and how do I differ from them? Natural Wonders revealed to Alan that there was a field of knowledge called science, and its description of the human body as a machine impacted his views on the nature of intelligence. Turing’s adult speculations about minds and machines, along with the provocative question, Can Machines Think? will occupy our attention later. In part, however, their roots lie in Brewster’s words:

      We shall learn about how the body of the plant or animal feeds itself and keeps alive, and how the different parts of it, the bones and skin and leaves and bark, manage to get on with one another, and work together like a well-made machine. For, of course, the body is a machine. It is a vastly complex machine, many, many times more complicated than any machine ever made by hands; but still after all a machine. It has been likened to a steam engine. But that was before we knew as much about the way it works as we know now. It really is a gas engine; like the engine of an automobile, a motorboat, or an airplane.

      Turing had certainly shown an interest in science before reading Natural Wonders. He would run a magnet along street gutters to pick up iron filings left by metal cartwheels, or ask how hydrogen bonded to oxygen to make water, or pen, at age eight, a one-sentence book, About a Microscope: First you must see that the lite is rite. Brewster’s book, however, was special to Alan. Sara wrote that it greatly stimulated his interest in science and was valued by him all his life.

      Hazelhurst’s curriculum focused on Latin, French, English, history, geography, mathematics, and Scripture. Science was definitely not a mainstream topic, so Alan spent much of his time outside of class reading and thinking about scientific ideas, as well as planning and carrying out his own experiments.

      He began to display another lifelong trait: a determination to design and build things on his own from basic materials. At age 10, he wrote a letter home using a fountain pen he had invented himself. A few months later, he described plans for building a typewriter.

      In his final years, Turing set aside the nightmare room in his house for conducting experiments and creating new compounds, including his own weed killer and sink cleaner. These projects often involved home-made electrical contraptions. His carelessness frequently resulted in high-voltage shocks. One contemporary observed that Alan was like a child when experimenting, not only taking in the observed mentally but testing it with his fingers. One project used potassium cyanide to gold-plate a spoon using gold from his grandfather’s watch. Turing’s death by cyanide poisoning could have been a suicide, as commonly believed, caused by accidental ingestion when he ate an apple without washing the lethal toxin from his fingers.

      The year 1924 brought major changes for the Turings. Exasperated at being passed over for promotion, Julius suddenly resigned from the Indian Civil Service. He received an annual pension of 1,000 British pounds, roughly equivalent to 70,000 U.S. dollars today. Julius considered this sum sufficient to sustain his family and pay school fees, but worried about further erosion by British income taxes. He and Sara decided to live in Dinard, a French town on the Brittany coast, taking advantage of a provision exempting them from British taxes if they spent no more than two weeks a year in the United Kingdom. Alan and John commuted to and from France during school vacations.

      Now in more regular physical contact with Alan, Mrs. Turing launched an effort, by no means entirely successful, to make him more presentable to the outside world. She tried to get him to improve his penmanship, hired a tutor to help him prepare for the secondary school entrance examinations, and considered carefully where he should continue his education after Hazelhurst. The fateful decision was Sherborne.

      2Sherborne and Christopher Morcom

      Sherborne is one of the oldest independent boys’ schools. In England, these institutions are called public schools. Many were founded by particular churches exclusively for their own members. They adopted the term public when church affiliation was dropped as a matriculation requirement.

      Sherborne, which traces its roots back to the eighth century, was re-founded as a grammar school for local boys by King Edward VI (1537-1553), the first English monarch raised as a Protestant, and became a private boarding school in 1869. When Alan arrived in May of 1926, Sherborne was considered a moderately distinguished educational institution of 400 male students.

      Notable Sherborne graduates before Turing include the mathematician and philosopher Alfred North Whitehead (1861-1947), co-author of Principia Mathematica, a major work in mathematical logic. Alumni closer to Alan’s time at Sherborne were Evelyn Waugh (1903-1966), author of the novels A Handful of Dust and Brideshead Revisited, and Cecil Day-Lewis (1904-1972), poet laureate of the United Kingdom.

      Alan had an auspicious start at Sherborne. He had taken an overnight ferry from France to Southampton, England, intending to travel to the school by rail. He landed on Monday morning, May 3, at the beginning of a general strike protesting plans to cut coal miners’ pay and lengthen their workday. The strike shut down mass transportation throughout the country. Alan was apparently stuck on the docks, 60 miles from Sherborne, with a trunk full of clothes and books.

      But the 13-year-old had his bicycle and was determined not to be overly late. He checked his luggage with the baggage master, telegraphed his housemaster about his delayed arrival, bought a map, and set out for Sherborne. He stopped for lunch and a minor bicycle repair, staying overnight at a hotel. He completed the ride the next day, to everyone’s astonishment, earning a mention in the local newspaper and a reservoir of esteem and goodwill at the school. When his subsequent behavior and academic performance fell below Sherborne’s expectations, his housemaster, Geoffrey O’Hanlon, defended Alan with the comment "Well, after all he did bicycle here." Even today, Sherborne boys honor Turing by recreating his ride each May.

      At Sherborne, Turing pursued his interests in mathematics and science, paying insufficient attention, in the eyes of the staff, to the parts of the curriculum and the extracurricular program they considered more important. A generation earlier, the school focused on rugby, religion, and relentless Latin. A new headmaster broadened the classical education to include chemistry and physics, but continued to emphasize Latin, Greek, English, and French—subjects which held little appeal for Alan.

      The initial admiration earned by Turing’s solo bicycle trip gradually shifted to tolerance and then exasperation over the neglect of his studies and his idiosyncratic attitude toward his personal appearance. In the fall of 1926, O’Hanlon reported:

      Slightly less dirty and untidy in his habits: & rather more conscious of a duty to mend his ways. He has his own furrow to plough, & may not meet with general sympathy.

      But by the next spring, the housemaster observed:

      He is frankly not one who fits comfortably for himself into the ordinary life of the place.

      And by autumn of 1927, O’Hanlon noted:

      I have seen cleaner productions from this specimen … 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.

      In the headmaster’s report at the same time, we find the conclusion that Alan is the kind of boy who is bound to be rather a problem in any school or community.

      Alexander H. Trelawny-Ross, his English and Latin teacher, who caught Alan doing algebra during a divinity lesson, thundered:

      I can forgive his writing, though it is the worst I have ever seen, & I try to view tolerantly his unswerving inexactitude and slipshod, dirty work … but I cannot forgive the stupidity of his attitude towards sane discussion on the New Testament … [in Latin] he is ludicrously behind.

      Trelawney-Ross posited that Germany had lost World War I because it believed science and materialism were stronger than religious thought and observance. He characterized scientific subjects as low cunning and had little patience for Alan’s favorite study. This room smells of mathematics, he sniffed, exclaiming to Turing, Go out and fetch a disinfectant.

      Boys facing the regimen of public schools like Sherburne, which aimed to produce graduates suited to a class society of masters and servants, reacted in different ways. Most accepted the program, a few rebelled, and some withdrew. Alan disengaged as much as he could. While the adults bemoaned his lack of school spirit, passive resistance to academic lessons, and avoidance of team sports, many of his peers reacted with hostility. His ways sometimes tempted persecution, O’Hanlon reported. Ostracism was perhaps the mildest response from the other boys, while bullying was common, especially in his first year. They trapped him under the floorboard of a dorm room at least once and kept him there until he nearly suffocated.

      Turing biographer Andrew Hodges describes how the teenager appeared to his peers at Sherborne and some of their reactions to him:

      But he made himself ‘a drip’ by letting down his house contingent at the

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