[1] https://www.cis.rit.edu/class/simg716/Gauss_History_FFT.pdf
[1] https://www.cis.rit.edu/class/simg716/Gauss_History_FFT.pdf
In contrast, Gauss disliked teaching and also tended to hoard those good ideas until he could go through all the details and publish them in the way he wanted. Which is a little silly, as after a while he was already widely considered the best mathematician in the world and had no need to prove anything to anyone - why not share those half-finished good ideas like Fast Fourier Transforms and let others work on them! One of the best mathematicians who ever lived, but definitely not my favorite role model for how to work.
Of course, irascible brilliance and eccentricity has an honorable place in mathematics too - I don't want to exclude anyone. (Think Grigori Perelman and any number of other examples!)
They, Newton included, would often feel that their work was not good enough, that it was not completed and perfected yet and therefore would be ammunition for conflict and ridicule.
Gauss did not publicize his work on complex numbers because he thought he would attacked for it. To us that may seem weird, but there is no dearth of examples of people who were attacked for their mostly correct ideas.
Deadly or life changing attacks notwithstanding, I can certainly sympathize. There's not in figuring things out, but the process of communicating that can be full of tediousness and drama that one maybe tempted to do without.
There's joy in figuring things out, but the process of communicating what has been so figured can be tedious and full of drama -- the kind of drama that one maybe tempted to do without.
As if phd students need more imposter syndrom to deal with. Ona serious side, I wonder what conditions allow such minds to grow. I guess a big part is genetics, but I am curious if the "epi" is relevant and how much.
Not sure if true, but allegedy he insisted his son not go into maths, as he would simply end up in his father's shadow as he deemed it utterly Impossible to surpass his brilliance in maths :'D
Definitely true but also bad parenting. Gauss was somewhat of a freak of nature when it came to math. Him and Euler are two of the most unreasonably productive mathematicians of all time.
Nepotism existed since time immemorial but for a mathematical genius, what was the nepotistic deliverable for the child? A sinecure placement at university?
Doubly so when the rationale is “I’m so fucking awesome”
Triply so when it’s something you’re passionate about, presumably inherently.
Quadruply so when it’s your child. Its tough as a kid hearing your parents come up with elongated excuses why you can’t dream and work towards a future.
When you let people find their own way, you might even learn something from it (ex. 70 yo Gauss learns he didn’t need to tie his mental state to his work because his son doesn’t suddenly become depressed from not matching dads output)
Re: second half, sounds about right, confused at relevancy though (is the idea the child would only do it to pursue nepotistic spoils and an additional reason is the spoils aren’t even good?)
So, a nepotistic delivery was beneficial for his family, and advising his son to seek excellence outside the shadow cast by Gauss himself wasn't stamping on dreams (in my view) it was seeking the happiest outcome.
Without overdoing it, the suicide rate for rich kids with famous parents isn't nothing. There are positive examples, Stella McCartney comes to mind. She isn't wings.
Implicit in the "correctness" of this motive is the idea that unless you're #1 in your field, you are nothing (depression implies strong feelings of worthlessness).
I don't know if you think that's a great lesson to teach your kids as a parent, but I don't.
I totally did not exceed my dads abilities: as one of the 1950s computing pioneers who build some of the first machines in the UK, founded a department of computer science and did work in IFIP, and the BCS, this was always going to be hard.
There's a spread of farmers, railroad and telegraph directors, high level practical infomation management skills in the children.