1 This material is copyrighted. © World Scientific, 2005 No part of it can be downloaded and printed without Editor’s permission. To request Editor’s permission, please, write to [email protected] You are welcome to browse! 2 3 You failed your math test, Comrade Einstein Adventures and Misadventures of Young Mathematicians Edited by M. Shifman 5 FROM THE EDITOR M. SHIFMAN Theoretical Physics Institute, University of Minnesota, Minneapolis, Minnesota, 55455 [email protected] EverybodyknowsthattheSovietUnionhadagreatcultureofchess. th Manyoutstandingchessplayersofthe20 centurywerefromtheUSSR. Much less known, however, is another remarkable cultural tradition, which I will refer to as the “Math Movement,” with capital M’s. Quite different from recreational mathematics in the West, Math Movement mathematics was a unique phenomenon in the social life of the coun- try, if the term “social life” is at all applicable to communist regimes. The tradition was upheld and promoted by a great variety of enthusi- asts – from 13-year-old schoolboys and girls, to seasoned mathematics professors. The phenomenon hit every large city of the country that spanned eleven time zones. These enthusiasts were engaged in creating contrived, complex and intellectually challenging math problems which could be solved, in principle, on the basis of elementary mathematics (i.e. “mathematics before calculus”), as it was taught in Soviet schools. Theystrived togetnonstandardsolutionstotheseproblems,andtodis- seminate knowledge about such problems and their solutions in every schoolandeveryclass.a ThisMathMovementbecamewidespreadinthe 1930s; and it attracted the best and the brightest. Its basis was formed from so-called mathematical circles – groups of school students, math teachers and mathematicians that existed virtually in every school, uni- versity, and in many other places. I remember that I myself belonged, at different times, to several such circles: one at my school, another at the Moscow Institute for Physics and Technology, and a third one asso- ciated withtheMoscow Palace ofPioneers. Theyheldregularmeetings, onceortwiceaweek, whereadvancedproblemswerediscussedinclasses and offered for personal analysis on one’s own time. I looked forward to aSome idea of the character of these problems can be inferred from a selection Mathematical Circlespublished bytheAmerican Mathematical Society.1 1 5 6 From the Editor and enjoyed every meeting – they provided me with brain gymnastics, which were otherwise so scarce and so discouraged, to put it mildly, in every other aspect of Soviet life. The Math Movement had its Grandmasters, who were highly es- teemed. Most of them were research mathematicians and university professors who had drawn experience from years spent within the same mathematical circles. Their books, which contained selections of prob- lems with commentaries, or thorough analyses of selected topics from “elementary mathematics,” were in high demand. Many of these books were superb and unparalleled in their quality and depth. Remarkably, they were swept from the bookstore shelves, immediately upon arrival. These books were a captivating read, and I hunted for some of them in secondhand bookstores for weeks and even months. Mathematical circles were just one element of the Math Movement. Olympiads (or math competitions) presented another pillar. They were organized on a regular basis and at every level, beginning in school dis- tricts, through city competitions, and finally at the national level. The highest achievers at every level were admired. National prize winners were praised by the media just as winners of the national spelling-bee competitions are praised in the US. Finally, the third pillar of the Math Movement was a network of special “mathematical schools.” Every city had at least one, and large cities, such as Moscow and Leningrad, had, perhaps, a dozen. Even small towns tended to arrange a “mathematical class” in a school. At age 13 or so, mathematically and scientifically gifted students were se- lected for such schools through a competitive process – usually a skill- fully tailored entrance examination. What made these schools really special was a unique academic and social environment. They were run by enthusiastic teachers who worked not for money – salaries were mea- ger, as they were everywhere else in the USSR – but for the excitement and joy that naturally emerged in the creative atmosphere produced by enthusiasticstudentsunitedbyacommonappreciationforthebeautyof math and science. Classes often continued far into the night. Students and teachers often went on weekend trips, summer retreats and hiking expeditions. My daughter was a student at one of the best Moscow 2 7 M. Shifman math schools, # 57, and I remember many events of this type, and so does she – fifteen years after graduation. The Math Movement was an element of culture scarcely mentioned in the literature accessible to the western reader. One of my goals in this book is to familiarize the western reader with elementary math problems, of various levels of complexity, which constituted a fertile ground, the very basis of the Math Movement. The core of this book, two excellent essays written by Dr. Ilan Vardi, serve this purpose. There is another goal, however, which is as important to me as the first one. This second objective is explained below. Mathematics at the service of ideology of “real socialism” “All students are treated equally, but some more equally than others...” Achievements of Real Socialism (Moscow University Press, 1982) Vol. 1982, p. 1982. “Don’t worry,we will flunk them all...” From an overheard conversation of a mathematics professor with the Chairman of an Admission Committee. An important part of this book is devoted to a bizarre and, I would say, unique page in the history of science. It tells a story of how high- school mathematics was used as a weapon of racism in the USSR – a country which gave to the world many brilliant mathematicians whose th 2 role in shaping 20 -century mathematics was absolutely instrumental. This topic deserves the attention of professional historians, and I am admittedly an amateur in this field. Since professional historians are in no hurry, and time is rapidly erasing the recollections of live wit- nesses, I would like to, at least, set the stage. My role is more than modest. I collected, at a rather fragmentary level, relatively accessible notes and recollections of live participants in these events. Some were publishedintheRussianmedia,andthustheonlyeffortneededtomake 3 8 From the Editor them accessible to the western reader was translation; others were not published. TheplaceofactionistheSovietUnion,thetimeisthe1970sand80s, a time of a general decline of the regime that accelerated after the 1968 Soviet invasion of Czechoslovakia. The social and economic climate was rapidlydeteriorating. Stagnation, moraldegradation anddecay became permanent components of the everyday life of Soviet citizens. Among other ugly phenomena of the so-called real socialism that flourished underBrezhnevwasstate–sponsoredanti-Semitism. Vehementlydenied in public, it was in fact orchestrated by the highest echelons of the Communist Party and, behind the scenes, encouraged and promoted by the state–party machine. Asaparticularmanifestation, discriminationagainstJewsinthead- mission policies of Soviet universities reached its peak. Ofcourse, it was not the first peak, and not even the strongest, but it was strong enough to virtually close all reputable departments of mathematics in the So- viet Union, as well as some physics departments, to Jewish applicants.b I do not know why, but it is a well-known fact that the Russian mathe- matical establishment was pathologically anti-Semitic. Such outstand- ing mathematicians as Pontryagin, Shafarevich and Vinogradov, who had enormous administrative power in their hands, were ferocious anti- Semites. The tactics used for cutting off Jewish students were very simple. At the entrance examination, special groups of “undesirable applicants” were organized.c They were then offered killer problems which were among the hardest from the set circulated in mathemati- cal circles, quite frequently at the level of international mathematical competitions. Sometimes they were deliberately flawed. Even if an ex- ceptionally bright Jewish student occasionally overcame this barrier in the written examination, zealous professors would adjust the oral exam appropriately, to make sure that this student flunked the oral exam. What else is there to say on this issue? Everybody knew that “pu- bStatisticaldataillustratingthisfactinthemostclear-cutmannerwerepresented in thesamizdat essays3,4, see also the book5. cThe working definition of “Jewishness” was close to that of Nazis; having at least one Jewish parent of even one grandparent would almost certainly warrant one’s placement in thecategory of undesirables. 4 9 M. Shifman rification” of the student body, Nazi style, had taken place for years. It was a part of Soviet state ideology. Needless to say, the Soviet state did not want it to become public knowledge, especially in the West. The silence was first broken by dissidents and Jewish refuseniksd in the 1980s in a series of samizdate essays, one of the first and the most fa- mous of which, Intellectual Genocide, was written by Boris Kanevsky andValery Senderov in1980. Thisbookpresents thefirstpublication of this essay. As you will see, it is very factual and is based on a study of 87 Moscow high school graduates from six special math schools, many of whom had won prizes in national mathematics Olympiads. The bulk of the essay is an unemotional comparative analysis of various math problems given to “desirable” and “undesirable” applicants, with sta- tistically motivated conclusions at the end. The essay was deemed a political provocation, and heavy consequences ensued shortly. One of the authors, Valery Senderov, was sentenced to seven years in prison and 5 years in exile on charges of anti-Soviet agitation and propaganda. Boris Kanevsky was also arrested and spent three years in prison. It is hard to believe it now, but this is a true story. This is how it was ... and, unfortunately, this is not just “the past, long gone.” Although anti-Semitism is no longer encouraged by authorities in the new Rus- sia, some of the zealous professors who were part of the “intellectual dAgroupofpeopletreatedaspoliticalenemiesintheUSSRinthe1970sand80s. The only “crime” committed bythese people was that they had applied for and got denied exit visas to Israel. And yet, they were treated essentially as criminals: fired from jobs and blacklisted, with no access to work (with the exception of low-paid manual labor), constantly intimidated by the KGB, at the verge of arrest. In fact, the most active of them, those who tried to organize and fight back for their rights, were imprisoned. eAstrictcensorshipexistedintheUSSR.Nothingcouldbepublishedwithoutpre- approval from Glavlit, an omnipotent State Agency implementing censorship. The class of suppressed books and other printed materials included not only those with political connotations, but, in general, everything that was not considered helpful for Soviet ideology. Forbidden publications circulated in typewritten form. People retyped them, using mechanical type-writers and carbon paper, or photographed them, page by page, using amateur cameras, and then printed them at home on photopaper, producing huge piles. The process was called samizdat, which can be loosely translated from Russian as self-publishing. Samizdat was forbidden by the Soviet law. 5 10 From the Editor genocide” in the 1980s continue to occupy high positions and flourish at Moscow University and some other institutions. Alas, there is no full stop in this story yet. Apology or remorse is not in sight. To put a personal touch on this picture and to give a clearer idea of the atmosphere in which we lived, I would like to tell of an episode which happened to me in 1985 or ’86. A friend of mine gave me a wonderful gift: a photocopy of Feynman’s book Surely You’re Joking, Mr. Feynman. I swallowed it overnight. It was so fascinating that I could notkeep ittomyself. Ibadlywanted tosharemyfascination with others. Upon reflection, I decided that the only way for me to do so was to translate it into Russian and try to publish the translation. I called a person – let us call him RA – who was in charge of one of the departments of the popular magazine Nauka i Zhizn (Science and Life). From time to time, he would provide me with small writing jobs, so I could make an extra 20 or 30 roubles to make ends meet. In those days, this magazine had a circulation of three million plus. Now it is almost extinct; a meager 30 thousand is all that the new Russia can support. RA met the idea with enthusiasm and was very supportive. He told me that I could go ahead and translate from a quarter to a third of Feynman’s book, at my choice. He would push it through the board and take care of the copyright issues. “Just make sure you stay away from chapters with political conno- tations, and passages where he might mention our spy at Los Alamos, Klaus Fuchs,” he added. “Focus on science.” Iworked foramonthor so, andcame upwith120 typewrittenpages which I brought to Nauka i Zhizn’s office and left with RA. In a few days he called me and said: “Are you mad?” “What happened?” “In your translation I found at least three paragraphs where Feyn- man mentioned he was Jewish. The board will never authorize this material for publication. Cut them out!” “I do not understand, RA ... You said yourself, just steer clear from Klaus Fuchs and political issues, and so I did ... this is not political...” “This is political. Just do what I am telling you, or say farewell to 6