Читаем The Three-Body Problem полностью

I’ve been lackadaisical since I was a kid. When I lived at boarding school, I never washed the dishes or made the bed. I never got excited about anything. Too lazy to study, too lazy to even play, I dawdled my way through the days without any clear goals.

But I knew that I had some special talents others lacked. For example, if you drew a line, I could always draw another line that would divide it into the golden ratio: 1.618. My classmates told me that I should be a carpenter, but I thought it was more than that, a kind of intuition about numbers and shapes. But my math grades were just as bad as my grades in other classes. I was too lazy to bother showing my work. On tests, I just wrote out my guesses as answers. I got them right about eighty to ninety percent of the time, but I still got mediocre scores.

When I was a second-year student in high school, a math teacher noticed me. Back then, many high school teachers had impressive academic credentials, because during the Cultural Revolution many talented scholars ended up teaching in high schools. My teacher was like that.

One day, he kept me after class. He wrote out a dozen or so numerical sequences on the blackboard and asked me to write out the summation formula for each. I wrote out the formulas for some of them almost instantaneously and could tell at a glance that the rest of them were divergent.

My teacher took out a book, The Collected Cases of Sherlock Holmes. He turned to one story— “A Study in Scarlet,” I think. There’s a scene in it where Watson sees a plainly dressed messenger downstairs and points him out to Holmes. Holmes says, “Oh, you mean the retired sergeant of marines?” Watson is amazed by how Holmes could deduce the man’s history, but Holmes can’t articulate his reasoning and has to think for a while to figure out his chain of deductions. It was based on the man’s hand, his movements, and so on. He tells Watson that there is nothing strange about this: Most people would have difficulty explaining how they know two and two make four.

My teacher closed the book and said to me, “You’re just like that. Your derivation is so fast and instinctive that you can’t even tell how you got the answer.” Then he asked me, “When you see a string of numbers, what do you feel? I’m talking about feelings.”

I said, “Any combination of numbers appears to me as a three-dimensional shape. Of course I can’t describe the shapes of numbers, but they really do appear as shapes.”