At the age of ten I entered the Real Gymnasium which was a new and fairly well equipt institution. In the department of physics were various models of classical scientific apparatus, electrical and mechanical. The demonstrations and experiments performed from time to time by the instructors fascinated me and were undoubtedly a powerful incentive to invention. I was also passionately fond of mathematical studies and often won the professor's praise for rapid calculation. This was due to my acquired facility of visualizing the figures and performing the operations, not in the usual intuitive manner, but as in actual life. Up to a certain degree of complexity it was absolutely the same to me whether I wrote the symbols on the board or conjured them before my mental vision. But freehand drawing, to which many hours of the course were devoted, was an annoyance I could not endure. This was rather remarkable as most of the members of the family excelled in it. Perhaps my aversion was simply due to the predilection I found in undisturbed thought. Had it not been for a few exceptionally stupid boys, who could not do anything at all, my record would have been the worst. It was a serious handicap as under the then existing educational regime, drawing being obligatory, this deficiency threatened to spoil my whole career and my father had considerable trouble in railroading me from one class to another.

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