# Lester Hill’s “The checking of the accuracy …”, part 11

The field $F_{101}$

All essential points connected with the checking of telegraphic sequences by the methods proposed in this paper may be fully illustrated in one finite field. For our purposes, perhaps the most useful field is $F_{101}$, to which we shall confine our attention in the following sections. The elements of the field $F_{101}$ are the one hundred and one marks\footnote{Hill actually uses the symbol $X$ in place of $100$.} $0$, $1$, $2$, $\dots$, $100$. The operations of addition and multiplication are effected as explained in a previous example; and are abbreviated as suggested. To determine sums and products, we regard the marks of the field momentarily as integers of elementary arithmetic. Thus we have

$\sum_1^n f_i = f_h,\ \ \ \ \ \ (\prod_1^n f_i = f_k),$

the $f_i$ being $n$ marks of $F_{101}$, distinct or not, if, when the $f_i$ are momentarily regarded as integers of elementary arithmetic, the congruence

$\sum_1^n f_i \equiv f_h \pmod{101},\ \ \ \ \ \ (\prod_1^n f_i \equiv f_k \pmod{101}),$

holds. It will not be possible to provide a full multiplication table for the field $F_{101}$. But the following special table will be found convenient.

$\begin{array}{r|rrr} x & x^2 & 1/x & -x\\ 1 & 1 & 1 & 100 \\ 2 & 4 & 51 & 99 \\ 3 & 9 & 34 & 98 \\ 4 & 16 & 76 & 97 \\ 5 & 25 & 81 & 96 \\ 6 & 36 & 17 & 95 \\ 7 & 49 & 29 & 94 \\ 8 & 64 & 38 & 93 \\ 9 & 81 & 45 & 92 \\ 10 & 100 & 91 & 91 \\ 11 & 20 & 46 & 90 \\ 12 & 43 & 59 & 89 \\ 13 & 68 & 70 & 88 \\ 14 & 95 & 65 & 87 \\ 15 & 23 & 27 & 86 \\ 16 & 54 & 19 & 85 \\ 17 & 87 & 6 & 84 \\ 18 & 21 & 73 & 83 \\ 19 & 58 & 16 & 82 \\ 20 & 97 & 96 & 81 \\ 21 & 37 & 77 & 80 \\ 22 & 80 & 23 & 79 \\ 23 & 24 & 22 & 78 \\ 24 & 71 & 80 & 77 \\ 25 & 19 & 97 & 76 \\ 26 & 70 & 35 & 75 \\ 27 & 22 & 15 & 74 \\ 28 & 77 & 83 & 73 \\ 29 & 33 & 7 & 72 \\ 30 & 92 & 64 & 71 \\ 31 & 52 & 88 & 70 \\ 32 & 14 & 60 & 69 \\ 33 & 79 & 49 & 68 \\ \end{array}$

$\begin{array}{r|rrr} x & x^2 & 1/x & -x\\ 34 & 45 & 3 & 67 \\ 35 & 13 & 26 & 66 \\ 36 & 84 & 87 & 65 \\ 37 & 56 & 71 & 64 \\ 38 & 30 & 8 & 63 \\ 39 & 6 & 57 & 62 \\ 40 & 85 & 48 & 61 \\ 41 & 65 & 69 & 60 \\ 42 & 47 & 89 & 59 \\ 43 & 31 & 47 & 58 \\ 44 & 17 & 62 & 57 \\ 45 & 5 & 9 & 56 \\ 46 & 96 & 11 & 55 \\ 47 & 88 & 43 & 54 \\ 48 & 82 & 40 & 53 \\ 49 & 78 & 33 & 52 \\ 50 & 76 & 99 & 51 \\ 51 & 76 & 2 & 50 \\ 52 & 78 & 68 & 49 \\ 53 & 82 & 61 & 48 \\ 54 & 88 & 58 & 47 \\ 55 & 96 & 90 & 46 \\ 56 & 5 & 92 & 45 \\ 57 & 17 & 39 & 44 \\ 58 & 31 & 54 & 43 \\ 59 & 47 & 12 & 42 \\ 60 & 65 & 32 & 41 \\ 61 & 85 & 53 & 40 \\ 62 & 6 & 44 & 39 \\ 63 & 30 & 93 & 38 \\ 64 & 56 & 30 & 37 \\ 65 & 84 & 14 & 36 \\ 66 & 13 & 75 & 35 \\ \end{array}$

$\begin{array}{r|rrr} x & x^2 & 1/x & -x\\ 67 & 45 & 98 & 34 \\ 68 & 79 & 52 & 33 \\ 69 & 14 & 41 & 32 \\ 70 & 52 & 13 & 31 \\ 71 & 92 & 37 & 30 \\ 72 & 33 & 94 & 29 \\ 73 & 77 & 18 & 28 \\ 74 & 22 & 86 & 27 \\ 75 & 70 & 66 & 26 \\ 76 & 19 & 4 & 25 \\ 77 & 71 & 21 & 24 \\ 78 & 24 & 79 & 23 \\ 79 & 80 & 78 & 22 \\ 80 & 37 & 24 & 21 \\ 81 & 97 & 5 & 20 \\ 82 & 58 & 85 & 19 \\ 83 & 21 & 28 & 18 \\ 84 & 87 & 95 & 17 \\ 85 & 54 & 82 & 16 \\ 86 & 23 & 74 & 15 \\ 87 & 95 & 36 & 14 \\ 88 & 68 & 31 & 13 \\ 89 & 43 & 42 & 12 \\ 90 & 20 & 55 & 11 \\ 91 & 100 & 10 & 10 \\ 92 & 81 & 56 & 9 \\ 93 & 64 & 63 & 8 \\ 94 & 49 & 72 & 7 \\ 95 & 36 & 84 & 6 \\ 96 & 25 & 20 & 5 \\ 97 & 16 & 25 & 4 \\ 98 & 9 & 67 & 3 \\ 99 & 4 & 50 & 2 \\ 100 & 1 & 100 & 1 \end{array}$

Squares, reciprocals, negatives

Using the scheme of reciprocals shown in this Table, we may easily perform an rational operations in $F_{101}$.

Example:

Suppose, for example, that we wish to solve the system of equations:

$36x-79y=52,\ \ \ 90x+85y = 98.$

They may be written

$x-79y/36 = 13/9,\ \ \ \ x+17y/18 = 49/45$

and the fractions are quickly evaluated. Thus: $-79/36 = 96$. Determining the fractions in this manner, we write the two equations in the form:

$x+96y=80,\ \ \ \ x+29y=37,$

whence $y=73$ and $x=41$

The modulus $101$ is very convenient to work with. The residue, modulo $101$, of any integer is immediately obvious, at sight of the integer, and is therefore obtained without computation.

# The trouble with college math classes …

Ran across this terrific observation in Wallace’s book on set theory and mathematics, and thought I’d share:

The trouble with college math classes – which classes consist almost entirely in the rhythmic ingestion and regurgitation of abstract information, and are paced in such a way as to maximize this reciprocal data-flow – is that their shear surface-level difficulty can fool us into thinking we really know something when all we really “know” is abstract formulas and rules for their deployment. Rarely do math classes ever tell us if a formula is truely significant, or why, or where it came from, or what was at stake.

David Foster Wallace at the Hammer Museum in Los Angeles, January 2006. 2006 CC BY-SA 3.0

And, of course, rarely do students think to ask – the formulas alone take so much work to “understand” (i.e., be able to solve problems correctly with), we often aren;t aware that we don’t understand them at all. That we end up not even knowing that we don’t know if the most incidious part of most math classes.

– David Foster Wallace, in Everything and More (section 2a)