George Lee

It was with great sadness that we learnt of the passing of our student George Lee in July.

George had just graduated in Mathematics and was about to embark on a PhD in the Department of Computer Science.

Colleagues have paid tribute to a remarkable young man who certainly made an impression during his time at Aberystwyth University.

“George was truly one of a kind” writes Dr Adam Vellender from the Department of Mathematics. “He thrived in his studies and was always eager to learn more about every area of mathematics he encountered. His enthusiasm was consistently paired with a superb sense of humour, camaraderie with both students and staff, and a genuine joy in mastering his subject.

“I suspect George will live long in the memory of every lecturer who taught him, in part due to his signature post-lecture "question or two" (two was often an underestimate), in which he would ask the kind of probing questions that only a student of his exceptional ability could conceive. I'm certain his PhD studies would have led him in fascinating and fruitful directions, and it's tragic that we won't see the remarkable achievements he might have realised.”

Dr Alex Pitchford started as a lecturer in the Department of Mathematics at the same time as George joined as a student. Alex recalls how George pushed him to gain a deeper understanding of his subject.

“George helped me a great deal in understanding the mathematics in the modules that I teach. I started as lecturer at the same time as he joined us as a student. His additional research and probing questions pushed my understanding to deeper levels. It amused him a lot that I typically learned more from him than he from me. It became my favourite way to learn some new maths or programming, where we shared a common interest, he would research it then explain it to me. Our weekly meetings arose from wishing to give more time and focus to his questions than I had on a Friday afternoon.

“Despite the fact that I only taught George for one module in the first year, we continued to meet for an hour each week throughout the four years. I would always feel energised and enthused after we met. It soon became clear that as each lecturer taught George, they too would swiftly grow to appreciate being “Georged” - meaning to be challenged with insightful questions after a lecture or upon a chance meeting.

“George helped me with maths and programming and I helped him with understanding people. I encouraged him to extend his comfort zone by joining societies and other activities, such as our Welsh Mathematics Colloquium in Gregynog, where he “did a George” on the keynote speakers as well. It was a great pleasure to see him develop from a shy boy into a confident and outgoing young man.

“We always had some projects going together. He would ask for advice on his and he would help with little programming tasks on mine, such as automated searches for interesting functions for exam questions and virtualisations of mathematical concepts and methods for teaching aids (and also personal projects like my cricket fixture organiser and his Python song player). Last year he expressed a concern over the threat of an artificial super-intelligence taking over and turning the universe into paperclips. We debated this at length and decided that we should work on a project to defend against such a risk. And so I helped him devise a PhD proposal, he won AberDoc funding, and we looked forward to at least another three years of working together.

“So I miss him greatly for his help with mathematics and automating tasks through his programming ability, but mostly I miss him as a friend. Our meetings, planned and impromptu, were full of banter, where I would challenge him about his approach to coding and he would tease me about the theorems he thought I should know etc. His seemingly endless energy and enthusiasm for solving problems, and the fun he had working on them, were always a joy to me.”

George joined the University at the height of the COVID-19 pandemic and studied on the four-year MMath degree. His personal tutor was Dr Rolf Gohm.

“I first met George during these COVID dominated times, on Microsoft Teams, personal tutor meetings and Algebra tutorials of the first year. He was exceptional and we often continued after the tutorial for some time discussing concepts down to the very bottom of the underlying mathematical and philosophical reality. Why is the truth table of implication the way it is? How would mathematics break down otherwise?

“Still during COVID I remember a long Teams personal tutor meeting, with his mother joining into it, and we tried to find arguments if he should rather do Computer Science or go for the MMath degree. The meeting exemplified his belief that there is a rational way to arrive at such decisions based on carefully examining the arguments. Society would be a better place if more people had honest beliefs like that.

“It was similar a few years later when a decision was required about the choice of projects for the fourth year. This time we met in my office and went through the various possibilities on offer. I remember arguing at some point that there is more than one good decision and that there is no linear order on the value of these projects because relevant criteria and their importance change over time. But at the same time, I admired his determination to find the very best way and I thought that maybe in getting older I got a bit too negligent and lost some of the drive for ultimate precision that is actually so vital for truly good mathematical work.

“One of his criteria was some relevance for AI which he, probably correctly, identified as one of the main issues to address by a mathematical scientist in the coming years. More resigned to a special segment of knowledge than he was, in the full power of his youth, I tried to highlight the fundamental nature of insights in pure mathematics. He was able to understand that very well.

“It had been such a delight to have him, for example, in my topology classes (in the advanced one, on Algebraic Topology, he participated additionally, without an exam). Many students find topology difficult and so different from other topics. It is worth thinking about it. I think topology is in a way a development from the revolutionary period in mathematics 100 years ago, and therefore it doesn't really give the full picture to teach it just as a series of facts. Some students don’t want to be challenged in their studies by the new ways of thinking created by the revolutionaries. Here the discussions after the lectures with George sometimes were able to dig down to this revolutionary fire of thought that is hidden in the series of facts. George said he enjoyed the module and I found this encouraging and it motivated me to think further about it.

“In the best of these moments I was reminded of an ideal world of education and learning in our dreams where student and teacher take all the time in the world to search for the ultimate truth of the matter. I remember us sitting outside MP-3.02 after a lecture trying to figure out why it is so much harder to prove dimension to be a topological invariant for higher dimensions than for small dimensions. I had mentioned this invariance result by Brouwer and proved a special case but only discussing it further with George we realised together why it is so hard to prove the general case. Or in the module about quantum information where I kept the discussion about the interpretation of quantum entanglement somewhat under the carpet, surely George brought it up, he had thought about it and had ideas about it. We stopped the discussion solely because I didn’t have enough time (and energy?) on the day.

“His presence in classes improved them, I think: I couldn’t get away with sloppy decisions how to proceed, he would point them out, his ability to immediately answer lecturer’s questions made it clear to everyone that it is possible to see through all that and so the level of the discussion was raised. I had a policy of letting him answer about half of the time and waiting for other students to do the other half. I can’t see inside others’ heads but to me he seemed to be well accepted as a unique personality among his fellow students.

“One day the usual weekly one hour project meeting in my office actually had lasted more than three hours, I didn’t notice that it was so long, we really got lost in some depth. Originally I had planned to go quicker over more elementary parts of the project but he insisted on a very thorough and complete treatment, and while the reading of the text might have been more enjoyable with a less systematic proceeding I also had to acknowledge that this kind of strive for ultimate order and completeness really underlies all great mathematics and we all do well to let us be reminded about that. It is a sign of a good mathematician to not be content anywhere earlier. The more advanced later part of the project was done in much less time, it turned out to be a better read and really is a true gem. He could learn and improve so quickly.

“He was clearly very talented. Sometimes you meet people where you notice that they can think quicker than you and he was one of them. It was only by relying on my shortcuts of wider knowledge acquired over the years that I was able to teach him new things. It is not easy to find a way among all the possibilities for a young and talented person and sometimes he was insecure and he was not afraid to ask about it in these cases.

“He was intellectually curious about so many things and did many modules, mostly based on mathematics and computer science, in so many directions that it was always amazing when he pulled some of it out in personal tutor meetings. He clearly was talented not just for one thing but he had the ability of absorbing different things and putting them together. So when I argued for maintaining a strong foot in pure mathematics also in postgraduate work in which he decided to focus on computer science he agreed with that.  I actually didn’t push this very hard because I am not sure how much of it is valid that a young guy with such talents should focus on a few hard and fundamental questions and what is just my personal prejudice. In fact, as argued earlier, there is no linear order on the value of such things and probably, almost surely, I thought, George would be multi-talented enough to put everything together again at some time, in a higher unity more precious than its parts. It is very sad that we won’t see that.

“I will miss him personally, he was a genuinely nice human being and he also cared about other people. The campus and the department won’t be the same without him hanging around and engaging in these deep searching discussions. We had built a personal relationship and I would have enjoyed to go on giving advice and learning from him in return, within my knowledge and my limitations. Society didn’t have a chance to see the contributions he would have been able to deliver because of his untimely death. A loss of a talent like this one is a big loss for society as well.”

Dr Gwion Evans took up the role of Head of the Mathematics Department at the beginning of August.

“George was a remarkable student who was exceptionally quick in digesting new, complex concepts in mathematics, for which he had a voracious appetite. His curiosity seemed to know no bounds and he evidently thought deeply about mathematics and the many other subjects of interest to him, most notably computer science.

“I first came across George when he applied to study Computer Science and Mathematics. He stood out by achieving the top mark in the Mathematics Entrance Examination with a near perfect performance. This was a taster of what we came to expect from George: attention to detail and concise well-crafted solutions with sparks of great insight in his signature tiny handwriting.

“My next direct encounters with George were in first year Algebra lectures, where invariably he would compile a list of questions to ask me at the end of a lecture when we would often continue for an hour or so dissecting and analysing the new concepts that had been introduced that day in greater depth. It was clear that he relished the opportunity to discuss mathematics at a higher level; our discussions often touched on the philosophy of mathematics. 

“It was also clear even at that point that George had the potential to become a great mathematician.  I was therefore pleased that he took our advice to study as much mathematics as he could by transferring to the integrated Masters in Mathematics course. Thus by second year George was officially a single honours Mathematics student, but this did not quench his thirst for knowledge, or dampen his love, for computer science.

“George continued to study Computer Science informally, following several modules delivered by the Department of Computer Science. Moreover, he studied several mathematics modules over and above his official quota, such was his intense interest in every aspect of mathematics and computer science.

“Our mathematical and philosophical discussions continued throughout George's course, sometimes supplemented by informal mini-projects. By the end of his third year I was also struck by his awareness of not only what he was learning, but also how. It became clear that George was also paying close attention to the psychology underlying his learning, seeking to optimise his problem solving and proof writing skills.  He also appreciated the difference of approaches to solving a problem that mathematics (abstract) and computer science (constructive) afforded.

“Another of George's notable qualities was his humour. I would often be amused by his pithy remarks and jibes peppered in assignments and exam scripts. We would also often tease each other during discussions. Particularly towards the end of third year his playfulness came to the fore when testing the boundaries of acceptable mathematical writing (which again exemplified his desire for optimisation).

“His list of formal achievements included winning Mathematics prizes for his academic performance in each year of study, culminating in the Institute of Mathematics and its Applications Prize for the highest overall mark amongst Mathematics finalists.  He of course graduated with a first class honours Masters in Mathematics with flying colours - he was particularly pleased to have achieved at least 90% in every exam-based Mathematics module!  He was awarded a prestigious (and highly competitive) AberDoc award to embark on a PhD project in Computer Science involving Mathematics.

“This project, of George's own conception, would have been a perfect marriage of his aptitude in, and love for, both subjects. I very much looked forward to advising and guiding George through the mathematical aspects of the project and watch him fulfil his potential to become a great academic, or developer of AI.

“My experiences with George were by no means unique, he was fully engaged in all his lectures and discussed mathematics with every one of his mathematics lecturers and with many of his fellow students.  It is therefore unsurprising that all staff and many students in the Department of Mathematics were devastated to learn of George's untimely death.

“His contributions to the Department were substantial, not only in enhancing lectures and tutorials by his meticulous (and often humorous) questions and interactions but also in extracurricular activities that included acting as an effective Student Ambassador and Demonstrator during Open and Visiting Days.  I am grateful to have known George and for his many positive contributions to our mathematical community at Aber and I, along with the many touched by his kindness, wit and humour, will miss him greatly.”

AberDoc opened the door to a PhD in Computer Science involving Mathematics for George, under the supervision of Dr Neil Mac Parthalain from the Department of Computer Science.

“It was with profound sadness and shock that I learned of the recent death of George”, Neil writes.

“I first got to know him a few years ago when he began attending my third-year lectures on Machine Learning. He stood out immediately because he was always someone who asked questions in lectures; asking thoughtful and probing questions at a time when student participation in in-person sessions was not enthusiastic.

“I can well remember the first time that George approached me; it was after a lecture. This was the beginning of many discussions that invariably spilled-out into the corridor as the next group of students for the next teaching session filed into the lecture theatre; it was the usual refrain: ‘Do you have five mins to answer a question?’ – such discussions never lasted five minutes with George!

“Initially, I just assumed that George was a particularly enthusiastic Computer Science student. His interest in Machine Learning prompted me to think I should perhaps speak to him about pursuing a final year project involving Machine Learning. He attended every single lecture in the module. However, it was some time before I realised that George was not only not a Computer Science student, but a Mathematics student and on top of that, he wasn't even registered for the module! He simply found the lectures and subject interesting.

“In mid-2023, when George later asked if I would supervise his PhD, I was both excited and a little apprehensive - worried that I might not be able to keep him sufficiently challenged or engaged, given his remarkable ability. We worked together on some ideas since March of this year, despite the fact that George had not officially begun his PhD studies yet. This work has now been submitted for publication.

“In our conversations, I found a very enquiring and extremely talented student who had an ability and an enthusiasm for acquiring knowledge unlike any other I have ever come across. However, perhaps equally rewarding was that George was a very kind, thoughtful, polite and witty human being.”

During his time at the University, George received additional support from Mrs Heather Phillips, Specialist Mentor in Student Services.

Heather’s support led George to nominate her for the Support Staff of the Year award at the annual Teaching, Learning & Student Experience Awards.

“As a specialist mentor, it has been the greatest privilege to have played a part in George’s life at university.

“George was allocated to my caseload when he started at university in 2020 and my first impressions were of such a polite young man who made sure to thank me for meeting up with him.

“As part of the support team, George and I would have regular weekly meetings, starting on Teams because meeting in person was not allowed.

“George was keen to start his studies and made sure that he attended every lecture and workshop and never missed an assignment deadline.

“When in-person meetings were allowed, George’s personality began to shine through. Quite often, in fact very often, our meetings would contain much laughter.

“George was a delightful student and never failed to thank me for being his mentor. He said that he had ‘trained me well’. 

“I feel honoured and extremely privileged to have been able to share part of George’s life and must thank Nicky, George’s mother, for giving the world such a wonderful human being.

I’m grateful to colleagues who have shared their wonderful memories and appreciation of George with us here. It is extremely clear by the warmth conveyed in these tributes that George was a much-loved student that staff were honoured to have known. On behalf of the University, I extend our deepest condolences to his family, friends and those close to him on their tragic loss.

Professor Jon Timmis

Vice-Chancellor

August 2024