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Looking back and forth, between the puzzle and her son, Lippman says she initially regarded the offer with skepticism. "I asked Richard if he'd read the magazine," she says. "He told me that, yes, he had and what's more he'd already solved the puzzle. The next thing I know, he starts explaining to me how to solve it."

Almost a quarter century after its publication, Stallman still bristles when hearing Weizenbaum's "computer bum" description, discussing it in the present tense as if Weizenbaum himself was still in the room. "He wants people to be just professionals, doing it for the money and wanting to get away from it and forget about it as soon as possible," Stallman says. "What he sees as a normal state of affairs, I see as a tragedy."

As a single parent for nearly a decade-she and Richard's father, Daniel Stallman, were married in 1948, divorced in 1958, and split custody of their son afterwards-Lippman can attest to her son's aversion to authority. She can also attest to her son's lust for knowledge. It was during the times when the two forces intertwined, Lippman says, that she and her son experienced their biggest battles.

Thirty years after the fact, Lippman punctuates the memory with a laugh. "To tell you the truth, I don't think I ever figured out how to solve that puzzle," she says. "All I remember is being amazed he knew the answer."

In 1962, computer scientists and hackers involved in MIT's Project MAC, an early forerunner of the AI Lab, took steps to alleviate this frustration. Time-sharing, originally known as "time stealing," made it possible for multiple programs to take advantage of a machine's operational capabilities. Teletype interfaces also made it possible to communicate with a machine not through a series of punched holes but through actual text. A programmer typed in commands and read the line-by-line output generated by the machine.

Although it meant courting more run-ins at school, Lippman decided to indulge her son's passion. By age 12, Richard was attending science camps during the summer and private school during the school year. When a teacher recommended her son enroll in the Columbia Science Honors Program, a post-Sputnik program designed for gifted middle- and high-school students in New York City, Stallman added to his extracurriculars and was soon commuting uptown to the Columbia University campus on Saturdays.

By fall, Stallman was back within the mainstream population of New York City high-school students. It wasn't easy sitting through classes that seemed remedial in comparison with his Saturday studies at Columbia, but Lippman recalls proudly her son's ability to toe the line.

Gifted in anything that required analytical thinking, Stallman gravitated toward math and science at the expense of his other studies. What some teachers saw as single-mindedness, however, Lippman saw as impatience. Math and science offered simply too much opportunity to learn, especially in comparison to subjects and pursuits for which her son seemed less naturally inclined. Around age 10 or 11, when the boys in Stallman's class began playing a regular game of touch football, she remembers her son coming home in a rage.

Encouraging others to adopt the same licensing practices meant closing off the escape hatch that had allowed privately owned versions of Emacs to emerge. To close that escape hatch, Stallman and his free software colleagues came up with a solution: users would be free to modify GNU Emacs just so long as they published their modifications. In addition, the resulting "derivative" works would also have carry the same GNU Emacs License.

In 1962, computer scientists and hackers involved in MIT's Project MAC, an early forerunner of the AI Lab, took steps to alleviate this frustration. Time-sharing, originally known as "time stealing," made it possible for multiple programs to take advantage of a machine's operational capabilities. Teletype interfaces also made it possible to communicate with a machine not through a series of punched holes but through actual text. A programmer typed in commands and read the line-by-line output generated by the machine.