Autobiography of Lifetime Achievement
Award Recipient
Martha Evens, Brief Autobiography
Martha Evens
The most common question that I have been asked recently is “How did you get started
in what was classified as a man’s job?” First, I tell people that I started early enough
that computer science was not yet really classified as a man’s job and, second, that
there were quite a lot of women in the field in the beginning. My family already had a
tradition of ignoring the limits on “proper jobs for women.” My parents met in gradu-
ate school in Cambridge, Massachusetts. My father, C. Russell Walton, was a student
at Harvard Law School. My mother, Virgene Dupka, was studying architecture at the
Cambridge School of Architecture, which was bought by Harvard several years later
and renamed the Harvard School of Design. They were married in the summer of 1933
and I was born on January 1, 1935.
My father wanted to have several more children. What’s more, he wanted to bring
us up to learn to grow fruits and vegetables and care for farm animals, so when I was
two and a half, he bought a recently abandoned old inn with a big barn and a couple
of acres of land and an apple orchard. My mother started repairing and repainting the
walls of the inn and my father started work on a huge garden. Of course, he disappeared
every weekday to lawyer away in Boston, taking a train to work and back, but as soon
as he got home he changed into gardening clothes and took me outside to work with
him, while my mother made dinner.
In 1939 my mother, after several miscarriages, produced a baby boy named Russell,
but always called Rusty. In the fall of 1940 I was old enough to start in first grade in the
little school around the corner. It had two classrooms, one for the first and second grades
and the other for the third and fourth grades. In the first classroom the first grade sat in
the front of the room and the second grade sat behind them. Since I could already read,
the teacher had me sit with the second graders. After two summers with my mother’s
father, an accounting expert, I also knew first grade arithmetic, so I could learn second
grade arithmetic with the second graders very comfortably. It turned out that I could not
see or hear very well, which led to some awkward moments, but all in all I got along
pretty well. However, my teacher insisted that my parents take me to have my eyes and
hearing tested toward the end of that first school year. I came away with my first pair
of glasses. The doctor said my hearing was indeed poor, but he felt that I was too young
for hearing aids and maybe I would improve with time.
During the next summer (1941) my parents decided to move back to Cambridge.
They found a really nice house to rent. The only problem was that we would have to
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Computational Linguistics
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wait until December to move in. My father found a live-in assistant at the prison in
Framingham for my mother, and my mother began to drive me to Cambridge every
weekday morning so that I could start at the Cambridge School. Sometimes she stayed
in Cambridge for an hour or two to meet some of her old friends and tell them that we
would be coming back. The Cambridge School discovered that I could read fairly well
and handle second grade arithmetic problems and put me in the third grade. I found it
rather scary to go into a class where everyone was about a year older than I was, but
the work was interesting and I found people to play with during breaks. I stayed there
until I finished seventh grade, when that school came to an end. Our new house was
on Buckingham Street, so my parents decided to send me to the Buckingham School.
The Buckingham School served both boys and girls in kindergarten through fifth grade,
but after that it was for girls only. Also, beginning at the sixth grade all the students
started to learn French. My parents asked around and discovered that down the street
in a building with four apartments there lived a retired school principal who had also
taught French for many years. My parents hired her to teach me French after my first
two summers at Buckingham, and we kept on being friends after that for more than
twenty years.
My class at Buckingham had only eight girls and they were very kind and welcom-
ing. We had a lot of fun together. In the ninth grade we started to learn Latin, too. We
also learned a lot of English and American history and literature. In the tenth grade we
had a year of history of Asia. In the eleventh grade I wound up taking an “advanced”
mathematics course with four twelfth-graders. In the twelfth grade I tried not to forget
it all, while I tried to figure out where I should apply to college.
I finally decided to go to Bryn Mawr, which was where several people I admired
had gone and where I did not know anyone else. I was 16 and rather scared when I
got there in September of 1951, but my first calculus course contained a lot of friendly,
smart people. When I finished registering I was called in by the dean, who started out
by telling me she thought I was going to be bored silly. I had registered for the be-
ginning courses in Calculus, Greek, German, and English—two beginning language
courses—and did I really need to learn more math (which she hated). I would be doing
nothing in my freshman year but memorizing things, she argued. I wasn’t sure what to
say, but I told her that I was interested in learning about language and how language
worked and I loved mathematics. I went back to my dormitory room and I thought
about the response that the dean had elicited from me. I decided that I meant what I
said and I refused to change my courses. How did this fit with my plan to major in
Mathematics, I wondered. I enjoyed all my courses. My favorite professor was a math-
ematician, Professor Marguerite Lehr. I had a long-term friendship with her and with
several students: Anne Haywood, whom I first met in that first year calculus course (she
was pre-med), and Nancy Degenhart, who was in my first Greek course, and who spent
most of her life digging up classical archeology sites with her archeologist husband.
Clarissa Dillon was in the same dormitory as I was. She wound up eventually helping
create a park that taught people around Philadelphia about life in the 1700s and writing
books about it. I also became quite close to Clarissa’s roommate, Caroline Warren.
Nancy and I both graduated in 1955 with “summa” on our undergraduate degree
documents and tied for the top GPA in the class. She spent the next year (academic year
1955–1956) digging in Greece and I spent it in Paris on a Fulbright Fellowship learning
more mathematics, improving my French, and learning about new developments in
informatics, but I went off to find Nancy and see Greece during my spring break.
In the summer of 1956, I came home to Cambridge, Massachusetts, and applied to
the graduate program in Mathematics at Harvard/Radcliffe. On my first visit to the
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Evens
Martha Evens, Brief Autobiography
Mathematics building, a man named Leonard Evens was sitting on the front steps—
he had offered to show new students around the building. He told me that everyone
called him “Len” and showed me around the building, with emphasis on the library,
which was filled with books in French and German, and then deposited me at my
advisor’s office. As we got to know each other better during the semester, he told me
about MIT’s Lincoln Laboratory. He had worked there himself the previous summer
and was planning to go back in the summer of 1957. He suggested that I apply, too,
for the coming summer. I was hired as a mathematician and I was lucky enough to
get hired to work for Oliver Selfridge, who was starting to be known as one of the
first experts in natural language processing. He told me to learn Fortran programming
(MIT had just received the first Fortran compiler to leave IBM). Then he asked me to
write a spelling correction program for the Morse code messages that the Navy was
getting from ships and islands all over the Pacific. Everyone who sends Morse code has
a different style and these examples were full of errors, as well, mostly from people who
were just learning Morse code themselves. Several years later our program became the
first widely available spelling program.
At the end of the school year I was awarded an M.S. in Mathematics from Radcliffe
and admitted to the Ph.D. program. Anne Haywood had been admitted to Harvard
Medical School straight from Bryn Mawr and for the year 1956–1957—we shared an
apartment in Roxbury just a block away from her classes and not far from Len’s
apartment in Brookline where he lived with his mother. (His father had died during
his last year at Cornell.) Anne and I also lived together for the 1957–1958 academic year.
My parents’ next-door neighbors invited Anne and me to house-sit free of charge for
a year as they went to Europe on a sabbatical. I went back to Lincoln Laboratory for
the next two summers, with Len driving me to classes in Cambridge and during the
summers to work at Lincoln Laboratory.
Len and I got married in my parents’ living room in September 1958, with Anne
Haywood as bridesmaid. We moved into an apartment within walking distance of the
Mathematics building, but just over the Cambridge border in Somerville. It was sev-
eral weeks before we discovered that Len’s thesis advisor, John Tate, lived on an upper
floor of the same building, with his wife and a very new baby. By March I was preg-
nant myself and miserably sick to my stomach and fainting at the most inconvenient
moments. Later that spring I washed out of the Ph.D. program. In October I produced
a daughter, named Sarah Helen Evens, but always called Sally by us. Sally was named
for a great aunt of Len and a great aunt of mine. By then Len was writing a very exciting
thesis proving that the cohomology ring of a finite group is finitely generated. During
the spring of 1960 he was invited to spend the next year at the University of Chicago,
which was planning to hold a Group Theory year in 1960–1961. Len’s mother insisted
that he go to Commencement and get his Ph.D. diploma in person. She came back from
New York for the occasion and we sat together and cheered at appropriate moments.
The next month Len and I took Sally with us to Chicago and found an apartment in
Hyde Park close to the campus.
Len and I both enjoyed our first experience of the midwest. Len had a wonderful
time meeting the rest of the Group Theory world and teaching a class. I graded pa-
pers for an abstract algebra course, took our new baby to meet other mathematical
wives/mothers and their babies, and got pregnant again. I found Chicago Lying-in
Hospital much more comfortable than Boston Lying-in Hospital, maybe because I felt
so much better during my second pregnancy than the first. In May, I produced a son
whom we named Samuel Robert Evens, Samuel for Len’s deceased father and Robert for
several of my ancestors. By this time Len received an invitation from the Mathematics
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Computational Linguistics
Volume 48, Number 4
Department at the University of California at Berkeley to come for a three-year stint as
an Assistant Professor. When our son Sam was three weeks old, we put Sally and Sam
in the car and set out for California.
After a year in a rented house south of the campus, in the summer of 1962 we bought
an old and tired house in the Berkeley hills with four bedrooms and beautiful views.
Among other major problems, it needed completely new electrical wiring all through
the house. Len bought a book and did it himself. When the city inspector came to inspect
Len’s work and give us legal permission to use it, he was amazed because it looked so
professional. “It looks like a page in a textbook,” he said. He was even more amazed
when Len pulled out the textbook in question. The next summer Len replaced the old
tiles on two sides of the house. I did a lot of work on the garden and helped with the
indoor painting but he did most of it. His work on the house was just recreational, he
claimed. He needed to take some time off from thinking about mathematics and his
students. With a lot of encouragement from Len, I called the branch of the California
State University in Hayward, and got a job teaching Differential Equations one evening
a week. I also discovered that Berkeley had one of the earliest and best linguistics
departments in the country and so I started going to their colloquia and reading some
of their textbooks. After Oliver Selfridge came to give a talk and insisted on taking
me out to tea afterwards, one of their best Ph.D. students—who was making a start at
applying to Mandarin Chinese (her native language) some of the techniques developed
for English to Chinese—invited me to write a parser for her. I learned a lot in this
process. Len babysat while I taught and I went to meetings on campus. John Tate and his
wife Karin and their children came to Berkeley for a year-long sabbatical in the spring of
1963 and rented a house just a block away, and Karin and the Tates’ two children came
to play with me and our children and go swimming with us almost every day, while
Len and John did mathematics together. Not long after they went back to Cambridge,
I produced another daughter, whom we named Anne Chaia Evens, but called Nancy.
(Chaia was the name of Len’s maternal grandmother, whom he and his parents had
lived with early in their marriage, but who died before I met Len.) In the spring of 1964,
Len got some very bad news. Berkeley decided not to renew his contract. Once he told
the Group Theory world that he was available, he got a number of offers and took the
one from Northwestern.
Over the telephone with various members of the department, we found a row house
in Evanston, about half a mile south of campus, which we rented from a Northwestern
faculty member who was planning a year away. He told us that the row houses were
full of friendly people with children about the same age as ours. This turned out to be
true. The Birchfields lived in the row house right next to ours. Our landlord had told
us that the father, Ed, was teaching in the Engineering School at Northwestern. Ed’s
wife Marilyn rang our doorbell an hour or so after we arrived in Evanston and said
“I hear that you just got here from California. You must have lots of dirty laundry if
you have just traveled two thousand miles in a car with three small children. If you
could let me have it right now, I could bring it back clean and dry later today.” I couldn’t
resist, invited her in, told her I didn’t even know yet whether we had a washing machine
and handed her two big bags of dirty laundry. When she brought it back clean and
folded, she also brought her two children. They started playing together with Sally
and Sam immediately, while I nursed Nancy. This was her first birthday, but there
was no celebration of any kind. Her sister and brother never permitted such a thing
to happen again, while they were all growing up.
After we had lived in the row house for four years, our landlord’s family decided
to stay at their new university and offered to sell the row house to us. By this time all
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Evens
Martha Evens, Brief Autobiography
three of our children were going to a new school, the Evanston Laboratory School,
which was available to students all over the city of Evanston. Len and I were both
impressed with it and felt that since we could move without uprooting our children
from school again, we should look for a house nearer the university. We told all our
friends at Northwestern that we were looking for a house and we got a tip—a law school
faculty member named Victor Rosenblum and his family were leaving town. Their
house was on Orrington and only a short block away from the Mathematics Depart-
ment. We bought it as soon as we saw it and moved in at the beginning of August 1968.
Len encouraged me to go back to graduate school in computer science when our
youngest child started school. Although I had been going to listen to some people
at the University of Chicago talk about computer science, we decided it would be
cheaper and more manageable for me to go to Northwestern. Northwestern did not
yet have a Department of Computer Science, but I knew I wanted to work with Gilbert
Krulee, who was then chair of the Engineering Management Department, so I filled
out an application for Engineering Management and started that program part-time in
1969. In 1971, Northwestern created a Department of Computer Science with Krulee as
department chair, and I moved over along with him. At the time, Northwestern had a
policy of not supporting married female graduate students, but I worked at the campus
computer center for two years and then taught courses in computer science there and
was able to pay my tuition that way. For my Ph.D. thesis, I wrote a program that was
able to read and interpret children’s stories, and could answer multiple choice test
questions about the stories correctly. The program also could tell students whether their
answers to the test were correct, and, if their answers were incorrect, it could explain to
them why the right answer was correct.
A week after I defended my thesis in August 1975, I started teaching in the
Computer Science Department at Illinois Institute of Technology (IIT), which like the
department at Northwestern had been created in 1971. I was hired to teach courses in
Computer Science at IIT, developed by Robert Dewar (still the most famous computer
scientist ever at IIT), who was just about to take off for New York City to become Chair of
Computer Science at New York University. That first year I spent most of my time trying
to learn enough to say something sensible in class the next day, but I still made sure
to get to the Northwestern linguistics seminar for a couple of hours every week. The
Linguistics Department and the Mathematics Department were only a block away from
our home in Evanston and my wonderful husband came home early some afternoons
to meet our three children when they came home from school and take care of them for
several hours until I got home and made us all some dinner. The participants in the sem-
inar included my advisor Gilbert Krulee (who had now become head of the Linguistics
Department at Northwestern) and Oswald Werner and Raoul Smith, who were both
on my dissertation committee. At the seminar, the other participants kept asking me
when I was going to publish my thesis. After several months they got tired of my lack
of answers to this question, and one day when the expected speaker did not show up,
they together outlined a book and told me to write the first section and they divided the
rest of it between themselves. Eventually two good friends of mine, Judith Markowitz
and Bonnie Litowitz, who often came to this same seminar, also volunteered to add
relevant pieces. It took until 1980 to get it all assembled and organized for publication.1
1 Evens, M., B. Litowitz, J. Markowitz, R. Smith, and O. Werner. 1980. Lexical-Semantic Relations: A
Comparative Survey, Linguistic Research, Inc., Edmonton, Alberta.
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Computational Linguistics
Volume 48, Number 4
In the fall of 1976, early in my second year at IIT, I got a telephone call from a
cardiologist at Michael Reese Hospital, which was about four blocks from my office
at IIT. He told me that he was a cardiologist and his name was Daniel Hier and that
he was looking for someone who could program a computer system to take a list of
patient symptoms and come back with a list of possible cardiac diseases that could be
responsible for these symptoms. It seemed to me that this task was doable (but not
quickly), probably useful, and perhaps publishable. I said I think we could do that, my
students and I, but we would need a lot of information from him beginning with a list
of symptoms, a list of diseases, and a list of relationships between them. Do you have
a favorite textbook that you could lend us? Or a pile of patient records that would help
us learn some of this? He laughed and said that part of his job was teaching some of
this to first-year residents. But he was worried because they often forgot some of the
rarer symptoms and, of course, we occasionally get new information about symptoms
and diseases. He told me to call him Dan, and assured me he would produce any lists
I wanted, and we made an appointment to get together the next week. This was the
beginning of a series of collaborations that lasted until we had both retired. He gave a
very kind speech at my retirement party in 2002. About five years after we first met,
Michael Reese had to close for financial reasons, and Dan moved to Illinois Medical
School. His first step at Illinois Medical School was to hire Johnson Jao, one of a series
of excellent students in Computer Science at IIT from Taiwan, whose thesis project was
developing another system for Dan. After Dan retired, Johnson went to work for the
National Science Foundation.
David Trace, a physician teaching at Chicago Medical School, read a couple of
papers written by Dan and me and called Dan to find out more. Dan suggested that
he talk to me and gave him my number. David invited me to come to the medical
school, which is now called Rosalind Franklin Medical College, and is located in the far
north suburbs of Chicago. It was a long way, but certainly worth the drive. David had
collected half a dozen people, including several from the computing center, to talk about
possible projects in medical informatics. The man in charge of the computing center was
Frank Naeymi-Rad, whose family had immigrated from Iran when he was in his early
teens. He was writing an M.S. thesis to finish a degree in Computer Science at Southern
Illinois University. His most recent hire was Timothy Koschman, who had just finished
an M.S. program in Milwaukee. They asked me a lot of intelligent questions about what
Dan and I had been doing. At the end of the meeting, David Trace asked me if Dan
and I were thinking about expanding our program to other medical areas aside from
cardiology. Dan called me that evening to tell me that David had asked him the same
question, and Dan had told him, “No, I was interested in computerizing paperwork
for cardiologists.” In addition, Dan complained that my students were trying to push
him to do more in AI. Around this time, Frank asked me to read the draft of his M.S.
thesis and make suggestions. He’d asked Tim the same thing but Tim was too polite
to make critical comments. The happy result of this interaction was that both Tim and
Frank decided to do Ph.D.s with me. Frank focused on designing the patient database
while Tim focused on interviewing doctors to discover what services we needed to
include in the medical information system we were developing in collaboration with
David Trace, which we eventually called MEDAS. The system was designed to build
a database for each patient that included contact information, symptoms, diseases,
and generated discharge instructions. David stayed at Chicago Medical School and
we continued our productive collaboration for many years, and he took the lead in
further developments in MEDAS. At some point after Frank got his Ph.D., Frank
started his own medical informatics company, which has done extremely well. After
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Martha Evens, Brief Autobiography
Tim got his Ph.D. he taught and did research at Southern Illinois Medical School and
recently retired.
Around 1986, I got another life-changing telephone call, this time from Rush Medi-
cal College. Two professors of physiology, Joel Michael and Allen Rovick, called me to
tell me about CIRCSIM, their plan for one-on-one tutoring to help first-year medical
students do medical problem-solving, something that many first-year students find
very difficult. So many students had found CIRCSIM very helpful that a large percent-
age of the 150 students in their physiology course were asking for it, and they found
the effort of handling this load exhausting. They asked if we could figure out a way
to put CIRCSIM onto a computer. I wrote a proposal to a naval research fund with
the blessing of both Joel and Allen, and we got funding that eventually lasted for 12
years. Michael Glass did most of the parsing and language generation. Reva Freedman
did a lot of work that improved the planning and wrote a very good paper on the
subject. She was a Ph.D. student in Computer Science at Northwestern at the time.
Her research on planning for CIRCSIM-Tutor was the basis for her thesis. Altogether,
about 25 of my students worked on CIRCSIM-Tutor for their theses. After I retired
from teaching at IIT in 2001, Joel and I eventually wrote a book about CIRCSIM and
CIRCSIM-Tutor.2
All three of these projects in medical informatics involved building a lexicon. I
found the problems involved absolutely fascinating and I continued to work on them
throughout my years at IIT. I was very fortunate to get to know several professional
lexicographers from England, Canada, France, Germany, Italy, as well as the United
States, who invited me to their conferences, which were mainly held in Canada near
Toronto, in the Province of Ontario. After more conferences and a lot of time reading
journals and writing code, almost ten years later, I edited another book about lexical
problems.3
Our children went away to college in the early 1980s, and Len and I took plea-
sure in seeing them find productive careers. At that time, Len became an active runner
and qualified for the Boston Marathon. He was also involved in measuring courses
for local running clubs in the Chicago area. He set up and maintained our home
computer system, and was always supportive of my research activities. Although
each of our children lived far away at various times, by 1998, they were all back
in Chicago. In 1991, our first grandchild Michael was born, and Len and I enjoyed
being part of his life, and the lives of our other grandchildren, who we got to see on
a regular basis. In 2016, Len was diagnosed with Parkinson disease, and developed
progressive dementia, and we moved to an assisted living place so I could get more
help taking care of him. We were fortunate to be able to stay in downtown Evanston,
and be able to walk to do errands in our neighborhood, and to live in a wonderful
community.
Len died suddenly on the morning of November 12, 2020. I miss him constantly, but
I feel very lucky to have been married to him for 62 years. Our three children all live in
the Chicago area and they all come to see me often and offer help when I need it to get
to doctor’s appointments. I have five grandchildren aged 21 to 31, and I am hoping for
great grandchildren.
2 Evens, M. and J. Michael. 2006. One-on-One Tutoring by Humans and Machines. Erlbaum, Mahwah, NJ.
3 Evens, M., editor. 1988/2009. Relational Models of the Lexicon: Representing Knowledge in Semantic Networks.
Cambridge University Press.
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Computational Linguistics
Volume 48, Number 4
At this point, I find the current progress in natural language processing, including
machine learning tutoring systems and medical informatics, tremendously exciting. I
hope these advances will lead to material progress in making health care more broadly
available. I look forward to seeing what the next generation of researchers will manage
to accomplish.
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