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Dungeon Hacks, Chapter 5: When the Inmates Run the Asylum - Hack-ing at
Lincoln-Sudbury High School

by [80]David Craddock on 08/10/15 01:21:00 pm Featured Blogs
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Author's Note: [85]Dungeon Hacks is a standalone book authored by David
L. Craddock and published by Press Start Press. The book chronicles the
making of and culture surrounding seminal roguelike RPGs such as Rogue,
Hack, and Moria. If you enjoy this excerpt, you can pick up the full
edition of [86]Dungeon Hacks in paperback, as an audiobook, or on
popular e-reading platforms like Kindle and iBooks.

**

No Official Status

In 1965, computer labs were just a stone's throw away in any direction
at Massachusetts Institute of Technology. Most labs were identical in
appearance: minicomputers that flashed and hummed while students
retrieved paper from teletypewriters. Time-sharing had only recently
been invented, but many computers only accommodated one user at a time,
while others were punch-card behemoths, far too old to incorporate
time-sharing technology. Most of the computers were owned by a research
group and dedicated to specific tasks, rendering them unusable to
students. A select few dumb terminals featuring screens were available,
but always in short supply. A single PDP-1 sat in a corner, but was
arbitrarily declared off-limits to first-semester freshmen.

Consequently, administrators monitored student usage closely. Students
were given the bare minimum of permissions after logging in to an
account, just enough to write papers and conduct research. Brian
Harvey, an undergrad pursuing his bachelor's in mathematics, found all
the rules and regulations cloying. A single lab allowed students to
work on unsanctioned projects, but first-semester freshmen were
forbidden to cross its threshold; the Powers That Be worried that
students would get caught up in hacking their own projects and let
their grades slip.

None of that changed the fact that Harvey had a (semi-)legitimate
reason for needing to use a computer. He was involved in WTBS, a
student-run radio station, and had to maintain the mailing list.
Another student understood his need and steered him in the direction of
the Artificial Intelligence Lab, one of MIT's best-kept secrets.

For Harvey, working in the AI Lab was a breath of fresh air. "When I
found a bug in TECO, the text editor we used there, and brought it to
one of the 'real' system programmers, he told me he was busy and I
should fix it myself. He showed me how to find the source [code] and
how to run the assembler, then I was on my own to sink or swim. I
couldn't believe they'd let a freshman work on the real system
programs. Especially one who'd just walked in the door, with no
official status. But that's how it was: there was no official
status."^1

Students had the run of the AI Lab. They came and went as they pleased,
and wrote code for any program that came to mind. When an official
program sputtered, they rolled up their sleeves and dug into the code.
Harvey carried the AI Lab's egalitarian spirit with him as he began his
career in education and software engineering. Graduating from MIT in
1969, he went on to earn a master's in computer science at Stanford in
1975, where unrestricted labs like his safe haven at MIT also existed.

In 1979, Harvey applied for a job at Lincoln-Sudbury Regional High
School (LS), a four-year public school in Sudbury, Massachusetts.^2 His
official title was chair (and one and only member) of the computer
department. Before his arrival, the computer lab had been a part of the
mathematics department, but the installment of a separate computer
department was proposed by the mathematics instructors. They worried
that tethering computer classes to the math department would scare away
students who might be interested in computers but intimidated by math.

All Hands on Deck

Before officially starting his tenure, Harvey talked to LS's principal,
David Levington, about what he wanted to accomplish. "I didn't arrive
with the complete vision of the structure we ended up with, but right
away I talked the school into letting me not give grades, since I knew
that would ruin the freewheeling atmosphere I wanted."

To Harvey's surprise, Levington was on board. Rather than hailing from
education, Levington came from business, and putting a businessperson
in charge of a school was usually a recipe for disaster:
policy-oriented administrators often tried to micromanage even the most
experienced teachers on their payroll, placing short-term goals ahead
of long-term results. But Levington defied convention; he made a habit
of hiring the best educators for the job and then stayed out of their
way.

For his next trick, Harvey needed to pull funding out of a hat. The
school's computer, a PDP-8 run by the math department, was old and in
need of replacing. Within his first few days at the school, the 8
crashed. Harvey, more familiar with PDP-10 hardware from his days in
the AI Lab, had no idea how to restart it, so he asked a tech-savvy
student to lend a hand. The student followed Harvey to the inner room
of the computer lab, but hesitated, opting to stand in the doorway and
shout instructions while Harvey fiddled with switches.

Frustrated, Harvey asked the student why he did not enter. The student
replied that no students were allowed in the room because of the list
of administrative passwords pinned to a wall. "That's stupid," Harvey
remembered saying. He took down the list and declared that anybody with
a valid reason for using the computers would be allowed access to the
inner room. For days afterwards, Harvey watched as students stepped
into the room, looked around in wonder, then left without a word.
"These tiny first steps already established my reputation as an
educational radical—nothing about teaching or curriculum, just getting
rid of stupid reminders to kids how little their wishes counted at
school."

Harvey did not stop there. Writing a grant proposal to DEC,
manufacturer of the popular PDP-11/70 minicomputer, he explained that
he wanted to modernize his school's computer lab, but he needed DEC's
help to do it. "What I really wanted was a PDP-10, the machine I'd used
at MIT and at Stanford," Harvey explained. "But I knew they weren't
going to give me a half-million-dollar machine, so I asked for a free
PDP-11/70, the most powerful model of their minicomputer line. In the
end, they told me that DEC doesn't like to give 100-percent grants
because then people ask for more than they need, but I could have 75
percent off of whatever I wanted."

Harvey petitioned the school committee to cover the remaining 25
percent of the funding. Levington went to bat for him. Money in hand,
Harvey installed terminals all across LS: six in the new computer
center, a few in the library, and others in administrative offices
where both teachers and students had access. Determined to give the
kids hands-on experience, Harvey put them to work running RS-232 cables
through the corridors, connecting each terminal to the PDP-11/70, which
was stored in the lab's inner room.

Once the lab was up and running, Harvey invited his peers to drop by.
Reactions ran the gamut. "You'd open the door of the room and hear kids
yelling across the room to their friends and project partners, see some
kids playing games, some just hanging out, and others hard at work with
total concentration. Teachers who thought that, in a proper classroom,
every kid is doing the same thing at the same time, quietly, hated it.
But other, more progressive teachers loved it. I was amused that every
teacher loved or hated it instantly, the moment they walked in, without
asking questions."

On most days, the computer lab was a disaster zone. The furniture
became worn from students treating it like a trampoline. Sofa pillows
were brandished in spur-of-the-moment duels. Computer paper littered
desks and the floor. Larry Davidson, one of the math instructors,
pitched an idea to Harvey: give the students the keys to the lab,
allowing them unfettered access after school hours, provided they ran
the space responsibly: set and enforce rules about reserving equipment,
and pick up after themselves.

Placing a great deal of trust in his kids, Harvey handed the keys over.
To his surprise, the students devised a clean-up rotation where a
different student was nominated to tidy up at the end of each school
day.

Astonishingly, no damage ever befell any of the equipment. To the
students, the terminals, printer, and PDP-11/70 were sacred.

The Computer Gang

Harvey continued running LS's computer center in an unorthodox way.
Instead of cracking down, he offered his students more choice and
responsibility. Early on, he charted a long series of courses that
taught programming fundamentals and progressed to more complex lessons,
culminating in an advanced programming course. He ended up trimming the
curriculum to two courses: intro to computers, and advanced computer
programming.

One aim of the intro course was to arm students with the knowledge they
needed to use computers for other coursework, such as writing papers.
Harvey's primary goal, however, was to teach students that they could
make computers perform virtually any function imaginable by learning
how to program. A filing cabinet in the computer center held worksheets
that taught the basics of the Logo programming language and
word-processing software. Early on, Harvey lectured one class per week
and gave the students autonomy for the rest of the periods. Both Harvey
and the kids ended up hating the lecture period, so he cut the lecture
and simply made the rounds, answering questions and providing guidance
when needed.

Harvey gave his students more time than there was work to be finished.
Assignments had to be turned in by the end of the semester; if the kids
chose to do work one day and spend the next day playing games, that was
fine by him. The kids quickly discovered games like Empire, a
multiplayer, turn-based strategy game. Most of the terminals were DEC
VT100s, which presented output on a tiny black-and-white screen. The
rest—claimed by students who had reserved them using a reservation
system written by classmates—were DEC GIGIs, which displayed simple
color graphics, perfect for computer games. "There weren't any
commercial computer games back then. We had a copy of Adventure, and
maybe a primitive Star Trek game, but all the rest were things we wrote
ourselves. I remember one called Bombs, which involved being chased by
monsters in a maze, and must've been one of the first real-time games
ever written for UNIX," recalled Jay Fenlason, a former student of
Harvey's.

Harvey capitalized on the industriousness of students who wrote their
own games. "I made game authors put their names and the school's name
on the splash [intro] screen, so players would think, This was written
by a kid just like me, and be inspired to learn how."

Students in the advanced programming curriculum had carte blanche. They
chose what they wanted to make, and Harvey guided them along the way.
Michael Thome, a student of Harvey's, was awed by the freedom Harvey
extended to his students. Anytime Thome or his friends expressed
interest in learning about new concepts, Harvey was on hand to
encourage and support their learning. There was never any busy work
because the students studied subjects that interested them. "By the
time I graduated, I had several years of experience as a system
administrator, had done UNIX kernel programing, had worked with robots,
learned the basics of 3D graphics, and had built my own language—and
the community was full of other students doing as or more advanced work
of their own," Thome recounted.

Thome was one in a gang of closely-knit hacker friends. Jonathan Payne
was another. A bookish prankster who spent his first two years at LS
loitering in the library, Payne peeled magnetic strips out of books,
planted them in other kids' backpacks, and doubled over laughing when
they tripped the alarm heading out of the library. During his sophomore
year, Payne started spending more time playing computer games on the
terminals Harvey had installed in the library. Before long, Payne
wandered into the computer center and became a mainstay. Excited by the
student-first environment, he broadened his interests and wrote a
popular take on Emacs, a text editor, which he called JOVE, short for
Jonathan's Own Version of Emacs. JOVE grew popular enough to be
distributed with the Berkeley-developed BSD UNIX operating system.

Michael Thome was one of Harvey's quietest students, and a good role
model, if unwittingly so. When the other kids grew too rambunctious,
Thome picked out a book, crawled up on a ledge near the top of one of
the walls, sat cross-legged, and read. "He was very much part of the
social group," Harvey explained. "He was just more able to sit in one
place and not be in the heat of every ephemeral activity. So he became
sort of the stereotypical wise man of the group. Everyone looked up to
him—me, too!—because he never yelled; he just always did the right
thing calmly."

Jay Fenlason was one of Harvey's most ambitious students. Precocious
and interested in nearly everything, Fenlason had a leg up on many of
his peers, having discovered programming a couple of years earlier in
junior high. "Programming was something I just fell in love with the
first time I tried it. Here I had this powerful machine, and I could
make it do anything that I could imagine. It was awesome."

Upon entering LS, Fenlason was one of many excited hackers who rushed
through other work to maximize time spent in the computer center. "I
don't really understand how any of the computer gang managed to pass
their other classes," Harvey admitted wryly.

Fenlason divided his time between playing games and studying them. Of
particular interest was Rogue. "The summer between my sophomore and
junior years, Brian [Harvey] invited some of us students to come out to
California to [work as teacher's assistants during] a summer class he
was teaching at San Francisco State University. While we were out
there, we took a trip to UC Berkeley, where I got to play Rogue for the
first time."

Fenlason had never played a game as immersive and complex as Rogue.
After leaving Berkeley, he became driven to distraction by thoughts of
questing down in the dungeons. Later in the week, he split from the
group and hopped a bus back to the campus, where he invested more hours
in the game. "I think I got a little bit obsessed then, and like any
obsessed person who'd been cut off, I decided to build my own."

Reinventing the Wheel

Drawing on the eight or so hours he had spent playing Rogue at UCB,
Fenlason laid groundwork in San Francisco. His intention, more or less,
was to recreate Rogue as he remembered it: the dungeon layouts, the
monsters, and the items. Fenlason dubbed his clone Hack for two
reasons: "One definition was 'a quick [computer] hack because I don't
have access to Rogue'. The other was 'hack-n-slash', a reference to one
of the styles of playing Dungeons and Dragons."

Thus the roguelike, a game clearly inspired by Rogue rather than
coincidentally exhibiting similar game systems and features, was born.

Fenlason composed a wish list of features he felt Rogue lacked, as well
as those which Rogue could have implemented better. Level design, for
instance, had been too simplistic; it would be more fun if players
could explore dungeons that spanned more than a single screen. Monsters
posed another shortcoming. There were only twenty-six, one per capital
letter—far fewer than the text symbols available. More egregious was
that they all attacked in the same way, making a beeline for the player
instead of, say, maneuvering around for a sneak attack or standing in
place—perhaps blocking a doorway—and forcing the "@" avatar to venture
closer.

"The most major philosophical difference I can think of is that I did
not want to have limits imposed on what the character could do because
of the interface," Fenlason explained. "So if your character is
carrying 12 different kinds of potions and finds a new potion in the
dungeon, they should be able to pick it up regardless of whether it is
the same kind as the potions they are already carrying."

Other members of the computer gang—Thome, Payne, and another boy named
Kenny Woodland—caught Fenlason's infectious enthusiasm. Like him, they
simply wanted to reinvent the wheel and smooth out its rough spots.
"Working on Hack was a matter of being able to add onto a growing game:
adding features, fixing bugs, improving the performance—what every
programmer enjoys," Thome explained. "I don't think the goal was ever
really to clone Rogue as such, but to build a game that was satisfying
in the same ways that Rogue was."

Playing the game was fun, but even more intriguing was its
architecture. Curious as to how the game whipped up new levels every
time he played, Fenlason hunted for source code so he could study
algorithms that generated dungeons. It did not take long for him to get
a prototype up and running. The earliest version of Hack was written in
Logo for the Apple II, known as the Turtle Graphics language on that
platform. Players could move their "@" around a screen devoid of
floors, walls, and other dungeon decor. All monsters charged the player
on sight.

Comfortable with the basics, Fenlason migrated to the C language,
working on the terminals at LS connected to the PDP-11/70. As the game
blossomed into a recognizable Rogue-like, he encouraged his friends to
leave their fingerprints on his work. "Mike [Thome] came up with the
idea of chameleons—monsters that could take on the appearance and
abilities of other types of monsters," he recalled. "Kenny [Woodland]
contributed the maze-generating code for the bottom level that he and
some other friends had written for Bombs. And Jonathan [Payne] and I
had a friendly rivalry going on as to whose program, JOVE or Hack,
could update the screen the most efficiently."

Community

In January 1982, Fenlason, Thome, and other students of Harvey's made
the forty-minute drive to Boston to attend the annual USENIX
conference, a confluence of hackers and a show floor where software
developers and hardware manufacturers unveiled new technologies. By
pure coincidence, Michael Toy and Ken Arnold were there to give a talk
on Rogue, which the computer gang absorbed intently.

According to Thome, some of the students approached Toy and Arnold and
asked for a favor. "The group of students ended up cornering one of
them—I don't recall which one—and asked for the source code so we could
fix the bugs/incompatibilities, but they politely refused."

Fenlason has no recollection of the conference, nor any meeting with
Toy or Arnold. While Ken Arnold could not recall meeting any of the LS
computer gang, he did remember several requests for Rogue's source
code. "People would ask us, and we would turn them down. We thought we
could figure out some way to turn [Rogue] into some cash. Remember that
this was before the BSD license, GNU [a free operating system made up
of free software] was pretty new and odd, and none of us involved had
thought much about licensing and intellectual property issues. In
retrospect, it would have been better to share."

Ultimately, Fenlason did not need Rogue's source code. By the time he
stepped away from Hack, he had managed to cross off nearly every item
on his wish list. Only a few desirables had been left on the table. He
could not figure out how to compose dungeons that took up more than one
screen, nor could he figure out how to create pre-constructed levels
that could be slipped into the stream of procedurally assembled
dungeons. Innovations such as containers that could hold objects found
during play, and light sources able to illuminate more than the floor
tiles immediately adjacent to the player, also failed to make the cut.

Fenlason chalked up the omissions to finite hardware resources. "The
limited address space on the PDP-11/70 severely constrained what I
could do. I constantly had to trade off features I would like to see
versus whether there was code space to actually implement them."

Hack was difficult to debug due to its inherent randomness. Many bugs
occurred late in the game, but there was no guarantee that the
algorithms would recreate the precise circumstances needed to pinpoint
an error.

Before handing in his code, Fenlason made sure to give his friends,
Thome, Payne, and Woodland, their due. "Really, Jay created Hack. Other
kids contributed little bits. If you see names other than Jay's in the
credits, it's because Jay really took in the lesson about not being
possessive about one's creations," Harvey said.

Coincidentally, the completion of Hack aligned with Harvey's departure
from LS. "When a kid wanted to write a login simulator, I smiled
benignly, thinking that that would be a minor activity. I grew up at
the MIT AI Lab, where, back then, there was no such thing as passwords.
I was certainly a hacker, in the original sense: I wanted to know how
everything worked. But I had no curiosity about other people's secrets.
So I underestimated how much energy the LS kids would put into password
hacking."

The student who wrote the login simulator ended up opening Pandora's
Box. During a day off, Harvey got a call from a colleague who was
frantic over the state of the computer center: on three different
occasions carried out by three different students, all on that same
day, students had attempted to hack into other kids' accounts. Bowing
under the onslaught of hacking attempts, the terminals had been
rendered inoperable. "That was, I think, in 1980 or '81. And that's
when I decided I was leaving."

Resolving to stay on until the school found a suitable replacement,
Harvey spent the next year in a funk. He left in 1982, believing he had
failed the students, the school, and himself.

However, two rays of sunshine cut through the gloom of Harvey's
departure. The first took the form of lifelong friendships. "I'm in
touch with dozens of LS computer kids. This was probably the most
intense time of my life. I felt part of a family in a way I've never
felt before or since. My best friends in the world are mostly LS
teachers and kids—former kids. I'm even friends with some of the kids'
kids!"

The second bright spot was that Hack stood and continues to stand as a
monument to lessons learned in the spirit in which they were intended.
Knowing that he lacked the time to patch in more features, Jay Fenlason
arranged for others to build on Hack's foundation. At USENIX
conferences, hackers from all corners of the world submitted code on
nine-track tapes, huge reels loaded into decks so their information
could be fed into computers. Any interested members at USENIX could
load a tape, comb through code, and make their own improvements.
Fenlason thought Hack would make a fun diversion, so he copied it onto
the LS tape—which also included Payne's JOVE program and dozens of
other applications written by Harvey's students—and sent it in by mail.

At the top of Hack's source code, Fenlason copyrighted it 1982 and
wrote a note granting permission for anyone to modify and distribute
the code provided his copyright remained intact.^5 His goal was to
encourage others to learn from writing Hack, as he had, in order to
preserve and spread knowledge.

Two years later, Hack's code ended up in the hands of a hacker who took
Fenlason up on his offer.

**

Author's Note: [87]Dungeon Hacks is a standalone book authored by David
L. Craddock and published by Press Start Press. The book chronicles the
making of and culture surrounding seminal roguelike RPGs such as Rogue,
Hack, and Moria. If you enjoy this excerpt, you can pick up the full
edition of [88]Dungeon Hacks in paperback, as an audiobook, or on
popular e-reading platforms like Kindle and iBooks.
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