Albert Einstein Explains Why We Need to Read the Classics

Two pieces of read­ing advice I’ve car­ried through­out my life came from two ear­ly favorite writ­ers, Her­man Melville and C.S. Lewis. In one of the myr­i­ad pearls he toss­es out as asides in his prose, Melville asks in Moby Dick, “why read wide­ly when you can read deeply?” Why spread our minds thin? Rather than ago­nize over what we don’t know, we can dig into the rel­a­tive­ly few things we do until we’ve mas­tered them, then move on to the next thing.

Melville’s coun­sel may not suit every tem­pera­ment, depend­ing on whether one is a fox or a hedge­hog (or an Ahab). But Lewis’ advice might just be indis­pens­able for devel­op­ing an out­look as broad-mind­ed as it is deep. “It is a good rule,” he wrote, “after read­ing a new book, nev­er to allow your­self anoth­er new one till you have read an old one in between. If that is too much for you, you should at least read one old one to every three new ones.”

Many oth­er famous read­ers have left behind sim­i­lar pieces of read­ing advice, like Edward Bul­w­er-Lyt­ton, author of noto­ri­ous open­er “It was a dark and stormy night.” As though refin­ing Lewis’ sug­ges­tion, he pro­posed, “In sci­ence, read, by pref­er­ence, the newest works; in lit­er­a­ture, the old­est. The clas­sic lit­er­a­ture is always mod­ern. New books revive and redec­o­rate old ideas; old books sug­gest and invig­o­rate new ideas.”

Albert Ein­stein shared nei­ther Lewis’ reli­gion nor Bulwar-Lytton’s love of semi­colons, but he did share both their out­look on read­ing the ancients. Ein­stein approached the sub­ject in terms of mod­ern arro­gance and igno­rance and the bias of pre­sen­tism, writ­ing in a 1952 jour­nal arti­cle:

Some­body who only reads news­pa­pers and at best books of con­tem­po­rary authors looks to me like an extreme­ly near-sight­ed per­son who scorns eye­glass­es. He is com­plete­ly depen­dent on the prej­u­dices and fash­ions of his times, since he nev­er gets to see or hear any­thing else. And what a per­son thinks on his own with­out being stim­u­lat­ed by the thoughts and expe­ri­ences of oth­er peo­ple is even in the best case rather pal­try and monot­o­nous.

There are only a few enlight­ened peo­ple with a lucid mind and style and with good taste with­in a cen­tu­ry. What has been pre­served of their work belongs among the most pre­cious pos­ses­sions of mankind. We owe it to a few writ­ers of antiq­ui­ty (Pla­to, Aris­to­tle, etc.) that the peo­ple in the Mid­dle Ages could slow­ly extri­cate them­selves from the super­sti­tions and igno­rance that had dark­ened life for more than half a mil­len­ni­um.

Noth­ing is more need­ed to over­come the mod­ernist’s snob­bish­ness.

Ein­stein him­self read both wide­ly and deeply, so much so that he “became a lit­er­ary motif for some writ­ers,” as Dr. Anto­nia Moreno González notes, not only because of his par­a­digm-shat­ter­ing the­o­ries but because of his gen­er­al­ly well-round­ed pub­lic genius. He was fre­quent­ly asked, and hap­py to vol­un­teer, his “ideas and opinions”—as the title of a col­lec­tion of his writ­ing calls his non-sci­en­tif­ic work, becom­ing a pub­lic philoso­pher as well as a sci­en­tist.

We might cred­it Ein­stein’s lib­er­al atti­tude toward read­ing and education—in the clas­si­cal sense of the word “lib­er­al”— as a dri­ving force behind his end­less intel­lec­tu­al curios­i­ty, humil­i­ty, and lack of prej­u­dice. His diag­no­sis of the prob­lem of mod­ern igno­rance may strike us as gross­ly under­stat­ed in our cur­rent polit­i­cal cir­cum­stances. As for what con­sti­tutes a “clas­sic,” I like Ita­lo Calvi­no’s expan­sive def­i­n­i­tion: “A clas­sic is a book that has nev­er fin­ished say­ing what it has to say.”

via Men­tal Floss

Relat­ed Con­tent:

Ita­lo Calvi­no Offers 14 Rea­sons We Should Read the Clas­sics

Vir­ginia Woolf Offers Gen­tle Advice on “How One Should Read a Book”

The New York Pub­lic Library Cre­ates a List of 125 Books That They Love

100 Nov­els All Kids Should Read Before Leav­ing High School

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

This Is What an 1869 MIT Entrance Exam Looks Like: Could You Have Passed the Test?

The late 19th Cen­tu­ry was the time of Charles Dar­win and James Clerk Maxwell, of Thomas Edi­son and Alexan­der Gra­ham Bell. It was a gold­en age of sci­ence and tech­nol­o­gy. So you might won­der how hard it was to get into one of the top tech­ni­cal uni­ver­si­ties in that era.

The answer, accord­ing to this video? Not very hard.

At least that was the case in 1869 at the Mass­a­chu­setts Insti­tute of Tech­nol­o­gy, or MIT,  as the young Aus­tralian sci­ence and math teacher Toby Hendy explains on her excel­lent YouTube chan­nel, Tibees. MIT was brand new and des­per­ate for tuition rev­enue in 1869, so the object of the test was­n’t to whit­tle a mas­sive field of appli­cants down to a man­age­able size. It was sim­ply to make sure that incom­ing stu­dents could han­dle the work.

MIT opened in 1865, just after the end of the Civ­il War. The idea was to cre­ate a Euro­pean-style poly­tech­nic uni­ver­si­ty to meet the demands of an increas­ing­ly indus­tri­al econ­o­my. The orig­i­nal cam­pus was in Boston, across the Charles Riv­er from its cur­rent loca­tion in Cam­bridge. Only 15 stu­dents signed up in 1865. Tuition was $100 for the whole year. There was no for­mal entrance test. Accord­ing to an arti­cle from the school’s Archives and Spe­cial Col­lec­tions,

The “con­di­tions for admis­sion” sec­tion of MIT’s cat­a­logue for 1865–66 indi­cates that can­di­dates for admis­sion as first year stu­dents must be at least six­teen years old and must give sat­is­fac­to­ry evi­dence “by exam­i­na­tion or oth­er­wise” of a com­pe­tent train­ing in arith­metic, geom­e­try, Eng­lish gram­mar, geog­ra­phy, and the “rudi­ments of French.” Rapid and leg­i­ble hand­writ­ing was also stressed as being “par­tic­u­lar­ly impor­tant.” By 1869 the hand­writ­ing require­ment and French had been dropped, but alge­bra had been added and stu­dents need­ed to pass a qual­i­fy­ing exam in the required sub­ject areas. An ancil­lary effect was to pro­tect unqual­i­fied stu­dents from dis­ap­point­ment and pro­fes­sors from wast­ing their time.

A cou­ple of years ear­li­er, in 1867, the MIT Exec­u­tive Com­mit­tee report­ed that fac­ul­ty mem­bers had felt it nec­es­sary to ask par­ents of “some incom­pe­tent and inat­ten­tive stu­dents to with­draw them from the school, wish­ing to spare them the mor­ti­fi­ca­tion of an exam­i­na­tion which it was cer­tain they could not pass.”

Nowa­days, the stu­dents who make it into MIT have aver­age SAT and ACT scores in the 99th per­centile. Of 21,312 first-year appli­cants hop­ing to join the Class of 2023, only 1,427 made it. That’s an admis­sion rate of 6.7 per­cent. What a dif­fer­ence 150 years can make!

To take the 1869 entrance exam­i­na­tion in Eng­lish, Alge­bra, Geom­e­try and Arith­metic, and to see the cor­rect answers, vis­it this cached arti­cle from the MIT web­site.

Relat­ed Con­tent:

Free Online Math Cours­es

Albert Ein­stein’s Grades: A Fas­ci­nat­ing Look at His Report Cards

Teacher Calls Jacques Der­ri­da’s Col­lege Admis­sion Essay on Shake­speare “Quite Incom­pre­hen­si­ble” (1951)

Experience New York City’s Fabled Mid-Century Nightclubs in an Interactive, COVID-19-Era, Student-Designed Exhibit

It’s been over a month since pub­lic health pre­cau­tions led almost every school in the Unit­ed States to switch to online instruc­tion.

While there are obvi­ous­ly much greater tragedies unfold­ing dai­ly, it’s hard not to empathize with stu­dents who have watched count­less spe­cial events—proms, com­mence­ments, spring sports, per­for­mances, hot­ly antic­i­pat­ed rites of passage—go poof.

In New York City, stu­dents in Par­sons School of Design’s Nar­ra­tive Spaces: Design Tools for Spa­tial Sto­ry­telling course were crest­fall­en to learn that their upcom­ing open-to-the-pub­lic exhi­bi­tion of group and solo projects in the West Village—the cen­ter­piece of the class and a huge oppor­tu­ni­ty to con­nect with an audi­ence out­side of the classroom—was sud­den­ly off the menu.

Mul­ti­dis­ci­pli­nary artist Jeff Stark, who co-teach­es the class with Pamela Park­er, was dis­ap­point­ed on their behalves.

Stark’s own work, from Empire Dri­ve In to Miss Rock­away Arma­da, is root­ed in live expe­ri­ence, and New York City holds a spe­cial place in his heart. (He also edits the week­ly email list Non­sense NYC, an invalu­able resource for inde­pen­dent art and Do-It-Your­self events in the city.)

This year’s class projects stemmed from vis­its to the City Reli­quary, a small muse­um and civic orga­ni­za­tion cel­e­brat­ing every­day New York City arti­facts. Stu­dents were able to get up close and per­son­al with Chris Engel’s col­lec­tion of pho­tographs, menus, pro­mo­tion­al mate­ri­als, and sou­venirs doc­u­ment­ing the hey­day of New York’s sup­per club nightlife, from the 1940s through the 1960s.

Stu­dent Rylie Cooke, an Aus­tralian who aspires to launch a design com­pa­ny, found that her research deep­ened her con­nec­tion to arti­facts she encoun­tered at the Reli­quary, as she came to appre­ci­ate the fabled Copaca­bana’s influ­ence on the pop­u­lar cul­ture, food, and music of the peri­od:

… with COVID-19 it became impor­tant to have this con­nec­tion to the arti­facts as I was­n’t able to phys­i­cal­ly touch or look at them when Par­sons moved to online for the semes­ter. I am a very hands-on cre­ative and I love curat­ing things, espe­cial­ly in an exhib­it for­mat.

Rather than scrap their goal of pub­lic exhi­bi­tion, the class decid­ed to take things into the vir­tu­al realm, hus­tling to adapt their orig­i­nal con­cepts to a pure­ly screen-based expe­ri­ence, The New York Sup­per Club: From Nightlife to Social Dis­tanc­ing.

The plan to wow vis­i­tors with a peri­od-appro­pri­ate table in the cen­ter of their West Vil­lage exhi­bi­tion space became a grid of dig­i­tal place­mats that serve as por­tals to each project.

Cooke’s con­tri­bu­tion, A Seat at the Copaca­bana, begins with an inter­view in which base­ball great Mick­ey Man­tle recounts get­ting into a cloak­room brawl as he and fel­low New York Yan­kees cel­e­brat­ed a birth­day with a Sam­my Davis Jr. set. Recipes for steak and pota­toes, Chick­en a la King, rarebit, and arroz con pol­lo pro­vide fla­vor for a floor­show rep­re­sent­ed by archival footage of “Let’s Do the Copaca­bana” star­ring Car­men Miran­da, a Mar­tin and Lewis appear­ance, and a dance rehearsal from 1945. The tour ends at the Copa’s cur­rent incar­na­tion in Times Square, with a vision of pre-social­ly dis­tanced con­tem­po­rary mer­ry­mak­ers sal­sa-ing the night away.

(Nav­i­gate this exhib­it using tool­bar arrows at the bot­tom of the screen.)

Stu­dent Hongxi Chen’s inves­ti­ga­tions into The Chi­na Doll night­club result­ed in an elab­o­rate inter­ac­tive immer­sive expe­ri­ence on the top­ic of cul­tur­al appro­pri­a­tion:

The Chi­na Doll… was found­ed in 1946 by Cau­casian stage pro­duc­er Tom Ball, who deemed it the only “all-ori­en­tal” night club in New York. While the club some­times played off “Ori­en­tal” stereo­types, and titled one of its shows “Slant-Eyed Scan­dals,” they fea­tured Asian dancers and Asian singers pre­sent­ing pop­u­lar songs in a way New York­ers had nev­er seen before. The Dim inter­ac­tive expe­ri­ence unfolds with the sto­ry of Thomas, a wait­er at the Chi­na Doll.

As a junior in Par­sons’ Design and Tech­nol­o­gy pro­gram, Chen had plen­ty of pre­vi­ous expe­ri­ence forg­ing vir­tu­al envi­ron­ments, but work­ing with a muse­um col­lec­tion was new to him, as was col­lab­o­rat­ing on a vir­tu­al plat­form.

He sought Stark’s advice on cre­at­ing vivid dia­logue for his fic­tion­al wait­er.

Jiaqi Liuan, a Design and Tech­nol­o­gy MFA stu­dent and vet­er­an of the Shang­hai pro­duc­tion of Sleep No More, Punchdrunk’s immer­sive retelling of Mac­Beth, helped chore­o­graph Chen’s Chi­na Doll dancers in an homage to The Flower Drum Songs Fan Tan Fan­nie num­ber.

Chen stayed up until 7 am for two weeks, devour­ing open source tuto­ri­als in an attempt to wran­gle and debug the many ele­ments of his ambi­tious project—audio, video, char­ac­ter mod­els and ani­ma­tion, soft­ware, game engines, and game serv­er plat­form.

As Chen not­ed at the exhibition’s recent Zoom open­ing (an event that was fol­lowed by a dig­i­tal dance par­ty), the mas­sive game can be a bit slow to load. Don’t wor­ry, it’s worth the wait, espe­cial­ly as you will have a hand in the sto­ry, steer­ing it to one of five dif­fer­ent end­ings.

Chen, an inter­na­tion­al stu­dent, could not safe­ly return to Chi­na and has not left his stu­dent apart­ment since mid-March, but game­ly states that remain­ing in the same time zone as his school allowed him to com­mu­ni­cate effi­cient­ly with his pro­fes­sors and the major­i­ty of his class­mates. (Cooke is back home in Aus­tralia.)

Adds Chen:

Even though we are fac­ing a dif­fi­cult cir­cum­stance under the pan­dem­ic and had to piv­ot our orig­i­nal ideas into a vir­tu­al pre­sen­ta­tion, I’m glad that our class was able to quick­ly change plans and adapt to the sit­u­a­tion. This… actu­al­ly inspired me a lot and opened up ways to invite and con­nect peo­ple with vir­tu­al art­work.

Oth­er high­lights of The New York Sup­per Club: From Nightlife to Social Dis­tanc­ing include Ming Hong Xian’s explo­ration of the famous West Vil­lage coun­try music club, The Vil­lage Barn (com­plete with tur­tle races) and What Are You? a per­son­al­i­ty test devised by Mi Ri Kim and Eleanor Mel­by, to help vis­i­tors deter­mine which clas­sic NYC sup­per club best suits their per­son­al­i­ty.

(Appar­ent­ly, I’m head­ed to Cafe Zanz­ibar, below, where the drinks are cheap, the aspirin is free, and Cab Cal­loway is a fre­quent head­lin­er.)

Stark admits that ini­tial­ly, his stu­dents may not have shared his swoon­ing response to the source mate­r­i­al, but they share his love of New York City and the desire to “get in the thick of it.” By bring­ing a Gen­er­a­tion Z per­spec­tive to this his­tor­i­cal ephemera, they stake a claim, mak­ing work that could help the City Reli­quary con­nect to a new audi­ence.

Enter The New York Sup­per Club: From Nightlife to Social Dis­tanc­ing here.

Explore the City Reli­quary online here, and join in the civic pride by par­tic­i­pat­ing in its week­ly Insta­gram Live events, includ­ing Thurs­day Col­lec­tors’ Nights.

(All images used with per­mis­sion of the artists and The City Reli­quary)

Relat­ed Con­tent: 

See New York City in the 1930s and Now: A Side-by-Side Com­par­i­son of the Same Streets & Land­marks

New York City: A Social His­to­ry (A Free Online Course from N.Y.U.) 

The Lost Neigh­bor­hood Buried Under New York City’s Cen­tral Park

Ayun Hal­l­i­day is an author, illus­tra­tor, the­ater mak­er and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine. Her con­tri­bu­tion to art in iso­la­tion is a hasti­ly assem­bled trib­ute to the clas­sic 60s social line dance, The Madi­son. Fol­low her @AyunHalliday.

Albert Einstein’s Grades: A Fascinating Look at His Report Cards

Albert Ein­stein was a pre­co­cious child.

At the age of twelve, he fol­lowed his own line of rea­son­ing to find a proof of the Pythagore­an The­o­rem. At thir­teen he read Kant, just for the fun of it. And before he was fif­teen he had taught him­self dif­fer­en­tial and inte­gral cal­cu­lus.

But while the young Ein­stein was engrossed in intel­lec­tu­al pur­suits, he did­n’t much care for school. He hat­ed rote learn­ing and despised author­i­tar­i­an school­mas­ters. His sense of intel­lec­tu­al supe­ri­or­i­ty was resent­ed by his teach­ers.

In Sub­tle is the Lord: The Sci­ence and Life of Albert Ein­stein, author Abra­ham Pais tells a fun­ny sto­ry from Ein­stein’s days at the Luit­pold Gym­na­si­um, a sec­ondary school in Munich now called the Albert-Ein­stein-Gym­na­si­um:

At the Gym­na­si­um a teacher once said to him that he, the teacher, would be much hap­pi­er if the boy were not in his class. Ein­stein replied that he had done noth­ing wrong. The teacher answered, “Yes, that is true. But you sit there in the back row and smile, and that vio­lates the feel­ing of respect that a teacher needs from his class.”

The same teacher famous­ly said that Ein­stein “would nev­er get any­where in life.”

What both­ered Ein­stein most about the Luit­pold was its oppres­sive atmos­phere. His sis­ter Maja would lat­er write:

“The mil­i­tary tone of the school, the sys­tem­at­ic train­ing in the wor­ship of author­i­ty that was sup­posed to accus­tom pupils at an ear­ly age to mil­i­tary dis­ci­pline, was also par­tic­u­lar­ly unpleas­ant for the boy. He con­tem­plat­ed with dread that not-too-dis­tant moment when he will have to don a sol­dier’s uni­form in order to ful­fill his mil­i­tary oblig­a­tions.”

When he was six­teen, Ein­stein’s par­ents moved to Italy to pur­sue a busi­ness ven­ture. They told him to stay behind and fin­ish school. But Ein­stein was des­per­ate to join them in Italy before his sev­en­teenth birth­day. “Accord­ing to the Ger­man cit­i­zen­ship laws,” Maja explained, “a male cit­i­zen must not emi­grate after his com­plet­ed six­teenth year; oth­er­wise, if he fails to report for mil­i­tary ser­vice, he is declared a desert­er.”

So Ein­stein found a way to get a doc­tor’s per­mis­sion to with­draw from the school on the pre­text of “men­tal exhaus­tion,” and fled to Italy with­out a diplo­ma. Years lat­er, in 1944, dur­ing the final days of World War II, the Luit­pold Gym­na­si­um was oblit­er­at­ed by Allied bomb­ing. So we don’t have a record of Ein­stein’s grades there. But there is record of a prin­ci­pal at the school look­ing up Ein­stein’s grades in 1929 to fact check a press report that Ein­stein had been a very bad stu­dent. Wal­ter Sul­li­van writes about it in a 1984 piece in The New York Times:

With 1 as the high­est grade and 6 the low­est, the prin­ci­pal report­ed, Ein­stein’s marks in Greek, Latin and math­e­mat­ics oscil­lat­ed between 1 and 2 until, toward the end, he invari­ably scored 1 in math.

After he dropped out, Ein­stein’s fam­i­ly enlist­ed a well-con­nect­ed friend to per­suade the Swiss Fed­er­al Insti­tute of Tech­nol­o­gy, or ETH, to let him take the entrance exam, even though he was only six­teen years old and had not grad­u­at­ed from high school. He scored bril­liant­ly in physics and math, but poor­ly in oth­er areas. The direc­tor of the ETH sug­gest­ed he fin­ish prepara­to­ry school in the town of Aarau, in the Swiss can­ton of Aar­gau. A diplo­ma from the can­ton­al school would guar­an­tee Ein­stein admis­sion to the ETH.

At Aarau, Ein­stein was pleas­ant­ly sur­prised to find a lib­er­al atmos­phere in which inde­pen­dent thought was encour­aged.  “When com­pared to six years’ school­ing at a Ger­man author­i­tar­i­an gym­na­si­um,” he lat­er said, “it made me clear­ly real­ize how much supe­ri­or an edu­ca­tion based on free action and per­son­al respon­si­bil­i­ty is to one rely­ing on out­ward author­i­ty.”

In Ein­stein’s first semes­ter at Aarau, the school still used the old method of scor­ing from 1 to 6, with 1 as the high­est grade. In the sec­ond semes­ter the sys­tem was reversed, with 6 becom­ing the high­est grade. Bar­ry R. Park­er talks about Ein­stein’s first-semes­ter grades in his book, Ein­stein: The Pas­sions of a Sci­en­tist:

His grades over the first few months were: Ger­man, 2–3; French, 3–4; his­to­ry, 1–2; math­e­mat­ics, 1; physics, 1–2; nat­ur­al his­to­ry, 2–3; chem­istry, 2–3; draw­ing, 2–3; and vio­lin, 1. (The range is 1 to 6, with 1 being the high­est.) Although none of the grades, with the excep­tion of French, were con­sid­ered poor, some of them were only aver­age.

The school head­mas­ter, Jost Win­tel­er, who had wel­comed Ein­stein into his home as a board­er and had become some­thing of a sur­ro­gate father to him dur­ing his time at Aarau, was con­cerned that a young man as obvi­ous­ly bril­liant as Albert was receiv­ing aver­age grades in so many cours­es. At Christ­mas in 1895, he mailed a report card to Ein­stein’s par­ents. Her­mann Ein­stein replied with warm thanks, but said he was not too wor­ried. As Park­er writes, Ein­stein’s father said he was used to see­ing a few “not-so-good grades along with very good ones.”

In the next semes­ter Ein­stein’s grades improved, but were still mixed. As Toby Hendy of the Youtube chan­nel Tibees shows in the video above, Ein­stein’s final grades were excel­lent in math and physics, but clos­er to aver­age in oth­er areas.

Ein­stein’s uneven aca­d­e­m­ic per­for­mance con­tin­ued at the ETH, as Hendy shows. By the third year his rela­tion­ship with the head of the physics depart­ment, Hein­rich Weber, began to dete­ri­o­rate. Weber was offend­ed by the young man’s arro­gance. “You’re a clever boy, Ein­stein,” said Weber. “An extreme­ly clever boy. But you have one great fault. You’ll nev­er allow your­self to be told any­thing.” Ein­stein was par­tic­u­lar­ly frus­trat­ed that Weber refused to teach the ground­break­ing elec­tro­mag­net­ic the­o­ry of James Clerk Maxwell. He began spend­ing less time in the class­room and more time read­ing up on cur­rent physics at home and in the cafes of Zurich.

Ein­stein increas­ing­ly focused his atten­tion on physics, and neglect­ed math­e­mat­ics. He came to regret this. “It was not clear to me as a stu­dent,” he lat­er said, “that a more pro­found knowl­edge of the basic prin­ci­ples of physics was tied up with the most intri­cate math­e­mat­i­cal meth­ods.”

Ein­stein’s class­mate Mar­cel Gross­mann helped him by shar­ing his notes from the math lec­tures Ein­stein had skipped. When Ein­stein grad­u­at­ed, his con­flict with Weber cost him the teach­ing job he had expect­ed to receive. Gross­mann even­tu­al­ly came to Ein­stein’s res­cue again, urg­ing his father to help him secure a well-paid job as a clerk in the Swiss patent office. Many years lat­er, when Gross­mann died, Ein­stein wrote a let­ter to his wid­ow that con­veyed not only his sad­ness at an old friend’s death, but also his bit­ter­sweet mem­o­ries of life as a col­lege stu­dent:

“Our days togeth­er come back to me. He a mod­el stu­dent; I untidy and a day­dream­er. He on excel­lent terms with the teach­ers and grasp­ing every­thing eas­i­ly; I aloof and dis­con­tent­ed, not very pop­u­lar. But we were good friends and our con­ver­sa­tions over iced cof­fee at the Metropol every few weeks belong among my nicest mem­o­ries.”

Relat­ed Con­tent:

Hear Albert Ein­stein Read  ‘The Com­mon Lan­guage of Sci­ence’ (1941)

Dig­i­tal Ein­stein: Prince­ton Web Site Puts Thou­sands of Ein­stein’s Papers Online

Albert Ein­stein on Indi­vid­ual Lib­er­ty, With­out Which There Would Be ‘No Shake­speare, No Goethe, No New­ton’

Netflix Makes Documentaries Free to Stream: Design, Politics, Sports, Sir David Attenborough & More

Many of us kept indoors by the COVID-19 pan­dem­ic for days — or rather weeks, or per­haps months — have been imbued with a new sense of won­der about our world. Specif­i­cal­ly, we’re won­der­ing what’s going on in it. At the same time as the glob­al sci­en­tif­ic com­mu­ni­ty strug­gles to deter­mine the nature of the new and still poor­ly under­stood virus tak­ing lives and immo­bi­liz­ing economies, we hear dig­i­tal word of con­se­quent phe­nom­e­na also pre­vi­ous­ly unknown in our life­times: wild ani­mals, for instance, mak­ing their way into the streets of major cities. We live, it turns out, in a stranger, more mys­te­ri­ous real­i­ty than we’d imag­ined. For­tu­nate­ly, the inter­net makes it pos­si­ble for us to start get­ting a grip on that real­i­ty here in our homes, not least through free stream­ing Net­flix doc­u­men­taries.

“In the Before Times, Net­flix let teach­ers stream their pro­gram­ming in the class­room,” writes Jason Kot­tke. With schools out of ses­sion, “Net­flix has decid­ed to put some of their edu­ca­tion­al pro­gram­ming on YouTube for free (full playlist here). For instance, they’ve put all 8 episodes of David Attenborough’s nature series Our Plan­et online in their entire­ty.”

Released just last year, that Net­flix debut of the high­ly respect­ed nat­ur­al his­to­ri­an and broad­cast­er cov­ers in great visu­al detail — and, need­less to say, with high­ly evoca­tive nar­ra­tion — every­where from forests and deserts to jun­gles and high seas. If as a start­ing point that all seems a bit epic, as they say, Net­flix has also made free sin­gle-serv­ing doc­u­men­tary shorts on sub­jects like the stock mar­ket, the excla­ma­tion point, and crick­et (the British Empire sport, not the insect).

Those come from the series Explained, a col­lab­o­ra­tion between Net­flix and Vox, a site known for its brief “explain­er” videos on cul­ture, sci­ence, and cur­rent events — one of which, on the coro­n­avirus itself, we fea­tured last month here on Open Cul­ture. Net­flix has also made free to stream on Youtube oth­er series like Abstract, which looks at the art of design (and whose debut we fea­tured here a few years ago), and Babies, a five-part jour­ney into the life of the human infant. If you pre­fer a fea­ture-length doc­u­men­tary expe­ri­ence to a dai­ly view or a binge-watch, you’ll also find on the playlist Ava DuVer­nay’s 13th, Rachel Lears’ Knock Down the House, and Jeff Orlowski’s Chas­ing Coral. When the orders of “stay home” and “social-dis­tance” come to an end, many of us will feel a stronger desire to explore and learn about the world than ever before — in part because of how much of the time indoors we’ve spent stok­ing our curios­i­ty with doc­u­men­taries like these. Access the playlist of doc­u­men­taries here.

via Kot­tke

Relat­ed Con­tent:

265 Free Doc­u­men­taries Online

200 Free Doc­u­men­taries: A Super Rich List of Fine­ly-Craft­ed Doc­u­men­taries on the Web

Cours­era Makes Cours­es & Cer­tifi­cates Free Dur­ing Coro­n­avirus Quar­an­tine: Take Cours­es in Psy­chol­o­gy, Music, Well­ness, Pro­fes­sion­al Devel­op­ment & More Online

Björk and Sir David Atten­bor­ough Team Up in a New Doc­u­men­tary About Music and Tech­nol­o­gy

David Atten­bor­ough Reads “What a Won­der­ful World” in a Mov­ing Video

Use Your Time in Iso­la­tion to Learn Every­thing You’ve Always Want­ed To: Free Online Cours­es, Audio Books, eBooks, Movies, Col­or­ing Books & More

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall, on Face­book, or on Insta­gram.

The “Feynman Technique” for Studying Effectively: An Animated Primer

After win­ning the Nobel Prize, physi­cist Max Planck “went around Ger­many giv­ing the same stan­dard lec­ture on the new quan­tum mechan­ics. Over time, his chauf­feur mem­o­rized the lec­ture and said, ‘Would you mind, Pro­fes­sor Planck, because it’s so bor­ing to stay in our rou­tine, if I gave the lec­ture in Munich and you just sat in front wear­ing my chauffeur’s hat?’ Planck said, ‘Why not?’ And the chauf­feur got up and gave this long lec­ture on quan­tum mechan­ics. After which a physics pro­fes­sor stood up and asked a per­fect­ly ghast­ly ques­tion. The speak­er said, ‘Well, I’m sur­prised that in an advanced city like Munich I get such an ele­men­tary ques­tion. I’m going to ask my chauf­feur to reply.’ ”

That this intel­lec­tu­al switcheroo nev­er actu­al­ly hap­pened did­n’t stop Char­lie Munger from using it as an open­er for a com­mence­ment speech to USC’s Law School. But when a suc­cess­ful bil­lion­aire investor finds val­ue even in an admit­ted­ly “apoc­ryphal sto­ry,” most of us will find val­ue in it as well. It illus­trates, accord­ing to the Free­dom in Thought video above, the dif­fer­ence between “two kinds of knowl­edge: the deep knowl­edge that Max had, and the shal­low knowl­edge that the chauf­feur had.” Both forms of knowl­edge have their advan­tages, espe­cial­ly since none of us have life­time enough to under­stand every­thing deeply. But we get in trou­ble when we can’t tell them apart: “We risk fool­ing our­selves into think­ing we actu­al­ly under­stand or know some­thing when we don’t. Even worse, we risk tak­ing action on mis­in­for­ma­tion or mis­un­der­stand­ing.”

Even if you put lit­tle stock into a made-up anec­dote about one Nobel-win­ning physi­cist, sure­ly you’ll believe the doc­u­ment­ed words of anoth­er. Richard Feyn­man once artic­u­lat­ed a first prin­ci­ple of know­ing as fol­lows: “You must not fool your­self, and you are the eas­i­est per­son to fool.” This prin­ci­ple under­lies a prac­ti­cal process of learn­ing that con­sists of four steps. First, “explain the top­ic out loud to a peer who is unfa­mil­iar with the top­ic. Meet them at their lev­el of under­stand­ing and use the sim­plest lan­guage you can.” Sec­ond, “iden­ti­fy any gaps in your own under­stand­ing, or points where you feel that you can’t explain an idea sim­ply.” Third, “go back to the source mate­r­i­al and study up on your weak points until you can use sim­ple lan­guage to explain it.” Final­ly, “repeat the three steps above until you’ve mas­tered the top­ic.”

We’ve fea­tured the so-called “Feyn­man tech­nique” once or twice before here on Open Cul­ture, but its empha­sis on sim­plic­i­ty and con­ci­sion always bears repeat­ing — in, of course, as sim­ple and con­cise a man­ner as pos­si­ble each time. Its ori­gins lie in not just Feny­man’s first prin­ci­ple of knowl­edge but his intel­lec­tu­al habits. This video’s nar­ra­tor cites James Gle­ick­’s biog­ra­phy Genius, which tells of how “Richard would cre­ate a jour­nal for the things he did not know. His dis­ci­pline in chal­leng­ing his own under­stand­ing made him a genius and a bril­liant sci­en­tist.” Like all of us, Feyn­man was igno­rant all his life of vast­ly more sub­jects than he had mas­tered. But unlike many of us, his desire to know burned so furi­ous­ly that it pro­pelled him into per­pet­u­al con­fronta­tion with his own igno­rance. We can’t learn what we want to know, after all, unless we acknowl­edge how much we don’t know.

Relat­ed Con­tent:

Richard Feynman’s “Note­book Tech­nique” Will Help You Learn Any Subject–at School, at Work, or in Life

Richard Feynman’s Tech­nique for Learn­ing Some­thing New: An Ani­mat­ed Intro­duc­tion

The Feyn­man Lec­tures on Physics, The Most Pop­u­lar Physics Book Ever Writ­ten, Is Now Com­plete­ly Online

The Cor­nell Note-Tak­ing Sys­tem: Learn the Method Stu­dents Have Used to Enhance Their Learn­ing Since the 1940s

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

“I Will Survive,” the Coronavirus Version for Teachers Going Online

If you’re an aca­d­e­m­ic sprint­ing to put your course online, this video will make you feel bet­ter for a sol­id two min­utes and 44 sec­onds.

Above we present, “I Will Sur­vive,” the Coro­n­avirus ver­sion for teach­ers going online, with lyrics adapt­ed by Michael Bru­en­ing, his­to­ri­an at Mis­souri State.

At first I was afraid, I was pet­ri­fied

Kept think­ing I could nev­er teach through Can­vas all the time

But then I spent so many nights read­ing the help docs for so long

And I grew strong

And I learned how to get along

And so I’m back

Stu­dents are gone

As all my col­leagues try to fig­ure out how they’re gonna get along

I should have kept up with the tech, not skipped that class on course design

If I’d known for just one sec­ond I’d be teach­ing all-online

Go on now, go, leave me alone

I’ve got to fig­ure out

Just how to lec­ture using Panop­to

You gave me two days to adjust, to move every­thing online

Did you think I’d crum­ble

Did you think I’d lay down and die?

Oh no, not I, I will sur­vive

Oh, as long as I know how to Zoom, I know I’ll be alive

Oh, my stu­dents still will learn

And my pay­checks I will earn, and I’ll sur­vive

I will sur­vive, hey, hey

It took all the strength I had not to lay down and die

Kept try­ing hard to mend the pieces of my syl­labi

And I spent oh so many nights just feel­ing sor­ry for myself

I used to cry

But now I hold my head up high and you’ll see me

Teach­ing on zoom

But just don’t cough into the mic or every eye will be on you

I can’t hear you, you’re on mute, your camera’s black, are you still there?

We’ve got some glitch­es to work out, but I know my grad­ing scheme is fair

Oh now, go, walk out the door

Try­ing to get this lec­ture done

And I’m already on take four

Now the net­work has gone down, and I’m all out of wine

Do you think I’ll crum­ble

Do you think I’ll lay down and die?

Oh no, not I, I will sur­vive

Oh, as long as I know how to zoom, I know I’ll be alive

My stu­dents still will learn

And my pay­checks I will earn and I’ll sur­vive

I will sur­vive

Hey hey

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Use Your Time in Isolation to Learn Everything You’ve Always Wanted To: Free Online Courses, Audio Books, eBooks, Movies, Coloring Books & More

“I have nev­er let my school­ing inter­fere with my edu­ca­tion.” Mark Twain may or may not have actu­al­ly said that, but either way the sen­ti­ment res­onates — and with a new strength now, since schools have closed all over the world in an attempt to halt the spread of the pan­dem­ic coro­n­avirus. For many, this peri­od of iso­la­tion (self-imposed or oth­er­wise) rep­re­sents an oppor­tu­ni­ty to redis­cov­er the val­ue of edu­ca­tion: not the kind direct­ed by an insti­tu­tion, but the much more valu­able kind that runs on one’s own steam. If you count among that select group of self-edu­ca­tors (or edu­ca­tors of chil­dren whom you can no longer send to school), we here at Open Cul­ture have spent near­ly the past decade and a half amass­ing just the resources you need.

At our selec­tion of more than 1,500 free online cours­es, you can take deep dives into sub­jects from archae­ol­o­gy and archi­tec­ture to law and lit­er­a­ture to physics and psy­chol­o­gy. (We’ve even got cours­es specif­i­cal­ly designed to help you under­stand the coro­n­avirus itself.) If you’ve been mean­ing to catch up on the work of the afore­men­tioned Twain — or that of Dos­to­evsky, Wittgen­stein, Kaf­ka, and Proust, among oth­ers — he appears in our roundup of more than 800 free eBooks.

Should you pre­fer read­ing through ear­phones while exer­cis­ing or clean­ing — espe­cial­ly impor­tant activ­i­ties these days — we can also offer you more than a thou­sand free audio­books, whether you pre­fer Isaac Asi­mov or Jane Austen, Adri­enne Rich or Charles Bukows­ki. (You can also get audio­books from Audi­ble if you sign up for a free 30-day tri­al there.)

While quar­an­tine puts a tem­po­rary stop to many of our usu­al activ­i­ties, it should­n’t get in the way of movie night. Our col­lec­tion of 1,1500 free movies will cov­er all your movie nights through the time of the coro­n­avirus and then some, includ­ing as it does clas­sic films noirs, thriller and hor­ror pic­tures (includ­ing some by no less a sus­pense mas­ter than Alfred Hitch­cock), doc­u­men­taries, and even the fruits of the film indus­tries of coun­tries like Rus­sia and South Korea. And though we can’t get enough cin­e­ma here at Open Cul­ture, it’s hard­ly the only visu­al art form we fea­ture: you might spend some time, for instance, with this col­lec­tion of two mil­lion images from 30 world-class muse­ums. This range of art also appears in free muse­um-pro­duced col­or­ing books geared to all ages.

If you’d like to use your time of “social dis­tance” to devel­op skills oth­er than col­or­ing, we can point you toward resources for learn­ing to cook, to draw (like an archi­tect, like a Japan­ese man­ga­ka, like Lyn­da Bar­ry), to play the gui­tar, and to prac­tice yoga. Bear in mind also the online-edu­ca­tion offer­ings from Mas­ter­class we’ve fea­tured here on Open Cul­ture, from “Mar­garet Atwood Teach­es Cre­ative Writ­ing” to “David Sedaris Teach­es Sto­ry­telling and Humor” to “Wern­er Her­zog Teach­es Film­mak­ing.” (The edu­ca­tion­al offer­ings pro­vid­ed by The Great Cours­es also pro­vide anoth­er good option.) Those aren’t free, but every­thing else in this post is, includ­ing our col­lec­tion of online lan­guage-learn­ing resources. Hav­ing spread through world trav­el, the coro­n­avirus will keep many wary of going abroad in the fore­see­able future. But when the pan­dem­ic ends, you’ll want to be pre­pared to enjoy for­eign lands again. Italy, a coun­try espe­cial­ly hard-hit by the virus, will sure­ly wel­come all the vis­i­tors it can get. Until then, why not get a grasp on its lan­guage — and its cui­sine — with a course like MIT’s “Learn Ital­ian with Your Mouth Full”?

Relat­ed Con­tent:

Free Cours­es on the Coro­n­avirus: What You Need to Know About the Emerg­ing Pan­dem­ic

Cours­era Pro­vid­ing Free Access to Its Course Cat­a­log to Uni­ver­si­ties Impact­ed by COVID-19

Why You Should Read The Plague, the Albert Camus Nov­el the Coro­n­avirus Has Made a Best­seller Again

Quar­an­tined Ital­ians Send a Mes­sage to Them­selves 10 Days Ago: What They Wish They Knew Then

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

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