Vintage Science Face Masks: Conquer the Pandemic with Science, Courtesy of Maria Popova’s BrainPickings

If you don’t floss or brush your teeth, they will rot and fall out. If you don’t eat fruits and veg­eta­bles, you will get scurvy or some oth­er hor­ri­ble dis­ease. If you don’t use pro­tec­tion… well, you know the rest. These are facts of life we most­ly accept if we care about our­selves and oth­ers because they are beyond dis­put­ing. But the idea of wear­ing a cloth mask when in pub­lic dur­ing a viral pan­dem­ic spread through droplets from the nose and mouth—a prac­tice endorsed by the CDC, the World Health Orga­ni­za­tion, sci­en­tists at Stan­ford, Johns Hop­kins, and pret­ty much every oth­er research uni­ver­si­ty—has become some kind of bizarre cul­ture war.

Maybe some walk around mask-less because they’ve inter­nal­ized the idea that the coro­n­avirus is “over,” despite the fact it’s spread­ing at around 50,000 new cas­es per day in the US, and poten­tial­ly head­ing toward dou­ble that num­ber. Maybe some feel it won’t affect them because they aren’t elder­ly or immuno­com­pro­mised, nev­er mind that virus­es mutate, and that the nov­el (mean­ing “new”) coro­n­avirus has already demon­strat­ed that it is far less dis­crim­i­nat­ing (in pure­ly bio­log­i­cal terms) than pre­vi­ous­ly thought. (In Flori­da, the medi­an age for COVID-19 has dropped from 65 to 37 years old.) Nev­er mind that spread­ing the virus, even if one is not per­son­al­ly at high risk, com­pro­mis­es every­body else.

Are masks uncom­fort­able, espe­cial­ly in hot, humid weath­er? Do they muf­fle speech and make it hard to have sat­is­fy­ing face-to-face inter­ac­tions? Well, yes. But con­sid­er your hour­long masked trip to the gro­cery store against the 12 or 24 or 48 or what­ev­er hour-long shifts med­ical per­son­nel are pulling in emer­gency depart­ments across the coun­try.

It real­ly is the least we can do. And we can do it in style—masks went from scarce, with armies of home­bound neigh­bors sewing home­ly stacks of them, to tru­ly over­abun­dant and fash­ion­able, on the rack of every gro­cery, phar­ma­cy, and con­ve­nience store. It couldn’t be eas­i­er.

If you’re con­cerned about look­ing like every oth­er masked weirdo out there, con­sid­er these masks cre­at­ed by Maria Popo­va of Brain Pick­ings, which she intro­duces with ref­er­ences to Rebec­ca Elson’s poem, “Anti­dotes to Fear of Death.” The sci­ence of pub­lic health may demand that we are grim­ly prac­ti­cal at the moment, but Popo­va wants to remind us that sci­en­tif­ic think­ing is equal­ly invest­ed in the expe­ri­ence of awe and the love of life. By wear­ing these masks, we can com­mu­ni­cate to oth­ers, those who may be feel­ing despon­dent over the sea of masked faces in pub­lic places, that there is beau­ty in the world and we can ful­ly expe­ri­ence if we get through this. Popova’s masks, print­ed and sold by Society6, illus­trate the won­ders of sci­en­tif­ic curios­i­ty with “won­drous cen­turies-old astro­nom­i­cal art and nat­ur­al his­to­ry illus­tra­tions.”

These include “trea­sures like the Solar Sys­tem quilt Ella Hard­ing Bak­er spent sev­en years craft­ing… gor­geous 18th-cen­tu­ry illus­tra­tions from the world’s first ency­clo­pe­dia of med­i­c­i­nal plantsaston­ish­ing draw­ings of celes­tial objects and phe­nom­e­na…trail­blaz­ing 18th-cen­tu­ry artist Sarah Stone’s stun­ning illus­tra­tions of exot­ic, endan­gered, and now-extinct ani­mals; some graph­i­cal­ly spec­tac­u­lar depic­tions of how nature works from a 19th-cen­tu­ry French physics text­book; Ernst Haeckel’s heart­break-foment­ed draw­ings of the oth­er­world­ly beau­ty of jel­ly­fish…William Sav­ille Kent’s pio­neer­ing artis­tic-sci­en­tif­ic effort to bring the world’s aware­ness and awe to the crea­tures of the Great Bar­ri­er Reef; and art from the Ger­man marine biol­o­gist Carl Chun’s epoch-mak­ing Cephalo­pod Atlas — the world’s first ency­clo­pe­dia of crea­tures of the deep.”

Society6 is donat­ing a por­tion of its pro­ceeds to World Cen­ter Kitchen, and Popo­va is donat­ing to The Nature Con­ser­van­cy. You can pur­chase your own vin­tage sci­ence illus­tra­tion mask here and see some of these illus­tra­tions in their orig­i­nal con­text at the links fur­ther down.

Anti­dotes to Fear of Death

Some­times as an anti­dote
To fear of death,
I eat the stars.

Those nights, lying on my back,
I suck them from the quench­ing dark
Til they are all, all inside me,
Pep­per hot and sharp.

Some­times, instead, I stir myself
Into a uni­verse still young,
Still warm as blood:

No out­er space, just space,
The light of all the not yet stars
Drift­ing like a bright mist,
And all of us, and every­thing
Already there
But uncon­strained by form.

And some­time it’s enough
To lie down here on earth
Beside our long ances­tral bones:

To walk across the cob­ble fields
Of our dis­card­ed skulls,
Each like a trea­sure, like a chrysalis,
Think­ing: what­ev­er left these husks
Flew off on bright wings.

Relat­ed Con­tent: 

The Solar Sys­tem Quilt: In 1876, a Teacher Cre­ates a Hand­craft­ed Quilt to Use as a Teach­ing Aid in Her Astron­o­my Class

Ernst Haeckel’s Sub­lime Draw­ings of Flo­ra and Fau­na: The Beau­ti­ful Sci­en­tif­ic Draw­ings That Influ­enced Europe’s Art Nou­veau Move­ment (1889)

The Phe­nom­e­na of Physics Illus­trat­ed with Psy­che­del­ic Art in an Influ­en­tial 19th-Cen­tu­ry Text­book

The Bril­liant Col­ors of the Great Bar­ri­er Revealed in a His­toric Illus­trat­ed Book from 1893

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

Neil Armstrong Sets Straight an Internet Truther Who Accused Him of Faking the Moon Landing (2000)

Image via Wiki­me­dia Com­mons

Peo­ple have been grad­u­at­ing from col­lege this year who are as old as the role of inter­net truther. It is a ven­er­a­ble hob­by (some might call it a cult) lead­ing increas­ing num­bers of peo­ple to bizarre con­clu­sions drawn from dubi­ous evi­dence prof­fered by spu­ri­ous sources; peo­ple con­vinced that some wild alle­ga­tion or oth­er must be true because they saw it on the Inter­net, shared by peo­ple they knew and liked.

Twen­ty years ago, one pio­neer­ing truther wrote Mr. Neil Arm­strong to put him in his place about that bug­bear, the faked moon land­ing. The author of the let­ter, a Mr. Whit­man, iden­ti­fies him­self as a “teacher of young chil­dren” charged with “a duty to tell them his­to­ry as it tru­ly hap­pened, and not a pack of lies and deceit.” His let­ter shows some dif­fi­cul­ty with gram­mar, and even more with crit­i­cal think­ing and stan­dards of evi­dence.

Mr. Whit­man makes his accu­sa­tions with cer­tain­ty and smug­ness. “Per­haps you are total­ly unaware,” he writes, “of all the evi­dence cir­cu­lat­ing the globe via the Inter­net,” which he then sum­ma­rizes.

He also sends Neil Armstrong—an astro­naut who either walked on the Moon or engaged in per­haps the great­est con­spir­a­cy in history—a URL, “to see for your­self how ridicu­lous the Moon land­ing claim looks 30 years on.” Whit­man sent Arm­strong the let­ter on the astro­naut’s 70th birth­day.

Armstrong’s response, via Let­ters of Note, can be read in full above. Per­haps Mr. Whit­man learned some­thing from the exchange—or had a moment of clar­i­ty about his meth­ods of inves­ti­ga­tion. One can hope. In any case, Armstrong’s unspar­ing reply serves as a tem­plate for responding—should some­one be so inclined—to inter­net truthers armed with wild con­spir­a­cy the­o­ries 20 years lat­er. These let­ters have been col­lect­ed in A Reluc­tant Icon: Let­ters to Neil Arm­strong.

via Kot­tke

Relat­ed Con­tent: 

Stan­ley Kubrick Faked the Apol­lo 11 Moon Land­ing in 1969, Or So the Con­spir­a­cy The­o­ry Goes

Watch the Orig­i­nal TV Cov­er­age of the His­toric Apol­lo 11 Moon Land­ing: Record­ed on July 20, 1969

Every Har­row­ing Sec­ond of the Apol­lo 11 Land­ing Revis­it­ed in a New NASA Video: It Took Place 50 Years Ago Today (July 20, 1969)

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

How Fast Can a Vaccine Be Made?: An Animated Introduction

From Ted-Ed comes a video that answers a time­ly ques­tion: How fast can a vac­cine be made?

They write: “When a new pathogen emerges, our bod­ies and health­care sys­tems are left vul­ner­a­ble. And when this pathogen caus­es the out­break of a pan­dem­ic, there’s an urgent need for a vac­cine to cre­ate wide­spread immu­ni­ty with min­i­mal loss of life. So how quick­ly can we devel­op vac­cines when we need them most? Dan Kwartler describes the three phas­es of vac­cine devel­op­ment.” Explorato­ry research, clin­i­cal test­ing, and man­u­fac­tur­ing.

When you’re done, you can watch their relat­ed video: When is a pan­dem­ic over?

If you would like to sign up for Open Culture’s free email newslet­ter, please find it here. Or fol­low our posts on Threads, Face­book, BlueSky or Mastodon.

If you would like to sup­port the mis­sion of Open Cul­ture, con­sid­er mak­ing a dona­tion to our site. It’s hard to rely 100% on ads, and your con­tri­bu­tions will help us con­tin­ue pro­vid­ing the best free cul­tur­al and edu­ca­tion­al mate­ri­als to learn­ers every­where. You can con­tribute through Pay­Pal, Patre­on, and Ven­mo (@openculture). Thanks!

Sir Isaac Newton’s Cure for the Plague: Powdered Toad Vomit Lozenges (1669)

Near­ly 300 years after his death, Isaac New­ton lives on as a byword for genius. As a poly­math whose domain encom­passed astron­o­my, physics, and math­e­mat­ics, he mas­tered and expand­ed the domain of sci­en­tif­ic knowl­edge avail­able to 17th-cen­tu­ry Europe. But if we remem­ber him as a one-man engine of the sci­en­tif­ic rev­o­lu­tion, we should also bear in mind his con­trast­ing intel­lec­tu­al frail­ties: New­ton was no finan­cial genius, as evi­denced by his loss of $3 mil­lion in the South Sea Bub­ble of 1720, and though his inquiries into alche­my may be fun to re-enact today, we won­der now why he did­n’t see them as a dead end even then. And then we have his for­ays into med­i­cine, one of which involves toad vom­it.

“Two unpub­lished pages of Newton’s notes on Jan Bap­tist van Helmont’s 1667 book on plague, De Peste, are to be auc­tioned online by Bonham’s this week,” report­ed The Guardian’s Ali­son Flood ear­li­er this month. “New­ton had been a stu­dent at Trin­i­ty Col­lege, Cam­bridge, when the uni­ver­si­ty closed as a pre­cau­tion against the bubon­ic plague, which killed 100,000 peo­ple in Lon­don in 1665 and 1666. When the poly­math returned to Cam­bridge in 1667, he began to study the work of Van Hel­mont,” a famous Bel­gian physi­cian. While some of the con­clu­sions New­ton drew from his study of Van Hel­mont’s work remain prac­ti­cal today — “places infect­ed with the plague are to be avoid­ed,” for instance — his sug­gest­ed cures may not hold up to scruti­ny.

In the “best” plague treat­ment observed by New­ton, “a toad sus­pend­ed by the legs in a chim­ney for three days, which at last vom­it­ed up earth with var­i­ous insects in it, on to a dish of yel­low wax, and short­ly after died. Com­bin­ing pow­dered toad with the excre­tions and serum made into lozenges and worn about the affect­ed area drove away the con­ta­gion and drew out the poi­son.” Learn­ing how, exact­ly, New­ton found his way to such a pro­ce­dure will inspire enthu­si­as­tic col­lec­tors to bid on these papers, which remain on the Bon­ham’s online auc­tion block until June 10th. New­ton may, as we recent­ly not­ed here on Open Cul­ture, have had some of his most ground­break­ing ideas dur­ing the era of the plague, but even a mind as for­mi­da­ble as his by its very nature missed a few times, some­times wild­ly, for every hit. Yet as the world’s sci­en­tif­ic-indus­tri­al com­plex races to devel­op a vac­cine for COVID-19, we might con­sid­er what unortho­dox solu­tions have gone over­looked in our New­ton-less era.

Relat­ed Con­tent:

Isaac New­ton Con­ceived of His Most Ground­break­ing Ideas Dur­ing the Great Plague of 1665

Videos Recre­ate Isaac Newton’s Neat Alche­my Exper­i­ments: Watch Sil­ver Get Turned Into Gold

In 1704, Isaac New­ton Pre­dicts the World Will End in 2060

Sir Isaac Newton’s Papers & Anno­tat­ed Prin­cip­ia Go Dig­i­tal

Isaac Newton’s Recipe for the Myth­i­cal ‘Philosopher’s Stone’ Is Being Dig­i­tized & Put Online (Along with His Oth­er Alche­my Man­u­scripts)

How Isaac New­ton Lost $3 Mil­lion Dol­lars in the “South Sea Bub­ble” of 1720: Even Genius­es Can’t Pre­vail Against the Machi­na­tions of the Mar­kets

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 History of the 1918 Flu Pandemic, “The Deadliest Epidemic of All Time”: Three Free Lectures from The Great Courses

In one cas­cade of events after anoth­er, peo­ple are find­ing out the nor­mal they once knew doesn’t exist any­more. Instead it feels as if we’re liv­ing through sev­er­al past crises at once, try­ing to cram as much his­tor­i­cal knowl­edge as we can to make sense of the moment. 2020 espe­cial­ly feels like an echo of 1918–1919, when the “dead­liest epi­dem­ic of all time,” as The Great Cours­es calls the “Span­ish flu,” killed mil­lions (then the U.S. devolved into a wave of racist vio­lence.) By offer­ing exam­ples of both neg­a­tive and pos­i­tive respons­es, the his­to­ry, soci­ol­o­gy, and epi­demi­ol­o­gy of the 1918 flu can guide deci­sion-mak­ing as we pre­pare for a sec­ond wave of COVID-19 infec­tions.

The Great Cours­es start­ed offer­ing free resources on the coro­n­avirus out­break back in March, with a brief “What You Need to Know” explain­er and a free lec­ture course on infec­tious dis­eases. After catch­ing up on the his­to­ry of epi­demics, we’ll find our­selves nat­u­ral­ly won­der­ing why we learned lit­tle to noth­ing about the Span­ish flu.

The three-part lec­ture series here, excerpt­ed from the larg­er course Mys­ter­ies of the Micro­scop­ic World (avail­able with a Free Tri­al to the Great Cours­es Plus), begins by bold­ly call­ing this his­tor­i­cal lacu­na “A Con­spir­a­cy of Silence.” Tulane pro­fes­sor Bruce E. Fleury quotes Alfred Cros­by, who writes in America’s For­got­ten Pan­dem­ic, “the impor­tant and almost incom­pre­hen­si­ble fact about the Span­ish influen­za, is that it killed mil­lions upon mil­lions of peo­ple in a year or less… and yet, it has nev­er inspired awe, not in 1918 and not since.”

Epi­dem­ic dis­eases that have had tremen­dous impact in the past have become the sub­ject of lit­er­ary epics. Few epi­demics have accom­plished mass death “through sheer brute force” like the 1918 flu. The num­bers are tru­ly stag­ger­ing, in the tens to hun­dreds of mil­lions world­wide, with U.S. deaths dwarf­ing the com­bined casu­al­ties of all the coun­try’s major wars. Yet there are only a few men­tions of the flu in Amer­i­can lit­er­a­ture from the time. Fleury men­tions some rea­sons for the amne­sia: WWI “took cen­ter stage,” sur­vivors were too trau­ma­tized to want to remem­ber. We may still won­der why we should look back over 100 years ago and learn about the past when cur­rent events are so all-con­sum­ing.

“His­to­ry com­pels us not to look away,” pro­fes­sor Fleury says, “lest we fail to learn the lessons paid for by our par­ents and our grand­par­ents.” Faulkn­er, it seems, was right that the past is nev­er past. But we need not respond in the same failed ways each time. The abil­i­ty to study and learn from his­to­ry gives us crit­i­cal per­spec­tive in per­ilous, uncer­tain times.

Sign up here for a free tri­al to the Great Cours­es Plus now rebrand­ed as Won­dri­um.

Relat­ed Con­tent:

Span­ish Flu: A Warn­ing from His­to­ry

Louis Arm­strong Remem­bers How He Sur­vived the 1918 Flu Epi­dem­ic in New Orleans

Watch “Coro­n­avirus Out­break: What You Need to Know,” and the 24-Lec­ture Course “An Intro­duc­tion to Infec­tious Dis­eases,” Both Free from The Great Cours­es

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

Nikola Tesla’s Grades from High School & University: A Fascinating Glimpse

In the his­to­ry of sci­ence, few peo­ple got a raw­er deal than Niko­la Tes­la. Cru­el­ly cheat­ed and over­shad­owed by Edi­son and Mar­coni (who patent­ed the radio tech­nol­o­gy Tes­la invent­ed), the bril­liant intro­vert didn’t stand a chance in the cut­throat busi­ness world in which his rivals moved with ease. Every biog­ra­ph­er por­trays Tes­la as Edison’s per­fect foil: the lat­ter played the con­sum­mate show­man and savvy patent hog, where Tes­la was a reclu­sive mys­tic and, as one writer put it, “the world’s sor­cer­er.”

“Unlike Tes­la,” writes biog­ra­ph­er Michael Bur­gan, “Edi­son had bare­ly gone to school: Tes­la was amazed that a man with almost no for­mal edu­ca­tion could invent so bril­liant­ly.” (He would have a dif­fer­ent opin­ion of Edi­son years lat­er.)

Tes­la began his own edu­ca­tion, as you can learn in the sur­vey of his high school and uni­ver­si­ty grades above, with much promise, but he was forced to drop out after his third year in col­lege when his father passed away and he was left with­out the means to con­tin­ue. As PBS writes, Tes­la showed pre­co­cious tal­ent ear­ly on.

Pas­sion­ate about math­e­mat­ics and sci­ences, Tes­la had his heart set on becom­ing an engi­neer but was “con­stant­ly oppressed” by his father’s insis­tence that he enter the priest­hood. At age sev­en­teen, Tes­la con­tract­ed cholera and crafti­ly exact­ed an impor­tant con­ces­sion from his father: the old­er Tes­la promised his son that if he sur­vived, he would be allowed to attend the renowned Aus­tri­an Poly­tech­nic School at Graz.

It was dur­ing his time at tech­ni­cal school that Tes­la first devised the idea of alter­nat­ing cur­rent, though he could not yet artic­u­late a work­ing design (he was told by a pro­fes­sor that the feat would be akin to build­ing a per­pet­u­al motion machine). He solved the engi­neer­ing chal­lenge after leav­ing school and going to work for the Cen­tral Tele­phone Exchange in Budapest.

While walk­ing through a city park with a friend, recit­ing Goethe’s Faust from mem­o­ry, Tes­la recounts in his auto­bi­og­ra­phy, a pas­sage inspired him “like a flash of light­en­ing” and he “drew with a stick on the sand the dia­gram shown six years lat­er in my address before the Amer­i­can Insti­tute of Elec­tri­cal Engi­neers.” The sto­ry is one of many in which Tes­la, a vora­cious read­er and infi­nite­ly curi­ous auto­di­dact, draws on the exten­sive knowl­edge that he gath­ered through self-edu­ca­tion.

His patent applications—Croatian schol­ar Danko Plevnik notes in the intro­duc­tion to a series of essays on Tesla’s self-schooling—show “the eru­di­tion of a learned man, broad knowl­edge which by far sur­passed the knowl­edge he could acquire through for­mal edu­ca­tion only.” In his lec­tures, arti­cles, and speech­es, Tes­la demon­strates a “famil­iar­i­ty with phi­los­o­phy, sci­ence his­to­ry and inven­tion-relat­ed thought, method­ol­o­gy of sci­ence, as well as oth­er areas of knowl­edge that were not includ­ed in the sub­jects and cours­es he attend­ed through his school­ing.”

Not only did he mem­o­rize entire books of poet­ry, but he could accu­rate­ly fore­see the future of tech­nol­o­gy, his keen insight honed both by his stud­ies of the sci­ences and the human­i­ties. Until fair­ly recent­ly Plevnik writes, “Tesla’s edu­ca­tion was referred to spo­rad­i­cal­ly, as if it had not influ­enced his sci­en­tif­ic reflec­tion, exper­i­ment­ing and inven­tions.” That is in large part, many Tes­la schol­ars now argue, because the best edu­ca­tion Tes­la received was the one he gave him­self.

Relat­ed Con­tent:

The Elec­tric Rise and Fall of Niko­la Tes­la: As Told by Tech­noil­lu­sion­ist Mar­co Tem­pest

Niko­la Tes­la Accu­rate­ly Pre­dict­ed the Rise of the Inter­net & Smart Phone in 1926

Elec­tric Pho­to of Niko­la Tes­la, 1899

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

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

Take a Virtual Tour of the Mütter Museum and Its Many Anatomically Peculiar Exhibits

A few months before Philaelphia’s Müt­ter Muse­um, exer­cis­ing now famil­iar COVID-19 pre­cau­tions, closed its doors to the pub­lic, it co-spon­sored a parade to hon­or the vic­tims to the pre­vi­ous century’s Span­ish Flu pan­dem­ic, as well as “those who keep us safe today.”

The event was part of a tem­po­rary exhi­bi­tion, Spit Spreads Death: The Influen­za Pan­dem­ic of 1918–19 in Philadel­phia.

Anoth­er tem­po­rary exhi­bi­tion, Going Viral: Infec­tion Through the Ages, opened in Novem­ber, and now seems even stronger proof that the muse­um, whose 19th-cen­tu­ry dis­play cab­i­nets are housed in the his­toric Col­lege of Physi­cians, is as con­cerned with the future as it is with the past.

For now, all tours must be under­tak­en vir­tu­al­ly.

Above, cura­tor Anna Dhody, a phys­i­cal and foren­sic anthro­pol­o­gist and Direc­tor of the Müt­ter Research Insti­tute, gives a brief intro­duc­tion to some of the best known arti­facts in the per­ma­nent col­lec­tion.

The muse­um’s many antique skulls and med­ical odd­i­ties may invite com­par­isons to a ghoul­ish sideshow attrac­tion, an impres­sion Dhody cor­rects with her warm, mat­ter-of-fact deliv­ery and respect­ful acknowl­edg­ment of the humans whose sto­ries have been pre­served along with their remains:

Mary Ash­ber­ry, an achon­droplas­tic dwarf, died from com­pli­ca­tions of a Cesare­an sec­tion, as doc­tors who had yet to learn the impor­tance of ster­il­iz­ing instru­ments and wash­ing hands, attempt­ed to help her deliv­er a baby who proved too big for her pelvis. (The baby’s head was crushed as well. Its skull is dis­played next to its mother’s skele­ton.)

Madame Dimanche is rep­re­sent­ed by a wax mod­el of her face, instant­ly rec­og­niz­able due to the 10-inch cuta­neous horn that began grow­ing from her fore­head when she was in her 70s. (It was even­tu­al­ly removed in an ear­ly exam­ple of suc­cess­ful plas­tic surgery.)

Albert Ein­stein and the con­joined twins Chang and Eng Bunker are among the house­hold names grac­ing the museum’s col­lec­tion.

One of the most recent addi­tions is the skele­ton of artist and dis­abil­i­ty aware­ness advo­cate Car­ol Orzel, who edu­cat­ed the pub­lic and incom­ing Uni­ver­si­ty of Penn­syl­va­nia med­ical stu­dents about fibrodys­pla­sia ossi­f­i­cans pro­gres­si­va (FOP), a rare dis­or­der that turned her mus­cle and con­nec­tive tis­sue to bone. She told her physi­cian, Fred­er­ick Kaplan, below, that she want­ed her skele­ton to go to the Müt­ter, to join that of fel­low FOP suf­fer­er, Har­ry East­lack… pro­vid­ed some of her prized cos­tume jew­el­ry could be dis­played along­side. It is.

Get bet­ter acquaint­ed with the Müt­ter Museum’s col­lec­tion through this playlist.

The exhib­it Spit Spreads Death is cur­rent­ly slat­ed to stay up through 2024. While wait­ing to vis­it in per­son, you can watch an ani­ma­tion of the Span­ish flu’s spread, and explore an inter­ac­tive map show­ing the demo­graph­ics of the infec­tion.

h/t Tanya Elder

Relat­ed Con­tent:

Take a Vir­tu­al Tour of 30 World-Class Muse­ums & Safe­ly Vis­it 2 Mil­lion Works of Fine Art

Take a Long Vir­tu­al Tour of the Lou­vre in Three High-Def­i­n­i­tion Videos

Take a Vir­tu­al Tour of The Uffizi Gallery in Flo­rence, the World-Famous Col­lec­tion of Renais­sance Art

Ayun Hal­l­i­day is an author, illus­tra­tor, the­ater mak­er and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine.  Here lat­est project is a series of free down­load­able posters, encour­ag­ing cit­i­zens to wear masks in pub­lic and wear them prop­er­ly. 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’

« Go BackMore in this category... »
Quantcast
Open Culture was founded by Dan Colman.