Tag Archives: albert einstein

Tripadvisor Rates Einstein: Traces of Public Memory and Science on the Web

Arguing with Einstein is one of my favorite photos of the Albert Einstein memorial. It encapsulates how some of the sculptor’s intentions, his argument about Einstein and science, manifest themselves in an invitation to argue with a statue. The seated statue invites us to sit on him, climb him, and argue with him, and it is my contention that sites like Yelp, Tripadvisor, and Flickr offer us the ability to explore and examine our relationship to these kinds of monuments and memorials in unprecedented ways.

Photo: Schmidt, C., 2008. Arguing with Einstein, Available at: http://www.flickr.com/photos/chrisbrenschmidt/2190660089/

Its been long in the making but I am excited to report that my paper Tripadvisor rates Einstein: Using the social web to unpack the public meanings of a cultural heritage site is out in the newest issue of The International Journal of Web Based Communities. I did the primary research for this project back in my master’s program in a great course called Museums, Monuments and Memory. That was in the Fall of 2008. (I know, wow that was a while ago my how time flys in the world of academic publishing)

The paper is largely an attempt to parse out the different kinds about sites of public memory that we can tell when we draw on traditional archival collections, in this case using materials from the National Academy of Sciences archives, as opposed to the kinds of stories we can tell when we look at traces of experience and interaction with those sites of memory online. In this case, I find it particularly interesting to try and evaluate how some of the intentions in the design of the monument can be evaluated in the kinds of things that we create online as a result of experiences with the memorial. My hope is that this can serve as both further validation of the value of preserving public discourse on the web and potentially as an example for how other’s might use social sites like Yelp, Flickr, and Tripadvisor to explore and interrogate public memory.

Below is the abstract for the paper. I would love to hear any comments or critiques in the comments. Similarly, if you end up using the paper in any way I would also love to hear about it.

Abstract:

Near the US Capitol, in front of the National Academy of Sciences sits a gigantic bronze statue of Albert Einstein. The monument was created to celebrate Einstein and the sense of awe and wonder his work represents. However, while under construction, art critics and some scientists derided the idea of the memorial. They felt the scale of such a giant memorial did not fit the modesty of Einstein. This paper explores the extent to which perspectives of the monument’s public supporters and critics can be seen in how people interact with it as evidenced in reviews and images of the monument posted online. I analyse how individuals appropriate the monument on social websites, including Fickr, Yelp, Tripadvisor, and Yahoo Travel, as a means to explore how the broader public co-creates the meaning of this particular memorial. I argue this case-study can serve as an example for leveraging the social web as a means to understand cultural heritage sites.

If you don’t have access to the official copy I have my own personal unofficial personal archival copy that you can take a look at.

Children's Books By The Numbers: Or Two Things I Learned From Franco Moretti

A few weeks ago I had the pleasure of reading Franco Moretti’s Graphs Maps and Trees. If you haven’t read it I highly recommend it as a truly compelling exploration of what individuals interested in the history of literature can glean by counting. After a bit of thought I am confident that some of his approaches will be quite useful in framing our understanding of children’s nonfiction.

As previously mentioned my project began in consideration of an anomaly of numbers. There are more Children’s books about Marie Curie than any other scientist. As a start to quantifying the history of science literature for children I thought it would be worth sorting out a bit more of who the popular stars are in comparison to the major players in biographies of scientists written for a more mature audience.

For a rough start I did some quick searches on the Worldcat for juvenile and non juvenile biographies about a laundry list of popular scientists and inventors and dumped the data at swivel.

Number of Children's Books About Different Scientists and Inventors

It appears that the same trend for gender in science is mirrored in race in invention. Curie is the most written about scientist for children, and George Washington Carver is the most written about inventor. But when we take the list of books for a older audience they fall far out of their top positions. What are we to do with this? The second thing I took away from Moretti is his insistence that we should be actively looking for questions we have no answer for. While this is essentially the same question I started my undergraduate thesis with I don’t really feel I am any more qualified to answer it.

Number of Biographies of Scientists and Inventors Written For An Adult Audience

I have a few ideas but I need to spend a bit more time fleshing them out. Stay tuned for more. In the mean time, what do you think could explain this phenomena? In the next few weeks I will post some of my thoughts on this and hopefully pull together some more robust numbers about these books. I am working on a way to export a CSV file from my Zotero collection that should help me isolate when Curie and Carver became the most written about scientist and inventor for kids

But in the mean time, why is there such a large market for children’s books about Carver and Curie for a young audience, and why does that market dry up when those children grow up?

Curie and Einstein Go To School

These are two of my favorite pictures from my research on children’s books about Einstein and Curie. (You can click on them to see the bigger images). They are I think, the most visual example of my thesis’s argument and I think they are also illustrative of exactly what we need to pay attention to in Children’s biography.

Stories about famous figures’ biographies are the most directly applicable aspect of children’s literature. This is the part of the story that with which children can most readily identify. Tragically, this part of the story of these lives is generally the thinest part of the historical record. Because children’s literature is so rarely reviewed by historians, this is not an issue for many children’s authors. They can simply invent the figures childhood.

Albert Einstein and His Tutor

The first picture is a picture of the young Albert Einstein terrorizing his baby sitter. Albert is described as cruel, and angry, he throws tantrums the text tells young readers that “His temper so terrifies a tutor hired to help young Albert prepare for school that she runs away, never to be seen again.” In the picture Albert and his anger are foregrounded as the tutor runs away in terror, apparently never to be seen again. You will be hard pressed to find historical precedent for this story: By all accounts Albert was a much more timid boy, but it is easy to see here how masculinity and power are imbued on this child.

cries.jpg

The second picture is of Curie crying in the arms of her teacher. Before I get into the details, consider the differences between these two images. Notice the relative size of Curie and her teacher. Einstein is bigger than his tutor, while the small (and surprisingly Aryan) Curie is presented as significantly smaller. In the second picture, the teacher does not come down to her level and instead maintains her size and visual power. This story appears in almost every single children’s book about Curie. The young Manya Skłodowska was the youngest and smartest student in her class. Her school, which was run by Polish teachers, was under constant threat from the Russians who occupied Poland. The school was barred from teaching children in Polish and teaching Polish history. Instead, schools were required to have children memorize Russian history and learn Russian language. The school that Manya attended disobeyed these rules. When Russian school inspectors came to check on the school a look-out in the hallway would warn the class and the class would hide their Polish books. Once the inspector came in, the teacher would call on Manya to answer his questions. In the story, Manya succeeds by answering all of the Russian inspector’s questions in Russian to his liking. After he leaves she cries.

In this story it becomes apparent that while Manya is very smart and strong she still has a kind of frailty. Readers are told that Manya’s knowledge gives her a kind of importance. She is called on in class and because of her impressive memory; she saves the class from the inspector. While the stories of Einstein were exaggerate stories that stress his clashes with authority the story of the Russian inspector is usually treated in a way that is much more consistent with the authoritative texts. However, Eva Curie tells several other stories about Manya that only make it into one of the children’s books, and thus the picture of the young Manya is shaped more by exclusion than by exaggeration.

The following anecdotes come from Eleanor Doorly’s 1939 book, The Radium Women: Madame Curie. Doorly’s book went through many printings and was highly acclaimed, being recommended in three consecutive editions of the Children’s Catalogue. Doorly states quite clearly in the opening of her book that it is a children’s adaptation of Eva Curie’s biography of her mother. This book stays very close to Eva’s biography and offers insight into a different trajectory that could have been developed in accounts of Curie. These selections come from the second chapter of her book, appropriately entitled “Rebels.”

In the Russian-run high school Manya and her friend Kazia “took delight in inventing witticisms against their Russian professors, their German master, and especially against Miss Mayer who detested Manya only a little less than Manya detested her.” Their teacher Miss Mayer stated, “It’s no more use speaking to that Sklodovska girl,” she said, “than throwing green peas at a wall!” On one occasion Eva tells us of a time in which Manya was openly disrespectful, and witty. “I won’t have you look at me like that!’ Miss Mayer would shout. ‘You have no right to look down on me!’” Manya responded “‘I can’t help it,’ said Manya truthfully, for she was a head taller that Miss Mayer. No doubt she was glad that words sometimes have two meanings.”

In the second series of stories, the young Manya is openly disrespectful of her teachers. While the story of her crying in front of the Russian inspector is interesting it should be seen as just one of several stories about Manya’s school experience. Importantly, it is the only story that puts her in a position of weakness against the authority of both the teacher and the inspector. Other stories show the potential of portraying a Manya who is similar to the exaggerated Einstein, openly disrespectful of a rather hostile teacher.

Brown, Don. Odd Boy Out: Young Albert Einstein . Houghton Mifflin, 2004.

Doorly, Eleanor. The Radium Woman, a Life of Marie Curie; and Woodcuts. New York: Roy Publishers, 1939.