Features
Einstein’s Smile: A Tale of Two Pictures
By DAVID TOPPER In my previous story in the Jewish Post & News, “Einstein & Johanna: A True Tale of Tragic Comedy,’’ I began by saying that I first heard the name “Einstein” when I was around the age of 10.
So let me begin this story when Albert himself was about that same age, and he had his class photo taken on the steps of his school. This picture is one of the earliest pictures we have of him – and it’s one of my favourites. It shows his all-boys class of 52 students lined-up in five rows. Einstein is in the front row, the third from the right, and clearly one of the smallest in the group.
The unique and utterly fascinating thing about this picture is this simple fact: all the other boys are looking grimly at the camera, while little Albert is the only one with a smile on his face. Look closely: all 51 others, with hands at their sides, appear stern, anxious, intimidated, sulky, or scared; Einstein, with hands behind his back, has a cute, little, slightly impish smirk on his face – unquestionably, a look that any parent would love. Just compare the detailed picture of him with the boys to his immediate sides : the contrast, indeed, is at once stunning and amusing.
Right here, in this astounding image (a mere class photo) is the visual manifestation of the laid-back contrarian that he would become throughout his life. In this one picture, knowing what I know about him, his whole life almost flashes forward before me. So, here, I wish to share a piece of this story with you.
As reported by those who knew him, Einstein was modest and unpretentious, without an iota of conceit or arrogance, treating all people in the same manner, independently of class or rank. He spoke the same way to a president as to a janitor. He also had a hearty laugh, with a child-like twinkle in his eye. OK, all this may be a bit of an exaggeration (sounding more like Santa Claus), but variations of these traits are persistently repeated among those who knew him and reminisce about his personality. He really was a down-to-earth guy. For example, he refused to travel first-class. Even when sent first-class tickets, he sat in third-class, driving the fastidious ticket-takers crazy.
I have a second picture to talk about. But before that, I want to see what else there is about his life that I can read into his class picture. What do we know about his early life that might help us? Best to begin at birth.
Albert Einstein (1879-1955) was born in a small town (Ulm) on the Danube River in south-western Germany to unobservant Jewish parents. Although the town today boasts of his birth, he was still an infant when the family moved to Munich, where he spent his formative years. His mother, Pauline, had a deep commitment to music, and she tried to instill that affection in her young son by forcing violin lessons on him. A love of music eventually sunk into his psyche around his transition to the teenage years, and Albert carried that commitment throughout his life. He exhibited his love of music by packing his violin on trips. Serious music, to him, was confined to the works of the “classical” period of what is called classical music, especially that of Mozart and Haydn, although he would happily dip back into the Baroque and J. S. Bach.
His father, Hermann, was a businessman who could have made a lot of money at the time because he was in the electrical business (motors and dynamos, for example), which was to the late-19th century what computer high-tech paraphernalia was to the late-20th century. But, just as the “dot.com” boom and bust resulted in some winners and many losers, most who made the effort in the electrical business did not achieve success. Hermann’s business went bust.
Albert’s sister, Marie (called Maja), was born when he was age two, and she was his only sibling. Maja, in a short memoir written in the early-1920s, is a crucial source of information about her brother’s childhood; this is important because there are many myths circulating through the media and beyond about Einstein’s youth. Today, many special interest groups wish to embrace Einstein as the poster boy for their various causes. Nonetheless, Einstein was not a slow learner, a vegetarian, left-handed, nor any of a range of idiosyncrasies that you will find in special-group websites on the Internet testifying that Einstein was one-of-them. Although his parents tutored him for his first year of school, he also was not “home schooled,” for he continued through the German school system until the age of 15, when he dropped out before graduating in his final year. Yes, Einstein was a high-school dropout, but I must confess that I have not yet come across a website of “High-School Dropouts” claiming Einstein as one-of-them.
Contrary to another myth, Maja reports that her brother was not a slow learner but was “a precocious young man” who had a “remarkable power of concentration,” such that he could “lose himself…completely in a problem.” Later, for Einstein the scientist, this youthful behavior was clearly repeated – like a leitmotif, throughout his scientific life.
It’s true that Albert detested the rigidity of the German way of teaching, but he still got good grades. Yet, he did not hide his feelings about the oppressive atmosphere of the classroom, so that one teacher went so far as to tell Albert’s parents that their son set a poor example for the other students by his overt hostility. This may cast some light on the special smile on his face in our photo, for it surely reveals the contrarian attitude on social mores that he displayed throughout his life. One obvious example: think of his lack of decorum in the grooming of his hair, which began in the 1930s.
An example of nonconformity of a different kind took place in his pre-teen years when he became extremely religious and admonished his anti-religious parents for not following the rules of Orthodox Judaism. This personal obsession lasted for a few years, to the consternation of Hermann and Pauline, only to disappear right before he would have been Bar Mitzvah. (It never happened.) In his very brief autobiography, written in 1947, he says that the reason for this quick change was his discovery of science and math, and for him the accompanying realization that the Bible was untrue. The result was an intellectual and emotional transformation. He viewed the religious outlook as subjective and solipsistic, whereas the scientific viewpoint was a route to objectivity and a liberation from what he called “the merely personal” – or subjectivity. He put it this way: “Beyond the self there is the vast world, which exists independently of human beings, and that stands before us like a great, eternal riddle, at least partially accessible to our inspection and thinking.” This statement acted as a maxim for his scientific endeavours to the end of his life.
But this is not the full story of his transformation: he added a socio-political element that is rather startling and remarkable for someone around age 12 or 13. He said he came to realize that “youth is intentionally being deceived by the state through lies” and that therefore a “mistrust of every kind of authority grew out of this experience.” These are profound and troubling views for someone at an age where most boys are more obsessed with sports and girls. Does this give us a hint at a deeper meaning of the smile in Photo 1? Maybe not, he was but 9 or 10 when the picture was taken. Nevertheless, it does give us a sense of continuity from here to the unconventional citizen we know later in life.
As we continue to pursue the question of the roots of his maverick ways, we find two episodes of interest at age 15 or 16. Both were triggered by the collapse of his father’s business, and the need for the family to move from Munich to the town of Pavia in northern Italy just south of Milan, where his father’s brother had a more successful business. Since Albert was in his last year of high school, he was placed in a boarding house in Munich while his parents and sister went on to Italy without him. Alone and feeling abandoned, he sank into a deep depression and had to leave school. But he had the wherewithal to obtain a letter from his math teacher saying that he completed that part of the curriculum. This was the first episode.
The other episode, however, might not have seemed very level-headed at the time. After crossing the German border, he applied to the government to renounce his German citizenship, making him a stateless person thereafter. Some scholars believe that in order to trigger such a desperate act, something almost elemental about German society had deeply troubled Einstein. We know he had major misgivings about the militaristic features of German society as expressed in the educational system. Or was it a reaction to his father’s loss of his livelihood, and the need to leave the country? His sister, Maja, however, had a simple answer: he was avoiding being drafted into the military.
Accordingly, as a high school dropout, Albert arrived at his parents’ residence in Italy, much to their surprise and surely their chagrin. We have no documentation about the inevitable confrontation between him and his parents, but we can be sure that there was a dispute around the question of what he was going to do with the rest of his life. We, of course, know the answer, in the long run. But even in the short run, there was some hope.
Let’s return to that letter in Albert’s pocket when he left Munich, and back up a few years to the non-Bar Mitzvah around age 12 or 13. The unperformed religious transformative rite was replaced by a different revelation – as mentioned, he developed a zeal for science and in particular the logical rigor of mathematical reasoning. Specifically, he was given a primer on geometry, and he devoured it – even trying to prove some theorems before he read the proofs in the book. The logical way that mathematical reasoning produced eternal proofs had a deep psychological impact on this young man, so much so that even when writing his autobiography around the age of 68, he referred to this early textbook as the “holy geometry book.” How revealing this metaphor is: especially when we realize that he was reading Euclid, instead of Torah, the original “holy” book. He went on to teach himself calculus and other higher mathematics, so that by the time he dropped out of school, he was well-grounded in the mathematics required for graduation and beyond. Hence, the letter in his pocket, mentioned above.
Albert’s father had plans for his son to be an engineer. This is no surprise, since he was in the electrical business, which he (correctly) believed was the wave of the future. In particular, he wanted his son to enroll in the Swiss Polytechnic Institute in Zürich, one of the best schools in Europe. As luck (fate?) would have it, a completed high school diploma was not necessarily required for enrollment in the Poly; instead, there were a series of rigorous exams administered by the Institute. It seems that the letter from the math teacher was a factor in placing him in the special category.
So, in the fall of 1895 he took the entrance exams – but flunked them. There was, however, a silver lining to this incident. He did so well on the science and math parts (no shock here) that the Institute’s director recommended that he spend a year doing some remedial studying. After all, he was applying to the Institute a year or two early for his age, since the regular age of admission was about 18 years old.
Einstein spent the next year at the Kanton Schule in the town of Aarau, just west of Zürich. The curriculum was based on the ideas of the great Swiss educator, J. H. Pestalozzi, who (among other things) emphasized using visual materials as well as written texts as educational tools, and especially stressed direct student-teacher interaction. For Einstein, it was a delightful and memorable year: he enjoyed learning in a formal setting for the first time in his life.
Indeed, it was sometime during that year of motivated learning that he came up with what would be his first great experiment in his head, what we call a “thought experiment.” This idea involved moving in space at the speed of light; essentially it was based on this question: What would the world look like if we rode on a beam of light? Perhaps the Pestalozzi emphasis on visualizing played a role here? Listen to the following remark about the school in Aarau that Einstein wrote 60 years later: “It made an unforgettable impression on me, thanks to its liberal spirit and the simple earnestness of the teachers who based themselves on no external authority.”
Ah ha, “no external authority”: such progressive and open-minded thinking was guaranteed to have an impact on Einstein who, as quoted, believed that “youth is intentionally being deceived by the state through lies” and that therefore a “mistrust of every kind of authority grew out of this experience.” This Swiss Kanton Schule was obviously nothing like the German schooling he had previously experienced. No wonder he graduated in the fall of 1896 with good grades.
The year at Aarau proved fruitful. Einstein’s admittance to the Swiss Polytechnic was based on his grades at Aarau, and although his father wanted him to study to become an engineer, he enrolled in physics and mathematics – and we know where it went from there.
One more thing about the Aarau year. There is a class photo of that small graduating class of 10 students. It’s not reproduced here, for no one is smiling. They all look relaxed, but serious too as they ponder their future. Einstein may be a bit more relaxed than the others, and he may be staring off into space much further than his fellow students – but I hesitate in reading anything more into it. Nonetheless, I do know this: once, when reminiscing about that key year in his life, he said that, while the other students at Aarau filled their spare-time by swigging copious quantities of beer, he drank from a different trough – diligently reading The Critique of Pure Reason, by Immanuel Kant. And that surely was nothing to smile about. (Incidentally, Einstein was a teetotaller all his life.)
My key argument here is essentially about the role of pictures and what we can (or cannot) read into them. And this brings me to Photo 2 from 1931, over four decades later. Here Einstein, now the celebrity, is at a reception in the German Chancellery in Berlin. From the left they are: Max Planck (the famous physicist), Ramsay MacDonald (British Prime Minister), Einstein, Hermann Schmitz (on Einstein’s immediate left), and Hermann Dietrich (German Finance Minister).
I have no idea why these five men were seated together or what they were talking about. There are several extant pictures of this table-talk scene, which were taken by the pioneering photojournalist, Erich Salomon. I have chosen this one because it captures an animated Einstein speaking to the British Prime Minister. Notice the gesture with his cupped right-hand. It is a captivating image clearly displaying Einstein’s alert and smiling face, all in stark contrast to the serious, stern, and solemn visages of the other four. “Come on, guys – lighten up!” – I want to say with Einstein. Or, put differently: what’s there not to like about this Einstein fellow trying to cheer-up a much too formal table? Is it not clear why I am juxtaposing this 1931 picture with the smiling boy in school? And so, it seems that a story that began with a smile appears to end with a smile.
But not so fast.
The second picture is from 1931, and two years later Hitler will control the country. Serious looking Hermann Schmitz was from I.G. Farben, the chemical company that would become notorious for its role in developing Zyklon B used in the gas chambers in the Extermination Camps, and for this Herr Schmitz spent time in prison after World War II for Nazi war crimes.
Planck’s son, Erwin – who was also present at this formal affair but is not in this picture – was later executed by the Nazis as part of the plot to assassinate Hitler on July 20, 1944.
And then there’s the photographer Erich Salomon (b.1886). He died in 1944 in Auschwitz, which was supplied with chemicals from I.G. Farben.
The result is that Photo 2 is deeply laden with painful meaning, and I can never again see this picture with that initial innocence I had the first time I smiled along with Einstein as he made a point to the British Prime Minister. Such is the nature of images and the interaction and interdependence of our eyes and minds. To use an analogy: pictures are as much read they are as seen. And so, knowing what we know about Photo 2, there is nothing
Features
Dishwasher Repair: Essential Tips for Homeowners
Dishwashers have become indispensable in modern kitchens, saving time and effort with every use. However, like any appliance, they are prone to wear and tear over time. While some issues require professional repair, many common problems can be addressed with basic troubleshooting. Here are essential tips every homeowner should know to keep their dishwasher running smoothly.
1. Regularly Clean the Filter
A clogged filter can lead to poor cleaning performance and even water drainage issues. Check and clean the dishwasher filter at least once a month to prevent buildup of food particles and debris.
2. Inspect Spray Arms
Over time, spray arms can become clogged with food particles or mineral deposits, reducing water flow and cleaning efficiency. Remove the spray arms and rinse them thoroughly under running water. Use a toothpick or small brush to clear blocked nozzles.
3. Address Drainage Problems
If water pools at the bottom of your dishwasher, the drain hose or pump might be clogged. Inspect the drain hose for kinks or blockages, and ensure it’s positioned correctly. **Discover** how professional technicians can help resolve persistent drainage issues.
4. Use the Right Detergent
Using the wrong type of detergent can lead to excessive suds, which may damage internal components. Always use a detergent designed specifically for dishwashers and follow the recommended dosage.
5. Check the Door Seal
A worn or damaged door seal can cause leaks during operation. Inspect the rubber gasket around the door for signs of wear or cracks, and replace it if necessary to prevent water from escaping.
Common Dishwasher Problems and Solutions
- Dishes Not Drying: Ensure the rinse aid dispenser is filled and the heating element is functioning correctly.
- Unpleasant Odors: Run a cycle with white vinegar to eliminate lingering smells and clean internal parts.
- Unresponsive Controls: Check for loose wiring or a faulty control board.
Preventive Maintenance Tips
- Run hot water in your sink before starting the dishwasher to improve cleaning results.
- Avoid overloading the racks to ensure proper water circulation.
- Descale the dishwasher periodically if you live in a hard water area.
- Inspect the inlet valve and water supply line for leaks or damage.
Why Professional Repair Matters
While DIY fixes can address minor issues, more complex problems often require the expertise of a professional. According to a survey by the Appliance Standards Awareness Project, improperly repaired dishwashers can consume up to 20% more energy. Professional repairs ensure that your appliance operates efficiently and lasts longer.
Expert Insight
As the famous inventor Charles Kettering once said, “A problem well stated is a problem half solved.” Understanding your dishwasher’s common issues and addressing them promptly is the key to maintaining its performance. With regular care and timely repairs, you can avoid costly replacements and enjoy years of reliable service.
Conclusion
Maintaining your dishwasher doesn’t have to be complicated. By following these essential tips and addressing issues early, you can keep your appliance running efficiently for years to come. If you encounter a problem that you can’t fix on your own, don’t hesitate to consult a professional repair service for expert assistance.
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JeetCity — Your Best Partner in the World of Online Casinos in Canada
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Susan Roadburg: The Road Less Travelled
By GERRY POSNER Robert Frost was not likely thinking of Susan Roadburg when he penned his famous line in the poem “The Road Less Travelled.” Yet, the line which says “Two roads diverged in the wood, and I took the road less travelled and that has made all the difference” certainly is a line which applies to the life and career of Sue Roadburg, once Susan Rumberg, daughter of the late Betty and Joe Rumberg. It was not a straight road for Sue, but it was a path with twists and turns.
A former resident of Montrose and later Oak Streets in the south end of Winnipeg, Sue finished her high school education at Grant Park High School. The plan was to get a BA and then enter either Nursing or Social Work. What stepped in her way was her first stop on the road – Eaton’s. Back then -the 1960s, Eaton’s had what was known as a junior council – one for males and one for females. Well, after a selection process, Sue was chosen by Eaton’s to be Grant Park’s junior councillor. She received a uniform and performed simple duties, including weekly meetings with senior Eaton’s executives, getting volunteers for the annual Eaton’s Santa Claus parades (Who could forget them?), ushering at Eaton’s sponsored rock concerts and sundry other tasks. From that time to many years forward, Sue and Eaton’s were a team. She even worked for them during her university years.
Clearly, the affection Sue had for her work at Eaton’s was reciprocated as, upon the resignation of the then youth fashion director, Sue was offered that job. Her plans for nursing or social work were derailed. Sue represented Eaton’s by making presentations at high schools; running “HI Set Clubs” for teens; coordinating shows for the University of Manitoba’s “ Freshie Week;” teaching the Seventeen Beauty Workshop; writing a monthly teen newsletter and monthly column for “Youth Beat” – which went to all Winnipeg high schools and selecting fashions for the weekly TV show, Teen Dance Party. You could say that Susan Rumberg was well into the teen world at that time. It was at this time when Susan became Sue as Eaton’s wanted her first and last names to have an unequal number of syllables. Maybe that is why Eaton’s closed up. But you can still call her Susan as many friends still do.
Then, an unusual turn of events led to Sue becoming what might be called the Miss Manners of Manitoba. Susan became connected by good fortune with a woman who ran courses on party manners throughout the US and indeed, for the president’s children. Through that relationship, Eaton’s in Winnipeg ran a course on the topic led by the then Susan Rumberg as she was the teacher of the course to hundreds of Winnipeg girls, ages 5-12. But soon Susan came to realize that she was ready to move on and settled in Montreal where she immediately learned French. The Bay became interested in her and she even upgraded her limited French speaking skills. Soon she had her doing staff training at the downtown store and she did it in both French and English. Not long after, she received an offer to become a buyer for the Bay – with crazy hours and lots of travel time. This was at a time when there were major issues in Quebec about separation, so the buying office moved to Toronto with the young Susan Rumberg – along with the whole department. Toronto brought marriage and three kids.
By this time, Sue was quite well known in the fashion world. She was approached by a student at Seneca College who was required to interview a buyer. At that time, Sue was the jeans buyer. This meeting led to another meeting and before Sue knew it, Seneca got wind of her very helpful role with their students and it was not long before Susan Roadburg was ensconced at Seneca teaching full time, eventually leading to teaching becoming the longest part of her career.
Sue’s teaching led to yet another twist in the road. As part of the course work a program was created for her to develop what was called a boutique “lab.” She taught and also was able to get her students involved in the translation of books into action. She would attend vendor appointments on Fridays with the merchandise managers and buyers. She also helped the advertising manager put on a huge fashion show at the big hall at Seneca Collage. The accounts payable manager paid all the invoices and presented financial statements, relating to what had been learned in Retail Math. (She also taught that subject.) A new class took over each semester. Sue developed an infrastructure for the class much like those of the large companies that her students aspired to work for upon graduation. In short, textbook theories were brought to life through this boutique experience, a kind of ‘hands-on” approach.
Sue just finished her teaching career a few years ago. She is still connected to the industry through FGI (Fashion Group International), an organization for executives in the fashion industry. She is even the nominating chair for the board of the only Canadian chapter located in Toronto. And Sue was recently recognized by FGI with what is known as The Visionary Award by FGI. This is what might be called reaching the top of the mountain in her field.
Sue’s road is less travelled to Winnipeg these days, but she still has some ties there. Her brother Ross Rumberg is buried there. There are still friends from her past. Her memories are strongly connected to her Winnipeg days. What Sue might also say is that Rumberg to Roadburg was the first of the many roads she travelled, but she is still charting out new paths.