Albert Einstein at School

Lesson-4

Albert Einstein at School

By Patrick Pringle

Albert Einstein at School Introduction

The lesson "Albert Einstein at School" is an extract from Patrick Pringle's biography of Albert Einstein, "The Young Einstein." Patrick introduces the reader to the years in Einstein's life when he was struggling in school every day and, as each day passed, the school diploma seemed like a distant dream. It sheds light on a few encounters with his teacher, how he felt about his neighbourhood, and how he only had one good friend, Yuri. The way Albert strategizes to get out of the miserable situation (school) and how things turn out in the end adds to the story's interest.

Albert Einstein at School Summary

The lesson begins with little Albert's encounter with his history teacher, in which the teacher asks him about a specific historical date, and, as usual, our unobservant Albert does not know the answer. This brings us to Einstein's little speech in class about what "education" should include and how what they are being taught is irrelevant. It results in him being punished by the teacher, which is nothing new. The lesson then discusses how Albert disliked his neighbourhood because of all the slum violence and compared it to his best friend, Yuri's neighbourhood, which he also disliked.

Albert even expresses his concerns to his cousin Elsa in Berlin, who believes he can pass with a little effort. At this point, Albert begins planning his escape from the school, and he suddenly has an idea involving a doctor who is willing to assist him. He wanted the doctor to know that he had a nervous breakdown and that the root cause of it was school, and that he should avoid it as much as possible. This is where Yuri agrees and makes an appointment with his friend, a newly-qualified doctor whom he warns is difficult to fool.

Albert is so preoccupied with his conversation with the doctor that he is actually nervous. When he meets the doctor, he learns that Yuri has already told him everything, and the doctor is eager to assist him. The doctor understands how exhausting school can be, so he asks Albert what he plans to do after school and realises that staying there isn't helping him or anyone else. As a result, he hands him his medical certificate and asks him to take Yuri out to eat. Despite the fact that Albert had no money to spare, he took Yuri out for supper. He is then seen with his math teacher, who is giving him a referral to make it easier for him to get into a college to pursue higher mathematics.

Einstein had studied all of the maths that are taught in schools, as well as some that are not. He is then summoned to the head teacher's office, where he is told to leave because no serious work can be done with him present. Despite how tempting it was for Albert to tell the head teacher the truth about his school, he resisted and walked straight out of the school with his head held high. He said goodbye to his only friend Yuri, and Elsa was already back in Berlin. Albert was finally out of school.

Albert Einstein at School Lesson Explanation

Albert Einstein (1879–1955) is regarded as the greatest physicist since Newton. In the following extract from The Young Einstein, the well-known biographer, Patrick Pringle, describes the circumstances which led to Albert Einstein’s expulsion from a German school.

• Biographer- a person who writes an account of someone else
• Expulsion- the action of forcing someone to leave an organization

The lesson is about Albert Einstein, the famous theoretical physicist. It is taken from Patrick Pringle's biography titled 'The Young Einstein.' The lesson discusses how Albert Einstein hated school, wanted to leave, and was eventually forced to leave.

“IN what year, Einstein,” asked the history teacher, “did the Prussians defeat the French at Waterloo?” “I don’t know, sir,” “Why don’t you know? You’ve been told it often enough.” “I must have forgotten.” “Did you ever try to learn?” asked Mr Braun. “No, sir,” Albert replied with his usual unthinking honesty. “Why not?” “I can’t see any point in learning dates. One can always look them up in a book.” Mr Braun was speechless for a few moments. “You amaze me, Einstein,” he said at last. “Don’t you realise that one can always look most things up in books? That applies to all the facts you learn at school.” “Yes, sir.” “Then I suppose you don’t see any point in learning facts.” “Frankly, sir, I don’t,” said Albert.

The lesson begins with Albert recounting his conversation with his history teacher, during which the teacher asks a question about the year in which the Prussians defeated the French at Waterloo. As usual, Einstein does not remember it, which Mr. Braun attributes to the fact that Einstein never bothers to learn them. Albert argues that it is pointless to memorise dates because they can be found in books at any time. Mr. Braun was stunned for a moment by the response. Finally, he responds and tells him that, similarly, most of what is taught in school can be found in books and that memorising facts is pointless. Einstein agrees with him despite not realising the statement was sarcastic.

“Then you don’t believe in education at all?” “Oh, yes, sir, I do. I don’t think learning facts is education.” “In that case,” said the history teacher with heavy sarcasm, “perhaps you will be so kind as to tell the class the Einstein theory of education.”

Professor concludes that if Einstein does not see the value in learning facts, he should not be a believer and follower of education. Albert clearly responds that he is undoubtedly invested in the concept of education, but that simply digesting facts is not education. The history teacher then asks about his elaborate version of ideal education in an attempt to mock him in front of the entire class.

Albert flushed. “I think it’s not facts that matter, but ideas,” he said. “I don’t see the point in learning the dates of battles, or even which of the armies killed more men. I’d be more interested in learning why those soldiers were trying to kill each other.” “That’s enough,” Mr Braun’s eyes were cold and cruel. “We don’t want a lecture from you, Einstein. You will stay in for an extra period today, although I don’t imagine it will do you much good. It won’t do the school any good, either. You are a disgrace. I don’t know why you continue to come.” “It’s not my wish, sir,” Albert pointed out. “Then you are an ungrateful boy and ought to be ashamed of yourself. I suggest you ask your father to take you away.”

Albert, once again emphasising his view of education, explains that learning the dates of battles and the number of men lost is pointless. What is important is to read and analyse the reasons for the battle between the two armies. Mr Braun became enraged and interrupted Albert's speech, punishing him by forcing him to stay for extra classes, even though it was useless to anyone, including Albert. The teacher then refers to him as a "disgrace," expressing his displeasure with his presence. Albert expresses his dissatisfaction with the situation. The teacher then calls him a "ungrateful boy" who should be ashamed and advises his father to remove him from school.

Albert felt miserable when he left school that afternoon; not that it had been a bad day—most days were bad now, anyway— but because he had to go back to the hateful place the next morning. He only wished his father would take him away, but there was no point in even asking. He knew what the answer would be: he would have to stay until he had taken his diploma.

• Miserable- unhappy

Albert was irritated when he left school that afternoon. It wasn't that the day was bad, but days were getting bad at school in general, and he hated the thought of going to school every morning. His only wish was that his father would accompany him to Italy, but it was pointless to ask because he would force him to stay until he finished his diploma.

Going back to his lodgings did not cheer him up. His father had so little money to spare that Albert had been found a room in one of the poorest quarters of Munich. He did not mind the bad food and lack of comfort, or even the dirt and squalor, but he hated the atmosphere of slum violence. His landlady beat her children regularly, and every Saturday her husband came drunk and beat her.

• Lodgings- temporary accommodation or a room rented out to someone, usually in the same residence as the owner
• Squalor- the state of being extremely dirty and unpleasant, especially as a result of poverty and neglect

Einstein's school experience was undoubtedly unpleasant, but his stay in Munich was no better. Because of his father's limited financial resources, he was forced to live in Munich's poorest neighbourhood. Poverty, bad food, dirt, and a lack of comfort did not bother him; it was the frequent fights at the place that he hated. Even the landlady's family was violent, with her hitting her children on occasion and her husband beating her every Saturday after he returned home drunk.

“But at least you have a room of your own, which is more than I can say,” said Yuri when he called round in the evening. “At least you live among civilised human beings, even if they are all poor students,” said Albert. “They are not all civilised,” Yuri replied. “Did you not hear that one of them was killed last week in a duel?” “And what happens to the one who killed him?” “Nothing, of course. He is even proud of it. His only worry is that the authorities have told him not to fight any more duels. He’s upset about this because he hasn’t a single scar on his face to wear for the rest of his life as a badge of honour.” “Ugh!” exclaimed Albert. “And these are the students.” “Well, you’ll be a student one day,” said Yuri. “I doubt it,” said Albert glumly.

• Duel- A contest with deadly weapons arranged between two people in order to settle a point of honour

We are now introduced to his friend Yuri, who is also not doing well. He reminds Albert that he should be grateful for the fact that he has his own room to live in, even if the neighbourhood is unpleasant. In response, Albert reminds Yuri that, despite living among impoverished students, they are all civilised and nonviolent. Yuri interrupts to point out that not all of them are polite, and that one was killed in a fight just a few weeks ago. The person who killed him faced no consequences other than being barred from ever again engaging in a duel. That guy's only regret was that he wouldn't be able to show a scar as a symbol of bravery. Albert sighs at the state of diploma students. Yuri then gives Albert hope by stating that he, too, will be a student, to which Albert expresses his doubtfulness.

“I don’t think I’ll ever pass the exams for the school diploma.” He told his cousin Elsa the same next time she came to Munich. Normally she lived in Berlin, where her father had a business. “I’m sure you could learn enough to pass the exams, Albert, if you tried,” she said, “I know lots of boys who are much more stupid than you are, who get through. They say you don’t have to know anything— you don’t have to understand what you’re taught, just be able to repeat it in the exams.” “That’s the whole trouble,” said Albert. “I’m no good at learning things by heart.”

Albert expresses his concern to his cousin Elsa, stating that he is unlikely to pass his exams. Elsa, who had come to see Einstein in Munich, usually lived in Berlin, where her family's business was located. Elsa tried to persuade Albert to learn just enough to pass the exams by memorising and repeating facts, stating that she had seen a lot of boring guys do it. Albert stated once more that memorising information is not his strong suit.

“You don’t need to be good at it. Anyone can learn like a parrot. You just don’t try. And yet I always see you with a book under your arm,” added Elsa. “What is the one you’re reading?” “A book on geology.” “Geology? Rocks and things? Do you learn that?” “No. We have hardly any science at school.” “Then why are you studying it?” “Because I like it. Isn’t that a good enough reason?” Elsa sighed. “You’re right, of course, Albert,” she said. “But it won’t help with your diploma.”

Elsa presented her counter-argument, claiming that anyone can learn to speak like a parrot, but only if they try, which Albert does not. She then adds irony by mentioning that he is always carrying a book under his arm. Albert informs her that it is a geology book that is not taught in school. He goes on to say that Science is rarely taught in schools. Elsa is perplexed as to why he is reading the book if it is not part of his curriculum. Albert clarifies that he enjoys studying science and considers this a good enough reason to read it. Elsa recognises this, but warns him that it will not help him pass his diploma.

Apart from books on science his only comfort was music, and he played his violin regularly until his landlady asked him to stop. “That wailing gets on my nerves,” she said. “There’s enough noise in this house, with all the kids howling.” Albert was tempted to point out that most of the time it was she who made them howl, but he decided it was better to say nothing.

• Wailing- crying with pain or anger
• Howling- making a howling sound

Albert enjoyed reading science books, and music was the only thing that brought him joy and peace. He spent a lot of time playing the violin, but only until his landlady told him to stop. The noise allegedly irritated her, which she justified by stating that her children already make a lot of noise in the house. Albert wanted to say that she was the one who made her kids cry all the time, but he resisted, probably for the best.

“I must get away from here,” he told Yuri, after six months alone in Munich. “It is absurd that I should go on like this. In the end it will turn out I have been wasting my father’s money and everyone’s time. It will be better for all if I stop now.” “And then what will you do?” Yuri asked. “I don’t know. If I go to Milan I’m afraid my father will send me back. Unless…” His eyes gleamed with a sudden idea. “Yuri, do you know any friendly doctors?” “I know a lot of medical students, and some of them are friendly,” said Yuri. “Doctor, no. I’ve never had enough money to go to one. Why?”

After six months of being alone in Munich, Albert told Yuri that he feels it's high time for him to leave. He sees no point in continuing in this manner because it will only waste his father's money, as well as everyone's time and effort. Yuri asks if Albert has any backup plans, to which Albert responds that going to Milan would be a bad idea because his father would send him back. They were talking about it when an idea came to him. He asked Yuri whether he knew any doctors. Unfortunately, Yuri could never afford to attend one, but he did have many medical friends.

“Suppose,” said Albert, “that I had a nervous breakdown. Suppose a doctor would say it’s bad for me to go to school, and I need to get right away from it?”

Albert's plan included a nervous breakdown and a doctor who could tell him that school is bad for him and that he should avoid it as much as possible.

“I can’t imagine a doctor saying that,” said Yuri. “I must try,” said Albert, “to find a doctor who specialises in nerves.” “There are plenty of them,” Yuri told him. He hesitated for a moment, and then added, rather reluctantly, “I’ll ask some of the students if they know one, if you like.” “Will you? Oh, thank you, Yuri,” Albert’s eyes were shining. “Wait a moment, I haven’t found one yet…” “Oh, but you will!” “And if I do I don’t know if he’ll be willing to help you…” “He will, he will,” declared Albert. “I’m going to have a real nervous breakdown, to make it easier for him.” He laughed merrily. “I’ve never seen you looking less nervous,” remarked Yuri. “A day or two at school will soon put that right.” Albert assured him.

Yuri didn't think the idea was a success because a doctor was unlikely to advise something like that. Albert was still willing to give this a try and find a doctor who specialised in nerves. Yuri offers to inquire about such a doctor with one of his friends. Albert expressed his appreciation. Yuri advised him to keep his hopes low and his expectations low. Albert was full of hope and optimism about finding a suitable doctor who would be willing to assist him. He even went so far as to offer to show an actual breakdown to make it appear more genuine. He was full of hope, and Yuri had never seen him feel that way before. Albert told him not to worry because a day or two at school would restore him to his normal state.

Certainly he had lost his high spirits when Yuri saw him next. “I can’t stand it any longer,” he said, “I really shall have a nervous breakdown that will satisfy any doctor.” “Keep it up, then,” said Yuri. “I’ve found a doctor for you.” “You have?” Albert’s face lit up. “Oh, good. When can I see him?” “I have an appointment for you for tomorrow evening.” Yuri said. “Here’s the address.” He handed Albert a piece of paper. “Doctor Ernst Weil -is he a specialist in nervous troubles?” asked Albert.

Albert was correct, and the next time Yuri saw him, he appeared troubled. Albert had given up by this point and was expecting a nervous breakdown if things continued like this. This would have made the doctor's job much easier. While giving him the address, Yuri informed him that he had found the perfect doctor for him and that he had an appointment the following evening. Albert read the doctor's name, Doctor Ernst Weil, and inquired of Yuri whether he specialised in nerves.

“Not exactly,” Yuri admitted. “As a matter of fact he only qualified as a doctor last week. You may even be his first patient!” “You knew him as a student, then?” “I’ve known Ernst for years.” Yuri hesitated for a few moments. “He’s not a fool,” he warned Albert. “What do you mean?” “Don’t try to pull the wool over his eyes1 , that’s all. Be frank with him, but don’t pretend you’ve got what you haven’t. Not that you’d deceive anyone.” Yuri added. “You’re the world’s worst liar.”

Yuri informed him that he was not a neuro specialist, that he had only recently graduated as a doctor, and that Albert could be his first patient. Yuri mentioned that he had known Albert for a long time and warned him not to lie to him because he was no fool. Yuri requested that he be truthful and not pretend to have nervous issues. He quickly added that it was also impossible because Albert is the "World's worst liar."

Albert spent the next day wondering what to tell the doctor. When the time arrived for his appointment he had worried over it so much that he really was quite nervous.

He spent the next day planning everything he would say to the doctor. He was worried about having a nervous breakdown because he was thinking so much.

“I don’t really know how to describe my trouble, Dr Weil,” he began. “Don’t try,” said the young doctor with a friendly smile. “Yuri has already given me a history of the case.” “Oh! What did he say?” “Only that you want me to think you have had a nervous breakdown, and say that you mustn’t go back to that school.” “Oh dear.” Albert’s face fell. “He shouldn’t have told you that.” “Why not? Isn’t it true, then?” “Yes, that’s the trouble. Now you’ll say there’s nothing wrong with me, and you’ll tell me to go back to school.” “Don’t be too sure of that,” said the doctor. “As a matter of fact I am pretty sure you are in a nervous state about that school.” “But I haven’t told you anything about it,” said Albert, wide-eyed. “How can you know that?”

Albert went to see the doctor and told him that he doesn't know what words to use to describe his miserable situation. The kind doctor comforted him, telling him that Yuri had already done it for him. It turned out that Yuri had told Dr. Weil the whole truth and how Albert wanted the doctor to believe he was having a nervous breakdown due to school. Albert expressed his dissatisfaction with Dr. Weil knowing the entire truth because he believed the doctor would not help him now. As a result, he'd have to return to school. Again, the friendly doctor comforted him, saying that his situation was well understood despite the fact that he had not told anyone about it. Albert was shocked by the doctor's response and asked as to how he came to know so much about Albert.

“Because you wouldn’t have come to see me about this if you hadn’t been pretty close to a nervous breakdown, that’s why. Now,” said the doctor briskly, “if I certify that you have had a nervous breakdown, and must stay away from school for a while, what will you do?” “I’ll go to Italy,” said Albert. “To Milan, where my parents are.” “And what will you do there?” “I’ll try to get into an Italian college or institute.” “How can you, without a diploma?” “I’ll ask my mathematics teacher to give me something about my work, and perhaps that will be enough. I’ve learnt all the maths they teach at school, and a bit more,” he added when Dr Weil looked doubtful.

The doctor responds very professionally that if Albert wasn't on the verge of a nervous breakdown, he wouldn't be seeing him. He then inquired about Albert's plans after he graduated from high school. Albert informs him that he intends to move to Italy to live with his parents and attend an Italian college. The doctor expresses his confusion about college admission without a high school diploma. Albert assures him that his math teacher will provide him with a reference that will get him in. Albert claimed to have learned all of the mathematics taught in school, as well as some additional material.

“Well, it’s up to you,” he said. “I doubt if it will come off, but I can see you’re not doing yourself or anyone else much good by staying here. How long would you like me to say you should stay away from school? Would six months be all right?” “This is very kind of you.” “It’s nothing. I’ve only just stopped being a student myself, so I know how you feel. Here you are.” Dr Weil handed him the certificate, “And the best of luck.” “How much…” “Nothing, if you have anything to spare, invite Yuri to a meal. He’s a good friend of mine, and yours too, I think,” Albert had no money to spare, but he pretended he had and took Yuri out to supper.

The doctor is still unsure whether the college idea will succeed, but he is certain that Albert's attendance at school is not benefiting anyone. As a result, he confirms whether a six-month break from school would be sufficient to implement his plans. Dr. Weil tells him that he understands the situation so well because he has recently graduated. He even refuses to accept his fees and requests that he take Yuri out to eat. Albert, filled with joy, took Yuri out for supper despite the fact that he had no extra money.

“Isn’t it wonderful?” he said after showing Yuri the certificate. “Yes, it’s fine,” Yuri agreed. “Six months is a good period. This way you won’t actually be leaving the school so if the worst comes to the worst you’ll be able to come back and carry on for your diploma.” “I’ll never go back to that place,” Albert assured him. “I’m going to take this certificate to the head teacher tomorrow, and that will be the end of it.” “Don’t forget to get a reference in writing from your mathematics teacher first,” Yuri reminded him.

When Yuri sees the certificate, he assures Albert that six months is a good time frame because, if things go wrong, Albert can return to finish his school diploma. ALbert assures Yuri that this will not happen because he will never return to "that place" or school. He expressed his desire to present the certificate to the principal the following day, while Yuri reminded him to first obtain a reference letter from the mathematics teacher.

Mr Koch willingly gave Albert the reference he wanted. “If I say I can’t teach you any more, and probably you’ll soon be able to teach me, will that be all right?” he asked. “That’s saying too much, sir,” said Albert. “It’s only the truth. But alright. I’ll put it more seriously.” It was still a glowing reference, and Mr Koch made the point that Albert was ready immediately to enter a college or institute for the study of higher mathematics.

Mr. Koch, Albert's math teacher, gave referral to him. He even went so far as to say that Albert would be ready to teach him soon, which Albert thought was "saying too much," most likely out of respect for his teacher. Mr. Koch then put it in different words, but provided the reference in such a way that Albert could easily enter any college to pursue higher mathematics education.

“I’m sorry you’re leaving us, although you’re wasting your time in my class,” he said. “It’s almost the only class where I’m not wasting my time,” said Albert. “But how did you know I’m leaving, sir?” “You wouldn’t have asked me for this reference otherwise.” “I thought you’d wonder…” “There’s nothing to wonder about, Einstein. I knew you were going to leave before you knew yourself.” Albert was puzzled. What did the teacher mean? He soon found out. Before he had a chance to ask for an interview with the head teacher, he was summoned to the head’s room. “Well, it saves me the trouble of having to wait an hour or two outside,” he thought

The teacher expresses his dissatisfaction with Albert's departure, but he knew Albert was wasting his time there. Albert immediately corrected him, stating that Mr Koch's class was the only one in which he was not wasting his time. Albert didn't tell him anything about his departure, but Mr Koch recognised it long before Albert did, thanks to the referral. Albert was summoned to the chief's office, much to his surprise. Although he was unaware of the reason and was planning on making his own appointment, he was relieved that it saved him the trouble of waiting for one or two hours to meet him.

He hardly bothered to wonder why he had been sent for, but vaguely supposed he was to be punished again for bad work and laziness. Well, he had finished with punishments.

Albert didn't think much about why he was summoned to the office, but he knew it was to punish him for his poor performance and lack of interest. But he was done with it all now.

“I’m not going to punish you,” the head teacher said, to Albert’s surprise. “Your work is terrible, and I’m not prepared to have you here any longer, Einstein. I want you to leave the school now.” “Leave school now?” repeated Albert, dazed. “That is what I said.” “You mean,” said Albert, “that I am to be expelled?”

• Expelled- officially make someone leave a school or any other organisation

Einstein was surprised to know that he would not be punished this time. The headmaster stated that he is tired of his laziness and wishes to have him removed from the school. Albert's first thought was that he was about to be "expelled."

You can take it that way if you wish, Einstein.” The head teacher was not mincing words. “The simplest thing will be for you to go of your own accord, and then the question won’t arise.” “But,” said Albert, “what crime have I committed?” “Your presence in the classroom makes it impossible for the teacher to teach and for the other pupils to learn. You refuse to learn, you are in constant rebellion, and no serious work can be done while you are there.” Albert felt the medical certificate almost burning a hole in his pocket. “I was going to leave, anyway,” he said. “Then we are in agreement at least, Einstein,” the head said.

• Mincing words- to speak vaguely or indirectly
• Rebellion- the action or process of resisting authority, control or convention

The principal was serious and suggested that he leave school on his own rather than being expelled because it would be easier for both parties. Albert had no idea what "crime" he had committed. The head teacher explained how his presence makes it difficult for teachers to teach other students and how no work can be done when he is present. While still standing there,

Albert felt the certificate was "burning a hole in his pocket," which meant that the money he spent on extracting the certificate (paid in the form of a meal with Yuri) had gone to waste because the certificate had been rendered useless. He was already being expelled from school. Regardless, Albert expresses his intention to leave, to which the teacher responds that, for the first time, they are agreeing on something.

For a moment Albert was tempted to tell the man what he thought of him and of his school. Then he stopped himself. Without another word, holding his head high, he stalked out. “Shut the door after you!” shouted the head. Albert ignored him

• Stalked out- to leave (some place) in a haughty, stiff or threatening manner

Albert was driven at the time by his desire to tell the head teacher the truth about the school, but he managed to resist because his wish had finally been granted. He walked straight out of the school, his head held high, ignoring the head teacher's instructions.

He walked straight on, out of the school where he had spent five miserable years, without turning his head to give it a last look. He could not think of anyone he wanted to say goodbye to. Indeed, Yuri was almost the only person in Munich he felt like seeing before he left the town he had come to hate almost as much as the school. Elsa was back in Berlin, and he had no other real friends. “Goodbye —and good luck,” said Yuri when he left. “You are going to a wonderful country, I think. I hope you will be happier there.”

He didn't even look back at the place where he had spent the worst years of his life. He had no true friends or close acquaintances to whom he could say goodbye. Before leaving, he met Yuri, who wished him well and hoped he would be happy in the country he was going to. Elsa was also in Berlin with her family, so he had no one else to say goodbye to.

About the Author

Born in 1935 in Rochester, New York; children: Heidi, Jeffrey, and Sean (first Laurence Pringle marriage); Jesse and Rebecca (third marriage). Cornell University (B.S., 1958); University of Massachusetts (M.S., 1960); and Syracuse University (Doctoral studies, 1960-62). Hobbies and interests include photography, film, sports, and surf fishing.