Meet the Linda Lindas, the Tween Punk Band Who Called Out Racism & Misogyny and Scored a Record Deal

“Sticks and stones may break my bones,” we chant­ed as kids, but “words will nev­er hurt me.” The say­ing seems to both invite phys­i­cal vio­lence and deny the real effects of ver­bal abuse. Maybe this was once effec­tive as a stock play­ground retort, but it’s nev­er been true, as any­one who’s been picked on as a child can attest. When the taunts are racist, the dam­age is expo­nen­tial­ly mul­ti­plied. Not only are kids being sin­gled out and mocked for immutable char­ac­ter­is­tics, but their fam­i­ly and entire cul­ture of ori­gin are being tar­get­ed.

What to do? Lash out? Fight back? Ignore it and pre­tend it isn’t hap­pen­ing? To quote anoth­er cliche, “the best revenge is suc­cess.” More appro­pri­ate­ly for the case at hand, take an orig­i­nal line from Radiohead’s Thom Yorke: “Be con­struc­tive with your blues.”

The Lin­da Lin­das, a four-piece punk band rang­ing in age from 10 to 16 would agree. When one of the girls was harassed by a class­mate, they got bummed about it, then ral­lied, wrote a song, went viral, and scored a record deal. Deal­ing with bul­lies will rarely lead to such joy­ful results, but it’s worth pay­ing atten­tion when it does.

The song, “Racist, Sex­ist Boy” has “become some­thing of a 2021 anthem,” writes NPR, with its glee­ful call-outs (“Pos­er! Block­head! Riffraff! Jerk face!”) and crunchy pow­er chords. “In what has become a very famil­iar cycle to music-indus­try watch­ers, the band land­ed a record deal almost as soon as its video went viral,” sign­ing with L.A.’s Epi­taph Records. “By Fri­day, the band’s per­for­mance of ‘Racist, Sex­ist Boy’ had been post­ed on Epi­taph’s YouTube chan­nel.” The video comes from a per­for­mance at the Los Ange­les Pub­lic Library, which you can watch in full above, with an intro­duc­tion and inter­view with the band. (See a setlist on YouTube and don’t miss their cov­er of Biki­ni Kil­l’s “Rebel Girl” at 35:56.)

So, who are the Lin­da Lin­das? On their Band­camp page, they describe them­selves as “Half Asian / half Lat­inx. Two sis­ters, a cousin, and their close friend. The Lin­da Lin­das chan­nel the spir­it of orig­i­nal punk, pow­er pop, and new wave through today’s ears, eyes and minds.” You can meet the mul­ti-tal­ent­ed tweens and teens in the video above, made in 2019 by a fifth grade teacher to inspire his stu­dents. The girls are hard­ly new to the music busi­ness. Clips in the video show them per­form­ing with Mon­ey Mark and open­ing for Biki­ni Kill. They got their start in 2018 at Girlschool LA, “a cel­e­bra­tion of females chal­leng­ing the sta­tus quo,” and they’ve been men­tored by Karen O of the Yeah Yeah Yeahs.

The Lin­da Lin­das also cap­tured the atten­tion of Amy Pohler, who fea­tured the band in her Net­flix doc­u­men­tary Mox­ie. See a clip above. Not every kid who fights bul­ly­ing with music — or art, sci­ence, sports, or what­ev­er their tal­ent — can expect celebri­ty, and we shouldn’t set kids up to think they can all win the inter­net lot­tery. But the Lin­da Lin­das have become heroes for mil­lions of young girls who look like them, and who dream not of fame and for­tune but of a unit­ed front of friend­ship and fun against racism, misog­y­ny, and the pains of grow­ing up.

Relat­ed Con­tent: 

Ven­er­a­ble Female Artists, Musi­cians & Authors Give Advice to the Young: Pat­ti Smith, Lau­rie Ander­son & More

Ele­men­tary School Kids Sing David Bowie’s “Space Odd­i­ty” & Oth­er Rock Hits: A Cult Clas­sic Record­ed in 1976

Hear 11-Year-Old Björk Sing “I Love to Love”: Her First Record­ed Song (1976)

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

Watch Blondie’s Debbie Harry Perform “Rainbow Connection” with Kermit the Frog on The Muppet Show (1981)

Do you dig songs about rain­bows?

The host of one of the very last episodes of The Mup­pet Show — Deb­bie Har­ry, lead singer of Blondie — does, and in 1981, she seized the oppor­tu­ni­ty to duet with Ker­mit the Frog on his sig­na­ture tune, “The Rain­bow Con­nec­tion” — its only per­for­mance in the series’ five sea­son run.

Many of us asso­ciate the folksy num­ber with The Mup­pet Movie’s pas­toral open­ing scene. This ren­di­tion trans­fers the action back­stage to the kimono-clad Harry’s dress­ing room.

Who knew her sweet sopra­no would pair so nice­ly with a ban­jo?

She also exhibits a game will­ing­ness to lean into Mup­pet-style ham­mi­ness, respond­ing to the lyric “Have you heard voic­es?” with an expres­sion that verges on psy­cho­log­i­cal hor­ror.

Mid­way through, the two are joined by a cho­rus of juve­nile frogs in scout­ing uni­forms.

A lit­tle con­text — these young­sters spend the episode try­ing to earn their punk mer­it badge.

No won­der. By 1981, when the episode aired, Blondie had achieved mas­sive main­stream suc­cess, with such hits as “One Way or Anoth­er” and “Call Me,” both of which were shoe­horned into the episode.

As cre­ator Jim Henson’s son, Bri­an, recalled in a brief intro­duc­tion to its video release:

…I was in high school and my father knew that Deb­bie Har­ry was, like, the biggest thing in the world to me. And he booked her to be on The Mup­pet Show dur­ing a vaca­tion week from school and he did­n’t tell me. We went out to din­ner the night before shoot­ing and they made me sit next to Deb­bie Har­ry at this fan­cy restau­rant. And I just remem­ber this whole din­ner I was just end­less­ly sweat­ing and all I knew was that I was aware of Deb­bie Har­ry sit­ting on the side of me. I don’t think I ever said a word to her, I don’t think I ever looked at her, but she did a great episode, she’s a great per­former and she’s a love­ly lady.

With punk per­me­at­ing the air­waves, the fan site Tough Pigs, Mup­pet Fans Who Grew Up laments oth­er guest hosts who might have been booked before the show end­ed its run:

It’s a shame Deb­bie Har­ry was the only mem­ber of her scene to make it to The Mup­pet Show. Can you imag­ine spe­cial guest stars, The Ramones, The B‑52’s or even Talk­ing Heads? … Harry’s guest stint reveals that the Mup­pets’ chaot­ic and tex­tured world has more in com­mon with the punk scene than one would ini­tial­ly expect.

The finale finds the Frog Scouts mosh­ing to “Call Me,” with a rea­son­ably “punk” look­ing, rain­bow-clad back­ing Mup­pets band (Dr. Teeth and the Elec­tric May­hem sat this one out due to their pre-exist­ing asso­ci­a­tions with Motown, jazz, and a more clas­sic rock sound.)

Relat­ed Con­tent: 

The Mup­pets Sing the First & Sec­ond Acts of Hamil­ton

Wit­ness the Birth of Ker­mit the Frog in Jim Henson’s Live TV Show, Sam and Friends (1955)

When Deb­bie Har­ry Com­bined Artis­tic Forces with H.R. Giger

Ayun Hal­l­i­day is an author, illus­tra­tor, the­ater mak­er and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine. Fol­low her @AyunHalliday.

Harvard’s Digital Giza Project Lets You Access the Largest Online Archive on the Egyptian Pyramids (Including a 3D Giza Tour)

Noth­ing excites the imag­i­na­tion of young his­to­ry-and-sci­ence-mind­ed kids like the Egypt­ian pyra­mids, which is maybe why so many peo­ple grow up into ama­teur Egyp­tol­o­gists with very strong opin­ions about the pyra­mids. For such peo­ple, access to the high­est qual­i­ty infor­ma­tion seems crit­i­cal for their online debates. For pro­fes­sion­al aca­d­e­mics and seri­ous stu­dents of ancient Egypt such access is crit­i­cal to doing their work prop­er­ly. All lovers and stu­dents of ancient Egypt will find what they need, freely avail­able, at Har­vard University’s Dig­i­tal Giza Project.

“Chil­dren and spe­cial­ized schol­ars alike may study the mate­r­i­al cul­ture of this ancient civ­i­liza­tion from afar,” Harvard’s Meta­l­ab writes, “often with greater access than could be achieved in per­son.” The project opened at Har­vard in 2011 after spend­ing its first eleven years at the Muse­um of Fine Arts, Boston with the goal of “dig­i­tiz­ing and post­ing for free online all of the archae­o­log­i­cal doc­u­men­ta­tion from the Har­vard University—Boston Muse­um of Fine Arts Expe­di­tion to Giza, Egypt (about 1904–1947),” notes the about page.

The Dig­i­tal Giza Project was born from a need to cen­tral­ize research and arti­facts that have been scat­tered all over the globe. “Doc­u­ments and images are held in far­away archives,” the Har­vard Gazette points out, “arti­facts and oth­er relics of ancient Egypt have been dis­persed, stolen, or destroyed, and tombs and mon­u­ments have been dis­man­tled, weath­er-worn, or locked away behind pas­sages filled in when an exca­va­tion clos­es.” Oth­er obsta­cles to research include the expense of trav­el and, more recent­ly, the impos­si­bil­i­ty of vis­it­ing far-off sites.

Expand­ing far beyond the scope of the orig­i­nal expe­di­tions, the project has part­nered with “many oth­er insti­tu­tions around the world with Giza-relat­ed col­lec­tions” to com­pile its search­able library of down­load­able PDF books and jour­nal arti­cles. Kids, adult enthu­si­asts, and spe­cial­ists will all appre­ci­ate Giza 3D, a recon­struc­tion with guid­ed tours of all the major arche­o­log­i­cal sites at the pyra­mids, from tombs to tem­ples to the Great Sphinx, as well as links to images and arche­o­log­i­cal details about each of the var­i­ous finds with­in.

For a pre­view of the mul­ti­me­dia expe­ri­ence on offer at the Dig­i­tal Giza Project, see the videos here from project’s YouTube chan­nel. Each short video pro­vides a wealth of infor­ma­tion; young learn­ers and those just get­ting start­ed in their Egyp­tol­ogy stud­ies can find lessons, glos­saries, an overview of the peo­ple and places of Giza, and more at the Giza @ School page. What­ev­er your age, occu­pa­tion, or lev­el of com­mit­ment, if you’re inter­est­ed in learn­ing more about the pyra­mids at Giza, you need to book­mark Dig­i­tal Giza. Start here.

Relat­ed Con­tent: 

Who Built the Egypt­ian Pyra­mids & How Did They Do It?: New Arche­o­log­i­cal Evi­dence Busts Ancient Myths

A 3,000-Year-Old Painter’s Palette from Ancient Egypt, with Traces of the Orig­i­nal Col­ors Still In It

What Ancient Egypt­ian Sound­ed Like & How We Know It

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

Watch Cartoonist Lynda Barry’s Two-Hour Drawing Workshop

We know you’re Zoomed out, but might you make an excep­tion for the pre-record­ed draw­ing and writ­ing ses­sion above with leg­endary car­toon­ist and illus­tra­tor Lyn­da Bar­ry?

Under the aus­pices of Graph­ic Med­i­cine’s par­tic­i­pa­to­ry online series, Draw­ing Togeth­er, the noto­ri­ous­ly play­ful Bar­ry led par­tic­i­pants through a series of exer­cis­es from her book, Mak­ing Comics, and seemed gen­uine­ly pleased to be back in teach­ing mode. (All of her in-per­son class­es at the Uni­ver­si­ty of Wis­con­sin have been can­celled until fur­ther notice due to the Covid-19 pan­dem­ic, as has her usu­al sum­mer stint at the Omega Insti­tute.)

Bar­ry endeav­ored to loosen her stu­dents up right away, bran­dish­ing toys and danc­ing to an amaz­ing playlist in a friend’s bor­rowed attic, con­fid­ing that the wifi sit­u­a­tion here was far supe­ri­or to that in her old farm­house.

Teacher divid­ed the large group in half by birth­days, as a way to orga­nize view­ing each other’s work after each timed exer­cise.

This couldn’t quite repli­cate the expe­ri­ence of the live class­room, where stu­dents have the oppor­tu­ni­ty to han­dle each other’s work, and more time to take it in, but still fun to see the incred­i­ble diversity—and in the case of closed-eye exercises—thrilling sim­i­lar­i­ties on dis­play.

Barry’s delight extend­ed beyond the con­fines of the page, imi­tat­ing the way some stu­dents beam like sway­ing sun­flow­ers through­out the 60-sec­ond closed eye ses­sions, while oth­ers knit their brows, low­er their chins and pow­er through.

A series of self-por­traits fol­lowed, with prompts designed to tap into the sort of imag­i­na­tive pow­ers that fre­quent­ly seep away in adolescence—draw your­self as an ani­mal, an astro­naut, a mem­ber of a march­ing band, any fruit that’s not a banana…

Longer exer­cis­es involved turn­ing ran­dom squig­gles into mon­sters, with an extra minute grant­ed after the timer went off to add what­ev­er miss­ing things the artist felt each draw­ing need­ed, then choos­ing one of those mon­sters to star in a fam­i­ly album of sorts.

Bar­ry, who has, over the course of her career, filled a num­ber of pan­els with hilar­i­ous­ly out-of-touch teach­ers mak­ing life a hell for child char­ac­ters, is audi­bly appre­cia­tive of her stu­dents’ efforts, fre­quent­ly con­grat­u­lat­ing them for bring­ing some­thing into the world that didn’t exist a few min­utes pri­or:

This is the thing about comics! They come intact, they come all togeth­er and the most impor­tant thing you need to do is just make time to draw them, the unin­ter­rupt­ed time, even if it’s just 2 min­utes.

Truth!

The final exer­cise of the day drew on some of the writ­ing tech­niques Bar­ry fea­tured in Syl­labus, with par­tic­i­pants, quick­ly jot­ting down mem­o­ries after a prompt, then choos­ing one  to explore more deeply, with spe­cial atten­tion devot­ed to sen­so­ry recall.

To play along from home after the fact, you’ll need a cou­ple of hours, ten or so sheets of paper, a pen­cil or pen (Bar­ry favors black felt tips), and your “orig­i­nal dig­i­tal devices” (hint: they’re attached to the ends of your arms).

Find infor­ma­tion on how to par­tic­i­pate in upcom­ing free Draw­ing Togeth­er ses­sions here.

All draw­ings used with the per­mis­sion of par­tic­i­pant Ayun Hal­l­i­day.

Relat­ed Con­tent:

Lyn­da Barry’s New Book Offers a Mas­ter Class in Mak­ing Comics

Lyn­da Bar­ry on How the Smart­phone Is Endan­ger­ing Three Ingre­di­ents of Cre­ativ­i­ty: Lone­li­ness, Uncer­tain­ty & Bore­dom

Lyn­da Barry’s Illus­trat­ed Syl­labus & Home­work Assign­ments from Her New UW-Madi­son Course, “Mak­ing Comics”

Ayun Hal­l­i­day is an author, illus­tra­tor, the­ater mak­er and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine. She most recent­ly appeared as a French Cana­di­an bear who trav­els to New York City in search of food and mean­ing in Greg Kotis’ short film, L’Ourse.  Fol­low her @AyunHalliday.

The Blob Opera Lets You Create Festive Music with Ease: An Interactive Experiment Powered by Machine Learning

Tis the sea­son when we’re nev­er more than one sin­ga­long Mes­si­ah away from wish­ing we had a bet­ter voice.

David Li’s inter­ac­tive Blob Opera allows us to pre­tend.

The machine learn­ing exper­i­ment takes its cues from four opera singers—soprano Olivia Dout­ney, mez­zo-sopra­no Joan­na Gam­ble, tenor Chris­t­ian Joel, and bass Fred­die Tong—who pro­vid­ed it with 16 hours of record­ed mate­r­i­al.

The result is tru­ly an all-ages activ­i­ty that’s much eas­i­er on the ears than most dig­i­tal diver­sions.

Click and drag one of the gum­my-bod­ied blobs up and down to change its pitch.

Pull them for­wards and back­wards to vary their vow­el sounds.

Once all four are in posi­tion, the three you’re not active­ly con­trol­ling will har­mo­nize like a heav­en­ly host.

You can dis­able indi­vid­ual blobs’ audio to cre­ate solos, duets and trios with­in your com­po­si­tion.

Press record and you can share with the world.

The blobs don’t sing in any dis­cernible lan­guage, but they can do lega­to, stac­ca­to, and shoot up to incred­i­bly high notes with a min­i­mum of effort. Their eyes pin­wheel when they har­mo­nize.

As Li describes to co-pro­duc­er Google Arts & Cul­ture below, it’s not the orig­i­nal singers’ voic­es we’re chan­nel­ing, but rather the machine learn­ing model’s under­stand­ing of the oper­at­ic sound.

Click the pine tree icon and the blobs will ser­e­nade you with the most-searched Christ­mas car­ols.

Begin your col­lab­o­ra­tion with Blob Opera here.

If you find your­self want­i­ng more, have a go at the inter­ac­tive Choir Li cre­at­ed for Adult Swim.

Relat­ed Con­tent:

Stephen Fry Hosts “The Sci­ence of Opera,” a Dis­cus­sion of How Music Moves Us Phys­i­cal­ly to Tears

The Met Opera Stream­ing Free Operas Online to Get You Through COVID-19

The Opera Data­base: Find Scores, Libret­ti & Syn­opses for Thou­sands of Operas Free Online

Ayun Hal­l­i­day is an author, illus­tra­tor, the­ater mak­er and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine. She most recent­ly appeared as a French Cana­di­an bear who trav­els to New York City in search of food and mean­ing in Greg Kotis’ short film, L’Ourse.  Fol­low her @AyunHalliday.

Why Humans Are Obsessed with Cats

A house cat is not real­ly a fur baby, but it is some­thing rather more remark­able: a tiny con­quis­ta­dor with the whole plan­et at its feet —Abi­gail Tuck­er

As part of its Annals of Obses­sion video series, The New York­er invit­ed sci­ence jour­nal­ist Abi­gail Tuck­er, author of The Lion in the Liv­ing Room, to reflect on “how felines took over the Inter­net, our homes, and our lives.”

It goes with­out say­ing that cats and humans have co-exist­ed for a very long time.

Most of us are acquaint­ed with the high regard in which Ancient Egyp­tians held Felis catus.

And we may know some­thing of their sea­far­ing his­to­ry, begin­ning with the Vikings and con­tin­u­ing on through Unsink­able Sam and oth­er cel­e­brat­ed ship’s cats.

An over­whelm­ing major­i­ty of us have spent the last decade or so glued to online exam­ples of their antics—rid­ing robot vac­u­umsreact­ing with ter­ror to cucum­bers, and pounc­ing on humans, some of whom have had the temer­i­ty to write and record voiceovers that sug­gest they have insight as to what goes on inside a cat’s hat. (As if!)

It’s grat­i­fy­ing to hear Tuck­er echo what cat lovers have long sus­pect­ed (and embla­zoned on t‑shirts, cof­fee mugs, and dec­o­ra­tive pillows)—the cats, not the own­ers, are the ones run­ning the show.

For­give us. Dogs have own­ers. Cats have staff.

Cats took a com­men­sal path to domes­ti­ca­tion, moti­vat­ed, then as now, by the food they knew to be stored in our set­tle­ments.

Tuck­er describes it as a series of cat con­trolled takeovers—a process of arti­fi­cial selec­tion, under­tak­en on the cats’ own ini­tia­tive:

House cats are supreme­ly adapt­able. They can live any­where and, while they must have plen­ty of pro­tein, they eat prac­ti­cal­ly any­thing that moves, from pel­i­cans to crick­ets, and many things that don’t, like hot dogs. (Some of their imper­iled feline rel­a­tives, by con­trast, are adapt­ed to hunt only a rare species of chin­chilla.) House cats can tweak their sleep­ing sched­ules and social lives. They can breed like crazy.

In cer­tain ways the house cat’s rise is trag­ic, for the same forces that favor them have destroyed many oth­er crea­tures. House cats are car­pet­bag­gers, arriv­istes, and they’re among the most trans­for­ma­tive invaders the world has ever seen—except for Homo sapi­ens, of course. It’s no coin­ci­dence that when they show up in ecosys­tems, lions and oth­er megafau­na are usu­al­ly on their way out.

Aloof as many of their num­ber may be, cats have engi­neered things in such a way as to be phys­i­cal­ly irre­sistible to most humans:

Their big heads and big eyes are so cute!

Their fur is so soft!

We can car­ry them around!

Dress them in doll clothes (some­times)!

Their cries mim­ic the cries of hun­gry human babies, and elic­it a sim­i­lar response from their human care­givers.

We may not love lit­ter box duty, but with 1 in 3 humans infect­ed by Tox­o­plas­ma gondii, we’ll like­ly be teth­ered to them for all eter­ni­ty.

For bet­ter or worse, we love them. And so do dog lovers. They just don’t know it yet.

But do not ever imag­ine that the feel­ing is rec­i­p­ro­cal.

They’re arch­car­ni­vores who can­not open their own cans. As Tuck­er wry­ly observes:

I think it’s fair to say that we are obsessed and they are not.

Relat­ed Con­tent: 

An Ani­mat­ed His­to­ry of Cats: How Over 10,000 Years the Cat Went from Wild Preda­tor to Sofa Side­kick

GPS Track­ing Reveals the Secret Lives of Out­door Cats

In 1183, a Chi­nese Poet Describes Being Domes­ti­cat­ed by His Own Cats

How Humans Domes­ti­cat­ed Cats (Twice)

Ayun Hal­l­i­day is an author, illus­tra­tor, the­ater mak­er and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine. She loves cats, but most recent­ly appeared as a French Cana­di­an bear who trav­els to New York City in search of food and mean­ing in Greg Kotis’ short film, L’Ourse.  Fol­low her @AyunHalliday.

The Uncanny Children’s Book Illustrations of Sigmund’s Freud’s Niece, Tom Seidmann-Freud

In 1919, Sig­mund Freud pub­lished “The ‘Uncan­ny,’” his rare attempt as a psy­cho­an­a­lyst “to inves­ti­gate the sub­ject of aes­thet­ics.” The essay arrived in the midst of a mod­ernist rev­o­lu­tion Freud him­self unwit­ting­ly inspired in the work of Sur­re­al­ists like Sal­vador Dali, Andre Bre­ton, and many oth­ers. He also had an influ­ence on anoth­er artist of the peri­od: his niece Martha-Gertrud Freud, who start­ed going by the name “Tom” after the age of 15, and who became known as children’s book author and illus­tra­tor Tom Sei­d­mann-Freud after she mar­ried Jakob Sei­d­mann and the two estab­lished their own pub­lish­ing house in 1921.

Seidmann-Freud’s work can­not help but remind stu­dents of her uncle’s work of the unheim­lich—that which is both fright­en­ing and famil­iar at once. Uncan­ni­ness is a feel­ing of trau­mat­ic dis­lo­ca­tion: some­thing is where it does not belong and yet it seems to have always been there. Per­haps it’s no coin­ci­dence that the Seidmann-Freud’s named their pub­lish­ing com­pa­ny Pere­grin, which comes from “the Latin, Pere­gri­nos,” notes an exhi­bi­tion cat­a­logue, “mean­ing ‘for­eign­er,’ or ‘from abroad’—a title used dur­ing the Roman Empire to iden­ti­fy indi­vid­u­als who were not Roman cit­i­zens.”

Uncan­ny dis­lo­ca­tion was a theme explored by many an artist—many of them Jewish—who would lat­er be labeled “deca­dent” by the Nazis and killed or forced into exile. Sei­d­mann-Freud her­self had migrat­ed often in her young life, from Vien­na to Lon­don, where she stud­ied art, then to Munich to fin­ish her stud­ies, and final­ly to Berlin with her hus­band. She became famil­iar with the Jew­ish philoso­pher and mys­tic Ger­shom Scholem, who inter­est­ed her in illus­trat­ing a Hebrew alpha­bet book. The project fell through, but she con­tin­ued to write and pub­lish her own children’s books in Hebrew.

In Berlin, the cou­ple estab­lished them­selves in the Char­lot­ten­burg neigh­bor­hood, the cen­ter of the Hebrew pub­lish­ing indus­try. Seidmann-Freud’s books were part of a larg­er effort to estab­lish a specif­i­cal­ly Jew­ish mod­ernism. Tom “was a typ­i­cal exam­ple of the busy dawn of the 1920s,” Chris­tine Brinck writes at Der Tagesspiegel. Scholem called the chain-smok­ing artist an “authen­tic Bohèmi­enne” and an “illus­tra­tor… bor­der­ing on genius.” Her work shows evi­dence of a “close famil­iar­i­ty with the world of dreams and the sub­con­scious,” writes Hadar Ben-Yehu­da, and a fas­ci­na­tion with the fear and won­der of child­hood.

In her 1923 The Fish’s Jour­ney, Sei­d­mann-Freud draws on a per­son­al trau­ma, “the first real tragedy to have struck her young life when her beloved broth­er Theodor died by drown­ing.” Oth­er works illus­trate texts—chosen by Jakob and the couple’s busi­ness part­ner, poet Hay­im Nah­man Bialik—by Hans Chris­t­ian Ander­sen and the Broth­ers Grimm, “with draw­ings adapt­ed to the land­scapes of a Mediter­ranean com­mu­ni­ty,” “a Jew­ish, social­ist notion… added to the texts,” “and the dif­fer­ence between boys and girls made inde­ci­pher­able,” the Sei­d­mann-Freud exhi­bi­tion cat­a­logue points out.

These books were part of a larg­er mis­sion to “intro­duce Hebrew-speak­ing chil­dren to world lit­er­a­ture, as part of estab­lish­ing a mod­ern Hebrew soci­ety in Pales­tine.” Trag­i­cal­ly, the pub­lish­ing ven­ture failed, and Jakob hung him­self, the event that pre­cip­i­tat­ed Tom’s own trag­ic end, as Ben-Yehu­da tells it:

The del­i­cate, sen­si­tive illus­tra­tor nev­er recov­ered from her husband’s death. She fell into depres­sion and stopped eat­ing. She was hos­pi­tal­ized, but no one from her fam­i­ly and friends, not even her uncle Sig­mund Freud who came to vis­it and to care for her was able to lift her spir­its. After a few months, she died of anorex­ia at the age of thir­ty-eight.

Sei­d­mann-Freud passed away in 1930, “the same year that the lib­er­al democ­ra­cy in Ger­many, the Weimar Repub­lic, start­ed it fren­zied down­ward descent,” a biog­ra­phy writ­ten by her fam­i­ly points out. Her work was burned by the Nazis, but copies of her books sur­vived in the hands of the couple’s only daugh­ter, Angela, who changed her name to Avi­va and “emi­grat­ed to Israel just before the out­break of World War II.”

The “whim­si­cal­ly apoc­a­lyp­tic” illus­tra­tions in books like Buch Der Hasen­geschicht­en, or The Book of Rab­bit Sto­ries from 1924, may seem more omi­nous in hind­sight. But we can also say that Tom, like her uncle and like so many con­tem­po­rary avant-garde artists, drew from a gen­er­al sense of uncan­ni­ness that per­me­at­ed the 1920s and often seemed to antic­i­pate more full-blown hor­ror. See more Sei­d­mann-Freud illus­tra­tions at 50 Watts, the Freud Muse­um Lon­don, Kul­tur­Port, and at her fam­i­ly-main­tained site, where you can also pur­chase prints of her many weird and won­der­ful scenes.

via 50 Watts

Relat­ed Con­tent:

Sig­mund Freud Speaks: Hear the Only Known Record­ing of His Voice, 1938

Ralph Stead­man Cre­ates an Unortho­dox Illus­trat­ed Biog­ra­phy of Sig­mund Freud, the Father of Psy­cho­analy­sis (1979)

Enter an Archive of 6,000 His­tor­i­cal Children’s Books, All Dig­i­tized and Free to Read Online

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

A Free Stanford Course on How to Teach Online: Designed for Middle & High School Teachers

Update: You can find the video record­ing of the work­shop here.

This past spring, teach­ers and stu­dents every­where got an abrupt intro­duc­tion to online learn­ing. When class­rooms moved online in March, many teach­ers exper­i­ment­ed with online ped­a­gogy for the first time, often with­out much train­ing or sup­port. To help ease this tran­si­tion, the Stan­ford Online High School–an inde­pen­dent high school that oper­ates entire­ly online–launched a free course designed to help teach­ers get com­fort­able teach­ing in this new medi­um. 7,000 teach­ers signed up. To con­tin­ue pro­vid­ing sup­port, an updat­ed ver­sion of this free course will be offered again this week­end.

Teach­ing Your Class Online” will take place this Sat­ur­day (Novem­ber 21) and Sun­day (Novem­ber 22),  and run from 9:00 am — 11:00 am Pacif­ic time each day. (Update: The lec­tures are now avail­able online.) Designed main­ly for instruc­tors teach­ing grades 7–12, the course can be help­ful for ele­men­tary and col­lege instruc­tors as well. Top­ics cov­ered will include “chal­lenges [such] as stu­dent engage­ment and dis­cus­sion (includ­ing for large groups, break­out rooms, and hybrid groups), effec­tive com­mu­ni­ca­tion with stu­dents and par­ents, assess­ment and cur­ricu­lum adap­ta­tion for online ped­a­gogy, and strate­gies for sup­port­ing both stu­dents and your­selves.”

Teach­ing Your Class Online” is sup­port­ed by Stan­ford Online High School and Stan­ford Con­tin­u­ing Stud­ies. You can enroll in the course on the Con­tin­u­ing Stud­ies web­site here.

If you know any teach­ers who could ben­e­fit from this free course, please feel free to share this post with them.

Relat­ed Con­tent:

1,700 Free Online Cours­es from Top Uni­ver­si­ties

200 Free Kids Edu­ca­tion­al Resources: Video Lessons, Apps, Books, Web­sites & More

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

How to Teach and Learn Phi­los­o­phy Dur­ing the Pan­dem­ic: A Col­lec­tion of 450+ Phi­los­o­phy Videos Free Online

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