“The Matilda Effect”: How Pioneering Women Scientists Have Been Denied Recognition and Written Out of Science History

Pho­to via Wiki­me­dia Com­mons

The his­to­ry of sci­ence, like most every his­to­ry we learn, comes to us as a pro­ces­sion of great, almost exclu­sive­ly white, men, unbro­ken but for the occa­sion­al token woman—well-deserving of her hon­ors but seem­ing­ly anom­alous nonethe­less. “If you believe the his­to­ry books,” notes the Time­line series The Matil­da Effect, “sci­ence is a guy thing. Dis­cov­er­ies are made by men, which spur fur­ther inno­va­tion by men, fol­lowed by acclaim and prizes for men. But too often, there is an unsung woman genius who deserves just as much cred­it” and who has been over­shad­owed by male col­leagues who grabbed the glo­ry.

In 1993, Cor­nell Uni­ver­si­ty his­to­ri­an of sci­ence Mar­garet Rossiter dubbed the denial of recog­ni­tion to women sci­en­tists “the Matil­da effect,” for suf­frag­ist and abo­li­tion­ist Matil­da Joslyn Gage, whose 1893 essay “Woman as an Inven­tor” protest­ed the com­mon asser­tion that “woman… pos­sess­es no inven­tive or mechan­i­cal genius.” Gage wrote that “even the Unit­ed States cen­sus” failed “to enu­mer­ate her among the inven­tors of the coun­try.” Such asser­tions, Gage pro­ceed­ed to demon­strate, “are care­less­ly or igno­rant­ly made… although woman’s sci­en­tif­ic edu­ca­tion has been gross­ly neglect­ed, yet some of the most impor­tant inven­tions of the world are due to her.”

Over 100 years lat­er, Rossiter’s tena­cious work in unearthing the con­tri­bu­tions of U.S. women sci­en­tists inspired the His­to­ry of Sci­ence Soci­ety to name a pres­ti­gious prize after her. The Time­line series pro­files of the few of the women whom it describes as prime exam­ples of the Matil­da effect, includ­ing Dr. Lise Meit­ner, the Aus­tri­an-born physi­cist and pio­neer of nuclear tech­nol­o­gy who escaped the Nazis and became known in her time as “the Jew­ish Moth­er of the Bomb,” though she had noth­ing to do with the atom­ic bomb. Instead, “Meit­ner led the research that ulti­mate­ly dis­cov­ered nuclear fis­sion.” But Meit­ner would become “lit­tle more than a foot­note in the his­to­ry of Nazi sci­en­tists and the birth of the Atom­ic age.”

Instead, Meitner’s col­league Otto Hahn received the acco­lades, a Nobel Prize in Chem­istry and “renown as the dis­cov­er­er of nuclear fis­sion. Meit­ner, who direct­ed Hahn’s most sig­nif­i­cant exper­i­ments and cal­cu­lat­ed the ener­gy release result­ing from fis­sion, received a few essen­tial­ist head­lines fol­lowed by decades of obscu­ri­ty.” (See Meit­ner and Hahn in the pho­to above.) Like­wise, the name of Alice Augus­ta Ball has been “all but scrubbed from the his­to­ry of med­i­cine,” though it was Ball, an African Amer­i­can chemist from Seat­tle, Wash­ing­ton, who pio­neered what became known as the Dean Method, a rev­o­lu­tion­ary treat­ment for lep­rosy.

Ball con­duct­ed her research at the Uni­ver­si­ty of Hawaii, but she trag­i­cal­ly died at the age of 24, in what was like­ly a lab acci­dent, before the results could be pub­lished. Instead, Uni­ver­si­ty Pres­i­dent Dr. Arthur Dean, who had co-taught chem­istry class­es with Ball, con­tin­ued her work. But he failed “to men­tion Ball’s key con­tri­bu­tion” despite protes­ta­tions from Dr. Har­ry Holl­mann, a sur­geon who worked with Ball on treat­ing lep­rosy patients. Dean claimed cred­it, and pub­lished their work under his name. Decades lat­er, “the scant archival trail of Alice Ball was redis­cov­ered…. In 2000, a plaque was installed at the Uni­ver­si­ty of Hawaii com­mem­o­rat­ing Ball’s accom­plish­ments.”

Oth­er women in the Matil­da effect series include bac­te­r­i­al geneti­cist Esther Leder­berg, who made amaz­ing dis­cov­er­ies in genet­ics that won her hus­band a Nobel Prize; Irish astro­physi­cist Joce­lyn Bell Bur­nell, who dis­cov­ered the first radio pul­sars in 1967, but was exclud­ed from the Nobel award­ed to her the­sis super­vi­sor Antony Hewish and astronomer Mar­tin Ryle. A sim­i­lar fate befell Dr. Ros­alind Franklin, the chemist exclud­ed from the Nobel award­ed to her col­leagues James Wat­son, Fran­cis Crick, and Mau­rice Wilkins for the dis­cov­ery of DNA.

These promi­nent exam­ples are but the tip of the ice­berg when it comes to women who made sig­nif­i­cant con­tri­bu­tions to sci­en­tif­ic his­to­ry and were reward­ed by being writ­ten out of it and denied awards and recog­ni­tion in their life­time. For more on the his­to­ry of U.S. women in sci­ence and the social forces that worked to exclude them, see Mar­garet Rossiter’s three-vol­ume Women Sci­en­tists in Amer­i­ca series: Strug­gles and Strate­gies to 1940, Before Affir­ma­tive Action, 1940–1972, and Forg­ing a New World since 1972. And read Timeline’s Matil­da Effect series of arti­cles here.

Relat­ed Con­tent:

Read the “Don’t Let the Bas­tards Get You Down” Let­ter That Albert Ein­stein Sent to Marie Curie Dur­ing a Time of Per­son­al Cri­sis (1911)

Marie Curie Attend­ed a Secret, Under­ground “Fly­ing Uni­ver­si­ty” When Women Were Banned from Pol­ish Uni­ver­si­ties

Pop Art Posters Cel­e­brate Pio­neer­ing Women Sci­en­tists: Down­load Free Posters of Marie Curie, Ada Lovelace & More

The Ency­clo­pe­dia of Women Philoso­phers: A New Web Site Presents the Con­tri­bu­tions of Women Philoso­phers, from Ancient to Mod­ern

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

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

Dur­ing a recent din­ner a few friends and I found our­selves rem­i­nisc­ing about for­ma­tive moments in our col­lec­tive youth. The con­ver­sa­tion took a decid­ed­ly down­beat turn when a nation­al­ly tele­vised moment we all remem­bered all too well came up: the 1986 explo­sion of the space shut­tle Chal­lenger. Like mil­lions of oth­er schoolkids at the time we had been glued to the live broad­cast, and became wit­ness­es to hor­ror. “It was NASA’s dark­est tragedy,” writes Eliz­a­beth How­ell at Space.com, an acci­dent that “changed the space pro­gram for­ev­er.”

The con­trast with our par­ents’ indeli­ble mem­o­ries of a tele­vised space broad­cast from sev­en­teen years ear­li­er could not be stark­er. On July 20, 1969, the nation wit­nessed what could eas­i­ly be called NASA’s great­est tri­umph, the Apol­lo 11 moon land­ing, which not only real­ly hap­pened, but was broad­cast live on CBS, with com­men­tary by Wal­ter Cronkite and for­mer astro­naut Wal­ly Schirra and live audio from Mis­sion Con­trol in Hous­ton and Buzz Aldrin him­self, “whose job dur­ing the land­ing,” Jason Kot­tke writes, “was to keep an eye on the LM (lunar module)’s alti­tude and speed.”

We don’t hear much from Neil Armstrong—“he’s busy fly­ing and furi­ous­ly search­ing for a suit­able land­ing site. But it’s Arm­strong that says after they land, ‘Hous­ton, Tran­quil­i­ty Base here. The Eagle has land­ed.’” Kottke’s fas­ci­nat­ing descrip­tion of the events points out details that height­en the dra­ma, such as the fact that Armstrong’s heartrate “peaked at 150 beats per minute at land­ing” (his rest­ing heartrate was 60 bpm). At around 10 min­utes to land­ing, the astro­nauts link to Mis­sion Con­trol cut out briefly, which must have been ter­ri­fy­ing.

“Then there were the inter­mit­tent 1201 and 1202 pro­gram alarms, which nei­ther the LM crew nor Hous­ton had encoun­tered in any of the train­ing sim­u­la­tions.” These turn out “to be a sim­ple case,” notes NASA, “of the com­put­er try­ing to do too many things at once.” Giv­en that the Lunar Module’s com­put­er only had 4KB of mem­o­ry, this is hard­ly a sur­prise. What is aston­ish­ing is that such a rel­a­tive­ly prim­i­tive machine could han­dle the task at all.

The film view­ers saw on their screens was not, of course, a live feed—CBS did not have cam­eras in space or on the moon—but rather an ani­ma­tion.

The CBS ani­ma­tion shows the fake LM land­ing on the fake Moon before the actu­al land­ing — when Buzz says “con­tact light” and then “engine stop”. The ani­ma­tion was based on the sched­uled land­ing time and evi­dent­ly couldn’t be adjust­ed. The sched­uled time was over­shot because of the crater and boul­ders sit­u­a­tion men­tioned above.

There were, how­ev­er, cam­eras mount­ed on the Lunar Mod­ule, and that 16mm footage of the land­ing, which you can see above, was lat­er released. And then there’s that moon walk (which real­ly hap­pened), which you can see below—blurry and indis­tinct but no less amaz­ing.

Just a lit­tle over eight years “since the flights of Gagarin and Shep­ard,” NASA writes, “fol­lowed quick­ly by Pres­i­dent Kennedy’s chal­lenge to put a man on the moon before the decade is out,” it hap­pened. Arm­strong, Aldrin, and Michael Collins land­ed on the moon. Arm­strong and Aldrin walked around and col­lect­ed sam­ples for two hours, then returned safe­ly to Earth. In a post-flight press con­fer­ence, Arm­strong called the suc­cess­ful mis­sion “a begin­ning of a new age,” and it was, though his opti­mism would seem almost quaint when a cou­ple decades lat­er, the U.S. turned its sights on weaponiz­ing space.

Read more about this extra­or­di­nary event at NASA and Kot­tke.

via Kot­tke

Relat­ed Con­tent:

Stan­ley Kubrick’s Daugh­ter Vivian Debunks the Age-Old Moon Land­ing Con­spir­a­cy The­o­ry

The Source Code for the Apol­lo 11 Moon Land­ing Mis­sion Is Now Free on Github

Neil Arm­strong, Buzz Aldrin & Michael Collins Go Through Cus­toms and Sign Immi­gra­tion Form After the First Moon Land­ing (1969)

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

Why Med Schools Are Requiring Students to Take Art Classes, and How It Makes Med Students Better Doctors

I have fol­lowed sev­er­al debates recent­ly about the lack of arts and human­i­ties edu­ca­tion in STEM pro­grams. One argu­ment runs thus: sci­en­tists, engi­neers, and pro­gram­mers often move into careers design­ing prod­ucts for human use, with­out hav­ing spent much time learn­ing about oth­er humans. With­out required cours­es, say, in psy­chol­o­gy, phi­los­o­phy, soci­ol­o­gy, lit­er­a­ture, etc., stu­dents can end up unthink­ing­ly repro­duc­ing harm­ful bias­es or over­look­ing seri­ous eth­i­cal prob­lems and social inequities.

Tech­no­log­i­cal mal­prac­tice is bad enough. Med­ical mal­prac­tice can have even more imme­di­ate­ly harm­ful, or fatal, effects. We might take for grant­ed that a doctor’s “bed­side man­ner” is pure­ly a mat­ter of per­son­al­i­ty, but many med­icals schools have decid­ed they need to be more proac­tive when it comes to train­ing future doc­tors in com­pas­sion­ate lis­ten­ing. And some have begun using the arts to fos­ter cre­ative think­ing and empa­thy and to improve doc­tor-patient com­mu­ni­ca­tion. The ver­bal­ly-abu­sive Dr. House aside, the best diag­nos­ti­cians actu­al­ly have sym­pa­thet­ic ears.

As Dr. Michael Flana­gan of Penn State’s Col­lege of Med­i­cine puts it, “Our job is to elic­it infor­ma­tion from our patients. By com­mu­ni­cat­ing more effec­tive­ly and estab­lish­ing rap­port with patients so they are more com­fort­able telling you about their symp­toms, you are more like­ly to make the diag­no­sis and have high­er patient sat­is­fac­tion.” From the patient side of things, an accu­rate diag­no­sis can mean more than “sat­is­fac­tion”; it can mean the dif­fer­ence between life and death, long-term suf­fer­ing or rapid recov­ery.

Can impres­sion­ist paint­ing make that dif­fer­ence? Dr. Flana­gan thinks it’s a start. His sem­i­nar “Impres­sion­ism and the Art of Com­mu­ni­ca­tion” asks fourth-year med­ical stu­dents to engage with the work of Vin­cent van Gogh and Claude Mon­et, in exer­cis­es “rang­ing from obser­va­tion and writ­ing activ­i­ties to paint­ing in the style of said artists,” notes Art­sy. “Through the process, they learn to bet­ter com­mu­ni­cate with patients by devel­op­ing insights on sub­jects like men­tal ill­ness and cog­ni­tive bias.” Why not just study these sub­jects in psy­chol­o­gy cours­es?

One answer comes from Penn State asso­ciate pro­fes­sor of art his­to­ry Nan­cy Locke, who presents to Flanagan’s class­es. “Art can make peo­ple see their lives dif­fer­ent­ly,” she says, “Doc­tors will see peo­ple reg­u­lar­ly with cer­tain prob­lems.” And they can begin to schema­tize their patients the way they schema­tize dis­eases and dis­or­ders. “But a paint­ing can con­tin­ue to be chal­leng­ing, and there are always new ques­tions to ask.” Impres­sion­ist paint­ing rep­re­sents only one road, among many oth­ers, to the ambi­gu­i­ties of the human mind.

Anoth­er Penn State pro­fes­sor, Dr. Paul Haidet, direc­tor of med­ical edu­ca­tion research, offered a sem­i­nar on jazz and med­ical com­mu­ni­ca­tions to fourth-year stu­dents in 2014 and 2015. As he men­tions in the video above, Flana­gan him­self took the course. “Just as one jazz musi­cian pro­vides space to anoth­er to impro­vise,” he tells Penn State News, “as physi­cians we need to pro­vide space to our patients to com­mu­ni­cate in their own style. It was a trans­for­ma­tion­al expe­ri­ence, unlike any­thing I ever had in med­ical school myself.” He was inspired there­after to intro­duce his paint­ing course.

One could imag­ine class­es on the Vic­to­ri­an nov­el, mod­ernist poet­ry, or impro­vi­sa­tion­al dance hav­ing sim­i­lar effects. Oth­er med­ical schools have cer­tain­ly agreed. Dr. Del­phine Tay­lor, asso­ciate pro­fes­sor of med­i­cine at Colum­bia Uni­ver­si­ty Med­ical Cen­ter, “empha­sizes that arts-focused activ­i­ties are impor­tant in train­ing future doc­tors to be present and aware,” Art­sy writes, “which is more and more dif­fi­cult today giv­en the per­va­sive­ness of tech­nol­o­gy and media.” Arts pro­grams have also been adopt­ed in the med­ical schools at Yale, Har­vard, and UT Austin.

The prece­dents for incor­po­rat­ing the arts into a sci­ence edu­ca­tion abound—many a famous sci­en­tist has also had a pas­sion for lit­er­a­ture, pho­tog­ra­phy, paint­ing, or music. (Ein­stein, for exam­ple, wouldn’t be part­ed from his vio­lin.) As the arts and sci­ences grew fur­ther apart, for rea­sons hav­ing to do with the struc­ture of high­er edu­ca­tion and the dic­tates of mar­ket economies, it became far less com­mon for sci­en­tists and doc­tors to receive a lib­er­al arts edu­ca­tion. On the oth­er hand, todays lib­er­al arts stu­dents might ben­e­fit from more required STEM cours­es, but that’s a sto­ry for anoth­er day.

via Art­sy

Relat­ed Con­tent:

David Byrne & Neil deGrasse Tyson Explain the Impor­tance of an Arts Edu­ca­tion (and How It Strength­ens Sci­ence & Civ­i­liza­tion)

Your Brain on Art: The Emerg­ing Sci­ence of Neu­roaes­thet­ics Probes What Art Does to Our Brains

The Musi­cal Mind of Albert Ein­stein: Great Physi­cist, Ama­teur Vio­lin­ist and Devo­tee of Mozart

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

Color Film Was Designed to Take Pictures of White People, Not People of Color: The Unfortunate History of Racial Bias in Photography (1940–1990)

In the his­to­ry of pho­tog­ra­phy and film, get­ting the right image meant get­ting the one which con­formed to preva­lent ideas of human­i­ty. This includ­ed ideas of white­ness, of what colour — what range of hue — white peo­ple want­ed white peo­ple to be. 

- Richard Dyer, White: Essays on Race and Cul­ture

As the bride in the 2014 Inter­ra­cial Wed­ding Pho­tog­ra­ph­er skit (see below) on her tit­u­lar sketch com­e­dy TV show, come­di­an Amy Schumer cast her­self in a small but essen­tial back­ground role. She is for all prac­ti­cal pur­pos­es a liv­ing Shirley card, an image of a young white woman that was for years the stan­dard pho­tog­ra­phy techs used to deter­mine “nor­mal” skin-col­or bal­ance when devel­op­ing film in the lab.

The Shirley card—named for its orig­i­nal mod­el, Kodak employ­ee Shirley Page–featured a suc­ces­sion of young women over the years, but skin tone-wise, the resem­blance was strik­ing.

As described by Syree­ta McFad­den in a Buz­zfeed essay that also touch­es on Car­rie Mae Weems 1988 four-pan­el por­trait, Peach­es, Liz, Tami­ka, Elaine, a col­or wheel meme fea­tur­ing actress Lupi­ta Nyong’o, and artists Adam Broomberg and Oliv­er Cha­narin’s 2013 project that trained an apartheid-era Polaroid ID2 cam­era and near­ly 40-year-old film stock on dark-skinned South African sub­jects as a lens for exam­in­ing racism:

She is wear­ing a white dress with long black gloves. A pearl bracelet adorns one of her wrists. She has auburn hair that drapes her exposed shoul­ders. Her eyes are blue. The back­ground is gray­ish, and she is sur­round­ed by three pil­lows, each in one of the pri­ma­ry col­ors we’re taught in school. She wears a white dress because it reads high con­trast against the gray back­ground with her black gloves. “Col­or girl” is the tech­ni­cians’ term for her. The image is used as a met­ric for skin-col­or bal­ance, which tech­ni­cians use to ren­der an image as close as pos­si­ble to what the human eye rec­og­nizes as nor­mal. But there’s the rub: With a white body as a light meter, all oth­er skin tones become devi­a­tions from the norm.

This explains why the por­trait ses­sion McFadden’s mom set up in a shop­ping mall stu­dio chain yield­ed results so dis­as­trous that McFad­den instinc­tive­ly grav­i­tat­ed toward black-and-white when she start­ed tak­ing pic­tures. Grayscale did a much bet­ter job of sug­gest­ing the wide vari­ety of mul­ti­cul­tur­al skin tones than exist­ing col­or film.

In her 2009 paper “Look­ing at Shirley, the Ulti­mate Norm: Colour Bal­ance, Image Tech­nolo­gies and Cog­ni­tive Equi­ty,” Con­cor­dia Uni­ver­si­ty media and com­mu­ni­ca­tion stud­ies pro­fes­sor Lor­na Roth went into the chem­istry of inher­ent, if uncon­scious, racial bias. The poten­tial to rec­og­nize a spec­trum of yel­low, brown and red­dish skin tones was there, but the film com­pa­nies went with emul­sions that catered to the per­ceived needs of their tar­get con­sumers, whose hides were notice­ably lighter than those of black shut­ter­bugs also seek­ing to doc­u­ment their fam­i­ly vaca­tions, mile­stones, and cel­e­bra­tions.

Indus­try progress can be chalked up to pres­sure from ven­dors of wood fur­ni­ture and choco­late, who felt their dark prod­ucts could look bet­ter on film.

Oprah Win­frey and Black Enter­tain­ment Tele­vi­sion were ear­ly adopters of cam­eras equipped with two com­put­er chips, thus enabling them to accu­rate­ly por­tray a vari­ety of indi­vid­ual tones simul­ta­ne­ous­ly.

Who knew that Amy Schumer sketch, below, would turn out to have such his­toric sig­nif­i­cance? Once you know about the Shirley card, the com­e­dy becomes even dark­er. Gen­er­a­tions of real brides and grooms, whose skin tones fell to either side of Schumer’s TV groom, DJ Ali Sha­heed Muham­mad of A Tribe Called Quest fame, failed to show up in their own wed­ding pho­tos, through no fault of their own.

via Vox

Relat­ed Con­tent:

The First Pho­tographs of Snowflakes: Dis­cov­er the Ground­break­ing Micropho­tog­ra­phy of Wil­son “Snowflake” Bent­ley (1885)

Tsarist Rus­sia Comes to Life in Vivid Col­or Pho­tographs Tak­en Cir­ca 1905–1915

New Archive of Mid­dle East­ern Pho­tog­ra­phy Fea­tures 9,000 Dig­i­tized Images

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

Carl Sagan Returns to His Old Sixth-Grade Classroom to Turn a New Generation of Kids On To Science

All through­out his career, Carl Sagan cit­ed the events in his for­ma­tive years that set him on the road to becom­ing, well, Carl Sagan: the intro­duc­tion to “skep­ti­cism and won­der” pro­vid­ed by his par­ents; his vis­it to the 1939 New York World’s Fair; his first trips to the pub­lic library, the Amer­i­can Muse­um of Nat­ur­al His­to­ry, and the Hay­den Plan­e­tar­i­um; his dis­cov­ery of Astound­ing Sci­ence Fic­tion Mag­a­zine and its fan­tas­tic visions under­gird­ed by gen­uine knowl­edge. That last hap­pened around the same time he entered the sixth grade at David A. Boody Junior High School, where he would even­tu­al­ly return, decades lat­er, to teach the les­son seen in the video above.

“As a child, it was my immense good for­tune to have par­ents and a few teach­ers who encour­aged my curios­i­ty,” Sagan says in voiceover. “This was my sixth-grade class­room. I came back here one after­noon to remem­ber what it was like.” Any­one watch­ing him hand­ing out the “breath­tak­ing pic­tures of oth­er worlds that had been radioed back by the Voy­ager space­craft” and address­ing the excit­ed stu­dents’ ques­tions will under­stand that, in addi­tion to his for­mi­da­ble hunger for knowl­edge and deep under­stand­ing of his sub­jects, Sagan also pos­sessed a qual­i­ty rare in the sci­en­tif­ic com­mu­ni­ty: the abil­i­ty and will­ing­ness to talk about sci­ence clear­ly and engag­ing­ly, and trans­mit his excite­ment about sci­ence, to absolute­ly any­one.

The clip also pro­vides a sense of what it was like to learn direct­ly from Sagan. In the inter­view clip above, no less a sci­ence guy than Bill Nye talks about his own expe­ri­ence tak­ing Sagan’s class­es at Cor­nell in the 1970s. “If you saw his series Cos­mos — the orig­i­nal Cos­mos — his lec­tures were like those tele­vi­sion shows,” says Nye. He goes on to tell the sto­ry of meet­ing Sagan again, at his ten-year class reunion. “I said I want to do this show about sci­ence for kids. He said, ‘Focus on pure sci­ence. Kids res­onate to pure sci­ence.’ That was his verb, res­onate.” And so, when Bill Nye the Sci­ence Guy debuted a few years lat­er, it spent most of its time not on the fruits of sci­ence — “bridges, dams, and civ­il engi­neer­ing works and gears” and so on — but on sci­ence itself.

Carl Sagan co-found­ed the Plan­e­tary Soci­ety in 1980. Nye, drawn by its mis­sion of “empow­er­ing the world’s cit­i­zens to advance plan­e­tary sci­ence and explo­ration,” joined that same year. After speak­ing at Sagan’s memo­r­i­al a decade and a half lat­er, Nye found him­self on its board of direc­tors. Then he became Vice Pres­i­dent, and then “there was a din­ner par­ty, there was wine or some­thing, and now I’m the CEO.” In that way and oth­ers, Nye con­tin­ues Sagan’s lega­cy, and Nye hard­ly counts as Sagan’s only suc­ces­sor. “This is how we know nature,” as Nye puts Sagan’s view of sci­ence. “It’s the best idea humans have ever come up with.” That view, whether expressed in Sagan’s own work or that of the count­less many he has direct­ly or indi­rect­ly influ­enced, will sure­ly con­tin­ue to inspire gen­er­a­tions of learn­ers, inside or out­side the class­room.

Relat­ed Con­tent:

Carl Sagan Presents a Mini-Course on Earth, Mars & What’s Beyond Our Solar Sys­tem: For Kids and Adults (1977)

Carl Sagan’s Syl­labus & Final Exam for His Course on Crit­i­cal Think­ing (Cor­nell, 1986)

Carl Sagan’s Under­grad Read­ing List: 40 Essen­tial Texts for a Well-Round­ed Thinker

Bill Nye, The Sci­ence Guy, Says Cre­ation­ism is Bad for Kids and America’s Future

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities and cul­ture. His projects include the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

Optical Scanning Technology Lets Researchers Recover Lost Indigenous Languages from Old Wax Cylinder Recordings

In an 1878 North Amer­i­can Review descrip­tion of his new inven­tion, the phono­graph, which tran­scribed sound on wax-cov­ered met­al cylin­ders, Thomas Edi­son sug­gest­ed a num­ber of pos­si­ble uses: “Let­ter writ­ing and all kinds of dic­ta­tion with­out the aid of a stenog­ra­ph­er,” “Phono­graph­ic books” for the blind, “the teach­ing of elo­cu­tion,” and, of course, “Repro­duc­tion of music.” He did not, vision­ary though he was, con­ceive of one extra­or­di­nary use to which wax cylin­ders might be put—the recov­ery or recon­struc­tion of extinct and endan­gered indige­nous lan­guages and cul­tures in Cal­i­for­nia.

And yet, 140 years after Edison’s inven­tion, this may be the most cul­tur­al­ly sig­nif­i­cant use of the wax cylin­der to date. “Among the thou­sands of wax cylin­ders” at UC Berkeley’s Phoebe A. Hearst Muse­um of Anthro­pol­o­gy, writes Hyperallergic’s Alli­son Meier, “are songs and spo­ken-word record­ings in 78 indige­nous lan­guages of Cal­i­for­nia. Some of these lan­guages, record­ed between 1900 and 1938, no longer have liv­ing speak­ers.”

Such is the case with Yahi, a lan­guage spo­ken by a man called “Ishi,” who was sup­pos­ed­ly the last sur­viv­ing mem­ber of his cul­ture when anthro­pol­o­gist Alfred Kroe­ber met him in 1911. Kroe­ber record­ed near­ly 6 hours of Ishi’s speech on 148 wax cylin­ders, many of which are now bad­ly degrad­ed.

“The exist­ing ver­sions” of these arti­facts “sound ter­ri­ble,” says Berke­ley lin­guist Andrew Gar­rett in the Nation­al Sci­ence Foun­da­tion video at the top, but through dig­i­tal recon­struc­tion much of this rare audio can be restored. Gar­rett describes the project—supported joint­ly by the NSF and NEH—as a “dig­i­tal repa­tri­a­tion of cul­tur­al her­itage.” Using an opti­cal scan­ning tech­nique, sci­en­tists can recov­er data from these frag­ile mate­ri­als with­out fur­ther dam­ag­ing them. You can see audio preser­va­tion­ist Carl Haber describe the advanced meth­ods above.

The project rep­re­sents a sci­en­tif­ic break­through and also a stark reminder of the geno­cide and humil­i­a­tion of indige­nous peo­ple in the Amer­i­can west. When he was found, “starv­ing, dis­ori­ent­ed and sep­a­rat­ed from his tribe,” writes Jes­si­ca Jimenez at The Dai­ly Cal­i­forn­ian, Ishi was “believed to be the last Yahi man in exis­tence because of the Three Knolls Mas­sacre in 1866, in which the entire Yahi tribe was thought to have been slaugh­tered.” (Accord­ing to anoth­er Berke­ley schol­ar his sto­ry may be more com­pli­cat­ed.) He was “put on dis­play at the muse­um, where out­siders could watch him make arrows and describe aspects of Yahi cul­ture.” He nev­er revealed his name (“Ishi” means “man”) and died of tuber­cu­lo­sis in 1916.

The wax cylin­ders will allow schol­ars to recov­er oth­er lan­guages, sto­ries, and songs from peo­ples destroyed or dec­i­mat­ed by the 19th cen­tu­ry “Indi­an Wars.” Between 1900 and 1940, Kroe­ber and his col­leagues record­ed “Native Cal­i­for­ni­ans from many regions and cul­tures,” the Berke­ley project page explains, “speak­ing and singing; recit­ing his­to­ries, nar­ra­tives and prayers, list­ing names for places and objects among many oth­er things, all in a wide vari­ety of lan­guages. Many of the lan­guages record­ed on the cylin­ders have trans­formed, fall­en out of use, or are no longer spo­ken at all, mak­ing this col­lec­tion a unique and invalu­able resource for lin­guists and con­tem­po­rary com­mu­ni­ty mem­bers hop­ing to learn about or revi­tal­ize lan­guages, or retrieve impor­tant piece of cul­tur­al her­itage.”

via Hyper­al­ler­gic

Relat­ed Con­tent:

Down­load 10,000 of the First Record­ings of Music Ever Made, Cour­tesy of the UCSB Cylin­der Audio Archive

Inter­ac­tive Map Shows the Seizure of Over 1.5 Bil­lion Acres of Native Amer­i­can Land Between 1776 and 1887

1,000+ Haunt­ing & Beau­ti­ful Pho­tos of Native Amer­i­can Peo­ples, Shot by the Ethno­g­ra­ph­er Edward S. Cur­tis (Cir­ca 1905)

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

The Plate Tectonic Evolution of the Earth Over 500 Million Years: Animated Video Takes You from Pangea, to 250 Million Years in the Future

Christo­pher R. Scotese, a geol­o­gist affil­i­at­ed with North­west­ern Uni­ver­si­ty, has cre­at­ed an ani­ma­tion show­ing “the plate tec­ton­ic evo­lu­tion of the Earth from the time of Pangea, 240 mil­lion years ago, to the for­ma­tion of Pangea Prox­i­ma, 250 mil­lion years in the future.” The blurb accom­pa­ny­ing the video on Youtube adds:

The ani­ma­tion starts with the mod­ern world then winds it way back to 240 mil­lion years ago (Tri­as­sic). The ani­ma­tion then revers­es direc­tion, allow­ing us to see how Pangea rift­ed apart to form the mod­ern con­ti­nents and ocean basins. When the ani­ma­tion arrives back at the present-day, it con­tin­ues for anoth­er 250 mil­lion years until the for­ma­tion of the next Pangea, “Pangea Prox­i­ma”.

Accord­ing to an arti­cle pub­lished by NASA back in 2000, Scote­se’s visu­al­iza­tion of the future is some­thing of an edu­cat­ed “guessti­mate.”  “We don’t real­ly know the future, obvi­ous­ly,” he says. “All we can do is make pre­dic­tions of how plate motions will con­tin­ue, what new things might hap­pen, and where it will all end up.” You can see his pre­dic­tions play out above.

If you would like to sign up for Open Culture’s free email newslet­ter, please find it here. It’s a great way to see our new posts, all bun­dled in one email, each day.

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

Relat­ed Con­tent:

A Map Shows Where Today’s Coun­tries Would Be Locat­ed on Pangea

Paper Ani­ma­tion Tells Curi­ous Sto­ry of How a Mete­o­rol­o­gist The­o­rized Pan­gaea & Con­ti­nen­tal Drift (1910)

View and Down­load Near­ly 60,000 Maps from the U.S. Geo­log­i­cal Sur­vey (USGS)

by | Permalink | Make a Comment ( 1 ) |

Henrietta Lacks Gets Immortalized in a Portrait: It’s Now on Display at the National Portrait Gallery

In my child­hood, I heard sto­ries about Hen­ri­et­ta Lacks’ mirac­u­lous cells. I heard these sto­ries because she hap­pened to have been my grandmother’s cousin. But this was just oral lore, I thought at first, leg­endary and implau­si­ble. Cells don’t just keep grow­ing indef­i­nite­ly. Noth­ing is immor­tal. That’s a safe assump­tion in most every oth­er case, but mil­lions of peo­ple now know what only a rel­a­tive­ly self-con­tained com­mu­ni­ty of researchers, doc­tors, biol­o­gy stu­dents, and, even­tu­al­ly, the Lacks fam­i­ly once did: Henrietta’s cer­vi­cal can­cer cells con­tin­ued to grow and mul­ti­ply after her death in 1951. They may, indeed, do so for­ev­er.

The once anony­mous cell line, called HeLa, has pro­vid­ed researchers world­wide with invalu­able med­ical data. Hen­ri­et­ta her­self went unrec­og­nized and unre­mem­bered until fair­ly recent­ly. That all changed after Rebec­ca Skloot’s book The Immor­tal Life of Hen­ri­et­ta Lacks, based on an ear­li­er series of arti­cles, appeared in 2010 to great acclaim. Since the pub­li­ca­tion of Skloot’s best­seller, the sto­ry of Hen­ri­et­ta and the Lacks fam­i­ly has fur­ther achieved renown in a 2017 film ver­sion star­ring Oprah Win­frey.

Suf­fice it say, see­ing Hen­ri­et­ta arrive on the pop cul­tur­al stage has been a strange expe­ri­ence. (One made even weird­er by oth­er media moments, like indie band Yeasay­er and for­mer Dead Kennedys singer Jel­lo Biafra releas­ing songs about her and her cells.) The injus­tices of Henrietta’s sto­ry are now well-known. She was poor and received sub­stan­dard med­ical treat­ment. Her cells were har­vest­ed with­out her knowl­edge, and after her death, no one noti­fied the fam­i­ly about the world­wide use of her cells for bio­med­ical research. That is, until doc­tors did research on her chil­dren in the 70s, pub­lish­ing fam­i­ly med­ical records with­out con­sent and gath­er­ing more data because the HeLa cells had con­t­a­m­i­nat­ed oth­er cell lines.

She has “become one of the most pow­er­ful sym­bols for informed con­sent in the his­to­ry of sci­ence,” Nela Ula­by writes at NPR. She is also a sym­bol, says Bill Pret­zer, senior cura­tor at the Nation­al Muse­um of African Amer­i­can His­to­ry and Cul­ture (NMAAHC), “that his­to­ry can be remade, re-remem­bered.” To that end, Hen­ri­et­ta has been immor­tal­ized as a whole human being, not just the source of extra­or­di­nar­i­ly immor­tal cells. Her por­trait, by African-Amer­i­can artist Kadir Nel­son, now hangs in the Nation­al Por­trait Gallery, a rep­re­sen­ta­tion of both the his­tor­i­cal fig­ure and her world-his­tor­i­cal bio­log­i­cal lega­cy.

Draw­ing on the pho­to­graph that adorns the cov­er of Skloot’s book, the por­trait shows her “just like they said she was in life,” says her grand­daugh­ter Jeri Lacks-Whye, “hap­py, out­go­ing, giv­ing,” and styl­ish­ly dressed. The two miss­ing but­tons on her dress rep­re­sent the cells tak­en from her body, and the pat­tern behind her, which “almost looks like wall­pa­per,” says Nation­al Por­trait Gallery cura­tor Dorothy Moss, is “actu­al­ly rep­re­sen­ta­tive of her cells.” Oth­er trib­utes, notes Ula­by, include a “high school for stu­dents inter­est­ed in med­i­cine” and “a minor plan­et whirling in the aster­oid belt between Mars and Jupiter.” The cells have also gen­er­at­ed bil­lions of dol­lars in prof­it.

In life, she could nev­er have imag­ined this strange kind of fame and for­tune. The HeLa cells were instru­men­tal in the devel­op­ment of the polio vac­cine and research in cloning, gene map­ping, and in vit­ro fer­til­iza­tion. They have trav­eled into space and around the world hun­dreds of times. The sto­ry of the per­son they came from, says Skloot in a 2010 inter­view, reminds us that “there are human beings behind every bio­log­i­cal sam­ple used in the lab­o­ra­to­ry… but they’re usu­al­ly left out of the equa­tion.” Mak­ing those lives an essen­tial part of the con­ver­sa­tion in med­ical research can help keep that research eth­i­cal­ly hon­est, equi­table, and, one hopes, based in serv­ing human needs over cor­po­rate greed.

The por­trait will remain at the Nation­al Por­trait Gallery until Novem­ber 4th, after which it will return to the NMAAHC.

Relat­ed Con­tent:

Free Online Biol­o­gy Cours­es 

Down­load 100,000+ Images From The His­to­ry of Med­i­cine, All Free Cour­tesy of The Well­come Library

African-Amer­i­can His­to­ry: Mod­ern Free­dom Strug­gle (A Free Course from Stan­ford) 

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

« Go BackMore in this category... »
Quantcast