I'm delighted to be here. I'm honored by the invitation, and thanks. I would love to talk about stuff that I'm interested in, but unfortunately, I suspect that what I'm interested in won't interest many other people. First off, my badge says I'm an astronomer. I would love to talk about my astronomy, but I suspect that the number of people who are interested in radiative transfer in non-gray atmospheres and polarization of light in Jupiter's upper atmosphere are the number of people who'd fit in a bus shelter. So I'm not going to talk about that. (Laughter)
Presretan sam što sam ovdje. Čast mi je da sam pozvan, i hvala još jednom. Želio bih vam pričati o stvarima koje me zanimaju, ali nažalost nekako sumnjam da će ono za što sam ja zainteresiran interesirati puno ljudi. Prva stvar, na moj kartici piše da sam astronom. Jako bih volio pričati o astronomiji, ali bojim se kako je broj ljudi zainteresiranih za radijativni transfer u ne-sivim atmosferama te za polarizaciju svjetla u Jupiterovoj gornjoj atmosferi jednak broju ljudi koji bi stali ispod nadstrešnice kod stajališta za autobuse. Stoga neću pričati o tome. (Smijeh)
It would be just as much fun to talk about some stuff that happened in 1986 and 1987, when a computer hacker is breaking into our systems over at Lawrence Berkeley Labs. And I caught the guys, and they turned out to be working for what was then the Soviet KGB, and stealing information and selling it. And I'd love to talk about that -- and it'd be fun -- but, 20 years later ... I find computer security, frankly, to be kind of boring. It's tedious. I'm --
Bilo bi isto tako zabavno pričati o nekim stvarima koje su se odigrale 1986. i 1987., kada su računalni hakeri probili naš sustav u Lawrence Berkeley laboratoriju. A ja sam ulovio te momke, i ispalo je da su radili za ono što se tada zvalo sovjetski KGB, te su krali informacije i prodavali ih. I stvarno bih volio pričati o tome -- i bilo bi zabavno -- ali, 20 godina kasnije... nalazim da je računalna sigurnost, onako iskreno rečeno, nekako dosadna. Zamorno je. Ja sam --
The first time you do something, it's science. The second time, it's engineering. A third time, it's just being a technician. I'm a scientist. Once I do something, I do something else. So, I'm not going to talk about that. Nor am I going to talk about what I think are obvious statements from my first book, "Silicon Snake Oil," or my second book, nor am I going to talk about why I believe computers don't belong in schools.
Prvi put kada nešto napraviš, to je znanost. Drugi put, to je inženjerstvo. Treći put, samo si jedan od tehničara. Ja sam znanstvenik. Jednom kad napravim nešto, idem raditi nešto drugo. Stoga neću pričati o tome. Niti ću pričati o stvarima koje mislim da su očite iz moje prve knjige, Silicon Snake Oil, ili moje druge knjige, a neću pričati ni o tome zašto vjerujem da računalima nije mjesto u školama.
I feel that there's a massive and bizarre idea going around that we have to bring more computers into schools. My idea is: no! No! Get them out of schools, and keep them out of schools. And I'd love to talk about this, but I think the argument is so obvious to anyone who's hung around a fourth grade classroom that it doesn't need much talking about -- but I guess I may be very wrong about that, and everything else that I've said. So don't go back and read my dissertation. It probably has lies in it as well.
Osjećam da postoji masivna i bizarna ideja koja se vrti okolo da moramo uvesti veći broj računala u škole. Moja ideja je: Ne! Ne! Mičite ih iz škola i držite ih što dalje od njih. I stvarno bih volio pričati o tome, mislim kako su argumenti toliko očiti bilo kome tko je bio u blizini učionica četvrtog razreda tako da se stvarno nema što puno o tome pričati – no moguće je kako sam jako u krivu glede toga, kao i svega ostalog što sam dosad govorio. Stoga nikako nemojte ići tražiti i čitati moju disertaciju. Vjerojatno i u njoj ima laži.
Having said that, I outlined my talk about five minutes ago. (Laughter) And if you look at it over here, the main thing I wrote on my thumb was the future. I'm supposed to talk about the future, yes? Oh, right. And my feeling is, asking me to talk about the future is bizarre, because I've got gray hair, and so, it's kind of silly for me to talk about the future. In fact, I think that if you really want to know what the future's going to be, if you really want to know about the future, don't ask a technologist, a scientist, a physicist. No! Don't ask somebody who's writing code.
Kad smo kod toga, napravio sam si natuknice za govor prije pet minuta. (Smijeh) I ako pogledate ovamo, glavna stvar koju sam napisao na palcu jest budućnost. Trebam pričati o budućnosti, jel da? Dobro. Nekako osjećam, ako pitate mene da pričam o budućnosti to je bizarno, jer ja sam čovjek sa sjedim vlasima, i stoga je nekako bedasto da ja pričam o budućnosti. U stvari, mislim da ako zbilja želite znati kako će budućnost izgledati, ako zbilja želite znati o budućnosti, ne pitajte tehnologa, znanstvenika, ili fizičara. Ne! Ne pitajte nekoga tko piše računalni kod.
No, if you want to know what society's going to be like in 20 years, ask a kindergarten teacher. They know. In fact, don't ask just any kindergarten teacher, ask an experienced one. They're the ones who know what society is going to be like in another generation. I don't. Nor, I suspect, do many other people who are talking about what the future will bring. Certainly, all of us can imagine these cool new things that are going to be there. But to me, things aren't the future. What I ask myself is, what's society is going to be like, when the kids today are phenomenally good at text messaging and spend a huge amount of on-screen time, but have never gone bowling together?
Ne, ako vas zbilja zanima kako će društvo izgledati za 20 godina, upitajte odgajateljicu u vrtiću. One znaju. U stvari, nemojte pitati bilo koju odgajateljicu, pitajte iskusnu, dobru odgajateljicu. One znaju kako će društvo izgledati u slijedećoj generaciji. Ja ne znam. Niti to znaju, ja mislim, mnogi drugi ljudi koji pričaju o tome što će budućnost donijeti. Sigurno, svaki od nas može zamisliti ove sjajne nove stvarčice koje će biti tamo. Ali za mene, stvarčice nisu budućnost. Ono što se ja pitam jest: kako će društvo izgledati, kada imamo djecu današnjice koja su izvrsna u slanju sms-ova i provode ogromno vrijeme pred telkom, ali nikad skupa nisu išli na kuglanje.
Change is happening, and the change that is happening is not one that is in software. But that's not what I'm going to talk about. I'd love to talk about it, it'd be fun, but I want to talk about what I'm doing now. What am I doing now? Oh -- the other thing that I think I'd like to talk about is right over here. Right over here. Is that visible? What I'd like to talk about is one-sided things. I would dearly love to talk about things that have one side. Because I love Mobius loops. I not only love Mobius loops, but I'm one of the very few people, if not the only person in the world, that makes Klein bottles. Right away, I hope that all of your eyes glaze over. This is a Klein bottle. For those of you in the audience who know, you roll your eyes and say, yup, I know all about it. It's one sided. It's a bottle whose inside is its outside. It has zero volume. And it's non-orientable. It has wonderful properties. If you take two Mobius loops and sew their common edge together, you get one of these, and I make them out of glass. And I'd love to talk to you about this, but I don't have much in the way of ... things to say because -- (Laughter)
Promjena se događa, i ta promjena nije u softveru. No neću o tome pričati. Volio bih o tome pričati, bilo bi zabavno, ali želim pričati o onome što radim sada. Što to ja radim sada? Aaaa. -- ta druga stvar za koju mislim da bih o njoj želio pričati je baš ovdje. Baš ovdje. Vidi li se ovo? Ono o čemu bih želio pričati su jednostrane stvari. Istinski bih volio pričati o stvarima koje imaju samo jednu stranu. To je zato što volim Mobius petlje. Ne samo da volim Mobius petlje, nego sam jedan od vrlo rijetkih ljudi, ako ne i jedina osoba na svijetu, koja pravi Klein boce. Odmah sad, nadam se da ćete usmjeriti poglede ovamo. Ovo je Klein boca. Za one u publici koji to znaju, zarolajte očima i recite, jap. Znam sve o tome. Jednostrana je. To je boca kojoj je unutarnja strana ujedno vanjska. Ima zapreminu ravnu nuli. I nema orijentaciju. Ima prekrasne značajke. Ako napravite dvije Mobius petlje i spojite njihove zajedničke rubove skupa, dobijete jednu ovakvu, a ja ih radim od stakla. I volio bih pričati s vama o tome, ali nemam baš puno... stvari da vam kaže o tome zato što -- (Smijeh)
(Chris Anderson: I've got a cold.)
(Chris Anderson: Imam prehladu.)
However, the "D" in TED of course stands for design. Just two weeks ago I made -- you know, I've been making small, medium and big Klein bottles for the trade. But what I've just made -- and I'm delighted to show you, first time in public here. This is a Klein bottle wine bottle, which, although in four dimensions it shouldn't be able to hold any fluid at all, it's perfectly capable of doing so because our universe has only three spatial dimensions. And because our universe is only three spatial dimensions, it can hold fluids. So it's highly -- that one's the cool one. That was a month of my life. But although I would love to talk about topology with you, I'm not going to. (Laughter)
Ipak, 'D' u 'TED' skraćenici, naravno, označava dizajn. Samo prije dva tjedna napravio sam -- znate, radio sam male, srednje i velike Klein boce za trgovinu. Ali nešto sam upravo završio -- i presretan sam da vam to mogu pokazati, prvi put javno ovdje. Ovo je Klein boca (Klein-bottle) – vinska boca (wine bottle), koja, iako u četiri dimenzije ne bi smjela moći imati u sebi bilo kakvu tekućinu, bez problema to može zato što naš univerzum ima samo tri prostorne dimenzije. I zato što naš univerzum ima tri prostorne dimenzije, ova boca može držati tekućinu u sebi. Stoga to je jako -- baš ova je cool. To je bio mjesec dana rada mojeg života. I premda bih volio govoriti o topologiji s vama, neću. (Smijeh)
Instead, I'm going to mention my mom, who passed away last summer. Had collected photographs of me, as mothers will do. Could somebody put this guy up? And I looked over her album and she had collected a picture of me, standing -- well, sitting -- in 1969, in front of a bunch of dials. And I looked at it, and said, oh my god, that was me, when I was working at the electronic music studio! As a technician, repairing and maintaining the electronic music studio at SUNY Buffalo. And wow! Way back machine. And I said to myself, oh yeah! And it sent me back.
Umjesto toga, spomenut ću moju mamu, koja je preminula prošlo ljeto. Skupljala je slike na kojima sam ja, kao što to majke rade. Može li netko prikazati ovog dečka? I gledao sam njezin album i sakupljala je slike sa mnom, i sakupljala je slike sa mnom, kako stojim – u stvari sjedim, 1969. ispred hrpe brojčanika. I pogledao sam sliku, i rekao si, o Bože, to sam ja kad sam radio u elektronskom glazbenom studiju! Radio sam kao tehničar, popravljao i održavao elektronički glazbeni studio u SUNY-iju, Buffalo. I vau! Stroj za putovanje iha-ha unatrag. I rekao sam si, to je to! I poslalo me tamo.
Soon after that, I found in another picture that she had, a picture of me. This guy over here of course is me. This man is Robert Moog, the inventor of the Moog synthesizer, who passed away this past August. Robert Moog was a generous, kind person, extraordinarily competent engineer. A musician who took time from his life to teach me, a sophomore, a freshman at SUNY Buffalo. He'd come up from Trumansburg to teach me not just about the Moog synthesizer, but we'd be sitting there -- I'm studying physics at the time. This is 1969, 70, 71. We're studying physics, I'm studying physics, and he's saying, "That's a good thing to do. Don't get caught up in electronic music if you're doing physics." Mentoring me. He'd come up and spend hours and hours with me. He wrote a letter of recommendation for me to get into graduate school. In the background, my bicycle. I realize that this picture was taken at a friend's living room. Bob Moog came by and hauled a whole pile of equipment to show Greg Flint and I things about this. We sat around talking about Fourier transforms, Bessel functions, modulation transfer functions, stuff like this. Bob's passing this past summer has been a loss to all of us. Anyone who's a musician has been profoundly influenced by Robert Moog. (Applause) And I'll just say what I'm about to do. What I'm about to do -- I hope you can recognize that there's a distorted sine wave, almost a triangular wave upon this Hewlett-Packard oscilloscope.
Nedugo nakon toga, pronašao sam još jednu sliku koju je imala moja majka, moju sliku. Ovaj dečko ovdje, to sam naravno ja. Ovaj čovjek je Robert Moog, izumitelj Moog sintesajzera, on je preminuo prošlog kolovoza. Robert Moog bio je velikodušna, ljubazna osoba, izvanserijski kompetentan inženjer. Muzičar koji me uzeo pod svoje okrilje kako bi me poučio, mene brucoša u SUNY Buffalo. Došao je iz Trumansburg-a da me pouči ne samo o Moog sintesajzeru, već smo znali sjediti tamo -- a u to doba sam studirao fiziku. Bile su to 1969., 70., 71. Proučavali smo fiziku, ja sam proučavao fiziku, a on je govorio, "To je dobro što radiš. Nemoj se zaplesti u elektronsku glazbu ako učiš fiziku." Mentorirao me. Došao bi i proveo bi sate i sate sa mnom. Napisao mi je pismo preporuke kako bih se upisao na postdiplomski studij. U pozadini je moj bicikl. Shvatio sam kako je ova slika slikana u dnevnoj sobi mog prijatelja. Bob Moog došao je do nas i dovukao gomiletinu opreme da pokaže Greg Flintu i meni nešto o ovim stvarima. Sjedili smo tako i razgovarali o Fourierovim transformatorima. Besselovim funkcijama, modulaciji prijenosnih funkcija, o takvim stvarima. Kad je Bob preminuo prošlo ljeto bio je to veliki gubitak za sve nas. Svatko tko je glazbenik bio je pod snažnim utjecajem rada Robert Mooga. (Pljesak) I reći ću vam što ću napraviti. Napravit ću slijedeće -- nadam se da možete razaznati da se na ovom Hewlett-Packard osciloskopu nalazi distorzirani sinusni val, gotovo trokutni val.
Oh, cool. I can get to this place over here, right? Kids. Kids is what I'm going to talk about -- is that okay? It says kids over here, that's what I'd like to talk about. I've decided that, for me at least, I don't have a big enough head. So I think locally and I act locally. I feel that the best way I can help out anything is to help out very, very locally. So Ph.D. this, and degree there, and the yadda yadda. I was talking about this stuff to some schoolteachers about a year ago. And one of them, several of them would come up to me and say, "Well, how come you ain't teaching?" And I said, "Well, I've taught graduate -- I've had graduate students, I've taught undergraduate classes." No, they said, "If you're so into kids and all this stuff, how come you ain't over here on the front lines? Put your money where you mouth is."
O, sjajno. Mogu doći do tog mjesta ovdje, točno? Klinci. Pričat ću o klincima -- je li to u redu? Ovdje kaže klinci tamo, o tome bih želio govoriti. Odlučio sam da, bar što se mene tiče, nemam dovoljno veliku glavu. Stoga mislim lokalno i djelujem lokalno. Mislim kako je to najbolji način da pomognem vrlo, vrlo lokalan. Stoga ovaj doktorat, diploma ona, i trla brla. Govorio sam o ovim stvarima nekolicini učitelja u školi prije otprilike godinu dana. I jedan od njih, u stvari više njih prišlo mi je i reklo, "Pa kako to da ne predaješ to?" I rekao sam, "Ma znate, podučavao sam studente -- imao sam studente na diplomskom, podučavao sam na preddiplomskim studijima." Ne, kažu oni, "Ako te zanimaju klinci i sve te stvari, kako to da te nema ovdje, na prvim crtama? Dosta priče, pokaži da stvarno tako i misliš."
Is true. Is true. I teach eighth-grade science four days a week. Not just showing up every now and then. No, no, no, no, no. I take attendance. I take lunch hour. (Applause) This is not -- no, no, no, this is not claps. I strongly suggest that this is a good thing for each of you to do. Not just show up to class every now and then. Teach a solid week. Okay, I'm teaching three-quarters time, but good enough. One of the things that I've done for my science students is to tell them, "Look, I'm going to teach you college-level physics. No calculus, I'll cut out that. You won't need to know trig. But you will need to know eighth-grade algebra, and we're going to do serious experiments. None of this open-to-chapter-seven-and-do-all-the-odd-problem-sets. We're going to be doing genuine physics." And that's one of the things I thought I'd do right now. (High-pitched tone)
Istina je. Istina. Podučavao sam znanost u osmom razredu četiri dana tjedno. Nisam se samo pojavljivao tu i tamo. Ne, ne, ne, ne, ne. Prisustvovao sam i bilježio vrijeme. Bio sam tamo za vrijeme ručka. (Pljesak) Nije to -- ne, ne, ne, nije to za pljeskanje. Svakom sugeriram, stvarno, ovo je prava stvar koju možete napraviti. Ne da se samo pojavite na nastavi tu i tamo. Podučavajte djecu kroz cijeli tjedan. OK, ja predajem ¾ vremena, ali to je dovoljno dobro. Jedna od stvari koju sam radio s učenicima na satu znanosti bila je da bi im rekao, "Gledajte ovamo, poučit ću vas fiziku fakultetske razine. Ne kalkulacije, taj dio ćemo preskočiti. Neće vam trebati trigonometrija. Ali trebat će vam algebra iz osmog razreda, i radit ćemo ozbiljne eksperimente. Ništa od onog 'otvorite sedmo poglavlje i radite sve već dobro znane zadatke.' Radit ćemo pravu fiziku." I to je jedna od stvari koju sam mislio napraviti ovog časa. (Ton visoke frekvencije)
Oh, before I even turn that on, one of the things that we did about three weeks ago in my class -- this is through the lens, and one of the things we used a lens for was to measure the speed of light. My students in El Cerrito -- with my help, of course, and with the help of a very beat up oscilloscope -- measured the speed of light. We were off by 25 percent. How many eighth graders do you know of who have measured the speed of light? In addition to that, we've measured the speed of sound. I'd love to measure the speed of light here. I was all set to do it and I was thinking, "Aw man," I was just going to impose upon the powers that be, and measure the speed of light. And I'm all set to do it. I'm all set to do it, but then it turns out that to set up here, you have like 10 minutes to set up! And there's no time to do it. So, next time, maybe, I'll measure the speed of light!
O, prije nego ovo uopće uključim, jedna od stvari koju smo napravili prije otprilike tri tjedna u mom razredu -- ovo je kroz leću, i jedan od razloga zašto smo koristili leću jest da izmjerimo brzinu svjetlosti. Moji učenici u El Cerrito-u -- uz moju pomoć, naravno, i uz pomoć prilično istrošenog osciloskopa su izmjerili brzinu svjetlosti. Promašili smo za 25 posto. Koliko osmaša vi znate koji su izmjerili brzinu svjetlosti? Osim toga, izmjerili smo i brzinu zvuka. Baš bih volio da ovdje izmjerim brzinu svjetlosti. Skroz sam se pripremio da to učinim i mislio sam si, "Ej, čovječe," i bio sam spreman pripremiti energiju koja je potrebna za to, i da izmjerim brzinu svjetlosti. I skroz sam bio spreman to napravit. Skroz spreman napraviti, kada se ispostavilo da je pripremu eksperimenta ovdje potrebno oko 10 minuta! I nemamo vremena da se to napravi. Stoga slijedeći put, možda slijedeći put budem izmjerio brzinu svjetlosti!
But meanwhile, let's measure the speed of sound! Well, the obvious way to measure the speed of sound is to bounce sound off something and look at the echo. But, probably -- one of my students, Ariel [unclear], said, "Could we measure the speed of light using the wave equation?" And all of you know the wave equation is the frequency times the wavelength of any wave ... is a constant. When the frequency goes up, the wavelength comes down. Wavelength goes up, frequency goes down. So, if we have a wave here -- over here, that's what's interesting -- as the pitch goes up, things get closer, pitch goes down, things stretch out. Right? This is simple physics. All of you know this from eighth grade, remember? What they didn't tell you in physics -- in eighth-grade physics -- but they should have, and I wish they had, was that if you multiply the frequency times the wavelength of sound or light, you get a constant. And that constant is the speed of sound. So, in order to measure the speed of sound, all I've got to do is know its frequency. Well, that's easy. I've got a frequency counter right here. Set it up to around A, above A, above A. There's an A, more or less. Now, so I know the frequency. It's 1.76 kilohertz. I measure its wavelength. All I need now is to flip on another beam, and the bottom beam is me talking, right? So anytime I talk, you'd see it on the screen. I'll put it over here, and as I move this away from the source, you'll notice the spiral. The slinky moves. We're going through different nodes of the wave, coming out this way. Those of you who are physicists, I hear you rolling your eyes, but bear with me. (Laughter)
No u međuvremenu, hajdemo izmjeriti brzinu zvuka! Ma, znate, očiti način da se izmjeri brzina zvuka je da odbijete zvuk od nešto i gledate u jeku. Ali, vjerojatno -- jedan od mojih učenika, Ariel, mi kaže, "Možemo li izmjeriti brzinu zvuka koristeći jednadžbu valne duljine?" A svi vi znate da jednadžba valne duljine glasi: frekvencija umnožena duljinom vala bilo kojeg vala... je konstanta. Kada frekvencija ide gore, valna duljina se spušta. Valna duljina ide gore, frekvencija se spušta. Pa, ako ovdje imamo val -- evo ovdje, to je ono interesantno -- Kako visina raste, stvari se približavaju, visina se snižava, stvari se udaljuju. Točno? Ovo je jednostavna fizika. Svi vi znate ovo iz osmog razreda, sjećate se? Ono što vam nisu rekli u fizici -- u fizici za osmaše -- a trebali su -- i ja bi volio da jesu -- jest da ako pomnožite frekvenciju s valnom duljinom zvuka ili svjetla i dobijete konstantu. I ta konstanta je brzina zvuka. Stoga da bi izmjerili brzinu zvuka, sve što trebam jest znati njegovu frekvenciju. E, to je jednostavno. Imam mjerač frekvencije tu uz sebe. Postavit ću ga na A povrh A povrh A. Tu je A, manje ili više. Sad, eto znam frekvenciju. Ona je 1,76 kiloherca. Izmjerit ću joj valnu duljinu. Sve što preostaje jest ubaciti još jedan val, a donji val je moj glas dok govorim, točno? Pa onda svaki put kad govorim, vidite to na zaslonu. Stavit ću ga ovdje, i dok pomičem ovo od izvora, primijetit ćete spiralu. Graciozno se miče. Idemo sad kroz različite amplitude vala, idući prema ovamo. Vi koji ste fizičari u publici, čujem kako prevrćete očima, ali budite strpljivi sa mnom malo. (Smijeh)
To measure the wavelength, all I need to do is measure the distance from here -- one full wave -- over to here. From here to here is the wavelength of sound. So, I'll put a measuring tape here, measuring tape here, move it back over to here. I've moved the microphone 20 centimeters. 0.2 meters from here, back to here, 20 centimeters. OK, let's go back to Mr. Elmo. And we'll say the frequency is 1.76 kilohertz, or 1760. The wavelength was 0.2 meters. Let's figure out what this is. (Laughter) (Applause) 1.76 times 0.2 over here is 352 meters per second. If you look it up in the book, it's really 343. But, here with kludgy material, and lousy drink -- we've been able to measure the speed of sound to -- not bad. Pretty good.
Da izmjerimo duljinu vala, sve što trebam napraviti jeste izmjeriti udaljenost odavde, jedan puni val, pa do ovdje. Odavde do ovdje je valna duljina zvuka. Onda ću staviti mjernu traku ovdje, mjernu traku ovdje, i vratit ću je ovamo. Pomaknuo sam mikrofon 20 centimetara. 0,2 metra odavde, natrag do ovdje, 20 centimetara. OK, idemo nazad do gosp. Elmo-a I reći ćemo da je frekvencija 1,76 kiloherca, ili 1760. Valna duljina je 0,2 metara. Idemo skužiti što to je. (Smijeh) (Pljesak) 1,76 puta 0,2 ovdje je 352 metra po sekundi. I ako pogledate u knjigu, doista je 343. Ali uz ovaj improvizirani materijal, i ovo loše piće -- uspjeli smo izmjeriti brzinu zvuka do... Nije loše. Prilično dobro.
All of which comes to what I wanted to say. Go back to this picture of me a million years ago. It was 1971, the Vietnam War was going on, and I'm like, "Oh my God!" I'm studying physics: Landau, Lipschitz, Resnick and Halliday. I'm going home for a midterm. A riot's going on on campus. There's a riot! Hey, Elmo's done: off. There's a riot going on on campus, and the police are chasing me, right? I'm walking across campus. Cop comes and looks at me and says, "You! You're a student." Pulls out a gun. Goes boom! And a tear gas canister the size of a Pepsi can goes by my head. Whoosh! I get a breath of tear gas and I can't breathe. This cop comes after me with a rifle. He wants to clunk me over the head! I'm saying, "I got to clear out of here!" I go running across campus quick as I can. I duck into Hayes Hall. It's one of these bell-tower buildings. The cop's chasing me. Chasing me up the first floor, second floor, third floor. Chases me into this room. The entranceway to the bell tower. I slam the door behind me, climb up, go past this place where I see a pendulum ticking. And I'm thinking, "Oh yeah, the square root of the length is proportional to its period." (Laughter)
Što me sve dovodi do onoga što sam želio reći. Vratimo se na ovu sliku mene prije milijun godina. Bila je 1971., Vijetnamski rat je trajao, a ja sam bio kao, "O moj Bože!" Ja studiram fiziku: Landau, Lipschitz, Resnick i Halliday. I idem kući za praznike. U kampusu traje buna. Neredi su tamo! Hej, Elmo je gotov. Ode. Protesti su u kampusu, i policija me proganja, kužite? Hodam kroz kampus. Policajac mi prilazi, pogleda me i kaže mi, "Ti! Ti si student." I izvuče pištolj. Ide buuum! I boca sa suzavcem veličine Pepsija ide mi prema glavi. Fiiijuuu! Udahnem suzavac i ne mogu disati. Ovaj policajac ide za mnom s puškom. Hoće da me zatuče po glavi! Govorim si, "Moram šmugnuti odavde!" I idem trčeći kroz kampus što brže mogu. Sakrijem se u Hayes dvoranu. To je jedna od onih građevina sa zvonikom. Policajac juri za mnom. Juri me do prvog kata, drugi kat, treći kat. Juri za mnom u tu sobu. Ulaz u sobu sa zvonikom. Zatvorim vrata za sobom, popnem se gore, prođem pokraj mjesta gdje vidim satni uteg kako se njiše. I mislim si, o da, kvadratni korijen duljine proporcionalan je vlastitoj periodi. (Smijeh)
I keep climbing up, go back. I go to a place where a dowel splits off. There's a clock, clock, clock, clock. The time's going backwards because I'm inside of it. I'm thinking of Lorenz contractions and Einsteinian relativity. I climb up, and there's this place, way in the back, that you climb up this wooden ladder. I pop up the top, and there's a cupola. A dome, one of these ten-foot domes. I'm looking out and I'm seeing the cops bashing students' heads, shooting tear gas, and watching students throwing bricks. And I'm asking, "What am I doing here? Why am I here?" Then I remember what my English teacher in high school said. Namely, that when they cast bells, they write inscriptions on them. So, I wipe the pigeon manure off one of the bells, and I look at it. I'm asking myself, "Why am I here?"
Nastavljam se penjati, idem natrag. I dolazim do mjesta gdje se spojnica razdvaja. Tu je tik, tik, tik, tik. Vrijeme ide unatrag jer sam unutar njega. Razmišljam o Lorenzovim kontrakcijama i Einstein-ovoj relativnosti. Penjem se gore, i tamo je ovo mjesto, skroz pozadi, gdje se popneš uz pomoć drvenih ljestvi. Otvorim poklopac, i tamo je kupola. Kupolasti krov, deset stopa velika kupola. Gledam vani i vidim kako policajci lupaju studente po glavama, ispucavaju suzavac, i gledaju kako studenti bacaju cigle na njih. I pitam se, što ja radim ovdje? Zašto sam ovdje? Onda se sjetim onoga što mi je profesor engleskog u srednjoj školi govorio. Naime, kada se radi odljev zvona, na njih uvijek ugraviraju nešto. Stoga obrišem ptičji drek s jednog od zvona, i pogledam ga. I pitam sam sebe, zašto sam ovdje?
So, at this time, I'd like to tell you the words inscribed upon the Hayes Hall tower bells: "All truth is one. In this light, may science and religion endeavor here for the steady evolution of mankind, from darkness to light, from narrowness to broad-mindedness, from prejudice to tolerance. It is the voice of life, which calls us to come and learn." Thank you very much.
I sad bih vam želio reći riječi koje su bile ugravirane u zvono tornja Hayes dvorane: "Sva je istina samo jedna. U ovom svjetlu, neka znanost i religija zajedno postignu tihi napredak čovječanstva, iz tame u svjetlo, iz uskogrudnosti prema otvorenim vidicima, od predrasude prema snošljivosti. To je glas života, koji nas zove da učimo." Hvala vam puno.