SUDDENLY IT’S IMPOSSIBLE TO IMAGINE a world in which many interactions formerly dependent on print on paper happen screen to screen. It’s no stretch, no exercise in futurism. You can pretty much extrapolate from the habits and behaviors of kids in their teens and 20s, who navigate their lives with little or no recourse to paper. In class they sit with their laptops open on the table in front of them. I pretend they are taking course-related notes, but would not be surprised to find out they are writing to friends, working on papers for other courses, or just trolling their favorite sites while they listen. Whenever there is a question about anything—a date, a publication, the meaning of a word—they give me the answer before I’ve finished my sentence. From where they stand, Wenders’s library users already have a sepia coloration. I know that I present book information to them with a slight defensiveness; I wrap my pronouncements in a preemptive irony. I could not bear to be earnest about the things that matter to me and find them received with that tolerant bemusement I spoke of, that leeway we extend to the beliefs and passions of our elders.
But if you’re afraid to fail, you’re afraid to take risks, which begins to explain the final and most damning disadvantage of an elite education: that it is profoundly anti-intellectual. This will seem counter intuitive. Aren’t kids at elite schools the smartest ones around, at least in the narrow academic sense? Don’t they work harder than anyone else—indeed, harder than any previous generation? They are. They do. But being an intellectual is not the same as being smart. Being an intellectual means more than doing your homework.
"[..]But the scientific cast of mind examines the world critically as if many alternative worlds might exist, as if other things might be here which are not. Then we are forced to ask why what we see is present and not something else. Why are the Sun and the Moon and the planets spheres? Why not pyramids, or cubes, or dodecahedra? Why not irregular, jumbly shapes? Why so symmetrical worlds? If you spend any time spinning hypotheses, checking to see whether they make sense, whether they conform to what else we know, thinking of tests you can pose to substantiate or deflate your hypotheses, you will find yourself doing science. And as you come to practice this habit of thought more and more you will get better and better at it. To penetrate into the heart of the thing—even a little thing, a blade of grass, as Walt Whitman said—is to experience a kind of exhilaration that, it may be, only human beings of all the beings on this planet can feel. We are an intelligent species and the use of our intelligence quite properly gives us pleasure. In this respect the brain is like a muscle. When we think well, we feel good. Understanding is a kind of ecstasy.[..]
For myself, I like a universe that includes much that is unknown and, at the same time, much that is knowable. A universe in which everything is known would be static and dull, as boring as the heaven of some weak-minded theologians. A universe that is unknowable is no fit place for a thinking being. The ideal universe for us is one very much like the universe we inhabit. And I would guess that this is not really much of a coincidence."
