Difference between revisions of "Back to the Future of Software Development (2003)"

Latest revision as of 18:35, 31 January 2025

okay anyway welcome

everyone to the April do in SD forums future of

software development lecture series co-hosted

by the compter History Museum Sanford

rockowitz chair of the series um

first all Laura Merling executive director of of

SD form is going to say a few words about the organization

or

um

hello everyone thanks for coming I think many of you have been to

few of the series I see some familiar faces out there

um at first I want to thank Sandy

for all of his work for these the entire

why I'm doing that is there's probably only a couple more

left for this particular series and we're looking for the next

series um so if you have thoughts or ideas I think

Sandy would love love the input and I know we would as well

do we continue this do you have other topics where else would you like us

to go um but um anyway for those of you

that don't know who a software development form

is uh we focus on emerging technology Trends and

education to you and the rest of the community to

try to say hey what's going on whether it's

wireless intelligence whether it's grid Computing whatever

topics and Technologies are so again if you have ideas

we like to hear them um but that said I and

announcement I have is announcement that I'm gonna do for Bill Gro

very quickly um next week on

Tuesday we have a home uh home networking

Expo uh kind of the connected home uh

so it's a series of two tracks one's on content one's on infrastructure

within the home and it's addressing different topics like I

TBO is coming to show their developer toolkit and talk about

connecting uh your PC to too and things

like that um we have a Broadband panel Microsoft's coming

to do a keynote on the future future of the home eight years from

and where it'll be so there's some interesting things coming that's next

Tuesday the 29th all right I'm done Sandy your turn I'm done than

k you everyone well we're

delighted that the Computer History Museum is uh co-hosting

this series and as many of you know the

museum is uh videotaping the talks in the series

for their archives and John tul the the executive director

of the museum is going to say a few

words keep very

but I want to really thank every everyone and it's been a real honor

development Forum we really have a lot of synergy

while this is about the future we're about the history

the authentic history we have a great great uh

program ourselves with a lecture which we We join with with

folks in having our next lecture will be in our new

phase one or Alpha phase building at

1401 North Shoreline Boulevard in our new Auditorium

on June 10th it'll be Jurassic software the

origins of consumer software Stuart alsup

Scott Cook uh uh and and a whole bunch of folks

that are going to be at that that particular lecture but our role

is really to preserve the history authentically and to

really make that happen we have Hardware artifacts to go back 25

years we've got software artifacts to go back 25

years we're putting together over the period of the next three or

five years are really first class worldclass

exhibition for people to really enjoy and to understand what

it was all about in the innovators like we're going to hear about tonight

it's particularly happy tonight because Allen is one of our Museum

fellows and it's a pleasure to be here and it's a pleasure

to work with the software development Forum thank

you well as

as many of you know the talks in this series are intended to

answer from a variety of perspectives

the larger issues of software development

and to this end we've enlisted uh

distinguished uh figures in software

development who can share with us their thoughts and

insights how on how software can should

and will be developed and the Technologies by which this

will happen um

simply put the talks in the series are intended to

answer the following question what is it that leading Ed

attention to

and why is it important now

as Laura said we're coming to the close of this lecture

series we expect we'll have one more talk either

the uh final Thursday of May or the 1

of June and we would very much like

your feedback um

on what's worked for you in the series what

You' thought has been valuable what might have been done

better um and looking forward to the coming

year what might we look at for

in terms of a of a series uh address

to a tech a senior technical audience

um what what who what

what people would you like to see what topics would

you like to see address and um

I know if some of you might have caught the slideshow that was

here earlier on as you were coming in it included my email

address which is uh rockowitz

r c wi TZ

at moft m n soft.com

and and I'd very much appreciate

hearing from you um your thoughts on what

we might do as a follow-up series next

year our speaker tonight

is is truly a seminal

pardon

it's a with Alan K it is a true challenge to

keep it short uh Xerox fellow

Atari Chief scientist Apple fellow Disney

fellow HP fellow president viewpoints

Research Institute um the list

goes on and the awards goes on

um alen has said that the best way to predict the

future is to invent it and my God has

he talked his he walked the

talk um his image of the

D book um sort of in

way back when computers filled rooms sort of clued

us into what computers might be what a personal computer

might be one of the creators of small talk the

first uh Dynamic o o

system he developed key aspects

of the window user interface that we

all know so it's a real honor uh to welcome Alan Kay

here this evening

[Applause]

you

yeah thanks um

you know it's it's great to be back at Park

but of course this part of Park never existed when we were

we were here was built after a whole bunch

of us left so this is actually a new part

of Park and since

this is uh

Forum has kind of the fabulous

Paradox of being about the future

software but sponsored by the Computer

History Museum uh

it opens a very wide range of possibilities for

giving a talk and so what I what I

thought would be interesting is to

start off uh with maybe

a little bit of a CET about the

uh last 20 years years or so of of non-development

in so many areas take a

look at some of the there's some interesting

40th birthdays this year there's a really

interesting 35th birthday this year there's

a 30th birthday this year that are all I think

have something to do with the future software

uh development and uh

many of these uh are what

I would call really promising roads

um not actually taken

roads that had

tremendous potential and actually paid

off uh tremendously well many years

ago and then the vicissitudes of various things including

the way commercialization got done these roads

were not taken over the last 20 years or so and I

think to the detriment of most software

so the the KET is a simple

one and actually this KET is pretty much

the same about the last 20 years and

plus years ago we made the same one because this

was kind of um IBM

and looking at business and thinking

of business as the ultimate Target for trying to

sell computers and the problem with

uh business

and um organizations of

this ilk is that they are

kind of an epitome of two

conservative uh properties that most human beings

have um not

just in advanced uh societies

but in traditional societies as well and one one of these

is called instrumental reasoning instrumental

reasoning is a form of reasoning

by which when a person is presented with an idea

or tool they judge this idea or tool

solely on the basis of whether it contributes to

some goal they already have

okay and I think if you think about that you can see that many

many people you know are basically instrumental

reasoners um

only as far as we can tell from working with children only about 5%

of children are not instrumental reasoners

basically built

um built in a person who's not an instrumental Reasoner

when presented with a new idea or a tool will actually

transform themselves in the presence of the idea and

the tool and so these are people

are called uh early adopters

that aren't just fists some early adopters

just want to be early so they don't have much taste

but there are other people who respond actually

to the to the new idea and these

people are to be found in each era and often they

are the ones who come up with

things that are thought of as far-reaching Visions

um that then

unaccountably take many decades to actually spread

generally even if they were a good idea in the first place

this happens over and over again um

and the other uh

Allied idea is that

um we humans are very

very uh prone to do case-based

reasoning it's the main

kind of reasoning built into our nervous system

so it's a compartmentalized

U way of dealing with past experience our

legal system is very case-based

engineering happened thousands of years before

science because it was case based

have to have a great theory if you're Gathering up things

that worked so you tend to make cookbooks

of things and you always basically start off that way

uh the problem is is that you start losing it's a

great first order Theory and a bad second order

Theory so when the commercialization of

PCS happened a little over 20

years ago and it was aimed at business was basically

a customer that didn't really even want the computer that

much and when they did want it they wanted it for

automating paper so as mclen said we were

moving quicker and quicker into the future but steering only

by looking in the rearview mirror and

this commercialization um

almost completely occupied the

space so we'll come back

little bit and of course this has happened in history

so uh when the printing press got

invented and for

the next 100 years or so

much of the printing that was done was to automate

done by manuscript

uh U with monks many

of them religious tracks and the if you've seen a Gutenberg

Bible you will have

been astonished at how much it looked like a handdrawn

book Gutenberg actually had more than 250

character characters in his font because he wanted

not just to do the upper and lower case

but every ligature every abbreviation

medieval scribes used he wanted to duplicate those

exactly so he carved not just

the 50 or 60 things that he needed he carved

253 and then they

brought in people after they had saved all his

printing they brought in people to hand illuminate

the books so they looked real

now and the books were big

like this and the reason is nobody knew what a

book looked like should look like

the only thing they had as a model with these old manuscripts 50

years later Alis who is a printer

in Venice is his uh last name was

maker was eldest

Manus and actually I his Italian name is Aldo

and I think of him as as uh Aldo

minu so it sounds more friendly than

Aldis minucius and he wanted

to do a portable library um

around 1500 and went out in the streets

of Venice measuring saddle bags to see how big

the books should be if they were going to be portable

and the answer he came up with was the size book we use today

as our main size book and now you'll never forget

that because it's such a wonderful

that Aldis actually went out and did user centered design

to make his portable

library but in spite of

people like Aldis and Rasmus understanding what the book

was going to become the actual

printing Revolution didn't happen till about 150 or

maybe even 200 years later if you look at it from the

standpoint of the way the printing medium was

used to argue rhetoric

gradually changed to the rhetoric that we

view as modern rhetoric for arguing about politics and about

real world and Science and

all of this new way of expression and the

new way of using the printing press was done by children

because 150 years later nobody who was involved

in the invention of the original technology was still alive

and the people who understood back then

what the book was going to be had also

died right so the

people who stood the great idea

uh were uh did understand it

back then but the the large group of humanity

actually had to grow up into it several Generations over

before the children actually found this thing I think

this is what's going to happen with uh

Computing because we have a similar kind of thing sort

millions of dollars thing is kind

kind of mainframes owned only by

institutions and the desktop computer workstation

is kind of in it Gutenberg Bibles by the

way cost about $60,000

three years of a Clerk's wages

the nurenberg book fair proclaimed them

and they were all marvelously similar the

advertisement said they showed 24 of these books

that were as similar as they could possibly

be um so this is like a

workstation here and here's our

little notebooks designed to be portable

and this is not hard to figure out because of

Moore's law but the thing it's hard to figure out is

when are we going to get something that is

equivalent in the large dimensions

omething closer to Universal literacy

only one person in a 100 in Europe could read back

here um 80 and 100 could read

a little in here uh schools

had developed to teach reading to everyone

by here reading and writing

thinking about the ideas in a new way and so

forth so when you look back

40 years

you can see a lot of promising stuff

that happened then we'll talk about it a little bit because

it's it's worthwhile thinking about how

some of this great stuff got started and then when commercialization

happened uh it kind of died

away this may be overly

harsh but if

we take a look at 140th anniversary

this happens to be the 40th anniversary of the funding of project

Mac

and uh Doug engelbart's

proposal to arpa was done in

62 right before so it was just starting

to happen here and lick

lier and this is a picture of him actually

from that era when he was

the perceptual psychologist went to Washington

they had some money left over from the space program

as it went over to NASA and they decided to give it to him to do

with whatever he wanted and he decided to

try and deal with this idea that he' had

about man machine symbiosis and he wasn't the only one who had it

but he had a nice phrase he said not too

many years human brains and Computing machines will be coupled together

tightly and the resulting partnership will think as no

human brain has ever thought so if we look at

where we are today it just hasn't happened

yet it's happened in the Sciences

The Sciences particularly the physical sciences have been

absolutely transformed by the computer

scientists are thinking in ways that no scientist ever thought before

because there are computers but in general this is

not true it has not happened yet

so let's look at a couple of the arpa

goals um

sorry

one of them is this notion of end user computer

computer literacy

and

now last year was the actual I'm fudging a little

here last year was the actual 40th anniversary of sketchpad

but Ivan's thesis was signed in January

63 so I'm claiming

something here it's always worthwhile I always

find a way of playing this because it's worthwhile thinking

about this period when uh

we like to say there was only one personal computer

and that was when Ivan was on a machine

that was much larger than this room from 3 to 6 o00 every

morning

so this machine did not even draw a lines and notice he's

pointing to the segments here and he's

saying uh now make everybody mutually perpendicular

and sketchpad there just figured that out and

little flange so

continuous zooming and clipping on this first

this is the first actual window ever

done this display could only plot

points so I have an add uh

write the line drawing routines as well so there the

constraint was uh

parallelism now the constraint is collinearity

so he's using those solid lines as guidelines

for drawing the dashes and then he'll make the solid lines

invisible

so about half the capacity of this huge

Sage uh computer the tx2

was used for doing the

graphics

okay now he's got the hole in the

flange and the actual sheet

of virtual paper he's drawing on is about a third of a

mile on a side so it's a continuous zooming

interface this is why

it was called sketch pad the idea was to just draw

quickly

an idea and then get the machine to clean up the drawings

by telling it what the additional rules

were so use the uh

center of the Cross piece is there to for

the center of the radius of the circle and so when he tells the thing to

become mutually perpendicular that drags the

circle and makes them a nice little rivet

and so sketchpad is actually a

continuous nonlinear

constraint solver so a little bit like a

a graphical uh

uh spreadsheet many

the spreadsheet because it

nonlinear problems like stresses and strains

on Bridges and so forth

now he's got himself a little rivet

here and

here's one of the first ideas this ever appeared in software

is a notion of making an

instance so this is an instance

of that rivet and you can rotate it and position

it and scale it

individually

so he's going to Anchor it into the flange

there can see that

the success of sketch pad led to a desire for nicer

displays and

here's a very powerful idea one of the first times

ever in software is the idea of multiple instances

and then he notices whoops I've got that cross

piece there let me go back to the master

today we'd call a class let me make the cross

pieces transparent and now when I go out

drawing the instances have all felt that so this is a

true object-oriented Software System I believe the

first real one in all

important

details and

it's a prototype oriented system because when you make something

so he's got this rivet in the flange

can make that into a a

class or a master and now he's getting

instances of that thing he just

constructed so this is dynamic

objectoriented programming done by

continuous problem solving

could you possibly

in one year have invented computer

Graphics have invented

um um

object-oriented software and

done the first real-time Problem Solver

and he looked at me and said well I didn't know it was

hard so he had a tremendous advantage

in that nothing was known about computer Graphics

nobody had really done it in any interesting way

and uh one of the wonderful things about his thesis

which by the way is is available from

MIT you get online and go to the Barton

library or one of the library services in MIT

you can get the PDF file for it and

it is astounding I believe it is the closest thing

to an act of a Newton in

our field in the sense of Newton

stuff was impressive in any age uh and maybe

most impressive from where we were before Newton to

where we were after Newton and so

Ivan here in one PhD

thesis written in machine code on this

huge ungainly machine sort of gave

ntire image of what it was like to be able to sit down

and not just make pictures on a computer

but make things that were simulations so this is

in in many many ways everything uh certainly that

I think I've been doing and a lot of

us have been doing have been kind of footnotes or fleshing

out this incredible

uh vision and

realization um unfortunately

Ivan is too Restless to actually

uh he you know he could do

most unbelievable things in little fiveyear periods

and he had to move on to something else and

uh those of us who followed him um just simply

lack uh his incredible talents

so uh it's actually hard to go out and buy a system

today that will do all the things that sketchpad could

do back then kind of an interesting

commentary so another paradigmatic

system is sort of the almost the opposite done exactly

at the same time was the original video

done in the pdp1

here it is if you ever programmed it is

really one of the first machines that anybody would call

a honey because uh

it just right there it was sweet

you could really make it do things and it had a

uh one of the early Graphics displays from

deck on it and

uh one of the first things they did on it was the one of the first

Graphics text editors which they called uh

expensive uh typewriter

because it was basically a typewriter except it cost

$110,000 or so

and then uh pretty quickly Steve Russell had

been reading the doc Smith lensman series

to take a shot at

uh trying to do that and he came up with

uh something like this this is a a

kind of a recreation of it

but the basic idea is you got F equal ma

going and so when you

h uh

try and steer the thing you have the problem is you already

have quite a bit of

velocity built up

and so if you want to uh stop this

thing you have to point him away and try and kill off his

velocity so it's

quite interesting and challenging to use

even before they put a sun in there with a gravity itational

field that made it even more interesting

so now space war is one of those

things that was so

simple so doable

pretty much every computer that had a graphics display

on it somebody would sit down and uh

figure out a way to do space war and one of the

most important things about it it also use

this object idea as you want wanted

have not just one spaceship but a space ship for each

person playing it so it had many of the interesting elements

of what we think of as computer Graphics

today um and it's

fun

okay so

another part of uh the arper Dream

from way back was the idea

of being able to do group

collaborations and this happened in two

forms which later got combined one was this

desire to do the intergalactic Network

as lick called it back

then um

and uh from Doug engelbart's

proposals about boosting the combined

intelligence of groups

and so it just happens

to be the 35th anniversary of

was ever given actually a little bit later in the year

right bill so uh if you don't

everybody here must know Bill English but bill raise your hand please

because everybody's heard of Doug

angelar but Bill was the guy who made all the stuff

work so he was

the uh partner he was the co-inventor of

the mouse which was invented in

64 and this picture

here is

is a picture that uh could have been

taken yesterday at somebody sitting at their

desk but it goes all the way back to the 60s

so this is kind of the birth of personal

Computing the way I look at it

whoops and do we have

sound somebody giving me sound from this

thing

let me look just that low let me stop this

for a second this is one of

the advantages here of having a system where the authoring

is already always on is I can just uh

rewind this

guy let me just move him up to

the about

here start

him again so I can say all right I'd like to go to

produce but I'd like

go to produce they get big I'd like to say one

branch only and uh let me look

just that low and I see it oh

I can say I'd like to see one line

only I can see it but there's another

thing I can do there's a root I said I have

here so here I'm afraid I'll need

ifferent picture The View so here's what

I do with a picture drawing capability here it's a slight map

if I start from work and here's the route I seem to have to go

to to pick up all the materials and that's my plan for

getting home tonight but if I want to I can say

the line Library what am I supposed to pick up there I

can just point to that and oh I see overdue

and all well there was a statement there with that name

on it go back what if I what am I supposed to pick up

the drugstore h i see very interesting

all right Market

can do things if I want to just say I'd like to

Interchange produce and canned materials

Pingo and they're all numbered right if

I care to look interchanging them very quickly

can are going to get interchanged with

produce they do it and all it's re

numbered so one of the nice

for showing this is

you get a nice this is from the uh 68

demo in San Francisco that I was very happy to

be there was one of the run like

a military campaign uh

nothing was left to chance right bill

was the most incredible thing you've ever seen and this

that thing on the puny little thing

there was bigger than this whole screen it was just this

huge thing done by a

uh you know one of the first light valves

that was pretty much using an atomic bomb as a light

source huge big

situation display but one of the reasons I show

that is the computer was actually down in Meno

Park while angelart was giving this uh

demo up in San Francisco and we'll talk about

that in a second but if you look at the response on this system

notice the response was subsecond on

all important interactions and I have to tell you the

was done on was about a half a MIP

192k bytes

and uh was time shared so

not the only user on this machine think about that for

just a second and think about what we don't

get off these several hundred

MIP machines we do not get

subs second response so how could these guys

have possibly gotten subsecond response

anybody got a

theoryof that's a necessary

but not a sufficient

condition

who's got a more a more close order

Theory okay I'll tell you why the

is is because they wanted to get subsecond response

they were not going to be settled for anything less than subse

response they worked their asses

get subsequent response because it was part of their image

of what it meant to fly that was

one of the metaphors to fly through n-dimensional

thought vectors and concept space

so this was a conception a grand

conception about what it meant to

have a corpus of knowledge that was useful to other

people and also an understanding that in any retrieval operation

you're doing you're spending most of your time

rejecting so the only way

you can make something like this work whether you're

browsing or any kind of searching is you have to reject quickly

so they had this thing set up it was just

incredible we could go on and on about it but it's

worthwhile when you're thinking about the future of software

you don't have to go much past this

in 1968 to make your first

list of 15 criteria for what you should do and what

you shouldn't do because they just really really

went after it um

and the next part of it is perhaps

even more interesting and was part of the original

conception as well so check this

out now computer do the automatic

switching that'll bring in a camera picture from the camera monitor

on his console such as the camera monitor on mine

is hi Bill that's great now we're

connected audio you can see my words you can point

at it and I can see your face and we can talk so bill is down

collaborating go off to a

a directive file and see what the directive

is to get Roman numeral page

numbers I'm into the file now here's the

first level of the hierarchy let's open up

page formatting this is angle we want

page numbering so we'll open that up we find

yes here it is Roman numerals we find

out the directive y your bug's right on it already

D here directive we want so we worked down quite

a way into a hierarchy as you can

see okay so

another part of this conception was that through every part of

the system not as a feature added on from the outside but to be able to do

immersive collaboration of various

forms and this was a a demo of

it and they even had their meetings

when they had a meeting in the same room they had the

consoles down

in this these sort of circular table Arrangements

had so that they were actually sharing the context and they

were using this as a sharable Blackboard back then

so um one of the nice things is you

can get videos of

these demos there's a lot of stuff written about it

and um if you're interested in any kind

of uh improving group

process uh

thinking about what criteria are for starting you

you have to start here it's

because uh most most of us aren't as smart as these

guys were and the software that we are given

today proves it because it was

who never looked at this stuff never understood

it so another thing that arpa was thinking

about was kind of a

form we saw one form

of what the computer environment was

going to be like here's a here's another one from Rand

was done about the same time and

it interest it it superficially doesn't

look that similar

but it actually uh is remarkable in the

points of similarity it has with the engelbart system

from a completely different point of view

which is uh from the from the standpoint of the

end users that they dealt with at Rand Corporation it's

called Grail and uh it's one of

amazing coincidences uh that both

the tablet and the mouse were invented in the same year

so it's part I didn't know whether you knew that bill but it was

so Tom Ellis did this these tablets

were actually kind of like a sign

that you were a real graphics person back

cost $118,000 in

1968 which is like like

$100,000 today to get when they're made by

hand so they're probably less than

50 of them made in total so take a look at this

end user

system

first we erase a clow Arrow then

move the connector out of the way so that we may draw a box in

its place but recognize he wants

box and makes one now it's recognizing his handwriting

printing in the box is being used as commentary

only in this case the box is slightly

too large so we may change its size where

Modern Window Control came from literally then draw a

flow from the connector to the

Box attach a decision

element to the box and draw a flow from it

to scan we then erase

the flow arrows attached to the process post new

area and move the box to a new

position this allows us to

box so you get

it so

question that one could reasonably ask in the year 2003

is why the heck can't we do that on our

pdas and the answer is

that nobody who's making pdas has the faintest idea

that this is would even be neat to do

they just can't imagine that it's anything

but a little tapping thing

and it is truly amazing to me that

graffiti is not as good

as this recognizer was back then and in

fact this recognizer was published in a paper

uh in 1966 by Gabe

Groner for just anybody who wanted to know how to do

a single stroke almost perfect character

recognizer it's been in the literature since

1966 but the people who did

today absolutely did not we're not going to go back and read

anything that those old people did hey

we're just as good if not better

so this is to me the real difficulty

with getting software into the future

is that software can't even use the

past and so we basically have millions

of people now who are programmers and by the law the bell

curve most of them are average or

[Applause] worse in fact if you think

bell curve is 83%

are Caesar worse so if you

throw a bell curve on programmers and you basically

have a tyranny of the majority that

uh winds up you know full of Sound and Fury signifying

nothing so this is a huge

huge problem so one of the biggest

first things that we could do to get ahead in software is

to at least start with best

practice and the other thing was nice about this recognizer

was only about 8K of

code because it ran on a really small

machine that is the machine

was an IBM 360 Model

44 but it was pretty Tiny

from the standpoint of bits and

bites okay

and then sort of the

more indirect thing that arpa had a huge part

in was in trying to get real

computer science and engineering invented

now we claim this hasn't really happened

very well yet but there are some really

interesting uh stabs at it

my favorite one what I think of

as the best thing ever done

having to do with programming language was McCarthy's

invention of Lis and it was done

kind of in a typical way that these things get done is that

McCarthy was basically a mathematician

and so he was able to do this

when he was thinking about a universal way of doing

Computing this is kind of the Maxwell's computer

uh Maxwell's equations of programming

it's the bottom half of page 13 in the

list 1.5 manual and pretty much

everything that

uh is good about programming is in those few lines

so it really has a lot of the Maxwell's

equations then Steve Russell again the guy who did space

war was the person who coded this up and

made it into a real language called lisp then many other

people work with it um that

happened a few years earlier but this

year and I just sent an email to Peter Deutsch

uh yesterday to confirm

that this is indeed the 40th annivers iary of

a truly remarkable version of this which was the

first interactive uh

lisp on a standalone machine and

it was also its own operating system it was done by Peter when he was

only 16 years old so if you've ever

puzzled through trying to understand

the lisp eval

uh imagine a 16-year-old boy being able to

understand it and writing one of the most beautiful machine

code programs ever for

this uh for this machine and

many of the things that we wound up doing after this

were based on the fact that this stuff had been

done tiny little machine actually

ran in uh what was called a four

core machine which is uh 4,8

bit words so it's a little over 8K

9k or so so The

Interpreter was about 2k and you had the rest for doing

Computing in

ow for me

my background is in math and biology and

my first collision with this stuff was in

running into sketch pad and then simula seeing

the similarity to U biological

cells as a universal building block and

thinking up the idea of dynamic

objects then we tried this as an operating

system on this little machine called the flex machine

early desktop machine

the uh I later

saw this wonderful Grail system

and the same year I saw early flat panel

display at the University of Illinois

so we started thinking about the prospect of

putting the transistors in this machine on the back of one of these

displays so you could do this

and that same year

of 68 I saw Seymour paper

who had had a tremendous Insight involved ining children

that certain really important forms

of U advanced mathematics

particular uh Vector differential

geometry uh was akin to

the child's own way of thinking about itself in the

world so the child is the zero

the child goes it's at the center of the of the

universe the narcissistic coordinate

system and that if you know differential

geometry you know that's the coordinate system that differential geometry

uses it's always what is the geometry

like from where you are and so for instance

a circle is just go a little turn a little over and over

again you don't need any x^2 + y^2

= R2 or any of that stuff so when I saw

that it blew my mind completely and that got

me thinking about this little computer for

children and my image of

it was uh 12 and 13

year olds here would actually sit down and program

their own game of space War learn about

Newtonian Dynamics in the process and have fun

playing and uh those of us who are

around uh a long time ago will remember

and in the computer museum has it parked outside

its old building is the old SRI bread truck

how many people remember the mobile

radio packet radio stuff yeah John shock

does You' says this I think it

was a 40 conine van or something was packed

full of stuff and one of the uh frivolous

things that happened back then was one of the first

emails ever sent from the

beer joint called rosatis up in the hill

they drove this Econoline fan

up there they had not

even a line of sight I guess to but it was back at switching

to Sri and then into the arpanet into Washington

meanwhile they there swizzling down beer

with their terminal at the on the the one of the outside

rosatti picnic tables so we knew that

uh Wireless Computing was going to

come and this kind of packaged up

um the idealizations of all

of this stuff into this one idea I called the dnab

ook

and so if you take this arper dream

um it took shape for me when

children came into the picture because

um I really didn't know how to design for a adults I wasn't very

adult myself I didn't have

any real contact with that world but

the improving the child's condition for learning

something that really appealed to me so I got very interested

in it and

I have to thank Bill English once more it's great that bill is here because

I rarely get a chance to thank him in public

but um Bill actually took me under

his wing when we started here at Xerox Park a long

time ago and and one of the things

me is Alan maybe maybe you should write a budget

and I'm afraid I really did say to Bill Bill

what's a budget remember

that Bill said well you put

this number here and you put this number here

um so this is actually the 30th anniversary

Chuck ther's Alto

here it is and so

Milestone it went along with a whole bunch of other

stuff that we did and

historically it had an interesting parallel with the

pdp1 lisp thing because it

was the the strength

of what McCarthy had done

um because I'm I'm basically a

mathematician not a programmer I program a little

bit but I don't consider myself a programmer

but I felt I could do the same thing for an object-oriented language

that McCarthy had done for lisp and this is

one version of it and Dan Eng Les who is

your hand

so Dan uh was the reality guy

he took this little paper thing

and made it into uh a succession of small

talks that uh uh lived to

this day and Chuck

uh uh fashioned this uh first

and from our standpoint what we're really trying to

do was to get

machines built so we could take them down into schools

and start working on this is Adell Goldberg

Here and Now up to the

present I'm just going to show you a few of

things that we've been doing

um so squeak is

kind of an outgrowth of some of the stuff

did at zerox Park and we

don't think of systems like this as

goals they it's hard to

Define uh but it's relatively easy to

Define uh computer systems as

vehicles or media so you sit down

because you're basically trying to make

models in it and you get ideas

kinds of models and so you have to use the modeling material

to make the uh different kinds of modeling

material to make the models and so forth

so this system uh is a wide

it's been implemented on

many many different kinds of platforms bit

o explain a little bit of that because I think it's

very very important for

future software especially having to do with the internet

uh it's also of interest because it was basically done

by this small group of people here here's Dan

Engles again Scott Wallace Ted Kaylor John Maloney

and Andreas Rob uh

so it's an example of a system that involves its

own operating system and many many things that

uh we think of as applications done by a

number of people rather than the hundreds of people

that you think of uh needing it so there's interesting

questions about well how is this actually possible

has a very flexible

object system so if we take a this

is kind of a cute little demo here if you take a paragraph

doing word wrap um and you're in

a real object system then

uh you can just let those guys

wander around here and if you think

about what do they have to actually do

they kind of have to follow the

leader

all right can get them to go

faster

and the algorithm we usually think of is kind of

the one that is done between frame times

so it's actually doing the same thing there but between

frame times it looks like it's happening instantly that is

programing because it's basically just four little

rules to do it there's many kinds of media in

here I'll show you just one other uh thing

here

and so

we live in a world of applications

but if you think about it applications are one of the worst ideas anybody

had and we thought we'd gotten rid of them here at Park

in the 70s because

applications kind of draw

a barrier around your ability to do things

what you really want is to gather the resources

that you need to you and make the things that you want

out of them uh so for instance

one of the ways of thinking of desktop publishing is

that it's just uh Graphics done

right right because you basically

to be able to make almost any kind of graphic construction

on the screen you want it to be able to react to

things and you want the elements to be

uh not confined in the bounds of an application

but be uh be part of something else so

you should be able to uh have primary

and secondary reactions so here I'm

drawing through text just

as you would expect but I should also be able to hop

the fence here and for instance drag this guy

out like this

and but I should be able to do this without destroying

so you see if I'm SC scrolling here it's scrolling

there and flowing through

these objects interact with each other to the extent

that they need to but no more so and you kind of get desktop publishing

for free or any kind of media

composition and actually

one other thing I should show you here

as long as we're talking about this is an idea that I spent

12 years at Apple intermittently trying to get them

to adopt which is the idea of unlimited desktops

and Small Talk At zerox Park

had this and the squeak system here has

this and what I mean by that is that

each time I decide I want to do

something I really want a separate work area

to work on and I like these work areas to persist

over time and we've been looking at them so there's no

separate presentation uh thing

there's nothing like uh postcript here

like uh PowerPoint

so if we look at the projects that are in

uh in this guy here we

can see the presentation that I've given so far

right here's where we are right now

here's the next thing I'm going to show and I decided

i' really rather show this thing

and each talk that I give is

a sorting of the projects that I have so the

idea is you never have to go to anything weaker like PowerPoint to give a

presentation you just link up the various things that you've been

working on and U and show them

are also the things we ship around the web

instead of uh web

pages okay

so just a word

about how the porting is done it's kind of

cute so here's the the

thing that I I think

is actually known but is not

well dealt with in software and that is

that um for

decades software has been specified

using paper documents people have tried

to implement to those paper documents and then they've tried

a benchmark Suite of some

kind to validate the Imp uh implementation

and to my knowledge it has never succeeded in producing

compatible implementations

across platforms Fortran is

famous for the exceptions

and even C

is not exactly the same across platforms

so that is really a shame

so a different way of doing it though is

to make a model of your kernel

that can be debugged so

it's not a paper model so when we decided to do

squeak um there had been some experience

in

um doing various kinds of small talks at zerox

Park and afterwards so the idea was to

found an old Mac that would run an old Apple

version of small talk

and we'd written a book 20

20 years ago 20th anniversary of this book

now this book had in it among other things

the VM

of uh Small Talk written in

itself so if you type that in

and get it running you have a simulator the VM

you could treat that simulator as the spec

and say okay that's the only

uh uh validation

and specification of the system that

we're going to have and we'll debug

this and when we get it running we will have the definition

of the VM that we're hoping for now of

course this doesn't do you any good because it's running glacially

slowly so next thing you have to do is write a

translator of that and this work was primarily

for squeak was primarily done by uh Dan Engles

and John Maloney um

a translator and this

translator should

with without changing the meaning of what the simulation

does translated into a lower

level form that can be put on another machine

like we we chose a subset of C

as the lower level form to go for a Target

the subset of C that tries to be compatible across

platforms so all of a sudden now you have a power PC

VM and this top

stuff uh is machine independent

so all of a sudden uh we were now off

the old Mac and onto the power PC

and since it contains all of this stuff you can use it

to improve itself um about

a month and a half after after we put it out on the net

guy in Germany we'd never heard

of before sent us uh a version

for all the Intel PCS and that's what we run

today and it now runs on 30 platforms bit

identically because the key idea here

is the debugging of this complex thing and

then having a mathematically sound translation

that pre preserves the actual

meaning so in many

think of this is an old technology or new technology

but very few people are doing this today

trying to run on many different platforms

internet I'll show you the relationship of

squeak

so there's this nice malleable stuff called

CPU and memory and then there are

bad defacto standards called operating systems that

take away most of the degrees of freedom

and the internet with tcpip

is really great then there's a really

de facto standard called the worldwide web

you want to do

so we actually when we're running on a machine like I'm running

and we have a couple of different PCS

here we actually have our own operating system

but we contact the existing operating system at a single

point equals about a thousand lines

of code because we have to share the display

we we want to do this without killing the existing operating

system but all of our own tools are inside of

squeak and these are go portable with the rest of the

stuff and the same thing with our

socket system for handling the internet this gives you a completely

portable uh system

that uh can go across a wide variety of platforms and

usually takes just a week or two at the most to uh

the port something to think about for

software

okay so let's take a look at the

present I found uh doing these things

howing some of the kids stuff

uh makes most of the points in a way that's easy to

understand um

nice thing about working with kids is

um when you give them something

they feel quite free to reject it

it's hard doing tests with adults and companies

because adults have been trained trained for 25 years to

take for

money

but most kids haven't learned that yet

so what the kids really want to do is have some fun so

like a fun project for them is to design a

car that they can learn how to

drive paint it it's

like a 10-year-old kid

here put in some

nice little specular Reflections that we learned

Disney

and we found that both boys and girls love to

put on big powerful off-road tires on

their vehicles so their vehicles

wind up looking a lot like this

usually and we got a little graphic object

and in this system

and this is an Insight that goes back a long ways to the days of Xerox

Park was I think after one of our beer Buss

at the black forest or something

I was blury looking at the screen in my office

and I realized that to an end user there were only smart

rectangles floating around on the screen all

the crap that we had underneath all of the inheritance

all of the other stuff was totally invisible

to a naive end user it was just smart

rectangles if you start thinking that way you start thinking

about gee what I really H want to have is uni

Universal objects that can wear costumes

and I'll give them a little bit of idiosyncratic behavior

and try and build my system out of that so here's our little

car

and it's a graphic object but

it has another view of it which is uh

symbolic I'll call this

car the kids like this and

to teach the math so we want to get them interested in this

so for example if we look at this property

called cars heading and start it counting up

car turns

heading changing

here's a behavioral property forwarding

binging turn

binging make a script just drag out a

tile hit the

clock start it running

and of course I can steer by just changing the numbers

here the good one is zero Which

car goes straight negative numbers it

turns the other way that's not really like driving a

car so we say okay make make yourself

wheel

I always do a blue

one it's just another little costume

one of these guys

look inside of it call it

wheel it's got a heading

you look at that number there on heading it

positive and negative as I turn the wheel

positive and negative numbers here influence the

invitation to pick up the name of the numbers coming out

of the wheel just drop them in there

and I should be able to control the car

now so it's sort of for the kids it's

one step learning about what a variable actually

is generally one of the harder concepts

for kids to grock but it's very easy

here because it's operationally in their

space and the system is just recompiling

and recompiling and recompiling as we go every time we make

a change so these scripts actually run as fast as

underlying squeak scripts they are the underlying squeak scripts

very fast things as we'll see in in a little

bit okay

so once they've done some of that stuff we can

investigate the real world using

our ability to make models now

say sound please keep the sound

on

both hands oh do not pay any attention to

[Music]

else who's got

Apple

that's a

jamer

what you get what' you get try use

stockes

together so put

spongeball I think we should do the shot foot

and the spongeball because they're

two totally different weights and if you

drop them at the same time maybe they'll drop at the

same speed drop

[Music]

so so the average of galileos

per class is usually about

one for 30 kids or so

this little girl cut right to the chase you realized the stopwatches

bad because you couldn't tell when the janitor is dropping it's hard

to whole thing takes about a second or so

and so she just thought well all we have to do is

listen when they hit if we can hear two hits then they're falling at a

different rate if we hear one hit so this is Galileo's insight

back when uh it was hard to time things

so children can actually think about this stuff operationally

very well and as we'll see in a second

they can do better than most college

students so the way to actually investigate this is

to take a video of the dropping ball

here and

um hard to see what's going on by

looking at the video but

um these frames are actually part of the objects

can do things so we can just pull frames out

we can stack up every fifth frame here we can

stack them up vertically and we can start

measuring them so

one of the ways of measuring these is to

take the make the height of a

rectangle

go from the bottom of the ball

and one frame to the bottom of the ball in the

next frame that vertical drop

is actually the velocity because it's a distance

traveled in unit time

you can see the velocity is

increasing we'd like to know how the velocity

is increasing here doing this a little bit too

quickly but so one of the

ways we can get a qualitative look at it is simply by stacking

these guys

up Galileo had

a very interesting way of doing this himself and

if we we look at this we see oh the change in velocity looks

constant change in velocity is acceleration

it looks like constant acceleration so the little script

that they write looks like this they make

a simulated ball

and have a variable called speed and they say let's

increase the speed by minus5 a constant

each time and then let's change the ball's position by

speed right so that's a second order differential equation

done by 11 year olds and we

let Tyrone tell you how he did his and to make

sure that I was sound please just right

I got a magnifier which would

help me figure out if the size

was just right after I had done that

I would go and click on

the little basic category button and

then a little menu would pop up and

one of the categories would be geometry so

I click on that and here it has

many things that have to do with the size and

shape of the

rectangle so I would see what the height

is and I kept going along the process

until I had them all lined up with their height

I subtracted the smaller ones hyp from the bigger one

to see if there was a kind of pattern

anywhere that could help me and my best guess

work so in order to show

that it was working I decided to leave a DOT copy

so that it would show that the ball was going at the

exact leaving a little cookie acceleration

behind to show that it matches up with where

the thing is in the frame another one that the kids did is running

the movie against their simulation like

this

to show that they've got the

nailed

that cool

so if you know anything about this this is one of the most studied

difficulties that

in science there

are literally hundreds of papers that give

the every kind of statistic you

could you ever hope for but the most interesting one is that 70%

of college students who

encounter this in college uh uh can

conclusively prove that they don't understand

it so this is one

of these point of views is worth adiq points thing

because the form of the math that's used in college

is not the best kind of math this is a really great kind of math

for this because it's a state space math

at gets rid of all the multiplications and makes them into additions

you've got the looping adding up

the additions into the multiplications that are in the standard

formulas and it's just a simple

two stage if you

our old enough digital differential

analyzer um that does this stuff and

it's just right there and immediately the

kids use it to start doing things they can shove things off

cliffs they can uh fire water

balloons they can make uh a lunar lander

game so here's the little

two-stage thing drops the

spaceship down there

so gravity eats velocity the motor

of the spaceship

uh U produces velocity

this little script makes a flame appear when the

motor is on this is the one that crashes you if you're going

too fast so lunar lander game looks

like this so I can

toss the thing up on its

jet

down people used to spend money

for that game

and of course in the spirit of this thing

uh have to do space war and again we have

a way of doing the sketch pad

kind of prototyping so here's a here's a

spaceship with its acceleration

variable because now we're not worrying about

just vertical stuff we have to worry about vectors velocity

variable the joystick and so forth and

want to be able to make several of them we can just copy these

Green Copy button

here put these spaceships into the

Universe here we can differentiate

say this guy by

U

color and we can start them both

going right so this is kind of what I was talking about

hat you have to write in order to do this and that is the

only only program that you have to

do so the interesting thing about

most software

is that

he

mathematics you can think about what the

actual Prime relationships

are of

what you're trying to do

uh you realize they're tiny almost always compared

to the code that you wind up writing there are many

reasons for this and we should talk about them a bit right now

I want to move I just want to move you through

a few more examples and then show you some Edge of-the-art stuff we've been

working on uh and then

have some time for questions so here's a

fun program now thinking about feedback done by

these two 11y old girls the idea is

have the car uh be able to stay on the middle

of the road as a robot car if you look at this little

script you can see uh when the sensor is

touching the middle of the road color it's it's going to go

forward and no other condition

when it's touching the green curb it's going

it's touching the yellow curb is going to turn the other

way so these are

they an analyze this into three separate cases

and you can see it's quite smart because when it

runs into a sharp turn it really doesn't go forward it just

turns its way around and when questioned

the girls realized said that yes of course

this will work even if we don't draw the lanes

well because the plus4 and the minus four will cancel each other out

and so even if all three of these guys are

firing uh it'll work just fine

the kind of mathematics that you're hoping

children are actually able to do

okay here's another example

remember I said these things have costumes so

here's a bunch of objects drawn by Sam

and he's increasing the cursor

by one over and over again so we can see it

going through there and then he's telling this guy

to look like the the costume that's

down here learn a little bit about rates

by putting like for instance a two in

here

1.5 is

interesting

0.5 and the kids realize

immediately well gee that's all a movie is movie players

just two lines of this

tuff then there's

didn't suspect that when you say something into a

microphone the system gives it back to you as a bunch of little

rectangles in one of these very same holder

guys here and here's a cursor

when we move the cursor we have we have a little program

that's going to move the speaker this graphic speaker

here is actually connected to the real speaker

in the machine so if we turn this

on as the cursor goes

by we're reading the numbers here and we're animating this thing

you might say well why can't I hear it the answer

is it's going way too slow

but this stuff runs as fast as the adult

stuff so I can actually speed

it up by a factor of 10,000

Tom

Tom and I can play the same

games what if I put a two in

[Music]

here

0.5 and 1

point2

come and say

1.5 so the

the children very quickly realize

that the $300 they just talked their

parents out of for synthesizer is actually paying for two lines of

code and some recordings

and they quickly just make buttons

and the button has the the action

of putting the magic number into a variable and

over again they have a little synthesizer so

the the point here I'm not trying to get you interest of course

I am trying to get you interested in the kids stuff because not enough

adults uh realize

that the kids are going to be the ones who invent this

stuff the last 20 years have proved that adults

are hopeless at invent inventing this stuff so

we should pay more attention to the kids but

what I'm trying to show you here is that the models

what you might think of is the thep mathematical

models for things that are considered to be very complicated

phenomena in programs are actually extremely

simple so if you actually make a software system

is able to deal with those models directly and abstracts

into a different place the

uh optimizations you get a very very powerful

very very simple way of

programming okay just a couple more

um the

if we take the feedback stuff and apply

it to looking for Shades of lightness and

darkness we can do a salmon swimming

Upstream what it does is it

circles until it finds

something darker so it's continuously acquiring and

losing and it only has one little piece of memory

from the last time it it looked

in the water to get it to follow this

gradient clownish does the same thing with the

circular gradient from the Cen enemy

okay and once you

that

then you can use this these ideas that we'

adapted from star logo

which is to

this is like a zillion little salmon but they're ants

the ants wander around randomly when they find the food

they pick up a particle go

they leave a scent trail behind it's about 10,000

patches Computing in parallel here

uh diffusing the Fones

evaporating them and this is kind

because you see very quickly

uh a large percentage of the ants have been organized

by this loose coupling this is a loose coupling

architecture

even though the ants aren't communica ating directly with

each other here's one where they' run out of food

but they're still scent so it's kind of like

Street that's kind of interesting

learned about epidemics if you take

the particles and apply gravity to them you

get buoyancy this is truly

beautiful little things so they have thousands of particles

here and if you ever wondered where does the upward Force comes from that floats

things it comes from the force of gravity

on a liquid or a gas that's

confined you don't confine it it just spreads

out so it's the putting it into

something that has walls of some kind including a

circular spherical Earth

that makes it impossible for the

particles to spread out sideways they start piling

up and they start exerting

uh an upward Force that's uh

proportional to how many things that are piled on top of

them and you get this model very very nicely and we can change

the mass of the sphere here make it

a hundred times more massive so I'll change this to

thousand

and actually it's not going to sink all once it gets into equilibrium

it'll still be boyed up a little bit

it's not quite massive enough to sink all the way to

the bottom and if I turn Gra gravity off I get

another interesting

thing which is when it

stabilizes I get Brownie in motion and we're less still less

than a hundred years away from Einstein's

original paper

which was written in 1905 back in those

days they could only see the blue guys so

I one of the best Arguments for the existence of atoms was

Einstein showing the kinetic theory of heat

on small particles

um moving around would cause larger

particles to move in the way that was observed

it's a per perfect way of actually

understanding this

tuff okay

so now let's uh we're going to look at some collaborative

stuff going to go to some so here's where I want

to uh Booth switch over to

this guy

okay what

up

oh it just wasn't showing

up

okay okay just a

slight pause here

so I'll tell you a little bit about the

problem which is that

when the internet

was worked on it was trying to solve an N squared

problem

and which was how to be able to

get any node to communicate with any other node

without having to make the crossbar switch

in between so that was done by a peer-peer endtoend

way of doing things and one

with that solution was

that it uh uh

yeah you can connect me up too

one of the problems with that solution was

that it made

it very difficult to do what angelart had shown us how to do in the

60s which is to do immersive

collaboration because the problem is is that there

for n people on a network there are two to the end

subgroups and you really can't allocate a server

as engelbart's group was using

to solve this problem so this is a

catastrophic exponential that you have to

deal with so various people including Dave

Reed years ago

uh started thinking about how could you do a peer-peer

uh solution to this which

gave you the equivalent of something like EverQuest

but without having any Central server at all

and we'll talk a little bit about the solution the solution

is basically you have a distributed

replication of objects

that has uh uh realtime

uh transactions over a slow Network

I we'll sort of give you a sense of of

uh what this is maybe we could dim the lights a little

bit

and this is uh my friend Dave Smith uh

who's the guy who did the original first 3D

game on a PC long time ago and Vera

walkth through and many other kinds of things and

uh uh this system which is

called croquet was basically done by three

people with a little kibitzing from me Dave

Smith Andreas Rob and David Reed and

Dave go why don't you I'll be your slave

here hear

can we turn me on somehow just

a switch here hello

you're on good um

c as said is collaboration environment

what you're looking at right now essentially a 2d

display uh

looking at is not what you think you're looking at

back away from

this I'll back away from mine

so Alan's the the White Rabbit and

I'm I'm Alice and if you look I am the guy

on the right hand side Alan's the one on the

left

okay hello hello sounds the same to me oh there he goes

wow all right so I go over here and

show off a few things yeah I'm going to follow most of

time here I'm going to follow and see what Alice does

um this is a mirror uh and

uh so I'm actually looking at myself

and the white rabbit standing behind me but it's a mirror that can move

it's a window floating in space

uh I can resize it

uh I can pick it up and move it around

just like you'd expect I should be able to right there's nothing

special about it uh in fact this is a portal

into the current space we I can grab it too so he grabbed

it over there so essentially what's nice about is any of

any activity can be done by one guy can be done by any person

so these are essentially objects that you know are

xhibiting a certain set of behaviors but uh

we we we can use those objects in any way we want to

uh any person can use them that way here's another

object this little uh pyramid

this is actually a zarinsky pyramid so I can

actually model ify its uh

depth I'm

sorry oh yeah yeah that's

a that's that's easy actually ask you do

the time right

that's a good one to ask I I can uh modify this thing

also give

it but essentially it's

it's totally um

that's me right

another thing over here is Allen again

and uh just putting a little bit

of a just so there's no distinction between 2D and

3D first accurate rendering of my actual state

right and now we're going to go into

a uh another portal but this time into a portal

into a different space besides the one we're we're actually in

this is actually a little a martian

landscape now as I spin this

around it's like picking up a shoe box and looking around inside

of it now Alan's going to watch me walk into it so

you pay attention kind of to both of those what's going to

happen is this is actually think of this as a hyperlink on

the net by the way exactly this is like a web page

better so I just dropped

in do you see I'm inside

that world if I turn around now

and I watch Allan come in there

is okay it's a

door over here we have a little robot

that's in both of our spaces and what I'm going to

do I'm gonna get up on the Rock here so I can see you

is uh have it start moving around

so I'm controlling and giving a little bit of a velocity

and I can I can turn it's kind of like the car that Allan

showed uh it's got inverse

kinematics yeah notice the wheels are following the

terrain which I I I find very

cool and I can attach myself

to that frame or I can drive

it from behind

uh so I'm literally like sitting right behind the thing and driving it

around around

Mars uh actually yes let me show you that

I can get on it now Alan

able to see me

now how cool is that all right

I I'll get on again

there we go H something's

uh I keep hitting something no

it's uh it should I should be able to stay on it

I'm not but that's all right who cares it should work and we'll show you something

in a little bit that uh illustrates that better

so next thing

is find the way out of here oh there is

um by way this is another one of those windows this is

identical to the ones that we saw

move this around just like we did and we jump out

here's another portal to yet another space

we'll jump into this one I'll go

the other way and what we're going to see over

here is another portal into this

world what we have going on here is this

uh neat little flag now this is actually the first thing I

ever did in in squeak uh

and uh this is actually a full mesh

uh physics trans uh it's it's a mass spring

model and just to prove it that we're not this isn't the canned

simulation I'm going to remove release the top

of the flag so I'll jump in here so I can watch you

doing this and then I'm gonna start pulling it back

like it's a rope back onto the thing

now this is a lot like the particle system stuff

except the particles are constrained now I'm

actually standing on that little um so I

can grab it here and give you a little toss

so I'm I'm on the little Carousel

now spinning around

as you can see what's really neat about

that to me is that he's actually controlling my

position in the world remotely

I mean it's it's literally uh yeah it's

like he's changing my state in a dramatic way it's

just a fundamental thing that's just really

fun um but dizzy

um over here we have a a little tribute to Scott

fiser and and U Warren Robin at

the the little escalator and this escalator actually works

I can get on it no hands look I'm being picked

up and

if you recall

let me uh close this

guy

um what's next do we go close

this guy should we go to let see we should

go to the viian world

oh that's I gez I knew it was something I forgot

um this is our good friend Andreas Rob

one of the co-creators of the system and what we have

here is an underwater land now what's interesting about

jump into this

uh I I actually turned it into fish but what we're gonna do is watch Allen

do the same whoops you went to the wrong place

ah

that

now watch as you'll see Allen

uh come through see him

into a fish um

now what we're going to do is populate this there's

a few fish swimming around but we'd like our own yeah

go up go up closer up here yeah go up there

yeah if I go too close it'll the fish will show up under the

rock ground so what I'm going to do is

draw one and literally

paint package

and uh I'm just going to do a quick and dirty fish

here so this is a

u derived from a master's thesis by

Teo igarashi who's now a professor at

uh University of Tokyo

was originally called Teddy you can look it up on the net

is really very cool this is

one sort of one more advanced version of it

so what I did was I drew a quick and dirty M of a fish which

any child could and should be able to do but guess

what he's uh

inflated and what you'll see in just a

second if he's not already there

there he is both sides so essentially we're able to

collaborate I can pick him up and so Allen's moving

around uh so alen's gonna make some seaweed

so here's

a this is

a real challenge for this thing that none of us

but I think it was uh

Dave's what 5-year-old son or something thought about

making something like this and this if you know what

algorithm does this

is kind of

frightening because the the algorithm has to

figure out the major and minor axes of

things and

then once having done that it uses that as a way of intuiting

what the 3D shape is going to be so this is going to

uh compute for a little bit

Yeah figuring out what the

3D

I'm always amazed when this uh that this

works there it

is there it

is there it is a't that neat I I just think that's

one of the yeah what's what we've got is the

simplest 3D modeling tool ever built which

is uh just for me just a joy

this this thing is so much fun you have no idea when you start building

you start making yeah this stuff is scriptable just

the way the the 2D world

is okay let's chug our way out

and of course when we go out if you watch me

we uh return to our

our normal normal forms okay there you are go ahead

and I should be Alice there you are

and you're the rabbit okay now we have to

go to uh David's World right this

this this little world do kind of show

um uh a very

Hefty kind of 3D

environment there's a little bit of a

texture problem with this I just got this machine and the drivers I don't

think are quite ripe yet

but uh still you see the the environment's

pretty

rich what I'm going to do is go on top of the

um this Aqueduct I'm literally going to walk

there

and walk up onto this

and Allan should be able to see me there you

are one of things that's cool here I just

a little side comment is my machine

I'm using for this is an ultral light from Japan

so this is a two-b

computer doing its

stage of uh this

tuff and so we're basically at the point where two pound

computers can uh do all of the Computing

that uh a child could ever

hope for to your right if you just

look on the so are you

going to jump off actually what I'm going to do is one of the things about 3D

is distance doesn't mean anything uh

in these virtual environments so actually I can jump to that window that

you see way way down at the bottom of my screen

I'm just gonna just immediately go there like

so I just did a a quick and of course I

can jump right back up

hey there oh what am I doing up there

there you are okay anyway so I'm GNA jump

through the window again and out

and back to where we started

and what's neat

is I can seal Allen in before gets out

you got me in the little world

okay so let's switch back

okay last couple of things

here okay so here

a couple of things about this system so

parts of the system were done by this group of about

five people and

virtually all of the 3D system

uh that you saw there including the

network stuff was done by just three

people so the message here is besides

the fact that this is fun at least we think it is

uh and that we think especially this kind

of uh highly scalable

uh stuff that doesn't require servers to do immersive

stuff is a is a next interesting layer for

the internet that if you think of it as a kind of an

addition to tcpip as a way of handling

N squared problems it's

interesting to people who are interested in the future

of software that uh this

tuff was all done by a very small number of people

and that means that there's powerful leverage

underneath in this way of building software

whatever way it is

one one of the things we might talk about a bit is what way that is

my favorite uh

statistic here because this is a dynamic object

system um I can use the

dynamic objects as though they're a database so

have a retrieval basically a

a an expression that's asking

all the comp compiled methods in the

system to uh

accumulate their size and bytes and add them

up so this is so this will include the operating

system all the applications that you saw

the 3D stuff uh development systems and

everything this is an interesting number

so it's 2.8 megabytes for everything

so that's a thing that's really

worthwhile thinking about the number of

methods or things that are like subroutines there

is uh

uh about 50,000 which is

too many if I divide

these guys into these guys

I get an interesting number

uh which is an average of 56 bytes

per uh

average of 56 bytes per method

in the system about 230,000 lines

of code including the operating system

and we think it could be a factor of 10

smaller and one last

little yeah see this

is this is an interesting now this is a beer game

because um

um I I only mentioned this a little bit

because the one of the things that's fun about Computing

is you don't have to uh do a lot

of bullshitting because why not

just write the the code and do the

demos so so the interesting thing

is that this system is 2.8 megabytes

and 230,000 lines of code

but you know in

having Chinese uh lunches

with the groups one of the one of the interesting things is to

sit around and think about kind of what is the actual entropy

the code so for those of you

who are like an easy one that's very

suggestive if for those of you who are familiar with 3D

graphics and the math of 3D Graphics math of 3D

Graphics can practically

be written on a page

because it's highly repetitive it's

basically uh has to do with being able to do a

couple of different kinds of Matrix Transformations

and uh the most

complicated part of it is the rendering

stuff but if you write down the actual math of it it actually comes

into this embarrassingly small part

and almost everything else that you wind up writing in order

to do this stuff uh is optimizations

of various kinds so it's an interesting

question of

uh what does it actually take to prototype

things if you could write the direct relationships

and have those run fast enough to be interesting

what if you could separate out the oper the

optimizations in a way that they weren't co-mingled with the

the actual meaning of the code so U

one of our one of our uh projects

that HP is going to fund next year

is to try and take a whack at uh

this actual question of how small could

it actually be if you're able to actually go right

at the thing and uh you had

a a nicer architecture than say small talks

for doing this

um I guess the last slide

is

um I believe so software engineering right now is still

an oxymoron it just

isn't here because there's nothing comparable

to

uh for instance the Empire State

Building was put up by

uh less than uh 3,000 people in

around 11 months that included

demolishing the old Walder Historia which is on

that site so we couldn't organize

3,000 programmers to do some massive pro

project in less than a year if we had to

so there is just nothing if you use the

word engineering as it's used today in civil engineering there

just isn't anything comparable in what you know the

kind of engineering we do is more like the Egyptian pharaohs

did of making large structures by piling

up Rock and then Plastering it over with

Limestone so but I believe

that the Saving Grace for doing this stuff

even more than the abstraction mechanisms is the ability

to do late binding because late binding

has this property that when you're

just at this part

of most effort in the in the system you get this horrible

crash you finally understand

what you needed to know when you did the system and

if you're in an late binding system you can actually

go back and make those changes right now

and if you're in the way most people do

software you cannot go back you say well we'll do that in the next

system and you know what next system never happens

because that system that took so much time and effort

hat people decide to patch it for the next 35

years rather than doing this so I believe

in order to deal with a learning curve in a reasonable

way the number one thing and it's a thing that

uh uh I think the world first learned

from lisp the greatest

single idea in programming languages was

Lis for sure because of many many

but one of them is this notion of being able to late bind as

many things as possible including your meta system

and then the next thing

works for you is the abstractions

and uh maybe above all is

to take heed from what the engelbart programmers did which

is they just really wanted it to be that good

they were willing to work their asses off to make it that

good so that's a very important part also

so um time for questions any questions

about this stuff what we'll do is we'll

set up uh one microphone here one microphone

okay up

right mic

on yes uh

the question that I had um I think that everything you're saying is

right on the money I do video games and I believe that objects

should have behaviors to be able to communicate and

I've been writing books about it for a while how

do you see though changing the entire Paradigm of how everybody

else thinks to try and teach them and how long would

that take see

I I think one of the

again I love these historical references

I I just at the risk of telling a

maybe two one of the most brilliant things ever done on

personal computer was a thing done by Warren Robinette

called Rocky's boots anybody

remember Rockies oh okay

just one of the greatest things ever done on

an Apple two and what it was was a little

was basically kind of a maze of rooms

and you started off in a room and you had a couple of simple components

you had a little Thruster and a little sensor and you had

a couple of and and or Gates and the

objective was to get to wire up a little robot

that would find its way out of this room and so if

get the robot to do that then you're in another room and it

was harder to get out of that room

and you just kept on doing this and by the time you at the end

of this thing you were pretty darn good at

uh digital logic it was just a fantastic

fun thing and I have an apple too solely

to be able to run this old software

it's just great although these days you can get good

emulators so the um

a tremendous game that was derived

from this that turned out to be a failure

but just because of one slight flaw was called

robot Odyssey so the idea there it's an adventure

game you're stranded in this city and

have three robots to help you and you can program them

and the adventure game is paced a little more

like football so it's not continuous action

you can use the robots to probe the next barrier

you have to get through robots can communicate with

each other you can program the robots so you can make a strategy it's like a football

play get the robots going and get to the next

level and uh children

can learn a lot from uh doing

those kinds of programming

um so

the um the the stuff that we are primarily

interested in is what we call hard

fund so we're not as interested in

the game that's arriv

as we are in the game that the child is

a co-creator of

what's going on so like for instance

a game that we would do in this system you know other

this system is quite General you can do EverQuest

in it if you want to but a game that we

might uh do would be one where the child

has to create things give them behaviors

and stuff in order to get to the next step of the game and

interact with other people in various ways so

I think um if you look

at that slide that I did about uh what happened

with the printing press the

it was Unthinkable in the year 1400

uh when one person in 100 in Europe could

read and write and the Vatican Library which is the largest

library in Europe had 372 books

and they knew there were 372 books in the Vatican

library because you can count 372 things

accurately but

nobody knows how many books are in the Library of Congress

right so the the change that happened was qualitative

nobody expected that most people

uh would actually learn how to read and write right and

think in a different way because of this stuff so

I I so my simple

version of this stuff is that

I think two things have to happen we have to

uh help the children not invent television

when they start taking over this thing

because the biggest problem with the inventive skills of children

is they tend to be trivial so like if you give them a

piano they'll invent chopsticks on it

but it took 200 years to develop real keyboard

technique so you have to help the children there but

you don't want to help them so much that they become

mired in your ideas

the idea is to help them enough so that they have a sense

of taste and threshold and then

hope that the children will take it on to the the next

level because I don't think that we can actually

quite imagine what the next level should be our our Theory when

were here at Park was let's try and guess

what the next literacy is going to be like and see

something like it and see if the kids can take it the rest of the

way in some sense that's what I showed you today is

not what I think the next thing is going to be but our guess

at the best thing we could do for children so that

they can take it the next level

it may not be a satisfying answer but that's my

answer other questions

yes as we go back in

as we go back in the history of computing I'm always

astonished that it was the young kids that started it seeing

photographs of Bill Gates at 16 and so

on yeah and you're working with kids yeah

is that environment possible today in 2003

that some kids in a garage

will again create our next level I know well this

there are two myths there one is that Bill Gates had anything to

Computing he had a lot to do

with the economics of it but I'm not aware

of any advances that he ever made

um and the other thing is there's a myth about the garage which is the

favorite American Myth of all times

and the thing to realize is and this

is a hard thing that Americans hate

but like the two Steves in the

garage why were they able to do what they did in the

garage because of all of the phds at Intel and

Motorola who understood solid state

physics it absolutely

wasn't the way people loveed

the

garage thing the stuff that

has happened happened primarily because of

phds Park was full of phds

and we worked with children

because it was a perfect balance between the two

things but it was not done by naive

invention of tinkering things

together at all because it just doesn't

just doesn't work that way right

so it was done by people who had as much knowledge as they could

possibly put together and tried not

to remember it most of the time

but the the garage myth I think is

uh I think it was true for certain kinds

of invention a long time ago but it certainly hasn't been true since

silicon became a critical factor

and since higher level languages became a higher fact

so the interesting thing is is what the

uh the children were able to do with real

knowledge so for instance the Mac f ER

Mac user interface was actually done by Bruce horn

and Bruce started with us at Xerox Park when he was

12 and when he was six years later when

he was 18 he did the VM

virtual machine for the Dorado for small

talk which was a pretty hefty piece of work

for an 18-year-old but I I still think

Peter Deutsch's feet of understanding list

because most software people today don't understand lists

of any age so to have a

16-year-old boy be able to understand it and implement it

is to me one of the the most interesting things

ever done by a teenager in Computing

so other questions

yes um getting back to the kind of

the technology behind all this stuff um I've noticed that the

theme seems to be kind of higher and higher levels abstraction and

US simple things like scripts and sketches to leverage these huge algorithms

um underneath and so I was wondering ing um

how you see almost inevitably Artificial Intelligence

coming into this to kind of fill in the gaps even more so things like neural nets for

pattern recognition and fuz logic to make things more organic and all

that you know well I think the I mean there's two

things one is uh one of the things

think we were all hoping for was

at least uh

one of the one of the ways we thought computers could

be different than a book and I still think this is true

but it didn't happen and it's not not being funded

now is uh

um AI tutoring

because you a book should I mean the computer

should be the book that helps you learn how to read it

right it can reach out to you in a way that a a regular

book can't and uh turned out to be

a hard problem uh

with some interesting special cases we're done

but uh no General solution to it

because uh

I think in certain cases it's worthwhile doing Brute Force

versions of it like for certain things about physics that

you could spread out over billions of people why not spend

you know uh a couple of million bucks

for each little thing but that's been a

real disappointment on the other hand I think

that you know SE more pait's dictum

was uh the question he asked was uh

the computer program the kid kid or should the kid

program the computer so in our stuff

the in spite of the fact that we

abstract the optimizations away

we don't abstract any of the mystery

so basically everything is totally

you know in the sense that math is completely understandable the

that we do is completely understandable there's no

there's no nothing like an AI ghost

helping behind the scenes so the children

are very very anchored in the

cause effect relationships that they're dealing with with and they

are the ones that do the heuristics like the little so when

they they will program the feedback routines and they still know what

it is that they're doing so it's not like the

uh the invisible machine where or

uh a much worse program like Sim City

where it does things and you don't know why it's doing things

you can't find out what it's doing and

cannot change those things those things are very bad

lead to Superstition

like the real world

Difference between revisions of "Back to the Future of Software Development (2003)"

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@@ Line 5: / Line 5: @@
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 }}
+<subtitle id="0:0:10">okay anyway welcome</subtitle>
+<subtitle id="0:0:13"> everyone to the April do in SD forums future of</subtitle>
+<subtitle id="0:0:16"> software development lecture series co-hosted</subtitle>
+<subtitle id="0:0:19"> by the compter History Museum Sanford</subtitle>
+<subtitle id="0:0:22"> rockowitz chair of the series um</subtitle>
+<subtitle id="0:0:25"> first all Laura Merling executive director of of</subtitle>
+<subtitle id="0:0:28"> SD form is going to say a few words about the organization</subtitle>
+<subtitle id="0:0:31"> or</subtitle>
+<subtitle id="0:0:40">um</subtitle>
+<subtitle id="0:0:43"> hello everyone thanks for coming I think many of you have been to</subtitle>
+<subtitle id="0:0:46">few of the series I see some familiar faces out there</subtitle>
+<subtitle id="0:0:49"> um at first I want to thank Sandy</subtitle>
+<subtitle id="0:0:52"> for all of his work for these the entire</subtitle>
+<subtitle id="0:0:55">why I'm doing that is there's probably only a couple more</subtitle>
+<subtitle id="0:0:58"> left for this particular series and we're looking for the next</subtitle>
+<subtitle id="0:1:1"> series um so if you have thoughts or ideas I think</subtitle>
+<subtitle id="0:1:4"> Sandy would love love the input and I know we would as well</subtitle>
+<subtitle id="0:1:7"> do we continue this do you have other topics where else would you like us</subtitle>
+<subtitle id="0:1:10"> to go um but um anyway for those of you</subtitle>
+<subtitle id="0:1:13"> that don't know who a software development form</subtitle>
+<subtitle id="0:1:16"> is uh we focus on emerging technology Trends and</subtitle>
+<subtitle id="0:1:19">education to you and the rest of the community to</subtitle>
+<subtitle id="0:1:22"> try to say hey what's going on whether it's</subtitle>
+<subtitle id="0:1:25"> wireless intelligence whether it's grid Computing whatever</subtitle>
+<subtitle id="0:1:28">topics and Technologies are so again if you have ideas</subtitle>
+<subtitle id="0:1:31"> we like to hear them um but that said I and</subtitle>
+<subtitle id="0:1:34">announcement I have is announcement that I'm gonna do for Bill Gro</subtitle>
+<subtitle id="0:1:37"> very quickly um next week on</subtitle>
+<subtitle id="0:1:40"> Tuesday we have a home uh home networking</subtitle>
+<subtitle id="0:1:43"> Expo uh kind of the connected home uh</subtitle>
+<subtitle id="0:1:46"> so it's a series of two tracks one's on content one's on infrastructure</subtitle>
+<subtitle id="0:1:49"> within the home and it's addressing different topics like I</subtitle>
+<subtitle id="0:1:52">TBO is coming to show their developer toolkit and talk about</subtitle>
+<subtitle id="0:1:55"> connecting uh your PC to too and things</subtitle>
+<subtitle id="0:1:58"> like that um we have a Broadband panel Microsoft's coming</subtitle>
+<subtitle id="0:2:1"> to do a keynote on the future future of the home eight years from</subtitle>
+<subtitle id="0:2:4">and where it'll be so there's some interesting things coming that's next</subtitle>
+<subtitle id="0:2:7">Tuesday the 29th all right I'm done Sandy your turn I'm done than</subtitle>
+<subtitle id="0:2:10">k you everyone well we're</subtitle>
+<subtitle id="0:2:13"> delighted that the Computer History Museum is uh co-hosting</subtitle>
+<subtitle id="0:2:16"> this series and as many of you know the</subtitle>
+<subtitle id="0:2:19"> museum is uh videotaping the talks in the series</subtitle>
+<subtitle id="0:2:22"> for their archives and John tul the the executive director</subtitle>
+<subtitle id="0:2:25"> of the museum is going to say a few</subtitle>
+<subtitle id="0:2:28"> words keep very</subtitle>
+<subtitle id="0:2:31"> but I want to really thank every everyone and it's been a real honor</subtitle>
+<subtitle id="0:2:34">development Forum we really have a lot of synergy</subtitle>
+<subtitle id="0:2:37"> while this is about the future we're about the history</subtitle>
+<subtitle id="0:2:40">the authentic history we have a great great uh</subtitle>
+<subtitle id="0:2:43"> program ourselves with a lecture which we We join with with</subtitle>
+<subtitle id="0:2:46">folks in having our next lecture will be in our new</subtitle>
+<subtitle id="0:2:49"> phase one or Alpha phase building at</subtitle>
+<subtitle id="0:2:52"> 1401 North Shoreline Boulevard in our new Auditorium</subtitle>
+<subtitle id="0:2:55"> on June 10th it'll be Jurassic software the</subtitle>
+<subtitle id="0:2:58">origins of consumer software Stuart alsup</subtitle>
+<subtitle id="0:3:1"> Scott Cook uh uh and and a whole bunch of folks</subtitle>
+<subtitle id="0:3:4"> that are going to be at that that particular lecture but our role</subtitle>
+<subtitle id="0:3:7"> is really to preserve the history authentically and to</subtitle>
+<subtitle id="0:3:10"> really make that happen we have Hardware artifacts to go back 25</subtitle>
+<subtitle id="0:3:13"> years we've got software artifacts to go back 25</subtitle>
+<subtitle id="0:3:16"> years we're putting together over the period of the next three or</subtitle>
+<subtitle id="0:3:19"> five years are really first class worldclass</subtitle>
+<subtitle id="0:3:22"> exhibition for people to really enjoy and to understand what</subtitle>
+<subtitle id="0:3:25"> it was all about in the innovators like we're going to hear about tonight</subtitle>
+<subtitle id="0:3:28">it's particularly happy tonight because Allen is one of our Museum</subtitle>
+<subtitle id="0:3:31"> fellows and it's a pleasure to be here and it's a pleasure</subtitle>
+<subtitle id="0:3:34"> to work with the software development Forum thank</subtitle>
+<subtitle id="0:3:37">you well as</subtitle>
+<subtitle id="0:3:40"> as many of you know the talks in this series are intended to</subtitle>
+<subtitle id="0:3:43"> answer from a variety of perspectives</subtitle>
+<subtitle id="0:3:46"> the larger issues of software development</subtitle>
+<subtitle id="0:3:49"> and to this end we've enlisted uh</subtitle>
+<subtitle id="0:3:52"> distinguished uh figures in software</subtitle>
+<subtitle id="0:3:55"> development who can share with us their thoughts and</subtitle>
+<subtitle id="0:3:58"> insights how on how software can should</subtitle>
+<subtitle id="0:4:1"> and will be developed and the Technologies by which this</subtitle>
+<subtitle id="0:4:4"> will happen um</subtitle>
+<subtitle id="0:4:7"> simply put the talks in the series are intended to</subtitle>
+<subtitle id="0:4:10"> answer the following question what is it that leading Ed</subtitle>
+<subtitle id="0:4:13">attention to</subtitle>
+<subtitle id="0:4:16"> and why is it important now</subtitle>
+<subtitle id="0:4:19"> as Laura said we're coming to the close of this lecture</subtitle>
+<subtitle id="0:4:22"> series we expect we'll have one more talk either</subtitle>
+<subtitle id="0:4:25"> the uh final Thursday of May or the 1</subtitle>
+<subtitle id="0:4:28"> of June and we would very much like</subtitle>
+<subtitle id="0:4:31"> your feedback um</subtitle>
+<subtitle id="0:4:34"> on what's worked for you in the series what</subtitle>
+<subtitle id="0:4:37"> You' thought has been valuable what might have been done</subtitle>
+<subtitle id="0:4:40"> better um and looking forward to the coming</subtitle>
+<subtitle id="0:4:43"> year what might we look at for</subtitle>
+<subtitle id="0:4:46"> in terms of a of a series uh address</subtitle>
+<subtitle id="0:4:49"> to a tech a senior technical audience</subtitle>
+<subtitle id="0:4:52"> um what what who what</subtitle>
+<subtitle id="0:4:55"> what people would you like to see what topics would</subtitle>
+<subtitle id="0:4:58"> you like to see address and um</subtitle>
+<subtitle id="0:5:1"> I know if some of you might have caught the slideshow that was</subtitle>
+<subtitle id="0:5:4">here earlier on as you were coming in it included my email</subtitle>
+<subtitle id="0:5:7"> address which is uh rockowitz</subtitle>
+<subtitle id="0:5:10"> r c wi TZ</subtitle>
+<subtitle id="0:5:13"> at moft m n soft.com</subtitle>
+<subtitle id="0:5:16"> and and I'd very much appreciate</subtitle>
+<subtitle id="0:5:19"> hearing from you um your thoughts on what</subtitle>
+<subtitle id="0:5:22"> we might do as a follow-up series next</subtitle>
+<subtitle id="0:5:28">year our speaker tonight</subtitle>
+<subtitle id="0:5:31"> is is truly a seminal</subtitle>
+<subtitle id="0:5:34">pardon</subtitle>
+<subtitle id="0:5:37"> it's a with Alan K it is a true challenge to</subtitle>
+<subtitle id="0:5:40"> keep it short uh Xerox fellow</subtitle>
+<subtitle id="0:5:43"> Atari Chief scientist Apple fellow Disney</subtitle>
+<subtitle id="0:5:46"> fellow HP fellow president viewpoints</subtitle>
+<subtitle id="0:5:49"> Research Institute um the list</subtitle>
+<subtitle id="0:5:52"> goes on and the awards goes on</subtitle>
+<subtitle id="0:5:55"> um alen has said that the best way to predict the</subtitle>
+<subtitle id="0:5:58"> future is to invent it and my God has</subtitle>
+<subtitle id="0:6:1"> he talked his he walked the</subtitle>
+<subtitle id="0:6:4"> talk um his image of the</subtitle>
+<subtitle id="0:6:7"> D book um sort of in</subtitle>
+<subtitle id="0:6:10"> way back when computers filled rooms sort of clued</subtitle>
+<subtitle id="0:6:13"> us into what computers might be what a personal computer</subtitle>
+<subtitle id="0:6:16"> might be one of the creators of small talk the</subtitle>
+<subtitle id="0:6:19"> first uh Dynamic o o</subtitle>
+<subtitle id="0:6:22"> system he developed key aspects</subtitle>
+<subtitle id="0:6:25"> of the window user interface that we</subtitle>
+<subtitle id="0:6:28"> all know so it's a real honor uh to welcome Alan Kay</subtitle>
+<subtitle id="0:6:31"> here this evening</subtitle>
+<subtitle id="0:6:34">[Applause]</subtitle>
+<subtitle id="0:6:40">you</subtitle>
+<subtitle id="0:6:43"> yeah thanks um</subtitle>
+<subtitle id="0:6:46"> you know it's it's great to be back at Park</subtitle>
+<subtitle id="0:6:49"> but of course this part of Park never existed when we were</subtitle>
+<subtitle id="0:6:52"> we were here was built after a whole bunch</subtitle>
+<subtitle id="0:6:55"> of us left so this is actually a new part</subtitle>
+<subtitle id="0:6:58"> of Park and since</subtitle>
+<subtitle id="0:7:1"> this is uh</subtitle>
+<subtitle id="0:7:4"> Forum has kind of the fabulous</subtitle>
+<subtitle id="0:7:7"> Paradox of being about the future</subtitle>
+<subtitle id="0:7:10"> software but sponsored by the Computer</subtitle>
+<subtitle id="0:7:13">History Museum uh</subtitle>
+<subtitle id="0:7:16"> it opens a very wide range of possibilities for</subtitle>
+<subtitle id="0:7:19"> giving a talk and so what I what I</subtitle>
+<subtitle id="0:7:22"> thought would be interesting is to</subtitle>
+<subtitle id="0:7:25"> start off uh with maybe</subtitle>
+<subtitle id="0:7:28"> a little bit of a CET about the</subtitle>
+<subtitle id="0:7:31"> uh last 20 years years or so of of non-development</subtitle>
+<subtitle id="0:7:34"> in so many areas take a</subtitle>
+<subtitle id="0:7:37"> look at some of the there's some interesting</subtitle>
+<subtitle id="0:7:40"> 40th birthdays this year there's a really</subtitle>
+<subtitle id="0:7:43"> interesting 35th birthday this year there's</subtitle>
+<subtitle id="0:7:46"> a 30th birthday this year that are all I think</subtitle>
+<subtitle id="0:7:49"> have something to do with the future software</subtitle>
+<subtitle id="0:7:52"> uh development and uh</subtitle>
+<subtitle id="0:7:55"> many of these uh are what</subtitle>
+<subtitle id="0:7:58"> I would call really promising roads</subtitle>
+<subtitle id="0:8:1"> um not actually taken</subtitle>
+<subtitle id="0:8:4"> roads that had</subtitle>
+<subtitle id="0:8:7"> tremendous potential and actually paid</subtitle>
+<subtitle id="0:8:10"> off uh tremendously well many years</subtitle>
+<subtitle id="0:8:13"> ago and then the vicissitudes of various things including</subtitle>
+<subtitle id="0:8:16"> the way commercialization got done these roads</subtitle>
+<subtitle id="0:8:19"> were not taken over the last 20 years or so and I</subtitle>
+<subtitle id="0:8:22"> think to the detriment of most software</subtitle>
+<subtitle id="0:8:25"> so the the KET is a simple</subtitle>
+<subtitle id="0:8:28"> one and actually this KET is pretty much</subtitle>
+<subtitle id="0:8:31"> the same about the last 20 years and</subtitle>
+<subtitle id="0:8:34">plus years ago we made the same one because this</subtitle>
+<subtitle id="0:8:37"> was kind of um IBM</subtitle>
+<subtitle id="0:8:40"> and looking at business and thinking</subtitle>
+<subtitle id="0:8:43"> of business as the ultimate Target for trying to</subtitle>
+<subtitle id="0:8:46"> sell computers and the problem with</subtitle>
+<subtitle id="0:8:49"> uh business</subtitle>
+<subtitle id="0:8:52"> and um organizations of</subtitle>
+<subtitle id="0:8:55"> this ilk is that they are</subtitle>
+<subtitle id="0:8:58"> kind of an epitome of two</subtitle>
+<subtitle id="0:9:1"> conservative uh properties that most human beings</subtitle>
+<subtitle id="0:9:4"> have um not</subtitle>
+<subtitle id="0:9:7"> just in advanced uh societies</subtitle>
+<subtitle id="0:9:10"> but in traditional societies as well and one one of these</subtitle>
+<subtitle id="0:9:13">is called instrumental reasoning instrumental</subtitle>
+<subtitle id="0:9:16"> reasoning is a form of reasoning</subtitle>
+<subtitle id="0:9:19"> by which when a person is presented with an idea</subtitle>
+<subtitle id="0:9:22"> or tool they judge this idea or tool</subtitle>
+<subtitle id="0:9:25"> solely on the basis of whether it contributes to</subtitle>
+<subtitle id="0:9:28"> some goal they already have</subtitle>
+<subtitle id="0:9:31"> okay and I think if you think about that you can see that many</subtitle>
+<subtitle id="0:9:34"> many people you know are basically instrumental</subtitle>
+<subtitle id="0:9:37"> reasoners um</subtitle>
+<subtitle id="0:9:40"> only as far as we can tell from working with children only about 5%</subtitle>
+<subtitle id="0:9:43">of children are not instrumental reasoners</subtitle>
+<subtitle id="0:9:46">basically built</subtitle>
+<subtitle id="0:9:49"> um built in a person who's not an instrumental Reasoner</subtitle>
+<subtitle id="0:9:52"> when presented with a new idea or a tool will actually</subtitle>
+<subtitle id="0:9:55">transform themselves in the presence of the idea and</subtitle>
+<subtitle id="0:9:58"> the tool and so these are people</subtitle>
+<subtitle id="0:10:1"> are called uh early adopters</subtitle>
+<subtitle id="0:10:4"> that aren't just fists some early adopters</subtitle>
+<subtitle id="0:10:7"> just want to be early so they don't have much taste</subtitle>
+<subtitle id="0:10:10"> but there are other people who respond actually</subtitle>
+<subtitle id="0:10:13"> to the to the new idea and these</subtitle>
+<subtitle id="0:10:16"> people are to be found in each era and often they</subtitle>
+<subtitle id="0:10:19"> are the ones who come up with</subtitle>
+<subtitle id="0:10:22"> things that are thought of as far-reaching Visions</subtitle>
+<subtitle id="0:10:25"> um that then</subtitle>
+<subtitle id="0:10:28"> unaccountably take many decades to actually spread</subtitle>
+<subtitle id="0:10:31">generally even if they were a good idea in the first place</subtitle>
+<subtitle id="0:10:34"> this happens over and over again um</subtitle>
+<subtitle id="0:10:37"> and the other uh</subtitle>
+<subtitle id="0:10:40"> Allied idea is that</subtitle>
+<subtitle id="0:10:43"> um we humans are very</subtitle>
+<subtitle id="0:10:46"> very uh prone to do case-based</subtitle>
+<subtitle id="0:10:49"> reasoning it's the main</subtitle>
+<subtitle id="0:10:52"> kind of reasoning built into our nervous system</subtitle>
+<subtitle id="0:10:55"> so it's a compartmentalized</subtitle>
+<subtitle id="0:10:58"> U way of dealing with past experience our</subtitle>
+<subtitle id="0:11:1"> legal system is very case-based</subtitle>
+<subtitle id="0:11:4"> engineering happened thousands of years before</subtitle>
+<subtitle id="0:11:7"> science because it was case based</subtitle>
+<subtitle id="0:11:10">have to have a great theory if you're Gathering up things</subtitle>
+<subtitle id="0:11:13"> that worked so you tend to make cookbooks</subtitle>
+<subtitle id="0:11:16"> of things and you always basically start off that way</subtitle>
+<subtitle id="0:11:19"> uh the problem is is that you start losing it's a</subtitle>
+<subtitle id="0:11:22"> great first order Theory and a bad second order</subtitle>
+<subtitle id="0:11:25"> Theory so when the commercialization of</subtitle>
+<subtitle id="0:11:28"> PCS happened a little over 20</subtitle>
+<subtitle id="0:11:31"> years ago and it was aimed at business was basically</subtitle>
+<subtitle id="0:11:34">a customer that didn't really even want the computer that</subtitle>
+<subtitle id="0:11:37">much and when they did want it they wanted it for</subtitle>
+<subtitle id="0:11:40"> automating paper so as mclen said we were</subtitle>
+<subtitle id="0:11:43"> moving quicker and quicker into the future but steering only</subtitle>
+<subtitle id="0:11:46"> by looking in the rearview mirror and</subtitle>
+<subtitle id="0:11:49"> this commercialization um</subtitle>
+<subtitle id="0:11:52"> almost completely occupied the</subtitle>
+<subtitle id="0:11:55"> space so we'll come back</subtitle>
+<subtitle id="0:11:58">little bit and of course this has happened in history</subtitle>
+<subtitle id="0:12:1"> so uh when the printing press got</subtitle>
+<subtitle id="0:12:4"> invented and for</subtitle>
+<subtitle id="0:12:7"> the next 100 years or so</subtitle>
+<subtitle id="0:12:10"> much of the printing that was done was to automate</subtitle>
+<subtitle id="0:12:13">done by manuscript</subtitle>
+<subtitle id="0:12:16"> uh U with monks many</subtitle>
+<subtitle id="0:12:19"> of them religious tracks and the if you've seen a Gutenberg</subtitle>
+<subtitle id="0:12:22"> Bible you will have</subtitle>
+<subtitle id="0:12:25">been astonished at how much it looked like a handdrawn</subtitle>
+<subtitle id="0:12:28"> book Gutenberg actually had more than 250</subtitle>
+<subtitle id="0:12:31"> character characters in his font because he wanted</subtitle>
+<subtitle id="0:12:34"> not just to do the upper and lower case</subtitle>
+<subtitle id="0:12:37"> but every ligature every abbreviation</subtitle>
+<subtitle id="0:12:40">medieval scribes used he wanted to duplicate those</subtitle>
+<subtitle id="0:12:43"> exactly so he carved not just</subtitle>
+<subtitle id="0:12:46"> the 50 or 60 things that he needed he carved</subtitle>
+<subtitle id="0:12:49"> 253 and then they</subtitle>
+<subtitle id="0:12:52"> brought in people after they had saved all his</subtitle>
+<subtitle id="0:12:55">printing they brought in people to hand illuminate</subtitle>
+<subtitle id="0:12:58"> the books so they looked real</subtitle>
+<subtitle id="0:13:1"> now and the books were big</subtitle>
+<subtitle id="0:13:4"> like this and the reason is nobody knew what a</subtitle>
+<subtitle id="0:13:7"> book looked like should look like</subtitle>
+<subtitle id="0:13:10"> the only thing they had as a model with these old manuscripts 50</subtitle>
+<subtitle id="0:13:13"> years later Alis who is a printer</subtitle>
+<subtitle id="0:13:16"> in Venice is his uh last name was</subtitle>
+<subtitle id="0:13:22">maker was eldest</subtitle>
+<subtitle id="0:13:25"> Manus and actually I his Italian name is Aldo</subtitle>
+<subtitle id="0:13:28"> and I think of him as as uh Aldo</subtitle>
+<subtitle id="0:13:31"> minu so it sounds more friendly than</subtitle>
+<subtitle id="0:13:34"> Aldis minucius and he wanted</subtitle>
+<subtitle id="0:13:37"> to do a portable library um</subtitle>
+<subtitle id="0:13:40"> around 1500 and went out in the streets</subtitle>
+<subtitle id="0:13:43"> of Venice measuring saddle bags to see how big</subtitle>
+<subtitle id="0:13:46"> the books should be if they were going to be portable</subtitle>
+<subtitle id="0:13:49"> and the answer he came up with was the size book we use today</subtitle>
+<subtitle id="0:13:52"> as our main size book and now you'll never forget</subtitle>
+<subtitle id="0:13:55"> that because it's such a wonderful</subtitle>
+<subtitle id="0:13:58">that Aldis actually went out and did user centered design</subtitle>
+<subtitle id="0:14:1"> to make his portable</subtitle>
+<subtitle id="0:14:4"> library but in spite of</subtitle>
+<subtitle id="0:14:7"> people like Aldis and Rasmus understanding what the book</subtitle>
+<subtitle id="0:14:10"> was going to become the actual</subtitle>
+<subtitle id="0:14:13">printing Revolution didn't happen till about 150 or</subtitle>
+<subtitle id="0:14:16"> maybe even 200 years later if you look at it from the</subtitle>
+<subtitle id="0:14:19"> standpoint of the way the printing medium was</subtitle>
+<subtitle id="0:14:22"> used to argue rhetoric</subtitle>
+<subtitle id="0:14:25"> gradually changed to the rhetoric that we</subtitle>
+<subtitle id="0:14:28"> view as modern rhetoric for arguing about politics and about</subtitle>
+<subtitle id="0:14:31">real world and Science and</subtitle>
+<subtitle id="0:14:34"> all of this new way of expression and the</subtitle>
+<subtitle id="0:14:37"> new way of using the printing press was done by children</subtitle>
+<subtitle id="0:14:40"> because 150 years later nobody who was involved</subtitle>
+<subtitle id="0:14:43"> in the invention of the original technology was still alive</subtitle>
+<subtitle id="0:14:46"> and the people who understood back then</subtitle>
+<subtitle id="0:14:49"> what the book was going to be had also</subtitle>
+<subtitle id="0:14:52"> died right so the</subtitle>
+<subtitle id="0:14:55"> people who stood the great idea</subtitle>
+<subtitle id="0:14:58"> uh were uh did understand it</subtitle>
+<subtitle id="0:15:1"> back then but the the large group of humanity</subtitle>
+<subtitle id="0:15:4"> actually had to grow up into it several Generations over</subtitle>
+<subtitle id="0:15:7"> before the children actually found this thing I think</subtitle>
+<subtitle id="0:15:10"> this is what's going to happen with uh</subtitle>
+<subtitle id="0:15:13"> Computing because we have a similar kind of thing sort</subtitle>
+<subtitle id="0:15:16">millions of dollars thing is kind</subtitle>
+<subtitle id="0:15:19"> kind of mainframes owned only by</subtitle>
+<subtitle id="0:15:22"> institutions and the desktop computer workstation</subtitle>
+<subtitle id="0:15:25"> is kind of in it Gutenberg Bibles by the</subtitle>
+<subtitle id="0:15:28"> way cost about $60,000</subtitle>
+<subtitle id="0:15:31"> three years of a Clerk's wages</subtitle>
+<subtitle id="0:15:34"> the nurenberg book fair proclaimed them</subtitle>
+<subtitle id="0:15:37"> and they were all marvelously similar the</subtitle>
+<subtitle id="0:15:40"> advertisement said they showed 24 of these books</subtitle>
+<subtitle id="0:15:43"> that were as similar as they could possibly</subtitle>
+<subtitle id="0:15:46"> be um so this is like a</subtitle>
+<subtitle id="0:15:49"> workstation here and here's our</subtitle>
+<subtitle id="0:15:52"> little notebooks designed to be portable</subtitle>
+<subtitle id="0:15:55"> and this is not hard to figure out because of</subtitle>
+<subtitle id="0:15:58"> Moore's law but the thing it's hard to figure out is</subtitle>
+<subtitle id="0:16:1">when are we going to get something that is</subtitle>
+<subtitle id="0:16:4"> equivalent in the large dimensions</subtitle>
+<subtitle id="0:16:7">omething closer to Universal literacy</subtitle>
+<subtitle id="0:16:10"> only one person in a 100 in Europe could read back</subtitle>
+<subtitle id="0:16:13"> here um 80 and 100 could read</subtitle>
+<subtitle id="0:16:16"> a little in here uh schools</subtitle>
+<subtitle id="0:16:19"> had developed to teach reading to everyone</subtitle>
+<subtitle id="0:16:22"> by here reading and writing</subtitle>
+<subtitle id="0:16:25"> thinking about the ideas in a new way and so</subtitle>
+<subtitle id="0:16:28"> forth so when you look back</subtitle>
+<subtitle id="0:16:31"> 40 years</subtitle>
+<subtitle id="0:16:34"> you can see a lot of promising stuff</subtitle>
+<subtitle id="0:16:37"> that happened then we'll talk about it a little bit because</subtitle>
+<subtitle id="0:16:40"> it's it's worthwhile thinking about how</subtitle>
+<subtitle id="0:16:43"> some of this great stuff got started and then when commercialization</subtitle>
+<subtitle id="0:16:46"> happened uh it kind of died</subtitle>
+<subtitle id="0:16:49"> away this may be overly</subtitle>
+<subtitle id="0:16:52"> harsh but if</subtitle>
+<subtitle id="0:16:55"> we take a look at 140th anniversary</subtitle>
+<subtitle id="0:16:58"> this happens to be the 40th anniversary of the funding of project</subtitle>
+<subtitle id="0:17:1"> Mac</subtitle>
+<subtitle id="0:17:4"> and uh Doug engelbart's</subtitle>
+<subtitle id="0:17:7"> proposal to arpa was done in</subtitle>
+<subtitle id="0:17:10"> 62 right before so it was just starting</subtitle>
+<subtitle id="0:17:13"> to happen here and lick</subtitle>
+<subtitle id="0:17:16"> lier and this is a picture of him actually</subtitle>
+<subtitle id="0:17:19"> from that era when he was</subtitle>
+<subtitle id="0:17:22"> the perceptual psychologist went to Washington</subtitle>
+<subtitle id="0:17:25"> they had some money left over from the space program</subtitle>
+<subtitle id="0:17:28"> as it went over to NASA and they decided to give it to him to do</subtitle>
+<subtitle id="0:17:31"> with whatever he wanted and he decided to</subtitle>
+<subtitle id="0:17:34"> try and deal with this idea that he' had</subtitle>
+<subtitle id="0:17:37"> about man machine symbiosis and he wasn't the only one who had it</subtitle>
+<subtitle id="0:17:40"> but he had a nice phrase he said not too</subtitle>
+<subtitle id="0:17:43">many years human brains and Computing machines will be coupled together</subtitle>
+<subtitle id="0:17:46">tightly and the resulting partnership will think as no</subtitle>
+<subtitle id="0:17:49"> human brain has ever thought so if we look at</subtitle>
+<subtitle id="0:17:52"> where we are today it just hasn't happened</subtitle>
+<subtitle id="0:17:55"> yet it's happened in the Sciences</subtitle>
+<subtitle id="0:17:58"> The Sciences particularly the physical sciences have been</subtitle>
+<subtitle id="0:18:1"> absolutely transformed by the computer</subtitle>
+<subtitle id="0:18:4">scientists are thinking in ways that no scientist ever thought before</subtitle>
+<subtitle id="0:18:7"> because there are computers but in general this is</subtitle>
+<subtitle id="0:18:10"> not true it has not happened yet</subtitle>
+<subtitle id="0:18:13"> so let's look at a couple of the arpa</subtitle>
+<subtitle id="0:18:16">goals um</subtitle>
+<subtitle id="0:18:19"> sorry</subtitle>
+<subtitle id="0:18:22"> one of them is this notion of end user computer</subtitle>
+<subtitle id="0:18:25"> computer literacy</subtitle>
+<subtitle id="0:18:28">and</subtitle>
+<subtitle id="0:18:31"> now last year was the actual I'm fudging a little</subtitle>
+<subtitle id="0:18:34"> here last year was the actual 40th anniversary of sketchpad</subtitle>
+<subtitle id="0:18:37"> but Ivan's thesis was signed in January</subtitle>
+<subtitle id="0:18:40"> 63 so I'm claiming</subtitle>
+<subtitle id="0:18:43"> something here it's always worthwhile I always</subtitle>
+<subtitle id="0:18:46">find a way of playing this because it's worthwhile thinking</subtitle>
+<subtitle id="0:18:49"> about this period when uh</subtitle>
+<subtitle id="0:18:52"> we like to say there was only one personal computer</subtitle>
+<subtitle id="0:18:55"> and that was when Ivan was on a machine</subtitle>
+<subtitle id="0:18:58"> that was much larger than this room from 3 to 6 o00 every</subtitle>
+<subtitle id="0:19:1">morning</subtitle>
+<subtitle id="0:19:4"> so this machine did not even draw a lines and notice he's</subtitle>
+<subtitle id="0:19:7"> pointing to the segments here and he's</subtitle>
+<subtitle id="0:19:10"> saying uh now make everybody mutually perpendicular</subtitle>
+<subtitle id="0:19:13"> and sketchpad there just figured that out and</subtitle>
+<subtitle id="0:19:16">little flange so</subtitle>
+<subtitle id="0:19:19"> continuous zooming and clipping on this first</subtitle>
+<subtitle id="0:19:22"> this is the first actual window ever</subtitle>
+<subtitle id="0:19:25"> done this display could only plot</subtitle>
+<subtitle id="0:19:28"> points so I have an add uh</subtitle>
+<subtitle id="0:19:31"> write the line drawing routines as well so there the</subtitle>
+<subtitle id="0:19:34"> constraint was uh</subtitle>
+<subtitle id="0:19:37"> parallelism now the constraint is collinearity</subtitle>
+<subtitle id="0:19:40"> so he's using those solid lines as guidelines</subtitle>
+<subtitle id="0:19:43"> for drawing the dashes and then he'll make the solid lines</subtitle>
+<subtitle id="0:19:46">invisible</subtitle>
+<subtitle id="0:19:49"> so about half the capacity of this huge</subtitle>
+<subtitle id="0:19:52"> Sage uh computer the tx2</subtitle>
+<subtitle id="0:19:55"> was used for doing the</subtitle>
+<subtitle id="0:19:58">graphics</subtitle>
+<subtitle id="0:20:1"> okay now he's got the hole in the</subtitle>
+<subtitle id="0:20:4">flange and the actual sheet</subtitle>
+<subtitle id="0:20:7"> of virtual paper he's drawing on is about a third of a</subtitle>
+<subtitle id="0:20:10"> mile on a side so it's a continuous zooming</subtitle>
+<subtitle id="0:20:13"> interface this is why</subtitle>
+<subtitle id="0:20:16"> it was called sketch pad the idea was to just draw</subtitle>
+<subtitle id="0:20:19"> quickly</subtitle>
+<subtitle id="0:20:22"> an idea and then get the machine to clean up the drawings</subtitle>
+<subtitle id="0:20:25"> by telling it what the additional rules</subtitle>
+<subtitle id="0:20:28"> were so use the uh</subtitle>
+<subtitle id="0:20:31"> center of the Cross piece is there to for</subtitle>
+<subtitle id="0:20:34"> the center of the radius of the circle and so when he tells the thing to</subtitle>
+<subtitle id="0:20:37"> become mutually perpendicular that drags the</subtitle>
+<subtitle id="0:20:40"> circle and makes them a nice little rivet</subtitle>
+<subtitle id="0:20:43"> and so sketchpad is actually a</subtitle>
+<subtitle id="0:20:46">continuous nonlinear</subtitle>
+<subtitle id="0:20:49"> constraint solver so a little bit like a</subtitle>
+<subtitle id="0:20:52"> a graphical uh</subtitle>
+<subtitle id="0:20:55"> uh spreadsheet many</subtitle>
+<subtitle id="0:20:58">the spreadsheet because it</subtitle>
+<subtitle id="0:21:1">nonlinear problems like stresses and strains</subtitle>
+<subtitle id="0:21:4"> on Bridges and so forth</subtitle>
+<subtitle id="0:21:7"> now he's got himself a little rivet</subtitle>
+<subtitle id="0:21:10">here and</subtitle>
+<subtitle id="0:21:13"> here's one of the first ideas this ever appeared in software</subtitle>
+<subtitle id="0:21:16"> is a notion of making an</subtitle>
+<subtitle id="0:21:19"> instance so this is an instance</subtitle>
+<subtitle id="0:21:22"> of that rivet and you can rotate it and position</subtitle>
+<subtitle id="0:21:25"> it and scale it</subtitle>
+<subtitle id="0:21:28">individually</subtitle>
+<subtitle id="0:21:34">so he's going to Anchor it into the flange</subtitle>
+<subtitle id="0:21:37">there can see that</subtitle>
+<subtitle id="0:21:40"> the success of sketch pad led to a desire for nicer</subtitle>
+<subtitle id="0:21:46">displays and</subtitle>
+<subtitle id="0:21:49"> here's a very powerful idea one of the first times</subtitle>
+<subtitle id="0:21:52"> ever in software is the idea of multiple instances</subtitle>
+<subtitle id="0:21:55"> and then he notices whoops I've got that cross</subtitle>
+<subtitle id="0:21:58"> piece there let me go back to the master</subtitle>
+<subtitle id="0:22:1"> today we'd call a class let me make the cross</subtitle>
+<subtitle id="0:22:4">pieces transparent and now when I go out</subtitle>
+<subtitle id="0:22:7">drawing the instances have all felt that so this is a</subtitle>
+<subtitle id="0:22:10"> true object-oriented Software System I believe the</subtitle>
+<subtitle id="0:22:13"> first real one in all</subtitle>
+<subtitle id="0:22:16"> important</subtitle>
+<subtitle id="0:22:19">details and</subtitle>
+<subtitle id="0:22:22"> it's a prototype oriented system because when you make something</subtitle>
+<subtitle id="0:22:25"> so he's got this rivet in the flange</subtitle>
+<subtitle id="0:22:28">can make that into a a</subtitle>
+<subtitle id="0:22:31"> class or a master and now he's getting</subtitle>
+<subtitle id="0:22:34"> instances of that thing he just</subtitle>
+<subtitle id="0:22:37">constructed so this is dynamic</subtitle>
+<subtitle id="0:22:40"> objectoriented programming done by</subtitle>
+<subtitle id="0:22:43">continuous problem solving</subtitle>
+<subtitle id="0:22:46">could you possibly</subtitle>
+<subtitle id="0:22:49"> in one year have invented computer</subtitle>
+<subtitle id="0:22:52"> Graphics have invented</subtitle>
+<subtitle id="0:22:55"> um um</subtitle>
+<subtitle id="0:22:58"> object-oriented software and</subtitle>
+<subtitle id="0:23:1"> done the first real-time Problem Solver</subtitle>
+<subtitle id="0:23:4">and he looked at me and said well I didn't know it was</subtitle>
+<subtitle id="0:23:7"> hard so he had a tremendous advantage</subtitle>
+<subtitle id="0:23:10"> in that nothing was known about computer Graphics</subtitle>
+<subtitle id="0:23:13"> nobody had really done it in any interesting way</subtitle>
+<subtitle id="0:23:16"> and uh one of the wonderful things about his thesis</subtitle>
+<subtitle id="0:23:19"> which by the way is is available from</subtitle>
+<subtitle id="0:23:22"> MIT you get online and go to the Barton</subtitle>
+<subtitle id="0:23:25"> library or one of the library services in MIT</subtitle>
+<subtitle id="0:23:28"> you can get the PDF file for it and</subtitle>
+<subtitle id="0:23:31"> it is astounding I believe it is the closest thing</subtitle>
+<subtitle id="0:23:34"> to an act of a Newton in</subtitle>
+<subtitle id="0:23:37"> our field in the sense of Newton</subtitle>
+<subtitle id="0:23:40"> stuff was impressive in any age uh and maybe</subtitle>
+<subtitle id="0:23:43">most impressive from where we were before Newton to</subtitle>
+<subtitle id="0:23:46"> where we were after Newton and so</subtitle>
+<subtitle id="0:23:49"> Ivan here in one PhD</subtitle>
+<subtitle id="0:23:52"> thesis written in machine code on this</subtitle>
+<subtitle id="0:23:55"> huge ungainly machine sort of gave</subtitle>
+<subtitle id="0:23:58">ntire image of what it was like to be able to sit down</subtitle>
+<subtitle id="0:24:1"> and not just make pictures on a computer</subtitle>
+<subtitle id="0:24:4"> but make things that were simulations so this is</subtitle>
+<subtitle id="0:24:7"> in in many many ways everything uh certainly that</subtitle>
+<subtitle id="0:24:10"> I think I've been doing and a lot of</subtitle>
+<subtitle id="0:24:13"> us have been doing have been kind of footnotes or fleshing</subtitle>
+<subtitle id="0:24:16"> out this incredible</subtitle>
+<subtitle id="0:24:19"> uh vision and</subtitle>
+<subtitle id="0:24:22"> realization um unfortunately</subtitle>
+<subtitle id="0:24:25"> Ivan is too Restless to actually</subtitle>
+<subtitle id="0:24:28"> uh he you know he could do</subtitle>
+<subtitle id="0:24:31"> most unbelievable things in little fiveyear periods</subtitle>
+<subtitle id="0:24:34"> and he had to move on to something else and</subtitle>
+<subtitle id="0:24:37"> uh those of us who followed him um just simply</subtitle>
+<subtitle id="0:24:40"> lack uh his incredible talents</subtitle>
+<subtitle id="0:24:43"> so uh it's actually hard to go out and buy a system</subtitle>
+<subtitle id="0:24:46"> today that will do all the things that sketchpad could</subtitle>
+<subtitle id="0:24:49"> do back then kind of an interesting</subtitle>
+<subtitle id="0:24:52"> commentary so another paradigmatic</subtitle>
+<subtitle id="0:24:55">system is sort of the almost the opposite done exactly</subtitle>
+<subtitle id="0:24:58"> at the same time was the original video</subtitle>
+<subtitle id="0:25:1">done in the pdp1</subtitle>
+<subtitle id="0:25:4"> here it is if you ever programmed it is</subtitle>
+<subtitle id="0:25:7"> really one of the first machines that anybody would call</subtitle>
+<subtitle id="0:25:10"> a honey because uh</subtitle>
+<subtitle id="0:25:13"> it just right there it was sweet</subtitle>
+<subtitle id="0:25:16"> you could really make it do things and it had a</subtitle>
+<subtitle id="0:25:19"> uh one of the early Graphics displays from</subtitle>
+<subtitle id="0:25:22">deck on it and</subtitle>
+<subtitle id="0:25:25"> uh one of the first things they did on it was the one of the first</subtitle>
+<subtitle id="0:25:28"> Graphics text editors which they called uh</subtitle>
+<subtitle id="0:25:31"> expensive uh typewriter</subtitle>
+<subtitle id="0:25:34"> because it was basically a typewriter except it cost</subtitle>
+<subtitle id="0:25:37"> $110,000 or so</subtitle>
+<subtitle id="0:25:40"> and then uh pretty quickly Steve Russell had</subtitle>
+<subtitle id="0:25:43"> been reading the doc Smith lensman series</subtitle>
+<subtitle id="0:25:46">to take a shot at</subtitle>
+<subtitle id="0:25:49"> uh trying to do that and he came up with</subtitle>
+<subtitle id="0:25:52"> uh something like this this is a a</subtitle>
+<subtitle id="0:25:55"> kind of a recreation of it</subtitle>
+<subtitle id="0:25:58"> but the basic idea is you got F equal ma</subtitle>
+<subtitle id="0:26:1">going and so when you</subtitle>
+<subtitle id="0:26:4">h uh</subtitle>
+<subtitle id="0:26:7"> try and steer the thing you have the problem is you already</subtitle>
+<subtitle id="0:26:10"> have quite a bit of</subtitle>
+<subtitle id="0:26:13"> velocity built up</subtitle>
+<subtitle id="0:26:16"> and so if you want to uh stop this</subtitle>
+<subtitle id="0:26:19"> thing you have to point him away and try and kill off his</subtitle>
+<subtitle id="0:26:22"> velocity so it's</subtitle>
+<subtitle id="0:26:25"> quite interesting and challenging to use</subtitle>
+<subtitle id="0:26:28"> even before they put a sun in there with a gravity itational</subtitle>
+<subtitle id="0:26:31"> field that made it even more interesting</subtitle>
+<subtitle id="0:26:34"> so now space war is one of those</subtitle>
+<subtitle id="0:26:37"> things that was so</subtitle>
+<subtitle id="0:26:40"> simple so doable</subtitle>
+<subtitle id="0:26:43">pretty much every computer that had a graphics display</subtitle>
+<subtitle id="0:26:46"> on it somebody would sit down and uh</subtitle>
+<subtitle id="0:26:49"> figure out a way to do space war and one of the</subtitle>
+<subtitle id="0:26:52"> most important things about it it also use</subtitle>
+<subtitle id="0:26:55"> this object idea as you want wanted</subtitle>
+<subtitle id="0:26:58">have not just one spaceship but a space ship for each</subtitle>
+<subtitle id="0:27:1"> person playing it so it had many of the interesting elements</subtitle>
+<subtitle id="0:27:4"> of what we think of as computer Graphics</subtitle>
+<subtitle id="0:27:7"> today um and it's</subtitle>
+<subtitle id="0:27:10">fun</subtitle>
+<subtitle id="0:27:13"> okay so</subtitle>
+<subtitle id="0:27:16"> another part of uh the arper Dream</subtitle>
+<subtitle id="0:27:19"> from way back was the idea</subtitle>
+<subtitle id="0:27:22"> of being able to do group</subtitle>
+<subtitle id="0:27:25"> collaborations and this happened in two</subtitle>
+<subtitle id="0:27:28"> forms which later got combined one was this</subtitle>
+<subtitle id="0:27:31"> desire to do the intergalactic Network</subtitle>
+<subtitle id="0:27:34"> as lick called it back</subtitle>
+<subtitle id="0:27:36"> then um</subtitle>
+<subtitle id="0:27:38"> and uh from Doug engelbart's</subtitle>
+<subtitle id="0:27:41"> proposals about boosting the combined</subtitle>
+<subtitle id="0:27:44">intelligence of groups</subtitle>
+<subtitle id="0:27:47"> and so it just happens</subtitle>
+<subtitle id="0:27:50"> to be the 35th anniversary of</subtitle>
+<subtitle id="0:27:53">was ever given actually a little bit later in the year</subtitle>
+<subtitle id="0:27:56"> right bill so uh if you don't</subtitle>
+<subtitle id="0:27:59"> everybody here must know Bill English but bill raise your hand please</subtitle>
+<subtitle id="0:28:2"> because everybody's heard of Doug</subtitle>
+<subtitle id="0:28:5">angelar but Bill was the guy who made all the stuff</subtitle>
+<subtitle id="0:28:8"> work so he was</subtitle>
+<subtitle id="0:28:11"> the uh partner he was the co-inventor of</subtitle>
+<subtitle id="0:28:14"> the mouse which was invented in</subtitle>
+<subtitle id="0:28:17"> 64 and this picture</subtitle>
+<subtitle id="0:28:20"> here is</subtitle>
+<subtitle id="0:28:23"> is a picture that uh could have been</subtitle>
+<subtitle id="0:28:26"> taken yesterday at somebody sitting at their</subtitle>
+<subtitle id="0:28:29"> desk but it goes all the way back to the 60s</subtitle>
+<subtitle id="0:28:32"> so this is kind of the birth of personal</subtitle>
+<subtitle id="0:28:35"> Computing the way I look at it</subtitle>
+<subtitle id="0:28:38"> whoops and do we have</subtitle>
+<subtitle id="0:28:41"> sound somebody giving me sound from this</subtitle>
+<subtitle id="0:28:44">thing</subtitle>
+<subtitle id="0:28:47"> let me look just that low let me stop this</subtitle>
+<subtitle id="0:28:50"> for a second this is one of</subtitle>
+<subtitle id="0:28:53"> the advantages here of having a system where the authoring</subtitle>
+<subtitle id="0:28:56"> is already always on is I can just uh</subtitle>
+<subtitle id="0:28:59"> rewind this</subtitle>
+<subtitle id="0:29:2"> guy let me just move him up to</subtitle>
+<subtitle id="0:29:5"> the about</subtitle>
+<subtitle id="0:29:11">here start</subtitle>
+<subtitle id="0:29:14"> him again so I can say all right I'd like to go to</subtitle>
+<subtitle id="0:29:17"> produce but I'd like</subtitle>
+<subtitle id="0:29:20"> go to produce they get big I'd like to say one</subtitle>
+<subtitle id="0:29:23"> branch only and uh let me look</subtitle>
+<subtitle id="0:29:26"> just that low and I see it oh</subtitle>
+<subtitle id="0:29:29"> I can say I'd like to see one line</subtitle>
+<subtitle id="0:29:32"> only I can see it but there's another</subtitle>
+<subtitle id="0:29:35"> thing I can do there's a root I said I have</subtitle>
+<subtitle id="0:29:41">here so here I'm afraid I'll need</subtitle>
+<subtitle id="0:29:44">ifferent picture The View so here's what</subtitle>
+<subtitle id="0:29:47"> I do with a picture drawing capability here it's a slight map</subtitle>
+<subtitle id="0:29:50"> if I start from work and here's the route I seem to have to go</subtitle>
+<subtitle id="0:29:53"> to to pick up all the materials and that's my plan for</subtitle>
+<subtitle id="0:29:56">getting home tonight but if I want to I can say</subtitle>
+<subtitle id="0:29:59"> the line Library what am I supposed to pick up there I</subtitle>
+<subtitle id="0:30:2"> can just point to that and oh I see overdue</subtitle>
+<subtitle id="0:30:5">and all well there was a statement there with that name</subtitle>
+<subtitle id="0:30:8"> on it go back what if I what am I supposed to pick up</subtitle>
+<subtitle id="0:30:11"> the drugstore h i see very interesting</subtitle>
+<subtitle id="0:30:14"> all right Market</subtitle>
+<subtitle id="0:30:17"> can do things if I want to just say I'd like to</subtitle>
+<subtitle id="0:30:20"> Interchange produce and canned materials</subtitle>
+<subtitle id="0:30:23"> Pingo and they're all numbered right if</subtitle>
+<subtitle id="0:30:26"> I care to look interchanging them very quickly</subtitle>
+<subtitle id="0:30:29"> can are going to get interchanged with</subtitle>
+<subtitle id="0:30:32"> produce they do it and all it's re</subtitle>
+<subtitle id="0:30:35"> numbered so one of the nice</subtitle>
+<subtitle id="0:30:38">for showing this is</subtitle>
+<subtitle id="0:30:41"> you get a nice this is from the uh 68</subtitle>
+<subtitle id="0:30:44"> demo in San Francisco that I was very happy to</subtitle>
+<subtitle id="0:30:47"> be there was one of the run like</subtitle>
+<subtitle id="0:30:50"> a military campaign uh</subtitle>
+<subtitle id="0:30:53"> nothing was left to chance right bill</subtitle>
+<subtitle id="0:30:56"> was the most incredible thing you've ever seen and this</subtitle>
+<subtitle id="0:30:59"> that thing on the puny little thing</subtitle>
+<subtitle id="0:31:2"> there was bigger than this whole screen it was just this</subtitle>
+<subtitle id="0:31:5"> huge thing done by a</subtitle>
+<subtitle id="0:31:8"> uh you know one of the first light valves</subtitle>
+<subtitle id="0:31:11"> that was pretty much using an atomic bomb as a light</subtitle>
+<subtitle id="0:31:14"> source huge big</subtitle>
+<subtitle id="0:31:17"> situation display but one of the reasons I show</subtitle>
+<subtitle id="0:31:20"> that is the computer was actually down in Meno</subtitle>
+<subtitle id="0:31:23"> Park while angelart was giving this uh</subtitle>
+<subtitle id="0:31:26"> demo up in San Francisco and we'll talk about</subtitle>
+<subtitle id="0:31:29"> that in a second but if you look at the response on this system</subtitle>
+<subtitle id="0:31:32">notice the response was subsecond on</subtitle>
+<subtitle id="0:31:35"> all important interactions and I have to tell you the</subtitle>
+<subtitle id="0:31:38">was done on was about a half a MIP</subtitle>
+<subtitle id="0:31:41"> 192k bytes</subtitle>
+<subtitle id="0:31:44"> and uh was time shared so</subtitle>
+<subtitle id="0:31:47">not the only user on this machine think about that for</subtitle>
+<subtitle id="0:31:50"> just a second and think about what we don't</subtitle>
+<subtitle id="0:31:53"> get off these several hundred</subtitle>
+<subtitle id="0:31:56"> MIP machines we do not get</subtitle>
+<subtitle id="0:31:59"> subs second response so how could these guys</subtitle>
+<subtitle id="0:32:2"> have possibly gotten subsecond response</subtitle>
+<subtitle id="0:32:5"> anybody got a</subtitle>
+<subtitle id="0:32:11">theoryof that's a necessary</subtitle>
+<subtitle id="0:32:14"> but not a sufficient</subtitle>
+<subtitle id="0:32:17">condition</subtitle>
+<subtitle id="0:32:20"> who's got a more a more close order</subtitle>
+<subtitle id="0:32:23"> Theory okay I'll tell you why the</subtitle>
+<subtitle id="0:32:26">is is because they wanted to get subsecond response</subtitle>
+<subtitle id="0:32:29">they were not going to be settled for anything less than subse</subtitle>
+<subtitle id="0:32:32"> response they worked their asses</subtitle>
+<subtitle id="0:32:35">get subsequent response because it was part of their image</subtitle>
+<subtitle id="0:32:38"> of what it meant to fly that was</subtitle>
+<subtitle id="0:32:41"> one of the metaphors to fly through n-dimensional</subtitle>
+<subtitle id="0:32:44"> thought vectors and concept space</subtitle>
+<subtitle id="0:32:47"> so this was a conception a grand</subtitle>
+<subtitle id="0:32:50"> conception about what it meant to</subtitle>
+<subtitle id="0:32:53"> have a corpus of knowledge that was useful to other</subtitle>
+<subtitle id="0:32:56"> people and also an understanding that in any retrieval operation</subtitle>
+<subtitle id="0:32:59">you're doing you're spending most of your time</subtitle>
+<subtitle id="0:33:2"> rejecting so the only way</subtitle>
+<subtitle id="0:33:5"> you can make something like this work whether you're</subtitle>
+<subtitle id="0:33:8">browsing or any kind of searching is you have to reject quickly</subtitle>
+<subtitle id="0:33:11"> so they had this thing set up it was just</subtitle>
+<subtitle id="0:33:14">incredible we could go on and on about it but it's</subtitle>
+<subtitle id="0:33:17"> worthwhile when you're thinking about the future of software</subtitle>
+<subtitle id="0:33:20"> you don't have to go much past this</subtitle>
+<subtitle id="0:33:23"> in 1968 to make your first</subtitle>
+<subtitle id="0:33:26"> list of 15 criteria for what you should do and what</subtitle>
+<subtitle id="0:33:29">you shouldn't do because they just really really</subtitle>
+<subtitle id="0:33:32"> went after it um</subtitle>
+<subtitle id="0:33:35"> and the next part of it is perhaps</subtitle>
+<subtitle id="0:33:38"> even more interesting and was part of the original</subtitle>
+<subtitle id="0:33:41"> conception as well so check this</subtitle>
+<subtitle id="0:33:47">out now computer do the automatic</subtitle>
+<subtitle id="0:33:50">switching that'll bring in a camera picture from the camera monitor</subtitle>
+<subtitle id="0:33:53"> on his console such as the camera monitor on mine</subtitle>
+<subtitle id="0:33:56"> is hi Bill that's great now we're</subtitle>
+<subtitle id="0:33:59"> connected audio you can see my words you can point</subtitle>
+<subtitle id="0:34:2"> at it and I can see your face and we can talk so bill is down</subtitle>
+<subtitle id="0:34:5"> collaborating go off to a</subtitle>
+<subtitle id="0:34:8"> a directive file and see what the directive</subtitle>
+<subtitle id="0:34:11"> is to get Roman numeral page</subtitle>
+<subtitle id="0:34:14"> numbers I'm into the file now here's the</subtitle>
+<subtitle id="0:34:17"> first level of the hierarchy let's open up</subtitle>
+<subtitle id="0:34:20"> page formatting this is angle we want</subtitle>
+<subtitle id="0:34:23"> page numbering so we'll open that up we find</subtitle>
+<subtitle id="0:34:26"> yes here it is Roman numerals we find</subtitle>
+<subtitle id="0:34:29"> out the directive y your bug's right on it already</subtitle>
+<subtitle id="0:34:32">D here directive we want so we worked down quite</subtitle>
+<subtitle id="0:34:35"> a way into a hierarchy as you can</subtitle>
+<subtitle id="0:34:38"> see okay so</subtitle>
+<subtitle id="0:34:41"> another part of this conception was that through every part of</subtitle>
+<subtitle id="0:34:44"> the system not as a feature added on from the outside but to be able to do</subtitle>
+<subtitle id="0:34:47">immersive collaboration of various</subtitle>
+<subtitle id="0:34:50"> forms and this was a a demo of</subtitle>
+<subtitle id="0:34:53"> it and they even had their meetings</subtitle>
+<subtitle id="0:34:56"> when they had a meeting in the same room they had the</subtitle>
+<subtitle id="0:34:59"> consoles down</subtitle>
+<subtitle id="0:35:2"> in this these sort of circular table Arrangements</subtitle>
+<subtitle id="0:35:5">had so that they were actually sharing the context and they</subtitle>
+<subtitle id="0:35:8"> were using this as a sharable Blackboard back then</subtitle>
+<subtitle id="0:35:11"> so um one of the nice things is you</subtitle>
+<subtitle id="0:35:14"> can get videos of</subtitle>
+<subtitle id="0:35:17"> these demos there's a lot of stuff written about it</subtitle>
+<subtitle id="0:35:20"> and um if you're interested in any kind</subtitle>
+<subtitle id="0:35:23"> of uh improving group</subtitle>
+<subtitle id="0:35:26"> process uh</subtitle>
+<subtitle id="0:35:29"> thinking about what criteria are for starting you</subtitle>
+<subtitle id="0:35:32"> you have to start here it's</subtitle>
+<subtitle id="0:35:35"> because uh most most of us aren't as smart as these</subtitle>
+<subtitle id="0:35:38"> guys were and the software that we are given</subtitle>
+<subtitle id="0:35:41"> today proves it because it was</subtitle>
+<subtitle id="0:35:44">who never looked at this stuff never understood</subtitle>
+<subtitle id="0:35:53">it so another thing that arpa was thinking</subtitle>
+<subtitle id="0:35:56"> about was kind of a</subtitle>
+<subtitle id="0:35:59"> form we saw one form</subtitle>
+<subtitle id="0:36:2"> of what the computer environment was</subtitle>
+<subtitle id="0:36:5">going to be like here's a here's another one from Rand</subtitle>
+<subtitle id="0:36:8"> was done about the same time and</subtitle>
+<subtitle id="0:36:11"> it interest it it superficially doesn't</subtitle>
+<subtitle id="0:36:14"> look that similar</subtitle>
+<subtitle id="0:36:17"> but it actually uh is remarkable in the</subtitle>
+<subtitle id="0:36:20"> points of similarity it has with the engelbart system</subtitle>
+<subtitle id="0:36:23">from a completely different point of view</subtitle>
+<subtitle id="0:36:26"> which is uh from the from the standpoint of the</subtitle>
+<subtitle id="0:36:29"> end users that they dealt with at Rand Corporation it's</subtitle>
+<subtitle id="0:36:32"> called Grail and uh it's one of</subtitle>
+<subtitle id="0:36:35">amazing coincidences uh that both</subtitle>
+<subtitle id="0:36:38"> the tablet and the mouse were invented in the same year</subtitle>
+<subtitle id="0:36:41">so it's part I didn't know whether you knew that bill but it was</subtitle>
+<subtitle id="0:36:44"> so Tom Ellis did this these tablets</subtitle>
+<subtitle id="0:36:47"> were actually kind of like a sign</subtitle>
+<subtitle id="0:36:50"> that you were a real graphics person back</subtitle>
+<subtitle id="0:36:53">cost $118,000 in</subtitle>
+<subtitle id="0:36:56"> 1968 which is like like</subtitle>
+<subtitle id="0:36:59"> $100,000 today to get when they're made by</subtitle>
+<subtitle id="0:37:2"> hand so they're probably less than</subtitle>
+<subtitle id="0:37:5"> 50 of them made in total so take a look at this</subtitle>
+<subtitle id="0:37:8"> end user</subtitle>
+<subtitle id="0:37:17">system</subtitle>
+<subtitle id="0:37:20"> first we erase a clow Arrow then</subtitle>
+<subtitle id="0:37:23">move the connector out of the way so that we may draw a box in</subtitle>
+<subtitle id="0:37:26"> its place but recognize he wants</subtitle>
+<subtitle id="0:37:29"> box and makes one now it's recognizing his handwriting</subtitle>
+<subtitle id="0:37:32">printing in the box is being used as commentary</subtitle>
+<subtitle id="0:37:35"> only in this case the box is slightly</subtitle>
+<subtitle id="0:37:38"> too large so we may change its size where</subtitle>
+<subtitle id="0:37:41"> Modern Window Control came from literally then draw a</subtitle>
+<subtitle id="0:37:44"> flow from the connector to the</subtitle>
+<subtitle id="0:37:47">Box attach a decision</subtitle>
+<subtitle id="0:37:50"> element to the box and draw a flow from it</subtitle>
+<subtitle id="0:37:53"> to scan we then erase</subtitle>
+<subtitle id="0:37:56"> the flow arrows attached to the process post new</subtitle>
+<subtitle id="0:37:59"> area and move the box to a new</subtitle>
+<subtitle id="0:38:5">position this allows us to</subtitle>
+<subtitle id="0:38:11">box so you get</subtitle>
+<subtitle id="0:38:14">it so</subtitle>
+<subtitle id="0:38:17"> question that one could reasonably ask in the year 2003</subtitle>
+<subtitle id="0:38:20"> is why the heck can't we do that on our</subtitle>
+<subtitle id="0:38:23"> pdas and the answer is</subtitle>
+<subtitle id="0:38:26"> that nobody who's making pdas has the faintest idea</subtitle>
+<subtitle id="0:38:29">that this is would even be neat to do</subtitle>
+<subtitle id="0:38:32"> they just can't imagine that it's anything</subtitle>
+<subtitle id="0:38:35"> but a little tapping thing</subtitle>
+<subtitle id="0:38:38"> and it is truly amazing to me that</subtitle>
+<subtitle id="0:38:41"> graffiti is not as good</subtitle>
+<subtitle id="0:38:44"> as this recognizer was back then and in</subtitle>
+<subtitle id="0:38:47"> fact this recognizer was published in a paper</subtitle>
+<subtitle id="0:38:50">uh in 1966 by Gabe</subtitle>
+<subtitle id="0:38:53"> Groner for just anybody who wanted to know how to do</subtitle>
+<subtitle id="0:38:56"> a single stroke almost perfect character</subtitle>
+<subtitle id="0:38:59"> recognizer it's been in the literature since</subtitle>
+<subtitle id="0:39:2"> 1966 but the people who did</subtitle>
+<subtitle id="0:39:5">today absolutely did not we're not going to go back and read</subtitle>
+<subtitle id="0:39:8"> anything that those old people did hey</subtitle>
+<subtitle id="0:39:11"> we're just as good if not better</subtitle>
+<subtitle id="0:39:14"> so this is to me the real difficulty</subtitle>
+<subtitle id="0:39:17"> with getting software into the future</subtitle>
+<subtitle id="0:39:20"> is that software can't even use the</subtitle>
+<subtitle id="0:39:23"> past and so we basically have millions</subtitle>
+<subtitle id="0:39:26">of people now who are programmers and by the law the bell</subtitle>
+<subtitle id="0:39:29"> curve most of them are average or</subtitle>
+<subtitle id="0:39:35">[Applause] worse in fact if you think</subtitle>
+<subtitle id="0:39:38">bell curve is 83%</subtitle>
+<subtitle id="0:39:41"> are Caesar worse so if you</subtitle>
+<subtitle id="0:39:44"> throw a bell curve on programmers and you basically</subtitle>
+<subtitle id="0:39:47"> have a tyranny of the majority that</subtitle>
+<subtitle id="0:39:50"> uh winds up you know full of Sound and Fury signifying</subtitle>
+<subtitle id="0:39:53"> nothing so this is a huge</subtitle>
+<subtitle id="0:39:56"> huge problem so one of the biggest</subtitle>
+<subtitle id="0:39:59"> first things that we could do to get ahead in software is</subtitle>
+<subtitle id="0:40:2"> to at least start with best</subtitle>
+<subtitle id="0:40:5">practice and the other thing was nice about this recognizer</subtitle>
+<subtitle id="0:40:8"> was only about 8K of</subtitle>
+<subtitle id="0:40:11"> code because it ran on a really small</subtitle>
+<subtitle id="0:40:14"> machine that is the machine</subtitle>
+<subtitle id="0:40:17"> was an IBM 360 Model</subtitle>
+<subtitle id="0:40:20"> 44 but it was pretty Tiny</subtitle>
+<subtitle id="0:40:23"> from the standpoint of bits and</subtitle>
+<subtitle id="0:40:26">bites okay</subtitle>
+<subtitle id="0:40:29"> and then sort of the</subtitle>
+<subtitle id="0:40:32"> more indirect thing that arpa had a huge part</subtitle>
+<subtitle id="0:40:35"> in was in trying to get real</subtitle>
+<subtitle id="0:40:38"> computer science and engineering invented</subtitle>
+<subtitle id="0:40:41"> now we claim this hasn't really happened</subtitle>
+<subtitle id="0:40:44"> very well yet but there are some really</subtitle>
+<subtitle id="0:40:47"> interesting uh stabs at it</subtitle>
+<subtitle id="0:40:50"> my favorite one what I think of</subtitle>
+<subtitle id="0:40:53"> as the best thing ever done</subtitle>
+<subtitle id="0:40:56"> having to do with programming language was McCarthy's</subtitle>
+<subtitle id="0:40:59"> invention of Lis and it was done</subtitle>
+<subtitle id="0:41:2"> kind of in a typical way that these things get done is that</subtitle>
+<subtitle id="0:41:5"> McCarthy was basically a mathematician</subtitle>
+<subtitle id="0:41:8"> and so he was able to do this</subtitle>
+<subtitle id="0:41:11"> when he was thinking about a universal way of doing</subtitle>
+<subtitle id="0:41:14"> Computing this is kind of the Maxwell's computer</subtitle>
+<subtitle id="0:41:17"> uh Maxwell's equations of programming</subtitle>
+<subtitle id="0:41:20"> it's the bottom half of page 13 in the</subtitle>
+<subtitle id="0:41:23"> list 1.5 manual and pretty much</subtitle>
+<subtitle id="0:41:26"> everything that</subtitle>
+<subtitle id="0:41:29"> uh is good about programming is in those few lines</subtitle>
+<subtitle id="0:41:32"> so it really has a lot of the Maxwell's</subtitle>
+<subtitle id="0:41:35"> equations then Steve Russell again the guy who did space</subtitle>
+<subtitle id="0:41:38"> war was the person who coded this up and</subtitle>
+<subtitle id="0:41:41"> made it into a real language called lisp then many other</subtitle>
+<subtitle id="0:41:44"> people work with it um that</subtitle>
+<subtitle id="0:41:47"> happened a few years earlier but this</subtitle>
+<subtitle id="0:41:50"> year and I just sent an email to Peter Deutsch</subtitle>
+<subtitle id="0:41:53"> uh yesterday to confirm</subtitle>
+<subtitle id="0:41:56"> that this is indeed the 40th annivers iary of</subtitle>
+<subtitle id="0:41:59"> a truly remarkable version of this which was the</subtitle>
+<subtitle id="0:42:2"> first interactive uh</subtitle>
+<subtitle id="0:42:5"> lisp on a standalone machine and</subtitle>
+<subtitle id="0:42:8"> it was also its own operating system it was done by Peter when he was</subtitle>
+<subtitle id="0:42:11"> only 16 years old so if you've ever</subtitle>
+<subtitle id="0:42:14"> puzzled through trying to understand</subtitle>
+<subtitle id="0:42:17"> the lisp eval</subtitle>
+<subtitle id="0:42:20"> uh imagine a 16-year-old boy being able to</subtitle>
+<subtitle id="0:42:23"> understand it and writing one of the most beautiful machine</subtitle>
+<subtitle id="0:42:26"> code programs ever for</subtitle>
+<subtitle id="0:42:29"> this uh for this machine and</subtitle>
+<subtitle id="0:42:32">many of the things that we wound up doing after this</subtitle>
+<subtitle id="0:42:35"> were based on the fact that this stuff had been</subtitle>
+<subtitle id="0:42:38"> done tiny little machine actually</subtitle>
+<subtitle id="0:42:41"> ran in uh what was called a four</subtitle>
+<subtitle id="0:42:44"> core machine which is uh 4,8</subtitle>
+<subtitle id="0:42:47"> bit words so it's a little over 8K</subtitle>
+<subtitle id="0:42:50"> 9k or so so The</subtitle>
+<subtitle id="0:42:53">Interpreter was about 2k and you had the rest for doing</subtitle>
+<subtitle id="0:42:56"> Computing in</subtitle>
+<subtitle id="0:42:59">ow for me</subtitle>
+<subtitle id="0:43:2"> my background is in math and biology and</subtitle>
+<subtitle id="0:43:5"> my first collision with this stuff was in</subtitle>
+<subtitle id="0:43:8"> running into sketch pad and then simula seeing</subtitle>
+<subtitle id="0:43:11"> the similarity to U biological</subtitle>
+<subtitle id="0:43:14"> cells as a universal building block and</subtitle>
+<subtitle id="0:43:17"> thinking up the idea of dynamic</subtitle>
+<subtitle id="0:43:20"> objects then we tried this as an operating</subtitle>
+<subtitle id="0:43:23"> system on this little machine called the flex machine</subtitle>
+<subtitle id="0:43:26"> early desktop machine</subtitle>
+<subtitle id="0:43:29"> the uh I later</subtitle>
+<subtitle id="0:43:32"> saw this wonderful Grail system</subtitle>
+<subtitle id="0:43:35"> and the same year I saw early flat panel</subtitle>
+<subtitle id="0:43:38"> display at the University of Illinois</subtitle>
+<subtitle id="0:43:41"> so we started thinking about the prospect of</subtitle>
+<subtitle id="0:43:44"> putting the transistors in this machine on the back of one of these</subtitle>
+<subtitle id="0:43:47"> displays so you could do this</subtitle>
+<subtitle id="0:43:50"> and that same year</subtitle>
+<subtitle id="0:43:53"> of 68 I saw Seymour paper</subtitle>
+<subtitle id="0:43:56"> who had had a tremendous Insight involved ining children</subtitle>
+<subtitle id="0:43:59"> that certain really important forms</subtitle>
+<subtitle id="0:44:2"> of U advanced mathematics</subtitle>
+<subtitle id="0:44:5"> particular uh Vector differential</subtitle>
+<subtitle id="0:44:8"> geometry uh was akin to</subtitle>
+<subtitle id="0:44:11"> the child's own way of thinking about itself in the</subtitle>
+<subtitle id="0:44:14"> world so the child is the zero</subtitle>
+<subtitle id="0:44:17">the child goes it's at the center of the of the</subtitle>
+<subtitle id="0:44:20"> universe the narcissistic coordinate</subtitle>
+<subtitle id="0:44:23"> system and that if you know differential</subtitle>
+<subtitle id="0:44:26"> geometry you know that's the coordinate system that differential geometry</subtitle>
+<subtitle id="0:44:29"> uses it's always what is the geometry</subtitle>
+<subtitle id="0:44:32"> like from where you are and so for instance</subtitle>
+<subtitle id="0:44:35"> a circle is just go a little turn a little over and over</subtitle>
+<subtitle id="0:44:38"> again you don't need any x^2 + y^2</subtitle>
+<subtitle id="0:44:41"> = R2 or any of that stuff so when I saw</subtitle>
+<subtitle id="0:44:44"> that it blew my mind completely and that got</subtitle>
+<subtitle id="0:44:47"> me thinking about this little computer for</subtitle>
+<subtitle id="0:44:50"> children and my image of</subtitle>
+<subtitle id="0:44:53"> it was uh 12 and 13</subtitle>
+<subtitle id="0:44:56"> year olds here would actually sit down and program</subtitle>
+<subtitle id="0:44:59"> their own game of space War learn about</subtitle>
+<subtitle id="0:45:2"> Newtonian Dynamics in the process and have fun</subtitle>
+<subtitle id="0:45:5"> playing and uh those of us who are</subtitle>
+<subtitle id="0:45:8"> around uh a long time ago will remember</subtitle>
+<subtitle id="0:45:11"> and in the computer museum has it parked outside</subtitle>
+<subtitle id="0:45:14"> its old building is the old SRI bread truck</subtitle>
+<subtitle id="0:45:17"> how many people remember the mobile</subtitle>
+<subtitle id="0:45:20"> radio packet radio stuff yeah John shock</subtitle>
+<subtitle id="0:45:23"> does You' says this I think it</subtitle>
+<subtitle id="0:45:26"> was a 40 conine van or something was packed</subtitle>
+<subtitle id="0:45:29"> full of stuff and one of the uh frivolous</subtitle>
+<subtitle id="0:45:32"> things that happened back then was one of the first</subtitle>
+<subtitle id="0:45:35"> emails ever sent from the</subtitle>
+<subtitle id="0:45:38"> beer joint called rosatis up in the hill</subtitle>
+<subtitle id="0:45:41"> they drove this Econoline fan</subtitle>
+<subtitle id="0:45:44"> up there they had not</subtitle>
+<subtitle id="0:45:47"> even a line of sight I guess to but it was back at switching</subtitle>
+<subtitle id="0:45:50"> to Sri and then into the arpanet into Washington</subtitle>
+<subtitle id="0:45:53"> meanwhile they there swizzling down beer</subtitle>
+<subtitle id="0:45:56"> with their terminal at the on the the one of the outside</subtitle>
+<subtitle id="0:45:59"> rosatti picnic tables so we knew that</subtitle>
+<subtitle id="0:46:2"> uh Wireless Computing was going to</subtitle>
+<subtitle id="0:46:5"> come and this kind of packaged up</subtitle>
+<subtitle id="0:46:8"> um the idealizations of all</subtitle>
+<subtitle id="0:46:11"> of this stuff into this one idea I called the dnab</subtitle>
+<subtitle id="0:46:14">ook</subtitle>
+<subtitle id="0:46:17"> and so if you take this arper dream</subtitle>
+<subtitle id="0:46:20"> um it took shape for me when</subtitle>
+<subtitle id="0:46:23">children came into the picture because</subtitle>
+<subtitle id="0:46:26"> um I really didn't know how to design for a adults I wasn't very</subtitle>
+<subtitle id="0:46:29"> adult myself I didn't have</subtitle>
+<subtitle id="0:46:32"> any real contact with that world but</subtitle>
+<subtitle id="0:46:35"> the improving the child's condition for learning</subtitle>
+<subtitle id="0:46:38">something that really appealed to me so I got very interested</subtitle>
+<subtitle id="0:46:41"> in it and</subtitle>
+<subtitle id="0:46:44"> I have to thank Bill English once more it's great that bill is here because</subtitle>
+<subtitle id="0:46:47"> I rarely get a chance to thank him in public</subtitle>
+<subtitle id="0:46:50"> but um Bill actually took me under</subtitle>
+<subtitle id="0:46:53"> his wing when we started here at Xerox Park a long</subtitle>
+<subtitle id="0:46:56"> time ago and and one of the things</subtitle>
+<subtitle id="0:46:59">me is Alan maybe maybe you should write a budget</subtitle>
+<subtitle id="0:47:2"> and I'm afraid I really did say to Bill Bill</subtitle>
+<subtitle id="0:47:5"> what's a budget remember</subtitle>
+<subtitle id="0:47:8"> that Bill said well you put</subtitle>
+<subtitle id="0:47:11"> this number here and you put this number here</subtitle>
+<subtitle id="0:47:14"> um so this is actually the 30th anniversary</subtitle>
+<subtitle id="0:47:17">Chuck ther's Alto</subtitle>
+<subtitle id="0:47:20"> here it is and so</subtitle>
+<subtitle id="0:47:23">Milestone it went along with a whole bunch of other</subtitle>
+<subtitle id="0:47:26"> stuff that we did and</subtitle>
+<subtitle id="0:47:29">historically it had an interesting parallel with the</subtitle>
+<subtitle id="0:47:32"> pdp1 lisp thing because it</subtitle>
+<subtitle id="0:47:35"> was the the strength</subtitle>
+<subtitle id="0:47:38"> of what McCarthy had done</subtitle>
+<subtitle id="0:47:41"> um because I'm I'm basically a</subtitle>
+<subtitle id="0:47:44"> mathematician not a programmer I program a little</subtitle>
+<subtitle id="0:47:47"> bit but I don't consider myself a programmer</subtitle>
+<subtitle id="0:47:50"> but I felt I could do the same thing for an object-oriented language</subtitle>
+<subtitle id="0:47:53"> that McCarthy had done for lisp and this is</subtitle>
+<subtitle id="0:47:56"> one version of it and Dan Eng Les who is</subtitle>
+<subtitle id="0:47:59">your hand</subtitle>
+<subtitle id="0:48:2"> so Dan uh was the reality guy</subtitle>
+<subtitle id="0:48:5"> he took this little paper thing</subtitle>
+<subtitle id="0:48:8"> and made it into uh a succession of small</subtitle>
+<subtitle id="0:48:11"> talks that uh uh lived to</subtitle>
+<subtitle id="0:48:14"> this day and Chuck</subtitle>
+<subtitle id="0:48:17"> uh uh fashioned this uh first</subtitle>
+<subtitle id="0:48:20">and from our standpoint what we're really trying to</subtitle>
+<subtitle id="0:48:23"> do was to get</subtitle>
+<subtitle id="0:48:26">machines built so we could take them down into schools</subtitle>
+<subtitle id="0:48:29"> and start working on this is Adell Goldberg</subtitle>
+<subtitle id="0:48:35">Here and Now up to the</subtitle>
+<subtitle id="0:48:38"> present I'm just going to show you a few of</subtitle>
+<subtitle id="0:48:41">things that we've been doing</subtitle>
+<subtitle id="0:48:44"> um so squeak is</subtitle>
+<subtitle id="0:48:47"> kind of an outgrowth of some of the stuff</subtitle>
+<subtitle id="0:48:50">did at zerox Park and we</subtitle>
+<subtitle id="0:48:53"> don't think of systems like this as</subtitle>
+<subtitle id="0:48:56"> goals they it's hard to</subtitle>
+<subtitle id="0:48:59"> Define uh but it's relatively easy to</subtitle>
+<subtitle id="0:49:2"> Define uh computer systems as</subtitle>
+<subtitle id="0:49:5"> vehicles or media so you sit down</subtitle>
+<subtitle id="0:49:8"> because you're basically trying to make</subtitle>
+<subtitle id="0:49:11"> models in it and you get ideas</subtitle>
+<subtitle id="0:49:14">kinds of models and so you have to use the modeling material</subtitle>
+<subtitle id="0:49:17"> to make the uh different kinds of modeling</subtitle>
+<subtitle id="0:49:20"> material to make the models and so forth</subtitle>
+<subtitle id="0:49:23"> so this system uh is a wide</subtitle>
+<subtitle id="0:49:26">it's been implemented on</subtitle>
+<subtitle id="0:49:29"> many many different kinds of platforms bit</subtitle>
+<subtitle id="0:49:32">o explain a little bit of that because I think it's</subtitle>
+<subtitle id="0:49:35"> very very important for</subtitle>
+<subtitle id="0:49:38">future software especially having to do with the internet</subtitle>
+<subtitle id="0:49:41"> uh it's also of interest because it was basically done</subtitle>
+<subtitle id="0:49:44"> by this small group of people here here's Dan</subtitle>
+<subtitle id="0:49:47">Engles again Scott Wallace Ted Kaylor John Maloney</subtitle>
+<subtitle id="0:49:50"> and Andreas Rob uh</subtitle>
+<subtitle id="0:49:53"> so it's an example of a system that involves its</subtitle>
+<subtitle id="0:49:56"> own operating system and many many things that</subtitle>
+<subtitle id="0:49:59"> uh we think of as applications done by a</subtitle>
+<subtitle id="0:50:2">number of people rather than the hundreds of people</subtitle>
+<subtitle id="0:50:5"> that you think of uh needing it so there's interesting</subtitle>
+<subtitle id="0:50:8">questions about well how is this actually possible</subtitle>
+<subtitle id="0:50:11"> has a very flexible</subtitle>
+<subtitle id="0:50:14"> object system so if we take a this</subtitle>
+<subtitle id="0:50:17"> is kind of a cute little demo here if you take a paragraph</subtitle>
+<subtitle id="0:50:20"> doing word wrap um and you're in</subtitle>
+<subtitle id="0:50:23"> a real object system then</subtitle>
+<subtitle id="0:50:26"> uh you can just let those guys</subtitle>
+<subtitle id="0:50:29"> wander around here and if you think</subtitle>
+<subtitle id="0:50:32"> about what do they have to actually do</subtitle>
+<subtitle id="0:50:35"> they kind of have to follow the</subtitle>
+<subtitle id="0:50:38">leader</subtitle>
+<subtitle id="0:50:41"> all right can get them to go</subtitle>
+<subtitle id="0:50:44">faster</subtitle>
+<subtitle id="0:50:47"> and the algorithm we usually think of is kind of</subtitle>
+<subtitle id="0:50:50"> the one that is done between frame times</subtitle>
+<subtitle id="0:50:53"> so it's actually doing the same thing there but between</subtitle>
+<subtitle id="0:50:56">frame times it looks like it's happening instantly that is</subtitle>
+<subtitle id="0:50:59">programing because it's basically just four little</subtitle>
+<subtitle id="0:51:2"> rules to do it there's many kinds of media in</subtitle>
+<subtitle id="0:51:5"> here I'll show you just one other uh thing</subtitle>
+<subtitle id="0:51:8"> here</subtitle>
+<subtitle id="0:51:11">and so</subtitle>
+<subtitle id="0:51:14"> we live in a world of applications</subtitle>
+<subtitle id="0:51:17"> but if you think about it applications are one of the worst ideas anybody</subtitle>
+<subtitle id="0:51:20"> had and we thought we'd gotten rid of them here at Park</subtitle>
+<subtitle id="0:51:23"> in the 70s because</subtitle>
+<subtitle id="0:51:26"> applications kind of draw</subtitle>
+<subtitle id="0:51:29">a barrier around your ability to do things</subtitle>
+<subtitle id="0:51:32"> what you really want is to gather the resources</subtitle>
+<subtitle id="0:51:35"> that you need to you and make the things that you want</subtitle>
+<subtitle id="0:51:38"> out of them uh so for instance</subtitle>
+<subtitle id="0:51:41"> one of the ways of thinking of desktop publishing is</subtitle>
+<subtitle id="0:51:44"> that it's just uh Graphics done</subtitle>
+<subtitle id="0:51:47"> right right because you basically</subtitle>
+<subtitle id="0:51:50">to be able to make almost any kind of graphic construction</subtitle>
+<subtitle id="0:51:53"> on the screen you want it to be able to react to</subtitle>
+<subtitle id="0:51:56"> things and you want the elements to be</subtitle>
+<subtitle id="0:51:59"> uh not confined in the bounds of an application</subtitle>
+<subtitle id="0:52:2"> but be uh be part of something else so</subtitle>
+<subtitle id="0:52:5"> you should be able to uh have primary</subtitle>
+<subtitle id="0:52:8"> and secondary reactions so here I'm</subtitle>
+<subtitle id="0:52:11">drawing through text just</subtitle>
+<subtitle id="0:52:14"> as you would expect but I should also be able to hop</subtitle>
+<subtitle id="0:52:17"> the fence here and for instance drag this guy</subtitle>
+<subtitle id="0:52:20"> out like this</subtitle>
+<subtitle id="0:52:23"> and but I should be able to do this without destroying</subtitle>
+<subtitle id="0:52:26"> so you see if I'm SC scrolling here it's scrolling</subtitle>
+<subtitle id="0:52:29"> there and flowing through</subtitle>
+<subtitle id="0:52:32">these objects interact with each other to the extent</subtitle>
+<subtitle id="0:52:35"> that they need to but no more so and you kind of get desktop publishing</subtitle>
+<subtitle id="0:52:38"> for free or any kind of media</subtitle>
+<subtitle id="0:52:44">composition and actually</subtitle>
+<subtitle id="0:52:47"> one other thing I should show you here</subtitle>
+<subtitle id="0:52:50"> as long as we're talking about this is an idea that I spent</subtitle>
+<subtitle id="0:52:53"> 12 years at Apple intermittently trying to get them</subtitle>
+<subtitle id="0:52:56"> to adopt which is the idea of unlimited desktops</subtitle>
+<subtitle id="0:52:59"> and Small Talk At zerox Park</subtitle>
+<subtitle id="0:53:2"> had this and the squeak system here has</subtitle>
+<subtitle id="0:53:5"> this and what I mean by that is that</subtitle>
+<subtitle id="0:53:8"> each time I decide I want to do</subtitle>
+<subtitle id="0:53:11"> something I really want a separate work area</subtitle>
+<subtitle id="0:53:14"> to work on and I like these work areas to persist</subtitle>
+<subtitle id="0:53:17"> over time and we've been looking at them so there's no</subtitle>
+<subtitle id="0:53:20">separate presentation uh thing</subtitle>
+<subtitle id="0:53:23"> there's nothing like uh postcript here</subtitle>
+<subtitle id="0:53:26">like uh PowerPoint</subtitle>
+<subtitle id="0:53:29"> so if we look at the projects that are in</subtitle>
+<subtitle id="0:53:35">uh in this guy here we</subtitle>
+<subtitle id="0:53:38"> can see the presentation that I've given so far</subtitle>
+<subtitle id="0:53:41"> right here's where we are right now</subtitle>
+<subtitle id="0:53:44">here's the next thing I'm going to show and I decided</subtitle>
+<subtitle id="0:53:47"> i' really rather show this thing</subtitle>
+<subtitle id="0:53:50"> and each talk that I give is</subtitle>
+<subtitle id="0:53:53"> a sorting of the projects that I have so the</subtitle>
+<subtitle id="0:53:56"> idea is you never have to go to anything weaker like PowerPoint to give a</subtitle>
+<subtitle id="0:53:59"> presentation you just link up the various things that you've been</subtitle>
+<subtitle id="0:54:2"> working on and U and show them</subtitle>
+<subtitle id="0:54:5">are also the things we ship around the web</subtitle>
+<subtitle id="0:54:8"> instead of uh web</subtitle>
+<subtitle id="0:54:14">pages okay</subtitle>
+<subtitle id="0:54:17">so just a word</subtitle>
+<subtitle id="0:54:20"> about how the porting is done it's kind of</subtitle>
+<subtitle id="0:54:23"> cute so here's the the</subtitle>
+<subtitle id="0:54:26"> thing that I I think</subtitle>
+<subtitle id="0:54:29"> is actually known but is not</subtitle>
+<subtitle id="0:54:32"> well dealt with in software and that is</subtitle>
+<subtitle id="0:54:35"> that um for</subtitle>
+<subtitle id="0:54:38"> decades software has been specified</subtitle>
+<subtitle id="0:54:41"> using paper documents people have tried</subtitle>
+<subtitle id="0:54:44"> to implement to those paper documents and then they've tried</subtitle>
+<subtitle id="0:54:47">a benchmark Suite of some</subtitle>
+<subtitle id="0:54:50"> kind to validate the Imp uh implementation</subtitle>
+<subtitle id="0:54:53"> and to my knowledge it has never succeeded in producing</subtitle>
+<subtitle id="0:54:56">compatible implementations</subtitle>
+<subtitle id="0:54:59"> across platforms Fortran is</subtitle>
+<subtitle id="0:55:2"> famous for the exceptions</subtitle>
+<subtitle id="0:55:5"> and even C</subtitle>
+<subtitle id="0:55:8"> is not exactly the same across platforms</subtitle>
+<subtitle id="0:55:11"> so that is really a shame</subtitle>
+<subtitle id="0:55:14"> so a different way of doing it though is</subtitle>
+<subtitle id="0:55:17"> to make a model of your kernel</subtitle>
+<subtitle id="0:55:20"> that can be debugged so</subtitle>
+<subtitle id="0:55:23"> it's not a paper model so when we decided to do</subtitle>
+<subtitle id="0:55:26"> squeak um there had been some experience</subtitle>
+<subtitle id="0:55:29"> in</subtitle>
+<subtitle id="0:55:32"> um doing various kinds of small talks at zerox</subtitle>
+<subtitle id="0:55:35"> Park and afterwards so the idea was to</subtitle>
+<subtitle id="0:55:38"> found an old Mac that would run an old Apple</subtitle>
+<subtitle id="0:55:41"> version of small talk</subtitle>
+<subtitle id="0:55:44"> and we'd written a book 20</subtitle>
+<subtitle id="0:55:47"> 20 years ago 20th anniversary of this book</subtitle>
+<subtitle id="0:55:50"> now this book had in it among other things</subtitle>
+<subtitle id="0:55:53">the VM</subtitle>
+<subtitle id="0:55:56"> of uh Small Talk written in</subtitle>
+<subtitle id="0:55:59"> itself so if you type that in</subtitle>
+<subtitle id="0:56:2"> and get it running you have a simulator the VM</subtitle>
+<subtitle id="0:56:5">you could treat that simulator as the spec</subtitle>
+<subtitle id="0:56:8"> and say okay that's the only</subtitle>
+<subtitle id="0:56:11"> uh uh validation</subtitle>
+<subtitle id="0:56:14"> and specification of the system that</subtitle>
+<subtitle id="0:56:17"> we're going to have and we'll debug</subtitle>
+<subtitle id="0:56:20"> this and when we get it running we will have the definition</subtitle>
+<subtitle id="0:56:23"> of the VM that we're hoping for now of</subtitle>
+<subtitle id="0:56:26"> course this doesn't do you any good because it's running glacially</subtitle>
+<subtitle id="0:56:29"> slowly so next thing you have to do is write a</subtitle>
+<subtitle id="0:56:32"> translator of that and this work was primarily</subtitle>
+<subtitle id="0:56:35"> for squeak was primarily done by uh Dan Engles</subtitle>
+<subtitle id="0:56:38"> and John Maloney um</subtitle>
+<subtitle id="0:56:41"> a translator and this</subtitle>
+<subtitle id="0:56:44"> translator should</subtitle>
+<subtitle id="0:56:47"> with without changing the meaning of what the simulation</subtitle>
+<subtitle id="0:56:50"> does translated into a lower</subtitle>
+<subtitle id="0:56:53"> level form that can be put on another machine</subtitle>
+<subtitle id="0:56:56"> like we we chose a subset of C</subtitle>
+<subtitle id="0:56:59"> as the lower level form to go for a Target</subtitle>
+<subtitle id="0:57:2"> the subset of C that tries to be compatible across</subtitle>
+<subtitle id="0:57:5"> platforms so all of a sudden now you have a power PC</subtitle>
+<subtitle id="0:57:8"> VM and this top</subtitle>
+<subtitle id="0:57:11"> stuff uh is machine independent</subtitle>
+<subtitle id="0:57:14"> so all of a sudden uh we were now off</subtitle>
+<subtitle id="0:57:17"> the old Mac and onto the power PC</subtitle>
+<subtitle id="0:57:20"> and since it contains all of this stuff you can use it</subtitle>
+<subtitle id="0:57:23"> to improve itself um about</subtitle>
+<subtitle id="0:57:26"> a month and a half after after we put it out on the net</subtitle>
+<subtitle id="0:57:29"> guy in Germany we'd never heard</subtitle>
+<subtitle id="0:57:32"> of before sent us uh a version</subtitle>
+<subtitle id="0:57:35"> for all the Intel PCS and that's what we run</subtitle>
+<subtitle id="0:57:38"> today and it now runs on 30 platforms bit</subtitle>
+<subtitle id="0:57:41"> identically because the key idea here</subtitle>
+<subtitle id="0:57:44"> is the debugging of this complex thing and</subtitle>
+<subtitle id="0:57:47"> then having a mathematically sound translation</subtitle>
+<subtitle id="0:57:50"> that pre preserves the actual</subtitle>
+<subtitle id="0:57:53"> meaning so in many</subtitle>
+<subtitle id="0:57:56">think of this is an old technology or new technology</subtitle>
+<subtitle id="0:57:59"> but very few people are doing this today</subtitle>
+<subtitle id="0:58:2">trying to run on many different platforms</subtitle>
+<subtitle id="0:58:8">internet I'll show you the relationship of</subtitle>
+<subtitle id="0:58:11">squeak</subtitle>
+<subtitle id="0:58:14"> so there's this nice malleable stuff called</subtitle>
+<subtitle id="0:58:17"> CPU and memory and then there are</subtitle>
+<subtitle id="0:58:20"> bad defacto standards called operating systems that</subtitle>
+<subtitle id="0:58:23"> take away most of the degrees of freedom</subtitle>
+<subtitle id="0:58:26"> and the internet with tcpip</subtitle>
+<subtitle id="0:58:29"> is really great then there's a really</subtitle>
+<subtitle id="0:58:32">de facto standard called the worldwide web</subtitle>
+<subtitle id="0:58:35">you want to do</subtitle>
+<subtitle id="0:58:38"> so we actually when we're running on a machine like I'm running</subtitle>
+<subtitle id="0:58:41">and we have a couple of different PCS</subtitle>
+<subtitle id="0:58:44"> here we actually have our own operating system</subtitle>
+<subtitle id="0:58:47"> but we contact the existing operating system at a single</subtitle>
+<subtitle id="0:58:50"> point equals about a thousand lines</subtitle>
+<subtitle id="0:58:53"> of code because we have to share the display</subtitle>
+<subtitle id="0:58:56"> we we want to do this without killing the existing operating</subtitle>
+<subtitle id="0:58:59"> system but all of our own tools are inside of</subtitle>
+<subtitle id="0:59:2">squeak and these are go portable with the rest of the</subtitle>
+<subtitle id="0:59:5"> stuff and the same thing with our</subtitle>
+<subtitle id="0:59:8">socket system for handling the internet this gives you a completely</subtitle>
+<subtitle id="0:59:11"> portable uh system</subtitle>
+<subtitle id="0:59:14"> that uh can go across a wide variety of platforms and</subtitle>
+<subtitle id="0:59:17"> usually takes just a week or two at the most to uh</subtitle>
+<subtitle id="0:59:20">the port something to think about for</subtitle>
+<subtitle id="0:59:23">software</subtitle>
+<subtitle id="0:59:29">okay so let's take a look at the</subtitle>
+<subtitle id="0:59:32"> present I found uh doing these things</subtitle>
+<subtitle id="0:59:35">howing some of the kids stuff</subtitle>
+<subtitle id="0:59:38"> uh makes most of the points in a way that's easy to</subtitle>
+<subtitle id="0:59:41"> understand um</subtitle>
+<subtitle id="0:59:44"> nice thing about working with kids is</subtitle>
+<subtitle id="0:59:47"> um when you give them something</subtitle>
+<subtitle id="0:59:50"> they feel quite free to reject it</subtitle>
+<subtitle id="0:59:53"> it's hard doing tests with adults and companies</subtitle>
+<subtitle id="0:59:56"> because adults have been trained trained for 25 years to</subtitle>
+<subtitle id="0:59:59"> take  for</subtitle>
+<subtitle id="1:0:2">money</subtitle>
+<subtitle id="1:0:5"> but most kids haven't learned that yet</subtitle>
+<subtitle id="1:0:8"> so what the kids really want to do is have some fun so</subtitle>
+<subtitle id="1:0:11"> like a fun project for them is to design a</subtitle>
+<subtitle id="1:0:14"> car that they can learn how to</subtitle>
+<subtitle id="1:0:17"> drive paint it it's</subtitle>
+<subtitle id="1:0:20"> like a 10-year-old kid</subtitle>
+<subtitle id="1:0:23">here put in some</subtitle>
+<subtitle id="1:0:26"> nice little specular Reflections that we learned</subtitle>
+<subtitle id="1:0:29">Disney</subtitle>
+<subtitle id="1:0:32"> and we found that both boys and girls love to</subtitle>
+<subtitle id="1:0:35"> put on big powerful off-road tires on</subtitle>
+<subtitle id="1:0:38"> their vehicles so their vehicles</subtitle>
+<subtitle id="1:0:41"> wind up looking a lot like this</subtitle>
+<subtitle id="1:0:44"> usually and we got a little graphic object</subtitle>
+<subtitle id="1:0:47"> and in this system</subtitle>
+<subtitle id="1:0:50"> and this is an Insight that goes back a long ways to the days of Xerox</subtitle>
+<subtitle id="1:0:53"> Park was I think after one of our beer Buss</subtitle>
+<subtitle id="1:0:56"> at the black forest or something</subtitle>
+<subtitle id="1:0:59"> I was blury looking at the screen in my office</subtitle>
+<subtitle id="1:1:2"> and I realized that to an end user there were only smart</subtitle>
+<subtitle id="1:1:5"> rectangles floating around on the screen all</subtitle>
+<subtitle id="1:1:8"> the crap that we had underneath all of the inheritance</subtitle>
+<subtitle id="1:1:11"> all of the other stuff was totally invisible</subtitle>
+<subtitle id="1:1:14"> to a naive end user it was just smart</subtitle>
+<subtitle id="1:1:17"> rectangles if you start thinking that way you start thinking</subtitle>
+<subtitle id="1:1:20">about gee what I really H want to have is uni</subtitle>
+<subtitle id="1:1:23"> Universal objects that can wear costumes</subtitle>
+<subtitle id="1:1:26"> and I'll give them a little bit of idiosyncratic behavior</subtitle>
+<subtitle id="1:1:29"> and try and build my system out of that so here's our little</subtitle>
+<subtitle id="1:1:32">car</subtitle>
+<subtitle id="1:1:35"> and it's a graphic object but</subtitle>
+<subtitle id="1:1:38"> it has another view of it which is uh</subtitle>
+<subtitle id="1:1:41"> symbolic I'll call this</subtitle>
+<subtitle id="1:1:44"> car the kids like this and</subtitle>
+<subtitle id="1:1:47">to teach the math so we want to get them interested in this</subtitle>
+<subtitle id="1:1:50"> so for example if we look at this property</subtitle>
+<subtitle id="1:1:53">called cars heading and start it counting up</subtitle>
+<subtitle id="1:1:56"> car turns</subtitle>
+<subtitle id="1:1:59">heading changing</subtitle>
+<subtitle id="1:2:2"> here's a behavioral property forwarding</subtitle>
+<subtitle id="1:2:5"> binging turn</subtitle>
+<subtitle id="1:2:8"> binging make a script just drag out a</subtitle>
+<subtitle id="1:2:14">tile hit the</subtitle>
+<subtitle id="1:2:17"> clock start it running</subtitle>
+<subtitle id="1:2:20"> and of course I can steer by just changing the numbers</subtitle>
+<subtitle id="1:2:23"> here the good one is zero Which</subtitle>
+<subtitle id="1:2:26"> car goes straight negative numbers it</subtitle>
+<subtitle id="1:2:29"> turns the other way that's not really like driving a</subtitle>
+<subtitle id="1:2:32"> car so we say okay make make yourself</subtitle>
+<subtitle id="1:2:38">wheel</subtitle>
+<subtitle id="1:2:41"> I always do a blue</subtitle>
+<subtitle id="1:2:44"> one it's just another little costume</subtitle>
+<subtitle id="1:2:47">one of these guys</subtitle>
+<subtitle id="1:2:50"> look inside of it call it</subtitle>
+<subtitle id="1:2:53"> wheel it's got a heading</subtitle>
+<subtitle id="1:2:56"> you look at that number there on heading it</subtitle>
+<subtitle id="1:2:59">positive and negative as I turn the wheel</subtitle>
+<subtitle id="1:3:2"> positive and negative numbers here influence the</subtitle>
+<subtitle id="1:3:5">invitation to pick up the name of the numbers coming out</subtitle>
+<subtitle id="1:3:8"> of the wheel just drop them in there</subtitle>
+<subtitle id="1:3:11"> and I should be able to control the car</subtitle>
+<subtitle id="1:3:14"> now so it's sort of for the kids it's</subtitle>
+<subtitle id="1:3:17"> one step learning about what a variable actually</subtitle>
+<subtitle id="1:3:20"> is generally one of the harder concepts</subtitle>
+<subtitle id="1:3:23"> for kids to grock but it's very easy</subtitle>
+<subtitle id="1:3:26"> here because it's operationally in their</subtitle>
+<subtitle id="1:3:29"> space and the system is just recompiling</subtitle>
+<subtitle id="1:3:32">and recompiling and recompiling as we go every time we make</subtitle>
+<subtitle id="1:3:35"> a change so these scripts actually run as fast as</subtitle>
+<subtitle id="1:3:38">underlying squeak scripts they are the underlying squeak scripts</subtitle>
+<subtitle id="1:3:41">very fast things as we'll see in in a little</subtitle>
+<subtitle id="1:3:44"> bit okay</subtitle>
+<subtitle id="1:3:47"> so once they've done some of that stuff we can</subtitle>
+<subtitle id="1:3:50"> investigate the real world using</subtitle>
+<subtitle id="1:3:53"> our ability to make models now</subtitle>
+<subtitle id="1:3:56"> say sound please keep the sound</subtitle>
+<subtitle id="1:4:2">on</subtitle>
+<subtitle id="1:4:5"> both hands oh do not pay any attention to</subtitle>
+<subtitle id="1:4:11">[Music]</subtitle>
+<subtitle id="1:4:20">else who's got</subtitle>
+<subtitle id="1:4:23">Apple</subtitle>
+<subtitle id="1:4:26"> that's a</subtitle>
+<subtitle id="1:4:29">jamer</subtitle>
+<subtitle id="1:4:32"> what you get what' you get try use</subtitle>
+<subtitle id="1:4:35">stockes</subtitle>
+<subtitle id="1:4:38"> together so put</subtitle>
+<subtitle id="1:4:41"> spongeball I think we should do the shot foot</subtitle>
+<subtitle id="1:4:44"> and the spongeball because they're</subtitle>
+<subtitle id="1:4:47"> two totally different weights and if you</subtitle>
+<subtitle id="1:4:50">drop them at the same time maybe they'll drop at the</subtitle>
+<subtitle id="1:4:53"> same speed drop</subtitle>
+<subtitle id="1:4:56"> [Music]</subtitle>
+<subtitle id="1:4:59"> so so the average of galileos</subtitle>
+<subtitle id="1:5:2"> per class is usually about</subtitle>
+<subtitle id="1:5:5"> one for 30 kids or so</subtitle>
+<subtitle id="1:5:8"> this little girl cut right to the chase you realized the stopwatches</subtitle>
+<subtitle id="1:5:11">bad because you couldn't tell when the janitor is dropping it's hard</subtitle>
+<subtitle id="1:5:14"> to whole thing takes about a second or so</subtitle>
+<subtitle id="1:5:17"> and so she just thought well all we have to do is</subtitle>
+<subtitle id="1:5:20"> listen when they hit if we can hear two hits then they're falling at a</subtitle>
+<subtitle id="1:5:23">different rate if we hear one hit so this is Galileo's insight</subtitle>
+<subtitle id="1:5:26"> back when uh it was hard to time things</subtitle>
+<subtitle id="1:5:29"> so children can actually think about this stuff operationally</subtitle>
+<subtitle id="1:5:32"> very well and as we'll see in a second</subtitle>
+<subtitle id="1:5:35"> they can do better than most college</subtitle>
+<subtitle id="1:5:38">students so the way to actually investigate this is</subtitle>
+<subtitle id="1:5:41"> to take a video of the dropping ball</subtitle>
+<subtitle id="1:5:44"> here and</subtitle>
+<subtitle id="1:5:47"> um hard to see what's going on by</subtitle>
+<subtitle id="1:5:50"> looking at the video but</subtitle>
+<subtitle id="1:5:53"> um these frames are actually part of the objects</subtitle>
+<subtitle id="1:5:56">can do things so we can just pull frames out</subtitle>
+<subtitle id="1:5:59"> we can stack up every fifth frame here we can</subtitle>
+<subtitle id="1:6:2"> stack them up vertically and we can start</subtitle>
+<subtitle id="1:6:5"> measuring them so</subtitle>
+<subtitle id="1:6:8"> one of the ways of measuring these is to</subtitle>
+<subtitle id="1:6:11"> take the make the height of a</subtitle>
+<subtitle id="1:6:14">rectangle</subtitle>
+<subtitle id="1:6:17"> go from the bottom of the ball</subtitle>
+<subtitle id="1:6:20">and one frame to the bottom of the ball in the</subtitle>
+<subtitle id="1:6:23"> next frame that vertical drop</subtitle>
+<subtitle id="1:6:26"> is actually the velocity because it's a distance</subtitle>
+<subtitle id="1:6:29"> traveled in unit time</subtitle>
+<subtitle id="1:6:32"> you can see the velocity is</subtitle>
+<subtitle id="1:6:35"> increasing we'd like to know how the velocity</subtitle>
+<subtitle id="1:6:38"> is increasing here doing this a little bit too</subtitle>
+<subtitle id="1:6:41"> quickly but so one of the</subtitle>
+<subtitle id="1:6:44"> ways we can get a qualitative look at it is simply by stacking</subtitle>
+<subtitle id="1:6:47"> these guys</subtitle>
+<subtitle id="1:6:50">up Galileo had</subtitle>
+<subtitle id="1:6:53"> a very interesting way of doing this himself and</subtitle>
+<subtitle id="1:6:56"> if we we look at this we see oh the change in velocity looks</subtitle>
+<subtitle id="1:6:59"> constant change in velocity is acceleration</subtitle>
+<subtitle id="1:7:2"> it looks like constant acceleration so the little script</subtitle>
+<subtitle id="1:7:5"> that they write looks like this they make</subtitle>
+<subtitle id="1:7:8"> a simulated ball</subtitle>
+<subtitle id="1:7:11"> and have a variable called speed and they say let's</subtitle>
+<subtitle id="1:7:14"> increase the speed by minus5 a constant</subtitle>
+<subtitle id="1:7:17"> each time and then let's change the ball's position by</subtitle>
+<subtitle id="1:7:20">speed right so that's a second order differential equation</subtitle>
+<subtitle id="1:7:23"> done by 11 year olds and we</subtitle>
+<subtitle id="1:7:26"> let Tyrone tell you how he did his and to make</subtitle>
+<subtitle id="1:7:29"> sure that I was sound please just right</subtitle>
+<subtitle id="1:7:32"> I got a magnifier which would</subtitle>
+<subtitle id="1:7:35"> help me figure out if the size</subtitle>
+<subtitle id="1:7:38"> was just right after I had done that</subtitle>
+<subtitle id="1:7:41"> I would go and click on</subtitle>
+<subtitle id="1:7:44"> the little basic category button and</subtitle>
+<subtitle id="1:7:47"> then a little menu would pop up and</subtitle>
+<subtitle id="1:7:50"> one of the categories would be geometry so</subtitle>
+<subtitle id="1:7:53"> I click on that and here it has</subtitle>
+<subtitle id="1:7:56"> many things that have to do with the size and</subtitle>
+<subtitle id="1:7:59"> shape of the</subtitle>
+<subtitle id="1:8:2"> rectangle so I would see what the height</subtitle>
+<subtitle id="1:8:5"> is and I kept going along the process</subtitle>
+<subtitle id="1:8:8"> until I had them all lined up with their height</subtitle>
+<subtitle id="1:8:11"> I subtracted the smaller ones hyp from the bigger one</subtitle>
+<subtitle id="1:8:14"> to see if there was a kind of pattern</subtitle>
+<subtitle id="1:8:17"> anywhere that could help me and my best guess</subtitle>
+<subtitle id="1:8:20"> work so in order to show</subtitle>
+<subtitle id="1:8:23"> that it was working I decided to leave a DOT copy</subtitle>
+<subtitle id="1:8:26"> so that it would show that the ball was going at the</subtitle>
+<subtitle id="1:8:29"> exact leaving a little cookie acceleration</subtitle>
+<subtitle id="1:8:32"> behind to show that it matches up with where</subtitle>
+<subtitle id="1:8:35"> the thing is in the frame another one that the kids did is running</subtitle>
+<subtitle id="1:8:38"> the movie against their simulation like</subtitle>
+<subtitle id="1:8:41">this</subtitle>
+<subtitle id="1:8:44"> to show that they've got the</subtitle>
+<subtitle id="1:8:47">nailed</subtitle>
+<subtitle id="1:8:50"> that cool</subtitle>
+<subtitle id="1:8:53"> so if you know anything about this this is one of the most studied</subtitle>
+<subtitle id="1:8:56"> difficulties that</subtitle>
+<subtitle id="1:8:59">in science there</subtitle>
+<subtitle id="1:9:2"> are literally hundreds of papers that give</subtitle>
+<subtitle id="1:9:5"> the every kind of statistic you</subtitle>
+<subtitle id="1:9:8"> could you ever hope for but the most interesting one is that 70%</subtitle>
+<subtitle id="1:9:11"> of college students who</subtitle>
+<subtitle id="1:9:14"> encounter this in college uh uh can</subtitle>
+<subtitle id="1:9:17"> conclusively prove that they don't understand</subtitle>
+<subtitle id="1:9:20">it so this is one</subtitle>
+<subtitle id="1:9:23"> of these point of views is worth adiq points thing</subtitle>
+<subtitle id="1:9:26">because the form of the math that's used in college</subtitle>
+<subtitle id="1:9:29"> is not the best kind of math this is a really great kind of math</subtitle>
+<subtitle id="1:9:32"> for this because it's a state space math</subtitle>
+<subtitle id="1:9:35">at gets rid of all the multiplications and makes them into additions</subtitle>
+<subtitle id="1:9:38">you've got the looping adding up</subtitle>
+<subtitle id="1:9:41"> the additions into the multiplications that are in the standard</subtitle>
+<subtitle id="1:9:44"> formulas and it's just a simple</subtitle>
+<subtitle id="1:9:47"> two stage if you</subtitle>
+<subtitle id="1:9:50"> our old enough digital differential</subtitle>
+<subtitle id="1:9:53"> analyzer um that does this stuff and</subtitle>
+<subtitle id="1:9:56"> it's just right there and immediately the</subtitle>
+<subtitle id="1:9:59"> kids use it to start doing things they can shove things off</subtitle>
+<subtitle id="1:10:2"> cliffs they can uh fire water</subtitle>
+<subtitle id="1:10:5"> balloons they can make uh a lunar lander</subtitle>
+<subtitle id="1:10:8"> game so here's the little</subtitle>
+<subtitle id="1:10:11"> two-stage thing drops the</subtitle>
+<subtitle id="1:10:14"> spaceship down there</subtitle>
+<subtitle id="1:10:17"> so gravity eats velocity the motor</subtitle>
+<subtitle id="1:10:20"> of the spaceship</subtitle>
+<subtitle id="1:10:23"> uh U produces velocity</subtitle>
+<subtitle id="1:10:26"> this little script makes a flame appear when the</subtitle>
+<subtitle id="1:10:29">motor is on this is the one that crashes you if you're going</subtitle>
+<subtitle id="1:10:32"> too fast so lunar lander game looks</subtitle>
+<subtitle id="1:10:35"> like this so I can</subtitle>
+<subtitle id="1:10:38"> toss the thing up on its</subtitle>
+<subtitle id="1:10:41">jet</subtitle>
+<subtitle id="1:10:47">down people used to spend money</subtitle>
+<subtitle id="1:10:50"> for that game</subtitle>
+<subtitle id="1:10:53"> and of course in the spirit of this thing</subtitle>
+<subtitle id="1:10:56"> uh have to do space war and again we have</subtitle>
+<subtitle id="1:10:59"> a way of doing the sketch pad</subtitle>
+<subtitle id="1:11:2"> kind of prototyping so here's a here's a</subtitle>
+<subtitle id="1:11:5"> spaceship with its acceleration</subtitle>
+<subtitle id="1:11:8"> variable because now we're not worrying about</subtitle>
+<subtitle id="1:11:11">just vertical stuff we have to worry about vectors velocity</subtitle>
+<subtitle id="1:11:14"> variable the joystick and so forth and</subtitle>
+<subtitle id="1:11:17">want to be able to make several of them we can just copy these</subtitle>
+<subtitle id="1:11:20">Green Copy button</subtitle>
+<subtitle id="1:11:23"> here put these spaceships into the</subtitle>
+<subtitle id="1:11:26"> Universe here we can differentiate</subtitle>
+<subtitle id="1:11:29"> say this guy by</subtitle>
+<subtitle id="1:11:32">U</subtitle>
+<subtitle id="1:11:38">color and we can start them both</subtitle>
+<subtitle id="1:11:44">going right so this is kind of what I was talking about</subtitle>
+<subtitle id="1:11:47">hat you have to write in order to do this and that is the</subtitle>
+<subtitle id="1:11:50"> only only program that you have to</subtitle>
+<subtitle id="1:11:53"> do so the interesting thing about</subtitle>
+<subtitle id="1:11:56"> most software</subtitle>
+<subtitle id="1:11:59"> is that</subtitle>
+<subtitle id="1:12:2">he</subtitle>
+<subtitle id="1:12:5"> mathematics you can think about what the</subtitle>
+<subtitle id="1:12:8"> actual Prime relationships</subtitle>
+<subtitle id="1:12:11"> are of</subtitle>
+<subtitle id="1:12:14"> what you're trying to do</subtitle>
+<subtitle id="1:12:17"> uh you realize they're tiny almost always compared</subtitle>
+<subtitle id="1:12:20"> to the code that you wind up writing there are many</subtitle>
+<subtitle id="1:12:23">reasons for this and we should talk about them a bit right now</subtitle>
+<subtitle id="1:12:26"> I want to move I just want to move you through</subtitle>
+<subtitle id="1:12:29">a few more examples and then show you some Edge of-the-art stuff we've been</subtitle>
+<subtitle id="1:12:32"> working on uh and then</subtitle>
+<subtitle id="1:12:35"> have some time for questions so here's a</subtitle>
+<subtitle id="1:12:38"> fun program now thinking about feedback done by</subtitle>
+<subtitle id="1:12:41"> these two 11y old girls the idea is</subtitle>
+<subtitle id="1:12:44"> have the car uh be able to stay on the middle</subtitle>
+<subtitle id="1:12:47"> of the road as a robot car if you look at this little</subtitle>
+<subtitle id="1:12:50"> script you can see uh when the sensor is</subtitle>
+<subtitle id="1:12:53"> touching the middle of the road color it's it's going to go</subtitle>
+<subtitle id="1:12:56"> forward and no other condition</subtitle>
+<subtitle id="1:12:59"> when it's touching the green curb it's going</subtitle>
+<subtitle id="1:13:2">it's touching the yellow curb is going to turn the other</subtitle>
+<subtitle id="1:13:5"> way so these are</subtitle>
+<subtitle id="1:13:8"> they an analyze this into three separate cases</subtitle>
+<subtitle id="1:13:11"> and you can see it's quite smart because when it</subtitle>
+<subtitle id="1:13:14">runs into a sharp turn it really doesn't go forward it just</subtitle>
+<subtitle id="1:13:17"> turns its way around and when questioned</subtitle>
+<subtitle id="1:13:20"> the girls realized said that yes of course</subtitle>
+<subtitle id="1:13:23"> this will work even if we don't draw the lanes</subtitle>
+<subtitle id="1:13:26">well because the plus4 and the minus four will cancel each other out</subtitle>
+<subtitle id="1:13:29"> and so even if all three of these guys are</subtitle>
+<subtitle id="1:13:32"> firing uh it'll work just fine</subtitle>
+<subtitle id="1:13:35">the kind of mathematics that you're hoping</subtitle>
+<subtitle id="1:13:38"> children are actually able to do</subtitle>
+<subtitle id="1:13:41"> okay here's another example</subtitle>
+<subtitle id="1:13:44"> remember I said these things have costumes so</subtitle>
+<subtitle id="1:13:47"> here's a bunch of objects drawn by Sam</subtitle>
+<subtitle id="1:13:50"> and he's increasing the cursor</subtitle>
+<subtitle id="1:13:53"> by one over and over again so we can see it</subtitle>
+<subtitle id="1:13:56"> going through there and then he's telling this guy</subtitle>
+<subtitle id="1:13:59"> to look like the the costume that's</subtitle>
+<subtitle id="1:14:2"> down here learn a little bit about rates</subtitle>
+<subtitle id="1:14:5"> by putting like for instance a two in</subtitle>
+<subtitle id="1:14:8">here</subtitle>
+<subtitle id="1:14:11"> 1.5 is</subtitle>
+<subtitle id="1:14:14">interesting</subtitle>
+<subtitle id="1:14:23">0.5 and the kids realize</subtitle>
+<subtitle id="1:14:26"> immediately well gee that's all a movie is movie players</subtitle>
+<subtitle id="1:14:29"> just two lines of this</subtitle>
+<subtitle id="1:14:35">tuff then there's</subtitle>
+<subtitle id="1:14:38">didn't suspect that when you say something into a</subtitle>
+<subtitle id="1:14:44">microphone the system gives it back to you as a bunch of little</subtitle>
+<subtitle id="1:14:47"> rectangles in one of these very same holder</subtitle>
+<subtitle id="1:14:50"> guys here and here's a cursor</subtitle>
+<subtitle id="1:14:53"> when we move the cursor we have we have a little program</subtitle>
+<subtitle id="1:14:56"> that's going to move the speaker this graphic speaker</subtitle>
+<subtitle id="1:14:59"> here is actually connected to the real speaker</subtitle>
+<subtitle id="1:15:2"> in the machine so if we turn this</subtitle>
+<subtitle id="1:15:5"> on as the cursor goes</subtitle>
+<subtitle id="1:15:8"> by we're reading the numbers here and we're animating this thing</subtitle>
+<subtitle id="1:15:11"> you might say well why can't I hear it the answer</subtitle>
+<subtitle id="1:15:14"> is it's going way too slow</subtitle>
+<subtitle id="1:15:17"> but this stuff runs as fast as the adult</subtitle>
+<subtitle id="1:15:20"> stuff so I can actually speed</subtitle>
+<subtitle id="1:15:23"> it up by a factor of 10,000</subtitle>
+<subtitle id="1:15:26"> Tom</subtitle>
+<subtitle id="1:15:29"> Tom and I can play the same</subtitle>
+<subtitle id="1:15:32"> games what if I put a two in</subtitle>
+<subtitle id="1:15:35">[Music]</subtitle>
+<subtitle id="1:15:38"> here</subtitle>
+<subtitle id="1:15:47">0.5 and 1</subtitle>
+<subtitle id="1:15:53">point2</subtitle>
+<subtitle id="1:15:56"> come and say</subtitle>
+<subtitle id="1:15:59"> 1.5 so the</subtitle>
+<subtitle id="1:16:2"> the children very quickly realize</subtitle>
+<subtitle id="1:16:8">that the $300 they just talked their</subtitle>
+<subtitle id="1:16:11">parents out of for synthesizer is actually paying for two lines of</subtitle>
+<subtitle id="1:16:14"> code and some recordings</subtitle>
+<subtitle id="1:16:17"> and they quickly just make buttons</subtitle>
+<subtitle id="1:16:20"> and the button has the the action</subtitle>
+<subtitle id="1:16:23"> of putting the magic number into a variable and</subtitle>
+<subtitle id="1:16:26">over again they have a little synthesizer so</subtitle>
+<subtitle id="1:16:29"> the the point here I'm not trying to get you interest of course</subtitle>
+<subtitle id="1:16:32">I am trying to get you interested in the kids stuff because not enough</subtitle>
+<subtitle id="1:16:35"> adults uh realize</subtitle>
+<subtitle id="1:16:38"> that the kids are going to be the ones who invent this</subtitle>
+<subtitle id="1:16:41"> stuff the last 20 years have proved that adults</subtitle>
+<subtitle id="1:16:44"> are hopeless at invent inventing this stuff so</subtitle>
+<subtitle id="1:16:47"> we should pay more attention to the kids but</subtitle>
+<subtitle id="1:16:50"> what I'm trying to show you here is that the models</subtitle>
+<subtitle id="1:16:53"> what you might think of is the thep mathematical</subtitle>
+<subtitle id="1:16:56"> models for things that are considered to be very complicated</subtitle>
+<subtitle id="1:16:59"> phenomena in programs are actually extremely</subtitle>
+<subtitle id="1:17:2"> simple so if you actually make a software system</subtitle>
+<subtitle id="1:17:5"> is able to deal with those models directly and abstracts</subtitle>
+<subtitle id="1:17:8"> into a different place the</subtitle>
+<subtitle id="1:17:11"> uh optimizations you get a very very powerful</subtitle>
+<subtitle id="1:17:14"> very very simple way of</subtitle>
+<subtitle id="1:17:17"> programming okay just a couple more</subtitle>
+<subtitle id="1:17:20"> um the</subtitle>
+<subtitle id="1:17:23"> if we take the feedback stuff and apply</subtitle>
+<subtitle id="1:17:26"> it to looking for Shades of lightness and</subtitle>
+<subtitle id="1:17:29"> darkness we can do a salmon swimming</subtitle>
+<subtitle id="1:17:32"> Upstream what it does is it</subtitle>
+<subtitle id="1:17:35"> circles until it finds</subtitle>
+<subtitle id="1:17:38"> something darker so it's continuously acquiring and</subtitle>
+<subtitle id="1:17:41">losing and it only has one little piece of memory</subtitle>
+<subtitle id="1:17:44"> from the last time it it looked</subtitle>
+<subtitle id="1:17:47"> in the water to get it to follow this</subtitle>
+<subtitle id="1:17:50"> gradient clownish does the same thing with the</subtitle>
+<subtitle id="1:17:53"> circular gradient from the Cen enemy</subtitle>
+<subtitle id="1:17:59">okay and once you</subtitle>
+<subtitle id="1:18:8">that</subtitle>
+<subtitle id="1:18:11"> then you can use this these ideas that we'</subtitle>
+<subtitle id="1:18:14"> adapted from star logo</subtitle>
+<subtitle id="1:18:17"> which is to</subtitle>
+<subtitle id="1:18:20"> this is like a zillion little salmon but they're ants</subtitle>
+<subtitle id="1:18:23"> the ants wander around randomly when they find the food</subtitle>
+<subtitle id="1:18:26"> they pick up a particle go</subtitle>
+<subtitle id="1:18:29">they leave a scent trail behind it's about 10,000</subtitle>
+<subtitle id="1:18:32"> patches Computing in parallel here</subtitle>
+<subtitle id="1:18:35"> uh diffusing the Fones</subtitle>
+<subtitle id="1:18:38">evaporating them and this is kind</subtitle>
+<subtitle id="1:18:41">because you see very quickly</subtitle>
+<subtitle id="1:18:44"> uh a large percentage of the ants have been organized</subtitle>
+<subtitle id="1:18:47"> by this loose coupling this is a loose coupling</subtitle>
+<subtitle id="1:18:50">architecture</subtitle>
+<subtitle id="1:18:53"> even though the ants aren't communica ating directly with</subtitle>
+<subtitle id="1:18:56"> each other here's one where they' run out of food</subtitle>
+<subtitle id="1:18:59">but they're still scent so it's kind of like</subtitle>
+<subtitle id="1:19:8">Street that's kind of interesting</subtitle>
+<subtitle id="1:19:11">learned about epidemics if you take</subtitle>
+<subtitle id="1:19:14"> the particles and apply gravity to them you</subtitle>
+<subtitle id="1:19:17"> get buoyancy this is truly</subtitle>
+<subtitle id="1:19:20"> beautiful little things so they have thousands of particles</subtitle>
+<subtitle id="1:19:23"> here and if you ever wondered where does the upward Force comes from that floats</subtitle>
+<subtitle id="1:19:26"> things it comes from the force of gravity</subtitle>
+<subtitle id="1:19:29"> on a liquid or a gas that's</subtitle>
+<subtitle id="1:19:32"> confined you don't confine it it just spreads</subtitle>
+<subtitle id="1:19:35"> out so it's the putting it into</subtitle>
+<subtitle id="1:19:38">something that has walls of some kind including a</subtitle>
+<subtitle id="1:19:41"> circular spherical Earth</subtitle>
+<subtitle id="1:19:44"> that makes it impossible for the</subtitle>
+<subtitle id="1:19:47">particles to spread out sideways they start piling</subtitle>
+<subtitle id="1:19:50"> up and they start exerting</subtitle>
+<subtitle id="1:19:53"> uh an upward Force that's uh</subtitle>
+<subtitle id="1:19:56"> proportional to how many things that are piled on top of</subtitle>
+<subtitle id="1:19:59"> them and you get this model very very nicely and we can change</subtitle>
+<subtitle id="1:20:2"> the mass of the sphere here make it</subtitle>
+<subtitle id="1:20:5"> a hundred times more massive so I'll change this to</subtitle>
+<subtitle id="1:20:11">thousand</subtitle>
+<subtitle id="1:20:14"> and actually it's not going to sink all once it gets into equilibrium</subtitle>
+<subtitle id="1:20:17"> it'll still be boyed up a little bit</subtitle>
+<subtitle id="1:20:20"> it's not quite massive enough to sink all the way to</subtitle>
+<subtitle id="1:20:23"> the bottom and if I turn Gra gravity off I get</subtitle>
+<subtitle id="1:20:26"> another interesting</subtitle>
+<subtitle id="1:20:29">thing which is when it</subtitle>
+<subtitle id="1:20:32"> stabilizes I get Brownie in motion and we're less still less</subtitle>
+<subtitle id="1:20:35"> than a hundred years away from Einstein's</subtitle>
+<subtitle id="1:20:38"> original paper</subtitle>
+<subtitle id="1:20:41"> which was written in 1905 back in those</subtitle>
+<subtitle id="1:20:44"> days they could only see the blue guys so</subtitle>
+<subtitle id="1:20:47"> I one of the best Arguments for the existence of atoms was</subtitle>
+<subtitle id="1:20:50">Einstein showing the kinetic theory of heat</subtitle>
+<subtitle id="1:20:53"> on small particles</subtitle>
+<subtitle id="1:20:56"> um moving around would cause larger</subtitle>
+<subtitle id="1:20:59">particles to move in the way that was observed</subtitle>
+<subtitle id="1:21:2"> it's a per perfect way of actually</subtitle>
+<subtitle id="1:21:5"> understanding this</subtitle>
+<subtitle id="1:21:11">tuff okay</subtitle>
+<subtitle id="1:21:14"> so now let's uh we're going to look at some collaborative</subtitle>
+<subtitle id="1:21:17"> stuff going to go to some so here's where I want</subtitle>
+<subtitle id="1:21:20"> to uh Booth switch over to</subtitle>
+<subtitle id="1:21:23"> this guy</subtitle>
+<subtitle id="1:21:47">okay what</subtitle>
+<subtitle id="1:21:53">up</subtitle>
+<subtitle id="1:22:2">oh it just wasn't showing</subtitle>
+<subtitle id="1:22:5"> up</subtitle>
+<subtitle id="1:22:14">okay okay just a</subtitle>
+<subtitle id="1:22:17"> slight pause here</subtitle>
+<subtitle id="1:22:20"> so I'll tell you a little bit about the</subtitle>
+<subtitle id="1:22:23"> problem which is that</subtitle>
+<subtitle id="1:22:26">when the internet</subtitle>
+<subtitle id="1:22:29"> was worked on it was trying to solve an N squared</subtitle>
+<subtitle id="1:22:32">problem</subtitle>
+<subtitle id="1:22:35"> and which was how to be able to</subtitle>
+<subtitle id="1:22:38">get any node to communicate with any other node</subtitle>
+<subtitle id="1:22:41"> without having to make the crossbar switch</subtitle>
+<subtitle id="1:22:44"> in between so that was done by a peer-peer endtoend</subtitle>
+<subtitle id="1:22:47"> way of doing things and one</subtitle>
+<subtitle id="1:22:50">with that solution was</subtitle>
+<subtitle id="1:22:53"> that it uh uh</subtitle>
+<subtitle id="1:22:56"> yeah you can connect me up too</subtitle>
+<subtitle id="1:22:59"> one of the problems with that solution was</subtitle>
+<subtitle id="1:23:2"> that it made</subtitle>
+<subtitle id="1:23:5"> it very difficult to do what angelart had shown us how to do in the</subtitle>
+<subtitle id="1:23:8"> 60s which is to do immersive</subtitle>
+<subtitle id="1:23:11"> collaboration because the problem is is that there</subtitle>
+<subtitle id="1:23:14"> for n people on a network there are two to the end</subtitle>
+<subtitle id="1:23:17">subgroups and you really can't allocate a server</subtitle>
+<subtitle id="1:23:20"> as engelbart's group was using</subtitle>
+<subtitle id="1:23:23"> to solve this problem so this is a</subtitle>
+<subtitle id="1:23:26"> catastrophic exponential that you have to</subtitle>
+<subtitle id="1:23:29"> deal with so various people including Dave</subtitle>
+<subtitle id="1:23:32">Reed years ago</subtitle>
+<subtitle id="1:23:35"> uh started thinking about how could you do a peer-peer</subtitle>
+<subtitle id="1:23:38"> uh solution to this which</subtitle>
+<subtitle id="1:23:41"> gave you the equivalent of something like EverQuest</subtitle>
+<subtitle id="1:23:44"> but without having any Central server at all</subtitle>
+<subtitle id="1:23:47"> and we'll talk a little bit about the solution the solution</subtitle>
+<subtitle id="1:23:50"> is basically you have a distributed</subtitle>
+<subtitle id="1:23:53"> replication of objects</subtitle>
+<subtitle id="1:23:56"> that has uh uh realtime</subtitle>
+<subtitle id="1:23:59"> uh transactions over a slow Network</subtitle>
+<subtitle id="1:24:2"> I we'll sort of give you a sense of of</subtitle>
+<subtitle id="1:24:5"> uh what this is maybe we could dim the lights a little</subtitle>
+<subtitle id="1:24:8">bit</subtitle>
+<subtitle id="1:24:11"> and this is uh my friend Dave Smith uh</subtitle>
+<subtitle id="1:24:14"> who's the guy who did the original first 3D</subtitle>
+<subtitle id="1:24:17"> game on a PC long time ago and Vera</subtitle>
+<subtitle id="1:24:20"> walkth through and many other kinds of things and</subtitle>
+<subtitle id="1:24:23"> uh uh this system which is</subtitle>
+<subtitle id="1:24:26"> called croquet was basically done by three</subtitle>
+<subtitle id="1:24:29"> people with a little kibitzing from me Dave</subtitle>
+<subtitle id="1:24:32"> Smith Andreas Rob and David Reed and</subtitle>
+<subtitle id="1:24:35"> Dave go why don't you I'll be your slave</subtitle>
+<subtitle id="1:24:38"> here hear</subtitle>
+<subtitle id="1:24:41"> can we turn me on somehow just</subtitle>
+<subtitle id="1:24:44"> a switch here hello</subtitle>
+<subtitle id="1:24:47"> you're on good um</subtitle>
+<subtitle id="1:24:50"> c as said is collaboration environment</subtitle>
+<subtitle id="1:24:53"> what you're looking at right now essentially a 2d</subtitle>
+<subtitle id="1:24:56"> display uh</subtitle>
+<subtitle id="1:24:59">looking at is not what you think you're looking at</subtitle>
+<subtitle id="1:25:2"> back away from</subtitle>
+<subtitle id="1:25:5">this I'll back away from mine</subtitle>
+<subtitle id="1:25:8"> so Alan's the the White Rabbit and</subtitle>
+<subtitle id="1:25:11"> I'm I'm Alice and if you look I am the guy</subtitle>
+<subtitle id="1:25:14"> on the right hand side Alan's the one on the</subtitle>
+<subtitle id="1:25:17">left</subtitle>
+<subtitle id="1:25:20"> okay hello hello sounds the same to me oh there he goes</subtitle>
+<subtitle id="1:25:23"> wow all right so I go over here and</subtitle>
+<subtitle id="1:25:26"> show off a few things yeah I'm going to follow most of</subtitle>
+<subtitle id="1:25:29">time here I'm going to follow and see what Alice does</subtitle>
+<subtitle id="1:25:32"> um this is a mirror uh and</subtitle>
+<subtitle id="1:25:35"> uh so I'm actually looking at myself</subtitle>
+<subtitle id="1:25:38">and the white rabbit standing behind me but it's a mirror that can move</subtitle>
+<subtitle id="1:25:41"> it's a window floating in space</subtitle>
+<subtitle id="1:25:44"> uh I can resize it</subtitle>
+<subtitle id="1:25:47"> uh I can pick it up and move it around</subtitle>
+<subtitle id="1:25:50"> just like you'd expect I should be able to right there's nothing</subtitle>
+<subtitle id="1:25:53"> special about it uh in fact this is a portal</subtitle>
+<subtitle id="1:25:56">into the current space we I can grab it too so he grabbed</subtitle>
+<subtitle id="1:25:59"> it over there so essentially what's nice about is any of</subtitle>
+<subtitle id="1:26:2">any activity can be done by one guy can be done by any person</subtitle>
+<subtitle id="1:26:5"> so these are essentially objects that you know are</subtitle>
+<subtitle id="1:26:8">xhibiting a certain set of behaviors but uh</subtitle>
+<subtitle id="1:26:11"> we we we can use those objects in any way we want to</subtitle>
+<subtitle id="1:26:14"> uh any person can use them that way here's another</subtitle>
+<subtitle id="1:26:17"> object this little uh pyramid</subtitle>
+<subtitle id="1:26:20"> this is actually a zarinsky pyramid so I can</subtitle>
+<subtitle id="1:26:23"> actually model ify its uh</subtitle>
+<subtitle id="1:26:29">depth I'm</subtitle>
+<subtitle id="1:26:32">sorry oh yeah yeah that's</subtitle>
+<subtitle id="1:26:35"> a that's that's easy actually ask you do</subtitle>
+<subtitle id="1:26:38">the time right</subtitle>
+<subtitle id="1:26:41"> that's a good one to ask I I can uh modify this thing</subtitle>
+<subtitle id="1:26:44"> also give</subtitle>
+<subtitle id="1:26:47">it but essentially it's</subtitle>
+<subtitle id="1:26:50"> it's totally um</subtitle>
+<subtitle id="1:26:53"> that's me right</subtitle>
+<subtitle id="1:26:56"> another thing over here is Allen again</subtitle>
+<subtitle id="1:26:59"> and uh just putting a little bit</subtitle>
+<subtitle id="1:27:2">of a just so there's no distinction between 2D and</subtitle>
+<subtitle id="1:27:5"> 3D first accurate rendering of my actual state</subtitle>
+<subtitle id="1:27:11">right and now we're going to go into</subtitle>
+<subtitle id="1:27:14"> a uh another portal but this time into a portal</subtitle>
+<subtitle id="1:27:17"> into a different space besides the one we're we're actually in</subtitle>
+<subtitle id="1:27:20"> this is actually a little a martian</subtitle>
+<subtitle id="1:27:23"> landscape now as I spin this</subtitle>
+<subtitle id="1:27:26">around it's like picking up a shoe box and looking around inside</subtitle>
+<subtitle id="1:27:29"> of it now Alan's going to watch me walk into it so</subtitle>
+<subtitle id="1:27:32">you pay attention kind of to both of those what's going to</subtitle>
+<subtitle id="1:27:35"> happen is this is actually think of this as a hyperlink on</subtitle>
+<subtitle id="1:27:38">the net by the way exactly this is like a web page</subtitle>
+<subtitle id="1:27:41"> better so I just dropped</subtitle>
+<subtitle id="1:27:44"> in do you see I'm inside</subtitle>
+<subtitle id="1:27:47"> that world if I turn around now</subtitle>
+<subtitle id="1:27:50"> and I watch Allan come in there</subtitle>
+<subtitle id="1:27:53">is okay it's a</subtitle>
+<subtitle id="1:27:56"> door over here we have a little robot</subtitle>
+<subtitle id="1:27:59"> that's in both of our spaces and what I'm going to</subtitle>
+<subtitle id="1:28:2"> do I'm gonna get up on the Rock here so I can see you</subtitle>
+<subtitle id="1:28:5"> is uh have it start moving around</subtitle>
+<subtitle id="1:28:8"> so I'm controlling and giving a little bit of a velocity</subtitle>
+<subtitle id="1:28:11">and I can I can turn it's kind of like the car that Allan</subtitle>
+<subtitle id="1:28:14"> showed uh it's got inverse</subtitle>
+<subtitle id="1:28:17"> kinematics yeah notice the wheels are following the</subtitle>
+<subtitle id="1:28:23">terrain which I I I find very</subtitle>
+<subtitle id="1:28:29">cool and I can attach myself</subtitle>
+<subtitle id="1:28:32"> to that frame or I can drive</subtitle>
+<subtitle id="1:28:35"> it from behind</subtitle>
+<subtitle id="1:28:38"> uh so I'm literally like sitting right behind the thing and driving it</subtitle>
+<subtitle id="1:28:41"> around around</subtitle>
+<subtitle id="1:28:44">Mars uh actually yes let me show you that</subtitle>
+<subtitle id="1:28:47"> I can get on it now Alan</subtitle>
+<subtitle id="1:28:50">able to see me</subtitle>
+<subtitle id="1:28:53"> now how cool is that all right</subtitle>
+<subtitle id="1:28:56"> I I'll get on again</subtitle>
+<subtitle id="1:28:59"> there we go H something's</subtitle>
+<subtitle id="1:29:2"> uh I keep hitting something no</subtitle>
+<subtitle id="1:29:5"> it's uh it should I should be able to stay on it</subtitle>
+<subtitle id="1:29:8"> I'm not but that's all right who cares it should work and we'll show you something</subtitle>
+<subtitle id="1:29:11"> in a little bit that uh illustrates that better</subtitle>
+<subtitle id="1:29:14"> so next thing</subtitle>
+<subtitle id="1:29:17"> is find the way out of here oh there is</subtitle>
+<subtitle id="1:29:20"> um by way this is another one of those windows this is</subtitle>
+<subtitle id="1:29:23"> identical to the ones that we saw</subtitle>
+<subtitle id="1:29:26">move this around just like we did and we jump out</subtitle>
+<subtitle id="1:29:29"> here's another portal to yet another space</subtitle>
+<subtitle id="1:29:32"> we'll jump into this one I'll go</subtitle>
+<subtitle id="1:29:35"> the other way and what we're going to see over</subtitle>
+<subtitle id="1:29:38"> here is another portal into this</subtitle>
+<subtitle id="1:29:41"> world what we have going on here is this</subtitle>
+<subtitle id="1:29:44"> uh neat little flag now this is actually the first thing I</subtitle>
+<subtitle id="1:29:47"> ever did in in squeak uh</subtitle>
+<subtitle id="1:29:50"> and uh this is actually a full mesh</subtitle>
+<subtitle id="1:29:53"> uh physics trans uh it's it's a mass spring</subtitle>
+<subtitle id="1:29:56"> model and just to prove it that we're not this isn't the canned</subtitle>
+<subtitle id="1:29:59"> simulation I'm going to remove release the top</subtitle>
+<subtitle id="1:30:2"> of the flag so I'll jump in here so I can watch you</subtitle>
+<subtitle id="1:30:5">doing this and then I'm gonna start pulling it back</subtitle>
+<subtitle id="1:30:8"> like it's a rope back onto the thing</subtitle>
+<subtitle id="1:30:11"> now this is a lot like the particle system stuff</subtitle>
+<subtitle id="1:30:14"> except the particles are constrained now I'm</subtitle>
+<subtitle id="1:30:17"> actually standing on that little um so I</subtitle>
+<subtitle id="1:30:20">can grab it here and give you a little toss</subtitle>
+<subtitle id="1:30:23"> so I'm I'm on the little Carousel</subtitle>
+<subtitle id="1:30:26"> now spinning around</subtitle>
+<subtitle id="1:30:29"> as you can see what's really neat about</subtitle>
+<subtitle id="1:30:32"> that to me is that he's actually controlling my</subtitle>
+<subtitle id="1:30:35"> position in the world remotely</subtitle>
+<subtitle id="1:30:38"> I mean it's it's literally uh yeah it's</subtitle>
+<subtitle id="1:30:41"> like he's changing my state in a dramatic way it's</subtitle>
+<subtitle id="1:30:44"> just a fundamental thing that's just really</subtitle>
+<subtitle id="1:30:47"> fun um but dizzy</subtitle>
+<subtitle id="1:30:50"> um over here we have a a little tribute to Scott</subtitle>
+<subtitle id="1:30:53"> fiser and and U Warren Robin at</subtitle>
+<subtitle id="1:30:56"> the the little escalator and this escalator actually works</subtitle>
+<subtitle id="1:30:59"> I can get on it no hands look I'm being picked</subtitle>
+<subtitle id="1:31:2"> up and</subtitle>
+<subtitle id="1:31:5">if you recall</subtitle>
+<subtitle id="1:31:8"> let me uh close this</subtitle>
+<subtitle id="1:31:11">guy</subtitle>
+<subtitle id="1:31:14"> um what's next do we go close</subtitle>
+<subtitle id="1:31:17"> this guy should we go to let see we should</subtitle>
+<subtitle id="1:31:20"> go to the viian world</subtitle>
+<subtitle id="1:31:23"> oh that's I gez I knew it was something I forgot</subtitle>
+<subtitle id="1:31:26"> um this is our good friend Andreas Rob</subtitle>
+<subtitle id="1:31:29"> one of the co-creators of the system and what we have</subtitle>
+<subtitle id="1:31:32"> here is an underwater land now what's interesting about</subtitle>
+<subtitle id="1:31:35">jump into this</subtitle>
+<subtitle id="1:31:38"> uh I I actually turned it into fish but what we're gonna do is watch Allen</subtitle>
+<subtitle id="1:31:41">do the same whoops you went to the wrong place</subtitle>
+<subtitle id="1:31:44">ah</subtitle>
+<subtitle id="1:31:53">that</subtitle>
+<subtitle id="1:31:56">now watch as you'll see Allen</subtitle>
+<subtitle id="1:31:59"> uh come through see him</subtitle>
+<subtitle id="1:32:2">into a fish um</subtitle>
+<subtitle id="1:32:5"> now what we're going to do is populate this there's</subtitle>
+<subtitle id="1:32:8"> a few fish swimming around but we'd like our own yeah</subtitle>
+<subtitle id="1:32:11"> go up go up closer up here yeah go up there</subtitle>
+<subtitle id="1:32:14"> yeah if I go too close it'll the fish will show up under the</subtitle>
+<subtitle id="1:32:17"> rock ground so what I'm going to do is</subtitle>
+<subtitle id="1:32:20"> draw one and literally</subtitle>
+<subtitle id="1:32:23">paint package</subtitle>
+<subtitle id="1:32:26"> and uh I'm just going to do a quick and dirty fish</subtitle>
+<subtitle id="1:32:29"> here so this is a</subtitle>
+<subtitle id="1:32:32"> u derived from a master's thesis by</subtitle>
+<subtitle id="1:32:35"> Teo igarashi who's now a professor at</subtitle>
+<subtitle id="1:32:38"> uh University of Tokyo</subtitle>
+<subtitle id="1:32:41"> was originally called Teddy you can look it up on the net</subtitle>
+<subtitle id="1:32:44"> is really very cool this is</subtitle>
+<subtitle id="1:32:47"> one sort of one more advanced version of it</subtitle>
+<subtitle id="1:32:50"> so what I did was I drew a quick and dirty M of a fish which</subtitle>
+<subtitle id="1:32:53"> any child could and should be able to do but guess</subtitle>
+<subtitle id="1:32:56"> what he's uh</subtitle>
+<subtitle id="1:32:59"> inflated and what you'll see in just a</subtitle>
+<subtitle id="1:33:2"> second if he's not already there</subtitle>
+<subtitle id="1:33:5"> there he is both sides so essentially we're able to</subtitle>
+<subtitle id="1:33:8"> collaborate I can pick him up and so Allen's moving</subtitle>
+<subtitle id="1:33:11"> around uh so alen's gonna make some seaweed</subtitle>
+<subtitle id="1:33:17"> so here's</subtitle>
+<subtitle id="1:33:20"> a this is</subtitle>
+<subtitle id="1:33:23"> a real challenge for this thing that none of us</subtitle>
+<subtitle id="1:33:26">but I think it was uh</subtitle>
+<subtitle id="1:33:29"> Dave's what 5-year-old son or something thought about</subtitle>
+<subtitle id="1:33:32"> making something like this and this if you know what</subtitle>
+<subtitle id="1:33:35">algorithm does this</subtitle>
+<subtitle id="1:33:38"> is kind of</subtitle>
+<subtitle id="1:33:41"> frightening because the the algorithm has to</subtitle>
+<subtitle id="1:33:44"> figure out the major and minor axes of</subtitle>
+<subtitle id="1:33:47">things and</subtitle>
+<subtitle id="1:33:50"> then once having done that it uses that as a way of intuiting</subtitle>
+<subtitle id="1:33:53"> what the 3D shape is going to be so this is going to</subtitle>
+<subtitle id="1:33:56"> uh compute for a little bit</subtitle>
+<subtitle id="1:33:59"> Yeah figuring out what the</subtitle>
+<subtitle id="1:34:2">3D</subtitle>
+<subtitle id="1:34:5"> I'm always amazed when this uh that this</subtitle>
+<subtitle id="1:34:11">works there it</subtitle>
+<subtitle id="1:34:17">is there it</subtitle>
+<subtitle id="1:34:20"> is there it is a't that neat I I just think that's</subtitle>
+<subtitle id="1:34:23"> one of the yeah what's what we've got is the</subtitle>
+<subtitle id="1:34:26"> simplest 3D modeling tool ever built which</subtitle>
+<subtitle id="1:34:29"> is uh just for me just a joy</subtitle>
+<subtitle id="1:34:32"> this this thing is so much fun you have no idea when you start building</subtitle>
+<subtitle id="1:34:35">you start making yeah this stuff is scriptable just</subtitle>
+<subtitle id="1:34:38"> the way the the 2D world</subtitle>
+<subtitle id="1:34:41"> is okay let's chug our way out</subtitle>
+<subtitle id="1:34:44"> and of course when we go out if you watch me</subtitle>
+<subtitle id="1:34:47"> we uh return to our</subtitle>
+<subtitle id="1:34:50"> our normal normal forms okay there you are go ahead</subtitle>
+<subtitle id="1:34:53"> and I should be Alice there you are</subtitle>
+<subtitle id="1:34:56"> and you're the rabbit okay now we have to</subtitle>
+<subtitle id="1:34:59"> go to uh David's World right this</subtitle>
+<subtitle id="1:35:2"> this this little world do kind of show</subtitle>
+<subtitle id="1:35:5"> um uh a very</subtitle>
+<subtitle id="1:35:8"> Hefty kind of 3D</subtitle>
+<subtitle id="1:35:14">environment there's a little bit of a</subtitle>
+<subtitle id="1:35:17">texture problem with this I just got this machine and the drivers I don't</subtitle>
+<subtitle id="1:35:20"> think are quite ripe yet</subtitle>
+<subtitle id="1:35:23"> but uh still you see the the environment's</subtitle>
+<subtitle id="1:35:26"> pretty</subtitle>
+<subtitle id="1:35:29">rich what I'm going to do is go on top of the</subtitle>
+<subtitle id="1:35:32"> um this Aqueduct I'm literally going to walk</subtitle>
+<subtitle id="1:35:35">there</subtitle>
+<subtitle id="1:35:38"> and walk up onto this</subtitle>
+<subtitle id="1:35:41"> and Allan should be able to see me there you</subtitle>
+<subtitle id="1:35:47">are one of things that's cool here I just</subtitle>
+<subtitle id="1:35:50"> a little side comment is my machine</subtitle>
+<subtitle id="1:35:53"> I'm using for this is an ultral light from Japan</subtitle>
+<subtitle id="1:35:56"> so this is a two-b</subtitle>
+<subtitle id="1:35:59"> computer doing its</subtitle>
+<subtitle id="1:36:2"> stage of uh this</subtitle>
+<subtitle id="1:36:5">tuff and so we're basically at the point where two pound</subtitle>
+<subtitle id="1:36:8"> computers can uh do all of the Computing</subtitle>
+<subtitle id="1:36:11"> that uh a child could ever</subtitle>
+<subtitle id="1:36:14"> hope for to your right if you just</subtitle>
+<subtitle id="1:36:17"> look on the so are you</subtitle>
+<subtitle id="1:36:20">going to jump off actually what I'm going to do is one of the things about 3D</subtitle>
+<subtitle id="1:36:23"> is distance doesn't mean anything uh</subtitle>
+<subtitle id="1:36:26">in these virtual environments so actually I can jump to that window that</subtitle>
+<subtitle id="1:36:29">you see way way down at the bottom of my screen</subtitle>
+<subtitle id="1:36:32"> I'm just gonna just immediately go there like</subtitle>
+<subtitle id="1:36:35"> so I just did a a quick and of course I</subtitle>
+<subtitle id="1:36:38"> can jump right back up</subtitle>
+<subtitle id="1:36:41"> hey there oh what am I doing up there</subtitle>
+<subtitle id="1:36:44"> there you are okay anyway so I'm GNA jump</subtitle>
+<subtitle id="1:36:47"> through the window again and out</subtitle>
+<subtitle id="1:36:50">and back to where we started</subtitle>
+<subtitle id="1:36:53"> and what's neat</subtitle>
+<subtitle id="1:36:56"> is I can seal Allen in before gets out</subtitle>
+<subtitle id="1:36:59"> you got me in the little world</subtitle>
+<subtitle id="1:37:2"> okay so let's switch back</subtitle>
+<subtitle id="1:37:5"> okay last couple of things</subtitle>
+<subtitle id="1:37:14">here okay so here</subtitle>
+<subtitle id="1:37:17"> a couple of things about this system so</subtitle>
+<subtitle id="1:37:20">parts of the system were done by this group of about</subtitle>
+<subtitle id="1:37:23"> five people and</subtitle>
+<subtitle id="1:37:26"> virtually all of the 3D system</subtitle>
+<subtitle id="1:37:29"> uh that you saw there including the</subtitle>
+<subtitle id="1:37:32"> network stuff was done by just three</subtitle>
+<subtitle id="1:37:35"> people so the message here is besides</subtitle>
+<subtitle id="1:37:38">the fact that this is fun at least we think it is</subtitle>
+<subtitle id="1:37:41"> uh and that we think especially this kind</subtitle>
+<subtitle id="1:37:44"> of uh highly scalable</subtitle>
+<subtitle id="1:37:47"> uh stuff that doesn't require servers to do immersive</subtitle>
+<subtitle id="1:37:50"> stuff is a is a next interesting layer for</subtitle>
+<subtitle id="1:37:53"> the internet that if you think of it as a kind of an</subtitle>
+<subtitle id="1:37:56"> addition to tcpip as a way of handling</subtitle>
+<subtitle id="1:37:59"> N squared problems it's</subtitle>
+<subtitle id="1:38:2">interesting to people who are interested in the future</subtitle>
+<subtitle id="1:38:5"> of software that uh this</subtitle>
+<subtitle id="1:38:8">tuff was all done by a very small number of people</subtitle>
+<subtitle id="1:38:11"> and that means that there's powerful leverage</subtitle>
+<subtitle id="1:38:14"> underneath in this way of building software</subtitle>
+<subtitle id="1:38:17"> whatever way it is</subtitle>
+<subtitle id="1:38:20"> one one of the things we might talk about a bit is what way that is</subtitle>
+<subtitle id="1:38:23"> my favorite uh</subtitle>
+<subtitle id="1:38:26"> statistic here because this is a dynamic object</subtitle>
+<subtitle id="1:38:29"> system um I can use the</subtitle>
+<subtitle id="1:38:32"> dynamic objects as though they're a database so</subtitle>
+<subtitle id="1:38:35">have a retrieval basically a</subtitle>
+<subtitle id="1:38:38"> a an expression that's asking</subtitle>
+<subtitle id="1:38:41"> all the comp compiled methods in the</subtitle>
+<subtitle id="1:38:44">system to uh</subtitle>
+<subtitle id="1:38:47"> accumulate their size and bytes and add them</subtitle>
+<subtitle id="1:38:50"> up so this is so this will include the operating</subtitle>
+<subtitle id="1:38:53"> system all the applications that you saw</subtitle>
+<subtitle id="1:38:56"> the 3D stuff uh development systems and</subtitle>
+<subtitle id="1:38:59"> everything this is an interesting number</subtitle>
+<subtitle id="1:39:2"> so it's 2.8 megabytes for everything</subtitle>
+<subtitle id="1:39:5"> so that's a thing that's really</subtitle>
+<subtitle id="1:39:8"> worthwhile thinking about the number of</subtitle>
+<subtitle id="1:39:11">methods or things that are like subroutines there</subtitle>
+<subtitle id="1:39:14"> is uh</subtitle>
+<subtitle id="1:39:17"> uh about 50,000 which is</subtitle>
+<subtitle id="1:39:20"> too many if I divide</subtitle>
+<subtitle id="1:39:23"> these guys into these guys</subtitle>
+<subtitle id="1:39:26"> I get an interesting number</subtitle>
+<subtitle id="1:39:29"> uh which is an average of 56 bytes</subtitle>
+<subtitle id="1:39:32"> per uh</subtitle>
+<subtitle id="1:39:35"> average of 56 bytes per method</subtitle>
+<subtitle id="1:39:38"> in the system about 230,000 lines</subtitle>
+<subtitle id="1:39:41"> of code including the operating system</subtitle>
+<subtitle id="1:39:44"> and we think it could be a factor of 10</subtitle>
+<subtitle id="1:39:47"> smaller and one last</subtitle>
+<subtitle id="1:39:50"> little yeah see this</subtitle>
+<subtitle id="1:39:53"> is this is an interesting now this is a beer game</subtitle>
+<subtitle id="1:39:56">because um</subtitle>
+<subtitle id="1:39:59"> um I I only mentioned this a little bit</subtitle>
+<subtitle id="1:40:2"> because the one of the things that's fun about Computing</subtitle>
+<subtitle id="1:40:5"> is you don't have to uh do a lot</subtitle>
+<subtitle id="1:40:8"> of bullshitting because why not</subtitle>
+<subtitle id="1:40:11"> just write the the code and do the</subtitle>
+<subtitle id="1:40:14"> demos so so the interesting thing</subtitle>
+<subtitle id="1:40:17"> is that this system is 2.8 megabytes</subtitle>
+<subtitle id="1:40:20"> and 230,000 lines of code</subtitle>
+<subtitle id="1:40:23"> but you know in</subtitle>
+<subtitle id="1:40:26"> having Chinese uh lunches</subtitle>
+<subtitle id="1:40:29"> with the groups one of the one of the interesting things is to</subtitle>
+<subtitle id="1:40:32"> sit around and think about kind of what is the actual entropy</subtitle>
+<subtitle id="1:40:35">the code so for those of you</subtitle>
+<subtitle id="1:40:38"> who are like an easy one that's very</subtitle>
+<subtitle id="1:40:41"> suggestive if for those of you who are familiar with 3D</subtitle>
+<subtitle id="1:40:44">graphics and the math of 3D Graphics math of 3D</subtitle>
+<subtitle id="1:40:47"> Graphics can practically</subtitle>
+<subtitle id="1:40:50"> be written on a page</subtitle>
+<subtitle id="1:40:53"> because it's highly repetitive it's</subtitle>
+<subtitle id="1:40:56">basically uh has to do with being able to do a</subtitle>
+<subtitle id="1:40:59"> couple of different kinds of Matrix Transformations</subtitle>
+<subtitle id="1:41:2"> and uh the most</subtitle>
+<subtitle id="1:41:5">complicated part of it is the rendering</subtitle>
+<subtitle id="1:41:8"> stuff but if you write down the actual math of it it actually comes</subtitle>
+<subtitle id="1:41:11"> into this embarrassingly small part</subtitle>
+<subtitle id="1:41:14"> and almost everything else that you wind up writing in order</subtitle>
+<subtitle id="1:41:17"> to do this stuff uh is optimizations</subtitle>
+<subtitle id="1:41:20"> of various kinds so it's an interesting</subtitle>
+<subtitle id="1:41:23"> question of</subtitle>
+<subtitle id="1:41:26"> uh what does it actually take to prototype</subtitle>
+<subtitle id="1:41:29"> things if you could write the direct relationships</subtitle>
+<subtitle id="1:41:32"> and have those run fast enough to be interesting</subtitle>
+<subtitle id="1:41:35"> what if you could separate out the oper the</subtitle>
+<subtitle id="1:41:38"> optimizations in a way that they weren't co-mingled with the</subtitle>
+<subtitle id="1:41:41"> the actual meaning of the code so U</subtitle>
+<subtitle id="1:41:44"> one of our one of our uh projects</subtitle>
+<subtitle id="1:41:47"> that HP is going to fund next year</subtitle>
+<subtitle id="1:41:50"> is to try and take a whack at uh</subtitle>
+<subtitle id="1:41:53"> this actual question of how small could</subtitle>
+<subtitle id="1:41:56"> it actually be if you're able to actually go right</subtitle>
+<subtitle id="1:41:59"> at the thing and uh you had</subtitle>
+<subtitle id="1:42:2"> a a nicer architecture than say small talks</subtitle>
+<subtitle id="1:42:5"> for doing this</subtitle>
+<subtitle id="1:42:8"> um I guess the last slide</subtitle>
+<subtitle id="1:42:11"> is</subtitle>
+<subtitle id="1:42:14"> um I believe so software engineering right now is still</subtitle>
+<subtitle id="1:42:17"> an oxymoron it just</subtitle>
+<subtitle id="1:42:20"> isn't here because there's nothing comparable</subtitle>
+<subtitle id="1:42:23"> to</subtitle>
+<subtitle id="1:42:26"> uh for instance the Empire State</subtitle>
+<subtitle id="1:42:29"> Building was put up by</subtitle>
+<subtitle id="1:42:32"> uh less than uh 3,000 people in</subtitle>
+<subtitle id="1:42:35"> around 11 months that included</subtitle>
+<subtitle id="1:42:38"> demolishing the old Walder Historia which is on</subtitle>
+<subtitle id="1:42:41"> that site so we couldn't organize</subtitle>
+<subtitle id="1:42:44"> 3,000 programmers to do some massive pro</subtitle>
+<subtitle id="1:42:47"> project in less than a year if we had to</subtitle>
+<subtitle id="1:42:50"> so there is just nothing if you use the</subtitle>
+<subtitle id="1:42:53"> word engineering as it's used today in civil engineering there</subtitle>
+<subtitle id="1:42:56"> just isn't anything comparable in what you know the</subtitle>
+<subtitle id="1:42:59">kind of engineering we do is more like the Egyptian pharaohs</subtitle>
+<subtitle id="1:43:2"> did of making large structures by piling</subtitle>
+<subtitle id="1:43:5"> up Rock and then Plastering it over with</subtitle>
+<subtitle id="1:43:8"> Limestone so but I believe</subtitle>
+<subtitle id="1:43:11"> that the Saving Grace for doing this stuff</subtitle>
+<subtitle id="1:43:14"> even more than the abstraction mechanisms is the ability</subtitle>
+<subtitle id="1:43:17"> to do late binding because late binding</subtitle>
+<subtitle id="1:43:20"> has this property that when you're</subtitle>
+<subtitle id="1:43:23"> just at this part</subtitle>
+<subtitle id="1:43:26"> of most effort in the in the system you get this horrible</subtitle>
+<subtitle id="1:43:29"> crash you finally understand</subtitle>
+<subtitle id="1:43:32"> what you needed to know when you did the system and</subtitle>
+<subtitle id="1:43:35"> if you're in an late binding system you can actually</subtitle>
+<subtitle id="1:43:38"> go back and make those changes right now</subtitle>
+<subtitle id="1:43:41"> and if you're in the way most people do</subtitle>
+<subtitle id="1:43:44"> software you cannot go back you say well we'll do that in the next</subtitle>
+<subtitle id="1:43:47"> system and you know what next system never happens</subtitle>
+<subtitle id="1:43:50"> because that system that took so much time and effort</subtitle>
+<subtitle id="1:43:53">hat people decide to patch it for the next 35</subtitle>
+<subtitle id="1:43:56"> years rather than doing this so I believe</subtitle>
+<subtitle id="1:43:59"> in order to deal with a learning curve in a reasonable</subtitle>
+<subtitle id="1:44:2"> way the number one thing and it's a thing that</subtitle>
+<subtitle id="1:44:5"> uh uh I think the world first learned</subtitle>
+<subtitle id="1:44:8"> from lisp the greatest</subtitle>
+<subtitle id="1:44:11"> single idea in programming languages was</subtitle>
+<subtitle id="1:44:14"> Lis for sure because of many many</subtitle>
+<subtitle id="1:44:17">but one of them is this notion of being able to late bind as</subtitle>
+<subtitle id="1:44:20"> many things as possible including your meta system</subtitle>
+<subtitle id="1:44:23"> and then the next thing</subtitle>
+<subtitle id="1:44:26">works for you is the abstractions</subtitle>
+<subtitle id="1:44:29"> and uh maybe above all is</subtitle>
+<subtitle id="1:44:32">to take heed from what the engelbart programmers did which</subtitle>
+<subtitle id="1:44:35"> is they just really wanted it to be that good</subtitle>
+<subtitle id="1:44:38">they were willing to work their asses off to make it that</subtitle>
+<subtitle id="1:44:41"> good so that's a very important part also</subtitle>
+<subtitle id="1:44:44"> so um time for questions any questions</subtitle>
+<subtitle id="1:44:47"> about this stuff what we'll do is we'll</subtitle>
+<subtitle id="1:44:50"> set up uh one microphone here one microphone</subtitle>
+<subtitle id="1:44:53"> okay up</subtitle>
+<subtitle id="1:45:2">right mic</subtitle>
+<subtitle id="1:45:5"> on yes uh</subtitle>
+<subtitle id="1:45:8"> the question that I had um I think that everything you're saying is</subtitle>
+<subtitle id="1:45:11">right on the money I do video games and I believe that objects</subtitle>
+<subtitle id="1:45:14"> should have behaviors to be able to communicate and</subtitle>
+<subtitle id="1:45:17">I've been writing books about it for a while how</subtitle>
+<subtitle id="1:45:20"> do you see though changing the entire Paradigm of how everybody</subtitle>
+<subtitle id="1:45:23"> else thinks to try and teach them and how long would</subtitle>
+<subtitle id="1:45:26"> that take see</subtitle>
+<subtitle id="1:45:29"> I I think one of the</subtitle>
+<subtitle id="1:45:32"> again I love these historical references</subtitle>
+<subtitle id="1:45:35"> I I just at the risk of telling a</subtitle>
+<subtitle id="1:45:38"> maybe two one of the most brilliant things ever done on</subtitle>
+<subtitle id="1:45:41">personal computer was a thing done by Warren Robinette</subtitle>
+<subtitle id="1:45:44"> called Rocky's boots anybody</subtitle>
+<subtitle id="1:45:47"> remember Rockies oh okay</subtitle>
+<subtitle id="1:45:50"> just one of the greatest things ever done on</subtitle>
+<subtitle id="1:45:53">an Apple two and what it was was a little</subtitle>
+<subtitle id="1:45:56"> was basically kind of a maze of rooms</subtitle>
+<subtitle id="1:45:59"> and you started off in a room and you had a couple of simple components</subtitle>
+<subtitle id="1:46:2">you had a little Thruster and a little sensor and you had</subtitle>
+<subtitle id="1:46:5"> a couple of and and or Gates and the</subtitle>
+<subtitle id="1:46:8"> objective was to get to wire up a little robot</subtitle>
+<subtitle id="1:46:11"> that would find its way out of this room and so if</subtitle>
+<subtitle id="1:46:14">get the robot to do that then you're in another room and it</subtitle>
+<subtitle id="1:46:17"> was harder to get out of that room</subtitle>
+<subtitle id="1:46:20"> and you just kept on doing this and by the time you at the end</subtitle>
+<subtitle id="1:46:23"> of this thing you were pretty darn good at</subtitle>
+<subtitle id="1:46:26"> uh digital logic it was just a fantastic</subtitle>
+<subtitle id="1:46:29"> fun thing and I have an apple too solely</subtitle>
+<subtitle id="1:46:32"> to be able to run this old software</subtitle>
+<subtitle id="1:46:35"> it's just great although these days you can get good</subtitle>
+<subtitle id="1:46:38"> emulators so the um</subtitle>
+<subtitle id="1:46:41"> a tremendous game that was derived</subtitle>
+<subtitle id="1:46:44"> from this that turned out to be a failure</subtitle>
+<subtitle id="1:46:47"> but just because of one slight flaw was called</subtitle>
+<subtitle id="1:46:50"> robot Odyssey so the idea there it's an adventure</subtitle>
+<subtitle id="1:46:53"> game you're stranded in this city and</subtitle>
+<subtitle id="1:46:56">have three robots to help you and you can program them</subtitle>
+<subtitle id="1:46:59"> and the adventure game is paced a little more</subtitle>
+<subtitle id="1:47:2"> like football so it's not continuous action</subtitle>
+<subtitle id="1:47:5"> you can use the robots to probe the next barrier</subtitle>
+<subtitle id="1:47:8"> you have to get through robots can communicate with</subtitle>
+<subtitle id="1:47:11">each other you can program the robots so you can make a strategy it's like a football</subtitle>
+<subtitle id="1:47:14"> play get the robots going and get to the next</subtitle>
+<subtitle id="1:47:17"> level and uh children</subtitle>
+<subtitle id="1:47:20"> can learn a lot from uh doing</subtitle>
+<subtitle id="1:47:23"> those kinds of programming</subtitle>
+<subtitle id="1:47:26"> um so</subtitle>
+<subtitle id="1:47:29"> the um the the stuff that we are primarily</subtitle>
+<subtitle id="1:47:32"> interested in is what we call hard</subtitle>
+<subtitle id="1:47:35"> fund so we're not as interested in</subtitle>
+<subtitle id="1:47:38">the game that's arriv</subtitle>
+<subtitle id="1:47:41"> as we are in the game that the child is</subtitle>
+<subtitle id="1:47:44"> a co-creator of</subtitle>
+<subtitle id="1:47:47"> what's going on so like for instance</subtitle>
+<subtitle id="1:47:50"> a game that we would do in this system you know other</subtitle>
+<subtitle id="1:47:53"> this system is quite General you can do EverQuest</subtitle>
+<subtitle id="1:47:56"> in it if you want to but a game that we</subtitle>
+<subtitle id="1:47:59"> might uh do would be one where the child</subtitle>
+<subtitle id="1:48:2"> has to create things give them behaviors</subtitle>
+<subtitle id="1:48:5">and stuff in order to get to the next step of the game and</subtitle>
+<subtitle id="1:48:8"> interact with other people in various ways so</subtitle>
+<subtitle id="1:48:11"> I think um if you look</subtitle>
+<subtitle id="1:48:14"> at that slide that I did about uh what happened</subtitle>
+<subtitle id="1:48:17"> with the printing press the</subtitle>
+<subtitle id="1:48:20"> it was Unthinkable in the year 1400</subtitle>
+<subtitle id="1:48:23"> uh when one person in 100 in Europe could</subtitle>
+<subtitle id="1:48:26"> read and write and the Vatican Library which is the largest</subtitle>
+<subtitle id="1:48:29"> library in Europe had 372 books</subtitle>
+<subtitle id="1:48:32"> and they knew there were 372 books in the Vatican</subtitle>
+<subtitle id="1:48:35"> library because you can count 372 things</subtitle>
+<subtitle id="1:48:38"> accurately but</subtitle>
+<subtitle id="1:48:41"> nobody knows how many books are in the Library of Congress</subtitle>
+<subtitle id="1:48:44"> right so the the change that happened was qualitative</subtitle>
+<subtitle id="1:48:47"> nobody expected that most people</subtitle>
+<subtitle id="1:48:50"> uh would actually learn how to read and write right and</subtitle>
+<subtitle id="1:48:53"> think in a different way because of this stuff so</subtitle>
+<subtitle id="1:48:56"> I I so my simple</subtitle>
+<subtitle id="1:48:59"> version of this stuff is that</subtitle>
+<subtitle id="1:49:2"> I think two things have to happen we have to</subtitle>
+<subtitle id="1:49:5"> uh help the children not invent television</subtitle>
+<subtitle id="1:49:8"> when they start taking over this thing</subtitle>
+<subtitle id="1:49:11"> because the biggest problem with the inventive skills of children</subtitle>
+<subtitle id="1:49:14"> is they tend to be trivial so like if you give them a</subtitle>
+<subtitle id="1:49:17"> piano they'll invent chopsticks on it</subtitle>
+<subtitle id="1:49:20"> but it took 200 years to develop real keyboard</subtitle>
+<subtitle id="1:49:23">technique so you have to help the children there but</subtitle>
+<subtitle id="1:49:26"> you don't want to help them so much that they become</subtitle>
+<subtitle id="1:49:29"> mired in your ideas</subtitle>
+<subtitle id="1:49:32"> the idea is to help them enough so that they have a sense</subtitle>
+<subtitle id="1:49:35"> of taste and threshold and then</subtitle>
+<subtitle id="1:49:38"> hope that the children will take it on to the the next</subtitle>
+<subtitle id="1:49:41"> level because I don't think that we can actually</subtitle>
+<subtitle id="1:49:44"> quite imagine what the next level should be our our Theory when</subtitle>
+<subtitle id="1:49:47">were here at Park was let's try and guess</subtitle>
+<subtitle id="1:49:50"> what the next literacy is going to be like and see</subtitle>
+<subtitle id="1:49:53">something like it and see if the kids can take it the rest of the</subtitle>
+<subtitle id="1:49:56"> way in some sense that's what I showed you today is</subtitle>
+<subtitle id="1:49:59">not what I think the next thing is going to be but our guess</subtitle>
+<subtitle id="1:50:2"> at the best thing we could do for children so that</subtitle>
+<subtitle id="1:50:5"> they can take it the next level</subtitle>
+<subtitle id="1:50:8"> it may not be a satisfying answer but that's my</subtitle>
+<subtitle id="1:50:11"> answer other questions</subtitle>
+<subtitle id="1:50:14"> yes as we go back in</subtitle>
+<subtitle id="1:50:17"> as we go back in the history of computing I'm always</subtitle>
+<subtitle id="1:50:20">astonished that it was the young kids that started it seeing</subtitle>
+<subtitle id="1:50:23"> photographs of Bill Gates at 16 and so</subtitle>
+<subtitle id="1:50:26"> on yeah and you're working with kids yeah</subtitle>
+<subtitle id="1:50:29"> is that environment possible today in 2003</subtitle>
+<subtitle id="1:50:32"> that some kids in a garage</subtitle>
+<subtitle id="1:50:35"> will again create our next level I know well this</subtitle>
+<subtitle id="1:50:38"> there are two myths there one is that Bill Gates had anything to</subtitle>
+<subtitle id="1:50:44">Computing he had a lot to do</subtitle>
+<subtitle id="1:50:47"> with the economics of it but I'm not aware</subtitle>
+<subtitle id="1:50:50"> of any advances that he ever made</subtitle>
+<subtitle id="1:50:53">um and the other thing is there's a myth about the garage which is the</subtitle>
+<subtitle id="1:50:56"> favorite American Myth of all times</subtitle>
+<subtitle id="1:50:59"> and the thing to realize is and this</subtitle>
+<subtitle id="1:51:2"> is a hard thing that Americans hate</subtitle>
+<subtitle id="1:51:5"> but like the two Steves in the</subtitle>
+<subtitle id="1:51:8">garage why were they able to do what they did in the</subtitle>
+<subtitle id="1:51:11"> garage because of all of the phds at Intel and</subtitle>
+<subtitle id="1:51:14"> Motorola who understood solid state</subtitle>
+<subtitle id="1:51:17"> physics it absolutely</subtitle>
+<subtitle id="1:51:19"> wasn't the way people loveed</subtitle>
+<subtitle id="1:51:20"> the</subtitle>
+<subtitle id="1:51:23"> garage thing the stuff that</subtitle>
+<subtitle id="1:51:26"> has happened happened primarily because of</subtitle>
+<subtitle id="1:51:29"> phds Park was full of phds</subtitle>
+<subtitle id="1:51:32"> and we worked with children</subtitle>
+<subtitle id="1:51:35"> because it was a perfect balance between the two</subtitle>
+<subtitle id="1:51:38"> things but it was not done by naive</subtitle>
+<subtitle id="1:51:41"> invention of tinkering things</subtitle>
+<subtitle id="1:51:44"> together at all because it just doesn't</subtitle>
+<subtitle id="1:51:47"> just doesn't work that way right</subtitle>
+<subtitle id="1:51:50"> so it was done by people who had as much knowledge as they could</subtitle>
+<subtitle id="1:51:53"> possibly put together and tried not</subtitle>
+<subtitle id="1:51:56"> to remember it most of the time</subtitle>
+<subtitle id="1:51:59"> but the the garage myth I think is</subtitle>
+<subtitle id="1:52:2"> uh I think it was true for certain kinds</subtitle>
+<subtitle id="1:52:5">of invention a long time ago but it certainly hasn't been true since</subtitle>
+<subtitle id="1:52:8"> silicon became a critical factor</subtitle>
+<subtitle id="1:52:11"> and since higher level languages became a higher fact</subtitle>
+<subtitle id="1:52:14"> so the interesting thing is is what the</subtitle>
+<subtitle id="1:52:17"> uh the children were able to do with real</subtitle>
+<subtitle id="1:52:20"> knowledge so for instance the Mac f ER</subtitle>
+<subtitle id="1:52:23"> Mac user interface was actually done by Bruce horn</subtitle>
+<subtitle id="1:52:26"> and Bruce started with us at Xerox Park when he was</subtitle>
+<subtitle id="1:52:29"> 12 and when he was six years later when</subtitle>
+<subtitle id="1:52:32"> he was 18 he did the VM</subtitle>
+<subtitle id="1:52:35"> virtual machine for the Dorado for small</subtitle>
+<subtitle id="1:52:38"> talk which was a pretty hefty piece of work</subtitle>
+<subtitle id="1:52:41"> for an 18-year-old but I I still think</subtitle>
+<subtitle id="1:52:44"> Peter Deutsch's feet of understanding list</subtitle>
+<subtitle id="1:52:47">because most software people today don't understand lists</subtitle>
+<subtitle id="1:52:50"> of any age so to have a</subtitle>
+<subtitle id="1:52:53">16-year-old boy be able to understand it and implement it</subtitle>
+<subtitle id="1:52:56"> is to me one of the the most interesting things</subtitle>
+<subtitle id="1:52:59"> ever done by a teenager in Computing</subtitle>
+<subtitle id="1:53:2"> so other questions</subtitle>
+<subtitle id="1:53:8">yes um getting back to the kind of</subtitle>
+<subtitle id="1:53:11"> the technology behind all this stuff um I've noticed that the</subtitle>
+<subtitle id="1:53:14"> theme seems to be kind of higher and higher levels abstraction and</subtitle>
+<subtitle id="1:53:17"> US simple things like scripts and sketches to leverage these huge algorithms</subtitle>
+<subtitle id="1:53:20"> um underneath and so I was wondering ing um</subtitle>
+<subtitle id="1:53:23"> how you see almost inevitably Artificial Intelligence</subtitle>
+<subtitle id="1:53:26">coming into this to kind of fill in the gaps even more so things like neural nets for</subtitle>
+<subtitle id="1:53:29"> pattern recognition and fuz logic to make things more organic and all</subtitle>
+<subtitle id="1:53:32"> that you know well I think the I mean there's two</subtitle>
+<subtitle id="1:53:35"> things one is uh one of the things</subtitle>
+<subtitle id="1:53:38">think we were all hoping for was</subtitle>
+<subtitle id="1:53:41"> at least uh</subtitle>
+<subtitle id="1:53:44"> one of the one of the ways we thought computers could</subtitle>
+<subtitle id="1:53:47"> be different than a book and I still think this is true</subtitle>
+<subtitle id="1:53:50"> but it didn't happen and it's not not being funded</subtitle>
+<subtitle id="1:53:53"> now is uh</subtitle>
+<subtitle id="1:53:56"> um AI tutoring</subtitle>
+<subtitle id="1:53:59"> because you a book should I mean the computer</subtitle>
+<subtitle id="1:54:2"> should be the book that helps you learn how to read it</subtitle>
+<subtitle id="1:54:5">right it can reach out to you in a way that a a regular</subtitle>
+<subtitle id="1:54:8"> book can't and uh turned out to be</subtitle>
+<subtitle id="1:54:11"> a hard problem uh</subtitle>
+<subtitle id="1:54:14"> with some interesting special cases we're done</subtitle>
+<subtitle id="1:54:17"> but uh no General solution to it</subtitle>
+<subtitle id="1:54:20"> because uh</subtitle>
+<subtitle id="1:54:23">I think in certain cases it's worthwhile doing Brute Force</subtitle>
+<subtitle id="1:54:26"> versions of it like for certain things about physics that</subtitle>
+<subtitle id="1:54:29">you could spread out over billions of people why not spend</subtitle>
+<subtitle id="1:54:32"> you know uh a couple of million bucks</subtitle>
+<subtitle id="1:54:35"> for each little thing but that's been a</subtitle>
+<subtitle id="1:54:38"> real disappointment on the other hand I think</subtitle>
+<subtitle id="1:54:41"> that you know SE more pait's dictum</subtitle>
+<subtitle id="1:54:44"> was uh the question he asked was uh</subtitle>
+<subtitle id="1:54:47">the computer program the kid kid or should the kid</subtitle>
+<subtitle id="1:54:50"> program the computer so in our stuff</subtitle>
+<subtitle id="1:54:53"> the in spite of the fact that we</subtitle>
+<subtitle id="1:54:56"> abstract the optimizations away</subtitle>
+<subtitle id="1:54:59"> we don't abstract any of the mystery</subtitle>
+<subtitle id="1:55:2"> so basically everything is totally</subtitle>
+<subtitle id="1:55:5"> you know in the sense that math is completely understandable the</subtitle>
+<subtitle id="1:55:8">that we do is completely understandable there's no</subtitle>
+<subtitle id="1:55:11"> there's no nothing like an AI ghost</subtitle>
+<subtitle id="1:55:14"> helping behind the scenes so the children</subtitle>
+<subtitle id="1:55:17"> are very very anchored in the</subtitle>
+<subtitle id="1:55:20">cause effect relationships that they're dealing with with and they</subtitle>
+<subtitle id="1:55:23"> are the ones that do the heuristics like the little so when</subtitle>
+<subtitle id="1:55:26"> they they will program the feedback routines and they still know what</subtitle>
+<subtitle id="1:55:29"> it is that they're doing so it's not like the</subtitle>
+<subtitle id="1:55:32"> uh the invisible machine where or</subtitle>
+<subtitle id="1:55:35"> uh a much worse program like Sim City</subtitle>
+<subtitle id="1:55:38"> where it does things and you don't know why it's doing things</subtitle>
+<subtitle id="1:55:41"> you can't find out what it's doing and</subtitle>
+<subtitle id="1:55:44">cannot change those things those things are very bad</subtitle>
+<subtitle id="1:55:47">lead to Superstition</subtitle>
+<subtitle id="1:55:50"> like the real world</subtitle>
+<subtitle id="1:55:53">other questions</subtitle>
+<subtitle id="1:55:59">yes</subtitle>
+<subtitle id="1:56:2"> so going back to the example</subtitle>
+<subtitle id="1:56:5"> of the car so I'm</subtitle>
+<subtitle id="1:56:8"> wondering about um the I don't know how</subtitle>
+<subtitle id="1:56:11"> advanced the you know constraint solver or relationship</subtitle>
+<subtitle id="1:56:14"> maintenance uh system is</subtitle>
+<subtitle id="1:56:17"> um but how often I'm curious</subtitle>
+<subtitle id="1:56:20"> how often children must have some limit I mean there are</subtitle>
+<subtitle id="1:56:23"> fundamental we we don't use that at all</subtitle>
+<subtitle id="1:56:26"> the programming of the car is done just like logo it</subtitle>
+<subtitle id="1:56:29"> doesn't use any constraints at all right I mean they're</subtitle>
+<subtitle id="1:56:32">writing they're writing the relationships themselves right</subtitle>
+<subtitle id="1:56:35"> you can think of them as oneway constraints if you want</subtitle>
+<subtitle id="1:56:38"> okay so that's and do</subtitle>
+<subtitle id="1:56:41"> so and and do children ever try</subtitle>
+<subtitle id="1:56:44"> to get more find more advanced or or establish</subtitle>
+<subtitle id="1:56:47">advanced relationships that that bump into limits of the</subtitle>
+<subtitle id="1:56:50"> system sure because the</subtitle>
+<subtitle id="1:56:53"> you know the the essence of computing is</subtitle>
+<subtitle id="1:56:56"> nonlinearities whether you want them or not right</subtitle>
+<subtitle id="1:56:59">are temporal some things</subtitle>
+<subtitle id="1:57:2"> are batched in such a way that you don't see some of the ones</subtitle>
+<subtitle id="1:57:5"> you might see in other systems and</subtitle>
+<subtitle id="1:57:8"> sure and the</subtitle>
+<subtitle id="1:57:11"> but uh in the curriculum</subtitle>
+<subtitle id="1:57:14"> stuff that we do we made up you know like</subtitle>
+<subtitle id="1:57:17"> 40 Projects of which</subtitle>
+<subtitle id="1:57:20"> 12 worked out to be kind</subtitle>
+<subtitle id="1:57:23"> of the ER projects</subtitle>
+<subtitle id="1:57:26"> that are the first 12 that children generally do</subtitle>
+<subtitle id="1:57:29"> almost regardless of what their age is from</subtitle>
+<subtitle id="1:57:32"> 10 10 on to even some eth</subtitle>
+<subtitle id="1:57:35"> graders do about 12</subtitle>
+<subtitle id="1:57:38">projects establish</subtitle>
+<subtitle id="1:57:41"> a couple of powerful ideas</subtitle>
+<subtitle id="1:57:44"> having like the the the three</subtitle>
+<subtitle id="1:57:47">powerful ideas that the children work with</subtitle>
+<subtitle id="1:57:50"> directly that are outside of the program pramming domain are</subtitle>
+<subtitle id="1:57:53"> this notion of increase by</subtitle>
+<subtitle id="1:57:56"> and that goes in state so that's a first order differential</subtitle>
+<subtitle id="1:57:59"> equation and if you do that into a variable</subtitle>
+<subtitle id="1:58:2">that variable and increase by into another one then you get a second</subtitle>
+<subtitle id="1:58:5"> order differential equation and second order</subtitle>
+<subtitle id="1:58:8">differential equations Model A lot of interesting</subtitle>
+<subtitle id="1:58:11"> phenomena so those and as I showed you you can</subtitle>
+<subtitle id="1:58:14"> use them in data structures as well as out in the physical</subtitle>
+<subtitle id="1:58:17"> world so you can do sampling like the</subtitle>
+<subtitle id="1:58:20"> first order thing gives you sampling s syis if you think</subtitle>
+<subtitle id="1:58:23"> about it a second order guide gives you FM</subtitle>
+<subtitle id="1:58:26"> synthesis right you have to modulate</subtitle>
+<subtitle id="1:58:29">that second guide because you have to speed up and slow</subtitle>
+<subtitle id="1:58:32"> down within the wavelength</subtitle>
+<subtitle id="1:58:35"> of the sample that you have but that's</subtitle>
+<subtitle id="1:58:38"> basically what FM is and if you look at</subtitle>
+<subtitle id="1:58:41"> it from the standpoint of phasers which is the way I happen</subtitle>
+<subtitle id="1:58:44"> to like to look at things then the entire</subtitle>
+<subtitle id="1:58:47">synthesis mechanism is just piling phasers on</subtitle>
+<subtitle id="1:58:50"> phasers and each one one of them is</subtitle>
+<subtitle id="1:58:53"> uh basically one of these incremental</subtitle>
+<subtitle id="1:58:56"> guys so so the idea is basically that</subtitle>
+<subtitle id="1:58:59"> um to take a few simple but powerful ideas</subtitle>
+<subtitle id="1:59:2"> and go deep on them in within</subtitle>
+<subtitle id="1:59:5"> these projects uh second one is the feedback</subtitle>
+<subtitle id="1:59:8"> idea which is a very nice one because it Bridges</subtitle>
+<subtitle id="1:59:11"> the mechanical and the biological world</subtitle>
+<subtitle id="1:59:14"> so there's a million feedback besides the gradient</subtitle>
+<subtitle id="1:59:17"> followings finding lights so feedback is kind of</subtitle>
+<subtitle id="1:59:20"> a general technique for making progress when</subtitle>
+<subtitle id="1:59:23"> you don't have complete information then the third one</subtitle>
+<subtitle id="1:59:26">Randomness and probability</subtitle>
+<subtitle id="1:59:29"> of being when you don't want to know what else to do you know</subtitle>
+<subtitle id="1:59:32">something like it's kind of like Monte Carlo there's a</subtitle>
+<subtitle id="1:59:35"> whole set of heuristics built around that</subtitle>
+<subtitle id="1:59:38"> if you think about that those are three if you had to</subtitle>
+<subtitle id="1:59:41"> pick three that Encompass a lot of what</subtitle>
+<subtitle id="1:59:44">science thinks about the world those three are</subtitle>
+<subtitle id="1:59:47"> it then of course there are powerful ideas</subtitle>
+<subtitle id="1:59:50"> from the programming itself like like the notion of a conditional</subtitle>
+<subtitle id="1:59:53"> the notion of a loop notion</subtitle>
+<subtitle id="1:59:56"> of a variable those are ideas that the</subtitle>
+<subtitle id="1:59:59">students haven't really encountered before</subtitle>
+<subtitle id="2:0:2"> um it's usually quite late</subtitle>
+<subtitle id="2:0:5"> before we reveal to them that every little</subtitle>
+<subtitle id="2:0:8">object in the system is a vector</subtitle>
+<subtitle id="2:0:11"> so if you plop one of those guys into its own</subtitle>
+<subtitle id="2:0:14"> little thing all of a sudden you can find that you can add</subtitle>
+<subtitle id="2:0:17">these things to each other so the thing you thought so you can add</subtitle>
+<subtitle id="2:0:20"> a car to a fire hydr and you</subtitle>
+<subtitle id="2:0:23"> get the vector sum of it but that isn't</subtitle>
+<subtitle id="2:0:26"> introduced early so you think about and this is</subtitle>
+<subtitle id="2:0:29">approach because in math you don't want to</subtitle>
+<subtitle id="2:0:32"> as aam said you don't want to multiply entities</subtitle>
+<subtitle id="2:0:35"> unnecessarily so the idea is you try</subtitle>
+<subtitle id="2:0:38"> and stick to a few simple operative principles</subtitle>
+<subtitle id="2:0:41"> that have great range that's why we call them powerful</subtitle>
+<subtitle id="2:0:44">ideas and</subtitle>
+<subtitle id="2:0:47"> um but the people who</subtitle>
+<subtitle id="2:0:50"> very very often run into to barriers of many different</subtitle>
+<subtitle id="2:0:53"> kinds are adults because adults when</subtitle>
+<subtitle id="2:0:56"> they adult teachers for instance when they learning if they've</subtitle>
+<subtitle id="2:0:59"> had a little bit of hypercard they try and do what they learned in</subtitle>
+<subtitle id="2:1:2"> hypercard and it's very difficult for them to</subtitle>
+<subtitle id="2:1:5"> sit down and just learn a new system as a new system</subtitle>
+<subtitle id="2:1:8"> they want to learn it as part of some other set of</subtitle>
+<subtitle id="2:1:11">knowledge they have regardless of whether that knowledge is powerful or not</subtitle>
+<subtitle id="2:1:14"> so they are the ones whose questions we answer all the kids are</subtitle>
+<subtitle id="2:1:17"> perfectly happy because from their standpoint</subtitle>
+<subtitle id="2:1:20">hey're basically playing creating their own toys</subtitle>
+<subtitle id="2:1:23"> and they're happy to work within any system that is powerful</subtitle>
+<subtitle id="2:1:26">them</subtitle>
+<subtitle id="2:1:29"> yes um</subtitle>
+<subtitle id="2:1:32"> one thing that I get a sense of you working with children um</subtitle>
+<subtitle id="2:1:35"> as adults we I guess when we get</subtitle>
+<subtitle id="2:1:38"> to be 20 25 we get very serious in life</subtitle>
+<subtitle id="2:1:41"> and I get a sense that by by working with children</subtitle>
+<subtitle id="2:1:44"> you brought play back into life at</subtitle>
+<subtitle id="2:1:47"> some level and and and that's</subtitle>
+<subtitle id="2:1:50"> an important part of the whole creative process plus enjoying</subtitle>
+<subtitle id="2:1:53"> life one of the things that uh I was</subtitle>
+<subtitle id="2:1:56"> sensing when you showed all this I could very easily see</subtitle>
+<subtitle id="2:1:59"> these these mirrors each different mirror let's say</subtitle>
+<subtitle id="2:2:2">one of the mirrors was Art and you you walk through the</subtitle>
+<subtitle id="2:2:5"> art art mirror and then you have all the different types</subtitle>
+<subtitle id="2:2:8">and you could you could visually go to different</subtitle>
+<subtitle id="2:2:11"> uh impressionism different types of art same thing</subtitle>
+<subtitle id="2:2:14"> with music so I could see very easily this could be</subtitle>
+<subtitle id="2:2:17">whole kind of knowledge base that you could walk through</subtitle>
+<subtitle id="2:2:20"> depending upon your level interest and start</subtitle>
+<subtitle id="2:2:23"> playing with these things in a way and even</subtitle>
+<subtitle id="2:2:26">because it's so visual you can start connecting</subtitle>
+<subtitle id="2:2:29"> these things maybe art to music to this and there's</subtitle>
+<subtitle id="2:2:32">whole connectivity factor that could take place</subtitle>
+<subtitle id="2:2:35"> that in a way could make for an explosion in creativity because</subtitle>
+<subtitle id="2:2:38"> we're all kind of focused in a particular Paradigm</subtitle>
+<subtitle id="2:2:41"> whichever we're in I just like your comments on any well I think that's</subtitle>
+<subtitle id="2:2:44"> a good articulation of what uh</subtitle>
+<subtitle id="2:2:47"> the um augmentation of</subtitle>
+<subtitle id="2:2:50"> human intellect Center was doing at SRI</subtitle>
+<subtitle id="2:2:53"> right look look at what these guys were doing</subtitle>
+<subtitle id="2:2:56"> and you can also ask Bill since he was there</subtitle>
+<subtitle id="2:2:59"> and responsible for a lot of it</subtitle>
+<subtitle id="2:3:2"> but basically the the idea</subtitle>
+<subtitle id="2:3:5"> was to try and make connections</subtitle>
+<subtitle id="2:3:8"> that when we did</subtitle>
+<subtitle id="2:3:11"> this system one of the things that was</subtitle>
+<subtitle id="2:3:14"> kind of both amusing and exciting</subtitle>
+<subtitle id="2:3:17"> was at some point I don't know whether it was you</subtitle>
+<subtitle id="2:3:20"> I think it was David because uh David</subtitle>
+<subtitle id="2:3:23"> had done a demo that was one of the greatest</subtitle>