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THEY SING | 0:00:02 | 0:00:04 | |
'Language is one of the most amazing things that we humans do. | 0:00:04 | 0:00:10 | |
'It separates us from the animals, | 0:00:10 | 0:00:14 | |
'gives us theatre, poetry and songs. | 0:00:14 | 0:00:17 | |
'It shapes our identity and allows us to express emotions.' | 0:00:17 | 0:00:22 | |
CROWD ROARS | 0:00:22 | 0:00:23 | |
'It makes us laugh. It makes us cry.' | 0:00:23 | 0:00:26 | |
'It allows us to record our histories and imagine our futures.' | 0:00:28 | 0:00:32 | |
Oh, my goodness! This is magical. | 0:00:32 | 0:00:35 | |
In this programme, | 0:00:40 | 0:00:43 | |
I'm going to explore language's physical incarnation, | 0:00:43 | 0:00:46 | |
our greatest invention - writing. | 0:00:46 | 0:00:49 | |
Since its birth 5,000 years ago, | 0:00:52 | 0:00:54 | |
the written word has given us civilisation and technology. | 0:00:54 | 0:00:58 | |
I'm going to reveal how it's transformed the way we interpret | 0:00:58 | 0:01:02 | |
and explore our world, | 0:01:02 | 0:01:03 | |
how we organise our religions and governments | 0:01:03 | 0:01:06 | |
and how we spread our ideas and our laws. | 0:01:06 | 0:01:08 | |
How writing allows us to listen to the past | 0:01:08 | 0:01:12 | |
and to speak to the future. | 0:01:12 | 0:01:14 | |
But is writing here to stay, or is it just a flash in the pen? | 0:01:14 | 0:01:19 | |
THEY SPEAK IN THEIR OWN DIALECT | 0:01:21 | 0:01:25 | |
'Learning to talk, like learning to walk, | 0:01:30 | 0:01:32 | |
'is a natural part of growing up. | 0:01:32 | 0:01:34 | |
'It's something that children the world over do instinctively.' | 0:01:34 | 0:01:38 | |
'But while spoken language | 0:01:41 | 0:01:42 | |
'is an innate part of the human operating system, | 0:01:42 | 0:01:45 | |
'something we've been doing for maybe only 50,000 years, | 0:01:45 | 0:01:50 | |
'the ability to read and write is an optional extra.' | 0:01:50 | 0:01:54 | |
Reading and writing are not a natural state of affairs. | 0:01:54 | 0:01:57 | |
It's just something that's been invented | 0:01:57 | 0:02:00 | |
to complement utterance - spoken human language. | 0:02:00 | 0:02:03 | |
In fact, it's not necessary or essential for communication at all, | 0:02:03 | 0:02:07 | |
and there are hundreds of societies around the world | 0:02:07 | 0:02:10 | |
which have existed for centuries, perfectly happily, | 0:02:10 | 0:02:13 | |
without feeling the need to write down their language. | 0:02:13 | 0:02:16 | |
The Akha, here in North Thailand, is one such. | 0:02:16 | 0:02:20 | |
THEY SPEAK IN AKHA | 0:02:20 | 0:02:24 | |
'While anthropologists might attribute the lack of writing | 0:02:27 | 0:02:31 | |
'to the culture's self-sufficient economy, | 0:02:31 | 0:02:33 | |
'the Akha have their own story. | 0:02:33 | 0:02:36 | |
'According to myth, | 0:02:36 | 0:02:37 | |
'they were given writing by the first spirit, | 0:02:37 | 0:02:40 | |
'Un Ma, on a buffalo hide. | 0:02:40 | 0:02:43 | |
'But the Akha don't have a written language now, | 0:02:43 | 0:02:47 | |
'so what on earth happened?' | 0:02:47 | 0:02:49 | |
It was written down on buffalo skin? | 0:02:49 | 0:02:51 | |
TRANSLATION: | 0:02:51 | 0:02:53 | |
Oh, right! Cos of the meat. | 0:03:06 | 0:03:08 | |
They ate it up! | 0:03:08 | 0:03:10 | |
So, the guardians of the Akha alphabet ate up... | 0:03:10 | 0:03:14 | |
I see. | 0:03:14 | 0:03:16 | |
Since those days, we don't have... | 0:03:16 | 0:03:18 | |
-Since then, you rely on your memory. -Yes. | 0:03:18 | 0:03:20 | |
HE SPEAKS IN AKHA | 0:03:20 | 0:03:22 | |
'Traditionally, the Akha keep in their heads | 0:03:22 | 0:03:24 | |
'and pass on verbally, all their culture - | 0:03:24 | 0:03:27 | |
'their myths, stories and their entire history, | 0:03:27 | 0:03:31 | |
'all the way back to their founding father, their Adam.' | 0:03:31 | 0:03:36 | |
And so, that's all in your head? How many generations? | 0:03:36 | 0:03:39 | |
Do you learn songs, as well? | 0:03:46 | 0:03:48 | |
'Aju, like the rest of the literate world, | 0:04:03 | 0:04:06 | |
'now uses writing rather than his brain to remember things. | 0:04:06 | 0:04:11 | |
'Rather than fight progress, he wants the next generation to learn to read and write, | 0:04:11 | 0:04:15 | |
'so they can preserve their culture on the page. | 0:04:15 | 0:04:19 | |
'Reading and writing will give them access not just to their past, | 0:04:19 | 0:04:23 | |
'but to that of the rest of the world.' | 0:04:23 | 0:04:27 | |
THEY SPEAK IN THEIR OWN DIALECT | 0:04:27 | 0:04:32 | |
'Writing lets us discover things | 0:04:32 | 0:04:34 | |
'about cultures far away in space and time. | 0:04:34 | 0:04:39 | |
'And some of the oldest writing is here, at the British Museum. | 0:04:39 | 0:04:43 | |
'So, how and why did it start?' | 0:04:43 | 0:04:46 | |
The British Museum has thousands of objects with writing on them, | 0:04:48 | 0:04:53 | |
some of them more than five millennia old. | 0:04:53 | 0:04:56 | |
It's a matter of intense debate amongst the curators | 0:04:56 | 0:04:58 | |
of the various departments here as to who has the oldest. | 0:04:58 | 0:05:02 | |
The Egyptologists claim that they have the edge, | 0:05:02 | 0:05:05 | |
while the Assyriologists, they maintain that their form - | 0:05:05 | 0:05:10 | |
cuneiform writing - is the oldest. | 0:05:10 | 0:05:13 | |
Either way, it seems that writing was not invented | 0:05:13 | 0:05:16 | |
for the purposes of writing love poems or novels or prayers, | 0:05:16 | 0:05:22 | |
but actually for the rather more mundane purpose | 0:05:22 | 0:05:24 | |
of taxation and accountancy. | 0:05:24 | 0:05:27 | |
'As societies grew and flourished in the cradle of civilisation, | 0:05:28 | 0:05:33 | |
'today's Iraq, so did the need for bureaucracy and record-keeping. | 0:05:33 | 0:05:38 | |
'Who owes what to whom? | 0:05:38 | 0:05:41 | |
'This early clay tablet records the payment of workers in beer.' | 0:05:41 | 0:05:46 | |
'Behind the scenes at the museum, | 0:05:48 | 0:05:50 | |
'Dr Irving Finkel, Keeper of the Department of Assyriology, | 0:05:50 | 0:05:53 | |
'is giving some students a lesson | 0:05:53 | 0:05:56 | |
'in writing cuneiform the traditional way - | 0:05:56 | 0:05:58 | |
'on a piece of clay, with a reed. | 0:05:58 | 0:06:01 | |
'I'm attempting to write my name.' | 0:06:01 | 0:06:04 | |
So, an upright like that and then... | 0:06:04 | 0:06:07 | |
..that and that. Sort of more... Not quite. It's a bit too big. | 0:06:08 | 0:06:14 | |
-Well, it's assertive. -Yeah, it is. | 0:06:14 | 0:06:17 | |
And then, one upright. | 0:06:17 | 0:06:19 | |
'The first teachers of writing used to beat their students. | 0:06:19 | 0:06:22 | |
'I hope Dr Finkel doesn't subscribe to such violent methods.' | 0:06:22 | 0:06:27 | |
Stephen, as you know, cuneiform writing | 0:06:27 | 0:06:29 | |
is the oldest form of writing in the history of the world. | 0:06:29 | 0:06:31 | |
-I knew that. -Don't let anybody dissuade you of any other truth. | 0:06:31 | 0:06:35 | |
It began in ancient Iraq | 0:06:35 | 0:06:36 | |
and various remarkable things have to be stressed. | 0:06:36 | 0:06:39 | |
Firstly, that the people who invented writing | 0:06:39 | 0:06:42 | |
had no idea what was going to be the consequence. | 0:06:42 | 0:06:44 | |
They did it for local, bureaucratic reasons - | 0:06:44 | 0:06:47 | |
they had to keep books and accounts on incoming and outgoing goods. | 0:06:47 | 0:06:50 | |
That's how it all began. | 0:06:50 | 0:06:51 | |
Nobody had a vision of giving writing to the world. | 0:06:51 | 0:06:55 | |
That it was going to end up with Shakespeare and Proust | 0:06:55 | 0:06:57 | |
-and Barbara Cartland. -Precisely. | 0:06:57 | 0:06:59 | |
But once it started in the world, it never stopped. | 0:06:59 | 0:07:02 | |
And like a snowball, it grew and grew and grew, | 0:07:02 | 0:07:05 | |
until it's become the kind of intellectual prop of homo sapiens. | 0:07:05 | 0:07:09 | |
So, it's a very significant thing. | 0:07:09 | 0:07:10 | |
In our department to do with Ancient Mesopotamia, | 0:07:10 | 0:07:13 | |
we have the earliest evidence. | 0:07:13 | 0:07:16 | |
So, what I brought firstly to show you is a real tablet. | 0:07:16 | 0:07:20 | |
This was written by a schoolboy in about 1700 BC. | 0:07:20 | 0:07:23 | |
-Good Lord! -The most wonderful thing is there is one example of this. | 0:07:23 | 0:07:29 | |
A tablet like this - on the back, there is a caricature of the teacher | 0:07:29 | 0:07:32 | |
and this teacher has a goofy kind of tooth | 0:07:32 | 0:07:35 | |
and a stupid expression on his face | 0:07:35 | 0:07:37 | |
and this is clearly a pupil who is fed up to his back teeth. | 0:07:37 | 0:07:40 | |
-So, this is his rough book, his exercise book? -Yeah. | 0:07:40 | 0:07:43 | |
In my view, there's something really important to be learned, | 0:07:43 | 0:07:47 | |
which is, the human beings who made these things | 0:07:47 | 0:07:50 | |
are absolutely close to us. | 0:07:50 | 0:07:52 | |
There are voices singing out of these apparently dead objects. | 0:07:52 | 0:07:55 | |
Exactly. | 0:07:55 | 0:07:56 | |
The dazzling wonder of the human mind, | 0:07:56 | 0:07:59 | |
as we know it today, forcefully, | 0:07:59 | 0:08:02 | |
in my view, is there to be plucked out of these documents. | 0:08:02 | 0:08:05 | |
'Of course, cuneiform wasn't just used to write bills and accounts. | 0:08:05 | 0:08:10 | |
'In no time at all, people started writing poems, | 0:08:10 | 0:08:13 | |
'love letters and legends. | 0:08:13 | 0:08:15 | |
'Written stories, like the Epic Of Gilgamesh | 0:08:15 | 0:08:18 | |
'give us a glimpse into a different world. | 0:08:18 | 0:08:21 | |
'A world where writing itself was a source of power. | 0:08:21 | 0:08:25 | |
'Writing allowed rulers to lay down the first laws, | 0:08:25 | 0:08:29 | |
'send secret messages in battles | 0:08:29 | 0:08:32 | |
'and write their own versions of events. | 0:08:32 | 0:08:35 | |
'Only a few highly trained scribes | 0:08:35 | 0:08:38 | |
'could read and write this complex script, | 0:08:38 | 0:08:41 | |
'but in doing so, they took humans from prehistoric times | 0:08:41 | 0:08:45 | |
'into the pages of history.' | 0:08:45 | 0:08:48 | |
Writing was developed separately and independently all over the world | 0:08:48 | 0:08:51 | |
and by 1200 BC, | 0:08:51 | 0:08:53 | |
it was flourishing in India, China, Europe and Egypt. | 0:08:53 | 0:08:59 | |
Now, while some ancient scripts have yet to be deciphered | 0:08:59 | 0:09:02 | |
even to this day, | 0:09:02 | 0:09:04 | |
the language of the pharaohs, hieroglyphs, | 0:09:04 | 0:09:06 | |
has been successfully translated and transcribed | 0:09:06 | 0:09:09 | |
thanks to the Rosetta Stone. | 0:09:09 | 0:09:13 | |
'The same inscription on this stone is written three times, | 0:09:13 | 0:09:16 | |
'in Ancient Greek, Egyptian Demotic script | 0:09:16 | 0:09:19 | |
'and the original Egyptian hieroglyphs. | 0:09:19 | 0:09:23 | |
'These three scripts allowed hieroglyphs | 0:09:23 | 0:09:26 | |
'finally to be deciphered.' | 0:09:26 | 0:09:28 | |
The phrase "Rosetta Stone" | 0:09:28 | 0:09:30 | |
has become a kind of metaphor for anything that is a key part | 0:09:30 | 0:09:33 | |
in the process of decoding, translating | 0:09:33 | 0:09:36 | |
or solving a difficult problem. | 0:09:36 | 0:09:38 | |
But all written language is a form of code | 0:09:38 | 0:09:41 | |
and without the ability to read, | 0:09:41 | 0:09:42 | |
it just becomes as incomprehensible | 0:09:42 | 0:09:45 | |
as the marks on this rock are, to me, at least. | 0:09:45 | 0:09:48 | |
You probably learnt to read and write as I did, | 0:09:51 | 0:09:54 | |
by using letter tiles, | 0:09:54 | 0:09:56 | |
or you had those sort of strips of paper | 0:09:56 | 0:09:58 | |
round your primary school classroom | 0:09:58 | 0:10:00 | |
with A for apple and B for bear and C for carthorse, or whatever it was. | 0:10:00 | 0:10:05 | |
The amazing thing about the system of an alphabet | 0:10:05 | 0:10:07 | |
is you don't have learn symbols, | 0:10:07 | 0:10:09 | |
you just learn these individual letters that make the sounds. | 0:10:09 | 0:10:12 | |
Once you do, anything is possible. | 0:10:12 | 0:10:14 | |
You can just make up all kinds of fantastic phrases. | 0:10:14 | 0:10:18 | |
I adore playing with... Oh, look. Look what we can have here. | 0:10:18 | 0:10:22 | |
Playing with letters and words. | 0:10:22 | 0:10:24 | |
The alphabet allowed what you might call | 0:10:25 | 0:10:28 | |
a democratisation of reading and writing. | 0:10:28 | 0:10:30 | |
And the alphabet that we use came to use via the Romans, | 0:10:30 | 0:10:34 | |
from that great, democratic civilisation, | 0:10:34 | 0:10:36 | |
Ancient Greece. | 0:10:36 | 0:10:38 | |
'The Greeks were famous for epic stories. | 0:10:43 | 0:10:46 | |
'Homer's Iliad and Odyssey told tales | 0:10:46 | 0:10:49 | |
'of wars and adventures all around the Mediterranean. | 0:10:49 | 0:10:53 | |
'But Homer himself didn't write.' | 0:10:53 | 0:10:55 | |
Some romantically-minded scholars | 0:10:57 | 0:10:59 | |
have proposed that a brilliant contemporary of Homer | 0:10:59 | 0:11:02 | |
invented the alphabet in order to record the poet's oral epics, | 0:11:02 | 0:11:06 | |
The Iliad and The Odyssey. | 0:11:06 | 0:11:08 | |
It seems unlikely, but Homer himself does give us a clue | 0:11:08 | 0:11:11 | |
as to the origins of writing. | 0:11:11 | 0:11:13 | |
In The Iliad and The Odyssey, he mentions the Phoenicians, | 0:11:13 | 0:11:17 | |
traders who travelled the Mediterranean in ships. | 0:11:17 | 0:11:20 | |
'The Phoenicians were the great merchants of antiquity | 0:11:23 | 0:11:27 | |
'with ports in modern day Syria, Lebanon and Israel, | 0:11:27 | 0:11:30 | |
'and all over the Mediterranean. | 0:11:30 | 0:11:32 | |
'But they didn't just transport goods. | 0:11:32 | 0:11:34 | |
'They introduced a whole new way of writing - | 0:11:34 | 0:11:39 | |
'the alphabet. | 0:11:39 | 0:11:40 | |
'Theirs was the mother of all alphabets, | 0:11:40 | 0:11:43 | |
'including our own.' | 0:11:43 | 0:11:45 | |
You're an extraordinarily accomplished fellow. | 0:11:46 | 0:11:48 | |
You don't just dig around in sites, you actually can write Phoenician. | 0:11:48 | 0:11:52 | |
Maybe you can show me the alphabet? Give me a sense of how it looks. | 0:11:52 | 0:11:55 | |
-Ah, you've got a... -Yeah. | 0:11:55 | 0:11:58 | |
So, just for example, | 0:11:58 | 0:12:00 | |
the letter Aleph in Proto-Canaanite or Canaanite script, | 0:12:00 | 0:12:03 | |
it was in the shape of a head of an ox. | 0:12:03 | 0:12:05 | |
-Sorry for my drawing. -Fair enough. | 0:12:05 | 0:12:08 | |
But later, it was transformed in Phoenician, | 0:12:08 | 0:12:12 | |
early Phoenician, into something like this, which is the shape... | 0:12:12 | 0:12:16 | |
-And, of course, if you transform it in the right direction... -Yeah. | 0:12:16 | 0:12:19 | |
..you get the Alpha or the A or other languages. | 0:12:19 | 0:12:24 | |
In later Phoenician inscription, was this symbol, | 0:12:24 | 0:12:31 | |
sometimes it even had a small iris. | 0:12:31 | 0:12:33 | |
So, basically, it was transformed into the Omicron, | 0:12:33 | 0:12:36 | |
the little O. | 0:12:36 | 0:12:38 | |
'For the Phoenicians, the more people who could read and write, | 0:12:40 | 0:12:43 | |
'the better. | 0:12:43 | 0:12:44 | |
'The alphabet allowed them to communicate | 0:12:44 | 0:12:47 | |
'and deal more effectively with foreign trading partners. | 0:12:47 | 0:12:50 | |
'Spreading the word made sound economic sense.' | 0:12:50 | 0:12:54 | |
The important point about the Phoenician culture | 0:12:55 | 0:12:58 | |
is that, being a trading culture, | 0:12:58 | 0:13:00 | |
it wasn't interested in leaving permanent religious memorials in writing, | 0:13:00 | 0:13:04 | |
it was more about taking writing around | 0:13:04 | 0:13:07 | |
as a way of facilitating the trade that was the basis of their... | 0:13:07 | 0:13:10 | |
Therefore, they got such a bad press because in the Bible, | 0:13:10 | 0:13:14 | |
they are the bringer of foreign, idolatrous, er, cults. | 0:13:14 | 0:13:19 | |
The foreign idols - Jezebel the queen, the Phoenician queen. | 0:13:19 | 0:13:23 | |
So, these people have never written history, | 0:13:23 | 0:13:26 | |
but they got all the bad press from everybody. | 0:13:26 | 0:13:28 | |
They wrote the records, but they don't survive. | 0:13:28 | 0:13:31 | |
It's very likely. | 0:13:31 | 0:13:32 | |
It's very likely that much was on papyrus and was lost. | 0:13:32 | 0:13:36 | |
'Papyrus, like the alphabet, was another Phoenician export. | 0:13:38 | 0:13:42 | |
'We get our word "paper" from it. | 0:13:42 | 0:13:44 | |
'The Greeks gave a collection of papyrus a new name - byblos, | 0:13:44 | 0:13:49 | |
'from which we get our word "Bible". | 0:13:49 | 0:13:53 | |
' "God, in mysterious Sinai's awful cave | 0:13:53 | 0:13:57 | |
' "To man the wondrous art of writing gave", | 0:13:57 | 0:14:01 | |
'wrote Blake in his book Jerusalem. | 0:14:01 | 0:14:04 | |
'Writing allowed the priests and the rabbis | 0:14:04 | 0:14:07 | |
'to set in stone their beliefs. | 0:14:07 | 0:14:11 | |
'Once written, customs became religious laws | 0:14:11 | 0:14:14 | |
'and the word of God could not be edited. | 0:14:14 | 0:14:17 | |
'Writing has allowed one religion, Judaism, | 0:14:17 | 0:14:20 | |
'to last virtually unchanged for millennia.' | 0:14:20 | 0:14:24 | |
Behind me is the Western or Wailing Wall, | 0:14:24 | 0:14:28 | |
one of the most sacred places in all Judaism. | 0:14:28 | 0:14:30 | |
The written word is integral to worship here. | 0:14:30 | 0:14:33 | |
Observant Jewish men have strips of paper | 0:14:33 | 0:14:35 | |
with words from Deuteronomy and Exodus on them | 0:14:35 | 0:14:38 | |
and these are carried in little boxes here called phylacteries, | 0:14:38 | 0:14:41 | |
which they have strapped to their head and to their left arm | 0:14:41 | 0:14:46 | |
as they pray. | 0:14:46 | 0:14:47 | |
Other worshippers write down prayers to God on scraps of paper | 0:14:47 | 0:14:50 | |
and push them into the cracks and crevices of the wall behind, | 0:14:50 | 0:14:53 | |
and it's forbidden to remove them. | 0:14:53 | 0:14:55 | |
Twice a year, the rabbi of the Wall | 0:14:55 | 0:14:57 | |
takes them and buries them in the Mount of Olives. | 0:14:57 | 0:15:01 | |
It's as if the writing itself is sacrosanct | 0:15:01 | 0:15:05 | |
and imbued with a special power, | 0:15:05 | 0:15:07 | |
and when talking about the power of words in religion | 0:15:07 | 0:15:11 | |
you absolutely cannot ignore Islam. | 0:15:11 | 0:15:15 | |
Just behind the Western Wall, yards from it, | 0:15:15 | 0:15:18 | |
is the Dome of the Rock, the third holiest site in Sunni Islam. | 0:15:18 | 0:15:22 | |
It's covered in writings, | 0:15:22 | 0:15:24 | |
in inscriptions from the Islamic holy book, the Koran, | 0:15:24 | 0:15:27 | |
and for Islam the Arabic script is more than just | 0:15:27 | 0:15:30 | |
a writing system invented by man - it's a gift from God. | 0:15:30 | 0:15:33 | |
In fact, one of the sayings of the prophet is that | 0:15:33 | 0:15:36 | |
the ink of a scholar is holier than the blood of a martyr. | 0:15:36 | 0:15:39 | |
Now, it may be that the Arabic script plays second fiddle to Hebrew | 0:15:39 | 0:15:43 | |
here in Israel, but on the world stage it's a very different story | 0:15:43 | 0:15:46 | |
and in fact Arabic script is second only to our own Roman alphabet for use. | 0:15:46 | 0:15:51 | |
The spread of religion | 0:15:52 | 0:15:53 | |
and the spread of writing have gone hand-in-hand, | 0:15:53 | 0:15:57 | |
and, with writing so fundamental to faith, | 0:15:57 | 0:15:59 | |
it's not surprising that people go to such lengths | 0:15:59 | 0:16:03 | |
to protect and preserve the written words of their gods. | 0:16:03 | 0:16:06 | |
Here in Jerusalem there's the aptly named Shrine Of The Book, | 0:16:09 | 0:16:14 | |
where some of the most precious religious writings are on display, | 0:16:14 | 0:16:17 | |
but even in these special and carefully climate-controlled conditions, | 0:16:17 | 0:16:22 | |
some of the older texts are in danger of being lost to us forever. | 0:16:22 | 0:16:26 | |
The most famous documents displayed here are the dead Sea Scrolls, | 0:16:28 | 0:16:32 | |
fragments of biblical texts and religious writings from the time of Christ. | 0:16:32 | 0:16:37 | |
The scrolls lay hidden for nearly two millennia, | 0:16:37 | 0:16:40 | |
until a Bedouin shepherd stumbled upon them in 1946. | 0:16:40 | 0:16:45 | |
They are believed | 0:16:47 | 0:16:48 | |
to be the discovery of the 20th century. | 0:16:48 | 0:16:52 | |
We are talking about a corpus of over 900 manuscripts, | 0:16:52 | 0:16:56 | |
comprising all of the books of the Bible. | 0:16:56 | 0:17:00 | |
These are the oldest copies of the Bible that we have, 2,000 years old. | 0:17:00 | 0:17:05 | |
These ancient texts are so fragile that only four | 0:17:05 | 0:17:09 | |
highly trained researchers from the Israel antiquities authority | 0:17:09 | 0:17:12 | |
are allowed actually to handle them. | 0:17:12 | 0:17:17 | |
What Lynn is going to show you now is a sample of the book of Psalms. | 0:17:17 | 0:17:24 | |
-Oh, goodness! That's the real thing, isn't it? -Yes. | 0:17:24 | 0:17:28 | |
You're looking at it upside down, but this is... | 0:17:28 | 0:17:31 | |
It might as well be upside down to me, | 0:17:31 | 0:17:33 | |
but if you want to turn it round the right way! | 0:17:33 | 0:17:37 | |
We have about six such plates, six such pieces, | 0:17:39 | 0:17:43 | |
and we keep them as they were found. | 0:17:43 | 0:17:46 | |
If you look closely here, even if you can't read Hebrew, | 0:17:46 | 0:17:49 | |
every place the name of God is written exactly, the yodh, Yahweh, | 0:17:49 | 0:17:54 | |
it is written in what we call Paleo-Hebrew, | 0:17:54 | 0:17:57 | |
which is the Hebrew of first Temple times. | 0:17:57 | 0:18:00 | |
So, an ancient Hebrew, and older Hebrew. | 0:18:00 | 0:18:02 | |
And that's God, God, God, every time, | 0:18:02 | 0:18:04 | |
-and there's quite a lot of him, obviously. -Yes. | 0:18:04 | 0:18:07 | |
-He features quite highly. -Right. Please don't touch. | 0:18:07 | 0:18:10 | |
-Sorry, I was touching the glass, wasn't I? -Yes. | 0:18:10 | 0:18:12 | |
'These documents are so precious that even touching the glass is forbidden, | 0:18:13 | 0:18:18 | |
'and the next scroll is all about rules and regulations. | 0:18:18 | 0:18:23 | |
'It's the Ten Commandments.' | 0:18:23 | 0:18:26 | |
This is the only copy that contains all of the Ten Commandments. | 0:18:26 | 0:18:30 | |
Oh, my goodness! | 0:18:30 | 0:18:31 | |
Is this the oldest record of the Ten Commandments? | 0:18:31 | 0:18:34 | |
-This is the oldest record of the Ten Commandments. -Wow, amazing. | 0:18:34 | 0:18:39 | |
So, that alone would be the most priceless... | 0:18:39 | 0:18:43 | |
-Right, right. -..document, isn't it? Amazing. | 0:18:43 | 0:18:46 | |
Every child or every grown-up, | 0:18:46 | 0:18:51 | |
when you say the Ten Commandments, knows what you're talking about. | 0:18:51 | 0:18:56 | |
And breaks one of them every day! | 0:18:56 | 0:18:57 | |
And breaks one of them every day, and these are 2,000 years old. | 0:18:57 | 0:19:02 | |
That is extraordinary, extraordinary. | 0:19:02 | 0:19:06 | |
'These ancient words are now being protected | 0:19:06 | 0:19:10 | |
'with space age technology - spectral imaging. | 0:19:10 | 0:19:12 | |
'By photographing the scrolls under different wavelengths of light, | 0:19:12 | 0:19:16 | |
'new sections of the text are made visible.' | 0:19:16 | 0:19:20 | |
Oh, yes. It's even becoming clear in the dark... | 0:19:20 | 0:19:26 | |
Goodness me. | 0:19:27 | 0:19:29 | |
'Once digitised, all 900 fragments of the scrolls will be | 0:19:29 | 0:19:34 | |
'made available online to scholars and members of the public.' | 0:19:34 | 0:19:37 | |
Fantastic. | 0:19:37 | 0:19:39 | |
Isn't it wonderful to think something so old, | 0:19:39 | 0:19:42 | |
so - I won't say primitive - | 0:19:42 | 0:19:44 | |
but the dawn of writing and everything, | 0:19:44 | 0:19:47 | |
is dependent on our age of the most extraordinary technological advances | 0:19:47 | 0:19:52 | |
in order to preserve it? It's rather splendid, | 0:19:52 | 0:19:55 | |
the old meeting new like that. | 0:19:55 | 0:19:57 | |
Yes, writing utterly changed the human world. | 0:20:09 | 0:20:13 | |
With writing we could preserve our myths, our stories and our laws. | 0:20:13 | 0:20:17 | |
The alphabet, whether Phoenician, Hebrew, Arabic, Greek or Roman, | 0:20:17 | 0:20:21 | |
allowed more and more people to read and write, | 0:20:21 | 0:20:25 | |
but there was yet to come another major revolution in writing | 0:20:25 | 0:20:28 | |
that would spread the word further than ever - | 0:20:28 | 0:20:32 | |
printing. | 0:20:32 | 0:20:33 | |
'Now, you might think that printing started in Europe in 1450 | 0:20:38 | 0:20:42 | |
'with Johannes Gutenberg, | 0:20:42 | 0:20:44 | |
'but this revolutionary technology - like gunpowder, the compass | 0:20:44 | 0:20:48 | |
'and papermaking - was invented in China nearly 400 years earlier.' | 0:20:48 | 0:20:53 | |
Hi, hello. I'm Stephen, Stephen Fry. | 0:20:53 | 0:20:58 | |
Nice to see you. | 0:20:58 | 0:21:00 | |
Can you make me one of these chops, with my name? | 0:21:00 | 0:21:04 | |
'Once carved, block printing is much quicker | 0:21:04 | 0:21:08 | |
'than handwriting each complex character, | 0:21:08 | 0:21:11 | |
'but there's a reason why printing didn't take off in China, | 0:21:11 | 0:21:14 | |
'and that is the sheer volume of characters - | 0:21:14 | 0:21:17 | |
'literally thousands of them.' | 0:21:17 | 0:21:19 | |
Chinese is one of the oldest written languages in the world, | 0:21:26 | 0:21:29 | |
and we all know these extraordinary characters or ideograms, | 0:21:29 | 0:21:33 | |
they're familiar almost as works of art. | 0:21:33 | 0:21:36 | |
To the Chinese, they are the start of a lifelong learning process, | 0:21:36 | 0:21:42 | |
because you have to learn each one, each one has a particular meaning. | 0:21:42 | 0:21:45 | |
And the key difference between Chinese | 0:21:45 | 0:21:48 | |
and almost all the other languages of the world, certainly ours, | 0:21:48 | 0:21:51 | |
is that there's no hint as to how you say them. | 0:21:51 | 0:21:54 | |
What's that like? Well, behind me you can see the number 60. | 0:21:54 | 0:21:58 | |
That doesn't tell you to say "sixty" if you're English you say "sixty", | 0:21:58 | 0:22:01 | |
if you're French you say "soixante", | 0:22:01 | 0:22:03 | |
if you're German you'd say "sechzig", and so on. | 0:22:03 | 0:22:06 | |
It's a symbol. | 0:22:06 | 0:22:07 | |
Imagine that all the numbers from 0 to 2,000 had a separate symbol. | 0:22:07 | 0:22:12 | |
You'd have to learn them all, and there's no hint how to say them. | 0:22:12 | 0:22:16 | |
'Unlike most other writing systems, | 0:22:18 | 0:22:20 | |
'which phonetically use symbols or letters | 0:22:20 | 0:22:22 | |
'to represent the sounds that make up words, | 0:22:22 | 0:22:26 | |
'Chinese characters, or logograms, represent whole words. | 0:22:26 | 0:22:30 | |
'I'm given a cursory lesson in how to write this complex script | 0:22:30 | 0:22:34 | |
'by entrepreneur philanthropist extraordinaire Sir David Tang | 0:22:34 | 0:22:38 | |
'and his calligrapher friend, Johnson.' | 0:22:38 | 0:22:41 | |
Pictograms are basically little pictures, | 0:22:42 | 0:22:45 | |
and Chinese words are composed of radicals, | 0:22:45 | 0:22:48 | |
which are the roots that you use all the time, | 0:22:48 | 0:22:51 | |
the small pictures you use all the time to compose words. | 0:22:51 | 0:22:55 | |
For example, this word, "moon", it is a stylised picture of the moon | 0:22:55 | 0:22:59 | |
and this word for "brightness" is a composite | 0:22:59 | 0:23:03 | |
of two radicals - the sun and moon. | 0:23:03 | 0:23:05 | |
So it goes on like that. | 0:23:05 | 0:23:07 | |
So, now, the ones I think I know, I've seen, anyway, is this China? | 0:23:07 | 0:23:12 | |
Oh, look, I've got one of these brush pens. | 0:23:12 | 0:23:14 | |
I know, I'm doing it wrong, but basically that. | 0:23:14 | 0:23:17 | |
That will show you up as a very ill-educated boy, | 0:23:17 | 0:23:20 | |
because the order in which you do the stroke is critical. | 0:23:20 | 0:23:26 | |
Whenever people see... My uncle, if he sees me | 0:23:26 | 0:23:30 | |
writing a word in the wrong order, he would immediately chastise me | 0:23:30 | 0:23:35 | |
and say, "You uneducated boy, don't you know how to write that character?" | 0:23:35 | 0:23:40 | |
So, the proper way is one stroke, | 0:23:40 | 0:23:44 | |
two stroke, three and four. | 0:23:44 | 0:23:48 | |
There is no other way of writing this character. | 0:23:48 | 0:23:51 | |
And the strokes are very important, | 0:23:51 | 0:23:54 | |
because that is the way in which you look up a word. | 0:23:54 | 0:23:58 | |
This word is "wood", | 0:23:58 | 0:24:02 | |
it looks like a tree. | 0:24:02 | 0:24:05 | |
And you add two more... | 0:24:05 | 0:24:08 | |
That's "full of trees". | 0:24:11 | 0:24:14 | |
And you yet add two more, which makes five... | 0:24:14 | 0:24:19 | |
That's a forest. | 0:24:20 | 0:24:21 | |
Brilliant. | 0:24:21 | 0:24:23 | |
'Traditionally, Chinese children have had to learn | 0:24:27 | 0:24:30 | |
'the meaning of thousands of different characters. | 0:24:30 | 0:24:33 | |
'The complexity of Chinese script meant that | 0:24:33 | 0:24:36 | |
'when the Communist revolution took place in 1949, | 0:24:36 | 0:24:41 | |
'less than 20% of the population could read.' | 0:24:41 | 0:24:44 | |
So, Mao Tse-tung, the great leader, | 0:24:45 | 0:24:48 | |
the scary leader of China for so many years, | 0:24:48 | 0:24:51 | |
decided that he would institute a new way of rendering Chinese | 0:24:51 | 0:24:57 | |
into a sort of phonetic alphabet, a romanisation, as it's called. | 0:24:57 | 0:25:02 | |
'The challenge was to represent the many tones of spoken Mandarin | 0:25:03 | 0:25:09 | |
'with just 26 letters of the Roman alphabet. | 0:25:09 | 0:25:11 | |
'The system that was adopted was called pinyin. | 0:25:11 | 0:25:16 | |
'Pinyin allows children to learn the sounds of words | 0:25:16 | 0:25:20 | |
'and their meanings via the phonetic Roman alphabet. | 0:25:20 | 0:25:23 | |
'It acts as a stepping stone | 0:25:23 | 0:25:25 | |
'towards learning the thousands of characters.' | 0:25:25 | 0:25:28 | |
CHILDREN READ ALOUD TOGETHER | 0:25:30 | 0:25:32 | |
'The man who invented pinyin, Zhou Youguang, is now 106 | 0:25:37 | 0:25:43 | |
'and is hailed as a national treasure, | 0:25:43 | 0:25:45 | |
'but is incredibly modest about his achievements. | 0:25:45 | 0:25:49 | |
Is pinyin one of the great | 0:25:49 | 0:25:50 | |
achievements of the revolution, do you think? | 0:25:50 | 0:25:53 | |
IN ENGLISH: | 0:25:57 | 0:26:00 | |
No? | 0:26:01 | 0:26:02 | |
'At the onset of Mao's revolution, | 0:26:19 | 0:26:21 | |
'literacy rates were running at 20%. | 0:26:21 | 0:26:23 | |
'Within two decades that had increased fourfold.' | 0:26:23 | 0:26:27 | |
Was it ever your aim, or is it now your aim, | 0:26:35 | 0:26:37 | |
for pinyin to take over from the Chinese character? | 0:26:37 | 0:26:42 | |
THEY LAUGH | 0:26:45 | 0:26:47 | |
'Pinyin has transformed how people in China use technology. | 0:26:53 | 0:26:58 | |
'A traditional Chinese typewriter had over 2,000 characters. | 0:26:58 | 0:27:03 | |
'It was slow and unwieldy to use. | 0:27:03 | 0:27:06 | |
'But by using pinyin on computers and smartphones, people can find | 0:27:06 | 0:27:10 | |
'the right Chinese character without having them all on a keyboard.' | 0:27:10 | 0:27:15 | |
So, on this phone I can choose pinyin. Now, if I type, | 0:27:15 | 0:27:20 | |
let's say a word we know, "Beijing". | 0:27:20 | 0:27:23 | |
That one there or that one there or that one there... | 0:27:28 | 0:27:30 | |
That's the point, that allows you to use the Roman alphabet | 0:27:30 | 0:27:34 | |
to find the characters, otherwise it would be impossible. | 0:27:34 | 0:27:38 | |
'So, it is the simplicity of the alphabet, | 0:27:38 | 0:27:41 | |
'and the ability easily to rearrange letters, | 0:27:41 | 0:27:45 | |
'that gives it its potency as a tool for spreading the word.' | 0:27:45 | 0:27:49 | |
Johannes Gutenberg's great innovation | 0:27:51 | 0:27:53 | |
was to combine the Chinese invention - block printing - | 0:27:53 | 0:27:57 | |
with typography - the art and technique of arranging type moveably. | 0:27:57 | 0:28:02 | |
Movable type freed the written word from the drudgery | 0:28:02 | 0:28:06 | |
of hand-scribing and allowed it to take flight in printed texts. | 0:28:06 | 0:28:10 | |
There's something magical about a bound volume of printed text. | 0:28:10 | 0:28:16 | |
I can never forget the moment I first saw a novel I'd written | 0:28:16 | 0:28:20 | |
that had arrived from the printers. | 0:28:20 | 0:28:23 | |
I put it on the table and I looked at it | 0:28:23 | 0:28:25 | |
and I lowered my eyes to its level, I sniffed it, I opened it, | 0:28:25 | 0:28:28 | |
I walked and circled it, and I simply couldn't believe | 0:28:28 | 0:28:32 | |
that something I had written could end up | 0:28:32 | 0:28:35 | |
as that magical thing - bound, printed text, a book. | 0:28:35 | 0:28:40 | |
Printing would, after Gutenberg, unleash knowledge | 0:28:40 | 0:28:44 | |
and new ways of thinking that would change everything. | 0:28:44 | 0:28:48 | |
'The city of Norwich has a long history of printing. | 0:28:59 | 0:29:03 | |
'It was the first town in Britain to have a provincial newspaper.' | 0:29:03 | 0:29:07 | |
This ivy-clad, willow-lined stretch of the river Wensum | 0:29:09 | 0:29:13 | |
in the shadow of Norwich Cathedral | 0:29:13 | 0:29:15 | |
was once, hard to believe as it may be, | 0:29:15 | 0:29:17 | |
the centre of a kind of Silicon Valley of Europe. | 0:29:17 | 0:29:21 | |
Because here was a thriving and prosperous printworks, | 0:29:21 | 0:29:24 | |
and that was the industry that changed the world. | 0:29:24 | 0:29:28 | |
'Now all remains is the John Jarrold Printing Museum, | 0:29:28 | 0:29:32 | |
'run by retired experts from the industry. They're going to help me | 0:29:32 | 0:29:36 | |
'type-set a poem written by Chaucer, | 0:29:36 | 0:29:38 | |
'the first English author to be set in print.' | 0:29:38 | 0:29:42 | |
I believe that England's first great poet, Geoffrey Chaucer, | 0:29:43 | 0:29:46 | |
would rather have liked a printing press. | 0:29:46 | 0:29:48 | |
He died just around the time that Gutenberg was being born, | 0:29:48 | 0:29:52 | |
so he missed the print revolution. | 0:29:52 | 0:29:54 | |
But he certainly gave us indication that he was rather fed up | 0:29:54 | 0:29:57 | |
with the sloppiness of those who copied out his works for readers. | 0:29:57 | 0:30:01 | |
In fact, in one of his great poems, Troilus and Cressida, in the envoi, | 0:30:01 | 0:30:05 | |
the bit where he sends his book out to the public, | 0:30:05 | 0:30:08 | |
he sort of makes a request that it isn't too badly mangled. | 0:30:08 | 0:30:13 | |
He says, "For there is so great diversity in English | 0:30:13 | 0:30:16 | |
"and in writing of our tongue, | 0:30:16 | 0:30:18 | |
"so pray I God that none miswrite thee, little book." | 0:30:18 | 0:30:22 | |
"Nee the mysmetre for defaute of tonge | 0:30:22 | 0:30:25 | |
"and read whereso thou be or else sung, | 0:30:25 | 0:30:29 | |
"that thou be understonde, | 0:30:29 | 0:30:31 | |
"God I beseech. But yet to purpose of my rather speech." | 0:30:31 | 0:30:36 | |
In other words, he hoped that people would find some way | 0:30:36 | 0:30:39 | |
of spelling all the different words at least in such a manner | 0:30:39 | 0:30:43 | |
that it was understood by those who were going to listen or read it. | 0:30:43 | 0:30:46 | |
And that's what printing allowed. | 0:30:46 | 0:30:49 | |
'I'm going to print Chaucer's envoi | 0:30:49 | 0:30:52 | |
'with the help of typesetter David Skipper.' | 0:30:52 | 0:30:55 | |
What's the plan? | 0:30:55 | 0:30:57 | |
Well, this is the composing case with the characters, | 0:30:57 | 0:31:02 | |
capitals and lower case. | 0:31:02 | 0:31:04 | |
Is that why we say upper case and lower case? | 0:31:04 | 0:31:07 | |
Why you say upper case and lower case is that the capitals | 0:31:07 | 0:31:10 | |
used to be in the upper case on the frame, | 0:31:10 | 0:31:12 | |
-and the small letters used to be in the lower case. -Of course. | 0:31:12 | 0:31:16 | |
How long did it take to train, how old were you when you started? | 0:31:16 | 0:31:20 | |
I was 16 when I started. | 0:31:20 | 0:31:22 | |
-So it was a proper apprenticeship? -And I did five years, yes. -Coo. | 0:31:22 | 0:31:26 | |
So, you pick the character up, you feel for the space on top | 0:31:26 | 0:31:29 | |
and you put it in the stick. | 0:31:29 | 0:31:31 | |
Oh, I see. | 0:31:31 | 0:31:32 | |
"And for there..." We need another E, don't we? | 0:31:35 | 0:31:38 | |
Well, I was doing a piece of text that I saw... | 0:31:38 | 0:31:40 | |
Oh, it's a Chaucerian spelling, is it? | 0:31:40 | 0:31:43 | |
Of course, so we don't need another E. | 0:31:43 | 0:31:45 | |
Let's have a look, what have we got here, | 0:31:45 | 0:31:47 | |
"And for ther is so gret diversite." | 0:31:47 | 0:31:50 | |
-"Is so gret," and "gret" doesn't have an A in it. -No. | 0:31:50 | 0:31:53 | |
Oh, you've memorised it! | 0:31:53 | 0:31:56 | |
'English in the Middle Ages was incredibly diverse. | 0:31:56 | 0:31:59 | |
'Dialects of different regions had different words for the same thing, | 0:31:59 | 0:32:04 | |
'and different spellings. | 0:32:04 | 0:32:06 | |
'When Caxton brought the printing press to Britain in 1476, | 0:32:06 | 0:32:10 | |
'he was faced with a dilemma. | 0:32:10 | 0:32:12 | |
'He couldn't print all the different arbitrary spellings | 0:32:12 | 0:32:15 | |
'that were spread around the country. | 0:32:15 | 0:32:17 | |
'By setting words in print, | 0:32:17 | 0:32:19 | |
'Caxton started to make the English language more stable.' | 0:32:19 | 0:32:24 | |
'And printed books spread these changes across the country.' | 0:32:26 | 0:32:30 | |
He's hoping that when this poem goes out in the world | 0:32:36 | 0:32:39 | |
no-one will miscopy it or miswrite it. | 0:32:39 | 0:32:41 | |
Miswrite, I see, in that sense. | 0:32:41 | 0:32:44 | |
It reminds one of the World Wide Web, really, | 0:32:44 | 0:32:46 | |
that in 1993 Tim Berners-Lee creates this new system, the World Wide Web, | 0:32:46 | 0:32:52 | |
for linking text across different computers, | 0:32:52 | 0:32:56 | |
and within what seems a heartbeat | 0:32:56 | 0:32:59 | |
there are billions of pages of World Wide Web. | 0:32:59 | 0:33:03 | |
-When things take off, they really do take off, don't they? -Yes. | 0:33:03 | 0:33:07 | |
-And when you ink the type, you do it diagonally. -I noticed that. | 0:33:11 | 0:33:15 | |
Yeah, because it doesn't push it over so much. | 0:33:15 | 0:33:18 | |
And quite firm, but not too firm. | 0:33:18 | 0:33:20 | |
And then the other way, then you get all the corners. | 0:33:20 | 0:33:23 | |
That's enough. | 0:33:24 | 0:33:26 | |
Then you just check that that's all pushed up like that. | 0:33:26 | 0:33:29 | |
-And I'll get a piece of... -Two pieces of card. | 0:33:29 | 0:33:33 | |
I notice you use the yellow paper to go on top. | 0:33:33 | 0:33:35 | |
That's right, a couple of sheets just to give a bit of impression. | 0:33:35 | 0:33:39 | |
I see, OK. | 0:33:39 | 0:33:40 | |
-Pop your first one on, that's it. -Nice and straight-ish. | 0:33:41 | 0:33:45 | |
-Then that goes on like that? -That's right. -Just one roll? | 0:33:45 | 0:33:50 | |
-One roll, straight across. -Ooh! | 0:33:50 | 0:33:53 | |
-Still magical. -Then carefully lift it off. | 0:33:53 | 0:33:56 | |
And, voila! | 0:33:56 | 0:34:00 | |
That's brilliant! | 0:34:00 | 0:34:02 | |
I think Chaucer would be thrilled at that. | 0:34:02 | 0:34:06 | |
And it looks like proper printing, doesn't it? It looks really... | 0:34:06 | 0:34:09 | |
-It is proper printing! -That's what I mean! | 0:34:09 | 0:34:11 | |
And you can tell! | 0:34:11 | 0:34:13 | |
'With printing, the written word truly began to spread. | 0:34:13 | 0:34:18 | |
'Printed books, like the Phoenician alphabet millennia before, | 0:34:18 | 0:34:22 | |
'democratised knowledge. | 0:34:22 | 0:34:24 | |
'Reading was no longer just an activity for the elite, | 0:34:24 | 0:34:28 | |
'but something that ordinary people could afford to learn to do.' | 0:34:28 | 0:34:32 | |
Printing didn't just give rise to greater literacy, | 0:34:34 | 0:34:38 | |
it changed people's very attitude towards learning and knowledge. | 0:34:38 | 0:34:42 | |
Open enquiry and questioning of received wisdom greatly increased, | 0:34:42 | 0:34:46 | |
and the booksellers of Paris have long been part of | 0:34:46 | 0:34:49 | |
a kind of literary underworld, spreading subversive ideas | 0:34:49 | 0:34:52 | |
by printed pamphlets, books, leaflets and newspapers. | 0:34:52 | 0:34:56 | |
The printed word fostered a republic of letters, the age of reason - | 0:34:56 | 0:35:02 | |
the Enlightenment. | 0:35:02 | 0:35:04 | |
'In London, Oxford, Vienna, Edinburgh, Warsaw and Paris, | 0:35:11 | 0:35:16 | |
'like-minded thinkers congregated to read as well as to learn from | 0:35:16 | 0:35:20 | |
'and debate with each other in taverns or coffee houses. | 0:35:20 | 0:35:24 | |
'One of the oldest and most famous is the Cafe Procope. | 0:35:24 | 0:35:30 | |
'This was the haunt of intellectual giants like Rousseau, Voltaire, | 0:35:30 | 0:35:35 | |
'Franklin, Jefferson and Diderot. So it seems like a good place | 0:35:35 | 0:35:40 | |
'to meet Enlightenment scholar Dr Kate Tunstall and find out about | 0:35:40 | 0:35:44 | |
'the book that embodies the Enlightenment project - | 0:35:44 | 0:35:48 | |
'Diderot's Encyclopaedia.' | 0:35:48 | 0:35:51 | |
It's an encyclopaedia, it's an Enlightenment project, | 0:35:51 | 0:35:54 | |
so it's covering human knowledge in a rational, ordered way, | 0:35:54 | 0:35:59 | |
and presumably the world of man in letters and music and poetry, | 0:35:59 | 0:36:02 | |
-but also the world of nature and science? -Yes. | 0:36:02 | 0:36:05 | |
Could Diderot... Was he a master of those subjects as well? | 0:36:05 | 0:36:08 | |
He was a kind of spider at the centre of a web, | 0:36:08 | 0:36:12 | |
where he was receiving articles from all kinds of people. | 0:36:12 | 0:36:17 | |
There were about 140, 150 contributors, | 0:36:17 | 0:36:20 | |
and Diderot receives, we think, all of these articles | 0:36:20 | 0:36:24 | |
and produces a whole lot of them himself and needs to coordinate this. | 0:36:24 | 0:36:29 | |
It obviously relied on a man with an extraordinary mind, | 0:36:29 | 0:36:32 | |
as you say, like a spider in a web, | 0:36:32 | 0:36:34 | |
to control all these lines of thought and all these cross-disciplines. | 0:36:34 | 0:36:38 | |
Yeah, you can get those things wrong. | 0:36:38 | 0:36:40 | |
Whereas on the web you can alter those things as you go, | 0:36:40 | 0:36:44 | |
because it hasn't been printed, as soon as it's been printed, | 0:36:44 | 0:36:47 | |
if you've forgotten to put the cross reference in, you're in trouble. | 0:36:47 | 0:36:51 | |
'Diderot's aim for his encyclopaedia was to assemble | 0:36:51 | 0:36:55 | |
'each and every branch of human knowledge, creating a volume | 0:36:55 | 0:36:59 | |
'that had the power to change men's common way of thinking. | 0:36:59 | 0:37:03 | |
'His project was, in a strictly secular way, | 0:37:03 | 0:37:06 | |
'as ambitious as the Bible had been.' | 0:37:06 | 0:37:08 | |
So, a really extraordinary achievement, | 0:37:08 | 0:37:10 | |
and not just a sober setting in stone of world knowledge, | 0:37:10 | 0:37:16 | |
-but a kind of mischievous... -Very mischievous. | 0:37:16 | 0:37:19 | |
..undermining of the previous church, the ecclesiastical world. | 0:37:19 | 0:37:22 | |
-Shall we look something up? -Oh, do, give me some examples. | 0:37:22 | 0:37:25 | |
I want to tell you my favourite article, which is, | 0:37:25 | 0:37:29 | |
"Aguaxima, Natural History," in brackets afterwards, | 0:37:29 | 0:37:33 | |
"Brazilian plant." | 0:37:33 | 0:37:35 | |
"That's all this article says about it," I'm quoting. | 0:37:35 | 0:37:39 | |
"And I wonder who such a description is made for. | 0:37:39 | 0:37:43 | |
"It cannot be for people who live in the country, | 0:37:43 | 0:37:45 | |
"because they know what aguaxima is and that it grows in their region. | 0:37:45 | 0:37:50 | |
"It would be as if you'd said to a Frenchman that pears grow in France. | 0:37:50 | 0:37:55 | |
"It's not for us, either, because | 0:37:55 | 0:37:57 | |
"what do we care that there's a plant in Brazil called aguaxima? | 0:37:57 | 0:38:03 | |
"This article leaves ignorant people just as ignorant as they were before. | 0:38:03 | 0:38:07 | |
"It teaches us nothing, | 0:38:07 | 0:38:08 | |
"and so, if I have decided to mention this plant, | 0:38:08 | 0:38:12 | |
"it's just to indulge certain kinds of readers who would rather | 0:38:12 | 0:38:16 | |
"find nothing of interest in an article of a dictionary, | 0:38:16 | 0:38:20 | |
"or indeed something perfectly stupid, | 0:38:20 | 0:38:22 | |
"than not find the word in the dictionary at all." | 0:38:22 | 0:38:25 | |
-That's fantastic! -That's the end of it. | 0:38:25 | 0:38:27 | |
You imagine him late at night and he's had "agave" or something, | 0:38:27 | 0:38:31 | |
and "Aguaxima, why should I bother?! | 0:38:31 | 0:38:33 | |
"But now that I've got the slip of paper that says it's a plant in Brazil, I can't throw it away, | 0:38:33 | 0:38:37 | |
"I promised to write an encyclopaedia." | 0:38:37 | 0:38:40 | |
-But he feels it's a bit stupid just to say "plant in Brazil". -Exactly! | 0:38:40 | 0:38:43 | |
That's a fabulous insight into of the workings of his mind. | 0:38:43 | 0:38:46 | |
The project to describe all human knowledge and all sciences, | 0:38:46 | 0:38:52 | |
all crafts in these volumes is an extraordinary project, yeah. | 0:38:52 | 0:38:58 | |
'Printing led to an accumulation of knowledge, and new ways of thinking. | 0:38:58 | 0:39:04 | |
'It triggered revolutions in agriculture, industry and science. | 0:39:04 | 0:39:08 | |
'And we had more and more books. But what to do with them? | 0:39:08 | 0:39:13 | |
'The answer was to build more libraries.' | 0:39:13 | 0:39:16 | |
Almost everything I am I owe to libraries. | 0:39:16 | 0:39:20 | |
When I was a child there were no great libraries around, | 0:39:20 | 0:39:23 | |
certainly nothing like this, but we did have this thing called | 0:39:23 | 0:39:26 | |
the mobile library, a van that would come once a fortnight, I think, | 0:39:26 | 0:39:30 | |
and I would wait for it like a child waiting for an ice cream van. | 0:39:30 | 0:39:33 | |
And I would get on and get my supply of books | 0:39:33 | 0:39:36 | |
and they would last me two weeks. | 0:39:36 | 0:39:38 | |
Then when I was older I could get to Norwich, the local big city, | 0:39:38 | 0:39:41 | |
and I would spend hours and hours and hours there. | 0:39:41 | 0:39:44 | |
It's like a will o' the wisp, one book lights another book | 0:39:44 | 0:39:47 | |
which lights another one, which lights another one. | 0:39:47 | 0:39:50 | |
I suppose libraries still, for me, have this extraordinary charge. | 0:39:50 | 0:39:54 | |
When I get in one I feel this buzz, it's almost sexual, | 0:39:54 | 0:39:58 | |
there's something about the fact that behind all these bound copies, there are voices, | 0:39:58 | 0:40:02 | |
there are people murmuring to you, seducing you, | 0:40:02 | 0:40:05 | |
dragging you into their world. These are wonderful, magical places. | 0:40:05 | 0:40:08 | |
I suppose, if I have a campaign that I'm really behind, | 0:40:08 | 0:40:13 | |
it's that of saving our libraries. | 0:40:13 | 0:40:15 | |
Because everyone surely has the right to access the voices of the past. | 0:40:15 | 0:40:20 | |
'Although a Cambridge man, I'm exploring | 0:40:20 | 0:40:24 | |
'one of the oldest and most impressive libraries in the world - | 0:40:24 | 0:40:28 | |
'Oxford University's library, the Bodleian. | 0:40:28 | 0:40:31 | |
'No-one, no matter how important, can actually borrow books | 0:40:31 | 0:40:36 | |
'from this library, and to become a reader, I have to pledge an oath.' | 0:40:36 | 0:40:40 | |
"I hereby undertake not to remove from the library | 0:40:40 | 0:40:43 | |
"or to mark, deface or injure in any way, | 0:40:43 | 0:40:46 | |
"any volume, document or other object | 0:40:46 | 0:40:49 | |
"belonging to it or in its custody..." | 0:40:49 | 0:40:51 | |
'The oath was intended to protect the 11 million books | 0:40:51 | 0:40:55 | |
'and countless priceless manuscripts that are housed here.' | 0:40:55 | 0:40:59 | |
So here is a fantastic transition between manuscript and print. | 0:41:01 | 0:41:05 | |
You have hand work for the illumination | 0:41:05 | 0:41:09 | |
and you have print to print the main part of the text, | 0:41:09 | 0:41:13 | |
but it's on vellum. | 0:41:13 | 0:41:15 | |
And so to Ferdinand of Naples, | 0:41:15 | 0:41:18 | |
who may well have felt slightly uneasy | 0:41:18 | 0:41:21 | |
about the new technology of print - | 0:41:21 | 0:41:23 | |
this would have been much more familiar to him. | 0:41:23 | 0:41:26 | |
'But these days, the library has another challenge - | 0:41:26 | 0:41:29 | |
'how to stay relevant in a digital age. | 0:41:29 | 0:41:32 | |
'While the internet has many mundane uses, from booking holidays | 0:41:32 | 0:41:38 | |
'to doing our weekly grocery shop, it also has a colossal impact | 0:41:38 | 0:41:42 | |
'on the way we consume words and knowledge. | 0:41:42 | 0:41:45 | |
'We can access, almost instantaneously, | 0:41:45 | 0:41:48 | |
'an enormous repository of information | 0:41:48 | 0:41:51 | |
'at the mere click of a button or swipe of a finger.' | 0:41:51 | 0:41:54 | |
What marks a great library out is how the collections are used, | 0:41:55 | 0:41:59 | |
how access is provided, and the kinds of environments, | 0:41:59 | 0:42:03 | |
both physical and virtual, that you're able to provide scholars | 0:42:03 | 0:42:07 | |
and, you know, the whole interested public, with access to information. | 0:42:07 | 0:42:13 | |
This great archive that we're responsible for. | 0:42:13 | 0:42:15 | |
And the whole library world is collectively responsible for. | 0:42:15 | 0:42:20 | |
-It really needs to be used to be, you know, meaningful. -Yeah. | 0:42:20 | 0:42:23 | |
Will you move, in the next hundred years, | 0:42:23 | 0:42:26 | |
away from receiving atomic matter? And will you ask publishers, | 0:42:26 | 0:42:30 | |
instead of providing you with physical books...? | 0:42:30 | 0:42:33 | |
The process has already begun and is driven by the publishers. | 0:42:33 | 0:42:36 | |
So there are many publishers who only publish electronically. | 0:42:36 | 0:42:39 | |
So we have to do digital preservations. | 0:42:39 | 0:42:43 | |
So you have library shelves, but do you also have racks of servers? | 0:42:43 | 0:42:46 | |
We certainly do. | 0:42:46 | 0:42:47 | |
We also have staff whose job it is to keep stuff safe. | 0:42:47 | 0:42:52 | |
To keep the bits alive, so that scholars in 400 years' time | 0:42:52 | 0:42:55 | |
will be able to access the information that's been produced now | 0:42:55 | 0:42:59 | |
just as we're able to access information printed by the great scholars. | 0:42:59 | 0:43:03 | |
Yes, it's a different expertise. | 0:43:03 | 0:43:05 | |
'We're producing and consuming more and more words in a digital form. | 0:43:07 | 0:43:12 | |
'But do our technological advances mean that the printed version | 0:43:12 | 0:43:16 | |
'of the book will become as moribund as the clay cuneiform tablet? | 0:43:16 | 0:43:21 | |
'Professor Robert Darnton, Director of the Harvard University Library, | 0:43:21 | 0:43:25 | |
'is an expert on the history of books.' | 0:43:25 | 0:43:28 | |
I have been invited to so many conferences | 0:43:28 | 0:43:30 | |
on "the death of the book", | 0:43:30 | 0:43:32 | |
that I'm convinced it's very much alive. | 0:43:32 | 0:43:35 | |
And we have statistics to prove it. | 0:43:35 | 0:43:37 | |
Each year, more books are produced than the previous year. | 0:43:37 | 0:43:40 | |
There was a dip during the recession, but next year, | 0:43:40 | 0:43:43 | |
there will be one million new titles produced worldwide. | 0:43:43 | 0:43:47 | |
And yet at the same time, more digital works are coming out | 0:43:47 | 0:43:51 | |
and the future is decidedly digital. | 0:43:51 | 0:43:54 | |
But I think we're living in a time of transition, | 0:43:54 | 0:43:57 | |
in which the two media co-exist. | 0:43:57 | 0:44:00 | |
And I think that's what makes it so exciting. | 0:44:00 | 0:44:02 | |
And they'll continue to co-exist? | 0:44:02 | 0:44:04 | |
One thing we've learnt in the history of books, | 0:44:04 | 0:44:07 | |
which is a huge, expanding field, | 0:44:07 | 0:44:09 | |
is that one medium does not displace another. | 0:44:09 | 0:44:12 | |
So, as you know, the radio did not displace the newspaper. | 0:44:12 | 0:44:18 | |
Television did not kill the radio. | 0:44:18 | 0:44:20 | |
And the internet did not destroy television, and so on. | 0:44:20 | 0:44:23 | |
So I think, actually, what's happening now | 0:44:23 | 0:44:27 | |
is that the electronic means of communication, | 0:44:27 | 0:44:30 | |
all kinds of hand-held devices on which people read books, | 0:44:30 | 0:44:34 | |
are actually increasing the sales of ordinary printed books. | 0:44:34 | 0:44:39 | |
The same number of people are reading more, one or the other? | 0:44:39 | 0:44:42 | |
I think both. I think both. But that, I can't absolutely prove. | 0:44:42 | 0:44:47 | |
However, it's certain, I think, that a lot of people | 0:44:47 | 0:44:51 | |
use hand-held electronic devices for one kind of reading | 0:44:51 | 0:44:54 | |
and use a codex for another kind of reading, | 0:44:54 | 0:44:57 | |
and that the interest and availability of books online | 0:44:57 | 0:45:02 | |
is getting people more excited about reading in general. | 0:45:02 | 0:45:05 | |
So I think it's a fascinating moment, | 0:45:05 | 0:45:08 | |
when reading itself is undergoing a change. | 0:45:08 | 0:45:13 | |
'I like to have a foot in both camps - | 0:45:13 | 0:45:16 | |
'the shiny new digital world of technology, | 0:45:16 | 0:45:19 | |
'and the traditional path to knowledge, | 0:45:19 | 0:45:22 | |
'which is embodied by the library. | 0:45:22 | 0:45:24 | |
'I do hope that libraries survive. They're more than just buildings | 0:45:24 | 0:45:28 | |
'in the same way that books are more than just print and paper.' | 0:45:28 | 0:45:33 | |
As the poet, philosopher and political theorist John Milton said, | 0:45:33 | 0:45:35 | |
books are not absolutely dead things, | 0:45:35 | 0:45:39 | |
they do contain a potency of life. | 0:45:39 | 0:45:41 | |
"He who destroys a book, kills reason itself." | 0:45:41 | 0:45:45 | |
Perhaps that's why, as we all know, one of the first acts of a tyrant | 0:45:45 | 0:45:48 | |
is to destroy a library and to burn books. | 0:45:48 | 0:45:52 | |
They want to control literature, | 0:45:53 | 0:45:56 | |
and the elitists want to hoard the power and the knowledge | 0:45:56 | 0:45:59 | |
that is contained in books. | 0:45:59 | 0:46:01 | |
'But digital words cannot be burned, | 0:46:01 | 0:46:04 | |
'and myriad connections of the web make online information mercurial. | 0:46:04 | 0:46:10 | |
'The internet is not only radically transforming | 0:46:10 | 0:46:13 | |
'our way of storing what we write, | 0:46:13 | 0:46:16 | |
'it is bringing about a new raft of changes in what is written, | 0:46:16 | 0:46:19 | |
'and who writes it. A man who has pioneered | 0:46:19 | 0:46:23 | |
'our exploration of this new technological frontier | 0:46:23 | 0:46:26 | |
'is the founder of Wikipedia, Jimmy Wales.' | 0:46:26 | 0:46:30 | |
When we look back at the history of the encyclopaedia, | 0:46:30 | 0:46:32 | |
Diderot, the French enclopaedist, | 0:46:32 | 0:46:35 | |
the basic philosophy of Wikipedia is essentially the same. | 0:46:35 | 0:46:39 | |
They had the idea of collecting the world's knowledge | 0:46:39 | 0:46:42 | |
and making it more accessible to more people. | 0:46:42 | 0:46:44 | |
And they did an amazing job. | 0:46:44 | 0:46:47 | |
But one of the problems the traditional encyclopaedia form | 0:46:47 | 0:46:50 | |
always had is that once it's done and you publish it, it's done. | 0:46:50 | 0:46:53 | |
And it's really hard to revise, really hard to update. | 0:46:53 | 0:46:57 | |
Whereas the next edition of Wikipedia happened since I started this sentence! | 0:46:57 | 0:47:01 | |
One of the reasons Wikipedia can update so quickly | 0:47:01 | 0:47:05 | |
is that it's written by the public, | 0:47:05 | 0:47:08 | |
rather than a select group of editors. | 0:47:08 | 0:47:10 | |
That whole process just couldn't exist in the past. | 0:47:10 | 0:47:14 | |
You know, it was a one-way medium. | 0:47:14 | 0:47:16 | |
A few people wrote and everybody else read. | 0:47:16 | 0:47:18 | |
Now everybody's participating in the writing. | 0:47:18 | 0:47:20 | |
And I think you just can't dismiss that as, you know... | 0:47:20 | 0:47:23 | |
It's one thing to read a book | 0:47:23 | 0:47:25 | |
and feel like you understand political philosophy, | 0:47:25 | 0:47:28 | |
it's another to go out and have a discussion or debate about it | 0:47:28 | 0:47:31 | |
and realise how little you actually knew, | 0:47:31 | 0:47:33 | |
how much deeper and richer your understanding is | 0:47:33 | 0:47:35 | |
with other people discussing things with you. | 0:47:35 | 0:47:39 | |
Wikipedia is a part of the long-term enlightenment trend. | 0:47:39 | 0:47:42 | |
It's part of this idea that everyone should have access to knowledge, | 0:47:42 | 0:47:46 | |
that democratisation of information is good for the world. | 0:47:46 | 0:47:50 | |
One type of search people do is they just want to know something. | 0:47:50 | 0:47:53 | |
You know, you hear on the news, "In Azerbaijan..." and you think, | 0:47:53 | 0:47:56 | |
"Oh, Azerbaijan, I sort of know where that is..." And you just go and you look it up. | 0:47:56 | 0:48:01 | |
And you go and say, "OK, now I understand what the situation is there" and those kinds of things. | 0:48:01 | 0:48:05 | |
That's a very human impulse, the desire to know things. | 0:48:05 | 0:48:08 | |
This democracy of the web can have dramatic results. | 0:48:09 | 0:48:14 | |
Knowledge is power. And combined with the widespread use of texting, | 0:48:14 | 0:48:17 | |
tweeting, and social media sites, | 0:48:17 | 0:48:20 | |
information can no longer be so easily controlled | 0:48:20 | 0:48:23 | |
by a ruling elite. | 0:48:23 | 0:48:25 | |
It is in the hands of the masses - "demos". | 0:48:25 | 0:48:27 | |
The flames of the Arab revolutions were fuelled, fanned and organised | 0:48:27 | 0:48:32 | |
by writers on the web. The power of the blog is that it can be | 0:48:32 | 0:48:36 | |
about everything, and by everyone. | 0:48:36 | 0:48:39 | |
Yes, politics, food, music, | 0:48:39 | 0:48:42 | |
and, of course, sex. | 0:48:42 | 0:48:45 | |
I'm picking up Dr Brooke Magnanti, who blogged about her experiences | 0:48:45 | 0:48:50 | |
as a lady of the night, under the nom de plume "Belle de Jour". | 0:48:50 | 0:48:54 | |
-Hello, Stephen. -Hello. Hop in. | 0:48:54 | 0:48:57 | |
'Brooke's blogs proved so popular | 0:48:57 | 0:49:00 | |
'they were published in book form, as "Belle de Jour".' | 0:49:00 | 0:49:05 | |
What gave you the idea of blogging what, for most people, | 0:49:05 | 0:49:10 | |
would be a very secret part of their life, joining the sex industry? | 0:49:10 | 0:49:17 | |
Well, it seemed quite natural, when I started doing something | 0:49:17 | 0:49:22 | |
that I couldn't really openly speak with my friends about. | 0:49:22 | 0:49:26 | |
And I thought, there's some absolutely brilliant, funny things | 0:49:26 | 0:49:30 | |
that are happening, I'd love to be able to share it with someone. | 0:49:30 | 0:49:33 | |
So it seemed natural to me to start blogging about it. | 0:49:33 | 0:49:36 | |
You were being both literary - | 0:49:36 | 0:49:37 | |
I think that's what astonished people - and frank, | 0:49:37 | 0:49:40 | |
about something that was mostly covered up. | 0:49:40 | 0:49:44 | |
Do you think if the internet had not been invented, | 0:49:44 | 0:49:46 | |
you would have written a diary anyway, in the old-fashioned way? | 0:49:46 | 0:49:50 | |
Probably. The neat thing about blogs and one of the things I love, | 0:49:50 | 0:49:53 | |
-is that they're in reverse order. -Yes. | 0:49:53 | 0:49:55 | |
So, in the past, if you pick up somebody's diary, | 0:49:55 | 0:49:59 | |
you start on day one of when they start writing and they explain things | 0:49:59 | 0:50:03 | |
and introduce characters and this and that. With the blog, | 0:50:03 | 0:50:06 | |
you're reading what just happened. There's this immediacy of, | 0:50:06 | 0:50:10 | |
"Who's that person? Why did they say that? I've got to find out." | 0:50:10 | 0:50:13 | |
And it's almost addictive in that way. | 0:50:13 | 0:50:17 | |
'Belle de Jour became so popular that it was adapted for television. | 0:50:20 | 0:50:25 | |
'It acquired a life of its own | 0:50:25 | 0:50:27 | |
'and became something more communal and interactive.' | 0:50:27 | 0:50:31 | |
It's changing all the time. For instance, when I started my blog, | 0:50:31 | 0:50:34 | |
-commenting was unheard of. -Yes. -Commenting didn't exist. | 0:50:34 | 0:50:37 | |
I've never had comments on my blog. I didn't have two-way engagement | 0:50:37 | 0:50:42 | |
in the way that social networking really has now. | 0:50:42 | 0:50:47 | |
This sort of direct connection between the writer and the reader, | 0:50:47 | 0:50:52 | |
absolutely bypassing all of the gatekeepers, | 0:50:52 | 0:50:56 | |
bypassing editors, bypassing critics, bypassing the shops. | 0:50:56 | 0:51:01 | |
I was just blindly broadcasting, | 0:51:01 | 0:51:03 | |
-almost like a little radio station, in my bedroom, as it were. -Yes. | 0:51:03 | 0:51:08 | |
Whereas now, I think it's changing, things are a bit more collaborative, | 0:51:08 | 0:51:12 | |
and you can see it evolving. | 0:51:12 | 0:51:14 | |
It's just impossible to predict where it's going to go. | 0:51:14 | 0:51:18 | |
Whatever happens next is going to be a surprise. | 0:51:18 | 0:51:21 | |
Nobody will have called it accurately. | 0:51:21 | 0:51:23 | |
Fantastic! Thank you so much. | 0:51:23 | 0:51:25 | |
And here we are, ready for your next client. I mean, ready for... | 0:51:25 | 0:51:29 | |
-I'll drop you off here. -Always a pleasure, sir! | 0:51:29 | 0:51:34 | |
'So, we are at an event horizon, where publishers could disappear | 0:51:34 | 0:51:39 | |
'and a whole new way of experiencing writing is in the offing. | 0:51:39 | 0:51:42 | |
'I asked the author Hanif Kureishi.' | 0:51:42 | 0:51:44 | |
Is it the same thing to read a digital book as a physical book? | 0:51:44 | 0:51:49 | |
Well, I think there'll be new kinds of books made. | 0:51:49 | 0:51:53 | |
Um, because people will read them on iPads and so on, | 0:51:53 | 0:51:57 | |
which means that they can use bits of film, they can use colour, | 0:51:57 | 0:52:01 | |
they can use drawings, they can introduce footnotes | 0:52:01 | 0:52:05 | |
that go on for pages and pages. | 0:52:05 | 0:52:07 | |
So I think new technology is a fantastic opportunity | 0:52:07 | 0:52:10 | |
for new forms, you know, just as the invention of film, | 0:52:10 | 0:52:14 | |
then we had the cinema. | 0:52:14 | 0:52:16 | |
And digital, then we had new forms of pop music and so on. | 0:52:16 | 0:52:19 | |
I think that the iPad particularly will generate writers | 0:52:19 | 0:52:23 | |
to make new forms of books and new forms of writing | 0:52:23 | 0:52:26 | |
that we haven't even thought of yet. | 0:52:26 | 0:52:27 | |
'For the last 20 years, author Robert Coover | 0:52:29 | 0:52:32 | |
'has been experimenting with interactive text. | 0:52:32 | 0:52:36 | |
'Is this the way of the future? Or just one of the ways?' | 0:52:36 | 0:52:39 | |
SWOOSHING | 0:52:39 | 0:52:42 | |
Ah! | 0:52:44 | 0:52:46 | |
Oh, this is fantastic! | 0:52:46 | 0:52:48 | |
Oh, my goodness! Indifference, punishment, interruptions. | 0:52:54 | 0:52:59 | |
And I'm in a cube. | 0:52:59 | 0:53:02 | |
'This is a 3D, virtual reality cave - | 0:53:02 | 0:53:06 | |
'an amazing interface between writer and reader.' | 0:53:06 | 0:53:09 | |
Oh, my goodness! This is magical! It's all got huger, and it's all... | 0:53:09 | 0:53:15 | |
'Coover's work is fascinating, but can never really have a mass market. | 0:53:15 | 0:53:19 | |
'It's just too expensive.' | 0:53:19 | 0:53:20 | |
'But at the world-renowned MIT in Boston, | 0:53:24 | 0:53:27 | |
'some of the brightest and most technologically savvy people in the world | 0:53:27 | 0:53:31 | |
'are trying to find out other ways we might record | 0:53:31 | 0:53:34 | |
'and transmit information in the future, for all of us. | 0:53:34 | 0:53:39 | |
'The researchers at the MIT media centre | 0:53:39 | 0:53:42 | |
'are also experimenting with new ways of sharing stories.' | 0:53:42 | 0:53:46 | |
So, what we have here is called the never-ending drawing machine. | 0:53:46 | 0:53:50 | |
It's an e-book, but an e-book of a different sort. | 0:53:50 | 0:53:52 | |
It's made out of paper and not only is the book itself tangible, | 0:53:52 | 0:53:57 | |
but also it's possible to incorporate tangible objects into it. | 0:53:57 | 0:54:02 | |
So this book is networked and as we turn the pages... | 0:54:02 | 0:54:06 | |
Oh, a new page comes up! | 0:54:06 | 0:54:07 | |
'The idea is that people, even miles apart, | 0:54:09 | 0:54:12 | |
'could interact via the book, | 0:54:12 | 0:54:14 | |
'adding their own images and text | 0:54:14 | 0:54:16 | |
'to create a communal, interactive story.' | 0:54:16 | 0:54:19 | |
So, part of the idea of the project is to make interfaces | 0:54:19 | 0:54:23 | |
for creative collaboration, that go across boundaries. | 0:54:23 | 0:54:27 | |
So one is generational, another one is cultural, | 0:54:27 | 0:54:30 | |
another one is... | 0:54:30 | 0:54:32 | |
Yeah, like acquired learning skills, you know? | 0:54:32 | 0:54:35 | |
I could play these with my grandfather, | 0:54:35 | 0:54:37 | |
though he was never trained in computer science | 0:54:37 | 0:54:40 | |
or would not know how to turn on a computer. | 0:54:40 | 0:54:43 | |
-But that wouldn't be a problem. -But he can turn a page. | 0:54:43 | 0:54:46 | |
He can turn a page and press a button, that's easy, exactly. | 0:54:46 | 0:54:49 | |
And he can just have the freedom | 0:54:49 | 0:54:51 | |
of using stuff that he finds familiar in his environment. | 0:54:51 | 0:54:54 | |
'For the researchers here, the key word is interactivity. | 0:54:54 | 0:54:58 | |
'The person reading the book is also adding content. | 0:54:58 | 0:55:02 | |
'They're also experimenting with new ways of recording and relaying information. | 0:55:02 | 0:55:07 | |
'For them, the senses of sight and hearing are just part of the story. | 0:55:07 | 0:55:12 | |
'A truly immersive method of communication | 0:55:12 | 0:55:15 | |
'would also involve the sense of touch.' | 0:55:15 | 0:55:18 | |
We want to build technologies that are not just in our world, | 0:55:18 | 0:55:22 | |
-but they are also intimate with our own bodies. -Yes. | 0:55:22 | 0:55:25 | |
And they're connecting with us at every millimetre, every millisecond. | 0:55:25 | 0:55:30 | |
'Their idea is to record someone's movements, | 0:55:30 | 0:55:33 | |
'then allow a second person to feel them, via the medium of a jacket, | 0:55:33 | 0:55:37 | |
'as a kind of second skin.' | 0:55:37 | 0:55:39 | |
And as you say, the implications for gaming | 0:55:40 | 0:55:44 | |
and a narrative world in which you can participate. | 0:55:44 | 0:55:48 | |
Absolutely. Imagine if you can download your data | 0:55:48 | 0:55:54 | |
for your grandson, who, 20, 30, 40 years from now | 0:55:54 | 0:55:57 | |
can actually live through a day of your life. | 0:55:57 | 0:56:00 | |
-Oh, my God. -So you can connect people through space and time, | 0:56:00 | 0:56:04 | |
and cultures and ages. | 0:56:04 | 0:56:08 | |
Stories are what make us human, | 0:56:08 | 0:56:10 | |
and we need to create new containers to tell the stories. | 0:56:10 | 0:56:13 | |
It's what really drives me. | 0:56:13 | 0:56:14 | |
Exactly. And I suppose it's about it all being human-shaped, | 0:56:14 | 0:56:17 | |
not technology-shaped. | 0:56:17 | 0:56:19 | |
-The technology shapes itself to the human. -Yes. | 0:56:19 | 0:56:21 | |
Not the human to the technology. And talking of shaping, | 0:56:21 | 0:56:24 | |
Ken is very slim and properly built and I'm a great... | 0:56:24 | 0:56:27 | |
-But is it possible to try this on? -We can try it on. | 0:56:27 | 0:56:31 | |
Shall I have a go? I'd love just to get a feel. | 0:56:31 | 0:56:34 | |
-Let's get this here. -Yeah. It's sort of on, isn't it? -Yeah, exactly. | 0:56:34 | 0:56:38 | |
So, in your hands, if you move your hands... | 0:56:38 | 0:56:42 | |
-Oh, yes! -..You will feel as if I'm pushing you. -Yes. | 0:56:45 | 0:56:49 | |
And it's not like I'm holding you and moving you, it's more subtle. | 0:56:49 | 0:56:53 | |
Yeah. Almost like a magnet in a magnetic field, | 0:56:53 | 0:56:56 | |
-that slight feeling of... -Exactly. | 0:56:56 | 0:56:59 | |
'All these technologies are ways of recording and transmitting | 0:56:59 | 0:57:03 | |
'feelings, ideas and stories. | 0:57:03 | 0:57:06 | |
'You could say that they're writing, but not as we know it. | 0:57:06 | 0:57:09 | |
'They're the next generation of communication | 0:57:09 | 0:57:12 | |
'for a world that is transcending the written word.' | 0:57:12 | 0:57:15 | |
Even if reading and writing were to disappear tomorrow, | 0:57:17 | 0:57:20 | |
I would argue that the changes they have made to us, | 0:57:20 | 0:57:22 | |
technological, cultural, intellectual, | 0:57:22 | 0:57:25 | |
and in terms of the adaptation of memory | 0:57:25 | 0:57:27 | |
and the transmission of history, they would remain. | 0:57:27 | 0:57:29 | |
We may have invented reading and writing, | 0:57:29 | 0:57:32 | |
but reading and writing have re-invented us. | 0:57:32 | 0:57:34 | |
But one thing that has never changed is our eternal love of storytelling. | 0:57:34 | 0:57:39 | |
And that predates even reading and writing. | 0:57:39 | 0:57:41 | |
And that's what I'm going to be looking at next time. | 0:57:41 | 0:57:44 | |
'I'm going to introduce you to some of my favourite writers.' | 0:57:44 | 0:57:49 | |
He has invented our language. He's so ultra-modern! | 0:57:49 | 0:57:53 | |
To be or not to be? | 0:57:53 | 0:57:57 | |
That is the question. | 0:57:57 | 0:57:58 | |
"True wit is nature to advantage dressed. | 0:57:58 | 0:58:01 | |
"What oft was thought, but ne'er so well expressed." | 0:58:01 | 0:58:04 | |
A man hears what he wants to hear and disregards the rest. | 0:58:04 | 0:58:07 | |
You go through life and realise people are only hearing | 0:58:07 | 0:58:10 | |
a bit of what you say, because it's the bit that suits them. | 0:58:10 | 0:58:13 | |
HISSES | 0:58:13 | 0:58:16 | |
Subtitles by Red Bee Media Ltd | 0:58:30 | 0:58:34 | |
E-mail [email protected] | 0:58:34 | 0:58:37 |