Source: Working Class Zero (2003), Chapter 4, p. 31
“Hold fast the time! Guard it, watch over it, every hour, every minute!”
Source: The Beloved Returns (1939), Ch. 7
Context: Hold fast the time! Guard it, watch over it, every hour, every minute! Unregarded it slips away, like a lizard, smooth, slippery, faithless, a pixy wife. Hold every moment sacred. Give each clarity and meaning, each the weight of thine awareness, each its true and due fulfillment.
An explanation of relativity which he gave to his secretary Helen Dukas to convey to non-scientists and reporters, as quoted in Best Quotes of '54, '55, l56 (1957) by James B. Simpson; also in Expandable Quotable Einstein (2005) edited by Alice Calaprice
William Hermanns recorded a series of four conversations he had with Einstein and published them in his book Einstein and the Poet (1983), quoting Einstein saying this variant in a 1948 conversation: "To simplify the concept of relativity, I always use the following example: if you sit with a girl on a garden bench and the moon is shining, then for you the hour will be a minute. However, if you sit on a hot stove, the minute will be an hour." ( p. 87 http://books.google.com/books?id=QXCyjj6T5ZUC&lpg=PP1&pg=PA87#v=onepage&q&f=false)
In the 1985 book Einstein in America, Jamie Sayen wrote "Einstein devised the following explanation for her [Helen Dukas] to give when asked to explain relativity: An hour sitting with a pretty girl on a park bench passes like a minute, but a minute sitting on a hot stove seems like an hour." ( p. 130 http://books.google.com/books?ei=yma3TsDWK8WciQL63smAAQ&ct=book-thumbnail&id=vs3aAAAAMAAJ&dq=sayen+%22einstein+in+america%22&q=pretty+girl#search_anchor)
Attributed in posthumous publications
Variant: When you are courting a nice girl an hour seems like a second. When you sit on a red-hot cinder a second seems like an hour. That's relativity.
We the People interview (1996)
Context: During the late sixties I had a chance to give a dozen addresses to people who were concerned with education and schooling. I asked myself, since when are people born needy? In need, for instance, of education? Since when do we have to learn the language we speak by being taught by somebody? I wanted to find out where the idea came from that all over the world people have to be assembled in specific groups of not less than fifteen, otherwise it's not a class, not more than forty, otherwise they are underprivileged, for yearly, not less than 800 hours, otherwise they don't get enough, not more than 1,100 hours, otherwise it's considered a prison, for four-year periods by somebody else who has undergone this for a longer time. How did it come about that such a crazy process like schooling would become necessary? Then I realized that it was something like engineering people, that our society doesn't only produce artifact things, but artifact people. And that it doesn't do that by the content of the curriculum, but by getting them through this ritual which makes them believe that learning happens as a result of being taught; that learning can be divided into separate tasks; that learning can be measured and pieces can be added one to the other; that learning provides value for the objects which then sell in the market.
And it's true. The more expensive the schooling of a person, the more money he will make in the course of his life. This in spite of the certainty, from a social science point of view, that there's absolutely no relationship between the curriculum content and what people actually do satisfactorily for themselves or society in life.
“Five minutes are enough to dream a whole life, that is how relative time is.”
As quoted in The Wilson Era; Years of War and After, 1917–1923 (1946) by Josephus Daniels, p. 624. Referenced in "Bartleby.com" http://www.bartleby.com/73/1288.html
1920s and later
The Conferences V.2 ( online http://books.google.com/books?id=k3CrvJJZkqEC&pg=PA44)
