A Sand County Almanac by Aldo Leopold

Aldo Leopold had a long career working with and studying nature as a government forester, university professor, founder of the discipline of wildlife management. He is remembered as author and popular proponent of wilderness based on his book A Sand County Almanac.

A Sand County Almanac is a collection of essays in three parts. The first part is a tour of his Wisconsin farm covering each month of the year. Actually, it is not a farm in the sense of being a business that produces food and fiber. It was abandoned as a farm and hiding place for illegal stills when Leopold bought it as a semi-wild getaway. To be fair, though, it was abandoned as a farm because of practices that destroyed much of its productive capacity, and Leopold’s theme is land management. He approaches that theme gently in the first part. A reader can have the sense of strolling around the place with Leopold as he points out the plants and animals that live there, full-time or seasonally, and shares his enthusiasm for them.

In the second part, Leopold expands the scope to cover many places in the central and western United States, and even a few places in Mexico and Canada. These essays also recount his personal experiences relating to wild lands. In some of these essays he begins to touch more firmly on points of land management and policy.

In the final part, Leopold’s essays are more direct. The point of the book is that, if Americans, or people generally, want to have a rich landscape, wildlife, and land that is productive for generations, we need to value land in a new way and take new approaches to managing it.

The culmination of this discussion is the land ethic. Ethics are essentially about community, and the appropriate and acceptable relationships between the members of the community and each member and the community as a whole. A land ethic treats the land as a part of the community. In land, Leopold includes “soils, waters, plants, and animals.” Land is a part of our community that produces things of both economic and ineffable value. The land ethic implies that we have obligations to each other and to the land to conserve it. Conservation isn’t simply a matter or protecting specific areas, plants or animals. There is a place for policy, but the ethic is also individual, and a successful conservation efforts will mean landowners will need to treat the land and something inherently valuable. We would conserve ethically out of a sense of humility, realizing that the land is much more complex that we understand, and that our progress can outpace our understanding with possibly irreversible undesirable results.

Reconnecting to the land, and learning to value it, is encouraged by Leopold. Arguably, the first two parts of the book are intended to give the reader a sense of connection to the land. On the policy front, he suggests that many of the things we do to connect people to wilderness is destroying the wilderness. A land ethic could be a curative for this because aware people could connect to the land (especially wild plants and animals) close to home, even in cities, and be able to appreciate even wilder places from a distance. He goes so far as to suggest that amateur wildlife research could become a new type of sportsmanship, and cites cases were amateurs managing their own small plots have contributed to our understanding of wildlife.

It should be noted that, in addition to being a collection of thoughtful essays on nature, A Sand County Almanac is beautifully written. He can be poetical and political in the same sentence, such as “Hemisphere solidarity is new among statesmen, but not among the feathered navies of the sky.” He expresses himself with a gentle, homey cynicism as when he wrote, “Education, I fear, is learning to see one thing by going blind to another.”

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If you’re interested in this book, you may also be interested in

The Big Thirst by Charles Fishman

Blue Revolution by Cynthia Barnett

Leopold, Aldo. A Sand County Almanac and Sketches from Here and There. New York: Oxford University Press, 1949.

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Future Bright by Martin E. Martinez

Higher intelligence is linked to higher achievement. The demands of our world and culture are calling for higher achievement to address increasingly complex problems. As individuals and societies, we should strive to increase intelligence, which is possible, to arm ourselves to overcome these challenges. This is the opinion advanced by education professor Martin E. Martinez in his book Future Bright.

Martinez builds his case by starting with the link between intelligence and achievement. He cites studies that indicate that in school, work, and personal life, achievement is positively correlated to intelligence.

He moves on to describe what intelligence is, drawing on historic and current theories and research. A significant portion of the book is devoted to defining and understanding intelligence. The prevailing model is hierarchical. A single general intelligence is linked to achievement in all areas. There are also different types of intelligence that are linked to success in clusters of specific skills. Intelligence is affected by both genetics and the environment, and by both individual and cultural factors. If you are looking for a primer on intelligence that covers a lot of ground relatively briefly, you can find it in these chapters.

The hope that Martinez offers is that intelligence is, in part, learned, and it can be increased. Two major types of intelligence, most strongly related to general intelligence, are fluid and crystalline intelligence. Fluid intelligence is related to successfully dealing with novel situations. The heart of fluid intelligence is problem solving.  Crystalline intelligence is structured knowledge, such as is attained from formal education. It is not merely an accumulation of facts; it is an organized mental repository of useful information. The primary skill for crystalline intelligence is critical thinking, the ability distinguish credible, worthy, and useful ideas.

Problems solving and critical thinking are skills that can be learned and improved. Similarly, we can learn new information. By these means fluid and crystalline intelligence, and with them general intelligence, can be increased.

Intelligence is not the only determinant of success, for many intelligent people are not successful. Another important factor is what Martinez call “effective character.” These are personality traits that Martinez suggests can be learned or improved in most people. The critical trait is conscientiousness. Conscientiousness is associated with setting and pursuing goals, working with diligence, and seeking excellence.

Martinez offers several strategies for increasing intelligence. One that is in keeping with the motivation behind this blog is to increase crystalline intelligence (structured knowledge) by reading books. A work as long a book must be structured well to be coherent from beginning to end. In addition, effective written communication presents ideas in a manner that lends itself to analysis by critical thinking. Nonfiction books are especially useful for cultivating crystalline intelligence.

Though the strategies are aimed at the individual, he discusses how some of them are adaptable to parenting and schools. Because Martinez in the early chapters suggests societal benefits to higher intelligence, it makes sense that his book would also include suggestions for policy and cultural adaptions.

If you’re interested in this book, you may also be interested in

Change Your Brain Change Your Body by Daniel G. Amen

Double Your Brain Power by Jean Marie Stine

The Genius in All of Us by David Shenk

How to Build an Android by David F. Dufty

Moonwalking with Einstein by Joshua Foer

No Excuses by Brian Tracy

One Small Step Can Change Your Life by Robert Maurer

Your Intelligence Makeover by Edward F. Droge, Jr.

Martinez, Martin E. Future Bright: A Transforming Vision of Human Intelligence. New York: Oxford University Press, 2013.

1089 and All That by David Acheson

Acheson, David. 1089 and All That: A Journey into Mathematics. New York: Oxford University Press, 2002.

1089 and All That starts with a little mathematical magic trick. Take any three-digit number in which the first and last numbers differ by at least two (like 553). Reverse it and subtract the numbers (553-355=198). Take this new number and add it to its reverse (198+891=1089). The answer will be 1098 for any three-digit number you pick.

This little trick attracted David Acheson to math as a boy. In his book, he tries to convey some of the wonder, fascination and surprise of mathematics.

A deep understanding of math isn’t necessary to follow the book. Someone who made through high school algebra can follow most of the math fairly easily. Acheson delves into deep waters (geometry, calculus and differential equations), but he doesn’t pile on the equations or expect readers to solve them. He gives the reader enough explanation to follow the basic logic and grasp the proof. The payoff is the unexpected results.

A wide amount of math is covered in this fairly short book, from those areas already mentioned to chaos theory. Much of it is applied math, dealing with mechanical systems, planetary motion and weather prediction.


Acheson is a practicing mathematician and one of the most interesting parts of the book deals with one of his own developments. He lays the foundation throughout the book and casually leads to a chapter in which he turns things upside-down with his take on the Indian rope trick. This has a big gee-whiz factor and itself makes the book worth reading.

Acheson wraps up by returning to something like the magic trick he uses to open the book. In different chapters he introduces some prominent numbers in math: π, e and i. Though they don’t relate to a trick, but they have a mysterious connection that seems even more fascinating.

Planck by Brandon R. Brown

German physicist Max Planck was one of the most famous and well-respected scientists of his day. His work formed the foundation of quantum mechanics and is still relevant to physics today. He lived through both world wars, and these resulted in tragedy for his family.

Planck is a brief biography of the man by another physicist, Brandon R. Brown. Brown focuses his book on the last years of World War II, but from there reaches far back to his subject’s birth in 1858 and forward a little to his death in 1947. It is interesting that Brown did not choose to take a chronological approach given that entropy and the irreversibility of time were subjects of great interest to Planck. Perhaps he wants to readers to be somewhat unsettled, no doubt the way Planck must have been unsettled by events of his lifetime and the conclusions younger scientists drew from his own theories.

Brown presents Planck and as a flexible thinker who contributed to physics and accepted new theories at an age when most of his contemporaries were ready to shut the books on what could be learned. Apparently what most of us like to think of as middle-aged (at worst) is ancient for a physicist. His own work on thermal radiation established fundamental concepts of quantum theory, though he didn’t use the term “quanta.” When a young Albert Einstein proposed his special theory of relativity, Planck quick promote and build on it. He was slower to come around to general relativity (as wild as it is to us, it was insane to many in that time), and both men suffered philosophical heartburn from the quantum mechanics served up by the generation that came up under them.

Planck was very loyal to his country. His brother Hermann died in the Franco-Prussian War, and the family became intensely patriotic. At the start of World War I, he was hopeful that the war might strengthen and unify Germany. His oldest son, Karl, died at Verdun, and Germany fell on hard times.

Things were more complex when the Nazis took power. At times, his reputation as the nation’s most prominent scientist gave him leeway to resist anti-Semitic policies. At other times he acquiesced, hoping that the excesses of Nazi policies would be smoothed out or even reversed by the necessities of governing and the needs of the nation. He was so hopeful he even encouraged Jewish colleagues to stay. The Nazis saw no need for moderation, so Planck’s influence quickly waned. His son, Erwin, became involved in a resistance movement that hoped to topple the Nazis. He was implicated in a plot to assassinate Adolf Hitler. Though the Planck family appealed to every ear in and around the Nazi regime that might have sympathy, Erwin was convicted and eventually hanged. (Planck survived his first wife and four of his five children).

Brown doesn’t judge Planck too harshly, though some might. He had no love for the Nazis, but perhaps too much love for Germany, its scientific achievement, and its international standing, may have made him reluctant to boldly oppose them. This led to a break in his relationship with Einstein, though the younger eminence spoke very kindly of Planck even many years later. Because of he refused to embrace the Nazis, and he was well-liked by many foreign scientists, the Allies gave him a place in rebuilding the German scientific establishment after the war. The British, French, and Americans reorganized scientific institutes into the Max Planck Society, which is still active in supporting all manner of scientific endeavor.

I think the book is approachable for most adult readers who may have an interest in Planck or his times. Brown does not get so deep so deep into the science that he loses readers; he tries to explain it in a way that will make sense to a general audience. The structure of the book may make it difficult for a young reader to follow.

If you’re interested in this book, you may also be interested in

Einstein’s Clocks, Poincare’s Maps: Empires of Time by Peter Galison 

Newton and the Counterfeiter by Thomas Levenson

The Physics of Superheroes by James Kakalios

Brandon R. Brown. Planck: Driven by Vision, Broken by War. New York: Oxford University Press, 2015.