Dr. Pronab K. Chowdhury justifies his claim that Albert Einstein showed no record of creative
genius during his formative years by contrasting Einstein’s early life with recognized child
prodigies and highlighting a consistent pattern of academic mediocrity and professional failure.
The author breaks down this justification into three distinct life stages:
- Childhood: Lack of Objective Proof
The author argues that while Einstein is often posthumously celebrated as a “child prodigy,”
there is no preserved evidence of extraordinary achievement during his early schooling 1, 2.
● Contrast with True Prodigies: Chowdhury compares Einstein to figures like Carl
Friedrich Gauss, who corrected his father’s arithmetic at age three, and Wolfgang
Amadeus Mozart, who was composing and performing for royalty by age six 3, 4. He
notes that no such record of external recognition exists for Einstein 5.
● Reliance on Subjective Memoirs: The author points out that the only “evidence” of
Einstein’s early genius comes from the subjective memories of Einstein himself or his
sister, Maria (Maja) 5. For instance, while Einstein recalled the “deep impression” of a
compass at age five, the author notes that James Clerk Maxwell had already
scientifically solved the mystery of magnetism decades earlier, implying that Einstein’s
private realization was not a unique historical breakthrough 6, 7. - Teenage Years: Academic Disruption and Failure
Chowdhury characterizes Einstein’s adolescence not as a period of blossoming genius, but as
one of struggle and rejection of standard education 8.
● Leaving School Without Graduating: Einstein struggled with the discipline at the
Luitpold Gymnasium, describing teachers as “drill sergeants” 8, 9. He eventually left
the school with a medical certificate for “nervous exhaustion” without completing his
studies 10.
● Entrance Exam Failure: At age 16, Einstein attempted to enter the Zurich Polytechnic
early under the label of “extraordinarily gifted” but failed the entrance examination 11.
While he performed well in math and science, his failure in other subjects forced him to
attend a year of secondary school in Aarau before he was finally admitted 11, 12. - College Years: Mediocrity and “Idleness”
The author uses Einstein’s performance at Zurich Polytechnic to argue that he was a lackluster
student who showed more interest in “bohemian” living than in scientific rigor 13, 14.
● Reprimands and Laziness: Because Einstein frequently skipped classes, particularly
the physics labs, he was officially reprimanded by the school’s director and given the
lowest possible mark of “1” by his professor 13, 14.
● Dependence on Others: The author highlights that Einstein was unable to pass his
exams on his own merit and had to rely on the meticulously written notes of his friend,
Marcel Grossmann, to graduate 14.
● Minkowski’s Critique: His mathematics professor, Hermann Minkowski, famously
described Einstein as a “lazy dog” who “never bothered about mathematics at all” 15.
● Mediocre Ranking: Chowdhury emphasizes that Einstein graduated with a mediocre
grade point average of 4.9, ranking 4th out of 5 students in his graduating class 16.
This poor performance made it impossible for him to secure a teaching assistantship or
pursue an advanced degree at that time, forcing his father to beg professors for any
available opportunity for his “gifted” son—requests that were ignored 17, 18.
In summary, the author uses these historical records to argue that the image of Einstein as a
natural-born genius is a manufactured myth. Within his framework of Evolutionary
Anthropodynamics, he suggests that Einstein’s early “idleness” and lack of discipline prove he
was a “hedonistic opportunistic” professional rather than a naturally driven truth-seeker 19-21.
