Apple II Bits

When I was in sixth grade, my class created personal time capsules. We took various pop culture artifacts, put then in a shoebox, and then applied newspapers to decoupage the assembled work. There was no coordinated effort to bury the capsules, though — we brought them home and did whatever 11-year-olds do with completed homework, which in my case was shove it under my bed. It’s still there, and the decoupage didn’t permanently seal the box, as every few years, I open it to paw through what I thought was important thirty years ago.

Or, actually, what was unimportant: I couldn’t imagine parting with anything I actually valued and bequeathing it to unknown citizens of generations hence. My capsule instead consisted of newspaper comics, McDonald’s Happy Meal toys, and other random gadgets I wouldn’t miss. It wasn’t the most representative selection of the time.

Architect Frank Gehry did a better job of preserving 20th-century history in a time capsule donated to MIT. Its contents were assembled in 1999, a mere twenty years ago. It was meant to remain sealed for another fifteen years, but its creator locked it with a cryptographic puzzle that would’ve taken the computers of his era ages to unlock, whereas today’s machines made short work of it.

Regardless, he did a much better job than I did in selecting artifacts of value. The contents of the time capsule were already old when he chose them, such as the user manual for VisiCalc, the world’s first-ever electronic spreadsheet. VisiCalc was invented by Dan Bricklin, an MIT graduate, so its inclusion in the capsule was of local interest as well.

The capsule’s other contents would also be of interest to Apple II users. They included a copy of Microsoft BASIC for the Altair, donated by Bill Gates, who attended the 1999 ceremony in which the capsule was originally sealed. Altair’s BASIC was Microsoft’s first product, laying the foundation for the company to later create Applesoft BASIC for the Apple II.

In sixth grade, I plenty of Apple II paraphernalia that would’ve been right at home in a time capsule. It never occurred to me to include any not because I thought it was insignificant, but because it was too important for me to part with. The Apple II was a computer I used daily from 1983 to 1997, and via emulation ever since; I was too selfish to sacrifice some aspect of it for historical preservation.

Fortunately, nowadays we can have our artifacts and preserve them, too. Microsoft BASIC’s source code has been released; the VisiCalc manual has been scanned; heck, even VisiCalc itself is available for download from Dan Bricklin’s website.

But you can’t digitize a Happy Meal toy, so maybe I didn’t do so badly, after all.

(Hat tip to Jesus Diaz)

The Apple II was a turning point in the computer revolution, making spreadsheets and games available in an attractive, accessible fashion to
professionals and students everywhere. Garry Kasparaov called it "the last technological revolution", and many entrepreneurs and innovators have since tried to recapture that magic. But they aim is sometimes off in identifying what made the Apple II special.

Project BLUE is a robotic arm being developed in UC Berkeley’s Robot Learning Lab as part of the answer to the question, "How can AI change the robot design paradigm?"

After a three year effort across a multidisciplinary team of more than 15 researchers, we’ve designed, built, and tested BLUE — the Berkeley robot for Learning in Unstructured Environments. BLUE is a low-cost, high-performance robot that is intrinsically safe, developed from the ground up with ever-increasing Artificial Intelligence capabilities in mind.

MIT Technology Review reported news of BLUE’s development, focusing on its affordable, low-cost nature. The headline for that story was "This may be the Apple II of AI-driven robot arms". The headline is derived from UC Berkeley postdoc Stephen McKinley saying, "Without a low-cost platform— an Apple II-type device— experimentation, trial and error, and productive research will continue to move slowly."

But the Apple II was never affordable. When it was first revealed 42 years ago, it cost $1,298 — the equivalent of $5,445 today. Compare that to the Commodore 64, which cost $595 in 1982, or $1,567 today. A consumder could buy almost four Commodore 64 computers for the cost of one Apple II — a leading factor why the Commodore 64 sold 12.5–17 million units, compared to the Apple II’s 5–6 million.

Burt Ratan had it more accurate when he compared space tourism to the Apple II: something that affluent early adopters bought into. Whether it’s a trip to the space station, a personal computer, or a robotic arm, investment in any early technology will pave the way for more affordable and innovative products. But when shooting to replicate the success of the Apple II, don’t pretend that affordability is something your product it has in common.

Last month I quit my job at MIT, taking with me the Apple IIGS that had been in my office for nearly three years. I’m not yet settled enough at my new place of employment to inquire if it’d be appropriate to install a 30-year-old machine in my office — but it’s only a matter of time.

Fortunately, my computer wasn’t my former employer’s only connection to the Apple II. The MIT alumni association‘s podcast, Slice of MIT, recently aired an episode with Eran Egozy ’95, who co-founded the video game developer Harmonix. In "What Makes Rock Band Rock?", Egozy gives credit to the Apple II for getting him his start. "When Eran was 15, his parents bought him an Apple II computer. He and a friend got together and decided to find a way to make the computer play back Beethoven’s Ninth Symphony," says the show’s host. "This wasn’t just one instrument of the symphony: the pair found the whole symphony score, complete with all of the different parts for the string instruments, the brass, and the woodwinds — and every day after school, they would translate the music into computer code. Every ten seconds of the score took 3–4 hours to code."

Here’s the whole episode:

MIT and the Apple II: a winning combination!

(Hat tip to Kate Repantis)

Yesterday I attended the second annual Boston Festival of Indie Games, or BostonFIG. Developers from throughout the Boston region set up shop at MIT to demonstrate a passion and talent that shines despite a lack of funding or big-name notoriety.

In anticipation of this event, The Boston Globe‘s Jesse Singal published an article, "Cool titles await at Festival of Indie Games", which described one game, Blocks of Explosive Dismemberment, as "’Tetris,’ only thereÂ’s a little guy — controlled by your human opponent — running around at the bottom trying not to get crushed by the falling blocks."

Sound familiar? I was perhaps the only BostonFIG attendee with the background to find the game evocative of Martin Haye’s Structris. Admittedly, it’d bit of a stretch to accuse Explosive developer Barbaric Games of ripping off Martin’s idea. Plus, Barbaric Games promised their take would be "bloodier and with an extra dimension".

As it turned out, there was much more to their game than that. Read my report on Computerworld.com for more details.

The computers that Apple II users grew up with were nowhere near as user-friendly as today’s machines. They had unintuitive interfaces, inscrutable error messages, and limited capabilities.

But those same limitations also made them an excellent tool for learning such important concepts as problem-solving, game design, and especially programming.

The Apple II was especially practical for that last function, as it came with BASIC in ROM. Without any other software, a user could turn on her machine and start building a virtual world of her own design. The lack of advanced features meant that the user was playing in a sandbox of conceivable limits yet infinite possibilities.

Yet by 1997, when I started college as a computer science major, I was getting laughed out of the classroom by using BASIC where other students were relying on Java and C++, as I related in Juiced.GS. Today, BASIC is almost nowhere to be found, as detailed in the leading item on Computerworld.com last Thursday "How are students learning programming in a post-Basic world?"

The story is an interesting look at the variety of languages with which to introduce modern students to programming. For some parents and teachers, the old methods work best; "My son’s math textbooks contained exercises in Basic, but we could not do the problems until we bought an old Commodore 64 online,” said David Brin, author of "Why Johnny Can’t Code". Others prefer more popular scripting languages, such as Python; still others use a language designed more for educational than practical use, such as MIT’s Scratch, the language of choice of the computer science teacher where I used to teach. She’s offering a camp this summer to introduce 13- and 14-year-olds to programming, using a different format from last year’s camp: "I changed the language from Alice to Scratch. Alice was too glitchy for me. Scratch is easy to pick up, and hopefully will be fun for middle schoolers."

But none of these languages will offer the same experience as learning BASIC. Author Lamont Wood had once dabbled in BASIC programming but had fallen out of practice until his recent experiment with Python:

The thrill was not the same as in 1979; it hadn’t taken months to get the hardware to work, and it sure ran quieter … with Basic, I felt like I was rummaging through a small box containing a few crude tools. With Python, I felt I had pushed open the door to a massive but unlit tool warehouse and was darting in to grab the few that I could see.

I learned BASIC by doing: I was running a Warp Six BBS and needed to make modifications. Eventually, I was inspired to write my own door game, though since it was a port, I had to concern myself only with the coding, not the design. In either case, I always had either the code or design to work with; I never had to conceive and build entirely from scratch (no pun intended).

My challenge in adapting those BASIC programming skills to a modern environment is not so much choosing a language as it is choosing an instruction method. Just as I learned BASIC to run a BBS, I’ve set a goal of learning PHP to help me run WordPress, a modern equivalent of an online community. But elementary concepts such as functions and arrays seem more confusing than they did twenty years ago.

What’s the best computer and language to teach programming — and where does one go from there?

The Escapist News Network is at it again. A recent episode of their satirical news show looked at motion-sensing input devices in video games and how the likes of Microsoft’s Project Natal are replacing virtual hands with real ones, allowing users to manipulate digital environments with authentic gestures. At the video’s 0:54 mark, ENN lamented the obsolescence with which this technology threatens traditional pointing devices:

It’s not surprising to see such retro references in ENN, given that the show is produced by a troupe with a name like LoadingReadyRun:

More relevant to the Apple community is ENN’s acknowledgement of HyperCard, which has recently been making the real news as well. Apple’s capriciousness in allowing some third-party iPhone and iPad apps into the App Store and not others is well-known: One of my favorite podcasts spent several months jumping through Apple’s whimsical hoops, while the infamous Baby Shaker app was approved (though later removed). But more damaging is Apple’s curtailing of the iPhone as a creative tool. MIT’s educational programming environment, Scratch, was denied admission to the App Store. HyperCard, the hypermedia software that originated on the Macintosh and was later ported to the Apple IIGS, is the most recent victim of Apple’s barriers — even though earlier this year, Jobs himself pondered, “Something like HyperCard on the iPad? Yes, but someone would have to create it.”

I can understand Apple’s desire to keep the iPhone user-friendly and free of potential malware and other malicious code. Steve Jobs says that the only digital freedom he’s destroying is “Freedom of programs that steal your data. Freedom from programs that trash your battery. Freedom from porn. Yep, freedom.” But how realistic is this goal? I can’t help but think that the more Jobs tightens his grip, the more star systems — er, apps — will slip through his fingers. As a result of the denial of the Scratch app one friend of mine has already sold his iPhone, calling prohibiting children access to educational software “morally reprehensible.”

The solution? An Apple II far cheaper than an iPhone or iPad, and kids rarely care what CPU is powering their favorite software, so why not avoid these modern dilemmas by going back to HyperCard’s roots? The Apple II version of the program is still available as both a free download and physical disks. Create a retro lab and teach your kids something about both programming and history for a fraction of the price.

In the meantime, check out the full ENN news report after the jump, which has other treats for retrocomputing enthusiasts. At time indices 1:30–2:25, Graham Stark relates the historical pains of being a Mac gamer, while neo-retro Atari commercials debut at 2:57–5:25.

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