How did the history teacher react to Albert’s replies? Will a modern student agree with the teacher? Why /Why not?

In "Albert Einstein at School," the history teacher reacts with surprise and confusion to Albert Einstein's replies during their conversation. Einstein questions the conventional approach to teaching history, challenging the significance of memorizing dates and events and emphasizing the importance of understanding the underlying principles and causes instead.

The history teacher's reaction is likely one of disbelief and discomfort, as Einstein's views challenge the traditional methods of teaching and learning that the teacher is accustomed to. The history teacher may feel defensive or threatened by Einstein's questioning, as it undermines the authority and expertise of the teacher and calls into question the value of the material being taught.

A modern student may or may not agree with the history teacher, depending on their own perspective and experiences. Some modern students may sympathize with Einstein's views and appreciate his emphasis on critical thinking and understanding, as these are often valued in modern educational systems. They may also question the relevance of rote memorization in today's world, where information is readily accessible through technology and the ability to think critically and analyze information is increasingly important.

However, other modern students may still value the traditional approach to teaching history and see merit in memorizing dates and events. They may believe that understanding historical facts and events is important for developing a well-rounded education and cultural literacy. Additionally, some students may prefer a more structured and teacher-led approach to learning, rather than the more independent and self-directed approach advocated by Einstein.

Overall, whether a modern student agrees with the history teacher or with Einstein depends on their individual perspective and values, as well as their experiences within the educational system. Both perspectives have merits and drawbacks, and there is value in considering a range of approaches to teaching and learning history.