Welcome back to The Honest Broker interview series —also available on our YouTube channel. You can also find it on Apple Podcasts and other podcasting platforms. Today, I’m pleased to share my conversation with Zena Hitz. Please support The Honest Broker by taking out a premium subscription (just $6 per month). Zena Hitz is a tutor at St. John’s College, a Great Books school. She is also the founder of the Catherine Project, a free program allowing participants from around to world to participate in reading groups of the great books. She is also the author of the wonderful book Lost in Thought: The Hidden Pleasures of an Intellectual Life. Zena sat down with me while visiting Austin to discuss the joys of the intellectual life, the state of the modern university, and how she is bringing humanities education to thousand of people through the Catherine Project. Below are highlights from our conversation. For the entire dialogue, check out the video at the top of the page. A CONVERSATION WITH ZENA HITZ JARED: Zena Hitz, thank you for joining me. ZENA: Thanks so much, Jared. It’s great to be here. JARED: I wanted to talk to you because I was first exposed to your work through Lost in Thought, and then after I read Lost in Thought, I found out about the Catherine Project, and I’ve now participated in one Catherine Project group. ZENA: Very good, very good. JARED: You started this thing, the Catherine Project. Could you start by telling us what it is, and also how you got started? ZENA: I had a kind of longing back from when I was straight out of grad school and started teaching undergrads intro to philosophy and stuff like that. A lot of the job of teaching philosophy at a public university is teaching people who don’t want to learn. So I developed this preoccupation with: what would it be like if you tried to find the people who only want to learn? Suppose you could just filter for the desire to learn. My first idea was to have an open ancient Greek study group in Baltimore, which is where I was living at the time. We were going to read the Iliad, and this wonderful librarian helped us out, and a couple people turned up. They were grad students at Hopkins or whatever. So it turned out to be my friends. It was very small, and I realized I didn’t know how to reach people in an ordinary city who would want to do something like this. So there was a contact problem. How do I find these people? But I was still haunted by the dream, and it sat in the back of my mind for, I don’t know, probably 20 years, 15 years. And then, as I talked about in Lost in Thought, I went through all kinds of transitions and tried to figure out what to do with my life, and finally settled on going back to St. John’s to teach. So I went back in 2015, and then in 2020, of course, we had emergency online COVID classes, which anyone who was teaching at the time knows was absolutely miserable. Just the worst kind of teaching you can imagine. Because it was unexpected, and these people were in their parents’ basement, and I was teaching a class called junior math, which was Newton’s Principia, one of the hardest books I know, and we just couldn’t do it. JARED: That was a very St. John’s sentence. ZENA: I have a lot of St. John’s sentences. I’m a Johnny born and bred, so that’s the way it is. But we couldn’t do it, because reading something that difficult requires having an in-person community to talk to people and get help and stuff like that. So we kept trying. We put in a college try, but it was really painful. Anyway, that’s a little bit beside the point. The point is, I was really upset about being online. I wanted to just send everyone home and give them a chance, maybe, to fix their grade, but we had to do it. And I was very frightened. I thought, once universities figure out that they can have classes online, they’re never going to go back, because it’s so cheap. Administrators are just like that. They just want stuff that’s cheap. They don’t care about educational quality. So I was very angry, and that sometimes can be very productive. I thought, if I were stuck on this forever, what would be the best way to learn? What would be the best way to teach? I thought, maybe it’s a bit like an Oxford tutorial situation, where people went away and read off screen and then had face-to-face conversations in person — or by Zoom, in this case. Small groups on Zoom are better than medium-sized groups, and medium-sized groups are better than large groups. The larger the group, the worse it is; the smaller it is, the closer it is to real human interaction. So that was one thing I was doing back there. And then the book came out at the same time. Lost in Thought came out, and Lost in Thought made this argument that the life of the mind is for everybody. And I say this a lot, and it’s true: that was really a sentimental idea I had. Like, maybe if I have a Greek reading group in Baltimore, old Greek guys will show up and want to read Greek with me. I didn’t really know it was true, but I wanted it to be true. And then I started getting all of these emails from people who wanted to lead a life of the mind, who wanted to read the great books, and they would ask me what they should do. And I didn’t have a good answer for that question, and that haunted me. So somehow these two things percolated, and eventually I thought, well, look, let’s just have open online Zoom classes on great books, and it’ll be totally open. Anyone can go. We’ll make it free. We’ll run on volunteer labor. I’ll tap into my academic network, get some professors, and I’ll get some former students to lead informal reading groups. And so that was the Catherine Project. It began — it was sort of born and bred on Twitter. So it was through Twitter that I got to know people who might be interested in something like that, and this was the golden age of Twitter, when everyone was on it because it was COVID, and the algorithms exposed you to all kinds of people. So anyway, we started out with about 45 students. We had these things called tutorials—small groups, like three. We started with groups of three students and one professor. We had five of those, and they read—well, we had an early divide between people who wanted to read fast and people who wanted to read slow. So some of them just read the Iliad and the Odyssey, some read the Iliad, the Odyssey, some Greek tragedy, and some Plato. And we had two reading groups meant just for people in those tutorials—one was on Aristophanes and one was on Kafka, The Trial. So we had these 45 people, and November 2020 comes around, and the Kafka group wanted a few more people because they wanted to read Kierkegaard, Either/Or. And it’s November, I was teaching full time, and I was just like, put something on Twitter: who’s up for reading Either/Or on Saturday nights? Like 100, 120, 130 replies. So I was like, uh oh, I have to do something about this. I can’t reject 125 people—they wanted like three people for their group. So at that point we pulled in a bunch of reading group leaders, and then for a long time the Catherine Project became mainly these peer-led reading groups. Some people had PhDs, some had master’s degrees, some were just really good people who had gone through great books programs as undergraduates, facilitating these open conversations about great books in small groups. So at the end of spring 2021, I was totally out of steam. I was dead. And I applied to Emergent Ventures, which is Tyler Cowen’s group, for a grant. I had no expectation of getting it, because I’d spoken to Tyler a year earlier when I was just getting started, and he had put me through the ringer — the hardest set of questions anyone had ever asked me about the business plan, and how big was it going to grow, and how are we going to fund it, what was going to be the source of revenue. And I couldn’t answer any of those questions. I just had this romantic idea that if you opened up the doors, people would come. Anyway, Tyler, after a year, gave me the grant based on what we had done, without a budget. We’re now enrolling 1,600 human beings per semester. One of the things that helped with that last spurt of growth is that we had started with these tutorials, with the reading groups that were supplemental, but we were worried that the list of reading groups was actually really intimidating for anyone who wanted to come into the reading for the first time. This is a huge list of books, many of which I had never heard of. We always wanted to be a way for people without much experience with us to find their way into reading and thinking and having conversations. So we instituted—this is the end of the second year—we’re now teaching the fourth unit of what’s called our core program. It’s basically just a set of readings that we think are basic, that are a good introduction to the life of the mind, that we think will serve people well in the future. So that’s become a big component of what we do. We still run a trillion reading groups. Anyway, that’s the story of the Catherine Project. JARED: I loved the experience with the Catherine Project, because the facilitator was a graduate student in Germany, and then we had a few other people in various parts of Europe, a couple of undergrads, and then just a few people who I had no idea what their academic background was, but they were joining from their lunch break, essentially, at their desk job. I loved how open the conversations were. I never felt the sense that anyone there didn’t feel like they could participate. And there was just this idea of taking what everyone said really seriously. I found it to be this really amazing experience. ZENA: It’s a collaborative conversation. Experts don’t teach our courses. And although in the core program they tend to be people who are experts in something, they’re not neces