MIT imposes a limit on the number of classes freshmen can take, with each full-time class being 12 units, roughly equivalent to one hour per week for each unit. This semester, I finally hit the limit and registered for seven classes, embracing the challenge of “drinking from a firehose.” The saying “getting an education from MIT is like drinking from a firehose” aptly describes the intensity of the workload.

My first class is 8.05: Quantum Mechanics II, a core part of my Physics major. Last year, I took 8.04 (Quantum Mechanics I), and this class seemed like a natural progression. Although I found 8.04 challenging due to its heavy focus on algebra and numerical computations, I hoped 8.05 would offer a clearer understanding and appreciation of the subject.

Another physics class is 8.033: Relativity, taught by Scott Hughes, whose engaging lecturing style has received high praise. Our lectures are being recorded for MIT OpenCourseWare, making the material accessible to a broader audience. Additionally, I’m excited about 18.901: Introduction to Topology, which covers advanced mathematical concepts like rings, fields, and linear algebra. This aligns with my interest in pure mathematics and my plan to declare a double major in mathematics next semester.

18.404: Theory of Computation, recommended by a friend, caught my attention due to its intriguing content. However, hindsight suggests this decision might have contributed to my overly packed schedule. Other classes include 21G.402: German II, which I chose based on my high school interests and previous self-study efforts. 21G.611: Russian I, inspired by my casual language learning experiences, aims to expand my linguistic repertoire. Lastly, 21G.086: 20th Century Ukraine and Russia, fits into the Communication-Intensive Humanities (CI-H) requirement, offering a relevant historical perspective.

My first week of classes was a logistical nightmare. My schedule aligned perfectly, leading to a grueling day starting at 10:30 AM. I biked to the Stata Center for a bagged lunch, then rushed to 18.901 for an hour and a half. Next, I speedwalked to 8.05, where we reviewed 8.04 material for another hour and a half. Lunch was quickly consumed outside the lecture room, followed by another hour of 8.05. With a mere 30-minute break, I spent the rest of the day in the Lodge, a study space along the Infinite Corridor, responding to emails. By the end of the week, I was exhausted from 4.5 hours of consecutive lectures and numerous hours on problem sets.

Despite initial enthusiasm, the unsustainable pace led to daily tension headaches. Dropping two classes—my history class and topology—was a difficult decision. I felt a sense of loss, having invested so much in seven classes. Reflecting on my motivations, I realized a mix of hubris, poor foresight, and a desire to improve everything contributed to my overloading. My childhood analogy of tracing Chinese characters row by row, though flawed, symbolized my tendency to treat life as an optimization problem.

After dropping two classes, I regained control of my schedule. I spent the extra time watching a movie, enjoying Vietnamese Pho, and attending Spinjam, a spinning arts club event. These activities brought unexpected joy and helped me appreciate the value of balance in life. I realized that while ambition and competitiveness are essential, maintaining a balanced approach ensures long-term sustainability and happiness.

Reflecting on my experience, I’ve learned that prioritizing happiness and well-being is crucial for sustained productivity. Despite still managing a heavy courseload, I’ve gained a newfound appreciation for the importance of balance. I continue to strive for improvement, recognizing that true fulfillment comes from balancing multiple aspects of life.

Read the full policy/details

News is prepared from public university announcements for general guidance. Policies change frequently; confirm current details with each university admissions office.