Lane Cooper - Louis Agassiz as a teacher – 06 Learning how to observe properly
Type of Spiritual Experience
A description of the experience
LOUIS AGASSIZ AS A TEACHER ILLUSTRATIVE EXTRACTS ON HIS METHOD OF INSTRUCTION WITH AN INTRODUCTORY NOTE BY LANE COOPER [PROFESSOR OF THE ENGLISH LANGUAGE AND LITERATURE IN CORNELL UNIVERSITY MARINE BIOLOGICAL LABORATORY LIBRARY WOODS HOLE, MASS. W. H. 0. I. 1917 ]
Agassiz's laboratory was then in a rather small two-storied building, looking much like a square dwelling-house, which stood where the College Gymnasium now stands. . . . Agassiz had recently moved into it from a shed on the marsh near Brighton bridge, the original tenants, the engineers, having come to riches in the shape of the brick structure now known as the Lawrence Building. In this primitive establishment Agassiz's laboratory, as distinguished from the storerooms where the collections were crammed, occupied one room about thirty feet long and fifteen feet wide what is now the west room on the lower floor of the edifice. In this place, already packed, I had assigned to me a small pine table with a rusty tin pan upon it. ...
When I sat me down before my tin pan, Agassiz brought me a small fish, placing it before me with the rather stern requirement that I should study it, but should on no account talk to any one concerning it, nor read anything relating to fishes, until I had his permission so to do.
To my inquiry, 'What shall I do?' he said in effect : ‘ Find out what you can without damaging the specimen; when I think that you have done the work I will question you.'
In the course of an hour I thought I had compassed that fish; it was rather an unsavory object, giving forth the stench of old alcohol, then loathsome to me, though in time I came to like it. Many of the scales were loosened so that they fell off. It appeared to me to be a case for a summary report, which I was anxious to make and get on to the next stage of the business.
But Agassiz, though always within call, concerned himself no further with me that day, nor the next, nor for a week. At first, this neglect was distressing; but I saw that it was a game, for he was, as I discerned rather than saw, covertly watching me. So I set my wits to work upon the thing, and in the course of a hundred hours or so thought I had done much, a hundred times as much as seemed possible at the start.
I got interested in finding out how the scales went in series, their shape, the form and placement of the teeth, etc. Finally, I felt full of the subject, and probably expressed it in my bearing; as for words about it then, there were none from my master except his cheery 'Good morning.' At length, on the seventh day, came the question, 'Well?' and my disgorge of learning to him as he sat on the edge of my table puffing his cigar.
At the end of the hour's telling, he swung off and away, saying: 'That is not right.'
Here I began to think that, after all, perhaps the rules for scanning Latin verse were not the worst infliction in the world. Moreover, it was clear that he was playing a game with me to find if I were capable of doing hard, continuous work without the support of a teacher, and this stimulated me to labour. I went at the task anew, discarded my first notes, and in another week of ten hours a day labour I had results which astonished myself and satisfied him.
Still there was no trace of praise in words or manner. He signified that it would do by placing before me about a half a peck of bones, telling me to see what I could make of them, with no further directions to guide me.
I soon found that they were the skeletons of half a dozen fishes of different species; the jaws told me so much at a first inspection. The task evidently was to fit the separate bones together in their proper order. Two months or more went to this task with no other help than an occasional looking over my grouping with the stereotyped remark: 'That is not right.'
Finally, the task was done, and I was again set upon alcoholic specimens this time a remarkable lot of specimens representing, perhaps, twenty species of the side-swimmers or Pleuronectidae.
I had learned the art of comparing objects, which is the basis of the naturalist's work. At this stage I was allowed to read, and to discuss my work with others about me.
The source of the experienceAgassiz, Louis
Concepts, symbols and science items
Activities and commonsteps
Learning - extraction
Learning - synthesis
Learning - synthesis, what can go wrong
Learning - understanding and recognition
Learning - verification
Questioning and doubting all existing beliefs