Louis Agassiz as a Teacher; illustrative extracts on his method of instructionCooper, Lane
Science
Louis Agassiz as a Teacher; illustrative extracts on his method of instruction
Cooper, Lane
Agassiz, Louis, 1807-1873
As I came away from the profane lot of horsemen gathered about the
rums of their fortunes or their hopes, I met Agassiz almost running to
seize the chance of specimens. I told him to come back with me, that we
must wait until the mob had spent its rage; but he kept on. I told him
further that he risked spoiling his good chance, and finally that he
would have his head punched; but he trotted on. I went with him, in the
hope that I might protect him from the consequences of his curiosity.
When we reached the spot, there came about a marvel; in a moment he had
all those raging men at his command. He went at once to work with the
horses which had been hurt, but were savable. His intense sympathy with
the creatures, his knowledge of the remedies to be applied, his
immediate appropriation of the whole situation, of which he was at once
the master, made those rude folk at once his friends. Nobody asked who
he was, for the good reason that he was heart and soul of them. When
the task of helping was done, then Agassiz skilfully came to the point
of his business--the skeletons--and this so dexterously and
sympathetically, that the men were, it seemed, ready to turn over the
living as well as the dead beasts for his service. I have seen a lot of
human doing, much of it critically as actor or near observer, but this
was in many ways the greatest. The supreme art of it was in the use of
a perfectly spontaneous and most actually sympathetic motive to gain an
end. With others, this state of mind would lead to affectation; with
him, it in no wise diminished the quality of the emotion. He could
measure the value of the motive, but do it without lessening its moral
import.
As my account of Agassiz's quality should rest upon my experiences
with him, I shall now go on to tell how and to what effect he trained
me. In that day there were no written examinations on any subjects to
which candidates for the Lawrence Scientific School had to pass. The
professors in charge of the several departments questioned the
candidates, and determined their fitness to pursue the course of study
they desired to undertake. Few or none who had any semblance of an
education were denied admission to Agassiz's laboratory. At that time,
the instructors had, in addition to their meagre salaries--his was then
$2,500 per annum,--the regular fees paid in by the students under his
charge. So I was promptly assured that I was admitted. Be it said,
however, that he did give me an effective oral examination, which, as
he told me, was intended to show whether I could expect to go forward
to a degree at the end of four years of study. On this matter of the
degree he was obdurate, refusing to recommend some who had been with
him for many years, and had succeeded in their special work, giving as
reason for his denial that they were 'too ignorant.'
Public-domain text, read in full here on John Shaqi.
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