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    Louis Agassiz as a Teacher; illustrative extracts on his method of instruction
    Louis Agassiz as a Teacher; illustrative extracts on his method of instruction
    Louis Agassiz as a Teacher; illustrative extracts on his method of instruction
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    Louis Agassiz as a Teacher; illustrative extracts on his method of instruction

    By Lane Cooper

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    "Louis Agassiz as a Teacher; illustrative extracts on his method of instruction" by Lane Cooper. Published by Good Press. Good Press publishes a wide range of titles that encompasses every genre. From well-known classics & literary fiction and non-fiction to forgotten−or yet undiscovered gems−of world literature, we issue the books that need to be read. Each Good Press edition has been meticulously edited and formatted to boost readability for all e-readers and devices. Our goal is to produce eBooks that are user-friendly and accessible to everyone in a high-quality digital format.
    LanguageEnglish
    PublisherGood Press
    Release dateDec 3, 2019
    ISBN4057664572387
    Louis Agassiz as a Teacher; illustrative extracts on his method of instruction
    Author

    Lane Cooper

    Janna Hastings grew up in Cape Town, South Africa, where she studied Computer Science and Mathematics at the University of Cape Town, before moving to Cambridge, UK. Since 2010 she has been an active researcher in applied ontology, which brings philosophical depth to the problems of knowledge representation in the life sciences.

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      Book preview

      Louis Agassiz as a Teacher; illustrative extracts on his method of instruction - Lane Cooper

      Lane Cooper

      Louis Agassiz as a Teacher; illustrative extracts on his method of instruction

      Published by Good Press, 2022

      goodpress@okpublishing.info

      EAN 4057664572387

      Table of Contents

      PREFACE

      I

      II

      III

      IV

      V

      VI

      VII

      VIII

      IX

      X

      PREFACE

      Table of Contents

      If it be asked why a teacher of English should be moved to issue this book on Agassiz, my reply might be: 'Read the Introductory Note'-for the answer is there. But doubtless the primary reason is that I have been taught, and I try to teach others, after a method in essence identical with that employed by the great naturalist. And I might go on to show in some detail that a doctoral investigation in the humanities, when the subject is well chosen, serves the same purpose in the education of a student of language and literature as the independent, intensive study of a living or a fossil animal, when prescribed by Agassiz to a beginner in natural science. But there is no need to elaborate the point. Of those who are likely to examine the book, some already know the underlying truth involved, others will grasp it when it is first presented to them (and for these my slight and pleasant labors are designed), and the rest will find a stumbling-block and foolishness—save for the entertainment to be had in the reading of biography.

      I have naturally kept in mind the needs of my own students, past and present, yet I believe these pages may be useful to students of natural science as well as to those who concern themselves with the humanities. We live in an age of narrow specialization—at all events in America. Agassiz was a specialist, but not a 'narrow' one. His example should therefore be salutary to those persons, on the one hand, who think that a man can have general culture without knowing some one thing from the bottom up, and, on the other, to those who immerse themselves and their pupils blindly in special investigation, without thought of the prima philosophia that gives life and meaning to all particular knowledge. There can be no doubt that science and scholarship in this country are suffering from a lack of sympathy and contact between the devotees of the several branches, and for want of definite efforts to bridge the gaps between various disciplines wherever this is possible. It may not often be possible until men of science generally again take up the study of Plato and Aristotle, or at least busy themselves, as did Agassiz, with some comprehensive modern philosopher like Schelling. But it should not be very hard for those who are engaged in the biological sciences and those who are given to literary pursuits to realize that they are alike interested in the manifestations of one and the same thing, the principle of life. In Agassiz himself the vitality of his studies and the vitality of the man are easily identified.

      In conclusion I must thank the publishers, Houghton Mifflin Company, for the use of selections from the copyright books of Mrs. Agassiz and Professor Shaler; these and all other obligations are, I trust, indicated in the proper places by footnotes. I owe a special debt of gratitude to Professor Burt G. Wilder for his interest and help throughout.

      LANE COOPER

      CORNELL UNIVERSITY,

      April 7, 1917.

      I. INTRODUCTORY NOTE

      II. AGASSIZ AT NEUCHATEL

      III. AGASSIZ AT HARVARD

      IV. HOW AGASSIZ TAUGHT PROFESSOR SHALER

      V. HOW AGASSIZ TAUGHT PROFESSOR VERRILL

      VI. HOW AGASSIZ TAUGHT PROFESSOR WILDER

      VII. How AGASSIZ TAUGHT PROFESSOR SCUDDER

      VIII. THE DEATH OF AGASSIZ—HIS PERSONALITY

      IX. OBITER DICTA BY AGASSIZ

      X. PASSAGES FOR COMPARISON WITH THE METHOD OF AGASSIZ

      I

      Table of Contents

      INTRODUCTORY NOTE

      When the question was put to Agassiz, 'What do you regard as your greatest work?' he replied: 'I have taught men to observe.' And in the preamble to his will he described himself in three words as 'Louis Agassiz, Teacher.'

      We have more than one reason to be interested in the form of instruction employed by so eminent a scientist as Agassiz. In the first

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