Louis Agassiz as a Teacher | Page 2

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.

CONTENTS

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
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
place, it is much to be desired that those who concern themselves with
pedagogy should give relatively less heed to the way in which subjects,
abstractly considered, ought to be taught, and should pay more
attention than I fear has been paid to the way in which great and
successful teachers actually have taught their pupils. As in other fields
of human endeavor, so in teaching: there is a portion of the art that
cannot be taken over by one person from another, but there is a portion,
and a larger one than at first sight may appear, that can be so taken over,
and can be almost directly utilized. Nor is the possible utility of
imitation diminished, but rather increased, when we contemplate the
method of a teacher like Agassiz, whose mental operations had the
simplicity of genius, and in whose habits of instruction the
fundamentals of a right procedure become very obvious.
Yet there is a second main reason for our interest. Within recent years
we have witnessed an extraordinary development in certain studies,
which, though superficially different from those pursued by Agassiz,
have an underlying bond of unity with them, but which are generally

carried on without reference to principles governing the investigation of
every organism and all organic life. I have in mind, particularly, the
spread of literary and linguistic study in America during the last few
decades, and the lack of a common standard of judgment among those
who engage in such study. Most persons do not, in fact, discern the
close, though not obvious, relation between investigation in biology or
zoology and the observation and comparison of those organic forms
which we call forms of literature and works of art. Yet the notion that a
poem or a speech should possess the organic structure, as it were, of a
living creature is basic in the thought of the great literary critics of all
time. So Aristotle, a zoologist as well as a systematic student of
literature, compares the essential structure of a tragedy to the form of
an animal. And so Plato, in the Phaedrus, makes Socrates say: 'At any
rate, you will allow that every discourse ought to be a living creature,
having a body of its own, and a head and feet; there should be a middle,
beginning, and end, adapted to one another and to the whole.' It would
seem that to Plato an oration represents an organic idea in the mind of
the human creator, the orator, just as a living animal represents a
constructive idea in the mind of God. Now it happens that Agassiz,
considered in his philosophical relations, was a Platonist, since he
clearly believed that the forms of nature expressed the eternal ideas of a
divine intelligence.
Accordingly, his method of teaching cannot fail to be illuminating to
the teacher of literature--or to the teacher of language, either, since each
language as a whole, and also the component parts of language, words,
for instance, are living and growing forms, and must be studied as
organisms. We have perhaps heard too much of 'laboratory' methods in
the teaching of English and the like; but none of us has heard too much
about the fundamental operations of observation and comparison in the
study of living forms, or of the way in which great teachers have
developed the original powers of the student. It is simply the fact that,
reduced to the simplest terms, there is but a single method of
investigating the objects of natural science and the productions of
human genius. We study a poem, the work of man's art, in the same
way that Agassiz made Shaler study a fish, the work of God's art; the
object in either case is to discover the relation between form or
structure and function or essential effect. It was no chance utterance of

Agassiz when