On my return, I learned that Professor Agassiz had been at the Museum, but had gone, and would not return for several hours. My fellow-students were too busy to be disturbed by continued conversation. Slowly I drew
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On my return, I learned that Professor Agassiz had been at the Museum,
but had gone, and would not return for several hours. My fellow-students
were too busy to be disturbed by continued conversation. Slowly I drew
forth that hideous fish, and with a feeling of desperation again looked at it.
I might not use a magnifying-glass; instruments of all kinds were interdicted.
My two hands, my two eyes, and the fish: it seemed a most limited field. I
pushed my finger down its throat to feel how sharp the teeth were. I began to
count he scales in the different rows, until I was convinced that was nonsense.
At last a happy thought struck me—I would draw the fish; and now with
surprise I began to discover new features in the creature. Just then the
Select 3 quotations
I was piqued; I was mortified. Still more of that wretched fish! But now
I set myself to my task with a will, and discovered one new thing after another,
until I saw how just the Professor’s criticism had been. The afternoon passed
quickly; and when, towards its close, the Professor inquired:
Select 3 quotations.
This was disconcerting. Not only must I think of my fish all night,
studying, without the object before me, what this unknown but most
visible feature might be; but also, without reviewing my discoveries, I
must give an exact account of them the next day. I had a bad memory;
so I walked home by Charles River in a distracted state, with my two
The influence of Dr. Agassiz
This seemed to please him, and with an energetic “Very well!” he reached
from a shelf a huge jar of specimens in yellow alcohol.” (4)
…but the example of the Professor, who had unhesitatingly plunged to the
bottom of the jar to produce the fish, was infectious” (7)
With these encouraging words, he added, “What is it like?” (11)
When I finished, he waited as if expecting more, and then, with an air of
“…look again, look again!” and he left me to my mystery. (13)
…here was a man who seemed to be quite as anxious as I that I should see
for myself what he saw. (19)
After he had discoursed most happily and enthusiastically—as he always did (21)
“Look, look, look, was his repeated injunction.” (23)
…was as amused as any at our experiments. (25)
…the urgent exhortation not to be content with them. (29)
1. A single quotation
Scudder praises “Agassiz’s training in the method of observing facts and
their orderly arrangement […] ever accompanied by the urgent exhortation
not to be content with them” (Scudder 10).
2. A string of short quotations
Scudder reports that Professor’s Agassiz’s teaching was “encouraging” and
“infectious,” that he used “repeated [injunctions]” and “urgent [exhortations]”
with his students (Scudder 10).
3. A straight summary
Scudder relates how the professor repeatedly left him alone with the fish,
and he forbade him from using any scientific instruments that might have
helped him see the fish more clearly. Further, Scudder adds that every time
he thought he was finished looking at the fish, the professor told him to
continue observing. Scudder reports that although he was initially frustrated
by Agassiz’s behavior, he soon developed his own methods for successfully
seeing the fish (Scudder 8-9).
4. A summary with short quotations inserted
Scudder describes in detail the professor’s lessons about the process of
observing. Specifically, Agassiz prompted Scudder to analyze the fish not
just for hours but for days; he often responded to Scudder “as if expecting
more,” telling him to “look again, look again!”; and he taught Scudder that
although observable facts were important, the scientist should “not…be
content with them” (Scudder 8-10).
Three things motivate Scudder to become passionate about learning.
Main Idea: _______________________________________________________
Dr. Agassiz’s strategic teaching methods
Dr. Agassiz’s teaching methods
Dr. Agassiz’s personality
Dr. Agassiz’s teaching
_________________________________motivates him to learn
EVIDENCE: (Scudder 8-10)
_________________________________ motivates him to learn
EVIDENCE: (Scudder 9-10)
__________________________________ motivates him to learn
EVIDENCE: (Scudder 4)