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Information about the importance of skillful manipulation in observation and experiment of the microscope.
Importance of Skillful Manipulation In Observation and Experiment of the Microscope
Manual dexterity, although subordinate to many higher mental qualifications, is as essential for the successful prosecution of microscopic observation as it is for that of every kind of experimental science. It assists us in the discovery of new means of enquiry, and in devising methods by which difficulties may be surmounted. Without skilful manipulation we can neither teach by demonstration facts which have been already discovered, nor hope to extend the limits of observation and experimental knowledge. It is not, therefore, surprising that many of the most important facts which have been recently added to microscopical science, have been discovered by men who had previously well trained themselves in experiment particularly in practical chemistry and minute anatomical dissection. Improvements in the practical details of manipulation almost necessarily precede an advance in natural knowledge, and invariably promote and expedite true scientific progress.
To manipulate well requires mental application and power, as well as practice. An indisposition to master practical elementary details before proceeding to perform experiments and make observations is almost universal among students. And yet it is only by being thoroughly grounded in first principles, and well practised in mechanical operations, that any one can hope to achieve real success in the higher branches of scientific enquiry, or to detect the fallacy of certain so-called observations and experiments, by which those skilled in conjecture seek to bolster up their arbitrary dogmas and false statements, and thus deceive and humbug those whom they pretend to teach. Not a few unconsciously minister to the propagation of error by seeming to despise manipulator}- details and mechanical skill, and by ridiculing those whose finger-tips are eminently sensitive, and who are unusually clever in the use of their digital muscles. Nor have these false notions been condemned by teachers with the decision and firmness with which they ought to have been met.
In the particular branch of enquiry I am considering, the importance of such operations as the dissection and demonstration of the nerves of an insect, of injecting the vessels of a mouse or a frog, preparing minute specimens, and other such practical work, has been very much over looked and underrated. It is, however, by practical work of this kind that the student learns, as it were, the very grammar of the subject, which ought to be mastered, and mastered thoroughly, and not only by those who intend to work, but by those who desire to be able to appreciate and form a judgment concerning the reliability and value of the work of others. Every student should be taught to dissect small animals, and those who have succeeded in displaying the nerves of a frog may practise on smaller animals, such as caterpillars and beetles, and some will succeed in dissecting with the aid of a lens the nervous system of a bluebottle.
The number of original observers emanating from our schools will vary as practical work is favoured or discouraged. It is certain that they who are most fully conversant with elementary detail and most clever at demonstration, will be the most successful in the consideration of the higher and more abstruse problems, and will feel a real love for their work, which no mere superficial enquirer will experience.
To endeavour to discover new methods of investigation is one of the most important duties of every observer. To communicate these to his pupils must be the anxious desire of every earnest teacher of any branch of natural science.
Many little matters to which I shall have to refer are sure to be reproachfully stigmatized as mechanical. Some may be considered to belong to the province of the chemist rather than to that of the micro scopical observer; and not a few will perhaps seem to many readers unimportant and hardly worthy of attention ; but those who understand the real use of actual work will not find fault with me for trying to teach others how to work. No man ever performed real work before he had himself mastered many minute and apparently unimportant practical details. Every one who has experienced the happiness of prosecuting original research naturally desires to encourage others in the same course; and now can this be better done than by showing as clearly and precisely as is possible how work is to be conducted?
For want of a little practical experience in connection with microscopic observation, most ridiculous mistakes have been made; and it is probable that many of the wild fancies which have lately been recklessly hazarded, accepted, and spread would never have disgraced science if their authors had in the first instance been able to demonstrate, for then they might have determined whether the things they talked about had actual existence, and could be seen with their own eyes and rendered evident to others, or were but the creations of their own imaginations. No one who had seen and properly studied the lower forms of life would have jauntily suggested the possibility of their ride through space from their birthplace on a fragment broken off from a remote world. The man who had often pondered over the movements of the transparent matter of an amoeba would surely have hesitated before suggesting to the public the presence of machinery, and would never have compared them with the movements of an automaton. Even a very superficial acquaintance with the actual structure and mode of growth of any tissue in nature would have interfered with the affirmation of many of the silly dogmas, of which "man is a machine"; is by no means the only or the most significant example. Moreover, it is quite certain that a very moderate amount of practical information upon matters microscopic would have prevented the public from falling head long into many philosophical traps which have been laid to catch the ignorant who desire to be thought learned, and the unwary who wish to appear knowing. Not one of those who have devoted themselves to the study of living matter, and have seen with their own eyes and contemplated with their own understandings the phenomena of living matter, has been able to discern those promises and potencies, nor has one single observer been able to see "molecular" or other machinery in the living matter of any living being. For these and other absurd and mischievous statements received by the materialist faithful experienced observers who are familiar with the use of the microscope are not responsible. By describing the results of the investigations of others, a teacher may spread knowledge. By prosecuting original enquiries himself, he may contribute his mite to the gradually increasing stock of information ;but by demonstrating to his pupils the successive steps by which conclusions in scientific enquiries have been at length arrived at, and by describing minutely the methods which have been actually employed in investigation, the teacher not only encourages his pupils to become original observers, and to investigate for themselves, but he may succeed in placing them in a position to commence their researches at the point where an enquiry has been abandoned by preceding observers. The opinion that it is only necessary to place an object in the field of the microscope in order to make out its structure, seems far too prevalent. Much of the disappointment suffered by many who are provided with microscopes, may be traced to this erroneous idea. Too many look upon the microscope as a mere toy, and microscopical observation as an amusement, by the help of which time may be made to pass away pleasantly. Few are aware of the real interest derived from intelligent investigation, and the instruction afforded, and the facts for contemplation and thought easily to be obtained if only the observer will acquire the necessary dexterity and elementary knowledge to enable him to study with success. Many who have become interested in what was at first but rough and superficial investigation have persevered, and have at length become excellent observers, who have added new facts to our knowledge, or have rendered more accurate, information which was already possessed. Microscopical investigation may be undertaken by persons in almost any position, and, it need scarcely be said, by both sexes; indeed, this is a department in which ladies are likely to excel. It should also be borne in mind that money is to be earned in various departments of microscopical work. By making specimens and preserving and mounting them, by drawing, by making enlarged diagrams from the microscope, and, lastly, by engraving on copper, steel, stone, or wood the appearances of various microscopical specimens, fair remuneration may be obtained by any one who has acquired the requisite skill. The numerous cheap and excellent microscopes which have lately been made by many English makers have largely contributed to diffuse a knowledge of the minute structure of various natural objects. The annually increasing sale of instruments of all classes shows how popular this branch of enquiry is becoming; yet it must be confessed that the additions to scientific knowledge are by no means so great as a consideration of these circumstances would have led us to expect. Although there are many instruments, I fear it must be confessed that the real observers are comparatively few. At the same time it is quite certain that some persons set themselves up as original investigators whose range of observation has been very limited. Although by working at one special department of enquiry a man may undoubtedly discover new facts, he will be liable to make grave errors, and will almost certainly arrive at wrong conclusions if he attempts to generalize. Before attempting original investigation, however, every student should obtain instruction or instruct himself in different departments of microscopic enquiry, and should examine the same object in many different ways. The experience thus gained will be of the greatest service to him in special investigations, and his eye and mind will have been subjected to careful training, by which alone success is rendered possible, and the most unfortunate mistakes avoided. For teachers of natural science a practical knowledge of microscopical investigation is becoming daily more important. It is more than ever needful we should teach as much as possible by the eye. In teaching every branch of natural science demonstration ought to be combined with oral description. The student should see what is described and where it is not possible for the teacher to exhibit illustrative specimens, good models, drawings, and explanatory diagrams should be supplied. It is the duty of every teacher to study how to communicate knowledge most easily and most clearly, and to save the student as much time as possible, for it is not likely that the amount of work required of him will be reduced, nor indeed is it desirable that it should be. But it is certainly the duty of all teachers to facilitate the acquisition of knowledge in every possible way. A lecturer on any branch of microscopic enquiry should show his pupils the structure he describes, and teach them how they may demonstrate for themselves the facts observed in his specimens, and depicted in his drawings. With the aid of the little microscopes, twelve microscopical specimens can be passed round a class consisting of more than a hundred students in the course of an hour's lecture, and without the lecture itself being in any way interrupted. It is desirable to encourage the students to make rough diagrams of what they are able to observe in a cursory glance at the specimens.
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