Teaching
As a teacher at the University of Berlin his success was rapid and extraordinary. His lucid style and the perfection of his experimental demonstrations drew to his lectures a crowd of enthusiastic scholars, on whom he impressed the importance of applied science; and he further found time to hold weekly colloquies on physical questions at his house with a small circle of young students. Furthermore Magnus's laboratory was one of the best equipped in the world during the years when he was professor in Berlin, and especially during the decade of the 1840s. This was as a result of his inherited money, his focus on experiment in chemistry and physics, his knowledge of the state-of-the-art methods, the scarcity of other laboratories in Europe at the time, and finally the high value he placed on facilitating the researches of up-and-coming young scientists. Well-known names in the history of physics who were beneficiaries of Magnus's laboratory in the 1840s include Rudolf Clausius, Hermann Helmholtz and Gustav Wiedemann. Magnus's laboratory, which he privately owned, was integrated into the University of Berlin later on.
Read more about this topic: Heinrich Gustav Magnus
Famous quotes containing the word teaching:
“Whatever I may be, I want to be elsewhere than on paper. My art and my industry have been employed in making myself good for something; my studies, in teaching me to do, not to write. I have put all my efforts into forming my life. That is my trade and my work.”
—Michel de Montaigne (1533–1592)
“For good teaching rests neither in accumulating a shelfful of knowledge nor in developing a repertoire of skills. In the end, good teaching lies in a willingness to attend and care for what happens in our students, ourselves, and the space between us. Good teaching is a certain kind of stance, I think. It is a stance of receptivity, of attunement, of listening.”
—Laurent A. Daloz (20th century)
“It is sentimentalism to assume that the teaching of life can always be fitted to the child’s interests, just as it is empty formalism to force the child to parrot the formulas of adult society. Interests can be created and stimulated.”
—Jerome S. Bruner (20th century)