Job Satisfaction And Its Importance In The Workplace Education Essay

Job Satisfaction And Its Importance In The Workplace Education Essay Job satisfaction is increasingly becoming important in the workplace. Employers now recognise that the happier their employees are, the better will be their attitudes towards the work, the higher their motivation and the better will be their performance. Job satisfaction in any field of work depends a lot on how conducive the work environment is. The work itself, the pay and the scope for promotion are only some of the factors which have an impact on job satisfaction. Educators job satisfaction is important as it has a direct impact on students achievement and their future career (Pitkoff, 1993). An educator who is unsatisfied with his/her job tends to be unmotivated and more likely to escape from his/her responsibilities. In these circumstances, we tend to see an increase in absenteeism among teachers. Such educators usually show little concern in school matters and this obviously has a negative impact on the performance of our children. Various studies have been carried out in the past to assess the impact of motivation and job satisfaction on employee productivity and performance (Vroom, 1964). Some of these studies have found a positive relationship between job satisfaction and job performance which leads to the conclusion that satisfied employees tend to perform much better than less satisfied ones. 2.1 Definition of job satisfaction Job satisfaction is one of the most investigated topics in the fields of organizational behaviour. The most-used research definition of job satisfaction is by Locke (1976), who defined it as . . . a pleasurable or positive emotional state resulting from the appraisal of ones job or job experiences (p. 1304). It is now recognized that job satisfaction is a global concept that also comprises various facets (Judge et al., 2001) including pay, promotions, co-workers, supervision, the work itself, recognition, working conditions, and company and management. Job satisfaction has also been defined as the extent to which a staff member has favourable or positive feelings about work or the work environment (De Nobile, 2003). It refers to the positive attitudes or emotional dispositions people may gain from work or through aspects of work (Furnham, 1997; Locke, 1976). Ivancevich et al. (1997) defined job satisfaction as the feeling and perception of a worker regarding his/her work and how he or she feels himself well in an organization. Davis and Newstrom (2003) and Dessler (2001) describe job satisfaction as a set of favorable or unfavorable feelings for the employees to perceive their work and that determine the possibility of a major disposition to achieve higher performance. Therefore, job satisfaction refers to an individuals general attitude toward his or her job (Robbins, 1998). Jensen (2000) defines job satisfaction as: a sense of personal growth most often measured by the extent of new challenges and learning situations experienced (p. 1). On the other hand, job dissatisfaction refers to unhappy or negative feelings about work or the work environment (Furnham, 1997). There exist many factors which may result in job dissatisfaction. Some of them are poor working conditions, overwork, low levels of pay, no scope of promotion or career advancement and lack of recognition. But what is worst are the consequences of job dissatisfaction which obviously affect both the employees and the organization. It may result in loss of motivation, lack of interest, frustration, poor productivity, absenteeism and even high turnover rates. To sum up, we can say that job satisfaction describes how content an individual with his or her job and also implies doing a job one enjoys, doing it well, and being suitably rewarded for ones efforts. Job satisfaction further implies enthusiasm and happiness with ones work. 2.2 Factors affecting job satisfaction Job satisfaction depends on several different factors such as satisfaction with pay, promotion opportunities, fringe benefits, job security, relationship with co-workers and supervisors and communication within the organisation. (Nguyen, Taylor, Bradley, 2003). Job satisfaction may lead to cost reduction by reducing absences, task errors, conflicts at work and turnover. As work is an important aspect of peoples lives and most people spend a large part of their working lives at work, understanding the factors involved in job satisfaction is crucial to improving employees performance and productivity. 2.2.1 Age Age is one of the factors affecting job satisfaction. Various studies carried out in this field have shown that job satisfaction tends to increase with age. That is older employees tend to report higher satisfaction and younger employees report the lowest job satisfaction rates (Warr, 1992). However, the study carried out by Oshagbemi (2003) in United Kingdom (UK), found that the relationship between job satisfaction and age was insignificant for employees of the UK universities. 2.2.2 Gender Several researchers have examined the relationship between job satisfaction and gender (Mason, 1995). However, most studies have shown contractions in the relationship between job satisfaction and gender of the employees. On one hand, some studies have found women to be more satisfied than men (Ward and Sloane, 1998), whereas other studies have found men to be more satisfied than women (Forgionne and Peters, 1982). 2.2.3 Working environment It is essential to provide employees with a work environment which is conducive to their overall development. They need an environment which is healthy and safe and which caters for both personal comfort and facilitates doing a good job. As mentioned earlier, people spend a high percentage of their lifetime at work. So we can say that employees expect more than money for the work they do. Hence, it can be said that having a friendly and supportive environment can lead to increased job satisfaction. Syptak, Marshland and Ulmer (1999) advise organisations to do everything they can to keep the companys equipment and facilities up to date. In their article, they also recommend organisations to avoid overcrowding and allow each employee his or her own personal space, whether it is a desk, a locker or even just a drawer (p. 1). 2.2.4 Fair policies and practices Individuals who perceive that promotion decisions are made in a fair and just manner are likely to experience satisfaction from their jobs (Witt and Nye, 1992). Very often employees are demotivated and dissatisfied with their jobs because unfair policies and practices prevail at their place of work. It is therefore of utmost importance for organization to have a fair and equal system in terms of practices and policies so that there is no discrimination and frustration. It is a fact that organization which follows the right procedures to promote employees creates a culture of trust, loyalty and beliefs in the whole organization. When an employee gets fair promotion, which is generally based on his true assessment, he gets a type of recognition, and hence, increases his job satisfaction. In other words, we can say that promotion provides opportunities for personal growth, more responsibilities, and increased social status. 2.2.5 Caring organization Taylor (2000) suggested that job satisfaction is directly related to a companys investment in its employees well- being. Arthur (2001) pointed out that employees want to believe their company really cares about them. Care can be shown in various ways, but generally it takes into consideration career development, adult treatment, being taken seriously and being appreciated for a job well done. (p. 221). When people feel that the organization for which they are working cares for them and takes actions in order to improve their work and lives, they are happy and this creates higher satisfaction. These employees furthermore become loyal and committed. Advantages of job satisfaction to the organisation The Frederick Herzbergs theory and job satisfaction To better understand what keeps job satisfaction high, it is important to recall Frederick Herzbergs theory. The latter put forward that satisfaction on the job depends on two elements: hygiene issues and motivators. Hygiene issues (dissatisfiers) Motivators (satisfiers) Organisational policies Work itself Kind of supervision Achievement Salary Recognition Interpersonal relations Responsibility Working conditions Growth opportunities Job security According to the Herzbergs theory, Hygiene issues cannot motivate employees but they can help to minimize dissatisfaction, if handled properly (p. 1). These issues are directly related to the employees working environment. On the other hand, motivators create satisfaction by fulfilling individuals needs for meaning and personal growth (Syptak, Marshland and Ulmer, 1999). The above theory can be very helpful in guiding organizations on how to maintain employee satisfaction. Job satisfaction and productivity Studies have shown that, only a few organizations believe that job satisfaction is a crucial element in their overall strategy and very little is being done to promote it. This can be due to the fact that many organisations fail to understand the link between job satisfaction and productivity. Should we not care about job satisfaction? Is it true to say that happy workers are productive ones? In fact, in the right conditions and settings, job satisfaction can to a great degree lead to higher productivity. If employees feel that their jobs are fun and interesting, they will be more willing to give extra effort at work for the benefit of the whole organization. Instead if employees have the feeling that their occupations are meaningless and boring, they will have a negative attitude which will definitely lead to a decline in productivity. Job satisfaction helps to create a better working environment When employees are enjoying a higher degree of job satisfaction they tend to be more helpful and friendly with their colleagues at work. This helps to promote teamwork where sharing of information and knowledge is enhanced. Moreover studies have shown that job satisfaction among employees may lead to a better and safer working environment with lesser negative conflicts which otherwise would impede the smooth running of the organization. Job satisfaction and absenteeism and turnover High rate of turnover has always been a great problem to many organizations. It obviously results in loss of potentials and talents and causes huge losses in terms of additional costs. According to Sattler and Mullen, generally, the more productive people are, the more satisfied they tend to be and when employees feel satisfied they are less likely to leave the organization. (2007). From this, we can say that in order to retain talented people in the organisations, managers need to devise strategies in order to bring about job satisfaction. Once employees are happy and satisfied at work, the rate of absenteeism and turnover will be lower. Achievement and responsibility According to Herzberg theory, achievement and responsibility are two important motivational factors which can be used to create job satisfaction at work. Noe (2005) suggests that learning can be facilitated by providing employees with specific challenging goals and objectives (p.111). In this context, managers need to set clear and achievable goals to their employees. This will help to provide employees with a sense of achievement on completion of tasks and may bring about more satisfaction. Furthermore organisations need to empower and encourage their employees to take more responsibility. Such strategies do help to bring more satisfaction in employees and make them more loyal, committed and will have ownership interests in their jobs. Employee satisfaction can lead to customer satisfaction Numerous studies have been carried out to look at the link between customer and employee satisfaction. Many of them have shown a relationship between employee satisfaction, customer satisfaction and profitability. For example, a study carried out at Sears Roebuck Co. showed that a five-point improvement in employee attitudes led to a 1.3 rise in customer satisfaction which, in turn, generated a 0.5 increase in revenues. Brooks (2000) reviewed the relationship between financial success and customer and employee variables (e.g., customer satisfaction, employee satisfaction, etc.) and found that, depending on market segment and industry, between 40 and 80 percent of customer satisfaction and customer loyalty was accounted for by the relationship between employee attitudes and customer-related variables. Similarly, Vilares and Cohelo (2000) found that perceived employee satisfaction, perceived employee loyalty, and perceived employee commitment had a sizable impact on perceived product quality and on perceived service quality. In other words, when our staff is happy, our customers will be too. At the heart of these endeavors is a strong belief that todays employee satisfaction, loyalty and commitment influence tomorrows customer satisfaction, loyalty and commitment-and, ultimately, the organizations profit and growth. Job satisfaction is a matter of great significance for employers. As shown above, organizations benefit a lot from satisfied employees in the following ways: à ¢Ã¢â€š ¬Ã‚ ¢ Lower staff turnover à ¢Ã¢â€š ¬Ã‚ ¢ Higher productivity à ¢Ã¢â€š ¬Ã‚ ¢ Reduction in conflicts and complaints à ¢Ã¢â€š ¬Ã‚ ¢ Punctuality (reduced lateness) à ¢Ã¢â€š ¬Ã‚ ¢ Better worked morale Therefore, we can say that job dissatisfaction affects both the organisation and the employees negatively. If job dissatisfaction prevails, the organisation is likely to be affected through poor customer service, quality production and profitability. It is a clear and obvious that employees lacking loyalty and commitment will show very little original thinking and will absent themselves very often from work. All these put together will clearly result in poor performance and low profitability for the organisation. Job satisfaction in the primary educational sector It is known to everyone that reward and recognition are very scarce when it comes to the primary educational sector. Numerous studies carried out by sociologists have confirmed this. Moreover, as most of the teachers work is being carried out within the walls of closed classrooms, teachers often find themselves isolated from others without any support from peers and superiors. Due to such organisational structure, teachers do not receive appropriate feedback from others and often find it hard to work together so as to improve their work. According to Frase, 1992, many teachers leave teaching within the first three years of employment as a result of these conditions. Decision makers therefore need to find ways to retain teachers in the profession and keep them motivated and at the same time promote satisfaction. Studies have shown fairly convincingly that teachers are motivated more by intrinsic than by extrinsic rewards. Pastor and Erlandson (1982) Carried out a survey which found that teachers identify their needs and measure their job satisfaction by factors such as participation in decision-making, use of valued skills, freedom and independence, challenge, expression of creativity, and opportunity for learning. In a survey conducted by Brodinsky and Neill (1983), a majority of school administrators (and teachers) cited three policies that effectively improved morale and motivated their staffs: shared governance, in-service education, and systematic and supportive evaluation. New Theories of Teacher Motivation Frase, 1992 identified two sets of factors that affect teachers ability to perform effectively and therefore derive job satisfaction. These two factors are 1. Work context factors 2. Work content factors. Work Context Factors Work context factors are those which meet the basic needs such as à ¢Ã¢â€š ¬Ã‚ ¢ the class size à ¢Ã¢â€š ¬Ã‚ ¢ discipline conditions à ¢Ã¢â€š ¬Ã‚ ¢ availability of teaching materials à ¢Ã¢â€š ¬Ã‚ ¢ the quality of the head masters supervision and his/her leadership style According to Frase, 1992, the above context factors do not bring job satisfaction as such. However, during their absences or if not well handled, problems which might affect the teaching and learning process might crop. They may thus lead to job dissatisfaction. Work Content Factors According to Frase, once again, work content factors are intrinsic aspects related to the work itself. They include opportunities for à ¢Ã¢â€š ¬Ã‚ ¢ professional development such as further on job training leading to personal growth à ¢Ã¢â€š ¬Ã‚ ¢ Recognition of hard work à ¢Ã¢â€š ¬Ã‚ ¢ challenging and varied tasks à ¢Ã¢â€š ¬Ã‚ ¢ increased responsibility and empowerment à ¢Ã¢â€š ¬Ã‚ ¢ achievement and authority. Studies carried out by the National Center for Education Statistics in the United States (1997) have clearly shown that teachers who do not feel supported in the above fields are less motivated to do their best work in the classroom. Their data confirm that staff recognition, parental support, teacher participation in school decision making and control in the classroom are the factors most strongly associated with teacher satisfaction. Difficulties educators face in the classroom As an educator, it can bring much satisfaction to see students develop new skills and competences and achieve success in terms of knowledge. However, it may be frustrating when one is dealing with unmotivated or disrespectful students. Very often, teachers must cope with unruly behaviour and violence in the schools. Teachers may experience stress in dealing with large classes, heavy workloads, or old schools that are run down and lack many modern facilities. Accountability standards also may increase stress levels, with teachers expected to produce students who are able to exhibit satisfactory performance on standardised tests in core subjects. Many teachers are also frustrated by the lack of control they have over what they are required to teach. Working Conditions It takes a decent work environment to teach well. Art 8 or the 1966 ILO/UNESCO Recommendation states that, we must improve the working conditions and school environment so as to best promote effective learning and teaching, and enable teachers to concentrate on their professional tasks. Workload has to be fair to be able to carry or tasks effectively and must not have a negative impact on the health and safety of teachers. Also, the authorities must devote equal teaching resources to all educational institutions. School climate The values, attitudes, expectations and behaviour more or less shared by the members of a school community are generally referred to as school climate. A positive school climate plays an important role in fostering teachers performance, academic achievement of students and school motivation. A positive school climate nurtures an atmosphere of trust and mutual respect between each and everyone in the school. Teachers would like to work in schools where they can feel comfortable with their colleagues and the school leadership. Therefore, creating a healthy school environment for everyone begins by supporting healthy relationships among the staff. Healthy relationships produce a climate conducive to honesty, open communication, and risk-taking (Ames Miller, 1994). In a true learning community, cooperative learning and mutual respect are expected of faculty as well as students. Establishing a supportive school environment increases self-esteem and achievement (Cantwell, 2003). Leadership Teachers are more satisfied when their head teachers are good and model leaders. This includes motivating employees to do a good job and striving for excellence. Effective head teachers create structures in which it is clear that teachers have a certain authority. In certain schools some head teachers empower their teachers to work on certain tasks like creating a media and audio visual room, or creating other structures for the benefit and welfare of students as well as for staff members. Such kind of empowerment and trust in employees yield commitment, loyalty and higher performance at the place of work. Such leaders motivate subordinates to do more than originally expected. They raise the consciousness of subordinates about the importance and value of designated outcomes and ways of reaching them and, in turn, get subordinates to transcend their own immediate self-interests for the sake of the mission and vision of the organization. (Yammarino, Spangler and Bass,1993). Teachers performance Educators job is one which does not produce tangible goods whose quality could be measured quantitatively. Their jobs consist of preparing pupils of 5-11 years old academically and help them in their overall development. As a matter of fact, it is difficult to measure their performance. A few years back, with ranking system at the CPE level, inspectors and school head teachers used to assess the performance of their staff by analyzing the performance of students in the final exam. However, this is not an ideal way of measuring performance as there are other factors apart from the CPE pass rate which are linked to the teachers performance. Training After completion of a two year diploma course at the Mauritius Institute of Education (MIE), the educator is posted in a given school and is assigned the responsibility of a class. The MIE together with the Ministry of Education offer supplementary courses so as to upgrade the standards of educators and at the same time keep them abreast changes occurring in terms of methodology, contents and curriculum. Some of these courses are: à ¢Ã¢â€š ¬Ã‚ ¢ Certificate in Educational Management à ¢Ã¢â€š ¬Ã‚ ¢ Diploma in Educational Management à ¢Ã¢â€š ¬Ã‚ ¢ Advanced Certificate in Educational Management After the completion of these courses, educators are eligible for a rise in their salary and furthermore are eligible to postulate for jobs like Deputy Head Teacher and Head Teacher. It is a fact that the more positive the perceptions employees have concerning the usefulness and scope of advancement the training sessions will provide to them, the higher will their job satisfaction. Promotional prospects Promotion in the primary sector is based on seniority. It is only after about twenty five years of service that a teacher will be automatically promoted to Deputy Head Teacher. From there, the latter will have to wait for some five more years to aspire to become the head of a school. As a matter of fact, the promotional scope is rather restricted and this is a real demotivating factor to many educators in the field.

Attrition Rate in the Call Center Industry

Attrition has been an evident problem for every organization due to either jack of appreciation or lack of proper job sculpting. But what is attrition? Simply put, it is the reduction in the number of employees through retirement, resignation, etc. Attrition affects two things: 1) the morale of other employees; and 2) the financial position of the organization. The group chose this topic because we are greatly interested in such field. The group is curious as to why the rate of turnover in the call center agency is high and what is the effect of this to the call center organizations.Why do these employees leave their jobs as call center agents? Is it because of the unjust compensation that these call centers are providing or is it because call center agents in general are not happy with what they do? We can draw many conclusions but at the end of the day, conducting a research would give us peace of mind. B. Significance of the Study The significance of the study is to be able to giv e emphasis as to why the rate of turnover in the call center industry is high. The group will only focus on the causes and the effects of attrition in the said industry.The study would serve as a guide and would be of great help to call center organizations in maintaining employees in their company. Furthermore, the study would be able to show the importance of the call center industry in the city of Manila. C. Problem and Objectives Problem: What are the causes Of attrition and how does it affect the call center industry? Objectives: To explain what attrition is and its difference from turnover To give emphasis on why call center agents resign To determine the factors of attrition To show how attrition affects the call center industry To present the facts obtained through out the whole research D.Assumption and Hypotheses Call center agents resign from their currents posts because they are not pappy with what they do. There will always be that feeling of being unsatisfied and it wi ll always bother them. Some would think to themselves, â€Å"Why am I doing this when can do so much better. † Most fresh graduates or undergraduates who are in need of fast cash apply at call centers to have something to do for the mean time but after a while, they move on, leaving the organization to find quick replacements at which before that can do so, the financial position Of the company will be affected.E. Scope and Limitations This study focuses on the cause and impact of attrition in the call center industry with regard to the turnover rate of employees, why call center agents leave call centers, and how the loss of employees affect these call centers. The study will only gather respondents that are call center agents that are employed within the jurisdiction of the city of Manila. F. Definition of Terms Attrition – a reduction in the number of employees or participants that occurs when people leave because they resign, retire, etc. And are not replaced Burno ut -? physical or mental collapse caused by overwork or stress Call center – an office set up to handle a large volume of telephone calls, especially or taking orders and providing customer service Call center agent -? basic employee of a call center Compensation – something awarded to someone Customer service -? provision of service to customers before, during and after a purchase; a series of activities designed to enhance the level of customer satisfaction – that is, the feeling that a product or service has met the customer expectation Economy -? consists of the production, distribution or trade, and consumption of limited goods and services by different agents in a given geographical location

Look at Your Fish! by Samuel H. Scudder

Samuel H. Scudder (1837-1911) was an American entomologist who studied under the noted zoologist Jean Louis Rodolphe Agassiz (1807-1873) at Harvards Lawrence Scientific School. In the following narrative  essay, originally published anonymously in 1874, Scudder recalls his first encounter with Professor Agassiz, who subjected his research students to a rigorous exercise in close observation, analysis, and description  of details. Consider how the investigative process recounted here might be viewed as an aspect of critical thinking—and how that process can be just as important to writers as it is to scientists.   Look at Your Fish!* by Samuel Hubbard Scudder 1 It was more than fifteen years ago that I entered the laboratory of Professor Agassiz, and told him I had enrolled my name in the scientific school as a student of natural history. He asked me a few questions about my object in coming, my antecedents generally, the mode in which I afterward proposed to use the knowledge I might acquire, and finally, whether I wished to study any special branch. To the latter, I replied that while I wished to be well grounded in all departments of zoology, I purposed to devote myself specially to insects. 2 When do you wish to begin? he asked. 3 Now, I replied. 4 This seemed to please him, and with an energetic Very well, he reached from a shelf a huge jar of specimens in yellow alcohol. 5 Take this fish, said he, and look at it; we call it a haemulon; by and by I will ask what you have seen. 6 With that, he left me, but in a moment returned with explicit instructions as to the care of the object entrusted to me. 7 No man is fit to be a naturalist, said he, who does not know how to take care of specimens. 8 I was to keep the fish before me in a tin tray, and occasionally moisten the surface with alcohol from the jar, always taking care to replace the stopper tightly. Those were not the days of ground glass stoppers, and elegantly shaped exhibition jars; all the old students will recall the huge, neckless glass bottles with their leaky, wax-besmeared corks, half eaten by insects and begrimed with cellar dust. Entomology was a cleaner science than ichthyology, but the example of the professor, who had unhesitatingly plunged to the bottom of the jar to produce the fish, was infectious; and though this alcohol had a very ancient and fish-like smell, I really dared not show any aversion within these sacred precincts, and treated the alcohol as though it were pure water. Still, I was conscious of a passing feeling of disappointment, for gazing at a fish did not commend itself to an ardent entomologist. My friends at home, too, were annoyed, when they discovered that no eau de cologne would drown the perfume which haunted me like a shadow. 9 In ten minutes I had seen all that could be seen in that fish, and started in search of the professor, who had however left the museum; and when I returned, after lingering over some of the odd animals stored in the upper apartment, my specimen was dry all over. I dashed the fluid over the fish as if to resuscitate the beast from a fainting fit, and looked with anxiety for a return of the normal, sloppy appearance. This little excitement over, nothing was to be done but return to a steadfast gaze at my mute companion. Half an hour passed—an hour—another hour; the fish began to look loathsome. I turned it over and around; looked it in the face—ghastly; from behind, beneath, above, sideways, at a three-quarters view—just as ghastly. I was in despair; at an early hour I concluded that lunch was necessary; so, with infinite relief, the fish was carefully replaced in the jar, and for an hour I was free. 10 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 the scales in the different rows until I was convinced that 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 professor returned. 11 That is right, said he; a pencil is one of the best of eyes. I am glad to notice, too, that you keep your specimen wet, and your bottle corked. 12 With these encouraging words, he added, Well, what is it like? 13 He listened attentively to my brief rehearsal of the structure of parts whose names were still unknown to me; the fringed gill-arches and movable operculum; the pores of the head, fleshy lips and lidless eyes; the lateral line, the spinous fins, and forked tail; the compressed and arched body. When I had finished, he waited as if expecting more, and then, with an air of disappointment: You have not looked very carefully; why, he continued, more earnestly, you havent even seen one of the most conspicuous features of the animal, which is as plainly before your eyes as the fish itself; look again, look again! and he left me to my misery. 14 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 professors criticism had been. The afternoon passed quickly, and when, towards its close, the professor inquired: 15 Do you see it yet? 16 No, I replied, I am certain I do not, but I see how little I saw before. 17 That is the next best, said he earnestly, but I wont hear you now; put away your fish and go home; perhaps you will be ready with a better answer in the morning. I will examine you before you look at the fish. 18 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 new discoveries, I must give an exact account of them the next day. I had a bad memory; so I walked home by the Charles River in a distracted state, with my two perplexities. 19 The cordial greeting from the professor the next morning was reassuring; here was a man who seemed to be quite as anxious as I that I should see for myself what he saw. 20 Do you perhaps mean, I asked, that the fish has symmetrical sides with paired organs? 21 His thoroughly pleased Of course! of course! repaid the wakeful hours of the previous night. After he had discoursed most happily and enthusiastically—as he always did—upon the importance of this point, I ventured to ask what I should do next. 22 Oh, look at your fish! he said, and left me again to my own devices. In a little more than an hour he returned and heard my new catalog. 23 That is good, that is good! he repeated; but that is not all; go on; and so for three long days he placed that fish before my eyes; forbidding me to look at anything else, or to use any artificial aid. Look, look, look, was his repeated injunction. 24 This was the best entomological lesson I ever had—a lesson, whose influence has extended to the details of every subsequent study; a legacy the professor has left to me, as he has left it to many others, of inestimable value, which we could not buy, with which we cannot part. 25 A year afterward, some of us were amusing ourselves with chalking outlandish beasts upon the museum blackboard. We drew prancing star-fishes; frogs in mortal combat; hydra-headed worms; stately crawfishes, standing on their tails, bearing aloft umbrellas; and grotesque fishes with gaping mouths and staring eyes. The professor came in shortly after and was as amused as any at our experiments. He looked at the fishes. 26 Haemulons, every one of them, he said; Mr. — drew them. 27 True; and to this day, if I attempt a fish, I can draw nothing but haemulons. 28 The fourth day, a second fish of the same group was placed beside the first, and I was bidden to point out the resemblances and differences between the two; another and another followed, until the entire family lay before me, and a whole legion of jars covered the table and surrounding shelves; the odor had become a pleasant perfume; and even now, the sight of an old, six-inch, worm-eaten cork brings fragrant memories! 29 The whole group of haemulons was thus brought in review; and, whether engaged upon the dissection of the internal organs, the preparation and examination of the bony framework, or the description of the various parts, Agassizs training in the method of observing facts and their orderly arrangement, was ever accompanied by the urgent exhortation not to be content with them. 30 Facts are stupid things, he would say, until brought into connection with some general law. 31 At the end of eight months, it was almost with reluctance that I left these friends and turned to insects; but what I had gained by this outside experience has been of greater value than years of later investigation in my favorite groups.*This version of the essay Look at Your Fish! originally appeared in both  Every Saturday: A Journal of Choice Reading  (April 4, 1874) and the Manhattan and de la  Salle Monthly  (July 1874)  under the title In the Laboratory With Agassiz by A Former Pupil.

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