The processes of assimilation, according to Pavlov, are 

 governed by a special power. This statement perhaps echoes 

 Wolff's studies on the essential force. In general, Pavlov's 

 bibliographic citations are rich. Wolff's work is not cited, 

 so it is difficult to assess any possible effect of Wolff's 

 ideas on Pavlov. 



It is not possible to judge M. G. Pavlov's dissertation 

 by contemporary standards concerning embryonic development 

 and physiology of intrauterine nutrition. A few speculations 

 are listed which produced an effect on German Naturphilosophie, 

 but Pavlov's dissertation also contains a number of additional 

 interesting thoughts and general conclusions. Particularly 

 valuable in this regard are his onto-phylogenetic parallels, 

 which Haeckel later combined to form his biogenetic law. 

 Pavlov worked out in detail a comparison between embryonic 

 stages of development and the degrees of structural and 

 functional organization in the digestive organs of the animal 

 world. 



In his subsequent scientific and educational activities, 

 M. G. Pavlov did not return to embryological studies. In 

 1820, after two years abroad, he went to lecture at Moscow 

 University in physics, mineralogy, and agriculture. Besides 

 that, he lectured publicly on the general subject, "About 

 Nature," in which he treated Schelling's ideas, and he also 

 delivered popular lectures on improved agricultural methods. 

 It is possible to judge the importance of Pavlov's professional 

 activities through A. I. Hertzen's memoirs. 



German philosophy, Hertzen wrote, was transferred to 

 Moscow University by M. G. Pavlov. The department of philosophy 

 was closed from 1826, and Pavlov taught introductory philosophy 

 instead of physics and agriculture. It was difficult to learn 

 physics from his lectures, and impossible to learn agriculture, 

 but his courses were nonetheless extremely useful. Pavlov stood 

 within the physico-mathematic division and presented students 

 with the question: "Do you want to know nature? But what is 

 nature? What is there to know?" This was extremely important. 

 Young men entering the university were entirely devoid of 

 philosophical preparation; some had an understanding of 

 philosophy, but usually completely wrong. As an answer to 

 these questions, Pavlov quoted Schelling and Oken with a clarity 



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