204 CARNEGIE INSTITUTION 



Jesup expedition sent out from New York. It is an undertaking 

 of first rate importance which falls as an opportunity to the Car- 

 negie Institution — a task which, like those alread}^ mentioned, will 

 remain largelj- undone unless such a central institution undertakes 

 to do it. The principal appropriation in this field w^ould be to 

 anthropolog}', but a trained expert and his adequate equipment 

 would belong to psychology. 



Second. A second bureau is recommended, under the terms Edu- 

 catiojial and Social Psychology. Educational ps3-cholog3^ has both its 

 theoretical and practical side. Theoretically it aims to formulate 

 the laws of operation and function of the mind at different periods 

 of growth, and with the recognition of different types of tempera- 

 ment and individuality. It thus aims to supply that knowledge of 

 the growing individual which is requisite for his proper education 

 and training from earliest childhood to maturit3^ The lack of 

 such a body of knowledge based upon actual tests, measurements, 

 and statistical observations, has been the great obstacle to the 

 progress of educational science. On the practical side, such a de- 

 partment addresses itself to the use of such knowledge of the mind 

 in arranging and controlling the actual work of the schools. The 

 classification of school children, the differences of the sexes, their 

 relative maturity at different periods, the proper distribution of 

 time to different subjects, the adjustment of the body in periods of 

 mental application, the laws of fatigue and recovery, the testing of 

 the senses, the hygiene of the mind in the close social relationships 

 in which children and youth are thrown, the systematic carrying 

 out of tests and measurements upon college students — all these are 

 of the important practical matters which affect the education of our 

 3^outh. These matters can not, in the opinion of j^our Committee, be 

 undertaken in a single school or universit}^, nor upon a single type 

 of individuals. They require large numbers of obsers^ations, repeated 

 from 5'ear to year, the most careful devising of experiments to reach 

 the mind without interfering with it, and other^ equally broad ar- 

 rangements which can only be carried out hy a central institution 

 provided with adequate facilities. Washington suggests itself as 

 possibl}^ unsurpassed in the material and opportunities which it 

 would present for the prosecution of educational psycholog3^ We 

 suggest that this work should have the cooperation of the Govern- 

 ment Bureau of Education, and it should be expected to be of mate- 

 rial aid in the work of that Bureau. 



The Social Bureau in this department, it is easy to see, should be 



