MENTAL AND PHYSICAL FACTORS INVOLVED IN EDUCATION. 3823 
in Switzerland, Professor Meumann and Professor Stern in Germany, 
Professor Van Biervliet in Belgium, Professor De Sanctis in Italy, 
Professor Stanley Hall in America, take a leading place. Whilst 
their methods differ fundamentally, all these gentlemen are experi- 
mental psychologists who have devoted themselves to inquiries of the 
greatest importance to the teacher. 
In addition to the special interest of these particular professors, 
numerous institutions of a more permanent character have been set up in 
University and other centres. The Municipality of Milan has housed and 
endowed an ‘ Institute of Experimental Pedagogy,’ under the direction 
of Dr. Ugo Pizzoli. The work of this institution was for a time recorded 
in its own journal, ‘ Bollettino di Pedagogia Sperimentale.’ The city of 
Antwerp maintains a pedagogical laboratory under the direction of Dr. 
M. C. Schuyten, who, in addition to the series of year-books regularly 
issued from his laboratory, is also responsible for researches which have 
been published in the ‘ Bulletins de l’Académie Royale de Belgique,’ 
“ Archives de Psychologie,’ &c. In Leipsic, the teachers of Saxony have 
founded, out of their own funds, aided by a State subvention, an Institut 
fiir experimentelle Pddagogik und Psychologie, with Privatdozent Dr. 
Brahn as its director. 
The Russian War Office, curiously enough, has since 1904 maintained 
a laboratory for experimental psychology, with special reference to peda- 
gogical questions. Here investigations are conducted and courses are 
delivered to audiences of teachers. The laboratory is now united with the 
Academy of Pedagogy, which was opened a year ago. Only students who 
have already graduated at some University are permitted to attend the 
courses. The Education Association of Moscow has opened a psycho- 
logical laboratory, and the Psychopddagogisches Institut of St. Peters- 
burg has undertaken an ‘ all-round’ investigation of the daily progress 
of a number of children from birth to their twenty-first year, and upon 
the basis of observed facts it is proposed to fashion their education. 
In Buda Pesth a State institution for research in this field was esta- 
blished in 1906, under the honorary direction of Dr. Ranschburg. It 
originated out of an effort to base the education of defective children upon 
a more scientific diagnosis of their condition, and its work now includes 
the investigation of the mental development of normal as well as of 
abnormal children. 
In France Binet’s interest has led to the foundation of a laboratory 
in close connection with a Paris elementary school in which the investiga- 
tion of children’s capacity and its development, both physical and mental, 
is continuously carried on. 
In America the psychological laboratories of the Clark University 
under the guidance of Drs. Stanley Hall and Sanford, and of the Columbia 
University of New York under Dr. Cattell, are good examples of the 
tendency of the experimental psychologist to pursue problems genetic in 
character. *. 
In addition to these institutions, attached for the most part to Univer- 
sities, a number of societies for the scientific study of children have been 
active in recent years. Amongst these may be mentioned the following 
as typical :— 
La Société libre pour I’ Etude psychologique de l’Enfant, which, 
besides showing an interest in the work that is being done in various 
x¥2 
