240 



SCIENCE. 



[N. S. Vol. XVIII. No. 451. 



into English should not pass unnoted, even 

 with the briefest mention. Before the 

 decennium began, we had Eibot's 'German 

 Psychology of To-day' (1886), besides his 

 works on heredity, attention, memory, 

 personality and will, Preyer's 'The Mind 

 of the Child' (2 vols., 1888 and 1889) 

 and Hoff ding's 'Outlines of Psychology' 

 through English hands, not to mention 

 numerous other writings less typical of the 

 dominant interests of psychology among us. 

 "Within the ten years we have had Prey- 

 er.'s 'Mental Development of the Child' 

 (1893), Wundt's 'Lectures on Human and 

 Animal Psychology' (1894), Kiilpe's 'Out- 

 lines of Psychology' and Ziehen's 'In- 

 troduction to Physiological Psychology' 

 (1895), Wundt's 'Outlines of Psychology' 

 and Ribot's 'Psychology of the Emotions' 



(1897) and Groos's 'The Play of Animals' 



(1898) and 'The Play of Man' (1901). 

 Most of this enrichment has come through 

 the labor of American scholars, and is, 

 therefore, interesting as indicating a con- 

 tinuance of the double debt our psycho- 

 logical thinking and activity owe to the 

 foreign cultivators of our field of science. 



In this connection an injustice would be 

 done to the topic we have been surveying 

 should we not remind ourselves of the fact 

 that the oiitput of our American psycholo- 

 gists has found place not only on the 

 study shelves of our foreign brethren, but 

 that also some of it has been transferred 

 into the French, German and Italian lan- 

 guages. The following instances of such 

 translations occur to me, but I can not 

 say that the list is complete. Baldwin's 

 'Mental Development of the Child and the 

 Race' appeared in French and German in 

 1896, his 'Social Interpretations' in 1899, 

 his 'Story of the Mind' in French and 

 Italian in 1899. James' 'The Will to Be- 

 lieve, etc.,' was translated into German in 

 1899, and his 'The Principles of Psychol- 



ogy' into Italian in 1900. Sanford's 

 'Course in Experimental Psychology' was 

 translated into French in 1900, and a vol- 

 ume of Hall's studies has recently ap- 

 peared in Germany under the title of 

 'Ausgewahlte Beitrage zur Kinderpsychol- 

 ogie und Padagogik.' 



For our historical purposes it has been 

 convenient to folloAv the lines of division 

 between the activity within and the activity 

 without the association. It is readily seen, 

 however, that the widening interests of 

 assoeiational efforts, both individual and 

 corporate, have been growing to include 

 more and more of those achievements which 

 we have reviewed as extra-associational. 

 It is not possible, nor is it especially desir- 

 able, to give a quantitative statement of 

 the claims the association may have upon 

 this broader field. The healthy extension 

 of its influences, though limited, is the fact 

 to be noted. In how far it may be desir- 

 able that our psychology of the next ten 

 years should be assoeiational rather than 

 individual is a question of development too 

 large for the concluding words for which 

 we have space. 



One can not be truly historical without 

 becoming prophetic. The prophecy may 

 lie in inert words, lacking the momentum 

 of a vigorous inspiration. In looking for- 

 ward to the psychology that is to be among 

 us, there are many means which I should 

 like to point out as available by our asso- 

 ciation for the realization of certain de- 

 sirable developments of our science both 

 within and without. Its representation in 

 our universities, colleges and secondary 

 schools, the methods of teaching it to learn- 

 ers, of establishing its integrity more se- 

 curely, and of extending its borders by 

 investigations, and the specific contribu- 

 tions it has to offer to the welfare of the 

 individual and of society, constitute the 

 heart of vital problems which must come 



