September 2, 1904.] 



SCIENCE. 



303 



revolution in educational psychology which 

 is placing its research on a very different 

 basis than enumeration of answers to ques- 

 tionaires; these and other changes have in- 

 troduced quantitative work in a way that 

 was regarded as almost impossible a decade 

 ago. That the students are acceding to 

 this demand for training in refined meth- 

 ods of measurement is partly attested by 

 an average enrolment of 25 students in 

 laboratory courses in 34 institutions where 

 the best facilities for this work are offered. 

 In 19 of these universities we find seminars 

 devoted distinctly to psychological prob- 

 lems. Still more encouraging is the fact 

 that more than a hundred graduate stu- 

 dents are to-day carrying on research in 

 residence at these laboratories, while 63 

 undergraduates are investigating minor 

 problems. Few other sciences can show 

 an equal record, and certainly no other 

 country approaches the United States in 

 the number occupied in zealous psycholog- 

 ical research. 



It is ten years since any comprehensive 

 survey of American facilities for psychol- 

 ogy has been published. At that time 

 Professor Delabarre described each of the 

 laboratories in the United States, 26 in all.* 

 A separate account of each laboratory is 

 to-day out of the question. We must con- 

 tent ourselves with tabular statements. A 

 study of the larger laboratories shows that 

 they fall conveniently into three classes on 

 the basis of the value of their equipment. 

 This grouping, it must be remembered, is 

 for convenience and is not intended to indi- 

 cate the relative importance of the laboi'a- 

 tories. The first group embraces those 

 which have apparatus and fixtures valued 

 at $10,000 =1= $2,000. This includes : Clark, 

 Columbia, Cornell, Harvard, Pennsylvania 

 and Yale. A second group contains those 

 the equipment of which ranges in value 



* L'Ann4e, I., 209-55. 



between $5,000 ± $2,000. In it are Brown, 

 Chicago, Indiana, Iowa, Michigan, Prince- 

 ton, Toronto and "Wisconsin. The third 

 group embraces all the other laboratories 

 here studied. The equipments are valued 

 between $1,000 and $2,000. It includes 

 Bryn Mawr, California, Cincinnati, Colo- 

 rado, Illinois, Indiana, Kansas, Leland 

 Stanford, Jr., Minnesota, Missouri, Mount 

 Holyoke, New York University School of 

 Pedagogy, Northwestern, Ohio State, Ran- 

 dolph-Macon Woman 's College, Texas, Vas- 

 sar, Wellesley and Wesleyan. Under this 

 arrangement the average equipments of the 

 universities in each group are approxi- 

 mately $10,000, $5,000 and $1,500, respect- 

 ively. 



The income of the laboratories might 

 better express their potential value. An- 

 nual appropriations for improvement range 

 from $100 in a few of the smallest to $1,000 

 in five of the largest ; the average is slightly 

 over $400. These sums are small consider- 

 ing the needs, but, nevertheless, represent 

 a condition which means the doubling of 

 the equipment about every ten years, even 

 if the generosity of the university authori- 

 ties is not further awakened. In spite of 

 the constant increase in equipment, the 

 directors of the best laboratories are seri- 

 ously embarrassed in trying to meet the 

 demands made upon them for instruction 

 in experimental work. The opening of 

 tempting fields of investigation has to be 

 postponed until the needs of the present 

 courses are met. 



Another mark of the material develop- 

 ment of this youthful science, and partic- 

 ularly of the' large research interest in the 

 subject, is found in the increasing space 

 occupied by the department in the univer- 

 sity buildings. In the following institu- 

 tions ten or more rooms are now devoted 

 exclusively to psychology: California, Chi- 

 cago, Clark, Columbia, Cornell, Harvard, 



