132 



SCIENCE. 



[N. S. Vol. XI. No. 265. 



Costa mouutains is practically the same. 

 They belong to a period of orographic dis- 

 turbance during which the intrusives 

 were predominantly granitic in distinction 

 from an earlier diabasic and a later dioritic 

 period of igneous activity. This granitic 

 period was post-Carboniferous and pre- 

 Tertiary. To make a finer distinction, 

 many of the granodiorite dikes can be 

 demonstrated to have been formed after the 

 Mariposa slates of late Jurassic age (which 

 they cut), and before the Shasta-Chico 

 shales'and sandstones of late Cretaceous 

 age (which lie upon their eroded surface). 

 An interesting problem yet to be worked 

 out is the relation between the biotite 

 granite of Mt. Courtney and the grano- 

 diorite of the mountain country to the 

 eastward. Why two such strongly con- 

 trasted granites of apparently about the 

 same age and mode of formation should 

 occur in such close juxtaposition as the 

 Courtney and Catrina batholites on op- 

 posite sides of the valley at the head of 

 the south fork of Salmon river, is to me a 

 puzzling problem and one well worth con- 

 siderable study. 



OsoAE H. Hershey. 



AMERICAN PSYCEOLOGIGAL ASSOCIATION. 

 The eighth annual meeting of the Asso- 

 ciation was held at Yale University, De- 

 cember 27th-29th, in afiSliation with the 

 American Society of Naturalists. In point 

 of numbers and activity the meeting was 

 one of the most successful in the history of 

 the Association. Professor John Dewey, 

 of Chicago, the President of the Associa- 

 tion, was present in the chair, and on the 

 afternoon of Wednesday, the 27th, read his 

 presidential address on ' Psychology and 

 Social Practice,' in which he discussed the 

 relation of psychology to education consid- 

 ered as a form of social practice with which 

 psychology might be expected to have most 

 immediate concern, and then generalized 



the results reached to draw certain conclu- 

 sions regarding the general value of psy- 

 chology as a method to be applied in social 

 life. (The address will appear in full in 

 the March number of the Psychological Re- 

 view.") 



Following the address a formal discussion 

 on ' How should psychology be taught ?' 

 was opened by Professor Fullerton, of Penn- 

 sylvania, who laid particular stress upon 

 the question of the adjustment of the rela- 

 tive claims of the so-called ' new ' psychol- 

 ogy or psychology of the laboratory and the 

 ' old,' which depends largely upon intro- 

 spective analysis. He emphasized the ne- 

 cessity of both aspects in a general course, 

 as well as the danger of giving undue prom- 

 inence to either, and particularly, in Amer- 

 ica, to the experimental, owing to the ten- 

 dency to extreme specialization in the 

 subject in this country. Professor Fuller- 

 ton further discussed the attitude which the 

 university should take toward advanced 

 students in the light of their future work. 

 Professor Jastrow, of Wisconsin, continued 

 the discussion and urged the importance of 

 what he termed a ' functional ' psychology 

 in teaching, having the student verify facts 

 and principles from his own experience, so 

 far as possible from his own daily mental 

 processes. He showed further the great 

 value which experimental experience has 

 for the introspectionist and agreed with the 

 former speaker in deploring the quasi-an- 

 tagonism of the two sides, arguing that 

 both experiment and introspection are nec- 

 essary and that they are complementary and 

 in no way antagonistic. Professor Aikins, 

 of Western Reserve, followed with a state- 

 ment of the results of his own experience in 

 teaching the subject, and described his 

 method of combining experiment and text- 

 book with collateral conferences. Professor 

 Judd, of New York, closed the formal part 

 of the discussion by calling attention to the 

 peculiar diificulties encountered by the stu- 



