Historical Psychology Reference Page

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As the name suggests, the historical psychology reference page documents early published references to the science of psychology.

Encyclopaedia Americana: Volume 10 (1832)

The object of this science is to teach the laws and relations of the changes and phenomena which take place in the mind during the intellectual operations; or to trace the causes of these phenomena, and to discover the nature of the mind and its relations to the universe; or, in short, to treat of the mind, either as it manifests itself, or as it is in itself. Investigations of the latter class, which have for their object that which cannot be discovered by observation, constitute metaphysical or transcendental psychology; while those of the former class, in which the soul becomes a subject of observation, constitute empirical or experimental psychology.

Empirical psychology may, therefore, be defined to be the scientifically conducted observation of the operations and changes of the human soul. As a science, it includes all the phenomena of the intellectual activity; as the science of the soul, it forms a part of anthropology, called psychological anthropology, in distinction from physiology, or physiological anthropology. It takes for granted the distinction of the spiritual substance (the I, the self") from the body, as a matter of consciousness, and does not therefore attempt to explain it.

It treats of the mind, indeed, in its operations, and in so far as it is connected with the body, but neglects the mere physical phenomena. It is, more strictly than logic, an introduction to intellectual philosophy, since logic treats only of the laws of reason. As the development of the human mind proceeds from the particular to the general, empirical psychology is the most proper introduction to speculative philosophy; the more so, as it makes us acquainted with the spiritual instrument which philosophy employs.

In this course of investigation, the subject of attention is merely facts, of which every one is conscious, and which, therefore, are intelligible by all, and of which a distinct and connected view may prevent many errors in philosophical speculation. Again, empirical psychology is applied philosophy; for it must not only employ the philosophical forms in the disposition and explanation of facts, but alao certain metaphysical notions (as power, cause, &c.), and requires a philosophical spirit to give it the character of a science; and it is thus distinguished from a mere natural history of the soul, the development of which is prior in point of time.

The latter merely records the facts in their natural order, while psychology presents them in their connexions, and according to the laws which regulate them; and in this view it is that part of applied philosophy which teaches the organization of the human soul, according to the external manifestations of its inward experience (consciousness).

The Triangle, November 3rd (1897)

Professor Ladd At The School of Pedagogy

Professor George Trumbull Ladd, of Yale University, spoke to the Psychology classes in the School of Pedagogy Saturday morning, April 9. For an hour Professor Ladd entertained his audience with a delightful informal presentation of the reasons why a teacher should study psychology. In the first place, he claimed for the subject a high rank as a recreative culture study. Teachers, above all others, need to fix their interests on some study outside their class-room work if they would avoid becoming dry and mechanical. Psychology rightly studied becomes one of the most fascinating subjects. In the second place, the teacher needs psychology for its practical bearing on his daily work. Education is a transaction between minds, and can be carried on the more intelligently the more thoroughly the teacher understands his own mind and that of the pupil. A teacher without a knowledge of psychology is like a clock tinker trying to fix a clock by poking wires through the face, or like a man trying to straighten out an eye who knows nothing about eyes.

It is not the province of psychology to lay down definite rules for every emergency, but rather to prepare teachers to make their own application of its principles. A thorough working knowledge of the human mind will go far towards freeing the teacher from absolute subservience to methods, and towards developing their individuality. Methods are all right in their place, and it is necessary that they be taught, but we have been placing altogether too much reliance upon them during the past twenty years.

These remarks were interspersed with anecdotes and personal experiences which gave an interesting insight into the psychological methods of the speaker, and furnished the class with numerous suggestions for their own work. Altogether, the classes considered themselves fortunate in having this opportunity to hear and to meet this author of numerous works on philosophy and psychology.

Some of Professor Ladd's works on psychology are: "Elements of Physiological Psychology," "Outlines of Physiological Psychology," "Psychology Descriptive and Explanatory," "Outlines of Descriptive Psychology," "Primer of Psychology," and "The Philosophy of Mind."

The History of Psychology Kindle Collection

A great collection of significant articles and book chapters within the history of psychology. You can access the full History of Psychology Kindle collection via the following link.

History of Psychology Kindle Collection

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