Chapter 3. Positioning"While G. Stanley Hall had been Wundt's first American student, his compatriot James McKeen Cattell had the distinction of being Wundt's first assistant and, later, the most effective publicist and promoter of the revised psychology." "Cattell was born in 1860 in Pennsylvania, and received his bachelor's degree from Lafayette College in 1880. He then spent a short period of time in Germany, where he met Wundt and saw his laboratory. Returning to Germany in 1883, Cattell went to Leipzig and told Wundt that he was going to be his assistant. Wundt acceded and Cattell spent the next three years experimenting in Wundt's lab, receiving his Ph.D. from him in 1886. Cattell's primary interests lay in mental testing and in individual differences in ability." "One series of experiments Cattell performed while at Leipzig examined the manner in which a person sees the words he is reading. Testing adults who knew how to read, Cattell found they could recognize words without having to sound out the letters. From this, he reasoned that words are not read by compounding the letters, but are perceived as "total word pictures." He determined that little is gained by teaching the child his sounds and letters as the first step to being able to read. Since they could recognize words very rapidly, the way to teach children how to read would be to show them words, and tell them what the words were. This breakthrough of Cattell's led to the adoption of a sight-reading method in many school systems throughout the United States. Its failure to produce an expected increase in literacy ... applied by teachers ... (turned) into a national crisis."
"In 1887, he left the country again to lecture at Cambridge, where he met and was deeply impressed by Charles Darwin's cousin, the English psychologist Francis Galton. Galton's theories held that "a man's natural abilities are derived by inheritance, under exactly the same limitations as are the form and physical features of the whole organic world." Cattell quickly absorbed Galton's approach to eugenics, selective breeding, and the measurement of intelligence. Cattell was later to become the American leader in psychological testing, and in 1894 would administer the first battery of psychological tests ever given to a large group of people, testing the freshman and senior classes at Columbia University." "In 1891, Cattell joined the faculty of Columbia University as professor of psychology and head of Columbia's new psychology department, a critical position for the union of psychology and education." "At Columbia, Cattell shone as an organizer and publicist. To promote the new "science" of experimental psychology Cattell created publications which would carry the new subject to educators and scientists across the country. First he began a new journal, in 1894, called The Psychological Review. Then he purchased from Alexander Graham Bell the weekly publication Science, which later became the official journal of the American Association for the Advancement of Science. In 1900 he began Popular Science Monthly, continuing to publish it after 1915 as Scientific Monthly; that same year he began yet another publication, the weekly School and Society. He also began a series of well-known reference works: American Men of Science, Leaders in Education, and The Directory of American Scholars; with publications such as these, he positioned the revised psychology within the mainstream of American thinking, the proponents of this new field taking their places alongside our leading scientists, educators, and scholars in the pages of these reference books." "During his twenty-five years at Columbia, Cattell supervised 344 successful doctoral candidates in psychology. In 1895 he was elected president of the American Psychological Association, and in 1900 he became the first psychologist elected to the National Academy of Sciences. Although he never wrote a textbook, and was the author of only a few papers in his field, he publicized experimental psychology broadly, organized his colleagues, and promoted their accomplishments, enabling them to consolidate their positions in the departments of philosophy (and, later, psychology) at major universities across the country." "James Earl Russell, a student of Wundt's who received his doctorate from Leipzig in 1894, came to Columbia University in October, 1897, five years after the New York College for the Training of Teachers had received its permanent charter as Columbia's Teachers College. Russell had already occupied positions of administrative responsibility having been, while at Leipzig, an official European Agent for the Federal Bureau of Education (then located in the Department of the Interior). Appointed head of the department of psychology and general method, Russell directed the central department at Teachers College. That same year, Russell became dean of the College. He would run it for the next thirty years, building the largest institution in the world for the training of teachers." "Thus, in 1897, the stage was about to be set for the propagation of Wundt's laboratory psychology throughout American education." (end of chapter 3)
Continue with Chapter 4. Mice and Monkeys Back to Chapter 1. The New Domain - Index Page Get The Book!The Leipzig Connection by Paolo Lionni - the complete book with more details & facts about the scam known as modern education and psychology. Suggested Reading List - the Demise of the Educational System - OBE (Outcome-Based Education), NEA (National Education Association), educational psychology, German psychology & influences, demise of public education, educational sabotage, Wundt, Pavlov, Dewey, Skinner, Watson. |
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