New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1904-01-28
TWO PSYCHOLOGISTS.
Studies That Fail to COnOince.

Thorndike. Adjunct Professor Of Genetic Psy-
sity. svo. pp. vii IL. Lemeke & Buechner.
SYMBOL PSYCHOLOGY: New Interpretation 19156 n OF
vii. 20 Harper & Bros
Each OF these volumes betrays certain char
acteristics tending to arouse impotence IN the
reader. MI Thorndike, in his endeavor to ap-
ply the results OF empirical psychology to the
formulation Of science of education, is at once
reactionary and revolutionary. Dr. Roeder
strains many points 10 arrive at a definite tenet
that VIII not, as a matter OF 1acl "4Ihst1iiI
the cold tests Of criticism. OF the TWO MI
Thorndiks IS by far the more satisfactory IoF
though he advances views that appear SELL
contradictory. he at least arrives at oe4iillIe
conclusions and offers suggestions that cannot
but be helpful to those interested IN the deepef
r,robleuns OF education; whereas DR.. Roeder'
arguing from analogies too often fancnul' con-
vinces US that however high be his ideal 1t can
never be attained by the route he has chosen
In q word Mr. Thorndike is essentially
psychologist, DR.. Roeder transcedentaI IDEAL
ist with whom psychology, imperfectly under
stood. will serve very well as a means 10
philosophical end.
The keynote OF Mr.. Thorndlkes Work Il
sounded IN his statement that the one thihs
that educational theorists Of to-day seem 10
place as the foremost duty OF the schools-'ie
development Of powers and capacltles-ls the
one thing that the schools or any other euu-
oationaI forces can do least" He insists upon
referring the mental traits Of the indlViduai
largely TO his original nature, ana al the salA9
time cleaves TO the theory that acquired chaI
acterfstics cannot be transmitted ms "oulu
be all very well were it not for his contention
that the highest aim Of education is the III
movement Of the original nature Of the race
II this improvement does not consist IN the ac-
QUESTION OF higher mental characteristics III
what does II consist? And if acquired char
acteristics cannot be transmitted OF what pelLe-
ut TO the race is their acquisition by the indi-
vidual? Mr. Thorndke says: I'VE must deny
the mental acquisitions Of one generation any
considerable share in the original nature OF the
next Original nature springs from original
nature Its Improvement depends on the ellInl-
nation Of the worse, not on their reformation
That, however, would only leave the good IN
statu QUO. And selection alone will hardly Ell
feet the Improvement. unless, indeed. Mr.. Thorn
dixie will concede the inheritance of tendencies
81 not of acquired characteristics There Is
much. however, in Mr.. Thorndike's work that
should ensure for il the thoughtful consdera-
ton Of those interested in pedagogy. His in
sistence upon more exact processes is necessary
and timely, and many of his criticisms of pres
ent day methods of education are well taken
OF Dr. Roeder's volume we can say little COM
mandatory, except in regard to its aim, which
is to prove that there is an inherent unity IN
folk lore and that to the people Of all nations
God tells, IN varying symbols. ''the wonderful
story Of the birth and growth Of their souls.
his deductions are even more far fetched than
his analogies-