VOL. 51, No. 4 JULY, 1944

T H E PSYCHOLOGICAL REVIEWJAMES McKEEN CATTELL

1860-1944

In the history of American psychologyvery few figures are so outstanding asthat of James McKeen Cattell whoselong and active life has just come to aclose. He did not, indeed, belong to thefirst generation of American scientificpsychologists—consisting mainly of Wil-liam James, G. Stanley Hall and GeorgeTrumbull Ladd—but he was probablythe most influential of the second gen-eration which included Titchener, Miins-terberg, James Mark Baldwin, Jastrow,Sanford, and Scripture, with others com-ing along just a little later. ThoughCattell was not a systematist and did notfound a school in that sense, he was theleader in what became a widespread anddistinctive movement in American psy-chology. His interest from the very out-set of his career was in introducing quan-titative methods into psychology andespecially in using such methods for themeasurement of individual differences.

Cattell graduated in 1880 from Lafa-yette College, of which his father wasthe president. His undergraduate in-terests had centered largely on literature.His first step toward a professional ca-reer, however, was to go to Europe forthe study of philosophy. He heardWundt lecture at Leipzig and Lotze atGottingen and was much impressed by

James McKeen Cattell was the joint founderwith James Mark Baldwin of THE PSYCHO-LOGICAL REVIEW in 1894. He was co-editorof the Review with Baldwin until 1904, eachediting it on alternate years. THE EDITOR.

both of these men. A paper on Lotzewon for Cattell a fellowship in philoso-phy at Johns Hopkins, where he spentthe year of 1882-83, with John Deweyand Joseph Jastrow as fellow students.It was during this year that StanleyHall set up his psychological laboratoryat Johns Hopkins, with some assistancefrom this group of students, and it wasthere, apparently, that Cattell began his"psychometric investigations," concernedwith the timing of various mental proc-esses. He took his data and his designsfor improved apparatus back to Ger-many the following year and remainedin Wundt's laboratory for the threeyears, 1883-1886, being for part of thistime Wundt's first laboratory assistant.

From the outset Cattell seems to havebeen impressed with the variability ofhuman performance and the consequentneed for long series of observations inorder to reach reliable results. He setup his apparatus in his own rooms atLeipzig so that he could work longerhours than Wundt permitted in the labo-ratory, and carried out an extraordi-narily thorough and extensive study ofreaction times, ranging all the way fromthe simple reaction through the reac-tions with discrimination and choice upto free and controlled association. Re-action time was of course no novelty inthe Leipzig laboratory, being in fact aline of experiment on which Wundt waspinning great hopes. Cattell's concep-tion of reaction time studies, however,

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differed radically from that of Wundt.Wundt hoped by variation of the experi-ment, with certain introspective con-trols, to tease out the time constants forelementary mental processes such as per-ception, choice and association. Cattellfound that he could not himself carryout the required introspections and sub-jective controls, and he came to doubtthe ability of others to do so. It seemedto him that the simple reaction becamewith practice a "prepared reflex" andthat in the more complex reactions theconstituent processes overlapped in timeand so could not be measured. Yet thereaction time experiment, he still held,was of great value as a tool for deter-mining the speed and difficulty of manyeveryday mental processes. He couldshow, for example, that the time re-quired to read a short familiar word wasno greater than that required to read asingle letter, so that the practice thencoming into vogue of teaching the childto read whole words before the singleletters had a scientific basis. Withoutpretending to analyze the complex proc-esses into their elements, Cattell usedthe total reaction time obtained undervarious conditions for studying atten-tion, fatigue and practice, for comparingthe legibility of the different letters ofthe alphabet and for many other prac-tical and scientific purposes.

Cattell's Leipzig studies were all con-cerned with time, but they were not lim-ited to reaction time (3). He used his'fall tachistoscope' also for determiningthe exposure time necessary for perceiv-ing colors, pictures, letters and words(2). He also made an interesting useof a serial exposure apparatus (1)—atype of experiment which has not beenfollowed up as much as it deserves.

Cattell continued to use the reactiontime method in important later studies(7) and directed quite a number of hisColumbia students in similar work.

Not during his years at Leipzig, but

shortly afterward, Cattell carried on ex-tensive work in another of the classicalfields of experimental psychology, psy-chophysics, (5, 6). Here, as well as inreaction time, he broke away from theolder view of these experiments as beingconcerned with the measurement of con-sciousness and substituted a more objec-tive and operational conception. Ex-periments using the method of right andwrong cases or of constant stimuli, forexample, are not directed operationallytoward the measurement of intensity ofsensation. They are experiments in ob-servation and judgment and the resultscome out as measurements of the errorof observation. Psychophysics, accord-ingly, should be conceived as a studyof accuracy of observation under dif-ferent conditions—a study of obviouspractical importance. It seemed to Cat-tell more in accordance with the theoryof probability (a theory in which hetook much interest) to expect the errorof observation to increase as the squareroot of the observed magnitude, ratherthan in direct proportion to that magni-tude as asserted in Weber's law. As amatter of fact, the data usually come outbetween these two formulas. That is,the error of observation usually increasesless rapidly than Weber's law would pre-dict but more rapidly than predicted byCattell's square root law.

A little later (12), by combining hisinterests in psychophysics and reactiontime, Cattell invented a new psycho-physical method, the discrimination timemethod for indicating the difference be-tween magnitudes or qualities—thelarger the effective difference, the quickerthe discrimination.

Though differing with Wundt on somematters of theory, Cattell always re-tained a warm personal affection for hismaster and a high respect for his serv-ices as a founder of experimental psy-chology. After leaving Leipzig Cattellsoon came into personal contact with

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Francis Galton—"the greatest manwhom I have known"—and was con-firmed by Galton in his own long-heldview that the measurement of individualdifferences would be one of the most fer-tile fields for the new psychology. Cat-tell was perhaps the first (1890) to usethe term mental tests, and he thus ex-pressed his high hopes regarding them:

Psychology cannot attain the certaintyand exactness of the physical sciences, un-less it rests on a foundation of experimentand measurement. A step in this directioncould be made by applying a series of men-tal tests and measurements to a large num-ber of individuals. The results would beof considerable scientific value in discover-ing the constancy of mental processes, theirinterdependence, and their variation underdifferent circumstances. Individuals, be-sides, would find their tests interesting,and, perhaps, useful in regard to training,mode of life or indication of disease (4, p.373).

At this time he described a series often tests which he apparently was usingat the University of Pennsylvania.Shortly afterwards, at Columbia, he de-veloped a more extensive list, knownfor many years as the Freshman Tests,though they had nothing to do with theadmission of freshmen to college (10).They were given to 50 or more volun-teers from each successive freshmanclass, in order to obtain data for thestudy of individual differences and thefactors on which the differences depend.When the sample of freshmen hadgrown to a sufficient size, the Pearsonmethod of studying correlation havingmeanwhile become available, these datawere subjected to correlational analysis.Though the low correlations obtainedwere surprising and rather disappoint-ing to Cattell—they suffered from at-tenuation, as Spearman soon pointedout—this study has considerable his-torical importance in the development

of the correlational method in psychol-ogy (28).

Cattell's plan of testing separatefunctions—the senses, quickness ofmovement, perception of time, memory,imagery, etc.—was rather left behindwith the appearance of Binet's methodof testing intelligence, though it is morein line with recent efforts to developtests for specific mental abilities.

Reaction time, psychophysics, andtests were thus the main lines of Cat-tell's early researches. A minor exten-sion of his work on errors of observa-tion is of historic interest as being prob-ably the first study of the reliability oftestimony. He wrote:

. . . we do not know how likely it is thata piece of testimony is true, or how the de-gree of probability varies under differentconditions. If we could learn this by ex-periment the result would be a contributionto psychology, and would at the same timehave certain important practical applica-tions (8, p. 761).

His experiment consisted in askingcollege students questions about dis-tances on the campus, the weather aweek before, the dates of certain histori-cal events, etc. He found wide indi-vidual variation in the students' answers.In some cases the average of the answerswas close to the truth while in othercases there was a large constant error.

When students were asked what was saidduring the first two minutes of the lecturein the same course given one week before,the accounts were such that the lecturermight prefer not to have them recorded.From the testimony of the students it wouldappear that two minutes sufficed to cover alarge range of psychological and other sub-jects, and to make many statements of anextraordinary character (8, p. 764).

A major contribution, besides thosealready mentioned, was the invention ofthe order of merit or ranking methodfor use both in psychophysics and in

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aesthetics and other judgments of value.Cattell first employed it in a psycho-physical problem. Having prepared aseries of over 200 shades of gray rangingby imperceptible steps from black towhite, he asked his subjects to arrangethem as well as possible in order ofbrightness. The observer's errors couldbe determined by reference to the objec-tive scale of brightness (12). He soonextended the use of the method to thebroad field of value judgments. Thefirst value considered was the scientificstanding of American men of science,that is, the relative standing of the menin any given branch of science. In thecase of psychology, for example (14),he first prepared a list of all who couldbe regarded as scientific psychologists,and then induced ten leading psycholo-gists to serve as judges and rank thelisted individuals in order of scientificmerit. The ten judges worked inde-pendently and Cattell combined theirrankings and computed the average po-sition assigned to each individual, withthe variation from judge to judge. Theaverage ranks were not published tillthirty years later (16, Sth edition, 1933,pp. 1269 ff.; 24, p. 11). Meanwhile,however, accepting the average ranks asfurnishing an approximation to a trueorder of merit, he was able to use theresults in two ways. By comparing eachjudge's arrangement with the average ofall, he had an estimate of the accuracyof each judge. From the average rankscombined with other data he was ableto make what might be called an eco-logical study of Homo scientificus Ameri-canus with respect to parentage, place ofbirth and of education, and present geo-graphical distribution (17); and by re-peating this study at about seven-yearintervals he brought to light changes andtrends of considerable interest (18).The ranking method was quickly ap-plied by his students and colleagues to agreat variety of value judgments related

to literature, education and business.Cattell himself made some progress inthe difficult task of working out therelations between rank order and quanti-tative measurement.

As was said before, Cattell did notfound a school of psychological theory.He was open-minded towards all kindsof psychological research and applica-tion, provided they were serious and sci-entific, and was willing to have manysorts of experiment going on in his labo-ratory. His own preference was defi-nitely for the objective type of experi-ment. He no doubt prepared the wayfor behaviorism and felt considerablerespect for it when it emerged but hewas not willing to rule out of the sciencethose who preferred the introspectivemethod. There was a great differencebetween the types of work done in hislaboratory and in Titchener's, yet hehad a high respect for Titchener as ascientist. Certain statements in Cat-tell's address at the St. Louis World'sFair in 1904 have often been quoted anddeserve to be quoted again:

Sciences are not immutable species, butdeveloping organisms. Their fundamentalconceptions and methods at any period canonly be approached by a research into workactually accomplished. . . . The task hasbeen assigned to me of considering thescope, conceptions and methods of psy-chology, and it is my business to define thefield of psychology or to acknowledge myinability to do so. I must choose the lat-ter alternative. I can only say that psy-chology is what the psychologist is inter-ested in qua psychologist. . . . I am notconvinced that psychology should be limitedto the study of consciousness as such. . . .I admire . . . the ever-increasing acutenessof introspective analysis . . . but the posi-tive scientific results are small in quantitywhen compared with the objective experi-mental work accomplished in the past fiftyyears. There is no conflict between intro-spective analysis and objective experiment—on the contrary, they should and do con-

JAMES MCKEEN CATTELL 205

tinually cooperate. . . . Let us take abroad outlook and be liberal in our appreci-tion. . . . As I claim for psychology thefreedom of the universe in its subject-matter, so I believe that every method ofscience can be used by the psychologist.The two great achievements of science havebeen the elaboration of the quantitativemethod on the one hand and of the geneticmethod on the other. . . . It would be anirreparable limitation if either of thesemethods did not apply in psychology. . . .I see no reason why the application of sys-tematized knowledge to the control of hu-man nature may not in the course of thepresent century accomplish results com-mensurate with the nineteenth century ap-plications of physical science to the ma-terial world. . . . In the end there will benot only a science but also a profession ofpsychology (15, pp. 176, 179, 180, 182,186).

If we try to bring before us the youngCattell who emerged from Leipzig in1886 with the degree of Doctor of Phi-losophy, the picture is one of a man ofgreat initiative and energy, eager forlarge enterprises, and filled with mis-sionary zeal for the advancement of apsychology which should be experi-mental, quantitative and practical, withgreat emphasis on the study of indi-vidual differences. For two years thisyoung man divided his efforts betweenEngland and America, working in Gal-ton's Anthopometric Laboratory in Lon-don, lecturing in Cambridge Universityand making a start toward a laboratorythere, and lecturing also at Bryn MawrCollege and the University of Pennsyl-vania. In 1888 he became a professorat the latter institution, and he was al-ways proud of the fact that he was Pro-fessor of Psychology and that this wasthe first professorship of psychology asdistinguished from philosophy that wasever established anywhere (23). Cattellwas never hostile in the least to philoso-phy or philosophers; he was especiallyappreciative of John Dewey; but he be-

lieved that psychology should align itselfwith the sciences. His laboratory atPennsylvania was the first one to pro-vide not only for research but also forthe initiation of the college student intothe methods of experimental psychology.After a few years at Pennsylvania heaccepted a call from Columbia Univer-sity where he started the laboratory in1891. Here his influence was felt bymany students, including over fifty whotook their doctor's degree with him upto 1917 when his connection with theuniversity ceased. The majority ofthese graduates became active psycholo-gists in various parts of the country, andthey look back to Cattell with loyaltyand with gratitude for his helpful stimu-lation and guidance.

Besides his research and teaching,Cattell's enterprising activity branchedout in several directions. He took quitean interest in designing improved andsimplified forms of psychological appa-ratus and in having it manufactured inthe laboratory shop, so making a contri-bution, as he felt, to the development ofexperimental psychology in the labora-tories that were springing up throughoutthe country. This was one of his earli-est enterprises, continued for a couple ofdecades at Columbia.

Another early enterprise was the edit-ing and publishing of scientific journals,and this continued as a major activityfor the rest of his life. In 1894 hejoined forces with James Mark Baldwin,then professor at Princeton, in establish-ing the PSYCHOLOGICAL REVIEW series.In the same year he acquired the weeklyjournal, Science, which had just sus-pended publication because of financialdifficulties. He secured the cooperationof an eminent editorial board while tak-ing on himself the arduous tasks of man-aging editor and business manager, Heset up an editorial and publishing officeat his country home on the mountaintop in Garrison, N. Y., fifty miles from

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the university, and with the able assist-ance of Josephine Owen Cattell, his wife,produced an extremely well-edited jour-nal which after a few years became afinancial success and was accepted as anindispensable service to American sci-ence. A few years later he similarlytook over the Popular Science Monthlyand made a success of it, later renamingit the Scientific Monthly, and in 1915 hestarted a comprehensive educationalweekly, School and Society. All this edi-torial work took him away from activeresearch, but such services of a psycholo-gist to the causes of science and educa-tion redounded greatly to the credit ofpsychology.

The same was true of his active par-ticipation in the general organization ofAmerican scientific men. First weshould notice that he was one of thesmall group that started the AmericanPsychological Association in 1892 (21).He was a member of the Council fromthe beginning, Secretary the third yearand President the fourth year (9). Soonafter coming to Columbia he became amember of the New York Academy ofSciences and soon induced the Academyto set up a Section of Anthropology andPsychology, so winning recognition forour science from this local scientific body.He was President of the New YorkAcademy in 1902 and set forth in hispresidential address his ideas on the ap-propriate organizational scheme forAmerican science. He said:

The organization of science in Americatoward which I believe we are moving isthis: We shall have a national society foreach of the sciences; these societies will beaffiliated and will form the American As-sociation for the Advancement of Science.. . . Our national societies will consist oflocal sections, and these sections will uniteto form an academy of sciences. . . . Thiskind of organization may appear to be al-most too logical for a world that is some-what careless of logic, but it is in part al-ready realized (13, p. 972, 973).

In accordance with this idea of localbranches of the national societies, Cat-tell had already in 1900 secured permis-sion from the American PsychologicalAssociation to establish a New YorkBranch, which maintained a continuousand useful existence till it expanded tobecome the Eastern Psychological Asso-ciation of today.

Cattell's interest in the American As-sociation for the Advancement of Science(the A.A.A.S.) evidently began veryearly, for we find him in 1898 Vice-President of that Association and Chair-man of Section H, then the Section ofAnthropology but soon to become formany years the Section of Anthropologyand Psychology. His vice-presidentialaddress at that time made a definiteclaim for the recognition of psychologyas a science (11). He said:

From our present point of view sciencein its history appears to have followed anecessary course. The phenomena of thephysical world are stable and readily sub-ject to experiment and measurement; theircontrol is essential to material progress.It is therefore no wonder that the physicalsciences should have preceded the bio-logical sciences in their development. Farmore complex, transient and inaccessible toexperiment even than the phenomena ofliving beings are men, they themselves andtheir deeds—sciences of these things mustcome later. . . . Psychology has becomean integral part of modern science; it givesand takes with a free hand. A parvenuamong the sciences, it is self-conscious andknows its obligations and its limitations;but its position in the body scientific ishenceforth secure. . . . When we regardthe fifty years of this Association or thecentury now ending, we cannot fail to seethat it has been an era of science. . . •The older sciences have been reformed andnew departments have been established.But amid all this scientific progress nothinghas been more notable—at least from myown partial point of view—than the de-velopment of psychology into a sciencerivaling in activity and fruitfulness theother great sciences.

JAMES MCKEEN CATTELL 207

From 1900 on Cattell's main interestswere probably his journals, especiallyScience, his directory of men of sciencealong with his already mentioned stud-ies of these men, and the A.A.A.S. In1900 Science became the official mediumfor the Association, greatly to the ad-vantage of both, and from that time tillthe end of his life he was a leader in theAssociation and probably more influen-tial than anyone else in its affairs (26).He was Vice-President again in 1913,this time for the Section of Education(20), and President of the Associationin 1924 (22). He was the first psy-chologist to receive this distinguishedhonor, as he had also been the first (in1901) to be admitted to the NationalAcademy of Sciences. As an activemember of the National Academy hewas influential in building up the repre-sentation of psychology in that body.With his extremely wide acquaintanceamong scientific men and his varied serv-ices to American science in general, aswell as by his direct efforts in behalf ofpsychology, he undoubtedly contributedmore than any other one man to winrecognition for our science among thegroup of natural sciences.

Promotion of applied psychology wasone of Cattell's ambitions from the verybeginning of his career, and one whichhe emphasized repeatedly in his ad-dresses and writings. He encouraged hisstudents to pioneer in finding applica-tions to education, industry and medi-cine. Coupled with this desire to makepsychology a force for the betterment ofmankind was a strong democratic spiritwhich made him resentful of the neces-sity of appealing humbly to wealthydonors and foundations, or even to theGovernment, for the support of scientificresearch. He pointed to the enormouseconomic gain resulting from researchand urged that a fraction, if only a smallfraction, of this gain ought to be turnedover to the scientists as a matter of

right and of public policy for the supportof further research. It was quite in linewith these predilections that he organ-ized the Psychological Corporation in1921, putting into it funds from his ownpocket and securing a liberal charterwhich permits the Corporation to earnmoney by applying psychology but pro-vides that a large share of the profitsshall be plowed in for further research.In spite of his other responsibilities hehelped greatly to direct the policy of theCorporation during its early years ofstruggling existence, and when it beganto have some financial success he turnedhis own stock into a fund to be used forthe support of research in appliedpsychology.

Even yet we have not mentioned allof Cattell's organizational activities.One of the most important during hislast twenty years was an active partici-pation in the development of ScienceService. He contributed much to thesuccess of this effort to improve news-paper coverage of scientific events anddiscoveries, and thus to bring sciencehome to the general public.

He set up the Science Press PrintingCompany in 1923 for specializing in theprinting of scientific journals and books.

His lifelong interest in problems ofuniversity organization and managementwas strongly tinged with the democraticspirit already mentioned (19). His out-spoken views on these problems broughton some of the most exciting episodesof his career and led up to his eventualdismissal from Columbia during the ex-citement of the first World War. Hispacifist leanings and his particular an-tipathy to any form of compulsion evenduring war did not prevent him fromcontributing of his best to the war effortof the psychologists in the developmentof the Army tests.

Unfortunately Cattell could never bepersuaded to write even a brief auto-biography. His excuse was that an auto-

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biography such as he would write wouldland him in the position of defendant ina number of libel suits. He felt sure hecould not bring himself to delete all thepungent comments that would occur tohim, and he had found by long experi-ence that such comments were not al-ways accepted in the spirit of raillerythat motivated them in his conversationand in his more polemic writings. Auto-biographical material bearing mostly onhis early career can be found in someof his writings (22, 23, 24), and con-siderable material on his life is availablein other sources (25, 26, 27).

The crowning honor of Cattell's lifecame when, at the age of nearly seventy,he was chosen by the votes of Americanpsychologists to represent them as Presi-dent of the Ninth International Congressof Psychology, held at New Haven in1929. His presidential address onPsychology in America, with the supple-mentary materials, makes an importanthistorical document (24).

The present attempt to convey to theyounger generation some impression ofthe life and work of one of our leadersin American psychology may be broughtto a dose by taking note of the heartyappreciation expressed by his numerousfriends. His associates on numerouscommittees and governing boards speakgratefully of Cattell's broad vision andwise foresight, of his initiative and cour-age, of his keen sense for effective andyet democratic organization, of his soundjudgment of men, of his great power ofwork and his willingness to give unspar-ingly of time and thought to the prob-lems confronting an organization, of hisability to integrate the divergent viewsof a group of men and lead them to aunanimous decision, of his lively wit,and of his warm friendship and personalunselfishness (26).

Visitors to his home, where the latchstring seemed to be always out for hiscolleagues, remember the easy, friendly

atmosphere of that home, with his evi-dent love of children and family life andhis delight in the beauty and freedomof the great outdoors.

His old students would certainly beeager to join in a personal tribute to hisunfailing interest and generosity. Hemet the student halfway in the choice ofa problem, and while insisting on sincerework by sound methods, he was satisfiedwith a reasonable achievement. Hismore promising students were a matterof personal concern to him. He assistedthem in many ways, tangible and in-tangible: guiding them into fellowshipsand assistantships, supporting their ef-forts to secure academic positions, andproviding employment at scientific workduring summer vacations for those whowere far from home or in financial need.Of the intangible assistance he gavethem, most important was the inspira-tion that came to the budding youngscientists from the kindly interest of onewho was clearly a great man and animportant figure in the scientific world.

REFERENCESl.Uber die Zeit der Erkennung und Benen-

nung von Schriftzeichen, Bildern undFarben. Philos. Stud., 188S, 2, 63S-650Also: (Abridged) Mind, 1886, 11, 63-65

2. Uber die Tragheit der Netzhaut und desSehcentrums. Philos. Stud., 1885, 3,94-127. Also: Brain, 1885, 8, 295-312.

3. Psychometrische Untersuchungen. Philos.Stud., 1886, 3, 305-335, 452-492; 1887,4, 241-250. Also: Mind, 1886, 11, 220-242, 377-392, 524-538; 1887, 12, 68-74.

4. Mental tests and measurements. Mind,1890, 15, 373-381.

5. (With Fullerton, G. S.) On the percep-tion - of small differences with specialreference to the extent, force, and timeof movement. Publ. Univ. Pa., 1892,No. 2. Pp. 159.

6. On errors of observation. Amer. J. Psy-Chol., 1893, 5, 285-293.

7. (With Dolley, C. S.) On reaction-timesand the velocity of the nervous im-pulse. (Abstract) Psychol. Rev., 1894,1, 159-168. Also: Natl. Acad. Set.Memoir, 1896, 7, No. 2, 393-415.

JAMES MCKEEN CATTELL 209

8. Measurements of the accuracy of recol-lection. Science, 1895, 2, 761-766.

9. Address of the president before the Ameri-can Psychological Association, 189S.Psychol. Rev., 1896, 3, 134-148.

10. (With Farrand, L.) Physical and mentalmeasurements of the students of Co-lumbia University. Psychol. Rev., 1896,3, 618-648.

11. The advance of psychology. (Address ofthe Vice-President for Anthropology ofthe American Association for the Ad-vancement of Science.) Proc. Amer.Ass. Adv. Set., 1898, 47, 3-1S.

12. The time of perception as a measure ofdifferences in intensity. Pkilos. Stud.,1902, 19, 63-68.

13. The academy of sciences. (Address of thePresident of the New York Academyof Sciences.) Science, 1902, 16, 965-974.

14. Statistics of American psychologists.Amer. J. Psychol., 1903, 14, 310-328.

15. The conceptions and methods of psychol-ogy. Pop. Set. Mo., 1904, 46, 176-186.

16. American men of Science. New York:Science Press. First edition, 1906, pp.364; sixth edition, 1938, pp. 1608.

17. A statistical study of American men ofscience. Science, 1906, 24, 658-665,699-707, 732-742.

18. A further statistical study of Americanmen of science. Science, 1910, 32, 633-648, 672-688.

19. University control. New York: SciencePress, 1913. Pp. 484.

20. Science, education and democracy. (Ad-dress of the Vice-President for Educa-tion of the American Association forthe Advancement of Science.) Science,1914, 39, 443-4S4.

21. Our psychological association and research.Science, 1917, 45, 275-284.

22. Some psychological experiments. (Addressof the President of the American Asso-

ciation for the Advancement of Sci-ence.) Science, 1926, 66, 1-8.

23. Early psychological laboratories. Science,1928, 67, 543-548. Also: Feelings andemotions: the Wittenberg Symposium.(Edited by C. Murchison.) Worces-ter: Clark University Press, 1928, 427-433.

24. Psychology in America. (Address of thePresident of the Ninth InternationalCongress of Psychology.) Science, 1929,70, 335-347. Also published separatelywith supplementary material, NewYork: Science Press, 1929. Pp. 32.

25. BORING, E. G. A history of experimentalpsychology. New York: Century Co.,1929. Pp. 519-528.

26. CONKLDJ, E. G., THORNDIKE, E. L., LIV-INGSTON, B. E., CARLSON, A. J., WOOD-WORTH, R. S., ACHILLES, P. S., DAVIS,W., HOWARD, L. O., PARKER, G. H.,RUSSELL, H. N., & SWANN, W. F. G.James McKeen Cattell—In Memoriam.Science, 1944, 99, 151-165.

27. HENMON, V. A. C , DEARBORK, W. F.,WELLS, F. L., WOODWORTH, R. S., HOL-LINCWORTH, H. L , & THORNDIKE, E . L .The psychological researches of JamesMcKeen Cattell: a review by some ofhis pupils. Arch. Psychol., N. Y., 1914,No. 30. Pp. 101.

28. WISSLER, C. The correlation of mentaland physical tests. Psychol. Rev.Monogr., 1901, 3, No. 16. Pp. 62.

R. S. WOODWORTHColumbia University