life, self-expression, not luxury; and if self-expression can be made general, inequalities alone will excite but little resentment." In fact, the ideal of human equality may be defined as a condition in which every one has, in one way or another, a suitable field of growth and self-expression. Every one has a desire, perhaps latent, to be something, to express an individuality. "This is only human nature and one way of stating nearly all our social troubles is to say that individuality has not been properly understood and evoked, has not had the right sort of opportunity. To find a response in life, to discover that which is most inwardly you, is wanted also in the world without, that you can serve others in realizing yourself; this is what makes resolute and self-respecting men and women of us, and what the school ought unfailingly to afford. The people who drift and sag are those who have never 'found themselves."" The art ideal, we are told, is one of joyous self-expression. He whose life expresss his individuality, lives in the spirit of the artist. While most of us are obliged to seek free play of individuality outside of working hours, there should be something of self-expression and the spirit of art in all work. And in other phases of life, too. Democracy itself is an art wherein the common man finds expression in a varied, intelligent, and joyous participation in the community life. The following passage defines in a striking manner the function and true spirit of a university. It is also an illustration of Cooley's delightful literary style. "When I am raking and burning leaves, as I have to in the fall and spring, I often light one little pile, and, when it is well afire, I pick from it a burning leaf or two on my rake and carry them to the next pile, which thus catches their flame. It seems to me that this is what a university should do for the higher life of our people. It should be on fire, and each student who goes out should be a burning leaf to start the flame in the community where he goes. 992 As we have seen, an organic conception of things is central in Professor Cooley's social philosophy. "It is the aim of the organic view to 'see things whole,' or at least as largely as our limitations Ibid, p. 392. permit." The significance of the organic view is brought out best by comparison with the types of particularism which have dominated men's minds. A particularism is a partial view which is mistaken for the whole; it is some one phase of the process which is held to be supreme and to which all others are subsidiary. There is no better illustration than the economic interpretation of history, a view natural to those who see through the economic window only. While the true specialist sees beyond his own field, nevertheless, increase in specialization has emphasizd particularistic views. "It should be the outcome of the organic view that we embrace specialty with ardor, and yet recognize that it is partial and tentative, needing from time to time to be reabsorbed and reborn of the whole. The Babel of conflicting particularisms resembles the condition of religious doctrine a century ago, when every one took it for granted that there could be but one true form of belief, and there were dozens of antagonistic systems claiming to be this form. The organic conception, in any sphere, requires that we pursue our differences in the sense of a larger unity." Education has been a field of conflicting particularisms. There have been conflicts of the practical and the cultural, the narrowly technical and the liberal, the egoistic and the social, drill and reason, interest and effort, routine and initiative, the child and the curriculum. In the organic view these are not antagonistic but complementary. The ideal, prevalent among educational leaders today, of subjecting all school processes to quantitative measurement, takes on the character of a particularism by over emphasis. While the measurement movement adds materially to the efficiency of prevailing practices, it contributes little or nothing to the more baffling problem of underlying purposes and aims. A partial summary of the foregoing may be given as follows. Only the organic view of mind gives us a correct idea of the relation between the individual and his group. The individual is an organic part of his group; he is determined by it, but he also determines it; hence each is the determinant of the other. 1 Social Process, p. 49. Of course, the individual is not wholly determined by any one group; he may be, and usually is, a member of many, including ideal groups, the latter being products of his imagination. He is related to the groups in a contributory way, as he is also a resultant of influences from them. We are the most influenced, especially in the years of plastic childhood and youth, by stimuli from the immediate environment; so the family, playground and school groups are the main determinants of the child's growing personality. The school affords unique opportunity for the formation of an ideal group in which the child may learn to live, to contribute, and to adapt himself, and the habits freely formed by this adaptation tend to create an ideal world group. Evidently the group relation itself is the essential factor in school life. The school is a primary group where persons live together in a common consciousness of interests and aims. It is, therefore, the opportune place for the development of feelings of loyalty and unity, and likewise of those sentiments and ideals of justice and fraternity which are basal in a democratic state. Riches Long, languorous lines of the river, The gleam of the moon on the water, MARGARET MACGREGOR. Vocational Psychographs RICHARD S. UHRBROCK, TEACHING FELLOW IN PSYCHOLOGY, CARNEGIE INSTITUTE OF TECHNOLOGY, SCHENLEY PARK, P PITTSBURG, PA. SYCHOGRAPHY may be defined as the science of making graphic records of mental traits. The making of careful and detailed examinations of the physical and mental characteristics of successful men has been strongly advocated, particularly by French and German scientists. In his Vocational Psychology, H. L. Hollingworth gives a lengthy report of the work done in this field by Dr. Edouard Toulouse, of France, who made a careful survey of the mental traits of Zola, the novelist, and Poincare, the mathematician. In each case a study of the heredity, development, physical condition, sensory acuity, various kinds of memory, attention, imagery, reaction time, association of ideas, language ability, handwriting, character, habits, and opinions on various subjects, were studied. Dr. Toulouse found a marked and unexpected contrast between the two men. The mathematician was extremely flighty, uncontrolled, spontaneous, unstable and spasmodic. Frequently, while test directions were being explained to him, his attention would wander or he would become interested in some detail of the apparatus before him. Quite often he began a problem only to abandon it in the hope that it would solve itself without conscious effort on his part. The novelist, Zola, was entirely logical and consistent. He kept his objectives well in mind and worked definitely to attain them. In his case there was no tendency for continuation of ideas after cessation of work. His intellectual activities were voluntary, intensive, and concentrated. We usually expect the mathematician to be coldly logical in his methods, and the romanticist inconsistent and erratic. In these two notable cases the reverse holds true. After many cases of the same general type have been studied just as intensively, by means of synthesis, the psychograph for the average individual in the field can be estimated and drawn. Such studies are of little value when considered alone, but they point the way and blaze the trail for constructive work in the field of vocational guidance. For many years Columbia University has been giving psychological tests to all entering students and plotting individual psychographs. Mental age, motor speed, perception of difference, perception of order, imagination, manipulation of objects, manipulation of words, association free and controlled, learning, rote and logical memory, language ability, comprehension, arithmetic ability, community of ideas, and vocabulary tests are all given. The results are calculated on a percentage basis and incoming students receive a copy of their psychograph together with a table showing norms for each separate test. Similar work is also being done at the University of Chicago. Such material will be increasingly useful and valuable as it is checked against the subsequent success or failure of the individual in his chosen work. Dr. Carl Seashore, of the University of Iowa, has made a notable contribution to the science of psychography as a result of his work on the "Measurement of the Individual as a Singer" and "The Psychology of Musical Talent." It is common to hear persons say, "I have no ear for music," or "I have no sense of rhythm." Some one will remark, "He has absolute pitch," or "He never forgets an air." All such judgments are without scientific basis. Critics and teachers have relied largely, if not entirely, upon expert intuition when expressing opinions concerning musical ability. Dr. Seashore set himself the task of making a complete survey of the individual as a singer, and to measure specific abilities and achievements. He studied the sensory, motor, associational and affective qualities of individuals in order to determine their native endowments and abilities as singers. By means of standard laboratory apparatus, and, in many cases, especially invented appliances, he was able to determine if the individual under observation was psycho-physically capable of hearing and |