Bauhaus-Universität Weimar

and the output of the Leipsic laboratory has twice been 
summarised in the pages of Mind.1 But I know of no 
article which describes the ‘ running,’ the daily working, of 
a psychological laboratory. This is the topic with which I 
propose here to deal, making the arrangements of my own 
laboratory the peg upon which to hang my account. I hope 
that the results of my experience may be of some use to my 
colleagues, and especially to those whose laboratories are 
still in the planning ; and I hope, further, that what I have 
to say may call out comment and criticism, and so lead to 
a general formulation of the necessities of an adequately 
equipped laboratory. 
First of all, however, and by way of preface to the whole 
■discussion, I would remind the reader of the dual character 
of the American psychological laboratory. The Gferman 
laboratories are essentially research laboratories ; drill- 
courses are practically unknown. ‘ Einfiihrungscursus ’ are 
given at some universities ; but the ‘ Einfiihrungscursus ’ at 
Leipsic, e.g., consists simply of a series of lectures upon the 
psychophysical measurement-methods, photometric methods, 
and reaction methods, with occasional exercises and demon¬ 
strations. The student gets his training by serving as 
■* Versuchsobject ’ for his seniors, and the training varies as 
the investigations in progress vary. If he desires to repeat 
the classical experiments in any particular field, he must do 
so on his own account. The American laboratory, on the 
■other hand, has to serve the purpose of instruction as well as 
that of research. Any scheme of arrangement and equip¬ 
ment must, therefore, keep the drill-course steadily in view. 
This difference in educational purpose and conditions 
■can be brought out most clearly by a description of the 
psychological curriculum at a typical American university. 
At Cornell, e.g.,—I select the course with which I am most 
familiar,—the full curriculum extends over a period of six 
years. In his second undergraduate year the student can 
take a course in General Psychology (lectures and demon¬ 
strations) ; in the following year, a drill-course in Experi- 
nos. 5 and 13 come nearest the intention of the present article. I omit 
a few papers of merely local interest or popular character. Information 
as to laboratory furnishings can be gleaned from many other sources ; 
thus there are accounts of a ‘ silent room ’ and of a photographic room in 
the Yale Studies, of a dark room in the Phil. Stud., the Arch. f. Ophth., 
etc. ; Prof. Sanford’s Course has a chapter entitled “ Suggestions on 
Apparatus”; the fourth ed. of Wundt’s Phys. Psych, devotes much 
space to the description of instruments ; and so on. 
JBy Prof. Cattell, in O.S., voL xiii., p. 37; by myself, in N.S., voL 
i., p. 206.


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