work of Weber and Fechner occurred shortly after the faculty theory had received its death-blow from the criticisms of Herbart. The emphasis which Herbart laid upon the necessity for dealing at first-hand with the particular facts of consciousness, is in line with the actual practice of the experimentalists. In one sense it may be said that the modern theory of elements is a necessary condition of the experimental psychology. For the whole motive of experiment is removed, if one definitely accepts the reasoning of the faculty psychologists. As Beneke points out, if we insist upon explaining every mental phenomenon by referring it to an innate faculty of the mind, we are shutting the doors upon all serious scientific study of that which is "precisely the chief object of psychological investigation."[1] In another sense, however, it is undoubtedly true that the experimental method has itself been one of the most important factors in the development of the doctrine of elements. In short, we have here a good illustration of the coordination of theory and practice – the theory furnishing the basis and rule of the practice, the practice confirming and developing the theory.
We have seen, I think, that the doctrine of elements has been at all times an integral part of the science of psychology. We have found in previous psychological theory an attempt – though not a very successful one – to work out this doctrine. We have noted several points in which these earlier efforts have failed. And we have tried to understand the spirit that animates the new form of the theory. Let us now point out briefly the respects in which the later doctrine is an improvement upon the earlier.
As we have shown, it keeps clear of metaphysical implications. The importance of this fact for the independence of psychology has already been sufficiently dwelt upon. Again: it has a clear understanding of the nature of elements. The modern psychologists realize, as the older ones never did, that when we have found our ultimates the only thing that we can do is to accept them and use them. The theory also prepares the way
- ↑ Lehrbuch der Psychologie (ed. Dressier, 3te Aufl.), p. 6.
