analysis in the field of the emotions, with excursions into the comparative psychology of the sexes and of nations. It shows the shrewd analyst in an engaging light. Of the writers affected by the Kantian position, who realized that the study of character offered a great field for the applications at once of philosophy, of anthropology and of education, Julius Bahnsen is the most representative. His work on “Charakterologie” (1867) both in method and scope represents the attempt to reach general and practical conclusions in the spirit of the early nineteenth century. It does not incorporate the views of the bases or sources of character which were even then available and which were represented by a group of German physiologists, such as Johannes Müller (1801-1858), K. F. Burdach (1776-1847) (and in a different temper Lotze and K. G. Carus)—who as sympathetic with the life of the practitioner brought to their philosophical generalizations the spirit of exact knowledge.
The establishment of modern psychology is the culmination of many interests; in no aspect is this historical development more significant than in regard to the sources of the view of the qualities of men as applied in modern life. The attempt to short-circuit the route from theory to practise, from understanding to application, has always ended disastrously. The correctness of the foundations determines the strength of the edifice. The study of the nervous system and the recognition of the subjection of all human traits to an evolutionary process laid the foundations. The sociological expressions of human qualities were related to their biological significance. The competition of human qualities received a psychological interpretation. Narrow views were avoided by considering the varieties of human culture and expression. Institutions, though dominantly an environmental product, became significant as embodiments of psychological needs and their satisfaction. Vocations became directions of special endowments. National characteristics were similarly interpreted. Education was seen to be a transformation of original trends as well as a direct preparation for the situations of an artificial life. Human nature was at once the material upon which all desired ends had to build, while yet to be remodeled for such cherished purposes. A closer knowledge of the mode of working of the human endowment resulted from the experimental study of the underlying processes of the mind. Language, art, science, customs, social institutions, political relations, reflected the spirit of a collective mind, though often articulate through the original contributions of favored individuals. With this combined equipment the psychologist of to-day proceeds to the interpretation of the traits of men summarized in the study of character and temperament. The antecedents of this view form a notable chapter in the development of the human mind, in the story of the control of the psychic forces of which culture is a record.
