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G. STANLEY HALL 
 
 A SKETCH 
 
 BY 
 
 LOUIS N. WILSON, Litt. D. 
 Librarian, Clark University 
 
 NEW YORK 
 
 G. E. STECHERT & CO. 
 
 1914 
 
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 V 
 
 Copyright, 1914 
 By LOUIS N. WILSON 
 
 Published, 1914 
 
 MAR 23 1914 
 
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 THE BRANDOW PRINTING CO. 
 
 ALBANY, N. Y. 
 
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CONTENTS 
 
 Page 
 
 I. Boyhood and Early Years . . . . 11 
 
 II. College and Seminary . . . . 27 
 
 III. Foreign Study and Travel .... 39 
 
 IV. Antioch, Harvard and Johns Hopkins . 50 
 
 V. Clark University ..... 72 
 
 VI. Personal Traits . . . . . . 93 
 
 VII. Bibliography of Published Writings . . 119 
 
ILLUSTRATIONS 
 
 G. Stanley Hall-1 9 12 
 
 Frontispiece 
 
 At the Age of Six 
 
 My 
 
 Fourteen 
 
 25 
 
 Twenty-nine 
 
 57 
 
 «t it «< t< r-« . 
 
 r orty 
 
 . 67 
 
 President's House 
 
 81 
 
 Dr. Hall's Study 
 
 93 
 
 The Seminary Room 
 
 . 101 ^ 
 
AT THE AGE OF SIX 
 
I 
 
 BOYHOOD AND EARLY YEARS 
 
 1846—1863 
 
 The town of Ashfield, in Franklin county, Massa- 
 chusetts, is described in John Warner Barber's His- 
 torical Collections (Worcester, 1839) as " a little over 
 six miles square. The face of the township is uneven 
 and hilly, better adapted for grazing than tillage. 
 There is, however, much good tillage land interspersed 
 among the hills. The principal productions are corn, 
 potatoes, oats, and of late, wheat. Some of the farmers 
 have large dairies. In 1837, there were in this town 
 8,021 merino sheep, which produced 24,063 lbs. of 
 wool. There are four churches, two for Baptists, one 
 Congregational and one Episcopal. The central village 
 consists of about twenty dwelling-houses, an Epis- 
 copal church, an academy, and a number of mercantile 
 stores. Distance, 18 miles from Greenfield, 18 miles 
 from Northampton, and 105 to Boston. Population 
 of the town, 1,656." 
 
 At one time it was one of the largest towns in the 
 western part of the state and distinctly ahead of 
 Springfield, Northampton, Greenfield or Pittsfield. 
 It reached its highest point in population in 1810, 
 when it had 1,809 souls. From that time the popu- 
 lation has gradually, but steadily, fallen until, in 
 1910, it numbered only 959. 
 
12 G. STANLEY HALL 
 
 Here, on the first of February, 1846, the subject of 
 this sketch, Granville Stanley Hall, was born. 
 
 The Hall family is of old New England stock on 
 both sides. The father, Granville Bascom Hall, was a 
 descendant, in the eighth generation, of Elder William 
 Brewster, who came over in the Mayflower in 1620 
 with his wife and two sons. Other ancestors were: 
 John Hall, who came from Coventry, England, in 
 1630 in the fleet with Governor Winthrop, and settled 
 in Charlestown, Massachusetts; John Lillie, born in 
 1592, who also came over in the Mayflower; James 
 Gorham, born in England in 1550; Richard Willard 
 and Richard Sears. Members of the family are still 
 to be found on Cape Cod, notably in Barnstable, 
 Harwich and Dennis. 
 
 The mother, Abigail Beals Hall, was a descendant, 
 in the seventh generation, of the famous John Alden, 
 one of the signers of the Mayflower compact. Other 
 early immigrant ancestors on the mother's side were 
 Vining and Beals. 
 
 David Hall, with his son Reuben, had moved from 
 the Cape to Ashfield three generations before Stanley 
 was born. His father was the fourth of nine children, 
 eight of whom lived, while his mother was the fourth 
 of eight children, all of whom were alive at the time of 
 her marriage. The Beals family had been settled for 
 several generations in the adjoining town of Plainfield, 
 Massachusetts. 
 
 The Ashfield Halls were substantial, hard working, 
 comfortable, common sense farmers, without much 
 
BOYHOOD AND EARLY YEARS 13 
 
 ambition or much education, of great physical vigor 
 and some of them remarkable for longevity, one dying, 
 within a few years, lacking but a few months of reach- 
 ing ninety-nine. Another, a sister of the above, 
 attained the age of ninety-two years and six months. 
 
 The Beals family were also of the farming class, 
 but perhaps more noted than the Halls for mechanical 
 traits and piety. Mrs. Hall's grandfather Deacon Jo- 
 seph Beals was the subject of a tract written by the Rev. 
 William A. Hallock and published by the American 
 Tract Society many years ago. The tract was entitled 
 " The Mountain Miller," and describes the conversion 
 of a wicked miller as he prayed by a certain spring in 
 Plainfield. Her father Robert Beals was a most 
 exemplary deacon of the Congregational church. 
 
 From all the evidence at hand it would seem that 
 both Dr. Hall's parents were more anxious for an 
 education than the other members of their families. 
 The mother insisted so strongly for more schooling 
 than was then considered necessary — or even desira- 
 ble — for a farmer's daughter that she was finally sent 
 to Albany, where she spent two years at the Albany 
 Female Seminary, at that time almost the only insti- 
 tution in the East for the higher education of women. 
 She had applied at Mt. Holyoke, but was not admitted, 
 as it was full. As might well be expected, under such 
 circumstances, Abigail Beals worked hard at her studies, 
 took high rank at the Seminary and left it with a 
 decided literary trend, which afterwards played an 
 important part in the education of her children. 
 
14 G STANLEY HALL 
 
 Indeed, her children seem to have inherited their love 
 of learning from their mother. 
 
 As a young girl she attended a school taught by 
 William Cullen Bryant, and later by his brother John. 
 After returning from Albany, she took a school for 
 two terms at Plainfield, and among her pupils was 
 Charles Dudley Warner, then a very small boy. 
 
 The father, tiring of the monotony of the farm, at 
 the age of nineteen, bought his time of his father and 
 went to the town of Hatfield, where he learned the 
 trade of broom making. Dr. Hall says, " I well 
 remember as a small boy how he would, at times, 
 having all the equipment, make brooms in the evenings 
 and afternoons when at home, bleaching the broom 
 corn in the cellar with sulphurous fumes, buying the 
 handles right from the lathe of a neighboring shop, 
 staining them, tying, pressing, sewing, painting and 
 gilding the handles, and sometimes selling them to 
 the neighbors for twenty-five cents, or thirty-five 
 cents for those with ornamental handles, or the larger 
 brooms. I, myself, have made, and can still make a 
 complete broom. My father's tools I gave to the 
 Ashfield Museum some years ago." 
 
 A few years before he was married, the father went 
 to Wisconsin and purchased four government lots of 
 eighty acres each, much of which is now embraced 
 within the city limits of Geneva. He remained there 
 only long enough to preempt the land and make the 
 improvements required by law. To quote Dr. Hall 
 once more, " I can remember quite well, as a youngster, 
 
BOYHOOD AND EARLY YEARS 15 
 
 the sad day when, my father being laid up with rheu- 
 matism, these lots were sold at a slight advance over 
 what they had cost him. Soon after this, the land 
 boom began and if he could have held the lots a little 
 longer he would have received a much larger sum for 
 them." 
 
 The father had attended the customary school 
 terms as a lad, and later when he had laid by a suffi- 
 cient sum, although then older than the other students, 
 he paid his way through the Shelburne Falls Academy. 
 He also taught school several terms and was considered 
 a good teacher, especially in disciplining big, unruly 
 boys. He was a clever penman, conducting evening 
 writing school in the adjacent towns. It was during 
 the writing school period that he first met Abigail 
 Beals of Plainfield, whom he married April 11, 1843. 
 There was a wonderfully late snow storm at the time, 
 the snow reaching almost to the eaves of the house. 
 Some months later, he left for Wisconsin again to 
 complete the details of taking up his government land 
 and during his absence his wife made her home with his 
 parents in Ashfield, where Granville Stanley was born. 
 Two other children were born to the couple, a son, 
 Robert Beals, born at Ashfield, and a daughter, Julina 
 Orpha, born at Worthington. 
 
 The father's farm consisted of about one hundred 
 and twenty-five acres and was about two miles west 
 of that of the grandfather. Here the family lived 
 until Stanley was in his third year. He has given his 
 impressions of a visit paid to the old place fifty years 
 
16 G. STANLEY HALL 
 
 later in his " Note on Early Memories." In 1848 the 
 family moved to a hundred acre farm in Worthington, 
 Massachusetts, where they remained for ten years, 
 returning to Ashfield in 1858. 
 
 Here, then, the boy grew up in a community we are 
 apt to look upon as ideal for the growing child — living 
 part of the time at home and part of the time with 
 his grandparents, uncles and aunts; attending school 
 and academy about three-fourths of each year; earning 
 an accordion by braiding palm leaf hats in the evenings 
 one winter; earning a pair of skates by reading the 
 Bible through for one of his aunts; and working hard 
 in the fields — digging post holes for fences, haying, 
 harvesting, keeping cattle, etc. 
 
 It was not an idle life, yet there were diversions in 
 the way of hunting, fishing, skating, tramping and 
 camping out Indian fashion with bow and arrows. 
 One wonders how many valuable old pewter vessels 
 went to the melting pot to be cast into arrow heads 
 during these early years. Then in the long winter 
 evenings, there was always reading aloud before the 
 great open fire, indeed, there seem to have been few 
 evenings when the mother did not read something to 
 her husband and children. J. G. Holland was a 
 favorite author, and many novels were read . There was 
 also the Spectator, Shakespeare, Pilgrim's Progress, 
 Clark's Sermons, Baxter's Call, Bunyan's Holy War, 
 and, perhaps best loved of all, the Arabian Nights. 
 
 The schools had rhetorical exercises on Wednesday 
 afternoons, with school papers, compositions, essays, 
 
BOYHOOD AND EARLY YEARS 17 
 
 declamations and little dramas. Then there were 
 spelling schools and debating societies where the parents, 
 as well as the young people, took part. In one of 
 these debates, when he was about fourteen, he and his 
 father were pitted against each other and a neighbor, 
 to tease the father, said in his hearing, " Stan beat 
 his dad," which seemed to trouble his father at the 
 time. 
 
 He declaimed many a dramatic piece from the old 
 Sargent Speaker; was good at writing compositions, 
 and was a regular patron of the town, the tannery, and 
 the Sunday School libraries. 
 
 The influence of the mother upon her sons has been 
 noted often in biographical pages, but in young Hall's 
 case the father played a no less important part. He 
 was deeply interested in the welfare of his children and 
 in this home certainly the father did his part in helping 
 and inspiring them. The father was law and the 
 mother gospel in this home, and if the children linger 
 a little more lovingly in their thought of the " gospel," 
 later judgment has shown them also the beauty of 
 the " law." 
 
 The father delighted to teach. He taught his two 
 boys to play the violin as soon as they could hold the 
 instrument. He would accompany his wife's soprano 
 voice by singing the bass part while playing the tenor 
 on the violin as they rendered the evening hymn. 
 He gave the children their first lessons in oratory, 
 placing the feet just right, making gestures according 
 to rule, showing them how and when to rise and ad- 
 
18 G. STANLEY HALL 
 
 dress the chair, etc., while the mother acted as the 
 " committee of decision." As the boys grew older he 
 would discuss with them public men and events. 
 They cut out shingles to represent Tom Benton and 
 Stephen A. Douglas, stuck them up in the barn and 
 fired at them with their crossbows. When Stanley 
 was eleven years old, his father was elected to the 
 State Legislature. The letters he wrote home from 
 Boston were read aloud and discussed by the entire 
 family. Later he taught them something of natural 
 philosophy, about steam, thunder storms, heat, sound 
 waves, etc. 
 
 Each member of the family kept a little journal and 
 these were read aloud on Saturday nights, the mother 
 commenting freely on the children's behavior during 
 the week. They also conducted a manuscript paper, 
 the " Cottage Weekly News," to which each contrib- 
 uted something, if only an advertisement of some lost 
 article. The daughter, Julina, was editor of this paper. 
 
 The mother saw to it that the minor graces were 
 not neglected and taught her children how to enter a 
 room properly, to greet people, to introduce strangers, 
 the proper way to pass a book or to pick up a handker- 
 chief, how to salute people on the street, and the 
 many little graces now too often neglected in the 
 home. This worthy couple evidently felt the responsi- 
 bilities of parenthood and their children were most 
 fortunate in having such excellent masters during the 
 impressionable years of childhood. 
 
 The boy must have been well instructed in litera- 
 
BOYHOOD AND EARLY YEARS 19 
 
 ture for his age, for he tells us in his " Note on Early 
 Memories " that on the farm where he spent most 
 of his time from the age of two and a half to eleven 
 and a half. 
 
 "A dark closet with no windows always seemed a 
 little awful, because it was associated with Bluebeard, 
 who here slew his wife amidst a lot of dead ones. 
 A spot near an elm in the pasture, otherwise unmarked, 
 was where the demon in the Arabian Nights escaped 
 from the bottle. A steep acclivity in the mow land 
 with rocks and scrub trees was Bunyan's ' Hill of 
 Difficulty,' and a boggy place in the cowpath was the 
 ' Slough of Despond.' Moses lay amid the bulrushes 
 behind the willows just below the dam. Under- 
 standing that an altar was a large pile of stones, 
 I pictured Abraham about to slay Isaac near one in 
 the east lot, and no experience of my real life is more 
 vividly associated with that spot. Not seeing very 
 many pictures, I made them, and the features of this 
 farm were the scenic background and setting for many 
 an incident and story. Everything read to me was 
 automatically located. Mrs. Southworth's stories, 
 which I conned furtively in ' The Ledger,' all seemed 
 to have been laid out on this farm, with the addition 
 of a few castles, palaces, underground passages, dun- 
 geons, keeps, etc. In a school composition, I paro- 
 died Addison's ' Temple of Fame,' using local person- 
 ages and events, and there it still stands in all its 
 dazzling marble magnificence, with its spires, bright 
 shining steps, streaming banners, minarets, massive 
 columns, and a row of altars within, on a hill in our 
 pasture, which in fact is drearily overgrown with 
 mullen and brakes. The ' Sleeping Beauty ' was just 
 behind a clump of hemlocks. Under a black rock in 
 
20 G. STANLEY HALL 
 
 the woods was where the gnomes went in and out 
 from the center of the earth. My mother told me 
 tales from Shakespeare and I built a Rosalind's bower 
 of willow; located Prospero's rock and Caliban's den. 
 Oberon lived out in the meadow in the summer, but 
 could only be seen by twilight or in the morning 
 before I got up. There was a hollow maple tree 
 where I fancied monkeys lived, and I took pleasure 
 in looking for them there. 
 
 "After a gun was given me, I peopled all the brush 
 and trees with small and even large game. One spot 
 of brush was a jungle, going past which I held my 
 weapon ready to shoot a tiger quick, if he should 
 spring out suddenly at me. On one tree I once saw 
 a hawk, which I fired at from an impossible distance, 
 and toward which I always stole up for years after, 
 hoping to find the same hawk, or if not that, an eagle, 
 or just possible the great roc itself. This gun was 
 perhaps the most effective stimulus of the imagina- 
 tion I ever had, for it peopled the whole region about 
 with catamounts, wolves, bears, lynxes, wild cats, 
 and a whole menagerie of larger animals; made me 
 the hero of many a fancied but thrilling story; took 
 me over a very much wider area of territory and helped 
 a sort of adventurous exploring trait of mind, which I 
 think on the whole may be favorable to originality 
 and independence. Moreover, it gave me some knowl- 
 edge of animals and their ways, prompted me to make 
 a trunkful of stuffed and otherwise prepared collec- 
 tions of the meagre fauna of that region, and although 
 it perhaps did not teach me much natural history, it 
 gave me what was better for that stage — a deep sym- 
 pathy with and interest in animals and all their ways, 
 which now quickens my interest in the psychology of 
 instinct. Although it aroused a passion for killing, 
 
BOYHOOD AND EARLY YEARS 21 
 
 which is anything but commendable, it may have 
 stimulated the very strong reaction of later years, 
 which now makes it almost impossible for me to give 
 pain to any animal." 
 
 " Near the dawn of adolescence, the spring after I 
 was fourteen, I conceived it would be vastly fine to 
 write my own life, and this was spun out to some forty 
 pages of foolscap. It is fullest on school life and 
 events. Nearly every term of the preceding eight 
 years of school life I had had a different teacher, over 
 twenty in all, and each of these is described and in 
 order. This convinces me that a great body of details 
 of early life remembered at fourteen lapse later, for I 
 could not now recall even the names of all these teachers, 
 still less their order. Most of the leading events bring 
 up a sense of recollection, but nearly all the minor ones 
 have been swept away in the stream of time. At this 
 age, too, being an ardent admirer of Silvanus Cobb 
 and Mrs. Southworth, I wrote a story of some eighty 
 large pages and in ten chapters. This was read with 
 what I was led to understand was the most eager 
 interest, chapter by chapter, by a younger girl cousin, 
 but by no one else. I have made several attempts to 
 read it morning and night, when rested and fatigued, 
 but it absolutely will not read, and my mind balks at 
 early stages and I have not yet been able to get half 
 through it. This same year I also made an inventory 
 of all my secular music and catalogued eighty-seven 
 pieces that I could either sing, play, or both; but the 
 tragic pity of it all is the quality. Of most of these 
 pieces I could now whistle or strum the air, in some 
 the rhythm seems intact, but the words are in various 
 stages of decadence. Especially do I recall the secret 
 day dreams I had of being a great musician, orator, 
 literary man, poet, etc. Strongest and perhaps most 
 
22 G. STANLEY HALL 
 
 vividly remembered in all this group is the perfect 
 craze for clog dancing and its various steps and shuffles, 
 together with playing on the bones." 
 
 Those who remember him at this period of his life 
 fail to recall any particular traits. They say he was 
 pretty much like other boys; never seemed to care for 
 girls, was a good deal of a tease, and not over fond of 
 hard work. He evidently came honestly by his 
 teasing propensity as he himself says that while he 
 lived with his grandparents and unmarried uncles 
 and aunts, the aunts being school teachers, prodded 
 him unmercifully about his studies in the evenings and 
 the uncles lost no opportunity to play practical jokes 
 upon him, " which they always seemed to me to lie 
 awake nights to think up." 
 
 At ten he was flogged by his father for throwing 
 stones through the windows of an unoccupied house 
 and at fourteen he mortified the entire family when the 
 minister paused in his sermon to reprimand him and 
 some other boys for whispering and playing in church. 
 It was the son of this same clergyman who taught him 
 to play euchre over the horse sheds on Sunday between 
 the services. 
 
 At six he took up the violin and learned to play fairly 
 well. He still treasures his Stephens violin, for which 
 he was offered another instrument and $250 in cash a 
 few years ago — but he rarely, if ever, plays now. At 
 twelve he learned to play the piano, but he says he 
 really never had any musical gift, his hands were clumsy 
 and he never learned to read music well, although he 
 
BOYHOOD AND EARLY YEARS 23 
 
 took lessons of a local organist for some years and partly 
 supported himself by playing the organ in a mission 
 church years later while a student at the Union Theo- 
 logical Seminary in New York. 
 
 At the age of fourteen the farm life began to pall 
 upon him and an interesting case of pubescent revolt 
 took place one Sunday afternoon. He had climbed 
 to the top of Mount Owen, a bald eminence 1,500 feet 
 high about two miles from the house, where he gazed 
 around upon the surrounding country, and, touched 
 perhaps by the solitude and the grandeur of the spot 
 to his youthful eyes, he was worked up into a " Jeffreys- 
 like frenzy," in which he vowed to himself he would 
 not be a farmer, but would amount to something in 
 the world. He stamped about, storming and declaring 
 that he would leave it all and go out into a larger and 
 fuller life. The restraints of the farm and its uncon- 
 genial labor seemed absolutely intolerable. He threw 
 himself face down upon the grass, where he remained 
 for an hour or more, finally registering a vow not to 
 visit that mountain again until he had made a name 
 for himself in the great world. He has kept his vow, 
 although there have- been times when he has been hard 
 pressed in his later years to account for his refusal to 
 join some party in the ascent. He says his modesty 
 will not allow him to go there yet. 
 
 He describes this experience in his " Note on Early 
 Memories.' ' 
 
 ' 'Another chapter might be written on hill ex- 
 periences. One distant summit I had never climbed 
 
24 G. STANLEY HALL 
 
 since one day in the early teens, when I had spent a 
 good part of a whole Sunday there alone trying to 
 sum myself up; gauge my good and bad points till I 
 found I had been keyed up to a kind of Jeffrey rage, 
 and walked back and forth vowing aloud that I would 
 overcome many real and fancied obstacles and do and 
 be something in the world. It was resolve, vow, 
 prayer, idealization, life plan, all in a jumble, but it 
 was an experience that has always stood out so prom- 
 inently in the memory that I found this revisitation 
 solemn and almost sacramental. Something certainly 
 took place in my soul then, although probably it was 
 of less consequence than I thought for a long time 
 afterward. My resolve to go to college, however, was 
 clenched then and there, and that hill will always 
 remain my Pisgah and Moriah in one." 
 
 When the son decided that he wanted to go to 
 college, the father was grieved at heart, for he had 
 added to the size of his farm and felt that it would 
 be a heavy loss if his son went away, but the mother 
 always encouraged the idea as it was her dearest wish 
 that her son should enter the ministry, and as that 
 was the only kind of eminence the boy knew he fell 
 in with her views. The father's opposition was finally 
 overcome and the lad was sent to Williston Seminary, 
 at Easthampton, to prepare for college. When this 
 decision was made known there were the usual village 
 gossips who declared that "Stan" was going to col- 
 lege because he was " too durned lazy to work on the 
 farm." They decided the father and mother were 
 "stuck up;" they were "come-outers" because they 
 had tried to give themselves an education, and failing 
 

 AT THE AGE OF FOURTEEN 
 
BOYHOOD AND EARLY YEARS 25 
 
 in that they were ready to make foolish sacrifices for 
 their children. Three years later the younger brother, 
 Robert, the mother's favorite, nearly broke the father's 
 heart when he, too, insisted upon leaving the farm to 
 prepare for the ministry. Robert followed his brother 
 Stanley to Williams College in 1866, and graduated 
 in the class of 1870. His first charge was at Wolfboro, 
 N. H. Later he was called to Cambridgeport, Mass., 
 where he died, Nov. 2, 1876, leaving a widow and one 
 daughter, now Mrs. Henry R. Plimpton, 2nd, of 
 Newton Centre, Mass. 
 
 At the age of seventeen, Stanley taught a district 
 school in Ashfield for a ten-weeks' term. Several of 
 the pupils were older than he and some had been his 
 schoolmates at the Academy. However, all went well 
 and he was voted a good fellow and not " stuck up." 
 During this period he boarded around, so many nights 
 to a scholar, sleeping in the cold " parlor bed," some- 
 times wading a mile through deep snow to find that 
 the boy whose duty it was to start the school fire had 
 not shown up, so the teacher had to build the fire and 
 sweep the school floor. Dinner was often eaten at 
 the school and on returning to his boarding place he 
 would help the children, after the evening meal, to 
 prepare their lessons for the next day. The teacher 
 of that date was held in high esteem and was often 
 called into the family council to advise in many a 
 matter of some delicacy. Young Hall seems to have 
 acted in this advisory capacity to an almost remark- 
 able extent for one of his years. Perhaps we have 
 
26 G. STANLEY HALL 
 
 here the beginning of his faculty for inspiring confi- 
 dences which became so notable in later years that 
 people in all walks of life seemed to have an irresistible 
 impulse to pour their inmost thoughts into his ear, and 
 ask his advice on subjects most foreign to his training 
 or interests. 
 
 One of his pupils at this time was a certain Mary 
 Clark, older than he, who, on being sent to the board 
 to do a sum wrote a lot of nonsense on the black- 
 board. At first he thought it was a case of insubor- 
 dination and scolded her, but later he learned from 
 her family that it was mediumistic power. She after- 
 wards went into a trance and wrote him a letter pur- 
 porting to be from a dead aunt. Here we see the 
 beginning of that interest in "Psychical Research' ' 
 which was to claim a much larger share of his atten- 
 tion in the years to come. 
 
 In the fall of 1863 young Hall left Ashfield to enter 
 Williams College at Williamstown, Mass., making a 
 good part of the distance afoot. 
 
II 
 
 COLLEGE AND SEMINARY 
 
 1863—1868 
 
 College life in New England was very different in 
 the sixties from that of today. Electives were almost 
 unknown and the undergraduate took about all the 
 courses offered by the faculty. The life was simpler, 
 the number of students much smaller and the rela- 
 tions between student and professor much more per- 
 sonal and intimate. President Mark Hopkins not 
 only knew every student at Williams, but he probably 
 knew a good deal about him — far more than any 
 college president of today can possibly know. 
 
 The Williams College records show that Granville 
 Stanley Hall entered in the class of 1867. In his 
 Freshman year his room was No. 22, West College, 
 which he shared with Edward J. Paine of Troy, Pa. 
 In his Sophomore year he occupied No. 10, Kellogg 
 Hall, alone. In his Junior year he shared No. 24, 
 East College, with Daniel Mahlon Priest of Peru, Vt. 
 In his Senior year he and his brother Robert occu- 
 pied the room in the chapel tower, and to them fell 
 the duty of ringing the chapel bell. 
 
 Hall joined the Alpha Delta Phi, a literary frater- 
 nity, in his Freshman year as one of a delegation of 
 six from his class, the other members being Hand, 
 Harman, Mabie, Stetson, and West. His name is not 
 
28 G. STANLEY HALL 
 
 included in the honor list of scholars which was issued 
 for the class of 1867 after the biennial examinations 
 were taken in 1865. There are twenty-five names in 
 the list and the fact that his name does not appear 
 there implies that he ranks below the mi&dle of his 
 class at that time. At the end of his course, he was 
 made a member of the Phi Beta Kappa fraternity and 
 he delivered an oration entitled " Charity and Liber- 
 ality " at the Commencement of his class. This 
 leads one to infer that his scholarship was much better 
 during the latter two years than in the earlier two of 
 the course. Perhaps the fact that he was out of 
 College during a part of his second winter term accounts 
 for this. On Class Day, June 27, 1867, he delivered a 
 poem entitled " Philanthropy " as the class poet of 
 that year. As the President, Orator, and Poet of the 
 class were regarded as their three most distinguished 
 men, young Hall must have stood well in his class at 
 the time of graduation. 
 
 In his Junior year he became one of the five editors 
 of the Williams Quarterly. None of the articles ap- 
 pearing in the Quarterly at that time were signed, but 
 from marked copies now in Dr. Hall's possession he 
 seems to have contributed freely both in prose and 
 verse. 
 
 In his Sophomore year he was one of four members 
 of his class chosen to participate in the prize rhetorical 
 exhibition known as the " Moonlights.' ' He seems to 
 have joined the Philotechnian Society, a debating club, 
 early in his course, and represented that society in the 
 
COLLEGE AND SEMINARY 29 
 
 annual Adelphic Union debate of October 17, 1866, by 
 speaking as one of the three members in support of 
 the affirmative on the question " Resolved, that the 
 sections lately in rebellion should be treated as Ter- 
 ritories rather than States." This debate was one of 
 the great occasions of the college year. During his 
 Senior year, he served as President of the Philotech- 
 nian Society, in the fourth quarter of the year. 
 
 He was a member of the Mills Theological Society 
 in the Sophomore, Junior and Senior years and was 
 Vice-president during the second term in his Senior 
 year. In his Junior year he was one of the two com- 
 posing the Library Committee of the Philotechnian 
 Society and in his Junior and Senior years he was a 
 member of the Lyceum of Natural History, which in- 
 cluded fifteen members from each class and was estab- 
 lished to study and promote the welfare of natural 
 history in the college. He was also a member of the 
 Williams Art Association in his Junior year. 
 
 Of the fifteen members of the class of '67 who 
 formed the " Williams Amateur Serenaders," young 
 Hall was one of the four who sang second bass. In 
 the Sophomore year the Serenaders became the 
 " Euterpean Music Society," and he still sang the 
 second bass part with three others. His name does 
 not appear among the members of the larger musical 
 organization, the " Williams Instrumental and Glee 
 Club." 
 
 He does not seem to have been keenly interested in 
 athletics in his college days for, while his name appears 
 
30 G. STANLEY HALL 
 
 as one of the three directors of the " Williams Wicket 
 Club of '67," it does not appear among the 109 men 
 who participated as members in one or other of the 
 baseball clubs — nor does his name appear among the 
 members of the " Croquet Club." 
 
 One other interest is evidenced by the inclusion of 
 his name among the nineteen members of the " Kieser- 
 itzky Chess Club " of the class of '67. His membership 
 in this club ran through Freshman, Sophomore and 
 Junior years. In his Senior year it was no longer in 
 existence. 
 
 On entering college, Hall gave his " probable pro- 
 fession " as the ministry. It may be interesting to 
 note that of the fifty men listed as permanently in the 
 class of 1867, the intended professions indicated while 
 in college are: Law, 15; ministry, 10; medicine, 8; 
 business, 4; teaching, 3; manufacturing, 2; civil 
 engineering, 1 ; undecided, 7. The average age of the 
 class at graduation was 22 years, 8 months, 28 days. 
 The oldest member being 29 years, 4 months, 4 days; 
 the youngest, 19 years, 11 months, 3 days. 
 
 In these days when the " increase " in the cost of 
 living occupies so much attention it is interesting to 
 note the rapid rise in expenses at Williams between 
 the years 1863 and 1867, due, no doubt, to the enormous 
 drain of the Civil War. In 1863 the tuition fee was 
 $36.00; room rent $9.00; library charges, ordinary 
 repairs, etc., from $6.00 to $7.50 for the year. Board 
 ranged from $2.00 to $3.00 a week; washing from 
 $6.00 to $10.50 a year; fuel and light, from $8.00 to 
 
COLLEGE AND SEMINARY 31 
 
 $10.00 a year. In 1867 the rates had risen to $45.00 
 a year for tuition; library charges, etc., $10.00 to 
 $12.00 a year; board $3.00 to $5.50 a week; washing 
 $10.00 to $15.00 a year; fuel and light $13.00 to 
 $19.00 a year. While the total estimated expense for 
 the items mentioned is given in the college catalogue as 
 ranging from $132.75 to $190.00 at the time Hall 
 entered college, prices had increased so rapidly that 
 when he graduated the figures given in the catalogue 
 as the estimated expenses for the same items are, 
 from $204.00 to $314.50. 
 
 The eight weeks' winter vacation then customary at 
 most New England colleges, which allowed the poorer 
 students an opportunity to earn a little money, was 
 spent by young Hall, in his Sophomore year, in teach- 
 ing at the Chapel School in his native town. Among 
 his scholars were three young men, older and larger 
 than he, who gave him considerable trouble. One of 
 the three made himself particularly obnoxious by 
 chewing tobacco and spitting on one of the back 
 seats. After putting up with this for some little time 
 Hall decided that he had better bring matters to a 
 head without further delay. So on his way to school 
 one morning he cut a stick suitable for his purpose 
 and when the scholars were assembled he requested 
 the tobacco chewer to stop the practice in school. 
 Receiving a surly reply he locked the schoolroom door, 
 dragged the young fellow out of his seat and gave him 
 a sound thrashing, amid the shrieks of the girl students. 
 That night he tramped four miles to the home of the 
 
32 G. STANLEY HALL 
 
 school committeeman to ask his support in preserving 
 discipline and to insist upon the expulsion of the 
 refractory student until he should apologize and prom- 
 ise to chew no more in school. At first the committee- 
 man demurred, but finally Hall got his promise of 
 support. After remaining away from school a few 
 days, the young man returned, made the required 
 apology and gave no further trouble. Indeed, the two 
 became quite good friends and now when they meet 
 often enjoy a hearty laugh over this early episode. 
 
 Here also he had as pupils twin sisters who resem- 
 bled each other so closely that he could not tell them 
 apart, which not only annoyed him but caused much 
 merriment in school. He requested them to wear 
 different colored ribbons in their hair — one blue and 
 the other pink — in order that he might distinguish 
 them. But he always had a suspicion that they ex- 
 changed ribbons at times and that the class was con- 
 scious of the fact. 
 
 One evening he was asked to care for the sleep- 
 ing infant of the family where he boarded while 
 the parents went off to a dance. The child woke up 
 and he tried to put it to sleep again by playing upon 
 the man's big bass viol that stood in the corner of the 
 room. One wonders whether it was upon this occa- 
 sion that he first became interested in child study. 
 
 In August, 1864, he opened and conducted for 
 eleven weeks a " select " school in a hired hall in the 
 town of Cummington, where the students all paid 
 tuition. Here he had a settled boarding place and 
 
COLLEGE AND SEMINARY 33 
 
 paid for his board. The circular he issued, advertising 
 the course, was dated Williams College, August 4, 
 1864, and reads: 
 
 The fall term of the select school in East Cummington will com- 
 mence Wednesday, August 24, and continue eleven weeks, in the 
 Hotel Hall, under the instruction of G. Stanley Hall, of Ashfield. 
 Rates of tuition as follows: 
 
 Common English Branches $4 . 00 
 
 Higher English and Classics 4 . 50 
 
 The patronage of the public is respectfully solicited. 
 
 The experiment netted him $30.00 in cash. One of 
 his Cummington pupils was Worcester Warner (now 
 of the Warner and Swasey Co., Cleveland, Ohio) 
 whom Hall declares to have been in some respects 
 ahead of his teacher. 
 
 With one son in college and another preparing for 
 it, the home family found their finances running low, and 
 our young collegian, no doubt, received many a note 
 urging the need of economy. At one time he tried to 
 make a little money by running the Alpha Delta Phi 
 boarding club. He made some money, but ran the 
 price of board up so high that the members elected a 
 new manager. In his Senior year he applied for the 
 position of chapel bell ringer. This he secured, but 
 he himself says he lost it because of neglect to ring 
 the bell at the proper times. 
 
 Revivals were held in college every spring at one 
 of which, urged by zealous seniors, he arose and asked 
 for prayers. Finally, thinking himself converted, he 
 joined the College Church, to the great joy of his 
 mother. He had one serious illness during his college 
 
34 G. STANLEY HALL 
 
 course — an attack of dysentery — when his mother 
 hastened to Williamstown to nurse him. When he 
 was in condition to be moved, he was taken home by 
 easy stages on a stretcher. Speaking of his college 
 days, Dr. Hall once said, 
 
 " I was one of the leaders of a successful college 
 revolt in the Freshman year because Carter had as- 
 signed longer Latin lessons than the marking of the 
 old books showed to be traditional. 
 
 " Unlike so many of my classmates, I had no out- 
 side social relations during my college life, and think 
 I did not know a town girl to speak to. As a young 
 man I had an almost morbid bashfulness and almost 
 shunned girls. I did, however, teach a Sunday School 
 class the last two years in a factory village at Black- 
 ington, where I made several pleasant acquaintances. 
 When I left, the class presented me with a big morocco 
 covered Bible with all their names in it, which I still 
 value. Science at college was at a rather low ebb. We 
 had but little chemistry and not very much biology 
 (under Chadbourne), but the great thing was to work 
 with Mark Hopkins in the Senior year. Here, I think, 
 I was rather expected by my classmates to shine, but 
 did not. Prex thought me rather too heterodox. I 
 had read enthusiastically John Stuart Mill, and wrote 
 one of my most elaborate college articles on him in 
 my Junior year. I did not like Sir William Hamilton 
 and was not very much of a believer in teleology, nor 
 was I satisfied with Hopkins' views, so that a splendid 
 fellow who sat next me in class, Gimster by name and 
 a Catholic, won the philosophical oration. John Bas- 
 com was rather my favorite teacher and I think I 
 was his favorite of my class. He spent much time in 
 straining out my thought and in going over my crude 
 
COLLEGE AND SEMINARY 35 
 
 essays and in attacking, whenever he had a chance, 
 the views of Hopkins — and I sided with him. We 
 made many mountain day excursions together, espe- 
 cially to Flora's Glen, the traditional place where 
 Bryant wrote his ' Thanatopsis.' Many of my aspira- 
 tions then were to be a poet, and the college journals 
 and the literary meetings had a good many illustra- 
 tions of my enthusiasm in that direction. Among my 
 intimates and society brethren were Francis Lynde 
 Stetson, who became in later years a famous lawyer 
 and the friend of Grover Cleveland and J. P. Morgan, 
 and Hamilton Wright Mabie, the editor and charming 
 essayist." 
 
 Francis Lynde Stetson writes of Dr. Hall as follows: 
 
 " From the day of his entrance to Williams College 
 in September, 1863, Stanley Hall impressed his class- 
 mates with a sense of his great intellectual weight and 
 worth. He was recognized as one whose habitual 
 thought was both higher and deeper than that preva- 
 lent with the rest of us, though, in fairness it must be 
 added, that his thought was considerably involved. 
 It was a common saying, ' When Stan gets to thinking 
 clearly he will think greatly/ His conversation was 
 always inspiring. 
 
 " But over and beyond his thought was his affec- 
 tionate interest in his friends. His gentle gravity was 
 always fused with a warm regard for all that con- 
 cerned us. 
 
 " Hamilton Mabie and I especially enjoyed his com- 
 panionship, which I have missed much to my regret in 
 later years. I well recall the day I first saw him, a 
 green Freshman, nailing an iron latch on the door of 
 his room in West College. I was captivated at once 
 by his fine head and his glorious eye, and returning to 
 
36 G. STANLEY HALL 
 
 my room said to Mabie, ' I have seen a man/ In that 
 moment was contained the promise of all the noble 
 years that have followed." 
 
 As early as his Sophomore year he had serious 
 doubts about the wisdom of going into the ministry. 
 He realized that he felt no strong call in that direction; 
 that he was simply drifting into it and might become 
 a commonplace parson in a country parish, or, worse 
 yet, a missionary, for the missionary spirit was very 
 strong at Williams. Yet he was uncertain as to the 
 possibility of any other career; that of a professor 
 seemed far too exalted and utterly beyond his reach, 
 although he thought a good deal about the possibilities 
 of a literary career, as his enthusiasms and hardest 
 work lay in that direction. As he had feared, he 
 drifted, and when he left college there seemed nothing 
 else to do but prepare for the ministry. 
 
 In the fall of 1867 he entered the Union Theological 
 Seminary in New York City where he worked a year 
 without much enthusiasm save in Henry B. Smith's 
 courses in philosophical theology. During this year 
 he indulged his passion for the drama. He became 
 an experienced " gallery god," seeing every sort of 
 play then in vogue from the great Shakespearean 
 revival under Edwin Booth to the Black Crook, the 
 ballet, and the French operas. He also dabbled in all 
 sorts of things, even to visiting systematically slum 
 blocks on Saturday afternoons for the Home Mission- 
 ary Society, getting into close touch with crime and 
 poverty and seeing a good deal of the darkest side of 
 
COLLEGE AND SEMINARY 37 
 
 human life in a great city. His old passion for oratory 
 led him to the churches to hear all the great preachers 
 and to political and social meetings wherever a famous 
 speaker was to be heard. He was not especially noted 
 for piety, nor was his position in the Seminary strength- 
 ened when upon preaching his trial sermon — an ordeal 
 each student had to go through — it proved so heterodox 
 that saintly old Dr. Skinner, who always invited the 
 students to his home after their trial sermon to criticize 
 their efforts, instead of criticizing it, fell upon his 
 knees and prayed for the young sceptic. He often 
 went, with his chum, Mann, to hear Henry Ward 
 Beecher, who was then in his prime and who allowed 
 three of the Seminary students to come to his house 
 every few weeks for an evening to talk over religious 
 matters. This somewhat personal relation with the 
 great preacher led to young Hall's joining Beecher 's 
 church by letter from the College Church. In the 
 examination when Beecher asked him whether there 
 was more in the creed that he believed or more that 
 he disbelieved, Hall answered that he thought there 
 was more that he disbelieved. Beecher commended 
 his honesty and admitted him. Later on, at the insti- 
 gation of Mann's mother, who was also a member of 
 his church, Beecher wrote Hall asking him to call at 
 his house. When he arrived, Beecher said to him, 
 " Tell me frankly, are you not more interested in 
 philosophy than in your theological studies? " On 
 receiving an affirmative answer, Beecher said, " Then 
 you ought to go to Germany." The young man ex- 
 
38 G. STANLEY HALL 
 
 plained that much as he would like to take such a 
 step he was entirely without means and could not go. 
 Beecher at once wrote a note to Henry W. Sage, a 
 wealthy merchant who was later a great benefactor of 
 Cornell University, and giving it to Hall urged him to 
 lose no time in presenting it. Armed with this intro- 
 duction, he called upon Mr. Sage and left his office with 
 a check for $500.00 in his pocket, having given his note, 
 bearing interest, but payable at his T own convenience. 
 
Ill 
 
 FOREIGN STUDY AND TRAVEL 
 
 1868-1872. 1878-1880 
 
 In May, 1868, less than a year after graduating 
 from Williams, and when only 22 years of age, Hall 
 left New York on a steamer sailing for Rotterdam. 
 Landing at Rotterdam he made his way to Bonn 
 where he at once entered the university, taking the 
 lectures of Bonna Meyer, and Commentator Lange, 
 who introduced him to his family circle. He studied 
 German all summer, taking a six weeks' walking tour 
 with a young German. They walked from Bonn up 
 the Rhine through Switzerland by the Grindelwald 
 Glacier, over the spur of the Matterhorn, and through 
 some of the scenes made famous by the legends of 
 William Tell. They stopped at night at peasant 
 houses, eating boneklapper and black bread, and some- 
 times cutting wood for the peasant with whom they 
 lodged. In the fall he entered the University of Berlin. 
 Here he gave special attention to the courses given by 
 Dorner, whose philosophical theology he epitomized 
 and which later appeared in a series of articles in the 
 " Presbyterian Quarterly Review." Although they 
 were published with the sanction of the editor, Henry 
 B. Smith, a former student of Dorner, the latter crit- 
 icised the accuracy of some points, yet was on the 
 whole not displeased. 
 
40 G. STANLEY HALL 
 
 While in Berlin he lived with a family by the name 
 of Gildmeister. There were four daughters in the 
 house and several other students boarded there. The 
 evenings here were spent in reading the German clas- 
 sics, the members of the family and the students all 
 taking part. He has kept up his intimacy with the 
 family, visiting them on later trips to the German 
 capital. Here again he indulged to the utmost his 
 passion for the theatre and the opera. 
 
 In the spring of 1870, when the Franco-Prussian 
 war broke out, the University closed early and he 
 secured a position as war correspondent. His first 
 post was at Stettin on the Baltic, where it was feared 
 the French might attempt a landing. As this fear 
 proved groundless, after several weeks waiting about 
 the little fishing village of Heringsdorf, he was sent to 
 the front where he got near enough to hear the roar 
 of the artillery at Sedan and see the wounded brought 
 to the rear. His account of the battle was transmitted 
 to Dr. Jacobs in Berlin, who represented a syndicate 
 of American newspapers, and some of it appeared in 
 the New York Tribune. The pay was small and in the 
 autumn trained correspondents replaced the amateurs, 
 and he returned to Berlin where he resumed his studies 
 at the University. Here he became a member of a 
 philosophical club which met weekly in a restaurant on 
 Sunday afternoons to discuss philosophy. The oldest 
 member was the Hegelian professor Michelet. Alt- 
 mann was also a member, as were several charming 
 and accomplished older men. It was here he met Von 
 
FOREIGN STUDY AND TRAVEL 41 
 
 Hartmann whom he sometimes accompanied to his 
 home after the meetings. Hall speaks of him in his 
 " Founders of Modern Psychology " as " the most 
 conspicuous figure in the philosophical world for 
 years." 
 
 His long stay in Germany gave his family and friends 
 at home much anxiety as they thought his career very 
 problematical. There seemed to be no place for him 
 in the academic world, yet he had now fully decided to 
 devote himself to scientific work and had definitely 
 given up all idea of a career in the church. He wrote 
 to several institutions applying for a position in philos- 
 ophy, but met with no success. Finally he thought he 
 had secured a modest position in logic and ethics at 
 the University of Minnesota, but this fell through as 
 the President wrote him he feared he was "too 
 Germanized.' '■ 
 
 He returned to New York in 1871, reentering the 
 Union Theological Seminary where a few months later 
 he took his B.D. degree. During the summer he was 
 assigned by the American Missionary Society to a little 
 church in Cowdersport, Pa., where for about ten weeks 
 he acted as pastor. Returning to New York, he suc- 
 ceeded George S. Morris, who had just been appointed 
 Professor of Philosophy at the University of Michigan, 
 as resident tutor in the family of Jesse Seligman, the 
 banker. The Seligmans lived in elegant style on 
 Gramercy Park and his duties there consisted in attend- 
 ing to the studies of the five children for two hours 
 for five evenings in the week, doling out their pocket 
 
42 G. STANLEY HALL 
 
 money, taking them to the theatre or deciding when 
 and where they might go, selecting schools for them to 
 attend, and standing in loco parentis generally. On 
 his first evening in the house he had to punish one of 
 the boys, whose screams soon brought the mother to 
 the room. It was a crucial moment for both the young 
 tutor and for the boy, but Mrs. Seligman was a wise 
 woman and promptly informed her son that he deserved 
 his punishment and must take it. The authority of 
 the tutor was no longer questioned, and his relations 
 with the family became most cordial. During the 
 daytime he attended medical lectures, read a great deal 
 of the history of German philosophy and, on the whole, 
 spent a most profitable year. He spent a summer with 
 the family partly at Lake Mohonk and partly on 
 Staten Island, met many prominent Jewish people, 
 learned to play billiards, helped the children with their 
 Hebrew lessons and, finally, took the oldest son, Theo- 
 dore, to Harvard and entered the second son, Henry, 
 at New York University. 
 
 In the spring of 1872 he had a visit from James K. 
 Hosmer, Professor of English Literature at Antioch 
 College, whom he had met in Berlin. Hosmer had 
 just left Antioch to accept the chair of English History 
 at the University of Missouri, and urged his old chair 
 upon his young friend, Hall. 
 
 As the Antioch period is treated in the next chapter 
 we must pass over to the second trip to Germany, 
 in 1878. 
 
 Having taken his degree of Doctor of Philosophy at 
 
FOREIGN STUDY AND TRAVEL 43 
 
 Harvard in 1878, and having saved some money during 
 his six years of teaching, he left once more for further 
 study in Germany. He went at once to Berlin and 
 reentered the University, giving a good deal of time to 
 the study of physiology, the results of which he em- 
 bodied in two papers, one issued jointly with J. Von 
 Kries, entitled " Ueber die Abhangigkeit der Reac- 
 tionszeiten vom Ort des Reizes," and the other, with 
 Hugo Kronecker, entitled " Die willkurliche Muskel- 
 action." During this period he also attended Helm- 
 holtz's lectures. His chief interest, however, was most 
 likely centered in the following year at Leipzig in the 
 study of psychology under Wilhelm Wundt, who con- 
 siders him his most eminent pupil. In the introduc- 
 tion to his " Founders of Modern Psychology " he 
 writes of his German university experience as follows: — 
 
 " The period of my stay abroad was one when 
 academic traditions in Germany favored more general 
 and less acutely special studies than now. Indeed, in 
 these delightful years, there was almost no limit to 
 the field over which a curious student, especially if 
 he was not working for a degree, might roam. He 
 could indulge his most desultory intellectual inclina- 
 tions, taste at any spring, and touch any topic in the 
 most superficial way in his effort to orient himself. 
 He could take the widest periscope, and, especially if 
 an American, he was allowed to drop into almost any- 
 thing to his heart's content, so that there were others 
 besides myself who yielded to the charm of spending 
 much of each day in the lecture rooms, hearing often 
 very elaborate experimental and demonstrational in- 
 troductory courses, most of them five hours a week. 
 
44 G. STANLEY HALL 
 
 Fresh from the narrow, formal, rather dry curriculum 
 of a denominational American college, the stimulus 
 and exhilaration of this liberty of hearing was great. 
 During the first triennium, besides the more stated 
 work, I took the complete course of Dorner in theology, 
 translating my notes afterward, attended Trendelen- 
 burg's seminary on Aristotle, heard Delitzsch's biblical 
 psychology, logical courses by Lasson, recent psychol- 
 ogy by Pfleiderer, comparative religion by Lazarus. 
 I even tried to follow the venerable Hegelian Michelet, 
 Drobitsch, the Nestor, and Striimpell, the more poetic 
 expositor of Herbartianism, and took Kirschmann's 
 courses. I heard much more of these men in the 
 weekly philosophical club, and dropped in occasionally 
 to about all the courses that my friends among the 
 students were taking. I attended full courses each 
 in chemistry by Kolbe, biology by Leuckart, physi- 
 ology by Du Bois-Reymond at Berlin, and Ludwig at 
 Leipzig, anatomy by His, neurology by Flechsig, 
 Westphal's clinic at the Charite, running over later to 
 Paris for a month to get a glimpse of Charcot's work 
 there, and to Vienna to sample Meynert and Exner. 
 Virchow and Bastian were both lecturing in anthro- 
 pology. Indeed, we students ' dropped in ' to almost 
 everything — clinics, seminary, laboratory, lecture — 
 and if we had a goodly number of registrations in our 
 book, we were practically unmolested wherever we 
 went. Perhaps all this meant more distraction than 
 concentration, but if it was mental dissipation, it at 
 any rate left a certain charm in memory and brought 
 a great and sudden revelation of the magnitude of the 
 field of science." 
 
 In spite of all this intensive work, he found time to 
 write a number of articles about this time, chiefly for 
 
FOREIGN STUDY AND TRAVEL 45 
 
 the Nation, which, at the suggestion of Charles Eliot 
 Norton, were afterwards issued in book form under the 
 title "Aspects of German Culture." He says he made 
 a little money by writing them as papers, but when 
 offered in book form they did not sell, and a few years 
 later the unsold copies were returned to him by the 
 publishers. 
 
 It was in Berlin, in 1878 that he renewed his ac- 
 quaintance with Miss Cornelia Fisher, whom he had 
 first met at the home of President Hosmer at Yellow 
 Springs, Ohio, and who had been studying in Berlin 
 during the previous year. The young people saw a 
 good deal of each other during the next year, and were 
 finally married in September, 1879. He has described 
 the many delays and annoyances they were subjected 
 to in a humorous article entitled " Getting Married 
 in Germany," which he published anonymously in the 
 Atlantic Monthly and of which he says, " Perhaps it 
 was a little caricatured, but we had a good deal of 
 fun in putting it together." 
 
 One short extract from this paper may not be out 
 of place here. Having reached the inner office of the 
 civil bureau after waiting an hour in the main office, 
 the following conversation takes place: — 
 
 " I wish to get married in the very simplest and 
 quickest way," I said, presenting my passport. " Will 
 you please tell me how to do it? " 
 
 "It is extremely simple," said the officer. " We 
 must have a certificate of your birth (Geburtsschein) 
 signed by the burgomaster of the town in which you 
 
46 G. STANLEY HALL 
 
 were born, and with its seal, and witnessed in due 
 form. Your certificate of baptism (Taufschein) should 
 also be sent, to guard against all error, sealed and wit- 
 nessed by the present pastor or the proper church 
 officers. These must be presented here by each of 
 the contracting parties, with their passports, as the 
 first step." 
 
 I carefully noted this, and he proceeded: — 
 
 " The parents, if living, should certify to their knowl- 
 edge and approval of the marriage. We must also 
 be satisfied that there is no obstacle, legal, moral, or 
 otherwise, to it; whether either of you have been 
 married before, and if so whether there are children 
 and if so, their names and ages. The parents' names 
 should be in full; also their residence, occupation, age, 
 and place of birth should of course be given for record 
 here." 
 
 I begged for another scrap of paper and made fur- 
 ther notes. 
 
 " When we have these here in this desk," he con- 
 tinued, patting fondly that piece of furniture, " then 
 either we can publish the bans (Aufgebot) by posting 
 a notice of your intention in the Rathhaus for fourteen 
 days, or else you can have it printed in the journal of 
 the place where you reside in America, and bring us a 
 copy here as evidence that it has actually appeared. 
 After the expiration of this time you can be married 
 in this office." 
 
 " Must it be here ? " I queried. 
 
 " Of course," he said. " This is the only place 
 which the law now recognizes. Poor people are con- 
 tent with civil marriage only, but all who move in 
 good society go from here to the church for a religious 
 ceremony." 
 
 " Is it not possible to shorten the time ? " I timidly 
 
FOREIGN STUDY AND TRAVEL 47 
 
 ventured to inquire. " We had made all the arrange- 
 ments for an earlier day, and are seriously incommoded 
 by the delay. I did not know the requirements. It 
 takes four weeks to hear from America, and then two 
 weeks more here, and — you do not, perhaps, exactly 
 understand, and yet I hardly know how to explain. 
 But there is really haste. We are pressed for time." 
 " Haste ? Pressed for time ? " he repeated. " Per- 
 haps I do not understand. I am sorry, but it cannot 
 possibly be sooner. You think we are slow in Germany. 
 True, but we are sure. We require our people to take 
 time to think over the matter beforehand, and divorce 
 with us is far from being the easy matter I have heard 
 it is in America.' ' 
 
 The young couple kept house for the academic year 
 1879-1880, in Leipzig, next door to Fechner. He 
 resumed his lecture course with Wundt and spent a 
 great deal of time in the physiological laboratory 
 with Ludwig. While the particular work with Ludwig 
 was negative of results, he acquired a lot of laboratory 
 technique, and did not regret the time spent upon it. 
 
 Professor Wilhelm Wundt, now in his eighty-second 
 year, writes under date of November 5, 1913: 
 
 " Stanley Hall was the first to introduce experimental 
 psychology into America, the first to recognize its 
 significance for pedagogy. That in the year of its 
 foundation he was one of the co-workers in the Psycho- 
 logical Institute of Leipzig, remains one of its most 
 precious memories." 
 
 Dr. Hall was now nearly 35 years old. He had 
 received a training that was very unusual in his day 
 
48 G. STANLEY HALL 
 
 among Americans. With a home life that was almost 
 ideal in its Puritan simplicity; with his undergraduate 
 years spent at one of the very best of American col- 
 leges; a year of study at the Union Theological 
 Seminary; a year as a private tutor in a wealthy and 
 refined family; six years of teaching, four in one of 
 the smallest and two in one of the largest colleges in 
 the land; added to all of which nearly six years' study 
 in Germany, he had received what may be fairly 
 summed up as an ideal preparation. As Dr. Titch- 
 ener puts it: — 
 
 " Six years in Germany, without the haunting op- 
 pression of the doctor's thesis — such was Dr. Hall's 
 opportunity, and he made the most of what was 
 offered. He heard Hegel from the lips of Michelet; 
 he sat with Paulsen in Trendelenburg's seminary; he 
 undertook work of research in Ludwig's laboratory, 
 with von Kries as partner; he experimented with 
 Helmholtz; he was the first American student in 
 Wundt's newly founded laboratory of psychology; he 
 discussed psychophysics with Fechner, the creator of 
 psychophysics; he was present at Heidenhain's early 
 essays in hypnotism; he attended those lavishly 
 experimental lectures of Czermak, where hecatombs 
 of dogs were sacrificed on the altar of science and, 'in 
 one case, even a horse was introduced to show heart 
 action;' he was informed by Zollner of the marvels 
 wrought by Slade, and later he saw those same marvels 
 performed 'at evening parties in Berlin by a young 
 docent in physics;' he followed courses in theology, 
 metaphysics, logic, ethics, psychology, the philosophy 
 of religion — in physics, chemistry, biology, physio- 
 logy, anatomy, neurology, anthropology, psychiatry; 
 
FOREIGN STUDY AND TRAVEL 49 
 
 he frequented clinic and seminary, laboratory and 
 lecture; and he roamed afield as far as Paris on the 
 west and Vienna on the east. Non cuhis homini 
 contingit adire Corinthum ! But Dr. Hall made the 
 journey twice over, and took his fill of the intellectual 
 feast." 
 
IV 
 ANTIOCH, HARVARD AND JOHNS HOPKINS 
 
 1872—1878, 1880—1888 
 From the catalogue of 1912-1913, we find that 
 
 "Antioch College was founded in 1852, and opened in 
 the fall of 1853, with Horace Mann as first president. 
 The college building was dedicated in October, 1853, 
 and the first graduating class was in June, 1857. In 
 1859 the college was reorganized under new articles of 
 incorporation. 
 
 " The following aims have characterized the college 
 throughout its history: to maintain a non-sectarian 
 college of high rank; to offer equal opportunities to 
 students of both sexes; to develop a high standard of 
 character and scholarship. While the college is non- 
 sectarian, it inculcates Christian worship and Chris- 
 tian ethics. Chapel services are held daily. There are 
 no saloons in Yellow Springs, which is an important 
 thing in the molding of the character of the students. 
 Though not the first college to adopt coeducation, 
 Antioch was the first college to place women upon an 
 entire equality with men in being allowed to take the 
 same courses and to read their essays on Commence- 
 ment Day. 
 
 " The high character of the instruction at Antioch 
 is well indicated by the type of men who have gone 
 from here to other colleges and universities. Among 
 others may be mentioned: Dr. Thomas Hill, who 
 went from Antioch to the Presidency of Harvard 
 University; Professor W. C. Russell, for many years 
 
ANTIOCH, HARVARD, HOPKINS 51 
 
 Vice-President of Cornell University; Dr. Edward 
 Orton, President of Antioch in 1872-1876, and after- 
 wards the first President of Ohio State University; Presi- 
 dent G. Stanley Hall, of Clark University; Professor 
 James K. Hosmer, at Antioch from 1866 to 1872, the 
 historian and for many years Professor of History in 
 the University of St. Louis; Professor James E. Clark, 
 for many years Professor of Mathematics in Yale 
 University; Professor S. C. Derby, for the past twenty- 
 five years Professor of Latin in Ohio State University; 
 Professor E. W. Claypole, who went from Antioch to 
 Buchtel and later to the University of California; 
 Professor C. H. Chandler, who went from Antioch to 
 Ripon College; Dr. J. B. Weston, late President of 
 the Defiance Theological School; Professor Nicholas 
 P. Gilman, late Professor of Sociology in Meadville 
 Theological School and author of several books on 
 social questions; Dr. Frank H. Tufts, late Professor 
 of Physics in Columbia University; Dr. J. Y. Bergen, 
 the botanist; and Amos Russell Wells, managing 
 editor of the ' Christian Endeavor World/ 
 
 "Antioch College is situated at Yellow Springs, 
 Ohio, between the cities of Springfield and Xenia, 
 about nine miles from each, seventy-five miles north- 
 east of Cincinnati, and fifty miles west of Columbus. 
 Two daily trains each way connect at Xenia and 
 Springfield, with the large railway systems running 
 through the State. The Xenia and Springfield trac- 
 tion line also passes through Yellow Springs, and within 
 a square of the college campus. Yellow Springs is 
 widely known for the beauty of its scenery and the 
 healthfulness of its climate." 
 
 Here, in the fall of 1872, young Hall assumed his 
 first professorship, and here he probably acquired that 
 
52 G. STANLEY HALL 
 
 affection for the lecture room which he will, no doubt, 
 retain to the end of his days. He took up his resi- 
 dence with the President, Professor James K. Hos- 
 mer's father, for the first year. He thought his quali- 
 fications for teaching English rather poor, so he went 
 systematically to work "reading up" far into the small 
 hours everything he could lay his hands on in Anglo- 
 Saxon. In spite of the hard work he found the life 
 with the students extremely stimulating. He often 
 speaks with enthusiasm of a "picked lot of girls" who 
 did particularly well in his classes in those early days. 
 
 In the second year he was made Professor of Modern 
 Languages and Literature. This was an agreeable 
 change, as he felt much more at home teaching French 
 and German, and reading standard authors and plays. 
 The modern languages left him with more time on his 
 hands, so that when Dr. Orton, the geologist, was 
 elected to succeed President Hosmer who had taught 
 philosophy, Hall took over the work in that depart- 
 ment. Now he had a subject that appealed to him 
 and for the rest of his stay at Antioch he made philos- 
 ophy his chief work. He read extensively, or, as he 
 puts it, "soaked" himself with Darwin, Spencer, Hux- 
 ley, and all he could get on the subject of evolution. 
 He also gave a course in the History of Philosophy to 
 a very small group of the older and abler students. 
 
 As was customary in the denominational colleges of 
 the day, he had to take his turn at conducting chapel 
 exercises on Sunday. He says it was " so-called 
 preaching, really essay reading, and I still have a 
 
ANTIOCH, HARVARD, HOPKINS 53 
 
 big bunch of those quasi sermons all on philosophical 
 subjects." The religious emancipation at the college 
 was complete, the intellectual atmosphere keen, and 
 there was no sharp line drawn between the mature 
 students and the professors. The latter were mostly 
 young, alert and progressive, and the former, with a 
 few exceptions, looked forward to entering the teaching 
 profession. The natural surroundings were charming 
 and attractive, with the wonderful Yellow Spring 
 that gave the town in which Antioch was located its 
 name. The ideals of the little college community 
 were high, and they had sacrificed numbers to quality 
 for some years. One summer when visiting in Cam- 
 bridge, Hall suggested to President Eliot that entrance 
 examinations for Harvard should be held at Antioch. 
 President Eliot was evidently interested and, while he 
 did not carry out the scheme at Antioch, he wrote 
 Hall that his proposition had led to the institution of 
 the Harvard scheme of examinations at other places. 
 One of his colleagues of that time recently wrote: 
 
 "Professor Hall was director of the college choir 
 while at Antioch. He required the punctual attendance 
 of the classroom, and through his knowledge of the 
 best music, and untiring efforts, he brought the choir 
 to a rank never since attained. Some members 
 ventured to protest against the frequent use of 'Ein 
 Feste Burg ' for chapel exercises, saying, ' We do not 
 like it.' ' Then sing it until you do/ was Professor 
 Hall's firm reply. And they did. It appeared in the 
 list of hymns every week, and it became a favorite. 
 
 " He was kind, impulsive, energetic, very sensitive 
 
54 G. STANLEY HALL 
 
 and often misunderstood. He was unsparing with his 
 time, and very ready to assist the faithful students, but 
 unrelentless with the shirk. 
 
 " He insisted on students before the public making 
 every preparation in order to do the college and them- 
 selves credit. This showed in the state rhetorical 
 contests where Antioch then stood first. His work 
 for the college library in examining and arranging 
 pamphlets, speeches and documents connected with 
 the college history, was invaluable. 
 
 "He took ready part in Teachers' Institutes and 
 conventions with other members of the faculty, and 
 was instrumental in having them held at the college. 
 Being a free and easy speaker, with new ideas, he was 
 listened to with interest and pleasure, and lectured in 
 the neighboring cities on such occasions. 
 
 " He not only entered into college activities with 
 enthusiasm, but also into the social life of the village, 
 organizing at one time a literary club of college and 
 towns-people, with a regular public program of real 
 worth and attractiveness. There was much narrow 
 sectarian prejudice and some bitter opposition, both 
 within and outside of the college, to Professor Hall's 
 theological views. 
 
 "At one time the Unitarians gave $400 yearly to 
 Wilberforce College, and for a while this was used for 
 a course of lectures to be given by Antioch professors. 
 The noted Bishop Payne was then President of that 
 institution. Professor Hall gave a course of lectures 
 in English Literature and took charge of the essays of 
 the graduating class. His fine work in that field was 
 fully appreciated. It was customary then for some 
 of the Antioch faculty to attend the Wilberforce 
 Commencement, and I well remember their expressions 
 of surprise and admiration as one after another of 
 
ANTIOCH, HARVARD, HOPKINS 55 
 
 those negro graduates showed the fine training of a 
 master hand. One of these ' orators ' afterwards 
 entered the ministry and did splendid work as a 
 Methodist bishop amongst his own people. 
 
 " In order to clear Antioch from suspicion, the faculty 
 were compelled to investigate the ' Great American 
 Literary Bureau/ unearthed in that place. Professor 
 Hall's unselfishness is fully illustrated in his attitude 
 upon this occasion. He said to the faculty, ' You 
 have your homes here and your families. The one 
 who undertakes this investigation will have to contend 
 with unpopularity and bitterness, and possibly will 
 have to go. I am free, and I will do it,' and he did. 
 As he predicted, not only bitterness, but intense hatred 
 resulted from the exposure of some people in town 
 engaged in procuring and selling essays to the college 
 students. Antioch was cleared of all suspicion by the 
 firm and energetic action of Professor Hall. 
 
 " When he left, Dr. Edward Everett Hale expressed 
 the appreciation of the Board of Trustees, and regretted 
 that they could not keep him at Antioch, owing to 
 the financial condition of the college at that time." 
 
 In the course of his philosophical studies at Antioch, 
 he became deeply interested in Hegel and made occa- 
 sional Sunday trips to St. Louis to sit at the feet of 
 William T. Harris, who, with a group of able men 
 about him, among whom were Snyder and Davidson, 
 met on Sundays to read and discuss Hegel and kindred 
 topics. When Rosencranz's epitome of Hegel's doc- 
 trine appeared in German he undertook a translation 
 of it for Harris's Journal of Speculative Philosophy. 
 It was published later as a pamphlet, in extended form, 
 under the title " Hegel as the National Philosopher of 
 
56 G. STANLEY HALL 
 
 Germany." The pamphlet attracted but little atten- 
 tion and but few copies were sold. The publisher 
 returned to him the unsold copies some years after- 
 ward, but what became of them we do not know. Here, 
 too, he met Judge Stallo, later minister to Italy; Dr. 
 Bartholomew, a very broad minded, intelligent and 
 accomplished physician; and the librarian Vickers 
 who was a great German scholar and philosopher, who 
 was particularly kind and helpful to him at this period. 
 Dr. Edward Everett Hale was a member of the 
 Board of Trustees of Antioch, as was also Dr. Bellows, 
 and Hall began here an acquaintance with the former 
 which lasted as long as he lived. When Dr. Hale was 
 interested in raising a fund to establish a chair of 
 Pedagogy at Antioch, he wrote Dr. Hall of his plan 
 and received from him the following reply: 
 
 Clark University, 
 
 Worcester, Mass., 
 
 March 17, 1900. 
 My Dear Dr. Hale: 
 
 I welcome with great enthusiasm the plan of raising money to 
 establish a chair of higher pedagogy at old Antioch. The central 
 location of the college, the strange absence of state normal schools 
 in Ohio, and best of all the traditions of Horace Mann, combine to 
 make such an effort most fitting and most hopeful. 
 
 Moreover, we are just inaugurating a period of educational 
 renaissance such as this country has never seen. Publications 
 have multiplied, the best class of minds are focussing their attention 
 upon the larger problems of education, the public was never so 
 open-minded and receptive, and everything indicates that this is 
 one of those nascent, plastic periods when things are to be shaped 
 for a long future. 
 
 Once more Antioch has always been a trading station for teachers. 
 The majority of all its students have entered that profession and 
 many have won distinction in it. This gives a spirit and genius to 
 
^f **■' 
 
 N 
 
 i 
 
 AT THE AGE. OF TWENTY-NINE 
 
ANTIOCH, HARVARD, HOPKINS 57 
 
 the place that is an invaluable background. I have heard of nothing 
 since my days at Antioch that seems to me so wise, practical and 
 even inspiring as the suggestion for a strong chair in the higher 
 pedagogy there. This would probably enable the college to offer: 
 
 1. A good course in the history of education. This should 
 trace the great educational reforms from ancient times down to 
 the present, characterizing the leaders and outlining their aims and 
 lives. Such a course is an indispensable basis of all other work, 
 because it teaches how to avoid mistakes, is economic by preventing 
 the repetition of experiments of which history has proven the 
 futility, and enables the teacher, superintendent or principal to 
 take large views, a matter so difficult for those engaged in the active 
 routine of education. 
 
 2. There should be taught the philosophy and the psychology 
 of education; the one gives the history of the largest and broadest 
 conceptions of the ends and methods of education; the other 
 teaches the most economic means of attaining those ends and is the 
 basis of all instruction and methods. These subjects should not 
 be too abstract but practical, and there should be plenty of refer- 
 ence to genetic or child study methods and results. 
 
 3. School hygiene, which is almost a creation of the last ten 
 years, should be taught. This requires the hygienic point of view to 
 be regarded for every department of school work, even reading, 
 writing, building, lighting, heating, ventilation, school hours, 
 length of recitation, and should involve some instruction in the 
 methods of measuring and weighing, by testing children's eyes, 
 ears and health generally. 
 
 I believe that an advanced course of this higher pedagogy, that 
 should appeal not only to teachers generally but especially to high 
 school and normal teachers, would mark the most important epoch 
 at Antioch College since Horace Mann. 
 
 I would suggest also that this department conduct every year a 
 summer school. I think this would be of advantage to the repu- 
 tation of the college and ought to be a source of income. It is a 
 great link between the town and the college to bring one or more 
 hundred teachers from outside each season to compare notes and 
 sit at the feet of wisdom. 
 
 It should be borne in mind that such a departure cannot be made 
 without a generous endowment. None or the best should be the 
 maxim, and pedagogical apparatus and books are indispensable 
 and expensive. 
 
 Sincerely Yours, G. Stanley Hall. 
 
58 G. STANLEY HALL 
 
 He acted as librarian for a part of the time and 
 helped out the library funds by interesting himself in 
 the plays for public presentation given during the 
 winter months, sometimes as many as four in a season. 
 He took an active part in these performances, assign- 
 ing parts, suggesting costumes, and playing Orlando, 
 Romeo, Claude Melnotte, etc. He also acted as choir 
 master in church, when he was not preaching, and on 
 occasions, was even called upon to play the organ in 
 the absence of the organist. He once said in speaking 
 of these days: — 
 
 "My chair was a whole settee. I taught English 
 language and literature, German, French, philosophy 
 in all its branches, preached, was impressario for the 
 college theatre, chorister, and conducted the rhetor- 
 ical exercises, and spread out generally. But I did a 
 lot of solid reading in spite of all these duties and my 
 four years at Antioch were most profitable ones. The 
 place was full of memories of Horace Mann, who had 
 died many years before, and it so happened that in 
 my first year there I slept in the very room and bed 
 in which he died." 
 
 When Wundt's " Grundzuge der Physiologischen 
 Psychologie " first appeared, in 1874, Hall secured a 
 copy at once and became deeply interested in it. So 
 much so that in the spring of 1875 he decided to return 
 to Germany and enter Wundt's laboratory. He 
 offered his resignation, but the President and Trus- 
 tees importuned him to stay one more year as he had 
 not given them sufficient notice of his intention. So 
 he consented to remain another year. 
 
ANTIOCH, HARVARD, HOPKINS 59 
 
 In his last year at Antioch he made his first and 
 last attempt at story writing. He sent it to Appleton's 
 Journal. It was accepted and, to his surprise, he was 
 paid the sum of $150.00 for it. This was the first 
 money he ever made by his writing, if we except the 
 pittance he received for his services as " war corres- 
 pondent " in 1870. 
 
 The story, entitled "A Leap Year Romance," did 
 not appear in print until late in 1878, long after he had 
 left Yellow Springs. He fully believed he had dis- 
 guised everything so that not a single personality or 
 event would be recognized, but he admits " as I looked 
 it over in the light of some severe censure for my 
 indiscretion in making so many personal revelations, 
 it did seem to be almost guiltily full of actual happen- 
 ings at Antioch, some of them rather personal." In 
 view of this admission, it may be worth while to re- 
 produce here his description of the community where 
 he spent four such profitable years. 
 
 " Springtown City is a quiet little village that has 
 grown up around a college for both sexes, which was 
 founded by a vigorous religious sect, something less 
 than half a century ago, in what was then the far 
 West. It stands upon a gentle southern slope, from 
 which, across a deep ravine or glen, can be seen a 
 magnificent expanse of rich level bottom-land. 
 
 "Farther up, behind the town, in a grassy oak-opening, 
 stands an immense but now somewhat dilapidated 
 wooden hotel, which a rash speculator had built fifteen 
 years before our story commences, over a large chaly- 
 beate spring. The glen, through which now flows a 
 
60 G. STANLEY HALL 
 
 tiny stream, must have once been the bed of a mighty 
 torrent, for it is more than half a mile wide, very deep, 
 and cut with many a curve, quaint, tunneled arch, 
 and dangerous pit-hole through the solid blue lime- 
 stone rock. Indeed, one of the professors of the col- 
 lege had been for years, and despite some ridicule, 
 patiently accumulating evidence for a pet theory of 
 his, that the three central great lakes along our north- 
 ern boundary once found a nearer outlet to the sea 
 through this ravine, but that it had been for most of 
 its length filled up by the debris of the glacial epoch, 
 till the rising waters of the lakes were forced to seek 
 put a new and higher channel, now called the Niagara, 
 into Ontario and the St. Lawrence. 
 
 " Both college and town had been larger twenty-five 
 years ago than now. Indeed, the claims of the former 
 upon the patronage of the community had been at 
 first so successfully urged that more than a dozen 
 ignorant heads of families actually sold all they had, 
 and came in canvas-topped prairie-wagons and en- 
 camped for weeks under the unfinished walls of the 
 dormitories in the vague hope that somehow their 
 dirty and unlettered youngsters were here to be trained 
 up into lawyers, editors, statesmen, and perhaps 
 presidents, by a new-fangled educational process 
 which they did not pretend to understand. The town 
 also had once given promise of speedy and unlimited 
 growth. For a few years extravagant expectations of 
 sudden wealth had attracted many capitalists, until, 
 asjjthe larger enterprises failed one after another, 
 investments were withdrawn to more promising fields. 
 
 " Springtown City had now entered upon a second 
 and more tranquil period of its history. A large por- 
 tion of the population was still transient, settling here 
 for a few months or years, on account of the extreme 
 
ANTIOCH, HARVARD, HOPKINS 61 
 
 cheapness of rent, for the education of children, or for 
 health and recreation. Half a dozen wealthy business 
 men from a not far distant city had established summer 
 homes in or near the village. But the strangest 
 thing about the place was that the influence and number 
 of the unfair sex had been steadily decreasing until by 
 the last census it was found that in the village proper 
 the men were outnumbered almost three to one by 
 the women. Widows left with slender incomes, 
 anxious mammas who looked upon a college-town as a 
 cheap matrimonial bazaar, wives of business men who 
 could spend only Sunday with their families, and a 
 whole chorus of sharp-witted and often sharper- 
 tongued maids, old and young, made up the society 
 and the sentiment of the town; while for half a gener- 
 ation the younger and more ambitious men had sought 
 competency or professional renown in wider and more 
 promising fields. 
 
 "In the college, too, the girls had gradually come to 
 outnumber and even outrank the boys, while their 
 influence upon the latter grew more and more domin- 
 ant. They had never been regarded with contempt 
 as rivals, and from the first their presence, almost 
 without their consciousness, had tended to repress 
 many of the bad habits and licensed barbarities of 
 college life. But now a stolen moonlight ramble with 
 a young lady class-mate, or a picnic in the glen, was 
 gradually becoming more attractive than a midnight 
 raid on freshmen or a game of ball, until at last the 
 robust boy-life of the American college, which, with all 
 its abuses, seasons and straightens many a green and 
 crooked stick, was almost forgotten. Even the faculty 
 were obliged to admit that the collection of specimens 
 in natural science was vastly facilitated by allowing 
 the classes to pair off in their studies of flora and fauna. 
 
62 G. STANLEY HALL 
 
 The boys sometimes wrote essays on domestic life, on 
 ideal womanhood, and on the prominence given to 
 the sentiment of love in the literatures of the world, 
 and were fond of attending the Hypatia Club, where 
 social and political themes were discussed by their 
 young lady rivals, often with great sagacity and matur- 
 ity. In all social gatherings where town and college 
 met, men were at quite a premium. On Shakespeare 
 evenings ladies sometimes had to assume the parts of 
 Orlando, Ferdinand, and even Benedict and Petruchio. 
 Two of them became quite acceptable as bass-singers, 
 and all took turns in dancing ' gentleman ' with 
 white handkerchiefs tied about the right arm. In the 
 weekly prayer-meetings at several of the churches, 
 the most edifying exercises were usually led by women. 
 A few of the stronger-minded once walked to the polls, 
 and vainly demanded the right to vote, and one of 
 them afterward went so far as to allow her piano to 
 be sold rather than to pay her taxes. Another, at a 
 public anniversary, read a rather too scientific essay 
 on tight-lacing, and another persisted for a year in 
 wearing a reform costume. But, on the whole, despite 
 some gossip-mongering, and now and then an eccen- 
 tricity like the above, a wise spirit of moderation 
 pervaded the place. Not a dram-shop was open there 
 after the woman's crusade. Immorality was repressed 
 by a rigid social ostracism, while the whole moral 
 atmosphere was kept singularly pure and bracing by 
 an all-pervading censorship, sometimes as rigorous and 
 outspoken as a woman's indignations, and sometimes 
 as subtle as feminine tact." 
 
 He finally left Yellow Springs at the end of the college 
 year, in 1876, fully determined upon returning to 
 Germany on his savings from his $1,500.00 salary of 
 
ANTIOCH, HARVARD, HOPKINS 63 
 
 the past four years. Visiting his brother, Robert, in 
 Cambridge, he met President Eliot of Harvard, who 
 offered him a tutorship in English at a salary of $1,000.00 
 under Professors Child and Hill. The position was 
 not an attractive one, yet, as he says in chapter 14 of 
 his " Educational Problems," perhaps there was the 
 hope that he might attain " what was then to am- 
 bitious young students, at least to those reared near 
 the heart of New England who daily pray with their 
 faces toward the golden state house dome, the supreme 
 earthly felicity of a chair, or even a foot-stool, at 
 Harvard." Professors Bowen and Hedge were well 
 on in years; one of them might soon resign and he 
 might be given a chance to teach philosophy or psy- 
 chology. So he accepted, confiding his hopes of 
 advancement to President Eliot in doing so. 
 
 The work at Harvard, where he remained two years, 
 he found very monotonous after the freer air of An- 
 tioch. He had the sophomore class, of about 250, in 
 three divisions, reciting an hour each from 9 to 12 each 
 morning, repeating the required lesson. It was almost 
 the only required course and was, therefore, hated by 
 the students. He also had to correct the two three- 
 hour examination papers of each of his 250 students, 
 besides four " sprung " one-hour written exams., and 
 the six themes required of each. The themes had to 
 be corrected by an adjustable standard in red ink, 
 enough to justify re-writing, making really twelve 
 compositions for each student. This marking had to 
 be done conscientiously, as a large number of the class 
 
64 G. STANLEY HALL 
 
 depended more or less upon their marks for rank, and 
 many of them for scholarships. 
 
 Here, again, in spite of the large amount of required 
 work, in which he took but slight interest, he found 
 time to attend courses under Dr. H. P. Bowditch at 
 the Medical School on Boylston street, and to work 
 in his physiological laboratory on " The Muscular 
 Perception of Space," which he presented as a thesis 
 for the Doctorate in Philosophy in June, 1878. He 
 also took work with William James, with whom he 
 became very intimate. They took long walks to- 
 gether and saw a good deal of each other in these two 
 years. Later, they spent a summer together tramping 
 around Heidelburg, and the year before James was 
 married they spent a few weeks together at a summer 
 camp built by Putnam, Bowditch and James in the 
 Adirondacks. 
 
 In the middle of his second year he had an attack 
 of scarlet fever which laid him up for several weeks. 
 He offered his resignation, bur President Eliot said 
 he would await his recovery with equanimity and 
 thought he ought to fulfill his year's engagement, 
 which he did. 
 
 His examination for the Doctor's degree took place 
 at Professor Bowen's house, those present being 
 Professors Everett, Bowen, Bowditch, Hedge, James 
 and Palmer. The examination lasted three hours, and 
 he received the Ph.D. degree at Commencement, in 
 1878. 
 
 Immediately after, he left for his second trip to 
 
ANTIOCH, HARVARD, HOPKINS 65 
 
 Germany, which has been described in the previous 
 chapter. 
 
 In September, 1880, Dr. Hall and his wife, having 
 just returned from Europe, started housekeeping in 
 an apartment of four rooms in a little house on the 
 outskirts of Medford. He began at once his work in the 
 Boston schools on " The Contents of Children's 
 Minds on Entering School," which was made possible 
 by the liberality of Mrs. Quincy Shaw, who detailed 
 four excellent teachers from her comprehensive sys- 
 tem of kindergartens to act as special questioners 
 under his direction, and by the co-operation of Miss 
 L. B. Pingree, their superintendent. The results of 
 this work were not published until May, 1883, when 
 they appeared in the Princeton Review. 
 
 Shortly after his return, President Eliot called on 
 him and proposed that he give a course of twelve 
 lectures on Saturday mornings in Bumstead Hall on 
 Bromfield street. The University would assume the 
 expense of the hall, pay for printing, and would adver- 
 tise the course. There were to be twelve lectures to 
 be given on Saturday mornings, and the proceeds 
 from the sale of tickets, which were to be sold at 
 $5.00 for the course, would be turned over to Dr. Hall, 
 and President Eliot would introduce him at the first 
 lecture. The offer was accepted and his introduction 
 by President Eliot (which may be found in " Educa- 
 tional Problems, vol. 2, p. 241) so spurred him on that 
 he put forth his best efforts. The lectures were well 
 attended and brought him forward at once as a man 
 
66 G. STANLEY HALL 
 
 who must be reckoned with in the educational field. 
 He was asked to repeat the course the following year 
 and did so. 
 
 From the foundation of Johns Hopkins University 
 in 1876 President Gilman invited a number of men 
 each year to give short courses of lectures at that 
 institution, then perhaps the most prominent and the 
 best endowed university in America. James Bryce, 
 H. B. Adams, Richard T. Ely, E. A. Freeman and G. 
 Stanley Hall were among those invited in the year 
 1881-1882. 
 
 In 1882 President Gilman offered him a lectureship 
 in psychology with an appropriation of $1,000.00 a 
 year for the purpose of building up a psychological 
 laboratory. This offer Dr. Hall accepted and took 
 up his residence in Baltimore at the opening of the 
 college year, 1882-1883. He found there as students 
 in his department, Dewey, Cattell, Jastrow, Taber 
 and a few others, and a little later Burnham and San- 
 ford were also enrolled. He lectured in a dwelling 
 house at first and his laboratory was upstairs in the 
 same building. Later he was given a suite of rooms 
 in the Biological Laboratory building where Donaldson 
 became his assistant. In April, 1884, he was made 
 Professor of Psychology and Pedagogics. He lectured 
 on psychology (graduate and undergraduate), psycho- 
 logical and ethical theories, physiological psychology, 
 history of philosophy and education; worked hard to 
 build up a good laboratory, which was not an easy 
 thing to do in those early days; gave a good many 
 

 AT THE AGE OF FORTY 
 
ANTIOCH, HARVARD, HOPKINS 67 
 
 lectures up and down the country on educational 
 topics; compiled, with the assistance of John M. 
 Mansfield, a Bibliography of Education; and brought 
 out a number of papers in the scientific journals. 
 
 From the Johns Hopkins Register, we gather that 
 he gave in the academic year 1881-1882, ten public 
 lectures on Psychology on Tuesdays, Thursdays and 
 Saturdays from January 6-27, 1882, the average at- 
 tendance being 190. From February 20 to April 10, 
 1883, on Tuesdays, he gave another public course of 
 eight lectures on " Principles and Methods of Intel- 
 lectual Training," with an average attendance of 191. 
 Again, from March 11 to April 8, 1884, on Tuesdays, 
 he gave five public lectures on educational topics with 
 an average attendance of 129. From 1884 until 1888, 
 Dr. Hall occupied a place on the Academic Council, 
 and Board of University Examiners. 
 
 For some years he had longed to establish a journal 
 of his own which should be devoted to the new psy- 
 chology, but had been unable to do so on account of 
 the expense. But in the summer of 1887 a gentleman 
 who had heard him lecture in Philadelphia offered to 
 help him and contributed the sum of $500.00 for that 
 purpose. The first issue of 1500 copies of the Amer- 
 ican Journal of Psychology appeared in November, 
 1887. Dr. Hall did most of the work himself in the 
 early numbers, and although published at first at a 
 loss, it soon obtained a recognized position and became 
 self-supporting. 
 
 Social life was almost entirely inside the faculty, and 
 
68 G. STANLEY HALL 
 
 Dr. Hall made few friends outside. Among his inti- 
 mates were Herbert B. Adams, Richard T. Ely, Paul 
 Haupt, H. Newell Martin, Henry A. Rowland and Henry 
 Wood. During his stay in Baltimore he occupied suc- 
 cessively the following homes: 132 W. Madison St., 
 and 458 (now 1526) Eutaw Place; from the latter he 
 moved into a home of his own at 923 N. Calvert St. 
 
 Woodrow Wilson attended his lecture course one 
 year, taking his minor in psychology. He speaks of 
 Wilson as one of the most mature of his students and 
 as quite a marked man even in those days. 
 
 The ideals of Johns Hopkins University appealed 
 very strongly to Dr. Hall as is abundantly evidenced 
 in the ideals of Clark University. He paid a glowing 
 tribute to President Gilman, an extract of which is 
 given here, taken from the Outlook of August 3, 1901. 
 
 " True history in this field was perhaps never so 
 hard to write as in this country, pervaded as it is with 
 insidious biases for competing institutions, and the 
 day of impartiality and competency of judgment will 
 dawn late; but just in proportion as love of the highest 
 learning and research prevail, his qualities will become 
 the ideals of leaders in our American system. 
 
 " President Gilman is essentially an inside President. 
 His interest in the work of the individual members of 
 his faculty does not end when they are engaged, but 
 begins. He loves to know something of their every 
 new investigation, however remote from his own spec- 
 ialty, and every scientific or scholarly success feels the 
 stimulus of his sympathy. His unerring judgment of 
 men has been triumphantly justified in the achieve- 
 ments of those he has appointed; and although in 
 
ANTIOCH, HARVARD, HOPKINS 69 
 
 selecting young men he has had to walk by faith, he 
 has nowhere shown more sagacity than in applying 
 individual stimuli and checks, and in this sense and 
 to this extent has been a spiritual father of many of his 
 faculty, the author of their careers; and has for years 
 made the institution the paradise and seminarium of 
 young specialists. This has made stagnation impossible 
 and the growth of professors here in their work has 
 been, I believe, without precedent. When petrog- 
 raphy, e.g., a pregnant new departure in science, 
 knocked at the Hopkins door in the person of the 
 brilliant but lamented George Williams, it was opened 
 in welcome, and the country was stocked with young 
 professors from his laboratory. The new psychology, 
 for which other institutions had shown only timidity, 
 was here given its first American home. Now the 
 productivity of our fifty American psychic laboratories 
 rivals, if it does not exceed, that of Germany. Clark 
 University is in a sense an offshoot of the Johns 
 Hopkins, where, small as it has so far been, the in- 
 evitable next step of attempting university work only, 
 with no undergraduate section, was first tried. His- 
 tory, biology, mathematics, physics, chemistry, the 
 Romance and Teutonic languages, Sanskrit, Semitic 
 studies, and more lately several departments of medical 
 study and others, have all felt the new life that has 
 come from the seminaries, clinics, laboratories, lecture- 
 rooms, and new journals which began at the Hopkins. 
 In every one of all these lines of work the personality 
 of its President has been an active and beneficent 
 influence. 
 
 Dr. Gilman is not pre-eminently an outside President 
 or an outside organizer. He has never been known as 
 an apostle of uniformity. It could never be said of 
 him that there were dollars and students in all or even 
 
70 G. STANLEY HALL 
 
 in anything that he said, in the sense that these con- 
 siderations determined either what was said or left 
 unsaid. He has had, I believe, no place on any 
 committee of ten, twelve, or fifteen, and has no share 
 in the unhappy business by which, in some parts of 
 the country, secondary education has been dominated 
 by or subordinated to college interests or requirements. 
 He believes in individuality, and holds that institu- 
 tions were made for men, and not men for institutions. 
 He knows no selfishness, inter-institutional rivalry, nor 
 has he taken part in the tendency to absorb or incor- 
 porate other foundations into a great educational 
 trust; but his faith and services are for the university 
 invisible, not made with hands, which consists in the 
 productive scientific work of gifted minds, wherever 
 they are, sympathetic by nature and made still more 
 so by the co-ordination of studies, as one of the most 
 characteristic features of our age. 
 
 As a member of his faculty I smarted not infre- 
 quently under the faithful wounds of this friend; but 
 these were only wholesome and made me all the more 
 his debtor, and the state of my department in the coun- 
 try I think owes more to him than to any other as our 
 American system of education is organized. To ad- 
 vance what he has done even a little in the world 
 would satisfy all my ambitions. He has had optimism 
 enough to sustain his own spirit and that of those 
 about him under painful disappointments, and idealism 
 enough to have made a long and magnificent fight 
 against the materializing tendencies too prevalent 
 here in higher education, and to demonstrate that often 
 the most ideal thing is also the most practical." 
 
 When he left to accept the call to the presidency of 
 Clark University, his students presented him with a 
 
ANTIOCH, HARVARD, HOPKINS 71 
 
 bronze statuette of the Greek Youth at Prayer, which 
 has for the past twenty-five years adorned the room in 
 his house where every Monday night in term his 
 seminary meets from seven to eleven. 
 
 Early in 1888 Senator George F. Hoar, who had met 
 Dr. Hall on several occasions in Worcester and in Wash- 
 ington, invited him to call on him at the Senate cham- 
 ber, where he first told him of the scheme of Mr. 
 Jonas Gilman Clark to found a great institution of 
 learning at Worcester, Mass. Later, Mr. Clark, Mr. 
 Hoar and John D. Washburn, who was secretary of the 
 Board of Trustees of Clark University, called upon 
 him at his home in Baltimore, and, after talking mat- 
 ters over more fully, they secured his consent to a visit 
 to Mr. Clark in Worcester. At Mr. Clark's house he 
 met the members of the Board and was given to under- 
 stand that he would in due course receive an official 
 offer to accept the office of President of the new 
 University. The official notice of his election was sent 
 April 3, and he accepted May 1, 1888. 
 
 Resigning his position at Johns Hopkins, June 4, 
 1888, and leaving the new journal in the hands of 
 Edmund C. Sanford, who had taken his degree under 
 him that year, he turned his face once more to Europe 
 where he visited every country save Portugal in the 
 next nine months. He interviewed nearly all the 
 educational men of note, collected building plans, 
 statistics and reports, and brought back in March, 1889, 
 much of the material later embodied in his articles in 
 the early volumes of the Pedagogical Seminary. 
 
V 
 CLARK UNIVERSITY 
 
 Jonas Gilman Clark, the Founder of Clark Univers- 
 ity, was born at Hubbardston, Worcester County, 
 Massachusetts, February 1, 1815, and died in the city 
 of Worcester, May 2, 1900, at the age of eighty-five. 
 He worked on his father's farm until he was sixteen, 
 attending the country school for a limited number of 
 weeks each year. In 1831 he began to learn the car- 
 riage maker's trade, setting up on his own account 
 when he came of age. In 1845 he established a shop 
 for the manufacture of tinware, opening stores later 
 in Milford and Lowell and adding hardware and build- 
 ing materials to his stock. In 1853 he went to Cali- 
 fornia, shipping from the East provisions, furniture, 
 miners' supplies and farming tools. In 1856 his busi- 
 ness had resolved itself entirely to furniture, of which 
 he supplied the larger part of the wholesale market of 
 the Pacific coast for the next four years. In 1860, 
 being in poor health, he sold out his business, invested 
 his money in land and left for Europe. Returning to 
 San Francisco, he took an active part in founding the 
 California Council of the Union League of America, 
 holding the office of Grand Treasurer until he removed 
 to New York, in May, 1864. 
 
CLARK UNIVERSITY 73 
 
 Retiring from business at the age of forty-five, Mr. 
 Clark devoted his leisure to travel and intercourse 
 with men and books. His interest in education began 
 in his love of books, so that his library may be said to 
 represent the early stage of his idea of a University — 
 indeed, his first idea of a University seems to have 
 arisen as an instrument to use books. It is certain 
 that in his later years as a book buyer he was under 
 the firm impression that he was collecting a library 
 which would be invaluable to the University he con- 
 templated founding, and it was a keen disappointment 
 to him when he slowly learned, in the first stages of 
 its development, that a University Library was some- 
 thing entirely different from, and far larger than, his 
 conception of it. To see his carefully gathered collec- 
 tion of books and magazines outnumbered four times 
 over by modern scientific works in a single year brought 
 a new experience for which he was not prepared. 
 
 However, Mr. Clark's ideas and ideals grew with the 
 growth of the University and at his death, in 1900, he 
 left one-quarter of his estate for the endowment of the 
 Library, thus placing it among the very few well en- 
 dowed University libraries in the country. 
 
 As the first positive step toward the realization of 
 long-formed plans, Mr. Clark, in March, 1887, in- 
 vited the following gentlemen to constitute with him- 
 self a Board of Trustees: — 
 
 Stephen Salisbury, A.B., Harvard, 1856; Universities of Paris 
 and Berlin, 1856-58; LL.B., Harvard, 1861; President Anti- 
 quarian Society 1887-1905; State Senator, 1892-95. Died 
 Nov. 16, 1905. 
 
74 G. STANLEY HALL 
 
 Charles Devens, A.B., Harvard, 1838; LL.B., Harvard, 1840; 
 Major-General, 1863; Associate Justice of the Massachusetts 
 Superior Court, 1867-73; Associate Justice of the Massachusetts 
 Supreme Judicial Court, 1873-77, and again, 1881-91; Attorney- 
 General of the United States, 1877-81; LL.D., Columbia and 
 Harvard, 1877; Died Jan. 7, 1891. 
 
 George F. Hoar, A.B., Harvard, 1846; LL.B., Harvard, 1849; 
 United States House of Representatives, 1869-77; Member 
 Electoral Commission, 1876; United States Senate 1877-1904; 
 Chairman of Judiciary Committee, 1891-1904; LL.D., William and 
 Mary, Amherst, Harvard and Yale; Died, Sept. 30, 1904. 
 
 William W. Rice, A.B., Bowdoin, 1846; admitted to Bar, 1854; 
 United States House of Representatives, 1876-86; LL.D., 
 Bowdoin, 1886. Died March 1, 1896. 
 
 Joseph Sargent, A.B., Harvard, 1834; M.D., Harvard, 1837; 
 London and Paris Hospitals, 1838-40. Died Oct. 13, 1888. 
 
 John D. Washburn, A.B., Harvard, 1853; LL.B., Harvard, 1856; 
 Representative, 1876-79; State Senate, 1884; United States 
 Minister to Switzerland, 1889-92. Died Apr. 4, 1903. 
 
 Frank P. Goulding, A.B., Dartmouth, 1863; Harvard Law School, 
 1866; City Solicitor, 1881-93. Died Sept. 16, 1901. 
 
 George Swan, A.B., Amherst, 1847; admitted to Bar, 1848; 
 Member of Worcester School Board, 1879-90; Chairman of High 
 School Committee, 1887-90. Died Oct. 5, 1900. 
 
 On petition of this Board, the Legislature passed 
 the following 
 
 Act of Incorporation. Chapter 133 
 
 commonwealth of massachusetts, in the year one thousand 
 eight hundred and eighty-seven. an act to incorporate 
 the trustees of clark university in worcester. 
 
 Be it enacted by the Senate and House of Representatives in 
 General Court assembled, and by authority of the same, as follows: — 
 
 Section 1. Jonas G. Clark, Stephen Salisbury, Charles Devens, 
 George F. Hoar, William W. Rice, Joseph Sargent, John D. Wash- 
 burn, Frank P. Goulding and George Swan, all of the city of Wor- 
 cester, in the Commonwealth of Massachusetts, and their suc- 
 cessors, are hereby made a corporation by the name of the Trustees 
 of Clark University, to be located in said Worcester, for the purpose 
 
CLARK UNIVERSITY 75 
 
 of establishing and maintaining in said city of Worcester an insti- 
 tution for the promotion of education and investigation in science, 
 literature and art, to be called Clark University. 
 
 Section 2. Said corporation may receive and hold real or per- 
 sonal estate by gift, grant, devise, bequest or otherwise, for the 
 purpose aforesaid, and shall have all the rights, privileges, immu- 
 nities, and powers, including the conferring of degrees, which 
 similar incorporated institutions have in this Commonwealth. 
 
 Section 3. Said corporation shall have the power to organize 
 said University in all its departments, to manage and control the 
 same, to appoint its officers, who shall not be members of said cor- 
 poration, and to fix their compensation and their tenure of office; 
 and said corporation may provide for the appointment of an advisory 
 board and for the election by the Alumni of said University to fill 
 any vacancies in said board. 
 
 Section 4. The number of members of said corporation shall 
 not be less than seven nor more than nine, and any vacancy therein 
 may be filled by the remaining members at a meeting duly called 
 and notified therefor; and when any member thereof shall, by reason 
 of infirmity or otherwise, become incapable, in the judgment of 
 the remaining members, of discharging the duties of his office, or 
 shall neglect or refuse to perform the same, he may be removed and 
 another be elected to fill his place, by the remaining members, at a 
 meeting duly called and notified for that purpose. 
 
 Section 5. This Act shall take effect upon its passage. 
 
 House of Representatives, March 30, 1887, Passed to be Enacted. 
 Charles J. Noyes, Speaker. 
 
 Senate, March 31, 1887, Passed to be Enacted. 
 
 Halsey J. Boardman, President. 
 
 During the previous five years, Mr. Clark had 
 gradually acquired a tract of land, comprising about 
 eight acres, located on Main Street, a mile and a half 
 from the heart of the city. 
 
 Plans for a main building were submitted to the 
 Board by Mr. Clark, which were approved, and its 
 erection was at once begun. The cornerstone was laid 
 
76 G. STANLEY HALL 
 
 with impressive ceremonies, October 22, 1887. This 
 building is 204 x 114 feet, four stories high and five 
 in the centre, constructed of brick and granite, and 
 finished throughout in oak. It contains a total of 
 90 rooms, and in its tower is a clock with three six- 
 foot illuminated dials, which was presented by citi- 
 zens of Worcester. 
 
 On April 3, 1888, Dr. Hall was invited to the presi- 
 dency. The official letter conveying the invitation 
 contained the following well-considered and significant 
 expression of the spirit animating the trustees: — 
 
 " They desire to impose on you no trammels; they 
 have no friends for whom they wish to provide at the 
 expense of the interests of the institution; no pet 
 theories to press upon you in derogation of your 
 judgment; no sectarian tests to apply; no guarantees 
 to require, save such as are implied by your accept- 
 ance of this trust. Their single desire is to fit men for 
 the highest duties of life, and to that end, that this 
 institution, in whatever branches of sound learning it 
 may find itself engaged, may be a leader and a light." 
 
 This invitation was accepted May 1, and the presi- 
 dent was at once granted one year's leave of absence, 
 with full salary, to visit universities in Europe. 
 
 On this trip he sought information from every 
 source. Books, reports, and building-plans of many 
 kinds were gathered. Ministers of education, heads of 
 universities, and, above all, leading scientific men, 
 were visited. The information and advice of the lat- 
 ter, always cheerfully given, and in not a few cases in 
 detail and in writing, constituted by far the most valu- 
 
CLARK UNIVERSITY 77 
 
 able result of this trip, and was reported on later at 
 greater length. Much of this advice was confidential, 
 and involved personalities; some of it embodied long 
 and fondly cherished ideals of great men, nowhere 
 realized at that time; but most of it represented the 
 inner aims, methods, and ideals of the best existing 
 institutions. 
 
 During his absence the chemical laboratory build- 
 ing was erected on the corner of Maywood and Wood- 
 land Streets, from plans drawn by a young engineer 
 under Mr. Clark's direction. 
 
 The opening exercises were held in a hall of the Uni- 
 versity, seating 1,500 people, on Wednesday, October 
 2, 1889. The late General Charles Devens presided, 
 and made an opening address. Addresses were made 
 by Senator George F. Hoar and the president. The 
 founder of the University stated his purpose as follows: 
 
 " When we first entered upon our work it was with 
 a well-defined plan and purpose, in which plan and 
 purpose we have steadily persevered, turning neither 
 to the right nor to the left. We have wrought upon 
 no vague conceptions nor suffered ourselves to be borne 
 upon the fluctuating and unstable current of public 
 opinion or public suggestions. We started upon our 
 career with the determinate view of giving to the 
 public all the benefits and advantages of a university, 
 comprehending full well what that implies, and feeling 
 the full force of the general understanding, that a 
 university must, to a large degree, be a creation ot 
 time and experience. We have, however, boldly 
 assumed as the foundation of our institution the prin- 
 
78 G. STANLEY HALL 
 
 ciples, the tests, and the responsibilities of universities 
 as they are everywhere recognized — but without 
 making any claim for the prestige or flavor which age 
 imparts to all things. It has therefore been our 
 purpose to lay our foundation broad and strong and 
 deep. In this we must necessarily lack the simple 
 element of years. We have what we believe to be 
 more valuable — the vast storehouse of the knowledge 
 and learning which has been accumulating for the 
 centuries that have gone before us, availing ourselves 
 of the privilege of drawing from this source, open to 
 all alike. We propose to go on to further and higher 
 achievements. We propose to put into the hands of 
 those who are members of the University, engaged in 
 its several departments, every facility which money 
 can command — to the extent of our ability — in the 
 way of apparatus and appliances that can in any way 
 promote our object in this direction. To our present 
 departments we propose to add others from time to 
 time, as our means shall warrant and the exigencies 
 of the University shall seem to demand, always taking 
 those first whose domain lies nearest to those already 
 established, until the full scope and purpose of the 
 University shall have been accomplished. 
 
 " These benefits and advantages thus briefly out- 
 lined, we propose placing at the service of those who 
 from time to time seek, in good faith and honesty of 
 purpose, to pursue the study of science in its purity, 
 and to engage in scientific research and investigation — 
 to such they are offered as far as possible free from all 
 trammels and hindrances, without any religious, 
 political, or social tests. All that will be required of 
 any applicant will be evidence, disclosed by examina- 
 tions or otherwise, that his attainments are such as to 
 qualify him for the position that he seeks." 
 
CLARK UNIVERSITY 79 
 
 The University began with graduate work only and 
 in the following five departments: 
 
 I. Mathematics. 
 II. Physics, Experimental and Theoretical. 
 
 III. Chemistry, Organic, Inorganic, Physical and 
 
 Crystallography. 
 
 IV. Biology, including Anatomy, Physiology and 
 
 Paleontology. 
 V. Psychology, including Neurology, Anthro- 
 pology and Education. 
 
 A sub-department of Education was established in 
 1892, and the department of Chemistry was tempor- 
 arily discontinued in 1894. 
 
 To express more explicitly the character and policy 
 of the institution, the Trustees voted to approve and 
 publish the following statement: 
 
 "As the work of the University increases, its settled 
 policy shall be always to first strengthen departments 
 already established, until they are as thorough, as 
 advanced, as special, and as efficient as possible, 
 before proceeding to the establishment of new ones. 
 
 " When this is done and new departments are estab- 
 lished, those shall always be chosen first which are 
 scientifically most closely related to departments 
 already established; that the body of sciences here 
 represented may be kept vigorous and compact, and 
 that the strength of the University may always rest, 
 not upon the number of subjects, nor the breadth or 
 length of its curriculum, but upon its thoroughness and 
 its unity. 
 
 " This shall in no wise hinder the establishment, by 
 
80 G. STANLEY HALL 
 
 other donors than the founder, of other and more 
 independent departments if approved by the Trustees. 
 " While ability in teaching shall be held of great 
 importance, the leading consideration in all engage- 
 ments, reappointments, and promotions shall be the 
 quality and quantity of successful investigation/ ' 
 
 Arriving in Worcester in April, 1889, to take up his 
 active duties as President of the University, Dr. Hall 
 and his family stayed at the home of the founder for 
 several months. In the fall he purchased the brick 
 house on the corner of Woodland and Downing streets, 
 where he has since resided. The property is directly 
 across from the site occupied by the University and in 
 1905 he sold it to the University. His family consisted 
 of his wife and two children, Robert Granville, born 
 Feb. 7, 1881, and Julia Fisher, born May 30, 1882. 
 
 He opened his office at the University building on 
 the 28th day of April, 1889, and put in a most strenuous 
 five months in preparing for the opening of the insti- 
 tution October 2nd. His ideals were high and he 
 labored hard to carry them out. In his first report to 
 the Board of Trustees in October, 1890, he says: 
 
 " It must be of the highest and most advanced 
 grade, with special prominence given to original re- 
 search/ ' 
 
 " We must not attempt at once to cover the entire 
 field of human knowledge, but must elect a group of 
 related departments of fundamental importance, and 
 concentrate all our care to make these the best possible. 
 
 " We must seek the most talented and best trained 
 young men. We must not exploit them for the glory 
 
CLARK UNIVERSITY 81 
 
 of the institution, work them in a machine, nor retard 
 their advancement, but we must give them every 
 needed opportunity and incentive. Their salaries 
 must be among the very best in the country, yet we 
 must not ask them to spend their best energies in 
 teaching and earning tuition fees for the university, 
 and must leave open all possibilities, should such prob- 
 lems as individual fees, a periodic year in Europe, etc., 
 arise later. We must give to those who know how to 
 value it such facilities as we are able, that they may work 
 for science and for themselves, requiring in return only 
 a limited amount of mutual instruction, special and 
 advanced enough to aid rather than divert from re- 
 search (and no one is so eager and so able to teach the 
 few fit as a discoverer), and careful conformity to a 
 few obvious regulations." 
 
 " The relation of the university to the college has 
 the same perplexities as that of the college to the 
 preparatory school. Sometimes young men are not 
 sufficiently trained in college to utilize all the advantages 
 of the university, still less to engage in original re- 
 search, and sometimes able men are held back in post- 
 graduate courses in small colleges, which do their proper 
 work admirably, but lack the means to offer the far 
 larger and more costly opportunities of the university. 
 The A.B. degree is now a finality for no scholar, and 
 if it be that changes impend that may bring it earlier, 
 and that the incalculable advantages of real university 
 life and work in our own country be opened to more 
 and more of these graduates, then our problem of 
 making a better adaptation of our work to colleges 
 generally and individually becomes increasingly im- 
 perative — the more so, as we are, I believe, the only 
 university in the country which does not draw its 
 chief earnings from and do most of its teaching for 
 
$2 G. STANLEY HALL 
 
 undergraduates, and many, if not most of its so-called 
 students, take undergraduate courses. In no univer- 
 sity has the proportion of expenditure to income 
 been so high as here, for, although our tuition is higher 
 than any university or college known to me, we can 
 admit but very few students. We must, therefore, 
 give precedence to the very best and make full mem- 
 bership in Clark University an honor. This, however, 
 need not prevent us from abating tuitions in worthy 
 cases, nor even from holding quizzes or brief and special 
 preparatory courses for graduates who are promising 
 but not fully qualified to use to the uttermost the oppor- 
 tunities here, should we later desire to do so. 
 
 " For those students whom we receive we should do 
 everything possible for instructors to do. They should 
 be personally aided, guided to the best literature, and 
 advanced by every method that pedagogic skill and 
 sympathy can devise. They should feel all the enthu- 
 siasm, understand all the interests, and all the methods 
 of the instructor. He should confidentially share 
 with them all his hopes and plans for research. A great 
 leader in science in Europe lately said in substance 
 that he who has reserves from his own select and 
 nearest student-apprentices, and has not learned the 
 wisdom of sharing his choicest ideas freely with those 
 he instructs without fear that they will be appropri- 
 ated to his detriment, is not himself fertile in ideas, 
 and is a pedagogue rather than a professor. The best 
 and most advanced students will best and keenest and 
 most lastingly appreciate all this, and every other 
 effort in their behalf, whether by professors or by the 
 authorities of the university. The chief study of the 
 latter is that every one here be so placed that he may 
 do the best and the most work of which he is capable. 
 They are quick to share the pleasure and pride in his 
 
CLARK UNIVERSITY 83 
 
 every achievement, and feel every token of appreci- 
 tion he may receive from the competent expert, or 
 which he in return is sure to feel for their endeavors/' 
 
 " The most important part of our work is research, 
 and we wish soon to be ready to be chiefly judged by 
 the value of our contributions to the sum of human 
 knowledge. By the unanimous vote of the board of 
 trustees, approved by a unanimous vote of the faculty, 
 the leading consideration in all engagements, re- 
 appointments and promotions, must be the quality 
 and quantity of successful investigation. This sig- 
 nificant step gives us a unique character, and makes 
 most of our problems new ones." 
 
 "In a new movement of such magnitude and im- 
 portance, we must go slowly to go surely.' ' 
 
 But with a founder who could not understand these 
 ideals and who gave no intimation of his real wealth; 
 with a faculty of very earnest and very ambitious 
 scientists; with an income that did not cover the salary 
 list, serious difficulties and misunderstandings were 
 inevitable. Dr. Hall probably had all this in mind 
 when he wrote, in the same report: 
 
 " Our great work, now in its most interesting, form- 
 ative stage, where the very highest ideas may not be 
 without some practical results, should inspire all with 
 a passion for harmony and co-operation, and even if 
 need be for forbearance and mutual concession. Per- 
 haps none of us will ever see again an opportunity so 
 precious; and, for a movement in the field of highest 
 education in this country, of great historic and nation- 
 al significance. 
 
 " While, however, we must go slowly, we cannot 
 
84 G. STANLEY HALL 
 
 afford to go too slowly. The present opportunity is 
 without precedent in our educational history. Never 
 were educational opinions so plastic and formative, or 
 all minds so receptive, or so bent on better things in 
 higher education as now. On several important next 
 steps the information is all in and digested, and we are 
 all agreed, and serious loss and grave disappointment 
 of great expectation, which many years will be re- 
 quired to efface will, I am fully convinced, follow long 
 delay. The present opportunity to set noble fashions, 
 to give the right direction to strong and important 
 currents without, possibly no less valuable than the 
 best and most we dare hope or wish for ourselves 
 within, is precious and cannot last." 
 
 Lack of frankness and lack of funds brought about 
 strained relations between Founder, President and 
 Faculty which culminated in the resignation of a 
 number of the latter in the summer of 1892. 
 
 The University opened its fourth year September 
 27, 1892, with twelve instructors and forty students. 
 Every member of the staff was enthusiastically de- 
 voted to the ideals of the University and if the years 
 1892-1900 were those of its poverty in money, — with 
 an income of only $28,000 a year, — they were rich in 
 scientific productivity. Every member of the staff of 
 1892 stuck to his post, in spite of offers, in many cases, 
 of more lucrative positions elsewhere, for the next 
 twenty-one years, when Dr. Hodge broke the tradition 
 by resigning to enter a larger field of work in the 
 State of Oregon. 
 
 Dr. Hall in his address at the celebration of the 
 
CLARK UNIVERSITY 85 
 
 tenth anniversary summed up the early days of the 
 University and some of its ideals, thus: 
 
 No time in the history of the country could have 
 been more favorable than the beginning of this period 
 for a great and new university foundation. The epoch- 
 making work of the Johns Hopkins University, which 
 for the preceding decade had made Baltimore the 
 brightest spot on the educational map of the country, 
 and was the pioneer in the upward movement, had 
 leavened the colleges and roused them from the life 
 of monotony and routine which then prevailed, and 
 kindled a strong and widespread desire for better 
 things. The significance of the work of that institu- 
 tion can hardly be overestimated. But financial clouds 
 had already begun to threaten this great Southern 
 luminary, and there were indications that, if the great 
 work it had begun was to be carried on, parts of it, 
 at least, must be transplanted to new fields. 
 
 " It was at this crisis that our munificent Founder 
 entered the field with the largest single gift ever made 
 to education in New England, and one of the largest 
 in the world, and with the offer of more to come, if 
 sufficient co-operation was forthcoming. He selected 
 Worcester as the site of his great enterprise with a 
 piety to the region of his nativity worthy of the great- 
 est respect and emulation, and in addition to the ful- 
 filment of his pledges gave it the benefit of his own 
 previous wide studies of education in Europe, and con- 
 tributed wisely matured plans and constant personal 
 oversight and labor for years. It is as strenuously en- 
 gaged in this highest of all human endeavors that the 
 world knows him, and that we shall remember him, and 
 I am sure that we all unite today first of all in sending 
 him in the retirement his health demands (although it 
 
86 G. STANLEY HALL 
 
 cannot assuage his interest to see the work of his hands 
 prosper) our most cordial greetings and our most 
 hearty congratulations. 
 
 " With a dozen colleges within a radius of one 
 hundred miles doing graduate work, the plainest logic 
 of events suggested at once a policy of transplanting to 
 this new field part of the spirit of the Johns Hopkins 
 University, and taking here the obvious and almost 
 inevitable next step by eliminating college work, al- 
 though the chief source of income by fees was thereby 
 also sacrificed, and thus avoiding the hot and some- 
 times bitter competition for students, waiving the test 
 of numbers, and being the first upon the higher plane 
 of purely graduate work, selecting rigorously the best 
 students, seeking to train leaders only, educating pro- 
 fessors, and advancing science by new discoveries. 
 It was indeed a new field wide open and inviting, the 
 cultivation of which was needed to complete our 
 national life; the preliminary stages of its occupancy 
 all finished, yes, necessary almost as a work of rescue 
 for the few elite graduates who wished to go beyond 
 college but not into any of the three professions, and 
 who had had hitherto a pathetically hard time. The 
 call to the President gave assurance of the highest 
 aims and of perfect academic freedom, a pledge that 
 has been absolutely kept. He was sent to Europe a 
 year on full pay to learn the best its institutions could 
 teach, and the Faculty that first fore-gathered here has 
 never been excelled in strength, if indeed it has ever 
 been equaled anywhere for its size. Story, an instruc- 
 tor at Harvard, colleague and friend of Sylvester, 
 formerly acting editor of the chief mathematical jour- 
 nal of the country and co-head of his department at 
 Baltimore, founder of another journal here, who has 
 enriched his department by contributions, the list of 
 
CLARK UNIVERSITY 87 
 
 which tells its own story; Michelson, who while here 
 accepted an invitation of the French Government to 
 demonstrate in Paris his epoch-making discoveries in 
 the field of light, which he did while on our pay-roll — 
 lately especially honored by learned societies at home 
 and abroad, now head of one of the best-equipped and 
 largest laboratories in the world, and still continuing 
 his brilliant contributions to the sum of human knowl- 
 edge; Whitman, now head of another great university 
 laboratory, trainer of many young professors, founder 
 and editor of the best and most expensive biological 
 journal, head of Woods Holl marine laboratory and 
 summer school, one of the best of its kind in the world, 
 himself a contributor to his science; Michael, than 
 whom America had not produced a more promising 
 or talented chemist, the list of whose published works 
 would be far too long to read here; Nef, perhaps our 
 most brilliant young chemist, and now head of one of 
 the largest and best-equipped laboratories in the v/orld, 
 and with a power of sustained original work rarely 
 excelled; Mall, now full professor at the Johns Hop- 
 kins University, and head of the great new anatomical 
 laboratory and museum there, whose published con- 
 tributions are admirable illustrations of both the great 
 caution and boldness needed by a student in his field; 
 Boas, the leading American in physical anthropology, 
 now a professor at Columbia; Loeb, almost the first 
 expert that this country could boast in the new phys- 
 ical chemistry in the sense of Ostwald,now head of his 
 department in the University of the City of New York; 
 Bolza, an almost ideal teacher, suggesting the great Kir- 
 choff in the perfection of his demonstrations; the bril- 
 liant and lamented Baur, leader of the expedition to the 
 Galapagos Islands made possible by the gift of Worces 
 ter's patron saint of so many good enterprises, Mr. Salis- 
 
88 G. STANLEY HALL 
 
 bury; Donaldson, now dean of the graduate school of 
 the University of Chicago, author of the best handbook 
 in English on the brain, with a caution, poise, and 
 diligence befitting the successful investigator in that 
 dangerous but fascinating field; Mulliken, suddenly 
 placed in a position of great difficulty, discharged its 
 duties with rare ability and discretion for one so young; 
 Lombard, now professor in Michigan, genial, assidu- 
 ous, a gifted teacher and enthusiastic student; White, 
 scholarly, able, a born teacher and student; McMur- 
 rich, an untiring investigator and a lucid inquirer after 
 knowledge; those now here, who have since become so 
 well-known, Burnham, Chamberlain, Hodge, Perott, 
 Sanford, Taber, and Webster; these, not to mention 
 many others, then only fellows, but who have achieved 
 so much in their work and positions since, — these are 
 the men and others whose presence on this spot, whose 
 high intercourse and whose stimulating personal con- 
 tact with each other, whose ardor and devotion in the 
 pursuit of knowledge, whose healthful emulation in 
 achievement, made this almost classic ground and the 
 cynosure of the eyes of all those in this country who 
 love science for its own sake. With the wealth, wis- 
 dom, and interest of our Founder, with the high char- 
 acter and culture of our Board of Trustees, with the 
 intelligence of such a community of old New England, 
 with an atmosphere of intellectual freedom, with 
 unique and precious exemption from the drudgery of 
 excessive teaching and examinations, with the youth 
 of the Faculty, none of whom had reached the zenith 
 of their maturity, with substantial and ample build- 
 ings, abundant and forthcoming funds for equipment, 
 few rules and almost no discipline or routine of faculty 
 meetings, the motto on our seal, fiat lux, our university 
 color white, — is it any wonder if some of our young 
 
CLARK UNIVERSITY 89 
 
 men saw visions and dreamed dreams, or perhaps in 
 some cases fell in love with the highest ideals, or that 
 the very memory of the first stage of our history is 
 today, as it has been in darker hours, a most precious 
 memory and a basis of an all-sustaining hope? 
 
 " To these days of our prime to which our former 
 students and professors recur with joy, and in whose 
 breasts the processes of idealization of them have 
 already begun, days which were pervaded by senti- 
 ments of joy and hope very like those which animated 
 the best years of the Johns Hopkins University, 
 we have often reverted since in soberer hours with 
 longing thoughts of what might have been had the 
 University continued in all its pristine strength. Not 
 one weak, dull, or bad man in our faculty, all given 
 not only leisure, but every possible incentive to do the 
 very best work of which they were capable, with a 
 founder and a board of control who realized that a 
 new endowment should do new things, and that the 
 best use of money is to help the best men, we entered 
 a field very largely new and with as bright prospects 
 as we could wish. 
 
 " But life has its contrasts and competitions. The 
 reductions of our force, which occurred at the end of 
 the third year, sad to us almost beyond precedent, 
 although helpful elsewhere, may be ascribed to fate, 
 disease, or to the very envy of the gods. Some in- 
 cidents should remain unwritten, but it should be known 
 that our trustees foresaw from the beginning of the 
 year one of the gravest of crises, and met it with an 
 unanimity, a wisdom, and a firmness which even in 
 the light of all that has transpired since, I think, 
 could not be improved on. The pain of it all has 
 faded, the glad hand has been extended and accepted 
 by nearly if not quite all who left us; the lessons of 
 
90 G. STANLEY HALL 
 
 adversity have been learned and laid well to heart, 
 and we hope and believe that these and all their at- 
 tendant incidents may be considered closed. 
 
 "Although nearly half our faculty and students left 
 us in the hegira, and our income had dropped in almost 
 the same proportion, and only the departments of 
 psychology and mathematics remained nearly intact, 
 we fortunately had left in every department young 
 men as promising as any in the land. They needed 
 simply to grow, and never has there been such an 
 environment for a faculty to develop as in this ' para- 
 dise of young professors,' as a leading college president 
 has called this University. To Darwin the greatest 
 joy of life was to see growth; and to see the unfold- 
 ment of these youthful, intellectual elite, and to feel 
 the sense of growth with them as all near them must, 
 is a satisfaction almost akin to the rapture of discovery 
 itself. Now the years have done their work, and our 
 faculty, although smaller, was never stronger, never 
 more prolific, stimulating and attractive to students, 
 in proportion to its size, than it is to-day. There has 
 never been such loyalty to the institution and its 
 ideals, such readiness to endure the petty and the great 
 economies now necessary, such prompt and frequent 
 refusals of larger salaries elsewhere, and so strong a 
 sentiment that, so long as a man has growth in him, 
 our incentive, opportunity and plan of work are of 
 more value than a large increase of salary. 
 
 " These changes involved, however, but little 
 reduction of the number of instructors or of students, 
 but materially decreased for a time the efficiency of 
 the University. Since the end of the third year, the 
 President, who was not required to teach, has done 
 full professorial duty in addition to that of adminis- 
 tration, has established a seminary at his house three 
 
CLARK UNIVERSITY 91 
 
 hours each week through the entire academic year, 
 and founded and conducted at his own expense a new 
 educational journal. The income-bearing summer 
 school has been organized and conducted during the 
 past seven years with the active and efficient cooper- 
 ation of a large local advisory board. . . . Hardly 
 a ripple has marred the harmony within the University 
 during these last seven years, and every man, student 
 and instructor alike, has been hard at work and en- 
 thusiastic for our own unique and individual method 
 and plan. . . . One thing, at least, is true so 
 far, hardship has no whit lowered our aims or diluted 
 our quality, but if anything has had the reverse in- 
 fluence; and I fervently trust (and think I can speak 
 on this point with confidence for the entire faculty) 
 that this may be the case throughout all the infinite 
 future that endowments like this in a country like 
 ours have a right to expect. Although influences are 
 too subtly psychological to be traced, I am writing 
 our history, and find it a most inspiring theme, and I 
 believe it adds already a very bright and hopeful page 
 to the records of higher education in the country, and 
 one which history will brighten to epochal significance. 
 It has, on the whole, in it one clear note, not of dis- 
 couragement, but of hope and confidence. 
 
 Have we duly considered, even the best of us, what 
 a real university is and means, how widely it differs 
 from a college, and what a wealth of vast, new, and in 
 themselves most educative problems it opens ? A 
 college is for general, the university for special, culture. 
 The former develops a wide basis of training and in- 
 formation, while the latter brings to a definite apex. 
 One makes broad men, the other sharpens them to a 
 point. The college digests and impresses second-hand 
 knowledge as highly vitalized as good pedagogy can 
 
92 G. STANLEY HALL 
 
 make it, while the university, as one of its choicest 
 functions, creates new knowledge by research and 
 discovery. . . . Satisfied, yes proud, as we are 
 today to submit to Worcester, to sister institutions, 
 and the country, the records of our work when compared 
 with our means, we have lived, and even now live and 
 walk, let us confess it, to a great extent in faith and 
 hope, looking confidently to a future larger than our 
 past has been, with steadfast and immovable con- 
 viction that our cause is the very highest of all the 
 causes of humanity, but ready even ourselves, if need 
 be, to labor on yet longer in the captivity of straitened 
 resources, being fully persuaded that our redeemer 
 liveth and that in due time he shall appear. 
 
 With increased resources, since the death of the 
 founder and his wife, the University has grown. In 
 1907 the department of Chemistry was reopened; 
 departments of History and Economics have been 
 added; a special instructor in Philosophy appointed, 
 and two new buildings have been erected, one in 
 1902 and the other in 1910. 
 
 The numbers have increased (1912-1913) to 25 
 instructors and 90 students. 
 
CO 
 
VI 
 PERSONAL TRAITS 
 
 If any single word may be used to symbolize a man, 
 the most appropriate word in President Hall's case is 
 action — not the restlessness that impels a man to 
 flit from one thing to another as the proverbial bee 
 flits from flower to flower, but the passion for doing 
 things that absorbs every waking moment of the day, 
 every day of the week, and every week of the year. 
 In " Founders of Modern Psychology," he says, 
 " Goethe's ' Faust ' teaches us that there is no satis- 
 faction in knowledge, none in pleasure, but that in 
 action is salvation." He rises early and is at his 
 desk often before, seldom later than, eight o'clock. 
 Having dispatched his correspondence, he turns at 
 once to the work he happens to have on hand, and 
 sticks at it closely until his lecture hour — which is 
 always eleven — or until dinner time. He says he has 
 lectured for so many years from eleven to twelve that 
 he finds even in vacation time he is more talkative 
 at that hour than at any other. After dinner, he 
 spends from three to four hours, in term, in conferences 
 with individual students, taking up each man's prob- 
 lem in turn, advising new lines of approach, suggesting 
 methods or literature, often sending the student away 
 with books and pamphlets from his own library or 
 notes from his own files. At five o'clock he usuall- 
 
94 G. STANLEY HALL 
 
 starts for a good stiff walk of an hour or more. Many 
 of his students have joined him in these tramps and 
 found that what seemed to refresh and invigorate him 
 left them pretty well tired out. He is not content to 
 walk the paved streets, he must get out into the 
 country — the hilly country — and climb some eminence 
 at a pace that has often filled a younger man with envy. 
 When Edward P. Weston passed through Worcester 
 on a walking trip in February, 1908, Dr. Hall met him 
 in front of the University building and said: 
 
 " This walk reminds me of the fact that in walking 
 you use more than one-half of all the muscles of the 
 body. It is the best exercise of all. Not only does 
 it strengthen so many muscles, but it has its beneficial 
 effect on the heart and lungs. It will keep you well 
 and strong if you follow it up. 
 
 " The better that young men are physically the 
 better they are apt to be morally. 
 
 " It is a pathetic sight to me to see a young man or 
 a young woman waiting ten, fifteen or even twenty 
 minutes on a street corner to catch a car to go three 
 blocks." 
 
 In his " Notes on Early Memories," he says: 
 
 "I am a faddist on hill-climbing, because it exer- 
 cises the heart and lungs so much neglected in seden- 
 tary habits, and exercising just those movements 
 most natural and healthy, gives a sense of overcoming 
 and surmounting with a peculiar exhilaration on every 
 hill top attained, with a sentiment of victory in the 
 doing, of breadth and exultation in the end, besides 
 enabling one to straighten out the axes of eye muscles 
 and accommodate for a distance. 
 
PERSONAL TRAITS 95 
 
 "Again, a hill is a good dynamometer. Many years 
 ago I began every summer to climb a distant hill and 
 get back to the hotel, from which I started as speedily 
 as possible nearly every day at five o'clock, and noted 
 the time and have kept my record these many years. 
 From my teens to the present time, I can walk rapidly 
 on the first heat just about so far before my breath 
 and legs become uncomfortable, and I want to pause. 
 This is approximately a constant, and has not varied 
 perceptibly in all these decades. For a long stretch 
 of hill climbing, however, the case is very different. 
 Training decreases my time much. Beginning last 
 year with one hour and a quarter, at the end of a month 
 I could do the same work with about the same forcing 
 in forty-nine minutes. I hope to keep this record yet 
 many years, and although it will be sad when the in- 
 evitable senescent diminution occurs, the curve may 
 have a little interest." 
 
 A light supper, and he is at his desk again before 
 eight o'clock, where he works steadily until twelve or 
 one in the morning. Perhaps once a week he will 
 walk down town about nine o'clock, drop into a theatre 
 or some entertainment and get back to work again 
 soon after ten. 
 
 Professor James once said of him: 
 
 " I never hear Hall speak in a small group or before 
 a public audience but I marvel at his wonderful 
 facility in extracting interesting facts from all sorts 
 of out of the way places. He digs out data from 
 reports and blue books that simply astonish one. I 
 wonder how he ever finds time to read so much as he 
 does — but that is Hall." 
 
96 G. STANLEY HALL 
 
 There is a tradition that he once devoted his lecture 
 hour to a careful review of a 600-page German volume 
 that had only come into his hands the previous evening. 
 He is a very rapid reader and possesses the rare faculty 
 of detecting at a glance any new fact or new point 
 of view on a printed page. Unlike many college pro- 
 fessors, he does not hesitate to dismiss a book with 
 scant courtesy if it is a mere compilation or a restate- 
 ment of accepted views. He reads French, German 
 and English with equal ease, and prefers a book in the 
 original to a translation. He still writes reviews of 
 books for his journals, although of late years these 
 have become all too short and condensed, and one re- 
 grets the change from the splendid reviews he contrib- 
 uted to the early volumes of the American Journal of 
 Psychology and the Pedagogical Seminary. 
 
 He goes out very little in society, is not a diner-out, 
 and belongs to few clubs. As a young man he smoked 
 a little, but gave it up for a number of years; about 
 fifteen years ago he resumed the habit and now smokes 
 regularly. He has had but one serious illness for over 
 thirty years — an attack of diphtheria in 1890 — is a 
 most active man for his age, running up stairs two or 
 three steps at a time or vaulting a stone wall with the 
 agility of a lad of fifteen. 
 
 He ranks as one of the few men who can talk as 
 well as he can write. As a public speaker he is easy, 
 given to few gestures, yet delivering his words with a 
 force that carries conviction. In his public lectures he 
 usually has a message and succeeds in keeping the 
 
PERSONAL TRAITS 97 
 
 interest of his audience to the end. In the lecture 
 room before his classes he attempts no tricks of oratory. 
 His lectures show evidences of long and careful prepa- 
 ration, while his students are sometimes driven to 
 despair as they listen to references without end, which 
 he often reads off at a very rapid rate. Sometimes in 
 lecturing upon a new subject, he appears laden with 
 books and manuscript. These are passed around 
 among the members of the class, attention called to 
 particular chapters, paragraphs or sentences — in fact, 
 the whole process of working up the lecture is laid 
 bare before his students. 
 
 He is a man of intense curiosity and fond of new 
 experiences. This is well shown in his paper, pub- 
 lished in Appleton's Magazine for June, 1909, entitled, 
 "A Man's Adventure in Domestic Industries." Al- 
 though the adventures are said to be those of "a 
 friend" it is quite clear that he is relating personal 
 experiences. 
 
 Dr. Hall has often said that his life has been more or 
 less characterized by a succession of different interests, 
 each of which has been predominant over all others 
 for a time, but has gradually faded like a dissolving 
 view into the next, and that his real inner life history 
 is measured by these. They were at first very diverse, 
 but with advancing maturity they focussed down, 
 fortunately for his career, into various subdivisions of 
 the same department. As a boy of nine or ten with his 
 first gun came the first great craze, to be a hunter. 
 Every spare moment was spent in hunting, in shooting 
 
98 G. STANLEY HALL 
 
 things, permissible and not permissible, collecting 
 wings, tails, beaks, etc. When he was about twelve 
 the dominant craze was music, and he thought he 
 would be a great player or singer. This fever, quite 
 hot while it lasted, faded, and then came the craze 
 for history, with persistent reading of Bancroft, Hume, 
 Gibbon, and many others, not at all well understood 
 but with dreams of a big library. He wrote school 
 compositions on historical events and personages, 
 thumbed and wore out two universal histories, and 
 made rather a feeble attempt to collect little historical 
 sketches of every country in the world. In his college 
 days the first craze was literature, where as a member 
 of the " Junto " he was ambitious to read everything 
 of importance, and did read very hard. The inception 
 period to this fervor went back for some years, but 
 its high water mark was probably the junior year in 
 college and coincided with elaborate dissertations on 
 many of the great writers. This nascent period of 
 literary interest was the first which survived and left 
 some trace in later years. Out of this, about his 
 senior year, grew an interest in philosophy, of the 
 somewhat metaphysical, moral type, and prompted 
 an immense deal of hard reading of the works of 
 Cudworth, Hickock, Hamilton, Locke, Edwards, Cole- 
 ridge, with a special predilection for John Stuart Mill. 
 Of Mill he read all he could lay hands on, and com- 
 posed a long college essay upon his philosophy. Then, 
 with the first New York period and the trip abroad, 
 came a still stronger and more durable craze for the 
 
PERSONAL TRAITS 99 
 
 history of philosophy. This fervor culminated in the 
 early seventies and prompted much hard work, but 
 has never lost its impulsion. A few years later evolu- 
 tion occupied the center of the stage, and development 
 was a word to conjure with. At this period he read 
 Spencer, Darwin, Huxley and Haeckel intensively. 
 With the appearance of Wundt's Psychology in 1874 
 experimental psychology eclipsed everything, an inter- 
 est that was intense for fifteen years and has declined 
 though not died. The next calenture was child study 
 which began rather feebly with the first few papers 
 but well on in the nineties was taken up with a great 
 deal of zest and energy, and within this period most 
 and the best of the Clark studies on this subject ap- 
 peared, culminating in the publication of "Adoles- 
 cence " and the preparation of another book on " Pre- 
 adolescence " not yet published. The correlations 
 between the individual and the race, between animals 
 and men, children and adults, sane and insane, which 
 child study and geneticism opened up, was a vast and 
 absorbing field, so that the soil was already prepared 
 for an intense interest in Freudianism, which, he 
 holds, connects so vitally with so many points of 
 genetic thought, and on this came the latest wave of 
 interest in the psychologizing of digestion, following 
 the work of the Pavlov school. These last three in- 
 terests all more or less converge on the large chapter 
 of the feelings, emotions, sentiments, so that it was 
 natural that Hall's interests should focus here and also 
 that they should be extended to include religious psy- 
 
100 G. STANLEY HALL 
 
 chology. Thus his favorite topics of instruction and 
 study at present are (1) the psychology of Christianity 
 on a background of that of religion generally, (2) child 
 study, methods, results, and applications, (3) Freudian- 
 ism including psycho-analysis, (4) the psychology of 
 nutrition, (5) the psychology of the feelings. 
 
 To those who know Dr. Hall intimately, perhaps one 
 of his marked traits is that of attending to a partic- 
 ular subject only when the time for its consideration 
 is ripe. So many men show by their attitude that 
 some coming event has cast its shadow before, or that 
 the shadow of some past event is still lurking behind. 
 Dr. Hall possesses the power of giving attention to the 
 present situation and of ignoring the past or the future 
 except so far as they have vital relations to the present. 
 After being absorbed in a pressing problem of adminis- 
 tration or the like, he is able to turn to a very different 
 matter, concentrate his whole attention upon it appar- 
 ently, and ignore the distracting situation he has just 
 left. Although tomorrow or an hour later he may 
 have to speak before a large audience, or attend a com- 
 mittee meeting on a matter of great importance he can 
 attend to something entirely different without think- 
 ing about it now. This power of concentration of all 
 one's faculties upon the present situation he has ac- 
 quired to a remarkable degree. 
 
 He is essentially a teaching President, and has 
 never been fond of the details of administration. 
 Faculty meetings are few, and there is none of that 
 waste of time so common in most universities and 
 
PERSONAL TRAITS 101 
 
 colleges at such gatherings. As he said of President 
 Gilman, he himself is "an inside President." While 
 deeply interested in the work of each department of 
 the University, he accords absolute freedom to the 
 head of each so far as the conduct of his depart- 
 ment is concerned. 
 
 In his Seminary, held at his house every Monday 
 night throughout the academic year from 7 to 11, he 
 is, perhaps, in his happiest vein. There are two papers 
 each evening with an intermission of fifteen minutes 
 between when the members adjourn to the dining room 
 to partake of light refreshments. At these meetings 
 his students present their work for discussion and 
 criticism. His criticism is always kindly, but he does 
 not fail to point out the weak spots and suggest further 
 research. Those who have attended his Seminary 
 usually speak of it as one of the brightest spots in 
 their course. He allows almost nothing to interfere 
 with this Monday night function and in 1899 wrote 
 of it, 
 
 " During the past eight years I have opened my 
 house one evening every week of the academic year 
 to all students in the department of psychology and 
 related themes from seven to ten o'clock. We began 
 by discussing philosophical topics assigned beforehand 
 to leaders in turn. One year most of the time of this 
 seminary was devoted to reading and discussing 
 Jowett's Plato. Schopenhauer, Kant, and Hegel were 
 tried for briefer periods, but gradually, as the numbers 
 have increased and as the rule that each man should 
 devote a portion of his time to some original investi- 
 
102 G. STANLEY HALL 
 
 gation has prevailed, the evening has been occupied 
 by each student in turn, who presents his thesis or 
 subject, or a part of it, which is then freely discussed 
 by the other members. The debates are often animated, 
 as nearly every standpoint is represented. There are 
 clergymen, young professors from other institutions, 
 Hegelian idealists, Kantian epistemologists, and men 
 of empirical science, and from these various directions 
 nearly every subject is really illuminated. Attendance 
 is never enforced, and the light refreshments served 
 in the middle of the evening have never been an 
 attraction, but only a welcome break from continued 
 tension. The attendance for the last few years has 
 rarely been under fifteen and rarely over forty, so that 
 the entire freedom and informality of conversation has 
 been the rule. The themes assigned have been pre- 
 sented here in so compact and forcible a way, that 
 the seminary has been one of the most effective agents 
 in my own education, and I think all its members 
 share my sentiments in this respect. Here the new work 
 on which each individual is spending so much of his 
 year's time is pooled for the common benefit, the reader 
 has the healthful stimulus of emulation in interesting 
 his audience, acquires valuable practice in the methods 
 of effective presentation, and always receives help in 
 the way of new literature, references, the pointing out 
 of defects in argument or method; and conflicts are 
 thus most surely avoided. Often other professors 
 from the University attend, and the list of distin- 
 guished guests from abroad who have either parti- 
 cipated in the discussions or introduced matter of 
 their own is a long and dignified one. There is 
 rarely any lack of interest or reluctance to discuss, 
 and very infrequently is the animation too great for 
 healthful mental circulation. Here nearly every- 
 
PERSONAL TRAITS 103 
 
 thing that has been done by the student members of 
 this department of the University has been carefully 
 wrought over, some of it more than once. 
 
 Such stimulus I believe to be unsurpassed in edu- 
 cational value. The dialectic give and take of the 
 conversational method, the mental alertness of debate, 
 the charm of friendly intercourse upon high themes, 
 which Lotze, like some of the ancients, thought the 
 highest joy of life and the consummate fruition of 
 friendship, are here combined in judicious proportions 
 most favorable to growth. Some European seminaries 
 are devoted to discussions of minute points; in others 
 the student is simply a literary forager for the pro- 
 fessors; quite frequently some author is read; but for 
 our American needs, at least for Clark University, I 
 think the method now settled upon is more educative 
 than any other that I have seen." 
 
 Dr. Hall has retained his affection for his boyhood 
 home. He writes in his " Note on Early Memories:" 
 
 " This home I revisited during all vacations of my 
 course at the preparatory school, college and pro- 
 fessional school. Nearly every summer since, when I 
 have been in the country, I have reverted to the region 
 for at least a few weeks, and still retain possession of 
 one of these old farms. Here I have given free vent 
 to a number of fads. One summer I walked up and 
 explored in rubber boots all the stream beds within a 
 wide radius of Ashfield village; collected, and, with 
 expert help, labelled all the stones and rocks I could 
 find. Another August I devoted to flowers, grasses 
 and ferns, collecting about one hundred species of the 
 latter alone. One season several weeks were devoted 
 to climbing the hills, naming them, and marking 
 directions, counting church spires, and tracing with the 
 
104 G. STANLEY HALL 
 
 aid of a local antiquary nearly one hundred miles of 
 old stone wall in town which marked the early partition 
 of farms. Once I amused myself by tracing glacial 
 scratches in the rocks and exploring the terminal 
 moraines. Once, with an old lumber wagon, I drove 
 around and asked every one I knew to let me explore 
 his attic and thus collected about seven hundred 
 objects; from old looms, spinning wheels and primitive 
 plows, to calashes, shoe buckles, pewter plates, foot 
 and bed warmers, ancient school and hymn books, 
 home-spun frocks, pitchpipes and such other memen- 
 toes of ruder days as those with which Mr. George 
 Sheldon has filled his most fascinating museum at 
 Deerfield. These are now housed and catalogued in 
 the basement of the academy building, where, on Friday 
 afternoons, they yield a very modest income to the 
 janitor, who is allowed to charge ten cents to all who 
 desire to visit the collection. Another August I 
 questioned old people concerning local history, visited 
 sites of the old mills, cellar holes, apple orchards, and 
 made out nearly two dozen family trees which show 
 the sad decadence of this sturdy old Puritan stock. 
 
 A year ago last August, however, I undertook as a 
 vacation diversion a more or less systematic explora- 
 tion of all the farms I had ever known, noting on the 
 spot everything remembered from early boyhood. I 
 climbed in through the windows of abandoned houses 
 and explored them from roof to cellar in quest of 
 vestiges; sat alone sometimes for hours trying to recall 
 vanished spots and to identify objects which I knew 
 must have once been familiar. * * * * 
 
 " These one hundred acres I own and have a great 
 piety toward, and I would not part with them for many 
 times their very modest value. From nothing I ever 
 possessed do I derive such helpful and sanifying in- 
 
PERSONAL TRAITS 105 
 
 fluences, partly because it is land and partly because 
 of its associations. I have plowed or mowed, made 
 fences, ditched, harvested, or followed cattle over 
 nearly every foot of it. When worn out with work, 
 worry or grief, and sometimes, if ill, I have gone to 
 this farm, contact with the broad surfaces of which 
 has never yet failed to speedily set me up. I own it, 
 and it owns me in a sacred and unique sense. Just as 
 now-a-days those who ride behind a horse with a coach- 
 man do not know it as did those of old who rode on it, 
 trained it, hunted and slept with it, owed their lives 
 perhaps to its speed, and so owned it in an unique and 
 individual sense; so I own this farm, in a way, too, 
 that refutes at least in one sense the argument of those 
 who advocate public ownership of land. The rooms 
 of death, the almost absolute stillness that now reigns 
 here; the old awe and vague dread of the evening 
 gloaming, which I have lately re-experienced, bring a 
 sadness so sicky sweet that I can hardly tolerate it — 
 and yet it all has, after all, a wondrous charm. What, 
 too, are the psychological sources and what are the 
 stages in the hereditary development of that strong 
 passion to improve land, never so fervent and dominant 
 as in the early periods of New England ? Whence 
 this rancor against forests and brush that even yet 
 forbids us the comfort of roadside shade, or the beauty 
 of roadside growths ? Very rarely in the history of 
 the world has worse soil been cleared of brush and stones 
 and made to yield a tolerable income and supported a 
 more stalwart or intelligent race. To come upon a 
 decayed stump where once was a familiar tree was a 
 little like finding on a grave stone the name of some 
 old acquaintance who was thought to be still alive. 
 I climbed several old trees with the branches of which 
 I was most intimate when a boy; got on to roofs I 
 
106 G. STANLEY HALL 
 
 used to frequent; crawled under the barn floor; 
 squeezed into the hollow trees in quest of memories." 
 
 When his parents died, the old farm fell to him. 
 He had made a number of repairs and improvements, 
 building a little one-room house on a high hill on the 
 farm, where he used to study alone summers when the 
 children were small, and kept a man living on the place 
 who at least kept the brush down and the fences up, 
 and had all he could make from the farm for paying 
 the taxes and keeping things in repair. One evening 
 at the seminary, a telegram was brought Dr. Hall, saying 
 the house was burned. The tenant was drunk on hard 
 cider and set it afire with his pipe and was injured 
 before the neighbors could get him out. It was a 
 mile from the village, and it was completely destroyed. 
 Four rows of splendid maple trees that had been planted 
 just across the drive- way that ran back of these buildings 
 were burned, and from a beautiful spot it was a ghastly 
 ruin. He finally sold the place and now a part of it 
 is a deer park of nearly 100 acres, perhaps, with a wire 
 fence nearly twelve feet high all around it, and in 
 which it is unsafe to venture because of the ferocity 
 of the elks which browse where he played as a child. He 
 rather wanted to own some land in town and so bought 
 nearly two hundred acres of old pasture land, including 
 the highest summit of the hill, which he still keeps. 
 It includes most of the ground that his ancestors 
 settled on. Some years ago a number of summer 
 people with himself subscribed to build a forty-foot 
 tower on the summit of the hill, surmounted by a 
 
PERSONAL TRAITS 107 
 
 little room with eight windows, but that blew down 
 in a heavy wind storm and has not been replaced. He 
 planned to build a summer bungalow, but it was too 
 far from town to get daily meals and probably no 
 servant would live there. When Dr. Hall is in Ash- 
 field, he climbs the hill religiously every day. It is 
 nearly 1,900 feet high and sweeps the entire horizon 
 with 37 churches in sight, with Greylock, Mount Tom, 
 Monadnock, Wachusett, etc., all visible. He has a 
 good deal of sentiment about this land, all he owns in 
 the world. 
 
 A number of distinguished people have lived in the 
 town and nearby. James Russell Lowell, coming home 
 from England, spent a number of summers in a tiny 
 farmhouse a mile out, with a man servant and cook, 
 trying to get back into literary life. George W. 
 Cable of Northampton was often there; William 
 Cullen Bryant and his son-in-law, Parke Godwin, 
 built two fine summer houses near Bryant's birthplace 
 in Cummington; and Chad wick had a house in 
 Chesterfield, near by. Marshall Field, born in the 
 next town, Conway, has given a magnificent library 
 that dwarfs everything in the village, and Norton and 
 Curtis brought for several summers, for a longer or 
 shorter time, Matthew Arnold, Rudyard Kipling, 
 Mark Twain, E. J. Phelps, ex-minister to England, 
 and others. All these men spoke at the Ashfield 
 dinners and Dr. Hall met and talked and walked with 
 them. The dinners were a unique country festival, 
 widely reported in the papers, generally mug-wumpy, 
 
108 G. STANLEY HALL 
 
 to the disgust of the town. The influx of summer 
 visitors, while it has done great good, has done some 
 harm, in making many people rather parasitic on the 
 visitors and idle the rest of the year. 
 
 Norton, who went to Ashfield about the time Dr. 
 Hall entered college, had a great influence on his life. 
 He had young Hall at his house often, loaned him 
 books, discussed the universe, helped him to a rather 
 agnostic, if not pessimistic view of things, and they 
 had many walks and discussions together. Gradually, 
 however, they grew estranged. Dr. Hall did not like 
 Norton's extreme proselytizing at the dinners to 
 mugwumpism, and although he always was asked to 
 speak at the dinners, they took diverse views, and 
 Norton sometimes became rather bitter at Hall. One 
 of his first public efforts was when he was a sophomore 
 and at one of these dinners was introduced by Norton 
 as a sample product of the town Academy. He has des- 
 cribed this incident in his "Boy Life in a Massachusetts 
 Country Town." 
 
 When he is completely tired out and needs absolute 
 rest, he hies him to Ashfield and never fails to return 
 fully restored. In May, 1890, when he was recovering 
 from an attack of diphtheria, he spent his convalescent 
 days there. It was at this time, on the morning of 
 May 15th, the terrible discovery was made that by 
 some derangement of the fixture, an escape of gas into 
 their sleeping room had resulted in the death, by 
 suffocation, of his wife and daughter in Worcester. 
 He remained a widower for nine years, taking for his 
 
PERSONAL TRAITS 109 
 
 second wife, July 27, 1899, Miss Florence E. Smith, of 
 Newton, Massachusetts. 
 
 His son, Robert Granville, prepared for college at 
 the Worcester Academy and the High School; took 
 the B.S. at Harvard in 1905 and the M.D. in 1908. 
 He then spent six months visiting and studying at 
 hospitals in Europe, returning in March, 1909, to enter 
 upon his service as house officer at the Massachusetts 
 General Hospital. He entered upon a similar service 
 at the Boston Children's Hospital, where he served 
 from October 1, 1910, to April 1, 1911. He is now a 
 practising physician at Portland, Oregon. 
 
 Reference has been made in an earlier chapter to 
 his interest in psychical research. In Ashfield, there 
 were many spiritualists and they had a big camp 
 meeting every summer at Lake Pleasant, presided 
 over by a cousin of Dr. Hall's mother, Dr. Beals of 
 Greenfield, who did his utmost to convert them all to 
 spiritism. They thought him a little cracked on 
 the subject when he told his marvelous experiences. 
 He invited Dr. Hall often to attend these meetings 
 and he once did so, while he was in college, spending 
 several days in his tent and attending all kinds of 
 seances and hearing trance speakers, etc., who seemed 
 to him a venal lot and intent on victimizing people. 
 One famous medium mislaid his private note-book, 
 which was found full of all kinds of little memoranda 
 about the dead members of a lot of families who fre- 
 quented the place. This daughter had blue eyes, 
 wore pink, read Shakespeare, and this man's dead 
 
110 G. STANLEY HALL 
 
 wife died of consumption, loved cats, etc. It was 
 trumpeted in the papers asa " dead give-away," but 
 nothing daunts people of this ilk. Later he was inter- 
 ested in the Seybert Commission and with President 
 Gilman and Professor Newcomb, started to visit all 
 the necromancers that had advertised in New York. 
 Gilman tired of it the first day, Newcomb after two 
 or three, but Hall persisted, visiting mediums in 
 Philadelphia and Boston, also. They did not exactly 
 make a report, though some data was sent to the com- 
 mission which Dr. Hall never heard from. The 
 nonsense, credulity, superstition and the shallowness 
 of some of these tricks was incredible, but he must 
 have thought a spiritist has some kind of a case because 
 he paid five dollars a visit to Foster, who read folded 
 notes by a trick he could do very well himself. Later 
 he found that Slade did his wonderful slate-writing 
 with his foot and could not do it when he had sciatica. 
 Dr. Hall long ago felt that the two keys to approach 
 this study were first, hysteria, nervous phenomena, and 
 particularly the passion for deceiving and lying, and 
 secondly, sleight of hand tricks. Accordingly, when 
 at Baltimore he often visited Yost, the dealer, also a 
 good performer, and once even spent an hour with 
 Kellar in his trick theatre in Philadelphia. He always 
 attended the performances and became rather an ad- 
 mirer of Kaller, a very clever man, a mathematical 
 and musical prodigy, who before he died wrote a book 
 telling how he did things. When the English Psychical 
 Research Society was founded, Dr. Hall was deeply 
 
PERSONAL TRAITS 111 
 
 interested in its work and read all its publications for 
 some years. He wrote a long series of articles and 
 reviews in his journal on the subject, and some years 
 later brought them up to date. He sought experience 
 in conjuring tricks and bought a lot of cheap tricks 
 and has them yet. A typical case of credulity was that 
 of a medical American member of the English society, 
 who called on Dr. Hall, who showed him his slate 
 trick. He was very much impressed and thought he 
 had a message. Then Dr. Hall told him, and showed 
 in detail, how it was done. He looked dubious and 
 finally said that he believed Dr. Hall really did it by 
 spirits, and because he was a professor thought it more 
 respectable to pretend a lot of hocus pocus scientific 
 patter and was, in a word, a traitor to the spirits, being 
 in fact a born medium. At Baltimore, the faculty 
 met at each other's houses and Dr. Hall's entertain- 
 ment was a few cheap and simple tricks which gave him 
 another illustration of the extreme credulity of even 
 the most scientific of men, his colleague, Rowland. 
 With Motora, they arranged first a series of beats. 
 They were to use the clock, and if that failed the slight 
 vibrations of his and alternately Dr. Hall's toe with 
 legs crossed as the heart beat. His guest selected a 
 card from a pack and Dr. Hall was to telepathically 
 communicate it to Motora at the diagonally opposite 
 corner of the room. This they did repeatedly without 
 detection after only one rehearsal, and Rowland began 
 to speculate about ether waves. The method was, 
 having arranged to count off first the suit and then the 
 
112 G. STANLEY HALL 
 
 card, he would make some little noise, either sniffing, 
 crossing his legs, a tap on the floor or chair, any noise 
 meant zero. Then when the tick or heart beat 
 registered any three, if spades was the third suit, he 
 made some other tiny noise, or if his face was turned 
 any slight movement of finger, toe or eye at three, and 
 thus he had the suit. They also divided the alphabet 
 and numbers and digits so that they communicated 
 these by the same method. They made a little pro- 
 gress in a key of inflections. " What is this ? " can 
 be given with at least twenty-four different pitches, 
 inflections, stresses, rapidities, which are a perfect 
 code, and they have twenty-four of the commonest 
 objects. Then they took the phrase " Name this," 
 and rung all the variations on it so that they had a 
 language of accents, cadences, etc. This was the 
 method Heller finally adopted after trying for a long 
 time to use call words, having one for each letter of 
 the alphabet, which to be sure made strange com- 
 binations. "Now, tell this," equals pen; "now, 
 quick this," equals pin, etc. When one of his students 
 at Clark took sleight of hand as his thesis, they 
 worked a good deal together. Though Dr. Hall 
 was never very deft, he has collected quite a literature 
 on the subject and has scores of letters from Yost ex- 
 plaining how the little tricks he sold him, which could 
 never be printed, were done, each great new trick 
 selling for a price inversely as the number to whom 
 it was sold. He almost never sees a trick he cannot 
 explain, although sometimes there are several possible 
 
PERSONAL TRAITS 113 
 
 ways, but it takes such minute care and practice in 
 petty, trivial details that he would never have the 
 patience to become a magician. But he can sympathize 
 with those who say that if they are given time and any 
 decent conditions, they can make anybody believe 
 that they see anything done, and that without the 
 aid of hypnotism. It was interest in occult phenomena 
 and his growing and absolute incredulity that made 
 him want to get at Mrs. Piper, although James, 
 Hodgson, and others who had her in charge, were 
 resolved he should not, and when he applied always 
 wrote him that conditions under which they were 
 experimenting must not be disturbed. When at last 
 he did get a series of seances which were printed, 
 he was told that he had murdered Hodgson's soul, 
 who used to possess her, by the revelations in the 
 book, and also that he had made it impossible for her 
 to have seances and robbed her of her income. He 
 says, "If we could only practice psycho-analysis 
 upon these mediums it would be seen to be all a 
 case of hysteria or schizophrenia." 
 
 To mark the 25th year of his doctorate, a com- 
 memorative number of the American Journal of 
 Psychology was issued in October, 1903. It is a 
 volume of 430 pages, containing twenty-five articles 
 by eminent American and European psychologists and 
 a bibliography of his printed works, with the following 
 title page: 
 
114 G. STANLEY HALL 
 
 TO 
 
 GRANVILLE STANLEY HALL 
 
 FOUNDER of the First American Laboratory 
 for Experimental Psychology and of the 
 First American Journal for the Publi- 
 cation of the Results of Psycho- 
 logical Investigation 
 
 PIONEER in the Systematic Study of the Men- 
 tal Development of Children and in the 
 Application of its Results to Educa- 
 tional Practice 
 
 ARDENT INSPIRER in Others of the Zeal for 
 New Knowledge 
 
 IN 
 
 COMMEMORATION OF THE TWENTY-FIFTH 
 
 ANNIVERSARY OF HIS ATTAINMENT OF 
 
 THE DOCTORATE IN PHILOSOPHY 
 
 This Collection of Papers is Dedicated Con- 
 jointly by Colleagues and Former Pupils 
 
 At the public opening of the new Library Building, 
 January 14, 1904, he was presented with a handsomely 
 bound volume consisting of autograph letters from 
 colleagues and pupils. Senator Hoar, who had ex- 
 pected to make the presentation, but who was unable 
 
PERSONAL TRAITS 115 
 
 to attend owing to the recent death of his wife, sent 
 
 the following letter: 
 
 Worcester, Mass., 
 
 January 11, 1904. 
 Dear President Hall: 
 
 I have been commissioned by a large number of your friends and 
 associates to present to you a token of their love and admiration 
 for your great service to science, your heroic self-sacrifice and devo- 
 tion to the University during the trying period through which it 
 has so triumphantly passed, and the many personal kindnesses 
 which they have individually received from you. 
 
 We congratulate you on the twenty-fifth anniversary of your 
 receiving the well-earned honor of your Doctor's degree, and on 
 the many honors with which these twenty-five years have been 
 crowded. Every one of the signers of the letters in the enclosed 
 volume has his own separate story to tell. Most of them have a 
 far better right than I have to speak of your service to your chosen 
 department of science, to the cause of education in every depart- 
 ment and to the cause of sound learning. I think I know better 
 than any other man what you have done for Clark University. 
 You have done more than serve it, you have saved it. 
 
 I am sorry that I cannot be present in person to join in the 
 exercises of the day — so interesting in the history of Clark Uni- 
 versity — and to utter what out of the abundance of the heart the 
 mouth speaketh. But you know the sorrowful cause of my absence. 
 
 I am, with profoundest admiration and heartiest love, 
 
 Faithfully yours, 
 
 Geo. F. Hoar. 
 
 In 1910 the Trustees commissioned the late Frederick 
 P. Vinton to paint Dr. Hall's portrait. When Mr. 
 Vinton died, May 20, 1911, the portrait was not quite 
 completed, but it was decided not to have any other 
 artist work on it as its incompleteness was only in one 
 minor detail and it was deemed best to accept it just 
 as Mr. Vinton left it. The picture is 3 ft. 7 in. x 4 ft. 
 
. 
 
 116 G. STANLEY HALL 
 
 6 in. and now hangs in the Art Room in the University 
 Library Building. 
 
 In such an imperfect sketch as this, it would not be 
 proper to touch upon the scientific value of Dr. Hall's 
 work, but the following estimate by a well-known 
 educator of New York city may be given: 
 
 " Dr. Hall has impressed me for many years as the 
 most original, by a considerable margin, of -all our 
 American psychologists. He is also the most stiiritP 
 lating. He has discovered more new psychological 
 problems than any other American psychologist and j 
 has thrown more light on them than any other. Vir- 
 tually all we know of adolescence in its educational 
 and religious bearing is what he has given us. Others 
 have only restated in various forms what he had 
 written, or worked out minor details. The term, 
 adolescence, never occurred in pedagogical literature 
 as a term indicating an important epoch in intellectual, 
 moral and religious development until he worked out 
 its significance. Today virtually all secondary schoolX 
 problems are studied in the light of what we know of 
 adolescence. It has proved a revolutionary idea both, 
 in secondary and in religious education. 
 
 His Child Study movement was the forerunner of 
 the experimental pedagogy of today. Whatever critics 
 may say of the results which he obtained by the 
 questionnaire method, he opened a host of new prob- 
 lems which had never been thought of before, and upon 
 which other men of less ability have been at work ever 
 since. 
 
 " His book on 'Adolescence ' is literally monumental 
 and epoch-making. No single treatise on a psycho- \ 
 logical subject has ever been written in America 
 which has contained so much that is new and is so 
 
PERSONAL TRAITS 117 
 
 often consulted. If he had never produced anything 
 else, it would have marked him as a man of genius. 
 
 " I was in Germany in 1900 and was told frequently 
 by the thinking men in secondary school work that they 
 were looking to Hall for the stimulus to attack new prob- 
 lems. Little was done in pedagogy at that time in 
 Germany. Hall's ' Child Study ' movement was 
 unquestionably the main stimulus which started the 
 Germans on their investigations in experimental 
 pedagogy, in which they are now moving faster than 
 we are. 
 
 " Dr. Hall was the first psychologist to expound 
 educational problems in the light of biology and evo- 
 lution. This has been an exceedingly fruitful point 
 of view. He has done the same thing in psychology. 
 He has had more to say that is important for school 
 men to know than any other American psychologist, 
 and he has done more than any one else in the country 
 to make education a science. 
 
 " Over twenty years ago in one of his annual reports, 
 he argued that universities should specialize and con- 
 fine themselves to a limited field instead of attempting 
 to cover all departments of university instruction. 
 This is an idea which seems to be just now dawning 
 upon some university Presidents. 
 
 " I think, next to his originality, which amounts to 
 genius of a high order, the most striking thing about 
 him is his ability to stimulate others, not only his 
 immediate students, but thousands who hear him 
 only occasionally and read what he writes. I doubt if 
 anyone else has ever exerted a more lasting influence 
 upon educational thought in this country than he. 
 
 " The building up of a new University, with limited 
 resources, and against some annoying odds, in a little 
 over two decades — a University that is as well known 
 
118 G. STANLEY HALL 
 
 in continental Europe as any of our older Universities — 
 this is an achievement which alone would establish a 
 man's fame. No other American University Presi- 
 dent has ever done so much productive work in science 
 at the same time that he was carrying the adminis- 
 trative responsibilities of the institution. To me it 
 has always been a mystery how any man could do it. 
 " The way to keep men of his calibre at the head of 
 a University is to have the University specialize, keep 
 its numbers relatively small and its administrative 
 machinery simple, and then do a high quality of work. 
 The most discouraging feature of University work 
 today, it seems to me, is the constant advertising and 
 working for numbers and bigness. Clark University 
 and Johns Hopkins are the only American Universities 
 which illustrate what the future of American Univer- 
 sities is going to be. They are great, in spite of small 
 numbers." 
 
VII 
 BIBLIOGRAPHY OF PUBLISHED WRITINGS 
 
 1. Philanthropy. Poem delivered on Class Day at Williams 
 
 College, June 17, 1867. James T. Robinson & Co., Prin- 
 ters, North Adams, Mass., 1867. 
 la. John Stuart Mill. Williams Quarterly, Aug., 1867. 
 
 2. Outlines of Dr. J. A. Dorner's System of Theology. 
 
 Presbyterian Quarterly Review, Oct., 1872, Jan., Apr., 
 1873; N. S., Vol. 1, pp. 720-747; Vol. 2, pp. 60-93; 261-273. 
 
 3. Hegel as the National Philosopher of Germany. Trans- 
 
 lated from the German of Dr. Karl Rosenkranz. Re- 
 printed from the Journal of Speculative Philosophy. Gray, 
 Baker & Co., St. Louis, Mo., 1874, pp. 159. 
 
 4. Notes on Hegel and His Critics. The Journal of Specu- 
 
 lative Philosophy, Jan., 1878. Vol. 12, pp. 93-103. 
 
 5. Color Perception. Proc. Am. Acad, of Arts and Sciences. 
 
 Presented Mch. 14, 1878. N. S. Vol. 5, pp. 402-413. 
 
 6. A Leap- Year Romance. Appleton's Journal, Sept. and 
 
 Oct., 1878. N. S., Vol. 5, pp. 211-222; 319-330. 
 
 7. The Muscular Perception of Space. Mind, Oct., 1878. 
 
 Vol. 3, pp. 433-450. 
 
 8. The Philosophy of the Future. Nation, Nov. 7, 1878. 
 
 Vol. 27, pp. 283-284. 
 
 9. Philosophy in the United States. Mind, Jan., 1879. 
 
 Vol. 4, pp. 89-105. The same in Popular Science Monthly 
 Supplement, New Issue, No. 1, 1879, pp. 57-68. 
 
 10. Ueber die Abhangigkeit der Reactionszeiten vom Ort 
 
 des Reizes. (With J. von Kries.) Archiv fur Anatomie 
 und Physiologic (His u. Braune) Physiologische Abtheilung, 
 1879. Supp. Band, pp. 1-10. 
 
 11. Die willkurliche Muskelaction. (With Hugo Kron- 
 
 ecker.) Archiv fur Anatomie und Physiologie (His u. 
 Braune) Physiologische Abtheilung, Supp. Band, 1879, 
 pp. 11-47. 
 
 12. Laura Bridgman. Mind, April, 1879. Vol. 4, pp. 149-172. 
 
120 G. STANLEY HALL 
 
 13. Recent Researches on Hypnotism. Mind, Jan., 1881. 
 
 Vol. 6, pp. 98-104. 
 
 14. Getting Married in Germany. Atlantic Monthly, Jan., 
 
 1881. Vol. 47, pp. 36-46. 
 
 15. Aspects of German Culture. James R. Osgood & Co., 
 
 Boston, 1881, pp. 320. 
 
 Contents : Religious Opinion — The Vivisection Question — 
 The Passion Play — Some Recent Pessimistic Theories — 
 The New Culture War — Ferdinand Lasalle — The Graphic 
 Method — The Leipzig " Messe " — A Pomeranian Watering 
 Place — Emperor Wilhelm's Return — Herman Lotze — Is 
 ^Esthetics a Science? — The German Science — Are the 
 German Universities Declining? — Fowler's Locke and 
 German Psychology — Spiritualism in Germany — Recent 
 Studies in Hypnotism — Popular Science in Germany — A 
 Note on Hegel, his Followers and Critics — Hartmann's 
 New System of Pessimistic Ethics — The Latest German 
 Philosophical Literature — Democritus and Heraclitus — 
 The Muscular Perception of Space — Laura Bridgman — 
 The Perception of Color — A Note on the Present Con- 
 dition of Philosophy — First Impressions on Return from 
 Germany. 
 
 16. The Moral and Religious Training of Children. Read 
 
 at General Meeting of Am. Social Science Ass'n, Saratoga, 
 N. Y., Sept. 6, 1881. Princeton Review, Jan., 1882. Vol. 
 10, pp. 26-48. Jour, of Social Science, Feb. 1882., Sara- 
 toga, Papers of 1881, Part 2. No. 15, pp. 56-76. Also as 
 " The Moral and Religious Training of Children and 
 Adolescents." Ped. Sem., June, 1891. Vol. 1, pp. 196- 
 210. Also appears in modified form in " Youth, its Edu- 
 cation, Regimen and Hygiene," New York, D. Appleton & 
 Company, 1906, 379 p., Chap. 12. 
 
 17. Chairs of Pedagogy in our Higher Institutions of 
 
 Learning. Dept. of Superintendence N. E. A., Wash., 
 Mch., 21-23, 1882. Bur. of Ed. Circulars of Information 
 No. 2, 1882, pp. 35-44. 
 
 18. The Education of the Will. Paper read at 53rd Annual 
 
 Meeting of the Am. Institute of Instruction at Saratoga, 
 N. Y., July 13th, 1882. Am. Institute of Instruction, 
 Boston, Mass., 1882, pp. 236-271. Also in Princeton 
 Review, Nov., 1882. Vol. 10, pp. 306-325. See same as 
 
BIBLIOGRAPHY 121 
 
 " Moral Education and Will Training." Ped. Sem., June, 
 1892. Vol. 2, pp. 72-89. Also appears in modified form 
 in " Youth, its Education, Regimen and Hygiene," New 
 York, D. Appleton & Company, 1906. 379 p., Chap. 12. 
 
 19. Optical Illusions of Motion. (With H. P. Bowditch.) 
 
 Journal of Physiology, Aug., 1882. Vol. 3, pp. 297-307. 
 
 20. Educational Needs. North American Review, March, 
 
 1883. Vol. 136, pp. 284-290. 
 
 21. Reaction-Time and Attention in the Hypnotic State. 
 
 Mind, April, 1883. Vol. 8, pp. 170-182. 
 
 22. The Contents of Children's Minds. Princeton Review, 
 
 May, 1883. Vol. 11, pp. 249-272. Same as "Contents 
 of Children's Minds on Entering School." Ped. Sem., 
 June, 1891. Vol. 1, pp. 139-173. Reprinted by E. L. 
 Kellogg & Co., N. Y., 1893. pp. 56. Also in "Aspects of 
 Child Life and Education," by G. S. Hall and some of his 
 Pupils. Boston, Ginn & Co., 1907. 326 p. ; pp. 1-52. Also, 
 trans, into Bulgarian by Em. Anastassoff, Pedagogical 
 Library, Year 5, No. 24, Philipopolis, 1908. 
 
 23. Theology and Education. Nation, July 26, 1883. Vol. 
 
 37, pp. 81-82. 
 
 24. The Study of Children. Privately printed. N. Somer- 
 
 ville, Mass. (1883), pp. 13. 
 
 25. Report of the Visiting Committee of the Alumni of 
 
 Williams College. Presented July 1, 1884. Printed 
 for Distribution, Williamstown, Mass., 1884, pp. 11. 
 (Drawn up by Dr. Hall.) 
 
 26. Methods of Teaching History. Ginn, Heath & Co., 1883. 
 
 pp. 296. 2d Ed. Entirely re-cast and re-written. D. C. 
 Heath & Co., Boston, 1889, pp. 391. 
 
 27. Bilateral Asymmetry of Function. (With E. M. Hart- 
 
 well.) Mind, Jan., 1884. Vol. 9, pp. 93-109. 
 
 28. New Departures in Education. No. Am. Review, Feb., 
 
 1885. Vol. 140, pp. 144-152. 
 
 29. The New Psychology. Andover Review, Feb. and Mch., 
 
 1885. Vol. 3, pp. 120-135; 239-248. (An introductory 
 lecture delivered at J. H. U., Oct. 6, 1882.) 
 
 30. Introduction to Eva Channing's Trans, of Pestalozzi's 
 
 Leonard and Gertrude. (J. H. U., Bait., Mch. 4, 1885.) 
 Pub. by D. C. Heath & Co., Boston. 
 
122 G. STANLEY HALL 
 
 31. Experimental Psychology. Mind, April, 1885. Vol. 10, 
 
 pp. 245-249. 
 
 32. Pedagogical Inquiry. (Saratoga Springs, July, 1885.) 
 
 Jour, of Proc. and Addresses, N. E. A., 1885, pp. 506-511. 
 
 33. A Study of Children's Collections. The Nation, Sept. 3, 
 
 1885. Vol. 41, p. 190. Also in Ped. Sem., June, 1891. 
 Vol. 1, pp. 234-237. 
 
 34. Overpressure in Schools. The Nation, Oct. 22, 1885. 
 
 Vol. 51, pp. 338-339. 
 
 35. Motor Sensations on the Skin. (With H. H. Donaldson.) 
 
 Mind, Oct., 1885. Vol. 10, pp. 557-572. 
 
 36. Studies of Rhythm. (With Joseph Jastrow.) Mind, Jan., 
 
 1886. Vol. 11, pp. 55-62. 
 
 37. How to Teach Reading and What to Read in School, 
 
 D. C. Heath & Co., Boston (1886), pp. 40. 
 
 38. Hints Towards a Select and Descriptive Bibliography 
 
 of Education. Arranged by topics and indexed by au- 
 thors. (With John M. Mansfield.) D. C. Heath & Co., 
 Boston (1886), pp. 309. 
 
 39. Introductory Note to Sanford's " The Writings of 
 
 Laura Bridgman." (Reprinted from the Overland 
 Monthly.) J. H. U., Jan. 22, 1887. 
 
 40. Dermal Sensitiveness to Gradual Pressure Changes. 
 
 (With Yujiro Motora.) Am. Jour, of Psychology, Nov., 
 
 1887. Vol. 1, pp. 72-98. 
 
 41. Psychical Research. (A review of the Proc. of the English 
 
 Soc. for Psychical Research from July, 1882, to May, 1887, 
 and Gurney's Phantasms of the Living.) Am. Jour, of 
 Psychology, Nov., 1887. Vol. 1, pp. 128-146. 
 
 42. Psychology. (Review of the books on Psychology by 
 
 McCosh, Bowne, Dewey and Ladd.) Am. Jour, of 
 Psychology, Nov., 1887. Vol. 1, pp. 146-164. 
 
 43. Introduction to H. W. Brown's Trans, of Preyer's The 
 
 Senses and the Will. (The Mind of the Child, Part I.) 
 D. Appleton & Co., N. Y. (Int. Ed. Series), 1888. J. H. U., 
 Jan. 7, 1888. 
 
 44. The Story of a Sand Pile. Scribner's Magazine, June, 
 
 1888. Vol. 3, pp. 690-696. Reprinted by E. L. Kellogg 
 & Co., N. Y., 1897. Also in "Aspects of Child Life and 
 
BIBLIOGRAPHY 123 
 
 Education," by G. S. Hall and some of his Pupils, Boston, 
 Ginn & Co., 1907, 326 p.; pp. 142-156. 
 
 45. Address Delivered at the Opening of Clark University, 
 
 Worcester, Mass., Oct. 2, 1889. Clark University Open- 
 ing Exercises, Worcester, Mass., Oct. 2, 1889, pp. 9-32. 
 
 46. Children's Lies. Am. Jour, of Psychology, Jan., 1890. 
 
 Vol. 3, pp. 59-70. Reprinted in Ped. Sem., June, 1891. 
 Vol. 1, pp. 211-218. Also appears as " Children's Lies; 
 Their Psychology and Pedagogy," Chap. 6, in " Educa- 
 tional Problems," New York, D. Appleton & Co., 1911, 
 2 Vols. 
 
 47. A Sketch of the History of Reflex Action. Am. Jour. 
 
 of Psychology, Jan., 1890. Vol. 3, pp. 71-86. 
 
 48. A Plea for Studying Foreign Educational Institutions. 
 
 Address delivered at the 61st Annual Meeting of the Am. 
 Inst, of Instruction at Saratoga Springs, N. Y., July 8, 
 
 1890. Am. Inst, of Instruction, Boston, 1890, pp. 27-35. 
 
 49. The Training of Teachers. The Forum, Sept., 1890. 
 
 Vol. 10, pp. 11-22. 
 
 50. First Annual Report to the Board of Trustees. Clark 
 
 University, Worcester, Mass., Oct. 4, 1890. (Printed 
 Nov., 1890), pp. 2-24. Translation in Revue Scientifique, 
 April 4, 1891. Vol. 47, pp. 430-433. 
 
 51. Boy Life in a Massachusetts Country Town Thirty 
 
 Years Ago. Paper read before the Am. Antiquarian Soc, 
 Worcester, Oct. 21, 1890. Proc. of the Am. Antiq. Soc, 
 
 1891, N. S. Vol. 7, pp. 107-128. Also appears as " Boy 
 Life in a Massachusetts Country Town Forty Years Ago," 
 in Ped. Sem., June, 1906. Vol. 13, pp. 192-207; and in 
 "Aspects of Child Life and Education," by G. S. Hall and 
 some of his Pupils. Boston, Ginn & Co., 1907, 326 p.; 
 pp. 300-322. Largely reprinted as chapter 22 in F. G. 
 Howes' History of the Town of Ashfield, Mass. Published 
 by the Town, (1912), pp. 349-364. 
 
 52. The Relations of Physiology to Psychology. The Chris- 
 
 tian Register, Oct. 30, 1890. Vol. 69, pp. 698-699. 
 
 53. The Educational State or The Methods of Education 
 
 in Europe. The Christian Register, Nov. 6, 1890. Vol. 
 69, p. 719. 
 
124 G. STANLEY HALL 
 
 54. The Modern University. The Christian Register, Dec. 4, 
 
 1890. Vol. 69, pp. 785-786. 
 
 55. Educational Reforms. Ped. Sem., Jan., 1891. Vol. 1, 
 
 pp. 1-12. 
 
 56. Recent Literature of Higher Education. Ped. Sem., 
 
 Jan., 1891. Vol. 1, pp. 19-24 France; 24-29 Germany; 
 30-34 Other European Countries; 34-44 America; 44-53 
 Medical Education. 
 
 57. Recent Literature on Intermediate Education. Ped. 
 
 Sem., Jan., 1891. Vol. 1, pp. 53-62. 
 
 58. Elementary Education. The Reconstructed Primary 
 
 School System of France. (Reviews largely.) Ped. Sem., 
 Jan., 1891. Vol. 1, pp. 62-101. 
 
 59. Book Reviews (Pedagogical). Ped. Sem., Jan., 1891. Vol. 
 
 1, pp. 102-118. 
 
 60. Review of William James' Principles of Psychology. 
 
 (H. Holt & Co., 1890, 2 Vols.) Am. Jour, of Psy., Feb., 
 
 1891. Vol. 3, pp. 578-591. 
 
 61. Contemporary Psychologists. I. Professor Eduard Zel- 
 
 ler. Am. Jour, of Psy., April, 1891. Vol. 4, pp. 156-175. 
 
 62. Phi Beta Kappa Oration, at Brown Univ., Prov., R. I., 
 
 June, 1891. The Brunonian, June 17, 1891. 
 
 63. Notes on the Study of Infants. Ped. Sem., June, 1891. 
 
 Vol. 1, pp. 127-138. 
 
 64. University Study of Philosophy. (Discussion at Univ. 
 
 Convocation of the State of N. Y., July 8, 1891.) Re- 
 gents' Bulletin No. 8, Jan., 1893, pp. 335-338. 
 
 65. Discussions Before the N. E. A. Proc. N. E. A., 1891, 
 
 pp. 98, 354, 370, 440, 452, 504, 830. 
 
 56. Second Annual Report of the President to the Board 
 of Trustees of Clark University, Sept. 29, 1891. Pub. 
 for the Univ., Worcester, Mass., pp. 3-15. 
 
 67. The New Movement in Education. An Address delivered 
 
 before the School of Pedagogy of the Univ. of the City of 
 New York, Dec. 29, 1891. Printed by the University, 
 pp. 20. 
 
 68. Editorial. (Deals with recent educational tendencies.) 
 
 Ped. Sem., Dec, 1891. Vol. 1, pp. 311-326. 
 
BIBLIOGRAPHY 125 
 
 69. Recent Literature of Higher Education. I. France; 
 
 II. Germany; III. England; IV. United States; V. 
 Miscellaneous; VI. University Buildings. Ped. Sem., 
 Dec, 1891. Vol. 1, pp. 327-389. 
 
 70. Literature and Notes. (Educational.) Ped. Sem., Dec, 
 
 1891. Vol. 1, pp. 425-502. 
 
 71. The Outlook in Higher Education. The Academy, 
 
 Boston, Mass., Jan., 1892. Vol. 6, pp. 543-562. 
 
 72. Ecstasy and Trance. Christian Register, Boston, Mass., 
 
 Jan. 28, 1892. Vol. 71, p. 56. 
 
 73. Health of School Children as Affected by School 
 
 Buildings. Proc N. E. A., 1892, pp. 163-172. 
 
 74. Hints on Self-Education. Youth's Companion, Boston, 
 
 Mass., June 16, 1892. Vol. 65, p. 310. 
 
 75. Editorial on Health of School Children. Ped. Sem., 
 
 June, 1892. Vol. 2, pp. 3-8. 
 
 76. Child Study as a Basis for Psychology and Psycho- 
 
 logical Teaching. Report of the Comm. of Education 
 for the Year 1892-93, pp. 357-370. 
 
 77. Report to the Board of Trustees of Clark University, 
 
 Worcester, Mass., April, 1893, pp. 3-16. 
 
 78. Introduction to F. Tracy's Psychology of Childhood. 
 
 Sept., 1893. D. C. Heath & Co., Boston, 1893. 
 
 79. Psychological Progress. Address delivered at the First 
 
 Dinner of the Liberal Club, Buffalo, N. Y., Nov. 16, 1893. 
 The Liberal Club, Buffalo, 1893-94, pp. 13-47. 
 
 80. Child Study: The Basis of Exact Education. Forum, 
 
 Dec, 1893. Vol. 16, pp. 429-441. 
 
 81. Boys Who Should Not Go to College. Youth's. Com- 
 
 panion, March 15, 1894. Vol. 67, p. 119. 
 
 82. On the History of American College Text-Books and 
 
 Teaching in Logic, Ethics, Psychology and Allied 
 Subjects. With Bibliography. Proc of the Am. Anti- 
 quarian Society (Semi- Annual Meeting, Boston, April 25, 
 1894.) N. S., Vol. 9, pp. 137-174. 
 
 83. American Universities and the Training of Teachers. 
 
 Forum, April, 1894. Vol. 17, pp. 148-159. 
 
126 G. STANLEY HALL 
 
 83a. Some Relations Between Physical and Mental Train- 
 ing. Amer. Assoc, for Advancement of Physical Edu- 
 cation, New Haven, Conn., April, 1894. Annual Report, 
 pp. 30-37. 
 
 84. Universities and the Training of Professors. Forum, 
 
 May, 1894. Vol. 17, pp. 297-309. 
 
 85. Scholarships, Fellowships, and the Training of Pro- 
 
 fessors. Forum, June, 1894. Vol. 17, pp. 443-454. 
 
 86. Research the Vital Spirit of Teaching. Forum, July, 
 
 1894. Vol. 17, pp. 558-570. 
 
 87. Child Study in Summer Schools. Regent's Bulletin Univ. 
 
 State of N. Y., July 5-7, 1894, pp. 333-336. 
 
 88. The New Psychology as a Basis of Education. Forum, 
 
 Aug., 1894. Vol. 17, pp. 710-720. 
 
 89. Address at the Bryant Centennial, Cummington, 
 
 Mass., Aug. 16, 1894. Clark W. Bryan Co., Springfield, 
 Mass. 
 
 90. Address at the Dedication of the Haston Free Public 
 
 Library Building, North Brookfield, Mass., Sept. 
 20, 1894. H. J. Lawrence, Printer, No. Brookfield, Mass., 
 pp. 11-21. 
 
 91. Remarks on Rhythm in Education. Proc. N. E. A., 
 
 1894, pp. 84-85. 
 
 92. Child Study. Proc. N. E. A., 1894, pp. 173-179. 
 
 93. Practical Child Study. Journal of Education, Dec. 13, 
 
 1894. Vol. 40, pp. 391-392. 
 
 94. Laboratory of the McLean Hospital, Somerville, 
 
 Mass. Am. Jour, of Insanity, Jan., 1895. Vol. 51, pp. 
 358-364. 
 
 95. Put the Children on Record. Youth's Companion, Feb. 
 
 28, 1895. Vol. 68, p. 106. 
 
 96. On Specialization. Address at the One Hundredth Anni- 
 
 versary of the Founding of Union College, June, 1895. 
 Printed by the College, N. Y., 1897. pp. 230-244. 
 
 97. Introduction to H. T. Lukens' ' Connection Between 
 
 Thought and Memory,' Sept. 17, 1895. D. C. Heath & 
 Co., Boston, 1895. 
 
 98. Editorial on Experimental Psychology in America. 
 
 Am. Jour, of Psychology, Oct., 1895. Vol. 7, pp. 3-8. 
 
BIBLIOGRAPHY 127 
 
 Letters on above from James, Ladd, Baldwin, Cattell. 
 Science, Nov. 8, 1895. Vol. 2. (N. S.), pp. 626-528. Reply 
 by Dr. Hall, Science, Nov. 29, 1895. Vol. 2 (N. S.), pp. 
 734-735. 
 99. Psychical Research. Am. Jour, of Psy., Oct., 1895. Vol. 
 7, pp. 135-142. 
 
 100. Pedagogical Methods in Sunday School Work. Chris- 
 
 tian Register, Nov. 7, 1895. Vol. 74, pp. 719-720. 
 
 101. Results of Child Study Applied to Education. Trans. 
 
 111. Soc. for Child Study, 1895. Vol. 1, No. 4, pp. 13. 
 
 102. Modern Methods in the Study of the Soul. Christian 
 
 Register, Feb. 27, 1896. Vol. 75, pp. 131-133. 
 
 103. The Case of the Public Schools: I. The Witness of the 
 
 Teacher. Atlantic Monthly, March, 1896. Vol. 77, pp. 
 402-413. 
 
 104. Psychological Education. (52nd Ann. Meeting Am. 
 
 Medico-Psy. Assn. Boston, May 26-29, 1896. Am. Jour, 
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 105. The Methods, Status, and Prospects of the Child 
 
 Study of To-Day. Trans. 111. Soc, for Child Study, 
 May, 1896. Vol. 2, pp. 178-191. 
 
 106. Generalizations and Directions for Child Study. 
 
 North Western Jour, of Education (Lincoln, Neb.), July, 
 1896. Vol. 7, p. 8. 
 
 107. Nature Study. Buffalo, N. Y., July, 1896. Proceedings, 
 
 N. E. A., 1896, pp. 156-158. 
 
 108. Discussion on Sociology. Buffalo, N. Y., July, 1896. 
 
 Proceedings, N. E. A., 1896, pp. 193-196. 
 
 109. Some of the Methods and Results of Child Study Work 
 
 at Clark University. Buffalo, N. Y., July, 1896. Pro- 
 ceedings, N. E. A., 1896, pp. 860-864. 
 
 110. Child Study. School Education, July-Aug., 1896. Vol. 
 
 15, p. 5. 
 
 111. Address on Founder's Day at Mount Holyoke College, 
 
 Nov. 5, 1896. The Mount Holyoke, Nov., 1896. Vol. 
 6, pp. 64-72. 
 
 112. A Study of Dolls. (With A. Caswell Ellis.) Ped. Sem., 
 
 Dec, 1896. Vol. 4, pp. 129-175. Reprinted by E. L. 
 Kellogg & Co., N. Y., 1897. Also in "Aspects of Child 
 
128 G. STANLEY HALL 
 
 Life and Education," by G. S. Hall and some of his Pupils. 
 Boston, Ginn & Co., 1907, 326 p.; pp. 157-204. 
 
 113. A Study of Fears. Am. Jour, of Psy., Jan., 1897. Vol. 8, 
 
 pp. 147-249. 
 
 114. Some Practical Results of Child Study. National 
 
 Congress of Mothers, Wash., D. C, (Feb. 18, 1897). First 
 Annual Session, 1897, pp. 165-171. (D. Appleton & Co., 
 N. Y., 1897.) 
 
 115. The Psychology of Tickling, Laughing, and the Comic. 
 
 (With Arthur Allin.) Am. Jour, of Psy., Oct., 1897. Vol. 
 9, pp. 1-41. 
 
 116. Some Aspects of the Early Sense of Self. Am. Jour, of 
 
 Psy., April, 1898. Vol. 9, pp. 351-395. 
 
 117. New Phases of Child Study. Child Study Monthly. 
 
 (Chicago), May, 1898. Vol. 4, pp. 35-40. 
 
 118. Adolescence. Abstract of address at the 68th Annual 
 
 Meeting of the Am. Inst, of Instruction, North Conway, 
 N. H., July 5, 1898. Am. Inst, of Instruction, Boston, 
 1898, pp. 34-36. 
 
 119. Initiations into Adolescence. Oct. 21, 1898. Proc. Am. 
 
 Antiquarian Soc, N. S., Vol. 12, pp. 367-400. 
 
 120. The Love and Study of Nature, A Part of Education. 
 
 (Amherst, Dec. 6, 1898.) Report of the State Board of 
 Agriculture of Mass., 1898, pp. 134-154. 
 
 121. Heredity, Instinct and the Feelings. Proc. Calif. 
 
 Teachers' Ass'n, Santa Rosa, Dec. 27-30, 1898, pp. 46-48. 
 
 122. Adolescence. Proc. Calif. Teachers' Ass'n, Santa Rosa, 
 
 Dec. 27-30, 1898, pp. 49-53. 
 
 123. Food and Nutrition. Proc. Calif. Teachers' Ass'n, Santa 
 
 Rosa, Dec. 27-30, 1898, pp. 59-62. 
 
 124. The Love and Study of Nature. Dec, 1898. Rep. 2nd 
 
 Ann. Sess. San Joaquin Valley Teachers' Ass'n, Fresno, 
 Calif. (1899), pp. 51-63. 
 
 125. Address. Proceedings at the Dedication of the Thayer 
 
 Library and Art Building in Keene, N. H., Feb. 28, 1899. 
 Sentinel Printing Co., Keene, 1899, pp. 17-40. 
 
 126. Heirs of the Ages. Proceedings of the New Jersey Asso- 
 
 ciation for the Study of Children and Youth, Newark, 
 
BIBLIOGRAPHY 129 
 
 N. J., Mar. 11, 1899. The Brotherhood Press, Bloomfield, 
 N. J., 1899, pp. 5-14. 
 
 127. Resume of Child Study. North Western Monthly, Mar., 
 
 Apr., 1899. Vol. 9, pp. 347-349. Same article as " Intro- 
 ductory Words." Paidologist, April, 1899. Vol. 1, pp. 5-8. 
 
 128. The Education of the Heart. From fundamental to ac- 
 
 cessory in education. Needed modifications in the theory 
 and practice of the kindergarten. Kindergarten Mag., 
 May, 1899. Vol. 11, pp. 592-595; 599-600; 604-607. 
 
 129. The Kindergarten. School and Home Education, June, 
 
 1899. Vol. 18, p. 507. 
 
 130. Decennial Address. Decennial Celebration, Clark Uni- 
 
 versity, 1889-1899. Published by the University, Wor- 
 cester, Mass., 1899, pp. 45-59. 
 
 131. Philosophy. Decennial Celebration, Clark University, 1889- 
 
 1899. Published by the University, Worcester, Mass., 
 1899, pp. 177-185. 
 
 132. A Study of Anger. Am. Jour, of Psy., July, 1899. Vol. 
 
 10, pp. 516-591. 
 
 133. The Line of Educational Advance. Outlook, Aug. 5, 
 
 1899. Vol. 26, pp. 768-770. 
 
 134. Corporal Punishments. (With a reply.) New York 
 
 Education, Nov., Dec, 1899. Vol. 3, pp. 163-165; 226-227. 
 
 135. Note on Early Memories. Ped. Sem., Dec, 1899. Vol. 6, 
 
 pp. 485-512. 
 
 136. Some Defects of the Kindergarten in America. Forum, 
 
 Jan., 1900. Vol. 28, pp. 579-591. 
 
 137. The Ministry of Pictures. Perry Magazine, Feb., Mar., 
 
 Apr., May, 1900. Vol. 2, pp. 243-245; 291-292; 339-340; 
 387-388. 
 
 138. Colonel Parker's Contributions to American Educa- 
 
 tion. The Parker Anniversary, Quincy, Mass., April, 
 
 1900. E. L. Kellogg & Co., N. Y., 1900, pp. 33-34. 
 
 139. Remarks Before The American Irish Historical So- 
 
 ciety, Boston, April 19, 1900. Jour, of the Society. Vol. 
 3, 1900, pp. 38-40. 
 
 140. Some New Principles of Sabbath School Work. Minutes 
 
 of Worcester Baptist S. S. Convention, May 10, 1900. 
 G. G. Davis, Worcester, 1900, pp. 10-12. 
 
130 G. STANLEY HALL 
 
 141. College Philosophy. Forum, June, 1900. Vol. 29, pp. 
 
 409-422. 
 
 142. Pity. (With F. H. Saunders.) Am. Jour, of Psy., July, 
 
 1900. Vol. 11, pp. 534-591. 
 
 143. Child Study and Its Relation to Education. Forum, 
 
 Aug., 1900. Vol. 29, pp. 688-702. 
 
 144. Educational Value of the Social Side of Student Life 
 
 in America. Outlook, Aug. 4, 1900. Vol. 65, pp. 798-801. 
 
 145. Doctrinal Catechism in Sunday School Instruction. 
 
 (A Symposium.) Biblical World, Sept., 1900. Vol. 16, 
 pp. 175-176. 
 
 146. Student Customs. Paper read before the Am. Antiq. 
 
 Society, Oct. 24, 1900. Proc. Am. Antiq. Soc, N. S. 
 Vol. 14, pp. 83-124. 
 
 147. Introduction to " The Boy Problem," by William 
 
 Byron Forbush, Nov. 1, 1900. The Sabbath Literature 
 Co., Albany, N. Y., 1901. 
 
 148. The Religious Content of the Child Mind. (Chap. 7, 
 
 Principles of Religious Education, pp. 161-189.) Long- 
 mans, Green & Co., N. Y., 1900. 
 
 149. The Greatest Books of the Century. (A Symposium.) 
 
 Outlook, Dec. 1, 1900. Vol. 66, pp. 799-800. 
 
 150. Foreign and Home Boards of Trade. The Worcester 
 
 Magazine, Worcester, Mass., Jan., 1901, pp. 34-36. 
 
 151. Modern Goegraphy. Journal of Education, Feb. 7, 1901. 
 
 Also in School and Home Education, Bloomington, III, 
 May, 1901. Vol. 20, p. 448; and The Review of Edu- 
 cation, Chicago, Oct., 1901. Vol. 7, pp. 103. 
 
 152. Discussion. (" Migration among Graduate Students; " 
 
 " The Type of Examination for the Doctor's Degree; " 
 " Fellowships "). The Association of American Univer- 
 sities held at Chicago, 111., Feb. 27-28, 1900, and Feb. 
 26-28, 1901, pp. 27, 38, 44. 
 
 153. Colonel Parker. Journal of Education, Mar. 14, 1901. 
 
 154. Confessions of a Psychologist. (Part I.) Pedagogical 
 
 Seminary, Mar., 1901. Vol. 8, pp. 92-143. 
 
 155. Introduction to "An Ideal School," by P. W. Search. 
 
 D. Appleton & Co., N. Y., June, 1901, pp. 17-19. 
 
BIBLIOGRAPHY 131 
 
 156. Clark University. The Worcester Magazine, Worcester, 
 
 Mass., July, 1901, pp. 3-9. 
 
 157. Daniel Coit Gilman. The Outlook, Aug. 3, 1901. Vol. 
 
 68, pp. 818-821. 
 
 158. Present Tendencies in Higher Education. Regent's 
 
 Bulletin, Univ. of the State of New York, No. 55, Sept., 
 1901, pp. 372-385. 
 
 159. The Ideal School as Based on Child Study. The Forum, 
 
 Sept., 1901. Vol. 32, pp. 24-39. Also Proc. N. E. A., 
 1901, pp. 475-488. Rev. of Education, Oct., 1901. Vol. 
 7, pp. 88-94. 
 159a. The Education of a Child. Paidologist, Nov., 1901. 
 Vol. 3, pp. 161-166. 
 
 160. Rhythm of Work and Play. Kindergarten Review, Sept. 
 
 1901. Vol. 12, pp. 43-48. 
 
 161. The New Psychology. Harper's Monthly Magazine, Oct., 
 
 1901. Vol. 103, pp. 727-732. 
 
 162. How Far is the Present High School and Early Col- 
 
 lege Training Adapted to the Nature and Needs of 
 Adolescents ? (Read before the N. E. Ass'n of Colleges 
 and Secondary Schools, Boston, Oct. 19, 1901.) Official 
 Report of the 16th Annual Meeting, pp. 72-104, and School 
 Review, Dec, 1901. Vol. 9, pp. 649-665. 
 
 163. Clark University: What it Has Accomplished in 12 
 
 Years: Its Needs. Pamphlet Pub. by the Univ., Nov. 
 5, 1901, pp. 10. 
 
 164. Form or Substance: The Right Emphasis in English 
 
 Teaching. N. E. Ass'n of Teachers of English. Boston 
 University, Nov. 16, 1901. School Journal, Dec. 7, 1901. 
 
 165. A New Universal Religion at Hand. Metropolitan, Dec, 
 
 1901. Vol. 14, pp. 778-780. 
 
 166. Introduction to "Nature Study and Life," by C. F. 
 
 Hodge, Dec. 3, 1901. Ginn & Co., Boston, 1902. 
 
 167. Comparison of American and Foreign Systems of Popu- 
 
 lar Education. (Lecture before the Twentieth Century 
 Club, Dec. 18, 1901.) Boston, 1901, pp. 23-24. 
 
 168. Some Fundamental Principles of Sunday School and 
 
 Bible Teaching. Ped. Sem., Dec, 1901. Vol. 8, pp. 
 439-468. 
 
132 G. STANLEY HALL 
 
 169. Introduction to the Life of Very Rev. John J. Power. 
 
 T. J. Hurley, Worcester, Mass., 1902, pp. 172. 
 
 169a. Remarks on the Doctor's Dissertation. Chicago, Feb. 
 25, 1902. Jour, of Proc. and Addresses, 3rd Annual Con- 
 ference, Ass'n Am. Universities, 1902, pp. 26-27. 
 
 170. The High School as the People's College. Proc. of the 
 
 Department of Superintendence, N. E. A., Chicago, Feb. 
 27, 1902. Also the High School as the People's College 
 Versus the Fitting School. Ped. Sem., March, 1902. 
 Vol. 9, pp. 63-73. 
 
 171. What is Research in a University Sense and How May 
 
 it Best be Promoted ? Ped. Sem., March, 1902. Vol. 9, 
 pp. 74-80. Also in 3rd Annual Conference, Ass'n Am. 
 Universities, Chicago, 1902, pp. 49-54. 
 
 172. Some Social Aspects of Education. Ped. Sem., March, 
 
 1902. Vol. 9, pp. 81-91. Also Educational Rev., May, 1902. 
 Vol. 23, pp. 433-445. 
 
 173. Adolescents and High School English, Latin and 
 
 Algebra. Ped. Sem., March, 1902. Vol. 9, pp. 92-105. 
 
 174. Tribute to Col. Francis W. Parker. School Journal, 
 
 Chicago, 111., April 12, 1902. 
 
 176. Some Criticisms of High School Physics and Manual 
 
 Training and Mechanic Arts High Schools, With 
 Suggested Correlations. Delivered before the N. E. 
 Ass'n of Physics Teachers, Boston, May 24. Ped. Sem., 
 June, 1902. Vol. 9, pp. 193-204. Also Manual Training 
 Mag., Chicago, July, 1902. Vol. 3, pp. 189-200. 
 
 177. Normal Schools, Especially in Massachusetts. Ped. 
 
 Sem., June, 1902. Vol. 9, pp. 180-192. 
 
 178. Ausgewahlte Beitrage zur Kinderpsychologie und 
 
 Paedagogik. Thirteen papers translated into German by 
 Dr. Joseph Stimpfl. Internationale Bibliothek f. Paeda- 
 gogik. Band 4. O. Bonde, Altenburg, 1902, pp. 454. 
 
 179. Rest and Fatigue. Ainslee's Magazine, July, 1902. 
 
 180. Christianity and Physical Culture. Ped. Sem., Sept., 
 
 1902. Vol. 9, pp. 374-378. 
 
 181. Pre-Established Harmony. Ped. Sem., Sept., 1902. 
 
 Vol. 9, pp. 379-384. 
 
BIBLIOGRAPHY 133 
 
 182. Report of the President to the Board of Trustees of 
 
 Clark University, Worcester, Mass., Oct., 1902, pp. 
 11-30. 
 
 183. Animal Experimentation. A series of statements indicating 
 
 its value to Biological and Medical Science. Little, 
 Brown & Co., Boston, 1902, pp. 7-9. 
 
 184. How Children and Youth Think and Feel About 
 
 Clouds. (With J. E. W. Wallin.) Ped. Sem., Dec, 1902. 
 Vol. 9, pp. 460-506. 
 
 185. Remarks on the Certificate Method of Admission to 
 
 Colleges and Universities. Ass'n of Am. Universities, 
 N. Y., Dec. 29-31, 1902. 
 
 186. Reactions to Light and Darkness. (With Theodate L. 
 
 Smith.) Am. Jour, of Psy., Jan., 1903. Vol. 14, pp. 
 21-83. 
 
 187. Note on Moon Fancies. Am. Jour, of Psy., Jan., 1903. 
 
 Vol. 14, pp. 88-91. 
 
 188. Child Study at Clark University: An Impending New 
 
 Step. Am. Jour, of Psy., Jan., 1903. Vol. 14, pp. 96-106. 
 Gives a full list of the topical syllabi published under Dr. 
 Hall's direction since Oct., 1894, and the published work 
 based thereon. 
 
 189. The Relations Between Lower and Higher Races. 
 
 Proc. Mass. Hist. Soc, Jan., 1903. 2nd Ser., Vol. 17, 
 pp. 4-13. 
 
 190. Children's Ideas of Fire, Heat, Frost and Cold. (With 
 
 C. E. Browne.) Ped. Sem., March, 1903. Vol. 10, pp. 
 27-85. 
 
 191. Note on Cloud Fancies. Ped. Sem., March, 1903. Vol. 
 
 10, pp. 96-100. 
 
 192. Showing Off and Bashfulness as Phases of Self-Con, 
 
 sciousness. (With Theodate L. Smith.) Ped. Sem.- 
 June, 1903. Vol. 10, pp. 159-199. 
 
 192a. Note on N. E. A. Meeting in Boston, July 6-10, 1903. 
 Ped. Sem., June, 1903. Vol. 10, pp. 270-272. 
 
 193. Marriage and Fecundity of College Men and Women. 
 
 (With Theodate L. Smith.) Ped. Sem., Sept., 1903. 
 Vol. 10, pp. 275-314. 
 
134 G. STANLEY HALL 
 
 194. Curiosity and Interest. (With Theodate L. Smith.) 
 
 Ped. Sem., Sept., 1903. Vol. 10, pp. 315-358. Also in 
 "Aspects of Child Life and Education," by G. S. Hall and 
 some of his Pupils. Boston, Ginn & Co., 1907, 326 p.; 
 pp. 84-141. 
 
 195. Experiments upon Children. Good Housekeeping (Spring- 
 
 field, Mass.), Oct., 1903. Vol. 37, pp. 338-339. 
 
 196. Adolescence, Its Psychology and Its Relations to 
 
 Physiology, Anthropology, Sociology, Sex, Crime, 
 Religion and Education. New York, D. Appleton & 
 Co., 1904, 2 Vols. A part of this work was translated into 
 Japanese by Y. Motora and others. Dubumkan, Tokyo, 
 1910. 
 
 197. Co-Education in the High School. July, 1903. Proc. 
 
 N. E. A., 1903, pp. 446-460. 
 
 198. Psychic Arrest in Adolescence. July, 1903. Proc, N. 
 
 E. A., 1903. pp. 811-813. 
 
 199. Introduction to S. B. Haslett's " The . Pedagogical 
 
 Bible School." Oct., 1903. 
 
 200. Discussion of University Finances, University Pub- 
 
 lications and the Printing of Doctor's Theses. The 
 Association of American Universities, Fifth Annual Con- 
 ference held in New Haven, Feb. 18-20, 1904. Jour, of 
 Proc. and Addresses. Pub. by the Association, 1904, pp. 
 18-19; 51-52. 
 
 200a. The Cat and the Child. (With C. E. Browne.) Ped. 
 Sem., March, 1904. Vol. 11, pp. 3-29. 
 
 200b. Address, " The Library and the University," and 
 Remarks as Presiding Officer at the Public Opening 
 of the Library Building of Clark University. Jan- 
 uary, 14 1904. Publications of the Clark University 
 Library April, 1904. Vol. 1, pp. 44, 46, 51, 66, 67-70. 
 
 201. Editorial. First Issue of the American Journal of Religious 
 
 Psychology and Education, May, 1904. Vol. 1, pp. 1-6. 
 
 202. The Jesus of History and of the Passion versus The 
 
 Jesus of the Resurrection. Am. Jour, of Rel. Psy. and 
 Ed., May, 1904. Vol. 1, pp. 30-64. 
 
 203.. Reviews of Religious Literature. Am. Jour, of Rel. 
 Psy. and Ed., May, 1904. Vol. 1, pp. 98-111. 
 
BIBLIOGRAPHY 135 
 
 204. The Kindergarten Perverted. Good Housekeeping, 
 
 June, 1904. Vol. 38, p. 627. 
 
 205. Co-Education. (St. Louis, June 29.) Proc. N. E. A., 1904, 
 
 pp. 538-542. Abstracted in the Metropolitan Teacher 
 (N. Y.), June- July, 1904. Vol. 9, pp. 117-119. 
 
 206. The Natural Activities of Children as Determining 
 
 the Industries in Early Education. St. Louis, Mo., 
 June 30, 1904. Proc. N. E. A., 1904. pp. 443-447. 
 
 207. In How Far May Child Psychology Take the Place 
 
 of Adult Psychology or Rational Psychology in 
 the Training of Teachers ? Proc. N. E. A., St. Louis, 
 June 30, 1904, pp. 568-571. 
 
 208. Unsolved Problems of Child Study and the Method 
 
 of Their Attack. St. Louis, Mo., July 1, 1904. Proc. 
 N. E. A., 1904, pp. 782-787. Also Southern Educational 
 Review, July, 1904. Vol. 1, pp. 25-28. 
 
 209. Mental Science. Address before the Division of Mental 
 
 Science, Cong, of Arts and Science. St. Louis, Mo., Oct., 
 
 1904. Science, Oct. 14, 1904. N. S. Vol. 20, pp. 481-490. 
 Also appears as " Unity of Mental Science," Congress 
 of Arts and Science, Boston, Houghton, Mifflin, 1905-1907. 
 8 Vols. Vol. 5, 1906, pp. 577-589. 
 
 210. Reviews of Religious Literature. Am. Jour, of Rel. 
 
 Psy. and Ed., Nov., 1904. Vol. 1, pp. 187-213. 
 
 211. Co-Instruction in Graduate Schools. Ass'n Am. Univ- 
 
 ersities, Bait., Md., Jan. 13, 1905. Journal of Proceedings, 
 
 1905, pp. 42-46. 
 
 212. Remarks on Founder's Day. Feb. 1, 1905, at Clark 
 
 University. Pubs, of the C. U. Library, Apr., 1905. Vol. 
 1, pp. 136-137. 
 
 213. The Negro Question. Address before the Mass. Historical 
 
 Society, Boston, Feb. 9, 1905. Proc. Mass. Historical 
 Soc, 1905. 2nd Ser., Vol. 19, pp. 95-107. 
 
 214. New Ideals of Motherhood Suggested by Child Study. 
 
 Address at National Congress of Mothers, Washington, 
 D. C, March 10, 1905. Report of the National Cong, of 
 Mothers, Wash., D. C, 1905. pp. 14-27. 
 
 215. The Efficiency of the Religious Work of the Y. M. 
 
 C. A. Address at Y. M. C. A. Convention, Niagara Falls, 
 
136 G. STANLEY HALL 
 
 N. Y., May 27, 1905. Ped. Sem., Dec, 1905. Vol. 12, 
 pp. 478-489. 
 
 216. Citizens' Initiative as a Factor in Educational Pro- 
 
 gress. Address before Public Ed. Ass'n of Worcester, 
 June 13, 1905. Wore. Mag., Oct., 1905. Vol. 8, pp. 209- 
 213. Also in Ped. Sem., Dec, 1905. Vol. 12, pp. 471-477. 
 
 217. Sketch of Herbert Baxter Adams. Proc Am. Antiq. 
 
 Soc, Apr. 26, 1905. Vol. 17, pp. 12-15. 
 218. % Adolescence: The Need of a New Field of Medical 
 Practice. Monthly Cyclopaedia of Med. Practice. June, 
 1905. Vol. 8, pp. 241-243. 
 
 219. A Central Pedagogical Library and Museum for 
 
 Massachusetts. Address before the Mass. Library Club, 
 Falmouth, June 15, 1905. Ped. Sem., Dec, 1905. Vol. 
 12, pp. 464-470. 
 
 220. Child Study in the University and College. Jour, of 
 
 Ed. (Boston), July 20, 1905. Vol. 12, pp. 136-137. Also 
 in Proc. N. E. A., 1905. pp. 710-714. 
 
 221. Psychology of Jesus. Child Study in the Kinder- 
 
 garten. Chautauqua and its Work. Lectures at 
 Chautauqua, N. Y., July 24— Aug. 3, 1905. Chau. As- 
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 222. Reviews of Religious Literature. Am. Jour, of Rel. 
 
 Psy. and Ed., Aug., 1905. Vol. 1, pp. 319-334. 
 
 223. What Children Do Read and What They Ought to Read. 
 
 Jour, of Ped., Sept., 1905. Vol. 18, pp. 40-51. Also in 
 Public Libraries, Oct., 1905. Vol. 10, pp. 391-393. 
 
 224. The Pedagogy of History. Address at the Annual Meeting 
 
 of the N. E. Hist. Ass'n, Springfield, Mass., April 14, 1905. 
 Ped. Sem., Sept., 1905. Vol. 12, pp. 339-349. Also 
 appears in " Educational Problems," New York, D. Apple- 
 ton & Co., 1911. 2 Vols., Chap. 16, Vol. 2. 
 
 225. The Negro in Africa and America. Address at University 
 
 of Virginia, July, 1905. Ped. Sem., Sept., 1905. Vol. 
 12, pp. 350-368. 
 
 226. Recent Observations in Pathological Psychology. 
 
 Jour, of Soc. Sci., Sept., 1905, pp. 139-151. The same as 
 " Certain Degenerative Tendencies Among Teachers." 
 Ped. Sem., Dec, 1905. Vol. 12, pp. 454-463. 
 
BIBLIOGRAPHY 137 
 
 227. The Education of Ministers and Sunday School Work 
 
 Among the Unitarians. Address at meeting of the Unit- 
 arian Sunday School Soc, Atlantic City, N. J., Sept. 26, 
 1905. Christian Register, Oct. 12, 1905. Vol. 84, pp. 
 1137-1139. Also in Ped. Sem., Dec, 1905. Vol. 12, pp. 
 490-495. 
 
 228. What is Pedagogy? Ped. Sem., Dec, 1905. Vol. 12, 
 
 pp. 375-383. 
 
 229. Introduction to Mrs. Birney's " Childhood." F. A. 
 
 Stokes Co., N. Y., Nov. 1905. 
 
 230. Remarks at the Public Opening of the Art Depart- 
 
 ment, Clark University Library, Dec. 5, 1905. Pubs, 
 of the C. U. Library, Dec, 1905. 
 230a. Introduction to Radestock's Habit and Education. 
 Boston, Heath, 1902. 117 p. 
 
 231. Place of Formal Instruction in Religious and Moral 
 
 Education in the Home. Proc of the 3rd Annual Con- 
 vention of the Religious Educ. Assoc, Boston, Feb. 12-16, 
 
 1905. pp. 67-72. 
 
 232. What Changes Should be Made in Public High Schools 
 
 to Make Them More Efficient in Moral Training ? 
 Proc. of the 3rd Annual Convention of the Religious Educ. 
 Assoc, Boston, Feb. 12, 1906, pp. 219-223. 
 
 233. Tributes to the Hon. Stephen Salisbury. Proc. Mass. 
 
 Hist. Soc, Dec, 1905, pp. 419-421. 
 
 234. Children and the Theatre. Good Housekeeping, Jan., 
 
 1906. Vol. 42, pp. 42-43. 
 
 235. The Question of Co-Education. Munsey, Feb., 1906. 
 
 pp. 588-592. 
 
 236. On Feeling. Psy. Bull., Feb. 15, 1906. Vol. 3, No. 2, p. 53. 
 
 237. The Affiliation of Psychology with Philosophy and 
 
 with the Natural Sciences. Science, Feb. 23, 1906. 
 N. S. Vol. 23, pp. 297-301. 
 
 238. Note on Psychology. Philos. Review, March, 1906. Vol. 
 
 15, p. 173. 
 
 239. Tribute to President William Rainey Harper. Biblical 
 
 World, March, 1906. Vol. 27, pp. 233-234. 
 
 240. The Feminist in Science. Independent, March 22, 1906. 
 
 pp. 661-662. 
 
138 G. STANLEY HALL 
 
 240a. Youth, its Education, Regimen and Hygiene. N. Y., 
 D. Appleton & Co., Aug., 1906, 379 p. (Condensed from 
 Adolescence published in 1904.) 
 
 241. Undeveloped Races in Contact with Civilization. 
 
 Wash. Univ. Assoc. Bulletin, 1906. Vol. 4, pp. 145-150. 
 
 242. Urybrane Stati Pedopsychologicke a Pedagogicke. 
 
 Praze, 1906, pp. 199. 
 
 243. Co-Education. Amer. Acad, of Medicine, Bulletin, Oct., 
 
 1906. Vol. 7, pp. 653-656. 
 
 244. Three Duties of the American Scholar; Baccalaur- 
 
 eate Address. Clark College Record, Oct., 1906. Vol. 1, 
 pp. 138-152. Also in Wore. Telegram, June 18, 1906. 
 
 245. On Education and Youthful Development. Educ. 
 
 News, Oct. 5, 1906. pp. 739-740. Editorial comment on 
 same, pp. 747-748. 
 
 246. The Appointment and Obligations of Graduate Fel- 
 
 lows. Jour, of Proc. and Addresses at the 8th Annual Con. 
 of the Assoc, of Amer. Univ., 1906. Cambridge, Mass., 
 Nov. 23-24, 1906, pp. 38. 
 
 247. Some Dangers in Our Educational System and How to 
 
 Meet Them. New Eng. Mag., Feb., 1907. Vol. 35, pp. 
 667-675. 
 
 248. Play and Dancing for Adolescents. Independent, Feb. 
 
 14, 1907. Vol. 62, pp. 355-358. 
 
 249. The German Teacher Teaches. New Eng. Mag., May, 
 
 1907. Vol. 36, pp. 282-287. 
 
 250. Should Modern Be Substituted for Ancient Lan- 
 
 guages for Culture and Training ? Address, May 11, 
 1907. Pubs, of the N. E. Mod. Lang. Assoc, Boston, 
 1907. Vol. 1, pp. 45-57. 
 
 251. Address at the Annual Commencement of the Uni- 
 
 versity of Maryland, May 30, 1907. Hospital Bulletin 
 (Baltimore), June 15, 1907. 
 
 252. Vigorous Attack on Classics. Jour, of Ed., Boston, July 
 
 4, 1907. 
 
 253. Aspects of Child Life and Education. By G. S. Hall 
 
 and some of his Pupils. Edited by Theodate L. Smith. 
 Boston, Ginn & Co., June, 1907, 326 p. 
 
BIBLIOGRAPHY 139 
 
 254. How and When to be Frank With Boys. Ladies' Home 
 
 Jour., Phila., Sept., 1907. 
 
 255. The Culture- Value of Modern as Contrasted With 
 
 That of Ancient Languages. New Eng. Mag., Oct., 
 1907. Vol. 37, pp. 167-173. 
 
 256. The Relation of the Church to Education. Address 
 
 at 13th Triennial session of Cong'l Churches at Cleveland, 
 O., Oct., 1907. Addresses, Reports, etc. The National 
 Council of the Cong'l Churches, Boston, 1907. pp. 33-44. 
 Also newspaper comment on same. Also in Ped. Sem., 
 June, 1908. Vol. 15, pp. 186-196. 
 
 257. The Function of Music in the College Curriculum. 
 
 Address at Columbia University, Dec. 27, 1907. Papers 
 and Proc. Music Teachers' Nat'l Assoc, Ser. 2, 1907. 
 Pub. by the Assoc, 1908. pp. 13-24. Also in Ped. Sem., 
 March, 1908. Vol. 15, pp. 117-126. 
 
 257a. Child Study and Its Relation to Education. Trans, 
 into Bulgarian by Em. Anastassoff. Pedagogical Library, 
 Year 5, No. 23, Philipopolis, 1907. 
 
 258. Conscience, Health and Honor. The Social Education 
 
 Quarterly, Jan., 1908. Vol. 2, pp. 66-71. 
 
 259. Some General Defects in Our School System and How 
 
 to Meet Them. The Connecticut Assoc, of Classical and 
 High School Teachers. Report of 1908 meeting, Hart- 
 ford, Conn. pp. 10-16. Feb. 15, 1908. 
 
 260. The Needs and Methods of Educating Young People 
 
 in the Hygiene of Sex. Ped. Sem., March, 1908. 
 Vol. 15, pp. 82-91. Also in American Society for Sanitary 
 and Moral Prophylaxis, Transactions, 1908. Vol. 2, pp. 
 195-205. 
 
 261. The University Idea. Ped. Sem., March, 1908. Vol. 15, 
 
 pp. 92-104. 
 
 262. Psychology of Childhood as Related to Reading and 
 
 the Public Library. Ped. Sem., March, 1908. Vol. 15, 
 pp. 105-116. 
 
 263. The Function of Music in the College Curriculum. 
 
 Ped. Sem., March, 1908. Vol. 15, pp. 117-126. Also in 
 Music Teachers' National Assoc, Studies in Musical 
 Education, 1907, Ser. 2, pp. 13-24. 
 
140 G. STANLEY HALL 
 
 264. A Glance at the Phyletic Background of Genetic 
 
 Psychology. Am. Jour, of Psy., April, 1908. Vol. 19, 
 pp. 149-212. 
 
 265. Feminization in School and Home. World's Work, May, 
 
 1908. Vol. 16, pp. 10237-10244. 
 
 266. Must Your Child Lie? Appleton's Mag., May, 1908. 
 
 Vol. 11, pp. 543-549. 
 
 267. Relation of the Church to Education. Ped. Sem., June, 
 
 1908. Vol. 15, pp. 186-196. 
 
 268. Pedagogy — Its True Value in Education. Ped. Sem., 
 
 June, 1908. Vol. 15, pp. 197-206. 
 
 269. The Medical Profession and Children. Ped. Sem., June, 
 
 1908. Vol. 15, pp. 207-216. 
 
 270. Sunday Observance. Ped. Sem., June, 1908. Vol. 15, 
 
 pp. 217-229. Also in " Educational Problems," New 
 York, D. Appleton & Co., 1911. 2 Vols. Chap. 13, Vol. 2. 
 
 271. v From Generation to Generation: With Some Plain 
 Language About Race Suicide and the Instruction of 
 Children During Adolescence. Amer. Mag., July, 
 1908. Vol. 66, pp. 248-254. 
 
 272. The Boy That Your Boy Plays With. The Circle, July, 
 
 1908. Vol. 4, pp. 24-60. 
 
 273. Remarks at Meeting of the Story-Tellers' League. 
 
 World's Work, July, 1908. Vol. 16, p. 10414. 
 
 274. New Work in Education. To Raise Our Standard. 
 
 World's Work, July, 1908. Vol. 16, p. 10454. 
 
 275. Recent Advances in Child Study. Jour, of Ed., July 16, 
 
 1908. Vol. 68, p. 114. 
 
 276. The Awkward Age. Appleton's, Aug., 1908. Vol. 12, 
 
 pp. 149-156. 
 
 277. The Kind of Women Colleges Produce. Appleton's, 
 
 Sept., 1908. Vol. 12, pp. 313-319. 
 
 278. Elements of Strength and Weakness in Physical Edu- 
 
 cation as Taught in Colleges. Ped. Sem., Sept., 1908. 
 Vol. 15, pp. 347-352. 
 
 279. Recent Advances in Child Study. Ped. Sem., Sept., 
 
 1908. Vol. 15, pp. 353-357. 
 
BIBLIOGRAPHY 141 
 
 280. The Psychology of Music and the Light it Throws 
 
 Upon Musical Education. Ped. Sem., Sept., 1908. 
 Vol. 15, pp. 358-364. 
 
 281. How Far Are the Principles of Education Along In- 
 
 digenous Lines Applicable to American Indians? 
 Ped. Sem., Sept., 1908. Vol. 15, pp. 365-369. 
 
 282. The Culture- Value of Modern as Contrasted With 
 
 That of Ancient Languages. Ped. Sem., Sept., 1908. 
 Vol. 15, pp. 370-379. 
 
 283. Teens and Twenties. (Advice to Girls.) Letter in 
 
 Woman's Home Companion, Oct., 1908, p. 29. 
 
 284. Spooks and Telepathy. Appleton's, Dec, 1908. Vol. 12, 
 
 pp. 677-683. 
 
 285. Education of the Heart. Southern Calif. Teachers' 
 
 Assoc, Dec. 21-24, 1908. Redlands Review Press, 1909. 
 pp. 31-38. 
 
 286. Mystic or Borderline Phenomena. Southern Calif. 
 
 Teachers' Assoc, Dec. 21-24, 1908. Redlands Review 
 Press, 1909, pp. 103-107. 
 
 287. The Budding Girl. Appleton's Mag., Jan., 1909. Vol. 
 
 13, pp. 47-54. Also Southern Calif. Teachers' Assoc, 
 Dec. 21-24, 1908. Also as The Budding Girl and the Boy 
 in his Teens. Redlands Review Press, 1909, pp. 39-54. 
 Also in " Educational Problems," New York, D. Appleton 
 & Co., 1911. 2 Vols. Chap. 9, Vol. 2. 
 
 288. Fifty Years of Darwinism. Modern Aspects of Evo- 
 
 lution. Centennial Addresses in Honor of Charles 
 Darwin before the American Assoc, for the Advancement 
 of Science, Baltimore, Friday, Jan. 1, 1909. N. Y., Henry 
 Holt & Co., 1909. 274 p. 
 
 289. How Can We Make the Average Public School a Good 
 
 School? The Housekeeper, Feb., 1909. Vol. 32, pp. 
 10-13. 
 
 290. A Safeguard Against Evil. Mother's Mag., Elgin, 111., 
 
 Feb., 1909. Vol. 4, pp. 6-7. 
 
 291. The Press and the Professors. Appleton's, March, 1909. 
 
 Vol. 13, pp. 273-279. 
 
 292. What College for My Daughter ? Good Housekeeping, 
 
 May, 1909. Vol. 48, pp. 549-551. 
 
142 G. STANLEY HALL 
 
 293. A Man's Adventure in Domestic Industries. Appleton's, 
 
 June, 1909. Vol. 13, pp. 677-683. 
 
 294. Twentieth Anniversary of Clark University. Nation, 
 
 (N. Y.), Sept. 23, 1909. Vol. 89, pp. 284-285. 
 
 295. Children's Reading as a Factor in Their Education. 
 
 The School and Home, Sept., 1909. pp. 17-18. 
 
 296. Address at Memorial Service to President Wright in 
 
 Art Room, Clark University Library, June 14, 1909. 
 Clark College Record, October, 1909. Vol. 4, pp. 146-151. 
 
 297. Remarks at Clark College Commencement Exercises, 
 
 June 17, 1909. Clark College Record, October, 1909. 
 Vol. 4, pp. 170-172. 
 
 298. Address at the Fiftieth Anniversary of the Founding 
 
 of the Worcester Free Public Library, Dec. 23, 1909. 
 pp. 30-36. F. S. Blanchard & Co., Worcester, Mass., 
 1910, 40 p. 
 
 299. Education in Sex Hygiene. Eugenics Review, Jan., 1910. 
 
 Vol. 1, pp. 242-253. 
 
 300. A Children's Institute. Harper's Magazine, March, 
 
 1910. Vol. 120, pp. 620-624. 
 
 301. What is to Become of Your Baby ? Cosmopolitan, April, 
 
 " 1910. Vol. 47, pp. 661-668. 
 
 302. The Children's Institute of Clark University, Wor- 
 
 cester, Mass. Prospectus of the Children's Institute, 
 Clark University, Worcester, Mass. April 30, 1910. 
 
 303. " The Chief End of Man." Current Literature, May, 
 
 1910. Vol. 48, pp. 528-531. 
 
 304. General Outline of the New Child Study Work at 
 
 Clark University. Ped. Sem., June, 1910. Vol. 17, 
 pp. 160-165. 
 
 305. The Point of View Toward Primitive Races. Jour, of 
 
 Race Development, July, 1910. Vol. 1, pp. 5-11. 
 
 306. G. Stanley Hall's Method in Missions. Independent 
 
 Magazine, Aug. 25, 1910. Vol. 69, pp. 430-431. 
 
 307. Letter on Newspaper Interviews. New York Nation, 
 
 Sept. 1, 1910. Vol. 91, pp. 185-186. 
 
 308. International Study of Child Welfare. The Child, 
 
 Oct., 1910. Vol. 1, pp. 6-7. 
 
BIBLIOGRAPHY 143 
 
 309. Mission Pedagogy (With Comments by Others). Journal 
 
 of Race Development, Oct., 1910. Vol. 1, pp. 127-146; 
 April, 1911, Vol. 1, pp. 503-518. 
 
 310. The Age of Efficiency. Youth's Companion, Nov. 17, 
 
 1910. Vol. 84, pp. 639-640. 
 
 311. Physical Training. Ped. Sem., Dec, 1910. Vol. 17, pp. 
 
 491-496. 
 
 312. The National Child Welfare Conference: Its Work 
 
 and Its Relations to Child Study. Ped. Sem., Dec, 
 
 1910. Vol. 17, pp. 497-504. Also in Proc N. E. A. 1910, 
 pp. 893-899. Also in Kindergarten Primary Mag., Jan., 
 
 1911. Vol. 24, pp. 120 7 124. 
 
 313. The Co-Ordination of the School With the Three 
 
 Score Other Child Welfare Agencies. Annual Re- 
 port of the 56th Annual Meeting of the New Jersey State 
 Teachers' Association, Atlantic City, N. J., Dec. 27, 28, 
 29, 1910, pp. 63-79. 
 
 314. Improvements Needed in the Teaching of Certain 
 
 High School Subjects. Annual Report of the 56th 
 Annual Meeting of the New Jersey State Teachers' Asso- 
 ciation, Atlantic City, N. J., Dec 27, 28, 29, 1910, pp. 
 125-135. 
 314a. Educational Problems. New York, D. Appleton & Com- 
 pany, May, 1911; 2 Vols. 
 
 315. In Life's Drama Sex Plays the Leading Part. Sagamore 
 
 Sociological Conference, June 28-30, 1911; pp. 27-31. 
 
 316. Eugenics: Its Ideals and What It Is Going to Do. 
 
 Religious Education, June, 1911. Vol. 6, pp. 152-159. 
 
 317. The Problem of Dependent Races. Report of the 29th 
 
 Annual Lake Mohonk Conference, Lake Mohonk, N. Y., 
 Oct. 18-20, 1911; pp. 225-232. 
 
 318. The Efficiency of Humanity. Commencement Address, 
 
 Clark College, June 15, 1911. Clark College Record, Oct. 
 1911. Vol. 6, pp. 161-175. 
 
 319. The "Pedagogical Seminary." The Child, Oct., 1911. 
 
 Vol. 2, pp. 54-55. 
 
 320. The Teaching of Sex in Schools and Colleges. Social 
 
 Diseases (Amer. Soc for Sanitary and Moral Prophy- 
 laxis, N. Y.), 1911. Vol. 2, No. 4, pp. 1-19. 
 
144 G. STANLEY HALL 
 
 321. The Genetic View of Berkeley's Religious Motiva- 
 
 tion. Journal of Religious Psychology, April, 1912. Vol. 
 5, 137-162. 
 
 322. Children's Rights. The Kansas School Magazine, May, 
 
 1912. Vol. 1, pp. 183-187; p. 213. 
 
 323. Why Kant is Passing. Amer. Jour, of Psychology, July, 
 
 1912. Vol. 23, pp. 370-426. 
 323a. Founders of Modern Psychology. New York, D. Apple- 
 ton & Company, Sept., 1912, 470 p. 
 
 324. Keeping Children Well. The Necessity of Proper 
 
 Sanitation in Home and School. Delineator, Nov., 
 1912. Vol. 80, p. 368. 
 
 325. Social Phases of Psychology. Address delivered before 
 
 the American Sociological Society, Dec, 1912. Amer. 
 Jour, of Sociology, March, 1913. Vol. 18, pp. 613-621. 
 Also in Amer. Sociological Soc. Pub., June, 1913. Vol. 7, 
 pp. 38-46. 
 
 326. The Education of the Emotions. Youth's Companion, 
 
 Aug. 21, 1913. Vol. 87, pp. 427-428. 
 
 327. Vocational Guidance. Symposium. Sierra Educ. News 
 
 and Book Review, Sept., 1913. Vol. 9, pp. 568-569. 
 
 328. The Feelings and Their Education. Friends' Intelli- 
 
 gencer (Phila.), Dec. 6 and 13, 1913 Vol. 70, pp. 771- 
 772; 787-791. 
 
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