TRANSCRIBER'S NOTE: Italic text has been marked with _underscores_. A list of corrections to the text can be found at the end of the document. Inconsistencies in spelling or hyphenation have not been corrected. CONTRIBUTIONS TO EDUCATION NUMBER II THE UNIVERSITY OF CHICAGO FOUNDED BY JOHN D. ROCKEFELLER CONTRIBUTIONS TO EDUCATION NUMBER II PSYCHOLOGY AND SOCIAL PRACTICE BY JOHN DEWEY PROFESSOR AND HEAD OF DEPARTMENTS OF PHILOSOPHY AND EDUCATION CHICAGO THE UNIVERSITY OF CHICAGO PRESS 1901 COPYRIGHT, 1901, BY THE UNIVERSITY OF CHICAGO CHICAGO, ILL. PSYCHOLOGY AND SOCIAL PRACTICE PSYCHOLOGY AND SOCIAL PRACTICE.[1] [1] Address of the President before the American Psychological Association, New Haven, 1899. In coming before you I had hoped to deal with the problem of the relation of psychology to the social sciences--and through them to social practice, to life itself. Naturally, in anticipation, I had conceived a systematic exposition of fundamental principles covering the whole ground, and giving every factor its due rating and position. That discussion is not ready today. I am loath, however, completely to withdraw from the subject, especially as there happens to be a certain phase of it with which I have been more or less practically occupied within the last few years. I have in mind the relation of psychology to education. Since education is primarily a social affair, and since educational science is first of all a social science, we have here a section of the whole field. In some respects there may be an advantage in approaching the more comprehensive question through the medium of one of its special cases. The absence of elaborated and coherent view may be made up for by a background of experience, which shall check the projective power of reflective abstraction, and secure a translation of large words and ideas into specific images. This special territory, moreover, may be such as to afford both sign-posts and broad avenues to the larger sphere--the place of psychology among the social sciences. Because I anticipate such an outcome, and because I shall make a survey of the broad field from the special standpoint taken, I make no apology for presenting this discussion to an association of psychologists rather than to a gathering of educators.