It is not the purpose of this article to ventilate any particular theory, or to criticise any particular system of educational practice, this not being in any way within the competence of the writer to discuss. Psychology, however, looms large on the intellectual horizon at the present day, and whatever the views one may hold as to the efficacy of psychological study with regard to the problems of education, one will be ready to admit that between the two, psychology and education, there exists an important relation, though it may not be easy to state this relation in precise terms.

Then, again, we have to reckon with the fact that empirical and experimental psychology has to be taught in some at least of our training colleges, in order to meet the demands of educational authorities, who expect prospective teachers to receive some instruction in psychology in its bearing on educational practice. It is doubtful, perhaps, whether without this external compulsion, much attention would be paid to modern psychology; it becomes, therefore, all the more necessary to enquire whether after all there is not some justification for insisting on this subject having a place in the curriculum of the training college, and whether teachers and educators in general may not benefit to some extent thereby.

Surveying the literature of the subject, it would appear that the demand for psychology comes in part from educators themselves, who have come to appreciate the need thereof; in part from the fact that in the growth of psychology as a science, educational, problems began to acquire a fresh significance, resulting in extensive investigations conducted on strictly experimental lines, and having as their main purpose the analysis of the psychological factors involved in both learning and teaching.