MODERN PSYCHOLOGY AND THE "SCHOOLS"
IT is clear that our third period from 1900 onwards will need a rather different treatment from that which we have given to the two preceding periods and to our initial survey. For one thing, the number of workers and the quantity of work done is so much vaster, that, if we were to continue our examination on the same scale, our account of this third period would be longer than the three other sections of this book together. Our sketch must therefore be on broader lines, an indication of general tendencies rather than of particular achievements or investigators.
In the second place, the conduct of the science itself takes on a different complexion. The movement inaugurated by Wundt has had its inevitable consequences. Not content with his own colossal output, Wundt founded a school and inspired a number of workers with his own ideals. Henceforward, the history of psychology must take account of schools and teams of workers rather than of isolated individuals. Not, of course, that the individual is unimportant; a school requires a leader, or at least a founder--an individual with the ability and initiative to strike out a new course and to make others follow him. In the last thirty years, psychology has certainly not been lacking in such outstanding personalities; but for the most