He does not seem to see that psychology will become more complete and more able to furnish the solution so earnestly desired by all, the more it is studied as applied psychology in history as well as applied psychology in the individual. The two are mutually complementary; by neither method alone can we hope to reach as deep an insight into the meaning of history and the growth of the individual as we can if we use both methods, and continue to work till the results obtained from the two are in substantial accord.
An appreciation of this symbolic relationship, analogy, or correspondence between the whole and the part, the individual and the nation, opens up to the teacher who yearns for the opportunity of carrying on research work a comparatively new, unfilled, almost unexplored region for fascinating investigation. The complexity of the problems to be solved, the great value to humanity of the solutions when scientific, and the magnificent opportunities for self-development, for broadening of the personal outlook and for obtaining a clearer understanding of present conditions all offer alluring inducements to every growing man or woman to take part in this new enterprise. By such labor—painstaking, patient, unprejudiced, in a word, scientific—every one may help in gaining for all a better and more adequate interpretation of the past of our civilization and of the present nature of the individual than any hitherto acquired.
In addition, all such study, leading as it inevitably must do to a deeper insight into the realities of the life of mankind and of man, can not fail to inspire the open-minded and earnestly seeking soul with an ever keener appreciation of the majesty, the mystery and the final beauty of humanity. As Lamprecht, after outlining some of the problems of universal history, fitly says:
This second point may be most fitly summed up in the words of Froebel:
- "What is History?" p. 185.
- "Education of Man," p. 41.