Knight Dunlap.

Abstract

In August of 1895 I entered the University of California with a maximal outfit of failures and conditions in entrance subjects. Why I was let in at all is still a puzzle to me, as my preparation was mostly lacking. I had attended the usual district school, in which thirty or more pupils were instructed in reading, writing, arithmetic, grammar, geography, history (and sometimes bookkeeping), by one teacher. There was, however, one study by which I profited immensely: "Word Analysis," using Swinton's text. I suspect that from this book I received an impetus towards exact usage of words and precise thinking, and the roots of an impatience (which still grows) with messy thinking which proceeds from the nebulous use of terms. Fortunately, the school year was seldom more than six months in length. Having exhausted the local possibilities, I had attended a newly organized "high school" in the county seat, riding a horse daily from the ranch. This alleged high school was presided over by an amiable ex-Wells-Fargo express messenger, who, finding his travelling occupation was ruining his kidneys, took to the easier occupation of teaching. There were about forty of us in the single room of this "high school," in which the Principal was the whole of the teaching staff. What we of the upper age group studied in to to was negligible, except for algebra and plane geometry. Our instructor knew no more of these subjects than we did, but we were interested in them, and dug something out of them.To enter the university, I took entrance examinations in most of the subjects required for admission to the only division it was possible for me to squeeze into (social science): I flunked several, including algebra, but passed in the elementary English. (The examination bore down heavily on the "Cotters' Saturday Night," which I had read, for the first time, the night before.) My freshman year was therefore burdened with the need of "making up" deficiencies; I spent my Saturday afternoons with a Latin tutor, to whom I owe much.Naturally, I had little idea of what I was preparing for, but I hoped to get a teacher's certificate as an anchor to windward, so it was necessary, under the regulations, for me to take two courses in pedagogy.

Painting Historicity: William Dunlap's Engagement with the Circumstances of Time and Place

“…At the age of twelve, while playing with friends in the wood yard 'throwing chips of wood at each other' 38 his right eye 'was cut longitudinally, by a heavier piece of firewood than was in the general use of the combatants'. 39 After many weeks of convalescence, he 'slowly regained health; but never the sight of the organ'. 40 In the course of his account, the accident turns out to be a key scene for Dunlap's future as a painter.…”

“…39 After many weeks of convalescence, he 'slowly regained health; but never the sight of the organ'. 40 In the course of his account, the accident turns out to be a key scene for Dunlap's future as a painter. On the one hand, the teenager's accident 'prevented all further regular schooling'.…”

John B. Watson’s Early Work and Comparative Psychology

“…The focus on behavior without regard to consciousness or introspection was becoming apparent albeit in somewhat isolated patches within psychology (e.g., Cattell, 1904;McDougall, 1908;Pillsbury, 1911). A case can be made for the influences of Jacques Loeb, one of Watson's teachers (Pauly, 1987), his Johns Hopkins colleagues Knight Dunlap (Dunlap, 1930), H. S, Jennings (Burnham, 1968), and others. Watson himself had sketched out some of the ideas in the manifesto earlier (e.g., 1907b).…”

A brief history of applied cognitive psychology

“…Miinsterberg preferred the term 'objectivism' to denote the goal of 'predicting and explaining behaviour' (Morawski, 1983;Moskowitz, 1977), a phrase that is still used as hard cash in most English-language general psychology texts. There can be little doubt that Munsterberg's objectivism, his 'action theory' of movement (1900), and his search for a 'psychotechnic' solution to social problems (1914a) were a source of inspiration for students and faculty at Harvard, such as Knight Dunlap (1932), E. B. Holt (1914), E. C .…”