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Seashore was born on January 28, 1866 in Mörlunda, Hultsfred Municipality, Kalmar County, Sweden to Carl Gustav and Emily Sjöstrand.
His father added to the family's financial resources and community standing as a carpenter and Lutheran lay preacher. In 1869, he followed his brothers to the United States, settling near them on an eighty-acre farm in Boone County, Iowa, and anglicizing the family name.
His parents taught him to read and write Swedish, and by the age of ten he knew large sections of the Bible by heart. His education in English began at the age of eight when the first district school, with a professional English-speaking teacher, was organized for the Swedish community of Boone County. Seashore's major boyhood interest, however, was music, to which he had been formally introduced in Sunday school. To finish his early education, his father boarded him with the pastor of a nearby church to learn formal manners and to improve his musical abilities. After a year, at the age of fourteen, Seashore became organist at the church.
In 1884, Seashore entered the second year of the preparatory department of Gustavus Adolphus College, St. Peter, Minnesota, a Lutheran Institution with strong ties to the midwestern Swedish community. He earned most of his expenses as a church organist and developed interests in Greek, mathematics, and, through a classmate, philosophy. In 1891, after graduating as valedictorian with the Bachelor of arts, Seashore went to Yale to study philosophy with George Trumbull Ladd. In 1895, Seashore was awarded the Ph. D. for a dissertation based on experiments performed under Scripture's direction.
Seashore began working in the psychological laboratory at Yale under the direction of Edward Wheeler Scripture. One of the few psychologists of his generation who was neither native-born nor a member of an upper-middle-class family, he served for the next two years as assistant in the Yale Psychological Laboratory, sharpening his experimental skills.
In 1897, he returned to the Midwest as assistant professor at the State University of Iowa, and for the rest of his life his name was linked with this school. From his first appointment, he was in charge of the psychological laboratory, and five years later he was promoted to professor. In 1905, he became head of the department of philosophy and psychology and, in 1908, dean of the Graduate College.
In 1937, at the age of seventy-one, he retired from these posts, but he was recalled during World War II and served as dean pro tem from 1942 through 1946. During his long career at Iowa, Seashore made his most characteristic and important contributions to psychology and education. At Iowa in 1897, Seashore considered his first task to be the development of the existing psychological laboratory program into an important factor in the education of both under-graduate and graduate students.
Like Scripture and many of his contemporaries, Seashore was concerned with the applications of psychology, and as early as 1901 he wrote on the use of general psychological tests by educators. Probably his most important contribution was to relate testing to his earlier interest in music through the development of methods for the measurement of musical aptitude and talent. Like many of his contemporaries, he broke down what he was studying into what he felt were its elements, such as the ability to discriminate differences in pitch, time, and rhythm.
In 1899, he began to publish articles in various psychological journals on tests to measure such abilities. By 1906, he was called upon to write for such journals as The Musician, Musical Quarterly, and Etude, and many of the instruments he designed for these tests became standard apparatus in physicians' offices and music schools, as well as in psychological laboratories. Seashore's interest in this area culminated in 1919 with the publication of The Psychology of Musical Talent and the issuance of phonograph records with standardized tones so that his tests could be performed without special equipment; in 1937, with the publication of his Psychology of Music; and in 1940, with his revision, with some of his students, of what is now known as the Seashore Measures of Musical Talents.
As dean of the Graduate College at Iowa, Seashore directly applied some of his psychological ideas to education and influenced others through his position, which he did not hesitate to use. His concern, throughout his career, with the differences between individuals led to a deep interest in gifted children. In 1921, he urged the sectioning of classes according to the students' ability in order to free the talented child from the reins of standard education, and for the next six years he led a National Research Council project to disseminate this idea.
As an educational administrator he helped develop strong programs in most areas relating to science and stressed their interrelationships. During World War I, as ex-president of the American Psychological Association, he was a member of a committee to organize his science's contribution to the war effort. His major role was as chairman of the Committee on Acoustic Problems, which applied much of his earlier research to the problems of submarine detection.
After the war, he was elected to the National Academy of Sciences, and during the 1920-1921 academic year he served in Washington, D. C. , as resident chairman of its Division of Anthropology and Psychology. Seashore belonged to many other professional organizations in psychology, education, and music and received numerous honorary degrees.
Two months after his wife's death, Seashore died of a stroke, at the age of eighty-three, while visiting his son Sigfrid in Lewiston, Idaho.
Carl Emil Seashore is most commonly associated with the development of the Seashore Tests of Musical Ability, a version of which is still used in schools in the United States. Though the test he involved controlled procedures for measuring respondent's ability to discriminate pitch, loudness, tempo, timbre, and rhythm. Among the larger projects that he supervised was one at the Eastman School of Music. He built his department into one of the first large-scale psychology departments of State University of Iowa in the Midwest, that led to the publication of his famous Elementary Experiments in Psychology (1908).
(Unlike some other reproductions of classic texts (1) We h...)
( This work has been selected by scholars as being cultur...)
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( This work has been selected by scholars as being cultur...)
Raised a conservative Lutheran, Carl Emil Seashore later abandoned the strict theology of his father and gradually adopted a conventional Protestantism centering around the Congregational Church.
At first Seashore resented Scripture's instrumental approach to psychology, which reminded him of telegraphy, rather than a branch of philosophy. But, like other members of his generation who left philosophy for psychology, he gradually grew disenchanted with Ladd's reliance on textual authority and became impressed with Scripture's stress on individual initiative. Seashore later said that Scripture had greatly influenced his career in psychology, and much of his career illustrates this influence.
Seashore was a member of the American Psychological Association and of the American Association for the Advancement of Science.
Warm, friendly, and generous, Seashore remained dapper and spry through his last years, when his moustache turned white and his thick head of hair had receded to a gray fringe above his ears. Tall and slender, he was proud of his career and his family and undertook all of his projects with confidence.
He played golf into his eighties, enjoyed the outdoors, was called The Dean, and was admired and well-liked by his colleagues and students.
On June 7, 1900, Carl Emil married Mary Roberta Holmes of Iowa City, Iowa; they had four sons: Robert Holmes, who also became a psychologist, Carl Gustav, Marion Dubois, and Sigfrid Holmes.
