Developing Mental Power - 9781440081132

8/7/2019 Developing Mental Power - 9781440081132

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CLASS IIC R EPR IIN T S IER IIE S

DEVELOPING

MENTAL

POWER



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EDITED BY HENRY SUZZALLOPRESIDENT 01' TaB I,lNIVBRSITY OF WASHINGTON, SEATT!.I

DEVELOPING

MENTAL POWERBY

GEORGE MALCOLM STRATTON

PROFESSOR. OF PSYCHOLOCY

IN THE UNIVERSITY OF CALIFORNiA

HOUGHTON MIFFLIN COMPANY

BOSTON, NEW YORK, CHICAGO, SAN FRANCISCO

(itbt Jili'llu,ille pre", ~AIt1brillue

'~







NOTE

A PART o f what is here offered has ppeared in

an article called "The Mind as Mis epresented

to Teachers." The author wishes t thank the

Edi tor of the A aantic Monthly, wher the paper

was first published, for permission t reprint it.

In preparing the present monograp , however,

the earlier paper has been entirely re ritten and

new material has been added.













CONTENT

EDITOR'S INtRODUCTION vii

I. Is THE MIND A GYMNASru::M A TOOL-CHEST? I

n. DEFECTS IN THE RrvAL A ce UNTS 7

III. TIrE INTERPLAY OF Mum BODY 18

IV. INFLUENCES WITHlN INTEtu ENCE 24

V. EMOTION AND MENTAl. ENER Y 29

VI. THE ORGANIZA nON OF IMPU SES AND WILL 36

VII. THE CARE OF THE EMOTIONS 43

VIII. INSTINCTS WILD AND TAME 50

IX. EXERCISES FOR THE WILL 56

X. ESTABUSIDNG GOVERmmNT mE MIND 66

OUtLINE 73













EDITOR'S INT ODUCTION

EVERY teacher requires a working knowledge

of the fundamenta l natu e o f the human mind.

Without it teaching ca at be made either an

in teresting or a creative ccupation. When psy-

chologically uninformed, e teacher can operate

on the mind of youth a y in a formal and me-

chanical way, applying aditional and contem-

poraneous methods of p ocedure without much

ability to adapt techniqu to conditions for thepurpose of gaining predic ble results.

Certainly the teacher who would make his

teaching life an interesti g and effective adven ..ture with youth will wi h to possess whatever

scientific insight is neces ary to an artful stimu-

lation and control of gro . g minds. We recog-

nize the field of human sychology as vast. At

best its mastery is a patie t and difficult matter.The importan t thing is t make a correct begin-

ning. It will be highlyec nomical of energy and

discouragement. The w te of wrong views and

partial views can hardly be overestimated. And

such waste is largely av idable if only the first

general view of the natur of mind is accurately

.acquired, Fundamental ruths gained and held

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EDITOR'S INTRODUCTION

in a comprehe sive way will be a continuing

source of critic 1 and constructive suggestion, a

constant safe ard against error, a persistingguide to the ac urate interpretation of new facts

and theories of Ind. prolifically offered in an age

deeply interest in psychological truth.

We have 1 0 g sought a presentation which

would give te chers and other daily workerswith mind a si ple general view of m en tal life in

its fundamenta work ing aspects. We have been

fortunate enou h to f ind the exposition required,

and it is offered in this monograph. We are con-

fident of the in uence it will have upon the Amer-

ican public w ch reads books on psychology.We are especia y glad to offer this statement of

the theory of he developing .mind in a series

in tended for te chers because of the particular

form of argum nt which the author has utilized

to express his iews, It meets with beneficentdirectness most of the fundamental doubts and

controversies w ·ch have enmeshed the teaching

profession for a quarter of a century.

For a long t'me the managers of school or-

ganizations, th makers of curricula, and the

supervisors of eaching processes have been di-

vided as to' whi particular theory of mind they

should fo l low I the settling of their practical• • •

vm







EDITOR'S INTRODUCTION

ed cational affairs. Should they follow the gen-

er I faculty psychologists, hallowed by a long

tr dition, and say that the subjects of study areno of primary importance, inasmuch as eer ...

tai large fun ctio n s o f the m in d, such as m emo ry ,

im gination, reasoning, etc., may be trained in

a ost any subject because the power gained

wi 1 transfer? If so, then on ly a few subjectsne d to be included within the curriculum, and

th traditional courses with a well-established

te hn ique w ill obviate the waste o f mastering Dew

su jects and the methods of teaching them.

Or should they follow the special disciplinarians,

ta ing sanction from recent scientific evidences,

an say' that the mind is so highly and finely

di erentiated and specialized that the only way

to be sure of a whol ly disciplined mind is to give

it ra in ing through as large a variatio n o f special

e erience as it is possible fo r the school togi e? If SO, then subjects or contents are of prime

im ortance, the curriculum must contain many

su jects instead of a few, new as well as old.

ach side of the controversy has summoned

re pecta ble scientific evidence to support its

pa ticular point of view, and by interpretation

nimized the significance of the opposing facts.

G adually there has been an abandonment of






extreme clai s on both sides, but for all the scut-

tling of ents, two points of view have re-

mained to nfuse the layman and the teacher.

In the ca of the educationalist it has meant

continuing confusion, dualism, and indecision in

educatio practice.

It is t ore not difficult to understand

the warm appreciation which experienced andthoughtful ers will have fo r a theory of mind

which will ttle controversial matters in a way

......~..........._....t to the sum total of science and

th the faiths created by long expe-

rience, s ply missing considerations which apurely in llectual interpretation of mind has

ignored, d give that unity o f view which will

make the plication of psychology to the prob-

lems of tal development, at least in funda-

mental tters, a consistent matter free of the

controvers es and confusions, the compromises

and the in ecisio n s o f the last two o r three dec-

ades. It iwith the greatest assurance that we

predict the influence of this small volume. Teach-

ers ev ere should read and discuss it. Then

the most fundamental controversy which hasharassed t e profession will cease to exact most

of its toll of wasted argument and lop-sided

action.







DEVELO ING MENTAL POWER

I

IS THE IND A GYMNASIUM OR A

TOOL-CHEST]

IF we can see, hough in outline, what the mind

is, much that is dark both to parent and toteacher begins to clear. One rnay now know in

what quarter ere is hope of success, and where

failure, and m y set his course accordingly. De ..

cision as to th general character of the mind is

thus momento s; it almost of itself writes downone's educatio al creed.

Yet upon th very outline of the mind the doc-

tors disagree. Science is brought to the support

of opposite as ertions, and the layman, bewil-

dered, knows hardly where to look for guid-

ance. Perhap for a short time we shall do well

if we merely si by, listening to the contention,

knowing that j is of weight for practice and is no

mere pleasant lay of wits: knowing that we can-

not, as teacher and parents, avoid decision and

must heed the disputants so that our conclusionmay be more ise than theirs.






groulike

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studied

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soning,i s well

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rk, itlargelya m i n d

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hateve la ter is the

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IITHE controversy is th

side with its differen t co

lieve the psychologist, , c' a

the schoolmen. And t t

exam in e these two des ripby our presen t scien ti c kbe tha t neither can

place there must be a

edly diff eren t f rom ei

promise fo r educatio nrival accoun ts a truer ou

Ibe lieve , appear.

Surely the mind is

lievers in men tal di ·p ·

remembering is expl • ed

o ry , and our reasoning by

are o ffe red mere wor

But alon g wi th explan tio

q·te clear erro rs. The ..n

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simple and UD·

know is false.thing, but in vo lves m ano f whi b are no more im

than f r seein g, im agin iif by ason we mean syl

o ur p 4pal powers;

abili t to think. and actonly f a fine compi ..

we ba e.

Mo ver, the be1iev

too o f fix their inter

which we know) our intreat · e a stepmother

which e take de1igh t

and ake resolve and a

matte s t l J .us suffer negl

the v ry spring and st

tual p ers themselves

source of judgment are

nons f its success. A

intelle t is overvalued,

deep f rces that drive an

well a of somethingdefini and detailed kwith hich intelligence

The defects of this a

throug out.

is nta ·.. ds o f

tior

we mea

nably, is

£ almost

are




DEVE

cry o ut with o n el AM .

For if thergists are agr

indifferen t

rejecting.

colors and

o ur o o n clusi n s

lively recon truct

past, w e do t




.~con t "them;

him the must be

t, usually and withto their

ements

"content nof hermarvelo s apres-

broken

tbe bo y roclaims

t 'a doer; not clay,t place a ong the

· ideas u on bru te

re it is ade into

ts unhap y watch ..

e fnd a ol-chest

the tool it holds,

machin is and car-

do more

or to pl· sta te-

true tha practice.. only hat you



tram. It

almost dish

est in EUIOThe expe ·

trine, bowyo u train

tradict it,

certain 6gu

equal Imp

But the juleft untou

marked ben

may rem

be made to

writing th •urged to n

•papers m g

though this 0

the urgingt

the right

keeping two 'tained a hipractice be

will appear



fully

been

practlreseativati

land,

affect

e at-

hardly

leel

study

entire

of thesmal l

. .amo C IM-

porta r prac-dee in bring

evenin all

cura

Ins:you

have provethat train.I n d c been




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in whathav caught g 4

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III

and cont

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made more · se, ccor

which the bo O y s te is

Even the II

upon the

eheerf ul de wi t t

even arillicia y be

forced to be e a

which leaven all hiand genuine. Likeaft'ects the ttitud

attention.

ance upon e maother way. t is n t safe

pro gress o f t e min to4

so unmental func· n a

ness or left-h d ess.

he be compel1 d con · uo

eren ce an d to act as bo

will in some cases show

clear fusion f y an

may come to tutte and, b

may incl ine

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from WOl' •

body o flation in ch

some; th h

the blam ,

rightly k t

ciaUy incertain fo

would be

greatscu

with ex

body onI .

Yet 0

inferiorwo

ho he knew

had carried

e piece of

be satisfied .e skill of ha

musician s co

of .mind, and

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NTELLIGENCE

that the bodi ly andy, let us now ob-

· d 's own functions

t •

lSm

t of all, o f k n o U 1 l ~

~vclyof sugar beets

study such beets,

ot think. eft ectivelyalone; his interest

en to the principles

mics iand beyond ,

•CSt and chemistry t

t for a lad uncer-

beets or engines.

not himself knowI

tell, \Vhether beets,

s, or the Gospel will

in the time to

ous years to all af

..............beside, that he ma.y

· ? Inevi tab le and..rectio n . He had

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NCEI

or n e p ar ...

son m ore

a sense,

tlon, and

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v

d, wor

meet

ncal1e




es of their pa

ceo remotion

mind has Jo n g

funct ional blin e5Sand___ paralyses, its d turban

very fee l ing of 0 e's identi .

omething benea the sp at

n, and ror the ti e theirir life, then, is Jy n t ln

t at least it lis up

bese vio len t dis

on s, the fee-linhe mind. The

is n o to rio us: a

t n, will his acts

g as we areseem easily wi

s. For this

s low cannot be xpecte

rk with normal ·n teres t

r bable that emo na1d

o er to recollect, tha t

e with a l i ft ing I then e to say, emotio

o r diminishi our

t occurred before as wei

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rbance

the mect o frding

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titude o f the war

more f youths h

McCh rles the sa

the rkers were

some well-dis

as frie dlya spin t

to reg rei the work

tacke with anger.of stu ents otberw not sup

peti to s, brought m ch larger ss

Wi th Is in0 !abora tory iis f

dents nder Dr. Tan's dir

penal attached t each m iso f learning an incen

older gene B.tio n o fhere report I~wi thou t

uld all be -Ding to i

use o f e emotions s an aid to 1

by Be venuto Ce1 ·J when

him a salam ander their h~the 1 a lest he forg t the rare

showedi

singly

problem

arged to r

sed to th

Em tions never

and ake strange. transfersThey ppear in expected

woma whomI

moon t night some




a

toper. In a t

tha love may q--......_

tio s the pUl]lO

pul d throughplay o f e

wen seem

and insu!a.t

e surface.

distress in

cbo of the

it tends

ressio n o f

J we knowe ia la .g ina".

l lfehas

e mind , If~. . ,. .. ._ and. sepa-

part and

free inter ..

particular ..an d fluid ,

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BUT e

The·

lect.

us be

and !

e not alone in need 0

e will cry 0 t their 0

importan t, fo r theya ght o f indep en t f un ...................

w e see tbe mir.......

largely by

e see, too,

towardan d the ......................

VI

look. yat -...-

er of inbom traits-possessing

DSJ a desire

yes, a curi

domineer i

esultmen

dayandnidifference cl r..




th r pe rso n s, uch a . mind

of distincti is Dot dead1

to shfne ,any mann Instead of

fo r n o to rl (the rank.

nt in f in somef admira has been

• The ve impulseseir place proportion t

pe ed by its n · bo rs I each(the whole,

Tenth Le-

ur commo

o f sex , ha

egeneralt, even

e form o f

guidance.

ial, The. .ommumty.

that either

life, the in-

become n o t

ad. Dis1oy-exceptionalt

criminal is u

la ·on, the right10 ptings has be

tt lned. He ha

e) is usu-

ew, if any,

Ie pass ions .the right

· own deep

n ever been




. .ISnot

neithebutn

our com

d of sex,

th e gen e

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.selence J vee r un dafter remain d

Ano ther mverted to le

began years

which in suecourse not b cr

tive all the hile Iversion is b t tb

within.. A ew

impulses bas atis the result

mel ting belabalance. and

side.

Suchcha

interest,

J was con ..

t he had,e interest

d bas of

it wasac-

d the co n ..struggle

rests and

stabilityt by long

f ind a los t

of us,

ugh

ited ·

hool

No

eyoccur,real and

chi ldhoodallege areo f edu ca..

ind as we

ty and an

ho repeatal word ofas vaned

tbcphys-






corrected ac-

the racts, w illca t ion . We

and ezercis-

S J they would, but because

e unlcck theill ask; UHow

gth- givers in-

·ble to en terem no longer

potism, butfreely by the

est?U

It wieat fu y

g e m t

where to re-for the work

· make all that. Yet even

y a longwhicb--.. .......st as in a for..

practice thatthe emotions.

e zm n D I J 'D I I m O O U



e removed.ut much

A teacher

y pupils;

have t other an che rC · catch m re than I

44

emo..impe-

~· ........eryof

tiODS of

...................endur-

cient

eer inength.

h emo-

candi-

a ly have

hardlylezed,

catch






:v e p roper

it over t

ourselvesb

to quarrel, e· e or husband ~

pa ren t, an d I ie o f these

is n eeded fo

intraeta b I eucated.and

Indeed, ea

ing it into acheck an d s

BUT the e from the

are dis-

fullmind

meplauof pur ...

fortbose

discus-

t down.

ave in it

ve these

tive de-ve con..

to shine

, to feel

rethem,

ve child,

t forces

igid andbe ed..

reached.

by bind ..

ing theme outlet




out of

Taboo i

bysiolo· e it a ri

ng, again

a tion tha

a . loyal

anotherhave 10

--.........or...... to whit

d give co

entswhi

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W TR this glan

d ·Ized, one

w at a strongit as its temp •

• And first

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facts seen ;Until thismorals,

training,

sought not 0

command; a

to the age

might well t v

rewarding

f rom

ingt

but now u

waysol p

right w a y s , _ . . . . . . . . - -purpose tb

lion, as: (

energy o f t

perseveranof action, .,.........~~

(e) exceUe

tion of or

away of

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DEVELOPING

a




,with

child

dskinrkers

inst,

taputWith

s oon

ttack

rinci-

f will

dealt

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WILL

emon-gma-

that

fGod,

ection ,out of

tively to love

what t. to






diffe

o f th

kindland

ch interest

thus

and

butperf

. .lSa c

able

choo

what

too e

!ion

touc

city

little intimacy" withouing0 know ledge is a . s

68




differenttune, th

and unf

and song

self an with a lavorinb c of th mind is estab

lendid banner with fe ti

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4

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2. T he p fo r having and Uecting

3. Ambl ·OD0 the desire to w adm ira tio n •

4 + Sel f~ en t an d pugnaci. 5 . T he x l

6. Perso t

,. Edu

inr ence ·

1..

I.

. . . . . . . . . . . . . . . . .. 67

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INE

4 ·. . . . . I I - . . . . . . 6 7

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60

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F.

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Developing Mental Power - 9781440081132

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