diff options
| -rw-r--r-- | .gitattributes | 3 | ||||
| -rw-r--r-- | 33076-8.txt | 1938 | ||||
| -rw-r--r-- | 33076-8.zip | bin | 0 -> 34106 bytes | |||
| -rw-r--r-- | 33076-h.zip | bin | 0 -> 443362 bytes | |||
| -rw-r--r-- | 33076-h/33076-h.htm | 3604 | ||||
| -rw-r--r-- | 33076-h/images/deco.jpg | bin | 0 -> 17329 bytes | |||
| -rw-r--r-- | 33076-h/images/plate_001.jpg | bin | 0 -> 97740 bytes | |||
| -rw-r--r-- | 33076-h/images/plate_002.jpg | bin | 0 -> 96462 bytes | |||
| -rw-r--r-- | 33076-h/images/plate_003.jpg | bin | 0 -> 93585 bytes | |||
| -rw-r--r-- | 33076-h/images/plate_004.jpg | bin | 0 -> 98167 bytes | |||
| -rw-r--r-- | 33076.txt | 1938 | ||||
| -rw-r--r-- | 33076.zip | bin | 0 -> 34088 bytes | |||
| -rw-r--r-- | LICENSE.txt | 11 | ||||
| -rw-r--r-- | README.md | 2 |
14 files changed, 7496 insertions, 0 deletions
diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..6833f05 --- /dev/null +++ b/.gitattributes @@ -0,0 +1,3 @@ +* text=auto +*.txt text +*.md text diff --git a/33076-8.txt b/33076-8.txt new file mode 100644 index 0000000..480b28d --- /dev/null +++ b/33076-8.txt @@ -0,0 +1,1938 @@ +The Project Gutenberg EBook of Applied Psychology: Driving Power of Thought, by +Warren Hilton + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: Applied Psychology: Driving Power of Thought + Being the Third in a Series of Twelve Volumes on the + Applications of Psychology to the Problems of Personal and + Business Efficiency + +Author: Warren Hilton + +Release Date: July 4, 2010 [EBook #33076] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK APPLIED PSYCHOLOGY, VOL 3 *** + + + + +Produced by Bryan Ness and the Online Distributed +Proofreading Team at http://www.pgdp.net (This book was +produced from scanned images of public domain material +from the Google Print project.) + + + + + + + + + + Applied Psychology + + DRIVING + POWER OF THOUGHT + + _Being the Third of a Series of + Twelve Volumes on the Applications + of Psychology to the Problems of + Personal and Business + Efficiency_ + + BY + WARREN HILTON, A.B., L.L.B. + FOUNDER OF THE SOCIETY OF APPLIED PSYCHOLOGY + + + + + ISSUED UNDER THE AUSPICES OF + THE LITERARY DIGEST + FOR + The Society of Applied Psychology + NEW YORK AND LONDON + 1920 + + + + + COPYRIGHT 1914 + BY THE APPLIED PSYCHOLOGY PRESS + SAN FRANCISCO + + + (_Printed in the United States of America_) + + + + +CONTENTS + + + Chapter Page + + I. JUDICIAL MENTAL OPERATIONS + + VITALIZING INFLUENCE OF CERTAIN IDEAS 3 + WORK OF PRINCE, GERRISH, SIDIS, JANET, BINET 4 + THE TWO TYPES OF THOUGHT 5 + + II. CAUSAL JUDGMENTS + + ELEMENTARY CONCLUSIONS 9 + FIRST EFFORT OF THE MIND 10 + DISTORTED EYE PICTURES 11 + ELEMENTS THAT MAKE UP AN IDEA 12 + CAUSAL JUDGMENTS AND THE OUTER WORLD 13 + + III. CLASSIFYING JUDGMENTS + + THE MARVEL OF THE MIND 17 + THE INDELIBLE IMPRESS 18 + HOW IDEAS ARE CREATED 19 + THE ARCHIVES OF THE MIND 22 + + IV. THE FOUR PRIME LAWS OF ASSOCIATION + + THE SEEMING CHAOS OF MIND 27 + PREDICTING YOUR NEXT IDEA 28 + THE BONDS OF INTELLECT 29 + BRANDS AND TAGS 32 + HOW EXPERIENCE IS SYSTEMATIZED 33 + HOW LANGUAGE IS SIMPLIFIED 34 + PROCESSES OF REASONING AND REFLECTION 35 + + V. EMOTIONAL ENERGY IN BUSINESS + + IDEAS THAT STIMULATE 39 + PIVOTAL LAW OF BUSINESS PASSION 40 + ENERGIZING EMOTIONS 41 + CROSS-ROADS OF SUCCESS OR FAILURE 42 + THE LIFE OF EFFORT 43 + THE MOTIVE POWER OF PROGRESS 44 + THE VALUE OF AN IDEA 45 + THE HARD WORK REQUIRED TO FAIL 46 + CREATIVE POWER OF THOUGHT 47 + CONSCIOUS AND UNCONSCIOUS TRAINING 48 + TWO WAYS OF ATTACKING BUSINESS PROBLEMS 49 + CUTTING INTO THE QUICK 50 + EXECUTIVES, REAL AND SHAM 51 + MENTAL ATTITUDE OF ONE'S BUSINESS 52 + PSYCHOLOGICAL ENGINEERING 53 + + VI. HOW TO SELECT EMPLOYEES + + A CLUE TO ADAPTABILITY 57 + MAPPING THE MENTALITY 58 + THE KIND OF "HELP" YOU NEED 59 + TESTS FOR DIFFERENT MENTAL TRAITS 60 + TEST OF UNCONTROLLED ASSOCIATIONS 61 + TEST FOR QUICK THINKING 62 + MEASURING SPEED OF THOUGHT 63 + RANGE OF MENTAL TESTS 64 + TESTS FOR ARMY AND NAVY 65 + TESTS FOR RAILROAD EMPLOYEES 66 + WHAT ONE FACTORY SAVED 67 + PROFESSOR MÜNSTERBERG'S EXPERIMENTS 68 + TESTS FOR HIRING TELEPHONE GIRLS 69 + MEMORY TEST 71 + TEST FOR ATTENTION 72 + TEST FOR GENERAL INTELLIGENCE 74 + TEST FOR EXACTITUDE 76 + TEST FOR RAPIDITY OF MOVEMENT 77 + TEST FOR ACCURACY OF MOVEMENT 78 + RESULTS OF EXPERIMENTS 79 + THEORY AND PRACTICE 85 + HOW TO IDENTIFY THE UNFIT 87 + MEANS TO GREAT BUSINESS ECONOMIES 88 + ROUND PEGS IN SQUARE HOLES 89 + THE DANGER IN TWO-FIFTHS OF A SECOND 90 + PICKING A PRIVATE SECRETARY 91 + FINDING OUT THE CLOSE-MOUTHED 92 + A TEST FOR SUGGESTIBILITY 93 + SELECTING A STENOGRAPHER 95 + TESTS FOR AUDITORY ACUITY 96 + A TEST FOR ROTE MEMORY 97 + A TEST FOR RANGE OF VOCABULARY 100 + CRIME-DETECTION BY PSYCHOLOGICAL TESTS 105 + THE FACTORY OPERATIVE'S ATTENTION POWER 106 + KINDS OF TESTING APPARATUS 108 + ANALYSIS OF DIFFERENT CALLINGS 109 + EXERCISES FOR DEVELOPING SPECIAL FACULTIES 110 + PRINCIPLES THAT BEAR ON PRACTICAL AFFAIRS 111 + + + + +CHAPTER I + +JUDICIAL MENTAL OPERATIONS + + +[Sidenote: _Vitalizing Influence of Certain Ideas_] + +One of the greatest discoveries of modern times is the impellent +energy of thought. + +That every idea in consciousness is energizing and carries with it an +impulse to some kind of muscular activity is a comparatively new but +well-settled principle of psychology. That this principle could be +made to serve practical ends seems never to have occurred to anyone +until within the last few years. + +[Sidenote: _The Work of Prince, Gerrish, Sidis, Janet, Binet_] + +Certain eminent pioneers in therapeutic psychology, such men as +Prince, Gerrish, Sidis, Janet, Binet and other physician-scientists, +have lately made practical use of the vitalizing influence of certain +classes of ideas in the healing of disease. + +We shall go farther than these men have gone and show you that the +impellent energy of ideas is the means to all practical achievement +and to all practical success. + +Preceding books in this Course have taught that-- + +I. _All human achievement comes about through some form of bodily +activity._ + +II. _All bodily activity is caused, controlled and directed by the +mind._ + +III. _The mind is the instrument you must employ for the +accomplishment of any purpose._ + +[Sidenote: _The Two Types of Thought_] + +You have learned that the fundamental processes of the mind are the +Sense-Perceptive Process and the Judicial Process. + +So far you have considered only the former--that is to say, +sense-impressions and our perception of them. You have learned through +an analysis of this process that the environment that prescribes your +conduct and defines your career is wholly mental, the product of your +own selective attention, and that it is capable of such deliberate +molding and adjustment by you as will best promote your interests. + +But the mere perception of sense-impressions, though a fundamental +part of our mental life, is by no means the whole of it. The mind is +also able to look at these perceptions, to assign them a meaning and +to reflect upon them. These operations constitute what are called the +Judicial Processes of the Mind. + +The Judicial Processes of the Mind are of two kinds, so that, in the +last analysis, there are, in addition to sense-perceptions, two, and +only two, types of thought. + +One of these types of thought is called a Causal Judgment and the +other a Classifying Judgment. + + + + +CHAPTER II + +CAUSAL JUDGMENTS + + +A Causal Judgment interprets and explains sense-perceptions. For +instance, the tiny baby's first vague notion that _something_, no +knowing what, must have caused the impressions of warmth and +whiteness and roundness and smoothness that accompany the arrival +of its milk-bottle--this is a causal judgment. + +[Sidenote: _Elementary Conclusions_] + +The very first conclusion that you form concerning any sensation that +reaches you is that something produced it, though you may not be +very clear as to just what that something is. The conclusions of the +infant mind, for example, along this line must be decidedly vague and +indefinite, probably going no further than to determine that the cause +is either inside or outside of the body. Even then its judgment may +be far from sure. + +[Sidenote: _First Effort of the Mind_] + +Yet, baby or grown-up, young or old, the first effort of every human +mind upon the receipt and perception of a sensation is to find out +what produced it. The conclusion as to what did produce any particular +sensation is plainly enough a judgment, and since it is a judgment +determining the cause of the sensation, it may well be termed a causal +judgment. + +Causal judgments, taken by themselves, are necessarily very +indefinite. They do not go much beyond deciding that each individual +sensation has a cause, and is not the result of chance on the one hand +nor of spontaneous brain excitement on the other. Taken by themselves, +causal judgments are disconnected and all but meaningless. + +[Sidenote: _Distorted Eye Pictures_] + +I look out of my window at the red-roofed stone schoolhouse across +the way, and, _so far as the eye-picture alone is concerned_, all +that I get is an impression of a flat, irregularly shaped figure, part +white and part red. The image has but two dimensions, length and +breadth, being totally lacking in depth or perspective. It is a flat, +distorted, irregular outline of two of the four sides of the building. +It is not at all like the big solid masonry structure in which a +thousand children are at work. My causal judgments trace this +eye-picture to its source, but they do not add the details of +distance, perspective, form and size, that distinguish the reality +from an architect's front elevation. These causal judgments of visual +perceptions must be associated and compared with others before a real +"idea" of the schoolhouse can come to me. + +[Sidenote: _Elements that Make Up an Idea_] + +Taken by themselves, then, causal judgments fall far short of giving +us that truthful account of the outside world which we feel that our +senses can be depended on to convey. + +[Sidenote: _Causal Judgments and the Outer World_] + +If there were no mental processes other than sense-perceptions and +causal judgments, every man's mind would be the useless repository +of a vast collection of facts, each literally true, but all without +arrangement, association or utility. Our notion of what the outside +world is like would be very different from what it is. We would have +no concrete "ideas" or conceptions, such as "house," "book," "table," +and so on. Instead, all our "thinking" would be merely an unassorted +jumble of simple, disconnected sense-perceptions. + +What, then, is the process that unifies these isolated sense-perceptions +and gives us our knowledge of things as concrete wholes? + + + + +CHAPTER III + +CLASSIFYING JUDGMENTS + + +[Sidenote: _The Marvel of the Mind_] + +A Classifying Judgment associates and compares present and past +sense-perceptions. It is the final process in the production of that +marvel of the mind, the "idea." + +The simple perception of a sensation unaccompanied by any other mental +process is something that never happens to an adult human being. + +In the infant's mind the arrival of a sense-impression arouses only +a perception, a consciousness of the sense-impression. In the mind of +any other person it awakens not only this present consciousness but +also the _associated_ memories of past experiences. + +[Sidenote: _The Indelible Impress_] + +Upon the slumbering mind of the newborn babe the very first message +from the sense-organs leaves its exquisite but indelible impress. The +next sense-perception is but part of a state of consciousness, in +which the memory of the first sense-perception is an active factor. +This is a higher type of mental activity. It is a something other and +more complex than the mere consciousness of a sensory message and the +decision as to its source. + +The moment, then, that we get beyond the first crude sense-perception +_consciousness consists not of detached sensory images but of "ideas," +the complex product of present sense-perceptions, past sense-perceptions +and the mental processes known to psychology as association and +discrimination_. + +[Sidenote: _How Ideas are Created_] + +Every concrete conception or idea, such as "horse," "rose," +"mountain," is made up of a number of associated properties. It has +mass, form and various degrees of color, light and shade. Every +quality it possesses is represented by a corresponding visual, +auditory, tactual or other sensation. + +Thus, your first sense-perception of coffee was probably that of +_sight_. You perceived a brown liquid and your causal judgment +explained that this sense-perception was the result of something +outside of your body. Standing alone, this causal judgment meant very +little to you, so far as your knowledge of coffee was concerned. So +also the causal judgment that traced your sense of the smell of coffee +to some object in space meant little until it was added to and +associated with your eye-vision of that same point in space. And it +was only when the causal judgment explaining the _taste_ of coffee +was added to the other two that you had an "_idea_" of what coffee +really was. + +When you look at a building, you receive a number and variety of +simultaneous sensations, all of which, by the exercise of a causal +judgment, you at once ascribe to the same point in space. From this +time on the same flowing together of sensations from the same place +will always mean for you that particular material thing, that +particular building. You have a sensation of yellow, and forthwith a +causal judgment tells you that something outside of your body produced +it. But it would be a pretty difficult matter for you to know just +what this something might be if there were not other simultaneous +sensations of a different kind coming from the same point in space. So +when you see a yellow color and at the same time experience a certain +familiar taste and a certain softness of touch, all arising from the +same source, then by a series of classifying judgments you put all +these different sensations together, assign them to the same object, +and give that object a name--for example, "butter." + +[Sidenote: _The Archives of the Mind_] + +This process of grouping and classification that we are describing +under the name of "classifying judgments" is no haphazard affair. It +is carried on in strict compliance with certain well-defined laws. + +These laws prescribe and determine the workings of your mind just as +absolutely as the laws of physics control the operations of material +forces. + +While each of these laws has its own special province and +jurisdiction, yet all have one element in common, and that is that +they all relate to those mental operations by which sense-perceptions, +causal judgments, and even classifying judgments, past, present and +imaginative, are grouped, bound together, arranged, catalogued and +pigeonholed in the archives of the mind. + +These laws, taken collectively, are therefore called the Laws of +Association. + + + + +CHAPTER IV + +THE FOUR PRIME LAWS OF ASSOCIATION + + +[Sidenote: _The Seeming Chaos of Mind_] + +If there is any one thing in the world that seems utterly chaotic, it +is the way in which the mind wanders from one subject of thought to +another. It requires but a moment for it to flash from New York to +San Francisco, from San Francisco to Tokio, and around the globe. Yet +mental processes are as law-abiding as anything else in Nature. + +[Sidenote: _Predicting Your Next Idea_] + +So much is this true, that if we knew every detail of your past +experience from your first infantile sensation, and knew also just +what you are thinking of at the present moment, we could predict to +a mathematical certainty just what ideas would next appear on the +kaleidoscopic screen of your thoughts. This is due to laws that govern +the association of ideas. + +These laws are, in substance, that the way in which judgments and +ideas are classified and stored away, and the order in which they are +brought forth into consciousness depends upon what other judgments and +ideas they have been associated with most _habitually_, _recently_, +_closely_ and _vividly_. + +There are, therefore, four Prime Laws of Association--the Law of +Habit, the Law of Recency, the Law of Contiguity and the Law of +Vividness. + +Every idea that can possibly arise in your thoughts has its vast +array of associates, to each of which it is linked by some one element +in common. Thus, you see or dream of a yellow flower, and the one +property of yellowness links the idea of that flower with everything +you ever before saw or dreamed of that was similarly hued. + +[Sidenote: _The Bonds of Intellect_] + +But the yellow-flower thought is not tied to all these countless +associates by bonds of equal strength. And which associate shall come +next to mind is determined by the four Prime Laws of Association. + +The Law of Habit requires that _frequency_ of association be the one +test to determine what idea shall next come into consciousness, while +the Laws of Recency, Contiguity and Vividness emphasize respectively +recency of occurrence, closeness in point of space and intensity of +impression. Which law and which element shall prevail is all a +question of degree. + +The most important of these laws is the _Law of Habit_. In obedience +to this law, _the next idea to enter the mind will be the one that has +been most frequently associated with the interesting part of the +subject you are now thinking of_. + +The sight of a pile of manuscript on your desk ready for the printer, +the thought of a printer, the word "printer," spoken or printed, calls +to mind the particular printer with whom you have been dealing for +some years. + +The word "cocoa," the thought of a cup of cocoa, the mental picture +of a cup of cocoa, may conjure with it not merely a steaming cup +before the mind's eye and the flavor of the contents, but also a +daintily clad figure in apron and cap bearing the brand of some +well-known cocoa manufacturer. + +If a typist or pianist has learned one system of fingering, it is +almost impossible to change, because each letter, each note on the +keyboard is associated with the idea of movement in a particular +finger. Constant use has so welded these associations together that +when one enters the mind it draws its associate in its train. + +Test the truth of these principles for yourself. Try them out and see +whether the elements of habit, contiguity, recency and intensity do +not determine all questions of association. + +[Sidenote: _Brands and Tags_] + +If you wanted to buy a house, what local subdivision would come first +to your mind, and why? If you were about to purchase a new tire for +your automobile or a few pairs of stockings, what brand would you buy, +and why? When you think of a camera or a cake of soap, what particular +make comes first to your mind? When you think of a home, what is the +mental picture that rises before you, and why? + +Whatever the article, whether it be one of food or luxury or +investment, or even of sentiment, you will find that it is tagged with +a definite associate--a name, a brand, or a personality characterized +by frequency, recency, closeness or vividness of presentation to your +consciousness. + +The grouping together of sensations into integral ideas is one step +in the complicated mental processes by which useful knowledge is +acquired. But the associative processes go much beyond this. + +[Sidenote: _How Experience is Systematized_] + +We also compare the different objects of present and past experience. +We carefully and thoroughly catalogue them into groups, divisions and +subdivisions for convenient and ready reference. This we do by the +processes of memory, of association and of discrimination, previously +referred to. + +[Sidenote: _How Language Is Simplified_] + +Through these processes our knowledge of the world, derived from the +whole vast field of experience, is unified and systematized. Through +these processes is order realized from chaos. Through these processes +it comes about that not only individual thought, but the communication +of thought from one person to another, is vastly simplified. Language +is enabled to deal with ideas instead of with isolated sense-perceptions. +The single word "horse" suffices to convey a thought that could not be +adequately set forth in a page-long enumeration of disconnected +sense-perceptions. + +The associative process covers a wide range. It includes, for example, +not only the simple definition of an aggregate of sense-perceptions, +as "horse" or "cow"; it includes as well the inferential process of +abstract reasoning. + +[Sidenote: _Processes of Reasoning and Reflection_] + +The only real difference between these widely diverse mental acts, one +apparently so much less complicated and profound than the other, is +that the former involves _no act of memory_, while the latter is based +wholly on sensory experiences _of the past_. + +_Abstract reasoning is merely reasoning from premises and to +conclusions which are not present to our senses at the time._ + + + + +CHAPTER V + +EMOTIONAL ENERGY IN BUSINESS + + +[Sidenote: _Ideas that Stimulate_] + +It is a recognized fact of observation that _Every idea has a certain +emotional quality associated with it, a sort of "feeling tone."_ + +If ideas of health and triumphant achievement are brought into +consciousness, we at the same time experience a state of energy, a +feeling of courage and capability and joy and a stimulation of all the +bodily processes. If, on the other hand, ideas of disease and death +and failure are brought into consciousness, we at the same time +experience feelings of sorrow and mental suffering and a state of +lethargy, a feeling of inertia, impotence and fatigue. + + +THE LAW + +_Exalted ideas have associated with them a vitalizing and energizing +emotional quality. Depressive memories or ideas have associated with +them a depressing and disintegrating emotional quality._ + +[Sidenote: _Pivotal Law of Business Passion_] + +The wise application of this law will lead you to vigorous health +and material prosperity. Its disregard or misuse brings deterioration +and failure. + +The distinction between wise use and misuse lies in _whether +disintegrating or creative thoughts, with their correspondingly +energizing or depressing emotions or feelings, are allowed to hold +sway in consciousness._ + +[Sidenote: _Energizing Emotions_] + +When we speak of _energizing_ emotions or feelings we mean love, +courage, brightness, earnestness, cheer, enthusiasm. When we speak of +_depressing_ emotions or feelings we mean doubt, fear, worry, gloom. + +No elements are more essential to a successful business or a +successful life than the right kind of emotional elements. Yet they +are rarely credited with the importance to which they are entitled. + +To the unthinking the word "emotion" has the same relation to success +that foam has to the water beneath. Yet nothing could be farther from +the truth. Emotion, earnestness, fire, enthusiasm--these are the very +life of effort. They are steam to the engine; they are what the +lighted fuse is to the charge of dynamite. They are the elements that +give flash to the eye, spring to the step, resoluteness to the languid +and certainty to effort. They are the elements that distinguish the +living, acting forces of achievement from the spiritless forces of +failure. + +[Sidenote: _Cross-Roads of Success or Failure_] + +No man ever rose very high who did not possess strong reserves of +emotional energy. Napoleon said, "I would rather have the ardor of my +soldiers, and they half-trained, than have the best fighting machines +in Europe without this element." + +Emotional energy of the right kind makes one fearless and undaunted +in the face of any discouragement. It is never at rest. It feeds on its +own achievements. It is the love of an Heloise and the ambition of an +Alexander. + +[Sidenote: _The Life of Effort_] + +It is this emotional energy that makes business passion, that makes +men love their business, that brings their hearts into harmony with +their undertakings, and that gives them splendid visions of commercial +greatness. + +[Sidenote: _The Motive Power of Progress_] + +Through all the ages great souls have drowsed in spiritless +acquiescence until some tide of emotional energy swept over them, "as +the breeze wanders over the dead strings of some Aeolian harp, and +sweeps the music which slumbers upon them now into divine murmurings, +now into stormy sobs." And then, and then, these Joans of Arc, these +Hermit Peters, these Abraham Lincolns, these Pierpont Morgans, these +warriors, statesmen, financiers, business men, salesmen, these +practical crusaders and business enthusiasts, have sent out their +influence into measureless fields of achievement. + +Emotional energy generated on proper lines, and based on the support +of a fixed intent, is a force that nothing can withstand, and we tell +you that every idea that comes into your mind has its emotional +quality, and that by the intelligent direction of your conscious +"_thinking_" you can call into your life or drive out of it these +powerful emotional influences for good or evil. + +[Sidenote: _The Value of an Idea_] + +As Mr. Waldo P. Warren says, "Who can measure the value of an idea? +Starting as the bud of an acorn, it becomes at last a forest of mighty +oaks; or beginning as a spark it consumes the rubbish of centuries. + +"Ideas are as essential to progress as a hub to a wheel, for they form +the center around which all things revolve. Ideas begin great +enterprises, and the workers of all lands do their bidding. Ideas +govern the governors, rule the rulers, and manage the managers of all +nations and industries. Ideas are the motive power which turns the +tireless wheels of toil. Ideas raise the plowboy to president, and +constitute the primal element of the success of men and nations. +Ideas form the fire that lights the torch of progress, leading +on the centuries. Ideas are the keys which open the storehouses +of possibility. Ideas are the passports to the realms of great +achievement. Ideas are the touch-buttons which connect the currents of +energy with the wheels of history. Ideas determine the bounds, break +the limits, move on the goal, and waken latent capacity to successive +sunrises of better days." + +Even without our telling you, you know that whenever a man makes up +his mind that he is beaten in some fight his very thinking so helps +on the fatal outcome. + +[Sidenote: _The Hard Work Required to Fail_] + +The truth is, _It takes just as much brain work to accomplish a +failure as it does to win success_--just as much effort to build up +a depressive mental attitude as an energizing one. + +[Sidenote: _Creative Power of Thought_] + +Take for granted that you have the courage, the energy, the +self-confidence and the enthusiasm to do what you want to do, and +you will find yourself in possession of these splendid qualities +when the need arises. + +Consciously or unconsciously, you have already trained your mind to +discriminate among sense-impressions. It perceives some and ignores +others. For each perception it selects such associates as you have +trained it to select. Have you trained it wisely? Does it associate +the new facts of observation with those memory-pictures that will make +the new ideas useful and productive of fruitful bodily activities? + +[Sidenote: _Conscious and Unconscious Training_] + +If not, it is time for you to turn over a new leaf and habitually and +persistently direct your attention to those associative elements in +each new-learned fact that will make for health and happiness and +success. Train your mind deliberately, and day by day, to such +constant incorporation of feelings of courage and confidence and +assurance into all your thoughts that the associated impulses to +bodily activity will inevitably influence your whole life. + +At the outset of every undertaking you are confronted with two ways of +attacking it. One is with _doubt and uncertainty_; the other is with +_courage and confidence_. + +[Sidenote: _Two Ways of Attacking Business Problems_] + +The first of these mental attitudes is purely negative. It is +inhibitory. It is made up of mental pictures of yourself in direful +situations, and these mental pictures bring with them depressing +emotions and _muscular inhibitions_. + +The second attitude is positive. It is inspiring. It is made up of +mental pictures of yourself bringing the affair to a triumphant issue, +and these mental pictures bring with them stimulating emotions and the +impulses to those bodily activities that will _realize your aims_. + +You have only to start the thing off with the right mental attitude +and hold to it. All the rest is automatic. Think this over. + +Put this same idea into your business. Analyze your business with +reference to its _mental attitude_. Of course, you know all about its +organization, its various departments, its machinery and equipment, +its methods, its cost system, its organized efficiency. But what about +its mental attitude? Every store, every industrial establishment has +an air of its own, an indefinite something that distinguishes it from +every other. This is why you buy your cigars at one place instead of +at another. + +[Sidenote: _Cutting into the Quick_] + +Look behind the methods and the systems and all the wooden machinery +of your business and you come to its throbbing life. There you find +the characteristic quality that governs its future. There you find the +attitude, the mental attitude, that pulls the strings determining the +conduct of clerks and salesmen, managers and superintendents, and +this attitude is in the last analysis a reflection of the mental +attitude of the executive head himself--not necessarily the nominal +executive head, but the real executive head, however he be called. + +[Sidenote: _Executives Real and Sham_] + +Does the truckman whistle at his work? Is the salesman proud of his +line and his house? Does he approach his "prospect" with the confident +enthusiasm that brings orders? Does the shipping clerk take a +delighted interest in getting out his deliveries? They must have this +mental attitude, or you will never win. Are you yourself "making good" +in this respect? Remember that, whether you know it or not, your +inmost thoughts are reflected in your voice and manner, your every +act. And all your subordinates, whether they know it or not, see these +things and reflect your attitude. + +[Sidenote: _Mental Attitude of One's Business_] + +Therefore, in all you do, and in all you think, do it and think it +with courage and with unwavering faith, fearing nothing. + +Later on we shall instruct you in specific methods that will enable +you to follow this injunction. For the present we must be content with +emphasizing its importance. + +[Sidenote: _Psychological Engineering_] + +In what follows in this book we shall bring forth no new principle +of mental operation, but shall illustrate those already learned by +reference to certain practical uses to which they can be applied. Our +purpose in this is to impress you with the immense practical value of +the knowledge you are acquiring, and to show you that this course +of reading has nothing to do with telepathy, spiritism, clairvoyance, +animal magnetism, fortune-telling, astrology or witchcraft, but, +on the contrary, that in its revelation of mental principles and +processes it is laying a scientific basis for a highly differentiated +type of efficiency engineering. + + + + +CHAPTER VI + +HOW TO SELECT EMPLOYEES + + +In the preceding volume, entitled "Making Your Own World," you learned +that reaction-time is the interval that elapses between the moment +when a sense-vibration reaches the body and the moment when perception +is made known by some outward response. + +[Sidenote: _A Clue to Adaptability_] + +Reaction-time can be made to furnish a clue to the adaptability of the +individual for any business, profession or vocation. + +To determine the character, accuracy and rapidity of the mental +reactions of different individuals under different conditions, various +scientific methods have been evolved and cunning devices invented. + +[Sidenote: _Mapping the Mentality_] + +There are decisive reaction-time tests by which you may readily map +out your own mentality or that of any other person, including, for +instance, those who may seek employment under you. + +Have you been harboring the delusion that "quick as thought" is a +phrase expressive of flash-like quickness? Have you had the idea that +thought is instantaneous? If so, you must alter your conceptions. + +The fact is that your merely automatic reactions from +sense-impressions can be measured in tenths of a second, while a +really intellectual operation of the simplest character requires from +one to several seconds. + +An important thing for you to know in this connection is that no two +people are alike in this respect. Some think quickly along certain +lines; some along other lines. + +[Sidenote: _The Kind of "Help" You Need_] + +And the man or woman that you need in any department of your business +is that one _whose mind works swiftly in the particular way required +for your business_. + +How rapidly does your mind work? How fast do your thoughts come, +compared to the average man in your field of activity? + +How fast does your stenographer think? Your clerk? Your chauffeur? +Are they up to the average of those engaged in similar work? If not, +you had best make a change. + +[Sidenote: _Tests for Different Mental Traits_] + +A large number of tests and mechanical devices, some of them most +complicated, have been scientifically formulated or invented to +measure the quickness of different kinds of mental operations in the +individual. + +One very simple test which we give merely to illustrate the principle +is called the "Test of Uncontrolled Association." All the materials +needed for this test are a stop-watch and a blank form containing +numbered spaces for one hundred words. + +[Sidenote: _Test of Uncontrolled Associations_] + +Give these instructions to the person you are examining: "When I say +'Now!' I want you to start in with some word, any one you like, and +keep on saying words as fast as you can until you have given a hundred +different words. You may give any words you like, but they must not +be in sentences. I will tell you when to stop." You then start your +stop-watch with the command "Now!" and write the words on the blank +form as fast as they are spoken. Mere abbreviations or shorthand will +suffice. When the hundredth word is reached, stop the watch and note +the time. + +The average time for lists of words written in this fashion is about +308 seconds. + +[Sidenote: _Test for Quick Thinking_] + +This is a fair test of the rapidity of the associative processes +of the mind. It will reveal many strange and characteristic +idiosyncrasies. On the other hand, considering the vast number of +words available, it is remarkable to note the degree of community to +be found in the words that will be given by a number of persons. Thus, +"in fifty lists (5,000 words) only 2,024 words were different, only +1,266 occurred but once, while the one hundred most frequent words +made up three-tenths of the whole number." + +Professor Jastrow, of Wisconsin University, has found also that the +"class to which women contribute most largely is that of articles of +dress, one word in every eleven belonging to this class. The inference +from this, that dress is the predominant category of the feminine (or +of the privy feminine) mind, is valid, with proper reservations." + +[Sidenote: _Measuring Speed of Thought_] + +Another method of testing speed of thought is to pronounce a series +of words and after each word have the subject speak the first word +that comes to him. The answers are taken down and are timed with a +stop-watch. About the quickest answers by an alert person will be made +in one second, or one and one-fifth seconds, while most persons take +from one and three-fifths to two and three-fifths seconds to answer, +under the most favorable circumstances. Puzzling words or conflicting +emotions will prolong this time to five and ten seconds in many +cases. Much depends upon the kind of words propounded to the subject, +starting with such simple words as "hat" and "coat," and changing to +words that tend to arouse emotion. A list of words may be carefully +selected to fit the requirements of different classes of subjects. + +[Sidenote: _Range of Mental Tests_] + +By appropriate tests, the quickness of response to sense-impressions, +the character of the associations of ideas, the workings of the +individual imagination, the nature of the emotional tendencies, the +character and scope of the powers of attention and discrimination, the +degree of persistence of the individual and his susceptibility to +fatigue in certain forms of effort, the visual, auditory and manual +skill, and even the moral character of the subject, can be more or +less clearly and definitely determined. + +[Illustration: TESTING SHARPNESS OF HEARING WITH ACOUMETER. PRIVATE +LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY] + +It is possible by these tests to distinguish individual differences +in thought processes as conditioned by age, sex, training, physical +condition, and so on, to analyze the comparative mental efficiency of +the worker at different periods in the day's work as affected by long +hours of application, by monotony and variety of occupation and the +like, and even to reveal obscure mental tendencies and to disclose +motives or information that are being intentionally concealed. + +[Sidenote: _Tests for Army and Navy_] + +Among the simplest of such tests are those for vision, hearing and +color discrimination. Tests of this kind are now given to all +applicants for enlistment in the army, the navy and the marine corps, +and more exacting tests of the same sort are given to candidates for +licenses as pilots and for positions as officers of ships. + +[Sidenote: _Tests for Railroad Employees_] + +Employees of railroads, and in some cases those of street +railroads, also, are subjected to tests for vision, hearing and +color-discrimination. In the case of trainmen the color-discrimination +tests result in the rejection of about four per cent of the applicants. +The tests are repeated every two years for all the men and at intervals +of six months for those suspected of defects in color discrimination. +In all of these cases the tests have for their object the detection +and rejection of unfit applicants. + +[Sidenote: _What One Factory Saved_] + +One of the earliest instances of work of this kind was the +introduction a few years ago of reaction-time tests in selecting +girls for the work of inspecting for flaws the steel balls used in +ball bearings. This work requires a concentrated type of attention, +good visual acuity and quick and keen perception, accompanied by quick +responsive action. The scientific investigator went into a bicycle +ball factory and with a stop-watch measured the reaction-time of all +the girls then at work. All those who showed a long time between +stimulus and reaction-time were then eliminated. The final outcome was +that thirty-five girls did the work formerly done by one hundred and +twenty; the accuracy of the work was increased by sixty-six per cent; +the wages of the girls were doubled; the working day was shortened +from ten and one-half hours to eight and one-half hours; and the +profit of the factory was substantially increased. + +[Sidenote: _Professor Münsterberg's Experiments_] + +To illustrate the methods employed and the importance of work of this +kind, we quote the following from the recent ground-breaking book, +"Psychology and Industrial Efficiency," by Professor Hugo Münsterberg, +of Harvard University. This extract is an account of Professor +Münsterberg's experimental method for determining in advance the +mental fitness of persons applying for positions as telephone +operators. Such information would be of immense value to telephone +companies, as each candidate who satisfies formal entrance requirements +receives several months' training in a telephone school and is paid a +salary while she is being trained. + +[Sidenote: _Tests for Hiring Telephone Girls_] + +One company alone employs twenty-three thousand operators, and more +than one-third of those employed and trained at the company's expense +prove unfitted and leave within six months, with a heavy resulting +financial loss to the company. The tests are numerous and somewhat +complicated and require more time to conduct them than tests in other +lines of work, but for these very reasons will be particularly +illuminating. Professor Münsterberg says: + +"After carefully observing the service in the central office for a +while, I came to the conviction that it would not be appropriate here +to reproduce the activity at the switchboard in the experiment, but +that it would be more desirable to resolve that whole function into +its elements and to undertake the experimental test of a whole series +of elementary mental dispositions. Every one of these mental acts can +then be examined according to well-known laboratory methods without +giving to the experiments any direct relation to the characteristic +telephone operation as such. I carried on the first series of +experiments with about thirty young women who a short time before had +entered into the telephone training-school, where they are admitted +only at the age between seventeen and twenty-three years. I examined +them with reference to eight different psychological functions. * * * +A part of the psychological tests were carried on in individual +examinations, but the greater part with the whole class together. + +[Sidenote: _Memory Test_] + +[Sidenote: _Test for Attention_] + +"These common tests referred to memory, attention, intelligence, +exactitude and rapidity. I may characterize the experiments in a few +words. The memory examination consisted of reading the whole class at +first two numbers of four digits, then two of five digits, then two of +six digits, and so on up to figures of twelve digits, and demanding +that they be written down as soon as a signal was given. The +experiments on attention, which in this case of the telephone +operators seemed to me especially significant, made use of a method +the principle of which has frequently been applied in the experimental +psychology of individual differences, and which I adjusted to our +special needs. The requirement is to cross out a particular letter +in a connected text. Every one of the thirty women in the classroom +received the same first page of a newspaper of that morning. I +emphasize that it was a new paper, as the newness of the content was +to secure the desired distraction of the attention. As soon as the +signal was given, each one of the girls had to cross out with a pencil +every 'a' in the text for six minutes. After a certain time, a bell +signal was given, and each then had to begin a new column. In this way +we could find out, first, how many letters were correctly crossed out +in those six minutes; secondly, how many letters were overlooked; +and thirdly, how the recognition and the oversight were distributed in +the various parts of the text. In every one of these three directions +strong individual differences were indeed noticeable. Some persons +crossed out many, but also overlooked many; others overlooked hardly +any of the 'a's,' but proceeded very slowly, so that the total number +of the crossed-out letters was small. Moreover, it was found that some +at first do poor work, but soon reach a point at which their attention +remains on a high level; others begin with a relatively high +achievement, but after a short time their attention flags, and the +number of crossed-out letters becomes smaller or the number of +unnoticed, overlooked letters increases. Fluctuations of attention, +deficiencies and strong points can be discovered in much detail. + +[Sidenote: _Test for General Intelligence_] + +"The third test, which was tried with the whole class, referred to the +intelligence of the individuals. * * * The psychological experiments +carried on in the schoolroom have demonstrated that this ability can +be tested by the measurement of some very simple mental activities. * * * +Among the various proposed schemes for this purpose, the figures suggest +that the most reliable one is the following method, the results of which +show the highest agreement between the rank order based on the experiments +and the rank order of the teachers. The experiment consists in reading to +the pupils a long series of pairs of words of which the two members of +the pair always logically belong together. Later, one word of each pair +will be read to them and they have to write down the word which belonged +with it in the pair." (For example, "thunder" and "lightning" are words +that "logically belong together," while "horse" and "bricks" are unrelated +terms.--_Editor's note._) + +"This is not a simple experiment on memory. The tests have shown that +if, instead of logically connected words, simply disconnected chance +words are offered and reproduced, no one can keep such a long series +of pairs in mind, while with the words which have related meaning, +the most intelligent pupils can master the whole series. The very +favorable results which this method had yielded in the classroom made +me decide to try it in this case, too. I chose for an experiment +twenty-four pairs of words from the sphere of experience of the girls +to be tested." (For instance, "door, house"; "pillow, bed"; "letter, +word"; "leaf, tree"; "button, dress"; "nose, face"; "cover, kettle"; +"page, book"; "engine, train"; "glass, window"; "enemy, friend"; +"telephone, bell"; "thunder, lightning"; "ice, cold"; "ink, pen"; +"husband, wife"; "fire, burn"; "sorry, sad"; "well, strong"; "mother, +child"; "run, fast"; "black, white"; "war, peace"; "arm, +hand."--_Editor's note._) + +[Sidenote: _Test for Exactitude_] + +"Two class experiments belonged rather to the periphery of +psychology. + +"The exactitude of space-perceptions was measured by demanding that +each divide first the long and then the short edge of a folio sheet +into two equal halves by a pencil-mark. + +[Sidenote: _Test for Rapidity of Movement_] + +"And finally, to measure the rapidity of movement, it was demanded +that every one make with a pencil on the paper zigzag movements of +a particular size during the ten seconds from one signal to another. + +"After these class experiments, I turned to individual tests. + +"First, every girl had to sort a pack of forty-eight cards into four +piles as quickly as possible. The time was measured in fifths of a +second, with an ordinary stop-watch. + +[Sidenote: _Test for Accuracy of Movement_] + +"The following experiment which referred to the accuracy of movement +impulses demanded that every one try to reach with the point of a +pencil three different points on the table in the rhythm of metronome +beats. On each of these three places a sheet of paper was fixed with +a fine cross in the middle. The pencil should hit the crossing point, +and the marks on the paper indicated how far the movement had fallen +short of the goal. One of these movements demanded the full extension +of the arm and the other two had to be made with half-bent arm. I +introduced this last test because the hitting of the right holes in +the switchboard of the telephone office is of great importance. + +[Illustration: TESTING STEADINESS OF MOTOR CONTROL--INVOLUNTARY +MOVEMENT PRIVATE LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY] + +"The last individual experiment was an association test. I called six +words, like 'book,' 'house,' 'rain,' and had them speak the first word +which came to their minds. The time was measured in fifths of a second +only, with an ordinary stop-watch, as subtler experiments, for which +hundredths of a second would have to be considered, were not needed. + +[Sidenote: _Results of Experiments_] + +"In studying the results, so far as the memory experiments were +concerned, we found that it would be useless to consider the figures +with more than ten digits. We took the results only of those with +eight, nine and ten digits. There were fifty-four possibilities of +mistakes. The smallest number of actual mistakes was two, the +largest twenty-nine. In the experiment on attention made with the +crossing-out of letters, we found that the smallest number of +correctly marked letters was 107, the largest number in the six +minutes, 272; the smallest number of overlooked letters was two, the +largest 135; but this last case of abnormal carelessness stood quite +isolated. On the whole, the number of overlooked letters fluctuated +between five and sixty. If both results, those of the crossed-out and +those of the overlooked letters, are brought into relations, we find +that the best results were a case of 236 letters marked, with only two +overlooked, and one of 257 marked, with four overlooked. The very +interesting details as to the various types of attention which we see +in the distribution of mistakes over the six minutes were not taken +into our final table. The word experiments by which we tested the +intelligence showed that no one was able to reproduce more than +twenty-two of the twenty-four words. The smallest number of words +remembered was seven. + +"The mistakes in the perception of distances fluctuated between +one and fourteen millimeters; the time for the sorting of the +forty-eight cards, between thirty-five and fifty-eight seconds; the +association-time for the six associated words taken together was +between nine and twenty-one seconds. The pointing experiments could +not be made use of in this first series, as it was found that quite +a number of participants were unable to perform the act with the +rapidity demanded. + +"Several ways were open to make mathematical use of these results. I +preferred the simplest way. I calculated the grade of the girls for +each of these achievements. The same candidate who stood in the +seventh place in the memory experiment was in the fifteenth place with +reference to the number of letters marked, in the third place with +reference to the letters overlooked, in the twenty-first place with +reference to the number of word pairs which she had grasped, in the +eleventh place with reference to the exactitude of space-perception, +in the sixteenth place with reference to the association-time, and in +the sixth place with reference to the time of sorting. As soon as we +had all these independent grades, we calculated the average and in +this way ultimately gained a common order of grading. * * * + +"With this average rank list, we compared the practical results of the +telephone company after three months had passed. These three months +had been sufficient to secure at least a certain discrimination +between the best, the average, and the unfit. The result of this +comparison was on the whole satisfactory. First, the skeptical +telephone company had mixed with the class a number of women who had +been in the service for a long while, and had even been selected as +teachers in the telephone school. I did not know, in figuring out +the results, which of the participants in the experiments these +particularly gifted outsiders were. If the psychological experiments +had brought the result that these individuals who stood so high in +the estimation of the telephone company ranked low in the laboratory +experiment, it would have reflected strongly on the reliability of the +laboratory method. The results showed, on the contrary, that these +women who had proved most able in practical service stood at the +top of our list. Correspondingly, those who stood the lowest in our +psychological rank list had in the mean time been found unfit in +practical service, and had either left the company of their own accord +or else had been eliminated. The agreement, to be sure, was not a +perfect one. One of the list of women stood rather low in the +psychological list, while the office reported that so far she had done +fair work in the service, and two others, to whom the psychological +laboratory gave a good testimonial were considered by the telephone +office as only fair. + +[Sidenote: _Theory and Practice_] + +"But it is evident that certain disagreements would have occurred even +with a more ideal method, as on the one side no final achievement in +practical service can be given after only three months, and because on +the other side a large number of secondary factors may enter which +entirely overshadow the mere question of psychological fitness. Poor +health, for instance, may hinder even the most fit individual from +doing satisfactory work, and extreme industry and energetic will may +for a while lead even the unfit to fair achievement, which, to be +sure, is likely to be coupled with a dangerous exhaustion. The slight +disagreements between the psychological results and the practical +valuation, therefore, do not in the least speak against the +significance of such a method. On the other hand, I emphasize that +this first series meant only the beginning of the investigation, and +it can hardly be expected that at such a first approach the best and +most suitable methods would at once be hit upon. A continuation of the +work will surely lead to much better combinations of test experiments +and to better adjusted schemes." + +[Sidenote: _How to Identify the Unfit_] + +Analytical test studies such as the foregoing form an almost +infallible means for finding out the unfit at the very beginning +instead of after a long and costly experimental trying-out in +vocational training-school or in actual service. + +Whatever your line of business may be, you may rest assured that an +analysis of its needs will disclose numerous departments in which +specific mental tests and devices may be employed with a great saving +in time and money and a vastly increased efficiency and output of +working energy. + +[Sidenote: _Means to Great Business Economies_] + +Suppose that you are the manager of a street railroad employing a +large number of motormen. Would it not be of the greatest value to +you if in a few moments you could determine in advance whether any +given applicant for a position possessed the quickness of response to +danger signals that would enable him to avoid accidents? Think what +this would mean to the profits of your company in cutting down the +number of damage claims arising from accidents! Some electric railroad +companies have as many as fifty thousand accident indemnity cases per +year, which involve an expense amounting in some cases to thirteen +per cent of the annual gross earnings. Yet a comparatively simple +mechanism has been devised for determining by the reaction-time of any +applicant whether he would or would not be quick enough to stop his +car if a child ran in front of its wheels. + +[Sidenote: _Round Pegs in Square Holes_] + +The general employment of this test would result in the rejection of +about twenty-five per cent of those who are now employed as motormen +with a correspondingly large reduction in the number of deaths and +injuries from street-car accidents. And on the other hand, the general +use of psychological tests in other lines of work would make room for +these men in places for which they are peculiarly adapted and where +their earning power would be greater. + +If, for example, the applicant responds to the signs of an emergency in +three-fifths of a second or less, and has the mental characteristics that +will enable him at the same time to maintain the speed required by the +schedule, he may be mentally fitted for the "job" of motorman; while if +it takes him one second or more to act in an emergency, he may be a +dangerous man for the company and for the public. + +[Sidenote: _The Danger in Two-Fifths of a Second_] + +Two-fifths of a second difference in time-reactions may mark the line +between safety and disaster. How absurd it is to trust to luck in +matters of this kind when by means of scientific experimental tests +you can accurately gauge your man before he has a chance to involve +you or your company in a heart-breaking tragedy and serious financial +loss! + +You can readily see that very similar tests could be devised to meet +the needs of the employer of chauffeurs, as, for example, the manager +of a taxicab company, or the requirements of a railroad in the hiring +of its engineers. + +[Sidenote: _Picking a Private Secretary_] + +You should not employ as private secretary a person whose reactions +indicate a natural inability to keep a secret. This quality of mind +can be simply and unerringly detected by psychological tests. + +[Sidenote: _Finding Out the Close-Mouthed_] + +One quality entering into the ability to keep a secret is the degree +of suggestibility of the individual. That person who most quickly and +automatically obeys and responds to suggested commands possesses the +least degree of conscious self-control. The quality referred to is +illustrated by the child's game of "thumbs up, thumbs down," and +"Simon says thumbs up" and "Simon says thumbs down." Those persons +who are unable to wait for the "Simon says," but mechanically obey +the command "thumbs up" or "thumbs down" would be those least able +to resist a trap artfully laid to compel them to disclose what they +wished to conceal. Like efficiency in observation, attention and +memory, however, suggestibility is specific, not general, in +character--that is to say, persons may be easily influenced by certain +kinds of suggestion while possessing a strong degree of resistance +to other kinds. Consequently actual tests of this quality cannot be +limited to one method. + +[Illustration: DETERMINING SUGGESTIBILITY BY PROGRESSIVE LINE TEST +PRIVATE LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY] + +For purposes of illustration, here is a simple form of what is known +as the "line" test for suggestibility. The subject is seated about +two feet away from and in front of a revolving drum on which is a +strip of white paper. On this strip of white paper are drawn twenty +parallel straight lines. These lines begin at varying distances from +the left-hand margin. Each of the first four lines is fifty per cent +longer than the one before it, but the remaining sixteen lines are +all of the same length. + +[Sidenote: _A Test for Suggestibility_] + +The examiner says to the subject, "I want to see how good your 'eye' +is. I'll show you a line, say an inch or two long, and I want you to +reproduce it right afterwards from memory. Some persons make bad +mistakes; they may make a line two inches long when I show them one +three inches long; others make one four or five inches long. Let's +see how well you can do. I shall show you the line through this +slit. Take just one look at it, then make a mark on this paper +[cross-section paper] just the distance from this left-hand margin +that the line is long. Do that with each line as it appears." + +The lines are then shown one at a time, and after each is noted it +is turned out of sight. As the lines of equal length are presented, +the examiner says alternately, "Here is a longer one," "Here is a +shorter one," and so on. The extent to which these misleading +suggestions of the examiner are accepted and acted upon by the +subject in plain violation of the evidence of his senses tests in +a measure his suggestibility, his automatic, mechanical and immediate +responsiveness to the influence of others and his comparative lack +of strong resistance to such outside influences. Inability to +satisfactorily meet this and similar tests for suggestibility would +indicate an unfitness for such duties as those required by a private +secretary, who must at all times have himself well in hand and not +be easily lured into embarrassing revelations. + +[Sidenote: _Selecting a Stenographer_] + +You should not employ as stenographer a person whose time-reactions +indicate a slowness of auditory response or an inability to carry +in mind a long series of dictated words, or whose vocabulary is too +limited for the requirements of your business. + +[Sidenote: _Tests for Auditory Acuity_] + +The quickness of auditory response may be determined either by speech +tests or by instrumental tests. In either case the acuteness of +hearing of the applicant is measured by the ability to promptly and +correctly report sounds at various known ranges, the acuity of the +normal ear under precisely similar conditions having been previously +determined. Speech involves a great variety of combinations--of pitch, +accent, inflection and emphasis. Consequently a scientific speech test +involves the preparation of lists of words based upon an analysis of +the elements of whispered and spoken utterance. This work has been +done, and such lists and tests are available. + +[Sidenote: _A Test for Rote Memory_] + +For testing the ability to remember a series of dictated words the +following lists of words are recommended: + +_Concrete_ _Abstract_ _Concrete_ _Abstract_ _Concrete_ _Abstract_ + + street scope coat time pen law + ink proof woman aft clock thought + lamp scheme house route man plot + spoon form salt phase floor glee + horse craft glove work sponge life + chair myth watch truth hat rhythm + stone rate box thing chalk faith + ground cause mat tact knife mirth + +The examiner should repeat these lists of words to the subject one at +a time, alternating the concrete and abstract lists. To insure the +presentation of the words with an even tempo, a metronome may be had +by simply swinging a small weight on a string, having the string of +just sufficient length so that the beats come at intervals of one +second. Each word should be pronounced distinctly in time with the +beat of the metronome, but without rhythm. After each list has been +pronounced, have the subject write the list from memory. The lists +thus made up by the subject from memory are then to be inspected with +reference to the following points: + +1. Memory errors (omissions and displacements), concrete lists. + +2. Memory errors (omissions and displacements), abstract lists. + +Every omission counts two errors; every displacement counts two-thirds +when the displacement is by one remove only, one and one-third when by +more than one move. + +3. Insertions. These are words added by the subject. They count for +two errors each, unless the added word resembles the word given in +sound, in which case it counts one and one-third. + +4. Perseverations. These are reproductions in a given series of words +already given in a previous series. If frequent, this indicates a low +order of intelligence, with weak self-control and poor critical +judgment. Each perseveration counts four. + +5. Substitution of synonyms, when a word of like meaning but different +sound is substituted for the word given; counts one and one-third. + +[Sidenote: _A Test for Range of Vocabulary_] + +An approximate determination of the range of vocabulary of your +prospective stenographer can be had by the use of the following +comparatively short and simple test. + +Hand the applicant a printed slip bearing the list of one hundred +words given here and ask him to mark the words carefully according +to these instructions. + +Place _before_ each word one of these three signs: + +(I) A plus sign (+) if you know the word. + +(II) A minus sign (-) if you do not know the word. + +(III) A question mark (?) if you are in doubt. + +When you have finished, count the marks and fill out these blanks, +making sure that the numbers add to one hundred. + +Number known ........... + +Number unknown ........... + +Number doubtful ........... + + abductor decide interim rejoice + abeam deception lanuginose rejoin + abed disentomb lanuginous rejoinder + abet disentrance lanugo rejuvenate + amalgamation disepalous lanyard scroll + amanuensis disestablish matting scrub + amaranth eschar mattock scruff + baron escheat mattress scrunch + baroscope escort maturate skylight + barouche eschalot muff skyrocket + barque filiform muffin skysail + bottle-holder filigree muffle skyward + bottom filing mufti subcutaneous + bottomry fill page sub-let + boudoir gourd pagoda subdue + channel gout paid tenderloin + chant govern pail tendinous + chanticleer gown photograph tendon + chaos hodman photographer tendril + concatenate hoe photography tycoon + concatenation hoecake photo-lithograph tymbal + concave hog publication type + conceal intercede pudding virago + decemvirate interdict puddle virescent + decency interest pudgy virgin + +By adding find the total number of "plus" marks on the applicant's +slip. Multiply this number by 280, and you will then have obtained +the applicant's absolute vocabulary. + +An absolute vocabulary of twenty thousand words or over may be graded +as excellent; 17,500 to 20,000 words, good; 15,000 to 17,500, fair; +and below 15,000, poor. + +You should not employ as train-dispatcher a person whose +time-reactions indicate a tendency to confuse associated ideas. The +associated ideas may be related in time, place or a variety of ways, +and the memory of one who has an inherent tendency to substitute +an associate for the thing itself is a treacherous instrument. The +tendency to confuse associated ideas can be measured by psychological +tests. + +Your own knowledge of the work of the world will suggest other +employments besides that of train-dispatcher in which such a test +could be used in hiring men to the improvement of the service. + +[Sidenote: _Crime-Detection by Psychological Tests_] + +The employment of psychological tests in the detection of crime is +fast supplanting the brutalities of the "third degree." + +Thus, for example, by the use of highly sensitive instruments we +are able to detect the quickened heart-beat, the shudder, and other +evidences of emotion not otherwise discernible, but due to the +deliberate presentation of the details and evidences of a crime. +Though the subject may not himself be aware of the slightest physical +expression of emotion, these signs of a disturbed mentality are +unerringly revealed by the delicate instruments of the psychologist. + +[Sidenote: _The Factory Operative's Attention Power_] + +In some factories the operative is called upon to simultaneously keep +watch over a large number of parts of a moving mechanism, and to note +and quickly correct a disturbance in any part. Eye and ear must have +a wide range, must be able to take account of a large number of +operations widely separated in space. + +[Illustration: TESTING THE RANGE OF VISUAL ATTENTION. PRIVATE +LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY] + +For the scientific determination of the operative's range of visual +attention, the "disc tachistoscope," shown facing page 106, may be used. +This is a form of short-exposure apparatus. The essential idea is to +furnish a field upon which the subject may for a moment fasten his +attention, and then to substitute for this field another containing +certain prepared test-material. This last field is exposed for but a +brief instant and removed, and the subject is then called upon to report +all that he has seen during the last exposure. Tests of this kind have +demonstrated that the range of visual attention is a comparatively +constant quantity with each individual, having but little relation to +general ability or intelligence and being but little affected by practice. + +It matters not how painstaking the individual may be, he will fail in +a test of this kind and at work of this kind if the type of attention +that Nature gave him is unfitted for such an "expanded" watchfulness. +Yet in any type of work requiring a focusing of the attention upon a +minute operation so as to note nice discriminations and detect subtle +differences, he might prove a most excellent worker. + +[Sidenote: _Kinds of Testing Apparatus_] + +The kind of apparatus, the method to be employed and the place for +the experiment are all matters that vary with the conditions of the +special problem. The apparatus may be simple and easily devised, or it +may be intricate and the result of years of investigation and a large +expenditure of money. + +If there seems to you to be anything impracticable in the employment +of tests in the manner we have indicated, please remember that for +many years those seeking employment as railroad engineers have been +required to pass tests for color-blindness, tests just as truly +psychological as any that we have here referred to and differing from +them only in respect to the character and complexity of the qualities +tested. + +[Sidenote: _Analysis of Different Callings_] + +Every calling can be analyzed and the mental elements requisite for +success in that particular line can be scientifically disentangled. +Methods for testing the individual as to his possession of any one +or all of the mental elements required in any given vocation may +then be devised in the psychological laboratory. + +Furthermore, definite and scientific exercises can be formulated +whereby the individual may train and develop special senses, faculties +and powers so as the better to fit himself for his chosen field of +work. + +[Sidenote: _Exercises for Developing Special Faculties_] + +The use of the experimental method is new to every department of +science. Crude and occasional experiments have marked the advance +of physics, physiology and chemistry, but it is only with the recent +innovation of the scientific laboratory that these sciences have made +their greatest strides. + +The employment of this method in dealing with problems of the mind is +particularly new. So far as we are aware there is no school in all the +world that employs definite and scientific exercises in the discipline +and training of its pupils in power of observation, imagination and +memory. + +You have now completed a brief survey of the fundamental processes +of the mind and seen something of the practical utility of this +knowledge. You have before you "sense-perceptions," "causal +judgments," "classifying judgments," and "associated emotional +qualities" or "feeling tones." Every suggested idea, every act of +reasoning is in the last analysis the product of one or more of +these elementary forms of mental activity. + +We shall now go on to consider the operations of these mental +processes in connection with certain mental phenomena. + +[Sidenote: _Principles that Bear on Practical Affairs_] + +Our purpose in all this is not to teach you the elements of psychology +as it is ordinarily conceived or taught. Our aim is to conduct you +through certain special fields of psychological investigation, fields +that within the past few years have produced remarkable discoveries +of which the world, outside of a few specialists, knows little or +nothing. In this way you will be fitted to comprehend the practical +instruction, the application of these principles to practical affairs, +toward which this _Course_ is tending. + + + + +Transcriber's Note: + +Illustrations have been moved from their original positions, so as +to be nearer to their corresponding text, or for ease of navigation +around paragraphs. Duplicate chapter headers have been removed from +the text version of this ebook and hidden in the HTML version. + +The following typographical corrections have been made to this text: + + Contents: Changed UNCONCIOUS to UNCONSCIOUS (UNCONSCIOUS TRAINING) + + Page 106: Changed 102 to 106 (shown facing page 106), to reflect + repositioning of illustration in this ebook. + + + + + +End of the Project Gutenberg EBook of Applied Psychology: Driving Power of +Thought, by Warren Hilton + +*** END OF THIS PROJECT GUTENBERG EBOOK APPLIED PSYCHOLOGY, VOL 3 *** + +***** This file should be named 33076-8.txt or 33076-8.zip ***** +This and all associated files of various formats will be found in: + http://www.gutenberg.org/3/3/0/7/33076/ + +Produced by Bryan Ness and the Online Distributed +Proofreading Team at http://www.pgdp.net (This book was +produced from scanned images of public domain material +from the Google Print project.) + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. Special rules, +set forth in the General Terms of Use part of this license, apply to +copying and distributing Project Gutenberg-tm electronic works to +protect the PROJECT GUTENBERG-tm concept and trademark. Project +Gutenberg is a registered trademark, and may not be used if you +charge for the eBooks, unless you receive specific permission. If you +do not charge anything for copies of this eBook, complying with the +rules is very easy. You may use this eBook for nearly any purpose +such as creation of derivative works, reports, performances and +research. They may be modified and printed and given away--you may do +practically ANYTHING with public domain eBooks. Redistribution is +subject to the trademark license, especially commercial +redistribution. + + + +*** START: FULL LICENSE *** + +THE FULL PROJECT GUTENBERG LICENSE +PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK + +To protect the Project Gutenberg-tm mission of promoting the free +distribution of electronic works, by using or distributing this work +(or any other work associated in any way with the phrase "Project +Gutenberg"), you agree to comply with all the terms of the Full Project +Gutenberg-tm License (available with this file or online at +http://gutenberg.org/license). + + +Section 1. General Terms of Use and Redistributing Project Gutenberg-tm +electronic works + +1.A. By reading or using any part of this Project Gutenberg-tm +electronic work, you indicate that you have read, understand, agree to +and accept all the terms of this license and intellectual property +(trademark/copyright) agreement. If you do not agree to abide by all +the terms of this agreement, you must cease using and return or destroy +all copies of Project Gutenberg-tm electronic works in your possession. +If you paid a fee for obtaining a copy of or access to a Project +Gutenberg-tm electronic work and you do not agree to be bound by the +terms of this agreement, you may obtain a refund from the person or +entity to whom you paid the fee as set forth in paragraph 1.E.8. + +1.B. "Project Gutenberg" is a registered trademark. It may only be +used on or associated in any way with an electronic work by people who +agree to be bound by the terms of this agreement. There are a few +things that you can do with most Project Gutenberg-tm electronic works +even without complying with the full terms of this agreement. See +paragraph 1.C below. There are a lot of things you can do with Project +Gutenberg-tm electronic works if you follow the terms of this agreement +and help preserve free future access to Project Gutenberg-tm electronic +works. See paragraph 1.E below. + +1.C. The Project Gutenberg Literary Archive Foundation ("the Foundation" +or PGLAF), owns a compilation copyright in the collection of Project +Gutenberg-tm electronic works. Nearly all the individual works in the +collection are in the public domain in the United States. If an +individual work is in the public domain in the United States and you are +located in the United States, we do not claim a right to prevent you from +copying, distributing, performing, displaying or creating derivative +works based on the work as long as all references to Project Gutenberg +are removed. Of course, we hope that you will support the Project +Gutenberg-tm mission of promoting free access to electronic works by +freely sharing Project Gutenberg-tm works in compliance with the terms of +this agreement for keeping the Project Gutenberg-tm name associated with +the work. You can easily comply with the terms of this agreement by +keeping this work in the same format with its attached full Project +Gutenberg-tm License when you share it without charge with others. + +1.D. The copyright laws of the place where you are located also govern +what you can do with this work. Copyright laws in most countries are in +a constant state of change. If you are outside the United States, check +the laws of your country in addition to the terms of this agreement +before downloading, copying, displaying, performing, distributing or +creating derivative works based on this work or any other Project +Gutenberg-tm work. The Foundation makes no representations concerning +the copyright status of any work in any country outside the United +States. + +1.E. Unless you have removed all references to Project Gutenberg: + +1.E.1. The following sentence, with active links to, or other immediate +access to, the full Project Gutenberg-tm License must appear prominently +whenever any copy of a Project Gutenberg-tm work (any work on which the +phrase "Project Gutenberg" appears, or with which the phrase "Project +Gutenberg" is associated) is accessed, displayed, performed, viewed, +copied or distributed: + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + +1.E.2. If an individual Project Gutenberg-tm electronic work is derived +from the public domain (does not contain a notice indicating that it is +posted with permission of the copyright holder), the work can be copied +and distributed to anyone in the United States without paying any fees +or charges. If you are redistributing or providing access to a work +with the phrase "Project Gutenberg" associated with or appearing on the +work, you must comply either with the requirements of paragraphs 1.E.1 +through 1.E.7 or obtain permission for the use of the work and the +Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or +1.E.9. + +1.E.3. If an individual Project Gutenberg-tm electronic work is posted +with the permission of the copyright holder, your use and distribution +must comply with both paragraphs 1.E.1 through 1.E.7 and any additional +terms imposed by the copyright holder. Additional terms will be linked +to the Project Gutenberg-tm License for all works posted with the +permission of the copyright holder found at the beginning of this work. + +1.E.4. Do not unlink or detach or remove the full Project Gutenberg-tm +License terms from this work, or any files containing a part of this +work or any other work associated with Project Gutenberg-tm. + +1.E.5. Do not copy, display, perform, distribute or redistribute this +electronic work, or any part of this electronic work, without +prominently displaying the sentence set forth in paragraph 1.E.1 with +active links or immediate access to the full terms of the Project +Gutenberg-tm License. + +1.E.6. You may convert to and distribute this work in any binary, +compressed, marked up, nonproprietary or proprietary form, including any +word processing or hypertext form. However, if you provide access to or +distribute copies of a Project Gutenberg-tm work in a format other than +"Plain Vanilla ASCII" or other format used in the official version +posted on the official Project Gutenberg-tm web site (www.gutenberg.org), +you must, at no additional cost, fee or expense to the user, provide a +copy, a means of exporting a copy, or a means of obtaining a copy upon +request, of the work in its original "Plain Vanilla ASCII" or other +form. Any alternate format must include the full Project Gutenberg-tm +License as specified in paragraph 1.E.1. + +1.E.7. Do not charge a fee for access to, viewing, displaying, +performing, copying or distributing any Project Gutenberg-tm works +unless you comply with paragraph 1.E.8 or 1.E.9. + +1.E.8. You may charge a reasonable fee for copies of or providing +access to or distributing Project Gutenberg-tm electronic works provided +that + +- You pay a royalty fee of 20% of the gross profits you derive from + the use of Project Gutenberg-tm works calculated using the method + you already use to calculate your applicable taxes. The fee is + owed to the owner of the Project Gutenberg-tm trademark, but he + has agreed to donate royalties under this paragraph to the + Project Gutenberg Literary Archive Foundation. Royalty payments + must be paid within 60 days following each date on which you + prepare (or are legally required to prepare) your periodic tax + returns. Royalty payments should be clearly marked as such and + sent to the Project Gutenberg Literary Archive Foundation at the + address specified in Section 4, "Information about donations to + the Project Gutenberg Literary Archive Foundation." + +- You provide a full refund of any money paid by a user who notifies + you in writing (or by e-mail) within 30 days of receipt that s/he + does not agree to the terms of the full Project Gutenberg-tm + License. You must require such a user to return or + destroy all copies of the works possessed in a physical medium + and discontinue all use of and all access to other copies of + Project Gutenberg-tm works. + +- You provide, in accordance with paragraph 1.F.3, a full refund of any + money paid for a work or a replacement copy, if a defect in the + electronic work is discovered and reported to you within 90 days + of receipt of the work. + +- You comply with all other terms of this agreement for free + distribution of Project Gutenberg-tm works. + +1.E.9. If you wish to charge a fee or distribute a Project Gutenberg-tm +electronic work or group of works on different terms than are set +forth in this agreement, you must obtain permission in writing from +both the Project Gutenberg Literary Archive Foundation and Michael +Hart, the owner of the Project Gutenberg-tm trademark. Contact the +Foundation as set forth in Section 3 below. + +1.F. + +1.F.1. Project Gutenberg volunteers and employees expend considerable +effort to identify, do copyright research on, transcribe and proofread +public domain works in creating the Project Gutenberg-tm +collection. Despite these efforts, Project Gutenberg-tm electronic +works, and the medium on which they may be stored, may contain +"Defects," such as, but not limited to, incomplete, inaccurate or +corrupt data, transcription errors, a copyright or other intellectual +property infringement, a defective or damaged disk or other medium, a +computer virus, or computer codes that damage or cannot be read by +your equipment. + +1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right +of Replacement or Refund" described in paragraph 1.F.3, the Project +Gutenberg Literary Archive Foundation, the owner of the Project +Gutenberg-tm trademark, and any other party distributing a Project +Gutenberg-tm electronic work under this agreement, disclaim all +liability to you for damages, costs and expenses, including legal +fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT +LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE +PROVIDED IN PARAGRAPH F3. YOU AGREE THAT THE FOUNDATION, THE +TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE +LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR +INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH +DAMAGE. + +1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a +defect in this electronic work within 90 days of receiving it, you can +receive a refund of the money (if any) you paid for it by sending a +written explanation to the person you received the work from. If you +received the work on a physical medium, you must return the medium with +your written explanation. The person or entity that provided you with +the defective work may elect to provide a replacement copy in lieu of a +refund. If you received the work electronically, the person or entity +providing it to you may choose to give you a second opportunity to +receive the work electronically in lieu of a refund. If the second copy +is also defective, you may demand a refund in writing without further +opportunities to fix the problem. + +1.F.4. Except for the limited right of replacement or refund set forth +in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER +WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO +WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE. + +1.F.5. Some states do not allow disclaimers of certain implied +warranties or the exclusion or limitation of certain types of damages. +If any disclaimer or limitation set forth in this agreement violates the +law of the state applicable to this agreement, the agreement shall be +interpreted to make the maximum disclaimer or limitation permitted by +the applicable state law. The invalidity or unenforceability of any +provision of this agreement shall not void the remaining provisions. + +1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the +trademark owner, any agent or employee of the Foundation, anyone +providing copies of Project Gutenberg-tm electronic works in accordance +with this agreement, and any volunteers associated with the production, +promotion and distribution of Project Gutenberg-tm electronic works, +harmless from all liability, costs and expenses, including legal fees, +that arise directly or indirectly from any of the following which you do +or cause to occur: (a) distribution of this or any Project Gutenberg-tm +work, (b) alteration, modification, or additions or deletions to any +Project Gutenberg-tm work, and (c) any Defect you cause. + + +Section 2. Information about the Mission of Project Gutenberg-tm + +Project Gutenberg-tm is synonymous with the free distribution of +electronic works in formats readable by the widest variety of computers +including obsolete, old, middle-aged and new computers. It exists +because of the efforts of hundreds of volunteers and donations from +people in all walks of life. + +Volunteers and financial support to provide volunteers with the +assistance they need, are critical to reaching Project Gutenberg-tm's +goals and ensuring that the Project Gutenberg-tm collection will +remain freely available for generations to come. In 2001, the Project +Gutenberg Literary Archive Foundation was created to provide a secure +and permanent future for Project Gutenberg-tm and future generations. +To learn more about the Project Gutenberg Literary Archive Foundation +and how your efforts and donations can help, see Sections 3 and 4 +and the Foundation web page at http://www.pglaf.org. + + +Section 3. Information about the Project Gutenberg Literary Archive +Foundation + +The Project Gutenberg Literary Archive Foundation is a non profit +501(c)(3) educational corporation organized under the laws of the +state of Mississippi and granted tax exempt status by the Internal +Revenue Service. The Foundation's EIN or federal tax identification +number is 64-6221541. Its 501(c)(3) letter is posted at +http://pglaf.org/fundraising. Contributions to the Project Gutenberg +Literary Archive Foundation are tax deductible to the full extent +permitted by U.S. federal laws and your state's laws. + +The Foundation's principal office is located at 4557 Melan Dr. S. +Fairbanks, AK, 99712., but its volunteers and employees are scattered +throughout numerous locations. Its business office is located at +809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email +business@pglaf.org. Email contact links and up to date contact +information can be found at the Foundation's web site and official +page at http://pglaf.org + +For additional contact information: + Dr. Gregory B. Newby + Chief Executive and Director + gbnewby@pglaf.org + + +Section 4. Information about Donations to the Project Gutenberg +Literary Archive Foundation + +Project Gutenberg-tm depends upon and cannot survive without wide +spread public support and donations to carry out its mission of +increasing the number of public domain and licensed works that can be +freely distributed in machine readable form accessible by the widest +array of equipment including outdated equipment. Many small donations +($1 to $5,000) are particularly important to maintaining tax exempt +status with the IRS. + +The Foundation is committed to complying with the laws regulating +charities and charitable donations in all 50 states of the United +States. Compliance requirements are not uniform and it takes a +considerable effort, much paperwork and many fees to meet and keep up +with these requirements. We do not solicit donations in locations +where we have not received written confirmation of compliance. To +SEND DONATIONS or determine the status of compliance for any +particular state visit http://pglaf.org + +While we cannot and do not solicit contributions from states where we +have not met the solicitation requirements, we know of no prohibition +against accepting unsolicited donations from donors in such states who +approach us with offers to donate. + +International donations are gratefully accepted, but we cannot make +any statements concerning tax treatment of donations received from +outside the United States. U.S. laws alone swamp our small staff. + +Please check the Project Gutenberg Web pages for current donation +methods and addresses. Donations are accepted in a number of other +ways including checks, online payments and credit card donations. +To donate, please visit: http://pglaf.org/donate + + +Section 5. General Information About Project Gutenberg-tm electronic +works. + +Professor Michael S. Hart is the originator of the Project Gutenberg-tm +concept of a library of electronic works that could be freely shared +with anyone. For thirty years, he produced and distributed Project +Gutenberg-tm eBooks with only a loose network of volunteer support. + + +Project Gutenberg-tm eBooks are often created from several printed +editions, all of which are confirmed as Public Domain in the U.S. +unless a copyright notice is included. Thus, we do not necessarily +keep eBooks in compliance with any particular paper edition. + + +Most people start at our Web site which has the main PG search facility: + + http://www.gutenberg.org + +This Web site includes information about Project Gutenberg-tm, +including how to make donations to the Project Gutenberg Literary +Archive Foundation, how to help produce our new eBooks, and how to +subscribe to our email newsletter to hear about new eBooks. diff --git a/33076-8.zip b/33076-8.zip Binary files differnew file mode 100644 index 0000000..1f36a0b --- /dev/null +++ b/33076-8.zip diff --git a/33076-h.zip b/33076-h.zip Binary files differnew file mode 100644 index 0000000..d6504f9 --- /dev/null +++ b/33076-h.zip diff --git a/33076-h/33076-h.htm b/33076-h/33076-h.htm new file mode 100644 index 0000000..9918c04 --- /dev/null +++ b/33076-h/33076-h.htm @@ -0,0 +1,3604 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> + +<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> +<head> +<meta http-equiv="Content-Type" content="text/html;charset=iso-8859-1" /> +<meta http-equiv="Content-Style-Type" content="text/css" /> +<title> +The Project Gutenberg eBook of Applied Psychology: Driving Power of Thought, by Warren Hilton, A.B., L.L.B. + +</title> + +<style type="text/css"> + + /* Body Attributes */ + + body { + margin-left: 18%; + margin-right: 18%; + max-width: 40em; + } + + /* All Headings Centered */ + + h1 { + text-align: center; + margin-top: 1.5em; + margin-bottom: 1em; + clear: both; + } + + h2 { + text-align: center; + margin-top: 1.5em; + margin-bottom: 1em; + clear: both; + } + + .subhead { text-align: center; font-size: 125%; padding-bottom: 2em; } + + /* Paragraphs */ + + p { + margin-top: 1em; + text-align: justify; + margin-bottom: 1em; + } + + /* Horizontal Lines and Thought Breaks */ + + hr.major { + width: 55%; + color: silver; + margin-top: 3em; + margin-right: auto; + margin-bottom: 3em; + margin-left: auto; + clear: both; + } + + hr.spacer { + width: 0%; + visibility: hidden; + margin-bottom: 1em; + clear: both; + } + + hr.bigspacer { + width: 0%; + visibility: hidden; + margin-bottom: 4em; + clear: both; + } + + /* Page Numbers */ + + .nopagenum { display: none } + + .pagenum { + position: absolute; + right: 8%; + font-size: 90%; + font-weight: normal; + font-style: normal; + text-align: center; + color: silver; + } + + /* Font Attributes */ + + .size125 { font-size: 125%; } + .size90 { font-size: 90%; } + .size75 { font-size: 75%; } + .size70 { font-size: 70%; } + .size60 { font-size: 60%; } + + .smcap { font-variant: small-caps; } + .ital { font-style: italic; } + .u { text-decoration: underline; } + .ff { font-family: "Georgia", "Times New Roman", serif; font-weight: bold; } + .hidden { display: none; } /* hide duplicate chapter headers */ + + /* Layout Attributes */ + + .center { text-align: center; } + + .narr { margin: auto; max-width: 18em; text-align: center; } + + /* Tables */ + + table { margin-left: auto; margin-right: auto; } + + td.toc1 { text-align: right; + font-size: 105%; + padding-top: 1em; + padding-right: 0.5em; + padding-bottom: 1em; + padding-left: 0.5em; } + + td.tocblank { text-align: right; } + + td.toc2 { text-align: left; + font-size: 105%; + padding-left: 0.5em; + padding-right: 0.5em; } + + td.toc3 { text-align: right; + font-size: 105%; + padding-left: 0.5em; + padding-right: 0.5em; } + + td.left { text-align: left; } + td.center { text-align: center; } + + /* Sidenotes */ + + .sidenote { + width: 8em; + font-size: 90%; + color: black; + background: #eeeeee; + border: dashed 1px; + padding-top: .5em; + padding-right: .5em; + padding-bottom: .5em; + padding-left: .5em; + margin-top: 1em; + margin-left: 1em; + float: right; + clear: right; + } + + /* Images */ + + .caption { + font-weight: bold; + font-variant: small-caps; + } + + .figcenter { + padding: 1em; + margin: auto; + text-align: center; + } + + .figdeco { margin: auto; } + + /* Drop Cap Text */ + + .dropcap:first-letter { + font-size: 200%; font-style: normal; + padding-top: 0.1em; + margin-left: 0em; margin-right: 0.2em; + font-weight: bold; float: left; width: auto; + } + + /* Transcriber's Note and Corrections */ + + .tnote { border: dashed 1px; + padding: 1em; + margin-top: 3em; + margin-right: 10%; + margin-bottom: 3em; + margin-left: 10%; + page-break-after: always; } + + .tnote p { text-indent: 0; margin-top: .5em; font-size: 90%; } + + .tnote h3 { text-indent: 0; text-align: left; font-size: 100%; + font-style: normal; font-weight: bold; } + +</style> +</head> + +<body> + + +<pre> + +The Project Gutenberg EBook of Applied Psychology: Driving Power of Thought, by +Warren Hilton + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: Applied Psychology: Driving Power of Thought + Being the Third in a Series of Twelve Volumes on the + Applications of Psychology to the Problems of Personal and + Business Efficiency + +Author: Warren Hilton + +Release Date: July 4, 2010 [EBook #33076] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK APPLIED PSYCHOLOGY, VOL 3 *** + + + + +Produced by Bryan Ness and the Online Distributed +Proofreading Team at http://www.pgdp.net (This book was +produced from scanned images of public domain material +from the Google Print project.) + + + + + + +</pre> + + +<hr class="major" /> + +<h1><span class="u size60 ff">Applied Psychology</span> +<br /> +<br /> +DRIVING +<br /> +POWER OF THOUGHT</h1> + +<div class="center"> +<div style="line-height: 1.5em;"> + +<div class="size125 ital narr"> +Being the Third of a Series of Twelve Volumes on the Applications +of Psychology to the Problems of Personal and Business Efficiency +</div> + +<hr class="spacer" /> + +<span class="size75">BY</span> +<br /> +WARREN HILTON, A.B., L.L.B. +<br /> +<span class="size75">FOUNDER OF THE SOCIETY OF APPLIED PSYCHOLOGY</span> + +<hr class="bigspacer" /> + +<span class="size70">ISSUED UNDER THE AUSPICES OF</span> + +<br /> +<span class="size90">THE LITERARY DIGEST</span> +<br /> +<span class="size70">FOR</span> +<br /> +<span class="ff">The Society of Applied Psychology</span> +<br /> +<span class="size90">NEW YORK AND LONDON</span> +<br /> +1920 + +</div> +</div> + +<hr class="major" /> + +<div class="center size75"> +<div style="line-height: 1.5em;"> +COPYRIGHT 1914 +<br /> +BY THE APPLIED PSYCHOLOGY PRESS +<br /> +SAN FRANCISCO<br /> +<br /> +(<i>Printed in the United States of America</i>) +</div> +</div> + +<hr class="major" /> + +<h2><a name="CONTENTS" id="CONTENTS"></a>CONTENTS</h2> + +<div class="center"> +<table summary="Table of Contents"> + +<tr> +<td class="toc1"> +Chapter +</td> +<td class="blank"> + +</td> +<td class="toc3"> +Page +</td> +</tr> + +<tr> +<td class="toc1"> +I. +</td> +<td class="toc2"> +<a href="#Chapter_I">JUDICIAL MENTAL OPERATIONS</a> +</td> +<td class="toc3"> + +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +VITALIZING INFLUENCE OF CERTAIN IDEAS +</td> +<td class="toc3"> +<a href="#Page_3">3</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +WORK OF PRINCE, GERRISH, SIDIS, JANET, BINET +</td> +<td class="toc3"> +<a href="#Page_4">4</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE TWO TYPES OF THOUGHT +</td> +<td class="toc3"> +<a href="#Page_5">5</a> +</td> +</tr> + +<tr> +<td class="toc1"> +II. +</td> +<td class="toc2"> +<a href="#Chapter_II">CAUSAL JUDGMENTS</a> +</td> +<td class="toc3"> + +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +ELEMENTARY CONCLUSIONS +</td> +<td class="toc3"> +<a href="#Page_9">9</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +FIRST EFFORT OF THE MIND +</td> +<td class="toc3"> +<a href="#Page_10">10</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +DISTORTED EYE PICTURES +</td> +<td class="toc3"> +<a href="#Page_11">11</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +ELEMENTS THAT MAKE UP AN IDEA +</td> +<td class="toc3"> +<a href="#Page_12">12</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +CAUSAL JUDGMENTS AND THE OUTER WORLD +</td> +<td class="toc3"> +<a href="#Page_13">13</a> +</td> +</tr> + +<tr> +<td class="toc1"> +III. +</td> +<td class="toc2"> +<a href="#Chapter_III">CLASSIFYING JUDGMENTS</a> +</td> +<td class="toc3"> + +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE MARVEL OF THE MIND +</td> +<td class="toc3"> +<a href="#Page_17">17</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE INDELIBLE IMPRESS +</td> +<td class="toc3"> +<a href="#Page_18">18</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +HOW IDEAS ARE CREATED +</td> +<td class="toc3"> +<a href="#Page_19">19</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE ARCHIVES OF THE MIND +</td> +<td class="toc3"> +<a href="#Page_22">22</a> +</td> +</tr> + +<tr> +<td class="toc1"> +IV. +</td> +<td class="toc2"> +<a href="#Chapter_IV">THE FOUR PRIME LAWS OF ASSOCIATION</a> +</td> +<td class="toc3"> + +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE SEEMING CHAOS OF MIND +</td> +<td class="toc3"> +<a href="#Page_27">27</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +PREDICTING YOUR NEXT IDEA +</td> +<td class="toc3"> +<a href="#Page_28">28</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE BONDS OF INTELLECT +</td> +<td class="toc3"> +<a href="#Page_29">29</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +BRANDS AND TAGS +</td> +<td class="toc3"> +<a href="#Page_32">32</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +HOW EXPERIENCE IS SYSTEMATIZED +</td> +<td class="toc3"> +<a href="#Page_33">33</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +HOW LANGUAGE IS SIMPLIFIED +</td> +<td class="toc3"> +<a href="#Page_34">34</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +PROCESSES OF REASONING AND REFLECTION +</td> +<td class="toc3"> +<a href="#Page_35">35</a> +</td> +</tr> + +<tr> +<td class="toc1"> +V. +</td> +<td class="toc2"> +<a href="#Chapter_V">EMOTIONAL ENERGY IN BUSINESS</a> +</td> +<td class="toc3"> + +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +IDEAS THAT STIMULATE +</td> +<td class="toc3"> +<a href="#Page_39">39</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +PIVOTAL LAW OF BUSINESS PASSION +</td> +<td class="toc3"> +<a href="#Page_40">40</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +ENERGIZING EMOTIONS +</td> +<td class="toc3"> +<a href="#Page_41">41</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +CROSS-ROADS OF SUCCESS OR FAILURE +</td> +<td class="toc3"> +<a href="#Page_42">42</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE LIFE OF EFFORT +</td> +<td class="toc3"> +<a href="#Page_43">43</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE MOTIVE POWER OF PROGRESS +</td> +<td class="toc3"> +<a href="#Page_44">44</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE VALUE OF AN IDEA +</td> +<td class="toc3"> +<a href="#Page_45">45</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE HARD WORK REQUIRED TO FAIL +</td> +<td class="toc3"> +<a href="#Page_46">46</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +CREATIVE POWER OF THOUGHT +</td> +<td class="toc3"> +<a href="#Page_47">47</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +CONSCIOUS AND UNCONSCIOUS TRAINING +</td> +<td class="toc3"> +<a href="#Page_48">48</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TWO WAYS OF ATTACKING BUSINESS PROBLEMS +</td> +<td class="toc3"> +<a href="#Page_49">49</a> + +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +CUTTING INTO THE QUICK +</td> +<td class="toc3"> +<a href="#Page_50">50</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +EXECUTIVES, REAL AND SHAM +</td> +<td class="toc3"> +<a href="#Page_51">51</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +MENTAL ATTITUDE OF ONE'S BUSINESS +</td> +<td class="toc3"> +<a href="#Page_52">52</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +PSYCHOLOGICAL ENGINEERING +</td> +<td class="toc3"> +<a href="#Page_53">53</a> +</td> +</tr> + +<tr> +<td class="toc1"> +VI. +</td> +<td class="toc2"> +<a href="#Chapter_VI">HOW TO SELECT EMPLOYEES</a> +</td> +<td class="toc3"> + +</td> +</tr> + +<tr> + +<td class="tocblank"> + +</td> +<td class="toc2"> +A CLUE TO ADAPTABILITY +</td> +<td class="toc3"> +<a href="#Page_57">57</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +MAPPING THE MENTALITY +</td> +<td class="toc3"> +<a href="#Page_58">58</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE KIND OF "HELP" YOU NEED +</td> +<td class="toc3"> +<a href="#Page_59">59</a> + +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TESTS FOR DIFFERENT MENTAL TRAITS +</td> +<td class="toc3"> +<a href="#Page_60">60</a> +</td> +</tr> + +<tr> + +<td class="tocblank"> + +</td> +<td class="toc2"> +TEST OF UNCONTROLLED ASSOCIATIONS +</td> +<td class="toc3"> +<a href="#Page_61">61</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TEST FOR QUICK THINKING +</td> +<td class="toc3"> +<a href="#Page_62">62</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +MEASURING SPEED OF THOUGHT +</td> +<td class="toc3"> +<a href="#Page_63">63</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +RANGE OF MENTAL TESTS +</td> +<td class="toc3"> +<a href="#Page_64">64</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TESTS FOR ARMY AND NAVY +</td> +<td class="toc3"> +<a href="#Page_65">65</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TESTS FOR RAILROAD EMPLOYEES +</td> +<td class="toc3"> +<a href="#Page_66">66</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +WHAT ONE FACTORY SAVED +</td> +<td class="toc3"> +<a href="#Page_67">67</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +PROFESSOR MÜNSTERBERG'S EXPERIMENTS +</td> +<td class="toc3"> +<a href="#Page_68">68</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TESTS FOR HIRING TELEPHONE GIRLS +</td> +<td class="toc3"> +<a href="#Page_69">69</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +MEMORY TEST +</td> +<td class="toc3"> +<a href="#Page_71">71</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TEST FOR ATTENTION +</td> +<td class="toc3"> +<a href="#Page_72">72</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TEST FOR GENERAL INTELLIGENCE +</td> +<td class="toc3"> +<a href="#Page_74">74</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TEST FOR EXACTITUDE +</td> +<td class="toc3"> +<a href="#Page_76">76</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TEST FOR RAPIDITY OF MOVEMENT +</td> +<td class="toc3"> +<a href="#Page_77">77</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TEST FOR ACCURACY OF MOVEMENT +</td> +<td class="toc3"> +<a href="#Page_78">78</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +RESULTS OF EXPERIMENTS +</td> +<td class="toc3"> +<a href="#Page_79">79</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THEORY AND PRACTICE +</td> +<td class="toc3"> +<a href="#Page_85">85</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +HOW TO IDENTIFY THE UNFIT +</td> +<td class="toc3"> +<a href="#Page_87">87</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +MEANS TO GREAT BUSINESS ECONOMIES +</td> +<td class="toc3"> +<a href="#Page_88">88</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +ROUND PEGS IN SQUARE HOLES +</td> +<td class="toc3"> +<a href="#Page_89">89</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE DANGER IN TWO-FIFTHS OF A SECOND +</td> +<td class="toc3"> +<a href="#Page_90">90</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +PICKING A PRIVATE SECRETARY +</td> +<td class="toc3"> +<a href="#Page_91">91</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +FINDING OUT THE CLOSE-MOUTHED +</td> +<td class="toc3"> +<a href="#Page_92">92</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +A TEST FOR SUGGESTIBILITY +</td> +<td class="toc3"> +<a href="#Page_93">93</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +SELECTING A STENOGRAPHER +</td> +<td class="toc3"> +<a href="#Page_95">95</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +TESTS FOR AUDITORY ACUITY +</td> +<td class="toc3"> +<a href="#Page_96">96</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +A TEST FOR ROTE MEMORY +</td> +<td class="toc3"> +<a href="#Page_97">97</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +A TEST FOR RANGE OF VOCABULARY +</td> +<td class="toc3"> +<a href="#Page_100">100</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +CRIME-DETECTION BY PSYCHOLOGICAL TESTS +</td> +<td class="toc3"> +<a href="#Page_105">105</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +THE FACTORY OPERATIVE'S ATTENTION POWER +</td> +<td class="toc3"> +<a href="#Page_106">106</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +KINDS OF TESTING APPARATUS +</td> +<td class="toc3"> +<a href="#Page_108">108</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +ANALYSIS OF DIFFERENT CALLINGS +</td> +<td class="toc3"> +<a href="#Page_109">109</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +EXERCISES FOR DEVELOPING SPECIAL FACULTIES +</td> +<td class="toc3"> +<a href="#Page_110">110</a> +</td> +</tr> + +<tr> +<td class="tocblank"> + +</td> +<td class="toc2"> +PRINCIPLES THAT BEAR ON PRACTICAL AFFAIRS +</td> +<td class="toc3"> +<a href="#Page_111">111</a> +</td> +</tr> + +</table> +</div> + +<hr class="major" /> + +<div class="hidden"> +<!-- Page 1 --> +<span class="nopagenum"><a name="Page_1" id="Page_1">[Pg 1]</a></span> +<div>JUDICIAL MENTAL OPERATIONS</div> +<!-- Page 2 --> +<span class="nopagenum"><a name="Page_2" id="Page_2">[Pg 2]</a></span> +</div> + +<div> +<!-- Page 3 --> +<span class="pagenum"><a name="Page_3" id="Page_3">[Pg 3]</a></span> +<a name="Chapter_I" id="Chapter_I"></a> +</div> + +<div class="figdeco" style="width: 475px;"> +<img src="images/deco.jpg" width="475" height="110" alt="" title="Decorative Border" /> +</div> + +<h2><span class="smcap">Chapter I</span></h2> + +<div class="subhead">JUDICIAL MENTAL OPERATIONS</div> + +<div class="sidenote"><i>Vitalizing Influence of Certain Ideas</i></div> + +<p class="dropcap">One of the greatest discoveries of modern times is the impellent +energy of thought.</p> + +<p>That every idea in consciousness is energizing and carries with it an +impulse to some kind of muscular activity is a comparatively new but +well-settled principle of psychology. That this principle could be +made to serve practical ends seems never to have occurred to anyone +until within the last few years.</p> + +<div class="sidenote"><i>The Work of Prince, Gerrish, Sidis, Janet, Binet</i></div> + +<p>Certain eminent pioneers in therapeutic + +<!-- Page 4 --> + +<span class="pagenum"><a name="Page_4" id="Page_4">[Pg 4]</a></span> +psychology, such men as +Prince, Gerrish, Sidis, Janet, Binet and other physician-scientists, +have lately made practical use of the vitalizing influence of certain +classes of ideas in the healing of disease.</p> + +<p>We shall go farther than these men have gone and show you that the +impellent energy of ideas is the means to all practical achievement +and to all practical success.</p> + +<p>Preceding books in this Course have taught that—</p> + +<p>I. <i>All human achievement comes about through some form of bodily +activity.</i></p> + +<p>II. <i>All bodily activity is caused, controlled and directed by the +mind.</i></p> + +<p>III. <i>The mind is the instrument you + +<!-- Page 5 --> + +<span class="pagenum"><a name="Page_5" id="Page_5">[Pg 5]</a></span> +must employ for the +accomplishment of any purpose.</i></p> + +<div class="sidenote"><i>The Two Types of Thought</i></div> + +<p>You have learned that the fundamental processes of the mind are the +Sense-Perceptive Process and the Judicial Process.</p> + +<p>So far you have considered only the former—that is to say, +sense-impressions and our perception of them. You have learned through +an analysis of this process that the environment that prescribes your +conduct and defines your career is wholly mental, the product of your +own selective attention, and that it is capable of such deliberate +molding and adjustment by you as will best promote your interests.</p> + +<p>But the mere perception of sense-impressions, though a fundamental +part + +<!-- Page 6 --> + +<span class="pagenum"><a name="Page_6" id="Page_6">[Pg 6]</a></span> +of our mental life, is by no means the whole of it. The mind is +also able to look at these perceptions, to assign them a meaning and +to reflect upon them. These operations constitute what are called the +Judicial Processes of the Mind.</p> + +<p>The Judicial Processes of the Mind are of two kinds, so that, in the +last analysis, there are, in addition to sense-perceptions, two, and +only two, types of thought.</p> + +<p>One of these types of thought is called a Causal Judgment and the +other a Classifying Judgment.</p> + +<hr class="major" /> + +<div class="hidden"> +<!-- Page 7 --> +<span class="nopagenum"><a name="Page_7" id="Page_7">[Pg 7]</a></span> +<div>CAUSAL JUDGMENTS</div> +<!-- Page 8 --> +<span class="nopagenum"><a name="Page_8" id="Page_8">[Pg 8]</a></span> +</div> + +<div> +<!-- Page 9 --> +<span class="pagenum"><a name="Page_9" id="Page_9">[Pg 9]</a></span> +<a name="Chapter_II" id="Chapter_II"></a> +</div> + +<div class="figdeco" style="width: 475px;"> +<img src="images/deco.jpg" width="475" height="110" alt="" title="Decorative Border" /> +</div> + +<h2><span class="smcap">Chapter II</span></h2> + +<div class="subhead">CAUSAL JUDGMENTS</div> + +<p class="dropcap">A Causal Judgment interprets and +explains sense-perceptions. For instance, the tiny baby's first vague +notion that <i>something</i>, no knowing what, must have caused the +impressions of warmth and whiteness and roundness and smoothness that +accompany the arrival of its milk-bottle—this is a causal judgment.</p> + +<div class="sidenote"><i>Elementary Conclusions</i></div> + +<p>The very first conclusion that you form concerning any sensation that +reaches you is that something produced it, though you may not be very +clear as + +<!-- Page 10 --> + +<span class="pagenum"><a name="Page_10" id="Page_10">[Pg 10]</a></span> +to just what that something is. The conclusions of the +infant mind, for example, along this line must be decidedly vague and +indefinite, probably going no further than to determine that the cause +is either inside or outside of the body. Even then its judgment may be +far from sure.</p> + +<div class="sidenote"><i>First Effort of the Mind</i></div> + +<p>Yet, baby or grown-up, young or old, the first effort of every human +mind upon the receipt and perception of a sensation is to find out +what produced it. The conclusion as to what did produce any particular +sensation is plainly enough a judgment, and since it is a judgment +determining the cause of the sensation, it may well be termed a causal +judgment.</p> + +<p>Causal judgments, taken by themselves, + +<!-- Page 11 --> + +<span class="pagenum"><a name="Page_11" id="Page_11">[Pg 11]</a></span> +are necessarily very +indefinite. They do not go much beyond deciding that each individual +sensation has a cause, and is not the result of chance on the one hand +nor of spontaneous brain excitement on the other. Taken by themselves, +causal judgments are disconnected and all but meaningless.</p> + +<div class="sidenote"><i>Distorted Eye Pictures</i></div> + +<p>I look out of my window at the red-roofed stone schoolhouse across the +way, and, <i>so far as the eye-picture alone is concerned</i>, all that I +get is an impression of a flat, irregularly shaped figure, part white +and part red. The image has but two dimensions, length and breadth, +being totally lacking in depth or perspective. It is a flat, +distorted, irregular outline of two of the four sides of the building. +It is not at + +<!-- Page 12 --> + +<span class="pagenum"><a name="Page_12" id="Page_12">[Pg 12]</a></span> +all like the big solid masonry structure in which a +thousand children are at work. My causal judgments trace this +eye-picture to its source, but they do not add the details of +distance, perspective, form and size, that distinguish the reality +from an architect's front elevation. These causal judgments of visual +perceptions must be associated and compared with others before a real +"idea" of the schoolhouse can come to me.</p> + +<div class="sidenote"><i>Elements that Make Up an Idea</i></div> + +<p>Taken by themselves, then, causal judgments fall far short of giving +us that truthful account of the outside world which we feel that our +senses can be depended on to convey.</p> + +<div class="sidenote"><i>Causal Judgments and the Outer World</i></div> + +<p>If there were no mental processes other than sense-perceptions and +causal judgments, every man's mind would be + +<!-- Page 13 --> + +<span class="pagenum"><a name="Page_13" id="Page_13">[Pg 13]</a></span> +the useless repository of +a vast collection of facts, each literally true, but all without +arrangement, association or utility. Our notion of what the outside +world is like would be very different from what it is. We would have +no concrete "ideas" or conceptions, such as "house," "book," "table," +and so on. Instead, all our "thinking" would be merely an unassorted +jumble of simple, disconnected sense-perceptions.</p> + +<p>What, then, is the process that unifies these isolated +sense-perceptions and gives us our knowledge of things as concrete +wholes?</p> + +<hr class="major" /> + +<div class="hidden"> +<!-- Page 14 --> +<span class="nopagenum"><a name="Page_14" id="Page_14">[Pg 14]</a></span> +<div>CLASSIFYING JUDGMENTS</div> +<!-- Page 15 --> +<span class="nopagenum"><a name="Page_15" id="Page_15">[Pg 15]</a></span> +<!-- Page 16 --> +<span class="nopagenum"><a name="Page_16" id="Page_16">[Pg 16]</a></span> +</div> + +<div> +<!-- Page 17 --> +<span class="pagenum"><a name="Page_17" id="Page_17">[Pg 17]</a></span> +<a name="Chapter_III" id="Chapter_III"></a> +</div> + +<div class="figdeco" style="width: 475px;"> +<img src="images/deco.jpg" width="475" height="110" alt="" title="Decorative Border" /> + +</div> + +<h2><span class="smcap">Chapter III</span></h2> + +<div class="subhead">CLASSIFYING JUDGMENTS</div> + +<div class="sidenote"><i>The Marvel of the Mind</i></div> + +<p>A Classifying Judgment associates and compares present and past +sense-perceptions. It is the final process in the production of that +marvel of the mind, the "idea."</p> + +<p>The simple perception of a sensation unaccompanied by any other mental +process is something that never happens to an adult human being.</p> + +<p>In the infant's mind the arrival of a sense-impression arouses only a +perception, a consciousness of the sense-impression. In the mind of +any other + +<!-- Page 18 --> + +<span class="pagenum"><a name="Page_18" id="Page_18">[Pg 18]</a></span> +person it awakens not only this present consciousness but +also the <i>associated</i> memories of past experiences.</p> + +<div class="sidenote"><i>The Indelible Impress</i></div> + +<p>Upon the slumbering mind of the newborn babe the very first message +from the sense-organs leaves its exquisite but indelible impress. The +next sense-perception is but part of a state of consciousness, in +which the memory of the first sense-perception is an active factor. +This is a higher type of mental activity. It is a something other and +more complex than the mere consciousness of a sensory message and the +decision as to its source.</p> + +<p>The moment, then, that we get beyond the first crude sense-perception +<i>consciousness consists not of detached sensory images but of "ideas," +the complex + +<!-- Page 19 --> + +<span class="pagenum"><a name="Page_19" id="Page_19">[Pg 19]</a></span> +product of present sense-perceptions, past +sense-perceptions and the mental processes known to psychology as +association and discrimination</i>.</p> + +<div class="sidenote"><i>How Ideas are Created</i></div> + +<p>Every concrete conception or idea, such as "horse," "rose," +"mountain," is made up of a number of associated properties. It has +mass, form and various degrees of color, light and shade. Every +quality it possesses is represented by a corresponding visual, +auditory, tactual or other sensation.</p> + +<p>Thus, your first sense-perception of coffee was probably that of +<i>sight</i>. You perceived a brown liquid and your causal judgment +explained that this sense-perception was the result of something +outside of your body. Standing alone, this causal judgment meant very + +<!-- Page 20 --> + +<span class="pagenum"><a name="Page_20" id="Page_20">[Pg 20]</a></span> +little to you, so far as your knowledge of coffee was concerned. So +also the causal judgment that traced your sense of the smell of coffee +to some object in space meant little until it was added to and +associated with your eye-vision of that same point in space. And it +was only when the causal judgment explaining the <i>taste</i> of coffee was +added to the other two that you had an "<i>idea</i>" of what coffee really +was.</p> + +<p>When you look at a building, you receive a number and variety of +simultaneous sensations, all of which, by the exercise of a causal +judgment, you at once ascribe to the same point in space. From this +time on the same flowing together of sensations from the same place +will always mean for you that particular + +<!-- Page 21 --> + +<span class="pagenum"><a name="Page_21" id="Page_21">[Pg 21]</a></span> +material thing, that +particular building. You have a sensation of yellow, and forthwith a +causal judgment tells you that something outside of your body produced +it. But it would be a pretty difficult matter for you to know just +what this something might be if there were not other simultaneous +sensations of a different kind coming from the same point in space. So +when you see a yellow color and at the same time experience a certain +familiar taste and a certain softness of touch, all arising from the +same source, then by a series of classifying judgments you put all +these different sensations together, assign them to the same object, +and give that object a name—for example, "butter." + +<!-- Page 22 --> + +<span class="pagenum"><a name="Page_22" id="Page_22">[Pg 22]</a></span></p> + +<div class="sidenote"><i>The Archives of the Mind</i></div> + +<p>This process of grouping and classification that we are describing +under the name of "classifying judgments" is no haphazard affair. It +is carried on in strict compliance with certain well-defined laws.</p> + +<p>These laws prescribe and determine the workings of your mind just as +absolutely as the laws of physics control the operations of material +forces.</p> + +<p>While each of these laws has its own special province and +jurisdiction, yet all have one element in common, and that is that +they all relate to those mental operations by which sense-perceptions, +causal judgments, and even classifying judgments, past, present and +imaginative, are grouped, bound together, arranged, catalogued and + +<!-- Page 23 --> + +<span class="pagenum"><a name="Page_23" id="Page_23">[Pg 23]</a></span> +pigeonholed in the archives of the mind.</p> + +<p>These laws, taken collectively, are therefore called the Laws of +Association.</p> + +<hr class="major" /> + +<div class="hidden"> +<!-- Page 24 --> +<span class='nopagenum'><a name="Page_24" id="Page_24">[Pg 24]</a></span> +<!-- Page 25 --> +<span class="nopagenum"><a name="Page_25" id="Page_25">[Pg 25]</a></span> +<div>THE FOUR PRIME LAWS OF ASSOCIATION</div> +<!-- Page 26 --> +<span class="pagenum"><a name="Page_26" id="Page_26">[Pg 26]</a></span> +</div> + +<div> +<!-- Page 27 --> +<span class="pagenum"><a name="Page_27" id="Page_27">[Pg 27]</a></span> +<a name="Chapter_IV" id="Chapter_IV"></a> +</div> + +<div class="figdeco" style="width: 475px;"> +<img src="images/deco.jpg" width="475" height="110" alt="" title="Decorative Border" /> +</div> + +<h2><span class="smcap">Chapter IV</span></h2> + +<div class="subhead">THE FOUR PRIME LAWS OF ASSOCIATION</div> + +<div class="sidenote"><i>The Seeming Chaos of Mind</i></div> + +<p class="dropcap">If there is any one thing in the world that seems utterly chaotic, it +is the way in which the mind wanders from one subject of thought to +another. It requires but a moment for it to flash from New York to San +Francisco, from San Francisco to Tokio, and around the globe. Yet +mental processes are as law-abiding as anything else in Nature.</p> + +<div class="sidenote"><i>Predicting Your Next Idea</i></div> + +<p>So much is this true, that if we knew every detail of your past +experience from your first infantile sensation, and + +<!-- Page 28 --> + +<span class="pagenum"><a name="Page_28" id="Page_28">[Pg 28]</a></span> +knew also just +what you are thinking of at the present moment, we could predict to a +mathematical certainty just what ideas would next appear on the +kaleidoscopic screen of your thoughts. This is due to laws that govern +the association of ideas.</p> + +<p>These laws are, in substance, that the way in which judgments and +ideas are classified and stored away, and the order in which they are +brought forth into consciousness depends upon what other judgments and +ideas they have been associated with most <i>habitually</i>, <i>recently</i>, +<i>closely</i> and <i>vividly</i>.</p> + +<p>There are, therefore, four Prime Laws of Association—the Law of +Habit, the Law of Recency, the Law of Contiguity and the Law of +Vividness. + +<!-- Page 29 --> + +<span class="pagenum"><a name="Page_29" id="Page_29">[Pg 29]</a></span></p> + +<p>Every idea that can possibly arise in your thoughts has its vast array +of associates, to each of which it is linked by some one element in +common. Thus, you see or dream of a yellow flower, and the one +property of yellowness links the idea of that flower with everything +you ever before saw or dreamed of that was similarly hued.</p> + +<div class="sidenote"><i>The Bonds of Intellect</i></div> + +<p>But the yellow-flower thought is not tied to all these countless +associates by bonds of equal strength. And which associate shall come +next to mind is determined by the four Prime Laws of Association.</p> + +<p>The Law of Habit requires that <i>frequency</i> of association be the one +test to determine what idea shall next come into consciousness, while +the Laws of + +<!-- Page 30 --> + +<span class="pagenum"><a name="Page_30" id="Page_30">[Pg 30]</a></span> +Recency, Contiguity and Vividness emphasize respectively +recency of occurrence, closeness in point of space and intensity of +impression. Which law and which element shall prevail is all a +question of degree.</p> + +<p>The most important of these laws is the <i>Law of Habit</i>. In obedience +to this law, <i>the next idea to enter the mind will be the one that has +been most frequently associated with the interesting part of the +subject you are now thinking of</i>.</p> + +<p>The sight of a pile of manuscript on your desk ready for the printer, +the thought of a printer, the word "printer," spoken or printed, calls +to mind the particular printer with whom you have been dealing for +some years.</p> + +<p>The word "cocoa," the thought of a + +<!-- Page 31 --> + +<span class="pagenum"><a name="Page_31" id="Page_31">[Pg 31]</a></span> +cup of cocoa, the mental picture +of a cup of cocoa, may conjure with it not merely a steaming cup +before the mind's eye and the flavor of the contents, but also a +daintily clad figure in apron and cap bearing the brand of some +well-known cocoa manufacturer.</p> + +<p>If a typist or pianist has learned one system of fingering, it is +almost impossible to change, because each letter, each note on the +keyboard is associated with the idea of movement in a particular +finger. Constant use has so welded these associations together that +when one enters the mind it draws its associate in its train.</p> + +<p>Test the truth of these principles for yourself. Try them out and see +whether the elements of habit, contiguity, recency + +<!-- Page 32 --> + +<span class="pagenum"><a name="Page_32" id="Page_32">[Pg 32]</a></span> +and intensity do +not determine all questions of association.</p> + +<div class="sidenote"><i>Brands and Tags</i></div> + +<p>If you wanted to buy a house, what local subdivision would come first +to your mind, and why? If you were about to purchase a new tire for +your automobile or a few pairs of stockings, what brand would you buy, +and why? When you think of a camera or a cake of soap, what particular +make comes first to your mind? When you think of a home, what is the +mental picture that rises before you, and why?</p> + +<p>Whatever the article, whether it be one of food or luxury or +investment, or even of sentiment, you will find that it is tagged with +a definite associate—a name, a brand, or a personality characterized +by frequency, recency, closeness + +<!-- Page 33 --> + +<span class="pagenum"><a name="Page_33" id="Page_33">[Pg 33]</a></span> +or vividness of presentation to your +consciousness.</p> + +<p>The grouping together of sensations into integral ideas is one step in +the complicated mental processes by which useful knowledge is +acquired. But the associative processes go much beyond this.</p> + +<div class="sidenote"><i>How Experience is Systematized</i></div> + +<p>We also compare the different objects of present and past experience. +We carefully and thoroughly catalogue them into groups, divisions and +subdivisions for convenient and ready reference. This we do by the +processes of memory, of association and of discrimination, previously +referred to.</p> + +<div class="sidenote"><i>How Language Is Simplified</i></div> + +<p>Through these processes our knowledge of the world, derived from the +whole vast field of experience, is unified + +<!-- Page 34 --> + +<span class="pagenum"><a name="Page_34" id="Page_34">[Pg 34]</a></span> +and systematized. Through +these processes is order realized from chaos. Through these processes +it comes about that not only individual thought, but the communication +of thought from one person to another, is vastly simplified. Language +is enabled to deal with ideas instead of with isolated +sense-perceptions. The single word "horse" suffices to convey a +thought that could not be adequately set forth in a page-long +enumeration of disconnected sense-perceptions.</p> + +<p>The associative process covers a wide range. It includes, for example, +not only the simple definition of an aggregate of sense-perceptions, +as "horse" or "cow"; it includes as well the inferential process of +abstract reasoning. + +<!-- Page 35 --> + +<span class="pagenum"><a name="Page_35" id="Page_35">[Pg 35]</a></span></p> + +<div class="sidenote"><i>Processes of Reasoning and Reflection</i></div> + +<p>The only real difference between these widely diverse mental acts, one +apparently so much less complicated and profound than the other, is +that the former involves <i>no act of memory</i>, while the latter is based +wholly on sensory experiences <i>of the past</i>.</p> + +<p><i>Abstract reasoning is merely reasoning from premises and to +conclusions which are not present to our senses at the time.</i></p> + +<hr class="major" /> + +<div class="hidden"> +<!-- Page 36 --> +<span class="nopagenum"><a name="Page_36" id="Page_36">[Pg 36]</a></span> +<!-- Page 37 --> +<span class="nopagenum"><a name="Page_37" id="Page_37">[Pg 37]</a></span> +<div>EMOTIONAL ENERGY IN BUSINESS</div> +<!-- Page 38 --> +<span class="nopagenum"><a name="Page_38" id="Page_38">[Pg 38]</a></span> +</div> + +<div> +<!-- Page 39 --> +<span class="pagenum"><a name="Page_39" id="Page_39">[Pg 39]</a></span> +<a name="Chapter_V" id="Chapter_V"></a> +</div> + +<div class="figdeco" style="width: 475px;"> +<img src="images/deco.jpg" width="475" height="110" alt="" title="Decorative Border" /> +</div> + +<h2><span class="smcap">Chapter V</span></h2> + +<div class="subhead">EMOTIONAL ENERGY IN BUSINESS</div> + +<div class="sidenote"><i>Ideas that Stimulate</i></div> + +<p class="dropcap">It is a recognized fact of observation that <i>Every idea has a certain +emotional quality associated with it, a sort of "feeling tone."</i></p> + +<p>If ideas of health and triumphant achievement are brought into +consciousness, we at the same time experience a state of energy, a +feeling of courage and capability and joy and a stimulation of all the +bodily processes. If, on the other hand, ideas of disease and death +and failure are brought into consciousness, we at the same time +experience + +<!-- Page 40 --> + +<span class="pagenum"><a name="Page_40" id="Page_40">[Pg 40]</a></span> +feelings of sorrow and mental suffering and a state of +lethargy, a feeling of inertia, impotence and fatigue.</p> + +<div class="center">THE LAW</div> + +<p><i>Exalted ideas have associated with them a vitalizing and energizing +emotional quality. Depressive memories or ideas have associated with +them a depressing and disintegrating emotional quality.</i></p> + +<div class="sidenote"><i>Pivotal Law of Business Passion</i></div> + +<p>The wise application of this law will lead you to vigorous health and +material prosperity. Its disregard or misuse brings deterioration and +failure.</p> + +<p>The distinction between wise use and misuse lies in <i>whether +disintegrating or creative thoughts, with their correspondingly +energizing or depressing + +<!-- Page 41 --> + +<span class="pagenum"><a name="Page_41" id="Page_41">[Pg 41]</a></span> +emotions or feelings, are allowed to hold +sway in consciousness.</i></p> + +<div class="sidenote"><i>Energizing Emotions</i></div> + +<p>When we speak of <i>energizing</i> emotions or feelings we mean love, +courage, brightness, earnestness, cheer, enthusiasm. When we speak of +<i>depressing</i> emotions or feelings we mean doubt, fear, worry, gloom.</p> + +<p>No elements are more essential to a successful business or a +successful life than the right kind of emotional elements. Yet they +are rarely credited with the importance to which they are entitled.</p> + +<p>To the unthinking the word "emotion" has the same relation to success +that foam has to the water beneath. Yet nothing could be farther from +the truth. Emotion, earnestness, fire, enthusiasm—these + +<!-- Page 42 --> + +<span class="pagenum"><a name="Page_42" id="Page_42">[Pg 42]</a></span> +are the very +life of effort. They are steam to the engine; they are what the +lighted fuse is to the charge of dynamite. They are the elements that +give flash to the eye, spring to the step, resoluteness to the languid +and certainty to effort. They are the elements that distinguish the +living, acting forces of achievement from the spiritless forces of +failure.</p> + +<div class="sidenote"><i>Cross-Roads of Success or Failure</i></div> + +<p>No man ever rose very high who did not possess strong reserves of +emotional energy. Napoleon said, "I would rather have the ardor of my +soldiers, and they half-trained, than have the best fighting machines +in Europe without this element."</p> + +<p>Emotional energy of the right kind makes one fearless and undaunted +in + +<!-- Page 43 --> + +<span class="pagenum"><a name="Page_43" id="Page_43">[Pg 43]</a></span> +the face of any discouragement. It is never at rest. It feeds on +its own achievements. It is the love of an Heloise and the ambition of +an Alexander.</p> + +<div class="sidenote"><i>The Life of Effort</i></div> + +<p>It is this emotional energy that makes business passion, that makes +men love their business, that brings their hearts into harmony with +their undertakings, and that gives them splendid visions of commercial +greatness.</p> + +<div class="sidenote"><i>The Motive Power of Progress</i></div> + +<p>Through all the ages great souls have drowsed in spiritless +acquiescence until some tide of emotional energy swept over them, "as +the breeze wanders over the dead strings of some Aeolian harp, and +sweeps the music which slumbers upon them now into divine murmurings, +now into stormy sobs." And then, + +<!-- Page 44 --> + +<span class="pagenum"><a name="Page_44" id="Page_44">[Pg 44]</a></span> +and then, these Joans of Arc, these +Hermit Peters, these Abraham Lincolns, these Pierpont Morgans, these +warriors, statesmen, financiers, business men, salesmen, these +practical crusaders and business enthusiasts, have sent out their +influence into measureless fields of achievement.</p> + +<p>Emotional energy generated on proper lines, and based on the support +of a fixed intent, is a force that nothing can withstand, and we tell +you that every idea that comes into your mind has its emotional +quality, and that by the intelligent direction of your conscious +"<i>thinking</i>" you can call into your life or drive out of it these +powerful emotional influences for good or evil. + +<!-- Page 45 --> + +<span class="pagenum"><a name="Page_45" id="Page_45">[Pg 45]</a></span></p> + +<div class="sidenote"><i>The Value of an Idea</i></div> + +<p>As Mr. Waldo P. Warren says, "Who can measure the value of an idea? +Starting as the bud of an acorn, it becomes at last a forest of mighty +oaks; or beginning as a spark it consumes the rubbish of centuries.</p> + +<p>"Ideas are as essential to progress as a hub to a wheel, for they form +the center around which all things revolve. Ideas begin great +enterprises, and the workers of all lands do their bidding. Ideas +govern the governors, rule the rulers, and manage the managers of all +nations and industries. Ideas are the motive power which turns the +tireless wheels of toil. Ideas raise the plowboy to president, and +constitute the primal element of the success of men and nations. Ideas +form the fire that lights + +<!-- Page 46 --> + +<span class="pagenum"><a name="Page_46" id="Page_46">[Pg 46]</a></span> +the torch of progress, leading on the +centuries. Ideas are the keys which open the storehouses of +possibility. Ideas are the passports to the realms of great +achievement. Ideas are the touch-buttons which connect the currents of +energy with the wheels of history. Ideas determine the bounds, break +the limits, move on the goal, and waken latent capacity to successive +sunrises of better days."</p> + +<p>Even without our telling you, you know that whenever a man makes up +his mind that he is beaten in some fight his very thinking so helps on +the fatal outcome.</p> + +<div class="sidenote"><i>The Hard Work Required to Fail</i></div> + +<p>The truth is, <i>It takes just as much brain work to accomplish a +failure as it does to win success</i>—just as much + +<!-- Page 47 --> + +<span class="pagenum"><a name="Page_47" id="Page_47">[Pg 47]</a></span> +effort to build up a +depressive mental attitude as an energizing one.</p> + +<div class="sidenote"><i>Creative Power of Thought</i></div> + +<p>Take for granted that you have the courage, the energy, the +self-confidence and the enthusiasm to do what you want to do, and you +will find yourself in possession of these splendid qualities when the +need arises.</p> + +<p>Consciously or unconsciously, you have already trained your mind to +discriminate among sense-impressions. It perceives some and ignores +others. For each perception it selects such associates as you have +trained it to select. Have you trained it wisely? Does it associate +the new facts of observation with those memory-pictures that will make +the new ideas useful and productive of fruitful bodily activities? + +<!-- Page 48 --> + +<span class="pagenum"><a name="Page_48" id="Page_48">[Pg 48]</a></span></p> + +<div class="sidenote"><i>Conscious and Unconscious Training</i></div> + +<p>If not, it is time for you to turn over a new leaf and habitually and +persistently direct your attention to those associative elements in +each new-learned fact that will make for health and happiness and +success. Train your mind deliberately, and day by day, to such +constant incorporation of feelings of courage and confidence and +assurance into all your thoughts that the associated impulses to +bodily activity will inevitably influence your whole life.</p> + +<p>At the outset of every undertaking you are confronted with two ways of +attacking it. One is with <i>doubt and uncertainty</i>; the other is with +<i>courage and confidence</i>.</p> + +<div class="sidenote"><i>Two Ways of Attacking Business Problems</i></div> + +<p>The first of these mental attitudes is + +<!-- Page 49 --> + +<span class="pagenum"><a name="Page_49" id="Page_49">[Pg 49]</a></span> +purely negative. It is +inhibitory. It is made up of mental pictures of yourself in direful +situations, and these mental pictures bring with them depressing +emotions and <i>muscular inhibitions</i>.</p> + +<p>The second attitude is positive. It is inspiring. It is made up of +mental pictures of yourself bringing the affair to a triumphant issue, +and these mental pictures bring with them stimulating emotions and the +impulses to those bodily activities that will <i>realize your aims</i>.</p> + +<p>You have only to start the thing off with the right mental attitude +and hold to it. All the rest is automatic. Think this over.</p> + +<p>Put this same idea into your business. Analyze your business with +reference + +<!-- Page 50 --> + +<span class="pagenum"><a name="Page_50" id="Page_50">[Pg 50]</a></span> +to its <i>mental attitude</i>. Of course, you know all about its +organization, its various departments, its machinery and equipment, +its methods, its cost system, its organized efficiency. But what about +its mental attitude? Every store, every industrial establishment has +an air of its own, an indefinite something that distinguishes it from +every other. This is why you buy your cigars at one place instead of +at another.</p> + +<div class="sidenote"><i>Cutting into the Quick</i></div> + +<p>Look behind the methods and the systems and all the wooden machinery +of your business and you come to its throbbing life. There you find +the characteristic quality that governs its future. There you find the +attitude, the mental attitude, that pulls the strings determining the +conduct of clerks and + +<!-- Page 51 --> + +<span class="pagenum"><a name="Page_51" id="Page_51">[Pg 51]</a></span> +salesmen, managers and superintendents, and +this attitude is in the last analysis a reflection of the mental +attitude of the executive head himself—not necessarily the nominal +executive head, but the real executive head, however he be called.</p> + +<div class="sidenote"><i>Executives Real and Sham</i></div> + +<p>Does the truckman whistle at his work? Is the salesman proud of his +line and his house? Does he approach his "prospect" with the confident +enthusiasm that brings orders? Does the shipping clerk take a +delighted interest in getting out his deliveries? They must have this +mental attitude, or you will never win. Are you yourself "making good" +in this respect? Remember that, whether you know it or not, your +inmost thoughts are reflected in your + +<!-- Page 52 --> + +<span class="pagenum"><a name="Page_52" id="Page_52">[Pg 52]</a></span> +voice and manner, your every +act. And all your subordinates, whether they know it or not, see these +things and reflect your attitude.</p> + +<div class="sidenote"><i>Mental Attitude of One's Business</i></div> + +<p>Therefore, in all you do, and in all you think, do it and think it +with courage and with unwavering faith, fearing nothing.</p> + +<p>Later on we shall instruct you in specific methods that will enable +you to follow this injunction. For the present we must be content with +emphasizing its importance.</p> + +<div class="sidenote"><i>Psychological Engineering</i></div> + +<p>In what follows in this book we shall bring forth no new principle of +mental operation, but shall illustrate those already learned by +reference to certain practical uses to which they can be applied. Our +purpose in this is to impress + +<!-- Page 53 --> + +<span class="pagenum"><a name="Page_53" id="Page_53">[Pg 53]</a></span> +you with the immense practical value of +the knowledge you are acquiring, and to show you that this course of +reading has nothing to do with telepathy, spiritism, clairvoyance, +animal magnetism, fortune-telling, astrology or witchcraft, but, on +the contrary, that in its revelation of mental principles and +processes it is laying a scientific basis for a highly differentiated +type of efficiency engineering.</p> + +<hr class="major" /> + +<div class="hidden"> +<!-- Page 54 --> +<span class="nopagenum"><a name="Page_54" id="Page_54">[Pg 54]</a></span> +<!-- Page 55 --> +<span class="nopagenum"><a name="Page_55" id="Page_55">[Pg 55]</a></span> +<div>HOW TO SELECT EMPLOYEES</div> +<!-- Page 56 --> +<span class="nopagenum"><a name="Page_56" id="Page_56">[Pg 56]</a></span> +</div> + +<div> +<!-- Page 57 --> +<span class="pagenum"><a name="Page_57" id="Page_57">[Pg 57]</a></span> +<a name="Chapter_VI" id="Chapter_VI"></a> +</div> + +<div class="figdeco" style="width: 475px;"> +<img src="images/deco.jpg" width="475" height="110" alt="" title="Decorative Border" /> +</div> + +<h2><span class="smcap">Chapter VI</span></h2> + +<div class="subhead">HOW TO SELECT EMPLOYEES</div> + +<p class="dropcap">In the preceding volume, entitled "Making Your Own World," you learned +that reaction-time is the interval that elapses between the moment +when a sense-vibration reaches the body and the moment when perception +is made known by some outward response.</p> + +<div class="sidenote"><i>A Clue to Adaptability</i></div> + +<p>Reaction-time can be made to furnish a clue to the adaptability of the +individual for any business, profession or vocation.</p> + +<p>To determine the character, accuracy + +<!-- Page 58 --> + +<span class="pagenum"><a name="Page_58" id="Page_58">[Pg 58]</a></span> +and rapidity of the mental +reactions of different individuals under different conditions, various +scientific methods have been evolved and cunning devices invented.</p> + +<div class="sidenote"><i>Mapping the Mentality</i></div> + +<p>There are decisive reaction-time tests by which you may readily map +out your own mentality or that of any other person, including, for +instance, those who may seek employment under you.</p> + +<p>Have you been harboring the delusion that "quick as thought" is a +phrase expressive of flash-like quickness? Have you had the idea that +thought is instantaneous? If so, you must alter your conceptions.</p> + +<p>The fact is that your merely automatic reactions from +sense-impressions can be measured in tenths of a second, + +<!-- Page 59 --> + +<span class="pagenum"><a name="Page_59" id="Page_59">[Pg 59]</a></span> +while a +really intellectual operation of the simplest character requires from +one to several seconds.</p> + +<p>An important thing for you to know in this connection is that no two +people are alike in this respect. Some think quickly along certain +lines; some along other lines.</p> + +<div class="sidenote"><i>The Kind of "Help" You Need</i></div> + +<p>And the man or woman that you need in any department of your business +is that one <i>whose mind works swiftly in the particular way required +for your business</i>.</p> + +<p>How rapidly does your mind work? How fast do your thoughts come, +compared to the average man in your field of activity?</p> + +<p>How fast does your stenographer think? Your clerk? Your chauffeur? + +<!-- Page 60 --> + +<span class="pagenum"><a name="Page_60" id="Page_60">[Pg 60]</a></span> +Are they up to the average of those engaged in similar work? If not, +you had best make a change.</p> + +<div class="sidenote"><i>Tests for Different Mental Traits</i></div> + +<p>A large number of tests and mechanical devices, some of them most +complicated, have been scientifically formulated or invented to +measure the quickness of different kinds of mental operations in the +individual.</p> + +<p>One very simple test which we give merely to illustrate the principle +is called the "Test of Uncontrolled Association." All the materials +needed for this test are a stop-watch and a blank form containing +numbered spaces for one hundred words.</p> + +<div class="sidenote"><i>Test of Uncontrolled Associations</i></div> + +<p>Give these instructions to the person you are examining: "When I say +'Now!' I want you to start in with + +<!-- Page 61 --> + +<span class="pagenum"><a name="Page_61" id="Page_61">[Pg 61]</a></span> +some word, any one you like, and +keep on saying words as fast as you can until you have given a hundred +different words. You may give any words you like, but they must not be +in sentences. I will tell you when to stop." You then start your +stop-watch with the command "Now!" and write the words on the blank +form as fast as they are spoken. Mere abbreviations or shorthand will +suffice. When the hundredth word is reached, stop the watch and note +the time.</p> + +<p>The average time for lists of words written in this fashion is about +308 seconds.</p> + +<div class="sidenote"><i>Test for Quick Thinking</i></div> + +<p>This is a fair test of the rapidity of the associative processes of +the mind. It will reveal many strange and characteristic + +<!-- Page 62 --> + +<span class="pagenum"><a name="Page_62" id="Page_62">[Pg 62]</a></span> +idiosyncrasies. On the other hand, considering the vast number of +words available, it is remarkable to note the degree of community to +be found in the words that will be given by a number of persons. Thus, +"in fifty lists (5,000 words) only 2,024 words were different, only +1,266 occurred but once, while the one hundred most frequent words +made up three-tenths of the whole number."</p> + +<p>Professor Jastrow, of Wisconsin University, has found also that the +"class to which women contribute most largely is that of articles of +dress, one word in every eleven belonging to this class. The inference +from this, that dress is the predominant category of the feminine (or +of the privy feminine) + +<!-- Page 63 --> + +<span class="pagenum"><a name="Page_63" id="Page_63">[Pg 63]</a></span> +mind, is valid, with proper reservations."</p> + +<div class="sidenote"><i>Measuring Speed of Thought</i></div> + +<p>Another method of testing speed of thought is to pronounce a series of +words and after each word have the subject speak the first word that +comes to him. The answers are taken down and are timed with a +stop-watch. About the quickest answers by an alert person will be made +in one second, or one and one-fifth seconds, while most persons take +from one and three-fifths to two and three-fifths seconds to answer, +under the most favorable circumstances. Puzzling words or conflicting +emotions will prolong this time to five and ten seconds in many cases. +Much depends upon the kind of words propounded to the subject, +starting with such simple + +<!-- Page 64 --> + +<span class="pagenum"><a name="Page_64" id="Page_64">[Pg 64]</a></span> +words as "hat" and "coat," and changing to +words that tend to arouse emotion. A list of words may be carefully +selected to fit the requirements of different classes of subjects.</p> + +<div class="sidenote"><i>Range of Mental Tests</i></div> + +<p>By appropriate tests, the quickness of response to sense-impressions, +the character of the associations of ideas, the workings of the +individual imagination, the nature of the emotional tendencies, the +character and scope of the powers of attention and discrimination, the +degree of persistence of the individual and his susceptibility to +fatigue in certain forms of effort, the visual, auditory and manual +skill, and even the moral character of the subject, can be more or +less clearly and definitely determined. + +<!-- Page 65 --> + +<span class="pagenum"><a name="Page_65" id="Page_65">[Pg 65]</a></span></p> + +<div class="figcenter" style="width: 625px;"> +<img src="images/plate_001.jpg" width="625" height="450" alt="" title="" /> +<span class="caption">TESTING SHARPNESS OF HEARING WITH ACOUMETER. PRIVATE LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY</span> +</div> + +<p>It is possible by these tests to distinguish individual differences in +thought processes as conditioned by age, sex, training, physical +condition, and so on, to analyze the comparative mental efficiency of +the worker at different periods in the day's work as affected by long +hours of application, by monotony and variety of occupation and the +like, and even to reveal obscure mental tendencies and to disclose +motives or information that are being intentionally concealed.</p> + +<div class="sidenote"><i>Tests for Army and Navy</i></div> + +<p>Among the simplest of such tests are those for vision, hearing and +color discrimination. Tests of this kind are now given to all +applicants for enlistment in the army, the navy and the marine corps, +and more exacting tests of the + +<!-- Page 66 --> + +<span class="pagenum"><a name="Page_66" id="Page_66">[Pg 66]</a></span> +same sort are given to candidates for +licenses as pilots and for positions as officers of ships.</p> + +<div class="sidenote"><i>Tests for Railroad Employees</i></div> + +<p>Employees of railroads, and in some cases those of street railroads, +also, are subjected to tests for vision, hearing and +color-discrimination. In the case of trainmen the color-discrimination +tests result in the rejection of about four per cent of the +applicants. The tests are repeated every two years for all the men and +at intervals of six months for those suspected of defects in color +discrimination. In all of these cases the tests have for their object +the detection and rejection of unfit applicants.</p> + +<div class="sidenote"><i>What One Factory Saved</i></div> + +<p>One of the earliest instances of work of this kind was the +introduction a few years ago of reaction-time tests in + +<!-- Page 67 --> + +<span class="pagenum"><a name="Page_67" id="Page_67">[Pg 67]</a></span> +selecting +girls for the work of inspecting for flaws the steel balls used in +ball bearings. This work requires a concentrated type of attention, +good visual acuity and quick and keen perception, accompanied by quick +responsive action. The scientific investigator went into a bicycle +ball factory and with a stop-watch measured the reaction-time of all +the girls then at work. All those who showed a long time between +stimulus and reaction-time were then eliminated. The final outcome was +that thirty-five girls did the work formerly done by one hundred and +twenty; the accuracy of the work was increased by sixty-six per cent; +the wages of the girls were doubled; the working day was shortened +from ten and one-half hours + +<!-- Page 68 --> + +<span class="pagenum"><a name="Page_68" id="Page_68">[Pg 68]</a></span> +to eight and one-half hours; and the +profit of the factory was substantially increased.</p> + +<div class="sidenote"><i>Professor Münsterberg's Experiments</i></div> + +<p>To illustrate the methods employed and the importance of work of this +kind, we quote the following from the recent ground-breaking book, +"Psychology and Industrial Efficiency," by Professor Hugo Münsterberg, +of Harvard University. This extract is an account of Professor +Münsterberg's experimental method for determining in advance the +mental fitness of persons applying for positions as telephone +operators. Such information would be of immense value to telephone +companies, as each candidate who satisfies formal entrance +requirements receives several months' training in a telephone + +<!-- Page 69 --> + +<span class="pagenum"><a name="Page_69" id="Page_69">[Pg 69]</a></span> +school +and is paid a salary while she is being trained.</p> + +<div class="sidenote"><i>Tests for Hiring Telephone Girls</i></div> + +<p>One company alone employs twenty-three thousand operators, and more +than one-third of those employed and trained at the company's expense +prove unfitted and leave within six months, with a heavy resulting +financial loss to the company. The tests are numerous and somewhat +complicated and require more time to conduct them than tests in other +lines of work, but for these very reasons will be particularly +illuminating. Professor Münsterberg says:</p> + +<p>"After carefully observing the service in the central office for a +while, I came to the conviction that it would not be appropriate here +to reproduce the activity at the switchboard in the experiment, + +<!-- Page 70 --> + +<span class="pagenum"><a name="Page_70" id="Page_70">[Pg 70]</a></span> +but +that it would be more desirable to resolve that whole function into +its elements and to undertake the experimental test of a whole series +of elementary mental dispositions. Every one of these mental acts can +then be examined according to well-known laboratory methods without +giving to the experiments any direct relation to the characteristic +telephone operation as such. I carried on the first series of +experiments with about thirty young women who a short time before had +entered into the telephone training-school, where they are admitted +only at the age between seventeen and twenty-three years. I examined +them with reference to eight different psychological functions. * * * +A part of the psychological + +<!-- Page 71 --> + +<span class="pagenum"><a name="Page_71" id="Page_71">[Pg 71]</a></span> +tests were carried on in individual +examinations, but the greater part with the whole class together.</p> + +<div class="sidenote"><i>Memory Test</i></div> + +<div class="sidenote"><i>Test for Attention</i></div> + +<p>"These common tests referred to memory, attention, intelligence, +exactitude and rapidity. I may characterize the experiments in a few +words. The memory examination consisted of reading the whole class at +first two numbers of four digits, then two of five digits, then two of +six digits, and so on up to figures of twelve digits, and demanding +that they be written down as soon as a signal was given. The +experiments on attention, which in this case of the telephone +operators seemed to me especially significant, made use of a method +the principle of which has frequently been applied in the experimental +psychology + +<!-- Page 72 --> + +<span class="pagenum"><a name="Page_72" id="Page_72">[Pg 72]</a></span> +of individual differences, and which I adjusted to our +special needs. The requirement is to cross out a particular letter in +a connected text. Every one of the thirty women in the classroom +received the same first page of a newspaper of that morning. I +emphasize that it was a new paper, as the newness of the content was +to secure the desired distraction of the attention. As soon as the +signal was given, each one of the girls had to cross out with a pencil +every 'a' in the text for six minutes. After a certain time, a bell +signal was given, and each then had to begin a new column. In this way +we could find out, first, how many letters were correctly crossed out +in those six minutes; secondly, how many letters were overlooked; + +<!-- Page 73 --> + +<span class="pagenum"><a name="Page_73" id="Page_73">[Pg 73]</a></span> +and thirdly, how the recognition and the oversight were distributed in +the various parts of the text. In every one of these three directions +strong individual differences were indeed noticeable. Some persons +crossed out many, but also overlooked many; others overlooked hardly +any of the 'a's,' but proceeded very slowly, so that the total number +of the crossed-out letters was small. Moreover, it was found that some +at first do poor work, but soon reach a point at which their attention +remains on a high level; others begin with a relatively high +achievement, but after a short time their attention flags, and the +number of crossed-out letters becomes smaller or the number of +unnoticed, overlooked letters increases. + +<!-- Page 74 --> + +<span class="pagenum"><a name="Page_74" id="Page_74">[Pg 74]</a></span> +Fluctuations of attention, +deficiencies and strong points can be discovered in much detail.</p> + +<div class="sidenote"><i>Test for General Intelligence</i></div> + +<p>"The third test, which was tried with the whole class, referred to the +intelligence of the individuals. * * * The psychological experiments +carried on in the schoolroom have demonstrated that this ability can +be tested by the measurement of some very simple mental activities. * * * +Among the various proposed schemes for this purpose, the figures +suggest that the most reliable one is the following method, the +results of which show the highest agreement between the rank order +based on the experiments and the rank order of the teachers. The +experiment consists in reading to the pupils a long series of + +<!-- Page 75 --> + +<span class="pagenum"><a name="Page_75" id="Page_75">[Pg 75]</a></span> +pairs +of words of which the two members of the pair always logically belong +together. Later, one word of each pair will be read to them and they +have to write down the word which belonged with it in the pair." (For +example, "thunder" and "lightning" are words that "logically belong +together," while "horse" and "bricks" are unrelated terms.—<i>Editor's +note.</i>)</p> + +<p>"This is not a simple experiment on memory. The tests have shown that +if, instead of logically connected words, simply disconnected chance +words are offered and reproduced, no one can keep such a long series +of pairs in mind, while with the words which have related meaning, the +most intelligent pupils can master the whole series. The + +<!-- Page 76 --> + +<span class="pagenum"><a name="Page_76" id="Page_76">[Pg 76]</a></span> +very +favorable results which this method had yielded in the classroom made +me decide to try it in this case, too. I chose for an experiment +twenty-four pairs of words from the sphere of experience of the girls +to be tested." (For instance, "door, house"; "pillow, bed"; "letter, +word"; "leaf, tree"; "button, dress"; "nose, face"; "cover, kettle"; +"page, book"; "engine, train"; "glass, window"; "enemy, friend"; +"telephone, bell"; "thunder, lightning"; "ice, cold"; "ink, pen"; +"husband, wife"; "fire, burn"; "sorry, sad"; "well, strong"; "mother, +child"; "run, fast"; "black, white"; "war, peace"; "arm, +hand."—<i>Editor's note.</i>)</p> + +<div class="sidenote"><i>Test for Exactitude</i></div> + +<p>"Two class experiments belonged rather to the periphery of +psychology. + +<!-- Page 77 --> + +<span class="pagenum"><a name="Page_77" id="Page_77">[Pg 77]</a></span></p> + +<p>"The exactitude of space-perceptions was measured by demanding that +each divide first the long and then the short edge of a folio sheet +into two equal halves by a pencil-mark.</p> + +<div class="sidenote"><i>Test for Rapidity of Movement</i></div> + +<p>"And finally, to measure the rapidity of movement, it was demanded +that every one make with a pencil on the paper zigzag movements of a +particular size during the ten seconds from one signal to another.</p> + +<p>"After these class experiments, I turned to individual tests.</p> + +<p>"First, every girl had to sort a pack of forty-eight cards into four +piles as quickly as possible. The time was measured in fifths of a +second, with an ordinary stop-watch.</p> + +<div class="sidenote"><i>Test for Accuracy of Movement</i></div> + +<p>"The following experiment which + +<!-- Page 78 --> + +<span class="pagenum"><a name="Page_78" id="Page_78">[Pg 78]</a></span> +referred to the accuracy of movement +impulses demanded that every one try to reach with the point of a +pencil three different points on the table in the rhythm of metronome +beats. On each of these three places a sheet of paper was fixed with a +fine cross in the middle. The pencil should hit the crossing point, +and the marks on the paper indicated how far the movement had fallen +short of the goal. One of these movements demanded the full extension +of the arm and the other two had to be made with half-bent arm. I +introduced this last test because the hitting of the right holes in +the switchboard of the telephone office is of great importance.</p> + +<div class="figcenter" style="width: 625px;"> +<img src="images/plate_002.jpg" width="625" height="435" alt="" title="" /> +<span class="caption">TESTING STEADINESS OF MOTOR CONTROL—INVOLUNTARY MOVEMENT PRIVATE LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY</span> +</div> + +<p>"The last individual experiment was + +<!-- Page 79 --> + +<span class="pagenum"><a name="Page_79" id="Page_79">[Pg 79]</a></span> +an association test. I called six +words, like 'book,' 'house,' 'rain,' and had them speak the first word +which came to their minds. The time was measured in fifths of a second +only, with an ordinary stop-watch, as subtler experiments, for which +hundredths of a second would have to be considered, were not needed.</p> + +<div class="sidenote"><i>Results of Experiments</i></div> + +<p>"In studying the results, so far as the memory experiments were +concerned, we found that it would be useless to consider the figures +with more than ten digits. We took the results only of those with +eight, nine and ten digits. There were fifty-four possibilities of +mistakes. The smallest number of actual mistakes was two, the largest +twenty-nine. In the experiment on attention + +<!-- Page 80 --> + +<span class="pagenum"><a name="Page_80" id="Page_80">[Pg 80]</a></span> +made with the +crossing-out of letters, we found that the smallest number of +correctly marked letters was 107, the largest number in the six +minutes, 272; the smallest number of overlooked letters was two, the +largest 135; but this last case of abnormal carelessness stood quite +isolated. On the whole, the number of overlooked letters fluctuated +between five and sixty. If both results, those of the crossed-out and +those of the overlooked letters, are brought into relations, we find +that the best results were a case of 236 letters marked, with only two +overlooked, and one of 257 marked, with four overlooked. The very +interesting details as to the various types of attention which we see +in the distribution of mistakes + +<!-- Page 81 --> + +<span class="pagenum"><a name="Page_81" id="Page_81">[Pg 81]</a></span> +over the six minutes were not taken +into our final table. The word experiments by which we tested the +intelligence showed that no one was able to reproduce more than +twenty-two of the twenty-four words. The smallest number of words +remembered was seven.</p> + +<p>"The mistakes in the perception of distances fluctuated between one +and fourteen millimeters; the time for the sorting of the forty-eight +cards, between thirty-five and fifty-eight seconds; the +association-time for the six associated words taken together was +between nine and twenty-one seconds. The pointing experiments could +not be made use of in this first series, as it was found that quite a +number of participants + +<!-- Page 82 --> + +<span class="pagenum"><a name="Page_82" id="Page_82">[Pg 82]</a></span> +were unable to perform the act with the +rapidity demanded.</p> + +<p>"Several ways were open to make mathematical use of these results. I +preferred the simplest way. I calculated the grade of the girls for +each of these achievements. The same candidate who stood in the +seventh place in the memory experiment was in the fifteenth place with +reference to the number of letters marked, in the third place with +reference to the letters overlooked, in the twenty-first place with +reference to the number of word pairs which she had grasped, in the +eleventh place with reference to the exactitude of space-perception, +in the sixteenth place with reference to the association-time, and in +the sixth place with reference + +<!-- Page 83 --> + +<span class="pagenum"><a name="Page_83" id="Page_83">[Pg 83]</a></span> +to the time of sorting. As soon as we +had all these independent grades, we calculated the average and in +this way ultimately gained a common order of grading. * * *</p> + +<p>"With this average rank list, we compared the practical results of the +telephone company after three months had passed. These three months +had been sufficient to secure at least a certain discrimination +between the best, the average, and the unfit. The result of this +comparison was on the whole satisfactory. First, the skeptical +telephone company had mixed with the class a number of women who had +been in the service for a long while, and had even been selected as +teachers in the telephone school. I did not know, in + +<!-- Page 84 --> + +<span class="pagenum"><a name="Page_84" id="Page_84">[Pg 84]</a></span> +figuring out the +results, which of the participants in the experiments these +particularly gifted outsiders were. If the psychological experiments +had brought the result that these individuals who stood so high in the +estimation of the telephone company ranked low in the laboratory +experiment, it would have reflected strongly on the reliability of the +laboratory method. The results showed, on the contrary, that these +women who had proved most able in practical service stood at the top +of our list. Correspondingly, those who stood the lowest in our +psychological rank list had in the mean time been found unfit in +practical service, and had either left the company of their own accord +or else had been + +<!-- Page 85 --> + +<span class="pagenum"><a name="Page_85" id="Page_85">[Pg 85]</a></span> +eliminated. The agreement, to be sure, was not a +perfect one. One of the list of women stood rather low in the +psychological list, while the office reported that so far she had done +fair work in the service, and two others, to whom the psychological +laboratory gave a good testimonial were considered by the telephone +office as only fair.</p> + +<div class="sidenote"><i>Theory and Practice</i></div> + +<p>"But it is evident that certain disagreements would have occurred even +with a more ideal method, as on the one side no final achievement in +practical service can be given after only three months, and because on +the other side a large number of secondary factors may enter which +entirely overshadow the mere question of psychological fitness. + +<!-- Page 86 --> + +<span class="pagenum"><a name="Page_86" id="Page_86">[Pg 86]</a></span> +Poor +health, for instance, may hinder even the most fit individual from +doing satisfactory work, and extreme industry and energetic will may +for a while lead even the unfit to fair achievement, which, to be +sure, is likely to be coupled with a dangerous exhaustion. The slight +disagreements between the psychological results and the practical +valuation, therefore, do not in the least speak against the +significance of such a method. On the other hand, I emphasize that +this first series meant only the beginning of the investigation, and +it can hardly be expected that at such a first approach the best and +most suitable methods would at once be hit upon. A continuation of the +work will surely lead to much better combinations + +<!-- Page 87 --> + +<span class="pagenum"><a name="Page_87" id="Page_87">[Pg 87]</a></span> +of test +experiments and to better adjusted schemes."</p> + +<div class="sidenote"><i>How to Identify the Unfit</i></div> + +<p>Analytical test studies such as the foregoing form an almost +infallible means for finding out the unfit at the very beginning +instead of after a long and costly experimental trying-out in +vocational training-school or in actual service.</p> + +<p>Whatever your line of business may be, you may rest assured that an +analysis of its needs will disclose numerous departments in which +specific mental tests and devices may be employed with a great saving +in time and money and a vastly increased efficiency and output of +working energy.</p> + +<div class="sidenote"><i>Means to Great Business Economies</i></div> + +<p>Suppose that you are the manager of a street railroad employing a +large + +<!-- Page 88 --> + +<span class="pagenum"><a name="Page_88" id="Page_88">[Pg 88]</a></span> +number of motormen. Would it not be of the greatest value to +you if in a few moments you could determine in advance whether any +given applicant for a position possessed the quickness of response to +danger signals that would enable him to avoid accidents? Think what +this would mean to the profits of your company in cutting down the +number of damage claims arising from accidents! Some electric railroad +companies have as many as fifty thousand accident indemnity cases per +year, which involve an expense amounting in some cases to thirteen per +cent of the annual gross earnings. Yet a comparatively simple +mechanism has been devised for determining by the reaction-time of any +applicant whether he + +<!-- Page 89 --> + +<span class="pagenum"><a name="Page_89" id="Page_89">[Pg 89]</a></span> +would or would not be quick enough to stop his +car if a child ran in front of its wheels.</p> + +<div class="sidenote"><i>Round Pegs in Square Holes</i></div> + +<p>The general employment of this test would result in the rejection of +about twenty-five per cent of those who are now employed as motormen +with a correspondingly large reduction in the number of deaths and +injuries from street-car accidents. And on the other hand, the general +use of psychological tests in other lines of work would make room for +these men in places for which they are peculiarly adapted and where +their earning power would be greater.</p> + +<p>If, for example, the applicant responds to the signs of an emergency +in three-fifths of a second or less, and has the mental +characteristics that will enable + +<!-- Page 90 --> + +<span class="pagenum"><a name="Page_90" id="Page_90">[Pg 90]</a></span> +him at the same time to maintain the +speed required by the schedule, he may be mentally fitted for the +"job" of motorman; while if it takes him one second or more to act in +an emergency, he may be a dangerous man for the company and for the +public.</p> + +<div class="sidenote"><i>The Danger in Two-Fifths of a Second</i></div> + +<p>Two-fifths of a second difference in time-reactions may mark the line +between safety and disaster. How absurd it is to trust to luck in +matters of this kind when by means of scientific experimental tests +you can accurately gauge your man before he has a chance to involve +you or your company in a heart-breaking tragedy and serious financial +loss!</p> + +<p>You can readily see that very similar tests could be devised to meet +the needs + +<!-- Page 91 --> + +<span class="pagenum"><a name="Page_91" id="Page_91">[Pg 91]</a></span> +of the employer of chauffeurs, as, for example, the manager +of a taxicab company, or the requirements of a railroad in the hiring +of its engineers.</p> + +<div class="sidenote"><i>Picking a Private Secretary</i></div> + +<p>You should not employ as private secretary a person whose reactions +indicate a natural inability to keep a secret. This quality of mind +can be simply and unerringly detected by psychological tests.</p> + +<div class="sidenote"><i>Finding Out the Close-Mouthed</i></div> + +<p>One quality entering into the ability to keep a secret is the degree +of suggestibility of the individual. That person who most quickly and +automatically obeys and responds to suggested commands possesses the +least degree of conscious self-control. The quality referred to is +illustrated by the child's game of "thumbs up, thumbs + +<!-- Page 92 --> + +<span class="pagenum"><a name="Page_92" id="Page_92">[Pg 92]</a></span> +down," and +"Simon says thumbs up" and "Simon says thumbs down." Those persons who +are unable to wait for the "Simon says," but mechanically obey the +command "thumbs up" or "thumbs down" would be those least able to +resist a trap artfully laid to compel them to disclose what they +wished to conceal. Like efficiency in observation, attention and +memory, however, suggestibility is specific, not general, in +character—that is to say, persons may be easily influenced by certain +kinds of suggestion while possessing a strong degree of resistance to +other kinds. Consequently actual tests of this quality cannot be +limited to one method.</p> + +<div class="figcenter" style="width: 625px;"> +<img src="images/plate_003.jpg" width="625" height="450" alt="" title="" /> +<span class="caption">DETERMINING SUGGESTIBILITY BY PROGRESSIVE LINE TEST PRIVATE LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY</span> +</div> + +<p>For purposes of illustration, here is a simple form of what is known as the + +<!-- Page 93 --> + +<span class="pagenum"><a name="Page_93" id="Page_93">[Pg 93]</a></span> +"line" test for suggestibility. The subject is seated about +two feet away from and in front of a revolving drum on which is a +strip of white paper. On this strip of white paper are drawn twenty +parallel straight lines. These lines begin at varying distances from +the left-hand margin. Each of the first four lines is fifty per cent +longer than the one before it, but the remaining sixteen lines are all +of the same length.</p> + +<div class="sidenote"><i>A Test for Suggestibility</i></div> + +<p>The examiner says to the subject, "I want to see how good your 'eye' +is. I'll show you a line, say an inch or two long, and I want you to +reproduce it right afterwards from memory. Some persons make bad +mistakes; they may make a line two inches long when I show them one +three inches long; + +<!-- Page 94 --> + +<span class="pagenum"><a name="Page_94" id="Page_94">[Pg 94]</a></span> +others make one four or five inches long. Let's +see how well you can do. I shall show you the line through this slit. +Take just one look at it, then make a mark on this paper +[cross-section paper] just the distance from this left-hand margin +that the line is long. Do that with each line as it appears."</p> + +<p>The lines are then shown one at a time, and after each is noted it is +turned out of sight. As the lines of equal length are presented, the +examiner says alternately, "Here is a longer one," "Here is a shorter +one," and so on. The extent to which these misleading suggestions of +the examiner are accepted and acted upon by the subject in plain +violation of the evidence of his senses tests in a measure his +suggestibility, + +<!-- Page 95 --> + +<span class="pagenum"><a name="Page_95" id="Page_95">[Pg 95]</a></span> +his automatic, mechanical and immediate +responsiveness to the influence of others and his comparative lack of +strong resistance to such outside influences. Inability to +satisfactorily meet this and similar tests for suggestibility would +indicate an unfitness for such duties as those required by a private +secretary, who must at all times have himself well in hand and not be +easily lured into embarrassing revelations.</p> + +<div class="sidenote"><i>Selecting a Stenographer</i></div> + +<p>You should not employ as stenographer a person whose time-reactions +indicate a slowness of auditory response or an inability to carry in +mind a long series of dictated words, or whose vocabulary is too +limited for the requirements of your business. + +<!-- Page 96 --> + +<span class="pagenum"><a name="Page_96" id="Page_96">[Pg 96]</a></span></p> + +<div class="sidenote"><i>Tests for Auditory Acuity</i></div> + +<p>The quickness of auditory response may be determined either by speech +tests or by instrumental tests. In either case the acuteness of +hearing of the applicant is measured by the ability to promptly and +correctly report sounds at various known ranges, the acuity of the +normal ear under precisely similar conditions having been previously +determined. Speech involves a great variety of combinations—of pitch, +accent, inflection and emphasis. Consequently a scientific speech test +involves the preparation of lists of words based upon an analysis of +the elements of whispered and spoken utterance. This work has been +done, and such lists and tests are available.</p> + +<div class="sidenote"><i>A Test for Rote Memory</i></div> + +<p>For testing the ability to remember + +<!-- Page 97 --> + +<span class="pagenum"><a name="Page_97" id="Page_97">[Pg 97]</a></span> +a series of dictated words the +following lists of words are recommended:</p> + +<div class="center"> +<table style="padding: 1em" border="0" cellpadding="4" cellspacing="0" summary="rote memory test"> + +<tr><td class="center"><i>Concrete</i></td><td class="center"><i>Abstract</i></td><td class="center"><i>Concrete</i></td><td class="center"><i>Abstract</i></td><td class="center"><i>Concrete</i></td><td class="center"><i>Abstract</i></td></tr> + +<tr><td class="left" style="padding-left: 1em">street</td><td class="left" style="padding-left: 1em">scope</td><td class="left" style="padding-left: 1em">coat</td><td class="left" style="padding-left: 1em">time</td><td class="left" style="padding-left: 1em">pen</td><td class="left" style="padding-left: 1em">law</td></tr> +<tr><td class="left" style="padding-left: 1em">ink</td><td class="left" style="padding-left: 1em">proof</td><td class="left" style="padding-left: 1em">woman</td><td class="left" style="padding-left: 1em">aft</td><td class="left" style="padding-left: 1em">clock</td><td class="left" style="padding-left: 1em">thought</td></tr> +<tr><td class="left" style="padding-left: 1em">lamp</td><td class="left" style="padding-left: 1em">scheme</td><td class="left" style="padding-left: 1em">house</td><td class="left" style="padding-left: 1em">route</td><td class="left" style="padding-left: 1em">man</td><td class="left" style="padding-left: 1em">plot</td></tr> +<tr><td class="left" style="padding-left: 1em">spoon</td><td class="left" style="padding-left: 1em">form</td><td class="left" style="padding-left: 1em">salt</td><td class="left" style="padding-left: 1em">phase</td><td class="left" style="padding-left: 1em">floor</td><td class="left" style="padding-left: 1em">glee</td></tr> +<tr><td class="left" style="padding-left: 1em">horse</td><td class="left" style="padding-left: 1em">craft</td><td class="left" style="padding-left: 1em">glove</td><td class="left" style="padding-left: 1em">work</td><td class="left" style="padding-left: 1em">sponge</td><td class="left" style="padding-left: 1em">life</td></tr> +<tr><td class="left" style="padding-left: 1em">chair</td><td class="left" style="padding-left: 1em">myth</td><td class="left" style="padding-left: 1em">watch</td><td class="left" style="padding-left: 1em">truth</td><td class="left" style="padding-left: 1em">hat</td><td class="left" style="padding-left: 1em">rhythm</td></tr> +<tr><td class="left" style="padding-left: 1em">stone</td><td class="left" style="padding-left: 1em">rate</td><td class="left" style="padding-left: 1em">box</td><td class="left" style="padding-left: 1em">thing</td><td class="left" style="padding-left: 1em">chalk</td><td class="left" style="padding-left: 1em">faith</td></tr> +<tr><td class="left" style="padding-left: 1em">ground</td><td class="left" style="padding-left: 1em">cause</td><td class="left" style="padding-left: 1em">mat</td><td class="left" style="padding-left: 1em">tact</td><td class="left" style="padding-left: 1em">knife</td><td class="left" style="padding-left: 1em">mirth</td></tr> + +</table></div> + +<p>The examiner should repeat these lists of words to the subject one at a + +<!-- Page 98 --> + +<span class="pagenum"><a name="Page_98" id="Page_98">[Pg 98]</a></span> +time, alternating the concrete and abstract lists. To insure the +presentation of the words with an even tempo, a metronome may be had +by simply swinging a small weight on a string, having the string of +just sufficient length so that the beats come at intervals of one +second. Each word should be pronounced distinctly in time with the +beat of the metronome, but without rhythm. After each list has been +pronounced, have the subject write the list from memory. The lists +thus made up by the subject from memory are then to be inspected with +reference to the following points:</p> + +<p>1. Memory errors (omissions and displacements), concrete lists. + +<!-- Page 99 --> + +<span class="pagenum"><a name="Page_99" id="Page_99">[Pg 99]</a></span></p> + +<p>2. Memory errors (omissions and displacements), abstract lists.</p> + +<p>Every omission counts two errors; every displacement counts two-thirds +when the displacement is by one remove only, one and one-third when by +more than one move.</p> + +<p>3. Insertions. These are words added by the subject. They count for +two errors each, unless the added word resembles the word given in +sound, in which case it counts one and one-third.</p> + +<p>4. Perseverations. These are reproductions in a given series of words +already given in a previous series. If frequent, this indicates a low +order of intelligence, with weak self-control + +<!-- Page 100 --> + +<span class="pagenum"><a name="Page_100" id="Page_100">[Pg 100]</a></span> +and poor critical +judgment. Each perseveration counts four.</p> + +<p>5. Substitution of synonyms, when a word of like meaning but different +sound is substituted for the word given; counts one and one-third.</p> + +<div class="sidenote"><i>A Test for Range of Vocabulary</i></div> + +<p>An approximate determination of the range of vocabulary of your +prospective stenographer can be had by the use of the following +comparatively short and simple test.</p> + +<p>Hand the applicant a printed slip bearing the list of one hundred +words given here and ask him to mark the words carefully according to +these instructions.</p> + +<p>Place <i>before</i> each word one of these three signs: + +<!-- Page 101 --> + +<span class="pagenum"><a name="Page_101" id="Page_101">[Pg 101]</a></span></p> + +<p>(I) A plus sign (+) if you know the word.</p> + +<p>(II) A minus sign (-) if you do not know the word.</p> + +<p>(III) A question mark (?) if you are in doubt.</p> + +<p>When you have finished, count the marks and fill out these blanks, +making sure that the numbers add to one hundred.</p> + +<div class="center"> +<table style="padding: 1em" border="0" cellpadding="1" cellspacing="1" summary="vocabulary test"> + +<tr> +<td style="width: 25%" class="left">Number known</td> +<td style="width: 25%; border-bottom: dotted 2px"> </td> +<td style="width: 25%"> </td> +<td style="width: 25%"> </td> +</tr> +<tr> +<td class="left">Number unknown</td> +<td style="border-bottom: dotted 2px"> </td> +<td> </td> +<td> </td> +</tr> +<tr> +<td class="left">Number doubtful</td> +<td style="border-bottom: dotted 2px"> </td> +<td> </td> +<td> </td> +</tr> + +<tr><td> </td></tr> + +<tr><td class="left">abductor</td><td class="left">decide</td><td class="left">interim</td><td class="left">rejoice</td></tr> +<tr><td class="left">abeam</td><td class="left">deception</td><td class="left">lanuginose</td><td class="left">rejoin</td></tr> +<tr><td class="left">abed</td><td class="left">disentomb</td><td class="left">lanuginous</td><td class="left">rejoinder</td></tr> +<tr><td class="left">abet</td><td class="left">disentrance</td><td class="left">lanugo</td><td class="left">rejuvenate</td></tr> +<tr><td class="left">amalgamation</td><td class="left">disepalous</td><td class="left">lanyard</td><td class="left">scroll</td></tr> +<tr><td class="left">amanuensis</td><td class="left">disestablish</td><td class="left">matting</td><td class="left">scrub</td></tr> +<tr><td class="left">amaranth</td><td class="left">eschar</td><td class="left">mattock</td><td class="left">scruff</td></tr> +<tr><td class="left">baron</td><td class="left">escheat</td><td class="left">mattress</td><td class="left">scrunch</td></tr> +<tr><td class="left">baroscope</td><td class="left">escort</td><td class="left">maturate</td><td class="left">skylight</td></tr> +<tr><td class="left">barouche</td><td class="left">eschalot</td><td class="left">muff</td><td class="left">skyrocket</td></tr> +<tr><td class="left">barque</td><td class="left">filiform</td><td class="left">muffin</td><td class="left">skysail</td></tr> +<tr><td class="left">bottle-holder</td><td class="left">filigree</td><td class="left">muffle</td><td class="left">skyward</td></tr> +<tr><td class="left">bottom</td><td class="left">filing</td><td class="left">mufti</td><td class="left">subcutaneous</td></tr> +<tr><td class="left">bottomry</td><td class="left">fill</td><td class="left">page</td><td class="left">sub-let</td></tr> +<tr><td class="left">boudoir</td><td class="left">gourd</td><td class="left">pagoda</td><td class="left">subdue</td></tr> +<tr><td class="left">channel</td><td class="left">gout</td><td class="left">paid</td><td class="left">tenderloin</td></tr> +<tr><td class="left">chant</td><td class="left">govern</td><td class="left">pail</td><td class="left">tendinous</td></tr> +<tr><td class="left">chanticleer</td><td class="left">gown</td><td class="left">photograph</td><td class="left">tendon</td></tr> +<tr><td class="left">chaos</td><td class="left">hodman</td><td class="left">photographer</td><td class="left">tendril</td></tr> +<tr><td class="left">concatenate</td><td class="left">hoe</td><td class="left">photography</td><td class="left">tycoon</td></tr> +<tr><td class="left">concatenation</td><td class="left">hoecake</td><td class="left">photo-lithograph</td><td class="left">tymbal</td></tr> +<tr><td class="left">concave</td><td class="left">hog</td><td class="left">publication</td><td class="left">type</td></tr> +<tr><td class="left">conceal</td><td class="left">intercede</td><td class="left">pudding</td><td class="left">virago</td></tr> +<tr><td class="left">decemvirate</td><td class="left">interdict</td><td class="left">puddle</td><td class="left">virescent</td></tr> +<tr><td class="left">decency</td><td class="left">interest</td><td class="left">pudgy</td><td class="left">virgin</td></tr> + +</table></div> + +<p>By adding find the total number of "plus" marks on the applicant's +slip. + +<!-- Page 104 --> + +<span class="pagenum"><a name="Page_104" id="Page_104">[Pg 104]</a></span> +Multiply this number by 280, and you will then have obtained +the applicant's absolute vocabulary.</p> + +<p>An absolute vocabulary of twenty thousand words or over may be graded +as excellent; 17,500 to 20,000 words, good; 15,000 to 17,500, fair; +and below 15,000, poor.</p> + +<p>You should not employ as train-dispatcher a person whose +time-reactions indicate a tendency to confuse associated ideas. The +associated ideas may be related in time, place or a variety of ways, +and the memory of one who has an inherent tendency to substitute an +associate for the thing itself is a treacherous instrument. The +tendency to confuse associated ideas can be measured by psychological +tests. + +<!-- Page 105 --> + +<span class="pagenum"><a name="Page_105" id="Page_105">[Pg 105]</a></span></p> + +<p>Your own knowledge of the work of the world will suggest other +employments besides that of train-dispatcher in which such a test +could be used in hiring men to the improvement of the service.</p> + +<div class="sidenote"><i>Crime-Detection by Psychological Tests</i></div> + +<p>The employment of psychological tests in the detection of crime is +fast supplanting the brutalities of the "third degree."</p> + +<p>Thus, for example, by the use of highly sensitive instruments we are +able to detect the quickened heart-beat, the shudder, and other +evidences of emotion not otherwise discernible, but due to the +deliberate presentation of the details and evidences of a crime. +Though the subject may not himself be aware of the slightest physical +expression + +<!-- Page 106 --> + +<span class="pagenum"><a name="Page_106" id="Page_106">[Pg 106]</a></span> +of emotion, these signs of a disturbed mentality are +unerringly revealed by the delicate instruments of the psychologist.</p> + +<div class="sidenote"><i>The Factory Operative's Attention Power</i></div> + +<p>In some factories the operative is called upon to simultaneously keep +watch over a large number of parts of a moving mechanism, and to note +and quickly correct a disturbance in any part. Eye and ear must have a +wide range, must be able to take account of a large number of +operations widely separated in space.</p> + +<div class="figcenter" style="width: 625px;"> +<img src="images/plate_004.jpg" width="625" height="450" alt="" title="" /> +<span class="caption">TESTING THE RANGE OF VISUAL ATTENTION. PRIVATE LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY</span> +</div> + +<p>For the scientific determination of the operative's range of visual +attention, the "disc tachistoscope," shown facing page 106, +may be used. This is a form of short-exposure +apparatus. The essential idea is to furnish a field upon which + +<!-- Page 107 --> + +<span class="pagenum"><a name="Page_107" id="Page_107">[Pg 107]</a></span> +the +subject may for a moment fasten his attention, and then to substitute +for this field another containing certain prepared test-material. This +last field is exposed for but a brief instant and removed, and the +subject is then called upon to report all that he has seen during the +last exposure. Tests of this kind have demonstrated that the range of +visual attention is a comparatively constant quantity with each +individual, having but little relation to general ability or +intelligence and being but little affected by practice.</p> + +<p>It matters not how painstaking the individual may be, he will fail in +a test of this kind and at work of this kind if the type of attention +that Nature gave him is unfitted for such an "expanded" + +<!-- Page 108 --> + +<span class="pagenum"><a name="Page_108" id="Page_108">[Pg 108]</a></span> +watchfulness. +Yet in any type of work requiring a focusing of the attention upon a +minute operation so as to note nice discriminations and detect subtle +differences, he might prove a most excellent worker.</p> + +<div class="sidenote"><i>Kinds of Testing Apparatus</i></div> + +<p>The kind of apparatus, the method to be employed and the place for the +experiment are all matters that vary with the conditions of the +special problem. The apparatus may be simple and easily devised, or it +may be intricate and the result of years of investigation and a large +expenditure of money.</p> + +<p>If there seems to you to be anything impracticable in the employment +of tests in the manner we have indicated, please remember that for +many years those seeking employment as railroad + +<!-- Page 109 --> + +<span class="pagenum"><a name="Page_109" id="Page_109">[Pg 109]</a></span> +engineers have been +required to pass tests for color-blindness, tests just as truly +psychological as any that we have here referred to and differing from +them only in respect to the character and complexity of the qualities +tested.</p> + +<div class="sidenote"><i>Analysis of Different Callings</i></div> + +<p>Every calling can be analyzed and the mental elements requisite for +success in that particular line can be scientifically disentangled. +Methods for testing the individual as to his possession of any one or +all of the mental elements required in any given vocation may then be +devised in the psychological laboratory.</p> + +<p>Furthermore, definite and scientific exercises can be formulated +whereby the individual may train and develop special senses, faculties +and powers so + +<!-- Page 110 --> + +<span class="pagenum"><a name="Page_110" id="Page_110">[Pg 110]</a></span> +as the better to fit himself for his chosen field of +work.</p> + +<div class="sidenote"><i>Exercises for Developing Special Faculties</i></div> + +<p>The use of the experimental method is new to every department of +science. Crude and occasional experiments have marked the advance of +physics, physiology and chemistry, but it is only with the recent +innovation of the scientific laboratory that these sciences have made +their greatest strides.</p> + +<p>The employment of this method in dealing with problems of the mind is +particularly new. So far as we are aware there is no school in all the +world that employs definite and scientific exercises in the discipline +and training of its pupils in power of observation, imagination and +memory.</p> + +<p>You have now completed a brief survey + +<!-- Page 111 --> + +<span class="pagenum"><a name="Page_111" id="Page_111">[Pg 111]</a></span> +of the fundamental processes of +the mind and seen something of the practical utility of this +knowledge. You have before you "sense-perceptions," "causal +judgments," "classifying judgments," and "associated emotional +qualities" or "feeling tones." Every suggested idea, every act of +reasoning is in the last analysis the product of one or more of these +elementary forms of mental activity.</p> + +<p>We shall now go on to consider the operations of these mental +processes in connection with certain mental phenomena.</p> + +<div class="sidenote"><i>Principles that Bear on Practical Affairs</i></div> + +<p>Our purpose in all this is not to teach you the elements of psychology +as it is ordinarily conceived or taught. Our aim is to conduct you +through certain + +<!-- Page 112 --> + +<span class="pagenum"><a name="Page_112" id="Page_112">[Pg 112]</a></span> +special fields of psychological investigation, fields +that within the past few years have produced remarkable discoveries of +which the world, outside of a few specialists, knows little or +nothing. In this way you will be fitted to comprehend the practical +instruction, the application of these principles to practical affairs, +toward which this <i>Course</i> is tending.</p> + +<hr class="major" /> + +<div class="tnote"> + +<h3>Transcriber's Note:</h3> + +<p>Illustrations have been moved from their original positions, so +as to be nearer to their corresponding text, or for ease of navigation +around paragraphs. Duplicate chapter headers have been removed from the text +version of this ebook and hidden in the HTML version.</p> + +<p>The following typographical corrections have been made to this text:</p> + +<p>Contents: Changed UNCONCIOUS to UNCONSCIOUS (UNCONSCIOUS TRAINING)</p> + +<p>Page 106: Changed 102 to 106 (shown facing page 106), to reflect repositioning +of illustration in this ebook.</p> + +</div> + + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of Applied Psychology: Driving Power of +Thought, by Warren Hilton + +*** END OF THIS PROJECT GUTENBERG EBOOK APPLIED PSYCHOLOGY, VOL 3 *** + +***** This file should be named 33076-h.htm or 33076-h.zip ***** +This and all associated files of various formats will be found in: + http://www.gutenberg.org/3/3/0/7/33076/ + +Produced by Bryan Ness and the Online Distributed +Proofreading Team at http://www.pgdp.net (This book was +produced from scanned images of public domain material +from the Google Print project.) + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. Special rules, +set forth in the General Terms of Use part of this license, apply to +copying and distributing Project Gutenberg-tm electronic works to +protect the PROJECT GUTENBERG-tm concept and trademark. Project +Gutenberg is a registered trademark, and may not be used if you +charge for the eBooks, unless you receive specific permission. If you +do not charge anything for copies of this eBook, complying with the +rules is very easy. You may use this eBook for nearly any purpose +such as creation of derivative works, reports, performances and +research. They may be modified and printed and given away--you may do +practically ANYTHING with public domain eBooks. Redistribution is +subject to the trademark license, especially commercial +redistribution. + + + +*** START: FULL LICENSE *** + +THE FULL PROJECT GUTENBERG LICENSE +PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK + +To protect the Project Gutenberg-tm mission of promoting the free +distribution of electronic works, by using or distributing this work +(or any other work associated in any way with the phrase "Project +Gutenberg"), you agree to comply with all the terms of the Full Project +Gutenberg-tm License (available with this file or online at +http://gutenberg.org/license). + + +Section 1. General Terms of Use and Redistributing Project Gutenberg-tm +electronic works + +1.A. By reading or using any part of this Project Gutenberg-tm +electronic work, you indicate that you have read, understand, agree to +and accept all the terms of this license and intellectual property +(trademark/copyright) agreement. If you do not agree to abide by all +the terms of this agreement, you must cease using and return or destroy +all copies of Project Gutenberg-tm electronic works in your possession. +If you paid a fee for obtaining a copy of or access to a Project +Gutenberg-tm electronic work and you do not agree to be bound by the +terms of this agreement, you may obtain a refund from the person or +entity to whom you paid the fee as set forth in paragraph 1.E.8. + +1.B. "Project Gutenberg" is a registered trademark. It may only be +used on or associated in any way with an electronic work by people who +agree to be bound by the terms of this agreement. There are a few +things that you can do with most Project Gutenberg-tm electronic works +even without complying with the full terms of this agreement. See +paragraph 1.C below. There are a lot of things you can do with Project +Gutenberg-tm electronic works if you follow the terms of this agreement +and help preserve free future access to Project Gutenberg-tm electronic +works. See paragraph 1.E below. + +1.C. The Project Gutenberg Literary Archive Foundation ("the Foundation" +or PGLAF), owns a compilation copyright in the collection of Project +Gutenberg-tm electronic works. Nearly all the individual works in the +collection are in the public domain in the United States. If an +individual work is in the public domain in the United States and you are +located in the United States, we do not claim a right to prevent you from +copying, distributing, performing, displaying or creating derivative +works based on the work as long as all references to Project Gutenberg +are removed. Of course, we hope that you will support the Project +Gutenberg-tm mission of promoting free access to electronic works by +freely sharing Project Gutenberg-tm works in compliance with the terms of +this agreement for keeping the Project Gutenberg-tm name associated with +the work. You can easily comply with the terms of this agreement by +keeping this work in the same format with its attached full Project +Gutenberg-tm License when you share it without charge with others. + +1.D. The copyright laws of the place where you are located also govern +what you can do with this work. Copyright laws in most countries are in +a constant state of change. If you are outside the United States, check +the laws of your country in addition to the terms of this agreement +before downloading, copying, displaying, performing, distributing or +creating derivative works based on this work or any other Project +Gutenberg-tm work. The Foundation makes no representations concerning +the copyright status of any work in any country outside the United +States. + +1.E. Unless you have removed all references to Project Gutenberg: + +1.E.1. The following sentence, with active links to, or other immediate +access to, the full Project Gutenberg-tm License must appear prominently +whenever any copy of a Project Gutenberg-tm work (any work on which the +phrase "Project Gutenberg" appears, or with which the phrase "Project +Gutenberg" is associated) is accessed, displayed, performed, viewed, +copied or distributed: + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + +1.E.2. If an individual Project Gutenberg-tm electronic work is derived +from the public domain (does not contain a notice indicating that it is +posted with permission of the copyright holder), the work can be copied +and distributed to anyone in the United States without paying any fees +or charges. If you are redistributing or providing access to a work +with the phrase "Project Gutenberg" associated with or appearing on the +work, you must comply either with the requirements of paragraphs 1.E.1 +through 1.E.7 or obtain permission for the use of the work and the +Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or +1.E.9. + +1.E.3. If an individual Project Gutenberg-tm electronic work is posted +with the permission of the copyright holder, your use and distribution +must comply with both paragraphs 1.E.1 through 1.E.7 and any additional +terms imposed by the copyright holder. Additional terms will be linked +to the Project Gutenberg-tm License for all works posted with the +permission of the copyright holder found at the beginning of this work. + +1.E.4. Do not unlink or detach or remove the full Project Gutenberg-tm +License terms from this work, or any files containing a part of this +work or any other work associated with Project Gutenberg-tm. + +1.E.5. Do not copy, display, perform, distribute or redistribute this +electronic work, or any part of this electronic work, without +prominently displaying the sentence set forth in paragraph 1.E.1 with +active links or immediate access to the full terms of the Project +Gutenberg-tm License. + +1.E.6. You may convert to and distribute this work in any binary, +compressed, marked up, nonproprietary or proprietary form, including any +word processing or hypertext form. However, if you provide access to or +distribute copies of a Project Gutenberg-tm work in a format other than +"Plain Vanilla ASCII" or other format used in the official version +posted on the official Project Gutenberg-tm web site (www.gutenberg.org), +you must, at no additional cost, fee or expense to the user, provide a +copy, a means of exporting a copy, or a means of obtaining a copy upon +request, of the work in its original "Plain Vanilla ASCII" or other +form. Any alternate format must include the full Project Gutenberg-tm +License as specified in paragraph 1.E.1. + +1.E.7. Do not charge a fee for access to, viewing, displaying, +performing, copying or distributing any Project Gutenberg-tm works +unless you comply with paragraph 1.E.8 or 1.E.9. + +1.E.8. You may charge a reasonable fee for copies of or providing +access to or distributing Project Gutenberg-tm electronic works provided +that + +- You pay a royalty fee of 20% of the gross profits you derive from + the use of Project Gutenberg-tm works calculated using the method + you already use to calculate your applicable taxes. The fee is + owed to the owner of the Project Gutenberg-tm trademark, but he + has agreed to donate royalties under this paragraph to the + Project Gutenberg Literary Archive Foundation. Royalty payments + must be paid within 60 days following each date on which you + prepare (or are legally required to prepare) your periodic tax + returns. Royalty payments should be clearly marked as such and + sent to the Project Gutenberg Literary Archive Foundation at the + address specified in Section 4, "Information about donations to + the Project Gutenberg Literary Archive Foundation." + +- You provide a full refund of any money paid by a user who notifies + you in writing (or by e-mail) within 30 days of receipt that s/he + does not agree to the terms of the full Project Gutenberg-tm + License. You must require such a user to return or + destroy all copies of the works possessed in a physical medium + and discontinue all use of and all access to other copies of + Project Gutenberg-tm works. + +- You provide, in accordance with paragraph 1.F.3, a full refund of any + money paid for a work or a replacement copy, if a defect in the + electronic work is discovered and reported to you within 90 days + of receipt of the work. + +- You comply with all other terms of this agreement for free + distribution of Project Gutenberg-tm works. + +1.E.9. If you wish to charge a fee or distribute a Project Gutenberg-tm +electronic work or group of works on different terms than are set +forth in this agreement, you must obtain permission in writing from +both the Project Gutenberg Literary Archive Foundation and Michael +Hart, the owner of the Project Gutenberg-tm trademark. Contact the +Foundation as set forth in Section 3 below. + +1.F. + +1.F.1. Project Gutenberg volunteers and employees expend considerable +effort to identify, do copyright research on, transcribe and proofread +public domain works in creating the Project Gutenberg-tm +collection. Despite these efforts, Project Gutenberg-tm electronic +works, and the medium on which they may be stored, may contain +"Defects," such as, but not limited to, incomplete, inaccurate or +corrupt data, transcription errors, a copyright or other intellectual +property infringement, a defective or damaged disk or other medium, a +computer virus, or computer codes that damage or cannot be read by +your equipment. + +1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right +of Replacement or Refund" described in paragraph 1.F.3, the Project +Gutenberg Literary Archive Foundation, the owner of the Project +Gutenberg-tm trademark, and any other party distributing a Project +Gutenberg-tm electronic work under this agreement, disclaim all +liability to you for damages, costs and expenses, including legal +fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT +LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE +PROVIDED IN PARAGRAPH F3. YOU AGREE THAT THE FOUNDATION, THE +TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE +LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR +INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH +DAMAGE. + +1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a +defect in this electronic work within 90 days of receiving it, you can +receive a refund of the money (if any) you paid for it by sending a +written explanation to the person you received the work from. If you +received the work on a physical medium, you must return the medium with +your written explanation. The person or entity that provided you with +the defective work may elect to provide a replacement copy in lieu of a +refund. If you received the work electronically, the person or entity +providing it to you may choose to give you a second opportunity to +receive the work electronically in lieu of a refund. If the second copy +is also defective, you may demand a refund in writing without further +opportunities to fix the problem. + +1.F.4. Except for the limited right of replacement or refund set forth +in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER +WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO +WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE. + +1.F.5. Some states do not allow disclaimers of certain implied +warranties or the exclusion or limitation of certain types of damages. +If any disclaimer or limitation set forth in this agreement violates the +law of the state applicable to this agreement, the agreement shall be +interpreted to make the maximum disclaimer or limitation permitted by +the applicable state law. The invalidity or unenforceability of any +provision of this agreement shall not void the remaining provisions. + +1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the +trademark owner, any agent or employee of the Foundation, anyone +providing copies of Project Gutenberg-tm electronic works in accordance +with this agreement, and any volunteers associated with the production, +promotion and distribution of Project Gutenberg-tm electronic works, +harmless from all liability, costs and expenses, including legal fees, +that arise directly or indirectly from any of the following which you do +or cause to occur: (a) distribution of this or any Project Gutenberg-tm +work, (b) alteration, modification, or additions or deletions to any +Project Gutenberg-tm work, and (c) any Defect you cause. + + +Section 2. Information about the Mission of Project Gutenberg-tm + +Project Gutenberg-tm is synonymous with the free distribution of +electronic works in formats readable by the widest variety of computers +including obsolete, old, middle-aged and new computers. It exists +because of the efforts of hundreds of volunteers and donations from +people in all walks of life. + +Volunteers and financial support to provide volunteers with the +assistance they need, are critical to reaching Project Gutenberg-tm's +goals and ensuring that the Project Gutenberg-tm collection will +remain freely available for generations to come. In 2001, the Project +Gutenberg Literary Archive Foundation was created to provide a secure +and permanent future for Project Gutenberg-tm and future generations. +To learn more about the Project Gutenberg Literary Archive Foundation +and how your efforts and donations can help, see Sections 3 and 4 +and the Foundation web page at http://www.pglaf.org. + + +Section 3. Information about the Project Gutenberg Literary Archive +Foundation + +The Project Gutenberg Literary Archive Foundation is a non profit +501(c)(3) educational corporation organized under the laws of the +state of Mississippi and granted tax exempt status by the Internal +Revenue Service. The Foundation's EIN or federal tax identification +number is 64-6221541. Its 501(c)(3) letter is posted at +http://pglaf.org/fundraising. Contributions to the Project Gutenberg +Literary Archive Foundation are tax deductible to the full extent +permitted by U.S. federal laws and your state's laws. + +The Foundation's principal office is located at 4557 Melan Dr. S. +Fairbanks, AK, 99712., but its volunteers and employees are scattered +throughout numerous locations. Its business office is located at +809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email +business@pglaf.org. Email contact links and up to date contact +information can be found at the Foundation's web site and official +page at http://pglaf.org + +For additional contact information: + Dr. Gregory B. Newby + Chief Executive and Director + gbnewby@pglaf.org + + +Section 4. Information about Donations to the Project Gutenberg +Literary Archive Foundation + +Project Gutenberg-tm depends upon and cannot survive without wide +spread public support and donations to carry out its mission of +increasing the number of public domain and licensed works that can be +freely distributed in machine readable form accessible by the widest +array of equipment including outdated equipment. Many small donations +($1 to $5,000) are particularly important to maintaining tax exempt +status with the IRS. + +The Foundation is committed to complying with the laws regulating +charities and charitable donations in all 50 states of the United +States. Compliance requirements are not uniform and it takes a +considerable effort, much paperwork and many fees to meet and keep up +with these requirements. We do not solicit donations in locations +where we have not received written confirmation of compliance. To +SEND DONATIONS or determine the status of compliance for any +particular state visit http://pglaf.org + +While we cannot and do not solicit contributions from states where we +have not met the solicitation requirements, we know of no prohibition +against accepting unsolicited donations from donors in such states who +approach us with offers to donate. + +International donations are gratefully accepted, but we cannot make +any statements concerning tax treatment of donations received from +outside the United States. U.S. laws alone swamp our small staff. + +Please check the Project Gutenberg Web pages for current donation +methods and addresses. Donations are accepted in a number of other +ways including checks, online payments and credit card donations. +To donate, please visit: http://pglaf.org/donate + + +Section 5. General Information About Project Gutenberg-tm electronic +works. + +Professor Michael S. Hart is the originator of the Project Gutenberg-tm +concept of a library of electronic works that could be freely shared +with anyone. For thirty years, he produced and distributed Project +Gutenberg-tm eBooks with only a loose network of volunteer support. + + +Project Gutenberg-tm eBooks are often created from several printed +editions, all of which are confirmed as Public Domain in the U.S. +unless a copyright notice is included. Thus, we do not necessarily +keep eBooks in compliance with any particular paper edition. + + +Most people start at our Web site which has the main PG search facility: + + http://www.gutenberg.org + +This Web site includes information about Project Gutenberg-tm, +including how to make donations to the Project Gutenberg Literary +Archive Foundation, how to help produce our new eBooks, and how to +subscribe to our email newsletter to hear about new eBooks. + + +</pre> + +</body> +</html> diff --git a/33076-h/images/deco.jpg b/33076-h/images/deco.jpg Binary files differnew file mode 100644 index 0000000..37dcc88 --- /dev/null +++ b/33076-h/images/deco.jpg diff --git a/33076-h/images/plate_001.jpg b/33076-h/images/plate_001.jpg Binary files differnew file mode 100644 index 0000000..4a73882 --- /dev/null +++ b/33076-h/images/plate_001.jpg diff --git a/33076-h/images/plate_002.jpg b/33076-h/images/plate_002.jpg Binary files differnew file mode 100644 index 0000000..20e1dc7 --- /dev/null +++ b/33076-h/images/plate_002.jpg diff --git a/33076-h/images/plate_003.jpg b/33076-h/images/plate_003.jpg Binary files differnew file mode 100644 index 0000000..2ee72e4 --- /dev/null +++ b/33076-h/images/plate_003.jpg diff --git a/33076-h/images/plate_004.jpg b/33076-h/images/plate_004.jpg Binary files differnew file mode 100644 index 0000000..a416e1b --- /dev/null +++ b/33076-h/images/plate_004.jpg diff --git a/33076.txt b/33076.txt new file mode 100644 index 0000000..d2ff32d --- /dev/null +++ b/33076.txt @@ -0,0 +1,1938 @@ +The Project Gutenberg EBook of Applied Psychology: Driving Power of Thought, by +Warren Hilton + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: Applied Psychology: Driving Power of Thought + Being the Third in a Series of Twelve Volumes on the + Applications of Psychology to the Problems of Personal and + Business Efficiency + +Author: Warren Hilton + +Release Date: July 4, 2010 [EBook #33076] + +Language: English + +Character set encoding: ASCII + +*** START OF THIS PROJECT GUTENBERG EBOOK APPLIED PSYCHOLOGY, VOL 3 *** + + + + +Produced by Bryan Ness and the Online Distributed +Proofreading Team at http://www.pgdp.net (This book was +produced from scanned images of public domain material +from the Google Print project.) + + + + + + + + + + Applied Psychology + + DRIVING + POWER OF THOUGHT + + _Being the Third of a Series of + Twelve Volumes on the Applications + of Psychology to the Problems of + Personal and Business + Efficiency_ + + BY + WARREN HILTON, A.B., L.L.B. + FOUNDER OF THE SOCIETY OF APPLIED PSYCHOLOGY + + + + + ISSUED UNDER THE AUSPICES OF + THE LITERARY DIGEST + FOR + The Society of Applied Psychology + NEW YORK AND LONDON + 1920 + + + + + COPYRIGHT 1914 + BY THE APPLIED PSYCHOLOGY PRESS + SAN FRANCISCO + + + (_Printed in the United States of America_) + + + + +CONTENTS + + + Chapter Page + + I. JUDICIAL MENTAL OPERATIONS + + VITALIZING INFLUENCE OF CERTAIN IDEAS 3 + WORK OF PRINCE, GERRISH, SIDIS, JANET, BINET 4 + THE TWO TYPES OF THOUGHT 5 + + II. CAUSAL JUDGMENTS + + ELEMENTARY CONCLUSIONS 9 + FIRST EFFORT OF THE MIND 10 + DISTORTED EYE PICTURES 11 + ELEMENTS THAT MAKE UP AN IDEA 12 + CAUSAL JUDGMENTS AND THE OUTER WORLD 13 + + III. CLASSIFYING JUDGMENTS + + THE MARVEL OF THE MIND 17 + THE INDELIBLE IMPRESS 18 + HOW IDEAS ARE CREATED 19 + THE ARCHIVES OF THE MIND 22 + + IV. THE FOUR PRIME LAWS OF ASSOCIATION + + THE SEEMING CHAOS OF MIND 27 + PREDICTING YOUR NEXT IDEA 28 + THE BONDS OF INTELLECT 29 + BRANDS AND TAGS 32 + HOW EXPERIENCE IS SYSTEMATIZED 33 + HOW LANGUAGE IS SIMPLIFIED 34 + PROCESSES OF REASONING AND REFLECTION 35 + + V. EMOTIONAL ENERGY IN BUSINESS + + IDEAS THAT STIMULATE 39 + PIVOTAL LAW OF BUSINESS PASSION 40 + ENERGIZING EMOTIONS 41 + CROSS-ROADS OF SUCCESS OR FAILURE 42 + THE LIFE OF EFFORT 43 + THE MOTIVE POWER OF PROGRESS 44 + THE VALUE OF AN IDEA 45 + THE HARD WORK REQUIRED TO FAIL 46 + CREATIVE POWER OF THOUGHT 47 + CONSCIOUS AND UNCONSCIOUS TRAINING 48 + TWO WAYS OF ATTACKING BUSINESS PROBLEMS 49 + CUTTING INTO THE QUICK 50 + EXECUTIVES, REAL AND SHAM 51 + MENTAL ATTITUDE OF ONE'S BUSINESS 52 + PSYCHOLOGICAL ENGINEERING 53 + + VI. HOW TO SELECT EMPLOYEES + + A CLUE TO ADAPTABILITY 57 + MAPPING THE MENTALITY 58 + THE KIND OF "HELP" YOU NEED 59 + TESTS FOR DIFFERENT MENTAL TRAITS 60 + TEST OF UNCONTROLLED ASSOCIATIONS 61 + TEST FOR QUICK THINKING 62 + MEASURING SPEED OF THOUGHT 63 + RANGE OF MENTAL TESTS 64 + TESTS FOR ARMY AND NAVY 65 + TESTS FOR RAILROAD EMPLOYEES 66 + WHAT ONE FACTORY SAVED 67 + PROFESSOR MUeNSTERBERG'S EXPERIMENTS 68 + TESTS FOR HIRING TELEPHONE GIRLS 69 + MEMORY TEST 71 + TEST FOR ATTENTION 72 + TEST FOR GENERAL INTELLIGENCE 74 + TEST FOR EXACTITUDE 76 + TEST FOR RAPIDITY OF MOVEMENT 77 + TEST FOR ACCURACY OF MOVEMENT 78 + RESULTS OF EXPERIMENTS 79 + THEORY AND PRACTICE 85 + HOW TO IDENTIFY THE UNFIT 87 + MEANS TO GREAT BUSINESS ECONOMIES 88 + ROUND PEGS IN SQUARE HOLES 89 + THE DANGER IN TWO-FIFTHS OF A SECOND 90 + PICKING A PRIVATE SECRETARY 91 + FINDING OUT THE CLOSE-MOUTHED 92 + A TEST FOR SUGGESTIBILITY 93 + SELECTING A STENOGRAPHER 95 + TESTS FOR AUDITORY ACUITY 96 + A TEST FOR ROTE MEMORY 97 + A TEST FOR RANGE OF VOCABULARY 100 + CRIME-DETECTION BY PSYCHOLOGICAL TESTS 105 + THE FACTORY OPERATIVE'S ATTENTION POWER 106 + KINDS OF TESTING APPARATUS 108 + ANALYSIS OF DIFFERENT CALLINGS 109 + EXERCISES FOR DEVELOPING SPECIAL FACULTIES 110 + PRINCIPLES THAT BEAR ON PRACTICAL AFFAIRS 111 + + + + +CHAPTER I + +JUDICIAL MENTAL OPERATIONS + + +[Sidenote: _Vitalizing Influence of Certain Ideas_] + +One of the greatest discoveries of modern times is the impellent +energy of thought. + +That every idea in consciousness is energizing and carries with it an +impulse to some kind of muscular activity is a comparatively new but +well-settled principle of psychology. That this principle could be +made to serve practical ends seems never to have occurred to anyone +until within the last few years. + +[Sidenote: _The Work of Prince, Gerrish, Sidis, Janet, Binet_] + +Certain eminent pioneers in therapeutic psychology, such men as +Prince, Gerrish, Sidis, Janet, Binet and other physician-scientists, +have lately made practical use of the vitalizing influence of certain +classes of ideas in the healing of disease. + +We shall go farther than these men have gone and show you that the +impellent energy of ideas is the means to all practical achievement +and to all practical success. + +Preceding books in this Course have taught that-- + +I. _All human achievement comes about through some form of bodily +activity._ + +II. _All bodily activity is caused, controlled and directed by the +mind._ + +III. _The mind is the instrument you must employ for the +accomplishment of any purpose._ + +[Sidenote: _The Two Types of Thought_] + +You have learned that the fundamental processes of the mind are the +Sense-Perceptive Process and the Judicial Process. + +So far you have considered only the former--that is to say, +sense-impressions and our perception of them. You have learned through +an analysis of this process that the environment that prescribes your +conduct and defines your career is wholly mental, the product of your +own selective attention, and that it is capable of such deliberate +molding and adjustment by you as will best promote your interests. + +But the mere perception of sense-impressions, though a fundamental +part of our mental life, is by no means the whole of it. The mind is +also able to look at these perceptions, to assign them a meaning and +to reflect upon them. These operations constitute what are called the +Judicial Processes of the Mind. + +The Judicial Processes of the Mind are of two kinds, so that, in the +last analysis, there are, in addition to sense-perceptions, two, and +only two, types of thought. + +One of these types of thought is called a Causal Judgment and the +other a Classifying Judgment. + + + + +CHAPTER II + +CAUSAL JUDGMENTS + + +A Causal Judgment interprets and explains sense-perceptions. For +instance, the tiny baby's first vague notion that _something_, no +knowing what, must have caused the impressions of warmth and +whiteness and roundness and smoothness that accompany the arrival +of its milk-bottle--this is a causal judgment. + +[Sidenote: _Elementary Conclusions_] + +The very first conclusion that you form concerning any sensation that +reaches you is that something produced it, though you may not be +very clear as to just what that something is. The conclusions of the +infant mind, for example, along this line must be decidedly vague and +indefinite, probably going no further than to determine that the cause +is either inside or outside of the body. Even then its judgment may +be far from sure. + +[Sidenote: _First Effort of the Mind_] + +Yet, baby or grown-up, young or old, the first effort of every human +mind upon the receipt and perception of a sensation is to find out +what produced it. The conclusion as to what did produce any particular +sensation is plainly enough a judgment, and since it is a judgment +determining the cause of the sensation, it may well be termed a causal +judgment. + +Causal judgments, taken by themselves, are necessarily very +indefinite. They do not go much beyond deciding that each individual +sensation has a cause, and is not the result of chance on the one hand +nor of spontaneous brain excitement on the other. Taken by themselves, +causal judgments are disconnected and all but meaningless. + +[Sidenote: _Distorted Eye Pictures_] + +I look out of my window at the red-roofed stone schoolhouse across +the way, and, _so far as the eye-picture alone is concerned_, all +that I get is an impression of a flat, irregularly shaped figure, part +white and part red. The image has but two dimensions, length and +breadth, being totally lacking in depth or perspective. It is a flat, +distorted, irregular outline of two of the four sides of the building. +It is not at all like the big solid masonry structure in which a +thousand children are at work. My causal judgments trace this +eye-picture to its source, but they do not add the details of +distance, perspective, form and size, that distinguish the reality +from an architect's front elevation. These causal judgments of visual +perceptions must be associated and compared with others before a real +"idea" of the schoolhouse can come to me. + +[Sidenote: _Elements that Make Up an Idea_] + +Taken by themselves, then, causal judgments fall far short of giving +us that truthful account of the outside world which we feel that our +senses can be depended on to convey. + +[Sidenote: _Causal Judgments and the Outer World_] + +If there were no mental processes other than sense-perceptions and +causal judgments, every man's mind would be the useless repository +of a vast collection of facts, each literally true, but all without +arrangement, association or utility. Our notion of what the outside +world is like would be very different from what it is. We would have +no concrete "ideas" or conceptions, such as "house," "book," "table," +and so on. Instead, all our "thinking" would be merely an unassorted +jumble of simple, disconnected sense-perceptions. + +What, then, is the process that unifies these isolated sense-perceptions +and gives us our knowledge of things as concrete wholes? + + + + +CHAPTER III + +CLASSIFYING JUDGMENTS + + +[Sidenote: _The Marvel of the Mind_] + +A Classifying Judgment associates and compares present and past +sense-perceptions. It is the final process in the production of that +marvel of the mind, the "idea." + +The simple perception of a sensation unaccompanied by any other mental +process is something that never happens to an adult human being. + +In the infant's mind the arrival of a sense-impression arouses only +a perception, a consciousness of the sense-impression. In the mind of +any other person it awakens not only this present consciousness but +also the _associated_ memories of past experiences. + +[Sidenote: _The Indelible Impress_] + +Upon the slumbering mind of the newborn babe the very first message +from the sense-organs leaves its exquisite but indelible impress. The +next sense-perception is but part of a state of consciousness, in +which the memory of the first sense-perception is an active factor. +This is a higher type of mental activity. It is a something other and +more complex than the mere consciousness of a sensory message and the +decision as to its source. + +The moment, then, that we get beyond the first crude sense-perception +_consciousness consists not of detached sensory images but of "ideas," +the complex product of present sense-perceptions, past sense-perceptions +and the mental processes known to psychology as association and +discrimination_. + +[Sidenote: _How Ideas are Created_] + +Every concrete conception or idea, such as "horse," "rose," +"mountain," is made up of a number of associated properties. It has +mass, form and various degrees of color, light and shade. Every +quality it possesses is represented by a corresponding visual, +auditory, tactual or other sensation. + +Thus, your first sense-perception of coffee was probably that of +_sight_. You perceived a brown liquid and your causal judgment +explained that this sense-perception was the result of something +outside of your body. Standing alone, this causal judgment meant very +little to you, so far as your knowledge of coffee was concerned. So +also the causal judgment that traced your sense of the smell of coffee +to some object in space meant little until it was added to and +associated with your eye-vision of that same point in space. And it +was only when the causal judgment explaining the _taste_ of coffee +was added to the other two that you had an "_idea_" of what coffee +really was. + +When you look at a building, you receive a number and variety of +simultaneous sensations, all of which, by the exercise of a causal +judgment, you at once ascribe to the same point in space. From this +time on the same flowing together of sensations from the same place +will always mean for you that particular material thing, that +particular building. You have a sensation of yellow, and forthwith a +causal judgment tells you that something outside of your body produced +it. But it would be a pretty difficult matter for you to know just +what this something might be if there were not other simultaneous +sensations of a different kind coming from the same point in space. So +when you see a yellow color and at the same time experience a certain +familiar taste and a certain softness of touch, all arising from the +same source, then by a series of classifying judgments you put all +these different sensations together, assign them to the same object, +and give that object a name--for example, "butter." + +[Sidenote: _The Archives of the Mind_] + +This process of grouping and classification that we are describing +under the name of "classifying judgments" is no haphazard affair. It +is carried on in strict compliance with certain well-defined laws. + +These laws prescribe and determine the workings of your mind just as +absolutely as the laws of physics control the operations of material +forces. + +While each of these laws has its own special province and +jurisdiction, yet all have one element in common, and that is that +they all relate to those mental operations by which sense-perceptions, +causal judgments, and even classifying judgments, past, present and +imaginative, are grouped, bound together, arranged, catalogued and +pigeonholed in the archives of the mind. + +These laws, taken collectively, are therefore called the Laws of +Association. + + + + +CHAPTER IV + +THE FOUR PRIME LAWS OF ASSOCIATION + + +[Sidenote: _The Seeming Chaos of Mind_] + +If there is any one thing in the world that seems utterly chaotic, it +is the way in which the mind wanders from one subject of thought to +another. It requires but a moment for it to flash from New York to +San Francisco, from San Francisco to Tokio, and around the globe. Yet +mental processes are as law-abiding as anything else in Nature. + +[Sidenote: _Predicting Your Next Idea_] + +So much is this true, that if we knew every detail of your past +experience from your first infantile sensation, and knew also just +what you are thinking of at the present moment, we could predict to +a mathematical certainty just what ideas would next appear on the +kaleidoscopic screen of your thoughts. This is due to laws that govern +the association of ideas. + +These laws are, in substance, that the way in which judgments and +ideas are classified and stored away, and the order in which they are +brought forth into consciousness depends upon what other judgments and +ideas they have been associated with most _habitually_, _recently_, +_closely_ and _vividly_. + +There are, therefore, four Prime Laws of Association--the Law of +Habit, the Law of Recency, the Law of Contiguity and the Law of +Vividness. + +Every idea that can possibly arise in your thoughts has its vast +array of associates, to each of which it is linked by some one element +in common. Thus, you see or dream of a yellow flower, and the one +property of yellowness links the idea of that flower with everything +you ever before saw or dreamed of that was similarly hued. + +[Sidenote: _The Bonds of Intellect_] + +But the yellow-flower thought is not tied to all these countless +associates by bonds of equal strength. And which associate shall come +next to mind is determined by the four Prime Laws of Association. + +The Law of Habit requires that _frequency_ of association be the one +test to determine what idea shall next come into consciousness, while +the Laws of Recency, Contiguity and Vividness emphasize respectively +recency of occurrence, closeness in point of space and intensity of +impression. Which law and which element shall prevail is all a +question of degree. + +The most important of these laws is the _Law of Habit_. In obedience +to this law, _the next idea to enter the mind will be the one that has +been most frequently associated with the interesting part of the +subject you are now thinking of_. + +The sight of a pile of manuscript on your desk ready for the printer, +the thought of a printer, the word "printer," spoken or printed, calls +to mind the particular printer with whom you have been dealing for +some years. + +The word "cocoa," the thought of a cup of cocoa, the mental picture +of a cup of cocoa, may conjure with it not merely a steaming cup +before the mind's eye and the flavor of the contents, but also a +daintily clad figure in apron and cap bearing the brand of some +well-known cocoa manufacturer. + +If a typist or pianist has learned one system of fingering, it is +almost impossible to change, because each letter, each note on the +keyboard is associated with the idea of movement in a particular +finger. Constant use has so welded these associations together that +when one enters the mind it draws its associate in its train. + +Test the truth of these principles for yourself. Try them out and see +whether the elements of habit, contiguity, recency and intensity do +not determine all questions of association. + +[Sidenote: _Brands and Tags_] + +If you wanted to buy a house, what local subdivision would come first +to your mind, and why? If you were about to purchase a new tire for +your automobile or a few pairs of stockings, what brand would you buy, +and why? When you think of a camera or a cake of soap, what particular +make comes first to your mind? When you think of a home, what is the +mental picture that rises before you, and why? + +Whatever the article, whether it be one of food or luxury or +investment, or even of sentiment, you will find that it is tagged with +a definite associate--a name, a brand, or a personality characterized +by frequency, recency, closeness or vividness of presentation to your +consciousness. + +The grouping together of sensations into integral ideas is one step +in the complicated mental processes by which useful knowledge is +acquired. But the associative processes go much beyond this. + +[Sidenote: _How Experience is Systematized_] + +We also compare the different objects of present and past experience. +We carefully and thoroughly catalogue them into groups, divisions and +subdivisions for convenient and ready reference. This we do by the +processes of memory, of association and of discrimination, previously +referred to. + +[Sidenote: _How Language Is Simplified_] + +Through these processes our knowledge of the world, derived from the +whole vast field of experience, is unified and systematized. Through +these processes is order realized from chaos. Through these processes +it comes about that not only individual thought, but the communication +of thought from one person to another, is vastly simplified. Language +is enabled to deal with ideas instead of with isolated sense-perceptions. +The single word "horse" suffices to convey a thought that could not be +adequately set forth in a page-long enumeration of disconnected +sense-perceptions. + +The associative process covers a wide range. It includes, for example, +not only the simple definition of an aggregate of sense-perceptions, +as "horse" or "cow"; it includes as well the inferential process of +abstract reasoning. + +[Sidenote: _Processes of Reasoning and Reflection_] + +The only real difference between these widely diverse mental acts, one +apparently so much less complicated and profound than the other, is +that the former involves _no act of memory_, while the latter is based +wholly on sensory experiences _of the past_. + +_Abstract reasoning is merely reasoning from premises and to +conclusions which are not present to our senses at the time._ + + + + +CHAPTER V + +EMOTIONAL ENERGY IN BUSINESS + + +[Sidenote: _Ideas that Stimulate_] + +It is a recognized fact of observation that _Every idea has a certain +emotional quality associated with it, a sort of "feeling tone."_ + +If ideas of health and triumphant achievement are brought into +consciousness, we at the same time experience a state of energy, a +feeling of courage and capability and joy and a stimulation of all the +bodily processes. If, on the other hand, ideas of disease and death +and failure are brought into consciousness, we at the same time +experience feelings of sorrow and mental suffering and a state of +lethargy, a feeling of inertia, impotence and fatigue. + + +THE LAW + +_Exalted ideas have associated with them a vitalizing and energizing +emotional quality. Depressive memories or ideas have associated with +them a depressing and disintegrating emotional quality._ + +[Sidenote: _Pivotal Law of Business Passion_] + +The wise application of this law will lead you to vigorous health +and material prosperity. Its disregard or misuse brings deterioration +and failure. + +The distinction between wise use and misuse lies in _whether +disintegrating or creative thoughts, with their correspondingly +energizing or depressing emotions or feelings, are allowed to hold +sway in consciousness._ + +[Sidenote: _Energizing Emotions_] + +When we speak of _energizing_ emotions or feelings we mean love, +courage, brightness, earnestness, cheer, enthusiasm. When we speak of +_depressing_ emotions or feelings we mean doubt, fear, worry, gloom. + +No elements are more essential to a successful business or a +successful life than the right kind of emotional elements. Yet they +are rarely credited with the importance to which they are entitled. + +To the unthinking the word "emotion" has the same relation to success +that foam has to the water beneath. Yet nothing could be farther from +the truth. Emotion, earnestness, fire, enthusiasm--these are the very +life of effort. They are steam to the engine; they are what the +lighted fuse is to the charge of dynamite. They are the elements that +give flash to the eye, spring to the step, resoluteness to the languid +and certainty to effort. They are the elements that distinguish the +living, acting forces of achievement from the spiritless forces of +failure. + +[Sidenote: _Cross-Roads of Success or Failure_] + +No man ever rose very high who did not possess strong reserves of +emotional energy. Napoleon said, "I would rather have the ardor of my +soldiers, and they half-trained, than have the best fighting machines +in Europe without this element." + +Emotional energy of the right kind makes one fearless and undaunted +in the face of any discouragement. It is never at rest. It feeds on its +own achievements. It is the love of an Heloise and the ambition of an +Alexander. + +[Sidenote: _The Life of Effort_] + +It is this emotional energy that makes business passion, that makes +men love their business, that brings their hearts into harmony with +their undertakings, and that gives them splendid visions of commercial +greatness. + +[Sidenote: _The Motive Power of Progress_] + +Through all the ages great souls have drowsed in spiritless +acquiescence until some tide of emotional energy swept over them, "as +the breeze wanders over the dead strings of some Aeolian harp, and +sweeps the music which slumbers upon them now into divine murmurings, +now into stormy sobs." And then, and then, these Joans of Arc, these +Hermit Peters, these Abraham Lincolns, these Pierpont Morgans, these +warriors, statesmen, financiers, business men, salesmen, these +practical crusaders and business enthusiasts, have sent out their +influence into measureless fields of achievement. + +Emotional energy generated on proper lines, and based on the support +of a fixed intent, is a force that nothing can withstand, and we tell +you that every idea that comes into your mind has its emotional +quality, and that by the intelligent direction of your conscious +"_thinking_" you can call into your life or drive out of it these +powerful emotional influences for good or evil. + +[Sidenote: _The Value of an Idea_] + +As Mr. Waldo P. Warren says, "Who can measure the value of an idea? +Starting as the bud of an acorn, it becomes at last a forest of mighty +oaks; or beginning as a spark it consumes the rubbish of centuries. + +"Ideas are as essential to progress as a hub to a wheel, for they form +the center around which all things revolve. Ideas begin great +enterprises, and the workers of all lands do their bidding. Ideas +govern the governors, rule the rulers, and manage the managers of all +nations and industries. Ideas are the motive power which turns the +tireless wheels of toil. Ideas raise the plowboy to president, and +constitute the primal element of the success of men and nations. +Ideas form the fire that lights the torch of progress, leading +on the centuries. Ideas are the keys which open the storehouses +of possibility. Ideas are the passports to the realms of great +achievement. Ideas are the touch-buttons which connect the currents of +energy with the wheels of history. Ideas determine the bounds, break +the limits, move on the goal, and waken latent capacity to successive +sunrises of better days." + +Even without our telling you, you know that whenever a man makes up +his mind that he is beaten in some fight his very thinking so helps +on the fatal outcome. + +[Sidenote: _The Hard Work Required to Fail_] + +The truth is, _It takes just as much brain work to accomplish a +failure as it does to win success_--just as much effort to build up +a depressive mental attitude as an energizing one. + +[Sidenote: _Creative Power of Thought_] + +Take for granted that you have the courage, the energy, the +self-confidence and the enthusiasm to do what you want to do, and +you will find yourself in possession of these splendid qualities +when the need arises. + +Consciously or unconsciously, you have already trained your mind to +discriminate among sense-impressions. It perceives some and ignores +others. For each perception it selects such associates as you have +trained it to select. Have you trained it wisely? Does it associate +the new facts of observation with those memory-pictures that will make +the new ideas useful and productive of fruitful bodily activities? + +[Sidenote: _Conscious and Unconscious Training_] + +If not, it is time for you to turn over a new leaf and habitually and +persistently direct your attention to those associative elements in +each new-learned fact that will make for health and happiness and +success. Train your mind deliberately, and day by day, to such +constant incorporation of feelings of courage and confidence and +assurance into all your thoughts that the associated impulses to +bodily activity will inevitably influence your whole life. + +At the outset of every undertaking you are confronted with two ways of +attacking it. One is with _doubt and uncertainty_; the other is with +_courage and confidence_. + +[Sidenote: _Two Ways of Attacking Business Problems_] + +The first of these mental attitudes is purely negative. It is +inhibitory. It is made up of mental pictures of yourself in direful +situations, and these mental pictures bring with them depressing +emotions and _muscular inhibitions_. + +The second attitude is positive. It is inspiring. It is made up of +mental pictures of yourself bringing the affair to a triumphant issue, +and these mental pictures bring with them stimulating emotions and the +impulses to those bodily activities that will _realize your aims_. + +You have only to start the thing off with the right mental attitude +and hold to it. All the rest is automatic. Think this over. + +Put this same idea into your business. Analyze your business with +reference to its _mental attitude_. Of course, you know all about its +organization, its various departments, its machinery and equipment, +its methods, its cost system, its organized efficiency. But what about +its mental attitude? Every store, every industrial establishment has +an air of its own, an indefinite something that distinguishes it from +every other. This is why you buy your cigars at one place instead of +at another. + +[Sidenote: _Cutting into the Quick_] + +Look behind the methods and the systems and all the wooden machinery +of your business and you come to its throbbing life. There you find +the characteristic quality that governs its future. There you find the +attitude, the mental attitude, that pulls the strings determining the +conduct of clerks and salesmen, managers and superintendents, and +this attitude is in the last analysis a reflection of the mental +attitude of the executive head himself--not necessarily the nominal +executive head, but the real executive head, however he be called. + +[Sidenote: _Executives Real and Sham_] + +Does the truckman whistle at his work? Is the salesman proud of his +line and his house? Does he approach his "prospect" with the confident +enthusiasm that brings orders? Does the shipping clerk take a +delighted interest in getting out his deliveries? They must have this +mental attitude, or you will never win. Are you yourself "making good" +in this respect? Remember that, whether you know it or not, your +inmost thoughts are reflected in your voice and manner, your every +act. And all your subordinates, whether they know it or not, see these +things and reflect your attitude. + +[Sidenote: _Mental Attitude of One's Business_] + +Therefore, in all you do, and in all you think, do it and think it +with courage and with unwavering faith, fearing nothing. + +Later on we shall instruct you in specific methods that will enable +you to follow this injunction. For the present we must be content with +emphasizing its importance. + +[Sidenote: _Psychological Engineering_] + +In what follows in this book we shall bring forth no new principle +of mental operation, but shall illustrate those already learned by +reference to certain practical uses to which they can be applied. Our +purpose in this is to impress you with the immense practical value of +the knowledge you are acquiring, and to show you that this course +of reading has nothing to do with telepathy, spiritism, clairvoyance, +animal magnetism, fortune-telling, astrology or witchcraft, but, +on the contrary, that in its revelation of mental principles and +processes it is laying a scientific basis for a highly differentiated +type of efficiency engineering. + + + + +CHAPTER VI + +HOW TO SELECT EMPLOYEES + + +In the preceding volume, entitled "Making Your Own World," you learned +that reaction-time is the interval that elapses between the moment +when a sense-vibration reaches the body and the moment when perception +is made known by some outward response. + +[Sidenote: _A Clue to Adaptability_] + +Reaction-time can be made to furnish a clue to the adaptability of the +individual for any business, profession or vocation. + +To determine the character, accuracy and rapidity of the mental +reactions of different individuals under different conditions, various +scientific methods have been evolved and cunning devices invented. + +[Sidenote: _Mapping the Mentality_] + +There are decisive reaction-time tests by which you may readily map +out your own mentality or that of any other person, including, for +instance, those who may seek employment under you. + +Have you been harboring the delusion that "quick as thought" is a +phrase expressive of flash-like quickness? Have you had the idea that +thought is instantaneous? If so, you must alter your conceptions. + +The fact is that your merely automatic reactions from +sense-impressions can be measured in tenths of a second, while a +really intellectual operation of the simplest character requires from +one to several seconds. + +An important thing for you to know in this connection is that no two +people are alike in this respect. Some think quickly along certain +lines; some along other lines. + +[Sidenote: _The Kind of "Help" You Need_] + +And the man or woman that you need in any department of your business +is that one _whose mind works swiftly in the particular way required +for your business_. + +How rapidly does your mind work? How fast do your thoughts come, +compared to the average man in your field of activity? + +How fast does your stenographer think? Your clerk? Your chauffeur? +Are they up to the average of those engaged in similar work? If not, +you had best make a change. + +[Sidenote: _Tests for Different Mental Traits_] + +A large number of tests and mechanical devices, some of them most +complicated, have been scientifically formulated or invented to +measure the quickness of different kinds of mental operations in the +individual. + +One very simple test which we give merely to illustrate the principle +is called the "Test of Uncontrolled Association." All the materials +needed for this test are a stop-watch and a blank form containing +numbered spaces for one hundred words. + +[Sidenote: _Test of Uncontrolled Associations_] + +Give these instructions to the person you are examining: "When I say +'Now!' I want you to start in with some word, any one you like, and +keep on saying words as fast as you can until you have given a hundred +different words. You may give any words you like, but they must not +be in sentences. I will tell you when to stop." You then start your +stop-watch with the command "Now!" and write the words on the blank +form as fast as they are spoken. Mere abbreviations or shorthand will +suffice. When the hundredth word is reached, stop the watch and note +the time. + +The average time for lists of words written in this fashion is about +308 seconds. + +[Sidenote: _Test for Quick Thinking_] + +This is a fair test of the rapidity of the associative processes +of the mind. It will reveal many strange and characteristic +idiosyncrasies. On the other hand, considering the vast number of +words available, it is remarkable to note the degree of community to +be found in the words that will be given by a number of persons. Thus, +"in fifty lists (5,000 words) only 2,024 words were different, only +1,266 occurred but once, while the one hundred most frequent words +made up three-tenths of the whole number." + +Professor Jastrow, of Wisconsin University, has found also that the +"class to which women contribute most largely is that of articles of +dress, one word in every eleven belonging to this class. The inference +from this, that dress is the predominant category of the feminine (or +of the privy feminine) mind, is valid, with proper reservations." + +[Sidenote: _Measuring Speed of Thought_] + +Another method of testing speed of thought is to pronounce a series +of words and after each word have the subject speak the first word +that comes to him. The answers are taken down and are timed with a +stop-watch. About the quickest answers by an alert person will be made +in one second, or one and one-fifth seconds, while most persons take +from one and three-fifths to two and three-fifths seconds to answer, +under the most favorable circumstances. Puzzling words or conflicting +emotions will prolong this time to five and ten seconds in many +cases. Much depends upon the kind of words propounded to the subject, +starting with such simple words as "hat" and "coat," and changing to +words that tend to arouse emotion. A list of words may be carefully +selected to fit the requirements of different classes of subjects. + +[Sidenote: _Range of Mental Tests_] + +By appropriate tests, the quickness of response to sense-impressions, +the character of the associations of ideas, the workings of the +individual imagination, the nature of the emotional tendencies, the +character and scope of the powers of attention and discrimination, the +degree of persistence of the individual and his susceptibility to +fatigue in certain forms of effort, the visual, auditory and manual +skill, and even the moral character of the subject, can be more or +less clearly and definitely determined. + +[Illustration: TESTING SHARPNESS OF HEARING WITH ACOUMETER. PRIVATE +LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY] + +It is possible by these tests to distinguish individual differences +in thought processes as conditioned by age, sex, training, physical +condition, and so on, to analyze the comparative mental efficiency of +the worker at different periods in the day's work as affected by long +hours of application, by monotony and variety of occupation and the +like, and even to reveal obscure mental tendencies and to disclose +motives or information that are being intentionally concealed. + +[Sidenote: _Tests for Army and Navy_] + +Among the simplest of such tests are those for vision, hearing and +color discrimination. Tests of this kind are now given to all +applicants for enlistment in the army, the navy and the marine corps, +and more exacting tests of the same sort are given to candidates for +licenses as pilots and for positions as officers of ships. + +[Sidenote: _Tests for Railroad Employees_] + +Employees of railroads, and in some cases those of street +railroads, also, are subjected to tests for vision, hearing and +color-discrimination. In the case of trainmen the color-discrimination +tests result in the rejection of about four per cent of the applicants. +The tests are repeated every two years for all the men and at intervals +of six months for those suspected of defects in color discrimination. +In all of these cases the tests have for their object the detection +and rejection of unfit applicants. + +[Sidenote: _What One Factory Saved_] + +One of the earliest instances of work of this kind was the +introduction a few years ago of reaction-time tests in selecting +girls for the work of inspecting for flaws the steel balls used in +ball bearings. This work requires a concentrated type of attention, +good visual acuity and quick and keen perception, accompanied by quick +responsive action. The scientific investigator went into a bicycle +ball factory and with a stop-watch measured the reaction-time of all +the girls then at work. All those who showed a long time between +stimulus and reaction-time were then eliminated. The final outcome was +that thirty-five girls did the work formerly done by one hundred and +twenty; the accuracy of the work was increased by sixty-six per cent; +the wages of the girls were doubled; the working day was shortened +from ten and one-half hours to eight and one-half hours; and the +profit of the factory was substantially increased. + +[Sidenote: _Professor Muensterberg's Experiments_] + +To illustrate the methods employed and the importance of work of this +kind, we quote the following from the recent ground-breaking book, +"Psychology and Industrial Efficiency," by Professor Hugo Muensterberg, +of Harvard University. This extract is an account of Professor +Muensterberg's experimental method for determining in advance the +mental fitness of persons applying for positions as telephone +operators. Such information would be of immense value to telephone +companies, as each candidate who satisfies formal entrance requirements +receives several months' training in a telephone school and is paid a +salary while she is being trained. + +[Sidenote: _Tests for Hiring Telephone Girls_] + +One company alone employs twenty-three thousand operators, and more +than one-third of those employed and trained at the company's expense +prove unfitted and leave within six months, with a heavy resulting +financial loss to the company. The tests are numerous and somewhat +complicated and require more time to conduct them than tests in other +lines of work, but for these very reasons will be particularly +illuminating. Professor Muensterberg says: + +"After carefully observing the service in the central office for a +while, I came to the conviction that it would not be appropriate here +to reproduce the activity at the switchboard in the experiment, but +that it would be more desirable to resolve that whole function into +its elements and to undertake the experimental test of a whole series +of elementary mental dispositions. Every one of these mental acts can +then be examined according to well-known laboratory methods without +giving to the experiments any direct relation to the characteristic +telephone operation as such. I carried on the first series of +experiments with about thirty young women who a short time before had +entered into the telephone training-school, where they are admitted +only at the age between seventeen and twenty-three years. I examined +them with reference to eight different psychological functions. * * * +A part of the psychological tests were carried on in individual +examinations, but the greater part with the whole class together. + +[Sidenote: _Memory Test_] + +[Sidenote: _Test for Attention_] + +"These common tests referred to memory, attention, intelligence, +exactitude and rapidity. I may characterize the experiments in a few +words. The memory examination consisted of reading the whole class at +first two numbers of four digits, then two of five digits, then two of +six digits, and so on up to figures of twelve digits, and demanding +that they be written down as soon as a signal was given. The +experiments on attention, which in this case of the telephone +operators seemed to me especially significant, made use of a method +the principle of which has frequently been applied in the experimental +psychology of individual differences, and which I adjusted to our +special needs. The requirement is to cross out a particular letter +in a connected text. Every one of the thirty women in the classroom +received the same first page of a newspaper of that morning. I +emphasize that it was a new paper, as the newness of the content was +to secure the desired distraction of the attention. As soon as the +signal was given, each one of the girls had to cross out with a pencil +every 'a' in the text for six minutes. After a certain time, a bell +signal was given, and each then had to begin a new column. In this way +we could find out, first, how many letters were correctly crossed out +in those six minutes; secondly, how many letters were overlooked; +and thirdly, how the recognition and the oversight were distributed in +the various parts of the text. In every one of these three directions +strong individual differences were indeed noticeable. Some persons +crossed out many, but also overlooked many; others overlooked hardly +any of the 'a's,' but proceeded very slowly, so that the total number +of the crossed-out letters was small. Moreover, it was found that some +at first do poor work, but soon reach a point at which their attention +remains on a high level; others begin with a relatively high +achievement, but after a short time their attention flags, and the +number of crossed-out letters becomes smaller or the number of +unnoticed, overlooked letters increases. Fluctuations of attention, +deficiencies and strong points can be discovered in much detail. + +[Sidenote: _Test for General Intelligence_] + +"The third test, which was tried with the whole class, referred to the +intelligence of the individuals. * * * The psychological experiments +carried on in the schoolroom have demonstrated that this ability can +be tested by the measurement of some very simple mental activities. * * * +Among the various proposed schemes for this purpose, the figures suggest +that the most reliable one is the following method, the results of which +show the highest agreement between the rank order based on the experiments +and the rank order of the teachers. The experiment consists in reading to +the pupils a long series of pairs of words of which the two members of +the pair always logically belong together. Later, one word of each pair +will be read to them and they have to write down the word which belonged +with it in the pair." (For example, "thunder" and "lightning" are words +that "logically belong together," while "horse" and "bricks" are unrelated +terms.--_Editor's note._) + +"This is not a simple experiment on memory. The tests have shown that +if, instead of logically connected words, simply disconnected chance +words are offered and reproduced, no one can keep such a long series +of pairs in mind, while with the words which have related meaning, +the most intelligent pupils can master the whole series. The very +favorable results which this method had yielded in the classroom made +me decide to try it in this case, too. I chose for an experiment +twenty-four pairs of words from the sphere of experience of the girls +to be tested." (For instance, "door, house"; "pillow, bed"; "letter, +word"; "leaf, tree"; "button, dress"; "nose, face"; "cover, kettle"; +"page, book"; "engine, train"; "glass, window"; "enemy, friend"; +"telephone, bell"; "thunder, lightning"; "ice, cold"; "ink, pen"; +"husband, wife"; "fire, burn"; "sorry, sad"; "well, strong"; "mother, +child"; "run, fast"; "black, white"; "war, peace"; "arm, +hand."--_Editor's note._) + +[Sidenote: _Test for Exactitude_] + +"Two class experiments belonged rather to the periphery of +psychology. + +"The exactitude of space-perceptions was measured by demanding that +each divide first the long and then the short edge of a folio sheet +into two equal halves by a pencil-mark. + +[Sidenote: _Test for Rapidity of Movement_] + +"And finally, to measure the rapidity of movement, it was demanded +that every one make with a pencil on the paper zigzag movements of +a particular size during the ten seconds from one signal to another. + +"After these class experiments, I turned to individual tests. + +"First, every girl had to sort a pack of forty-eight cards into four +piles as quickly as possible. The time was measured in fifths of a +second, with an ordinary stop-watch. + +[Sidenote: _Test for Accuracy of Movement_] + +"The following experiment which referred to the accuracy of movement +impulses demanded that every one try to reach with the point of a +pencil three different points on the table in the rhythm of metronome +beats. On each of these three places a sheet of paper was fixed with +a fine cross in the middle. The pencil should hit the crossing point, +and the marks on the paper indicated how far the movement had fallen +short of the goal. One of these movements demanded the full extension +of the arm and the other two had to be made with half-bent arm. I +introduced this last test because the hitting of the right holes in +the switchboard of the telephone office is of great importance. + +[Illustration: TESTING STEADINESS OF MOTOR CONTROL--INVOLUNTARY +MOVEMENT PRIVATE LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY] + +"The last individual experiment was an association test. I called six +words, like 'book,' 'house,' 'rain,' and had them speak the first word +which came to their minds. The time was measured in fifths of a second +only, with an ordinary stop-watch, as subtler experiments, for which +hundredths of a second would have to be considered, were not needed. + +[Sidenote: _Results of Experiments_] + +"In studying the results, so far as the memory experiments were +concerned, we found that it would be useless to consider the figures +with more than ten digits. We took the results only of those with +eight, nine and ten digits. There were fifty-four possibilities of +mistakes. The smallest number of actual mistakes was two, the +largest twenty-nine. In the experiment on attention made with the +crossing-out of letters, we found that the smallest number of +correctly marked letters was 107, the largest number in the six +minutes, 272; the smallest number of overlooked letters was two, the +largest 135; but this last case of abnormal carelessness stood quite +isolated. On the whole, the number of overlooked letters fluctuated +between five and sixty. If both results, those of the crossed-out and +those of the overlooked letters, are brought into relations, we find +that the best results were a case of 236 letters marked, with only two +overlooked, and one of 257 marked, with four overlooked. The very +interesting details as to the various types of attention which we see +in the distribution of mistakes over the six minutes were not taken +into our final table. The word experiments by which we tested the +intelligence showed that no one was able to reproduce more than +twenty-two of the twenty-four words. The smallest number of words +remembered was seven. + +"The mistakes in the perception of distances fluctuated between +one and fourteen millimeters; the time for the sorting of the +forty-eight cards, between thirty-five and fifty-eight seconds; the +association-time for the six associated words taken together was +between nine and twenty-one seconds. The pointing experiments could +not be made use of in this first series, as it was found that quite +a number of participants were unable to perform the act with the +rapidity demanded. + +"Several ways were open to make mathematical use of these results. I +preferred the simplest way. I calculated the grade of the girls for +each of these achievements. The same candidate who stood in the +seventh place in the memory experiment was in the fifteenth place with +reference to the number of letters marked, in the third place with +reference to the letters overlooked, in the twenty-first place with +reference to the number of word pairs which she had grasped, in the +eleventh place with reference to the exactitude of space-perception, +in the sixteenth place with reference to the association-time, and in +the sixth place with reference to the time of sorting. As soon as we +had all these independent grades, we calculated the average and in +this way ultimately gained a common order of grading. * * * + +"With this average rank list, we compared the practical results of the +telephone company after three months had passed. These three months +had been sufficient to secure at least a certain discrimination +between the best, the average, and the unfit. The result of this +comparison was on the whole satisfactory. First, the skeptical +telephone company had mixed with the class a number of women who had +been in the service for a long while, and had even been selected as +teachers in the telephone school. I did not know, in figuring out +the results, which of the participants in the experiments these +particularly gifted outsiders were. If the psychological experiments +had brought the result that these individuals who stood so high in +the estimation of the telephone company ranked low in the laboratory +experiment, it would have reflected strongly on the reliability of the +laboratory method. The results showed, on the contrary, that these +women who had proved most able in practical service stood at the +top of our list. Correspondingly, those who stood the lowest in our +psychological rank list had in the mean time been found unfit in +practical service, and had either left the company of their own accord +or else had been eliminated. The agreement, to be sure, was not a +perfect one. One of the list of women stood rather low in the +psychological list, while the office reported that so far she had done +fair work in the service, and two others, to whom the psychological +laboratory gave a good testimonial were considered by the telephone +office as only fair. + +[Sidenote: _Theory and Practice_] + +"But it is evident that certain disagreements would have occurred even +with a more ideal method, as on the one side no final achievement in +practical service can be given after only three months, and because on +the other side a large number of secondary factors may enter which +entirely overshadow the mere question of psychological fitness. Poor +health, for instance, may hinder even the most fit individual from +doing satisfactory work, and extreme industry and energetic will may +for a while lead even the unfit to fair achievement, which, to be +sure, is likely to be coupled with a dangerous exhaustion. The slight +disagreements between the psychological results and the practical +valuation, therefore, do not in the least speak against the +significance of such a method. On the other hand, I emphasize that +this first series meant only the beginning of the investigation, and +it can hardly be expected that at such a first approach the best and +most suitable methods would at once be hit upon. A continuation of the +work will surely lead to much better combinations of test experiments +and to better adjusted schemes." + +[Sidenote: _How to Identify the Unfit_] + +Analytical test studies such as the foregoing form an almost +infallible means for finding out the unfit at the very beginning +instead of after a long and costly experimental trying-out in +vocational training-school or in actual service. + +Whatever your line of business may be, you may rest assured that an +analysis of its needs will disclose numerous departments in which +specific mental tests and devices may be employed with a great saving +in time and money and a vastly increased efficiency and output of +working energy. + +[Sidenote: _Means to Great Business Economies_] + +Suppose that you are the manager of a street railroad employing a +large number of motormen. Would it not be of the greatest value to +you if in a few moments you could determine in advance whether any +given applicant for a position possessed the quickness of response to +danger signals that would enable him to avoid accidents? Think what +this would mean to the profits of your company in cutting down the +number of damage claims arising from accidents! Some electric railroad +companies have as many as fifty thousand accident indemnity cases per +year, which involve an expense amounting in some cases to thirteen +per cent of the annual gross earnings. Yet a comparatively simple +mechanism has been devised for determining by the reaction-time of any +applicant whether he would or would not be quick enough to stop his +car if a child ran in front of its wheels. + +[Sidenote: _Round Pegs in Square Holes_] + +The general employment of this test would result in the rejection of +about twenty-five per cent of those who are now employed as motormen +with a correspondingly large reduction in the number of deaths and +injuries from street-car accidents. And on the other hand, the general +use of psychological tests in other lines of work would make room for +these men in places for which they are peculiarly adapted and where +their earning power would be greater. + +If, for example, the applicant responds to the signs of an emergency in +three-fifths of a second or less, and has the mental characteristics that +will enable him at the same time to maintain the speed required by the +schedule, he may be mentally fitted for the "job" of motorman; while if +it takes him one second or more to act in an emergency, he may be a +dangerous man for the company and for the public. + +[Sidenote: _The Danger in Two-Fifths of a Second_] + +Two-fifths of a second difference in time-reactions may mark the line +between safety and disaster. How absurd it is to trust to luck in +matters of this kind when by means of scientific experimental tests +you can accurately gauge your man before he has a chance to involve +you or your company in a heart-breaking tragedy and serious financial +loss! + +You can readily see that very similar tests could be devised to meet +the needs of the employer of chauffeurs, as, for example, the manager +of a taxicab company, or the requirements of a railroad in the hiring +of its engineers. + +[Sidenote: _Picking a Private Secretary_] + +You should not employ as private secretary a person whose reactions +indicate a natural inability to keep a secret. This quality of mind +can be simply and unerringly detected by psychological tests. + +[Sidenote: _Finding Out the Close-Mouthed_] + +One quality entering into the ability to keep a secret is the degree +of suggestibility of the individual. That person who most quickly and +automatically obeys and responds to suggested commands possesses the +least degree of conscious self-control. The quality referred to is +illustrated by the child's game of "thumbs up, thumbs down," and +"Simon says thumbs up" and "Simon says thumbs down." Those persons +who are unable to wait for the "Simon says," but mechanically obey +the command "thumbs up" or "thumbs down" would be those least able +to resist a trap artfully laid to compel them to disclose what they +wished to conceal. Like efficiency in observation, attention and +memory, however, suggestibility is specific, not general, in +character--that is to say, persons may be easily influenced by certain +kinds of suggestion while possessing a strong degree of resistance +to other kinds. Consequently actual tests of this quality cannot be +limited to one method. + +[Illustration: DETERMINING SUGGESTIBILITY BY PROGRESSIVE LINE TEST +PRIVATE LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY] + +For purposes of illustration, here is a simple form of what is known +as the "line" test for suggestibility. The subject is seated about +two feet away from and in front of a revolving drum on which is a +strip of white paper. On this strip of white paper are drawn twenty +parallel straight lines. These lines begin at varying distances from +the left-hand margin. Each of the first four lines is fifty per cent +longer than the one before it, but the remaining sixteen lines are +all of the same length. + +[Sidenote: _A Test for Suggestibility_] + +The examiner says to the subject, "I want to see how good your 'eye' +is. I'll show you a line, say an inch or two long, and I want you to +reproduce it right afterwards from memory. Some persons make bad +mistakes; they may make a line two inches long when I show them one +three inches long; others make one four or five inches long. Let's +see how well you can do. I shall show you the line through this +slit. Take just one look at it, then make a mark on this paper +[cross-section paper] just the distance from this left-hand margin +that the line is long. Do that with each line as it appears." + +The lines are then shown one at a time, and after each is noted it +is turned out of sight. As the lines of equal length are presented, +the examiner says alternately, "Here is a longer one," "Here is a +shorter one," and so on. The extent to which these misleading +suggestions of the examiner are accepted and acted upon by the +subject in plain violation of the evidence of his senses tests in +a measure his suggestibility, his automatic, mechanical and immediate +responsiveness to the influence of others and his comparative lack +of strong resistance to such outside influences. Inability to +satisfactorily meet this and similar tests for suggestibility would +indicate an unfitness for such duties as those required by a private +secretary, who must at all times have himself well in hand and not +be easily lured into embarrassing revelations. + +[Sidenote: _Selecting a Stenographer_] + +You should not employ as stenographer a person whose time-reactions +indicate a slowness of auditory response or an inability to carry +in mind a long series of dictated words, or whose vocabulary is too +limited for the requirements of your business. + +[Sidenote: _Tests for Auditory Acuity_] + +The quickness of auditory response may be determined either by speech +tests or by instrumental tests. In either case the acuteness of +hearing of the applicant is measured by the ability to promptly and +correctly report sounds at various known ranges, the acuity of the +normal ear under precisely similar conditions having been previously +determined. Speech involves a great variety of combinations--of pitch, +accent, inflection and emphasis. Consequently a scientific speech test +involves the preparation of lists of words based upon an analysis of +the elements of whispered and spoken utterance. This work has been +done, and such lists and tests are available. + +[Sidenote: _A Test for Rote Memory_] + +For testing the ability to remember a series of dictated words the +following lists of words are recommended: + +_Concrete_ _Abstract_ _Concrete_ _Abstract_ _Concrete_ _Abstract_ + + street scope coat time pen law + ink proof woman aft clock thought + lamp scheme house route man plot + spoon form salt phase floor glee + horse craft glove work sponge life + chair myth watch truth hat rhythm + stone rate box thing chalk faith + ground cause mat tact knife mirth + +The examiner should repeat these lists of words to the subject one at +a time, alternating the concrete and abstract lists. To insure the +presentation of the words with an even tempo, a metronome may be had +by simply swinging a small weight on a string, having the string of +just sufficient length so that the beats come at intervals of one +second. Each word should be pronounced distinctly in time with the +beat of the metronome, but without rhythm. After each list has been +pronounced, have the subject write the list from memory. The lists +thus made up by the subject from memory are then to be inspected with +reference to the following points: + +1. Memory errors (omissions and displacements), concrete lists. + +2. Memory errors (omissions and displacements), abstract lists. + +Every omission counts two errors; every displacement counts two-thirds +when the displacement is by one remove only, one and one-third when by +more than one move. + +3. Insertions. These are words added by the subject. They count for +two errors each, unless the added word resembles the word given in +sound, in which case it counts one and one-third. + +4. Perseverations. These are reproductions in a given series of words +already given in a previous series. If frequent, this indicates a low +order of intelligence, with weak self-control and poor critical +judgment. Each perseveration counts four. + +5. Substitution of synonyms, when a word of like meaning but different +sound is substituted for the word given; counts one and one-third. + +[Sidenote: _A Test for Range of Vocabulary_] + +An approximate determination of the range of vocabulary of your +prospective stenographer can be had by the use of the following +comparatively short and simple test. + +Hand the applicant a printed slip bearing the list of one hundred +words given here and ask him to mark the words carefully according +to these instructions. + +Place _before_ each word one of these three signs: + +(I) A plus sign (+) if you know the word. + +(II) A minus sign (-) if you do not know the word. + +(III) A question mark (?) if you are in doubt. + +When you have finished, count the marks and fill out these blanks, +making sure that the numbers add to one hundred. + +Number known ........... + +Number unknown ........... + +Number doubtful ........... + + abductor decide interim rejoice + abeam deception lanuginose rejoin + abed disentomb lanuginous rejoinder + abet disentrance lanugo rejuvenate + amalgamation disepalous lanyard scroll + amanuensis disestablish matting scrub + amaranth eschar mattock scruff + baron escheat mattress scrunch + baroscope escort maturate skylight + barouche eschalot muff skyrocket + barque filiform muffin skysail + bottle-holder filigree muffle skyward + bottom filing mufti subcutaneous + bottomry fill page sub-let + boudoir gourd pagoda subdue + channel gout paid tenderloin + chant govern pail tendinous + chanticleer gown photograph tendon + chaos hodman photographer tendril + concatenate hoe photography tycoon + concatenation hoecake photo-lithograph tymbal + concave hog publication type + conceal intercede pudding virago + decemvirate interdict puddle virescent + decency interest pudgy virgin + +By adding find the total number of "plus" marks on the applicant's +slip. Multiply this number by 280, and you will then have obtained +the applicant's absolute vocabulary. + +An absolute vocabulary of twenty thousand words or over may be graded +as excellent; 17,500 to 20,000 words, good; 15,000 to 17,500, fair; +and below 15,000, poor. + +You should not employ as train-dispatcher a person whose +time-reactions indicate a tendency to confuse associated ideas. The +associated ideas may be related in time, place or a variety of ways, +and the memory of one who has an inherent tendency to substitute +an associate for the thing itself is a treacherous instrument. The +tendency to confuse associated ideas can be measured by psychological +tests. + +Your own knowledge of the work of the world will suggest other +employments besides that of train-dispatcher in which such a test +could be used in hiring men to the improvement of the service. + +[Sidenote: _Crime-Detection by Psychological Tests_] + +The employment of psychological tests in the detection of crime is +fast supplanting the brutalities of the "third degree." + +Thus, for example, by the use of highly sensitive instruments we +are able to detect the quickened heart-beat, the shudder, and other +evidences of emotion not otherwise discernible, but due to the +deliberate presentation of the details and evidences of a crime. +Though the subject may not himself be aware of the slightest physical +expression of emotion, these signs of a disturbed mentality are +unerringly revealed by the delicate instruments of the psychologist. + +[Sidenote: _The Factory Operative's Attention Power_] + +In some factories the operative is called upon to simultaneously keep +watch over a large number of parts of a moving mechanism, and to note +and quickly correct a disturbance in any part. Eye and ear must have +a wide range, must be able to take account of a large number of +operations widely separated in space. + +[Illustration: TESTING THE RANGE OF VISUAL ATTENTION. PRIVATE +LABORATORY, SOCIETY OF APPLIED PSYCHOLOGY] + +For the scientific determination of the operative's range of visual +attention, the "disc tachistoscope," shown facing page 106, may be used. +This is a form of short-exposure apparatus. The essential idea is to +furnish a field upon which the subject may for a moment fasten his +attention, and then to substitute for this field another containing +certain prepared test-material. This last field is exposed for but a +brief instant and removed, and the subject is then called upon to report +all that he has seen during the last exposure. Tests of this kind have +demonstrated that the range of visual attention is a comparatively +constant quantity with each individual, having but little relation to +general ability or intelligence and being but little affected by practice. + +It matters not how painstaking the individual may be, he will fail in +a test of this kind and at work of this kind if the type of attention +that Nature gave him is unfitted for such an "expanded" watchfulness. +Yet in any type of work requiring a focusing of the attention upon a +minute operation so as to note nice discriminations and detect subtle +differences, he might prove a most excellent worker. + +[Sidenote: _Kinds of Testing Apparatus_] + +The kind of apparatus, the method to be employed and the place for +the experiment are all matters that vary with the conditions of the +special problem. The apparatus may be simple and easily devised, or it +may be intricate and the result of years of investigation and a large +expenditure of money. + +If there seems to you to be anything impracticable in the employment +of tests in the manner we have indicated, please remember that for +many years those seeking employment as railroad engineers have been +required to pass tests for color-blindness, tests just as truly +psychological as any that we have here referred to and differing from +them only in respect to the character and complexity of the qualities +tested. + +[Sidenote: _Analysis of Different Callings_] + +Every calling can be analyzed and the mental elements requisite for +success in that particular line can be scientifically disentangled. +Methods for testing the individual as to his possession of any one +or all of the mental elements required in any given vocation may +then be devised in the psychological laboratory. + +Furthermore, definite and scientific exercises can be formulated +whereby the individual may train and develop special senses, faculties +and powers so as the better to fit himself for his chosen field of +work. + +[Sidenote: _Exercises for Developing Special Faculties_] + +The use of the experimental method is new to every department of +science. Crude and occasional experiments have marked the advance +of physics, physiology and chemistry, but it is only with the recent +innovation of the scientific laboratory that these sciences have made +their greatest strides. + +The employment of this method in dealing with problems of the mind is +particularly new. So far as we are aware there is no school in all the +world that employs definite and scientific exercises in the discipline +and training of its pupils in power of observation, imagination and +memory. + +You have now completed a brief survey of the fundamental processes +of the mind and seen something of the practical utility of this +knowledge. You have before you "sense-perceptions," "causal +judgments," "classifying judgments," and "associated emotional +qualities" or "feeling tones." Every suggested idea, every act of +reasoning is in the last analysis the product of one or more of +these elementary forms of mental activity. + +We shall now go on to consider the operations of these mental +processes in connection with certain mental phenomena. + +[Sidenote: _Principles that Bear on Practical Affairs_] + +Our purpose in all this is not to teach you the elements of psychology +as it is ordinarily conceived or taught. Our aim is to conduct you +through certain special fields of psychological investigation, fields +that within the past few years have produced remarkable discoveries +of which the world, outside of a few specialists, knows little or +nothing. In this way you will be fitted to comprehend the practical +instruction, the application of these principles to practical affairs, +toward which this _Course_ is tending. + + + + +Transcriber's Note: + +Illustrations have been moved from their original positions, so as +to be nearer to their corresponding text, or for ease of navigation +around paragraphs. Duplicate chapter headers have been removed from +the text version of this ebook and hidden in the HTML version. + +The following typographical corrections have been made to this text: + + Contents: Changed UNCONCIOUS to UNCONSCIOUS (UNCONSCIOUS TRAINING) + + Page 106: Changed 102 to 106 (shown facing page 106), to reflect + repositioning of illustration in this ebook. + + + + + +End of the Project Gutenberg EBook of Applied Psychology: Driving Power of +Thought, by Warren Hilton + +*** END OF THIS PROJECT GUTENBERG EBOOK APPLIED PSYCHOLOGY, VOL 3 *** + +***** This file should be named 33076.txt or 33076.zip ***** +This and all associated files of various formats will be found in: + http://www.gutenberg.org/3/3/0/7/33076/ + +Produced by Bryan Ness and the Online Distributed +Proofreading Team at http://www.pgdp.net (This book was +produced from scanned images of public domain material +from the Google Print project.) + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. Special rules, +set forth in the General Terms of Use part of this license, apply to +copying and distributing Project Gutenberg-tm electronic works to +protect the PROJECT GUTENBERG-tm concept and trademark. Project +Gutenberg is a registered trademark, and may not be used if you +charge for the eBooks, unless you receive specific permission. If you +do not charge anything for copies of this eBook, complying with the +rules is very easy. You may use this eBook for nearly any purpose +such as creation of derivative works, reports, performances and +research. They may be modified and printed and given away--you may do +practically ANYTHING with public domain eBooks. Redistribution is +subject to the trademark license, especially commercial +redistribution. + + + +*** START: FULL LICENSE *** + +THE FULL PROJECT GUTENBERG LICENSE +PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK + +To protect the Project Gutenberg-tm mission of promoting the free +distribution of electronic works, by using or distributing this work +(or any other work associated in any way with the phrase "Project +Gutenberg"), you agree to comply with all the terms of the Full Project +Gutenberg-tm License (available with this file or online at +http://gutenberg.org/license). + + +Section 1. General Terms of Use and Redistributing Project Gutenberg-tm +electronic works + +1.A. By reading or using any part of this Project Gutenberg-tm +electronic work, you indicate that you have read, understand, agree to +and accept all the terms of this license and intellectual property +(trademark/copyright) agreement. If you do not agree to abide by all +the terms of this agreement, you must cease using and return or destroy +all copies of Project Gutenberg-tm electronic works in your possession. +If you paid a fee for obtaining a copy of or access to a Project +Gutenberg-tm electronic work and you do not agree to be bound by the +terms of this agreement, you may obtain a refund from the person or +entity to whom you paid the fee as set forth in paragraph 1.E.8. + +1.B. "Project Gutenberg" is a registered trademark. It may only be +used on or associated in any way with an electronic work by people who +agree to be bound by the terms of this agreement. There are a few +things that you can do with most Project Gutenberg-tm electronic works +even without complying with the full terms of this agreement. See +paragraph 1.C below. There are a lot of things you can do with Project +Gutenberg-tm electronic works if you follow the terms of this agreement +and help preserve free future access to Project Gutenberg-tm electronic +works. See paragraph 1.E below. + +1.C. The Project Gutenberg Literary Archive Foundation ("the Foundation" +or PGLAF), owns a compilation copyright in the collection of Project +Gutenberg-tm electronic works. Nearly all the individual works in the +collection are in the public domain in the United States. If an +individual work is in the public domain in the United States and you are +located in the United States, we do not claim a right to prevent you from +copying, distributing, performing, displaying or creating derivative +works based on the work as long as all references to Project Gutenberg +are removed. Of course, we hope that you will support the Project +Gutenberg-tm mission of promoting free access to electronic works by +freely sharing Project Gutenberg-tm works in compliance with the terms of +this agreement for keeping the Project Gutenberg-tm name associated with +the work. You can easily comply with the terms of this agreement by +keeping this work in the same format with its attached full Project +Gutenberg-tm License when you share it without charge with others. + +1.D. The copyright laws of the place where you are located also govern +what you can do with this work. Copyright laws in most countries are in +a constant state of change. If you are outside the United States, check +the laws of your country in addition to the terms of this agreement +before downloading, copying, displaying, performing, distributing or +creating derivative works based on this work or any other Project +Gutenberg-tm work. The Foundation makes no representations concerning +the copyright status of any work in any country outside the United +States. + +1.E. Unless you have removed all references to Project Gutenberg: + +1.E.1. The following sentence, with active links to, or other immediate +access to, the full Project Gutenberg-tm License must appear prominently +whenever any copy of a Project Gutenberg-tm work (any work on which the +phrase "Project Gutenberg" appears, or with which the phrase "Project +Gutenberg" is associated) is accessed, displayed, performed, viewed, +copied or distributed: + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + +1.E.2. If an individual Project Gutenberg-tm electronic work is derived +from the public domain (does not contain a notice indicating that it is +posted with permission of the copyright holder), the work can be copied +and distributed to anyone in the United States without paying any fees +or charges. If you are redistributing or providing access to a work +with the phrase "Project Gutenberg" associated with or appearing on the +work, you must comply either with the requirements of paragraphs 1.E.1 +through 1.E.7 or obtain permission for the use of the work and the +Project Gutenberg-tm trademark as set forth in paragraphs 1.E.8 or +1.E.9. + +1.E.3. If an individual Project Gutenberg-tm electronic work is posted +with the permission of the copyright holder, your use and distribution +must comply with both paragraphs 1.E.1 through 1.E.7 and any additional +terms imposed by the copyright holder. Additional terms will be linked +to the Project Gutenberg-tm License for all works posted with the +permission of the copyright holder found at the beginning of this work. + +1.E.4. Do not unlink or detach or remove the full Project Gutenberg-tm +License terms from this work, or any files containing a part of this +work or any other work associated with Project Gutenberg-tm. + +1.E.5. Do not copy, display, perform, distribute or redistribute this +electronic work, or any part of this electronic work, without +prominently displaying the sentence set forth in paragraph 1.E.1 with +active links or immediate access to the full terms of the Project +Gutenberg-tm License. + +1.E.6. You may convert to and distribute this work in any binary, +compressed, marked up, nonproprietary or proprietary form, including any +word processing or hypertext form. However, if you provide access to or +distribute copies of a Project Gutenberg-tm work in a format other than +"Plain Vanilla ASCII" or other format used in the official version +posted on the official Project Gutenberg-tm web site (www.gutenberg.org), +you must, at no additional cost, fee or expense to the user, provide a +copy, a means of exporting a copy, or a means of obtaining a copy upon +request, of the work in its original "Plain Vanilla ASCII" or other +form. Any alternate format must include the full Project Gutenberg-tm +License as specified in paragraph 1.E.1. + +1.E.7. Do not charge a fee for access to, viewing, displaying, +performing, copying or distributing any Project Gutenberg-tm works +unless you comply with paragraph 1.E.8 or 1.E.9. + +1.E.8. You may charge a reasonable fee for copies of or providing +access to or distributing Project Gutenberg-tm electronic works provided +that + +- You pay a royalty fee of 20% of the gross profits you derive from + the use of Project Gutenberg-tm works calculated using the method + you already use to calculate your applicable taxes. The fee is + owed to the owner of the Project Gutenberg-tm trademark, but he + has agreed to donate royalties under this paragraph to the + Project Gutenberg Literary Archive Foundation. Royalty payments + must be paid within 60 days following each date on which you + prepare (or are legally required to prepare) your periodic tax + returns. Royalty payments should be clearly marked as such and + sent to the Project Gutenberg Literary Archive Foundation at the + address specified in Section 4, "Information about donations to + the Project Gutenberg Literary Archive Foundation." + +- You provide a full refund of any money paid by a user who notifies + you in writing (or by e-mail) within 30 days of receipt that s/he + does not agree to the terms of the full Project Gutenberg-tm + License. You must require such a user to return or + destroy all copies of the works possessed in a physical medium + and discontinue all use of and all access to other copies of + Project Gutenberg-tm works. + +- You provide, in accordance with paragraph 1.F.3, a full refund of any + money paid for a work or a replacement copy, if a defect in the + electronic work is discovered and reported to you within 90 days + of receipt of the work. + +- You comply with all other terms of this agreement for free + distribution of Project Gutenberg-tm works. + +1.E.9. If you wish to charge a fee or distribute a Project Gutenberg-tm +electronic work or group of works on different terms than are set +forth in this agreement, you must obtain permission in writing from +both the Project Gutenberg Literary Archive Foundation and Michael +Hart, the owner of the Project Gutenberg-tm trademark. Contact the +Foundation as set forth in Section 3 below. + +1.F. + +1.F.1. Project Gutenberg volunteers and employees expend considerable +effort to identify, do copyright research on, transcribe and proofread +public domain works in creating the Project Gutenberg-tm +collection. Despite these efforts, Project Gutenberg-tm electronic +works, and the medium on which they may be stored, may contain +"Defects," such as, but not limited to, incomplete, inaccurate or +corrupt data, transcription errors, a copyright or other intellectual +property infringement, a defective or damaged disk or other medium, a +computer virus, or computer codes that damage or cannot be read by +your equipment. + +1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right +of Replacement or Refund" described in paragraph 1.F.3, the Project +Gutenberg Literary Archive Foundation, the owner of the Project +Gutenberg-tm trademark, and any other party distributing a Project +Gutenberg-tm electronic work under this agreement, disclaim all +liability to you for damages, costs and expenses, including legal +fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT +LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE +PROVIDED IN PARAGRAPH F3. YOU AGREE THAT THE FOUNDATION, THE +TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE +LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR +INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH +DAMAGE. + +1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a +defect in this electronic work within 90 days of receiving it, you can +receive a refund of the money (if any) you paid for it by sending a +written explanation to the person you received the work from. If you +received the work on a physical medium, you must return the medium with +your written explanation. The person or entity that provided you with +the defective work may elect to provide a replacement copy in lieu of a +refund. If you received the work electronically, the person or entity +providing it to you may choose to give you a second opportunity to +receive the work electronically in lieu of a refund. If the second copy +is also defective, you may demand a refund in writing without further +opportunities to fix the problem. + +1.F.4. Except for the limited right of replacement or refund set forth +in paragraph 1.F.3, this work is provided to you 'AS-IS' WITH NO OTHER +WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO +WARRANTIES OF MERCHANTIBILITY OR FITNESS FOR ANY PURPOSE. + +1.F.5. Some states do not allow disclaimers of certain implied +warranties or the exclusion or limitation of certain types of damages. +If any disclaimer or limitation set forth in this agreement violates the +law of the state applicable to this agreement, the agreement shall be +interpreted to make the maximum disclaimer or limitation permitted by +the applicable state law. The invalidity or unenforceability of any +provision of this agreement shall not void the remaining provisions. + +1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the +trademark owner, any agent or employee of the Foundation, anyone +providing copies of Project Gutenberg-tm electronic works in accordance +with this agreement, and any volunteers associated with the production, +promotion and distribution of Project Gutenberg-tm electronic works, +harmless from all liability, costs and expenses, including legal fees, +that arise directly or indirectly from any of the following which you do +or cause to occur: (a) distribution of this or any Project Gutenberg-tm +work, (b) alteration, modification, or additions or deletions to any +Project Gutenberg-tm work, and (c) any Defect you cause. + + +Section 2. Information about the Mission of Project Gutenberg-tm + +Project Gutenberg-tm is synonymous with the free distribution of +electronic works in formats readable by the widest variety of computers +including obsolete, old, middle-aged and new computers. It exists +because of the efforts of hundreds of volunteers and donations from +people in all walks of life. + +Volunteers and financial support to provide volunteers with the +assistance they need, are critical to reaching Project Gutenberg-tm's +goals and ensuring that the Project Gutenberg-tm collection will +remain freely available for generations to come. In 2001, the Project +Gutenberg Literary Archive Foundation was created to provide a secure +and permanent future for Project Gutenberg-tm and future generations. +To learn more about the Project Gutenberg Literary Archive Foundation +and how your efforts and donations can help, see Sections 3 and 4 +and the Foundation web page at http://www.pglaf.org. + + +Section 3. Information about the Project Gutenberg Literary Archive +Foundation + +The Project Gutenberg Literary Archive Foundation is a non profit +501(c)(3) educational corporation organized under the laws of the +state of Mississippi and granted tax exempt status by the Internal +Revenue Service. The Foundation's EIN or federal tax identification +number is 64-6221541. Its 501(c)(3) letter is posted at +http://pglaf.org/fundraising. Contributions to the Project Gutenberg +Literary Archive Foundation are tax deductible to the full extent +permitted by U.S. federal laws and your state's laws. + +The Foundation's principal office is located at 4557 Melan Dr. S. +Fairbanks, AK, 99712., but its volunteers and employees are scattered +throughout numerous locations. Its business office is located at +809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887, email +business@pglaf.org. Email contact links and up to date contact +information can be found at the Foundation's web site and official +page at http://pglaf.org + +For additional contact information: + Dr. Gregory B. Newby + Chief Executive and Director + gbnewby@pglaf.org + + +Section 4. Information about Donations to the Project Gutenberg +Literary Archive Foundation + +Project Gutenberg-tm depends upon and cannot survive without wide +spread public support and donations to carry out its mission of +increasing the number of public domain and licensed works that can be +freely distributed in machine readable form accessible by the widest +array of equipment including outdated equipment. Many small donations +($1 to $5,000) are particularly important to maintaining tax exempt +status with the IRS. + +The Foundation is committed to complying with the laws regulating +charities and charitable donations in all 50 states of the United +States. Compliance requirements are not uniform and it takes a +considerable effort, much paperwork and many fees to meet and keep up +with these requirements. We do not solicit donations in locations +where we have not received written confirmation of compliance. To +SEND DONATIONS or determine the status of compliance for any +particular state visit http://pglaf.org + +While we cannot and do not solicit contributions from states where we +have not met the solicitation requirements, we know of no prohibition +against accepting unsolicited donations from donors in such states who +approach us with offers to donate. + +International donations are gratefully accepted, but we cannot make +any statements concerning tax treatment of donations received from +outside the United States. U.S. laws alone swamp our small staff. + +Please check the Project Gutenberg Web pages for current donation +methods and addresses. Donations are accepted in a number of other +ways including checks, online payments and credit card donations. +To donate, please visit: http://pglaf.org/donate + + +Section 5. General Information About Project Gutenberg-tm electronic +works. + +Professor Michael S. Hart is the originator of the Project Gutenberg-tm +concept of a library of electronic works that could be freely shared +with anyone. For thirty years, he produced and distributed Project +Gutenberg-tm eBooks with only a loose network of volunteer support. + + +Project Gutenberg-tm eBooks are often created from several printed +editions, all of which are confirmed as Public Domain in the U.S. +unless a copyright notice is included. Thus, we do not necessarily +keep eBooks in compliance with any particular paper edition. + + +Most people start at our Web site which has the main PG search facility: + + http://www.gutenberg.org + +This Web site includes information about Project Gutenberg-tm, +including how to make donations to the Project Gutenberg Literary +Archive Foundation, how to help produce our new eBooks, and how to +subscribe to our email newsletter to hear about new eBooks. diff --git a/33076.zip b/33076.zip Binary files differnew file mode 100644 index 0000000..a6a1f55 --- /dev/null +++ b/33076.zip diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..61032ab --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #33076 (https://www.gutenberg.org/ebooks/33076) |
