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Developing Mental Power
Developing Mental Power
E D I TE D BY H E N R Y S U Z ZA L LO
P R ES I D E N T O F T H E U N I VE RS I T Y OF W A S H I N GTO N
, S EA TT L
DEV EL O P I N G
M EN TA L POW E R
BY
GEO RGE M A LC O L M ST RA TT O N
P RO FESSO R O F P S Y CH OL O GY
IN T HE U N I VERSI T Y OF C A LI FO RNI A
H OU GH T ON M I FFLI N C O M P A NY
BO ST ON , N EW YORK , C H I C A GO SAN F RAN CI SCO
,
(t h e mi new i oe We“ d a mb n b g e
’
Y
COP RI GH T, 1 9 2 2 , BY GEO RGE MAL COLM STRATTON
E b: M ush : fi re s:
CAM B RI DG E MA SACH
S U S ETTS
PRINTED I N THE
NOTE
'
H .
TH E CARE OF TH E EMO T
I ON S
I$ . E$ C
E R I SE S F OR TH E W
IL L
$ . ES T L
AB I SHI N GGV O ERNMEN T IN THE MI N D
E D I T O R S I N TR O D U CT IO N
’
action .
D EVEL O P I N G M E N T A L P O W ER
I
I S THE M I ND A GY MN AS I UM OR A
TOO L CH EST $
-
I
D EVELOPING MENTAL POWER
’
The child s mind says the one contending
,
2
A GYMNASI U M OR A TOOL CHEST
-
3
DEVELOPING M ENTAL POWER
train e d
“ $
hi mself
mem orizing the entire first
b ook of P a ra di se Lo st On going back to learn
.
’
a new portion of Victor Hugo s work of exactly
the length of the old how much evidence di d he
,
4
A GYMNAS I U M OR A TOOL C HEST -
“
Of a study we are to ask D oes it contribute to
,
“
The purpose for which subjects are taught ,
D EVELOPING MENTAL POWER
writes D r Abraham Flexner
. lies not i n th e
,
’
We are only too ready to regard the Child s mind
as a vessel into which knowledge is to be poured ,
IO
DEFE C TS IN THE RIVAL A CC O UNTS
sess no imaginings or judgments save wh at he h a s
himself i magined or judged Nor can he create .
$
them once and forever after contain them ;
,
“
of some graceful dancer the contents of her $
I I
D EVELOPING MENTAL POWER
e st i n European history .
—
you train are few ; most experiments con
tra di ct it . Improvement in judging the area of
certain figures as was just said does not bring
, ,
12
D EFE CTS IN THE RIVAL A CC O UNTS
fully two thi rds of th e practice had in some way
been transferred to the hand th at h a s not been
practice d at all And in many other directions of
.
13
D EVELOPING MENTAL POWER
seized upon by men convinced already and beat
ing about for evidence rather than by men un ,
—
in the sch o o l fo r but one must not press too far
, _
.
14
D EVELOPING MENTAL POW ER
whi ch the schools can rightly have at heart The .
“
Chi l d who is inclined to give up at the least $
16
DEFE CT S IN THE R IVAL AC CO UNT S
the reason -
in
general of the older education The
-
.
laborers or di plomatists .
18
THE INTERPLAY OF MIN D AND B O DY
1 9
D EVELOPING MENTAL PO W ER
made more intense accor ding to the direction in
,
“ $
Even the muscular set of the face reacts
upon the mind A chi ld will more ea sily be
.
20
THE I NTERPLAY OF MIN D AND B ODY
lati on o f that which according to our present
,
21
D EVELOPIN G M ENTAL POWER
Health ful interests healthful enjoyment freedom
, ,
body only .
22
IV
I NF L UENC ES W I TH I N I NTE LLI GENCE
PASSI N G from
these evidences that the bodily and
the mental functions interplay let us now o b ,
’
serve to what extent the mind s own functions
24
INFLUEN CE WITHIN INTELLIGENC E
b est be at home in the central studies into whi ch
all special subjects lead .These more central
studies may be less attractive just because they
ar e more abstract more remote from some par
,
2S
D EVELOPING MENTAL POWER
an endless list of particular studie s
tra c ti ve n e ss of
of nature and of handi craft and who would urge
them to such a pitch that there is no firm grasp of
the sciences which deal with principles Pa rti c .
p a c te d wisdom and wh
, o ever tries to do without a
good stock of them foregoes the advantage whi ch
comes from the experience of the race They per .
scattered wits .
26
INFL UEN CE WITHIN INTELLIGEN CE
will need certain established habits of min d that
are n o t kn d w le dg e or ideas ; such a s Abraham
“
Lincoln had who must bound every impor
,
$
powers call for training and the lad who has them
,
27
DEVELOPING MENTAL POW ER
g etting what h a s been painfully ta ught U nde r .
28
V
EM O T I ON AN D M EN T AL ENERG Y
BUT were we now to look to the ene rgy of the
mind we should fin d something of wider bearing
, ,
’
th e strength of the man s attention in the vigor ,
29
D EVELOPING MENTAL POWER
brilliance In this store of energy connected
.
3 0
DEVELO PING MENTAL POWER
d uring the emotion itself
, A knowledge of .
34
EMOTI ON AN D MENTAL ENERGY
shall know how much the great and b alanced
—
workers owe to their power to play i n mind if
not in body Wilson like Lincoln enjoyed the
.
, ,
The impulses and the will cry out their own neg
lect This is the more important for they too lead
.
,
3 6
I MP ULSES AN D WILL
Inone kind of youth these various impul ses a ct
almost in independence Each pushes toward its
.
m aster .
3 8
DEVELOPING MENTAL PO W ER
liam $ ames when he says that there is reason to
suppose that i f we often flinch from making an
effort before we know it the effort making capac
,
-
“
ity will be gone and that the man who has
daily inured himself to habits of concentrated
attention energetic volition and self denial in
, ,
-
$
in the blast .
40
IMP ULS ES AND WILL
s cience veered round to poetry which there
, ,
—
is the result as with an iceberg that by long
melting below the ocean s sur face must fin d a lost
’
side.
.
41
D EVELOPING M ENTAL POWER
ical world Its soundi ngs and its sweep will for
.
“
child s reservoir of energy $ they will a sk ; How
’ $
43
D EVELOPING MENTAL POWER
I . Emotions
are of two kinds strength giving : -
tions are for long and steady use ; they add impe
tus they put driving force into the machinery of
,
co me them .
j y
o m e n t directly sought and without ulterior mo
tive is worth the having Pict ures i n strum e n
,
.
,
edge .
46
DEVELOPING M ENTAL POWE R
who never wil l b e able to paint Youthful a t .
9
. E motions if they are to
,
be steady strength
e n e rs of the mind must become silent habits of
,
—
too that in choo sing one s associates o f per ’
,
, ,
—
sons books plays o r music one is choosing
,
48
THE CARE OF THE EMOTION S
al so in some degree the hue of his own feeling .
’
I
. To train the child s will we must have in it
the great natural driving forces but have these ,
—
parent and friend each of these great forces
,
50
IN STIN CT S W ILD AND TAME
and expression only with them L et us consid er .
SI
D EVELOPING MENTAL POWER
3 S
.e l f appreciation the desire to win admi ra
-
,
’
i sfa c ti o n in one s own physical strength and then ,
’
a pleasure in one s will rather than strength ,
5 2
IN STIN CTS WIL D AND TAME
i n g sto n e ,the hunter Roosevelt rightly win the ,
, , .
54
I$
E$ ERCI S ES F O R TH E W I LL
W I TH this glance at the savage i nstincts become
civilized one may well turn to the will ask
, ,
still more ri gh tn e ss of a i m
,
The will is not .
5 6
E$ ER C I SES FOR THE WILL
without budgi ng it So with the mi nd ; the child s
.
’
3
. S teadiness of will means power to do the irk
some to resist the lure of the easy and the co m
,
Their Athen ian critic said that they and all other
lads had better be taugh t to sta nd ple a sure
where character so often breaks down This does .
57
DEVELOPIN G M ENTAL POWER
all was uninviting such men show the spare
sinews of the will contemptuous of the merely
pleasant .
4
. Within reason,
a decision once made shoul d
b e held to tooth and nai l It may be that the
.
p e ri e n c,
e new opportu ni ties ; we c a n less sec urely
trust him to escape the loss from that comm on
trick of the mind by which upon committing one s ’
5
. Interruptions will occur ; the will must
swing back to its ol d direction li ke a compass ,
5 8
E$ ER C I SES FOR THE WILL
old in terest ready to stan d forth and summon
,
o w n groun d .
w ithout troops .
59
D EVELOPING MENTAL POWER
facts seen ; a true scal e of valuati on is lacking
'
.
'
right ways mi ght here be set down with another ,
( )
e excellence of result in the product ;0) re sto ra
60
E$ ERCI SES FOR THE W I LL
ing up Each of these six phases of the process
.
9 A
.s an exercise in sui ta b le forethought th e ,
61
'
62
D EVELOPING MENTAL POWER
no one ca n steal ; to be cheerful and of good will ; -
and delicacy .
64
E$ ER C I S ES FOR THE W ILL
closing their ears to the wagging gray beards who -
cried i mpossible .
$
An honored professor of
mi ne a physi cist of distinction used to demon
, ,
.
,
66
GOVERNMENT IN T HE MIND
The interrelations of these memb ers are multi
plied and strengthened ; they are stirred and co n
tro lled by hidden glands by ne r ves by bra i n that
, ,
view .
o ff the anchor .
68
GOVERNMENT IN THE MIND
archaic teacher who taught the same children
everyth i ng that la y be t w een Shakespeare and the
rings of Saturn at least became acquainted with
,
69
D EVELOPING MENTAL POWER
not be counted as trained until he ca n demon
strate not only some proposition in geometry
, ,
T OO - E
O i th i i li wf f w e n e rd
a l a cul ti e s g f
d
3 n e v
. e : e sc p n e o a e
4 So m e sci e n ti fic e vi de n ces h i ch un e rm i n e th i s
. w
5 An o th e r vi e w : th e tra i ni n g of co un tl e ss in de
d
.
t Op e ra ti o ns
du d
pe n en
6 Th e . e ca ti o n a l co nse $ ue n ces o f th i s t
o c ri n e
II . D EFECT S I N T HE RI V AL ACCOUNTS
r. Th e e rro rs o f th e m e n ta l di sci p li nari ans
a M e n ta l w
p o e rs a re n o t si m p le a n d uni o rm f
d b d
.
f
b Th e e e p o rce s e hi n i n te lle cti o n are ne g
.
le c te d . “
d l
.
c Po w n fini te y va ri e i
a n d a c tu l
k w dg
. e rs a re a
le e IS i m p o rta n t
d
no
f
6 Pr a c ti ce e fe c ts a re n o t ri i ly co nfin e
d
. .
c Th e co m p l e
. a n d va ri e x
na ture o f o ur p a r
I . Th e mi n s an o a n ze n s ng uish
73
O U TLINE
d
Th e mi n i s vi ta lly co nn e c te i th th e o y dw bd
W bd
2. .
h a te ve r i n flue n ce s th e o y i n flue n c e s th e
d
a .
mi n .
x
b M uscula r e p re ssi o n an d m e n ta l efi e c ti ve
.
n e SS . o 0 o
Th e i n sta n ce o f l e t h a n de dn e ss f
bd d d
c .
-
.
Th e o y i s al so vi ta lly i n flue n c e b y th e mi n
a . So m e co n cre te i llustra ti o ns
I V I NF LU EN CES W I TH I N IN ET LL I G ENCE
ge n e ra l i de a s i n e duca ti ve kno wl
.
mi nts of
d b b du
a .
I . Th e e m o ti o n al li fe as an un e rly i n g so urce of
2 . Th e e ffe c t o f vi o le n t di tu b s r a n ces o f th e em o
»
t
Th e i nflue n ce o f o r i n a ry e m o ti o na l to n e s d
h- Envi ro nm en t cl e a rly i n flue n ce s p o e r to l e a rn w
l
l
(
Em o ti o ns m a e stro n k
tra ns e rs a n d a sso ci a g f
Th e m i n d , th o ug di
h p a rti cul a rize a b ili ty , is
s
O n
w h o le an d flui d “
VI TH E O RG N I Z A AT O N OI F I M P U S ES AND L
W LL
.
74
O UTL IN E
6 Va ri o us i m p ulse s su
. b dior na te d to a ruli n g
37
3 A t h i
. r a nd h o l edso m e t y p e w
o f o r an i ze m i n g d d
.
38
g
4 Th e ca re a n d o r a n i za ti o n o f i nsti n cts re $ uire s
.
g
Ch a n es i n e m o ti o n a l g
re o r a n i za ti o n may be
g d
ra u al an d ca lm o r su dd e n a n d mar e k d 40
VI I A
T H E C RE O F TH E EM O TI ONS
ki n ds
.
I. Em o ti o ns a re o f tw o
0 Th e th e ni c e m o ti o ns fo r lo ng an d
d
. s a re
ste a y use
b Th e
. e mo ti o ns h ave o nl y a li mi te
a sth e n i c d
a n d sh o rt use
d
Th e o mi na n t e m o ti o ns o f ch i l h o o in d dd d
bd d
2. epe n
t il y co i ti on
d
p a r o n o n .
Exa m p le a n d i m i ta ti o n h ave a p ro fo un e fie ct
4 Oth e r
. sp e ci a l m e a ns of gi vi n g an un de rto n e o f
b
.e as n “
6 Th e i rre sp o nsi le
.
j
e n o ym e n t o f fin e th ings 13 o f
'
g
7 I m a i n a ti o n a nd co ur te sy a s a i s d
d d
. .
8 Th e fin e a rts sh o ul b e p ri ze fo r th e p up il
W d
. .
9 .o r th y e m o ti o ns m ust b e m a e i n to la sti n g
se n ti m e n ts .
75
O UTLINE
-
Th e p a ssi o n fo r h a vi n g an d co lle c ti n g th i n gs
b d
.
Am i ti o n o r th e e si re to w i n a dm i ra ti o n
b
.
Se lf a a se m e n t a n d p ugn a ci ty
-
Pe rso n a l
Ed uca ti o n m ust p e n e tra te be y o dusua l scho o l
n
i n g a n d i n te lli e n ce g
I$ E$ ERCI S ES FO R T H E WI L L
d will
.
I . Th e th re e fe a ture s o f a tra i n e .
Vi go r, ste a di n e ss, a n d t i g h tn e ss o f a i m
d
a . .
g
Th e re a t va lue o f ste a i n e ss o f i ll w
w
Ste a di n e ss o f ill m e a n s p o e r to do th e i r so m e w k
d g
.
Th e p re ju i ce a a i ns t ch a n e o f d e ci si o n g
w
Ste a di n e ss o f ill m ust a n ti ci p a te i n te rrup ti o n s
W d d b
.
7 A t i d will i m h i gh hi s at t tt n g
8 D i d $ u li ti f will g i d th
ra n e a e r $
gh gra d
ed
.
. e s re a es o a ne ro u
6o
9 P . i i ui bl f
ra c t c e h ugh t n s ta e o re t o 6I
D v l pi g h i fp i t tra t o e rs ste n ce 62
i d
10 . e e o n e .
A ill full w i u h
y tra co n st t te s c a ra c te r 63
Edu ti d m d h t l
I I . ne
$ ESTAB L I S H I NG G O V RNM
. E EN T I N TH E
M ND I
I Edu ti
. l k ca h l
on g i
oo s to t e to ta o r a n za ti o n of th e
I t se e ks a ulle r co b p e ra ti o n f of e xi stin g we rs
d
2 .
po
g
th r o u h th e i r m o i fica ti o n
d d d
.
3 Th e Ch il
. m ust b e e uca te as a w h o le , no t
p ece m ea l
i
7 6
O UTLINE
4 . Th e re is no sp e ci al vi r tue in dio n g wh a t i s in
Mi n d m o re i mp o rta n t th an subj t
At d d
7 . s a re ec s
8 . ra i n e g
ta ste , a stre n th e n e
7o
9 Th e
. true re la ti o n bte w e en mi n d an d th e te a ch e r 7:
OTHER B OO KS BY
GEORGE M STRAT TON .
E$ PERI ME N A T YC Y
L P S H OL OG AND I TS B EAR
I NG UP ON CU L TURE London a n d New
.
York , 1 903 .
L OGI C A L PS YC L G
HO O Y B E F ORE ARI STOTL E .
d
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s e e or an ra e er en
B il y A t Edu ti
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ar e s e eac n o s or
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K e n a ll a n d Stry e r s Hi s to ry i n th e El e m e n ta ry ra e$
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K il a tri c k s Th e o n te ss o ri S y ste m Exa m i n e
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L d C p
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s En li sh o m o si ti o n a s a So ci al Pro b l e m
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e o nar
M w T g
i s s e m o c ra cy s Hi h Sc h o o l
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a x e l l s Th e O se rva ti o n o f e a ch i n
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a x e ll s Th e S e l e cti o n o f e xtb o o ks
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P a l m e r s Eth i ca l a n d
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P a l m e r s ra e s a n d Pro e ssi o n s
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Sm i th s Esta b li sh i n I n ustri a l Sc h o o ls
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Sn e dde n s Th e Pro l e m o f o ca ti o na l E uca ti o n
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d
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'
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Stra tto n s e ve l o i n
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e n ta l P o er
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Suzza l lo s Th e T e a c h i n o f P ri m a ry Ari th m e ti c
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w f p TD f
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’
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T d k dd d
Te r m a n s Th e e a c h e r s H e a l th
’ ’
h o r n i e s I n i vi ua li ty
’
Tua ll s Th e S tu y o f Na ti o ns
’
We e ks s Th e P e o l e s Sc h o o l
’ ’
p
16
RI VERSI D E TE$ TB OO K S
I N ED U CA TI O N
Ge ne ra l Educa ti o na l Th eo
AVERILL : P sych o l o gy fo r N o r m a l S ch o o l s
M
FRE E A N : Ex p e ri m e n ta l Ed uca ti o n
FRE E MAN : H o w C
h il dr e n e a rn
FRE E MA N : Th e Psy ch o l o gy o f th e
L
C
omm o n Bran ch es
P E RR Y : Di sci p l i n e a s a S ch o o l Pro b l e m
SMI TH : An I n tr o d ucti o n to Ed uca ti o na l So ci o l o gy
M
THO AS : T
ra i n i n g fo r E fi e c ti v e S tud y
WADDLE : An I n tro d ucti o n to h il d P sy ch o lo gyC
CUB BERLE Y : Th e Hi sto ry of Ed uc a ti o n
CC U B BE RLEY :
UB BERLE Y:
Re a di n g s I n th e Hi sto ry
'
Pub li c Ed uca ti o n i n th e
of
U
E d uca ti o n
n i te d S ta te s
Adm i n i stra ti o n
AY
a nd Snpcrvi sto n of Sch oo ls
RES, WILLI AM
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