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PSYCHOLOGY 
 OF LEADERSHIP _ 
 
 BY | 
 4 
 HENRY EDWARD ‘TRALLE 6/04 si 
 
 ~~. 
 
 
 
 
 6é 66 
 AUTHOR OF DYNAMICS OF TEACHING,’’ STORY-TELLING 
 LESSONS,” ETC, 
 
 
 
 THE CENTURY CO. 
 New York &£ London 
 
Copyright, 1925, by 
 HENRY EDWARD TRALLE 
 
 PRINTED IN VU. 8S. A. 
 
Dedicated 
 
 TO MY PARENTS, HENRY AND CATHERINE ELIZABETH 
 TRALLE, WHO, BY EXAMPLE AND PRECEPT, 
 TAUGHT ME MANY OF THE TRUTHS 
 
 PRESENTED IN THIS BOOK. 
 
ant 
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 4 
 
 
 
FOREWORD 
 
 I have been asked, on many occasions, by many 
 individuals, to write this book, and the appreci- 
 ative response accorded its contents, when pre- 
 sented in the form of lectures in schools and 
 conferences, encourages me to hope that these 
 laws of leadership may attain a wider usefulness 
 in this printed form. 
 
 The book is an attempt to present the assured. 
 results of scientific psychology briefly, clearly, 
 dynamically, and inspirationally, for the assist- 
 ance of maturer young people and those adults 
 who are not too old or too wise to learn and to 
 grow, and it is hoped that the personal note so 
 frequently struck in these pages will serve to 
 enhance the practical value of their intimate 
 messages. 
 
 If somebody had done for me, twenty-five years 
 ago, what I, in this book, have tried to do for 
 others, I think I should have been deeply grateful, 
 and that I should have been saved from many 
 mistakes and failures. 
 
 Hunzgy Epwarp TRALLE. 
 New York City, 
 February 2, 1925. 
 
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~CONTENTS 
 
 CHAPTER 
 I From WuHence LEADERS 
 
 II Instincts AND INTELLIGENCE 
 III Prrsonauiry Factors . 
 
 IV Svusconscious RESOURCES . 
 
 V L&arnina to REMEMBER 
 
 PVR VIG TETAS © OSE eye, hiss oh ge 
 VII Hasrr INvEsSTMENTS 
 VIII Custom anp Progress 
 
 IX Heap Tonics mele 
 
 X Tue Wnou To WIN. .. . 
 
 SELECTED REFERENCES 
 
 . 117 
 . 140 
 . 162 
 . 185 
 . 205 
 ~« 229 
 

 
PSYCHOLOGY OF LEADERSHIP 
 
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PSYCHOLOGY OF LEADERSHIP 
 
 CHAPTER I 
 FROM WHENCE LEADERS 
 
 A leader is an earthly star. He is the one 
 human being in a hundred who shines out through 
 the insufficient luminosity of human medioc- 
 rity and lights up the dark places of social ob- 
 security. 
 
 Leaders are the illuminators of the world. 
 Sometimes we call them geniuses, though the 
 word ‘‘geniuses’’ usually is reserved for the lead- 
 ers of the leaders, the brightest of the earthly 
 stars. 
 
 I shall hang what I have to say about geniuses 
 upon the five poetic pegs of some lines I wrote a 
 few years ago. 
 
 From WHENcE GENIUSES 
 
 From whence, tell me, do geniuses spring, 
 The ones who cause the world to swing? 
 They come from the crowds, and not from the 
 
 clouds. 
 3 
 
4 PSYCHOLOGY OF LEADERSHIP 
 
 What magic touch aroused their souls, 
 And urged them on to worthy goals? 
 A mother’s wise love, inspired from above. 
 
 Who fanned the spark of genius there, 
 And made it burn so bright and fair? 
 A teacher with skill to stir and to thrill. 
 
 How chance they to be known to fame, 
 And called throughout the world by name? 
 They ’ve learned how to work, and never to shirk. . 
 
 How do they reach the glorious heights? 
 How do they win the world’s great fights? 
 Achieved through their pluck, and not any luck. 
 
 I. GENIUS IS DEMOCRATIC 
 
 From whence, tell me, do geniuses spring, 
 
 The ones who cause the world to swing? 
 
 They come from the crowds, and not from the 
 clouds. 
 
 The world’s leaders come from the crowds, and 
 not from the clouds. They may come from 
 almost any home, anywhere, any time, without 
 giving notice to anybody. Without doubt, the 
 leaders of the next generation are very close to 
 us now, if only we had eyes with which to see them. 
 
 Passing through a park, in a Mid-Western city, 
 I came upon a bronze statue of heroic proportions 
 
FROM WHENCE LEADERS 5 
 
 —a tall, gaunt, rugged figure portrayed in a long 
 Prince Albert coat and uncreased trousers, the 
 big feet encased in rough boots, and one big hand 
 folded over the other—and, as I looked into that 
 virile, serious face that seemed to have written 
 in it the history of all the ages, I stood with un- 
 covered head, and asked, ‘‘From whence did you 
 come, O Statesman Genius, savior of the Union 
 and emancipator of a race?”’ 
 
 And a voice long hushed seemed to answer, ‘‘I 
 came from the crowds, and not from the clouds.’’ 
 
 ‘“You did indeed,’’ I said, ‘‘and I once saw, on 
 a Southern hillside, the little log cabin out of 
 which you came.”’ 
 
 Genius seems to run in some families; but, 
 sooner or later, it seems to run out again. Why 
 does it run out, and how did it run in, in the first 
 place? Nobody seems to be able to answer either 
 of these questions. 
 
 It is said that fifty members of the Bach family, 
 in five generations, were notable musicians. How 
 did music get into that family in the first place, 
 and why did it get out after a while? 
 
 We need, of course, to take account of our an- 
 cestors, though some wag has said that most of 
 the old ‘‘family trees’’ seem to be producing 
 ‘‘nuts’’ these days. However that may be, it is 
 well established that heredity alone cannot ade- 
 quately explain genius, if we mean organic hered- 
 ity, that is, all that was in the original germ 
 plasm, not even when we take account of atavism, 
 
6 PSYCHOLOGY OF LEADERSHIP 
 
 by which is meant the sudden appearance in a 
 descendant of some characteristic of a remote 
 ancestor, as when a red head suddenly bobs up, 
 after four or five generations of black heads. 
 
 There were, in the original germ plasm which 
 later became a human being, certain physical char- 
 acteristics, as height or shortness, black hair 
 or red hair, brown eyes or blue eyes, and a nose 
 that turned to the right or the left or up—or that 
 just got started and did not turn any way 
 particularly. 
 
 Were there also, in that plasmic beginning of 
 the genius, this leader of whom we are thinking, 
 certain individual mental characteristics that con- 
 stituted a basis for genius—musical, literary, 
 artistic, oratorical, mechanical? I suppose no- 
 body knows absolutely. It has been generally 
 so held. It seems to be clearly established that 
 it is impossible to make a musician, for instance, 
 out of any individual selected at random. At the 
 same time, I think it likely also, though it is not 
 now generally so held, that there was a sufficient 
 plasmic basis for gemus of some sort in every 
 normal human being, and that he may become 
 one of the leaders among men, provided he has 
 a favorable social heredity—home, school, and 
 community influences. 
 
 So far as organic heredity is concerned, it may 
 be found, when we know more about it, that any 
 differences in bases for genius may be due not to 
 individual differences in mental characteristics 
 
FROM WHENCE LEADERS 7 
 
 but to differences in the strength of certain in- 
 stincts and in the driving power of the essential 
 life energy. 
 
 In any case, we need to give attention both to 
 eugenics, seeing to it that human beings are well 
 born, and to euthencs, seeing to it that they are 
 well environed. } 
 
 Surely it is more important that we have well- 
 born babies than it is that we have well-born 
 chickens, pups, kittens, calves, and pigs! Some 
 years ago, a friend of mine paid twenty thousand 
 dollars for two pigs, on account of their eugenics, 
 and the investment proved to be a profitable one. 
 
 We need, as a people, to take eugenics seriously, 
 and to invest more largely with a view to a better- 
 born generation of human beings. It is impera- 
 tive, moreover, that we make larger investments 
 in euthenics—in educational institutions, in laws 
 that protect childhood and youth, in wholesome 
 recreation, in non-commercialized amusements, in 
 socialized churches, in religious education. 
 
 It is more than probable that almost any com- 
 monwealth of the United States has in it more 
 geniuses in possibility than have been developed 
 in all the world in all the centuries, if only the 
 rest of us had the prophetic insight to see there 
 what God sees, and to codperate with Him in 
 faith and intelligence and courage. 
 
 It would be a mistake also for any of us adults 
 to say: ‘‘All that may be true, but what about 
 me? Both my organic heredity and my social 
 
8 PSYCHOLOGY OF LEADERSHIP 
 
 heredity have been wrong, and it is too late for 
 me to hope to become a leader among men.”’ 
 
 In the first place, the chances are that the hered- 
 ities may have been better than we realize, and 
 besides history is full of refutations of such pessi- 
 mistic assumptions. Many a man has refused to 
 be bound by his ancestors or to be thwarted by 
 his environment. He has bound his ancestors and 
 conquered his surroundings, building his own 
 world from within by the creative power of per- 
 sonality, and has taken his place among illustri- 
 ous leaders—sometimes after his hair has begun 
 to turn gray or even to turn out. He has become 
 an earth-born star to light the ways of men up 
 the rugged steeps of life. 
 
 Il. THE HOME’S CONTRIBUTION 
 
 What magic touch aroused their souls, 
 And urged them on to worthy goals? 
 A mother’s wise love inspired from above. 
 
 It is to the home that we must turn if we would 
 uncover the deepest secrets of genius. In the 
 early life of every great leader, there was the 
 potent influence of a mother or a father, or both— 
 or some one who took the place of one or both. 
 
 Right influences in the school and community 
 may make leadership possible despite the lack of 
 proper home training, and sometimes in the face 
 of bad home training, but it is only the right kind 
 
FROM WHENCE LEADERS 9 
 
 of home that can make possible the highest type 
 of leadership. 
 
 In some cases, the home influences are so power- 
 ful that these develop exceptional leadership 
 with little or no help from the schools. 
 
 At six years of age, Thomas A. Edison was 
 sent to school, and always was at the foot of the 
 class. At the end of three months, he was sent 
 home by his teacher, with a note saying: ‘‘Keep 
 this boy at home. He is too stupid to stay in 
 school.’’ 
 
 The mother said to herself: ‘‘My boy is not 
 stupid. It is simply that the teacher does not 
 understand him. I will teach him myself, and I 
 will show the world that my son has brains 
 enough.’’ 
 
 So, during the next eight years, with love, with 
 patience, and with intelligence, this mother gave 
 this boy practically all the schooling he ever had. 
 She taught him to read rapidly, with pleasure, 
 with understanding, and with appropriation of 
 the essential values of what he read. She taught 
 him to think for himself. 
 
 At eleven years of age, the boy had gathered 
 together two hundred bottles, after persuading his 
 mother to allow him to use some shelves and a 
 bench for a ‘‘laboratory’’; and, in order to make 
 sure that no one would meddle with his materials, 
 he wrote two hundred ‘‘poison’’ labels, and pasted 
 them upon the bottles. 
 
 After a while, when he became a newsboy on a 
 
10 PSYCHOLOGY OF LEADERSHIP 
 
 railroad, young Edison spent his spare time be- 
 tween ‘‘runs’’ in a library; and, not knowing what 
 he wanted to read, he would tackle a shelf of 
 books, no matter on what subject, and read every- 
 thing that was on that shelf, and then would begin 
 on another shelf. 
 
 One of the most successful educators in Amer- 
 ica is Angelo Patri, born in Italy, author of the 
 book, ‘‘A Schoolmaster in the Great City,’’ in 
 which he says: ‘‘I remember sitting with the 
 family and the neighbors’ families about the fire- 
 place, while Father, night after night, told us 
 stories of the Knights of the Crusades or re- 
 counted the glories of the heroes of proud Italy. 
 How he could tell a story! His voice was strong, 
 and soft, and soothing, and he had just sufficient 
 power of exaggeration to increase the attractive- 
 ness of the tale. We could see the soldiers he 
 told us about pass before us in all their struggles 
 and sorrows and triumphs. Back and forth he 
 marched them into Asia Minor, across Sicily, and 
 into the castles of France, Germany, and England. 
 We listened eagerly and came back each night 
 ready to be thrilled and inspired again by the 
 spirit of the good and the great. Then came the 
 journey over the sea, and the family with the 
 neighbors’ families were part of the life of New 
 York. We were Little Italy.’’ 
 
 It was not only that the spiritual values of the 
 stories got into this boy’s life and made a man of 
 him, but that unconsciously he was being trained 
 
FROM WHENCE LEADERS 11 
 
 in the art of story-telling, the one best method of 
 teaching, and thus was being saved from the for- 
 malism and didacticism that afflict so many 
 teachers and schools. 
 
 The great military hero of the Southland, 
 Robert E. Lee, owed his military genius to his 
 cultured mother rather than to his warrior 
 father, the fighting ‘‘Light-horse Harry.’’ 
 
 In a Southern library, I found a Lee biography 
 in which it is recorded that, for several years, 
 during the boyhood of Robert, while his father 
 was in the West Indies, seeking to regain his 
 shattered health, this boy was with his mother, 
 in her loneliness, for several hours each day, dur- 
 ing which time she told him the stories of the 
 achievements of the great men of history, and of 
 the exploits of the military heroes of the world, 
 including those of his own father. 
 
 Thus Robert’s mind was turned toward things 
 military; his ambition was stirred; he was de- 
 veloped into one of the greatest military geniuses 
 of alltimes. It was during those significant years 
 with his mother that there were also developed in 
 him, to a remarkable degree, those Christian at- 
 titudes and ideals from which he never swerved. 
 
 Many other examples might be cited. When 
 any one of us begins to look back to find the 
 occasion of the best in his life, he is conscious 
 of the ‘‘magic touch’’ of some one who lived and 
 loved when he was a child. 
 
 If this be true, every parent should be an earn- 
 
12 PSYCHOLOGY OF LEADERSHIP 
 
 est, persevering student of child psychology, 
 the accumulated common sense of the ages with 
 reference to child nature and child training, the 
 composite wisdom of many parents and teachers. 
 Every. father ought to know at least as much 
 about the inside of his boy’s head as he knows 
 about the inside of a Ford or a Packard. Every 
 mother ought to know at least as much about 
 child nature as she knows about flower nature or 
 chicken nature. 
 
 It ought to be exceedingly encouraging to some 
 of us who have not realized our dreams of leader- 
 ship to consider that we may make it possible for 
 sons and daughters to reach the promised lands 
 which we ourselves have never been able to enter. 
 
 Ill. THE POWER OF THE TEACHER 
 
 Who fanned the spark of genius there, 
 And made it burn so bright and fair? 
 A teacher with skill to stir and to thrill. 
 
 We shall never be able properly to estimate 
 and to appreciate the importance of the teacher 
 in the development of leadership. The leaders 
 are prone to assume that their leadership is due 
 to their inherent abilities and their own efforts 
 alone; and they do not seem to realize that their 
 native endowments would have remained latent 
 and inoperative, for the most part, had it not been 
 for the teachers who ‘‘fanned the spark.”’ 
 
FROM WHENCE LEADERS 13 
 
 So quiet and non-spectacular are the learning 
 processes, so hidden from the possessor are the 
 springs of thought and action in the depths of 
 consciousness, and so unobtrusive are the dynamic 
 urges of the teaching act that the teacher never 
 looms large in the thinking of the taught. 
 
 A reputable teacher of dramatics, after many 
 years of success in developing actors and dra- 
 matic readers, committed suicide, in New York 
 City, a few years ago, because his students would 
 attribute their successes to their own brilliance 
 and would neglect to give him his due share of 
 credit. 
 
 In the experience of any thoughtful leader, who 
 is given at all to intelligent self-analysis, his 
 teachers appear larger, the farther he gets away 
 from them. 
 
 My teacher of English in college was an en- 
 thusiastic young man, about twenty-four years 
 of age; and he seemed to take a special interest 
 in me, and once arranged an extra class for my 
 benefit. He helped me to appreciate the beauties 
 and possibilities of our language and literature, 
 and fired me with an ambition to speak and to 
 write clear, vigorous English. 
 
 My debt to this teacher of English, I now see, 
 is incalculable; but at the time I took him for 
 granted, and had no adequate appreciation of 
 what he was doing for me. 
 
 Twenty-five years later—a few months ago— 
 I was lecturing in the town in which this teacher 
 
14 PSYCHOLOGY OF LEADERSHIP 
 
 is now an honored professor of English in a 
 reputable college, and I said: ‘‘There sits in this 
 audience, this evening, a man who, more than a 
 quarter of a century ago, was one of my teachers 
 in college. He taught me to love my native 
 tongue, and to appreciate its literature. I owe 
 to him an inestimable debt of gratitude; but 
 never during these years, until now, I am ashamed 
 to say, have I ever told him so. I might have 
 found his address, and I might have written to 
 him occasionally some words of appreciation; 
 but I did not do it, and this tardy acknowledgment 
 and apology comes too late to be appreciated by 
 him. It can only embarrass him, I know, but at 
 least I have somewhat purged my own soul; and, 
 it may be, have helped all of us into a more 
 adequate appreciation of our teachers.”’ 
 
 There was another young professor, who got 
 me interested in history and economies, and who 
 taught me the uses of a library, and how to read 
 an average of two worth-while books a week for 
 the remainder of a lifetime—and to do this dur- 
 ing the rest and recreational periods of a busy 
 existence. And to this teacher I have only re- 
 cently said, ‘‘Thank you.’’ 
 
 There was a third teacher who taught me how 
 to think for myself, and to let my thinking begin 
 where the thinking of others leaves off. There 
 are no words in our richest of languages that 
 are strong enough to express even the smallest 
 part of the appreciation I now have for this 
 
FROM WHENCE LEADERS 15 
 
 teacher; and it is too late even to attempt it, for 
 his prophetic voice is no longer heard among men, 
 and Uncle Sam’s carriers do not reach the pleas- 
 ant place of his present abode. 
 
 Then there was the teacher who led me out from 
 the musty places of metaphysical psychology, in 
 the department of philosophy, into the broad, 
 bright spaces of genetic, experimental, social, 
 religious, and practical psychology. The monu- 
 ment I have erected to him in my heart can never 
 be high enough to do him justice. 
 
 I must mention one other teacher, the teacher 
 who guided my feet in the pious paths in which 
 they had been placed by my parents, and who led 
 me to dedicate my life to character building, 
 putting the service motive at the front in my 
 thinking so successfully that the spiritual entities 
 and not mere things have been preéminent in all 
 my experience through all the years. 
 
 Could any amount of money ever pay for the 
 service that teacher did me in keeping me from 
 worshiping the money gods? No, not in a trillion 
 of eons. 
 
 Of course, not all of my teachers were good 
 teachers. I had my share of poor ones, but I 
 cannot hold any grudge against them, because 
 I cannot remember any of them. I remember 
 only my good teachers, and shall remember them 
 with everlasting gratitude. 
 
 The real need for all of us, after we grow up, 
 is to realize that school commencement never was 
 
16 PSYCHOLOGY OF LEADERSHIP 
 
 intended to be the end of education, but rather 
 the beginning of a better education, and to con- 
 tinue to be students all our lives, always learn- 
 ing from the world’s best teachers through a 
 persistent and discriminating use of books and 
 journals, through membership in educative organ- 
 izations, and through personal contact with 
 teachers in night schools, in summer schools, and 
 in extension classes. We never should consider 
 that we are educated, but always only in the proc- 
 ess of being educated. es 
 
 IV. WORK AS A FACTOR 
 
 How chance they to be known to fame, 
 And called throughout the world by name? 
 They ’ve learned how to work and never to shirk. 
 
 Some one said to Thomas A. Hdison one day, 
 ‘‘T told a friend the other day that I consider you 
 the greatest genius in the world.’’ 
 
 ‘‘Genius!’’ said Mr. Edison. ‘‘Do you know 
 what genius is? Genius is one per cent inspira- 
 tion and ninety-nine per cent perspiration.’’ 
 
 Another asked Mr. Edison, ‘‘How do you go 
 about inventing anything?’’ 
 
 He said, ‘‘I first find out all that everybody 
 knows about the subject, collecting and reading 
 everything concerning it, with the help of my as- 
 sistants; and then I go at it, keeping my mind 
 upon it and experimenting for from twelve to 
 
FROM WHENCE LEADERS 17 
 
 twenty hours a day, and I stick to it until I get 
 what I want.’’ 
 
 When questioned further, he said, ‘‘ Before suc- 
 ceeding with my electric light, I tested six thou- 
 sand vegetable growths for an ideal substance for 
 use as a filament inside the glass tube. Hvery 
 nook of the world was searched, and I finally 
 Pexo) na 
 
 Mr. Edison once said to a young man, ‘‘ Never 
 look at the clock except to be sure that you get to 
 work early enough in the morning.”’ 
 
 One of the great universities tried for three 
 years in succession to get Mr. Edison to come to 
 the school in order to have a degree conferred 
 upon him, and every time he would say: ‘‘Sorry 
 I cannot come. Too busy. Keep it for later.’’ 
 When a university in England wanted to confer 
 a degree upon him, he said: ‘‘What! Cross the 
 ocean for that? ‘Too busy, too busy.’’ 
 
 Mr. Edison is quoted as having said, recently: 
 ‘‘T do not approve of the present-day college 
 graduate. My main objection against the col- 
 lege graduate is that he objects to work, especially 
 when it is dirty work. He does not want a job 
 with much work to it. He expects to be appointed 
 foreman at the end of his sixth week. Most of 
 the men working for me have never gone to 
 college.’’ 
 
 This statement raised a storm of protest on the 
 part of the friends of the colleges, and most of 
 us feel that it is not quite fair, for the fact is 
 
18 PSYCHOLOGY OF LEADERSHIP 
 
 that the majority of those who are afraid of 
 work never saw a college; but at the same time 
 we must concur in Mr. Edison’s insistent empha- 
 sis on work as essential to success in every voca- 
 tion. ‘‘Everything that is worth while,’’ as he 
 puts it, ‘‘is hard to get. If the answer to any life 
 problem is easy, it is wrong.’’ 
 
 However large we may make plasmic genius, 
 we must award the prize to plodding genius. 
 
 The theory and the practice of all the ages unite 
 in saying to us that the highest innate genius must 
 remain forever in the obscurity of the unknown 
 unless it is discovered and brought to light and 
 developed by hard, persistent work. 
 
 V. MORALE AN ESSENTIAL 
 
 How do they reach the glorious heights? 
 How do they win the world’s great fights? 
 Achieved through their pluck, and not any luck. 
 
 Every successful leader believes in himself and 
 in his work. He faces his task with hopeful un- 
 afraidness. He has courage, pluck, morale. 
 
 It is said, when our soldiers landed in France, 
 to participate in the World War, a French woman 
 of prominence, said: ‘‘I do not wish to see these 
 soldiers. They are too few, and they are not 
 trained; they cannot really help.’’ But, because 
 of her husband’s official position, she was present 
 
FROM WHENCE LEADERS 19 
 
 at the grand review; and afterward she said, ‘‘I 
 had not been watching the American soldiers 
 marching by for ten minutes until I knew I had 
 been mistaken in my thinking about them, for I 
 saw that their coming meant victory. It was in 
 their faces and in their stride. They had come 
 over to win the war. They fully expected to do 
 it. They were on their way to Berlin.’’ 
 
 Where did our soldiers get that morale that 
 turned the tide of battle and helped the Allies to 
 win? Certainly not in six months of intensive 
 training alone. They had acquired it in twenty 
 years of training in the American homes and 
 schools, where they were taught to face coura- 
 geously the facts of life and to fight cheerfully 
 their daily battles with confidence in ultimate vic- 
 tory. ‘‘The mental attitude,’’ says Edgar James 
 Swift, ‘‘ends by altering the effects themselves. 
 If a man expects a plan to succeed, the chances 
 are that he will carry it through; and if one 
 anticipates failure he is quite certain to be grat- 
 ified.”’ 
 
 An important part of the work of the successful 
 football coach consists in developing morale in his 
 team. After the great victories of Princeton over 
 Harvard and Yale, a few years ago, attention was 
 called to Coach Bill Roberts’s mottoes that were 
 hanging on the walls of his team’s club-room. 
 One of them was: ‘‘The team which won’t be 
 beaten can’t be beaten.”’ 
 
20 PSYCHOLOGY OF LEADERSHIP 
 
 DISCUSSION 
 
 1. It will be my purpose, under the head of 
 Discussion, at the close of each chapter, to pro- 
 vide material and suggestion for interesting and 
 profitable class discussion or private consid- 
 eration. 
 
 2. Prof. Albert Edward Wiggam, in his bril- 
 liant book, ‘‘The New Decalogue of Science,’’ 
 greatly over-emphasizes, I think, the importance 
 of organic heredity, as compared with social 
 heredity, apparently not realizing that, in so 
 doing, he is cutting the very tap-root of educa- 
 tional effort. He says, for instance, that there 
 are fifty million people in this country who have 
 not sufficient brains to get through our certified 
 high schools. Might he not more truthfully say 
 that we educators and legislators have not brains 
 enough to make adequate educational provision 
 for them and to see that they do get through our 
 high schools? In order to stress the importance 
 of eugenics, he need not have belittled social hered- 
 ity. In doing so he ignores established biological 
 and psychological facts, and omits the testimony 
 of certain reputable biologists whose experiments 
 with the lower forms of life tend to show the 
 power of environment upon life in its very begin- 
 nings. He defines eugenics as ‘‘a: method or- 
 dained of God and seated in natural law for 
 securing better parents for our children, in order 
 that they may be born more richly endowed, men- 
 
FROM WHENCE LEADERS 21 
 
 tally, morally and physically, for the human 
 struggle.’’ This definition is quite adequate, and 
 all of us ought to agree that eugenics is a highly 
 desirable method of race improvement. At the 
 same time we ought to see that the very making of 
 eugenics effective in practice is dependent chiefly 
 on education, a fact which Professor Wiggam 
 tacitly acknowledges in the very act of writing his 
 book; for books are an important part of the 
 method of education. 
 
 3. The physicians, Drs. Walsh and Foote, in 
 their book, ‘‘Safeguarding Children’s Nerves,’’ 
 say, in the chapter entitled ‘‘The Bogy of Hered- 
 ity’’: ‘‘There is a tendency in present-day 
 science to do away with even more of the bogy 
 of heredity than ever had been the case before. 
 We heard so much of the Jukes family and the 
 Killikats and others, and how much heredity 
 means in making people criminals and ne’er-do- 
 wells that we have been inclined to think that men 
 are the representatives at best of their inheri- 
 tance, the victims of heredity as it were. It was 
 very much like the old-fashioned doctrine of pre- 
 destination. But now we have come to realize 
 that opportunity, and the individual himself, and 
 his will power, may enable him within limits to 
 break and change the results of heredity and 
 start afresh to the great advantage of himself as 
 well as of those with whom he is brought into con- 
 tact. The family of Jonathan Edwards is often 
 cited as an example of the opposite influence to 
 
22 PSYCHOLOGY OF LEADERSHIP 
 
 that exerted in the Jukes and Killikat instances, 
 but some one looked beyond Jonathan Edwards 
 himself, and found that in the immediate preced- 
 ing generations the family was not very exem- 
 plary or indeed of the kind that might with any 
 assurance have been expected to have very re- 
 putable descendants.’’ 
 
 4, Prof. C. M. Child, in the department of 
 zoology in the University of Chicago, after con- 
 ducting laboratory experiments with lower forms 
 of animal life and plants for twenty years, con- 
 cludes that environment shares equally with 
 heredity from the very beginning of the life ‘‘in 
 the development of the individual from the egg.’’ 
 He says, ‘‘Heredity constitutes the sum total of 
 the possibilities and environment determines 
 which of them shall be realized in a particular 
 individual.’? See Prof. Child’s book, ‘‘Physi- 
 ological Foundations of Behavior.’’ 
 
 5. For a comprehensive statement of the views 
 of the hereditarians, see the first chapter in ‘‘ The 
 Psychology of Childhood,’’ by Norsworthy and 
 Whitley, and for a presentation of the other side 
 of the question, see ‘‘Social Heredity and Social 
 Evolution,’’ by Conn. 
 
 6. In his ‘‘Psychology of Christian Life and 
 Behavior,’’ W. S. Bruce, D.D., says, ‘‘ Religious 
 genius is just a deep sense of the Divine Presence 
 at the moral center of a man’s nature.’’ 
 
 7. For a helpful discussion of work and play, 
 
FROM WHENCE LEADERS 23 
 
 see Cabot’s ‘‘What Men Live By”’ and Patrick’s 
 ‘“The Psychology of Social Reconstruction.’’ 
 
 8. George Albert Coe, in his ‘‘Law and Free- 
 dom in the School,’’ says: ‘‘If parental affection 
 were wise, it would give the parent no rest until 
 he learned what science has to say as to the nutri- 
 tion and physical care of the child; as to how 
 habits are formed, and what habits need to be 
 formed or avoided in childhood; how to instruct 
 children of different ages concerning sex; how to 
 cooperate with the day school and the church 
 school in their work of teaching; how to develop 
 self-guidance in the child, and how at last to 
 emancipate him from parental control. If pa- 
 rental affection were wise! What we see in most 
 families is action, often genuinely planned action, 
 based upon the fallacy that what I feel strongly 
 must be so, especially if I act from affection. 
 The result? Ask any teacher who knows inti- 
 mately the life of children!”’ 
 
 9. Some of the more readable and helpful books 
 for parents are the following: ‘‘Mothers’ Prob- 
 lems,’’ Clark; ‘‘The Healthy Child from Two to 
 Seven,’’? McCarthy; ‘‘Fireside Child Study,’’ Du- 
 Bois; ‘*Child Nature and Child Nurture,’’ St. 
 John; ‘‘The Dawn of Character,’?’ Mumford; 
 ‘‘The Parent and the Child,’’ Cope; ‘‘The Psy- 
 chology of Childhood,’’ Norsworthy and Whitley; 
 ‘‘Safeguarding Children’s Nerves,’’ Walsh and 
 Foote; ‘‘Sex Education,’’ Wile; ‘‘Growth and 
 
24 PSYCHOLOGY OF LEADERSHIP 
 
 Education,’’? Tyler; ‘‘Misunderstood Children,’’ 
 Harrison; ‘‘Home Occupations for Boys. and 
 Girls,’’ Johnston; ‘‘Religious Education in the 
 Family,’’ Cope; ‘‘Short Talks with Young 
 Mothers,’’? Kerley; ‘‘Child Nature and Child 
 Training,’? Forbush; ‘‘Child Training,’’ Patri; 
 ‘‘The Job of Being a Dad,’’ Cheley; ‘‘ Brothering 
 the Boy,’’ Raffety; ‘‘Making the Best of Our 
 Children,’? Wood-Allen; ‘‘The Girl in Her 
 Teens,’’ Slattery; ‘‘Girlhood and Character,’’ 
 Moxcey; ‘‘ Being Well Born,’’ Guyer; ‘‘The High . 
 School Age,’’ King; ‘‘What Ails Our Youth?”’ 
 Coe; ‘‘Story Telling Lessons,’’ Tralle. 
 
 10. Hugh Elliot, in his ‘‘Human Character,”’ 
 says: ‘‘Though genius is a rare quality, it is 
 probably more abundant than might be supposed, 
 for the reason that in the majority of instances 
 it never comes to fruition. Success in life is only 
 partly due to individual qualities; for the rest, it 
 is due to a favorable environment,’’ 
 
CHAPTER II 
 INSTINCTS AND INTELLIGENCE 
 
 Every human being is a bundle of instincts plus 
 intelligence; and the greater the proportion of 
 intelligence, the more really human he is, and the 
 more a leader. 
 
 No one can get rid of his instincts, but he can 
 supplement and control them. Even the lower 
 animals do this. Not even the dog is controlled 
 by instincts alone. He directs his life through 
 instincts plus intelligence. Some of our instincts 
 need to be strengthened, and others need to be 
 weakened. All of them need to be supplemented 
 by intelligence. 
 
 A man places himself below the dog when he 
 excuses his shortcomings by saying: ‘‘I could 
 not help it. I was born that way, and I am not 
 to blame. Instinct was to blame. I simply acted 
 naturally.’? No individual has a moral right to 
 act naturally, in the sense of acting instinctively. 
 Every one is under obligation to act intelligently 
 and righteously. And he will do so if he avails 
 himself of the resources at his command. 
 
 ‘‘An instinct,’’ following William McDougall, 
 
 ‘is an innate mental disposition that liberates and 
 25 
 
26 PSYCHOLOGY OF LEADERSHIP 
 
 directs psycho-physical energy, when stimulated 
 by its proper object, and involves the whole organ- 
 ism in a total reaction toward its goal.”’ 
 
 I shall discuss here sixteen human instincts, 
 dividing them into four general classes, which I 
 shall call perpetuative, protective, progressive, 
 and cooperative. Various other classifications of 
 the instincts have been suggested by different psy- 
 chologists, and there is no general agreement as 
 to their number and nature and names. But this 
 lack of agreement is serious and disturbing chiefly 
 in philosophical psychology: in practical psychol- 
 ogy it matters much less. 
 
 I. PERPETUATIVE 
 
 There are three instincts which we may call per- 
 petuative, namely, food-seeking, mating, and pa- 
 rental; for these make for the perpetuation of 
 human beings. 
 
 1. Food-seeking Instinct 
 
 The strongest of all the instincts is the inborn 
 mental disposition toward the seeking of food 
 when hungry. Man is wisely so constituted that 
 he cannot be very much interested in anything 
 else when he needs food. I venture to present 
 here, in summary, a composite of the wisdom of 
 many writers on the subject of eating, as follows: 
 
 (1) Eat once a day. I mean, eat one real meal 
 
INSTINCTS AND INTELLIGENCE 27 
 
 a day, a course dinner, if that is practicable. As 
 to the other meals of the day, it does not matter 
 much, just so there are at least two of them, and 
 provided they are light and limited in variety. 
 
 (2) Eat what you want. Beware of the food 
 faddists. If you must go on a diet, do it only 
 under exceptional circumstances, on the advice 
 and under the direction of a competent physician. 
 
 (3) Hat what agrees with you. One may eat 
 what another would better not eat, and the food- 
 needs of the same individual may change from 
 time to time. Frequently it is not something he 
 is eating that disagrees with any one, but some- 
 thing that he is not eating. He may need to eat 
 more, and not less. Probably he needs to exer- 
 cise more, so that he can safely eat more. 
 
 (4) Hat many kinds of food. To be ‘‘finicky”’ 
 in eating is a great misfortune to the eater, and 
 to others. Any one can learn to like almost any- 
 thing that anybody else eats if only he will taste 
 it, and keep on tasting it from time to time. 
 Many of us have learned to like tomatoes and 
 olives and raw oysters and Casaba melons. It is 
 not advisable to eat too heartily at any time, or 
 to eat many kinds of food at one meal, but to 
 seek a variety from day to day. 
 
 (5) Hat with enjoyment. Make a happy busi- 
 ness of eating. Get your mind off your work, and 
 make play of your eating. A man whose work 
 demands his attention while he eats has no work 
 that is worth doing. And soon he may have none 
 
28 PSYCHOLOGY OF LEADERSHIP 
 
 at all. If you are a ‘‘busy business man,’’ avoid 
 the bad practice of rushing from your office to a 
 club table and there trying to talk business while 
 you eat. Even church executives sometimes sin 
 in this way. Take time to eat, and have a good 
 time at it. Spend at least an hour at dinner, and 
 then do not try to work at anything until about 
 thirty minutes have elapsed after finishing the 
 meal. Give your food a chance, at least once 
 a day, at your principal meal. The other meals 
 may require less time. Light conversation and 
 wholesome fun will help any meal; and will in- 
 crease any individual’s ability to work, will 
 enrich his personality, and will minister to 
 leadership. 
 
 2. Mating Instinct 
 
 The second strongest of the human instincts is 
 the mating instinct, and there is nothing ever 
 wrong about it except when it is not properly 
 supplemented with intelligence. It is the founda- 
 tion of love and courtship and marriage and home- 
 making. It is an important factor in effective 
 leadership. Here again I venture to present, in 
 a few brief statements, a precipitate of the wisdom 
 of many writers on this subject. 
 
 (1) Be charitable in your judgments of others. 
 Some human beings are a hundred times more 
 strongly sexed than others, and should be judged 
 accordingly. On the other hand, the stronger this 
 
INSTINCTS AND INTELLIGENCE 29 
 
 instinct in any one of us, the more necessary it is 
 to supplement it with intelligence; for, if rightly 
 directed, it is an element of power in personality 
 and of control in leadership. 
 
 (2) Think of sex proportionately. Let it have 
 a proper place in your thinking, but not too large 
 a place. Do not devote a very large proportion 
 of your thinking to it, and, when you do think 
 of it, remember that, while the mating instinct 
 is one of the strongest of the instincts, it is 
 only one of sixteen or more of the human in- 
 stincts, and do not be misled by the Freudians, 
 who hold, in effect, that sex largely controls 
 almost all of human behavior, and who regard 
 all love as sexual. Speaking of this latter 
 view especially, Prof. William McDougall says: 
 ‘‘The sensational psychology, based on such rot- 
 ten foundations as these, serves to sell the books 
 which contain it by the hundred thousand; but I 
 am not sure that the popular interest in psychol- 
 ogy of this kind gives ground for rejoicing. It 
 is useless to attempt to argue with a Freudian; 
 he is a devotee of a sect, not a man of science, and, 
 like all sectarian enthusiasts, he is impervious to 
 the shafts of reason. If he is an unusually open- 
 minded specimen, you may succeed in pinning him 
 down to the admission of the fallacies by which 
 the sexual dogma is defended; he will always elude 
 you in the end, by retorting that Freud does not 
 use the word sexual in the ordinary sense. And 
 neither he nor Professor Freud himself will ever 
 
30 PSYCHOLOGY OF LEADERSHIP 
 
 tell you in what sense he does use the word. The 
 Freudian reasoning is in the main a peculiar proc- 
 ess which can only be characterized as ‘persua- 
 sion by innuendo.’ ”’ 
 
 (3) Think of sex purely. Spend little time in 
 the company of those who are perverted in their 
 thinking of the mating instinct, for you cannot 
 associate with such people without being influ- 
 enced adversely in your own thinking. Avoid 
 books and plays and pictures that distort and 
 unduly magnify sex relations. Practise thinking 
 of members of the opposite sex as you would like 
 to have others think of those of that sex who are 
 nearest and dearest to you. Consider that, from 
 the selfish point of view alone, the highest pleas- 
 ures that grow out of this God-given instinct are 
 possible only to those who are sane in their think- 
 ing about it, and who are controlled and clean in 
 their relations to it. 
 
 (4) Be absorbed in your work. Keep happily 
 busy at some good life job, if you are a man, and 
 thus avoid sexual temptations. Throw yourself 
 into your work with whole-hearted enthusiasm. 
 No loafer ever can be a good lover, and experi- 
 ence the true, high thrills of a worthy love, and 
 drink from the cup of unpolluted blessedness in 
 one’s mate. An idle wife is a continual menace to 
 herself, to her husband, and to society. 
 
 (5) Be true to an ideal of mated love. If you 
 are not married, rest in the confidence that there 
 are in the world a thousand or more members of 
 
INSTINCTS AND INTELLIGENCE ol 
 
 the opposite sex any one of whom would make for 
 you a suitable mate, and make it your business to 
 find and wed one of them. In the meantime keep 
 busy at your work, and hold, in sacred conti- 
 nence, that which is yours alone to give, against 
 the day of your destined mating. If you are 
 married, then play the game according to the rules 
 of God on a fifty-fifty basis, with love and loyalty 
 and patience, ever fanning into brilliant blaze the 
 spiritual fires on the family altar, which always 
 has been the center of all the highest thinking 
 and the noblest achievements of the sons and 
 daughters of men and women. 
 
 (6) Make marriage a means. Marriage never 
 should be regarded as an end in itself, but only 
 as a means to a higher, fuller, richer, more useful 
 life. And, normally, nearly always, it should 
 mean children. This brings us to a consideration 
 of the next instinct. 
 
 3. Parental Instinct 
 
 The parental instinct is stronger in women than 
 in men; but he is a poor sort of man who does not 
 love children, and delight in them. She is a 
 spoiled, deluded woman who does not love babies, 
 and she is a fool who lavishes her parental affec- 
 tions wholly upon dogs, or cats, or birds, when she 
 might lavish them upon babies. A baby is not 
 “much more trouble than a dog or a doglet, and 
 not very much more expensive. And one healthy 
 
32 PSYCHOLOGY OF LEADERSHIP 
 
 human baby is worth more than all the dogs and 
 doglets that ever were held in the arms of women. 
 
 Few of us parents, perhaps, have appreciated 
 adequately the fundamental value of our children 
 to ourselves. It is not simply that parenthood is 
 a duty, and on the whole a very great pleasure; 
 but it may be at the same time a most important 
 means of self-education. The bearing and rear- 
 ing of children is not only the chief business of 
 life but is also the best school in life. While 
 parents are training their children, they are them- 
 selves being trained in the most effective way 
 possible. It can scarcely be questioned that the 
 headship of a family of several children reacts 
 constructively on the parents’ personality and 
 their possibilities for leadership. The sense of 
 responsibility, the solving of family problems, the 
 incentives to effort, the exchanges of affection, 
 the imposed restraints, all are graduate courses in 
 the greatest of universities. 
 
 II. PROTECTIVE INSTINCTS 
 
 Three of the human instincts may be classed as 
 protective, making for the protection of the in- 
 dividual and the group, namely, the combative, 
 escape, and repulsion instincts. 
 
 4. Combative Instinct 
 
 This is the innate disposition that leads an 
 individual, when aroused by anger or other emo- 
 
INSTINCTS AND INTELLIGENCE 33 
 
 tional incitement, to get rid of any obstruction to 
 any purposeful amore 
 
 In the intelligent human being to-day, this in- 
 stinct does not function so much in physical com- 
 bat, in private quarrels or in war, as in the fight- 
 ing of evil within and without, in the fighting of 
 fears and weakness and laziness and ignorance 
 within, and the fighting for ideals and causes and 
 principles and children and freedom and oppor- 
 tunity without. People like to follow the leader- 
 ship of such a fighter. 
 
 When any one quits fighting he has quit living, 
 in any way that counts for anything. No one 
 should be pugnacious, nor irascible; but at the 
 same time he should be a fighter in the best sense, 
 for every worth-while life is a life of combat, a 
 life of struggle, a life of overcoming, and the last 
 battle is never won, until the fighter is ready to 
 quit, and to say, ‘‘I have fought the good fight’’— 
 and then he hopes to continue in conquests be- 
 yond the range of this present limited vision. 
 
 It is this combative instinct combined with in- 
 telligence that has impelled every pioneer and ex- 
 plorer that ever ventured into the unknown, and 
 that flung him unafraid against the last great 
 adventure. 
 
 5. Escape Instinct 
 
 In the early history of humanity, fear and flight 
 were just as important in protecting the indi- 
 
34 PSYCHOLOGY OF LEADERSHIP 
 
 vidual and the group as anger and fight, partic- 
 ularly when the latter could not avail and it was 
 necessary to get away from danger. But in 
 modern life there is only a small place for caution, © 
 which is a child of this instinct, and almost none at 
 all for fear and timidity and terror, which are no 
 longer a protection but rather a handicap to men. 
 
 The problem with us to-day is to get rid of our 
 fears, many of which we acquired in childhood 
 from ignorant or vicious elders. There is just 
 one way to do this, and that is to bring them into 
 the light of intelligence, and then dismiss them. 
 The heaven of fears is ignorance. I shall name a 
 few of these fears, with brief specific suggestions 
 regarding their cure. 
 
 (1) Fear of other people. Most of us, I sup- 
 pose, are afraid of other people who are wiser or 
 wealthier or more prominent than we are. But 
 why should we be afraid of them? They are 
 merely human beings, made of the same stuff of 
 which we are made, and at one time may have been 
 of less importance than any one of us. Let us 
 cultivate a genuine interest in these other people, 
 exhibit kindly feelings toward them, and show a 
 desire to learn from them; and thus our minds 
 will be distracted from ourselves and our affairs. 
 “‘It is a physical impossibility to entertain at one 
 and the same time fear for ourselves and consid- 
 eration for another,’’ says D. Macdougall King. 
 
 (2) Fear of criticusm. Who are we that we 
 should not be criticized adversely, or even ridi- 
 
INSTINCTS AND INTELLIGENCE 30 
 
 culed? The only thing we need to be fearful 
 about is that the bad things others say about us 
 may be true. Was there ever anybody that was 
 any account who was not laughed at or criticized 
 by somebody? It is well to remember, too, as has 
 often been pointed out, that frequently ‘‘a knock 
 is a boost.’’ 
 
 (3) Fear of taliness. There are many people, 
 especially those who are in middle or later life, 
 who live in dread of some kind of physical or men- 
 tal breakdown, on account of the daily grind of 
 life. But work does not hurt anybody. About 
 the only danger of disease in maturer years, so the 
 physicians tell us, is from infections; and a 
 prominent physician says the way to guard 
 against infection is to obey the four command- 
 ments of health, as follows: (a) Take care of 
 your teeth; (b) watch your tonsils; (c) watch 
 your sinuses; (d) watch your intestinal tract, 
 especially the colon. Dr. William S. Walsh, in his 
 book, ‘‘The Mastery of Fear,’’ says: ‘‘It is per- 
 fectly possible to have a blood pressure, tempera- 
 ture, pulse and weight above or below ‘normal’ 
 and to sleep but five or six hours a day, and yet 
 be vigorous and in no way endangered.’’ In any 
 case, a morbid dreading of disease can only serve 
 to make us more susceptible to it. The only 
 justifiable fear of illness is that which results in 
 improvement in health habits. 
 
 (4) Fear of death. If we live as we ought, we 
 need not worry about dying, and, anyway, to 
 
36 PSYCHOLOGY OF LEADERSHIP 
 
 worry about death will not keep it away, but only 
 hasten its coming. As to the pains of dying, we 
 have no reason to fear, for Dr. Walsh tells us, on 
 the authority of scientific observation at the bed- 
 side of thousands of persons, that physicians are 
 able to make this statement: ‘‘The majority of 
 the dying die tranquilly and while unconscious, 
 and the period of unconsciousness may last min- 
 utes, hours or days. While one is unconscious, 
 pain, physical or mental, is absent. Therefore, 
 the majority of the dying are absolutely devoid of 
 distress. The modern methods of preparing the 
 dead for burial should discount the fear of being 
 buried alive.’’ 
 
 (5) Fear wm superstitions. Superstition is a 
 variety of fear, usually acquired during childhood 
 from ignorant adults. There is no basis in fact 
 for any of the popular superstitions. I broke a 
 mirror many years ago, and have had good luck 
 ever since. I have started on many journeys on 
 a Friday, have slept in No. 13, have seen the new 
 moon over my left shoulder; and always have 
 come back home without a seratch of any kind. 
 If anything ever should happen to me, I am con- 
 vinced that it will not be on account of anybody’s 
 signs or omens or spells. And I am not ‘‘knock- 
 ing on wood”’ as I write this line. 
 
 (6) Other fears. The basic cure for the above- 
 named fears, and for all other fears to which man 
 is subject, is twofold, namely, to get the facts and 
 then to get into the subconscious self through the 
 
INSTINCTS AND INTELLIGENCE Oo” 
 
 conscious self the suggestion that there is nothing 
 to be afraid of. This is one place, at least, where 
 autosuggestion will work, and without using any 
 particular set phrase. Simply let the fearful indi- 
 vidual give to himself the facts and tell himself 
 that he has nothing to be afraid of, and that 
 therefore he is not going to be afraid. 
 
 6. Repulsion Instinct 
 
 It is said that our remote ancestors were saved 
 from poisoning themselves with berries and roots 
 through the bad smells and tastes that caused 
 them instinctively to avoid or reject the noxious. 
 
 This instinct would. seem to be of very little 
 value to-day, unless it be that some avoid con- 
 tagions and infections through a repulsion that 
 keeps them at a distance from some other people. 
 
 On the other hand, unless properly supple- 
 mented with intelligence, this instinct is likely to 
 lead to an excessive daintiness and to an ex- 
 ageerated fastidiousness, in connection with foods 
 and dress, and particularly with reference to the 
 appearance and behavior of other people. 
 
 III. PROGRESSIVE INSTINCTS 
 
 There are four instincts, namely, curiosity, 
 acquisitive, constructive and esthetic instincts, 
 which may be called progressive, since they make 
 for individual and group progress. 
 
38 PSYCHOLOGY OF LEADERSHIP 
 7. Curiosity Instinct 
 
 Any new thing or person or object or situation 
 that is not too new is a key that unlocks the curi- 
 osity instinct. This instinct disposes the indi- 
 vidual to attention with suspended judgment and 
 to investigation for clearer perception. 
 
 This instinct still is a valuable one, for curiosity 
 is at the basis of very much of our learning, and 
 is a valuable asset in the development of the- 
 sciences. 
 
 Systematic training in perception will be of 
 great assistance in strengthening this instinct. 
 Two individuals can make a game of observation, 
 walking through a store, or past a shop window, 
 and then determining which can name the larger 
 number of things which he has seen. 
 
 The most hopeless fool in the world is the 
 sophisticated fool, who, in his all-sufficient wis- 
 dom, never sees anything that is interesting, and 
 never discovers anything that evokes enthusiasm. 
 
 8. Acquisitive Instinct 
 
 This is the instinct that is responsible for thrift 
 in those individuals who mix with it a proper pro- 
 portion of intelligence. And, in this country, 
 where hundreds of thousands of people make it a 
 practice to spend everything they get hold of as 
 soon as they get it, and where enough food is 
 wasted every year to feed another hundred million 
 people, it would be a fine thing if this instinct 
 
INSTINCTS AND INTELLIGENCE 39 
 
 could be considerably strengthened among the 
 great masses of the people generally. ‘‘Hcono- 
 mize and save’’ is a slogan that needs to be made 
 widely effective in the interests of the increasing 
 welfare of humanity. 
 
 On the other hand, this acquisitive instinct has 
 been so strengthened in many people that it has 
 developed in them a mean miserliness and un- 
 profitable hoarding for the mere sake of having. 
 There are people who even hide their wealth from 
 themselves, and who, with all their possessions, do 
 not live in decency and comfort. 
 
 g. Constructive Instinct 
 
 To this instinct the world is indebted for its 
 builders; and it needs to be so strengthened and 
 supplemented by intelligence in the great masses 
 of people that every one will build something that 
 will be of value to humanity, a box or a boat, a 
 puzzle or a palace, a skillet or a school, a car or a 
 character, an organ or an organization. 
 
 There would seem to be no good reason why 
 every normal human creature should not be a 
 worth-while creator of something that is humanly 
 helpful. 
 
 10. Esthetic Instinct 
 
 There seems to be good reason to believe that 
 there is something inborn in us that responds with 
 pleasure to rhythm and harmony. 
 
40 PSYCHOLOGY OF LEADERSHIP 
 
 The disposition toward rhythm may make of 
 one a supporter of good music, or, it may be, a 
 musician, or it may make him a mere dancing 
 jumping-jack to jazz accompaniment, according to 
 the amount of intelligence that is mixed with the 
 instinct. 
 
 The disposition toward harmony, namely, the 
 appreciation of anything as being in harmony 
 with itself, the thing for which it exists, and with 
 its surroundings, makes for order and symmetry 
 and appreciation and beauty, when rightly supple- 
 mented with intelligence; but, when intelligence is 
 lacking, it develops artistic bores and fussy, over- 
 particular housekeepers, and those hypersensitive 
 souls who live in a perpetual hell of discordant 
 jangles. 
 
 IV. COOPERATIVE INSTINCTS 
 
 The largest group of the instincts may be 
 classed as cooperative, because they make for co- 
 operation among human beings and promote so- 
 cial welfare. They are the gregarious, sympathy, 
 laughter, submission, appeal, and self-assertion 
 instincts. All of them are good when controlled 
 by a developed intelligence, but may result in bad 
 when not properly directed. 
 
 11. Gregarious Instinct 
 
 A sense of loneliness is due to this instinct; and 
 what could be more painful? This hunger for the 
 
INSTINCTS AND INTELLIGENCE 41 
 
 presence of other human beings makes us willing 
 to surrender a degree of freedom for the sake of 
 association with others, and this is the instinctive 
 basis of society and of all group activities. 
 
 This instinct needs to be intelligently developed 
 and directed. It is not good for any one to be 
 very much alone, and every one should mingle 
 freely and frequently and happily with others. 
 He should learn how to make himself agreeable 
 and helpful to others. He should practise the art 
 of friendship and the method of codperation, and 
 must do so if he is to be a leader. 
 
 Any one who restricts himself in his friendships 
 and fellowships to a clique, or a coterie, or a 
 lodge, or a club, or a fraternity, is unncessarily 
 limiting the measure of his personality and the 
 scope of his activities. 
 
 12. Sympathy Instinct 
 
 The instinct of ‘‘primitive sympathy’’ facili- 
 tates social activities and makes for sociability. 
 It leads any one to ‘‘laugh with those that laugh 
 and to weep with those that weep.’’ It is the 
 socializing, ‘‘humanizing’’ phase of human na- 
 ture. 
 
 When not properly supported by intelligence, 
 it leads to an excessive sharing of the emotional 
 excitements of the crowd, to mob violence, to gang 
 depredations, and to weak sentimentality. With 
 a proper admixture of intelligence, it produces a 
 
42 PSYCHOLOGY OF LEADERSHIP 
 
 rational pity and compassion and kindness that 
 feeds the hungry and cares for the unfortunate 
 and heals the sick and rights the wrongs of the 
 oppressed. Asa rule, this compassion is best ex- 
 pressed through hospitals and asylums and vari- 
 ous benevolent organizations, but always there is 
 opportunity for that individual expression of acts 
 of kindness and helpfulness that make all life 
 more worth while. 
 
 Among the worst characters among us, are some 
 individuals who have a liberal share of the mate- 
 rial things of existence, and a fair measure of 
 schooling, but who are unsympathetic and cynical 
 and hard and selfish. 
 
 A saving measure of sympathy in a leader en- 
 ables him to understand and appreciate the point 
 of view of others, and to gain their cordial co- 
 operation. Sympathy is a most effective type of 
 persuasion. 
 
 13. Laughter Instinct 
 
 We laugh at failure and suffering when not too 
 pronounced, particularly if they are a little out of 
 the ordinary, and this saves us from being over- 
 sympathetic and overburdened, says McDougall. 
 The laughter instinct is nature’s method of keep- 
 ing us from taking ourselves and others too 
 seriously. 
 
 Laugh and ery live next door to each other, in 
 
INSTINCTS AND INTELLIGENCE 43 
 
 any normal human being, and always on friendly 
 terms, visiting back and forth frequently. 
 
 Laughter is not an indication of imbecility, but 
 of intelligence. One of the funniest things in New 
 York is a university professor who says that wise 
 men do not laugh, and that the men of the future 
 will know too much to laugh at anything; and he 
 advocates museums to save jokes. The fact is 
 that many crazy men do not laugh. Nor do 
 morons and some college professors. 
 
 The laughter of a leader who knows how and 
 when to laugh is suggestive of good will toward 
 others, and is an element of strength in leader- 
 ship. 
 
 14. Submission Instinct 
 
 Submission to superior intelligence or char- 
 acter or power facilitates group efficiency, makes 
 leadership possible, and benefits all concerned. 
 When unduly developed, this instinct leads to ex- 
 cessive humility, unmanly meekness, and painful 
 shyness. 
 
 Properly developed, it leads one to stand in awe 
 in the presence of the grandeurs of creation, and 
 to be becomingly reverent before the great of 
 earth and of heaven. 
 
 This instinct should be so developed in every 
 leader as to enable him to submit cheerfully on 
 occasion to the leadership of others. Before 
 
44 PSYCHOLOGY OF LEADERSHIP 
 
 leaders can become leaders at all, they must learn 
 to follow the leadership of others. In order to 
 learn to lead, they need to be led. 
 
 15. Appeal Instinct 
 
 Individuals in whom the appeal instinct has 
 been overdeveloped are tearful and complaining 
 and dependent. They are the beggars on the 
 streets. They are the wives of the clinging-vine 
 variety in the home. They were mismanaged 
 children that cried and whined their way through 
 a troubled childhood. 
 
 Those in whom this instinct has been intel- 
 ligently directed will confide in sympathetic 
 friends, will make known their needs on occasion, 
 and will not be too proud to allow the competent 
 to assist them. | 
 
 The strongest among us will need assistance at 
 times, and we should be glad to receive just as we 
 should rejoice to serve. 
 
 This instinct, if overindulged, leads to self-pity, 
 which is ruinous to successful leadership. A 
 leader must have enough subjectivism to profit 
 by criticism, but not to get the ‘‘blues’’ over 
 adverse comment. 
 
 16. Self-assertion Instinct 
 
 The instinct of self-assertion is of high impor- 
 tance in making possible self-respect and reason- 
 
INSTINCTS AND INTELLIGENCE 45 
 
 able pride and worthy ambition and dominant 
 leadership. In many individuals this instinct was 
 unduly suppressed in childhood, and in some cases 
 well nigh crushed. 
 
 When wrongly developed this instinct leads to 
 conceit and selfishness and ruthlessness. It may 
 make of one a bully or a bore, a bandit or a ‘‘bone- 
 head.”’ 
 
 It is essential to any high degree of worthy 
 leadership to recognize and consider the strength 
 of the self-assertion instinct in others. Every 
 aspiring leader should heed the following sug- 
 gestions: 
 
 (1) Share responsibility. A sharing of respon- 
 sibility with others develops in them a sense of 
 self-importance and a personal interest im a 
 mutual undertaking. A leader must learn when 
 and how to share responsibility with others. He 
 must learn to delegate responsibility. 
 
 (2) Confer frequently. A leader is not a boss. 
 He does not issue orders. He does not impose 
 ready-made plans upon his associates. He de- 
 velops his plans with the assistance of his co- 
 workers. He gathers them around a table in 
 conference, and draws them out in thought and 
 speech; and the plans thus evolved are mutual 
 plans. All have had a share in their making, and 
 all feel responsible for them. The leader is no 
 longer in the position of one saying, ‘‘Help me 
 take care of my brain children,’’ but instead is 
 saying, ‘‘Let us take care of our brain children.”’ 
 
46 PSYCHOLOGY OF LEADERSHIP 
 
 (3) Practise courtesy. Give your co-workers a 
 chance to talk. Listen to them attentively, with 
 indications of interest and appreciation. Treat 
 them with respect and consideration. Regard 
 them as intelligent human beings, and deal with 
 them as you would like to have another deal with 
 you under the same circumstances. Avoid the 
 manner and the tones of a boss. 
 
 (4) Show appreciation. A true leader gives 
 the largest possible measure of credit to his 
 associates. What he wants is not credit, but re- 
 sults; and the results always are most satisfactory 
 when the leader exhibits cordial appreciation of 
 the suggestions and the efforts of those who are 
 working with him. <A few sincere, discriminating 
 words of approval, combined with moderate re- 
 quests and modest suggestions, are more effec- 
 tive in securing adequate codperation than many 
 words of fault-finding and abuse and command. 
 
 (5) Compromise occasionally. A leader should 
 not expect to have his way all the time; and 
 he will have his,way oftener if he will allow others 
 to have their way a part of the time. It seems 
 to be characteristic of social progress that many 
 important advances must be achieved through 
 compromise. When.a leader deems it advisable 
 to compromise, he should yield gracefully and 
 _smilingly. He will then be regarded as a ‘‘good 
 sport,’’ and his position as a leader will be 
 strengthened. 
 
INSTINCTS AND INTELLIGENCE 47 
 
 (6) Work indirectly. Get another individual 
 to present your suggestion in conference, some- 
 times, and let him think that it is his own sugges- 
 tion. Work with individuals through other indi- 
 viduals. Sell your ideas to your crowd through 
 the books and magazine articles and speeches of 
 others. Appear but seldom as an advocate or a 
 pleader. And then present your views with 
 clearness, force, and skill. Use judgment and 
 tact. Have confidence in yourself, in your ideals, 
 in your associates, and in your organization. 
 Work and wait. Some years ago, in a board 
 meeting, a man of influence opposed vigorously a 
 suggestion that had been made by the leader. 
 The leader said: ‘‘All right, let us drop the mat- 
 ter. Perhaps we may want to consider it at a 
 later meeting.’? Then he brought influences to 
 bear upon that man without his knowing it, and 
 waited. Six months later, in another meeting of 
 the same board, that same man arose and made 
 the very suggestion he had opposed six months 
 before, believing it to be his own original plan; 
 and the leader tactfully assisted him in making 
 the plan effective. 
 
 (7) Demonstrate ability. The chief factor in 
 all leadership is the leader himself. Leadership 
 is not a bag of tricks. It is not effected through 
 any hocus-pocus. It is a matter of person- 
 ality and skill and intelligence in the leader him- 
 self. 
 
48 PSYCHOLOGY OF LEADERSHIP 
 
 DISCUSSION 
 
 1. It has been said that ‘‘instinct is a dangerous 
 word,’’ and that ‘‘too many psychologists have 
 hypnotized themselves with its aid and slipped 
 away dreamily into metaphysics.’? For discus- 
 sions of instincts, see McDougall, Cabot, Du Bois, 
 Thorndike, Colvin and Bagley; Saxby, Hollings- 
 worth and Poffenberger, Dresser, Dunlap, Hd- 
 man, Ellwood, Marshall, Moore, Pillsbury, Platt, 
 Robinson, Wallas, Warren, Woodworth, Paton, 
 Drever. 
 
 2. For a discussion of fears, see ‘‘The Mastery 
 of Fear,’’ by Walsh; ‘‘Why Worry?”’ by Walton; 
 ‘‘The Conquest of Fear,’’ by Basil King. 
 
 3. A book that was written for the sake of chil- 
 dren is almost as helpful for adults, namely, 
 ‘*Safeguarding Children’s Nerves,’’ by Walsh and 
 Foote. 
 
 4, Discuss the following statement from one of 
 the recent books: ‘‘The number of suicides is 
 constantly increasing in our generation, and the 
 age at which self-destruction is accomplished is 
 on the average younger than it used to be.’? Why 
 So many suicides? What can be done about it? 
 
 do. For a suggestive discussion of laughter, and 
 a statement of the many various views of different 
 authors, see ‘‘The Psychology of Laughter and 
 Comedy,’’ by Creig. 
 
 6. Albert Edward Wiggam, in his ‘‘New Dec- 
 alogue of Science,’’ suggests the following new 
 
INSTINCTS AND INTELLIGENCE 49 
 
 Golden Rule: ‘‘Do unto both the born and the 
 unborn as you would have both the born and the 
 unborn do unto you.’’ 
 
 7. Not many months ago, more than a thousand 
 New York business men met at a testimonial 
 dinner to do honor to a man who had started in 
 business with nothing twenty-three years before 
 and had made more than six million dollars 
 simply by gaining the confidence of all with whom 
 he had dealt by being thoroughly and completely 
 honest, and never undertaking to hide anything 
 from anybody about himself or his business. 
 This man says: ‘‘The best way to get what you 
 want in life is to play with the other fellow, not 
 against him, and never to try to fool anybody. If 
 something should happen to-morrow to sweep 
 away every dollar I have in the world, I don’t be- 
 heve I would be frightened, for, with the ex- 
 perience of the past twenty-three years to guide 
 me, I could rebuild my fortune in half the time it 
 has taken me to make it.’’ 
 
 8. Prof. Charles A. Ellwood, in his ‘‘Introduc- 
 tion to Social Psychology,’’ says, ‘‘The great 
 increase of sympathy and altruism in these higher 
 forms in modern society is probably the surest 
 guarantee of continued progress and the ultimate 
 social adjustment of all classes, nations and races 
 in the modern world.’’ 
 
CHAPTER III 
 PERSONALITY FACTORS 
 
 No one can be a leader unless he can ‘‘sell’’ 
 himself to others, and he can do this only through 
 a developed personality. Such a personality may 
 be said to embody nine basic qualities, or factors, 
 all of which may be cultivated and strengthened. 
 These are vitality, attractivity, emotionality, 
 cordiality, mentality, spirituality, sincerity, au- 
 dacity, and individuality. 
 
 I. VITALITY 
 
 Vitality is a combination of physical energy 
 and mental alertness. It includes physical ear- 
 nestness, as well as moral earnestness, and makes 
 the impression of interested aliveness. It ex- 
 presses itself in a vibrance of the voice, in a 
 brightness in the eyes, and in quickness and de- 
 cision in movement. 
 
 It involves a controlled giving out of an abun- 
 dance of nervous energy, but it is not nervousness. 
 It expresses itself in animation, but it is more than 
 66 pep.”’ 
 
 It is dependent in part on native endowment, 
 
 but in a large measure on physical and mental fit- 
 50 
 
PERSONALITY FACTORS D1 
 
 ness, and it involves a conscious and habitual 
 effort to throw the total self wholly into the 
 activity of the moment. 
 
 All great leaders in industry have vitality; all 
 popular actors and actresses have it; all effective 
 public speakers have it. 
 
 I suppose that America has more good speakers 
 —in the pulpit, on the political stump, and on the 
 lecture platform—than any other country in the 
 world. But we might just as well have a thousand 
 good public speakers where we now have one, if 
 the other 999 had not been toned down into ex- 
 cessive quietness and slowness by that creeping 
 paralysis, all too prevalent in many schools, which 
 may be designated as ‘‘formalism.”’ 
 
 We must have knowledge, we must use correct 
 English, we must arrange our thoughts in logical 
 order; but, in all our getting, we must get vitality, 
 if we are to be effective as speakers. 
 
 And, when I speak of speakers, I am not speak- 
 ing simply of those who address large audiences, 
 but also of those who speak to small audiences in 
 clubs and conferences and committees and homes. 
 In almost all the callings, an individual’s chances 
 for advancement and for the attainment of con- 
 spicuous leadership are increased many-fold if he 
 is able to speak effectively—and this means that 
 his speaking must be characterized by vitality. 
 
 This is true even when one individual is speak- 
 ing to another individual. What chance has a 
 salesman who is excessively quiet and exasperat- 
 
52 PSYCHOLOGY OF LEADERSHIP 
 
 ingly slow? He is saying more with his quietness | 
 and slowness than he is with his words, and what 
 he is thus saying, by indirect suggestion, is, ‘‘ What 
 I have to say amounts to very little, and what I 
 have to sell is worth still less.’’ 
 
 A salesman, in order to sell any kind of goods, 
 must first ‘‘sell’’ himself, and this means that he 
 must throw himself into his selling, heart and soul 
 —he must have vitality. He must not have noise, 
 ‘‘pep,’’ bluster, insolence, discourtesy, and ego- 
 tism, but he must have a controlled, directed 
 vitality. 
 
 Il. ATTRACTIVITY 
 
 Attractivity in personal appearance is depend- 
 ent on neatness, style, and taste. It is true that 
 clothes do not make the man, but it also is true 
 that clothes do advertise the man—either favor- 
 ably or unfavorably. 
 
 The personal appearance of a man proclaims 
 him to be an individual with self-respect or the 
 lack of it, an individual with due consideration for 
 others or the contrary. 
 
 Others are prejudiced in our favor or against 
 us by our personal appearance when they first 
 meet us. They immediately look at us and judge 
 us; and they will be slow to change from this first 
 impression of us, since first impressions are 
 strongest. 
 
 It is the part of common sense and ‘‘good 
 
PERSONALITY FACTORS d3 
 
 business,’’ therefore, for every man to appear 
 personally as attractive as possible—to average 
 at least three hundred and sixty-five baths and 
 shaves a year, to wear clothes that are clean and 
 that fit, to wear out a manicure set every year or 
 two, to keep his shoes shined, to dress within the 
 limits of the mode of the time and place in which 
 he lives, to exercise good taste in the selection of 
 materials and colors and styles and combinations, 
 and to dress quietly, within his means and suitably 
 to his occupation. All this is possible even to a 
 man of meager income. 
 
 When a man is engaged in manual labor, he 
 must, of course, dress accordingly; but at other 
 times he must be a ‘‘good dresser’’ in the best 
 sense if he would maintain his self-respect and 
 demand the respect of others. 
 
 If any man has brains, he will do well to use a 
 fair proportion of them on himself. If he would 
 have the confidence of respectable, sensible 
 people, he must avoid all pronounced colors, all 
 loud suitings, and all extremes in style. 
 
 It is important also that he should seek to ex- 
 press his own individuality and to attain a per- 
 sonal distinctiveness in his appearance, within the 
 range of accepted standards. 
 
 All this will apply in principle to women as well 
 as to men. Women are supposed to know how to 
 dress, but, in many cases, this is a violent assump- 
 tion. Many women dress well, and present a 
 most attractive appearance. They dress neatly, 
 
a4 PSYCHOLOGY OF LEADERSHIP 
 
 quietly, simply, modestly, becomingly, fashion- 
 ably, individually, and economically. 
 
 Some of them, however, have not even learned 
 that pronounced stripes up and down cause a tall 
 woman to look six inches taller than she is, and 
 twenty-five pounds lighter, while pronounced 
 stripes around cause a plump woman to look six 
 inches shorter and fifty pounds heavier. 
 
 III. EMOTIONALITY 
 
 In the highest type of leadership, there is a 
 happy mixture of the intellectual and the emo- 
 tional. Nobody can warm up to an ‘‘iceberg.’’ 
 
 A great leader is likely to have great likes and 
 dislikes, and to give occasional expression to these 
 strong feelings. And people like this element of 
 ‘‘humanness.’’ , 
 
 The man whom people like is the man who likes 
 people. If any individual believes in people, and 
 likes them, somehow they will find it out, though 
 he may not say very much about it. It is a well- 
 recognized principle in psychology that the ex- 
 pression of an emotion tends to develop a similar 
 emotion in others; and it is a fact of common ex- 
 perience that love begets love, that hatred begets 
 hatred, that smiles beget smiles, that happiness 
 begets happiness, that admiration begets admira- 
 tion, that ridicule begets ridicule. People tend to 
 feel as we feel, to like what we like—to like us if 
 we like them. 
 
PERSONALITY FACTORS 59 
 
 If we take fun and faith into our tasks, our 
 tasks are thus magnified in the thinking of others, 
 and there will be developed in them appreciation 
 of us and our work. A happy, optimistic spirit is 
 ‘‘catching.’’ A pessimist may attain fame as a 
 writer or a philosopher, but will never be a leader 
 of men in any true sense. On the other hand, any 
 one need not be very learned, or very famous, in 
 order to be a real leader in the best sense, bright- 
 ening life for others and making a substantial 
 contribution to human welfare. 
 
 IV. CORDIALITY 
 
 There appeared in one of our magazines, a few 
 years ago, an article entitled ‘‘A Million Dollar 
 Smile.’? It was about a man who had attained 
 success in business and had become the head of 
 his concern because he knew how to smile and to 
 appear interested when he had dealings with 
 others. He shook hands as if it were a pleasure 
 to him. There was an inflection of cordiality in 
 his speech when he talked to others. There was 
 a direct looking into the eyes of the other and an 
 interested, pleased, expectant manner. 
 
 If such friendliness is worth a million dollars 
 in business, it is worth a billion and more in the 
 coin of the spiritual realm on earth. 
 
 When I was a college student, I was told by one 
 of the judges, after engaging in a debating con- 
 test, that the judges of the contest would have 
 
56 PSYCHOLOGY OF LEADERSHIP 
 
 given me first honors instead of second honors if 
 I had not ‘‘looked so sour.’’ 
 
 I said to him, ‘‘I did not know I looked that 
 way.’’ 
 
 ‘“Well, you did,’’ he said. ‘‘You looked as if 
 you could bite a nail in two, and as if you would 
 like to tear your opponent into pieces.’’ 
 
 ‘*T did not feel that way,’’ I said. ‘‘I was just 
 in earnest.’’ 
 
 ‘‘But that is not the way to show your earnest- 
 ness,’’ he said. ‘‘You should learn to smile, and 
 should cultivate a friendly manner.”’ 
 
 After I had recovered from the hurt of this 
 plain talk, I began to appreciate the advice, and I 
 tried to profit by it. I said to myself, ‘‘I am go- 
 ing to learn to smile even if I have to paint a smile 
 upon my face until it gets to be natural.’’ 
 
 V. MENTALITY 
 
 By mentality I mean mental alertness, human 
 awakeness, persistent aliveness, appropriate re- 
 sponsiveness. 
 
 A human being is an intelligent organism; and, 
 during his waking moments, he ought to be react- 
 ing vigorously and purposefully to his whole 
 continuous environment. 
 
 Mentality expresses itself in attention to what 
 others are saying and doing, and in interested 
 and interesting response to their words and deeds. 
 It expresses itself in a courageous facing of facts, 
 
PERSONALITY FACTORS 57 
 
 in an intelligent meeting of life situations, in the 
 adequate solution of social problems, and in ef- 
 fective cooperation with others in worth-while 
 undertakings. 
 
 Most people seem to be only about one-fourth 
 awake, even in their liveliest moments, and vast 
 numbers of them are chronic sleep-walkers in the 
 open day. 
 
 Those who have the most mentality are not al- 
 ways the ones who have been in school the longest. 
 A college diploma is not a proof of mentality. 
 Mentality does not consist in an accumulation of 
 facts, nor in the ability to discuss philosophy. 
 
 Those who possess mentality always are better 
 educated than others, in the best meaning of the 
 term ‘‘education,’’ for they have learned how to 
 think effectively. Where and how they learned 
 to do this are incidental. 
 
 He who would be a leader must be a lifelong 
 reader and student, refusing to regard a school 
 commencement as a guitment, but rather as a 
 beginment. He must read, on the average, and 
 at the very lowest allowance, one worth-while book 
 a month—twelve a year, sixty in five years, three 
 hundred in twenty-five years. One or two good 
 books a week would be better. 
 
 The young, inexperienced reader may find help- 
 ful the following suggestions: 
 
 (1) Read advisedly. Seek the personal advice 
 of two or three leaders in whom you have con- 
 fidence, and run through book reviews and an- 
 
08 PSYCHOLOGY OF LEADERSHIP 
 
 nouncements, in order that you may make a wise 
 selection from the more than eight thousand books 
 that are published every year. 
 
 (2) Read rapidly. The more rapidly you read, 
 the more benefit you will gain from your reading, 
 provided you read with understanding and ap- 
 preciation. The slower reader is not necessarily 
 the better assimilator. Quite the contrary, hun- 
 dreds of experiments have shown the rapid reader 
 to be the more masterful reader. Slowness in 
 reading frequently indicates laziness and be- 
 fuddlement rather than profundity. A good 
 standard reading rate is a page a minute for the 
 average three-hundred-page book. 
 
 (3) Read open-mindedly. He who is willing 
 to read only that which he already knows and be- 
 lieves will never learn anything from anybody. 
 A friend of mine says that the most helpful book 
 he ever read made him so angry at the time that 
 he threw it out of the window. But he could not 
 get away from it, and he recovered it and read it 
 again. We must read not only for confirmation 
 but for reformation. 
 
 (4) Read progressively. A growing reader 
 will be continuously outgrowing books, just as a 
 growing boy outgrows clothes. I should not 
 think of wasting time now on some kinds of books 
 that once helped me. 
 
 (5) Read thoughtfully. A reader should not 
 read sponge-fashion, but organism-fashion—just 
 
PERSONALITY FACTORS 59 
 
 as the sponge did when it was alive—reacting at 
 every moment. While he is reading, he should be 
 weighing, considering, judging, willing, applying. 
 
 (6) Read selectively. ‘Why should any reader 
 feel under any obligation to finish a book which he 
 begins, or to read every sentence or paragraph as 
 he comes to it? It is quite sufficient in some cases 
 to read only selected paragraphs, in order to get 
 the value of the whole, or even to read only the 
 chapter headings and subheadings, when the book 
 deals with material with which the reader already 
 is familiar. 
 
 (7) Read codperatively. It is wellif the reader 
 can belong to a reading circle or a training class, 
 that he may have the stimulus of example and co- 
 operation. 
 
 (8) Read unselfishly. If the reader reads for 
 pleasure, he should read for something more. If 
 he reads for personal profit, he should read for 
 something besides. He should read in order to 
 extend the benefits of his leadership among men. 
 
 (9) Read gratefully. If, about the three- 
 hundredth page of a four-hundred-page book, you 
 get an idea or an inspiration, you have acquired 
 something for which mere money could not pay. 
 The very least the reader can do is to read humbly 
 and gratefully, and to seek to express his grati- 
 tude in improved leadership. 
 
 (10) Read appropriatively. If any one reads 
 a. worth-while book, and remains as he was, then 
 
60 PSYCHOLOGY OF LEADERSHIP 
 
 he has not really read it at all. Form this reso- 
 lution: ‘‘Every time I read a book, I am going 
 to try to find in it at least one thing that I can take 
 into my innermost self, to make me different and 
 wiser and better and more useful.’’ 
 
 VI. SPIRITUALITY 
 
 By spirituality I do not mean anything medi- 
 eval or ‘‘goody-goody.’’ I remember a man 
 whom everybody called spiritually minded. He 
 would get up in the prayer-meeting, in the little 
 church in the country, every Wednesday evening, 
 and talk and cry. It was always the same talk 
 and the samecry. He was not spiritually minded. 
 He did not have mind enough to be spiritual with. 
 
 To be spiritually minded means to have a mind 
 and to use it to such good effect that the material 
 things of existence take their proper place in the 
 background of life. He who is possessed of spir- 
 ituality exalts mind over matter, and lives in the 
 realm of spirit where material things are only in- 
 cidental. He lives a life that is fundamentally, 
 essentially, genuinely, and unaffectedly religious. 
 
 There are those who foolishly think that every- 
 body would be happy if they had comfortable 
 homes and plenty to eat and wear. I wish there 
 were a more equitable distribution of the wealth 
 of the world, and that everybody had these mate- 
 rial comforts, and also a fair amount of leisure; 
 
PERSONALITY FACTORS 61 
 
 but this would not mean happiness for everybody 
 —far from it. Those who are dependent on the 
 material things of existence for happiness will 
 never be happy. 
 
 True happiness is possible only to those who 
 have spirituality, that is, those who have devel- 
 oped in themselves strong spiritual attitudes and 
 ideals. 
 
 An attitude is any individual’s fixed way of 
 thinking about anything, with an emotional set of 
 approval or disapproval. Everyone should seek 
 to develop in himself right attitudes toward him- 
 self and his work, toward others, toward God, 
 toward money, toward industry and honesty and 
 chastity and truth-telling and courage. 
 
 An ideal is a mental picture of any desirable 
 attainment or achievement. If a man has ‘‘high 
 ideals,’’ or ‘‘standards,’’ we can trust him and 
 follow him. Ideals and attitudes largely control 
 conduct; and we can predict, with some degree of 
 accuracy, what an individual’s conduct will be 
 under given circumstances, if we know what are 
 his ideals, or standards, and attitudes—his ‘‘senti- 
 ments,’’? as McDougall calls them. 
 
 In checking up on himself, a person will do well 
 to take stock of his ideals of honesty, truthfulness, 
 unselfishness, love, faith, courage, tolerance, kind- 
 ness, self-confidence, humility, appreciation, co- 
 operation, generosity, optimism, sportsmanship, 
 service, and other such virtues. 
 
62 PSYCHOLOGY OF LEADERSHIP 
 
 VII. SINCERITY 
 
 Sincerity involves a courageous loyalty to truth, 
 in thought, in word, and in deed. 
 
 Here again a few suggestions may be in order. 
 
 (1) Court criticism. This applies not only to 
 friendly criticism, which always should be re- 
 ceived with a smiling ‘‘Thank you,’’ but also to 
 unfriendly criticism, which, though it may be un- 
 kind and unfair, should be carefully pondered ; for 
 sometimes a man’s enemies turn out to be friends 
 in disguise. Nothing ever is gained by refusing 
 to face the facts of life. 
 
 (2) Admit ignorance. The world’s great men 
 and women never are ashamed to say, on occasion, 
 ‘“T don’t know,’’ for they know that nobody knows 
 very much about anything. 
 
 (3) Learn from failures. It is characteristic 
 of great leaders that they have learned how to 
 turn their failures into stepping-stones to success. 
 It is no disgrace to make mistakes and failures, 
 but it is a disgrace not to learn anything from 
 them. The only individuals who never make 
 mistakes are those who never make anything 
 worth making. 
 
 (4) Do tt your way. Others cannot tell us ex- 
 actly how to do our work. They can give to us 
 the benefit of their experiences in meeting certain 
 life situations, but we must face our own problems 
 as they are, in the light of the experiences of oth- 
 ers combined with our own experiences, and work 
 
PERSONALITY FACTORS 63 
 
 out new, individual solutions. Each of us is a 
 part of a social group, with its group limitations 
 and proscriptions; but at the same time there is a 
 large measure of individual freedom, and each of 
 us may dare to be himself and to act in his own 
 way, in the confidence that in so doing his position 
 in the group will be, as a rule, all the more impor- 
 tant. 
 
 (5) Speak the truth. A reputation for truth- 
 telling is more than compensation for any occa- 
 sional losses which may come to us as the result 
 of a strict adherence to the truth. Aside from the 
 moral aspects of the question, honesty zs the best 
 policy. If we would lead, others must have con- 
 fidence in us, and they will not have confidence in 
 hars. Of course, there must be exercised some 
 judgment in the telling of the truth. One need 
 not be brutal in order to be truthful, and he need 
 not tell all the truth all the time. Truth-telling, 
 as well as lying, has its own technique, and it can 
 be done temperately, proportionately, sanely, 
 gracefully, decently, and helpfully. 
 
 VIII. AUDACITY 
 
 When I was a young fellow, representing a 
 young people’s organization, I went to the offices 
 of the president of a railroad company, and in- 
 sisted on seeing that official personally, assuring 
 the subordinate that I had a private matter of im- 
 portance to present. When, finally, I had gained 
 
c+ PSYCHOLOGY OF LEADERSHIP 
 
 admission to the august presence, I said: ‘‘Mr. 
 Smith, I am Henry Edward Tralle, representing 
 the young people of the churches of this State. 
 We are going to hold a convention at Blanktown, 
 on your line. I am going to visit various sections 
 of the State in the interests of this convention, in 
 order to get out a crowd, and, as I am going to do 
 this without any pay for my services, I think it 
 only fair that you should give me a thousand miles 
 of free transportation over your lines.’’ 
 
 The president smiled, asked a few questions, 
 rang for a stenographer, and said to her, ‘‘Make 
 out a thousand-mile book to Henry E. Tralle, and 
 charge to expenses.’’ I left the office with that 
 book in my pocket, and we had a crowd at the con- 
 vention. 
 
 It is one of the privileges of youth to convert 
 the dare-devil in him into a dare-angel on occa- 
 sion, and, without any discourtesy or injury to 
 anybody, to venture to do the exceptional thing 
 and to take a chance in the interests of a good 
 cause. The very audacity and assurance of it all 
 will appeal sometimes to a man in a position of 
 influence. A degree of adequately controlled au- 
 dacity is an element of strength in any person- 
 ality. 
 
 It is the privilege and the duty of every indi- 
 vidual to believe in himself reasonably and to as- 
 sert his personality in all appropriate and useful 
 ways. He should be modestly ambitious and 
 helpfully enterprising. He should take it for 
 
PERSONALITY FACTORS 65 
 
 granted that he is in the world for some worthy 
 purpose, and should regard it as his prerogative 
 to make that purpose evident to himself and to 
 others. It is just as bad to think too lowly as it 
 is to think too highly of one’s self. 
 
 IX. INDIVIDUALITY 
 
 Every one of the leaders of the world stands out 
 among his fellows as a high peak in.a range of 
 mountains that is not only higher than the other 
 mountains but different from them. 
 
 It is his individuality, his distinctiveness, that 
 attracts attention and arouses interest on the part 
 of others. Without this attention and interest, 
 worthy leadership is impossible. 
 
 Human beings are interesting to one another 
 because of their differences, and not because of 
 their likenesses; and those who are possessed of 
 the most differences are the leaders, as a rule, 
 provided their differences are advantageous dif- 
 ferences and not eccentricities or defects. An 
 idiot is different from most people, but he has not 
 therefore a stronger personality, and he is not a 
 leader. 
 
 Kiven when we recognize the importance of in- 
 dividuality in the development of personality, it 
 ’ is not easy for any one of us to be ‘‘himself’’; for 
 always there are those at hand who, with the best 
 intentions in the world, would rob us of that which 
 is our most valuable asset. 
 
66 PSYCHOLOGY OF LEADERSHIP 
 
 When I was learning to be a speaker, well- 
 meaning friends would say, ‘‘Don’t swing your 
 long arms around when you talk,’’ and I quit that. 
 They would say, ‘‘Don’t put your hands behind 
 your back when you talk,’’ and I quit that. They 
 would say, ‘‘Don’t dig around in your vest pocket 
 with your forefinger and thumb when you talk,’’ 
 and I quit that. They would say, ‘‘Don’t make 
 such ugly faces when you talk,’’ and I quit that. 
 They would say, ‘‘Don’t run your hands through 
 your hair when you talk,’’ and I quit that. 
 
 After a while I had quit everything anybody 
 could object to. I was ‘‘perfect.’’ I stood 
 quietly in the middle of the platform. My tones 
 were well modulated, and my gestures were grace- 
 ful. There was only one drawback about it all: 
 the people either went to sleep or went out while 
 I was talking. 
 
 Then I said: ‘‘I am going to dare to be myself 
 —not my ‘natural’ self in the sense of being as 
 I have become through unintelligent imitation of 
 others, but my own true best self as I am able 
 gradually to discover that self and to improve it, 
 a little every day, through reading and study and 
 reflection and experimentation, and through a 
 thoughtful consideration of the criticisms ob- 
 tained from others. Both of my heredities have 
 made me different from other human beings, and 
 they tend to make me increasingly different, as 
 I consciously try to develop myself from within, 
 always seeking to conform reasonably to custom 
 
PERSONALITY FACTORS 67 
 
 and conventionality. I cannot hope to become a 
 leader if I am a mere imitator, for then I myself 
 am not present, and the individual I am imitating 
 is not present, so there is nobody actually present 
 —and it is impossible for nobody to lead any- 
 body.’’ 
 
 From that day until this moment, I have never 
 been without my critics, but also I have never 
 been without an ever-growing number of the 
 earth’s elect whom I am proud to number among 
 my friends and my helpers. 
 
 Sometimes young people will say, in effect, ‘‘I 
 am afraid to be different from others, for people 
 then would laugh at me,’’ and the answer is: 
 ‘Who are you, that you should not be laughed at? 
 When they are laughing at you, they at least know 
 that you are present, whereas, if you were as the 
 others, you would be lost in the crowd. All the 
 great leaders of history have been subjected to 
 the senseless ridicule of the ignorant mob that 
 were not worthy to unfasten the sandals of their 
 spiritual feet. Moreover, it often comes to pass 
 that the jeerers are turned into cheerers.”’ 
 
 DISCUSSION 
 
 1. Some years ago, Prof. F. L. Clapp, of the 
 University of Illinois, received one hundred an- 
 swers to a questionnaire sent to representative 
 school superintendents and principals, and the 
 ten words used most in the hundred answers, to 
 
68 PSYCHOLOGY OF LEADERSHIP 
 
 indicate the qualities in a ‘‘good, teaching per- 
 sonality,’? were appearance, address, reserve, 
 fairness, enthusiasm, vitality, sincerity, optimism, 
 scholarship, and sympathy. 
 
 2. In an interview with Prof. W. W. Charters, 
 in the ‘‘American Magazine’’ for April, 1924, he 
 was reported as analyzing personality into the 
 following twenty factors: (1) Ambition, (2) in- 
 dustriousness, (3) ‘persistence and patience, (4) 
 dependability, (5) forcefulness, (6) effectiveness 
 of speech, (7) self-confidence, (8) friendliness, 
 (9) adaptability, (10) tact, (11) cheerfulness, 
 (12) good judgment, (13) sensitiveness to criti- 
 cism, (14) ability to size up people, (15) memory, 
 (16) neatness, (17) health habits, (18) discrimina- 
 tion, (19) economy, and (20) capacity to delegate 
 work. 
 
 3. A young woman, who is a worker in religious 
 education, when she read the article to which ref- 
 erence has just been made, arranged a ‘‘chart”’ 
 containing the twenty personality factors and sent. 
 copies to eighteen of her friends, asking them to 
 ‘‘orade’’ her, giving her their frank judgment. 
 These friends did as requested, and she found 
 their reports to be exceedingly helpful. 
 
 4, Several years ago, a New York school prin- 
 cipal furnished a list of questions that might be: 
 used by any student in taking a personal inven- 
 tory, as follows: Part A—Physical. (1) Are 
 you in perfect health? (2) Are you athletic? 
 
PERSONALITY FACTORS 69 
 
 (3) Is your posture good? (4) Can you swim? 
 (5) Do you bathe regularly? (6) Do you brush 
 your teeth daily? (7) Do you move your bowels 
 regularly? (8) Do you chew your food well? 
 (9) Do you exercise daily? (10) Do you sleep in 
 a room with open windows? Part B—Mental. 
 (1) Are you well educated? (2) Do you speak 
 English correctly? (3) Do you’ enunciate 
 clearly? (4) Are you studious? (5) Are you 
 fond of reading? (6) Is your penmanship good? 
 (7) Do you observe things? (8) Have you a good 
 memory? (9) Can you concentrate? (10) Do 
 you think before you speak? Part C—Moral. 
 (1) Is your personal appearance neat? (2) Are 
 you punctual? (3) Are you polite? (4) Are 
 your table manners good? (5) Are you kind? 
 (6) Are you obedient? (7) Are you honest? 
 (8) Are you tactful? (9) Do you exercise self- 
 control? (10) Are you systematic? (11) Are 
 you courageous? (12) Are you ambitious? (13) 
 Are you industrious? (14) Are you modest? 
 (15) Are you cheerful? (16) Are you thrifty? 
 (17) Have you a sense of humor? (18) Have you 
 initiative? (19) Are you optimistic? (20) Are 
 you patriotic? | 
 
 do. Statistics gathered over a period of years 
 in the University of Michigan show that the men 
 who make good grades and who also are good 
 ‘‘mixers’’ are the ones who become most success- 
 ful after leaving school, particularly in the abil- 
 
70 PSYCHOLOGY OF LEADERSHIP 
 
 ity to earn money. Social leadership on the cam- 
 pus means a high grade of leadership out in the 
 world. 
 
 6. Mr. H. G. Wells has said: ‘‘The past cen- 
 tury has been the supreme century of material 
 achievement; the next and the twenty-first century 
 will, I believe, be a great fruiting and harvesting 
 time of psychological and physiological science. 
 ‘Man, having run all over the world from pole to 
 pole, having learned how to fly around it in seven 
 or eight days, and how to look or speak round it 
 in a flash, will presently, I think, become intro- 
 spective and turn his practical attention to him- 
 self.’’ 
 
 7. Herbert W. Hess, in his ‘‘Creative Sales- 
 manship,’’ discusses personality in salesmanship 
 and ‘‘the creative personality type of salesman.’’ 
 
 8. According to Kathleen Woodward, in the 
 ‘“New York Times Book Review’’ of August 31, 
 1924, one of the most remarkable personalities 
 in England was that of Lady Colvin, the wife of 
 Sir Sidney Colvin. ‘‘Lady Colvin died on the 
 same day as Joseph Conrad, from whom she re- 
 ceived a last glowing tribute written by him only 
 the day before, and who attributed to her much of 
 his success as a writer. For fifty years and more 
 this woman had been the hidden font for the liter- 
 ary lions of to-day. She was more than eighty 
 years old when she died; yet her contact with the 
 outside world and life and letters and all the arts 
 was as fresh as in the days of a glorious youth. 
 
PERSONALITY FACTORS 71 
 
 Here beside me in the room were the abundant 
 evidences and testimonies of her peculiar zest and 
 verve—on books, reviews, novels, poetry, criti- 
 cism, drama, music, politics. She seemed to have 
 the power not only to divine a latent literary im- 
 pulse, but also to fire its possessor with an enthu- 
 siasm for exercising this talent. Lady Colvin 
 herself wrote nothing. She was past master in 
 the art of self-effacement. She inspired the 
 achievements of other souls, other minds—Robert 
 Louis Stevenson, Joseph Conrad, Hugh Walpole, 
 Rudyard Kipling, Thomas Hardy, and others.’’ 
 
 9. For helpful chapters, see Hollingsworth’s 
 ‘¢ Judging Human Character,’’ Dearborn’s ‘‘ How 
 to Learn Easily,’’? Paton’s ‘‘Human Behavior,”’ 
 Pyle’s ‘‘The Psychology of Learning,’’ Robin- 
 son’s ‘‘The Humanizing of Knowledge,’’ Severn’s 
 ‘<The Psychology of Behavior,’’ Whipple’s ‘‘ How 
 to Study Effectively,’? Woodworth’s ‘‘Psychol- 
 ogy, a Study of Mental Life.’’ 
 
CHAPTER IV 
 SUBCONSCIOUS RESOURCES 
 
 In an, autobiographical article, entitled ‘‘The 
 Compelling Lover,’’ in the ‘‘Cosmopolitan Maga- 
 zine’’ for August, 1918, Ella Wheeler Wilcox 
 said: 
 
 ‘‘One night, after coming from a lecture, my 
 husband left me at the door of our apartment, 
 and said he was going up to the Lotos Club for 
 an hour. I prepared for retiring, and then sat 
 down to my moments of concentration. Suddenly 
 I felt that I must go to my desk. I had no idea 
 what I was to do; I had finished my day’s work 
 before I went to the lecture, and had no least 
 thought of writing anything more that day. Yet 
 so strong was the urge that I rose, went to my 
 desk, took up my pen, and began to write. I was 
 perfectly conscious, yet my mortal brain certainly 
 had nothing to do with what my pen wrote down. 
 It was as if some one thought for me. I watched 
 my hand form the words with interest, as I would 
 have watched a friend write. This is the poem 
 which came under those peculiar conditions: 
 
 ILLUSION 
 
 ‘‘God and I in space alone, 
 
 And nobody else in view. 
 72 
 
SUBCONSCIOUS RESOURCES 73 
 
 ‘And where are the people, O Lord,’ I said, 
 ‘The earth below, and the sky o’erhead, 
 And the dead whom once I knew?’ 
 
 ‘¢ «That was a dream,’ God smiled and said, 
 ‘A dream that seemed to be true. 
 
 There were no people, living or dead; 
 
 There was no earth and no sky o’erhead; 
 
 There was only Myself in you.’ 
 
 ‘* *Why do I feel no fear,’ I asked, 
 ‘Meeting You here this way; 
 
 For I have sinned, I know full well, 
 
 And is there heaven, and is there hell, 
 
 And is this the judgment day?’ 
 
 ‘¢ ‘Nay, those were but dreams,’ the Great God 
 said, 
 ‘Dreams that have ceased to be. 
 There are no such things as fear or sin; 
 There is no you—you never have been— 
 There is nothing at all but Me.’ ”’ 
 
 Let me put alongside this experience and its 
 interpretation a similar experience of my own, 
 with a different interpretation. 
 
 I stood on the upper deck of a ferry-boat, one 
 beautiful fall morning, on my way from down- 
 town New York to Staten Island. 
 
 As the boat started, I looked ahead at the 
 
74 PSYCHOLOGY OF LEADERSHIP 
 
 Statue of Liberty on the right and the Brooklyn 
 waterfront on the left, and the entrancing view 
 between. 
 
 An ocean liner, under a full head of steam, was 
 plowing toward the mouth of the Hudson, ocean 
 freighters were coming and going, various types 
 of sea-going vessels were anchored here and there, 
 sturdy little tugboats were busily towing their 
 sizable cargoes of commerce, ferry-boats were 
 making their way to and fro, and, above it all, 
 airplanes were flying hither and thither. 
 
 As I reflected, I said to myself: ‘‘I paid a 
 nickel for this ride, and it is worth a hundred 
 dollars. J am traveling on the highway of the 
 nations, and all the world is before my eyes. 
 There are the flags of the nations, and the peoples 
 of the nations, and the wealth of the nations. 
 This is the most interesting highway in the world 
 —and it does not have to be swept nor sprinkled.’’ 
 
 Then, by the laws of association, there came to 
 me the thought that every human being has in 
 his heart a highway even more interesting, and 
 over which he himself has the control; and, in a 
 moment of glow, there came up out of the depths 
 of the subconscious part of my self-unity the fol- 
 lowing lines: 
 
 Hiaguway or My Heart 
 
 O Highway of my Heart, 
 I’m manager of you, 
 
SUBCONSCIOUS RESOURCES 79 
 
 And none can come or go 
 Until I tell him to. 
 
 And all that come and go, 
 Whether by day or night, 
 
 Must be sincere and pure 
 
 And good and sweet and right. 
 
 I leave it to the reader to say whether or not 
 my lines have not in them more of truth and in- 
 spirational value than those of the author of 
 ‘<Tilusion.”’ 
 
 At any rate, I think my poem came to me in 
 essentially the same way as ‘‘Illusion’’ came to 
 its author. And I should not say that ‘‘my mor- 
 tal brain certainly had nothing to do with what 
 my pen wrote down,’’ for I cannot understand 
 how it is possible to conceive of any brain that is 
 not mortal. 
 
 I think of the soul, or mind, as being immortal, 
 but I cannot think of that mass of gray matter 
 which we call the brain, the material thing which 
 the mind, the individual personality, the ego, uses 
 as the instrument, or machinery, of its thinking, 
 as being immortal. The brain, the thought ma- 
 chine, must decay with the rest of the body. 
 
 I should rather say that my mortal brain had 
 everything to do with my little poem, that it was 
 the piece of machinery that turned out the prod- 
 uct, under my supervision. 
 
 Whatever Power outside of me there may be 
 
76 "PSYCHOLOGY OF LEADERSHIP 
 
 working in me must work through my ‘‘mortal 
 brain,’’ at least while I possess this mortal body ; 
 for this mortal brain is the piece of machinery 
 that this Power outside of me, which I call God, 
 has given me for this purpose. 
 
 Nor should I seek to create the impression that 
 there was anything mysterious or magical about 
 my inspiration. It was the sort of inspiration, 
 essentially, that every individual has at times, or 
 at least may have. 
 
 The materials of my poem had first to get into 
 the subconscious part of me before they could 
 get out. During every waking moment of every 
 human being, the ‘‘stream of consciousness”’ is 
 pouring into the subconscious self the mental ma- 
 terials out of which are constructed all the 
 thought structures erected by the personality. 
 
 Or, abandoning this rather crude and outworn 
 figure of speech, it would be accurate to say that 
 the thinking of any particular moment always is 
 influenced to a very great extent by the thinking 
 of the moments that have preceded. 
 
 One proof that this is true is the fact that any 
 thought structures always are characteristic of 
 the builders. They are the kind of creations to 
 be expected from their creators. 
 
 The poem of Ella Wheeler Wilcox is a case in 
 point. This is the kind of poem that might be 
 expected to come from the pen of this writer. 
 Her autobiographical writings reveal to us the 
 
SUBCONSCIOUS RESOURCES 17 
 
 fact that, for many years she had been a reader 
 of various types of psycho-religious literature, 
 such as New Thought, Unity, Christian Science, 
 and Spiritualism, and that she had associated 
 with the adherents of various isms and cults. 
 
 It is to be expected, therefore, that from such 
 mpourings there might come out a statement of 
 denial ‘of the plainest facts of common human 
 experience. She even denies the reality of her 
 own existence, while at the same admitting that 
 She has a ‘‘mortal mind’’ that is sometimes in 
 working order—‘‘those were but dreams’’; 
 ‘*there is no you’’; ‘‘nothing at all but Me.’’ 
 
 Her poem was plainly a precipitate of an incon- 
 sistent mass of current vagaries, and is illustra- 
 tive of the truth that there are many people who 
 like to roam at will in the dim twilight of the 
 mystical, and who prefer befuddling vagaries to 
 enlightening explanations. 
 
 Also, continuing the comparison between the 
 two poems, my ‘‘Highway of My Heart’’ is quite 
 characteristic of myself. It is the type of thing 
 that my friends would expect of me. It would 
 fit in with one of my speeches; in fact, I used it 
 in a speech the same day I wrote it. It was a pre- 
 cipitate of years of reading and thinking. 
 
 Make it as light a thing as you will, still I main- 
 tain that it is characteristic. It is evidently mine, 
 and it seems a reasonable conclusion that it must 
 first have got into me before it could get out of me. 
 
78 PSYCHOLOGY OF LEADERSHIP 
 
 I. THE POURING-IN PROCESS 
 
 What is the practical conclusion, then, the les- 
 son for everybody? It is, patently, this: Put 
 anto your subconscious self now the kind of things 
 you would like to have come out later. 
 
 Would you like to have poetry come out? Then 
 pour in poetry. Read widely in the field of 
 poetry, and study the technique of poetic compo- 
 sition, so that your poetic thought, later, may fall 
 into suitable molds, or forms, of poetic expression. 
 
 Also pour in prose literature, ancient and mod- 
 ern, covering a wide range in your reading, and, 
 most important of all, pour in your own first- 
 hand, accurate, detailed, thoughtful observations 
 of nature and life, at the same time seeking de- 
 liberately to develop in yourself appreciation and 
 understanding and insight and idealism and the 
 common human virtues. In short, live a poetic 
 life, and some day you will be able to write poetry. 
 
 Do you want oratory to come out of the 
 depths of your subconscious self? Then pour in 
 oratory. Master the technique of public speech 
 as it is taught in schools and in books, and prac- 
 tise the principles and the exercises that develop 
 effectiveness in enunciation, modulation, force, 
 emphasis, pronunciation, gesture, and animation. 
 Master the masses of facts and theories that con- 
 stitute the background of content for oratory in 
 some department of human thought and endeavor 
 
SUBCONSCIOUS RESOURCES 79 
 
 —politics or science or literature or history or 
 art or medicine or religion. 
 
 Do you want mctures to emerge from your sub- 
 conscious self? Then pour in pictures. Endure 
 the grind of schooling in drawing and painting. 
 Learn the secrets of composition. Sit at the feet 
 of the masters. Visit art galleries. Read the 
 histories of art and the biographies of artists. 
 Practise until you have acquired an artistic tech- 
 nique. Train your eye to discern and to appre- 
 ciate the beauties in nature if you are to be a 
 landscape painter, or in animal life if you are to 
 be a painter of animals, or in human beings if you 
 are to be a portrait painter. Pour in, pour in, 
 pour in. 
 
 Would you have psychology to come forth from 
 your subconscious self? Then you must study 
 psychology, and read psychology, and think psy- 
 chology, and dream psychology. Major in psy- 
 chology in school. Master the theories of 
 psychology as held by reputable teachers of 
 psychology in the standard colleges and univer- 
 sities. Master the results of experimental psy- 
 chology. Get behind psychology into the realms 
 of physiology and biology. Form convictions on 
 the philosophy of psychological phenomena. 
 Read the books that deal with the applications of 
 psychology, in education and practical life. Be 
 an experimenter in psychology yourself. Make 
 excursions into the byways of psychology, in 
 
80 PSYCHOLOGY OF LEADERSHIP 
 
 psycho-religious literature. And, after a while, 
 you will be able to produce psychology, in book or 
 lecture. 
 
 Would you be a specialist in religious educa- 
 tion? Then pour in religious education for 
 twenty years. Go through the schools, majoring 
 in education. Master the whole field of education 
 in general plus the literature and nomenclature 
 and theory and practice of religious education, 
 Engage in teaching in various types of schools, 
 secular and religious. Read educational litera- 
 ture, associate with educational people, conduct 
 educational experiments. Pour in, pour in, pour 
 in; and by and by there will come forth from your 
 subconscious self substantial contributions in the 
 theory and practice of religious education. 
 
 So in every other department of human effort. 
 Decide now what you want to be fifteen or twenty 
 years hence, and begin to pour in what you want 
 to come out, and keep it up, and you will not be 
 disappointed. 
 
 This is the psychological conclusion of the whole 
 matter, and it is the law of God: ‘‘Whatsoever 
 a man soweth, that shall he also reap.’’ 
 
 II. THE PULLING-OUT PROCESS 
 
 What is poured in cannot be trusted to come out 
 of its own initiative. It must be pulled out. 
 
 What is poured in must be pulled out in one of 
 two ways, through deliberate conscious effort, on 
 
SUBCONSCIOUS RESOURCES 81 
 
 the part of the individual himself, or by outside 
 stimuli. 
 
 My wife said to me, one day, ‘‘I want you to tell 
 me what you think of this story.’’ 
 
 IT said, ‘‘ All right; read it to me.’’ She read 
 it, and we discussed it. 
 
 Then she said, ‘‘ Help me to name it.’’ 
 
 I said, ‘‘All right; take your paper and pencil 
 and write down all the names we can think of.’’ 
 
 The story was one in a cycle of five Baby Jésus 
 stories for younger children, and this one pic- 
 tured the flight into Egypt. 
 
 At the end of about an hour, we had written 
 out on a sheet of paper forty-four possible names 
 for this story, among them being the following: 
 Saved from Danger; Saved from Harm; Saving 
 the Baby from Danger; The Baby’s Safety; Tak- 
 ing Care of the Baby; Caring for the Baby; The 
 Baby’s Friends; A Good Baby and a Bad King; 
 A Hurried Journey; Going Away; Away and 
 Away; A Trying Trip; Baby’s Best Friends. 
 This last was the title that was finally selected, 
 and the story was called ‘‘Baby’s Best Friends.”’ 
 
 This book was named in much the same way; 
 and so were the chapters. The contents of the 
 chapters are being slowly, deliberately, with per- 
 sistent effort, and with the aid of the stimuli of 
 notes and clippings that have been collected 
 through the years, pulled up and out from the 
 depths of my subconsciousness. They are made 
 out of what has been poured in during a consid- 
 
82 PSYCHOLOGY OF LEADERSHIP 
 
 erable period by means of studying and reading 
 and teaching. 
 
 No human being is equipped with an automatic 
 self-pumping apparatus that pumps out thought 
 as needed. No lazy individual can hope to get 
 anything out of his subconscious self that will 
 have any particular value, either for himself or 
 anybody else. He who presumes upon his sub- 
 conscious self is doomed to disappointment. 
 
 A woman came to me once with a view to taking 
 a course in psychology, and she said: ‘‘I want 
 to learn to concentrate. My trouble is that I can- 
 not concentrate properly. I have been studying 
 concentration for three years, but I do not seem 
 to make the progress I ’d like to make, and I 
 thought perhaps your course in psychology might 
 help me.’’ 
 
 I tried to give her some idea of the two courses 
 in psychology which I was offering at the time, 
 but I soon saw that she was not interested, in fact 
 that she was not really listening to me at all, that 
 she seemed incapable of concentrating on any- 
 thing that anybody was saying to her—of really 
 giving attention to anything at all. She was 
 using the term ‘‘concentration’’ in a wholly un- 
 scientific way, putting into it an arbitrary content 
 drawn from certain psycho-religious assumptions. 
 She was seeking to concentrate on herself. She 
 was looking inside herself in a lazy, dreamy, be- 
 fuddled fashion, and she did not see very much, 
 because there was not very much in there to see. 
 
SUBCONSCIOUS RESOURCES 83 
 
 What she needed was to concentrate on some- 
 thing outside of herself, and to pour in, but I 
 could not see that there was very much hope of 
 her ever doing that. Her concept of psychology 
 was too limited, and she was too established in a 
 wrong attitude toward the whole subject to make 
 it worth my while to waste any more time with 
 her, and I dismissed her with: ‘‘I fear that my 
 psychology would not help you, and I advise you 
 not to spend any time in this school.”’ 
 
 In the pulling-out process, it is advisable de- 
 liberately to plan for frequent brief periods of 
 quiet, and relaxation, and rest, provided these 
 periods are preceded and followed by longer pe- 
 riods of intense awakeness, aliveness, attentive- 
 ness, and inventiveness. 
 
 The occasional inspirations that seem to come 
 to us unsought and unassisted are in reality but 
 the overflow of intelligent, honest, balanced, per- 
 sistent, individual thinking, based on the thinking 
 of others, in pouring into and pulling out of the 
 subconscious self. 
 
 The real thinker consciously and deliberately 
 digs around in his subconscious self; and digs up 
 and brings out the gerfuine good things of life— 
 things that nourish and make strong, beautiful, 
 and worth while all individual and social life. 
 
 In this pulling-up-and-out process, if we may 
 call it that, the conditions of thinking need to be 
 favorable. Distracting sights and sounds need 
 to be shut out. The thinker needs to be alone, in 
 
84 PSYCHOLOGY OF LEADERSHIP 
 
 surroundings that are favorable to the best 
 thinking. 
 
 Of course, it would be a mistake to make the 
 absence of ideal conditions an excuse for not work- 
 ing at all. Some very good mental work is done 
 under conditions that are not at all ideal, but at 
 the same time it is true that the better the con- 
 ditions are, the better the work ought to be. 
 
 Some of my own best thinking has been done 
 late at night, and sometimes after I was in bed, 
 and everybody in the house was asleep. As I now 
 write, I am sitting at my own desk m my den, in 
 a room apart from the rest of the family, sur- 
 rounded by books and pictures that I love. 
 Sometimes I have gone to a hotel and shut myself 
 into a room for a period of uninterrupted literary 
 effort. Some of my best thinking is accomplished 
 on the train, when the telephones cannot reach me, 
 and there is nothing to do except to think. 
 
 It is important to keep in mind that, back of 
 all the thinking that pulls out the real work of 
 a lifetime from the subconscious self, is another 
 kind of thinking, namely, the thinking that keeps 
 the body and mind clean and fit; and this can be 
 done only at the price of eternal vigilance, per- 
 sistent effort, and heroic self-assertion. 
 
 For both the body and the mind, this means to 
 keep out the bad and to get in the good, as my 
 little poem says. 
 
 It means wholesome food and suitable exercise 
 —daily. It must be done by the individual him- 
 
SUBCONSCIOUS RESOURCES 85 
 
 self. Nobody will do it for him. Indeed, nobody 
 ean do it for anybody else. Cleanness and fitness 
 of body and mind must be personally and con- 
 tinuously achieved. 
 
 In addition to the effort which must be put 
 forth by the individual, from the inside of him- 
 self, in bringing to the surface experience pre- 
 cipitations, so to speak, it is important to 
 understand that this pulling out from the subcon- 
 scious self may be accomplished also by outside 
 stimuli. 
 
 This is the explanation of the current saying 
 that a man never knows what he ean do until he 
 is compelled to do it. If a man must, frequently 
 he will, even though he had thought it impossible. 
 
 It is through the stimulation of compelling cir- 
 cumstances, of conscious need, of apparent neces- 
 sity, of imminent emergency, that some of the 
 finest achievements of men have been pricked and 
 urged and stung out of the subconscious self into 
 external realization. 
 
 It was the dire condition of his enslaved people 
 in Egypt and the burning bush that drew Moses 
 out of his retirement on a sheep ranch, and pulled 
 out of his subeconsciousness the hidden resources 
 of a matchless education, just as he had deter- 
 mined to spend the last third of his life in quiet 
 contemplation, and made him one of the outstand- 
 ing leaders of all time. 
 
 It was the ignorance and the squabbles and the 
 danger of Christian collapse on the part of his 
 
86 PSYCHOLOGY OF LEADERSHIP 
 
 new converts from paganism that pulled out of 
 the apostle Paul’s subconsciousness some of the 
 greatest of his epistles, after he was chained to 
 two Roman soldiers to languish and to die. 
 
 It was Cesar-worship and the ruthless per- 
 secuting of the non-conforming Christians in the 
 reign of Domitian, in a. pD. 95, that evoked, through 
 a ‘‘trance on the Lord’s Day,’’ from the subcon- 
 scious self of Pastor John on his island prison, in 
 the midst of toilsome labor in a marble quarry, 
 to which he had been condemned as a dangerous 
 political traitor, the writing of that most brilliant 
 book called Revelation, which had in it enough 
 of spiritual inspiration to put new hope into the 
 scattered, harassed followers of the Nazarene and 
 to encourage them to defy Rome and to remain 
 true to their religious convictions, and thus saved 
 the Bible and Christianity for all coming gen- 
 erations. 
 
 What is the patent conclusion of the whole mat- 
 ter for every human being? It is this: Do not 
 whine, do not give up, do not despair, when you 
 are buffeted by cwrcumstances. Fight. This 
 may be your great life opportunity. These blows 
 are not meant to be your death blows, but rather 
 to be helpful stimult. Do not seek the easy places 
 m life, but rather the places of opportunity. 
 Welcome the ill wind that may blow you some 
 good, the buffetings that will sting you into action, 
 the necessity that 1s the mother of invention, the 
 blessings in disguise, the failure that puts you on 
 
SUBCONSCIOUS RESOURCES 87 
 
 your mettle, the responsibility that brings a sense 
 of obligation. 
 
 When William Gibbs McAdoo was mobilizing 
 the finances of the United States, under the stress 
 of the World War, and at the same time super- 
 vising the railroads of the country, a New York 
 newspaper editor wrote: ‘‘With many men who 
 think deeply the subconscious mind takes over 
 many of the day’s problems and gives back the 
 answer at unexpected moments. Mr. McAdoo has 
 found that his mind is up to such tricks, and he 
 places a tablet and pencil beside his bed. He is 
 awakened at night by reports from this busy mind, 
 and he jots down on the pad notes bearing upon 
 the questions. In the morning he goes to his ofiice, 
 and once he has started the machinery he pulls 
 out of his side coat-pocket a number of sheets of 
 paper from the night ledger. On these sheets are 
 rude notes. One will bear the name of a man. 
 Another will have a few figures, another will have 
 a single word. But these notes bring back to him 
 the thoughts which barely had time to register 
 themselves on his conscious mind before he fell 
 asleep.”’ 
 
 Not only is it advisable to welcome the respon- 
 sibilities that are thrust upon us, and to seek the 
 hard jobs in life, but 2¢ will be found stumulatimg 
 to seek the new and the different occasionally, to 
 get out of the ruts. A rut, as some one has said, 
 is simply a grave with both ends knocked out—a 
 place for the dead to lie in. | 
 
88 PSYCHOLOGY OF LEADERSHIP 
 
 Herein lies the argument for changing jobs 
 sometimes, for forming new friendships while 
 holding the same job, for coming into healthful 
 touch with personalities outside the little indi- 
 vidual world, for reading new types of books, for 
 seeing unusual places. 
 
 I used to live about four miles from my office. 
 I would take the street-car nearest to my home 
 occasionally, then a car on another line two blocks 
 away another morning, and a car on a differ- 
 ent line three blocks distant a third morning. 
 Sometimes I would ride down in a ‘‘jitney,’’ and 
 once in a while in a neighbor’s car—never in my 
 own. Frequently I would choose to walk. 
 
 I never take a vacation at any place where I 
 spent the previous summer—and not because I 
 did not pay my last summer’s board-bill either. 
 Inever have been able to understand why any man 
 wants to buy a cottage and tie himself and his 
 family, summer after summer, to a particular 
 ocean or mountain resort. Every summer I want 
 a change of scenery and people and food. I want 
 a new brand of mosquitoes or ticks. I find it 
 more stimulating. 
 
 It is a mistake to read one newspaper exclu- 
 sively all the time. Every one should read at 
 least two daily papers. And even then there is 
 enough danger of stagnation. 
 
 I have made it a practice to see and hear great 
 speakers, and musicians, and actors, and writers, 
 whenever I could afford the time and the money. 
 
SUBCONSCIOUS RESOURCES 89 
 
 While a college student, I once spent my last 
 half-dollar to hear Henry M. Stanley lecture. 
 He was a very poor speaker. What he said could 
 not be heard back of the third or fourth row from 
 the front, but it was worth my half-dollar just to 
 see him. He was the man who had done some- 
 thing out of the ordinary. He had gone into the 
 depths of darkest Africa and found the great 
 David Livingstone. 
 
 Some time ago, I dropped practically everything 
 else to attend a series of ‘‘authors’ afternoons’’ 
 during ‘‘Book Week’’ at a New York department- 
 store. I found a seat well toward the front each 
 time, and I saw and heard many of the popular 
 authors of the day. It was something different 
 for me. It was stimulating. 
 
 In discussing the importance of outside stimuli, 
 mention needs to be made of what usually, for 
 lack of a better name, is called chance. While 
 browsing around in a library, one day, I 
 ‘“stumbled upon’’ a book that helped to change the 
 whole current of my life. 
 
 On another occasion I met, in a conference, 
 without any prearrangement on my own part, a 
 man who, later, helped me to realize a life am- 
 bition. 
 
 On the train, some years ago, while a college 
 teacher, I met the dean of the department of 
 education in our state university, and, as we 
 talked, he said, ‘‘What do you think of the re- 
 capitulation theory?”’ 
 
90 PSYCHOLOGY OF LEADERSHIP 
 
 I said, ‘‘I do not think much of it,’’ and quickly 
 changed the subject. As a matter of fact, I did 
 not think of it at all. I had never heard of it. 
 And I have always had my suspicions that the 
 learned educator had his suspicions. 
 
 At any rate, I was deeply humiliated, and, at 
 the first opportunity, I read everything I could 
 find on the ‘‘recapitulation theory’’; and, at the 
 same time, I made the resolve that I would master 
 pedagogical theory and practice and history, and 
 would dip more deeply into educational psychol- 
 ogy. That was a turning-point in my life. 
 
 DISCUSSION 
 
 1. Dr. William J. Mayo, of Rochester, Minne- 
 sota, said in an address before the American Col- 
 lege of Surgeons, a few months ago, according 
 to a newspaper report: ‘‘Man, when most alert 
 and most alive to his physical condition, is only 
 twenty-five per cent conscious of what he is doing. 
 The unconscious mind controls seventy-five per 
 cent of the body’s efficiency. The unconscious 
 mind always is master, and the success of many 
 ‘healers’ is due entirely to their pernicious appeal 
 to the unconscious mind. Disturbances in the 
 body that more or less resemble real diseases are 
 recognized by the trained observer as false, but 
 the unenlightened patient accepts them as true. 
 Herein les the success of the cults and quack- 
 
SUBCONSCIOUS RESOURCES OF 
 
 eries, who ‘play’ these ‘diseases’ for the real thing 
 and reap a harvest.”’ 
 
 2. A writer recently called attention to the 
 ‘Sease with which a certain public is taken in by 
 quasi-religious faith healers, and lecturers on 
 ‘practical psychology.’ ’’ Only recently, in New 
 York, a number of idle, well-dressed women 
 flocked to hear a lecturer who advertised himself 
 as an ‘‘internationally famous authority on body- 
 building, personality and rejuvenation.’’ After 
 hearing his ‘‘free’’ lecture, each of them paid 
 him a fifty-dollar fee for ten ‘‘lessons’’ in class. 
 The less ‘these deluded women understood of what 
 the ‘‘handsome professor’’ was saying, the more 
 wonderful they thought it must be, and the more 
 enthusiastically they applauded. 
 
 3. It was my privilege, recently, to view, in the 
 J. Pierpont Morgan collection, the original manu- 
 scripts of some of the great masterpieces of HKing- 
 lish literature written during the last three or four 
 hundred years. ‘There were the very words in the 
 handwriting of the authors themselves, and, in 
 every case, there were emendations, changes, eli- 
 sions, marginal additions. In some instances, 
 the changed page was rewritten, then changed and 
 rewritten again and again. Evidently, the men 
 who wrote the great poems and the masterpieces 
 of prose did not simply dash them off. : Even the 
 ‘‘Cotter’s Saturday Night’’ of that ‘‘easy gen- 
 ius,’’ Robert Burns, is, in the original manuscript, 
 
92 PSYCHOLOGY OF LEADERSHIP 
 
 a very much mutilated ‘‘Cotter’s Saturday 
 Night.’’ | 
 
 4. Norbert Casterbert, the French scientist, is 
 credited, in the ‘‘National Geographic Magazine’’ 
 for August, 1924, with ‘‘remarkable discoveries 
 of sculpture and drawings produced by Magdale- 
 nian man twenty thousand years ago in a great 
 limestone cave near Montespan in southern 
 France.’’ And it is stated that he began as a 
 child the ‘‘pouring in’’ of anthropology, visiting 
 the museums to study the collections of prehis- 
 toric man that had been accumulated by the scien- 
 tists, reading the books on the subject, and, after 
 a while, hunting in the caves himself. 
 
 5. In his ‘‘Dynamic Psychology,’’? Thomas 
 Verner Moore says: ‘‘Psychoanalysis has sev- 
 eral limitations. First, it is limited by the men- 
 tality of the patient. No matter what the 
 patient’s disorder, he is not a good subject for 
 psychoanalytic treatment unless he is of good in- 
 tellectual ability. The stupid cannot be psycho-— 
 analyzed. Secondly, psychoanalysis is limited by 
 the time factor. According to Freud, you must 
 spend hours every week for months before you 
 can work a cure. If this is the case, very few 
 patients can be subjected to a psychoanalytic 
 course of treatment. And in the third place, it 
 is limited by the type of disorder. Not all psy- 
 choneuroses are amenable to treatment. I wit- 
 nessed the utter failure of psychoanalysis in the 
 treatment of the war neuroses, and a little later, 
 
SUBCONSCIOUS RESOURCES 93 
 
 I had the pleasure of seeing and taking part in the 
 suggestive method of therapy which was made use 
 of with such brilliant success in the American 
 neurological hospitals in France.”’ 
 
 6. For helpful chapters, see Hollingsworth and 
 Poffenberger’s ‘‘Applied Psychology,’’ Paton’s 
 ‘‘Human Behavior,’’ Saxby’s ‘‘Education of Be- 
 havior,’’ Patrick’s ‘‘Psychology of Relaxation,’’ 
 Adam’s ‘‘Making the Most of One’s Mind,’’ 
 Hawksworth’s ‘‘The Workshop of the Muind,”’ 
 Pyle’s ‘‘The Psychology of Learning,’’ Robin- 
 son’s ‘‘The Mind in the Making,’’ Starch’s ‘‘ Edu- 
 cational Psychology,’’ Swift’s ‘‘Psychology and 
 the Day’s Work,’’ Wallas’s ‘‘Our Social Heri- 
 tage,’?’ Warren’s ‘‘The Elements of Human Psy- 
 chology,’’ Woodworth’s ‘‘Dynamic Psychology,”’ 
 MeDougall’s ‘‘Outline of Psychology.’’ 
 
CHAPTER V 
 LEARNING TO REMEMBER 
 
 The basic condition of a good memory is confi- 
 dence. When one says, ‘‘I cannot remember 
 names,’’ or ‘‘I cannot remember dates,’’ or ‘‘I 
 cannot remember poetry,’’ or ‘‘I cannot remem- 
 ber engagements,’’ or ‘‘I cannot remember tele- 
 phone numbers,’’ then, as a matter of course, he 
 will not remember. 
 
 ‘‘T cannot’’ is the only real obstacle to a good 
 memory. ‘‘I cannot’’ is the only thing that will 
 keep anybody from remembering anything he 
 really wants to remember. 
 
 I put this just as strongly as I know how to 
 put it, right at the beginning of this discussion, 
 because there is no use trying to help anybody to 
 remember anything until you can persuade him 
 to get rid of that accursed ‘‘I cannot.’’ 
 
 I. MEMORY IMPROVES WITH AGE 
 
 The ‘‘golden memory period’’ is not, as we 
 have so often heard, from nine to twelve, but 
 from forty to sixty, when any one has more 
 
 associative hooks on which to hang his accum- 
 94. 
 
LEARNING TO REMEMBER 95 
 
 ulating observations, and knows better the laws 
 of memory—provided he keeps alive in the head, 
 and does not hold ‘‘I cannot’’ in front of him all 
 the time, as a stumbling-block. } 
 
 The only basis of truth for the false belief that 
 the junior period is preéminently the memory 
 period is the fact that boys and girls about nine 
 to twelve years of age can memorize passages of 
 considerable length for the first time in their 
 lives. 
 
 These same boys and girls will do better mem- 
 orizing at twenty, and still better at forty, and 
 better still at fifty, providing memorizing is not 
 overdone with them now, and provided also that 
 all their memorizing now and later shall be 
 rationalized and motivated and vitalized. 
 
 I am not using the term ‘‘rationalize’’ here in 
 the restricted sense in which it has come to be 
 used in philosophy, that of causing our wrong 
 thinking to appear rational to ourselves, but 
 rather in the sense of causing to be understood 
 the meaning of that which is true. 
 
 Most of us have suffered from the wrong kind 
 of memorizing. We were compelled to memorize 
 words without understanding and appreciation, 
 and to repeat them parrot-fashion, and were thus 
 prejudiced against memorizing. It was a me- 
 chanical, uninteresting performance, and we es- 
 ecaped from the whole business as soon as 
 possible. 
 
 But we need now, in our maturer years, to 
 
96 PSYCHOLOGY OF LEADERSHIP 
 
 overcome prejudice with reason, and to develop 
 in ourselves a different attitude toward memo- 
 rizing, and to learn how to remember anything 
 which we ought to remember. 
 
 In her ‘‘Moonlight Schools,’’ Cora Wilson 
 Stewart tells how she and her assistant public 
 school teachers, in Rowan County, Kentucky, 
 taught the more than fifteen hundred illiterates in 
 that county to read and write and ‘‘figure’’ and 
 to recite poetry. In one moonlight school of 
 twelve pupils, all were past fifty years of 
 age, and some of them were past eighty. A 
 man of eighty-seven and a woman of eighty-six 
 were among those who memorized and recited 
 Longfellow’s ‘‘Psalm of Life.’’ 
 
 A minister, at the close of one of my addresses, 
 said to me: ‘‘I was glad to hear you say what 
 you did about memory improving with age. My 
 own experience bears out your statement. I 
 have made it a rule for years to memorize two 
 new poems every week, one to be used in my 
 morning sermon, and another for the evening 
 sermon; and now, at sixty-nine years of age, I 
 find it easier to do this than it was twenty years 
 ago. The explanation is that I have always liked 
 poetry, that my interest in it has grown with the 
 years, and that I have increasingly mastered the 
 method of learning poetry.”’ 
 
 In New York City, there is a woman of fine 
 culture and beautiful character, who, in talking 
 to a group of college girls, recently, said: 
 
LEARNING TO REMEMBER 97 
 
 ‘‘Make it a rule to memorize something every 
 day that will enrich your life and make you worth 
 more to the world. I never let a single day pass 
 without memorizing some gem of prose or poetry, 
 and I am now seventy-seven years of age.’’ 
 
 The students who heard her speak were 
 charmed with her personality and inspired by her 
 words, and one of them said, ‘‘I should not mind 
 getting old if I knew I could be like her.’’ An- 
 other student said, ‘‘Perhaps we can be like her, 
 when we get to be her age, if we keep learning 
 all our lives as she has done.’’ 
 
 Is it not about time for us all to cease slander- 
 ing ourselves with ‘‘I cannot remember’’? If 
 we must do and say the wrong thing, let us rather 
 say honestly, ‘‘I do not want to remember,’’ or 
 ‘“T am too lazy to remember.’’ 
 
 Il. MEMORY DEPENDENT ON 
 LEARNING 
 
 Next to confidence in learning to remember, 
 the most important thing to hold to is that a good 
 memory is dependent on good learning. 
 
 There is no short cut to remembering. There 
 is no trick about it. Nobody is born with a good 
 memory. Nobody is born with any kind of 
 memory, in fact, unless the instinctive impulses 
 common to all human beings may be called racial 
 memories. 
 
 Any memory in anybody must be acquired 
 
98 PSYCHOLOGY OF LEADERSHIP 
 
 slowly, indirectly, through the paying of the 
 price. It is the inevitable product of good 
 learning. 
 
 Not only is there not any such thing as ‘‘a 
 memory,’’ as a faculty of the mind, but there is 
 no such thing as learning to remember by trying 
 to remember, any more than any one can be 
 happy by trying to be happy. Any one who 
 chases happiness finds it to be a will-o’-the-wisp 
 with which he never catches up; but, when he 
 forgets about being happy, and finds his job 
 in life, and works at it intelligently and whole- 
 heartedly, then happiness comes to him without 
 being invited. 
 
 So it is with memory. Let any one cease 
 trying to remember, and let him learn how 
 to learn, and then actually learn, and he will find 
 that he remembers as a matter of course, without 
 any worrying about it. Every good learner has 
 a good memory. 
 
 The human mind is not composed of faculties. 
 The belief that it is came from the old, now dis- 
 carded, psychology. We believe to-day, on the 
 basis of many experiments, that the human mind 
 functions as a whole, and that every moment of 
 consciousness is a moment of perceiving, judging, 
 reasoning, imagining, willing, remembering. In 
 other words, the mind is a unity, and it functions 
 as a whole. Memory simply is one phase of this 
 functioning of consciousness. Memory, there- 
 
LEARNING TO REMEMBER 99 
 
 fore, will be good if the whole thinking process 
 is good. 
 
 Before I knew this truth, while teaching in a 
 woman’s college, the alumnz association decided 
 to present, on the beautiful old campus, a pag- 
 eant, portraying the history of the town and of the 
 college. The pageant had been written by the 
 brilliant president of the alumne association, who 
 asked me to be ‘‘the prophet,’’ and to speak a 
 few words of introduction at the beginning of the 
 pageant, and to close it with a brief statement. 
 
 The role seemed easy enough, and I readily 
 consented to be the prophet. A few days later, 
 the author of the pageant put into my hands two 
 large sheets of paper on which were written, in 
 a fine feminine hand, the words of my ‘‘pro- 
 logue’’ and ‘‘epilogue,’’ with instructions for me 
 to memorize them. 
 
 When I looked at those closely written pages, 
 and realized what I was expected to do, I said: 
 ‘*T cannot doit. I never could remember poetry. 
 And this is blank verse, too. I could not memo- 
 rize it in a thousand years. Why, this is more 
 poetry than I have ever memorized in all my life. 
 I cannot be the prophet in this pageant.’’ 
 
 The president said: ‘‘But you have promised, 
 and besides there is nobody else to do it. You 
 have the voice and the stature for it, and you 
 must do it.’’ 
 
 I saw that I could not very well get out of it, 
 
100 PSYCHOLOGY OF LEADERSHIP 
 
 and so reluctantly agreed to try to do something 
 with it. When I found opportunity to begin the 
 study of my ‘‘lines,’’ I said, ‘‘I cannot do it.’’ 
 The prologue began as follows: 
 
 ‘‘Wild Spirit of the prairie, hail to thee! 
 
 And thou, O winds and grasses bending low, 
 Spirits of ground unbroken by the plow— 
 
 To thee shall come the voice of him who toils 
 And conquers. At the red man’s slow retreat 
 Tall men of sterner fiber, hardy-souled, 
 
 Shall win subsistence and shall build their huts. 
 Crudely they built at first, for crude their lot, 
 Their life a daily struggle—’’ 
 
 And thus it ran along, twenty-seven lines of it, 
 and then twenty-seven lines of the epilogue. I 
 said: ‘‘I am done for, that is certain. If the 
 stuff had rhyme, I might manage it, but I might 
 about as easily tame that ‘wild spirit of the prai- 
 rie’ as to master all those words so as to be able 
 to stand before a crowd and repeat them from 
 memory as though they were my own. But I 
 suppose I must try it, for the sake of my position, 
 and my reputation, and the college. It is too 
 late to back out now. I will learn those fifty- 
 four lines if it kills me.”’ 
 
 So I went at it. I read over the twenty-seven 
 lines of that prologue attentively, thoughtfully, 
 sympathetically, right through from beginning to 
 end, about one hundred times, until I had a 
 
LEARNING TO REMEMBER 101 
 
 vivid picture of the page in my head, and could 
 repeat the words from memory, without making 
 a mistake. Then I learned the epilogue in the 
 same way. 
 
 When the night of the pageant came, I ap- 
 peared in prophetic garb, with robe and girdle 
 and sandals and beard and turban, stood before 
 that great outdoor throng of people, and spoke 
 those fifty-four lines of blank verse as if they had 
 been my own, without mistake or hesitation. I 
 had learned them; that was all. I did what any- 
 body could have done if he had worked at it as 
 I had worked. 
 
 III. IMPORTANCE OF ATTENTION 
 
 A third prerequisite of a good memory is at- 
 tention. In learning that blank verse, I brought 
 to it determined and prolonged attention. I fo- 
 cused the stream of consciousness upon it until I 
 had learned it. There was nothing else in the 
 world in which I was interested, to which I 
 thought it worth while to give attention, until I 
 had learned that poetry. 
 
 So it is with learning names, for instance. 
 Several years ago, there appeared, in ‘‘Boy 
 Life,’’ an article from which I quote the follow- 
 ing: ‘‘ John L. Horgan, a Cincinnati hotel man, 
 can remember and call by name one hundred 
 thousand people. Starting in the hotel business 
 when seventeen years old, he at once realized 
 
102 PSYCHOLOGY OF LEADERSHIP 
 
 that the ability to call a guest by name would 
 be a valuable asset to a hotel man. Therefore 
 he set himself to the cultivation of his mem- 
 ory. Regarding the way to remember people, 
 he says: 
 
 ‘¢¢ Attention comes first. When you meet a 
 man, look squarely into his face for a second and 
 forget everything else in the world. Etch his 
 features into your brain; you can do it if you will 
 keep practising. Then you must learn not only 
 how to pronounce his name, but to see it. You 
 must visualize it so that it appears on your 
 brain as clearly as if it were written on paper. 
 The name will bring up a vision of the man; the 
 man a vision of the name.’ 
 
 ‘¢ “A great aid in developing memory,’ says 
 Mr. Horgan, ‘is learning to see things at a 
 glance. Glance quickly at the articles in a shop 
 window, then see how many you can recall when 
 you pass on. Look at the passengers or adver- 
 tisements in a street-car, then shut your eyes and 
 try to visualize them.’ ”’ 
 
 IV. VALUE OF THOROUGH UNDER- 
 STANDING 
 
 In thinking of attention in learning, it is im- 
 portant to keep in mind that it must be sustained 
 and directed and supplemented until there is 
 thorough wnderstanding of what is being learned. 
 Then it will be remembered. 
 
LEARNING TO REMEMBER 103 
 
 The rule is that no words should be memorized 
 until they are first understood. In my ‘‘Dy- 
 namics of Teaching,’’ I said, ‘‘ Rote memory work 
 in the Sunday school and parrot-like repetitions 
 of the words of Scripture, catechisms, and hymns 
 are devoid of religious value.’’ I quote from 
 this book also the following: ‘‘It must be under- 
 stood, however, that no amount of skill on the part 
 of the teacher can make memory work effective 
 unless the memory materials themselves are pro- 
 perly graded, containing only such ideas as are 
 within the comprehension of the pupils for whom 
 this material is intended. Furthermore, in hand- 
 ling the memory materials, the teacher should 
 not be content with mere explanation of words, 
 but should make these words real, attractive, and 
 effective through the use of stories, pictures, ob- 
 jects, experiences, and in various other ways.’’ 
 
 V. ASSOCIATION IN LEARNING 
 
 Another important law in learning, if we would 
 remember what we learn, is the law of associ- 
 ation. ‘‘We recall experiences through their 
 association with other experiences,’’ says one of 
 the psychologists. When we recall one thing 
 that we have learned, we tend to recall other 
 things learned in association, just as when we get 
 hold of one bead in a string we get the whole 
 string, as William James said. 
 
 When we hear the name ‘‘Abraham,’’ we at 
 
104 PSYCHOLOGY OF LEADERSHIP 
 
 once think of ‘‘Isaac and Jacob,’’ because these 
 three names were associated together in our 
 learning of the biblical history. So we think of 
 wife in connection with husband, black with white, 
 Missouri with St. Louis, and Pennsylvania with 
 Philadelphia. 
 
 In all learning we should associate, in our 
 thinking, what is being learned with what already 
 has been learned, the new with the old, and also 
 each part of the new with its other parts. 
 
 It is important in forming associations in learn- 
 ing that these associations be strongly estab- 
 lished, else association will work the wrong way 
 in memory. 
 
 A neighbor of ours told of a young woman, a 
 nurse, who was going out to the home of a pa- 
 tient, in Cincinnati, Ohio. When she boarded the 
 street-car, she said to the conductor, ‘‘Let me off 
 at Epsom Street, please.’’ 
 
 The conductor said, ‘‘There is no such street, 
 madam.’’ 
 
 ‘*Oh,’’ said the nurse, ‘‘there must be, for they 
 told me to get off there.’’ 
 
 A man across the aisle from her said to the 
 conductor, ‘‘The lady has her salts mixed. Let 
 her off at Rochelle Street.’’ 
 
 It is important, also, in learning, that the 
 associations formed should be normal and usable, 
 and not artificial. 
 
 Some of us, when we were children, unfortu- 
 nately, were taught to repeat the following: 
 
LEARNING TO REMEMBER 105 
 
 ‘‘Thirty days hath September, 
 April, June and November. 
 
 All the rest have thirty-one 
 
 Save February, which alone 
 
 Has twenty-eight, and one day more 
 We add to it each year in four.”’ 
 
 This bit of verse is neither poetry nor sense. 
 To this day, I cannot tell, offhand, how many 
 days there are in April, for instance, until I begin 
 at the beginning and chant this primitive refrain. 
 
 These lines got into my nervous system when I 
 was a boy, and now I cannot get them out. How 
 much better it would have been if, instead of 
 resorting to this artificial device, this mnemonic, 
 they had taught me the names of the months 
 of the year in a rational way! 
 
 Why could they not have taught them to me in 
 such a way that I could have, for the rest of my 
 life, been able to give, without hesitation, the 
 number of any month and the number of days 
 in it? 
 
 If I had actually learned the months of the 
 year, with normal, usable associations, I could 
 remember them now; but, as it is, I cannot re- 
 member them, because I never did learn them. 
 I remember the bit of verse, the mnemonic. I 
 never can get rid‘of that. I wish I could, but I 
 cannot, ever, as long as [ live. 
 
 My position is that of a man who, in building 
 a house, built the scaffolding more solidly than 
 
106 PSYCHOLOGY OF LEADERSHIP 
 
 the house itself, and now cannot tear down the 
 scaffolding and get rid of it, after the house is 
 built—if indeed the house ever is finished. 
 
 So it is with all mnemonics. They are per- 
 manent scaffoldings that are unnecessary and 
 unusable. 
 
 When I was learning the Hebrew language, I 
 came to the verb which means ‘‘to stumble,’’ and 
 I noted that it sounded a little like ‘‘cow shall.’’ 
 I associated this ancient word, therefore with this 
 modern ruminant, and said, ‘‘The cow shall 
 stumble.’” Then I said, ‘‘There, 1 have that 
 word.’’ 
 
 I did have that word, and I still have it, but I 
 have also the cow, and I cannot get rid of her. 
 The cow is bigger than the Hebrew word—bigger 
 than all the Hebrew language. 
 
 I should have associated this word with the 
 original root word, or language stem, and with 
 other words from this language stem; and I then 
 should have had a number of normal, usable 
 associations, instead of having an old cow for- 
 ever grazing in the front of my mental yard. 
 
 In the learning of names of persons, the more 
 normal, usable associations, the better. Associ- 
 ate the name with the initials, the owner’s voca- 
 tion, and any peculiarities in appearance, speech 
 and walk. Associate the name with the name 
 of some one else whom you already know. In 
 associating, note likenesses and differences. 
 
 In learning names, the more you learn, the 
 
LEARNING TO REMEMBER 107 
 
 more easily you will remember. Get one bead, 
 and you get all on the string; and, the longer 
 the string, the easier it is to get hold of one bead. 
 It is easier, therefore, to remember a man’s name, 
 and his initials, and his business, and his peculi- 
 arities, than it is to remember his name alone. 
 
 VI. IMAGINATION IN MEMORY 
 
 Another important element in learning in such 
 a way as to be able to remember what is learned 
 is imagination. Vivid mental pictures are pri- 
 mary aids in remembering what has been learned. 
 
 My hostess, on one occasion, in a town where I 
 was lecturing, was kind enough to play for me on 
 the piano a number of the great musical classics, 
 among them some of Beethoven’s Sonatas. 
 
 I said, ‘‘Do you never have any music before 
 you when you play?’’ 
 
 She said: ‘‘Very rarely. I was taught to 
 memorize everything I played. I can play almost 
 any of Beethoven’s Sonatas from memory. I can 
 remember any piece of music I have really 
 learned.’’ 
 
 I said, ‘‘ You must find it a very difficult task to 
 memorize a long’ difficult piece of music.’’ 
 
 She answered: ‘‘Not at all. After I once 
 learned how to learn music, I had no difficulty 
 either in learning or remembering it.’’ 
 
 ‘¢What is your method in learning music?’’ I 
 asked. 
 
108 PSYCHOLOGY OF LEADERSHIP 
 
 ‘‘The first thing I do,’’ she said, ‘‘is to make a 
 thorough analysis of the composition, comparing 
 it with others I have learned, comparing one 
 part with the other parts, noting the forms and 
 the changes from theme to theme, and so on, going 
 over it again and again until I have a clear pic- 
 ture of it in my mind, and afterward, when I play 
 it, I look at the notes in the picture in my mind 
 instead of looking at them on paper.’’ 
 
 As I sit in my den, writing, I can see the West 
 Side Subway in New York, from Chambers Street 
 to 181st Street, my ‘‘home’’ stop, and check off 
 the express stops in order—Fourteenth Street, 
 Pennsylvania, Times Square, Seventy-second 
 Street, Ninety-sixth, 103d, 110th, 116th, 125th, 
 137th, 145th, 157th, and 168th. I think I also 
 could name all the local stops between Chambers 
 Street and Ninety-sixth Street. To get a series 
 of locations or events in a mental picture, in 
 order of location or time, makes memory easy. 
 
 VII. INTEREST IS ESSENTIAL 
 
 Interest also is an important factor in all 
 learning, if we are going to remember what we 
 learn. We need to learn with enthusiastic in- 
 terest. We need to be whole-heartedly interested 
 in everything we undertake to learn. This means 
 to learn with feeling, with appreciation, with a 
 first-hand sense of value. 
 
 We never forget our good times. There stands 
 
LEARNING TO REMEMBER 109 
 
 out, in my memory, clearly and distinctly, from 
 an experience in the third year of my life, the 
 picture of a man in tights, with a balancing-pole, 
 walking a rope stretched across the street, from 
 building to building, not far from our house. 
 
 As I looked at that man walking to and fro, 
 and jumping up and down on that rope, I was 
 having a wonderful time. It was a most amazing 
 performance. My feelings were strongly in- 
 volved. In the making of that ‘‘negative’’ on 
 my brain, the emotional light was good. 
 
 Herein lies the argument for making all edu- 
 cation entertaining and delightful, for a sense 
 of humor in the teacher, and for attractive edu- 
 cational environment. 
 
 It is a reason also why we should bring the 
 play spirit into all our learning, throwing our- 
 selves into it with a gay abandon that will make 
 it a real pleasure. Then we shall remember 
 what we learn. 
 
 Psychologists are accustomed to divide inter- 
 ests into two general classes. They speak of 
 ‘‘natural’’ interests, which are instinctive, and 
 of ‘‘artificial’’ interests, which are acquired. 
 Prof. KE. A. Kirkpatrick, in his ‘‘Individual in 
 the Making,’’ says, ‘‘Without interest to unify 
 our mental life, consciousness would be a jumble 
 of miscellaneous states, while with it all are re- 
 lated and unified by whatever interest, momentary 
 or permanent, serves as a determining principle 
 of selection and organization.”’ 
 
110 PSYCHOLOGY OF LEADERSHIP 
 
 VIII. MOTIVES IN LEARNING 
 
 To learn with interest means that we need 
 continuously to provide ourselves with impelling 
 motives in our learning. 
 
 Taking the lowest motive first, a good memory 
 is an important aid in the making of money. It 
 is said that the wealthiest man in the world has 
 an uncanny memory for business details. And 
 it will fall short of the mark to say that he was 
 born with this remarkable memory. He culti- 
 vated it through long years of intense application. 
 
 Considering next what may be regarded as the 
 highest motive, he who would render the best 
 service to humanity through his life must have a 
 good memory for names and faces, for facts, for 
 appointments, for ideas, and so on indefinitely. 
 
 In between these two motives, the lowest and the 
 highest, is a wide range of motives which every 
 individual needs to develop in himself if he ex- 
 pects to be a real leader among men. If, for 
 instance, any one desires to have many friends, 
 he must have a good memory for names and faces, 
 and for the interests and activities of others. 
 
 It is said that Jo Anderson, a druggist in 
 Chattanooga, Tennessee, knows twenty thousand 
 people so that he can recognize them and eall 
 them by name, and that there is not a town of 
 five thousand population in the United States in 
 which he has not a personal friend. He says: 
 ‘‘T am not interested in memory stunts, but I am 
 
LEARNING TO REMEMBER Eb 
 
 interested in folks. That is why itis no trouble to 
 me to remember names or faces. I am always 
 interested in making new friends. Whenever I 
 meet a man I look straight into his eyes, because 
 I want to know the real man, and that is the best 
 way to get at him—and I always remember the 
 color of a person’s eyes.”’ 
 
 All of us take it as a high compliment when 
 others remember our names and our interests, 
 and our words and deeds, and our likes and dis- 
 likes. Why? It is proof positive that they have 
 been thinking about us, that they are interested 
 in us, that they hold us in esteem. 
 
 IX. DETERMINATION IN LEARNING 
 
 Still another important consideration in learn- 
 ‘ing in such a way as to remember is will power. 
 In order to arrive at our memory destination, we 
 must have unfailing determination. 
 
 This determination applies not so much, I 
 think, to the ‘‘intention to remember,’’ as has been 
 held by some psychologists, but rather to the 
 intention to learn. Intention to remember does 
 not in itself enable any one to remember; but, 
 more accurately speaking, it becomes a factor in 
 learning. Desire to remember and the purpose 
 to remember enter into motivation in learning. 
 They develop interest and attention in learning, 
 and thus indirectly Become factors in remember- 
 ing. Later, in the actual remembering, determi- 
 
112 PSYCHOLOGY OF LEADERSHIP 
 
 nation will again become a factor in the effort to 
 recall. 
 
 No one ever can hope to have a good memory, 
 and to receive its rewards, unless he takes himself 
 in hand and drives himself to continuous learning. 
 
 He must learn to distinguish between the im- 
 portant and the unimportant in his life, to ignore 
 the non-essential, to pass by the frivolous, to 
 look away from the ephemeral, to close his eyes 
 to the harmful. It is just as important not to 
 remember some things as it is to remember 
 others, and therefore to determine not to give 
 attention to them in the first place. 
 
 He must doggedly determine to conquer lazi- 
 ness and sloth and inertia and disinclination and 
 carelessness and indifference, and all the rest of 
 that shiftless family of undesirable aliens, if he 
 would attain to his true inheritance of leader- 
 ship. 
 
 Dr. Russell H. Conwell, for many years pastor 
 of the Baptist Temple in Philadelphia, still active 
 in his eighty-second year, having given his ‘‘ Acres 
 of Diamonds’’ lecture recently for the 6152nd 
 time, says: ‘‘When I want to quote from the 
 Bible, I close my eyes, and the entire page of the 
 Bible and the quotation come before me, and I 
 read it. This is a thing a teacher taught me back 
 in the old Berkshire Hills, where I was born. 
 There was a time, when I could go home after 
 services and shut my eyes and see the congrega- 
 
LEARNING TO REMEMBER 113 
 
 tion of twenty-five hundred to which I had spoken, 
 while row after row of seats would come before 
 me, and I could see the people and recognize them, 
 and check up and tell just who had missed church 
 that night.’’ 
 
 X. THE LAW OF USE 
 
 There is one other thing to consider in connec- 
 tion with memory, and that is use. Why learn 
 anything unless you are likely to use it? Why 
 so much effort for nothing? 
 
 In our discussion of memory, we have con- 
 sidered confidence, learning, attention, under- 
 standing, association, imagination, interest, mo- 
 tives, determination, and now use, which is not 
 the least important. 
 
 This last has to do with the selection of the 
 materials of learning, and is a problem chiefly 
 for the makers of school curricula; but it is at 
 the same time a practical question for every indi- 
 vidual, because, whatever the mistakes others 
 made for us in our childhood, we ourselves are 
 responsible for the selections we make during the 
 remainder of our lives. 
 
 Why should anybody who is not planning to be 
 a freak in a circus side-show spend his time mem- 
 orizing anything just to prove that he can do it? 
 
 It is not reputation but use that counts chiefly 
 in the functioning of that phase of the mind that 
 
114 PSYCHOLOGY OF LEADERSHIP 
 
 we call memory. Let us therefore remember to 
 learn to remember to use, if we would be true 
 leaders in life. 
 
 DISCUSSION 
 
 1. Every individual should have a practical, 
 balanced memory, unless his vocation makes ad- 
 visable an extraordinary memory in one par- 
 ticular respect. F.. Matthias Alexander, in his 
 ‘‘Constructive Conscious Control of the Individ- 
 ual,’’ tells of a young man who had a perfectly 
 useless abnormal memory for time-tables, and 
 who could not remember anything else. He says 
 of him: ‘‘If you asked him to look up a train to 
 a particular place at, say, three o’clock, he would 
 turn up the page, look over the particular train 
 by running his eyes up and down the list of times 
 of departures, and during this apparently cursory 
 glance at the time-table he would memorize the 
 whole list. Three months later, if you asked him 
 to name the trains in the list departing between . 
 any two hours you liked to name, you would be 
 certain to receive a correct answer. But this 
 same young man would continually leave his 
 umbrella in the bus, go out to purchase some 
 ordinary article for domestic use, and, forgetting 
 what he had gone to fetch, return without it. 
 In fact, in the general way of life, and judged by 
 the ordinary standard of human intelligence, he 
 was quite a hopeless person.”’ 
 
LEARNING TO REMEMBER 115 
 
 2. William McDougall, in his ‘‘Outline of Psy- 
 chology,’’ says: ‘‘Like all other thinking, re- 
 membering is a conative activity. We remember 
 and recollect effectively in proportion as we have 
 strong motives for doing so. This truth is too 
 often ignored; we are apt to regard our ‘memory’ 
 fatalistically, as a mysterious automatic machine 
 over which we have no control; either it works or 
 it does not, and that is all there is to say of it. 
 The physiological theory of memory, which iden- 
 tifies it with neural habit, has done much to 
 accentuate this fatalistic attitude toward our 
 ‘memories’; while at the same time the profes- 
 sional memory-trainers have been claiming the 
 most striking successes and making their for- 
 tunes. It is true that, in the sphere of recollec- 
 tion, our volition often seems to be peculiarly 
 ineffective. But in no kind of task is our volition 
 uniformly successful. And it is notorious that 
 we remember emotionally exciting events better 
 than others; which means that the strength of our 
 conation, our interest, during any experience is 
 a Iain condition of our remembering.’’ 
 
 3. See helpful chapters on memory in Horne’s 
 **Psychological Principles of Education,’’ Kit- 
 son’s ‘‘How to Use Your Mind,’’ Colvin and 
 Bagley’s ‘‘Human Behavior,’’ Hollingsworth 
 and Poffenberger’s ‘‘Applied Psychology,’’ 
 Betts’s ‘* The Mind and Its Education,’’ Bennett’s 
 ‘*Psychology and Self-development,’’ Breese’s 
 *‘Psychology,’’ Givler’s ‘‘Psychology,’’ Pills- 
 
116 PSYCHOLOGY OF LEADERSHIP 
 
 bury’s ‘‘Fundamentals of Psychology,’’ Platt’s 
 ‘““The Psychology of Thought and Feeling,’’ Sea- 
 shore’s ‘‘Psychology in Daily Life,’’ Warren’s 
 ‘‘The Elements of Human Psychology.”’ 
 
CHAPTER VI 
 EYES THAT SEE 
 
 The eyes that see are not those two cameras 
 in the front of the head, but what is back of them 
 —imagination. 
 
 I. PICTURES 
 
 It has been shown that the heart of memory is 
 the ‘‘memory image,’’ which is the mental picture 
 that is recalled or reproduced in remembering. 
 
 Would you remember telephone numbers? 
 Then picture them in your mind vividly, in usable 
 associations. 
 
 I know a young woman who is membership 
 secretary of a chamber of commerce in a city 
 with a population of about three hundred thou- 
 sand, and she can recall instantly the names of 
 all the four thousand members, with initials and 
 faces, business locations, and telephone numbers. 
 
 This young woman can accomplish twice the 
 amount of work in a day that can be done by 
 any ordinary secretary, and she is worth more 
 than twice as much to the organization, of course. 
 
 She is not a genius, and she was not born with 
 117 
 
118 PSYCHOLOGY OF LEADERSHIP 
 
 a good memory for telephone numbers. It is 
 simply that she has learned how to learn tele- 
 phone numbers. She first writes down the num- 
 ber, and then visualizes it, looking at it atten- 
 tatively and thoughtfully, comparing it with 
 other numbers, associating it with the name and 
 face of the man and the firm and the street 
 number, until she has in her mind a vivid picture 
 of the number and exchange, together with usable 
 associations. She has now learned the number, 
 and she can recall it at will. 
 
 I know a man who cannot even remember his 
 own telephone number, because he never has 
 seen it, has never visualized it. He is supposed 
 to be a man with a good brain, too. His brain 
 ought to be practically as good as new, in its 
 numbers areas, since he never has used that part 
 of it. 
 
 When any one says, ‘‘I cannot remember dates 
 in history,’’ he means simply that he is lazy in at 
 least a part of his head. He can remember dates 
 if he will learn dates, and he can learn dates if he 
 will imagine dates—not the dates that are not, 
 but the dates that are. 
 
 In the study and teaching of Hebrew history, 
 for instance, I can recall at will hundreds of 
 dates because I have learned them with mental 
 imagery. I have seen them with the eyes of the 
 mind, and I have seen them in their normal set- 
 tings, or usable associations, so that they are 
 rich in significance. 
 
EYES THAT SEE 119 
 
 There is nothing exceptional about it. Any- 
 body could recall as many dates, with their as- 
 sociated significances, if he had spent the neces- 
 sary time on this history, living in imagination 
 with these people, talking and writing about 
 them. 
 
 He eould begin with the patriarchal period, 
 which, according to some scholars, was 1500-1350 
 B. C., and he could talk for hours, without a 
 note before him, of Abraham and Isaac and 
 Jacob, of Chaldea and Mesopotamia and Pales- 
 tine and Egypt, of tribal movements and nomadic 
 life, of the religions of the peoples of those early 
 times, of the beginnings of the Hebrew nation, of 
 the mighty civilizations of the Tigris-Euphrates 
 and the Nile valleys. 
 
 He could tell you, from memory, of the Egyp- 
 tian period, 1850-1200, of Joseph and his broth- 
 ers, of the Pharaohs, of the enslavement of the 
 Hebrews, of Moses and the plagues and the de- 
 liverance, of the five significant elements that 
 entered into the making of the Hebrew race 
 through the Egyptian experiences. 
 
 He could tell you, also from memory, of the 
 wilderness period, 1200-1150, and of its influence 
 in the development of these remarkable people, 
 relating fact after fact, indicating the benevolent 
 purposes of God in the guise of suffering, 
 evaluating events, portraying character, indicat- 
 ing the applications to present-day life. 
 
 So with the period of settlement and conquest, 
 
120 PSYCHOLOGY OF LEADERSHIP 
 
 1150-1040, with Joshua and Samuel and the oth- 
 ers; the united kingdom period, 1040-937, with 
 David and Saul and Solomon; the divided king- 
 dom period, 937-586, with the numerous kings in 
 Judah and Israel, and the petty wars, and the 
 great prophets, and the fall of Jerusalem; the 
 Babylonian age, 586-538, with Ezekiel and his 
 visions, and the literary and spiritual develop- 
 ment of the Jews; the Persian age, 538-332, with 
 the rebuilding of the temple and the walls; the 
 Greek age, 332-168, with the conflicts between 
 Hellenism, and Judaism; the Maccabean age 
 168-63, with the persecutions by Antiochus 
 Epiphanes and the revolt under the leadership 
 of old Mattathias and his five splendid sons; and 
 the Roman age, 63 B. C. to A. D. 135, with Pom- 
 pey and Herod and the Tetrarchs and the pro- 
 curators and Titus and Jesus and Paul. 
 
 One of my students said to me once, ‘‘ Why, you 
 make these Old Testament characters seem like 
 real, sure-enough human beings.’’ 
 
 ‘Were they not real human beings?’’ I asked. 
 
 ‘“Yes,’’ she said, ‘‘I suppose they were, but I 
 had never thought of them in that way before.’’ 
 
 The student who masters the Hebrew history 
 must study the biblical and non-biblical writings 
 that deal with these most religious people of 
 ancient times, their history and that of their 
 neighbors, the geography and topography of the 
 Bible lands and the lands of the peoples with 
 whom they came into contact. He must study 
 
EYES THAT SEE 121 
 
 these people and their literature with the aid of 
 the standard Bible commentaries and dictionaries 
 and geographies and pictures. It will be an aid 
 also, if he cannot visit personally the lands in- 
 volved, to use the Underwood stereographs, with 
 the maps locating the views shown, and thus gain 
 the consciousness of actually standing on the 
 hallowed spots themselves. 
 
 And he must use his imagination, on the basis 
 of the facts obtainable, until these people and — 
 their times seem to be actually present to him, 
 and until he can see them moving around before 
 him in their Oriental garb, engaged in their daily 
 occupations. When he has thus visualized them, 
 in the light of the best scholarship and his own 
 personal thinking, he has learned the history, 
 and he will remember the dates and names and 
 events and places and beliefs and characters and 
 achievements. Such a student has made a wise 
 use of the function of consciousness that we call 
 imagination. Similar results may be obtained in 
 the study of any other history. 
 
 II. UNDERSTANDING 
 
 Not only is such study an aid to memory, but 
 there can be no understanding of any history 
 without a constant speeding up of imagination. 
 
 This is why our understanding of any people 
 is attained not so much through the reading of 
 their annals as from their dramas and their art, 
 
122 PSYCHOLOGY OF LEADERSHIP 
 
 which aid us in forming mental pictures of their 
 internal and external life. 
 
 We have not learned history, for instance, 
 when we know that a battle was fought at a cer- 
 tain place, on a certain date, by certain peoples. 
 We must know why that battle was fought, and 
 with what results. We must know what preceded 
 and what followed, what led up to the battle and 
 what came out of it. 
 
 No event in history is of value to us so long 
 as we know it merely as an event, but only when 
 we come to know it as a significant event, and 
 have a mental image of an effective expression 
 of human emotions and purposes and aspira- 
 tions; and this requires imagination. 
 
 Many of the ancient historical records are so 
 brief that they require considerable supplemenrt- 
 ing from other history, from archeology, from 
 geography, and from other related subjects. 
 
 Take, for instance, an ancient record in a mod- 
 ern version, a report of which is as follows: 
 
 ‘“On one of those days, when Jesus was teach- 
 ing, some Pharisees and Doctors of the Law were 
 sitting nearby (They had come from all the vil- 
 lages in Galilee and Judea, and from Jerusalem; 
 and the power of the Lord was upon Jesus, so 
 that he could work cures), and there some men 
 brought on a bed a man who was paralyzed. 
 They tried to get him in and lay him before 
 Jesus; but, finding no way of getting him in, 
 owing to the crowd, they went up on the roof and 
 
EYES THAT SEE 123 
 
 lowered him through the tiles, with his pallet, 
 into the middle of the people and in front of 
 Jesus.’’ 
 
 In order to have any sort of adequate under- 
 standing of this event, it is necessary to supple- 
 ment the record with material from biblical 
 scholarship and from common human experi- 
 ence, on the principle that all human beings, in 
 all ages, tend to act similarly under similar cir- 
 cumstances. 
 
 It is necessary to visualize an Oriental house 
 built around a yard, or court, open to the sky, the 
 surrounding rooms covered with fiat roofs, a 
 crowd packed into the yard and the rooms 
 around, a door which is at the same time the gate 
 opening immediately into the street, the Great 
 Teacher standing in the large room at the op- 
 posite side of the inclosure away from the en- 
 trance. 
 
 It is necessary to see Jesus as He stands there, 
 a large, masterful man, with a beard, and dressed 
 in the flowing robes and the sandals that were 
 worn by the teachers of the time. 
 
 It is necessary to see a mixed crowd of men 
 and women, rich and poor, learned and ignorant, 
 in the varicolored robes that were worn in that 
 day and country, the men with beards and tur- 
 bans, and the women with their heads and shoul- 
 ders covered with the soft, bright-colored ma- 
 terials in vogue. 
 
 It is necessary to see four men coming along 
 
124 PSYCHOLOGY OF LEADERSHIP 
 
 the street toward the house, carrying a paralyzed 
 man on a pallet, one man at each of the four 
 corners; to see them trying in vain to get in at 
 the door; to see them backing away, and then 
 going around to the side of the house and up a 
 stone stairway, the two men behind holding their 
 end of the pallet higher than the others, to keep 
 the man from rolling off; to see them on the flat 
 roof, just above Jesus, lifting away the tiles and 
 making the hole large enough for the pallet and 
 the man; to see them lowering the pallet and the 
 man until four men in the interrupted meeting 
 below can reach the pallet and let it down in 
 front of the Teacher; and then to look up and to 
 see the four bearded faces of the men who 
 brought the paralytic, one of them at each of the 
 four corners of the hole in the roof, watching 
 with deep interest and concern, listening to the 
 wonderful words spoken by the Teacher, and see- 
 ing the marvelous thing that took place. 
 
 It is necessary to see all this, and more, if one 
 would understand the meaning of this brief 
 record of what was taking place that day in that 
 Palestinian home, nearly two thousand years ago, 
 when the people said, ‘‘We have seen marvelous 
 things to-day !”’ 
 
 Ill. REALITY 
 
 It is through such imaginative study that we 
 develop in ourselves a sense of historical reality. 
 
KYES THAT SEE | 125 
 
 A man once said to a boy, ‘‘ What are you doing, 
 my boy?”’ 
 
 The boy said, ‘‘I am drawing a picture of 
 Jesus.”’ 
 
 The man said, ‘‘I would not draw a picture 
 of Jesus if I were you, for I do not know that we 
 know how he looks.’’ 
 
 The boy replied, ‘‘Well, you will know when I 
 get through drawing this picture.’’ 
 
 It is imagination that makes real to us that 
 which has been and that which is to be. It is the 
 treasure-chest of the past and the lighthouse of 
 the future. It is the father of fervor and the 
 mother of enthusiasm. 
 
 When a child is discouraged in his use of im- 
 agination and prevented from developing in him- 
 self a sense of reality, he is being robbed of the 
 chief part of his spiritual inheritance. 
 
 It is possible for every one of us to cultivate 
 imagination, if we will appreciate it as the basis 
 of the sense of reality, and separate it from any 
 necessary imputations of falsehood and vagary, 
 and understand that this picture-forming func- 
 tion of consciousness is that which makes real to 
 us mother, God, friends, and self. 
 
 We can improve imagination through conscious 
 effort, through looking at pictures or objects, 
 through the use of maps, through the reading of 
 stories, and through travel and local excursions. 
 
 Historical stories are valuable aids in visual- 
 izing and understanding history. For assistance 
 
126 PSYCHOLOGY OF LEADERSHIP 
 
 in visualizing Bible history, the reader is referred 
 to ‘‘Bible Story Telling,’’ by Bertha Baldwin 
 Tralle. 
 
 - It will be found helpful also, in developing 
 imagination, in gaining a vivid sense of historical 
 realities, to ask ourselves, ‘‘What would I have 
 done or said under the circumstances?’’ 
 
 IV. INITIATIVE 
 
 The next thing to be said on this subject is 
 that imagination is the father of initiative, of 
 discovery, of invention. It is a prerequisite of 
 all progress in business, and art, and literature, 
 and education, and religion. 
 
 The dreamers of the world have been the 
 leaders of the world, in every age and in every 
 land, and ‘‘where there is no vision, the people 
 perish.’’ 
 
 It is to those who have built the new out of the 
 old to whom we are indebted for all the valued 
 products and possessions of civilization. 
 
 The recalling of a mental image, ‘‘the con- 
 sciousness of an object of sensory experience with 
 the additional consciousness that this object is 
 not immediately present to the senses,’’ is a 
 simple act of memory that is of very great value, 
 but of even greater importance than this repro- 
 ductive imagination is productive imagination, 
 which takes these recalled mental imagés which 
 constitute our materials of thought, and, by se- 
 
KYES THAT SEE 127 
 
 lection or combination or changing, constructs out 
 of them something that is new and that meets a 
 human need. 
 
 This constructive thinking is the highest type 
 of thinking. Those who do this kind of thinking 
 are the world’s dreamers; and they are, after all, 
 the most practical of men, for their visions are 
 the blue-prints of our material and spiritual ad- 
 vances. ‘They see that which has never been, on 
 land or sea; and through their vision it becomes 
 the actuality which all may see. 
 
 Every great structure of wood or stone or steel 
 was first built in the head of some human being. 
 Every great painting or sculpture was first cre- 
 ated in a human head. Its first form was imagi- 
 nation, a mental image. So with all the other 
 prized possessions of humanity. 
 
 Imagination has been the gleam that every 
 pioneer has followed into every land of promise 
 that ever was; and it will be the light that will 
 guide other pioneers into the fairer lands of 
 promise of the glorious future. 
 
 V. FREEDOM 
 
 Imagination, too, is the key that unlocks the 
 prison door of the soul, and sets it free to tra- 
 verse the unlimited spaces and to visit the unfre- 
 quented places of the vast universe of human 
 existence, and to create for itself still other 
 universes. 
 
128 PSYCHOLOGY OF LEADERSHIP 
 
 Imagination is the Aladdin’s Lamp that sum- 
 mons the distant stars to pass in review before 
 the earthly scientist. I heard a lecture by one 
 of the world’s great astronomers, a few years 
 ago, on ‘‘The Milky Way.’’ In the course of his 
 lecture, the professor showed a picture of a small 
 blurred spot in the Milky Way, and said: ‘‘Note 
 that this spot, in this picture, appears to be a 
 mere whitish mass, but, in this other picture, 
 which I am now showing you, taken with a larger, 
 more powerful telescope, this blur in the sky is 
 broken up into numerous bright stars, each of 
 which is separated from the others by immense 
 distances; and it is estimated that the distance 
 across this whole group of stars, which, in the 
 other picture, appeared to be only a spot about 
 the size of your hand, is three hundred and fifty 
 ‘‘light years,’’ that is, it would take a beam of 
 light that long to cross it, traveling at the rate of 
 nearly eight times around our earth while your 
 heart is beating once.’’ 
 
 It is with the constructive imagination that the 
 scientist, in every department of human investi- 
 gation, builds his theories, his working hypoth- 
 eses, which are the highways of thought that lead 
 out into the vast unknown. 
 
 So is it also with the rest of us, who are not 
 entitled to be called scientists. We need not be 
 confined to any office, or work-room, or kitchen, 
 or farm, or fifty-foot lot. 
 
 However narrow the material confines of the 
 
EYES THAT SEE 129 
 
 individual existence of any one of us, we can, at 
 will, go on delightful excursions into the wide 
 worlds of literature, of art, of music, of history, 
 of science, of religion; and never, in a thousand 
 years, see a trespass sign, if only we will compel 
 ourselves to be lifelong readers, observers and 
 students—and learn to control and utilize imagi- 
 nation. 
 
 If it be objected that poverty makes all this 
 impossible to many human beings, then it may be 
 said, on the other hand, that riches more likely 
 will make it impossible, for many a money- 
 grubber to-day is holding an American dollar so 
 close to his eye that it shuts out from his view 
 everything that is worth seeing in life. 
 
 No, imagination cannot be bound and confined 
 and imprisoned and chained by anything in all 
 the universe except by the owner himself. 
 
 VI. IDEALS 
 
 From this discussion of freedom, it is but a 
 step to a consideration of ideals. An ideal is 
 any individual’s mental picture of any desir- 
 able attainment or achievement. It has to do 
 with what one would like to be, but is not, 
 and with what he would like to do, but has not 
 done. 
 
 Ideals range all the way from a pattern or 
 method of procedure in the doing of anything to 
 those angels of light that lure and encourage and 
 
130 PSYCHOLOGY OF LEADERSHIP 
 
 inspire in life’s darkest and most difficult mo- 
 ments. 
 
 No one can afford to estimate himself at his 
 present actual value, but instead should evaluate 
 himself in his potentialities. 
 
 No one ever will build his life larger than it 
 appears in his own plans and specifications. 
 Every individual is the ‘‘architect of his fate,’’ 
 and he should, therefore, draw his plans with 
 vision and daring. 
 
 This is not conceit, but common sense. In 
 fact, it is the best of all sense. Ideals are the 
 highest peaks in the mountain ranges of human 
 thought. It is in idealistic thinking that im- 
 agination comes into its very own in the realm 
 of intellectuality. 
 
 This work of drawing life’s plans should never 
 be regarded as having been completed once for 
 all, because, as the personality develops, as life 
 enlarges, as vision is strengthened, as new terri- 
 tory is conquered, as new heights are reached, 
 there is new need and wisdom for new planning. 
 
 Not that we are to be forever tearing up life’s 
 plans, and never getting any building completed, 
 but that we are to be always enlarging and ex- 
 tending and beautifying. 
 
 Vil. FAITH 
 
 This consideration of ideals brings us face to 
 face with faith. We may think of faith as the 
 
EYES THAT SEE 131 
 
 solid foundation on which all the enduring struc- 
 tures of life must be erected. 
 
 The great life-builders have faith in them- 
 selves, in others, in the world, in their tasks, 
 in God. 
 
 What is there that is worth building in life that 
 is left to the confirmed cynic, the persistent pessi- 
 mist, the carping critic, the chronic kicker? 
 
 Every one of us will do well to inoculate him- 
 self against the poisonous pessimism which so 
 saturates many of our American newspapers and 
 much of our current literature. 
 
 I am thinking now of a man, as typical of a 
 large number of continuous producers of words, 
 whose contract has compelled him for years to 
 pound off on his typewriter a daily column of 
 ‘“stuff’’? for a New York newspaper, whether he 
 has anything to say or not, and whose chief stock 
 in trade is finding fault with the best people and 
 the best institutions in the world. 
 
 He is witty, but not wise; he is clever, but not 
 courteous; he is funny, but not fair; he is enter- 
 taining, but not instructive. 
 
 In fact, he claims that he does not believe in 
 instruction. I have heard him in addresses 
 several times; and every time, he said in his talk, 
 ‘“T do not believe that anybody is very much in- 
 fluenced by anything he hears or reads.’’ 
 
 I have not been able quite to determine whether 
 that statement was a sincere statement of igno- 
 rance or part of his pedagogic pose. 
 
132 PSYCHOLOGY OF LEADERSHIP 
 
 While he was protesting that he was not trying 
 to influence anybody, he was at the same time 
 infiuencing his audience, and must have known 
 that he was doing so. The numerous readers of 
 his daily column are being influenced all the time. 
 They are being poisoned by his persistent pessi- 
 mism and his sonorous cynicism. 
 
 As a matter of fact, it is impossible for any one 
 of us to read after the same man for any length 
 of time, or to listen to the same speaker week by 
 week, without being influenced by him, even 
 though we may not be conscious of it, being in- 
 fluenced in the most effective way anybody 
 can be influenced, namely, through indirect 
 suggestion. 
 
 Our columnist, in common with kindred spirits 
 on the staffs of other newspapers, has a custom 
 of dumping into his big ‘‘mid-Victorian’’ waste- 
 basket everything that is not in tune with his 
 cynical sonorousness. 
 
 These literary birds of a feather that flock to- 
 gether are immensely flattered when they are 
 called the intelligentsia. In fact they are not 
 any more intelligent, and not half so sensible, as 
 some other writers who still cling to some of the 
 traditions and the decencies. 
 
 We ought to have only commendation for those 
 who shatter shams and ridicule wrongs, provided 
 their aim is serious and their result is con- 
 structive. We should seek to tear down the bad 
 
EYES THAT SEE 133 
 
 only when we are making an honest effort to 
 build up the good. And a desire to build up the 
 good is my only reason for here endeavoring to 
 pay my respects to certain columnists, who at the 
 worst have much of good in them. 
 
 VIII. HUMOR 
 
 Imagination is at the heart of all humor, and 
 those benighted souls who have no saving sense 
 of humor simply have no imagination. They 
 have no eyes that see. 
 
 They cannot see themselves. If they could, 
 they would laugh. Other people certainly laugh 
 at them; for the funniest people in the world, 
 to other people, are those that have no sense 
 of humor. 
 
 A sense of humor depends, in part at least, on 
 the ability to visualize quickly and vividly sur- 
 prising and incongruous life situations. There 
 are other elements that enter into humor, but 
 the one essential condition of all laughter is 
 imagination. 
 
 When we laugh, we laugh at mental pictures. 
 We see something that is funny. So potently 
 permanent are the imaginative qualities of the 
 world’s jokes that they live through many gener- 
 ations; for, not only does each new generation 
 laugh at them, but individuals laugh repeatedly 
 at the repetition of the old jokes. 
 
134 PSYCHOLOGY OF LEADERSHIP 
 
 I heard a newspaper man say recently that 
 he had a card-index file of more than five thou- 
 sand jokes, and he had been able to trace the 
 origin of only three of them. All the rest of 
 them are old. 
 
 IX. HUMILITY 
 
 Then there is humality. A right use of im- 
 agination will enable an individual to see him- 
 self ‘‘as ithers see’ him,’’ and inevitably will 
 keep his head from swelling. 
 
 He who actually sees himself will be saved 
 from many disappointments and hurts. He will 
 not be easily offended. He will not be thinking 
 himself slighted, or overlooked, or mistreated. 
 He will not be forever climbing a miff-tree. He 
 could not look at himself in a miff-tree without 
 laughing himself to death. 
 
 Humility does not mean lack of self-confidence 
 or a self-depreciation that expresses itself in in- 
 sincere words of self-belittlement. 
 
 When we say of any individual that he has 
 humility—if we know what we are talking about 
 —we mean simply that he views himself in 
 proper perspective, that he sees himself in his 
 true relations to God and men. 
 
 Such humility will not keep any individual 
 from undertaking big things when duty calls, or 
 when honor is involved. a 
 
EYES THAT SEE 135 
 
 X. SYMPATHY 
 
 One other thing remains to be said about the 
 value of imagination. It is the basis of all hu- 
 man sympathy. It enables each of us to put him- 
 self into the place of another. It makes it possi- 
 ble for him to get another’s point of view, to see 
 and feel as another sees and feels. It saves 
 him from harsh judgments, and unkind words, 
 and from unfair treatment of others. 
 
 We help the needy and unfortunate, not only 
 because our good judgment demands it, but when 
 our sympathies are aroused, when we see our- 
 selves in their places. 
 
 It is nothing in any man’s favor that he is 
 lacking in sympathy. It is sympathy that hu- 
 manizes and socializes and softens life for all 
 of us, and it is an element of power in leadership. 
 Sympathy in an individual inspires confidence 
 and trust and affection in others. 
 
 I have sought, in the lines which follow, to 
 embody this idea of sympathy in some of its 
 applications. 
 
 You SHoutp Have My Eves 
 
 ‘‘T see no genius there,’’ you say, 
 Beholding that wee boy of mine, 
 Absorbed and glad in childish play, 
 
136 PSYCHOLOGY OF LEADERSHIP 
 
 ‘‘T gee in him no spark divine.’’ 
 Ah! But you should have my eyes. 
 
 ‘‘T see no sparkling beauty there,’’ 
 You say of my devoted wife, 
 
 ‘‘In form or face or eyes or hair,’’ 
 Appraising my dear light of life. 
 Ah! But you should have my eyes. 
 
 ‘<T gee no power and might,’’ you think, 
 Observing my beloved church— 
 
 From fountains deep you do not drink, 
 And purge yourself from gin and smirch. 
 Ah! But you should have my eyes. 
 
 ‘‘Tts greatness I can little see,’’ 
 
 Declare you of my native land, 
 
 ‘“Tts boasted bigness cannot be; 
 
 There’s naught in it that’s fine or grand.’’ 
 Ah! But you should have my eyes. 
 
 And so the great wide world around, 
 
 The world of men, and brothers, too, 
 Where noblest thoughts and deeds abound, 
 No visions bright can bring to you. 
 
 Ah! But you should have my eyes. 
 
 DISCUSSION 
 
 1. One of the large department-stores in 
 New York, in connection with an anniversary 
 sale, advertised as follows: ‘‘We make truth 
 
EYES THAT SEE 137 
 
 and service the basis of our advertising. Our 
 advertising is written from the buyer’s or 
 consumer’s point of view. It never strives 
 to sell. It seeks to help you to buy. It is 
 informative, not argumentative. It is cooper- 
 ative, not combative.’’ 
 
 2. A man who is spoken of as ‘‘the world’s 
 greatest photo-playwright,’’ was reported, a few 
 months ago, as saying: ‘‘I have always at- 
 tempted to instill idealism into all my stories. 
 I have studied the nature of people at first-hand, 
 and I have searched always for the avenue which 
 might offer them a possible outlet from the life 
 that has crushed them. Reform is a tremendous 
 task. Degradation is so much easier of accom- 
 plishment than regeneration. I believe that the 
 motion-picture, because of its universal appeal, 
 might be turned to reform with remarkable 
 results. ’’ 
 
 3. Charles W. Haward, M. D., in his ‘‘Re- 
 creating Human Nature,’’ has a significant chap- 
 ter on the ‘‘Appalling Danger of the Press.’’ 
 
 4. In his ‘‘Outline of Psychology,’’ Prof. 
 William McDougall says: ‘‘The normal adult 
 enjoys considerable power of imagination. We 
 may usefully distinguish three levels of im- 
 agination. The lowest is what is commonly 
 called reproductive or representative imagina- 
 tion. The second is constructive imagination. 
 The third is creative imagination. But though 
 in principle we may distinguish these forms or 
 
138 PSYCHOLOGY OF LEADERSHIP 
 
 levels of imagination, in actual living they are 
 commonly mingled inextricably.’’ 
 
 _ 5. In their ‘‘Introduction to Teaching,’’ Bag- 
 ley and Keith say: ‘‘We turn now to a third 
 group of the liberal studies, the group that is 
 most clearly represented in the school program by 
 literature, but which, in a comprehensive treat- 
 ment of the field, would also include the products 
 of the other ‘fine arts’—music, painting, sculp- 
 ture, and architecture. The essence of the fine 
 arts and especially of literature lies in the fact 
 that they are records, not primarily of actual 
 happenings, but of imaginings. It is hardly too 
 much to say, indeed, that the greatest literature 
 is not a record of facts but of dreams. What 
 justification (it may be asked) has so expensive 
 a process as public, universal education to deal 
 with anything so unreal as dreams when a sub- 
 stantial world of facts lies all around in space, and 
 when an almost equally substantial world of facts 
 lies back of us in time? The answer to this 
 question involves the recognition of a funda- 
 mental truth; the truth, namely, that the human 
 mind is constantly projecting itself beyond the 
 world of actualities, beyond what is or has been, 
 into the realm of what may be and, even more 
 importantly, what should be. It is not only im- 
 possible for the individual to escape this tendency 
 —it is one of the privileges of life that he can look 
 beyond the actual into the world that his imagina- 
 tion opens to him. In the first place, it is there 
 
EYES THAT SEE 139 
 
 that he is most likely to find relief from the bur- 
 dens and perplexities of everyday existence, to 
 ‘re-create’ himself with new hopes and new 
 visions. The influence of imaginative experiences 
 strikes much deeper than this, however. The 
 best products of literature and of the other fine 
 arts are not only the means to a wholesome and 
 upbuilding recreation, they are also records or 
 interpretations of the most penetrating and dy- 
 namic of human experiences.’’ 
 
 6. See helpful chapters in Horne’s ‘‘Psycho- 
 logical Principles of Education,’’ Colvin and 
 Bagley’s ‘‘Human Behavior,’’ Kitson’s ‘‘ How to 
 Use Your Mind,’’ Hollingsworth and Poffen- 
 berger’s ‘‘Applied Psychology,’’ Betts’s ‘‘The 
 Mind and Its Education,’’ Bennett’s ‘‘ Psychology 
 and Self-development,’’ Breese’s ‘‘Psychology,’’ 
 Givler’s ‘‘Psychology,’’ Pillsbury’s ‘‘Fundamen- 
 tals of Psychology,’’ Platt’s ‘‘The Psychology of 
 Thought and Feeling,’’ Seashore’s ‘‘ Introduction 
 to Psychology,’’ Warren’s ‘‘The Elements of 
 Human Psychology.”’ 
 
CHAPTER VII 
 HABIT INVESTMENTS 
 
 My favorite teacher in college, in his conversa- 
 tion, had a way of being wholly absorbed in what 
 he was saying, and of standing close to those with 
 whom he was talking. 
 
 Occasionally, when we were walking along the 
 street together, in the little college town, he would 
 ‘talk’? me into the fence, when I was walking on 
 the inside; and I would back out and get on the 
 other side, and then he would talk me off the 
 sidewalk into the street. 
 
 While he was disporting himself on first one 
 side and then the other of his subject, I was doing 
 my best to stay on one side or the other of him. 
 
 The explanation of this unplanned game of 
 hide-and-seek, of which the professor seemed to 
 be altogether unconscious, and which seemed 
 never to disturb his serenity or to break his con- 
 versational continuity, was that he was walking 
 and talking at the same time, and that both were 
 predominantly habitual. He had his mind on 
 what he was thinking, and not on his talking or 
 his walking. 
 
 140 
 
HABIT INVESTMENTS 141 
 
 In other words, the professor’s superintendent 
 of the mental works, who lived on Cortex Hill in 
 the top of his head, had trained his helpers in 
 the backbone flats, or in the mid-brain, or wher- 
 ever they really did live, to attend to the com- 
 plexity of codrdinations involved in talking and 
 walking, and had turned over this business to 
 them. 
 
 This was all right, and just as it should have 
 been; except that, in this case, the superintendent 
 trusted his assistants a little too far, and failed 
 to exercise a precautionary supervision, especially 
 in the matter of the walking. 
 
 The professor’s ‘‘absent-mindedness’’ was not, 
 strictly speaking, absent-mindedness at all. His 
 mind was very much present, but it was centered 
 wholly on the thought of his speaking. 
 
 I. RATIONALIZATION 
 
 In this little story, we see illustrated one of the 
 laws of life and learning. 
 
 By the time a human being has reached adult- 
 hood, so it is estimated, about ninety-nine per 
 cent of his walking and talking and eating, and 
 other ‘‘behavior,’’ is habitual. It is practically 
 automatic. It does itself, with but little conscious 
 consideration. 
 
 Any mental performance, when repeated, is 
 easier the second time, still easier the third time, 
 and so increasingly easier until it is practically 
 
142 PSYCHOLOGY OF LEADERSHIP 
 
 automatic. Attention may be thus centered upon 
 some new thing until it also is habitual, and be- 
 comes, so to speak, another deposit in life’s bank 
 account. 
 
 Just how mental performances thus become 
 established and easy, nobody knows—neither 
 physiologists, nor psychologists, nor philosophers 
 —but it is supposed that the explanation les 
 somewhere in the nervous system, in the brain 
 and the other nerve-centers, and in the nerve 
 branches reaching to the various parts of the 
 body. 
 
 It is assumed that the nerve-excitations in- 
 volved in any ‘‘behavior’’ so affect the connec- 
 tions between the nerves involved that repetition 
 of this behavior becomes increasingly easier until 
 it becomes habitual. 
 
 It is held, therefore, that the real seat of habit 
 is in the ‘‘opennesses’’ of the synapses, the 
 ‘‘paths’’ made by repeated mental stepping. 
 But this does not seem to mean much to us, even if 
 it should be proved to be true, instead of remain- 
 ing, as it is now, a scientific guess. 
 
 These ‘‘opennesses’’ mean all the less to us 
 when the physiologists explain to us that they 
 are not really opennesses at all, since nerve- 
 excitation is thought of as involving a series of 
 explosions, or burnings. 
 
 Fortunately, however, we do not need to have 
 a satisfactory explanation of it in order to know 
 
HABIT INVESTMENTS 143 
 
 that repetition tends to fixation in behavior, and 
 to economic utilization. 
 
 Edward K. Strong, Jr., in his ‘‘ Introductory 
 Psychology for Teachers,’’ says, ‘‘Habit or mem- 
 ory is to-day conceived of as due primarily to the 
 chemical change in the synapse whereby the re- 
 sistance is lowered, thus permitting the nervous 
 current to flow in this direction rather than in 
 some other direction.’’ 
 
 II. FOCALIZATION 
 
 If we accept the fact that repetition tends to 
 fixation, it follows that it is important to get a 
 right start in habit formation, to control the be- 
 havior in its beginning. 
 
 There is an old saying to the effect that ‘‘the 
 way to teach a boy to swim is to pitch him into 
 the water,’’ but nothing could be farther from 
 the truth. That is the way either to drown him 
 or to make a poor swimmer of him. 
 
 That is the way I was taught to swim, and that 
 is why I am not a good swimmer. There was no- 
 body to teach me the right method, at the be- 
 ginning, to put me on the right track, to help me 
 to get the hang of it, to give me the cue, to help 
 me to ‘‘focalize.”’ 
 
 At a ‘‘high school meet,’’ in a university 
 swimming-pool, some time ago, I was amazed at 
 the ease and rapidity with which those high school 
 
144 PSYCHOLOGY OF LEADERSHIP 
 
 boys swam, and I realized as never before what I 
 had missed in not being taught to swim when I 
 was a boy, instead of being ‘‘pitched in.’’ 
 
 The way to teach a boy to swim is to ‘‘lead’’ 
 him in. Lead him into water that is not too deep. 
 Explain to him about the stroke, showing him the 
 how and the why of it. Help him to focalize 
 properly, to get a mental picture of the desirable 
 coordinations of mind and muscle. Then hold 
 him while he tries it, being careful that he starts 
 right. Then watch him as he tries, being sure 
 that he properly focalizes, When, through prac- 
 tice, he masters the stroke, he has learned how to 
 swim. After he has practised until the superin- 
 tendent of the mental works can turn over the 
 bulk of the swimming business to his assistants, 
 this boy will not need to be ‘‘pitched in.’’ He will 
 go in every time he gets a chance, and will ex- 
 perience the lifelong joys and benefits of good 
 swimming. 
 
 Herein lies the importance of good teachers, 
 who get their students started in the right way. 
 Think of the musicians who have been spoiled in 
 the making, because they got a bad start! Think 
 of the lifelong difficulties of most of us with our 
 ‘‘mother tongue’’ because we were not started in 
 the right ways by teachers in the home and in the 
 school! 
 
 If you want to learn anything, get a good 
 teacher. A poor teacher is dear at thirty cents, 
 and a good teacher is cheap at any price. 
 
HABIT INVESTMENTS 145 
 
 Ill. SELECTION 
 
 Next to the importance of rationalization and 
 focalization in habit formation, is selection—to be- 
 gin on the right habits when we do begin. 
 
 When I first began to write, in my boyhood, I 
 learned to write with my letters leaning forward, 
 as if they were hurrying to get somewhere. Then, 
 later, in another school, I learned to write with my 
 letters leaning backward, as if they refused to go 
 anywhere. In a third school, I learned to write 
 with my letters standing straight up and down, as 
 if they were put there to stay. Now I write all 
 three ways at the same time. 
 
 This is an illustration of the curiosities of cur- 
 riculum construction. The problems of curricu- 
 lum making for our schools are many and com- 
 plex, and the difficulties involved are stupendous. 
 It is of the highest importance that the wisest of 
 men and women, with the most thorough training 
 in the psychology and the pedagogy of education, 
 shall devote their best thought and effort to the 
 selection of suitable educational materials for use 
 in our schools, in order that every student, at 
 every stage of his development, may be introduced 
 to those subjects which will form the basis of de- 
 sirable habit formation. 
 
 It is of very great importance that every human 
 being should choose a vocation early in life, and 
 begin to form habits in connection therewith that 
 
146 PSYCHOLOGY OF LEADERSHIP 
 
 will constitute assets rather than liabilities. 
 Girls, as well as boys, should be encouraged to fix 
 on some career besides marriage, not only with a 
 view to economic independence, but chiefly for the 
 sake of fullness of life in the development and en- 
 richment of personality. 
 
 Within the range of preparation for a vocation, 
 there is large room for selection in the choice of 
 the subjects for study that will be most useful in 
 habit formation. If, for instance, the individual 
 is preparing himself for a secretaryship, and ex- 
 pects to learn shorthand, it is important to fix, at 
 the beginning, on a standard recognized system, 
 and not to choose one that is advertised as being 
 easily and quickly learned. Young people should 
 avoid the short, easy courses; and choose those 
 that will yield the best results in the long run, no 
 matter how difficult. The very choosing of the 
 difficult will in itself be an enriching of personality 
 and a strengthening of the character. | 
 
 Happy indeed are those who were started in 
 the right ways, early in life, by wise parents and 
 teachers! How fortunate are those who learned 
 the mother tongue in its purest and most beautiful 
 forms, right at the beginning, inthe home! They 
 learned to pronounce correctly and to speak with 
 distinctness, and with suitable emphasis and mod- 
 ulation, in pleasing tones. On the other hand, 
 there are those who must, all their lives, be handi- 
 capped by the bad habits of speech that were 
 acquired in childhood. 
 
HABIT INVESTMENTS 147 
 
 IV. COORDINATION 
 
 There is one fact about habit formation that 
 ought to be encouraging to all of us, and that is 
 that any good habit formed in early life, any habit 
 formed as a result of a good selection, though it 
 may not have been the best selection, is likely to 
 prove of use in later life, by reason of the possibil- 
 ity of coérdination, or of transfer. 
 
 This may come about in two ways. First, a 
 specific habit may be transferred from the situa- 
 tion in which it has been formed to another situa- 
 tion through ‘‘identical elements,’’ where two 
 situations have many significant points of iden- 
 tity ; as habits of promptness, politeness, courtesy, 
 cordiality, industry, and the like. If a boy ac- 
 quires habits of promptness in the home, he is 
 likely to be prompt in school, and later in business. 
 
 In the second place, there may be transfer of 
 habits through ‘‘ideals of procedure,’’ that is, 
 through the conscious selection from a stock of 
 habits a new combination of responses that will 
 enable us to meet the new situation effectively. 
 
 It is a mistake to think that each human being 
 was ‘‘cut out’’ for only one life job, and that he 
 would be a failure in any other. One of our psy- 
 chologists has been reported as saying recently 
 that probably about eighty per cent of any one’s 
 abilities could be made effective in some calling 
 other than the one in which he may now be en- 
 gaged. 
 
148 PSYCHOLOGY OF LEADERSHIP 
 
 No one need hesitate, consequently, to change 
 his vocation if he feels that he has not yet found 
 his true place in life. There are numerous ex- 
 amples of men who have not ‘‘found themselves”’ 
 until fifty or later, and then have been conspic- 
 
 uously successful in the new calling. 
 
 V. ACTION 
 
 No one can acquire good habits simply by wish- 
 ing for them, or dreaming about them, or talking 
 of them. Habit formation involves action; that 
 is, activity directed and controlled. 
 
 It is impossible to learn to pronounce correctly 
 the words of one’s mother tongue simply by read- 
 ing the dictionary. Every human being with any 
 ambition to be a leader in the world should own an 
 unabridged dictionary, even if he has to go with- 
 out an overcoat in order to buy it. But it is not 
 enough to own and use a good dictionary. It is 
 necessary actually to pronounce the words until 
 the correct pronunciations become habitual, and 
 are cared for by those assistants in the nerve- 
 centers. 
 
 I shall never cease to be grateful that, during 
 my four years in college, I spent an average of 
 thirty minutes a day with a good unabridged 
 dictionary, pronouncing aloud over and over again 
 the new words I came across in reading and in 
 listening to lectures. 
 
HABIT INVESTMENTS 149 
 
 VI. REPETITION 
 
 It is necessary, in this connection, to emphasize 
 the importance of repetition. It is essential, in 
 the very beginning of the formation of any new 
 habit, to repeat attentively the desired combina- 
 tion of movements that will constitute the habit. 
 This should be done very carefully and exactly 
 and correctly at first, again and again, until the 
 movements become practically automatic. 
 
 When I was learning Isaac Pitman shorthand, 
 I covered thousands of pages with carefully writ- 
 ten outlines, according to the directions of the 
 teacher and the books. I would write side by side 
 two similar consonantal strokes, one light and the 
 other heavy, being very careful to get them 
 properly sloped and exactly the right length, while 
 at the same time writing as rapidly as possible, 
 covering page after page with these strokes, 
 uttering the appropriate sound and writing its 
 sign, over and over again, hour after hour, day 
 after day. 
 
 This was my method with all the consonants and 
 vowels and diphthongs, and with all the contrac- 
 tions and the word-signs, until, through attentive, 
 careful, diligent repetition, I got shorthand into 
 my nervous system. 
 
 I acquired a complexity of useful shorthand 
 habits that combined to constitute skill in short- 
 
150 PSYCHOLOGY OF LEADERSHIP 
 
 hand; and now, as I write this book, I can give 
 practically my whole attention to what I am say- 
 ing and the way I am saying it, while my well- 
 trained assistants in my nerve-centers get it all 
 down correctly in shorthand. They do their work 
 so well, in fact, that I could pick up the shorthand 
 pages twenty years from now, and read every 
 word that is written. 
 
 I write shorthand more naturally, more easily, 
 and more correctly than I write longhand, because 
 I have bought an adequate supply of good short- 
 hand habits at the price of suitable rationalization, 
 focalization, selection, coordination, action, and 
 repetition. 
 
 In a day or two my wife will pick up these 
 shorthand pages I am now writing, and will put 
 the shorthand notes into legible, neatly written 
 typed pages; for she, too, acquired a valuable col- 
 lection of good shorthand habits, very similar to 
 my own, in the days of our courtship, when I gave 
 her lessons. 
 
 VII. CONTINUATION 
 
 Another fact that needs to be considered here is 
 what may be called the law of continuation, 
 namely, that no exceptions should be allowed to 
 occur in repetition, until the habit has been estab- 
 lished. 
 
 It is not mere repetition that counts, but atten- 
 tive, sustained, careful, exact repetition. To 
 
HABIT INVESTMENTS 151 
 
 make one mistake in repetition is, as William 
 James said, like dropping a ball of yarn that is 
 being wound—the habit-former must begin all 
 over again. 
 
 Carelessness, therefore, is the curse of habit 
 formation. It is necessary to practise giving 
 complete, whole-hearted attention and to achieve 
 undistracted concentration. 
 
 This will apply to the learning of shorthand or 
 piano playing or singing or pronunciation or 
 painting or tennis or bowling, or ariything else 
 that one expects really to learn. 
 
 Always, in the acquiring of any habit, patient 
 practice is a prime prerequisite. 
 
 Vill. SUBSTITUTION 
 
 Another word that must claim our attention, in 
 this discussion of habit formation, is substitution. 
 Here is encouragement for those who have formed 
 many bad habits in early life. 
 
 Any intelligent adult may get rid of his bad 
 habits, to a considerable extent at least, through 
 substitution of good habits. He cannot conquer 
 his bad habits by direct attack, but he can conquer 
 them by indirection, through substitution. He 
 ean quit thinking about his bad habits, quit worry- 
 ing about them, refusing to surrender to them, and 
 begin deliberately to put good habits in their 
 places. 
 
 Suppose, for instance, any one has been mis- 
 
152 PSYCHOLOGY OF LEADERSHIP 
 
 pronouncing the word ‘‘adult’’ by placing the ac- 
 cent on the first syllable, instead of on the second, 
 where it belongs. Then let him look up this word 
 in the dictionaries, and find that there is no rep- 
 utable lexicographical authority for the accent on 
 the first syllable; and then let him pronounce the 
 word aloud correctly, with the accent on the sec- 
 ond syllable, over and over again, say fifty times. 
 Let him do this again in a few days, and repeat 
 it still later; and soon, without his thinking about 
 it at all, he will find that the substitution has dis- 
 placed the old bad habit of pronunciation, and 
 that he can trust his assistants in the nerve- 
 centers to see to it that this word is pronounced 
 correctly. 
 
 In case he has been mispronouncing the name 
 of the book out of which we get our standards of 
 pronunciation, placing the accent upon the third 
 syllable; then let him pronounce the word cor- 
 rectly a hundred times, attentively, thoughtfully, — 
 correctly, giving it only one accent, and that on 
 the first syllable; and he will be able to say ‘‘dic- 
 tionary’’ correctly, without worrying about his 
 old wrong pronunciation. 
 
 When we adults are dealing with children, we 
 should never scold them for their bad habits, call- 
 ing their attention to them, for we thus only 
 strengthen these habits. We should rather inter- 
 est them in the development of good habits that 
 will displace the old by substitution. 
 
HABIT INVESTMENTS 153 
 
 IX. CONATION 
 
 Another important factor in all habit forma- 
 tion is will-power. A willingness to pay the 
 price and the determination patiently to prac- 
 tise are essential to success in acquiring any use- 
 ful habit. 
 
 Too much emphasis has been placed upon the 
 preadolescent period as the habit-fixing time of 
 life. This is true. But it is also true that any 
 time in life is a habit-fixing time. 
 
 _ It has been said that most of the fundamental 
 
 habits of life are formed before twenty-five years 
 of age. This probably is true of most individuals, 
 as a general statement, but it does not follow 
 that it is impossible to acquire important habits 
 in later life. Many a man has mastered a new 
 language after fifty years of age. Some men have 
 not ‘‘found themselves’’ until they were past fifty 
 years of age, and they have then acquired a com- 
 plex series of habits that constitute the skills in- 
 volved in the new calling. 
 
 These statements are made for the purpose of 
 encouraging adults, and must not be allowed in 
 any way to obscure the primary importance of 
 early environment and education. The younger 
 human beings are, the more ‘‘plastic’’ they are; 
 and the larger the number of good habits acquired 
 in early life, the better it will be. 
 
154 PSYCHOLOGY OF LEADERSHIP 
 
 X. MOTIVATION 
 
 The determination that is required for persist- 
 ence in repetition for the establishing of any de- 
 sirable habit must be deliberately. developed 
 through a proper motivation. 
 
 The motivation of an absorbing life-ambition 
 is of the highest importance. To keep your eyes 
 on yourself, not as you are now, but as you see 
 yourself in the years ahead, when you have come 
 into your own in your chosen vocation—this will 
 keep you on the job of habit-fixing through prac- 
 tice, practice, practice. 
 
 A purposeless drifter in life will never 
 doggedly drive himself through the dragging 
 drudgery to the happy heights of worth-while 
 accomplishment. It follows, then, that the thing 
 that counts in any life is not what the individual 
 is now, but what he plans to be, tries to be, deter- 
 mines to be, expects to be. A worthy ambition 
 is the driving-wheel of the machinery of habit- 
 formation. It is highly important, therefore, to 
 get these driving-wheels, through association 
 with those who have them, and through the read- 
 ing of books in which they move strongly. Drive 
 yourself away from life’s drifters if you would 
 get to any place that is worth getting to. 
 
 A significant aid in motivation, and the anti- 
 dote for discouragement, is appreciation of ‘‘the 
 practice curve and its plateaus’’ in the forming 
 
HABIT INVESTMENTS 155 
 
 of a new habit. The facts involved seem to be 
 about as follows: The rate of learning is rapid 
 at first, then slower, and then stationary, and 
 then more rapid again, with a recurrent slowing 
 down. 
 
 In all habit-formation practice, there comes a 
 time of apparent and inevitable slowing down in 
 progress, and then a dead stop. These no- 
 progress periods are called plateaus; and these 
 are critical. They are exceedingly dangerous. 
 Many human beings fall off these plateaus and 
 break their necks, and never get anywhere they 
 want to go. 
 
 The explanation of these plateaus of learning 
 may not be altogether satisfactory, but there can 
 be no doubt that they exist, and that it is impor- 
 tant to get off them by going forward instead of 
 by falling off. 
 
 These plateaus may be due to a tendency on the 
 part of the individual to relaxation in determina- 
 tion and interest and attention and effort. He 
 gets tired practising. Or it may be a device of 
 nature for fixing the basic nerve connections—a 
 slowing down, so to speak, for a fresh and better 
 start. 
 
 Anyway, the fact that they exist is established, 
 and the conclusion is clear: Provide yourself 
 with motives for persistence; and, when you come 
 to the plateau, just keep going forward as if you 
 were making progress, as indeed you are; for, 
 though you seem to be standing still or only mark- 
 
156 PSYCHOLOGY OF LEADERSHIP 
 
 ing time, you are in reality being carried forward 
 and upward all the while, on the escalator of 
 repetition, toward your desired destination. 
 
 This encouraging truth may be illustrated by 
 going back to my shorthand. When I was learn- 
 ing shorthand, I reached the stage where I had 
 acquired the elements of the system, and could 
 write at the rate of about one hundred and twenty- 
 five words a minute, and then transcribe my notes 
 on the typewriter; but I could not get beyond that 
 speed. I was talking to myself in some such way 
 as this: ‘‘Is this my real measure? Am I going 
 to stop with being a mediocre stenographer? If 
 I am going to be a court reporter, as a stepping- 
 stone to becoming a lawyer, I shall need to write 
 two hundred words a minute at the least. Per- 
 haps it is in me, after all. Anyway, I am going 
 to keep trying, and prove to myself conclusively 
 that I either can or cannot be a real stenog- 
 rapher.’’ 
 
 So I doggedly determined, and persisted in 
 practice, reporting sermons and political ad- 
 dresses, writing what I could of court proceedings, 
 having members of the family read to me from 
 practice books, reading the Bible and other books 
 printed in shorthand, thinking shorthand, and 
 dreaming shorthand, and practising shorthand; 
 until I discovered, all at once, to my amazement, 
 that I could write new matter, and transcribe cor- 
 rectly my notes, at the rate of more than two hun- 
 dred words a minute. I had not quit, I had 
 
HABIT INVESTMENTS 157 
 
 patiently persisted, I had paid the price, I had 
 kept going forward; and my escalator had brought 
 me to the pictured place of proficiency. There 
 have been other destinations since; and I have 
 reached them in the same way, by being careful 
 to avoid the dangers of the dead levels. 
 
 Your destination may be musical, or artistic, 
 or oratorical, or scientific, or financial, or any one 
 of a thousand other goals; and you can reach it, 
 af you will refuse to allow yourself to stay on the 
 dead levels. 
 
 DISCUSSION 
 
 1. In his ‘‘Outline of Psychology,’’ William 
 McDougall says: ‘‘Men do undoubtedly form 
 bodily habits of the nervous kind. We learn by 
 practice, by purposive effort oft repeated, to com- 
 bine our more elementary movements in new 
 ways, gradually achieving the new combination 
 more easily, with less effort; until it is, as we say, 
 ‘secondarily automatic,’ and requires for its pro- 
 duction no effort, but merely the intention or will 
 to produce it. By far the greater number of the 
 new combinations of movements that we thus ac- 
 quire are made in the service of special purposes, 
 and are useful to us as facilitating the achieve- 
 ment of such purposes; we call them, therefore, 
 skilled movements, and speak of the acquisition 
 of skill. Now, in acquiring a skilled movement 
 (or secondarily automatic combination of move- 
 
158 PSYCHOLOGY OF LEADERSHIP 
 
 ments) we undoubtedly build up in the nervous 
 system a new motor mechanism similar to those 
 motor mechanisms with which we are innately 
 endowed.”’ 
 
 2. In their ‘‘Psychology of Childhood,’’ Nors- 
 worthy and Whitley say: ‘‘If this point of view 
 is correct and imitation is largely habit, then the 
 educator has a much greater control over it; for 
 it must be governed by the same laws which con- 
 trol learning in general, the laws of exercise and 
 effect. The child imitates his fellows in all sorts 
 of ways because satisfaction has been derived 
 from such action, not because he cannot help it. 
 For the same reason the youth apes his elders and 
 one nation imitates another. ‘Imitation is the 
 prime condition of all collective mental life.’ 
 Custom and tradition in all fields are but an ex- 
 pression of its power. Because it has been found 
 that the imitation of the thing in vogue, no matter 
 what it may be, brings public approval, and the 
 violation of the prevailing custom brings scorn 
 and criticism, man does and thinks as others of 
 his group do and think. This tendency may be 
 seen in politics, education, and religion, as well as 
 in the trivial matters of dress. Young» men vote 
 as their fathers do, and show the attitude towards 
 religious matters which is that of their family 
 and their community. The dangers of such habits 
 are evident; mechanically used, they make for 
 stagnation instead of progress, for dependence 
 
HABIT INVESTMENTS 159 
 
 and blind following instead of independence and 
 originality. Despite these very grave dangers, 
 the fact of imitation is of inestimable value to the 
 human race. By means of habits of imitation the 
 child can very much abridge the tiresome method 
 of learning by trial and error, and can learn what 
 his father knows in very much shorter time.”’ 
 
 3. In their ‘‘Introduction to Teaching,’’ Bagley 
 and Keith say: ‘‘A specific habit is an auto- 
 matic or mechanical association between a stim- 
 ulus and a response that has been acquired 
 through experience. The difference between 
 habits and skills is chiefly the difference between 
 relative simplicity and relative complexity. 
 Skills may be thought of as more or less elaborate 
 combinations of specific habits. In learning to 
 drive an automobile, for example, one must con- 
 sciously master a large number of separate move- 
 ments. Hach of these may be considered as a 
 specific habit. Some are very simple and easily 
 learned, such as pressing the foot on the brake; 
 others are more difficult, such as passing from 
 ‘low’ through ‘intermediate’ to ‘high.’ Most 
 persons who learn this art undergo a period of 
 distinct discomfort. They must make each move- 
 ment consciously and carefully, and after the spe- 
 cific movements have been mastered, they must 
 continue the period of conscious direction while 
 the simple or ‘lower-order’ habits are being com- 
 bined into complex or ‘higher-order’ habits. 
 
160 PSYCHOLOGY OF LEADERSHIP 
 
 Gradually, however, the connections become fixed ; 
 the whole chain of adjustments is completely 
 mechanized; the ‘skill’ has been aequired.”’ 
 
 4, William McDougall, in his ‘‘Introduction to 
 Social Psychology,’’ discusses the effect of ma- 
 turity upon learning. He says: ‘‘No adequate 
 experiments are on hand upon humans which will 
 enable us to show quantitatively the differences 
 in the speed and accuracy of the acquisition of 
 any good act of skill among a young adult of 
 twenty-one, a man of forty, and a man of sixty- 
 five. In practical life there are a number of 
 taboos, laws and customs relating to age: for 
 example, a man cannot vote until the age of 
 twenty-one is reached. At forty a man is ex- 
 pected to have shown all the originality that is 
 in him and to have accomplished his major piece 
 of work; he is supposed to be content at that age 
 with the habit acquisitions at his command. 
 Again, at from sixty to sixty-five a man’s useful- 
 ness is supposed to undergo a sharp decline, he 
 is supposed at that age to retire from his uni- 
 versity, business and professional duties, to ac- 
 cept a pension and to live thereafter a quiet and 
 retired life. There is hardly any justification, 
 experimental in character, for these distinctions.”’ 
 
 5. President Nicholas Murray Butler, in a re- 
 cent interview with a newspaper reporter, said: 
 ‘‘We stop education too soon and too suddenly. 
 In every civilization you will find men and women 
 who go on learning and growing as personalities 
 
HABIT INVESTMENTS 161 
 
 until they die. You have Charles W. Eliot and 
 Chauncey M. Depew, both men ninety-one years 
 old, and both of them still absorbing new ideas. 
 So was it with Gladstone and John Morley. With 
 such exceptional men, education never ceases.’’ 
 
 6. For helpful chapters, see Colvin and Bag- 
 ley’s ‘‘Human Behavior,’’ Betts’s ‘‘The Mind and 
 Its Edueation,’’ Saxby’s ‘‘Education of Be- 
 havior,’’ Hollingsworth and Poffenberger’s ‘‘ Ap- 
 plied Psychology,’’ Paton’s ‘‘Human Behavior,’’ 
 Bennett’s ‘‘Psychology and Self-Development,’’ 
 Dresser’s ‘‘Psychology in Theory and Applica- 
 tion,’’ Dunlap’s ‘‘Elements of Scientific Psychol- 
 ogy,’’ ‘Givler’s ‘‘Psychology,’’ Hunt’s ‘‘Self- 
 Training,’’ Hunter’s ‘‘General Psychology,’’ 
 Marshall’s ‘‘Mind and Conduct,’’ Platt’s ‘‘The 
 Psychology of Thought and Feeling,’’ Seashore’s 
 ‘‘Introduction to Psychology,’’ Wallas’s ‘‘The 
 Great Society,’? Woodworth’s ‘‘Psychology, a 
 Study of Mental Life.’’ 
 
CHAPTER VIII 
 CUSTOM AND PROGRESS 
 
 The most powerful argument in the world is, 
 ‘Dad did, therefore I do.’’ This is the argument 
 of custom, which is no argument at all. 
 
 A social psychologist defines custom as ‘‘the 
 non-rational copying of the ways of thinking and 
 doing of human beings who have lived before 
 our time.’’ 
 
 Next to custom, in its influence, is convention- 
 ality, which is ‘‘a psychic plane resulting from the 
 deliberate, non-competitive, non-rational imita- 
 tion of contemporaries. ”’ 
 
 Custom is down imitation and conventionality 
 is cross imitation. Both are essentially the same. 
 The argument of the one is, popularly stated, 
 ‘‘Dad did, therefore I do,’’ and that of the other 
 is ‘‘Hiverybody does, therefore I do.’’ 
 
 Both custom and conventionality have their 
 uses. Both are good in themselves; but their 
 abuses constitute the greatest stumbling-block in 
 the way of human progress. Both tend to sta- 
 bilize human society, and in that respect they are 
 good; but, when they become too strong, the tend- 
 
 ency is toward stagnation and fixation. 
 162 
 
CUSTOM AND PROGRESS 163 
 
 The wise leader will study the psychology of 
 custom and conventionality. He will appreciate 
 their uses and guard against their abuses. He 
 will recognize their power, both in himself and 
 in others. He will understand why leadership is 
 difficult, and thus be saved from discouragement 
 when others are slow to follow his leadership. 
 He will know that custom and conventionality are 
 strong, but that reason is stronger. He will learn 
 how to break these bonds that bind himself and 
 others, and will become an effective factor in 
 human progress. 
 
 Let us now carefully examine this irrational 
 imitation, custom or conventionality, to see why 
 it has become so powerful and to note its effects 
 where it is strongest. 
 
 I. WHY CUSTOM IS POWERFUL 
 
 There are many reasons why custom has such 
 a strong grip on the human race; and some of 
 these are here indicated and analyzed. 
 
 1. Childish Imitation 
 
 In childhood, a large part of learning was ac- 
 complished through doing as older people did, act- 
 ing as others acted, behaving as others behaved. 
 
 This childish imitation was a good thing, if it 
 was not overdone and the model was good; for it 
 enabled us very early to adjust ourselves to our 
 
164 PSYCHOLOGY OF LEADERSHIP 
 
 environment, to get along with other human 
 beings. 
 
 Imitation becomes bad only when it is abused, 
 when it takes the place of more constructive think- 
 ing. As a child grows older, he should learn to 
 act less and less imitatively, and more and more 
 independently. 
 
 In other words, a human being should not re- 
 main always an infant, but should develop into a 
 being whose conduct is controlled chiefly by his 
 own reasoning, and only secondarily by that of 
 others. The more intelligent he becomes, the bet- 
 ter educated he is, the less should be the power of 
 custom in his life. 
 
 2. Racial Fear 
 
 Every human being is naturally afraid of any- 
 thing new. This fear of the new, we are told, has 
 been inherited from man’s early ancestors, to 
 whom any new face was the face of an enemy, 
 any new place was a place where lurked a raven- 
 ous beast, any new thing was a dangerous thing. 
 
 It is no longer true, of course, that everything 
 new is dangerous; but most human beings act as 
 if it still were true. They stay in the old places 
 where it seems safe. They hesitate to venture out 
 into the new places even in thought, for fear of 
 criticism, or inconvenience, or failure, or bank- 
 ruptcy. 
 
CUSTOM AND PROGRESS 165 
 
 3. Social Heredity 
 
 The numerous imitations of childhood are de- 
 veloped into habits that become automatic con- 
 trols in conduct—habits of walking, of talking, of 
 eating, of playing, of working, of reading, of 
 studying, of imitating. 
 
 ‘A child is more than one-third educated 
 before he ever enters any school,’’ declares 
 one of our psychologists. And another goes so 
 far as to say, ‘‘By the time a child is three 
 years old, his personality is more than half de- 
 veloped.’’ 
 
 It must be the function of reason, in the life of 
 any growing, aspiring human being, to break up 
 bad habits by building up and substituting good 
 ones. 
 
 4. Mental Laziness 
 
 No one is born lazy, but he may soon imitate 
 laziness, so that it will seem easier to him to let 
 others do his thinking for him than to do it him- 
 self. He becomes unwilling to put forth the per- 
 sonal effort that is involved in overcoming his 
 mental inertia. 
 
 The average adult has been so poorly trained 
 in the method and practice of thinking, and has 
 had so little experience in constructive thinking, 
 that any attempt to use his head seems to bring 
 
166 PSYCHOLOGY OF LEADERSHIP 
 
 on a headache, with the result that he resorts to 
 the customary pain-killer, imitation. 
 
 5. Personal Conceit 
 
 Each human being tends to assume that the 
 ways of thinking and doing that have been handed 
 down to him by his predecessors must be right; 
 and he feels that it is a reflection upon his family 
 and himself to admit that these ways may be 
 wrong or that other ways may be better. 
 
 His personal and family conceit make it exceed- 
 ingly difficult for him to admit that he can be 
 improved, in any way, especially if he ‘‘went to 
 school once.’’ Added to his family conceit, there 
 is now a school conceit. The school may have 
 been dominated largely by custom, without a 
 single prophet in it; but whatever his school 
 taught him must be right because it is his school. 
 
 This characteristic of human nature is in itself 
 good, for it is at the basis of all self-respect and 
 self-reliance. But a properly educated individ- 
 ual never allows himself to be so bound by custom 
 that he cannot recognize defects in himself and 
 his family and his school and his business, and 
 make an honest effort to remedy these defects 
 through the exercise of intelligence. 
 
 6. Economic Pressure 
 
 Money is the child of custom, and dwells in the 
 land of mediocrity. It delights in the old, the 
 
CUSTOM AND PROGRESS 167 
 
 established, the fixed, the recognized, and is mor- 
 tally afraid of anything that is new. Its timidity 
 is exceeded only by its stupidity. 
 
 Endowments and foundations and institutions 
 are the strongholds of custom and the despair of 
 reason. This is true for the most part even of 
 school endowments. The situation is saved in 
 some degree by the fact that there are a few 
 endowments for the promotion of research and 
 investigation and surveys and progress; but the 
 effect of the majority of school endowments is to 
 perpetuate old ways of thinking and doing. 
 
 This in part accounts for the fact that only 
 about one in ten of our college and university 
 teachers is doing any real constructive thinking. 
 But this heroic minority, who have been able to 
 break the shackles of custom, constitute the hope 
 of the world, the vanguard of civilization. 
 
 It is unfortunate that, in this great industrial 
 America of ours, when a wealthy man gives away 
 money, he usually gives it, with the best intentions 
 in the world, for the propagation of some idea he 
 acquired when he was a boy. He has been too 
 busy making money, in his maturer years, to get 
 many new ideas. 
 
 It is here gratefully acknowledged that some 
 foundations are characterized by large and far- 
 seeing wisdom, and that some endowments do dis- 
 tinctly make for human advancement. It is true 
 also that new ideas occasionally are developed 
 and utilized in industry, and that some of these 
 
168 PSYCHOLOGY OF LEADERSHIP 
 
 new ideas actually do make money; but it is true 
 nevertheless that economic pressure is a factor 
 in the over-strengthening of the power of custom 
 in human affairs. 
 
 7. Unreasonable Prejudice 
 
 Many of our prejudices are the closed cases in 
 life’s courts, in which there were convictions on 
 insufficient evidence. 
 
 Early in life, we acquired many prejudices that 
 have persisted until now. That is, we had de- 
 veloped in us fixed ways of thinking about certain 
 things, with strong favorable or unfavorable feel- 
 ings; and these prejudices, or attitudes, have re- 
 mained practically unchanged throughout the 
 years, because we have regarded the questions in- 
 volved as closed, and have not subjected them to 
 any constructive thinking. 
 
 Probably most of our prejudices are as baseless 
 as those of the old maid who hated all men because 
 one man had deceived her. The Protestant is 
 prejudiced against the Catholics, and most of his 
 prejudices likely are without foundation or are 
 wrongly founded. So with Catholic prejudices 
 against the Protestants. So with the prejudices 
 that the non-Catholic churches hold with reference 
 to one another. Many Southerners, in America, 
 apparently are unable properly to appreciate 
 those who live in the North, because of prejudices 
 acquired in childhood and youth; and the North- 
 
CUSTOM AND PROGRESS 169 
 
 erners are even less able properly to appreciate 
 those who live in the South. 
 
 8. Human Meanness 
 
 I suspect that we shall have to admit that our 
 refusal to face the facts and admit the light some- 
 times is due to plain, ordinary, every-day human 
 meanness of the evergreen variety. 
 
 We are loath to admit that we were mistaken, 
 that we were wrong, that we were inferior to 
 others, that we were ignorant, that we were 
 culpable. 
 
 9. Primitive Superstition 
 
 We are told that our remote ancestors feared 
 that they might anger their gods if they strayed 
 from trodden paths, or that they might provoke 
 the spirits of their ancestors to haunt them if they 
 departed from family traditions. 
 
 Only those of us who have been a little more 
 fortunate in our training and experience than 
 some others can believe that we are closest to God 
 when we are courageously facing life’s problems 
 in the light of the best of human experience, and 
 seeking to solve them in harmony with God’s will 
 and in the interests of our fellow human beings, 
 and can believe that at the same time we are thus 
 paying the highest possible tribute to our an- 
 cestors, who made it possible for us to be here and 
 
170 PSYCHOLOGY OF LEADERSHIP 
 
 to demonstrate our mental superiority over the 
 wild beasts of the woods. 
 
 The best of our fathers, fortunately for us, did 
 not do exactly as their fathers did before them. 
 Instead, they faced their own life problems for 
 themselves, sometimes of necessity and sometimes 
 from choice, and did some constructive thinking. 
 They were the leaders of their day. They were 
 in the vanguard of advancing civilization. They 
 were the ones to whom we have erected monu- 
 ments and whose biographies we read with inter- 
 est and inspiration. 
 
 The others were those who marched with the 
 masses of customary mediocrity that left no traces 
 of the aimless wanderings of their earthly ex- 
 istence. 
 
 10. Advancing Age 
 
 Now we have come to exceedingly thin ice, and 
 we must proceed with extreme carefulness. 
 
 Except in the case of those rare individuals who 
 continue to be young and to learn at any age, the 
 older human beings are, the more are they dom- 
 inated and controlled by custom—and the more 
 reluctantly do they admit it. 
 
 This need not be so, necessarily, as the excep- 
 tions prove; but we are forced to admit that it is 
 generally true, so backward and undeveloped and 
 uncivilized are we, particularly in the spiritual 
 
CUSTOM AND PROGRESS 171 
 
 things of life, despite our spectacular material 
 advances. 
 
 It is sadly true that adults too often only think 
 they think when they think they think. Let me 
 say this in verse. 
 
 Tuey Toink Tuey THInK 
 
 They only think they think who think 
 The fathers’ thinking always right, 
 And for this thinking think to fight. 
 
 They only think they think who think 
 That dogmas made in ages past 
 Must always and forever last. 
 
 They only think they think who think 
 You ’re ‘‘crank’’ and fool and heretic 
 When flaws in musty creeds you pick. 
 
 They only think they think who think 
 All plans of years and years ago 
 Upon us now can good bestow. 
 
 They only think they think who think 
 That pious phrase and platitude 
 Are cause for praise and gratitude. 
 
 They only think they think who think 
 That abstract truth, afloat in air, 
 Will save from weakness and despair. 
 
172 PSYCHOLOGY OF LEADERSHIP 
 
 They only think they think who think 
 That thinking in itself, alone, 
 Can for defects in life atone. 
 
 II. WHERE CUSTOM IS STRONGEST 
 
 It may be helpful to note the effects of custom 
 in some selected locations of human thought and 
 endeavor. 
 
 1. Conservatism 
 
 It has been supposed that conservatism is good 
 form, and proper, and suitable, and desirable. 
 We are asked to believe that this is true because 
 the conservatives say so. 
 
 It is exceedingly interesting to note how the 
 radicals of one generation become the conserv- 
 atives of the next generation, and to observe how 
 extraordinarily conservative, in some things, are 
 the most radical of the radicals. 
 
 Any intelligent human being who has learned 
 to think constructively at all has observed that not 
 every one is ‘‘radical’’ who is not conservative. 
 He has observed that the individual who is not 
 conservative may hate the radical just as heartily 
 as the conservative hates him, but more intel- 
 ligently and effectively. 
 
 This thoughtful observer notes that it is con- 
 servatism that is responsible for the radicals, and 
 that enables them to flourish. He sees that those 
 
CUSTOM AND PROGRESS 173 
 
 who are not conservatives are the ones who are 
 doing the constructive thinking of the world, and 
 who are knocking the very platforms from under 
 the ‘‘reds’’ and ‘‘bolsheviki’’ in politics, and the 
 ‘“radicals’’ in religion. 
 
 The cure for radicalism is not conservatism, 
 which is rather its cause and occasion and support 
 and encouragement. The conservatives shut their 
 eyes to the actual problems of the present life, 
 and the radicals see nothing else. 
 
 The actual solution of the world’s problems 
 always has been left to the constructive thinkers, 
 who were neither conservatives nor radicals. 
 The cure for both conservatism and radicalism, 
 therefore, 18 progressivism. 
 
 2. Labor 
 
 It has been supposed that manual labor is de- 
 grading, and so it has come about that we classify 
 human beings according to their occupations, in- 
 stead of according to their characters. 
 
 The masses of the people classify one another 
 as farmers, day-laborers, factory hands, venders, 
 carpenters, bricklayers, clerks, stenographers, 
 salesmen, artists, singers, lawyers, physicians, 
 teachers, preachers, financiers, and so on, and 
 judge them according to their callings—the 
 cleaner the hands, the higher the grading. 
 
 As a matter of fact, we can no more classify 
 human beings properly according to their voca- 
 
174 PSYCHOLOGY OF LEADERSHIP 
 
 tions than we could classify a rolling rubber ball 
 as a stone because it happened to stop near a 
 stone. 
 
 Manual labor is just as dignified and ennobling 
 as any other labor if it is rightly performed. 
 United States Senator Arthur Capper calls atten- 
 tion to what he considers a serious menace to 
 American welfare, namely, the fact that ‘‘we are 
 educating ninety per cent of our youth to be 
 white-collar workers, but have white-collar jobs 
 for only ten per cent.’’ 
 
 The only kind of labor that is disgraceful in 
 itself is no-labor. Idleness is the great curse of 
 the world. An idler may be good for nothing, but 
 he never can be good. All idlers, both poor and 
 rich, ought to be compelled by society to face the 
 alternatives of work or starvation. 
 
 3. Money 
 
 It has been thought by many people that money 
 is a measure of success, whereas, as a matter of 
 fact, it frequently is a mark of failure and a badge 
 of disgrace. 
 
 Worth of character and material wealth may be 
 found together, and sometimes are; but the rule 
 is that they are not found together. An income 
 tax list is not by any means an index to the best 
 people of a community. 
 
 Money success is only one kind of success, and 
 not in any respect the most important kind. 
 
CUSTOM AND PROGRESS 175 
 
 There is such a thing, of course, as service to 
 humanity through money. All honor to those who 
 give large sums of money for welfare purposes. 
 It is heartening to note, in one issue of a daily 
 newspaper, the announcement of gifts by two men 
 of wealth to the amount of more than a hundred 
 million dollars to education, and to remember that 
 one man alone has given more than five hundred 
 million dollars to education in this country. 
 
 It is noticeable, however, that these money- 
 givers constitute a very small minority of the 
 money-makers, and, moreover, that these few are 
 the ones who have morals as well as money, and 
 who give themselves with their money. The 
 giving of money is a poor substitute for the giving 
 of self with intelligence and sincerity and sympa- 
 thy and brotherliness. 
 
 4. Cost 
 
 Many individuals think that the more a thing 
 costs, the more it is worth; but this not generally 
 true at all. 
 
 A dressmaker, in New York, moved into a more 
 fashionable location, doubled her prices for the 
 same goods, and got rich. She sold to those who 
 had more dollars than sense. She made money 
 out of customers who gave her their custom be- 
 cause they were controlled more by custom than 
 by common sense. 
 
 There are some costly things that have no real 
 
176 PSYCHOLOGY OF LEADERSHIP 
 
 value to some of us, or at least very little. Cost 
 is not a reliable measure of value, even in material 
 things. And all of us will agree that you cannot 
 put price-tags at all upon the essential values of 
 life, such as sunshine and sunsets and friendship 
 and love and faith and hope and vision and ap- 
 preciation and gratitude and courage and con- 
 sclence and opportunity. 
 
 5. Women 
 
 It has been assumed that women are inferior to 
 men, even in the thinking of the women them- 
 selves. 
 
 This notion grew out of the patriarchal attitude 
 toward woman as a chattel and a slave. Hven to 
 this day we have the double standard as between 
 men and women in property rights, in wages, in 
 government, in personal habits, in morals, and in 
 opportunities. ) 
 
 It has been customary for man to devote a con- 
 siderable proportion of his energies to keeping 
 woman ‘‘in her place’’; but just what her place is 
 has not yet been accurately determined. 
 
 I cannot forget the shock I received, during the 
 World War, when I heard for the first time a 
 Wwoman’s voice, in an Office-building, saying, 
 ‘“‘Going up?’’ I went up with her, and then down 
 with her; and most of us ever since have been go- 
 ing up and down with her. 
 
 Undoubtedly, certain basic differences in sex, 
 
CUSTOM AND PROGRESS 177 
 
 and the fact that women must be the bearers of 
 the children of the race, must lead us to conclude 
 that the occupations of women must be different 
 to some extent from those of men; but the custom- 
 ary notion that woman is essentially inferior to 
 man mentally must be abandoned, in the light of 
 present-day psychology. The ablest psycholo- 
 gists tell us that woman’s mind is at least equal 
 to that of man, and that any apparent superiority 
 of man over woman must be regarded as being due 
 to custom and to consequent differences in oppor- 
 tunity and education. 
 
 6. Government 
 
 It has been widely supposed that our forms of 
 government are the best that can be devised, and 
 that the Constitution of the United States is an 
 impeccable document that ought to stand as it is 
 for all time. 
 
 Albert Edward Wiggam, in ‘‘T’he New Deca- 
 logue of Science,’’ says: ‘‘Government and social 
 control are in the hands of expert politicians who 
 have power, instead of expert technologists who 
 have wisdom. There should be technologists in 
 control of every field of human need and desire— 
 in polities, business, industry, education, religion, 
 ethics, philosophy, charity, law, health, labor, em- 
 ployment; above all, in sociology, which is simply 
 the application of all the sciences to human life 
 and destiny. At present, educational, social and 
 
178 PSYCHOLOGY OF LEADERSHIP 
 
 political government is almost wholly in the hands 
 of business men who ‘know their business,’ but 
 who do not, in any modern sense, know the science 
 of society.’’ 
 
 Glenn Frank, in the ‘‘Century Magazine’’ for 
 January, 1925, says, ‘‘ Politics should be the point 
 at which knowledge meets life and becomes so- 
 cially effective.’?’ He says also, ‘‘The most we 
 can permanently hope for from any body of office- 
 holders is an intelligently flexible conservatism.’’ 
 
 7. Business 
 
 It has likewise been widely supposed that our 
 business methods are the best that could be de- 
 vised, and that, in America particularly, mer- 
 chandising has reached the very acme of per- 
 fection. 
 
 But such is far from being the fact. Some 
 notable advances have been made in manufactur- 
 ing; but our methods of distribution still are con- 
 fessedly complicated, slow, and extravagant. 
 The producers get too little, and the consumers 
 pay too much. An Illinois farmer gets thirty 
 cents for a dozen eggs, and I pay ninety cents for 
 them in New York—six months or a year later. 
 I buy a ‘‘fresh-killed turkey’’ for Thanksgiving 
 that was dead for the preceding Thanksgiving. 
 This year, I paid fifty cents a pound for a turkey, 
 and my ‘‘select’’ butcher assured me that I was 
 getting a bargain because the turkeys being ad- 
 
CUSTOM AND PROGRESS 179 
 
 vertised in the neighborhood at thirty-five cents 
 were cold-storage turkeys, while his were ‘‘fresh 
 killed.’’ So I paid the additional fifteen cents a 
 pound, and concluded afterward that if my turkey 
 at fifty cents a pound was ‘‘fresh killed,’’ then 
 those other turkeys at thirty-five cents a pound 
 must have been killed by one of the sons of Noah. 
 
 Men engaged in the same business spend many 
 millions of dollars every year trying to take 
 business away from one another, through trav- 
 eling salesmen and expensive newspaper and mag- 
 azine and bill-board advertising, instead of spend- 
 ing their money giving the public better goods at 
 lower prices. 
 
 8. Education 
 
 It is sometimes implied that our education has 
 reached a stage of matchless perfection, whereas, 
 as a matter of fact, there never has been, in the 
 thinking of our leaders in education, so much dis- 
 satisfaction with our aims and curricula and 
 equipment and methods and teachers as there is 
 to-day. 
 
 We have made gratifying progress during the 
 last twenty-five years, particularly in buildings 
 and equipment, and in the enrichment of the cur- 
 ricula; but at the same time our educational facil- 
 ities are tragically inadequate, and the majority 
 of the youth of our land are without proper edu- 
 cational advantages. 
 
180 PSYCHOLOGY OF LEADERSHIP 
 
 We have many good schools, but the best of 
 them could be far better. Professor Alexander 
 Meiklejohn, in the ‘‘Century Magazine’’ for Jan- 
 uary, 1925, makes a plea for a thorough overhaul- 
 ing of college curricula and administration. He 
 wants ‘‘a new college,’’ with about three hundred 
 students, and ‘‘a small faculty’’ of twenty-five or 
 thirty teachers, ‘‘a coherent, self-determining 
 body,’’ without any board of trustees. In the cur- 
 riculum of this college, there would be a new body 
 of subject-matter with ‘‘instruction in intelli- 
 gence,’’ and not ‘‘instruction in a number of 
 subjects. ”’ 
 
 g. Church 
 
 It is taken for granted by many church people 
 that the church is the one institution in the world 
 that can admit of no change. 
 
 Those who are outside the church are in no posi- 
 tion to criticize it constructively. It remains, 
 therefore, for those of us who are inside the 
 church, who believe that it is the most important 
 organization in the world, who believe in its mis- 
 sion, who have confidence in its essential strength, 
 and who believe that it ought to change, to indi- 
 cate in what respects it ought to change. 
 
 We see that the church too often places too much 
 emphasis upon theology, and not enough emphasis 
 upon thorough-going, intelligent, every-day, con- 
 structive, practical Christian living; that it is too 
 
CUSTOM AND PROGRESS 181 
 
 much controlled by the older people, and is con- 
 ducted too exclusively in the interests of the 
 adults; that it is too much a preacher’s institution, 
 with too little responsibility and participation on 
 the part of the members; that it tends to be static 
 rather than dynamic and progressive; that it is 
 too formalistic, and not sufficiently educational ; 
 and that it is too self-centered, and has not yet 
 learned how to codperate cordially and effectively 
 with other churches and with agencies outside the 
 church, for greater Christian effectiveness in the 
 community and in the world. 
 
 10. Sunday School 
 
 It has been assumed by many of those who at- 
 tend them that our Sunday schools are about as 
 good as we can make them, but such is far from 
 being the case. 
 
 It would be exceedingly difficult to overestimate 
 the good that has been accomplished through the 
 Sunday schools, or to give too much credit to the 
 faithful unpaid, and for the most part unappreci- 
 ated, workers in them; but at the same time these 
 schools need to be greatly improved, as the leaders 
 in religious education recognize, in the following 
 respects: (1) In attendance, Sunday school be- 
 ing enlarged into church school, through a unifica- 
 tion and coordination of all the educational 
 agencies in the church, and through enlistment of 
 larger numbers. (2) In equipment, with a school- 
 
182 PSYCHOLOGY OF LEADERSHIP 
 
 house having school-rooms with permanent par- 
 titions and educational apparatus. (3) In extent, 
 more time being devoted to religious educa- 
 tion, on Sunday and between Sundays. (4) In 
 teaching, with better methods of securing and 
 training teachers. (5) In supervision, profes- 
 sionally trained supervisors being in charge. (6) 
 In lessons, these to be effectively designed for the 
 establishment of Christian character. (7) In 
 control, the church officials being vitally interested 
 in religious education, recognizing its supreme 
 importance, and making adequate provision for it. 
 
 DISCUSSION 
 
 1. Dr. Walter Hullihen, president of the Uni- 
 versity of Delaware, is reported as saying re- 
 cently: ‘‘If modern evils are to be corrected, 
 modern education must be truly practical. Stud- 
 ies and disciplines that mold character and shape 
 moral ideals and determine conduct must be given 
 a central rather than a secondary place. The ris- 
 ing tide of public opinion that is demanding 
 popular instruction in religion, must sweep away 
 all traditional barriers and give youth its spir- 
 itual birthright.’’ 
 
 2. Mr. George Eastman, of Rochester, New 
 York, who has given away more than fifty-eight 
 million dollars, is reported as follows: ‘‘If aman 
 has wealth he has to make a choice. He can keep 
 it together in a bunch, and then leave it for others 
 
CUSTOM AND PROGRESS 183 
 
 to administer after he is dead. Or he can get it 
 into action and have fun with it while he is alive. 
 I prefer getting it into action and adapting it to 
 human needs.”’ } 
 
 3. A writer in the ‘‘New York Times’’ of Sun- 
 day, December 14, 1924, said: ‘‘Numerous trusts 
 created in England during the last four centuries 
 have become obsolete because of changed condi- 
 tions. Many of these trusts, naturally, repre- 
 sented but small sums, and in some cases means 
 have been found to divert the money. But in 
 others great accumulations of capital are tied up. 
 One of these funds was established to redeem 
 captive Englishmen from the hands of pirates. 
 Doubtless the creator of that fund never imag- 
 ined that pirates one day would be confined to 
 romance.”’ 4 
 
 4. This same writer says further: ‘‘Men who 
 have studied the great foundations agree that 
 elasticity is-the first of many needs in creating 
 these depositories for future generations. We 
 have high authority for the apprehension that 
 there is danger in the great foundations.’’ 
 
 5. George Albert Coe, in his ‘‘Law and Freedom 
 in the School,’’ says: ‘‘As the researcher in 
 science or history serves neither self nor party, 
 but the truth; as the true physician, when he 
 faces disease, is guided neither by self-interest 
 nor by opinions of the patient nor by popular con- 
 ceptions of healing; as the faithful minister of 
 religion endeavors to obey God rather than men, 
 
184 PSYCHOLOGY OF LEADERSHIP 
 
 so the real educator, enduring (if need be) as 
 seeing the invisible, leads forward into freedom a 
 society that is fettered by selfishness and by 
 institutionalized timidities.’’ 
 
 6. For helpful chapters, see Robinson’s ‘‘The 
 Mind in the Making,’’ Saxby’s ‘‘ Education of Be- 
 havior,’’ Hayward’s ‘‘Re-Creating Human Na- 
 ture,’’ Wallas’s ‘‘Our Social Heritage,’’ Columbia 
 Associates’ ‘‘ An Introduction to Reflective Think- 
 ing,’’ Dresser’s ‘‘Psychology in Theory and Ap- 
 plication,’’ Ellwood’s ‘‘ An Introduction to Social 
 Psychology,’’ Ogburn’s ‘‘Social Change,’’ Ross’ 
 ‘*Social Psychology.’’ 
 
CHAPTER IX 
 HEAD TONICS 
 
 I confess, for evident reasons, that I cannot 
 recommend anybody’s hair tonic with any degree 
 of confidence. But there are ten head tonics 
 whose faithful use will guarantee to any one who 
 may lose his hair that he will still have something 
 left under it. 
 
 These ten head tonics may be called rapidity, 
 unity, certainty, continuity, activity, passivity, 
 lucidity, intensity, utility, and humility. 
 
 I. LEARN WITH RAPIDITY 
 
 It is thought by many that the slow learner is a 
 better learner than the rapid learner, but such is 
 far from being the case, even when learning is 
 used in the restricted sense, for, as Colvin and 
 Bagley say, in their ‘‘Human Behavior,’’ the 
 rapid learner is not of necessity the rapid for- 
 getter. Slowness may be due to stupidity as well 
 as to care and accuracy. 
 
 My own experience in this regard may be en- 
 couraging to any one who is a slow learner. I 
 
 used to be quite slow in all my learning. In 
 185 
 
186 PSYCHOLOGY OF LEADERSHIP 
 
 school, I was slow in getting my lessons. I spent 
 long hours on them. My room-mate in college 
 could get his lessons in half the time. And I de- 
 ceived myself into thinking that I would retain 
 what I learned because I was slow, that my slow- 
 ness somehow was a proof of profundity and 
 substantiality. 
 
 But, after a while, I came to see that I was de- 
 ceiving myself, and I deliberately began to drive 
 myself to greater rapidity in learning, until I 
 now can learn far more rapidly and with more 
 satisfactory results in every way. 
 
 I was a very slow reader, but I have trained my- 
 self to read with rapidity, until I can now read at 
 least four times more rapidly than formerly; and 
 now I get more out of what I read, and retain it 
 for longer periods. 
 
 I find no difficulty in reading two or three books 
 in one day. Yesterday, in the late afternoon, I 
 put down this writing, and, while waiting for din- 
 ner, read a new book through, in less than an hour. 
 It was not a very large book, it is true, but earlier 
 in life it would have taken me several hours to 
 read it. 
 
 Of course, naturally, the more any one reads, if 
 he keeps mentally alert and is careful continuously 
 to enrich his personality, the more rapidly he will 
 read, not only because he has more perfectly 
 mastered the technique of reading, but chiefly be- 
 cause he has more to read with. He has a 
 stronger personality, more experience with which 
 
HEAD TONICS 187 
 
 to lay hold of the new, and he is more likely to be 
 more familiar with the subject-matter of what he 
 reads. Anything in psychology, for instance, is 
 much easier for me than it used to be; principally, 
 I presume, because I have read numerous books in 
 psychology, have conducted experiments in psy- 
 chology, have taught psychology, and am, there- 
 fore, familiar with the facts and terminology of 
 psychology. Consequently, though most books in 
 psychology are unnecessarily abstract and ab- 
 struse and difficult, I am able to read any of them 
 with at least a fair degree of rapidity. 
 
 It is necessary to recognize the desirability of 
 rapidity, and deliberately to cultivate it, else in- 
 crease in speed may not come with increase in ex- 
 perience. Any one may train himself to see a 
 whole sentence at a single glance and adequately 
 to sense its meaning. 
 
 A few years ago, Dr. Charles Fordyce, Dean of 
 Teachers’ College, University of Nebraska, was 
 reported as saying: ‘‘It is easier to read rapidly 
 than slowly, and the rapid reader is the better in- 
 terpreter because the sentence is the unit of 
 thought. The mind, therefore, passes more rap- 
 idly and readily from phrases or clauses to mean- 
 ings than it does from a single word.’’ 
 
 ‘II. LEARN WITH UNITY 
 
 A learner should have a plan and a goal for each 
 piece of learning. He should learn things in units 
 
188 PSYCHOLOGY OF LEADERSHIP 
 
 or ‘‘wholes,’’ and each whole should be of reason- 
 able and conquerable size. 
 
 He should face a single life problem, as if there 
 were no others, and solve that as a single whole, 
 just as in the solving of a problem in mathematics. 
 
 He should set for himself a single ‘‘stint’’ of 
 work to be mastered in a given period of time— 
 a book or a part of a book to be read, a poem to 
 be studied and memorized, a song to be learned. 
 
 Such a learner soon will find that it is prac- 
 tically impossible for him to let go of a unit of 
 learning until he has mastered it, and he will have 
 acquired a passion for completion that will make 
 him a real leader in his chosen vocation. He has 
 ceased to be a drifter, and has become a driver, 
 driving himself toward successive successes. 
 
 Prof. Wiliam A. McKeever, in his ‘‘ Psychology 
 and Higher Life,’’ tells students how to study, as 
 follows: (1) Have a program; (2) have a 
 method; (3) train your attention; (4) test your 
 strength; (5) be orderly; (6) be punctual; (7) 
 take exercise and get sleep; (8) be cordial toward 
 other people; (9) cultivate pure-mindedness; 
 (10) be a diligent worker. 
 
 Ill. LEARN WITH CERTAINTY 
 
 It has been said that ‘‘the difference between a 
 good student and a poor one is fifteen minutes.’’ 
 A poor learner stops just short of complete mas- 
 tery, while the good learner goes even beyond 
 
HEAD TONICS ~ 189 
 
 apparent necessity, until he is certain that he has 
 a full understanding of each particular unit of 
 learning. 
 
 One of the best things my father ever did for 
 me was to teach me, by example and precept, to 
 detest a ‘‘botch job.’? He was a carpenter and 
 builder of the old school, in the days when a car- 
 penter was a carpenter, when his work included 
 the difficult making of cabinets and cornices that 
 are now made by machinery. He had spent four 
 years of hard work as an apprentice before he 
 began to call himself a carpenter at all. He was 
 a rapid, careful worker. He took a commendable 
 pride in his work, and every piece of work was a 
 masterpiece. He had a big tool-chest filled with 
 the best tools that money could buy, and they 
 always were sharp and clean and in order. 
 Every piece of work had to be finished exactly 
 right. 
 
 What a great thing for the world if every 
 human being had been trained to make a ‘‘good 
 job’? of everything he does in life! How unfor- 
 tunate that there are so many slipshod workers 
 in the various vocations that have no reasonable 
 pride in their work and that are content merely 
 to ‘‘get by,’’ and, who, therefore, have never ex- 
 perienced supreme satisfaction in a piece of work 
 well done! 
 
 One of my professors in college had, over his 
 desk, in large letters, the old motto, ‘‘What is 
 worth doing at all is worth doing well,’’ and that 
 
190 PSYCHOLOGY OF LEADERSHIP 
 
 was the best of all his good teaching. <A student 
 does not need, necessarily, to learn many facts 
 in a class-room if he learns how to work effec- 
 tively. 
 
 I have as a life motto one that probably is not 
 very original and that might not be of any value 
 to anybody else, but ‘which has helped me: 
 ‘‘Wither do it or do not do it.’’ 
 
 In all reasoning, there must be a facing of the 
 facts as they actually are, without prejudice 
 against their source. No one can learn until he 
 is willing to know the facts, and to look them 
 squarely in the face, though it may be an un- 
 pleasant experience. The learner must seek the 
 facts, from any and every source, and begin, in his 
 thinking, with these facts. He who is afraid of 
 facts must always remain an ignoramus. 
 
 Along with these facts it is advisable frequently 
 to consider also the conclusions of others. He 
 who would be a leader among others in any calling 
 must do his own thinking; but his thinking must 
 begin where the thinking of others leaves off. 
 
 Only a fool, therefore, will despise or ridicule 
 or ignore the experts and the specialists. Of 
 course, there are some specious specialists, whom 
 we may call ‘‘highbrows,’’ and these are to be 
 avoided. A highbrow has been defined as fol- 
 lows: ‘‘A highbrow is a person who has never 
 known any genuine experience in life. Senses 
 has he, but he sees, hears, smells, tastes, touches 
 not. Sensations never thrill him. He counts it 
 
HEAD TONICS 191 
 
 coarse and crass to be of the earth earthy. 
 Leaping from the cradle to the pinnacle of cul- 
 ture with the aid and abetting of a system of edu- 
 cation which loves words and despises facts, there 
 he stands, precociously reflective. He knows not 
 the meaning of reality, he never gets beyond men- 
 tal mendicaney, and he never does a thing that 
 gives the world a push.’’ 
 
 IV. LEARN WITH CONTINUITY 
 
 He who would be a real learner, and a success- 
 ful leader, must make frequent attacks on units of 
 study. 
 
 He must never consider that he has attained; 
 and, while making progress in the new, he will be 
 reviewing the old through new approaches from 
 different angles. 
 
 He will be, therefore, a lifelong reader, in order 
 to profit by the experiences of others and to stim- 
 ulate his own mental activities. 
 
 It is an easy thing to do the easy thing, and to 
 neglect the worth-while activities that enrich per- 
 sonality and result in leadership; and every one, 
 therefore, should have a schedule of times for 
 reading and study, and then steadfastly refuse to 
 allow himself to be lured away from these by so- 
 cial and amusement distractions. 
 
 Merle Crowell, in the ‘‘American Magazine,’’ 
 some time ago, reported an interview with the 
 director of the evening session of the College of 
 
192 PSYCHOLOGY OF LEADERSHIP 
 
 the City of New York, Frederick B. Robinson, 
 Ph. D., who said, in part: ‘‘The man between 
 forty and sixty is normally at the height of in- 
 tellect and judgment. I find that there is hardly 
 a subject in our curriculum that the average 
 mature mind will not grasp as well as the younger 
 mind, and with superior understanding. Men fail 
 from lack of mental curiosity, attention, careful 
 and comprehensive judgment, and moral purpose. 
 . Our ambassador to Denmark, Dr. John D. Prince, 
 is able to converse fluently in twenty-seven dif- 
 ferent languages; but he did not know Danish, 
 and was called on to make an address, in which he 
 said, ‘You will pardon me if I speak to you to-day 
 in Swedish. I will learn Danish, and be able to 
 use it in an address to you next week’; and he kept 
 his promise. Several years ago, W. A. Newman 
 Dorland made an analysis of the activities of four 
 hundred of the world’s most famous men, and 
 found that, on the average, they produced their 
 master work at fifty years of age, while most of 
 them worked with unabated vigor until long past 
 that age.’ 
 
 V. LEARN WITH ACTIVITY 
 
 Between periods of mental activity, the learner 
 should engage in periods of physical activity, if 
 he would gain economic mastery of his study 
 units. ' 
 
 Every successful learner should learn that he - 
 is gaining time while spending time in ‘‘exercis- 
 
HEAD TONICS 193 
 
 ing’’ physically, and he should find some way to 
 engage regularly in bodily activity; in work or 
 play, in walking or running, in rowing or swim- 
 ming, with dumb-bells or Indian clubs, in boxing 
 or bowling, in tennis or golf—there always is some 
 good way if one is possessed of determination. 
 
 Some years ago, in an article in the ‘‘Scientific 
 American,’’ Dr. George Van Ness Dearborn was 
 quoted as saying: ‘‘The student must have good 
 health. He must have abundant air and exercise. 
 He must have plenty of food and sleep. Atten- 
 tion to a book should not be too long concentrated 
 without pause. It should by habit be concen- 
 trated vigorously, but only for relatively short 
 periods of time. No one can sit for an hour, or an 
 hour and a half, without changing his position, ex- 
 cept at a considerable loss of nerve economy, and 
 it is under such a condition naturally difficult to 
 avoid going to sleep, partial or complete. Hivery 
 twenty minutes or so, a student should walk 
 around the room for a minute or two, for this 
 activity draws some of the blood out of his brains 
 into his legs; moreover, it relieves the injurious 
 long fixation of the eyes.’’ 
 
 If the student will observe the laws of health 
 as regards food, exercise, and sleep, he will find 
 it to be practically impossible to work too hard. 
 Indeed, the danger with most learners is that they 
 will-not work hard enough. 
 
 Shortly after I entered college, I heard a lecture 
 by the president of the institution, and there was 
 
194 PSYCHOLOGY OF LEADERSHIP 
 
 one sentence in it that I have always remembered. 
 He said: ‘‘You have better buildings here, and 
 better apparatus, better facilities in every way, 
 than I had when I was in college; but remember 
 that it takes the same kind of hard work on the 
 part of students to get an education now that it 
 took back in those days. Not all the teachers and 
 all the apparatus in the world can give you 
 an education. You must acquire it yourselves 
 through hard work.’’ 
 
 Not only is it true that schools can only assist 
 an individual in educating himself; but it also is 
 true that he may, with greater difficulty of course, 
 educate himself without schools into a position of 
 assured success. 
 
 VI. LEARN WITH PASSIVITY. 
 
 Passivity is an aid to activity. Relaxation 
 must follow action. After a period of study, there 
 should be a briefer period of rest, not only for the 
 sake of further activity, but in order to give what 
 has been learned a chance to become properly 
 associated and fixed with what had been learned 
 before, to allow it to soak down into the subcon- 
 scious self, so to speak. 
 
 Every student should learn for himself how 
 much sleep he needs in order to keep in good 
 health and to do his best work, and then get that 
 amount of sleep regularly. 
 
 One eminent educator got along for years with 
 
HEAD TONICS 195 
 
 an average of about five hours of sleep in every 
 twenty-four; and another educator used to take 
 short naps, it is said, holding a ball in his hand 
 over a tin pan, and, when the ball dropped from 
 his hand into the pan, he awoke and went to work 
 again. Both of these men were exceptional, of 
 course. The average man seems to need about 
 eight hours of sleep in every twenty-four hours. 
 
 Sleep is nature’s plan for renewing the burnt- 
 out nervous system and replacing fatigue with 
 energy, and there is nothing ever to be gained by 
 trying to go against the fundamental laws of one’s 
 being. 
 
 Every one should learn to go to sleep quickly - 
 when he goes to bed. It is largely a matter of 
 training. He should school himself to go to bed 
 without his work and his worries, throwing these 
 off deliberately, cheerfully, and completely. Af- 
 ter a faithful worker has done a good day’s work, 
 he may confidently turn the universe over to God 
 for at least eight hours. 
 
 Moreover there are many who find it a great ad- 
 vantage to take a nap regularly some time during 
 the day. Personally I find this to be of great 
 benefit, and I have never thought that only five 
 minutes would ‘‘do me more harm than good,’’ as 
 some seem to think. I find that five minutes will 
 do very well, although fifteen minutes is better; 
 and sometimes thirty minutes is better still. 
 
 When I was a Sunday-school field worker, I 
 used to speak from three to five times a day 
 
196 PSYCHOLOGY OF LEADERSHIP 
 
 in conventions and institutes, for weeks at a 
 stretch, going from church to church and spending 
 only a day or two in a place. After talking for 
 two hours in the morning and eating sparingly of 
 the ‘‘dinner on the grounds,’ I would slip into the 
 church and stretch out on an uncushioned pew, 
 with a song-book for a pillow, and go to sleep in- 
 stantly. Presently the women would come in and 
 begin talking around me, and the children would 
 be running up and down the aisles past me, but 
 I slept the sleep of the tired for from twenty to 
 thirty minutes, and would get up ready to begin 
 all over again. Sometimes I would get another 
 nap late in the afternoon, in preparation for the 
 work of the evening. 
 
 Oftentimes, I have found it to be of great ad- 
 vantage to lie down for a few minutes between 
 study or work periods and to relax without going 
 to sleep. 
 
 There was a time when I could neither rest nor 
 sleep in the daytime, and found it difficult to sleep 
 at night; but I deliberately and determinedly 
 learned to work when I worked and to rest when 
 J rested; and after that I could do better work and 
 more work. 
 
 VII. LEARN WITH LUCIDITY 
 
 All good learning must be with clear under- 
 standing, with associated meanings. 
 This involves the progressive building up of a 
 
HEAD TONICS Vy) 
 
 working vocabulary, and the continuous acquir- 
 ing of adequate concepts, through the use of 
 dictionaries and books of synonyms, and the care- 
 ful comparison of every new word with those 
 already learned. 
 
 For years I made it a rule never to pass over, 
 in my reading, any word of whose meaning I was 
 in doubt, and to note carefully any falsities or in- 
 felicities of speech. 
 
 It is an advantage, also, to make it a point to 
 associate with those who possess good vocabu- 
 laries and who know how to use words effectively, 
 and to hear reputable speakers, listening criti- 
 cally, and at the same time sympathetically, for 
 self-improvement. 
 
 It is not enough to study words alone, in build- 
 ing up an adequate association of concepts that 
 are rich in meaning. It is advisable also to have 
 first-hand contacts with the things for which 
 words stand, as far as that is possible. Some- 
 times pictures must be made to serve in place of 
 the things pictured. 
 
 VIII. LEARN WITH INTENSITY 
 
 Every learner must learn to concentrate his 
 whole attention upon the unit of study before him, 
 deliberately shutting out everything else, and to 
 hold himself doggedly to his task, despite any con- 
 ditions that may be unfavorable to the best work. 
 
 At the same time, the student should seek to be 
 
198 PSYCHOLOGY OF LEADERSHIP 
 
 in good physical and mental condition at all times; 
 and to get away from others while studying, as 
 far as that is practicable; and to make himself as 
 comfortable as possible. 
 
 H. Addington Bruce says: ‘‘There are some 
 whose power to study efficiently is lowered by 
 studying too soon after eating or exercising. 
 For definite physiological reasons the brain should 
 not be taxed for at least half an hour after meals 
 - or after physical exercise. Others err by study- 
 ing in clothing that is too tight for them. Even 
 if it is not so tight as to cause discomfort and re- 
 sultant distraction of the attention, tight clothing 
 injuriously affects students by interfering with 
 the blood’s circulation. Another common cause 
 of impairment of study power is found in disre- 
 gard of the importance of having good lighting 
 conditions when one reads or writes. Some 
 students habitually study in too dim a light, oth- 
 ers in a light that is too bright. Both lack and 
 excess of light are productive of eye-strain. And 
 eye-strain has a notoriously unfavorable influence 
 on study ability.’’ 
 
 It is necessary, also, if any one would throw 
 himself into his work with enthusiasm, to keep his 
 eye on his life goal and persistently to cultivate a 
 quickening interest. 
 
 Dr. George Van Ness Dearborn says: ‘‘When 
 you have really acquired a real interest you will 
 learn almost reflexly and without any great effort 
 on your part, because it will be a pleasure to you. 
 
HEAD TONICS 199 
 
 The best way to develop an interest in any subject 
 is by cultural reading. Read particularly on sub- 
 jects allied more or less to what you are studying. 
 Another way to develop interest is by thinking for 
 yourself of those relations. A third method is to 
 associate with people who already have an inter- 
 est. Whatever you have an interest in you en- 
 joy doing, and that is the reason why well-adapted 
 work in the long run is the most certain, if not the 
 greatest, of human delights.”’ 
 
 This word ‘‘delights’’ suggests the important 
 thought that every student should cultivate the 
 practice of good humor, for the sake of progress 
 in learning, as well as development in personality. 
 He should not allow himself to be vexed or irri- 
 tated by any defects in his environment that are 
 unavoidable, by his own inner failures and de- 
 ficiencies, or by anything that anybody else says 
 or does. 
 
 Ijl-humor is a deadly poison that interferes 
 with digestion and clogs reason. The learner, 
 therefore, should consistently look on the ‘‘bright 
 side of life,’’? ‘‘count his many blessings,’’ look 
 ahead to something better to come, be glad that 
 he is alive, keep clean and sweet inside his soul, 
 treasure a glad heart. 
 
 IX. LEARN WITH UTILITY 
 
 The learner must learn that the mere acquiring 
 of knowledge is not learning, except very inci- 
 
200 PSYCHOLOGY OF LEADERSHIP 
 
 dentally. He who only knows is no more educated 
 than a truck is educated when it is carrying a load 
 of books. 
 
 Learning is, in part, knowing; but much more 
 is it being and doing. The learner therefore must 
 learn not for possession but for use; surely not 
 for money, for that is the smallest thing in life. 
 He must learn for the enrichment of personality, 
 in order to give out to others something that is 
 fine and helpful. Indeed, it may be said that no 
 one is learning at all, in any true sense, unless he 
 is doing while he is learning, for we ‘‘learn by do- 
 ing.’? Learning is itself controlled behavior, 
 thinking and doing. 
 
 Furthermore the learner constantly should 
 seek to make immediate use of his learning, with 
 advantage to himself and others, as far as this is 
 practicable, regarding future distant uses as be- 
 ing of only secondary importance. 
 
 Consequently, he should be a painstaking ex- 
 perimenter, always trying out things. He should 
 be forever asking himself such questions as the 
 following: What are the exact facts? How may 
 these facts be related to my life? If these facts 
 are facts, why are they facts? Is this true? 
 Why is it true? What is the significance of its 
 truth? What am I going to do about it? What? 
 why? when? Where? What for? 
 
 I am speaking now to Mr. Average Man or to 
 Miss and Mrs. Average Woman. It is not at all 
 necessary to be an outstanding genius, to be pos- 
 
HEAD TONICS 201 
 
 sessed of an exceptional I.Q., to be a Ph. D., in 
 order to be a constructive, purposive, practical 
 thinker, and therefore to be a real leader among 
 human beings. 
 
 X. LEARN WITH HUMILITY 
 
 It is true that ‘‘a little learning is a dangerous 
 thing,’’ if that little is too highly regarded, and is 
 considered enough to stop with. 
 
 The colossal conceit of the average ignoramus 
 is exceeded only by his ‘‘funniness.’? A park 
 statue would have to laugh at him if it looked at 
 him. It would almost seem now and then that the 
 less a man has learned, the more proud he is of it, 
 and the more highly he regards himself. 
 
 Just before the last Presidential election, I over- 
 heard two men talking politics in the smoking- 
 compartment of a Pullman. One of them talked 
 with all the assurance and the self-sufficiency of 
 an all-wise and infallible political oracle, and at 
 the same time there was no evidence in his talk of 
 his having made any study of politics and 
 economics and history. The whole source of 
 his wisdom seemed to be his one newspaper 
 and his own experience, both of which were pa- 
 thetically circumscribed, if one might judge by 
 the paucity of thought in the multiplicity of his 
 words. 
 
 Eivery true learner will quickly learn that he 
 needs to be a progressive learner, throughout his 
 
~ 202 PSYCHOLOGY OF LEADERSHIP 
 
 entire life, sitting humbly at the feet of those who 
 are more advanced in learning than heis. No one 
 ever can be educated, any more than he can be 
 fed. He must be fed three or four meals a day for 
 all his days, and his soul also must be frequently 
 and continually fed, if he is to be actually alive up 
 to the very time of his death and burial. 
 
 Let me insert here some lines I wrote for a 
 young man in whom I am interested. 
 
 Use Your Heap 
 
 Wake up, young man, and use your head. 
 Asleep, you might as well be dead. 
 
 At school, you learn of this and that, 
 But what counts most ’s beneath your hat. 
 
 Your teachers tell you what is true, 
 But you must think it through and through. 
 
 In books you read what wise men know, 
 But you must see just why it ’s so. 
 
 It ’s fme for you to know the truth, 
 But you must strive to be the truth. 
 
 It ’s what you fit into your life 
 That helps you through this world of strife. 
 
 No other one can think for you, 
 Nor yet for you can be or do. 
 
HEAD TONICS 203 
 
 The roads of men are to you shown 
 That you may rightly build your own. 
 
 Then, as you tread the path you ’ve made, 
 You ’ll walk with gladness, unafraid. 
 
 DISCUSSION 
 
 1. Arnaud C. Marts, of New York City, has 
 made a study of 101 American colleges and their 
 137,579 graduates, of whom 28,679 are teachers, 
 23,415 are housewives, 14,967 are ministers, 7,630 
 are lawyers, 7,335 are business executives, 5,353 
 are physicians, 4,122 are engineers, 3,887 are mer- 
 chants, 3,439 are farmers, 1,711 are journalists, 
 1,294 are chemists, 1,156 are authors, 902 are ac- 
 countants, 220 are architects, and the others are 
 scattered among various callings. Of the teach- 
 ers, 4,303 are college professors and 533 college 
 presidents. 
 
 2. It is said that Samuel F.. B. Morse, the in- 
 ventor of the telegraph, sat in the Senate Gallery 
 at Washington, on the evening of March 3, 1848, 
 when he was fighting for the bill that was to give 
 him his opportunity to experiment with the long- 
 distance telegraph, with less than one dollar in his 
 pocket, having come to the end of his rope. It 
 was nearly midnight, when the Senate would ad- 
 journ, and still his bill had not. passed. Two 
 senators told him that it could not pass in the 
 short time that remained. He went to his hotel, 
 
204. PSYCHOLOGY OF LEADERSHIP 
 
 and subsequently wrote to a friend as follows: 
 ‘‘Painful as was the prospect of renewed disap- 
 pointment, I am sure you, my dear sir, will under- 
 stand me when I say that, knowing from ex- 
 perience whence my help must come in any diff- 
 culty, I soon disposed of my cares, and slept as 
 quietly as a child.’’ 
 
 3. For helpful chapters, see Dearborn’s ‘‘ How 
 to Learn Easily,’’ Whipple’s ‘‘How to Study Ef- 
 fectively,’’ Pyle’s ‘‘Psychology of Learning,’’ 
 Kitson’s ‘‘How to Use Your Mind,’’ Bagley and 
 Keith’s ‘‘An Introduction to Teaching,’’ Tralle’s 
 ‘‘Dynamiecs of Teaching,’’ Coe’s ‘‘What Ails Our 
 Youth?’’ Dunlap’s ‘‘EHlements of Scientific Psy- 
 chology,’’ Pillsbury’s ‘‘Fundamentals of Psy- 
 chology,’’ Starch’s ‘‘Educational Psychology,’’ 
 McDougall’s ‘‘Outline of Psychology.’’ 
 
CHAPTER X 
 THE WILL TO WIN 
 
 Nobody can ‘‘make up’’ your mind for you. 
 You must do that for yourself; and the way you do 
 it will determine your success or failure in life. 
 
 No one has a will, if we are to follow McDougall, 
 as ‘‘a faculty, an entity of any kind, distinct from 
 the rest of the personality. ‘The will’ is charac- 
 ter in action.”’ 
 
 And it is character in action in any individual 
 that wins in the struggles of life. It is not char- 
 acter aS a mere possession, in cold storage, but 
 willed character under the control of intelligent 
 willing on the part of those who have learned how 
 to think effectively, that has given to the world its 
 leaders. 
 
 The accumulated wisdom of the psychologists 
 on this subject, so far as its practical applica- 
 tions are concerned, avoiding its metaphysical 
 mazes, may be presented in the form of seven 
 admonitions. 
 
 I. MAKE UP YOUR MIND QUICKLY 
 
 Face the situation with undivided attention, 
 
 review the acquired facts involved, and come to a 
 205 
 
206 PSYCHOLOGY OF LEADERSHIP 
 
 decision immediately. Unless there are absent 
 certain obtainable facts that are essential to an 
 intelligent decision, there is no excuse for any 
 delay. You can make up your mind at one time 
 as well as another if you make up your mind to 
 do it—provided you have a mind, and have 
 learned how to use it. 
 
 I have watched a banker friend ‘‘in action,”’ 
 and have seen him dispose of a variety of matters 
 of importance in an hour, placing loans, renewing 
 notes, accepting security, approving or rejecting 
 applications for accommodation, and always calm 
 and courteous and confident. One day, he closed 
 a million-dollar deal within five minutes after the 
 beginning of the interview. He has trained his 
 mind to work machine-gun fashion, and he rarely 
 makes a mistake. 
 
 Another friend faced the question ‘‘to go or not 
 to go,’’ one day; and in less than a minute he had 
 decided to go on a thousand-mile trip, and in 
 another twenty-five minutes had his grip packed 
 and was at the station. 
 
 Contrast with this quick decision the vacilla- 
 tion of another friend, a young woman whom I 
 was accompanying to a lecture. Toward the end 
 of our little trip on the street-car, we had a choice 
 of two routes. We could stay on the car until 
 we had gone another block, and then walk three 
 blocks, or we could change cars and ride three 
 blocks and then walk one block. I left it to her 
 to decide; but she could not do it—not in a whole 
 
THE WILL TO WIN 207 
 
 block on the car. When the car stopped at the 
 eross-town car-line where we had to get off if we 
 changed cars at all, she was still undecided; and, 
 just as the door was about to be closed, I had to 
 grasp her by the arm and say, ‘‘Come on, let us 
 get off here’’—else she would have been standing 
 there until now. 
 
 Some people cannot decide about a vocation. 
 The world is full of drifters who simply cannot 
 decide on a life calling. It would be better for 
 them to decide on almost any vocation and make a 
 mistake than not to decide at all, for even a wrong 
 decision might lead to another better decision. 
 
 Il. ACT PROMPTLY ON YOUR 
 DECISIONS 
 
 Proceed at once to put your decisions into effect, 
 unless you can give yourself valid reasons for 
 delay. 
 
 When you meet another person, decide which 
 Way you are going, and go that way, and keep on 
 going. When crossing a street, take in the situa- 
 tion quickly and carefully, come to an immediate 
 decision, and either cross at once or do not cross 
 —else you may never have another chance. 
 
 Hesitation, indecision, vacillation, wabbling, is 
 dangerous, not only with regard to immediate 
 consequences, but to the individual himself, be- 
 cause of the effect on his character. 
 
 A prompt and confident acting on decisions is 
 
208 PSYCHOLOGY OF LEADERSHIP 
 
 an expression of stability, reliability, dependabil- 
 ity. Men of strong character make decisions 
 quickly, act upon them promptly, and at once 
 forget all about them, so they can go on to some- 
 thing else important. 
 
 Did you ever know people who never seem to 
 be able to make any decisions that stay made? 
 They never make a purchase of clothing without 
 regretting the selection afterward. They go to 
 the theater or to the church, and they are seated 
 too far back, or too far forward, or too far on 
 one side, and they wish they had made a difter- 
 ent decision. They cannot see anything or hear 
 anything that is going on because they are too 
 much occupied with themselves, wishing they were 
 where they are not, or were not where they are. 
 They might better have stayed at home. Only 
 then they would wish they had gone. 
 
 Of course, a wise person does change his mind 
 sometimes, when there is evident good reason for 
 doing so. He is not ashamed to change his mind 
 about the same thing three or four times a day 
 if necessity arises. He may find, on acting ona 
 decision, that he has made a mistake, as any one 
 might have done though he had spent a month 
 coming to a decision; and he just as quickly makes 
 another decision. 
 
 There are times when experimentation is the 
 only feasible method of arriving at a wise con- 
 clusion; and an intelligent, trained thinker has the 
 
THE WILL TO WIN 209 
 
 courage to experiment, and thus to risk failure, 
 in order to achieve the highest success. 
 
 Ill. KEEP YOUR GOAL IN VIEW 
 
 Every important life-goal involves many deci- 
 sions and efforts. 
 
 The controlling goal in my life during these two. 
 months is the writing of this book. This goal 
 claims the bulk of my attention and absorbs my 
 energies. I stop from time to time to eat and 
 sleep and exercise. Some other minor goals 
 claim my attention occasionally and enlist my 
 energies—the teaching of some classes, the de- 
 livering of a lecture, a dinner engagement, a con- 
 ference with a committee, a magazine article that 
 ‘‘pops into my mind’’ in the intervals of book- 
 writing—but the bulk of my working time and 
 thought and effort, for these two months, is de- 
 voted to the writing of this book; and the fact 
 that you are reading it is proof that I success- 
 fully kept this particular goal in view until I 
 reached it. 
 
 If I were one of those individuals who lose sight 
 of a goal as soon as they get well started toward it, 
 I should never finish this book; because I should 
 have turned aside long ago to some other kind 
 of book, first to begin and to quit a book on mem- 
 ory, then to begin on a novel, then to turn to the 
 writing of a play—never finishing anything. 
 Else I might have decided not to write a book at 
 
210 PSYCHOLOGY OF LEADERSHIP 
 
 all, but to turn to something else, and to get 
 nowhere again. If I were that type of man, you 
 could know only one thing about me, namely, that 
 I never finish anything I begin. 
 
 Failure to finish this particular book might not 
 brand me as a non-finisher, and therefore as a 
 man of weak character, because I might be asked 
 by my friends to undertake something that ap- 
 pealed to me as being far more important; and 
 this new undertaking would then become my ab- 
 sorbing goal, and the book-writing would be put 
 aside, just as now I am putting aside for this 
 book the writing of a series of short articles for 
 a magazine and an invitation to speak in a con- 
 vention. 
 
 IV. THINK YOUR WAY THROUGH TO 
 WORTHY GOALS 
 + 
 
 Unless the individual chooses his life’s goals 
 intelligently, reaching them through many sec- 
 ondary judgments and decisions, he will be for- 
 ever expending his energies upon the useless or 
 unimportant things of life, or will be self-willed 
 and headstrong. 
 
 William McDougall, in his ‘‘Outline of Psy- 
 chology,’’ says: ‘‘Recently, after a rainy day, I 
 set out for an evening stroll, in company with 
 a square-jawed extrovert. Our purpose was 
 merely to get a little exercise and fresh air. 
 Sighting a deserted farm-house, on a hill a little 
 
THE WILL TO WIN tye 
 
 way from the road, we turned toward it, moved 
 merely by a very mild curiosity. Very .soon we 
 had lost our direction among the trees. The 
 mosquitoes swarmed, it was unpleasantly damp 
 under foot, and the undergrowth was dense. But 
 in vain I suggested a return to the road. My 
 companion kept trying one direction after another. 
 At last I put it to him, ‘Why are you so set on 
 finding that house?’ At once the reply came, ‘Oh, 
 I hate to be beaten!’ And I believe his reply 
 expressed the whole truth. Of this type is the 
 inveterate rock-climber, who, caring nothing for 
 scenery and bored by a walk over the hilltops, 
 spends every holiday in scrambling up ‘chimneys’ 
 and precipices and in devising new and more dif- 
 ficult ways of getting to the top of a mountain. 
 Somewhat similar is the motive of the financier or 
 business man who sets out to make a fortune and 
 who, having made it, cannot rest or take up any 
 rational mode of life, but persists in seeking new 
 worlds to conquer. Yet another type of spe- 
 cialized and unbalanced character is that formed 
 under the influence of a master sentiment or some 
 one object. The object may be a person, or an 
 animal, or a house; it may be ‘the single tax’ or 
 ‘prohibition’; it may be old china, or pewter, or 
 first editions, or beetles. In respect to all other 
 goals, the man may be vacillating and weak; but 
 in respect to his one hobby, he shows the utmost 
 persistence. ’’ 
 
 Not only is it important to choose goals intel- 
 
212 PSYCHOLOGY OF LEADERSHIP 
 
 ligently, but it is necessary to learn and to utilize 
 the best means of reaching these goals. It is 
 not enough to be doggedly determined. Worthy 
 ends cannot be reached magically through the ex- 
 ercise of ‘‘will-power.’’ 
 
 Take public speaking, for example. Probably 
 almost any individual might become an effective 
 speaker if he would determine to become one; and 
 then practise patiently and persistently and in- 
 telligently, with the aid of teachers and books, 
 utilizing the sum of human wisdom on the subject, 
 which may be summarized as follows: 
 
 (1) Speak confidently. Others have learned, 
 and why not you? Others have made many fail- 
 ures, and why not you? Put aside your fears and 
 hesitations and self-consciousness and timidities, 
 and get at it and keep at it. Speak frequently, 
 seeking suitable opportunities. Public speakers 
 are not born, except incidentally. They are 
 made, and chiefly self-made. 
 
 (2) Speak correctly. Arrange your material 
 in logical, effective order, always making the most 
 careful preparation, and seek to use correct Kng- 
 lish. If your early training in English was bad 
 or inadequate, you can, nevertheless, through dili- 
 gent study and practice, correct your defects in 
 grammar and diction and pronunciation. 
 
 (3) Speak distinctly. Learn how to articulate 
 correctly and to enunciate distinctly, so that 
 every listener can understand every word. Prac- 
 tise speaking the various sounds of the language, 
 
THE WILL TO WIN 213 
 
 separately and in combination. Read aloud to 
 some member of the family every day, watching 
 your utterance. And do not be afraid to open 
 your mouth and energize your diaphragm. 
 
 (4) Speak variedly. Speak with proper em- 
 phasis and modulation, so as to avoid the effect 
 of monotony and to compel attention and under- 
 standing and appreciation and appropriation. 
 As to emphasis, emphasize each new and signifi- 
 cant word in a paragraph of speech. The new is 
 that which occurs for the first time in the partic- 
 ular paragraph. Through such emphasis you 
 will compel attention to the words that will bear 
 the burden in yielding the meaning of what you 
 are saying. As to modulation, this has to do with 
 variation in the pitch of the voice, which should 
 be continuously sliding up and down, and back 
 and forth, in accordance with the meaning of what 
 you are saying. Put ‘‘expression’’ into your 
 speaking. 
 
 (5) Speak rapidly. The slow speaker is almost 
 never an effective speaker. The listeners appre- 
 hend rapidly if at all, and in units of thought; 
 and a whole group of words is required to present 
 a unit of thought. Therefore it should be spoken 
 quickly. Of course, speech never should be so 
 rapid as to prevent appropriate distinctness and 
 emphasis and modulation, and the rate of speech 
 should vary according to the thought and the 
 length of sentences, with occasional short pauses 
 for emphasis; but, if this is kept in mind, it is 
 
214 PSYCHOLOGY OF LEADERSHIP 
 
 difficult to speak too rapidly. No matter how 
 slow you are ‘‘naturally,’’ you can speed up, if 
 you will. . 
 
 (6) Speak originally. Study other speakers, 
 but do not copy any of them. Develop an indi- 
 vidual style and method, as far as that is possible. 
 In other words, express your own true developed 
 personality in all your speaking. Particularly 
 think up new, fresh, interesting ways in which to 
 begin a speech, avoiding all formal, stereotyped 
 introductions. 
 
 (7) Speak purposefully. Never speak merely 
 to ‘‘express’’ yourself, or only to entertain. It 
 is well to entertain, but entertainment should be 
 incidental. Indulge in humor, and do not be 
 afraid to do it, but let it be a means and not an 
 end in itself. Have a definite, specific purpose 
 every time you speak. Plan to ‘‘get something 
 over’’ into life. Build your talk around or into 
 a single unifying dynamic theme that will enrich 
 personality through the development of an ideal 
 or attitude. 
 
 (8) Speak simply. Get to the point directly. 
 Let your subject move along easily from point to 
 point. Keep away from unusual words. Beware 
 of making a display of your information or ideas. 
 Talk simply and sincerely and naturally, as one 
 human being to other human beings. Begin 
 quietly, and ‘‘warm up’’ gradually. 
 
 (9) Speak enthusiastically. Be physically in 
 earnest, as well as morally in earnest, supple- 
 
THE WILL TO WIN 215 
 
 menting words and voice with facial expression 
 and appropriate gestures. Do not yell and ‘‘saw 
 the air,’’ do not vociferate and gesticulate, but 
 at the same time throw yourself into your speech, 
 speaking with subdued passion and controlled 
 animation. Such speaking suggests the impor- 
 tance of what you are saying, and produces con- 
 viction in the minds of your listeners. 
 
 (10) Speak dramatically. Tell stories, use il- 
 lustrations, utilize figures of speech, introduce 
 conversations, impersonate characters, thus ap- 
 pealing strongly to the imagination and feeling 
 and will. Do not merely talk about truth, but 
 show it in action in life situations, and seek to 
 make the truth real and attractive and effective 
 in life. 
 
 V. DO THE HARD THING WHEN 
 NECESSARY 
 
 I think it is a mistake to follow the advice of 
 
 those who recommend that we go out of our way 
 to do at least one hard thing every day for the 
 sake of self-discipline. 
 _ Any individual who intelligently thinks his way 
 through to worthy goals, as has been suggested, 
 will always need to be doing the hard thing from 
 time to time in realizing these goals, without hav- 
 ing to seek difficulties deliberately. 
 
 Probably here is the place to say a few words 
 ’ regarding conscience. We must not think of con- 
 
216 PSYCHOLOGY OF LEADERSHIP 
 
 science as being a faculty of the mind, an inner 
 light of the soul, an unerring guide, an inborn 
 principle. Conscience is not an instinct at all, 
 but rather a product of reason. It is not some- 
 thing that is given, but rather something that is 
 acquired. It is not fixed, but rather is capable 
 of continual improvement. 
 
 ‘‘Conscience,’’ says McDougall, ‘‘is moral char- 
 acter—character developed under moral guid- 
 ance, character in which the moral sentiments are 
 duly incorporated in the system of the sentiments 
 and, through the medium of the sentiment of self- 
 regard, are given due weight in all moral issues; 
 character consolidated by habitual and consistent 
 decision and action, in accordance with the 
 promptings of the moral sentiments and of an 
 unyielding self-respect.’’ 
 
 Some of the worst deeds in history have been 
 done conscientiously; but at the same time every 
 individual always should act conscientiously, at 
 whatever cost. If he goes wrong in this way, he 
 needs to get a better conscience. In the meantime 
 there is no other better guide. He can act only 
 according to his present ‘‘moral lights,’’ in har- 
 mony with his present moral character, if he is to 
 be true to himself and to others. Whatever this 
 costs, he should pay the price, courageously, 
 cheerfully, hopefully. 
 
 He who makes it a practice to travel in the easy 
 way of life, is pretty sure to find himself going 
 astray or even heading toward perdition. 
 
THE WILL TO WIN 217 
 
 VI. CULTIVATE STRONG DESIRES 
 
 Geraldine Farrar has been reported as saying: 
 ““If you want anything badly enough to go after 
 it, heart and soul, tooth and nail, you will get it. 
 Life is very short, but it can be very full if we 
 plan it right. I prefer to do the work which 
 makes me happiest and gives happiness to those 
 who imspire it in me. If I ever had to find a new 
 job im which I could neither sing nor act, I would 
 not rest until I found some form of work which 
 I would enjoy. Love your job, whatever it is, and 
 it will repay you in money, happiness, and suc- 
 cess.*” 
 
 Mary Garden, in her autobiography, tells of 
 her consuming desire to become a singer and of 
 her heartbreaking search for the right teacher in 
 Paris, at a critical period in her training. She 
 says: ‘*Here, then, I was at a pretty pass—hav- 
 ing tried a score of the best teachers in Paris, 
 studying now with a master and conscious all the 
 while of the fact that I was not progressing. 
 What was I to do? _Where was I to turn? You 
 may believe me that I spent many an anxious and 
 sleepless night trying to find an answer that 
 would satisfy me.”’ 
 
 And she tells how, fimally, she did find the right 
 teacher. ‘‘He knew how to produce his effects; 
 and what interested me was that he could explain 
 how this was done in a way I could understand.’’ 
 
 We should have a thousand Geraldine Farrars 
 
218 PSYCHOLOGY OF LEADERSHIP 
 
 and Mary Gardens if we had a thousand who 
 really wanted to sing as these two wanted to sing. 
 So with the world’s artists; they had strong artis- 
 tic desires. So with the world’s great writers; 
 they wanted to write. So with the great sur- 
 geons; they had strong desires. So with the 
 great teachers; they wanted exceedingly to teach 
 effectively. 
 
 Whatever you want to be, want it enough to 
 pay the price it will cost. Make strong your de- 
 sires through study and reading, and through as- 
 sociation with those who have similar desires. 
 And, when you want anything, you must want the 
 preparation that will enable you to get it, and that 
 will lead you to pay the price of that preparation. 
 
 When I started on a long winding path of prep- 
 aration, I had only four dollars in money, but 
 I had something else that was worth more than 
 four millions of dollars, namely, a desire; and 
 that desire kept me in school continuously for 
 twelve years. 
 
 It is reported that students working their way 
 through Yale, last year, earned more than three 
 hundred thousand dollars, and that New York 
 University students, during the same time, earned 
 more than six hundred thousand dollars in work 
 obtained through the university’s employment 
 bureau. I know a Columbia student who got fifty 
 dollars, the other day, for a pint of his blood, and 
 he is to give another transfusion soon to the same 
 patient. 
 
THE WILL TO WIN 219 
 
 VII. FINISH WHAT YOU UNDERTAKE 
 
 One New York business man goes to the extreme 
 of never hiring brilliant men in his organization, 
 contending that they are ‘‘quick starters, but poor 
 finishers. ’’ 
 
 This man is mistaken in thinking that all bril- 
 liant ‘‘starters’’ are ‘‘poor finishers,’’ but he cer- 
 tainly is right in thinking that a man, brilliant or 
 not, must be a good finisher in order to be suc- 
 cessful. He raises five questions in hiring men, 
 as follows: (1) Has he good health? (2) Has 
 he saved money? (3) Does he talk and write ef- 
 fectively? (4) Does he finish what he starts? 
 (5) Is he possessed of real courage? 
 
 It is an incontrovertible fact that any individ- 
 ual, though he may have only average ability, will 
 succeed in any worthy and suitable undertaking 
 if he simply will stick to it. In school, he will get 
 his diploma if he will keep at patient plodding, 
 and not get discouraged. I have proved, in my 
 own experience, that almost any school will give 
 almost any individual a diploma if he will keep 
 working and hang around long enough. They 
 will give him a diploma after a while in order to 
 get rid of him. 
 
 In an article entitled, ‘‘How Writers Work,’’ 
 in one of the magazines, a writer shows how the 
 successful writers do their work, for the most 
 part by schedule, grinding out all the way from 
 one to six thousand words a day, day after day. 
 
220 PSYCHOLOGY OF LEADERSHIP 
 
 One of these writers writes a hundred thousand 
 words a month, and has had that much printed 
 every month for years. One of the writers is 
 quoted as saying: ‘‘A steady grind is perhaps 
 not the roseate-hued life which the beginner pic- 
 tures the successful writer as having. But the 
 fact remains that those who have achieved, do 
 follow out such a program and follow it con- 
 scientiously and regularly. The surprising thing 
 of all is that we love it. Because to do the work 
 one likes can never be drudgery, but by far the 
 most enjoyable thing in life.”’ 
 
 Some writers have persisted in this patient 
 grinding-out process for years before ever they 
 could get anybody to publish what they wrote. 
 It is said that William Dean Howells, one of the 
 greatest of the American masters of English, 
 once sent some verses to every magazine of any 
 standing in America, and they were rejected by 
 each and all; but, instead of being discouraged 
 and quitting, he sent them to England, and they 
 were accepted. 
 
 H. H. Van Loan, giving advice to young 
 writers, in the ‘‘Story World,’’ says: ‘‘If you 
 write two or three years without selling a story, 
 do not get discouraged. Just look at the fun you 
 have had. I get a lot of fun out of every story I 
 write. J was a year trying to sell ‘The Virgin of 
 Stamboul.’ I peddled ‘The Great Redeemer’ 
 fourteen months before I finally found a producer 
 
THE WILL TO WIN 221 
 
 who thought enough of it to buy it. A story that 
 one producer will give ten thousand dollars for 
 another producer would not give five cents for if 
 it were inlaid with gold. ‘The Covered Wagon’ 
 is going to make a million or more for Famous 
 Players-Lasky, and yet I know of a firm that held 
 this story for weeks and refused to pay a very 
 meager price for it because, in their opinion, it 
 was ‘merely a lot of wagons.’ ”’ 
 
 In the ‘‘Story World”? for April, 1924, there was 
 a story about Jack London, from which I quote 
 the following: ‘‘Jack London, a loafer on the 
 Oakland water front, a tramp, a jailbird, a sailor, 
 a roustabout in Alaska, was world famous as a 
 writer at twenty-six. At the beginning, he wrote 
 stories, articles, and even sonnets, and most of 
 them were returned to him. A San Francisco 
 editor who knew him in those first brilliant days 
 of struggle has told us how the young London 
 had two sticks driven in the ground, to which he 
 had attached a wire. His rejection slips were 
 strung on that wire, and it was not long until 
 it was full. He lived to see the day when he had 
 sold every story and article for which the slips 
 stood—and he sold them at one of the highest 
 rates ever given to an American writer, and per- 
 haps never exceeded by the price given to but one 
 or two writers, living or dead. During the last 
 year of London’s life, the ‘Cosmopolitan Maga- 
 zine’ paid him well over seventy thousand dollars 
 for his twelve-months’ output. And this vast sum 
 
299, PSYCHOLOGY OF LEADERSHIP 
 
 did not take into consideration his book royalties, 
 or his picture and serial rights. It is safe to say 
 that Jack London earned nearly two hundred 
 thousand dollars in one year. He once wrote to 
 a friend, ‘Better not begin to write unless you are 
 not afraid to work, work, work, to work early 
 and late, unremittingly and always.’ ”’ 
 
 Some one has said that ‘‘a winner never quits, 
 and a quitter never wins,’’ and that ‘‘opportunity 
 is made by the good men, and pined for by the 
 poor.”’ 
 
 A California girl named O’Flaherty, who won 
 the long-distance swimming race, in San Francisco 
 Bay, several years ago, was asked by a reporter 
 to explain how she did it, and she said: ‘‘ Well, 
 I just kept on going. Once I felt that my 
 strength was gone and that I would have to quit; 
 everything was getting black. But I said to my- 
 self, ‘The O’Flahertys never quit,’ and I just 
 kept going.”’ 
 
 DISCUSSION 
 
 1. It ought to be encouraging to ordinary mor- 
 tals that practical psychology need not wait on 
 the settlement of the questions in dispute among 
 philosophical psychologists. Practical psychol- 
 ogy offers to all of us suggestion and inspiration 
 for the enrichment of our personalities and the 
 control of our activities. Its common-sense ap- 
 peal possesses a high value for us, whatever the 
 
THE WILL TO WIN 223 
 
 outcome of the metaphysical discussions of some 
 of the psychologists. The statements in this 
 chapter, for instance, regarding the ‘‘willing’’ 
 phases of our lives, would still have a decided 
 practical value, I think, even if it should be found 
 that some of the psychologists are correct in their 
 assumptions that a human being really does not 
 will anything, that he has no personality, that his 
 body itself is all the soul he has, that all his life 
 is a mere succession of ‘‘conditioned reflexes,’’ 
 that he is of a piece with the stone and the clod 
 and the raindrop, and not essentially different 
 from them; all of which seems to me to be the 
 height of absurdity. 
 
 2. The old fatalistic doctrine of determination, 
 which denies freedom of will to man, has bobbed 
 up again in our day in the new form of ‘‘be- 
 haviorism,’’ which makes man a mere machine. 
 One of the advocates of this kind of psychology, 
 in this country, is John Broadus Watson, who, 
 in his ‘‘Psychology from the Standpoint of a Be- 
 haviorist,’’ says: ‘‘Psychology from the stand- 
 point of the behaviorist is concerned with the 
 prediction and control of human action and not 
 with an analysis of ‘consciousness.’ The goal of 
 psychology is the ascertaining of such data and 
 laws that, given the stimulus, psychology can pre- 
 dict what the response will be; or, on the other 
 hand, given the response, it can specify the nature 
 of the effective stimulus.’’ Personally, let me 
 say that this aim seems to be a very low aim, if 
 
224. ‘PSYCHOLOGY OF LEADERSHIP 
 
 it be the aim of psychology, and I cannot admit 
 that this is the most that can be expected from 
 psychology. I have always supposed that the ul- 
 timate aim of psychology—and I see no reason 
 as yet to believe otherwise—is 1mproved human 
 life, and that the real business of the psychologist 
 is to develop personality and to make individual 
 and social life more effective and more worth 
 while. 
 
 3. Perhaps the outstanding opponent of be- 
 haviorism among modern psychologists is Wul- 
 liam McDougall, of Harvard, who holds that 
 psychology is based on observations of three 
 kinds, and not one, as the behaviorists hold. He 
 says, ‘‘ These three kinds of observation—namely, 
 (1) introspection, or the noticing of one’s own ex- 
 periences, (2) observation of the conditions or oc- 
 casions of experiences, (3) observation of the 
 expressions of experiences—are practised by all 
 men with some degree of success; and common 
 speech embodies many general propositions based 
 upon them.’’ Dr. McDougall claims that be- 
 haviorism and all other ‘‘mechanistic psycholo- 
 gies’? are made possible only by the deliberate 
 ignoring of certain essential data, and quotes 
 Dr. Watson as saying: ‘‘What has been called 
 experience or consciousness may occur or exist 
 for all I know or care. But I am not interested 
 init. I am concerned only to understand human 
 behavior. I know that all behavior is mechan- 
 ically determined by reflex processes.’’? Me- 
 
THE WILL TO WIN 225 
 
 Dougall refuses to adopt this unworthy ‘‘devil- 
 may-care’’ attitude of the behaviorist toward 
 experience, and believes in ‘‘the mind as some- 
 thing which expresses its nature, powers, and 
 functions in two ways: (1) the modes of in- 
 dividual experience; (2) the modes of bodily ac- 
 tivity, the sum of which constitutes the behavior 
 of the individual.’’ He believes in the freedom 
 of the will as a fact of experience, and says: 
 ‘‘Volition then becomes the expression of the 
 whole personality. The will is character in ac- 
 tion.’’ 
 
 4, Dr. Thomas Verner Moore, in his recent 
 book, ‘‘Dynamic Psychology,’’? agrees substan- 
 tially with McDougall. He condemns behavior- 
 ism as extreme and as a one-sided ‘‘outgrowth 
 from animal psychology.’’ He says: ‘‘Nor has 
 behaviorism been able to attain its goal and pre- 
 dict and control behavior. The pure behaviorist 
 would have little place in a psychological clinic 
 or the schoolroom or the juvenile court, ete. 
 Whenever one wishes to understand any of the 
 real problems of mental conflict, or penetrate into 
 the real causes of the difficulties of life, one has to 
 obtain introspections from the patient in trouble. 
 His reactions alone will not give the insight into 
 his personality that is necessary in order to give 
 him the help he needs. Psychology should enable 
 us to solve the difficulties of the human race as 
 well as to investigate the curve of learning in 
 white rats, dogs, cats or human organisms.’’ 
 
226 PSYCHOLOGY OF LEADERSHIP 
 
 5). Prof. Moore believes in the freedom of the 
 will, and defines it as ‘‘the ability to conceive of 
 an end of action, and will the means by which it 
 may be attained.’’ He presents a mass of evi- 
 dence in support of this view. He says, ‘‘The 
 end of human life should be the development of 
 the will and intellect so that truth and goodness 
 are so interwoven that the good is voluntarily 
 chosen by necessity.’’ In presenting the reasons 
 why we should believe in the freedom of the will, 
 he gives the following three common-sense, prac- 
 tical arguments: (1) Every man believes in his 
 own responsibility, for laziness, neglect, etc., and 
 responsibility involves the power to will. (2) 
 Every man holds other beings responsible for 
 their actions. Law is built upon this belief in re- 
 sponsibility. (3) Every man believes in the 
 power of his own initiative. If any one wants a 
 position he does not wait for the mechanism of 
 the cosmos to pick him up and place him in the 
 position that he seeks. No machine has any 
 power of initiative. No machine is responsible. 
 No man could feel responsible for ‘‘conditioned 
 reflexes. ’’ 
 
 6. C.S. Myers, director of the International In- 
 stitute of Industrial Psychology, London, in the 
 ‘‘American Journal of Psychology,’’ January, 
 1925, says: ‘‘Behaviorists are in fact physiol- 
 _ ogists, observing reactions to stimuli in the intact 
 organism, instead of—as in most physiological 
 experiments—in isolated organs, tissues, or parts 
 
THE WILL TO WIN 227 
 
 of systems. They have escaped the difficulty of 
 dealing with mental processes by ignoring, if not 
 by denying, their existence. Such perversity 
 breaks down in actual practice.’’ 
 
 7. For discussions of the will, see McDougall, 
 Betts, Colvin. and Bagley, Hollingsworth and 
 Poftenberger, Horne, Payot, Moore, Gates, Royce, 
 DuBois, Pyle, Saxby, Swift, Dresser, Givler, Hall, 
 Pillsbury, Stewart. 
 
 8. For help in public speaking, see Sheffield’s 
 ‘¢ Joining in Public Discussion,’’ Mosher’s ‘‘A 
 Complete Course in Public Speaking,’’ Beve- 
 ridge’s ‘‘The Art of Public Speaking,’’ Harring- 
 ton and Fulton’s ‘‘Talking Well.’’ 
 

 
SELECTED REFERENCES 
 
 Apams, JoHN, 1915, ‘‘Making the Most of One’s 
 Mind’’—George H. Doran Company. 
 
 Bacugy, Wiiuiam C. (and Keith, John A. H.), 
 1924, ‘‘An Introduction to Teaching’’—The 
 Macmillan Company. 
 
 Bennett, ARNOLD, 1923, ‘‘How to Make the Best 
 of Life’’—George H. Doran Company. 
 
 Bennett, Henry Hasrman, 1923, ‘‘Psychology 
 and Self-Development’’—Ginn and Company. 
 
 Berts, Grorce Herpert, 1906, ‘‘The Mind and Its 
 Education’’—D. Appleton and Company. 
 
 Brveriper, ALBERT J., 1924, ‘‘The Art of Public 
 Speaking’’—Houghton Mifflin Company. 
 
 Breese, Burris Burr, 1917, ‘‘Psychology’’— 
 Charles Scribner’s Sons. 
 
 Brieruey, Susan B., 1923, ‘‘An Introduction to 
 Psychology’’—Dodd, Mead and Company. 
 
 Brucsz, H. Apptneton, 1915, ‘‘Sleep and Sleepless- 
 ness’’—Little, Brown and Company. 
 
 Brucg, W. S., 1922, ‘‘The Psychology of Christian 
 Life and Behavior’’—T. and T. Clark. 
 
 Cazot, RicHarp C., 1914, ‘‘What Men Live By’’— 
 Houghton Mifflin Company. | 
 
 Caukins, Mary Wuirton, 1916, ‘‘An Introduction 
 
 to Psychology’’—The Macmillan Company. 
 229 
 
230 PSYCHOLOGY OF LEADERSHIP 
 
 Campton, Guorce G., 1923, ‘‘Hlements in Thought 
 and Kmotion’’—University of London Press. 
 Cuetzey, Frank H., 1923, ‘‘The Job of Being a 
 Dad’’—W. A. Wilde Company. 
 
 Cuitp, C. M., 1924, ‘Physiological Foundations of 
 Behavior’’—Henry Holt and Company. 
 
 Coz, Grorce Apert, 1924, ‘‘What Ails Our 
 Youth?’’—Charles Scribner’s Sons. 
 
 Cor, Grorce ALBERT, 1924, ‘‘Law and Freedom in 
 the School’’—University of Chicago Press. 
 
 Cotumpia AssociaTES IN PuinosopHy, 1924, ‘‘An 
 Introduction to Reflective Thinking’’—Hough- 
 ton Mifflin Company. 
 
 Cotvin, 8. S. (and Bactey, W. C.), 1924, ‘‘ Human 
 Behavior’’—The Macmillan Company. 
 Conn, Herpert Wituiam, 1914, ‘‘Social Heredity 
 and Social Evolution’’—The Abingdon Press. 
 Creic, J. Y. T., 1923, ‘‘The Psychology of Laugh- 
 ter and Comedy’’—Dodd, Mead and Company. 
 Drarporn, Grorce V., 1918, ‘‘How to Learn HKas- 
 ily’’—Little, Brown and Company. 
 
 DuBois, Pavu, 1909, ‘‘Self-Control and How to 
 Secure [t’’—Funk and Wagnalls Company. 
 
 Dresser, Horatio W., 1924, ‘‘Psychology in The- 
 ory and Application’’—Thomas Y. Crowell 
 Company. 
 
 Dunuap, Knicut, 1922, ‘Elements of Scientific 
 Psychology’’—C. V. Mosby Company. 
 
 EpMan, Irwin, 1920, ‘‘Human Traits and Their 
 Social Significance’’—Houghton Mifflin Com- 
 pany. 
 
THE WILL TO WIN 231 
 
 Ex.uiot, Huen, 1922, ‘* Human Character’’—Long- 
 mans, Green and Company. 
 
 Exuwoop, Cuarues A., 1917, ‘‘An Introduction to 
 Social Psychology’’—D. Appleton and Com- 
 pany. 
 
 Fietpine, Wituiam J., 1922, ‘‘The Caveman 
 Within Us’’—E. P. Dutton and Company. 
 
 Gates, ArtHur I., 1923, ‘‘Psychology for Stu- 
 dents of Hducation’’—The Macmillian Com- 
 pany. 
 
 GivLEeR, Roperrt CHEvautt, 1922, ‘‘Psychology’’— 
 Harper and Brothers. 
 
 Hawi, G. Stanuey, 1922, ‘‘Senescence’’—D. Ap- 
 pleton and Company. 
 
 Harrineton, W. L. (and Futron, M. G.), 1924, 
 ‘“Talking Well’’—The Macmillan Company. 
 
 HawxkswortTu, Hatuam, 1923, ‘‘The Workshop of 
 the Mind’’—The Century Co. 
 
 Haywoop, Cuarues W., 1923, ‘‘Re-creating Human 
 Nature’’—Alfred A. Knopf. 
 
 Hess, Herperr W., -1923, ‘‘Creative Salesman- 
 ship’’—J. B. Lippincott Company. 
 
 Hoiiinesworty, H. L., 1922, ‘‘Judging Human 
 Character’’—D. Appleton and Company. 
 
 Hotuineswortn, H. L. (and Porrensercser, A. T.), 
 1917, ‘‘Applied Psychology’’—D. Appleton and 
 Company. 
 
 Horne, Herman Harrewu, 1914, ‘‘Psychological 
 Principles of Education’’—The Macmillan 
 Company. 
 
 Husry, Enmunp Burke, 1924, ‘‘The Psychology 
 
232 PSYCHOLOGY OF LEADERSHIP 
 
 and Pedagogy of Reading’’—The Macmillan 
 Company. 
 
 Hunt, H. Ernest, 1918, ‘‘Self-training’’—David 
 McKay Company. 
 
 Hunter, Water S., 1919, ‘‘General Psychology’’ 
 —University of Chicago Press. 
 
 Kitson, Harry D., 1921, ‘‘How to Use Your 
 Mind’’—J. B. Lippincott Company. 
 
 MarsHati, Henry Rutesrs, 1919, ‘‘Mind and Con- 
 duct’’—Charles Scribner’s Sons. 
 
 McDoveati, Wittam, 1908, ‘‘An Introduction to 
 Social Psychology’’—John W. Luce. 
 
 McDoveati, Wiuuiam, 1923, ‘‘Outline of Psychol- 
 ogy’’—Charles Scribner’s Sons. 
 
 Moore, T'Homas Verner, 1924, ‘‘ Dynamic Psychol- 
 ogy’ ’—J. B. Lippincott Company. 
 MosHer, JosepH A., 1924, ‘‘A Complete Course in 
 Public Speaking’’—The Macmillan Company. 
 NorswortHy, N. (and Wuitiey, M. T.), 1918, 
 ‘The Psychology of Childhood’’—The Mac- 
 millan Company. 
 
 Ocpurn, Wituiam Frevpine, 1922, ‘‘Social 
 Change’’—B. W. Huebsch. 
 
 Paton, Stewart, 1921, ‘‘Human Behavior’’— 
 Charles Scribner’s Sons. 
 
 Patri, AnceLo, 1917, ‘‘A Schoolmaster of the 
 Great City’’-—The Macmillan Company. 
 
 Patri, AnaELo, 1922, ‘‘Child Training’’—D. Ap- 
 pleton and Company. 
 
 Patrick, Grorcr T. W., 1916, ‘‘The Psychology of 
 Relaxation’’—Houghton Mifflin Company. 
 
THE WILL TO WIN 233 
 
 Patrick, Grorce T. W., 1920, ‘‘The Psychology of 
 Social Reconstruction’’—Houghton Mifflin Com- 
 pany. 
 
 Payot, Juss, 1921, ‘‘ Will Power and Work’’— 
 Funk and Wagnalls Company. 
 
 Pinispury, W. B., 1922, ‘‘Fundamentals of Psy- 
 chology’’—The Macmillan Company. 
 
 Piatt, Caries, 1921, ‘‘The Psychology of 
 Thought and Feeling’’—Dodd, Mead and Com- 
 pany. 
 
 Pyiz, W. H., 1921, ‘‘The Psychology of Learning’’ 
 —Warwick and York. 
 
 Rosinson, JAMES Harvey, 1921, ‘‘The Mind in the 
 Making’’—Harper and Brothers. 
 
 Rosinson, James Harvey, 1923, ‘‘The Humaniz- 
 ing of Knowledge’’—George H. Doran Com- 
 pany. 
 
 Saxsy, I. B., 1921, ‘‘Education of Behavior’’— 
 University of London Press. 
 
 SrasHore, Cart Emi, 1923, ‘‘ Introduction to Psy- 
 chology’’—The Macmillan Company. 
 
 SEVERN, EXLizaBetH, 1917, ‘‘The Psychology of Be- 
 havior’’—Dodd, Mead and Company. 
 
 StarcH, Dante, 1924, ‘‘Hducational Psychology’’ 
 —The Macmillan Company. 
 
 Stewart, Cora Whitson, 1922, ‘‘Moonlight 
 Schools’’—E. P. Dutton and Company. 
 
 Swirt, Epear James, 1918, ‘‘Psychology and the 
 Day’s Work’’—Charles Scribner’s Sons. 
 
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 chology’’—The Science Press. 
 
234 PSYCHOLOGY OF LEADERSHIP 
 
 TraLtLE, Henry Epwarp, 1924, ‘‘Dynamics of 
 Teaching’’—George H. Doran Company. 
 
 Watuias, Granam, 1919, ‘‘The Great Society’’— 
 The Macmillan Company. 
 
 Watias, Granam, 1921, ‘‘Our Social Heritage’ ’— 
 Yale University Press. 
 
 WatsH, James J. (and Foorr, Jonn A.), 1924, 
 ‘‘Safeguarding Children’s Nerves’’—J. B. 
 Lippincott Company. 
 
 Watton, Grorce Lincoun, 1919, ‘“Why Worry?’’ 
 —J.B. Lippincott Company. 
 
 Warren, Howarp C., 1922, ‘‘The Hlements of 
 Human Psychology’’—Houghton Mifflin Com- 
 pany. 
 
 Watson, JoHn Broapus, 1909, ‘‘Psychology from 
 the Standpoint of a Behaviorist’’—J. B. Lippin- 
 cott Company. 
 
 Wurerte, Guy M., 1916, ‘‘How to Study Effec-. 
 tively’’—Publie School Publishing Company. 
 Wiceam, Apert Epwarp, 1922, ‘‘The New Dec- 
 alogue of Science’’—The Bobbs-Merrill Com- 
 
 pany. 
 
 WoopwortH, Rosert §8., 1921, ‘‘Psychology, a 
 Study of Mental Life’’—Henry Holt and Com- 
 pany. 
 
 Woopworra, Rosert 8§., 1922, ‘‘ Dynamic Psychol- 
 ology’’—Columbia University Press. 
 
 THE END 
 

 

 

 
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