"Psychology and the Days Work"

by FLETCHER HARPER SWIFT '98. Charles Scribner's Sons 1918, New York.

We are fast coming to recognize that man is much less the reasoning being and much more the emotional and impulsive being than has long been supposed. The title, therefore of Professor Swift's book, "Psychology and the Day's Work," is enticing, if not alluring. It leads one to anticipate that here at last is a choice morsel of psychology for the benefit of the lay mind.

Singularly enough although psychology has attracted many students, few have attempted to introduce its precepts and principles into the daily routine. A book, then, which, at the very outset, seeks, by its title to entice us into drawing out from our past experience whatever limited information we possess with regard to psychology, in order that this information may be set at work, should make an appeal to a large body of eager readers.

To the uninformed, however, the promise of large practical help for the mere reading of the book may not be realized, for the author presupposes a fair knowledge and understanding of psychological terms, if not the underlying principles and basic, truths upon which the science is built.

The subjects taken up in the various chapters are at once interesting and vital. Much that is familiar and commonly accepted is given new and striking significance by the author's unique method of approach, and by the freshness of his style. These qualities, combined with a profusion of illustration on all important points, are among the most att ractive features of the book.

The author lays down in the opening sentence of the first chapter a proposition that challenges one's attention,—"Man's response to situations in the day's work is the measure of his efficiency." Professor Swift continues, —"In other words, the ability of a man to react effectively to his daily problems may be guaged by his alevt, flexible, adaptation to changing circumstances." He proceeds to demonstrate the soundness of his proposition by a convincing line of argument, in which he tries to show that men are largely creatures of opportunity, making changes only when compelled to do so, permitting events to force their hand rather than anticipate the need of change.

In chapter II the author calls attention to the loose way in which psychological terms are used generally. He reminds us that a mere stream of thoughts or a mere association formed by a number of ideas is not thinking. Thinking implies seeing real relations whose significance leads to a body of knowledge or perhaps a belief. Thinking searches out the true bases of a belief, and lays bare the insecure foundation of one that is not well grounded.

Further, conduct is allowed to become set in habit long before it is worthy of place in our make-up. Habits mechanize conduct and conduct should not be mechanized until it has been brought to the highest possible standard.

In the chapter on the "Psychology of Learning" he calls attention to the well known principles of memory and the learning processes, and lays stress on the law of unconscious adoption of method. Individual peculiarities largely determine the manner of a man's response. He meets difficulties by unthoughtful (trial and error) methods as they arise, and adopts unconsciously the method that seems to work best without knowing how or why.

Professor Swift also discusses the "plateaus of learning and bids the learner (or his parent) not to be discouraged when, on occasion, it seems impossible longer to retain impressions. These are the periods in which what has been accumulated becomes set; a very necessary process. In this way men accumulate material while they are awake and actually learn while asleep.

The "Psychology of Fatigue" is taken up at length in another chapter and the absolute need of good air and exercise to insure health by the removal of fatigue poisons is established. Many are "well" but few are thoroughly "fit" because of sedantary habits which allow fatigue poisons to clog the system.

Professor Swift also takes up the fallacy that meat is essential either to health or strength; and demonstrates that it is simply organic fuel rather than food. A most interesting chapter deals with the "curiosities" (abnormalities) of memory; also the possible ways of improving memory. These chapters are free from the technicalities of the text-books, and, in an easy readable style furnish much sound advice.

Discussions on the "Psychology of Testimony and Rumor," of "Our Varying Selves," and of "Digestion" make up the concluding chapters of the book.

In this article it has been possible to mention but a few of the outstanding points made by the author. The book will find a much larger place in private libraries and in nonprofessional reading than is usually accorded works on psychology.

"The Supervision of High School Teaching" by H. C. Morrison '95, appeared in the SchoolReview for January.

Volume 2 of the Cambridge History of American Literature contains a chapter on the "Short Story" by Fred Lewis Pattee '88. The same volume has a chapter on Daniel Webster by Henry Cabot Lodge.

"Government Ownership; a Symposium part 4" which appears in the Granite Monthly for February is by Clarence E. Carr '75.

Willis McDuffee '90 is the author of "A Political 'If' " in the Granite Monthly for February.

Harlan C. Pearson '93 is the author of two articles on Official New Hampshire in the January and February issues of the GraniteMonthly.