No science is independent. The science of physics, for example, could never have reached its present-day state of development if it had not laid heavy tribute upon the sciences of mathematics, astronomy, chemistry, geography, mechanics, optics, and others. In a similar way, the science of character a.n.a.lysis has derived many of its facts, laws, and even principles, from the sciences of physics, chemistry, biology, anthropology, ethnology, geography, geology, anatomy, physiology, histology, embryology, psychology, and others. Since this is true, it is obvious that the work of collecting, verifying, cla.s.sifying, a.n.a.lyzing, and organizing the facts upon which the science of character a.n.a.lysis is based has been going on from the very dawn of civilization. Many investigators, students and scholars, in many branches of knowledge, have labored, added their little mite to the sum total, and pa.s.sed on. The net result of all their work, all their thousands of years of research, investigation, study and thought, can now be gathered together and presented in so simple a form that it can be learned by anyone of intelligence in a few months. It took humanity untold thousands of years to learn the scientific truth that the earth is an oblate spheroid. Many men gave their lives to establish the truth. As a result, to-day every schoolboy learns and understands the fact within a very few days after his first opening of a text book on geography. Thousands of scholars have been working on the science of physics from the dawn of human intelligence down to the present date. Now a high school student learns all of its essentials and fundamentals in a short term of fourteen weeks.

A SHORT CUT TO KNOWLEDGE

The second method of learning a science, therefore, is to take advantage of all that has been done and, instead of beginning with facts and working up to principles, begin with principles and work down to a practical application amongst facts.

There are many ways of learning principles. One may memorize them from books, or have them set forth and explained by an instructor or lecturer, or stumble upon them in general reading, or work out a series of carefully prescribed experiments in a laboratory, leading up to an enunciation of the principles or, through its intelligent application in the world of work, establish it in one's consciousness.

The student who learns his laws and principles out of books may have a very clear and definite understanding of them. He may be able to add to them or to teach them. But he has little skill in their practical application as compared with the student who learns them in a laboratory.

Furthermore, the laboratory student is at a disadvantage, probably, as compared with the man who makes intelligent application of the laws and principles to his daily work. So well recognized by educators is this truth that no attempt is made in our colleges and universities and, for the most part, even in our high schools, to teach sciences involving observation, logical reasoning and sound judgment purely out of books.

Medicine, surgery, agriculture, horticulture, mechanics and other such sciences are now taught almost entirely by a combination of text books and actual practice. This rule also applies to the science of character a.n.a.lysis.

LEARN THE PRINCIPLES

The first step in the mastery and practical use of the science of character a.n.a.lysis is to learn the principles and the laws which underlie them. These principles and laws are comparatively few in number and comparatively simple. They are all cla.s.sified under and grouped around the nine fundamental variables, a list of which was given in the preceding chapter.

The best way to learn a principle is not to memorize it, but to understand it. Learn, if possible, the reason for its existence, at least in a general way; the laws which underlie it, and the facts upon which it is based. The student who memorizes the words, "all bodies attract one another directly in proportion to their ma.s.s and inversely in proportion to the square of the distance between them," knows little or nothing about the law of gravitation, while the student who understands just what those words mean, whether he is able to repeat them correctly or not, does know the law of gravitation, and, if necessary, can probably apply it. The boy who learns that any object weighs less on a mountain-top than at the sea level learns an interesting and perhaps valuable fact. The man who learns that the law involved in this fact is the law of gravitation has learned something which he may be able to apply in a thousand ways. The man who, in the future, may learn _why_ the law of gravitation operates as it does, may open untapped reservoirs of power for himself, for all humanity, and for all future generations. Therefore, in learning a principle, learn not only to understand it, but, if possible, _why_.

DEMONSTRATE AND VERIFY

Having gained as complete as possible an understanding of the laws and principles of the science of character a.n.a.lysis, the next step is to demonstrate to your own satisfaction that they are sound. This process will also enable you to understand them even more definitely and specifically than before.

When you learn, for example, that a blonde is more volatile, more fond of change and variety, more inclined to pioneering and government, than the brunette, you have learned an important law. When you study carefully the history of the evolution of the blonde and brunette races, you know why the law is as it is. But when you have gone out and observed several hundred blondes and several hundred brunettes and have seen them manifest dispositions, apt.i.tudes and characteristics in accordance with the law, you have not only demonstrated the law to your own satisfaction, but you understand it even better than before. Furthermore, you are far better able than ever to determine the characteristics of the people you meet, as indicated by their color.

a.n.a.lYZE YOURSELF

There are many good reasons why the very first application of the knowledge of the principles and laws of character a.n.a.lysis should be to yourself. While, in one sense, you know your own thoughts and feelings and innermost desires and ambitions better than anyone else does, in another and very important sense, your friends and relatives probably understand you far better than you understand yourself. If you need any demonstration of this truth, look for it amongst your relatives and friends. You may have a relative, for example, who is very modest, retiring and diffident, who lacks self-confidence, who imagines that he is unattractive, unintelligent, and below the average in ability. You and all the rest of his friends, on the other hand, know that he has genuine talent, that he has an unusually attractive personality once his self-consciousness has been laid aside, that he is intelligent and far above the average in ability. Contrariwise, you may know someone who vastly over-estimates himself, whose own opinion of himself is at least fifty per cent higher than that of his relatives and immediate acquaintances. If other people, therefore, do not understand themselves, is it not at least probable that you do not understand yourself? So universal is this lack of self-under standing that the poet expressed a real human longing when he said:

"Oh, wad some power the giftie gie us To see oursels as others see us!

It wad frae mony a blunder free us And foolish notion: What airs in dress and gait wad lea'e us And even devotion!"

Careful a.n.a.lysis of yourself, however, with your own intimate knowledge of the depths of your being will do more than give you an understanding of your own character. It will give you a better understanding of some, at least, of the laws and principles of character a.n.a.lysis. For this reason, it will also give you a far more intimate understanding of others.

COMPARE INDICATIONS AND CHARACTERISTICS

When you have learned what certain physical characteristics indicate, practise observing these indications amongst the people whom you know well. Try your skill at making the connection between the indication and the characteristics which, according to the science, it indicates. For example, go over in your mind all of the blondes you know and trace in their dispositions and characters, as you know them, the evidences of volatility, love of variety, eagerness, exuberance, positiveness, and other such characteristics. Take careful note as to how these qualities manifest themselves; observe differences in degrees of blondness, and corresponding differences in the degrees in which the characteristics indicated show themselves. Observe, also, how the various characteristics manifest themselves in combination. For example, note the difference between a blonde with a big nose and a blonde with a small nose.

a.n.a.lYZE, CHECK UP AND VERIFY

When you have a.n.a.lyzed yourself and your relatives, friends and acquaintances, you will be ready to begin on the a.n.a.lysis of people previously unknown to you. You will find them everywhere--in street-cars, in stores, on the streets, in churches and theaters, on athletic fields, in offices, in factories, in schools and in colleges. When you have a.n.a.lyzed them as carefully as you can and, if possible, have written down a brief outline of your a.n.a.lysis of them, check up and verify; find out how far you have been right. If, in any case, you find that you have been mistaken, find out why--study the case further. You have already demonstrated and verified your principles; therefore, either you have made an error in your observation or you have reasoned illogically in drawing your conclusions. Find out which it is and correct your a.n.a.lyses--then verify them.

This is a practice which, if you are at all interested in human nature, you will find intensely fascinating. It is one which you can pursue for years and not find it monotonous. Not a day will pa.s.s, if you are diligent in this practice, in which you will not learn something new, something interesting, something valuable. Those who have studied and practised this science for many years are, almost without exception, the ones who are most eager and enthusiastic about making these observations, a.n.a.lyses and verifications.

STUDY TYPES

Perhaps one of the most interesting and valuable forms of exercise in the practical application of this science is the study of types and their variations. Anyone who has observed humanity knows that, while no two persons are exactly alike, practically all human beings can be cla.s.sified satisfactorily into comparatively a few general types. We have considered some of these types at length in earlier chapters of this book. It is by a study and comparison of people belonging to these general types, the careful noting of resemblances and differences, that the science of character a.n.a.lysis becomes almost as easy as the reading of a book. If you see a man for the first time who resembles in many important particulars of appearance some man you know well, study him to see whether he will not manifest in much the same way the same characteristics as your friend.

This kind of observation, intelligently made, is the basis of accuracy and swiftness in making a.n.a.lyses.

KEEP ACCURATE AND ADEQUATE RECORDS

The human mind is an excellent storehouse of knowledge, but it should not be over-burdened. One of the first principles of efficiency as enunciated by Mr. Harrington Emerson is: "If you would find the best, easiest and quickest ways to the desirable things of life, keep and use immediate, reliable, adequate, and permanent records."

The complete record of an a.n.a.lysis should show the name, address, s.e.x, exact age, height, weight, and all other essential physical characteristics of the person a.n.a.lyzed, cla.s.sified under the head of the nine fundamental variables. It should show your conclusions as to his ability, disposition, apt.i.tudes and character in general. It should also show the result of any further observations for the purpose of verifying your conclusions, and should be so kept that, if, at any time in the future, the individual should speak or act in any way which is either a striking verification of the a.n.a.lysis or in striking disparity with it, these incidents may be recorded and their relationship to what has gone before on the record studied.

Such records as these are valuable in many ways. When you have collected a large number of them, they become the basis of statistics, averages, and other interesting and important collections of facts.

STICK TO THE PRINCIPLES

It has been our universal experience amongst pract.i.tioners of this science that those who adhere most closely and most faithfully to its principles are most successful. There is always a strong inclination, especially on the part of those who are just beginning and those who are unusually emotional and sympathetic, to make exceptions. It is very difficult for some people of exceedingly sympathetic and responsive natures to a.n.a.lyze correctly. The personality of the individual being a.n.a.lyzed appeals to them either favorably or unfavorably. Perhaps his words make a strong impression upon them. All these things cloud the a.n.a.lyst's judgment and, instead of applying the principles rigidly, he falls back upon the old, unreliable method of a.n.a.lyzing by means of his "intuitions."

The laws and principles of the science of character a.n.a.lysis are based upon scientific truths regarding the development, evolution, history, anatomy and psychology of the human race. They have been verified by hundreds of thousands of careful observations. They have stood the test of years of practical use in the business world. They are now being successfully applied in commerce, in industry, in education, and in the professions, by thousands of people. They can be relied upon, therefore, to give you an intimate knowledge of the ability, disposition, apt.i.tudes, and character in general of every human being who comes under your careful observation.

CHAPTER III

USES OF CHARACTER a.n.a.lYSIS

The old-time farmer planted his potatoes "in the dark of the moon." He probably took good care not to plant them on Friday, never planted a field of thirteen rows, and would have been horrified at putting them into the ground on the same day when he has spilled salt or broken a mirror. By taking all of this superst.i.tious care to insure a good crop, he probably counted himself lucky if he got 100 bushels to the acre. Eugene Grubb, out in Wyoming, by throwing superst.i.tion to the four winds and depending, instead, upon exact scientific knowledge, leaves luck out of the question and knows that he will net 1,000 bushels to the acre.

One thousand years ago or more, our educational methods stiffened and set in the rigid moulds of tradition. For nine hundred years civilization and progress stood still. Then here and there men began to break the moulds with hammers of scientific knowledge. Education, instead of blindly following traditional forms, began to shape itself more and more to exact knowledge of the child nature and its needs--very slowly, cautiously and tentatively at first, but, as knowledge grew, with more and more boldness and freedom. This is one of the reasons why the last one hundred years has seen greater progress toward our dominion over the earth than all of the thousand years before it.

For more than four thousand years--perhaps more than five thousand--men have been constructing buildings with bricks. Brick-laying was a trade, a skilled occupation, almost a profession, but its methods were based upon traditions handed down from father to son, from journeyman to apprentice, unbroken throughout that entire four-thousand-year period.

Then a bricklayer and his wife defied the heavens to fall, threw aside traditions and began to apply exact knowledge to brick-laying. As a result, they learned how to lay bricks three times as rapidly as the best workman had ever been able to before--and with less fatigue.

SCIENCE TAKES THE PLACE OF GUESSWORK

Fifty years ago, the merchant and the manufacturer guessed at their costs and fixed their prices with shrewd estimates as to their probable profits.

They also guessed as to which departments of their business paid the most profit, how much and what kind of material they should buy, where the best markets were to be found, what would be the best location for their stores and factories, and many other important factors of profitable enterprise.

Some of these old worthies were good guessers. They built up fairly large business inst.i.tutions and made some very comfortable fortunes.

The business men of to-day--who are, indeed, of to-day and not a relic of yesterday and the day before yesterday--have an exact and detailed knowledge of their costs, determine prices scientifically, know definitely where are the best markets and what are the best locations for their factories, forecast with a reasonable degree of accuracy their need for materials, determine in a laboratory just which materials will best supply their needs, and in many other ways walk upon solid highways of exact information rather than upon the quaking bog of guesswork. Partly because of this, they have built up a mult.i.tude of inst.i.tutions, each of them far larger than the largest of the olden days and have made fortunes which make the big acc.u.mulations of other days seem like mere pocket money. In making these fortunes for themselves, they have enabled millions not only to enjoy far larger incomes than people of their cla.s.s and situation ever received before, but to enjoy conveniences and luxuries beyond even the dreams of the rich men and kings of olden days.

RANDOM METHODS YIELD TO SCIENTIFIC

In the old-time factories the various departments of work, machinery and equipment in each of the departments were arranged almost at random. Even a few years ago we sometimes saw factories in which the materials worked upon were moved upstairs, then downstairs, then back upstairs, hither and yon, until a diagram of their wanderings looked like a tangle of yarn.

Even in offices, desks were placed at random and letters, orders, memoranda, and other doc.u.ments and papers were moved about with all of the orderliness and method of a school-girl playing "p.u.s.s.y wants a corner."

Modern scientific management, horrified at the waste of time and energy, makes accurate knowledge take the place of this random, helter-skelter, hit-or-miss basis of action and multiplies profits.

If the old-time farmer rotated his crops at all, he did it at random. He was, therefore, a little more likely than not, perhaps, to put a crop into a field which had been exhausted of the very elements that crop most needed. By this method and by other superst.i.tious, guesswork, traditional, random, and neglectful methods, he struggled along on an average of about twenty bushels of corn to the acre, proudly defying anybody to teach him anything about farming out of books, or any white-collared dude from an agricultural college to show him anything about raising corn. Hadn't he been raising corn for nigh on forty years? How could there, then, be anything more for him to learn about its production?

But a little twelve-year-old boy down in what had always been supposed to be the poor corn lands of Alabama, by the painstaking application of a little simple knowledge, produced 232 and a fraction bushels of corn on one acre of land. Other boys in all parts of the South and of the corn belt began producing from 100 to 200 bushels of corn to the acre in the same way.

SCIENCE TAKES THE PLACE OF SUPERSt.i.tION