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OUTLINE OF
A STUDY OF THE SELF
BY
ROBERT M. YERKES, A.M., Ph.D.
ASSISTANT PROFESSOR OF COMPARATIVE PSYCHOLOGY, HARVARD UNIVERSITY,
AND PSYCHOLOGIST TO THE PSYCHOPATHIC HOSPITAL, BOSTON
AND
DANIEL W. LaRUE, A.M., Ph.D.
PROFESSOR OF PSYCHOLOGY, EAST STROUDSBURG STATE NORMAL SCHOOL, PA.
REVISED FROM THE EDITION PRINTED
FOR THE AUTHORS IN 1913
COPYRIGHT, 1914, HARVARD UNIVERSITY PRESS
CAMBRIDGE
HARVARD UNIVERSITY PRESS
1914
OUTLINE OF A STUDY OF THE SELF
INTRODUCTION
THE authors have discovered, through their experience as teachers, that
a study of the ancestry, development, and present constitution of the
self is an extremely profitable task for most students. They therefore
present this outline as an aid to the systematic and thorough study of the several
important aspects of the self.
The purpose of the study is threefold : first, to help you to understand your-
self and to become a useful and happy member of society; second, to help you
to understand and sympathize with other persons, especially children, and
to further their development; third, to arouse your interest in the facts of
heredity, of environmental influence, and in the significance of the appHed sciences
of eugenics and euthenics.
Do the work well.^ If you do it hastily it will be worse than valueless.
Choose times for the study when you can be undisturbedly reminiscent and
reflective. Certain of the questions cannot be answered in detail, or not without
an excessive amount of labor; regard them as suggestive and do the best you can
to get the information which they demand. Do not answer them categorically.
Be wholly honest with yourself. Write freely and fully of what you shrink from
or are ashamed of as weU as of the facts which seem to you creditable. The
contents of your report will be accepted in confidence by the instructor.
Be sure to arrange for personal conferences with the instructor and with
some of your relatives in order that you may obtain advice and assistance in
gathering information.
The object to be studied is the self. We shall study it (i) as a product or
expression of heredity; (2) as a developing, reacting mechanism {a going machine) ;
(3) as a conscious and self-conscious wiUing being; and (4) as a member of social
groups.
The general plan of work is indicated in outline below in order that you may
view the task as a whole.
^ G. E. Partridge's " An outline of individual study " (New York, 1910) will aid you greatly if
carefiilly read.
383054
OUTLINE OF A STUDY OF THE SELF 3
I. The Ancestral History of the Self
1. The family tree. 4
2. A record of family traits :
(a) Physical or bodily traits,
Q)) Mental traits,
(c) Moral traits,
{d) Social traits.
3. A description of the environment and of the physical, mental,
moral, and social characteristics which seem to have determined
the success and happiness of:
{a) Your great-grandparents,
(&) Your grandparents,
(c) Your parents.
II. The DevelopmeiA or Growth of the Self
1. Conditions of prenatal Hfe:
{a) Physical,
(6) Mental.
2. The self in infancy:
{a) Circumstances of birth,
Q)) Physical characteristics,
(c) Mental characteristics.
3. The self in childhood:
(a) Environmental influences,
Q)) Physical development,
(c) Mental development,
id) Temperament and character,
(e) Vocational suggestions,
(/) Habits of special importance,
(g) Social relations and tendencies.
OUTLINE OF A STUDY OF THE SELF
The self in adolescence:
(a) Environmental influences,
(6) Physical development,
(c) Mental development,
{d) Temperament and character,
(e) Vocational suggestions,
(J) Habits of special importance,
{£) Social relations and tendencies.
III. The Self of To-day
A sketch or biography of the self, concise, complete, fair, which
shall exhibit it: —
1. As an expression of heredity with respect to:
{a) Physical constitution,
(h) Mental characteristics,
(c) Social, vocational, moral, and religious tendencies.
2. As moulded by environment in :
(a) Physique,
(6) MentaUty,
(c) Social nature and vocation.
3. As a functioning organism, influenced by and influencing the world
— animate and inanimate. The self as built up by the inter-
action of inheritances and environment.
OUTLINE OF A STUDY OF THE SELF 5
IV. The Significance of the Characteristics of the Self
1. Vocational:
(a) Relation of physique to occupations,
{h) Relation of mind and temperament to occupations,
(c) Bearing of heredity and social position upon vocation.
2. Marital:
The bearing of the following on (i) congeniality in wedlock
and (2) the welfare of offspring:
(a) The inheritances of the self: physical, mental, moral, social,
vocational,
{h) The self as moulded by environment: the physical, mental,
moral, social, religious self,
{c) The preparation or fitness of the self for the duties and
responsibilities of parenthood.
3. Social:
The duties of the self as a member of social groups in the light of
(a) Physical constitution,
(b) Mental constitution,
(c) Moral and reHgious tendencies,
(d) Vocation or vocational abilities.
OUTLINE OF A STUDY OF THE SELF 6
I. THE ANCESTRAL HISTORY OF THE SELF
I. The Family Tree.
In the manner described in " The Family History Book," ^ construct your
family tree. Include in the chart as many of your direct ancestors as you can,
together with their brothers and sisters. Number the generations in Roman and
me individuals in Arabic on the chart. On a supplementary record sheet present
the numbers, names, nationalities, and other facts which seem to you important,
in the Uves of these individuals.
Look up or devise a system of symbols to indicate preeminently important
characteristics or events in individual lives.
The accompanying group of symbols, in use by the Eugenics Record Office,
is presented for your critical examination and assistance. In case you cannot
consult " The Family History Book," the sample pedigree presented on page 7
should suggest to you a convenient method of constructing your family tree. It
presents also the system of numbering individuals, which you should use.
1 " The Family History Book " is published as Bulletin number 7 of the Eugem'cs Record Office,
Cold Spring Harbor, Long Island, New York. The price is fifty cents. The book presents complete
practical directions for the collecting and recording of data concerning human heredity, and sample
pedigree charts.
OUTLINE OF A STUDY OF THE SELF
LmtHlCS RECORD OFFICEXOLD SPRING HRRBORLlNy,
... order to
6e described- 6oth as to qood ijuahUts and defects- u/ith care, accura^ and rrankness.
BRIEF INSTRUCTIONS FOR CHARTING
fam'il/ relationshipa.fordesiqnatiru) the family distribution of specific traiti preparatory to a descriptiife analysis of the innate traitt of each indiJidual.
dliyo/e
O female
Tyitcarricuje. ? unKnOarn ' in-fancjf
CCNERKnONS
CHHZI Vfarn'aqe
iTi
'6-Hh
i -i i -i 1 i i -i
~~^
Grand children
SiH^OlS FOR NORMHU^ l/RLUflBLt TRfl/TS ^ QUflUnC
^ymho/s for Such CraiCs haJt. rioC^eT 6ccn sranc^ard.eca ana
the. oersor^ mat^intf f/te /onnrly chart should inidsnT ^mijc/t MhtcA
^AouH 6e eJfptaincd 6x /«/£/wte[HI ^ Traits uninomt
^~' to the it^^ai tjMrtti.
n ? O ? f^tff""< a'tm>,catU T\'ait
' ^-^ ' <)u9srionailB.
PEDIGREE SHOWING USE OF SYMBOLS, ETC.
S.
Z.
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m D-T— E a — (b o '6-1-6 'ffl-T-'£ >>I "iL "iL "1
E3'' © a ^-T-o ^x © © B y ©
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LEGEND
[Q ifaruraj leoAtr tf a/fair*
IaI ^^^ mutKol
D Sculptor
m Tffcohohc
ly /j6en ««r«« affmmar
W Choreic
[w] Ulanderer
H InJentor
NOTE:- TTie chart scrtles Simply to ahoi.
in Q oeneral uoy their striking traits. 1] f^tf^l anal
i«/«c<*?^'sf«3y""'"''''*°'"-^ '^ /nO/Wdj1
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u
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-
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5
(X,
O
s
S
u
SEX OF CHILD, F. Female. M. Male
Age for which description is given
j
1
10. Adnlt or present height in inches (without shoes) or v. s.
^ery short).
s. (short), n
. (medium).
t. (tall), r. t
(very tall).
11. Adult or present weight, lbs.
or s. (slender), m. (medium), c. (corpulent).
12. Color of hair (before graying) a. (albino, white), /. (flaxen), y-br. (yellow-brown), I.
br. (light brown), w. dr. (medium brown), d. br. (dark brown). 6/. (black),
cl. r. (clear red), d. r. (dark red), d. br. r. (dark brown red).
13. Color of eyes. p. hi. (pale blue), d. hi. (dark blue), bl. br. (blue with brown spots),
I. br. (light brown), d. br. (dark brown), bl. (black), y. bl. (yellow blue-graai.
or green), r. hr. (reddish brown).
1
Note if color differs in the two eyes, dif.
1
or if eyes constantly wander or twitch, iw.
14. Complexion or skin color, bl. (blond), i. (intermediate), b>
'. (bru
nette)
d. br.
(dark brown), n. (black,
negro]
, y. (yellow)
y. br.
(yellow-brown), r.
br. (reddish
brown).
15. General mental ability, i. (poor; failure to advance at
school). 2. (medium to good). 5. (exceptionally good).
Special ability as below. Note: In each ability the grades
16. In vocal music.
State, on margin, any professional performance.
to be
as foi:
ows: I
. (poo
),2.{
mediu
n to g
30d), .
r. (exc
•ptions
illy go
od).
17. In drawing or coloring.
State, on margin, examples of skill.
\ j
18. In literary composition.
State, on margin, titles of any publications.
19. In mechanical skill.
State, on margin, any invention.
1
20. In calculating or in mathematics.
1
21. In remembering.
i
1
1
22. General bodily energy, i. (very inactive). 2. (ordinary).
3. (exceptionally energetic).
23. Condition of sight, i. (blind). 2. (imperfect; wears glass
es). .
. (strc
ng).
State,
on ma
rgin, I
ature
of defe
ct (if
:x)lor t
lind, c
.b.).
24. Age when sight defect, if any, was acquired
or, c. (congenital; born defective).
25. Condition of hearing, i. (deaf). 2. (defective).
3. (strong). State, on margin, nature of defect.
26. Age when hearing defect, if any, was acquired.
c. (congenital; born defective).
27. Condition of speech, n. (normal). I. (lisping), s. (stam-
mering), d. (dumb; speech unintelligible).
28. Temperament, p. (phlegmatic, slow), i. (intermediate),
n. (nervous, quick), p. n.; p. i.; n. i. (alternating in mood).
29. Use of hands, a. (ambidextrous), I. (left handed),
r. (right handed).
Defects of bodily form as below. Check (X) any that ma
30. Birthmarks.
State, on margin, kind.
/be pi
■esent.
31. Hare lip (L) or cleft palate (P).
32. Abnormal fingers or toes.
Describe on margin.
33. Other traits.
Describe on margin.
JIS~ Give the data asked for (using figures or letters) in the blank spaces at the right. Enter the data in the proper column for grandparents (columns 1-4), parents
(columns s. 6), and children (columns 7-16).
•*S" If more than ten children, use an additional blank.
Fill out for Brothers and Sisters of Father and Mother. Also first cousins and other relatives.
Surname
Given name
Place in Pedigree*
Address, if living
Year of birth
If dead, year of death
Cause of death
Adult stature or height
Married to
*No. of sons of dau's
Diseases to which liable
Imperfections of sight or
hearing
Mention below occupation
and any special gift or
striking quality of mind or
body.
<»
]
Fill out for Brothers and Sisters of Father and Mother
. Also grandparents, first cousins and other relatr
Surname
Given name
Place in Pedigree^
Address, if living
Year of birth
If dead, year of death
Cause of death
Adult stature or height
Married to
*No. of sons of dau's
Diseases to which liable
Imperfections of sight or
hearing
Mention below any specia
gift or peculiarity of min(
or body.
1
¥
'^■H
OUTLINE OF A STUDY OF THE SELF 9
In studying traits, Bulletin no. 6 of the Eugenics Record Office, entitled
" The Trait Book," wiU prove useful to you.
(c) Moral traits. List the dominant moral characteristics of the family,
or of different branches. Try to arrange your brothers, sisters, parents, uncles,
aunts, and grandparents according to {a) will power, (h) self control, (c) honesty,
{d) altruism.
Which of your relatives do you most admire for moral attributes (character
and moral code) ? Why ?
Is your family religious ? Sketch its religious history. What relation has
the religious faith, or lack of it, to the moral traits of the family ?
(d) Social traits. List the social characteristics of your family. Are the
family ties strong and lasting ? Do church, clubs, lodges, or other social groups
attract and hold ? Is the family interested chiefly {a) in its own advancement —
socially, intellectually, morally, materially ? {h) in social reforms — poHtical
changes, social service, temperance, education, individual rights, euthenics,
eugenics ? Have any individuals been conspicuous in these lines of service ?
3. A Description of the Environment and of the Physical, Mental,
Moral, and Social Characteristics which seem to have
determined the success and happiness of
(a) Your great-grandparents,
(p) Your grandparents,
(c) Your parents.
In this section, sum up the results of your study of your family by giving a
brief, well-thought-out description of its most influential traits of body, mind,
and social conscience.
OUTLINE OF A STUDY OF THE SELF lo
II. THE DEVELOPMENT OR GROWTH OF THE SELF
'i. Conditions of Prenatal Life
(a) Physical. Bring together all of the physical facts which have bearing
upon your prenatal existence: Age of parents; their health; their economic
status; previous children; habits of father and of mother (alcohol, tobacco,
drugs; work, rest, recreation).
(b) Mental. Similarly, bring together all available information concerning
mental conditions which may have influenced your prenatal existence: Atti-
tudes of father and mother toward children; mental condition of father at this
time of life; mental condition of mother, immediately before and during preg-
nancy; any unusual experiences during pregnancy; intellectual occupations oJ
diversions of parents during this period of your life.
2. The Self in Infancy (Birth to End of Second Year)
(a) Circumstances of birth. Condition of mother physically and mentally at
this critical time; environmental circumstances; easy or difficult birth; instru-
mental; any known injuries at birth; behavior immediately afterbirth; environ-
ment during infancy; coimtry or city; playmates; sleep; exercise; food.
(b) Physical characteristics. Weight, general physical condition, and be-
havior at birth; growth during first two years; special physical traits; defects;
precocious development; learning to walk, to talk, to feed the self.
(c) Mental characteristics. Habits of personal cleanliness; likes and dis-
likes with respect to foods; temperament (good-natured, happy, cheerful,
playful or cross, fretful, peevish); easily angered, soon restored to cheerfulness;
fearless or fearful (timid or courageous) ; special fears, instinctive and acquired
(if any are thought to be acquired, give their history); interests, in animals,
dolls, other children, driving or riding, in water, in articles of clothing, in play-
things; imitative tendencies, — imitation of what and when.
OUTLINE OF A STUDY OF THE SELF n
3. The Self in Childhood (Thieid to Twelfth Years)
(a) Environmental influences. Was your childhood spent in the country
or the city ? Which do you consider the better environment for a child ? Why ?
How did your home, clothing, food, toys, playmates compare, so far as you may
judge, with those of the average child in your community ? Were you contented
and happy during childhood ? If not, why not ? How, as you now view it,
could the circumstances of your childhood have been improved to your advan-
tage ? What factors in your environment influenced you most strongly ?
(b) Physical development. Had you any physical defects which persisted
from infancy or appeared during childhood ? What ? What was done for
them ? What should have been done ? Give your height and weight at inter-
vals from birth to date, if you can. Did you develop rapidly ? What relation
has your weight usually borne to your height ? Has this any special significance ?
Were you normally strong, active, energetic; a lover of athletics, or of sedentary
pastimes ? Amount of illness during chfldhood ? What diseases or serious
injuries ? What after-effects ?
(c) Mental development. Were you precocious or backward in mental
development ? At what age did you enter school ? What were your inteUectual
attainments at the time ? Which parent, if either, did you most resemble in
your mental development and tendencies ? Had you any defective sense organs
or sense peculiarities ? Were they corrected ? Might they have been ? Were
your senses keen ? To what could you most naturally and easfly attend ?
Could you best remember the exact words or the general ideas of a lesson ?
What kind of information could you remember most easily and accurately ?
Discuss, as your memory and information from parents, relatives, teachers,
enable you to, the following aspects of your mental life: memory, imagination,
judgment, reasoning, emotional tendencies, especially fears, acquired as well as
innate (describe each with fulness with respect to its origin and causes, or con-
ditions, as well as its history and present condition), instincts (collecting, play,
imitation, wandering, fighting, chimmiing), plays, ideals, scholarship.
OUTLINE OF A STUDY OF TEE SELF 12
(d) Temperament and character. Describe yourself briefly, accurately, hon-
estly, with respect to temperament (inherited disposition) and character (the
inherited disposition as modified by experience).
Use the following questions as suggestions toward the elaboration of your
description. Were you frank, honest (with self and others), courageous, just,
fearless of injury, calm, cheerful, self-controUed, ambitious ? Were you pri-
marily thoughtful and deliberate, or emotional and impulsive (tending to act
hastily) ? Were you a " good " or a " bad " child, in comparison with your
mates ? What made you such ? Were you high-strung ? Nervous ? High-
tempered ? Quick or slow in thought ? In action ? Superficial or deep in
feeling ? Revengeful ? Did your emotions and plans center mainly in yourself
or on some other object ? Were you pure in thought; speech; action ? Careful
of your reputation ? For what were you reputed ? The occasion of your first
He ? Have you given up lying ? Why ? Were you naturally or by training
(whose ?) careful in attitude, gait, speech, use of voice, nails, teeth, dress, state-
ment, judging others ?
Consider the following aspects of yourself: conceit, or self-love; vanity,
self-consciousness, benevolence, optimism, conscientiousness, self-dependence,
sensitiveness, caution, courage, recklessness, love of adventure, willingness to
make sacrifices for your future good or for others.
(e) Vocational suggestions. What was your childish attitude toward your
father's vocation ? What, at various ages, have been your ideal vocations ?
When did you begin seriously to think of a life work ? What were the circum-
stances ? Have you found yourself to be most attracted by men or by women;
by a certain type of individual, physically or mentally, or by one engaged in a
certain occupation ? Discuss this matter fully in the light of your vocational
influences and aptitudes. During childhood how did you spend your leisure ?
Think of yourself among your companions; in what did you excel ? How did
your habits, occupations, ideals, differ most strikingly from theirs ? What
kinds of Hterature did you read, if left to yourself ? In what studies and
other work did you succeed best during childhood ? What appealed to you
most strongly ? Why ? Has all this any bearing upon your chosen or prob-
able career ? What ?
OUTLINE OF A STUDY OF THE SELF 13
(f) Habits of special importance. What important habits, good or bad,
did you acquire at this time ? Is there a particular habit which stands out as
responsible for anything unsatisfactory in your life ? If so, how did you happen
to acquire it ?
Consider especially habits of honesty, truthfulness, fairness, conscientiousness,
thoroughness, persistence, patience, and self-control.
Did either your father or your mother give you any instruction during child-
hood concerning sex ? When ? In what manner and to what extent ? What
was the effect of this instruction ? Describe fully and frankly the development
of your sex instincts, and the habits which have grown up about them. In case
your parents gave you no sex instruction in childhood, how did you obtain such
information, and what was its nature ? Do you feel that your parents, brothers,
sisters, or teachers did you any injustice by faihng properly to enlighten and
instruct you in matters of sex or by deceiving you ? What do you think they
should have done ?
(g) Social relations and tendencies. Describe briefly your relations with your
parents, brothers and sisters, other members of the household, during childhood.
What can you say concerning the religious, moral, economic, social and political
conditions and influences in your home ? Was the spirit of that home harmonious
or discordant ? Were you on intimate, confidential, affectionate terms with
your father, mother, brothers, sisters, teachers, — anyone ? If so, how did the
relation develop, and what was the result ? Did your parents understand you ?
Did they sympathize with you ? Did you naturally seek companions in child-
hood ? Did you have few or many ? Did you enjoy school ? Why ? Give
a Hst of your teachers with an estimate of the influence of each upon you. Did
you take to social gatherings or entertainments at this age ? Were you natu-
rally and generally a leader or a follower in games, school, clubs ? Why ? Were
you easily influenced, suggestible, weak-willed, vaciUating, or the opposite ?
Did you prefer the society and pursuits of your own or the other sex ? Why ?
Had you any strong attachments or love affairs during chfldhood ? Were you
naturally religious ?
OUTLINE OF A STUDY OF THE SELF 14
4. The Self in Adolescence (Thirteen to Twenty Years)
Describe the various aspects of the hfe of the self from the thirteenth to the
twentieth years in accordance with the suggestions given under childhood, in
so far as they apply. Make use of the same sub-heads if they seem suitable, or
supplement them as appears to you desirable.
This is the period of life that you are likely to know most about, and to find
most difficult to describe fairly and frankly. Do your best: do not be satisfied
with an inadequate picture of yourself.
Of special importance in this period are the following points, arranged under
their appropriate headings.
«
(a) Environmental influences. Home conditions and influences; physical
conditions; food; exercise; amusements, stimulants, narcotics, drugs. School
experiences: teachers, companions, serious interests, and sports. Does your
experience lead you to believe in co-education ? Give reasons.
During adolescence, did you regularly follow a well-thought-out program of
eating, sleeping, exercising, working ? If not, why not ? Do you feel that you
knew enough about yourself and about dietetics to choose the foods best suited
to you, or did you follow your whims ? Do you consider that your environment
during this period was favorable or unfavorable to your development ? In
what respects ? Did you try to improve it ? Why ?
(b) Physical development. Records of your physical and of medical ex-
aminations are valuable in this connection. Present any reliable data that you
can obtain. The accompanying blank form for anthropometric measurements
should prove useful.
What were the chief points in your adolescent physical development ? Were
you physically perfect ? If not,, were the imperfections inherited or acquired ?
Did you take advantage of your opportunities for physical development ?
Be sure to mention anything noteworthy about the development of muscular,
digestive, respiratory, circulatory, excretory, glandular, nervous, or sexual
organs, including effects of use, injury, and disease.
OUTLINE OF A STUDY OF THE SELF
IS
Date
ANTHROPOMETRIC MEASUREMENTS
Age
Weight
Height Standing . .
" Sitting
" Knee ....
" Pubic Arch
" Navel ....
" Sternum . .
Girth Head
« Neck
" Chest
" " FuU . . . .
" Ninth Rib ...
« « -Full ...
« Waist
" Hips
« Thigh R
« « L
" Knee R
« « L
« Calf R
« « L
« Ankle R
« « L
" Instep R
« " L
" Up. Arm R . . .
" " L . . .
« Elbow R
« « L
" Fore Arm R . .
« « " L . .
" Wrist R
« « L
Depth Chest
" Abdomen
Head
Breadth Head
« Neck
" Shoulders . . .
" Waist
« Hips
" Nipples
Shoulder-Elbow R . . . .
L ....
Elbow-Tip R
L
Length Foot R
« « L
" Horizontal
Stretch of Arms
Strength Chest
Capacity Lungs
Strength Lungs
" Back
" Legs
" R. F. Arm . . .
L. F. Arm ..
B " Up. Arms ...
« Total
Development
Condition
Pilosity ,
Color Hair ,
" Eyes
Temperament
Temperature
Barometer
OUTLINE OF A STUDY OF THE SELF i6
(c) Mental development. Observe, especially in memory and by the examina-
tion of products of your school work and recreations, the development of these
aspects of your mental self: — observational ability (quickness, accuracy),
memory (quickness in learning, ease and accuracy of recall), imagination (nature,
extent), reasoning ability (were you broad-minded, logical, fair ?), emotions
(strong and frequent or weak), sentiments (for things, for. people? many?
few ? strong or weak ?) ; artistic, moral and religious sentiments especially
deserve description.
The following outline is suggested as a guide in studying your mental develop-
ment : ^
Sensations :
Discrimination.
Range.
Imagery:
Type.
Range and effectiveness.
Chief likes and dislikes :
Food, persons, clothing, natural phenomena, etc.
Apperceptive tendencies:
Attention.
To what chiefly ?
Range.
Persistence.
Chief association patterns.
Memory:
Best for what ?
Type : visual, auditory, etc. Literal or logical.
Learning and recall.
Thought:
Concepts most readily formed.
Judgment : best in what direction ?
Reasoning. Were you logical, broad-minded, fair ?
Did you estimate yourself correctly ?
^ For methods of measuring mental functions see Whipple's " Manual of mental and physical
tests " (Baltimore, 1914), and Stern's " The psychological methods of testing intelligence " (Balti-
more, 1 9 14.)
OUTLINE OF A STUDY OF THE SELF 17
Emotions:
Which kind strongest ?
Quick or sluggish ?
Did they over-influence vour reason ?
Sentiments:
Esthetic, r Nimiber.
Moral. Strength.
Religious. ] Duration.
Logical. I Practical influence.
WiU:
Greatest strength and weakness.
Far-visioned or immediate ?
Obstinate or concihatory ?
Special abilities:
Music, oratory, drawing, painting, etc.
(d) Temperament and character. Make as truthful a portrait of your tem-
perament and character as you can. Point out what you deem defects and dis-
cuss possible ways of remedying them. Indicate, in contrast with your actual
self, your ideal. Who have been your heroes during adolescence ? Why ?
Who is now your ideal ?
In the following list underscore once the terms that fairly well describe you
as an adolescent; underscore twice those that describe you very accurately.
Respectful, disrespectful; responsive, unresponsive; capricious, steady;
prompt, procrastinating; resourceful, helpless; gentle, violent; objective-
minded, subjective-minded; graceful, awkward; purposeful, desultory; thor-
ough, superficial; orderly, disorderly; optimistic, pessimistic; contented, queru-
lous; originative, imitative; vacillating, decided; careful, careless; deliberate,
rash; industrious, indolent; practical, dreamy; persistent, fickle; visionary,
matter-of-fact; sanguine, melanchoHc; critical, suggestible; romantic, im-
romantic; systematic, unmethodical; erotic, cold; excitable, stolid; emotional,
lethargic; intellectual, stupid; prosaic, humorous; nervous, phlegmatic; sym-
pathetic, caUous; polite, rude; truthful, prevaricating; loyal, untrustworthy;
artistic, unartistic; religious, unreligious; inventive, unoriginal; self-confident,
self-distrustful; proud, servile; pleasure-loving, ascetic; egotistic, altruistic;
diffident, bold; serious, trifling; avaricious, prodigal; secretive, frank, reticent;
OUTLINE OF A STUDY OF THE SELF i8
intemperate, temperate; self-assertive, self-depreciative; dignified, compromis-
ing; bold, bashful; self-controlled, self-indulgent; ambitious, unambitious;
selfish, self-sacrificing; generous, stingy; chaste, licentious; credulous, incredu-
lous; stubborn, conciliatory; witty, satirical; narrow-minded, broad-minded;
taciturn, voluble; opinionated, imaginative; thrifty, improvident; tactful,
blundering; trustful, suspicious; moral, immoral.
In Partridge's Outline of individual study (pp. 106-111) may be found a long
list of terms descriptive of human character. This list may aid you in working
out a description of yourself.
(e) Vocational suggestions. What vocational influences have acted upon
you since childhood ? What led you to your choice, or is likely to lead you to it ?
What bearing has heredity (as you now know the facts) upon what you should
or should not attempt to do ? What bearing has your present knowledge, or
any knowledge that thorough study might give you of yourself as a physical
and mental object, upon the same problem ? Is vocational advice on the basis
of a careful study of the characteristics of the self worth while ? What makes
you think so ?
If you have chosen your life work, state your ambition, ideal, determination.
What is your chief motive in life ?
(f) Habits of special importance. There should be a great many: habits
of work, of play, of social behavior, of eating, drinking, of self-control, of reading,
thinking, remembering, of feehng toward others, of deahng with physical incon-
veniences, annoyances, or iUs, of regulating sexual and other instincts and desires.
Describe them as you are able to get at them. The more frank and the fuller
the descriptions the better. Did you know how to form a habit ? How to break
one up ?
(g) Social relations and tendencies. Natural feelings for men and women?
Were you naturally selfish or generous and altruistic ? Were you so by habit or
training ? Did you treat other persons as means to your success or as ends ?
Were you socially minded or self centered ? Did you feel that you were responsi-
ble in a measure for the comfort and happiness of all your fellow beings ?
OUTLINE OF A STUDY OF THE SELF 19
III. THE SELF OF TO-DAY ^
A SKETCH OR BIOGRAPHY OF THE SELF, CONCISE, COMPLETE, FAIR, WHICH
SHALL EXHIBIT IT
I. As AN Expression of Heredity with Respect to
(a) Physical constitution. In this connection make use of all the data pre-
viously obtained and of such supplementary information as is available. Physi-
cal, anthropometric, and medical examinations should yield much material.
The blank form on page 15 may be used if you wish to present physical measure-
ments. Do not shirk the task of seeking facts concerning your physical constitu-
tion in its relations to the traits of your ancestors.
(b) Mental characteristics. Compare your mental traits with those of your
relatives, so that the reader may see clearly the important respects in which you
closely resemble or differ from your brothers, sisters, parents, and grandparents.
Consider temperament, character, and instincts, as well as mental capacities
in the narrower sense.
(c) Social, vocational, moral, and religious tendencies. After clearly describing
your chief social, vocational, moral, and religious tendencies compare them with
the " family " tendencies. State in what respects you deem heredity responsible
for your social, moral, and religious beliefs, feelings, actions. Do you think that
heredity has had anything to do with your vocational fitness or choice ?
2. As Moulded by Environment in
(a) Physique. Indicate the chief environmental influences which have taken
part in the moulding of your physique, and state the effect you attribute to each.
Review your habits. Are they all valuable ? If not, why not rid yourself of
the undesirable ones ? Have they developed because of accidental environmental
influences or by reason of determination on your part ? Are you habitually
careful of your body, within and without ? Consider all of your physical char-
acteristics in their relations to the circumstances in which you have lived.
1 If you are an adolescent, this chapter will be a resume of the previous one; if you are an adult,
it should present much new material.
OUTLINE OF A STUDY OF THE SELF . 20
(b) Mentality. What has environment had to do with your mentahty ? At
home; in school; among your companions ? Include social influences in envi-
ronment. Review the list of traits on page 1 7 and include here such as you now
possess. Are your social, political, moral and religious ideals inheritances,
acquisitions, or both ?
(c) Social nature and vocation. Here again, attempt to distinguish what is
hereditary from what has been acquired. State definitely to what factors or
influences in your surroundings you attribute traits. If you are frank, honest,
sincere, cordial, agreeable of voice, a good talker or listener, is it chiefly
because of heredity or of influences which have acted upon you ?
3. As A Functioning Organism, Influenced by and Influencing
THE World — Animate and Inanimate. The Self as Built up by
THE Interaction of Inheritances and Environment
Consider especially your instincts — fear, curiosity, repulsion, attraction —
your chief bodily organs and their functioning. Is your body a smoothly, efl5-
cientiy working machine ? If not, in what respects and for what reasons is it
troublesome or inefficient ? Do you know how to keep it in better condition than
it usuaUy is in ? If so, why do you not do so ? What, with respect to bodily
function, do you consider the order of importance of self-reverence, self-knowl-
edge, and self-control ?
Do you understand the general bodily structure and functions ? Do you
know the essentials of personal hygiene ?
Use the above and similar questions concerning your self as a going-machine,
as aids in your discussion, not as questions to be answered briefly and separately.
OUTLINE OF A STUDY OF TEE SELF 21
IV. THE SIGNIFICANCE OF THE CHARACTERISTICS
OF THE SELF
I. Vocational
(a) Relation of physique to occupations. Discuss your physical traits in their
bearings upon your chosen vocation or those under consideration. Name several
occupations for which you deem yourself physically fit. From the physical
standpoint, are there several vocations in which you think you might succeed
equally well ? Do you feel in need of vocational advice ?
(b) Relation of mind and temperament to occupations. In the light of your
present knowledge of your mental capacities, temperamental traits, character,
and special interests, what vocations promise most ? If there is some one pursuit
for which you deem yourself especially fit — or one which you have definitely
decided to follow — indicate the relations of your chief traits of mind to that
vocation.
What does " success " mean to you ? What is your chief desire in life ? Are
you ambitious ? For what? Are you lazy? Which would you prefer: wealth,
fame, social position, comfort and pleasure in ease, or the satisfaction of large
service ? Make clear your philosophy of Hfe, if you have one, and your ideal for
yourself.
Is your character such as to justify your ambition ? If not, why not ?
Having enumerated your temperamental characteristics, discuss their relations
to your traits of character. Do you know how to work steadily, effectively,
conscientiously, joyously ? Have you learned to take satisfaction in doing
things well rather than in merely getting them done ? Do you trust yourself in
matters of truth, honesty, sex, fully and fearlessly ? Do you know anyone in
whom you feel more confidence than in yourself ? Does character seem to you
of major or of minor importance in one's career ? Why ?
(c) Bearing of heredity and social position upon vocation. Is there a family
vocation which attracts you; which makes demands upon you; for which you
feel especially suited; in which you feel that you can maintain, or advance, the
family reputation ? What is it ? Give its history in the family, and justify
your inclination to follow it or to choose some other.
OUTLINE OF A STUDY OF THE SELF 22
Do your parents, or other relatives, wish you to follow a certain vocation ?
Why ? Are you going to permit their wish to determine the course of your
career ? Why ? Does your social position or self-esteem, pride, or snobbishness,
force you to choose from a limited range of vocations ? Discuss the matter
from the broadly social point of view.
Summing up : — To what extent should the following factors influence one's
choice of an occupation: physical constitution; mental traits, temperament,
character; wishes of parents; wishes of betrothed, husband or wife; ambition;
sense of duty to society; sense of duty to one's ideals of success, happiness,
social service ?
2. Marital
The bearing of the following on (i) congeniality in wedlock and (2) the
welfare of of spring
(a) The inheritances of the self: physical, mental, moral, social, vocational.
Consider especially and in detail, with frankness and impartiality, your family
failings, weaknesses, and good points. Take up any prevalent diseases or ten-
dencies to disease in yourself. Is there any sufficient reason or combination
of reasons why you should not marry ? Why you should not have children ?
If you are an excellent representative of high-class stock, is it not your duty to
have as many children as you can successfully rear ?
(b) The self as moulded by environment: the physical, mental, moral, social,
religious self. What significance has it for mating; for your children ? Are
you physically well fitted for a particular type of mate ? For any mate ?
Give your reasons.
Is it possible for you now to improve your physical fitness for marriage and
for the production of children ? Do you know the probable effects of venereal
disease on marital happiness and on offspring ?
What, so far as you can foresee at present, should be the mental, moral, and
social characteristics of your ideal mate ? ^
(c) The preparation or fitness of the self for the duties and responsibilities of
parenthood. Systematically examine yourself with a view to deciding whether
you are physically, mentally, and morally, fit to have children. State the
results of your self-examination.
1 If you are looking forward to marriage you will find it profitable to obtain a copy of the " Index
to the Germ Plasm " from the Eugenics Record Office, Cold Spring Harbor, Long Island, New York.
It will be sent to you on request.
OUTLINE OF A STUDY OF THE SELF 23
Do you feel responsible for your possible children and, as a member of society,
for all children yet unborn ? Have you considered duly and fully the facts and
laws of heredity and eugenic teachings in this important connection ? If not,
should you not do so ?
Are you prepared for the duties and responsibilities of parenthood ? In
what respects ? Should less be expected of the one sex than of the other in the
way of sex control, abstinence, purity of thought, and of act ? If so, why ? Do
you know enough about the laws of heredity, of the conditions of conception,
pregnancy, parturition, about the physical, mental, social conditions in which
the expectant mother should live, to justify you in becoming a parent ? Do you
know enough about the care of infants, the course of physical and mental develop-
ment and the significance of environmental influences during infancy, childhood,
and adolescence, to make you an intelligent, sympathetic, wisely helpful, unsel-
fish parent ?
Do you know the essential facts concerning the anatomy, physiology, and
hygiene of the reproductive organs of man and woman ? Have you reliable
information concerning the merits and demerits of personal purity; of sexual
activity ? Do you regard the use of the sexual organs as necessary for their
normal functional development and for your comfort and health ? What are
the chief sources of your information ? ^
3. Social
The duties of the self as a member of social groups in the light of
(a) Physical constitution. What bearing has your physique upon your
social duties and activities ? Have you the physical basis for a large, noble
nature: good digestion, well coordinated muscles, abundant vitality ? Do you
think your physical habits, and consequent physical condition, have anything to
do with your attitude toward your fellow beings ?
(b) Mental constitution. Does your mentality, education, or ambition impose
upon you the duty of being a social leader ? Do you inspire confidence ? Why ?
^ The following works on sex education and hygiene are reliable and should be consulted if you
lack proper information:
Hall, Wintield S. The biology, physiology, and sociology of reproduction; also sexual hygiene
with special reference to the male. Association Press, 124 E. 28th Street, New York. 1907.
Galbraith, Anna M. The four epochs of woman's life. A study in hygiene. W. B. Saunders
Company, Philadelphia, 19 13.
OUTLINE OF A STUDY OF THE SELF 24
Do you make those about you more, or less, talkative, serious, frank, pure in
speech and thought, earnest, broad-minded, charitable, unselfish, ambitious,
thoughtful of others ? Are you by nature or by training socially minded ? Do
you feel constantly your responsibility for others ? Do you find yourself living
chiefly in your social obligations ? Do you feel dependent upon others ? To
what extent ? Is your personal ideal individual success and happiness, or social
usefulness ? Are your mental traits, education, and character such as to fit you
to lead society to better modes of thinking and living ? Is your sense of respon-
sibility equally great for yourself, your family, your unborn children, your race ?
Should it be ?
What role do you feel that you should play in human society: that of leader,
reformer, social philosopher, follower, conservative, recluse ?
(c) Moral and religious tendencies. Are you moral or religious by nature ?
By training ? Of course, you may be either, both or neither. What bearing
have your moral principles or code upon your social relations ? Do they force
you to avoid social relations; to seek certain social groups; to strive for a wide
personal influence ? Do your religious beliefs impel you to enlighten, convert,
" save " others ? Are your morals strictly individual, or do you consider them
applicable to every human being ? To all persons of your age and sex ? To
all persons in your state of civilization ? To all, with your education ? Do you
similarly regard your religious beliefs as strictly individual ? Do you hesitate
to state them to others because you do not wish to influence them ?
(d) Vocation or vocational abilities. Have you chosen your vocation, or do
you propose to do so, from social motives ? In order that you may help others
or yourself ? Do you look upon your life work as a means or an end ? Is
your vocation favorable to family life ? To the rearing of children ? To their
education ? Is it favorable to social activity in the broad sense ? Are you
planning to give yourself to your children, — not merely what your earnings
can buy for them ?
119^
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