![]() | Topic II. PSYCHOLOGIC LESSONS. Criminal Psychology: a manual for judges, practitioners, and students | ![]() |
Section 9. (g) Interest.
Anybody who means to work honestly must strive to awaken and to sustain the interest of his collaborators. A judge's duty is to present his associates material, well-arranged, systematic, and exhaustive, but not redundant; and to be himself well and minutely informed concerning the case. Whoever so proceeds may be certain in even the most ordinary and simplest cases, of the interest of his colleagues,—hence of their attention; and, in consequence, of the best in their power. These are essentially self-evident propositions. In certain situations, however, more is asked with regard to the experts. The expert, whether a very modest workman or very renowned scholar, must in the first instance become convinced of the judge's complete interest in his work; of the judge's power to value the effort and knowledge it requires; of the fact that he does not question and listen merely because the law requires it, and finally of the fact that the judge is endowed, so far as may be, with a definite comprehension of the expert's task.
However conscientiously and intensely the expert may apply himself to his problem, it will be impossible to work at it with real interest if he finds no co-operation, no interest, and no understanding among those for whom he, at least formally, is at work. We may be certain that the paucity of respect we get from the scientific representatives of other disciplines (let us be honest,—such is the case) comes particularly from those relations we have with them as experts, relations in which they find us so unintelligent and so indifferent with regard to matters of importance. If the experts
The most difficult problem in interest, is arousing the interest of witnesses—because this is purely a matter of training. Receiving the attention is what should be aimed at in rousing interest, inasmuch as full attention leads to correct testimony—i. e., to the thing most important to our tasks. "No interest, no attention," says Volkmar.[1] "The absolutely new does not stimulate; what narrows appreciation, narrows attention also." The significant thing for us is that "the absolutely new does not stimulate"— a matter often overlooked. If I tell an uneducated man, with all signs of astonishment, that the missing books of Tacitus' "Annals" have been discovered in Verona, or that a completely preserved Dinotherium has been cut out of the ice, or that the final explanation of the Martian canals has been made at Manora observatory,— all this very interesting news will leave him quite cold; it is absolutely new to him, he does not know what it means or how to get hold of it, it offers him no matter of interest.[2] I should have a similar experience if, in the course of a trig case, I told a man, educated, but uninterested in the case, with joy, that I had finally discovered the important note on which the explanation of the events depended. I could not possibly expect interest, attention, and comprehension of a matter if my interlocutor knows nothing about the issue or the reason of the note's importance. And in spite of the fact that everything is natural and can be explained we have the same story every day. We put the witness a definite question that is of immense importance to us, who are fully acquainted with the problem, but is for the witness detached, incoherent, and therefore barren of interest. Then who can require of an uninterested witness, attention, and effective and well-considered replies?[3] I myself heard a witness answer a judge who asked him about the weather on a certain day, "Look here, to drag me so many miles to this place in order to discuss the weather with me,—that's—." The old man was quite right because the detached question had no particular purpose. But when it was circumstantially explained to him that the weather was of uttermost significance in this case, how it was related thereto, and how important his answer would be, he went at the question eagerly,
Now, if one is already himself endowed with keen interest and resolved to awaken the same in the witnesses, it is necessary carefully to consider the method of so doing and how much the witness is to be told of what has already been established, or merely been said and received as possibly valuable. On the one hand it is true that the witness can be roused to attention and to more certain and vigorous responses according to the quantity of detail told him.[4] On the other, caution and other considerations warn against telling an unknown witness, whose trustworthiness is not ascertained, delicate and important matters. It is especially difficult if the witness is to be told of presuppositions and combinations, or if he is to be shown how the case would alter with his own answer. The last especially has the effect of suggestion and must occur in particular and in general at those times alone when his statement,
How and when the witness is to be told things there is no rule for. The wise adjustment between saying enough to awaken interest and not too much to cause danger is a very important question of tact. Only one certain device may be recommended—it is better to be careful with a witness during his preliminary examination and to keep back what is known or suspected; thus the attention and interest of the witness may perhaps be stimulated. If, however, it is believed that fuller information may increase and intensify the important factors under examination, the witness is to be recalled later, when it is safe, and his testimony is, under the new conditions of interest, to be corrected and rendered more useful. In this case, too, the key to success lies in increase of effort—but that is true in all departments of law, and the interest of a witness is so important that it is worth the effort.
![]() | Topic II. PSYCHOLOGIC LESSONS. Criminal Psychology: a manual for judges, practitioners, and students | ![]() |