The Foundations of Personality [96]
the child to the parent, in the emotional response of an individual to his group. Out of the social pressure arises the desire to please, to win approval, to get justification, and these struggle in the mind of the child with other desires. We said the child seeks experience,--but not only on his own initiative. The father stands against the wall, perhaps with one foot crossing the other. Soon he feels a pressure and looks down; there is the little one standing in his imitation of the same position. Imitation, in my belief, is secondary to a desire for experience. The child does not imitate everything; he is equipped to notice only simple things, and these he imitates. Why? The desire to experience what others are experiencing is a basic desire; it expresses both a feeling of fellowship and a competitive feeling. We do not feel a strong tendency to imitate those we dislike or despise, or do not respect, we tend to imitate those we love and respect, those for whom we have a fellow feeling. Part of the fellow feeling is an impulse to imitate and to receive in a positive way the suggestion offered by their conduct and manners. Analogous to imitation, and part of the social instinct, is a credulity, a willingness to accept as if personally experienced things stated. Part of the seeking of experience is the asking of questions, because the mind seeks a cause for every effect, a something to work from. Indeed, one of the main mental activities lies in the explaining of things; an unrest is felt in the presence of the "not understood" which is not stilled until the unknown is referred back to a thing understood or accepted without question. The child finds himself in a world with laid-down beliefs and with explanations of one kind or another for everything. His group differs from other groups in its explanations and beliefs; his family even may be peculiar in these matters. He asks, he is answered and enjoined to believe. Without credulity there could be no organization of society, no rituals, no ceremonials, no religions and customs,--but without the questioning spirit there could be no progress. Most of the men and women of this world have much credulity and only a feeble questioning tendency, but there are a few who from the start subject the answers given them to a rigid scrutiny and who test belief by results. Let any one read the beliefs of savages, let him study the beliefs of the civilized in the spirit in which he would test the statement of the performance of an automobile, and he can but marvel at man's credulity. Belief and the acceptance of authority are the conservative forces of society, and they have their origin in the nursery when the child asks, "Why does the moon get smaller?" and the mother answers, "Because, dear, God cuts a piece off every day to make the stars with." The authorities, recognizing that their power lay in unquestioning belief, have always sanctified it and made the pious, non-skeptical type the ideal and punished the non-believer with death or ostracism. Fortunately for the race, the skeptic, if silenced, modifies the strength of the belief he attacks and in the course of time even they who have defended begin to shift from it and it becomes refuted. Beliefs, as Lecky[1] so well pointed out, are not so of ten destroyed as become obsolete. [1] Lecky: "History of European Morals." As he points out, the belief in witchcraft never was disproved, it simply died because science made it impossible to believe that witches could disorganize natural laws.
It may seem as if imitation were a separate principle in mental growth, and there have been many to state this. As is well known Tarde made it a leading factor in human development. It seems to me that it is linked up with desire for experience, desire for fellowship, and also with a strongly competitive feeling, which is early manifest in children and which may be called "a want of what the other fellow has." Children at the age of a year and up may be perfectly pleased with what they have until they see another child playing with something,--something
It may seem as if imitation were a separate principle in mental growth, and there have been many to state this. As is well known Tarde made it a leading factor in human development. It seems to me that it is linked up with desire for experience, desire for fellowship, and also with a strongly competitive feeling, which is early manifest in children and which may be called "a want of what the other fellow has." Children at the age of a year and up may be perfectly pleased with what they have until they see another child playing with something,--something