Part 5 (1/2)

2. The second result of this imitative learning about personality is of equal importance. When the child has taken up an action by imitation and made it subjective, finding out that personality has an inside, something more than the mere physical body, then he reads this fact back into the other persons also. He says to himself: ”He too, my little brother, must have _in him_ a sense of agency similar to this of mine. He acts imitatively, too; he has pleasures and pains; he shows sympathy for me, just as I do for him. So do all the persons with whom I have become so far acquainted. They are, then, 'subjects'

as I am--something richer than the mere 'projects' which I had supposed.” So other persons become essentially like himself; and not only like himself, but identical with himself so far as the particular marks are concerned which he has learned from them. For it will be remembered that all these marks were at first actually taken up by imitation from these very persons. The child is now giving back to his parents, teachers, etc., only the material which he himself took from them. He has enriched it, to be sure; with it he now reads into the other persons the great fact of subjective agency; but still whatever he thinks of them has come by way of his thought of himself, and that in turn was made up from them.

This view of the other person as being the same in the main as the self who thinks of the other person, is what psychologists mean when they speak of the ”ejective” self. It is the self of some one else as I think of it; in other words, it is myself ”ejected” out by me and lodged in him.

_The Social and Ethical Sense._--From this we see what the Social Sense is. It is the feeling which arises in the child or man of the real ident.i.ty, through its imitative origin, of all possible thoughts of self, whether yourself, myself, or some one else's self. The bond between you and me is not an artificial one; it is as natural as is the recognition of personal individuality. And it is doing violence to this fundamental fact to say, as social science so often a.s.sumes, that the individual naturally separates himself or his interests from the self or the interests of others. He is, on the contrary, bound up with others from the start by the very laws of his growth. His social action and feeling are natural to him. The child can not be selfish only nor generous only; he may seem to be this or that, in this circ.u.mstance or that, but he is really social all the time.

Furthermore, his sense of right and wrong, his Ethical Sense, grows up upon this sense of the social bond. This I can not stop to explain further. But it is only when social relations.h.i.+ps are recognised as essential in the child's growth that we can understand the mutual obligations and duties which the moral life imposes upon us all.

_How to Observe Children, with Especial Reference to Observations of Imitation._--There are one or two considerations of such practical importance to all those who wish to observe children that I venture to throw them together--only saying, by way of introduction, that nothing less than the child's personality is at stake in the method and matter of its imitations. The Self is really the form in which the personal influences surrounding the child take on their new individuality.

1. No observations are of much importance which are not accompanied by a detailed statement of the personal influences which have affected the child. This is the more important since the child sees few persons, and sees them constantly. It is not only likely--it is inevitable--that he _make up his personality_, under limitations of heredity, by imitation, out of the ”copy” set in the actions, temper, emotions, of the persons who build around him the social enclosure of his childhood. It is only necessary to watch a two-year-old closely to see what members of the family are giving him his personal ”copy”--to find out whether he sees his mother constantly and his father seldom; whether he plays much with other children, and what in some degree their dispositions are; whether he is growing to be a person of subjection, equality, or tyranny; whether he is a.s.similating the elements of some low unorganized social personality from his foreign nurse. The boy or girl is a social ”monad,” to use Leibnitz's figure in a new context, a little world, which reflects the whole system of influences coming to stir his sensibility. And just in so far as his sensibilities are stirred, he imitates, and forms habits of imitating; and habits?--they are character!

2. A point akin to the first is this: the observation of each child should describe with great accuracy the child's relations to other children. Has he brothers or sisters? how many of each, and of what age? Does he sleep in the same bed or room with them? Do they play much with one another alone? The reason is very evident. An only child has only adult ”copy.” He can not interpret his father's actions, or his mother's, oftentimes. He imitates very blindly. He lacks the more childish example of a brother or sister near himself in age. And this difference is of very great importance to his development. He lacks the stimulus, for example, of games in which personification is a direct tutor to selfhood, as I shall remark further on. And while he becomes precocious in some lines of instruction, he fails in variety of imagination, in richness of fancy, at the same time that his imaging processes are more wild and uncontrolled. The dramatic, in his sense of social situations, is largely hidden. It is a very great mistake to isolate children, especially to separate off one or two children. One alone is perhaps the worse, but two alone are subject to the other element of social danger which I may mention next.

3. Observers should report with especial care all cases of unusually close relations.h.i.+p between children in youth, such as childish favoritism, ”platonic friends.h.i.+ps,” ”chumming,” in school or home, etc. We have in these facts--and there is a very great variety of them--an exaggeration of the social or imitative tendency, a narrowing down of the personal sensibility to a peculiar line of well-formed influences. It has never been studied by writers either on the genesis of social emotion or on the practice of education. To be sure, teachers have been alive to the pros and cons of allowing children and students to room together; but that has been with view to the possibility of direct immoral or unwholesome contagion. This danger is certainly real; but we, as psychological observers, and above all as teachers and leaders of our children, must go deeper than that.

Consider, for example, the possible influence of a school chum and roommate upon a girl in her teens; for this is only an evident case of what all isolated children are subject to. A sensitive nature, a girl whose very life is a branch of a social tree, is placed in a new environment, to engraft upon the members of her mutilated self--her very personality; it is nothing less than that--utterly new channels of supply. The only safety possible, the only way to conserve the lessons of her past, apart from the veriest chance, and to add to the structure of her present character, lies in securing for her the greatest possible variety of social influences. Instead of this, she is allowed to meet, eat, walk, talk, lie down at night, and rise in the morning, with one other person, a ”copy” set before her, as immature in all likelihood as herself, or, if not so, yet a single personality, put there to wrap around her growing self the confining cords of una.s.similated and foreign habit. Above all things, fathers, mothers, teachers, elders, give the children room! They need all that they can get, and their personalities will grow to fill it. Give them plenty of companions, fill their lives with variety; variety is the soul of originality, and its only source of supply. The ethical life itself, the boy's, the girl's, conscience, is born in the stress of the conflicts of suggestion, born right out of his imitative hesitations; and just this is the a.n.a.logy which he must a.s.similate and depend upon in his own conflicts for self-control and social continence. So impressively true is this from the human point of view that, in my opinion--formed, it is true, from the very few data accessible on such points, still a positive opinion--friends.h.i.+ps of a close exclusive kind should be discouraged or broken up, except when under the immediate eye of the wise parent or guardian; and even when allowed, these relations.h.i.+ps should, in all cases, be used to entrain the sympathetic and moral sentiments into a wider field of social exercise.

One of the merits of the great English schools and of the free schools of America is that in them the boys acquire, from necessity, the independence of st.u.r.dy character, and the self-restraint which is self-imposed. The youth brought up to mind a tutor often fails of the best discipline.

4. The remainder of this section may be devoted to the further emphasis of the need of close observation of children's games, especially those which may be best described as ”society games.” All those who have given even casual observation to the doings of the nursery have been impressed with the extraordinary facility of the child's mind, from the second year onward, in imagining and plotting social and dramatic situations. It has not been so evident, however, to these casual observers, nor to many really more skilled, that they were observing in these fancy plays the putting together anew of fragments, or larger pieces, of the adult's mental history. Here, in these games, we see the actual use which our children make of the personal ”copy” material which they get from you and me. If a man study these games patiently in his own children, and a.n.a.lyze them out, he gradually sees emerge from within the inner consciousness a picture of the boy's own father, whom he aspires to be like, and whose actions he seeks to generalize and apply. The picture is poor, for the child takes only what he is sensible to. And it does seem often, as Sighele pathetically notices on a large social scale, and as the Westminster divines have urged without due sense of the pathetic and home-coming point of it, that he takes more of the bad in us for reproduction than of the good! But, be this as it may, what we give him is all he gets.

Heredity does not stop with birth; it is then only beginning. And the pity of it is that this element of heredity, this reproduction of the fathers in the children, which might be used to redeem the new-forming personality from the heritage of past commonness or impurity, is simply left to take its course for the further establis.h.i.+ng and confirmation of it. Was there ever a group of school children who did not leave the real school to make a play school, setting up a box for one of their number to sit on and ”take off” the teacher? Was there ever a child who did not play ”church,” and force the improvised ”papa” into the pulpit? Were there ever children who did not ”buy”

things from fancied stalls in every corner of the nursery, after they had once seen an elder drive a trade in the market? The point is this: the child's personality grows; growth is always by action; he clothes upon himself the scenes of the parent's life and acts them out; so he grows in what he is, what he understands, and what he is able to perform.

In order to be of more direct service to observers of games of this character, let me give a short account of an observation of the kind made some time ago--one of the simplest of many actual situations which my two little girls, Helen and Elizabeth, have acted out together. It is a very commonplace case, a game the elements of which are evident in their origin; but I choose this rather than one more complex, since observers are usually not psychologists, and they find the elementary the more instructive.

On May 2 I was sitting on the porch alone with the children--the two mentioned above, aged respectively four and a half and two and a half years. Helen, the elder, told Elizabeth that she was her little baby; that is, Helen became ”mamma,” and Elizabeth the ”baby.” The younger responded by calling her sister ”mamma,” and the play began.

”You have been asleep, baby. Now it is time to get up,” said mamma.

Baby rose from the floor--first falling down in order to rise!--was seized upon by ”mamma,” taken to the railing to an imaginary washstand, and her face washed by rubbing. Her articles of clothing were then named in imagination, and put on, one by one, in the most detailed and interesting fas.h.i.+on. During all this ”mamma” kept up a stream of baby talk to her infant: ”Now your stockings, my darling; now your skirt, sweetness--O! no--not yet--your shoes first,” etc., etc. Baby acceded to all the details with more than the docility which real infants usually show. When this was done--”Now we must go tell papa good-morning, dearie,” said mamma. ”Yes, mamma,” came the reply; and hand in hand they started to find papa. I, the spectator, carefully read my newspaper, thinking, however, that the reality of papa, seeing that he was so much in evidence, would break in upon the imagined situation. But not so. Mamma led her baby directly past me to the end of the piazza, to a column in the corner. ”There's papa,” said mamma; ”now tell him good-morning.”--”Good-morning, papa; I am very well,” said baby, bowing low to the column. ”That's good,” said mamma, in a _gruff, low voice_, which caused in the real papa a thrill of amused self-consciousness most difficult to contain. ”Now you must have your breakfast,” said mamma. The seat of a chair was made a breakfast table, the baby's feigned bib put on, and her porridge carefully administered, with all the manner of the nurse who usually directs their breakfast. ”Now” (after the meal, which suddenly became dinner instead of breakfast), ”you must take your nap,” said mamma.

”No, mamma; I don't want to,” said baby. ”But you must.”--”No; you be baby, and take the nap.”--”But all the other children have gone to sleep, dearest, _and the doctor says you must_,” said mamma. This convinced baby, and she lay down on the floor. ”But I haven't undressed you.” So then came all the detail of undressing; and mamma carefully covered her up on the floor with a light shawl, saying: ”Spring is coming now; that'll be enough. Now shut your eyes, and go to sleep.”--”But you haven't kissed me, mamma,” said the little one.

”Oh, of course, my darling!”--so a long siege of kissing! Then baby closed her eyes very tight, while mamma went on tiptoe away to the end of the porch. ”Don't go away, mamma,” said baby. ”No; mamma wouldn't leave her darling,” came the reply.

So this went on. The nap over, a walk was proposed, hats put on, etc., the mamma exercising great care and solicitude for her baby. One further incident to show this: when the baby's hat was put on--the real hat--mamma tied the strings rather tight. ”Oh! you hurt, mamma,”

said baby. ”No; mamma wouldn't draw the strings too tight. Let mamma kiss it. There, is that better, my darling?”--all comically true to a certain sweet maternal tenderness which I had no difficulty in tracing.

Now in such a case what is to be reported, of course, is the facts.

Yet knowledge of more than the facts is necessary, as I have said above, in order to get the full psychological lesson. We need just the information which concerns the rest of the family and the social influences of the children's lives. I recognised at once every phrase which the children used in this play, where they got it, what it meant in its original context, and how far its meaning had been modified in this process, called in a figure ”social heredity.” But as that story is reported to strangers who have no knowledge of the children's social antecedents, how much beyond the mere facts of imitation and personification do they get from it? And how much the more is this true when we examine those complex games of the nursery which show the brilliant fancy for situation and drama of the wide-awake four-year-old?

Yet we psychologists are free to interpret; and how rich the lessons even from such a simple scene as this! As for Helen, what could be a more direct lesson--a lived-out exercise--in sympathy, in altruistic self-denial, in the healthy elevation of her sense of self to the dignity of kindly offices, in the sense of responsibility and agency, in the stimulus to original effort and the designing of means to ends--and all of it with the best sense of the objectivity which is quite lost in wretched self-consciousness in us adults, when we personate other characters? What could further all this highest mental growth better than the game by which the lessons of her mother's daily life are read into the child's little self? Then, in the case of Elizabeth also, certain things appear. She obeys without command or sanction, she takes in from her sister the elements of personal suggestion in their simpler childish forms. Certainly such scenes, repeated every day with such variation of detail, must give something of the sense of variety and social equality which real life afterward confirms and proceeds upon; and lessons of the opposite character are learned by the same process.

All this exercise of fancy must strengthen the imaginative faculty also. The prolonged situations, maintained sometimes whole days, or possibly weeks, give strength to the imagination and train the attention. I think, also, that the sense of essential reality, and its distinction from the unreal, the merely imagined, is helped by this sort of symbolic representation. Play has its dangers also--very serious ones. The adults sometimes set bad examples. The game gives practise in cunning no less than in forbearance. Possibly the best service of observation just now is to gather the facts with a view to the proper recognition and avoidance of the dangers.

Finally, I may be allowed a word to interested parents. You can be of no use whatever to psychologists--to say nothing of the actual damage you may be to the children--unless you _know your babies through and through_. Especially the fathers! They are willing to study everything else. They know every corner of the house familiarly, and what is done in it, except the nursery. A man labours for his children ten hours a day, gets his life insured for their support after his death, and yet he lets their mental growth, the formation of their characters, the evolution of their personality, go on by absorption--if no worse--from common, vulgar, imported and changing, often immoral attendants! Plato said the state should train the children; and added that the wisest man should rule the state. This is to say that the wisest man should tend his children! Hugo gives us, in Jean Valjean and Cosette, a picture of the true paternal relations.h.i.+p. We hear a certain group of studies called the _humanities_, and it is right. But the best school in the humanities for every man is in his own house.

With this goes, finally, the highest lesson of sport, drama, make-believe, even when we trace it up into the art-impulse--the lesson of _personal freedom_. The child himself sets the limitations of the game, makes the rules, and subjects himself to them, and then in time pierces the bubble for himself, saying, ”I will play no more.”

All this is the germ of self-regulation, of the control of the impulses, of the voluntary adoption of the ideal, which becomes in later life--if so be that he cling to it--the pearl of great price.