The Science of Human Nature by William Henry Pyle (best ereader under 100 TXT) 📕

stimulus and response is very close. When a child gets the idea of an act, he immediately performs the act, if he knows how. Now, seeing another perform an act brings the act clearly into the child’s consciousness, and he proceeds to perform it. But the act must be one which the child already knows how to perform, otherwise his performance of it will be faulty and incomplete. If he has never performed the particular act, seeing another perform the act sets him to trying to do it and he may soon learn it. If he successfully performs an act when he sees it done by another, the act must be one which he already knows how to perform, and for whose performance the idea has already served as a stimulus. Now if imitation were instinctive in the strict sense, one could perform the act for the first time merely from seeing another do it, without any previous experience or learning. It is doubtful whether there are any such inherited connections. It is, however, true that human beings are of such a nature that, particularly in early life, they like to do and want to do what they see others doing. This is one of the most important aspects of human nature, as we shall see.

Function and Importance of Imitation in Life. Natural selection has developed few aspects of human nature so important for survival as the tendency to imitate, for this tendency quickly leads to a successful adjustment of the child to the world in which he lives. Adult men and women are successfully adjusted to their environment. Their adjustment might be better, but it is good enough to keep them alive for a time. Now, if children do as they see their parents doing, they will reach a satisfactory adjustment. We may, therefore, say that the tendency to imitate serves to adjust the child to his environment. It is for this reason that imitation has been called an adaptive instinct. It would perhaps be better to say merely that the tendency to imitate is part of the original equipment of man.

Imitation is distinctively a human trait. While it occurs in lower animals it is probably not an important factor in adjusting them to their environment. But in the human race it is one of the chief factors in adjustment to environment. Imitation is one of the main factors in education. Usually the quickest way to teach a child to do a thing is to show him how.

Through imitation we acquire our language, manners, and customs. Ideals, beliefs, prejudices, attitudes, we take on through imitation. The tendency to imitate others coupled with the desire to be thought well of by others is one of the most powerful factors in producing conformity. They are the whips which keep us within the bounds of custom and conventionality. The tendency to imitate is so strong that its results are almost as certain as are those of inherited tendencies. It is almost as certain that a child will be like his parents in speech, manners, customs, superstitions, etc., as it is that he will be like them in form of body. He not only walks and talks and acts like his parents, but he thinks as they do. We, therefore, have the term social heredity, meaning the taking on of all sorts of social habits and ideals through imitation.

The part that imitation plays in the education of a child may be learned by going to a country home and noting how the boy learns to do all the many things about the farm by imitating his father, and how the girl learns to do all the housework by imitating her mother. Imitation is the basis of much of the play of children, in that their play consists in large part of doing what they see older people doing. This imitative play gives them skill and is a large factor in preparing for the work of life.

Dramatization. Dramatization is an aspect of imitation, and is a means of making ideas more real than they would otherwise be. There is nothing that leads us so close to reality as action. We never completely know an act till we have done it. Dramatization is a matter of carrying an idea out into action. Ideas give to action its greatest fullness of meaning.

Dramatic representation should, therefore, have a prominent place in the schools, particularly in the lower grades. If the child is allowed to mimic the characters in the reading lesson, the meaning of the lesson becomes fuller. Later on in the school course, dramatic representation of the characters in literature and history is a means of getting a better conception of these characters. In geography, the study of the manners and customs and occupations of foreign peoples can be much facilitated through dramatic representation. Children naturally have the dramatic tendency; it is one aspect of the tendency to imitate. We have only to encourage it and make use of it throughout the school course.

Imitation in Ideals. Imitation is of importance not only in acquiring the actions of life but also in getting our ideals. Habits of thinking are no less an aspect of our lives than are habits of acting. Our attitudes, our prejudices, our beliefs, our moral, religious, and political ideals are in large measure copied from people about us. The family and social atmosphere in which one lives is a mold in which one’s mind is formed and shaped. We cannot escape the influence of this atmosphere if we would. One takes on a belief that his father has, one clings to this belief and interprets the world in the light of it. This belief becomes a part of one’s nature. It is a mental habit, a way of looking at the world. It is as much a part of one as red hair or big feet or a crooked nose. Probably no other influence has so much to do with making us what we are as social beings as the influence of imitation.

Play. Play is usually considered to be a part of the original equipment of man. It is essentially an expression of the ripening instincts of children, and not a specific instinct itself. It is rather a sort of make-believe activity of all the instincts. Kittens and dogs may be seen in play to mimic fighting. They bite and chew each other as in real fighting, but still they are not fighting.

As the structures and organs of children mature, they demand activity. This early activity is called play. It has several characteristics. The main one is that it is pleasurable. Play activity is pleasurable in itself. We do not play that we may get something else which we like, as is the case with the activity which we call work. Play is an end in itself. It is not a means to get something else which is intrinsically valuable.

One of the chief values of play comes from its activity aspect. We are essentially motor beings. We grow and develop only through exercise. In early life we do not have to exert ourselves to get a living. Play is nature’s means of giving our organs the exercise which they must have to bring them to maturity. Play is an expression of the universal tendency to action in early life. Without play, the child would not develop, would not become a normal human being.

All day long the child is ceaselessly active. The value of this activity can hardly be overestimated. It not only leads to healthy growth, but is a means through which the child learns himself and the world. Everything that the child sees excites him to react to it or upon it. He gets possession of it. He bites it. He pounds it. He throws it. In this way he learns the properties of things and the characteristics of forces. Through play and imitation, in a very few years the child comes to a successful adjustment in his world.

Play and imitation are the great avenues of activity in early life. Even in later life, we seldom accomplish anything great or worth while until the thing becomes play to us, until we throw our whole being into it as we do in play, until it is an expression of ourselves as play is in our childhood. The proper use of play gives us the solution of many of the problems of early education.

Play has two functions in the school: (1) Motor play is necessary to growth, development, and health. The constant activity of the child is what brings about healthy growth.

In the country it is not difficult for children to get plenty of the proper kind of exercise, but in the larger cities it is difficult. Nevertheless, opportunity for play should be provided for every child, no matter what the trouble or expense, for without play children cannot become normal human beings. Everywhere parents and teachers should plan for the play life of the children.

(2) In the primary grades play can have a large place in the actual work of the school. The early work of education is to a large extent getting the tools of knowledge and thought and work—reading, spelling, writing, correct speech, correct writing, the elementary processes of arithmetic, etc. In many ways play can be used in acquiring these tools.

One aspect of play particularly should have a large place in education; namely, the manipulative tendencies of children. This is essentially play. Children wish to handle and manipulate everything that attracts their attention. They wish to tear it to pieces and to put it together. This is nature’s way of teaching, and by it children learn the properties and structures of things. They thereby learn what things do and what can be done with them. Teachers and parents should foster these manipulative tendencies and use them for the child’s good. These tendencies are an aspect of curiosity. We want to know. We are unhappy as long as a thing is before us which we do not understand, which has some mystery about it. Nature has developed these tendencies in us, for without a knowledge of our surroundings we could not live. The child therefore has in his nature the basis of his education. We have but to know this nature and wisely use and manipulate it to achieve the child’s education.

Summary. Instincts are inherited tendencies to specific actions. They fall under the heads: individualistic, socialistic, environmental, adaptive, sexual or mating instincts. These inherited tendencies are to a large extent the foundation on which we build education. The educational problem is to control and guide them, suppressing some, fostering others. In everything we undertake for a child we must take into account these instincts.

CLASS EXERCISES

Make a study of the instincts of several animals, such as dogs, cats, chickens. Make a list showing the stimuli and the inherited responses.

Make a study of the instincts of a baby. See how many inherited responses you can observe. The simpler inherited responses are known as reflexes. The closing of the eyelids mentioned in the text is an example. How many such reflexes can you find in a child?

Make a special study of the fears of very young children. How many definite situations can you find which excite fear responses in all children? Each member of the class can make a list of his own fears. It may then be seen whether any fears are common to all members of the class and whether there are any sex differences.

Similarly, make a study of anger and fighting. What situations invariably arouse the fighting response? In what definite, inherited ways is anger shown? Do your studies and observations convince you that the fighting instinct and other inherited responses concerned with individual survival are among the strongest of inherited tendencies? Can the fighting