ere '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 identity, 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 assumes, 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
circumstance 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 relationships 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, tha