anic trip which must have exceeded the horrors of the train ride
to the concentration camp. The crowded unsanitary conditions in the slave
ships were at least as bad as those in the cattle cars, and the Africans
also were beaten and harassed to keep them docile.

Moreover, the trip itself was much rougher and longer. After undergoing
another inspection, the African was purchased and had to face lifetime of
bondage in an alien environment. He was stripped of identity, given a new
name, and he was taught to envision himself and his African heritage as
inferior and barbaric. The White master insisted on total obedience and
created a situation of utter dependence. He supplied food, clothing,
shelter, discipline, and he was in a position to control the slave's
friends and mating. The "Sambo" of literature mirrored reality, this
life of dependency created infantile characteristics in many of the
slaves and taught them to reject their past while adopting the values of
their masters. The American slave system, besides exploiting the Africans
labor, possessed and violated his person.

Three schools of mass behavior have been suggested as explanations:
Freudian psychology, the interpersonal theories of Henry Stack Sullivan,
and role psychology. Freudian psychology has put total emphases on early
childhood experiences and is the least suited for this purpose. It could
be argued that the shock procurement and the total detachment from
previous life which it achieved both in the concentration camps and in
American slavery emptied the super-ego or conscience of its contents.
Then, the creation of total dependence which followed could have resulted
in infantile regression. This would account for the childlike behavior of
both "Sambo" and the camp inmates. The slave master the camp guard, each
in his own way, became a father figure, and the respective victims
internalized the value system of this symbolic father.

The interpersonal school of psychology states that the determining factor
in influencing personality development can be found in the estimation and
expectation of "significant others." Those responsible for the physical
and emotional security of an individual are his "significant others." For
a child these are his parents. As he matures, the number of "significant
others" in one's experience increases. This permits one to make decisions
of one's own and to develop some individuality.

However, the child has already interna