no Heredity and Child Culture 



later often develop into very commonplace per- 

 sonalities. This is apt to be true as a rule, 

 although many real geniuses have early de- 

 veloped precocity. It is a safe rule, however, 

 that this tendency should not be encouraged. 

 Children who are self-conscious and always 

 eager to occupy the centre of the stage need 

 repression. 



In the early years, imitation and suggestion 

 23lay leading parts. At the end of infancy and 

 during early childhood, the imitative faculties 

 come specially into play. The acts of older 

 children, of adults, and even of animals, are 

 faithfully copied without much idea of their 

 significance. Up to the age of seven years, 

 much of the training and education of the child 

 must come from imitation. He learns by imita- 

 ting, and little escapes his watchful eye. This 

 throws a great responsibility upon parents and 

 teachers, as a defective environment is at once 

 reflected by an observing and imitative little 

 child. Up to the age of seven, most of the 

 playing of children is imitative, shown by the 

 delight in dolls and numerous toys representing 



