The Foundations of Personality Part 2

"There is decidedly a solidarity as well as a separateness in all human and probably in all lives whatsoever, and this consideration goes far, I think, to establish an opinion that the const.i.tution of the living universe is a pure theism and that its form of activity is what may he described as cooperative. It points to the conclusion that all life is single in its essence, but various, ever-varying and interactive in its manifestations, and that men and all other living animals are active workers and sharers in a vastly more extended system of cosmic action than any of ourselves, much less of them, can possibly comprehend. It also suggests that they may contribute, more or less unconsciously, to the manifestation of a far higher life than our own, somewhat as . . . the individual cells of one of the more complex animals contribute to the manifestations of its higher order of personality." Perhaps such a unity is the basis of instinct, of knowledge without teaching, of desire and wish that has not the individual welfare as its basis. No man can reject such phenomena as telepathy or thought transference merely because he cannot understand them on a basis of strict human individuality. To reject because one cannot understand is the arrogance of the "clerico-academic" type of William James.

No one can read the stories of travelers or the writings of anthropologists without concluding that codes of belief and action arise out of the efforts of groups to understand and to influence nature and that out of this practical effort AND seeking of a harmonious reality arises morality. "Man seeks the truth, a world that does not contradict itself, that does not deceive, that does not change; a real world,--a world in which there is no suffering. Contradiction, deception and variability are the causes of suffering. He does not doubt there is such a thing as, a world as it might be, and he would fain find a road to it."[1] But alas, intelligence and knowledge both are imperfect, and one group seeking a truth that will bring them good crops, fine families, victory over enemies, riches, power and fellows.h.i.+p, as well as a harmonious universe, finds it in idol wors.h.i.+p and polygamy; another group seeking the same truth finds it in Christianity and monogamy. And the members of some groups are born to ideals, customs and habits that make it right for a member to sing obscene songs and to be obscene at certain periods, to kill and destroy the enemy, to sacrifice the unbeliever, to wors.h.i.+p a clay image, to have as many wives as possible, and that make it WRONG to do otherwise. Indeed, he who wishes a child to believe absolutely in a code of morals would better postpone teaching him the customs and beliefs of other people until habit has made him adamant to new ideas.

[1] Nietzsche.

It is with pleasure that I turn the attention of the reader to the work of Frazier in the growth of human belief, custom and inst.i.tutions that he has incorporated into the stupendous series of books called "The Golden Bough." The things that influence us most in our lives are heritages, not much changed, from the beliefs of primitive societies. Believing that the forces of the world were animate, like himself, and that they might be moved, persuaded, cajoled and frightened into favorable action, undeveloped man based most of his customs on efforts to obtain some desired result from the G.o.ds. Out of these customs grew the majority of our inst.i.tutions; out of these queer beliefs and superst.i.tions, out of witchcraft, sympathetic magic, the "Old Man" idea, the primitive reaction to sleep, epilepsy and death grew medicine, science, religion, festivals, the kings.h.i.+p, the idea of soul and most of the other governing and directing ideas of our lives. It is true that the n.o.ble beliefs and sciences also grew from these rude seeds, but with them and permeating our social structure are crops of atrophied ideas, hampering customs, cramping ideals. Further, in every race in every country, in every family, there are somewhat different a.s.sortments of these directing traditional forces; and it is these social inheritances which are more responsible for difference in people than a native difference in stock.

Consider the difference that being born and brought up in Turkey and being born, let us say, in New York City, would make in two children of exactly the same disposition, mental caliber and physical structure. One would grow up a Turk and the other a New Yorker, and the mere fact that they had the same original capacity for thought, feeling and action would not alter the result that in character the two men would stand almost at opposite poles. One need not judge between them and say that one was superior to the other, for while I feel that the New Yorker might stand OUR inspection better, I am certain that the Turk would be more pleasing to Turkish ideas. The point is that they would be different and that the differences would result solely from the environmental forces of natural conditions and social inheritance.

Study the immigrant to the United States and his descendant, American born and bred. Compare Irishman and Irish-American, Russian Jew and his American-born descendant; compare Englishman and the Anglo-Saxon New England descendant. Here is a race, the Jew, which in the Ghetto and under circ.u.mstances that built up a tremendously powerful set of traditions and customs developed a very distinctive type of human being. Poor in physique, with little physical pugnacity, but wors.h.i.+ping, learning and reaching out for wealth and power in an unusually successful manner, the crucible of an adverse and hostile environment rendered him totally different in manners from his Gentile neighbors. With a high birth rate and an intensely close and pure family life, the Ghetto Jew lived and died shut off by the restrictions placed upon him and his own social heredity from the life of the country of his birth. Then came immigration to the United States through one cause or another,--and note the results.

With the old social heredity still at work, another set of customs, traditions and beliefs comes into open compet.i.tion with it in the bosom of the American Jew. Nowhere is the struggle between the old and the new generations so intense as in the home of the Orthodox Jew. His descendant is clean-shaven and no longer observes (or observes only perfunctorily or with many a gross inconsistency) the dietary and household laws. He is a free spender and luxurious in his habits as compared with his economical, ascetic forefathers. He marries late and the birth rate drops with most astonis.h.i.+ng rapidity, so that in one generation the children of parents who had eight or ten children have families of one or two or three children. He becomes a follower of sports, and with his love for scholars.h.i.+p still strong, as witness his production of scholars and scientists, the remarkable rise of the Jewish prize fighter stands out as a divergence from tradition that mocks at theories of inborn racial characters. And a third generation differs in customs, manners, ideals, purposes and physique but little from the social cla.s.s of Americans in which the individual members move. The names become Anglicized; gone are the Abrahams and Isaacs and Jacobs, the Rachels and Leahs and Rebeccas, and in their place are Vernon, Mortimer, Winthrop, Alice, Helen and Elizabeth. And this change in name symbolizes the revolution in essential characters.

Has the racial stock changed in one generation or two? No. A new social heredity has overcome--or at least in part supplanted--an older social heredity and released and developed characters. .h.i.therto held in check. In every human being--and this is a theme we shall enlarge upon later--there are potential lines of development far outnumbering those that can be manifested, and each environment and tradition calls forth some and suppresses others. Every man is a garden planted with all kinds of seeds; tradition and teaching are the gardeners that allow only certain ones to come to bloom. In each age, each country and each family there is a different gardener at work, repressing certain trends in the individual, favoring and bringing to an exaggerated growth other trends.

That each family, or type of family, acts in this way is recognized in the value given to the home life. The home, because of its sequestration, allows for the growth of individual types better than would a community house where the same traditions and ideals governed the life of each child. In the home the parents seek to cultivate the specific type of character they favor. The home is par excellence the place where prejudice and social att.i.tude are fostered. Though the mother and father seek to give broadmindedness and wide culture to the child, their efforts must largely be governed by their own att.i.tudes and reactions,--in short, by their own character and the resultant examples and teaching. It is true that the native character of the child may make him resistant to the teachings of the parents or may even develop counter-prejudices, to react violently against the gardening. This is the case when the child is of an opposing temperament or when in the course of time he falls under the influence of ideals and traditions that are opposed to those of his home. Unless the home combines interest and freedom, together with teaching, certain children become violent rebels, and, seeking freedom and interest outside of the home, find themselves in a conflict, both with their home teaching and the home teachers, that shakes the unity and the happiness of parent and child. Like all civil wars this war between new and old generations reaches great bitterness.

In studying the cases of several hundred delinquent girls, as a consultant to the Parole Department of Ma.s.sachusetts, it was found that the family life of the girls could be cla.s.sified in two ways. The majority of the girls that reached the Reformatory came from bad homes,--homes in which drunkenness, prost.i.tution, feeble-mindedness, and insanity were common traits of the parents. Or else the girls were orphans brought up by a stepmother or some careless foster mother. In any case, through either example, cruelty or neglect, they drifted into the streets.

And the streets! Only the poor child (or the child brought up over strictly) can know the lure of the streets. THERE is excitement, THERE is freedom from prohibitions and inhibitions.

So the boy or girl finds a world without discipline, is without the restraints imposed on the s.e.x instincts and comes under the influence of derelicts, s.e.x-adventurers, thieves, vagabonds and the aimless of all sorts. Into this university of the vices most of the girls I am speaking of drifted, largely because the home influence either was of the street type or had no advantages to offer in compet.i.tion with the street.

But the child on the streets is no more a solitary individual than the savage is, or for that matter the civilized man. He quickly forms part of a group, a roving group, called "The Gang."

In the large cities gangs are usually composed of boys of one age or nearly so; in the small towns the gangs will consist of the boys of a neighborhood. In fact, regardless of whether they are street children or home children, boys form gangs spontaneously.

The gang is the first voluntary organization of society, for the home, in so far as the child is concerned, is an involuntary organization. The gang has its leader or leaders, usually the strongest or the best fighter. At any rate, the best fighter is the nominal leader, though a shrewder lad may a.s.sume the real power. The gang has rules, it plays according to regulations, its quarrels are settled according to a code, property has a definite status and distribution.[1] The members of the gang are always quarreling with each other, but here, as in the larger aggregations of older human beings, "politics ends at the border," and the gang is a unit against foreign aggression.

Indeed, gangs of a neighborhood may league against a group of other gangs, as did the quarreling cities of Greece against Persia.

[1] In the gang of which I was a member there was a ritual in the formation of partners.h.i.+p, an a.s.sociation within the a.s.sociation.

Two boys, fond of each other and desiring to become partners, would link little fingers, while a third boy acting as a sort of priest--an elder of the gang--would raise his hand and strike the link, shouting, "Partners, partners, never break!" This ritual was a symbol of the unity of the pair, so that they fought for each other, shared all personal goods (such as candy, pocket money, etc.,) and were to be loyal and sympathetic throughout life. Alas, dear partner of my boyhood, most gallant of fighters and most generous of souls, where are you, and where is our friends.h.i.+p, now?

For the student of mankind the gang is one of the most fascinating phenomena. Here the power of tradition, without the aid of records, is seen. Throughout America, in a mysterious way, all the boys start spinning tops at a certain season and then suddenly cease and begin, to play marbles. Without any standardization of a central type they have the same rules for their games, call them by the same names and use in their songs the same rhymes and airs. Every generation of children has the same jokes and trick games: "Eight and eight are sixteen, stick your nose in kerosene"--"A dead cat, I one it, you two it, I three it, you four it, I five it, you six it, I seven it, you eight it!" The fact is, of course, that there are no generations as distinct ent.i.ties; there are always individuals of one age, and there is a mutual teaching and learning going on at all times, which is the basis of transmission of tradition. Children are usually more conservative and greater sticklers for form and propriety than even men are; only now and then a freer mind arises whose courage and pertinacity change things.

Therefore, in the understanding of character the influence of the environment becomes of as fundamental importance as the consideration of the organic make-up of the individual. The environment in the form of tradition, social ideal, social status, economic situation, race, religion, family, education is thus on the one hand the directing, guiding, eliciting factor in character and on the other is the repressing, inhibiting, limiting factor.

Putting the whole thing in another way: the organism is the Microcosmos, or little world, in which the potentialities of character are elaborated in the germ plasm we inherit from our ancestors, in the healthy interaction of brain with the rest of the body, especially the internal glands. The outside world is the Macrocosmos, or large world, and includes the physical conditions of existence (climate, alt.i.tude, plentiness of food, access to the sea) as well as the social conditions of existence (state of culture of times and race and family). The social conditions of existence are of especial interest in that they reach back ages before the individual was born so that the lives, thoughts, ideals of the dead may dominate the character of the living.

This macrocosmos both brings to light and stifles the character peculiarities of the microcosmos and the character of no man, as we see or know it, ever expresses in any complete manner his innate possibilities.

The question arises: What is the basis of the influence of the social heredity, of the forces, in the character of the person born in a social group? Certain aspects of this we must deal with later, in order to keep to a unified presentation of the subject.

Other aspects are pertinently to be discussed now.

The link that binds man to man is called the social instinct, though perhaps it would be better to call it the group of social instincts. The link is one of feeling, primarily, though it has a.s.sociated with it, in an indissoluble way, purpose and action.

The existence of the social instinct is undisputed; its explanation is varied and ranges from the mystical to the evolutionary. For the mystical (which crops out in Bergson, Butler and even in Galton), the unity of life is its basis, and there is a sort of recognition of parts formerly united but now separate individuals. This does not explain hate, racial and individual. The evolutionary aspect has received its best handling in recent years in Trotter's "The Herd," where the social instincts are traced in their relation to human history.

One writer after another has placed as basic in social instinct, sympathy, imitation, suggestibility and the recognition of "likeness." These are merely names for a spreading of emotion from one member of a group to another, for a something that makes members of the group teachable and makes them wish to teach; that is back of the wish to conform and help and has two sets of guiding forces, reward and its derivative praise; punishment and its derivative blame. Perhaps the term "derivative" is not correct, and perhaps praise and blame are primary and reward and punishment secondary.

So eminent a philosopher as the elder Mill declared the distribution of praise and blame is the greatest problem of society." This view of the place of praise and blame in the organization of character and in directing the efforts and activity of men is hardly exaggerated. From birth to death the pleasure of reward and praise and the pain of punishment and blame are immensely powerful human motives. It is true that now and then individuals seek punishment and blame, but this is always to win the favor of others or of the most important observer of men's actions,--G.o.d, The child is trained through the effect of reward and punishment, praise and blame; and these are used to set up, on the one hand, habits of conduct, and on the other an inner mentor and guide called Conscience. It may be true that conscience is innate in its potentialities, but whether that is so or not, it is the teaching and training of the times or of some group that gives to conscience its peculiar trend in any individual case. And before a child has any inward mentor it depends for its knowledge of right and wrong upon the efforts of its parents, their use of praise-reward and blame-punishment; it reacts to these measures in accordance with the strength and vigor of its social instincts and in accordance with its fear of punishment and desire for reward. The feelings of duty and the p.r.i.c.kings of conscience serve to consolidate a structure already formed.

Here we must discuss a matter of fundamental importance in character a.n.a.lysis. Men are not born equal in any respect. This inequality extends to every power, possibility and peculiarity and has its widest range in the mental and character life. A tall man is perhaps a foot taller than a very short man; a giant is perhaps twice as tall as a dwarf. A very fleet runner can "do" a hundred yards in ten seconds, and there are few except the crippled or aged who cannot run the distance in twenty seconds.

Only in the fables has the hero the strength of a dozen men. But where dexterity or knowledge enters things become different, and one man can do what the most of men cannot even prepare to do.

Where abstract thought or talent or genius is involved the greatest human variability is seen. There we have Pascals who are mathematicians at five and discoverers at sixteen; there we have Mozarts, composers at three; there we have our inspired boy preachers already consecrated to their great ideal of work; and we have also our Jesse Pomeroys, fiendish murderers before adolescence. I believe with Carlyle that it is the heroes, the geniuses of the race, to whom we owe its achievements; and the hero and the genius are the men and women of "greatest variability" in powers. The first weapon, the starting of fire, the song that became "a folk song" were created by the prehistoric geniuses and became the social heritage of the group or race. And "common man" did little to develop religions or even superst.i.tions; he merely accepted the belief of a leader.

This digression is to emphasize that children and the men and women they grow to be are widely variable in their native social feeling, in their response to praise, blame, reward and punishmept. One child eagerly responds to all, is moved by praise, loves reward, fears punishment and hates blame. Another child responds mainly to reward, is but little moved by praise, fears punishment and laughs at blame. Still another only fears punishment, while there is a type of deeply antisocial nature which goes his own way, seeking his own egoistic purposes, uninfluenced by the opinion of others, accepting reward cynically and fighting against punishment. More than that, each child shows peculiarities in the types of praise, reward, blame and punishment that move him. Some children need corporal punishment[1] and others who are made rebels by it are melted into conformity by ostracism.

[1] It is a wishy-washy ideal of teaching that regards pain as equivalent to cruelty. On the contrary, it may be real cruelty to spare pain,--cruelty to the future of the child. Pain is a great teacher, whether inflicted by the knife one has been told not to play with, or by the parent when the injunction not to play with the knife has been disregarded.

The distribution of praise and blame const.i.tutes the distribution of public opinion. Wherever public opinion is free to exercise its power it is a weapon of extraordinary potency before which almost nothing can stand. One might define a free nation as one where public opinion has no limits,[1] where no one is prevented from the expression of belief about the action of others, and no one is exempted from the pressure of opinion. Conversely an autocracy is one where there is but little room for the public use of praise and but little power to blame, especially in regard to the rulers. But in all societies, whether free or otherwise, people are constantly praising, constantly blaming one another, whether over the teacups or the wine gla.s.ses, in the sewing circle or the smoking rooms, in the midst of families, in the press, in the great halls of the states and nations. These are "the mallets" by which society beats or attempts to beat individuals into the accepted shape.

[1] In fact, Oliver Wendell Holmes has defined as the great object of human society the free growth and expression of human thought. How far we are from that ideal!

Men and women and children all strive to be praised, if not by their own group, by some other group or by some generation. It is, therefore, a high achievement to introduce a new ideal of character and personality to the group. Men--whose opinion as to desirability and praiseworthiness has been the prepotent opinion--love best of all beauty in woman. Therefore, the ideal of beauty as an achievement is a leading factor in the character formation of most girls and young women. The first question girls ask about one another is, "Is she pretty?" and in their criticism of one another the personal appearance is the first and most, important subject discussed. A personal beauty ideal has little value to the character; in fact, it tends to exaggerate vanity and triviality and selfishness; it leads away from the higher aspects of reality. If you ask the majority of women which would they rather be, very beautiful or very intelligent, most will say without question (in their frank moments) that they would rather be very beautiful. Those who are attempting to introduce the ideal of intelligence as a goal to women need of course to balance it with other ideals, but if successful they will revolutionize the att.i.tude of women toward life and change the trend of their character.

Such ideals as beauty and wealth, however, do not acquire their imperativeness unless at the same time they gratify some deep-seated group of desires or instincts. Wealth gives too many things to catalogue here, but fundamentally it gives power, and so beauty which may lead to wealth is always a source of power, although this power carries with it danger to the owner. Mankind has been praising unselfishness for thousands of years, and all men hate to be called selfish, but selfishness still rules in the lives of most of the people of the world. Chast.i.ty and continence receive the praise of the religious of the world, as well as of the ascetic-minded of all types, yet the majority of men, in theory accepting this ideal, reject it in practice. Selfishness leads to self-gratification and pleasure; chast.i.ty imposes a burden on desire, and praise and blame are in this instance not powerful enough to control mankind's acts, though powerful enough to influence them. Wherever social pressure and education influence men and women to conduct which is contrary to the gratification of fundamental desires, it causes an uneasiness, an unhappiness and discomfort upon which Graham Wallas[1] has laid great stress as the balked desire. The history of man is made up of the struggle of normal instincts, emotions and purposes against the mistaken inhibitions and prohibitions, against mistaken praise and blame, reward and punishment. Moral and ethical ideals develop inst.i.tutions, and these often press too heavily upon the life and activities of those who accept them as authoritative.

[1] See his book "The Great Society" for a fine discussion of this important matter.

We have spoken as if praise and blame invariably had the same results. On the contrary, though in general they tend to bring about uniformity and conformity, people vary remarkably from one another in their reaction and the same person is not uniform in his reactions. The reaction to praise is on the whole an increased happiness and vigor, but of course it may, when undeserved, demoralize the character and lead to a foolish vanity and to inefficiency. To those whose conscience is highly developed, undeserved praise is painful in that it leads to a feeling that one is deceiving others. Speaking broadly, this is a rare reaction. Most people accept praise as their due, just as they attribute success to their merits.[1] The reaction to blame may be anger, if the blame is felt to be undeserved, and there are people of irritable ego who respond in this way to all blame or even the hint of adverse criticism. The reaction may be humiliation and lowered self-valuation, greatly deenergizing the character and lowering efficiency. There, again, though this reaction occurs in some degree to all, others are so const.i.tuted that all criticism or blame is extremely painful and needs to be tempered with praise and encouragement. Where blame is felt to be deserved, and where the character is one of striving after betterment, where the ego is neither irritable nor tender, blame is an aid to growth and efficiency. Many a man flares up under blame who "cools" down when he sees the justice of the criticism, and changes accordingly.

[1] A very striking example of this was noticeable during the Great War. American business men in general, producers, distributors, wholesalers, retailers and speculators all got "rich,"--some in extraordinary measure. Did many of them attribute this to the fact that there was a "sellers' market"

caused by the conditions over which the individual business man had no control? On the contrary, the overwhelming majority quite complacently attributed the success (which later proved ephemeral) to their own ability.

Therefore, in estimating the character of any individual, one must ask into the nature of his environment, the traits and teachings of the group from which he comes and among whom he has lived. To understand any one this inquiry must be detailed and reach back into his early life. Yet not too much stress must be laid upon certain influences in regard to certain qualities. For example, the average child is not influenced greatly by immorality until near p.u.b.erty, but dishonesty and bad manners strike at him from early childhood. The large group, the small group, family life, gang life influence character, but not necessarily in a direct way. They may act to develop counter- prejudices, for there is no one so bitter against alcoholism as the man whose father was a drunkard and who himself revolts against it. And there is no one so radical as he whose youth was cramped by too much conservatism.

One might easily cla.s.sify people according to their reaction to reward, praise, punishment and blame. This would lead us too far afield. But at least it is safe to say that in using these factors in directing conduct and character the individual must be studied in a detailed way. The average child, the average man and woman is found only in statistics. Everywhere, to deal successfully, one must deal with the individual.

There is a praise-reacting type to whom praise acts as a tonic of incomparable worth, especially when he who administers the praise is respected. And there are employers, teachers and parents who ignore this fact entirely, who use praise too little or not at all and who rely on adverse criticism. The hunger for appreciation is a deep, intense need, and many of the problems of life would melt before the proper use of praise.

"Fine words b.u.t.ter no parsnips" means that reward of other kinds is needed to give substance to praise. Praise only without reward losses its value. "I get lots of 'Thank you's' and 'You are a good fellow'," complained a porter to me once, "but I cannot bring up my family on them." In their hearts, no matter what they say, the majority of people place highly him who is just in compensation and reward and they want substantial goods. Many a young scientist of my acquaintance has found that election to learned societies and praise and respect palled on him as compared to a living salary. Money can be exchanged for vacations, education, books, good times and the opportunity of helping others, but praise has no cash exchange value.

Blame and punishment are intensely individual matters. Where they are used to correct and to better the character, where they are the tools of the friends and teacher and not the weapons of the enemy, great care must be used. Character building is an aim, not a technique, and the end has justified the means. Society has just about come to the conclusion that merely punis.h.i.+ng the criminal does not reform him, and merely to punish the child has but part of the effect desired. In character training punishment and blame must bring PAIN, but that pain must be felt to be deserved (at least in the older child and adult) and not arouse lasting anger or humiliation. It must teach the error of the ways and prepare the recipient for instruction as to the right away.

Often enough the pain of punishment and blame widens the breach between the teacher and pupil merely because the former has inflicted pain without recompense.

One might put it thus: The pleasure of praise and reward must energize, the pain of blame and punishment. must teach, else teacher and society have misused these social tools.

"Very well," I hear some readers say, "is conscience to be dismissed so shortly? Have not men dared to do right in the face of a world that blamed and punished; have they not stood without praise or reward or the fellows.h.i.+p of others for the actions their conscience dictated?"

Yes, indeed. What, then, is conscience? For the common thought of the world it is an inward mentor placed by G.o.d within the bosom of man to guide him, to goad him, even, into choosing right and avoiding wrong. Where the conception of conscience is not quite so literal and direct it is held to be an immanent something of innate origin. Whatever it may be, it surely does not guide us very accurately or well, for there are opposing consciences on every side of every question, and opponents find themselves equally spurred by conscience to action and are equally convinced of righteousness. In the long run it would be difficult to decide which did more harm in the world, a conscientious persecutor or bigot, an Alvarez or James the First, or a dissolute, conscienceless sensualist like Charles the Second. Certainly consciences differ as widely as digestions.

Conscience, so it seems to me, arises in early childhood with the appearance of fixed purposes. It is entirely guided at first by teaching and by praise and blame, for the infant gives no evidence of conscience. But the infant (or young child) soon wants to please, wants the favor and smiles of its parents. Why does it wish to please? Is there a something irreducible in the desire? I do not know and cannot pretend to answer.

This, however, may be definitely stated. Conscience arises or grows in the struggle between opposing desires and purposes in the course of which one purpose becomes recognized as the proper guide to conduct. Let us take a simple case from the moral struggles of the child.