[50]What we have designated as Jewish characteristics are primarily based on the nervous reactions which have resulted from more varieties and longer oppression than those of any other group. The Jew is introspective, analytical, aggressive and conspicuous. The Negro also has many of the same characteristics, though he has not yet developed so many compensatory values, such as religious solidarity and business technique.... The most outstanding result of the oppression psychosis is to create a group solidarity which is far stronger than could have been created by any other means. And he goes on to show the use of symbols as compensatory mechanism of the oppressed group, and thus to account for the ardent clinging of such groups to their language or religion as the real outlet of their self expression and of their will for resistance. So far with conflict. Imitation of individuals has attracted much attention, especially through its exhaustive treatment by Gabriel Tarde, but group imitation has passed by with much less notice. However, we may fairly say that group imitation is as universal a by-product of group contact as are rivalry and conflict. The immigrant comes to America, and the result of that transference of a group into a new environment can be expressed in terms of either imitation or conflict, but can be summed up fully only by recognizing both processes at work at once. The children attend public schools, where they learn the English language, the salute to the flag, and some American group customs. The father learns English at his work; the mother copies American fashions in dress and household; both become naturalized citizens—that is what we call Americanization. But at the same time they speak their native tongue in the home, they read a foreign language newspaper, they keep up their correspondence with the relatives back in the Old Country, they belong to a patriotic or revolutionary society with its roots in the homeland. Often they even organize a school that their children may learn the language, religion and other essentials of their earlier group life. So the children often attend two schools, an American one to assimilate them to the group mind of America, a Polish or Russian or Jewish one to keep them in touch with the group mind of their parents’ allegiance. The hatreds of the central European peoples are transferred to America. The political issues between Czarist and Bolshevist, or between Fascismo and Socialism are perpetuated here. Sometimes the contrast between American and alien is emphasized, and takes the place of the old-world conflicts in the center of consciousness.