This imitation usually comes through admiration, although most people will also recall the disgust with which they have realized that they have unconsciously imitated some mannerism of an acquaintance, of which they heartily disapproved. This shows that it is not necessary to admire an act in order to repeat it. It is necessary only that the act make a vivid impression on one, an impression which may be received by some persons just as readily through strong repugnance as through strong liking. Twists in pronunciation are thus imitated in spite of one’s dislike of them, as an involuntary tribute to the strength of the impression made upon the hearer. Another strong stimulus to imitation is the desire for the praise of others. John wins father’s enthusiastic praise for the thorough way in which he cleaned the motor-car, and his brother Carl cleans it the next time it is muddy, not because he likes the work but because he wants to be praised also. Winnie makes a face at the teacher and wins the praise of her schoolmates in the shape of an approving laugh, and Jennie imitates her at the first opportunity in the hope of winning a laugh also. That is one reason why successful people are so much imitated; in addition to what comes to them through the admiration of the crowd, there are many who hope to win similar rewards through similar efforts. And then there are those who imitate others because they want to surpass them at their own game. This is emulation, usually classed as a distinct instinct by psychologists, and yet so closely related to imitation that the same general principles of treatment apply to both. Faults which have been learned by imitation can rarely if ever be cured by didactic instruction. They have been learned in a far more vivid way, and their unlearning is best accomplished through the substitution of other habits, imitated from some attractive and vivid model. If the process of substitution can be made a pleasant one, the work goes faster. In general, the dramatizing of the proposed new order of things is the surest and quickest way of teaching it, with children who are young enough for this method. Merely to condemn old habits, without suggesting a new and better way, is usually pure waste of time. (1) _Mimicry._ “The young child imitates mainly the simpler bodily attitudes and vocal and facial expressions of those with whom he is in vital contact. As he develops he imitates ever more complex activities of a social, political, ethical, æsthetic and industrial character. In the beginning it is the doing of an act, not the results thereof, that interests the individual; the reverse is usually true in maturity.”[2] Not infrequently, however, does the child fail to distinguish between the act that is suitable to imitate and that which is not. Like every other instinct, although of great value to the individual when properly directed, yet if not guided into legitimate channels, it becomes often a source of great annoyance.