(3) Again, it is evident that, especially in primitive communities, the child is dependent on its parent, not only for the fulfilment of its elementary needs and desires, but also for the opportunity of learning how to fulfil these needs and desires in its own person. This process of learning implies--especially perhaps in immature minds--a tendency to imitate the teacher and to be suggestible towards him. Now suggestibility, as we have already seen, probably depends to a considerable extent upon love; it certainly depends largely upon an attitude of respect or admiration on the part of the one who is suggestible. Much the same is true of imitation; we notoriously tend to imitate those whom we love, whom we admire, and to whom we look up with confidence and veneration. This being the case, the adoption of an attitude of love and respect towards his parents, would be of considerable advantage to the child, as enabling him to acquire more readily those capacities, habits and ideas which he most naturally learns from his parents (and later on from those on to whom the parent-regarding feelings are displaced) through imitation and suggestion. In view of the comparatively unformed and plastic condition of many of the instinctive tendencies in human infants, the ability to learn easily and quickly from their elders is of great importance to children in their early years. We have here then very possibly a factor which contributes to the survival-value of a strong parent attachment, though it may not actually call any such attachment into being. [Sidenote: Early arousal of sex tendencies in the family is necessary for cultural displacements] (4) Modern psychology is showing more and more that the growth of man's principal instinctive tendencies is continuous from early youth upward to maturity, there being few or no sudden changes, transitions or fresh departures as development proceeds. The work of Freud and his followers has, above all, clearly shown that the sexual tendencies are not narrowly confined to processes intimately connected with the reproduction of the species, but pervade the whole life of the individual, manifesting themselves in a great variety of ways, many of which are very far removed from the reproductive sphere but are of the greatest importance in the increase and maintenance of culture. More especially it has been shown (in a way which we have to some extent already studied) that these tendencies undergo a continuous process of development from childhood upwards, and that on their growth and history depends to a considerable extent the character and social value of the individual.