On the side of action, two general principles have been formulated in child psychology, both illustrated in the cases and experiments now given: The one, Motor Suggestion, is, as we saw, a principle of general psychology. Its importance to the child is that by it he forms Habits, useful responses to his environment, and so saves himself many sad blunders. The other principle is that of Imitation; by it the child learns new things directly in the teeth of his habits. By exercising in an excessive way what he has already learned through his experimental imitations, he is continually modifying his habits and making new adaptations. These two principles dominate the active life of the adult man as well. _Personality Suggestion._--A further set of facts may be cited to illustrate the working of Suggestion, now in the sphere of the receptive life. They are important as showing the child's progress in learning the great features of personality. One of the most remarkable tendencies of the very young child in its responses to its environment is the tendency to recognise differences of personality. It responds to what have been called Suggestions of Personality. As early as the second month it distinguishes its mother's or nurse's touch in the dark. It learns characteristic methods of holding, taking up, patting, kissing, etc., and adapts itself, by a marvellous accuracy of protestation or acquiescence, to these personal variations. Its associations of personality come to be of such importance that for a long time its happiness or misery depends upon the presence of certain kinds of "personality suggestion." It is quite a different thing from the child's behavior toward things which are not persons. Things come to be, with some few exceptions which are involved in the direct gratification of appetite, more and more unimportant; things may be subordinated to regular treatment or reaction. But persons become constantly more important, as uncertain and dominating agents of pleasure and pain. The sight of movement by persons, with its effects on the infant, seems to be the most important factor in this peculiar influence; later the voice comes to stand for a person's presence, and at last the face and its expressions equal the person in all his attributes. I think this distinction between persons and things, between agencies and objects, is the child's very first step toward a sense of personality. The sense of uncertainty or lack of confidence grows stronger and stronger in his dealings with persons--an uncertainty aroused by the moods, emotions, changes of expression, and shades of treatment of the persons around it. A person stands for a group of quite unstable experiences. This period we may, for brevity of expression, assuming it to be first in order of development, call the "projective" stage in the growth of the child's personal consciousness.