2. The second result of this imitative learning about personality is of equal importance. When the child has taken up an action by imitation and made it subjective, finding out that personality has an inside, something more than the mere physical body, then he reads this fact back into the other persons also. He says to himself: "He too, my little brother, must have _in him_ a sense of agency similar to this of mine. He acts imitatively, too; he has pleasures and pains; he shows sympathy for me, just as I do for him. So do all the persons with whom I have become so far acquainted. They are, then, 'subjects' as I am--something richer than the mere 'projects' which I had supposed." So other persons become essentially like himself; and not only like himself, but identical with himself so far as the particular marks are concerned which he has learned from them. For it will be remembered that all these marks were at first actually taken up by imitation from these very persons. The child is now giving back to his parents, teachers, etc., only the material which he himself took from them. He has enriched it, to be sure; with it he now reads into the other persons the great fact of subjective agency; but still whatever he thinks of them has come by way of his thought of himself, and that in turn was made up from them. This view of the other person as being the same in the main as the self who thinks of the other person, is what psychologists mean when they speak of the "ejective" self. It is the self of some one else as I think of it; in other words, it is myself "ejected" out by me and lodged in him. _The Social and Ethical Sense._--From this we see what the Social Sense is. It is the feeling which arises in the child or man of the real identity, through its imitative origin, of all possible thoughts of self, whether yourself, myself, or some one else's self. The bond between you and me is not an artificial one; it is as natural as is the recognition of personal individuality. And it is doing violence to this fundamental fact to say, as social science so often assumes, that the individual naturally separates himself or his interests from the self or the interests of others. He is, on the contrary, bound up with others from the start by the very laws of his growth. His social action and feeling are natural to him. The child can not be selfish only nor generous only; he may seem to be this or that, in this circumstance or that, but he is really social all the time. Furthermore, his sense of right and wrong, his Ethical Sense, grows up upon this sense of the social bond. This I can not stop to explain further. But it is only when social relationships are recognised as essential in the child's growth that we can understand the mutual obligations and duties which the moral life imposes upon us all.