hat the other one may catch and
return it,--that the game may continue. The "pattern" or model is not
the action of the other person. The whole situation requires that each
should adapt his action in view of what the other person has done and is
to do. Imitation may come in but its role is subordinate. The child has
an interest on his own account; he wants to keep it going. He may then
note how the other person catches and holds the ball in order to improve
his own acts. He imitates the means of doing, not the end or thing to be
done. And he imitates the means because he wishes, on his own behalf, as
part of his own initiative, to take an effective part in the game. One
has only to consider how completely the child is dependent from his
earliest days for successful execution of his purposes upon fitting his
acts into those of others to see what a premium is put upon behaving as
others behave, and of developing an understanding of them in order that
he may so behave. The pressure for likemindedness in action from this
source is so great that it is quite superfluous to appeal to imitation.
As matter of fact, imitation of ends, as distinct from imitation of
means which help to reach ends, is a superficial and transitory affair
which leaves little effect upon disposition. Idiots are especially apt
at this kind of imitation; it affects outward acts but not the meaning
of their performance. When we find children engaging in this sort of
mimicry, instead of encouraging them (as we would do if it were an
important means of social control) we are more likely to rebuke them
as apes, monkeys, parrots, or copy cats. Imitation of means of
accomplishment is, on the other hand, an intelligent act. It involves
close observation, and judicious selection of what will enable one to do
better something which he already is trying to do. Used for a purpose,
the imitative instinct may, like any other instinct, become a factor in
the development of effective action.

This excursus should, accordingly, have the effect of reinforcing the
conclusion that genuine social control means the formation of a certain
mental disposition; a way of understanding objects, events, and acts
which enables one to participate effectively in associated activities.
Only the friction engendered by meeting resistance from others leads
to the view that it takes place by forcing a line of action contrary to
natural inclinations. Only failure to take account of the situa