The morning call. [volume] (San Francisco [Calif.]) 1878-1895, 1890-04-07
POWER OF IMITATION.
To the Habit of Imitation We
Can Trace the Spirit of Art.
Children Should Be Taught to Initiate the Coed
Works Of others-A Laughable Incident
in a Public School.

In the study of physiognomy we learn
that imitation derives its power from
the muscles ana nerves of sense. The
sign is located just under the tip of the
nose, the muscular, cartilaginous or fat
noses disclosing qualities yielding and fex-
IDLE, such qualities as are needed in imita-
ton. To those who excel in initiative pro-
LESSONS, actors, artists and writers of fic-
ton the sign is found largely developed,
and to these minds is given the faculty Of
representing correctly the speech, manners
and customs of others and the form, size
color and life of objects about them. The
Initiative mind alone can attain originality,
for the artist must learn TO initiate before
he can create. When he does create he
stands above his fellow beings, indie
pendently and as one worthy of notice
Such men as Goethe, Mozart, Michael An
gelo, Moliere, Cicero, Beethoven were imi-
tators before they acquired fame. Cicero imi-
tated the Greek orators. His eloquence was
most winning, and it is said that his pen
had the power Of his tongue. His oratiOns
and philosophical works are models of style.
Mozart left compositions that are immortal.
The dignitied style of johnson, one of the
most eminent literary men of the eighteenth
century in England, is scarcely mitable.
1t is to the habit of imitation that we can
trace the spirit OF art, and nature is the one
faultless picture from which our artists
copy. Imitation is the primary means Of
education; it is the first essential in build
ing, hence we can see the Importance of
seeking the best models as examples for
reproduction The imitation of bad men
and evil habits often serve to form the most
vicious chara cters. and it is from this fault
that many young men are dropping slowly
but surely into the sea of degradation.
Right here let me call the attention of all
parents 10 the necessity of making home
pleasant. Be it palace or a howell, by per-
fect example, frm yet gentle hand, the
most rebellious child seeing nothing but
refinement, hearing nothing but loving
words, will be Influenced sufficiently to imi-
tate what is noble, what is good, and what
his parents point out as Will be tor his adj
Vancement In the United States the infu-
ence of the head of the family over the
son is slight in comparison to that eX-
erted by the European parent. There
the boy generally follows the occupation of
his father, while here it often happens that
IN the rush and whirl Of business the parent
neglects the son, who is led astray by the
astonishing success OF few who have
amassed a fortune in wild yet successful
speculation. 1t is the duty of every parent
to make his boy form some plan as to what
shall be his situation in life, then start the
boy Alright, for proper start in life is half
the battle won. Advise MIN to initiate the
life OF some man who has become eminent,
whose greatness in science, art or politics
has made his name enduring. The faculty
OF imitation uncOnsciously grows on man,
as is proven by the fact that in spite of
efforts man reflects the accent and manners,
the dress and customs OF others with whom
lie has been associated Some time ago,
and thank heaven that time has passed. our
American society girls and young men, after
few months speUt i'll London, came home
so befogged with English manner isms that
they failed to see the ridicule that their
more sensible sisters and brothers heaped
upon them. For the mere qualification of
Dame Fashions whims these pets of society
| had lost their identity by uneeasing imita-
ton; they gained but little in intellect,
their ideas were just as narrow, the only
| thing broad about them was their speech.
All animals, like all human beings. are
| initiative, the degree varying according to
| natural endowment. The chicken learns
| from its mother how TO feed. The hen
scratches the ground for food, then pecks
the food into small particles, touching not
morsel herself, simply showing the chick
| ems how TO eat, The mother bird by sing
| ing instructs her little ones how to sing.
| Day after day she gives them short lessons
in flying. The birdlings initiate the mother,
and soon learn. Imitation with the
monkey is mania. We laugh at the antics
OF the monkey which excite our disabilities,
and yet the animal is but giving perfect
illustrations OF what be has seen. Burns,
! when writing,
! All, wad some power a giftie gle us
| To see ourselves as ithers see US,
| Never thought Of the monkey.
| People are often seized with passion for
| representing objects they see. There once
| lived savage who, on seeing for the first
| time a ship, seized a stick from off the
| ground. and, gazing earnestly at the ship
moment longer, drew perfect likeness of
it on the beach.
| Not long ago, while in the country saw
| two little children playing in the dust along
! the road. They were barefuoted. Each
| child was so perfect in glowing health, and
| so full of fun and mischief, that l stopped
/ to talk to them. During our conversation,
| which consisted Of questions and answers
| concerning the people Of the neigh bOrhood,
/ the village school, ETC., noticed the elder
| child smooth to an even surface the dust on
/ the ground, and then, with her great toe as
the instrument of design, draw fair pictures
| OF ship. horse, violin and a beehive,
| all objects they had seen, SO they explained
when praised their work.
Few people are aware of the latent
| powers OF Imitation little children possess.
4 They would be surprised, as l was. when,
on visiting one of the primary schools of
| this city noticed with what accuracy and
| quicknesS the little ones in the receiving
| classes initiated the voice, the style, the
| gestures, the accent of their teacher in dec
| lamation. They were small elocutionists
/
model of learning. In modelling, the tiny
| hands worked deity making good repre-
| sensations Of the figures placed before them,
| and 1t was amusing as well as interesting to
watch how they would manipulate the clay
| in the precise manner of the teacher.
Watch me-" cautioned Miss Y, as. she
| stopped a moment to pick out black speck
| in the clay she held in her hand. Imme-
| dlately every child did the same, only on an
exaggerated scale, spelling completely the
design they had almost flushed. In pen
manship particularly | noticed that the
| form, the slant, the grace OF each letter
| made by the pupils was an imitation of the
| teachers penmanship, and as thu latter
| was beautiful penman it followed that
| her pupils were also.
YES" said Miss Y, children in the re-
| ceiving classes possess wonderful powers of
imitation, but as they advance in years and
| grade, we teach them to depend more on
! themselves. | remember" continued the
| lady, laughing, ''of an annoying and yet
| amusing occurrence which happened when
| was instructiDg class as TO the manner of
| preparing their papers for examination. /
| showed them, by picturing sheet of paper
| work, where TO place the date, where to
| write my name as class teacher and their
| own signature, in the last case placing as
example, John Brown. My pupils had
| great confidence in rything l did, and
| they went TO work goud-naturedly. That
! afternoon L was rewarded by very neat
| set of papers, all nicely written, the work
| signed John Brown" FAUSTINA.
! PEOPLE WHO ARE TALKED ABOUT.
Professor Alexander Agassiz will spend
most OF the coming summer at his Newport