gets. The habits of constructiveness may be developed in different sorts
of media. The order of their availability is roughly as follows: first,
in the use of materials such as wood, clay, raffia, etc.; second, in the
use of pencil and brush with color, etc.; third, in the use of words. We
should therefore expect and provide for considerable development along
manual lines before demanding much in the way of literary expression.
Indeed, it may be argued that richness of experience in doing is
prerequisite to verbal expression.

Acquisitiveness and collecting are two closely allied tendencies of
great strength. Every child has a tendency to approach, grasp, and carry
off any object not too large which attracts his attention, and to be
satisfied by its mere possession. Blind hoarding and collecting of
objects sometimes valueless in themselves results. This instinct is very
much influenced in its manifestation by others which are present at the
same time, such as the food-getting instinct, rivalry, love of approval,
etc. The time at which the tendency to collect seems strongest is at
about nine years, judged by the number of collections per child.

Rivalry as an instinct shows itself in increased vigor, in instinctive
activity when others are engaged in the same activity, and in
satisfaction when superiority is attained. There is probably no inborn
tendency whereby these responses of increased vigor and satisfaction are
aroused in connection with any kind of activity. We do not try to
surpass others in the way we talk or in our moral habits or in our
intellectual attainments, as a result of nature, but rather as a result
of painstaking education. As an instinct, rivalry is aroused only in
connection with other instinctive responses. In getting food, in
securing attention or approval, in hunting and collecting, the activity
would be increased by seeing another doing the same thing, and