Summary.
—The natural or native impulses of the young do not agree with the
life-customs of the group into which they are born. Consequently they
have to be directed or guided. This control is not the same thing as
physical compulsion; it consists in centering the impulses acting at any
one time upon some specific end and in introducing an order of
continuity into the sequence of acts. The action of others is always
influenced by deciding what stimuli shall call out their actions. But
in some cases as in commands, prohibitions, approvals, and disapprovals,
the stimuli proceed from persons with a direct view to influencing
action. Since in such cases we are most conscious of controlling the
action of others, we are likely to exaggerate the importance of this
sort of control at the expense of a more permanent and effective method.
The basic control resides in the nature of the situations in which the
young take part. In social situations the young have to refer their way
of acting to what others are doing and make it fit in. This directs
their action to a common result, and gives an understanding common to
the participants. For all mean the same thing, even when performing
different acts. This common understanding of the means and ends of
action is the essence of social control. It is indirect, or emotional
and intellectual, not direct or personal. Moreover it is intrinsic to
the disposition of the person, not external and coercive. To achieve
this internal control through identity of interest and understanding is
the business of education. While books and conversation can do much,
these agencies are usually relied upon too exclusively. Schools require
for their full efficiency more opportunity for conjoint activities in
which those instructed take part, so that they may acquire a social
sense of their own powers and of the materials and appliances used.
