are original tendencies which cause responses of approval and cause as a
result of "relief from hunger, rescue from fear, gorgeous display,
instinctive acts of strength, daring and victory," and responses of
scorn "to the observation of empty-handedness, deformity, physical
meanness, pusillanimity, and defect." The desire for approval is never
outgrown--it is one of the governing forces in society. If it is to be
shown or desired on any but this crude level of instinctive response, it
can only come by education.

Children come to school with both an original nature determined by their
human inheritance and by their more immediate family relationship, and
with an education more significant, perhaps, than any which the school
can provide. From earliest infancy up to the time of entering a
kindergarten or a first grade, the original equipment in terms of
instincts, capacities, and abilities has been utilized by the child and
directed by his parents and associates in learning to walk and to talk,
to conform to certain social standards or requirements, to accept
certain rules or precepts, or to act in accordance with certain beliefs
or superstitions. The problem which the teacher faces is that of
directing and guiding an individual, who is at the same time both
educated and in possession of tendencies and capacities which make
possible further development.

Not infrequently the education which children have when they come to
school may in some measure handicap the teacher. It is unfortunate, but
true, that in some homes instinctive tendencies which should have been
overcome have been magnified. The control of children is sometimes
secured through the utilization of the instinct of fear. The fighting
instinct may often have been overdeveloped in a home in which
disagreement and nagging, even to the extent of physical violence, have