of socially useful knowledge, a certain measure of socially effective
skill, and a certain sense of moral obligation, or right feeling, all
enter as factors into the socially efficient life.


FORMAL EDUCATION

Assuming that the educator is thus able to distinguish what constitutes
a life of worth, and to recognize and in some measure control the
stimulations and reactions of the child, it is evident that he should be
able to devise ways and means by which the child may grow into a more
worthy, that is, into a more socially efficient, life. Such an attempt
to control the reactions of the child as he adjusts himself to the
physical and social world about him, in order to render him a more
socially efficient member of the society to which he belongs, is
described as formal education.




CHAPTER II

FORMS OF REACTION


INSTINCTIVE REACTION

Since the educator aims to direct the development of the child by
controlling his reactions upon his physical and social surroundings, we
have next to consider the forms under which these reactions occur. Even