he gives this idea a wider meaning by organizing it as an element into
more complex experiences, as when he relates it with the idea of a fire,
of dinner, or of a call to school. Before it was merely a bell; now it
is an alarm of fire. So far, however, as the child is lacking in the
control of his experiences, he remains largely a mere creature of
impulse and instinct, and is occupied with present impressions only.
This implies also an inability to set up problems and solve them through
a regular process of adjustment, and a consequent lack of power to
arrange experiences as guides to action. In the educative process,
however, as previously exemplified, we find that the child is not a
slave to the passing transient impressions of the present, but is able
to secure a control over his experience which enables him to set up
intelligent aims, devise plans for their attainment, and apply these
plans in gaining the end desired. Growth of control takes place,
therefore, to the extent to which the child thus becomes able to keep
an end in view and to select and organize means for its realization.

=Elements of Control.=--In the growth of control manifested in the
learning process, the child, as we have noticed, becomes able to judge
the value, or worth, of experience. In other words, he becomes able to
distinguish between the important and the trivial, and to see the
relative values of various experiences when applied to practical ends.
Further, he gains right feeling or an emotional warmth toward that which
his intelligence affirms to be worthy, or grows to appreciate the right.
Thirdly, he secures a power in execution that enables him to attain to
that which his judgment and feeling have set up as a desirable end. In
fine, the educative process implies for the child a growth of control by
which he becomes able (1) to select worthy ends; (2) to devise plans for
their attainment; and (3) to put these plans into successful execution.