various social environments into which he enters. One code
prevails in the family; another, on the street; a third, in the
workshop or store; a fourth, in the religious association. As a
person passes from one of the environments to another, he is
subjected to antagonistic pulls, and is in danger of being split
into a being having different standards of judgment and emotion
for different occasions. This danger imposes upon the school a
steadying and integrating office.


Summary. The development within the young of the attitudes and
dispositions necessary to the continuous and progressive life of
a society cannot take place by direct conveyance of beliefs,
emotions, and knowledge. It takes place through the intermediary
of the environment. The environment consists of the sum total of
conditions which are concerned in the execution of the activity
characteristic of a living being. The social environment
consists of all the activities of fellow beings that are bound up
in the carrying on of the activities of any one of its members.
It is truly educative in its effect in the degree in which an
individual shares or participates in some conjoint activity. By
doing his share in the associated activity, the individual
appropriates the purpose which actuates it, becomes familiar with
its methods and subject matters, acquires needed skill, and is
saturated with its emotional spirit.

The deeper and more intimate educative formation of disposition
comes, without conscious intent, as the young gradually partake
of the activities of the various groups to which they may belong.
As a society becomes more complex, however, it is found necessary