partially called out, those be selected which center energy upon
the point of need. Successively, it requires that each act be
balanced with those which precede and come after, so that order
of activity is achieved. Focusing and ordering are thus the two
aspects of direction, one spatial, the other temporal. The first
insures hitting the mark; the second keeps the balance required
for further action. Obviously, it is not possible to separate
them in practice as we have distinguished them in idea. Activity
must be centered at a given time in such a way as to prepare for
what comes next. The problem of the immediate response is
complicated by one's having to be on the lookout for future
occurrences.

Two conclusions emerge from these general statements. On the one
hand, purely external direction is impossible. The environment
can at most only supply stimuli to call out responses. These
responses proceed from tendencies already possessed by the
individual. Even when a person is frightened by threats into
doing something, the threats work only because the person has an
instinct of fear. If he has not, or if, though having it, it is
under his own control, the threat has no more influence upon him
than light has in causing a person to see who has no eyes. While
the customs and rules of adults furnish stimuli which direct as
well as evoke the activities of the young, the young, after all,
participate in the direction which their actions finally take.
In the strict sense, nothing can be forced upon them or into
them. To overlook this fact means to distort and pervert human
nature. To take into account the contribution made by the
existing instincts and habits of those directed is to direct them
economically and wisely. Speaking accurately, all direction is