and is not capable of understanding what he is told about its
outcome by those with more experience, it is impossible for him
to guide his act intelligently. In such a state, every act is
alike to him. Whatever moves him does move him, and that is all
there is to it. In some cases, it is well to permit him to
experiment, and to discover the consequences for himself in order
that he may act intelligently next time under similar
circumstances. But some courses of action are too discommoding
and obnoxious to others to allow of this course being pursued.
Direct disapproval is now resorted to. Shaming, ridicule,
disfavor, rebuke, and punishment are used. Or contrary
tendencies in the child are appealed to to divert him from his
troublesome line of behavior. His sensitiveness to approbation,
his hope of winning favor by an agreeable act, are made use of to
induce action in another direction.

2. These methods of control are so obvious (because so
intentionally employed) that it would hardly be worth while to
mention them if it were not that notice may now be taken, by way
of contrast, of the other more important and permanent mode of
control. This other method resides in the ways in which persons,
with whom the immature being is associated, use things; the
instrumentalities with which they accomplish their own ends. The
very existence of the social medium in which an individual lives,
moves, and has his being is the standing effective agency of
directing his activity.

This fact makes it necessary for us to examine in greater detail
what is meant by the social environment. We are given to
separating from each other the physical and social environments