d from Caroline C. Richards, _Village Life in America_, pp.
21-138. (Henry Holt & Co., 1912.)

[129] From Robert E. Park, "The City," in the _American Journal of
Sociology_, XX (1914-15), 593-609.

[130] From Robert E. Park, "The City," in the _American Journal of
Sociology_, XX (1914-15), 604-7.

[131] Adapted from Werner Sombart, _The Quintessence of Capitalism_, pp.
292-307. (T. F. Unwin, Ltd., 1915.)

[132] Translated from Georg Simmel, _Soziologie_, pp. 685-91. (Leipzig:
Duncker und Humblot, 1908.)

[133] Ellsworth Huntington, _Climate and Civilization_. (New Haven,
1915.)

[134] The following is one of the typical illustrations of this point.
An art teacher conducted a group of children from a settlement, in a
squalid city area, to the country. She asked the children to draw any
object they wished. On examination of the drawings she was astonished to
find not rural scenes but pictures of the city streets, as lamp-posts
and smokestacks.

CHAPTER VI

SOCIAL INTERACTION

I. INTRODUCTION

1. The Concept of Interaction

The idea of interaction is not a notion of common sense. It represents
the culmination of long-continued reflection by human beings in their
ceaseless effort to resolve the ancient paradox of unity in diversity,
the "one" and the "many," to find law and order in the apparent chaos of
physical changes and social events; and thus to find explanations for
the behavior of the universe, of society, and of man.

The disposition to be curious and reflective about the physical and
social universe is human enough. For men, in distinction from animals,
live in a world of ideas as well as in a realm of immediate reality.
This world of ideas is something more than the mirror that
sense-perception offers us; something less than that ultimate reality to
which it seems to be a prologue and invitation. Man, in his ambition to
be master of himself and of nature, looks behind the mirror, to analyze
phenomena and seek causes, in order to gain control. Science, natural
science, is a research for causes, that is to say, for mechanisms, which
in turn find application in technical devices, organization, and
machinery, in which mankind asserts its control over physical nature and
eventually over man himself. Education, in its technical aspects at
least, is a device of social control, just as the printing press is an
instrument that may be used for the same purpose.

Sociology, like other natural sci