his fellows. When, on the other hand, he
acquires skill in various home occupations, as opening and closing the
gates, attending to the furnace, harnessing and driving the horse, or
playing a musical instrument, he finds that this skill enables him in
some measure to serve in the community life of which he is a member. A
second factor in social efficiency, therefore, is the possession of such
skill as will enable us to co-operate effectively within our social
environment.

=C. Right Feeling, a Factor in Social Efficiency.=--But granting the
possession of adequate knowledge and skill, a man may yet fall far short
of the socially efficient life. The machinist, for instance, may know
fully all that pertains to the making of an excellent engine for the
intended steamboat. He may further possess the skill necessary to its
actual construction. But through indifference or a desire for selfish
gain, this man may build for the vessel an engine which later, through
its poor construction, causes the loss of the ship and its crew. A third
necessary requisite in social efficiency, therefore, is the possession
of a sense of duty which compels us to use our knowledge and skill with
full regard to the feelings and rights of others. Thus a certain amount
of socially useful knowledge, a certain measure of socially effective
skill, and a certain sense of moral obligation, or right feeling, all
enter as factors into the socially efficient life.

FORMAL EDUCATION

Assuming that the educator is thus able to distinguish what constitutes
a life of worth, and to recognize and in some measure control the
stimulations and reactions of the child, it is evident that he should be
able to devise ways and means by which the child may grow into a more
worthy, that is, into a more socially efficient, life. Such an attempt
to control the reactions of the child as he adjusts himself to the
physical and social world about him, in order to render him a more
socially efficient member of the society to which he belongs, is
described as formal education.

CHAPTER II

FORMS OF REACTION

INSTINCTIVE REACTION

Since the educator aims to direct the development of the child by
controlling his reactions upon his physical and social surroundings, we
have next to consider the forms under which these reactions occur. Even
at birth the human organism is endowed with certain tendencies, which
enable it to react effectively upon the presentation of appr