ing Process._--These relative ideas pass into the formation
of a new experience, as illustrated in Figure 3, constituting the
solution of the problem.

4. _Expression._--A further applying of this experience may be made in
adjusting the pupil to other problems connected with his geometric
environment; as, for example, to discover the sum of the interior angles
of a triangle.

EDUCATION AS CONTROL OF ADJUSTMENT

The examples of adjustment taken from school-room practice, are found,
however, to differ in one important respect from the previous example
taken from practical life. This difference consists in the fact that in
the recovery of the coin the modification of experience took place
wholly without control or direction other than that furnished by the
problem itself. Here the problem--the recovery of the coin--presents
itself to the child and is seized upon as a motive by his attention
solely on account of its own value; secondly, this problem of itself
directs a flow of relative images which finally bring about the
necessary adjustment. In the examples taken from the school, on the
other hand, the processes of adjustment are, to a greater or less
extent, directed and regulated through the presence of some type of
educative agent. For instance, when a student goes through the process
of learning the relation of the exterior angle to the two interior and
opposite angles, the control of the process appears in the fact that the
problem is directly presented to the student as an essential step in a
sequence of geometric problems, or adjustments. The same direction or
control of the process is seen again in the fact that the student is not
left wholly to himself, as in the first example, to devise a solution,
but is aided and directed thereto, first, in that the ideas bearing upon
the problem have previously been made known to the student through
instruction, and secondly, in that the selecting and adjusting of these
former ideas to the solution of the new problem is also directed through
the agency of either a text-book or a teacher. A conscious adjustment,
therefore, which is brought about without direction from another,
implies only a process of learning on the part of the child, while a
controlled adjustment implies both a process of learning on the part of
the child and a process of teaching on the part of an instructor. For
scientific treatment, therefore, it is possible to limit formal
education, so far as it d