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Rh because we endeavor to refer what we are to do to the same situation in which he is acting.

Language is, as we have already seen (Ante, p. ) a case of this joint reference of our own action and that of another to a common situation. Hence its unrivaled significance as a means of social direction. But language would not be this efficacious instrument were it not that it takes place upon a background of coarser and more tangible use of physical means to accomplish results. A child sees persons with whom he lives using chairs, hats, tables, spades, saws, plows, horses, money, in certain ways. If he has any share at all in what they are doing, he is led thereby to use things in the same way, or to use other things in a way which will fit in. If a chair is drawn up to a table, it is a sign that he is to sit in it; if a person extends his right hand, he is to extend his; and so on in a never ending stream of detail. The prevailing habits of using the products of human art and the raw materials of nature constitute by all odds the deepest and the most pervasive mode of social control. When children go to school, they already have 'minds'—they have knowledge and dispositions of judgment which may be appealed to through the use of language. But these 'minds' are the organized habits of intelligent response which they have previously required by putting things to use in connection with the way other persons use things. The control is inescapable; it saturates disposition.

The net outcome of the discussion is that the fundamental means of control is not personal but intellectual. It is not 'moral' in the sense that a person is moved by direct personal appeal from others, important as is this method at critical junctures. It consists in the habits of understanding, which are set up in using objects in correspondence with others, whether by way of coöperation and assistance or rivalry and competition. Mind as a concrete thing is precisely the power to understand things in terms of the use made of them; a