ver, as the child is lacking in the
control of his experiences, he remains largely a mere creature of
impulse and instinct, and is occupied with present impressions only.
This implies also an inability to set up problems and solve them through
a regular process of adjustment, and a consequent lack of power to
arrange experiences as guides to action. In the educative process,
however, as previously exemplified, we find that the child is not a
slave to the passing transient impressions of the present, but is able
to secure a control over his experience which enables him to set up
intelligent aims, devise plans for their attainment, and apply these
plans in gaining the end desired. Growth of control takes place,
therefore, to the extent to which the child thus becomes able to keep
an end in view and to select and organize means for its realization.

=Elements of Control.=--In the growth of control manifested in the
learning process, the child, as we have noticed, becomes able to judge
the value, or worth, of experience. In other words, he becomes able to
distinguish between the important and the trivial, and to see the
relative values of various experiences when applied to practical ends.
Further, he gains right feeling or an emotional warmth toward that which
his intelligence affirms to be worthy, or grows to appreciate the right.
Thirdly, he secures a power in execution that enables him to attain to
that which his judgment and feeling have set up as a desirable end. In
fine, the educative process implies for the child a growth of control by
which he becomes able (1) to select worthy ends; (2) to devise plans for
their attainment; and (3) to put these plans into successful execution.

THE INSTRUCTOR'S PROBLEMS

The end in any learning process being to set the pupils a problem which
may stimulate them to gain such an efficient control of useful
experience, or knowledge, we may note two important problems confronting
the teacher as an instructor:

1. _Problem of Matter._--The teacher must be so conversant with the
subject-matter of the curriculum and with its value in relation to
actual life, that he may select therefrom the problems and materials
which will enable the child to come into possession of the desirable
experiences. This constitutes the question of the subject-matter of
education.

2. _Problem of Method._--The teacher must further be conversant with the
process by which the child gets command of experienc