=Nature of Growth of Control.=--The young child is evidently not able at first to exercise this power of control over his experiences. When a very young child is aroused, say by the sound proceeding from a bell, the impression may give rise to certain random movements, but none of these indicate on his part any definite experience or purpose. When, however, under the same stimulation, in place of these random movements, the child reacts mentally in a definite way, it signifies on his part the recognition of an external object. This recognition shows that the child now has, in place of the first vague image, a more or less definite idea of the external thing. Before it was vague noise; now it is a bell. But a yet more valuable control is gained by the child when he gives this idea a wider meaning by organizing it as an element into more complex experiences, as when he relates it with the idea of a fire, of dinner, or of a call to school. Before it was merely a bell; now it is an alarm of fire. So far, however, 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