A Social Theory of Religious Education

uises, obstacles and achievements, and the beauty of natural scenery. In a less broad sense, education lies in the contribution made by society to the set of a mind. Again and again has it been pointed out that only through association with his elders can a child attain to civilized life at all. The total difference that such association makes in the organization and outlook of his mind may be regarded as the education that he receives. The ways in which society forms an individual are, however, in large measure unsystematic and even unintended. The "social inheritance" of an American child, for example, includes the influence upon him of all such things as sights and sounds upon the street; newspapers; public amusements; political contests; business and social customs; waves of public opinion; home conditions?indeed, the influence of every man and of every "man way" that he meets. As far as these things?any of them?are controlled for the purpose of giving a set to young minds, we have education in the third and strictly technical sense. It is with education thus technically understood that the present book is primarily concerned. Often, indeed, we shall find ourselves analyzing the unintended influence of men and women upon children, but always for the sake, ultimately, of more clearly defining our deliberate purposes. Deliberateeducational purpose underlies many undertakings besides schools. A family is an educational institution. The same can be said ...