XIV
education for choice
we have been comparing point for point, our civilisation and the simpler civilisation of Samoa, in order to illuminate our own methods of education. If now we turn from the Samoan picture and take away only the main lesson which we learned there, that adolescence is not necessarily a time of stress and strain, but that cultural conditions make it so, can we draw any conclusions which might bear fruit in the training of our adolescents?
At first blush the answer seems simple enough. If adolescents are only plunged into difficulties and distress because of conditions in their social environment, then by all means let us so modify that environment as to reduce this stress and eliminate this strain and anguish of adjustment. But, unfortunately, the conditions which vex our adolescents are the flesh and bone of our society, no more subject to straightforward manipulation upon our part than is the language which we speak. We can alter a syllable here, a construction there; but the great and far-reaching changes in linguistic structure (as in all parts of culture) are the work of time, a work in which cach individual plays an unconscious and inconsiderable part. The principal
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