The literature on political socialization indicates that societies tend
to use a variety of channels to teach socially valued political symbols,
attitudes, and behavior (Converse and Dupcux, 1962; Davies, 1965; Eisenstadt,
1956; Elkin, 1960; Hess and Torney, 1967; Hyman, 1959; Karlsson, 1958;
Lane, 1959; Langton, 1965; R. Levine, 1963; Lynn and Sawrey, 1959; McClosky
and Dahlgren, 1959; Parsons, 1959; Williams, 1961). These nay be informal,
as in the 'application of social sanctions against deviants. Or they may be
formal, as in the teaching of civics in school. The use of schools to teach
politically appropriate allegiances and behavior reflects not only deliberation
in the choice of method, but also a certain agreement as to the norms to be
imparted. Children, in other words, are not left to "arrive" at an appro-.)riate
perspective; political education implies limits on what constitutes acceptable
political knowledge.