grades, high school, or in vocation, is a thoroughly socialized citizen.

The nature and direction of social forces, criteria for social progress, desirable group life, and social relationships, are essentials to be included in the aims of this course. The social significance of individual differences and educational programs meeting the attendant needs, education as a means of social control, insight into social change, and a consideration of the processes of institutions and organizations directly related to professional practice,—all fall within the scope of such a course.

II.

The section of the questionnaire relating to content was made up of a series of topics suggested by various sources. There was no attempt to arrange, evaluate, or to avoid overlapping. It presents a heterogeneous list of topics, some of which might well be used as titles of specialized courses. In submitting the questionnaire brief directions were given at the head of the list, as presented here:

The following topics are presented as representing more or less desirable units in a first or general course in educational sociology. The course is to be designed for students who have had at least one year of work in a standard normal school or college course. It is assumed that ninety per cent or more will have had at least introductory courses in biology and psychology.

Will you kindly indicate in the column to the right the ten (10) most essential or desirable topics, by placing the number (1) after each, and the next best ten (10) the number (2). Whether you approve the list or not, will you please check as suggested.

1. The Nature and Purpose of Educational Sociology. 2. Social and Educational Aspects of the Evolution of Man. 3. The Innate Social Nature of Man.

4.

5.

6.

Educational and Social Significance of Heredity.
Socialization: Its Origin and Development.

The Family as a Social and Educational Institution.

7. Education in Primary and Intermediate Groups. 8. The State and Education.

9.

Social and Educational Aspects of the Measurement of
General Intelligence.

10. Immigration and Education.

11.

Educational Needs in Relation to Social Change. 12. Social and Educational Surveys.

13. Case Group Analyses.

14.

15.

The Selection and Evaluation of Educational Objectives
Education a Factor in Social Control.

16. Social Progress,

17.

18.

Democracy and the Modern School.
The Community and the School.

19. The Individual and the Social Group.
Social Organization.

20.

21.

22.

23.

Education in Relation to Social Forces.
Americanization.

The School as a Community Center. 24. The Socialization of Discipline.

25.

26.

27.

Social Phases of Vocational Guidance.
Socialization of Methods.

The Socialization of the Curriculum. 28. The Evolution of the Modern School.

29. The Social Significance of Universal Education. Education and Nationalism.

30.

31. 32.

33.

Education as a Factor in Internationalism.
Education as an Agency of Progress.

State and Federal Control of Education.

34. Social Virtues Acquired through Participation in

School Activities.

35. Education as a Means of Social Efficiency.

36. Sociological Foundations of Culture.

37. Sociological Aspects of Physical Education.

38. The Relationship of the School to other Social Institutions.

39.

40.

41.

42.

43.

Sociological Foundations of Vocational Education.
Education and Social Classes.

Educational Tendencies in Relation to Geographic
Environment.

Community Obligations of Teacher and School Of-
ficials.

Sociological Applications of Psychological Principles. 44. Sociological Foundations of Part Time Education.

45.

46.

47.

48.

49.

50.

52.

Education as a Preventive of Poverty.

Sociological Foundations of Civic Education.

Special Schools and Classes for Abnormal Children.
Advantages of Extra-Curricular Activities.
Scientific Trends in Social Problems.

The Social Inheritance.

51. The Social Significance of Individual Differences.
The Social Nature and Spirit of the School.
Social Stability in a Dynamic Society.

53.

54. Moral Education.

55. Folkways in Relation to Educational Procedure. Commercialized Amusements.

56.

57.

58.

59.

Public Provision for Recreation.

Education for Leisure.

Educational Aspects of Public Opinion.

60. The Importance of State Supervision of Education. 61. Training for Social Efficiency.

62. The Equalization of Educational Opportunity.

63. State Subsidies for Teacher Training.

64. School Organization in Relation to Social Change. 65. Educational Aspects of Gangs and Cliques.

66.

Social Factors in School Administration.

67. The Growth of Democracy and its Relation to Education.

68. The Social Mind.

On a separate sheet, immediately following, was the statement: "If, after your evaluation, you find the list inadequate, will you kindly list on this sheet your own 'Best Ten' topics for such a course?" Ten suggested additional topics to be included in their own "best ten," but only one topic was mentioned more than once, the topic "Socialization" being included by three. This topic is obviously related to one given in the list as "Socialization: Its Origin and Development," but the term "Socialization" alone is less restricted in its implications. Only three topics of the list received no vote: "The Importance of State Supervision of Education," "State Subsidies for Teacher Training," and "The Social Mind." The following list, ranked in order of preference as to inclusion, seems suggestive and in the light of the aims previously con

sidered, and in the light of the literature at hand, seems to reflect the present attitude fairly well:

1. The Nature and Purpose of Educational Sociology. 2. The Selection and Evaluation of Objectives.

3. Educational Needs in Relation to Social Change. The Family as a Social and Educational Institution. Education a Factor in Social Control.

4.

5.

6.

7.

8.

The Socialization of the Curriculum.

Education in Relation to Social Forces.

The State and Education.

9. Socialization: Its Origin and Development. 10. The Innate Social Nature of Man.

11.

Democracy and the Modern School.

12. Education as an Agency of Progress.

13.

Educational and Social Significance of Heredity.
Education in Primary and Intermediate Groups.

15. The Individual and the Social Group.

16. The Socialization of Discipline.

17. Social and Educational Aspects of the Evolution of Man. 18. Moral Education.

20. The Relation of the School to Other Social Institutions. 21. Sociological Foundations of Culture.

(This arrangement indicates the order of preference, and is not arranged in the order or sequence for a course of instruction.)

III.

The method of such a course will necessarily vary greatly, owing to the wide variety of conditioning factors, but in order to get at least a hint of the prevailing attitudes, the following request was included in the questionnaire: "Will you indicate on this sheet the method and procedure for a highly successful lesson in this field which you have taught or observed?" The statements follow:

The following plan has been used with a high degree of success. Several questions, broad in scope and numbering from 3-8, are dictated to the class with references. Sometimes it is necessary to suggest minor questions depending upon these pivotal questions, and also to have reports on specific investigations relative to their solution assigned to several members of the class. The next class period is taken up with lecture work and discussion of these questions and reports.

1. Take a topic of importance.

O. Edgar Reynolds.

2. Analyze it into really discrete elements.

3. Have students (experienced teachers, or at least students) react to these from experience.

4. Let the instructor re-interpret on a higher plane.

David Snedden.

1. Introductory discussion of the educational significance of current events.

2. Half an hour's oral quizzing on specific topic assigned. Formulation of problems based on results of these

3.

discussions.

4.

Brief supplementary contribution by the instructor. 5. Assignment growing out of everything preceding. Carroll D. Champlin.

I lecture with a view to inspirational insight.

Ross L. Finney.

I like to put into the hands of the students an iconoclastic textbook, so much so that all of them will become convinced that the author is a fool, yet differ as to just when he is speaking foolishness. Any particular point I should want half of the class to deem arrant madness while the other half admits that on the whole the author is crazy but here, for a change, he has shown rare wisdom and insight! Then fight it out in class. C. C. Peters.

I consider my most successful lessons those in which the conclusions of sociology and the need of education are developed by constant reference to social groups in which the pupils are interested and are familiar, and the application of such conclusions by reference to even other groups. I think any effort to make the students do original applications of the conclusions brought out in the texts or the discussions, is the best method that can be used in the little time we have for the general course. We give a credit of three semester hours for the course. Alvin Good.