1. "Does attendance at a large school increase or diminish the individuality of the student who comes from a small town?" Cooley, Social Organization, pp. 91-97.

2. Should children be allowed to communicate in the study room?

3. "What views have you formed from your own experience regarding superficiality in education? Can you suggest remedies?" Cooley, Social Organization, pp. 98-100.

4. What kinds of pupils should be segregated and what should be done with them? O'shea, pp. 414-421.

5. Should a school give a public dramatic performance at least once a year? King, Social Aspects of Education, pp. 269, 281; O'shea, Social


1. Do we usually get a concept before we get the word or other symbol for it? Cooley, Social Organization, p. 69; Wallas, The Great Society, p. 53. Collect inductive evidence. Which should a teacher give first when presenting a new topic to a class?

2. Discuss suggestibility. Ross, Social Psychology, pp. 11-42.

3. Explain communication with an imaginary person. Give examples you have observed. What influence does it have in shaping character? Cooley, Human Nature and Social Order, pp. 52-62, 60-101; Holmes, Autocrat of the Breakfast Table, Section III.

4. Sit in a schoolroom during a study period and make a list of the kinds of non-verbal communication you see, with the number of instances of each kind.

5. How may high school pupils be given more opportunity for free communication? O'shea, Social Development and Education, pp. 200-225, 248-264.

6. Improvements in rural communication. Gillette, Constructive Rural Sociology, pp. 191-203.

7. Report on chapters in Scott's Social Education: "Reading, Language and Literature," pp. 190-236; "Fine Art," pp. 260-280.

Development and Education, pp. 153-155, 370-409. To make a formal debate of this, the question may be restricted to a particular school or to some class or organization in the school.


Addams, Spirit of Youth and the City Streets, pp. 75-95.

American Journal of Sociology, Vol. 16, pp. 342-371, 538-564, Frances Fenton, "The Influence of Newspaper Presentations upon the Growth of Crime and Other Anti-Social Activity"; Vol. 24, pp. 502-527, Ross, "Association."

American Sociological Society, Publications, Vol. 9, "Freedom of Communication."

Beegle and Crawford, Community Drama and Pageantry.

Blackmar and Gillin, Outlines of Sociology, pp. 271-282, "Processes of Socialization."

Carver, Sociology and Social Progress, pp. 716-732, Godkin, Bagehot.

* Cooley, Social Organization, pp. 61-103.

Deniker, The Races of Man, pp. 127-143.

Dewey, Schools of Tomorrow, pp. 103-131.

Educational Review, Vol. 50, pp. 392-398, L. A. Averill, "Educational Possibilities of the Motion Picture."

Ellis, Task of Social Hygiene, pp. 340-378, possibility of an international language.

Encyclopaedia Britannica, "Philology," early part of article.

Gesell, The Normal Child and Primary Education, pp. 125-180, drawing, drama, phonics, and language.

Giddings, Descriptive and Historical Sociology, pp. 124-145.

Giddings, Principles of Sociology, pp. 223-228.

Havemeyer, The Drama of Savage Peoples.

Jastrow, Character and Temperament, pp. 175-181.

Monroe, Cyclopedia of Education: "Drama and Education"; "Language, Psychology of"; "Speech Defects"; "Story Telling"; "Vernacular, Teaching in the"; "Writing."

O'shea, Social Development and Education, pp. 3, 29-54, 370-386, 396-421, 535-550.

Ross, Changing America, pp. 100-136, "The Suppression of Important News."

Sayce, Introduction to the Science of Language, pp. 90-162.

Scott, Social Education, pp. 1-7.

Todd, Theories of Social Progress, pp. 407-413.

Ward, Dynamic Sociology, Vol. II, pp. 180-189.