1. Look up definitions of tradition in dictionaries and sociologies.

2. Put on the blackboard an outline of Ross's discussion of contact and cross-fertilizationof cultures; of the interaction of societies. Foun-dations of Sociology, pp. 234-249.

3. Put on the blackboard an outline of Fairbanks' discussion of agglomeration. Introduction to Sociology, pp. 240-249.

4. On the depopulation of the Roman Empire, see Botsford's History of the Ancient World, pp. 517, 518, and Source-Book of Ancient History, pp. 540, 541: also other histories of the later Empire.

5. Give an account of Mendel and put on the blackboard a diagram to illustrate the Mendelian principle of inheritance. Hayes, Introduction to the Study of Sociology, pp. 254-258; Chapin, Social Evolution, pp. 12-17; Castle, Genetics and Eugenics, pp. 88-97, 233-259, 281-321; encyclopedias, works on biology, heredity, and eugenics. The exhaustive treatise is by Bateson, Mendel's Principles of Heredity.

6. Report on the article, "The Stature of Man at Various Periods," Smithsonian Institution, Report, 1904, pp. 517-532.

7. Great men the of progress. Mallock, Aristocracy and Evolution, pp. 55-84; Ross, Social Control, pp. 275-290; Cooley, Human Nature and the Social Order, pp. 283-325.

8. Study the biography or autobiography of some innovating individual, and find out if possible how each of the factors and phases of variation discussed in this chapter appear in his life.

9. Do the same in the history of some country which you are studying. Ward, Pure Sociology, p. 225.

10. Why is a frontier fruitful of variations? Bullock, Readings in Economics, pp. 32-59, Turner.

11. Trace some feature of this school back to its origin. Interview the persons who know the most about it.


1. Does the great reformer come from the desert or the city? Does the original philosopher, scientist, artist, inventor, do his work in solitude, or in close contact with others in factory or university? How is it with the most original students and teachers in this school?

2. Have the changes in education usually been initiated by the teachers or forced upon them from without?

3. "Education has commonly held the position of a brake to social progress." Gillette, Rural Sociology, first edition, p. 74. Is this true?

4. Give an example of a club which was organized for one purpose but in time came to exist for a very different purpose.

5. Does this generalization apply to institutions?

In organic evolution the sort of development that may take place is often largely a matter of what has already taken place; in a sense the selection between variations is based upon the body of characters already assembled by the antecedent process. Certain lines of development are virtually shut off by reason of the direction along which the organism in question has evolved. The horse cannot now develop variations on the basis of five digits. ... - Keller, Societal Evolution, pp. 00, 91.


Addams, The Spirit of Youth and the City Streets, pp. 139-162.

American Journal of Sociology, Vol. 23, pp. 117-120, Hayes, "The Horrors of Respectability"; pp. 350-358, Ross, "Estrangement in Society"; Vol. 24, pp. 566-580, Smith, "The Rôle of Social Heredity in Education."

Bagehot, Physics and Politics, pp. 134-136.

* Baldwin, Social and Ethical Interpretations, Chapter II (Geographical Location). Blackmar and Gillin, Outlines of Sociology, pp. 51-66, 324-328. Castle, Genetics and Eugenics, pp. 28-46.

Conklin, Heredity and Environment, pp. 191-297.

Conn, Social Heredity and Social Evolution, pp. 1-43.

Davenport, Heredity in Relation to Eugenics, especially pp. 6-21, 27-65; pp. 204-220, immigrants; 225-251, individuals and families.

Educational Review, Vol. 50, pp. 270-307, Newbold, "The Spell of Aristotle."

* Ell wood, Introduction to Social Psychology, pp. 125-169. Ellwood, Sociology and Modern Social Problems, pp. 166-195.

* Fairbanks, Introduction to Sociology, pp. 232-249.

Forum, Vol. 9, pp. 160-186, Cobbe, "Secular Changes in Human Nature."

Galton, Hereditary Genius, especially pp. 1-43, edition of 1892.

Giddings, Descriptive and Historical Sociology, pp. 77-96, 106-123.

Giddings, Elements of Sociology, pp. 200-293.

Grant, The Passing of the Great Race, pp. 13-36.

Gumplowicz, Sociology, pp. 84-86, 110-127.

Guyer, Being Well-Born, pp. 1-158, including two chapters on Mendel-ism, pp. 67-120.

Harris, Inequality and Progress, especially pp. 74-89.

Hayes, Introduction to the Study of Sociology, pp. 383-397, 411-417, 482-485.

Herbert, First Principles of Heredity, pp. 69-77, mixing of parental qualities; 93-107, inheritance of acquired characters; 120-141, Mendel-ism; 167-171, law of ancestral inheritance.

Humphrey, Mankind, pp. 10-30.

Jewett, The Next Generation, pp. 1-25.

Jordan and Kellogg, Evolution and Animal Life, pp. 131-210.

* Keller, Societal Evolution, pp. 43-52, 208-246.

* Kelsey, The Physical Basis of Society, pp. 191-275, two chapters. Monroe, Cyclopedia of Education: "Acquired Characteristics";

"Evolution"; "Experiment in Education"; "Ferrer," education and progress; "French Influence in American Education"; "German Influence on American Education"; "Heredity"; "High School, Change in Meaning of 'High'"; "Kindergarten"; "Lancaster"; "Lyon, Mary"; "Mann, Horace"; "Pestalozzi."

Nearing, Social Adjustment, pp. 12-27, "The Theory of Universal Human Capacity."

Parker, Biology and Social Problems, pp. 85-97. Parmelee, Poverty and Social Progress, pp. 21-29.

Popenoe and Johnson, Applied Eugenics, Chapters I-VI.

Popular Science Monthly, Vol. 82, pp. 445-452; Woods, "Heredity and the Hall of Fame."

* Ross, Foundations of Sociology, pp. 197-255.

Ross, Social Psychology, pp. 355-365.

Sayce, Introduction to the Science of Language, pp. 163-219, change in language.

School and Society, Vol. 3, pp. 304-308, 433-452, papers and addresses on education and progress.

Small, General Sociology, pp. 180-195.

Thomson, Heredity, pp. 1-25, 66-88; 164-249, "Transmission of Acquired Characteristics"; 336-380, Mendelism; 506-538, "Social Aspects."

Todd, Theories of Social Progress, pp. 309-324. Ward, Pure Sociology, pp. 202-218.