Topics

1. Compare Ward's view of what constitutes social telesis with Cooley's view of public will. Which do you prefer? Ward, Pure Sociology, pp. 544-549; Applied Sociology, pp. 2-13, 287-292,317,318; Psychic Factors of Civilization, p. 239; Outlines of Sociology, pp. 179-182, 222-225, 290-293; Cooley, Social Organization, pp. 395-419.

2. Explain Vierkandt's distinction between "nature people" and "culture people." Hayes, Introduction to the Study of Sociology, pp. 403-

405.

3. Devise a plan of self-government for keeping order in this school. See p. 273. King, Social Aspects of Education, pp. 291-309.

4. Education as a factor in progress. Hayes, Introduction to the Study of Sociology, pp. 665-668; King, Social Aspects of Education, pp. 217-239, references; Dealey, Sociology, pp. 243-257; Gillette, Vocational Education, pp. 211-224; Ellwood, Sociology and Modern Social Problems, PP. 354_367; American Journal of Sociology, Vol. 18, pp. 622-640, Monroe, "Human Interrelationships and Education."

5. Read in Sumner's Folkways and try to discover if there is any ideal to which human nature cannot become habituated.

6. Government as a factor in progress. Cooley, Social Organization, pp. 410-419; Ward, Psychic Factors of Civilization, pp. 321-331; Pure Sociology, pp. 240-275; Blackmar and Gillin, Outlines of Sociology, pp.

379-387.

7. The socialist idea of progress, and criticism of it. Ellwood, Sociology and Modern Social Problems, pp. 297-310; Cooley, Social Organization, pp. 405-410.

8. Can war be suppressed? Hayes, Introduction to the Study of Sociology, pp. 627-631, 646-651.

9. Compare this view of society as a self-directing body with the organic theory of society. With the conflict theory. Which is true? Fairbanks, Introduction to Sociology, pp. 54-62; Ross, Foundations of Sociology, pp. 272-290. " Is all this moonshine? Can society by taking thought create itself anew? " - Todd, Theories of Social Progress, p. 506.

Problems

1. A hundred people are gathered in a room engaged in conversation. They raise a hum which can be heard a block away. Do they intend to do it? Why do so many of them talk louder than ordinarily? Compare with the noise on the playgrounds of a school; also in corridors, library, and study rooms. What kinds of work does noise interfere with? Where such work must be carried on and many people are gathered how can noise be prevented?

2. To what extent do the students of this school as a body set up ends or aims for themselves and set about realizing them? Do the occupants of the library and study rooms have the kind of order they wish?

3. Name some great benefits which collective action could secure among the students of this school. In this city.

4. What conditions set limits to the scope of governmental activity? May we expect that the program of the socialists can sometime be carried out?

5. Compare the influence on the future of humanity which is exerted by the mother of six children with that of a grammar grade teacher who serves successfully for twenty-five years.

6. Which statement of the goal of society seems to you the best? Expand it in your own words, or else write out an improved statement of your own.

References

American Journal of Sociology, Vol. 7, pp. 427, 428, Forrel, summary of article; Vol. 8,pp. 336-359, Lloyd, "The Social Ideal"; Vol. 10, pp. 1-25, Galton and others, "Eugenics"; Vol. 11, pp. n-25, Galton, "Studies in Eugenics," pp. 277-296,discussion of same; Vol. 12, pp. 576, 577, summary of article describing L'Elite, a French association for the conservation and improvement of the human species; Vol. 13, pp. 541-560, Elkin, "The Problem of the Twentieth Century"; Vol. 20, pp. 98-103, "Eugenics and So-called Eugenics"; Vol. 22, pp. 369-380, Sims, "Social Progress and the Purposeful Utilization of the Surplus."

* Bagley, The Educative Process, pp. 23-39.

Betts, Social Principles of Education, pp. 32-50, 176-191.

Blackmar and Gillin, Outlines of Sociology, pp. 373-378, aims of society; 414-422, estimation of progress.

Bogardus, Introduction to Sociology, pp. 314-321.

Castle, Genetics and Eugenics, pp. 260-277.

Chicago School of Civics and Philanthropy, The Child in the City, pp. 464-481, city planning; 485-493, plans for children.

Conklin, Heredity and Environment, pp. 410-440, 482-491.

Conn, Social Heredity and Social Evolution, pp. 281-344, two chapters.

Davenport, Heredity in Relation to Eugenics, pp. 1-5, 252-271.

Dealey, Sociology, pp. 67-73, 195-199.

Devine, Misery and Its Causes, pp. 239-274.

Ellis, The Task of Social Hygiene, pp. 1-48, 193-211.

Ellwood, Introduction to Social Psychology, pp. 287-312.

Ellwood, The Social Problem, pp. 1-47, 98-144, 196-249.

Eugenics Record Office, Cold Spring Harbor, Long Island, N. Y., publishes memoirs, bulletins, reports, blank schedules for recording family traits and other eugenic data, and occasional books.

Gillette, Vocational Education, pp. 161-185.

Guyer, Being Well-Born, pp. 280-339.

Hayes, C, British Social Politics, pp. 263-346, housing.

Hayes, E. C, Introduction to the Study of Sociology, pp. 398-405, 258-276.

* Humphrey, Mankind, pp. 196-223.

Keller, Societal Evolution, pp. 90-168, summarized in last two pages; 217-246, 310-326.

Kelly, Ethical Gains through Legislation,

* Kelsey, The Physical Basis of Society, pp. 266-296, eugenics, progress. King, Education for Social Efficiency, pp. 280-304.

McKim, Heredity and Human Progress, Chapters V-VIII.

Monroe, Cyclopedia of Education: "Eugenics," references; "Progress"; "Research, Endowment of."

Mosby, Causes and Cures of Crime, pp. 82-110.

Nearing, Social Adjustment, pp. 313-321.

Parmelee, Poverty and Social Progress, pp. 301-320, eugenics; 440-455, progress.

Ross, Social Control, pp. 432-442.

School and Society, Vol. 4, pp. 913-918, Alexander, "Public Opinion and the Schools."

Scientific Monthly, Vol. 4, pp. 446-455, "Science and Modern Civilization"; 554-566, suppression of bubonic plague.

Seager, Social Insurance, pp. 146-175.

Sumner, Folkways, pp. 87-98, 113-118, on the possibility of modifying the mores.

Todd, Theories of Social Progress especially, pp. 257-273, 505-548.

Towne, Social Problems, pp. 307-387, conservation.

Ward, Applied Sociology, pp. 285-339.

Weyl, The New Democracy, pp. 320-347.

Wolfe, Readings in Social Problems, especially pp. 1-16; 135-167, eugenics.