1. Describe some case in which the tone of a school was changed by a single event.

2. Describe some case in which the attitude of a class seemed to be determined by a single member.

3. Describe some instance in which the standing of a teacher in a community was changed by a single incident.

4. Describe some occasion when a school became a crowd or mob.

5. Discuss some biography so as to show the relation between individual mind and social mind.

6. What does J. Mark Baldwin mean by social heredity? See his Social and Ethical Interpretations, pp. 50-63.

7. What does Ross mean by social control? See his book by that title, especially pp. 7-46, 146-195, 291-349.

8. What did W. G. Sumner mean by mores and folkways? See his book, Folkways, or Keller, Societal Evolution, pp. 25-42.

9. Summarize O'shea's discussion of the way the sense of justice develops among children. Social Development and Education, pp. 88- 112, 455-463.

10. Summarize the analysis of the social virtues by Hayes, Introduction to Study of Sociology, pp. 588-595.

11. Present Cooley's theory of public opinion. Social Organization, pp. 121-148.


1. Show that school, class, or society spirit conforms to the definitions of social mind. Also local pride. National patriotism.

2. What is the function of literature in developing the social mind? Is it desirable that certain works should be agreed on as standard or classic even though there may be others not so ranked which are really as good?

3. Would you say the same of prominent buildings? Of characters and events in history? Should the history of the state always have a place in the curriculum of the elementary schools?

4. Is there danger lest the standardization of thought go too far?

5. See topic 8 under Chapter III (Human Nature) (p. 54). To what extent are the qualities of immigrants the result of the environment out of which they have come?

6. What is the relation of education to the social mind? Define the school curriculum in terms which have been elaborated in this chapter.


The subject of this chapter has been treated by sociologists with great fullness; and because there is so much good reading on it, this book gives less space to it than its importance would warrant. To get a well-rounded view the student should therefore do more collateral reading on this chapter than usual.

American Journal of Sociology, Vol. 19, pp. 1-47, J. E. Boodin, "The Existence of Social Minds"; 531-555, C. S. Gardiner, "Assemblies"; Vol. 22, pp. 306-323, E. A. Ross, "The Organization of Thought."

* Blackmar and Gillin, Outlines of Sociology, pp. 320-337, social mind; 338-348, psychical activities; 220-238, evolution of ethics.

Coffin, The Socialized Conscience, pp. 37-43.

** Cooley, Social Organization, pp. 3-22, 121-148.

Dewey and Tufts, Ethics, pp. 51-72, group morality.

Ellwood, Introduction to Social Psychology, pp. 70-94.

Fairbanks, Introduction to Sociology, pp. 101-118.

Fite, Individualism, pp. 98-131.

Giddings, Descriptive and Historical Sociology, pp. 124-185.

Giddings, Elements of Sociology, pp. 53-87, 110-171.

* Giddings, Principles of Sociology, pp. 132-152.

Hayes, Introduction to the Study of Sociology, pp. 70-73, 77-83,301-322, general discussions; 389-397, custom and fashion; 323-332, prestige; 588-595, the social virtues; 634-637, public sentiment; 357-382, analysis and classification of the forms of the social mind.

Leopold, Prestige, especially, pp. 322-338.

Lowell, Public Opinion and Popular Government, pp. 3-54, "The Nature of Public Opinion."

McDougall, Introduction to Social Psychology, pp. 200-227.

Montesquieu, Spirit of Laws, Book XIX.

Outlook, Vol. 119, pp. 659, 660, 664, 665, Canfield, "Hats."

Ross, Foundations of Sociology, pp. 100-148.

* Ross, Social Psychology, pp. 43-337. Scott, Social Education, pp. 281-298.

Sidis, The Psychology of Suggestion, pp. 297-308. Small, General Sociology, pp. 425-523, 546-549. Todd, Theories of Social Progress, pp. 363-379.