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one is prepared for life who is ignorant of the laws that govern the social organism of which he is an integral part." The president of the University of Wyoming also would require it for the reason that "the rising generation will not be able to correctly solve the problems now arising in society and government without this educational training." This reason is the most common one given.

(2) The culture possibilities of sociology, together with its immense practical importance, warrant the fullest attention to it." (Professor Powers, of Smith College.)

(3) The problems of sociology that are now agitating our civilization must not only be mastered by the leaders of the social reform, but they must be understood by everyday, honest middle classes before any healthy and permanent solution can be obtained." (President Wagner, of Morgan College.) "Americans must soon meet anarchism, communism, and a score of wild theories of land, goods, and government." (Professor Ford, of Elmira College.)

(4) "Sociology is a help to economics and ethics." (Professor Weaver, De Panw University.)

(5) The professor-prophet of sociology, Herron, of Iowa College, must be put in a class by himself the ethico-religious. He answers: "Because man is a social being, because society is man, because the knowledge of how to live an associated life and how to express that life in actual human relations is the chief end of man, and, if one's creed be called in question, the only way to glorify God."

THE TIME NECESSARY FOR IT.

The question, "How much time should be given to it?" brought out answers ranging from "Very little at present" to "So much as possible." The average amount suggested is about six months. The following expresses the minimum requirement: "I think that at least three months should be given to the study of sociology in all our undergraduate institutions. Of course, much more time should be given in postgraduate work." (President Johnson, University of Wyoming.) The number of months actually given to these studies in the institutions reporting to me this year averages as follows: Sociology, five months, 22 institutions reporting; charities and correction, five months, 14 institutions reporting. The length of the courses in the latter ranges from one and one-half to nine months, and of those in sociology from one and one-half months in some institutions to a total of forty-nine and one-half in the University of Chicago.

"What other studies could best be cut down to make room for it?" The answer is, "The ancient languages," four times as frequently as any other. Among the other studies named are economics, history, and mathematics. "Any subject pursued for a longer time than two years may well have a term taken from it rather than have a student graduate with no training in sociology," says Professor Freer, of Mount Vernou, Iowa. Professor Herron would cut down mathematics, or even omit biology. He says: "We can get through life without knowing much about beasts and snakes and toads, but it is becoming quite necessary that we know something about man." Several would solve the problem, not by cutting down anything, but by making sociology elective.

IMPORTANCE OF INSTRUCTION IN CHARITIES.

The answers to the question, "What place should these subjects (charities and correction) have in education?" were all in favor of them, although some said "It depends on the institution," or "They are of changing importance;" more called them "very important," and "an essential part of a liberal education.' President Mosher

says: "I can think of but few subjects that I think would be of greater practical importance to our country than these would be if they could be taught by the laboratory method." Professor Commons would put them "along with the elements of political economy in high schools." Their need to specialists is admirably represented by Professor Henderson, who says: "Every man or woman who intends to engage in the work of charity should study the scientific principles and methods of charity. Those who expect to deal with criminals or to write and speak on prison reform and prevention of crime and vice should give some systematic study to this subject. We have arranged to give double time to those who wish to specialize at this point."

The answers of Professor Small, as given below, tersely cover the main points of the investigation, and may be taken as representing the high-water mark of sociological thought:

Definition."Sociology is the philosophy of human welfare. As such, it must be the synthesis of all the particular social sciences."

"Would you advise it

as part of a general education?"

Answer. "Yes, in general, in the descriptive parts, to prepare the way for history, political economy, political science, and ethics."

"How much time should be given to it?"

Answer. "Last half of sophomore year and first half of junior. I would have a half year at the end of the senior year devoted to philosophical sociology after a study of the special social sciences."

"What other studies could best be cut down?"

Answer. "Latin, Greek, and mathematics."

"What place have charities and correction in education?"

Answer. "Coordinate with political economy for general students."

"How are they related to sociology?"

Answer. "As pathology to physiology."

"Should they be taught before or after the latter?"

Answer. "After or contemporary."

STUDENTS DEMAND THESE COURSES.

We have seen the importance of sociology demonstrated both from the united testimony of educators and from the rapidity of its adoption into colleges and universities. If any further evidence is necessary, it is forthcoming from the student's side. So far as statistics can be brought to this inquiry, sociology is shown to have already reached the first rank in popularity. The only place in which a fair comparison can be made is in the graduate school of the University of Chicago, where this department is put upon an equality with all others, and where students are free to elect it. The 232 graduate students attending in the autumn quarter of 1893 would give an average of 8 or 9 to each department, while the department of social science had 20. More students have chosen it for their specialty-that is, their major work-than have gone into any other study, with the exception of English and history, each of which excel it by only 1 student. The theological students who have chosen courses outside of their specialties are almost exclusively in social science, there being 22 in this department, but only 4 in all other departments combined.

The showing for this department as to the number of professors and courses given during that quarter is much the same. Sociology had 8 courses as compared with an average of 6 in other departments, and 5 professors as compared with an average of 3. During the year there were 30 courses in this department, while the other humanities offered only the following: Political economy, 19; political science, 16; history, 48; philosophy, 15; comparative religion, 4; and ethics, 3.

Hardly any of the courses in social science can be taken by juniors and seniors, but the fact that 66 per cent of them in this one quarter have elected the humanities, or the studies of man, of which social science is the culmination, makes the argument complete.

If we turn to courses in charities and correction alone, we find these also among the most popular courses in the institution. The attendance on them is more than twice that of the average course.

CONCLUSION.

This paper has been all of fact, none of theory. There are many questions that remain to be discussed, but they must be left to other speakers, and, indeed, in part to future years. What is the relation of charities and correction to sociology? What preparation is necessary for work in this field? Are the needs properly met by training schools and by other existing institutions? What changes, if any, will the systematic study of society make in the related fields of economics, ethics, education, or government?

In view of the difficulty and the importance of the task, he is a fool who presumes to answer with authority. Were it not that I have something more to suggest than others have said, I should not add my opinion to theirs.

But the best of my prevision for the present is this, that education will some day be considered the most important function of society, and the study of mankind the most important part of education; that the college education of the future is not to center around the ancient languages nor the physical sciences, but the humanities; that they will be the keynote of the public school as well as of the college; that all questions affecting inan, as charities and correction, will be seen to depend upon a broad and scientific conception of the whole; that the evils done in the name of charity will largely disappear with increasing knowledge of that most complex of all studies, the science of mankind; that the curing of dependency and crime will be subordinated in large part to its prevention, and that the need for specialists will be seen in all divisions of social labor as well as now in industry and commerce.

Statistics of instruction in sociology, including charities and correction.

[Explanation of marks used: Course 1, punishment and reform of criminals; course 2, prevention of vice (intemperance, prostitution, vagrancy, etc.); course 3, public and private charities (care of the poor, insane, blind, idiotic, deaf-mute, foundlings, orphans, etc.); course 4, sociology (in the strict sense). Marks in college year columns: 1, 2, 3, and 4. freshman, sophomore, etc., year; 5, post-graduate; 6, law school; 7, medical school; a, preparatory department; i, taught incidentally; x, year not stated; -, not tanght; blank, unknown; 14 (e. g.), freshman and senior years; 1-4 (e.g.), freshman to senior year; p, school of political science; 4/3, senior or junior year.]

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Statistics of instruction in sociology, including charities and correction-Continued.

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Statistics of instruction in sociology, including charities and correction-Continued.

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