Page:American Journal of Sociology Volume 15.djvu/679

 THE TEACHING OF SOCIOLOGY 665

look represent a wiser attitude than any number of hobbies in respect to a reconstructed society patterned after a perfect model. This scientific optimism is stimulated by constant emphasis on the possibility of achievement. No normal child, it is argued, is so humbly born but that he by right training and environment may double his natural ability. Talent, genius, the capacity to achieve are dormant in the masses of our population and this potentiality should be made reality. Every student therefore is urged to develop his own personality so as to co-operate in the upbuilding processes of human society. Obviously this aspect may be so emphasized as to develop a sort of religious altruism and this may for a time be necessary. In that case sociology may temporarily form a sort of connecting link between the old and the new. While churches are hesitating on the brink of a sociological plunge it may be well for the sociologist to disport himself in the troubled waters and loudly to assert that the swimming is fine. When hesitation ends and the leap has been made, then the soci- ologist may climb on to the bank and criticize in cold blood the swimming exhibition before him.

In conclusion may I in resume briefly summarize the points we emphasize in the teaching of sociology ? First and foremost a clear comprehension of the field of sociology including its relation to other sciences and its methods in handling data. Then a con- stant emphasis on those fundamental teachings that plainly have practical applications to social progress. And finally an inspira- tional uplift in the direction of courage and hopefulness, even though one has in the end to temper his impatience by the thought, that an ox-cart slowly reaching its destination on an ascending grade is surer of final success than a brakeless automo- bile speeding on an unknown road.

DISCUSSION Edward C. Hayes, University of Illinois

The teaching of sociology presents a problem of matter and one of method.

The matter to be taught is broadly divided into two parts, first "General Sociology," or "Pure Sociology," or "Sociology Proper," and, second, that