Page:American Journal of Sociology Volume 6.djvu/147

 NO TES AND ABSTRA CTS I 3 3

The question ought rather to be stated thus : Why has not sociology been taught in the secondary schools as well as ethics, which has long been regarded as the culmination of secondary education ?

The reasons for not introducing this branch are that the subject-matter of soci- ology lacks organization, and the science needs systematization. But even in spite of the present status of sociology, it is possible, opportune, and very desirable to intro- duce the subject in the secondary schools. It might well be introduced at the expense of philosophy not including ethics. Possibly difficulties, such as objections from parents and dangerous discussions on sociological matters among the pupils, are not as great here as in the case of ethics, and, as in that case, may be avoided by a careful selection of prudent and reserved instructors.

If this subject cannot now be introduced in the secondary schools, the experiment should at least be tried in one or more of the Lyce'es of Paris, and in the 6cole Nor- male, in both of which it would doubtless be very successful.

2. Mr. Marcel Bernes says : It would be useless to make further complications in curricula which ought rather, in more ways than one, to be simplified ; furthermore, it would be folly to teach in the secondary schools a subject in which even specialists have few points of agreement. Pupils between the ages of eight and eighteen are incapable of comprehending, and hence of taking any interest in, sociology. The introduction of this subject would make room for the habit of passing immature and erroneous judgments on the part of pupils.

But this. is not to say that sociological ideas should be excluded from secondary education. It is not necessary always to follow closely the letter of the curriculum. On the contrary, despite the prevalent opinion that such procedure is necessary, incidental, programless instruction, so to speak, is the most effective means by which to introduce the pupil to concrete things and to the affairs of life. It is in this way that sociological ideas should be brought to the secondary pupil. Indeed, in the nature of the case, sociological ideas, like ethical ideas, are bound to creep in every- where in this way unconsciously, whether we will or not. This is notably true in the study of psychology and ethics, which are to a considerable extent social ; and the isolation and systematization of their social aspect into a separate course or discipline would not be opportune in the secondary schools. On the contrary, many disad- vantages would attend such procedure. Among other things, the dangerous tendency to cramp everything into formulae and dogmas would be fostered ; furthermore, the very best method for introducing sociological ideas to young pupils would be dis- carded ; still further, the method of unconscious discovery would be sacrificed to that of explicit exposition.

3. Mr. Raoul de la Grasserie says : In just the degree in which a science is in its formative stage, it should not be taught. Accordingly, sciences should not be taught even in the universities until they have attained a certain degree of organization and stability. Sociology has reached such a condition of organization that it may be taught in the higher institutions, and ought to be taught there more universally than it is.

Sociology has its place also in secondary education, just as has psychology and history, of which, from the dynamic point of view, sociology is a kind of abstraction. Sociology should not, however, be carried bodily into the secondary schools. It has two branches : first, the abstract, which treats the fundamental problems of the social organism, of social laws, etc., and which is mainly disputed territory ; second, the concrete, which takes up social evolution in its various branches, economic, juridical, political, religious, etc.; this branch is in a sense a history, not of events, but of human conditions. It is this part of sociology which could and ought to be introduced in the secondary schools. Instruction in law should also be introduced as a basis for this study of sociology. DELBET, BERNES, and RAOUL DE LA GRASSERIE, "Enquete sur 1'introduction de la sociologie dans l'enseignement secondaire," in Revue Inter- nationale de Sociologie, January, 1900.