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number of students in courses in charities and correction ranges from 8 to 119, with an average of 43."

The growth shown by a comparison of these figures is so evident that no comment is necessary. Since 1890 the field of sociology has differentiated, until the division into sociology proper, and charities and corrections, has no longer any significance. Consequences of this differentiation are that the classes are notably smaller; that dilettanteism and superficiality in sociological study are beginning to be things of the past; that a single course in the study is seen to be inadequate to cover the sociological field; and that a postgraduate school of sociology is coming to be recognized as the only adequate institution for such study.

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While the growth of sociology is obvious, it would be idle to deny that certain tendencies are at work which tend to challenge its right to an important position in the field of the sciences, or in educational institutions. The action of certain of our most important universities, as noticed in the first part of this paper, is evidence enough of this movement. The arguments of such critics may, perhaps, be stated somewhat as follows: Sociology must define itself either as a body of doctrine, as a point of view, or as a method of research. It has tried to define itself as a body of doctrine, and it has failed in the attempt. If it is merely a point of view, it cannot be separated from the matter in discussion and must subordinate itself to the various social sciences. has as yet made no serious attempt to develop itself as a method of research, and must develop itself on these lines and show its fruitfulness before it can demand consideration at the bar of science. It is no part of the business of this paper to answer these charges theoretically. If an examination of the classified list of sociological courses shows them to be well founded, then there is nothing to say, unless, indeed, it be to advise the sociologist to develop sociology as a method of research as rapidly as possible. My purpose in calling attention to this tendency is merely to give a true representation of the present status of sociology in the academic world. No treatment of this subject would be complete which minimized this attitude.

It seems evident, then, that the position of sociology in education is in dispute. In this connection a few of the answers to the question as to the position of sociology in general education may be of interest:

I do not believe that sociology is at present far enough advanced to warrant much specialization apart for the actual workings of social institutions, and such general courses as enable the student to appreciate current problems as he comes upon them.

Seems to the writer too vast a field for a mere course in college. Should be a postgraduate course, with little else in it.

Has not yet attained sufficient definiteness as a “body of doctrine" to be insisted upon as part of a general education. But every teacher should appreciate the sociological point of view.

A better knowledge of what it is will create a demand equal with political economy. There is a growing demand to know the civilization in which one has to live. Perhaps no branch has a higher importance.

We find deep interest in it, and believe it should be put in curriculum for B.L., B.Ph., and B.A. Let student select it as alternate to any one of several studies, as higher mathematics, Greek, philosophy, etc.

I think an elementary study of the subject almost indispensable to right understanding of a number of other subjects.

Sociology organizes and furnishes point of view for all human sciences.

A general survey is well-nigh essential.

It seems to me it should be applied rather than theoretical, and has the utmost importance-nothing is more important.

Because of the paramount importance of the social life, I would cut down the studies of the classics, and of physical science if necessary, in order to make room for it.

The study of sociology is invaluable. Demand is general and urgent. No subject is of greater importance.

Sociology has the importance Plato and Aristotle gave it. It connects other studies with life.

We note an imperative and increasing demand for teaching of sociology.

The following table is an attempt at a classification of the various sociological courses offered by colleges and universities. It is designed to indicate the relative development and comparative importance of the various divisions of the sociological field, as well as to show the comparative amount of attention given to each of these subjects in the academic world. It is hoped that may also serve as an index to the first part of the larger descriptive catalogue to follow. This descriptive catalogue will consist of all the announcements and descriptions of courses in sociology that it has been possible to collect. They will be

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arranged in the usual way under the heads of (1) colleges for men and coeducational institutions, (2) colleges for women, (3) schools of technology, (4) divinity schools, and (5) normal schools. Of these various classes, the last two do not pretend to anything like completeness. It is hoped, however, that enough is given to be representative of the best treatment of sociology in these institutions.

CLASSIFIED LIST OF COURSES IN SOCIOLOGY, 1901.
I. SOCIAL GEOGRAPHY.

Ia. Physico-Social; the Environment.

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Incidental treatment in Willamette University, Ore.

II. SOCIAL STATISTICS AND DEMOGRAPHY.
(See also Ib, "Racial Demography.")

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Incidental treatment in University of Indiana; Iowa College; Western College, Ia.; Harvard University, Mass.; University of Nebraska; Syracuse University, N. Y.; University of Wooster, O.; University of Oregon; University of Pennsylvania; Wells College, Mass.

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Seminary on colonies and colonization

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Yale University, Conn.

State University of Iowa.
University of Nebraska.

III. SOCIOLOGY OF THE DOMESTIC GROUP.

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Incidental treatment in University of Colorado; Trinity College, Wesleyan University, Conn.; Carthage College, Northwestern University, Ill.; Butler College, Ind.; Baker University, Kan.; Bates College, Me.; Woodstock College, Md.; Harvard University, Clark University, Mass.; University of Michigan; University of Minnesota; University of the State of Missouri; Alfred University, Cornell University, Columbia University, Union University, Syracuse University, N. Y.; University of North Dakota; Oberlin College, University of Wooster, O.; Williamette University, Ore.; University of Pennsylvania, Swarthmore College, Pa.; Brown University, R. I.; Rockford College, Ill.; Woman's College of Baltimore, Md.; Wellesley College, Wells College, Mass.

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Incidental treatment in University of California; University of Colorado, University of Denver, Col.; Wesleyan University, Conn.; Delaware College; Carthage College, Northwestern University, Ill.; University of Indiana, Butler College, Ind.;

Western College, Ia.; Johns Hopkins University, Md.; University of Michigan; University of the State of Missouri; Alfred University, Cornell University, Union University, N. Y.; Oberlin College, University of Wooster, O.; Willamette University, Ore.; University of Pennsylvania, Swarthmore College, Pa; Vanderbilt University, Tenn.; University of Washington; University of Wisconsin; Wells College, Mass.

Rural communities

V. SOCIOLOGY OF THE RURAL GROUP.

University of Chicago, Ill. Incidental treatment in Trinity College, Conn.; University of Illinois; Iowa College; University of Michigan; Columbia University, N. Y.; University of Wooster, O.; University of Wisconsin.

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VIb. Sphere of State Activity; the State and Industry; Socialism.

NOTE. Only those treatments of socialism are included in this schedule in which the point of view seems to be predominantly social, not economic.

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