THE CENTURY SOCIAL SCIENCE SERIES EDITED BY EDWARD ALSWORTH ROSS *PRINCIPLES OF SOCIOLOGY, By EDWARD A. Ross, University of Wisconsin. *FIELD WORK AND SOCIAL RESEARCH, By F. STUART CHAPIN, University of Minnesota. *POVERTY AND DEPENDENCY, By JOHN L. GILLIN, University of Wisconsin. *ORGANIZING THE COMMUNITY, By BESSIE A. MCCLenaHAN, School of Social Science, St. Louis, Mo. *EDUCATIONAL SOCIOLOGY, By DAVID SNEDDEN, Columbia University. SOCIOLOGY FOR TEACHERS, By DAVID SNEDDEN, Columbia University. *EDUCATIONAL APPLICATIONS OF SOCIOLOGY, By DAVID SNEDDEN, Columbia University. RURAL SOCIOLOGY, By GEORGE H. VON TUNGELN, Iowa State College. PROBLEMS OF THE FAMILY, By WILLYSTINE GOODSELL, Columbia University. *THE DEVELOPMENT OF SOCIAL THEORY, By J. P. LICHTENBERGER, University of Pennsylvania. CONTEMPORARY SOCIAL THEORY, By HARRY E. BARNES, Smith College. SOCIAL PSYCHOLOGY, By EMORY S. BOGARDUS, University of Southern California. PRINCIPLES OF CHILD WELFARE, By EMMA O. LUNDBERG and KATHERINE F. LENROOT, both of the United States Department of Labor, Children's Bureau. LABOR PROBLEMS, By H. A. MILLIS, University of Chicago. COMMUNITY PROBLEMS, By A. E. WOOD, University of Michigan. AN OUTLINE OF THE THEORY OF SOCIAL EVOLUTION, By F. STUART CHAPIN, University of Minnesota. *OUTLINES OF SOCIOLOGY, By EDWARD A. Ross, University of Wisconsin. ORGANIZATION AND ADMINISTRATION OF COM MUNITY SOCIAL WORK AGENCIES, By R. J. COL- SOCIAL STATISTICS, By G. R. DAVIES, University of North CRIMINOLOGY, By JOHN L. GILLIN, University of Wisconsin. URBAN SOCIOLOGY, By HoWARD WOOLSTON, University of Washington. * Published. SOCIOLOGY FOR TEACHERS BY DAVID SNEDDEN BEING A REVISION OF PARTS I AND II OF THE WRITER'S NEW YORK THE CENTURY CO. TO THE READER The Red Indian, as our frontiersman forefathers found him, knew much about weather, woods, prairies, and wild animals. Hunters and trappers of European extraction, living in and on the wilderness, also came in time to know much of its secrets. Man cannot live day by day in any kind of an environment without acquiring a large store of the wisdom of experience. Much more will this be so if he have to live actively, competitively, adaptively, in that environment. Every reader of this book already knows at least as much about societies as Indian and immigrant hunter knew about forests and wild animals. You have lived since birth in social groups; and you have lived often and much in vital relations of coöperation and of striving within them. Whether you are conscious of it or not, you already possess much social wisdom. Technically, you are not a sociologist any more than the Indian, rich in experience and nature lore, was a botanist or ornithologist. But you are rich in the raw materials out of which sociology is made. If you have some of the qualities of the student, some powers of reflection, analysis and synthesis, and some standards of evaluation-if you have these a word, a question, a formula, or a simple principle stated will often be sufficient to cause large areas of your experience to fall into order, and to interpret itself as scientific data, leading easily, perhaps, to comprehensions of generalization and law. The least experienced reader of this book also knows much about education. All your life you have been under educational agencies and influences-in your home, in the neighborhood, at school, in church, and while at work. Here, too, you are the possessor of a wealth of databits of experience, prejudices, beliefs, generalizations. Much of this may be unassimilated. Much of it may be held like seeds in storage so dry and cold that no germination is possible. But it is, nevertheless, all very valuable material for thinker and student to use-and every teacher, actual or potential, is such a thinker and student perforce. This book has been planned, therefore, for readers known to be already unwittingly rich in certain kinds of sociological and educational experience. They are already members of many social groups; they have 598029 |