375. Decision.—Determination of action follows criticism and discussion in the group, as volition follows thinking in the case of the individual. One hundred years ago college education was classical. In the time of the Renaissance and the Reformation a revival of interest in the classics produced a reaction against mediævalism, and in time fastened a curriculum upon the universities that was composed mainly of the ancient languages, mathematics, and a deductive philosophy and theology. In the nineteenth century there began a criticism of the classical curriculum. It was declared that such a course of study was narrow and antiquated, that new subjects, such as history, the modern languages, and the sciences were better worth attention, and presently it was argued that a person could not be truly educated until he knew his own times by the study of sociology, politics, economics, and other social sciences. Of course, there was earnest resentment of such criticism, and discussion ensued. The argument for the plaintiff seemed to be well sustained, and one by one the governing boards of the colleges decided to admit new studies to the curriculum, at first grudgingly and then generously, until classical education has become relatively unpopular. Public opinion has accepted the verdict, and many schools have gone so far as to make vocational education supplant numerous academic courses. Similarly criticism, discussion, and change of front have occurred in political theories, in the attitude of theologians to science, in the practice of medicine, and even in methods of athletic training.
Criticism and discussion, therefore, instead of being deprecated, ought to be welcome everywhere. Without them society stagnates, the intellect grows rusty, and prejudice takes the place of rational thought and volition. Feeling is bottled up and is likely to ferment until it bursts its confinement and spreads havoc around like a volcano. Free speech and a free press are safety-valves of democracy, the sure hope of progress throughout society.
376. Socialized Education.—A second step in the educational process is incitement to action. As criticism and discussion are necessary to stimulate thought, so knowledge and conviction are essential to action. The educational system that is familiar is individualistic in type because it emphasizes individual achievement, and is based on the conviction that individual success is of greatest consequence in life. There is increasing demand for a socialized education which will have as its foundation a body of sociological information that will teach individuals their social relations, a fund of ideas that will be bequeathed from generation to generation as the finest heritage, and a system of social ethics that will produce a conviction of social obligation. The will to do good is the most effective factor that plays a part in social life. This socializing education has its place in the school grades, properly becomes a major subject of study in the higher schools, and ideally belongs to every scheme of continued education in later life. The social sciences seem likely to vie with the physical sciences, if not eventually to surpass them as the most important department of human knowledge, for while the physical sciences unlock the mysteries of the natural world the social sciences hold the key to the meaning of ideal human life.
READING REFERENCES
Ellwood: Sociology in Its Psychological Aspects, pages 329-340.
Giddings: Principles of Sociology, pages 132-152, 376-399.
Giddings: Descriptive and Historical Sociology, pages 124-185.
Cooley: Social Organization, pages 3-22.
Ward: Psychic Factors of Civilization, pages 291-312.