[[31]] To a former student of mine and now a successful teacher, Dean J. R. Turner of New York University, I am indebted for the suggestion of the following practical rules, a few among many possible, which should be helpful to younger teachers:
(a) Keep the student expecting a surprise, afraid to relax attention for fear of missing something.
(b) By Socratic method lead him into error, then have him (under cross fire and criticism of class) reason his way out.
(c) Make fallacious argument, then call for criticism giving distinction to him who renders best judgment.
(d) Set tasks and have members of class compete in intellectual contests.
(e) Make sure that each principle learned is seen in its relationship to practical affairs.
(f) Enliven each dry principle with an anecdote or illustration to elucidate it, for principles devoid of interesting features cannot secure attention and so will not be remembered.
(g) Accompany the discussion with charts and board work to visualize facts and questions to stimulate thought.
(h) Ask questions and so handle the class discussions that a few will not do all the talking, that foreign subject matter is not introduced, that a consistent and logical development of thought is strictly adhered to.
(i) The last few minutes of the period might well be devoted to the assignment for the next meeting. The best manner of assignment must depend upon the nature of task, the advancement of the student, the purpose in view.
[[32]] An interesting study made by the department of education of Harvard University of the teaching methods and results in the department of economics was referred to in President Lowell's report. According to the answers of the alumni their work in economics is now valued mainly for its civic and disciplinary results (these do not seem to have been further distinguished). In the introductory course reading was ranked first, class work next, and lectures least, in value. In the advanced courses the lecture was ranked higher and class work lower, but that may be because the lecture plays a more important role there than in the lower classes. Answers regarding such matters are at most significant as indicating the relative importance of the various methods as they have actually been employed in the particular institution, and have little validity in reference to the work and methods of other teachers working under other conditions, and with students having different life aims.
[[33]] The typical attitude of many economists is expressed about as follows: It is one thing to give assent to refinements when they are used in the discussion of some single point of theory, and it is quite another thing to accept them when one sees how, in their combined effect, they would carry us away from "the old familiar moorings."
Such a view, it need not be urged, reflects an unscientific state of mind. The real cause of the rejection of the ideas probably is the shrinking of over-busy men, in middle life, and absorbed in teaching and in special problems, from the intellectual task of restudying the fundamentals and revising many of their earlier formed opinions—to say nothing of rewriting many of their old lectures and manuscripts.
XI
THE TEACHING OF SOCIOLOGY
Growth of sociology as a college subject
The teaching of sociology as a definite college subject in the United States began at Yale nearly forty-five years ago. Since 1873 it has been introduced into nearly 200 American colleges, universities, normal schools, and seminaries. A study of this teaching in 1910 revealed over 700 courses offered to over 8000 undergraduates and 1100 graduate students. It is safe to assume a steady growth during the last six years. Hence the problem of teaching is of no little concern to sociologists. The American Sociological Society early recognized this fact and in 1909 appointed a Committee of Ten to report on certain aspects of the problem. But that all teachers of sociology have not grasped the bearing of pedagogy upon their work is clear from complaints still heard from students that sociology is vague, indefinite, abstract, dull, or scattered. Not long ago some bright members of a class were overheard declaring that their professor must have been struck by a gust of wind which scattered his notes every day before getting to his desk.