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
la