istory, and politics, in 11 by philosophy and psychology, in 2 by
economics and applied Christianity or theology, in 1 by practical
theology!

=Guiding principles in the teaching of sociology--The teacher as keen
analyst, not revivalist=

Whatever the path which led into the sociological field or whatever
the bias of temperament, experience justifies several preliminary
hints for successful teaching. First, avoid the voice, the yearning
manner, and the gesture of the preacher. Sociology needs the
cool-headed analyst rather than the social revivalist. Let the
sentimentalist and the muck-raker stay with their lecture circuits and
the newspapers. The student wants enthusiasm and inspiration rather
than sentimentality.

=Avoiding the formal lecture=

Second, renounce the lecture, particularly with young students. There
is no surer method of blighting the interest of students, of murdering
their minds, and of ossifying the instructor than to persist in the
pernicious habit of the formal lecture. Some men plead large classes
in excuse. If they were honest with themselves they would usually find
that they like large classes as a subtle sort of compliment to
themselves. Given the opportunity to break up a class of two hundred
into small discussion groups they would frequently refuse, on the
score that they would lose a fine opportunity to influence a large
group. Dodge it as you will, the lecture is and will continue to be an
unsatisfactory, even vicious, way of attempting to teach social
science. No reputable university tries to teach economics or politics
nowadays in huge lecture sections. Only an abnormal conceit or abysmal
poverty will prevent sociology departments from doing likewise.
Remember that education is always an exchange, never a free gift.

=Adjusting instruction to the capacities of your students=

Third, do not be afraid to utilize commonplace facts and
illustrations. A successful professor of sociology writes me that he
can remember that what are mere commonplaces now were revelations to
him at twenty-one. Two of the greatest teachers of the nineteenth
century, Faraday and Huxley, attributed their success to the simple
maxim, take nothing for granted. It is safe to assume that most
students come from homes where business and petty neighborhood doings
are the chief concern, and where a broad, well-informed outlook on
life is rare. Since so many of my colleagues insist that young Ph.D.'s
tend constantly