h momentum to
carry him along even against the adverse winds of bad pedagogy in the
upper academic zones. Since the whole purpose of sociology is the very
practical one of giving the student mental tools with which to think
straight on societal problems (what Comte called the "social point of
view"), and since usually only a comparatively small number find it
possible to specialize in advanced courses, the introductory course
assumes what at first sight might seem a disproportionate importance.
Only one or two teachers of sociology, so far as I know, discount the
value of an elementary course. The rest are persuaded of its
fundamental importance, and many, therefore, consider it a breach of
trust to turn over this course to green, untried instructors. Partly
as a recruiting device for their advanced courses, partly from this
sense of duty, they undertake instruction of beginners. But it is
often impossible for the veteran to carry this elementary work: he
must commit it to younger men. For that reason the remainder of this
chapter will be given over to a discussion of teaching methods for
such an elementary course, with younger teachers in mind.

=Teaching suggestions for the introductory course=

First, two or three general hints. It is unwise, to say the least, to
attempt to cover the social universe in one course. Better a few
simple concepts, abundantly illustrated, organized clearly and
systematically. Perhaps it is dangerous to suggest a few recurrent
catch phrases to serve as guiding threads throughout the course, but
that was the secret of the old ballad and the folk tale. Homer and the
makers of fairy tales combined art and pedagogy in their use of
descriptive epithets. Such a phrase as Ward's "struggle for existence
is struggle for structure" might furnish the framework of a whole
course. "Like-mindedness," "interest-groups," "belief-groups," and
"folk-ways" are also convenient refrains.

Nobody but a thoroughgoing pedant will drag his students through two
weeks' lectures and a hundred pages of text at the beginning of the
course in the effort to define sociology and chart all its affinities
and relations with every other science. Twenty minutes at the first
class meeting should suffice to develop an understanding of what the
scientific attitude is and a tentative definition of sociology. The
whole course is its real definition. At the end of the term the very
best way of indicating the relation of sociolog