y to other sciences is
through suggestions about following up the leads obtained in the
course by work in biology, economics, psychology, and other fields.
This correlation of the student's program gives him an intimate sense
of the unity in diversity of the whole range of science.

If the student is to avoid several weeks of floundering, he should be
led directly to observe societal relations in the making. This can
perhaps be accomplished best through assigning a series of four
problems at the first class meetings.

Problem I: To show how each student spins a web of social
relationship. Let him take a sheet of paper, place a circle
representing himself in the middle of it, then add dots and connecting
lines for every individual or institution he forms a contact with
during the next two or three days. He will get a figure looking
something like this:

[Illustration]

Problem II: To show how neighborhoods are socially bound up. Let the
student take a section, say two or three blocks square, in a district
he knows well, and map it,--showing all the contacts. Again he will
get a web somewhat like this:

[Illustration]

These diagrams are adapted from students' reports. If they seem
absurdly simple, it is well to remember that experience reveals the
student's amazing lack of ability to vizualize social relationships
without some such device. These diagrams, however, should serve merely
as the point of departure. Add to them charts showing the sources of
milk and other food supplies of a large city, and a sense of the
interdependence and reciprocity of city and country will develop. Take
a Mercator's projection map of the world and draw the trade routes and
immigration streams to indicate international solidarities. Such
diagrams as the famous health tract "A Day in the Life of a Fly" or
the story of Typhoid Mary are helpful in establishing how closely a
community is bound together.

Problem III: To show the variety and kinds of social activities, i.e.,
activities that bring two or more people into contact. Have the
student note down even the homeliest sorts of such activities, the
butcher, the postman, the messenger boy; insist that he go out and
look instead of guessing or reading; require him to group these
activities under headings which he may work out for himself. He will
usually arrive at three or four, such as getting a living, recreation,
political. It may be wise to ask him to grade these activitie