ere is likewise no surer way of compelling students to substitute
facts for vapid wordiness and snap judgments.

Toward the end of the course many of us have found it profitable to
introduce a brief discussion of what may be called the highest term of
the series; namely, the evolution of two or three typical
institutions, say law and government, education, religion, and the
family. These topics will serve to clinch the earlier discussions and
to crystallize a few ideas on social control and perhaps even social
progress.

Normally such a course will close with a fuller definition of the
meaning of sociology, its content, its value in the study of other
sciences, and, if time permits, a brief historical sketch of the
development of sociology as a separate science.

=The use of a text for study=

I have no certified advice to offer on the question of textbooks. But
the almost universal cry of sociology teachers is that so far no
really satisfactory text has been produced. Some men still use
Spencer, some write their own books, some try to adapt to their
particular needs such texts as are issued from time to time, some use
none at all but depend upon a more or less well-correlated syllabus or
set of readings. There is undoubtedly a profitable demand for a good
elementary source book comparable to Thomas's _Source Book on Social
Origins_ or Marshall, Wright, and Field's _Materials for the Study of
Elementary Economics_. Nearly any text will need freshening up by
collateral reading from such periodicals as _The Survey or The New
Republic_. In order to secure effective and correlated outside
reading, many teachers have found it helpful to require the students
to devote the first five or ten minutes of a class meeting once a week
or even daily to a written summary of their readings and of class
discussions. Such a device keeps readings fresh and enables the
teacher to emphasize the points of contact between readings and class
work.

=The social museum=

Every university should develop some sort of a social museum, to cover
primitive types of men, the evolution of tools, arts of life, manners
and customs, and contemporary social conditions. These can be
displayed in the form of plaster casts, ethnographic specimens,
photographs, lantern slides, models of housing, statistical charts,
printed monographs, etc. The massing of a series of these
illustrations sometimes produces a profound effect. For example, the
corridor lea