Best Encyclopedia of Education Articles to appear in an early issue include Americanism thru American literature, by F. L. PATTEE, State College, Pa. A National system of elementary education, by CHARLES S. HOLLEY, Urbana, Ill. Geography after the war, by ALBERT PERRY BRIGHAM, Andover, Mass. Education towards the formation of moral character, by DAVID SNEDDEN, Teachers College, Columbia University. Psychological tests for college admission, by ADAM LEROY JONES, Columbia University. Manuscripts intended for publication should be addrest to the Editor, and stamps for return enclosed. Correspondence relating to reprints, special editions, advertising, subscriptions and remittances, should be sent to the EDUCATIONAL REVIEW, Columbia University, New York 3 dollars. 14s. 6d. A Year 10 Numbers, none being issued 35 cents. Is. 8d. A Copy By ALBERT PERRY BRIGHAM, A.M., Sc.D. and CHARLES T. MCFARLANE, Ph.D. Some of the reasons why these geographies have met with instant approval and are winning adoptions everywhere. 1. They offer an entirely new collection of 2. They treat agriculture in an adequate man- 3. They discuss many of the latest important 4. They present relief maps in color. 5. They show constantly the inter-relation of of man. 6. They employ the State Groups which are 7. Both by text and pictures, they place their Every forward looking American educator will profit by a reading of IN THE HEART OF A FOOL WILLIAM ALLEN WHITE'S NEW NOVEL "Here is America, marching over its blunders to a more humane and righteous standard of living. The big forces behind this story_come over the reader like the heartbeat of the nation."-N. Y. Evening Post. "THE SECRET OF THE NEXT FIFTY YEARS" The deeds and dreams of America today, as they are vividly pictured in Mr. White's remarkable novel, reveal the trend and the goal of the new generation. "will profoundly affect the thoughts and the feelings of the many who MAR 8 1919 LIBRARY EDUCATIONAL REVIEW MARCH, 1919 I A HIGH SCHOOL COURSE IN SOCIOLOGY "I have always had a vague desire to help people in this world, tho I never had any idea how to go about it except that I thought I'd like to become rich and do it by giving money to those who needed assistance." Thus wrote a student of eighteen years in an American high school. This statement may not represent the attitude of most high school students towards society, but the naiveté and ignorance disclosed are typical. Eight hundred junior and senior high school boys in nine representative cities of the United States were asked to name in order of their seriousness all the social evils about which they had any information. Among the conspicuous answers were these dancing, moving pictures, joy riding, foolish dress and loafing. Mere questionable customs and personal habits such as the above were named 610 times; various aspects of poverty were named 171 times; disease and accident 162 times; and various aspects of crime 162 times. The study revealed a deplorable state of ignorance. To the minds of many, poverty does not exist. High school boys were doubtless concerned in the outcome of the World War, and a number, of course, have come in contact with the problem of poverty in their own homes. But, except for such interests, these boys as a group live in a circumscribed world of petty concern and pleasures. They observe the evil effects of smoking, they see drunkenness on the streets, they learn from their 1 See the High School Boy and Modern Social Problems, Harry H. Moore, EDUCATIONAL REVIEW, New York, October, 1917. companions more about prostitution and other sex evils than their elders will concede. They obtain from newspapers vague ideas about capital and labor, socialism, high cost of living, large fortunes, and other social evils named in their replies to the questionnaire; but they have no regularly appointed opportunities for studying the fundamental problems of our present social order. 2 It is doubtful if most young persons have either a definite or a vague desire to help people in this world. Altruism frequently does not accompany adolescence. It is true, however, that during the high school years boys and girls normally turn their attention away from self and center it on larger interests. They join a group; they become social beings. At this period they have not become blasé; they still have vigorous imaginations; the idea of risk and adventure appeals to them; and some are ready to give themselves to a noble cause. It was at this age that one girl thought she "ought to organize a society to look out for tramps. Before the age of twenty Peter Cooper determined that if he became rich he would build an institution like the one which now bears his name. At fifteen John Stuart Mill was ambitious to reform the world. We do not want all boys and girls to become social reformers, but we need many more leaders in intelligent social reconstruction, and we need more men and women enthused with the ideals of democracy. These ideals cannot be imposed from above. They must come from within the individual and from within the group. The time to begin the development of this leadership and to implant enthusiasms for the ideals of our common life is during adoles cence. The cases of the girl and two boys mentioned above are probably exceptions. The study referred to at the beginning indicates that the purpose of most high school boys in seeking a college education is selfish, and that their vocational aims are primarily individualistic. It is reason 2 Lancaster: The Psychology and Pedagogy of Adolescence, Pedagogical Seminary, July, 1897, Vol. V, p. 91. |