uphold the woman teacher's right to marry and bear children without forfeiture of position."3 (e) Ross's sociology must convince the most conservative of the vital need of social science in all grades of the educational system. What is especially needed is to develop the power of critical thinking in human affairs; also to turn the search light of social intelligence on existing conditions. In the chapter on Ossification we find how rigidly an ancient practice or institution becomes fixed in the public esteem. "The first users scanning with a cold or critical eye, will modify or abandon if it does not suit their purpose. But after it has been taken over and worked by a later generation which has feelings about it, it loses its plasticity, turns to bone, as it were." There are several causes of ossification. Most of us are mentally lazy. We shun complex problems which require sustained thinking. Although social progress is a popular subject for discussion very few will inconvenience themselves for its sake. Static conceptions of society prevail in spite of the many economic and social changes constantly in progress. And again, the interests of individuals become dependent upon the fixed order. For example, "For thirty years religious leaders have urged that economics and sociology be a part of the training for the Christian ministry. With rare exceptions, however, the theological seminaries have done nothing, owing to the vested interests of the professors of the traditional subjects. As a result the clergy are steadily losing influence because of their ignorance of the burning moral issues of the time."2 To prevent ossification we need to take a critical attitude towards our customs and institutions. "Each generation ought to review all the institutions they inherit, and consider of each whether it is still at the peak of fitness." Success, however egotistical, has been held up for the emulation of youth. In the chapter on Equalization we are told that reflective thinking will give us a juster appraisal of the successful Has a man's success advanced or retarded human wel fare? This is a question for serious concern in our school histories and literature, since these fix ideals in the minds of the young. We also need a shattering of the prestige given to the mere possession of wealth. "From the social point of view, the envied idle rich not only have no claim to special consideration, but appear as the drones of a hive, the camp followers of an army, the stowaways of a ship, the deadbeats of a business... What the heir consumes costs the toil and sweat of his contemporaries; so that society may well say to him, "This is what we are doing for you; now what are you doing for us?" The principle that every man, neither sick nor imbecile, shall produce at least to the extent he consumes, will one day be recognized as fundamental in rational social organization. Enlightened revisions of what constitutes success and honor, the association of these wholly with social service, are inevitable with the diffusion of social knowledge. (f) What should be the relation of the school to the government has become a vital issue in educational administration. Ross contends that the school should be under independent control. The success of the Kaiser's government in deliberately moulding German opinion to its own ends by means of the school is sufficient warning. Today the State, charged with new functions, is becoming more powerful. Laissez faire is dead. With its added bulk and prestige it is especially necessary that the governmental machine yield readily to the will of the people. It must never be permitted to control public opinion. The school as the mother and moulder of opinion should be independent of government. A non-partisan board of education should have the power to levy taxes for the support of schools and not have to beg funds from a political body, either city council or state legislature. "Now that the State is gathering mass and momentum, the School should stand wholly on its own bottom, lest the State tamper with the holy functions of enlightenment, character-moulding, and opinion forming." (g) Of Professor Ross's earlier works mention should be made of the Social Psychology. That human groups are highly sus ceptible to suggestion and imitation, the main themes elaborated in this volume, is a fact of deep interest to the educator. The chapters on Mob Mind and the means of checking it are pertinent especially today when mob mind means more than the condition of an agitated group at one place. A crowd under the sway of feeling, bent upon the accomplishment of some end, the killing of a man, the destruction of a building, exhibits mob mind. It may likewise occur under the excitements of a religious revival or political convention. On such occasions one's normal reasoning powers are suspended, and individuality is lost while merged with the crowd. This has been true of man since he ran in packs in prehuman days. But today as never before mass suggestion affects persons far apart. The telegraph, the fast mail, the numerous editions of the newspaper are the instruments for the rapid spread of suggestion and feeling, an extension of mob mind over large areas. After the destruction of the Maine in Havana Harbor the demand for vengeance was general over the country, and only the cool-headed were satisfied to await the report of official enquiry into the cause of the explosion. Deliberate and wide spread propaganda is easier today than ever before. How are we to protect ourselves against these streams of suggestion, against shallow conclusions, against floods of mass feeling? In the chapter "Prophylactics against Mob Mind" more than a dozen suggestions are made, but space limits us to brief mention of the first four. Higher education which equips a student with tests of objective truth is protection against many forms of delusion. Scientific education at any grade will have this tendency. Familiarity with the world's great classics, acquaintaince with the intellectual kings of the human race, is a bulwark against the deceit of false prophets. The influence of high grade teachers will throw the student on his own resources and ripen his individuality. The study of the sciences of hygiene, psychology and sociology is especially recommended, "for body, mind and society are the storm centers of faddism, the breeding ground of manias. To be folly-proof here is to be fortified against ninetenths of the higher foolishness. The reason why cranks haunt these three topics is that they are of supreme human interest. The prizes that can be held out for the adoption of the Kneipp cure, theosophy, or some social Utopia are the most desired things in the world-immunity from disease, from sin, and from poverty.' In brief, it is the increasing sway of scientific education alone which can be depended upon to check the baneful influences of mass suggestion or mob mind. 991 Ye Hurrying Leaves Ye hurrying leaves that rustle by I like to watch thee pirouette Soon will thy happy spirits fade, Soon will thy helpless forms be still Though thou hast danced the hours away HENRY CHADWICK. The Perfect Tribute A DRAMA IN THREE ACTS ALICE M. REILLY, HARRIS TEACHERS' COLLEGE, ST. LOUIS, MO. Time of Action-Twenty Minutes. [This play has been adapted from the book of the same name by Mary Raymond Shipman Andrews. It is intended for upper grade classes, and can be used appropriately for a Lincoln's Birthday program, correlated with the English work on the Gettysburg Address, or used in connection with the study of the Civil War. The costuming and settings are simple. The play may be given without costumes, or the children can easily devise suitable costumes from material obtained at home. The setting for Act I requires only a desk and chair with a few books, a newspaper, and pen and ink. The stage or front of classroom is entirely cleared for Act II. A couch, with pillow and blanket, two chairs and a small table with pen, ink, and paper makes a good setting for Act III. A newspaper upon which has been pasted a typed or printed copy of the Gettysburg Address should be placed on the table.] DRAMATIS PERSONAE. ABRAHAM LINCOLN, President of the United States. CARTER HAMPTON BLAIR, of Georgia, Captain in the Confederate Army. WARRINGTON BLAIR, Younger Brother to Carter. EDWARD EVERETT, Orator at Gettysburg. Mother of a Union Soldier. Page to Lincoln. TIME-Late afternoon, November 20, 1863. PLACE-The President's office in the White House. LINCOLN seated at desk in center of room, writing rapidly; page standing at left of desk. |