It seems evident, then, that the position of sociology in education is in dispute. In this connection a few of the answers to the question as to the position of sociology in general education may be of interest:
I do not believe that sociology is at present far enough advanced to warrant much specialization apart for the actual workings of social institutions, and such general courses as enable the student to appreciate current problems as he comes upon them.
Seems to the writer too vast a field for a mere course in college. Should be a postgraduate course, with little else in it.
Has not yet attained sufficient definiteness as a "body of doctrine" to be insisted upon as part of a general education. But every teacher should appreciate the sociological point of view.
A better knowledge of what it is will create a demand equal with political economy.
There is a growing demand to know the civilization in which one has to live. Perhaps no branch has a higher importance.
We find deep interest in it, and believe it should be put in curriculum for B.L., B.Ph., and B.A. Let student select it as alternate to any one of several studies, as higher mathematics, Greek, philosophy, etc.
I think an elementary study of the subject almost indispensable to right under- standing of a number of other subjects.
Sociology organizes and furnishes point of view for all human sciences.
A general survey is well-nigh essential.
It seems to me it should be applied rather than theoretical, and has the utmost importance—nothing is more important.
Because of the paramount importance of the social life, I would cut down the studies of the classics, and of physical science if necessary, in order to make room for it.
The study of sociology is invaluable. Demand is general and urgent. No subject is of greater importance.
Sociology has the importance Plato and Aristotle gave it. It connects other studies with life.
We note an imperative and increasing demand for teaching of sociology.
The following table is an attempt at a classification of the various sociological courses offered by colleges and universities. It is designed to indicate the relative development and comparative importance of the various divisions of the sociological field, as well as to show the comparative amount of attention given to each of these subjects in the academic world. It is hoped that it may also serve as an index to the first part of the larger descriptive catalogue to follow. This descriptive catalogue will consist of all the announcements and descriptions of courses in sociology that it has been possible to collect. They will be
