SOCIOLOGY IN ETHICAL EDUCATION. 379 



this point, we present to this class of objectors this same sub- 

 ject, which can be so handled, if it is desired, as to slyly insin- 

 uate moral lessons into the boys and girls when they are off 

 guard — side-flank them. With this notion we have no sym- 

 pathy. Moral training must be known as moral training. An 

 importance of its own must be attached to it by placing it on 

 the same level with, or even above, every other branch. On the 

 other hand, sociological studies can be so employed as to openly, 

 frankly, teach matters of right and wrong, and stamp ^uch an im- 

 portance upon the right as to make a profound impression. 



The ways and means of teaching this new science must be dis- 

 covered by trial. Whatever is said here in reference to this point 

 is purely suggestive and tentative. The present undeveloped 

 condition of the science requires that first effort shall be made 

 with the most mature pupils, hence in the high schools. Later, 

 without doubt, what may be called elementary sociology will be 

 developed and adapted to the other grades. Child sociology is 

 already taught in a practical way in the kindergartens. 



The primary aim ought not to be to acquaint high-school pu- 

 pils with the theory of sociology, desirable as that may be, but to 

 make them as familiar as possible with the multifarious rela- 

 tions of life, before they enter upon them as individuals inde- 

 pendent of parental protection and guidance. Perhaps I can in- 

 dicate most clearly the line of work, as it lies in my own mind at 

 present, by venturing a few thoughts upon the character of a 

 text-book suitable for this work. I would devote the introduc- 

 tory chapters to the establishment upon a philosophic basis of 

 some universally accepted ethical principles, with which human 

 actions are to be compared and adjudged as right or wrong. The 

 best, the simplest, the most easily understood, and the most gen- 

 erally accepted is, " Do unto others as you would have them do 

 unto you." In our judgment this is entirely sufficient. Nothing 

 better is known, and I would make a text-book sing the spirit 

 of this beautiful principle of social life on every page. It is the 

 condensed epitome of all the ethical teachings of the great Master 

 of ethics as they are recorded in the New Testament ; hence, ac- 

 ceptable to all Christian peoples and institutions. This can be 

 based upon a philosophic induction from social data. This, per- 

 haps, would clothe it with an authority which, because it has 

 been heard so often and so universally ignored, it unfortunately 

 does not now possess. 



A similar induction might be made to result in some other 

 general principle, if that is desired, like that of Bentham, which, 

 without philosophic verbiage, is that that is right for this world 

 which aims at the greatest degree of happiness to the largest 

 number of persons. These and other like generally accepted 



