SOCIOLOGY IN ETHICAL EDUCATION 



373 



las already committed to our hands is a question. Is not the 

 >roblem worthy the consideration of all citizens and legislators, 

 tnd does it not open to us a field where by practical activity 

 re may again show before the world our practical sense and 

 isdom ? 



SOCIOLOGY IN ETHICAL EDUCATION. 



By BYEON C. MATHEWS. 



IHE fact that there is great social discontent throughout the 



entire western world requires no demonstration. The forms 



in which it manifests itself are numerous. In the various phases 



>f socialism, and in nihilism, it permeates every department of 



luropean life. In the rural portions of our country the same 



jpirit of discontent, though in a much milder form, manifests 



elf in the Farmers' Alliance and in the Populist movement. 



our cities and towns it appears in labor organizations and in 

 socialistic societies. 



The adjustment of the parts of our social organism is certainly 

 not harmonious. Collisions between classes whose interests are 

 >pposed have at times paralyzed domestic commerce, have in- 

 volved the comforts of the nation, and have reminded thoughtful 

 men and women of conditions preceding revolution. Not infre- 

 quently State militia, and even the United States troops, have 

 >een called out to protect life and property and to quell riots. 



It is important that educators should inquire whether the 

 schools are in any degree responsible for this unfortunate condi- 

 ;ion of affairs. We are compelled to acknowledge that we think 

 they are, though not in a blameworthy sense, for the forces of 

 no other agency have been guided with purer motives; hence 

 there is no place for condemnation. The relation of the schools 

 to society, however, is so intimate, and their influences are so 

 >otent in their formative effects, that it would be folly to claim 

 that they are entirely free from responsibility in this grave 

 matter; since, even if they have not contributed directly and 

 purposely to it, they have not studied to prevent it. They 

 have cultivated, unintentionally of course, those characteristics 

 of the race which have produced it, and have failed to culti- 

 vate, except incidentally, those better characteristics which must 

 correct it. 



Throughout the whole course of the development of our public 

 schools, their relation to the child as an individual, with personal 

 ends in life to be attained, has always been a prominent feature 

 and a determining factor ; while their relation to the child as a 

 member of society has never been sufficiently emphasized. The 



