to
action. The educational system that is familiar is individualistic in
type because it emphasizes individual achievement, and is based on the
conviction that individual success is of greatest consequence in life.
There is increasing demand for a socialized education which will have
as its foundation a body of sociological information that will teach
individuals their social relations, a fund of ideas that will be
bequeathed from generation to generation as the finest heritage, and a
system of social ethics that will produce a conviction of social
obligation. The will to do good is the most effective factor that
plays a part in social life. This socializing education has its place
in the school grades, properly becomes a major subject of study in the
higher schools, and ideally belongs to every scheme of continued
education in later life. The social sciences seem likely to vie with
the physical sciences, if not eventually to surpass them as the most
important department of human knowledge, for while the physical
sciences unlock the mysteries of the natural world the social sciences
hold the key to the meaning of ideal human life.

READING REFERENCES

ELLWOOD: _Sociology in Its Psychological Aspects_, pages 329-340.

GIDDINGS: _Principles of Sociology_, pages 132-152, 376-399.

GIDDINGS: _Descriptive and Historical Sociology_, pages 124-185.

COOLEY: _Social Organization_, pages 3-22.

WARD: _Psychic Factors of Civilization_, pages 291-312.

BLACKMAR AND GILLIN: _Outlines of Sociology_, pages 329-348.

DEALEY: _Sociology_, pages 67-68, 84-87, 243-257.

ELLWOOD: _Sociology and Modern Social Problems_, revised edition,
pages 354-367.

CHAPTER XLVII

SOCIAL THEORIES

377. =Theories of Social Order and Efficiency.=--Out of social
experience and social study have emerged certain theories of social
order and efficiency which have received marked attention and which
to-day are supported by cogent arguments. These theories fall under
the three following heads: (1) Those theories that make social order
and efficiency dependent upon the control of external authority; (2)
those theories that trust to the force of public opinion trained by
social education; (3) those theories that regard self-control coming
through the development of personality as the one essential for a
better social order.

378. =External Authority in History.=--The first theory rests its case
on the facts of his