state institutions has a capacity which makes it possible to receive the cases which are at present assigned. If laws were passed to enforce the segregation of all those who in the interests of the welfare of society should be segregated, the provision would be still more inadequate. Every large city has enough cases to fill a home. Voluntary commitments would probably be larger if the institutions were close at hand. It is the school which should ultimately pass upon cases for segregation, and if the home were part of the school organization commitments could be made more easily.

For the higher grade of feeble-minded and the very backward what is needed is classes in which the stress of instruction falls on manual processes. The chief criticism of many of the present classes for these children is that they are still too much engrossed with the hopeless task of teaching academic subjects.

It is certain that the higher grade of feeble-minded and the very backward can be trained to be industrially useful. Those who are of a grade low enough to be regarded as feeble-minded are those who cannot make good at large under conditions of competition. Many of them could, however, be very useful under institutional conditions. Mr. Wallin's idea is that they should be trained in industrial classes in the public school and at the age of puberty be assigned to the homes for the feeble-minded, where they could help in the work of the institution. Those who are of somewhat higher grade will be able to maintain themselves as unskilled workers in the industries. Part of the duty of those who have charge of training retarded children is to make a survey of the openings for them in the industries of the local community and to secure the co-operation of employers in placing them. The formation of aftercare committees, similar to those of England, whose duty it would be to keep in touch with children of this type who have entered industry and to help and protect them, is also suggested.

The type of legislation which Mr. Wallin urges is that of New Jersey and Illinois. It provides for compulsory and permanent segregation of the feeble-minded who are either dependent or delinquent. It also provides for a joint board of physicians and psychologists to pass upon feeble-mindedness.

In the chapter on "Epilepsy" Mr. Wallin points out that while feeble-mindedness is a state of arrested development which is, so far as we know, hopeless and final, epilepsy is a disease entity. While, therefore, the treatment of the feeble-minded is a social and educational problem only, that of the epileptic is primarily a medical problem.

However, the disease is as yet the subject of wide divergence of medical opinion, and success in treating it is very limited. Since epilepsy is often complicated by feeble-mindedness and seems to involve mental deterioration in so large a percentage of cases, the problem of dealing educationally and socially with the epileptic has much in common with that of the feeble-minded. The epileptic is often the more difficult problem because he so frequently suffers from a villainously bad disposition.

The chapter on "The Hygiene of Eugenic Generation" deals with the necessity of preventing procreation on the part of individuals bearing the hereditary taint of feeble-mindedness or insanity and of the syphilitic and alcoholic. The diagnosis of strains which are socially dangerous is a difficult problem and should be in the hands of experts in field investigation and in mental diagnosis. There are many border-line types in which the evidence is not decisive, and those should be given the benefit of the doubt. His recommendations on the positive side of the eugenic program are based upon birth control. Since it has been shown that the years during which the most superior children are produced are those between twenty-five and thirty-five, he thinks that parents should be urged to plan for children during those years. It would not be wise, however, to forbid marriage under twenty-five years, because marriage so frequently proves to be the best protection against vice. A knowledge of methods of birth control would solve the difficulty. Since too frequent pregnancies reduce the vigor of children and too large families increase the poverty of the poor and all its attendant evils, he believes that a knowledge of methods of birth control should be permitted. It would do away with the frequent abortions and infanticides, which are so brutalizing, and would extend to the poor the means of voluntarily limiting the size of the family, which is now the possession of the rich.

Mr. Wallin's book has the virtue of representing the best scientific opinion of the present day in most of the topics he discusses. It has the vice of being poorly organized and unnecessarily long. The various chapters overlap unduly, and many of the discussions are far longer than is necessary in making his points. Two chapters are addresses reprinted without modification. In short, the form of the book is far inferior to its matter.

CINCINNATI, OHIO

HELEN T. WOOLLEY

RECENT LITERATURE

NOTES AND ABSTRACTS

What Is Sociology?-Some claim that sociology is the great synthetic social science. This evokes the criticism that "sociology is a little bit of everything and nothing at all." The graduate student makes it definite as that body of principles which governs the evolution of society from primitive forms to its highly complex modern life. To the social worker sociology may mean the very definite body of scientific knowledge involved in successful social legislation or case work. The academic worker is scientifically working to discover, formulate, and define those principles which govern the origin, growth, and evolution of our modern social customs, standards, and institutions. The practical group of workers is seeking to restore normal standards, to encourage helpful traditions, and to preserve and upbuild normal social institutions. Thus they co-operate-pure sociology traces and defines normal human tendencies and standards; applied sociology endeavors to preserve and reestablish them. We may therefore define sociology as the science of the origin, growth, and evolution of social customs, standards, and institutions. It analyzes and defines them and studies the causes that tend to force people below normal standards, thus showing us how to prevent recurrent lapses from these norms as well as to relieve abnormal conditions.-F. Stuart Chapin, Scientific Monthly, September, 1918.

C. W. C.

The Psychology of Social Reconstruction.-An immense number of books and articles have been issued from the English and the American press on the subject of social reconstruction after the war. In these writings we hear little about our boasted "modern" civilization. We hear now of a new social order, of a new social mind. The method by which this picture of the new social state has been gained is the simplest in the world. It consists merely in enumerating the "evils" and then outlining a plan in which these evils will be absent; the abolition of those evils is considered a kind of ultimate goal. We should bear in mind that rapid social and economic changes have taken place in man's environment, while the physical and mental constitution of man has changed but little. Man therefore would not be content in a standardized world under scientific management and the rule of efficiency. The standardized world will offer us safety and work, but it lacks the element of zest. It is life that people want, not recreation and self-development. The social Utopias provide for existence but not for life. The society for the future, planned by the reconstructionists, makes little provision for the utilization of the two most powerful forces in the human mind, loyalty and devotion.

It is a misconception of life that places the emphasis of the future upon peace and plenty, economic expansion, equality, comforts, luxuries, and wealth, no matter how equitably the wealth is distributed. We must emphasize eugenics and education in our efforts of social reconstruction rather than economic, political, and social questions. -George T. W. Patrick, Scientific Monthly, June, 1918. C. N.

Democracy and Social Conditions in the United States. By democracy we mean a social spirit rather than a mere form of government or society, and a social control where the opinion and will of every member of the group enters into the determination of group behavior. The success of democracy depends upon the freedom of thought, judgment, and intercommunication among individuals, and upon their good-will or fraternalism. All men must be treated as of potentially equal social worth and be given opportunity to demonstrate their social worth. The tendency of the American democracy previous to the war was in the direction of laissez faire individualism. Then

another foe appeared: the loss of moral and mental freedom, manifested in the lack of free public criticism, free public discussion, and free formation of public opinion and will. There was shown only a little recognition of the rights of minorities, because of the autocracy of the majority. The best antidote against this weakness is political and social education. Industrial democracy is needed as a necessary complement of social and political democracy. A strong, organized, social liberalism which can mediate between the opposing camps is lacking. We need a higher development of intelligence and character in the mass of individuals.-Charles A. Ellwood, International Journal of Ethics, July, 1918.

J. H.

Religion and Social Control.-Religion has always been a fundamental means of social control because it has been at the heart of the mores of every group. Through religion man universalizes and makes "sacred" his values. Religion has a positive social effect in that it stabilzies men in times of crises. It has negative social effects in that: (1) it tends to be too conservative, influencing the maintenance of a given social order longer than that order is necessary; and (2) it may become exploited by certain classes. On the whole the evolution of religion has been in a humanitarian direction: (1) because it emphasizes service and self-sacrifice for the sake of the group, including all humanity; (2) because the higher religions are but the manifestations of social idealism imbedded in religious feeling and accompanied by more or less formal religious sanctions. The seven stages of religion, viz., preanimism, animism, totemism, ancestor worship, polytheism, henotheism, and monotheism, not only embody man's valuation of his world but also the social values of the age which they represent. The religious problem of today consists in adapting religion to our present social life. This means the transition from a metaphysical to a social conception of religion. All that is needed is that the churches should drop theological disputation, recognize that their essential work is the maintenance and propagation of rational social values, and teach clearly that the only possible service of God must consist in the service of men, irrespective of class, race, or nationality. This is the surest guaranty of social justice and future good-will between classes.-Charles A. Ellwood, Scientific Monthly, October, 1918. F. O. D.

Program for Socializing Education.-Principles founded upon careful psychological and sociological study must guide the changes in our educational system. A survey of the present educational system reveals the more complete application of psychology than of sociology to educational problems, owing to the fact of its being an older science. The result is that the psychological point of view, the individualistic, has been the more strongly emphasized. The basic principles on which a scheme for the better adjustment of education to social needs should be founded are that it should more definitely accomplish three things: (1) it should develop appreciation for the better things within reach of the individual in an advancing society, i.e., means must be found for the stimulation and guidance of motive; (2) social welfare must be kept on a par with individual welfare through emphasis upon group training; (3) it should provide a fund of useful knowledge. Hence the facts to be presented in a particular study should be based upon the needs of the pupil in the society he is in and adapted to the uses he may be able to put them to in the mature society of which he is later to become a part. It must lead to the application of the ideals developed and the knowledge obtained to the vitalization of the purposes of life.-W. R. Smith, Educational Review, October, 1918. C. W. C.

The New Marxism.-The New Marxism is a very significant phenomenon in the development of German Socialism. Its fundamental presupposition is that the teaching of Marx is not to be regarded as a hard-and-fast set of dogmas which could not be changed, but that its principles should be adapted according to the change of conditions. The New Marxians are viewed by some observers as that fraction of the German Socialists which has adopted the imperialistic ambition for German worldpower and colonial expansion. Its adherers believe that the old proletarian forwardlooking socialism of preparation has been revolutionized by the socialism of fulfilment. They want to organize society as a whole upon the basis of a national state, which would

maintain itself in its struggle for life by means of the organization of all the forces of society (Volkssozialismus). For them the state is a sphere of economic activity of its own special character, where both capital and labor have a common interest in their sphere's prosperity. Their two principal organs are the Glocke and the Sozialistische Monatshefte, which differ from the former in that they adhere to the "Continental idea"-an extension of the Mittel-Europa scheme-as a special part of their program. -Edwyn Bevan, Nineteenth Century Magazine, August, 1918.

J. H.

The Future of India.-Great Britain did not conquer India but gradually inherited and undertook increased responsibility in bringing peace out of war. Nor does she desire India to be in a state of subjection. Great Britain has been successful so far in India because she has interfered as little as possible with the habits of the local people. The question now is, Is India, an oriental country, in a fit state readily to adapt herself to democratic government, which is a Western institution? The Indians reared in India and accepting caste as a natural condition of things are usually contented. The more violent champions for the speedy throwing off of British domination are men who received their education in England and while there mingled freely with the English, and who upon their return to India were excluded from this privilege by the caste system. Great Britain is sympathetic toward the aspirations of the Indian people. Last year at an imperial council held in London it was decided that in future councils India should sit at the same board and have the same voting power as the representatives of Great Britain, Canada, Australia, New Zealand, and South Africa. Her desire is to educate the Indians through parliament in self-government, so that when through evolution the change is made India will be prepared to manage her own affairs and play her part, along with the chosen men of the Dominions, in deciding the destinies of the British Empire.-Sir John Foster Fraser, Century, September, 1918. F. O. D.

Educational Reconstruction in England.—(1) Following are some of the reasons why the new bill is wanted: (a) Of every 1,000 children born, 110 die in the first year. Thus in 1915, 89,477 persons met premature death. Of 6,000,000 children attending elementary schools, over 600,000 are verminous or unclean, over 600,000 are ill fed, some 3,000,000 have decayed teeth, over half a million have weak sight, and over a quarter of a million have diseased ears or throat. (b) Of children under fourteen, about 35,000 are working half-time, and a quarter of a million work outside school hours for wages, sometimes for 40 hours a week and often from 10 to 25 hours. These conditions retard the growth of children and hamper their school work. (c) Youths are neglected. Of 3,000,000 young people between the ages of fourteen and eighteen, over 2,000,000 receive no systematic training after the age of fourteen. (d) Need of standardized school system in place of numerous educational standards. (2) The bill proposes: (a) establishment of a nursery school for children under six, with medical attention, physical training, playgrounds, and school baths; (b) abolition of child labor and compulsory school attendance to the age of fourteen or fifteen; (c) that all boys and girls under eighteen who have not been under full-time instruction must attend continuation school in the daytime for 8 hours a week during 40 weeks of each year; (d) to secure a standardized system in national education.-Frank Roscoe, School and Society, August, 1918. C. N.

Naturalization in the Spot Light of the War.-There will be some difficulties connected with the problem of naturalization of immigrants after the war. The present experience shows that a large number of unassimilated immigrants remain partisans of some foreign state. Opponents of the restriction of immigration who favor a gradual Americanization of the foreign elements by way of elevating the immigrant to American standards forget that naturalization is only a formality, and that unless these people absorb the national ideals of this country they may be more dangerous than those who did not become citizens. Greater strictness in the naturalization laws is needed if this country wants to attain a national homogeneity and solidarity and to play an appropriate part in the after-the-war period.-Anonymous, Unpopular Review, July, 1918.

J. H.