the culture-value put upon sociology by students, I may mention that over half of those elected to Phi Beta Kappa for the past two years have taken one or more courses in this subject.

Sociology as taught here is a systematic study of social organization and processes, especially on the psychological side, and an exposition of practical questions in the light of this study. It is likely to develop on this line."

PROFESSOR GILLETTE (Sociology), University of North Dakota: "(1) My own temper is to lay a good scientific and theoretical basis for the understanding of society, to be followed by a demonstration of the application of the principles to the improvement of society, and the study of the application in as many directions as follows. (2) In 1907 my department was founded. I had 2 classes with 5 students. In 1908 I started with 3 classes in sociology and 21 students. This semester I have 4 courses (classes) and 52 students. From what students tell me I judge the number studying sociology will be large next year."

PROFESSOR DOWD (Sociology and Economics), University of Oklahoma: "There is a rapidly growing interest in sociology not only among students but among all citizens interested in social problems. The new books such as medical sociology and engineering sociology indicate that all sciences are being influenced by the sociological method. The enrolment in sociology has increased here from o in 1905 to 125 in 1909; and many more would enrol if additional courses were provided."

PROFESSOR YOUNG (Economics and Sociology), University of Oregon: "Our courses are elective. Courses have been given every year since subject was introduced here. In four or five years of the fourteen, the subject was represented in two courses. In this young state social problems are not pressing. Practical sociology takes the form of espousing certain ideals of social organization and standards of life and organizing movements to bring life and thought up to higher planes, there to anticipate tendencies and conditions which will call for remedial activities. With growth of institution, which promises to be very rapid, sociology will more than maintain its proportionate strength."

PROFESSOR FRANKLIN (History and Political Science), University of the Pacific: "There is a growing interest in this subject and the work will doubtless be developed.”

PROFESSOR KELSEY (Sociology), University of Pennsylvania: "Increasing interest here particularly in practical social problems."

MR. BECK, University of Pittsburgh: "At present we are developing rapidly the work in economics and as we have nobody at work teaching sociology, who is imbued with the work, its development is not so rapid. In about two years we will be ready for placing greater stress on sociology."

PROFESSOR MOORE, University of South Carolina: "It is somewhat difficult to make satisfactory statements here as the work is of such recent origin. There is as yet little ground for the appreciation of the science; its meaning must first be understood. The only step forward in the last four years is to give two courses instead of one."

Professor of History, University of the South: "I feel that sociology as a science separate from history, economics, political science has no place in the curriculum of a small college. I have grave doubts as to the advisability of such work in undergraduate courses even in larger institutions, except in very definitely applied sociology. The theoretical side is more fitted for graduate work."

PROFESSOR HUNT (Economics and Sociology), University of Southern California: "Present tendency is toward a better agreement as to the scope and limitations of sociology. In future much detail and speculation will be omitted, and ascertained fact will be assumed (except in purely theoretic discussion). A better and safer historic perspective will be developed. Practical applications will be expounded and multiplied. Teachers, preachers, and public officers will be trained and so project the subject usefully into society."

PROFESSOR BANKS (History and Economics), University of the State of Florida: "At present here at the University of Florida we are doing very little really efficient work in sociology proper-a fact clearly appreciated when it is stated that one professor is attempting to cover history, economics, political science, and sociology."

PROFESSOR CARY (Economics and Sociology), University of Utah: "Taking into account this year's enrolment, which is 64, the class membership has increased tenfold in five years, and the interest in the work we are doing promises a continuance of the growth. It has become a prerequisite to the teaching profession here and it is not unlikely that in the near future the better high schools will be doing some work under that title."

PROFESSOR CUSTIS (Economics), University of Washington: "The University of Washington is a rapidly growing institution and there seems to be a fairly good demand for work in sociology. Possibly there will be some expansion in the next few years, and if so it is likely to be on practical lines. I am giving the work partly because it seems desirable that work in sociology should be given; but I do not expect to increase the amount of time devoted to the subject. When more courses are given they will probably be given by someone else. There is more of a tendency for the work of the department to expand on business than on sociological lines.

I think that the amount of work in sociology is likely to increase, but it will be a more or less forced increase."

PROFESSOR ROss (Sociology), University of Wisconsin: "Sociology is now in about the stage of advancement of biology 1840-50, or of political economy previous to John Stuart Mill. It is not called upon to fit teachers for the secondary schools, as is the department of history.. It does not lead directly to bread-and-butter work as does the course in commerce provided by the department of political economy. The subject attracts therefore only a moderate number of students. At present I reach about a hundred students a semester. At the conclusion of my third year here (until my advent sociology was given only lectureship) certain significant tendencies are noticeable: (1) the taking of work in sociology by crack students in philosophy, history, political science, and economics. Only the best dare tackle the work and the courses in sociology are given a wide berth by snap-hunters, sloughers, dawdlers, and 'athletes.' (2) My graduate seminaries are so full I have to turn applicants away as I object to more than sixteen members. Sociological investigation seems to have a great attraction for mature and graduate students, especially those who have seen life. (3) The professors in the maturer sciences show every year more respect for and appreciation of the work of sociology."

PROFESSOR SCOREL, University of Wooster: "I have no doubt that interest will grow when we can devote the whole time of even one professor to the work and engage much more in practical work. As to the science, I have always said it was the 'coming science.' Its arrival is not yet imminent. But its actual value is steadily accumulating and becoming visible to many who have been skeptical."

PROFESSOR MILLS (Economics), Vassar College: "No prospect of establishment of sociology proper here. Much question as to its value in undergraduate curriculum."

PROFESSOR SIKES (Political Economy), Wake Forest College: "Is regarded by students as probably the most helpful course of the curriculum. With more funds the courses will be enlarged, with special emphasis on southern agricultural conditions."

PROFESSOR FISK (Sociology), Washburn College: "About one hundred students 'elect' some sociological work each year. None is 'required.' Most students elect not less than two full 'year' courses, some more.”.

PROFESSOR RILEY (Sociology), Washington University: "I have both the department at Washington University and the School of Social Economy with a research department supported by Russel Sage Foundation. The two are co-ordinated and together put considerable emphasis on practical sociology."

PROFESSOR WEYER (Philosophy), Washington and Jefferson College: "If I had assistance in my department, it is in the direction of more sociology that the first increase in the courses would be made."

PROFESSOR KENNEDY (Political Economy and Sociology), Wells College: "There seems to be a growing interest in sociology, particularly on the practical side."

PROFESSOR TIFFANY (History and Political Science), Western Maryland College: "The subject ought to find a permanent place in the course of study but there seems little likelihood for it at present."

PROFESSOR CUTLER (Sociology), Western Reserve University: "Sociology has a great future before it in the colleges provided it is kept upon a solid scientific basis. In Western Reserve University practical sociology is likely to receive the chief consideration because of the exceptional facilities for its development which exist in Cleveland. Giving practical sociology the chief emphasis the number of undergraduate registrations has increased from 134 for the year 1907-8 to 185 for the year 1908-9. With the work confined almost exclusively to the junior and senior years the number of undergraduate students to whom the courses were open was approximately

200."

PROFESSOR CAMPBELL (History and Political Science), Westminster College, Pa.: "Teaching force utterly inadequate to devote the time and attention the subject deserves so that the course must be introductory and elementary in character. Although sociology is an elective there is an increasing number of students favoring this course and manifesting a practical interest in the subject."

PROFESSOR WHIPPLE (Civics and Economics), Wheaton College: "I consider that its importance calls for more time than we give it and hope to see more attention given to it as soon as means can be provided."

PROFESSOR WORTHINGTON (Economics), Whitman College: "I believe that sociology must inevitably find a place in every college curriculum. It will have to fight for a very large place in many instances. At Whitman we have not had the courses going long enough to judge accurately of the situation. Juniors and seniors flocked to the courses the first year. The second few students elected it. This year (second) a course in sanitation was given by the departments of biology, domestic science, and sociology. The registration was large (30) which is a large class for this college. I do not think that the growth of this department will be very rapid, though it must see some extension in the near future."

PROFESSOR PATTERSON (Social Science), Willamette University: "It is claiming a larger place and is a subject attractive to an increasing number of students, though elective. It appeals to students of the professional schools, viz., law, medicine, and theology."

PROFESSOR GRIFFITH (History and Political Science), William Jewell College: "Sociology is growing as a study in this college. The enrolment in 1905-6 was 14; 1906-7, 19; 1907-8, 32; 1908–9, 47. The trend here is

more and more along the line of practical and applied sociology; for use of men going into social institutions and for men preparing for the ministry."

PROFESSOR WALLACE (History and Economics), Wofford College: "The professor of history and economics did not want to give much time to sociology; he may never give another course. We are intending to put in a man in Bible-study and philosophy next year who has had university training in sociology; whether he will give any work in sociology I do not know, but I shall request it."

PROFESSOR SUMNER (Sociology), Yale University: "I have shaped it at Yale myself. I do not believe in metaphysics or psychology at all and never meant to let sociology be metaphysical or psychological. I retire in June, 1909. What will happen here later I do not know. Sociology seems now to be largely speculative and controversial. I should like to see a group of scholars at work to get it down to normal growth on a scientific method, dealing with concrete things."

GERTRUDE F. ROWELL (Teacher of Psychology), State Normal School, San José, Cal: "Personally there is no [other] subject I am so much interested in as sociology, and I should like to see the underlying principles so understood and organized and put in such practical form that it could be introduced and studied in every high school, and, still further, the needs of society understood and taught in the grammar schools. I know no subject which has a bigger future." She has introduced courses in social psychology (following Ross's text) and school and society.

G. R. MILLER (History and Sociology), Colorado State Normal School, Greeley: "There are very great and promising possibilities in pedagogical sociology. It should be cultivated by sociologists as one of their most promising fields. The general study of sociology is today accomplishing an almost incalculable practical benefit in American society."

W. H. A. HOWARD, Florida State Normal and Industrial School, Tallahassee: "This comes at a time when plans are just brewing to further the work of sociology in this school."

O. L. MANCHESTER, Head of Department of Economics and Foreign Languages, Illinois State Normal University, Normal, Ill.: "It is an elective study here. . . . . If I had my way I should make sociology a required study as well as economics."

E. W. BOHANNON, Duluth State Normal School, Mich.: "My opinion is that sociological study should and soon will be given a more important place in courses of study for the preparation of teachers."

PRESIDENT SWAIN, Montana State Normal College, Dillon, Mont.: "As this institution is devoted to the training of teachers, sociology is taught