My pedagogic creed, by Prof. John Dewey; also, The demands of sociology upon pedagogy, by Prof. Albion W. Small.

Demands of Sociology upon Pedagogy. 35
one of the workers among whom the labor of their generation is divided, the great man in whom the story of
his age is told seems to fill a sphere apart from ordinary
men, affecting their destinies by some undetermined
process of long-distance induction.
By the third category, progress or continuity, I mean
the conception of men and events as always working out
new individual conditions and social arrangements, the
truth, on the one hand, that "the roots of the present
are deep in the past," on the other hand, that the present
cannot escape responsibility for the future. When historical acts are recalled they should always be considered
at last in this third aspect. What motives and impulses
led to them? What consequences and effects did they
set in motion? This is the scientific attitude of mind
toward the past. It is the genuinely social attitude
toward the present and the future. It is the purely
intellectual condition of the co-operative constructive
temper which is the last and best product to be demanded
of education. Yet I have known courses in history to
be conducted under the highest institutional sanction,
with no discernible reference to historical cause and
consequence. Search and emphasis were entirely for
the facts. Specialization of that sort is falsification.
Facts cannot be told truly except in their relations.
Sociology demands of educators, finally, that they
shall not rate themselves as leaders of children, but as
makers of society. Sociology knows no means for the
amelioration or reform of society more radical than those
of which teachers hold the leverage. The teacher who
realizes his social kunction will not be satisfied with