=Methods of teaching sociology determined by a complex of vital factors=
Specific methods of teaching vary according to individual temperament, the "set" of the teacher's mind; according to his bias of class, birth, or training; according to whether he has been formed or deformed by some strong personality whose disciple he has become; according to whether he is a radical or a conservative; according to whether he is the dreamy, idealistic type or whether he hankers after concrete facts; according to whether sociology is a primary interest or only an incidental, more or less unwelcome.
Hence part of the difficulty, though by no means all, comes from the fact that sociology is frequently expounded by men who have received no specific training themselves in the subject, or who have had the subject thrust upon them as a side issue. In this connection it is interesting to note that in 1910 sociology was "given" in only 20 cases by sociology departments, in 63 by combinations of economics, history, and politics, in 11 by philosophy and psychology, in 2 by economics and applied Christianity or theology, in 1 by practical theology!
=Guiding principles in the teaching of sociology--The teacher as keen analyst, not revivalist=
Whatever the path which led into the sociological field or whatever the bias of temperament, experience justifies several preliminary hints for successful teaching. First, avoid the voice, the yearning manner, and the gesture of the preacher. Sociology needs the cool-headed analyst rather than the social revivalist. Let the sentimentalist and the muck-raker stay with their lecture circuits and the newspapers. The student wants enthusiasm and inspiration rather than sentimentality.
Second, renounce the lecture, particularly with young students. There is no surer method of blighting the interest of students, of murdering their minds, and of ossifying the instructor than to persist in the pernicious habit of the formal lecture. Some men plead large classes in excuse. If they were honest with themselves they would usually find that they like large classes as a subtle sort of compliment to themselves. Given the opportunity to break up a class of two hundred into small discussion groups they would frequently refuse, on the score that they would lose a fine opportunity to influence a large group. Dodge it as you will, the lecture is and will continue to be an unsatisfactory, even vicious, way of attempting to teach social science. No reputable university tries to teach economics or politics nowadays in huge lecture sections. Only an abnormal conceit or abysmal poverty will prevent sociology departments from doing likewise. Remember that education is always an exchange, never a free gift.