THE SOCIAL FUNCTIONS OF EDUCATION

By Robert M. Bear, The Macmillan Co., New York, 1937. Pp. XIII-434. $2.25

The happy marriage of education and sociology is promisingly planned for in this textbook. The principles of sociology are devotedly applied to the functions of education.

The book is divided into three parts. Part one addresses itself to the functions of education in relation to the cultural heritage of the group and its effect upon the individual. The meaning of education is viewed broadly as "a process by which culture traits through associated living are interpreted into the being of an individual."

The functioning of education in relation to social institutions constitutes the subject matter of the second part comprising the major portion of the book. The backgrounds and also the present trends of family, recreation, industry, religion, community and government are carefully studied showing how the purposes of the schools are related to them. A wealth of historical and sociological scholarship is brought to bear upon the problems of current life and education. In this connection the author points out the significance of "the integrative function of the school." Since "participation in institutional living is essential" (p. 73) it follows that "the nature of needed education is one including basic culture elements involved in the functioning of social institutions."

The third part of the book discusses social progress and change together with the role that the educator plays in the process. Intelligent long range social planning of a tentative sort is regarded as an important suggestion.

Study questions and descriptive bibliographies follow each of the fourteen chapters. The questions are broad and provocative of thought; they embrace concrete problems and cases. In the bibliographies specific chapters are cited with brief helpful comments.

The philosophy of education to which Doctor Bear subscribes is sociological rather than psychological. This approach he handles with penetration and understanding. He stresses cultural similarities rather than individual differences. This viewpoint is consistently maintained.

The author's style is stimulating and readable. He has facility in the use of vivid and shining examples of his material. Illustrating adult recreation, he recounts, "the writer recalls no more hilarious occasion than when some Rotarians wired the banquet seats of their fellows and secured prompt responses to an urgent but fictitious appeal for a rising donation of a thousand dollars for a worthy cause."

The book is intended primarily for colleges and normal schools where instruction is offered in educational sociology. While the text is elementary and direct it is scholarly and well documented. Approaches of a wide variety, often antithetical in nature, are adequately represented throughout the work. Issues are faced clearly but controversial problems are left open for further study. The author is fairminded, patient and good-tempered.

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How Shall Business be Taxed? a Symposium conducted by the Tax Policy League December 28-29, 1936 in Chicago, Illinois has just been published. Professor Lloyd P. Rice is the author of chapter 11 of this volume Financing Social Securityby Means of Payroll Taxes.

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