In courses 16 and 16a, on Social Psychology, Professor Allport will be aided by Professor Jenness of the University of Nebraska. The material is valuable for the special field of that title, but the course was criticized for its lack of practical application.

The course in Child Psychology, number 17 was the most notable example of not being what it was expected to be, though a course cannot shine in its first year. Barker, though a good lecturer, spends too much time on statistics. Concentrators suggested that the work of Freud be taken up.

Course 24 on Abnormal and Dynamic Psychology is generally given under the expert guidance of Professor Murray, who is now on leave. Dr. White, however, filled his place excellently last year, and will have the course again this year. It is recommended for pre-medical work, and is called the most practical course in the field.

Sociology

The field of Sociology is the newest in the College, having been established in 1931. It provides an excellent theoretical framework for a wide variety of vocations including all the social sciences, and those courses which involve individual cases are suggested for pre-medical work. For teaching, research, and government work, Sociology is helpful, and it is also on an equal with Government for Law School preparation. The nature of the subject requires that most of the Undergraduate work be devoted to theory, and while there are one or two good practical courses offered in the field, anyone who is going into social work should plan to attend some graduate school.

Because of its variety of applications, Sociology is a good field in which to concentrate for one who is not sure just what his future is going to involve. The field also offers several coursed which are especially valuable to History, Government, or Economics concentrators, and may be taken by permission without one's having had Sociology A.

A Freshman who is planning to concentrate in the field, however, should take at least one half of Sociology A during his first year. He must apply in person to Professor Sorokin to take it, since the number of Freshmen allowed in the course is limited. The first half, a study of society in its structural and dynamic aspects, is a good sample of the work in the field, and is within easy grasp of anyone who has had no previous experience. It may be dropped at midyears if the student so desires. The second half, Sociology Ab, is a study of cultural and a survey of the main theories of cultural change. Sorokin, one of the foremost sociologists of the country, gives rather one-sided but interesting and sometimes startling views, and since the section men clarify and counter-balance them adequately, the lectures are well worth while. The course is highly recommended for non-concentrators.

The advanced courses will vary with the interests of the concentrator, for there are four special fields within the department. The General Examinations are given in Senior year and comprise three three-hour exams, the first a general one on theory, the second on the concentrator's special field, and the third on one of 11 correlation fields. The four special fields are Sociological Theory and Methodology; Social Structure and Institutions; Social Dynamics and Social Change; and Social Pathology and Social Policy.

Several courses were suggested as especially good, however. Sociology 3, a first half-year course on the theories of social progress, will not be given in 1938-39, but the material should be covered by every concentrator, either in this course, which will be given the following year, or the more specialized Course 1. It is recommended for History or Economics concentrators. The important material is in Zimmerman's lectures, which are sometimes hard to follow, but the reading is also interesting.

Sociology 4, second half-year, on roles, relations, and stratification's of society, given by Merton, is one of the best, with both clear lectures and interesting reading. It will enlighten anyone on his personal relation to society and is valuable for Government concentrators.

Sociology 6 offers an historical comparison of selected cultures (Primitive, Hindu, Greco-Roman, Mediaeval, and Modern European). Until now this course has occupied a full year and consisted of unrelated and digressive lectures by a number of men in the department, which was almost impossible for Parsons to connect. This year the course will be reduced to a half year and Parsons will give it all. It should be a good course.

Since Sociology 7c has been made a full course and is therefore less hurried, it has become very well liked. It is on post-war European social reforms, and is useful for Government concentrators. Here again the reading is of minor importance.

Sociology 7d, a second half-year course on modern European criminal legislation, is also very interesting and thorough, but would be more of the former if there were less emphasis on cases and dates. Timasheff is an expert in this subject, and his lectures are so thorough that the reading is almost unnecessary.

Sociology 9, second half-year, on regional sociology of the United States, is especially useful in connection with American government.

Sociology of the Family, course 13, is not difficult and especially good for non-concentrators who are interested in the subject. Associate Professor Zimmerman emphasizes the importance of the family in the social structure, but the criticism in course 3 that he is at times hard to follow applies here too.

A new course, 17, on racial relations, especially in the United States, will be given during the first half-year by Dr. Morton, and judging both by the subject and by his reputation among the concentrators, should be an excellent course.

In Sociology 21, a well-organized second half-year course dealing with sociological theories, Assistant Professor Parsons ably puts across a difficult subject, but the course should not ordinarily be taken until Senior year.

There is ample time allowed outside of the courses for reading and tutorial work in the special field, and the tutors are all good. It is a field in which reason and intelligence are stressed, not memory, and is therefore a good place for individual criticism. Moreover the subject is one which most people will be running into later in life and should undoubtedly know something about