In recent years social case work has acquired an important rank in the field of applied sociology. Social reform deals with methods for improving the whole mass of individuals and for raising the level of the entire group; social case work on the other hand stimulates individuals to improve the quality of their lives, to adjust themselves more adequately to their environment, and to transform their environments. Social case work insists that sound social reforms can be effected only on the basis of first-hand experiences with the needs of individuals who are the victims of social imperfections or their own shortcomings. Social work with individuals has provided a body of specific facts of first magnitude as a foundation for measures of social amelioration and progress; it has mirrored life which is under the harrow of circumstances; it has portrayed life where living conditions are harshest. Applied sociology represents methods of social attack. It furthers progress by planning for society on the basis of past societal experiences and current facts and tendencies. It fulfils the demands of social telesis. CHAPTER XXV THE RISE OF EDUCATIONAL SOCIOLOGY In recent decades educational leaders have been thinking in sociological terms. In its experimental phases educational sociology constitutes a phase of applied sociology. The principles of modern educational sociology have a thousand sources. Pestalozzi (1746–1827) may be considered a forerunner of current social theories of education. He was interested in humanity for humanity’s sake. Like St. Francis of Assisi, he lived with the poor in order that he might teach them to be thrifty and worthy citizens. In his _Leonard and Gertrude_, he described the life of the poor, and formulated an educational procedure for educating the poor. He was a lover of little children, of poor people, of anyone in trouble, of all humanity. He spoke in dignified terms of the function of a good woman, no matter how humble her station in life. Her first duty is to educate her children and to meet the needs of her family. She has, also, obligations to her neighbors and community. Others, seeing her constructive work, will be inspired and motivated to do likewise. In opening an industrial school for the poor, Pestalozzi recognized that the poor have the least opportunities for development and the largest numbers of problems to solve,--therefore they are in the greatest need of educational advantages. He held that all the phases of human personality should be trained, and that there should be “a harmonious development of all human powers.” Hence, education is the greatest gift that anyone, rich or poor, can receive. In urging that the child should be educated in company with other children, that is, in groups, he took an attitude superior to that of Rousseau, but presaging that of Froebel.