Custom, not social needs, has too often controlled school curricula. The _Anabasis_ and Caesar’s _Commentaries_, although splendid bits of literary composition, “are about as significant to the realities of a nineteenth or twentieth century as bows and arrows would be in modern warfare, or Roman galleys in the naval contests of tomorrow.”[XXV-11] The study of forgotten tongues and antiquated fragments of literature falls far short of training twentieth century youths for the conscious co-operative direction of the social forces of the future. Vocational education is not all-sufficient. Youth must be taught to be socially and morally efficient--no less than physically and vocationally.[XXV-12] In addition to the current emphasis upon vocational education, attention must be given to a moral education in the schools that can produce in individuals the moral character required to meet the needs of a highly developed democracy. Educational sociology has viewed with alarm certain recent tendencies in vocational guidance. It has supported heartily the plans for giving every child an occupational training and of enabling him to earn his own living. On the other hand, it has deplored the idea that a vocation or earning a living is an end in itself. It has insisted that the main reason for teaching a boy a trade is that the boy may have a larger opportunity for developing his personality and for serving society. Likewise, educational sociology has often looked askance at scientific management, or the movement for educating all workingmen to the point of highest productive efficiency. Such a training has frequently produced a maximum increase in profits for those who have promoted it and a minimum of increase in wages for the workers, besides tending to turn the latter into mere machines, instead of into human leaders with increased capacities for enjoyment and spiritual service. The studies in all school curricula must be evaluated in terms of social worth. For example, what is the purpose of teaching history? Is it to give the pupil a chronology of dates and a catalogue of ignoble kings and bloody battles, or is it to give the pupil the meaning of social evolution, social progress, social inheritances, the rise of social needs?[XXV-13] Educational sociology holds the theory that training for unselfish social living is as important as training for individual pecuniary success. It is engaged at the present time in working out techniques for introducing every member of the public schools to the sociological viewpoint. The names under which such techniques appear is immaterial, whether as community civics, American history studies, elementary social science, or elementary sociology. The next few decades will undoubtedly be marked by the rapid spread of educational sociology. CHAPTER XXVI THE SOCIOLOGY OF MODERN CHRISTIANITY