This view of morality, which, for the most part, is indorsed by modern thought, makes ethics dependent upon sociology for its criteria of rightness or wrongness. Indeed, we cannot argue any moral question nowadays unless we argue it in social terms. If we discuss the rightness or wrongness of the drink habit we try to show its social consequences. So, too, if we discuss the rightness or wrongness of such an institution as polygamy we find ourselves forced to do so mainly in social terms. This is not denying, of course, that there are religious and metaphysical aspects to morality,--these are not necessarily in conflict with the social aspects,--but it is saying that modern ethical theory is coming more and more to base itself upon the study of the remote social consequences of conduct, and that we cannot judge what is right or wrong in our complex society unless we know something of the social consequences. Ethics must be regarded, therefore, as a normative science to which sociology and the other social sciences lead up. It is, indeed, very difficult to separate ethics from sociology. It is the business of sociology to furnish norms and standards to ethics, and it is the business of ethics as a science to take the norms and standards furnished by the social sciences, to develop them, and to criticize them. This text therefore, will not attempt to exclude ethical implications and judgments from sociological discussions, because that would be futile and childish. (F) _Relations to Education._ Among the applied sciences, sociology is especially closely related to education, for education is not simply the art of developing the powers and capacities of the individual; it is rather the fitting of individuals for efficient membership, for proper functioning, in social life. On its individual side, education should initiate the individual into the social life and fit him for social service. It should create the good citizen. On the social or public side, education should be the chief means of social progress. It should regenerate society, by fitting the individual for a higher type of social life than at present achieved. We must have a socialized education if our present complex civilization is to endure. Social problems touch education on every side, and, on the other hand, education must bear upon every social problem. It is evident, therefore, that sociology has a very great bearing upon the problems of education; and the teacher who comes to his task equipped with a knowledge of social conditions and of the laws and principles of social organization and evolution will find a significance and meaning in his work which he could hardly otherwise find.