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