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The major part of the book attempts a review of basic educ'al res studies which have employed the concepts & theories of sociol. It seeks also to indicate those areas of studies which have been neglected by sociol'ts. Consideration is given to the occup'al roles which the sociol'st has taken, & potentially could take to further his contributions to educ through theory & res. For the sociol'st, the educ'al system of the US constitutes probably his richest & most accessible natural source of raw data on personality & soc interaction. For the educator, the important issues he faces in his daily work center almost without exception on interpersonal relations--between teachers, between pupils, between teacher & pupil, between faculty & community--& the continuing attention of the sociol'st to such issues cannot fail to illuminate & sharpen one's understanding of these special soc processes. The participation of sociol'ts as members of the faculty in Sch's of educ would relate the 2 fields to the enrichment of both. Some of the most fundamental problems of sociol are manifest in the educ'al process & await attention. F. Goldsmith.