because of their failure to render their full measure of service, and
because, in varying degrees, they prey upon the resources of society and
thus add to its burdens. Self-reliance, self-support, self-respect, as
well as voting, are among the rights that all able-bodied citizens must
exercise before democracy can come into its rightful heritage.

=The function of the school.=--All this and much more the schools must
teach effectively so that it shall be thoroughly enmeshed in the social
consciousness or their output will reveal a lack of those qualities that
make for the larger good of democratic society. Democracy must be
grooved into habits of thought and action or the graduates of the
schools will fall short of achieving the highest plane of living in the
community. They will not be in harmony with their environment, and
friction will ensue, which will reduce, in some degree, the level of
democracy. Hence, the large task of the school is to inculcate the habit
of democracy with all that the term implies. Twelve years are none too
long for this important work, even under the most favorable conditions
and under the direction of the most skillful teaching. Indeed, civic
economy will be greatly enhanced if, in the twelve years, the schools
accomplish this one big purpose.

=Manifestations of democratic spirit.=--We may not be able to resolve
democracy into its constituent elements, but the spirit that is attuned
to democracy is keenly alive to its manifestations. The spirit so
attuned is quick to detect any slightest discord in the democratic
harmony. This is especially true in the school democracy. A discordant
note affects the entire situation and militates against effective
procedure. In the school democracy we look for a series and system of
compromises,--for a yielding of minor matters that major ones may be
achieved. We look for concessions that will make for the comfort and