progress of the entire body, and we experience disappointment if we fail
to discover some pleasure in connection with these concessions. We
expect to see good will banishing selfishness and every semblance of
monopoly. We expect to find every pupil glad to share the time and
strength of the teacher with his fellows even to the point of
generosity, and to find joy in so doing. We expect to find each pupil
eager to deposit all his attainments and capabilities as assets of the
school and to find his chief joy in the success of all that the school
represents.

=Obstacles in the path.=--But it is far easier to depict democracy than
to teach it. In fact, the teacher is certain to encounter obstacles, and
many of these have their source in American homes. Indeed, some of the
most fertile sources of discord in the school may be traced to a
misconception of democracy on the part of the home. One of these
misconceptions is a species of anarchy, which appropriates to itself the
gentler name of democracy. But, none the less, it is anarchy. It
disdains all law and authority, treads under foot the precepts of the
home and the school, flouts the counsels of parents and teachers, and is
self-willed, obstinate, and defiant. Democracy obeys the law; anarchy
scorns it. Democracy respects the rights of others, anarchy overrides
them. Democracy exalts good will; anarchy exalts selfishness. Democracy
respects the Golden Rule; anarchy respects nothing, not even itself.

=Anarchy.=--When this spirit of anarchy gains access to the school, it
is not easily eradicated for the reason that the home is loath to
recognize it as anarchy, and resents any such implication on the part of
the school. The father may be quite unable to exercise any control over
the boy, but he is reluctant to admit the fact to the teacher. Such a
boy is an anarchist and no sophistry can gloss the fact. What he needs