is a liberal application of monarchy to fit him for democracy. He should
read the Old Testament as a preparation for an appreciative perusal of
the New Testament. If the home cannot generate in him due respect for
constituted authority, then the school must do so, or he will prove a
menace to society and become a destructive rather than a constructive
agency. Here we have a tense situation. Anarchy is running riot in the
home; the home is arrayed against the attempts of the school to correct
the disorder; and Democracy is standing expectant to see what will be
done.

=Snobbery.=--Scarcely less inimical to democracy than anarchy is
snobbery. The former is violent, while the latter is insidious. Both
poison the source of the stream of democracy. If the home instills into
the minds of children the notion of inherent superiority, they will
carry this into the school and it will produce a discord. A farmer and a
tenant had sons of the same age. These lads played together, never
thinking of superiority or inferiority. Now the son of the tenant is
president of one of the great universities, and the son of the
proprietor is a janitor in one of the buildings of that university.
Democracy presents to view many anomalies, and the school age is quite
too early for anything approaching the caste system or snobbery. The
time may come when the rich man's son will consider it an honor to drive
the car for his impecunious classmate.

=Restatement.=--It needs to be repeated, therefore, that democracy is
the most difficult subject which the school is called upon to teach, not
only because it is difficult in itself, but also because of the attitude
of many homes that profess democracy but do not practice it. To the
influence of such homes one may trace the exodus of many children from
the schools. The parents want things done in their way or not at all,