For the problem persists and is bound to persist as long as the relationships of the family-home obtain. The social changes which have so markedly affected marriage have no more elided marriage than the vast changes which have come over the home portend its dissolution. It is as true as it ever was that the private home is the public hope. A nation is what its homes are. With these it rises and falls, and it can rise no higher than the level of its home-life. Marriage, said Goethe, is the origin and summit of civilization; and Saleeby[B] offers the wise amendment: "It would be more accurate to say 'the family' rather than marriage." Assuming that the family which is the cellular unit of civilization will, however modified, survive modern conditions, the question to be considered is what burdens can the home be made to assume which properly rest upon it, if it is to remain worth while as well as be saved? Nothing can be more important than to seek to bring to the home some of the responsibilities with which other agencies such as school and church are today unfitly burdened. False is the charge that school and church fail to co-operate with the home. Truer is the suggestion that church and school have vainly undertaken to do that which the home must largely do. The teacher in church and school may supplement the effort of the parent but cannot and may not be asked to perform the work of parents. The school is overburdened to distraction, the church tinkers at tasks which in the nature of things must fall to parents or be left undone. And the school is attempting to become an agency for the universal relief of the home, which cannot be freed of its particular responsibilities even by the best-intentioned school or church. Another quite obvious thesis is that conflicts arise between parents and children not during the time of the latter's infancy or early childhood but in the days of adolescence and early adulthood. The real differences--rather than the easily quelled near-rebellions of childhood--come to pass when child and parent meet on terms and conditions which seem to indicate physical and intellectual equality or its approach. I do not say that the processes of parental guidance are to be postponed until the stage of bodily and mental equivalence has been reached but that the conflicts are not begun until what is or is imagined to be the maturity of the child raises the whole problem of self-determination. The latter is a problem not of infants and juveniles but of the mature and maturing.