In all that parents do with respect to the home, assuming their acceptance of the democratic order and its requirements, they may not forget that the home, like every educational agency of our time, must "train the man and the citizen." Milton's insistence is not less binding today than it was when first uttered nearly three centuries ago. A man cannot be half slave and half free. He cannot be fettered by an autocratic regime within the home and at the same time be a free and effective partner in the working out of the processes of democracy. Democracy and discipline are never contradictory and the discipline of democracy can alone be self-discipline. Professor Patten in his volume, "Product and Climax,"[J] hints at a real difficulty: "We want our children to retain the plasticity of youth, and yet we believe in a disciplinary education and love to put them at difficult tasks, having no end but rigidity of action and a narrower viewpoint. At the same breath we ask for heroes and demand more democracy." What is really involved when the matter is reduced to its simplest terms, is seen to be a new conception of the home. For many centuries, it has been a world or realm wherein parents filled a number of roles or parts,--chief among these regents on thrones, dispensers of bounty, teachers of the infant mind. Any survey of the home today that surveys more than surface things must take into account one other figure,--or set of figures,--the figure of a child. And the child not as the subject of the parental regent, however wise, nor yet as the unquestioning pupil of the parental tutor, however infallible! The home can no longer remain, amid the crescent sway of the democratic ideal, a kingdom with one or two or even more thrones, nor yet a debating society. Shall we say parliament, seeing that in Parliament and Congress it is reputed to be the habit of men to plead for truth rather than for victory?