like conditions in any family, as a general thing, as there are children to be considered. This difference, however, while it makes family discipline more difficult, makes it also usually more effective, for it insures that parents shall study reasons for rules and try at least to reach an obvious basis for them in personal and social well-being rather than in the parents' will. This leads the way to later democracy by stimulating the sense of justice and the sense of individualistic right, together with the sense of mutual tolerance and mutual aid in the very beginnings of family living together. =Special Responsibility of the Average Mother.=--The burden of this preliminary training toward social order and social welfare rests to-day more heavily upon the mother than upon any one else, even the father. He often has pressing business down-town whenever hard questions of family discipline must be faced. He is often so overburdened with the financial support of the family that he cannot give time or attention necessary to the constant helping of children to escape from the savage to the civilized, from the selfish to the helpful, from the ignorant to the ever-learning. At any rate, just as many men "keep their religion in their wife's name," so, many fathers, although successfully appealed to as final authority in larger concerns of family order, leave the details of character-drill of all their younger children in the hands of the mother. What teachers can do in school comes later in life than the period of which we now speak. Even the kindergarten, with its short hours and its more artificial life, only shows each day a picture of what the child may do later on in his own self-culture. The home nursery is the real place of actual experience for the average child, with the family table and the intimate association with father and mother and brother and sister. These make a school of preeminent importance to the later training.