A class is really definable only upon the basis of its mores; the code is the class. Terms like bourgeoisie denote a standard of behavior, a set of ideals, in short a standard of living, which is in the mores. Its code is the only distinctive thing about a class. ... - Keller, Societal Evolution, p. 86.

. . . Bu-shi-do means literally Military-Knight-Ways - the ways which fighting nobles should observe in their daily life as well as in their vocation; in a word, the "Precepts of Knighthood," the noblesse oblige of the Warrior class. . . .

Chivalry is uneconomical: it boasts of penury. . . . Hence children were brought up with utter disregard of economy. It was considered bad taste to speak of it, and ignorance of the value of different coins was a token of good breeding. - Nitobe, Bushido: The Soul of Japan, pp. 4, 97, 98.

. . . Wherever there is an ascendant class, a large portion of the morality of the country emanates from its class interests, and its feelings of class superiority. ... - Mill, On Liberty, p. 18.

A class is a stratum of the population having a social mind of its own - a class consciousness. But social mind, as we have just seen, grows out of communication. This chapter must therefore work on both sides of the preceding one: it must note the conditions which make for close intercommunication within one stratum of the population and for little communication between it and other strata, thus giving rise to class consciousness; it must also note the reaction of class consciousness on communication and the social life in general. Class consciousness and intercommunication within the class, therefore, work together cumulatively. They are like the fire and its draught; the hotter the fire the stronger the draught, and the stronger the draught the hotter the fire. The intensity of class consciousness varies with the degree of social isolation of the class. On the other hand, free communication with other classes tends to diffuse and break up those peculiar qualities of the social mind which constitute class consciousness.

The football players work together in their practice. This common experience and the incidental communication develop a class consciousness, which in turn is likely to cause them to sit together in the classroom and herd together at a reception. Each member of the squad comes to know whatever traditions and conventionalities the group as a whole possesses, not only with respect to football, but to all sorts of unrelated matters as well.

The first town I taught in was a lumber town where the people were continually changing. The class lines were very loose. Strangers were soon taken into whatever society there was. I might meet persons of any class at any gathering I attended. There were several homes in which we teachers were welcome callers. The second place where I taught was a German village where for years few changes had been made. The children or grandchildren of the first settlers still held much of the property, and new families came rarely Here strangers remained strangers a long time. I taught there considerably over a year before I felt that I was in any sense a part of the town.