The second function of the home is _Educational_. It is largely responsible for the systematic formation of good habits, which should here be stimulated by example and precept, and every advantage taken of the imitative instincts so powerful in early life. Within its precincts care can be exercised to afford opportunity for the development of individuality; it is also, _par excellence_, the place for early training in the judicious expenditure of energy and in the acquirement of self-control. Such training improves brain power, relieves nervous tension, and obviates the tendency to mental and moral confusion and disorderliness which is associated with its absence. In a good home the child's sanitary education should be fairly complete, at least in its main principles, before the infection of bad habits from without can interfere with automatic practice or weaken faith in home standards and conduct. Regular washing of the teeth, for instance, should be early inculcated, and rigid conscientiousness in matters of personal cleanliness:--external, by bathing, rubbing, and brushing; internal, by strict daily attention to the bodily functions. Slow and thorough mastication of food should be cultivated, as well as good habits of posture, of enunciation, and of regular exercise. Last, but not least, habits of prompt and cheerful obedience, of truthfulness, and in due course of moral purity, must be wrought into the very fibre of a child's being. The discipline of home ought to be above all things consistent; gentle, though firm and well considered. The virtues of obedience, of self-restraint, and of respect for others should become instinctive almost from infancy; for they sow the seeds of physical morality in later life. The third function of the home is _Social_. Before the present era of "only" children, the exaggerated individualism was uncommon, of which many of them are now unfortunately the victims. When large families were the fashion, the give-and-take in nursery and schoolroom gave early training in the duty of participation in the interests, the pleasures, or the sorrows of others; it rubbed off the rough angles of selfishness and gave invaluable lessons in consideration for those whose circumstances varied from immediate individual experience. The wider social sphere, for which much of the rough and tumble of family life was an excellent preparation, was not familiar then to young children as it is now, when the modern child's premature introduction to its attractions is not only a constant source of physical detriment and of mental exhaustion, but tends to disguise its real character and to stimulate precociously the capacity to respond to its demands. Occasional glimpses of this larger life are a desirable part of home education; but constant familiarity with its excitements is to be sternly deprecated in the causes of health and of mental stability.