Where and when, then, are "only" children to receive this necessary social training, occupants as they are of solitary nurseries; or where are these qualities to be developed in the millions of children reared under circumstances of such acute overcrowding and poverty that the amenities of life are obscured by its fierce and exhausting conditions? Observation shows that the function of accomplishing this training is steadily devolving upon the school. Unfortunately, though the school _does_ offer necessary opportunities for social intercourse, this intercourse is relatively of an advanced type, which presupposes some previous training in the more elementary principles of community life, most fitly acquired at home. This tendency to force the school to _supplant_ instead of to _supplement_ home training must be resisted, as it involves loss to parents as well as to the children themselves. The stress here laid upon the social function of the home may seem to some exaggerated, and its association with the subject of this paper may appear far-fetched; but to the writer its pressing importance calls for this emphasis, for its connection with habits of sanitary practice within and without the home is of the closest. The social spirit is the very essence of sympathy; it exercises the imagination, it widens the horizon, it quickens the sense of duty and of self-respect. If graduation through the school of domestic, social training be omitted in childhood, the realisation of personal responsibility is too often indefinitely postponed. Consideration for others, care for their welfare and personal sacrifice for their protection, must ever bulk largely in importance throughout life, and must always be associated with self-respect and self-control. When this sense of personal responsibility is habitual, conduct which makes for limitations of health in self, family, or neighbours will appear unjustifiable; and neglect of either domestic or civic duties will become as unpardonable as it is unpatriotic. But antecedent to the attainment of this ideal, fundamental even to its entertainment, is the adjustment or readjustment of home influences or methods, as the case may be, to a higher standard. A better understanding of the constitution of those for whose welfare the home is established must also be insisted upon as an integral part of general education. It may be wise to point out that no proposal to sweep away in wholesale fashion all the domestic traditions and family methods of this or any other phase of civilisation is even suggested. Apart from the impossibility of such a holocaust, treasures of great worth have been handed on to us by our forebears, of which the majority only need some slight readjustment to enrich many generations yet to come.