333. To the family, however, no stranger can make up for what one of its members lacks; to the family the inner condition becomes so manifest, and is often felt so keenly, that the merely external does not satisfy. It is obvious, therefore, that moral education will always remain essentially a home task, and that the institutions of the state are to be resorted to for educative purposes only with a view to supplementing the home. But on closer inspection it is found that family life is very often too busy, too full of care, or too noisy, for that rigor which is undeniably required both for instruction and for morality. Luxury and want alike harbor dangers for youth. Consequently families lean on the state for support more than they ought. 334. Private institutions as such do not possess the same motive power as either state or family, and are seldom able to make themselves independent of the comparisons to which they are exposed, because of the fact that they are expected in one case to take the place of the state schools, and in another that of the family. Nevertheless, sturdy minds which do not require the emulation obtaining in schools can be advanced more rapidly, and instruction adapted more easily to individual needs, than in public institutions. As for training, moreover, the evils that may spring from environment can be prevented more successfully than is possible in many families. If the institutions in question could choose from among many teachers and many pupils, they might, under otherwise favorable circumstances, be able to achieve great results. But the fact of a picked set of pupils alone shows how little the whole need of education would be met. Besides, even those that were chosen would bring with them their earliest impressions; they would incline toward the social conditions for which they believe themselves to be destined; the faults of individuality (294 _et seq._) would cling to them, unless such faults were recognized before the selection, and were avoided by exclusion. 335. As much as possible, then, education must return to the family. In many cases private tutors will be found to be indispensable. And of instructors excellently equipped as to scholarship, there will be the less lack, the better the work done by the gymnasia.