complete and uninterrupted education under one head.

_Fifth._ Regularity of life, and the subordination of all living
conditions to the highest educational advantage (a thing utterly
incompatible with home conditions).

These most necessary conditions are not possible of attainment through
private instruction in the home. The child who is kept at home and given
private instruction too often grows up to be timid, self-distrustful,
and unfitted to cope with the difficulties and oppositions of the
world. He falls an easy prey to temptation and is quickly discouraged by
obstacles. Very often he is selfish, narrow, and overbearing. Not having
those about him of his own age and with the same desires, he has become
accustomed to having people yield to his whims and fancies as child
playmates would not yield. He is more or less excluded from the plays
and pleasures of childhood. All those about him have an advantage over
him.

On the other hand, the tendencies of the school-bred child are to be
simple, natural, and childlike. His inclination to moodiness and
suspiciousness is much less. He is happier. He becomes self-reliant,
independent, and respectful of the rights of others. He is less petulant
and more obedient. The wisest parents do not educate their hearing
children at home, nor should they attempt it with a deaf child.




XXII