=The Home.=--While much of the knowledge obtained by the child within
his own home necessarily comes through self, or informal, education, yet
in most homes the parent still performs in many ways the function of a
teacher, both by giving special instruction to the child and by
directing the formation of his habits. In certain forms of experience
indeed, it is claimed by the school that the instruction should be given
by the parent rather than by the teacher. In questions of morals and
manners, the natural tie which unites child and parent will undoubtedly
enable much of the necessary instruction to be given more effectively in
the home. It is often claimed, in fact, that parents now leave too much
to the school and the teacher in relation to the education of the child.

=The Vocation.=--Another agent which may directly control the
experiences of the young is found in the various vocations to which they
devote themselves. This phase of education was very important in the
days of apprenticeship. One essential condition in the form of agreement
was that the master should instruct the apprentice in the art, or craft,
to which he was apprenticed. Owing to the introduction of machinery and
the consequent more complex division of labour, this type of formal
education has been largely eliminated. It may be noted in passing that
it is through these changed conditions that night classes for mechanics,
which are now being provided by our technical schools, have become an
important factor in our educational system.

=Other Educational Institutions.=--Finally, many clubs, institutes, and
societies attempt, in a more accidental way, to convey definite
instruction, and therefore serve in a sense as educational institutions.
Prominent among such institutions is the modern Public Library, which
affords opportunity for independent study in practically every