It is recognized among workers in education and in child
psychology that children who have spent their entire lives in
institutions present a type of their own and differ in various
respects from children who develop under the conditions of
family life. . . . Superficial observation of children of this
kind leaves a conflicting picture. They resemble, so far as
outward appearances are concerned, children of middle-class
families: they are well developed physically, properly
nourished, decently dressed, have acquired clean habits and
decent table manners, and can adapt themselves to rules and
regulations. So far as character development is concerned, they
often prove—to everyone’s despair and despite many efforts—not
far above the standard of destitute or neglected children. This
shows up especially after they have left the institutions. It is
because of these failures of development that in recent years
thoughtful educationists have more and more turned against the
whole idea of residential nurseries as such.