The very beginning of a child's education starts in the home with the family. While this child continues to grow up in the family, he is slowly exposed to new experiences in the neighborhood and in the community.(Archer, 1958, 47) Now, the child starts to see differences in his education from home and starts learning how other children like him were taught in their homes and compares his own family education to theirs. .
The community in the inner-city is much different than that of the rural, farm region. One difficulty is that large cities are comprised of many different diverse neighborhoods.(Conant, 1961, 54) In the same school system, there can be high-income suburb children and also low-income slum area children all combined, sometimes in the same school. The nature of the tasks and approach of handling different situations will differ greatly from school to school. As these problems vary, so will the solutions to these problems, which cannot be governed by a federal district law, or even a central school district. As mentioned earlier, each child grows up in a different background, learning different ways of life and with their own family-taught sense of values. When one starts to mandate something that they are not used to, learning falls out of the priority of the children. For example, a school that falls into the category of a "slum" fed area might need diverse programs for those students such as remedial-reading clinics, special orientation centers for newly arrived in-migrants, nongraded programs for overaged pupils and special school-community coordinating teams to integrate efforts of teachers, students, parents and employers. These types of programs require extra funding outside the normal educational budget. The need for such programming is essential to the proper humanistic education of the child. Schools that are based in more advantageous areas may receive extra funding, but may not necessarily need it.