A constructive, effective, and realistic national educational policy should be established which takes into account the contributions of the household school to individual learning in areas of life roles, feelings, values formation, and behavior development. The adversary relationship between formal educational institutions and the family will be improved when educators understand that affective learning should be relegated to the household school rather than formal educational institutions. The household school is interpreted to include all family members and all roles played by family members within and without the family construct. The environment in which a household school functions includes traditional nuclear families and also family variations such as nuclear, extended, single-parent, reconstituted, kin network, and commune. The household school nurtures and cultivates the affective domain of each family member in four ways: (1) identification, preparation, and performance of various life roles; (2) recognition and expression of personal feelings; (3) realization and adherence to values and beliefs endorsed by the household; and (4) acknowledgment and implementation of individual behaviors. (Author/DB)