the books which are given a place on their tables, by the amusements to which they take their families, they determine for them the channels in which their minds shall run.  As a man thinketh in his heart so is he.  Boys usually dwell upon the same subjects as their fathers, unless the fathers by skilful conversation are able to hide the subjects to which they give most time.  Children usually admire what their parents admire, and shun what they shun.  The organic unity of the household is a large factor in individual and social progress.  Both by direct effort, and by the indirect operation of example, it furnishes subjects for the youthful mind.  The personality, whose seat is in the will, is never determined, but it is very largely influenced both by the example of those who are admired and by the thoughts which they suggest.

Environment in large part is composed of atmosphere, example, and ideals.  All these are provided for the growing child by others.  He has little or no voice in saying what they shall be.  And environment has more to do with the progress of the soul toward full and free self-expression even than what is called education.  Education is more by atmosphere, example, and mental suggestion than by teachers and text-books.  When we speak of nurture we usually think of the period of discipline in school and church; but we often make the mistake of not taking into account the fact that the most effective training is seldom that which comes directly from teachers.  It is rather that which is derived indirectly from the atmosphere, example, and ideals by which the child is surrounded in his home.  If I could determine those for a child I should dread very little any malign force in the shape of an incompetent teacher.  Schools, in reality, are only for the unfinished work of the homes.  They may make the child better than his home, and they may undo the good work which it has done; but, usually, what the home is the child will be some time.

The agencies of nurture, by which a soul is helped on its upward pathway, are atmosphere, example, ideals, and direct training.  Of these the least important is the last, although the value of that is self-evident.  By the intellectual and spiritual air that we breathe, by the sight of heroic and consecrated service, by the possibilities of noble achievement the best that is in a man or a boy is usually drawn out.  Afterward the teacher may take him in hand and, by training, remove the impediment and bias and thus make a balance in the faculties, or take out of his way the obstacles which oppose his progress; but he seldom does very much toward determining the direction in which the child will move.  That is decided by others in the years which are most plastic.  The soul naturally, and inevitably, grows toward truth and God.  How could it be otherwise, since its being is derived from Him?  But a part of the mystery of growth is the influence of environment, and early environment is almost altogether composed of the circumstances and influences into which one is born.