Thus homes, which are the nurseries of children who grow up into men and women, will be good or bad according to the power that governs them. Where the spirit of love and duty pervades the home--where head and heart bear rule wisely there--where the daily life is honest and virtuous--where the government is sensible, kind, and loving, then may we expect from such a home an issue of healthy, useful, and happy beings, capable, as they gain the requisite strength, of following the footsteps of their parents, of walking uprightly, governing themselves wisely, and contributing to the welfare of those about them. On the other hand, if surrounded by ignorance, coarseness, and selfishness, they will unconsciously assume the same character, and grow up to adult years rude, uncultivated, and all the more dangerous to society if placed amidst the manifold temptations of what is called civilised life. "Give your child to be educated by a slave," said an ancient Greek, "and instead of one slave, you will then have two." The child cannot help imitating what he sees. Everything is to him a model--of manner, of gesture, of speech, of habit, of character. "For the child," says Richter, "the most important era of life is that of childhood, when he begins to colour and mould himself by companionship with others. Every new educator effects less than his predecessor; until at last, if we regard all life as an educational institution, a circumnavigator of the world is less influenced by all the nations he has seen than by his nurse." [112] Models are therefore of every importance in moulding the nature of the child; and if we would have fine characters, we must necessarily present before them fine models. Now, the model most constantly before every child's eye is the Mother. One good mother, said George Herbert, is worth a hundred schoolmasters. In the home she is "loadstone to all hearts, and loadstar to all eyes." Imitation of her is constant--imitation, which Bacon likens to "a globe of precepts." But example is far more than precept. It is instruction in action. It is teaching without words, often exemplifying more than tongue can teach. In the face of bad example, the best of precepts are of but little avail. The example is followed, not the precepts. Indeed, precept at variance with practice is worse than useless, inasmuch as it only serves to teach the most cowardly of vices--hypocrisy. Even children are judges of consistency, and the lessons of the parent who says one thing and does the opposite, are quickly seen through. The teaching of the friar was not worth much, who preached the virtue of honesty with a stolen goose in his sleeve.