But example is not all. Training also does much. Conduct is but the expression of thought. If one can determine what shall be the subject of another's thinking, he will have gone a long way toward fixing his character. This is a fact which deserves more attention than it has yet received in plans for the education of the people. Parents have no holier privilege than that of directing the thought of their children. By their own conversation, by the friends whom they invite to their homes, by 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.