The Newtown bee., 1900-04-13
TOWN TOPICs.
The Moral Education of Youth.
IN WHICH o. o. W. MAKES CERTAIN oB-
 EXEMPTIONS.

'
 How are our boys and girls being edu
 cated with reference to vice and crime2 ?
 Do they receive any real instruction
 in the public schools? Are they being faithfully trained in the chur ches? Do ] they see the force of personal practical examples In their homes? How much does public opinion do for them in this importance.
 "'Tts education forms the common mind,
 The way the twig Is bent the trees inclined ,"
 Some children are by nature truthful, honest and seem to have been born with right spirit and purpose to take the up
 ward course of life. Even in the midst of evil associations 8 few noble gouls arise above their surroundings, and are marked examples of purity and faithful ness. On the other hand there are chil- dren of pious and honored parents, sur rounded apparently by all the best in- duences and social connections, who seek the lower levels of conduct and character, aud are bound to go wrong. Between these extremes, the great ma- jority of boys ard girls become very much what the world tends to make them. They belong to the crowd and they go with it. They think as others think, and feel as others feel, and do as others do. The majority of people, in fact, in any community are very much like flock of sheep, socially and moral ly speaking, they follow as they are led, and they are led by those they follow, and they go on their way together with out asking whither.
 If the teacher is honorable, and has enthusiasm for God, he may make life- long impressions upon the young, and shape their characters for good. If he is fraud, every day contact with him S lasting curse and blight upon the child's plastic nature. Sometimes the religious instruction in the church may be potent to shape the destinies of the young. But how little there is of it at best, and often how indefinite as to the real conduct of lie! The home in- fuence may be good andy ffective or it may be bad and fatal. Alas how few get any moral education in the nursery of the home. Do the best that can be done by parents, still, to great extent our children are being educated, or mis- educated by the subtle, all-prevading, all-prevailing power of public opinion, custom, sentiment and force of example. It is what they see, hear, feel, infer, and become familiar with every day the things that are taken for granted, the spirit, tone, and atmospere of the commu- nifty that educates them for veal or woe. If drunkenness is not a sin and crime, and the drunken are elected to positions of responsibility and honor, why should net the young drink and get drunk2 If gambling is as common as the day is long, why should not the boys learn to take chances. even in their sports9 Ill men can lie and steal and still occupy the places of respectable members of so- ciety, what moral or social reason is there why boys should not become thieves and liars? What harm is there in crime if you don't get caught?
 If the law is habitually evaded and dishonored so that it has no moral or restraining effect, what is to deter the law less from violence, and crime of every form?
 And it ia & simple matter of fact that most people get so used to vice that it ceases to be vicious to them. We may become so accustomed to lying, deceit, and broken promises that we do not ex. pect honest dealing and fsithfulness of our neighbors. Little by little sensitive people give up their freedom, forego their privileges, forsake their public du- ties, and live in fear and dread of those who unrestrained by law or public opin- ion would not hesitate to do them private injury. And to cap the climax it is felt ro be personal outrage to point out the public moral of brutal, notorious crime.-CO. o. Wright.