Crittenden press. [volume] (Marion, Ky.) 1879-1907, 1907-02-07

their environment is a question that
very early in the career Of every
teacher presents itself One does
not have to teach long to learn that
the wcll-behaved and agreeable child
rem have been reared in orderly homes,
while the unruly and viscious are
come from homes not well regulated.
There is no surer index to the domes
tic life than the representative girl
or boyIfrom six to fourteen years old
Occasionally good men have come
from improper surroundings and have
been great in spite of their environ
ment, but they are an exception to
the usual rule. 1t Is not only dis
position of the child to be Influenced
by its surroundings, but of the hu-
man mind regardless OF age. 1t is
thought that long association with
those mentally unbalanced will tend
toward. insanity in the person so as
sociating We are uuconsciously in
huenced for good or bad by the com.
pany We keep, by the books we read,
Il. e., by our..environment. All assooia-
ton Of souls is productive in varying
degrees of assimilation We are inn
itaye creatures and children are es-
pecially 80. In habit, in thought,
IN action, in everything tins is true.
Our first knowledge of language is
obtained by imitation. We follow
patterns in everything. Whether we
will or no, We like to follow in beaten
path, and IN undertaking any new
thing our first desire is to find out
hox it has been done by a predeces-
sor.
Again, not only are we initiative
creatures but, by the law of associa-
ton our minds tend to repeat an act
or thought once done OF conceived.
This trait Of mind j. at once the most
potent for good aud for i'll. Under
il all our habits ale formed. both
good and bad. When we consider
that childhood u the formative period
Of life and that TO whatever influences
the child mind II subjected, il will
be shaped accordingly, how much
should we as teachers realize our re-
sponsibilites Ii, the matter! When
we remember that large percent Of
our pupils, do not have proper sur
roundings at home, that many Of
them caused from n-church- going
families, how we should be impressed
10 do our duty toward them in the
matter of moral and religious lnstruc-
ton Have we not all been Impress
ed both by our professional press and
by the secular press, during the last
few months, that the times are de-
handing more than even that the
teacher shall be both a potent, moral
aud religious factor in his community?
The state of New York has enacted
laws requiring regular courses in
ethics to be taught in all schools re-
eeiviug state aid. The question of
moral training in public schools is
the burning question of today among
educators. just in the same degree
a. the public school of the future, so
in the same degree is it going to be
expected that moral ethics be taught.
The tendency toward church union
that has manifested itself of late in
our county has already been helpful
to teachers in this work. There is
now scarcely any objection anywhere
to the Bible in school, even with Judi
cious comment. There are some pub
lie schools in Kentucky today where
before entering upon the duties of
each days work all the pupils aud
teachers are assembled into a large
auditorium built for that purpose
when the Bible, the greatest book
vet known on morals is read and ex-
planned. When songs are sung and
prayer is made 1t Is fact that in
all such schools the problem Of dis
ciplin is greatly simplided In such
schools the pupils are early Impress
ed with their individual responsibility
for their individual conduct In