The Kansas herald of freedom., 1855-09-08
The Teacher--His Character.

The Tedcher---61S Character.
In treating upon this topic, character
may be taken in Its most comprehensive
sense, as implying both real and suppos-
ed character, /. e., character per Sc, and
reputation.
The subject seems naturally to divide
itself into two heads-characte in the
abstract, and in its relation to the teach
er's profession. By careful analysis
of character it viii be found to consist
mainly of the three following elements
duly combined and arranged viz: good
principle. good sense, and good will
Each of these, in Its place. is indis-
pensable to the whole.
The first quality, good principle, i'm
plies integrity-and integrity compre-
hends the whole moral character. This,
then, should unquestionably be regard
ed as the very pith and marrow. the soul
and center, of character in the aggregate.
And hence it follows that it is the basis
on which all other qualifications rest !;
the soil in which they must be planted !;
and the medium through which they
der i've their vitality and power. Good
principle, it may be affirmed, is jewel
to be diligently sought after; carefully
preserved and to perpetually polished
by active use. 1t is better than rubies, y
and is ''rather to be chosen than great
riches" AS an clement of character
nothing can supply its place. "AIl
things that may be desired,'' therefore,
''are not to be compared to good prin-
ciple.
The second quality, good sense, has
direct reference to the Intellect, or ration
al part of mans nature. Ii implies the
soundness of It's faculties, together with
strength and activity of Its reasoning pow
ers This quality SCENES to be depend
ent on the first as its prime mover and
conductor in all its operations. The
former manifests itself in and through the
latter as its covering and instrument
imparting to it vitality, and causing it tc
go forth with power.
Viewed in this light, good sense is
seen to be the right hand OF power, when
united to, and acting in concert with
good principle, in the constitution o
individual character. But, let it be OBJ
served, good sense is not an instrument
merely. For it is in this connection tha
it becomes living, acting, penetrating
and soaring clement. That which j:
hidden and mysterious it searches out
That which is complex and intricate j
uufolds and unravels, analyzing and ex
amining It's component parts. Divin.
into the deep recesses Of thought, it bring
out to view new and valuable IDEAS
Ascending into nights, enraptured will
the dazzling gems of thought unfolded
there, it seizcs and appropria.es to itsel
for future use truths luminous with The
light of heaven.
The thirl quality, goodwill, come:
| finally under consideration as an essen
tial element of character This appear.
to be manifestation of kindness, affec,
ton, benevolence, aud thence benefi
cence. In short, it may BE- considered
the Legitimate offspring, or, in othel
words, the natural result, of the union o
the first two principles, which are nlutu
ally dependent on, and act in concerI
with, each other This idea NAV be il
lustra.ed as follows. Heat and light
united proceed in every direction from
the sun i'll the form of rays, for the per
formance of their various uses which
are, in their beginnings. the vivifcatior
and illumination of the innumerablt
things of the natural world. To good
principle and good sense united, for tft
purpose of accomplishing their use:
which ale very various and important
first 90 forth and manifest themselves in
the form of goodwill. Good will thence
proceeding leads directly to right action
and this Immediately to benefieenee, OF
the practice of doing good.
Having thus analysed and examined
the several qualities of which it is
composed, together with their relations
both 10 each other and TO the whole, il
now remains TO be shown what its bear.
ing is when considered in connection
with the teachers profession And here
let it be borne in mind that the teacher:
business is to form the miud and tc
mould the character of others and
that, too. at a period in life when they
are the most susceptible From the
very nature of his profession. then, i
follows, conclusively, that the teacher
should himself be model for imitation
in respect of all the several parts and
points Just enumerated as essential con-
stituents Of good character And hence
by how much soever he is found wanting
in any one or more of these essentials,
by Just SO much does he absolutely fall
short of being what the profession i'm
peratiYely demands, and what it has an
Inherent right to expect. How, in the
name of good principle | would ask, IS il
possible for the teacher to enstamp upon
his pupils moral character, when himself
has not the die with which alone it is to
be done or how can he infuse it into
them, when, as to himself, it Is minus
Or how, even when existing in embryo
in the youthful mind, can he develop
and accurately impress it, when in ms
own so-caIled character the faint outlines
only are visible, while internally there Is
rottenness, or, at best liollowness =
Whoever then aspires 10 the position OF
teacher of youth, should, before enter
ing the profession, inquire caadidly,
"what manner of spirit he is Of
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