The Mason County journal. [volume] (Shelton, W.T.) 1886-1927, 1889-11-22
CHARACTER-MAKING.

Pittsburgh Dispatch.
CHARACTER-MAKING.
The Most Important End Anv Com mr,,4r
Can Have in View.
With all our many appliances for
spreading knowledge and disciplining
the mind, and our rightful interest in
the work, there are few who would not
agree that, important as it is. the
building up of moral character out
weighs it in its serious results upon
the welfare of the community. A poor
education is thing greatly to be re.
GREETED, but q poor character is far
more lamentable. That a workman
should be unable to read and write in a
land like ours is truly deplorable, but
that he should be an idler, a drunkard
or a cheat is much worse. Who
would not prefer to employ the youth
who, with the mere rudiments of learn
ing, was trustworthy. rather than one
who, with talents and education. was
lacking in integrity? And what COM
munity would not be more happy and
prosperous, if the citizens were honora-
BILE, law-abiding aud conscientious, than
if. without these qualities, they were
adopts in all the scholarship of the age?
Of course a good education and a good
character need not, and ought not, to
be separated. Happily they are the
united possession of large numbers of
our favored citizens in this land of op-
portunities. But it is too readily taken
for granted that the former will insure
the latter, and this is not the case.
There are too many sorrowful instances
of well-educated mon and women fall
ing into vicious habits and criminal
practices to allow us to cherish anv
such delusions. Yet, although char
ALTERNATING is thus the most import
ant end that any community have in
view, it is by no means recognized as
such. or provided for as it deserves. If
intellectual exercises fail to instil it,
as they certainly do. it becomes a vital
question what means to use to train up
the good and conscientious men and
women of which our country has such
sore need. How shall we teach the
young the lessons of sobriety and hon.
esty, truth and purity, industry and
economy, brotherly love and mutual
goodwill. as successfully and as thor
Oughly as we now do those of language
and of thought? Such questions fire.
quently rise up in the mind of every
conscientious teacher. and regret is
felt that complete answer is not forth
coming. Still the personal influence
of the faithful teacher is very great in
this direction. No one knows how
much good seed is thus dropped into
the soil of young hearts, or how rich
harvest it often yields. The difficult
ties of systematizing moral develop
ment are so numerous and grave that
they may we'll tax the powers of the
wisest and most Jealous advocates.
Especially is this the case because
maxims of good conduct, though ever
so diligently laid down. are not of
themselves sufficient to insure the good
conduct which they recommend. just
as mental discipline consists more in
the constant exercise of the mind itself
in right paths than in the information
impaired, so moral discipline con-
sists more in the continual exer-
else of right feelings, right desires,
and right actions, than in any repeti-
tons of moral precepts,. be they ever
so true. Whoever can succeed in in
spring these, and cultivating them as
habits, has found the true secret of
character-making. AS has been we'll
said, mot by precept, though heard
daily, not by example, unless it is fol-
lowed. but only by action often caused
by the related feeling, can moral
habit be formed" If this is thought
delicate and difficult task we may re-
member that it is one not confined to a
certain class, as mental development
usually is, but intrusted to us all. 1t
is duty which every one must share,
a responsibility which none can throw
of. The truth is that we are always
making character, both our own and
others, either for good or for evil. By
the emotions we cherish. by the desires
We indulge, by the actions which
respond to them, we are steadily
building up our own. Every hour
we are adding stone upon stone, either
for strength or beauty, or for weakness
and deformity. And, willingly or not,
we thus help to form the character OF
those around US. Not only by our ex-
ample, but even by the unconscious in
fuence which emanates from us, are
others being helped or hurt. We are
part of their surroundings, and they
are part of ours, and as such we are all
helping to form each others character
by our daily life. As we are, and as we
do, SO we teach others to be and to do,
though we utter no word of instruction
or advice.-Philadelphia Ledger.
me greatest work which the teach
er can do for the pupil is the work
which Cardinal Newman says DR..
Whately did for him: he taught me
to see with my own eyes and to walk
with my own feet"
"a novel scheme in raiiroading is
lbout to be tried by an English syndic-
ate on the Austrian railway system.
Lending libraries will be established
1t all the railroad stations of any size,
1t which books will be loaned at q low
rate. They can be returned at any OF
the libraries of the company. Travel-