The Colfax chronicle. [volume] (Colfax, Grant Parish, La.) 1877-1981, 1890-03-22
cHARAcTER-MAKINo.



With all our many appliances for
spreading knowledge and disciplining
tho mind, and our rightful interest in
the work, there are few who would not
agree that, important as 1t is, the
building up of moral character out
weighs it in its serious results upon
the welfare of the community. A poor
education is a thing greatly to be re.
GREETED, but q poor character is far
more lnmentable. That workman
should be unable to read and write in a
land like ours is truly deplorable, but
that he should be an idler. drunkard
or q 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 CON-
munity would not be more happy and
prosperous, II the citizens were honora-
BILE. law-abiding and conscientious. than
II, without these qualities, they were
adopts in all the scholarship of the age?
or course good education and 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 OPP
portunitles. 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 sorrowiul instances
Of well-educated men and women fall.
ing into vicious habits and criminal
practices to allow US to cherish any
such delusions. Yet, although char.
acter-making Is thus the most import.
ant end that any community have in
view, It Is by no means recognized as
such. or provided for rs it deserves. II
intellectual exercises fail to instil 1t,
as they certainly do. it becomes vital
question what means to use to train ur
the good and conscientious men and
women Of which our country has such
sore need. How shall we teach ths
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
aud Of thought Such questions fire.
quently rise up In the mind of every
conscientious teacher. and regret il
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 Il often yields. The dificul.
ties Of systematizing moral develop.
ment are 80 numerous and grave that
they may we'll tax the powers of the
wisest and most jealous advocates |
IL this the case because
maxine of good conduct, though ever
70 diligently laid down. are not Of
themselves sufficient to insure the good
oonduct which they recommend. Just
10 mental discipline consists more in
The constant exercise of the mind itself
In right paths than In the information
30 moral discipline con.
lists moro in the continual exer.
Use of right feelings. right desires,
Ind right actions, than In any repeti.
ions Of moral precepts. he they ever
70 true. Whoever can succeed in in.
'piring these. and cultivating them as
habits. has found tho true secret OF
Understanding. As has been well
aid, mot by precept, though heard
laily, not by example, unless it is fol.
owed, but only by action often caused
" the related feeling. can a moral
labit be formed II this is thought
lelicate and difficult task we may re.
member that it Is one not confined to
ertain class, as mental development
lsually Is, but intrusted to us all. II
) duty which every one must share,
responsibility which none can throw
d. The truth Is that we are always
,aking character, both our own and
theirs, either for good or for evil. By
10 emotions we cherish. by the desires
q indulge, by the actions which
espoud to them. we arc steadily
uilding up our own. Every hour
Q are adding stone upon stone, either
" strength or beauty, or for weakness
nd deformity. And, willingly or not,
Q thus help to form the character OF
lose around US. Not only by our ex-
nple, but even by the unconscious in
hence which emanates from us, are /.
hers being helped or hurt. We are
part OF their surroundings. aud they :
. part of ours, and as such we are all ,
'lping to form each others character
our daily life. As we are. and as we !
}. 90 eteach others to be and to do. ,
ough We utter no word Of instruction
advice. Philadelphia Ledger.
-Ihere - but one way to squeeze q :
mon. and that is the simple, old
shioned way. between the fingers.