The Education of Catholic Girls by Janet Erskine Stuart
page 27 of 237 (11%)
page 27 of 237 (11%)
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ideals aimed at, in the estimate of success or failure, in the
relative importance attached to things, in the choice of friends and the ultimate fate of friendships, in what is expected and taken for granted, as in what is habitually ignored, in the instinctive attitude towards law and authority, towards custom and tradition, towards order and progress. Character, then, may stand for the sum of the qualities which go to make one to be _thus_, and not otherwise; but the basis which underlies and constantly reasserts itself is temperament. It makes people angry to say this, if they are determined to be so completely masters of their way in life that nothing but reason, in the natural order, shall be their guide; but though heroism of soul has overcome the greatest drawbacks of an unfortunate physical organization, these cases are rare, and in general it must be taken into account to such an extent that the battle against difficulties of temperament is the battle of a lifetime. There are certain broad divisions which although they cannot pretend to rest upon scientific principles yet appeal constantly to experience, and often serve as practical guides to forecast the lines on which particular characters may be developed. There is a very striking division into assenting and dissenting temperaments, children of _yes_ and children of _no_; a division which declares itself very early and is maintained all along the lines of early development, in mind and will and taste and manner, in every phase of activity. And though time and training and the schooling of life may modify its expression, yet below the surface it would seem only to accentuate itself, as the features of character become more marked with advancing years. Where it touches the religious disposition one would say that some were born with the minds of Catholics and, others of Nonconformists, representing respectively |
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