Thus, the old English social doctrine was that a gentleman is born, not made, and that no amount of training could graft the gentleman on one of humble lineage.
Our own Admiral Sampson used to say that "certain specific advantages of training and education were needed to make a gentleman,"—implying that gentlemanliness is an acquired art; and so the famous, but profoundly immoral Chesterfield, would have defined it, though he considered good blood essential also.
Steele, in the "Tatler," observed that the appellation of "gentleman" is never to be affixed to a man's circumstances, but to his behavior in them. Old Chaucer puts the matter thus: "He is gentil that doth gentil dedes."
The outside likeness to a gentleman or lady amounts to little, unless there is a kind heart behind it, for affectation and insincerity are in themselves bad manners. Huxley expressed it well when he said: "Thoughtfulness for others, generosity, modesty and self-respect are the qualities which make a real gentleman or lady, as distinguished from the veneered article which commonly goes by that name."
Thackeray gives the best definition of all, though his own manners were harshly criticized by some of his contemporaries. It was, "to be a gentleman is to be brave, to be honest, to be gentle, to be generous, to be wise, and, possessing all these qualities, to exercise them in the most graceful manner."
There are laws which forbid us to teach in our schools any particular religion, but there are no laws, as has already been said in this book, against the teaching of morals. Let us quote again Horace Mann's strong words: "Morals should be systematically taught in our schools, and not left for merely casual and occasional mention."
Few text-books in morals are as yet supplied in our public schools, and little time is provided in the daily schedules for lectures upon them; but one great avenue to their understanding and attainment is still open. In many schools there is a story-telling hour at intervals, and, as Miss McCracken and her co-laborers have proved, patriotism and every other virtue can be deeply impressed upon the youthful mind by stories.
For instance, one of the most necessary qualities for the development of a strong and noble personality is courage. Now courage is not merely not being afraid, as Miss McCracken shows, and as many of the anecdotes of the present war prove. It is going ahead and doing your duty, even when you are afraid,—as almost every human being is, when exposed to danger. Every one must have noticed, in reading the innumerable war-stories in our books and periodicals, how many times the soldier confesses, "My whole frame trembled and my heart was like water, but I kept right on,"—and in several such cases we are told that some deed of extraordinary bravery was done by the faltering but determined man, which earned for him some medal or cross of merit.
To go forward, no matter how the body may rebel, is the great test of courage. This advice is especially needed by our girls. Upon women and girls have fallen many of the men's tasks in these days, and great moral and physical courage is needed to meet them. Among the other inspiring words of Robert Gair are some to fit these new circumstances.
"Most of you have more quality than you know," he said. "Do not fear to put your ability to the test."