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“An efficient and valuable man does what he can, whether the community pay him for it or not.”
Thoreau defines useful activity independently of external payment, arguing that a person committed to meaningful work continues to exercise ability even when the community does not reward it.
Source note: Life Without Principle, The Atlantic Monthly, 1863; represented Wikisource text. The line follows Thoreau’s claim that a community cannot buy a wise person away from work that genuinely occupies him.
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“Character is property.”
A good name and dependable conduct are described as forms of value that belong to a person even when material circumstances change.
Source note: Character, Chapter I, “Influence of Character,” Project Gutenberg #2541. The brief statement introduces Smiles’s comparison of character with property: an enduring possession expressed through goodwill, esteem and an honourably earned reputation.
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“the man who strives to be better”
The comparison values active moral improvement above craving public praise, locating greater life in the direction of one’s striving rather than external applause.
Source note: Unspoken Sermons; Project Gutenberg #9057. The short excerpt comes from a longer explicitly theological hierarchy of forms of life and must be read in that religious setting.
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“Character is human nature in its best form.”
Character is presented as developed human nature: moral order embodied in repeated conduct rather than merely admired in theory.
Source note: Self-Help, Chapter XIII, “Character—The True Gentleman,” Project Gutenberg #935. Near the opening of the chapter, Smiles defines character as moral order embodied in the individual and describes people of character as the conscience and motive power of society.
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“Character is the interpenetration of habits.”
Dewey describes character as the interaction of repeated habits rather than a collection of isolated acts, emphasizing how established ways of acting continually reinforce or modify one another.
Source note: Human Nature and Conduct, Part One, discussion of character and conduct; Project Gutenberg #41386. This is Dewey’s philosophical and early social-psychological framework and should not be presented as a modern clinical definition of personality.
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“The education of character is very much a question of models.”
People absorb conduct from examples around them, so lived models can teach more powerfully than rules that are contradicted by behavior.
Source note: Self-Help, Chapter XII, “Example—Models,” Project Gutenberg #935. Smiles argues that character education depends heavily on models because people unconsciously mould themselves after the characters, manners, habits and opinions around them.