Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1872-05-03
THE .sRT or TuIyxrNG.

Is thinking an art 10 be acquired? Are
not all men endowed with the power Of
thought? Is there any thing more neces-
sary than for one TO close his eyes and let
his mind have free course in order TO Think
To answer these questions, IL is necessary
to define what is meant by thought. II
day-dreaming, that act of mind in which
thought roves at random, purposely and
without effort, is thought, then the idiot
thinks in his poor fashion. There are no
rules applicable to this sort of thinking.
But much indulgence in this kind of
dreamy thinking weakens the mind and
begets a mental laziness that is fatal to
progress. 1t benumbs all but the purely
animal faculties and instincts. It is, there
fore, to be deprecated in the strongest
terms. 1t has proved and will yet prove
the ruin of many promising youth.
The kind of thought worthy the name,
which strengthens instead of weak ening
the mind, is what we mean when we speak
of thinking as an art. This kind of thought
is the pleasant labor rather than the luxu-
rious ease of the mind. 1t is only perfect
when under complete subsection to will.
rne nrst grcut thing In learning 10 think
Is to learn to bring thought under subjec-
ton to WILL There has been a great deal
said about the importance of gaining mas
terry over our animal passions, propensities
and emotions. Many an earnest prayer for
help to conquer these feshly lusts has been
breathed. The fact is, however, that with
minds trained to perfect subservience, the
passions can have but little sway. 1t is I'M
| restrained ina ut thatl L ba
fires of passion. Cool blood generally goes
with cool heads.
Too much stress cannot be laid on the
fundamental Importance of perfect COM
mand over thought. How many student
finds the lack Of this power a chief him
drance to progress? How many page
must be re-read, how many a lesson must
be conned over and over to compensate for
lapses of thoughts In the possession or alb
sence of this power over mind, lies the
chief difference between mental strength
and mental weakness. Some men think as
a child plays with hammer, striking lit
tie blows here, there, anywhere, at any OBJ
ject within reach. The action of strong
mind may be compared to the stone-break-
er's ledge-hammer, dealing stubborn
blows successfully upon one spot till the
hard rock cracks and yields.
When this command over thought has
been acquired through the long exercise
of resolute will, the power to arrange ideas
and think Systematically will come with it,
and no thinking amounts to much unless
1t is systematic. This, then, may be con-
sidered the second important requirement
| in the art of thinking
The power to classify and arrange ideas
in proper orr er is one that comes more or
less slowly TO even the best OF minds. In
proportion as this faculty is strengthened,
desultory and wasted efforts diminish.
When the mind acts, it acts TO some pur-
pose, and can begin where it leaves off
without going over the whole ground TO
take vi the threads of its ratocnations.
Concentration and system are thus seen
to be chief elements in the art of thinking.
! To cultivate the first, constant watchrulness
to detect the least wandering and the inn
mediate exerton of the will to call back
and hold the mind upon the subject under
consideration, should be vigilantly exer-
cised. To secure the latter, the practice Of
Analysing and considering the different
parts of the subject, first separately, then
in their different relations toward each 9TH
er, is discipline to which every young
mind should be subjected, and which, we
are sorry to say, is much neglected in the
methods of instruction practised in this
country.