Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1879-12-24

The Rev. n. Fellows gave Il lecture at
Trinity church, Wednesday evening, Dee.
IL, on "Habits of Thought" After II
quotation from Carlyle, showing the value
Of n thinking man, and others from Bishop
Berkeley and Fraser's Maga2jne, showing
the neglect Of thinking, he remarked that
the chief distinction between men is found
in their habits of thought. BY this phrase
is meant, not simply the manner of think
ing, but also the subject concerning which,
and the purposes for which men are ac-
customed to think. Men have ever been
willing to toll at every department of
profitable industry, lut not willing TO
exercise consecutive and Independent
thought The latter is more difficult, but
essential to all true prosperity of the indi-
vidual, or the nation. The ideas of II
country are its valuable elements, its real
wealth. Athens and Florence were cited
to illustrate this point. Would we rs II
nation he known to future ages? The
spirit of our own must call forth and en-
body immortal thought.
The family, the street, the school, li!er-
allure, and the pulpit are among the most
important means employed by society for
The education of man. These were con-
sidercd only in respect to the influence
they exert upon the mind for the develop.
ment of thought, aud in giving direction
to our habit and manner Of thinking.
1t is in the family that this habit should
first receive encouragement and culture.
The questions of childhood should be an.
swered, not rccklessly dismissed as worth
less, unless we wish to quench the fires Of
intellectual life beginning to burn in the
mind OF the child.
The street, as n means OF educ ttion, IIs
not yet received the attention of those who
have the oversight of public morals which
it demands. That species of intellectual
and moral culture, which has been aptly
lenominated -" Street Education," is in
active operation, not only in the city, but
the retired country village. Its tendency
is to mature the vicious propensitics ut Il
very early age.
To impart knowledge in way tina,
shall develop thought, and give to the
mind an impulse that shall tend TO keep it
in vigorous action through life, should be
the chief work of the school.
The literature Of no language is richer
than that spoken by the American people,
in means for the awakening Of mind The
ephemeral novel, the magazine OF stories
and the weekly-oflen gerry Wedkly, paper
so extensively patronized among US have
little real intellectual nourishment. Mucl
of the tendency to the bad, at the prcst nj
day. springs from what boys and girls
read Fond parents frequently say of {;
fAvorite son or daughter, " He or she is
great reader" This may, or may not, be
Il blessing. 1t will depend on the class o
books read and the habit of mind will
which even good books are read.
1t ought not to be said of the pulpit
that its first duty is to call forth thought
II is rather to give new direction tt
thought, to change the minds of men from
the pursuit of the evil to that OF the good
The pulpit invites man to embrace the true
object of life. An object rs much excel
ing his usual pursuits as the purposes OF
IN infinite God excel those Of finite maj
Shall we suppose the most important sub
jects towhich man can devote his power
of thought are destitute Of correspond
ing influence in developing his intellectual
nature? The discussion of theological
opinions has been II great quickener o
thought in every age. and Il moving force
in nearly every successful effort for free
dom in modern times.
Hugh Miller says" The theology o
Scotland has done for her what mere read
: ing will never do for u people, it ha
taught the mind of Scotland to think.
Truly there is II power in the truths of TIN
Bible, when rightly employed, to awaken
mind,-to investigate thought,-to oner
gize action. But moro than this; there i
: II power behind the throne of thought
For There is spirit in man, and th,
inspiration of the Almighty givcth hin
understandinsiy."