ge; but it excites to observation and
active thought,--to the "reiteration of ideas;"--and for this reason it
is salutary. But it is still equally true, as in the former case, that
the same degree of mental exercise, brought into operation upon some
useful practical truth, would be at least equally useful as a mental
stimulant, and much more beneficial as an educational exercise.

4. From the nature of this great fundamental principle in mental
cultivation, as consisting in the reiteration of ideas, and not of
words, we have a key by which we can satisfactorily explain the
remarkable, and hitherto unaccountable fact, that many persons who, in
youth and at school, have been ranked among the dullest scholars, have
afterwards become the greatest men. An active mind, in exact proportion
to its vigour, will powerfully struggle against the unnatural thraldom
of mere mechanical verbal exercises. The mind in a healthful state will
not be satisfied with words, which are but the medium of ideas, because
ideas alone are the natural food of the mind. Till the powers of the
mind, therefore, are sufficiently enfeebled by time and perseverance, it
will struggle with its fetters, and it will be repressed only by
coercion. Minds naturally weak, or gradually subdued, may and do submit
to this artificial bondage,--this unnatural drudgery; but the vigorous
and powerful mind, under favourable circumstances, spurns the trammels,
and continues to struggle on. It may be a protracted warfare,--but it
must at last come to a close; and it is not till the pupil has emerged
from this mental dungeon, and has had these galling fetters fairly
knocked off, that the natural elasticity and strength of his mind find
themselves at freedom, with sufficient room and liberty to act. The
impetus then received, and the delight in the mental independence then
felt, have frequently led to the brightest results. Hence it is, that
the reputed dunce of the school, has not unfrequently become the
ornament of the senate.

Lastly, we would remark, that from the facts here enumerated, we derive
a good test by which to try every new exercise proposed for training the
young, and for cultivating the powers of the mind. If the exercise
recommended compels the child to active thought,--to the voluntary
exercise of his own mind upon useful ideas,--that exercise, whatever be
its form, will, to that extent at least, be beneficial. And if, at the
same time, it can be associated