s of the mind are
invariably expanded and strengthened;--an effect which, so far as we yet
know, in its absence never takes place. It is by means of this principle
alone that Nature accomplishes this important object, both in young and
old; but its effects are especially observable in the young, where, her
operations not being so much interfered with, we find her producing by
its means the most extraordinary effects, and that even during the most
imbecile period of her pupil's existence.

In concluding this part of our investigation, we would very briefly
remark, that the existence of this principle in connection with the
cultivation of the mind, accounts in a very satisfactory manner for the
beneficial results which usually accompany the study of languages,
mathematics, and some other branches of education similar in their
nature.--These objects of study, when once acquired, may never
afterwards be used, and will consequently be lost; but in learning them
the pupil was compelled to think,--to exercise his own mind on the
subjects taught,--to reflect, and to reiterate the ideas communicated to
him, till they had been fully mastered. The mental vigour which was at
first forced upon the pupil, by these beneficial exercises, remains with
him, and is exercised upon other objects, as they are presented to his
observation in ordinary life.--The mind in commencing these studies
gradually emancipates itself from the mechanical tendencies which an
improper system of teaching had previously formed, and now gathers
strength daily by this natural mode of exercising its powers. It is the
effects of this kind of discipline that constitute the chief element of
a cultivated mind. In this principally consists the difference between a
man of "liberal education," and others who have been less highly
favoured.--His superiority does not lie in his ability to read Latin and
Greek,--for these attainments may long ago have been forgotten and
lost;--but in the state of his mind, and the superior cultivation of the
mental powers.--He possesses a clearness, a vigour, and a grasp of mind
above others, which enable him at a glance to comprehend a
statement;--to judge of its accuracy;--and, without effort, to arrange
and communicate his ideas concerning it. This ability, as we have seen,
can be acquired only by active mental exercise, and is not necessarily
the result of extensive reading, nor is it always accompanied by
extensive knowledge. It is t