contains little knowledge; and an enlarged mind, that which holds a
great deal; and what seems to put the matter beyond dispute is, the fact
of the great number of studies which are pursued in a university, by its
very profession. Lectures are given on every kind of subject;
examinations are held; prizes awarded. There are moral, metaphysical,
physical professors; professors of languages, of history, of
mathematics, of experimental science. Lists of questions are published,
wonderful for their range and depth, variety and difficulty; treatises
are written, which carry upon their very face the evidence of extensive
reading or multifarious information; what then is wanting for mental
culture to a person of large reading and scientific attainments? what is
grasp of mind but acquirement? where shall philosophical repose be
found, but in the consciousness and enjoyment of large intellectual
possessions?

And yet this notion is, I conceive, a mistake, and my present business
is to show that it is one, and that the end of a liberal education is
not mere knowledge, or knowledge considered in its _matter_; and I shall
best attain my object, by actually setting down some cases, which will
be generally granted to be instances of the process of enlightenment or
enlargement of mind, and others which are not, and thus, by the
comparison, you will be able to judge for yourselves, gentlemen, whether
knowledge, that is, acquirement, is after all the real principle of the
enlargement or whether that principle is not rather something beyond it.

For instance, let a person, whose experience has hitherto been confined
to the more calm and unpretending scenery of these islands, whether here
or in England, go for the first time into parts where physical nature
puts on her wilder and more awful forms, whether at home or abroad, as
into mountainous districts; or let one, who has ever lived in a quiet