fact that it was an intellectual exercise in which I was most
perseveringly drilled by my father, yet it is also true that the
school logic, and the mental habits acquired in studying it, were
among the principal instruments of this drilling. I am persuaded that
nothing, in modern education, tends so much, when properly used, to
form exact thinkers, who attach a precise meaning to words and
propositions, and are not imposed on by vague, loose, or ambiguous
terms. The boasted influence of mathematical studies is nothing to
it; for in mathematical processes, none of the real difficulties of
correct ratiocination occur. It is also a study peculiarly adapted to
an early stage in the education of philosophical students, since it
does not presuppose the slow process of acquiring, by experience and
reflection, valuable thoughts of their own. They may become capable
of disentangling the intricacies of confused and self-contradictory
thought, before their own thinking faculties are much advanced; a
power which, for want of some such discipline, many otherwise able
men altogether lack; and when they have to answer opponents, only
endeavour, by such arguments as they can command, to support the
opposite conclusion, scarcely even attempting to confute the
reasonings of their antagonists; and, therefore, at the utmost,
leaving the question, as far as it depends on argument, a balanced one.

During this time, the Latin and Greek books which I continued to read
with my father were chiefly such as were worth studying, not for the
language merely, but also for the thoughts. This included much of the
orators, and especially Demosthenes, some of whose principal orations
I read several times over, and wrote out, by way of exercise, a full
analysis of them. My father's comments on these orations when I read
them to him were very instructive to me. He not only drew my attention
to the insight they afforded into Athenian institutions, and the