But if we take minds of a higher order, is it not possible that education acting upon them may be attended with happier results, and may ultimately produce that beautiful, that rich and rare type of mind which we call genius? Such was the opinion of Dr. Johnson. In his “Life of Cowley,” and with reference to the boyhood of the poet, Dr. Johnson says: “In the window of his mother’s apartment lay Spenser’s ‘Fairy Queen,’ in which he very early took delight to read, till, by feeling the charms of verse, he became, as he relates, irrecoverably a poet. Such are the accidents which, sometimes remembered, and perhaps sometimes forgotten, produce that particular designation of mind, and propensity for some certain science or employment, which is commonly called genius. The true genius is a mind of large general powers accidentally determined to some particular direction.” Nor was this a mere passing thought with the great moralist; it was his confirmed belief. More than once we find the same idea repeated in his conversations. Thus, on one occasion, he is reported to have said: “No, sir, people are not born with a particular genius for particular employments or studies, for it would be like saying that a man could see a great way east, but could not west. It is good sense applied with diligence to what was at first a mere accident, and which by great application grew to be called by the generality of mankind a particular genius.” If Dr. Johnson’s view is correct, we ought surely to meet with far more men of genius in the world than we do! There is no want of such as possess “large general powers,” and yet men of genius are rare. They are like angel’s visits, few and far between. Dr. Johnson’s argument has been repeated in every variety of form. One says genius is untiring patience. Another says it is a great capacity for taking trouble. Another says it is simply hard work. But again we may ask, If genius is what such writers represent it to be, why are not men of genius more frequently met with? Nor can it be said their lot forbids or that opportunities are wanting. What with the multiplication of books, and the general extension of education among all classes, knowledge now unrolls her “ample page” to every eye, and yet our embryo Miltons remain mute and inglorious, and the fairest flowers of genius, with rare exceptions, are still born to blush unseen, and waste their sweetness on the desert air. Such being the case, may we not reasonably suppose that something more is needed for the production of genius than “large general powers, accidentally determined to some particular direction?”