But whence arises this actual superiority? Is it the result of nature? or is it the result of education in that enlarged sense which I have already explained in my first number? Is the capacity of man naturally greater than that of woman? or are they born with equal natural endowments in this respect? and are the great differences which we observe in the full maturity of age, generated by the different circumstances under which they act, and the different positions which they occupy in society? I have already said that we have no data by which this question can be positively and satisfactorily settled; that long before the child arrives at that age at which we are able to detect the development of the intellectual powers, his education both physical and moral, has already advanced to such an extent as to render all our deductions from mere experiment and observation entirely fallacious. I am inclined however to the belief, that there is _no natural_ difference between the intellectual powers of man and woman, and that the differences observable between them in this respect at mature age, are wholly the result of education, physical and moral. At all events, I think I shall be able to show that the difference in education is fully sufficient to explain these differences, without looking to any other causes. First then, we find that the education which boys receive from teachers, is much more scientific and complete than that of the girls. The latter are sent to school but a few years, and those during the earlier period of their lives, before the development of the reasoning powers. What they learn at school, therefore, must be acquired by the exercise of memory alone, and not by the employment of the far higher powers of judgment, reason and reflection. These latter powers are not generally developed before the age of seventeen or eighteen, and in some cases still later. It is for this reason we so often find the mature man failing to fulfil the promise of his youth. In the early part of our lives we learn principally by memory, and the boy with the most ready memory therefore, is he who treasures up the knowledge generally acquired in youth with most facility. He, therefore, is apt to pass for the brightest genius. But it may happen that this bright youth may never develope to any extent the reasoning powers; and if so, he will rarely go much beyond the mere smartness and quickness of youth. Memory will ever be his principal and greatest faculty, and with it alone he can never travel out of the common routine of knowledge, or disenthral himself from the dominion of mere precedent and example. On the other hand, we frequently see the dull boy developing at the age of maturity a large share of the reasoning power, and infinitely surpassing, in stretch of mind and depth of research, the individual who far outstripped him in his boyhood. Every man can readily call to mind illustrations of the remarks here made.