the man of modern times
has become a book-reading animal. The acquisition of knowledge and the
cultivation of the intellectual powers of the mind, form only a small
part of the use of books; although the part more properly named Study.
The moral tendencies are controlled; the emotions regulated; sympathy
with mankind, or the opposite, generated; pleasurable excitement
afforded. These other uses may be provided apart, as in our literature
of amusement, or they may be given in combination with the element of
knowledge, in which case they are apt to be a disturbing force,
rendering uncertain our calculations as to the efficacy of particular
modes of study.

* * * * *

The practical problem of Study is not to be approached by any high
_priori_ road; in other words, by setting out from abstract principles
as to the nature of the mind's receptivity and the operation of
book-reading upon that receptivity. A humbler line of approach will be
more likely to succeed.

There exist a number of received maxims on study, the result of many
men's experience and wisdom. Our endeavour will be to collect these,
arrange them in a methodical plan, so that they may give mutual aid, and
supply each other's defects. We shall go a little farther, and criticise
them according to the best available lights; and, when too vague or
sweeping, supply needful qualifications.

The Choice of Books, in the first instance, depends on the merits
attributed to them severally by persons most conversant with the special
department. In some degree, too, this choice is controlled by the
consideration of the best modes of study, as will soon be apparent.

* * * * *

[A TEXT-BOOK-IN-CHIEF.]

1. Our first maxim is--"Select a Text-book-in-chief". The meaning is,
that when a large subject is to be overtaken by book study alone, some
one work should be chosen to apply to, in the first instance, which work
should be conned and mastered before any other is taken up. There being,
in most subjects, a variety of good books, the thorough student will not
be satisfied in the long run without consulting several, and perhaps
making a study of them all; yet, it is unwise to distract the attention
with more than one, while the elements are to be learnt. In Geometry,
the pupil begins upon Euclid, or some other compendium, and is not
allowed to deviate from the single line of his author. If he is once
thorough