reading,
in which the author reviews the principal Greek and Roman classics from
Homer to Seneca, with remarks upon the value of each for the mental
cultivation of the oratorical pupil. Something of this sort might be
legitimately included in the art of study, but might also be withheld,
as being provided in the critical estimates already formed respecting
all writers of note.

[MODERN GUIDES TO STUDY.]

After Ouintilian, it is little use to search for an art of study, either
among the later Latin classics, or among the mediaeval authors
generally. I proceed at once to remark upon the well-known essay of
Bacon, which shows his characteristic subtlety, judiciousness, and
weight; yet is too short for practical guidance. He hits the point, as
I conceive it, when he identifies study with reading, and brings in, but
only by way of contrast and complement, conference or conversation and
composition. He endeavours to indicate the worth of book learning, as
an essential addition to the actual practice of business, and the
experience, of life. He marks a difference between books that we are
merely to dip into (books to be tasted) and such as are to be mastered;
without, however, stating examples. He ventures also to settle the
respective kinds of culture assignable to different departments of
knowledge--history, poetry, mathematics, natural philosophy, moral
philosophy, logic and rhetoric; a very useful attempt in its own way,
and one that may well enough enter into a comprehensive art of study,
if not provided for in the still wider theory of Education at large.

Bacon's illustrious friend, Hobbes, did not write on studies, but made
a notable remark bearing on one topic connected with the art,--namely,
that if he had read as much as other men, he should have remained still
as ignorant as other men. This must not be interpreted too literally.
Hobbes was really a great reader of the ancients, and must have studied
with care some of the philosophers immediately preceding himself. Still,
it indicates an important point for discussion in the art of study, in
which great men have gone to opposite extremes--I mean in reference to
the amount of attention to be given to previous writers, in taking up
new ground.

To come down to another great name, we have Milton's ideal of Education,
given in his short Tractate. Here, with many protestations of knowing
things, rather than words, we find an enormous prescription of book
reading, i