What we have got before us, then, is, first, to define our ground, and then to appropriate and value the accumulated fruits of the labour expended on it. I have already indicated how I would narrow the subject of Study, so as to occupy a field apart, and not jumble together matters that follow distinct laws. The theory of Education in general is the theory of good Teaching: that is a field by itself, although many things in it are applicable also to self-education. To estimate the values of different acquisitions--Science, Language, and the rest, is good for all modes of culture. The laws of the understanding in general, and of the memory in particular, must be taken into account under every mode of acquiring knowledge. Yet the alteration of circumstances, when a pupil is carving out his own course, and working under his own free-will, leads to new and distinct rules of procedure. Also, that part of self-education consisting in the application to books is distinct from the other forms of mental cultivation, namely, conversing, disputing, original composition, and tutorial aid. Each of these has its own rules or methods, which I do not mean to notice except by brief allusion. In connection with the Plan of study, it is material to ask what the individual is studying for. Each profession, each accomplishment, has its own course of education. If book reading is an essential part, then the choice of books must follow the line of the special pursuit. This is obvious; but does not do away with the consideration of the best modes of studying whatever books are suitable for the end. One man has to read in Chemistry, another in Law, another in Divinity, and so on. For each and all of these, there is a profitable and an unprofitable mode of working, and the speciality of the matter is unessential. [DIFFERENT ENDS OF STUDY.] The more important differences of subject, involving differences of method, are seen in such contrasted departments as Science and Language, Thought and Style, Reality and Poetry, Generality and Particularity. In applying the mind to these various branches, and in using books as the medium of acquisition, there are considerable differences in the mode of procedure. The study of a book of Science is not on the same plan as the study of a History or a Poem. Yet even in these last, there are many circumstances in common, arising out of the constitution of our faculties and the nature of a verbal medium of communication of thought. An art of Study in general should not presume to follow out in minute detail the education of the several professions. There should still be, for example, a distinct view of the training special in an Orator, on which the ancients bestowed so much pains; there being no corresponding course hitherto chalked out for a Philosopher as such, or even for a Poet.