Next, there is an important distinction between studies for a professional walk, and the studies of a man's leisure, with a view to gratifying a special taste, or for the higher object of independent thinking on all the higher questions belonging to a citizen and a man. Both positions has its peculiarities; and an art of study should be catholic enough to embrace them. To have the best part of the day for study, and the rest for recreation and refreshment, is one thing: and to study in by-hours, in snatches of time, and in holidays is quite another thing. In the latter case, the choice of subjects, and the extent of them, must be considerably different; while the consideration of the best modes of economizing time and strength, and of harmonizing one's life as a whole, is more pressing and more arduous. But, when the course is chalked out, the details of study must conform to the general conditions of all acquirements in knowledge through the instrumentality of books. One, and only one, more preliminary clearing. When an instructor proceeds, as Milton in his school, or as James Mill with his son, by prescribing to each pupil a mass of books to be read, with more or less of examination as to their contents; in such a case, education from without has passed into study in our narrow sense; and the procedure for one situation is applicable to both. The two cases are equally in contrast to educating by the direct instruction of the teacher. In so far, however, as any teacher requires book study to co-operate with his own addresses, to that extent do the methods laid down for private study come into play. Under every view, it is a momentous fact, that 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.