It is desirable, and indeed is necessary to intellectual health, that the mind should be recreated and refreshed with a variety in our studies; that in the irksomeness of uniform pursuit we should be relieved, and, if I may so say, deceived, as much as possible. Besides, the minds of men are so very differently constituted, that it is impossible to find one method which shall be suitable to all. It is of no use to prescribe to those who have no talents; and those who have talents will find methods for themselves--methods dictated to them by their own particular dispositions, and by the experience of their own particular necessities. However, I would not be understood to extend this doctrine to the younger students. The first part of the life of a student, like that of other school-boys, must necessarily be a life of restraint. The grammar, the rudiments, however unpalatable, must at all events be mastered. After a habit is acquired of drawing correctly from the model (whatever it may be) which he has before him, the rest, I think, may be safely left to chance; always supposing that the student is _employed_, and that his studies are directed to the proper object. A passion for his art, and an eager desire to excel, will more than supply the place of method. By leaving a student to himself he may possibly indeed be led to undertake matters above his strength; but the trial will at least have this advantage--it will discover to himself his own deficiencies; and this discovery alone is a very considerable acquisition. One inconvenience, I acknowledge, may attend bold and arduous attempts; frequent failure may discourage. This evil, however, is not more pernicious than the slow proficiency which is the natural consequence of too easy tasks.