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 ma.s.s of books to be read, with more or less of examination as to their contents; in such a case, education from without has pa.s.sed 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 amus.e.m.e.nt, 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 thoroughly at home on the main ideas and the leading propositions of Geometry, he is safe in dipping into other manuals, in comparing the differences of treatment, and in widening his knowledge by additional theorems, and by various modes of demonstration.

In principle, the maxim is generally allowed. Nevertheless, it is often departed from in practice. This happens in several ways.

[MILTON'S PLAN WITH HIS PUPILS.]

[KEEPING TO A SINGLE LINE OF THOUGHT.]

One way is exemplified in Milton's Tractate, already referred to. His method of teaching any subject would appear to have been to take, the received authors, and to read them one after another, probably according to date; the reading pace, and degree of concentration, being apparently equal all through. His six authors on Rhetoric were--Plato (select Dialogues, of course), Aristotle, Phalereus, Cicero, Hermogenes, Longinus. To read their several treatises through in the order named, with equal attention, would undoubtedly leave in the mind a good many thoughts on Rhetoric, but in a somewhat chaotic state. Much better would it have been to have adopted a Text-book-in-chief, the choice lying between Aristotle and Ouintilian (who comes in at a prior stage of the Miltonic curriculum). The book so chosen would be read, and re-read; or rather each chapter would be gone over several times, with appropriate testing exercises and examinations. The other works might then be overtaken and compared with the princ.i.p.al text-book; the judgment of the pupil being so far matured, as to see what in them was already superseded, and what might be adopted as additions to his already acquired stock of ideas. Milton's views of education embraced the useful to a remarkable degree; he was no pamperer of imagination and the ornamental. His list of subjects might be said to be utility run wild:--comprising the chief parts of Mathematics, together with Engineering, Navigation, Architecture, and Fortification; Natural Philosophy; Natural History; Anatomy, and Practice of Physic; Ethics, Politics, Economics, Jurisprudence, Theology; a full course of the Orators and Poets; Logic, Rhetoric, and Poetics. He tumbles out a whole library of reading: but only in Ethics, does he indicate a leading or preferential work; the half-dozen of cla.s.sical books on the subject are to be perused, "under the determinate sentence" of the scripture authorities. With all this voracity for the useful, Milton had no conception of scientific form, or method; and indeed, few of the subjects had as yet pa.s.sed the stage of desultory treatment; so that the idea of casting the knowledge into some one form, under the guidance of a chosen author, would never occur to him. Better things might have been expected of James Mill, in conducting the education of his son. Yet we find his plan to have been to require an even and exhaustive perusal of nearly every book on nearly every subject, without singling out any one to impart the best known form in each case. The disadvantage of the process would be that, at first, all the writers were regarded as profitable alike. Nevertheless, in the special subjects that he knew himself, he gave his own instructions as the leading text, and his pupil's knowledge took form according to these. In some cases, accident gave a text-in-chief, as when young Mill at ten years of age, studied Thomson's Chemistry, without the distraction of any other work. If there had been half-a-dozen Chemical manuals in existence, he would probably have read them all, and fared much worse. It happens, however, that, in the more exact sciences, there is a greater sameness in the leading ideas, than in Politics, Morals, or the Human Mind; and the evil of distraction is so much smaller. Undoubtedly, the best of all ways of learning anything is to have a competent master to dole out a fixed quant.i.ty every day, just sufficient to be taken in, and no more; the pupils to apply themselves to the matter so imparted, and to do nothing else. The singleness of aim is favourable to the greatest rapidity of acquirement; and any defects are to be left out of account, until one thread of ideas is firmly set in the mind. Not unfrequently, however, and not improperly, the teacher has a text-book in aid of his oral instructions. To make this a help, and not a hindrance, demands the greatest delicacy; the sole consideration being that the pupil must be kept _in one single line of thought_, and never be required to comprehend, on the same point, conflicting or varying statements.

Even the foot-notes to a work may have to be disregarded, in the first instance. They may act like a second author, and keep up an irritating friction. There is, doubtless, a consummate power of annotation that antic.i.p.ates difficulties, and clears away haze, without distracting the mind. There is also an art of bringing out relief by an accompaniment, like the two images of the stereoscope. This is most likely to arise through a living teacher or commentator, who, by his tones and emphasis, as well as by his very guarded and reserved additions, can make the meaning of the author take shape and fulness.

As the chief text-book is chosen, among other reasons, for its method and system, any defects on this head may be very suitably supplied, during the reader's progress, by notes or otherwise. When the end is clearly kept in view, we shall not go wrong as to the means: the spirit will remedy an undue bias to the letter.

The subjects that depend for their full comprehension upon a certain method and order of details, are numerous, and include the most important branches of human culture. The Sciences, in ma.s.s, are avowedly of this character: even such departments as Theology, Ethics, Rhetoric, and Criticism have their definite form; and, until the mind of the student is fully impressed with this, all the particulars are vague and chaotic, and comparatively useless for practical application. So, any subject cast in a _polemic_ form must be received and held in the connection thereby given to it. If the arguments _pro_ and _con_ fall out of their places in the mind of the reader, their force is missed or misconceived.

History is pre-eminently a subject for method, and, therefore, involves some such plan as is here recommended. Every narrative read otherwise than for mere amus.e.m.e.nt, as we read a novel, should leave in the mind--(1) the Chronological sequence (more or less detailed); and (2) the Causal sequence, that is, the influences at work in bringing about the events. These are best gained by application to a single work in the first place; other works being resorted to in due time.

Of the non-methodical subjects, forming an ill.u.s.trative contrast, mention may be made of purely didactic treatises, where the precepts are each valuable for itself, and by itself: such as, until very recently, the works on Agriculture, and even on Medicine. A book of Domestic Receipts, consulted by index, is not a work for study.

Poems and fict.i.tious narrations will naturally be regarded as of the un-methodical cla.s.s. If there are exceptions, they consist of long poems--Epics and Dramas--whose plan is highly artistic, and must be felt in order to the full effect. Probably, however, this is the merit that the generality of readers are content to miss, especially if greater strain of attention is needed to discover it. Readers bent on enjoyment dwell on the pa.s.sing page, and are not inclined to carry with them what has gone before, in order to understand what is to follow.

[REPUDIATION OF METHOD BY MEN OF REPUTE.]

Very intelligent and superior men have wholly repudiated the notion of study by method. We must not lay too much stress upon these disclaimers, seeing that they are usually cited from those in advanced years, or men whose day of methodical education is pa.s.sed. When Johnson said--"A man ought to read just as inclination leads him," he was not thinking of beginners, for whom he would probably have dictated a different course.

Still, it is a prevailing tendency of many minds, to read all books equally, provided the interest or enjoyment of them is equal. Macaulay, Sir William Hamilton, De Quincey, as well as Johnson, and a numerous host besides, were book-gluttons, books in breeches; they imbibed information copiously, and also retained it, but as a matter of chance.

The enjoyment of their life was to read; whereas, to master thoroughly a considerable field of knowledge, can never be all enjoyment. Gibbon was a book devourer, but he had a plan; he was organizing a vast work of composition. Macaulay, also, showed himself capable of realizing a scheme of composition; both his History and his Speeches have the stamp of method, even to the pitch of being valuable as models. Hamilton and De Quincey, each in his way, could form high ideals of work, and in part execute them; but their productiveness suffered from too much bookish intoxication. While readers generally mix the motive of instruction with stimulation, the cla.s.s that seek instruction solely is but small; the other extreme is frequent enough.

[DIFFICULTY IN CHOOSING A FIRST TEXT-BOOK.]

In many subjects, the difficulties of fixing upon the proper Text-book are not inconsiderable. The mere reputation of a book may be great, and well-founded; and yet the merits may not be of the kind that fits it for the commencing student. Such conditions as the following must be taken into account. The Form or Method should be of a high order: this we shall have occasion to ill.u.s.trate under the next head. It should be abreast: of the time, on its own subject. It should be moderately full, without being necessarily exhaustive in detail. It is on this point that the cheap primers of the present day are mainly defective. They state general ideas, and lay down outlines; but they do not provide sufficiently expanded ill.u.s.tration to stamp these on the mind of the learner. A shilling primer is really a more advanced book than one on a triple scale, that should embrace the same compa.s.s of leading ideas.

As a farther condition, the work chosen should not have so much of individuality as to fail in the character of representing the prevailing views. The greatest authors often err on this point; and, while a work of genius is not to be neglected, it may, for this reason, have to take the second place in the order of study. Newton's _Principia_ could never be a work suited for an early stage of mathematical study. Lyell's Geology has been a landmark in the history of the subject; but it is not cast in the form for a beginner in Geology. It is, in its whole plan, argumentative; setting up and defending a special thesis in Geology; the facts being arrayed with that view. Many other great works have a.s.sumed a like form; such are Malthus on Population, Grove's Correlation of Physical Forces, Darwin's Origin of Species. Even expressly didactic works are often composed more to bring forward a peculiar view, than from the desire to develop a subject in its due proportions. Locke's Essay on the Understanding does not propose to give a methodical and exhaustive handling of the Powers of the Mind, or even of the Intellect.

That was reserved for Reid.

The question as between old writers and new, would receive an easy solution upon such grounds as the foregoing, were it not for the sentiment of veneration for the old, because they are old. If an ancient writer retains a place by virtue of surpa.s.sing merits, as against all subsequent writers, his case is quite clear. In the nature of things, this must be rare: if there be an example, it is Euclid; yet his position is held only through the mutual jealousy of his modern rivals.

The only motive for commencing a study upon a very old writer is a desire to work out a subject historically; which, in some instances may be allowed, but not very often. In Politics, Ethics, and Rhetoric, the plan might have its advantages; but, with this imperative condition, that we shall follow out the development in the modern works. In proportion as a subject a.s.sumes a scientific shape, it must carefully define its terms, marshal its propositions in proper dependence, and offer strict proof of all matters of fact; now, in these respects, every known branch of knowledge has improved with the lapse of ages; so that the more recent works are necessarily the best for entering upon the study. A historical sequence may be proper to be observed; but that should be backward and not forward. The earlier stages of some subjects are absolutely worthless; as, for example, Physics, Chemistry, and most of Biology, in other subjects, as Politics and Ethics, the tentatives of such men as Plato and Aristotle have an undying value; nevertheless, the student should not begin, but end, with them.

There is an extreme form of putting our present doctrine that runs it into paradox: namely, the one-book-and-no-more maxim. Scarcely any book in existence is so all-sufficient for its purpose that a student is better occupied in re-reading it for the tenth time, than in reading some others once. Even the merits of the one book are not fully known unless we compare it with others; nor have we grasped any subject unless we are able to see it stated in various forms, without being distracted or confused. It is not a high knowledge of horsemanship that can be gained by the most thorough acquaintance with one horse.

[NO WORK ENTIRELY SELF-SUFFICIENT.]

Any truth that there is in the paradox of excluding all books but one from perusal, belongs to it as a form of the maxim we have now been considering. There is not in existence a work corresponding to the notion of absolute self-sufficiency. Suppose we were to go over the _chef-d'oeuvres_ of human genius, we should not find one in the position of entire independence of all others. Take, for example, the poems of Homer; the Republic and a few other of Plato's pre-eminent Dialogues; the great speeches of Demosthenes; the Ethics and Politics of Aristotle; the poems of Dante; Shakespeare, as a whole; Bacon's Novum Organum; Newton's Principia; Locke on the Understanding; the _Mechanique Celeste_ of Laplace. No one of all these could produce its effect on the mind without referring to other works, previous, contemporary, or following.

The remark is not confined to works of elucidation and comment merely--as the contemporary history of Greece, or the speeches of Demosthenes--but extends to other compositions, of the very same tenor, by different, although inferior, writers. Shakespeare himself is made much more profitable by a perusal of the other Elizabethans, and by a comparison with dramatic models before and after him.

The nearest approach to a perfectly all-sufficing book is seen in scientific compilations by a conjunction of highly accomplished editors.

A new edition of Quain's Anatomy, revised and brought up to date by the best anatomists, would, for the moment, probably be fully adequate to the wants of the student, and dispense with all other references whatsoever. Not that even then, it would be desirable to abstain from ever opening a different compendium; although undoubtedly there would be the very minimum of necessity for doing so. Nevertheless, literature presents few a.n.a.logous instances. One of the great works of an original genius, like Aristotle, might, by profuse annotation, be made nearly sufficing; but this is another way of reading by quotation a plurality of writers; and it would be better still to peruse some of these in full, there being no need for studying them with the degree of intensity bestowed on a main work.

[LOCKE'S TREATMENT OF THE BIBLE.]

The example, by pre-eminence, of one self-sufficing work is the Bible.

Being the sole and ultimate authority of Christian doctrine, it holds a position entirely apart; and, among Protestants at least, there is a becoming jealousy of allowing any extraneous writing to overbear its contents. Yet we are not to infer, as many have done practically, that no other work needs to be read in company with it. Granting that its genuine doctrines have been overlaid by subsequent accretions, the way to get clear of these is not to neglect the entire body of fathers, commentators, and theologians, and to give the whole attention to the scriptural text. Locke himself set an example of this attempt. He proposed, in his "Reasonableness of Christianity," to ascertain the exact meaning of the New Testament, by casting aside all the glosses of commentators and divines, and applying his own una.s.sisted judgment to spell out its teachings. He did not disdain to use the lights of extraneous history, and the traditions of the heathen world; he only refused to be bound by any of the artificial creeds and systems devised in later ages to embody the doctrines supposed to be found in the Bible.

The fallacy of his position obviously was, that he could not strip himself of his education and acquired notions, the result of the teaching of the orthodox church. He seemed unconscious of the necessity of trying to make allowance for his unavoidable prepossessions. In consequence, he simply fell into an old groove of received doctrines; and these he handled under the set purpose of simplifying the fundamentals of Christianity to the utmost. Such purpose was not the result of his Bible study, but of his wish to overcome the political difficulties of the time. He found, by keeping close to the Gospels and by making proper selections from the Epistles, that the belief in Christ as the Messiah could be shown to be the central fact of the Christian faith; that the other main doctrines followed out of this by a process of reasoning; and that, as all minds might not perform the process alike, these doctrines could not be essential to the acceptance of Christianity. He got out of the difficulty of framing a creed, as many others have done, by simply using Scripture language, without subjecting it to any very strict definition; certainly without the operation of stripping the meaning of its words, to see what it amounted to. That his short and easy method was not very successful, the history of the Deistical controversy sufficiently proves. The end in view would, in our time, be sought by an opposite course. Instead of disregarding commentators, and the successions of creed embodiments, a scholar of the present day would ascend through these to the original, and find out its meaning, after making allowance for all the tendencies that operated to give a bias to that meaning. As to putting us in the position of listening to the Bible authors at first hand, we should trust more to the erudition of a Pusey or an Ewald, than to the una.s.sisted judgment of a Locke.

II. "What const.i.tutes the study of a book?" Mere perusal at the average reading pace is not the way to imbibe the contents of any work of importance, especially if the subject is new and difficult.

There are various methods in use among authoritative guides. To revert to the Demosthenic traditions: we find two modes indicated--namely, repeated copying, and committing to memory _verbatim_. A third is, making abstracts in writing. A fourth may be designated the Lockian method. Let us consider the respective merits of the four.

[STUDY BY LITERAL COPYING.]

1. Of copying a book literally through, there is this to be said, that it engages the attention upon every word, until the act of writing serves to impress the memory. But there are very important qualifications to be a.s.signed in judging of the worth of the exercise.

Observe what is the main design of the copyist. It is to produce a _replica_ of an original upon paper. He cannot do this without a certain amount of attention to the original; enough at least to enable him to put down the exact words in the copy; and, by such attention, he is so far impressed with the matter, that a certain portion may remain in the memory. If, however, instead of the paper, he could write directly on the brain, he would be aiming straight at his object. Now, experience shows that the making of a copy of any doc.u.ment is compatible with a very small amount of attention to the purport. The extreme case is the copying clerk. He can literally reproduce an original, with entire forgetfulness of what it is about. If his eye takes a faithful note of the sequence of words, he may entirely neglect the meaning. In point of fact, he constantly does so. He remembers n.o.body's secrets; and he cannot be counted on to check blunders that make nonsense of his text.

Probably no one could go on copying for eight hours a day unless the strain of attention to the originals were at a minimum. I conceive, therefore, that copying habits arising from a certain amount of experience at the vocation, would be utterly fatal to the employment of the exercise as a means of study. It may be valuable to such as have seldom used their pen except in original composition. Very probably, in school lessons, to write an exercise two or three times may be a help to the usual routine of saying off the book. I have heard experienced teachers testify to the good effects of the practice. Yet very little would turn the attention the wrong way. Even the requirement of neatness on the part of the master, or the pupil's own liking for it, would abate the desired impression. The multiplied copying set as punishment might stamp a thing on the memory through disgust; it might also engender the mechanical routine of the copyist. In short, to sit down and copy a long work is about the last thing that I should dream of, as a means of study. To copy Thucydides eight times, as the tradition respecting Demosthenes goes, would be about the same as copying Gibbon three times: and who would undertake that?

[COMMITTING TO MEMORY WORD FOR WORD.]

2. Committing to memory _verbatim_, or nearly so. This too belongs to the same tradition regarding Demosthenes, and is probably as inaccurate as the other. Certainly the eight copyings would not suffice for having the whole by heart. Excepting a professional rhapsodist, or some one gifted with extraordinary powers of memory that would hardly be compatible with a great understanding, n.o.body would think of committing Thucydides to memory. That Demosthenes should be a perfect master both of the narrated facts, and of the sagacious theorisings of Thucydides in those facts, we may take for granted. And, farther, the orations delivered by opposing speakers in the great critical debates, might very well have been committed _verbatim_ by a young orator; many of them are masterpieces of oratory in every point of view. But the reason for getting them by heart does not apply to the general narrative. Even to imbibe the best qualities of the style of Thucydides would not require whole pages to be learnt _verbatim_; a much better way would readily occur to any intelligent man.

In fact, there is no case where it is profitable to load the memory with a whole book, or with large portions of a book. There are many small portions of every leading work that might be committed with advantage.

Princ.i.p.al propositions ought to be retained to the letter. Pa.s.sages, here and there, remarkable for compact force, for argumentative power, or elegant diction, might be read and re-read till they clung to the memory; but this should be the consummation of a thorough and critical estimate of their merits. To commit to memory without thinking of the meaning is a senseless act; and could not be ascribed to Demosthenes.

At the stage when the young student is forming a style, he is a.s.sisted by laying up _memoriter_ a number of pa.s.sages of great authors; but it is never necessary to go beyond select paragraphs. Detached sentences are valuable, and strain the memory least. Entire paragraphs have a farther value in impressing good paragraph connection; but, to string a number of paragraphs together, or to learn whole chapters by memory, has nothing to recommend it in the way of mental culture.

There is a memory in _extension_ that holds a long string of words and ideas together. Its value is to get readily at anything occurring in a certain train, as in a given book. It is the memory of easy reference.

There is also a memory of _intension_, that takes a strong grasp of brief expressions and thoughts, and brings them out for use, on the slightest relevancy. The two modes interfere with each other's development; we cannot be great in both; while, for original force, the second is worth the most: it extracts and resets gems to tesselate our future structures; it const.i.tutes depth as against fluency.

To commit poetical pa.s.sages to memory is a valuable contribution to our stock of material for emotional resuscitation in after years. It also aids in adorning our style, even although we may not aspire to compose in poetry. But the burden of holding the connection of a long poem should be eschewed. Children can readily learn a short psalm or hymn, and can retain it in permanence; but to repeat the 119th psalm from the beginning is the mere _tour-de-force_ of a strong natural memory, and a waste of power; just as much as committing an entire book of the Aeneid or of Paradise Lost.