men who know how easy it is, in matters where head and heart are alike engaged, to disparage truth by exaggeration.
Although I am not going to venture on any philosophical arrangement of my topics, or to lay down anything pretending to be a complete theory of the method of historical study, I will begin by saying that there are, as it seems to me, and as I doubt not it seems to you, three different sorts of object or aim in reading History: it may be read for its_own sake, it may be learned as a mental discipline, and it may be acquired as a piece of the furniture or apparatus of cultivated life. I have used the words advisedly, for they imply, with diversity of object, diversity of method also. In the first aspect History assumes the dignity of a science, in the second it is a great engine of education, in the third it is in its higher forms a graceful and useful accomplishment, in its lower an indispensable requisite for every-day existence in a civilised country.
The three aims are not by any means incompatible, and the results are of course coincident so far as they go. He who reads History for its own sake gains the educational result in the process, and possesses in the fullest way the stock of knowledge which enables him to read his newspaper, to give his vote, or to pass his opinion on any new book. The man who has gone through the educational training will likewise be able to do these things, besides benefiting by that disciplinary and formative process that qualifies him to give a sound historical judgment on passing events. And it is no small advantage to be able to give an honest, really intelligent vote and to take an interest in a really interesting book. Only, the man who has only read History for the purpose of education has not entered into the fulness of the blessing of the man who reads it for its own sake, and the man who has learned it as he learns French or German from a travelling conversation book, does not gain either the formative effect on the judgment, or the great inheritance of scientific study. These points need no insisting upon; I merely state them to set us clear at starting, and to point out that the method which may be with advantage adopted for one of these purposes will not be applicable for the other two;
