VARIETY OF METHODS. [IV. 84 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; popular lectures may serve admirably to the third object, but be absolutely useless as regards the second; careful study of isolated periods may suffice for the second, but will not satisfy the instincts that are aroused in the pursuit of the first. But I will not anticipate what ought to come later on. In the distinction that I have drawn you will no doubt recognise your old friends, the professorial, the tutorial, and the popular view of history. I will so far admit the charge as to arrogate to myself the professorial right to make the first the largest half of my discussion, and devote this lecture to the first point, leaving the other two for the second. But there is a prior question, prior even to the assumption that History should be studied for its own sake : Is it worth studying at all ? As I have said, the apologetic tone of many of its advocates renders it necessary that I should at once state why it needs no vindication. If man