counter a moving library on every railway car, and a fixed library at every railway station. Books are prepared for railway reading, and Railway Library is the title of more than one series of books in America, England, France, and Germany. We read when we are well and when we are ill, when we are busy and when we are idle, and some even die with a book in hand. There is little use for the caution now-a-days, "Beware of the man of one book." If it be true, as it may be, that single books make an impression less marked and decisive than formerly, so that a bad or inferior book may do less harm than it once did, it is also true that bad books and inferior books are far more common than they once were. Their poison is also mor subtle and less easily detected, for as the taste of readers becomes omnivorous, it becomes less discriminating. Besides, the readiness with which good men, and men sturdy in their principles too, read books which they despise and abhor, has introduced a freedom of practice on this subject, at which other generations would have stood aghast. In many cases too, if the principles are not corrupted by reading, the taste is vitiated. Or if nothing worse happens, delicacy of appreciation suffers from the amount of intellectual food which is forced upon us, and the satisfaction is far less keen and exquisite than was enjoyed by readers of a few books of superior merit.

The number of persons who ask the questions: WHAT BOOKS SHALL I READ? AND HOW SHALL I READ THEM? is very great. Those who are beginning to feel an interest in books and reading, and who long for friendly direction, ask these questions more frequently than they receive wise and satisfactory answers. Intelligent young men, who have finished their education at school-clerks, apprentices, farmers, teachers who are moved by a wise and sincere desire for self-culture and self-improvement—ask the same questions of themselves and others. If they go

into a bookstore, they are bewildered by the number and variety of the books from which they are to select, and their chance selection is as likely, to say the least, to be bad as good. It will rarely happen that it is the best which could be made. The bookseller can tell them what books are popular and have a run, but this recommendation is of a doubtful character. They may have access to a well-selected library, but still they are at fault, not knowing how or what to choose for their immediate and individual wants. Students also, who are in a course of education at school or college, or who, having finished their course, would mark out for themselves a generous plan of private reading, are often greatly at a loss for the best answers to the questions which they would ask. Their time is limited, and they pertinaciously inquire:What books ought I to read first of all, and what next in order? In what way can a student form and direct a taste for the highest kind of literature? How far can he trust, and ought he to follow his fancy; how far should he thwart and oppose his taste, and seek to form it anew? Are there any fixed principles of criticism, by which the best books may be known, and a taste for them formed and fixed? Young ladies, too, who are earlier released from the confinement of school-life and the drudgery of imposed studies-who often set the taste and prescribe the fashion for the reading of the village or the circle in which they move-often sadly suffer for the want of a little direction. Their sensibility is fresh, their fancy is wakeful, their taste is easily moulded. If guided aright, they might attain to a cultivated acquaintance with those imaginative writers who would inspire the purest and tenderest emotions and enrich the fancy with the noblest images; who would elevate their tastes and confirm good and noble principles. For the want of such direction, it often happens that such young ladies read themselves down into an

utter waste and frivolity of thought, feeling, and purpose. The trashy literature in which they delight, becomes the cheap and vapid representative of their empty minds, their heartless affections, and their frivolous characters. Besides the classes already named, there are heads of families who wish to form libraries, smaller or greater, which may instruct and amuse both themselves and their households, but who often choose books that defeat the very aims which they propose to accomplish, and react with more or less evil upon their children. What books shall they buy and how shall they judge of books? Above all, how shall they train themselves and others to the best use of the books which they possess and read?

We would in these papers meet this variety of wants; not completely-to attempt which would be idle-but in part, so far as our limits will allow. To give a complete catalogue of the best books, even in a few departments of literature, would be quite impossible. Such a catalogue would be dry reading at best-as dry as a volume of statistics, or a report of the census, and of far less interest and authority; for no man, on such a subject, would blindly yield himself to the direction of any single mind. A partial catalogue with a critique upon each author, would be little better. All that can be accomplished is to furnish thoughts and principles which may awaken the mind to wise activity, and illustrate them by examples from books and authors. We would show that the books which we read even carelessly, exert an influence upon us which is far more potent than we are apt to think, and that we ought to select our books-above all our favorite books-with a more jealous care than we choose our friends and intimates. We would also show that reading is more than the amusement of an hour and the gratification of a capricious fancy: that it is an employment which may leave behind the most powerful impress for good, or

may

which reduce the soul to utter barrenness and waste, and even scathe it as with devouring fire. We would treat.also of the different kinds of books and the methods of reading appropriate to each. We hope also to give some direction to the taste, and this without the dry and formal precepts of the schools, or the captious and positive dogmatism of the professed critic. The taste, as applied to books and reading, like the eye for color and form, may be educated, or rather it may be taught how to educate itself. We would aid in this effort at self-culture; especially would we indicate what are the methods and ways of reading imaginative literature, which may cause it to yield pure and exquisite delight, to add power to the intellect, and to impart a grace and finish to the character and life.

We are not insensible to the perils which are incident to our attempt. Not a few have undertaken to answer the questions which we have proposed, and have succeeded very indifferently. Many a young man has asked his respected teacher or trusted adviser "What and how shall I read?" and been put off with tiresome platitudes and solemn commonplaces for an answer, coupled with the titles of half a score of works, which every person is supposed to be acquainted with, and which are deemed eminently judicious and safe reading. The manuals usually known as "Courses of Reading," though useful to a certain extent, usually lack the germinant force of fundamental principles in respect to the object of reading and the estimate of authors. The list of books which Dr. Johnson recommended to a clerical friend, is a good example of most of the catalogues which are hastily prepared even by eminent critics. "Universal History (ancient)-Rollin's Ancient History-Puffendorf's Introduction to HistoryVertot's History of the Knights of Malta-Vertot's Revolu tions of Portugal-Vertot's Revolutions of Sweden-Carte's

History of England-Present State of England-Geographical Grammar-Prideaux's Connection-Nelson's Feasts and Fasts-Duty of Man-Gentleman's Religion-Clarendon's History-Watts' Improvement of the Mind-Watts' Logic-Nature Displayed-Lowth's English GrammarBlackwall on the Classics-Sherlock's Sermons-Burnet's Life of Hale-Dupuis' History of the Church-Shuckford's Connections-Law's Serious Call-Walton's Complete Angler-Sandys' Travels-Sprat's History of the Royal Society-England's Gazetteer-Goldsmith's Roman History-some Commentaries on the Bible." This list seems to include works of three different classes. Books of standard authority and permanent value; books which had happened to please Dr. Johnson's permanent or temporary humor; books which had happened to occur to his mind when he was writing out the catalogue for his young friend. The most exciting and satisfactory comments on books and reading are not usually found in formal treatises, but in such incidental remarks as those which are recorded by Boswell of Dr. Johnson, or are mét with in Montaigne's rambling and free-spoken essay "Of Books," or in the pithy and pregnant essay of Bacon on Studies," with Whateley's Commentary, or in Charles Lamb's "Detached Thoughts on Books and Reading," or in Hazlitt's many incisive essays and Coleridge's wonderfully stimulating criticisms, or in two or three good thoughts from Carlyle's address at Edinburgh mis-named "On the Choice of Books," or the essay of R. W. Emerson on "Books" in the volume entitled "Society and Solitude," which is characteristic of the author, even his remarks about "Jesus" and "the Bibles of the world." All manuals entitled "Courses of Reading" must be exposed to the objection noticed by the elder D'Israeli, that they necessarily fall behind the times the moment they come up to them. A course of reading that

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