Casual reading—that is, vague reading round a subject without the effort to know—is not in much better case: if we are to read and grow thereby, we must read to know, that is, our reading must be study—orderly, definite, purposeful. In this way, what I have called the two stages of education, synthetic and analytic, coalesce; the wide reading tends to discipline, and in the disciplinary or analytic stage the mind of the student is well nourished by the continued habit of wide reading. (Formation of Character, p. 382)
