lerable theory the _indicanda_; _i. e._
have settled what A, what B, what C, shall _indicate_, before they
have inquired what it was presumable upon any systematic development
of human nature would have a right _to be indicated_; and thus have
assigned an external characteristic to a faculty of the third
order--suppose (or perhaps a mere accidental effect of a faculty or a
mere imaginary faculty), whilst a primary faculty went without any
expression at all:--partly, I say, to this cause which is obviously
not merely a subjective but also an accidental cause; and partly also
to the following cause, which is objective (_i. e._ seated in the
inherent imperfections of the art itself, and not removeable therefore
by any future improvements to be anticipated from a more matured
psychology); viz. that the human mind transcends or overflows the
gamut or scale of the art; in other words, that the qualities--intellectual
or moral, which ought to be expressed, are far more in number than the
alphabet of signs or expressions by which they are to be enunciated.
Hence it follows as an inevitable dilemma, that many qualities must go
unrepresented; or else be represented by signs common to them with other
qualities: in the first of which cases we have an art imperfect from
defect, in the other case imperfect from equivocal language. Thus, for
example, determination of character is built in some cases upon mere
energy of the will (a moral cause); and again in other cases upon
capaciousness of judgment and freedom from all logical perplexity (an
intellectual cause). Yet it is possible that either cause will modify
the hand-writing in the same way.

* * * * *

From the long analysis which we have thus given of the book recording
this new system of education, it is sufficiently evident that we think
very highly of it. In the hands of its founder we are convinced that
it is calculated to work wonders; and so strong is the impression
which his book conveys, that he is not only a man of very
extraordinary talents for the improvement of the science of education,
but also a very conscientious man--that, for our own parts, we should
confide a child to his care with that spirit of perfect confidence
which he has himself described at p. 74. There is an air of
gentlemanly feeling spread over the book which tends still further to
recommend the author. Meantime two questions arise on the
system,--first, is it a good s