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 system? which we have answered:--secondly, is it a system adapted for general diffusion? This question we dare not answer in the affirmative, unless we could ensure the talents and energy of the original inventor in every other superintendent of this system.--In this we may be wrong: but at all events, it ought not to be considered as any deduction from the merits of the author--as a very original thinker on the science of education, that his system is not (like the Madras system) independent of the teacher's, ability, and therefore not unconditionally applicable.--Upon some future occasion we shall perhaps take an opportunity of stating what is in our opinion the great desideratum which is still to be supplied in the art of education considered simply in its _intellectual_ purposes--viz. the communication of knowledge, and the development of the intellectual faculties: purposes which have not been as yet treated in sufficient insulation from the _moral_ purposes. For the present we shall conclude by recommending to the notice of the Experimentalist the German writers on education. Basedow, who naturalised Rousseau in Germany, was the first author who called the attention of the German public to this important subject. Unfortunately Basedow had a silly ambition of being reputed an infidel, and thus created a great obstacle to his own success: he was also in many other respects a sciolist and a trifler: but, since his time, the subject has been much cultivated in Germany: 'Paedogogic' journals even, have been published periodically, like literary or philosophic journals: and, as might be anticipated from that love of children which so honourably distinguishes the Germans as a people, not without very considerable success. * * * * * CASE OF APPEAL.