work of great learning and research,” to set forth the title and table of contents, and proceed without farther preface to some appropriate extracts, for the most part concurring in opinion with the author’s text, but now and then interposing an objection to maintain appearances and assert the jurisdiction of the court. This cursory manner of hinting approbation or dissent would make but a lame figure at present. We must have not only an announcement that “This is an agreeable or able work,” but we must have it explained at full length, and so as to silence all cavillers, in what the agreeableness or ability of the work consists: the author must be reduced to a class, all the living or defunct examples of which must be characteristically and pointedly differenced from one another; the value of this class of writing must be developed and ascertained in comparison with others; the principles of taste, the elements of our sensations, the structure of the human faculties, all must undergo a strict scrutiny and revision. The modern or metaphysical system of criticism, in short, supposes the question, Why? to be repeated at the end of every decision; and the answer gives birth to interminable arguments and discussion. The former laconic mode was well adapted to guide those who merely wanted
