the various forms so distinguished. Deprived of the assistance of language, very few minds (probably none) could retain and recall, with any degree of precision, any large assortment of forms, shades, tints, kinds of movement, and modes of action. But with this assistance, the all but innumerable phenomena of the material universe, at rest and in motion, as they come under the cognizance of the several senses, singly or in conjunction, are not only treasured up in the mind, but are held at beck and call, so as to be available in whatever way they may promote the operations of the higher faculties.
The acquisition of the entire compass, or UNIVERSAL VOCABULARY of descriptive words, in our own language, I therefore consider as the chief preliminary work of a complete intellectual education. This labour thoroughly achieved, the mind is placed in a position (according to the rate of its original powers) whence it may advance, with ease and success, in any direction it may choose. Nor is the labour implied in making such an acquisition by any means severe or repulsive; indeed it may be so conducted as to be effected with scarcely any conscious effort.
It is by the means of classification, that we must abbreviate our toils in this department of study; and in truth, wonders may be effected by this simple device. If nothing more were aimed at than to give the learner a liberal acquaintance with the language of elegant conversation, and of books, we might leave out of view for the present, the whole mass of technical and scientific terms; and might then rely upon the insensible operation of general mental culture for conveying so much knowledge of words as is requisite for taking a part in refined conversation, or for relishing literature. But we have in view something beyond thisnamely, the culture of the Conceptive Faculty, and for securing this further end, it is necessary to include every species of descriptive language, whether technical or
