142 ON THE EDUCATION OF 
He may afterwards learn words of more general import, 
and those which characterise temporary relations. One stone 
may be placed on his knee, or close to him on a table, while 
he handles the words ¢his stone ; another at a greater distance, 
while he handles the words that stone. He may also learn va- 
rious gradations of qualities, as cold, temperate, warm, hot, very 
hot. His lively and intelligent turn of mind affords a hope that 
words of all kinds may be effectually explained to him by 
well-marked and varied exemplifications of their use. 
The chiefdifficulty will be, to make him understand the in- 
tentions of his friends in following these measures, and to im- 
press him with their utility. All the difference, however, that 
exists between him and other persons, in this particular, con- 
sists in the smaller number of lessons that can be given to him 
in the same space of time. No essential medium of com- 
munication is wanting. It is only by observing a number of 
motions, and hearing a number of vocal sounds in themselves 
unmeaning, and perceiving the association of them with the oc- 
casions on which they habitually occur, that children perceive 
the intention of human language. They enjoy the great ad- 
vantage of having the materials of it, in their various connec- 
tions, perpetually offered to their notice. Jamzs Mircuett is 
entirely dependent on the instructions given to him intention- 
ally, and with considerable labour, by other persons; and his 
progress, in the first instance, must be proportionally slower, 
as the number of instructive impressions made on him in any 
interval of time must be smaller. Some advantage in compen- 
sation of this will be derived from the greater maturity of his 
natural powers. Yet we must be aware that some disadvan- 
tage will arise from the comparatively fixed state of his habits. 
If the first difficulties are once surmounted, there is every pro- 
bability that he will perceive the utility of language in opening 
to 
