WORDS. 
Seventhly, as children may learn to read 
words, not only in an elementary way, viz. 
by learning the letters and syllables of 
which they are composed, but also in a sum- 
mary one, viz, by associating the sound of 
entire words with their visible representa- 
tions ; and must, in some cases, be taught 
in this latter method, that is, while the 
sound of the word deviates from that of its 
elements; so both children and adults often 
learn the ideas belonging to whole sen- 
tences, in a summary way, and not by ad- 
ding together the ideas of the several words 
in the sentence. And wherever words oc- 
cur, which, separately taken, have no dis- 
tinct proper ideas, their use can be learned 
in no other way than this ; and this will be 
the case where the words are extremely 
general, applying to a vast variety of visible 
objects, and to circumstances and relations 
which are not obvious to the uncultivated 
mind. Now, pronouns, and particles, and 
many other words, are of this sort. Thus, 
I walk, is associated at different times with 
the same visible impressions with, mamma 
walks, brother walks, &c. and therefore 
can for a long time suggest nothing permar 
nently but the action of walking. How- 
ever, the pronoun, /, in this and innumera- 
ble other short sentences, being always as- 
sociated with the person speaking, (as thou 
with the person spoken to, and he with the 
person spoken of), the frequent recurrency 
of this teaches the child the use of the pro- 
nouns ; that is, teaches him what difference 
he is to expect in his sensible impressions, 
according as this or that pronoun is used ; 
the vast number of instances making up for 
the very small quantity of information which 
each, singly token, conveys. In like man- 
ner differeht particles, (that is, adverbs, 
conjunctions, and prepositions), bejng used 
in sentences' where the substantives, ad- 
jectives, and verbs are the same ; and the 
same particles, when these are different, in 
an endless recurrency, teach children the 
use of the particles in a gross general way. 
For it may be observed, that children are 
mnclt at a loss fpr the true use of the pro- 
nouns and particles for some years; and 
that they often repeat the proper name of 
the person instead of the pronoun ; which 
confirms the forgoing reasoning. 
Eighthly, the attempts which children 
make to express thejr own wants, percep- 
tions, pains, &c. ip words, and the correc- 
tions and suggestions of the attendants, are 
of the p-eatest use jn all the steps that we 
jigve hitherto considered, and especially in 
the last, respecting the particles and pro, 
nouns. 
Ninthly, learning to read helps children 
much in the same respects ; especially as it 
teaches them to separate sentences into the 
several words which compose them ; which 
those who cannot read are scarcely able to 
do even when they arrive at adult age. 
Thus we may see how children and 
others are enabled to understand a conti, 
nued discourse, relating to sensible impres- 
sions only ; and how the words, in passing 
over the ear, must raise up trains of visible 
and other ideas, by the power of associa- 
tion. Our next enquiry must be concern- 
ing the words which denote either intel- 
lectual things, or collections of other 
words. 
Tenthly, the words which relate to the 
several passions of love, hatred, hope, fear, 
anger, &c. being applied to the child when 
he is under the influence of these passions, 
get the power of raising up the ideas of 
those passions, and also the usual assoeiated 
circumstances. The application of tlie 
same words to others helps also to annex 
the ideas of the associated circumstances to 
them, and even of the passions themselves, 
both fl ora the infectiousness of our natures, 
and from the power of associated circum- 
stances to raise the passions. The words, 
however, denoting the passions, do not, for 
the most part, raise up in us any degree of 
the passions themselves, but only the ideas 
of the associated circumstances. We are 
supposed sufficiently to understand the con- 
tinued discourses into which these words 
enter, when we form true notions of the ac- 
tions, particularly the visible ones, attend- 
ing the feelings denoted. 
Eleventhly, the names of intellectual and 
moral qualities and operations, stand for a 
description of these qualities and opera- 
tions ; and therefore, if dwelt upon, excite 
such ideas as these descriptions in all their 
particular circumstances do. But the com- 
mon sentences into which these words en- 
ter, pass over the mind too quick for the 
roost part, to allow of such delay. They 
are acknowledged as familiar and correct ; 
and suggest certain associated visible ideas, 
and nascent internal feelings, taken from 
the description of these names, or from the 
words which aye usually joined with them 
in discourses, and writings. 
Twelfthly, there are many terms of art 
in all the branches of learning, which ar^ 
defined by other words, and which, there? 
fore, are only compendious substitute^ fp{i 
