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In sending this little volume again to the press, after the lapse of several years, the author has been induced to rewrite it; and although he has retained portions of the original work, has superseded more, and has thrown the whole into a new form.

The volume is now offered to the public, first, as


to which recourse may be had by those who are not fully and familiarly conversant with Intellectual Philosophy, when explanation is needed of those abstract and scientific words which occur in the course of reading the best authors, and which find a place, more or less frequently, in the conversation of the educated classes. It is especially with a view to facilitate this use of the book, that the articles have been placed in alphabetic order.

The author has, furthermore, borne in view the advantage of those, who, although neither their tastes nor their opportunities may admit of their engaging in the study of Intellectual Philosophy, or of their perusing larger works, would gladly acquire some general knowledge of these subjects, such as should be at once correct, precise, and easily retained. The author is not aware that


modern work, except his own, is to be met with adapted to the use of the class of readers he is now speaking of; and he has especially endeavoured to suit his style to the range of such persons.

The method he recommends them to pursue, in availing themselves of his labours, is, after perusing the preliminary synthetical explanation of terms, to read each article of the vocabulary in the order in which it occurs in the synthesis ; by which means the whole will present itself as a connected system (though brief indeed) of the three principal branches of Intellectual Study, and so form a compendious


There is yet another, and a very important purpose to which the author would fain believe his little volume may be found applicable; he means

that of catechetical instruction in schools on these subjects, indispensable as they are to a good education. The book is therefore explicitly offered to Tutors and Teachers as


and without presuming to dictate to those whose experience in the arduous business of education qualifies them to select the most efficient and practicable methods of instruction, the author suggests, that each pupil, having first been directed in what way to avail himself of the prefixed SYNTHESIS of terms, as a means of bringing together the several articles that are naturally related one to the other, should then (the books being laid aside) express, in writing, his sense of each article, and that, after a short interval, the CLASS should be questioned on the chief points of the three branches of Intellectual Science; as, for example, the Teacher asks for a definition of MIND, as distinguished from MATTER; : he next inquires what correspondence mind has with matter, and by what means, namely, the senses for perception, and the nervous cular system for the exertion of its innate power of resisting and moving matter. He goes on to


interrogate on the difference of those several states of the mind which connect it with the external world; and in doing so will find it easy to render the subject at once intelligible and attractive by illustrations readily drawn from familiar experience, or from the regions of poetry.

A single branch of any of these subjects may be quite enough to fill the portion of time allotted to the exercise; or the rule might be to assume the words belonging to one paragraph of the synthesis as the materials of each catechetical lecture. Thus, for instance, the terms of physical science (page 11 would be explained on one occasion, those belonging to the proof of historical facts (page 12) on another; and again the phrases of argumentation at a different time.

The author will only subjoin a hint to the Teacher on the importance of imparting to the pupil, and of maintaining in his own mind, a clear conception of the essential independency and dissimilarity of those three branches of study, namely —the science of the mind, or its PhysiologyMetaphysics, or the philosophy of abstractionand Logic, or the science and art of acquiring and communicating knowledge ; since from confounding these subjects, not only does the mind lose

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