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Rh the argument drawn both from the existence of diverse languages and from the failure of all systems of etymology that have been broached, as if these were conclusive against it, and as a warning to future inquirers not to stumble on dark mountains. But always the discoveries of science seem impossible till they are made, and every erroneous path that is taken is called a conclusive experience. Let us not be discouraged. Euler, when announcing the formula of the principle of circular motion, said, &quot;This is true, though all experience is against it.&quot; The mathematical student of the celestial motions understands this, however paradoxical it may sound. Language is another exponent of the same paradox. There is a universal truth with respect to language which contradicts those special facts of each language called idioms. And these exceptions also prove the rule. There is, in short, a view to be taken of this subject which reconciles the two opposite views which Dr. Bushnell speaks of, viz. the a priori probability of a universal language, and the a posteriori fact of a diversity of languages; and this view will account for that strange power in the form of some words which he notices, and for the pertinacity of being which characterizes these children of the air.

The vast importance of nomenclature to natural science is exemplified in that of chemistry. This nomenclature is, in fact, the best instance of the invention of a language in modern scientific annals. There is a rational principle obvious. The new words explain themselves. A great deal of the time of students of all sciences is used up in settling the meaning of words,—defining; that is, attempting to clear away by one set of words the confusion occasioned by the use of another set, called scientific terms. Grammar and mathematics, for instance, are talked of in a mongrel of Latin and Greek words, whose laborious paraphrasing into equivalent English keeps off the mind, for a long time, from the real subject in hand. It is a commonly acknowledged drawback on all school-instruction, that the mind is employed about words, as counters, which prevents the faculties from being refreshed by those realities of nature intended to be signified by them. It is a common remark, that it is not until the learner has