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THE

SCHOOL ETYMOLOGICAL DICTIONARY

WORD-BOOK

COMBINING THE

ADVANTAGES OF AN ORDINARY PRONOUNCING SCHOOL-DICTIONARY
AND AN ETYMOLOGICAL SPELLING-BOOK

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WILLIAM BLACKWOOD AND SONS

EDINBURGH AND LONDON
JIDCCCLXXII

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This work—chiefly an abridgment of the Author's larger work—is a school-book, eminently adapted for use in schools of every grade. It comprises a Dictionary proper, a list of Prefixes, a list of Postfixes, and a Vocabulary of Root-words followed by English derivatives. As in the larger work, the Dictionary words are arranged in groups under a leading word, and printed indistinctblackletters. The pronunciation in phonotypes, on the same plan as the larger work, follows the leading word of each group. The other words are generally not respelt, but only accentuated. Only one root-word, in general, is given to each entry or single group of ■words; but no meaning to the root-word follows where that is identical with the leading English word. Every word in common use, and found in ordinary reading-books, has been inserted; but when a word is not found, the larger work may-be consulted. The meanings given have been restricted to the simplest and most common; and generally no meanings have been given to nouns, adjectives, &c, where these flow simply from the verb, noun, &c, or the leading word of a group. The pupils will find not the slightest difficulty in forming meanings for themselves, especially after they have acquired a knowledge of the

meanings of the Postfixes. Thus, under laudable, we have laudably, ad. in a laudable manner; laudableness, n. the quality of being laudable; laudatory, a. that which contains praise. Obviously this is an excellent exercise for pupils,

The Prefixes are placed in alphabetical order, and printed in black letters. Where a prefix assumes various forms these follow in order, the name of the language from which it comes being placed within brackets. Every prefix, as well as its meaning and every one of its forms, is illustrated by two or more examples, in which the prefixes appear in italics and the remainder in black letters.

The Postfixes are placed as much as possible in alphabetical order, but are necessarily grouped according to their signification. The language from which each group, or portion of a group, is presumed to be derived, follows within brackets. As in the prefixes, every postfix, with its meaning, is illustrated by two or more examples, and in these the postfixes appear in italics and the remainder in black letters.

The Vocabulary of Root-words will commend itself to every practical teacher. The root-words in black letters are placed with their meanings in alphabetical order, and followed by related forms, also in black letters, with the view of exhibiting, as fully as possible, the literal elements of the root-words in their English derivatives. The derived English words are usually placed in alphabetical order, but the teacher can take them in any order which his experience suggests as the best. A leading English word is only followed by postfixes, in order to form other derivatives. The part that represents the root-word in its English derivative is printed in black letters, and the prefixes and postfixes, and the representatives of other root - words, in italics. The great importance of these distinctions will at once be apparent. Those rootwords only are given in the vocabulary from which two or more distinct entries or groups of words are derived. The root-words of single entries, or single groups of words, will be found in their proper places in the Dictionary.

PREFACE.

Such is a brief outline of the plan and contents of the work. It is a thoroughly practical school-book, and fitted for daily use by the pupil in and out of the school

room in the preparation of the English lessons. It is recommended that the pupil be first made to commit to memory the lists of prefixes and postfixes, with their illustrative examples and meanings; after which, in continuous daily lessons, the vocabulary of root-words and the related forms, with their derivatives. Subsequent daily lessons from the Dictionary itself may be given as the teacher judges best. Such a course of instruction, if persevered in, and continued and repeated during successive years, will give pupils a thorough knowledge of words, and an intelligent and appropriate command of language, which could not otherwise be so readily and easily acquired. The Author, as a practical teacher for many years, knows well that to the skilful and highly-educated instructor many details are not needed; yet, perhaps, such brief details of the nature, plan, and uses of the work as he has given, may not be deemed unnecessary. He now leaves his present work to the impartial judgment of those best fitted to judge of its merits.

Edinburgh, September 1872.

SCHEME OF PHONOTYPES OR SOUND.SYMBOLS

FOR THE

PRONUNClATlON OF WORDS.

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