PRACTICAL EXERCISES

DESIGNED FOR SCHOOLS AND PRIVATE TUITION By G. F. GRAHAM,

Author of 4 EngUsli, or tlio Art of Composition/ ko. WITH AN INTRODUCTION AND ILLUSTRATIVE AUTHORITIES

B y H E N R Y R E E D, LL. D.,

Prof, of Englisn Literatura in tne University of Penn.

One neat Vol. 12mo. $1.

CONTENTS. — Section I. (Generic and Spécifie Synonymes.) IL (Activ* and Passive Synonymes.) III. (Synonymes of Intensity.) IV. (Positive and Négative Synonymes.) V. (Miscellaneous Synonymes.) Index to Synonymes. General Index.

Extract front American Introduction.

u This treatise is republished and edited with the hope that it will be found useful as a text-book fn the study of our own language. As a subject of instruction, the study of the English longue does not receive that amount of systematic attention vvliich is due to it, whether it be combined of no with the study of the Greek and Latin. In the usual courses of éducation, it has no larger scope than the study of some rhetorical principles and practice and of grammatical rules, which, for the most part, are not adéquate to the composite character and varied idiom of English speech. This is far from being enough to give the needful knowledge of what is the iiving language, both of our English literature and of the multiform intercourse — oral and v ritten — of our daily lives. The language deserves better care and more sedulous culture ; it née ms much more to préserve ita purity and to guide the progress of ita life. The young, instead of having only such fannliarity with their native speech as practice without method or theory gives, should be so taught and trained as to acquire a habit of tising words — whether with the voice or the pen — fitly and truiy, intelligently and conscientiously.

*' For such training this book, it is believed, will prove serviceable. The 'Practical Exercises? ftttached to the explanations of the words, are conveniently prepared for the routine of instruction. Tbe value of a course of this kind, regularly and carefully completed, will be more than tke amount of information gained respecting the words that are explained. It will tend to produce a thoughtful and aecurate use of language, and thus may be acquired, almost unconsciously, that which is not only a critical but a moral habit of mind — the habit of giving utterance to tiuth in •impie, clear and précise terms — of telling one's thoughts and feelings in words that express nothing more and nothing less. It is thus that we may learn how to escape the evils of vagueness, obscurity and perplexity — the manifold mischiefs of words used thoughtlessly and at randorn, of words used in ignorance and confusion.

"In preparing this édition, itseemed to me that the value and Iiterary interest of the beok might M increased by the introduction of a séries of illustrative authorities. It is in the addition ol thèse authorities, contained within brackets under each title, and also of a gênerai index to fucilil&te référence, that this édition difFers from the original édition, which in other respects is exactly feprinted. I hâve confined my choice of authorities to poetical quotations, chiefly berause it is in poetry that language is found in itt highest purity and perfection. The sélections hâve been naade from three of the English poets — each a great authority, and each belonging to a différent period, so that in this way some historical illustration of the language is given at the same time- The quotations from Shakspeare (born a. d. 1564, died 1616) may be considered as illustratingtha «se tff the words at the close of the 16th and beginning of the 17th century ; those from Milton (h«rn 1G08, died 1674) the succeeding half century, or middle of the 17th centurv; anj thèse frai» Woidswwth (born 1770) the contemnomy use in the 13th centurv.

D. Appleton fy Co.'s Educational Publications.