In the present work, the author has purposely avoided comparing more than two terms in one explanation. This plan, with one or two exceptions, has been uniformly followed throughout the book. It has been adopted for two reasons : 1st, because, in writing, it is almost always between two words that any difficulty of choice exists; and, 2dly, because the writer has been thus better enabled to give the inquirer a distinct conception of their real difference and respective limits, which could not have been so easily done, had he followed the practice of the beforementioned writers. Besides, as the object of this book is not so much to explain, as to lay down principles of explanation, this arrangement was unnecessary. The manner in which the book is intended to be used is as follows:-The explanations under each pair of words having been carefully and attentively read by the pupil, he should be questioned upon them by the teacher, and should be required to determine under which class they may be ranged; then, the exercises under each pair should be written out, the pupil introducing the word in the blank space; and lastly, other sentences of his own composition should be written, in which each of the words is to be employed in its proper signification. This practice will not only insure an accurate knowledge of the difference between the terms, but also, a proper application of the terms themselves; and it will impress that difference, as well as the principle upon which it depends, so strongly on the learner's mind, that he will not be soon likely to forget them. It would be superfluous to enlarge on the usefulness of such exercises as those here presented to the learner, were it not that this is the first occasion, as far as the author is aware, that a practical work on English synonymes has been offered to the public. An admission that something of the sort is a desideratum, does not, however, amount to a conviction that it is necessary, on the same principle that it is much easier to allow that we are in the wrong, than to set about doing right. It may be therefore proper to make some remarks on the effect which a systematic study of synonymy is likely to have, not only on the language and style of the student, but also as

regards the general improvement of his mind and his habits of thinking.

Coleridge, in whose writings we may perhaps gather a greater number of valuable hints on education than from any other modern author, says, in the Preface to his " Aids to Reflection," that a leading object of this work was "to direct the reader's attention to the value of the science of words, their use and abuse, and the incalculable advantage of using them appropriately, and with a distinct knowledge of their primary, derivative, and metaphorical senses; and in furtherance of this object, I have neglected no occasion of enforcing the maxim, that to expose a sophism, and to detect the equivocal or double meaning of a word, is, in the great majority of cases, one and the same thing." And, further, addressing the reader, he says: "Reflect on your own thoughts, actions, circumstances, and-which will be of especial aid to you in forming a habit of reflection-accustom yourself to reflect on the words you use, hear, or read; their birth, derivation, history, &c. For if words are not things, they are living powers by which the things of most importance to mankind are actuated, combined, and humanized."

When we reflect on the circumstances in which all children are of necessity placed, and the bad example they continually have before them, in respect of language, from servants and others, it is not surprising that they begin at an early age to use words loosely and incorrectly. Though, in this particular, some have much greater advantages than others, all are to some degree affected by this example, and parents cannot well begin too soon to take measures to counteract its effects. If all the English we hear spoken around us during our infancy and childhood were correct, there would be, of course, no necessity for this injunction; but the contrary is so notoriously the fact, that there are very few in whom this pernicious example does not produce an inveterate habit, and whom it does not affect, in some degree, through the whole course of their lives. There is one principle in education which should never be lost sight of, and which, notwithstanding its importance, does not appear sufficiently obvious to the minds, even of those

who devote considerable attention to the subject. It should be remembered, before any study be commenced, that we have two objects in view: one, and this of the greater importance, the effect the study will produce as to the general improvement of the mind; and the other, its practical utility as regards human comforts, or human intercourse. Now, the latter of these objects is that to which most men direct their attention, whilst the former holds but a second place in the opinions of many, and with the majority is considered wholly unimportant. The strength of mind to be acquired by a cultivation of the reasoning faculties is not so perceptible to the generality of mankind as those accomplishments which afford frequent opportunities of exhibition; and hence the exclusive attention paid to lighter accomplishments, and the comparative neglect with which the more valuable branches of education are treated.

The scanty information given to young students in all our schools, on the genius and character of the English language, would, of itself, be sufficient to warrant any writer in endeavouring to promote the knowledge of its nature and philosophy. It is a singular fact, that notwithstanding this unaccountable neglect of what ought to be considered an important branch of every Englishman's education, there are few who are not ready to admit the necessity of their closer acquaintance with their native tongue, and confess that a more accurate knowledge of their own language, acquired in early youth, would have better prepared them for many duties of common life they now feel utterly incompetent to fulfil. It is well known, that the usual course of instruction (as it is called) in the English language consists in making a pupil learn by heart the accidence and syntax rules in Murray's Grammar, write out a few dictation exercises, and occasionally compose a theme. But for the more essential acquirements in the language, nothing is done; not a word is mentioned about the philosophy of construction; nothing on facility of expression, forms of `idiom, formation of style, accuracy of expression from a proper choice of words, &c. &c. Again, on the subject of versification and poetry. There is not a single book extant which

explains the various forms and varieties of English verse in a popular manner, and adapted to early education. It is true, that some scanty remarks on this subject are to be found tacked to the end of one or two of our grammars; but these are mere sketches, and far from sufficient for those who wish to acquaint themselves with the forms and styles of our best poets. On this subject, also, as on many others connected with early education, the most singular ideas prevail. It is thought by many, that an attention to versification is likely to lead young persons into the habit of scribbling verses, and to call them off from the more serious duties of life. It is forgotten that in cultivating an innocent taste, we are purifying the mind from low and grovelling propensities, instilling a love of the true and beautiful, and establishing a most desirable resource in after-life, and one of the best modes of securing an avoidance of vicious or degrading pursuits. The principles on which the present work is based are equally applicable to a poetical and a prose style; that is, a careful choice and accurate use of terms are quite as necessary in the former as in the latter form of composition; and though the versifier must not expect to find here every thing he wants, it may be presumed that an application of the principles here adopted may be of considerable service to him in his studies.

But the importance of the English language, both as a subject of philology and of particular study, is now becoming generally acknowledged. It is high time, then, that something more should be proposed for the younger student than the mere grammatical exercise, or theme. Some mode of study is required which will make him exert his powers of discrimination in the use of words, and bring him into closer acquaintance with the beauties of his language, so that he may thereby acquire a relish for its characteristic power and genius. The attempt in the present work to supply that want is published with a confident hope that, whatever may be its defects, it may assist in giving an impulse to the study and promote the knowledge of that literature, which it should be every educated Englishman's boast to understand and appreciate.

SECTION I.

GENERIC AND SPECIFIC SYNONYMES.

THE principle upon which all the pairs of words in this section are discussed is the same as that adopted by natural philosophers in their classification of external objects. The whole natural world has been divided by them into three heads or kingdoms, viz.-1, the animal; 2, the vegetable ; and 3, the mineral kingdom; and each of these is again subdivided into orders, classes, genera, and species. Though, for various reasons, so comprehensive a classification cannot be applied to language, yet in investigating the cause of the difference between words which approximate in meaning, we shall frequently find it to depend upon this principle; that is, the one word will be found to specify precisely what the other expresses more generally. Indeed this occurs so often, that it may be confidently assumed as one mode of testing the difference between words, and thereby acquiring an exact knowledge of the limits of each. We find this difference between such words as to bury, and to inter; the former being the generic, and the latter the specific word. Whatever is interred is buried, but what is buried is not of necessity interred. To inter is a specific mode of burying; it contains the same idea as that which exists in to bury, but with the addition of certain accompanying ideas not found in the generic word.

Adjective-Epithet.

These words differ as the species from the genus. Every adjective is an epithet; but every epithet is not an adjective. Epithet is a term of rhetoric.* Adjective is a term of gram

[Epithets, in the rhetorical sense, denote, not every adjective, but those only which do not add to the sense, but signify something already implied in the noun itself; as if one says 'the glorious sun;' on the other hand, to speak of 'the meridian sun' would not be considered as, in this sense, employing an epithet." WHATELY'S Rhetoric.]