THE SCHOOL ETYMOLOGICAL DICTIONARY AND WORD-BOOK COMBINING THE ADVANTAGES OF AN ORDINARY PRONOUNCING SCHOOL-DICTIONARY AND AN ETYMOLOGICAL SPELLING - BOOK FOR USE SCHOOLS THE REV. JAMES STORMONTH . AUTHOR OF THE 'ETYMOLOGICAL AND PRONOUNCING DICTIONARY OF THE ENGLISH LANGUAGE,' ETC. WILLIAM BLACKWOOD AND SONS EDINBURGH AND LONDON MDCCCLXXII 302. 164. д PREFACE. 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. THIS Work-chiefly an abridgment of the | meanings of the Postfixes. Thus, under 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 in distinct black letters. 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 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 ex- | room in the preparation of the English hibiting, as fully as possible, the literal lessons. It is recommended that the elements of the root-words in their Eng- pupil be first made to commit to memory lish derivatives. The derived English the lists of prefixes and postfixes, with words are usually placed in alphabetical their illustrative examples and meanorder, but the teacher can take them ings; after which, in continuous daily in any order which his experience sug- lessons, the vocabulary of root-words gests as the best. A leading English and the related forms, with their derivaword is only followed by postfixes, in tives. Subsequent daily lessons from order to form other derivatives. The the Dictionary itself may be given as the part that represents the root-word in teacher judges best. Such a course of its English derivative is printed in instruction, if persevered in, and conblack letters, and the prefixes and tinued and repeated during successive postfixes, and the representatives of years, will give pupils a thorough knowother root words, in italics. The ledge of words, and an intelligent and great importance of these distinctions appropriate command of language, which will at once be apparent. Those root- could not otherwise be so readily and words only are given in the vocabulary easily acquired. The Author, as a practifrom which two or more distinct entries cal teacher for many years, knows well or groups of words are derived. The that to the skilful and highly-educated root-words of single entries, or single instructor many details are not needed; groups of words, will be found in their yet, perhaps, such brief details of the proper places in the Dictionary. 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. 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 EDINBURGH, September 1872. V SCHEME OF PHONOTYPES OR SOUND-SYMBOLS FOR THE PRONUNCIATION OF WORDS. Note.-) is the mark dividing words respelt phonetically into syllables; ('), the accent indicating on which syllable or syllables the accent or stress of the voice is to be placed. The marks () and (~) above the vowels are to be understood as having relation to the character of the sound alone, not to the prolongation, or the reverse, of the soundthat is determined in ordinary cases by the accentuation of the word. The mark (~) above the symbols aw, ow, oo, and oy, designates these as diphthongal sounds. |