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.]

mar. The same word may be both an adjective and an epithet. In prose composition, the epithet is frequently put after the noun, as-Henry the Fowler, Charles the Simple, &c. In the first of these examples, the word "fowler" is, grammatically, a noun; rhetorically, an epithet; in the second, the word "simple" is both an adjective and an epithet. An epithet qualifies distinctively, an adjective qualifies generally. Much of the merit of style depends upon the choice of epithets.

[Moth. Once to behold with your sun-beamed eyes,

-with your sun-beamed eyes.

Boyet. They will not answer to that epithet.

Remove their swelling epithets, thick laid
As varnish on a harlot's cheek.

Exercise.

Love's Labour's Lost, v. 2.

P. R., iv. 343.]

"All the versification of Claudian is included within the compass of four or five lines; perpetually closing his sense at the end of a verse, and that verse commonly which they call golden, or two substantives and two with a verb between them to keep the peace."

"From these principles, it will be easy to illustrate a remark of the Stagyrite on the rosy-fingered, which Homer has given to Aurora. This, says the critic, is better than if he had said purple-fingered, and far better than if he had said red-fingered."

"This consideration may further serve to answer for the constant use of the same to his gods and heroes; such as the far-darting Phœbus, the blue-eyed Pallas, the swift-footed Achilles, &c."

"A word added to a noun, to signify the addition or separation of some quality, or manner of being, such as good, bad, &c., is an

"I affirm phlegmatically, leaving the

lanous, to the author."

false, scandalous, and vil

Answer-Reply.

Every reply is an answer, though every answer is not a reply. An answer is given to a question; a reply is made to an accusation or an objection. The former simply informs, the latter confutes or disproves. When we seek to do more than inform-to bring others to the conviction that the opinions they have expressed are mistaken or unjust, we reply to their

arguments. Witnesses who are examined on a trial do not reply to, but answer the questions put to them by the counsel, because, in such a case, information alone is required. The counsel for the defendant, in a trial, does not answer, but replies to the arguments used by the other party, because he seeks to prove that these arguments are false, and do not criminate his client.

During the night, the sentinel, hearing a rustling noise at some distance from him, demanded in a loud voice, "Who goes there?" and receiving immediately fired in that direction.

no

Sir,--In

must observe, &c.

to the statements made in your letter of this morning, I

As I cannot proceed in this affair, without obtaining information on these points, I shall feel obliged by your my letter at your earliest con

venience.

The advocate, in his

to the charges brought against the prisoners, fully established their innocence; and they consequently were immediately discharged from custody.

Nor had what to

"Perplexed the tempter stood,

How can we think of appearing at that tribunal, without being able to give a ready- to the questions which shall then be put to us?