TO THE TEACHERS OF YOUTH. THE earliest educational works usually put into the hands of Pupils, are either Carpenter's Spelling Assistant, or others of the same class; and when they have passed through these very elementary productions, there is no other book which forms a medium between them and expensive Dictionaries and Encyclopædias. This Publication, therefore, is put forth to supply such deficiency, as one better adapted to the purposes of Education, and much more in accordance with the information which parents desire their children should possess. In the first part, we have introduced more than the usual number of words of one and two syllables, because they form the roots of those which are more difficult. The greater portion of words having three or more syllables, are formed by certain prefixes and affixes, and have not that importance which has usually been attached to them; we have, therefore, disposed of that class rather briefly, to allow space for the insertion of a great number of others, which the recent progress of Art and Science, renders it essential for youth to become acquainted with at an early age. The present advanced state of literature, also, has brought into general use many words which were formerly considered the exclusive property of the scientific, so that it has become indispensable to introduce a variety of terms which previous compilers omitted. The multiplicity of such words has placed us in difficulties, arising, chiefly, from our very limited space; but we have endeavoured to present a useful selection, with such definitions and illustrations as, from their clearness and brevity, can be readily comprehended, and easily retained in the memory. In the choice of "hard words" our aim has been to interest the Pupil, by drawing his attention imperceptibly towards terms and subjects which are likely to be of use to him at a future period. At the same time, it is hoped the adult, whose avocations do not admit of extensive literary or scientific research, may obtain from the following pages more information than can be found in any work of its size and character, and which may prove of some service in the business of every-day life. (explaining terms in Science, Literature, and Art) PICTORIAL JUVENILE ENCYCLOPEDIA, 3s. Od. (The above two Works bound together) PICTORIAL GEOGRAPHY, Price 2s. With Maps 3s. PICTORIAL GRAMMAR FOR CHILDREN, Price 2s. 6d., or, Coloured 4s. In the Press, TOY BOOKS, ARITHMETIC AND GRAMMAR, At 6d. and 1s. each. SPELLING AND READING ASSISTANT. It is presumed that the young student is acquainted with the general principles of grammar, and therefore understands the arrangement of words in parts of speech. In the columns that follow, one or more letters are prefixed to each word, to point out the class of words to which it belongs, when used in the sense assigned to it in the explanation that comes immediately after. a. means adjective n. v. neuter verb s. substantive ad. adverb pro. pronoun interj. interjection WORDS OF ONE SYLLABLE. Ache, s. (ake) a continued pain an action, something Act, s. done Add, a. v. to join Aim, n. v. to try to reach Aim, s. the point one tries to hit, or reach Air, s. the element we breathe; a gentle wind Aisle, s. (ile) the passage between the seats in a church It In the English language, many words are spoken, or pronounced, differently from the way in which they are spelled. Thus, for example, the first word in the column above is spelled ache, but it is pronounced ake; and the last word in the second column is spelled aisle, but it is pronounced ile. Some other instances will be found in the columns of spelling which follow; and the pupil will remember that though he is to spell the word as it stands first, he is to pronounce it as it is spelled by the italic letters which follow. may seem strange that any word should be pronounced differently from the way in which it is spelled; but this has advantages which will afterwards be explained. A correct pronunciation of words is of great importance; not only that the person who speaks may be clearly understood, but that he may shew that he is not ignorant of the true meaning and common use of the words which he employs. B |