illlBM^ ^««^^^^^^^^^^^ THE AMERICAN SYSTEM OF EDUCATION. .:.-:\- HAND-BOOK OF ANGLO-SAXOI OETHOGMPHY. INTWOPARTS. jFfrst ^art. ANGLO-SAXON ORTHOGRAPHY AND ITS MATERIALS. .Sccontt ^art. STUDIES IN ANGLO-SAXO.'^ ORTHOGRAPHY. The^rms, which occur most frequently in discourse, or which recall Uie most vivid conceptions, are Kon." — Editi, Rev. verily, was Uie glory of the English tongue before the Norman conquest."— Camdtn, BY ^ Citerarg 2l00ortaticn. \ ISTEW-YORK : ^^PRINTED AND PUBLISHED BY JOHN A. GRAY, 97 CLIFF STREET. 1852. [second edition.] I ^7/ Entered according to Act of Congress, in tlie year 1853, 33ii 3amcs Sitott anli Soljn E. (Ci^apman, FOR A riTIRART ASSOCIATION, In ttie Clerk's Office of tbe District Court of the United States for the Southern District of New-York. ii^-d^^^^ ^^'^ -^^w-^/ - CcS. c^s^ot^Y ^:. "^ THE LITERARY ASSOCIATION READER OF THE HAXD-BOOK OF A^^GLO-SAXOI ORTHOGRAPHY. TuK Literary Association, anticipating the inquiries wliicii this work must awaken, intro- duce thenaselves at once to the reader. The following statement, it is hoped, will meet all such inquiries. The Association was called into existence by the increased interest in education which has marked the history of our nation for the last ten years. They were placed at once in circum stances in which they had to examine the school literature of the United States. At the close of this investigation, which extended through years, the Association, though profoundly impressed by the activity of the American mind in this department of letters, could not avoid the conviction that the school-books had not been prepared with aufficieat reference to the laws of the human mind. With this impression, the Association entered upon a new field of labor. They proceeded to interrogate the humjui mind, and ascertain its general laws. They freely discussed such questions as these: " Does the mind grow ? Is its growth the unfolding of native energies? How does it grow ? By what laws ¥ By what methods ? For instance, How does the human mind acquire lavguage ? In answering the last question, it was ascertained that the mind first acquires the names of things, or nmns ; next, the names of qualities, or adjectives; and then, the names of actions, or verbs ; and that this seems to be a law of the human mind. The lland-Book of Anglo-Saxon Orthography grew out of the discovery of this and other laws of the human mind. In executing it, the Association proceeded to a careful analysis of the English language. They ascertained it to be a composite language, and like the great American nation, Unum « Plur.bus. They determined the relation of its various elements. They found the Anglo- Saxon to be the stock ; the Celtic, Gothic, French, Latin, and Greek elements, to be engraft- ures. In this order, they resolved to present them in the study of the Orthography of the English language. The next care of the Association was to determine the principles of the growth of words, as seen in their composition and derivation. (See pp. 23, 24 ) Compositioiu, they considered a form of (rrowth^ which takes place by the union of whole words; derivation^ a form of growtk that takes place by the addition of parts of words, which are known as terminations, suffixes, and prefixes. (See p. 25.) Mi^5C>J5aO TO THE READER. The terminations were determined and classified under the heads of number, gender, case, comparison, person, and tense. There are only nine of Anglo-Saxon origin. (See p. 25, at the bottom.) The suflSxes were also ascertained and arranged. They are twenty-five in number. (See p. 30. Their meaning and use are exhibited from pp. 30 to 40.) TJie prefixes were next examined, and their nature and number settled. They are eighteen in number. Their meaning and use are set forth from pp. 41 to 45. The terminations, suffixes, and prefixes, thus determined, are presented at one view on page 50. They form (he whole materials of the growth of Anglo-Saxon words. All these things the Association concluded to bring together in the First Part of the Hand-Book, under the head of Instructions. They are things to be known. Cut how shall these instructions be studied ? The Association, after due deliberation, pro- pose three ways, any one of which may be adopted, according to the circumstances and wants of the child. They may be studied by written or oral analysis. They may also be studied topically., or as subjects. The child may take up the topic of the Instruction, study and recite it in the order in which it is presented, attending to the name, origin, definition, the THING for which the word stands, and show the correctness of his knowledge by giving INSTANCES. Thus he may recite the first Instruction : — The word, orthography, is derived from two Greek words, and means correct writing. This study is not a new one. It was commenced when the first word was spelled or written. The field of orthography is the written word. It teaches us to represent words by letters. If I spell or write the word, book, for instance, it is an exercise in orthography. The Association proceeded to apply the materials of the first part of the Hand-Book and form a second part, which should consist of Studies instead of Instructions. The law of mind, according to which the child acquires, first, nouns, next adjectives, and then verbs, was made the basis of the classification of words, and the words of Anglo-Saxon origin arranged accordingly in these three groups. In carrying out this classification in its details, radical nouns are presented, and in connection with them, their terminations, suflixes, and prefixes. In this way, the child is led forth from home, and passes over all the objects that lie between it and heaven, gathering up their names Next adjectives are taken up, and then verbs. They are presented and studied In the same way as the noun. (For the entire classification, see page 8, of the Contents ; also pages 55, 102, 115 ) In addition to this, the Association added instances, giving the use of words. This is ex- plained in the plan of study, on page 54. Attention is constantly directed to it in the first word of every Study, which should serve as a model for all the other words, radical and derivative. An extract from Dr. Wisdom's address on the Anglo-Saxon part of the English language is. introduced at the beginning of the volume, which should be carefully read, as giving a clear, succinct, and condensed view of it. The Association believe that a child capable of reading the Hand-Book of Anglo-Saxon Orthography, may, in two quarters, study this book, and be in possession of some five thou- sand of the choicest Anglo-Saxon words, and their meaning. He will then be ready for the Hand-Book of the Gothic, Celtic, French, and Classic elements of the English language, which should be immediately taken up. TABLE OF CONTENTS ffivst ?&t. LV. — Classification of Words. Inst. LVI. — Plan of Study laid down. Inst. LVII. — Materials of Anglo-Saxon Orthography. Seconir ^atU STUDIES IN ANGLO-SAXON ORTHOGRAPHY. Chap. I. — Studies Explained. Chap. IL — The Plan Explained and Applied. VIU CONTENTS. Chap. III. — Home, Studies : Home, Houses, Outhouses, Kinds of Houses, Groups of Houses, Parts of a House, Household-Stuff, House- hold, Husband a»d Wife, Father aud Mother, Children, Servants, Food, Clothiug. Chap. IV.— Maw. Studies : Man, Body of Man, the Head, the Chest, the Upper Limbs, tlxi Lower limbs, the Frame and Clothing of the Body, States of the Body, Properties of the Body, Diseases, Senses, Soul, States of the Soul, Properties of the Soul. Chap. V. — ^Business. Studies: Hunting and Fishing, Farming, Building, Smithing Warring, Trading, Ofl5ces. Chap. VI. — Tools and Works of Man. Studies : Tools and Works of the Hunter and Fisher, of the Farmer, of the Housewright, of the Wheelwright, \)f tlie Shipwright, of the Mdlwright, of the Smith, of the Weaver, of the Housewife, of the Soldier, of the Learned Callings, of Different Kinds of Business, Weights and Measures. Chap. VII. — Works of the Creator. Studies: the Earth, Bodies of Land, Bodies of Water, Mine- ral Bodies, Plants, Animals, Bodies in the Heavens^ Chap. VIIL— God. Studies : God, Attributes, Relation of God to Man, the Abode of Gud, Chap. IX. — Place and Time. Studies: Places on the Earth and in the Heavens, Relative Places, Large Divisions of Time, Small Divisions of Time, Relative Divisions of Time. Chap. X. — Qualities. Studies: Qualities of Home, of a House, Outhouses, Household- Stuff, Household, Food, Clothing, Man, Body of Man, Parts of the Body of Man, <»f the Soul, of the Hunter and Hunting, of the Fisher, Farmer, War, Mechanics, Manufacturers, Traders, Sailors, Learned Callings, Officers, Works of Man, Works of God, Miners, Plants, Animals, Light, God. Chap. XL — Actions. Studies : Actions of Man, Body of Man, Senses, of the Soul, of the Household, Householder, Housekeeper, of the Hunter, of the Fisher, of the Farmer, of the Me- chanic, of Manufacturer, of Trader, of War, Lawyer, of the Doctor, of the Teacher, of the Artist, of Miners, of Plants, of Domestic Animals, of Wild Animals, of the Earth, of the Heavens, of God. Chap. XII.— Events. Studies : Events of the Household, of the Occupations of Man, of the Earth, of the Heavens, of GckI. :•: }^iA^2/ DR. WISDOM SAXON PART OF OUR LANGUAGE. The address of Dr. Wisdom on English Grammar was soon followed by one of equal interest on the Saxon part of our language. Profes-or Cadmus, in a late communication to the Association, has kindly furnished an outline of it. Dr. Wisdom, he says, was induced to prepare and deliver the address by two facts, observed in his investigations in English Grammar : first, that the structure and idiom of our language are Anglo-Saxon ; second, that its few inflections are derived from the same source. These facts led him to enforce the importance of paying greater attention to this part of our native tongue DR. WISDOM ON THE SAXON PART OF OUR LANGUAGE. Gentlemen, said Dr. Wisdom, it is a proud thing to have the English language for our native speech. Its structure is simple and massive, and its basis strong in all the elements of enduring power. Its history, to which I lately directed your attention, has taught you these things. Recall its outlines, gentlemen. From the present, look back on the past, Tlie English language now reigns over a vast territory — United States, British hies, Oxnada, Guiana, Jamaica, Guernsey, Jersey, Gibraltar, Liberia, Cape of Good Hope, Malta, India, and Australia. Once, it was known only on tlie isle of Thanet. Its home was Hanover and Westphalia, on the Continent Its wanderings were by the etormy Baltic, Caucasus, and distant Indus. It covers this territory, gentlemen, as a mixed language. It is found on the Continent, and in those wanderings, as the Saxon tongue, a branch of the great Teutonic family. As such, it was introduced into England in A. D. 450. Six successive settlements established it on the island. It became a national language in A. D. 836. The Celtic speech, the original language of the British Isles, existed only in a few districts. New changes awaited our mother-tongue. i^^'i^^ /^ j^Alx:pi^ :f.\kt of our language. *T^fe D%Ee 'a'l^'lTorwegian came in A. D. 827, altered its form, and brought in the Gothic eU^ment. Tlie ll^ornian- French conquered the Saxons in A. D. 1066, and engrafted the French element upon the native stock. Other changes fol- lowed. Latin and Greek words were freely introduced by the learned. Modern English arose in the time of Elizabeth — arose wiih the Anglo-Saxon element as the basis. To this element of our native speech, allow me to direct your attention. Gentlemen, said Dr. Wisdom, the love of our mother-tongue should be strong as death. It is the speech of home and the heart, and contains treasures of sacred memory. Who can forget, or neglect it, and not wound the dearest interests of his nature ? The Anglo Saxon is our mother- tongue. The French portion of our lan- guage is associated with wrong and oppression. A few memories of taste relieve this picture of it The Latin part belongs to arts, sciences and abstrac- tions. The other elements, whicli enter into its composition, are puny exotics. It is otherwise with the Anglo-Saxon. It forms the root, life, and beauty of the English language. Gentlemen, continued the Doctor, I wish you would weigh this matter, and render a just verdict for our mother-tongue. The verdict, which I ask, is a PREFERENCE to the Latin and French portions of the English language in the education of our children. The grounds on which I ask this verdict are weighty and just 1. The early words of home are Anglo-Saxon. It furnishes us with the names of husband and wife, father and mother, son and daughter and child, brother and sister, friends and kindred, and home itself. 2. The words of the heart are Anglo-Saxon. Such are love, hope, sorrow, fear, tear, smile, blush, laughter, weeping, and sighing. 3. The words of early life are Anglo-Saxon. And who can overrate their power? The foundations of the mind are laid amidst the objects for •which they stand, and their associations. 4. The words which stand for sensible things are mainly Anglo-Saxon: such, for instance, as the sun, moon, stars, water, earth, spring, summer, winter, day, night, heat, cold ; and nearly all our bodily actions. These are the words adapted to childhood. 5. The words of^ractical life are Anglo-Saxon. The farmer, the mer- chant, the laborer and salesman use this part of our language. The names of their instruments are mainly Anglo-Saxon. 6. The words that mark special varieties of objects, qualities, and actions, are Anglo Saxon, and give peculiar weight and point to our language. 7. The grammar of the English language is Anglo-Saxon. Its struc- ture, idiom, and inflections are derived from this source. SAXON PART OF OUR LANGUAGE. V On these grounds I rest my claim for a preference of our mother-tongue as the basis of education in the English language. It is admirably adapted to childhood, and capable of producing results, affecting happily the mind, heart, and life of our children. Dr. Wisdom continued : Counting on a verdict agreeable to these views, allow me now to make some suggestions on the study of orthography. The speaking and spelling of our language are widely different. This is apparent to every reflecting mind. Indeed, the difference is so great that it is almost useless to give any rules. What is to be done ? Shall we write as we spell ? Shall we lop off every letter that does not enter into the pronun- ciation of the word ? By no means. I would not tear away old associations, and efface the early records of the history of English mind, as seen in the form ol our words. I would learn the spoken language by the ear, and the written language by the eye. This is a simple remedy fur the evil, and the only cer- tain way of acquiring oral and written speech. I would teach the growth of our language also, said Dr. Wisdom. Tlie common practice is otherwise. Analysis is preferred to synthesis. I would reverse this order. I would begin with the radical word, show the process ot derivation and composition, and point out the exchanges of one part of speech for another. In this way, the child would be introduced to the formation ot his language. Indeed, he would form the language himself; and it would be to him as a living thing, because it would be the expression of his own mind. To make this mode of studying our language complete, I would always link the wordu with the things for which they stand, and reduce them to practice at once by giving instances. I would also arrange them in families, or groups, under the leading xoprcs of thought, and thus link them for ever to the objects to which they relate. It remains, added Dr. Wisdom, to define the place of the study of English orthography. There is danger of introducing it too early into the course of education. It should receive attention from the beginning ; but its study, as such, should be commenced after the elements of English grammar have been mastered. And why ? The study of orthography should embrace definition and the u&3 of words in sentences. Instances should complete every exercise. Now, these things cannot be attended to without some knowledge of grammar. The nou\i muH be defi7ied by the noun, and the verb by the verb. Such, gentlemen, U our mother-tongue in outline. We are proud of it. If other languages are hke the scimeter of Saladin, bright and keen, the Anglo- Saxon is like the mace of Richard, a thing of power. It is well used only by one man on this continent. But, gentlemen, the Anglo-Saxon is not all the English language. The Gothic, Celtic, French, Latin, and. Greek elements are invested with much Vi SAXON PART OF OUR LANGUAGE. interest, and must be called up to your attention at no distant day. I am am- bitious. I wish to hasten the dawn of a new era in education. The time is at hand, when the professor of the English language shall sit side by side with the doctors of Latm and Greek ; but he shall do so on the condition of placing the old Anglo-Saxon above the classics, and making Alfred and Caedmou and Bede more honorable than Virgil and Homer. Gentlemen, our old moiher- tongue has endured two captivities: one under the Norman-French, the other under the Latin and Greek. From the former, it was delivered under the reign of a king : from the latter, it is about to return under a president. FIRST PART, MATERIALS OF ANGLO-SAXON ORTHOGRAPHY. niND-BOOK OF ANGLO-SAXON OETHOGRAPHY. INSTRUCTION I. OETnOGEAPIIY. The word, orthography^ is of foreign origin. It is derived from two Greek words, and means correct writing. If I spell, or write the word roch^ for instance, the exercise is one in orthography. The study of orthography is not a new one. It was com- menced when ihQ first word was spelled, or written, and has been pursued in some way or other ever since. Even while reading, it receives attention. The eye fixes the forms of words upon the mind, as it fixes the shapes of sensible objects. The field or extent of this study is easily defined. It is WRITTEN WORDS. Orthography teaches us to write or rep- resent the words of spoken language by certain marks, called letters. As such, it is a part of the study of language. 14 ANGLO-SAXON ORTHOGRAPHY. INSTRUCTION it. LANGUAGE. Language is a familiar thing. It is known in the daily intercourse of life. The child uses it to tell his wants and hopes : the sage uses it to declare his opinions. The «rord, language^ is of Latin origin. It comes from the name of the tongice, because this organ is chiefly used in form- ing it. It is now the name of that system of sounds, or marks, by which we make known our thoughts. If I speak or write my thoughts about a rose or a book, the exercise is one in language. The study of language is one of great interest. As far as we are able to judge, language, in the first instance, came from God. There was only one language in Eden. There are now about three thousand varieties of it upon the earth. Some of these are only spoken : others are both spoken and written. Some of the languages are written in pictures, others in symbols, and others still in letters. Among these, we find our own — ^the Enghsh language. INSTRUCTION ill. THE ENGLISH LANGUAGE. This is our native tongue. It is spoken by the English and their descendants in every part of the earth. It is not the native language of the country, called Eng- land. It was imported from the ]S"orth of Germany by the Angles and Saxons about 450 A. D. The name of the lan- guage, as well as the country of England, is derived from one of these tribes, the Angles. ANGLO-SAXON ORTHOGEAPHY. 15 The Englisli language is now spreading fast over tlie earth. It has already won its way into all quarters of the globe. It is spoken in England, Scotland, and Ireland; Malta, Gibraltar, Gruernsey, Jersey, Cape of Good Hope, India, Australia, New Zealand, Jamaica, Canada, and the United States. INSTRUCTION IV. THE OEIGIN OF THE ENGLISH LANGUAGE. The English language is not the native speech of Eng- land. It came from that part of Germany now known as Hanover. The Angles and Saxons introduced it into Britain, now called England, about A. D. 450. Since that time, it has undergone many changes, and is now a mixed language. It has received words from the French, Gothic, Spanish, Italian, Latin, Greek, and Hebrew lan- guages. The Anglo-Saxon part is the basis. It is the mother-tongue of the present English. The Gothic words are very much like the Anglo-Saxon. They are Danish, Swedish, Dutch, and German. Such are the words, hoor, shop, scliooner, ivaltz. The French words are quite numerous. They were in- troduced chiefly at the Korman conquest, A. D. 1066. Such are the words, depot^ bouquet. Words of Spanish origin are limited in number. From this source, we have casie^ platina^ musquito. Words of Italian origin belong chiefly to music and paint- ing. Such are piano-forte, stanza, sketch, solo^ falsetto. The words derived from the Latin and Greek are quite numerous. They belong chiefly to the arts and sciences, and abstract qualities of things. 16 ANGLO-SAXON OETHOGEAPHY. ' The Hebrew supplies us witli a few words. Such, are 055, jubilee, Pharisee, Essene, Talmud^ and some others. The different living languages, now on the earth, have supplied us with a variety of words. These have been in- troduced by commerce and travel. We may mention here the Celtic, Eussian, Polish, Bohemian, Georgian, Persian, Arabic, Chinese, African, and native American languages. INSTRUCTION V. TBE ANGLO-SAXOX PAET OF THE ENGLISH LANGUAGE. The name, Anglo-Saxon^ is derived from the Angles and Saxons, German tribes, who began to settle in what is now called England, about A. D. 450. They drove out the old inhabitants, called Celts, if we except Wales and small portions of Scotland, Ireland, and England. The Anglo-Saxon is truly our mother-tongue — ^truly the English language. The words, borrowed or introduced from the various living and dead languages, have been merely engrafted upon it and partake of its form and nature. The Anglo-Saxon portion of our language includes about TWENTY-THREE THOUSAND words. Most of these are in common use. 1. They are the early loords of home. Such are the names of father, mother, brother, sister, son, daughter, child, home. 2. They are the names of our first feelings. Such are the words love, hope, sorrow, fear, smile, blush, laugh, sigh, groan. 8. The words ofjpractical life are chiefly Anglo-Saxon. They occur on the farm, in the shop, counting-house, and market. The tales of love and sorrow in every family are told in Anglo-Saxon words. ANGLO-SAXON ORTHOGRAPHY. 17 4. The names of sensible objects^ sucli as first awaken llie mind and are always with us, are Anglo-Saxon. Sucli are the names of the sun, moon, stars ; earth, fire, water ; spring, summer, winter ; day and night ; light, heat, and cold ; land and sea ; and many others. INSTRUCTION VI. WOKDS. Words form the materials of language. With these, we give shape to our thoughts and feelings. They become vocal^ and touch the ear. They become visible^ and please the eye. Words are familiar and well-known things. They form part of our daily life, and, like fuel, feed the constant desire to talk. Words are signs of things. When I speak or write the word, rose, you think at once of the flower for which it stands ; the object is recalled, and seen and smelled again. The English language, which is our native tongue, con- tains about SIXTY THOUSAND words. INSTRUCTION VII. WORDS AEE THE BEGINNING OF LANGUAGE. Language docs not begin with the alphabet. Single sounds, such as are expressed by letters, are unknown to childhood. Entire words, like entire objects, fix attention. Their sound pleases the ear. Their form, when written, fixes the eye. The child playing, or listening to household conversation, picks up whole words as he picks up whole pebbles and flowers in his early walks. Thus language begins — ^begins 18 ANGLO-SAXON ORTHOGRAPHY. with words. Simple sounds and letters are learned after- wards. INSTRUCTION V|II. THE KNOWLEDGE OF WORDS. A WORD, like a sensible object, was the point of departure. Here the ear was attracted. Here the organs of speech were first exercised. As the child, at first, thinks little or nothing of the parts of things, so he thinks little of the parts of words. He knows not that they have parts. The whole lamp catches his eye. The whole words, papa and mamma, catch his ear. So his knowledge of words begins. It begins with whole ivords. From a whole word, the child proceeds to a knowledge of its parts, leiiers and their sounds^ or advances to new words formed from it. Let U.S take, for instance, the word, father. He learns to divide it into two parts, fa and ther, and these again into the letters, yj a, t, h, e, r. He learns also to join other words or parts ol words to it, and form new ones. Thus, he forms fiithers, iaiheilike, father/iooc?, tmfatherZy. INSTRUCTION IX. LETTERS AND SOUNDS. The sixty thousand words that compose the English language are spoken with forty sounds, and written with twenty-six letters, or characters. These are called the ALPHABET. The sounds and letters will now be presented at one view, under the heads of vowels, dip>hthongs^ and consonants. ANGLO-SAXON ORTHOGRAPHY. 19 I. Vowel Sounds. There are twelve vowel sounds. 1. a as in father. 2. a as in fat. S. a as in fate. 4. a or aw as in water, law. 5. e as in mete. 6. e as in met. 7. I as m pm. 8. as in note. 9. as in not. 10. 00 as in fool. 11. w as in tube. 12. u as in tub. II. Diphthongs. There are four diphthongs. 1. ou as in house. 3. ew as in new. 2. 01 as in boil. 4. V as in bite. III. Consonants. There are twenty-four consonants. 1. w as in woe. 13. th as in thin. 2. y as in ye. 14. ill as in thine. 3. I as in low. 15. 9 as in gun. 4. m as in man. 16. h as in kin. 5. n as in not. 17. s as in sin. 6. r as in ran. 18. sh as in shine. 7.^ as in pan. 19. z as in zeal. 8. 6 as in bin. 20. zh as in azure. 9. V as in van. 21. ch as in chin. 10./ as in fan. 22. j as in jest. 11. if as in tin. 23. ng as in sing. 12. c^ as in din. 24. h as in he. If we look over the forty sounds of our language, as pre- sented in this view of them, the twelve vowel sounds are represented by five letters, three of the diphthongs by two letters each, and one of them by one letter. The twenty-four sounds known as consonants are represented by eighteen letters. This is done by making z stand for two sounds, th for two, and sA, ch and ng for separate sounds. The letters c, X and q are of little or no use. C is represented by i* 'iO ANGLO-SAXON ORTHOGRAPHY. in words like cake, and by 5, in words like cider : x is the same as ks or gs^ and g[ is the same as hw. INSTRUCTION X. SYLLABLES. Many of the sixty thousand words which compose the English language cannot be sounded at once. Such are words like father, river, contentment. They are broken into parts, called syllables ; as, fa-ther-ly. A syllable is a word, or so tyiucIi of one as can he sounded at once; as, man, riv-er, cheer-ful-ly. The division of words into syllables requires attention. It may be understood by attending to a few rules. 1. Two vowels are separated, when they do not form a diphthong: li-on, cru-el. 2. A single consonant is joined to the latter of two vowels : fa-tal, pa-per. 3. Two consonants coming between two vowels are com- monly separated : car-man, bar-ter, con-tents. 4. Three or more consonants coming between two vowels are not separated, if the first vowel is long: de-throne, a-thwart. 5. Three or more consonants are separated when they cannot be readily sounded together: trans-gress, ab-stract. 6. Terminations are commonly separated : teach-er, fish-er. INSTRUCTION XI. QUANTITY. The voice, in sounding letters, syllables, or words, may be prolonged or shortened. This is called quantity. ANGLO-SAXON" ORTHOGRAPHY. 2t. Quantity is length of voice^ as heard m vowels and syllahles. A vowel is long when it is allowed to vanisli away ; as, Ca-to, fa-tlier. It is short when part of its sound is cut off ; as, fat, bzt, at A syllable is long when the voice, in sounding it, is pro- longed ; as, feet, sit, shut. It is short when the voice is hurried over it ; as, bat-ter, in-com-pat-i-ble. Quantity requires constant attention. It gives a pleasing variety to conversation and reading. But it is seldom observed. The signs of quantity are ■^•, — , as in presume. INSTRUCTION XII. ACCENT. The voice, in sounding words of more than one syllable, varies its /orce. It is stronger on one syllable than on another. This is called accent. Accent is force of voice on one or more s-yllables of a tuord. It is observed on the syllable t?j in iy-Ynnij and the syllable sume in the word ipre-sume. Accent is very important. It gives a pleasing variety to the sound of a word, and in many cases, even fixes its mean- ing. Its sign is /. This is called the acute accent. The other accents are of no moment in this place. Its importance is seen in the change which it produces in some words. Thus : August,.th.Q name of a month. Au-gust, the quality of a person. Min-ute^ sixty seconds. Minute, small. Des-ert, a wilderness. Desert, what one deserves. INSTRUCTION XIII. OETHOEPT AND OETIIOGEAPHT. The words of our language may be either spoken or written. In the one case, they are addressed to the ear ; in 22 ANGLO-SAXON ORTHOGRAPHY. the otlier case, to the eye. They appear as audible or visible tilings. To make tliem audible is the province of orthoepy : to make them visible is the work of orthography. Orthoepy is derived from two Grreek words, and means correct speaking. It teaches us the spoken word ; its sounds, syllables, and accents. If I sound the word, minute^ it is an exercise in orthoepy. Orthography is derived from two Greek words, and means correct writing. It teaches us the written word ; its letters, syllables, and accents. If I spell or write the word, desert^ it is an exercise in orthography. INSTRUCTION XIV. ETYMOLOGY. It is not enough to be able to speak and write words. We wish to know their origin^ and the changes through which they have passed, or their history. Etymology tells us about these things. Etymology is derived from two Greek words, and means the true account of a word. It treats of the descent of words, and their changes of form. As such, it introduces us to knowledge of the first importance. An instance will explain the whole subject. The word, child, is an original one, and means issue, or what is produced. From this word, others are formed ; as, children^ childhood^ childlike^ childish^ child- ishly. They differ from it in form and meaning. To point out such differences, and mark the true descent of words, is the business of etymology. Another instance : I take the word, ungodly. I remove the part, ly^ which means like, and the part, un^ which means not. Thus is left the complete word, God^ which is an original one, and comes from the Saxon. It means good. ANGLO-SAXON OETHOGEAPHY. 23 This is etymology, since it gives a true account of tlie word, ungodly^ its changes of form, descent, and meaning. INSTRUCTION XV. BADIOAL AND DEEIVATIVE WOEDS. In seeking the origin of words, we find some that are not derived from other words, and some that are. We find RADICAL and DERIVATIVE WOrds. The term, radical^ is taken from the Latin, and means helonging to the root. As the root gives rise to the stem and branches, so do certain words give rise to others. Care^ for instance, is a word of this class ; and from it are derived the words care/w?, carefe, carefaZy, and others. It is a radical word. A radical word is one that gives rise to others. Man is such a word, as it is the source from which manly ^ unmanly^ manlike^ and others, are derived. The term, derivative^ is taken from the Latin, and means tending from a source^ as a stream from its fountain. As streams are derived from fountains, so are some words derived from other words. Thoughtless is a word of this class, as it is derived from the word, thought. It is a deriva- tive word. A derivative loord is one that has its origin in some other word. Ungodly is such a word, as it has its origin in the word, God, INSTRUCTION XVI. THE COMPOSITION OF WORDS. ^ Words are brought together in speech to express our feel- ings. We speak of a black berry, a black bird, a red bird. Words are iil^o joined^ and form new ones. This is the COM- 24 ANGLO-SAXON ORTHOGEAPHY. POSITION of words. Fox-hunter, sea-sick, black-bird, and. father-land, are produced by composition. The coiii'position of words is the union of two or more luords to form a new one. The word, thus formed, is called a com- pound one ; and the words from which it is formed, are known as simple words. A simple word is one that is not combined with another. Ship, wreck, watch, maker, tea, cup, are simple words. A compound word is one that is formed from two or more simple words hy combination. Ship-wreck, watch-maker, tea- cup, cock-crowing, are compound words. INSTRUCTION XVII. THE DERIVATION- OF WORDS. Vast numbers of the words of the English language are derived from other words. Their descent is easily traced, and their origin pointed out. An instance will explain this. If we examine the word, mimindful^ it will be seen at once that we can take away the parts, un^ and fu\ and there will still remain the word, inind. We say, then, that unmindful is derived from mind^ by the addition of un and ful. This is an exercise in derivation. The word, derivation^ is from two Latin words, meaning from a stream. It treats of the descent of words from their sources in other words, and points out the manner in which they arise, as a traveller would point out the course of rivers, and trace them to fountains in the remote table-lands. It directs our attention to two classes of words, radical and de- rivative, as composition directed it to two classes, simple and compound. A radical word is one that gives rise to other words. Child, man, and book are radical words. ANGLO-SAXON ORTHOGRAPHY. 25 A derivative word is one that ha^s its origin from another word. Manly is a derivative word, and has its origin from man, INSTRUCTION XVIII. THE MANNER OF DEEIVATION. How is one word derived from another ? This is a usef al question, and should be carefully studied. Derivation takes place in three ways : by terminations, by SUFFIXES, and by prefixes. A termination is a letter or letters added to the end of a word to vary its meaning. The s in fathers, and the er in wiser, are terminations. A termination shows the relation of one word to another. A suffix is a letter or letters placed at the end of a word to form, a Tiew one. Less, in childless, and hood, in GhildJiood, are suffixes. A prefix is a letter or letters placed before a word to form a new one. A, in abroad, and mis, in misguide, are prefixes. Terminations, suffixes, and prefixes answer the same pur- poses in a family of words as christian names in a family of persons. They mark the individuals. INSTRUCTION XIX. TERMINATIONS. Many derivative words are formed by terminations. The addition of a letter or letters changes the form of the radical word, and varies its meaning. The Anglo-Saxon terminations are as follows : s, n, r, st, ress, ster, st, th, and ed. These may be considered under the heads of number, case, comparison, gender, person, and tense. 2 2S ANGLO-SAXON ORTHOGBAPHT- INSTRUCTION XX,. TEEMINATI0N8 THAT M A E K N¥MBEE. 8, ES, E», AND A CHANGE OF VOWEL. The names of single things are changed into the names of two or more things by certain terminations. These are 5, es, and en. A change of vowel, in some cases, answers the same purpose : man, men. If the word ends in / the / is changed into v before es : loaf, loaves. K it ends in y, the y is changed into i : lady, \dkdiies. ES. EN. Change Of Vowel. More than one. Spade, a tool to dig with. Spade5, two or more tools to dig with. Plough, a tool to turn up the soil. Ploughs, two or more tools to turn up the soil. Box, a chest or case. Boxe«, two or more chests. Dish, a broad, open vessel. Dishcs, two or more broad, open vessels. Ox, a domestic animal. Ox(fw, two or more domestic animala* Foot, the lower part of the leg. Yeev, two or more lower parts of the leg; Man, a human being full grown. MeN, two or more human beings full growiL INSTRUCTION XXI. TEBMINATIONS THAT MAEK OASS, The names of persons and things become the names of possessors by certain terminations. These are '5, '. The termination h consists of two parts, the s and the ANGLO-SAXON ORTHOGEAPHY. 27 mark ', called apostroplie, wliich marks the absence of a vowel : §jiiitlia5 hat, Smith's hat The termination ' is used in the plural, when the word ends in 5; trees'5, trees'. The s after the apostrophe is dropped, because there would be too much of the hissing sound if it was retained. The boy's book, or the book that belongs to the boj. The micn's spades, or tlie spades owned by the men. Possession.ThQ trees' leaves, or the leaves belonging to tli^ti'ees. The oxen's horns, or the horns possessed by the oxen. The ships' sails, or the sails belonging to the ships. INSTRUCTION XXII. TERMINATI0X8 THAT MARK SEX. ESS, AND STEU. The names of some male animals and persons are changed into the names of female animals or persons bj certain ter- minations. These are ess, and ster. EXERCISE. ESS. 8TER. Liox, a male animal of the cat tribe. ^ LioNcss, a female animal of the cat tribe. female. Poet, a male person who writes verse. PoETCss, a female person who writes verse. A also one ^riNs^er, a female person who spins. iffho ^oyastress, a female person who sings, guides. TEXuster, one who guides a team. 28 ANGLO-SAXON ORTHOGEAPHY. INSTRUCTION XXIII. TEEMINATIONS THAT MARK OOMPAKISOX. R, ER, ST, EST. The names of qualities undergo some change of form. Certain terminations are added that change their form and meaning. These are r or er, which means more; st or est^ which means most. The termination r or er means the rela- tion between two things expressed by more ; and the ter- mination st or est means the relation between many, expr3ssed by most. R. ER. ST. EXERCISE. "Wise, having knoAvledge. "WisEr, having more knowledge than another. ^ More, ^^^'^ "^°^^^^- Fair*?/", more comely than another. Narrow, having little breadth. NARR0WA. TERMINATIONS THAT MARK THE TEXSE OF YEEB9. D, ED, OU CHANGE OF VOWELS. Yerbs declare sometliing at different times. Sometimes they declare it now, at other times, before now. To do so, they undergo some change of form, by taking the termina- tion d or edj or changing a vowel. EXERCISE. r Live, to have life now. I LivEc/, had life be/ore now. ^' I Walk, to move with the feet now. ED 1 ^^"^^^^ "^^' Walke^ did move with the feet before now. Hope, to expect sotnething now. Hopec?, did expect something before now. 30 ANGLO-SAXON OKTHOGEAPHY. Speak, to utter sounds now. Oh f V 1 ^^^^^ ^^^ utter sounds before now. Write, to make marks now. "Wrote, did make marks before now. INSTRUCTION XXVI. SUFFIXES. Yast numbers of tlie derivative words of tlie English lan- guage are formed by suffixes. The word, suffix, is derived from two Latin words, and means that which is fastened upon. Like, in the word father- like, is a suffix, and is fastened on to the word father. A suffix is a letter or letters added to the end of a word to form a new one. It changes the form of the radical word, and gives us a new one with a new meaning. The Anglo-Saxon suffixes are as follows: 7dn, och, ling, ie, en, ish, ness, hood, head, dom, ship, ric, age, ly, like, wise, less, some, ful, ing, en, ward> n, y, er. INSTRUCTION XXVII. DIMINUTIVE SUFFIXES. KIN, OCK, LING, IE. The suffixes, Tcin, och, ling, and ie, are called diminutives, because they lessen the meaning of the words after which they are placed. They mean small and dear. ANGLO-SAXON OETHOGEAPHY. 81 KIN. OCK. LING. IE. Small and dear. Lamb, a young slieep. JuXiOikin, a small young slieep. Pipe, a clay tube with a bowL Fipkin, a small earthen boiler. Hill, an elevation of land. HiLLock, a small elevation of land Bull, the male of the ox tribe. BuLLoc^, a small male of the ox tribe. Duck, a water fowl. DvcKling, a small or young water fowL Lord, a master or ruler. liORDling, a small or little ruler. Lass, a young country girl. luASsie, a small young country girL Lady, a noble woman. Ladzc, a small and dear noble woman. The suffix, ie, is used only in tlie Lowlands of Scotland, and in some kinds of poetry. INSTRUCTION XXV1I1. MOEE DIMINUTIVE SUFFIXES. EN, AND A CHANGE OF VOWEL. A change of vowel is a common way of forming deriva- tive words. In a few instances, this change lessens the meaning of the radical word, and is a diminutive suffix ; as, kit from cat EN. Change of Vowel. Cock, a male barn-yard fowl. CniCKew, a small or young barn-yard fowl. ■ Cat, a four-footed animal of the tiger tribe. KiTT(?n, a little or young cat. Cat, a four-footed animal of the tiger tribe. Kit, a little or young eat. „ „ Goat, a four-footed animal like the sheep. Small. ^^ -,. ,, Kid, a little or young goat Top, the highest part of anything. Tip, the smallest point of the top. 82 ANGLO-SAXON ORTHOGRAPHY, INSTRUCTION XXIX. THE surFix, isn. The suffix, ish^ is an important one, and forms a large clas^ of diminutive words. It has three meanings. Ish^ added to adjectives^ means someivhatj or a small degree of the quality : white, whitish. Ishj added to proper names, denotes possession : EnglM^ DsLTiish, Swedish, Ish, added to common names, means partaking of: fool, ioolish; brute, hrdiish. EXERCISE. Green, a color. Greenz'sA, somewhat green. Dark, want of light. DARK^■sA, somewhat dark. Dane, an inhabitant of Denmark. Danish, belonaing to the Dane. lSR.-{ Possession, cs • iTu-^ i. c a j Swede, an inhabitant of Sweden. Swedish, belonging to the Swede. Fool, one void of sense. Partaking Foohish, partaking of the nature of a fool. of. Rogue, a dishonest fellow. JioGvish, partaking of the nature of a rogue. Somewhat. INSTRUCTION XXX. THE SUFFIX, NESS. The suffix, ness^ forms about thirteen hundred deriva- tive words, and has three meanings. It is added to adjectives, and forms names that denote the quality or state of the adjectives : good, goodness ; wide, widewe55. ANGLO-SAXON ORTHOGRAPHY. 83 NESS. ^ Hard, firm to the touch. Quality IlARDness, the quality of being firm. of- State of. Smooth, even to the touch. SMooTiiness, the quality of being even. Wicked, evil in heart or practice. WicKEDWtfss, the state of being eviL Crude, raw or rough. CRUDEwess, the state of being raw or rough. Careful, full of care. Carefulticss, the state of being full of care. Roguish, partaking of a rogue. RoGUisHwess, the state of partaking of a rogue. Manly, like a man. Manliw^ss, the state of being like a man. Toilsome, somewhat wearisome. ToiLsoMEness, the state of being somewhat wearied. Froward, wilful disobedience. FRowARDne«s, the state of wilful disobedience. Healthy, a sound state, HjEALTHiwfis*, the state of being sound. INSTRUCTION XXX. THE SUFFIX, HOOD. The suffix, hood^ is one of much interest. It is derived from a word which means to ordain or place a thing. Its common meanings are, state^ quality^ and condition. Hood is added to certain names, and means state: boy, ho J hood; man, man/iooc?. Hood is added to the names of persons in office, and means condition: priest, priestAood Hood is added to adjectives, and means the qualities which they express : hardy, hardiAooc?. 2* 84 ANGLO-SAXON ORTHOGRAPHY. HOOD. -{ EXERCISE. "Woman, the female of the human race. WoMAshood, the state of the female of the human race. Man, the male of the human race. Man/< ooc^ the state of the male of the human race. Knight, a man of military rank. Kmawihood, the condition of a man of military rank. Priest, one who waits on the altar. PuiEST/iooc^ the condition of one who waits on th<3 altar. Lusty, stout or strong. Quality LusTi/tood^ the quality of being stout. of. Likely, like truth. LiKELiAooo?, the quality of being like the truth. State. Condi- tion. I NSTR UCTIO N XXXII. THE SUFFIX, HEAD. This suffix is derived from a word wliicli means to Jieave^ and then that which is high. It denotes the nature of a thing. C God, the Supreme Being, Creator. I GoDhead, the nature of the Supreme Being. HEAD J ^^^^^^^ Hardy, bold, daring. ' I of. llAKmhood, the nature of being bold. I Maiden, an unmarried woman. L MAiDENAcac^ or hood, the nature of an unmarried woman. INSTRUCTION XXXIII. THE SUFFIX, DOM. The suffix, dom, is of doubtful origin. It is likely derived from a Saxon word, which means law, or rule. Its common are, dominion^ state, or office, quality and act. DO^L' AI^GLO-SAXON ORTHOGRAPHY. 35 Duke, a nobleman. _ . . DvKEdom, the dominions of a duke. Dominion, ^y. ^, ^ if ^• King, the supreme ruler of a nation. KiHGdom, the dominions of a king. Free, without restraint. FRKKdom, the state of being free. Thrall, slavery. TaKAhdom, the state of slavery. Wise, having knowledge. Wi&dom, the quality of being wise. J . Martyr, one put to death for his cause. MARTYB^fom, the act of putting one to d«ath for his cause. Slate. Quality. INSTRUCTION XXXIV. THE SUFFIX, SHIP. Ship forms an interesting class of derivative words. It is derived from a Saxon word, which, means malce^ or sha;pe. Its common meaning now is, s^ate, or office, EXERCISE. Friend, one attached to another by love. FRiENDs/tip, the state of being attached by love to another. Son, a male child. Soaship, the state of a son. ^ State or Court, to seek favor. Q^ce. CovRTship, the state of seeking favor. "Workman, one who labors. WoRKMANsAi/), the state or character of the work. King, one who rules as the head of a nation. KisQship, state of a supreme ruler. INSTRUCTION XXXV. THE SUFFIXES, EID AXD AQB. Bic is used in a few cases. It comes from a Saxon word which means rich, or powerful This is still its meaning after SHIP. 36 ANGLO-SAXOIT OETHOGRAPHY. names of persons; as, Fredenc. It commonly denotes of fice^ or rank ; also, dominions. Age^ as a suffix, means state^ or rank ; also, dominions. RIC. AGE J EXERCISE. Office, or Brsnop, an officer who oversees the churcli. rank. Bisnorm, the office of a bishop. Pupil, a scholar. State, or TvpiLage, the state of a scholar. rank Peer, a nobleman. V^E&age, the state or rank of a peer. INSTRUCTION XXXVI. THE SUFFIXES, LT, LIKE, WISE. Ly and lilce are different forms of tlie same suffix. They are derived from a Saxon word, and mean like. They ex- press resemblance^ and sometimes manner. Wise is a Saxon word, and means manner. LY. LIKE. WISE. Man, the male of the human specieat MAN/y, like a man. Friend, one attached to another by loTe. Friend/?/, like a friend. Resem- ^'^^^'^^ ^^^^ female of the human species. blance, WoMAN/iA;(?, like a woman. or Cold, not warm to the touch. Manner. ColdZi/, in a manner cold. Rude, rough, not refined. Rude/?/, in a manner rude, or a rude manner. Like, equal in some way. LiKEwise, in like manner. AUGLO-SAXON OETHOGBAPHT. S7 INSTRUCTION XXXVII. THE SUFFIXES, LESS AND SOME. Less is a common suffix. It comes from a word wLicli means to hose or separate. Its common meaning is without^ wanting something. Some is derived from a Saxon word, denoting a certain quantity. Its sense, in common usage, is quantity in a greater or less degree. LESS. SOMR-{ Somewhat. Cash, ready money. Cash/-?**, without ready money. Without. Y^yjY^^ what is produced by the earth. Yvivnless, without fruit. BuTiiE, cheerful. BLiTHE.sowie, somewhat cheerful. Glad, joyous. GrhKHsome, somewhat joyous. Mettle, spirit, ardor. MKTTLEsome, somewhat spirited. INSTRUCTION XXXVIII. THE SUFFIX, FUL. The suffix, ful^ is of Saxon origin. It is derived from a word wliich. means com'plete. It commonly means ihound- ing in, EXERCISE. Hope, the expectation of future good. Hope/w/, abounding in hope. , Abound- Fruit, the productions of the earth. ^ j ^^9 «w- FRurr/w/, abounding in fruit. Care, toil, or anxiety. I Caee/w^, abounding in care. 88 ANGLO-SAXON ORTHOGKAPHY. INSTRUCTION XXXIX. THE SUFFIX, INa. Ing is an important suffix, and forms a large class of deri- vative words. It commonly means tending to or continuing io: laugh, IsiUgking ; shame, shammy. ING. Cleanse, to make clean. Tending Cleanszw^, tending to make clean. to. Amuse, to please, av entertain. AMUsm^, tending to amuse. Walk, to move with the feet. Continu- WALKznj', continuing to move with the feet. inff to. Write, to make marks with a pen. WEiTm^r, continuing to make marks with a pen. INSTRUCTION XL. THE SUFFIXES, WAED, EEN. Ward^ as a suffix, is added to nouns and forms adverbs. It is derived from a word which means to turn to. Its com- mon meaning is towards^ in a certain direction, Em is a Saxon suffix, and has the sense of place. WARD. ERN. Towards Place. EXERCISE. Home, thi place where one lives. IIoMEioarc^ towards home. Heaven, the place overhead, the sky, the place of God's throne. HEAVEXwarc?, towards heaven. North, a point in the heavens. NoRTuwarc?, towards the north. East, the point of the heavens where the sun rises. EASTerw, the place of the rising of the sun. N, EN. ANGLO-SAXON OKTHOGRAPHy. 39 INSTRUCTON XLI. THE SUFFIX, N, EN. This suffix is derived from an old Saxon word, and lias tlie sense of giving or bestowing. In its common nsage, it has two meanings. It is added to nouns to make adjectives, and means made of. It is added to adjectives to make verbs, and means to make. EXERCTSK Oak, a tree, or a certain ■wood Oakcw, made of oak. •'* Silk, the thread produced by a worm. SiLKCH, made of silk. Soft, yielding to the touch. „ , barren, to make soft. To make. , Black, a color. Black^^, to make black. INSTRUCTION XLII. THE SUFFIX, Y. This suffix is of Saxon origin, and has tlie sense of hold- ing or possessing. It has now three meanings : little^ place wliere^ and quality. Baker, bakery, and might, mighty, are instances. EXERCISE. {ume Jt dear. ^^°^' ^ ^^^^^ ^^"^^- , .,, Bab?/, a little young child. Nurse, to nourish as a babe. ) NuRSER, one who nourishes. ) Place where Purser?/, the place where a child is nursed. Fisii, to take fish. ' ) Fisher, one who takes fish. ) FisHERy, the place where fish are taken. Might, power. MiGHTy, the quality of power. Quality of. c raft, cunning. Cbaft^, the quality of cunning. Y.< ER. 40 ANGLO-SAXON OETHOGEAPHY. INSTRUCTION XLIII. TUBE SUFFIX, EB. jEV is an important suffix, and forms a large number of words that are names of agents. It has tlie sense of agentj or doer. EXERCISE. Plough, to turn up the soil with the plough. FhoVGiier, one who turns up the soil with a plough. one wiio S^^'MBERfr, one who sleeps. Mow, to cut with a scythe. Mow^r, one who cuts with a scythe. INSTRUCTION XLIV. PREFIXES. Derivative words are formed by prefixes, as well as suffixes and terminations. J/zsguide is an instance. The word, prefix, is derived from two Latin terms, mean- ing to fasten on hefore. It is the name of the letter or letters which we place before radical words to form derivative ones. Mis^ in the word misguide, is a prefix, because it is fastened on before the radical word, guide. The prefixes are as follows : a, 5e, for, to^ mis, out, m, of or off, over, under, with, mid, un, in or em, on, up, down, n. I N STR UC TIO N X LY . THE PREFIX, A. The prefix, a, as it appears in English, has a twofold ori- gin. In one case, it is derived from a word that has the force of did. It adds force to the meaning of the word to which it is added: drift, adrift. In the other case, it comes from a word, meaning on or upon: bed, abed. ANGLO-SAXON ORTHOGRAPHY. 41 Did. On. Rise, to raise oneself. -4rise, to stand up. Wakk, to rouse from sleep. -4 WAKE, to rouse up from sleep. Bed, a couch to sleep on. ^BED, on or in the bed. Loft, an elevation. -4loft, on an elevation, abovo. NSTRUCTION XLVI. THE PEEFIX, BE. The prefix, 5e, comes from a root whicli means to press close or near. Its common meanings are, nearness^ closeness^ on, and hy. EXEKCISa. Deck, to clothe. J5^DECK, to clothe "with taste. Set, to place. jScset, to place on or about. Come, to draw nigh. ^-DAy, the present time the sun is visible. j?<>GETUKR, in company with. INSTR UCTION XLVIII. THE PEEFIX, MIS. Mis is one of our most striking prefixes. It comes to us from a word wliicli means to fail^ or err. It lias, in com- mon usage, the sense of the word, to miss. The prefix, mis^ has two meanings. The one is, wrong ; as in mwtake, to take wrong. The other is, not; as in mis\AkQ, not to hke. EXERCISE. MIS. Wrong, amiss. Not. Shape, to give form to a thing. if JssHAPE, to shape wrong, or fail of the right si tape. Call, to name. J/zscall, to name wrong. Seem, to appear or become. iirissEEM, not to become. Trust, to confide in. MisTRVfiiy not to confide in. Beseem, to suit or fit. J[/i5BESEEM, not tO fit. INSTRUCTION XLIX. TnE PREFIXES, OUT, IX, OF OE OFF. Out and in are of Saxon origin. Out comes from, a word that means beyond. It has two meanings, beyond and with- ANGLO-SAXON ORTHOGRAPHY. 48 out. In has its origin in a word wliicTi means to inclose. Its sense, in common usage, is witJiin^ as opposed to without. OUT. IN. OF, OFE. Beyond, without. Within. Out of, from. EXERCISE. Weigh, to be heavj. Oa^wEiGii, to be heavy beyond another. Watch, to guard. Oit^wATCH, to guard beyond another. Wall, a defense. OwAvALL, the wall without.' Beeed, to produce. /nBRED, produced within. Board, the cover of a vessel. iiiBOARD, within board. Set, a shoot. O^SET, a shoot from an old plant. INSTRUCTION L. THE PREFIXES, OVEE, UNDER. Over is a simple prefix. It has its origin from a word which means to pass^ and then to pass over. It has two mean- ings, above and across, or beyond: leap, overleap ; look, overlook. OVER. UNDER. Above. liOOK, to view with the eye. OverLooK, to view above. Count, to rate or reckon. OvcrcouNT, to rate above value. Pass, to go by. Across OverPAfis, to go across. ^^ - Grow, to increase in size. ^^^^ ' OverGROw, to grow beyond what is fit or Write, to form letters. beneath. UndervfRiTE, to form letters under something else. u ANGLO-SAXON ORTHOaRAPHY. INSTRUCTION LI. THE PEEFIX, WITH, MID. The prefix, withj comes from a word wliicli means to press and then join. Its common sense is against: hold, with- hold. EXERCISE. Stand, to be firm. WitJisTAyiD, to stand against Draw, to take out WitkoRAvr, to take from, draw against. Hold, to possess or retain. WithiioLD, to possess against Day, the time tlie sun is visible. MidDAY, the middle of the time he is visible — noon. WITH. MID. Against. Middle, or with. INSTRUCTION Lll. THE PEEFIXES, TX, IJT, ON. Un has two meanings, which require attention. When placed before adjectives, it has the sense of not: able, un- able. . When placed before some verbs, it gives them the OPPOSITE SENSE: bend, unbend- twist, wntwist. In has also two meanings as a Saxon prefix. It means within: case, mease. It means, in some cases, rnore, in- creasing the sense of the word to which it is joined: close, to shut ; zViclose, to shut around. UN, - Not Aback. Able, ha\yng power. Z7/IABLE, not having power. Bind, to tie with care. t/nBiND, to untie or loose. TwisT, to unite by winding. f/ViTWisT, to separate by unwinding. Bend, to work by straining. DwBEND, to bend back again. ANGLO-SAXON ORTHOGEAPHY. 45 IN, EM. ON. Bred, produced, Wth ' •^^*^^^^' produced within. ' Born, brought forth. i/iBORN, brought ibrth within. Set, fixed position. P ' OwsET, an attack upon an enemy. INSTRUCTION LIII. THE PREFIXES, UP, DOWN. Up and doiun, as prefixes, are easily understood. Tliej are opposed to each, up having the sense of abfij and dowrij the sense of below: bear, w/)bear, downhear. UP. DOWN. Aloft. Below. Lift, to raise by force. f/pLiFT, to raise aloft by force. Bear, to carry. iTpBEAR, to carry aloft. Cast, to throw. DowncAsr, thrown below. Right, straight. DownBiGET, straight down, or below. INSTRUCTION LiV, THE PREFIX, N. The prefix, n, is used in a few cases, and always has the sense of not — a privative meaning. It gives an opposite sense to the word to which it is added. N. -l Not. ErriiEB, one of two. JVeither, not one of the two. Ever, always, all time. A^EVER, not any time. 46 ANGLO-SAXON OETHOGRAPHY. INSTRUCTION LV. THE CLASSIFICATION OF WOEDS. There is a likeness or resemblance in words as "well as in other things. It is easily traced in the FORM of such words as hojhood, girlhood, msinhood, and priest/rboc? ; in the origin of words like /a^/ier5,/a^Aerly,/a^/ierhood, and/a^Aerlike. It is also seen in the kinds of words, as names of things, rock^ tree, river ^ or names of qualities, xoMte, wise, good. This likeness leads us to group words together. The exercise is one in classification, and is very useful. The classification of words is the arranging of them in fami- lies, according to their resemblances. It makes tHeir study easy and agreeable. 1. Resemblance of form. Words have form ; and in it we trace a marked likeness. This likeness is important, because it points out their meaning. It is seen in the following group of words : child/ess, fruitless, aimfess, hope^<.s. Like- ness of form is traced in the prefixes, terminations, and suflBixes. 2. Besemblance of origin. Many words have a common origin, and belong naturally to the same family. This is seen by removing the prefixes, terminations, and suf- fixes. It may be seen in the following words : fruitless, iriiitful, fruitfulness, unfimtful, unfrmtfulness. 3. Resemblance of kind. All the words, in the English language, are signs of things. They belong to great classes, according to the things for which they stand: names of things, names of qualities, names of what things do, names of relations of things, names of connections of things, names of modifications, and names of substitutes ; or nouns, ANGLO-SAXON ORTHOGRAPHY. 47 adjectives, verbs, prepositions, conjunctions, adverbs, and pronouns. 4. Resemblance of topics. "Words are signs of things, or are connected in some way with them. Here is a striking resemblance, and one of the greatest importance. The sixty thousand words, that compose the EngHsh language, may all be arranged and studied under a limited number of topics, or divisions of the objects of nature and art; such topics, or divisions, for instance, as home, the fiamily, and instruments. Studied according to these four kinds of classificatLmj words assume a new interest — an interest as new and pleas- ing as that of Botany. Orthography becomes attractive, and is easily understood. INSTRUCTION LVI. THE STUDY OF WORDS. The p1S.n of study, in Orthography, may now be laid down. Words are the objects. These may be viewed as we view any other objects, and reduced to a simple system. The exercises of study may be conducted according to a given model. Are the words spoken ? The ear and organs of voice are to be exercised. Are they written ? The eye and hand are to be used. Do we wish to trace their descent ? Know- ledge is required. Do we wish to spell, define, and use them ? Practice is needed. It is wise to look at what is to be done, and know how to do it. 1. The spoken word. It requires the use of the ear and ORGANS OP VOICE, and attention to the sounds that com- pose it, SYLLABLES, ACCENT, and QUANTITY. 2. The written word. To write a word requires the use 48 ANGLO-SAXON ORTHOGRAPHY. of the EYE and hand, and attention to letters and spell- ing. 3. The hinds of words'. The origin and descent of words are to be noticed. Words are to be viewed as simple or compound, radical or derivative, and their composition or derivation, if they are compound or derivative, pointed out. 4. The sense of words. Words stand for something or other, and their meaning is to be known by seeing or feeling the things for which they stand. To neglect this, is to over- look the main point. It is not enough to speak and write the word, upbear^ or even tell that it is a derivative word, being derived from the radical word, hear^ by the prefix, up. Its sense must be known. Upbear is to carry any thing ahft. 6. The use of words. Words are the materials of language, and have a use in forming it. The use follows their mean- ing, and is known fully in instances. I defined the word, upbear. It is not enough. It is only understood when I can use it properly. The eagle upbears his prey. 6. The classified word. Every word belongs to some family of words, and is understood best when seen in con- nection with its fiamily. It is to be viewed accordingly in ii^ form, origin^ hind, and the topic to which it belongs. The word, motherly, in its form, is like all words that end in ly: in its origin, it is connected with mothers, motherZ^7ce, and all words derived from mother ; in its kind, it is a deriv- ative adverb, and when viewed in the topic to which it belongs, directs our attention to a female parent, especially one of the human race. Such is an outline of the things that enter into studies in Orthography. They should find a place m every exercise. ANGLO-SAXON ORTHOGEAPHY. 40 INSTRUCTION LVII. THE MATEEIALS OF ANGLO-SAXON ORTHOaBAPHY. The end of the first part is readied ; and we now stand on an elevation, from which we can look back on our course. The materials of Anglo-Saxon Orthography are recalled. "We are ready for its studies. Before we enter upon them, let us take a general review of what we have done. 1. The English language is a mixed one, and is made up of words from various living and some dead languages. 2. The Anglo-Saxon part is by far the most important, especially for childhood. It was introduced by the Angles and Saxons, A.D. 450. S. The words from this source are the materials of Anglo- Saxon orthography. They should form the basis of our language. ^. 4. TlJttpe to be studied in their structure. The simple and compounof radical and derivative words must be examined. Each of these divisions of words is to be carefully studied. The first meaning of the simple word is to be secured. The union of two or more simple ones, to form a compound word, is to be noticed. The derivative word is to be traced to its root, and the way in which it was formed, attentively ob- served, 5. The formation of the compound and derivative words is of prime importance. It exercises the mind of the child, ia the building of derivative words. It constantly directs his attention to the radical word and its meaning^ and also to the changes which this meaning undergoes by the addition of PREFIXES and SUFFIXES. As we study the formation of Anglo-Saxon" words, in this way ; we are studying the liis- tory, of the minds and hearts, of our forefathers. Every 3 50 ANGLO-SAXON ORTHOGRAPHY. word is a record. Every cliange, the word undergoes, is an event^ tliat tells us how they thought and felt. 6. The TERMINATIONS, SUFFIXES, and PREFIXES demand a marked attention. These we will now present at one view, leaving it to the child to recall their meanings. TEEMINATIONS. NOUNS. ADJECTIVES. VERBS. -es. -en. - change of vowel. SUFFIXES — kin. — ock. — ling. — ie. — in. PEEFIXES. Amh, Am- Be -ess. -ster. -r. -er. -St. -est. -t. -St. 'S. -th. For- Ge— a change of Mis- vowel. Mid- Out- Over- -ish. -ness. -hood. -head. -dom. -ship. -ric. -age. Of off- On — — WitJt Und^f^ In or Em -ly, like, wise. JJp- -ed. - change of -less. -some, -fal. -ing. -em, ward. -71, en. -y- -er. Down- N To Thus close the materials of Anglo-Saxon Orthography. The child is now ready to enter upon the study of the struc- ture, meaning, and use of Anglo-Saxon words. These ma- terials are to him, what drafts, plans, and drawing materials are to the young architect. He is now prepared to build up and to use the words', which are to compose the language of his whole life on earth. SECOND PAET. STUDIES n ANGLO-SAXOX ORTHOGRAPHY. STUDIES IN ANGLO-SAXON OUTIIOGRAPHY. CHAPTER]. BTUDIES IIT ANGLO-SAXOX ORTHOGKAPHT. The ortliograpliy of our language, in its wide sense, is a ricli and pleasing study. It deals with the spoJceii word^ and exercises the ear and organs of voice. It deals also with the written wordj and educates the eye and hand. The sense of touch fixes the forms of words upon the mind. It re- quires us to attend to simple sounds, letters, accent, and quantity, and by so doing, calls into play every part of our nature. More than all this : it brings the mind in contact with the formation of words, their origin, descent, meaning, and use. In the following Studies, all these things are unfolded. The words are written in groups, under great divisions of thought, as Home, House. A radical word is defined and 54 STUDIES IN ANGLO-SAXON OKTHOGRAPIIY. used in an interrogative sentence, to supply the child with an instance of its use. lie uses the same ivord in an answer ; and thus gets the form of speech in conversation. The build- ing or formation of words follows. It is made visible. In addition to this, he is led to notice the changes of form and meaning, which they undergo, by terminations, prefhces^ and suffixes. CHAPTER 11. APLANOFSTUDT. This is the written study. After it has been presented and corrected, the child is then to repeat the study' orally, attending to the pronunciation^ spelling^ meaning^ and use of each word. A STUDY. MOTHER, the female parent of man. Is a mother dear to a child? s, more than one less, without a -ly, like a Un ly, not like a A PEEPAEED STUDY. MOTHER, the female parent of man. A mother is dear to a child. MoTnER.f, more than one female parent of man. Motiier/^m, without a female parent of man. - MoTiiER^y, like a female parent of man. t/nMOTHER^y, not like a female parent of man. The Study, it will be seen, is unfolded in the following order : I. The radical word is defined : thus, Mother, the female parent of man. STUDIES IN ANGLO-SAXON ORTHOGRAPHY. 65 II. An interrogative sentence is given, in wliicli tlie radical Avord is used : thus, Is a motlier dear to a child ? III. The pupil is always to answer, by repeating the interro- gative sentence in a declarative form : thus, A mother is dear to a child. rV. The plural of the radical word is the next thing in order ; which is to be spoken and written, with its definition: thus. Mothers, more than one female parent of man. V. The radical word is then given with its different suffixes SiXid prefixes J each of which are to be defined. YI. This is the order of every Study. The repetition will fix indelibly the radical words and their derivatives, "with their meanings, in the mind of the child. CHAPTERIII. HOME. Home is the nursery of all studies. Here we begin to gather up the words that compose our language. Here we wisely commence their study. Written and oral speech should take the same course. This is our view. Grouping the words of our language under proper topics, we begin their study at home, and go forth to the wide world. FIEST STUDY. HOME. Home, whatever may be its character, is the spot that is sacred to the heart. 56 STUDIES IN ANGLO-SAXQN ORTHOGEAPHY, Home, s. the place where one lives. Is homo a pleasant place ? s, more than one li/, li've home ; coarse. Her, more liesf, most -Uli/, i:i a manner like - -lines'^, state of being — -loard, towards -borir, brought forth at -bred, brought np at ■ -made, formed at -hitilt, shaped at — ■ -spun, spun or wrought at — — -dtoelling, living at -sick, grieved for -sicknens, state of grieving for -stead, the place of SECOND STUDY A HOUSE, as an abode for man, is a building closely con- nected ^\itli our lives. House, s. a building to live in. Is a house a work of man ? s, more than one House, v. to cover, or put in a house. s, does d, did Un- -, to put out of a s, does -d, did -less, without -hold, those who live in a ■ -holder, one who owns — -keeper, one who keeps - -wife, the mistress of a - —wifely, like -room, space in a -wright, tlie builder of a ■ -do(/, a dog that guards a • THIKD STUDY OUTHOUSES. Outhouses are appendages to every pleasant home in the country. They are found adjoining the dwelling-house among all civilized people, and add much to its convenience. Outhouse, a building without the one in which we live. Is an outhouse useful ? s, more than one building without Ice , a building for -s, buildings for Wood — Hex Summer- for — -, a building to keep • a building for -y a building in a garden STUDIES IN ANGLO-SAXON OETHOGEAPHT. 57 Town , a house in which one lives Barn, an outhouse for grain and cattle. Sued, an open building for cattle. Stable, an outhouse for cattle. , to put in a stable. s, does pnt in Crib, the manger of a stable. Rack, an open frame from which cat- tle eat hay. Stall, a stand for a horse or ox. , to put into a stall. s, ed, ing -fed, fed or fattened in -ed, did put in OURTH STUDY KINDS OF HOUSES. Houses, in which, man lives, differ very much in form, size, and convenience. They range from the Indian wig- wam to the royal palace. Hut, s. a mean house to live in. Have the Irish huts? Hovel, s. a rude dwelling-house. Did the Saxons live in hovels? Cot, s. a small rude house. Did our forefathers live in cots ? ter, one who Cottage, a small house for poor per- sons to live in. Are cottages now very tasteful ? r, one who Hall, s. a manor-house — a house for courts of justice to meet in. Are halls noble dwelling-houses? Castle, s. a fortified dwelling house. Are there many old castles in Eng- land? FIFTH T U D Y: GROUPS OF HOUSES. Man is a social being, and builds his houses nefI5r each other. He is weak, and needs protection. This also leads men to group their houses, to live in neighborhoods. Hamlet, s. a cluster of houses. Is hamlet the name of a small clus- ter of houses? Town, s. a group of houses larger than a village. 3* "Were towns once only fortified hills ? ish, like -lesa, without -house a house in 58 STUDIES IN ANGLO-SAXON ORTHOGRAPHY. -hall, a building for public busi- clerk, an officer who keeps the records of the town. •talk, the common talk of a — — — ahlp, the district of a s, more than one district s-man, one of the same town — Borough, a fortified town; also an a selectman to do business. incorporated town. IXTH STUDY THE PARTS OF A HOUSE. The house, like every other object, has parts. These require notice. It is only by dividing a subject that we master it. For this purpose, we return to look at the names of the parts of a house. Side, s. the broad or long part of a thing. Has a house two sides ? Out , the side without In -, the side within End, & the narrow part of a thing. Has a house two ends ? Door, s. a passage into a house. post, the upright timber by the Sill, s, the wood or stone under the door or window. Room, s.^an apartment in a house. y, abounding in iness, the state of abounding in Sed , a room to sleep in. Kitchen, a room used for cooking in. . work, work done in -7naid, a female servant Court, an uncovered space before a house. Hearth, s. the pavement or stone on which the fire is made. Roof, s. the cover of a s, does ed, did ing, continuing to , or the materials. less, without Floor, s. the bottom part of a house or room. s, does lay a ed, did lay a ^^inrt, continuing to lay or the materials. less, without a Gate, a large door, or entrance. STUDIES m ANGLO-SAXON ORTHOGRAPHY. 69 SEVENTH T TJ D Y HOUSEHOLD-STUFF. A BUILDING in itself does not form a home. It must be farnislied with many articles to meet the wants of those who are going to dwell in it. A house needs furniture. Household-stuff, the furniture of a house. Had the Saxons much household- stuff ? Bed, s. a piece of furniture to sleep on. Are beds useful articles ? A , in or on room, an apartment in which is a bed. stead, a frame to support a bed. post, the upright part of a bed- stead. clothes, the clothes used with a bed. Bolster, «. a cushion for the head. , to support with a bolster. s, ed, ing, does , did , continuing to Pillow, s. a cushion for the head smaller than a bolster. , to lay on a pillow. — : s, ed, ing Sheet, s. a broad piece of under- cover for a bed. Washstand, s. a piece of furniture to wash at. Boavl, s. a hollow vessel to hold wa- ter. Stool, a seat without a back. Stove, s. an iron article of furniture in which fire is made. Pan, s. a hollow vessel. Cradle, s. a trough-like instrument placed on rockers, for rocking ba- bies. Crock, an earthen vessel. Dish, a broad open vessel used for meat. Fork, s. an instrument with points used for lifting food. Knife, s. a cutting instrument with a sharp edge. Cup, s. a small vessel used to drink out of. CHAPTER IV HOUSEHOLD. A HOUSE always leads us to think of the inhabitants. It is a place for the abode of man. But man does not dwell in it alone. He is a social being ; and when we see a dwell- 60 STUDIES IN ANGLO-SAXON ORTHOGKAPHY. ing-liOTise, we think of the household — a family bound together by dear domestic ties. EIGHTH STUDY HUSBAND AND VTLFE. When God made man, he made woman also, and united them in marriage. Then, they became husband and wife. Therefore shall a man leave father and mother, and cleave unto his wife, and the twain shall be one flesh. Household, those who dwell in the same house under one head. Do a husband and wife make a household ? er, one who owns Husband, a man joined to a woman by marriage. Husband, to manage and rule with -s, ed, ing -man, a man who tills Wife, a woman joined to a man in marriage. hood, the state of House , the female head of a house. NINTH STTTDT. FATHER AND MOTHER. Father and mother are dear names, and should always be spoken in love. What child can ever repay the care and love of his parents ? Father, the male parent of man. Should we honor our father ? — — — s, less, ly, like, liness, less'i Uh , not -hood, the state of in-law, the father of one's hus- band or wife. Step , a father by marriage. Mster , one who takes the place of a father. Mother, the female parent of man. s, ly, liness, lessness, less Uh , not hood, the state of in-law, the mother of a hus- band or wife. Step , a mother by marriage. Fosfer- , a nurse — one who takes the place of STUDIES IN ANGLO-SAXON ORTHOGEAPHY, 61 TENTH STUDY Children are an heritaore of tlie Lord. A wise cHld is an honor to his parents. Child, offspring. Is a good child a blessing ? ren, more than one inh^ like,ishly, ishness, hood Foster , a child nursed by a wo- man not the mother, or brought up by a man not the father. Son, a male child. ——ft, less ship, the office or rank Foster , a son not by birth. in-law, the husband of a daughter. Daughter, a female child. s, less, ly, liness in-law, a wife of a son. Brother, a male child born of the same father and mother. s, ly, liness, like • Ifn , not ter. Foster- -in-law, the husband of a sis- — , a male child fed by the same nurse. Half , brother by one parent. Sister, a female child born of the same father and mother. 5, ly, liness, like, less Un , not hood, the state in-law, the wife of a brother. Foster , a female child nursed by the same person. Half , a sister by one Bairn, a child. Kin, a relation by blood. Kindred, relation by birth or mar- riage. ELEVENTH STUDY. From the earliest times, some men and women have waited on others. These have been known as servants. They form a useful class of mankind, and should be treated kindly. Cook, a servant who prepares food for the table. Is a cook useful ? Cook, to prepare food for the table. «, ed, ing Kitchen-maid, a female servant who does the work of the kitchen. House-maid, a female servant who keeps a house clean. 62 STUDIES IN" ANGLO-SAXON ORTHOGRAPHY. "\VASHER--woiiAN, a woman who washes Shepherd, a man who tends sheep. clothes. Foot-man, a servant who waits on Hireling, one who works for wages. foot. Plough-man, a man who Steward, a man who manages the Carman, a man who drives affairs of a household. Teamster, one who drives Henchman, one who serves another. TWELFTH ST UDT. The first care of a houseliold is food. "Wliat sliall we eat and what sliall we drink, are important questions. Food is needed to keep a liousekold alive. Food, any thing eaten to support life. Ham, the thigh of a hog or pig, salted What is food? and smoked. less, without Milk, a white fluid obtained from Bread, food made from flour. female animals. tness -less, without ■ less, y, ily, -corn, corn from the flour of maid, a woman who which pail, an open vessel for ■stuff, all kinds of flour from pan, a hollow open vessel which Milk, to take away the milk from the Barm, yeast, the scum of beer used animal. to make s, cd, ing Meat, any kind of food. Buttei^ the oily substance obtained Dough, a mass of kneaded flour. from milk by churning. nuL a round cake made of milk, milk from Avhich Loaf, s. a mass of dough baked. Cheese, the curd of milk pressed. TniBTEENTH STUDY. Clothing is an early want of man. Next to food, it claims the care of the konseliold. What shall we put on, is a question that is connected with the comfort and existence of the family. Cloth, s. stuff made of woollen, linen, Is woollen cloth warmer than or cotton fibre. linen ? RTUDIES IN ANGLO-SAXON ORTHOGRAPHY. 63 Clothe, to cover with garments made of cloth. s, ed, inff, ier Un- to take off Clothes, garments made of cloth. brush, a brush to -basket, a basket for -line, a line for Mantle, s. a loose outside garment. , to cover, to spread over. 8, ed, ing Un- ', to uncover Belt, s. a girdle or band worn round the waist. X/AP, s. a cover for a man or boy's head. Sleeve, the part of the garment that covers the arm. without Sleeve, to furnish with sleeves. s, ed, ing Tippet, a garment for the neck. Hood, s. a covering for the head of a woman. , to cover the head. s, ed, ing, less Hose, a covering for the leg. ier, one who deals in iery, the practice of dealing in all kinds of hose. Glove, s. a cover for the hand. , to cover the hand. s, ed, ing, less, er - Shoe, s^ a covering for the foot. less, without , to cover the foot with a shoe. s, ed, ing maker, one who makes string, a string to fasten a Hat, s. a cover for the head. }a7id, a band that ')ox, a box for Wush, a soft brush r, one who makes CHAPTER V. MAN. From home and the houseliold, we turn to take a closer view of man. He is the great object of study, and lends a charm to every thing connected with him. The house, the food, the clothing, and the furniture of home, are objects of interest, because they are connected with man. FOURTEENTH STUDY. MAN. " The proper study of mankind is man." Max, a male of the human race. Iiood, the state of — — Has man both a body and soul ? Mej^, more than one 64 STUDIES IN" ANGLO-SAXON ORTHOGRAPHY. Man, to furnish with men, as a ship. Fellow, a companion of ilie same s, ed, ing kind. ly, like, liness, ful, fully Folk, men in general. IJn y to deprive Gawk, a poor simpleton. kind, the race of y, the quality of slayer, one who kills Boor, a rude countryman. slaughter, the unlawful killing ish, somewhat like Swain, a young farmer. "Woman, a female of the human race. Guest, a visitor from a distance. Women, more than one. Heathen, a man who does not know ish, hood, ly, like, liness the true God. kind, the race of ish -hater, one who dislikes the Knave, a dishonest man. — ish, ishly, ishness - PIFTEENTn STUDY. THE BODY OF MAN. The body of man is wonderfully made. Every part of it is an instance of Divine skill. Its study is rich in know- ledge. Body, the frame of an animal or man. Skin, to remove the skin. ly, less, liness s, ed, ing Body, to give shape to our thoughts. Frame, the bony skeleton. s, ed, ing s, less ^m , to form into Flesh, tlie soft part of the body. clothes, covering for y, iness, less. guard, the soldiers who guard brush, a brush for color, the color of Skin, the natural covering for the diet, food consisting of body. mo7iger, one who deals in y, less, er SIXTEENTH STUDY. THE HEAD THE CHIEF PART OF THE BODY. The head of man is formed for the abode of a soul. STUDIES IN ANGLO-SAXON ORTHOGRAPHY. C5 Thought and feeling sit on the human brow, called divine. The face is Head, s. the upper part of the human bodj. Is the head the seat of the soul ? ■ less, y, iness — — Head, to act as head or leader. s, ed, ing ' ache, pain in the — — dress, the covering for — — - Fore , the front part of the Lip, s. the border of the mouth. Lip, to kiss. s, ed, less Nose, 5. the ridge of the face. Nose, to smell. Nostril, the passage through the nose. Mouth, the outlet of the voice. MouTir, to utter sounds with a swell. s, ed, ing, less, ful — — Tooth, a bony substance growing out of the jaw. Tooth, to furnish with teeth. s, ed, ing, less Tongue, s. the instrument of speech and taste. Tongue, to talk, to chide. s, ed, ing, less Cheek, s. the side of the face below the eyes. bone, the bone of the Chin, s. the lower part of the face. Brow, s. the ridges over the eye. Eye, s. the organ of sight. ball, the ball or apple of brow, the hairy arch over •—'-glance, a rapid look of lash, the line of hair on the eye- lid. ——lid, the cover of sight, the view of tooth, the tooth under witness, one who sees a thing Eye, to view with s, ed, ing, er, less Eae, s. the organ of hearing. ache, a pain in cap, a cover for ■■ •——lap, the tip of — — ring, a ring for wax, a substance formed in Bkain, s. the soft substance inclosed within the skull. s, less, ish Neck, the part of the body betwee? the head and the chest. Throat, the front part of the neck. Nape, the high joint of the neck bo hind. BEVENTEENTn STTDT. THE CHEST, OR MIDDLE PART OF THE BODY. The chest, or middle part of the body, contains the trea- sures of life. The lungs and heart are laid up in it. eQ STUDIES m ANGLO-SAXON ORTHOGEAPHY. Chest, the part of the body from the neck to the belly. Is the chest the seat of the heart ? Breast, s. the fore part of bone, the bone of Breast, to meet in front, oppose. s, ed, ing Back, the hinder part of bone, the bone of Back, to support. s, ed, ing Rib, s. a bone which forms part of the frame of the chest. Side, part where tlie ribs are. Lungs, the organs of breathing, con- sisting of air-cells. ed, less Breath, the air taken in and expelled from the lungs. less, lessness Breathe, to take in air and expel it. s, ed, ing, er. Breathing-place, a place time, a time to Heart, s. the vessel that holds the blood. less, ly, lessly, less7iess - y, full of ier, more lest, most Liver, an organ that forms bile. Gall, a bottle-green fluid secreted by the gallbladder. Blood, the red fluid that flows from the heart. y, ily, iness, ier, iest, less Bleed, to let blood, or take it aAvay. s, ed, ing Loin, the space between the false rib and hip-bone. EIGHTEENTH STUDY THE UPPER LIMBS. The upper limbs of tlie human body are nseful instru- ments. The hand of man is a ceaseless wonder — a work of Divine skill. Limb, s. a branch of the body. Are the limbs instruments ? Arm, s. the limb reaching from the shoulder to the hand. Shoulder, s. the joint connecting the arm and body. blade, the bone of Shoulder, to push with 8, ed, ing Elbow, to push with s, ed, ing Elbow, s. the angle made by bending the arm. room, space to bend Hand, s. the end of the arm — palm and fingers. y, ier, iest, ily, iness, less Hand, to pass with the $, ed, ing Finger, one of the extreme parts of the hand. p ost, a post with a Finger, to handle with -8, ed, ing STUDIES IN ANGLO-SAXON OKTHOGRAPHY. 67 Fist, s. the closed hand. Knuckle, a joint of the finger. Thumb, s. the short thick finger. I N E T E E N T n STUDT HIE LOWEU LIMBS. The lower limbs are wisely formed for standing and They unite strength, ease and grace in their move- ments. walking, TniGii, s. that part between the body and leg. Are both thighs alike ? bo7ie, the bone of Hip, s. the fleshy part of the thigh. Knee, s. the joint of the thigh and leg. pan, the round bone on Shin, s. the front part of the leg. Ankle, s. the joint between the leg and foot. Foot, the lower end of the leg. step, the mark of stool, a stool for ■ path, a way for hold, a hold for man, a servant who goes — — ' less, without Heel, «. the hind part of the foot. Step, the space between the feet. Instep, the fore part of the upper side of Foot , the track of Toe, s. one of the extreme parts of TWENTIETH STUDY feame and clothing of the human body. The human body has a frame of bones which is clothed with flesh and skin. Its outline is soft and beautiful. Bone, s. a firm, hard substance, form- ing the frame of the body. Are there many bones in the body ? r/, less Breast , the bone ■ Back , the bone Chebk , the bone — — ■ Thigh , the bone Flesh, the soft solids of the body. 1/, ily, iness, less brush, a brush to -color, the color of Skin, the natural cover of the body, y, less, iness, er Skin, to strip off — — s, ed, ing 68 STUDIES IN ANGLO-SAXON ORTHOGEAPHY. Hair, a small thread-like substance, growing out of the skin. -^ — y, iness, less brush, a brush to smooth ■ cloth, stuflF made of Naii^ s. the horny subtance on the upper sides of the fingers and toes. Beard, the hair of the chin and face. less, lessly. TWENTT-FIEST STUDY. STATES OF THE BODY. The states or conditions of the body require some notice. Among these, work, play, rest, and sleep are the most pleasing. They are closely connected with a healthy and happy life. "Work, labor, or active use of strength. Is work a means of health ? -s, ing, er -day, a day on which -house, a house in which ■^man, a man employed in -shop, a shop where ■^manlike, like a true -manship, the state or skill of Under- -, work under or below Work, to labor in any way. s, ed, ing Plat, exercise for pleasure. s, ful, fully, fulness, er, ing some. day, a day given mate, a fellow at Play, to take exercise for pleasure. s, ed, ing Rest, repose from labor. less, lessly, lessness. Un , not Rest, to cease from labor. s, ed, ing. Sleep, repose from the use of body and mind. er, ful, fulness, less, lessly, less- ness. y, abounding in iness, ily. Sleep, to repose from the use of body and mind. -s, ing -walking, walking in Slept, did Wake, to rouse from sleep. A , to rouse up Also, not asleep. .", ed, ing Health, a sound state of the body. ful, fully, fulness. y, abounding in ■■ ♦ -mess, some' STUDIES m AJSTGLO-SAXON OETHOGEAPHY. 69 TWENTY-SECOND STUDY PROPERTIES OF THE BODY. Things and their nature are known bj tlieir properties — ■ tlie impressions thej make upon our senses. Fat, fleshy or plump. Is a fat body pleasing to the eye ? Zy, ness, ish, y, iness Fat, to make fleshy or plump. s, ed, ing Fatten, to make fat •— — s, ed, ing, er < Lean, wanting flesh. ness, er, est Lean, that part of the flesh without fat. faced, having a ■ Sound, entire, not diseased. er, est, ness Ruddy, a lively flesh color. er, est, ness Wan, pale, without color. er, est, ly, ness Sweat, moisture on the skin. Sweat, to give out moisture on the skin. ing Lank, tliin, and yielding to pressure. ly, ness Gaunt, thin and hollow. ly, ness Strong, having much active force. er, est, ly -hold, a place of — -minded, a mind of voiced, a voice of great • Strength, quality of being strong. en, to make ?, ed, ing, er, less "Weak, having little active force. ly, ness. side, a part that is sighted, having weak Weaken, to become weak. ed, ing TWENTY-THIRD STUDY, DISEASES OF THE BODY. Disease follows tlie steps of kealtk in tliis world. " The tooth-ache, and the thousand ills that flesh is heir to." Sick, touched with disease. Is it painful to be sick ? er, est, ish, ishly, ishness ■ ly, liness, ness en, to make sick. ed, ing Pain, an uneasy feeling. s, ful, fully, fulness, less Pain, to make uneasy. s, ed, ing ;- 70 STUDIES IN ANGLO-SAXON" OETHOGRAPHY. Pang, great pain. AciiE, constant pain. Ache, to suffer pain. Ail, a dull sickness. Ail, to trouble with sickness. s, ed, ing III, a bad state of health. ness Ague, a cold fit. ish, ishness Blain, pustule or sore on the skin. Pimple, an elevation of the skin. y, ed, like Croup, a disease of the throat. Blind, without sight. ly, ness Blind, to deprive of sight s, ed, ing Deaf, without the sense of hearing. -en, to make deaf. — s, ed, ing . Dumb, without the power of speech. Lame, crippled in the lower limb. Zy, ness. Lame, to cripple. s, ed, ing T W E N TT -F O U B, T n STUDY. THE SENSES. The senses are the instruments of the soul. By them we gain a knowledge of things without us. They are noble instruments. The ear gives us music ; the eye presents the beauties of the earth and heavens. Smelling, the sense by which we per- s, ed, ing, er ceive odors. Seeing, the sense by which we per- ls smelling one of the five senses ? ceive color, form, place, and disr Smell, to perceive by the nose. tance. s, ed, er See, to perceive by the eye. Smell, the sense by which odors are Fore , to see noticed. s, ing, er Hearing, the sense by which we per- Saw, did ceive sounds. Seen, perceived by — — Hear, to perceive by the ear. TWENTY-FIFTH STUDY. THE SOUL. Man is something more than a living creature. He STUDIES IN ANGLO-SAXON ORTHOGRAPHY. 71 tliinks, feels, and acts accountably. A soul inhabits liis body. Soul, that part of man that thinks, Un , not feels, and acts. Mind, to fix our thoughts upon a Is the soul immortal ? thing. s, less s, ed, ing destroying, ruining Heart, that part of man which is the stirring, rousing seat of the passions. subduing, bringing under s, less, lessly,ful, fully y y, iness, Mind, that part of our nature that ily — knows. Will, that part of the mind by which less, ful, ed, edness, fully, ful- we purpose or plan. ness ful, fully, fulness, ingly, ingness. TWENTY-SIXTH STTJDT. STATES OF THE SOUL. The soitI of man appears in various states or conditions, all of wliich. have an interest for us. Mood, temper of mind, or soul. er, one who Should we live in a happy mood? Sin, to depart from what is good and y, abounding in right. ily, iness s, ed, ing Sound, entire, healthy, using all the Thinking, using the power of thought. powers. Think, to use the mind in forming ly, ness notions. Mad, disordered in mind or soul. . s, ing, er ly, ness Thought, what is produced by think- en, to make disordered or furious ing. -less, ful, fully, lessly, lessness. ed, ing Feeling, noticing things by the senses. Bliss, happy and contented. Feel, to notice by the touch. f'^h f^^^y> f 'Iness, less s, ing, ingly Sin, departure from what is good and Felt, did right. Willing, choosing something. — /«/, ful/y, fulness, less, lessly, less- Will, to choose an object or course. ness s, ed, ing 72 STUDIES IN ANGLO-SAXON ORTHOGRAPHY. Holy, whole in what is good and Guilt, a wicked condition. right. -yt iness, ier, iest, less li/, ness Wicked, evil at heart. Wise, using knowledge properly. ly, ness Wisdom, the right use of knowledge. T W EN T T -S E V E N T n STUDY. PROPERTIES OF THE SOUL. The soul has many interesting properties. It is good to name and know them. Such knowledge prepares us to be useful and happy. Thought, the product of thinking, power to think. Is thought the root of all know- ledge ? Feeling, the power to learn by the senses, easily moved. U71 , not Shame, a feeling produced by guilt. -/«/, fuUi/, fulness, less, lessly. lessness Shame, to put to shame. s, ed, ing Pride, great esteem of oneselt less, ful • Pride, to indulge in pride. s, ed, ing, ingly Loath, unwilling, not inclined. -ful, ness, er some, somewhat -mmely, someness Loathe, to feel disgust at any thing, s, ed, nig, inrjy Hate, great dislike. -ful, fully, fulness, r. Hate, to dislike greatly. s, ed, ing Hatred, hate amounting to enmity. Love, delight in any thing. s, less, ly, lily, er, liness - Love, to delight in any thing. s, ed, ing, ivgly Sorrow, pain of mind by some loss. s, ful, fully, less, fulness. Sorrow, to feel pain for the loss of something. s, ed, ing Woe, deep settled sorrow. ful, fully, fulness Hope, expectation of future good. s, ful, fully, fulness, less, lessly, lessness Hope, to desire future good. s, ed, ing, er, ingly Fear, a painful feeling in view of future evil. s, ful, fully, fulness, less, lessly^ lessness, Fear, to feel pain from future eviL s, ed, ing Dread, great fear. ful, fully, fulness, less, Iess7ies9, Dread, to fear greatly. s, ed, ing Gladness, a kind of delight STUDIES IN ANGLO-SAXON ORTHOGRAPHY. 73 Glad, plfeased. ly, .somey somely, soineness. IIuNGEK, pain from waut of food. ;y, y Hunger, to feel pain from want of food. s, ed, ing Thirst, pain from want of drink. y, ily, iness TuiRST, to feel pain from want of drink. -less -s, ed, ing s, ful, fully^ fulne.ts Lust, to have a longing desire. s, ed, ing, ingly Laughteb, audible mirth. Laugh, an expression of mirth. Laugh, to make audible mirth. 5, ed, ing Wit, power of thinking laughably. less, lessly, lessness, ling, y, ily, iness, ingly Friendship, the love of friends. Belief, an assent of the mind to what is true. ITn '- — , a want of Tear, a fluid that appears in the eye, the sign of joy or grief. s, less, ful, fully, fulness. Smile, a cheerful play of the lips. • s, ing . CHAPTER V. BTTSINES S, Man is known best in the business of life. lie is made for action. Every power of tlie body and soul delights in exercise. Rest and play are only useful, as they prei>ftre for labor. Healthy and useful service is the happiest condition of human life. Business makes the man. TWENTY-EIGHTH STUDY. hunting and fishing. Men, in the early ages of the world, employed them- selves in hunting and fishing. These are among the first occupations of all people. Hunting, the pursuit of wild animals. Was hunting an early employment? Hunt, to chase wild animals to kill or catch them ~s, ed, ing ■er, one who -sman, a man who Fishing, the practice of taking fish, 74 STUDIES IN ANGLO-SAXON ORTHOGEAPHY, Fish, an animal that lives in water. er, one who Fish, to try to take fish. maUj a man who ■ — — «5, edy ing TWENTY-NINTH S T IT D T , FARMING. The culture or tillage of the ground early employed tlie care of man. "Abel was a keeper of sheep, and Cain was a tiller of the ground." Farming, the business of tilling the Landlord, the owner of land. land. Shepherd, a man who tends sheep. Is farming a healthy occupation? Dig, to turn up ground Avith a spade. Farm, a tract of land tilled by one s, ed, ing, er man. Shovel, to throw up earth with a Farm, to till the ground. shovel. s, ed, ing, er s, ed, ing hotise, a house attached to Hoe, to scrape or dig with a hoe. -yard, the space inclosed about s, ed, ing a barn. Sow, to scatter seeds on the ground. Teoman, the first man among the «, ed, ing, er people. Mow, to cut grass with a scythe. Plough, to furrow the land. s, ed, ing, er s, ed, ing Rake, to gather grass or grain with « •man, a man who ■ rake. Shear, to separate with shears. $, ed, ing, er 8, ed, ing, er Thresh, to beat out grain from the Reap, to cut grain with a sickle. husk. cd, ing, er s, ed, ing, er • THIRTIETH STUDY. BUILDINGS. Man, early in life, shows a taste for building. The house, wagon, and ship are works of his skill. The useful arts arise, and increase the powers of man. STUDIES IN ANGLO-SAXON ORTHOGRAPHY. 75 HousEWRiGHT, one who builds houses. Is housewright the same as carpen- ter? "Wheelwright, one who makes wheels and wheeled carriages. SuirwiiiGHT, one who builds ships. Millwright, one who builds mills. . Frame, to fit and unite the parts of a building. ■s, ed, ivg, er Frame, the timbers of a building joined together. Build, to frame and rear a building. s, ed, ing, er Board, to cover with boards. s, ed, ing Roof, to cover with a root s, ed, ing THIETY-FIIiST STUDY. Metals were used, even in the family of LamecTi. business of the smith early rose into importance. The Smith, one who works in metals. Is a smith a mechanic? Smithing, the practice of working in metals. Blacksmith, one who works in iron. Silversmith, one who works in silver. Goldsmith, one who works in gold. Tinsmith, one who works in tin. Coppersmith, one who works in cop- per. Locksmith, s. one who makes locks. Melt, to reduce any thing to a liquid by fire. s, ed, ing . Heat, to warm by fire. s, ed, ing T H I E T Y-S E O O N D STUDY. manufacturing. Raw materials are furnished by nature. Man purposes to work them into some useful form, and becomes a manu- facturer. Such pursuits existed in the earliest ages of the world. Spin, to twist fibres into thread. Do women spin ? er, one who "Weave, to unite threads and form cloth. ing. Shoe-maker, one who makes Watch-maker, one who makes Clock-maker, one who makes Book-maker, one who makes Turn, to form things with the lathe. 70 STUDIES IN ANGLO-SAXON ORTHOGRAPHY. s, ed, ing Hatter, one who makes hats. Turner, one who — — Nailer, one who makes nails. THIETT-TniRD STUDY.- WARRING. War raged too soon in the world. The arms that were turned against Avild beasts were soon pointed at the Hfe of man. Nimrod was a great hunter, and the first warrior. "War, the practice of arms. Shooting, the act of firing guns or Is war cruel ? arrows. War, to contend in battle. Shoot, to let fly an arrow or bullet. «, ed, ing .s, hig, er Fight, to strive for victory in battle. Shot, did -s, ing, er Board, to enter a ship by force. Fought, did s, ed, ing, er Shield, to cover with a shield, pro- Drill, to exercise or ti'ain in arms, tect. ■ s, ed, ing -s, ed, ing, less Halt, to stop on marcli. Sling, to throw with a sling. s, ed, ing 5, ing, er Foe, an enemy. Slung, did T H I E T T-FO UE T H STUDY. buying and selling. Trade arose as soon as man produced more than he wanted. The merchant entered upon a new business, and did much for man's comfort. Buying, the act of getting things by house, a house in which paying for them. keeper, the man who keeps Buy, to get things by purchase. room, a room in which ing, er "Weight, the quantity of any thing Bought, did found by weighing it. Store, to lay up goods. y, iness, ily s, ed, ing Selling, giving any thing for a price. STUDIES IN ANGLO-SAXON ORTHOGRAPHY. 77 Sell, to give awaj any thing for a price. Sold, did ' Shop, a building in which goods are sold. keeper, the man who sells goods. Shopping, going to shops to buy goods. Monger, a dealer in any thing. Fish— , one who deals Iron , a dealer in Deal, to trade in any thing. TniBTY-FIFTH STUDY. Men are often engaged in public business, and are known as officers. Some kinds of officers were known to the Saxons. King, the chief ruler in the nation. Are kings useful ? s, ly, liness, less, like, ling ship, the office hood, the state of dom, the territory of Yeoman, an officer in the king's house. Earl, a nobleman of the third rank. Knight, a man of rank bearing arms. , to make a knight by a form. s, ed, ing -hood, like, ly, liness Lord, one having supreme power, a master. Lady, a woman of rank. Watchman, one who guards a city by night. Alderman, an officer of a town. ship, the office Provost, the chief officer of a town or college. Sheriff, the officer who executes the law in a county. Beadle, a crier in a court of law. Canon, a person who performs divine service. ship, the office Bishop, an overseer in the church — a preaching elder. ric Elder, an officer in the cliurch. Queen, the wife of a king, or a wo- man who is the chief ruler. THIRTY IXTH STUDY. THE LEARNED CALLINGS. Some of tbe callings of life require mucli knowledge, in order to attend to tliem in a proper way. They are known as the learned professions. Such are the pursuits of the teacher, lawyer, doctor, and minister. "^ 78 STUDIES IN ANGLO-SAXON ORTHOGEAPHY. Teach, to impart knowledge. s, ivg Taught, did ing -er, one who Laav, a rule of life. yer, one who practises . maker, one who makes giver, one who gives breaker, one who breaks day, the day of open courts. Oat , a person without the care s, less, lessly, lessness — — -ful, fully, fulness Heal, to cure diseases. -er, one who heals. Pkiest, one who attends to sacrifice. flood, the state ly, like, liness Canon, a church law. Worship, to perform acts of religion. s, ed, ing, er Monk, a man who retires from the world to attend to religion. iith, hood Nun, a woman wiio retires from the world to attend to religion. isK ishness CHAPTER VI. TOOLS AND WORKS OF MAN. Business requires tools or instruments. Man cannot fol- low any trade or occupation without them. Tliey increase his power, and help him to master all things. Works spring up. These are the products of busy man, and are monu- ments of his skill. Their study is the study of man. THIRTY-SEVENTH 8TFDT. TOOLS AND WORKS OF THE HUNTER AND FISHER. The first pursuits of man were carried on, only, by a few rude instruments. His knowledge was very limited. Bow, an instrument made of bent Arrow, a barbed weapon shot with a wood and a string. bow. Cross , a bow placed across a head, the head of stock. shaped, shaped like STUDIES IN ANGLO-SAXON ORTHOGEAPHY. 79 Trap, an instrument that shuts with Seine, a large net for taking fish, a spring. Weir, a fence of sticks in a river to Shot, a missile weapon, bail, bullet. take fish. EoD, a pole for fishing. Net, an instrument made o? interwo- HooK, a curved or bent piece of ven twine. metal. Handle, the part of a tool held in the Fish , a hook to catch hand. THIRTY-EIGHT n STUDY. TOOLS AND WORKS OF THE FARMER. The tillage of the ground requires instruments. At first, these were few and rude. Now they are much improved. The farmer has a fine tool for every kind of work. Plough, «. an instrument to furrow Hay, cut and dried grass. land. Crop, s. the gatliered products of the share, s. the part of a plougii earth. that cuts. Wheat, a useful grain from which tail, the hind part flour is obtained. Mould-board, s. the part of a plough ear, an ear that turns over the furrow. Barley, a grain somcAvhat like wheat. Bpade, s. an instrument to dig the Bear, a kind of barley. ground. Heap, a pile, as of grain. MArrocK, s. a pick-axe with broad iron Oat; s. a kind of grain used for cattle. ends. Rye, a grain like wheat, but not so Shovel, s. a hollow instrument to good. tlirow up earth. Flax, a plant from which linen is Hoe, s. an instrument to cut weeds made. and loosen the earth. Whip, s. an instrument for driving Rake, s. an instrument to gather grass animals. together. Gad, s, a rod to drive beasts. Hand , a rake used Goad, s. a pointed stick to urge on Horse , a rake used beasts. Sickle, s. a curved instrument to cut Fetter, s. a chain to bind the feet of grain with. beasts. ScTifiE, «. an instrument for mowing less grass. Un , not 80 STUDIES IN ANGLO-SAXON ORTHOGRAPHY. Bridle, the instrument by -which a horse is guided. Blade, s. the cutting part of a tool. Shears, an instrument to crop with. .•^HEEP , shears to crop Hedge , shears to crop Hedge, a thicket of thorns. "Wall, a defense of stones. Bin, 8. a wooden box for grain. Rack, s. an open frame from which horses eat haj. Cart, s. a carriage with two wheels. Dray, s. a low cart. Wagon, s. a carriage with four wheels. Barn, s. an outhouse for hay and grain. Stile, s. steps for going up and down in passing over a wall. Bower, s. a sheltered place in a gar- den. THIETY-NINTH STUDY. tools and works of the iiousewrigiit. The carpenter, at the present day, lias a cliest of tools. He is well furnished for his work. In olden times, his instruments were few. Axe, s. an instrument to hew timber »nd chop wood. Is the axe a good instrument ? handle, the handle of an heady the head of Hammer, s. an instrument to driye or draw nails. Saw, s. a toothed instrument to cut wood. blade, the blade of handle, the handle of Auger, s. a tool to bore large holes. hole, the hole HousE» 8. a building for man to live in. Ladder, s. a frame of wood joined by rounds. Gate, s. a large door into an inclosed place. waj/, the way . Bier, a fi'ame like a barrow to bear the dead on. Chest, s. a wooden box to hold things. Box, s. a woode^i chest. Tower, s. a building used for defense. Steeple, s. the turret of a church end- ing in a point. Bridge, & a building raised over a liver. PORTIETH STUDY. THE TOOLS AND WORKS OF THE WHEELWRIGHT. Carriages, very early in the history of the world, became want of man. He was unable to convey himself, or his STUDIES m ANGLO-SAXOK ORTHOGRAPHY. 81 goods, as lie wished, from place to place, without them. The wheelwright came to his help. His tools are, in the main, the same as those of the honsewright. His works are different Wheel, s. a circular frame of wood for a carriage. Is a wheel circular ? Nave, s. the thick piece of timber in the centre of a wheel. Spoke, s. a bar of a wheel. RiM, 8. the border of the wheel. Cart, s. a carriage with two wheels, drawn by one horse or ox. Wagon, s. a carriage with four wheels, drawn by one or more horses. Dray, a low cart. Wheelbarrow, s. a frame or box with one wheel. Handbarrow, s. a frame with handles, carried by two men. Sledge, s. a frame moved on runners. FOETT-FIEST STUDY. TOOLS AND WORKS OF THE SHIPWRIGHT. The sea has attractions. Man, as he gazed upon it, wished to cross it. For a long time, he had no means of moving on water. The shipwright supplied them in the ship and boat. His tools are like those of the wheelwright and housewright. His works are widely different. Ship, s. a large vessel made to float on water. Did the Saxons call their 8hips,keels? Hull, s. the frame or body of a vessel. Helm, s. the instrument with which a ship is steered. Keel, s. the timber that extends from stem to stern of a sliip. Stem, the fore part of a ship. Stern, the hinder part of a ship. Mast, s. a round piece of timber on which sails are fastened. head, the top of Main — —, the chief 4* Deck, s. the covering of a ship. Hold, the hollow part of a ship. Boat, s. an open vessel moved by oars. Oar, «. an instrument to row boats. Ballast, heavy matter placed in tha hold of a ship. Wharf, s. a raised mound of stone, earth, or wood, on tlie shore. Piepx, 5, a raised mass of stone extend- ing into a sea or river. Sail, s. a spread of canvas, sewed with a double seam, and edged witli cord. Rope, s. a thick line of several twists or strands. 82 STUDIES IN ANGLO-SAXON ORTHOGRAPHy. FOETY-SEOOND STUDY. TOOLS AND WORKS OF THE MILLWEIGHT. Man, at first, lived on the fruit of the earth. Grains were afterwards cultivated and ground into flour. To do this, a mill was needed — the work of the millwright. Mill, s. a machine for making flour, or the house in whicli this- machine is kept stone, a stone for grinding in How many kinds of mill are there now? Bam, a wall or bank raised to ob- struct water. "Wheel, s. a circular frame of wood or iron. -, a wheel turned • "Water- Breast , a wheel that receives the water abreast. Over-shot , a wheel that re- ceives the water from above. Under-shot , a wheel that re- ceives the water from below. Hopper, s, a wooden trough through which grain passes into the mill. FORTY- THIRD STUDY. TOOLS AND WORKS OF THE SMITHS. The iorge of the blacksmith resounds with the clank of tools. Many useful works are produced there. Anvil, s. an iron block with a smooth face. Is an anvil made of iron ? Sledge, s. a large hammer. Tongs, a tool of two shafts, joined at one end. Bellows, an instrument to blow the fire. Linchpin, s. an iron pin used to keep the wheel of a carriage on. Plough, an instrument to furrow land. Spade, an instrument to dig with. Shovel, an instrument to throw up earth. HojE, an instrument to stir the soil. Wedge, a piece of iron thick at one end and sloping to the other. Shoe, s. a rim of iron nailed to the foot of a horse. Nail, s. a pointed piece of iron with a head. Hasp, s. a clasp that passes over a staple. Lock, s. an instrument to fasten doors. Key, s. an instrument to shut or open a lock. hole, the hole of Ward, s. part of the lock that agrees to part of the key. Spring, s. an elastic part of a lock. STUDIES m ANGLO-SAXON ORTHOGRAPHY. FOETY-FOUBTH STUDY. TOOLS AND WOKKS OF THE WEAVER. The wants of man called for clothing. His taste de- manded fine materials. The weaver arose to meet his wants and taste. Loom, s. a frame of wood for weaving. Did Jacquard invent the modern loom I Slaie, a weaver's reed. Reed, a weaver's instrument to sepa- rate the threads of the warp. Spindle, s. the pin used in spinning- wheels for twisting the thread. Yarn, thread spun from wool or flax. Silk, the thread of silk-worms. Warp, the yarn that runs lengthwise in the loom. Woof, the yarn that runs across the loom. Web, s. cloth woven out of yarn. Spinning-wheel, a wheel on which thread is spun. Knot, the union of thread or cords. FOETY-FIFTH STUDY. TOOLS AND WORKS OF THE MANUFACTURER. Man, by skill, and the aid of instruments, has changed the raw materials of the earth, and produced many noble works. Glass, a hard, brittle substance com- posed of sand and potash. Is glass useful ? Cloth, a material made of wool, hair, or flax. Woolen , cloth made of Oil . cloth made of Hair — Silk, a — , cloth made of kind of cloth made of the thread of the silk-worm. Shoe, a cover for the foot. Glove, a cover for the hand. s, ed, ing Tin d, not Cap, a cover for the head, chiefly of children. Hat, a cover for the head, of a cei'- tain shape. Needle, an instrument of steel, with an eye and point. Pin, an instrument with a point and head, used for fastening apparel. Hose, a cover for the leg. Comb, a toothed instrument for ar- ranging or clearing the hair. Comb, to arrange the hair with a comb. s, ed, ing Leather, the prepared skin of animals. I^iQUOR, a fluid substance of any kind. 84 STUDIES IN ANGLO-SAXON OKTHOGEAPHY. FOETY-SIXTH STUDY. TOOLS AND WORKS OF THE HOUSEWIFE. Housekeeping requires many utensils. These were few in olden times. Now they are greatly multiplied. Meal, the substance of grain ground. Is meal the flour of corn ? Sieve, s. an instrument that separates meal from the bran. Stove, s. an iron instrument used for making fire in. OvE\, 5. a place for baking in. Fire, s. heat made from wood or coal. Loaf, s, dough shaped and baked. Bread, dough made by moistening and kneading flour, and baking it. Kettle, s. a hollow vessel used to boil water in. Churx, s. a vessel in which milk is agitated, and butter made. Ladle, an instrument with a bowl and handle. Beetle, s. a wooden hammer. Bell, s. a hollow vessel used to make sounds. Goxg, s. a privy, an instrument used to make sounds. Fork, s. an instrument with a handle and points, to lift food to the mouth. Knife, s. a cutting instrument with a sharp edge. Needle, s. an instrument of steel used in sewing. Comb, s. a toothed instrument used to arrange the liair. Fan, s. an instrument used by ladies to put the air in motion. Besom, s. an instrument, or brush, used to sweep with. Token, a mark of love and attention. FORTY-SEVENTH STUDY. TOOLS AND WORKS OF THE SOLDIER. War has pressed some instruments into its service. The skill of man has been used in making weapons of death. Shield, s. a broad piece of armor. Is the shield used at present ? Target, s. a small shield. Sword, s. a weapon worn at the side. Spear, s. a long pointed weapon. Arrow, s. a shaft with a barbed head. Armor, a habit worn for defense in battle. * Spur, «. an instrument worn on the heel of horsemen. Sling, s. an instrument to throw stones. SnoTfc a -bullet, or ball. STUDIES IN ANGLO-SAXON ORTHOGRAPHY. 85 Bow, s. a bent piece of wood and Helmet, s. a defense for the head in string. battle. string, the string of TowiK, s. a building used for defense. Oboss , a bow that crosses a stock. Castle, ». a fortified building. FOETY-EIGHTn STUDY. TOOLS AND WOUKS OF LEARNED BUSINESS. The learned callings of life require few instruments. Their works are various. Hakp, s. a stringed instrument of mu- Desk, an inclined table to write on. sic. Song, a little poem. Is a harp a stringed instrument of Book, s. the thoughts of a man print- music ? . ed and bound. Pipe, s. a wind instrument of music. Word, letters or sounds used as the Pen, s. an instrument used to write sign of a thing. with. Creed, the articles of belief. Inkhorn, a vessel for ink. Speech, a discourse in public. FORTY-NINTH STUDY. TOOLS AND WORKS OF DIFFERENT KINDS OF BUSINESS. There are callings about which the Saxons knew little. The names of tools and works connected with some of these, we will place together. "Watch, an instrument to measure Saddle, s. a seat to be placed on a time. horse's back. Is a watch moved by a spring ? r, one who -glnsn, a glass that Awl, «. a pointed tool used to make spring, an elastic piece of steel holes in leather. in a watch. Shoe, s. a cover of leather for the foot. Clock, an instrument moved by maker, one who makes weights to keep time. Last, s. a form of the foot made of work, the works of wood. 86 STUDIES IN ANGLO-SAXON OETHOGRAPHY. Glove, «. a cover for the hand. r, one who Hat, a covering for the head. er, one who makes Kiln, an oven of stone or brick for burning lime, or hardening any thing. Road, an open way for travel. Park, an inclosed piece of ground. "Well, a place dug to obtain water. Mound, a bank of earth raised for defense. Drrcii, a trench dug in the earth. Timber, wood prepared for building. Tow, the broken and coarse part of flax. Toll, a tax paid for some privilege. FIFTIETH STUDY WEIGHTS AND MEASURES. Weights and measures are portable instruments by wbicli men find tlie value of alt quantities. Scale, a balance to weigh things. Is a scale much used ? Weight, a mass of iron or brass as a standard for weighing other things. Pound, a weight of twelve ounces. Hundred, a weight of one hundred pounds. Ton, a weight of twenty hundred. Grain, the weight of a kernel of wheat Foot, a measure of length of twelve inches. Yard, a measure of three feet. Span, a measure of the length be* tween the thumb and little finger. Fathom, a measure of six feet. Money, coin used as a measure of value. Pound, money valued at twenty shil- lings. Shilling, money valued at twelve pence. Pknny, money made of copper. Farthing, the fourth of a pennji FIFTY-FIKST STUDY, NUMBERS. Numbers are tlie finest instruments of the mind. One, the sign of a single tiling. Is one a number \ Five, Slx. - Two, the sign of one and one thing. Seven, Thbee, the sign of two and one thing. Eight, Four, Nine, • STUDIES IN AKGLO-SAXON ORTHOGRAPHY. 87 Ten, First, the foremost in the order of place and time. Second, next in order. TuiRD, first after the second. Fourth, ■ Fifth, — Sixth, — Seventh, Eighth, - Kinth, — Tenth, — CHAPTER VII. TnE WOEKS OF TOE CEEATOK. The tools and works of man introduce us to tlie works of tlie Creator. We go forth from home to gaze upon the earth and heavens. We drop the hoe or spade to pick up a flower, or gaze upon some cloud sailing in the blue sky. Man, for the moment, is forgotten ; and we feel the presence of the Creator — God over all, blessed for evermore. FIFTY-SECOND STUDY. THE EARTH. The earth is the Lord's, and the fulness thereof, earth hath He given to the children of men. The Earth, the world in which we live. Is the earth round like a ball ? Earth, the dust and mould on which we tread. y, ly, liness, liny en, made of ware, crockery made born, born of bound, fastened to quake, a shaking of Sea, s. a large body of water. •^~board, the shore —^breeze, wind blowing from - — man, a sailor. like, ship. Water, a useful and abundant fluid. ?/, less, ish, ishness. Land, the solid matter of our world. breeze, air moving from the — — -flood, an overflowing -force, troops serving holder, an owner of lady, a lady having tenants. lord, the owner of mark, a mark to bound ■ sman, one who lives tax, a tax of money Land, to set on shore. s, ed, ing 88 STUDIES IN ANGLO-SAXON ORTHOGRAPHY. PIFTY-THIKD STUDY. BODIES OF LAND. The land or solid part of tlie earth is divided into parts. Tliese are to be named and known. HiLi^ s. a small rise of land. Dell, s. a hollow place between hills Are hills pleasing to the eye ? Glex, s. a deep hollow place between y, iness hills. fop, the top of a hill. Suore, s. tlie land bordering on the Gck, a small sea. Mount, a mass of earth higher than a hill. less Mount, to rise on high. Island, a tract of land surrounded by — — — s, ed, ing, er water. Peak, s. the point of a hill or mount. er, one who dwells ish, ed Pit, s. a deep place in the earth. Ridge, s. a range of hills or mounts. Dust, dry, powdered earth. , to form a ridge. y, iness s, ed, ing, y Dust, to free from dust. Cliff, s. a high steep rock. s, ed, ing Bank, s. a pile of raised earth. brush, a brush to free . , to raise a mound of oarth. Swamp, s. spongy land filled with s, ed, ing water. Knoll, s. a little round hill. Ledge, an elevated row of rocks. Meadow, a tract of low land. Sward, the grassy surface of land. F I F T T-F O U E T H STUDY. BODIES OF WATER. The water on the surface of tlie earth appears in various bodies that have names and uses. "Water, a fluid of great use and very Un not abundant. -faU, a descent of Is water used for drink ? wheel, a wheel moved -y, iness, less, ish . — — man, a boatman. "Water, to supply with water. Foam, froth formed in water. s, ed, ing y, iness STUDIES IN ANGLO-SAXON ORTHOGEAPHY. Sound, a narrow sea, or strait. Stream, s. a current or flow of water. ^ to measure the depth of water , to flow as water. by lead and line. s, ed, ing s, ed, ing, less Cueek, a small inlet of the sea. Bay, an arm of the sea. Shoal, s. shallow water. Harbor, a port for ships. FIFTY-FIFTH STUDY. MINERAL BODIES OF THE EARTH. The eartli, especially tlie land, is made up of various kinds of minerals and metals. Some of these were known to the Saxons. Iron, a grayish, hard, and useful me- tal. Is iron made into steel ? • smith, a worker bound, bound •Jilinga, particles of foundry, the place where cast- • ings Iron, to arm with iron, or smooth. s, ed, ing Tin, a whitish, soft, elastic metaL smith, a worker in 7nine, a mine Tin, to cover with tin. s, ed, ing Silver, a white, brilliant metal. smith, a worker in Silver, to coat with silver. s, ed, ing, y Gold, a yellow, heavy, and precious metal. heater, one who beats dust, particles leaf, leaf or thin smith, a worker in Gild, to overlay with gold. s, ed, ing, er Lead, a dull, whitish, and soft metal. en, made of 'pencil, an instrument to draw lines. White , carbon and lead used as a paint. Red , oxygen and lead used as a paint Brass, a metal, known as an alloy of copper and zinc. Steel, iron combined with carbon. , to point with steel. s, ed, ing^ y yard, the Roman balance, or scales. 90 STUDIES IN ANGLO-SAXON OETHOGKAPHT. FIFTY-SIXTH STUDY. HI.VERAL BODIES OF THE EAKTII CONTINUED. Coal, a solid black substance used for Sand, fine, gritty particles. fuel. y, ish, iness Is coal a vegetable or a mineral ? stojie, a stone composed — — Collier, s. one who digs coaL Flint, s. a grayish black stone. pit, a pit where s, y mi7ie, a mine where glass, the purest miner, a man who works Clay, oily earth. scuttle, a vessel for carrying ey, ish Salt, a compound substance used for Loam, y. a mixture of sand and clay, seasoning. Brimstone, roll sulphur. , to season with salt. Chalk, a dull white earth. s, ed, ing, y, less, ish, ness — — y, iness inine, a mine where Limestone, a gray stone from which spring, a spring of lime is made. FIFTY-SEVENTH STUDY, VEGETABLE BODIES OF THE EARTH. The solid earth is clothed with plants. Many of these were observed and named by our Saxon forefathers. The plants of England received much attention irom them. Tree, s, a plant whose stem is large Asii, a grayish and stately tree, sup- and woody. plying good wood. How long does it take an acorn to Birch, a whitish or blackish tree, grow an oak tree ? whose twigs are long and slender. less, without en Willow, s. a tree of a drooping form. Beech, en. a fine tree of silvery bark. Sallow, s. a kind of willow of a sickly Elm, s. a stately tree with drooping hue. limbs. Oak^ s. a hardy and noble tree, sup- Linden, s. a fine cone-like tree, with plying fine timber. rich flowers. en, ling Hawthorn, s. a small tree bearing the Maple, s. a tree of a cone-like form. liaw. STUDIES IN ANGLO-SAXON OETHOGEAPHY. 91 Holly, a tree of a rich glossy foliage. Hemlock, a kind of fir whose leaves Apple-tree, s. a tree bearing the are prisms. apple. Chestnut, a large, spreading tree, use- Pear-tree, a tree bearing a rich fruit ful for its nut and timber. like the apple. Horse , a cone-like tree, bear- Plum-tree, a tree bearing plums. ing rich flowers — native to Africa. Fir, an evergreen, cone-like tree, use- Yew, an evergreen tree, like the fir. ful for timber. FIFTY-EIGHTH STUDY. SHRUBS. Shrub, a dwarf tree. Heath, a drj, brittle, and brownish Is the rose-bush a shrub f shrub. ij, iness, less Whortleberry, a shrub bearing a Thorn, a shrub having spinea fine beny. 1/, less Mistletoe, a shrub growing on the Hazel, a shrub bearing a fine nut. oak. Brier, s. a shrub full of small thorns. Ivy, a climbing shrub that grows on y, ed walls. Bramble, any rough prickly shrub. Madder, a plant used in dyeing. Furze, a thorny evergreen shrub with Wormwood, a small, bitter shrub. yellow blossoms. FIFTY-NINTH STUDY. Nettle, s. an herb whose prickles Fern, a plant whose fruit is on the raise blisters. back of the leaf. Will the juice of the nettle cure Rue, a plant used in medicine. burns ? Fennel, a plant yielding scented Hemlock, a poisonous plant. seeds. SIXTIETH STUDY. Grass, plants that form the food of Orchard ^, grass that grows cattle. Sedge, coarse grass growing in Are grasses very useful? swamps. Meadow , grass that grows Reed, grass with hollow jointed stein- 92 STUDIES IN ANaLO-SAXON ORTHOGRAPHY. Clover, a plant with three leaves. RvE, a useful grain, and easily raised. Barley, a bearded kind of grain nsed for making malt. Bear, a kind of barley. Flax, a plant that yields fibre for thread. Hemp, a plant whose skin is used for cords. Sorrel, a plant of an acid taste. Wheat, next to rice, the most useful grain. Oat, a plant yielding a grain for food. SIXTY-FIEST STUDY. VEGETABLES. Bean, a plant with a straight -stalk yielding a flat seed. Are beans used for food ? Pea, a climbing plant yielding a pea good for food. Radish, a plant whose root is eaten raw. Leek, a plant with a bulbous root. Garlic, a plant with a bulbous root and acid taste. Parsnip, s. a plant with a spindle root and used for food. Turnip, a plant whose bulbous root is ffood for food. SIXTY-SECOND STUDY FLOWERS. Daisy, a bright, button-like flower, called the eye of day. Has Burns immortalized the daisy ? Poppy, a showy plant whose juice produces sleep. Mallows, a soft, large-leafed plant, with depressed fi-uita. Blossom, the flower of plants Thistle, a prickly plant with tt showy head. SIXTY- THIRD STUDY, SOME PRODUCTIONS OF PLANTS. Trees and shrubs yield fruits of various kinds tliat are useful for food. Some of them are luxuries. Apple, the ft-uit of the apple-tree. Is the apple a large iruit ? Pear, a large fruit like tiie apple. Nut, a fruit consisting of a shell and kernel. Plum, a fine stone fruit. Berry, a pulpy f^uit mostly found on shrubs. Haw, the berry of the thorn. Sloe, the fruit of the wild plum. STUDIES IN ANGLO-SAXON ORTHOGRAPHY. 93 Acorn, the nut of tlie oak. Corn, the seed of such plants as wheat, rye, and maize. Tau, a thick, dark, resia-like sub- stance. Pixai, the thick juice of certain trees. Gum, the clear and pleasant juice of some trees. Starch, a white substance without smell or taste. SIXTT-FOFRTH STUDY, THE PARTS OF PLANTS. The smallest plant consists of several parts, all of wliicli have their use. The Saxons observed and -named some of them. Stem, the bodj of a plant. Is the stem always wood? Bough, the arm or branch of a tree. Twig, the smallest bough of a plant. Wood, the solid part of a tree. Pith, the spongy centre of a tree. Bark, the outward covering of a tree. Sap, the juice of a tree. Leaf, s. the broad organs that rise out of the small boughs. Blossom, the flower of a j)lant. Seed, the substance from which plants are produced. Kernel, the eatable part of a nut. IXTT-FIFTH STUDY. ANIMAL BODIES OF THE EARTH. The earth is more than clothed and made beautiful by trees, shrubs, grasses, and flowers. It is animated — it is alive. Animals, or living creatures, are found on the land, in the air, and in the depths of the water. The Saxons observed and named many of them to be seen. These names are^now DOMESTIC BEASTS OR ANIMALS. Ox, en. the male of the cow tribe. Is the ox used in ploughing ? Cow, 8. the female of domestic ani- mals with cloven feet, that gives milk. Horse, a fine animal with uncleft hoof. Colt, a young horse. Bullock, a young or little bull. Sheep, a small quadruped useful for food and wool. Ram, the male of the sheep. Goat, an animal somewhat like the sheep, but with hollow horns. 94 STUDIES IN ANGLO-SAXON OETHOGEAPHY. Lamb, a young sheep. Stud, . ^<^> ««^ oven. Answer, to speak in return, s, ed, ing, er s, ed, ing Dine, to eat the chief meal of the Bear, to support, to support without day. passion. s, ed, ing s, ing Carve, to cut in small pieces. For , s, ed, ing Kiss, to salute with the lips. Cram, to press or stuff in any thing. s, ed, ing 8, ed, ing Greet, to address kindly. s, ed, ing • ONE HUNDEED AND SIXTEENTH STUDY. ACTIONS OF THE HOUSEKEEPER. The housekeeper is silently performing her part in the world. Her actions promote or retard the good of the whole household. Foster, to feed or bring up. s, ed, ing s, ed, ing Tie, to bind with a cord or band. Warm, to supply heat. s, ed, ing s, ed, ing — — ^ Singe, to burn slightly. Feed, to give food. s, ed, ing s, mg • Soak, to steep in a liquid. Fed, did s, ed, ing Sew, to unite with needle and thread. Rear, to raise or bring up, 8, ed, ing .?, ed, ing Hem, to fold and sew down the edge. Meet, to come together. Swaddle, to bind with bandage. Met, did 120 STUDIES IN ANGLO-SAXON ORTHOGRAPHY. ONE HUNDRED AND SEVENTEENTH STUDY. ACTIONS OF THE HOUSEHOLDER. The care of a honseliold is known only to liouseliolders. Who could name the acts of one day of their lives ? Open, to unbar or remove any fasten- s, ing, er ing. Led, did Does the householder open the Rule, to order or control. house ? s, ed, ing, er s, ed, ing Bid, to command or direct. Shut, to close or bar. s, ing s^ ing For , to command before. Give, to bestow or transfer any thing. Bade, did s, ing, er Bide, to dwell or continue. . Given, bestowed. A , to dwell in Gave, did s, ing "Work, to perform labor. Abode, did s, ed, ing • Bequeath, to leave any thing by will Lead, to guide or conduct. s, ed, ing ONE HUNDEED AND EIGHTEENTH STUDY. ACTIONS OF THE HUNTER. The chase is attended with toil as well as pleasure. Acts of daring make up much of the hunter's life. Hunt, to chase wild animals. Rode, did Do many men hunt animals ? Out , did s, ed, ing, er Bet, to stake a wager. Trap, to catch by a snare. s, ed, ing s, ed, ing, er "Weary, to exhaust strength, to tire. Run, to pass rapidly on foot. s, ed, ing s, ing, er Slay, to put to death by violence. Ran, did s, ing, er Ride, to go on horseback. Slew, did s, ing, er Skin, to take off the skin. Out , to ride farther, or beyond. s, ed. ing s, ing, er — Throw, to fling or cast in any way. STUDIES IN ANGLO-SAXON ORTHOGRAPHY. 121 -5, ing . ■ 5, ed, ing Threw, did — — Flay, to strip off the skin. Ford, to cross a river by -walking on s, ed, ing the bottom. ONE HIJNDEED AND NINETEENTH STUDY. ACTIONS OF THE FISEER. The days and nights of the fisher are marked with change. Perils and escapes make up much of his history on the deep. Fish, to try to take iisk Wreck, to ruin, or throw aiway. Is it pleasant to fish ? «, ed, ing es, ed, ing, er Swamp, to plunge or upset in water. Hook, to seize with a hook. s, ed, ing «, ed, ing Pull, to drag or haul. Spear, to pierce with a spear. s, ed, ing «, ed, ing • Weather, to bear up through a Drag, to pull or hauL storm. «, ed, ing s, ed, ing Sail, to pass through water in a ves- Steer, to direct, as a vesseL sel. 5, ed, ing 8, ed, ing Row, to drive with oars. Swim, to pass through water by using s, ed, ing the limbs. Toil, to labor, to become weary. s, ing, er ^ ed, ing Swam, did ONE HUNDRED AND TWENTIETH STUDY. ACTIONS OF THE FARMER. Almost every act of the farmer's life is connected witii something agreeable. Farm, to lease or till land. Seed, to sow, or plant with seed. Is it healthy to farm f Weed, to free from weeds. ing, er s, ed, ing Till, to cultivate land. Harvest, to gather grain or fruits, ■ ■ <, ed, ing ■ g, ed, ing -^ 122 STUDIES IK ANGLO-SAXON ORTHOGRAPHY. Summer, to pass, or cany through Fan, to Avinnow, or separate chaff summer. from grain. s, edy ing < s, ed, ii>g Winter, to pass, or carry through Hire, to engage in service for a r^- winter. ward. s, edy ing 5, ed, ing, ling Mow, to lay grain or hay in a mass Gather, to get in the harvest in the barn, .«, ed, ing .. s, ed, ing Hinder, to keep back, or obstruct* Mow, to cut down grass or grain. s, ed, ing s, ed, ing, er ONE mJNDEED AND TWENTT-FIE8T STUDY. AC3TION3 OF MECHANICS. Building has a cliarm for the mind, and pleases ns with acts of skill. The sound of busy instruments awakens use- ful feelings in the heart. Frame; to form the outline of a Melt, to make liquid. '*it building. s, edging ™ Did the housewright frame the Turn, to form on a lathe. barn? s, ed, ing, er _ ,j ,. Beat, to strike repeatedly. Bore, to make holes with an auger s, mg —— or gimlet Neal, to temper by heat s, ed, ing, er s, ed, ing Fast, firm, set An , to heat and cool slowly. Saw, to cut with a saw. Naii^ to fasten with nails. s, ed, ing s,ed,ing,er Dovetail, to join in a tenon like a "Wield, to sway with the hand. s, ed, ing pigeon's tail. Hammer, to strike with the hammer. Heav, to cut with any instrument «, ed, ing s, ed, ing, er Drili^ to bore a hole. Carve, to cut wood or stone into 5, ed, ing some form. BcjiLD, to frame and raise a building. s, ed, ing s, ed, ing, er STUDIES IN ANGLO-SAXON OBS^HOGRAPHY, 123 ONE HUNDRED AND T W ENT Y - 8 E OND STUDY. ACTIOXS OF MANUFACTURERS. The steps by wliicli raw materials are clianged into tlie goods and wares of trade, must always liave an interest for the mind. Shape, to form for some end. color. Does the pin-maker shape his pin ? s, ed, ing, er Twist, to wind one thread ix)und an- Comb, to separate and arrange "with a other. comb. 5, ed, hig, er ■% ed, ing, er Twine, to twist threads. Un ed, not a, ed, ing Grind, to make smooth or sharpen. Full, to tliicken cloth in a mill. s, ed, ivg .s, ed, ing, er Glazk, to crust with a glossy coat. Bleach, to whiten by removing the s, ed, ing ONE HUNDRED AND TWENTY-THIED STUDY. ACTIONS OF TRADERS. The acts of buying and selling are more closely related to the welfare of man than all are ready to perceive. Ac- tive and wise merchants do much for the nation. Uave, to hold or possess. s, ed, ing lias the trader much goods ? Chop, to buy or barter. -s, ing «, ed, ing • Had, did Mete, to measure. Wend, to pass or travel from place to .•?, ed, ing place. Ship, to put on board a ship. s, ed, ing ■- s, ed, ing, er Dun, to urge payment. Un , to take off s, ed, ing -^ "°- Weigh, to find the quantity of a thing Lie, to deceive, or tell an untruth. by weighing it. J3e , to give the lie. 124: STUDIES IN ANGLO-SAXON OKTHOGKAPIIY. ONE mJNDRED AND T W E N T T - F O UBT II STUDY. ACTIONS OF WAR. The deeds of the soldier occupy a large place in tlie liis- tory of man. Wrest, to gain by force. Reck, to care or mind. Does the hero wrest the goods of s, ed, ing the enemy ? Reek, to emit steam or Taj)or, s, ed, hig s, ed, ing Ward, to guard or fend oil. Quail, to crush or subdue. s. ed, ing 5, ed, ing Weaken, to make weak. Waver, to totter, or change in cour- s, ed, ing • age. Hurt, to injure in any way. s, ed, ing s, ed, ing Murder, to kill a human being. Spare, to forbear to punish or destroy. s, cd, ing 8, ed, ing Slaughter, to make great havoc of life. Quell, to subdue or overcome. s, ed, ing • s, ed, ing Welter, to roll in foul matter or Rush, to move with violence. blood. 8, ed, ing s, cd, ing ONE nUNDEED AND TWENTY-FIFTH STUDY. ACTIONS OF THE LAWYER. As society now exists, the lawyer is needed to explain our laws. ONE nUNDEED AND TWENTY -SIXTH STUDY. ACTIONS OF THE DOCTOR. The diseases of mankind require skill to lieal tliem. The doctor, in a diseased world, becomes an important person. Heal, to cure a wound or disease. s, ing Does the doctor heal diseases ? Mix, to mingle things. a, ed, ing, er s, cd, ing Bleed, to take away blood by open- Bray, to pound in a mortar, ing a vein. «, ed, ing STUDIES IN ANGLO-SAXON ORTHOGRAPHY. 125 Blister, to raise a blister by a hurt, discharge of blood or water. burn, or medical plaster. s, ed, ing s, ed, iiig Lkecii, to bleed by leeches. Cup, to apply a glass to procure a s, ed, ing ONE HTINDEED AND T W E N T Y - SE V ENTH STUDY. ACTIONS OF THE TEACHER. To instruct and train the soul is the noblest calling on earth. It embraces the interests of man in time and eter- nity. Teach, to impart knowledge. Un ■, to open out, to reveaL Is it easy to teach children f Read, to utter written letters and -s, ing, er words. Taught, did 5, ing,er Show, to present to view. Read, did s, ed, ing Write, to form letters and words. Form, to give shape or outline. s, ing, er -s, ed, ing Wrote, did Stbength, power of body or mind. Reckon, to count by figures. e n, to make strong. s, ed, ing, er • s, ed, ing " Rule, to govern and guide. Fold, to lap up in folds. s, ed, ing, er s, ed, ing, er ONE HUNDRED AND T W E N T Y - E I G HT H STUDY. actions of the artist. The love of beauty is part of our nature, and, in some cases, leads to the fine arts. Draw, to represent or picture by s, ed, ing, er lines. Carve, to cut wood or stone into Can you draw objects ? some shape. s, ing, er 5, ed, ing, er — Drew, did -• ■ Sixa, to utter sweet sounds, to tell Pipe, to play on a wind instrument something in verse. — — «, ed, ing, er s, ing, er r—. — Habp, to play on the harp. Sang, did 126 STUDIES IN ANGLO-SAXON OETHOGEAPHY. Dkaft, to draw the outline. Blend, to mingle together. s, ed, ing s, ed, ing -sman, a man who ONE nUNDEED AND TWENTY-NINTH S T TT D T . ACTIONS OF MINERALS. Minerals have a kind of life, made up of simple actions. Glisten, to shine with light. s, fd, ing, y, ineas • Does gold glisten ? Glitter, to si)a!-klo with light. s, ed, ing s, ed, ing Rust, to become rusty bj exposure t6 Dwindle, to become less. air. s, ed, ing ONE nUNDRED AND THIETIETH S T TJ D Y . ACTIONS OF PLANTS. Plants are living things. Many and pleasing are their acts. Gkow, to enlarge in size. Droop, to hang downward. Do all plants grow ? s, ed, ing ing Clothe, to cover, as rocks on the earth. Grew, did s, ed, trig Leaf, to put forth leaves. Feed, to supply food. Blossom, to put forth flowers. Fed, did s, ed, ing Die, to pass from life. Seed, to grow and produce seed. s, ed, ing — >■ — s, ed, ing Eustle, to make quiclc, small sounds. "Wither, to fade or lose its freshness. s, cd, ing s, ed, iyig ONE HUNDRED AND THIRTY-FIRST STUDY. ACTIONS OF DOMESTIC ANIMALS. The fireside and barn-yard have their actors in dumb animals. STUDIES IN ANGLO-SAXON OETHOGKAPHY. 127 Bellow, to make a lioUow loud noise. s, ed, ing Does the bull bellow ? Bray, to make a harsh, loud sound, -s, ed, ing as an ass. Low, to make a low noise, as a cow. .5, ed, ing ■■?, ed, ing Gkaze, to eat grass, to supply cattle Bleat, to cry as a sheep. with grass. ,s, ed, ing .s, ed, ing Bark, to make a sharp, snapping noise, Wag, to move one way and another, as a dog. as the tail. s, ed, rng s, ed, ing Worry, to harass, or tear, as a dog. Lick, to draw the tongue over. s, ed, ing s, ed, ing WiiLVE, to make a crying sound, as a Crow, to make the noise of the cock. dog. s, ed, ing s, ed, ing Cluck, to utter the sound of a hen Fawn, to court favor, as a dog. while hatching. s, ed, ing s, ed, ing Neigh, to utter the sound of a horse. ONE nUNDEED AND THIE T Y -S E ON D STUDY. ACTIONS OF WILD ANIMALS. The deserts and forests are alive with active, living crea- tares. Roar, to make a continuous noise, as s, ing a lion. Crept, did Does the lion roar for food ? Spring, to move with violence. s, cd, ing s, iiig Grin, to open the mouth and set the Sprang, did teeth. Tear, to separate or destroy. IIiss, to make a hissing sound, as a Tore, did serpent. Burrow, to hollow a place or bed in '-"— s, ed, ing ' the earth. Croak, to make a low, hoarse noise, s, ed, ing as the frog. Climb, to creep up a tree or rock. •s, ed, ing, er s, cd, ing Bristle, to erect the hair, as swine. Suck, to draw out milk or blood with s, ed, ing the mouth. Creep, to move slowly, or on the belly. s, ed, ing 128 STUDIES IN ANGLO-SAXOK ORTHOGRAPHY. ONE HUNDEED AND THIETY-THIED STUDY. ACTIONS OF BIRDS. The bird is a thing of beauty. All its doings are pleasing, and add mucli to the life and pleasure of every spot, on the surface of the earth. Fly, to move by the wings. Scream, to utter a shrill loud cry, as Does the eagle fly high ? an eagle. -s, inq - s, ed, ivg Flew, did Pick, to pluck or pull off any thing. Hop, to spring on the feet, as a bird. s, ed, ing s, eri, ing Lay, to bring forth, as eggs. Swoop, to seize on the wing. Mount, to soar on high. s, ed, ing s, ed, ing Flutter, to move and flap the wings. Light, to get down, as a bird. s, ed, ing A , to get down upon. ONE HUNDRED AND T H I R T Y - F O U E T H STUDY. ACTIONS OF THE EARTH. The world, on which we live, is a moving world. Every part of it is in motion, and has its work to do. Turn, to move in a circular course. Swarm, to throng and herd in crowds. Does the earth turn on its axis ? s, ed, ing s, ed, ing Swell, to rise in billows. Whirl, to roll rapidly. s, ed, ing s, ed, ing Ooze, to trickle out, as water. Glide, to pass on rapidly but smooth- s, ed, ing ly. Flow, to glide along, as water. s, ed, ing s, ed, ing Float, to be borne along on water or Sprout, to spring f^rth, as grass. in the air. s, ed, ing s, ed. ing Bear, to bring forth, as young. Quake, to shake or tremble. -s, ing s, ed, ing Bore, did Teem, to swarm with life. Freeze, to congeal or harden into ice. s, ed, ing s, ing STUDIES li^ ANGLO-SAXON OETHOGKAPHY. 129 ONE HUITDRED AND THIETT-FIFTH STUDY. ACTIONS OF THE HEAVENS. The heavens above us are ever marked with, wonderful doings. Hang, to suspend. Wheel, to roll forward. Over , to hang over. .s, ed, hig Do the heavens overliang the earth? Rise, to move or pass upwards. s, ing s, ing Hung, did Rose, did "Water, to pour out, as rain. Set, to sink or pass below the horizon. -s, ed, ing s, ing Shade, to screen from the light. Twinkle, to sparkle at intervals. s, ed, ing s, ed, ing Dazzle, to overpower with light. Thaw, to melt, or become fluid. s, ed, ing s, ed, ing Glitter, to sparkle with light. Sprinkle, to scatter, as rain. s, ed, ing s, ed, ing ■ ONE HFXDEED AND THIETY-SIXTH STUDY. ACTIONS OF GOD. He doeth all things well. Make, to form or fashion. Hold, to keep or bind fast or together. Did God make the earth ? Up , to bear or keep up. s, ing, er s, ing Made, did Keep, to hold and retain. Lay, to settle or fix as a foundation. Curse, to pronounce and make miser- — —s, ing able. Laid, did s, ed, ing Rear, to raise, as a building. Bless, to pronounce and make happy. s, ed, ing s, ed, ing Fix, to make firm. Atone, to satisfy and reconcile. s, ed, ing s, ed, ing 6* 130 STUDIES IN ANGLO-SAXON ORTHOGKAPHY. CHAPTER XII. EVENTS. The life of the world and all that it contains is made up of events. In these, actions have their end. As the growth of the plant is perfected in the production of its seed, so the acts of all things are completed in a few striking events. Some of these were noticed and recorded by the Saxons, and are still found among the relics of their language. To gather them up and weave their names with our earliest speech, is a happy view of education. ONE HTJNDEED AND T H IE T T - S E VE N T H STUDY. EVENTS OF THE HOUSEHOLD. There are events enough in every family to form an in- structive history. Wed, to unite in marriage. Do men and women wed each other ? s, cd, ing "Wedding, a marriage. Birth, coming into life. Work, labor of any kind. ing, tlie act Play, sport or amusement. ing, the act of Sleep, rest bj suspending active pow- ers. ing, the act Breakfast, the first meal in the daj. iyig, the act Sick, affected with disease. ness, state of Teach, to instruct by giving know- ledge. -ing, the act of instructing. Learn, to receive knowledge. ing, the act of getting know- ledge. Clothe, to cover the body with gar- ments. ing, covering with garments. Feed, to give food. ing, the act of taking food. Welcome, to receive and entertain gladly. s, ed, ing Welcome, a salutation. Farewell, a wish of happiness at parting. Burt, to place a dead person in a grave. s, ed, ing STUDIES IN AKGLO-SAXOIT ORTHOGRAPHY. 131 ON-E HUNDllED AND THIETY-EIOIITH STTDY. EVENTS IN THE OCCUPATIONS OF MAN. Every pursuit of life lias its events. Some of these are of general interest, and sliould be noticed by all. i^EED-ir.,/^, the season for sowing. Shipweeck, the easting away of a ship. Is 3j)fing the seed-time of tlie Set,, to place firm, or on a basis. year i Over , to turn over ■ Harvest, tde season for gathering Fall, the act of dropping from a crops. liigh place. ko)A€^ jhe song and feasting "Wound, a hurt of any kind. ' at tne end ti harvest. Begin, to commence. ^isowiNG, the aci >f seeding a field. s, ing iIaevesting, thi act of gathering Beginning, the first of any thing. crops. End, the last of a thing. t>LiGUT, a disease liat nips plants or Lose, to pass from our possession. grain. s, ing iEiLDEW, a while c > iting on plants, Lost, did producing aejay. Loss, privation of a thing. VvUST, a disease in ^v.im produced by Fire, the burning of any thing, as a lichens. house. ONE n\711I'RED AND THIETT-NINXn STUDY. NATURAL EVENTS OF THE EARTH. Ik the coursr, of things, striking changes pass upon the oarth. Events C/Ccur that must be noticed. Cold, the want of Le«t. Summer, the flowering of the earth — Is printer cold ? the season of heat. Heat, a state of warmth. Fall, the decay of the leaf — the sea- Dav, the time when the sun is with son of decay. us. Winter, the sleep of the earth — the KiGHT, the time when the sun is ab- season of cold. sent. "Wind, the air in motion. Spring, the budding of the earth — Blast, a gust of wind, the season of buds. Breeze, a gentle gust of wind. 132 STUDIES IN ANGLO-SAXON OETHOGRAPHY. Storm, a violent action of wind and rain. Shower, a fall of rain. Hail, a fall of frozen rain. Sxow, a fall of frozen vapor. Ice, water frozen solid. Frost, frozen mist or fog. Mist, water falling in very small drops. Dew, moisture condensed from the air. Flood, a great flow of water. Wave, a moving swell of water. Tide, the rise and fall of the waters of the sea. Land-slip, a movement of land. Earthquake, a trembling of the eartli. Spring, a bubbling up of water. Boiling-spring, a heaving up of hot water. Fall, a descent of water. ONE nUNDEED AND rORTIETH NATURAL EVENTS OF THE HEAVENS. Men, in all ages, have looked with interest on the hea- vens. The bright noon and the starry night have unfolded wonders to the eye of man. Light, that by which we see. Is light pleasant to the eye ? Sun , the light Moon , the light Star , the light Twilight, the faint light of the sun before rising and after setting. Dark, obscui-e, or without light. ness, the state Cloud, a mass of visible vapor. Dawn, the break of day. uvy-way, a broad luminous belt in heavens. '. the point of the heavens where orth star appears. — ern, belonging light a, lights Shoot, to dart rapidly. s, nil) Shooting-stars, meteors like stars that dart across the sky. Thunder, the sound that follows the flash of lightning. STORM, a storm of rain and thunder. cloud, a cloud Lightning, a flash of light known as a dischai-ge of electricity from one cloud to another. SuNRisp, the appearance of the sun. Sunset, the going down of the sun. New Moon, the moon when first seen. Full Moon, the moon as seen oppo- site the sun. Rainbow, a bow of seven colors formed by light and rain in the heavens. STUDIES IN ANGLO-SAXON ORTHOGRAPHY. 133 ONE HUNDRED AND FOETY-FIRST STTIDY. EVENTS OF GOD. The Creator is revealed to us by events. His power and wisdom and love have wrought wonders in behalf of man. Some of these are recorded in the Saxon part of our lan- guage. Earth, the globe which we inhabit. Is the earth the work of God ? Heavex, the sky or air. Sun, the great body that lights the earth by day. Moon, the body that lights the earth by night. Stars, the bright bodies that appear in the sky at night. World, the universe, or the earth and heavens. Man, the race of beings to which we belong — God's image on earth. Fall, the ruin of the race by sin — the loss of the Divine image per- mitted by God. Gospel, good news from God to man. Daysman, one who lays his hand on opposite parties and brings them together — a mediator. Atonement, removal of sin by the obedience of a mediator. Give, to bestow. For , to give away or pardon. ness, the pardon of an of fender. Right, according to law or truth. eous, full of -ness, the state of Peace, rest from all disturbance. Holt, free from sin. ness, state of Death, the end of life on earth. Grave, the place of the dead. YARD, an inclosed place — God's Acre, the field of God — the Saxon phrase for a grave-yard. Court, a place of justice. Doom, to judge, to pronounce sen- tence. s, ed, ing Hell, a deep, covered place — the abode of the wicked. Heaven, a high and honorable place — the abode of God and holy be- ings. ONE HUNDRED AND FORTY-SECOND STUDY. The end of the Hand-Book of Anglo-Saxon Orthography is reached. The course was agreeable as well as useful. Every step had a freshness and interest that readily claimed 134 STUDIES IN ANGLO-SAXON OKTHOGRAPHY. attention. We look back with pleasure, and feel tliat we have gathered up a large amount of knowledge for future years. The review is profitable. If the child has paid due attention to ''The Instructions," he has learned nearly all that is to be known about the Anglo-Saxon portion of his language. The formation of words is known : termina- iionsj suffixes J and prefixes are at his command. If he has given proper thought to "The Studies," the leading words of Anglo-Saxon origin are understood — some five thou- sand in number. He has the chief materials that form the language of the Bible, the Pilgrim's Progress, and the Speeches of Daniel Webster. These are happy considerations. They awaken desire and hope. The future is still before us, and invites to new studies. Words of Anglo-Saxon origin do not compose the whole English language. They form its hasis only. Thou- sands have been received from other sources, and are now to be studied. The Hand-Book of the Gothic, Celtic, French, and Classic words of our language remains to be taken up, in order to complete the course of studies in Orthography. These two Hand-Books, it is believed, will give a new interest and importance to words. Orthography takes the form of a charming science. It is no longer meagre spelling, or a dry analysis of disconnected words. It is a classified view of the words of our language. They appear in fami- lies, arranged according to their parentage, retaining their national origin, and standing in close union with the things which they represent. The course is a complete one. Every leading object of thought stands forth in connection with the words of a rich and happy language. ■fl ^ ftJ dbbZb y^ M^^l7^:wl THE UNIVERSITV OF CAUFORNIA LIBRARY