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few can have any distinct conception what their meaning really is, or how they came by it. Having neither taproots, nor lateral roots, they are easily shaken and driven out of line; and one gust may blow them on one side, another on another side. Hence arises a confusion of tongues, even within the pale of the same language; and this breeds a confusion of thoughts. Of all classes of paralogisms the most copious is that in which a word, used in one sense in the premises, slips another sense into the conclusion.

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They who feel an inward call to teach and enlighten their countrymen, should deem it an important part of their duty to draw out the stores of thought which are already latent in their native language, to purify it from the corruptions which Time brings upon all things, and from which language has no exemption, and to endeavour to give distinctness and precision to whatever in it is confused, or obscure, or dimly seen.

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"A man should love and venerate his native language, as the first of his benefactors, as the awakener and stirrer of all his thoughts, the frame and mould and rule of his spiritual being, as the great bond and medium of intercourse with his fellows, as the mirror in which he sees his own nature, and without which he could not even commune with himself, as the image in which the wisdom of God has chosen to reveal itself to him. He who thus thinks of his native language will never approach it without reverence. Yet his reverence will not withhold, but rather encourage him, to do what he can to purify and improve it."-JULIUS HARE. 'Guesses at Truth.

And last, it is COLERIDGE, who says

"Reflect on your own thoughts, actions, circumstances, and—which will be of especial aid to you in forming a habit of reflection,-accustom your self to reflect on the words you use, hear, or read, their birth, derivation and history. For if words are not things, they are living powers, by which the things of most importance to mankind are actuated, combined, and humanized." Aids to Reflection.'-Preface.

Philadelphia, October 23, 1846.

H. R.

NOTE.

The references for the illustrative authorities under each title are made to the poems, which are respectively quoted, the references to Paradise Lost Paradise Regained,' and 'Samson Agonistes' being given with only the initials of the titles of those poems.

PREFACE.

DR. BLAIR, in his "Lectures upon the English Language," says :—“ The great source of a loose style is the injudicious use of synonymous terms." If we examine the style of most of the periodical and light literature of the day, we shall soon be convinced of the truth of this assertion. For one fault in construction or idiom, we shall find at least twenty incorrect applications of words. The want of a critical knowledge of verbal distinctions is obviously the cause of these errors. But though the foundation of this knowledge should undoubtedly be laid at an early stage of the study of language, and before the habit of using words in a loose way has become inveterate, it appears to be generally considered unnecessary for the young student, and is either neglected for other pursuits, or else is wholly excluded from systematic education.

The pernicious result of this neglect is found in the inaccuracy and looseness of style so generally prevalent. The present work has been written with a view to supply what the author believes to be a desideratum in Elementary Education; and though he is far from intending it should be regarded as complete, he hopes it will be found to contain principles sufficiently suggestive to enable those who use it to continue the study to any extent for themselves.

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