PREFIXES OF GREEK ORIGIN A, an (not, without); as, apathy. Hyper (above, over); as, hypercritical. Para, par (beside); as, parallel. Syn, sy, syl, sym (together, with); as, synthesis, sympathy. SUFFIXES SUFFIXES OF ANGLO-SAXON ORIGIN D (passive); as, deed, loved. Dom (condition); as, freedom. En (causative, diminutive, made of); as, hasten, kitten, wooden. Er, ar, or (one that, instrument); as, speaker, writer. Ful (full of); as, mindful. Less (free from, without); as, worthless. Some (full of, making); as, quarrelsome. SUFFIXES OF LATIN ORIGIN Able, ible, ble (that may be, worthy of); as, attainable, laudable. Acy (-ness, state of being); as, accuracy. Age (-ing, state of being, act of); as, bondage. Al (of, pertaining to); as, manual. An, ean, ian, ane (in adjectives, of, pertaining to; in nouns, one who); as, republican, European. Ance, ancy, ence, ency (act of, state of being); as, acceptance. Ant, ent (in nouns, one that; in adjec tives, -ing); as, assistant, pendent. Ary (in nouns, one that; in adjectives, of, pertaining to); as, library, epistolary. Ate (in nouns, office, one that; in adjectives, having, -ed; in verbs, to make, to give, to put); as, legate, fortunate, incarcerate. Dom (place in which dominion is exercised, rank, quality); as, kingdom, wisdom. Eous (consisting of, like); as, igneous. Fy (to make); as, fortify. Ile (of, like, pertaining to); as, juvenile. Ine (one that); as, marine, Ion (act of, -ing, state of being); as, invention. Ive (in nouns, one that; in adjectives, having power); as, captive, active. Ment (act of, -ing, state of being); as, accomplishment. Mony (state of being, that which); as, matrimony. Or (one, that, -er, act of, -ing); as, factor. Ous (full of, consisting of, like); as, curious. Tude, ude (-ness); as, altitude. Facere, to make, to do. Ferre, to bear. Fides, faith. Finis, end. Fluere, fluxum, to flow. Forma, form. Fortis, strong. Frangere, fractum, to break. Gerere, gestum, to bear, to perform. Grandis, large. Gratia, grace. Habere, to have. Horrere, to shudder. Jungere, junctum, to join. Latus, side. Legere, lectum, to gather. Liber, free. Lingua, tongue. Litera, letter. Locus, place. Loqui, to speak. Magnus, great. Manere, mansum, to remain. Manus, hand. Mater, mother. Mederi, to heal. Medius, middle. Mittere, missum, to send. Navis, ship. Noscere, to know. Novus, new. Numerus, number. Octo, eight. Oculus, eye. Omnis, all. Orbis, circle. Par, equal. Parere, to bring forth, prepare. Pars, part. Pater, father. Pax, pacis, peace. Petere, petitum, to ask, seek. Plicare, to fold. Ponere, positum, to place. Portare, to carry. Post, after. Prehendere, to grasp. Primus, first. Pungere, punctum, to prick. Ratio, reckoning. Rumpere, ruptum, to break. Satis, enough. Scire, to know. Scribere, scriptum, to write. Secare, sectum, to cut. Sequi, secutus, to follow. Servus, slave. Sistere, to stop, stand. Solidus, solid. Solus, alone, Solvere, solutum, to loosen. Sonus, sound. Specere, spectum, to look. Spirare, to breathe. Struere, structum, to pile up. Suadere, to advise. Sumere, sumptum, to take. Tangere, tactum, to touch. Roots are frequently called stems; and the word root is sometimes restricted to certain primitive forms of speech from which words in related languages are derived. Use the foregoing table (Appendix F) to teach pupils the etymology of words they find in their text-books. Place lists of words on the blackboard, to be analyzed into their component elements; as, abduction; ab, away, ducere, to lead, ion, the act of, etc. Let pupils occasionally see how many words they can form from a given root; as, incline, declension, etc., from clinare. The table can also be used in other ways. G COURSE OF READING English grammar has no superior among the common school branches as a means of mental discipline; but it cannot take the place of a course of reading for general culture. Every pupil who uses this book should read a number of the best works of the best authors. Let the teacher ascertain what books can be obtained by his pupils, and select from those books the ones that will be most beneficial to the pupils. The teacher should also read to the school selections from standard authors, and lead the pupils to appreciate their beauty. The study of words their history, their etymology, their figurative as well as literal use- is both interesting and profitable. Do not lose sight of the fact that nothing can take the place of good literature in a course of study. INDEX [Figures preceded by "p." refer to pages; other references are to paragraphs] Adjectives, chief use of, 192; classes of, Adverbs, chief use of, 202; classes of, Apostrophe, 81, 117, 476, 477. As, 368, 973, p. 316. As well as, 954, 966. Be, variations of, 609, 1. Biographical sketches, 911, 912. Brevity, 1003-1007. |