this is only a convenient way of referring to standard authors; for in the dictionary we may find the way in which a word is spelled, its pronunciation and derivation, and the sense in which it is used by standard authors. We may also find whether the word has gone out of use or recently come into use, and whether it is provincial or local, slang or rarely used, technical or vulgar.

Suppose, for instance, that the word quixotic is used, and some one raises the question whether it is an English word. The dictionary is consulted, and we find the word there spelled, the pronunciation indicated, and the definition given, as follows: "Quix-ot'ic, a. Like Don Quixote; romantic to extravagance." Then follows a quotation from Prescott: "Feats of quixotic gallantry." As we find no statement that the word is rare, obsolete, slang, new, or technical, we know that more authors could have been quoted, and that it is in good usage as an English word.

We might likewise find that the verb ashame, equivalent to the verb shame, is rarely used; that the verb orn (ornament) is altogether obsolete; and that the noun altruism is of recent adoption into the language. The word crank, when used to denote an eccentric person, is stamped as colloquial. To bulldoze (intimidate) is United States slang; and only an illiterate person will speak of a worriting child.

All these facts can be gathered from the dictionary in a few moments' search. Indeed, the dictionary is the best text-book for the study of words; and in the larger or unabridged editions can be found all the information needed concerning every word in the language. It is important, therefore, that every student should know

how to use the dictionary; that he should look up every word of which he is at all doubtful, and make himself certain as to its use; and that every time he is corrected in the use of a word, he should find out exactly what his mistake is, and thus guard himself against making a similar mistake.

As a rule, school pupils do not refer very often to the dictionary; and those who dò, from carelessness or ignorance, generally fail to get all the information that they need. Therefore, we shall devote a few pages to suggestions as to the use of the dictionary.

HOW TO USE THE DICTIONARY.

Ownership. Every student should own an English dictionary not smaller than the Webster's "Academic Dictionary," and should make a point of keeping it in a place convenient for use. From such editions the pupil may find, with reference to all the words that he would be likely to use in writing or speaking, the following information:

I. The Spelling.

II. The Pronunciation, indicated by division into syllables, by accent, and by marks showing the sound of vowels and consonants. These marks are called diacritical marks, and are explained at the beginning of the dictionary and at the bottom of each page. Words especially difficult to pronounce are spelled phonetically in brackets following the correct spelling.

It is not necessary for the student to commit to memory any table of diacritical marks; for most dictionaries contain in the opening pages a key to their system of indicating pronunciation, and explanations in footnotes

on each page.

He should, however, be sufficiently familiar with these symbols to be able to pronounce any word without other aid.

III. The Part of Speech, indicated by an initial letter or letters in small Italics. A second initial letter is given if the word is more than one part of speech. The various forms of inflected words are indicated in brackets following the part of speech; but regular plurals and comparisons are not given.

Scratch, v.t. [-ed; -ing.] To rub or tear the surface with something sharp. n. A slight incision or laceration.

IV. The Derivation, given in brackets, which contain the original or foreign word or words from which the English word has been derived. The names of foreign languages are indicated by abbreviations. The foreign words are printed in Italics. When referring to the dictionary, the student should read carefully the derivations given, so far as his knowledge of foreign languages will enable him to understand them.

Ex. Lu'nat-ie, n. [Lat. lunaticus; luna, the moon.]
Port, n. [Lat. portus, a harbor.]
Trib'u-la'tion,2 n. [Lat. tribulatio.]

V. The Definition, following the derivation. If the word has more than one meaning, the several definitions are numbered (see definitions of cross, stream, stand, in

1 Every dictionary contains a table explaining the meaning of all the abbreviations and arbitrary symbols employed.

2 The heavier of two accents on one word indicates the syllable which receives the greater stress.

"Academic Dictionary"). Often a list of synonyms, or words of similar meaning, is given after the definition.

Ex. Văl'or, n. [Lat. valere, to be strong.] Strength of mind in regard to danger; personal bravery.

Syn.-Courage; bravery; boldness; fearlessness; heroism.

DEFINITIONS.

Warning against Carelessness. — - Accuracy is especially important in defining a word or term; yet there is the greatest difficulty in securing accuracy in definitions from school pupils. They generally appreciate that Latin and French exercises must be correct in every particular, and that a mistake of a unit in addition makes the result altogether wrong; but ask a boy to define a word, and the answer is generally given without thought or care. Nouns are defined as adjectives, adjectives as nouns, verbs as participles.

Until a class has had some definite instruction in definition, the pupils will make ridiculous mistakes when asked to define an ordinary word. This failure is particularly evident when students who have had no instruction in definition take up geometry, and are asked to define the terms for which definitions must be given before the study of propositions is begun.

Examples of Poor Definitions. Unless the definitions of the text-book are committed to memory, the answers seldom meet the requirements of a good definition, but are often like the following examples :

A surface is the top of anything.

A line is when you draw a mark from one place to another.

A straight line is not curved at all.

An axiom is something that you know already.

A right angle is where two lines come straight together.

SCH. ENG.-2

A class of untrained schoolboys will define ordinary words in a manner similar to the following examples:

1. Love, v.t. To love is when you are very fond of any one. 2. Swiftly, adv., is running fast.

3. Bicycle, n., a two-wheeled vehicle.

4. Cake, n., sweet bread.

With regard to Example 1, certainly a transitive verb must be defined by a word or combination of words that denotes an action. The above definition does not denote an action, but the time of an action. The proper definition is, (1) to regard with affection, (2) to take delight in. A true definition can be substituted in a sentence for the word defined, and leave the sense substantially the same.

Ex. I love my mother: I regard my mother with affection.

I love Beethoven's music: I take delight in Beethoven's music.

In Example 2, the definition might be substituted in some sentences, but not in all. He came running fast has the same sense as he came swiftly, if the individual referred to came on foot; but the substitution will not make good sense in the line, "My days are gliding swiftly by." To define swiftly properly, we must have an adverb phrase; as, with rapidity, in haste, with quick motion or speed.

Example 3 is correct so far as the part of speech is concerned, but the definition is not complete; for, so defined, a bicycle might be a doctor's gig, a sulky, or a cart with two wheels. A good definition must go further. The dictionary defines bicycle as a twowheeled velocipede. Velocipede is a vehicle propelled by the rider's feet.