Compare synonyms for OLD.

SUGGESTIONS TO THE TEACHER.

The following exercises have been prepared expressly and solely to accompany the preceding text in which the distinctions of synonyms have been carefully pointed out. It is not expected, intended, or desired that the questions should be answered or the blanks in the examples supplied offhand. In such study nothing can be worse than guesswork.

Hence, leading questions have been avoided, and the order of synonyms given in Part I. has frequently been departed from or reversed in Part II.

To secure the study of Part I. before coming into cla.s.s, pupils should not be allowed to open it during recitation, unless on rare occasions to settle doubtful or disputed points. The very best method will be found to be to have the examples included in the lesson, with any others that may be added, copied on the blackboard before recitation, and no books brought into cla.s.s.

The _teacher_ should make a thorough study of the subject, not only mastering what is given in Part I., but going beyond the necessarily brief statements there given, and consulting the ultimate authorities--the best dictionaries and the works of the best speakers and writers. For the latter purpose a good cyclopedia of quotations, like the Hoyt, will be found very helpful. The teacher should so study out the subject as to be distinctly in advance of the cla.s.s and able to speak authoritatively. Such independent study will be found intensely interesting, and can be made delightful and even fascinating to any intelligent cla.s.s.

In answer to questions calling for definitive statement, the teacher should insist upon the very words of the text, unless the pupil can give in his own words what is manifestly as good. This will often be found not easy to do. Definition by synonym should be absolutely forbidden.

Reasonable questions should be encouraged, but the cla.s.s should not be allowed to become a debating society. The meaning of English words is not a matter of conjecture, and all disputed points should be promptly referred to the dictionary--usually to be looked up after the recitation, and considered, if need be, at the next recitation. The majority of them will not need to be referred to again, as the difficulties will simply represent an inferior usage which the dictionary will brush aside. One great advantage of synonym study is to exterminate colloquialisms.

The cla.s.s should be encouraged to bring quotations from first-cla.s.s authors with blanks to be filled, such quotations being held authoritative, though not infallible; also quotations from the best newspapers, periodicals, speeches, etc., with words underlined for criticism, such quotations being held open to revision upon consultation of authorities. The change of usage, whereby that may be correct to-day which would not have been so at an earlier period, should be carefully noted, but always upon the authority of an approved dictionary.

The examples have been in great part selected from the best literature, and all others carefully prepared for this work. Hence, an appropriate word to fill each blank can always be found by careful study of the corresponding group of synonyms. In a few instances, either of two words would appropriately fill a blank and yield a good sense. In such case, either should be accepted as correct, but the resulting difference of meaning should be clearly pointed out.

PART II.

QUESTIONS AND EXAMPLES.

ABANDON (page 1).

QUESTIONS.

1. To what objects or cla.s.ses of objects does _abandon_ apply?

_abdicate_? _cede_? _quit_? _resign_? _surrender_? 2. Is _abandon_ used in the favorable or unfavorable sense? _desert_ favorable or unfavorable? _forsake_? 3. What does _abandon_ commonly denote of previous relationship? _forsake_?

EXAMPLES.

The soldiers ---- his standard in such numbers that the commander found it necessary to ---- the enterprise.

France was compelled to ---- Alsace and Lorraine to Germany.

In the height of his power Charles V. ---- the throne.

Finding resistance vain, the defenders agreed to ---- the fortress.

To the surprise of his friends, Senator Conkling suddenly ---- his office.

At the stroke of the bell, the men instantly ---- work.

ABASE (page 2).

QUESTIONS.

1. How does _abase_ differ from _debase_? _humble_ from _humiliate_?

_degrade_ from _disgrace_?

EXAMPLES.

To provide funds, the king resolved to ---- the coinage.

He came from the scene of his disgrace, haughty and defiant, ---- but not ----.

The officer who had ---- himself by cowardice was ---- to the ranks.

Only the base in spirit will ---- themselves before wealth, rank, and power.

The messenger was so ---- that no heed was paid to his message.

ABASH (page 3).

QUESTIONS.

1. What has the effect to make one _abashed_? 2. How does _confuse_ differ from _abash_? 3. What do we mean when we say that a person is _mortified_? 4. Give an instance of the use of _mortified_ where _abashed_ could not be subst.i.tuted. Why could not the words be interchanged? 5. Can one be _daunted_ who is not _abashed_? 6. Is _embarra.s.s_ or _mortify_ the stronger word? Give instances.

EXAMPLES.

The peasant stood ---- in the royal presence.

The numerous questions ---- the witness.

The speaker was ---- for a moment, but quickly recovered himself.

At the revelation of such depravity, I was utterly ----.

When sensible of his error, the visitor was deeply ----.