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Bog, hæftet An Etymological Manual of the English Language: Comprising the Prefixes, Affixes and Principal Latin, Greek, and Saxon Roots of the English Language ( af William Smeaton

An Etymological Manual of the English Language: Comprising the Prefixes, Affixes and Principal Latin, Greek, and Saxon Roots of the English Language (

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Excerpt from An Etymological Manual of the English Language: Comprising the Prefixes, Affixes and Principal Latin, Greek, and Saxon Roots of the English Language

In an Etymological Manual lately published, we introduced the French language, as a knowledge of it is essential t... Læs mere

Excerpt from An Etymological Manual of the English Language: Comprising the Prefixes, Affixes and Principal Latin, Greek, and Saxon Roots of the Engli... Læs mere

Produktdetaljer:

Sprog:
Engelsk
ISBN-13:
9781333914448
Sideantal:
102
Udgivet:
01-10-2016
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Excerpt from An Etymological Manual of the English Language: Comprising the Prefixes, Affixes and Principal Latin, Greek, and Saxon Roots of the English Language

In an Etymological Manual lately published, we introduced the French language, as a knowledge of it is essential to an accurate acquaintance with the English. In the present Manual, however, we have omitted the French, as there are many who do not study it, and on that account would prefer the work in its present form. In other respects, the two works are alike., The mode, therefore, of using both will be the same, and is here stated, in what follows, as itiscontained in the preface to the other.

The best manner, which experience has shown, of using the Manual is, after the pupil has committed to memory afew of the Latin prefixes with their meanings, and the various forms they assume, for the teacher to examine him, either by giving the meaning and requiring the prefix, or by giving the prefix and requiring the meaning, or both. Aftermiich, the teacher will require the pupil to adduce the examples laid down in the book, or others, sufficient to show that he knows both the prefix and its import, when he sees it in composition. The prefixes and a¿ixes having been thoroughly acquired, the pupil may proceed to the Latin roots, following the same mode with them as with the prefixes; and from one part to another, till he has gone over the whole. The method may be better understood, perhaps, by an example. Take the word occurrence. The teacher may ask such question as the fol lowing: Of what parts is occurrence composed? (ac,iv rnxncx.

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