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prevails, with some teachers, that, on account of the great general excellencies of Webster's dictionary, it is a duty to adopt it unreservedly, and to follow it, as a standard, in all its peculiarities. This would be carrying our respect for the venerable author to a species of man-worship, which the native independence of our language has hitherto forbidden it from rendering to the most profoundly learned of its lexicographers. Neither Johnson, who swayed the intellectual and moral world of his day, nor Walker, to whom Sheridan and Burke ascribed a consummate mastery of "the harmonies and elegancies" of the English language, was permitted to prescribe a universal standard of usage in orthography or in pronunciation. Most of the peculiarities of these eminent authorities, were shunned,—not copied; and to accord to Webster a submissive adoption of his, would be an act of servility, which neither the characteristic freedom of our language, nor the independent spirit of our people, ought to be expected to yield.

WORDS OF VARIABLE ORTHOGRAPHY.

Suggestions to Teachers. The words presented in the following columns, are not found uniform in the orthography, even of eminent authors, either British or American. In the larger number of instances, however, writers distinguished for critical accuracy of style, manifest a preference for one mode of spelling; and in those cases in which there is an obvious preponderance of such authority, it is properly regarded as the law of usage. Words of this class, in the list subjoined, are given in that form only which has this sanction: words in regard to which the weight of authority is divided, and nearly balanced, are presented in double form; and, what

ever degree of preference may be justly claimed, is indicated in the orthography of that form of the given word which occurs first, in order.

While offering this aid to the regularity of instruction, the author will not, he hopes, be regarded as dictating to his fellow teachers. His aim is merely to facilitate uniformity of practice, in schools and classes, in this important branch of practical education; and it would greatly assist the attainment of the end now in view, if every teacher would make, for the benefit of his own school, a corresponding list of words of variable orthography selected according to his own critical judgment, and have his pupils daily transcribe from it, at his dictation, or from his inscription on the blackboard, a certain number of words, on a card, or in a book, kept always at hand, as a standard of reference. Students of advanced standing will also be greatly benefited by preparing such a list for themselves, as a companion or supplement to the dictionary.

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EXERCISE III.

SYLLABICATION.

Introductory Explanations.* - Orthography, as a branch of grammar, includes whatever regards the component letters of a word, and consequently takes cognizance of their grouping, or arrangement in clusters, corresponding to the necessary division of words into parts, by the natural action of the organs of speech. To these parts is given the grammatical designation of " syllables", (portions taken together ;) and the process of making these divisions, is accordingly termed syllabication.

The process of syllabication is appropriately employed, in systematic instruction, as a means of facilitating the young learner's first attempts in pronouncing polysyllables. The multiplicity of letters presented in such words, would confuse and embarrass his unpractised eye. But he finds that he can manage them more easily by reducing the word, for the moment, to the footing of a monosyllable, by separating it into its constituent syllables, and taking them up, one by one. He is, in this way, enabled to master the whole word by enunciating a syllable

The introductory explanations which precede the statement of the practical exercise, in this and other instances, are meant to be adapted, by the requisite oral modifications from the teacher, to the capacity of the class under his instruction. The chief purpose of such explanatory teaching, is not so much to remove difficulties, as to attract attention to the subject, by presenting it in interesting forms, which may give it a freshness of aspect to the mind.

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