AN

ETYMOLOGICAL AND EXPLANATORY

DICTIONARY

OF

WORDS DERIVED FROM THE LATIN;

BEING

A SEQUEL

TO

Che Student's Manual.

BY R. HARRISON BLACK, LL.D.

"If the custom prevailed with all instructors (which assuredly
ought to be the case) of tracing the English to the Latin language,
the utility of this last would be more generally and permanently
felt, nor would it be so readily forgotten in manhood, after the
long and fruitless pains that have been taken to acquire it in
youth." JONES.

THIRD EDITION.

LONDON:

LONGMAN, REES, ORME, BROWN, GREEN, & LONGMAN;

AND ADAM BLACK, EDINBURGH.

"MANY mistakes appear to have been committed by accommodating language to philosophy, instead of applying philosophy to language; or by REASONING FROM LANGUAGE IN ITS MOST POLISHED STATE; and thus determining on the origin of words according to their latest orthography and most prevailing significations.” Classical Journal, vol. vii. p. 121.

For an example, read the following quotation:

"The Father incomprehensible, the Son incomprehensible, and the Holy Ghost incomprehensible.' Vide The Creed of St. Athanasius. The English version here varies from the original. In the Latin, which was the language in which this creed was first penned, it stands thus: the Father immense, the Son immense, and the Holy Ghost immense.' When this translation was first made in our native tongue, the word 'incomprehensible,' was not confined to the sense it now bears, as inconceivable, or beyond or above our understanding; but it then meant not comprehended within any limits, and answered to the original expression and notion of immensity." See Dr. Mant's Notes on the Book of Common Prayer, page 62.

"I am aware that etymological inferences have been laughed at from the occasional abuse of this rational exercise of our mental powers. But where is the art or science that has escaped gross perversion and misuse any more than etymology? which will, at no distant period, break through the gloom of prejudice and misconception, and, with the never-failing light of truth and reason, carry conviction to every thinking breast.

"The want of thought in many schools, is owing to the great stress which is there absurdly laid upon memory only: the judgment is consequently as little improved, after some years of memorial drudgery, as if it required no care or cultivation whatever. The conse quence naturally is, that few persons retain, after five or