William Atkinson - The Complete Works of William Walker Atkinson

In connection with the study of words by means of reading the works of writers, Hill says: “Care should, however, be taken to educate the taste; for one who is familiar with the best authors will naturally use good language, as a child who hears in the family circle none but the best English talks well without knowing it. As, moreover, every person, however well brought up, comes in contact with those who have not had this advantage, hears from his companions or meets in the newspapers phrases such as he does not hear at home or meet in good authors, it behooves him to fix in his mind, as early as possible, the principles of choice in language.”

The student of words—one who has learned to take an interest in words and their meanings—will find it advantageous to acquire the “note-book habit.” By this is meant the habit of jotting down any unusual or unfamiliar word which one may hear in conversation, or meet with in reading; or some word which one hears used in an unfamiliar sense or form. Then, later in the day, when time permits, one may look up the words in the dictionary and add them to his vocabulary. If one thus notes only one new word a day , he will have added three hundred and sixty-five words in a year—no inconsiderable number, either, in view of the size of the average individual’s vocabulary. If one will make a point of really mastering one word a day, he will find himself making rapid improvement in a few weeks. And the habit once acquired, new interest is created and “second-nature” results. In mastering the word not only should one familiarize himself with the looks of the word in print and in writing, but also with the actual sound of it when spoken by himself. He must not only read the word, but also write it and speak it. And, not only should he acquaint himself with the word itself, but he should also learn its synonyms, or words closely resembling it in meaning.

Synonyms may be learned from the dictionary, if the latter be good, but the student will find it useful to have at hand some good work on synonyms, of which there are a number, some of which may be obtained at quite a reasonable price. It is a good practice to search one’s own memory for all the known synonyms which are related to the word being studied This being done, reference may then be made to the work on synonyms for further words to add to one’s list. Another good practice is to write a sentence describing some thought in the mind of the student, and then to underline every word which one has repeated several times. Then endeavor to supply a proper synonym, so that, if possible, no verb or adjective shall be repeated in a paragraph or long sentence.

Fernald says: “Scarcely any two of such words, commonly known as synonyms, are identical at once in signification and in use. They have certain common ground within which they are interchangeable, but outside of that each has its own special province, within which any other word comes as an intruder. From these two qualities arises the great value of synonyms as contributing to the beauty and effectiveness of expression. As interchangeable, they make possible that freedom and variety by which the diction of an accomplished writer or speaker differs from the wooden uniformity of a legal document. As distinct and specific, they enable a master of style to choose in every instance the one term that is the most perfect mirror of his thought. To write or speak to the best purpose, one should know in the first place all the words from which he may choose, and then the exact reason why in any case any particular word should be chosen. To give knowledge in these two directions is the office of a book of synonyms.”

To illustrate the above the following example from Fernald’s “English Synonyms, Antonyms and Prepositions” will serve. Fernald gives the following synonyms for “ Conquer :”

A work like Roget’s “Thesaurus” is useful in finding the word or words to fit an idea already formed in the mind. In a dictionary, one has a word and wishes to find its meaning; in the Thesaurus one has the meaning and wishes to find the word or words to fit it. Many persons who are well acquainted with the dictionary do not know that such a work as Roget’s “Thesaurus” exists. It is a most valuable work for the student of words, and is sold at a reasonable price. We advise you to become acquainted with it.

Herrick says: “A wide vocabulary means freedom. We must become free of our language (as was said anciently of a town or state), if we are to express ourselves effectively and completely. Words are curiously human things; they carry with them romantic stories. Each one, no matter how unobtrusive it may seem, differs from its fellow, and is useful in its own way.”

Palmer, in his “Self-Cultivation in English” says: “It is important, therefore, for anybody who would cultivate himself in English to make strenuous and systematic efforts to enlarge his vocabulary. * * * Let anyone who wants to see himself grow, resolve to adopt two new words each week. It will not be long before the endless and en· chanting variety of the world will begin to reflect itself in his speech, and in his mind as well. I know that when we use a word for the first time we are startled, as if a firecracker went off in our neighborhood. We look about hastily to see if anyone has noticed. But, finding that no one bas, we may be emboldened. A word used three times slips off the tongue with entire naturalness. Then it is ours forever, and with it some phase of life which had been lacking hitherto. For each word presents its own point of view, discloses a special aspect of things, reports some little importance not otherwise conveyed, and so contributes its small emancipation to our tied-up minds and tongues.”

Table of Content

IN ORDER to speak or write clearly and forcibly it is necessary that we exercise an intelligent choice of the words in our vocabulary. As Hill says: “A writer or speaker should, in the first place, choose that word or phrase which will clearly convey his meaning to the reader or listener. It is not enough to use language that may be understood; he should use language that must be understood. He should remember that, so far as the attention is called to the medium of communication, so far is it withdrawn from the ideas communicated, and this even when the medium is free from flaws. How much more serious the evil when the medium obscures or distorts an object.” And as Herrick says: “Even the newest of thoughts may be made to seem flat if tritely phrased; the most precise thinking looks vague if it is couched in generalities; the most dignified matter becomes trivial if it is overadorned. The demands upon our taste in the choice of words are manifold; every sentence is a new problem in diction.”

The first essential in the choice of words is clearness . The faults opposed to Clearness are:

I. Obscurity , or the use and arrangement of words in such a manner that it is difficult to understand the real meaning thereof;

II. Equivocation , or the use and arrangement of words so as to render them capable of more than one interpretation;

III. Ambiguity , or the use and arrangement of words so as to leave the hearer in doubt between two opposing meanings or interpretations.