English Synonyms and Antonyms — Wander to Youthful
deviate, diverge, go astray, range, rove, swerve, digress, err, ramble, roam, stray, veer.
To _wander_ (AS.
_windan_, wind) is to move in an indefinite or indeterminate way which may or may not be a departure from a prescribed way; to _deviate_ (L. _de_, from, and _via_, a way) is to turn from a prescribed or right way, physically, mentally, or morally, usually in an unfavorable sense; to _diverge_ (L. _di_, apart, and _vergo_, incline, tend) is to turn from a course previously followed or that something else follows, and has no unfavorable implication; to _digress_ (L. _di_, apart, aside, and _gradior_, step) is used only with reference to speaking or writing; to _err_ is used of intellectual or moral action, and of the moral with primary reference to the intellectual, an error being viewed as in some degree due to ignorance.
_Range_, _roam_, and _rove_ imply the traversing of considerable, often of vast, distances of land or sea; _range_ commonly implies a purpose; as, cattle _range_ for food; a hunting-dog _ranges_ a field for game.
_Roam_ and _rove_ are often purposeless, and always without definite aim.
To _swerve_ or _veer_ is to turn suddenly from a prescribed or previous course, and often but momentarily; _veer_ is more capricious and repetitious; the horse _swerves_ at the flash of a sword; the wind _veers_; the ship _veers_ with the wind.
To _stray_ is to go in a somewhat purposeless way aside from the regular path or usual limits or abode, usually with unfavorable implication; cattle _stray_ from their pastures; an author _strays_ from his subject; one _strays_ from the path of virtue.
_Stray_ is in most uses a lighter word than _wander_.
_Ramble_, in its literal use, is always a word of pleasant suggestion, but in its figurative use always somewhat contemptuous; as, _rambling_ talk.
* * * * * WAY.
Synonyms: alley, course, lane, path, route, avenue, driveway, pass, pathway, street, bridle-path, highroad, passage, road, thoroughfare, channel, highway, passageway, roadway, track.
Wherever there is room for one object to pass another there is a _way_.
A _road_ (originally a ride_way_) is a prepared _way_ for traveling with horses or vehicles, always the latter unless the contrary is expressly stated; a _way_ suitable to be traversed only by foot-passengers or by animals is called a _path_, _bridle-path_, or _track_; as, the _roads_ in that country are mere _bridle-paths_.
A _road_ may be private; a _highway_ or _highroad_ is public, _highway_ being a specific name for a _road_ legally set apart for the use of the public forever; a _highway_ may be over water as well as over land.
A _route_ is a line of travel, and may be over many _roads_.
A _street_ is in some center of habitation, as a city, town, or village; when it passes between rows of dwellings the country _road_ becomes the village _street_.
An _avenue_ is a long, broad, and imposing or principal street.
_Track_ is a word of wide signification; we speak of a goat-_track_ on a mountain-side, a railroad-_track_, a race-_track_, the _track_ of a comet; on a traveled _road_ the line worn by regular passing of hoofs and wheels in either direction is called the _track_.
A _passage_ is between any two objects or lines of enclosure, a _pass_ commonly between mountains.
A _driveway_ is within enclosed grounds, as of a private residence.
A _channel_ is a water_way_.
A _thoroughfare_ is a _way_ through; a _road_ or _street_ temporarily or permanently closed at any point ceases for such time to be a _thoroughfare_.
Compare AIR; DIRECTION.
* * * * * WISDOM.
Synonyms: attainment, insight, prudence, depth, judgment, reason, discernment, judiciousness, reasonableness, discretion, knowledge, sagacity, enlightenment, learning, sense, erudition, prescience, skill, foresight, profundity, understanding.
information, _Enlightenment_, _erudition_, _information_, _knowledge_, _learning_, and _skill_ are acquired, as by study or practise.
_Insight_, _judgment_, _profundity_ or _depth_, _reason_, _sagacity_, _sense_, and _understanding_ are native qualities of mind, tho capable of increase by cultivation.
The other qualities are on the border-line.
_Wisdom_ has been defined as "the right use of _knowledge_," or "the use of the most important means for attaining the best ends," _wisdom_ thus presupposing _knowledge_ for its very existence and exercise.
_Wisdom_ is mental power acting upon the materials that fullest _knowledge_ gives in the most effective way.
There may be what is termed "practical _wisdom_" that looks only to material results; but in its full sense, _wisdom_ implies the highest and noblest exercise of all the faculties of the moral nature as well as of the intellect.
_Prudence_ is a lower and more negative form of the same virtue, respecting outward and practical matters, and largely with a view of avoiding loss and injury; _wisdom_ transcends _prudence_, so that while the part of _prudence_ is ordinarily also that of _wisdom_, cases arise, as in the exigencies of business or of war, when the highest _wisdom_ is in the disregard of the maxims of _prudence_.
_Judgment_, the power of forming decisions, especially correct decisions, is broader and more positive than _prudence_, leading one to do, as readily as to refrain from doing; but _judgment_ is more limited in range and less exalted in character than _wisdom_; to say of one that he displayed good _judgment_ is much less than to say that he manifested _wisdom_.
_Skill_ is far inferior to _wisdom_, consisting largely in the practical application of acquired _knowledge_, power, and habitual processes, or in the ingenious contrivance that makes such application possible.
In the making of something perfectly useless there may be great _skill_, but no _wisdom_.
Compare ACUMEN; ASTUTE; KNOWLEDGE; MIND; PRUDENCE; SAGACIOUS; SKILFUL.
Antonyms: absurdity, folly, imbecility, miscalculation, senselessness, error, foolishness, imprudence, misjudgment, silliness, fatuity, idiocy, indiscretion, nonsense, stupidity.
Compare synonyms for ABSURD; IDIOCY.
* * * * * WIT.
Synonyms: banter, fun, joke, waggery, burlesque, humor, playfulness, waggishness, drollery, jest, pleasantry, witticism.
facetiousness, jocularity, raillery, _Wit_ is the quick perception of unusual or commonly unperceived analogies or relations between things apparently unrelated, and has been said to depend upon a union of surprise and pleasure; it depends certainly on the production of a diverting, entertaining, or merrymaking surprise.
The analogies with which _wit_ plays are often superficial or artificial; _humor_ deals with real analogies of an amusing or entertaining kind, or with traits of character that are seen to have a comical side as soon as brought to view.
_Wit_ is keen, sudden, brief, and sometimes severe; _humor_ is deep, thoughtful, sustained, and always kindly.
_Pleasantry_ is lighter and less vivid than _wit_.
_Fun_ denotes the merry results produced by _wit_ and _humor_, or by any fortuitous occasion of mirth, and is pronounced and often hilarious.
Antonyms: dulness, seriousness, sobriety, solemnity, stolidity, stupidity.
gravity, * * * * * WORK.
Synonyms: achievement, doing, labor, product, action, drudgery, occupation, production, business, employment, performance, toil.
deed, exertion.
_Work_ is the generic term for any continuous application of energy toward an end; _work_ may be hard or easy.
_Labor_ is hard and wearying _work_; _toil_ is straining and exhausting _work_.
_Work_ is also used for any result of working, physical or mental, and has special senses, as in mechanics, which _labor_ and _toil_ do not share.
_Drudgery_ is plodding, irksome, and often menial _work_.
Compare ACT; BUSINESS.
Antonyms: ease, leisure, recreation, relaxation, repose, rest, vacation.
idleness, * * * * * YET.
Synonyms: besides, further, hitherto, now, still, thus far.
_Yet_ and _still_ have many closely related senses, and, with verbs of past time, are often interchangeable; we may say "while he was _yet_ a child," or "while he was _still_ a child."
_Yet_, like _still_, often applies to past action or state extending to and including the present time, especially when joined with _as_; we can say "he is feeble _as yet_," or "he is _still_ feeble," with scarcely appreciable difference of meaning, except that the former statement implies somewhat more of expectation than the latter.
_Yet_ with a negative applies to completed action, often replacing a positive statement with _still_; "he is not gone _yet_" is nearly the same as "he is here _still_."
_Yet_ has a reference to the future which _still_ does not share; "we may be successful _yet_" implies that success may begin at some future time;
"we may be successful _still_" implies that we may continue to enjoy in the future such success as we are winning now.
* * * * * YOUTHFUL.
Synonyms: adolescent, callow, childlike, immature, puerile, boyish, childish, girlish, juvenile, young.
_Boyish_, _childish_, and _girlish_ are used in a good sense of those to whom they properly belong, but in a bad sense of those from whom more maturity is to be expected; _childish_ eagerness or glee is pleasing in a child, but unbecoming in a man; _puerile_ in modern use is distinctly contemptuous.
_Juvenile_ and _youthful_ are commonly used in a favorable and kindly sense in their application to those still _young_; _youthful_ in the sense of having the characteristics of youth, hence fresh, vigorous, light-hearted, buoyant, may have a favorable import as applied to any age, as when we say the old man still retains his _youthful_ ardor, vigor, or hopefulness; _juvenile_ in such use would belittle the statement.
_Young_ is distinctively applied to those in the early stage of life or not arrived at maturity.
Compare NEW.
Antonyms: 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 class, 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 class.
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 class and able to speak authoritatively.
Such independent study will be found intensely interesting, and can be made delightful and even fascinating to any intelligent class.
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 class 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 class should be encouraged to bring quotations from first-class 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 classes 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 substituted.
Why could not the words be interchanged?
5. Can one be _daunted_ who is not _abashed_?
6. Is _embarrass_ 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 ----.
* * * * * ABBREVIATION (page 4).
QUESTIONS.
1. Is an _abbreviation_ always a _contraction_?
2. Is a _contraction_ always an _abbreviation_?
Give instances.
3. Can we have an _abbreviation_ of a book, paragraph, or sentence?
What can be _abbreviated_?
and what _abridged_?
EXAMPLES.
The treatise was already so brief that it did not admit of ----.
The ---- Dr. is used both for Doctor and Debtor.
F.
R.
S.
is an ---- of the title "Fellow of the Royal Society."
* * * * * ABET (page 4).
QUESTIONS.
1. _Abet_, _incite_, _instigate_: which of these words are used in a good and which in a bad sense?
2. How does _abet_ differ from _incite_ and _instigate_ as to the time of the action?
3. Which of the three words apply to persons and which to actions?
Give instances of the use of _abet_; _instigate_; _incite_.
EXAMPLES.
To further his own schemes, he ---- the viceroy to rebel against the king.
To ---- a crime may be worse than to originate it, as arguing less excitement and more calculation and cowardice.
The prosecution was evidently malicious, ---- by envy and revenge.
And you that do ---- him in this kind Cherish rebellion, and are rebels all.
* * * * * ABHOR (page 5).
QUESTIONS.
1. Which is the stronger word, _abhor_ or _despise_?
2. What does _abhor_ denote?
3. How does Archbishop Trench illustrate the difference between _abhor_ and _shun_?
4. What does _detest_ express?
5. What does _loathe_ imply?
Is it physical or moral in its application?
6. Give illustrations of the appropriate uses of the above words.
EXAMPLES.
He had sunk to such degradation as to be utterly ---- by all good men.
Such weakness can only be ----.
Talebearers and backbiters are everywhere ----.
---- that which is evil; cleave to that which is good.
* * * * * ABIDE (page 5).
QUESTIONS.
1. What limit of time is expressed by _abide_?
by _lodge_?
by _live_, _dwell_, _reside_?
2. What is the meaning of _sojourn_?
3. Should we say one is _stopping_ or _staying_ at a hotel?
and why?
4. Give examples of the extended, and of the limited use of _abide_.
EXAMPLES.
One generation passeth away and another generation cometh, but the earth ---- forever.
And there were in the same country shepherds ---- in the field, keeping watch over their flock by night.
So great was the crowd of visitors that many were compelled to ---- in the neighboring villages.
He is ---- at the Albemarle.
He has ---- for forty years in the same house.
By faith he ---- in the land of promise, as in a strange country.
* * * * * ABOLISH (page 6).
QUESTIONS.
1. Is _abolish_ used of persons or material objects?
2. Of what is it used?
Give examples.
3. What does _annihilate_ signify?
Is it stronger or weaker than _abolish_?
4. What terms do we use for doing away with _laws_, and how do those terms differ among themselves?
5. What are the differences between _overthrow_, _suppress_, and _subvert_?
especially between the last two of those words?
6. How does _prohibit_ differ from _abolish_?
7. What word do we especially use of putting an end to a nuisance?
8. What other words of this class are especially referred to?
9. Give some antonyms of _abolish_.
EXAMPLES.
The one great endeavor of Buddhism is to ---- sorrow.
Modern science seems to show conclusively that matter is never ----.
The law, which had long been ---- by the revolutionists, was at last ---- by the legislature.
The ancient statute was found to have been ---- by later enactments, though never formally ----.
The Supreme Court ---- the adverse decision of the inferior tribunal.
Even in a republic, sedition should be promptly ----, or it may result in the ---- of free institutions.
From the original settlement of Vineland, New Jersey, the sale of intoxicating liquor has been ----.
* * * * * ABOMINATION (page 7).
QUESTIONS.
1. To what was _abomination_ originally applied?
2. Does it refer to a state of mind or to some act or other object of thought?
3. How does _abomination_ differ from _aversion_ or _disgust_?
4. How does an _abomination_ differ from an _offense_?
from crime in general?
EXAMPLES.
After the ship began to pitch and roll, we could not look upon food without ----.
It is time that such a ---- should be abated.
Capital punishment was formerly inflicted in England for trivial ----.
In spite of their high attainments in learning and art, the foulest ---- were prevalent among the Greeks and Romans of classic antiquity.
* * * * * ABRIDGMENT (page 7).
QUESTIONS.
1. How does an _abridgment_ differ from an _outline_ or a _synopsis_?
from an _abstract_ or _digest_?
2. How does an _abstract_ or _digest_ differ from an _outline_ or a _synopsis_?
3. Does an _analysis_ of a treatise deal with what is expressed, or with what is implied?
4. What words may we use to express a condensed view of a subject, whether derived from a previous publication or not?
EXAMPLES.
The New Testament may be regarded as an ---- of religion.
There are several excellent ---- of English literature.
An ---- of the decision of the court was published in all the leading papers.
The publishers determined to issue an ---- of their dictionary.
Such ---- as U. S.
for United States should be rarely used, unless in hasty writing or technical works.
* * * * * ABSOLUTE (page 8).
QUESTIONS.
1. What does _absolute_ in the strict sense denote?
_supreme_?
2. To what are these words in such sense properly applied?
3. How are they used in a modified sense?
4. Is _arbitrary_ ever used in a good sense?
What is the chief use?
Give examples.
5. How does _autocratic_ differ from _arbitrary_?
both these words from _despotic_?
_despotic_ from _tyrannical_?
6. Is _irresponsible_ good or bad in its implication?
_arbitrary_?
_imperative_?
_imperious_?
_peremptory_?
_positive_?
_authoritative_?
EXAMPLES.
God alone is ---- and ----.
The Czar of Russia is an ---- ruler.
---- power tends always to be ---- in its exercise.
On all questions of law in the United States the decision of the ---- Court is ---- and final.
Learning of the attack on our seamen, the government sent an ---- demand for apology and indemnity.
Man's ---- will and ---- intellect have given him dominion over all other creatures on the earth, so that they are either subjugated or exterminated.
* * * * * ABSOLVE (page 9).
QUESTIONS.
1. What is the original sense of _absolve_?
2. To what does it apply?
3. What is its special sense when used with reference to sins?
4. How does it differ from _acquit_?
_forgive_?
_justify_?
_pardon_?
5. What are the chief antonyms of _absolve_?
EXAMPLES.
No power under heaven can ---- a man from his personal responsibility.
When the facts were known, he was ---- of all blame.
* * * * * ABSORB (page 9).
QUESTIONS.
1. When is a fluid said to be _absorbed_?
2. Is the substance of the _absorbing_ body changed by that which it _absorbs_?
Give instances.
3. How does _consume_ differ from _absorb_?
4. Give instances of the distinctive uses of _engross_, _swallow_, _imbibe_, and _absorb_ in the figurative sense.
5. What is the difference between _absorb_ and _emit_?
_absorb_ and _radiate_?
EXAMPLES.
Tho the fuel was rapidly ---- within the furnace, very little heat was ---- from the outer surface.
In setting steel rails special provision must be made for their expansion under the influence of the heat that they ----.
Jip stood on the table and barked at Traddles so persistently that he may be said to have ---- the conversation.
* * * * * ABSTINENCE (page 10).
QUESTIONS.
1. How does _abstinence_ differ from _abstemiousness_?
