UC-NRLF
VOCABULARY STUDIES
-by-
FRED M. GERLACH, A. M.
STUDIES IN EDUCATION AND PSYCHOLOGY
Colorado College.
Edited by
J. V. BREITWIESER, PH. D.
Number One
1917.
Colorado Springs,
Colo.
Copyright, 1917
By FRED M. GERLACH
Published April, 1917
EDUCATION
CONTENTS.
Page
Preface 5
Introduction 7
General Discussion 11
False Definition Test 44
Conclusions 71
APPENDIX :
Laboratory Test Sheet A. 81
Key to Laboratory Test Sheet A 112
Laboratory Test Sheet B 114
Laboratory Test Sheet C 118
Bibliography . 120
54P.J40
PREFACE.
The following treatise on Vocabulary Studies was
prepared, in the main, as a partial requirement for
the degree of Master of Arts at Colorado College,
and was submitted for approval in June, 1915. Since
that date there have appeared several articles bear-
ing upon the subject; likewise certain additional mi-
nor investigations have been conducted by the
writer. Comment upon these articles and investi-
gations appears from time to time in this treatise
in the form of inter-paragraphical notes. It has
been the writer's purpose to bring this discussion on
vocabularies up to date.
The parenthetical numbers refer to the bibliog-
raphy at the end of the treatise. Thus (1) refers
to reference number 1, that is, Babbitt, E. H. ; Pop.
Sci. Mo. ; Apr. 1907 ; 70 ; 378 ; A Vocabulary Test.
The experiments undertaken by the writer were,
for the most part, conducted during the spring
months of 1915. They were carried on under the
general direction of the Department of Psychology
and Education at Colorado College, Colorado
Springs, Colo. The subjects tested were, with a few
exceptions, students of Colorado College or of the
Colorado Springs High School.
Colorado Springs
April, 1917. F. M. G.
PART I.
INTRODUCTION.
A word represents an idea. The nature of a
man's ideas determines the nature of his words. The
mind of a man, the mind of a people, is reflected in
the language of the man, the language of the people.
Good words are begotten by good thoughts; evil
words arise from evil thoughts. The source of an
idea is at the same time the source of the word to ex-
press that idea. Thought and language are insepar-
able. As a man's character is, such is the nature of
his true vocabulary.
An idea is represented by a word ; a group or com-
bination of ideas is represented by a group or com-
bination of words. The larger a man's vocabulary,
the greater the number of his specific ideas. He
who has an immense vocabulary not only has a great
number of specific ideas, but also has the possibili-
ties of an enormous number of combinations of
words — that is, combinations of ideas. Similarly,
for him who has a small vocabulary the number of
possible combinations of ideas is reduced to a mini-
mum. This faculty for the combination or group-
ing of ideas may be called general intelligence.
Clearly, the vocabulary furnishes us the best basis
for the measurement of general intelligence.
The child, immediately upon entering the world,
makes his presence known by a cry. This cry is
merely a reflex act, induced by the new and strange
conditions to which the vocal apparatus of the child
8 VOCABULARY STUDIES
is suddenly and rudely subjected. But the cry soon
becomes differentiated, assuming different propor-
tions and varied intonations to express different
mental states. Later, with the coming of definite
ideas we find the entrance of words to express them.
The crys and babblings assume a more articulate
character. The child's vocabulary is being estab-
lished.
Speech is not inherited. To some degree it is
probably instinctive. The general neural paths fa-
vorable to the development of speech are formed in
the embryonic stage. But the actual development
of speech must begin after birth. Language arises
with ideas. Why does the new-born child not talk?
The psychological reason is that he is devoid of
ideas. He really has nothing to say. There is also a
physiological reason. Even though the child had
ideas he could not express them vocally, for his
speech-apparatus is as yet too imperfectly develop-
ed. Not only must the child acquire ideas, but he
must also acquire the motor co-ordinations to ex-
press those ideas — those otherwise unspoken words.
On the cortical surface of the brain, just over and
slightly back of each temple, lies a small area known
as the convolution of Broca and recognized by psy-
chologists as the speech center. All about this con-
volution there is a series of highly complex motor
centers which utilize secondary motor centers in the
face, setting them to work in varying combinations.
Next to the motor centers for the face, in the anter-
ior-central gyre, we find the highly differentiated
motor centers for the hand (37). Thus we find that
the motor centers for the face and for the hand are
closely related to those having to do with vocaliza-
tion. Witness facial expression and the universal
use of gestures. An idea, a word, may be expressed
by means other than vocal.
Language has been defined by Broca as, "The fac-
ulty of establishing a constant relation between an
idea and a sign" (36). Yocum says, "The number
INTRODUCTION 9
and kind of words in a teacher's vocabulary largely
determine his thinking by limiting or increasing the
amount of experience which he will retain and the
possibility of its being related to other experi-
ence" (63). The application of the thought express-
ed in this quotation need not, as is quite evident, be
confined to teachers. Rankin makes the following
statement: "Whether the relationship be that of
cause to effect, of effect to cause, or of mixed cause
and effect, the fact is very evident that broad schol-
arship, and even mere general culture, is always ac-
companied by the mastery of a wide vocabulary"
(51). It is asserted by Tracy that "Thought itself
cannot attain to any great degree of generality with-
out the aid of language. Thought and language are
mutually helpful, and conduce each to the develop-
ment of the other" (57). And Beyer says, "It can
not be doubted that thought and language are in-
separable. It does not greatly matter whether one
puts thought, the egg, or language, the hen, first.
No language, that is, no symbols, no thought ; vague,
blunderbuss, generic symbols, — vague, blunderbuss,
double-pointed thought; sharp, fine, distinct words,
sharp, fine, distinct thought" (8) . Additional state-
ments of a similar nature might be quoted. But
wherefore? A little introspection should be suffi-
cient to convince anyone of the relation between
idea and word — of the important connection vocab-
ulary bears toward thought.
It is the writer's purpose in this brief treatise to
confine himself almost wholly to the study of actual
vocabularies, making certain observations concern-
ing their growth and size, the relation between vo-
cabularies and arbitrary grades as found in schools
and colleges, age and sex influences, and the like.
First the results attained by a number of other per-
sons interested in this same line of work will be pre-
sented. Then will be shown the results of certain
vocabulary experiments carried on by the writer, in
conjunction with Dr. J. V. Breitwieser, at Colorado
10 VOCABULARY STUDIES
College. This will be followed by comparisons, com-
ments, and conclusions. And finally, as an appen-
dix, will be found the actual vocabulary test as it
was used in the Psychological Laboratories of Colo-
rado College.
PART II.
GENERAL DISCUSSION.
In few fields of research do we find such a discrep-
ancy of opinion as we find among the various guess-
es, estimates, and calculations in regard to the size
of vocabularies. On the one hand eminent educa-
tors adhere to the belief that an average person has
a vocabulary of only several hundred words, at best
perhaps a thousand. On the other hand equally em-
inent educators assert that man has at his command
any one of a hundred thousand words — or perhaps
even twice that number. Why has there been such
a difference of opinion, such a diversity of conclu-
sions? Largely because there has been such a di-
versity of method in arriving at these conclusions.
Many of the more or less absurd theories and opin-
ions advanced by so-called "investigators" of vocab-
ularies could scarcely have been reached by any oth-
er method save that of pure and exceedingly simple
guesswork. Nevertheless we find that even those
students of vocabularies who have gone about their
investigations thoroughly and systematically arrive
at conclusions not at all in harmony with each other.
Perhaps such a state of affairs is to be expected.
For as yet comparatively little of a definite nature
has been done in the study of vocabularies. In view
of this fact it is extremely difficult to make reliable
generalizations, and to arrive at correspondingly
trustworthy conclusions. It is regretable that a
subject of such wide-spread interest and such uni-
12 VOCABULARY STUDIES
versal importance has been so neglected. Accurate
measurements for physical power are common; ac-
curate measurements for mental capacity are un-
known. At best, measurements of intellect are but
approximations. This, however, need not deter us
in our efforts to discover something further to add
to the meagre knowledge which we have concerning
the human mind ; it need not hinder us in our search
for some system of measurement, however imper-
fect it may be, which will enable us to determine to
even a slight degree the ccope of human intellect.
And when we consider the fact that even the most
accurate physical measurements are relative, our
problems concerning the intellect assume a less for-
bidding aspect. However meagre the attempt may
be, it is surely worth while to make an honest effort
to throw some light upon the subject — to aid in the
unraveling of one thread of the great tangled skein.
Let us pause for a momentary inspection of a few
of the highly interesting, though varyingly instruc-
tive, guesses and more or less haphazard estimates
as to the number of words comprising a vocabulary.
Then we shall review briefly a number of the actual
vocabulary tests which have been made by various
men and women.
To quote from Brown : "For the past two or three
decades many books on the English language, Eng-
lish composition, and public speaking have 'estimat-
ed' the working-man's vocabulary at five or six hun-
dred words, and the college student's at one thou-
sand or twelve hundred. In a public address only a
year ago an officer in one of our larger universities
declared that 'the average senior' in that institution
'did not employ more than eight hundred or a thou-
sand words in all the writing and speaking involved
in the various activities of his life' "(13).
Dean Alvord, according to Rankin, stated that che
working men of his acquaintance used scarcely two
hundred words in all. Rankin is also authority for
the statement made by a well-known American edu-
GENERAL DISCUSSION 13
cational writer to the effect that a man may con-
verse very well with a vocabulary of only seventy-
five words! Rankin offers the following comment:
"Ridiculous as is such a statement, the ever-unsci-
entific public gulps it down with avidity and sighs
comfortably in the assurance that it has seventy-five
usable ideas all tagged with their proper word-signs.
It does not occur to the public — who prefer ideas
and clothes both ready-to-wear — that the baby of
eighteen months is usually in good command of
more than seventy-five words, yet is not able to 'con-
verse very well ' " (51) .
Max Muller is authority for the statement that an
English clergyman declares the laborers in his par-
ish did not use over three hundred words (45) , while
dean Farrar has stated that the English laborers
carry on their conversation with not more than one
hundred words (18). What a lively conversation it
must be!
Doran claims to have formed the acquaintance of
a parrot that could speak 59 words — four-fifths as
many as are required, according to our noted "edu-
cational writer" whose name has been withheld, in
order to "converse very well" (18) . And, if we may
believe Gardner, the anthropoid apes are not far be-
hind ; for according to his assertion apes have a vo-
cabulary of 25 or 30 words (18). It is remarkable
how little advanced beyond the simian stage -certain
persons rate the lower strata of human society.
A New York paper once made the assertion that
the number of words actually needed to get along in
business was 3,500(18) ; while according to Beyer,
"In a reputable magazine a few years ago the state-
ment was made that three hundred words were
enough to enable the average person to carry on all
the business of life." Beyer is inclined to think that
the "working dictionary" of a cultured person must
comprise about 4,500 to 5,000 words (8).
14 VOCABULARY STUDIES
Baird says the total number of words needed by a
tourist in a foreign country is 650. This is intended
to indicate merely the number of words actually
needed to get along with (2) .
George P. Marsh about forty years ago stated
that few writers or speakers used as many as 10,-
000 words, ordinary persons using only about 3,000
or 4,000. He says that Shakespeare used only 15,000
words in his literature, while Milton used only 8,000
(40). These statements made by Marsh have been
disproved by later writers. Dr. Edward S. Holden
declares that Shakespeare used over 24,000 words,
and Milton, in his poems alone, used 11,377(27).
Doran found in Milton's works 12,800 different
words. He further claims that Cowper used 11,284
words and Shelley 15,957. In Tennyson's works he
found a total of 10,574 words, excluding all proper
names not found in the dictionary. Only a few of
Tennyson's minor poems and only a few of his trans-
lations are included in the Concordance from which
this calculation is made (18) .
In the French, so Dr. Edwin S. Du Poncot asserts,
Victor Hugo used in Notre Dame 27,000 words ; Du
Poncot estimates that in all of his works Hugo must
have used 38,000 different words (18) . It is said that
Victor Hugo actually created as many as fifteen hun-
dred new forms of expression (54).
Several authors agree that the vocabularies of in-
telligent, cultured people, especially those of liter-
ary taste, contain from 25,000 to 30,000 words (18).
Professor E. A. Kirkpatrick says that for ordinary
reading one needs from 6,000 to 10,000 words. He
estimates that a citizen of the United States having
a common school education would know about 10,000
words, and a well-read college graduate and those
who have pursued a university course would know
from 20,000 to 100,000(35). These theories ad-
vanced by Kirkpatrick almost a quarter of a cen-
tury ago have been partially confirmed by actual
GENERAL DISCUSSION 15
vocabulary tests conducted by him in more recent
years (33).
We are somewhat prone to believe that foreign
languages, even the most modern, have a much
smaller number of words than are to be found in the
English. Dr. R. J. Kellogg, however, is of the opin-
ion that the vocabularies of such languages as the
French, German and Spanish are practically as
large as that of the English. There is scarcely a
word in the English that does not have its equiva-
lent in those languages, and almost every thought
of an Englishman may be expressed by a French-
man, a German, or a Spaniard (18).
There is also a general belief that the number of
words in the language of a primitive people is very
small. The vocabulary of an aborigine is supposed
to be remarkable chiefly for its meagerness, verg-
ing to non-entity. Chamberlain, however, furnish-
es us with data relating to the number of words in
use among various Indian tribes. This data is based
upon dictionaries of the Indian languages. The to-
tal number of words in each of the various tribal
languages considered varies from 10,000 to 40,000,
the average being well over 20,000(14). These es-
timates are probably too low, for the dictionaries
were very incomplete. About eight or ten tribal
languages were considered. A. G. Morice in his
studies of the Dene languages says the Carrier
tribe's vocabulary contains 150,000 verbal terms
(44). It might likewise be well to note that in the
Chinese language, which has a separate sign for
each word, the total number of characters is usually
estimated at about 25,000 ; however, considering as
totally different those characters to which a stress
mark gives a different meaning, other estimates
place the number at 260,000(42).
Estimates of child vocabularies present as inter-
a disagreement as do those for the vocabu-
lar an a(^u^- The average person, says Beyer,
16 VOCABULARY STUDIES
guesses a two-year-old child's vocabulary to be about
fifty words. Many claim that it does not exceed
twenty-five; while a few persons are generous
enough to give the child credit for knowing two hun-
dred words at two years of age (8). Whipple once
asked two of his friends how many words an ordi-
nary three-year-old boy could use. Th-2 first of his
friends ventured to place his guess at 150 ; the other
greeted this estimate with derision and declared
that fifty words would cover the vocabulary of any
three-year-old child (60). Laurie, based on the au-
thority of Max Muller, claims, in his "Lectures on
Language and Linguistic Methods", that "In the
child up to the eighth year the range of language is
very small ; he probably confines himself to not more
than 150 words" (60). On the other hand we find
Luckens reporting the assertion of Dr. Elmer Gates
to the effect that his boy knew 11,000 words at the
age of twenty-one months! (39).
It is evident that from such a wealth of diversity
of opinion as has been presented thus far, little of a
definite nature can be determined concerning the
actual size of a vocabulary, whether it be the vocab-
ulary of an adult or that of a child. In order to ob-
tain adequate conclusions we must seek further than
mere guesses, and estimates without foundation.
Actual vocabulary tests, and studies in vocabularies,
must be considered. In spite of the fact that these
tests and studies produce widely differing results
it may be possible, by conservative generalizations,
to arrive at some comparatively trustworthy con-
clusions.
At what age does a human being begin to speak?
Tracy tells of a child, a girl, who when only fifteen
days old had a peculiar sort of cry for expressing
her desire to be fed. In another case the feelings of
hunger, cold, pain, joy, and desire were expressed
by different sounds before the end of the fifth week
(58) . Professor Whipple claims that his son, Ri"1
ard, said "Mamma" at the age of seven and ^al
GENERAL DISCUSSION 17
months; Whipple thinks, however, that this may
have been mere accident (60). Dr. E. C. Hills says
his daughter, Ruth, used six words when eight
months of age (26). George C. Brandenburg in the
study of his child found that the first word she pro-
nounced with evident understanding was "Bye-bye"
at ten months (11). Beyer, in commenting upon the
language of his son, Thomas, claims that at the end
of one year after birth the child's vocabulary "con-
sisted of not more than 20 symbols, of which about
10 were English ; the others, the language of infan-
try, more or less conventionalized in his own usage"
(8).
The age at which speech begins varies in different
individuals. In some, articulate language commences
during the sixth or seventh month; others can not
speak a single word when they are ten months or a
year old. Girls usually learn to talk at an earlier
age than do boys. Even after speech has begun its
development varies greatly in different individuals;
with some the progress is very rapid, while with
others it is exceedingly slow. These are some of
the explanations why tests of child vocabularies car-
ried on by different people with different subjects so
largely fail in conformity of results. It is also well
to note that the number of individuals considered is
too small to permit satisfactory generalizations and
conclusions.
The following method used by Professor and Mrs.
Guy Montrose Whipple in their study of the vocabu-
lary of their- three-year-old son will serve to illus-
trate a very practical manner in which the study of
a child's vocabulary may be undertaken. This meth-
od, or one very similar to it, has been followed by a
number of the most reliable contributors to this
phase of vocabulary study. They proceeded thus:
Twenty-six blank sheets, one for each letter of the
, were prepared, and for ten days prior to
third birthday anniversary the words
Mm were recorded. To this list were added
18 VOCABULARY STUDIES
those words which it was known he had used previ-
ously, in each instance making sure that the words
had not been forgotten by artificially producing an
occasion for their use. Finally, a number of words
were selected from several child's vocabularies that
had been published. These words were similarly
tested before they were added to the list. Plurals
formed regularly were excluded; other inflected
endings, grammatical variants and compounds,
such as tall, taller, tallest, and go, going, gone, were
included. Many students of child vocabularies do
not include inflections as distinct words. Whipple
makes the following comment: "It seems unneces-
sary to point out that, psychologically speaking, re-
lated forms like these are just as much distinct ac-
quisitions for the child as are totally different words
such as tall and short; the principles of exclusion
that have been adopted by some compilers of chil-
dren's vocabularies, notably Holden, may be gram-
matically, but they are not psychologically, justifi-
able" (60).
One of the most recent, as well as thorough, inves-
tigations in child vocabulary was the one carried on
by Beyer, in the study of his son, Thomas Lynn
Beyer, during the twenty-third and twenty-fourth
months. Beyer used the same method as employed
by Whipple (60), with the important exception that
inflected forms were treated as distinct words only
when there was a radical umlaut or internal change,
as in foot and feet. Present participles were not
included. Using this method, the child's vocabulary
at two years of age was found to consist of 771
words. At the end of one year after birth, as has
been previously mentioned, the child had command
of about 20 symbols. At seventeen months this
number had been increased to 160 — an increase of
700 per cent in five months. At the end of two
years his vocabulary amounted to 771 words, this
being 38 times the number at one year, and almost
five times the number at seventeen months. The
GENERAL DISCUSSION 19
actual number of words learned from the seven-
teenth to the twenty-fourth months was more than
four times as great as the number learned from the
twelfth to the seventeenth. Beyer comments thus :
"If he should merely maintain the same rate of in-
crease during his third year, an eventuality alto-
gether to be expected of a normal child in health,
1055 words will be added during the year, making a
total of 1826, a number astonishingly close to the
1771 words actually recorded by Professor Whipple
in the use of his three-year-old son. If it is true, as
Professor Whipple says and as child-psychology
regularly assumes, that the period between the sec-
ond and third birthday witnesses the greatest ex-
pansion in thought-symbols, then we must place the
probable limit much higher, possibly from 2200 to
2500. As a matter of fact, the first two weeks after
the child's second anniversary, he learned about
eighty words, an acceleration nearly twice as great
as that of his former average ; and during the 25th
month, nearly two hundred, almost trebling the for-
mer rate" (8).*
Dr. E. C. Hills made a very thorough study of the
speech of his daughter beginning on the second an-
niversary of her birthday and continuing his obser-
vations for a period of ten days. Only the words act-
ually used by the child during that period were re-
corded. Some objects were pointed out and she was
asked to tell their names, but in no case was a name
given to her while the test was in progress. Fur-
thermore, all the words used by the child during the
period under consideration had been acquired by
her without effort on the part of her parents, with
the exception of the cardinal numerals from 1 to 10
and the names of some of the common colors. When
eight months old the child had used six words,
though, as might be expected , her pronunciation
*Later studies by Beyer have an important bearing on the
above statements. Cf. page 26.
20 VOCABULARY STUDIES
was imperfect. At two years of age, during the
period under observation, she used a total of 321
words. Dr. Hills classifies the vocabulary as fol-
lows : proper nouns, 9 ; common nouns, 173 ; person-
al pronouns, 4; limiting adjectives, 26; descriptive
adjectives, 23; verbs, 59; adverbs, 11; conjunction,
1 ; prepositions, 8 ; exclamations, 7. Of the 321
words used by the child, 228 were of one syllable;
76 of two syllables; one of four syllables; and 16
compound. Dr. Hills is of the opinion that the child
used ten imperative sentences to one indicative sen-
tence (26).
At the age of three the son of Professor and Mrs.
Whipple had, according to the tests undertaken by
his parents, a vocabulary of 1771 words. His first
word had been pronounced at seve,n and a half
months ; four words were used at eleven and a half
months; fifteen words constituted his vocabulary at
the end of the first year. On his second birthday
the attempt to record the words used by him was
given up, for in the first fifteen minutes, when no
one talked to him, he used 154 words, 98 of which
were different. As is quite evident, vocabularies
depend largely upon interest and environment. Thus
we find that in this child's vocabulary, out of a total
of 1771 words the number which had been acquired
in connection with eating amounted to 215 — over 12
per cent of the whole. The total vocabulary was
classified thus: nouns, 993; verbs, 391; adjectives,
209 ; adverbs, 89 ; pronouns, 33 ; prepositions, 24 ;
interjections, 24; conjunctions and articles, 8(60).
According to Brandenburg, "The percentages of
the different parts of speech (if one counts the verb
forms printed in small capitals) in the dictionary
are about as follows: nouns 48.4 per cent; verbs,
27.5 per cent; adjectives, 18.6 per cent; adverbs,
4.9 per cent; pronouns, .2 per cent; prepositions,
.1 per cent; interjections, .1 per cent; conjunctions,
.05 per cent" (11). These results were obtained
GENERAL DISCUSSION 21
through the examination of several of the leading
dictionaries.
Brandenburg found that at the age of three his
daughter had a total vocabulary of 2282 words. Of
the entire number, a trifle over 50 per cent were
nouns. The vocaoulary was divided into two parts,
the first, containing 2099 words, being classified as
the conscious vocabulary and the second, comprising
183 terms, being classified as the sub-conscious vo-
cabulary. The latter classification was made up of
words which the child had been known to use, but
which had either been forgotten or could not be re-
called because of lack of proper environment. Bran-
denburg found that of every eight nouns learned by
the child, one was "pigeon-holed", or became a part
of the sub-conscious vocabulary, while of the verbs
only one out of every 33 was thus stored away. In
one day the child used a total of 11,623 words, 859
of which were different. Thus, in one day she used
37.6 per cent of the total number of words at her
command. Brandenburg not only lists the actual
vocabulary of the child, but also publishes hor en-
tire conversation for one day. The total number of
sentences used during the day amounted to 1873,
the average number of words per sentence being six
and a fraction (11) .*
Mildred Langenbeck reports the investigation of
an "unusually precocious child" who at the age of
five had a vocabulary of 6837 words. It is said
that when the child was three and a half years old
her uncle taught her Herbert Spencer's definition of
life,** and that though months often elapsed be-
tween her intervals of saying it she never forgot it.
*The above study by Brandenburg was later continued
during the fourth year of the child's life. Cf. pages 26 and
27.
**"Life is a definite combination of heterogeneous changes,
both simultaneous and successive, in correspondence with the
external co-existences and sequences." Herbert Spencer.
22 VOCABULARY STUDIES
The following incident is reported as having oc-
curred when the child was aged four : once, becoming
very angry at the dust, she exclaimed, "I should like
to kill the dust/' When asked how she could kill it she
replied, "Very easily, pour a little water on it." A
series of tests at the age of five conducted by the
Binet-Simon method gave her a mentality as that of
eleven years. She failed on questions depending
upon teaching and experience, but excelled in those
dealing with natural observation. She coined many
words as occasion for their use arose. Many of the
child's ancestors were distinguished men and wom-
en. On both sides her family were people of more
than average capacity and cultivation. When six-
teen months old the child had a vocabulary of 229
words. Of the 6837 words in her vocabulary at five
years, 56.8 per cent were nouns (38).
The above reports of studies in child vocabularies
will serve to illustrate the general nature and scope
of such investigations. For the remainder of the
studies of child language of which we have record a
brief summary of the results obtained will be suffi-
cient. For the most part, these results will be
merely tabulated. A few of the studies, however,
will bear more specific mention.
Viola Olerich, the "famous baby scholar," at two
years knew 2,500 nouns according to actual records,
and it was judged that she knew at least 500 more
(47). Figuring on the basis that nouns amount to
60 per cent of the entire vocabulary of the child the
total number of words known by Viola Olerich at
the age of two would be 5,000.
Gale reports a boy of two and a half years to have
used in one day a total of 9,290 words, 751 of which
were different, and another child of just two years
who used a total of 10,507, of which 803 were differ-
ent (20). Sanford Bell found that his child of four
years and nine ; months' uttered a total of 14,996
words, while one of three and a half years used 15,-
230, in one day (7).
GENERAL DISCUSSION 23
Tracy (58) found that in testing the vocabularies
of a number of children, the total number of words
considered being 5,400, nouns formed 60 per cent of
the entire vocabulary. Other authors agree that
the number of nouns in a child's vocabulary always
exceeds 50 per cent of the total number of words.
Kirkpatrick makes the assertion that the number
of words used by a two-year-old child varies from a
few to a thousand. The average he believes to be
about 200 to 400(34). In close agreement to this
assertion is the following statement by Whipple:
"In the twenty-odd published vocabularies, we find
that children from 16 to 19 months are using from
60 to 232 words, that two-year-old children are us-
ing from 115 to 1227 words, and that the vocabulary
increases rapidly from that time on. It is perfectly
safe to assert that the average three-year-old child
makes use of 1,000 words. This holds true at least
for the child who has an ordinary quantum of
curiosity and a normal tendency toward linguistic
imitation and who is in daily contact with parents
or older children who are ready to name situations
for him as fast as they appear" (56) .
In order to facilitate the study of child vocabular-
ies the following tabulation has been prepared :
TABLE I.
Child Vocabularies.
Authority.
Age of Child.
Vocabulary.
Reference.
Whipple
7.5m.
1
60
Hills
8m.
6
26
Tracy
9 m.
9
58
Whipple
11.5m.
4
60
Tracy
ly.
4
58
Tracy
ly.
8
58
Tracy
ly.
10
58
Whipple
ly.
15
60
Beyer
ly.
20
8
(Continued on next page)
24
VOCABULARY STUDIES
(Table
/, continued)
Jegi
16m.
75
Langenbeck
16m.
229
Tracy
17m.
35
Beyer
17m.
160
Hall
17m.
232
Jegi
18m.
60
Dewey
18m.
144
Nice
18m.
145
Dewey
19m.
115
Tracy
19m.
144
Tracy
21m.
177
Tracy
22m.
28
Tracy
22m.
69
Tracy
23m.
136
Tracy
2y.
36
Gale
2y.
115
Tracy
2y.
139
Doran
2y.
161
Holden
2y.
173
Tracy
2y.
263
Hills
2y.
321
Preyer
2y.
397
Holden
2y.
399
Moore
2y.
475
Holden
2y.
483
Gale
2y.
578
Gale
2y.
614
Beyer
2y.
771
Humphreys
2y.
1121
Jegi
2y.
1227
Olerich
2y.
5000*
Tracy
25m.
250
Tracy
27m.
171
Tracy
28m.
677
Tracy
30m.
327
Salisbury
32m.
642
30
38
58
8
25
30
17
46
17
58
58
58
58
58
58
21
58
18
28
58
26
49
28
43
28
21
21
8
29
30
47
58
58
58
58
52
(Continued on next page)
* Estimated.
GENERAL DISCUSSION 25
(Table /, continued)
Gale 3y. 1176 21
Nice 3y. 1205 46
Whipple 3y. 1771 60
Brandenburg 3 y. 2282 11
Mateer 4y. 1020 41
Nice 4y. 1870 46
Doran 5 y. 1400 18
Langenbeck 5 y. 6837 38
Table I presents the size of various child vocabu-
laries, the subjects ranging in age from 7.5 months
to 5 years, and the vocabularies ranging in size from
one word to 6837. Owing to the difference in age at
which speech first appears, an attempted generaliza-
tion in regard to the size of vocabulary before the
age of two is not justifiable. Even at the age of two
there is necessarily a great divergence in the size of
the vocabulary. This is due partly to the fact that
different children begin to talk at different ages; it
is also due to the fact that children are not endowed
with equivalent intellects, and some learn much
more rapidly than others. Obviously this state of
affairs continues throughout life. Therefore, in
any group of considerable size, composed of persons
of the same age selected at random, regardless of
what that age may be, we can not expect a very close
agreement in the sizes of their vocabularies. In
actual number of words the variation at the age of
two is doubtless smaller than at any subsequent age ;
for variation in terms of percentage of the entire
vocabulary the reverse is probably true.
Omitting as very unusual the five thousand word
vocabulary of Viola Olerich, we find the average vo-
cabulary of the remaining sixteeen two-year-old
children recorded in Table I to consist of 454.56
words — approximately 450; the median is 398, and
the mean variation 260.9. The range is from 36 to
1227. Unfortunately, the data at hand for the re-
maining ages of infancy is too slight to warrant the
26 VOCABULARY STUDIES
reliability of generalization. Nevertheless, in the
four vocabularies recorded for three-year-old chil-
dren there is a certain general uniformity of size
which may justify the taking of their average. The
resultant is 1608.5 — a number which seems very
reasonable. Taking 1600 as the vocabulary at three
years of age and 450 as that for two years, the in-
crease in one year is 256 per cent; in other words,
the vocabulary at three years should be, roughly
speaking, about three and one-half times as large as
at two years.
Note : Since the compilation of the foregoing table and sta-
tistics several magazine articles have appeared which have an
important bearing on the subject. Beyer, who furnished
such admirable data concerning the vocabulary of a two-
year-old child, has continued his investigations during the
third year and presents the results of this study in the Edu-
cational Review, Dec., 1916(9). It was found that the child,
who at two years had a vocabulary of 771 words, acquired
during his third year 1297 verbal symbols; thirteen of the
words previously known had gradually been dropped, "the
defunct language of infantry." This left a remainder of
2055. However, this estimate excludes about 200 "question-
able words" which if added would bring the total to 2255.
Using the more conservative estimate of 2055 as the vocabu-
lary at three years, we find an increase of 166 % over the
vocabulary at two years; if we take the larger number, 2255,
the increase is 193 %. In either case the percentage of in-
crease is considerably smaller than the suggested increase of
256 %. However, it should be noted that Beyer's child at two
years of age had a much larger vocabulary than the average
for the two-year-old child as ascertained from the table. It
is not to be supposed that the child with a large vocabulary
would show as great a yearly increase in terms of percentage,
though in actual words his gain would probably be somewhat
more than that of the child with a more meagre store of ver-
bal symbols.
In an article in the Pedagogical Seminary for March, 1916,
George C. and Julia Brandenburg give the results of a con-
tinuation in the vocabulary study of their daughter during the
fourth year (12). At four years of age the child knew 3915
words, including regular variants except noun plurals; and
3061 words excluding all except irregular variants. At three
years of age the child's vocabulary, including variants, to-
taled 2282 ; excluding variants, 2008. This gives an increase
during the fourth year of 71 % in the former case, and 52 %
in the latter.
GENERAL DISCUSSION 27
At ,three years of age the variants constituted 12 % of the
entire vocabulary; a year later they amounted to 21.8 %. A
comparison between the third and fourth years in regard to
parts of speech is shown in the following table:
Regular variants incPd
Regular variants excl'd
No. of
words
Per
cent
No. of words
Per
cent
Age
3
4
3
4
3
4
3
4
Nouns
1171
1728
51.3
44.
1
1171
1728
58
.0
56
.4
Verbs
732
1510
32.0
38.6
465
716
23
.0
23
.4
Adjectives
198
427
8.7
10.
9
191
374
9
.8
12
.2
Adverbs
98
150
4.3
3.
8
98
144
4
.9
4
.7
Pronouns
36
43
1.6
1.
1
36
42
1
.8
1
.3
Prepositions
20
24
.8
,
6
20
24
1
.0
.8
Interjections
15
19
.6
5
15
19
.8
.6
Conjunctions
12
14
.5
•
4
12
14
.6
.4
Total 2282 3915 2008 3061
Brandenburg claims that from a study of 2000 school chil-
dren of various grades he has ascertained that children in the
public schools build up their vocabularies at the rate of ap-
proximately 1400 words per year, exclusive of variants. It
would be of interest to know the increase rate inclusive of
variants ; and also to know the per cent of increase from year
to year.
Bateman, in the June, 1916, issue of the Pedagogical Semi-
nary, discusses the language of three children at the same
age (5). All three children were girls, two, J. and A., being
sisters and the other, D., a cousin. The appearance of the
first word in the three cases was A., ten; J., ten and one
half; and D., eleven months. The vocabularies at one year
comprised D., 8; A., 9; and J., 10 words. Bateman cites
eight cases of one-year vocabularies, the average number of
words being 9. At two years one of the three children in
consideration had a vocabulary of 497 words. At twenty-
eight months the vocabularies excluding proper nouns and in-
flections, were: A., 628; J., 405; and D., 308. Including prop-
er nouns and inflections, the vocabularies for the two sisters
were: A., 779; and J., 488. Data concerning three other
vocabularies at 28 months is given showing .totals of 677
(cited in Table I of the present treatise), 451 and 345 words.
The average for the six vocabularies at 28 months is 469.
Bateman claims the average number of words at two years
for 20 vocabularies is 498; at three years for 9 vocabularies
1,515. Authorities for these statistics are not cited. These
averages for the two-year and three-year vocabularies show
a remarkably close approximation to the averages obtained
from Table I of the present discussion. If an average is at-
tempted from the two groups of two-year and three-year
28 VOCABULAR Y STUDIES
averages (the group cited by Bateman and the group present-
ed in Table I ) , though such an average of averages would
doubtless by no means be exact since there are probably rep-
ititions in ,the two groups, the resultant gives a vocabulary of
479 words for the average two-year-old child, and a
total of 1544 words for the three-year-old child; showing an
increase of 222 % from the second to the third year. Is it
then too much to say that during the third year the normal
child may be expected to show a gain of from 200 to 250
per cent in vocabulary?
For the remainder of this part of the treatise
which deals with investigations carried on by others
in the field of vocabulary study, owing to the nature
of the data at hand, recourse must be had very
largely to broad generalizations. A few specific in-
stances will be mentioned, for the most part with-
out comment, and such generalizations as are deem-
ed advisable will be presented.
Dr. Peter Roberts said the average vocabulary of
a child of six or seven amounted to only 300 or 400
words (56). Other writers have made somewhat
similar statements. In view of the data which has
been presented concerning the vocabularies 01 chil-
dren during infancy, and especially the conclusions
reached in the case of the two year vocabularies,
such statements as that of Dr. Roberts may be dis-
carded without further consideration.
In connection with the study of children who are
just entering school, and even in regard to those
who are a little more advanced but still in the lower
grades, it is interesting to note the number of differ-
ent words used by some of the textbooks. The av-
erage primer comprises a vocabulary of between 300
and 400 words. A few contain approximately one
thousand, but these are exceptional. Thus the six-
year-old child, in order to qualify for promotion,
must learn to recognize in print 300 or 400 words.
This number obviously does not comprise his entire
vocabulary — perhaps not even one tenth of it. For
when the child is beginning to read and until he has
mastered the system of alphabetical and syllabical
GENERAL DISCUSSION 29
combinations to form words, he certainly is familiar
with a comparatively enormous number of terms
which he would fail to recognize in print.
Jean Sherwood Rankin found a total of 5,965 dif-
ferent words, including 909 proper names, in a pop-
ular and modern textbook in United States history
(51). In order for the eighth-grader to study intel-
ligently this particular book he must obviously know
the great majority of these words. It should be
born in mind that textbooks for different subjects
all have, after a fashion, their own special vocabu-
laries. Likewise we must remember that a consid-
erable number of words which, even in their printed
form, are familiar to the eighth-grader do not ap-
pear in any of his textbooks.
To quote from Katrina Koch: "Every educator
knows, that by his fourteenth year the boy has
learned, understood and remembered lists of words,
varying from fifteen to twenty thousand. And of
these, most teachers realize, to their chagrin, that
they succeed in making him use not over eight hun-
dred or a thousand" (36).
A study of the reading vocabulary of three chil-
dren who had attended school one and a half years
was undertaken by Myrtle Sholty. She took all the
readers which the children had read since entering
school and used the words of these readers as the
basis of the vocabulary test. All the words which
could be built up or worked out by sound were called
phonetic words. Though the children had had daily
drills in phonetics for twelve months, each one knew
a greater number of sight than phonetic words,
showing that they still depended very largely upon
the memory. Of the three children, one, designated
as A, was supposed to be the best reader, B medium,
and C the poorest. Out of a total of 1,588 words
known in context were: B, 1,438; A, 1,392; and C,
1,309. Results for words recognized when seen on
the instant, that is through the tachistoscope, were :
30 VOCABULARY STUDIES
C, 1,009 ; A, 977 ; and B, 798. The results for words
worked out are given as : B, 670 ; A, 412 ; and C, 315.
Thus C was the most dependent reader because she
could build up fewer words, and B was the most in-
dependent. C is said to have improved rapidly and
when the test was completed was the fastest reader
of the three. A, who was supposed to be the best
reader, ranked only second in each of the tests. It
is interesting to compare the number of printed
words known by these three children, who had at-
tended school one and a half years, with the number
of words which are, in general, found in a primer.
Progress becomes more rapid as the child advances
(53).
Doran reports a boy, nine years old, who had a
vocabulary of 6,031 words. The boy was bright in
many respects, but had not been to school very
much. He was in the third grade. Doran's son,
Edwin, at ten years of age could define at least 10,-
000 words, and when he was thirteen he could define
18,000, according to tests carried on by his father.
The youth had read a great deal, and had had con-
siderable practice in vocabulary work. At thirteen
he had studied one year of Latin. Doran believes that
Latin and Greek aid greatly in the enlargement of
the English vocabulary (18).
Doran worked mainly with students in schools
and colleges. His effort was to ascertain not the
number of words that had actually been used in
oral or written speech, but the number of words the
persons knew or could use intelligently. In every
case his results were attained by oral or written
definitions. He included all proper names and vari-
ants found in the dictionaries which he used, saying,
"As there seems to be some confusion in vocabulary
tests as to what constitutes a word, let it be under-
stood I have followed the dictionaries in this respect.
1 have counted what they have counted, and I have
included what they have included." Some of his
earlier investigations were based upon Webster's In-
GENERAL DISCUSSION 31
ternational, the Academic, or the High-School edi-
tions, while his later studies were conducted by the
use of the Century and the Standard dictionaries.
His method was to select a number of words, usually
1,000 or more, taking all the words of each page, ex-
cept such unusual words as no one would be likely
to know, and selecting the pages either at random,
or, as was more often the case, taking them in a cer-
tain definite order, as every twenty-fifth or every
fiftieth page (18).
By class tests Doran found that the pupils of the
sixth grade in one school averaged 4,192 words
while in another they averaged 11,634; in the same
two schools respectively the eighth-graders aver-
aged 7,937 and 17,138. The pupils of the latter
school were somewhat older than those of the for-
mer. For the most part, Doran's results will sim-
ply be tabulated in a general way further on in this
treatise ; and a few solitary tests which do not admit
of adequate generalization will be given specific
mention (18).
A certain Minnesota superintendent tested the vo-
cabularies of four eighth-grade pupils by having
them go through their small High-School dictionar-
ies, counting word by word all that they felt sure
they knew and might have used. Three of the four
reported that they knew between nine and ten thou-
sand words. The fourth estimated for himself near-
ly fifteen thousand. Jean Sherwood Rankin, in of-
fering this report, comments thus : "These figures
tally well with the reports upon vocabularies pub-
lished by the one or two lone explorers in the field
of high-school vocabularies, and lead us to the con-
clusion that the eighth-grade student who completes
his work successfully must possess from ten to fif-
teen thousand words" (51).
Professor E. A. Kirkpatrick conducted a series of
tests among children of the grades, as well as among
high school and college students. His method is
32 VOCABULARY STUDIES
clearly shown by the following quotation: "When a
student began, say on page 2, and counted all the
words in bold-faced type and the number of these
known on every fiftieth page, and then did the same
beginning with page 20, the results were so nearly
the same as to convince me that the method was fair-
ly accurate. Some preliminary tests were then made
that showed that a hundred words taken by chance
from various parts of the dictionary might serve as
a fairly accurate measure of the size of one's under-
standing vocabulary The author now considers
that the best list of words is obtained from Web-
ster's Academic Dictionary (which contains about
28,000 words on 645 pages) , by taking the first, sec-
ond, or last word, or any other definite word on ev-
ery sixth page. For general purposes and for all
ages this is probably better than to take a hundred
words from an unabridged dictionary which con-
tains so many various and obselete forms of the
same words, along with rare words, and technical
terms not found in the smaller dictionary. Esti-
mates based on words from the academic dictionary
give less than half as many words in the vocabulary
as those based on data from the unabridged, but
they are more representative of fundamentally dif-
ferent concepts.
"The method of using the test was to place the
printed list before the subjects and ask them to
mark the words that they knew with a plus (+)
sign, those that they did not with a minus ( — ) sign,
and doubtful ones with a question mark ( ?) . The
tests, which numbered about two thousand, were
made chiefly upon pupils from the fourth grade up
through the high school and university, although a
few were made upon younger children. Control
tests showed that if the same test was given orally,
there was some difference in the words marked as
known and unknown. This difference was of course
very great in the second and third grades, where a
few tests were made, and became less with age, yet
GENERAL DISCUSSION 33
it usually amounted even in the case of adults to
from one to three per cent. In a few individuals
the difference was quite marked" (33).
Kirkpatrick found the individual differences in
size of vocabulary to be very great, some ninth
grade children falling to the rank of second grade
children, while some in the third or fourth grades
ranked with the average of those in the ninth grade
or high school. In general, he found that those stu-
dents who had read extensively ranked higher in
size of vocabulary than those who had read little.
He announces that in his own classes wh'ere students
were ranged in three grades according to the num-
ber of words which they knew in one list, other lists
of words similarly selected resulted in 60 per cent to
80 per cent of them being again in the same grade.
None changed from the lowest to the highest of the
three classifications (33). The results of Kirkpat-
rick's research will be tabulated later.
Another form of vocabulary test was that con-
ducted by R. W. Brown. Six members of the fresh-
man course in English at Wabash College were the
subjects for this investigation. Each student car-
ried small cards with him at all times and endoavor-
ed to catch all the words he used in ordinary speech
and writing. The following classes of words were
thrown out: all which were merely inflected forms
of other words on the list; numbers, both cardinal
and ordinal; pronouns and demonstratives; nouns
used only as proper nouns; extremely technical
terms; all except one word from each group of
words obviously related in their origin ; all negatives
in un and in except where only the negative form of
the word exists, or where the positive is rare; and
finally, all words in re and dis where the meaning
could be readily gathered from the definitions of the
root word and the prefix. In spite of such strenu-
ous efforts to avoid any possible over-estimation, the
total number of words — we might almost say words
entirely without relation to each other — in ordinary
34 VOCABULARY STUDIES
use by each of the several students who performed
the experiment was found to be: 2,970; 3,190;
3,920 ; 4,510 ; 4,550 ; and 4,560. The students varied
in age from 17 to 21 years. Their class room rec-
ords ranged from the highest to the lowest. The
words themselves "represent all the variety of in-
terest which one would expect to find in a group of
young men who are beginning their college course"
(13). Although this particular experiment is of lit-
tle value as regards the total number of words in a
vocabulary, nevertheless it is of interest in that it
gives us some inkling as to the number of words in
ordinary individual usage — a number unexpectedly
large, especially when we consider the enormous
number of words which were rejected in this test.
Another interesting test was that carried on by
Barnes with six freshmen and four upperclassmen
at De Pauw University. Without having given
them any previous intimation as to what he desired
of them, Barnes called these students into his office
and told them to write down all the words they could
think of in two hours. The results were: Fresh-
men, men, 1,114, 1,596, 1,789; women, 847, 948,
1,230. Upperclassmen, men, 1,239, 1,464; women,
1,489, 1,573. At the end of the two hours every stu-
dent was still writing rapidly and insisted that he
had by no means exhausted his supply. Many of the
commonest words of every-day life had been omitted
(4).
E. H. Babbitt employed a vocabulary test, a little
different in detail, but essentially the same as Pro-
fessor Kirkpatrick's, to find the number of German
words which could be defined by students when they
entered the second year's work in the subject at col-
lege. Some of these students were admitted on ex-
amination. It was found that the vocabulary of
those who could pass such an examination was nev-
er less than 2,000 words, ranging from that to 5,000.
The mark received on the entrance examination was
GENERAL DISCUSSION 35
in close relation to the extent of the vocabulary.
The test was repeated at the end of the year, the re-
sults showing* that the vocabularies now ranged
from 5,000 to 12,000. The marks on the final ex-
amination at the end of this year's course were also
in close relation to the extent of the vocabulary.
Babbitt tried this plan for several years, and always
got comparatively uniform results ( 1 ) .
Later, Babbitt extended his investigations to the
English language. He used an unabridged diction-
ary containing over 100,000 words. The majority
of the college sophomores upon whom he tried the
experiment reported from 50,000 to 60,000 words.
Babbitt claims that students who had not studied
Greek regularly reported from 10,000 to 15,000
words less than those who had(l).
Thus we see that different investigators have car-
ried on the study of vocabularies in various ways
with varying results. For the sake of convenience
the following tables have been prepared, showing
generalizations in regard to the size of vocabulary
of students ranging from the second grade to the
college :
TABLE II.
Average Vocabulary of Students in the Grades.
A.
Investigations by Kirkpatrick(33).
Grade II 4480 Grade VI 8,700
Grade III 6620 Grade VII 10,660
Grade IV 7020 Grade VIII 12,000
Grade V 7860 Grade IX 13,400
B.
Investigations by Doran(18).
Grade VI 4,192 Grade VI 11,634
Grade VII 5,849 Grade VII 13,675
Grade VIII 7,937 Grade VIII 17,138
Grade IX 18,865
36 VOCABULARY STUDIES
TABLE III.
Average Vocabulary for High School Students.
Investigations by Kirkpatrick(33).
First year 15,640 Third year 17,600
Second year 16,020 Fourth year 18,720
TABLE IV.
Average Vocabulary of Students
in the Normal School.
A.
Investigations by Kirkpatrick(33).
Average for all years, Normal School 19,000
B.
Investigations by Dor an (18).
First year 11,700 Fourth year 19,400
Second year 15,400 Fifth year 21,500
Third year 15,750
TABLE V.
Average Vocabulary of College Students.
A.
Investigations by Kirkpatrick(33).
Average for four years, College 20,120
B.
Investigations by Whipple (59) .
Average for four years, College 20,512
C.
Investigations by Babbitt ( 1 ) .
Sophomore Class, approximately 50,000 to 60,000
GENERAL DISCUSSION 37
TABLE VI.
Average Vocabulary in Relation to Scholastic Status
Investigations by Kirkpatrick(33).
Scholastic Status Vocabulary
Grade II 4,480
Grade III 6,620
Grade IV 7,020
Grade V 7,860
Grade VI 8,700
Grade VII • 10,660
Grade VIII 12,000
Grade IX 13,400
High School, 1st year 15,640
High School, 2nd year 16,020
High School, 3rd year 17,600
High School, 4th year 18,720
Normal School, all years 19,000
College, all years 20,120
By reference to Table II it will be seen that Kirk-
patrick's results for the sixth, seventh and eighth
grades lie about midway between the two sets re-
ported by Doran. The investigations by Doran of
the students in the grades were conducted in two
different schools, the first at Edmond, Oklahoma,
and the second in a village school in Arkansas. It
seems remarkable that such divergent results should
have been obtained. Since the results obtained by
Doran show, in general, a fairly close agreement to
those reported by Kirkpatrick, and since the data at
hand concerning the investigations of the latter is
more complete, Table VI has been prepared, show-
ing the average vocabulary in relation to scholastic
status as ascertained by Kirkpatrick. This Table
will again be referred to after the results of the ex-
periments conducted at Colorado College have been
presented.
It is well to note that Babbitt, whose results show
the size of the college student's vocabulary to be
about three times as great as is reported by Kirk-
38 VOCABULARY STUDIES
Patrick and Whipple, used a dictionary containing
over 100,000 words, whereas the investigations of
the other two were conducted by means of much
smaller dictionaries. Further comment upon this
matter will be made in Part IV.
Note: Since the compilation of the above statistics and
tables there has appeared, in School and Society, Nov. 13,
1915, an article concerning vocabulary tests as measures of
school efficiency (10). The Kirkpatrick list of one hundred
words was used in testing the children of the upper five
grades of Speyer School, the demonstration school of Teach-
ers College, Columbia University. A second test was con-
ducted with a similar list obtained from Webster's Elemen-
tary School Dictionary, which "includes over 44,000 entries,
not including several thousand inflected forms." The Kirk-
patrick list was selected from Webster's Academic Dictionary,
which contains 28,000 words. The following table shows the
results of these two series of tests :
Kirkpatrick List. El. Diet. List.
Kirkpatrick Speyer Speyer
Grade Group Group Group
4 7,020 10,886
5 7,860 13,216 21,648
6 8,700 17,038 30,184
7 10,660 17,052 27,720
8 12,000 18,704 32,120
It was found in testing children in several neighboring
schools that those of the Speyer School had a vocabulary
from 10 to 25 per cent greater than those of the same grade
in other schools. The difference is accounted for by the fact
that the curriculum of ,the Speyer School is more intimately
and vitally associated with every-day life and calls for more
initiative on the part of the student than is the case in the
usual elementary school curriculum.
Babbitt experimented with a number of people
who had never been to college, but, with a common
school education, were regular readers of books and
periodicals. These people generally reported the
size of their vocabulary to be from 25,000 to 35,000
words. Some went much higher, even as high as
the lower figures for the college students which
were tested by Babbit ( 1 ) .
Doran made a few individual tests among college
students and others. These tests were, for the most
*
GENERAL DISCUSSION 39
part, based upon the Century and the Standard dic-
tionaries. Some of his reports are interestnig to
compare with the results of the other investigators.
He reports a girl in the second year academy
who knew £3,100 words; another girl in the third
year academy who knew 26,600 ; a man in the fourth
year academy reports 41,895 ; while two men in col-
lege report 40,681 and 53,130 respectively (18).
Three boys, aged about thirteen years, had vocab-
ularies of 22,722 ; 26,376 ; and 28,480 words each. A
young lady 19 years old who had not quite finished
the literary course in a young lady's seminary, ap-
parently knew 20,537 words when tested by a com-
paratively small dictionary. With a large dictionary
the result would doubtless have been much higher
(18).
Doran, by a very extensive test, found that a cer-
tain young lady could define 92,161 words. He him-
self, almost twenty years ago, knew 84,000. A few
years later, however, he estimated his vocabulary at
100,000 words. He knew thousands of words not in
the dictionary, for instance technical and vernacular
names in Zoology, Botany, and other sciences (18).
The experience of J. M. Greenwood is rather
unique. He reports the following incident to have
occurred during the first term he taught: "I had
bought a second-hand copy of Webster's Academic
Dictionary .... I took up Webster's Old Blue Book,
and I marked down all the words between its two
covers of whose meanings I had any doubts. There
were sixty-eight of these words, and I hunted up
their meanings in this dictionary, I had never
looked into a dictionary of any kind a dozen times in
my life before, and yet I was 'shakey' on only sixty-
eight out of about 10,000 different words in that
book" (18).
Edwin S. DuPoncot, having a knowledge of more
than twenty languages, estimates his total vocabu-
lary for the entire number to comprise 302,000
40 VOCABULARY STUDIES
words (18). Babbitt estimates the total number of
words which he knew in nine languages, including
English, to be 285,000(1). Table VII analyses the
vocabularies of these two men.
TABLE VII.
Vocabularies of the Same Individual
in Several Languages.
A.
Total Vocabulary of Edwin S. DuPoncot(18).
English 70,000 Old High Ger. 5,000
French 50,000 Norwegian 3,000
German 45,000 Swedish 3,000
Spanish 35,000 Danish 3,000
Italian 25,000 Sanskrit 2,000
Latin 20,000 Anglo-Saxon 2,000
Portuguese 15,000 Hebrew 1,000
Old French 10,000 All others 3,000
Greek 10,000
Total 302,000
B.
Total Vocabulary of E. H. Babbitt (1).
English 65,000 Latin 18,000
German 58,000 Spanish 16,000
Danish 52,000 Greek 13,000
French 30,000 Old Norse 11,000
Italian 22,000
Total 285,000
The data at hand concerning the relation between
the size of vocabulary and the class record of stu-
dents is of too meagre and unreliable a nature for
tabulation. Doran, as the result of his own obser-
vations, concluded that those who ranked high in
their classes had a good vocabulary ; and that those
who had a good vocabulary ranked high in their
classes. He comments thus: "It matters little
whether we say students do well because they have
GENERAL DISCUSSION 41
good vocabularies, or they have good vocabularies
because they do well ; it matters little which is cause
or which effect — it follows that if you increase a stu-
dent's vocabulary you increase his standing in his
class. The one who has a vague, ill-defined know-
ledge of words, has vague and ill-defined thoughts,
and is incapable of definite, systematic, and logical
thinking. If a word is a sign of an idea, bungling,
meaningless expressions indicate a clouded, vacant
brain" (18).
Kirkpatrick found in general a tendency toward
positive correlation between the size of vocabulary
and class standing. In the case of individuals how-
ever, there was often a wide divergence between the
class room marks and the vocabulary-index. In the
grades there was no clear proof of the relationship.
In one instance a number of freshmen were tested
and the vocabulary index compared to the class-
room marks. The average number of words known
to the men who in general ranked above the average
of their class in the various subjects was 5 per cent
greater than for those ranking below the average.
The women who ranked highest in English averaged
nearly 4 per cent better in size of vocabulary than
those who ranked lowest in English (33).
Whipple discovered a positive correlation between
the vocabulary-index of a number of college stu-
dents and their grades in his classes in educational
psychology. He found that in general those stu-
dents who had read the most books and magazines
had the largest vocabularies (59).
It has been suggested by a number of men that a
vocabulary test might be employed as an examina-
tion for college entrance. For example, Kirkpat-
rick says : "The question naturally arises whether
size of vocabulary and ability to define and use
words is not a sufficiently accurate measure of the
intellectual ability of youths to justify the use of
vocabulary tests in examinations for entrance to
42 VOCABULARY STUDIES
college. College work is supposed to be general in
its character, demanding general ability, of which
the vocabulary test Ought to give an indication. Of
course if students should devote their time to a
special study of the dictionary, the test would be-
come special and valueless, since size of vocabulary
would not then be an accompaniment and indication
of experiences and intellectual advances, but of
special study of modes of defining words in terms of
other word symbols" (33).
As to sex influences upon the size of vocabulary
we again find little except of a very general nature.
Kirkpatrick is of the. opinion that there is no
constant difference between the sexes (33). Whip-
pie did not feel that a positive sex difference had
been established, though there was a suggestion of
superiority of boys over girls, and of men over wom-
en (59). Doran thought it very probable that up to
the fourth or fifth year girls knew or used more
words than boys did. Among students he claims
that in northern schools boys in the same classes
and of the same age knew more words than did the
girls, while in southern schools the reverse was
true. He supposes this geographical influence to
arise from the fact that the northern boy is more
bold, aggressive and interrogatory than the nor-
thern girl or the southern boy ; the southern girl is
supposedly bolder and more aggressive than her sis-
ters of the north and her brothers of the south. Ac-
cording to Doran, man should, in general, have the
larger vocabulary because of his aggressive and in-
quisitive disposition ( 18) .
Several authors agree that in infancy up to the
fourth or fifth year the girl knows the most words.
The boy learns to talk at a later- age than the girl.
For several years he is behind her in size of vocabu-
lary, but at the age of five or six he takes the lead
and retains it throughout the remainder of life.
Thus, after the age of infancy the boy knows more
GENERAL DISCUSSION 43
words than the girl, the man has command of a lar-
ger vocabulary than the woman (18).
The field of vocabulary study is a fertile one. The
investigators in this line of work have been compar-
atively few. Their methods of conducting the re-
search have been various. The results and conclu-
sions are more or less inconsistent. Yet, when we
group their results as a whole, we find that a great
deal has been accomplished by these pioneers in the
study of vocabularies.
PART III.
FALSE DEFINITION TEST.
The question has arisen as to the practicability of
substituting a vocabulary test for examinations for
college entrance, promotion, etc. Since a word is a
sign of an idea, surely the more words one knows,
the more ideas he possesses. The larger his vocabu-
lary, the greater we would expect to find the scope of
his general knowledge. If words indicate ideas and
ideas indicate intelligence, why should we not simply
employ a vocabulary test when the intellectual abili-
ty or status of an individual is to be ascertained?
In the case of grading, or rating, students in the
schools and colleges, could a vocabulary test be sub-
stituted, either wholly or partially, for the methods
now. in vogue ? Is a vocabulary test a satisfactory
substitute for examinations in determining the qual-
ifications of an individual, either for admittance to
a school or college or for advancement within or
graduation from the school or college? Is there a
correlation between grades or rank and the size of
vocabulary? A satisfactory answer to -these ques-
tions can be found only by the method of experimen-
tation.
The fundamental purpose of the vocabulary tests
which were conducted at Colorado College was to as-
certain what relation, if any, the size of an individu-
al's vocabulary bore to that individual's college rank
and grades. A secondary purpose was to discover
whether or not sex influences play an important part
in the size of vocabularies. The attempt to deter-
FALSE DEFINITION TEST 45
/
mine the actual size of individual vocabularies was
given less consideration, for reasons which will pres-
ently appear.
We have seen that different investigators have
used different methods for the determination of size
of vocabulary. For testing the vocabulary of infants
the actual words used by the infant during a certain
period of time may be recorded. For determining
the size of an adult's vocabulary the individual to be
tested may be asked to define each word in the dic-
tionary with which he is familiar. Or he may be
asked to define, or perhaps simply indicate, each
word of a representative group of which he knows
the meaning, the total vocabulary being estimated
from the smaller group. Other methods for ascer-
taining the size of vocabularies have been employed,
but these here mentioned, the one for testing infants
and the other two for experimentation with adults,
are probably the most noteworthy.
For the experiments conducted at Colorado Col-
lege a new form of vocabulary test was devised. The
plan was to select one thousand representative
words and have each followed by four definitions,
of which one was correct and the other three wrong.
The position of the correct definition among the four
was determined purely by chance, the order being
based upon the results of a number of casts of dice.
The subject was requested to check the correct defi-
nition of every word with which he was familiar.
The one thousand words were selected from the
Funk & Wagnalls New Standard Dictionary, in
which the space devoted to the vocabulary comprises
2757 pages ; the method was to take the first word of
the third column of every third page and of every
thirtieth page. The object being, obviously, simply
to obtain representatively distributed words. After
the words were selected it was found that a large
number of them were so unusual as to be, for the
most part, unfamiliar to the average person. For
46 VOCABULARY STUDIES
this reason the system of using four definitions,
correct and three wrong, for each word, as explained
above, was applied to only six hundred of the words
on the entire list; of the remaining four hundred,
consisting of such terms as were considered unfa-
miliar to the average person, the subject was asked
to define those words which he knew. This division
of the entire list of one thousand words into two
parts was done as a matter of convenience, both to
the experimenter and to the subject, and for the
sake of economy. The reason for employing a sys-
tem whereby the subject checks the correct defini-
tion rather than a system in which the subject must
actually furnish the definition himself is twofold:
in the first place, definitions, whether written or
oral, as given by students or others who are not
specialists in philology are often of a very vague and
hazy nature — so vague and hazy in fact that it is at
times impossible to determine whether the subject
really knows the word or not ; in the second place, a
person may be familiar with a word but because of
lack of proper associations he may be unable to de-
fine it in terms of other word symbols. It was for
the purpose of minimizing these difficulties that the
system of four definitions was used. It is quite ob-
vious that the difficulties above referred to would
still be encountered in the list of four hundred words
—those for which no definitions were furnished;
however, these words were for the most part so un-
usual to the average person that the final results
were vitiated very little by the fact that for this part
of the list definitions were not furnished.
In preparing the list of words, biographical and
geographical terms were omitted. Excluding these,
the total number of words remaining in the diction-
ary used amounts to approximately 375,000. This
number includes derivatives, compounds, homo-
nyms, variants, obseletes, colloquialisms, etc. Owing
to the manner of selecting the words used in the
vocabulary test, and because of the dictionary ar-
FALSE DEFINITION TEST 47
rangement of main words and relatives or sub-
words, the list of one thousand words is not a fail-
sample of the entire 375,000. However, it is safe
to say that, at the lowest possible calculation, the
list of words as used in the test is representative of
not less than 250,000 vocabulary terms.
In recording the results the number of words hav-
ing the correct definition checked was noted ; from
this, one third of the number of words wrongly
checked was deducted, the theory being that accord-
ing to the laws of probability the subject could, by
pure chance, guess the correct definition for unfami-
liar words once out of every four times ; so that for
every three which he had guessed wrongly the
chances were in favor of his having guessed one cor-
rectly. To the number of words thus determined as
known on the list of six hundred was added the
number of words correctly defined on the list of four
hundred. The result, that is, the total number of
words considered as known on both lists, was called
the vocabulary index. The vocabulary index mul-
tiplied by the number of words of which each word
of the test is representative gives the total vocabu-
lary. Thus, if we consider this test as representa-
tive of 250,000 words, in order to calculate the size
of the total vocabulary the index must be multiplied
by 250. Owing to the method of selecting the
words, as explained above, the best we can hope for
in the present test as regards the size of the entire
vocabulary is a very rough approximation. But in
using these figures the results can scarcely be too
high. The minimum is used because of the fact that
even the results as thus obtained in regard to the
size of individual vocabularies are greatly in excess
of those obtained by other investigators.
Whatever may be the faults and inadequacies of
the system of vocabulary test that has just been de-
scribed, the test is at least relative. It was not de-
signed primarily as a means of determining the
48 VOCABULARY STUDIES
size of an individual's total vocabulary, but rather
for the investigation of such relationship as it was
felt might exist between the size of vocabulary and
grades or sex. It is the opinion of the writer that
for this purpose the test is wholly adequate and
practicable. A sample of the test sheets as actually
used will be found in the appendix and may be re-
ferred to at any time.
In conducting the vocabulary experiments at Colo-
rado College the subjects were obtained chiefly from
classes in Psychology, Education, and English. In
this way, strictly representative groups were se-
cured, especially since the courses in Psycology and
in English were required respectively of all Juniors
and Freshmen. For tabulation the subjects were
grouped according to college classification. The ex-
periment was extended to include a number of high
school seniors and freshmen. A few individuals
other than college or high school students were also
tested. Subjects were requested not to check words
of which they were reasonably doubtful. They
were warned that a certain deduction would be made
for all wrongly marked. And yet, though many of
the subjects thought the deduction would consist of
as many words as they had wrongly checked, the av-
erage number of words incorrectly marked on each
list of six hundred was almost fifty. This shows
how predominant is the characteristic of tending to
overestimate one's mental capacity.
The results of these experiments are to be found
in Tables VIII to XXIV inclusive. The results are
tabulated in regard to the size of the vocabulary in-
dex, being arranged in regularly descending order.
Tables VIII to XIII inclusive show the words by
classes without regard to sex. Tables XIV to XIX
inclusive illustrate the sex influences. Tables XX
and XXI show the results obtained from the experi-
ments carried on with a few individuals not regis-
tered in college or high school. Table XXII pre-
FALSE DEFINITION TEST 49
sents the relation between vocabulary and major
subject. Table XXIII offers generalizations in ref-
erence to sex differences, and Table XXIV pre-
sents calculations in regard to the total size of vocab-
ularies.
In the tables the index number (Ind. No.) refers
to the particular person, or "subject", under con-
sideration. In other words, the index number is
merely a substitute for the subject's name. The vo-
cabulary index (V.I.) shows the number of words
known in the total list of one thousand (after all
corrections and deductions had been made). The
average grade (Av. G.) has reference to the aver-
age grade or mark received by the individual for all
his college or high school classes. The age is given
in years and is only approximate. Sex is indicated
by M. for male and F. for female.
TABLE VIII.
College Seniors.
Ind. No. V. I. Av. G. Age. Sex
4D2 492 93 22 M.
4H2 449 82 23 F.
4W1 417 89 24 M.
452 408 86 27 F.
4D1 405 83 26 M.
4S1 396 91 23 F.
4K1 389 81 22 F.
453 374 89 21 F.
4H3 358 79 21 M.
4M1 354 75 25 F.
4H1 339 73 24 F.
4R1 339 71 22 F.
4G1 329 85 23 F.
4A1 301 80 23 M.
4B1 295 82 28 F.
Total 5645 1239 354
(Continued on next page)
50 VOCABULARY STUDIES
(Table VIII, continued)
Average 376.3 82.6 23.6
Median 374 82 23
M. V. 42.89 4.97 1.65
TABLE IX.
College Juniors.
Ind. No. V. I. Av. G. Age. Sex
3J2 467 91 27 F
352 445 92 21 F.
3S1 442 89 22 M.
3N1 442 78 21 M.
3H8 437 78 24 M.
3H2 436 86 22 M.
3S8 435 88 20 F.
3M1 427 78 21 M.
3W1 424 74 20 F.
3G3 407 80 23 F.
3E2 404 82 22 F.
3H6 403 72 21 F.
3B6 402 69 22 F.
353 391 77 22 M.
3C2 381 78 23 M.
3S6 379 88 21 F.
3R3 376 82 21 M.
354 369 76 21 F.
3T2 367 75 21 M.
3E1 365 75 21 M.
3B9 365 , 68 22 F.
3F1 358 78 23 F.
3Y1 358 77 23 F.
3H7 357 83 22 F.
3B5 356 • 75 21 M.
3F2 355 78 20 F.
3H1 355 76 20 F.
(Continued on next page)
FALSE DEFINITION TEST
51
3E3
354
3B7
345
3D1
345
3T1
342
3L1
337
3V1
333
3B3
327
3B2
327
3J1
324
3H5
318
3B4
314
3G2
314
3P2
311
3L2
299
3P1
291
3S5
279
3C1
279
3B1
274
3R2
269
3B8
264
3R1 ,
264
3S7
222
3G1
221
3H4
216
3H3
208
Total
18080
Average
347.7
Median
355
• M. V.
48.9
(Table IX, continued)
85 21 F.
86 22 M.
78 22 F.
73 22 M.
85 21 F.
80 22 F.
85 26 F.
71 24 M.
76 22 F.
82 20 F.
70 23 M.
86 22 M.
80 20 F.
i 88 22 F.
91 21 F.
78 22 F.
67 25 M.
72 21 F.
69 22 M.
77 20 F.
75 28 F.
87 24 F.
69 21 F.
84 25 M.
75 24 F.
4112 1149
79.1 22.1
78 22
3.48 1.2
52
VOCABULARY STUDIES
TABLE X.
College Sophomores.
Ind. No.
2J2
2W6
2H2
2N1
2S4
2T2
2F1
2P1
2T1
2W2
2B3
2K1
2G3
2W3
2B6
2C6
2B5
2M2
2G2
2W1
2W4
2D2
2W5
2J1
2S1
2T3
2C5
2C1
2S2
2M1
2S3
2A1
2C4
2C3
2B4
V.I.
434
418
414
409
403
401
398
395
388
383
380
375
371
367
362
355
354
354
351
350
345
341
340
338
331
330
328
327
324
322
321
320
314
312
311
Av. G.
77
76
80
77
77
79
92
87
90
81
87
72
94
78
86
80
71
70
72
65
67
76
75
68
82
93
80
93
66
87
85
88
86
73
66
Age.
Sex
20
M.
23
M.
20
F.
23
M.
22
M.
22
F.
21
M.
24
F.
26
F.
21
M.
19
F.
23
M.
20
F.
25
M.
19
M.
21
F.
21
M.
24
M.
20
F.
22
F.
21
M.
19
F.
21
F.
23
M.
20
F.
21
M..
22
F.
18
F.
23
M.
23
F.
21
F.
20
F.
20
F.
18
F.
23
M.
(Continued on next page)
FALSE DEFINITION TEST
53
(Table X> continued)
2C2
296
67
23
2E1
287
86
22
2H1
286
76
21
2L1
281
72
22
2Y1
280
87
21
2D1
277
81
20
2B2
273
76
19
2B1
271
79
19
2G1
194
63
20
Total
15011
3463
936
Average
341.2
78.7
21.25
Median
340.5
78.5
21
M. V.
38.3
6.9
1.45
F.
F.
F.
F.
M.
F.
F.
F.
M.
Ind. No.
1J2
1W4
1S5
1A2
1R3
1A3
1H3
1R2
1C1
1F2
1S9
IC2
1G4
1G6
1B1
101
1M9
1S3
TABLE XL
College Freshmen.
V. I. Av. G.
420
411
401
387
382
381
372
372
371
370
365
364
356
355
352
351
346
346
65
73
69
60
84
54
84
75
85
79
75
78
67
73
91
62
76
66
Age.
20
19
20
19
23
20
21
19
17
19
21
19
19
20
20
22
18
19
Sex
M.
M.
M.
M.
F.
M.
M.
M.
M.
M.
F.
M.
M.
M.
F.
M.
F.
F.
(Continued on next page)
54 VOCABULARY STUDIES
(Table XI, continued)
1K3 340 77 18 F
1P2 339 88 18 M
1A1 337 71 20 M
1M3 335 76 20 F
1S1 333 66 21 F
1F1 331 84 20 F*
1J1 330 92 20 M
1S4 329 83 19 M
1M7 329 65 21 M
1B3 321 74 20 M'
1G2 320 71 21 M
IMS 317 63 21 F
1S6 315 76 19 F*
1W1 311 87 19 F
1H1 305 76 20 F*
INI 297 72 19 F
1ST 294 67 21 F
1D2 293 82 20 M.
1M6 292 88 18 F
1T3 290 72 18 F*
1P3 283 67 24 M.
1K1 282 80 20 F
1W5 277 66 24 M
1S2 277 52 19 M.'
1L4 276 70-17 F
1D1 276 65 20 M
1K2 273 88 20 M
1H4 268 75 22 M*
1N2 267 65 19 F*
1T4 265 69 20 F*
1F3 261 72 19 F*
1L2 260 61 20 M
1B2 259 76 19 M.
1G5 257 66 20 F
1T1 251 86 18 M
1G3 246 92 19 F
1S8 245 77 29 M
1E1 238 68 20 F.'
(Continued on next page)
FALSE DEFINITION TEST
55
(Table XI, continued)
1L2
1M5
1M4
1W2
1P1
1T2
1B4
1B5
1W3
1H2
1R1
1M2
1M1
1L3
235
234
232
230
229
223
220
217
215
177
175
173
130
111
Total 20622
Average 294.6
Median 293.5
M. V. 53.6
62
19
67
19
65
22
59
19
72
19
81
17
73
19
73
19
65
19
61
19
56
20
87
19
57
20
57
20
5076
1387
72.5
19.8
72
20
7.9
1.1
F.
F.
F.
M.
F.
M.
F.
F.
F.
M.
F.
F.
M.
M.
Ind. No.
V.I.
04E1
426
04S3
376
04S1
366
04G1
365
04T1
363
04R1
332
04H1
330
04G2
327
0401
326
04L2
310
04M1
305
04B1
296
TABLE XII.
High School Seniors.
Av. G. Age. Sex
A 18 F.
B 17 F.
A 19 M.
B 18 M.
A 18 F.
B 19 F.
B 18 F.
B 17 M.
C 18 F.
B 20 M.
C 18 F.
B 18 F.
(Continued on next page)
56
VOCABULARY STUDIES
(Table
XII, continued)
04B3
278
C
19
04G3
274
A
19
04B2
273
B
18
04C1
265
B
19
04L1
257
B
19
04K1
248
B
18
04C2
245
C
18
04H2
238
A
17
04S2
204
B
18
Total
6404
383
Average
305
18.24
Median
305
18
M. V.
44.9
.94
M.
F.
F.
F.
M.
M.
F.
M.
F.
TABLE XIII.
High School Freshmen.
Ind. No. V. I.
01S4 352
01G1 339
01M2 317
01M1 314
01A1 305
01P1 300
01T1 297
01L1 295
0151 290
01Y1 276
01N2 270
01H1 264
01S3 264
0152 258
01M3 256
01J2 245
01D2 231
01J1 218
(Continued on next page)
Av. G.
Age.
Sex
A
15
M.
C
16
M.
B
14
M.
A
17
F.
A
15
F.
A
17
F.
B
16
M.
B
15
M.
A
15
F.
C
16
F.
B
14
M.
B
14
F.
B
16
M.
B
15
M.
C
15
F.
C
16
M.
C
15
M.
C
15
F.
FALSE DEFINITION TEST
57
01N1
01D1
01P2
01F1
Total
Average
• Median
M. V.
(Table
202
196
194
182
XIII, continued)
B 14
C 16
C 16
B 16
5865
266.6
267
38.4
338
15.4
15
.5
F.
M.
M.
F.
TABLE XIV.
Sex Influences.
A. Male.
Ind. No.
V.I.
4D2
492
4W1
417
4D1
405
4H3
358
4A1
301
Total
1973
Average
394.6
Median
405
M. V.
52.1
College Seniors.
B. Female
Ind. No.
V. I.
4H2
449
4S2
408
4S1
396
4K1
389
4S3
374
4M1
354
4H1
339
4R1
339
4G1
329
4B1
295
Total
3672
Average
367.2
Median
364
M. V.
36
TABLE XV.
Sex Influences. College Juniors.
A. Male. B. Female
Ind. No. V. I. Ind. No. V. I.
3S1 442 3J2 467
3N1 442 3S2 445
(Continued on next page)
58 VOCABULARY STUDIES
(Table XV, continued)
3H8 437 3S8 435
3H2 436 3W1 424
3M1 427 3G3 407
3S3 391 3E2 404
3C2 381 3H6 403
3R3 376 3B6 402
3T2 367 . 3S6 379
3E1 365 3S4 369
3B5 356 3B9 365
3B7 345 3F1 358
3T1 342 3Y1 358
3B2 327 3H7 357
3B4 314 3F2 355
3G2 314 3H1 355
3C1 279 3E3 354
3R2 269 • 3D1 345
3H4 216 3L1 337
3V1 333
Total 6826 3B3 327
Average 359.3 3J1 324
Median 365 3H5 318
M. V. 44.3 3P2 311
3L2 299
3P1 291
3S5 279
3B1 274
3B8 264
3R1 264
3S7 222
3G1 221
3H3 208
Total 11254
Average 344
Median 354
M. V. 50.5
FALSE DEFINITION TEST 59
TABLE XVI.
Sex Influences. College Sophomores
A. Male. B. Female
Ind. No. V. I. Ind. No. V. I.
2J2 434 2H2 414
2W6 418 2T2 401
2N1 409 2P1 395
403 2T1 388
2F1 398 2B3 380
2W2 383 2G3 371
2K1 375 2C6 355
2W3 367 2G2 351
2B6 362 2W1 350
2B5 354 2D2 341
2M2 354 2W5 340
2W4 345 2S1 331
2J1 338 2C5 328
2T3 330 2C1 327
2S2 324 2M1 322
2B4 311 2S3 321
2Y1 280 2A1 320
2G1 194 2C4 314
2C3 312
Total 6379 2C2 296
Average 354.4 2E1 287
Median 358 2H1 286
M. V. 39.9 2L1 281
2D1 277
2B2 273
2B1 271
Total - 8632
Average 332
Median 327.5
M. V. 33.4
60 VOCABULARY STUDIES
TABLE XVII.
Sex Influences. College Freshmen.
A. Male. B. Female
Ind. No. V. I. Ind. No. V. I.
1J2 420 1R3 382
1W4 411 1S9 365
1S5 401 1B1 352
1A2 387 1M9 346
1A3 381 1S3 346
1H3 372 1K3 340
1R2 372 1M3 335
1C1 * 371 . 1S1 333
1F2 370 1F1 331
1C2 364 1M8 317
1G4 356 1S6 315
1G6 355 1W1 311
101 351 1H1 305
1P2 339 INI 297
1A1 337 1S7 294
Ul 330 1M6 292
1S4 329 1T3 290
1M7 329 1K1 282
1B3 321 1L4 276
1G2 320 1N2 267
1D2 293 1T4 265
1P3 283 1F3 261
1W5 277 1G5 257
1S2 277 1G3 , 246
1D1 276 1E1 238
1K2 273 1L2 235
1H4 268 1M5 234
1L2 260 1M4 232
1B2 259 1P1 229
1T1 251 1B4 220
1S8 245 1B5 217
1W2 230 1W3 215
1T2 223 1R1 175
(Continued on next page)
FALSE DEFINITION TEST 61
(Table XVII, continued)
1H2 177 1M2 173
1M1 130
1L3 111 Total
Average
Total 11049 Median
Average 306.9 M. V.
Median 325
M. V. 59.9
l^ABLE XVIII.
Sex Influences. High
School Seniors.
A. Male.
B.
Female
Ind. No. V. I.
Ind. No.
V. I.
04S1 366
04E1
426
04G1 365
04S3
376
04G2 327
04T1
363
04L2 310
04R1
332
04B3 278
04H1
330
04L1 257
0401
326
04K1 248
04M1
305
04H2 238
04B1
296
04G3
274
Total 2389
04B2
273
Average 298.6
04C1
265
Median 294
04C2
245
M. V. 43.4
04S2
204
Total
4015
Average
308.8
Median
305
M. V.
46.1
62
VOCABULARY STUDIES
TABLE XIX.
Sex Influences.
A. Male.
Ind. No.
V. I.
01S4
352
01G1
339
01M2
317
01T1
297
01L1
295
01N2
270
01S3
264
01S2
258
01J2
245
01D2
231
01D1
196
01P2
194
Total
3258
Average
271.5
Median
267
M. V.
40.4
High School Freshmen.
B. Female
Ind. No. V. I.
01M1
01A1
01P1
01S1
01Y1
01H1
01M3
-01J1
01N1
01F1
Total
Average
Median
M. V.
314
305
300
290
276
264
256
218
202
182
TABLE XX.
General.
Ind. No. V. I.
Bl 576
Jl 510
B2 498
SI 490
Al 461
Rl 452
G2 451
Gl 430
G4 429
HI 426
Wl 414
(Continued on next page)
Sex
M.
F.
M.
M.
F.
M.
M.
F.
F.
M.
F.
FALSE DEFINITION TEST
63
G3
Kl
H2
W2
Dl
(Table XX, continued)
384
376
368
333
315
Total
Average
Median
M. V.
F.
F.
F.
F.
M.
6913
432
429.5
51.7
A.
Ind. No.
Bl
576
B2
498
SI
490
Rl
452
G2
451
HI
426
Dl
315
TABLE XXI.
Sex Influences. General.
Male.
V.I.
Total 3208
Average 458.3
Median 452
M. V. 39.8
B.
Female
Ind. No.
V. I.
Jl
510
Al
461
Gl
430
G4
429
Wl
414
G3
384
Kl
376
H2
368
W2
333
Total
3705
Average
411.7
Median
414
M.V.
41
64 VOCABULARY STUDIES
TABLE XXII.
Relation Between Major Subject and Vocabulary
Ind. No.
3J2
3H2
3W1
3G3
3E2
3H6
3C2
3R3
3S4
3T2
3B9
3F1
3Y1
3H7
3H1
3E3
3L1
3B3
3J1
3H5
3G2
3P2
3L2
3P1
3S5
3C1
3B1
3R1
3S7
3H4
3H3
College Juniors.
V. I.
Major Subject
467
English.
436
Physics
424
Biology
407
Economics
404
English
403
English
381
English
376
Biology
369
English
367
English
365
Education
358
English
358
Education
357
Biology
355
Psycology
354
English
337
German
327
Education
324
English
318
English
314
English
311
English
299
Latin
291
Mathematics
279
English
279
Chemistry
274
Philosophy
264
English
222
History
216
Mathematics
208
Biology
FALSE DEFINITION TEST 65
TABLE XXIII.
Sex Influences upon Size of Vocabulary.
Scholastic Status. V. I. Male. V. I. Female
College Seniors 394.6 367.2
College Juniors 359.3 344
College Sophomores 354.4 332
College Freshmen 306.9 281.6
High School Seniors 298.6 308.8
High School Fr'hmen 271.5 260.7
Total* 1985.3 1894.3
Average* 330.9 315.7
Total for College only,*
1415.2 1324.8
Av. for College only* 353.8 331.2
TABLE XXIV.
Average Vocabulary in Relation to Scholastic Status
Scholastic Status. Vocabulary.
High School Freshmen 66,650
High School Seniors 76,250
College Freshmen 73,650
College Sophomores 85,300
College Juniors 86,925
College Seniors 94,075
High School, average* 71,450
College, average* 84,988
A glance at the tables is sufficient to convince the
most skeptical that, taking the cases individually,
there is no agreement worthy of note between the
size of vocabulary and scholastic grades. In the
case of the college seniors the individual who leads
in the vocabulary list also has the highest grade.
But the person ranking second in size of vocabulary
falls below the average in respect to grades. Among
* Computed by class averages.
66 VOCABULARY STUDIES
the juniors we find an individual with a grade of 91,
which is exceptionally high, ranking far down on
the scale in size of vocabulary. The sophomore
leading the list has a grade of 77, which is below the
average, while the freshman leading his class in vo-
cabulary has an average grade of only 65. In brief,
considering the cases individually, we are forced to
the conclusion that there is absolutely no agreement
adequate for practical purposes between the size of
vocabulary and scholastic grades.
Nevertheless, in a very general way there is a cer-
tain agreement between size of vocabulary and
grades. Thus, if we take the average vocabulary in-
dex for all the college seniors who rank above the
average in scholastic grades and compare this with
the vocabulary index for all those seniors ranking
below the average in grades we find a difference of
50. The vocabulary indices are 403 for those above
the average grade and 353 for those below. Treating
the other college classes similarly the results show
that in every instance the average vocabulary index
for those students ranking above the average in scho-
lastic grades is greater than that for those ranking
below the average. The figures are, for the juniors,
355.2 and 342.2, giving a difference of 13; for the
sophomores, 343.4 and 338.9, the difference being
4.5; and for the freshmen, 310.5 and 279.6, with a
difference of 30.9. We may, therefore, make the
assertion that in a very general way there is a posi-
tive correlation between size of Vocabulary and scho-
lastic grades.
Tables XIV to XIX inclusive show that, in gener-
al, the vocabulary of the male is somewhat larger
than that of the female. This fact is shown more
clearly in Table XXIII. In only one class, the high
school seniors, does the average vocabulary for the
female exceed that for the male. Taking the college
classes only, the superiority of the male's vocabulary
is quite marked. It is well to state here that, in the
FALSE DEFINITION TEST 67
opinion of the writer, the college students who acted
as subjects for this vocabulary test were more repre-
sentative than were the high school students. This
was due to the manner in which these subjects were
selected. Furthermore, in the college classes, with
the exception of the seniors, the groups tested are
much larger than in the high school classes. For
this reason the data concerning the college students
is probably more reliable than that concerning the
high school students.
Tables XX and XXI, which present data concern-
ing a number of people not entered in either the high
school or the college, are offered merely for compari-
son, and as individual tests having to do with total
size of vocabularies. The persons experimented up-
on were from various walks of life, some of them be-
ing college graduates and others having had only a
common grade school education. Their ages are for
the most part between 20 and 30. The number of
persons is too few and the data concerning them too
inadequate to furnish material for reliable conclu-
sions. The persons are certainly not representative
of the average type of individual. The majority of
them are college graduates. Several, however, who
have had no college education, perhaps not even a
high school education, rank above the average of
this group in size of vocabulary. And the average
for this group is far above that for any other group
considered.
According to the data presented in Table XXII,
there is little, if any, relation between major subject
and size of vocabulary. Apparently English majors
are slightly above the average, though without more
complete data we are not warranted in arriving at
any trustworthy conclusions in this respect. As a
matter of fact, among the seniors who were tested
those majoring in English were not up to the aver-
age in respect to size of vocabulary. Only juniors
are represented in Table XXII, the reason being
68 VOCABULARY STUDIES
that for this class only was there sufficient data at
hand for adequate tabulation concerning majors.
The seniors were not selected due to the paucity
of those tested. Table XXII should, however, prob-
ably suffice to show that major subjects furnish us
with no means of judging reliably the relative size
of vocabularies.
Note. — A great deal has been said, especially in recent
years, concerning the value of Latin and Greek and the effects
of these subjects upon the English vocabulary. As has been
previously mentioned, the tests at Colorado College give us
practically no reliable data on this phase of the subject. In
the writer's opinion, however, the value of a study of the
classics in connection with English has been somewhat uni-
versally overestimated. A few possibly go to the other ex-
treme. Beyer says, "Ninety-nine and a half per cent of the
words we speak and hear are native English" (9). Cham-
berlain claims that the modern English requires "a lexicon
nearly fifty times as large as that which interprets all there
is left of the prose and verse of her would-be Latin masters"
(15). It is true that many of our words are based upon
Latin and Greek roots, while a comparatively few have come
to us with little or no change. However, it is well to bear
in mind the fact that modern English words which are
founded upon Latin or Greek bases have in many cases be-
come so dissimilar to the originals that even the best student
of the classics is unable to define them accurately simply Dy
applying their former classical meaning. The writer has
observed a number of hiq-hly ludicrous attempts at the defini-
tion of English words by use of the meaning of the Latin or
Greek originals. Nevertheless, let us not lose sight of the
fact that in general extensive knowledge of Latin and Greek
roots, prefixes, and suffixes will prove to be an almost incal-
culable aid in certain lines of study, especially in a number
of the sciences. It is in this realm that we may expect the clos-
est approximation to the English definition by use of the
original meaning. That the classics are a great aid to the
scientist who wishes to form new words need not be question-
ed. For example, the chemist may desire to follow the Ger-
man plan of including in one word an entire descriptive sen-
tence, and as a result we have the following rather startling
contribution: tetramethyldiamidotriphenylmethane. The psy-
chologist desires to use a term expressing an unreasonable
fear of losing one's position; not being able to find such a
term in the dictionary, he has recourse to the classics and
manufactures the word, deempleophobia; this word carries
FALSE DEFINITION TEST 69
with it the antonym expressive of the hobo's attitude toward
work, empleophobia ; similarly, as a counter-term to empleo-
mania we may devise the expression, deempleomania. Thus
the classics are called to aid when the approved vernacular is
found to be inadequate.
The results offered in Table XXIV are computed
on the basis that each word in the vocabulary test
represents 250 words in the dictionary. According
to these calculations the average college student is
in command of 85,000 words, while the average high
school student knows about 14,000 fewer terms.
These results seem very much out of proportion
when compared with the figures offered by other in-
vestigators. Additional comment upon this matter is
to be found in Part IV of this treatise.
It is of interest to note the extremely wide vari-
ation in the size of individual vocabularies. For ex-
ample, a number of college freshmen rank above the
average senior in vocabulary index. Several high
school freshmen rank higher than the lowest of the
college seniors. One high school senior actually has
at command, if the test is a reliable indicator, more
words than any one of the college freshmen. The
mean variation of a group demonstrates nicely the
wide range of individuals within the group.
We have seen that there is no correlation, except
in a very inadequately general way, between size of
vocabulary and scholastic grades. Can we then ad-
here to the statement that words represent intelli-
gence? Is theory overthrown by fact? Grades rep-
resent a certain kind of intelligence. If words also
represent intelligence, and there is no correlation
worthy of note between grades and size of vocabu-
lary, how are we to explain this paradox ? We find,
furthermore, that, as a general rule, the vocabulary
of the male is larger than that of the female. Is
there any explanation for this phenomenon ? Then,
too, how are we to explain the great discrepancy
which these tests which have just been described
70 VOCABULARY STUDIES
bear toward the experiments of others in reference
to the total size of vocabularies? These problems
and others of a similar nature will be discussed in
"Dm»4- T\T
Part IV.
CONCLUSIONS.
PART IV.
As has been previously mentioned, we find in the
field of • vocabulary research a wide divergence of
opinion. It is only by the generalization of data col-
lected from various sources that one is able to arrive
at trustworthy conclusions. Consideration must al-
so be given to the methods employed by the investi-
gators. Let us review briefly several of the most
important of these methods.
In determining the vocabulary of an infant,
doubtless the most satisfactory process is that of re-
cording all the words used by the infant during a
period, a month for instance ; taking care that arti-
ficial occasions are produced for the use of such
words as it is felt the child may know but has failed
to use spontaneously. This method, or a variation
of it, is the only one feasible for the study of the
vocabulary of a very young child. It is obvious that
the infant cannot define words in terms of other
word symbols, nor can he recognize definitions of
words in terms of other words. Hence the only
adequate manner in which the vocabulary of the
child up to the fifth or sixth year can be determined
is to record the words actually used by* him.
The method of recording the words actually used
is of little value for investigations beyond the age
of infancy. For after the child has reached the age
72 VOCABULARY STUDIES
of five or six he knows a great number of words
which he has no occasion to use in ordinary conver-
sation. Therefore a different method must be em-
ployed for the calculation of his vocabulary. To
the writer it seems that in order to record with
even satisfactory approximation the child's vocabu-
lary after he has passed the age of infancy, resort
must be had to the dictionary. For the child in the
lower grades a small dictionary, such as the Elemen-
tary School Edition of Webster's, should be efficient.
The investigator should present the words, one at a
time, to the child, asking him to define, or explain,
each word with which he is familiar. Such words
as it is felt the child does not know may be omitted
from the test. Until the child has reached an age
at which he is able to recognize in print practically
all the words which he knows, the experiment must
be conducted vocally, on the part of both the instruc-
tor and the child. A less accurate method than that
of taking all the words in the dictionary is to take a
representative list and calculate the total vocabulary
from the number of words known in this list. The
latter process is, except in the case of thorough in-
dividual tests, the most satisfactory, especially for
older children and adults.
As the child grows older a larger dictionary
should be used. For adults the largest dictionary
available will give the most reliable results. For
the older child and the adult the experiment may be
conducted either orally or in writing or print. If
the individual who is being tested is required to give
definitions for the words, the final result will be the
number of words which he can actually define. This
might, for want of a better term, perhaps be called
his absolute vocabulary. However, every person is
more or less familiar with a number of words which
he can not define but would recognize in context.
These words, together with those which he can actu-
ally define, would constitute his understanding vo-
CONCLUSIONS 73
cabulary.* The term "practical vocabulary" may be
applied to either of these two kinds of vocabularies
—depending entirely upon the manner of consider-
ing the term. For the former, or absolute, vocabu-
lary is practical in one sense — that of individual
usage; while merely for the purpose of individual
understanding, the latter vocaublary is. to be consid-
ered practical.
For the estimation of an individual's absolute vo-
cabulary the greatest difficulty to be encountered is
in regard to the accuracy of his definitions. It is of-
ten extremely hard to judge by a person's definition
of a word whether or not the meaning of the word is
clear to him. The system of having the subject
merely mark those words with which he is familiar
is very unreliable and should not be used without an
adequate means of checking the errors.
In order to estimate an individual's understand-
ing vocabulary a system similar to that used by the
writer will probably prove to be the most satis-
factory. In this particular instance definitions were
supplied for only a portion of the words. The re-
mainder are so unusual, however, that even though
suggestions had been offered few of the words would
have been known to the average person. Further-
more, these words for which definitions were not
supplied are for the most part of such a nature that
in order to be able to understand them, except in a
vague, general way, one must be able actually to
define them.
Note: Certain preliminary investigations and obser-
vances lead the writer to believe that a reasonably adequate
*Dr. G. Stanley Hall apparently recognizes a very similar
distinction: "He (the child) may live as a peasant, using, as
Max Muller says many do, but a few hundred words during
his lifetime, or he may need 8,000, like Milton, 15,000, like
Shakespeare, 20,000 or 30,000, like Huxley, who commanded
both literary and technical terms ; while in understanding,
which far outstrips use, a philologist may master perhaps
100,000 or 200,000 words" (23).
74 VOCABULARY STUDIES
test for determining the size of an individual's vocabulary
could be obtained by simply applying a thorough dictionary
test of all the words beginning with the letter c; the result
multiplied by 10 should give a fairly close approximation to
the total vocabulary size.
It is the writer's hope at some future date to be able to
present a scale of perhaps one thousand words, arranged in
order of their difficulty, beginning with the simplest words
of infancy and ending with the most complex words of ma-
turity. The scale could be graded in terms of percentage
or otherwise. In order to conduct a vocabulary test with this
scale, the experimenter would merely determine at what posi-
tion on the scale the individual tested could no longer give
adequate definitions; it goes without soying that allowances
would need to be made for isolated words, both known and
unknown. A suggestive list somewhat of this sort is to be
found in the appendix. Preliminary investigations with this
list have been very encouraging.
Let us now review briefly the results of the tests
which have to do with size of vocabulary in com-
parison to scholastic grades. Doran believed that
those who ranked high in their classes had a good
vocabulary, and that those who had a good vocabu-
lary ranked high in their classes. Kirkpatrick
found in general a tendency toward positive corre-
lation between size of vocabulary and class records
(33). Whipple arrived at similar conclusions (59).
Kirkpatrick even suggests that vocabulary tests
might be substituted for college entrance examina-
tions (33). Babbitt actually employed a vocabulary
test in connection with examination for entrance to,
and graduation from, certain courses in German (1).
The results of the experiments conducted at Colo-
rado College prove conclusively that the substitution
of a vocabulary test for examinations to determine
a person's qualifications in regard to scholastic stat-
us as recorded in the present system of grading
would be absolutely futile. Individuals making very
high grades are to be found near the bottom as well
as at the top of the vocabulary scale. Other indi-
viduals whose grades are below the passing mark
rank far above the average in size of vocabulary.
Results of classes overlap, even through such a wide
CONCLUSIONS 75
range as that between the high school freshmen and
the college seniors. Though there is a very general
positive correlation between size of vocabulary and
scholastic grades, the individual variations are too
common and too great to permit conclusions to the
effect that a person having a large vocabulary will
make good grades, or vice versa.
How then are we to explain the paradoxical state-
ment that vocabularies, as well as grades, are an in-
dication of intellect? Since a word is the sign of an
idea, and since ideas make for intellect, certainly
the more words, and combinations of words, which
an individual has at his command, the greater will
be his range of intelligence. But this is general in-
telligence. Class grades are an indication of ap-
plied, or specific, intelligence. Herein we see the
explanation for the lack of positive correlation be-
tween grades and size of vocabulary. Though both
indicate intelligence, the intelligence in the one case
is specific while in the other it is general. A person
of comparatively low general intelligence may, by
thorough application to the particular subjects un-
der consideration, make most excellent grades.
Whereas a person ranking high in general intelli-
gence may encounter either a real or an imaginary
obstacle in the way of his making high marks in the
class room. In certain cases it may actually be im-
possible for a person of high intellect to apply his
intelligence to the particular subject under consider-
ation with sufficient specificity to rank high in that
subject. Scholastic grades are an indication of the
specific application of intelligence. This intelli-
gence may be either general or specific in itself. Or-
dinarily we would expect the person with high gen-
eral intelligence to be able to apply himself specifi-
cally with more effectiveness than the person with a
low rate of general intelligence. This supposition
is confirmed by the fact that in a very general way
there is a positive correlation between size of vocab-
ulary and grades.
76 VOCABULARY STUDIES
In regard to sex influences, other investigators
have furnished us with very little reliable data. Sev-
eral authors agree that there seems to be a tendency
toward a larger vocabulary for the man than for the
woman. The boy, except in the case of infants, is
thought to know more words than the girl. Among
infants, it is generally agreed, the girl has the larger
vocabulary. It is commonly known that girls usu-
ally learn to talk at an earlier age than do boys.
Though data to prove these statements is lacking,
we may doubtless accept them as reliable.*
According to the results presented in the tables of
Part III the vocabulary for the male is, in general,
larger than that for the female. In only one class
test, that of the high school seniors, was the reverse
true. Neither of the high school groups, owing to
the manner of selection, is to be considered ade-
quately representative. Considering the college stu-
dents alone the preponderance of the male's vocabu-
lary over that of the female is quite marked. We
are justified in concluding that, in general, the man
has a larger vocabulary than the woman.
The girl learns to talk at an earlier age than does
the boy, and thus at the beginning has the lead in
the race for vocabulary. The boy, however, after
once acquiring speech, develops in linguistic powers
more rapidly than the girl. He becomes of an in-
quisitive turn of mind, spends much of his time out
of doors, comes into contact with more varied exper-
iences than does his sister, and consequently be-
comes the possessor of a larger vocabulary. The
girl is more quiet and reserved than the boy; she
plays with dolls while her brother is, though neces-
sarily in a small way, coming into contact with the
outer world; the girl, being less inquisitive, conse-
quently learns fewer general terms; her tendency
is to concentrate on the things most closely related
*Whipple (59) and Hall (23) have both shown that there
tends to be a superiority of range of information in the male.
CONCLUSIONS 77
to her. Thus, even in childhood we find a tendency
on the part of the male to generalize, while the fe-
male specializes. This tendency is retained through-
out life. Hence the male has the larger vocabulary,
whereas the female apparently tends to make better
scholastic grades.*
As was pointed out in Part II, there is a wide di-
vergence in the results supplied by various investi-
gators in regard to total size of vocabulary. Where
the experiments have been carefully conducted the
results show more uniformity than is at first obvi-
ous. Kirkpatrick(33) and Whipple (59), employ-
ing similar tests and basing their calculations upon
dictionaries of the same size, obtain closely agreeing
results. Babbitt (1), using a dictionary containing
over 100,000 words, finds the average vocabulary
of college sophomores to range from 50,000 to 60,-
000 words. When we consider that the dictionaries
used by Kirkpatrick and Whipple contained less
than 30,000 words the results obtained by Babbitt
are no higher than is to be expected. The larger
dictionary contains, in addition to a number of en-
tirely different words, more forms of the same
fundamental words. The almost inconceivably large
vocabulary of an adult is due largely to the multi-
plicity of words formed from the same root.
In using a still larger dictionary than was used
by Babbitt it is to be supposed the results would be
considerably higher.** In the writer's opinion, the
lowest possible estimation based upon the results of
the tests conducted by him places the average col-
lege student's vocabulary at 85,000 words. This is
doubtless far too low, as the figures are computed
*A somewhat similar explanation is given for the apparent
preponderance in vocabulary size of the Speyer School chil-
dren over those of other schools. Cf. page 38.
** Later data, concerning the tests conducted at Speyer
School, validates the above statements admirably. Use of a
larger dictionary almost doubled the apparent size of vo-
cabulary of grade children (10). Cf. page 38.
78 VOCABULARY STUDIES
*
upon the basis that the test represents only 250,000
words, whereas the dictionary, exclusive of proper
names, contains about 375,000. It seems scarcely
too much to say that, at the time of graduation, a
college student should be in command of 100,000
words, the estimation having for its basis the dic-
tionary vocabulary, exclusive of biographical and
geographical terms. In addition to the 100,000
words, more or less, which constitute the individ-
ual's vocabulary as estimated, we must not lose sight
of the fact that he knows countless words which do
not appear in any dictionary. Thus there are thou-
sands of familiar biographical and geographical
names. The writer has taken no consideration of
such terms in forming his estimations, for the rea-
son that he believes it to be impossible to calculate
with even vague approximation the total number of
biographical and geographical words known to an
individual. Biographical and geographical terms
making for general intelligence vary for different
persons and in different localities. Consider the im-
mense number of purely local proper names known
to every one in his particular locality which, for that
individual and that locality, are an indication of
general intelligence. Therefore, to the 100,000 word
vocabulary let us add all the names of persons and
places familiar to the individual ; let us also add the
names of characters of books ; names of personified
objects, as ships for instance; brands of goods;
slang expressions and colloquialisms; and a host of
other familiar terms which are not to be found in
any dictionary — and the result is an indefinitely
large, truly appalling, vocabulary. The number of
words which an intelligent individual has at his
command is simply terrific.
Note : It might be well here to suggest that perhaps at some
future date statistics may be available to show the rate of
vocabulary increase in .terms of per cent from year to year.
Unquestionably the greatest per cent of increase is to be
found in the earlier years of a child's life. The average child
should have a vocabulary of about 10 words at one year of
CONCLUSIONS 79
age. During tthe second year this number should be in-
creased to 450 or 500, giving an increase of 4500 to 5000 per
cent. The per cent of increase during the third year appar-
ently has dropped to 200 or 250. Indications lead one to be-
lieve that during the fourth year the per cent of increase
has fallen to about 75. The actual number of words gained
each year, however, shows a distinct increase over the num-
ber gained during the previous year.* It is probable that
this decrease in per cent of gain and increase in actual num-
ber of words gained continues through the period of distinct
mental expansion of the individual — that is, until 25 or 30
years of age. It is also to be supposed that there will be a
decrease in acceleration of both decrease of per cent of gain
and increase of actual numerical gain from year to year.
It seems, as may be ascertained from the tables in Part III
of this discussion, that the per cent of gain from year to year
during the high school and college period varies from 5 to 10 ;
while the actual numerical gain yearly is probably in the
neighborhood of three to five thousand words. This does not
mean that during one year the individual will actually come
into contact with and learn from three to five thousand new
verbal terms ; it means, rather, that he will have this remark-
ably large gain in potentiality and not in actuality. In a
great many cases each new word learned carries with it in
potential a number of other words founded upon the same
root or symbol. As a homely example let us take the term
"health"; at once we have the potentials of such words as:
healthless, healthlessness, healthsome, healthsomeness, health-
ward, healthful, healthfully, healthfulness, healthy, healthily,
healthiness, unhealthy, unhealthily, unhealthiness, unhealth-
ful, unhealthfully, unhealthfulness, etc., ad nauseam. It will
be seen that the acquisition of a new prefix or suffix will, in
general, have an even more startling effect upon the size of
vocabulary.
By a comparison of Table XXIV to Table VI it
will be seen that the results obtained in the experi-
ments at Colorado College are about four times as
great as those obtained by Kirkpatrick for corre-
sponding classes. Though Kirkpatrick's results,
show a very uniform increase in size of vocabulary
from the second grade to the college, his figures are
doubtless too low. A rough correction might be
made by multiplying by four the figures which he
presents for the high school, normal school, and col-
lege. Corrections for the vocabularies of the grade
pupils should perhaps not be so great, though what
*Cf. pages 26 to 28.
80 VOCABULARY STUDIES
this correction should be it is difficult to say with-
out more complete data.
Note: Several months after the above was written an arti-
cle, already referred to, (page 38), which describes the
results of tests carried on at Speyer School appeared in
School and Society (10). In these tests the use of a 44,000
word dictionary indicated an average vocabulary of 27,918
words for the children of ,the fifth, sixth, seventh and eighth
grades. Kirkpatrick's average for the same grades is 9,805.
In the light of this additional data, especially when it is
considered that the Speyer results are probably too low
rather than too high, it seems only reasonable that an ap-
proximate correction for the vocabularies of grade pupils as
determined by Kirkpatrick could be obtained by multiplying
his figures by 3 or 4.
In concluding this discussion on vocabularies it is
scarcely necessary again to emphasize the impor-
tant role which words play in our lives. A word
may aptly be called an incarnate thought. Without
words civilization would have been impossible. The
power of words is incalculable. Their influence is
illimitable. Their mysticism is entrancing.
A word is sufficient to lighten the burden of the
weary, to uplift the depressed, to bring joy to the
sorrowing ; a word may blast the fondest hopes, and
darken the brightest life. Words of love increase
life's blessings, and words of hate augment life's
curses. Words are sufficient to express the pro-
foundest thoughts of the philosopher, or the sim-
plest wants of the little child. Words convey the
sublimist emotions of the poet, and the rudest im-
pulses of the swain. A word may soothe the tu-
multuous mob and bring peace and happiness to the
populace. A word may plunge nations — the entire
world — into chaos. Words transport us from the
present to the dimness of the fading ages of long
ago, or whisk us in an instant to the beautifully
dreamy times that are to be. A word erases the
finite and replaces it with the Omnipotent.
APPENDIX.
LABORATORY TEST SHEET A.
In this list each word is followed by four definitions, of which ONE
is correct. Check the correct definition of the words familiar to you.
For every one incorrectly marked a deduction will be made from those
correctly marked.
Aabec
(a) A boat used by the natives of
the Kongo region.
(b) An ape-like animal of South
America.
<c) An Australian medicinal bark
said to promote perspiration.
(d) A short spear used by the Eski-
mos.
Absolute
(a) Not solvent.
(b) To acquit or pardon.
• (c) Complete in itself.
(d) Not present. .
Accidental
(a) Without hesitation.
(b) Being shortened.
(c) Refraining from excess,
.(d) Happening by chance.
Actio
(a) The action of radium rays.
(b) A public, written declaration.
(c) An invoice of merchandise for
court purposes.
(d) A right enforceable by law.
Addressee
«(a) One who is addressed.
(b) One who addresses another.
(c) That portion of a name and
address which pertains to the
person alone.
(d) A small rat-like animal of Aus-
tralia.
Adjust
(a) An Italian fisherman.
(b) Charge on oath.
• (c) To cause to fit.
(d) To scrutinize.
Adroit
(a) Dexterous.
(b) Awkward.
(c) A fundamental tone into which
others blend.
(d) Without regard to rules and
regulations.
Affect
•(a) Belongings.
(b) State or condition.
(c) Unseemly.
(d\ One who pretends or feigns.
Aft
(a) Always remembered.
(bX A spar or mast.
(c) Often.
(d) Apt or efficient.
Agglomerant
(a\ A substance causing the parti-
cles of a mixture to form lumps.
(b) A person with defective speech.
(c) Pungent.
(d) An abbreviated address.
Ahead
(a) To cut off the head of anything
(b) The second of a series.
(c) To outdistance.
(d)» At the head.
Air
(a) Carbon dioxide.
(bV The atmosphere.
(c) A small shrub found in Asia.
(d) A weapon used by aborigines.
Air-tight
(a) Not allowing air to pass,
(b). Not permeable to any gas.
(c)* Air charged with ammonium,
(d) Provided with a cover.
Alder
(a) A fool.
(b) Older.
(c) Egg sampler.
(d) Separation of whey from milk.
All
(a) In complete or highest degree.
(b)» A shoemaker's instrument for
punching small holes.
(c) A canoe in use on the Great
Lakes.
(d) To produce astonishment.
Alternate
(a^ One chosen to act in the place,
of another.
(b) A colleague.
(c) To provide amusement.
(d) One who falsifies.
Amalgamable
(a) That which may be likened to
another thing.
(b). Capable of being mixed or com-
pounded.
(c) Loveable.
(d) Without manifestation.
82
VOCABULARY STUDIES
Americanism
(a) Any animal native to America.
(b) The habits or customs of North
American Indians.
(c) The fauna of the Western Hem-
isphere.
(d). A word or phrase peculiar to
the people of the United States.
Amorrow
(a) Before the morrow.
(bV On the morrow.
(c) After the morrow.
(d) To mortify.
Analog
(a) A compendium of words and
phrases.
(b\ A term similar to, or resem-
bling.
(c) An unlike term.
(d) A supplementary list.
Ancestral
(a) Having to do with a later type.
(b) Without regard to precedent.
(c) Pertaining to an earlier type.
(d> Pertaining to blood relation-
ship.
Anemometer
(a) One who speaks profusely,
.(b) An instrument for measuring
the force or velocity of wind.
(c) An officer sent to plead com-
promise.
(d) A measure of liquid pressure.
Angler
(a). One who fishes with rod, line,
and hook.
(b) One who pretends.
(c) The steersman of a scow.
(d) A pitcher of curves.
Anti
(a) A descent.
(b) Before.
(c) A bringer of ill tidings.
(d). One opposed to any proposed
or enacted policy.
Antiparallel
(a) A straight line and a curved
line side by side,
(b), A perpendicular line or surface
connecting two parallel lines or
surfaces.
(c) One of two or more lines or
surfaces making equal angles
with two others, taken in con-
trary order.
(d) The projection of a curved sur-
face upon a plane surface.
Anxious
(a) Extremely joyful,
(b), Subject to painful or disturb-
ing suspense.
(c) Without forethought.
(d) In a provoking manner.
Apices
(a) A form of Greek architecture,
(b). Plural of apex.
(c) A small temple.
(d) A species of finch.
Apprehensive
(a) Thoughtful.
(b) Pertaining to laziness.
(c) Anticipative of evil.
(d). Capable of understanding.
Aqueous
(a) Compounded with acid,
(b), Watery.
(c) Aiiy.
(d) Having to do with the brain.
Architecture
(a). The art of designing and con-
structing buildings.
(b) One who plans and designs
buildings.
(c) A landscape gardener.
(d) Having a beautiful contour.
Areach
(a), Coupling of a wagon.
(b) Noise made by a double reed
whistle.
(c) To jump.
(d) Extend.
Arm
(a) To provide with food.
(b) A small animal similar to the
lemur.
(c) A tendency to swoon,
(d), Any weapon.
Arrant
(a) Victorious.
(b) Notoriously bad.
(c) One who pilfers.
(d) Playing the part of a dandy.
Artful
(a), Characterized by cunning.
(b) Beautiful or shapely.
(c) Having a desire to paint or
sketch.
(d) Quick of movement.
Associate
(a) A kind of iron ore.
(b) Having a metallic lustre.
(c) Pertaining to sedition,
(d), United.
Atom
(a) A contraction of "At Home."
(b)» One of the hypothetical indivi-
sible parts of which all matter is
supposed to be formed.
(c) A small camera.
(d) A primitive cell.
Attorney-general
(a). The chief law officer of a gov-
ernment.
(b) The officer second in command
of an army.
(c) The attorney for a general in
a law suit.
(d) A judge of the supreme court.
APPENDIX
Augury
(a) The process of boring holes.
(b) Intensification.
(c). The art of foretelling by signs
or omens.
(d) Having to do with the ear.
Authorized
(a). Formally sancitioned.
(b) Composed by an author of re-
pute.
(c) Prohibited or prevented from
action.
(d) Written with accuracy.
Ave
(a) Evening.
(b) State of being tired.
(c)> Sweet or gentle.
(d) A word of salutation.
Avow
(a) To use profanity.
(b) An evergreen tree found in
central America.
(c)v To promise,
(d) To nullify.
Backwoods
(a) A species of oak.
(b)» Any rural and uncultivated re-
gion.
(c) Fallow land lying beside a for-
est.
(d) The inner portion of a forest.
Bailee
(a) A dipper used for dipping wa-
ter from a boat.
(b) A Hawaiian land- toboggan.
(c). One who receives certain per-
sonal property in trust to per-
form some act in respect to it.
(d) A species of salt-water tortoise
found in southern waters.
Bale
!a) To dip water from a boat,
b) That which causes ruin or sor-
row.
(c) Security given in order that a
person may be set free.
(d) A decision.
Balsamous
(a> Having the qualities of balsam.
(b) A kind of petrified wood found
in certain sections of North
America.
(c) Gentle and soothing.
(d) Said of lumber of a loose tex-
ture.
Bar
(a) An honest fellow.
(b) A C. G. S. unit of atmospheric
pressure.
(c) Bread made by fermentation.
(d) A punch for making four or
more holes in paper.
Bargained
(a) Borrowed.
(b) Sold at below cost.
(c)» Negotiated.
(d) Brought on a barge.
Baronetage
(a) The income derived by a baron
from his lands and vassals.
(b)«The rank or state of a baronet.
(c) A long reed musical instru-
ment with seven keys.
(d) A crown of the same height all
around.
Baseball
(a) A black ball.
(b) An evil fellow.
(c) A marker used to show the des-
tination for a foot race.
(d)» A game played with bat and
ball, named from the four bases
which mark the course each run-
ner must take.
Bassoon
(a) A stick fashioned for the use
of police.
(b) A wooden reed-instrument with
curved mouth-piece.
(c) The lowest line on a musical
staff.
(d) To fasten by means of brads.
Battening
(a) The putting on of scantlings.
(b) Damming a river by building
from both sides toward the cen-
ter.
(c) To strike a ball with a bat.
(d) Acting foolishly, like a bat.
Baubling
(a)v Paltry.
(b> Dreamily speaking.
(c) Disconnected discourse.
(d) Sounds like those coming from
hollow vessels.
Bear
(a) To hide in a snow drift.
(b) To uncover.
(c) A dust explosion.
(d) To force down the price of.
Beechen
(a) To turn white by exposure.
(b) A small deformed bee.
(c). Pertaining to the beech-tree,
(d) Whining like a dog.
Beholden
(a) Contained in a measure.
(b) To keep an object that is not
prized.
(c) Held under obligation.
(d) Trumpery.
Bellmouth
(a)» A large South American moth.
(b) Hilarious.
(c) To shape at the mouth or muz-
zle like a bell.
(d) Lucky coin.
84
VOCABULARY STUDIES
Benefice
(a) Soft mush-ice.
(b)»An ecclesiastical living or pre-
ferment.
(c) A cheerful face.
(d) A weight to help lower a diver.
Bereave
(a) To deprive.
(b) To bind with hoops.
(c) A brace in cast iron.
(d) Short of breath.
Best
(a) Mold in which brass castings
are made.
(b) A polishing brush.
(c) Fine sand to pack in with
course gravel.
(d)» The most excellent thing.
Billing
(a) Two pendulums swinging in un-
ison.
(b) Cording pig iron in sacks.
(c) Putting weights in order.
(d)u The act of making out a bill.
Black
(a)% Having little or no power to
reflect light.
(b) A sinner.
(c) Chimney choking with smoke.
(d) Over-indulgence.
Blame
(a) Short arm on a mast.
(b) Indigestible food.
(c) Support for a stone.
(d)» The act of censuring.
Blemished
(a)* Censured.
(b) Rough surfacing of a file.
(c) Cut off abruptly.
(d) A hopeless saint.
Block
(a) Fulcrum end of a lever.
(b) A dull feeling over the eyes.
(c), That which hinders or ob-
structs.
(d) A sign in musical composition.
Blubber
(a) A boy with large eyes and
small mouth.
(b) Broad band running half-way
around a coat.
(c) Strong.
(d\ The layer of oil-yielding fat be-
neath the skin in cetaceans.
Bolt
(a), A nearly horizontal cylinder
covered with silk or other fabric
for separating the flour of wheat
from the hull or bran.
(b) The large end of a pear.
(c) The largest man in a crowd.
(d) Husks of nuts, fruits, grain,
etc.
Bone-cartilage
(a) Old bones that are used in the
manufacture of fertilizers.
(b) Cars used for hauling refuse.
(c) A paste made from animal
glue.
(d)i.The gelatinous matrix left af-
ter dissolving out the calcium salt
of bone with dilute acid.
Brachia
(a) Upper part of wind-pipe.
(b) The weight on a pile driver.
(c) Processes resembling arms,
(d)^ Gases arising from stagnant
water.
Bran
(a), Marking with a hot iron.
(b) To borrow.
(c) To reduce to scrap.
(d) The crow.
Breacher
(a) A breaker.
(b)f The hip part of a horse's har-
ness.
(c) A cheap detective.
(d) The large rope with which a
vessel is tied.
Breathable
(a) A board on which bread is dis-
played.
(b)»Fit to breathe.
(c) A husky sound or voice.
(d) Broad-minded religiously.
Bridgewater
(a) Water lying under a bridge.
(b) A broadcoth once manufactur-
ed at Bridgewater, England.
(c) Tears shed at the loss of a
game of cards.
(d) A beverage made of oatmeal
and water.
Brood
(a) Blood-clot.
(b) Hard-baked stale bread.
(c). Having young,
(d)
A course heavy cloth.
Brush
(a) Twelve logs fastened together
in a raft.
(b) The front seat in an open boat.
(c)i To touch with a light stroking
movement.
(d) To argue vehemently.
Buckish.
(a) A rapid muscular activity.
(b)u Delightful.
(c) A sharp, acrid taste.
(d) Foppish.
Build
(a) Form of construction.
(b) A picture.
(c) A broad substantial foundation.
(d) A very narrow waist or corset.
APPENDIX
85
Burden
(a) A poisonous berry.
(b) Something often repeated or
dwelt upon.
(c) The metal part of a loose-leaf
binder.
(d) The last hard piece of leather
on a shoe heel.
Burro
(a), A very small donkey.
(b) The covering of a chestnut.
(c) Lumps of rust on old iron.
(d) A rough, stony path.
Bust
(a)» The human chest or breast.
(b) Soiled with clay.
(c) The pithy center of corn cobs.
(d) The metal binders on smok-
ing-pipes.
Butler
(a) A designer of buttons.
(b\ A man servant who has charge
of the dining-room, etc.
(c) An expert bell founder.
(d) A device for drawing liquors
from casks into bottles.
By
(a) To purchase.
(b). Near.
(c) Sleepiness.
(d) A Japanese sweetheart.
Cable
(a) To insult by laughing.
(b) Profuse flow of saliva.
(c).To send by submarine tele-
graph.
(d) A nervous twitching of the lips.
Calf
(a) »The rounded prominence of the
hinder part of the human leg, be-
low the knee.
(b) The crying of a large boy.
(c) To tease.
(d) The supporting timbers of a
dormer-window.
Canage
(a) This age in which so much
canned goods is eaten.
(b)vA factory in which canned
goods are made.
(c) A bloody encounter.
(d) Rent in kind.
Canopy
(a) An overhanging screen or shel-
ter.
(b) A seat on which two can sit.
(c) A pale pink precious stone.
(d) A very soft, yet durable, tin.
Cartilage
(a) Gristle.
(b) A packing material made from
the fibers of banana stalks.
(c) Constant good nature.
(d) The act of snubbing.
Cast-iron
(a) A metallic boat.
(b) Brittle.
(c) Scroll forms for rock chiseling.
(d) Made of cast iron.
Categorical
(a) A howling noise.
(b) An absolute proposition.
(c) Fictitious.
(d) A proposition to be proven.
Cathead
(a) To open a wound by means of a
rubber tube.
(b) Excessive secretion by the kid-
neys.
(c) A large round spotted bean.
(d) To make fast to the capstan.
Cavil
(a) To find fault with captiously.
(b) To ring by means of a hammer.
(c) Heavy breathing.
(d) The small sharp lip on an au-
ger.
Cella
(a) A cavity.
(b) A musical stringed instrument.
(c) A small dish for spices.
(d) A machine for forming chair
seats.
Center
(a) A mythological animal covered
with feathers.
(b) A gift booklet.
(c) A needle for making holes in
wax.
(d) The middle.
Certification
(a) Distinction.
(b) Notification.
(c) Arranging according to class.
(d) Amelioration.
Chain
(a) To tug fiercely.
(b) A succession of events.
(c) A variegated Indian blanket.
(d) A string of interlinked rings
or links.
Chameleon
(a) To provide with fruit in season.
(b) A poisonous mushroom.
(c) A family of limicoline birds,
including plovers.
(d) An American anolidid or igu-
anid that has the power of chang-
ing its colors.
Charge-sheet
(a) Daily register of charges and
arrests against prisoners.
(b) A monthly bill, or dun.
(c) In an account book, a specifi-
cation of merchandise bought on
credit.
(d) In printing, a corrected proof-
sheet.
86
VOCABULARY STUDIES
Chaste
(a) The indentation at the butt of
a knife blade.
(b) To punish.
(c) Virtuous.
(d) A small owl found in Porto
Rico.
Chiasm
(a) An abyss.
(b) A decussating or X-like com-
missure.
(c) A nervous disease characteriz-
ed by violent trembling.
(d) An antelope found in Asia.
Chimerize
(a) To make horrible.
(b) To clothe a new-born babe.
(c) Use discretion in judgment.
(d) Entertain absurd fancies.
Chirpling
(a) An ornamental carving on a
dresser.
(b) A U-shaped moulding.
(c) A little chirper.
(d) Producing a succession of
sharp, quick sounds.
Chromosphere
(a) A lens made of glass which
contains chromium.
(b) A relatively thin layer of in-
candescent red gas surrounding
the sun.
(c) An instrument for determining
relative humidity.
(d) A glass globe used by spiritu-
alists in their profession.
Chuck
(a) A river fish, similar to the sal-
mon.
(b) A sub-order of ctenoidians.
(c) A short sudden noise.
(d) Brittle.
Church
(a) To preach.
(b) A building dedicated to Chris-
tian worship.
(c) A plow equipped with a colter.
(d) To give alms.
Circumcision
(a) Spiritual purification.
(b) Encircling.
(c) A wave of the voice embracing
both a rise and a fall on the
same syllable.
(d) Act of undulating.
Citrous
(a) Having a yellow color.
(b) Having the qualities of citrine.
(c) Pertaining to citrus.
(d) Possessing acridity.
Clip
(a) To name.
(b) A dandified young man.
(c) An appliance that grips.
(d) A canter.
Coak
(a) Word used to call horses.
(b) An oxide of iron.
(c) A coal from which the volatile
constitutents have been removed.
(d) A fossil sea shell.
Cobby
(a) Headstrong.
(b) A cab-driver.
(c) Spick and span.
(d) Pilot of a barge.
Cochineal
(a) A protoxide of barium.
(b) A dyestuff made from certain
insects.
(c) In Great Britain, a second king
at arms.
(d) A Bohemian folk-dance.
Code
(a) To make flattering remarks.
(b) In music, the close of a com-
position.
(c) A nuciferous tree of the West
Indies.
(d) Shoemakers' wax.
Cogger
(a) A clevis.
(b) One who makes gear-cogs.
(c) A rustic, or miserly man.
(d) One who shirks his duty.
Coin
(a) A gift.
(b) A supercilious youngster.
(c) An inventor of words.
(d) A piece of metal or alloy for
use as money.
Colorable
(a) That which may be colored.
(b) To be regretted.
(c) A genus typical of a certain
family of crinoids.
(d) Pertaining to an unruly mob.
Compart
(a) Studded with nails.
(b) Condensed.
(c) Partition.
(d) The forecastle of a vessel.
Compelled
(a) Hindered.
(b) Shaped like a fresh-water eel.
(c) Involuntary.
(d) Foppish.
Compositor
(a) More compact.
(b) One who instructs.
(c) One who or that which angers
another.
(d) One who sets type.
Conception
(a) A literary style overloaded
with double meanings.
(b) Apprehension of anything by
the mind.
(c) Capable of perception.
(d) An analogous term.
APPENDIX
87
Conferential
(a) Private, or trusting.
(b) Pertaining to a meeting for
deliberation.
(c) Having great influence.
(d) A form of sonnet used by early
writers.
Congratulation
(a) Punishment unjustly inflicted.
(b) A resemblance.
(c) Being confined to certain limits
(d) Complimentary expression of
sympathetic satisfaction.
Connivent
(a) Diverging.
(b) Converging or coming into con-
tact.
(c) Part of a circumference.
(d) A circle in juxtaposition to two
parallel lines.
Consist
(a) To withhold.
(b) To be composed or constituted.
(c) To continue firmly or steadily in
any course undertaken.
(d) Part of a ship's mast.
Constriction
(a) Perambulation.
(b) Deprivation.
(c) Act of checking.
(d) Local or transverse contraction
Continental
(a) Characteristic of a continent.
(b) Local.
(c) By force of habit.
(d) A variety of iron pyrites.
Contralto
(a) Second bass.
(b) A market-place.
(c) Pertaining to a part between al-
to and soprano.
(d) Pertaining to the lowest part
for the female voice.
Contribution
(a) Act of dabbling in water.
(b) A plain-song.
(c) State of being varied by modu-
lation.
(d) The act of givmt for a com
mon purpose.
Conviction
(a) Complaint.
(b) The embryo of a plant.
(c) Annullification.
(d) The state of being convinced.
Corn
(a) The seeds of cereal plants used
for food, as maize, barley, rye.
wheat, and oats.
(b) Plash.
(c) A tree of the family Vochysi-
aceae.
<d) A sore toe.
Corosif
(a) A species of sea- weed.
(b) Talkative.
(c) Having the power of corroding.
(d) A tree bearing small, poisonous
fruit.
Countenance
(a) Approve.
(b) To frustrate.
(c) To unite.
(b) The quality of a thing which
makes it possible to be believed.
Coupled
(a) Separated.
(b) Abbreviated.
(c) Versified.
(d) Conjoined.
Cow
(a) To cause to be afraid.
(b) A courtier.
(c) To uplift.
(d) To provide shelter for wild
deer.
Crank
(a) A decollette gown.
(b) A cog-wheel.
(c) Possessing stability.
(d) Unsteady.
Creditability
(a) The state or quality of being
praiseworthy.
(b) An instrument for measuring
the intensity of colored light.
(d) Utilitarian.
(d) Disqualification.
Crib
(a) To be clever.
(b) The entrance to a Chinese tem-
ple.
(c) A course sieve.
(d) An angler's basket.
Croche
(a) A joining together.
(b) A knob at the top of a deer's
antler.
(c) Galena.
(d) To shoot with accuracy.
Cross
(a) Over or through.
(b) Tranquil.
(c) To stutter.
(d) A bouquet of violets.
Cruciferous
(a) Fond of nuts.
(b) Bearing a cross.
(c) Having a long and thin neck.
(d) Having the qualities of molten
metal.
Crystalliform
(a) A variety of copper ore.
(b) Allotropic.
(c) A sand-lily.
(d) Having a crystalline form.
88
VOCABULARY STUDIES
Cupboard
(a) A safe equipped with a combi-
nation lock.
(b) A kind of sword used in medi-
eval times.
(c) To hoard in or gather into a
larder.
(d) To glaze pottery.
Current
(a) Having the quality of rough-
ness.
(b) A continous movement in the
same direction.
(c) The fruit of a well-known shrub
much used for jelly.
(d) Pertaining to the past.
Customance
(a) The office or offices where du-
ties are collected.
(b) Habit.
(c) Any performance.
(d) To permit.
Da capo
(a) From the beginning.
(b) To the end.
(c) Out 'of sight.
(d) Without the head.
Daub
(a) A shrub of the genus Ribes.
(b) To utter a wish of evil against
one.
(c) Besmear.
(d) The common wren.
Debate
(a) A shrimp.
(b) To dissuade from a set purpose.
(c) Good news.
(d) Argumentation for and against.
Decagon
(a) A brewing vat.
(b) A figure with ten sides and ten
angles.
(c) A figure with many sides and
many angles.
(d) An isosceles triangle in juxta-
position to a square.
Declare
(a) A monocle.
(b) To make known.
(c) Denunciation.
(d) A certification as to value.
Deeducational
(a) Pertaining to education for
both sexes.
(b) Denial of knowledge.
(c) Pertaining to a removal or
taking from.
(d) That which tends to hinder or
nullify the work of education.
Deformation
(a) Change of form.
(b) The act of condemning.
(c) Malevolent accusation.
(d) Purification.
Deleble
(a) Capable of being erased.
(b) That which may be eaten.
(c) Pleasing to the taste.
(d) A Hawaiian surf-boat.
Demagogic
(a) Having narrow and set religi-
ous opinions.
(b) Given to unprincipled political
agitation.
(c) Pertaining to teaching.
(d) Absolute in power.
Despite
(a) Short or transient.
(b) To show contempt for.
(c) To remove all traces of hatred.
(d) Determined.
Desulphurize
(a) To compound with sulphur.
(b) Give off fumes.
(c) To free from sulphur.
(d) Denounce with vehemence.
Diamond
(a) A circle.
(b) To mine coal.
(c) False testimony.
(d) A mineral consisting essential-
ly of carbon crytallized in the is-
ometric system.
Dibasic
(a) Containing two bases.
(b) Containing two atoms of hy-
drogen replaceable by a base or
basic radical.
(c) Pertaining to the terminals of
an electric battery.
(d) Pretentiousness.
Die
(a) A device for cutting hay in the
stack or barn.
(b) A small sunfish.
(c) To show partiality.
(d) To mold or form with a metal
former or device for shaping.
Dimmish
(a) To shut out of sight.
(b) To reduce in any way.
(c) Ranking high in estimation.
(d) To till the soil.
Directness
(a) Straightness.
(b) Eligibility.
(c) Dampness.
(d) A hyperbola.
Discarnate
(a) In the flesh.
(b) To remove temptations.
(c) Not having a physical body.
(d) A hook by means of which a
kettle is hung in an open fire-
place.
APPENDIX
89
Disclamation
(a) An interjection.
(b) To mismatch.
(c) A disavowal.
(d) A speech made in public.
Diseased
(a) Pertaining to phrenology.
(b) A corpse.
(c) Unhealthy.
(d) Led into error, or cheated.
Dismayed
(a) Filled with consternation.
(b) That which has been establish-
ed by precedent.
(c) Having an eager desire.
(d) Ingenuousness.
Distinctive
(a) Relating to power.
(b) Distinguishing.
(c) A lobster-salad.
(d) Having been extinguished.
Diversiflorous
(a) Said of a land having varied
vegetation.
(b) Having flowers of two or more
kinds.
(c) Motley.
(d) To row.
Dock
(a) To move in a short, jerky man-
ner.
(b) In chemistry, any radical of
double valency.
(c) An increase in wages.
(d) An animal's tail cut short, or
bobbed.
Dolphinet
(a) A female dolphin.
(b) A colonial dance.
(c) A musical instrument made of
reeds.
(d) A Russian folk-dance.
Double
(a) A commoigne.
(b) A beautiful garden of roses.
(c) To add two.
(d) Something that is twice as
much.
Downward
(a) On an elevated plan*.
(b) From a higher to a lower level.
(c) A journey.
(d) To conceal one's identity.
Dressmaker
(a) A stringed instrument of music
(b) A person who makes dresses.
(c) In music, an interval compre-
hending two tones.
(d) To disregard.
Drone
(a) The male of the honey-bee or
other bee.
(b) A number of beetles taken col-
lectively.
(c) A covetous, sordid man.
(d) A pickpocket.
Dry
(a) A state or condition of lacking
moisture.
(b) Indivisibility.
(c) Thorough introspection.
(d) Forward, in succession.
Dunness
(a) Swarthy coloring.
(b) State or quality of being
bright.
(c) Wife of a duke's butler.
(d) Corruption.
Dyspepsia
(a) A substance secreted by the
stomach of animals.
(b) A kind of chewing gum.
(c) Difficult and painful digestion.
(d) Defective eyesight.
Ear
(a) Insectivorous.
(b) The fruit-bearing part of a cer-
ereal plant.
(c) The hard, fleshy part of the
jaws which invests the teeth.
(d) Many-lobed, as the liver of a
cat.
Earth
(a) To discover anything concealed.
(b) A discourse on the skin and its
diseases.
(c) A plowing.
(d) A vessel made of clay.
Eccentric
(a) A species of terrestrial orchids
found in the Rocky Mountains.
(b) An invalid.
(c) A person of peculiar habits.
(d) One who lives for himself
alone.
Educated
(a) Instructed.
(b) Ignorant.
(c) Ridiculous.
(d) Descriptive.
Electricize
(a) To measure degree or intensity
of heat by means of electricity.
• (b) Positive, as distinguished from
negative, electricity.
(c) To measure the quantity or in-
tensity of electricity.
(d) To electrify.
Element
(a) A component, fundamental, or
essential part.
(b) Worthy to be chosen.
(c) Humane.
(d) An evergreen tree bearing edi-
ble fruit.
Elk
(a) A garden tool.
(b) A climbing plant, a species of
clematis.
(c) A very large deer of northern
forests.
(d) To imitate.
90
VOCABULARY STUDIES
Embrace
(a) Stupid.
(b) A species of narcissus.
(c) A clasping in the arms.
(d) A pale red color with a cast of
orange.
Enclad
(a) A system of notation based on
12.
(b) Jangled.
(c) Clothed.
(d) The rough surface on the out-
side of sea-shells.
Engineered
(a) Drawn out by means of a rig-
id examination.
(b) Managed skillfully or superin-
tended.
(c) A thin wooden covering to hide
rough metal work.
(d) Excitement allayed by divert-
ing the mind.
Enough
(a) A fine powder used for snuf-
fing.
(b) A coarse purple moss growing
on sandy soil.
<c) Sufficiency.
(d) A constant desire.
Entity
(a) The end.
(b) Mere being.
(c) Something that does not recur.
(d) A strong appetite.
Equational
(a) At or near the equator.
(b) A jelly-like consistency.
(c) Easily broken or mashed.
(d) Implying the use of equations.
Err
(a) One who has general charge of
the king's servants.
(b) The end of the lifting plane of
a flying machine.
(c) The sound of a mosquito in
flight.
(d) To be incorrect.
Estately
(a) Any food with a high flavor.
(b) Having a grand and impressive
appearance.
•(c) A park arranged in geometric
figures,
(d) A case in which a compass is
kept.
Ethize
(a) To throw liquids into a fine
spray,
'(b) Food made by mixing the flesh
of different fish.
'(c) To throw away worthless goods.
<(d) To establish morals or customs
among.
Every-day
(a) Uncommon.
(b) Exciting.
(c) A cheap cloth of close texture.
(d) Common.
Executioner
(a) One who executes.
(b) A versatile actor.
(c) A gallows.
(d) A Persian measure for liquids.
Expiatory
(a) A house in which bee-hives are
kept.
(b) To rid of poison.
(c) A writing giving away a fath-
er's rights.
(d) Having the character of an
atonement.
Extrinsic
(a) An acrid, puckering quality.
(b) Not inherent or included in a
thing.
(c) A drug used externally only.
(d) A word in which the sound of
s is prominent.
Fabler
(a) A kitchen utensil used for stir-
ring.
(b) An inventor or teller of fables.
(c) A farmer who has no scienti-
fic training.
(d) Wood that splits easily.
Fag
(a) An old broken down horse.
(b) The back log in a fire place.
(c) The odor of musk.
(d) A blemish in a piece of woven
goods.
Fall
(a) To descend by the force of
gravity.
(b) The outside wooden rim of a
wheel.
(c) To bind cloth by turning the
edge and sewing.
(d) A steel trap that is fastened
to a tree.
Fanciless
(a) A jelly without flavor.
(b) Uniform.
(c) The inability to defend in fen-
cing.
(d) Unimaginative.
Feathering
(a) Having a capacity for absorb-
ing oil.
(b) Trimming bushes to form a
hedge.
(c) Water breaking into a fine
spray.
(d) Plumage.
APPENDIX
91
Fellow-servant
(a) A whirring sound.
(b) A jolly, good comrade.
(c) One who attends an athlete.
(d) A person who is engaged with
others in a common pursuit un-
der the same master.
Ferment
(a) A substance capable of pro-
ducing fermentation.
(b) An aromatic oil used in candy-
making.
(c) To stir up strife.
(d) Determined, set in his opinion.
Fetch
(a) A swamp grass used as hay.
(b) Go after and bring.
(c) A clamp with which to hold
wire.
(d) A metal curtain to prevent
smoke from a fire-place.
Fictitious
(a) Covered with smooth knobs.
(b) Having no real existence.
(c) One who makes his money by
writing novels.
(d) Possible of being verified.
Figurative
(a) Solved by means of mathemati-
cal calculation.
(b) Covered with designs.
(c) Used in a sense not literal.
(d) Complicated.
Filose
(a) A dear little boy.
(b) A breakfast food prepared from
barley.
(c) Thread-like.
(d) A small reddish blood-sucking'
insect found on rabbits.
Finn
(a) Larva of a tapeworm.
(b) A Welsh brandy.
(c) The end or termination.
(d) The back or dull side of a
knife blade.
Firedrake
(a) An ignis fatuus.
(b) The male flamingo.
(c) The bright red-yellow streaks
of the sun shining through clouds.
(d) A bright orange flower of the
liverwort family.
Fish
(a) A grapple hook used in raising
sunken vessels.
(b) A vertebrate animal with gills
retained through life, breathing
and passing its life in the water.
(c) The broad end of a weather-
vane.
(d) An iron piece dropped into oil
or gas wells to discharge an ex-
plosive.
Flag
(a) Any one of various herbaceous
plants mostly with sword-shaped
leaves and growing in water or
moist places.
(b) To wear put or fatigue.
(c) A fluttering of the heart-beat.
(d) A broad flourish in artistic
writing.
Flat
(a) Level.
(b) Having lost its edges.
(c) Dull.
(d) Bonds sold below par.
Fleshen
(a) To loosen flesh from bones.
(b) Put on flesh.
(c) To wet a dry powder slowly.
(d) To cause wood to swell by wet-
ting.
Floatingly
(a) Not serious.
(b) Desiring ease.
(c) A lover of pleasure.
(d) In a bouyant manner.
Flowerage
(a) The quantity of water that
passes a given point.
(b) A wagon carrying floral offer-
ings at a funeral.
(c) The act of flowering.
(d) Redness of the face caused by
fever.
Flush
(a) One who writes an original
work.
(b) A hand full of money.
(c) To deluge with water.
(d) A financial success.
Focusing
To sharpen a piece of metal.
Depending on other people.
Bringing to a point,
(d) Imitating the manners of oth-
er tribes.
Foraminifera
(a) Small openings in bones.
(b) Plants that spring up in burnt-
over places.
(c) The open places in cracked lips.
(d) A large division of protozoans.
Forefeel
(a) The breast of a horse.
(b) To investigate.
(c) To substitute an attitude for
for one's real feelings.
(d) To have a premonition of.
Form
(a) The earth that has been re-
moved from the hole of the earth-
worm.
(b) To come from.
(c) Brave and true.
(d) To devise.
92
VOCABULARY STUDIES
Fortify
(a) A term of shame.
(b) To provide with defensive
works.
(c) To deride.
(d) To prepare entertainment for
more than forty.
Friday
(a) A servant.
(b) To be lonely and discontented.
(c) The sixth day of the week.
(d) A state in which one is indif-
ferent to all appeals.
Frondivorous
(a) Rough feeling on the tongue.
(b) Constantly appealing to one's
self.
(c) Feeding on foliage.
(d) Something that is easily dyed.
Functional
(a) Things that are of no conse-
quence.
(b) Coming from or being like
fungus.
(c) Belonging to the proper office
or work of an agent.
(d) Acting quickly.
Garnet
(a) A double necklace.
(b) A purchase by which the lower
corner of a square mainsail or
foresail is hauled to the yard.
(c) A vegetable used for greens and
salads.
(d) Meaning not at all.
Gastronomic
(a) The ability to eat a great deal.
(b) Inflated like a balloon.
(c) A hard easily glazed tile.
(d) Pertaining to the art of pre-
paring and serving appetizing
food.
Gear
(a) Dress
(b) An ornament worn back of the
ear.
(c) A cold north-east wind.
(d) Capacity for work.
General
(a) An officer who commands an
army.
(b) A slow steady rain.
(c) An old important looking gen-
tleman.
(d) A gentleman.
Genty
(a) Small and easily upset.
(b) Of elegant form.
(c) A boy who pretends he is a
man.
(d) A small hen.
George
(a) The neck part of a coat or
vest.
(b) A dining servant.
(c) One who desires wealth.
(d) A surprise.
Ginger
(a) A local name for a Mexican of
the laboring class.
(b) A side rein of a bridle.
(c) The pungent, spicy rootstock of
a certain tropical plant.
(d) A small insect, the bite of
which causes much irritation.
Glycerin
(a) A smooth glassy surface.
(b) A sound like the rattling of
buttons.
(c) A thick, oily liquid compound
with a sweetish taste.
(d) A substance that cannot be
emulsified.
Goatee
(a) A small goat.
(b) A boat fitted with one triangu-
lar sail.
(c) A half sneeze, half cough.
(d) A beard so trimmed that it
falls from the chin like the beard
of a goat.
Goggle
(a) The noise made by a male tur-
key.
(b) The rattling of a spoiled egg.
(c) A disease of sheep causing diz-
ziness and staggering.
(d) A loose joint.
Goldenback
(a) A bill printed in yellow.
(b) The American golden plover.
(c) An overbearing rich person.
(d) Another name for goldfish.
Good
(a) The kernel of a nut.
(b) A fine fitting joint.
(c) That which yields any form of
satisfaction.
(d) To pester.
Goshawk
(a) A short-winged hawk of the
genus Accipiter.
(b) A soft chalky clay used in man-
ufacturing.
(c) Noise made in forced expecto-
ration.
(d) A scare-crow.
Graine
(a) Severe nervous pain.
(b) The eggs of the silkworm.
(c) Coarse grit of stone.
(d) To crush or reduce to granular
form.
APPENDIX
93
Granule
(a) A measure of drugs, 1-6 of a
grain.
(b) A machine for fine grinding.
(c) A small grain, particle, or pill.
(d) A disease of the eyelids.
Grass
(a) In common usage, the green
plants on which cattle and other
beasts feed.
(b) An ignorant person.
(c) A flirt.
(d) An apprenticed butcher.
Grayback
(a) French soldier with grey uni-
form.
(b) Mountains on which the snow
lies continually.
(c) Confederate money.
(d) One of various animals, such
as the body-louse and the scaup-
duck.
Greenable
(a) Easily ground to powder.
(b) That will take green color.
(c) A large room for drawing
ships.
(d) A hand bomb used in close
fighting.
Grog
(a) The craw or throat of an ani-
mal.
(b) A plaster of brown paper and
vinegar.
(c) To make an unsweetened mix-
ture of spirits and water.
(d) A coarse food.
Gross
(a) A fat goose.
(b) Glaring.
(c) Unsalable goods.
(d) Liberality.
Grudge
(a) A drink made of whisky and
brandy mixed.
(b) A rough bearing.
(c) A tool used in scraping cast-
ings.
(d) To give or allow in a reluctant
spirit.
Gulfed
(a) Filled with fissures.
(b) Completely overwhelmed.
(c) Completely drained.
(d) Drunk.
Gun-reach
Sa) The axle under a field cannon,
b) The range of a gun.
(c) A tool for cleaning gun barrels.
(d) A carrying strap attached to a
coarse bag.
Gymnospermae
(a) A former important class of
exogenous plants.
(b) Gymnasium practice.
(c) Oil gotten from sharks.
(d) A mushroom.
Hammer
(a) One who constantly objects.
(b) A wood destroying bird.
(c) ' A hand-implement having a
head at right angles to the han-
dle.
(d) A photographic dry plate.
Handless
(a) A power lift.
(b) Without hands.
(c) An expert dispatcher.
(d) An automatic machine.
Hand-nut
(a) A delicious large thin shelled
nut.
(b) A nut that can be cracked in
the hands.
(c) A nut having protuberances en-
abling it to be turned without a
wrench.
(d) A wart.
Harbored
(a) To flee in disorder.
(b) To be absolved from sin.
(c) Given shelter.
(d) To find rest.
Harmonical
(a) Possessing harmony.
(b) The French harp.
(c) A pair of eye-glasses with
heavy frames.
(d) A metal of uniform density
Harvester
(a) The sand in which pig-iron is
run.
(b) An autumn song.
(c) Death.
(d) One who gathers a crop or
crops.
Hazer
(a) A stone to sharpen cutlery.
(b) One who subjects another to
sportive mal-treatment.
(c) Very productive soil.
(d) A saddle strap.
Heart
(a) To urge to action.
(b) The central organ of the vas-
cular system of animals.
(c) The female deer.
(d) To listen cautiously.
Helmeted
(a) Furnished with a defensive ar-
mor for the head.
(b) One who has had a good help-
meet.
(c) Thwarted.
(d) One who does not reveal him-
self.
94
VOCABULARY STUDIES
Hemic
(a) Belonging to the Hemetic race.
(b) A dry hacking cough.
(c) Pertaining to the blood.
(d) A pale countenance.
Hemispheric
(a) In a whirl.
(b) Rapidly rotating.
(c) Air at half pressure.
(d) Of, pertaining to, or having
the form of a half-sphere.
Heretical
(a) Things inherited.
(b) Opinions held by a small group.
(c) The right view.
(d) At variance with accepted views
or beliefs.
Hierarchy
(a) Opposition to the existing gov-
ernment.
(b) Governmental persecution.
(c) A body of ecclesiastical rulers.
(d) Narrow philosophic views.
Holler
(a) A soup bowl.
(b) Hungry feeling.
(c) Halloo.
(d) A holier than thou attitude.
Honorable
(a) Despised politician.
(b) A worthless person.
(c) Able to praise.
(d) Estimable.
Horse-tamer
(a) A tall coarse weed repulsive to
horses.
(b) One who reduces fractious
horses to submission.
(c) A sharp spur.
(d) A pungent mixture of pepper
and ginger.
House
(a) A large frame for holding ma-
chine parts.
(b) A resort of, bad reputation.
(c) A place of abode or shelter.
(d) Applied to an old person who
is afraid of exposure to weather
conditions.
Humiliant
(a) A fertilizer that increases or-
ganic matter in soil.
(b) An alkali that forms soap.
(c) The slow vibrating resonant
parts of a musical instrument.
(d) Making humble.
Hymnology
(a) The worship of Hymen.
(b) Marriage songs.
(c) Science of eugenics.
(d) The study or science of hymns.
Hypnotize
(a) To cause a sudden expansion
of liquids.
(b) To treat with a magnet.
(c) To cause fainting.
(d) To produce artificial trance-
sleep.
Ice
(a) Frozen water.
(b) Hardening of bones.
(c) Unfriendliness.
(d) Dad manners.
Icy
(a) Brisk.
(b) Snubbed.
(c) Frozen.
(d) Brittle.
Idolater
(a) An adorer of images or sym-
bols.
(b) A bluffer.
(c) One who indulges in personal
vice.
(d) An oscillating screen.
Imaginational
(a) Utopian.
(b) Pertaining to the creative or
constructive power of the mind.
(c) A place of constant pleasure.
(d) Pleasure seeking.
Impact ion
(a) To infringe on another's rights.
(b) To inclose in capsules.
(c) A wedging of one part into
another.
(d) Safety wedges on gun actions.
Improperation
(a) Reproach.
(b) Excess.
(c) Without reasonable limits.
(d) To destroy the value of proper-
ty.
Inaugural
(a) Center of an augur.
(b) Without promise.
(c) Circumstances that indicate de-
feat.
(d) Pertaining to the ceremony of
investing persons with public of-
fice.
Includible
(a) One whom punishment does not
seem to affect.
(b) That may be embraced as a
component part.
(c) That which is shut out.
(d) Speech that cannot be correc-
ted.
Incrustata
(a) A section of cyclostomatous
polyzoans.
(b) Covered with rust.
(c) A crusty sweet-meat.
(d) An irritable old man with fixed
ideas.
APPENDIX
95
Individualize
(a) To give offense.
(b) To distinguish.
(c) To boast.
(d) To declare a personal liking.
Inebriate
(a) Drunken.
(b) Full of vitality.
(c) Broken down.
(d) To brew.
Infima.
(a) The lowest.
(b) An outcast.
(c) An attractive little lady.
(d) A smaller peak on a large
mountain.
Inform
(a) Shapely.
(b) Handsome.
(c) Soiled.
(d) Shapeless.
Infuriate
(a) Boiling caused by acid.
(b) Enrage.
(c) To feed flames.
(d) To furrow.
Initiator
(a) A machine that feeds an auto-
matic glass machine.
(b) One who instructs in rudiments
or secret's.
(c) One having taken the vows of
the Catholic church.
(d) One who has very high ethical
opinions.
Inoccupation
(a) Want of occupation.
(b) Becoming the victim of a germ
disease.
(c) A dangerous occupation.
(d) Period of germination for seed.
Inset
(a) A hard leather brace in a shoe.
(b) One who has fixed ideas.
(c) Insert.
(d) A hard band of leather cover-
ing a softer one.
Instrumental
(a) Serving as a means.
(b) Universal information.
(c) A mental problem.
(d) The phonograph.
Interested
(a) Invested money.
(b) With sparking eyes.
(c) Having the attention engaged.
(d) A mental aberration.
Intimidation
(a) Having detailed information.
(b) Act of making afraid or state
of being afraid.
(c) Overflowing with water.
(d) Blending tones.
Invariant
(a) Constant.
(b) Can not be stretched.
(c) Repeater.
(d)
A planet with a round orbit.
Iron
(a) A splendid salesman.
(b) A Jewish merchant.
(c) Imitation gold.
(d) The most important of the me-
tallic elements.
Irritable
(a) Showing ill temper on little
provocation.
(b) Rough surface.
(c) A place where one can get
lost easily.
(d) Tillable land.
Isochronize
(a) To cause vibration, or the like
in equal periods of time.
(b) A two footed bat-winged pre-
historic animal.
(c) To study closely with a micro-
scope.
(d) To measure by millimeters.
Jade
(a) A light feather.
(b) To tease and scold.
(c) A low, worthless person.
(d) An old blackbird.
Jesuitic
(a) Like the monks..
(b) Crafty.
(c) Humorous.
(d) Coming from Jerusalem.
Jigger
(a) To jerk up and down quickly.
(b) A flea, the chigoe.
(c) To embarrass.
(d) A light frame in carpentry.
Jointage
(a) Sraps of wood.
(b) Diversified freight put togeth-
er to make a car-load.
(c) Connection or joining.
(d) Cabinet making.
Jujube
(a) A grimacing idiot.
(b) Any one of several Old World
spiny shrubs of the buckthorn
family.
(c) Brick-making clay.
(d) The jeering of a mob.
Key
(a) A Syrian lady of distinction.
(b) Serious objection.
(c) A detacha^e instrument for op-
erating a lock.
(d) To cringe.
Kick
fa) A fraerment of a brick.
(b) A blow with the foot or feet.
(c) To sneak loviner'v.
(d) Without sense of justice.
96
VOCABULARY STUDIES
King-bird
(a) A roller for land, formed of
two cones with their bases to-
gether.
(b) The male of the grossbeak.
(c) An American tyrant-flycatcher.
(d) A bird of the crow family.
Knight
(a) Time from sunset to sunrise.
(b) To confer the honor of knight-
hood upon.
(c) A Russian whip.
(d) A nautical mile.
Knowingly
(a) Without knowledge.
(b) In a fawning manner.
(c) Characterized by procrastina-
tion.
(d) Understandingly.
Lamented
(a) Regretted.
(b) Anything that is rejoiced over.
(c) A thing passed over but added
as a supplement.
(d) Failure to receive a passing
grade.
Lamp
(a) An oration delivered in Par-
liament.
(b) Entertaining a possibility.
(c) A Dutch measure of liquids.
(d) A thin plate.
Land-tortoise
(a) A species of clematis bearing
variegated pods of peculiar shape.
(b) A tortoise that lives on land.
(c) A small one-horse cultivator.
(d) A machine for refining gold.
Lanterned
a) Two things of a kind.
b) Furnished with light.
,c) Having inherent wickedness,
(d) Striated, or marked with small
parellel channels.
Large
(a) A univalent hydrocarbon radi-
cal.
(b) A rite or ceremony pertaining
to burial.
(c) A note of the value of two or
three longs, according to rhythm.
(d) Anything not well understood.
Latered
(a) Medieval angelology.
(b) Opposed to sessil-eyed.
(c) Inclined to procrastinate.
(d) Oblong, with one end narrower
than the other.
Law
(a) An obligatory rule of action.
(b) A species of palm tree.
(c) A villain.
(d) A garb of mourning.
Lay
(a) Pertaining to employment.
(b) A lyric poem.
(c) To be situated.
(d) A machine for turning articles
of wood, metal, etc.
Leafage
(a) Muck.
(b) The blossoming period of a
plant.
(c) Permission.
(d) Foliage.
Leaven
(a) Fermenting dough, used to
lighten or raise other dough.
(b) To liquidate.
(c) To haggle.
(d) A plant with large, white, sol-
itary flowers.
Leech
(a) A tree characterized by smooth
gray bark and dark green foliage.
(b) A discophorous annelid, having
suckers.
(c) A kind of apple growing in
southern France.
(d) A dry measure in use in Mad-
agascar.
Leonine
(a) Pertaining to the fundamentals
of the Kantian philosophy.
(b) Capable of being thought.
(c) A verse in which the syllable
ending the verse has rime or as-
sonance with the syllable just be-
fore the cesural pause.
(d) In ancient times, any multiple
of nine.
Lessoned
(a) Diminished.
(b) Having been granted a lease.
(c) Given instruction.
(d) Thatched with bulrushes.
Levee
(a) Not shut.
(b) In a state of lethargy.
(c) A clear, bluish variety of tho-
rite.
(d) A levy.
Lie
(a) An elaborate discourse deliver-
ed in public.
(b) To utter falsehood.
(c) To place.
(d) To produce eggs.
APPENDIX
97
Light
(a) A small plant which lives as
a commensal in the gill cavity of
an oyster.
(b) Illumination.
(c) Adored.
(d) To perceive.
Lilyfy
(a) To practice occision.
(b) To make like a lily.
(c) A species of octopus.
(d) To pay a debt of honor.
Linesman
(a) A supplication.
(b) One who causes.
(c) A workman for stringing tele-
graph wires, etc.
(d) In a laundry, one who hangs
clothes to dry.
Link
(a) The egg-plant.
(b) A worshiper's faldstool.
(c) A flat or undulating stretch of
sandy soil, more or less covered
with grass.
(d) Act of leaving undone.
Liquorice
(a) A general name for all plants
from which narcotic drugs are
produced.
(b) A cloak.
(c) A perennial herb of the bean
family used in confectionery.
(d) An ecclesiastical service of me-
dieval times.
Loche
(a) A small fresh-water bottom-
feeding fish of the Old World.
(b) A corpse.
(c) To issue commands.
(d) A fastening for doors, etc.
Loded
(a) Magnetized by lodestone.
(b) Charged with ammunition.
(c) Hindered.
(d) Having made probationary.
Looked
(a) Things which cause unfavor-
able comment.
(b) Having directed the gaze tow-
ard an object.
(c) Any organization.
(d) Having pursued diligently.
Lose
(a) News.
(b) In front.
(c) Entertaining a possibility.
(d) A disease of the mouth.
Lovelily
(a) In a lovely or loveable manner.
(b) A lily having a large, solitary,
cream-colored flower.
(c) The fruit of a kind of cactus.
(d) The otocyst of a mollurk.
Lunge
(a) A crypt in a Javanese sanctu-
ary.
(b) A rope used in training horses.
(c) Violent misdoing.
(d) To pamper the appetite.
Madder
(a) A species of small snake.
(b) A whiskey keg.
(c) A Mohammedan place of wor-
ship.
(d) A square-shaped wooden drink-
ing cup.
Magnesia
(a) A compound of manganese and
chlorine.
(b) Sweet.
(c) Characterized by gentleness.
(d) A light, white, earthly powder
consisting of magnesium oxid.
Make
(a) Hesitation.
(b) A comrade.
(c) To produce.
(d) Anything evil.
Mammilla
(a) Advancement of an army.
(b) An officer of high rank in the
Austrian army.
(c) A yellow, hairy caterpillar.
(d) A nipple or teat.
Mannikin
(a) A plant with brilliant flowers.
(b) A bird of the genus Alcedo,
which preys on fish.
(c) An S-link.
(d) A little man.
Marketable
(a) A device used in cross-marking
for the planting of corn.
(b) Suitable for sale.
(c) The herb Paris.
(d) A court of equity.
Masquerade
(a) A game in which balls are pro-
pelled by mallets.
(b) A cross on a staff carried by a
bishop.
(c) Fancy knitting.
(d) A social party composed of per-
sons masked and costumed.
Mat-rush
(a) The final hold in a wrestling
contest.
(b) The beginning of a boxing con-
test.
(c) A small meadow-lark.
(d) The cosmopolitan great, or
lake, bulrush.
Mavis
(a) The European song-thrush.
(b) A tropical fruit similar to the
banana.
(c) Bearing hatred toward another.
(d) A Chinese tailor.
98
VOCABULARY STUDIES
May
(a) A kind of bean.
(b) To domineer over.
(c) A celebrated meteorite found in
Siberia.
(d) A maid.
Measure
(a) Pertaining to the canning of
oysters.
!b) One who is very mischievous,
c) To bear forth or abroad,
(d) Any standard of criticism, com-
parison, judgment, or award.
Memorative
(a) Pertaining to the memory.
(b) Receiving an impression.
(c) A safety appliance for gasoline
engines.
(d) Being too highly estimated.
Mesozoa
(a) A torch used in Italy at night
burials.
(b) A variety of granite.
(c) A certain primary division of
the animal kingdom.
(d) The sharp point of a battle-ax.
Metrical
(a) Pertaining to liquid-measure.
(b) Of the nature of verse.
(c) A multiple of eight.
(d) Pertaining to the spot at which
light penetrating a convex lens
is focused.
Micrology
(a) A scientific study of micro-
scopes.
(b) The science of bacteria.
(c) The branch of science that
treats of microscopic objects.
(d) The science of antiquities.
Midwinter
(a) A snowbird.
(b) A submarine.
(c) Cold.
(d) The middle of winter.
Mill
(a) A thousandth part.
(b) A species of flat, unpalatable
fish.
(c) An insect similar to the gnat.
(d) To mend clothing.
Mind
(a) Nasal catarrh.
(b) A diadem.
(c) A beveled gear-cog.
(d) A spur- rowel.
Minotaur
(a) A giant.
(b) A unicorn.
(c) A species of octopus.
(d) A monster with the head of a
bull and body of a man, or vice
versa.
Missy
(a) A magnetic separator used in
the concentration of zinc ore.
(b) Affected, or prim.
(c) Religious to excess.
(d) A deep trench filled with water.
Mitral
(a) Resembling the head-dress worn
by the Pope, archbishops, and
bishops.
(b) Pertaining to measurements.
(c) Having little influence.
(d) Covered with a hard crust.
Modiste
(a) A beliver in the doctrine that
the body of Christ on his ascen-
sion merged into the deity.
(b) A dressmaker.
(c) Saturated.
(d) A steam roller.
Monodactyl
(a) A place of worship.
(b) A kind of optical instrument.
(c) Having only one toe or finger.
(d) A hypothetical radical formed
by substituting atoms of a metal
for those of hydrogen in ammo-
nium.
Mons
(a) The eminence at the lower part
of the abdomen.
(b) The sternum.
(c) An instrument for distinguish-
ing sounds within the cavities of
the body.
(d) An overestimation.
Moor-coot
(a) A rare variety of water-lily.
(b) The water-hen.
(c) A road built through swampy
ground.
(d) A small animal closely related
to the musk-rat.
Mortifiedness
(a) A chemical reaction.
(b) Subjugation of the passions.
(c) Belonging to one's self, or it-
self.
(d) Condition of being formed by
subjugation to great heat and
pressure.
Motioned
(a) Opposed.
(b) Sheltered.
(c) Directed by a sign or gesture.
(d) Fruitful.
Mountain
(a) A permutation lock.
(b) Alliteration.
(c) A proletariat.
(d) A lofty elevation of earth and
rock.
APPENDIX
99
Mowing
(a) The process of putting hay, etc.,
into a mow.
(b) Propelling.
(c) Nonplussing.
(d) A wing formed of membrane,
as found among bats, etc.
Mummy
(a) The science of the forms as-
sumed by plants and animals.
(b) A small eruption of the skin,
as a pimple.
(c) A child's word for mother.
(d) Spotted.
Muscle
(a) A mytiloid bivalve mollusk.
(b) The assembling of troops.
(c) One who makes trousers.
(d) A bungling performance.
Muskrat
(a) One who lives his entire life at
the place of his birth.
(b) An aquatic rat-like rodent.
(c) A mouth organ.
(d) A large water-fowl having an
enormous bill.
Mutter
(a) Grumble.
(b) A strong perfume obtained
from the male musk-deer.
(c) State of having more than one
husband.
(d) More foolish.
Necessary
(a) A deceased person.
(b) That which is indispensable.
(c) A kind of fruit.
(d) The tithe belonging to a person.
Neglect
(a) The cavity between the lips and
the pharynx.
(b) To fail to treat with proper
care.
(c) Salsify, or oyster plant.
(d) A hinge.
Nervule
(a) A kind of cheese manufactured
in Switzerland.
(b) A figure constructed of ovalbu-
min.
(c) A small nerve.
(d) To overpersuade.
Nightcap
(a) A head-covering for sleeping in.
(b) A mad prank.
(c) Shelter for sheep or goats.
(d) A. permutation.
Nobodyness
(a) Priestism.
(b) An obsequy.
(c) The state of being anonymous.
(d) State of having lost one's prop-
erty.
Northeast
(a) A topmast.
(b) To cry aloud.
(c) The point of the horizon lying
midway between north and east.
(d) To domineer over a weaker per-
son.
Nothingly
(a) That which a person does for,
or with reference to, another or
others.
(b) A Hindu place of worship.
(c) A tedious piece of work.
(d) Without value or result.
Nursedom
(a) An outrage.
(b) Convalescence.
(c) An organized body of nurses.
(d) The period of confinement at
childbirth.
Oak-tanned
(a) Exceeded in number of votes.
(b) Made brown.
(c) Tanned with an extract of oak-
bark.
(d) Strengthened by an addition of
oak timbers.
Obigancy
(a) An oration.
(b) The state of being bound in
law or conscience.
(c) An organization for the protec-
tion of dumb animals.
(d) The reign of a sultan.
Octapody
(a) Cleft into eight parts.
(b) An eight-footed verse or period.
(c) A species of octopus.
(d) Incomprehensibility.
On
(a) In contact with the tipper side
or surface of.
(b) Act of receiving a wonderful
impression.
(c) Without exception.
(d) To issue commands.
Oratorical
(a) Pertaining to public speaking.
(b) A kind of gaitor used -by sol-
diers. .
(c) Having to do with newspapers.
(d) A tropical evergreen.
Order
(a) Anything held in contempt.
(b) A society of persons organized
for mutual protection, aid, etc.
(c) An instrument for showing the
wave form of alternating currents
(d) Confusion.
Ornamental
(a) Any vital or systematically ar-
ranged organic whole.
(b) An operative.
(c) Serving to adorn.
(d) A sport.
100
VOCABULARY STUDIES
Ostentatious
(a) Pretentious.
(b) Confidential.
(c) Foolish.
(d) Influential.
Outscout
(a) The common dew-berry.
(b) A sum of money sent through
the mails.
(c) To spy successfully.
(d) An advance scout.
Overflow
(a) Most pfosobranchiate gastra-
pods.
(b) A flood.
(c) Excessive secretion of organic
acids.
(d) An omittance.
Oviducal
(a) Pertaining to an oviduct.
(b) Having to do with an over- lord.
(c) Egotistically.
(d) Having the form of an egg.
Packery
(a) An establishment where goods
are packed.
(b) A hog-like wild quadruped of
America.
(c) The act of canning fruits and
vegetables.
(d) A rope connected to the rud-
der of a boat.
Pageant
(a) A dramatic representation.
(b) Overalls.
(c) A discovery.
(d) A holiday costume.
Painstaking
a) Calmness.
b) Ability to endure excessive pain
c) Claiming by right of discovery,
(d) Close and accurate attention.
Paper-faced
(a) Very ruddy.
(b) Cowardly.
(c) Coated or faced with paper.
(d) Pretending to do one thing and
doing the other.
Paraphernalia
(a) Sluggishness.
(b) A supporting colums».
(c) In astronomy, the plotting of
curves to represent the move-
ments of planets.
(d) Belongings.
Partial
(a) To share.
(b) In acoustics, a harmonic.
(c) A division or wall between
apartments.
<d) Having lost the power of action
Pass
(a) Soft food for infants.
(b) To go by, over, through, or the
like.
(c) One of the minute elevations
in the skin in which nerves ter-
minate.
(d) Sudden emotion.
Pastoral
(a) A fable or allegory illustrating
the truth.
(b) A poem, play or book dealing
with rural customs.
(c) A small wooden vessel used as a
dipper.
(d) Turned in.
Pea-comb
(a) A fowl's comb in three paral-
lel parts.
(b) One-half of a pea-pod.
(c) A machine for grading peas.
(d) To comb thoroughly.
Pectoral
(a) A miner's tool.
(b) An ornament worn on the
breast.
(c) Attractive.
(d) An old-fashioned reaper.
Peeped
(a) By the day.
(b) A small pointed piece of wood.
(c) Looked slyly.
(d) Nettled.
Pelviform
(a) Having a knob.
(b) Irregular.
(c) Smooth.
(d) Shallowly cup-shaped.
Pennate
(a) Unobstructed.
(b) Having wings or feathers.
(c) Overcome with remorse.
(d) Easily influenced.
Perimeter
(a) The point at which the diagon-
als of a parellelogram intersect.
(b) A guage on a head-gate.
(c) To amble.
(d) The bounding line of any fig-
ure of two dimensions.
Perling
(a) Without regard to true value.
(b) One of a series of horizontal
timbers laid across the principal
rafters in building.
(c) Having the manner of a fatalist
(d) Braiding.
Persist
(a) In geometry, an even surface.
(b) To adhere firmly to any course.
(c) A kind of fodder.
(d) To make smooth.
APPENDIX
101
Phi Beta Kappa
(a) An honorary fraternity based
upon high scholorship.
(b) An honorary athletic fraternity.
(c) A Jewish fraternal organiza-
tion founded in New York.
(d) An honorary scientific frater-
nity.
Pickle
(a) An attractive French maid.
(b) A small quantity.
(c) To spy into foreign matters of
state.
(d) To give up in despair.
Pigeon-English
(a) A small long-tailed parrot.
(b) A cry made by pigeons when
startled.
(c) A jargon of English intermixed
with Chinese, Portuguese, etc.
(d) Profanity.
Pine
(a) Intolerance of light.
(b) A kind of bulrush found in
Egypt.
(c) The laughing gull.
(d) The name of a game of
chance.
Pipe
(a) Dismay.
(b) A domesticated dove.
(c) The leader of a flock of wild
geese.
(d) An apparatus for smoking to-
bacco.
Piu
(a) Fortune telling.
(b) Little.
(c) In music, more.
(d) In music, less.
Plain
(a) A species of grass.
(b) An expanse of level land.
(c) A long spear used by the Vi-
kings.
(d) To cause chemical action.
Plane
(a) An expanse of level land.
(b) To braid.
(c) Level.
(d) A pipe which supplies the boil-
er of a steam engine.
Planting-ground
(a) The act of sowing or planting
rain.
An expanse of level ground.
An area where oyster-beds are
laid,
(d) A cement foundation for huge
cannon.
Platonist
(a) One who is beautiful.
(b) A buffoon.
(c) Any imitation.
(d) A follower of Plato.
Plot
(a) To commit crime.
(b) A cushion behind a saddle, de-
signed for a lady rider.
(c) To represent graphically.
(d) To scan intently.
Plume
(a) Cards used for gambling pur-
(b) A small piece of land.
(c) A feather, especially when large
and ornamental.
(d) A plant similar to the cactus.
Pneumatical
(a) Pertaining to air or gas.
(b) Having to do with rubber.
(c) Concerning weight.
(d) Soft.
Poisoned
Subjected to maltreatment.
Having pin-feathers.
Made ill or killed by poison,
(d) An inheritance.
Policeman
(a) Any person who receives bribe
money.
(b) A city watchman.
(c) An egotistical, overbearing man
(d) A chasm.
Pollen
(a) A flat dish.
(b) An agreeable sensation or emo-
tion.
(c) To supply or dust with pollen.
(d) Gentle.
Polyangular
(a) Many-angled.
(b) Irregular.
(c) Complicated.
(d) Shapely.
Pond-pine
(a) A variety of loblolly-pine.
(b) A kind of rush.
(c) A water-lily with bright green
leaves.
(d) A tree stripped of branches.
Popper
(a) To trot.
(b) A quick thrust.
(c) To deprive of hair.
(d) To chuckle.
Port
(a) Full-fledged.
(b) To act contrarily.
(c) To bear.
(d) Empty.
Positional
(a) Loss of self-confidence.
(b) The highest point of a column.
(c) Pertaining to position.
(d) A basis.
102
VOCABULARY STUDIES
Potent •
(a) Bending or yielding to pres-
sure.
(b) Not existing in possibility.
(c) A pivot-bearing in a watch.
(d) To elect to office.
Precent
(a) To give.
(b) To place in a particular man-
ner.
(c) A commandment.
(d) To lead the singing of a choir
or congregation.
Prefecture
(a) The office of a prefect.
(b) Superiority.
(c) State of being without blemish.
(d) A membrane lining the abdo-
menal cavity.
Prepended
(a) Placed at right angles to a
fiven line or surface.
Harassed.
(c) Explained.
(d) Considered beforehand.
Presidencia
(a) In Cuba, used to designate the
term of office of the governor.
(b) A bill proposed or initiated by
the president.
(c) In the Philippine Islands, the
building used as government head-
quarters.
(d) The ruler of the Republic of
Panama.
Pretext
(b) A fictitious reason or motive.
(a) Cruel.
(b)
(c) To derive joy from a thing.
(d) An act without cause.
Primary
(a) Unimportant.
(b) That which is first in rank,
dignity, or importance.
(c) Labor for pleasure rather than
for wages.
(d) A written or printed paper
posted in a public place.
Print
(a) To kiss.
A picture frame.
An impression with ink from
type, plates, etc.
(d) To refer a law for amendment.
Privative
(a) Ungrateful.
(b) Causing want.
(c) Scheming malignantly.
(d) Belonging to the ranks.
Processal
(a) Relating to marching.
b) Relating to proceedings at law.
c) Having great expectation.
d) Trunks of some animals, as the
elephant.
(a)
(b)
(c)
Professorate
(a) To expound.
(b) To pull with sudden force.
(c) The position of a professor.
(d) To throw one's self headlong.
Projectable
(a) A drafting table.
(b) Capable of being foretold.
(c) Possible of projection.
(d) Part of a photometer.
Proliferation
(a) The act of producing rapidly.
(b) Denial.
(c) Act of inciting.
(d) A projection.
Proofy
(a) A crystal of quartz, pale rose
in color.
(b) A species of grouse with feath-
ered toes.
(c) Ragged.
(d) Expected to turn out well.
Prudish
(a) Silly.
(b) A shallow vessel made of pew-
ter.
(c) Overnice.
(d) In a conciliatory manner.
Puffed
(a) Made to pant.
(b) A seafish of the cod family.
(c) Having a great deal of dandruff
(d) A small bird similar to the
sparrow.
Puma
(a) A division of birds comprising
those whose young are not hatch-
ed until able to care for them-
selves.
(b) Scrawny.
(c) A large American carnivorous
animal.
(d) Enormous.
Pupilage
(a) The period during which an in-
sect is enclosed in its case before
full development.
(b) Six years of age.
(c) The act of giving instruction.
(d) The state or period of being a.
pupil.
Quarter
a) A plunderer.
b) A mass of molten metal.
c) To fix a bayonet on a gun.
(d) To drive a carriage so as to
avoid inequalities of ground.
Queened
(a) Twisted.
(b) Cut short.
(c) Made a queen of.
(d) Allowed to grow long.
APPENDIX
103
Quietant
(a) Anything that prevents quiet.
(b) Anything that induces quiet.
(c) State of being quiet.
(d) A deed of release.
Race
(a) To remove dirt from stone.
(b) A brogue.
(c) Stuffed with feathers of poor
quality.
(d) A competitive trial of speed.
Radial
(a) A radiating part.
(b) Any section of a spectrum
which contains only one color.
(c) Fundamental.
(d) A single ray of sunlight.
Rail-snipe
(a) A small carpenter's plane.
(b) A painted snipe
(c) A Hazard.
(d) An adz.
Rate
(a) The measure of a thing.
(b) To praise highly.
(c) Cut down level with the ground
(d) A palm with smooth reed-like
stem.
Ravished
(a) Coarse.
(b) Captivated or emaptured.
(c) Starved.
(d) Devoured greedily.
Reader
(a) One who reads.
(b) A class of fishes including the
skate, etc.
(c) Scantily clad.
(d) More wisely.
Recall
(a) A light sword with a narrow
blade.
(b) A calling back.
(c) Having the feathers only begin-
ning to shoot.
(d) Shrink or fall back.
Reconcile
(a) To restore to friendship after
estrangement.
(b) A condition favorable ' to pho-
tography.
(c) To pledge reformation.
(d) To kiss tenderly.
Red
(a) A color seen at the end of the
spectrum opposite to the violet
end.
(b) A long, deep hollow worn by
a torrent.
<c) Objectionable,
(d) Perused.
Redskin
(a) A petrified plant.
(b) A small copper-tinged snake
which is very poisonous.
(c) A North American Indian.
(d) An indolent person.
Reformer
(a) One wrho reconstructs, especi-
ally from bad to good.
(b) One of several boats suppor-
ing a bridge.
(c) Better.
(d) The principal of inflammability.
Relaxed
(a) Tightened.
(b) A textile fabric of wool and
silk.
(c) Slackened.
(d) Suspended.
Remittance
(a) Without value.
(b) The act of transmitting money.
(c) A disappointment.
(d) Constant striving toward a fix-
ed goal.
Repel
(a) To fall back.
(b) To give up without a struggle.
(c) To cease.
(d) To keep back.
Retentive
(a) Having the power to keep.
(b) Heedful.
(c) Having compassion.
(d) That which may be held.
Returnable
(a) A device for changing the po-
sition of heavy objects, such as
locomotives, etc.
(b) Capable of being returned.
(c) In excellent condition.
(d) Acceptable.
Reviver
(a) A reformer.
(b) One who or that which reani-
mates.
(c) A channel for carrying off rain
water.
(d) An angular piece of cloth in-
serted in a garment.
Rhetoricate
(a) To affect little, or not at all.
(b) To prepare an oration.
(c) To instruct in oratory.
(d) To make an oratorical display.
Ridge
(a) A peak.
(b) To cover with raised strips or
lengthened elevations.
(c) To scold.
(d) A blacksmith's vise.
104
VOCABULARY STUDIES
Rily
(a) A rope or chain used to guide
or steady a suspended weight.
(b) Turbid.
(c) Frosty.
(d) A lacrosse racket.
Rippling
(a) A rapid or eddy of tide.
(b) System of ship's cordage which
supports the masts and extends
the sails.
(c) Personal satire.
(d)
Extremely.
Roast
(a) A piece of meat roasted or pre-
pared for roasting.
(b) To crown with a wreath of
laurel.
(c) To persevere.
(d) In chess, the rook or castle.
Roman
(a) A wax candle.
(b) A style of type or letter.
(c) Deep orange in color.
(d) A scratch-harrow.
Roofer
(a) Harsher.
(b) One who makes or repairs
roofs.
(c) One who cleans and cards wool.
(d) A humbug.
Rootage
(a) Pertaining to potatoes.
(b) Aggregate of a plant's roots.
(c) The age at which a hog begins
to root.
(d) The three days preceding the
festival of Ascension.
Rough
A ruffian
A range of small mountains.
A bird similar to the partridge.
(d) A sulky rake.
Rueful
a) A hallucination.
b) Putrid.
c) Sleepy.
(d) Sorrowful.
Run
(a) To use insolent language.
'b) A battle.
c) Disordered intellect.
d) To move at a pace swifter than
a walk.
Sahib
(a) Master or gentleman.
(b) A male goat.
(c) An erruptive disease of the
skin.
(d) An oriental servant.
Salable
(a) A price label.
(b) Marketable.
(c) A Hawaiian delicacy.
(d) Soft and silky.
Sand-blast
(a) An instrument for propelling a
jet of sand with great force.
(b) A desert storm.
(c) A wind with a velocity of
eighty or more miles per hour.
(d) A kind of giant powder.
Sauce
(a) Tincture of opium.
(b) Ears, feet, etc., of swine, pick-
led.
(c) Soft crayon for use with the
stump.
(d) In ancient music, a small in-
terval equal to the half of a com-
ma.
Scalp
(a) A small shovel-like instrument.
(b) To prevaricate.
(c) To administer medicine to a
horse.
(d) The skin, or skin and hair, of
the top of the skull.
Scatteration
(a) State or condition of being
without good sense.
(b) A small, inadequate ration.
(c) An ore containing zinc, lead,
and iron.
(d) The act of scattering.
Scratch
(a) To play childish games.
(b) Indiscriminate.
(c) Perseverance.
(d) Proclivity.
Scythe-hook
(a) A reaping-hook having a
smooth blade.
(b) A hook on which a scythe is
hung when not in use.
(c) An appliance by means of
which the blade of a scythe is
fastened to the handle.
(d) Any crescent-shaped hook.
Secondary
(a) A colleague.
(b) Pertaining to youth.
(c) One who acts in a subordi-
nate capacity.
(d) Of no value.
Seditious
(a) Active.
(b) Factious or turbulent.
(c) Without regard for others.
(d) Wicked.
APPENDIX
105
Seizing
(a) A grading screen.
(b) A state approaching serfdom
or slavery.
(c) The act of grasping suddenly
or forcibly.
(d) A flirt.
Self-assumed
(a) Animated.
(b) Appropriated by one's own act,
opinion, or authority.
(c) Egotistical.
(d) Righteous in one's own estima-
tion only.
Self-possession
(a) Evident without proof.
(b) Caring for one's self alone.
(c) Obstinate or contrary.
(d) The full command of one's fac-
ulties.
Semioval
(a) A peculiar, uneven valley found
in the South Sea Islands.
(b) Fruit of a certain kind of palm
tree.
(c) A water-snake of the Amazon.
(d) Having the form of half an
oval.
Sensitive
(a) One who undergoes an opera-
tion.
(b) One who is impressible.
(c) State of being famished.
(d) A person who is hypnotized.
Serpent
(a) A horned toad.
(b) A strip of leather for shar-
pening razors.
(c) A goose-neck coupling.
(d) Snake-like.
Sessional
(a) A low, closed, four-wheeled car-
riage for two.
(b) A brief pause or stop.
(c) A truce.
(d) Pertaining to the sitting of a
court or public body.
Shack
(a) The leg from the knee to the
foot.
(b) A vagabond.
(c) A long bar of iron.
(d) A fish of the herring family.
Sham
(a) To shanghai.
(b) A false pretense.
(c) Partial collapse.
(d) To dishonor.
Sheep
(a) The whiff, a kind of fish.
(b) To load freight.
(c) A common domestic animal, of
the genus Ovis.
(d) Movement of heavy bodies.
Sheet
(a) To protect from danger.
(b) A model or mold for making
bricks.
(c) To shroud.
(d) To give or deposit in pledge.
Shipshape
(a) Neatly.
(b) A derisive term1 for shaped like
a tub.
(c) Disorderly.
(d) The top of a ship's highest mast.
Shoot
(a) Acute indigestion.
(b) A young branch of a plant.
(c) A greeting.
(d) A triumphant exclamation.
Shoulder-blade
(a) An evening gown.
(b) A sharp pointed sword or dag-
ger.
(c) In a troop of cavalry, the com-
mand to charge.
(d) The scapula, a bone of the body.
Shunt
(a) A turning aside.
(b) A copper wire.
(c) An electrometer.
(d) To ignore a friend unwittingly.
Side
(a) Slowly.
(b) Widely.
(c) Niggardly.
(d) Dreamily. .
Silly
(a) Unnatural collection of water
in the body.
(b) A lover of full-dress suits.
(c) An enemy who pretends to be a
friend.
(d) A foolish person.
bimukaneity
(a) Profuse of sweating.
(b) The state of occurring or ex-
isting at the same time.
(c) Inability to pay a debt of honor
(d) Counterfeiting.
Singular
(a) A dog that never barks or howls
(b) To gamble with dice.
(c) Not capable of sustaining a
large population.
(d) That which stands by itself,
bitting
(a) A species of marine algae.
(b) Being in the position of a sit-
ter.
(c) Placing in position.
(d) T e negative of a photograph.
J-ky-blue
(a) Extremely morose.
(b) Of the color of the sky.
(c) Fair weather.
(d) A life-line.
106
VOCABULARY STUDIES
Sled
(a) To neglect work.
(b) To ride or use a vehicle made
for sliding on snow.
(c) The books of the New Testa-
ment usually called protocanonical
(d) To fall accidently.
Slip
(a) One who is burdened with ex-
cessive adipose tissue.
(b) An ancient lamp.
(c) Curds and whey.
(d) A very short track.
Slur
(a) A louse.
(b) To distill.
(c) A slighting remark.
(d) To commit depredation.
Smoke-stack
(a) Buckwheat pancakes.
(b) A team of horses arranged in
tandem order.
(c) An upright pipe through which
smoke is discharged from a fur-
nace.
(d) The stem of a smoking pipe
Snarl
(a) A noose.
(b) To say in a surly or angry
manner.
(c) A kind of fowl in Brazil.
(d) Of, or pertaining to, the ictus,
or verse stress.
Social
(a) An informal social gathering
(b) A light, one-seated vehicle
(c) Easily yielding to pressure.
(d) Absurd talk.
Socket
(a) A term in golf, meaning, in
iron-play, to strike the ball off
the heel of the club.
(b) Having or designating a tail
nearly or quite symmetrical.
(c) To saturate.
(d) A plant with pendulous flowers,
a native of South America.
Sole
(a) The bottom of the foot
(b) Having the crystals of the con-
stituent minerals equally developed
(c) To make homologous.
(d) Life, essence, or spirit.
Sound
(a) Any vibration.
(b) A long and relatively narrow
body of water.
(c) Generous.
(d) A cavity.
Spaceful
(a) Destruction by frost.
(b) White with age.
(c) Carefree.
(d) Of indefinite or vast extent.
Specificity
(a) Happiness.
(b) Appropriateness.
(c) The state of being precise.
(d) The state of theorizing.
Speech
(a) A flea.
(b) Corruption.
(c) The faculty of expressing
thought by spoken words.
(d) A bird of color, with long neck
and legs.
Spice-tree
(a) A variety of apple tree.
(b) A palm tree found in Italy.
(c) An evergreen tree of the west-
ern coast of the United States.
(d) To perform plant-surgery.
Spiritally
(a) Divinely.
(b) In an animated manner.
(c) Winding like the thread of a
screw.
(d) With the breath.
Split
(a) The verbena.
(b) Wordiness.
(c) A thin piece of wood, etc., for
confining a broken or injured
limb.
(d) Severed.
Sport
(a) A spoke-shave.
(b) To splinter.
(c) A word of refusal or denial.
(d) Diversion.
Sprinkle
(a) Printer's types, confusedly mix-
ed.
(b) A falling in drops or particles.
(c) To strike with something thrown
(d) A ray of lamp-light.
Square
(a) Engrossed in thought.
(b) A figure having three equal
sides.
(c) Having four equal sides and
four right angles.
(d) Any polygon.
Stableman
(a) One who can perform balanc-
ing feats adroitly.
(b) In a quandry.
(c) A jockey.
(d) A man employed about a stable.
Stale
(a) Dilatory.
(b) Food made by stirring oatmeal,
or other meal into boiling water.
(c) An arch over a gate.
(d) In chess, a stalemate.
APPENDIX
107
Stare
(a) In a gossipy manner.
(b) To fix the eyes in a steady gaze
(c) Absolute.
(d) Empty.
Statics
(a) The science of bodies in motion.
(b) The science of energy.
(c) The science of fluids.
(d) The science of bodies at rest.
Stint
(a) To provide for or serve scantily
(b) Without regard to method.
(c) Awkwardly.
(d) A small arctic animal similar
to the weasel.
Stopped
(a) Affected or produced by stop-
ping or damping.
(b) Suiting or belonging to a
teacher of children.
(c) Destitute of the strength of
mind which constitutes courage,
fortitude, etc.
(d) Profit.
Strain
(a) Poverty.
(b) Line of descent.
(c) To break.
(d) A Canadian lumberman's ax.
Streamful
(a) Profuse weeping.
(b) Flowing with a full stream.
(c) Undoubting assurance.
(d) In grammar, a word that af-
firms existence.
Striker
(a) An employee who leaves his
work in an endeavor to force his
employer to accede to some de-
mand.
(b) A levy or tax.
(c) More striking in appearance.
(d) An assortment of types of one
style.
Structureless
(a) Devoid of arrangement.
(b) Weak. x
(c) Morally degraded.
(d) Without material.
Subprincipal
(a) Any person under the direction
of a principal.
(b) A truth or doctrine not strictly
fundamental.
(c) Unsettled.
(d) A vice-principal.
Sulk
(a) To be in a dilemma.
(b) To be artful.
(c) A coward.
(d) Be sullen.
Sundered
(a) Brought together.
(b) Inverted.
(c) Disunited.
(d) Directed.
Supreme
(a) Dough formed into strips, dried
and used in soups.
(b) Culmination.
(c) One of a tribe that wanders
about.
(d) That which may not be doubted.
Surmise
(a) A conjecture made on slight
evidence.
(b) Particle marking the second
part of a negative proposition.
(c) A cooking utensil.
(d) Indomitable.
Surveyance
(a) A small projection with an ori-
fice.
b) A thorough discussion.
c) Inspection.
d) Deduction.
Sweepage
(a) Dirt or debris of any sort.
(b) The vesture of land taken by
mowing.
(c) A court knave.
(d) Range of vision.
Syllogistic
(a) Puzzling.
(b) Inductive, as opposed to deduc-
tive.
(c) Deductive, as opposed to induc-
tive.
(d) Exasperating.
Table
(a) The summit of a mountain.
(b) A domestic fowl.
(c) An article of furniture having
a flat horizontal top.
(d) To nurse the sick.
Taedium
(a) A soft composition of meal,
bran, etc., applied to sores.
b) Irksomeness.
c) A stringed instrument.
d) An unpleasant task.
Take-all
(a) An exclamation of disgust.
(b) A family conveyance.
(c) An unscrupulous beggar.
(d) Exhaustion of the soil.
Tally
a) To direct.
b) To attempt to dissuade.
c) An account or reckoning,
(d) A group of figures.
108
VOCABULARY STUDIES
Tamboura
(a) A wire-stringed musical instru-
ment.
(b) A striking headdress.
(c) A metallic whistle.
(d) A field-mouse of Southern Af-
rica.
Tap
(a) An inclosure where liquors are
served.
(b) An arrangement for drawing
out liquids.
(c) To condense.
(d) A small peg.
Tarpon
(a) A long.barbed spear.
(b) A combination of pulleys.
(c) To gather into folds.
(d) A silver fish of the West In-
dies and other sections.
Tauten
(a) To pucker.
(b) Haughty.
(c) Characterized by gentleness.
(d) Tighten.
Tearful
(a) Abounding with tears.
(b) Characterized by a weak, cow-
ardly spirit.
(c) To weep without cause.
(d) Open-hearted.
Telegraphist
(a) A transmitter.
(b) One who believes in the doc-
trines advanced by Socrates.
(c) An entire telegraph system,
taken collectively.
(d) A telegrapher.
Temper
(a) To lisp.
(b) A form of worship.
!c) More up-to-date,
d) Heat of mind or passion.
Terse
(a) Short and pointed.
(b) Worn out by use, or very com-
mon.
(c) Beat severely.
(d) Angry.
Themselves
(a) In heraldry.
(b) Three of a kind.
(c) Plural of himself, herself, itself.
(d) The quality of having force.
Thermalgesia
A craving for warmth.
Unusual sensibility to heat.
A thermometer for very high
temperatures,
(d) Moisture of high temperature.
Thorax
(a) In Oxford, a beginning Latin
course.
(b) The part of the body between
the neck and the abdomen.
(c) A disease common among sheep
(d) A vulture.
Three
(a) Sovereignty.
(b) To perplex.
(c) A contrivance for retarding the
motion of wheels, etc.
(d) The sum of two and one ; a
cardinal number.
Thumb-band
(a) A twist of anything as thick as
the thumb.
(b) Handcuff or manacle.
(c) Fetters or shackles of any kind.
(d) A strip of cloth wound about
the thumb.
Ticketing
(a) A small spike found in plants.
(b) The act of affixing or providing
with tickets.
(c) A Chinese game similar to
checkers.
(d) A small unpalatable lake-fish.
Time
(a) An enigmatical personage.
(b) Ceaseless.
(c) Ultimate death.
(d) A definite portion of duration.
Timothy
(a) The brake on a freight car.
(b) A valuable perennial fodder-
grass or hay.
(c) A musical instrument similar
to the accordion.
(d) A concordance.
Tiresmith
(a) A maker of tires for carriages.
(b) A sea-unicorn.
(c) Nascent.
(d) A thin, narrow bar of iron.
Tobacco
(a) Vile.
(b) The leaves of the tobacco-plant
prepared in various ways for
smoking, chewing, etc.
(c) Nauseous.
(d) Anything causing degeneration.
Tote
(a) A plane-handle.
(b) To protest.
(c) Expressive of disdain.
(d) An ornament in the gable of a
house.
Townward
(a) Upward.
(b) In the direction of a town.
(c) A small migratory bird of
Southern Europe.
(d) To a lower level.
APPENDIX
109
Tradition
(a) A flowing in.
(b) Deliverance of a criminal to an-
other government.
(c) Knowledge, opinions, etc., trans-
mitted from generation to gener-
ation.
(d) Utter loss or ruin.
Transaudient
(a) An instrument for detecting
very feeble sound vibrations.
(b) The condition arising when one
sound wave comes into close prox-
imity to another.
(c) Facilitating the transmission of
sound.
(d) Causing refraction of sound.
Transitable
(a) Of short duration.
(b) Changeable.
(c) A support for a surveying in-
strument.
(d) That which may be crossed.
Transmutationist
(a) A transformist.
(b) One opposed to radical changes.
(c) One who condemns.
(d) One who passes through or
over anything.
Treescape
(a) A small parasitic insect living
in the bark of trees.
(b) A kind of woodpecker.
(c) A picture of woodland scenes.
(d) A variety of tall weeds.
Trifler
(a) One who idles or toys.
(b) A trefoil.
(c) Worth less.
(d) One who weaves baskets of
willow twigs.
Trip
(a) A tortoise.
(b) A flock.
(c) A crow.
(d) A sock.
Trouble
(a) A state of distress, worry, etc.
(b) A three-leaved plant, as the
clover.
(c) A dove-cot.
(d) Marriage.
Truss
(a) Female of the caribou.
(b) To coat or plaster.
(c) Short and thick.
(d) A series of concentric circles.
Tumble
(a) A small toad.
(b) A sudden fall.
(c) To obstruct.
(d) A grassy meadow.
Twitteration
(a) Gossip.
(b) The state of being in a flutter.
(c) The act of taunting.
(d) Discordant singing.
Unobserving
(a) Not giving attention.
(b) Barking or howling
(c) The spot at which French nav-
igators first touch ground.
(d) Mutilating.
Undershot
(a) Wounded.
(b) A dum-dum bullet.
(c) Propelled by water that flows
underneath.
(d) Grapeshot and canister.
Unicity
(a) The state of being divided.
(b) The condition of being inhar-
monious.
(c) The quality of being unique.
(d) Peevishness.
Unit
(a) A measure of force.
(b) To join together.
(c) A single f person, thing, or
group regarded as an individual.
(d) The egg of certain insects, as
the louse.
Unitarian
(a) One of an order of Roman
Catholic women, for the nursing
of the sick and the teaching of
young girls.
(b) One who favors union.
(c) A hermit.
(d) A member of any religious body
that rejects the doctrine of the
Trinity.
Unpurse
(a) To liquidate.
(b) To spend extravagantly.
(c) To rob of money.
(d) To open a purse.
Up-hill
(a) Densely settled.
(b) Up an ascent or against diffi-
culties.
(c) Pertaining to horses.
(d) Causing tension.
Urgency
(a) An organ of the body.
(b) The condition of being pressing.
(c) That which is pleasing to the
people.
(d) A precipitate.
Uterus
(a) Womb.
(b) In entirety.
(c) Of no intrinsic value.
(d) Having intrinsic value.
110
VOCABULARY STUDIES
Vaginant
Pertaining to maidenhood.
Sheathing.
(a)
(b)
(c)
(c) Skillful.
(d)
A female organ having to do
with reproduction.
Value
(a) Antagonistic.
(b) True friendship.
(c) Worth.
(d) To inherit.
Variable
(a) That which is subject to change
(b) That which cannot change.
(c) Healthy.
(d) Unhealthy.
Vault
(a) Entrance.
(b) To boast or brag of.
(c) An ornamental hollow vessel.
(d) An arched apartment.
Velveted
(a) Relaxed.
(b) Having a surface like velvet.
(c) Beautiful.
(d) Experienced.
Venticular
(a) Being of the nature of a small
vent.
(b) Pertaining to the heart.
(c) Pertaining to veins.
(d) Pertaining to arteries.
Vest
(a) A short sleeveless jacket.
(b) A prune.
(c) To speculate.
(d) A room in which the vestments
are kept and parochial meetings
are held.
Virgin's-bower
(a) A flowering plant, a species of
clematis.
(b) In a wedding ceremony, an
arch of flowers through which the
bride enters.
(c) A hammock.
(d) A cool, unmolested nook.
Wafer-ash
(a) A thin disk of wood from which
carriage washers are cut.
(b) A small green snake.
(c) In bakeries, refuse dough or
crumbs.
(d) The hop-tree.
Waiver
(a) A flat ring of iron or leather
between the nave of a wheel and
the linchpin.
(b) One who waves.
(c) To be unsteady or undeter-
mined.
(d) The voluntary relinquishment
of a right.
Walk
(a) A stinging insect allied to the
hornet.
(b) A body of civil officers for pre-
serving order, etc.
(c) The primitive method of loco-
motion.
(d) To put on.
Watcher
(a) A very small watch.
(b) One who observes attentively,
etc.
(c) A bobolink.
(d) A spool or reel.
Water
(a) A knife used by Igorrotes.
(b) A common liquid compound of
hydrogen and oxygen.
(c) Concrete.
(d) To forgive.
Wauble
(a) A worthless toy.
(b) To cause to sway unsteadily.
(c) A weapon used by the Siamese.
(d) Existing only in name.
Weel
(a) A fish-trap made of twigs and
rushes.
(b) A shrub bearing edible red ber-
ries.
(c) A sea duck sought for its down.
(d) A donkey.
Weight
(a) Buoyancy.
(b) Downward pressure due to grav-
ity.
(c) A point or horn.
(d) To postpone action.
Wheatear
(a) A tear shed in anger.
(b) A furze-bush.
(c) A bird found in northern lands.
(d) The rice-bird.
White
(a) Having a light shade or color.
(b) Absence of light.
(c) Lovely.
(d) To shave closely.
Will
(a) Any striped cat.
(b) To exercise the faculty of voli-
tion.
(c) A trail.
(d) Vagrant.
Wind
Cal To stamp.
(b) Flight.
(c) A current of air.
(d) To shrink.
Woodcut
(a.) Corded wood.
(b) An animal closely allied to the
crroundhog.
(c) A road through a dense forest.
(d) A wood-engraving.
APPENDIX
111
Word-coinage
(a) Slang.
(b) The practice of inventing words
for special occasions.
(c) Classification of words.
(d) State of being precise in speech.
Workless
(a) Useless.
(b) Female beetle.
(c) Wife of an Ethiopion army of-
ficer.
(d) Having no work.
Wreckage
(a) Infwsion of malt before fermen-
tation.
(b) Material from a wreck.
(c) A twisting or sprain.
(d) Act of preventing the trans-
mission of a cablegram.
Yell
Xanthine.
A sharp, loud, inarticulate cry.
To expostulate,
(d) Proverbial.
Zincous
(a) Soft.
(b) Pertaining to zinc.
(c) Impudent.
(d) An etching on a zinc plate.
Zootic
(a) In confusion.
(b) Pertaining to the zoo.
(c) Containing evidences of former
life.
(d) Hallelujah.
112 VOCABULARY STUDIES
KEY TO LABORATORY TEST SHEET A.
Aabec (c) ; absolute (c) ; accidental (d) ; actio (d) ; addressee (a)
adjust (c) ; adroit (a) ; affect (b) ; aft (c) ; agglomerant (a) ; ahead (d)
air (b) ; air-tight (a) ; alder (b) ; all (a) ; alternate (a) ; amalgamable (b)
Americanism (d) ; amorrow (b) ; analog (b) ; ancestral (c) ; ane.nometer
(b) ; angler (a) ; anti (d) ; antiparallel (c) ; anxious (b) ; apices (b)
apprehensive (c) ; aqueous (b) ; architecture (a) ; areach (d) ; arm (d)
arrant (b) ; artful (a) ; associate (d) ; atom (b) ; attorney-general (a)
augury (c) ; authorized (a) ; ave (d) ; avow (c) ; Backwoods (b) ; bailee
(c) ; bale (b) ; balsamous (a) ; bar (b) ; bargained (c) ; baronetage (b)
baseball (d) ; bassoon (b) ; battening (a) ; baubling (a) ; bear (d) ; beechen
(c) ; beholden (c) ; bellmouth (c) ; benefice (b) ; bereave (a) ; best (d) ; bill-
ing (d) ; black (a) ; blame (d) ; blemished (c) ; block (c) ; blubber (d) ; bolt
<a) ; bone-cartilage (d) ; brachia (c) ; bran (d) ; breacher (a) ; breathable
(b) ; bridgewater (b) ; brood (c) ; brush (c) ; buckish (d) ; build (a) ;
burden (b) ; burro (a) ; bust (a) ; butler (b) ; by (b) ; Cable (c) ; calf
(a) ; canage (d) ; canopy (a) ; cartilage (a) ; cast-iron (d) ; categorical (b) ;
cathead (d) ; cavil (a) ; cella (a) ; center (d) ; certification (b) ; chain (d) ;
chameleon (d) ; charge-sheet (a) ; chaste (c) ; chiasm (b) ; chimerize (d) ;
chirpling(c) ; chromosphere (b) ; chuck(b) ; church(b) ; circumcision (a) ; cit-
rous^) ; clip(c) ; coak(c) ; cobby(a) ; cochineal(b) ; code(d) ; cogger(b) ;
coin (d) ; colorable (a) ; compart (c) ; compelled (c) ; compositor (d) ; con-
ception (b) ; conferential (b) ; congratulation (d) ; connivent (b) ; consist
(b) ; constriction (d) ; continental (a) ; contralto (d) ; contribution (d) ;
conviction (d) ; corn (a) ; corosif (c) ; countenance (a) ; coupled (d) ;
cow (a) ; crank (d) creditability (a) ; crib (c) ; croche (b) ; cross (a) ;
cruciferous (b) ; crystalliform (d) ; cupboard (c) ; current (b) ; customance
(b) ; Da capo (a) ; daub (c) ; debate (d) ; decagon (b) ; declare (b) ;
deeducational (d) ; deformation (a) ; deleble (a) ; demagogic (b) ; despite
(b) ; desulphurize (c) ; diamond (d) ; dibasic (b) ; die (d) ; diminish (b) ;
directness (a) ; discarnate (c) ; disclamation (c) ; diseased (c) ; dismayed
(a) ; distinctive (b) ; diversiflorous (b) ; dock (d) ; dolphinet (a) ; double
(d) ; downward (b) ; dressmaker (b) ; drone (a) ; dry (a) ; dunness (a) ;
dyspepsia (c) ; Ear (b) ; earth (c) ; eccentric (c) ; educated (a) ;
electricize (d) ; element (a) ; elk (c) ; embrace (c) ; enclad (c) ; engineered
(b) ; enough (c) ; entity (b) ; equational (d) ; err (d) ; estately (b) ; ethize
(d) ; every-day (d) ; executioner (a) ; expiatory (d) ; extrinsic (b) ; Fa-
bler (b) ; fag (d) ; fall (a) ; fanciless (d) ; feathering (d) ; fellow-servant
(d) ; ferment (a) ; fetch (b) ; fictitious (b) ; figurative (c) ; filose (c)
finn (a) ; firedrake (a) ; fish (b) ; flag (a) ; flat (a) ; fleshen (b) ; floatingly
(d) ; flowerage (c) ; flush (c) ; focusing (c) ; foraminifera (d) ; forefeel (d)
form (d) ; fortify (b) ; Friday (c) ; frondivorous (c) ; functional (c)
Garnet (b) ; gastronomic (d) ; gear (a) ; general (a) ; genty (b) ; george
(a) ; ginger (c) ; glycerin (c) ; goatee (d) ; goggle (c) ; goldenback (b)
good (c) ; goshawk (a) ; graine (b) ; granule (c) ; grass (a) ; grayback (d)
greenable (b) ; grog (c) ; gross (b) ; grudge (d) ; gulfed (b) ; gun-reach
(b) ; gymnospermae (a) ; Hammer (c) ; handless (b) ; hand-nut (c)
harbored (c) ; harmonical (a) ; harvester (d) ; hazer (b) ; heart (b) ; he1-
meted (a) ; hemic (c) ; hemispheric (d) ; heretical (d) ; hierarchy (c)
holler (c) ; honorable (d) ; horse-tamer (b) ; house (c) ; humiliant (d)
hymnology (d) ; hypnotize (d) ; Ice (a) ; icy (c) ; idolater (a) ; imagin-
iational (b) ; impaction (c) ; improperation (a) ; inaugural (d) ; includible
APPENDIX 113
(b) ; incrustata (a) ; individualize (b) ; inebriate (a) ; infima (a) ; inform
(d) ; infuriate (b) ; initiator (b) ; inoccupation (a) ; inset (c) ; instrumental
(a) ; interested (c) ; intimidation (b) ; invariant (a) ; iron (d) ; irritable
(a) ; isochronize (a) ; Jade (c) ; Jesuitic (b) ; jigger (b) ; jointage (c)
jujube (b) ; Key (c) ; kick (b) ; king-bird (c) ; knight (b) ; knowingly
(d) ; Lamented (a) ; lamp (d) ; land-tortoise (b) ; lanterned (b) ; large
(c) ; latered (c) ; law (a) ; lay (b) ; leafage (d) ; leaven (a) ; leech (b)
leonine (c) ; lessoned (c) ; levee (d) ; lie (b) ; light (b) ; lilyfy (b) ; lines
man (c) ; link (c) ; liquorice (c) ; loche (a) ; loded (a) ; looked (b) ; lose
(a) ; lovelily (a) ; lunge (b) ; Madder (d) ; magnesia (d) ; make (c)
mammilla (d) ; mannikin (d) ; marketable (b) ; masquerade (d) ; mat-rush
(d) ; mavis (a) ; may (d) ; measure (d) ; memorative (a) ; mesozoa (c)
metrical (b) ; micrology (c) ; midwinter (d) ; mill (a) ; mind (b) ; minotaur
(d) ; missy (b) ; mitral (a) ; modiste (b) ; monodactyl (c) ; mons (a)
moor-coot(b) ; mortifiedness(b) ; motioned(c) ; mountain(d) ; mowing(a)
mummy (c) ; muscle (a) ; muskrat (b) ; mutter (a) ; Necessary (b)
neglect (b) ; nervule (c) ; nightcap (a) ; nobodyness (c) ; northeast (c)
nothingly (d) ; nursedom (c) ; Oak-tanned (c) ; obligancy (b) ; octa
pody (b) ; on (a) ; oratorical (a) ; order (b) ; ornamental (c) ; ostentatious
(a) ; outscout(d) ; overflow(b) ; oviducal(a) ; Packery(a) ; pageant(a)
painstaking (d) ; paper-faced (c) ; paraphernalia (d) ; partial (b) ; pass
(b) ; pastoral (b) ; pea-comb (a) ; pectoral (b) ; peeped (c) ; pelviform (d)
pennate (b) ; perimeter (d) ; perling (b) ; persist (b) ; Phi Beta Kappa
(a) ; pickle (b) ; pigeon-English (c) ; pine (c) ; pipe (d) ; piu (c) ; plain
(b) ; plane (c) ; planting-ground (c) ; Platonist (d) ; plot (c) ; plume (c)
pneumatical (a) ; poisoned (c) ; policeman (b) ; pollen (c) ; polyangular
(a) ; pond-pine (a) ; popper (a) ; port (c) ; positional (c) ; potent (c)
precent (d) ; prefecture (a) ; prepended (d) ; presidencia (c) ; pretext (b)
primary (b) ; print (c) ; privative (b) ; processal (b) ; professorate (c)
projectable (c) ; proliferation (a) ; proofy (d) ; prudish (c) ; puffed (a)
puma (c) ; pupilage (d) ; Quarter (d) ; queened (c) ; quietant (b)
Race (d) ; radial (a) ; rail-snipe (b) ; rate (a) ; ravished (b) ; reader (a)
recall (b) ; reconcile (a) ; red (a) ; redskin (c) ; reformer (a) ; relaxed (c)
remittance (b) ; repel (d) ; retentive (a) ; returnable (b) ; reviver (b)
rhetoricate (d) ; ridge (b) ; rily (b) ; rippling (a) ; roast (a) ; roman (b)
roofer (b) ; rootage (b) ; rough (a) ; rueful (d) ; run (d) ; Sahib (a)
salable (b) ; sand-blast (a) ; sauce (c) ; scalp (d) ; scatteratipn (d)
scratch (b) ; scythe-hook (a) ; secondary (c) ; seditious (b) ; seizing (c)
self-assumed (b) ; self-possession (d) ; semioval (d) ; sensitive (b) ; serpent
(d) ; sessional (d) ; shack (b) ; sham (b) ; sheep (c) ; sheet (c) ; shipshape
(a) ; shoot (b) ; shoulder-blade (d) ; shunt (a) ; side (b) ; silly (d) ; simul
taneity (b) ; singular (d) ; sitting (b) ; sky-blue (b) ; sled (b) ; slip (c)
slur (c) ; smoke-stack (c) ; snarl (b) ; social (a) ; socket (a) ; sole (a)
sound (b) ; spaceful (d) ; specificity (c) ; speech (c) ; spice-tree (c) ; spirit
ally (d) ; split (d) ; sport (d) ; sprinkle (b) ; square (c) ; stableman (d)
stale (d) ; stare (b) ; statics (d) ; stint (a) ; stopped (a) ; strain (b)
streamful (b) ; striker (a) ; structureless (a) ; subprincipal (d) ; sulk (d)
sundered (c) ; supreme (b) ; surmise (a) ; surveyance (c) ; sweepage (b)
syllogistic (c) ; Table (c) ; taedium (b) ; take-all (d) ; tally (c)
tamboura (a) ; tap (b) ; tarpon (d) ; tauten (d) ; tearful (a) ; telegraphist
(d) ; temper (d) ; terse (a) ; themselves (c) ; thermalgesia (b) ; thorax (b)
three (d) ; thumb-band (a) ; ticketing (b) ; time (d) ; timothy (b) ; tire
smith (a) ; tobacco (b) ; tote (a) ; townward (b) ; tradition (c) ; trans-
audient (c) ; transitable (d) ; transmutationist (a) ; treescape (c) ; trifler
(a) ; trip (b) ; trouble (a) ; truss (c) ; tumble (b) ; twitteration (b)
Unobserving (a) ; undershot (c) ; unicity (c) ; unit (c) ; Unitarian (d)
unpurse (c) ; up-hill (b) ; urgency (b) ; uterus (a) ; Vaginant (b)
value (c) ; variable (a) ; vault (d) ; velveted (b) ; venticular (a) ; vest (a)
virgin's-bower(a) ; Wafer-ash (d) ; waiver (d) ; walk(c) ; watcher (b)
water (b) ; wauble (b) ; weel (a) ; weight (b) ; wheatear (c) ; white (a)
will (b) ; wind (c) ; woodcut (d) ; word-coinage (b) ; workless (d) ; wreck-
age (b) ; Yell (b) ; Zincous (b) ; zootic (c).
114
VOCABULARY STUDIES
LABORATORY TEST SHEET B.
Give a working definition for each of the following words with which
you are familiar:
Abbozzo
Abderian
Ablegate
Acadialite
Acemetic
Acinaces
Acroke
Acuate
Aedicula
Agraph
Albaras
Algesia
Allomorphite
Almemar
Amelification
Ametropia
Ampycidae
Anisocnemic
Anomatheca
Antennaria
Anthrax
Aposthia
Applanation
Area
Argentamid
Arundo
Ash-cat
Asplenium
Astragalocalcaneum
Athanatism
Atrichiidae
Austrium
Ayme
Babul
Bagaty
Banie
Baya
Beauvais's disease
Bezique
Bicessis
Biduous
Biradial
Bischofite
B'nai B'rith
Boeotian
Boongary
Boschveld
Boucherism
Bowdlerize
Breedling
Briza
Bulnbuln
Cadus
Calata
Calocub
Cameloidea
C'anin
Cantharic
Capischolus
Capulincillo
Carcinoma
Carinate
Carper
Casern
Cataphract
Caucho
Cerasite
Chanterelle
C'haradriidae
Checkle
Chermes
Choil
Chorionitis
Cinchonales
Claribella
Clavo
Clepe
Cloue
Colchicum
Colletic
Comatula
Commandancia
Commoration
Cond
Copaiye-wood
Coral-tree
Corsie
Cotgare
Craiget
Cuitikins
Cumming
Cyclamose
Cyperus
Damajavag
Dap
Dead-angle
Demot
Deoperculate
Derasha
Desiderate
Deversoir
Diabantite
Digeny
Diphenylene
Disquisition
Dogger
APPENDIX
115
Doon
Doseh
Dravite
Dugon
Button's
Ecphysis
Eggeba
disease
Emaunche
Emendation
Empleomania
Endorachis
Eosphorite
Epicyemate
Episkeletal
Epulosis
Eranos
Esrhynite
Eugenolate
Eutaxiology
Excamb
Ex cogitable
Exomion
Exsiliency
farraginous
Fatiscence
Fisk
Fontange
Fores
Foune
Foxing
Frankeniaceae
Freet
Fuchsinophil
Fulminic
Furodiazole
Gabella
Galago
Gallobromol
Gandi
Genoblast
Geromarasmus
Gibbon
Glactalin
Glauberite
Glonoin
Gra
Grimp
Gubernaculum
Hachis
Hairbranch-tree
Halisteresis
Hauture
Heberden's disease
Heilaman
Heptadecad
Heshwan
Heteroxanthin
Himation
Hirsel
Hobbledepoise
Hoi
Holonarcosis
Homofocal
Hoplology
Horrisonous
Huck-muck
Hurlyhawkie
Hydnaceae
Hydropathic
Hypozeugma
Illaenus
Immissivity
Imphee .
Indiadem
Intemperies
Interparoxysmal
Involucel
lodidate
Itaka-wood
Iztli
Japish
Jeffersonite
Joanese
Joyance
Jurdon
Kadosh
Kanari
Kava
Kene
Kiku
Kitcat
Korora
Kutch
Labyrinthula
Lacunule
Lakao
Lauk
Legabile
Lek
Libelluline
Lincture
Litiscontestation
Llume
Loller
Lubricous
Lucken
Lych
Lysodactylae
Machineel
Mahogo
Malengine
Manege
Maori-head
Margelidae
Marshite
Matachin
Mechal
Meconioid
Medusome
Melasmic
Mephistophelian
Merocoxalgia
Metalammonium
Metamorphist
Methanal
Mischanter
Mkungu
Molet
Monethyl
Morgen
116
VOCABULARY STUDIES
Moup
Mulet
Myristicivorous
Nacarat
Nanmu
Nark
Nasion
Naukar
Neo-Pythagorean
Neurula
Niblick
Nither
Noeggerathia
Noningerence
Nuciferous
Obumbrant
Odize
Oecological
Ogee
Oilet
Olinia
Oolak
Ophileta
Opsonin
Oreodontidae
Organacidia
Ortygan
Ouf
Oxytone
Paleophysiology
Palmetum
Pancoline
Panotype
Paradenitis
Paresoanalgesia
Paroissien
Patrice
Paviser
Pentatrematoid
Pepinillo
Peregrinate
Pesade
Petronel
Pharaon
Phlogogenous
Phorometer
Phosphoryl
Phronetal
Physiotype
Pilocystic
Pisum
Pleiad
Poffle
Polyphonism
Posticum
Poundal
Praetergum
Preabdpmen
Propositum
Protactic
Prototypal
Pseudoscorpiones
Pteropaedes
Pundigrion
Pursuivant
Pylorus
Pyrrodiazole
Quadrumanous
Quitantie
Radiobe
Rammelsbergite
Raoulia
Ree
Regnarok
Reps
Residencia *
Respondentia
Rhyparia
Rockweed
Roseolae
Roxy
Russium
Sabeca
Sacrosanct
Saintpaulia
Salpicon
Samech
Santon
Sargo
Saxhorn
Schisma
Schoenus
Scirenga
Scorkle
Scronach
Sealwort
Septuncial
Seu
Shealing
She-sole
Signa
Sinophile
Skiamachy
Snucks
Somatology
Sopsavine
Sparpil
Sphaerosiderite
Spike-team
Stanhope
Staumrel
Steem
Stephoidea
Stibonium
Stomacephalus
Sturnidae
Subelaphine
Succedaneous
Suffumige
Superoccipital
Swallowwort
Swinge
Synaptase
Syntypic
Tenebrio
Terebra
Tetradon
Thallome
Thienone
Tilefish
Tolosa-wood
Tonsure
APPENDIX 117
Toran Volapuk
Traveling-couvert Vorticidae
Triassic Wanigan
Trivoltin Warnestore
Tube-sealer Weapon-salve
Tundra Wergild
Turkic Whincow
Tussemose Whudder
Tyrociny Winebergite
Ululant Wireangle
Uncharnel Woaded
Venust Wype
Veronal Yaip
Vicontiel Yorker
Vincetoxicum Zapote
Vitellophag
For definitions to the above list see Funk and Wagnalls New Standard
Dictionary of the English Language, 1916.
118
VOCABULARY STUDIES
LABORATORY TEST SHEET C.
The following list represents one hundred words arranged in order of
difficulty as determined by the test sheets used at Colorado College:
1. adjust
2. consist
3. tradition
4. authorized
5. unobserving
6. tumble
7. bereave
8. sham
9. sensitive
10. wreckage
11. associate
12. harbored
13. surmise
14. intimidation
15. addressee
16. artful
17. grudge
18. drone
19. stint
20. ahead
21. rate
22. urgency
28. perimeter
24. deformation
25. projectable
26. compelled
27. vault
28. adroit
29. spacefill
30. desulphurize
31. terse
32. augury
33. bone-cartilage
34. specificity
35. semioval
36. initiator
37. surveyance
38. decagon
39. rueful
40. simultaneity
41. mannikin
42. anti
43. functional
44. fabler
45. jointage
46. puma
47. apprehensive
48. memorative
49. disclamation
50. woodcut
51. deeducational
52. inebriate
53. anemometer
54. radial
55. apices
56. expiatory
57. contralto
58. jade
59. nothingly
60. extrinsic
61. tauten
62. shunt
63. hierarchy
64. forefeel
65. baronetage
66. dunness
67. lilyfy
68. seditious
69. agglomerant
70. battening
71. ave
72. transitable
73. creditability
74. analog
75. mavis
76. pennate
77. syllogistic
78. cruciferous
79. categorical
80. baubling
81. goshawk
82. chromosphere
APPENDIX 119
83. monodactyl 92. nursedom
84. processal 93. octapody
85. isochronize 94. zootic
86. prepended 95. thermalgesia
87. cella 96. actio
88. jujube 97. canage
89. diversiflorous 98. graine
90. loche . 99. spiritally
91. chimerize 100. aabec
It will readily be seen that the above list would be of very little value
for testing any except college students and adults. A thoroughly adequate
list of the nature of that suggested above would necessarily begin with the
easiest words of infancy and would be applicable to any and all ages.
120 VOCABULARY STUDIES
BIBLIOGRAPHY.
1.— Babbitt, E. H.; Pop. Sci. Mo.; Apr. 1907; 70;
378; A Vocabulary Test.
2. — Baird, William R.; Memory; May-June; 1891;
The Study of Languages.
3.— Baker, E. W.; Educa.; D. 1912; 33; 238-242;
The Problem of Two Vocabularies.
4.— Barnes, N. W. ; Nation ; S. 21, 1911 ; 93 ; 262-263 ;
The Working Vocabulary,
5.— Bateman, W. G.; Ped. Sem.; J. 1916; 23; 211-
240 ; The Language Status of Three Children
at the Same Ages.
6.— Bell, Florence; Liv. Age.; N. 16, 1907 ; 255 ; 416-
419 ; Our Present Vocabulary.
7.— Bell, Sanford; Ind.; Apr. 16,1903; 55; 911-914;
The Significance of Activity in Child Life.
8.— Beyer, Thomas P.; Educ. R.; F. 1915; 49; 191-
203 ; The Vocabulary of Two Years.
9._Beyer, Thomas P.; Educ. R.; D. 1916; 52; 478-
489 ; The Vocabulary of Three Years.
10. — Bonser, Frederick G., and others; Sch. and
Soc.; N. 13, 1915; 2; 713-718; Vocabulary
Tests as Measures of School Efficiency.
11. — Brandenburg, George C. ; Ped. Sem.; Mar.
1915; 22; 89-120; The Language of a Three-
Year-Old Child.
12. — Brandenburg, George C. and Julia ; Ped. Sem. ;
Mar. 1916 ; 23 ; 14-29 ; Language Development
During the Fourth Year.
13._Brown, R. W.; Nation; Jl. 6, 1911; 93; 11;
The Size of the Working Vocabulary.
14.— Chamberlain, Alexander F. ; The Child. Study
in the Evolution of Man; New York; Scrib-
ner; 1902.
15. — Chamberlain Alexander F. ; Ped. Sem. ; J.
1902 ; 9 ; 161-168 ; The Teaching of English.
16. — Common Man's Vocabulary, The ; Nation ; D. 2,
1909 ; 89 ; 531-532.
17._Dewey, J.; Psych. Rev.; Jan. 1894; 1; 63-66;
The Psychology of Infant Language.
BIBLIOGRAPHY 121
X18.— Doran, Edwin W.; Fed. Sem.; D. 1907; 14;
401-438 ; A Study of Vocabularies.
19. — Elusiveness and Attraction of Words, On the;
The Spectator; Apr. 29, 1916; 116; 545-546.
20.— Gale, M. C. and H.; Pop. Sci. Mo.; My. 1902;
61; 45-51; Children's Vocabularies.
21.— Gale, M. C. and H.; Ped. Sem.; D. 1902; 9;
422-435 ; The Vocabularies of Three Children
in One Family.
22.— Haggerty, M. E.; Elem. Sch. Jour.; 0. 1916;
17; 106-115; Scales for Reading Vocabulary
of Primary Children.
23. — Hall, G. S. ; Adolescence ; New York ; D. Apple-
ton and Company ; 1907 ; Vol. II ; 454-455.
24.— Hall, G. S.; Ped. Sem.; 1; 139-173; The Con-
tents of Children's Minds on Entering School.
25.— Hall, Mrs. W. S.; Child Study Mo.; 1896-1897;
2; 585-608; First Five Hundred Days of a
Child's Life.
26. — Hills, Elijah Clarence; Reprinted From Dia-
lect Notes, Vol. IV, Part II ; The Speech of a
Child Two Years of Age.
27.— Holden, E. S. ; Bui. of the Phil. Soc. of Wash. ;
1874-1878 ; 2 ; On the Number of Words Used
in Speaking and Writing.
28.— Holden, E. S.; Trans. Amer. Philol. Assn.;
1877 ; 8 ; 58-68 ; On the Vocabularies of Chil-
dren Under Two Years of Age.
29. — Humphreys, M. W. ; Trans. Amer. Philol.
Assn.; 1880; 11; 5-17; A Contribution to In-
fantile Linguistic.
30.— Jegi, J. ; Child Study Mo. ; Jan. 1901 ; 6 ; 241-
261 ; The Vocabulary of a Two-Year-Old
Child.
31.— Jones, R. G. ; Nat. Soc. for the Study of Educ. ;
F. 1915; Yearbook 14; 37-43; Standard Vo-
cabulary.
32.— Kallen, H. M. ; The Nation; 0.12, 1916; 103;
349 ; Style and Meaning.
33.— Kirkpatrick, E. A.; Pop. Sci. Mo.; F. 1907; 70;
157-164 ; A Vocabulary Test.
122 VOCABULARY STUDIES
34.— -Kirkpatrick, E. A.; Science; S. 25, 1891; 18;
175-176 ; How Children Learn to Talk : a Stu-
dy of the Development of Language — Chil-
dren's Vocabularies.
35.— Kirkpatrick, E. A.; Science; A. 21, 1891; 18;
107-108; The Number of Words in an Ordi-
nary Vocabulary.
36.— Koch, Katrina; Educ. R.; Ja. 1915; 49; 68-73;
The Development of a Vocabulary in the Ad-
olescent.
37. — Ladd and Woodworth ; Elements of Physiologi-
cal Psychology; New York; Charles Scrib-
ner's Sons; 1911; 255-262.
38. — Langenbeck, Mildred; Ped. Sem.; Mar. 1915;
22; 65-88; The Study of a Five- Year-Old
Child.
39. — Luckens, H. T.; The Amer. Jour, of Psych.;
Oct. 1898; 10; 163-164; "Correspondence".
40. — Marsh, G. P. ; Lectures on the English Langu-
age ; New York ; Scribner, Armstrong & Co. ;
1872.
41.— Mateer, Florence; Ped. Sem.; Mar. 1908; 15;
63-74; The Vocabulary of a Four-Year-Old
Boy.
42. — Monroe, Paul; A Brief Course in the History
of Education; New York; The MacMillan
Company; 1907; 11-12.
43. — Moore, Kathleen ; Psych. Rev. Mo. Sup. ; 1896 ;
No. 3 ; The Mental Development of a Child.
44. — Morice, A. G. ; Trans, of the Canadian Inst. ;
1899-1890 ; 1 ; 170-212 ; The Dene Languages.
45. — Muller, F. Max; The Science of Language;
New York; Scribner; 1891 ; Two Volumes.
46.— Nice, Margaret; Ped. Sem.; Mar. 1915; 22; 34-
64; The Development of a Child's Vocabu-
lary in Relation to Environment.
47. — Olerich, Henry ; Viola Olerich, the Famous Ba-
by Scholar ; Chicago ; Laird & Lee ; 1900.
48._Perkins, A. S.; Educ. R.; D. 1916; 52; 501-
506; Measurements of Effect of Latin on
BIBLIOGRAPHY 123
English Vocabulary of High School Students
in Commercial Coures.
49.— Preyer, W.; The Development of the Intellect;
New York ; D. Appleton and Company ; 1893.
50.— Preyer, W.; The Senses and the Will; New
York ; D. Appleton and Company ; 1903 ; 282-
325.
51.— Rankin, Jean Sherwood; El. Sch. T.; My. 1911;
11 ; 465-468 ; The Eighth Grade Vocabulary.
52.— Salisbury, Albert; Educ. R.; Mar. 1894; 7;
289-290; A Child's Vocabulary.
53.— Sholty, M.; El. Sch. T.; F. 1912; 12; 272-277;
A Study of the Reading Vocabulary of Chil-
dren.
54.— Smith, L. P.; Liv. Age; S. 9, 1911; 270; 661-
672; Our Modern Vocabulary.
55.— Super, C. W.; Educa.; D. 1916; 37; 239-243;
The Problem of Two Vocabularies.
56.— Three Year Old Boy With a Vocabulary of 1771
Words, A. ; Amer. M. ; N. 1911 ; 73 ; 121-122.
57. — Tracy, Frederick; Amer. Jour. Psych.; 0.
1893; 6; 107-138; The Language of Child-
hood.
58. — Tracy, Frederick ; Psychology of Childhood ; D.
C. Heath & Co.; Boston; 1909; 118-165.
59. — Whipple, Guy Montrose ; Manual of Mental and
Physical Tests ; Baltimore ; Warwick & York ;
1915; Part II (Complex Processes) ; 308-
322 (674-688).
60. — Whipple, Professor and Mrs. Guy Montrose;
Ped. Sem. ; Mar. 1909 ; 16 ; 1-22 ; The Vocab-
ulary of a Three- Year-Old Boy.
61.— Wingfield-Stratford, Esme; Liv. Age.; Ja. 18,
1913; 276; 162-168; Words Without Know-
ledge.
62.— Wizard Word, The; Atlantic Mo.; Jl. 1914;
114; 142-144.
63. — Yocum, A. Duncan; Sch. and Soc. ; Apr. 3,
1915; 1; 469-477; The Compelling of Effi-
ciency Through Teacher Training.
V
EDUCA
UNIVERSITY OF CALIFORNIA LIBRARY
BERKELEY
Return to desk from which borrowed.
This book is DUE on the last date stamped below.
JUL 20
DB6-7" 135 \
NOV 2 3 1951
NOV 11 1952
NOV 24 1972
JftNS
LD 21-100m-9,'48(B399sl6)476
5*i!)40
UNIVERSITY OF CALIFORNIA LIBRARY
Live Music Archive
Librivox Free Audio
Metropolitan Museum
Cleveland Museum of Art
Internet Arcade
Console Living Room
Books to Borrow
Open Library
TV News
Understanding 9/11