36 INTRODUCTION TO THE STUDY OF INDIAN LANGUAGES. 
the third and fourth above, with their collateral lines, are necessary for the 
purpose of discovering the method of assimilation. The kinships are 
grouped in the schedules and on the charts in the following manner: 
1. Lineal descendants of ‘‘Self.” 
2. Lineal ascendants of ‘“‘Self.” 
3. The first collateral line in two branches—the brother’s branch, and 
the sister’s branch. 
4. The second collateral line in two branches—the father’s branch, 
including father’s brothers and sisters, with their descendants, and mother’s 
branch, including mother’s brothers and sisters, with their descendants. 
5. Third collateral line in two branches—father’s parents’ branch, 
which include the brothers and sisters of father’s parents with their de- 
scendants; and mother’s parents’ branch, which includes the brothers and 
sisters of mother’s parents with their descendants. 
6. Fourth collateral line in two branches. In these fourth collateral 
lines, from the vast number of relationships that might be placed on the 
chart, only a very few have been given—just sufficient to exhibit the 
method of assimilation. 
In some languages a part of the lexical elements are duplicated—that 
is, some terms that are used by males cannot by Indian customs be used 
by females, and some terms used by females cannot be used by males, thus 
giving rise to a duplicate series of words—man words and woman words. 
In some of these languages a brother and sister designate their father by dif- 
ferent names, their mother by different names, and many or all other kinships | 
in like manner. A similar duplication of terms is found in many other parts 
of the language, and should everywhere be carefully noted by the collector. 
This state of facts appearing in some languages, it becomes necessary 
to duplicate the set of questions, the first list being ‘‘Self,” a male, the 
second list being ‘‘Self,” a female. The student will soon discover whether 
two sets of words are used. If this characteristic is found, it will be neces- 
sary to go through with both sets carefully. When but one set of words 
is discovered the answers to the second set of questions will be exact dupli- 
cates of the first, and the student may proceed with the second only far 
enough to fully demonstrate the fact. 
