9 
ANALYTIC ORTHOGRAPHY. ‘ 305 
or quadruple diminutive of ass, although it is more probable that 7m (in one or both cases) 
is a feminine sign. 
206. A consonant is sometimes inserted as a fulerum between vowels, as in witti-c-ism, 
ego-t-ism, 7-x-éc1, or a vowel between consonants, as in the Hauaian piladel-e-pia for Phi- 
lade/phia. Among the causes of epenthesis are cyclesis, eduction, and induction. Other 
causes will be mentioned in later chapters. 
CYCLESIS. 
207. In withdrawing the tongue from the palate, if it is done with a cycloidal motion, 
like unrolling it from the tip backwards, ¢ may be followed by an inserted s, as in German, 
or by sh, as in English; and d may be followed by English z, as in Italian, or by French 
j. Germans and Italians are so accustomed to it that they corrupt Latin with an imagi- 
nary s after pure ¢ in words like nat-i-o (nation,) léct-i-o (a choosing,) reading natsio and 
lectsio. 
EDUCTION. 
208. As the opening of the nasal passage turns D into N, if in saying ten this passage is 
closed before the voice is stopped, ‘tend’ will result; and from ténér and génus (génér-is,) 
tender and gender are formed by the eduction of d from w. In lantern from latérna, the 
nasal passage is allowed to open before the ¢, forming n, as 6 gives rise to m in strabo, 
Ital. strambo. Other examples are, number, tremble, lend, salt, thimble, remember, con- 
tempt, consumption. Latin htiiMiLis, Eng. humble, Spanish humilde. In the French 
pivoine, v is educed from 0; and CAMPHORA gives the German kampfer by eduction, and 
the Slavonic kafer by the absorption of m. German pfeffer (pepper,) pfad (path,) &e. 
Greek Sappho, Bacchus, Matthew. 
209. Educed elements are not inserted in the sense that 1 is inserted in AlbaNcella, 
anciently Albocella; or the d in a(d)vance, or r in t(r)easury, vag(r)ant, Ta(r)tar, as 
these are not due to the mechanical action of the organs. 
210. In examining Spanish, we find I introduced in a few words, as in viento (wind,) 
from vénttis. If we compare Spanish words in ve- with those in vi-, we find that the lat- 
ter exceed the former somewhat in number, so that the change might be attributed to the 
influence or induction of a larger upon a smaller class. But on comparing other Spanish 
words, as tempo (time,) from tempts; piel from péllis (a skin;) dente from déntis (of a 
tooth;) we find that the forms in te-, pe-, de-, greatly exceed those in ti-, pi-, di-. 
211. In forming the syllable vx-, if the mouth be not set soon enough for the E, the 
aperture will be that of I, which sound will be interposed (as in these examples) as an 
eduction from E. In the same manner, on the labial side of the vowel scale, U is educed 
from O, as in passing from Latin to Ttalian in sdnus suono (sound,) sordr swore (sister,) 
