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Indiana University Studies 
were usually few, that the ultimate source word seemed often 
rather remote from its English derivative, and that the time 
that could be put upon the work was limited. 
B. Tables of Statistics, 1-8 
Table 1 shows the standing of source languages among the 
500 words of very highest frequency. 
This table shows both the number of derivative words and 
the sums of the frequency index numbers to be attributed to 
each source language in each group of 100 (approximately) 
words and in the total 500 words. The term ‘‘compound ety- 
mology” signifies a word such as “arm” that if taken in one 
sense is native English and in another sense is of Latin origin ; 
in other words, it signifies a word that may trace back to 
any one of two or more source languages. The term “Other- 
Latin” signifies a word of Latin origin that has come into the 
English thru an intermediate language. The term “Latin- 
Other” signifies a word that came into English from the Latin, 
whether directly or not, but which traces to some other source 
language beyond the Latin other than Greek. If a word came 
into English thru Latin from Greek, it is classed as “Other- 
Greek”. 
Table 2 shows the sums of the frequency index numbers to 
be attributed to each source language in each group of 500 
words (approximately) among the 5,000 words of higher fre- 
quency in the Teacher's Word Book. 
In the column labeled “Total” is indicated the sum of the 
index numbers that is to be attributed to each source lan- 
guage for the total 5,000 words. The heading “1-A” signi- 
fies the group of 500 words (approximately) of higher fre- 
quency index numbers among the 1,000 words of very highest 
frequency index numbers. And so on. 
Table 3 shows the actual number of derivative words to 
be attributed to each source language among the 5,000 words 
of higher frequency taken both as a whole in the column 
labeled “Total” and by groups of 500 words (approximately) 
each. This table may be compared with Table 4 following. 
Table 4 shows the number of derivative words to be at- 
tributed to each source language contributing to the 5,000 
words of less frequency in the Teacher's Word Book. 
