Lindsay: An Etymological Study 15 
This table shows the total number of derivatives to be at- 
tributed to each source language among these 5,000 words 
(approximately) of less frequency and also the number in 
each of the groups defined by the frequency index numbers 
9 to 3 inclusive. The contrast may here be noted in the range 
of frequency in the two halves of the 10,000 English words. 
Among the 5,000 words of higher frequency the range is be- 
tween 211 and 10 inclusive. Among the 5,000 words of less 
frequency the range is only between 9 and 3 inclusive. Tables 
3 and 4 may be compared. 
Table 5 shows the contribution of each important source 
language to the 5,000 words (approximately) of highest fre- 
quency in Professor Thorndike’s Teacher’s Word Book. 
The first two columns of figures show the contribution of 
each source language on the basis of the number of words 
among the 5,000 actually derived from it. The numbers in 
the first column show the number of words derived from each 
language. The numbers in the second column show the per 
cent of the words among the 5,000 that are derived from each 
source language. 
The second two columns of figures show the contribution of 
each source language on the basis of the frequency and extent 
of use of the derivatives of each language that occur among 
the 5,000 words of higher frequency. Each number in the 
third column of figures is the sum of the frequency index num- 
bers found in Professor Thorndike’s Teacher’s Word Book 
after all words that are derived from the source language 
whose name precedes the number. For instance, in the third 
column of figures after the name “English” is the number 
88,081. This was obtained by adding together all the fre- 
quency index numbers of all the words of native English 
origin among the 5,000 words of higher frequency. 
For obvious reasons, some of which have been previously 
mentioned, the index numbers of all words involving com- 
pound etymology, of all hybrid words, and of all proper names 
were left completely out of the reckoning. 
Table 6 shows the contribution of each important source 
language to the 5,000 words (approximately) of less fre- 
quency in Professor Thorndike’s Teacher’s Word Book. 
The plan of Table 6 is the same as that of Table 5. 
