432 Wisconsin Academy of Sciences, Arts, and Letters. 
with, the values proper to both “that” and “which,” so also I 
force the “who” to do- the double duty of “him” and “who.” 
That is, a pregnant “who” shall be made to act as relative and 
antecedent both, but not completely. The idea-naming power 
of “him” the pregnant “who” acquires; of case-exhibiting 
power, it holds fast that of the merely relative “who;” but that 
of “him” it relinquishes. Availing myself of this still in- 
creasedly effective pregnant “who,” I reconstruct my diagram, 
obtaining 
I wish you to tell me who 
killed 
Lincoln. 
Needing now no longer the depictive power of a diagram, I 
substitute the sentence 
“I wish you to tell me who killed Lincoln,.” 
This sentence, and the briefer 
“Tell me who killed Lincoln,” 
I regard as expressing an interrogative judgment of the now- 
considered genus—that is, a judgment interrogative as to a term 
(in the present case, the first term or subject of the insufficient 
prior judgment “- killed Lincoln”) or adjunct. These 
sentences, however, are by no means questions in the usual sense 
of the word. T'o become a question, even the briefer sentence re¬ 
quires further bulk-reduction; and such reduction is accom¬ 
plished by what I will examine under the title 
THE SPECIALTY QUESTION-ASKING W r ORI>. 
Let it be assumed that, in the illustration “WliO' killed Lin¬ 
coln ?,” “Who ?” is that word. This assumption I hope to justify 
in the remaining sections of this chapter, especially the follow¬ 
ing, devoted to 
Its meaning. 
Not finding the meaning of such a word as “Who ?” in cur¬ 
rent definitions and descriptions, in my opinion both defective 
and misleading, and being quite unable to suppose a confidence 
in my own ability to extort the meaning from the word itself, 
I have assumed that, at any rate, the meaning of the total sen¬ 
tence of which it is a member, might be established with essen- 
