440 Wisconsin Academy of Sciences, Arts, and Letters. 
with its rank in the other. “Verbal nouns” and “verbal adjec¬ 
tives” are witness by their very titles to the difference of simul¬ 
taneous functions. Admit the neglected “adjective noun” and 
the present case is covered. Thus, in “Her dress is bright red,” 
“red,” in its fellowship with “dress is,” ranks as adjective; but 
as term to the adjunct “bright” the same “red” must pose as 
substantive. (Cent. “Studying, lessons aloud is forbidden,” etc.) 
Accordingly, interpreting “Qualis est JuliusT” as meaning 
“Tell me what (=that which) Julius is,” I define the “Qualis?” 
as meaning “Tell me that (substantive) which (adjective) 
In guidance, as with “Welcher the first of the two functions 
is neglected, the case-ending being used to indicate; the second. 
“Where?” “Whither?” “When?” “How?,” etc.—indefinite 
like “Qualis ?” as to attribute—have special dealing with the 
attribute 1 of a. verb. Neglecting such a question as “Where is 
Brown ?”, in which location is presumably rather predicate ad¬ 
jective to “Brown is” than adverbial, I elect as typical the sen¬ 
tence “Whither go you ?” This I interpret as meaning “Tell me 
the direction which characterizes your going.” But instead of 
using thought of the form thus indicated, we commonly substi¬ 
tute the form, expressed by “Tell me the direction (substantive) 
which (adverbial) you are going.” 
This use of one idea in simultaneously substantive and adver¬ 
bial functions may be familiarized by the sentence “What sur¬ 
prises me is the little you are influenced by your friends.” 
I forbear to tax already wearied patience with my own interpreta¬ 
tion of other specially question-asking words, or the legionary cases of 
their usage in distorted thought-perspective, e. g., “How old a man did 
you meet?”, instead of “What was the age of the man yon 
met?” Nor shall I seek to determine what parts of speech may 
be embodied in the interrogative words. It is obvious that any element 
of any, the most complex, thought may utilize its fellows as a descrip¬ 
tion of itself—that any element, thus described, I may ask you to tell 
me; that is, any element may form the nucleus of a question; that is, 
again, the way is open for each one of the parts of speech to develop an 
interrogative form. The actual non-development of some is merely 
one of many linguistic inactions to be explained by the absence of suf¬ 
ficient action-causing motive. The interrogatives which language actu¬ 
ally has developed, suffice, with a little ingenuity, for all linguistic 
needs. Suppose, for instance, that I do not know whether my grammar 
is on my reader or under it, before it or behind it, “rechts Oder links." 
