Words and Ideas is different because it not only serves the practical end of vocabulary building but also discusses the ideas behind these words. In addition, Words and Ideas intro- duces students to key words and phrases in a range of academic disciplines instead of focus- ing mainly on either general vocabulary or bioscientific terminology. Words and Ideas does not just cover word building based on Greek and Latin but attempts to introduce students to the ancient civilizations that gave rise to these languages; further- more, it seeks to explain how these ancient languages and cultures have heavily influenced modern English and modern culture in different parts of the world.
Students who are em- barking upon the study of Classics, Classical Civilization, Latin and Greek naturally will find this textbook of particular relevance, but students of the Humanities and Sciences in fields such as English, Linguistics, History, Politics, Social Studies, Philosophy, Psychology, Law and Pre-Law , Economics, Business, Commerce, Medicine and Pre-Medicine , and Nurs- ing will find much in this book that is relevant and helpful.
Without their support this book would not have been possible. Although the contribu- tions of my colleagues have been edited liberally in order to ensure general consistency in content and format and uniformity in style, I trust that I have not taken too many liberties in editing material that has already proven to be successful with students. Thanks are also due to the several tu- tors and many hundreds of university students at the University ofNatal, Durban who have read and engaged with earlier versions of the material in these chapters over the years.
Their responses to the material have helped to shape this textbook. I wish also to express my appreciation to Bolchazy-Carducci, especially Laurie Haight Keenan for guiding me through the submission, contract, editing, and production stages; Cameron Marshall, Charlene Hernandez, and Adam Velez for their technical assistance and design support during the preparation of the final manuscript for publication; and Ladislaus Bolchazy, who has done so much for Classics over the years by publishing pedagogical and other texts that help to bring life to the discipline in the university and secondary classrooms.
I wish to thankAnglo American, South Africa for funding a curriculum development grant that contributed to the publication of Words and Ideas. Clare Hall, Cambridge awarded me a Visiting Research Fellowship during , which enabled me to complete the final editing of this textbook while engaged in various research projects at the College.
I wish to express my appreciation not only to the University of Natal for granting me a period ofleave to work on these projects at Clare Hall, Cambridge but also to the University of Otago for its financial assistance in completing the final editing of this textbook. The editor and publisher would like also to thank the following for supplying photographs that appear on the cover and in Chapters S The British Museum, London: statue of Socrates, p.
Courtauld Collection, Harare: drachma from Cyrene showing the head of Zeus Ammon and a silphium plant, p. Deutsches Archaologisches Institut, Rome: bust of Hippocrates, p. Fratelli Alinari S. Fototeca Unione, Rome: relief of an obstetrician, p. Giraudon, Paris: mosaic showing a detail from "Plato's Academy," p. Kunsthistorisches Museum, Vienna: bust of Aristotle, p.
Museo Archeologico Nazionale, Naples: woman holding a stylus and writing tab- lets, cover. TimePix, New York: bust of Plato, p. Acknowledgements are also due to Tamaryn Pieterse, who drew the illustrations in Chap- ter 4; William Dominik, who produced the vase images in Chapter S, and John Hilton, who created the illustrations in Chapters 6 and 7. VV Its flexible format means that it can be utilized in a few different ways for the benefit of students.
The word building chapters-Chapters 1 "Word Building Basics" , 2 "Word Building Tools: Greek Components" , and 3 "Word Building Tools: Latin Compo- nents" -can be taught as separate chapters on their own or its sections can be discussed concurrently with the other chapters on the various disciplines. A recommended teaching method is to work gradually through the word building chapters in the process of discuss- ing the other chapters.
In this way the vocabulary technique, discipline-specific vocabu- lary, and cultural understanding of students are broadened at the same time. On the other hand, it may be felt that students should acquire some basic knowledge of word building before proceeding to the more specialized vocabulary and cultural topics contained in the subsequent chapters.
Some teachers may prefer to emphasize the word-building sections throughout this textbook, while others, especially those involved in the teaching of history and civilization, may prefer to give greater attention to the cultural topics.
The chapters on the various disciplines may be discussed in any order, although Chapter 5 "Medicine" in particular contains a long section on medical terminology that comple- ments the content and objectives of the word building chapters.
Chapter 5 therefore may be introduced usefully during the early or middle stages of discussing these word building chapters or perhaps shortly after their completion. There is some repetition of material be- tween and within some of the chapters, often from a different perspective, for example, in Chapters and 5. This is intentional on the part of the editor and is designed not only to illustrate the working relationship between the component parts of words but also to pro- vide reinforcement of important words and concepts.
An effort has been made to simplify the word building terminology and approach throughout this book and to avoid making overly technical explanations and definitions, especially in Chapters This applies es- pecially to the discussion of suffixes, whose grammatical functions are emphasized rather than their possible meanings. Although the material in the chapters has been liberally edited in order to ensure a rea- sonable degree of consistency in style and format, it will be noted that the approaches vary in each of the chapters according to the interests and methodologies of the authors.
It is hoped that these varied approaches will help to maintain the interest of the students in the topics and words discussed in each of the chapters. The "Word for Word" strips that have been included throughout this textbook are also intended to stimulate the interest of stu- dents in word origins by providing, clarifying, or emphasizing information about particular words in an interesting way.
A bibliography and suggestions for further reading appear at the end of each chapter; for second and subsequent editions of cited books I have attempted to provide the most recent places and dates of publication. Further bibliography may be found by consulting the most recent books listed, most of which contain extensive bibliographies of previous publications. The lists contain mainly publications in English; articles from journals have been excluded because of the limitation of space.
Some of the listed web sites contain additional information about the topics discussed in the chapters and in a few cases some helpful exercises. In addition, searching the internet using the titles of the web sites and the titles of the chapters and sections in this book should lead the reader to other relevant sites, including those that have appeared since the publication of this textbook. The different types of questions and exercises in the body of Chapters and at the end of Chapters are designed to give varied practice with the words and ideas dis- cussed in the various sections.
Most of the answers to the questions and exercises in each chapter are contained in the body of the chapter; where this is not directly the case, the answer usually can be deduced from the information given in the relevant chapter or can be found in an English dictionary that provides etymologies. For these reasons it was felt that it was not necessary or desirable from a pedagogical viewpoint to provide answer keys at the end of this book or in a separate publication. The questions at the end of each chapter generally provide practice with many of the topics and words discussed; however, teachers can use these as models to write their own questions for purposes of additional practice and assessment.
Students should be encouraged generally to use an English dictionary since there is not the space in this textbook to discuss all the words that are given as examples; furthermore, students are invited in the word study sections and exercises to refer to an English diction- ary when there they may feel a need to do so. When students consult an English diction- ary, it is important that they use a dictionary that gives the etymologies and meanings of all Greek and Latin words from which the English words are derived.
It should not be necessary for students to consult Greek or Latin dictionaries to complete any of the exercises in this textbook since all the information required is usually provided within its pages. The meanings of some Greek and Latin words, however, are not provided when they do not differ significantly from the modern English meanings.
As discussed in Chapter 1 "Word Building Basics" , there is sometimes a variation in the spelling of certain Greek words that have entered the English language. Where a Greek name is well known in a Latinate spelling, that spelling is generally used in this textbook.
In Chapter 4 "Mythology" , for example, the Latinate spelling Uranus is used instead of the Greek spelling Ouranos because the Latinized name of the planet is well known, whereas the Greek spelling Kronos is used rather than the Latinate Cronus because Kronos as a figure or name is generally not well known today. Some ordinary Greek words, however, may ap- pear both in their Greek e.
For the sake of uniformity American spelling and punctuation have been used through- out this book. All English words are spelled in the modern American way and alternative spellings generally are not indicated. Since the spelling of many English words is different in Commonwealth countries from the United States, teachers in these countries may instruct their students to use the spelling system standard in their own countries. On a general level this book aims to help extend students' general vocabu- lary and knowledge, to arouse the curiosity of students about the relationship between words and concepts in different cultures, and to demonstrate the degree of continuity and interre- latedness of these cultures.
On a more specific level it aims to train students in the analysis of polysyllabic words by focusing on important words and concepts that are used regularly in academic work, to acquaint them with the origin and history of some of the fundamental ideas of the ancient world and of the twenty-first century in certain key areas, and to develop in students a basic understanding of the ancient Greek and Roman worlds.
The key words and phrases discussed in this book usually appear in bold print to stress their importance. Exercises are provided in each chapter for written work or discussion in class. One of the purposes of these chapters is to provide a general background to the system and rules of word building. They discuss such topics as language families; major stages in the development of English vocabulary; the Greek and Roman al- phabets; writing Greek words in the Roman alphabet; the parts of speech; the structure of English words; and common prefixes, bases, suffixes, and combining forms.
Chapters also serve as a practical introduction to the mechanics of word building. They aim to help students develop the ability to analyze unfamiliar words in terms of their derivational components and to assist in the acquisition of standard word building and vo- cabulary skills. Since the words discussed in this and subsequent chapters have been brought into English according to a system, an understanding of this system makes it possible to learn and understand the meanings and usages of these often complex words.
Once students ac- quire a systematic approach to analyzing the form and meaning of these words, they begin to enlarge their vocabulary and give it etymological precision.
Although Chapters will be the chapters that most students read first, the word building material in them can be studied in conjunction with the other chapters. These languages are not spoken by anyone any more. Ancient Greek was the language spoken in the Greek world some two and a half thousand years ago, while Latin was the language of the Romans before and after the beginning of the common era.
For many centuries thereafter, however, Greek and Latin were the internationally spoken languages oflearning, so it is not surprising that modern English, like some other modern languages, contains a large number of words that are derived from Greek and Latin terms and concepts.
This lexical influence is extensive and pervasive. About sixty per cent of words in com- mon use in English are derived from Latin and about ten per cent originate from ancient Greek. Some English words are derived from both Greek and Latin, while the origin of other words can be found in just one of these languages.
Africa, for instance, is the ancient Latin name for a small part of the modern continent surrounding the ancient city of Car- thage, while govern can be traced back to Latin and Greek words that originally meant "to steer a ship.
Each of Chapters is devoted to words in one or two set categories. Some of the fundamental ideas of the modern world are examined in the fields ofMythology, Medicine, Commerce and Economics, Politics and Law, Philoso- phy and Psychology, and History.
The classical foundations of these disciplines generally are explored first by identifying the ancient word bases that form the basis of discipline- specific discourses. These word bases then are usually examined by placing the ancient con- cepts they signify into their original contexts so that students gain access to the connota- tive fields of meaning that are still attached to the modern terms. Dominik Bolchazy-Carducci Publishers, Inc.
All rights reserved. Bolchazy-Carducci Publishers, Inc. The answers provided to the Exercises and Word Study and For Consideration sections of the textbook are designed generally to serve as an indicative rather than general guide.
This Answer Key is mainly intended to assist teachers and is designed to augment the students' understanding by suggesting a variety of possible answers. It can also be used by teachers who are engaged in long-distance or web-based learning.
It is especially suitable for use by parents involved in schooling their children at home. In addition, it is also suitable for use by students in an extramural or self-study situation. I wish to acknowledge the assistance of John Sherlock, Olivia Banks and Cassandra Liggett in compiling the answers to this textbook, of John Hayden in vetting them for accuracy, and of Sean McConnell in checking and revising the final proofs.
I especially want to thank Andrew Adams for his numerous suggestions for improving the answers and Laurie Haight Keenan for her support in the production of this Answer Key. Dominik Duoedin, New Zealand September Autodidacts will appreciate having the opportunity to check the accuracy of their responses. Dominik is Professor of Classics at the University of Otago. He made his first move into the world of publishing by helping out his friend and colleague Alcibiades Oikeno- mides at Ares Publishing in Chicago.
Lou subsequently opened his own publishing business, US Graphics a combination printer and publisher , thirty yeats ago on Michigan Avenue in Chicago's Loop. Then in B-C moved again, to larger quarters in Wauconda, Illinois, its present location.
All of our editors hold advanced degrees in Classics. B-C has been written. Lou has been publisher and editor of the Classical Bulletin since and cofounder and edito. Related Papers William J.
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